stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: For example, you will be able to tell if what I have is a mixed number. Teacher: You will be able to tell if what I have is a proper fraction. Teacher: And you will be able to tell if what I have is also an improper fraction.  [TARGET]Teacher: So we have to be able to follow the steps.[/TARGET] Student: [Inaudible]. Teacher: I think you will come back around 10:10, because I'm temporary right now. Teacher: The second step is [inaudible].
Teacher: So we have to be able to follow the steps. Student: [Inaudible]. Teacher: I think you will come back around 10:10, because I'm temporary right now.  [TARGET]Teacher: The second step is [inaudible].[/TARGET] Teacher: So the first step is being able to determine the actual fraction. Teacher: The second step is to rewrite the fractions with a multiplication sign. Teacher: What do I mean by rewrite?
Student: [Inaudible]. Teacher: I think you will come back around 10:10, because I'm temporary right now. Teacher: The second step is [inaudible].  [TARGET]Teacher: So the first step is being able to determine the actual fraction.[/TARGET] Teacher: The second step is to rewrite the fractions with a multiplication sign. Teacher: What do I mean by rewrite? Teacher: I'm going to show you what I mean by that.
Teacher: I think you will come back around 10:10, because I'm temporary right now. Teacher: The second step is [inaudible]. Teacher: So the first step is being able to determine the actual fraction.  [TARGET]Teacher: The second step is to rewrite the fractions with a multiplication sign.[/TARGET] Teacher: What do I mean by rewrite? Teacher: I'm going to show you what I mean by that. Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it.
Teacher: The second step is [inaudible]. Teacher: So the first step is being able to determine the actual fraction. Teacher: The second step is to rewrite the fractions with a multiplication sign.  [TARGET]Teacher: What do I mean by rewrite?[/TARGET] Teacher: I'm going to show you what I mean by that. Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it. Teacher: So it's like your head turns upside-down.
Teacher: So the first step is being able to determine the actual fraction. Teacher: The second step is to rewrite the fractions with a multiplication sign. Teacher: What do I mean by rewrite?  [TARGET]Teacher: I'm going to show you what I mean by that.[/TARGET] Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it. Teacher: So it's like your head turns upside-down. Teacher: You get a flip of the second fraction, emphasize, not the first one.
Teacher: The second step is to rewrite the fractions with a multiplication sign. Teacher: What do I mean by rewrite? Teacher: I'm going to show you what I mean by that.  [TARGET]Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it.[/TARGET] Teacher: So it's like your head turns upside-down. Teacher: You get a flip of the second fraction, emphasize, not the first one. Teacher: You leave the first fraction alone.
Teacher: What do I mean by rewrite? Teacher: I'm going to show you what I mean by that. Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it.  [TARGET]Teacher: So it's like your head turns upside-down.[/TARGET] Teacher: You get a flip of the second fraction, emphasize, not the first one. Teacher: You leave the first fraction alone. Teacher: Then after that you multiply your numerators.
Teacher: I'm going to show you what I mean by that. Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it. Teacher: So it's like your head turns upside-down.  [TARGET]Teacher: You get a flip of the second fraction, emphasize, not the first one.[/TARGET] Teacher: You leave the first fraction alone. Teacher: Then after that you multiply your numerators. Teacher: You multiply the denominators, and you look at what you have now.
Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it. Teacher: So it's like your head turns upside-down. Teacher: You get a flip of the second fraction, emphasize, not the first one.  [TARGET]Teacher: You leave the first fraction alone.[/TARGET] Teacher: Then after that you multiply your numerators. Teacher: You multiply the denominators, and you look at what you have now. Teacher: You look at your new numerator and you look at your new denominator.
Teacher: So it's like your head turns upside-down. Teacher: You get a flip of the second fraction, emphasize, not the first one. Teacher: You leave the first fraction alone.  [TARGET]Teacher: Then after that you multiply your numerators.[/TARGET] Teacher: You multiply the denominators, and you look at what you have now. Teacher: You look at your new numerator and you look at your new denominator. Teacher: Do they have a common factor?
Teacher: You get a flip of the second fraction, emphasize, not the first one. Teacher: You leave the first fraction alone. Teacher: Then after that you multiply your numerators.  [TARGET]Teacher: You multiply the denominators, and you look at what you have now.[/TARGET] Teacher: You look at your new numerator and you look at your new denominator. Teacher: Do they have a common factor? Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one.
Teacher: You leave the first fraction alone. Teacher: Then after that you multiply your numerators. Teacher: You multiply the denominators, and you look at what you have now.  [TARGET]Teacher: You look at your new numerator and you look at your new denominator.[/TARGET] Teacher: Do they have a common factor? Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one. Teacher: If there's not, then you keep your answer that way.
Teacher: Then after that you multiply your numerators. Teacher: You multiply the denominators, and you look at what you have now. Teacher: You look at your new numerator and you look at your new denominator.  [TARGET]Teacher: Do they have a common factor?[/TARGET] Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one. Teacher: If there's not, then you keep your answer that way. Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer.
Teacher: You multiply the denominators, and you look at what you have now. Teacher: You look at your new numerator and you look at your new denominator. Teacher: Do they have a common factor?  [TARGET]Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one.[/TARGET] Teacher: If there's not, then you keep your answer that way. Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer. Teacher: So let's take, for example, a question and let's try to follow the steps.
Teacher: You look at your new numerator and you look at your new denominator. Teacher: Do they have a common factor? Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one.  [TARGET]Teacher: If there's not, then you keep your answer that way.[/TARGET] Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer. Teacher: So let's take, for example, a question and let's try to follow the steps. Teacher: One, 2 over 5 divided by 1 over 4.
Teacher: Do they have a common factor? Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one. Teacher: If there's not, then you keep your answer that way.  [TARGET]Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer.[/TARGET] Teacher: So let's take, for example, a question and let's try to follow the steps. Teacher: One, 2 over 5 divided by 1 over 4. Teacher: You look at the problem.
Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one. Teacher: If there's not, then you keep your answer that way. Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer.  [TARGET]Teacher: So let's take, for example, a question and let's try to follow the steps.[/TARGET] Teacher: One, 2 over 5 divided by 1 over 4. Teacher: You look at the problem. Teacher: What kind of fraction do we have?
Teacher: If there's not, then you keep your answer that way. Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer. Teacher: So let's take, for example, a question and let's try to follow the steps.  [TARGET]Teacher: One, 2 over 5 divided by 1 over 4.[/TARGET] Teacher: You look at the problem. Teacher: What kind of fraction do we have? Student: Proper.
Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer. Teacher: So let's take, for example, a question and let's try to follow the steps. Teacher: One, 2 over 5 divided by 1 over 4.  [TARGET]Teacher: You look at the problem.[/TARGET] Teacher: What kind of fraction do we have? Student: Proper. Teacher: We have, what, a proper fraction because the 2 is smaller than the numerator and the 1 is smaller than the denominator.
Teacher: So let's take, for example, a question and let's try to follow the steps. Teacher: One, 2 over 5 divided by 1 over 4. Teacher: You look at the problem.  [TARGET]Teacher: What kind of fraction do we have?[/TARGET] Student: Proper. Teacher: We have, what, a proper fraction because the 2 is smaller than the numerator and the 1 is smaller than the denominator. Teacher: Now I'm gonna go to the next step.
Teacher: You look at the problem. Teacher: What kind of fraction do we have? Student: Proper.  [TARGET]Teacher: We have, what, a proper fraction because the 2 is smaller than the numerator and the 1 is smaller than the denominator.[/TARGET] Teacher: Now I'm gonna go to the next step. Teacher: The next step says rewrite the fractions with a multiplication sign. Teacher: I'm gonna take now 2 over 5.
Teacher: What kind of fraction do we have? Student: Proper. Teacher: We have, what, a proper fraction because the 2 is smaller than the numerator and the 1 is smaller than the denominator.  [TARGET]Teacher: Now I'm gonna go to the next step.[/TARGET] Teacher: The next step says rewrite the fractions with a multiplication sign. Teacher: I'm gonna take now 2 over 5. Teacher: When you change the multiplication sign flip the second fraction.
Student: Proper. Teacher: We have, what, a proper fraction because the 2 is smaller than the numerator and the 1 is smaller than the denominator. Teacher: Now I'm gonna go to the next step.  [TARGET]Teacher: The next step says rewrite the fractions with a multiplication sign.[/TARGET] Teacher: I'm gonna take now 2 over 5. Teacher: When you change the multiplication sign flip the second fraction. Teacher: I put my multiplication sign here.
Teacher: We have, what, a proper fraction because the 2 is smaller than the numerator and the 1 is smaller than the denominator. Teacher: Now I'm gonna go to the next step. Teacher: The next step says rewrite the fractions with a multiplication sign.  [TARGET]Teacher: I'm gonna take now 2 over 5.[/TARGET] Teacher: When you change the multiplication sign flip the second fraction. Teacher: I put my multiplication sign here. Teacher: I'm now going to get the reciprocal or the reverse of that.
Teacher: Now I'm gonna go to the next step. Teacher: The next step says rewrite the fractions with a multiplication sign. Teacher: I'm gonna take now 2 over 5.  [TARGET]Teacher: When you change the multiplication sign flip the second fraction.[/TARGET] Teacher: I put my multiplication sign here. Teacher: I'm now going to get the reciprocal or the reverse of that. Teacher: So now the 4 is gonna go up, so it will now be 4 over 1.
Teacher: The next step says rewrite the fractions with a multiplication sign. Teacher: I'm gonna take now 2 over 5. Teacher: When you change the multiplication sign flip the second fraction.  [TARGET]Teacher: I put my multiplication sign here.[/TARGET] Teacher: I'm now going to get the reciprocal or the reverse of that. Teacher: So now the 4 is gonna go up, so it will now be 4 over 1. Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators.
Teacher: I'm gonna take now 2 over 5. Teacher: When you change the multiplication sign flip the second fraction. Teacher: I put my multiplication sign here.  [TARGET]Teacher: I'm now going to get the reciprocal or the reverse of that.[/TARGET] Teacher: So now the 4 is gonna go up, so it will now be 4 over 1. Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators. Teacher: So what are my numerators?
Teacher: When you change the multiplication sign flip the second fraction. Teacher: I put my multiplication sign here. Teacher: I'm now going to get the reciprocal or the reverse of that.  [TARGET]Teacher: So now the 4 is gonna go up, so it will now be 4 over 1.[/TARGET] Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators. Teacher: So what are my numerators? Teacher: These ones here.
Teacher: I put my multiplication sign here. Teacher: I'm now going to get the reciprocal or the reverse of that. Teacher: So now the 4 is gonna go up, so it will now be 4 over 1.  [TARGET]Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators.[/TARGET] Teacher: So what are my numerators? Teacher: These ones here. Teacher: What are my denominators?
Teacher: I'm now going to get the reciprocal or the reverse of that. Teacher: So now the 4 is gonna go up, so it will now be 4 over 1. Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators.  [TARGET]Teacher: So what are my numerators?[/TARGET] Teacher: These ones here. Teacher: What are my denominators? Teacher: These ones here.
Teacher: So now the 4 is gonna go up, so it will now be 4 over 1. Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators. Teacher: So what are my numerators?  [TARGET]Teacher: These ones here.[/TARGET] Teacher: What are my denominators? Teacher: These ones here. Teacher: So I'm going to multiply 2 times 4, which is 8.
Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators. Teacher: So what are my numerators? Teacher: These ones here.  [TARGET]Teacher: What are my denominators?[/TARGET] Teacher: These ones here. Teacher: So I'm going to multiply 2 times 4, which is 8. Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5.
Teacher: So what are my numerators? Teacher: These ones here. Teacher: What are my denominators?  [TARGET]Teacher: These ones here.[/TARGET] Teacher: So I'm going to multiply 2 times 4, which is 8. Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5. Teacher: Then I'm going to look at the new fraction that I have.
Teacher: These ones here. Teacher: What are my denominators? Teacher: These ones here.  [TARGET]Teacher: So I'm going to multiply 2 times 4, which is 8.[/TARGET] Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5. Teacher: Then I'm going to look at the new fraction that I have. Teacher: Do they have a common factor?
Teacher: What are my denominators? Teacher: These ones here. Teacher: So I'm going to multiply 2 times 4, which is 8.  [TARGET]Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5.[/TARGET] Teacher: Then I'm going to look at the new fraction that I have. Teacher: Do they have a common factor? Teacher: I will ask, "Do they have a common factor, because the first step says reduce the answer or change it into a mixed number.
Teacher: These ones here. Teacher: So I'm going to multiply 2 times 4, which is 8. Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5.  [TARGET]Teacher: Then I'm going to look at the new fraction that I have.[/TARGET] Teacher: Do they have a common factor? Teacher: I will ask, "Do they have a common factor, because the first step says reduce the answer or change it into a mixed number. Teacher: So I cannot reduce here, but I can change it into a mixed number.
Teacher: So I'm going to multiply 2 times 4, which is 8. Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5. Teacher: Then I'm going to look at the new fraction that I have.  [TARGET]Teacher: Do they have a common factor?[/TARGET] Teacher: I will ask, "Do they have a common factor, because the first step says reduce the answer or change it into a mixed number. Teacher: So I cannot reduce here, but I can change it into a mixed number. Teacher: How do I change it to a mixed number?
Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5. Teacher: Then I'm going to look at the new fraction that I have. Teacher: Do they have a common factor?  [TARGET]Teacher: I will ask, "Do they have a common factor, because the first step says reduce the answer or change it into a mixed number.[/TARGET] Teacher: So I cannot reduce here, but I can change it into a mixed number. Teacher: How do I change it to a mixed number? Teacher: I'm going to divide the 8 by 5.
Teacher: Then I'm going to look at the new fraction that I have. Teacher: Do they have a common factor? Teacher: I will ask, "Do they have a common factor, because the first step says reduce the answer or change it into a mixed number.  [TARGET]Teacher: So I cannot reduce here, but I can change it into a mixed number.[/TARGET] Teacher: How do I change it to a mixed number? Teacher: I'm going to divide the 8 by 5. Teacher: So 8 divided by 5 is 1.
Teacher: Do they have a common factor? Teacher: I will ask, "Do they have a common factor, because the first step says reduce the answer or change it into a mixed number. Teacher: So I cannot reduce here, but I can change it into a mixed number.  [TARGET]Teacher: How do I change it to a mixed number?[/TARGET] Teacher: I'm going to divide the 8 by 5. Teacher: So 8 divided by 5 is 1. Teacher: 5 times 1 is 5.
Teacher: I will ask, "Do they have a common factor, because the first step says reduce the answer or change it into a mixed number. Teacher: So I cannot reduce here, but I can change it into a mixed number. Teacher: How do I change it to a mixed number?  [TARGET]Teacher: I'm going to divide the 8 by 5.[/TARGET] Teacher: So 8 divided by 5 is 1. Teacher: 5 times 1 is 5. Teacher: I'm gonna subtract.
Teacher: So I cannot reduce here, but I can change it into a mixed number. Teacher: How do I change it to a mixed number? Teacher: I'm going to divide the 8 by 5.  [TARGET]Teacher: So 8 divided by 5 is 1.[/TARGET] Teacher: 5 times 1 is 5. Teacher: I'm gonna subtract. Teacher: I'm gonna have 3.
Teacher: How do I change it to a mixed number? Teacher: I'm going to divide the 8 by 5. Teacher: So 8 divided by 5 is 1.  [TARGET]Teacher: 5 times 1 is 5.[/TARGET] Teacher: I'm gonna subtract. Teacher: I'm gonna have 3. Teacher: To write this as a mixed number you're gonna take your quotient, which is 1.
Teacher: I'm going to divide the 8 by 5. Teacher: So 8 divided by 5 is 1. Teacher: 5 times 1 is 5.  [TARGET]Teacher: I'm gonna subtract.[/TARGET] Teacher: I'm gonna have 3. Teacher: To write this as a mixed number you're gonna take your quotient, which is 1. Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths.
Teacher: So 8 divided by 5 is 1. Teacher: 5 times 1 is 5. Teacher: I'm gonna subtract.  [TARGET]Teacher: I'm gonna have 3.[/TARGET] Teacher: To write this as a mixed number you're gonna take your quotient, which is 1. Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths. Teacher: And you can always check it.
Teacher: 5 times 1 is 5. Teacher: I'm gonna subtract. Teacher: I'm gonna have 3.  [TARGET]Teacher: To write this as a mixed number you're gonna take your quotient, which is 1.[/TARGET] Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths. Teacher: And you can always check it. Teacher: 5 times 1 is 5, and 5 plus 3 is 8.
Teacher: I'm gonna subtract. Teacher: I'm gonna have 3. Teacher: To write this as a mixed number you're gonna take your quotient, which is 1.  [TARGET]Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths.[/TARGET] Teacher: And you can always check it. Teacher: 5 times 1 is 5, and 5 plus 3 is 8. Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths.
Teacher: I'm gonna have 3. Teacher: To write this as a mixed number you're gonna take your quotient, which is 1. Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths.  [TARGET]Teacher: And you can always check it.[/TARGET] Teacher: 5 times 1 is 5, and 5 plus 3 is 8. Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths. Teacher: So that is following all the steps that we have now.
Teacher: To write this as a mixed number you're gonna take your quotient, which is 1. Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths. Teacher: And you can always check it.  [TARGET]Teacher: 5 times 1 is 5, and 5 plus 3 is 8.[/TARGET] Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths. Teacher: So that is following all the steps that we have now. Teacher: We just followed all of these steps that we have now to be able to arrive at that.
Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths. Teacher: And you can always check it. Teacher: 5 times 1 is 5, and 5 plus 3 is 8.  [TARGET]Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths.[/TARGET] Teacher: So that is following all the steps that we have now. Teacher: We just followed all of these steps that we have now to be able to arrive at that. Teacher: Now supposing we had a question that has a whole number.