stanford-nlpxed/classroom_management_data huggingface dataset:
Student: 5 divided by 4. Teacher: 5 divided by 4. Teacher: And what is 5 divided by 4?  [TARGET]Teacher: 5 divided into 4, Student A, 5 is what?[/TARGET] Student: 1 Teacher: 4 times 1 is 4 and we have 1 left. Teacher: So how do we write this as a mixed number, Student J?
Teacher: And what is 5 divided by 4? Teacher: 5 divided into 4, Student A, 5 is what? Student: 1  [TARGET]Teacher: 4 times 1 is 4 and we have 1 left.[/TARGET] Teacher: So how do we write this as a mixed number, Student J? Student: 4 and one-fourth. Teacher: We take the quotient, which is what?
Teacher: 5 divided into 4, Student A, 5 is what? Student: 1 Teacher: 4 times 1 is 4 and we have 1 left.  [TARGET]Teacher: So how do we write this as a mixed number, Student J?[/TARGET] Student: 4 and one-fourth. Teacher: We take the quotient, which is what? Student: 1
Teacher: 4 times 1 is 4 and we have 1 left. Teacher: So how do we write this as a mixed number, Student J? Student: 4 and one-fourth.  [TARGET]Teacher: We take the quotient, which is what?[/TARGET] Student: 1 Teacher: And we take the remainder and you keep your - Student: Divisor.
Student: 4 and one-fourth. Teacher: We take the quotient, which is what? Student: 1  [TARGET]Teacher: And we take the remainder and you keep your -[/TARGET] Student: Divisor. Teacher: Divisor. Teacher: And the answer becomes 1 and one-fourth.
Student: 1 Teacher: And we take the remainder and you keep your - Student: Divisor.  [TARGET]Teacher: Divisor.[/TARGET] Teacher: And the answer becomes 1 and one-fourth. Teacher: Excuse me. Teacher: Do we still have time?
Teacher: And we take the remainder and you keep your - Student: Divisor. Teacher: Divisor.  [TARGET]Teacher: And the answer becomes 1 and one-fourth.[/TARGET] Teacher: Excuse me. Teacher: Do we still have time? Student: No.
Teacher: [Crosstalk] Teacher: A reads all the steps. Teacher: [Crosstalk]  [TARGET]Teacher: B, what do we mean by the first step there?[/TARGET] Student: [Inaudible]. Teacher: Who is B? Student: She is.
Student: She is. Teacher: Okay. Teacher: [Crosstalk]  [TARGET]Teacher: Very good.[/TARGET] Teacher: What does step two say, C? Teacher: Are you C? Student: Yes.
Teacher: Okay. Teacher: [Crosstalk] Teacher: Very good.  [TARGET]Teacher: What does step two say, C?[/TARGET] Teacher: Are you C? Student: Yes. Teacher: What does step C say?
Teacher: What does step two say, C? Teacher: Are you C? Student: Yes.  [TARGET]Teacher: What does step C say?[/TARGET] Student: [Inaudible]. Student: [Crosstalk] Teacher: Is that flipping?
Teacher: What does step C say? Student: [Inaudible]. Student: [Crosstalk]  [TARGET]Teacher: Is that flipping?[/TARGET] Teacher: Do you do flipping first or is there something else you have to do before the flipping? Student: You've got to [inaudible]. Student: [Crosstalk]
Student: [Inaudible]. Student: [Crosstalk] Teacher: Is that flipping?  [TARGET]Teacher: Do you do flipping first or is there something else you have to do before the flipping?[/TARGET] Student: You've got to [inaudible]. Student: [Crosstalk] Teacher: No, no, read it.
Student: [Crosstalk] Teacher: No, no, read it. Teacher: [Crosstalk]  [TARGET]Teacher: Very good.[/TARGET] Teacher: Then you flip. Teacher: Excuse me, Student D.  Excuse me. Teacher: [Inaudible].
Teacher: No, no, read it. Teacher: [Crosstalk] Teacher: Very good.  [TARGET]Teacher: Then you flip.[/TARGET] Teacher: Excuse me, Student D.  Excuse me. Teacher: [Inaudible]. Teacher: What does number three say?
Teacher: Then you flip. Teacher: Excuse me, Student D.  Excuse me. Teacher: [Inaudible].  [TARGET]Teacher: What does number three say?[/TARGET] Student: Rewrite the fractions - Teacher: Number three. Student: Multiply [inaudible].
Teacher: [Inaudible]. Teacher: What does number three say? Student: Rewrite the fractions -  [TARGET]Teacher: Number three.[/TARGET] Student: Multiply [inaudible]. Student: [Crosstalk] Teacher: Okay.
Student: Multiply [inaudible]. Student: [Crosstalk] Teacher: Okay.  [TARGET]Teacher: Did we do that?[/TARGET] Student: Yes. Teacher: Are you B? Teacher: What does B say now - I mean step 4?
Teacher: Did we do that? Student: Yes. Teacher: Are you B?  [TARGET]Teacher: What does B say now - I mean step 4?[/TARGET] Teacher: What does step 4 say? Teacher: [Crosstalk] Teacher: What does step 4 say?
Student: Yes. Teacher: Are you B? Teacher: What does B say now - I mean step 4?  [TARGET]Teacher: What does step 4 say?[/TARGET] Teacher: [Crosstalk] Teacher: What does step 4 say? Student: You've got to reduce the -
Teacher: What does B say now - I mean step 4? Teacher: What does step 4 say? Teacher: [Crosstalk]  [TARGET]Teacher: What does step 4 say?[/TARGET] Student: You've got to reduce the - Student: [Inaudible]. Student: You've got to reduce the problem, reduce the fraction [inaudible].
Teacher: What did you all do here? Teacher: Who read the steps? Student: [Inaudible].  [TARGET]Teacher: What does step one say you should do?[/TARGET] Teacher: [Crosstalk] Teacher: What does that mean? Teacher: [Crosstalk]
Student: [Inaudible]. Teacher: What does step one say you should do? Teacher: [Crosstalk]  [TARGET]Teacher: What does that mean?[/TARGET] Teacher: [Crosstalk] Teacher: Excuse me. Teacher: What does step two say you should do?
Teacher: What does that mean? Teacher: [Crosstalk] Teacher: Excuse me.  [TARGET]Teacher: What does step two say you should do?[/TARGET] Student: [Inaudible]. Student: [Crosstalk] Student: I done with it.
Teacher: You finished question seven? Student: You didn't say question seven. Student: [Crosstalk]  [TARGET]Teacher: What is the question?[/TARGET] Student: [Inaudible]. Teacher: And does that mean? Student: That means that you didn't know what type of fraction it is that you're about to divide.
Student: [Crosstalk] Teacher: What is the question? Student: [Inaudible].  [TARGET]Teacher: And does that mean?[/TARGET] Student: That means that you didn't know what type of fraction it is that you're about to divide. Teacher: What are the types of fractions? Teacher: What are the types of fractions?
Student: [Inaudible]. Teacher: And does that mean? Student: That means that you didn't know what type of fraction it is that you're about to divide.  [TARGET]Teacher: What are the types of fractions?[/TARGET] Teacher: What are the types of fractions? Student: Proper, mixed numbers - Student: [Inaudible].
Teacher: And does that mean? Student: That means that you didn't know what type of fraction it is that you're about to divide. Teacher: What are the types of fractions?  [TARGET]Teacher: What are the types of fractions?[/TARGET] Student: Proper, mixed numbers - Student: [Inaudible]. Student: And that's it.
Student: Proper, mixed numbers - Student: [Inaudible]. Student: And that's it.  [TARGET]Teacher: Is there a possibility of [inaudible] a whole number in a question like this?[/TARGET] Student: Yes it is a possibility. Teacher: Okay. Teacher: Now, what does step two say?
Teacher: Is there a possibility of [inaudible] a whole number in a question like this? Student: Yes it is a possibility. Teacher: Okay.  [TARGET]Teacher: Now, what does step two say?[/TARGET] Student: Step two says rewrite the fraction and multiplication sign and reciprocal, and in parentheses, a flip of - Teacher: When they put parentheses there like this, what does that mean? Teacher: He's saying reciprocal or what?
Teacher: Okay. Teacher: Now, what does step two say? Student: Step two says rewrite the fraction and multiplication sign and reciprocal, and in parentheses, a flip of -  [TARGET]Teacher: When they put parentheses there like this, what does that mean?[/TARGET] Teacher: He's saying reciprocal or what? Student: Flip. Teacher: Flip.
Teacher: Now, what does step two say? Student: Step two says rewrite the fraction and multiplication sign and reciprocal, and in parentheses, a flip of - Teacher: When they put parentheses there like this, what does that mean?  [TARGET]Teacher: He's saying reciprocal or what?[/TARGET] Student: Flip. Teacher: Flip. Teacher: And after that, of what, of the second what, fraction?
Teacher: When they put parentheses there like this, what does that mean? Teacher: He's saying reciprocal or what? Student: Flip.  [TARGET]Teacher: Flip.[/TARGET] Teacher: And after that, of what, of the second what, fraction? Teacher: Let me see what you did in question 6. Teacher: Rewrite question 6 right here.
Teacher: He's saying reciprocal or what? Student: Flip. Teacher: Flip.  [TARGET]Teacher: And after that, of what, of the second what, fraction?[/TARGET] Teacher: Let me see what you did in question 6. Teacher: Rewrite question 6 right here. Teacher: [Crosstalk]
Teacher: Let me see what you did in question 6. Teacher: Rewrite question 6 right here. Teacher: [Crosstalk]  [TARGET]Teacher: What is your answer to question number six?[/TARGET] Teacher: [Crosstalk] Teacher: Did everybody get that answer here? Student: Yep.
Teacher: I want A to lead the discussion. Teacher: [Crosstalk] Teacher: Write this question please, Student D.  You may want to write it on the top.  [TARGET]Teacher: Write it on the top so you have more space to work down.[/TARGET] Teacher: Very good. Teacher: Why were you expecting him to get a different answer? Teacher: What is wrong if you got the same answer?
Teacher: [Crosstalk] Teacher: Write this question please, Student D.  You may want to write it on the top. Teacher: Write it on the top so you have more space to work down.  [TARGET]Teacher: Very good.[/TARGET] Teacher: Why were you expecting him to get a different answer? Teacher: What is wrong if you got the same answer? Student: [Inaudible].
Teacher: Write this question please, Student D.  You may want to write it on the top. Teacher: Write it on the top so you have more space to work down. Teacher: Very good.  [TARGET]Teacher: Why were you expecting him to get a different answer?[/TARGET] Teacher: What is wrong if you got the same answer? Student: [Inaudible]. Teacher: Okay.
Teacher: Write it on the top so you have more space to work down. Teacher: Very good. Teacher: Why were you expecting him to get a different answer?  [TARGET]Teacher: What is wrong if you got the same answer?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: [Crosstalk]
Teacher: Okay. Teacher: [Crosstalk] Teacher: Okay.  [TARGET]Teacher: 1 and 2.[/TARGET] Teacher: I'm going to call on A, one A to share from here. Teacher: I'm gonna call on one B to share from here. Student: I'm a B.
Student: [Applause] Student: [Crosstalk] Teacher: 1 and 2 and 3.  [TARGET]Teacher: [Inaudible] what, a roller coaster?[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: Everybody ready?
Teacher: Everybody ready? Teacher: [Crosstalk] Multiple Students: Clickety-clack, clickety-clack [inaudible], whoo.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: [Crosstalk] Teacher: That was really, really good, and you can see that she followed all the steps. Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right.
Multiple Students: Clickety-clack, clickety-clack [inaudible], whoo. Teacher: Thank you. Teacher: [Crosstalk]  [TARGET]Teacher: That was really, really good, and you can see that she followed all the steps.[/TARGET] Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right. Teacher: Now, everybody, we go back now to the first question that I put on the board. Teacher: I know some of you got it right and we'll just quickly do that.
Teacher: Thank you. Teacher: [Crosstalk] Teacher: That was really, really good, and you can see that she followed all the steps.  [TARGET]Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right.[/TARGET] Teacher: Now, everybody, we go back now to the first question that I put on the board. Teacher: I know some of you got it right and we'll just quickly do that. Teacher: Excuse me.
[TARGET]Teacher: All right, remember yesterday, boys and girls, we started off with the patterns that we used.[/TARGET] Teacher: We identified the numbers in a series from one of our patterns. Teacher: We also looked at the shapes. Teacher: Some of them made different shapes.
Teacher: All right, remember yesterday, boys and girls, we started off with the patterns that we used.  [TARGET]Teacher: We identified the numbers in a series from one of our patterns.[/TARGET] Teacher: We also looked at the shapes. Teacher: Some of them made different shapes. Teacher: Today we're gonna talk about patterns in a particular position.
Teacher: All right, remember yesterday, boys and girls, we started off with the patterns that we used. Teacher: We identified the numbers in a series from one of our patterns.  [TARGET]Teacher: We also looked at the shapes.[/TARGET] Teacher: Some of them made different shapes. Teacher: Today we're gonna talk about patterns in a particular position. Teacher: We're also gonna talk about using a certain rule to find a certain number.
Teacher: All right, remember yesterday, boys and girls, we started off with the patterns that we used. Teacher: We identified the numbers in a series from one of our patterns. Teacher: We also looked at the shapes.  [TARGET]Teacher: Some of them made different shapes.[/TARGET] Teacher: Today we're gonna talk about patterns in a particular position. Teacher: We're also gonna talk about using a certain rule to find a certain number. Teacher: So what do I do?
Teacher: We identified the numbers in a series from one of our patterns. Teacher: We also looked at the shapes. Teacher: Some of them made different shapes.  [TARGET]Teacher: Today we're gonna talk about patterns in a particular position.[/TARGET] Teacher: We're also gonna talk about using a certain rule to find a certain number. Teacher: So what do I do? Teacher: I have three "I dos," and then we have three "we dos."  Then I'm gonna send you to your desk to do the "we do."  Pay attention.
Teacher: We also looked at the shapes. Teacher: Some of them made different shapes. Teacher: Today we're gonna talk about patterns in a particular position.  [TARGET]Teacher: We're also gonna talk about using a certain rule to find a certain number.[/TARGET] Teacher: So what do I do? Teacher: I have three "I dos," and then we have three "we dos."  Then I'm gonna send you to your desk to do the "we do."  Pay attention. Teacher: The first one is this.
Teacher: Some of them made different shapes. Teacher: Today we're gonna talk about patterns in a particular position. Teacher: We're also gonna talk about using a certain rule to find a certain number.  [TARGET]Teacher: So what do I do?[/TARGET] Teacher: I have three "I dos," and then we have three "we dos."  Then I'm gonna send you to your desk to do the "we do."  Pay attention. Teacher: The first one is this. Teacher: In a [inaudible], which shape would be the 99th?
Teacher: We're also gonna talk about using a certain rule to find a certain number. Teacher: So what do I do? Teacher: I have three "I dos," and then we have three "we dos."  Then I'm gonna send you to your desk to do the "we do."  Pay attention.  [TARGET]Teacher: The first one is this.[/TARGET] Teacher: In a [inaudible], which shape would be the 99th? Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond. Teacher: So the pattern repeats itself and it goes on and on.
Teacher: So what do I do? Teacher: I have three "I dos," and then we have three "we dos."  Then I'm gonna send you to your desk to do the "we do."  Pay attention. Teacher: The first one is this.  [TARGET]Teacher: In a [inaudible], which shape would be the 99th?[/TARGET] Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond. Teacher: So the pattern repeats itself and it goes on and on. Teacher: Which shape, Student L, will be in the 99th position?
Teacher: I have three "I dos," and then we have three "we dos."  Then I'm gonna send you to your desk to do the "we do."  Pay attention. Teacher: The first one is this. Teacher: In a [inaudible], which shape would be the 99th?  [TARGET]Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond.[/TARGET] Teacher: So the pattern repeats itself and it goes on and on. Teacher: Which shape, Student L, will be in the 99th position? Teacher: So [according to this] [inaudible], we can use math to solve it.
Teacher: The first one is this. Teacher: In a [inaudible], which shape would be the 99th? Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond.  [TARGET]Teacher: So the pattern repeats itself and it goes on and on.[/TARGET] Teacher: Which shape, Student L, will be in the 99th position? Teacher: So [according to this] [inaudible], we can use math to solve it. Teacher: Shhh.
Teacher: In a [inaudible], which shape would be the 99th? Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond. Teacher: So the pattern repeats itself and it goes on and on.  [TARGET]Teacher: Which shape, Student L, will be in the 99th position?[/TARGET] Teacher: So [according to this] [inaudible], we can use math to solve it. Teacher: Shhh. Teacher: Pay attention.
Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond. Teacher: So the pattern repeats itself and it goes on and on. Teacher: Which shape, Student L, will be in the 99th position?  [TARGET]Teacher: So [according to this] [inaudible], we can use math to solve it.[/TARGET] Teacher: Shhh. Teacher: Pay attention. Teacher: So step one, what you're gonna do is identify one set.
Teacher: So [according to this] [inaudible], we can use math to solve it. Teacher: Shhh. Teacher: Pay attention.  [TARGET]Teacher: So step one, what you're gonna do is identify one set.[/TARGET] Teacher: That means identify one complete set. Teacher: One complete set is square, circle, triangle, diamond. Teacher: So this is one complete set.
Teacher: Shhh. Teacher: Pay attention. Teacher: So step one, what you're gonna do is identify one set.  [TARGET]Teacher: That means identify one complete set.[/TARGET] Teacher: One complete set is square, circle, triangle, diamond. Teacher: So this is one complete set. Teacher: You see the other set, same thing.
Teacher: Pay attention. Teacher: So step one, what you're gonna do is identify one set. Teacher: That means identify one complete set.  [TARGET]Teacher: One complete set is square, circle, triangle, diamond.[/TARGET] Teacher: So this is one complete set. Teacher: You see the other set, same thing. Teacher: It repeats.
Teacher: So step one, what you're gonna do is identify one set. Teacher: That means identify one complete set. Teacher: One complete set is square, circle, triangle, diamond.  [TARGET]Teacher: So this is one complete set.[/TARGET] Teacher: You see the other set, same thing. Teacher: It repeats. Teacher: Now step two says: count the number of shapes in the set.
Teacher: That means identify one complete set. Teacher: One complete set is square, circle, triangle, diamond. Teacher: So this is one complete set.  [TARGET]Teacher: You see the other set, same thing.[/TARGET] Teacher: It repeats. Teacher: Now step two says: count the number of shapes in the set. Teacher: So I have one, two, three, four.
Teacher: One complete set is square, circle, triangle, diamond. Teacher: So this is one complete set. Teacher: You see the other set, same thing.  [TARGET]Teacher: It repeats.[/TARGET] Teacher: Now step two says: count the number of shapes in the set. Teacher: So I have one, two, three, four. Teacher: In a complete set, I have four shapes in a complete set.
Teacher: So this is one complete set. Teacher: You see the other set, same thing. Teacher: It repeats.  [TARGET]Teacher: Now step two says: count the number of shapes in the set.[/TARGET] Teacher: So I have one, two, three, four. Teacher: In a complete set, I have four shapes in a complete set. Teacher: Student C, we're watching right now.
Teacher: You see the other set, same thing. Teacher: It repeats. Teacher: Now step two says: count the number of shapes in the set.  [TARGET]Teacher: So I have one, two, three, four.[/TARGET] Teacher: In a complete set, I have four shapes in a complete set. Teacher: Student C, we're watching right now. Teacher: Student L, we're watching.
Teacher: It repeats. Teacher: Now step two says: count the number of shapes in the set. Teacher: So I have one, two, three, four.  [TARGET]Teacher: In a complete set, I have four shapes in a complete set.[/TARGET] Teacher: Student C, we're watching right now. Teacher: Student L, we're watching. Teacher: Put the pencil down.
Teacher: Student C, we're watching right now. Teacher: Student L, we're watching. Teacher: Put the pencil down.  [TARGET]Teacher: So we've got the number in the set.[/TARGET] Teacher: You're going to do step three. Teacher: You're going to divide the number or the position you're looking for by the number of items in your set. Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set.
Teacher: Put the pencil down. Teacher: So we've got the number in the set. Teacher: You're going to do step three.  [TARGET]Teacher: You're going to divide the number or the position you're looking for by the number of items in your set.[/TARGET] Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set. Teacher: So if we divide 99 divided by 4 we will get - hold on. Teacher: We're looking for the 99th position or 99th shape, divided by 4.
Teacher: So we've got the number in the set. Teacher: You're going to do step three. Teacher: You're going to divide the number or the position you're looking for by the number of items in your set.  [TARGET]Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set.[/TARGET] Teacher: So if we divide 99 divided by 4 we will get - hold on. Teacher: We're looking for the 99th position or 99th shape, divided by 4. Teacher: So 4 goes into 9 twice.
Teacher: You're going to do step three. Teacher: You're going to divide the number or the position you're looking for by the number of items in your set. Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set.  [TARGET]Teacher: So if we divide 99 divided by 4 we will get - hold on.[/TARGET] Teacher: We're looking for the 99th position or 99th shape, divided by 4. Teacher: So 4 goes into 9 twice. Teacher: 2 times 4 is 8.
Teacher: You're going to divide the number or the position you're looking for by the number of items in your set. Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set. Teacher: So if we divide 99 divided by 4 we will get - hold on.  [TARGET]Teacher: We're looking for the 99th position or 99th shape, divided by 4.[/TARGET] Teacher: So 4 goes into 9 twice. Teacher: 2 times 4 is 8. Teacher: 9 minus 8 is 1.
Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set. Teacher: So if we divide 99 divided by 4 we will get - hold on. Teacher: We're looking for the 99th position or 99th shape, divided by 4.  [TARGET]Teacher: So 4 goes into 9 twice.[/TARGET] Teacher: 2 times 4 is 8. Teacher: 9 minus 8 is 1. Teacher: Bring down the 9.
Teacher: So if we divide 99 divided by 4 we will get - hold on. Teacher: We're looking for the 99th position or 99th shape, divided by 4. Teacher: So 4 goes into 9 twice.  [TARGET]Teacher: 2 times 4 is 8.[/TARGET] Teacher: 9 minus 8 is 1. Teacher: Bring down the 9. Teacher: This becomes 19.
Teacher: We're looking for the 99th position or 99th shape, divided by 4. Teacher: So 4 goes into 9 twice. Teacher: 2 times 4 is 8.  [TARGET]Teacher: 9 minus 8 is 1.[/TARGET] Teacher: Bring down the 9. Teacher: This becomes 19. Teacher: So 4 goes into 19 -
Teacher: So 4 goes into 9 twice. Teacher: 2 times 4 is 8. Teacher: 9 minus 8 is 1.  [TARGET]Teacher: Bring down the 9.[/TARGET] Teacher: This becomes 19. Teacher: So 4 goes into 19 - Multiple Students: 4 times.