stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Wait. Student: [Inaudible]. Teacher: Thank you.  [TARGET]Teacher: So three and - that's why we call it - another name, an equivalent of this one.[/TARGET] Teacher: Excuse me, of this set, an equivalent of this - Student: [Inaudible]. Teacher: Look at it.
Student: [Inaudible]. Teacher: Thank you. Teacher: So three and - that's why we call it - another name, an equivalent of this one.  [TARGET]Teacher: Excuse me, of this set, an equivalent of this -[/TARGET] Student: [Inaudible]. Teacher: Look at it. Teacher: So it's three twenty fourths, which is equivalent to one eighth.
Teacher: So three and - that's why we call it - another name, an equivalent of this one. Teacher: Excuse me, of this set, an equivalent of this - Student: [Inaudible].  [TARGET]Teacher: Look at it.[/TARGET] Teacher: So it's three twenty fourths, which is equivalent to one eighth. Student: One eighth. Teacher: One eighth.
Teacher: Excuse me, of this set, an equivalent of this - Student: [Inaudible]. Teacher: Look at it.  [TARGET]Teacher: So it's three twenty fourths, which is equivalent to one eighth.[/TARGET] Student: One eighth. Teacher: One eighth. Teacher: Okay, all right.
Teacher: Look at it. Teacher: So it's three twenty fourths, which is equivalent to one eighth. Student: One eighth.  [TARGET]Teacher: One eighth.[/TARGET] Teacher: Okay, all right. Teacher: Now, listen, I'm going to erase this and I need people's attention, because I'm going to ask you another question we've never talked about before. Teacher: We have one third, we have one third - I mean, we have one half, we have one fourth.
Teacher: So it's three twenty fourths, which is equivalent to one eighth. Student: One eighth. Teacher: One eighth.  [TARGET]Teacher: Okay, all right.[/TARGET] Teacher: Now, listen, I'm going to erase this and I need people's attention, because I'm going to ask you another question we've never talked about before. Teacher: We have one third, we have one third - I mean, we have one half, we have one fourth. Student: And we have one eighth.
Teacher: One eighth. Teacher: Okay, all right. Teacher: Now, listen, I'm going to erase this and I need people's attention, because I'm going to ask you another question we've never talked about before.  [TARGET]Teacher: We have one third, we have one third - I mean, we have one half, we have one fourth.[/TARGET] Student: And we have one eighth. Student: And we have - Teacher: Now, this same set - look at me.
Teacher: We have one third, we have one third - I mean, we have one half, we have one fourth. Student: And we have one eighth. Student: And we have -  [TARGET]Teacher: Now, this same set - look at me.[/TARGET] Teacher: That same set and how many is in this set? Multiple Students: 24 Teacher: So we know three pieces is how many - what fraction?
Student: And we have one eighth. Student: And we have - Teacher: Now, this same set - look at me.  [TARGET]Teacher: That same set and how many is in this set?[/TARGET] Multiple Students: 24 Teacher: So we know three pieces is how many - what fraction? Student: Three pieces.
Teacher: Now, this same set - look at me. Teacher: That same set and how many is in this set? Multiple Students: 24  [TARGET]Teacher: So we know three pieces is how many - what fraction?[/TARGET] Student: Three pieces. Teacher: Three pieces is what fraction? Student: One eighth.
Multiple Students: 24 Teacher: So we know three pieces is how many - what fraction? Student: Three pieces.  [TARGET]Teacher: Three pieces is what fraction?[/TARGET] Student: One eighth. Teacher: One eighth of the whole set, and that is three twenty fourths. Teacher: You [inaudible].
Student: Three pieces. Teacher: Three pieces is what fraction? Student: One eighth.  [TARGET]Teacher: One eighth of the whole set, and that is three twenty fourths.[/TARGET] Teacher: You [inaudible]. Teacher: Thank you. Teacher: It's hard to - it's hard to keep it up.
Teacher: Three pieces is what fraction? Student: One eighth. Teacher: One eighth of the whole set, and that is three twenty fourths.  [TARGET]Teacher: You [inaudible].[/TARGET] Teacher: Thank you. Teacher: It's hard to - it's hard to keep it up. Teacher: Next one, listen.
Student: One eighth. Teacher: One eighth of the whole set, and that is three twenty fourths. Teacher: You [inaudible].  [TARGET]Teacher: Thank you.[/TARGET] Teacher: It's hard to - it's hard to keep it up. Teacher: Next one, listen. Teacher: What did we learn?
Teacher: One eighth of the whole set, and that is three twenty fourths. Teacher: You [inaudible]. Teacher: Thank you.  [TARGET]Teacher: It's hard to - it's hard to keep it up.[/TARGET] Teacher: Next one, listen. Teacher: What did we learn? Teacher: [Crosstalk]
Teacher: Thank you. Teacher: It's hard to - it's hard to keep it up. Teacher: Next one, listen.  [TARGET]Teacher: What did we learn?[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: All right.
Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: All right.  [TARGET]Teacher: Student M, what else did we learn?[/TARGET] Teacher: We learned one eighth. Teacher: Let's go back. Teacher: We are revising a little bit.
Teacher: [Inaudible]. Teacher: All right. Teacher: Student M, what else did we learn?  [TARGET]Teacher: We learned one eighth.[/TARGET] Teacher: Let's go back. Teacher: We are revising a little bit. Teacher: Let's go back, one more fraction we learned.
Teacher: Student M, what else did we learn? Teacher: We learned one eighth. Teacher: Let's go back.  [TARGET]Teacher: We are revising a little bit.[/TARGET] Teacher: Let's go back, one more fraction we learned. Teacher: With the whole set, the whole set. Teacher: Student C, what is one more fraction we learned besides one eighth?
Teacher: Let's go back. Teacher: We are revising a little bit. Teacher: Let's go back, one more fraction we learned.  [TARGET]Teacher: With the whole set, the whole set.[/TARGET] Teacher: Student C, what is one more fraction we learned besides one eighth? Student: One fourth. Student: [Crosstalk]
Teacher: We are revising a little bit. Teacher: Let's go back, one more fraction we learned. Teacher: With the whole set, the whole set.  [TARGET]Teacher: Student C, what is one more fraction we learned besides one eighth?[/TARGET] Student: One fourth. Student: [Crosstalk] Teacher: Wow, I call one person's name.
Teacher: Wow, I call one person's name. Teacher: Listening. Teacher: Wow.  [TARGET]Teacher: Okay, half, we put one half and one half must be - [/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: Oh, that one half is twelve twenty fourths.
Teacher: Okay, half, we put one half and one half must be -  Teacher: [Crosstalk] Teacher: Okay.  [TARGET]Teacher: Oh, that one half is twelve twenty fourths.[/TARGET] Teacher: All right, another fraction we learned for the set? Teacher: Now I have you back. Teacher: Okay.
Teacher: [Crosstalk] Teacher: Okay. Teacher: Oh, that one half is twelve twenty fourths.  [TARGET]Teacher: All right, another fraction we learned for the set?[/TARGET] Teacher: Now I have you back. Teacher: Okay. Teacher: Yes?
Teacher: All right, another fraction we learned for the set? Teacher: Now I have you back. Teacher: Okay.  [TARGET]Teacher: Yes?[/TARGET] Student: One fourth. Teacher: One fourth, and we put them in order. Teacher: And that one fourth must be - mm, mm, mm.
Teacher: Okay. Teacher: Yes? Student: One fourth.  [TARGET]Teacher: One fourth, and we put them in order.[/TARGET] Teacher: And that one fourth must be - mm, mm, mm. Teacher: Okay. Teacher: All right, so that's what?
Teacher: Yes? Student: One fourth. Teacher: One fourth, and we put them in order.  [TARGET]Teacher: And that one fourth must be - mm, mm, mm.[/TARGET] Teacher: Okay. Teacher: All right, so that's what? Teacher: What do we call - what's the equivalent?
Teacher: One fourth, and we put them in order. Teacher: And that one fourth must be - mm, mm, mm. Teacher: Okay.  [TARGET]Teacher: All right, so that's what?[/TARGET] Teacher: What do we call - what's the equivalent? Student: Six and three - Multiple Students: Six twenty fourths.
Teacher: And that one fourth must be - mm, mm, mm. Teacher: Okay. Teacher: All right, so that's what?  [TARGET]Teacher: What do we call - what's the equivalent?[/TARGET] Student: Six and three - Multiple Students: Six twenty fourths. Teacher: I have you back.
Student: Six and three - Multiple Students: Six twenty fourths. Teacher: I have you back.  [TARGET]Teacher: Six twenty fourths.[/TARGET] Teacher: Now, listen, this is the new question and people need to think. Teacher: People need to think. Teacher: This is my sandwich.
Teacher: I have you back. Teacher: Six twenty fourths. Teacher: Now, listen, this is the new question and people need to think.  [TARGET]Teacher: People need to think.[/TARGET] Teacher: This is my sandwich. Teacher: Half of my sandwich is twelve pieces out of - Multiple Students: 24
Teacher: Six twenty fourths. Teacher: Now, listen, this is the new question and people need to think. Teacher: People need to think.  [TARGET]Teacher: This is my sandwich.[/TARGET] Teacher: Half of my sandwich is twelve pieces out of - Multiple Students: 24 Teacher: That's half of my sandwich here.
Teacher: Now, listen, this is the new question and people need to think. Teacher: People need to think. Teacher: This is my sandwich.  [TARGET]Teacher: Half of my sandwich is twelve pieces out of -[/TARGET] Multiple Students: 24 Teacher: That's half of my sandwich here. Teacher: Remember, we said this is considered as a sandwich that I'm eating.
Teacher: This is my sandwich. Teacher: Half of my sandwich is twelve pieces out of - Multiple Students: 24  [TARGET]Teacher: That's half of my sandwich here.[/TARGET] Teacher: Remember, we said this is considered as a sandwich that I'm eating. Teacher: Now, one fourth, if I decide to eat a fourth of my sandwich, it would be six pieces out of 24. Teacher: Now, if I decide to eat one third of my sandwich, how many pieces would that be?
Teacher: Half of my sandwich is twelve pieces out of - Multiple Students: 24 Teacher: That's half of my sandwich here.  [TARGET]Teacher: Remember, we said this is considered as a sandwich that I'm eating.[/TARGET] Teacher: Now, one fourth, if I decide to eat a fourth of my sandwich, it would be six pieces out of 24. Teacher: Now, if I decide to eat one third of my sandwich, how many pieces would that be? Teacher: You need to think, and I'm letting people think.
Multiple Students: 24 Teacher: That's half of my sandwich here. Teacher: Remember, we said this is considered as a sandwich that I'm eating.  [TARGET]Teacher: Now, one fourth, if I decide to eat a fourth of my sandwich, it would be six pieces out of 24.[/TARGET] Teacher: Now, if I decide to eat one third of my sandwich, how many pieces would that be? Teacher: You need to think, and I'm letting people think. Teacher: I'm letting people think, and then [inaudible].
Teacher: That's half of my sandwich here. Teacher: Remember, we said this is considered as a sandwich that I'm eating. Teacher: Now, one fourth, if I decide to eat a fourth of my sandwich, it would be six pieces out of 24.  [TARGET]Teacher: Now, if I decide to eat one third of my sandwich, how many pieces would that be?[/TARGET] Teacher: You need to think, and I'm letting people think. Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk]
Teacher: [Crosstalk] Teacher: Hold on. Teacher: Excuse me.  [TARGET]Teacher: We said one fourth is six pieces out of 24 and we put it here, right?[/TARGET] Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number. Teacher: All right. Teacher: Now, I'm asking you a question and I'm going to give you a chance to talk, talk to your friend and say I want one third of my - one third of my mm pieces.
Teacher: Hold on. Teacher: Excuse me. Teacher: We said one fourth is six pieces out of 24 and we put it here, right?  [TARGET]Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number.[/TARGET] Teacher: All right. Teacher: Now, I'm asking you a question and I'm going to give you a chance to talk, talk to your friend and say I want one third of my - one third of my mm pieces. Teacher: All right, excuse me.
Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number. Teacher: All right. Teacher: Now, I'm asking you a question and I'm going to give you a chance to talk, talk to your friend and say I want one third of my - one third of my mm pieces.  [TARGET]Teacher: All right, excuse me.[/TARGET] Teacher: One third of my 24 pieces. Teacher: You can talk to your friend for a minute. Teacher: [Inaudible] not talking.
Teacher: All right. Teacher: Now, I'm asking you a question and I'm going to give you a chance to talk, talk to your friend and say I want one third of my - one third of my mm pieces. Teacher: All right, excuse me.  [TARGET]Teacher: One third of my 24 pieces.[/TARGET] Teacher: You can talk to your friend for a minute. Teacher: [Inaudible] not talking. Teacher: Three are talking.
Teacher: You can talk to your friend for a minute. Teacher: [Inaudible] not talking. Teacher: Three are talking.  [TARGET]Teacher: Good job.[/TARGET] Teacher: Let me see. Teacher: Let me see. Teacher: [Crosstalk]
Teacher: Let me see. Teacher: [Crosstalk] Teacher: Student L is talking over there.  [TARGET]Teacher: I'm looking for one third.[/TARGET] Teacher: I want to eat one third. Teacher: How many pieces would that be? Teacher: Good job.
Teacher: [Crosstalk] Teacher: Student L is talking over there. Teacher: I'm looking for one third.  [TARGET]Teacher: I want to eat one third.[/TARGET] Teacher: How many pieces would that be? Teacher: Good job. Teacher: How many pieces?
Teacher: Student L is talking over there. Teacher: I'm looking for one third. Teacher: I want to eat one third.  [TARGET]Teacher: How many pieces would that be?[/TARGET] Teacher: Good job. Teacher: How many pieces? Teacher: [Crosstalk]
Teacher: I'm looking for one third. Teacher: I want to eat one third. Teacher: How many pieces would that be?  [TARGET]Teacher: Good job.[/TARGET] Teacher: How many pieces? Teacher: [Crosstalk] Teacher: Student J, you may talk to anyone.
Teacher: I want to eat one third. Teacher: How many pieces would that be? Teacher: Good job.  [TARGET]Teacher: How many pieces?[/TARGET] Teacher: [Crosstalk] Teacher: Student J, you may talk to anyone. Teacher: Yeah, talk to someone.
Teacher: Listen to them. Teacher: Listen to what they're saying. Teacher: When I raise my hand - I'm gonna raise my hand in a minute.  [TARGET]Teacher: One third, how many pieces?[/TARGET] Teacher: One third. Teacher: Yeah, a third of my sandwich. Teacher: I'm eating only a third.
Teacher: Listen to what they're saying. Teacher: When I raise my hand - I'm gonna raise my hand in a minute. Teacher: One third, how many pieces?  [TARGET]Teacher: One third.[/TARGET] Teacher: Yeah, a third of my sandwich. Teacher: I'm eating only a third. Teacher: How many pieces would that be?
Teacher: When I raise my hand - I'm gonna raise my hand in a minute. Teacher: One third, how many pieces? Teacher: One third.  [TARGET]Teacher: Yeah, a third of my sandwich.[/TARGET] Teacher: I'm eating only a third. Teacher: How many pieces would that be? Teacher: [Crosstalk]
Teacher: One third, how many pieces? Teacher: One third. Teacher: Yeah, a third of my sandwich.  [TARGET]Teacher: I'm eating only a third.[/TARGET] Teacher: How many pieces would that be? Teacher: [Crosstalk] Teacher: Okay.
Teacher: One third. Teacher: Yeah, a third of my sandwich. Teacher: I'm eating only a third.  [TARGET]Teacher: How many pieces would that be?[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: That - let's get back.
Teacher: [Crosstalk] Teacher: Okay. Teacher: That - let's get back.  [TARGET]Teacher: Good job.[/TARGET] Teacher: I'm back. Teacher: [Crosstalk] Teacher: No, no, no.
Teacher: Do not tell me what to do, please, all right? Teacher: Now, if it's - listen. Teacher: I'm going to show you one thing.  [TARGET]Teacher: Student D.  Now, if it's the same answer [inaudible] person, what do we do?[/TARGET] Teacher: [Crosstalk] Teacher: Yes. Teacher: Right.
Teacher: I'm going to show you one thing. Teacher: Student D.  Now, if it's the same answer [inaudible] person, what do we do? Teacher: [Crosstalk]  [TARGET]Teacher: Yes.[/TARGET] Teacher: Right. Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes. Teacher: All right, now, what was the answer?
Teacher: Student D.  Now, if it's the same answer [inaudible] person, what do we do? Teacher: [Crosstalk] Teacher: Yes.  [TARGET]Teacher: Right.[/TARGET] Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes. Teacher: All right, now, what was the answer? Teacher: How many pieces would it be and what fraction - numerator and denominator.
Teacher: Yes. Teacher: Right. Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes.  [TARGET]Teacher: All right, now, what was the answer?[/TARGET] Teacher: How many pieces would it be and what fraction - numerator and denominator. Teacher: Now, let me wait for Student C.  Student C, how many pieces? Student: [Inaudible].
Teacher: Right. Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes. Teacher: All right, now, what was the answer?  [TARGET]Teacher: How many pieces would it be and what fraction - numerator and denominator.[/TARGET] Teacher: Now, let me wait for Student C.  Student C, how many pieces? Student: [Inaudible]. Teacher: We said one third of this set.
Teacher: How many pieces would it be and what fraction - numerator and denominator. Teacher: Now, let me wait for Student C.  Student C, how many pieces? Student: [Inaudible].  [TARGET]Teacher: We said one third of this set.[/TARGET] Teacher: How many pieces would it be? Student: Oh. Teacher: One, one -
Teacher: Now, let me wait for Student C.  Student C, how many pieces? Student: [Inaudible]. Teacher: We said one third of this set.  [TARGET]Teacher: How many pieces would it be?[/TARGET] Student: Oh. Teacher: One, one - Student: Eight.
Teacher: We said one third of this set. Teacher: How many pieces would it be? Student: Oh.  [TARGET]Teacher: One, one -[/TARGET] Student: Eight. Student: No. Teacher: Some people are not really - some people weren't listening.
Student: Eight. Student: No. Teacher: Some people are not really - some people weren't listening.  [TARGET]Teacher: I heard some people who were talking.[/TARGET] Student: Me. Teacher: Excuse me, Student N, do not do that. Teacher: Thank you.
Teacher: I heard some people who were talking. Student: Me. Teacher: Excuse me, Student N, do not do that.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Student N.  So I heard three people who were talking and I heard the answer kind of, but I was not sure. Teacher: All right, Student N, what did you talk in your group? Student: I said -
Student: Me. Teacher: Excuse me, Student N, do not do that. Teacher: Thank you.  [TARGET]Teacher: Student N.  So I heard three people who were talking and I heard the answer kind of, but I was not sure.[/TARGET] Teacher: All right, Student N, what did you talk in your group? Student: I said - Teacher: We said, we said, we talked about.
Teacher: Excuse me, Student N, do not do that. Teacher: Thank you. Teacher: Student N.  So I heard three people who were talking and I heard the answer kind of, but I was not sure.  [TARGET]Teacher: All right, Student N, what did you talk in your group?[/TARGET] Student: I said - Teacher: We said, we said, we talked about. Teacher: Yeah.
Teacher: Student N.  So I heard three people who were talking and I heard the answer kind of, but I was not sure. Teacher: All right, Student N, what did you talk in your group? Student: I said -  [TARGET]Teacher: We said, we said, we talked about.[/TARGET] Teacher: Yeah. Student: We talked about - Teacher: Listen, listen.
Teacher: All right, Student N, what did you talk in your group? Student: I said - Teacher: We said, we said, we talked about.  [TARGET]Teacher: Yeah.[/TARGET] Student: We talked about - Teacher: Listen, listen. Teacher: Girls, girls.
Student: We talked about - Teacher: Listen, listen. Teacher: Girls, girls.  [TARGET]Teacher: Yeah.[/TARGET] Student: We said 12 of 24 - Teacher: Is half. Student: Yes.
Teacher: Girls, girls. Teacher: Yeah. Student: We said 12 of 24 -  [TARGET]Teacher: Is half.[/TARGET] Student: Yes. Teacher: Yep. Student: And then [inaudible] one third.
Student: We said 12 of 24 - Teacher: Is half. Student: Yes.  [TARGET]Teacher: Yep.[/TARGET] Student: And then [inaudible] one third. Teacher: Yeah, one third must be - one third must be - one third of this set must be - Student: One third, I'm [inaudible].
Student: Yes. Teacher: Yep. Student: And then [inaudible] one third.  [TARGET]Teacher: Yeah, one third must be - one third must be - one third of this set must be -[/TARGET] Student: One third, I'm [inaudible]. Teacher: Hmm. Teacher: Okay, that's what you talked about, right?
Student: And then [inaudible] one third. Teacher: Yeah, one third must be - one third must be - one third of this set must be - Student: One third, I'm [inaudible].  [TARGET]Teacher: Hmm.[/TARGET] Teacher: Okay, that's what you talked about, right? Student: Yeah. Teacher: Now, let me go to another group.
Teacher: Yeah, one third must be - one third must be - one third of this set must be - Student: One third, I'm [inaudible]. Teacher: Hmm.  [TARGET]Teacher: Okay, that's what you talked about, right?[/TARGET] Student: Yeah. Teacher: Now, let me go to another group. Teacher: Let me go to another group.
Teacher: Hold on. Teacher: Student D, listen. Teacher: Listen to another group.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Yeah, what - what - Student: One eighth. Teacher: We know one eighth is three pieces.
Teacher: Student D, listen. Teacher: Listen to another group. Teacher: Thank you.  [TARGET]Teacher: Yeah, what - what -[/TARGET] Student: One eighth. Teacher: We know one eighth is three pieces. Teacher: See, one eighth is three pieces.
Teacher: Thank you. Teacher: Yeah, what - what - Student: One eighth.  [TARGET]Teacher: We know one eighth is three pieces.[/TARGET] Teacher: See, one eighth is three pieces. Teacher: Now, listen to me. Teacher: Listen.
Teacher: Yeah, what - what - Student: One eighth. Teacher: We know one eighth is three pieces.  [TARGET]Teacher: See, one eighth is three pieces.[/TARGET] Teacher: Now, listen to me. Teacher: Listen. Teacher: We're looking for how many pieces would be one third.
Teacher: See, one eighth is three pieces. Teacher: Now, listen to me. Teacher: Listen.  [TARGET]Teacher: We're looking for how many pieces would be one third.[/TARGET] Teacher: How many pieces would be one third? Teacher: Why do you say one eighth? Teacher: We already know one eighth is three pieces.
Teacher: Now, listen to me. Teacher: Listen. Teacher: We're looking for how many pieces would be one third.  [TARGET]Teacher: How many pieces would be one third?[/TARGET] Teacher: Why do you say one eighth? Teacher: We already know one eighth is three pieces. Student: Oh, six.
Teacher: Listen. Teacher: We're looking for how many pieces would be one third. Teacher: How many pieces would be one third?  [TARGET]Teacher: Why do you say one eighth?[/TARGET] Teacher: We already know one eighth is three pieces. Student: Oh, six. Teacher: Is three pieces.
Teacher: We're looking for how many pieces would be one third. Teacher: How many pieces would be one third? Teacher: Why do you say one eighth?  [TARGET]Teacher: We already know one eighth is three pieces.[/TARGET] Student: Oh, six. Teacher: Is three pieces. Teacher: One, two, three.
Teacher: Why do you say one eighth? Teacher: We already know one eighth is three pieces. Student: Oh, six.  [TARGET]Teacher: Is three pieces.[/TARGET] Teacher: One, two, three. Teacher: And [inaudible] is six pieces. Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out.