stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Hands up. Teacher: Student C, hands up. Teacher: [Crosstalk]  [TARGET]Teacher: Now, number three is too easy.[/TARGET] Teacher: Yeah, number three - Student: It's one third. Teacher: Thank you.
Teacher: Student C, hands up. Teacher: [Crosstalk] Teacher: Now, number three is too easy.  [TARGET]Teacher: Yeah, number three -[/TARGET] Student: It's one third. Teacher: Thank you. Teacher: Now, number four.
Teacher: Now, number three is too easy. Teacher: Yeah, number three - Student: It's one third.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Now, number four. Multiple Students: One sixth. Teacher: Number five.
Teacher: Yeah, number three - Student: It's one third. Teacher: Thank you.  [TARGET]Teacher: Now, number four.[/TARGET] Multiple Students: One sixth. Teacher: Number five. Teacher: Thank you very much.
Teacher: Thank you. Teacher: Now, number four. Multiple Students: One sixth.  [TARGET]Teacher: Number five.[/TARGET] Teacher: Thank you very much. Teacher: [Crosstalk] Teacher: Now people are messing it up.
Teacher: Now, number four. Multiple Students: One sixth. Teacher: Number five.  [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: [Crosstalk] Teacher: Now people are messing it up. Teacher: My learners.
Teacher: Number five. Teacher: Thank you very much. Teacher: [Crosstalk]  [TARGET]Teacher: Now people are messing it up.[/TARGET] Teacher: My learners. Teacher: You're messing it up. Teacher: [Crosstalk]
Teacher: Thank you very much. Teacher: [Crosstalk] Teacher: Now people are messing it up.  [TARGET]Teacher: My learners.[/TARGET] Teacher: You're messing it up. Teacher: [Crosstalk] Teacher: Now, you did so well in this.
Teacher: [Crosstalk] Teacher: Now people are messing it up. Teacher: My learners.  [TARGET]Teacher: You're messing it up.[/TARGET] Teacher: [Crosstalk] Teacher: Now, you did so well in this. Teacher: Now let me go into one of the problems on page nine - oh, no.
Teacher: My learners. Teacher: You're messing it up. Teacher: [Crosstalk]  [TARGET]Teacher: Now, you did so well in this.[/TARGET] Teacher: Now let me go into one of the problems on page nine - oh, no. Teacher: No, let's go - Student: Page six.
Teacher: No, let's go - Student: Page six. Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with.  [TARGET]Teacher: One of the problems.[/TARGET] Teacher: Student D, okay. Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six. Teacher: She is on page six.
Student: Page six. Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with. Teacher: One of the problems.  [TARGET]Teacher: Student D, okay.[/TARGET] Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six. Teacher: She is on page six. Teacher: On page six.
Student: [Inaudible]. Teacher: Student L, six. Teacher: Student M, six.  [TARGET]Teacher: Yes, good job.[/TARGET] Teacher: Student E, six. Teacher: Very good. Teacher: How about Student C, six?
Teacher: Student M, six. Teacher: Yes, good job. Teacher: Student E, six.  [TARGET]Teacher: Very good.[/TARGET] Teacher: How about Student C, six? Teacher: All right. Teacher: He is gonna read the problem for us.
Teacher: All right. Teacher: He is gonna read the problem for us. Student: Ethan has 24 marbles.  [TARGET]Teacher: Thank you, that's the set.[/TARGET] Teacher: That's the set we're talking about. Student: He gives two eighths of his collection to his sister, Ruby. Student: How many marbles does Ruby get?
Teacher: He is gonna read the problem for us. Student: Ethan has 24 marbles. Teacher: Thank you, that's the set.  [TARGET]Teacher: That's the set we're talking about.[/TARGET] Student: He gives two eighths of his collection to his sister, Ruby. Student: How many marbles does Ruby get? Teacher: See, the question is always they give you the set and they give you the fraction and they ask you how many pieces.
Teacher: That's the set we're talking about. Student: He gives two eighths of his collection to his sister, Ruby. Student: How many marbles does Ruby get?  [TARGET]Teacher: See, the question is always they give you the set and they give you the fraction and they ask you how many pieces.[/TARGET] Teacher: That's what I've been asking you. Teacher: Now, I want people - and I'm gonna walk around and see people who [inaudible] of the set is 24 and how many pieces. Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here.
Student: He gives two eighths of his collection to his sister, Ruby. Student: How many marbles does Ruby get? Teacher: See, the question is always they give you the set and they give you the fraction and they ask you how many pieces.  [TARGET]Teacher: That's what I've been asking you.[/TARGET] Teacher: Now, I want people - and I'm gonna walk around and see people who [inaudible] of the set is 24 and how many pieces. Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here. Teacher: Or they just know, oh, 24.
Student: How many marbles does Ruby get? Teacher: See, the question is always they give you the set and they give you the fraction and they ask you how many pieces. Teacher: That's what I've been asking you.  [TARGET]Teacher: Now, I want people - and I'm gonna walk around and see people who [inaudible] of the set is 24 and how many pieces.[/TARGET] Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here. Teacher: Or they just know, oh, 24. Teacher: Let me see.
Teacher: See, the question is always they give you the set and they give you the fraction and they ask you how many pieces. Teacher: That's what I've been asking you. Teacher: Now, I want people - and I'm gonna walk around and see people who [inaudible] of the set is 24 and how many pieces.  [TARGET]Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here.[/TARGET] Teacher: Or they just know, oh, 24. Teacher: Let me see. Teacher: Let me see the fraction.
Teacher: That's what I've been asking you. Teacher: Now, I want people - and I'm gonna walk around and see people who [inaudible] of the set is 24 and how many pieces. Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here.  [TARGET]Teacher: Or they just know, oh, 24.[/TARGET] Teacher: Let me see. Teacher: Let me see the fraction. Teacher: Fraction.
Teacher: Now, I want people - and I'm gonna walk around and see people who [inaudible] of the set is 24 and how many pieces. Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here. Teacher: Or they just know, oh, 24.  [TARGET]Teacher: Let me see.[/TARGET] Teacher: Let me see the fraction. Teacher: Fraction. Teacher: Show it - how many?
Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here. Teacher: Or they just know, oh, 24. Teacher: Let me see.  [TARGET]Teacher: Let me see the fraction.[/TARGET] Teacher: Fraction. Teacher: Show it - how many? Teacher: [Crosstalk]
Teacher: Or they just know, oh, 24. Teacher: Let me see. Teacher: Let me see the fraction.  [TARGET]Teacher: Fraction.[/TARGET] Teacher: Show it - how many? Teacher: [Crosstalk] Teacher: Two eighths.
Teacher: Let me see. Teacher: Let me see the fraction. Teacher: Fraction.  [TARGET]Teacher: Show it - how many?[/TARGET] Teacher: [Crosstalk] Teacher: Two eighths. Teacher: What did we do when - what did we do when we need to find a fraction of a set?
Teacher: Fraction. Teacher: Show it - how many? Teacher: [Crosstalk]  [TARGET]Teacher: Two eighths.[/TARGET] Teacher: What did we do when - what did we do when we need to find a fraction of a set? Teacher: Remember what we just did? Teacher: She's trying and the set has 24.
Teacher: Show it - how many? Teacher: [Crosstalk] Teacher: Two eighths.  [TARGET]Teacher: What did we do when - what did we do when we need to find a fraction of a set?[/TARGET] Teacher: Remember what we just did? Teacher: She's trying and the set has 24. Teacher: How did we use - can we use this?
Teacher: [Crosstalk] Teacher: Two eighths. Teacher: What did we do when - what did we do when we need to find a fraction of a set?  [TARGET]Teacher: Remember what we just did?[/TARGET] Teacher: She's trying and the set has 24. Teacher: How did we use - can we use this? Teacher: That's why I needed you to keep it up.
Teacher: Two eighths. Teacher: What did we do when - what did we do when we need to find a fraction of a set? Teacher: Remember what we just did?  [TARGET]Teacher: She's trying and the set has 24.[/TARGET] Teacher: How did we use - can we use this? Teacher: That's why I needed you to keep it up. Teacher: See, I said keep it up.
Teacher: What did we do when - what did we do when we need to find a fraction of a set? Teacher: Remember what we just did? Teacher: She's trying and the set has 24.  [TARGET]Teacher: How did we use - can we use this?[/TARGET] Teacher: That's why I needed you to keep it up. Teacher: See, I said keep it up. Teacher: All right.
Teacher: Remember what we just did? Teacher: She's trying and the set has 24. Teacher: How did we use - can we use this?  [TARGET]Teacher: That's why I needed you to keep it up.[/TARGET] Teacher: See, I said keep it up. Teacher: All right. Teacher: So that's why I needed you to keep it up.
Teacher: She's trying and the set has 24. Teacher: How did we use - can we use this? Teacher: That's why I needed you to keep it up.  [TARGET]Teacher: See, I said keep it up.[/TARGET] Teacher: All right. Teacher: So that's why I needed you to keep it up. Teacher: Remember what we did here?
Teacher: That's why I needed you to keep it up. Teacher: See, I said keep it up. Teacher: All right.  [TARGET]Teacher: So that's why I needed you to keep it up.[/TARGET] Teacher: Remember what we did here? Teacher: Okay, so let's go back to the set of 24. Teacher: All right.
Teacher: See, I said keep it up. Teacher: All right. Teacher: So that's why I needed you to keep it up.  [TARGET]Teacher: Remember what we did here?[/TARGET] Teacher: Okay, so let's go back to the set of 24. Teacher: All right. Teacher: Hold on, look, look, look in here.
Teacher: All right. Teacher: So that's why I needed you to keep it up. Teacher: Remember what we did here?  [TARGET]Teacher: Okay, so let's go back to the set of 24.[/TARGET] Teacher: All right. Teacher: Hold on, look, look, look in here. Student: Can I go to the bathroom?
Teacher: All right, hold on, hold on. Teacher: We - I have a pencil for people that need to borrow a pencil. Teacher: But listen, can - I'm gonna see if this one can help you, Student F.  Student F.  What we did here.  [TARGET]Teacher: We had 24.[/TARGET] Teacher: We had half, we had one fourth and we had - excuse me - one eighth. Teacher: One eighth. Teacher: You're not looking.
Teacher: We - I have a pencil for people that need to borrow a pencil. Teacher: But listen, can - I'm gonna see if this one can help you, Student F.  Student F.  What we did here. Teacher: We had 24.  [TARGET]Teacher: We had half, we had one fourth and we had - excuse me - one eighth.[/TARGET] Teacher: One eighth. Teacher: You're not looking. Teacher: You are not looking.
Teacher: But listen, can - I'm gonna see if this one can help you, Student F.  Student F.  What we did here. Teacher: We had 24. Teacher: We had half, we had one fourth and we had - excuse me - one eighth.  [TARGET]Teacher: One eighth.[/TARGET] Teacher: You're not looking. Teacher: You are not looking. Teacher: [Crosstalk]
Teacher: You are not looking. Teacher: [Crosstalk] Teacher: See, I get you back.  [TARGET]Teacher: All right, see, one eighth and two eighths.[/TARGET] Teacher: What do you think two eighths might be? Teacher: Oh, I'll take it back. Teacher: That's okay.
Teacher: [Crosstalk] Teacher: See, I get you back. Teacher: All right, see, one eighth and two eighths.  [TARGET]Teacher: What do you think two eighths might be?[/TARGET] Teacher: Oh, I'll take it back. Teacher: That's okay. Teacher: What do you think two eighths might be?
Teacher: See, I get you back. Teacher: All right, see, one eighth and two eighths. Teacher: What do you think two eighths might be?  [TARGET]Teacher: Oh, I'll take it back.[/TARGET] Teacher: That's okay. Teacher: What do you think two eighths might be? Student: Six.
Teacher: All right, see, one eighth and two eighths. Teacher: What do you think two eighths might be? Teacher: Oh, I'll take it back.  [TARGET]Teacher: That's okay.[/TARGET] Teacher: What do you think two eighths might be? Student: Six. Teacher: Two -
Teacher: What do you think two eighths might be? Teacher: Oh, I'll take it back. Teacher: That's okay.  [TARGET]Teacher: What do you think two eighths might be?[/TARGET] Student: Six. Teacher: Two - Student: Would be the [inaudible].
Teacher: That's okay. Teacher: What do you think two eighths might be? Student: Six.  [TARGET]Teacher: Two -[/TARGET] Student: Would be the [inaudible]. Teacher: So two eighths might be the same - Student: Six over 24.
Student: Six. Teacher: Two - Student: Would be the [inaudible].  [TARGET]Teacher: So two eighths might be the same -[/TARGET] Student: Six over 24. Teacher: How do you know that? Student: Because -
Student: Would be the [inaudible]. Teacher: So two eighths might be the same - Student: Six over 24.  [TARGET]Teacher: How do you know that?[/TARGET] Student: Because - Teacher: Because if I know one eighth is three, two eighths might be another three. Student: And that would be six.
Student: Six over 24. Teacher: How do you know that? Student: Because -  [TARGET]Teacher: Because if I know one eighth is three, two eighths might be another three.[/TARGET] Student: And that would be six. Student: Six. Student: So now you've got me back.
Student: So now you've got me back. Teacher: I've got you? Student: Yeah.  [TARGET]Teacher: So one eighth is three twenty fourths, so two eighths must be -[/TARGET] Student: Six twenty fourths. Teacher: So two eighths might be - might be - two eighths. Student: Might be six twenty fourths.
Student: Yeah. Teacher: So one eighth is three twenty fourths, so two eighths must be - Student: Six twenty fourths.  [TARGET]Teacher: So two eighths might be - might be - two eighths.[/TARGET] Student: Might be six twenty fourths. Teacher: Six twenty fourths. Teacher: And do I have six up here?
Student: Six twenty fourths. Teacher: So two eighths might be - might be - two eighths. Student: Might be six twenty fourths.  [TARGET]Teacher: Six twenty fourths.[/TARGET] Teacher: And do I have six up here? Student: Mm-hmm. Student: No, you have three.
Teacher: So two eighths might be - might be - two eighths. Student: Might be six twenty fourths. Teacher: Six twenty fourths.  [TARGET]Teacher: And do I have six up here?[/TARGET] Student: Mm-hmm. Student: No, you have three. Teacher: So two eighths is the same as -
Teacher: And do I have six up here? Student: Mm-hmm. Student: No, you have three.  [TARGET]Teacher: So two eighths is the same as -[/TARGET] Student: Two eighths is the same as - Teacher: Look at these two. Teacher: Look at these two.
Teacher: Some people are not looking. Teacher: They don't get it. Teacher: She is not getting it.  [TARGET]Teacher: See, we did it up here.[/TARGET] Teacher: We said two eighths must be another one eighth. Teacher: One eighth plus one eighth equals two eighths, and then one eighth - and when I'm looking at one fourth and one eighth, what do I see? Student: There's only one -
Teacher: They don't get it. Teacher: She is not getting it. Teacher: See, we did it up here.  [TARGET]Teacher: We said two eighths must be another one eighth.[/TARGET] Teacher: One eighth plus one eighth equals two eighths, and then one eighth - and when I'm looking at one fourth and one eighth, what do I see? Student: There's only one - Teacher: No, no.
Teacher: She is not getting it. Teacher: See, we did it up here. Teacher: We said two eighths must be another one eighth.  [TARGET]Teacher: One eighth plus one eighth equals two eighths, and then one eighth - and when I'm looking at one fourth and one eighth, what do I see?[/TARGET] Student: There's only one - Teacher: No, no. Teacher: Wait a minute.
Teacher: We said two eighths must be another one eighth. Teacher: One eighth plus one eighth equals two eighths, and then one eighth - and when I'm looking at one fourth and one eighth, what do I see? Student: There's only one -  [TARGET]Teacher: No, no.[/TARGET] Teacher: Wait a minute. Teacher: What do I see? Teacher: When I'm looking at one fourth and one eighth, what do I see?
Teacher: One eighth plus one eighth equals two eighths, and then one eighth - and when I'm looking at one fourth and one eighth, what do I see? Student: There's only one - Teacher: No, no.  [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: What do I see? Teacher: When I'm looking at one fourth and one eighth, what do I see? Teacher: People are not looking.
Student: There's only one - Teacher: No, no. Teacher: Wait a minute.  [TARGET]Teacher: What do I see?[/TARGET] Teacher: When I'm looking at one fourth and one eighth, what do I see? Teacher: People are not looking. Student: Wait.
Teacher: No, no. Teacher: Wait a minute. Teacher: What do I see?  [TARGET]Teacher: When I'm looking at one fourth and one eighth, what do I see?[/TARGET] Teacher: People are not looking. Student: Wait. Teacher: Yeah.
Teacher: When I'm looking at one fourth and one eighth, what do I see? Teacher: People are not looking. Student: Wait.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: One fourth and two eighths. Teacher: What do I see? Student: The same amount.
Teacher: People are not looking. Student: Wait. Teacher: Yeah.  [TARGET]Teacher: One fourth and two eighths.[/TARGET] Teacher: What do I see? Student: The same amount. Teacher: The same amount.
Student: Wait. Teacher: Yeah. Teacher: One fourth and two eighths.  [TARGET]Teacher: What do I see?[/TARGET] Student: The same amount. Teacher: The same amount. Teacher: So what do we call?
Teacher: One fourth and two eighths. Teacher: What do I see? Student: The same amount.  [TARGET]Teacher: The same amount.[/TARGET] Teacher: So what do we call? Teacher: Two eighths and one fourth is - Multiple Students: Equivalent.
Teacher: What do I see? Student: The same amount. Teacher: The same amount.  [TARGET]Teacher: So what do we call?[/TARGET] Teacher: Two eighths and one fourth is - Multiple Students: Equivalent. Teacher: Thank you very much.
Student: The same amount. Teacher: The same amount. Teacher: So what do we call?  [TARGET]Teacher: Two eighths and one fourth is -[/TARGET] Multiple Students: Equivalent. Teacher: Thank you very much. Teacher: So do you see the number?
Teacher: So what do we call? Teacher: Two eighths and one fourth is - Multiple Students: Equivalent.  [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: So do you see the number? Teacher: How many pieces - Student: 24
Teacher: Two eighths and one fourth is - Multiple Students: Equivalent. Teacher: Thank you very much.  [TARGET]Teacher: So do you see the number?[/TARGET] Teacher: How many pieces - Student: 24 Teacher: Now, what do we write down for the problem - problem?
Multiple Students: Equivalent. Teacher: Thank you very much. Teacher: So do you see the number?  [TARGET]Teacher: How many pieces -[/TARGET] Student: 24 Teacher: Now, what do we write down for the problem - problem? Teacher: [Crosstalk]
Teacher: So do you see the number? Teacher: How many pieces - Student: 24  [TARGET]Teacher: Now, what do we write down for the problem - problem?[/TARGET] Teacher: [Crosstalk] Student: Ruby gets six marbles. Teacher: Do you write a sentence?
Teacher: Now, what do we write down for the problem - problem? Teacher: [Crosstalk] Student: Ruby gets six marbles.  [TARGET]Teacher: Do you write a sentence?[/TARGET] Teacher: Let me see people write a sentence. Teacher: The sentence is - how many marbles does Ruby get? Teacher: Ruby gets -
Student: Ruby gets six marbles. Teacher: Do you write a sentence? Teacher: Let me see people write a sentence.  [TARGET]Teacher: The sentence is - how many marbles does Ruby get?[/TARGET] Teacher: Ruby gets - Student: Six marbles. Teacher: No, that's a U.  Ruby - let me see, Ruby.
Teacher: Do you write a sentence? Teacher: Let me see people write a sentence. Teacher: The sentence is - how many marbles does Ruby get?  [TARGET]Teacher: Ruby gets -[/TARGET] Student: Six marbles. Teacher: No, that's a U.  Ruby - let me see, Ruby. Teacher: Ruby gets -
Teacher: The sentence is - how many marbles does Ruby get? Teacher: Ruby gets - Student: Six marbles.  [TARGET]Teacher: No, that's a U.  Ruby - let me see, Ruby.[/TARGET] Teacher: Ruby gets - Student: Six marbles. Teacher: Did you write it down?
Teacher: Ruby gets - Student: Six marbles. Teacher: No, that's a U.  Ruby - let me see, Ruby.  [TARGET]Teacher: Ruby gets -[/TARGET] Student: Six marbles. Teacher: Did you write it down? Teacher: Ruby gets - Ruby gets - Ruby gets - I like when people put the S.  Ruby gets -
Teacher: Ruby gets - Student: Six marbles. Teacher: Did you write it down?  [TARGET]Teacher: Ruby gets - Ruby gets - Ruby gets - I like when people put the S.  Ruby gets -[/TARGET] Teacher: [Crosstalk] Teacher: If you know you can do the second one - yeah, you could use [inaudible]. Teacher: You could do the second one, those who know, because we are about to finish and then I will let you go back tomorrow.
Teacher: You could do the second one, those who know, because we are about to finish and then I will let you go back tomorrow. Teacher: [Crosstalk] Student: [Inaudible] like half of twelve and [inaudible] I would know it.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Thank you. Teacher: See, I know whenever she gets is, she explains it. Teacher: I get you back.
Teacher: [Crosstalk] Student: [Inaudible] like half of twelve and [inaudible] I would know it. Teacher: Thank you.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: See, I know whenever she gets is, she explains it. Teacher: I get you back. Teacher: I get her back.
Student: [Inaudible] like half of twelve and [inaudible] I would know it. Teacher: Thank you. Teacher: Thank you.  [TARGET]Teacher: See, I know whenever she gets is, she explains it.[/TARGET] Teacher: I get you back. Teacher: I get her back. Teacher: So now look at that.
Teacher: I get you back. Teacher: I get her back. Teacher: So now look at that.  [TARGET]Teacher: She's doing number two.[/TARGET] Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set. Teacher: Good job. Teacher: We're doing the second one, number two.
Teacher: So now look at that. Teacher: She's doing number two. Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set.  [TARGET]Teacher: Good job.[/TARGET] Teacher: We're doing the second one, number two. Student: Marbles. Teacher: Number two, and then we are about to finish and say what did we learn.
Teacher: Somebody already do number two. Student: Three fourths. Teacher: Some people already do number two.  [TARGET]Teacher: Ruby gets how many pieces?[/TARGET] Teacher: Were you looking when I- Student: Yeah. Teacher: Yeah.
Student: Three fourths. Teacher: Some people already do number two. Teacher: Ruby gets how many pieces?  [TARGET]Teacher: Were you looking when I-[/TARGET] Student: Yeah. Teacher: Yeah. Teacher: How many pieces did Ruby get?
Teacher: Ruby gets how many pieces? Teacher: Were you looking when I- Student: Yeah.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: How many pieces did Ruby get? Student: Six. Teacher: Six.
Teacher: Were you looking when I- Student: Yeah. Teacher: Yeah.  [TARGET]Teacher: How many pieces did Ruby get?[/TARGET] Student: Six. Teacher: Six. Teacher: All right.
Teacher: Yeah. Teacher: How many pieces did Ruby get? Student: Six.  [TARGET]Teacher: Six.[/TARGET] Teacher: All right. Teacher: Now, do the second one. Teacher: Let's see you do the second one.