stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: [Inaudible]. Teacher: [Inaudible] problem. Teacher: [Inaudible] problem.  [TARGET]Teacher: [Inaudible] two of them, together.[/TARGET] Teacher: I want to see number one and number two. Student: Number one and number two. Student: I don't get it.
Teacher: I want to see number one and number two. Student: Number one and number two. Student: I don't get it.  [TARGET]Teacher: What don't you get?[/TARGET] Teacher: [Inaudible] solve it. Teacher: What do you want to solve, first? Teacher: Look at this chart.
Student: Number one and number two. Student: I don't get it. Teacher: What don't you get?  [TARGET]Teacher: [Inaudible] solve it.[/TARGET] Teacher: What do you want to solve, first? Teacher: Look at this chart. Teacher: What's first in this chart that you see?
Student: I don't get it. Teacher: What don't you get? Teacher: [Inaudible] solve it.  [TARGET]Teacher: What do you want to solve, first?[/TARGET] Teacher: Look at this chart. Teacher: What's first in this chart that you see? Student: [Inaudible].
Teacher: [Inaudible] solve it. Teacher: What do you want to solve, first? Teacher: Look at this chart.  [TARGET]Teacher: What's first in this chart that you see?[/TARGET] Student: [Inaudible]. Teacher: Are you sure? Multiple Students: [Crosstalk].
Teacher: Look at this chart. Teacher: What's first in this chart that you see? Student: [Inaudible].  [TARGET]Teacher: Are you sure?[/TARGET] Multiple Students: [Crosstalk]. Teacher: No. Teacher: So what's number one, looking at your char?
Student: [Inaudible]. Teacher: Are you sure? Multiple Students: [Crosstalk].  [TARGET]Teacher: No.[/TARGET] Teacher: So what's number one, looking at your char? Teacher: Okay, so do what's in the parenthesis, first. Teacher: What's inside your parenthesis?
Teacher: Are you sure? Multiple Students: [Crosstalk]. Teacher: No.  [TARGET]Teacher: So what's number one, looking at your char?[/TARGET] Teacher: Okay, so do what's in the parenthesis, first. Teacher: What's inside your parenthesis? Student: Seventeen.
Multiple Students: [Crosstalk]. Teacher: No. Teacher: So what's number one, looking at your char?  [TARGET]Teacher: Okay, so do what's in the parenthesis, first.[/TARGET] Teacher: What's inside your parenthesis? Student: Seventeen. Teacher: What?
Teacher: No. Teacher: So what's number one, looking at your char? Teacher: Okay, so do what's in the parenthesis, first.  [TARGET]Teacher: What's inside your parenthesis?[/TARGET] Student: Seventeen. Teacher: What? Student: Seventeen [inaudible].
Teacher: Okay, so do what's in the parenthesis, first. Teacher: What's inside your parenthesis? Student: Seventeen.  [TARGET]Teacher: What?[/TARGET] Student: Seventeen [inaudible]. Teacher: No. Teacher: What's [inaudible] parenthesis?
Student: Seventeen. Teacher: What? Student: Seventeen [inaudible].  [TARGET]Teacher: No.[/TARGET] Teacher: What's [inaudible] parenthesis? Student: [Inaudible]. Teacher: Okay, so [inaudible] first.
Teacher: What? Student: Seventeen [inaudible]. Teacher: No.  [TARGET]Teacher: What's [inaudible] parenthesis?[/TARGET] Student: [Inaudible]. Teacher: Okay, so [inaudible] first. Teacher: [Inaudible].
Teacher: No. Teacher: What's [inaudible] parenthesis? Student: [Inaudible].  [TARGET]Teacher: Okay, so [inaudible] first.[/TARGET] Teacher: [Inaudible]. Teacher: You sure? Teacher: Seventeen minus four.
Student: [Inaudible]. Teacher: Okay, so [inaudible] first. Teacher: [Inaudible].  [TARGET]Teacher: You sure?[/TARGET] Teacher: Seventeen minus four. Student: That's number two. Teacher: [Inaudible] carefully.
Teacher: Okay, so [inaudible] first. Teacher: [Inaudible]. Teacher: You sure?  [TARGET]Teacher: Seventeen minus four.[/TARGET] Student: That's number two. Teacher: [Inaudible] carefully. Teacher: [Inaudible].
Teacher: Eyes back up here. Teacher: Student C, shh. Teacher: Eyes back up here.  [TARGET]Teacher: Student L, what [inaudible] do you have?[/TARGET] Teacher: [Inaudible]? Teacher: Focus. Teacher: Student L.  Student W.  Number one.
Teacher: Student L.  Student W.  Number one. Teacher: I need all eyes up here. Teacher: [Inaudible].  [TARGET]Teacher: Number one, in parenthesis.[/TARGET] Teacher: Seventeen minus four, so [inaudible] times three. Teacher: [Inaudible] first. Teacher: I see parenthesis, number one.
Teacher: I need all eyes up here. Teacher: [Inaudible]. Teacher: Number one, in parenthesis.  [TARGET]Teacher: Seventeen minus four, so [inaudible] times three.[/TARGET] Teacher: [Inaudible] first. Teacher: I see parenthesis, number one. Teacher: I have parenthesis right here.
Teacher: Number one, in parenthesis. Teacher: Seventeen minus four, so [inaudible] times three. Teacher: [Inaudible] first.  [TARGET]Teacher: I see parenthesis, number one.[/TARGET] Teacher: I have parenthesis right here. Teacher: So seventeen minus four gives me thirteen. Teacher: Seventeen minus four equals thirteen.
Teacher: Seventeen minus four, so [inaudible] times three. Teacher: [Inaudible] first. Teacher: I see parenthesis, number one.  [TARGET]Teacher: I have parenthesis right here.[/TARGET] Teacher: So seventeen minus four gives me thirteen. Teacher: Seventeen minus four equals thirteen. Teacher: And then I have [inaudible], parenthesis times three.
Teacher: [Inaudible] first. Teacher: I see parenthesis, number one. Teacher: I have parenthesis right here.  [TARGET]Teacher: So seventeen minus four gives me thirteen.[/TARGET] Teacher: Seventeen minus four equals thirteen. Teacher: And then I have [inaudible], parenthesis times three. Teacher: Shh.
Teacher: I see parenthesis, number one. Teacher: I have parenthesis right here. Teacher: So seventeen minus four gives me thirteen.  [TARGET]Teacher: Seventeen minus four equals thirteen.[/TARGET] Teacher: And then I have [inaudible], parenthesis times three. Teacher: Shh. Teacher: I'll wait.
Teacher: I have parenthesis right here. Teacher: So seventeen minus four gives me thirteen. Teacher: Seventeen minus four equals thirteen.  [TARGET]Teacher: And then I have [inaudible], parenthesis times three.[/TARGET] Teacher: Shh. Teacher: I'll wait. Teacher: Do we need to wait like we did, yesterday?
Teacher: Do we need to wait like we did, yesterday? Multiple Students: No. Student: N-O.  [TARGET]Teacher: If you notice, I have one, two, three.[/TARGET] Teacher: Three numbers right here on the top line. Teacher: On the second line I have two numbers. Teacher: So as you saw, we should do it like this.
Multiple Students: No. Student: N-O. Teacher: If you notice, I have one, two, three.  [TARGET]Teacher: Three numbers right here on the top line.[/TARGET] Teacher: On the second line I have two numbers. Teacher: So as you saw, we should do it like this. Teacher: [Inaudible] the value of the parenthesis under it.
Student: N-O. Teacher: If you notice, I have one, two, three. Teacher: Three numbers right here on the top line.  [TARGET]Teacher: On the second line I have two numbers.[/TARGET] Teacher: So as you saw, we should do it like this. Teacher: [Inaudible] the value of the parenthesis under it. Teacher: I want to see it like this, boys and girls, just like it is on the chart.
Teacher: If you notice, I have one, two, three. Teacher: Three numbers right here on the top line. Teacher: On the second line I have two numbers.  [TARGET]Teacher: So as you saw, we should do it like this.[/TARGET] Teacher: [Inaudible] the value of the parenthesis under it. Teacher: I want to see it like this, boys and girls, just like it is on the chart. Teacher: Now I have thirteen times three.
Teacher: Three numbers right here on the top line. Teacher: On the second line I have two numbers. Teacher: So as you saw, we should do it like this.  [TARGET]Teacher: [Inaudible] the value of the parenthesis under it.[/TARGET] Teacher: I want to see it like this, boys and girls, just like it is on the chart. Teacher: Now I have thirteen times three. Teacher: Thirteen times three equals thirty-nine.
Teacher: On the second line I have two numbers. Teacher: So as you saw, we should do it like this. Teacher: [Inaudible] the value of the parenthesis under it.  [TARGET]Teacher: I want to see it like this, boys and girls, just like it is on the chart.[/TARGET] Teacher: Now I have thirteen times three. Teacher: Thirteen times three equals thirty-nine. Student: Yes.
Teacher: So as you saw, we should do it like this. Teacher: [Inaudible] the value of the parenthesis under it. Teacher: I want to see it like this, boys and girls, just like it is on the chart.  [TARGET]Teacher: Now I have thirteen times three.[/TARGET] Teacher: Thirteen times three equals thirty-nine. Student: Yes. Teacher: That's the value of this expression.
Teacher: [Inaudible] the value of the parenthesis under it. Teacher: I want to see it like this, boys and girls, just like it is on the chart. Teacher: Now I have thirteen times three.  [TARGET]Teacher: Thirteen times three equals thirty-nine.[/TARGET] Student: Yes. Teacher: That's the value of this expression. Student: Yes.
Teacher: Now I have thirteen times three. Teacher: Thirteen times three equals thirty-nine. Student: Yes.  [TARGET]Teacher: That's the value of this expression.[/TARGET] Student: Yes. Student: Yes. Teacher: Now I'm going to look at the second expression.
Teacher: That's the value of this expression. Student: Yes. Student: Yes.  [TARGET]Teacher: Now I'm going to look at the second expression.[/TARGET] Teacher: Student M, get back in the row, please. Teacher: Student A. Teacher: Now the second one.
Teacher: Now I'm going to look at the second expression. Teacher: Student M, get back in the row, please. Teacher: Student A.  [TARGET]Teacher: Now the second one.[/TARGET] Teacher: Seventeen minus four, times three. Teacher: Student A, look up here, please. Teacher: In partnethesis I have four times three.
Teacher: Student M, get back in the row, please. Teacher: Student A. Teacher: Now the second one.  [TARGET]Teacher: Seventeen minus four, times three.[/TARGET] Teacher: Student A, look up here, please. Teacher: In partnethesis I have four times three. Teacher: The order of operations says do eht parenthesis first, Student L, so what do we have in parenthesis.
Teacher: Now the second one. Teacher: Seventeen minus four, times three. Teacher: Student A, look up here, please.  [TARGET]Teacher: In partnethesis I have four times three.[/TARGET] Teacher: The order of operations says do eht parenthesis first, Student L, so what do we have in parenthesis. Multiple Students: [Multiple answers]. Teacher: Four times three, so we do that, first.
Teacher: Seventeen minus four, times three. Teacher: Student A, look up here, please. Teacher: In partnethesis I have four times three.  [TARGET]Teacher: The order of operations says do eht parenthesis first, Student L, so what do we have in parenthesis.[/TARGET] Multiple Students: [Multiple answers]. Teacher: Four times three, so we do that, first. Teacher: What does four time three equal?
Teacher: In partnethesis I have four times three. Teacher: The order of operations says do eht parenthesis first, Student L, so what do we have in parenthesis. Multiple Students: [Multiple answers].  [TARGET]Teacher: Four times three, so we do that, first.[/TARGET] Teacher: What does four time three equal? Multiple Students: [Inaudible]. Teacher: All right, so I'm done with this in parenthesis, now I come down to the second line [inaudible] parenthesis.
Teacher: The order of operations says do eht parenthesis first, Student L, so what do we have in parenthesis. Multiple Students: [Multiple answers]. Teacher: Four times three, so we do that, first.  [TARGET]Teacher: What does four time three equal?[/TARGET] Multiple Students: [Inaudible]. Teacher: All right, so I'm done with this in parenthesis, now I come down to the second line [inaudible] parenthesis. Student: Five.
Teacher: Four times three, so we do that, first. Teacher: What does four time three equal? Multiple Students: [Inaudible].  [TARGET]Teacher: All right, so I'm done with this in parenthesis, now I come down to the second line [inaudible] parenthesis.[/TARGET] Student: Five. Teacher: Twelve. Teacher: So now I have 17 minus 12.
Multiple Students: [Inaudible]. Teacher: All right, so I'm done with this in parenthesis, now I come down to the second line [inaudible] parenthesis. Student: Five.  [TARGET]Teacher: Twelve.[/TARGET] Teacher: So now I have 17 minus 12. Student: Five. Teacher: I would get five.
Teacher: All right, so I'm done with this in parenthesis, now I come down to the second line [inaudible] parenthesis. Student: Five. Teacher: Twelve.  [TARGET]Teacher: So now I have 17 minus 12.[/TARGET] Student: Five. Teacher: I would get five. Multiple Students: [Crosstalk].
Teacher: Twelve. Teacher: So now I have 17 minus 12. Student: Five.  [TARGET]Teacher: I would get five.[/TARGET] Multiple Students: [Crosstalk]. Teacher: Now [inaudible] look like, [inaudible]. Teacher: Notice how we have the same three numbers in different problems.
Student: Five. Teacher: I would get five. Multiple Students: [Crosstalk].  [TARGET]Teacher: Now [inaudible] look like, [inaudible].[/TARGET] Teacher: Notice how we have the same three numbers in different problems. Teacher: We got different answers. Teacher: The reason we got different answer is again, because -
Teacher: I would get five. Multiple Students: [Crosstalk]. Teacher: Now [inaudible] look like, [inaudible].  [TARGET]Teacher: Notice how we have the same three numbers in different problems.[/TARGET] Teacher: We got different answers. Teacher: The reason we got different answer is again, because -  Student: The parenthesis.
Multiple Students: [Crosstalk]. Teacher: Now [inaudible] look like, [inaudible]. Teacher: Notice how we have the same three numbers in different problems.  [TARGET]Teacher: We got different answers.[/TARGET] Teacher: The reason we got different answer is again, because -  Student: The parenthesis. Teacher: The parenthesis.
Teacher: Now [inaudible] look like, [inaudible]. Teacher: Notice how we have the same three numbers in different problems. Teacher: We got different answers.  [TARGET]Teacher: The reason we got different answer is again, because - [/TARGET] Student: The parenthesis. Teacher: The parenthesis. Teacher: Student M, [inaudible] which operation to do first.
Teacher: We got different answers. Teacher: The reason we got different answer is again, because -  Student: The parenthesis.  [TARGET]Teacher: The parenthesis.[/TARGET] Teacher: Student M, [inaudible] which operation to do first. Student: [Inaudible]. Teacher: [Inaudible] about two more problems.
Teacher: The reason we got different answer is again, because -  Student: The parenthesis. Teacher: The parenthesis.  [TARGET]Teacher: Student M, [inaudible] which operation to do first.[/TARGET] Student: [Inaudible]. Teacher: [Inaudible] about two more problems. Teacher: How about number three?
Teacher: The parenthesis. Teacher: Student M, [inaudible] which operation to do first. Student: [Inaudible].  [TARGET]Teacher: [Inaudible] about two more problems.[/TARGET] Teacher: How about number three? Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].
Teacher: Student M, [inaudible] which operation to do first. Student: [Inaudible]. Teacher: [Inaudible] about two more problems.  [TARGET]Teacher: How about number three?[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: Okay, [inaudible] two problems on the board.
Teacher: How about number three? Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].  [TARGET]Teacher: Okay, [inaudible] two problems on the board.[/TARGET] Teacher: Shh. Teacher: Quiet. Teacher: [Inaudible].
Student: We didn't work [inaudible]. Teacher: Yes, you had. Student: I forgot how to do it.  [TARGET]Teacher: Yes, [inaudible] for me.[/TARGET] Student: Oh, [inaudible]. Teacher: [Inaudible]. Student: [Inaudible].
Teacher: You got both of them? Teacher: Looks like it. Teacher: I want to see [inaudible] when you got both of them done.  [TARGET]Teacher: Good job, Student K, you're on fire today.[/TARGET] Teacher: Good job. Teacher: [Inaudible]. Student: [Inaudible].
Teacher: Looks like it. Teacher: I want to see [inaudible] when you got both of them done. Teacher: Good job, Student K, you're on fire today.  [TARGET]Teacher: Good job.[/TARGET] Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Looks like it.
Teacher: Good job. Teacher: [Inaudible]. Student: [Inaudible].  [TARGET]Teacher: Looks like it.[/TARGET] Teacher: [Inaudible]. Teacher: [Students working on problem]. Teacher: No, Student C.  Shh.
Teacher: Student S, look. Student: Student S. Teacher: All right.  [TARGET]Teacher: Number three.[/TARGET] Teacher: Number three. Teacher: That's not important right now. Teacher: Number three.
Student: Student S. Teacher: All right. Teacher: Number three.  [TARGET]Teacher: Number three.[/TARGET] Teacher: That's not important right now. Teacher: Number three. Teacher: In parenthesis I had two to the second power times zero in parenthesis plus five.
Teacher: Number three. Teacher: Number three. Teacher: That's not important right now.  [TARGET]Teacher: Number three.[/TARGET] Teacher: In parenthesis I had two to the second power times zero in parenthesis plus five. Teacher: So if I use this chart I'm going to do everything in parenthesis first. Teacher: [Inaudible].
Teacher: Number three. Teacher: That's not important right now. Teacher: Number three.  [TARGET]Teacher: In parenthesis I had two to the second power times zero in parenthesis plus five.[/TARGET] Teacher: So if I use this chart I'm going to do everything in parenthesis first. Teacher: [Inaudible]. Teacher: So in this I have, in my parenthesis I see exponents.
Teacher: That's not important right now. Teacher: Number three. Teacher: In parenthesis I had two to the second power times zero in parenthesis plus five.  [TARGET]Teacher: So if I use this chart I'm going to do everything in parenthesis first.[/TARGET] Teacher: [Inaudible]. Teacher: So in this I have, in my parenthesis I see exponents. Teacher: This raised two is an exponent.
Teacher: In parenthesis I had two to the second power times zero in parenthesis plus five. Teacher: So if I use this chart I'm going to do everything in parenthesis first. Teacher: [Inaudible].  [TARGET]Teacher: So in this I have, in my parenthesis I see exponents.[/TARGET] Teacher: This raised two is an exponent. Teacher: Student C, do you remember [inaudible] two to the second power? Student: Mm-hmm.
Teacher: So if I use this chart I'm going to do everything in parenthesis first. Teacher: [Inaudible]. Teacher: So in this I have, in my parenthesis I see exponents.  [TARGET]Teacher: This raised two is an exponent.[/TARGET] Teacher: Student C, do you remember [inaudible] two to the second power? Student: Mm-hmm. Teacher: Remember, do exponents -
Teacher: [Inaudible]. Teacher: So in this I have, in my parenthesis I see exponents. Teacher: This raised two is an exponent.  [TARGET]Teacher: Student C, do you remember [inaudible] two to the second power?[/TARGET] Student: Mm-hmm. Teacher: Remember, do exponents - Student: [Inaudible].
Teacher: This raised two is an exponent. Teacher: Student C, do you remember [inaudible] two to the second power? Student: Mm-hmm.  [TARGET]Teacher: Remember, do exponents -[/TARGET] Student: [Inaudible]. Teacher: The whole number or the bigger number inside. Teacher: Shh.
Student: Mm-hmm. Teacher: Remember, do exponents - Student: [Inaudible].  [TARGET]Teacher: The whole number or the bigger number inside.[/TARGET] Teacher: Shh. Teacher: Student A, [inaudible]. Student: What?
Student: [Inaudible]. Teacher: Student A, [inaudible]. Teacher: Shh.  [TARGET]Teacher: This is an exponent.[/TARGET] Teacher: Two to the second power [inaudible]. Teacher: Student A. Teacher: [Inaudible] two to the second power [inaudible].
Teacher: Student A, [inaudible]. Teacher: Shh. Teacher: This is an exponent.  [TARGET]Teacher: Two to the second power [inaudible].[/TARGET] Teacher: Student A. Teacher: [Inaudible] two to the second power [inaudible]. Teacher: Quiet.
Teacher: This is an exponent. Teacher: Two to the second power [inaudible]. Teacher: Student A.  [TARGET]Teacher: [Inaudible] two to the second power [inaudible].[/TARGET] Teacher: Quiet. Teacher: I'll wait, Student A. Teacher: Student J, which one should we be [inaudible] boys, and girls?
Teacher: [Inaudible] two to the second power [inaudible]. Teacher: Quiet. Teacher: I'll wait, Student A.  [TARGET]Teacher: Student J, which one should we be [inaudible] boys, and girls?[/TARGET] Multiple Students: [Multiple answers]. Teacher: Everyone [inaudible]. Teacher: [Inaudible] guess.
Teacher: I'll wait, Student A. Teacher: Student J, which one should we be [inaudible] boys, and girls? Multiple Students: [Multiple answers].  [TARGET]Teacher: Everyone [inaudible].[/TARGET] Teacher: [Inaudible] guess. Teacher: Shh. Teacher: All right.
Teacher: I'll wait. Teacher: Student J, you're keeping us from our proceedings. Student: [Inaudible].  [TARGET]Teacher: This two to the second power means two times two.[/TARGET] Teacher: The exponent or the raised two means how many times to multiply the number, so this is two times two. Student: Four. Teacher: So I'm going to do two times two.
Teacher: Student J, you're keeping us from our proceedings. Student: [Inaudible]. Teacher: This two to the second power means two times two.  [TARGET]Teacher: The exponent or the raised two means how many times to multiply the number, so this is two times two.[/TARGET] Student: Four. Teacher: So I'm going to do two times two. Student: Four.
Teacher: This two to the second power means two times two. Teacher: The exponent or the raised two means how many times to multiply the number, so this is two times two. Student: Four.  [TARGET]Teacher: So I'm going to do two times two.[/TARGET] Student: Four. Teacher: Times zero, plus five. Teacher: This may help you to write the exponent like this.
Student: Four. Teacher: So I'm going to do two times two. Student: Four.  [TARGET]Teacher: Times zero, plus five.[/TARGET] Teacher: This may help you to write the exponent like this. Teacher: To break it down, this says I need to multiply two by itself twice, [inaudible] two times two [inaudible]. Teacher: So two times two in parenthesis, times zero will be four time zero.
Teacher: So I'm going to do two times two. Student: Four. Teacher: Times zero, plus five.  [TARGET]Teacher: This may help you to write the exponent like this.[/TARGET] Teacher: To break it down, this says I need to multiply two by itself twice, [inaudible] two times two [inaudible]. Teacher: So two times two in parenthesis, times zero will be four time zero. Student: Is zero.
Student: Four. Teacher: Times zero, plus five. Teacher: This may help you to write the exponent like this.  [TARGET]Teacher: To break it down, this says I need to multiply two by itself twice, [inaudible] two times two [inaudible].[/TARGET] Teacher: So two times two in parenthesis, times zero will be four time zero. Student: Is zero. Teacher: [Inaudible] parenthesis, plus -
Teacher: Times zero, plus five. Teacher: This may help you to write the exponent like this. Teacher: To break it down, this says I need to multiply two by itself twice, [inaudible] two times two [inaudible].  [TARGET]Teacher: So two times two in parenthesis, times zero will be four time zero.[/TARGET] Student: Is zero. Teacher: [Inaudible] parenthesis, plus - Student: Five.
Teacher: To break it down, this says I need to multiply two by itself twice, [inaudible] two times two [inaudible]. Teacher: So two times two in parenthesis, times zero will be four time zero. Student: Is zero.  [TARGET]Teacher: [Inaudible] parenthesis, plus -[/TARGET] Student: Five. Teacher: Five. Teacher: I wrote down my exponent.
Student: Is zero. Teacher: [Inaudible] parenthesis, plus - Student: Five.  [TARGET]Teacher: Five.[/TARGET] Teacher: I wrote down my exponent. Teacher: Now I still have in parenthesis, Student A, four times zero. Teacher: Four times zero is zero.
Teacher: [Inaudible] parenthesis, plus - Student: Five. Teacher: Five.  [TARGET]Teacher: I wrote down my exponent.[/TARGET] Teacher: Now I still have in parenthesis, Student A, four times zero. Teacher: Four times zero is zero. Teacher: We know anything times zero is going to be zero.