stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions. Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right? Teacher: Somebody?  [TARGET]Teacher: Yeah.[/TARGET] Student: Numerator. Teacher: Numerator and a denominator. Multiple Students: Denominator.
Teacher: Somebody? Teacher: Yeah. Student: Numerator.  [TARGET]Teacher: Numerator and a denominator.[/TARGET] Multiple Students: Denominator. Teacher: There is always. Teacher: And what did we learn?
Student: Numerator. Teacher: Numerator and a denominator. Multiple Students: Denominator.  [TARGET]Teacher: There is always.[/TARGET] Teacher: And what did we learn? Teacher: I'm gonna pick on one person. Teacher: Student N, when we say - can I see you sit - yes.
Teacher: Numerator and a denominator. Multiple Students: Denominator. Teacher: There is always.  [TARGET]Teacher: And what did we learn?[/TARGET] Teacher: I'm gonna pick on one person. Teacher: Student N, when we say - can I see you sit - yes. Teacher: When we say numerator or denominator, tell me something about denominator.
Teacher: And what did we learn? Teacher: I'm gonna pick on one person. Teacher: Student N, when we say - can I see you sit - yes.  [TARGET]Teacher: When we say numerator or denominator, tell me something about denominator.[/TARGET] Teacher: Student N, Student N, something about denominator. Teacher: What is it you present? Teacher: What does - when you say the denominator, what do I have in mind?
Teacher: Student N, when we say - can I see you sit - yes. Teacher: When we say numerator or denominator, tell me something about denominator. Teacher: Student N, Student N, something about denominator.  [TARGET]Teacher: What is it you present?[/TARGET] Teacher: What does - when you say the denominator, what do I have in mind? Student: The whole fraction. Teacher: The whole thing.
Teacher: When we say numerator or denominator, tell me something about denominator. Teacher: Student N, Student N, something about denominator. Teacher: What is it you present?  [TARGET]Teacher: What does - when you say the denominator, what do I have in mind?[/TARGET] Student: The whole fraction. Teacher: The whole thing. Student: Everything.
Teacher: What is it you present? Teacher: What does - when you say the denominator, what do I have in mind? Student: The whole fraction.  [TARGET]Teacher: The whole thing.[/TARGET] Student: Everything. Teacher: Everything of the fraction. Teacher: That is the whole area or the whole group or the whole set.
Student: The whole fraction. Teacher: The whole thing. Student: Everything.  [TARGET]Teacher: Everything of the fraction.[/TARGET] Teacher: That is the whole area or the whole group or the whole set. Teacher: How many is in it is the denominator. Teacher: Like, I have three fractions up there.
Teacher: The whole thing. Student: Everything. Teacher: Everything of the fraction.  [TARGET]Teacher: That is the whole area or the whole group or the whole set.[/TARGET] Teacher: How many is in it is the denominator. Teacher: Like, I have three fractions up there. Teacher: I have three, I have -
Student: Everything. Teacher: Everything of the fraction. Teacher: That is the whole area or the whole group or the whole set.  [TARGET]Teacher: How many is in it is the denominator.[/TARGET] Teacher: Like, I have three fractions up there. Teacher: I have three, I have - Teacher: [Crosstalk]
Teacher: Everything of the fraction. Teacher: That is the whole area or the whole group or the whole set. Teacher: How many is in it is the denominator.  [TARGET]Teacher: Like, I have three fractions up there.[/TARGET] Teacher: I have three, I have - Teacher: [Crosstalk] Teacher: Hold on.
Teacher: That is the whole area or the whole group or the whole set. Teacher: How many is in it is the denominator. Teacher: Like, I have three fractions up there.  [TARGET]Teacher: I have three, I have -[/TARGET] Teacher: [Crosstalk] Teacher: Hold on. Teacher: I have a half and I have five eights - I mean, five tenths and I have two fourths, and they're all halves.
Teacher: I have three, I have - Teacher: [Crosstalk] Teacher: Hold on.  [TARGET]Teacher: I have a half and I have five eights - I mean, five tenths and I have two fourths, and they're all halves.[/TARGET] Teacher: But we could tell five tents and ten is the - Multiple Students: Denominator. Teacher: And it's divided - it's divided into -
Teacher: [Crosstalk] Teacher: Hold on. Teacher: I have a half and I have five eights - I mean, five tenths and I have two fourths, and they're all halves.  [TARGET]Teacher: But we could tell five tents and ten is the -[/TARGET] Multiple Students: Denominator. Teacher: And it's divided - it's divided into - Multiple Students: 10
Teacher: I have a half and I have five eights - I mean, five tenths and I have two fourths, and they're all halves. Teacher: But we could tell five tents and ten is the - Multiple Students: Denominator.  [TARGET]Teacher: And it's divided - it's divided into -[/TARGET] Multiple Students: 10 Teacher: 10 pieces. Teacher: That's the big idea, all right?
Multiple Students: Denominator. Teacher: And it's divided - it's divided into - Multiple Students: 10  [TARGET]Teacher: 10 pieces.[/TARGET] Teacher: That's the big idea, all right? Teacher: Now, I bring this part too. Teacher: I bring - I bring this part.
Teacher: And it's divided - it's divided into - Multiple Students: 10 Teacher: 10 pieces.  [TARGET]Teacher: That's the big idea, all right?[/TARGET] Teacher: Now, I bring this part too. Teacher: I bring - I bring this part. Teacher: That shows you the whole - the fraction, how many - how many in this fraction?
Multiple Students: 10 Teacher: 10 pieces. Teacher: That's the big idea, all right?  [TARGET]Teacher: Now, I bring this part too.[/TARGET] Teacher: I bring - I bring this part. Teacher: That shows you the whole - the fraction, how many - how many in this fraction? Student: One half.
Teacher: 10 pieces. Teacher: That's the big idea, all right? Teacher: Now, I bring this part too.  [TARGET]Teacher: I bring - I bring this part.[/TARGET] Teacher: That shows you the whole - the fraction, how many - how many in this fraction? Student: One half. Teacher: Two whole.
Teacher: That's the big idea, all right? Teacher: Now, I bring this part too. Teacher: I bring - I bring this part.  [TARGET]Teacher: That shows you the whole - the fraction, how many - how many in this fraction?[/TARGET] Student: One half. Teacher: Two whole. Teacher: See?
Teacher: I bring - I bring this part. Teacher: That shows you the whole - the fraction, how many - how many in this fraction? Student: One half.  [TARGET]Teacher: Two whole.[/TARGET] Teacher: See? Teacher: It's two, but it's two halves, right? Teacher: And then we have the whole again, from zero.
Teacher: That shows you the whole - the fraction, how many - how many in this fraction? Student: One half. Teacher: Two whole.  [TARGET]Teacher: See?[/TARGET] Teacher: It's two, but it's two halves, right? Teacher: And then we have the whole again, from zero. Teacher: It's a fraction line from zero, half, to one half -
Student: One half. Teacher: Two whole. Teacher: See?  [TARGET]Teacher: It's two, but it's two halves, right?[/TARGET] Teacher: And then we have the whole again, from zero. Teacher: It's a fraction line from zero, half, to one half - Multiple Students: And two.
Teacher: Two whole. Teacher: See? Teacher: It's two, but it's two halves, right?  [TARGET]Teacher: And then we have the whole again, from zero.[/TARGET] Teacher: It's a fraction line from zero, half, to one half - Multiple Students: And two. Teacher: Two halves.
Teacher: See? Teacher: It's two, but it's two halves, right? Teacher: And then we have the whole again, from zero.  [TARGET]Teacher: It's a fraction line from zero, half, to one half -[/TARGET] Multiple Students: And two. Teacher: Two halves. Student: Two halves.
Teacher: And then we have the whole again, from zero. Teacher: It's a fraction line from zero, half, to one half - Multiple Students: And two.  [TARGET]Teacher: Two halves.[/TARGET] Student: Two halves. Teacher: Yes, two halves. Teacher: All right, see?
Multiple Students: And two. Teacher: Two halves. Student: Two halves.  [TARGET]Teacher: Yes, two halves.[/TARGET] Teacher: All right, see? Teacher: All right, next one. Teacher: If we want to divide it, the whole thing, in - let me wait for Student O and Student N and Student M, and Student M.  Yes, and Student M.  So if I want to divide by whole into halves, or if I want to divide my whole in four people -
Teacher: Two halves. Student: Two halves. Teacher: Yes, two halves.  [TARGET]Teacher: All right, see?[/TARGET] Teacher: All right, next one. Teacher: If we want to divide it, the whole thing, in - let me wait for Student O and Student N and Student M, and Student M.  Yes, and Student M.  So if I want to divide by whole into halves, or if I want to divide my whole in four people - Student: Your whole - [inaudible].
Student: Two halves. Teacher: Yes, two halves. Teacher: All right, see?  [TARGET]Teacher: All right, next one.[/TARGET] Teacher: If we want to divide it, the whole thing, in - let me wait for Student O and Student N and Student M, and Student M.  Yes, and Student M.  So if I want to divide by whole into halves, or if I want to divide my whole in four people - Student: Your whole - [inaudible]. Teacher: Yeah.
Teacher: All right, next one. Teacher: If we want to divide it, the whole thing, in - let me wait for Student O and Student N and Student M, and Student M.  Yes, and Student M.  So if I want to divide by whole into halves, or if I want to divide my whole in four people - Student: Your whole - [inaudible].  [TARGET]Teacher: Yeah.[/TARGET] Teacher: So this is my whole. Teacher: This is one fourth. Student: Two.
Teacher: If we want to divide it, the whole thing, in - let me wait for Student O and Student N and Student M, and Student M.  Yes, and Student M.  So if I want to divide by whole into halves, or if I want to divide my whole in four people - Student: Your whole - [inaudible]. Teacher: Yeah.  [TARGET]Teacher: So this is my whole.[/TARGET] Teacher: This is one fourth. Student: Two. Teacher: Two fourth, which is the same as -
Student: Your whole - [inaudible]. Teacher: Yeah. Teacher: So this is my whole.  [TARGET]Teacher: This is one fourth.[/TARGET] Student: Two. Teacher: Two fourth, which is the same as - Multiple Students: One half.
Teacher: So this is my whole. Teacher: This is one fourth. Student: Two.  [TARGET]Teacher: Two fourth, which is the same as -[/TARGET] Multiple Students: One half. Teacher: Thank you. Teacher: And I have three fourths, which is the same as -
Student: Two. Teacher: Two fourth, which is the same as - Multiple Students: One half.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: And I have three fourths, which is the same as - Multiple Students: One half. Student: Two fourths.
Teacher: Two fourth, which is the same as - Multiple Students: One half. Teacher: Thank you.  [TARGET]Teacher: And I have three fourths, which is the same as -[/TARGET] Multiple Students: One half. Student: Two fourths. Student: Yeah, one fourth.
Multiple Students: One half. Student: Two fourths. Student: Yeah, one fourth.  [TARGET]Teacher: Mm-mm.[/TARGET] Teacher: I'm going like this. Student: One half. Student: One third.
Student: Two fourths. Student: Yeah, one fourth. Teacher: Mm-mm.  [TARGET]Teacher: I'm going like this.[/TARGET] Student: One half. Student: One third. Teacher: Kind of close to one third, but it's kind of - well, wait a minute.
Teacher: I'm going like this. Student: One half. Student: One third.  [TARGET]Teacher: Kind of close to one third, but it's kind of - well, wait a minute.[/TARGET] Teacher: What you said is fine. Teacher: It's kind of close. Teacher: Three fourths is kind of almost -
Student: One half. Student: One third. Teacher: Kind of close to one third, but it's kind of - well, wait a minute.  [TARGET]Teacher: What you said is fine.[/TARGET] Teacher: It's kind of close. Teacher: Three fourths is kind of almost - Student: Four fourths.
Student: One third. Teacher: Kind of close to one third, but it's kind of - well, wait a minute. Teacher: What you said is fine.  [TARGET]Teacher: It's kind of close.[/TARGET] Teacher: Three fourths is kind of almost - Student: Four fourths. Teacher: Almost.
Teacher: Kind of close to one third, but it's kind of - well, wait a minute. Teacher: What you said is fine. Teacher: It's kind of close.  [TARGET]Teacher: Three fourths is kind of almost -[/TARGET] Student: Four fourths. Teacher: Almost. Teacher: So it's very close to four fourths, which is the whole thing, because I break it into four pieces, and I can do the same here for five.
Teacher: It's kind of close. Teacher: Three fourths is kind of almost - Student: Four fourths.  [TARGET]Teacher: Almost.[/TARGET] Teacher: So it's very close to four fourths, which is the whole thing, because I break it into four pieces, and I can do the same here for five. Teacher: And if I have my whole and I go into - I break my whole into - Student: Five.
Teacher: Three fourths is kind of almost - Student: Four fourths. Teacher: Almost.  [TARGET]Teacher: So it's very close to four fourths, which is the whole thing, because I break it into four pieces, and I can do the same here for five.[/TARGET] Teacher: And if I have my whole and I go into - I break my whole into - Student: Five. Teacher: Five pieces, what happens?
Student: Four fourths. Teacher: Almost. Teacher: So it's very close to four fourths, which is the whole thing, because I break it into four pieces, and I can do the same here for five.  [TARGET]Teacher: And if I have my whole and I go into - I break my whole into -[/TARGET] Student: Five. Teacher: Five pieces, what happens? Teacher: So I have one fifth.
Teacher: So it's very close to four fourths, which is the whole thing, because I break it into four pieces, and I can do the same here for five. Teacher: And if I have my whole and I go into - I break my whole into - Student: Five.  [TARGET]Teacher: Five pieces, what happens?[/TARGET] Teacher: So I have one fifth. Multiple Students: Two fifths. Teacher: Two fifths.
Teacher: And if I have my whole and I go into - I break my whole into - Student: Five. Teacher: Five pieces, what happens?  [TARGET]Teacher: So I have one fifth.[/TARGET] Multiple Students: Two fifths. Teacher: Two fifths. Multiple Students: Three fifths, four fifths, five fifths.
Teacher: Five pieces, what happens? Teacher: So I have one fifth. Multiple Students: Two fifths.  [TARGET]Teacher: Two fifths.[/TARGET] Multiple Students: Three fifths, four fifths, five fifths. Teacher: So which is closer? Teacher: Excuse me.
Multiple Students: Two fifths. Teacher: Two fifths. Multiple Students: Three fifths, four fifths, five fifths.  [TARGET]Teacher: So which is closer?[/TARGET] Teacher: Excuse me. Teacher: Which is closer? Teacher: Three fourth and four fifths, or three fourths and three fifths?
Teacher: Two fifths. Multiple Students: Three fifths, four fifths, five fifths. Teacher: So which is closer?  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Which is closer? Teacher: Three fourth and four fifths, or three fourths and three fifths? Teacher: Which one is closer?
Multiple Students: Three fifths, four fifths, five fifths. Teacher: So which is closer? Teacher: Excuse me.  [TARGET]Teacher: Which is closer?[/TARGET] Teacher: Three fourth and four fifths, or three fourths and three fifths? Teacher: Which one is closer? Student: Three fourths.
Teacher: So which is closer? Teacher: Excuse me. Teacher: Which is closer?  [TARGET]Teacher: Three fourth and four fifths, or three fourths and three fifths?[/TARGET] Teacher: Which one is closer? Student: Three fourths. Teacher: Which one is closer together?
Teacher: Excuse me. Teacher: Which is closer? Teacher: Three fourth and four fifths, or three fourths and three fifths?  [TARGET]Teacher: Which one is closer?[/TARGET] Student: Three fourths. Teacher: Which one is closer together? Teacher: I mean, which one is kind of similar, closer to -
Teacher: Three fourth and four fifths, or three fourths and three fifths? Teacher: Which one is closer? Student: Three fourths.  [TARGET]Teacher: Which one is closer together?[/TARGET] Teacher: I mean, which one is kind of similar, closer to - Student: Three fifths. Student: Three fourths.
Teacher: Which one is closer? Student: Three fourths. Teacher: Which one is closer together?  [TARGET]Teacher: I mean, which one is kind of similar, closer to -[/TARGET] Student: Three fifths. Student: Three fourths. Teacher: Could you move it - that's it.
Student: Three fourths. Teacher: Could you move it - that's it. Student: Three fourths and three fifths.  [TARGET]Teacher: Three fourths and three fifths or three fourths and four fifths?[/TARGET] Teacher: Are they almost both - both of them almost a whole? Student: Yes. Teacher: They kind of almost, right?
Teacher: Could you move it - that's it. Student: Three fourths and three fifths. Teacher: Three fourths and three fifths or three fourths and four fifths?  [TARGET]Teacher: Are they almost both - both of them almost a whole?[/TARGET] Student: Yes. Teacher: They kind of almost, right? Teacher: And then we're looking into eighth.
Teacher: Three fourths and three fifths or three fourths and four fifths? Teacher: Are they almost both - both of them almost a whole? Student: Yes.  [TARGET]Teacher: They kind of almost, right?[/TARGET] Teacher: And then we're looking into eighth. Teacher: That's the eighth. Teacher: And then three fourths, that's what we did.
Teacher: Are they almost both - both of them almost a whole? Student: Yes. Teacher: They kind of almost, right?  [TARGET]Teacher: And then we're looking into eighth.[/TARGET] Teacher: That's the eighth. Teacher: And then three fourths, that's what we did. Teacher: Half become fourth, fourth -
Student: Yes. Teacher: They kind of almost, right? Teacher: And then we're looking into eighth.  [TARGET]Teacher: That's the eighth.[/TARGET] Teacher: And then three fourths, that's what we did. Teacher: Half become fourth, fourth - Student: Becomes eighth.
Teacher: They kind of almost, right? Teacher: And then we're looking into eighth. Teacher: That's the eighth.  [TARGET]Teacher: And then three fourths, that's what we did.[/TARGET] Teacher: Half become fourth, fourth - Student: Becomes eighth. Teacher: Listen.
Teacher: And then we're looking into eighth. Teacher: That's the eighth. Teacher: And then three fourths, that's what we did.  [TARGET]Teacher: Half become fourth, fourth -[/TARGET] Student: Becomes eighth. Teacher: Listen. Teacher: Fourth becomes - becomes eighth.
Teacher: Half become fourth, fourth - Student: Becomes eighth. Teacher: Listen.  [TARGET]Teacher: Fourth becomes - becomes eighth.[/TARGET] Teacher: If I want to put my whole into smaller fractions. Student: Eighth. Teacher: Right.
Student: Becomes eighth. Teacher: Listen. Teacher: Fourth becomes - becomes eighth.  [TARGET]Teacher: If I want to put my whole into smaller fractions.[/TARGET] Student: Eighth. Teacher: Right. Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing?
Teacher: Fourth becomes - becomes eighth. Teacher: If I want to put my whole into smaller fractions. Student: Eighth.  [TARGET]Teacher: Right.[/TARGET] Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing? Teacher: When I'm looking right here - excuse me, excuse me. Teacher: When I'm looking right here - look, look, look.
Teacher: If I want to put my whole into smaller fractions. Student: Eighth. Teacher: Right.  [TARGET]Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing?[/TARGET] Teacher: When I'm looking right here - excuse me, excuse me. Teacher: When I'm looking right here - look, look, look. Teacher: I put that fife fifths right here.
Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing? Teacher: When I'm looking right here - excuse me, excuse me. Teacher: When I'm looking right here - look, look, look.  [TARGET]Teacher: I put that fife fifths right here.[/TARGET] Teacher: Five fifths and I'm lining it up with the - Multiple Students: Half. Teacher: So what are we doing?
Teacher: When I'm looking right here - excuse me, excuse me. Teacher: When I'm looking right here - look, look, look. Teacher: I put that fife fifths right here.  [TARGET]Teacher: Five fifths and I'm lining it up with the -[/TARGET] Multiple Students: Half. Teacher: So what are we doing? Student: A pattern.
Teacher: I put that fife fifths right here. Teacher: Five fifths and I'm lining it up with the - Multiple Students: Half.  [TARGET]Teacher: So what are we doing?[/TARGET] Student: A pattern. Student: Equivalent - Teacher: Thank you.
Teacher: So what are we doing? Student: A pattern. Student: Equivalent -  [TARGET]Teacher: Thank you.[/TARGET] Teacher: That's another word we're gonna - so we looking - see, I look - we have the vocabulary up there, equivalent, small group. Teacher: Now, let's look at the group. Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute.
Student: A pattern. Student: Equivalent - Teacher: Thank you.  [TARGET]Teacher: That's another word we're gonna - so we looking - see, I look - we have the vocabulary up there, equivalent, small group.[/TARGET] Teacher: Now, let's look at the group. Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute. Teacher: Now, look at me, look at me.
Student: [Crosstalk] Teacher: Thank you, thank you. Teacher: Thanks.  [TARGET]Teacher: Good job.[/TARGET] Teacher: You did a good job, guys. Teacher: Can it go further up? Teacher: That's it.
Teacher: Thank you, thank you. Teacher: Thanks. Teacher: Good job.  [TARGET]Teacher: You did a good job, guys.[/TARGET] Teacher: Can it go further up? Teacher: That's it. Teacher: Thanks.
Teacher: All right, now, listen. Teacher: May I have your attention - attention again? Teacher: Student K, need your attention.  [TARGET]Teacher: The day before, this is what we did, and that's why we'll revise it on the poster.[/TARGET] Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this. Teacher: But we're gonna do it for a group, all right? Teacher: [Crosstalk]
Teacher: May I have your attention - attention again? Teacher: Student K, need your attention. Teacher: The day before, this is what we did, and that's why we'll revise it on the poster.  [TARGET]Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this.[/TARGET] Teacher: But we're gonna do it for a group, all right? Teacher: [Crosstalk] Teacher: Look again, look, look.
Teacher: Student K, need your attention. Teacher: The day before, this is what we did, and that's why we'll revise it on the poster. Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this.  [TARGET]Teacher: But we're gonna do it for a group, all right?[/TARGET] Teacher: [Crosstalk] Teacher: Look again, look, look. Teacher: This is -
Teacher: But we're gonna do it for a group, all right? Teacher: [Crosstalk] Teacher: Look again, look, look.  [TARGET]Teacher: This is -[/TARGET] Student: [Inaudible]. Teacher: Huh? Student: [Inaudible].
Student: [Inaudible]. Teacher: Huh? Student: [Inaudible].  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Look again. Teacher: See, this is what we did. Teacher: We are kind of revising it.