stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: 2 Student: Yeah 2 eighths. Student: Oh.  [TARGET]Teacher: So what did you learn from this now 1 fourth and 2 eights is what?[/TARGET] Student: No! Other Adult: Are you gonna fight over something stupid? Other Adult: I'll take you both to the office.
Other Adult: Get the problem done. Student: Oh, I see! Student: When you divide it by 2 then it becomes 1 and it's 2 fourths.  [TARGET]Teacher: Yeah that's exactly what it is.[/TARGET] Teacher: That's what I want you to learn. Student: Yeah I wanna learn. Teacher: I know.
Student: Oh, I see! Student: When you divide it by 2 then it becomes 1 and it's 2 fourths. Teacher: Yeah that's exactly what it is.  [TARGET]Teacher: That's what I want you to learn.[/TARGET] Student: Yeah I wanna learn. Teacher: I know. Teacher: You're allowed to do this one it's the next problem.
Teacher: Yeah that's exactly what it is. Teacher: That's what I want you to learn. Student: Yeah I wanna learn.  [TARGET]Teacher: I know.[/TARGET] Teacher: You're allowed to do this one it's the next problem. Teacher: We're not doing that, I'm not touching anybody. Teacher: I want you to finish your math.
Student: I didn't. Student: I was looking for Student A. Teacher: Okay.  [TARGET]Teacher: Now today what we're gonna start to do is to look at fractions again.[/TARGET] Teacher: There's no talking. Teacher: Put that away now. Teacher: Thank you.
Teacher: There's no talking. Teacher: Put that away now. Teacher: Thank you.  [TARGET]Teacher: We're looking at fractions to see what equals one, one whole.[/TARGET] Teacher: Who can give me a fraction right now that equals one whole? Teacher: Who can give me a fraction that equals one whole right now? Teacher: Student J.
Teacher: Put that away now. Teacher: Thank you. Teacher: We're looking at fractions to see what equals one, one whole.  [TARGET]Teacher: Who can give me a fraction right now that equals one whole?[/TARGET] Teacher: Who can give me a fraction that equals one whole right now? Teacher: Student J. Student: Five-fives.
Teacher: Thank you. Teacher: We're looking at fractions to see what equals one, one whole. Teacher: Who can give me a fraction right now that equals one whole?  [TARGET]Teacher: Who can give me a fraction that equals one whole right now?[/TARGET] Teacher: Student J. Student: Five-fives. Teacher: Five-fives equals one whole.
Teacher: We're looking at fractions to see what equals one, one whole. Teacher: Who can give me a fraction right now that equals one whole? Teacher: Who can give me a fraction that equals one whole right now?  [TARGET]Teacher: Student J.[/TARGET] Student: Five-fives. Teacher: Five-fives equals one whole. Teacher: Can somebody give me another one?
Teacher: Who can give me a fraction that equals one whole right now? Teacher: Student J. Student: Five-fives.  [TARGET]Teacher: Five-fives equals one whole.[/TARGET] Teacher: Can somebody give me another one? Teacher: Student M. Student: [Inaudible]
Teacher: Student J. Student: Five-fives. Teacher: Five-fives equals one whole.  [TARGET]Teacher: Can somebody give me another one?[/TARGET] Teacher: Student M. Student: [Inaudible] Teacher: Ten-tens.
Student: Five-fives. Teacher: Five-fives equals one whole. Teacher: Can somebody give me another one?  [TARGET]Teacher: Student M.[/TARGET] Student: [Inaudible] Teacher: Ten-tens. Teacher: Student Z, Student J.
Teacher: Can somebody give me another one? Teacher: Student M. Student: [Inaudible]  [TARGET]Teacher: Ten-tens.[/TARGET] Teacher: Student Z, Student J. Student: Four-fourths. Teacher: Any more?
Teacher: Student M. Student: [Inaudible] Teacher: Ten-tens.  [TARGET]Teacher: Student Z, Student J.[/TARGET] Student: Four-fourths. Teacher: Any more? Teacher: Student K, can you give me one?
Teacher: Ten-tens. Teacher: Student Z, Student J. Student: Four-fourths.  [TARGET]Teacher: Any more?[/TARGET] Teacher: Student K, can you give me one? Teacher: Who's talking over there? Student: [Inaudible]
Teacher: Student Z, Student J. Student: Four-fourths. Teacher: Any more?  [TARGET]Teacher: Student K, can you give me one?[/TARGET] Teacher: Who's talking over there? Student: [Inaudible] Teacher: No, equals one whole.
Teacher: Student K, can you give me one? Teacher: Who's talking over there? Student: [Inaudible]  [TARGET]Teacher: No, equals one whole.[/TARGET] Student: Oh, seven-sevenths. Teacher: Seven-sevenths. Student: I got one.
Student: [Inaudible] Teacher: No, equals one whole. Student: Oh, seven-sevenths.  [TARGET]Teacher: Seven-sevenths.[/TARGET] Student: I got one. Teacher: Student J. Student: Eight-eighths.
Student: Oh, seven-sevenths. Teacher: Seven-sevenths. Student: I got one.  [TARGET]Teacher: Student J.[/TARGET] Student: Eight-eighths. Teacher: And Student D. Student: Three-three.
Student: I got one. Teacher: Student J. Student: Eight-eighths.  [TARGET]Teacher: And Student D.[/TARGET] Student: Three-three. Student: Two-two. Student: Nine-nine.
Student: Three-three. Student: Two-two. Student: Nine-nine.  [TARGET]Teacher: Nine-nine.[/TARGET] Teacher: Could we go on and on and on and on with these? Student: [Inaudible] Teacher: Yes, Student O.
Student: Two-two. Student: Nine-nine. Teacher: Nine-nine.  [TARGET]Teacher: Could we go on and on and on and on with these?[/TARGET] Student: [Inaudible] Teacher: Yes, Student O. Student: She took my [inaudible]
Teacher: All right, that happens. Teacher: Okay. Teacher: Now I love how everybody is paying attention right now.  [TARGET]Teacher: I'm gonna write something here.[/TARGET] Teacher: We have been finding different fractions on these. Teacher: Student K, you're looking at me. Teacher: If you're going to be disruptive to this group I can move you.
Teacher: Okay. Teacher: Now I love how everybody is paying attention right now. Teacher: I'm gonna write something here.  [TARGET]Teacher: We have been finding different fractions on these.[/TARGET] Teacher: Student K, you're looking at me. Teacher: If you're going to be disruptive to this group I can move you. Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now.
Teacher: I'll take it. Student: [Inaudible] Teacher: Okay.  [TARGET]Teacher: Now we have been finding - Student K.  We've been finding different fractions on these 5 by 12 rectangles and labeling each one.[/TARGET] Teacher: Now I want to find ways to divide this whole rectangle into different fractions so that each piece is labeled and all together they equal the whole rectangle. Teacher: Now this is one-fourth of the rectangle. Teacher: Does everybody see how it's one-fourth?
Student: [Inaudible] Teacher: Okay. Teacher: Now we have been finding - Student K.  We've been finding different fractions on these 5 by 12 rectangles and labeling each one.  [TARGET]Teacher: Now I want to find ways to divide this whole rectangle into different fractions so that each piece is labeled and all together they equal the whole rectangle.[/TARGET] Teacher: Now this is one-fourth of the rectangle. Teacher: Does everybody see how it's one-fourth? Multiple Students: Yes.
Teacher: Okay. Teacher: Now we have been finding - Student K.  We've been finding different fractions on these 5 by 12 rectangles and labeling each one. Teacher: Now I want to find ways to divide this whole rectangle into different fractions so that each piece is labeled and all together they equal the whole rectangle.  [TARGET]Teacher: Now this is one-fourth of the rectangle.[/TARGET] Teacher: Does everybody see how it's one-fourth? Multiple Students: Yes. Multiple Students: No.
Teacher: Now we have been finding - Student K.  We've been finding different fractions on these 5 by 12 rectangles and labeling each one. Teacher: Now I want to find ways to divide this whole rectangle into different fractions so that each piece is labeled and all together they equal the whole rectangle. Teacher: Now this is one-fourth of the rectangle.  [TARGET]Teacher: Does everybody see how it's one-fourth?[/TARGET] Multiple Students: Yes. Multiple Students: No. Teacher: Student A, hat off.
Multiple Students: Yes. Multiple Students: No. Teacher: Student A, hat off.  [TARGET]Teacher: Because if I divide it here and here I would have fourths.[/TARGET] Teacher: How many squares are in this, how many square units? Student: 15 Teacher: 15
Multiple Students: No. Teacher: Student A, hat off. Teacher: Because if I divide it here and here I would have fourths.  [TARGET]Teacher: How many squares are in this, how many square units?[/TARGET] Student: 15 Teacher: 15 Teacher: We have determined already how many squares are in a 5 by 12.  Who can remind me?
Teacher: Because if I divide it here and here I would have fourths. Teacher: How many squares are in this, how many square units? Student: 15  [TARGET]Teacher: 15[/TARGET] Teacher: We have determined already how many squares are in a 5 by 12.  Who can remind me? Student: 60 Teacher: 60
Teacher: How many squares are in this, how many square units? Student: 15 Teacher: 15  [TARGET]Teacher: We have determined already how many squares are in a 5 by 12.  Who can remind me?[/TARGET] Student: 60 Teacher: 60 Teacher: What is 15 divided by 60?
Teacher: 15 Teacher: We have determined already how many squares are in a 5 by 12.  Who can remind me? Student: 60  [TARGET]Teacher: 60[/TARGET] Teacher: What is 15 divided by 60? Teacher: [Crosstalk] Student: 4
Teacher: We have determined already how many squares are in a 5 by 12.  Who can remind me? Student: 60 Teacher: 60  [TARGET]Teacher: What is 15 divided by 60?[/TARGET] Teacher: [Crosstalk] Student: 4 Teacher: 4
Teacher: What is 15 divided by 60? Teacher: [Crosstalk] Student: 4  [TARGET]Teacher: 4[/TARGET] Teacher: So that tells me that that is correct, 'cause one-fourth is the 15 and there are 4 sections. Teacher: Now here's another one-fourth. Teacher: What does it equal?
Teacher: [Crosstalk] Student: 4 Teacher: 4  [TARGET]Teacher: So that tells me that that is correct, 'cause one-fourth is the 15 and there are 4 sections.[/TARGET] Teacher: Now here's another one-fourth. Teacher: What does it equal? Multiple Students: Two-fourths.
Student: 4 Teacher: 4 Teacher: So that tells me that that is correct, 'cause one-fourth is the 15 and there are 4 sections.  [TARGET]Teacher: Now here's another one-fourth.[/TARGET] Teacher: What does it equal? Multiple Students: Two-fourths. Teacher: Two-fourths, absolutely.
Teacher: 4 Teacher: So that tells me that that is correct, 'cause one-fourth is the 15 and there are 4 sections. Teacher: Now here's another one-fourth.  [TARGET]Teacher: What does it equal?[/TARGET] Multiple Students: Two-fourths. Teacher: Two-fourths, absolutely. Teacher: But now I'm gonna do this.
Teacher: Now here's another one-fourth. Teacher: What does it equal? Multiple Students: Two-fourths.  [TARGET]Teacher: Two-fourths, absolutely.[/TARGET] Teacher: But now I'm gonna do this. Teacher: Is that equivalent? Multiple Students: Yeah.
Teacher: What does it equal? Multiple Students: Two-fourths. Teacher: Two-fourths, absolutely.  [TARGET]Teacher: But now I'm gonna do this.[/TARGET] Teacher: Is that equivalent? Multiple Students: Yeah. Teacher: Yep.
Multiple Students: Two-fourths. Teacher: Two-fourths, absolutely. Teacher: But now I'm gonna do this.  [TARGET]Teacher: Is that equivalent?[/TARGET] Multiple Students: Yeah. Teacher: Yep. Teacher: So right now this talking over there, Student A and Student K, you need to turn around so you're facing me please.
Teacher: But now I'm gonna do this. Teacher: Is that equivalent? Multiple Students: Yeah.  [TARGET]Teacher: Yep.[/TARGET] Teacher: So right now this talking over there, Student A and Student K, you need to turn around so you're facing me please. Student: I am. Teacher: All right, thank you.
Teacher: So right now this talking over there, Student A and Student K, you need to turn around so you're facing me please. Student: I am. Teacher: All right, thank you.  [TARGET]Teacher: Now one-fourth plus one-fourth - is that true?[/TARGET] Multiple Students: Yes. Teacher: Okay. Teacher: What about this?
Teacher: Now one-fourth plus one-fourth - is that true? Multiple Students: Yes. Teacher: Okay.  [TARGET]Teacher: What about this?[/TARGET] Teacher: Student K, is this correct, one-fourth plus one-fourth equals one-half? Student: Yes. Teacher: Mm-hmm, okay, 'cause if you look up here one-fourth and one-fourth is the same as -
Multiple Students: Yes. Teacher: Okay. Teacher: What about this?  [TARGET]Teacher: Student K, is this correct, one-fourth plus one-fourth equals one-half?[/TARGET] Student: Yes. Teacher: Mm-hmm, okay, 'cause if you look up here one-fourth and one-fourth is the same as - Multiple Students: One-half.
Teacher: What about this? Teacher: Student K, is this correct, one-fourth plus one-fourth equals one-half? Student: Yes.  [TARGET]Teacher: Mm-hmm, okay, 'cause if you look up here one-fourth and one-fourth is the same as -[/TARGET] Multiple Students: One-half. Teacher: One-half. Teacher: So what I want you to do and then I'm gonna have the people who do it come up here, is I'm gonna give you a 5 by 12 paper.
Student: Yes. Teacher: Mm-hmm, okay, 'cause if you look up here one-fourth and one-fourth is the same as - Multiple Students: One-half.  [TARGET]Teacher: One-half.[/TARGET] Teacher: So what I want you to do and then I'm gonna have the people who do it come up here, is I'm gonna give you a 5 by 12 paper. Student: Why so long? Teacher: Because they didn't have any little paper.
Teacher: Mm-hmm, okay, 'cause if you look up here one-fourth and one-fourth is the same as - Multiple Students: One-half. Teacher: One-half.  [TARGET]Teacher: So what I want you to do and then I'm gonna have the people who do it come up here, is I'm gonna give you a 5 by 12 paper.[/TARGET] Student: Why so long? Teacher: Because they didn't have any little paper. Teacher: They ran out.
Student: Why so long? Teacher: Because they didn't have any little paper. Teacher: They ran out.  [TARGET]Teacher: So you are going to try - you can work with a neighbor and I want you to try on one of these to come up with - I want you to find a different fractional path to the 5 by 12.[/TARGET] Teacher: I want you to be able to do it like I did, but not with the same numbers. Teacher: You can use the same fractions, like one-fourth and maybe something else. Teacher: Do you know what I'm saying?
Teacher: Because they didn't have any little paper. Teacher: They ran out. Teacher: So you are going to try - you can work with a neighbor and I want you to try on one of these to come up with - I want you to find a different fractional path to the 5 by 12.  [TARGET]Teacher: I want you to be able to do it like I did, but not with the same numbers.[/TARGET] Teacher: You can use the same fractions, like one-fourth and maybe something else. Teacher: Do you know what I'm saying? Teacher: Okay.
Teacher: They ran out. Teacher: So you are going to try - you can work with a neighbor and I want you to try on one of these to come up with - I want you to find a different fractional path to the 5 by 12. Teacher: I want you to be able to do it like I did, but not with the same numbers.  [TARGET]Teacher: You can use the same fractions, like one-fourth and maybe something else.[/TARGET] Teacher: Do you know what I'm saying? Teacher: Okay. Teacher: So you're gonna take a few minutes and you are gonna come up with fractional combinations that equal one whole, just like I did here.
Teacher: So you are going to try - you can work with a neighbor and I want you to try on one of these to come up with - I want you to find a different fractional path to the 5 by 12. Teacher: I want you to be able to do it like I did, but not with the same numbers. Teacher: You can use the same fractions, like one-fourth and maybe something else.  [TARGET]Teacher: Do you know what I'm saying?[/TARGET] Teacher: Okay. Teacher: So you're gonna take a few minutes and you are gonna come up with fractional combinations that equal one whole, just like I did here. Teacher: Do you think you can do it?
Teacher: You can use the same fractions, like one-fourth and maybe something else. Teacher: Do you know what I'm saying? Teacher: Okay.  [TARGET]Teacher: So you're gonna take a few minutes and you are gonna come up with fractional combinations that equal one whole, just like I did here.[/TARGET] Teacher: Do you think you can do it? Multiple Students: Yeah. Teacher: Work with a partner.
Teacher: Do you know what I'm saying? Teacher: Okay. Teacher: So you're gonna take a few minutes and you are gonna come up with fractional combinations that equal one whole, just like I did here.  [TARGET]Teacher: Do you think you can do it?[/TARGET] Multiple Students: Yeah. Teacher: Work with a partner. Student: [Inaudible]
Teacher: Student T, come up and work with Student S please. Teacher: [Crosstalk] Teacher: What are you doing?  [TARGET]Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole.[/TARGET] Teacher: So come up with fractions. Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole? Teacher: I want you to come up with different fractional parts to do that.
Teacher: [Crosstalk] Teacher: What are you doing? Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole.  [TARGET]Teacher: So come up with fractions.[/TARGET] Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole? Teacher: I want you to come up with different fractional parts to do that. Teacher: [Crosstalk]
Teacher: What are you doing? Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole. Teacher: So come up with fractions.  [TARGET]Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole?[/TARGET] Teacher: I want you to come up with different fractional parts to do that. Teacher: [Crosstalk] Teacher: You know where they are.
Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole. Teacher: So come up with fractions. Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole?  [TARGET]Teacher: I want you to come up with different fractional parts to do that.[/TARGET] Teacher: [Crosstalk] Teacher: You know where they are. Teacher: Student T, you're not supposed to go in front of that.
Teacher: [Crosstalk] Teacher: Student M, can you tell me what you've come up with? Student: 12s.  [TARGET]Teacher: 12s?[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: This is the one Student M came up with.
Teacher: 12s? Teacher: [Crosstalk] Teacher: Okay.  [TARGET]Teacher: This is the one Student M came up with.[/TARGET] Teacher: She did one-sixth, one-sixth, one-sixth, one-sixth, one-sixth, one-sixth. Teacher: Okay. Student: What are we supposed to be doing?
Teacher: [Crosstalk] Teacher: Okay. Teacher: This is the one Student M came up with.  [TARGET]Teacher: She did one-sixth, one-sixth, one-sixth, one-sixth, one-sixth, one-sixth.[/TARGET] Teacher: Okay. Student: What are we supposed to be doing? Student: [Crosstalk]
Student: What are we supposed to be doing? Student: [Crosstalk] Teacher: Okay.  [TARGET]Teacher: So if you look here at what Student M did, we could say that one-sixth plus one-sixth plus one-sixth plus one-sixth plus one-half equals one whole.[/TARGET] Teacher: What would be an easier way for me to write this, an easier way? Teacher: Somebody over here, Student J. Student: Six-sixths plus one-half.
Student: [Crosstalk] Teacher: Okay. Teacher: So if you look here at what Student M did, we could say that one-sixth plus one-sixth plus one-sixth plus one-sixth plus one-half equals one whole.  [TARGET]Teacher: What would be an easier way for me to write this, an easier way?[/TARGET] Teacher: Somebody over here, Student J. Student: Six-sixths plus one-half. Student: [Crosstalk]
Student: [Crosstalk] Student: One whole. Student: [Crosstalk]  [TARGET]Teacher: Yes Student M?[/TARGET] Teacher: What? Student: [Inaudible] Teacher: Excellent.
Student: One whole. Student: [Crosstalk] Teacher: Yes Student M?  [TARGET]Teacher: What?[/TARGET] Student: [Inaudible] Teacher: Excellent. Teacher: What Student M did was this.
Teacher: Yes Student M? Teacher: What? Student: [Inaudible]  [TARGET]Teacher: Excellent.[/TARGET] Teacher: What Student M did was this. Teacher: She knew that if she did six-sixths, what does that equal? Student: One-half.
Teacher: What? Student: [Inaudible] Teacher: Excellent.  [TARGET]Teacher: What Student M did was this.[/TARGET] Teacher: She knew that if she did six-sixths, what does that equal? Student: One-half. Multiple Students: One-whole.
Student: [Inaudible] Teacher: Excellent. Teacher: What Student M did was this.  [TARGET]Teacher: She knew that if she did six-sixths, what does that equal?[/TARGET] Student: One-half. Multiple Students: One-whole. Teacher: Yep.
Teacher: She knew that if she did six-sixths, what does that equal? Student: One-half. Multiple Students: One-whole.  [TARGET]Teacher: Yep.[/TARGET] Teacher: So if you do the six plus one-half equals a whole. Teacher: So it works out perfectly. Teacher: All right.
Student: One-half. Multiple Students: One-whole. Teacher: Yep.  [TARGET]Teacher: So if you do the six plus one-half equals a whole.[/TARGET] Teacher: So it works out perfectly. Teacher: All right. Teacher: Anybody come up with a different way?
Multiple Students: One-whole. Teacher: Yep. Teacher: So if you do the six plus one-half equals a whole.  [TARGET]Teacher: So it works out perfectly.[/TARGET] Teacher: All right. Teacher: Anybody come up with a different way? Student: I did.
Teacher: So if you do the six plus one-half equals a whole. Teacher: So it works out perfectly. Teacher: All right.  [TARGET]Teacher: Anybody come up with a different way?[/TARGET] Student: I did. Student: I did. Student: [Crosstalk]
Student: I did. Student: I did. Student: [Crosstalk]  [TARGET]Teacher: That's not one-half.[/TARGET] Teacher: Honey, a half of this is right here. Teacher: There's only two halves. Teacher: [Crosstalk]
Student: I did. Student: [Crosstalk] Teacher: That's not one-half.  [TARGET]Teacher: Honey, a half of this is right here.[/TARGET] Teacher: There's only two halves. Teacher: [Crosstalk] Teacher: I did hear you, Student D.  Plus what?
Student: [Crosstalk] Teacher: That's not one-half. Teacher: Honey, a half of this is right here.  [TARGET]Teacher: There's only two halves.[/TARGET] Teacher: [Crosstalk] Teacher: I did hear you, Student D.  Plus what? Student: [Inaudible]
Teacher: Honey, a half of this is right here. Teacher: There's only two halves. Teacher: [Crosstalk]  [TARGET]Teacher: I did hear you, Student D.  Plus what?[/TARGET] Student: [Inaudible] Teacher: Yep. Teacher: Can you do one?
Teacher: [Crosstalk] Teacher: I did hear you, Student D.  Plus what? Student: [Inaudible]  [TARGET]Teacher: Yep.[/TARGET] Teacher: Can you do one? Teacher: Who's done another one? Student: I got another idea.
Teacher: [Crosstalk] Teacher: Okay. Teacher: Let's see what you have.  [TARGET]Teacher: Two-twelfths, and what's left over?[/TARGET] Student: Three-twelfths. Teacher: That's two, one, two. Student: Two-twelfths and then three-twelfths.
Teacher: Let's see what you have. Teacher: Two-twelfths, and what's left over? Student: Three-twelfths.  [TARGET]Teacher: That's two, one, two.[/TARGET] Student: Two-twelfths and then three-twelfths. Teacher: But you have to have different ones that don't end in 12. Teacher: [Crosstalk]
Student: Three-twelfths. Teacher: That's two, one, two. Student: Two-twelfths and then three-twelfths.  [TARGET]Teacher: But you have to have different ones that don't end in 12.[/TARGET] Teacher: [Crosstalk] Teacher: Can you give that to Student A? Teacher: [Crosstalk]
Teacher: [Crosstalk] Teacher: Can you give that to Student A? Teacher: [Crosstalk]  [TARGET]Teacher: We already did that one on the board.[/TARGET] Teacher: One-fourth and one-fourth is one-half. Student: [Inaudible] Teacher: That's one, but we're trying to find ones with two different fractions, not the same.