stanford-nlpxed/classroom_management_data huggingface dataset:
Student: I'm always smart. Teacher: I'm always smart. Student: They're getting me bad.  [TARGET]Teacher: Getting me bad.[/TARGET] Teacher: All right, now, listen carefully, listen. Teacher: We have a different - different set, which is we were looking for - Student: One third.
Student: They're getting me bad. Teacher: Getting me bad. Teacher: All right, now, listen carefully, listen.  [TARGET]Teacher: We have a different - different set, which is we were looking for -[/TARGET] Student: One third. Teacher: How many in this set? Student: Three.
Teacher: All right, now, listen carefully, listen. Teacher: We have a different - different set, which is we were looking for - Student: One third.  [TARGET]Teacher: How many in this set?[/TARGET] Student: Three. Student: One third. Student: Three.
Student: Three. Student: One third. Student: Three.  [TARGET]Teacher: Wait a minute.[/TARGET] Student: Let me see. Teacher: This one tells us how many [inaudible]. Teacher: It's an area.
Student: Three. Teacher: Wait a minute. Student: Let me see.  [TARGET]Teacher: This one tells us how many [inaudible].[/TARGET] Teacher: It's an area. Student: 100 - Student: 60
Teacher: Wait a minute. Student: Let me see. Teacher: This one tells us how many [inaudible].  [TARGET]Teacher: It's an area.[/TARGET] Student: 100 - Student: 60 Teacher: So it's 60.
Teacher: It's an area. Student: 100 - Student: 60  [TARGET]Teacher: So it's 60.[/TARGET] Teacher: We did that - we did that the day before, or yesterday. Teacher: So one third must be - Teacher: [Crosstalk]
Student: 100 - Student: 60 Teacher: So it's 60.  [TARGET]Teacher: We did that - we did that the day before, or yesterday.[/TARGET] Teacher: So one third must be - Teacher: [Crosstalk] Teacher: So it's - one third is mm, mm, mm.
Student: 60 Teacher: So it's 60. Teacher: We did that - we did that the day before, or yesterday.  [TARGET]Teacher: So one third must be -[/TARGET] Teacher: [Crosstalk] Teacher: So it's - one third is mm, mm, mm. Teacher: So I have [inaudible] three -
Teacher: We did that - we did that the day before, or yesterday. Teacher: So one third must be - Teacher: [Crosstalk]  [TARGET]Teacher: So it's - one third is mm, mm, mm.[/TARGET] Teacher: So I have [inaudible] three - Teacher: [Crosstalk] Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible].
Teacher: So one third must be - Teacher: [Crosstalk] Teacher: So it's - one third is mm, mm, mm.  [TARGET]Teacher: So I have [inaudible] three -[/TARGET] Teacher: [Crosstalk] Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible]. Teacher: All right, hold on, hold on.
Teacher: All right, hold on, hold on. Teacher: Let's wait for the talking so I can do a little bit of it and [inaudible] explain. Teacher: My favorite, Student N, good job.  [TARGET]Teacher: So one third - see, this is a third, another third, which is right there.[/TARGET] Teacher: [Crosstalk] Teacher: So that's three. Teacher: But one third of this.
Teacher: My favorite, Student N, good job. Teacher: So one third - see, this is a third, another third, which is right there. Teacher: [Crosstalk]  [TARGET]Teacher: So that's three.[/TARGET] Teacher: But one third of this. Student: One third - Teacher: And I put two together, so I had one third plus one third equals -
Teacher: So one third - see, this is a third, another third, which is right there. Teacher: [Crosstalk] Teacher: So that's three.  [TARGET]Teacher: But one third of this.[/TARGET] Student: One third - Teacher: And I put two together, so I had one third plus one third equals - Multiple Students: Two thirds.
Teacher: So that's three. Teacher: But one third of this. Student: One third -  [TARGET]Teacher: And I put two together, so I had one third plus one third equals -[/TARGET] Multiple Students: Two thirds. Teacher: Thank you. Teacher: So two thirds must be how many pieces?
Student: One third - Teacher: And I put two together, so I had one third plus one third equals - Multiple Students: Two thirds.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: So two thirds must be how many pieces? Multiple Students: 40 Teacher: Thank you very much.
Teacher: And I put two together, so I had one third plus one third equals - Multiple Students: Two thirds. Teacher: Thank you.  [TARGET]Teacher: So two thirds must be how many pieces?[/TARGET] Multiple Students: 40 Teacher: Thank you very much. Teacher: [Crosstalk]
Teacher: Thank you. Teacher: So two thirds must be how many pieces? Multiple Students: 40  [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: [Crosstalk] Teacher: See, and I have one third plus one third equals - Teacher: [Crosstalk]
Multiple Students: 40 Teacher: Thank you very much. Teacher: [Crosstalk]  [TARGET]Teacher: See, and I have one third plus one third equals -[/TARGET] Teacher: [Crosstalk] Teacher: Hold on. Teacher: That's right, one third plus one third equals two - and two thirds of the whole set.
Teacher: See, and I have one third plus one third equals - Teacher: [Crosstalk] Teacher: Hold on.  [TARGET]Teacher: That's right, one third plus one third equals two - and two thirds of the whole set.[/TARGET] Student: Of the whole piece. Teacher: Of the whole set, of the whole area. Teacher: Hold on, let's wait for these guys.
Teacher: Hold on. Teacher: That's right, one third plus one third equals two - and two thirds of the whole set. Student: Of the whole piece.  [TARGET]Teacher: Of the whole set, of the whole area.[/TARGET] Teacher: Hold on, let's wait for these guys. Teacher: And they call themselves the smartest. Teacher: [Crosstalk]
Teacher: [Crosstalk] Teacher: Thank you. Teacher: Now, listen, one third, two thirds.  [TARGET]Teacher: Can I have one sixth?[/TARGET] Student: Yeah. Teacher: One sixth. Student: One sixth, yes.
Teacher: Now, listen, one third, two thirds. Teacher: Can I have one sixth? Student: Yeah.  [TARGET]Teacher: One sixth.[/TARGET] Student: One sixth, yes. Teacher: Of this one, yeah. Teacher: [Crosstalk]
Student: Yeah. Teacher: One sixth. Student: One sixth, yes.  [TARGET]Teacher: Of this one, yeah.[/TARGET] Teacher: [Crosstalk] Teacher: We need people to think first. Teacher: See, if you start shouting, it's not good.
Teacher: We need people to think first. Teacher: See, if you start shouting, it's not good. Teacher: See, now he is talking.  [TARGET]Teacher: One sixth - now, see, we have one third.[/TARGET] Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter. Teacher: [Inaudible]. Teacher: Let me see.
Teacher: See, if you start shouting, it's not good. Teacher: See, now he is talking. Teacher: One sixth - now, see, we have one third.  [TARGET]Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter.[/TARGET] Teacher: [Inaudible]. Teacher: Let me see. Teacher: They're talking together.
Teacher: They're talking together. Teacher: Student C, Student L and Student N. Teacher: [Crosstalk]  [TARGET]Teacher: One sixth.[/TARGET] Student: That would be one five - Teacher: One sixth. Teacher: If we have one third, we could have one sixth.
Teacher: [Crosstalk] Teacher: One sixth. Student: That would be one five -  [TARGET]Teacher: One sixth.[/TARGET] Teacher: If we have one third, we could have one sixth. Teacher: Yeah. Teacher: So what - how many pieces would that be?
Teacher: One sixth. Student: That would be one five - Teacher: One sixth.  [TARGET]Teacher: If we have one third, we could have one sixth.[/TARGET] Teacher: Yeah. Teacher: So what - how many pieces would that be? Teacher: That one sixth must be how many?
Student: That would be one five - Teacher: One sixth. Teacher: If we have one third, we could have one sixth.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: So what - how many pieces would that be? Teacher: That one sixth must be how many? Teacher: Remember, [inaudible] that's one part.
Teacher: One sixth. Teacher: If we have one third, we could have one sixth. Teacher: Yeah.  [TARGET]Teacher: So what - how many pieces would that be?[/TARGET] Teacher: That one sixth must be how many? Teacher: Remember, [inaudible] that's one part. Teacher: One third.
Teacher: If we have one third, we could have one sixth. Teacher: Yeah. Teacher: So what - how many pieces would that be?  [TARGET]Teacher: That one sixth must be how many?[/TARGET] Teacher: Remember, [inaudible] that's one part. Teacher: One third. Teacher: One sixth must be what?
Teacher: Yeah. Teacher: So what - how many pieces would that be? Teacher: That one sixth must be how many?  [TARGET]Teacher: Remember, [inaudible] that's one part.[/TARGET] Teacher: One third. Teacher: One sixth must be what? Teacher: You know, if you shout, if you're talking, then it's not my thing.
Teacher: So what - how many pieces would that be? Teacher: That one sixth must be how many? Teacher: Remember, [inaudible] that's one part.  [TARGET]Teacher: One third.[/TARGET] Teacher: One sixth must be what? Teacher: You know, if you shout, if you're talking, then it's not my thing. Teacher: I'm not [inaudible].
Teacher: That one sixth must be how many? Teacher: Remember, [inaudible] that's one part. Teacher: One third.  [TARGET]Teacher: One sixth must be what?[/TARGET] Teacher: You know, if you shout, if you're talking, then it's not my thing. Teacher: I'm not [inaudible]. Teacher: Because you're talking.
Teacher: You know, if you shout, if you're talking, then it's not my thing. Teacher: I'm not [inaudible]. Teacher: Because you're talking.  [TARGET]Teacher: See?[/TARGET] Teacher: [Inaudible]. Teacher: Now, how many people agree with this group over here? Teacher: All right, look, look, what did they say?
Teacher: Because you're talking. Teacher: See? Teacher: [Inaudible].  [TARGET]Teacher: Now, how many people agree with this group over here?[/TARGET] Teacher: All right, look, look, what did they say? Teacher: One sixth must be - must be what? Student: One tenth.
Teacher: See? Teacher: [Inaudible]. Teacher: Now, how many people agree with this group over here?  [TARGET]Teacher: All right, look, look, what did they say?[/TARGET] Teacher: One sixth must be - must be what? Student: One tenth. Teacher: He said one tenth.
Teacher: [Inaudible]. Teacher: Now, how many people agree with this group over here? Teacher: All right, look, look, what did they say?  [TARGET]Teacher: One sixth must be - must be what?[/TARGET] Student: One tenth. Teacher: He said one tenth. Teacher: [Crosstalk]
Teacher: All right, look, look, what did they say? Teacher: One sixth must be - must be what? Student: One tenth.  [TARGET]Teacher: He said one tenth.[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible], six and 10. Teacher: [Crosstalk]
Student: One tenth. Teacher: He said one tenth. Teacher: [Crosstalk]  [TARGET]Teacher: [Inaudible], six and 10.[/TARGET] Teacher: [Crosstalk] Teacher: And let me see, two, four, six - Teacher: [Crosstalk]
Teacher: [Crosstalk] Teacher: [Inaudible], six and 10. Teacher: [Crosstalk]  [TARGET]Teacher: And let me see, two, four, six -[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible]. Student: You got me back, Teacher.
Teacher: I got you back. Teacher: Yeah, I got you back. Teacher: All right, listen - listen.  [TARGET]Teacher: How many tenths are in here?[/TARGET] Teacher: One. Teacher: One tenth. Teacher: Look, look.
Teacher: Yeah, I got you back. Teacher: All right, listen - listen. Teacher: How many tenths are in here?  [TARGET]Teacher: One.[/TARGET] Teacher: One tenth. Teacher: Look, look. Student: One tenth, yeah.
Teacher: All right, listen - listen. Teacher: How many tenths are in here? Teacher: One.  [TARGET]Teacher: One tenth.[/TARGET] Teacher: Look, look. Student: One tenth, yeah. Teacher: One tenth.
Teacher: How many tenths are in here? Teacher: One. Teacher: One tenth.  [TARGET]Teacher: Look, look.[/TARGET] Student: One tenth, yeah. Teacher: One tenth. Student: Two tenths.
Teacher: One tenth. Teacher: Look, look. Student: One tenth, yeah.  [TARGET]Teacher: One tenth.[/TARGET] Student: Two tenths. Teacher: No, how many sixths are in here? Student: Two sixths.
Student: One tenth, yeah. Teacher: One tenth. Student: Two tenths.  [TARGET]Teacher: No, how many sixths are in here?[/TARGET] Student: Two sixths. Teacher: One sixth. Student: One sixth.
Student: Two tenths. Teacher: No, how many sixths are in here? Student: Two sixths.  [TARGET]Teacher: One sixth.[/TARGET] Student: One sixth. Multiple Students: Two sixths, three sixths. Teacher: Let me see.
Teacher: One sixth. Student: One sixth. Multiple Students: Two sixths, three sixths.  [TARGET]Teacher: Let me see.[/TARGET] Teacher: This is - oh, one sixth and that's - Student: Two sixths. Student: That's two.
Student: One sixth. Multiple Students: Two sixths, three sixths. Teacher: Let me see.  [TARGET]Teacher: This is - oh, one sixth and that's -[/TARGET] Student: Two sixths. Student: That's two. Teacher: That's -
Teacher: This is - oh, one sixth and that's - Student: Two sixths. Student: That's two.  [TARGET]Teacher: That's -[/TARGET] Student: That's two. Teacher: Two sixths. Teacher: Three sixths.
Student: That's two. Teacher: That's - Student: That's two.  [TARGET]Teacher: Two sixths.[/TARGET] Teacher: Three sixths. Multiple Students: Three sixths, four sixths. Teacher: Am I halfway?
Teacher: That's - Student: That's two. Teacher: Two sixths.  [TARGET]Teacher: Three sixths.[/TARGET] Multiple Students: Three sixths, four sixths. Teacher: Am I halfway? Teacher: [Crosstalk]
Teacher: Two sixths. Teacher: Three sixths. Multiple Students: Three sixths, four sixths.  [TARGET]Teacher: Am I halfway?[/TARGET] Teacher: [Crosstalk] Teacher: Listen - oh, I cannot - [inaudible]. Teacher: Turn around.
Teacher: Turn around. Teacher: When we're doing it, now you're talking to someone else. Teacher: Now, look at me.  [TARGET]Teacher: Now, am I halfway here?[/TARGET] Multiple Students: Yes. Teacher: So three sixths must be? Multiple Students: Half.
Teacher: Now, look at me. Teacher: Now, am I halfway here? Multiple Students: Yes.  [TARGET]Teacher: So three sixths must be?[/TARGET] Multiple Students: Half. Teacher: How many? Student: 30
Multiple Students: Yes. Teacher: So three sixths must be? Multiple Students: Half.  [TARGET]Teacher: How many?[/TARGET] Student: 30 Teacher: 30, 60 is the same equivalent. Student: Yes.
Multiple Students: Half. Teacher: How many? Student: 30  [TARGET]Teacher: 30, 60 is the same equivalent.[/TARGET] Student: Yes. Teacher: And then we go [inaudible]. Teacher: No, am I right?
Student: 30 Teacher: 30, 60 is the same equivalent. Student: Yes.  [TARGET]Teacher: And then we go [inaudible].[/TARGET] Teacher: No, am I right? Teacher: Look, look. Teacher: One sixth.
Teacher: 30, 60 is the same equivalent. Student: Yes. Teacher: And then we go [inaudible].  [TARGET]Teacher: No, am I right?[/TARGET] Teacher: Look, look. Teacher: One sixth. Multiple Students: Two sixths, three sixths.
Student: Yes. Teacher: And then we go [inaudible]. Teacher: No, am I right?  [TARGET]Teacher: Look, look.[/TARGET] Teacher: One sixth. Multiple Students: Two sixths, three sixths. Teacher: Four sixths.
Teacher: And then we go [inaudible]. Teacher: No, am I right? Teacher: Look, look.  [TARGET]Teacher: One sixth.[/TARGET] Multiple Students: Two sixths, three sixths. Teacher: Four sixths. Multiple Students: Four sixths -
Teacher: Look, look. Teacher: One sixth. Multiple Students: Two sixths, three sixths.  [TARGET]Teacher: Four sixths.[/TARGET] Multiple Students: Four sixths - Multiple Students: [Crosstalk] Teacher: Five sixths.
Teacher: Four sixths. Multiple Students: Four sixths - Multiple Students: [Crosstalk]  [TARGET]Teacher: Five sixths.[/TARGET] Multiple Students: Six sixths. Teacher: And six sixths. Student: A whole.
Multiple Students: [Crosstalk] Teacher: Five sixths. Multiple Students: Six sixths.  [TARGET]Teacher: And six sixths.[/TARGET] Student: A whole. Teacher: Six sixths, or 60 over - Student: 60
Multiple Students: Six sixths. Teacher: And six sixths. Student: A whole.  [TARGET]Teacher: Six sixths, or 60 over -[/TARGET] Student: 60 Teacher: Or 60. Teacher: 60, yes.
Student: A whole. Teacher: Six sixths, or 60 over - Student: 60  [TARGET]Teacher: Or 60.[/TARGET] Teacher: 60, yes. Teacher: All right, now, wow, we learned a lot. Teacher: [Crosstalk]
Teacher: Six sixths, or 60 over - Student: 60 Teacher: Or 60.  [TARGET]Teacher: 60, yes.[/TARGET] Teacher: All right, now, wow, we learned a lot. Teacher: [Crosstalk] Teacher: No, no, no.
Student: 60 Teacher: Or 60. Teacher: 60, yes.  [TARGET]Teacher: All right, now, wow, we learned a lot.[/TARGET] Teacher: [Crosstalk] Teacher: No, no, no. Teacher: [Inaudible].
Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them. Teacher: Yeah, some people. Teacher: You need six, that's the one, and some people already did a few.  [TARGET]Teacher: They understand.[/TARGET] Teacher: But now I know they're gonna kind of be mm. Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody. Teacher: All right, Student M, you may go back, Student O, Student O you may work with Student M if you want to.
Teacher: Yeah, some people. Teacher: You need six, that's the one, and some people already did a few. Teacher: They understand.  [TARGET]Teacher: But now I know they're gonna kind of be mm.[/TARGET] Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody. Teacher: All right, Student M, you may go back, Student O, Student O you may work with Student M if you want to. Teacher: But if you - now, I'm gonna walk around and see.
Teacher: But if you - now, I'm gonna walk around and see. Teacher: All right. Student: I started -  [TARGET]Teacher: I know.[/TARGET] Teacher: [Crosstalk] Teacher: Student L, you're going back to your seat and I'm gonna send you someone to work with. Teacher: Excuse me?
Teacher: Now, you stay in your seat, in your seat. Teacher: Student E, in your seat, please. Student: [Crosstalk]  [TARGET]Teacher: Page one.[/TARGET] Teacher: Page one, we're gonna omit page one. Teacher: Page one we're gonna omit. Teacher: Page one.
Teacher: Page one. Teacher: Page one, we're gonna omit page one. Teacher: Page one we're gonna omit.  [TARGET]Teacher: Page one.[/TARGET] Teacher: Omit means leave it. Teacher: [Crosstalk] Teacher: Yeah, because we've done that before.
Teacher: Page one, we're gonna omit page one. Teacher: Page one we're gonna omit. Teacher: Page one.  [TARGET]Teacher: Omit means leave it.[/TARGET] Teacher: [Crosstalk] Teacher: Yeah, because we've done that before. Teacher: We've done page one.
Teacher: Excuse me. Teacher: You did page one. Teacher: So I want you to go on to page - hold on, he's not listening.  [TARGET]Teacher: Page - part of a rectangle.[/TARGET] Student: What page? Teacher: Page five. Student: Oh, page five?
Teacher: Yes, six. Teacher: Now, let's look at page five, page five together. Teacher: Student O, yes, page five.  [TARGET]Teacher: And some people have done it and it's easy, right?[/TARGET] Multiple Students: Yes. Teacher: Page five. Teacher: Five.
Multiple Students: Yes. Teacher: Page five. Teacher: Five.  [TARGET]Teacher: Good job.[/TARGET] Teacher: Now, let's go to page five. Teacher: Student N, number one, please. Student: One -
Teacher: Page five. Teacher: Student F, Student F, five, five. Teacher: Unit six, page five.  [TARGET]Teacher: Good job.[/TARGET] Teacher: He is not on that - in that unit. Teacher: Page five, unit six. Teacher: Okay, Student E, number two, please.
Teacher: Student F, Student F, five, five. Teacher: Unit six, page five. Teacher: Good job.  [TARGET]Teacher: He is not on that - in that unit.[/TARGET] Teacher: Page five, unit six. Teacher: Okay, Student E, number two, please. Teacher: Student E.  What fraction is that?
Teacher: He is not on that - in that unit. Teacher: Page five, unit six. Teacher: Okay, Student E, number two, please.  [TARGET]Teacher: Student E.  What fraction is that?[/TARGET] Student: One fourth. Student: What? Teacher: Is your name Student E?
Student: One fourth. Student: What? Teacher: Is your name Student E?  [TARGET]Teacher: No.[/TARGET] Teacher: Student E, what fraction? Teacher: On page five, number two is what fraction? Teacher: What do we call it?
Student: What? Teacher: Is your name Student E? Teacher: No.  [TARGET]Teacher: Student E, what fraction?[/TARGET] Teacher: On page five, number two is what fraction? Teacher: What do we call it? Teacher: What fraction is shaded?
Teacher: Is your name Student E? Teacher: No. Teacher: Student E, what fraction?  [TARGET]Teacher: On page five, number two is what fraction?[/TARGET] Teacher: What do we call it? Teacher: What fraction is shaded? Student: One sixth.
Teacher: No. Teacher: Student E, what fraction? Teacher: On page five, number two is what fraction?  [TARGET]Teacher: What do we call it?[/TARGET] Teacher: What fraction is shaded? Student: One sixth. Teacher: Wow, some people are really not listening.
Teacher: Student E, what fraction? Teacher: On page five, number two is what fraction? Teacher: What do we call it?  [TARGET]Teacher: What fraction is shaded?[/TARGET] Student: One sixth. Teacher: Wow, some people are really not listening. Teacher: That's the thing.
Teacher: Wow, some people are really not listening. Teacher: That's the thing. Teacher: I know some people can even look at it and read it.  [TARGET]Teacher: What do we look - how many - what's the denominator?[/TARGET] Student: The whole thing. Teacher: The whole thing. Teacher: How many pieces?
Teacher: I know some people can even look at it and read it. Teacher: What do we look - how many - what's the denominator? Student: The whole thing.  [TARGET]Teacher: The whole thing.[/TARGET] Teacher: How many pieces? Teacher: [Crosstalk] Teacher: Can you look at how many pieces?
Teacher: What do we look - how many - what's the denominator? Student: The whole thing. Teacher: The whole thing.  [TARGET]Teacher: How many pieces?[/TARGET] Teacher: [Crosstalk] Teacher: Can you look at how many pieces? Student: Denominator.
Teacher: The whole thing. Teacher: How many pieces? Teacher: [Crosstalk]  [TARGET]Teacher: Can you look at how many pieces?[/TARGET] Student: Denominator. Student: [Crosstalk] Teacher: No.
Teacher: Can you look at how many pieces? Student: Denominator. Student: [Crosstalk]  [TARGET]Teacher: No.[/TARGET] Teacher: It's - number two, yeah, how many pieces? Student: [Inaudible]. Teacher: So the denominator is eight.
Student: Denominator. Student: [Crosstalk] Teacher: No.  [TARGET]Teacher: It's - number two, yeah, how many pieces?[/TARGET] Student: [Inaudible]. Teacher: So the denominator is eight. Teacher: So how many is shaded?
Teacher: No. Teacher: It's - number two, yeah, how many pieces? Student: [Inaudible].  [TARGET]Teacher: So the denominator is eight.[/TARGET] Teacher: So how many is shaded? Teacher: One eighth. Teacher: All right, now, let's look at another person that is really good at it.
Teacher: It's - number two, yeah, how many pieces? Student: [Inaudible]. Teacher: So the denominator is eight.  [TARGET]Teacher: So how many is shaded?[/TARGET] Teacher: One eighth. Teacher: All right, now, let's look at another person that is really good at it. Teacher: Somebody.
Student: [Inaudible]. Teacher: So the denominator is eight. Teacher: So how many is shaded?  [TARGET]Teacher: One eighth.[/TARGET] Teacher: All right, now, let's look at another person that is really good at it. Teacher: Somebody. Teacher: Now, I see hands up.
Teacher: So how many is shaded? Teacher: One eighth. Teacher: All right, now, let's look at another person that is really good at it.  [TARGET]Teacher: Somebody.[/TARGET] Teacher: Now, I see hands up. Teacher: Good job. Teacher: Hands up.
Teacher: All right, now, let's look at another person that is really good at it. Teacher: Somebody. Teacher: Now, I see hands up.  [TARGET]Teacher: Good job.[/TARGET] Teacher: Hands up. Teacher: Student C, hands up. Teacher: [Crosstalk]