stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: They planned this at the Northeast Georgia History Center. Teacher: The table shows the budget they made for their expenses. Teacher: So before they ever left, they planned out how they wanted to spend their money.  [TARGET]Teacher: Take a look where it says expense.[/TARGET] Teacher: One of the things that they have to allot their money to is gasoline. Teacher: How much money have they budgeted to spend on gas? Teacher: 30 percent of their money.
Teacher: The table shows the budget they made for their expenses. Teacher: So before they ever left, they planned out how they wanted to spend their money. Teacher: Take a look where it says expense.  [TARGET]Teacher: One of the things that they have to allot their money to is gasoline.[/TARGET] Teacher: How much money have they budgeted to spend on gas? Teacher: 30 percent of their money. Teacher: The next thing they take a look at is the amount of money they needed to spend on food.
Teacher: So before they ever left, they planned out how they wanted to spend their money. Teacher: Take a look where it says expense. Teacher: One of the things that they have to allot their money to is gasoline.  [TARGET]Teacher: How much money have they budgeted to spend on gas?[/TARGET] Teacher: 30 percent of their money. Teacher: The next thing they take a look at is the amount of money they needed to spend on food. Teacher: How much are they going to spend?
Teacher: Take a look where it says expense. Teacher: One of the things that they have to allot their money to is gasoline. Teacher: How much money have they budgeted to spend on gas?  [TARGET]Teacher: 30 percent of their money.[/TARGET] Teacher: The next thing they take a look at is the amount of money they needed to spend on food. Teacher: How much are they going to spend? Multiple Students: 40 percent.
Teacher: One of the things that they have to allot their money to is gasoline. Teacher: How much money have they budgeted to spend on gas? Teacher: 30 percent of their money.  [TARGET]Teacher: The next thing they take a look at is the amount of money they needed to spend on food.[/TARGET] Teacher: How much are they going to spend? Multiple Students: 40 percent. Teacher: Good.
Teacher: How much money have they budgeted to spend on gas? Teacher: 30 percent of their money. Teacher: The next thing they take a look at is the amount of money they needed to spend on food.  [TARGET]Teacher: How much are they going to spend?[/TARGET] Multiple Students: 40 percent. Teacher: Good. Teacher: Admissions, in order to get into the historical center, 10 percent of their total money is going to go to admissions, and then souvenirs, they're going to buy something to take back home.
Teacher: The next thing they take a look at is the amount of money they needed to spend on food. Teacher: How much are they going to spend? Multiple Students: 40 percent.  [TARGET]Teacher: Good.[/TARGET] Teacher: Admissions, in order to get into the historical center, 10 percent of their total money is going to go to admissions, and then souvenirs, they're going to buy something to take back home. Teacher: 20 percent. Teacher: Now whenever we have a circle or pie graph, when you have all of the percents added up, what would you guess it's going to equal?
Teacher: How much are they going to spend? Multiple Students: 40 percent. Teacher: Good.  [TARGET]Teacher: Admissions, in order to get into the historical center, 10 percent of their total money is going to go to admissions, and then souvenirs, they're going to buy something to take back home.[/TARGET] Teacher: 20 percent. Teacher: Now whenever we have a circle or pie graph, when you have all of the percents added up, what would you guess it's going to equal? Multiple Students: 100
Multiple Students: 40 percent. Teacher: Good. Teacher: Admissions, in order to get into the historical center, 10 percent of their total money is going to go to admissions, and then souvenirs, they're going to buy something to take back home.  [TARGET]Teacher: 20 percent.[/TARGET] Teacher: Now whenever we have a circle or pie graph, when you have all of the percents added up, what would you guess it's going to equal? Multiple Students: 100 Teacher: Because we're talking about percent, and we talked about cent stands for 100.
Teacher: Good. Teacher: Admissions, in order to get into the historical center, 10 percent of their total money is going to go to admissions, and then souvenirs, they're going to buy something to take back home. Teacher: 20 percent.  [TARGET]Teacher: Now whenever we have a circle or pie graph, when you have all of the percents added up, what would you guess it's going to equal?[/TARGET] Multiple Students: 100 Teacher: Because we're talking about percent, and we talked about cent stands for 100. Teacher: So per 100.
Teacher: 20 percent. Teacher: Now whenever we have a circle or pie graph, when you have all of the percents added up, what would you guess it's going to equal? Multiple Students: 100  [TARGET]Teacher: Because we're talking about percent, and we talked about cent stands for 100.[/TARGET] Teacher: So per 100. Teacher: In order for us to actually complete our pie graph though, we have to break down that information. Teacher: So look at step one.
Teacher: Now whenever we have a circle or pie graph, when you have all of the percents added up, what would you guess it's going to equal? Multiple Students: 100 Teacher: Because we're talking about percent, and we talked about cent stands for 100.  [TARGET]Teacher: So per 100.[/TARGET] Teacher: In order for us to actually complete our pie graph though, we have to break down that information. Teacher: So look at step one. Teacher: It says they have to write the percent as a decimal.
Multiple Students: 100 Teacher: Because we're talking about percent, and we talked about cent stands for 100. Teacher: So per 100.  [TARGET]Teacher: In order for us to actually complete our pie graph though, we have to break down that information.[/TARGET] Teacher: So look at step one. Teacher: It says they have to write the percent as a decimal. Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal?
Teacher: Because we're talking about percent, and we talked about cent stands for 100. Teacher: So per 100. Teacher: In order for us to actually complete our pie graph though, we have to break down that information.  [TARGET]Teacher: So look at step one.[/TARGET] Teacher: It says they have to write the percent as a decimal. Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal? Teacher: 0.30.
Teacher: So per 100. Teacher: In order for us to actually complete our pie graph though, we have to break down that information. Teacher: So look at step one.  [TARGET]Teacher: It says they have to write the percent as a decimal.[/TARGET] Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal? Teacher: 0.30. Teacher: That's right.
Teacher: In order for us to actually complete our pie graph though, we have to break down that information. Teacher: So look at step one. Teacher: It says they have to write the percent as a decimal.  [TARGET]Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal?[/TARGET] Teacher: 0.30. Teacher: That's right. Teacher: We've converted that to a decimal.
Teacher: So look at step one. Teacher: It says they have to write the percent as a decimal. Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal?  [TARGET]Teacher: 0.30.[/TARGET] Teacher: That's right. Teacher: We've converted that to a decimal. Teacher: Now look at the food.
Teacher: It says they have to write the percent as a decimal. Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal? Teacher: 0.30.  [TARGET]Teacher: That's right.[/TARGET] Teacher: We've converted that to a decimal. Teacher: Now look at the food. Teacher: It was 40 percent.
Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal? Teacher: 0.30. Teacher: That's right.  [TARGET]Teacher: We've converted that to a decimal.[/TARGET] Teacher: Now look at the food. Teacher: It was 40 percent. Teacher: 0.40.
Teacher: 0.30. Teacher: That's right. Teacher: We've converted that to a decimal.  [TARGET]Teacher: Now look at the food.[/TARGET] Teacher: It was 40 percent. Teacher: 0.40. Teacher: Okay, good.
Teacher: That's right. Teacher: We've converted that to a decimal. Teacher: Now look at the food.  [TARGET]Teacher: It was 40 percent.[/TARGET] Teacher: 0.40. Teacher: Okay, good. Teacher: For admissions, 10 percent, 0.10, and then for souvenirs.
Teacher: We've converted that to a decimal. Teacher: Now look at the food. Teacher: It was 40 percent.  [TARGET]Teacher: 0.40.[/TARGET] Teacher: Okay, good. Teacher: For admissions, 10 percent, 0.10, and then for souvenirs. Teacher: 20 percent, 0.20.
Teacher: Now look at the food. Teacher: It was 40 percent. Teacher: 0.40.  [TARGET]Teacher: Okay, good.[/TARGET] Teacher: For admissions, 10 percent, 0.10, and then for souvenirs. Teacher: 20 percent, 0.20. Teacher: So we have the first step completed, but then we're still not finished, because after that we're going to translate it from decimals to degrees, and the reason why we did that is throughout the chapter, these numbers - take a look at the top.
Teacher: It was 40 percent. Teacher: 0.40. Teacher: Okay, good.  [TARGET]Teacher: For admissions, 10 percent, 0.10, and then for souvenirs.[/TARGET] Teacher: 20 percent, 0.20. Teacher: So we have the first step completed, but then we're still not finished, because after that we're going to translate it from decimals to degrees, and the reason why we did that is throughout the chapter, these numbers - take a look at the top. Teacher: Those are degrees, and halfway around that circle, we're starting at the corner, you move all the way around, how many degrees are in half the circle?
Teacher: 0.40. Teacher: Okay, good. Teacher: For admissions, 10 percent, 0.10, and then for souvenirs.  [TARGET]Teacher: 20 percent, 0.20.[/TARGET] Teacher: So we have the first step completed, but then we're still not finished, because after that we're going to translate it from decimals to degrees, and the reason why we did that is throughout the chapter, these numbers - take a look at the top. Teacher: Those are degrees, and halfway around that circle, we're starting at the corner, you move all the way around, how many degrees are in half the circle? Multiple Students: 180
Teacher: Okay, good. Teacher: For admissions, 10 percent, 0.10, and then for souvenirs. Teacher: 20 percent, 0.20.  [TARGET]Teacher: So we have the first step completed, but then we're still not finished, because after that we're going to translate it from decimals to degrees, and the reason why we did that is throughout the chapter, these numbers - take a look at the top.[/TARGET] Teacher: Those are degrees, and halfway around that circle, we're starting at the corner, you move all the way around, how many degrees are in half the circle? Multiple Students: 180 Teacher: Good job, which means if they're traveling all the way around the circle, how many degrees are we talking about?
Teacher: For admissions, 10 percent, 0.10, and then for souvenirs. Teacher: 20 percent, 0.20. Teacher: So we have the first step completed, but then we're still not finished, because after that we're going to translate it from decimals to degrees, and the reason why we did that is throughout the chapter, these numbers - take a look at the top.  [TARGET]Teacher: Those are degrees, and halfway around that circle, we're starting at the corner, you move all the way around, how many degrees are in half the circle?[/TARGET] Multiple Students: 180 Teacher: Good job, which means if they're traveling all the way around the circle, how many degrees are we talking about? Teacher: 360 degrees.
Teacher: So we have the first step completed, but then we're still not finished, because after that we're going to translate it from decimals to degrees, and the reason why we did that is throughout the chapter, these numbers - take a look at the top. Teacher: Those are degrees, and halfway around that circle, we're starting at the corner, you move all the way around, how many degrees are in half the circle? Multiple Students: 180  [TARGET]Teacher: Good job, which means if they're traveling all the way around the circle, how many degrees are we talking about?[/TARGET] Teacher: 360 degrees. Teacher: So in order for us to fill in this chart, we have to translate from percent to decimal to degrees, all right? Teacher: Take a look at step two.
Teacher: Those are degrees, and halfway around that circle, we're starting at the corner, you move all the way around, how many degrees are in half the circle? Multiple Students: 180 Teacher: Good job, which means if they're traveling all the way around the circle, how many degrees are we talking about?  [TARGET]Teacher: 360 degrees.[/TARGET] Teacher: So in order for us to fill in this chart, we have to translate from percent to decimal to degrees, all right? Teacher: Take a look at step two. Teacher: To find the number of degrees for each category, we have to know there are 360 degrees in a circle.
Multiple Students: 180 Teacher: Good job, which means if they're traveling all the way around the circle, how many degrees are we talking about? Teacher: 360 degrees.  [TARGET]Teacher: So in order for us to fill in this chart, we have to translate from percent to decimal to degrees, all right?[/TARGET] Teacher: Take a look at step two. Teacher: To find the number of degrees for each category, we have to know there are 360 degrees in a circle. Teacher: Will that ever change?
Teacher: Good job, which means if they're traveling all the way around the circle, how many degrees are we talking about? Teacher: 360 degrees. Teacher: So in order for us to fill in this chart, we have to translate from percent to decimal to degrees, all right?  [TARGET]Teacher: Take a look at step two.[/TARGET] Teacher: To find the number of degrees for each category, we have to know there are 360 degrees in a circle. Teacher: Will that ever change? Multiple Students: No.
Teacher: 360 degrees. Teacher: So in order for us to fill in this chart, we have to translate from percent to decimal to degrees, all right? Teacher: Take a look at step two.  [TARGET]Teacher: To find the number of degrees for each category, we have to know there are 360 degrees in a circle.[/TARGET] Teacher: Will that ever change? Multiple Students: No. Teacher: That's the good news.
Teacher: So in order for us to fill in this chart, we have to translate from percent to decimal to degrees, all right? Teacher: Take a look at step two. Teacher: To find the number of degrees for each category, we have to know there are 360 degrees in a circle.  [TARGET]Teacher: Will that ever change?[/TARGET] Multiple Students: No. Teacher: That's the good news. Teacher: So the formula is we will take 360 degrees, and we're going to multiply that times 0.30, and then we're changing that to degrees which is going to equal 108 degrees.
Teacher: To find the number of degrees for each category, we have to know there are 360 degrees in a circle. Teacher: Will that ever change? Multiple Students: No.  [TARGET]Teacher: That's the good news.[/TARGET] Teacher: So the formula is we will take 360 degrees, and we're going to multiply that times 0.30, and then we're changing that to degrees which is going to equal 108 degrees. Teacher: Does that mean anything to us right now? Multiple Students: No.
Teacher: Will that ever change? Multiple Students: No. Teacher: That's the good news.  [TARGET]Teacher: So the formula is we will take 360 degrees, and we're going to multiply that times 0.30, and then we're changing that to degrees which is going to equal 108 degrees.[/TARGET] Teacher: Does that mean anything to us right now? Multiple Students: No. Teacher: It really doesn't, but it will in just a few minutes.
Multiple Students: No. Teacher: That's the good news. Teacher: So the formula is we will take 360 degrees, and we're going to multiply that times 0.30, and then we're changing that to degrees which is going to equal 108 degrees.  [TARGET]Teacher: Does that mean anything to us right now?[/TARGET] Multiple Students: No. Teacher: It really doesn't, but it will in just a few minutes. Teacher: The food, when we multiplied 360 times 40, we get 144 degrees.
Teacher: So the formula is we will take 360 degrees, and we're going to multiply that times 0.30, and then we're changing that to degrees which is going to equal 108 degrees. Teacher: Does that mean anything to us right now? Multiple Students: No.  [TARGET]Teacher: It really doesn't, but it will in just a few minutes.[/TARGET] Teacher: The food, when we multiplied 360 times 40, we get 144 degrees. Teacher: Look at what's interesting here. Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right?
Teacher: Does that mean anything to us right now? Multiple Students: No. Teacher: It really doesn't, but it will in just a few minutes.  [TARGET]Teacher: The food, when we multiplied 360 times 40, we get 144 degrees.[/TARGET] Teacher: Look at what's interesting here. Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right? Teacher: Take a look.
Multiple Students: No. Teacher: It really doesn't, but it will in just a few minutes. Teacher: The food, when we multiplied 360 times 40, we get 144 degrees.  [TARGET]Teacher: Look at what's interesting here.[/TARGET] Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right? Teacher: Take a look. Teacher: So now let's translate 10 percent, 36 degrees, and 72 percent when we multiply 360 times that decimal number.
Teacher: It really doesn't, but it will in just a few minutes. Teacher: The food, when we multiplied 360 times 40, we get 144 degrees. Teacher: Look at what's interesting here.  [TARGET]Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right?[/TARGET] Teacher: Take a look. Teacher: So now let's translate 10 percent, 36 degrees, and 72 percent when we multiply 360 times that decimal number. Teacher: Yes?
Teacher: Look at what's interesting here. Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right? Teacher: Take a look.  [TARGET]Teacher: So now let's translate 10 percent, 36 degrees, and 72 percent when we multiply 360 times that decimal number.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: You are not.
Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right? Teacher: Take a look. Teacher: So now let's translate 10 percent, 36 degrees, and 72 percent when we multiply 360 times that decimal number.  [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible]. Teacher: You are not. Teacher: Right now I just want you to watch, all right?
Student: [Inaudible]. Teacher: You are not. Teacher: Right now I just want you to watch, all right?  [TARGET]Teacher: The main thing is I want you to understand the steps.[/TARGET] Teacher: Go from percent, to decimal, to degrees, and this is when we've multiplied it times 360 degrees. Teacher: We multiplied this number, okay? Teacher: Take a look now at step three.
Teacher: You are not. Teacher: Right now I just want you to watch, all right? Teacher: The main thing is I want you to understand the steps.  [TARGET]Teacher: Go from percent, to decimal, to degrees, and this is when we've multiplied it times 360 degrees.[/TARGET] Teacher: We multiplied this number, okay? Teacher: Take a look now at step three. Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money.
Teacher: Right now I just want you to watch, all right? Teacher: The main thing is I want you to understand the steps. Teacher: Go from percent, to decimal, to degrees, and this is when we've multiplied it times 360 degrees.  [TARGET]Teacher: We multiplied this number, okay?[/TARGET] Teacher: Take a look now at step three. Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money. Teacher: Take a look.
Teacher: The main thing is I want you to understand the steps. Teacher: Go from percent, to decimal, to degrees, and this is when we've multiplied it times 360 degrees. Teacher: We multiplied this number, okay?  [TARGET]Teacher: Take a look now at step three.[/TARGET] Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money. Teacher: Take a look. Teacher: It says begin by marking off 108 degrees on the circle.
Teacher: Go from percent, to decimal, to degrees, and this is when we've multiplied it times 360 degrees. Teacher: We multiplied this number, okay? Teacher: Take a look now at step three.  [TARGET]Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money.[/TARGET] Teacher: Take a look. Teacher: It says begin by marking off 108 degrees on the circle. Teacher: Please watch.
Teacher: Take a look now at step three. Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money. Teacher: Take a look.  [TARGET]Teacher: It says begin by marking off 108 degrees on the circle.[/TARGET] Teacher: Please watch. Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens. Teacher: Do you see that on your protractor?
Teacher: Take a look. Teacher: It says begin by marking off 108 degrees on the circle. Teacher: Please watch.  [TARGET]Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens.[/TARGET] Teacher: Do you see that on your protractor? Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide. Teacher: I apologize.
Teacher: It says begin by marking off 108 degrees on the circle. Teacher: Please watch. Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens.  [TARGET]Teacher: Do you see that on your protractor?[/TARGET] Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide. Teacher: I apologize. Teacher: It's taking it up.
Teacher: Please watch. Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens. Teacher: Do you see that on your protractor?  [TARGET]Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide.[/TARGET] Teacher: I apologize. Teacher: It's taking it up. Teacher: Do you see where I made this circle in the middle?
Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens. Teacher: Do you see that on your protractor? Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide.  [TARGET]Teacher: I apologize.[/TARGET] Teacher: It's taking it up. Teacher: Do you see where I made this circle in the middle? Teacher: Do you see where I made the circle where 108 would go?