stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: [Crosstalk] Student: [Inaudible]. Teacher: So you have your three wholes represented by circles.  [TARGET]Teacher: You have cut them all in half, and then if you count your halves you've got six.[/TARGET] Teacher: So we just divided our three in half. Teacher: Now when I say: how many 2s in 10, what are we really doing? Student: Dividing.
Student: [Inaudible]. Teacher: So you have your three wholes represented by circles. Teacher: You have cut them all in half, and then if you count your halves you've got six.  [TARGET]Teacher: So we just divided our three in half.[/TARGET] Teacher: Now when I say: how many 2s in 10, what are we really doing? Student: Dividing. Teacher: We're dividing.
Teacher: So you have your three wholes represented by circles. Teacher: You have cut them all in half, and then if you count your halves you've got six. Teacher: So we just divided our three in half.  [TARGET]Teacher: Now when I say: how many 2s in 10, what are we really doing?[/TARGET] Student: Dividing. Teacher: We're dividing. Teacher: We're dividing 10 into how many parts of 2?
Teacher: So we just divided our three in half. Teacher: Now when I say: how many 2s in 10, what are we really doing? Student: Dividing.  [TARGET]Teacher: We're dividing.[/TARGET] Teacher: We're dividing 10 into how many parts of 2? Teacher: I'm sorry. Teacher: Excuse me.
Teacher: Now when I say: how many 2s in 10, what are we really doing? Student: Dividing. Teacher: We're dividing.  [TARGET]Teacher: We're dividing 10 into how many parts of 2?[/TARGET] Teacher: I'm sorry. Teacher: Excuse me. Teacher: I have people continuing to disrespect me during this lesson.
Teacher: I have a few word problems that we're going to do together real quick. Teacher: Let me post this on the board and we'll talk about them. Teacher: Student D, you and I have already talked several times today.  [TARGET]Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy?[/TARGET] Multiple Students: 5 Teacher: Important information, we want to make two-pound boxes. Teacher: We have 10 pounds total.
Teacher: Student D, you and I have already talked several times today. Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy? Multiple Students: 5  [TARGET]Teacher: Important information, we want to make two-pound boxes.[/TARGET] Teacher: We have 10 pounds total. Teacher: Somebody raise your hand and walk me through. Teacher: How do we solve this?
Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy? Multiple Students: 5 Teacher: Important information, we want to make two-pound boxes.  [TARGET]Teacher: We have 10 pounds total.[/TARGET] Teacher: Somebody raise your hand and walk me through. Teacher: How do we solve this? Teacher: Student D.
Teacher: Important information, we want to make two-pound boxes. Teacher: We have 10 pounds total. Teacher: Somebody raise your hand and walk me through.  [TARGET]Teacher: How do we solve this?[/TARGET] Teacher: Student D. Student: [Inaudible]. Teacher: Okay, good.
Teacher: We have 10 pounds total. Teacher: Somebody raise your hand and walk me through. Teacher: How do we solve this?  [TARGET]Teacher: Student D.[/TARGET] Student: [Inaudible]. Teacher: Okay, good. Teacher: We see how many 2s can go into 10.
Teacher: How do we solve this? Teacher: Student D. Student: [Inaudible].  [TARGET]Teacher: Okay, good.[/TARGET] Teacher: We see how many 2s can go into 10. Teacher: If we had, say, each one of these squares was a pound, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, okay, that is 10 pounds. Teacher: We want to split them into two-pound boxes.
Teacher: Student D. Student: [Inaudible]. Teacher: Okay, good.  [TARGET]Teacher: We see how many 2s can go into 10.[/TARGET] Teacher: If we had, say, each one of these squares was a pound, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, okay, that is 10 pounds. Teacher: We want to split them into two-pound boxes. Teacher: So here's one box, two boxes, three boxes, four boxes, five.
Student: [Inaudible]. Teacher: Okay, good. Teacher: We see how many 2s can go into 10.  [TARGET]Teacher: If we had, say, each one of these squares was a pound, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, okay, that is 10 pounds.[/TARGET] Teacher: We want to split them into two-pound boxes. Teacher: So here's one box, two boxes, three boxes, four boxes, five. Teacher: A shortcut way, we could just divide.
Teacher: Okay, good. Teacher: We see how many 2s can go into 10. Teacher: If we had, say, each one of these squares was a pound, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, okay, that is 10 pounds.  [TARGET]Teacher: We want to split them into two-pound boxes.[/TARGET] Teacher: So here's one box, two boxes, three boxes, four boxes, five. Teacher: A shortcut way, we could just divide. Teacher: We could say 10 divided by 2 is -
Teacher: We see how many 2s can go into 10. Teacher: If we had, say, each one of these squares was a pound, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, okay, that is 10 pounds. Teacher: We want to split them into two-pound boxes.  [TARGET]Teacher: So here's one box, two boxes, three boxes, four boxes, five.[/TARGET] Teacher: A shortcut way, we could just divide. Teacher: We could say 10 divided by 2 is - Multiple Students: 5
Teacher: If we had, say, each one of these squares was a pound, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, okay, that is 10 pounds. Teacher: We want to split them into two-pound boxes. Teacher: So here's one box, two boxes, three boxes, four boxes, five.  [TARGET]Teacher: A shortcut way, we could just divide.[/TARGET] Teacher: We could say 10 divided by 2 is - Multiple Students: 5 Teacher: Okay.
Teacher: We want to split them into two-pound boxes. Teacher: So here's one box, two boxes, three boxes, four boxes, five. Teacher: A shortcut way, we could just divide.  [TARGET]Teacher: We could say 10 divided by 2 is -[/TARGET] Multiple Students: 5 Teacher: Okay. Teacher: These numbers should look familiar.
Teacher: We could say 10 divided by 2 is - Multiple Students: 5 Teacher: Okay.  [TARGET]Teacher: These numbers should look familiar.[/TARGET] Teacher: Again, I have a few people who are having side conversations. Teacher: I need your eyes up here. Teacher: Thank you.
Teacher: Thank you. Teacher: Thank you, Student P.  Student J, I need your eyes please. Teacher: Thank you, Student M.  [TARGET]Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy?[/TARGET] Teacher: Again, this should look familiar. Teacher: Think about what you do. Teacher: Three pounds, 1, 2, 3, and we're splitting them in half.
Teacher: Thank you, Student P.  Student J, I need your eyes please. Teacher: Thank you, Student M. Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy?  [TARGET]Teacher: Again, this should look familiar.[/TARGET] Teacher: Think about what you do. Teacher: Three pounds, 1, 2, 3, and we're splitting them in half. Teacher: We have a total of -
Teacher: Thank you, Student M. Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy? Teacher: Again, this should look familiar.  [TARGET]Teacher: Think about what you do.[/TARGET] Teacher: Three pounds, 1, 2, 3, and we're splitting them in half. Teacher: We have a total of - Multiple Students: 6
Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy? Teacher: Again, this should look familiar. Teacher: Think about what you do.  [TARGET]Teacher: Three pounds, 1, 2, 3, and we're splitting them in half.[/TARGET] Teacher: We have a total of - Multiple Students: 6 Multiple Students: [Crosstalk]
Teacher: Again, this should look familiar. Teacher: Think about what you do. Teacher: Three pounds, 1, 2, 3, and we're splitting them in half.  [TARGET]Teacher: We have a total of -[/TARGET] Multiple Students: 6 Multiple Students: [Crosstalk] Teacher: This one I want you to work out on your own.
Multiple Students: [Crosstalk] Teacher: This one I want you to work out on your own. Teacher: Do not use these numbers.  [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible]. Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy?
Teacher: Do not use these numbers. Teacher: Yes? Student: [Inaudible].  [TARGET]Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy?[/TARGET] Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: Try and draw a picture for yourself to solve this. Teacher: Everyone should be trying to solve this problem right now.
Teacher: Yes? Student: [Inaudible]. Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy?  [TARGET]Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy?[/TARGET] Teacher: Try and draw a picture for yourself to solve this. Teacher: Everyone should be trying to solve this problem right now. Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy?
Student: [Inaudible]. Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy?  [TARGET]Teacher: Try and draw a picture for yourself to solve this.[/TARGET] Teacher: Everyone should be trying to solve this problem right now. Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy? Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know.
Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: Try and draw a picture for yourself to solve this. Teacher: Everyone should be trying to solve this problem right now.  [TARGET]Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy?[/TARGET] Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know. Teacher: Let me see you working on this problem please. Teacher: [Crosstalk]
Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know. Teacher: Let me see you working on this problem please. Teacher: [Crosstalk]  [TARGET]Teacher: Think about how we solved our first on by splitting in halves.[/TARGET] Teacher: How can we do this? Teacher: [Crosstalk] Teacher: Try and draw a picture, folks.
Teacher: Let me see you working on this problem please. Teacher: [Crosstalk] Teacher: Think about how we solved our first on by splitting in halves.  [TARGET]Teacher: How can we do this?[/TARGET] Teacher: [Crosstalk] Teacher: Try and draw a picture, folks. Teacher: [Crosstalk]
Teacher: Think about how we solved our first on by splitting in halves. Teacher: How can we do this? Teacher: [Crosstalk]  [TARGET]Teacher: Try and draw a picture, folks.[/TARGET] Teacher: [Crosstalk] Teacher: The conversations I'm hearing should be about this problem. Teacher: I know we're not talking about other things.
Teacher: [Crosstalk] Teacher: The conversations I'm hearing should be about this problem. Teacher: I know we're not talking about other things.  [TARGET]Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy.[/TARGET] Teacher: Here's six of them. Teacher: We want to split our pounds of candy, our six pounds of candy into boxes that each have three-quarters of a pound. Teacher: Student S and Student J, are you with me?
Teacher: The conversations I'm hearing should be about this problem. Teacher: I know we're not talking about other things. Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy.  [TARGET]Teacher: Here's six of them.[/TARGET] Teacher: We want to split our pounds of candy, our six pounds of candy into boxes that each have three-quarters of a pound. Teacher: Student S and Student J, are you with me? Student: Yes.
Teacher: I know we're not talking about other things. Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy. Teacher: Here's six of them.  [TARGET]Teacher: We want to split our pounds of candy, our six pounds of candy into boxes that each have three-quarters of a pound.[/TARGET] Teacher: Student S and Student J, are you with me? Student: Yes. Student: [Crosstalk]
Teacher: Student S and Student J, are you with me? Student: Yes. Student: [Crosstalk]  [TARGET]Teacher: What I would do is split each of my six pounds into quarters, into fourths.[/TARGET] Teacher: You follow me so far? Student: Yeah. Teacher: I want to put 1, 2, 3 quarters of a pound into each box.
Student: Yes. Student: [Crosstalk] Teacher: What I would do is split each of my six pounds into quarters, into fourths.  [TARGET]Teacher: You follow me so far?[/TARGET] Student: Yeah. Teacher: I want to put 1, 2, 3 quarters of a pound into each box. Teacher: So would you agree that, 1, 2, 3, three-quarters, that that would fill one box?
Teacher: What I would do is split each of my six pounds into quarters, into fourths. Teacher: You follow me so far? Student: Yeah.  [TARGET]Teacher: I want to put 1, 2, 3 quarters of a pound into each box.[/TARGET] Teacher: So would you agree that, 1, 2, 3, three-quarters, that that would fill one box? Student: Yes. Teacher: We're trying to make three-quarter pound boxes.
Teacher: You follow me so far? Student: Yeah. Teacher: I want to put 1, 2, 3 quarters of a pound into each box.  [TARGET]Teacher: So would you agree that, 1, 2, 3, three-quarters, that that would fill one box?[/TARGET] Student: Yes. Teacher: We're trying to make three-quarter pound boxes. Student: Yes.
Teacher: I want to put 1, 2, 3 quarters of a pound into each box. Teacher: So would you agree that, 1, 2, 3, three-quarters, that that would fill one box? Student: Yes.  [TARGET]Teacher: We're trying to make three-quarter pound boxes.[/TARGET] Student: Yes. Teacher: So I'm gonna have at least six boxes filled, right. Teacher: What about these leftover pieces?
Student: Yes. Teacher: We're trying to make three-quarter pound boxes. Student: Yes.  [TARGET]Teacher: So I'm gonna have at least six boxes filled, right.[/TARGET] Teacher: What about these leftover pieces? Teacher: Do you think we could pack those up in some boxes? Multiple Students: Yes.
Teacher: We're trying to make three-quarter pound boxes. Student: Yes. Teacher: So I'm gonna have at least six boxes filled, right.  [TARGET]Teacher: What about these leftover pieces?[/TARGET] Teacher: Do you think we could pack those up in some boxes? Multiple Students: Yes. Teacher: Why not, right?
Student: Yes. Teacher: So I'm gonna have at least six boxes filled, right. Teacher: What about these leftover pieces?  [TARGET]Teacher: Do you think we could pack those up in some boxes?[/TARGET] Multiple Students: Yes. Teacher: Why not, right? Teacher: There's 1, 2, 3.
Teacher: What about these leftover pieces? Teacher: Do you think we could pack those up in some boxes? Multiple Students: Yes.  [TARGET]Teacher: Why not, right?[/TARGET] Teacher: There's 1, 2, 3. Teacher: That's gonna make a new box. Teacher: 1, 2, 3.
Teacher: Do you think we could pack those up in some boxes? Multiple Students: Yes. Teacher: Why not, right?  [TARGET]Teacher: There's 1, 2, 3.[/TARGET] Teacher: That's gonna make a new box. Teacher: 1, 2, 3. Student: Two wholes.
Multiple Students: Yes. Teacher: Why not, right? Teacher: There's 1, 2, 3.  [TARGET]Teacher: That's gonna make a new box.[/TARGET] Teacher: 1, 2, 3. Student: Two wholes. Teacher: So I've got 1, 2, 3, 4, 5, 6, 7, 8 three-quarter pound boxes that we created out of our six pounds of candy.
Teacher: Why not, right? Teacher: There's 1, 2, 3. Teacher: That's gonna make a new box.  [TARGET]Teacher: 1, 2, 3.[/TARGET] Student: Two wholes. Teacher: So I've got 1, 2, 3, 4, 5, 6, 7, 8 three-quarter pound boxes that we created out of our six pounds of candy. Teacher: [Crosstalk]
Teacher: That's gonna make a new box. Teacher: 1, 2, 3. Student: Two wholes.  [TARGET]Teacher: So I've got 1, 2, 3, 4, 5, 6, 7, 8 three-quarter pound boxes that we created out of our six pounds of candy.[/TARGET] Teacher: [Crosstalk] Teacher: I can tell who's with me by whose eyes are with me here and whose voices are off. Teacher: Thank you those of you who are paying attention and are still trying to learn.
Teacher: Thank you those of you who are paying attention and are still trying to learn. Teacher: Those are the people who are ready for sixth grade; I can tell. Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet.  [TARGET]Teacher: So again, this would be one box.[/TARGET] Teacher: We split it in quarters. Teacher: Then we took three quarters and that fills one box. Teacher: So here's one box that we just filled.
Teacher: Those are the people who are ready for sixth grade; I can tell. Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet. Teacher: So again, this would be one box.  [TARGET]Teacher: We split it in quarters.[/TARGET] Teacher: Then we took three quarters and that fills one box. Teacher: So here's one box that we just filled. Teacher: We did that six times and we were left with one quarter left over in each.
Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet. Teacher: So again, this would be one box. Teacher: We split it in quarters.  [TARGET]Teacher: Then we took three quarters and that fills one box.[/TARGET] Teacher: So here's one box that we just filled. Teacher: We did that six times and we were left with one quarter left over in each. Teacher: So we combined those quarters from three different pounds to make another box.
Teacher: So again, this would be one box. Teacher: We split it in quarters. Teacher: Then we took three quarters and that fills one box.  [TARGET]Teacher: So here's one box that we just filled.[/TARGET] Teacher: We did that six times and we were left with one quarter left over in each. Teacher: So we combined those quarters from three different pounds to make another box. Teacher: So we have 1, 2, 3, 4, 5, 6 boxes and then 7, 8 created from our leftover quarters.
Teacher: We split it in quarters. Teacher: Then we took three quarters and that fills one box. Teacher: So here's one box that we just filled.  [TARGET]Teacher: We did that six times and we were left with one quarter left over in each.[/TARGET] Teacher: So we combined those quarters from three different pounds to make another box. Teacher: So we have 1, 2, 3, 4, 5, 6 boxes and then 7, 8 created from our leftover quarters. Teacher: Could anyone raise their hand and explain that back to us?
Teacher: Then we took three quarters and that fills one box. Teacher: So here's one box that we just filled. Teacher: We did that six times and we were left with one quarter left over in each.  [TARGET]Teacher: So we combined those quarters from three different pounds to make another box.[/TARGET] Teacher: So we have 1, 2, 3, 4, 5, 6 boxes and then 7, 8 created from our leftover quarters. Teacher: Could anyone raise their hand and explain that back to us? Teacher: Does someone feel like they understand and could repeat it to the class?
Teacher: So here's one box that we just filled. Teacher: We did that six times and we were left with one quarter left over in each. Teacher: So we combined those quarters from three different pounds to make another box.  [TARGET]Teacher: So we have 1, 2, 3, 4, 5, 6 boxes and then 7, 8 created from our leftover quarters.[/TARGET] Teacher: Could anyone raise their hand and explain that back to us? Teacher: Does someone feel like they understand and could repeat it to the class? Teacher: [Crosstalk]
Teacher: So we combined those quarters from three different pounds to make another box. Teacher: So we have 1, 2, 3, 4, 5, 6 boxes and then 7, 8 created from our leftover quarters. Teacher: Could anyone raise their hand and explain that back to us?  [TARGET]Teacher: Does someone feel like they understand and could repeat it to the class?[/TARGET] Teacher: [Crosstalk] Teacher: No snacks for four days. Teacher: This is day number one.
Teacher: No snacks for four days. Teacher: This is day number one. Teacher: Student D.  Student D is gonna try.  [TARGET]Teacher: You don't want to explain it?[/TARGET] Teacher: [Crosstalk] Teacher: You're trying to get it? Teacher: Do you want to try and explain it back to us?
Teacher: Student D.  Student D is gonna try. Teacher: You don't want to explain it? Teacher: [Crosstalk]  [TARGET]Teacher: You're trying to get it?[/TARGET] Teacher: Do you want to try and explain it back to us? Teacher: You think you get it? Teacher: [Inaudible].
Teacher: You don't want to explain it? Teacher: [Crosstalk] Teacher: You're trying to get it?  [TARGET]Teacher: Do you want to try and explain it back to us?[/TARGET] Teacher: You think you get it? Teacher: [Inaudible]. Teacher: This says that I have six pounds of candy.
Teacher: [Crosstalk] Teacher: You're trying to get it? Teacher: Do you want to try and explain it back to us?  [TARGET]Teacher: You think you get it?[/TARGET] Teacher: [Inaudible]. Teacher: This says that I have six pounds of candy. Teacher: Student A.
Teacher: Do you want to try and explain it back to us? Teacher: You think you get it? Teacher: [Inaudible].  [TARGET]Teacher: This says that I have six pounds of candy.[/TARGET] Teacher: Student A. Teacher: [Crosstalk] Teacher: Excuse me.
Teacher: You think you get it? Teacher: [Inaudible]. Teacher: This says that I have six pounds of candy.  [TARGET]Teacher: Student A.[/TARGET] Teacher: [Crosstalk] Teacher: Excuse me. Teacher: Put your chair here.
Teacher: Student D, move to the back table. Teacher: [Crosstalk] Student: [Inaudible].  [TARGET]Teacher: Okay, so we took our boxes and we split them to fours.[/TARGET] Teacher: Student E, do you want to take it from there? Student: [Inaudible]. Student: We made one box out of three of them.
Teacher: Student E, do you want to take it from there? Student: [Inaudible]. Student: We made one box out of three of them.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: So here's three-quarters of a pound. Teacher: Maybe if I shade it in you can see. Teacher: Does everybody agree that right now I've shaded three-quarters of a pound of candy?
Student: [Inaudible]. Student: We made one box out of three of them. Teacher: Yeah.  [TARGET]Teacher: So here's three-quarters of a pound.[/TARGET] Teacher: Maybe if I shade it in you can see. Teacher: Does everybody agree that right now I've shaded three-quarters of a pound of candy? Student: Yes.
Student: We made one box out of three of them. Teacher: Yeah. Teacher: So here's three-quarters of a pound.  [TARGET]Teacher: Maybe if I shade it in you can see.[/TARGET] Teacher: Does everybody agree that right now I've shaded three-quarters of a pound of candy? Student: Yes. Teacher: Okay, so that's how much we want to put in one box.
Teacher: Yeah. Teacher: So here's three-quarters of a pound. Teacher: Maybe if I shade it in you can see.  [TARGET]Teacher: Does everybody agree that right now I've shaded three-quarters of a pound of candy?[/TARGET] Student: Yes. Teacher: Okay, so that's how much we want to put in one box. Teacher: So this shaded piece, that's one box of candy that we've boxed up.
Teacher: Maybe if I shade it in you can see. Teacher: Does everybody agree that right now I've shaded three-quarters of a pound of candy? Student: Yes.  [TARGET]Teacher: Okay, so that's how much we want to put in one box.[/TARGET] Teacher: So this shaded piece, that's one box of candy that we've boxed up. Teacher: Pretend we're a shipping company. Teacher: We make candy.