stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: So I have two [inaudible] with the order. Teacher: Three, Student M? Student: Yes?  [TARGET]Teacher: I have three once.[/TARGET] Teacher: In parenthesis five minus two. Teacher: And [inaudible] the same numbers [inaudible] another problem, Student M? Student: Yes.
Teacher: Three, Student M? Student: Yes? Teacher: I have three once.  [TARGET]Teacher: In parenthesis five minus two.[/TARGET] Teacher: And [inaudible] the same numbers [inaudible] another problem, Student M? Student: Yes. Teacher: Three plus five in parenthesis, minus two.
Teacher: In parenthesis five minus two. Teacher: And [inaudible] the same numbers [inaudible] another problem, Student M? Student: Yes.  [TARGET]Teacher: Three plus five in parenthesis, minus two.[/TARGET] Teacher: So our order of operations. Teacher: The first thing you're going to do [inaudible] your number is the sentence. Teacher: You remember the sentence, "Please excuse my dear Aunt Sally."
Teacher: And [inaudible] the same numbers [inaudible] another problem, Student M? Student: Yes. Teacher: Three plus five in parenthesis, minus two.  [TARGET]Teacher: So our order of operations.[/TARGET] Teacher: The first thing you're going to do [inaudible] your number is the sentence. Teacher: You remember the sentence, "Please excuse my dear Aunt Sally."   Teacher: That's going to be our sentence.
Student: Yes. Teacher: Three plus five in parenthesis, minus two. Teacher: So our order of operations.  [TARGET]Teacher: The first thing you're going to do [inaudible] your number is the sentence.[/TARGET] Teacher: You remember the sentence, "Please excuse my dear Aunt Sally."   Teacher: That's going to be our sentence. Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade.
Teacher: Three plus five in parenthesis, minus two. Teacher: So our order of operations. Teacher: The first thing you're going to do [inaudible] your number is the sentence.  [TARGET]Teacher: You remember the sentence, "Please excuse my dear Aunt Sally."  [/TARGET] Teacher: That's going to be our sentence. Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade. Teacher: The rest of middle school, high school, and college, and after college.
Teacher: So our order of operations. Teacher: The first thing you're going to do [inaudible] your number is the sentence. Teacher: You remember the sentence, "Please excuse my dear Aunt Sally."    [TARGET]Teacher: That's going to be our sentence.[/TARGET] Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade. Teacher: The rest of middle school, high school, and college, and after college. Teacher: This is probably the most important sentence to learn in math.
Teacher: The first thing you're going to do [inaudible] your number is the sentence. Teacher: You remember the sentence, "Please excuse my dear Aunt Sally."   Teacher: That's going to be our sentence.  [TARGET]Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade.[/TARGET] Teacher: The rest of middle school, high school, and college, and after college. Teacher: This is probably the most important sentence to learn in math. Teacher: It tells you how to solve the problems.
Teacher: You remember the sentence, "Please excuse my dear Aunt Sally."   Teacher: That's going to be our sentence. Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade.  [TARGET]Teacher: The rest of middle school, high school, and college, and after college.[/TARGET] Teacher: This is probably the most important sentence to learn in math. Teacher: It tells you how to solve the problems. Teacher: The P stands for -
Teacher: That's going to be our sentence. Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade. Teacher: The rest of middle school, high school, and college, and after college.  [TARGET]Teacher: This is probably the most important sentence to learn in math.[/TARGET] Teacher: It tells you how to solve the problems. Teacher: The P stands for - Student: Parenthesis.
Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade. Teacher: The rest of middle school, high school, and college, and after college. Teacher: This is probably the most important sentence to learn in math.  [TARGET]Teacher: It tells you how to solve the problems.[/TARGET] Teacher: The P stands for - Student: Parenthesis. Teacher: Parenthesis, so that means - shh, you're going to take everything in the parenthesis.
Teacher: The rest of middle school, high school, and college, and after college. Teacher: This is probably the most important sentence to learn in math. Teacher: It tells you how to solve the problems.  [TARGET]Teacher: The P stands for -[/TARGET] Student: Parenthesis. Teacher: Parenthesis, so that means - shh, you're going to take everything in the parenthesis. Teacher: You're going to do everything in parenthesis first.
Teacher: The P stands for - Student: Parenthesis. Teacher: Parenthesis, so that means - shh, you're going to take everything in the parenthesis.  [TARGET]Teacher: You're going to do everything in parenthesis first.[/TARGET] Student: [Inaudible] five minus [inaudible]. Teacher: And then you're going to do the [inaudible] if you have [inaudible]. Teacher: If you don't, just skip this step.
Teacher: Parenthesis, so that means - shh, you're going to take everything in the parenthesis. Teacher: You're going to do everything in parenthesis first. Student: [Inaudible] five minus [inaudible].  [TARGET]Teacher: And then you're going to do the [inaudible] if you have [inaudible].[/TARGET] Teacher: If you don't, just skip this step. Teacher: After your exponents, you will do - after the exponents you will do step three or step four. Teacher: If you notice, step three and step four - they're the inverse.
Teacher: You're going to do everything in parenthesis first. Student: [Inaudible] five minus [inaudible]. Teacher: And then you're going to do the [inaudible] if you have [inaudible].  [TARGET]Teacher: If you don't, just skip this step.[/TARGET] Teacher: After your exponents, you will do - after the exponents you will do step three or step four. Teacher: If you notice, step three and step four - they're the inverse. Teacher: The opposites.
Student: [Inaudible] five minus [inaudible]. Teacher: And then you're going to do the [inaudible] if you have [inaudible]. Teacher: If you don't, just skip this step.  [TARGET]Teacher: After your exponents, you will do - after the exponents you will do step three or step four.[/TARGET] Teacher: If you notice, step three and step four - they're the inverse. Teacher: The opposites. Teacher: So multiplication comes first -
Teacher: And then you're going to do the [inaudible] if you have [inaudible]. Teacher: If you don't, just skip this step. Teacher: After your exponents, you will do - after the exponents you will do step three or step four.  [TARGET]Teacher: If you notice, step three and step four - they're the inverse.[/TARGET] Teacher: The opposites. Teacher: So multiplication comes first - Student: Division.
Teacher: If you don't, just skip this step. Teacher: After your exponents, you will do - after the exponents you will do step three or step four. Teacher: If you notice, step three and step four - they're the inverse.  [TARGET]Teacher: The opposites.[/TARGET] Teacher: So multiplication comes first - Student: Division. Teacher: From left to right, you do that first.
Teacher: After your exponents, you will do - after the exponents you will do step three or step four. Teacher: If you notice, step three and step four - they're the inverse. Teacher: The opposites.  [TARGET]Teacher: So multiplication comes first -[/TARGET] Student: Division. Teacher: From left to right, you do that first. Teacher: If division comes first from left to right, you do that one, first.
Teacher: The opposites. Teacher: So multiplication comes first - Student: Division.  [TARGET]Teacher: From left to right, you do that first.[/TARGET] Teacher: If division comes first from left to right, you do that one, first. Teacher: These two steps are the same. Teacher: They're the same level, so you would do whichever one comes first.
Teacher: So multiplication comes first - Student: Division. Teacher: From left to right, you do that first.  [TARGET]Teacher: If division comes first from left to right, you do that one, first.[/TARGET] Teacher: These two steps are the same. Teacher: They're the same level, so you would do whichever one comes first. Teacher: Either multiplication or division.
Student: Division. Teacher: From left to right, you do that first. Teacher: If division comes first from left to right, you do that one, first.  [TARGET]Teacher: These two steps are the same.[/TARGET] Teacher: They're the same level, so you would do whichever one comes first. Teacher: Either multiplication or division. Teacher: Step six - step five and six, you would do addition and subtraction last.
Teacher: From left to right, you do that first. Teacher: If division comes first from left to right, you do that one, first. Teacher: These two steps are the same.  [TARGET]Teacher: They're the same level, so you would do whichever one comes first.[/TARGET] Teacher: Either multiplication or division. Teacher: Step six - step five and six, you would do addition and subtraction last. Teacher: You would do addition if addition comes first from left to right.
Teacher: If division comes first from left to right, you do that one, first. Teacher: These two steps are the same. Teacher: They're the same level, so you would do whichever one comes first.  [TARGET]Teacher: Either multiplication or division.[/TARGET] Teacher: Step six - step five and six, you would do addition and subtraction last. Teacher: You would do addition if addition comes first from left to right. Teacher: You would do subtraction if subtraction if subtraction comes first from left to right.
Teacher: These two steps are the same. Teacher: They're the same level, so you would do whichever one comes first. Teacher: Either multiplication or division.  [TARGET]Teacher: Step six - step five and six, you would do addition and subtraction last.[/TARGET] Teacher: You would do addition if addition comes first from left to right. Teacher: You would do subtraction if subtraction if subtraction comes first from left to right. Teacher: So you follow this order.
Teacher: They're the same level, so you would do whichever one comes first. Teacher: Either multiplication or division. Teacher: Step six - step five and six, you would do addition and subtraction last.  [TARGET]Teacher: You would do addition if addition comes first from left to right.[/TARGET] Teacher: You would do subtraction if subtraction if subtraction comes first from left to right. Teacher: So you follow this order. Teacher: So looking at this, [inaudible] problem.
Teacher: Either multiplication or division. Teacher: Step six - step five and six, you would do addition and subtraction last. Teacher: You would do addition if addition comes first from left to right.  [TARGET]Teacher: You would do subtraction if subtraction if subtraction comes first from left to right.[/TARGET] Teacher: So you follow this order. Teacher: So looking at this, [inaudible] problem. Teacher: Three plus five [inaudible] parenthesis.
Teacher: Step six - step five and six, you would do addition and subtraction last. Teacher: You would do addition if addition comes first from left to right. Teacher: You would do subtraction if subtraction if subtraction comes first from left to right.  [TARGET]Teacher: So you follow this order.[/TARGET] Teacher: So looking at this, [inaudible] problem. Teacher: Three plus five [inaudible] parenthesis. Student: [Inaudible].
Teacher: You would do addition if addition comes first from left to right. Teacher: You would do subtraction if subtraction if subtraction comes first from left to right. Teacher: So you follow this order.  [TARGET]Teacher: So looking at this, [inaudible] problem.[/TARGET] Teacher: Three plus five [inaudible] parenthesis. Student: [Inaudible]. Teacher: Step [inaudible] like that.
Teacher: You would do subtraction if subtraction if subtraction comes first from left to right. Teacher: So you follow this order. Teacher: So looking at this, [inaudible] problem.  [TARGET]Teacher: Three plus five [inaudible] parenthesis.[/TARGET] Student: [Inaudible]. Teacher: Step [inaudible] like that. Teacher: So look at my first problem.
Teacher: So looking at this, [inaudible] problem. Teacher: Three plus five [inaudible] parenthesis. Student: [Inaudible].  [TARGET]Teacher: Step [inaudible] like that.[/TARGET] Teacher: So look at my first problem. Teacher: How do I solve it. Teacher: Three plus five minus [inaudible] parenthesis.
Teacher: Three plus five [inaudible] parenthesis. Student: [Inaudible]. Teacher: Step [inaudible] like that.  [TARGET]Teacher: So look at my first problem.[/TARGET] Teacher: How do I solve it. Teacher: Three plus five minus [inaudible] parenthesis. Teacher: So three plus five -
Student: [Inaudible]. Teacher: Step [inaudible] like that. Teacher: So look at my first problem.  [TARGET]Teacher: How do I solve it.[/TARGET] Teacher: Three plus five minus [inaudible] parenthesis. Teacher: So three plus five - Student: Eight.
Teacher: Step [inaudible] like that. Teacher: So look at my first problem. Teacher: How do I solve it.  [TARGET]Teacher: Three plus five minus [inaudible] parenthesis.[/TARGET] Teacher: So three plus five - Student: Eight. Teacher: Plus two in parenthesis.
Teacher: So look at my first problem. Teacher: How do I solve it. Teacher: Three plus five minus [inaudible] parenthesis.  [TARGET]Teacher: So three plus five -[/TARGET] Student: Eight. Teacher: Plus two in parenthesis. Teacher: Five minus two is three, so I just solved five minus two is three, so this is gone.
Teacher: Three plus five minus [inaudible] parenthesis. Teacher: So three plus five - Student: Eight.  [TARGET]Teacher: Plus two in parenthesis.[/TARGET] Teacher: Five minus two is three, so I just solved five minus two is three, so this is gone. Teacher: What I have left is three and my plus sign, and the value of this in parenthesis, three. Teacher: So three plus three equals six, so the value of this expression is six.
Teacher: So three plus five - Student: Eight. Teacher: Plus two in parenthesis.  [TARGET]Teacher: Five minus two is three, so I just solved five minus two is three, so this is gone.[/TARGET] Teacher: What I have left is three and my plus sign, and the value of this in parenthesis, three. Teacher: So three plus three equals six, so the value of this expression is six. Teacher: Look at the same numbers.
Student: Eight. Teacher: Plus two in parenthesis. Teacher: Five minus two is three, so I just solved five minus two is three, so this is gone.  [TARGET]Teacher: What I have left is three and my plus sign, and the value of this in parenthesis, three.[/TARGET] Teacher: So three plus three equals six, so the value of this expression is six. Teacher: Look at the same numbers. Teacher: We [inaudible] the value of the express.
Teacher: Plus two in parenthesis. Teacher: Five minus two is three, so I just solved five minus two is three, so this is gone. Teacher: What I have left is three and my plus sign, and the value of this in parenthesis, three.  [TARGET]Teacher: So three plus three equals six, so the value of this expression is six.[/TARGET] Teacher: Look at the same numbers. Teacher: We [inaudible] the value of the express. Teacher: [Inaudible] place the parenthesis?
Teacher: Five minus two is three, so I just solved five minus two is three, so this is gone. Teacher: What I have left is three and my plus sign, and the value of this in parenthesis, three. Teacher: So three plus three equals six, so the value of this expression is six.  [TARGET]Teacher: Look at the same numbers.[/TARGET] Teacher: We [inaudible] the value of the express. Teacher: [Inaudible] place the parenthesis? Teacher: Here we have three plus five minus two.
Teacher: What I have left is three and my plus sign, and the value of this in parenthesis, three. Teacher: So three plus three equals six, so the value of this expression is six. Teacher: Look at the same numbers.  [TARGET]Teacher: We [inaudible] the value of the express.[/TARGET] Teacher: [Inaudible] place the parenthesis? Teacher: Here we have three plus five minus two. Teacher: [Inaudible] three plus five is eight minus two is six, so this example you get the same value, okay?
Teacher: So three plus three equals six, so the value of this expression is six. Teacher: Look at the same numbers. Teacher: We [inaudible] the value of the express.  [TARGET]Teacher: [Inaudible] place the parenthesis?[/TARGET] Teacher: Here we have three plus five minus two. Teacher: [Inaudible] three plus five is eight minus two is six, so this example you get the same value, okay? Teacher: In this example we'll get the same value.
Teacher: Look at the same numbers. Teacher: We [inaudible] the value of the express. Teacher: [Inaudible] place the parenthesis?  [TARGET]Teacher: Here we have three plus five minus two.[/TARGET] Teacher: [Inaudible] three plus five is eight minus two is six, so this example you get the same value, okay? Teacher: In this example we'll get the same value. Teacher: What?
Teacher: We [inaudible] the value of the express. Teacher: [Inaudible] place the parenthesis? Teacher: Here we have three plus five minus two.  [TARGET]Teacher: [Inaudible] three plus five is eight minus two is six, so this example you get the same value, okay?[/TARGET] Teacher: In this example we'll get the same value. Teacher: What? Student: [Inaudible].
Teacher: [Inaudible] place the parenthesis? Teacher: Here we have three plus five minus two. Teacher: [Inaudible] three plus five is eight minus two is six, so this example you get the same value, okay?  [TARGET]Teacher: In this example we'll get the same value.[/TARGET] Teacher: What? Student: [Inaudible]. Teacher: So watch this.
Teacher: Here we have three plus five minus two. Teacher: [Inaudible] three plus five is eight minus two is six, so this example you get the same value, okay? Teacher: In this example we'll get the same value.  [TARGET]Teacher: What?[/TARGET] Student: [Inaudible]. Teacher: So watch this. Teacher: [Inaudible] we do.
Teacher: [Inaudible] we do. Teacher: I'm going to give you two problems. Teacher: I want you to write it down.  [TARGET]Teacher: Follow the steps in this order.[/TARGET] Teacher: Parenthesis. Teacher: Exponents. Teacher: Multiplication.
Teacher: I'm going to give you two problems. Teacher: I want you to write it down. Teacher: Follow the steps in this order.  [TARGET]Teacher: Parenthesis.[/TARGET] Teacher: Exponents. Teacher: Multiplication. Teacher: Division or Division, multiplication, whichever comes first.
Teacher: I want you to write it down. Teacher: Follow the steps in this order. Teacher: Parenthesis.  [TARGET]Teacher: Exponents.[/TARGET] Teacher: Multiplication. Teacher: Division or Division, multiplication, whichever comes first. Teacher: Then you got to do addition, subtraction, or subtraction, addition, whichever one comes first from left to right [inaudible] read.
Teacher: Follow the steps in this order. Teacher: Parenthesis. Teacher: Exponents.  [TARGET]Teacher: Multiplication.[/TARGET] Teacher: Division or Division, multiplication, whichever comes first. Teacher: Then you got to do addition, subtraction, or subtraction, addition, whichever one comes first from left to right [inaudible] read. Teacher: Read from left to right.
Teacher: Parenthesis. Teacher: Exponents. Teacher: Multiplication.  [TARGET]Teacher: Division or Division, multiplication, whichever comes first.[/TARGET] Teacher: Then you got to do addition, subtraction, or subtraction, addition, whichever one comes first from left to right [inaudible] read. Teacher: Read from left to right. Teacher: [Inaudible] problem on the board.
Teacher: Exponents. Teacher: Multiplication. Teacher: Division or Division, multiplication, whichever comes first.  [TARGET]Teacher: Then you got to do addition, subtraction, or subtraction, addition, whichever one comes first from left to right [inaudible] read.[/TARGET] Teacher: Read from left to right. Teacher: [Inaudible] problem on the board. Teacher: [Inaudible].
Teacher: Multiplication. Teacher: Division or Division, multiplication, whichever comes first. Teacher: Then you got to do addition, subtraction, or subtraction, addition, whichever one comes first from left to right [inaudible] read.  [TARGET]Teacher: Read from left to right.[/TARGET] Teacher: [Inaudible] problem on the board. Teacher: [Inaudible]. Teacher: [Inaudible].
Teacher: Division or Division, multiplication, whichever comes first. Teacher: Then you got to do addition, subtraction, or subtraction, addition, whichever one comes first from left to right [inaudible] read. Teacher: Read from left to right.  [TARGET]Teacher: [Inaudible] problem on the board.[/TARGET] Teacher: [Inaudible]. Teacher: [Inaudible]. Student: [Inaudible].
Student: [Inaudible]. Teacher: So you're going to have two problems. Teacher: There's two problems on the board.  [TARGET]Teacher: Problem one.[/TARGET] Teacher: Seventeen minus four in parenthesis. Teacher: [Inaudible] three. Teacher: The next problem.
Teacher: So you're going to have two problems. Teacher: There's two problems on the board. Teacher: Problem one.  [TARGET]Teacher: Seventeen minus four in parenthesis.[/TARGET] Teacher: [Inaudible] three. Teacher: The next problem. Teacher: Do the same problems.
Teacher: Problem one. Teacher: Seventeen minus four in parenthesis. Teacher: [Inaudible] three.  [TARGET]Teacher: The next problem.[/TARGET] Teacher: Do the same problems. Teacher: Seventeen minus four times three in parenthesis. Teacher: Even though these have the same numbers, the same operations, they're different problems.
Teacher: Seventeen minus four in parenthesis. Teacher: [Inaudible] three. Teacher: The next problem.  [TARGET]Teacher: Do the same problems.[/TARGET] Teacher: Seventeen minus four times three in parenthesis. Teacher: Even though these have the same numbers, the same operations, they're different problems. Teacher: Get started.
Teacher: [Inaudible] three. Teacher: The next problem. Teacher: Do the same problems.  [TARGET]Teacher: Seventeen minus four times three in parenthesis.[/TARGET] Teacher: Even though these have the same numbers, the same operations, they're different problems. Teacher: Get started. Teacher: Once you have the value [inaudible], raise your hand and I'll look at it.
Teacher: The next problem. Teacher: Do the same problems. Teacher: Seventeen minus four times three in parenthesis.  [TARGET]Teacher: Even though these have the same numbers, the same operations, they're different problems.[/TARGET] Teacher: Get started. Teacher: Once you have the value [inaudible], raise your hand and I'll look at it. Teacher: Student M, get started.
Teacher: [Inaudible]. Teacher: Come on Student M, do number one, then do number two. Teacher: Once you have number one and number two raise your hand, please.  [TARGET]Teacher: Remember, we're looking at ... we're looking at how the parenthesis affect the value of the expression.[/TARGET] Teacher: [Inaudible]. Teacher: Student M, come around. Student: [Inaudible].
Teacher: [Inaudible]. Teacher: Student M, come around. Student: [Inaudible].  [TARGET]Teacher: No one [inaudible].[/TARGET] Teacher: [Inaudible] you got one problem? Teacher: What's the second problem. Teacher: When both of them are done - raise your hands when both of them are done.
Teacher: Student M, come around. Student: [Inaudible]. Teacher: No one [inaudible].  [TARGET]Teacher: [Inaudible] you got one problem?[/TARGET] Teacher: What's the second problem. Teacher: When both of them are done - raise your hands when both of them are done. Student: Oh, both of them.
Student: [Inaudible]. Teacher: No one [inaudible]. Teacher: [Inaudible] you got one problem?  [TARGET]Teacher: What's the second problem.[/TARGET] Teacher: When both of them are done - raise your hands when both of them are done. Student: Oh, both of them. Multiple Students: [Crosstalk].