stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Can you give that to Student A? Teacher: [Crosstalk] Teacher: We already did that one on the board.  [TARGET]Teacher: One-fourth and one-fourth is one-half.[/TARGET] Student: [Inaudible] Teacher: That's one, but we're trying to find ones with two different fractions, not the same. Teacher: Student J, come on up and draw yours right here.
Teacher: We already did that one on the board. Teacher: One-fourth and one-fourth is one-half. Student: [Inaudible]  [TARGET]Teacher: That's one, but we're trying to find ones with two different fractions, not the same.[/TARGET] Teacher: Student J, come on up and draw yours right here. Student: [Inaudible] Teacher: Yep, whichever one you want.
Student: [Inaudible] Teacher: Okay. Student: I know that's one whole, but I -  [TARGET]Teacher: But that's not five fives, 1, 2, 3, 4, 5, 6, 7, 8, 9 by - that's five nines.[/TARGET] Student: Oh. Teacher: Okay, let's see what you've got, Student D.  Are you talking when you should be working? Student: I am finished.
Teacher: All right. Teacher: Let's look at what Student J did. Teacher: Look at this up here.  [TARGET]Teacher: She did one-sixth plus one-sixth plus one-sixth plus one-fourth plus one-fourth equals one whole.[/TARGET] Student: Can I do mine? Teacher: Now - Teacher: [Crosstalk]
Teacher: Look at this up here. Teacher: She did one-sixth plus one-sixth plus one-sixth plus one-fourth plus one-fourth equals one whole. Student: Can I do mine?  [TARGET]Teacher: Now -[/TARGET] Teacher: [Crosstalk] Teacher: Let's see. Teacher: I've seen a lot.
Teacher: I want to see your own. Student: Is that it right there in front of your desk? Teacher: Let me see.  [TARGET]Teacher: Okay, keep thinking.[/TARGET] Teacher: Keep thinking. Teacher: Keep thinking. Teacher: Let me look at these.
Student: Is that it right there in front of your desk? Teacher: Let me see. Teacher: Okay, keep thinking.  [TARGET]Teacher: Keep thinking.[/TARGET] Teacher: Keep thinking. Teacher: Let me look at these. Student: Can I do my own?
Teacher: Let me see. Teacher: Okay, keep thinking. Teacher: Keep thinking.  [TARGET]Teacher: Keep thinking.[/TARGET] Teacher: Let me look at these. Student: Can I do my own? Student: Can I do another one?
Student: [Crosstalk] Teacher: Student D, go put yours up. Teacher: Student J, let me see yours.  [TARGET]Teacher: Why are you using all these sixes?[/TARGET] Teacher: Everybody is using the same thing? Student: I don't know. Student: I used a different one on the bottom.
Teacher: Student D, go put yours up. Teacher: Student J, let me see yours. Teacher: Why are you using all these sixes?  [TARGET]Teacher: Everybody is using the same thing?[/TARGET] Student: I don't know. Student: I used a different one on the bottom. Student: [Inaudible]
Teacher: Who's confused? Teacher: I'll be right over. Student: One-half plus one-half.  [TARGET]Teacher: Huh?[/TARGET] Student: One-half plus one-half. Teacher: Yeah, but you have to have different fractions, not the same fractions. Student: [Inaudible]
Student: One-half plus one-half. Teacher: Huh? Student: One-half plus one-half.  [TARGET]Teacher: Yeah, but you have to have different fractions, not the same fractions.[/TARGET] Student: [Inaudible] Teacher: Huh? Student: [Inaudible]
Student: One-half plus one-half. Teacher: Yeah, but you have to have different fractions, not the same fractions. Student: [Inaudible]  [TARGET]Teacher: Huh?[/TARGET] Student: [Inaudible] Teacher: Which one? Student: One-half plus one-half.
Student: [Inaudible] Teacher: Huh? Student: [Inaudible]  [TARGET]Teacher: Which one?[/TARGET] Student: One-half plus one-half. Teacher: One-half plus one-half is a whole, yes, but what I want, see how she's got one-fourth plus five 9s, that's what we want to try to do, okay. Student: But it's hard.
Student: [Inaudible] Teacher: Which one? Student: One-half plus one-half.  [TARGET]Teacher: One-half plus one-half is a whole, yes, but what I want, see how she's got one-fourth plus five 9s, that's what we want to try to do, okay.[/TARGET] Student: But it's hard. Teacher: It is and that's why I'm doing your thinking. Teacher: I want to challenge you.
Student: One-half plus one-half. Teacher: One-half plus one-half is a whole, yes, but what I want, see how she's got one-fourth plus five 9s, that's what we want to try to do, okay. Student: But it's hard.  [TARGET]Teacher: It is and that's why I'm doing your thinking.[/TARGET] Teacher: I want to challenge you. Teacher: [Crosstalk] Teacher: This is five-eighths, 1, 2, 3, 4, 5 and then 1, 2, 3, 4, 5, 6, 7, 8.
Teacher: One-half plus one-half is a whole, yes, but what I want, see how she's got one-fourth plus five 9s, that's what we want to try to do, okay. Student: But it's hard. Teacher: It is and that's why I'm doing your thinking.  [TARGET]Teacher: I want to challenge you.[/TARGET] Teacher: [Crosstalk] Teacher: This is five-eighths, 1, 2, 3, 4, 5 and then 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Okay.
Teacher: It is and that's why I'm doing your thinking. Teacher: I want to challenge you. Teacher: [Crosstalk]  [TARGET]Teacher: This is five-eighths, 1, 2, 3, 4, 5 and then 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: Okay. Teacher: All right, let me see yours, honey. Teacher: Okay, so you get it.
Teacher: This is five-eighths, 1, 2, 3, 4, 5 and then 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Okay. Teacher: All right, let me see yours, honey.  [TARGET]Teacher: Okay, so you get it.[/TARGET] Teacher: That's right. Teacher: Do you see how some of those -? Teacher: Student K, Student J, please.
Teacher: Okay. Teacher: All right, let me see yours, honey. Teacher: Okay, so you get it.  [TARGET]Teacher: That's right.[/TARGET] Teacher: Do you see how some of those -? Teacher: Student K, Student J, please. Student: Okay.
Teacher: All right, let me see yours, honey. Teacher: Okay, so you get it. Teacher: That's right.  [TARGET]Teacher: Do you see how some of those -?[/TARGET] Teacher: Student K, Student J, please. Student: Okay. Teacher: Do you see how - yeah.
Teacher: Do you see how some of those -? Teacher: Student K, Student J, please. Student: Okay.  [TARGET]Teacher: Do you see how - yeah.[/TARGET] Teacher: Why don't - Student K. Student: Yes. Teacher: I want you to do this right now.
Teacher: Thank you, Student D.  Teacher: [Crosstalk] Teacher: All right.  [TARGET]Teacher: One-fourth plus five-ninths is a whole.[/TARGET] Teacher: Do you see that Student G? Student: No. Teacher: Do you see how that's a whole?
Teacher: [Crosstalk] Teacher: All right. Teacher: One-fourth plus five-ninths is a whole.  [TARGET]Teacher: Do you see that Student G?[/TARGET] Student: No. Teacher: Do you see how that's a whole? Teacher: Okay.
Teacher: One-fourth plus five-ninths is a whole. Teacher: Do you see that Student G? Student: No.  [TARGET]Teacher: Do you see how that's a whole?[/TARGET] Teacher: Okay. Teacher: Let me look at yours. Teacher: [Crosstalk]
Teacher: Okay. Teacher: Let me look at yours. Teacher: [Crosstalk]  [TARGET]Teacher: What?[/TARGET] Student: Are you gonna [inaudible] this group? Teacher: Don't worry about it right now. Student: Can I ask you a question?
Teacher: I know. Teacher: Student A, I know you weren't, so I will need you guys to be quiet. Student: Teacher, do I do it like this or do I do it a different way?  [TARGET]Teacher: Doing good.[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: Now can everybody take a look at the board?
Teacher: Student A. Teacher: Now I'm gonna wait till it's absolutely quiet in here. Teacher: Student T, you might want to move your desk back a little bit.  [TARGET]Teacher: Now if you look here, we have one-fourth plus five-ninths.[/TARGET] Teacher: Put that away, Student K.  Four-fifths plus five-eighths equals one. Teacher: Three-sixths plus two-fourths equals one. Teacher: Okay, now let's take out our math books.
Teacher: Student T, you might want to move your desk back a little bit. Teacher: Now if you look here, we have one-fourth plus five-ninths. Teacher: Put that away, Student K.  Four-fifths plus five-eighths equals one.  [TARGET]Teacher: Three-sixths plus two-fourths equals one.[/TARGET] Teacher: Okay, now let's take out our math books. Teacher: Take out your math books. Teacher: [Crosstalk]
Teacher: Now - Student D, no, not right now. Teacher: Let's look at this page, page 29. Teacher: Student C, over here.  [TARGET]Teacher: Page 29, it says, "Fill in the blanks to make each equation true.[/TARGET] Teacher: You may want to use the grids to help you model each problem." Teacher: First of all, tell me what size array this is. Teacher: What size array is this?
Teacher: Let's look at this page, page 29. Teacher: Student C, over here. Teacher: Page 29, it says, "Fill in the blanks to make each equation true.  [TARGET]Teacher: You may want to use the grids to help you model each problem."[/TARGET] Teacher: First of all, tell me what size array this is. Teacher: What size array is this? Student: [Inaudible]
Teacher: Student C, over here. Teacher: Page 29, it says, "Fill in the blanks to make each equation true. Teacher: You may want to use the grids to help you model each problem."  [TARGET]Teacher: First of all, tell me what size array this is.[/TARGET] Teacher: What size array is this? Student: [Inaudible] Teacher: Student J.
Teacher: Page 29, it says, "Fill in the blanks to make each equation true. Teacher: You may want to use the grids to help you model each problem." Teacher: First of all, tell me what size array this is.  [TARGET]Teacher: What size array is this?[/TARGET] Student: [Inaudible] Teacher: Student J. Student: 10 out of 10.
Teacher: First of all, tell me what size array this is. Teacher: What size array is this? Student: [Inaudible]  [TARGET]Teacher: Student J.[/TARGET] Student: 10 out of 10. Student: Ten-ten. Teacher: Ten-ten.
Teacher: Student J. Student: 10 out of 10. Student: Ten-ten.  [TARGET]Teacher: Ten-ten.[/TARGET] Teacher: How many square units are in a 10 by 10 grid? Teacher: Student D. Student: 100
Student: 10 out of 10. Student: Ten-ten. Teacher: Ten-ten.  [TARGET]Teacher: How many square units are in a 10 by 10 grid?[/TARGET] Teacher: Student D. Student: 100 Teacher: 100
Student: Ten-ten. Teacher: Ten-ten. Teacher: How many square units are in a 10 by 10 grid?  [TARGET]Teacher: Student D.[/TARGET] Student: 100 Teacher: 100 Teacher: Now it says on number one, "One-half plus one-eighth plus blank equals one."
Teacher: How many square units are in a 10 by 10 grid? Teacher: Student D. Student: 100  [TARGET]Teacher: 100[/TARGET] Teacher: Now it says on number one, "One-half plus one-eighth plus blank equals one." Teacher: What would be the first thing you might want to do to help you solve this problem? Teacher: What might you want to do?
Teacher: Student D. Student: 100 Teacher: 100  [TARGET]Teacher: Now it says on number one, "One-half plus one-eighth plus blank equals one."[/TARGET] Teacher: What would be the first thing you might want to do to help you solve this problem? Teacher: What might you want to do? Teacher: Can you share with Student J, since you've lost your book?
Student: 100 Teacher: 100 Teacher: Now it says on number one, "One-half plus one-eighth plus blank equals one."  [TARGET]Teacher: What would be the first thing you might want to do to help you solve this problem?[/TARGET] Teacher: What might you want to do? Teacher: Can you share with Student J, since you've lost your book? Teacher: What might you want to do?
Teacher: 100 Teacher: Now it says on number one, "One-half plus one-eighth plus blank equals one." Teacher: What would be the first thing you might want to do to help you solve this problem?  [TARGET]Teacher: What might you want to do?[/TARGET] Teacher: Can you share with Student J, since you've lost your book? Teacher: What might you want to do? Teacher: Anybody?
Teacher: What would be the first thing you might want to do to help you solve this problem? Teacher: What might you want to do? Teacher: Can you share with Student J, since you've lost your book?  [TARGET]Teacher: What might you want to do?[/TARGET] Teacher: Anybody? Teacher: Okay. Teacher: I have a grid and it says that one-half plus one-eighth plus blank equals one.
Teacher: What might you want to do? Teacher: Can you share with Student J, since you've lost your book? Teacher: What might you want to do?  [TARGET]Teacher: Anybody?[/TARGET] Teacher: Okay. Teacher: I have a grid and it says that one-half plus one-eighth plus blank equals one. Teacher: Perhaps I should find one-half on that grid right now.
Teacher: What might you want to do? Teacher: Anybody? Teacher: Okay.  [TARGET]Teacher: I have a grid and it says that one-half plus one-eighth plus blank equals one.[/TARGET] Teacher: Perhaps I should find one-half on that grid right now. Student: One-half. Teacher: Yep.
Teacher: Anybody? Teacher: Okay. Teacher: I have a grid and it says that one-half plus one-eighth plus blank equals one.  [TARGET]Teacher: Perhaps I should find one-half on that grid right now.[/TARGET] Student: One-half. Teacher: Yep. Teacher: Okay, so draw that line.
Teacher: I have a grid and it says that one-half plus one-eighth plus blank equals one. Teacher: Perhaps I should find one-half on that grid right now. Student: One-half.  [TARGET]Teacher: Yep.[/TARGET] Teacher: Okay, so draw that line. Teacher: On one side of that write the fraction one-half. Student: One-half.
Teacher: Perhaps I should find one-half on that grid right now. Student: One-half. Teacher: Yep.  [TARGET]Teacher: Okay, so draw that line.[/TARGET] Teacher: On one side of that write the fraction one-half. Student: One-half. Student: And on the other side write one-eighth?
Student: One-half. Teacher: Yep. Teacher: Okay, so draw that line.  [TARGET]Teacher: On one side of that write the fraction one-half.[/TARGET] Student: One-half. Student: And on the other side write one-eighth? Teacher: No.
Teacher: On one side of that write the fraction one-half. Student: One-half. Student: And on the other side write one-eighth?  [TARGET]Teacher: No.[/TARGET] Teacher: Now you need to find one-eighth. Teacher: How are you gonna find one-eighth? Teacher: Let's look up here.
Student: One-half. Student: And on the other side write one-eighth? Teacher: No.  [TARGET]Teacher: Now you need to find one-eighth.[/TARGET] Teacher: How are you gonna find one-eighth? Teacher: Let's look up here. Teacher: I know this isn't the - yes.
Student: And on the other side write one-eighth? Teacher: No. Teacher: Now you need to find one-eighth.  [TARGET]Teacher: How are you gonna find one-eighth?[/TARGET] Teacher: Let's look up here. Teacher: I know this isn't the - yes. Teacher: No.
Teacher: Now you need to find one-eighth. Teacher: How are you gonna find one-eighth? Teacher: Let's look up here.  [TARGET]Teacher: I know this isn't the - yes.[/TARGET] Teacher: No. Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this. Teacher: And how much is left?
Teacher: How are you gonna find one-eighth? Teacher: Let's look up here. Teacher: I know this isn't the - yes.  [TARGET]Teacher: No.[/TARGET] Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this. Teacher: And how much is left? Teacher: How much is left?
Teacher: Let's look up here. Teacher: I know this isn't the - yes. Teacher: No.  [TARGET]Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this.[/TARGET] Teacher: And how much is left? Teacher: How much is left? Teacher: I don't see anybody over here looking at this board.
Teacher: I know this isn't the - yes. Teacher: No. Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this.  [TARGET]Teacher: And how much is left?[/TARGET] Teacher: How much is left? Teacher: I don't see anybody over here looking at this board. Teacher: I don't see anybody over here looking at this board.
Teacher: No. Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this. Teacher: And how much is left?  [TARGET]Teacher: How much is left?[/TARGET] Teacher: I don't see anybody over here looking at this board. Teacher: I don't see anybody over here looking at this board. Teacher: I told you that this one-half.
Teacher: How much is left? Teacher: I don't see anybody over here looking at this board. Teacher: I don't see anybody over here looking at this board.  [TARGET]Teacher: I told you that this one-half.[/TARGET] Teacher: Now I found three sixes. Teacher: What is left? Teacher: What is left?
Teacher: I don't see anybody over here looking at this board. Teacher: I don't see anybody over here looking at this board. Teacher: I told you that this one-half.  [TARGET]Teacher: Now I found three sixes.[/TARGET] Teacher: What is left? Teacher: What is left? Teacher: Student D.
Teacher: I don't see anybody over here looking at this board. Teacher: I told you that this one-half. Teacher: Now I found three sixes.  [TARGET]Teacher: What is left?[/TARGET] Teacher: What is left? Teacher: Student D. Student: Two sixes.
Teacher: I told you that this one-half. Teacher: Now I found three sixes. Teacher: What is left?  [TARGET]Teacher: What is left?[/TARGET] Teacher: Student D. Student: Two sixes. Teacher: Two sixes.
Teacher: Now I found three sixes. Teacher: What is left? Teacher: What is left?  [TARGET]Teacher: Student D.[/TARGET] Student: Two sixes. Teacher: Two sixes. Teacher: So would I be correct if I said three-sixths plus two-sixths plus one-half equals one whole?
Teacher: What is left? Teacher: Student D. Student: Two sixes.  [TARGET]Teacher: Two sixes.[/TARGET] Teacher: So would I be correct if I said three-sixths plus two-sixths plus one-half equals one whole? Multiple Students: Yes. Teacher: Okay.
Teacher: Student D. Student: Two sixes. Teacher: Two sixes.  [TARGET]Teacher: So would I be correct if I said three-sixths plus two-sixths plus one-half equals one whole?[/TARGET] Multiple Students: Yes. Teacher: Okay. Teacher: So can you figure that out on what you have right now in front of you?
Teacher: So would I be correct if I said three-sixths plus two-sixths plus one-half equals one whole? Multiple Students: Yes. Teacher: Okay.  [TARGET]Teacher: So can you figure that out on what you have right now in front of you?[/TARGET] Teacher: You already found the one-half. Teacher: Now it's telling you to find one-eighth. Teacher: Can you do that?
Multiple Students: Yes. Teacher: Okay. Teacher: So can you figure that out on what you have right now in front of you?  [TARGET]Teacher: You already found the one-half.[/TARGET] Teacher: Now it's telling you to find one-eighth. Teacher: Can you do that? Student: No.
Teacher: Okay. Teacher: So can you figure that out on what you have right now in front of you? Teacher: You already found the one-half.  [TARGET]Teacher: Now it's telling you to find one-eighth.[/TARGET] Teacher: Can you do that? Student: No. Teacher: One-eighth.
Teacher: So can you figure that out on what you have right now in front of you? Teacher: You already found the one-half. Teacher: Now it's telling you to find one-eighth.  [TARGET]Teacher: Can you do that?[/TARGET] Student: No. Teacher: One-eighth. Student: [Inaudible]
Teacher: Now it's telling you to find one-eighth. Teacher: Can you do that? Student: No.  [TARGET]Teacher: One-eighth.[/TARGET] Student: [Inaudible] Teacher: Student J. Teacher: Okay.
Student: No. Teacher: One-eighth. Student: [Inaudible]  [TARGET]Teacher: Student J.[/TARGET] Teacher: Okay. Student: How much is left? Teacher: Let me see your pencil, honey.
Teacher: Okay. Student: How much is left? Teacher: Let me see your pencil, honey.  [TARGET]Teacher: Here, 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: No. Teacher: Is that one-eighth? Teacher: [Crosstalk]
Student: How much is left? Teacher: Let me see your pencil, honey. Teacher: Here, 1, 2, 3, 4, 5, 6, 7, 8.  [TARGET]Teacher: No.[/TARGET] Teacher: Is that one-eighth? Teacher: [Crosstalk] Teacher: One-eighth.
Teacher: Let me see your pencil, honey. Teacher: Here, 1, 2, 3, 4, 5, 6, 7, 8. Teacher: No.  [TARGET]Teacher: Is that one-eighth?[/TARGET] Teacher: [Crosstalk] Teacher: One-eighth. Teacher: So what's left?
Teacher: No. Teacher: Is that one-eighth? Teacher: [Crosstalk]  [TARGET]Teacher: One-eighth.[/TARGET] Teacher: So what's left? Student: Seven-eighths? Teacher: nan
Teacher: Is that one-eighth? Teacher: [Crosstalk] Teacher: One-eighth.  [TARGET]Teacher: So what's left?[/TARGET] Student: Seven-eighths? Teacher: nan Teacher: Yep.
Teacher: One-eighth. Teacher: So what's left? Student: Seven-eighths?  [TARGET]Teacher: nan[/TARGET] Teacher: Yep. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8.
Teacher: So what's left? Student: Seven-eighths? Teacher: nan  [TARGET]Teacher: Yep.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8.
Student: Seven-eighths? Teacher: nan Teacher: Yep.  [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: So if you were going to -
Teacher: nan Teacher: Yep. Teacher: 1, 2, 3, 4, 5, 6, 7, 8.  [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: So if you were going to - Teacher: [Crosstalk]
Teacher: Yep. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8.  [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: So if you were going to - Teacher: [Crosstalk] Teacher: Okay.
Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8.  [TARGET]Teacher: So if you were going to -[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: Can you figure it out?
Teacher: So if you were going to - Teacher: [Crosstalk] Teacher: Okay.  [TARGET]Teacher: Can you figure it out?[/TARGET] Teacher: Let me come over and see what you've done. Teacher: I want your thinking brains on. Student: Can you help me, Teacher?
Teacher: Yep, I'll be right there. Teacher: Thinking brains. Student: [Inaudible]  [TARGET]Teacher: So where's one half?[/TARGET] Student: In the middle. Teacher: Show me. Student: The middle is a five, 1, 2, 3, 4, 5, right there.
Student: [Inaudible] Teacher: So where's one half? Student: In the middle.  [TARGET]Teacher: Show me.[/TARGET] Student: The middle is a five, 1, 2, 3, 4, 5, right there. Teacher: Okay, so draw the line. Student: [Inaudible]
Student: In the middle. Teacher: Show me. Student: The middle is a five, 1, 2, 3, 4, 5, right there.  [TARGET]Teacher: Okay, so draw the line.[/TARGET] Student: [Inaudible] Teacher: Is it? Teacher: It's on the line.
Student: The middle is a five, 1, 2, 3, 4, 5, right there. Teacher: Okay, so draw the line. Student: [Inaudible]  [TARGET]Teacher: Is it?[/TARGET] Teacher: It's on the line. Student: One the line? Teacher: Yeah, it's on the line.
Teacher: Okay, so draw the line. Student: [Inaudible] Teacher: Is it?  [TARGET]Teacher: It's on the line.[/TARGET] Student: One the line? Teacher: Yeah, it's on the line. Teacher: Do I have my working groups over here?
Teacher: Is it? Teacher: It's on the line. Student: One the line?  [TARGET]Teacher: Yeah, it's on the line.[/TARGET] Teacher: Do I have my working groups over here? Teacher: Are you talking about how to do this? Multiple Students: Yes.
Teacher: Let me see how you found it. Teacher: Let me come over there. Teacher: Let me see.  [TARGET]Teacher: Yep.[/TARGET] Teacher: [Crosstalk] Teacher: Excellent. Teacher: Move on to this one, okay.
Teacher: Let me see. Teacher: Yep. Teacher: [Crosstalk]  [TARGET]Teacher: Excellent.[/TARGET] Teacher: Move on to this one, okay. Teacher: Okay, there's one-half. Teacher: So label it one-half.
Teacher: [Crosstalk] Teacher: Excellent. Teacher: Move on to this one, okay.  [TARGET]Teacher: Okay, there's one-half.[/TARGET] Teacher: So label it one-half. Student: [Inaudible] Teacher: Yep.
Teacher: Excellent. Teacher: Move on to this one, okay. Teacher: Okay, there's one-half.  [TARGET]Teacher: So label it one-half.[/TARGET] Student: [Inaudible] Teacher: Yep. Teacher: Now you've got to find one-eighth, okay, out of this half.