stanford-nlpxed/classroom_management_data huggingface dataset:
Student: If it was one fourth, it would be 25. Student: If was two fourths, then it would be 50. Teacher: Good.  [TARGET]Teacher: Excellent.[/TARGET] Teacher: You guys can also start to memorize one fourth is always equivalent to 0.25, and as Student S mentioned, one half is always equal to 0.50. Teacher: Three fourths is always equal to 0.75. Teacher: That way you don't have to do long division, and you don't even have to break them up as she's saying.
Student: If was two fourths, then it would be 50. Teacher: Good. Teacher: Excellent.  [TARGET]Teacher: You guys can also start to memorize one fourth is always equivalent to 0.25, and as Student S mentioned, one half is always equal to 0.50.[/TARGET] Teacher: Three fourths is always equal to 0.75. Teacher: That way you don't have to do long division, and you don't even have to break them up as she's saying. Teacher: Some of you should just memorize.
Teacher: Good. Teacher: Excellent. Teacher: You guys can also start to memorize one fourth is always equivalent to 0.25, and as Student S mentioned, one half is always equal to 0.50.  [TARGET]Teacher: Three fourths is always equal to 0.75.[/TARGET] Teacher: That way you don't have to do long division, and you don't even have to break them up as she's saying. Teacher: Some of you should just memorize. Teacher: Put the boards down, otherwise I'm taking them away from both of you.
Teacher: Excellent. Teacher: You guys can also start to memorize one fourth is always equivalent to 0.25, and as Student S mentioned, one half is always equal to 0.50. Teacher: Three fourths is always equal to 0.75.  [TARGET]Teacher: That way you don't have to do long division, and you don't even have to break them up as she's saying.[/TARGET] Teacher: Some of you should just memorize. Teacher: Put the boards down, otherwise I'm taking them away from both of you. Student: I said I know the mixed fraction.
Teacher: You guys can also start to memorize one fourth is always equivalent to 0.25, and as Student S mentioned, one half is always equal to 0.50. Teacher: Three fourths is always equal to 0.75. Teacher: That way you don't have to do long division, and you don't even have to break them up as she's saying.  [TARGET]Teacher: Some of you should just memorize.[/TARGET] Teacher: Put the boards down, otherwise I'm taking them away from both of you. Student: I said I know the mixed fraction. Teacher: This is the mixed number here.
Teacher: Some of you should just memorize. Teacher: Put the boards down, otherwise I'm taking them away from both of you. Student: I said I know the mixed fraction.  [TARGET]Teacher: This is the mixed number here.[/TARGET] Student: Not the mixed number, the [inaudible]. Teacher: What's the improper fraction? Student: The improper fraction is six fourths.
Student: I said I know the mixed fraction. Teacher: This is the mixed number here. Student: Not the mixed number, the [inaudible].  [TARGET]Teacher: What's the improper fraction?[/TARGET] Student: The improper fraction is six fourths. Teacher: Not quite. Teacher: I didn't ask that, but since Student S introduced it, what would this be equivalent to if it were an improper fraction?
Student: Not the mixed number, the [inaudible]. Teacher: What's the improper fraction? Student: The improper fraction is six fourths.  [TARGET]Teacher: Not quite.[/TARGET] Teacher: I didn't ask that, but since Student S introduced it, what would this be equivalent to if it were an improper fraction? Teacher: I'm going to move on because it's time to move on, but I'm glad you brought up the point though. Teacher: So Student S, you were I think looking in the right direction.
Teacher: What's the improper fraction? Student: The improper fraction is six fourths. Teacher: Not quite.  [TARGET]Teacher: I didn't ask that, but since Student S introduced it, what would this be equivalent to if it were an improper fraction?[/TARGET] Teacher: I'm going to move on because it's time to move on, but I'm glad you brought up the point though. Teacher: So Student S, you were I think looking in the right direction. Teacher: Denominator times the whole number is what?
Teacher: Not quite. Teacher: I didn't ask that, but since Student S introduced it, what would this be equivalent to if it were an improper fraction? Teacher: I'm going to move on because it's time to move on, but I'm glad you brought up the point though.  [TARGET]Teacher: So Student S, you were I think looking in the right direction.[/TARGET] Teacher: Denominator times the whole number is what? Teacher: 4 times 2 is 9? Student: No, 8.
Teacher: I didn't ask that, but since Student S introduced it, what would this be equivalent to if it were an improper fraction? Teacher: I'm going to move on because it's time to move on, but I'm glad you brought up the point though. Teacher: So Student S, you were I think looking in the right direction.  [TARGET]Teacher: Denominator times the whole number is what?[/TARGET] Teacher: 4 times 2 is 9? Student: No, 8. Teacher: Then you add the numerator of the fraction, and that's how you get the 9, and you are correct.
Teacher: I'm going to move on because it's time to move on, but I'm glad you brought up the point though. Teacher: So Student S, you were I think looking in the right direction. Teacher: Denominator times the whole number is what?  [TARGET]Teacher: 4 times 2 is 9?[/TARGET] Student: No, 8. Teacher: Then you add the numerator of the fraction, and that's how you get the 9, and you are correct. Teacher: That's how you get that.
Teacher: Denominator times the whole number is what? Teacher: 4 times 2 is 9? Student: No, 8.  [TARGET]Teacher: Then you add the numerator of the fraction, and that's how you get the 9, and you are correct.[/TARGET] Teacher: That's how you get that. Teacher: Let's move on. Teacher: We are going to get [inaudible].
Teacher: 4 times 2 is 9? Student: No, 8. Teacher: Then you add the numerator of the fraction, and that's how you get the 9, and you are correct.  [TARGET]Teacher: That's how you get that.[/TARGET] Teacher: Let's move on. Teacher: We are going to get [inaudible]. Teacher: Very good.
Teacher: That's how you get that. Teacher: Let's move on. Teacher: We are going to get [inaudible].  [TARGET]Teacher: Very good.[/TARGET] Teacher: Really briefly, the reason I'm not going to come up with the winner is we always have a habit of finding fault with who wins. Teacher: So now we're just going to worry about getting the questions correct and explaining them. Teacher: We're not going to make it into a winner, loser situation.
Student: [Inaudible]. Student: Say someone wins. Student: How do you find out if we can do it over again if you don't try?  [TARGET]Teacher: I'm going to know because it's going to cross over into everything you guys do.[/TARGET] Teacher: That means you guys are going to be more positive when someone does something great, because you guys weren't doing that for a while, congratulating each other. Teacher: When you start back to doing that, then I know you respect each other. Teacher: When we start to do other things and no one is saying, "He did this and you didn't say that about him."
Teacher: When you start back to doing that, then I know you respect each other. Teacher: When we start to do other things and no one is saying, "He did this and you didn't say that about him." Teacher: Then I will know you're ready to be more of a sport.  [TARGET]Teacher: I will know immediately when things have changed.[/TARGET] Teacher: Okay. Teacher: So I'm going to give you guys a minute for this, and you may begin. Teacher: Okay.
Teacher: Okay. Teacher: Time is up. Teacher: So we're going to have Student B.  [TARGET]Teacher: So what is the rule that we would use so that if we apply that rule to each of these input output situations, we would get the same number every time?[/TARGET] Student: [Inaudible]. Teacher: Your question? Teacher: Remember guys, at the table level, everybody may not know what the answer is.
Teacher: So we're going to have Student B. Teacher: So what is the rule that we would use so that if we apply that rule to each of these input output situations, we would get the same number every time? Student: [Inaudible].  [TARGET]Teacher: Your question?[/TARGET] Teacher: Remember guys, at the table level, everybody may not know what the answer is. Teacher: Everybody may not know how they got the answer, but that's the purpose of discussion at the table, so that at some point if you didn't know what the answer is, or you know what the answer is, and maybe someone at your table has explained it, and you understand it, you can come up here. Teacher: Don't be discouraged if you do not understand it immediately.
Teacher: Your question? Teacher: Remember guys, at the table level, everybody may not know what the answer is. Teacher: Everybody may not know how they got the answer, but that's the purpose of discussion at the table, so that at some point if you didn't know what the answer is, or you know what the answer is, and maybe someone at your table has explained it, and you understand it, you can come up here.  [TARGET]Teacher: Don't be discouraged if you do not understand it immediately.[/TARGET] Teacher: You guys have a chance to steal. Teacher: Yes, you do. Teacher: I didn't call you.
Teacher: Can you raise your hand? Teacher: [Inaudible]. Teacher: Student L, do you want to try it?  [TARGET]Teacher: So tell us the rule.[/TARGET] Teacher: I'm not quite sure why you're doing that. Teacher: You can tell us. Teacher: You don't need to write it.
Teacher: [Inaudible]. Teacher: Student L, do you want to try it? Teacher: So tell us the rule.  [TARGET]Teacher: I'm not quite sure why you're doing that.[/TARGET] Teacher: You can tell us. Teacher: You don't need to write it. Student: [Inaudible].
Teacher: Sorry. Teacher: Go ahead. Student: You divide.  [TARGET]Teacher: When you say to divide, what is being divided?[/TARGET] Teacher: What numbers are involved? Student: [Inaudible]. Student: You divide by 7.
Teacher: Go ahead. Student: You divide. Teacher: When you say to divide, what is being divided?  [TARGET]Teacher: What numbers are involved?[/TARGET] Student: [Inaudible]. Student: You divide by 7. Teacher: So you're saying 1 divided by 7 is equal to 10?
Teacher: What numbers are involved? Student: [Inaudible]. Student: You divide by 7.  [TARGET]Teacher: So you're saying 1 divided by 7 is equal to 10?[/TARGET] Teacher: 2 divided by 7 is equal to 17? Teacher: That rule doesn't work, so you know that's the wrong answer. Teacher: That's okay.
Student: [Inaudible]. Student: You divide by 7. Teacher: So you're saying 1 divided by 7 is equal to 10?  [TARGET]Teacher: 2 divided by 7 is equal to 17?[/TARGET] Teacher: That rule doesn't work, so you know that's the wrong answer. Teacher: That's okay. Teacher: You tried.
Student: You divide by 7. Teacher: So you're saying 1 divided by 7 is equal to 10? Teacher: 2 divided by 7 is equal to 17?  [TARGET]Teacher: That rule doesn't work, so you know that's the wrong answer.[/TARGET] Teacher: That's okay. Teacher: You tried. Teacher: Remember, the rule was to work for each line.
Teacher: So you're saying 1 divided by 7 is equal to 10? Teacher: 2 divided by 7 is equal to 17? Teacher: That rule doesn't work, so you know that's the wrong answer.  [TARGET]Teacher: That's okay.[/TARGET] Teacher: You tried. Teacher: Remember, the rule was to work for each line. Teacher: So now let's see if the Blue Wolves can come up and help us.
Teacher: 2 divided by 7 is equal to 17? Teacher: That rule doesn't work, so you know that's the wrong answer. Teacher: That's okay.  [TARGET]Teacher: You tried.[/TARGET] Teacher: Remember, the rule was to work for each line. Teacher: So now let's see if the Blue Wolves can come up and help us. Teacher: 3, 2, 1.
Teacher: That rule doesn't work, so you know that's the wrong answer. Teacher: That's okay. Teacher: You tried.  [TARGET]Teacher: Remember, the rule was to work for each line.[/TARGET] Teacher: So now let's see if the Blue Wolves can come up and help us. Teacher: 3, 2, 1. Teacher: If you feel like they are not listening to you, respecting you-
Teacher: Would you both step outside? Teacher: I'll call you back in when you're ready, and you've cooled down. Teacher: Student S, you stand outside the door and Student S, you stand by the locker.  [TARGET]Teacher: Did you guys have an answer at all?[/TARGET] Teacher: Leave it alone. Teacher: Go ahead. Teacher: Don't worry about writing the rule.
Teacher: Go ahead. Teacher: Don't worry about writing the rule. Teacher: Just tell us what it is.  [TARGET]Teacher: So what is it?[/TARGET] Student: [Inaudible]. Teacher: This group says if we multiply the input by 7 and we add 3 to whatever that number is, then we get the output number. Teacher: How many agree with that?
Teacher: Just tell us what it is. Teacher: So what is it? Student: [Inaudible].  [TARGET]Teacher: This group says if we multiply the input by 7 and we add 3 to whatever that number is, then we get the output number.[/TARGET] Teacher: How many agree with that? Teacher: Raise your hand. Teacher: You can leave it there.
Teacher: So what is it? Student: [Inaudible]. Teacher: This group says if we multiply the input by 7 and we add 3 to whatever that number is, then we get the output number.  [TARGET]Teacher: How many agree with that?[/TARGET] Teacher: Raise your hand. Teacher: You can leave it there. Teacher: If you multiply the input number by 7, and whatever that number product is, you add 3 to it, then you're going to get the output number?
Teacher: How many agree with that? Teacher: Raise your hand. Teacher: You can leave it there.  [TARGET]Teacher: If you multiply the input number by 7, and whatever that number product is, you add 3 to it, then you're going to get the output number?[/TARGET] Teacher: Raise your hand. Teacher: Hands down. Teacher: How many of you disagree with that?
Teacher: If you multiply the input number by 7, and whatever that number product is, you add 3 to it, then you're going to get the output number? Teacher: Raise your hand. Teacher: Hands down.  [TARGET]Teacher: How many of you disagree with that?[/TARGET] Teacher: Hands down. Teacher: How many are not sure? Teacher: Good job guys.
Teacher: Hands down. Teacher: How many of you disagree with that? Teacher: Hands down.  [TARGET]Teacher: How many are not sure?[/TARGET] Teacher: Good job guys. Teacher: That's the answer. Teacher: What was that?
Teacher: How many of you disagree with that? Teacher: Hands down. Teacher: How many are not sure?  [TARGET]Teacher: Good job guys.[/TARGET] Teacher: That's the answer. Teacher: What was that? Student: [Inaudible].
Teacher: Hands down. Teacher: How many are not sure? Teacher: Good job guys.  [TARGET]Teacher: That's the answer.[/TARGET] Teacher: What was that? Student: [Inaudible]. Teacher: I kind of explained, but go ahead.
Teacher: That's the answer. Teacher: What was that? Student: [Inaudible].  [TARGET]Teacher: I kind of explained, but go ahead.[/TARGET] Student: [Inaudible]. Teacher: Which one was that one? Student: [Inaudible].
Student: [Inaudible]. Teacher: I kind of explained, but go ahead. Student: [Inaudible].  [TARGET]Teacher: Which one was that one?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: You did it with just this one.
Teacher: Which one was that one? Student: [Inaudible]. Teacher: Okay.  [TARGET]Teacher: You did it with just this one.[/TARGET] Teacher: Did you try it out with any of the others? Teacher: Remember guys, just because you detect one answer here, that is not a pattern. Teacher: Input, output, is a pattern.
Student: [Inaudible]. Teacher: Okay. Teacher: You did it with just this one.  [TARGET]Teacher: Did you try it out with any of the others?[/TARGET] Teacher: Remember guys, just because you detect one answer here, that is not a pattern. Teacher: Input, output, is a pattern. Teacher: He started with 5 and then tested it with all the others and it's true.
Teacher: Okay. Teacher: You did it with just this one. Teacher: Did you try it out with any of the others?  [TARGET]Teacher: Remember guys, just because you detect one answer here, that is not a pattern.[/TARGET] Teacher: Input, output, is a pattern. Teacher: He started with 5 and then tested it with all the others and it's true. Teacher: It has to be true with each line.
Teacher: You did it with just this one. Teacher: Did you try it out with any of the others? Teacher: Remember guys, just because you detect one answer here, that is not a pattern.  [TARGET]Teacher: Input, output, is a pattern.[/TARGET] Teacher: He started with 5 and then tested it with all the others and it's true. Teacher: It has to be true with each line. Teacher: Excellent job.
Teacher: Did you try it out with any of the others? Teacher: Remember guys, just because you detect one answer here, that is not a pattern. Teacher: Input, output, is a pattern.  [TARGET]Teacher: He started with 5 and then tested it with all the others and it's true.[/TARGET] Teacher: It has to be true with each line. Teacher: Excellent job. Teacher: You guys were able to make that point.
Teacher: Remember guys, just because you detect one answer here, that is not a pattern. Teacher: Input, output, is a pattern. Teacher: He started with 5 and then tested it with all the others and it's true.  [TARGET]Teacher: It has to be true with each line.[/TARGET] Teacher: Excellent job. Teacher: You guys were able to make that point. Teacher: Whose turn is it?
Teacher: Input, output, is a pattern. Teacher: He started with 5 and then tested it with all the others and it's true. Teacher: It has to be true with each line.  [TARGET]Teacher: Excellent job.[/TARGET] Teacher: You guys were able to make that point. Teacher: Whose turn is it? Teacher: That was really good.
Teacher: He started with 5 and then tested it with all the others and it's true. Teacher: It has to be true with each line. Teacher: Excellent job.  [TARGET]Teacher: You guys were able to make that point.[/TARGET] Teacher: Whose turn is it? Teacher: That was really good. Teacher: Do we all understand it now?
Teacher: Excellent job. Teacher: You guys were able to make that point. Teacher: Whose turn is it?  [TARGET]Teacher: That was really good.[/TARGET] Teacher: Do we all understand it now? Multiple Students: Yes. Teacher: It was over here that they got it wrong.
Teacher: You guys were able to make that point. Teacher: Whose turn is it? Teacher: That was really good.  [TARGET]Teacher: Do we all understand it now?[/TARGET] Multiple Students: Yes. Teacher: It was over here that they got it wrong. Teacher: Remember?
Teacher: That was really good. Teacher: Do we all understand it now? Multiple Students: Yes.  [TARGET]Teacher: It was over here that they got it wrong.[/TARGET] Teacher: Remember? Teacher: They got it wrong. Teacher: That was their original turn and they got it wrong.
Teacher: Do we all understand it now? Multiple Students: Yes. Teacher: It was over here that they got it wrong.  [TARGET]Teacher: Remember?[/TARGET] Teacher: They got it wrong. Teacher: That was their original turn and they got it wrong. Student: We didn't get a turn.
Multiple Students: Yes. Teacher: It was over here that they got it wrong. Teacher: Remember?  [TARGET]Teacher: They got it wrong.[/TARGET] Teacher: That was their original turn and they got it wrong. Student: We didn't get a turn. Teacher: You're going to get it now.
Teacher: It was over here that they got it wrong. Teacher: Remember? Teacher: They got it wrong.  [TARGET]Teacher: That was their original turn and they got it wrong.[/TARGET] Student: We didn't get a turn. Teacher: You're going to get it now. Teacher: Stop the singing.
Teacher: I need it quiet, now. Teacher: I need it quiet. Teacher: [Inaudible] up here.  [TARGET]Teacher: Today we're going to talk about the order of operations.[/TARGET] Teacher: Mathematicians ... mathematicians solve problems by using the order of operations. Teacher: Before I begin with the order of operations, Student A, [inaudible]. Teacher: [Laughter].
Teacher: I need it quiet. Teacher: [Inaudible] up here. Teacher: Today we're going to talk about the order of operations.  [TARGET]Teacher: Mathematicians ... mathematicians solve problems by using the order of operations.[/TARGET] Teacher: Before I begin with the order of operations, Student A, [inaudible]. Teacher: [Laughter]. Multiple Students: [Crosstalk].
Teacher: [Inaudible] up here. Teacher: Today we're going to talk about the order of operations. Teacher: Mathematicians ... mathematicians solve problems by using the order of operations.  [TARGET]Teacher: Before I begin with the order of operations, Student A, [inaudible].[/TARGET] Teacher: [Laughter]. Multiple Students: [Crosstalk]. Teacher: Student J, I need you to focus.
Multiple Students: [Crosstalk]. Teacher: Student J, I need you to focus. Student: Yes?  [TARGET]Teacher: The order of operations.[/TARGET] Teacher: It [inaudible] in which order we solve problems, so it's going to tell you how to solve an expression or an equation. Teacher: Today we're going to focus on, we're going to focus on what [inaudible] of the order of operations. Teacher: We're going to focus on the parenthesis.
Teacher: Student J, I need you to focus. Student: Yes? Teacher: The order of operations.  [TARGET]Teacher: It [inaudible] in which order we solve problems, so it's going to tell you how to solve an expression or an equation.[/TARGET] Teacher: Today we're going to focus on, we're going to focus on what [inaudible] of the order of operations. Teacher: We're going to focus on the parenthesis. Teacher: We're going to look at and determine how the parenthesis affects the value of the expression.
Student: Yes? Teacher: The order of operations. Teacher: It [inaudible] in which order we solve problems, so it's going to tell you how to solve an expression or an equation.  [TARGET]Teacher: Today we're going to focus on, we're going to focus on what [inaudible] of the order of operations.[/TARGET] Teacher: We're going to focus on the parenthesis. Teacher: We're going to look at and determine how the parenthesis affects the value of the expression. Teacher: So again, we're looking at how the parenthesis will affect the value of the expression.
Teacher: The order of operations. Teacher: It [inaudible] in which order we solve problems, so it's going to tell you how to solve an expression or an equation. Teacher: Today we're going to focus on, we're going to focus on what [inaudible] of the order of operations.  [TARGET]Teacher: We're going to focus on the parenthesis.[/TARGET] Teacher: We're going to look at and determine how the parenthesis affects the value of the expression. Teacher: So again, we're looking at how the parenthesis will affect the value of the expression. Teacher: So I have two [inaudible] with the order.
Teacher: It [inaudible] in which order we solve problems, so it's going to tell you how to solve an expression or an equation. Teacher: Today we're going to focus on, we're going to focus on what [inaudible] of the order of operations. Teacher: We're going to focus on the parenthesis.  [TARGET]Teacher: We're going to look at and determine how the parenthesis affects the value of the expression.[/TARGET] Teacher: So again, we're looking at how the parenthesis will affect the value of the expression. Teacher: So I have two [inaudible] with the order. Teacher: Three, Student M?
Teacher: Today we're going to focus on, we're going to focus on what [inaudible] of the order of operations. Teacher: We're going to focus on the parenthesis. Teacher: We're going to look at and determine how the parenthesis affects the value of the expression.  [TARGET]Teacher: So again, we're looking at how the parenthesis will affect the value of the expression.[/TARGET] Teacher: So I have two [inaudible] with the order. Teacher: Three, Student M? Student: Yes?
Teacher: We're going to focus on the parenthesis. Teacher: We're going to look at and determine how the parenthesis affects the value of the expression. Teacher: So again, we're looking at how the parenthesis will affect the value of the expression.  [TARGET]Teacher: So I have two [inaudible] with the order.[/TARGET] Teacher: Three, Student M? Student: Yes? Teacher: I have three once.