stanford-nlpxed/classroom_management_data huggingface dataset:
Student: [Inaudible]. Teacher: Thank you. Teacher: Look again.  [TARGET]Teacher: See, this is what we did.[/TARGET] Teacher: We are kind of revising it. Teacher: See, we take the group and we will remember we had a half. Teacher: We put the group in half.
Teacher: Thank you. Teacher: Look again. Teacher: See, this is what we did.  [TARGET]Teacher: We are kind of revising it.[/TARGET] Teacher: See, we take the group and we will remember we had a half. Teacher: We put the group in half. Student: In half.
Teacher: Look again. Teacher: See, this is what we did. Teacher: We are kind of revising it.  [TARGET]Teacher: See, we take the group and we will remember we had a half.[/TARGET] Teacher: We put the group in half. Student: In half. Teacher: All right.
Teacher: See, this is what we did. Teacher: We are kind of revising it. Teacher: See, we take the group and we will remember we had a half.  [TARGET]Teacher: We put the group in half.[/TARGET] Student: In half. Teacher: All right. Teacher: Then we said half of this group we did the half this way and we did it that way also.
Teacher: We put the group in half. Student: In half. Teacher: All right.  [TARGET]Teacher: Then we said half of this group we did the half this way and we did it that way also.[/TARGET] Teacher: This is half again. Teacher: We did half that way, all right, we did half the two different ways. Teacher: We did it this way, we did it that way, and we decided - we decided we call it half two ways.
Student: In half. Teacher: All right. Teacher: Then we said half of this group we did the half this way and we did it that way also.  [TARGET]Teacher: This is half again.[/TARGET] Teacher: We did half that way, all right, we did half the two different ways. Teacher: We did it this way, we did it that way, and we decided - we decided we call it half two ways. Teacher: Half, all, all -
Teacher: All right. Teacher: Then we said half of this group we did the half this way and we did it that way also. Teacher: This is half again.  [TARGET]Teacher: We did half that way, all right, we did half the two different ways.[/TARGET] Teacher: We did it this way, we did it that way, and we decided - we decided we call it half two ways. Teacher: Half, all, all - Multiple Students: 12
Teacher: Then we said half of this group we did the half this way and we did it that way also. Teacher: This is half again. Teacher: We did half that way, all right, we did half the two different ways.  [TARGET]Teacher: We did it this way, we did it that way, and we decided - we decided we call it half two ways.[/TARGET] Teacher: Half, all, all - Multiple Students: 12 Teacher: 12, 24, because we know for -
Teacher: This is half again. Teacher: We did half that way, all right, we did half the two different ways. Teacher: We did it this way, we did it that way, and we decided - we decided we call it half two ways.  [TARGET]Teacher: Half, all, all -[/TARGET] Multiple Students: 12 Teacher: 12, 24, because we know for - Student: [Inaudible].
Teacher: We did it this way, we did it that way, and we decided - we decided we call it half two ways. Teacher: Half, all, all - Multiple Students: 12  [TARGET]Teacher: 12, 24, because we know for -[/TARGET] Student: [Inaudible]. Teacher: [Inaudible]. Teacher: And we also go with the equivalent, all right?
Teacher: 12, 24, because we know for - Student: [Inaudible]. Teacher: [Inaudible].  [TARGET]Teacher: And we also go with the equivalent, all right?[/TARGET] Teacher: So 12, 24 is half of this fraction, or this set, or this group. Student: Or this group. Teacher: Let me wait for Student L.  Yeah.
Student: [Inaudible]. Teacher: [Inaudible]. Teacher: And we also go with the equivalent, all right?  [TARGET]Teacher: So 12, 24 is half of this fraction, or this set, or this group.[/TARGET] Student: Or this group. Teacher: Let me wait for Student L.  Yeah. Teacher: Student L, yeah.
Teacher: Student L, yeah. Teacher: Show me. Teacher: Thank you.  [TARGET]Teacher: All right, next one, Student C.  All right, next one, we're going to one fourth, one fourth, of that half.[/TARGET] Teacher: Or we could decide - we decided - we decided fourth of fourth of that same set - Student: Is sixth. Teacher: Is -
Teacher: Show me. Teacher: Thank you. Teacher: All right, next one, Student C.  All right, next one, we're going to one fourth, one fourth, of that half.  [TARGET]Teacher: Or we could decide - we decided - we decided fourth of fourth of that same set -[/TARGET] Student: Is sixth. Teacher: Is - Student: Sixth.
Teacher: All right, next one, Student C.  All right, next one, we're going to one fourth, one fourth, of that half. Teacher: Or we could decide - we decided - we decided fourth of fourth of that same set - Student: Is sixth.  [TARGET]Teacher: Is -[/TARGET] Student: Sixth. Teacher: Six pieces, and it is out of the whole thing, which is 24, and one fourth, we put it right there, the equivalent of - for this [inaudible] 24. Student: Is -
Student: Is sixth. Teacher: Is - Student: Sixth.  [TARGET]Teacher: Six pieces, and it is out of the whole thing, which is 24, and one fourth, we put it right there, the equivalent of - for this [inaudible] 24.[/TARGET] Student: Is - Teacher: Thank you. Teacher: Yeah.
Student: Sixth. Teacher: Six pieces, and it is out of the whole thing, which is 24, and one fourth, we put it right there, the equivalent of - for this [inaudible] 24. Student: Is -  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Yeah. Teacher: So one fourth. Teacher: How many - how many of these - how many fourths is of half?
Teacher: Six pieces, and it is out of the whole thing, which is 24, and one fourth, we put it right there, the equivalent of - for this [inaudible] 24. Student: Is - Teacher: Thank you.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: So one fourth. Teacher: How many - how many of these - how many fourths is of half? Multiple Students: Six.
Student: Is - Teacher: Thank you. Teacher: Yeah.  [TARGET]Teacher: So one fourth.[/TARGET] Teacher: How many - how many of these - how many fourths is of half? Multiple Students: Six. Teacher: But another word for this fourth is what?
Teacher: Thank you. Teacher: Yeah. Teacher: So one fourth.  [TARGET]Teacher: How many - how many of these - how many fourths is of half?[/TARGET] Multiple Students: Six. Teacher: But another word for this fourth is what? Teacher: Half - half of the -
Teacher: So one fourth. Teacher: How many - how many of these - how many fourths is of half? Multiple Students: Six.  [TARGET]Teacher: But another word for this fourth is what?[/TARGET] Teacher: Half - half of the - Student: [Inaudible]. Teacher: Half of the -
Teacher: How many - how many of these - how many fourths is of half? Multiple Students: Six. Teacher: But another word for this fourth is what?  [TARGET]Teacher: Half - half of the -[/TARGET] Student: [Inaudible]. Teacher: Half of the - Student: [Inaudible].
Teacher: But another word for this fourth is what? Teacher: Half - half of the - Student: [Inaudible].  [TARGET]Teacher: Half of the -[/TARGET] Student: [Inaudible]. Teacher: Half. Teacher: Half of the half is six, half of the half is one fourth.
Student: [Inaudible]. Teacher: Half of the - Student: [Inaudible].  [TARGET]Teacher: Half.[/TARGET] Teacher: Half of the half is six, half of the half is one fourth. Teacher: That's what we're looking into again. Teacher: And let's continue.
Teacher: Half of the - Student: [Inaudible]. Teacher: Half.  [TARGET]Teacher: Half of the half is six, half of the half is one fourth.[/TARGET] Teacher: That's what we're looking into again. Teacher: And let's continue. Teacher: What is this here?
Student: [Inaudible]. Teacher: Half. Teacher: Half of the half is six, half of the half is one fourth.  [TARGET]Teacher: That's what we're looking into again.[/TARGET] Teacher: And let's continue. Teacher: What is this here? Teacher: Look at this.
Teacher: Half of the half is six, half of the half is one fourth. Teacher: That's what we're looking into again. Teacher: And let's continue.  [TARGET]Teacher: What is this here?[/TARGET] Teacher: Look at this. Teacher: Anybody, anybody, anybody. Teacher: You need to raise - raise your hand, please.
Teacher: That's what we're looking into again. Teacher: And let's continue. Teacher: What is this here?  [TARGET]Teacher: Look at this.[/TARGET] Teacher: Anybody, anybody, anybody. Teacher: You need to raise - raise your hand, please. Teacher: Let me go to Student L.  Student L, what is this here?
Teacher: And let's continue. Teacher: What is this here? Teacher: Look at this.  [TARGET]Teacher: Anybody, anybody, anybody.[/TARGET] Teacher: You need to raise - raise your hand, please. Teacher: Let me go to Student L.  Student L, what is this here? Teacher: Can you read this fraction?
Teacher: Look at this. Teacher: Anybody, anybody, anybody. Teacher: You need to raise - raise your hand, please.  [TARGET]Teacher: Let me go to Student L.  Student L, what is this here?[/TARGET] Teacher: Can you read this fraction? Student: Yes. Teacher: Only Student L.  Thank you.
Teacher: Anybody, anybody, anybody. Teacher: You need to raise - raise your hand, please. Teacher: Let me go to Student L.  Student L, what is this here?  [TARGET]Teacher: Can you read this fraction?[/TARGET] Student: Yes. Teacher: Only Student L.  Thank you. Teacher: Thanks for your help.
Student: Yes. Teacher: Only Student L.  Thank you. Teacher: Thanks for your help.  [TARGET]Teacher: We're looking into this fraction here.[/TARGET] Teacher: We can leave this one, which is one fourth. Teacher: Now, how many fourths of this one, Student L? Teacher: How many fourths?
Teacher: Only Student L.  Thank you. Teacher: Thanks for your help. Teacher: We're looking into this fraction here.  [TARGET]Teacher: We can leave this one, which is one fourth.[/TARGET] Teacher: Now, how many fourths of this one, Student L? Teacher: How many fourths? Teacher: Hmm.
Teacher: Thanks for your help. Teacher: We're looking into this fraction here. Teacher: We can leave this one, which is one fourth.  [TARGET]Teacher: Now, how many fourths of this one, Student L?[/TARGET] Teacher: How many fourths? Teacher: Hmm. Student: Four.
Teacher: We're looking into this fraction here. Teacher: We can leave this one, which is one fourth. Teacher: Now, how many fourths of this one, Student L?  [TARGET]Teacher: How many fourths?[/TARGET] Teacher: Hmm. Student: Four. Teacher: Wait a minute.
Teacher: We can leave this one, which is one fourth. Teacher: Now, how many fourths of this one, Student L? Teacher: How many fourths?  [TARGET]Teacher: Hmm.[/TARGET] Student: Four. Teacher: Wait a minute. Teacher: One, two -
Teacher: How many fourths? Teacher: Hmm. Student: Four.  [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: One, two -  Student: Three fourths. Teacher: Three fourths.
Teacher: Hmm. Student: Four. Teacher: Wait a minute.  [TARGET]Teacher: One, two - [/TARGET] Student: Three fourths. Teacher: Three fourths. Student: Equals -
Teacher: Wait a minute. Teacher: One, two -  Student: Three fourths.  [TARGET]Teacher: Three fourths.[/TARGET] Student: Equals - Teacher: Is this one fourth, two fourth, three fourth, or I could do it this way. Teacher: One fourth, two fourth, three fourth, and what I have here that is shaded?
Student: Three fourths. Teacher: Three fourths. Student: Equals -  [TARGET]Teacher: Is this one fourth, two fourth, three fourth, or I could do it this way.[/TARGET] Teacher: One fourth, two fourth, three fourth, and what I have here that is shaded? Teacher: Three fourths. Teacher: And that - this is not two fourths, but this is three fourths.
Teacher: Three fourths. Student: Equals - Teacher: Is this one fourth, two fourth, three fourth, or I could do it this way.  [TARGET]Teacher: One fourth, two fourth, three fourth, and what I have here that is shaded?[/TARGET] Teacher: Three fourths. Teacher: And that - this is not two fourths, but this is three fourths. Teacher: Three fourths of the whole set is shaded, and that three fourths - I put right here.
Student: Equals - Teacher: Is this one fourth, two fourth, three fourth, or I could do it this way. Teacher: One fourth, two fourth, three fourth, and what I have here that is shaded?  [TARGET]Teacher: Three fourths.[/TARGET] Teacher: And that - this is not two fourths, but this is three fourths. Teacher: Three fourths of the whole set is shaded, and that three fourths - I put right here. Teacher: I had it right here.
Teacher: Is this one fourth, two fourth, three fourth, or I could do it this way. Teacher: One fourth, two fourth, three fourth, and what I have here that is shaded? Teacher: Three fourths.  [TARGET]Teacher: And that - this is not two fourths, but this is three fourths.[/TARGET] Teacher: Three fourths of the whole set is shaded, and that three fourths - I put right here. Teacher: I had it right here. Teacher: That three fourths is how many?
Teacher: One fourth, two fourth, three fourth, and what I have here that is shaded? Teacher: Three fourths. Teacher: And that - this is not two fourths, but this is three fourths.  [TARGET]Teacher: Three fourths of the whole set is shaded, and that three fourths - I put right here.[/TARGET] Teacher: I had it right here. Teacher: That three fourths is how many? Student: 12
Teacher: Three fourths. Teacher: And that - this is not two fourths, but this is three fourths. Teacher: Three fourths of the whole set is shaded, and that three fourths - I put right here.  [TARGET]Teacher: I had it right here.[/TARGET] Teacher: That three fourths is how many? Student: 12 Teacher: If I was six for one fourth, how many is it for three fourths?
Teacher: And that - this is not two fourths, but this is three fourths. Teacher: Three fourths of the whole set is shaded, and that three fourths - I put right here. Teacher: I had it right here.  [TARGET]Teacher: That three fourths is how many?[/TARGET] Student: 12 Teacher: If I was six for one fourth, how many is it for three fourths? Student: Eight.
Teacher: I had it right here. Teacher: That three fourths is how many? Student: 12  [TARGET]Teacher: If I was six for one fourth, how many is it for three fourths?[/TARGET] Student: Eight. Teacher: How many is it for three fourths? Teacher: Look at that.
Student: 12 Teacher: If I was six for one fourth, how many is it for three fourths? Student: Eight.  [TARGET]Teacher: How many is it for three fourths?[/TARGET] Teacher: Look at that. Teacher: This was six. Teacher: But I have three of these.
Teacher: If I was six for one fourth, how many is it for three fourths? Student: Eight. Teacher: How many is it for three fourths?  [TARGET]Teacher: Look at that.[/TARGET] Teacher: This was six. Teacher: But I have three of these. Teacher: How many is it?
Student: Eight. Teacher: How many is it for three fourths? Teacher: Look at that.  [TARGET]Teacher: This was six.[/TARGET] Teacher: But I have three of these. Teacher: How many is it? Student: 12
Teacher: How many is it for three fourths? Teacher: Look at that. Teacher: This was six.  [TARGET]Teacher: But I have three of these.[/TARGET] Teacher: How many is it? Student: 12 Teacher: She is not even looking.
Teacher: Look at that. Teacher: This was six. Teacher: But I have three of these.  [TARGET]Teacher: How many is it?[/TARGET] Student: 12 Teacher: She is not even looking. Teacher: You're not even looking up there.
Teacher: Student L? Teacher: Student C.  Student C, can you? Teacher: Yeah, thank you.  [TARGET]Teacher: Now, Student C, I have one fourth here, which is six twenty fourths.[/TARGET] Teacher: Now, three fourths must be how many pieces, Student C? Student: 12 Teacher: Yeah, now I have you back.
Teacher: Student C.  Student C, can you? Teacher: Yeah, thank you. Teacher: Now, Student C, I have one fourth here, which is six twenty fourths.  [TARGET]Teacher: Now, three fourths must be how many pieces, Student C?[/TARGET] Student: 12 Teacher: Yeah, now I have you back. Teacher: Three fourths must be how many pieces, Student L.  Student L, look up there.
Student: 12 Teacher: Yeah, now I have you back. Teacher: Three fourths must be how many pieces, Student L.  Student L, look up there.  [TARGET]Teacher: I have one fourth - look, one fourth is six pieces of the whole set.[/TARGET] Teacher: Three fourths must be how many pieces? Teacher: Thank you. Teacher: Three fourths is how many of the whole set?
Teacher: Yeah, now I have you back. Teacher: Three fourths must be how many pieces, Student L.  Student L, look up there. Teacher: I have one fourth - look, one fourth is six pieces of the whole set.  [TARGET]Teacher: Three fourths must be how many pieces?[/TARGET] Teacher: Thank you. Teacher: Three fourths is how many of the whole set? Student: 18
Teacher: Three fourths must be how many pieces, Student L.  Student L, look up there. Teacher: I have one fourth - look, one fourth is six pieces of the whole set. Teacher: Three fourths must be how many pieces?  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Three fourths is how many of the whole set? Student: 18 Teacher: 18
Teacher: I have one fourth - look, one fourth is six pieces of the whole set. Teacher: Three fourths must be how many pieces? Teacher: Thank you.  [TARGET]Teacher: Three fourths is how many of the whole set?[/TARGET] Student: 18 Teacher: 18 Teacher: Oh, my God.
Teacher: Thank you. Teacher: Three fourths is how many of the whole set? Student: 18  [TARGET]Teacher: 18[/TARGET] Teacher: Oh, my God. Teacher: [Crosstalk] Student: But I said it.
Teacher: Three fourths is how many of the whole set? Student: 18 Teacher: 18  [TARGET]Teacher: Oh, my God.[/TARGET] Teacher: [Crosstalk] Student: But I said it. Teacher: You said that?
Teacher: Oh, my God. Teacher: [Crosstalk] Student: But I said it.  [TARGET]Teacher: You said that?[/TARGET] Student: Yes. Teacher: Well, okay, but they didn't get it. Teacher: But they didn't get it.
Student: But I said it. Teacher: You said that? Student: Yes.  [TARGET]Teacher: Well, okay, but they didn't get it.[/TARGET] Teacher: But they didn't get it. Teacher: I need them to get it too. Teacher: See, you were able to get it, but some -
Teacher: You said that? Student: Yes. Teacher: Well, okay, but they didn't get it.  [TARGET]Teacher: But they didn't get it.[/TARGET] Teacher: I need them to get it too. Teacher: See, you were able to get it, but some - Student: I said 18.
Student: Yes. Teacher: Well, okay, but they didn't get it. Teacher: But they didn't get it.  [TARGET]Teacher: I need them to get it too.[/TARGET] Teacher: See, you were able to get it, but some - Student: I said 18. Teacher: Wait a minute.
Teacher: Well, okay, but they didn't get it. Teacher: But they didn't get it. Teacher: I need them to get it too.  [TARGET]Teacher: See, you were able to get it, but some -[/TARGET] Student: I said 18. Teacher: Wait a minute. Teacher: Student L, Student L, yes, your attention is on me.
Teacher: Student L, Student L, yes, your attention is on me. Teacher: All right, so next one. Student: Yes.  [TARGET]Teacher: Student C, the question is for you.[/TARGET] Teacher: Now, look at me, what I've done. Teacher: Yes, if anybody want to help me out, they can raise their hand. Teacher: Now, what am I doing?
Teacher: Student C, the question is for you. Teacher: Now, look at me, what I've done. Teacher: Yes, if anybody want to help me out, they can raise their hand.  [TARGET]Teacher: Now, what am I doing?[/TARGET] Teacher: I'm going down. Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes - Student: One, three -
Teacher: Now, look at me, what I've done. Teacher: Yes, if anybody want to help me out, they can raise their hand. Teacher: Now, what am I doing?  [TARGET]Teacher: I'm going down.[/TARGET] Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes - Student: One, three - Teacher: Excuse me.
Teacher: Yes, if anybody want to help me out, they can raise their hand. Teacher: Now, what am I doing? Teacher: I'm going down.  [TARGET]Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes -[/TARGET] Student: One, three - Teacher: Excuse me. Teacher: Of the whole set, the whole set, what do I read this fraction?
Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes - Student: One, three - Teacher: Excuse me.  [TARGET]Teacher: Of the whole set, the whole set, what do I read this fraction?[/TARGET] Teacher: It's half of one fourth. Teacher: It's three pieces. Teacher: You people are not really paying attention.
Student: One, three - Teacher: Excuse me. Teacher: Of the whole set, the whole set, what do I read this fraction?  [TARGET]Teacher: It's half of one fourth.[/TARGET] Teacher: It's three pieces. Teacher: You people are not really paying attention. Teacher: The same word or numbers, but they're not really looking.
Teacher: Excuse me. Teacher: Of the whole set, the whole set, what do I read this fraction? Teacher: It's half of one fourth.  [TARGET]Teacher: It's three pieces.[/TARGET] Teacher: You people are not really paying attention. Teacher: The same word or numbers, but they're not really looking. Teacher: Like, Student G is not really - yeah.
Teacher: You people are not really paying attention. Teacher: The same word or numbers, but they're not really looking. Teacher: Like, Student G is not really - yeah.  [TARGET]Teacher: Okay, Student J.  I know it's one and -[/TARGET] Student: One eighth. Teacher: One eighth. Teacher: Who said that?
Teacher: Like, Student G is not really - yeah. Teacher: Okay, Student J.  I know it's one and - Student: One eighth.  [TARGET]Teacher: One eighth.[/TARGET] Teacher: Who said that? Teacher: [Crosstalk] Teacher: Oh, Student S is really there.
Teacher: Who said that? Teacher: [Crosstalk] Teacher: Oh, Student S is really there.  [TARGET]Teacher: We've done this before.[/TARGET] Teacher: We are revising. Student: Yes. Teacher: All right.
Teacher: [Crosstalk] Teacher: Oh, Student S is really there. Teacher: We've done this before.  [TARGET]Teacher: We are revising.[/TARGET] Student: Yes. Teacher: All right. Teacher: Now, excuse me, now somebody - now I have Student N back.
Student: Yes. Teacher: All right. Teacher: Now, excuse me, now somebody - now I have Student N back.  [TARGET]Teacher: Now, Student N, can you explain why do we call this one eighth?[/TARGET] Teacher: Yeah, why do we call this one eighth? Student: Because it's [inaudible]. Teacher: Look at this one and look at this one.
Teacher: All right. Teacher: Now, excuse me, now somebody - now I have Student N back. Teacher: Now, Student N, can you explain why do we call this one eighth?  [TARGET]Teacher: Yeah, why do we call this one eighth?[/TARGET] Student: Because it's [inaudible]. Teacher: Look at this one and look at this one. Teacher: Why do we call this one eighth?
Teacher: Now, Student N, can you explain why do we call this one eighth? Teacher: Yeah, why do we call this one eighth? Student: Because it's [inaudible].  [TARGET]Teacher: Look at this one and look at this one.[/TARGET] Teacher: Why do we call this one eighth? Teacher: Okay. Teacher: Why do we call this one eighth?
Teacher: Yeah, why do we call this one eighth? Student: Because it's [inaudible]. Teacher: Look at this one and look at this one.  [TARGET]Teacher: Why do we call this one eighth?[/TARGET] Teacher: Okay. Teacher: Why do we call this one eighth? Teacher: Oh, somebody's ready.
Teacher: Look at this one and look at this one. Teacher: Why do we call this one eighth? Teacher: Okay.  [TARGET]Teacher: Why do we call this one eighth?[/TARGET] Teacher: Oh, somebody's ready. Teacher: Student N, can you explain? Teacher: Yes.
Teacher: Okay. Teacher: Why do we call this one eighth? Teacher: Oh, somebody's ready.  [TARGET]Teacher: Student N, can you explain?[/TARGET] Teacher: Yes. Teacher: Wait. Student: [Inaudible].
Teacher: Why do we call this one eighth? Teacher: Oh, somebody's ready. Teacher: Student N, can you explain?  [TARGET]Teacher: Yes.[/TARGET] Teacher: Wait. Student: [Inaudible]. Teacher: Thank you.
Teacher: Yes. Teacher: Wait. Student: [Inaudible].  [TARGET]Teacher: Thank you.[/TARGET] Teacher: So three and - that's why we call it - another name, an equivalent of this one. Teacher: Excuse me, of this set, an equivalent of this - Student: [Inaudible].