stanford-nlpxed/classroom_management_data huggingface dataset:
Multiple Students: Half. Teacher: Half. Student: And one third is equivalent -  [TARGET]Teacher: Hold on, hold on, let's finish with half.[/TARGET] Teacher: Now, one third. Student: One third is equivalent to - Teacher: Equivalent.
Teacher: Half. Student: And one third is equivalent - Teacher: Hold on, hold on, let's finish with half.  [TARGET]Teacher: Now, one third.[/TARGET] Student: One third is equivalent to - Teacher: Equivalent. Student: To two sixths.
Teacher: Hold on, hold on, let's finish with half. Teacher: Now, one third. Student: One third is equivalent to -  [TARGET]Teacher: Equivalent.[/TARGET] Student: To two sixths. Teacher: Two sixths. Teacher: One third is equivalent to two sixths, two pieces out of six pieces.
Student: One third is equivalent to - Teacher: Equivalent. Student: To two sixths.  [TARGET]Teacher: Two sixths.[/TARGET] Teacher: One third is equivalent to two sixths, two pieces out of six pieces. Student: You got me back. Teacher: All right, I get you back.
Teacher: Equivalent. Student: To two sixths. Teacher: Two sixths.  [TARGET]Teacher: One third is equivalent to two sixths, two pieces out of six pieces.[/TARGET] Student: You got me back. Teacher: All right, I get you back. Teacher: All right.
Teacher: Listen. Teacher: Listen. Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me.  [TARGET]Teacher: She said, oh, I can do the rest.[/TARGET] Teacher: Can I do more? Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today. Teacher: But tomorrow we'll go in the book and just work in the problem and see people who really are [inaudible], all right?
Teacher: Listen. Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me. Teacher: She said, oh, I can do the rest.  [TARGET]Teacher: Can I do more?[/TARGET] Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today. Teacher: But tomorrow we'll go in the book and just work in the problem and see people who really are [inaudible], all right? Teacher: Yeah.
Teacher: Can I do more? Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today. Teacher: But tomorrow we'll go in the book and just work in the problem and see people who really are [inaudible], all right?  [TARGET]Teacher: Yeah.[/TARGET] Teacher: [End of Audio]
Teacher: [Crosstalk] Teacher: Now let's look at it, the whole class. Teacher: Student V, you still need some time.  [TARGET]Teacher: Student G, you still need to get improved in your multiplication facts.[/TARGET] Teacher: You still need to spend some more time. Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts. Teacher: So at this time, everybody, you move to the front.
Teacher: Now let's look at it, the whole class. Teacher: Student V, you still need some time. Teacher: Student G, you still need to get improved in your multiplication facts.  [TARGET]Teacher: You still need to spend some more time.[/TARGET] Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts. Teacher: So at this time, everybody, you move to the front. Teacher: Everybody move to the front right now and sit by your partner.
Teacher: Student V, you still need some time. Teacher: Student G, you still need to get improved in your multiplication facts. Teacher: You still need to spend some more time.  [TARGET]Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts.[/TARGET] Teacher: So at this time, everybody, you move to the front. Teacher: Everybody move to the front right now and sit by your partner. Teacher: [Classroom noise]
Teacher: Everybody should quickly solve that in two minutes. Teacher: I'm gonna give you one more minute and everybody will stop. Teacher: Stop.  [TARGET]Teacher: Now, we're gonna keep the question of the game.[/TARGET] Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions. Teacher: What we're gonna do is let's look and let's look if you got the question right. Teacher: Out of the few that are here right now, there are four of you that did not get the question right.
Teacher: I'm gonna give you one more minute and everybody will stop. Teacher: Stop. Teacher: Now, we're gonna keep the question of the game.  [TARGET]Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions.[/TARGET] Teacher: What we're gonna do is let's look and let's look if you got the question right. Teacher: Out of the few that are here right now, there are four of you that did not get the question right. Teacher: So let's look again.
Teacher: Stop. Teacher: Now, we're gonna keep the question of the game. Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions.  [TARGET]Teacher: What we're gonna do is let's look and let's look if you got the question right.[/TARGET] Teacher: Out of the few that are here right now, there are four of you that did not get the question right. Teacher: So let's look again. Teacher: What should be your objective today?
Teacher: Now, we're gonna keep the question of the game. Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions. Teacher: What we're gonna do is let's look and let's look if you got the question right.  [TARGET]Teacher: Out of the few that are here right now, there are four of you that did not get the question right.[/TARGET] Teacher: So let's look again. Teacher: What should be your objective today? Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson.
Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions. Teacher: What we're gonna do is let's look and let's look if you got the question right. Teacher: Out of the few that are here right now, there are four of you that did not get the question right.  [TARGET]Teacher: So let's look again.[/TARGET] Teacher: What should be your objective today? Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson. Teacher: This teaching point, like I always say, comes from the standard.
Teacher: What we're gonna do is let's look and let's look if you got the question right. Teacher: Out of the few that are here right now, there are four of you that did not get the question right. Teacher: So let's look again.  [TARGET]Teacher: What should be your objective today?[/TARGET] Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson. Teacher: This teaching point, like I always say, comes from the standard. Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers.
Teacher: Out of the few that are here right now, there are four of you that did not get the question right. Teacher: So let's look again. Teacher: What should be your objective today?  [TARGET]Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson.[/TARGET] Teacher: This teaching point, like I always say, comes from the standard. Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers. Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions.
Teacher: So let's look again. Teacher: What should be your objective today? Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson.  [TARGET]Teacher: This teaching point, like I always say, comes from the standard.[/TARGET] Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers. Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions. Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction.
Teacher: What should be your objective today? Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson. Teacher: This teaching point, like I always say, comes from the standard.  [TARGET]Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers.[/TARGET] Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions. Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction. Teacher: At this time everybody should start writing and everybody should be listening right now.
Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson. Teacher: This teaching point, like I always say, comes from the standard. Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers.  [TARGET]Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions.[/TARGET] Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction. Teacher: At this time everybody should start writing and everybody should be listening right now. Teacher: Student D, you have the time.
Teacher: This teaching point, like I always say, comes from the standard. Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers. Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions.  [TARGET]Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction.[/TARGET] Teacher: At this time everybody should start writing and everybody should be listening right now. Teacher: Student D, you have the time. Teacher: You look at the time.
Teacher: Student D, you have the time. Teacher: You look at the time. Teacher: You should stop me at 15 minutes.  [TARGET]Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction.[/TARGET] Teacher: You have a proper fraction. Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator. Teacher: And you have an improper fraction.
Teacher: You look at the time. Teacher: You should stop me at 15 minutes. Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction.  [TARGET]Teacher: You have a proper fraction.[/TARGET] Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator. Teacher: And you have an improper fraction. Teacher: It's defined two ways.
Teacher: You should stop me at 15 minutes. Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction. Teacher: You have a proper fraction.  [TARGET]Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator.[/TARGET] Teacher: And you have an improper fraction. Teacher: It's defined two ways. Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator.
Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction. Teacher: You have a proper fraction. Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator.  [TARGET]Teacher: And you have an improper fraction.[/TARGET] Teacher: It's defined two ways. Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator. Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4.
Teacher: You have a proper fraction. Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator. Teacher: And you have an improper fraction.  [TARGET]Teacher: It's defined two ways.[/TARGET] Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator. Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4. Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than.
Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator. Teacher: And you have an improper fraction. Teacher: It's defined two ways.  [TARGET]Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator.[/TARGET] Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4. Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than. Teacher: You may have, for example, 7 over 3.
Teacher: And you have an improper fraction. Teacher: It's defined two ways. Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator.  [TARGET]Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4.[/TARGET] Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than. Teacher: You may have, for example, 7 over 3. Teacher: So in those two conditions, those fractions are referred to as improper fractions.
Teacher: It's defined two ways. Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator. Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4.  [TARGET]Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than.[/TARGET] Teacher: You may have, for example, 7 over 3. Teacher: So in those two conditions, those fractions are referred to as improper fractions. Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps.
Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator. Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4. Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than.  [TARGET]Teacher: You may have, for example, 7 over 3.[/TARGET] Teacher: So in those two conditions, those fractions are referred to as improper fractions. Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps. Teacher: We have to follow those steps - in the English language they say religiously.
Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4. Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than. Teacher: You may have, for example, 7 over 3.  [TARGET]Teacher: So in those two conditions, those fractions are referred to as improper fractions.[/TARGET] Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps. Teacher: We have to follow those steps - in the English language they say religiously. Teacher: What does that mean?
Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than. Teacher: You may have, for example, 7 over 3. Teacher: So in those two conditions, those fractions are referred to as improper fractions.  [TARGET]Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps.[/TARGET] Teacher: We have to follow those steps - in the English language they say religiously. Teacher: What does that mean? Teacher: You follow all the steps from one, two, three, until you get to four.
Teacher: You may have, for example, 7 over 3. Teacher: So in those two conditions, those fractions are referred to as improper fractions. Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps.  [TARGET]Teacher: We have to follow those steps - in the English language they say religiously.[/TARGET] Teacher: What does that mean? Teacher: You follow all the steps from one, two, three, until you get to four. Teacher: And when you follow these steps it is most likely that your answer is gonna be right.
Teacher: So in those two conditions, those fractions are referred to as improper fractions. Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps. Teacher: We have to follow those steps - in the English language they say religiously.  [TARGET]Teacher: What does that mean?[/TARGET] Teacher: You follow all the steps from one, two, three, until you get to four. Teacher: And when you follow these steps it is most likely that your answer is gonna be right. Teacher: So what is the first step?
Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps. Teacher: We have to follow those steps - in the English language they say religiously. Teacher: What does that mean?  [TARGET]Teacher: You follow all the steps from one, two, three, until you get to four.[/TARGET] Teacher: And when you follow these steps it is most likely that your answer is gonna be right. Teacher: So what is the first step? Teacher: My students are able to divide fractions by what?
Teacher: We have to follow those steps - in the English language they say religiously. Teacher: What does that mean? Teacher: You follow all the steps from one, two, three, until you get to four.  [TARGET]Teacher: And when you follow these steps it is most likely that your answer is gonna be right.[/TARGET] Teacher: So what is the first step? Teacher: My students are able to divide fractions by what? Teacher: First, they are able to tell the type of fraction that it is.
Teacher: What does that mean? Teacher: You follow all the steps from one, two, three, until you get to four. Teacher: And when you follow these steps it is most likely that your answer is gonna be right.  [TARGET]Teacher: So what is the first step?[/TARGET] Teacher: My students are able to divide fractions by what? Teacher: First, they are able to tell the type of fraction that it is. Teacher: If it is a whole number, they will be able to tell.
Teacher: You follow all the steps from one, two, three, until you get to four. Teacher: And when you follow these steps it is most likely that your answer is gonna be right. Teacher: So what is the first step?  [TARGET]Teacher: My students are able to divide fractions by what?[/TARGET] Teacher: First, they are able to tell the type of fraction that it is. Teacher: If it is a whole number, they will be able to tell. Teacher: For example, you will be able to tell if what I have is a mixed number.
Teacher: And when you follow these steps it is most likely that your answer is gonna be right. Teacher: So what is the first step? Teacher: My students are able to divide fractions by what?  [TARGET]Teacher: First, they are able to tell the type of fraction that it is.[/TARGET] Teacher: If it is a whole number, they will be able to tell. Teacher: For example, you will be able to tell if what I have is a mixed number. Teacher: You will be able to tell if what I have is a proper fraction.
Teacher: So what is the first step? Teacher: My students are able to divide fractions by what? Teacher: First, they are able to tell the type of fraction that it is.  [TARGET]Teacher: If it is a whole number, they will be able to tell.[/TARGET] Teacher: For example, you will be able to tell if what I have is a mixed number. Teacher: You will be able to tell if what I have is a proper fraction. Teacher: And you will be able to tell if what I have is also an improper fraction.
Teacher: My students are able to divide fractions by what? Teacher: First, they are able to tell the type of fraction that it is. Teacher: If it is a whole number, they will be able to tell.  [TARGET]Teacher: For example, you will be able to tell if what I have is a mixed number.[/TARGET] Teacher: You will be able to tell if what I have is a proper fraction. Teacher: And you will be able to tell if what I have is also an improper fraction. Teacher: So we have to be able to follow the steps.
Teacher: First, they are able to tell the type of fraction that it is. Teacher: If it is a whole number, they will be able to tell. Teacher: For example, you will be able to tell if what I have is a mixed number.  [TARGET]Teacher: You will be able to tell if what I have is a proper fraction.[/TARGET] Teacher: And you will be able to tell if what I have is also an improper fraction. Teacher: So we have to be able to follow the steps. Student: [Inaudible].
Teacher: If it is a whole number, they will be able to tell. Teacher: For example, you will be able to tell if what I have is a mixed number. Teacher: You will be able to tell if what I have is a proper fraction.  [TARGET]Teacher: And you will be able to tell if what I have is also an improper fraction.[/TARGET] Teacher: So we have to be able to follow the steps. Student: [Inaudible]. Teacher: I think you will come back around 10:10, because I'm temporary right now.