stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: How do you know that's 72 degrees? Student: You measure it right here, and then you say - you go up to 72- Teacher: Right, use this bottom number now.  [TARGET]Teacher: Do you see that?[/TARGET] Teacher: Does that come out? Teacher: Is that bout 72 degrees? Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees?
Student: You measure it right here, and then you say - you go up to 72- Teacher: Right, use this bottom number now. Teacher: Do you see that?  [TARGET]Teacher: Does that come out?[/TARGET] Teacher: Is that bout 72 degrees? Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees? Teacher: If it's off just a little bit the first time, that's okay.
Teacher: Right, use this bottom number now. Teacher: Do you see that? Teacher: Does that come out?  [TARGET]Teacher: Is that bout 72 degrees?[/TARGET] Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees? Teacher: If it's off just a little bit the first time, that's okay. Teacher: Just make sure it's right the next time.
Teacher: Do you see that? Teacher: Does that come out? Teacher: Is that bout 72 degrees?  [TARGET]Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees?[/TARGET] Teacher: If it's off just a little bit the first time, that's okay. Teacher: Just make sure it's right the next time. Teacher: [Announcement]  All right.
Teacher: Does that come out? Teacher: Is that bout 72 degrees? Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees?  [TARGET]Teacher: If it's off just a little bit the first time, that's okay.[/TARGET] Teacher: Just make sure it's right the next time. Teacher: [Announcement]  All right. Teacher: What did you figure out by using your protractor?
Teacher: Is that bout 72 degrees? Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees? Teacher: If it's off just a little bit the first time, that's okay.  [TARGET]Teacher: Just make sure it's right the next time.[/TARGET] Teacher: [Announcement]  All right. Teacher: What did you figure out by using your protractor? Teacher: How could you put 72 degrees?
Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees? Teacher: If it's off just a little bit the first time, that's okay. Teacher: Just make sure it's right the next time.  [TARGET]Teacher: [Announcement]  All right.[/TARGET] Teacher: What did you figure out by using your protractor? Teacher: How could you put 72 degrees? Student: You make two lines down there.
Teacher: If it's off just a little bit the first time, that's okay. Teacher: Just make sure it's right the next time. Teacher: [Announcement]  All right.  [TARGET]Teacher: What did you figure out by using your protractor?[/TARGET] Teacher: How could you put 72 degrees? Student: You make two lines down there. Student: You put the bottom line because it goes from 10 and then to 80 on the bottom, then you stick it on the line where it was, and you look at the 70 on the bottom.
Teacher: Just make sure it's right the next time. Teacher: [Announcement]  All right. Teacher: What did you figure out by using your protractor?  [TARGET]Teacher: How could you put 72 degrees?[/TARGET] Student: You make two lines down there. Student: You put the bottom line because it goes from 10 and then to 80 on the bottom, then you stick it on the line where it was, and you look at the 70 on the bottom. Teacher: Right.
Teacher: How could you put 72 degrees? Student: You make two lines down there. Student: You put the bottom line because it goes from 10 and then to 80 on the bottom, then you stick it on the line where it was, and you look at the 70 on the bottom.  [TARGET]Teacher: Right.[/TARGET] Student: You go down to the second line, then count over two. Student: You count over two. Teacher: Right.
Teacher: Right. Student: You go down to the second line, then count over two. Student: You count over two.  [TARGET]Teacher: Right.[/TARGET] Teacher: So what you did was you used the top for 108. Teacher: To get the 72 you used those numbers on this bottom row. Teacher: Do you see that?
Student: You go down to the second line, then count over two. Student: You count over two. Teacher: Right.  [TARGET]Teacher: So what you did was you used the top for 108.[/TARGET] Teacher: To get the 72 you used those numbers on this bottom row. Teacher: Do you see that? Teacher: That's how you can figure out the 72.
Student: You count over two. Teacher: Right. Teacher: So what you did was you used the top for 108.  [TARGET]Teacher: To get the 72 you used those numbers on this bottom row.[/TARGET] Teacher: Do you see that? Teacher: That's how you can figure out the 72. Teacher: What are we going to do to get to the bottom part of the semi-circle?
Teacher: Right. Teacher: So what you did was you used the top for 108. Teacher: To get the 72 you used those numbers on this bottom row.  [TARGET]Teacher: Do you see that?[/TARGET] Teacher: That's how you can figure out the 72. Teacher: What are we going to do to get to the bottom part of the semi-circle? Teacher: What do we need to do?
Teacher: So what you did was you used the top for 108. Teacher: To get the 72 you used those numbers on this bottom row. Teacher: Do you see that?  [TARGET]Teacher: That's how you can figure out the 72.[/TARGET] Teacher: What are we going to do to get to the bottom part of the semi-circle? Teacher: What do we need to do? Teacher: Yes?
Teacher: To get the 72 you used those numbers on this bottom row. Teacher: Do you see that? Teacher: That's how you can figure out the 72.  [TARGET]Teacher: What are we going to do to get to the bottom part of the semi-circle?[/TARGET] Teacher: What do we need to do? Teacher: Yes? Student: [Inaudible].
Teacher: Do you see that? Teacher: That's how you can figure out the 72. Teacher: What are we going to do to get to the bottom part of the semi-circle?  [TARGET]Teacher: What do we need to do?[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: While I'm helping him, try to figure out what you should do to the bottom in order to get 144 degrees for your food.
Teacher: That's how you can figure out the 72. Teacher: What are we going to do to get to the bottom part of the semi-circle? Teacher: What do we need to do?  [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible]. Teacher: While I'm helping him, try to figure out what you should do to the bottom in order to get 144 degrees for your food. Student: I used the bottom for 110.
Student: [Inaudible]. Teacher: While I'm helping him, try to figure out what you should do to the bottom in order to get 144 degrees for your food. Student: I used the bottom for 110.  [TARGET]Teacher: You used the bottom one?[/TARGET] Student: Mm-hmm. Teacher: That's fine. Teacher: That actually works because yours is opposite of mine.
Student: I used the bottom for 110. Teacher: You used the bottom one? Student: Mm-hmm.  [TARGET]Teacher: That's fine.[/TARGET] Teacher: That actually works because yours is opposite of mine. Teacher: Do you see what mine looked like, how I have the numbers on the top? Teacher: That's fine.
Teacher: You used the bottom one? Student: Mm-hmm. Teacher: That's fine.  [TARGET]Teacher: That actually works because yours is opposite of mine.[/TARGET] Teacher: Do you see what mine looked like, how I have the numbers on the top? Teacher: That's fine. Teacher: Some of your protractors, you may have the numbers reversed, and that's fine.
Student: Mm-hmm. Teacher: That's fine. Teacher: That actually works because yours is opposite of mine.  [TARGET]Teacher: Do you see what mine looked like, how I have the numbers on the top?[/TARGET] Teacher: That's fine. Teacher: Some of your protractors, you may have the numbers reversed, and that's fine. Teacher: Yes?
Teacher: That's fine. Teacher: That actually works because yours is opposite of mine. Teacher: Do you see what mine looked like, how I have the numbers on the top?  [TARGET]Teacher: That's fine.[/TARGET] Teacher: Some of your protractors, you may have the numbers reversed, and that's fine. Teacher: Yes? Student: My circle line is over here.
Teacher: That actually works because yours is opposite of mine. Teacher: Do you see what mine looked like, how I have the numbers on the top? Teacher: That's fine.  [TARGET]Teacher: Some of your protractors, you may have the numbers reversed, and that's fine.[/TARGET] Teacher: Yes? Student: My circle line is over here. Teacher: All right.
Teacher: Do you see what mine looked like, how I have the numbers on the top? Teacher: That's fine. Teacher: Some of your protractors, you may have the numbers reversed, and that's fine.  [TARGET]Teacher: Yes?[/TARGET] Student: My circle line is over here. Teacher: All right. Teacher: We're trying to measure which one now?
Teacher: Yes? Student: My circle line is over here. Teacher: All right.  [TARGET]Teacher: We're trying to measure which one now?[/TARGET] Student: 144 Teacher: Where is that? Teacher: Is it over here?
Teacher: All right. Teacher: We're trying to measure which one now? Student: 144  [TARGET]Teacher: Where is that?[/TARGET] Teacher: Is it over here? Teacher: 144 is over here, see? Teacher: That's fine.
Teacher: We're trying to measure which one now? Student: 144 Teacher: Where is that?  [TARGET]Teacher: Is it over here?[/TARGET] Teacher: 144 is over here, see? Teacher: That's fine. Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions.
Student: 144 Teacher: Where is that? Teacher: Is it over here?  [TARGET]Teacher: 144 is over here, see?[/TARGET] Teacher: That's fine. Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions. Teacher: Good.
Teacher: Where is that? Teacher: Is it over here? Teacher: 144 is over here, see?  [TARGET]Teacher: That's fine.[/TARGET] Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions. Teacher: Good. Teacher: You did it right.
Teacher: Is it over here? Teacher: 144 is over here, see? Teacher: That's fine.  [TARGET]Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions.[/TARGET] Teacher: Good. Teacher: You did it right. Teacher: That looks good.
Teacher: 144 is over here, see? Teacher: That's fine. Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions.  [TARGET]Teacher: Good.[/TARGET] Teacher: You did it right. Teacher: That looks good. Teacher: Compare the slices of your pie chart to the page 276 and see if they're fairly close.
Teacher: That's fine. Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions. Teacher: Good.  [TARGET]Teacher: You did it right.[/TARGET] Teacher: That looks good. Teacher: Compare the slices of your pie chart to the page 276 and see if they're fairly close. Teacher: Yes ma'am?
Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions. Teacher: Good. Teacher: You did it right.  [TARGET]Teacher: That looks good.[/TARGET] Teacher: Compare the slices of your pie chart to the page 276 and see if they're fairly close. Teacher: Yes ma'am? Student: [Inaudible].
Teacher: Good. Teacher: You did it right. Teacher: That looks good.  [TARGET]Teacher: Compare the slices of your pie chart to the page 276 and see if they're fairly close.[/TARGET] Teacher: Yes ma'am? Student: [Inaudible]. Teacher: Yes, you can.
Teacher: You did it right. Teacher: That looks good. Teacher: Compare the slices of your pie chart to the page 276 and see if they're fairly close.  [TARGET]Teacher: Yes ma'am?[/TARGET] Student: [Inaudible]. Teacher: Yes, you can. Teacher: Take a look to see if yours matches.
Teacher: Compare the slices of your pie chart to the page 276 and see if they're fairly close. Teacher: Yes ma'am? Student: [Inaudible].  [TARGET]Teacher: Yes, you can.[/TARGET] Teacher: Take a look to see if yours matches. Teacher: That's good. Teacher: Measure your admissions slice.
Teacher: Yes ma'am? Student: [Inaudible]. Teacher: Yes, you can.  [TARGET]Teacher: Take a look to see if yours matches.[/TARGET] Teacher: That's good. Teacher: Measure your admissions slice. Teacher: Good.
Student: [Inaudible]. Teacher: Yes, you can. Teacher: Take a look to see if yours matches.  [TARGET]Teacher: That's good.[/TARGET] Teacher: Measure your admissions slice. Teacher: Good. Teacher: Very nice.
Teacher: Yes, you can. Teacher: Take a look to see if yours matches. Teacher: That's good.  [TARGET]Teacher: Measure your admissions slice.[/TARGET] Teacher: Good. Teacher: Very nice. Teacher: Label them and see if it matches up to how it looks in the book.
Teacher: Take a look to see if yours matches. Teacher: That's good. Teacher: Measure your admissions slice.  [TARGET]Teacher: Good.[/TARGET] Teacher: Very nice. Teacher: Label them and see if it matches up to how it looks in the book. Teacher: Yes?
Teacher: That's good. Teacher: Measure your admissions slice. Teacher: Good.  [TARGET]Teacher: Very nice.[/TARGET] Teacher: Label them and see if it matches up to how it looks in the book. Teacher: Yes? Teacher: Good job.
Teacher: Measure your admissions slice. Teacher: Good. Teacher: Very nice.  [TARGET]Teacher: Label them and see if it matches up to how it looks in the book.[/TARGET] Teacher: Yes? Teacher: Good job. Teacher: Good.
Teacher: Good. Teacher: Very nice. Teacher: Label them and see if it matches up to how it looks in the book.  [TARGET]Teacher: Yes?[/TARGET] Teacher: Good job. Teacher: Good. Teacher: So now taking a look at your chart, do you see how a family can find this useful?
Teacher: Very nice. Teacher: Label them and see if it matches up to how it looks in the book. Teacher: Yes?  [TARGET]Teacher: Good job.[/TARGET] Teacher: Good. Teacher: So now taking a look at your chart, do you see how a family can find this useful? Teacher: In the real world, people do the same thing all the time, and I want to share with you a video I found about this very same thing, and Student D, you'll like this.
Teacher: Label them and see if it matches up to how it looks in the book. Teacher: Yes? Teacher: Good job.  [TARGET]Teacher: Good.[/TARGET] Teacher: So now taking a look at your chart, do you see how a family can find this useful? Teacher: In the real world, people do the same thing all the time, and I want to share with you a video I found about this very same thing, and Student D, you'll like this. Teacher: This is all about cruise liners, and how businesses end up using pie charts to help them.
Teacher: Yes? Teacher: Good job. Teacher: Good.  [TARGET]Teacher: So now taking a look at your chart, do you see how a family can find this useful?[/TARGET] Teacher: In the real world, people do the same thing all the time, and I want to share with you a video I found about this very same thing, and Student D, you'll like this. Teacher: This is all about cruise liners, and how businesses end up using pie charts to help them. Teacher: All right.
Teacher: Good job. Teacher: Good. Teacher: So now taking a look at your chart, do you see how a family can find this useful?  [TARGET]Teacher: In the real world, people do the same thing all the time, and I want to share with you a video I found about this very same thing, and Student D, you'll like this.[/TARGET] Teacher: This is all about cruise liners, and how businesses end up using pie charts to help them. Teacher: All right. Teacher: Yes ma'am?
Teacher: Good. Teacher: So now taking a look at your chart, do you see how a family can find this useful? Teacher: In the real world, people do the same thing all the time, and I want to share with you a video I found about this very same thing, and Student D, you'll like this.  [TARGET]Teacher: This is all about cruise liners, and how businesses end up using pie charts to help them.[/TARGET] Teacher: All right. Teacher: Yes ma'am? Student: Isn't that easy?
Teacher: In the real world, people do the same thing all the time, and I want to share with you a video I found about this very same thing, and Student D, you'll like this. Teacher: This is all about cruise liners, and how businesses end up using pie charts to help them. Teacher: All right.  [TARGET]Teacher: Yes ma'am?[/TARGET] Student: Isn't that easy? Teacher: It is. Student: I thought it was hard.
Teacher: All right. Teacher: Yes ma'am? Student: Isn't that easy?  [TARGET]Teacher: It is.[/TARGET] Student: I thought it was hard. Teacher: They actually decided that it was okay for us to use easy, not for everything, but for instructional purposes. Teacher: Take your work.
Student: Isn't that easy? Teacher: It is. Student: I thought it was hard.  [TARGET]Teacher: They actually decided that it was okay for us to use easy, not for everything, but for instructional purposes.[/TARGET] Teacher: Take your work. Teacher: Just erase that, right there. Teacher: Souvenirs, we already have.
Student: I thought it was hard. Teacher: They actually decided that it was okay for us to use easy, not for everything, but for instructional purposes. Teacher: Take your work.  [TARGET]Teacher: Just erase that, right there.[/TARGET] Teacher: Souvenirs, we already have. Teacher: Food, 144. Teacher: I'm just going to put that right there.
Teacher: They actually decided that it was okay for us to use easy, not for everything, but for instructional purposes. Teacher: Take your work. Teacher: Just erase that, right there.  [TARGET]Teacher: Souvenirs, we already have.[/TARGET] Teacher: Food, 144. Teacher: I'm just going to put that right there. Teacher: Would you agree?
Teacher: Take your work. Teacher: Just erase that, right there. Teacher: Souvenirs, we already have.  [TARGET]Teacher: Food, 144.[/TARGET] Teacher: I'm just going to put that right there. Teacher: Would you agree? Teacher: Put your dot right there.
Teacher: Just erase that, right there. Teacher: Souvenirs, we already have. Teacher: Food, 144.  [TARGET]Teacher: I'm just going to put that right there.[/TARGET] Teacher: Would you agree? Teacher: Put your dot right there. Teacher: 144
Teacher: Souvenirs, we already have. Teacher: Food, 144. Teacher: I'm just going to put that right there.  [TARGET]Teacher: Would you agree?[/TARGET] Teacher: Put your dot right there. Teacher: 144 Teacher: Okay.
Teacher: Food, 144. Teacher: I'm just going to put that right there. Teacher: Would you agree?  [TARGET]Teacher: Put your dot right there.[/TARGET] Teacher: 144 Teacher: Okay. Teacher: Now draw that from there to there, and the rest will be the 10 percent.
Teacher: I'm just going to put that right there. Teacher: Would you agree? Teacher: Put your dot right there.  [TARGET]Teacher: 144[/TARGET] Teacher: Okay. Teacher: Now draw that from there to there, and the rest will be the 10 percent. Teacher: Food, admissions.
Teacher: Put your dot right there. Teacher: 144 Teacher: Okay.  [TARGET]Teacher: Now draw that from there to there, and the rest will be the 10 percent.[/TARGET] Teacher: Food, admissions. Teacher: You drew an extra line somewhere. Teacher: Let's go back to your data in just a moment, okay?
Teacher: 144 Teacher: Okay. Teacher: Now draw that from there to there, and the rest will be the 10 percent.  [TARGET]Teacher: Food, admissions.[/TARGET] Teacher: You drew an extra line somewhere. Teacher: Let's go back to your data in just a moment, okay? Teacher: Take a look right here.
Teacher: Okay. Teacher: Now draw that from there to there, and the rest will be the 10 percent. Teacher: Food, admissions.  [TARGET]Teacher: You drew an extra line somewhere.[/TARGET] Teacher: Let's go back to your data in just a moment, okay? Teacher: Take a look right here. Teacher: You know what you did?
Teacher: Now draw that from there to there, and the rest will be the 10 percent. Teacher: Food, admissions. Teacher: You drew an extra line somewhere.  [TARGET]Teacher: Let's go back to your data in just a moment, okay?[/TARGET] Teacher: Take a look right here. Teacher: You know what you did? Teacher: You did 180, then 108.
Teacher: Food, admissions. Teacher: You drew an extra line somewhere. Teacher: Let's go back to your data in just a moment, okay?  [TARGET]Teacher: Take a look right here.[/TARGET] Teacher: You know what you did? Teacher: You did 180, then 108. Teacher: Let's take a look.
Teacher: You drew an extra line somewhere. Teacher: Let's go back to your data in just a moment, okay? Teacher: Take a look right here.  [TARGET]Teacher: You know what you did?[/TARGET] Teacher: You did 180, then 108. Teacher: Let's take a look. Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise.
Teacher: Let's go back to your data in just a moment, okay? Teacher: Take a look right here. Teacher: You know what you did?  [TARGET]Teacher: You did 180, then 108.[/TARGET] Teacher: Let's take a look. Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise. Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales.
Teacher: Take a look right here. Teacher: You know what you did? Teacher: You did 180, then 108.  [TARGET]Teacher: Let's take a look.[/TARGET] Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise. Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales. Teacher: Now this cruise company - take a look.
Teacher: You know what you did? Teacher: You did 180, then 108. Teacher: Let's take a look.  [TARGET]Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise.[/TARGET] Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales. Teacher: Now this cruise company - take a look. Teacher: They collected data for a long time.
Teacher: You did 180, then 108. Teacher: Let's take a look. Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise.  [TARGET]Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales.[/TARGET] Teacher: Now this cruise company - take a look. Teacher: They collected data for a long time. Teacher: It took them a year to collect all this information.
Teacher: Let's take a look. Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise. Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales.  [TARGET]Teacher: Now this cruise company - take a look.[/TARGET] Teacher: They collected data for a long time. Teacher: It took them a year to collect all this information. Teacher: The family going to Gainesville, how long do you think it took them to put together their data?
Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise. Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales. Teacher: Now this cruise company - take a look.  [TARGET]Teacher: They collected data for a long time.[/TARGET] Teacher: It took them a year to collect all this information. Teacher: The family going to Gainesville, how long do you think it took them to put together their data? Teacher: Maybe a week?