stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: What's up? Student: [inaudible] Teacher: Which one?  [TARGET]Teacher: Is that one or two?[/TARGET] Student: 90 goes into 310. Teacher: Yeah. Student: Would be three.
Teacher: Which one? Teacher: Is that one or two? Student: 90 goes into 310.  [TARGET]Teacher: Yeah.[/TARGET] Student: Would be three. Teacher: Yeah. Teacher: So, what didn't you get about it?
Student: 90 goes into 310. Teacher: Yeah. Student: Would be three.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: So, what didn't you get about it? Student: Well, I got it -- Teacher: You put a three right here.
Teacher: Yeah. Student: Would be three. Teacher: Yeah.  [TARGET]Teacher: So, what didn't you get about it?[/TARGET] Student: Well, I got it -- Teacher: You put a three right here. Student: And, a three.
Teacher: Yeah. Teacher: So, what didn't you get about it? Student: Well, I got it --  [TARGET]Teacher: You put a three right here.[/TARGET] Student: And, a three. Teacher: And, then 3 times 90. Student: 3 times 90, that would be 270.
Student: Well, I got it -- Teacher: You put a three right here. Student: And, a three.  [TARGET]Teacher: And, then 3 times 90.[/TARGET] Student: 3 times 90, that would be 270. Teacher: Yeah, you put 270 right under the 310. Teacher: There you go.
Student: And, a three. Teacher: And, then 3 times 90. Student: 3 times 90, that would be 270.  [TARGET]Teacher: Yeah, you put 270 right under the 310.[/TARGET] Teacher: There you go. Teacher: Yes. Teacher: Not right now.
Teacher: And, then 3 times 90. Student: 3 times 90, that would be 270. Teacher: Yeah, you put 270 right under the 310.  [TARGET]Teacher: There you go.[/TARGET] Teacher: Yes. Teacher: Not right now. Teacher: [inaudible]
Student: 3 times 90, that would be 270. Teacher: Yeah, you put 270 right under the 310. Teacher: There you go.  [TARGET]Teacher: Yes.[/TARGET] Teacher: Not right now. Teacher: [inaudible] Multiple Students: [inaudible chatter]
Teacher: [inaudible] Multiple Students: [inaudible chatter] Teacher: For a moment.  [TARGET]Teacher: Yeah?[/TARGET] Teacher: Okay. Multiple Students: [inaudible chatter] Teacher: Oh, no, what you do is - so you ended up, sorry --
Teacher: Yeah? Teacher: Okay. Multiple Students: [inaudible chatter]  [TARGET]Teacher: Oh, no, what you do is - so you ended up, sorry --[/TARGET] Student: [inaudible] Teacher: Okay, it doesn't go into 160. Teacher: So, you got to drop.
Multiple Students: [inaudible chatter] Teacher: Oh, no, what you do is - so you ended up, sorry -- Student: [inaudible]  [TARGET]Teacher: Okay, it doesn't go into 160.[/TARGET] Teacher: So, you got to drop. Teacher: It's 1,600. Teacher: Actually, no, wait - yeah.
Teacher: Oh, no, what you do is - so you ended up, sorry -- Student: [inaudible] Teacher: Okay, it doesn't go into 160.  [TARGET]Teacher: So, you got to drop.[/TARGET] Teacher: It's 1,600. Teacher: Actually, no, wait - yeah. Teacher: So, look at - you might need a calculator to figure it out to 1,600.
Student: [inaudible] Teacher: Okay, it doesn't go into 160. Teacher: So, you got to drop.  [TARGET]Teacher: It's 1,600.[/TARGET] Teacher: Actually, no, wait - yeah. Teacher: So, look at - you might need a calculator to figure it out to 1,600. Teacher: I'm only going up to 10 right here.
Teacher: Okay, it doesn't go into 160. Teacher: So, you got to drop. Teacher: It's 1,600.  [TARGET]Teacher: Actually, no, wait - yeah.[/TARGET] Teacher: So, look at - you might need a calculator to figure it out to 1,600. Teacher: I'm only going up to 10 right here. Teacher: You math is wrong.
Teacher: So, you got to drop. Teacher: It's 1,600. Teacher: Actually, no, wait - yeah.  [TARGET]Teacher: So, look at - you might need a calculator to figure it out to 1,600.[/TARGET] Teacher: I'm only going up to 10 right here. Teacher: You math is wrong. Teacher: That's why I'm having a problem with this.
Teacher: It's 1,600. Teacher: Actually, no, wait - yeah. Teacher: So, look at - you might need a calculator to figure it out to 1,600.  [TARGET]Teacher: I'm only going up to 10 right here.[/TARGET] Teacher: You math is wrong. Teacher: That's why I'm having a problem with this. Teacher: Okay.
Teacher: Actually, no, wait - yeah. Teacher: So, look at - you might need a calculator to figure it out to 1,600. Teacher: I'm only going up to 10 right here.  [TARGET]Teacher: You math is wrong.[/TARGET] Teacher: That's why I'm having a problem with this. Teacher: Okay. Multiple Students: [inaudible chatter]
Teacher: So, look at - you might need a calculator to figure it out to 1,600. Teacher: I'm only going up to 10 right here. Teacher: You math is wrong.  [TARGET]Teacher: That's why I'm having a problem with this.[/TARGET] Teacher: Okay. Multiple Students: [inaudible chatter] Teacher: 2, it's 11.
Teacher: That's why I'm having a problem with this. Teacher: Okay. Multiple Students: [inaudible chatter]  [TARGET]Teacher: 2, it's 11.[/TARGET] Teacher: So, zero and four. Teacher: And, then you drop the zero. Teacher: There you go.
Teacher: Okay. Multiple Students: [inaudible chatter] Teacher: 2, it's 11.  [TARGET]Teacher: So, zero and four.[/TARGET] Teacher: And, then you drop the zero. Teacher: There you go. Teacher: So, 90 goes into 400 how many times?
Multiple Students: [inaudible chatter] Teacher: 2, it's 11. Teacher: So, zero and four.  [TARGET]Teacher: And, then you drop the zero.[/TARGET] Teacher: There you go. Teacher: So, 90 goes into 400 how many times? Teacher: It should be?
Teacher: 2, it's 11. Teacher: So, zero and four. Teacher: And, then you drop the zero.  [TARGET]Teacher: There you go.[/TARGET] Teacher: So, 90 goes into 400 how many times? Teacher: It should be? Student: Oh, that's why that don't go right.
Teacher: So, zero and four. Teacher: And, then you drop the zero. Teacher: There you go.  [TARGET]Teacher: So, 90 goes into 400 how many times?[/TARGET] Teacher: It should be? Student: Oh, that's why that don't go right. Teacher: Yeah.
Teacher: And, then you drop the zero. Teacher: There you go. Teacher: So, 90 goes into 400 how many times?  [TARGET]Teacher: It should be?[/TARGET] Student: Oh, that's why that don't go right. Teacher: Yeah. Student: Mr. H?
Teacher: So, 90 goes into 400 how many times? Teacher: It should be? Student: Oh, that's why that don't go right.  [TARGET]Teacher: Yeah.[/TARGET] Student: Mr. H? Teacher: Ask Student A where she put that extra one. Teacher: Yes, sir?
Teacher: Yeah. Student: Mr. H? Teacher: Ask Student A where she put that extra one.  [TARGET]Teacher: Yes, sir?[/TARGET] Student: Look. Student: I dropped down the year. Teacher: Yeah, you did 40, then now you got to drop.
Teacher: Yes, sir? Student: Look. Student: I dropped down the year.  [TARGET]Teacher: Yeah, you did 40, then now you got to drop.[/TARGET] Student: So, that is dropped. Student: [inaudible chatter] Multiple Students: [inaudible chatter]
Student: So, that is dropped. Student: [inaudible chatter] Multiple Students: [inaudible chatter]  [TARGET]Teacher: So, 90 goes into 400 how many times?[/TARGET] Student: 360 Teacher: No, no, not 360. Student: It's four times.
Multiple Students: [inaudible chatter] Teacher: So, 90 goes into 400 how many times? Student: 360  [TARGET]Teacher: No, no, not 360.[/TARGET] Student: It's four times. Teacher: Yeah, four times. Teacher: Yeah.
Student: 360 Teacher: No, no, not 360. Student: It's four times.  [TARGET]Teacher: Yeah, four times.[/TARGET] Teacher: Yeah. Multiple Students: [inaudible chatter] Teacher: No problem, I got it.
Teacher: No, no, not 360. Student: It's four times. Teacher: Yeah, four times.  [TARGET]Teacher: Yeah.[/TARGET] Multiple Students: [inaudible chatter] Teacher: No problem, I got it. Other Adult: You gonna get it?
Multiple Students: [inaudible chatter] Teacher: You don't get not telling me where you are? Student: Oh, I didn't see where you was, I was writing this down.  [TARGET]Teacher: I didn't - Yes?[/TARGET] Multiple Students: [inaudible chatter] Teacher: Oh, we're done with math, that's why. Teacher: All right.
Multiple Students: [inaudible chatter] Teacher: Oh, we're done with math, that's why. Teacher: All right.  [TARGET]Teacher: Did you use a calculator to solve this, because this isn't right?[/TARGET] Teacher: It should be 40. Teacher: It should be 40. Student: That's 40?
Teacher: Oh, we're done with math, that's why. Teacher: All right. Teacher: Did you use a calculator to solve this, because this isn't right?  [TARGET]Teacher: It should be 40.[/TARGET] Teacher: It should be 40. Student: That's 40? Teacher: Yeah, that's 40.
Teacher: All right. Teacher: Did you use a calculator to solve this, because this isn't right? Teacher: It should be 40.  [TARGET]Teacher: It should be 40.[/TARGET] Student: That's 40? Teacher: Yeah, that's 40. Teacher: Okay.
Teacher: It should be 40. Teacher: It should be 40. Student: That's 40?  [TARGET]Teacher: Yeah, that's 40.[/TARGET] Teacher: Okay. Multiple Students: [inaudible chatter] Teacher: Clap three times if you hear me.
Teacher: Okay. Teacher: Your eyes should be on me. Teacher: First of all, boys, put your shoes on.  [TARGET]Teacher: Second, I got a question.[/TARGET] Teacher: Raise your hand if you can tell me what we were just doing in math. Teacher: And, just listen, just listen. Teacher: First hand I saw was Will.
Teacher: Raise your hand if you can tell me what we were just doing in math. Teacher: And, just listen, just listen. Teacher: First hand I saw was Will.  [TARGET]Teacher: So, Will, what were we doing?[/TARGET] Student: Today in math we was doing division by two digits. Teacher: Wow, okay. Teacher: I probably will.
Teacher: First hand I saw was Will. Teacher: So, Will, what were we doing? Student: Today in math we was doing division by two digits.  [TARGET]Teacher: Wow, okay.[/TARGET] Teacher: I probably will. Teacher: We divided by two digits. Teacher: That's what I was looking for.
Teacher: So, Will, what were we doing? Student: Today in math we was doing division by two digits. Teacher: Wow, okay.  [TARGET]Teacher: I probably will.[/TARGET] Teacher: We divided by two digits. Teacher: That's what I was looking for. Teacher: We divided by two digits today.
Student: Today in math we was doing division by two digits. Teacher: Wow, okay. Teacher: I probably will.  [TARGET]Teacher: We divided by two digits.[/TARGET] Teacher: That's what I was looking for. Teacher: We divided by two digits today. Teacher: Thank you.
Teacher: Wow, okay. Teacher: I probably will. Teacher: We divided by two digits.  [TARGET]Teacher: That's what I was looking for.[/TARGET] Teacher: We divided by two digits today. Teacher: Thank you. Teacher: Close your math books.
Teacher: I probably will. Teacher: We divided by two digits. Teacher: That's what I was looking for.  [TARGET]Teacher: We divided by two digits today.[/TARGET] Teacher: Thank you. Teacher: Close your math books. Teacher: Put them away.
Teacher: We divided by two digits. Teacher: That's what I was looking for. Teacher: We divided by two digits today.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Close your math books. Teacher: Put them away. Teacher: Go back to your normal seats, okay.
Teacher: I need, let's see, how about Student A.  I'm not used to having you right up front. Teacher: Pass these papers out to everybody please. Student: Teacher A?  [TARGET]Teacher: Yes.[/TARGET] Student: When the Harvard people get our tape back, are they gonna zoom it up so they can see us really? Teacher: Yes, they will be able to see you clearly, full size if they want to. Teacher: All right.
Teacher: We're filming right now. Teacher: The camera is on. Teacher: All right.  [TARGET]Teacher: What do you call this rectangular box with all the blocks in it?[/TARGET] Teacher: What do we call that? Student: A grid. Teacher: A grid or we could make a -
Teacher: The camera is on. Teacher: All right. Teacher: What do you call this rectangular box with all the blocks in it?  [TARGET]Teacher: What do we call that?[/TARGET] Student: A grid. Teacher: A grid or we could make a - Student: A hundred cubes.
Teacher: What do you call this rectangular box with all the blocks in it? Teacher: What do we call that? Student: A grid.  [TARGET]Teacher: A grid or we could make a -[/TARGET] Student: A hundred cubes. Teacher: It has 100 squares in it. Teacher: Student A.
Student: A grid. Teacher: A grid or we could make a - Student: A hundred cubes.  [TARGET]Teacher: It has 100 squares in it.[/TARGET] Teacher: Student A. Student: Lattice. Teacher: We wouldn't probably do a problem that big on Lattice.
Teacher: A grid or we could make a - Student: A hundred cubes. Teacher: It has 100 squares in it.  [TARGET]Teacher: Student A.[/TARGET] Student: Lattice. Teacher: We wouldn't probably do a problem that big on Lattice. Teacher: What else?
Teacher: It has 100 squares in it. Teacher: Student A. Student: Lattice.  [TARGET]Teacher: We wouldn't probably do a problem that big on Lattice.[/TARGET] Teacher: What else? Teacher: But you could. Teacher: Is that what you mean, to do a Lattice multiplication?
Teacher: Student A. Student: Lattice. Teacher: We wouldn't probably do a problem that big on Lattice.  [TARGET]Teacher: What else?[/TARGET] Teacher: But you could. Teacher: Is that what you mean, to do a Lattice multiplication? Teacher: [Crosstalk]
Student: Lattice. Teacher: We wouldn't probably do a problem that big on Lattice. Teacher: What else?  [TARGET]Teacher: But you could.[/TARGET] Teacher: Is that what you mean, to do a Lattice multiplication? Teacher: [Crosstalk] Teacher: [0:01:00]
Teacher: We wouldn't probably do a problem that big on Lattice. Teacher: What else? Teacher: But you could.  [TARGET]Teacher: Is that what you mean, to do a Lattice multiplication?[/TARGET] Teacher: [Crosstalk] Teacher: [0:01:00] Teacher: Yeah.
Teacher: Is that what you mean, to do a Lattice multiplication? Teacher: [Crosstalk] Teacher: [0:01:00]  [TARGET]Teacher: Yeah.[/TARGET] Teacher: If you did a 10 digit number times a 10 digit number, and it's possible, but we just usually don't. Student: It would be fun. Teacher: It would be fun.
Teacher: [Crosstalk] Teacher: [0:01:00] Teacher: Yeah.  [TARGET]Teacher: If you did a 10 digit number times a 10 digit number, and it's possible, but we just usually don't.[/TARGET] Student: It would be fun. Teacher: It would be fun. Teacher: Student S.
Teacher: Yeah. Teacher: If you did a 10 digit number times a 10 digit number, and it's possible, but we just usually don't. Student: It would be fun.  [TARGET]Teacher: It would be fun.[/TARGET] Teacher: Student S. Student: Couldn't it also be sort of like a cube, like a rectangle or a square? Teacher: Yes.
Teacher: If you did a 10 digit number times a 10 digit number, and it's possible, but we just usually don't. Student: It would be fun. Teacher: It would be fun.  [TARGET]Teacher: Student S.[/TARGET] Student: Couldn't it also be sort of like a cube, like a rectangle or a square? Teacher: Yes. Teacher: A square is a rectangle.
Teacher: It would be fun. Teacher: Student S. Student: Couldn't it also be sort of like a cube, like a rectangle or a square?  [TARGET]Teacher: Yes.[/TARGET] Teacher: A square is a rectangle. Teacher: Today we're gonna use it for multiplication. Teacher: So what can we draw in this square that would help us solve a multiplication problem?
Teacher: Student S. Student: Couldn't it also be sort of like a cube, like a rectangle or a square? Teacher: Yes.  [TARGET]Teacher: A square is a rectangle.[/TARGET] Teacher: Today we're gonna use it for multiplication. Teacher: So what can we draw in this square that would help us solve a multiplication problem? Student: We could draw a box.
Student: Couldn't it also be sort of like a cube, like a rectangle or a square? Teacher: Yes. Teacher: A square is a rectangle.  [TARGET]Teacher: Today we're gonna use it for multiplication.[/TARGET] Teacher: So what can we draw in this square that would help us solve a multiplication problem? Student: We could draw a box. Teacher: We could draw a box.
Teacher: Yes. Teacher: A square is a rectangle. Teacher: Today we're gonna use it for multiplication.  [TARGET]Teacher: So what can we draw in this square that would help us solve a multiplication problem?[/TARGET] Student: We could draw a box. Teacher: We could draw a box. Teacher: And what could we draw?
Teacher: Today we're gonna use it for multiplication. Teacher: So what can we draw in this square that would help us solve a multiplication problem? Student: We could draw a box.  [TARGET]Teacher: We could draw a box.[/TARGET] Teacher: And what could we draw? Teacher: Student K. Student: [Inaudible].
Teacher: So what can we draw in this square that would help us solve a multiplication problem? Student: We could draw a box. Teacher: We could draw a box.  [TARGET]Teacher: And what could we draw?[/TARGET] Teacher: Student K. Student: [Inaudible]. Teacher: We could draw an array to solve a multiplication problem, right.
Student: We could draw a box. Teacher: We could draw a box. Teacher: And what could we draw?  [TARGET]Teacher: Student K.[/TARGET] Student: [Inaudible]. Teacher: We could draw an array to solve a multiplication problem, right. Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier.
Teacher: And what could we draw? Teacher: Student K. Student: [Inaudible].  [TARGET]Teacher: We could draw an array to solve a multiplication problem, right.[/TARGET] Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier. Teacher: So you guys have all done arrays, starting in second grade I believe. Teacher: You have some crayons there, so you can use the crayons.
Teacher: Student K. Student: [Inaudible]. Teacher: We could draw an array to solve a multiplication problem, right.  [TARGET]Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier.[/TARGET] Teacher: So you guys have all done arrays, starting in second grade I believe. Teacher: You have some crayons there, so you can use the crayons. Teacher: Before you start coloring though, it doesn't matter which color you use.
Student: [Inaudible]. Teacher: We could draw an array to solve a multiplication problem, right. Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier.  [TARGET]Teacher: So you guys have all done arrays, starting in second grade I believe.[/TARGET] Teacher: You have some crayons there, so you can use the crayons. Teacher: Before you start coloring though, it doesn't matter which color you use. Student: I thought these were for fifth grade.
Teacher: [Crosstalk] Teacher: Let me count again. Teacher: You need two crayons in 3, 2, 1.  [TARGET]Teacher: Now before you start drawing this array, I want you to think about when we write a math multiplication problem.[/TARGET] Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns? Teacher: Student H. Student: This one is for rows, the last one -
Teacher: Let me count again. Teacher: You need two crayons in 3, 2, 1. Teacher: Now before you start drawing this array, I want you to think about when we write a math multiplication problem.  [TARGET]Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns?[/TARGET] Teacher: Student H. Student: This one is for rows, the last one - Teacher: The first one is for rows.
Teacher: You need two crayons in 3, 2, 1. Teacher: Now before you start drawing this array, I want you to think about when we write a math multiplication problem. Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns?  [TARGET]Teacher: Student H.[/TARGET] Student: This one is for rows, the last one - Teacher: The first one is for rows. Teacher: So I need three rows of seven in each row, right.
Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns? Teacher: Student H. Student: This one is for rows, the last one -  [TARGET]Teacher: The first one is for rows.[/TARGET] Teacher: So I need three rows of seven in each row, right. Teacher: Okay, go ahead and color it. Student: Any color?
Teacher: Student H. Student: This one is for rows, the last one - Teacher: The first one is for rows.  [TARGET]Teacher: So I need three rows of seven in each row, right.[/TARGET] Teacher: Okay, go ahead and color it. Student: Any color? Teacher: Whatever color you want.
Teacher: So I need three rows of seven in each row, right. Teacher: Okay, go ahead and color it. Student: Any color?  [TARGET]Teacher: Whatever color you want.[/TARGET] Student: So three rows of seven. Teacher: Three rows of seven. Teacher: Three rows of seven.
Student: Any color? Teacher: Whatever color you want. Student: So three rows of seven.  [TARGET]Teacher: Three rows of seven.[/TARGET] Teacher: Three rows of seven. Teacher: [Crosstalk] Teacher: You would color in three rows of seven to show an array of 3 times 7, right.
Teacher: Whatever color you want. Student: So three rows of seven. Teacher: Three rows of seven.  [TARGET]Teacher: Three rows of seven.[/TARGET] Teacher: [Crosstalk] Teacher: You would color in three rows of seven to show an array of 3 times 7, right. Student: Are rows a different color than our column is?
Teacher: Three rows of seven. Teacher: Three rows of seven. Teacher: [Crosstalk]  [TARGET]Teacher: You would color in three rows of seven to show an array of 3 times 7, right.[/TARGET] Student: Are rows a different color than our column is? Teacher: Well the rows can't be a different color than the columns. Student: Do you want us to use the same color?
Teacher: [Crosstalk] Teacher: You would color in three rows of seven to show an array of 3 times 7, right. Student: Are rows a different color than our column is?  [TARGET]Teacher: Well the rows can't be a different color than the columns.[/TARGET] Student: Do you want us to use the same color? Teacher: Use the same color for the whole thing, the whole array. Teacher: You can use the same color.
Student: Are rows a different color than our column is? Teacher: Well the rows can't be a different color than the columns. Student: Do you want us to use the same color?  [TARGET]Teacher: Use the same color for the whole thing, the whole array.[/TARGET] Teacher: You can use the same color. Student: For the whole cube and then the next cube it could be a different color. Teacher: We'll do something different, yeah.
Teacher: Well the rows can't be a different color than the columns. Student: Do you want us to use the same color? Teacher: Use the same color for the whole thing, the whole array.  [TARGET]Teacher: You can use the same color.[/TARGET] Student: For the whole cube and then the next cube it could be a different color. Teacher: We'll do something different, yeah. Student: Do we have to use the same color?
Teacher: Use the same color for the whole thing, the whole array. Teacher: You can use the same color. Student: For the whole cube and then the next cube it could be a different color.  [TARGET]Teacher: We'll do something different, yeah.[/TARGET] Student: Do we have to use the same color? Teacher: No, just color it. Teacher: I'm not worried about the color so much, but show three rows of seven.
Teacher: We'll do something different, yeah. Student: Do we have to use the same color? Teacher: No, just color it.  [TARGET]Teacher: I'm not worried about the color so much, but show three rows of seven.[/TARGET] Student: That would be like seven rows of three for this array. Teacher: Yeah, seven rows of three would be the other way. Teacher: [Crosstalk]
Teacher: No, just color it. Teacher: I'm not worried about the color so much, but show three rows of seven. Student: That would be like seven rows of three for this array.  [TARGET]Teacher: Yeah, seven rows of three would be the other way.[/TARGET] Teacher: [Crosstalk] Teacher: You actually have seven rows of three, don't you? Student: Yep.
Student: That would be like seven rows of three for this array. Teacher: Yeah, seven rows of three would be the other way. Teacher: [Crosstalk]  [TARGET]Teacher: You actually have seven rows of three, don't you?[/TARGET] Student: Yep. Teacher: That's all right. Teacher: [Crosstalk]