stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Now I have to shade in two thirds. Teacher: Don't get confused with your columns. Teacher: You may have to do the original ones.  [TARGET]Teacher: Here is your original fourths, right?[/TARGET] Teacher: So then I rolled it and I got thirds. Teacher: How many am I shading in? Teacher: Two what?
Teacher: Don't get confused with your columns. Teacher: You may have to do the original ones. Teacher: Here is your original fourths, right?  [TARGET]Teacher: So then I rolled it and I got thirds.[/TARGET] Teacher: How many am I shading in? Teacher: Two what? Teacher: Two thirds.
Teacher: You may have to do the original ones. Teacher: Here is your original fourths, right? Teacher: So then I rolled it and I got thirds.  [TARGET]Teacher: How many am I shading in?[/TARGET] Teacher: Two what? Teacher: Two thirds. Teacher: Now I'm shading in two thirds.
Teacher: Here is your original fourths, right? Teacher: So then I rolled it and I got thirds. Teacher: How many am I shading in?  [TARGET]Teacher: Two what?[/TARGET] Teacher: Two thirds. Teacher: Now I'm shading in two thirds. Teacher: Okay, so shade in two thirds.
Teacher: So then I rolled it and I got thirds. Teacher: How many am I shading in? Teacher: Two what?  [TARGET]Teacher: Two thirds.[/TARGET] Teacher: Now I'm shading in two thirds. Teacher: Okay, so shade in two thirds. Teacher: You're shading in this column and this column, right?
Teacher: How many am I shading in? Teacher: Two what? Teacher: Two thirds.  [TARGET]Teacher: Now I'm shading in two thirds.[/TARGET] Teacher: Okay, so shade in two thirds. Teacher: You're shading in this column and this column, right? Teacher: Three, yeah three sections.
Teacher: Two what? Teacher: Two thirds. Teacher: Now I'm shading in two thirds.  [TARGET]Teacher: Okay, so shade in two thirds.[/TARGET] Teacher: You're shading in this column and this column, right? Teacher: Three, yeah three sections. Teacher: On my chart I'm gonna now break my graph into what?
Teacher: Two thirds. Teacher: Now I'm shading in two thirds. Teacher: Okay, so shade in two thirds.  [TARGET]Teacher: You're shading in this column and this column, right?[/TARGET] Teacher: Three, yeah three sections. Teacher: On my chart I'm gonna now break my graph into what? Student: Thirds.
Teacher: Now I'm shading in two thirds. Teacher: Okay, so shade in two thirds. Teacher: You're shading in this column and this column, right?  [TARGET]Teacher: Three, yeah three sections.[/TARGET] Teacher: On my chart I'm gonna now break my graph into what? Student: Thirds. Teacher: Thirds and I'm gonna shade in what?
Teacher: Okay, so shade in two thirds. Teacher: You're shading in this column and this column, right? Teacher: Three, yeah three sections.  [TARGET]Teacher: On my chart I'm gonna now break my graph into what?[/TARGET] Student: Thirds. Teacher: Thirds and I'm gonna shade in what? Teacher: Two thirds.
Teacher: Three, yeah three sections. Teacher: On my chart I'm gonna now break my graph into what? Student: Thirds.  [TARGET]Teacher: Thirds and I'm gonna shade in what?[/TARGET] Teacher: Two thirds. Teacher: Okay, so I want you to think about how many parts do you have now - all the parts you have - and how many are shaded that are overlapping. Teacher: Think about what your answer to this problem would be.
Teacher: On my chart I'm gonna now break my graph into what? Student: Thirds. Teacher: Thirds and I'm gonna shade in what?  [TARGET]Teacher: Two thirds.[/TARGET] Teacher: Okay, so I want you to think about how many parts do you have now - all the parts you have - and how many are shaded that are overlapping. Teacher: Think about what your answer to this problem would be. Teacher: You didn't shade it from the first one.
Student: Thirds. Teacher: Thirds and I'm gonna shade in what? Teacher: Two thirds.  [TARGET]Teacher: Okay, so I want you to think about how many parts do you have now - all the parts you have - and how many are shaded that are overlapping.[/TARGET] Teacher: Think about what your answer to this problem would be. Teacher: You didn't shade it from the first one. Teacher: Where was your fourth?
Teacher: Thirds and I'm gonna shade in what? Teacher: Two thirds. Teacher: Okay, so I want you to think about how many parts do you have now - all the parts you have - and how many are shaded that are overlapping.  [TARGET]Teacher: Think about what your answer to this problem would be.[/TARGET] Teacher: You didn't shade it from the first one. Teacher: Where was your fourth? Teacher: Here is your fourth.
Teacher: Two thirds. Teacher: Okay, so I want you to think about how many parts do you have now - all the parts you have - and how many are shaded that are overlapping. Teacher: Think about what your answer to this problem would be.  [TARGET]Teacher: You didn't shade it from the first one.[/TARGET] Teacher: Where was your fourth? Teacher: Here is your fourth. Teacher: Now you have to shade your thirds, so one, two - there's three.
Teacher: Okay, so I want you to think about how many parts do you have now - all the parts you have - and how many are shaded that are overlapping. Teacher: Think about what your answer to this problem would be. Teacher: You didn't shade it from the first one.  [TARGET]Teacher: Where was your fourth?[/TARGET] Teacher: Here is your fourth. Teacher: Now you have to shade your thirds, so one, two - there's three. Teacher: So now shade in thirds.
Teacher: Think about what your answer to this problem would be. Teacher: You didn't shade it from the first one. Teacher: Where was your fourth?  [TARGET]Teacher: Here is your fourth.[/TARGET] Teacher: Now you have to shade your thirds, so one, two - there's three. Teacher: So now shade in thirds. Teacher: This was your original fourths.
Teacher: You didn't shade it from the first one. Teacher: Where was your fourth? Teacher: Here is your fourth.  [TARGET]Teacher: Now you have to shade your thirds, so one, two - there's three.[/TARGET] Teacher: So now shade in thirds. Teacher: This was your original fourths. Teacher: Here's your thirds.
Teacher: Where was your fourth? Teacher: Here is your fourth. Teacher: Now you have to shade your thirds, so one, two - there's three.  [TARGET]Teacher: So now shade in thirds.[/TARGET] Teacher: This was your original fourths. Teacher: Here's your thirds. Teacher: Shade.
Teacher: Here is your fourth. Teacher: Now you have to shade your thirds, so one, two - there's three. Teacher: So now shade in thirds.  [TARGET]Teacher: This was your original fourths.[/TARGET] Teacher: Here's your thirds. Teacher: Shade. Teacher: Make sure your colors overlap.
Teacher: Now you have to shade your thirds, so one, two - there's three. Teacher: So now shade in thirds. Teacher: This was your original fourths.  [TARGET]Teacher: Here's your thirds.[/TARGET] Teacher: Shade. Teacher: Make sure your colors overlap. Teacher: You want your colors to overlap.
Teacher: So now shade in thirds. Teacher: This was your original fourths. Teacher: Here's your thirds.  [TARGET]Teacher: Shade.[/TARGET] Teacher: Make sure your colors overlap. Teacher: You want your colors to overlap. Teacher: How many whole parts do you have now, Student S?
Teacher: This was your original fourths. Teacher: Here's your thirds. Teacher: Shade.  [TARGET]Teacher: Make sure your colors overlap.[/TARGET] Teacher: You want your colors to overlap. Teacher: How many whole parts do you have now, Student S? Student: Nine.
Teacher: Here's your thirds. Teacher: Shade. Teacher: Make sure your colors overlap.  [TARGET]Teacher: You want your colors to overlap.[/TARGET] Teacher: How many whole parts do you have now, Student S? Student: Nine. Teacher: You have nine equal parts?
Teacher: Shade. Teacher: Make sure your colors overlap. Teacher: You want your colors to overlap.  [TARGET]Teacher: How many whole parts do you have now, Student S?[/TARGET] Student: Nine. Teacher: You have nine equal parts? Teacher: Are you sure?
Teacher: You want your colors to overlap. Teacher: How many whole parts do you have now, Student S? Student: Nine.  [TARGET]Teacher: You have nine equal parts?[/TARGET] Teacher: Are you sure? Teacher: Look at that. Teacher: How many parts do you have all together?
Teacher: How many whole parts do you have now, Student S? Student: Nine. Teacher: You have nine equal parts?  [TARGET]Teacher: Are you sure?[/TARGET] Teacher: Look at that. Teacher: How many parts do you have all together? Multiple Students: Twelve.
Student: Nine. Teacher: You have nine equal parts? Teacher: Are you sure?  [TARGET]Teacher: Look at that.[/TARGET] Teacher: How many parts do you have all together? Multiple Students: Twelve. Teacher: Twelve.
Teacher: You have nine equal parts? Teacher: Are you sure? Teacher: Look at that.  [TARGET]Teacher: How many parts do you have all together?[/TARGET] Multiple Students: Twelve. Teacher: Twelve. Teacher: So what is my denominator?
Teacher: Look at that. Teacher: How many parts do you have all together? Multiple Students: Twelve.  [TARGET]Teacher: Twelve.[/TARGET] Teacher: So what is my denominator? Student: Twelve. Teacher: Twelve.
Teacher: How many parts do you have all together? Multiple Students: Twelve. Teacher: Twelve.  [TARGET]Teacher: So what is my denominator?[/TARGET] Student: Twelve. Teacher: Twelve. Teacher: How many parts do I have shaded that are overlapping?
Teacher: Twelve. Teacher: So what is my denominator? Student: Twelve.  [TARGET]Teacher: Twelve.[/TARGET] Teacher: How many parts do I have shaded that are overlapping? Student: Two. Teacher: Two.
Teacher: So what is my denominator? Student: Twelve. Teacher: Twelve.  [TARGET]Teacher: How many parts do I have shaded that are overlapping?[/TARGET] Student: Two. Teacher: Two. Teacher: So what is one fourth times two thirds?
Teacher: Twelve. Teacher: How many parts do I have shaded that are overlapping? Student: Two.  [TARGET]Teacher: Two.[/TARGET] Teacher: So what is one fourth times two thirds? Multiple Students: Two twelfths. Teacher: Can I reduce two twelfths?
Teacher: How many parts do I have shaded that are overlapping? Student: Two. Teacher: Two.  [TARGET]Teacher: So what is one fourth times two thirds?[/TARGET] Multiple Students: Two twelfths. Teacher: Can I reduce two twelfths? Student: One sixth.
Teacher: Two. Teacher: So what is one fourth times two thirds? Multiple Students: Two twelfths.  [TARGET]Teacher: Can I reduce two twelfths?[/TARGET] Student: One sixth. Teacher: One sixth. Teacher: So there's my final answer, right, one sixth.
Multiple Students: Two twelfths. Teacher: Can I reduce two twelfths? Student: One sixth.  [TARGET]Teacher: One sixth.[/TARGET] Teacher: So there's my final answer, right, one sixth. Teacher: Grab another sheet of paper. Teacher: I put some white paper in the middle of your tables.
Teacher: Can I reduce two twelfths? Student: One sixth. Teacher: One sixth.  [TARGET]Teacher: So there's my final answer, right, one sixth.[/TARGET] Teacher: Grab another sheet of paper. Teacher: I put some white paper in the middle of your tables. Teacher: Grab another one.
Teacher: I put some white paper in the middle of your tables. Teacher: Grab another one. Teacher: Sh.  [TARGET]Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds.[/TARGET] Teacher: Sh. Teacher: You're shading two thirds. Teacher: This is one.
Teacher: Sh. Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds. Teacher: Sh.  [TARGET]Teacher: You're shading two thirds.[/TARGET] Teacher: This is one. Teacher: You've got to do two. Teacher: You're behind.
Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds. Teacher: Sh. Teacher: You're shading two thirds.  [TARGET]Teacher: This is one.[/TARGET] Teacher: You've got to do two. Teacher: You're behind. Teacher: Okay, good.
Teacher: Sh. Teacher: You're shading two thirds. Teacher: This is one.  [TARGET]Teacher: You've got to do two.[/TARGET] Teacher: You're behind. Teacher: Okay, good. Teacher: Student J's journal looks great.
Teacher: This is one. Teacher: You've got to do two. Teacher: You're behind.  [TARGET]Teacher: Okay, good.[/TARGET] Teacher: Student J's journal looks great. Teacher: She's drawn her model. Teacher: She's written her problem, she wrote her answer, she wrote when it simplified.
Teacher: You've got to do two. Teacher: You're behind. Teacher: Okay, good.  [TARGET]Teacher: Student J's journal looks great.[/TARGET] Teacher: She's drawn her model. Teacher: She's written her problem, she wrote her answer, she wrote when it simplified. Teacher: You should have a model.
Teacher: You're behind. Teacher: Okay, good. Teacher: Student J's journal looks great.  [TARGET]Teacher: She's drawn her model.[/TARGET] Teacher: She's written her problem, she wrote her answer, she wrote when it simplified. Teacher: You should have a model. Student: Like this?
Teacher: Okay, good. Teacher: Student J's journal looks great. Teacher: She's drawn her model.  [TARGET]Teacher: She's written her problem, she wrote her answer, she wrote when it simplified.[/TARGET] Teacher: You should have a model. Student: Like this? Teacher: Yes, like that.
Teacher: Student J's journal looks great. Teacher: She's drawn her model. Teacher: She's written her problem, she wrote her answer, she wrote when it simplified.  [TARGET]Teacher: You should have a model.[/TARGET] Student: Like this? Teacher: Yes, like that. Teacher: Okay, in your journal I want you to write one fourth times one third.
Teacher: She's written her problem, she wrote her answer, she wrote when it simplified. Teacher: You should have a model. Student: Like this?  [TARGET]Teacher: Yes, like that.[/TARGET] Teacher: Okay, in your journal I want you to write one fourth times one third. Teacher: Draw a box. Teacher: Two thirds times one third.
Teacher: You should have a model. Student: Like this? Teacher: Yes, like that.  [TARGET]Teacher: Okay, in your journal I want you to write one fourth times one third.[/TARGET] Teacher: Draw a box. Teacher: Two thirds times one third. Teacher: Draw a box.
Student: Like this? Teacher: Yes, like that. Teacher: Okay, in your journal I want you to write one fourth times one third.  [TARGET]Teacher: Draw a box.[/TARGET] Teacher: Two thirds times one third. Teacher: Draw a box. Teacher: Student A, do you have that written down in your journal?
Teacher: Yes, like that. Teacher: Okay, in your journal I want you to write one fourth times one third. Teacher: Draw a box.  [TARGET]Teacher: Two thirds times one third.[/TARGET] Teacher: Draw a box. Teacher: Student A, do you have that written down in your journal? Teacher: Let's think about one fourth times one third.
Teacher: Okay, in your journal I want you to write one fourth times one third. Teacher: Draw a box. Teacher: Two thirds times one third.  [TARGET]Teacher: Draw a box.[/TARGET] Teacher: Student A, do you have that written down in your journal? Teacher: Let's think about one fourth times one third. Teacher: No, sir.
Teacher: Two thirds times one third. Teacher: Draw a box. Teacher: Student A, do you have that written down in your journal?  [TARGET]Teacher: Let's think about one fourth times one third.[/TARGET] Teacher: No, sir. Teacher: Have a seat. Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram.
Teacher: Let's think about one fourth times one third. Teacher: No, sir. Teacher: Have a seat.  [TARGET]Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram.[/TARGET] Student: You're going to make it [Inaudible] or? Teacher: Sure, you can do that. Teacher: How am I gonna divide one fourth up to model that?
Teacher: Have a seat. Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram. Student: You're going to make it [Inaudible] or?  [TARGET]Teacher: Sure, you can do that.[/TARGET] Teacher: How am I gonna divide one fourth up to model that? Teacher: You're shading in what to model one fourth? Student: One.
Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram. Student: You're going to make it [Inaudible] or? Teacher: Sure, you can do that.  [TARGET]Teacher: How am I gonna divide one fourth up to model that?[/TARGET] Teacher: You're shading in what to model one fourth? Student: One. Teacher: One.
Student: You're going to make it [Inaudible] or? Teacher: Sure, you can do that. Teacher: How am I gonna divide one fourth up to model that?  [TARGET]Teacher: You're shading in what to model one fourth?[/TARGET] Student: One. Teacher: One. Teacher: Now - they're not working great.
Teacher: How am I gonna divide one fourth up to model that? Teacher: You're shading in what to model one fourth? Student: One.  [TARGET]Teacher: One.[/TARGET] Teacher: Now - they're not working great. Teacher: Here, use this one. Teacher: Use this blue and then we'll do red.
Teacher: Now - they're not working great. Teacher: Here, use this one. Teacher: Use this blue and then we'll do red.  [TARGET]Teacher: Okay, so we have one fourth times one third.[/TARGET] Teacher: That's modeling what? Teacher: Student G, what does that model that we just did? Student: One fourth.
Teacher: Here, use this one. Teacher: Use this blue and then we'll do red. Teacher: Okay, so we have one fourth times one third.  [TARGET]Teacher: That's modeling what?[/TARGET] Teacher: Student G, what does that model that we just did? Student: One fourth. Teacher: One fourth.
Teacher: Use this blue and then we'll do red. Teacher: Okay, so we have one fourth times one third. Teacher: That's modeling what?  [TARGET]Teacher: Student G, what does that model that we just did?[/TARGET] Student: One fourth. Teacher: One fourth. Teacher: Show me one third, Student A.
Teacher: That's modeling what? Teacher: Student G, what does that model that we just did? Student: One fourth.  [TARGET]Teacher: One fourth.[/TARGET] Teacher: Show me one third, Student A. Teacher: What would I do to show one third? Teacher: Everybody should be drawing this in your math journal.
Teacher: Student G, what does that model that we just did? Student: One fourth. Teacher: One fourth.  [TARGET]Teacher: Show me one third, Student A.[/TARGET] Teacher: What would I do to show one third? Teacher: Everybody should be drawing this in your math journal. Teacher: Okay, so I'm doing the opposite direction.
Student: One fourth. Teacher: One fourth. Teacher: Show me one third, Student A.  [TARGET]Teacher: What would I do to show one third?[/TARGET] Teacher: Everybody should be drawing this in your math journal. Teacher: Okay, so I'm doing the opposite direction. Teacher: Now how do I get my answer?
Teacher: Show me one third, Student A. Teacher: What would I do to show one third? Teacher: Everybody should be drawing this in your math journal.  [TARGET]Teacher: Okay, so I'm doing the opposite direction.[/TARGET] Teacher: Now how do I get my answer? Teacher: How do I read that graph to get an answer? Teacher: One becomes what?
Teacher: What would I do to show one third? Teacher: Everybody should be drawing this in your math journal. Teacher: Okay, so I'm doing the opposite direction.  [TARGET]Teacher: Now how do I get my answer?[/TARGET] Teacher: How do I read that graph to get an answer? Teacher: One becomes what? Teacher: What is the one?
Teacher: Everybody should be drawing this in your math journal. Teacher: Okay, so I'm doing the opposite direction. Teacher: Now how do I get my answer?  [TARGET]Teacher: How do I read that graph to get an answer?[/TARGET] Teacher: One becomes what? Teacher: What is the one? Student: The overlapping.
Teacher: Okay, so I'm doing the opposite direction. Teacher: Now how do I get my answer? Teacher: How do I read that graph to get an answer?  [TARGET]Teacher: One becomes what?[/TARGET] Teacher: What is the one? Student: The overlapping. Teacher: The overlapping, so that becomes my new what?
Teacher: Now how do I get my answer? Teacher: How do I read that graph to get an answer? Teacher: One becomes what?  [TARGET]Teacher: What is the one?[/TARGET] Student: The overlapping. Teacher: The overlapping, so that becomes my new what? Teacher: My numerator.
Teacher: One becomes what? Teacher: What is the one? Student: The overlapping.  [TARGET]Teacher: The overlapping, so that becomes my new what?[/TARGET] Teacher: My numerator. Teacher: And then everything else, all these little parts, becomes what? Multiple Students: The denominator.
Teacher: What is the one? Student: The overlapping. Teacher: The overlapping, so that becomes my new what?  [TARGET]Teacher: My numerator.[/TARGET] Teacher: And then everything else, all these little parts, becomes what? Multiple Students: The denominator. Teacher: The denominator.
Student: The overlapping. Teacher: The overlapping, so that becomes my new what? Teacher: My numerator.  [TARGET]Teacher: And then everything else, all these little parts, becomes what?[/TARGET] Multiple Students: The denominator. Teacher: The denominator. Teacher: So the answer is what?
Teacher: My numerator. Teacher: And then everything else, all these little parts, becomes what? Multiple Students: The denominator.  [TARGET]Teacher: The denominator.[/TARGET] Teacher: So the answer is what? Student: One twelfth. Teacher: On your paper show two thirds times one third.
Teacher: And then everything else, all these little parts, becomes what? Multiple Students: The denominator. Teacher: The denominator.  [TARGET]Teacher: So the answer is what?[/TARGET] Student: One twelfth. Teacher: On your paper show two thirds times one third. Teacher: Model two thirds times one third.
Teacher: The denominator. Teacher: So the answer is what? Student: One twelfth.  [TARGET]Teacher: On your paper show two thirds times one third.[/TARGET] Teacher: Model two thirds times one third. Student: On a piece of paper? Teacher: On your journal.
Teacher: So the answer is what? Student: One twelfth. Teacher: On your paper show two thirds times one third.  [TARGET]Teacher: Model two thirds times one third.[/TARGET] Student: On a piece of paper? Teacher: On your journal. Teacher: Who can show me the model on the board, two thirds and one third?
Teacher: On your paper show two thirds times one third. Teacher: Model two thirds times one third. Student: On a piece of paper?  [TARGET]Teacher: On your journal.[/TARGET] Teacher: Who can show me the model on the board, two thirds and one third? Teacher: All right, Student Q, show me two thirds. Teacher: Okay, is that two thirds?
Teacher: Model two thirds times one third. Student: On a piece of paper? Teacher: On your journal.  [TARGET]Teacher: Who can show me the model on the board, two thirds and one third?[/TARGET] Teacher: All right, Student Q, show me two thirds. Teacher: Okay, is that two thirds? Teacher: Who can show me one third, Student A?
Student: On a piece of paper? Teacher: On your journal. Teacher: Who can show me the model on the board, two thirds and one third?  [TARGET]Teacher: All right, Student Q, show me two thirds.[/TARGET] Teacher: Okay, is that two thirds? Teacher: Who can show me one third, Student A? Teacher: What is my answer?
Teacher: On your journal. Teacher: Who can show me the model on the board, two thirds and one third? Teacher: All right, Student Q, show me two thirds.  [TARGET]Teacher: Okay, is that two thirds?[/TARGET] Teacher: Who can show me one third, Student A? Teacher: What is my answer? Teacher: Where do I find my answer at?
Teacher: Who can show me the model on the board, two thirds and one third? Teacher: All right, Student Q, show me two thirds. Teacher: Okay, is that two thirds?  [TARGET]Teacher: Who can show me one third, Student A?[/TARGET] Teacher: What is my answer? Teacher: Where do I find my answer at? Student: The overlaps.
Teacher: All right, Student Q, show me two thirds. Teacher: Okay, is that two thirds? Teacher: Who can show me one third, Student A?  [TARGET]Teacher: What is my answer?[/TARGET] Teacher: Where do I find my answer at? Student: The overlaps. Teacher: Show me my answer.
Teacher: Okay, is that two thirds? Teacher: Who can show me one third, Student A? Teacher: What is my answer?  [TARGET]Teacher: Where do I find my answer at?[/TARGET] Student: The overlaps. Teacher: Show me my answer. Teacher: Two ninths, is that correct?