stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Does everybody agree that right now I've shaded three-quarters of a pound of candy? Student: Yes. Teacher: Okay, so that's how much we want to put in one box.  [TARGET]Teacher: So this shaded piece, that's one box of candy that we've boxed up.[/TARGET] Teacher: Pretend we're a shipping company. Teacher: We make candy. Teacher: Student A, the point was to have your eyes up here.
Student: Yes. Teacher: Okay, so that's how much we want to put in one box. Teacher: So this shaded piece, that's one box of candy that we've boxed up.  [TARGET]Teacher: Pretend we're a shipping company.[/TARGET] Teacher: We make candy. Teacher: Student A, the point was to have your eyes up here. Teacher: Turn it around.
Teacher: Okay, so that's how much we want to put in one box. Teacher: So this shaded piece, that's one box of candy that we've boxed up. Teacher: Pretend we're a shipping company.  [TARGET]Teacher: We make candy.[/TARGET] Teacher: Student A, the point was to have your eyes up here. Teacher: Turn it around. Teacher: So our three-quarters of a pound, we put it in a box.
Teacher: We make candy. Teacher: Student A, the point was to have your eyes up here. Teacher: Turn it around.  [TARGET]Teacher: So our three-quarters of a pound, we put it in a box.[/TARGET] Teacher: We set it aside. Teacher: There it is, one box, okay. Teacher: We do it again here.
Teacher: Student A, the point was to have your eyes up here. Teacher: Turn it around. Teacher: So our three-quarters of a pound, we put it in a box.  [TARGET]Teacher: We set it aside.[/TARGET] Teacher: There it is, one box, okay. Teacher: We do it again here. Teacher: There's another box, boom, one box, two boxes.
Teacher: Turn it around. Teacher: So our three-quarters of a pound, we put it in a box. Teacher: We set it aside.  [TARGET]Teacher: There it is, one box, okay.[/TARGET] Teacher: We do it again here. Teacher: There's another box, boom, one box, two boxes. Teacher: I package this one up.
Teacher: So our three-quarters of a pound, we put it in a box. Teacher: We set it aside. Teacher: There it is, one box, okay.  [TARGET]Teacher: We do it again here.[/TARGET] Teacher: There's another box, boom, one box, two boxes. Teacher: I package this one up. Teacher: That's three.
Teacher: We set it aside. Teacher: There it is, one box, okay. Teacher: We do it again here.  [TARGET]Teacher: There's another box, boom, one box, two boxes.[/TARGET] Teacher: I package this one up. Teacher: That's three. Student: You can make six.
Teacher: There it is, one box, okay. Teacher: We do it again here. Teacher: There's another box, boom, one box, two boxes.  [TARGET]Teacher: I package this one up.[/TARGET] Teacher: That's three. Student: You can make six. Teacher: Yeah, so I'm gonna make at least six.
Teacher: We do it again here. Teacher: There's another box, boom, one box, two boxes. Teacher: I package this one up.  [TARGET]Teacher: That's three.[/TARGET] Student: You can make six. Teacher: Yeah, so I'm gonna make at least six. Teacher: Here's our fourth box [inaudible] boxes, six boxes.
Teacher: I package this one up. Teacher: That's three. Student: You can make six.  [TARGET]Teacher: Yeah, so I'm gonna make at least six.[/TARGET] Teacher: Here's our fourth box [inaudible] boxes, six boxes. Teacher: Now I've got all this candy left over because I've only boxed up four of my pounds of candy so far. Student: You need an extra box.
Teacher: That's three. Student: You can make six. Teacher: Yeah, so I'm gonna make at least six.  [TARGET]Teacher: Here's our fourth box [inaudible] boxes, six boxes.[/TARGET] Teacher: Now I've got all this candy left over because I've only boxed up four of my pounds of candy so far. Student: You need an extra box. Student: [Crosstalk]
Student: You can make six. Teacher: Yeah, so I'm gonna make at least six. Teacher: Here's our fourth box [inaudible] boxes, six boxes.  [TARGET]Teacher: Now I've got all this candy left over because I've only boxed up four of my pounds of candy so far.[/TARGET] Student: You need an extra box. Student: [Crosstalk] Teacher: I know you know how to act.
Student: You need an extra box. Student: [Crosstalk] Teacher: I know you know how to act.  [TARGET]Teacher: So now we take our leftover quarters.[/TARGET] Teacher: We need 1, 2, 3, and those are all gonna combine to make our sixth box of candy. Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8. Teacher: Thank you for the correction.
Student: [Crosstalk] Teacher: I know you know how to act. Teacher: So now we take our leftover quarters.  [TARGET]Teacher: We need 1, 2, 3, and those are all gonna combine to make our sixth box of candy.[/TARGET] Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8. Teacher: Thank you for the correction. Teacher: In this way we have this divided by a fraction.
Teacher: I know you know how to act. Teacher: So now we take our leftover quarters. Teacher: We need 1, 2, 3, and those are all gonna combine to make our sixth box of candy.  [TARGET]Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8.[/TARGET] Teacher: Thank you for the correction. Teacher: In this way we have this divided by a fraction. Teacher: It was a little hard.
Teacher: So now we take our leftover quarters. Teacher: We need 1, 2, 3, and those are all gonna combine to make our sixth box of candy. Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8.  [TARGET]Teacher: Thank you for the correction.[/TARGET] Teacher: In this way we have this divided by a fraction. Teacher: It was a little hard. Teacher: Now remember when we did multiplication?
Teacher: We need 1, 2, 3, and those are all gonna combine to make our sixth box of candy. Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8. Teacher: Thank you for the correction.  [TARGET]Teacher: In this way we have this divided by a fraction.[/TARGET] Teacher: It was a little hard. Teacher: Now remember when we did multiplication? Teacher: We did the crazy hard picture way and then I said, "Who wants to know a shortcut?"  Who would like to know the shortcut to this?
Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8. Teacher: Thank you for the correction. Teacher: In this way we have this divided by a fraction.  [TARGET]Teacher: It was a little hard.[/TARGET] Teacher: Now remember when we did multiplication? Teacher: We did the crazy hard picture way and then I said, "Who wants to know a shortcut?"  Who would like to know the shortcut to this? Student: Me.
Teacher: Thank you for the correction. Teacher: In this way we have this divided by a fraction. Teacher: It was a little hard.  [TARGET]Teacher: Now remember when we did multiplication?[/TARGET] Teacher: We did the crazy hard picture way and then I said, "Who wants to know a shortcut?"  Who would like to know the shortcut to this? Student: Me. Student: Me.
Teacher: In this way we have this divided by a fraction. Teacher: It was a little hard. Teacher: Now remember when we did multiplication?  [TARGET]Teacher: We did the crazy hard picture way and then I said, "Who wants to know a shortcut?"  Who would like to know the shortcut to this?[/TARGET] Student: Me. Student: Me. Student: Me.
Student: Me. Student: Me. Student: Me.  [TARGET]Teacher: So basically - let me make sure I do this right.[/TARGET] Teacher: So each one of these boxes is one, but we can represent that as the fraction 4 over 4. Teacher: Do you agree? Student: Yeah.
Student: Me. Student: Me. Teacher: So basically - let me make sure I do this right.  [TARGET]Teacher: So each one of these boxes is one, but we can represent that as the fraction 4 over 4.[/TARGET] Teacher: Do you agree? Student: Yeah. Teacher: Do you agree that we can represent one whole - you've got to be down so people can see you.
Student: Me. Teacher: So basically - let me make sure I do this right. Teacher: So each one of these boxes is one, but we can represent that as the fraction 4 over 4.  [TARGET]Teacher: Do you agree?[/TARGET] Student: Yeah. Teacher: Do you agree that we can represent one whole - you've got to be down so people can see you. Teacher: [Crosstalk]
Student: Yeah. Teacher: Do you agree that we can represent one whole - you've got to be down so people can see you. Teacher: [Crosstalk]  [TARGET]Teacher: One whole would be the same as saying 4 over 4.[/TARGET] Teacher: Now we have how many wholes? Multiple Students: 6 Teacher: So remember, yesterday we talked about turning a whole number into a fraction.
Teacher: Do you agree that we can represent one whole - you've got to be down so people can see you. Teacher: [Crosstalk] Teacher: One whole would be the same as saying 4 over 4.  [TARGET]Teacher: Now we have how many wholes?[/TARGET] Multiple Students: 6 Teacher: So remember, yesterday we talked about turning a whole number into a fraction. Teacher: So 6 wholes would equal how many fourths?
Teacher: One whole would be the same as saying 4 over 4. Teacher: Now we have how many wholes? Multiple Students: 6  [TARGET]Teacher: So remember, yesterday we talked about turning a whole number into a fraction.[/TARGET] Teacher: So 6 wholes would equal how many fourths? Student: 24 Teacher: How do you know?
Teacher: Now we have how many wholes? Multiple Students: 6 Teacher: So remember, yesterday we talked about turning a whole number into a fraction.  [TARGET]Teacher: So 6 wholes would equal how many fourths?[/TARGET] Student: 24 Teacher: How do you know? Student: 'Cause 6 times 4 is 24.
Teacher: So remember, yesterday we talked about turning a whole number into a fraction. Teacher: So 6 wholes would equal how many fourths? Student: 24  [TARGET]Teacher: How do you know?[/TARGET] Student: 'Cause 6 times 4 is 24. Teacher: We multiply. Teacher: So multiplying we get 24 over 4.
Student: 24 Teacher: How do you know? Student: 'Cause 6 times 4 is 24.  [TARGET]Teacher: We multiply.[/TARGET] Teacher: So multiplying we get 24 over 4. Teacher: And if we wanted to count them, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 34, 6 times 4 is 24. Teacher: Now this is where the magic comes in.
Teacher: How do you know? Student: 'Cause 6 times 4 is 24. Teacher: We multiply.  [TARGET]Teacher: So multiplying we get 24 over 4.[/TARGET] Teacher: And if we wanted to count them, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 34, 6 times 4 is 24. Teacher: Now this is where the magic comes in. Teacher: I'm still hearing side conversations.
Student: 'Cause 6 times 4 is 24. Teacher: We multiply. Teacher: So multiplying we get 24 over 4.  [TARGET]Teacher: And if we wanted to count them, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 34, 6 times 4 is 24.[/TARGET] Teacher: Now this is where the magic comes in. Teacher: I'm still hearing side conversations. Teacher: [Crosstalk]
Teacher: We multiply. Teacher: So multiplying we get 24 over 4. Teacher: And if we wanted to count them, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 34, 6 times 4 is 24.  [TARGET]Teacher: Now this is where the magic comes in.[/TARGET] Teacher: I'm still hearing side conversations. Teacher: [Crosstalk] Teacher: Did I or did I not say that if you're distracting us from learning that you could leave?
Teacher: Are you trying to learn? Teacher: Are you being a student right now? Teacher: [Crosstalk]  [TARGET]Teacher: What we do now is we can set up.[/TARGET] Teacher: We can divide by - Multiple Students: Three-fourths. Teacher: Now watch this.
Teacher: Are you being a student right now? Teacher: [Crosstalk] Teacher: What we do now is we can set up.  [TARGET]Teacher: We can divide by -[/TARGET] Multiple Students: Three-fourths. Teacher: Now watch this. Teacher: Just like when we multiplied across, we're going to divide across.
Teacher: What we do now is we can set up. Teacher: We can divide by - Multiple Students: Three-fourths.  [TARGET]Teacher: Now watch this.[/TARGET] Teacher: Just like when we multiplied across, we're going to divide across. Teacher: 24 divided by 3 is - Student: 6
Teacher: We can divide by - Multiple Students: Three-fourths. Teacher: Now watch this.  [TARGET]Teacher: Just like when we multiplied across, we're going to divide across.[/TARGET] Teacher: 24 divided by 3 is - Student: 6 Student: 4
Multiple Students: Three-fourths. Teacher: Now watch this. Teacher: Just like when we multiplied across, we're going to divide across.  [TARGET]Teacher: 24 divided by 3 is -[/TARGET] Student: 6 Student: 4 Teacher: 24 divided by 3 is -
Teacher: 24 divided by 3 is - Student: 6 Student: 4  [TARGET]Teacher: 24 divided by 3 is -[/TARGET] Multiple Students: 8 Teacher: 4 divided by 4 is - Student: 1
Student: 4 Teacher: 24 divided by 3 is - Multiple Students: 8  [TARGET]Teacher: 4 divided by 4 is -[/TARGET] Student: 1 Student: 8 over 1. Teacher: 8 over 1 is -
Teacher: 4 divided by 4 is - Student: 1 Student: 8 over 1.  [TARGET]Teacher: 8 over 1 is -[/TARGET] Student: 8 Teacher: It's improper, so we would divide and we would get - Student: 8
Student: 8 over 1. Teacher: 8 over 1 is - Student: 8  [TARGET]Teacher: It's improper, so we would divide and we would get -[/TARGET] Student: 8 Teacher: 8 Teacher: I kind of ran out of room there, but the answer is the whole number 8.
Student: 8 Teacher: It's improper, so we would divide and we would get - Student: 8  [TARGET]Teacher: 8[/TARGET] Teacher: I kind of ran out of room there, but the answer is the whole number 8. Teacher: Is that what we figured out with pictures? Teacher: Yes.
Teacher: It's improper, so we would divide and we would get - Student: 8 Teacher: 8  [TARGET]Teacher: I kind of ran out of room there, but the answer is the whole number 8.[/TARGET] Teacher: Is that what we figured out with pictures? Teacher: Yes. Teacher: Was that a lot easier?
Student: 8 Teacher: 8 Teacher: I kind of ran out of room there, but the answer is the whole number 8.  [TARGET]Teacher: Is that what we figured out with pictures?[/TARGET] Teacher: Yes. Teacher: Was that a lot easier? Multiple Students: Yes.
Teacher: 8 Teacher: I kind of ran out of room there, but the answer is the whole number 8. Teacher: Is that what we figured out with pictures?  [TARGET]Teacher: Yes.[/TARGET] Teacher: Was that a lot easier? Multiple Students: Yes. Multiple Students: [Crosstalk]
Teacher: I kind of ran out of room there, but the answer is the whole number 8. Teacher: Is that what we figured out with pictures? Teacher: Yes.  [TARGET]Teacher: Was that a lot easier?[/TARGET] Multiple Students: Yes. Multiple Students: [Crosstalk] Teacher: Yeah, that was a lot faster.
Teacher: Was that a lot easier? Multiple Students: Yes. Multiple Students: [Crosstalk]  [TARGET]Teacher: Yeah, that was a lot faster.[/TARGET] Student: That's too many numbers. Teacher: Well it is a lot of numbers and you do have to do some thinking, but it is shorter than doing all that extra stuff. Teacher: [Crosstalk]
Multiple Students: [Crosstalk] Teacher: Yeah, that was a lot faster. Student: That's too many numbers.  [TARGET]Teacher: Well it is a lot of numbers and you do have to do some thinking, but it is shorter than doing all that extra stuff.[/TARGET] Teacher: [Crosstalk] Teacher: [Announcement over loudspeaker] Teacher: Right here I have an assignment and I'm gonna make this two ways.
Teacher: [Crosstalk] Teacher: [Announcement over loudspeaker] Teacher: Right here I have an assignment and I'm gonna make this two ways.  [TARGET]Teacher: You're gonna solve 4 divided by two-thirds.[/TARGET] Teacher: You can show it with pictures in your circles. Teacher: And then you can solve it in math on the bottom like we did up here. Teacher: Okay.
Teacher: [Announcement over loudspeaker] Teacher: Right here I have an assignment and I'm gonna make this two ways. Teacher: You're gonna solve 4 divided by two-thirds.  [TARGET]Teacher: You can show it with pictures in your circles.[/TARGET] Teacher: And then you can solve it in math on the bottom like we did up here. Teacher: Okay. Teacher: If you're not sure what to do you can ask me.
Teacher: Right here I have an assignment and I'm gonna make this two ways. Teacher: You're gonna solve 4 divided by two-thirds. Teacher: You can show it with pictures in your circles.  [TARGET]Teacher: And then you can solve it in math on the bottom like we did up here.[/TARGET] Teacher: Okay. Teacher: If you're not sure what to do you can ask me. Teacher: You can ask a partner at your table.
Teacher: If you're not sure what to do you can ask me. Teacher: You can ask a partner at your table. Teacher: Let's take the next three minutes and see how you do on this, three minutes.  [TARGET]Teacher: Do you get it?[/TARGET] Student: Yeah. Teacher: There's one here for you. Teacher: I would really appreciate it if you would join us.
Student: Who, me? Teacher: Were you paying attention to [inaudible]? Student: Yes.  [TARGET]Teacher: How would you solve this [inaudible]?[/TARGET] Student: I know how to do this. Student: [Crosstalk] Teacher: So we're dividing our four, this 1, 2, 3, 4 into two-thirds.
Teacher: How would you solve this [inaudible]? Student: I know how to do this. Student: [Crosstalk]  [TARGET]Teacher: So we're dividing our four, this 1, 2, 3, 4 into two-thirds.[/TARGET] Teacher: How many times would two-thirds go into this? Student: [Inaudible]. Student: Excessive background noise]
Student: I know how to do this. Student: [Crosstalk] Teacher: So we're dividing our four, this 1, 2, 3, 4 into two-thirds.  [TARGET]Teacher: How many times would two-thirds go into this?[/TARGET] Student: [Inaudible]. Student: Excessive background noise] Teacher: Let's put this into a third.
Teacher: How many times would two-thirds go into this? Student: [Inaudible]. Student: Excessive background noise]  [TARGET]Teacher: Let's put this into a third.[/TARGET] Teacher: So that's one. Teacher: How many of those [inaudible] out of those circles? Teacher: [Crosstalk - excessive background noise]
Student: [Inaudible]. Student: Excessive background noise] Teacher: Let's put this into a third.  [TARGET]Teacher: So that's one.[/TARGET] Teacher: How many of those [inaudible] out of those circles? Teacher: [Crosstalk - excessive background noise] Teacher: How we doing?
Student: Excessive background noise] Teacher: Let's put this into a third. Teacher: So that's one.  [TARGET]Teacher: How many of those [inaudible] out of those circles?[/TARGET] Teacher: [Crosstalk - excessive background noise] Teacher: How we doing? Teacher: You can start with the math if you want to.
Teacher: How many of those [inaudible] out of those circles? Teacher: [Crosstalk - excessive background noise] Teacher: How we doing?  [TARGET]Teacher: You can start with the math if you want to.[/TARGET] Teacher: You can start with the pictures. Teacher: Everybody has a picture? Teacher: [Crosstalk]
Teacher: [Crosstalk - excessive background noise] Teacher: How we doing? Teacher: You can start with the math if you want to.  [TARGET]Teacher: You can start with the pictures.[/TARGET] Teacher: Everybody has a picture? Teacher: [Crosstalk] Teacher: I have a question.
Teacher: How we doing? Teacher: You can start with the math if you want to. Teacher: You can start with the pictures.  [TARGET]Teacher: Everybody has a picture?[/TARGET] Teacher: [Crosstalk] Teacher: I have a question. Teacher: How did we get from three-quarters to [12]?
Teacher: You can start with the pictures. Teacher: Everybody has a picture? Teacher: [Crosstalk]  [TARGET]Teacher: I have a question.[/TARGET] Teacher: How did we get from three-quarters to [12]? Student: [Inaudible]. Teacher: You're only gonna do the top, so 4 wholes is gonna become -
Teacher: Everybody has a picture? Teacher: [Crosstalk] Teacher: I have a question.  [TARGET]Teacher: How did we get from three-quarters to [12]?[/TARGET] Student: [Inaudible]. Teacher: You're only gonna do the top, so 4 wholes is gonna become - Student: Oh, not I get it.
Teacher: I have a question. Teacher: How did we get from three-quarters to [12]? Student: [Inaudible].  [TARGET]Teacher: You're only gonna do the top, so 4 wholes is gonna become -[/TARGET] Student: Oh, not I get it. Student: [Crosstalk] Teacher: Some people are doing a great job of starting out by splitting their circles into thirds.
Teacher: You're only gonna do the top, so 4 wholes is gonna become - Student: Oh, not I get it. Student: [Crosstalk]  [TARGET]Teacher: Some people are doing a great job of starting out by splitting their circles into thirds.[/TARGET] Teacher: It's a little bit like the peace sign. Teacher: [Crosstalk] Teacher: Student D, check it again.
Student: Oh, not I get it. Student: [Crosstalk] Teacher: Some people are doing a great job of starting out by splitting their circles into thirds.  [TARGET]Teacher: It's a little bit like the peace sign.[/TARGET] Teacher: [Crosstalk] Teacher: Student D, check it again. Teacher: Your math is off.
Teacher: Some people are doing a great job of starting out by splitting their circles into thirds. Teacher: It's a little bit like the peace sign. Teacher: [Crosstalk]  [TARGET]Teacher: Student D, check it again.[/TARGET] Teacher: Your math is off. Teacher: What did you divide be? Student: [Inaudible].
Teacher: It's a little bit like the peace sign. Teacher: [Crosstalk] Teacher: Student D, check it again.  [TARGET]Teacher: Your math is off.[/TARGET] Teacher: What did you divide be? Student: [Inaudible]. Teacher: What are we dividing by on this one?
Teacher: [Crosstalk] Teacher: Student D, check it again. Teacher: Your math is off.  [TARGET]Teacher: What did you divide be?[/TARGET] Student: [Inaudible]. Teacher: What are we dividing by on this one? Teacher: The last one, the example on the board, we divided by three-quarters.
Teacher: Your math is off. Teacher: What did you divide be? Student: [Inaudible].  [TARGET]Teacher: What are we dividing by on this one?[/TARGET] Teacher: The last one, the example on the board, we divided by three-quarters. Teacher: [Inaudible]. Teacher: Try again.
Teacher: What did you divide be? Student: [Inaudible]. Teacher: What are we dividing by on this one?  [TARGET]Teacher: The last one, the example on the board, we divided by three-quarters.[/TARGET] Teacher: [Inaudible]. Teacher: Try again. Teacher: See what you're doing.
Teacher: What are we dividing by on this one? Teacher: The last one, the example on the board, we divided by three-quarters. Teacher: [Inaudible].  [TARGET]Teacher: Try again.[/TARGET] Teacher: See what you're doing. Student: Yeah. Teacher: Okay.
Teacher: The last one, the example on the board, we divided by three-quarters. Teacher: [Inaudible]. Teacher: Try again.  [TARGET]Teacher: See what you're doing.[/TARGET] Student: Yeah. Teacher: Okay. Teacher: So how many did you get?
Teacher: See what you're doing. Student: Yeah. Teacher: Okay.  [TARGET]Teacher: So how many did you get?[/TARGET] Teacher: Let's see what you're doing. Teacher: Let's see what you're doing. Student: [Inaudible].
Student: Yeah. Teacher: Okay. Teacher: So how many did you get?  [TARGET]Teacher: Let's see what you're doing.[/TARGET] Teacher: Let's see what you're doing. Student: [Inaudible]. Student: [Crosstalk -excessive noise]
Teacher: Okay. Teacher: So how many did you get? Teacher: Let's see what you're doing.  [TARGET]Teacher: Let's see what you're doing.[/TARGET] Student: [Inaudible]. Student: [Crosstalk -excessive noise] Teacher: I need your eyes and ears up here please [inaudible] in 5, 4, 3, 2, 1.
Student: [Crosstalk -excessive noise] Teacher: I need your eyes and ears up here please [inaudible] in 5, 4, 3, 2, 1. Teacher: [Crosstalk]  [TARGET]Teacher: We have split our four wholes into thirds, similarly as we did here.[/TARGET] Teacher: Since we're dividing by two-thirds, we can do 1, 2. Teacher: I thought this group did that really well. Teacher: So this would be one set of two-thirds.
Teacher: I need your eyes and ears up here please [inaudible] in 5, 4, 3, 2, 1. Teacher: [Crosstalk] Teacher: We have split our four wholes into thirds, similarly as we did here.  [TARGET]Teacher: Since we're dividing by two-thirds, we can do 1, 2.[/TARGET] Teacher: I thought this group did that really well. Teacher: So this would be one set of two-thirds. Teacher: Agreed?