stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: No, it's 600. Teacher: [Crosstalk] Teacher: This is another strategy.  [TARGET]Teacher: I love what he did too.[/TARGET] Teacher: He said I know that 75 times 4 plus 75 times 4 is the same thing as 75 times 8. Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300. Teacher: Then he added the top and he got his 600.
Teacher: [Crosstalk] Teacher: This is another strategy. Teacher: I love what he did too.  [TARGET]Teacher: He said I know that 75 times 4 plus 75 times 4 is the same thing as 75 times 8.[/TARGET] Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300. Teacher: Then he added the top and he got his 600. Teacher: Excellent.
Teacher: This is another strategy. Teacher: I love what he did too. Teacher: He said I know that 75 times 4 plus 75 times 4 is the same thing as 75 times 8.  [TARGET]Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300.[/TARGET] Teacher: Then he added the top and he got his 600. Teacher: Excellent. Teacher: Now this is one way to solve this math, two ways we can use to solve this math.
Teacher: I love what he did too. Teacher: He said I know that 75 times 4 plus 75 times 4 is the same thing as 75 times 8. Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300.  [TARGET]Teacher: Then he added the top and he got his 600.[/TARGET] Teacher: Excellent. Teacher: Now this is one way to solve this math, two ways we can use to solve this math. Teacher: Let's look at what we have also.
Teacher: He said I know that 75 times 4 plus 75 times 4 is the same thing as 75 times 8. Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300. Teacher: Then he added the top and he got his 600.  [TARGET]Teacher: Excellent.[/TARGET] Teacher: Now this is one way to solve this math, two ways we can use to solve this math. Teacher: Let's look at what we have also. Teacher: Can somebody read this for me and tell me what I need to do?
Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300. Teacher: Then he added the top and he got his 600. Teacher: Excellent.  [TARGET]Teacher: Now this is one way to solve this math, two ways we can use to solve this math.[/TARGET] Teacher: Let's look at what we have also. Teacher: Can somebody read this for me and tell me what I need to do? Teacher: [Crosstalk]
Teacher: Then he added the top and he got his 600. Teacher: Excellent. Teacher: Now this is one way to solve this math, two ways we can use to solve this math.  [TARGET]Teacher: Let's look at what we have also.[/TARGET] Teacher: Can somebody read this for me and tell me what I need to do? Teacher: [Crosstalk] Teacher: What?
Teacher: Excellent. Teacher: Now this is one way to solve this math, two ways we can use to solve this math. Teacher: Let's look at what we have also.  [TARGET]Teacher: Can somebody read this for me and tell me what I need to do?[/TARGET] Teacher: [Crosstalk] Teacher: What? Student: Number of miles so far, 632 miles.
Teacher: Let's look at what we have also. Teacher: Can somebody read this for me and tell me what I need to do? Teacher: [Crosstalk]  [TARGET]Teacher: What?[/TARGET] Student: Number of miles so far, 632 miles. Student: The goal, 1,000 miles. Student: How many more miles?
Student: Number of miles so far, 632 miles. Student: The goal, 1,000 miles. Student: How many more miles?  [TARGET]Teacher: What operation do we need to solve this math?[/TARGET] Teacher: Can somebody change this into a story problem? Student: I can. Teacher: Yes, tell me.
Student: The goal, 1,000 miles. Student: How many more miles? Teacher: What operation do we need to solve this math?  [TARGET]Teacher: Can somebody change this into a story problem?[/TARGET] Student: I can. Teacher: Yes, tell me. Student: Number of miles.
Teacher: What operation do we need to solve this math? Teacher: Can somebody change this into a story problem? Student: I can.  [TARGET]Teacher: Yes, tell me.[/TARGET] Student: Number of miles. Teacher: Change this into a story problem. Student: You want me to change all of it?
Student: I can. Teacher: Yes, tell me. Student: Number of miles.  [TARGET]Teacher: Change this into a story problem.[/TARGET] Student: You want me to change all of it? Teacher: Yes, into a story problem. Teacher: Change it from here to here.
Student: Number of miles. Teacher: Change this into a story problem. Student: You want me to change all of it?  [TARGET]Teacher: Yes, into a story problem.[/TARGET] Teacher: Change it from here to here. Student: Okay. Student: There are - wait up.
Teacher: Change this into a story problem. Student: You want me to change all of it? Teacher: Yes, into a story problem.  [TARGET]Teacher: Change it from here to here.[/TARGET] Student: Okay. Student: There are - wait up. Student: Wait actually, me and my family drove -
Student: Okay. Student: There are - wait up. Student: Wait actually, me and my family drove -  [TARGET]Teacher: My family -[/TARGET] Student: I said me and my family - Student: nan Teacher: - and I.
Teacher: My family - Student: I said me and my family - Student: nan  [TARGET]Teacher: - and I.[/TARGET] Student: - and I drove 632 miles. Teacher: My family and I drove - Student: Up to 632 miles.
Student: nan Teacher: - and I. Student: - and I drove 632 miles.  [TARGET]Teacher: My family and I drove -[/TARGET] Student: Up to 632 miles. Teacher: - 632 miles. Student: In order to get to 1,000 miles, how many more miles do we need to go?
Student: - and I drove 632 miles. Teacher: My family and I drove - Student: Up to 632 miles.  [TARGET]Teacher: - 632 miles.[/TARGET] Student: In order to get to 1,000 miles, how many more miles do we need to go? Teacher: We need to get - Student: To a thousand.
Student: Up to 632 miles. Teacher: - 632 miles. Student: In order to get to 1,000 miles, how many more miles do we need to go?  [TARGET]Teacher: We need to get -[/TARGET] Student: To a thousand. Teacher: - to our - Teacher: [Crosstalk]
Student: In order to get to 1,000 miles, how many more miles do we need to go? Teacher: We need to get - Student: To a thousand.  [TARGET]Teacher: - to our -[/TARGET] Teacher: [Crosstalk] Teacher: My family and I drove 632 miles. Teacher: We need to get to our destination by driving - driving what?
Student: To a thousand. Teacher: - to our - Teacher: [Crosstalk]  [TARGET]Teacher: My family and I drove 632 miles.[/TARGET] Teacher: We need to get to our destination by driving - driving what? Teacher: By driving up? Student: One thousand miles.
Teacher: - to our - Teacher: [Crosstalk] Teacher: My family and I drove 632 miles.  [TARGET]Teacher: We need to get to our destination by driving - driving what?[/TARGET] Teacher: By driving up? Student: One thousand miles. Teacher: Driving up to 1,000 miles.
Teacher: [Crosstalk] Teacher: My family and I drove 632 miles. Teacher: We need to get to our destination by driving - driving what?  [TARGET]Teacher: By driving up?[/TARGET] Student: One thousand miles. Teacher: Driving up to 1,000 miles. Teacher: Or we could say my family and I have driven.
Teacher: We need to get to our destination by driving - driving what? Teacher: By driving up? Student: One thousand miles.  [TARGET]Teacher: Driving up to 1,000 miles.[/TARGET] Teacher: Or we could say my family and I have driven. Student: I said driven. Student: You wrote drove.
Teacher: By driving up? Student: One thousand miles. Teacher: Driving up to 1,000 miles.  [TARGET]Teacher: Or we could say my family and I have driven.[/TARGET] Student: I said driven. Student: You wrote drove. Teacher: Have driven.
Teacher: Or we could say my family and I have driven. Student: I said driven. Student: You wrote drove.  [TARGET]Teacher: Have driven.[/TARGET] Teacher: Thank you. Teacher: I wrote what you said. Teacher: My family and I have driven 632 miles.
Student: I said driven. Student: You wrote drove. Teacher: Have driven.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: I wrote what you said. Teacher: My family and I have driven 632 miles. Teacher: We need to get to our destination by driving up to 1,000 miles.
Student: You wrote drove. Teacher: Have driven. Teacher: Thank you.  [TARGET]Teacher: I wrote what you said.[/TARGET] Teacher: My family and I have driven 632 miles. Teacher: We need to get to our destination by driving up to 1,000 miles. Teacher: How many more miles?
Teacher: Have driven. Teacher: Thank you. Teacher: I wrote what you said.  [TARGET]Teacher: My family and I have driven 632 miles.[/TARGET] Teacher: We need to get to our destination by driving up to 1,000 miles. Teacher: How many more miles? Teacher: Excellent.
Teacher: Thank you. Teacher: I wrote what you said. Teacher: My family and I have driven 632 miles.  [TARGET]Teacher: We need to get to our destination by driving up to 1,000 miles.[/TARGET] Teacher: How many more miles? Teacher: Excellent. Teacher: Excellent.
Teacher: I wrote what you said. Teacher: My family and I have driven 632 miles. Teacher: We need to get to our destination by driving up to 1,000 miles.  [TARGET]Teacher: How many more miles?[/TARGET] Teacher: Excellent. Teacher: Excellent. Teacher: What do we need to do to solve this math?
Teacher: My family and I have driven 632 miles. Teacher: We need to get to our destination by driving up to 1,000 miles. Teacher: How many more miles?  [TARGET]Teacher: Excellent.[/TARGET] Teacher: Excellent. Teacher: What do we need to do to solve this math? Teacher: What operation do we need?
Teacher: We need to get to our destination by driving up to 1,000 miles. Teacher: How many more miles? Teacher: Excellent.  [TARGET]Teacher: Excellent.[/TARGET] Teacher: What do we need to do to solve this math? Teacher: What operation do we need? Student: Minus.
Teacher: How many more miles? Teacher: Excellent. Teacher: Excellent.  [TARGET]Teacher: What do we need to do to solve this math?[/TARGET] Teacher: What operation do we need? Student: Minus. Teacher: Student C said minus.
Teacher: Excellent. Teacher: Excellent. Teacher: What do we need to do to solve this math?  [TARGET]Teacher: What operation do we need?[/TARGET] Student: Minus. Teacher: Student C said minus. Teacher: Student C, can you help us to solve this math, please?
Teacher: What do we need to do to solve this math? Teacher: What operation do we need? Student: Minus.  [TARGET]Teacher: Student C said minus.[/TARGET] Teacher: Student C, can you help us to solve this math, please? Student: I said plus. Teacher: Do it here please.
Teacher: What operation do we need? Student: Minus. Teacher: Student C said minus.  [TARGET]Teacher: Student C, can you help us to solve this math, please?[/TARGET] Student: I said plus. Teacher: Do it here please. Teacher: [Crosstalk]
Student: Did you hear Student J? Teacher: Huh? Student: [Inaudible].  [TARGET]Teacher: No, not yet.[/TARGET] Student: Nine hundred? Teacher: No, continue what you're doing please. Teacher: Student J, sit down.
Teacher: Student J, sit down. Teacher: Student J, sit down. Teacher: Everybody look at the board and see what he's doing.  [TARGET]Teacher: Where'd you get seven from?[/TARGET] Student: Can I help you, bro? Teacher: No, sit down. Teacher: He's trying.
Teacher: No, sit down. Teacher: He's trying. Teacher: Sit down, thank you.  [TARGET]Teacher: Is this answer right?[/TARGET] Student: No. Teacher: Student C, can you help us, please? Student: Can I do it?
Teacher: Sit down, thank you. Teacher: Is this answer right? Student: No.  [TARGET]Teacher: Student C, can you help us, please?[/TARGET] Student: Can I do it? Student: I want to do it. Teacher: You've done one.
Teacher: You've done one. Teacher: Let him do it. Student: No, if he gets it wrong, can I do it?  [TARGET]Teacher: You may not use this way.[/TARGET] Teacher: You may use another way to solve this math. Student: Oh yeah, that was the answer I wrote. Student: Why are you writing so sloppy?
Teacher: Let him do it. Student: No, if he gets it wrong, can I do it? Teacher: You may not use this way.  [TARGET]Teacher: You may use another way to solve this math.[/TARGET] Student: Oh yeah, that was the answer I wrote. Student: Why are you writing so sloppy? Teacher: So what is your answer?
Teacher: You may use another way to solve this math. Student: Oh yeah, that was the answer I wrote. Student: Why are you writing so sloppy?  [TARGET]Teacher: So what is your answer?[/TARGET] Student: Three sixty-eight. Teacher: Good job. Teacher: This is another strategy Student C used.
Student: Why are you writing so sloppy? Teacher: So what is your answer? Student: Three sixty-eight.  [TARGET]Teacher: Good job.[/TARGET] Teacher: This is another strategy Student C used. Teacher: I'm gonna rewrite what he wrote here so that everybody can see. Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700.
Teacher: So what is your answer? Student: Three sixty-eight. Teacher: Good job.  [TARGET]Teacher: This is another strategy Student C used.[/TARGET] Teacher: I'm gonna rewrite what he wrote here so that everybody can see. Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700. Teacher: Student C said, okay, I know that I am already at 700.
Student: Three sixty-eight. Teacher: Good job. Teacher: This is another strategy Student C used.  [TARGET]Teacher: I'm gonna rewrite what he wrote here so that everybody can see.[/TARGET] Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700. Teacher: Student C said, okay, I know that I am already at 700. Teacher: Student S, can you look here at me, please?
Teacher: Good job. Teacher: This is another strategy Student C used. Teacher: I'm gonna rewrite what he wrote here so that everybody can see.  [TARGET]Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700.[/TARGET] Teacher: Student C said, okay, I know that I am already at 700. Teacher: Student S, can you look here at me, please? Teacher: He's using addition strategy.
Teacher: This is another strategy Student C used. Teacher: I'm gonna rewrite what he wrote here so that everybody can see. Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700.  [TARGET]Teacher: Student C said, okay, I know that I am already at 700.[/TARGET] Teacher: Student S, can you look here at me, please? Teacher: He's using addition strategy. Teacher: He knows when he adds 68 to 32 that is going to be 100.
Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700. Teacher: Student C said, okay, I know that I am already at 700. Teacher: Student S, can you look here at me, please?  [TARGET]Teacher: He's using addition strategy.[/TARGET] Teacher: He knows when he adds 68 to 32 that is going to be 100. Teacher: And that will make him to have 700. Teacher: So now he has a hundred.
Teacher: Student C said, okay, I know that I am already at 700. Teacher: Student S, can you look here at me, please? Teacher: He's using addition strategy.  [TARGET]Teacher: He knows when he adds 68 to 32 that is going to be 100.[/TARGET] Teacher: And that will make him to have 700. Teacher: So now he has a hundred. Teacher: He is looking for what will add to 700 to get 1,000.
Teacher: Student S, can you look here at me, please? Teacher: He's using addition strategy. Teacher: He knows when he adds 68 to 32 that is going to be 100.  [TARGET]Teacher: And that will make him to have 700.[/TARGET] Teacher: So now he has a hundred. Teacher: He is looking for what will add to 700 to get 1,000. Teacher: Student C said here and said 700 plus 300, it was 1,000.
Teacher: He's using addition strategy. Teacher: He knows when he adds 68 to 32 that is going to be 100. Teacher: And that will make him to have 700.  [TARGET]Teacher: So now he has a hundred.[/TARGET] Teacher: He is looking for what will add to 700 to get 1,000. Teacher: Student C said here and said 700 plus 300, it was 1,000. Teacher: Then I asked him, what do you think is your answer?
Teacher: He knows when he adds 68 to 32 that is going to be 100. Teacher: And that will make him to have 700. Teacher: So now he has a hundred.  [TARGET]Teacher: He is looking for what will add to 700 to get 1,000.[/TARGET] Teacher: Student C said here and said 700 plus 300, it was 1,000. Teacher: Then I asked him, what do you think is your answer? Teacher: Was able to add the 68 he added and the 300 he added to get himself to saying 300 plus 68, he said was 368, which is the answer.
Teacher: And that will make him to have 700. Teacher: So now he has a hundred. Teacher: He is looking for what will add to 700 to get 1,000.  [TARGET]Teacher: Student C said here and said 700 plus 300, it was 1,000.[/TARGET] Teacher: Then I asked him, what do you think is your answer? Teacher: Was able to add the 68 he added and the 300 he added to get himself to saying 300 plus 68, he said was 368, which is the answer. Teacher: I agree.
Teacher: So now he has a hundred. Teacher: He is looking for what will add to 700 to get 1,000. Teacher: Student C said here and said 700 plus 300, it was 1,000.  [TARGET]Teacher: Then I asked him, what do you think is your answer?[/TARGET] Teacher: Was able to add the 68 he added and the 300 he added to get himself to saying 300 plus 68, he said was 368, which is the answer. Teacher: I agree. Teacher: Let's try using number line to solve this math.
Teacher: He is looking for what will add to 700 to get 1,000. Teacher: Student C said here and said 700 plus 300, it was 1,000. Teacher: Then I asked him, what do you think is your answer?  [TARGET]Teacher: Was able to add the 68 he added and the 300 he added to get himself to saying 300 plus 68, he said was 368, which is the answer.[/TARGET] Teacher: I agree. Teacher: Let's try using number line to solve this math. Student: Can I do it, Teacher?
Teacher: Student C said here and said 700 plus 300, it was 1,000. Teacher: Then I asked him, what do you think is your answer? Teacher: Was able to add the 68 he added and the 300 he added to get himself to saying 300 plus 68, he said was 368, which is the answer.  [TARGET]Teacher: I agree.[/TARGET] Teacher: Let's try using number line to solve this math. Student: Can I do it, Teacher? Teacher: Sure.
Teacher: Then I asked him, what do you think is your answer? Teacher: Was able to add the 68 he added and the 300 he added to get himself to saying 300 plus 68, he said was 368, which is the answer. Teacher: I agree.  [TARGET]Teacher: Let's try using number line to solve this math.[/TARGET] Student: Can I do it, Teacher? Teacher: Sure. Teacher: Let's try using number line.
Teacher: I agree. Teacher: Let's try using number line to solve this math. Student: Can I do it, Teacher?  [TARGET]Teacher: Sure.[/TARGET] Teacher: Let's try using number line. Teacher: Eraser down. Teacher: I want to correct Student C.  Student C, you were right to some extent here, but you got confused.
Teacher: Let's try using number line to solve this math. Student: Can I do it, Teacher? Teacher: Sure.  [TARGET]Teacher: Let's try using number line.[/TARGET] Teacher: Eraser down. Teacher: I want to correct Student C.  Student C, you were right to some extent here, but you got confused. Teacher: I am going to erase this little one so that I can write it boldly where you will see it.
Teacher: Sure. Teacher: Let's try using number line. Teacher: Eraser down.  [TARGET]Teacher: I want to correct Student C.  Student C, you were right to some extent here, but you got confused.[/TARGET] Teacher: I am going to erase this little one so that I can write it boldly where you will see it. Student: Are we supposed to right this down somewhere? Teacher: We're going to use it as example for the math you are going to do.
Teacher: Let's try using number line. Teacher: Eraser down. Teacher: I want to correct Student C.  Student C, you were right to some extent here, but you got confused.  [TARGET]Teacher: I am going to erase this little one so that I can write it boldly where you will see it.[/TARGET] Student: Are we supposed to right this down somewhere? Teacher: We're going to use it as example for the math you are going to do. Teacher: We're going to solve this math here by saying from what Student C said.
Teacher: I want to correct Student C.  Student C, you were right to some extent here, but you got confused. Teacher: I am going to erase this little one so that I can write it boldly where you will see it. Student: Are we supposed to right this down somewhere?  [TARGET]Teacher: We're going to use it as example for the math you are going to do.[/TARGET] Teacher: We're going to solve this math here by saying from what Student C said. Teacher: He said 1,000 take away 632. Teacher: And what do I do to solve this math?
Teacher: I am going to erase this little one so that I can write it boldly where you will see it. Student: Are we supposed to right this down somewhere? Teacher: We're going to use it as example for the math you are going to do.  [TARGET]Teacher: We're going to solve this math here by saying from what Student C said.[/TARGET] Teacher: He said 1,000 take away 632. Teacher: And what do I do to solve this math? Teacher: Yes, Student J?
Student: Are we supposed to right this down somewhere? Teacher: We're going to use it as example for the math you are going to do. Teacher: We're going to solve this math here by saying from what Student C said.  [TARGET]Teacher: He said 1,000 take away 632.[/TARGET] Teacher: And what do I do to solve this math? Teacher: Yes, Student J? Student: Solve it.
Teacher: We're going to use it as example for the math you are going to do. Teacher: We're going to solve this math here by saying from what Student C said. Teacher: He said 1,000 take away 632.  [TARGET]Teacher: And what do I do to solve this math?[/TARGET] Teacher: Yes, Student J? Student: Solve it. Teacher: Huh?
Teacher: We're going to solve this math here by saying from what Student C said. Teacher: He said 1,000 take away 632. Teacher: And what do I do to solve this math?  [TARGET]Teacher: Yes, Student J?[/TARGET] Student: Solve it. Teacher: Huh? Student: Take away.
Teacher: And what do I do to solve this math? Teacher: Yes, Student J? Student: Solve it.  [TARGET]Teacher: Huh?[/TARGET] Student: Take away. Teacher: we know you take away, but look at what you have here. Teacher: Are we going to take away two from zero?
Student: Solve it. Teacher: Huh? Student: Take away.  [TARGET]Teacher: we know you take away, but look at what you have here.[/TARGET] Teacher: Are we going to take away two from zero? Student: No. Teacher: What do we do?
Teacher: Huh? Student: Take away. Teacher: we know you take away, but look at what you have here.  [TARGET]Teacher: Are we going to take away two from zero?[/TARGET] Student: No. Teacher: What do we do? Student: You borrow the one.
Teacher: we know you take away, but look at what you have here. Teacher: Are we going to take away two from zero? Student: No.  [TARGET]Teacher: What do we do?[/TARGET] Student: You borrow the one. Teacher: We borrow the one? Teacher: This one is what?
Student: No. Teacher: What do we do? Student: You borrow the one.  [TARGET]Teacher: We borrow the one?[/TARGET] Teacher: This one is what? Student: Zero. Teacher: What is this one?
Teacher: What do we do? Student: You borrow the one. Teacher: We borrow the one?  [TARGET]Teacher: This one is what?[/TARGET] Student: Zero. Teacher: What is this one? Student: a ten.
Teacher: We borrow the one? Teacher: This one is what? Student: Zero.  [TARGET]Teacher: What is this one?[/TARGET] Student: a ten. Teacher: Is this one a 10? Student: I mean one.
Student: Zero. Teacher: What is this one? Student: a ten.  [TARGET]Teacher: Is this one a 10?[/TARGET] Student: I mean one. Student: It's a zero. Student: Twelve.
Student: I mean one. Student: It's a zero. Student: Twelve.  [TARGET]Teacher: Let's look at what a thousand is.[/TARGET] Student: Three. Teacher: A thousand means no ones. Teacher: Student B, sit down.