stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Okay, there's one-half. Teacher: So label it one-half. Student: [Inaudible]  [TARGET]Teacher: Yep.[/TARGET] Teacher: Now you've got to find one-eighth, okay, out of this half. Student: [Inaudible] 2, 4, 5, 6, 7, 8. Teacher: Okay, label that and then find out what's left.
Teacher: So label it one-half. Student: [Inaudible] Teacher: Yep.  [TARGET]Teacher: Now you've got to find one-eighth, okay, out of this half.[/TARGET] Student: [Inaudible] 2, 4, 5, 6, 7, 8. Teacher: Okay, label that and then find out what's left. Teacher: Yes?
Teacher: Yep. Teacher: Now you've got to find one-eighth, okay, out of this half. Student: [Inaudible] 2, 4, 5, 6, 7, 8.  [TARGET]Teacher: Okay, label that and then find out what's left.[/TARGET] Teacher: Yes? Student: [Inaudible] Teacher: No, not the ones [inaudible].
Teacher: Now you've got to find one-eighth, okay, out of this half. Student: [Inaudible] 2, 4, 5, 6, 7, 8. Teacher: Okay, label that and then find out what's left.  [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible] Teacher: No, not the ones [inaudible]. Teacher: [Crosstalk]
Teacher: Okay, label that and then find out what's left. Teacher: Yes? Student: [Inaudible]  [TARGET]Teacher: No, not the ones [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: All right, one-half. Student: No, I like one-eighth.
Student: [Inaudible] Teacher: No, not the ones [inaudible]. Teacher: [Crosstalk]  [TARGET]Teacher: All right, one-half.[/TARGET] Student: No, I like one-eighth. Teacher: Find one-eighth. Student: I think I'm supposed to put one line.
Teacher: [Crosstalk] Teacher: All right, one-half. Student: No, I like one-eighth.  [TARGET]Teacher: Find one-eighth.[/TARGET] Student: I think I'm supposed to put one line. Teacher: Okay. Teacher: Where?
Teacher: Find one-eighth. Student: I think I'm supposed to put one line. Teacher: Okay.  [TARGET]Teacher: Where?[/TARGET] Student: Right here. Teacher: Why would you do it there? Teacher: How many is there?
Teacher: Okay. Teacher: Where? Student: Right here.  [TARGET]Teacher: Why would you do it there?[/TARGET] Teacher: How many is there? Student: 1, 2, 3, 4, 5. Teacher: Would that be one-eighth?
Teacher: Where? Student: Right here. Teacher: Why would you do it there?  [TARGET]Teacher: How many is there?[/TARGET] Student: 1, 2, 3, 4, 5. Teacher: Would that be one-eighth? Student: No.
Teacher: Why would you do it there? Teacher: How many is there? Student: 1, 2, 3, 4, 5.  [TARGET]Teacher: Would that be one-eighth?[/TARGET] Student: No. Teacher: What would that be? Student: Five.
Student: 1, 2, 3, 4, 5. Teacher: Would that be one-eighth? Student: No.  [TARGET]Teacher: What would that be?[/TARGET] Student: Five. Teacher: One-fifth, right. Student: Yeah.
Student: No. Teacher: What would that be? Student: Five.  [TARGET]Teacher: One-fifth, right.[/TARGET] Student: Yeah. Teacher: So how are we gonna make one-eighth? Student: [Inaudible]
Student: Five. Teacher: One-fifth, right. Student: Yeah.  [TARGET]Teacher: So how are we gonna make one-eighth?[/TARGET] Student: [Inaudible] Teacher: How about this? Teacher: Can you guys put those down?
Teacher: How about this? Teacher: Can you guys put those down? Student: [Inaudible]  [TARGET]Teacher: Yeah.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: There's one-eighth. Student: That's all?
Teacher: Can you guys put those down? Student: [Inaudible] Teacher: Yeah.  [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: There's one-eighth. Student: That's all? Teacher: Yep.
Student: [Inaudible] Teacher: Yeah. Teacher: 1, 2, 3, 4, 5, 6, 7, 8.  [TARGET]Teacher: There's one-eighth.[/TARGET] Student: That's all? Teacher: Yep. Teacher: And then you need to know what's left.
Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: There's one-eighth. Student: That's all?  [TARGET]Teacher: Yep.[/TARGET] Teacher: And then you need to know what's left. Student: So I have to count everything else? Teacher: Yep, and figure out what's left.
Teacher: There's one-eighth. Student: That's all? Teacher: Yep.  [TARGET]Teacher: And then you need to know what's left.[/TARGET] Student: So I have to count everything else? Teacher: Yep, and figure out what's left. Teacher: Okay.
Teacher: Yep. Teacher: And then you need to know what's left. Student: So I have to count everything else?  [TARGET]Teacher: Yep, and figure out what's left.[/TARGET] Teacher: Okay. Teacher: You'll be able to go when this is over. Teacher: Actually, I think it is here.
Teacher: Yep, and figure out what's left. Teacher: Okay. Teacher: You'll be able to go when this is over.  [TARGET]Teacher: Actually, I think it is here.[/TARGET] Teacher: See how you have - it's supposed to be eight shaded spots, right. Teacher: I mean eight sections. Teacher: How many sections do you have here?
Teacher: Okay. Teacher: You'll be able to go when this is over. Teacher: Actually, I think it is here.  [TARGET]Teacher: See how you have - it's supposed to be eight shaded spots, right.[/TARGET] Teacher: I mean eight sections. Teacher: How many sections do you have here? Teacher: One.
Teacher: You'll be able to go when this is over. Teacher: Actually, I think it is here. Teacher: See how you have - it's supposed to be eight shaded spots, right.  [TARGET]Teacher: I mean eight sections.[/TARGET] Teacher: How many sections do you have here? Teacher: One. Teacher: You're supposed to have eight.
Teacher: Actually, I think it is here. Teacher: See how you have - it's supposed to be eight shaded spots, right. Teacher: I mean eight sections.  [TARGET]Teacher: How many sections do you have here?[/TARGET] Teacher: One. Teacher: You're supposed to have eight. Teacher: Do you see what I'm saying?
Teacher: See how you have - it's supposed to be eight shaded spots, right. Teacher: I mean eight sections. Teacher: How many sections do you have here?  [TARGET]Teacher: One.[/TARGET] Teacher: You're supposed to have eight. Teacher: Do you see what I'm saying? Teacher: Okay.
Teacher: I mean eight sections. Teacher: How many sections do you have here? Teacher: One.  [TARGET]Teacher: You're supposed to have eight.[/TARGET] Teacher: Do you see what I'm saying? Teacher: Okay. Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7.
Teacher: How many sections do you have here? Teacher: One. Teacher: You're supposed to have eight.  [TARGET]Teacher: Do you see what I'm saying?[/TARGET] Teacher: Okay. Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7. Teacher: Do not go there.
Teacher: You're supposed to have eight. Teacher: Do you see what I'm saying? Teacher: Okay.  [TARGET]Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7.[/TARGET] Teacher: Do not go there. Teacher: Go sit down. Teacher: So one-eighth would be this.
Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7. Teacher: Do not go there. Teacher: Go sit down.  [TARGET]Teacher: So one-eighth would be this.[/TARGET] Teacher: Do you see what I'm saying? Teacher: [Crosstalk] Teacher: What are you doing on the floor?
Teacher: Do not go there. Teacher: Go sit down. Teacher: So one-eighth would be this.  [TARGET]Teacher: Do you see what I'm saying?[/TARGET] Teacher: [Crosstalk] Teacher: What are you doing on the floor? Student: Trying the disco thing.
Teacher: [Crosstalk] Teacher: What are you doing on the floor? Student: Trying the disco thing.  [TARGET]Teacher: All right, so this is right, but you've got to find out what's left.[/TARGET] Student: Okay. Student: So this is 10. Teacher: So I would do it on a corner, all right, because there's your one-eighth.
Teacher: All right, so this is right, but you've got to find out what's left. Student: Okay. Student: So this is 10.  [TARGET]Teacher: So I would do it on a corner, all right, because there's your one-eighth.[/TARGET] Student: Right there. Teacher: And then you do see the count? Teacher: Do you know what I'm saying?
Student: So this is 10. Teacher: So I would do it on a corner, all right, because there's your one-eighth. Student: Right there.  [TARGET]Teacher: And then you do see the count?[/TARGET] Teacher: Do you know what I'm saying? Student: Mm-hmm. Teacher: All right, find out what fraction is left.
Teacher: So I would do it on a corner, all right, because there's your one-eighth. Student: Right there. Teacher: And then you do see the count?  [TARGET]Teacher: Do you know what I'm saying?[/TARGET] Student: Mm-hmm. Teacher: All right, find out what fraction is left. Teacher: So yep, now find out what fraction is left.
Teacher: And then you do see the count? Teacher: Do you know what I'm saying? Student: Mm-hmm.  [TARGET]Teacher: All right, find out what fraction is left.[/TARGET] Teacher: So yep, now find out what fraction is left. Teacher: No, you may wait till after this is over. Student: I just looked down and I was supposed to figure out this was there.
Teacher: Do you know what I'm saying? Student: Mm-hmm. Teacher: All right, find out what fraction is left.  [TARGET]Teacher: So yep, now find out what fraction is left.[/TARGET] Teacher: No, you may wait till after this is over. Student: I just looked down and I was supposed to figure out this was there. Teacher: Okay.
Teacher: Okay. Teacher: [Crosstalk] Student: 42  [TARGET]Teacher: 42 what?[/TARGET] Student: [Inaudible] Teacher: Yeah, but you have to give me a fraction of what's left. Teacher: Get that off.
Student: 42 Teacher: 42 what? Student: [Inaudible]  [TARGET]Teacher: Yeah, but you have to give me a fraction of what's left.[/TARGET] Teacher: Get that off. Teacher: You don't need that on right now. Teacher: [Crosstalk]
Teacher: [Crosstalk] Teacher: No, we have to wait till this is over. Student: I can't.  [TARGET]Teacher: All right, right now we -[/TARGET] Teacher: [Crosstalk] Teacher: Boys, it's not a drum set. Student: I counted 1, 2, 3, 4, 5.
Student: I counted 1, 2, 3, 4, 5. Student: 1, 2, 3, 4, 5 and 1, 2, 3, 4, 5, 6, 7, 8, and then 5, 6, 7. Teacher: Okay.  [TARGET]Teacher: So many do we have total here, squares?[/TARGET] Student: 42 Teacher: 42 Teacher: How many sets of 42 do we have?
Teacher: Okay. Teacher: So many do we have total here, squares? Student: 42  [TARGET]Teacher: 42[/TARGET] Teacher: How many sets of 42 do we have? Student: 8 - no. Teacher: How many sets of 42?
Teacher: So many do we have total here, squares? Student: 42 Teacher: 42  [TARGET]Teacher: How many sets of 42 do we have?[/TARGET] Student: 8 - no. Teacher: How many sets of 42? Student: One.
Teacher: 42 Teacher: How many sets of 42 do we have? Student: 8 - no.  [TARGET]Teacher: How many sets of 42?[/TARGET] Student: One. Teacher: Okay, turn around please. Teacher: We do need to wrap this up.
Student: Yeah. Teacher: No. Teacher: Now what we're gonna do right now is I'll have a paper for you.  [TARGET]Teacher: This is something we are gonna work on a lot next week.[/TARGET] Teacher: Next week you will have some cubes so that you can really figure this out. Teacher: [Crosstalk] Teacher: The week after.
Teacher: No. Teacher: Now what we're gonna do right now is I'll have a paper for you. Teacher: This is something we are gonna work on a lot next week.  [TARGET]Teacher: Next week you will have some cubes so that you can really figure this out.[/TARGET] Teacher: [Crosstalk] Teacher: The week after. Teacher: I won't be here next week either.
Teacher: This is something we are gonna work on a lot next week. Teacher: Next week you will have some cubes so that you can really figure this out. Teacher: [Crosstalk]  [TARGET]Teacher: The week after.[/TARGET] Teacher: I won't be here next week either. Teacher: Don't worry about it. Teacher: The week after April vacation, okay.
Teacher: Next week you will have some cubes so that you can really figure this out. Teacher: [Crosstalk] Teacher: The week after.  [TARGET]Teacher: I won't be here next week either.[/TARGET] Teacher: Don't worry about it. Teacher: The week after April vacation, okay. Teacher: But right now -
Teacher: [Crosstalk] Teacher: The week after. Teacher: I won't be here next week either.  [TARGET]Teacher: Don't worry about it.[/TARGET] Teacher: The week after April vacation, okay. Teacher: But right now - Teacher: [Crosstalk]
Teacher: The week after. Teacher: I won't be here next week either. Teacher: Don't worry about it.  [TARGET]Teacher: The week after April vacation, okay.[/TARGET] Teacher: But right now - Teacher: [Crosstalk] Teacher: Okay, boys, please stop that.
Teacher: These two boys, you need to be quiet and not moving around or touching things. Teacher: We are going to learn, continue to figure out fractions that equal one. Teacher: [Crosstalk]  [TARGET]Teacher: Tomorrow - I'm sorry.[/TARGET] Teacher: The Monday after vacation we are going to review this and we will use cubes to figure out how much is in one whole. Teacher: It will be easier to do when we are using cubes. Teacher: The reason I introduced it this way is because - right now this talking while I'm trying to talk, and that's very rude.
Teacher: We are going to learn, continue to figure out fractions that equal one. Teacher: [Crosstalk] Teacher: Tomorrow - I'm sorry.  [TARGET]Teacher: The Monday after vacation we are going to review this and we will use cubes to figure out how much is in one whole.[/TARGET] Teacher: It will be easier to do when we are using cubes. Teacher: The reason I introduced it this way is because - right now this talking while I'm trying to talk, and that's very rude. Student: I'm trying to [inaudible].
Teacher: [Crosstalk] Teacher: Tomorrow - I'm sorry. Teacher: The Monday after vacation we are going to review this and we will use cubes to figure out how much is in one whole.  [TARGET]Teacher: It will be easier to do when we are using cubes.[/TARGET] Teacher: The reason I introduced it this way is because - right now this talking while I'm trying to talk, and that's very rude. Student: I'm trying to [inaudible]. Teacher: Okay.
Teacher: The reason I introduced it this way is because - right now this talking while I'm trying to talk, and that's very rude. Student: I'm trying to [inaudible]. Teacher: Okay.  [TARGET]Teacher: We'll continue this with cubes.[/TARGET] Teacher: It'll make it easier for you to figure out how many is in each cube, what equals one. Teacher: [Crosstalk] Teacher: [End of Audio]
Student: I'm trying to [inaudible]. Teacher: Okay. Teacher: We'll continue this with cubes.  [TARGET]Teacher: It'll make it easier for you to figure out how many is in each cube, what equals one.[/TARGET] Teacher: [Crosstalk] Teacher: [End of Audio]
[TARGET]Teacher: I'm sorry.[/TARGET] Student: [Inaudible]. Teacher: We're just going to stay in our seat today. Teacher: Review today, because yesterday we had a hard time with our graphs.
Teacher: I'm sorry. Student: [Inaudible]. Teacher: We're just going to stay in our seat today.  [TARGET]Teacher: Review today, because yesterday we had a hard time with our graphs.[/TARGET] Teacher: What were we missing? Multiple Students: Labels. Teacher: Labels what?
Student: [Inaudible]. Teacher: We're just going to stay in our seat today. Teacher: Review today, because yesterday we had a hard time with our graphs.  [TARGET]Teacher: What were we missing?[/TARGET] Multiple Students: Labels. Teacher: Labels what? Multiple Students: X and Y.
Teacher: Review today, because yesterday we had a hard time with our graphs. Teacher: What were we missing? Multiple Students: Labels.  [TARGET]Teacher: Labels what?[/TARGET] Multiple Students: X and Y. Teacher: I only need on person. Teacher: Student T?
Teacher: I only need on person. Teacher: Student T? Student: We were missing the X and Y axis.  [TARGET]Teacher: This is what I saw yesterday.[/TARGET] Teacher: It was 10, 20, 30, 40, 50, and then 1, 2, 3, 4. Teacher: Then, "Ms. W, I have my labels." Teacher: Is that a label?
Teacher: Student T? Student: We were missing the X and Y axis. Teacher: This is what I saw yesterday.  [TARGET]Teacher: It was 10, 20, 30, 40, 50, and then 1, 2, 3, 4.[/TARGET] Teacher: Then, "Ms. W, I have my labels." Teacher: Is that a label? Multiple Students: No.
Student: We were missing the X and Y axis. Teacher: This is what I saw yesterday. Teacher: It was 10, 20, 30, 40, 50, and then 1, 2, 3, 4.  [TARGET]Teacher: Then, "Ms. W, I have my labels."[/TARGET] Teacher: Is that a label? Multiple Students: No. Teacher: Okay.
Teacher: This is what I saw yesterday. Teacher: It was 10, 20, 30, 40, 50, and then 1, 2, 3, 4. Teacher: Then, "Ms. W, I have my labels."  [TARGET]Teacher: Is that a label?[/TARGET] Multiple Students: No. Teacher: Okay. Teacher: If I looked at this and you did this, I could say, "Maybe when you were 1 year old you were 20 pounds.
Teacher: Is that a label? Multiple Students: No. Teacher: Okay.  [TARGET]Teacher: If I looked at this and you did this, I could say, "Maybe when you were 1 year old you were 20 pounds.[/TARGET] Teacher: I can say on week one 20 inches of rain fell. Teacher: Do we know what it is? Multiple Students: No.
Multiple Students: No. Teacher: Okay. Teacher: If I looked at this and you did this, I could say, "Maybe when you were 1 year old you were 20 pounds.  [TARGET]Teacher: I can say on week one 20 inches of rain fell.[/TARGET] Teacher: Do we know what it is? Multiple Students: No. Teacher: Is that really labels?
Teacher: Okay. Teacher: If I looked at this and you did this, I could say, "Maybe when you were 1 year old you were 20 pounds. Teacher: I can say on week one 20 inches of rain fell.  [TARGET]Teacher: Do we know what it is?[/TARGET] Multiple Students: No. Teacher: Is that really labels? Multiple Students: No.
Teacher: I can say on week one 20 inches of rain fell. Teacher: Do we know what it is? Multiple Students: No.  [TARGET]Teacher: Is that really labels?[/TARGET] Multiple Students: No. Teacher: This morning I heard someone ask me - not ask me. Teacher: I heard someone just saying out, "What's an interval?"
Multiple Students: No. Teacher: Is that really labels? Multiple Students: No.  [TARGET]Teacher: This morning I heard someone ask me - not ask me.[/TARGET] Teacher: I heard someone just saying out, "What's an interval?" Teacher: Did we forget what an interval was? Teacher: What's an interval?
Teacher: Is that really labels? Multiple Students: No. Teacher: This morning I heard someone ask me - not ask me.  [TARGET]Teacher: I heard someone just saying out, "What's an interval?"[/TARGET] Teacher: Did we forget what an interval was? Teacher: What's an interval? Teacher: Student C, do you remember?
Multiple Students: No. Teacher: This morning I heard someone ask me - not ask me. Teacher: I heard someone just saying out, "What's an interval?"  [TARGET]Teacher: Did we forget what an interval was?[/TARGET] Teacher: What's an interval? Teacher: Student C, do you remember? Student: I remember you spelling it and [Inaudible].
Teacher: This morning I heard someone ask me - not ask me. Teacher: I heard someone just saying out, "What's an interval?" Teacher: Did we forget what an interval was?  [TARGET]Teacher: What's an interval?[/TARGET] Teacher: Student C, do you remember? Student: I remember you spelling it and [Inaudible]. Teacher: I think you got that confused with the scale.
Teacher: I heard someone just saying out, "What's an interval?" Teacher: Did we forget what an interval was? Teacher: What's an interval?  [TARGET]Teacher: Student C, do you remember?[/TARGET] Student: I remember you spelling it and [Inaudible]. Teacher: I think you got that confused with the scale. Teacher: Let's say I have a set, week one, week two, week three, and there's a dog that weighs 5 pounds in week one, 6 pounds in the second week, and then 8 pounds in the third week.
Teacher: What's an interval? Teacher: Student C, do you remember? Student: I remember you spelling it and [Inaudible].  [TARGET]Teacher: I think you got that confused with the scale.[/TARGET] Teacher: Let's say I have a set, week one, week two, week three, and there's a dog that weighs 5 pounds in week one, 6 pounds in the second week, and then 8 pounds in the third week. Teacher: Okay. Teacher: Let's do 15, 26, and 38, okay?
Teacher: Student C, do you remember? Student: I remember you spelling it and [Inaudible]. Teacher: I think you got that confused with the scale.  [TARGET]Teacher: Let's say I have a set, week one, week two, week three, and there's a dog that weighs 5 pounds in week one, 6 pounds in the second week, and then 8 pounds in the third week.[/TARGET] Teacher: Okay. Teacher: Let's do 15, 26, and 38, okay? Teacher: The scale, Student C, you were saying would be the number that you start with.
Teacher: I think you got that confused with the scale. Teacher: Let's say I have a set, week one, week two, week three, and there's a dog that weighs 5 pounds in week one, 6 pounds in the second week, and then 8 pounds in the third week. Teacher: Okay.  [TARGET]Teacher: Let's do 15, 26, and 38, okay?[/TARGET] Teacher: The scale, Student C, you were saying would be the number that you start with. Teacher: Should I start with 0? Teacher: Do I have any numbers that's close to 0?
Teacher: Let's say I have a set, week one, week two, week three, and there's a dog that weighs 5 pounds in week one, 6 pounds in the second week, and then 8 pounds in the third week. Teacher: Okay. Teacher: Let's do 15, 26, and 38, okay?  [TARGET]Teacher: The scale, Student C, you were saying would be the number that you start with.[/TARGET] Teacher: Should I start with 0? Teacher: Do I have any numbers that's close to 0? Teacher: What number can I really start with?
Teacher: Okay. Teacher: Let's do 15, 26, and 38, okay? Teacher: The scale, Student C, you were saying would be the number that you start with.  [TARGET]Teacher: Should I start with 0?[/TARGET] Teacher: Do I have any numbers that's close to 0? Teacher: What number can I really start with? Multiple Students: 9, 10.
Teacher: Let's do 15, 26, and 38, okay? Teacher: The scale, Student C, you were saying would be the number that you start with. Teacher: Should I start with 0?  [TARGET]Teacher: Do I have any numbers that's close to 0?[/TARGET] Teacher: What number can I really start with? Multiple Students: 9, 10. Teacher: Am I going to do 0, 1, 2, 3, 4, 5, 6, all the way to 200?
Teacher: The scale, Student C, you were saying would be the number that you start with. Teacher: Should I start with 0? Teacher: Do I have any numbers that's close to 0?  [TARGET]Teacher: What number can I really start with?[/TARGET] Multiple Students: 9, 10. Teacher: Am I going to do 0, 1, 2, 3, 4, 5, 6, all the way to 200? Teacher: I can probably start with 10, why?
Teacher: Do I have any numbers that's close to 0? Teacher: What number can I really start with? Multiple Students: 9, 10.  [TARGET]Teacher: Am I going to do 0, 1, 2, 3, 4, 5, 6, all the way to 200?[/TARGET] Teacher: I can probably start with 10, why? Student: Because 15 is closer. Teacher: 15 is the smallest number, right?
Teacher: What number can I really start with? Multiple Students: 9, 10. Teacher: Am I going to do 0, 1, 2, 3, 4, 5, 6, all the way to 200?  [TARGET]Teacher: I can probably start with 10, why?[/TARGET] Student: Because 15 is closer. Teacher: 15 is the smallest number, right? Teacher: What's the highest number I should choose to go up to?
Teacher: Am I going to do 0, 1, 2, 3, 4, 5, 6, all the way to 200? Teacher: I can probably start with 10, why? Student: Because 15 is closer.  [TARGET]Teacher: 15 is the smallest number, right?[/TARGET] Teacher: What's the highest number I should choose to go up to? Teacher: Maybe 40? Teacher: So my scale could start at 10, right?
Teacher: I can probably start with 10, why? Student: Because 15 is closer. Teacher: 15 is the smallest number, right?  [TARGET]Teacher: What's the highest number I should choose to go up to?[/TARGET] Teacher: Maybe 40? Teacher: So my scale could start at 10, right? Teacher: I can end with 40.
Student: Because 15 is closer. Teacher: 15 is the smallest number, right? Teacher: What's the highest number I should choose to go up to?  [TARGET]Teacher: Maybe 40?[/TARGET] Teacher: So my scale could start at 10, right? Teacher: I can end with 40. Teacher: Now the intervals are the number that you choose to make each mark.