,text,labels 0," [TARGET]Teacher: Come on.[/TARGET] Teacher: You don't have a pencil? Student: [Inaudible]. Teacher: Okay, you're working in groups.",0 1," [TARGET]Teacher: Don't walk in front, Student L. You done with that?[/TARGET] Teacher: The mad minute. Teacher: We should have your name on the mad minute. Teacher: Right to your seat.",0 2," [TARGET]Teacher: Hello?[/TARGET] Teacher: Number 730, take three. Teacher: [Just kidding]. Teacher: Okay.",0 3," [TARGET]Teacher: I need, let's see, how about Student A. I'm not used to having you right up front.[/TARGET] Teacher: Pass these papers out to everybody please. Student: Teacher A? Teacher: Yes.",0 4," [TARGET]Teacher: Oh, now.[/TARGET] Teacher: Don't let me be the second. Teacher: All set? Teacher: Okay.",0 5," [TARGET]Teacher: Okay, five, four, three, sh.[/TARGET] Teacher: Student T, I need you had your seat. Teacher: Student S, I need you in your seat now. Teacher: We moved a couple of people because they were in the way of the camera.",0 6," [TARGET]Teacher: One and two and three.[/TARGET] Teacher: We are going to begin the lesson today. Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do. Teacher: So, everybody, take your -",0 7, [TARGET]Teacher: Please number your paper from 1 to 10.[/TARGET] Teacher: I said everyone number your paper 1 to 10. Teacher: I just gave you guys three slips. Teacher: Where are they?,0 8," [TARGET]Teacher: Read what you all wrote before you turn it in to me so you can take it, take it back and get mad cause I make you do it again.[/TARGET] Teacher: I don't want you to get all angry with me. Student: Yeah I do, I do. Teacher: I don't pay him no mind.",1 9," [TARGET]Teacher: Still waiting.[/TARGET] Teacher: Coat off, Student K. I shouldn't be saying things. Teacher: What do you need? Teacher: Okay.",1 10," [TARGET]Teacher: Student J, can you come sit here?[/TARGET] Teacher: Thank you. Teacher: That's nice. Teacher: I can see you better now.",0 11," [TARGET]Teacher: We're about to start.[/TARGET] Teacher: Over here, Student A, Student K, Student O. Teacher: Put everything away now. Student: We're not even in the video.",0 12," [TARGET]Teacher: When you're done, he's going to put that away.[/TARGET] Teacher: Okay. Teacher: You need to put this away. Teacher: Hurry up.",0 13," [TARGET]Teacher: Whoever's whistling, please stop.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay, thank you, Student S. Thank you, Student C. Thank you, Student C and Student A. Teacher: Thank you, Student W. Student M, face forward.",1 14,"Multiple Students: 1, 2, eyes on you. Teacher: Freeze. Teacher: Student K, I didn't say talk. [TARGET]Teacher: I said freeze.[/TARGET] Teacher: Student P, Student D, Student G, and Student J where are you? Student: Me, I'm right here. Teacher: Well you are over here.",1 15,"Multiple Students: 10 Teacher: Number 5, how many 7s in 42? Multiple Students: 6 [TARGET]Teacher: Nice, I heard a lot more people that time.[/TARGET] Teacher: Number 6, how many 3s in 21? Multiple Students: 7 Teacher: Good.",0 16,Multiple Students: 12. Teacher: So I'm gonna write the - Multiple Students: 2. [TARGET]Teacher: People [inaudible] need to be participating.[/TARGET] Teacher: Good. Teacher: So 4 plus zero plus 1. Multiple Students: 5.,1 17,"Multiple Students: 131. Teacher: Over what? Teacher: 24. [TARGET]Teacher: Everything - excuse me.[/TARGET] Teacher: Everything we are doing, we have to take a step back. Teacher: Not everybody is on the same level. Teacher: So listen to me when I'm asking the questions and make sure you're answering the question, please.",1 18,"Multiple Students: 14. Teacher: What would be left over? Multiple Students: 18. [TARGET]Teacher: I know you just came from outside and you're a bit tired, so clear your head.[/TARGET] Teacher: We're gonna divide 20 into 98. Teacher: You said how many times I can do that? Student: Four.",1 19,"Multiple Students: 18, 21, 24, 27, 30, 33. Teacher: I should have everyone together. Teacher: Everyone take a big deep breath. [TARGET]Teacher: Out.[/TARGET] Teacher: And let's focus, please. Teacher: So let's do them again. Teacher: Multiples of 3 are?",0 20,"Multiple Students: 2,000 milligrams. Student: equals how many grams. Teacher: Whoops. [TARGET]Teacher: Need to put this down.[/TARGET] Teacher: Hold on. Teacher: 2,000 milligrams is how many grams? Teacher: We're gonna go down here.",0 21,"Multiple Students: 2:30. Teacher: 2:30. Teacher: Very good. [TARGET]Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning.[/TARGET] Teacher: Say, ""Hey guys, we have five minutes left."" That's the only voice I might here is that timer. Teacher: Everyone else, you're doing it by yourself. Teacher: Go ahead.",0 22,"Multiple Students: 3. Teacher: So 3 out of 4 shaded in, right? Teacher: Please stop writing on that board and look this way. [TARGET]Teacher: Sit back so you can see.[/TARGET] Teacher: Right now it's three fourths. Teacher: Now what is it? Multiple Students: Six eighths.",1 23,"Multiple Students: 300. Teacher: 300. Teacher: Guys, pick it up. [TARGET]Teacher: We're not singing them.[/TARGET] Multiple Students: 330. Teacher: 330. Multiple Students: 360.",1 24,"Multiple Students: 32. Teacher: Hello? Teacher: Wait. [TARGET]Teacher: Let's not argue.[/TARGET] Teacher: Student C, can you sit down, please. Teacher: 24 divided by 3 gives me what? Multiple Students: 8.",1 25,"Multiple Students: 5 Teacher: Important information, we want to make two-pound boxes. Teacher: We have 10 pounds total. [TARGET]Teacher: Somebody raise your hand and walk me through.[/TARGET] Teacher: How do we solve this? Teacher: Student D. Student: [Inaudible].",0 26,"Multiple Students: 5 Teacher: Okay. Teacher: These numbers should look familiar. [TARGET]Teacher: Again, I have a few people who are having side conversations.[/TARGET] Teacher: I need your eyes up here. Teacher: Thank you. Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please.",1 27,Multiple Students: 6 Multiple Students: [Crosstalk] Teacher: This one I want you to work out on your own. [TARGET]Teacher: Do not use these numbers.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy?,0 28,"Multiple Students: 6 Teacher: How many halves in 3? Teacher: [Crosstalk - excessive noise] [TARGET]Teacher: Hold on, hold on.[/TARGET] Teacher: I know that was exciting. Teacher: I do need you back with silence in 5, 4, 3, 2, 1. Teacher: If you remember from yesterday what we said working on our goal is that you will know how to divide fractions.",1 29,Multiple Students: 70. Teacher: 70. Teacher: Okay. [TARGET]Teacher: Hang on.[/TARGET] Teacher: Stop talking. Teacher: That was to trick you. Teacher: The height is always the straight line from the bottom to the corner.,1 30,Multiple Students: 8 Teacher: Brilliant. Teacher: My marker is running out. [TARGET]Teacher: I'll have to get another one.[/TARGET] Teacher: Number 9 - Teacher: [Crosstalk] Teacher: This is not the signal.,0 31,"Multiple Students: 8 Teacher: How many 6s in 24? Multiple Students: 4 [TARGET]Teacher: How many 10s in - don't say it before I give the signal.[/TARGET] Teacher: How many 10s in 100? Multiple Students: 10 Teacher: Number 5, how many 7s in 42?",1 32,"Multiple Students: 90 Teacher: 90 Teacher: Let's do it again with our fingers. [TARGET]Teacher: I love how Student C was doing it.[/TARGET] Teacher: And, I saw some people over there doing it. Teacher: 15 Student: 15",0 33,Multiple Students: All eyes on ... Teacher: Most groups are having a reasonable noise level. Teacher: There's a couple of groups - I'm trying not to call out names. [TARGET]Teacher: Please don't make me have to.[/TARGET] Teacher: Okay. Teacher: To measure the length of a swimming pool. Teacher: What are kilometers similar to?,1 34,"Multiple Students: Bring me down. Teacher: Oh, if you bring him down, Student C, he's not going to do this. Teacher: He's going to do this. [TARGET]Teacher: Bring me down.[/TARGET] Teacher: Right? Teacher: Now, here's my next question, then. Teacher: And I know every hand's going to shoot up straight to the sky when I say it.",0 35,"Multiple Students: Commutative property. Teacher: Commutative property. Teacher: Okay? [TARGET]Teacher: So, now your partner - now your partner - Student F, Student B, Student A - tell your partner.[/TARGET] Teacher: What property? Multiple Students: Commutative property. Teacher: If you look on our word wall up here, it's the very first one 'cause we've talked about it for a while.",0 36,"Multiple Students: Denominator. Teacher: There is always. Teacher: And what did we learn? [TARGET]Teacher: I'm gonna pick on one person.[/TARGET] Teacher: Student N, when we say - can I see you sit - yes. Teacher: When we say numerator or denominator, tell me something about denominator. Teacher: Student N, Student N, something about denominator.",0 37,"Multiple Students: Divide. Teacher: Wow, okay. Teacher: Who was that? [TARGET]Teacher: Daddy, you're scaring me.[/TARGET] Teacher: Dad says divide. Teacher: So, what are we going to try and divide by? Teacher: How many groups of four can go into, Student R?",0 38,"Multiple Students: Eight. Teacher: [Inaudible]. Teacher: So, now, how many - look. [TARGET]Teacher: She is not looking.[/TARGET] Teacher: She is not looking. Teacher: She's - thank you. Teacher: Yes.",1 39,"Multiple Students: Equal. Teacher: Equal. Teacher: That's a great math word to use. [TARGET]Teacher: Nice vocabulary Student E. Let's look at this one.[/TARGET] Teacher: ""Two blocks balance ten cans."" So, we know that two blocks must be what to ten cans? Teacher: Student R? Student: Equals.",0 40,"Multiple Students: Fifteen. Teacher: Five, carry? Multiple Students: Seven. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: Listen, guys. Teacher: Wait for the question.",1 41,Multiple Students: Forty-five. Teacher: Who's making that noise? Teacher: Okay. [TARGET]Teacher: Can we stop that please.[/TARGET] Teacher: That's a warning. Teacher: Five goes into forty-nine? Teacher: Nine times.,1 42,"Multiple Students: Four. Teacher: What would be the fraction? Student: One fourth. [TARGET]Teacher: Let's try not to call out too much.[/TARGET] Teacher: Student N, what fraction? Student: One fourth. Teacher: One fourth.",1 43,"Multiple Students: I didn't run after her she ran after us. Multiple Students: She ran after us! Teacher: Because you started running that's why she started chasing you. [TARGET]Teacher: I was here.[/TARGET] Multiple Students: She got him, she got him first. Teacher: Ms. [Inaudible] is here. Student: She [Inaudible]",1 44,"Multiple Students: I do. Teacher: All right. Teacher: [Inaudible] can read. [TARGET]Teacher: We are not doing that.[/TARGET] Teacher: All right. Teacher: Somebody gonna have to read loud and clear, loud and clear. Teacher: All right.",1 45,"Multiple Students: I eat them. Teacher: I don't like them. Teacher: [Crosstalk regarding bread types] [TARGET]Teacher: Keep handing it.[/TARGET] Teacher: Keep passing it. Teacher: Let's go. Teacher: Student M, sh.",0 46,"Multiple Students: I said 4 times 16. Multiple Students: Yeah, I know that's wrong. Multiple Students: [Inaudible] So it has to be none of the above. [TARGET]Teacher: I was watching.[/TARGET] Teacher: I wanted to see what you were doing. Teacher: Why is A incorrect? Student: Because it says one pound is 16 ounces.",1 47,"Multiple Students: It's two times the radius. Student: Say it louder. Teacher: Thank you. [TARGET]Teacher: Don't do that anymore, okay?[/TARGET] Teacher: Two times the radius, exactly. Student: [Inaudible] Teacher: It's not radius times radius.",1 48,Multiple Students: Labels. Teacher: Labels what? Multiple Students: X and Y. [TARGET]Teacher: I only need on person.[/TARGET] Teacher: Student T? Student: We were missing the X and Y axis. Teacher: This is what I saw yesterday.,1 49,"Multiple Students: Multiply the sides. Teacher: Okay so what if I don't have a number on all sides raise your hands. Teacher: This was the problem with this one Student S I need you to [TARGET]Teacher: leave cause this one was for you.[/TARGET] Teacher: Why, what happens if I don't have numbers on all the sides Student S? Teacher: What do I have to do? Teacher: What do I have to do Student S?",1 50,Multiple Students: Nine. Teacher: Five times nine is what? Multiple Students: Forty-five. [TARGET]Teacher: Who's making that noise?[/TARGET] Teacher: Okay. Teacher: Can we stop that please. Teacher: That's a warning.,1 51,"Multiple Students: No. Multiple Students: Yes. Teacher: Wait. [TARGET]Teacher: Let's listen.[/TARGET] Teacher: I would, but why wouldn't you, Student T? Student: It's not 180 degrees. Teacher: What was the category?",1 52,"Multiple Students: No. Multiple Students: [Crosstalk] Teacher: Wait. [TARGET]Teacher: Time out.[/TARGET] Teacher: We're getting back into bits and pieces now, aren't we? Student: Yes. Teacher: Zero, decimal point -",1 53,"Multiple Students: No. Teacher: Do you think they can handle it yet? Multiple Students: No. [TARGET]Teacher: You guys are ready for it, they aren't.[/TARGET] Teacher: That's fair. Teacher: So, you would only have to worry about the zero, okay, the one for multiplication if you wanted to. Teacher: You wouldn't have - you would teach them the slogan and then you would pick one of these to actually really concentrate and teach them.",0 54,"Multiple Students: No. Teacher: I can find it really quick. Teacher: Yes ma'am? [TARGET]Teacher: You're on the floor with Student V over there.[/TARGET] Teacher: Actually, you can roll a seven digit number and just use the spinner. Teacher: What we're going to do today is I'm going to let you all take the test again, but we're going to review, so you should all have your math workshop folder out. Teacher: What I need from you is to pull out your place value chart if you have one.",0 55,"Multiple Students: No. Teacher: It did not change. Teacher: Now, watch this. [TARGET]Teacher: La, la, la, la, la, la, stop, come here.[/TARGET] Teacher: Is this still the associative property? Multiple Students: Yes. Student: No.",1 56,"Multiple Students: No. Teacher: It was not in it's simplest form. Teacher: All right, now let's look at this because some of these are tricky. [TARGET]Teacher: You've got to really pay attention.[/TARGET] Teacher: Let's look at number four. Teacher: Student M, what fraction is this? Student: Ah, fourteen-fifteenths.",1 57,"Multiple Students: No. Teacher: No, why not? Student: [inaudible] [TARGET]Teacher: I wanted Student S to answer.[/TARGET] Teacher: Hold on. Teacher: Okay, if you're right, I can't check it right now. Multiple Students: [inaudible chatter]",1 58,"Multiple Students: No. Teacher: No. Teacher: Okay. [TARGET]Teacher: So you did a very good - I'm having to stop more than I'd like.[/TARGET] Teacher: You're doing a very good job of grouping yourself. Teacher: I think you did an excellent job of grouping yourself. Teacher: Student I, you're standing.",1 59,"Multiple Students: No. Teacher: No. Teacher: So I know I need to move it over to the - like that, because it's already four, okay? [TARGET]Teacher: Does everybody understand why I had to do that?[/TARGET] Student: Yes. Teacher: Okay, I couldn't take it from that - from this first number. Teacher: All right, so then I go into - what's my next number now?",0 60,Multiple Students: No. Teacher: No. Teacher: There's nothing we can simplify by. [TARGET]Teacher: We're gonna watch a video on multiplying a fraction by a fraction.[/TARGET] Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff. Teacher: Let me start it over. Teacher: [Video plays],0 61,"Multiple Students: No. Teacher: Okay, so remember, this is the first time we're doing this so far this year. Teacher: So when we're doing it, remember, we've got to check to make sure our remotes are working. [TARGET]Teacher: Oh, Student F, honey, can you get the door for me, please?[/TARGET] Student: [Inaudible]. Teacher: Thanks. Teacher: [Pause].",0 62,Multiple Students: No. Teacher: When do you say 1? Teacher: Once you make a move. [TARGET]Teacher: So why didn't I say - who is playing with their money still?[/TARGET] Teacher: Why? Teacher: Where are your 10 groups? Teacher: You had money out.,1 63,"Multiple Students: Oh. Student: Jack and the Bean Stock. Teacher: Jack and the Bean Stock. [TARGET]Teacher: ""Who's crossing my bridge?"" shouted the troll.[/TARGET] Teacher: ""It's just Jack. Teacher: I'm bringing my poor mother some magic beans I traded for our cow."" ""Beans? Teacher: You need a reality check junior,"" said the little man with a stamp, a stomp and a snort.",0 64,"Multiple Students: One out of the four. Teacher: All right, now pick up one of the pieces, all right? Student: And put it in your mouth. [TARGET]Teacher: Don't put it in your mouth.[/TARGET] Teacher: [Laughter]. Teacher: And tell me what it's called. Teacher: What's it called, Student V?",1 65,"Multiple Students: One tenth. Teacher: Yeah. Teacher: So on your - it's already there. [TARGET]Teacher: That's a cheater.[/TARGET] Teacher: 0.1. Teacher: What would this be? Multiple Students: 0.2, 0.3, 0.4, 0.5.",1 66,"Multiple Students: One, two, eyes on you. Teacher: I'm a little disappointed with today, okay? Teacher: So students who just came in, you're sliding right in. [TARGET]Teacher: Student S, sit up, please.[/TARGET] Teacher: Yes. Teacher: Yep. Teacher: So right now those two friends over there are keeping track about how many oranges we have and how many boxes we have.",1 67,"Multiple Students: One. Teacher: Three. Teacher: Two. [TARGET]Teacher: Looks like everybody's following the directions.[/TARGET] Teacher: Student K, you have to go back over here, remember? Teacher: And Student E, you're fine right there for now. Teacher: Okay, all right.",0 68,"Multiple Students: Pieces. Teacher: Pieces, and who could tell the fraction - the fraction pieces. Teacher: See, you're not really listening. [TARGET]Teacher: All right, next one, Student D. Student D. Student D. Student D.[/TARGET] Student: That's - Teacher: Yeah. Teacher: Okay, go ahead now.",1 69,"Multiple Students: Red Riding Hood. Teacher: Red Riding Hood. Teacher: And then clickety-clack, clickety-clack, clickety-clack. [TARGET]Teacher: ""Who's crossing my bridge?"" shouted the troll.[/TARGET] Teacher: ""It's only me, Little Red Riding Hood. Teacher: I'm on my way to grandma's house."" Teacher: ""We'll you can kiss seeing your granny goodbye, unless you have bill in that basket [missy]."" said the little man with stamp, a stomp and a snort.",0 70,"Multiple Students: Shape. Teacher: Our whole shape. Teacher: [Crosstalk] [TARGET]Teacher: All right, guys over there, can you separate yourselves, please?[/TARGET] Teacher: Student D, you too. Teacher: Student D and Student R. Teacher: All right, let's look at the trapezoid.",1 71,"Multiple Students: She got him, she got him first. Teacher: Ms. [Inaudible] is here. Student: She [Inaudible] [TARGET]Teacher: What you got is, I'm here to help you.[/TARGET] Teacher: Student J stop! Teacher: Student J stop get away from her. Student: Get away she's telling you to get away.",0 72,"Multiple Students: Six twenty fourths. Teacher: I have you back. Teacher: Six twenty fourths. [TARGET]Teacher: Now, listen, this is the new question and people need to think.[/TARGET] Teacher: People need to think. Teacher: This is my sandwich. Teacher: Half of my sandwich is twelve pieces out of -",0 73,"Multiple Students: Sixteen. Teacher: Doubles. Student: [Inaudible]. [TARGET]Teacher: I can stop?[/TARGET] Student: Yes. Multiple Students: [Crosstalk]. Teacher: Oops, excuse me.",0 74,"Multiple Students: Soccer. Teacher: Soccer. Student: [Inaudible comment.] [TARGET]Teacher: No, I need you all to wait.[/TARGET] Teacher: I need you all to stop chit-chatting and stop playing too. Teacher: Just a minute, please. Teacher: One minute.",1 75,"Multiple Students: Three and [inaudible]. Multiple Students: [Crosstalk]. Teacher: Okay, stack them in one stack somewhere off to the side [inaudible] away from your table, and then - please don't. [TARGET]Teacher: That's not what I asked you to do.[/TARGET] Teacher: I said stack them up to the side. Teacher: That's right. Teacher: I didn't want everybody going through their binders right now.",1 76,"Multiple Students: Three fourths. Teacher: What's wrong? Student: Just pollen. [TARGET]Teacher: You need to get your work done, because if not, I'm going to have to start sending you to Mrs. A's office to do your work.[/TARGET] Teacher: We are not going to just sit there. Teacher: You need to work. Teacher: Let's do it with five twentieths.",1 77,Multiple Students: Three sixths - Student: One half. Multiple Students: Four sixths - [TARGET]Teacher: Do not call out [Inaudible].[/TARGET] Teacher: Four sixths. Teacher: We're talking about sixths now. Teacher: Then I'll let you answer.,1 78,"Multiple Students: Three sixths, four sixths. Teacher: Am I halfway? Teacher: [Crosstalk] [TARGET]Teacher: Listen - oh, I cannot - [inaudible].[/TARGET] Teacher: Turn around. Teacher: When we're doing it, now you're talking to someone else. Teacher: Now, look at me.",1 79,"Multiple Students: Timmy got it. Multiple Students: I just don't know-Timmy got it. Teacher: Okay, can you just skip that for now and then I'll come back to it as soon as I'm done here with the group. [TARGET]Teacher: Please don't interrupt while I'm teaching them.[/TARGET] Teacher: Okay, I'm going to give you another problem. Teacher: If you pass it, you're good to go. Teacher: Okay-dokey?",1 80,Multiple Students: Two. Teacher: So one trapezoid is going to represent what fraction of the hexagon? Multiple Students: One half. [TARGET]Teacher: So then could I say then - please forgive my drawing.[/TARGET] Teacher: That's all right. Teacher: It's not about the drawing right now. Teacher: Two trapezoids equals one hexagon.,0 81,"Multiple Students: Two. Teacher: What do we do now? Multiple Students: Bring down the nine. [TARGET]Teacher: Okay, I don't want you to answer anymore, Student L. I want somebody else to answer.[/TARGET] Teacher: How many times does 4 go into 29? Teacher: Student J? Teacher: Student C, honey, do you have a question?",1 82,"Multiple Students: Whole. Teacher: It's one whole. Teacher: It is one whole so stop, look, and listen because we're on number three. [TARGET]Teacher: I need you to stop, look, and listen.[/TARGET] Teacher: This is one whole, yes? Multiple Students: Yes. Teacher: This is one whole, yes?",1 83,"Multiple Students: Yeah, I know that's wrong. Multiple Students: [Inaudible] So it has to be none of the above. Teacher: I was watching. [TARGET]Teacher: I wanted to see what you were doing.[/TARGET] Teacher: Why is A incorrect? Student: Because it says one pound is 16 ounces. Student: So if we do 2 pounds, it would be 2 ounces, so it cannot be A.",1 84,"Multiple Students: Yeah. Student: That's already a rectangle. Student: [Crosstalk] [TARGET]Teacher: Okay, guys, you should be having a conversation with your partner.[/TARGET] Teacher: Yes, ma'am. Student: [Inaudible]. Teacher: For this one or for this one?",0 85,"Multiple Students: Yeah. Teacher: It's very important you follow my direction. Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay? [TARGET]Teacher: The strip.[/TARGET] Teacher: We think with our brains. Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us. Teacher: And, if you're in Just Words, you know what I'm talking about.",0 86,"Multiple Students: Yeah. Teacher: That's taped to it? Multiple Students: Yeah. [TARGET]Teacher: It's very important you follow my direction.[/TARGET] Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay? Teacher: The strip. Teacher: We think with our brains.",0 87,Multiple Students: Yeah. Teacher: Work with a partner. Student: [Inaudible] [TARGET]Teacher: But if you work with somebody you may be able to.[/TARGET] Student: [Inaudible] Teacher: You know where my pencils are. Teacher: [Crosstalk],0 88,"Multiple Students: Yeah. Teacher: You thought I was going to jump to number 7, huh? Teacher: So we have four boxes. [TARGET]Teacher: I'll wait till you're done talking.[/TARGET] Teacher: I'm going to give you a title for each box. Teacher: I'd like you to write the title in there. Teacher: Obviously don't write it too too big because you're going to need space to do your recording.",1 89,"Multiple Students: Yes. Multiple Students: No. Teacher: So once you finish - everybody [inaudible]. [TARGET]Teacher: Can you face forward please?[/TARGET] Teacher: Now I want to do it on this side. Teacher: The second one to your left, I want you to write the fraction that represents - what is a fraction that represents the second one to the right? Teacher: How many parts is it broken into?",1 90,"Multiple Students: Yes. Multiple Students: [Crosstalk]. Teacher: Excuse me. [TARGET]Teacher: Where are the things that were put on - Student C. Please be quiet.[/TARGET] Teacher: Did you put any on this table? Student: I thought you were [inaudible]. Teacher: I said - stop that, okay?",1 91,Multiple Students: Yes. Multiple Students: [Students working exit tickets]. Teacher: Read it out loud to me. [TARGET]Teacher: There shouldn't be any talking.[/TARGET] Student: [Inaudible]. Student: What? Teacher: [Inaudible] in the product of fifteen is X.,1 92,"Multiple Students: Yes. Teacher: All right, go ahead and switch your paper. Teacher: [Crosstalk] [TARGET]Teacher: Okay, we're not talking.[/TARGET] Teacher: All right, number one. Teacher: Forty-four and seven tenths, 44, decimal, seven. Teacher: Boys and girls, you'll see your paper in just a second.",1 93,"Multiple Students: Yes. Teacher: Are there any questions? Teacher: Question? [TARGET]Teacher: Shh please listen to the question it might be yours.[/TARGET] Student: So we don't get to do this on our papers? Teacher: You do everybody tries to solve this paper first. Teacher: When you're done solving then you're gonna share your answers, come up with what the best answer okay?",1 94,"Multiple Students: Yes. Teacher: Are you allowed not to try? Multiple Students: No. [TARGET]Teacher: No, you're not allowed not to try.[/TARGET] Teacher: Where are your manipulatives? Teacher: There? Student: Mm-hmm.",1 95,"Multiple Students: Yes. Teacher: Come on Student J, hurry back. Teacher: You two work together. [TARGET]Teacher: Student N, you're by yourself.[/TARGET] Teacher: Take this and sit down. Teacher: I'll give you more if you need them. Teacher: Shh.",0 96,"Multiple Students: Yes. Teacher: Do you understand? Multiple Students: Yes. [TARGET]Teacher: Begin.[/TARGET] Teacher: [Students working loudly in groups]. Teacher: [Inaudible]. Teacher: I said [inaudible] you weren't' here, but you [inaudible].",0 97,"Multiple Students: Yes. Teacher: Excellent. Teacher: Did you find it, Student T? [TARGET]Teacher: Let me see how you found it.[/TARGET] Teacher: Let me come over there. Teacher: Let me see. Teacher: Yep.",0 98,"Multiple Students: Yes. Teacher: Excellent. Teacher: Student M, can you just get rid of that paper that's on your desk? [TARGET]Teacher: I don't want that to be in your way.[/TARGET] Teacher: So, we're going to actually find three-fifths of ten. Teacher: So I want to show you that's what we're gonna find, three-fifths of ten. Teacher: So we have the ten counters.",1 99,"Multiple Students: Yes. Teacher: Here we go. Teacher: [Crosstalk] [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: I need to change my color. Teacher: [Crosstalk] Teacher: I'll wait.",0 100,"Multiple Students: Yes. Teacher: I need you to put your fraction and percent cards in the bag. Teacher: Directions go back up there. [TARGET]Teacher: Excuse me, large group.[/TARGET] Teacher: I need you to move your chair back. Teacher: I need the rest of you to meet me on the rug. Teacher: Student J, cool it.",1 101,"Multiple Students: Yes. Teacher: Okay. Teacher: What are we gonna do with this one? [TARGET]Teacher: I'm over here.[/TARGET] Teacher: How many times? Multiple Students: Two times. Teacher: Two times, two times.",0 102,Multiple Students: Yes. Teacher: Okay. Teacher: Who can tell us what part four is? [TARGET]Teacher: Nice and loud.[/TARGET] Teacher: Student R? Student: [Inaudible]. Teacher: Very good.,0 103,"Multiple Students: Yes. Teacher: So now you going to write - make your graph attractive. Teacher: One person does the graph. [TARGET]Teacher: One person.[/TARGET] Teacher: [Side comment about crayons]. Teacher: One person is doing the graph. Teacher: Now you didn't - you all are keep showing me, ""I did it.",0 104,"Multiple Students: Yes. Teacher: So you know how much everybody chose. Teacher: Okay. [TARGET]Teacher: One person - you will all decide what type of graph.[/TARGET] Teacher: The one person will draw the graph. Teacher: Then the constructive response comes in - what does this graph show you? Teacher: It says, ""What does [inaudible]?",0 105,"Multiple Students: Yes. Teacher: So, this is what your answer sheet looks like when you do your open response rubric. Teacher: I think we are ready to look at our question. [TARGET]Teacher: Here's our question that we are all going to work on today.[/TARGET] Teacher: The top part is just telling the teacher who printed this out where this came from. Teacher: So, this came from the 1006 Math MCAS, okay? Teacher: So, from a few years ago.",0 106,"Multiple Students: Yes. Teacher: Somebody said no. Teacher: Wait. [TARGET]Teacher: Student I, can you sit still?[/TARGET] Teacher: Move all the way back over there. Teacher: Can you move all the way back, please? Teacher: Take your book with you.",1 107,"Multiple Students: Yes. Teacher: Student J? Student: Remember when you said about the cheating part, the cheat sheet- [TARGET]Teacher: Don't put words into his mouth.[/TARGET] Teacher: The algorithm? Student: No. Student: Remember when you said [inaudible].",1 108,"Multiple Students: Yes. Teacher: Student S, can you see? Teacher: All right. [TARGET]Teacher: Student D, sit for me, please.[/TARGET] Teacher: Find the difference. Multiple Students: Seven twelfths. Teacher: Because they realize the LCD is twelve.",1 109,"Multiple Students: Yes. Teacher: What can I do? Teacher: Student R, you're not paying attention. [TARGET]Teacher: Put the marker down.[/TARGET] Teacher: Student T? Student: Three-thirds. Student: No.",1 110,"Multiple Students: Yes. Teacher: Yes, which means a circle or pie graph can actually be important in our own lives, and we use this kind of graph, boys and girls, so as soon as we look at it, we can see very quickly, if you're looking on page 276, it's step four, you can just eyeball and see where a good portions of their money was spent. Teacher: So a pie graph or a circle graph is a very useful graph for us to use to look at lots of different data at one point and be able to make determinations from that. [TARGET]Teacher: So let's look.[/TARGET] Teacher: Up at the top it says the family is planning a trip to Gainesville. Teacher: They planned this at the Northeast Georgia History Center. Teacher: The table shows the budget they made for their expenses.",0 111,"Multiple Students: Zero. Teacher: Good. Student: Oh, my gosh - [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Student J.",1 112,"Multiple Students: Zero. Teacher: Zero. Teacher: Sit up, please. [TARGET]Teacher: Do you need a nap?[/TARGET] Teacher: How many times can three go into zero, Student O? Student: Zero. Teacher: Zero times.",1 113,"Multiple Students: [Crosstalk while working on activity]. Multiple Students: [From 0:36:00 to 0:39:03] Teacher: We're not gonna spend much more time on this because I have another activity to do. [TARGET]Teacher: Student T, you're wasting time.[/TARGET] Teacher: Write your middle name. Multiple Students: [Crosstalk]. Teacher: Yeah, but you could've been done already writing your last name if you hadn't [inaudible] middle name.",1 114,"Multiple Students: [Crosstalk while working on activity]. Multiple Students: [From 0:47:22 to 0:48:08] Teacher: To close this out you're going to get something to work on. [TARGET]Teacher: Are you listening?[/TARGET] Student: Yes. Teacher: [Inaudible]. Teacher: It's identifying place of the underlined digit for one through ten, and then 11 through 15 they give you a decimal inwards and you have to write the decimal.",1 115,Multiple Students: [Crosstalk] Teacher: Are you following the steps here? Teacher: Is A reading the steps? [TARGET]Teacher: Are you reading the steps and making sure that everybody follows?[/TARGET] Teacher: Any time you are doing a question you go back to the steps. Teacher: [Crosstalk] Teacher: Why doesn't Student D just read the question?,0 116,"Multiple Students: [Crosstalk] Teacher: Okay, eyes up here. Teacher: No one should have a pencil in their hand. [TARGET]Teacher: Nobody should be writing anything because your eyes are up here.[/TARGET] Teacher: You were just discussing. Teacher: You don't need a pencil to discuss. Teacher: You have solved equivalent problems in which the numbers were doubled and halved.",1 117,"Multiple Students: [Crosstalk] Teacher: Shh. Teacher: I'll wait. [TARGET]Teacher: Shh.[/TARGET] Student: No one's even talking. Teacher: You know what, guys? Teacher: I will let you know whether you can talk or not or if somebody is talking and isn't supposed to, I'll take care of that.",1 118,"Multiple Students: [Crosstalk] Teacher: Show me you're ready by closing your mouths and opening your ears. Student: What did she just say? [TARGET]Teacher: Show me you're ready.[/TARGET] Teacher: Number one, how many 2s are there in 10? Teacher: How many 2s are there in 10? Teacher: Number one, how many 2s are there in 10?",0 119,"Multiple Students: [Crosstalk] Teacher: Why are you talking, though? Teacher: [Crosstalk] [TARGET]Teacher: All right, I've got two separate sheets.[/TARGET] Teacher: [Crosstalk] Teacher: I have two separate sheets. Teacher: [Crosstalk]",0 120,"Multiple Students: [Crosstalk]. Multiple Students: [Inaudible] [Students playing game]. Teacher: We got here at ten, and it's five minutes to eleven. [TARGET]Teacher: She's - there's her stuff, I just don't know where she is to turn ... to turn my stuff off.[/TARGET] Teacher: But I want to be finished. Multiple Students: [Crosstalk]. Multiple Students: [Students playing game].",0 121,"Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Student: If you sit at the first table. [TARGET]Teacher: Student J, Student L, please follow directions.[/TARGET] Teacher: Follow directions. Teacher: No one [inaudible] should be up. Teacher: [Inaudible] that first table.",1 122,"Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: All right, I want you to have - shh. [TARGET]Teacher: If you sit at this first table, [inaudible], if you sit at the first table.[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Student: If you sit at the first table.",0 123,"Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: All right, focus. [TARGET]Teacher: Eyes back up here.[/TARGET] Teacher: Student C, shh. Teacher: Eyes back up here. Teacher: Student L, what [inaudible] do you have?",0 124,Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: All right. [TARGET]Teacher: Listen up.[/TARGET] Teacher: Quiet. Teacher: Stop working. Teacher: Stop working.,0 125,"Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: Okay, [inaudible] two problems on the board. [TARGET]Teacher: Shh.[/TARGET] Teacher: Quiet. Teacher: [Inaudible]. Teacher: [Inaudible] before.",1 126,"Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: So let's see it. [TARGET]Teacher: Let's try to quiet down, and focus.[/TARGET] Teacher: Remember, you need to be paying attention, because you're going to be playing this game with a partner. Teacher: Zero. Student: What the [inaudible].",1 127,"Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: [Inaudible] chart [inaudible]. [TARGET]Teacher: After you finish the chart, do the problems.[/TARGET] Student: Okay. Teacher: Write down the title. Teacher: [Inaudible].",0 128,"Multiple Students: [Crosstalk]. Multiple Students: [Students cleaning]. Teacher: Student H, what are you doing? [TARGET]Teacher: Why are you out of your seat?[/TARGET] Student: [Inaudible] markers [inaudible]. Teacher: On top of the boards. Teacher: Where are the markers?",1 129,"Multiple Students: [Crosstalk]. Student: But wait. Student: [Inaudible]. [TARGET]Teacher: I didn't say - I haven't said anything.[/TARGET] Teacher: I haven't said anything yet, so just relax. Student: [Inaudible]. Teacher: I'm asking.",0 130,"Multiple Students: [Crosstalk]. Student: Where is my - Teacher: Guys, I'm ask - I'm asking for a brief moment of time. [TARGET]Teacher: You hear my voice, stop what you're doing and look.[/TARGET] Teacher: We talked about the grid, yesterday. Teacher: When I give you the grid paper for the S-O-L, you can write your multiplication facts, right? Teacher: But look, you can make a fraction bar on that.",1 131,"Multiple Students: [Crosstalk]. Student: [Inaudible]. Student: How do you do [inaudible] again? [TARGET]Teacher: Please stand up, push in your seats, and line up quietly.[/TARGET] Teacher: How are these related? Student: I don't have my jacket. Student: [Inaudible] eight divided by ten?",0 132,"Multiple Students: [Crosstalk]. Student: [Inaudible]. Teacher: Shh. [TARGET]Teacher: Student M, can you please not say that kind of stuff?[/TARGET] Student: Yeah, Student M. Teacher: Ah, and Student I, I don't need your help. Teacher: So it's unfortunate that right now, some of you are showing really inappropriate behavior when you normally don't do that.",1 133,"Multiple Students: [Crosstalk]. Student: [Inaudible]. Teacher: Where's your chair? [TARGET]Teacher: Sit in it.[/TARGET] Multiple Students: [Inaudible]. Multiple Students: [Students preparing to play game]. Teacher: [Inaudible], why don't you come, sit around here.",1 134,"Multiple Students: [Crosstalk]. Teacher: - Student A, do you know where those big pieces of white paper are back there? Teacher: Can you get - shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Student: Teacher A? Teacher: Yes.",1 135,"Multiple Students: [Crosstalk]. Teacher: All right. [TARGET]Teacher: I need you to focus.[/TARGET] Teacher: Student W, and Student D. Student: Yes? Teacher: I need you to focus.",1 136,"Multiple Students: [Crosstalk]. Teacher: All right. Teacher: I need you to focus. [TARGET]Teacher: Student W, and Student D. [/TARGET] Student: Yes? Teacher: I need you to focus. Teacher: I need it quiet, now.",1 137,"Multiple Students: [Crosstalk]. Teacher: Excuse me. Teacher: Where are the things that were put on - Student C. Please be quiet. [TARGET]Teacher: Did you put any on this table?[/TARGET] Student: I thought you were [inaudible]. Teacher: I said - stop that, okay? Teacher: I need to get - wait Student C. What are you - they don't need three of them, honey.",0 138,"Multiple Students: [Crosstalk]. Teacher: Here's a paper for when you're done. Multiple Students: [Crosstalk]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Student: [Inaudible]. Teacher: Student Z, what do you want to write?",1 139,"Multiple Students: [Crosstalk]. Teacher: If this is a little bit confusing - hang on. Teacher: Let me [inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: If it helps you, you can almost picture this as a dollar. Student: Ooh.",1 140,"Multiple Students: [Crosstalk]. Teacher: Okay, Student A, come on up. Teacher: There's lots of people who's hands are raised. [TARGET]Teacher: You have to be patient.[/TARGET] Student: [Inaudible]. Teacher: I didn't see your hand up, first. Student: [Inaudible].",1 141,"Multiple Students: [Crosstalk]. Teacher: Okay, so we said we needed to stop the game, here. Teacher: I need voices off, and I need your eyes on the board. [TARGET]Teacher: We said we were stopping the game, here.[/TARGET] Teacher: Now Team One is at seven, and Team Two is at eight, so if you were just looking at this quickly, you might assume that Team Two is the winner, because they're closer to ten. Teacher: Why is Team One the winner? Student: Oh!",1 142,Multiple Students: [Crosstalk]. Teacher: Okay. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Listen up. Teacher: Waiting.,1 143,Multiple Students: [Crosstalk]. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Students working on project]. Teacher: [Inaudible].,1 144,"Multiple Students: [Crosstalk]. Teacher: That's okay. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: All right, so the partners. Multiple Students: [Crosstalk].",1 145,Multiple Students: [Crosstalk]. Teacher: What are you doing? Student: I don't feel good. [TARGET]Teacher: You don't feel good?[/TARGET] Teacher: You're a little [inaudible]. Teacher: You're a little warm. Teacher: Do you think you can try to do this or join with the nurse?,1 146,"Multiple Students: [Crosstalk]. Teacher: Where do you have mode? Teacher: Where do you have typical? [TARGET]Teacher: Why aren't you following directions?[/TARGET] Teacher: How did you find the median Student A? Student: Right here. Teacher: Oh so you listed them all, okay.",1 147,"Multiple Students: [Inaudible chatter] Teacher: It's Student R's seat. Teacher: Take your sheet, take a board, sit on the carpet, or sit at your desk. [TARGET]Teacher: Those are your two options.[/TARGET] Student: [Inaudible chatter] Teacher: All right. Teacher: Sit down.",1 148,"Multiple Students: [Inaudible] [Students playing game]. Teacher: We got here at ten, and it's five minutes to eleven. Teacher: She's - there's her stuff, I just don't know where she is to turn ... to turn my stuff off. [TARGET]Teacher: But I want to be finished.[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Students playing game]. Teacher: Come on.",0 149,Multiple Students: [Inaudible] Multiple Students: A. Teacher: Show your answer. [TARGET]Teacher: I'm not laughing 'cause there's nothing that's funny right now.[/TARGET] Teacher: Thank you. Teacher: Put it down. Multiple Students: [Inaudible],1 150,"Multiple Students: [Inaudible] Student: Goodbye darling, my name is Student K. See you later. Student: Bye, Mommy. [TARGET]Teacher: Back to your seat.[/TARGET] Student: See you next time, guys. Multiple Students: [Inaudible] Teacher: It's not over yet, girls.",1 151,"Multiple Students: [Inaudible] Teacher: All right. Teacher: Do I have a volunteer for the second step? [TARGET]Teacher: You can just come up here and tell us what the second step is, Student K. You guys are not solving this because we've already worked this problem out.[/TARGET] Multiple Students: It's four times four - Teacher: What would be our second step? Multiple Students: [Inaudible]",0 152,Multiple Students: [Inaudible] Teacher: All right. Teacher: Next problem. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We are quiet. Teacher: Can I have one volunteer? Teacher: Student A?,1 153,"Multiple Students: [Inaudible] Teacher: All right. Teacher: So, excuse me. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Five, four, three, two, one - it is [Inaudible]. Teacher: Zero. Teacher: Student T, [Inaudible].",1 154,Multiple Students: [Inaudible] Teacher: Excuse me. Teacher: We're not talking. [TARGET]Teacher: We're not talking.[/TARGET] Multiple Students: [Inaudible] Teacher: All right. Teacher: The next problem.,1 155,"Multiple Students: [Inaudible] Teacher: One second. Teacher: Yes. [TARGET]Teacher: Focus.[/TARGET] Teacher: All right. Teacher: Excuse me. Teacher: Three, two, one, zero.",1 156,"Multiple Students: [Inaudible] Teacher: That is your homework for today. Student: Of you finish it up, then - [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You're not talking in three, two, one, zero. Teacher: Everybody should be working this problem out. Multiple Students: [Inaudible]",1 157,"Multiple Students: [Inaudible] Teacher: Three, two, one, zero. Teacher: So let's heck over how Student T solved this problem. [TARGET]Teacher: If we look right here, excuse me.[/TARGET] Multiple Students: [Inaudible] Teacher: One second. Teacher: Yes.",1 158,Multiple Students: [Inaudible] Teacher: Yes. Multiple Students: [Inaudible] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We're not talking. Teacher: We're not talking. Multiple Students: [Inaudible],1 159,"Multiple Students: [Inaudible] Teacher: [Inaudible] Multiple Students: [Inaudible] [TARGET]Teacher: Student A, sit down.[/TARGET] Teacher: Student A, sit down. Multiple Students: [Inaudible] Teacher: Boys and girls.",1 160,Multiple Students: [Inaudible] measures of weight. Teacher: Write your own answer. Teacher: Stop talking. [TARGET]Teacher: Stop talking.[/TARGET] Teacher: [End of Audio],1 161,"Multiple Students: [Inaudible]. Multiple Students: [Whistling sound]. Multiple Students: [Students loudly moving around room and talking]. [TARGET]Teacher: Student S, [inaudible] please.[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Multiple Students: [Whistling sound].",1 162,"Multiple Students: [Inaudible]. Student: I was just bringing them [inaudible]. Teacher: I know. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Student MS, what number is this? Student: 729. Teacher: Good job.",1 163,"Multiple Students: [Inaudible]. Student: If you sit at the first table. Teacher: Student J, Student L, please follow directions. [TARGET]Teacher: Follow directions.[/TARGET] Teacher: No one [inaudible] should be up. Teacher: [Inaudible] that first table. Teacher: If you sit at this table, [inaudible].",1 164,"Multiple Students: [Inaudible]. Teacher: All right, focus. Teacher: Eyes back up here. [TARGET]Teacher: Student C, shh.[/TARGET] Teacher: Eyes back up here. Teacher: Student L, what [inaudible] do you have? Teacher: [Inaudible]?",1 165,"Multiple Students: [Inaudible]. Teacher: All right, get your math notebook out. Teacher: Open it to a blank page. [TARGET]Teacher: Student T, you're talking.[/TARGET] Student: [Inaudible] math book. Teacher: Student S, we don't have to say things like that when we're doing it. Teacher: Just get our math book out, and we open it to a blank page, and when we're quiet then we get started.",1 166,Multiple Students: [Inaudible]. Teacher: All right. Teacher: Listen up. [TARGET]Teacher: Quiet.[/TARGET] Teacher: Stop working. Teacher: Stop working. Teacher: Excuse me.,1 167,Multiple Students: [Inaudible]. Teacher: How many rhombuses is this? Multiple Students: [Inaudible]. [TARGET]Teacher: Sh![/TARGET] Teacher: [Inaudible]. Multiple Students: [Inaudible]. Teacher: [Inaudible].,1 168,"Multiple Students: [Inaudible]. Teacher: I heard a no. Teacher: Did I hear a no? [TARGET]Teacher: Student J, did you say no?[/TARGET] Student: No. Student: Student A. Teacher: Who said no?",0 169,"Multiple Students: [Inaudible]. Teacher: Okay, [inaudible] two problems on the board. Teacher: Shh. [TARGET]Teacher: Quiet.[/TARGET] Teacher: [Inaudible]. Teacher: [Inaudible] before. Teacher: [Inaudible].",1 170,"Multiple Students: [Inaudible]. Teacher: Sh! Teacher: I hear a lot of good math talk and now I'm hearing a little bit of talk that doesn't sound like math. [TARGET]Teacher: And you know math is the only talk I want.[/TARGET] Teacher: I'm coming around if you have a [Inaudible] question. Teacher: So, [Inaudible]. Multiple Students: [Inaudible].",1 171,"Multiple Students: [Inaudible]. Teacher: So let's see it. Teacher: Let's try to quiet down, and focus. [TARGET]Teacher: Remember, you need to be paying attention, because you're going to be playing this game with a partner.[/TARGET] Teacher: Zero. Student: What the [inaudible]. Multiple Students: [Crosstalk].",1 172,Multiple Students: [Inaudible]. Teacher: So that whole thing. Teacher: This - this - this is one. [TARGET]Teacher: Get up.[/TARGET] Teacher: Get up. Teacher: Take a seat away from the [Inaudible] please. Teacher: Step away please.,1 173,"Multiple Students: [Inaudible]. Teacher: So what is - the first one says what is the area of a parallelogram - Student H, I want you in your seat for the rest of the class. Teacher: Don't stand up again. [TARGET]Teacher: I don't need you going to the trash can in the middle of instruction.[/TARGET] Student: This is the last one. Teacher: Oh, I have more. Teacher: See that stack over there with those purple little notes on there, that's all your packets.",1 174,"Multiple Students: [Inaudible]. Teacher: Wait, wait, wait. Teacher: Don't jump on him. [TARGET]Teacher: Don't jump on him.[/TARGET] Teacher: Tell us what you've got before you try simplest form, Student J. Student: [Inaudible] is three ninths. Teacher: Three ninths is not one half.",1 175,Multiple Students: [Inaudible]. Teacher: When you're comparing should you look at the place value? Teacher: Start at your decimal and look at your tens. [TARGET]Teacher: Keep talking it out.[/TARGET] Teacher: I like the way you guys are talking. Teacher: Good job. Multiple Students: [Inaudible].,1 176,"Multiple Students: [Inaudible]. Teacher: You know what? Teacher: I have to say - I know some of you are playing games. [TARGET]Teacher: I'm talking now [Inaudible] to your voice.[/TARGET] Teacher: Sh! Teacher: I see a lot of improvement. Teacher: This is a hard concept, especially when you're talking about different wholes.",1 177,"Multiple Students: [Inaudible]. Teacher: [Inaudible]. Teacher: Student K, show me what you do when I want your attention. [TARGET]Teacher: Student K. I just want to tell you something not to make you feel [Inaudible].[/TARGET] Teacher: But for you to understand. Teacher: Yesterday my other group finished all three pages. Teacher: In here, we did not finish two thirds.",1 178,Multiple Students: [Inaudible]. Teacher: [Passing out papers]. Teacher: Student C? [TARGET]Teacher: Student L?[/TARGET] Teacher: Student A? Teacher: Student L. [Students working on problem]. Student: [Inaudible].,0 179,"Multiple Students: [Multiple Answers] Because three feet go into a yard. Multiple Students: And 12 inches go into a foot. Teacher: Okay. [TARGET]Teacher: Now what I would like you to do is quit trying to beat each other with the answer.[/TARGET] Teacher: That's when you start making mistakes, because you start fumbling over the words. Teacher: Okay? Teacher: It's not a competition between - you two are working together here.",1 180,Multiple Students: [Multiple answers]. Teacher: Everyone [inaudible]. Teacher: [Inaudible] guess. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right. Student: [Inaudible]. Student: [Inaudible].,1 181,"Multiple Students: [Multiple comments.] Teacher: Now - excuse me a second. Teacher: Please don't argue with me about you don't agree with this or you think that this fry is better than that fry. [TARGET]Teacher: That's not the point.[/TARGET] Teacher: All right? Teacher: According to this we would have one outlier because it's only got one and everybody has quite a lot of people who have agreed that they have the better fries. Teacher: So this is very different from these two columns, all right?",1 182,"Multiple Students: [Multiple comments] Teacher: Okay. Teacher: Student E, turn to Student A. [TARGET]Teacher: Student D, turn to Student B.[/TARGET] Teacher: Student C, turn to Student F. Student F, are you listening? Teacher: First step of listening is looking. Teacher: Look at Student C. So, Student C, Student F and Student E, tell your partner what property is it?",0 183,"Multiple Students: [Multiple comments] Teacher: There's a lot of talking out. Teacher: Student E, please face front. [TARGET]Teacher: Student D, shut the timer off, please.[/TARGET] Student: [Inaudible]. Teacher: Right, when they were the timer. Teacher: Right.",1 184,"Multiple Students: [Student humming purposely into the mic] Teacher: Look at this one what do you have here correct yourself. Student: Hurry up Student J. [TARGET]Teacher: Talk to me honey, correct yourself.[/TARGET] Student: She did it. Student: She did my work. Student: Teacher.",1 185,Multiple Students: [Students loudly working on problem]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. [TARGET]Teacher: You done?[/TARGET] Student: [Inaudible]. Teacher: [Inaudible]. Teacher: [Students loudly working on problem].,0 186,Multiple Students: [Students playing game]. Student: You got [inaudible] but she [inaudible]. Student: It doesn't' matter. [TARGET]Teacher: Shh.[/TARGET] Multiple Students: [Crosstalk]. Student: I put my card out first. Student: [Inaudible].,1 187,"Multiple Students: [Students screaming again] Teacher: 95. Teacher: 90 and 91, 92, 93, 94, 95, 95. [TARGET]Teacher: 95 and 4 and 3, and 2, and 1, thank you for your quietness.[/TARGET] Teacher: So what would come between 50 and 60, 50 and 60 Student A? Student: 55. Teacher: Student S what comes between 70 and 80?",1 188,"Multiple Students: [Students working on problem]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. [TARGET]Teacher: All right, focus.[/TARGET] Teacher: Eyes back up here. Teacher: Student C, shh. Teacher: Eyes back up here.",0 189,Multiple Students: [Students working on project]. Teacher: Good. Student: Don't tell anybody [inaudible]. [TARGET]Teacher: I'm not telling anybody your idea.[/TARGET] Student: She doesn't even know [inaudible]. Multiple Students: [Crosstalk]. Multiple Students: [Students working on project].,1 190,"Multiple Students: [inaudible chatter] Teacher: Clap three times if you hear me. Teacher: Snap twice if you can hear me. [TARGET]Teacher: Snap six times if you can hear me.[/TARGET] Teacher: Okay. Teacher: Your eyes should be on me. Teacher: First of all, boys, put your shoes on.",0 191,"Multiple Students: [inaudible chatter] Teacher: For the next -- Student: No, it's 13. [TARGET]Teacher: Next, 15 minutes work on these right here.[/TARGET] Student: We already doing it. Teacher: Okay. Teacher: That's your work.",0 192,"Multiple Students: [inaudible chatter] Teacher: I want you to copy this down, and then you can work on your own, sure. Multiple Students: [inaudible chatter] [TARGET]Teacher: I'll wait for you guys to have your pencils down.[/TARGET] Multiple Students: [inaudible chatter] Teacher: You ready? Teacher: All right.",0 193,"Multiple Students: [inaudible chatter] Teacher: I'll wait for you guys to have your pencils down. Multiple Students: [inaudible chatter] [TARGET]Teacher: You ready?[/TARGET] Teacher: All right. Teacher: With your fingers. Teacher: I saw Student C and Student D doing it, let me see the rest of you guys put your fingers on the strip.",0 194,"Multiple Students: [inaudible chatter] Teacher: No problem, I got it. Other Adult: You gonna get it? [TARGET]Teacher: Yeah, I'll get it.[/TARGET] Teacher: So, I'll just give it to her on Friday or Thursday? Other Adult: I'll do it tomorrow. Teacher: That's fine.",0 195,"Multiple Students: [inaudible chatter] Teacher: Okay, I can make this a little clearer. Student: No, I said, not that. [TARGET]Teacher: Where's Student C?[/TARGET] Student: I don't know. Student: [inaudible] Teacher: All right.",0 196,"Multiple Students: [inaudible chatter] Teacher: Okay. Teacher: I have an extra one. [TARGET]Teacher: If you need it, I'll give it to you.[/TARGET] Teacher: But, just for the time being, don't stress it. Teacher: Don't stress it. Teacher: Student C, you're gonna need to share this sheet with Student D. So, if you wanna scoot your chair over.",0 197,"Multiple Students: [inaudible chatter] Teacher: Right now, I look at this, and this is a tough problem. Teacher: But, by next week, we'll know the strategies to solve it. [TARGET]Teacher: Everybody, everybody on the desk should have a strip of paper, right?[/TARGET] Multiple Students: Yeah. Teacher: That's taped to it? Multiple Students: Yeah.",0 198,"Multiple Students: [inaudible chatter] Teacher: What's that? Teacher: Okay, so you're 90? [TARGET]Teacher: First of all, write it if you can.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay, where's your fact family sheet? Teacher: No, no, the sheet with the facts.",0 199,"Multiple Students: [inaudible chatter] Teacher: [inaudible whisper] All right, all right. Teacher: I want to thank the people who came in quietly, that opened their notebooks up. [TARGET]Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson.[/TARGET] Student: [inaudible] Teacher: You're gonna need it. Teacher: It shouldn't be under your seat, it should be in front of you.",0 200,"Other Adult: 1 third, that's right, have blonde hair. Other Adult: That's right. Teacher: Is there anybody that doesn't have part two? [TARGET]Teacher: Are you done with your work let's go, get it done then.[/TARGET] Student: He [Inaudible] the number line. Other Adult: How many students is that? Other Adult: So you put the number, how many students would that 1 third be?",0 201,"Other Adult: Ah, ah, ah, ah, camera. Student: Oh, Student D is bad. Teacher: Please, please stop, can you please stop? [TARGET]Teacher: Do your work.[/TARGET] Teacher: So that means that you did 24 divided by 3 times 2. Teacher: What's that? Teacher: Tell me what that is?",1 202,"Other Adult: Alright come this way, alright Student J come on. Teacher: You cut them into four groups. Teacher: Now I want you to do this first. [TARGET]Teacher: Do this half.[/TARGET] Teacher: First find out what a half is then. Other Adult: Alright here it is right here [Inaudible] Teacher: 24 divided by 8 [Inaudible] what is that?",0 203,"Other Adult: Alright do the next one, do the next one. Other Adult: See what you get, put it right here, put it right here. Student: Toy cars. [TARGET]Teacher: You know what to do?[/TARGET] Other Adult: Sit, sit, sit. Student: 34, oh that's the [Inaudible] right here. Student: 18 cars, 18 cars.",0 204,"Other Adult: Cause you're gonna mess it up. Student: How am I gonna mess it up? Other Adult: You're gonna move the camera where it's not shooting in the right spot, alright put your blocks down put your blocks. [TARGET]Teacher: I don't know where they disappeared to I don't know where.[/TARGET] Other Adult: Alright 1, 2, 3, 4, okay, which [Inaudible] your box? Student: Hm, um, this? Teacher: This is not done I want you to show me one that's done.",0 205,Other Adult: Don't throw anything in the trash you have to ask. Student: He told me to shut up! Other Adult: It isn't worth it. [TARGET]Teacher: Student J would you sit down please?[/TARGET] Teacher: Please can you sit down? Student: She's gonna do that the same way. Teacher: If you rip his [Inaudible] if you rip his picture [Inaudible].,1 206,"Other Adult: Fair enough. Other Adult: All of those are correct. Other Adult: So now what are we doing next? [TARGET]Teacher: Tell Principal D what your group is doing now.[/TARGET] Other Adult: [Inaudible]. Student: Each group [inaudible]. Student: One group is, ""My favorite [inaudible]."" And one group is, ""My favorite [inaudible]."" [Inaudible].",0 207,"Other Adult: I'll do it tomorrow. Teacher: That's fine. Teacher: Thank you. [TARGET]Teacher: And, Student C, where were you?[/TARGET] Multiple Students: [inaudible chatter] Teacher: You don't get not telling me where you are? Student: Oh, I didn't see where you was, I was writing this down.",0 208,"Other Adult: Nu-huh 12, okay you need more help. Teacher: She gives three fourths of her collection to Evan, how many toy cars does she have? Student: We're doing that again. [TARGET]Teacher: Listen along how many are shaded?[/TARGET] Teacher: 2? Teacher: You need one more. Teacher: Do one more.",0 209,Other Adult: Okay don't worry. Other Adult: Don't worry Student T has his time out. Teacher: I said 4 divided 24 is what? [TARGET]Teacher: You can do it come on.[/TARGET] Student: Show me how since when do you when we talking. Other Adult: How many times did you get suspended? Student: A week!,0 210,Other Adult: Okay now. Other Adult: The rest is? Student: One half of the main [Inaudible] and pineapple. [TARGET]Teacher: If you get stuck and you don't know what to do don't get frustrated.[/TARGET] Teacher: But if you get there and you don't know how to figure it out go ahead and do it. Other Adult: Okay so now you have three different fractions so they all are from the denominator because [Inaudible] goes into 8. Other Adult: 4 goes into 8 twice what goes into 8 six times?,0 211,"Other Adult: Shh. Teacher: What is that? Teacher: Try to understand how to use - what is the whole? [TARGET]Teacher: Student J you're being a mess, you're standing up, you're sitting down.[/TARGET] Teacher: I want you to stand up, stand up, sit down on your chair push it in. Teacher: You know what to do Student J? Student: Call on me.",1 212,"Other Adult: That's alright just go ahead and come on back. Other Adult: Come in quick. Other Adult: Come and do it. [TARGET]Teacher: Oh we didn't know what that was, I'm gonna erase it.[/TARGET] Student: No, no, no, no! Other Adult: Alright come on. Other Adult: Alright, alright here now do it Student T.",0 213,"Other Adult: That's right. Other Adult: 1 third, that's right, have blonde hair. Other Adult: That's right. [TARGET]Teacher: Is there anybody that doesn't have part two?[/TARGET] Teacher: Are you done with your work let's go, get it done then. Student: He [Inaudible] the number line. Other Adult: How many students is that?",0 214,Other Adult: The rest is? Student: One half of the main [Inaudible] and pineapple. Teacher: If you get stuck and you don't know what to do don't get frustrated. [TARGET]Teacher: But if you get there and you don't know how to figure it out go ahead and do it.[/TARGET] Other Adult: Okay so now you have three different fractions so they all are from the denominator because [Inaudible] goes into 8. Other Adult: 4 goes into 8 twice what goes into 8 six times? Other Adult: So the set up with the most blocks would be?,0 215,"Other Adult: This one is 2 thirds, the next one is [Inaudible] The next one is 1 whole. Teacher: Denominator Student: Denominator. [TARGET]Teacher: Look at this we're starting together it will now help us learn.[/TARGET] Teacher: Look this way please. Student: I don't care. Student: Are you leaving?",0 216,"Other Adult: Very good. Teacher: Now I want you to look at the two 1 sixth and 1 eighth, which is bigger? Student: Oh, Oh! [TARGET]Teacher: Pay attention Student S, 1 eight and 1 sixth which is bigger?[/TARGET] Student: 1 sixth. Teacher: 1 sixth why? Student: Cause that's the smallest and that's bigger.",1 217,"Other Adult: You're using two sets of - two types of graphs to - Teacher: One [inaudible]. Other Adult: You got a bar graph going that way, then you got these little [inaudible] in this direction. [TARGET]Teacher: They're supposed to collaborate.[/TARGET] Teacher: One person does the what? Student: [Inaudible]. Teacher: And then together you do the constructive [inaudible].",0 218,"Other Adult: [Inaudible] Other Adult: [Loud Mechanical noise] Teacher: There's a lot of [Inaudible] here, and what are you doing there? [TARGET]Teacher: You gotta ask somebody to help you.[/TARGET] Student: 3, 3 marbles! Teacher: Okay look here, so, what how many parts is taken? Student: 2",0 219,"Student: 0.50. Teacher: Anybody else? Teacher: What did you learn about decimals in halves? [TARGET]Teacher: Student B, nice and loud.[/TARGET] Student: There has to be a 5 in the tenths place. Teacher: In order for what to happen? Student: For it to be a half.",0 220,"Student: 1 Teacher: That is why we write 1 here, and write 1 here. Teacher: You have 1 left. [TARGET]Teacher: Can I continue?[/TARGET] Teacher: Because I have 110 plus 9 tens here, what is it going to be? Teacher: 110 plus 9 tens. Teacher: Yes?",0 221,Student: 1 fourth. Teacher: Can you write one fourth on top? Student: 1 over 4 [TARGET]Teacher: Write it in.[/TARGET] Teacher: Sit down thank you. Teacher: Is there anybody that doesn't agree that this is 1 fourth? Student: I don't agree.,0 222,"Student: 1, 2, 3 ,4, 5. Student: I need to make a number out of these 5 cards. Student: He threw a pencil at me. [TARGET]Teacher: Stop.[/TARGET] Teacher: Make a number out of this card that is close to - you write it here. Teacher: You write the number here, 7 cards. Teacher: 1, 2, 3, 4 - how many do you have?",1 223,"Student: 1, 2, 3, 4, 5. Teacher: You don't say 5. Teacher: You say Kaboom. [TARGET]Teacher: Then if he got one wrong, you sit down.[/TARGET] Teacher: I just want to practice and show you. Student: 6. Student: 7.",1 224,Student: 10 Teacher: 10 Teacher: [Crosstalk] [TARGET]Teacher: Just a minute.[/TARGET] Teacher: This little strip right here is 10 and this is - Student: 2 Teacher: 2,0 225,"Student: 10 divided by 5 is 2. Teacher: Excuse me. Student: [Inaudible]. [TARGET]Teacher: Last row please, Student M.[/TARGET] Student: [Inaudible]. Teacher: Excuse me. Teacher: If you have a question, you raise your hand.",0 226,"Student: 100 Teacher: Write it here. Teacher: We're playing the cards. [TARGET]Teacher: It's okay.[/TARGET] Teacher: We have to play. Teacher: When you play, we go. Teacher: Why did you hit him?",0 227,Student: 100. Teacher: Give me the paper. Teacher: Thank you. [TARGET]Teacher: Sit down.[/TARGET] Teacher: The beach ball is 100. Teacher: How many columns would 700 be? Teacher: Student N?,1 228,Student: 110? Teacher: Mm-hmm. Student: You got 110 because of 9 plus 2 equals [inaudible]. [TARGET]Teacher: Allow him to talk.[/TARGET] Teacher: Look up here. Teacher: The classroom respects adults and classmates. Teacher: Can you give him the respect?,1 229,"Student: 12 Teacher: 12 Teacher: So, I'm gonna write 12 right here. [TARGET]Teacher: Don't write 12 on yours, okay?[/TARGET] Teacher: I'm gonna write 12. Teacher: All right. Teacher: Look what I do with my finger, okay?",0 230,"Student: 12 divided by 2 equals 6. Student: [Inaudible]. Student: 10 divided by 5 is 2. [TARGET]Teacher: Excuse me.[/TARGET] Student: [Inaudible]. Teacher: Last row please, Student M. Student: [Inaudible].",1 231,"Student: 12 times - Teacher: I'm gonna give you, actually [inaudible] Guys, guys. Teacher: Like this. [TARGET]Teacher: So, don't come up to me - all right, I'm working on H. I'm working on H. Come to the carpet.[/TARGET] Teacher: [inaudible] carpet. Teacher: You do not give it to her [inaudible] carpet. Teacher: So, Student D, what are my second steps?",0 232,"Student: 12, 6 Teacher: Let's here everybody 12, 6 Multiple Students: 12, 6 [TARGET]Teacher: Student M what are you doing right now, wake up please sit up, I want my ordered pairs.[/TARGET] Teacher: 12? Multiple Students: 12, 5 Teacher: 12, 5.",1 233,Student: 12. Teacher: Pull down 4 more cookies. Teacher: [Inaudible]. [TARGET]Teacher: Pushing down too hard.[/TARGET] Teacher: Just like - all right. Teacher: Nope. Teacher: Just be gentle.,0 234,"Student: 12. Teacher: Thank you. Teacher: So the answer when estimating this problem - the answer's 12. [TARGET]Teacher: Should that be - Student S, look at me please.[/TARGET] Teacher: Should that 12 be somewhere close to the real answer? Student: Yes. Teacher: I estimated this problem.",1 235,"Student: 120 Teacher: That is why we are going to write this. Teacher: Since we have 120 - Student T, can you sit down please? [TARGET]Teacher: Please move.[/TARGET] Teacher: Because we have here, we have 120. Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here. Teacher: 100 does not belong to the tens.",1 236,"Student: 13. Student: Student D? Student: You copied me. [TARGET]Teacher: Shhh.[/TARGET] Student: There's two of them missing. Student: No, I wanna do the last one. Student: Can I do the next one?",1 237,"Student: 15 Teacher: Do that on your papers and tell me what our range is. Student: 22 [TARGET]Teacher: Shh, hands up when you know it.[/TARGET] Student: 22, we all know it. Teacher: Student N what's your range? Student: 22",1 238,"Student: 15, 20, 25, 30, 35, 40. Teacher: 40. Teacher: Good job. [TARGET]Teacher: Take a seat.[/TARGET] Teacher: So I gave you a factor and you showed me that you were going to land on those multiples. Teacher: Is that correct? Student: Yeah.",1 239,"Student: 18 Teacher: [Inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: We will let you do more problems, yes.[/TARGET] Teacher: We'll let you do more problems. Teacher: Somebody - Teacher: [Crosstalk]",0 240,"Student: 18 times 2 would equal 36. Teacher: Wonderful. Teacher: Thank you, Student B. [TARGET]Teacher: Can you go and tap Student C on her shoulder and tell her I'd like to see her back here?[/TARGET] Student: [Inaudible]. Teacher: Yes. Teacher: Student C, you shouldn't mess with her stuff anyways.",0 241,"Student: 18, 18, 18, 18! Student: Why are you all copying me?! Teacher: Please stop that! [TARGET]Teacher: Guys sit down and get to work.[/TARGET] Teacher: [Student humming purposely into the mic] Student: No, no, 5, why are you copying her? Teacher: Put it down.",1 242,"Student: 20 Teacher: Add it up and see. Teacher: What's your question? [TARGET]Teacher: Student A, can you please stop?[/TARGET] Teacher: Stop. Teacher: Because you have started paying attention - what is that? Teacher: You don't eat peanuts?",1 243,"Student: 22 Teacher: Just a minute. Student: That's 22. [TARGET]Teacher: Okay, just a second.[/TARGET] Teacher: There's 600. Teacher: 20, 20, 20 is 60. Teacher: These 2 tens are 20, right, and then the little piece at the bottom is 2, 2, 8 6, 682.",0 244,"Student: 22. Teacher: And I keep my denominator a 5. Teacher: What am I multiplying it by? [TARGET]Teacher: Give it to me in improper, please.[/TARGET] Student: 7 over 3. Teacher: 4 times 1 is- Student: 1.",0 245,"Student: 23 Teacher: Times 23. Teacher: We're gonna draw an array that shows a picture of that. [TARGET]Teacher: Give me that paper.[/TARGET] Teacher: That's it right there. Teacher: All right, 35 times 23. Teacher: So how many rows do I need to -?",0 246,Student: 237 times 4. Student: 948. Teacher: He gets a tally mark for that one. [TARGET]Teacher: You've got to listen.[/TARGET] Teacher: Who is supposed to have the dry erase board? Teacher: Okay. Student: [Inaudible].,1 247,"Student: 24 Teacher: Now, but if I had the whole thing, it's 24. Multiple Students: Three. [TARGET]Teacher: Look, look.[/TARGET] Teacher: We said one third is six twenty fourths, so this one must be how many pieces? Multiple Students: Eight. Teacher: So eight twenty fourths is the same equivalent to -",0 248,Student: 24. Student: [Inaudible]. Teacher: Let me stop you. [TARGET]Teacher: You basically are not listening.[/TARGET] Teacher: She wants to know why you did that. Teacher: She doesn't even know what you're doing. Teacher: You're estimating.,1 249,"Student: 26,128. Teacher: No. Teacher: [Crosstalk] [TARGET]Teacher: One person, one person, please.[/TARGET] Teacher: Student r? Student: 25,128. Teacher: 25,128.",1 250,"Student: 270. Student: 70. Teacher: Let's go slow and think. [TARGET]Teacher: Let's not just shout out.[/TARGET] Teacher: So after - Student: [Inaudible]. Teacher: Student R, why don't we migrate up here a little bit more, okay?",1 251,"Student: 29, 26, 29, 26, 29, 25. Student: [Crosstalk] Teacher: Okay. [TARGET]Teacher: Now does this have anything to do with math, Student K?[/TARGET] Student: Yeah. Teacher: No. Teacher: Now what we're gonna do right now is I'll have a paper for you.",1 252,"Student: 3, 5 Teacher: 3 are you watching Student D? Teacher: 1, 2, 3, 4, 5. [TARGET]Teacher: 3, 5 oh he hit me Student D give me another ordered pair that would him me.[/TARGET] Student: 3, 8 Teacher: 3, 8 let's see. Teacher: Come show me where 3, 8 is.",0 253,Student: 3. Teacher: So find three sixths. Teacher: All right. [TARGET]Teacher: Put it down.[/TARGET] Teacher: Is 7 an even number? Student: No. Teacher: What about 8?,1 254,Student: 3. Teacher: Three fourths. Teacher: How many of you remember doing this? [TARGET]Teacher: How many different ways do you have to be told not to be playing with your cubes right now?[/TARGET] Teacher: Seriously. Teacher: Behave for the camera. Teacher: Now how many of you remember doing this earlier?,1 255,"Student: 3. Teacher: We haven't talked about multiplying decimals, boys and girls, but you would go and see how many places you have, 1, 2, 3, bam, and also 3 times 0, 0. so you have the same answer. Teacher: So we have added, multiplied. [TARGET]Teacher: Put it down.[/TARGET] Student: Subtract. Teacher: Subtract? Teacher: Tell us what you can subtract, Student M. Go.",1 256,Student: 300. Teacher: Quiet. Teacher: I can't hear. [TARGET]Teacher: There's too much talking.[/TARGET] Student: Quadrilateral for 300. Teacher: Who knows this? Teacher: Please stop talking so he can think.,1 257,Student: 35. Teacher: Point to 35. Teacher: Does that go - sorry. [TARGET]Teacher: I almost hit you in the face with the microphone.[/TARGET] Teacher: Why don't you take your pencil? Teacher: Here's 35. Teacher: Does the bar reach that line?,0 258,"Student: 36. Teacher: Then count how many little lines. Student: [Inaudible]. [TARGET]Teacher: So for this one you will not touch her sternum.[/TARGET] Teacher: However the top of her leg, that's the top of your leg. Teacher: You're at 37.8. Teacher: Remember, the more you bend over, the more-",0 259,"Student: 37 Student: Number of boys. Student: After we do the numbers of boy students and girls, what are we supposed to do after that? [TARGET]Teacher: Well, I'm giving you guys one more minute, so if you wait a minute, you'll be okay.[/TARGET] Teacher: Thank you. Student: Four plus two plus - Teacher: You can double-check by adding up the boys and the girls.",0 260,"Student: 4 Teacher: Okay. Student: You shut your mouth! [TARGET]Teacher: Student L I'd like you to look here because you're a little bit confused too.[/TARGET] Student: Yes. Teacher: Draw it, I want you to draw it the way you drew it. Teacher: Draw, make it four.",1 261,"Student: 400. Teacher: What's next? Student: 400. [TARGET]Teacher: Are you paying attention or are you talking?[/TARGET] Teacher: 700. Teacher: Go ahead. Student: 800, 900.",1 262,Student: 44 and 20. Teacher: You've got to write it down. Teacher: You can't be stretching your hand from here to here. [TARGET]Teacher: Can you stop?[/TARGET] Teacher: I see what you're doing. Teacher: Now it says here where does the 11 come from? Student: I really didn't know.,1 263,"Student: 48. Student: Teacher F? Teacher: Am I working with someone? [TARGET]Teacher: You got to wait.[/TARGET] Teacher: So you got to see how many tables do I need? Teacher: One, two, three, four, five, six, seven, eight. Teacher: Seven times eight is?",1 264,"Student: 48. Teacher: Put the 8, carry the 4. Teacher: Let's do a division problem. [TARGET]Teacher: Aren't you supposed to be reading silently?[/TARGET] Teacher: You almost got it? Teacher: Check it with multiplication, silly. Teacher: It's pretty easy to figure out if you have the right answer.",1 265,"Student: 5 Teacher: 6, 7. Teacher: You add the two numbers together, and add it up to 1,000. [TARGET]Teacher: Student T, why are you struggling with that?[/TARGET] Teacher: I have been trying to help you. Teacher: If you can't pay attention - can you stop? Teacher: Let me see what you wrote.",0 266,"Student: 5 Teacher: And you have how many points? Student: 5 [TARGET]Teacher: Don't let her see your thing, don't let her see.[/TARGET] Student: I'm not looking. Teacher: Which one did you just ask her? Student: 4.",1 267,"Student: 5 plus 6 is 11, so you put the 1 on top of the 9, and 10 plus 2 is 12, so [inaudible]. Student: 121 Teacher: Good job. [TARGET]Teacher: There's something you did here that's really - Student J, would you please sit down?[/TARGET] Student: Can we do more 100 plus problems? Student: I like those. Teacher: I don't think your mom would like to see you acting this way during this lesson.",1 268,"Student: 5 times 3 is 15, 5 times 5 is 25. Teacher: So fifteen twenty-fifths equals what, Student K? Teacher: Three fifths. [TARGET]Teacher: Can you all just give yourself a hug?[/TARGET] Teacher: If you didn't write all of that down, that's fine. Teacher: Now we're going to switch your thinking. Teacher: It's just the opposite thinking, and it's fun.",0 269,"Student: 50 Teacher: [Inaudible]. Teacher: You have plenty of space. [TARGET]Teacher: You can do the back, that way you don't have to worry about - you can see the numbers.[/TARGET] Teacher: Where's your pencil? Teacher: On your desk, or in your desk? Teacher: I don't have an eraser.",0 270,"Student: 500. Student: What in the world? Teacher: Shh. [TARGET]Teacher: Teacher L is trying to keep a straight face.[/TARGET] Teacher: What comes after 501, Student A? Student: 502. Teacher: Yes.",0 271,"Student: 6 - Teacher: Are you done with H? Teacher: Do this then. [TARGET]Teacher: Do this.[/TARGET] Teacher: You didn't do this yet, there's no way. Teacher: When you are done read it before you answer - read it. Student: [inaudible]",0 272,Student: 6 Teacher: 6 Teacher: This is [Inaudible] Student J can you please come and sit. [TARGET]Teacher: Sit down Student J.[/TARGET] Teacher: Student J please come and sit down here. Teacher: Student J please. Student: 7 and 1.,1 273,Student: 6. Teacher: [Inaudible]. Teacher: 86 remainder of 7. [TARGET]Teacher: Please put this away.[/TARGET] Teacher: [Inaudible]. Teacher: You may now take out your Cuisenaire rods and arrange them in order. Teacher: You need to share with him the best that you can 'cause I don't know where my others are.,1 274,"Student: 60 Teacher: 60 Teacher: All right, I'm gonna show you one just a little bigger. [TARGET]Teacher: I don't see my spray bottle of water.[/TARGET] Student: It's just 12 times 5. Student: [Crosstalk] Teacher: Shh.",0 275,"Student: 600 Teacher: Which is 700. Teacher: Now when we add it up we're going to get [inaudible], this at a tens, and this at hundreds, what we had here was we had 100, nine 10s, six 1s. [TARGET]Teacher: Can you stop, Student A?[/TARGET] Teacher: Then we have in the 600s column - maybe your dad is going to see how you do in the classroom. Teacher: I have the 2 in the tens, and I have the 5 in the ones. Teacher: When I add it up, I am going to add 5 ones plus 6 ones is going to give me what?",1 276,"Student: 7 drawings in each binder. Teacher: Thank you. Teacher: 14 divided by 2 is what, Student J? [TARGET]Teacher: Not paying attention.[/TARGET] Teacher: 14 divided by 2 equals 7. Teacher: 7 drawings in each binder. Teacher: You need to be looking up here.",1 277,"Student: 7. Teacher: How many pennies do you have? Student: 3. [TARGET]Teacher: You're not looking at this last paragraph.[/TARGET] Teacher: Two of the stacks have the same number of coins. Teacher: That means it can be nickels and dimes the same, or pennies and dimes. Teacher: Something's going to be the same, and then the next one has twice as many.",0 278,"Student: 700 Teacher: 700 Teacher: Stop calling out. [TARGET]Teacher: I would like you to raise up your hand.[/TARGET] Teacher: 96 - sit down. Teacher: Turn around and sit down, please. Teacher: Turn around and sit down properly.",1 279,"Student: 72 degrees? Teacher: Yes, 72 degrees. Teacher: I'll be right there to show you. [TARGET]Teacher: Student M, would you like to show her?[/TARGET] Teacher: Would you like me to show her? Teacher: Yes. Teacher: That's the other 20 percent.",0 280,"Student: 8 - no. Teacher: How many sets of 42? Student: One. [TARGET]Teacher: Okay, turn around please.[/TARGET] Teacher: We do need to wrap this up. Teacher: We will continue it - Student: Tomorrow.",1 281,"Student: 8, 3? Teacher: Okay keep going. Teacher: What are you doing? [TARGET]Teacher: Okay why do you have this?[/TARGET] Teacher: This should always be face up. Student: Do you have 1, 13? Teacher: 1, 13 where's that Student T show me on here.",1 282,"Student: 800. Teacher: All right - Student: No, [inaudible]. [TARGET]Teacher: All right, don't do her that way.[/TARGET] Student: No, 80. Teacher: 80. Teacher: Why don't you get 800?",0 283,"Student: 9 plus 41 is 50. Teacher: Yes, I see that too. Teacher: I'm going to show you all something. [TARGET]Teacher: Student S, I would really love it if when we're doing our math, if you would pay attention.[/TARGET] Teacher: 5 plus 0 is 5. Teacher: 4 plus 1 is 5. Multiple Students: 5, 5, 5, 5.",1 284,"Student: 90. Teacher: That's not how we do it. Teacher: You raise your hand. [TARGET]Teacher: Everyone needs to go ahead and put down ""too hot"" beside 93.[/TARGET] Teacher: Student D? Student: 212. Teacher: Well if 110 is too hot, should you guess 212?",0 285,"Student: 950 pounds for the horse. Teacher: Student R, what's your statement here? Student: The African elephants are [inaudible]. [TARGET]Teacher: Guys, listen.[/TARGET] Teacher: Student R is talking and you need to show respect. Student: And a lot of people keep on trying to kill them to get their tusks to sell them. Teacher: You know what I love about you, Student R?",1 286,"Student: 96. Teacher: Worst game yet. Teacher: Teacher K was interfering with my game. [TARGET]Teacher: She was singing show tunes.[/TARGET] Teacher: Uh-oh, next. Teacher: Student D. Student: 98.",0 287,"Student: 98. Teacher: Yeah. Teacher: It was a bad day. [TARGET]Teacher: That was when Student J went with me.[/TARGET] Teacher: She was making fun of me. Teacher: Now, I don't just stick these in between. Teacher: I want to put them in order, right.",0 288,"Student: A bar graph. Teacher: You know that this is called a? Multiple Students: Bar graph. [TARGET]Teacher: This is one thing I didn't really get a chance to talk about, and I had a teacher come in to help me and we talked about some of the terms Student S have a seat.[/TARGET] Teacher: So over here where the numbers are these are called the intervals. Teacher: Everybody say interval. Multiple Students: Interval.",1 289,"Student: A giant sunflower. Student: And she got some Fruity Pebbles. Student: We're doing ounces. [TARGET]Teacher: Trying to throw me over here.[/TARGET] Teacher: How are we doing with kilograms? Student: Okay. Teacher: All right, I need everybody to freeze.",0 290,"Student: A row. Teacher: He was dividing by a row. Teacher: Now tell me the math problem like this. [TARGET]Teacher: Student K, raise your hand.[/TARGET] Teacher: Give me the math problem like this. Teacher: Division problem. Student: 17 divided by 5 equals 3 remainder 2.",1 291,"Student: A row. Teacher: It did not have a row. Teacher: Now I'm looking at it from this end. [TARGET]Teacher: I need everybody here to step back, way back.[/TARGET] Teacher: You can even get up on the desk, some of you. Teacher: Now I see an array. Teacher: Do we still have a remainder?",0 292,"Student: A whole different number. Teacher: What is it? Student: Zero point [inaudible]. [TARGET]Teacher: Stop.[/TARGET] Teacher: Say it to me in a chorus, one, two, three. Multiple Students: Zero point two eight five seven one four two eight five seven. Teacher: Hmm.",1 293,"Student: A whole. Teacher: A whole, or sixteen sixteenths. Teacher: I said, ""Student C, I didn't give you that."" [TARGET]Teacher: I don't know why anybody's playing with their board right now.[/TARGET] Teacher: I specifically told you to get your hands off your cubes. Teacher: So I started thinking. Teacher: She said, ""I didn't do it, Mr. R."" What did she do to represent it?",1 294,"Student: A whole. Teacher: A whole. Teacher: So what's a representation? [TARGET]Teacher: You're gonna have to wait for water.[/TARGET] Teacher: Student C, what's a representation? Student: [Inaudible] Teacher: When you represent something.",1 295,"Student: Actually you're stupid, remember that. Teacher: 6 what? Student: Oranges. [TARGET]Teacher: Are you level please?[/TARGET] Student: I have another way, I have another way. Teacher: Do we agree? Student: Yes.",0 296,Student: Add it. Teacher: What did I add? Student: 44 and 20. [TARGET]Teacher: You've got to write it down.[/TARGET] Teacher: You can't be stretching your hand from here to here. Teacher: Can you stop? Teacher: I see what you're doing.,0 297,"Student: Add up all the boys and girls once, and then add up all the boys. Student: And all the boys [inaudible]. Teacher: Thumbs up if you agree with what Student C just said. [TARGET]Teacher: Thumbs up - they've got one person that you believe you.[/TARGET] Teacher: Two? Teacher: Three? Teacher: I believe him, too, I think it's a good idea.",0 298,"Student: Ah, yes. Student: It's equal to two-eighths. Teacher: It's equal to two-eighths. [TARGET]Teacher: Stop.[/TARGET] Student: It's equal to two-eighths, and ... Teacher: Student J. Student: It's ... it's ... [inaudible] one whole, and the two wholes.",1 299,Student: All I do is that. Teacher: [Inaudible]. Teacher: That would be no problem. [TARGET]Teacher: Finish your work.[/TARGET] Teacher: Look up here. Teacher: It says how would you explain to someone how solution two works? Teacher: Look at solution two.,0 300,"Student: All of the cubes have a different size and are going to have a different volume. Teacher: All three cubes, different sizes, probably going to have a different volume. Teacher: What else, Student C? [TARGET]Teacher: Listening.[/TARGET] Student: For C and A, you can't use the cubes to make them because there's half marks and you can't cut the cubes in half. Teacher: Okay. Teacher: What did you see?",1 301,Student: All right. Student: [Inaudible] Teacher: Yes you are. [TARGET]Teacher: I keep telling you that.[/TARGET] Teacher: But you don't want to listen to me. Teacher: [End of Tape],1 302,"Student: All right. Teacher: All right. Teacher: I like how I see Student V ready to listen to instructions and Student E and Student B. [TARGET]Teacher: Girls, sit down and raise your hands if you have a question.[/TARGET] Student: Can I get some [Inaudible]? Teacher: No. Teacher: Much better.",1 303,"Student: All right. Teacher: Now what Student S did works, remember? Teacher: Remember, she had the hundreds block? [TARGET]Teacher: Thanks Student A, you can sit down.[/TARGET] Teacher: But - Student: This was a [inaudible]. Teacher: - if you do that, you need to make sure you do one-fourth of 100, then.",0 304,"Student: All right. Teacher: What is that number called? Student: Two hundred sixty. [TARGET]Teacher: I'm waiting for you.[/TARGET] Student: Wait. Teacher: Okay, now you know the answer. Teacher: You write it here.",0 305,"Student: And -6. Teacher: So it's -7,-6. Teacher: Very good. [TARGET]Teacher: Number 10, go ahead Student D. I'm going to wait.[/TARGET] Teacher: Student D, there's yours. Teacher: Where is this located on the X axis? Teacher: Draw it up.",1 306,"Student: And does it have to be done [inaudible]? Teacher: I would skip a line before you go to B to kind of break it apart. Student: [Inaudible]. [TARGET]Teacher: You're doing A, B, and C, yes.[/TARGET] Teacher: Move on. Teacher: If you have A done, move onto B. Teacher: Did the timers give you a little warning, yet?",0 307,"Student: And for this one it's the same but it's two times four. Student: Yeah, two - wait. Student: Basically two times two equals four. [TARGET]Teacher: Allow him.[/TARGET] Student: Two times two equals four so if you plus it it equals - Teacher: This is a very excellent strategy that I'm learning for the first time now. Teacher: Sit down.",1 308,"Student: And six. Teacher: And six. Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them. [TARGET]Teacher: Yeah, some people.[/TARGET] Teacher: You need six, that's the one, and some people already did a few. Teacher: They understand. Teacher: But now I know they're gonna kind of be mm.",0 309,"Student: And that would be six. Student: Six. Student: So now you've got me back. [TARGET]Teacher: I've got you?[/TARGET] Student: Yeah. Teacher: So one eighth is three twenty fourths, so two eighths must be - Student: Six twenty fourths.",0 310,"Student: And the five-twelfths are right here, and that was wrong. Teacher: Okay, so that X-out, we're supposed to ignore? Student: [Inaudible]. [TARGET]Teacher: Yeah, we ignored it.[/TARGET] Teacher: Not there. Student: This was what equaled the five and three-twelfths. Teacher: Okay.",0 311,"Student: And then I - Teacher: Okay. Student: [Inaudible]. [TARGET]Teacher: Next time please don't draw when I'm teaching.[/TARGET] Teacher: Okay. Teacher: I asked you to do Number 6, page 439. Student: What number?",1 312,"Student: And then I've got to do that. Teacher: Where, what students? Teacher: What students? [TARGET]Teacher: You have to start asking students what their favorite colors are.[/TARGET] Teacher: Student T, when you are done you've got to start asking students what their favorite colors are. Teacher: So write, get a loose-leaf sheet of paper and start surveying people. Teacher: I'm gonna do H on the board.",0 313,"Student: And then the shaded in was 60. Teacher: Ah, the shaded in was 60 out of? Student: A hundred. [TARGET]Teacher: So if I'm going out of the five, how many out of the five bigger groups - I need all eyes right now.[/TARGET] Teacher: This is really important. Teacher: Out of these five groups, Student J, how many are blue? Student: [Inaudible].",1 314,Student: And then you add one to eight and it would be nine. Student: And then nine plus eight would nine-nine plus I mean would equal seven-would not-oh yeah. Student: Nine plus eight equals seventeen and then- [TARGET]Teacher: I'm gonna move you.[/TARGET] Student: Sixteen plus two equals eighteen. Teacher: That's-is that your thinking? Student: Yes.,0 315,"Student: And we need - Teacher: We're good. Teacher: We've got Student D, and Student D and Student M maybe. [TARGET]Teacher: I suggest coming to the carpet.[/TARGET] Teacher: Thank you. Teacher: All right, can someone read the question for me? Teacher: Read H, Student D. ",0 316,"Student: And we're done with the third. Student: Okay, good for you. Teacher: At this point, you know what? [TARGET]Teacher: I just want you focused on your math.[/TARGET] Teacher: This is not worth arguing over. Teacher: Student F, if you can't handle it, go back to your seat. Student: Good.",1 317,"Student: And what about the positive? Teacher: Positive, the farther away they get from zero. Teacher: We're not changing anything you know about regularly adding positive numbers. [TARGET]Teacher: I do see you, but I'm addressing her.[/TARGET] Student: Oh. Teacher: Positive numbers stay the same as what you already know about positive numbers. Teacher: Negative numbers is where you have the issue.",1 318,"Student: And you divide it by 5. Teacher: Okay. Teacher: Yeah, I can see that. [TARGET]Teacher: WE need to be careful though, with that.[/TARGET] Teacher: If it works for you, Student N, use it. Student: It works for some of them. Teacher: It works for some of them, not all of them, but I think it's best to use one that works for all of them, right?",1 319,"Student: And, then the y-axis is how high it is. Student: That's how you find out where things are. Teacher: Okay. [TARGET]Teacher: Stop there.[/TARGET] Teacher: So, on my x-axis I travel in this direction away from zero. Student: Yes. Teacher: Okay.",1 320,"Student: And, wait, should we write in a Bunsen? Teacher: You could if you wanted to. Student: [Inaudible]. [TARGET]Teacher: Student G and Student B, there's no talking.[/TARGET] Student: Oh. Student: Yes, [inaudible]. Student: Zero isn't much - do I [inaudible] -",1 321,"Student: Angles for 100. Teacher: What angle is that? Teacher: We worked on this yesterday, I think. [TARGET]Teacher: Student D, you cannot talk.[/TARGET] Teacher: Quiet. Student: Acute angle. Teacher: What is an acute angle?",1 322,Student: Are we [inaudible] them? Teacher: Put those away. Teacher: I did not tell you to - what are you doing with those? [TARGET]Teacher: No.[/TARGET] Teacher: I said put those away. Student: Oh. Teacher: Not what you're working - supposed to be working with.,1 323,"Student: Are we in our groups? Teacher: No, we're not going to do any group work. Student: I put it in my desk and now it's not there. [TARGET]Teacher: You two stop.[/TARGET] Student: I did check. Teacher: I tell you when you finish with your math review, you need to put it in your daily math review notebook, put the notebook in your desk so that you don't lose it. Teacher: I have another one, I think.",1 324,Student: Are we supposed to do it all on the back? Teacher: Where are we supposed to write our answer? Student: On the answer sheet. [TARGET]Teacher: On the answer sheet.[/TARGET] Teacher: Very good. Teacher: Go ahead and get started. Student: [Inaudible] plain piece of paper?,0 325,"Student: Are we supposed to? Teacher: Uh-huh 'cause that's how you write out expanded form. Teacher: It's showing that you took it all apart, and if you put it all back together like adding it back together, it would be the original number. [TARGET]Teacher: Stop whispering.[/TARGET] Teacher: I can hear you. Student: What? Teacher: 50 wholes plus three-tenths plus seven hundredths plus five thousandths - 375 thousandths.",1 326,"Student: Argh! Student: She's hitting me. Teacher: You stop yelling. [TARGET]Teacher: Continue.[/TARGET] Teacher: How many one fourth is Student T, Student T can you please go back and do your math? Student: Uh. Teacher: [Inaudible] you have to go.",0 327,"Student: Attendance. Teacher: I know. Teacher: You gonna ask and make sure I do attendance after this video. [TARGET]Teacher: Don't let me get in trouble.[/TARGET] Teacher: Student M, Student J. Teacher: Student D, Student G. Student: No, I'm already with -",1 328,"Student: Balances two balls? Student: Equal? Teacher: Equal. [TARGET]Teacher: Great job, Student K. Move your clothespin up.[/TARGET] Teacher: She's thinking. Teacher: She knows that if these two are the same, they must be? Multiple Students: Equal.",0 329,"Student: Be quiet. Student: He's [inaudible] talking about. Multiple Students: [Laughter]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Turn around. Student: Student I, when you added - when you multiply the ten, say like you would, like 30 times ten, all you got to do is take the zero away. Student: And then when you multiply 30 times ten, add the zero.",1 330,"Student: Because - Teacher: Student A, why is it 3 over 13 and not 3 over 37? Student: Because - [TARGET]Teacher: Let him answer it.[/TARGET] Teacher: Student C, why is it 3 over 13 and not 3 over 37? Teacher: For that answer. Teacher: I can tell who's paying attention.",1 331,"Student: Because I can't. Student: It's because I [inaudible]. Teacher: Where'd your paper go, darling? [TARGET]Teacher: I gave it to you.[/TARGET] Student: No, I think it's [inaudible]. Teacher: Well go look for it. Student: We have to do our own?",0 332,"Student: Because I know that ... that six ... I know that six - Teacher: Do you want to move your clip? Teacher: [Silence]. [TARGET]Teacher: Stop making noise.[/TARGET] Student: Because I know that six-twelfths is a half, so ... I ask myself in my head, ""What is half of four ... fourths?"" And I knew that it was two-fourths, so I put instead of six-twelfths, two-fourths. Student: One-fourth is two-fourths, which is three-fourths. Teacher: Does everybody - can anybody follow what ... he's saying?",1 333,"Student: Because I need one. Teacher: Okay, so this has a perimeter of eight, okay? Student: I can't see. [TARGET]Teacher: Sit down.[/TARGET] Teacher: What's the area, Student A, Student A, what's the area of this. Student: [Inaudible] Teacher: What's the area of this figure?",1 334,"Student: Because I said I had a partner [inaudible]. Teacher: Okay, so you and [inaudible] are together. Teacher: [Crosstalk] [TARGET]Teacher: Can you move over just a little bit so I can sit here?[/TARGET] Teacher: Keep rolling. Teacher: You need to roll five times. Teacher: Can you [inaudible]?",0 335,Student: Because I thought when we were working on prices is what would happen is- Teacher: That's okay. Teacher: Go ahead. [TARGET]Teacher: Finish.[/TARGET] Student: You could only have two past the decimal point for the prices. Student: That's usually - and then you can only have two numbers past the prices and that would be 996.65. Teacher: No.,0 336,"Student: Because I'm trying to explain my thinking. Teacher: And they're not listening? Student: No. [TARGET]Teacher: Guys, you need to listen.[/TARGET] Teacher: You have to share the thinking. Teacher: Have you shared some thinking? Teacher: Can you guys listen to what Student K is saying?",1 337,"Student: Because half of six is three. Teacher: Half of six is three. Teacher: So three out of six pieces is half of them. [TARGET]Teacher: I can tell that is bothering classmates when we have side conversations.[/TARGET] Teacher: I don't know who it is, but it need to stop. Teacher: So if half are yellow, we know have are yellow. Teacher: Now there are 30 marbles in the whole bad.",1 338,Student: Because he has like two wholes and like- Teacher: Two wholes? Student: I meant- [TARGET]Teacher: Sit up.[/TARGET] Student: He has one whole and two sixths. Teacher: Okay. Student: He won.,1 339,"Student: Because if you [Inaudible]. Teacher: You got it Student J. Student: I forgot. [TARGET]Teacher: Alright, sit up straight.[/TARGET] Teacher: You, too, Student J. Teacher: You guys have the whole weekend to rest, okay. Teacher: You come into school super tired, then we need to talk to the parents about you going to bed a little bit earlier.",1 340,"Student: Because if you count by - because 30 times 10 is 300 - Teacher: Are we showing props? Student: If 30 times 10 is 300 then 300 times 10 is 600 and then 10 plus 10 is 20. [TARGET]Teacher: Nice and loud, Student N, for everybody.[/TARGET] Student: If 30 times 10 is 300, then 300 times 10 is 600 and 10 plus - Teacher: So hold on there. Teacher: So we said that 30 times 10 is 300.",0 341,"Student: Because it was [inaudible]. Teacher: You had the same what? Student: Denominator. [TARGET]Teacher: I just said something that - well, a lot of people weren't listening to, that has everything to do with what our lesson is supposed to be about, today.[/TARGET] Teacher: The reason that the second one was easier, and most of you should agree with that - that's my tape. Teacher: Can you stop using my tape, please? Teacher: The reason that the second one should be easier is because all you had to do was use your ... use your skills that you're already good at, of comparing whole numbers.",1 342,"Student: Because it's a hexagon. Teacher: Okay. Teacher: It's a hexagon, which was one of our examples. [TARGET]Teacher: Student M, can you please put that on the back table?[/TARGET] Teacher: Student P? Student: It's all straight sides. Teacher: All straight sides.",1 343,"Student: Because it's asking us to get the answer, it's not telling us the answer in the problem, because if it was then it would be a different type of question. Teacher: Student K, did you hear her? Teacher: Can you get up and speak to your peers please, louder? [TARGET]Teacher: Face them and talk to them.[/TARGET] Student: How many isn't a keyword because it's not - it's asking us to get an answer, not telling us the answer, because if it was then it would be a different type of question instead of how many different ways could Pat have ordered his ice cream cone. Teacher: So again, let's focus on the keywords. Teacher: What are some keywords if you had this exemplar in front of you, this is one we're doing together, you'll do one on your own in a few minutes.",0 344,"Student: Because kilograms are like a little less than two pounds. Teacher: Yes. Teacher: They're a little more than two pounds. [TARGET]Teacher: Student M, sit.[/TARGET] Teacher: All right. Student: We have a glass bottle, a trophy, a roller blade, a basketball, a really ugly dog. Student: [Laughter]",1 345,"Student: Because nine is greater-because the numerator is greater. Teacher: So it's an improper fraction? Teacher: And so how did we get one and one eighth from that? [TARGET]Teacher: I told you to stop messing with those.[/TARGET] Teacher: I will not tell you again. Teacher: I will not tell anyone again. Teacher: Student I, can you tell us how we got one and one eighth from that?",1 346,"Student: Because sixty - Student: Because 60 - Student: Because 60 [inaudible] into 12, and you don't want to go over it. [TARGET]Teacher: I don't want to go - I took the largest number that I have ... the - Student Z, you get back to your seat.[/TARGET] Student: [Inaudible]. Teacher: I took the ... I take the largest denominator that I have - Student: [Inaudible].",1 347,"Student: Because that's how you get the answer. Teacher: Okay, so this is how you get the answer. Teacher: All right, go ahead sit down. [TARGET]Teacher: All right, who else has an idea on how we're gonna solve this?[/TARGET] Teacher: And no one else is coming up here so don't be all excited about coming up here. Teacher: Go ahead, Student S. Student: I think that one, first row, one half and then how many twos you get to get two sixteenths would be eight.",0 348,"Student: Because that's the denominator you'd most like to see with. Teacher: So that's the common denominator? Student: Yes. [TARGET]Teacher: So then you're telling me, let me make sure I got this right-Student M, are you paying attention?[/TARGET] Teacher: You're telling me then the reason why Student A wants me to use two to multiply times this fraction is because I want to have a new fraction with eight in the denominator? Student: Yes. Teacher: Okay.",1 349,"Student: Because the numerator is smaller than the denominator. Teacher: Excellent. Teacher: I need another volunteer. [TARGET]Teacher: Student R, I don't see your hand, but I'm calling you out.[/TARGET] Teacher: Come on. Teacher: Quickly. Teacher: All right.",1 350,Student: Because there is only three blue saucers and the rest are different. Teacher: Okay; very good. Teacher: What is our fraction now if we're - I'm not gonna hold anything up. [TARGET]Teacher: I'm gonna back off of holding.[/TARGET] Teacher: This time it's only you participating. Teacher: Mrs. S is not. Teacher: What about - and I'm using - I'm just holding up the peach colored one.,0 351,"Student: Because you already know that each side [inaudible]. Student: You already know [inaudible]. Teacher: You got lower and lower. [TARGET]Teacher: No one heard you.[/TARGET] Teacher: You got to speak up, baby. Student: Because we already know that it's a square, and each side is going to [inaudible]. Teacher: Each side is going to equal the same thing, so you have to look for a number that you can multiply the same number by and get the answer.",1 352,"Student: Because - Teacher: We're doing 41 divided by 6. Student: [Inaudible]. [TARGET]Teacher: No, you can be patient.[/TARGET] Student: Can I go to the bathroom? Teacher: Not right now. Teacher: [Crosstalk]",1 353,"Student: Because- Teacher: Why do you know one third is less than a half? Teacher: Anybody can tell me why you know one third is less than a half? [TARGET]Teacher: Student B, can you speak up?[/TARGET] Student: Because one third is equal to two sixths. Teacher: That's good. Teacher: You're ahead.",1 354,"Student: But I already was in it. Teacher: I know, so did you circle it? Student: They were on the wrong page. [TARGET]Teacher: You know what, can you do me a favor - can you sit and work on that, please?[/TARGET] Teacher: Okay, Louis, know what I need you to do? Teacher: I need you to do me a favor. Teacher: I need you to really focus on what you're doing instead of rushing.",1 355,"Student: But he keeps [inaudible] at me. Teacher: Give me a thumbs-up task manager, if your group is ready. Teacher: Task manager. [TARGET]Teacher: Team two is ready.[/TARGET] Teacher: Who is the task manager, over here? Teacher: Okay, is your group all set? Teacher: Give me a thumbs-up if your group is all set.",0 356,"Student: But then we realized that [Inaudible]. Teacher: Excuse me. Teacher: I asked you to let her watch up here, okay? [TARGET]Teacher: What?[/TARGET] Teacher: But I'm asking you to do that because you're talking and then they cannot hear the people who are telling us what they did. Teacher: Okay? Teacher: Thank you.",1 357,"Student: But wait. Student: [Inaudible]. Teacher: I didn't say - I haven't said anything. [TARGET]Teacher: I haven't said anything yet, so just relax.[/TARGET] Student: [Inaudible]. Teacher: I'm asking. Student: [Inaudible].",1 358,Student: But we need to finish. Teacher: Okay. Teacher: Your favorite dessert. [TARGET]Teacher: It's 2:00.[/TARGET] Teacher: [Inaudible] it go back. Teacher: [Inaudible] your gloves. Teacher: Listen.,0 359,"Student: But we're doing our work. Student: We're on the third one. Teacher: Okay, hold on a second and think about what I see when I look up and I see Student F flitting around over here and I don't know why Student J is up there and I don't see you working. [TARGET]Teacher: So the first thought in my mind is, oh no, they're not working.[/TARGET] Student: I am. Teacher: So now I'm coming to see what you've accomplished and hear your work. Teacher: So tell me about number two.",1 360,"Student: By 20, 40. Teacher: It's five. Teacher: Can everybody sit down. [TARGET]Teacher: This is too much.[/TARGET] Teacher: Don't do this. Teacher: One. Teacher: Two.",1 361,"Student: Can I [inaudible]? Student: Thank you. Teacher: Hold on, we're getting ready to do it. [TARGET]Teacher: First of all I need for you to just pay attention.[/TARGET] Teacher: One thing I'm noticing about you guys is that you're so in a rush. Teacher: Stop being in a rush. Teacher: It's okay to take your time on things.",1 362,"Student: Can I ask a question? Teacher: Yes, you may. Student: Can the camera bounce on to the board? [TARGET]Teacher: Yes.[/TARGET] Teacher: You have a very good start. Teacher: Did you finish? Teacher: Let's finish this one first.",0 363,"Student: Can I ask my mom to bring it? Teacher: Not right now. Teacher: Maybe after. [TARGET]Teacher: Can you please sit down?[/TARGET] Teacher: Here you go, sweetheart. Teacher: Let's look at our math homework from yesterday. Teacher: It was over comparing fractions, and I'm going to give you a few of them, the answers, and you can tell me if there's any of it you don't understand.",1 364,"Student: Can I ask you a question? Student: I want to do that. Teacher: Go to [inaudible]. [TARGET]Teacher: Student D. Okay.[/TARGET] Teacher: Student A, I don't like how you're having a conversation over there. Teacher: [Crosstalk] Teacher: Were you talking about that?",0 365,"Student: Can I do another one? Student: [Crosstalk] Teacher: Student D, go put yours up. [TARGET]Teacher: Student J, let me see yours.[/TARGET] Teacher: Why are you using all these sixes? Teacher: Everybody is using the same thing? Student: I don't know.",0 366,"Student: Can I do it my way please? Teacher: You want to do it your way? Teacher: Okay, do it inside your book here. [TARGET]Teacher: Inside your paper here so I can see.[/TARGET] Teacher: You're doing a good job keep going. Teacher: Move on to this. Teacher: Keep going.",0 367,"Student: Can I do it, Teacher? Teacher: Sure. Teacher: Let's try using number line. [TARGET]Teacher: Eraser down.[/TARGET] 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?",0 368,"Student: Can I do it? Student: I want to do it. Teacher: You've done one. [TARGET]Teacher: Let him do it.[/TARGET] Student: No, if he gets it wrong, can I do it? Teacher: You may not use this way. Teacher: You may use another way to solve this math.",0 369,Student: Can I do mine? Teacher: Now - Teacher: [Crosstalk] [TARGET]Teacher: Let's see.[/TARGET] Teacher: I've seen a lot. Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones. Teacher: [Crosstalk],0 370,"Student: Can I do my own? Student: Can I do another one? Student: [Crosstalk] [TARGET]Teacher: Student D, go put yours up.[/TARGET] Teacher: Student J, let me see yours. Teacher: Why are you using all these sixes? Teacher: Everybody is using the same thing?",0 371,"Student: Can I do my way next? Teacher: Sit down. Teacher: Yes. [TARGET]Teacher: Sit down, please.[/TARGET] Student: Who me? Teacher: No, not you. Teacher: [Room noise]",1 372,"Student: Can I get some [Inaudible]? Teacher: No. Teacher: Much better. [TARGET]Teacher: Okay, Student S, please go have a seat.[/TARGET] Teacher: They're up here. Teacher: I don't need them in order. Teacher: Thank you for trying to help, though.",1 373,"Student: Can I go down to the factors? Teacher: No, list them. Teacher: You know how to list them, Student M. Trying to take the easy way out over here. [TARGET]Teacher: [Laughter] Don't stop.[/TARGET] Teacher: [Inaudible]. Teacher: Don't put it in yet. Teacher: Just look on her sheet to get the first number, then finish on yours.",0 374,"Student: Can I go to the bathroom now? Teacher: Type in - actually, why don't you show it, set up a division problem real quick. Teacher: Set it up as a division problem. [TARGET]Teacher: No, set it up - I want to see it.[/TARGET] Teacher: Show me how you do it as a division problem. Teacher: [inaudible] Student: [inaudible] A, B, C. So D?",0 375,"Student: Can I go to the bathroom? Student: I feel like throwing up. Teacher: All right, hold on, hold on. [TARGET]Teacher: We - I have a pencil for people that need to borrow a pencil.[/TARGET] Teacher: But listen, can - I'm gonna see if this one can help you, Student F. Student F. What we did here. Teacher: We had 24. Teacher: We had half, we had one fourth and we had - excuse me - one eighth.",0 376,"Student: Can I go to the doctor? Teacher: You're not feeling good? Teacher: Go ahead. [TARGET]Teacher: Does that make you act up in writing?[/TARGET] Student: He was [Inaudible] Teacher: Yes, sir. Teacher: Are you finished?",1 377,"Student: Can I go use a piece of paper? Teacher: You can, but I'm gonna call the group back together. Teacher: You know what? [TARGET]Teacher: Excuse me.[/TARGET] Student: Huh? Teacher: Excuse me. Teacher: Put all of these in here.",1 378,"Student: Can I help you, bro? Teacher: No, sit down. Teacher: He's trying. [TARGET]Teacher: Sit down, thank you.[/TARGET] Teacher: Is this answer right? Student: No. Teacher: Student C, can you help us, please?",1 379,"Student: Can I show my way? Teacher: Student C, go back to your seat. Student: Why? [TARGET]Teacher: Please, go back to your seat.[/TARGET] Teacher: Student C, go back to your seat. Teacher: We're waiting for you, Student C. Student: What the hell?",1 380,"Student: Can I show you on the board? Teacher: So we're going to change - Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Let me talk. Teacher: We're going to change one-fifth into a fraction that has ten on the bottom, because that's what we needed to have. Teacher: What are we creating?",1 381,"Student: Can I turn it in, now? Teacher: Yeah, lay it on the back table. Teacher: Okay guys, it's time to go. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student Z, and Student D, it's time to go. Teacher: Hey, Student Z. Multiple Students: [Crosstalk].",1 382,"Student: Can I use the bathroom too? Teacher: Did you do everything that we asked you to do for A, B, and C? Teacher: Almost this TTQA honey what is the total number of balls needed to balance 10 cans. [TARGET]Teacher: You're gonna write the total number-no Student A is going, go sit, when she comes back you can go.[/TARGET] Teacher: It's right in front of you honey the total number of balls needed to balance 10 cans is- it would help if you hold your pencil correctly, you'll have plenty of room. Teacher: Shh, shh, shh, hands are raised. Teacher: What?",0 383,"Student: Can I work with [inaudible]. Student: No, no, no, no, no. Student: Yeah, [inaudible]. [TARGET]Teacher: Stop.[/TARGET] Teacher: Stop. Teacher: Student D, work with Student K. Now again, you're not giving the answer, and you have, I think it's about seven problems. Teacher: We'll work on one and then we'll discuss it, and then we'll see if we understand it, or not.",1 384,"Student: Can I work with him? Teacher: Yes. Student: [Inaudible]. [TARGET]Teacher: But that would cause you to get out of your seat or have to shout.[/TARGET] Teacher: Remember, I said no movement today, which is different than normal. Teacher: No. Teacher: Student C, I know you know how to do this.",1 385,Student: Can the camera bounce on to the board? Teacher: Yes. Teacher: You have a very good start. [TARGET]Teacher: Did you finish?[/TARGET] Teacher: Let's finish this one first. Teacher: How would you explain to someone else how solution one works? Teacher: Where does the [inaudible] here come from?,0 386,Student: Can they hear us? Teacher: Mm-hmm. Student: Is that the - [TARGET]Teacher: That's the microphone right there.[/TARGET] Student: Oh wait. Student: They can't hear us. Teacher: They can hear you.,0 387,"Student: Can we continue on the back? Teacher: Yeah, you can continue on the back. Teacher: You should be close to being done. [TARGET]Teacher: I'll collect it in a minute.[/TARGET] Teacher: Can you simplify - check that one? Teacher: What is one times three? Teacher: Check your models to see if it matches your answer.",0 388,"Student: Can we do another one? Teacher: We'll do one more, then we've got to switch groups. Teacher: [Crosstalk] [TARGET]Teacher: Please stop saying that.[/TARGET] Teacher: Good. Teacher: You all, when you're finished, stop, because other people need concentration and it distracts them when you are done, finished - good. Teacher: You've brought down, now start over.",1 389,Student: Can we do it again? Teacher: Four. Teacher: Three. [TARGET]Teacher: Shh.[/TARGET] Teacher: Two. Teacher: Shh. Teacher: One.,1 390,"Student: Can we do more 100 plus problems? Student: I like those. Teacher: I don't think your mom would like to see you acting this way during this lesson. [TARGET]Teacher: Thank you, Student D. You have been participating.[/TARGET] Teacher: I don't want to divert your attention. Teacher: Thank you Student T. Thank you, Student A. Teacher: Good job.",0 391,"Student: Can we use scrap paper? Teacher: We're going to talk about where we're going to write our answer in just a second, okay? Teacher: Student C? [TARGET]Teacher: Okay, go ahead.[/TARGET] Teacher: You were going to ask me, what? Student: If I could read the - Teacher: Yes, go ahead.",0 392,Student: Can you be quiet? Teacher: The second warning for you. Teacher: You don't tell anybody to be quiet in the classroom. [TARGET]Teacher: That is why I am here.[/TARGET] Teacher: You just write your name and wait until I give you the go ahead. Teacher: You just wait until I give you the go ahead. Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes.,1 393,"Student: Can you go back? Teacher: To what? Teacher: And what do you need to do if you had my attention? [TARGET]Teacher: If you needed my attention?[/TARGET] Teacher: What, Student A? Student: [Inaudible] Teacher: To what?",0 394,"Student: Can you work with us? Student: I erased it and then I tried to help. Student: You don't need to raise your voice, little girl. [TARGET]Teacher: Neither one of you need to talk like that.[/TARGET] Teacher: In fact, will both of you stand up? Teacher: Would you both step outside? Teacher: I'll call you back in when you're ready, and you've cooled down.",1 395,"Student: Cause that's the smallest and that's bigger. Teacher: One of them is this one is bigger I agree. Teacher: Now I'm gonna pass the papers with this stuff and we're going to now correct ourselves and what is going on here. [TARGET]Teacher: The noise is too much settle, down settle down.[/TARGET] Student: Can I do one? Teacher: I'm going to go ahead and move into another fraction which is these two and it's going to be like it's total. Teacher: I want you to use your knowledge of what you've learned here to answer the rest of the questions.",1 396,"Student: Clear, clear. Teacher: How about we just do this? Teacher: All right, I don't [Inaudible]. [TARGET]Teacher: This is math class.[/TARGET] Teacher: We're not at recess. Teacher: Stop. Teacher: All right, what is the next problem?",1 397,Student: Coconut. Student: Coconut. Student: Coconuts. [TARGET]Teacher: Shhh.[/TARGET] Student: Stop saying coconuts. Teacher: Okay. Teacher: The third one -,1 398,"Student: Cool. Student: [Inaudible]. Teacher: Yes. [TARGET]Teacher: All right, we need to stop.[/TARGET] Teacher: At this point if you haven't been able to finish, you need to work with someone, okay? Teacher: So scissors down. Teacher: Chocolate paper down, all right?",1 399,"Student: Corners. Teacher: What do you mean by that? Student: [Inaudible]. [TARGET]Teacher: So you said that number four had - this is where we really need to listen to each other.[/TARGET] Teacher: Okay. Teacher: Student G says that number four has an extremely acute angle. Teacher: Now Student R, would you hand me a post-it note off my desk?",1 400,"Student: Cousin Mike. Teacher: We've got CM. Student: Mike. [TARGET]Teacher: Cousin Mike, who Student K really has, and she made him mad.[/TARGET] Teacher: And Student K, what does cousin Mike say? Student: Check the multiplication. Teacher: Check the multiplication.",0 401,"Student: D divided by 2 equals N. Teacher: You see that? Teacher: Please look up here. [TARGET]Teacher: Student R, sit up.[/TARGET] Teacher: Here's your D, 13. Teacher: If I divide 2 into 13, I get six and a half. Teacher: I only have 6.",1 402,"Student: Denominator. Teacher: I just said something that - well, a lot of people weren't listening to, that has everything to do with what our lesson is supposed to be about, today. Teacher: The reason that the second one was easier, and most of you should agree with that - that's my tape. [TARGET]Teacher: Can you stop using my tape, please?[/TARGET] Teacher: The reason that the second one should be easier is because all you had to do was use your ... use your skills that you're already good at, of comparing whole numbers. Teacher: By the same denominator, I'm just comparing my numerators. Teacher: It's just like comparing whole numbers.",1 403,"Student: Denominator. Teacher: The denominator. Teacher: Okay. [TARGET]Teacher: So you're gonna have to listen.[/TARGET] Teacher: Otherwise, you're gonna have not enough room on your - on your - oh, you're using paper [Inaudible]. Teacher: So what you're gonna do is you're gonna draw a little diagram that looks like this. Teacher: Also draw extra boxes.",0 404,"Student: Describe. Student: Answer. Teacher: No. [TARGET]Teacher: You need to not call out.[/TARGET] Teacher: What does determine mean? Student: To know the word, what it is. Teacher: To figure it out, right, to decide.",1 405,"Student: Did you say that in [inaudible]. Teacher: [Beep]. Teacher: Because they're going to be listening. [TARGET]Teacher: They're sitting in a lab right now, deep in an underground facility.[/TARGET] Teacher: Okay, as you are talking I'm going to ask you to have a seat. Teacher: Five. Teacher: Four.",0 406,"Student: Did you use your notes? Student: Right here. Teacher: On every problem, did you use your notes? [TARGET]Teacher: Or are they sitting on the desk open, and we're just ignoring them.[/TARGET] Teacher: Did you actually use them? Teacher: Okay. Teacher: I want to make sure you refer to them.",1 407,"Student: Divide. Teacher: You have four scores so you're going to divide what? Student: 1,400. [TARGET]Teacher: You need to look up here, Student S. You need to sit down and pull your seat up, and stop digging around.[/TARGET] Teacher: Student T, watch up here. Teacher: Finish it. Teacher: Finish the numbers that you bring down.",1 408,"Student: Divided by three. Teacher: We did half - look, look. Teacher: Look. [TARGET]Teacher: People that are looking.[/TARGET] Student: Yes. Teacher: I'm glad you're looking. Teacher: See, that's one fourth, that's two fourths.",0 409,"Student: Dividing. Teacher: We're dividing. Teacher: We're dividing 10 into how many parts of 2? [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Excuse me. Teacher: I have people continuing to disrespect me during this lesson. Teacher: Student S, this is your last chance.",1 410,Student: Division and the easy part about division is [Inaudible]. Teacher: So you're making an observation that division is backwards multiplication? Teacher: Keep that idea. [TARGET]Teacher: I want to have a conversation at this table.[/TARGET] Teacher: What do you mean by that? Teacher: Think about that. Teacher: Talk to each other.,0 411,Student: Divisor. Teacher: Divisor. Teacher: And the answer becomes 1 and one-fourth. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Do we still have time? Student: No. Teacher: So you were not keeping the time?,1 412,Student: Do 40 until you get to 100. Teacher: Come over here and let me help you. Teacher: So we're going to - you know what to do. [TARGET]Teacher: Keep going.[/TARGET] Student: I don't know what to do. Teacher: You know what to do. Teacher: Any number you multiply by zero is what?,0 413,"Student: Do I have to X all of it? Teacher: If it worked, then X all of it. Teacher: I didn't realize you were the one up there. [TARGET]Teacher: Student L, go physically stand outside of the doorway.[/TARGET] Teacher: What about 3? Teacher: Did 3 work? Student: No.",1 414,"Student: Do I have to times this number from that number? Teacher: No, that's a separate question. Teacher: So what they're asking you is this - quietly. [TARGET]Teacher: Student J, please don't do that.[/TARGET] Teacher: So you have a square. Teacher: Okay, you have a square in here, so I'm going to draw our square and one of the sides is going to be 31, all right? Teacher: So we know one side, but what do we know about a square?",1 415,"Student: Do I write that down? Teacher: No. Teacher: You're not going to write it. [TARGET]Teacher: I just showed you how to play it.[/TARGET] Teacher: Your goal is to make your number as very close to 1,000. Teacher: When you do that, you're winning your opponent. Teacher: I'm going to pass the cards.",0 416,"Student: Do we do 74 and 75. Teacher: Asked and answered already. Teacher: Okay. [TARGET]Teacher: Hush.[/TARGET] Teacher: Student D, there's a book right over here. Teacher: Student I, pick your desk up - I mean your book for just a second. Teacher: I'm gonna get that off your desk.",1 417,"Student: Do we have to do the test again? Teacher: So let's start now, two minutes. Teacher: [Crosstalk] [TARGET]Teacher: Now it is time for you to switch.[/TARGET] Teacher: B will start reading the questions now, and A will now answer the questions. Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now. Teacher: [Crosstalk]",0 418,"Student: Do we have to work it out? Teacher: Yes, you have to work it out. Teacher: Follow the chart right there. [TARGET]Teacher: Write your numbers out.[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: Student W, can you please keep your comments to yourself.",0 419,"Student: Do we stop at 12:45? Teacher: You all know what to do. Teacher: You can - you know what? [TARGET]Teacher: Sit here, and that way you'll have it, okay?[/TARGET] Teacher: all right, you guys, we're going to - shh. Teacher: Shh. Teacher: Okay, you all need another paper?",1 420,"Student: Do we turn them all over? Student: No. Multiple Students: [Crosstalk]. [TARGET]Teacher: It doesn't - stop.[/TARGET] Teacher: Freeze. Teacher: Hands up. Teacher: You should have a four by six array on your table of cards, face down.",1 421,"Student: Do you always have to - Teacher: Yeah, that's part of math is reasoning. Teacher: So the reason why she put two-thirds first, and probably correctly, was that if she compares a third to a sixth, one-third is bigger than one-sixth. [TARGET]Teacher: Student W, Student A, I'm up here.[/TARGET] Teacher: I don't appreciate when I'm speaking that you're making faces. Student: [Inaudible]. Teacher: It throws me off.",1 422,"Student: Do you know the camera is on? Student: You're not taking my $5.00 coloring book, no, unless you'll be paying. Teacher: Excuse me. [TARGET]Teacher: You don't say that to me, Student O.[/TARGET] Teacher: If you touch that again before the end of the school day I will take it away. Teacher: Okay. Teacher: Now I need everybody looking at me.",1 423,"Student: Do you only do the something once? Teacher: No, you do it a couple times and you can move on. Teacher: [Inaudible]. [TARGET]Teacher: That's pretty easy.[/TARGET] Teacher: There's one, and what else with my one? Teacher: Four here and what do I must do next? Teacher: Subtract.",0 424,"Student: Do you put the numbers on? Teacher: Uh, no, I'll help you. Student: Somebody wrote w-w-w that [inaudible]. [TARGET]Teacher: All right, everybody get a worksheet.[/TARGET] Teacher: I will give you time to make yours, also. Student: Ooh, yes. Student: Ooh.",0 425,"Student: Do you still put the zero [Inaudible] Teacher: Of what? Student: 0.02 [Inaudible] [TARGET]Teacher: Whatever you do to this guy, Student T, you must do to this guy over here.[/TARGET] Teacher: How many times would you move this? Multiple Students: Two. Teacher: What's gonna happen here?",0 426,"Student: Do your graphs. Teacher: Yes, then do it. Teacher: If you don't, then you ask for help from your partners. [TARGET]Teacher: Scoot back over there, sir.[/TARGET] Teacher: Keep working. Student: I took some already. Student: It's so small.",1 427,"Student: Do your work. Student: Okay. Student: Get off me, get off me. [TARGET]Teacher: Sit, sit down.[/TARGET] Teacher: What's half, half of 24 is what? Student: [Laughter] Teacher: You go ahead and finish your work.",1 428,"Student: Don't give it to them. Teacher: Sit down. Teacher: If you say that this is right thumbs up. [TARGET]Teacher: Sit down, if one half is right thumbs up.[/TARGET] Teacher: If you think that its wrong thumbs down. Teacher: Why is it wrong? Multiple Students: Because.",1 429,"Student: Don't tell anybody. Other Adult: You go like that perfect until you get to 24. Other Adult: Then you're gonna have this set up like that but I'm not sure about that one. [TARGET]Teacher: We'll see I'm coming, I'm coming.[/TARGET] Student: Can we finish our work together? Other Adult: You're not gonna be able to read the sides. Student: Yes I can.",0 430,Student: Each bus holds 8 students. Student: How many buses do they need? Teacher: Listen to them reading so you can solve it. [TARGET]Teacher: You guys are awful loud over there.[/TARGET] Teacher: Are you sharing your strategies? Teacher: Okay. Teacher: She has an apple truck.,1 431,"Student: Each part of the sides. Teacher: Well, we're focusing - each side has a distance. Teacher: Student A, you know what sum is. [TARGET]Teacher: Sit up and tell him.[/TARGET] Teacher: What is the sum? Teacher: We are - Student C's just finishing up, Student I, okay? Teacher: I'll send him over after.",1 432,Student: Easy Teacher: Yes? Student: 1 half. [TARGET]Teacher: Come on write it.[/TARGET] Student: 1 third. Student: Don't give it to them. Teacher: Sit down.,0 433,"Student: Easy as [inaudible]. Student: Oh, we can change the color? Teacher: Shhh. [TARGET]Teacher: Shhh.[/TARGET] Student: Look at my desk. Student: No. Student: [Inaudible] ",1 434,"Student: Eight ninths is closer to 1. Student: Just add the 0 to the 1. Teacher: Student A, what did Student D just say? [TARGET]Teacher: Can you sit up, please?[/TARGET] Teacher: Did you hear her? Teacher: Student J, sit up, please. Teacher: Sit.",1 435,"Student: Eight plus nine is eleven. Teacher: Eight plus nine. Teacher: Put nine in the head and add seven. [TARGET]Teacher: I'm waiting for you, sir.[/TARGET] Teacher: You do have work to do. Teacher: Get a book and read. Student: It's almost lunchtime?",1 436,"Student: Eight, so we got to do that. Student: [Inaudible]. Teacher: Which other way can we do that instead of doing that? [TARGET]Teacher: Allow him.[/TARGET] Teacher: Let him do his work. Student: Look like Ss and Zs. Student: Look like Ss and Zs.",1 437,"Student: Eight-twelfths, too. Teacher: You're on a roll, huh. Teacher: Hold that thought. [TARGET]Teacher: I hear a little bit of murmuring.[/TARGET] Teacher: What if you look at a third plus a half plus two-thirds. Student: I know. Teacher: If you look at that equation, will that be less than a whole, equal to a whole, or more than a whole?",1 438,Student: Eight. Teacher: So use your drawings. Teacher: Okay. [TARGET]Teacher: I don't hear talking.[/TARGET] Teacher: This is your partner. Teacher: You're supposed to be sharing. Teacher: I put you together so you could be the teacher to help her.,1 439,"Student: Eighteen. Student: Nineteen. Student: When that was coming around, how come - how come [inaudible] cookies and cream. [TARGET]Teacher: Oh, stay on track.[/TARGET] Student: Some people only have [inaudible]. Student: [Students talking to each other]. Student: Side comment about camera.",0 440,"Student: Eighth. Teacher: Right. Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing? [TARGET]Teacher: When I'm looking right here - excuse me, excuse me.[/TARGET] Teacher: When I'm looking right here - look, look, look. Teacher: I put that fife fifths right here. Teacher: Five fifths and I'm lining it up with the -",1 441,Student: Eleven thirds. Teacher: Eleven thirds. Teacher: What kind of fraction is that? [TARGET]Teacher: Stop speaking out.[/TARGET] Teacher: Give him a chance. Teacher: Improper. Teacher: What do we need to do?,1 442,"Student: Eleven. Teacher: All right. Teacher: I'm gonna give you your exit card. [TARGET]Teacher: That means you have to answer this question in order to go to special.[/TARGET] Student: Sorry, Mama. Student: It's got to be right, too? Teacher: I need everybody in their seats.",0 443,"Student: Eleven. Teacher: No. Teacher: The end is at ten. [TARGET]Teacher: You got to pay attention, Student I.[/TARGET] Teacher: Now we're going to label. Teacher: So if the numbers from zero moving to the right were the positive integers, right? Teacher: The numbers that are greater than zero.",1 444,"Student: Engaged? Student: In what? Teacher: You see how he's looking at you and laughing? [TARGET]Teacher: Student R, that also gets you silence as well.[/TARGET] Teacher: It's not just my student, because if you're interacting with my students and I told you not to? Student: I'm not talking to him. Student: Yes [inaudible].",1 445,"Student: Equals. Teacher: Equals. Teacher: Very good. [TARGET]Teacher: Let's move on.[/TARGET] Teacher: Have we even gotten to the question, yet? Student: No. Teacher: No.",0 446,"Student: Equivalent - Teacher: Thank you. Teacher: That's another word we're gonna - so we looking - see, I look - we have the vocabulary up there, equivalent, small group. [TARGET]Teacher: Now, let's look at the group.[/TARGET] Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute. Teacher: Now, look at me, look at me. Teacher: You may go [inaudible], please.",0 447,"Student: Even 60. Teacher: So we are using three different manipulative today. Teacher: We are using tangrams, which you will have to open these bags. [TARGET]Teacher: I feel like people aren't listening.[/TARGET] Student: I am. Student: She's throwing paper at us. Teacher: What's going on Student A?",1 448,"Student: Factors equal products. Teacher: We're kind of combining a lot of the learning we've done before, all right, of the whole dimension, the whole area. Student: [Inaudible]. [TARGET]Teacher: I see some people are not paying attention.[/TARGET] Teacher: So what I'm gonna do, and I'm gonna go to one third, one sixth and one - Student: And one eighth. Teacher: One -",1 449,"Student: Facts. Teacher: You're talking about facts? Teacher: So are you the only one doing anything? [TARGET]Teacher: They're just sitting here?[/TARGET] Teacher: Okay, because I haven't seen you guys talking yet. Teacher: Thank me. Teacher: For what?",0 450,"Student: Five and - Teacher: No. Teacher: Oh, sorry. [TARGET]Teacher: I cut you off too soon.[/TARGET] Teacher: Sorry. Teacher: Go ahead. Student: Five and one-fourth?",0 451,"Student: Five. Teacher: Six, seven, eight. Teacher: So let's see. [TARGET]Teacher: Look at that.[/TARGET] Teacher: Look, look, look. Teacher: Before we go into our book. Teacher: So this is what we call one third, and how many pieces is that?",0 452,"Student: Flip. Teacher: Flip. Teacher: And after that, of what, of the second what, fraction? [TARGET]Teacher: Let me see what you did in question 6.[/TARGET] Teacher: Rewrite question 6 right here. Teacher: [Crosstalk] Teacher: What is your answer to question number six?",0 453,"Student: For the week. Teacher: For the week. Teacher: Remember, this one here? [TARGET]Teacher: Five and - sit up.[/TARGET] Teacher: [Inaudible] student will be able to find fractions [inaudible] group of any area - Teacher: [Crosstalk] Teacher: The new meaning of numerator and denominator.",1 454,"Student: For the week. Teacher: For the week. Teacher: Remember, this one here? [TARGET]Teacher: Five and - sit up.[/TARGET] Teacher: [Inaudible] student will be able to find fractions [inaudible] group of any area - Teacher: [Crosstalk] Teacher: The new meaning of numerator and denominator.",1 455,"Student: For the whole cube and then the next cube it could be a different color. Teacher: We'll do something different, yeah. Student: Do we have to use the same color? [TARGET]Teacher: No, just color it.[/TARGET] Teacher: I'm not worried about the color so much, but show three rows of seven. Student: That would be like seven rows of three for this array. Teacher: Yeah, seven rows of three would be the other way.",0 456,"Student: Forty-eight. Teacher: What did you get for six? Student: Fifteen. [TARGET]Teacher: We're going to wait for Student E. Five.[/TARGET] Teacher: Four. Teacher: Three. Teacher: Student J's group, you guys will all get Bingo when you're done, because you've worked the quietest.",1 457,"Student: Forty-three. Teacher: No, Student R, you weren't listening. Teacher: Student J just explained why he would not do 43, and that's why I called on you, because I was afraid, I was afraid you weren't listening. [TARGET]Teacher: So, can you make sure you pay attention for me, from now on?[/TARGET] Teacher: Because we don't want to repeat this. Teacher: I want to make sure you have it, so you don't have to struggle with it. Teacher: Are you with me?",1 458,Student: Four [inaudible]. Teacher: How many cubes [inaudible]. Teacher: When I'm talking - when I'm talking. [TARGET]Teacher: When I'm talking you're not rattling your cubes.[/TARGET] Teacher: Try to be quiet. Teacher: How many - how long is it if each one's a centimeter and I have four? Student: Four?,1 459,"Student: Four plus six plus, two, two, plus five - Student: You said 37. Teacher: Do the work on your sheet. [TARGET]Teacher: Just the warm-up, just the number of students.[/TARGET] Teacher: That's all you've got to do. Teacher: Number of boys, number of girls. Student: 37",0 460,"Student: Four plus two plus - Teacher: You can double-check by adding up the boys and the girls. Teacher: To make sure they add up to the total number of students. [TARGET]Teacher: So do that.[/TARGET] Student: Plus eight, seven, six, and that plus six - Teacher: All right, pencils down. Teacher: Pencils down.",0 461,"Student: Four-fourths. Teacher: Any more? Teacher: Student K, can you give me one? [TARGET]Teacher: Who's talking over there?[/TARGET] Student: [Inaudible] Teacher: No, equals one whole. Student: Oh, seven-sevenths.",1 462,"Student: Four-sixths with [inaudible]. Teacher: Okay. Student: And then - [TARGET]Teacher: Student Z, pay attention for a minute, please.[/TARGET] Student: Eight? Student: Six [inaudible] eight. Student: Nine?",1 463,Student: Four. Teacher: Four fourths is next. Teacher: [Inaudible]. [TARGET]Teacher: Put it away.[/TARGET] Teacher: Keep going with your fourths. Teacher: Three fourths. Teacher: Now do another fourth.,1 464,"Student: Four. Teacher: If the width is going to equal two, what is the length? Student: Oh. [TARGET]Teacher: Sit down.[/TARGET] Student: Oh, the [inaudible]. Teacher: Student L. If the width is two, what do you think the width is? Student: Ooh.",1 465,"Student: Freeze. Student: Freeze. Teacher: Shh. [TARGET]Teacher: Freeze and listen.[/TARGET] Teacher: Just put it down and listen. Teacher: Tell me if you started seeing patterns in your head to where it helped you that you didn't even have to write the fraction down. Teacher: You noticed something you automatically could say, ""Nope, that one didn't even have a chance of being equivalent."" What do you see?",1 466,"Student: Freeze. Teacher: Shh. Teacher: Freeze and listen. [TARGET]Teacher: Just put it down and listen.[/TARGET] Teacher: Tell me if you started seeing patterns in your head to where it helped you that you didn't even have to write the fraction down. Teacher: You noticed something you automatically could say, ""Nope, that one didn't even have a chance of being equivalent."" What do you see? Student: I saw ... I saw ... I saw one-sixth and ... one-sixth and three-eighths.",1 467,Student: Get away she's telling you to get away. Student: So she screamed and then. Teacher: Please sit down. [TARGET]Teacher: Please sit down stop.[/TARGET] Teacher: Would you please stop are you listening? Student: How could you scrap me? Student: She scrapped me.,1 468,Student: Get out of here Student J. Student: Ahh Student A is here Student A is here! Student: [Inaudible] My mother has a friend and oh yeah she's hot! [TARGET]Teacher: Student J please stay and finish your math please.[/TARGET] Student: How do you still remember that? Teacher: Student T that's enough. Student: How do you remember what we're saying?,1 469,"Student: Go to the doctor. Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right? Teacher: You're not going to go, ""Ah, who cares."" [TARGET]Teacher: So here's what we're going to do today.[/TARGET] Teacher: I'm going to need to you to get with a partner. Teacher: I'm going to count down by 1. Teacher: You have to have a partner.",0 470,Student: Gonna get a big fat second knuckles. Teacher: Let's see says that [Inaudible] Student: Student J is stupid! [TARGET]Teacher: Let's do it.[/TARGET] Teacher: The 9 [Inaudible] Come back here Student T now! Student: You really said that? Teacher: Half you're looking for half here.,0 471,"Student: Good job, Student M. Teacher: Ah, Student J come on up. Teacher: I like the way Student J's sitting quietly. [TARGET]Teacher: I like the way some people are sitting up.[/TARGET] Teacher: Student N, and Student M, you're arms should be out of your shirts. Teacher: Plus two. Teacher: Go ahead.",0 472,"Student: Good. Teacher: A is done? Teacher: Okay, then let's go. [TARGET]Teacher: B.[/TARGET] Teacher: Come on. Student: I'm trying to think of one. Student: I know a good one, but I just can't seem to think of a sentence.",0 473,"Student: Group one. Teacher: Then you go to Miss G, okay? Teacher: Group one, group two, let's go, let's go. [TARGET]Teacher: If you have one of the people not getting videotaped, you need to go see Miss G.[/TARGET] Student: Miss G. Teacher: See, oh, I switched Student T's group, Miss G, to group two, but that's - so you're gonna go to Miss S's group now, okay? Student: [Inaudible]",0 474,"Student: Grouping. Teacher: You're making 5 groups, and you're trying to figure out how many go in each group. Teacher: Turn the paper over please, and put a quiet thumb up if you're done with 6-10. [TARGET]Teacher: People who are not done, listen very closely.[/TARGET] Teacher: Here we go with number six, please. Teacher: Student A, read me question six. Student: [Inaudible].",0 475,"Student: Guess my rule. Teacher: Let me see what I want for my rule. Teacher: I don't want [pushing back my chairs from all the room.] [TARGET]Teacher: Student M, Student J, Student M, stand up front please.[/TARGET] Teacher: Student L, Student A, Student B, sit up front please. Teacher: You know what? Teacher: Student B, sit down.",1 476,Student: H is tricky. Teacher: Tricky. Teacher: All right - it'll probably be easier if you use your thinking caps. [TARGET]Teacher: So I only have one person looking at the board so I guess you don't need help with G?[/TARGET] Teacher: Okay. Teacher: G - instead of boys [inaudible] orange. Student: You can do it on the back.,0 477,"Student: Have him make what? Teacher: Make change. Teacher: Yes. [TARGET]Teacher: Let's look at, you dear, let's look at this first.[/TARGET] Teacher: We're going to do 57 times 5. Teacher: Which number are we breaking here? Teacher: You want to break 57?",0 478,"Student: Have the 1s. Teacher: Have the 1s remember cause one stem can have multiple leaves coming off of it think of a tree right. Teacher: One stem can have multiple leaves. [TARGET]Teacher: Shh, yes?[/TARGET] Teacher: Okay. Teacher: What I want you to do is turn over your prediction sheet where you made your predictions on it cause that's the sheet we're gonna draw our stem and leaf plot on okay, as a class. Teacher: So we're going to plot everybody's points.",1 479,"Student: He brought down - Teacher: You brought it down like five times. Teacher: [Crosstalk] [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: So I brought it down and now right here - Student: This is what I got. Student: [Crosstalk]",0 480,"Student: He got [inaudible]. Teacher: Did you have six turns? Student: No, no. [TARGET]Teacher: No, you can't - you don't win - excuse me, when is the game over?[/TARGET] Teacher: After what? Student: After everybody - somebody wins. Teacher: Uh-uh.",1 481,"Student: He has his back towards the wall. Student: That's not fair. Student: If he can't be seen, we're not going to be seen. [TARGET]Teacher: Did you know that everything you've been yelling is recorded?[/TARGET] Teacher: You know this math. Teacher: I don't know why it is a problem. Teacher: Let's go.",1 482,Student: He left. Teacher: Student D left to go - Student: Student D has never been here yet. [TARGET]Teacher: Is Student D here or he's not at school anymore?[/TARGET] Student: He's here. Student: I saw him today. Student: I saw him.,0 483,"Student: He said [inaudible]. Teacher: Okay. Teacher: We've got to come back together, sweetheart. [TARGET]Teacher: Can you tell him to get his things and come back to his seat?[/TARGET] Student: Okay, but he missed [inaudible]. Teacher: Can you help him? Student: He was in unit 7.",0 484,"Student: He said it was one-eighth, times one-eighth [inaudible]. Teacher: That wasn't on the test. Teacher: Okay, so here's what you're going to do. [TARGET]Teacher: Shh.[/TARGET] Teacher: You're going to work with a partner. Teacher: Most people. Teacher: Now let's not get too crazy about that.",1 485,"Student: He talks too much. Teacher: All right. Teacher: We're gonna talk about associative property of addition. [TARGET]Teacher: Do you remember what was the - Student M, what are you doing, sweetie?[/TARGET] Student: Where's Student J. Student: [Inaudible] Student: Yeah, Student J [inaudible]",1 486,Student: He told me to shut up! Other Adult: It isn't worth it. Teacher: Student J would you sit down please? [TARGET]Teacher: Please can you sit down?[/TARGET] Student: She's gonna do that the same way. Teacher: If you rip his [Inaudible] if you rip his picture [Inaudible]. Student: She already did its right here.,1 487,Student: He's with us. Student: [Inaudible] Student: He left. [TARGET]Teacher: Student D left to go -[/TARGET] Student: Student D has never been here yet. Teacher: Is Student D here or he's not at school anymore? Student: He's here.,0 488,Student: Her phone. Teacher: How much change - who has a phone? Teacher: Give it to me. [TARGET]Teacher: You're not supposed to have your phones here; you know this.[/TARGET] Teacher: They are to be turned in. Teacher: Give it up. Teacher: Did you turn it off?,1 489,"Student: Here's what I wrote for A. Teacher: Good. Teacher: Are you the noise monitor, Student B? [TARGET]Teacher: Go move your clothespin, please.[/TARGET] Teacher: That's Student J's job. Teacher: She can handle that herself. Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them.",1 490,"Student: Hey! Student: No one is helping me! Teacher: Here, I'm here to help you. [TARGET]Teacher: I want you to come up here you're having a hard time.[/TARGET] Teacher: Sit. Teacher: Student J sit down. Teacher: Sit down, sit, sit, sit.",0 491,"Student: He's [inaudible] talking about. Multiple Students: [Laughter]. Teacher: Shh. [TARGET]Teacher: Turn around.[/TARGET] Student: Student I, when you added - when you multiply the ten, say like you would, like 30 times ten, all you got to do is take the zero away. Student: And then when you multiply 30 times ten, add the zero. Teacher: So ...",1 492,"Student: He's in the office, too. Teacher: Oh. Student: Ooh. [TARGET]Teacher: Go ahead and put yourself on red.[/TARGET] Multiple Students: [Inaudible]. Teacher: All right, how many ounces were in a pound. Teacher: Student X?",1 493,"Student: Hmm? Student: Why are you saying that? Student: What? [TARGET]Teacher: Stop, please.[/TARGET] Teacher: Okay, sit up please [inaudible] down. Teacher: Sit up. Teacher: This time when we multiply we're going to do our wrestling multiplication, okay?",1 494,"Student: Hmm? Teacher: And Student C, get a white board and a marker. Teacher: Student H, get a white board and a marker. [TARGET]Teacher: [Inaudible] put that away.[/TARGET] Student: [Inaudible]. Student: [Inaudible]. Teacher: Write zero, one, and two, on yours with your pencil.",1 495,Student: How could you scrap me? Student: She scrapped me. Teacher: Let's leave this mess please let's get to working. [TARGET]Teacher: Let's go.[/TARGET] Student: [Yelling] Student: Where'd she go? Student: No!,0 496,"Student: How did you, you shouted at me. Teacher: I know, because I know when we are going. Student: Okay so when are we going? [TARGET]Teacher: Let's finish this work.[/TARGET] Student: What work? Teacher: You could if you like. Teacher: You could if you like.",1 497,"Student: How do you find out if we can do it over again if you don't try? Teacher: I'm going to know because it's going to cross over into everything you guys do. 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. [TARGET]Teacher: When you start back to doing that, then I know you respect each other.[/TARGET] 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. Teacher: I will know immediately when things have changed.",0 498,"Student: How do you spell Mc Donald's? Teacher: You eat at Mc Donald's and you can't even spell it? Student: I just like the food. [TARGET]Teacher: Capital D - Student W, I think you're done.[/TARGET] Teacher: Did you guys decide? Student: Yes. Teacher: You're going on 40?",0 499,Student: How do you still remember that? Teacher: Student T that's enough. Student: How do you remember what we're saying? [TARGET]Teacher: What are you doing?[/TARGET] Teacher: Student J come and sit down. Student: I'm not going to sit down; I'm not going to sit down. Student: Are you not listening to me?,1 500,"Student: How do you win? Teacher: That's what we're going to find out. Teacher: Okay. [TARGET]Teacher: So I need you to look at the board and I need Student K to move.[/TARGET] Teacher: If you would just move to a little bit different of a location, that would be so helpful. Teacher: That's great. Teacher: You're good.",1 501,"Student: How many are there? Teacher: A hundred. Teacher: In each one of these boxes is a ten by ten grid and there's 100 squares in it. [TARGET]Teacher: Student A, I need you to go pick up everybody's paper 'cause everybody is still coloring and messing with that.[/TARGET] Teacher: Student A. Student: Should we put our names on them? Teacher: Put the crayons back in the box, in the bowls.",1 502,"Student: How many fours go into 26. Teacher: Exactly, and Student K, want to help us out with that one? Student: What was the question? [TARGET]Teacher: You shouldn't even have to hear it because you should know what the next step is.[/TARGET] Teacher: How many fours are there in 26 without going over? Student: 4 times 26- Teacher: You're saying 4 times 26 is 26?",1 503,"Student: How many teams can they make? Teacher: Okay, Student S, can you explain what your sketch represents there from the problem? Student: I did three groups, and I thought if they - [TARGET]Teacher: Please look.[/TARGET] Student: [Inaudible]. Student: [Crosstalk] Teacher: Please stop.",1 504,"Student: How they're [Inaudible]. Teacher: No, they're not really. Teacher: They're kind of missing [inaudible]. [TARGET]Teacher: I don't see Student J wearing [inaudible] a little bit.[/TARGET] Teacher: That's not it. Teacher: Not the rule I'm thinking of. Teacher: Student D, what do you got?",0 505,"Student: How will we get [inaudible]? Teacher: You have to think. Teacher: Read, and re-read. [TARGET]Teacher: I'm starting the timer, now.[/TARGET] Teacher: How long did I say? Multiple Students: Ten minutes. Teacher: Ten minutes.",0 506,Student: Huh? Teacher: Excuse me. Teacher: Put all of these in here. [TARGET]Teacher: Why are you walking around and this is in your mouth?[/TARGET] Teacher: Is that fourth grade behavior? Student: I didn't have them in my mouth. Student: Yes you did.,1 507,"Student: Huh? Teacher: Where is your work? Student: I did some right here and then I was doing some right here. [TARGET]Teacher: You're gonna have to transfer, sweetie.[/TARGET] Teacher: We have to follow directions, okay. Student: All right. Teacher: Don't transfer it now, though.",0 508,"Student: Hundreds. Teacher: Into 20? Teacher: Times five plus seven times five. [TARGET]Teacher: Student T, I would advise you to follow this group so you know where we are.[/TARGET] Teacher: It doesn't call for that, please. Teacher: So what is 20 times 5? Student: One hundred.",1 509,Student: I added 2. Teacher: No. Teacher: That's not how to do it. [TARGET]Teacher: Everybody stop.[/TARGET] Teacher: Let's read at the same time. Teacher: Come to play. Teacher: Come to this side.,0 510,"Student: I agree. Teacher: You all are talking at one time and it's starting to irritate me. Teacher: Student N is the person who is talking now. [TARGET]Teacher: Let him finish and I'll get to the rest of you.[/TARGET] Student: I got two sixths - no, I got - yeah, that's right. Teacher: So now do you understand that this is right? Teacher: Give me another one, Student M.",1 511,Student: I am finished. Teacher: All right. Teacher: Let's look at what Student J did. [TARGET]Teacher: Look at this up here.[/TARGET] Teacher: She did one-sixth plus one-sixth plus one-sixth plus one-fourth plus one-fourth equals one whole. Student: Can I do mine? Teacher: Now -,0 512,"Student: I am. Teacher: We are about to finish. Teacher: Thank you. [TARGET]Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned.[/TARGET] Teacher: Simple. Teacher: Now, let's - one, two. Teacher: Yeah, go ahead.",0 513,"Student: I can prove that a square has more than four lines of symmetry. Teacher: Then you can do the challenge too. Teacher: How did you do your project? [TARGET]Teacher: Student S, not doing that now.[/TARGET] Student: He was showing above the ruler on the corner on top. Student: He's supposed to get a ruler itself to the top. Teacher: Student C, stop.",1 514,"Student: I can see the board. Teacher: Okay, as long as we can see the board. Teacher: Student A, you need to be sitting because if you stand, you block their view. [TARGET]Teacher: Okay, turning and facing this way, Student J, with your body.[/TARGET] Teacher: Student R, turn your body this way. Teacher: So if we look at number five, Student S is showing us - I'm going to stop. Teacher: Let's stop till I see people looking.",1 515,Student: I can - Teacher: I am glad. Student: I am glad you came to take a - [TARGET]Teacher: Take care of.[/TARGET] Student: Take care of my [inaudible] so I - Teacher: Use the word can. Student: I can't see the word.,0 516,"Student: I can't. Teacher: All right, right now we - Teacher: [Crosstalk] [TARGET]Teacher: Boys, it's not a drum set.[/TARGET] Student: I counted 1, 2, 3, 4, 5. Student: 1, 2, 3, 4, 5 and 1, 2, 3, 4, 5, 6, 7, 8, and then 5, 6, 7. Teacher: Okay.",1 517,"Student: I can't believe it. Student: It's only the second quarter. Teacher: All right, here we go. [TARGET]Teacher: So turn your papers to the sides.[/TARGET] Teacher: But yours could look like it looked like over there. Teacher: All right, turn your paper to the side, that way. Student: Oh.",0 518,"Student: I can't see. Teacher: Turn around. Student: I am. [TARGET]Teacher: Push in your chair.[/TARGET] Teacher: Student S, what's next? Student: Three times two? Teacher: Which is?",0 519,"Student: I can't see. Teacher: Waiting on two people. Teacher: Thank you. [TARGET]Teacher: Waiting on one person.[/TARGET] Teacher: Okay. Student: [inaudible] Teacher: Now, you see where my fingers are?",1 520,"Student: I could call my grandma. Teacher: Not today, I can't do it. Teacher: We are going to start staying. [TARGET]Teacher: I have too.[/TARGET] Teacher: Do I have to turn it off now? Teacher: [End of Audio]",0 521,"Student: I did 6 times 6 which is 36. Student: Then I added 2, which is 38. Teacher: Good job. [TARGET]Teacher: Student R, are you paying attention to what he just said?[/TARGET] Teacher: No. Teacher: On the next one, you need to pay attention, okay? Teacher: You're not paying attention, and when you don't pay attention, you definitely don't understand.",1 522,Student: I did it this way. Student: You always do it a different way. Teacher: It's okay [inaudible] the answer. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right. Teacher: Did you guys get to 22? Student: [Inaudible].,1 523,"Student: I did number nine and I added. Student: Do I have to times this number from that number? Teacher: No, that's a separate question. [TARGET]Teacher: So what they're asking you is this - quietly.[/TARGET] Teacher: Student J, please don't do that. Teacher: So you have a square. Teacher: Okay, you have a square in here, so I'm going to draw our square and one of the sides is going to be 31, all right?",1 524,"Student: I did one. Student: [Crosstalk] Teacher: Wait until it's done. [TARGET]Teacher: Let me see what you are doing over here.[/TARGET] Teacher: [Crosstalk] Teacher: I'll be right over there, Student D. Teacher: [Crosstalk]",0 525,"Student: I did ten and - Teacher: Oh, you were counting by tens, maybe? Teacher: [Announcement over speaker]. [TARGET]Teacher: Everyone's working on track?[/TARGET] Teacher: You have one minute left. Teacher: Student A? Student: [Inaudible].",0 526,"Student: I did that first because - Student: [Crosstalk among students] Teacher: You know what? [TARGET]Teacher: Student S is waiting because people are making noise over there.[/TARGET] Teacher: She's the one we're tracking and the one that we're listening to right now. Teacher: Go ahead. Student: I did that first 'cause the first was - I wanted to do the [inaudible], so first I did the one-third.",1 527,"Student: I did. Teacher: Good. Teacher: Those are the two we're going to do. [TARGET]Teacher: I need eyes up on the board.[/TARGET] Teacher: Student J, I need you to be sitting in your seat. Teacher: So we have our length and our width. Teacher: So this is my first strategy.",1 528,"Student: I didn't hit him. Student: Yes you did. Teacher: Stop. [TARGET]Teacher: Don't do that.[/TARGET] Teacher: [Inaudible]. Teacher: Let me see what you've done. Teacher: We want the number to be very close to 1,000.",1 529,"Student: I didn't [inaudible]. Teacher: I'm just kidding. Student: [Laughter]. [TARGET]Teacher: All right, so Student T, congratulations, and thank you for - next time I call or I don't call on you, let's not get upset about it, because I can't call on everybody.[/TARGET] Teacher: And when I pull sticks, you know, sometimes we don't get a response. Teacher: But I appreciate that. Teacher: That - he did that really well.",1 530,Student: I do. Student: Or lay down and watch TV. Teacher: [Laughter] or lay down and watch TV? [TARGET]Teacher: You had all Spring Break to watch TV.[/TARGET] Student: Nope. Student: I don't even have cable. Teacher: Well -,0 531,"Student: I don't care. Student: I heard you. Teacher: Student N, sit down. [TARGET]Teacher: You're calling out, please.[/TARGET] Teacher: [Crosstalk] Teacher: Student C, don't worry. Teacher: Thank you.",1 532,"Student: I don't have gum. Teacher: Well please, whatever's in your mouth. Teacher: All right. [TARGET]Teacher: It was Student K and Student A and Student J.[/TARGET] Student: What happened? Teacher: When you were running around the coat room. Student: I didn't.",1 533,"Student: I don't have one. Teacher: Do you know where I keep them? Teacher: Okay. [TARGET]Teacher: Student E, I love your excitement.[/TARGET] Teacher: Student B, yours looks beautiful from here. Teacher: Notice, Student A, I labeled both the left and the right sides, so I remembered it's 10 on top and 4 on the bottom. Teacher: If you would like to make yours exactly like mine, I suggest you do it.",0 534,Student: I don't know. Student: I used a different one on the bottom. Student: [Inaudible] [TARGET]Teacher: Who's confused?[/TARGET] Teacher: I'll be right over. Student: One-half plus one-half. Teacher: Huh?,0 535,"Student: I don't like it. Teacher: Student A, sit down and stop fooling around, please. Teacher: Let me have it. [TARGET]Teacher: Everybody knows that math class is never like this in the classroom.[/TARGET] Teacher: It's time to [inaudible]. Teacher: Are you done? Teacher: The people are going to watch you and see what you do.",1 536,"Student: I don't like pencil. Teacher: Excellent. Teacher: See, you know how to do it. [TARGET]Teacher: It doesn't matter.[/TARGET] Teacher: You shouldn't copy other people's work. Teacher: Give your work here. Teacher: Let me give you the next one.",0 537,Student: I done with it. Student: I got 5 over 8 to 8 over 5. Student: I had rewrote it and then I [inaudible]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You sit down here. Teacher: You sit over here. Teacher: You finished question six?,1 538,"Student: I don't feel comfortable. Teacher: You don't feel comfortable? Student: I wish I could lay down. [TARGET]Teacher: Well, you can go ahead and lay down.[/TARGET] Teacher: Just don't nap though because you need to pay attention. Teacher: Actually I really don't mind you all doing it, as long as you all are paying attention; do you understand that. Student: Okay.",1 539,Student: I don't feel good. Teacher: You don't feel good? Teacher: You're a little [inaudible]. [TARGET]Teacher: You're a little warm.[/TARGET] Teacher: Do you think you can try to do this or join with the nurse? Student: It's poison! Teacher: Student N. So what kind of representation are you doing?,1 540,"Student: I don't got my own paper. Teacher: All right, you need to share with somebody. Teacher: I didn't have enough. [TARGET]Teacher: Share with Student M this time.[/TARGET] Teacher: All right, okay, get your pinkie. Teacher: I mean, get your index fingers again. Student: Or, that's how you do [inaudible]",0 541,"Student: I don't know how to make an acute triangle. Teacher: Okay. Teacher: We're gonna continue on this tomorrow. [TARGET]Teacher: We need to stop because it's almost time for class to be over.[/TARGET] Teacher: Do me a favor, though. Teacher: Please carefully put the rubber bands and any of your trash in the basket, okay? Teacher: Stack up the rulers, and then stack the geo boards.",0 542,"Student: I don't know what you're talking about because [inaudible]. Teacher: Who is doing your graph, here? Student: She's [inaudible]. [TARGET]Teacher: No.[/TARGET] Teacher: No. Teacher: No. Teacher: Who is doing the graph?",0 543,"Student: I don't know. Teacher: Okay, put a check there, 'cause you just checked it. Teacher: I want you to find 850 and make sure it's on the right chart, okay? [TARGET]Teacher: Okay, I need all eyes up at me please.[/TARGET] Teacher: Five, four, three, two, one. Teacher: I'm really impressed with how quickly students went through, and I do apologize if I wasn't clear enough, because I notice a lot of you were whizzing through it, and you weren't asking yourselves these questions. Teacher: And some of you were asking yourself the questions, but you weren't using your thousands books.",1 544,"Student: I don't want to be nice to him when he's doing something - when I'm doing something and he just takes the paper. Teacher: Then you need to talk to him about it. Student: I did. [TARGET]Teacher: Give me 5, really quickly, because we need to shut it down.[/TARGET] Teacher: We need to shut things down and we need to think about today. Teacher: Wrap it u and tell me in one sentence, what did we learn? Teacher: What are the major things that we learned today?",0 545,Student: I don't want to. Teacher: Student J stop. Teacher: Student J stop. [TARGET]Teacher: Can you please stop?[/TARGET] Student: Yes I could. Teacher: Okay. Student: I don't want to but I could.,1 546,Student: I don't want you to help me. Student: I don't want you to help me! Student: Gonna get a big fat second knuckles. [TARGET]Teacher: Let's see says that [Inaudible][/TARGET] Student: Student J is stupid! Teacher: Let's do it. Teacher: The 9 [Inaudible] Come back here Student T now!,0 547,"Student: I erased it and then I tried to help. Student: You don't need to raise your voice, little girl. Teacher: Neither one of you need to talk like that. [TARGET]Teacher: In fact, will both of you stand up?[/TARGET] 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.",1 548,"Student: I feel like throwing up. Teacher: All right, hold on, hold on. Teacher: We - I have a pencil for people that need to borrow a pencil. [TARGET]Teacher: But listen, can - I'm gonna see if this one can help you, Student F. Student F. What we did here.[/TARGET] Teacher: We had 24. Teacher: We had half, we had one fourth and we had - excuse me - one eighth. Teacher: One eighth.",0 549,"Student: I forgot about the same thing. Teacher: Okay, I love you, I really do, but today you have got to zip it, lock it, put it in your pocket, okay? Teacher: I love it, but today we're a little too chatty. [TARGET]Teacher: Here we go.[/TARGET] Teacher: So we have three right here. Teacher: Can I get five out of that three? Multiple Students: No.",0 550,"Student: I forgot one zero here. Teacher: All right, are we ready? Student: Yes. [TARGET]Teacher: I'm hearing lots of extra talking.[/TARGET] Teacher: Now. Teacher: Stop, okay. Teacher: Write your King Henry on the side just like I have it.",1 551,"Student: I get it. Teacher: So write a sentence about that. Teacher: Okay, guys. [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible]. Teacher: Yeah. Teacher: Well, no.",1 552,"Student: I go. Teacher: On your desk there are two greater than, less than, papers. Teacher: I need you to stay. [TARGET]Teacher: No.[/TARGET] Teacher: This is an activity that you should be able to do independently. Student: [Inaudible]. Student: [Crosstalk].",1 553,"Student: I got 1.626. Teacher: Very close. Teacher: Student T and Student E, this is my warning before I separate you. [TARGET]Teacher: You all should be standing up measuring.[/TARGET] Teacher: Everyone in the class is up measuring except you all. Teacher: Stand up. Teacher: Let's go.",1 554,"Student: I got 10 boys. Student: Mr. H [inaudible] Teacher: I'm not gonna look at that. [TARGET]Teacher: I'm not a student.[/TARGET] Teacher: I'm not a student, I can't answer. Student: You is a student. Student: If he's over 18 [inaudible]",0 555,"Student: I got 26. Teacher: Shh it's okay. Student: I have 18. [TARGET]Teacher: Shh.[/TARGET] Student: I have 21. Teacher: So everybody's somewhere around 20 whether you're a little over or a little under? Teacher: But you're not like, you're not more than like 10 over right you have no more than 30?",1 556,Student: I got 5 over 8 to 8 over 5. Student: I had rewrote it and then I [inaudible]. Teacher: Excuse me. [TARGET]Teacher: You sit down here.[/TARGET] Teacher: You sit over here. Teacher: You finished question six? Student: Yes.,1 557,"Student: I got 6 again. Teacher: Honey, 11 take away 4 is 7. Teacher: Thank you. [TARGET]Teacher: Following directions.[/TARGET] Teacher: The rest are to the side. Teacher: You are to use them, but you need to refer back to your staircase. Teacher: Student E, there's one of each in a staircase.",1 558,"Student: I got 8 sides Ms. H. Teacher: Okay, you're not telling me. Teacher: You're telling your group. [TARGET]Teacher: You need to follow directions.[/TARGET] Student: [Inaudible]. Teacher: Uh-oh. Student: [Inaudible].",1 559,"Student: I got another idea. Student: I did one. Student: [Crosstalk] [TARGET]Teacher: Wait until it's done.[/TARGET] Teacher: Let me see what you are doing over here. Teacher: [Crosstalk] Teacher: I'll be right over there, Student D.",0 560,"Student: I got it. Student: [0:43:00] Teacher: Don't say, I got it. [TARGET]Teacher: Thumbs up.[/TARGET] Teacher: It's not correct. Student: Help me [inaudible] Student: [inaudible] today.",1 561,"Student: I had 5, but instead - Teacher: Hold on just a second, hold on. Teacher: [Crosstalk] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: No. Teacher: Don't switch with somebody that has the same color as you, unless you are finished with your five.",1 562,"Student: I had another strategy. Teacher: All right, here's another strategy. Teacher: Listen up, please. [TARGET]Teacher: Stop.[/TARGET] Student: If your total was 280 and you rolled a 2, you could times it by 20 and you would have 300 exactly. Teacher: Okay, all right. Teacher: There was one exact 300. Who was it?",1 563,Student: I had rewrote it and then I [inaudible]. Teacher: Excuse me. Teacher: You sit down here. [TARGET]Teacher: You sit over here.[/TARGET] Teacher: You finished question six? Student: Yes. Teacher: You finished question seven?,1 564,Student: I hate this pen. Teacher: Hurry up. Teacher: You still have a lot to do. [TARGET]Teacher: Why don't you use pencil?[/TARGET] Teacher: Why don't you use pencil? Student: I don't like pencil. Teacher: Excellent.,0 565,"Student: I have [3,518]. Teacher: Okay. Teacher: Did you do the process correctly? [TARGET]Teacher: Okay, so I need you to pay attention Student I. I need you to be focused on me.[/TARGET] Teacher: Watch the teacher. Teacher: Student E, I need you to move up. Teacher: So Student I, I need you to really pay attention.",1 566,"Student: I have a V. There's some in the bottom right here. Teacher: Student D. Student: No V in here. [TARGET]Teacher: Student D, please look up here.[/TARGET] Teacher: Oh, you have one. Teacher: Okay. Student: I have two triangles.",1 567,"Student: I have a question. Teacher: 4 times 6. Teacher: That is going to be 24. [TARGET]Teacher: Hold on.[/TARGET] Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts. Teacher: How many fours are there in 22 without going over? Teacher: Subtract.",0 568,"Student: I have a question. Teacher: Sure. Student: Is that a microphone? [TARGET]Teacher: Yes.[/TARGET] Student: Why is it covered in Styrofoam? Teacher: In my mind I know that 400 plus 600 is going to give me 1,000, and I have two 6s here. Teacher: What I'm trying to do is make a number that is very close to 1,000.",0 569,"Student: I have a question. Teacher: Sure. Student: [Inaudible]. [TARGET]Teacher: Student is asking a question, so our attention needs to be [inaudible].[/TARGET] Student: If you do that - Teacher: Yes. Student: Never mind.",1 570,"Student: I have, like, three of them. Teacher: Okay. Teacher: Go put the question marks in them. [TARGET]Teacher: Put that away now.[/TARGET] Student: Why? Teacher: Because it's not time to draw. Teacher: It's time for math.",1 571,Student: I just drew a block right here and - Teacher: You're the recorder have a seat over there. Teacher: No let's see how many minutes. [TARGET]Teacher: Go sit down let's see how many minutes we have left.[/TARGET] Student: He keeps saying stuff and he won't stop and no one can talk. Teacher: Okay you've just lost your group. Student: [Mumbling].,1 572,Student: I just finished it. Teacher: Then you raised your hand to answer the question instead of helping your partner. Teacher: [Crosstalk] [TARGET]Teacher: That is not what a good team player does.[/TARGET] Teacher: Okay. Teacher: I want you to look at what I have. Teacher: Does that look like what you have?,1 573,"Student: I just think that you [inaudible], and it's only one zero so I [inaudible] ten. Teacher: But you could say 35 times what's 350. Teacher: And we know times ten. [TARGET]Teacher: But if you couldn't figure that out in your head - ah, we're getting a little too loud.[/TARGET] Teacher: Shh. Teacher: You would take 350 - Student: I figured it out.",1 574,"Student: I knew I was right. Teacher: I know you knew. Teacher: I know you're smart. [TARGET]Teacher: And I know this - sweetie, you want to take that jacket off.[/TARGET] Teacher: I don't want that; I want you to do - what you got? Student: Four times seven. Teacher: Okay, there you go.",0 575,Student: I knew something was wrong. Teacher: Can you please take care of what you need to take care of. Teacher: That's not your job. [TARGET]Teacher: What are you supposed to be doing?[/TARGET] Student: For what? Teacher: We are going to give eight people slices of pie. Teacher: How many slices of pie will each person get?,1 576,"Student: I know 1 fourth has one more but 1 third's blocks are bigger. Teacher: I agree, I agree. Student: I don't. [TARGET]Teacher: Everybody look here, I shaded these rectangles and they are the same size.[/TARGET] Teacher: I shaded these into fourths and these ones I shaded into threes. Teacher: Which one do you think will get more? Student: Um, those.",0 577,"Student: I know a good one. Teacher: Now let me think. Teacher: [Crosstalk] [TARGET]Teacher: No, guys, I'm giving you the problems.[/TARGET] Teacher: I'm giving you the problems. Student: Can I use my pencil to do it? Teacher: Yes.",0 578,"Student: I know how to do it. Teacher: Let's look here. Teacher: Let's read the story first. [TARGET]Teacher: Student E, stop.[/TARGET] Student: He's doing this. Student: He doing that. Teacher: In the first week of their trip, the Jones family drove how many miles?",1 579,"Student: I know something was wrong, but I [inaudible]. Student: Yeah. Student: I knew something was wrong. [TARGET]Teacher: Can you please take care of what you need to take care of.[/TARGET] Teacher: That's not your job. Teacher: What are you supposed to be doing? Student: For what?",1 580,"Student: I know that's one whole, but I - Teacher: But that's not five fives, 1, 2, 3, 4, 5, 6, 7, 8, 9 by - that's five nines. Student: Oh. [TARGET]Teacher: Okay, let's see what you've got, Student D. Are you talking when you should be working?[/TARGET] Student: I am finished. Teacher: All right. Teacher: Let's look at what Student J did.",1 581,"Student: I know where it is. Teacher: Okay, all right. Teacher: Guys, give me five. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Okay, I'm going to pass this out.",1 582,"Student: I know where she made a mistake. Teacher: Okay. Teacher: Look up at me because I am going to give you directions. [TARGET]Teacher: I ignore people who shout out.[/TARGET] Teacher: I am going to give each of you this worksheet. Teacher: The only thing I want in each box is the answer, the product. Teacher: Each box has a letter which means - I'm sorry it got copied out of order.",1 583,"Student: I know why you're not. Student: [Laughter]. Teacher: Why are you being so mean to me, today? [TARGET]Teacher: Because my face is all messed up, you think you can be mean to me?[/TARGET] Student: What happened to you? Teacher: Student M, [inaudible] in the face. Student: I did not.",0 584,"Student: I know, but it's similar. Teacher: Okay. Teacher: [Crosstalk] [TARGET]Teacher: So with the person next to you - Student E, why don't you move over here next to Student C?[/TARGET] Teacher: [Crosstalk] Teacher: Student A, bring your chair and your things, and then come sit right here. Teacher: All right, Student A, what do you have?",0 585,"Student: I know, but nobody going to [inaudible]. Student: [Speaker announcement]. Student: [Students talking with each other]. [TARGET]Teacher: Who wants Student R to do it?[/TARGET] Student: [Inaudible]. Teacher: Okay, Student R, but you have to decide on what type of graph. Student: [Inaudible] graph.",0 586,"Student: I learned that you could use counting 1,000 to help you with your multiplication. Teacher: Counting by thousands, now, very good. Student: I learned how to get to 5,000 by 100. [TARGET]Teacher: Shh, shh.[/TARGET] Student: I learned how to multiply by 100 to get to 1,000. Teacher: I learned how to multiply by 100 to get to 1,000. Teacher: Okay.",1 587,"Student: I like those. Teacher: I don't think your mom would like to see you acting this way during this lesson. Teacher: Thank you, Student D. You have been participating. [TARGET]Teacher: I don't want to divert your attention.[/TARGET] Teacher: Thank you Student T. Thank you, Student A. Teacher: Good job. Teacher: There's something you said here that's really - you added the 6 out of 5.",0 588,"Student: I lost it. Teacher: You lost what? Student: My math notebook. [TARGET]Teacher: Don't worry about it.[/TARGET] Teacher: For now use your [inaudible] paper. Teacher: I will give it to you later on. Teacher: I don't want you to call out, Student S. Student A wants to answer.",0 589,Student: I mean 7. Teacher: Thank you. Student: 3 divided by 18- [TARGET]Teacher: Listen.[/TARGET] Teacher: 18 divided by 3. Student: 18 divided by 3 is 6. Student: 20 divided by 4 is 5.,1 590,Student: I mean- Teacher: Give him a minute. Teacher: Give him a minute. [TARGET]Teacher: Don't do that.[/TARGET] Teacher: Give him a minute. Student: The resistors. Teacher: The resistors.,1 591,"Student: I need a blue folder. Teacher: Okay, well I'll get you a folder later. Student: Okay. [TARGET]Teacher: Student S, pick your head up, sweetheart.[/TARGET] Student: My folder broke, so I had to use this one. Teacher: Okay. Teacher: [Crosstalk among students]",1 592,Student: I need you to write me a pass. Student: I need to go see Mr. S. Teacher: No. [TARGET]Teacher: You need to do your math.[/TARGET] Student: I need to. Teacher: No. Teacher: Now you're going to write 176.,1 593,Student: I never got one. Student: That's not done. Student: It is done. [TARGET]Teacher: You should have.[/TARGET] Student: It's not all the way done. Teacher: Student M. Student: Are we in our groups?,1 594,"Student: I noticed something. Student: [Crosstalk] Teacher: I'm sorry, Student M raised her hand very nicely and she said I noticed something. [TARGET]Teacher: Now we should be giving her our attention.[/TARGET] Student: [Inaudible]. Teacher: What about it? Student: [Inaudible].",1 595,"Student: I noticed something. Teacher: What did you notice? Student: That every one of them- [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: This conversation is not about geometry, Student L. Let's get it back about geometry. Student: That every one of them, every line meets except the circle because the circle has no angles at all, because it's round, and the more sides you have on some of them, the more chances you have to have a circle or curved line. Student: Because a circle as no sides and goes all the way around doing 180 degrees.",1 596,"Student: I only have two. Teacher: I thought you had a purple. Teacher: Sorry. [TARGET]Teacher: Boys, excuse me.[/TARGET] Teacher: I gave you a few. Teacher: Thank you. Teacher: Here you go.",1 597,"Student: I put food [inaudible]. Student: What do we do again? Teacher: Check, stay on task on your passport. [TARGET]Teacher: And I need you to leave it alone and just continue working on your math.[/TARGET] Student: [Inaudible]. Teacher: Yes. Student: Teacher, when [inaudible].",1 598,"Student: I said 18. Teacher: Wait a minute. Teacher: Student L, Student L, yes, your attention is on me. [TARGET]Teacher: All right, so next one.[/TARGET] Student: Yes. Teacher: Student C, the question is for you. Teacher: Now, look at me, what I've done.",0 599,"Student: I said no. Teacher: I said raise your hands. Student: Aw. [TARGET]Teacher: You're not raising your hands.[/TARGET] Student: [Inaudible]. Teacher: [Inaudible] asked that question, only two of you raised your hands. Teacher: Now it becomes a matter of recognition.",1 600,"Student: I see what everybody else is doing. Teacher: Good thinking. Teacher: All right, now take your finger, okay? [TARGET]Teacher: I want you to repeat after me on your strip, okay?[/TARGET] Teacher: I want you to go 12. Multiple Students: 12 Teacher: Multiplied by.",0 601,"Student: I showed it on my [inaudible]. Teacher: Because obviously, you're probably making an error in multiplication, or something somewhere, because I can see if you did three of the problems right, and three up here right, you know what you're doing. Teacher: [Sneeze]. [TARGET]Teacher: Excuse me.[/TARGET] Student: Bless you. Teacher: Thank you. Teacher: That means, I can tell you know what you're doing, so if you do - if you're making mistakes here, more than likely it's in multiplication, or in your addition at the end.",0 602,"Student: I started - Teacher: I know. Teacher: [Crosstalk] [TARGET]Teacher: Student L, you're going back to your seat and I'm gonna send you someone to work with.[/TARGET] Teacher: Excuse me? Teacher: Now, you stay in your seat, in your seat. Teacher: Student E, in your seat, please.",0 603,"Student: I think [inaudible]. Teacher: You do? Teacher: Okay, go outside. [TARGET]Teacher: Put your jacket on, and go outside.[/TARGET] Teacher: [Inaudible] garbage can. Teacher: [Side conversation with other teacher about a student not feeling well and leaving the classroom]. Teacher: All right.",1 604,Student: I think it's [inaudible]. Teacher: Can you come up and point to where you think this eight is coming from? Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Count them for us. Student: One. Student: Two.,1 605,Student: I thought it was my turn. Teacher: No. Teacher: You need to wait your turn. [TARGET]Teacher: Pay attention and wait your turn.[/TARGET] Teacher: What fraction is that? Student: Three tenths. Teacher: Three tenths is equal to what percent?,1 606,Student: I thought this was [on] a chapter here. Student: [It doesn't make sense]. Teacher: Good. [TARGET]Teacher: So that - now I want you to sit over there.[/TARGET] Teacher: For the next 30 minutes you're going to work on what we were working on yesterday with your chapters. Teacher: And then you can check your work back there. Teacher: But you can sit right here and work on it.,1 607,Student: I thought we were doing A. Teacher: And you should not be writing in pen. Student: [Inaudible] [TARGET]Teacher: You should not be writing with pen in math.[/TARGET] Teacher: [Crosstalk] Teacher: And yes it is. Teacher: [Crosstalk],1 608,"Student: I thought you said stand behind your seat. Teacher: Stand behind your seat. Teacher: Thank you, Student E. Student H, Student M, can I have your papers? [TARGET]Teacher: Stand behind your seat.[/TARGET] Teacher: [Crosstalk] Teacher: All right, listen up. Teacher: Sit.",0 609,"Student: I told you. Teacher: Now let's decide. Teacher: Excuse me. [TARGET]Teacher: Everything is not an argument.[/TARGET] Teacher: Let's decide - you all decided for Student B to draw the graph, correct? Student: [Inaudible]. Teacher: Student D, what are you doing?",1 610,"Student: I took one-half, and my mom taught me a different way. Student: My mom taught me a different way, and I don't - Teacher: Hold on just a second. [TARGET]Teacher: I don't know why we have a lot of communication going on in the classroom right now, but you're disturbing students that are working.[/TARGET] Teacher: All right. Student: I'm having trouble with what number you multiply here. Teacher: So you know that you want this mixed number to have a denominator of 12, right, because that's your common denominator.",1 611,Student: I used a different one on the bottom. Student: [Inaudible] Teacher: Who's confused? [TARGET]Teacher: I'll be right over.[/TARGET] Student: One-half plus one-half. Teacher: Huh? Student: One-half plus one-half.,0 612,"Student: I used the zero and it messed me up. Teacher: Okay, well then let's don't use the zero. Teacher: Ladies and gentlemen, I need you to still allow others to concentrate, so that means turning your voices off. [TARGET]Teacher: Student L, that includes you, sir.[/TARGET] Teacher: Okay, can I have you say that out loud? Student: What? Teacher: What you just told me.",1 613,"Student: I want to be - Teacher: Student D, come here, Student D. Student D, you do not have on green. Teacher: You are not associating with these girls. [TARGET]Teacher: Come over here.[/TARGET] Student: Uh-huh. Student: You look [inaudible]. Teacher: Come here for just a minute.",1 614,"Student: I want to do that. Teacher: Go to [inaudible]. Teacher: Student D. Okay. [TARGET]Teacher: Student A, I don't like how you're having a conversation over there.[/TARGET] Teacher: [Crosstalk] Teacher: Were you talking about that? Teacher: [Crosstalk]",1 615,Student: I want to make something. Teacher: I'm gonna wait till everyone is sitting though and ready. Teacher: [Crosstalk] [TARGET]Teacher: You need to sit down.[/TARGET] Teacher: Okay. Student: Teacher. Teacher: Yes.,1 616,"Student: I was first. Student: I went - Student: No, I was second. [TARGET]Teacher: Don't argue.[/TARGET] Student: You go first, I'll go second. Student: Okay. Multiple Students: [Crosstalk].",1 617,"Student: I was gonna say two out of four are wearing [inaudible]. Teacher: I can't hear anyone. Teacher: Student M, put the chair down. [TARGET]Teacher: Student T, put your pen down if you don't want to pay attention.[/TARGET] Teacher: So two out of four are wearing gray, which equals what? Student: 50 percent. Teacher: 50 percent.",1 618,"Student: I was looking for Student A. Teacher: Okay. Teacher: Now today what we're gonna start to do is to look at fractions again. [TARGET]Teacher: There's no talking.[/TARGET] Teacher: Put that away now. Teacher: Thank you. Teacher: We're looking at fractions to see what equals one, one whole.",1 619,"Student: I was paying attention. Student: I just - Teacher: No. [TARGET]Teacher: When I'm up here teaching where do your eyes belong?[/TARGET] Student: They were up there. Teacher: So you were drawing like this? Student: Whenever it was time to go to blackboards, I drew a couple of pictures and then I also did the problems.",1 620,"Student: I was wrong. Teacher: Can you correct yourself? Student: Yes. [TARGET]Teacher: Tell me.[/TARGET] Teacher: Be patient - put your hand down. Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair. Teacher: Thank you, Student A.",0 621,"Student: I was, and I just read. Teacher: Why don't you have a two-column chart with the two labels? Teacher: I'm not sure why you're putting anything in that scale. [TARGET]Teacher: Go sit down and read the directions again.[/TARGET] Teacher: Put all the weights down. Teacher: You're not following directions. Teacher: You guys are better at following directions than that.",1 622,"Student: I was. Teacher: Did you tell me when it was 15 minutes? Teacher: Okay. [TARGET]Teacher: Now you're gonna go back to your seats with your slates.[/TARGET] Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps. Teacher: You must follow all the steps. Teacher: A will read all the steps before you proceed into answering the questions.",0 623,"Student: I wasn't here yesterday. Teacher: You don't need to sit on the carpet. Student: Do you put the numbers on? [TARGET]Teacher: Uh, no, I'll help you.[/TARGET] Student: Somebody wrote w-w-w that [inaudible]. Teacher: All right, everybody get a worksheet. Teacher: I will give you time to make yours, also.",0 624,"Student: I went to both. Teacher: All right, listen up, guys. Teacher: Have a seat. [TARGET]Teacher: You still didn't do the very first thing, Student K. Student F, is your name Student K?[/TARGET] Teacher: On camera I'm gonna yell at you. Student: [Inaudible] Student: Oh.",1 625,"Student: I wish I could lay down. Teacher: Well, you can go ahead and lay down. Teacher: Just don't nap though because you need to pay attention. [TARGET]Teacher: Actually I really don't mind you all doing it, as long as you all are paying attention; do you understand that.[/TARGET] Student: Okay. Teacher: Okay. Teacher: Oh, my goodness.",1 626,"Student: I won't change the answer. Teacher: It will not change the answer. Teacher: I will work this on the board with adding extra zeros. [TARGET]Teacher: But I don't like this and let me tell you again why I don't like this.[/TARGET] Teacher: When you guys put extra zeros in the problem then you tend to make more mistakes. Teacher: You have more numerals involved. Teacher: In general that leads to more mistakes, and then on top of that when you guys see zeros, something about a zero seems to confuse fifth graders.",0 627,Student: I wouldn't. Teacher: Show me. Teacher: Don't yell at me. [TARGET]Teacher: Show me.[/TARGET] Teacher: Show me. Teacher: Would you take the deal or not? Student: [Inaudible].,0 628,"Student: I wrote the first [inaudible]. Teacher: Shh. Teacher: Student W? [TARGET]Teacher: Then get this ... if you're not going to sit and talk to Student L about this, then get this cleaned up, and then you can start on this.[/TARGET] Student: Is that the same one as that? Teacher: Student W, you have directions. Teacher: What are you supposed to be doing?",1 629,"Student: I'll have to move my desk. Student: [Crosstalk] Student: Can I [inaudible]? [TARGET]Teacher: Go.[/TARGET] Student: It's not funny, Student. Student: I'm not laughing. Teacher: Again, guys, this is a video camera, no big deal, okay.",0 630,"Student: I'm confused. Teacher: That's okay because of this. Teacher: So it's okay if you're confused, right? [TARGET]Teacher: Stop right there.[/TARGET] Teacher: I want to know why you do this? Student: Because that's how you get the answer. Teacher: Okay, so this is how you get the answer.",1 631,"Student: I'm finished. Teacher: Student J, sit down. Teacher: Student J, sit down. [TARGET]Teacher: Are you done?[/TARGET] Student: Yep. Teacher: Student A, are you done? Teacher: Where are you?",0 632,"Student: I'm not even [Inaudible]. Student: You call people whispering pass notes. Student: Man, you're all whispering in my ear. [TARGET]Teacher: I need you to get off that.[/TARGET] Student: Do you have an air-conditioner? Student: I mean an air freshener? Teacher: I see table four is on task.",1 633,"Student: I'm okay. Teacher: Let's put those away. Teacher: Put 180. [TARGET]Teacher: That's inappropriate.[/TARGET] Teacher: For the 180, that's going to do the whole top part. Teacher: Would you agree? Student: Mm-hmm.",1 634,Student: I'm working my heart out. Teacher: Sit down. Teacher: Stay here. [TARGET]Teacher: Do your work here.[/TARGET] Teacher: Sit down. Teacher: Sit. Teacher: Sit down here.,1 635,Student: I've been doing this and I'm trying to get close to that. Teacher: So what are you - can you turn this division problem into a multiplication equation? Student: Yeah. [TARGET]Teacher: Sh.[/TARGET] Teacher: Excuse me. Teacher: [Crosstalk] Teacher: I know.,1 636,"Student: I've got 44. Teacher: 44 even? Teacher: Were there any little - let me see again. [TARGET]Teacher: Student E, you've got to stand up honey.[/TARGET] Teacher: You can't be sitting down for this. Teacher: Student Y, stand up and get busy. Teacher: Okay.",1 637,"Student: If 30 times 10 is 300 then 300 times 10 is 600 and then 10 plus 10 is 20. Teacher: Nice and loud, Student N, for everybody. Student: If 30 times 10 is 300, then 300 times 10 is 600 and 10 plus - [TARGET]Teacher: So hold on there.[/TARGET] Teacher: So we said that 30 times 10 is 300. Teacher: So 30 times 20 would be? Student: 600.",0 638,"Student: If he can't be seen, we're not going to be seen. Teacher: Did you know that everything you've been yelling is recorded? Teacher: You know this math. [TARGET]Teacher: I don't know why it is a problem.[/TARGET] Teacher: Let's go. Teacher: Solve the math. Teacher: It said how would you explain to someone else how solution one works.",0 639,"Student: If you get the right answer the next time [inaudible]. Teacher: A explanation. Student: Yeah, an explanation [inaudible]. [TARGET]Teacher: I need Student B to stay on task and focus.[/TARGET] Student: [I am but] I'm having trouble [inaudible]. Teacher: Where is your partner? Student: Over here.",1 640,"Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39. Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern. Teacher: We're going to move on. [TARGET]Teacher: Question about this?[/TARGET] Student: Kind of. Teacher: It has to be about this because I want to move on. Student: How did you get this?",0 641,"Student: If you sit at the first table. Teacher: Student J, Student L, please follow directions. Teacher: Follow directions. [TARGET]Teacher: No one [inaudible] should be up.[/TARGET] Teacher: [Inaudible] that first table. Teacher: If you sit at this table, [inaudible]. Teacher: Student M, [inaudible] sit there.",1 642,"Student: In a video game. Teacher: How would you use it in a video game? Student: In story mode, like, [inaudible]. [TARGET]Teacher: Student A, please pay attention.[/TARGET] Teacher: Thank you. Student: In the beginning, the winter seasons, then there's summer- Teacher: So the amount of time you spend playing in each season?",1 643,"Student: In what? Teacher: You see how he's looking at you and laughing? Teacher: Student R, that also gets you silence as well. [TARGET]Teacher: It's not just my student, because if you're interacting with my students and I told you not to?[/TARGET] Student: I'm not talking to him. Student: Yes [inaudible]. Teacher: That was an interaction.",1 644,"Student: Is 4. Student: [Inaudible] Teacher: Well she started and you cut her off. [TARGET]Teacher: Table 4, I need you to pay attention please.[/TARGET] Student: The least common denominator is 4. Student: So one-half times two-halves equals two-fourths. Student: One-fourth times one -",1 645,"Student: Is it 1 and 15 hundredths? Teacher: No - well, it's 1 and 15 hundredths, but we don't have to say it out loud when you're writing it on paper, so 1.15 is right. Teacher: Yes, 1 and 15 hundredths. [TARGET]Teacher: Honey, you're gonna need to sit down because you walk in front of that every time.[/TARGET] Student: I was [inaudible]. Teacher: I know, but you're gonna have to not walk in front of it. Teacher: We don't wanna be videoed again because something went wrong with it.",1 646,Student: Is it gonna be a grade? Teacher: It's gonna be I'm gonna look at it to see if you understand. Teacher: [Side discussion] [TARGET]Teacher: Everybody should be getting out a blank sheet of paper.[/TARGET] Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes. Teacher: You need to take out your colored pencils. Teacher: You're gonna be modeling these.,0 647,"Student: Is it the motivator's time? Teacher: Yeah. Teacher: Motivators. [TARGET]Teacher: I want to hear you, too.[/TARGET] Teacher: Okay, everyone is working hard as a group. Teacher: Fifteen minutes on the clock. Teacher: Go ahead.",0 648,"Student: Is that a marker? Student: [Inaudible]. Teacher: You have to use it. [TARGET]Teacher: Oh, you got it here.[/TARGET] Teacher: Student A, I'm waiting for you. Student: I got mine. Student: Shut up.",0 649,"Student: Is that for whoever's watching us? Teacher: Yeah, they're watching you right now. Teacher: They're watching me more than they're watching you. [TARGET]Teacher: They're watching me teach more than they are watching you.[/TARGET] Teacher: They're showing how I teach. Teacher: Okay. Teacher: So 32 times 24.",0 650,"Student: Is the camera there? Teacher: Work with me. Student: No. [TARGET]Teacher: Sit down, Student A.[/TARGET] Teacher: Student A, come and sit here. Teacher: I'm going to work with you. Teacher: I'm giving you a choice.",1 651,"Student: Is this a part? Student: Is this a part? Teacher: Okay. [TARGET]Teacher: You know what?[/TARGET] Teacher: This shows me that you're not paying attention when I'm up here teaching so you need to bring me your passport now, please. Student: What? Student: I was paying attention.",1 652,"Student: Is this a part? Teacher: Okay. Teacher: You know what? [TARGET]Teacher: This shows me that you're not paying attention when I'm up here teaching so you need to bring me your passport now, please.[/TARGET] Student: What? Student: I was paying attention. Teacher: Go down to [Inaudible]and bring me your passport.",1 653,"Student: Is this live? Teacher: No, it's recorded. Student: So when you wear that they can hear everybody? [TARGET]Teacher: There's a microphone on there and there's also a microphone on here.[/TARGET] Teacher: So when you talk to me and I have this on they can hear everything you're saying. Student: You mean this? Student: They [inaudible] kindergarten?",0 654,"Student: Is this on? Student: [Students working noisily] Student: I did lattice. [TARGET]Teacher: All right, if you are not on the carpet, that's because you're still talking to your partner about the problem.[/TARGET] Teacher: All right, this is what Student Y had. Teacher: And she had this. Teacher: And this.",0 655,"Student: Is - what's the question it's asking? Teacher: Very good. Teacher: What is the question that's being asked? [TARGET]Teacher: What is the question that's being asked, Student N and Student K, please do not get ahead of me.[/TARGET] Teacher: We are doing this together. Teacher: What is the question that is being asked Student N? Student: What is the total cost?",1 656,"Student: Isn't repeated addition multiplication? Teacher: Mm-hmm. Teacher: Yes. [TARGET]Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go.[/TARGET] Teacher: So all the crayons back in the bowl, all the pencils back in the baskets. Teacher: Student E is gonna collect the papers. Teacher: Stand by your chair.",0 657,"Student: It depends on the slice of bread. Teacher: Exactly. Teacher: It depends on the slice, but. [TARGET]Teacher: All right, I'm gonna wait.[/TARGET] Teacher: Thanks. Teacher: So there's 16 ounces in a pound, 28 grams in an ounce, and then you have the rest. Teacher: So out of all of the measurements, all of those, what weighs the most?",1 658,"Student: It doesn't matter. Teacher: I don't think what you're doing now is the right thing to do because I know that you're comfortable of doing it. Teacher: I don't think what you're doing now is the right thing to do. [TARGET]Teacher: Student A, come over here.[/TARGET] Teacher: I'll help you. Student: What is this? Teacher: Bring it.",0 659,"Student: It fell out I think. Teacher: You're gonna have to make sure you transfer that. Teacher: Who's got my first answer, Student D? [TARGET]Teacher: Get a tissue.[/TARGET] Student: [Inaudible]. Teacher: I didn't hear you. Student: Nine hundred.",1 660,"Student: It has to be 9, 9, and this will be a 5. Student: Wait. Student: This one can be- [TARGET]Teacher: Let's see what you're doing.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Spread your card. Teacher: I'm going to help you.",0 661,"Student: It hurts around here. Teacher: Can you open it like this? Student: How did you fall off the bed? [TARGET]Teacher: Student A, is funny that he's hurt?[/TARGET] Teacher: No. Teacher: You can do that? Student: Yes.",1 662,"Student: It is for your information. Teacher: Yeah, but you were playing with it. Teacher: Let's do this. [TARGET]Teacher: Let's do this again.[/TARGET] Teacher: Uh-huh. Teacher: Let's go. Student: Fifty-six?",0 663,"Student: It says, ""What fraction of students?"" Teacher: Was out of the classroom. Teacher: So three-eighths of them were at recess and one-fourth were in the library. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student B. Student: [Inaudible] not doing this. Teacher: Student D is not doing this problem.",1 664,"Student: It sounded [inaudible]. Teacher: So, Student O, you have a huge mess. Teacher: You clean that up please. [TARGET]Teacher: I see milk on the floor from breakfast that should have been thrown away this morning.[/TARGET] Student: Okay. Teacher: Okay. Teacher: So you guys, most of you made your way through the problems.",1 665,"Student: It was in the tens place. Teacher: Because it's in the tens? Teacher: Put it down. [TARGET]Teacher: What do you tell me now?[/TARGET] Teacher: Sit down. Teacher: Student T, let me see what you did. Teacher: Get 7 cards at a time.",0 666,"Student: It's 24. Teacher: Hold on, and this is 1, 2, 3, and this is 1 and 1. Teacher: Each of these are separate - Student C, I know what time we go to lunch. [TARGET]Teacher: Please sit down.[/TARGET] Teacher: Worry about what you're doing. Teacher: Okay, so count them up again. Teacher: Let's see what you get as your answer.",1 667,"Student: It's a big bee. Teacher: Okay, but everyone else is fine. Teacher: So if 12 times 4 is 48 - Student F, let's go back to you started us. [TARGET]Teacher: Put that in your desk.[/TARGET] Teacher: Do you think $48.00 is going to be enough if the CDs are really $11.99? Student: [Inaudible]. Teacher: Let me ask you this.",1 668,"Student: It's almost lunchtime? Teacher: Yeah, it's almost lunchtime. Student: After this it's lunchtime? [TARGET]Teacher: Mm-hmm.[/TARGET] Student: Seventeen. Teacher: Seventeen. Teacher: So write that here.",0 669,Student: It's already written. Teacher: No you didn't. Teacher: You asked for a break. [TARGET]Teacher: You didn't ask for a pencil.[/TARGET] Teacher: You asked for a break. Teacher: Right? Student: No.,1 670,Student: It's four. Teacher: Four types of animals? Student: Five types of animals. [TARGET]Teacher: I'm putting this down.[/TARGET] Student: So then I put 5 into an array of 5 and 5. Student: Five rows. Student: One third [inaudible].,0 671,"Student: It's like- Teacher: Can you just explain from the beginning? Student: You know how the first two digits are whole numbers- [TARGET]Teacher: Hold on a second.[/TARGET] Teacher: Student M, will you have a seat? Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39. Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern.",0 672,"Student: It's two, four, six, eight. Student: Two times five. Student: Teacher, you're blocking him. [TARGET]Teacher: Oh, I'm sorry.[/TARGET] Student: Since nobody knows that number, let's do 75, 75, 14, 13 and that will give you 130. Teacher: Are you saying that 7 plus 7 is 10? Student: It' 150.",0 673,"Student: It's under the table. Student: Oh, on the desk. Teacher: Leave it. [TARGET]Teacher: Come out.[/TARGET] Teacher: Student A, leave it. Student: I don't care. Student: I heard you.",1 674,"Student: It's [inaudible]. Teacher: Yeah, it looks like it is for now. Teacher: Don't jinx it. [TARGET]Teacher: Don't stand here.[/TARGET] Student: [Inaudible]. Student: [Inaudible] anymore. Teacher: Shh.",1 675,"Student: It's a misprint, because at first it says Susie and Jamie, and then it's saying James. Student: [Inaudible] six-eighths. Teacher: Okay, you got to - guys. [TARGET]Teacher: Listen up.[/TARGET] Teacher: Student Z? Student: Yes. Teacher: Pay attention for a minute.",1 676,"Student: It's blurry. Teacher: Actually, it's not blurry, if you wear your glasses. Teacher: You might need to work with a partner. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: That's what I'm talking about. Teacher: Now, you get it? Teacher: Great.",1 677,"Student: It's clear. Student: Clear, clear. Teacher: How about we just do this? [TARGET]Teacher: All right, I don't [Inaudible].[/TARGET] Teacher: This is math class. Teacher: We're not at recess. Teacher: Stop.",1 678,"Student: It's going to be [inaudible]. Teacher: What do you think the answer is for the desk? Teacher: Student N? [TARGET]Teacher: Excuse me?[/TARGET] Student: [Inaudible]. Teacher: What number can you multiply by itself, and get twenty? Student: [Inaudible].",0 679,"Student: It's just 12 times 5. Student: [Crosstalk] Teacher: Shh. [TARGET]Teacher: Let's try one just a little bit bigger.[/TARGET] Teacher: Tell me a two-digit number, Student B, like something in the 20s or 30s or something like that. Student: 35 Teacher: Okay, 35.",0 680,"Student: It's like say you like - Teacher: Hold on. Student: It's like - [TARGET]Teacher: I'm just saying hold on, because people are moving and it's too loud.[/TARGET] Teacher: Go ahead. Student: Range means like you end like - when you, like, estimate a number and, like, it's not the right answer, but it's in the range of almost being an answer. Teacher: I like that.",1 681,"Student: It's not all the way done. Teacher: Student M. Student: Are we in our groups? [TARGET]Teacher: No, we're not going to do any group work.[/TARGET] Student: I put it in my desk and now it's not there. Teacher: You two stop. Student: I did check.",0 682,"Student: It's not my fault. Student: Yes, you did. Teacher: Second. [TARGET]Teacher: Your response to someone punching you should be to tell me.[/TARGET] Student: He punched me. Teacher: There's a study. Student: [Inaudible]",1 683,"Student: It's not. Teacher: Let's try. Teacher: Shh. [TARGET]Teacher: All right, voices off, please.[/TARGET] Teacher: Thank you. Teacher: All right, let's get to number twelve. Teacher: What are the factors of twelve?",1 684,Student: It's supposed to be a decimal. Teacher: It's tricky on purpose. Teacher: I want you to talk. [TARGET]Teacher: I like the way she's talking.[/TARGET] Teacher: Go back to what you were saying. Teacher: Explain to them. Teacher: Talk.,1 685,"Student: It's the bottom. Teacher: It's the bottom of a fraction. Teacher: Okay. [TARGET]Teacher: So we're not playing in boxes with markers.[/TARGET] Teacher: We're looking at this. Teacher: Can you tell me when you subtract fractions with like denominators, what happens to the denominator? Teacher: I'm so glad Student A remember.",1 686,Student: It's thousandths. Student: It's supposed to be a decimal. Teacher: It's tricky on purpose. [TARGET]Teacher: I want you to talk.[/TARGET] Teacher: I like the way she's talking. Teacher: Go back to what you were saying. Teacher: Explain to them.,1 687,"Student: I'll say whatever I wanted to. Teacher: Go sit down in your seat please. Student: He say people shouldn't be judged by- [TARGET]Teacher: Let's do that again or are you just practicing?[/TARGET] Teacher: Put it away get ready for math, math. Student: Who's math? Teacher: It's time you put the trashcan back by the door I know Student D had it.",1 688,"Student: I'm a B. Teacher: You do question number six on the board. Teacher: And everybody should see what - all erasers, all [inaudible] should be [inaudible]. [TARGET]Teacher: Let us listen please.[/TARGET] Student: First, I thought of the steps. Student: Mathematicians are to divide fractions by being able to determine the type of fractions. Student: This I'm doing number six, this is an improper fraction.",1 689,"Student: I'm doing perfecto. Teacher: [Inaudible]. Student: What? [TARGET]Teacher: Don't come in with noise, people who are entering the room.[/TARGET] Teacher: Great job. Teacher: You're not ready are you? Teacher: You ready, Student J?",1 690,"Student: I'm not done. Teacher: Okay, just don't look then. Teacher: Keep working Student J. Let's try again. [TARGET]Teacher: Go have a seat.[/TARGET] Teacher: Good job. Teacher: Good try. Teacher: We'll do this one together and we'll do - work on the next one.",0 691,"Student: I'm not talking to him. Student: Yes [inaudible]. Teacher: That was an interaction. [TARGET]Teacher: I don't care if it was talking.[/TARGET] Teacher: I don't care what it was. Teacher: It was some kind of interaction that had you off-task, and him. Teacher: We can rewind and play the tape if you want to.",1 692,"Student: I'm running out of paper in my notebook. Student: I have no other pages that I haven't used yet. Teacher: Now, if you're at the computer center, look what it says. [TARGET]Teacher: Where must you go?[/TARGET] Multiple Students: [Inaudible]. Teacher: And what was the game you had to play? Teacher: [Inaudible].",0 693,"Student: I'm saying it. Student: Rewrite the fraction with a multiplication sign. Student: Read the whole. [TARGET]Teacher: Can you read the whole thing please?[/TARGET] Student: [Inaudible] a flip of the second fraction. Teacher: Do you know what that means? Teacher: What that means is now we're gonna rewrite, so you do not change the first one, the fraction.",0 694,"Student: I'm sitting right here. Multiple Students: [inaudible chatter] Teacher: [inaudible whisper] All right, all right. [TARGET]Teacher: I want to thank the people who came in quietly, that opened their notebooks up.[/TARGET] Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson. Student: [inaudible] Teacher: You're gonna need it.",0 695,Student: I'm telling you this now. Student: I was paying attention. Student: I just - [TARGET]Teacher: No.[/TARGET] Teacher: When I'm up here teaching where do your eyes belong? Student: They were up there. Teacher: So you were drawing like this?,1 696,"Student: I'm working by myself. Student: [Crosstalk] Student: [Crosstalk] [TARGET]Teacher: Now I'm going to continue.[/TARGET] Teacher: Move over here please, over here. Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps. Teacher: We start from question one right now.",0 697,"Student: I've got five eighths. Teacher: Is that greater than, less than, or a half? Teacher: We know four eighths is a half. [TARGET]Teacher: Student T, why don't you go back to your seat?[/TARGET] Teacher: Put that there. Teacher: Where is another 8? Teacher: Which one is that?",1 698,"Student: Just add the 0 to the 1. Teacher: Student A, what did Student D just say? Teacher: Can you sit up, please? [TARGET]Teacher: Did you hear her?[/TARGET] Teacher: Student J, sit up, please. Teacher: Sit. Teacher: You need to sit straight up.",1 699,"Student: Just pollen. Teacher: You need to get your work done, because if not, I'm going to have to start sending you to Mrs. A's office to do your work. Teacher: We are not going to just sit there. [TARGET]Teacher: You need to work.[/TARGET] Teacher: Let's do it with five twentieths. Teacher: Think of a number that will divide into five. Teacher: Think of a number that will divide into 20.",1 700,"Student: Less or more than the whole number. Teacher: How could you - what can you do to see if this is more or less than the whole number? Teacher: What can you do? [TARGET]Teacher: Student F, I don't see you paying attention.[/TARGET] Teacher: So I'm gonna - no, this is for Student F. Student F, can anybody tell him the question? Student: Okay, what can you do to solve that problem to know if it's more or less than a whole number? Teacher: What can you do?",1 701,"Student: Less than. Teacher: Yes, so put that over there. Teacher: Now we have a problem with ninths. [TARGET]Teacher: Is there a ninths - Student D, you have work to do.[/TARGET] Teacher: Does 9 go in half? Student: No. Teacher: That's a whole.",1 702,"Student: Let everybody copy. Teacher: Yeah, let everybody copy. Teacher: When you're ready, just put your pencils down. [TARGET]Teacher: Because, you're not gonna need them in a second.[/TARGET] Teacher: Thank you, Student J. Teacher: Thank you, Student D. Thank you, Student D and Student C. Student: I see what everybody else is doing.",0 703,"Student: Let's see. Student: Turn it [inaudible]. Teacher: Well, I could be, but she hasn't come back to turn it off, yet. [TARGET]Teacher: I'll send a kid as soon as she [inaudible] to turn it off.[/TARGET] Teacher: That's fine. Teacher: I mean, they like what they're doing, it's just [inaudible]. Teacher: [Students playing game].",0 704,"Student: Like, each story, 10 for winter, and 10 for summer. Teacher: Got you. Teacher: Boys and girls, listen carefully. [TARGET]Teacher: We will be using the protractors later, so would you put those in your desk?[/TARGET] Teacher: Would you please put your paper in your blue folder for homework tonight? Teacher: Thank you oh so much. Teacher: Yes?",0 705,"Student: Line for 400. Student: What is a line segment. Teacher: Listen again. [TARGET]Teacher: Too many people are talking.[/TARGET] Teacher: Okay. Teacher: Come on, Student T. What is it? Student: Ray.",1 706,Student: Look at [inaudible] Teacher: It's close. Student: Every last thing on that board is - [TARGET]Teacher: Sit down.[/TARGET] Teacher: I'll come to you. Teacher: You put this in - put it in again. Teacher: 10,1 707,"Student: Made in China. Student: [Crosstalk] Teacher: So pick your crayons in 3, 2, 1, all right, two colors. [TARGET]Teacher: You just need two colors.[/TARGET] Teacher: [Crosstalk] Teacher: Let me count again. Teacher: You need two crayons in 3, 2, 1.",0 708,"Student: Make it an 8. Teacher: Anything behind, Student A? Teacher: Student A please. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Thanks. Teacher: So there's one example. Teacher: Now remember, Student T, throughout the assignment, you're going around, just right on the other side of the decimal is the ones place.",1 709,"Student: Marbles. Teacher: Number two, and then we are about to finish and say what did we learn. Teacher: All right, hold on. [TARGET]Teacher: Somebody already do number two.[/TARGET] Student: Three fourths. Teacher: Some people already do number two. Teacher: Ruby gets how many pieces?",0 710,"Student: Massachusetts. Teacher: Yes, Massachusetts says, ""How is our school doing compared to all the other schools in the state? Teacher: How is our class doing compared to all the other classes in our city?"" Right? [TARGET]Teacher: Student J, do you know that there's something looking at you all morning, because I'm going to be very sad when we watch this.[/TARGET] Teacher: While practicing my MCASS strategy, I'll be able to answer and label all parts of the question about Hudson's Bakery. Teacher: I will be able to show or explain how I got my answers. Teacher: I'm going to give you an open response question in a minute, and I did go to the Department of Education Website and I printed out some answers that actual 4th graders did, and we're going to grade them together just like we do.",1 711,"Student: May I do 28 [divided by 5] reduce? Teacher: No, you keep going with your lesson. Teacher: That table, you keep going. [TARGET]Teacher: Now you're not working together.[/TARGET] Teacher: It's more of an individual assignment. Student: It's because I got to chapter, but I haven't got [inaudible] chapter 10, and I went to chapter 11. Teacher: What are you doing?",1 712,"Student: May I please use - Teacher: You just used it right before this. Teacher: Have a seat, please. [TARGET]Teacher: Student T, why don't we pick up the sweatshirt, instead of stepping on it?[/TARGET] Teacher: Remember, perimeter is the inside, or the outside? Student: Inside - outside. Teacher: Outside.",1 713,"Student: Me. Student: Me. Teacher: Show me how you solved your problem. [TARGET]Teacher: Sit down, Student T. Student T, stop.[/TARGET] Teacher: Sit down. Teacher: Sit down. Teacher: What is the problem?",1 714,"Student: Me. Teacher: Show me how you solved your problem. Teacher: Sit down, Student T. Student T, stop. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit down. Teacher: What is the problem? Teacher: Go back and sit down.",1 715,"Student: Me. Teacher: Who's A and who's B? Teacher: You join them over here please. [TARGET]Teacher: You are C.[/TARGET] Student: Do we have to do the test again? Teacher: So let's start now, two minutes. Teacher: [Crosstalk]",0 716,"Student: Mine has - [inaudible]. Student: I made a - [inaudible]. Teacher: Student J, have you been changing shapes? [TARGET]Teacher: Leave it for the last time.[/TARGET] Student: [Inaudible] - I got - [inaudible]. Teacher: Talk about how many sides your shape has. Multiple Students: Four.",1 717,Student: Mine's at home. Teacher: A couple of you. Multiple Students: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Ready? Teacher: Number three. Teacher: This is lattice.,1 718,"Student: Miss - Teacher: That's okay. Student: [Inaudible] [TARGET]Teacher: [Do we] need to relax?[/TARGET] Teacher: He just needs his own space, 'cause if he doesn't sit by himself, then he talks all day long. Teacher: Like, yeah, he needs [inaudible]. Teacher: Yeah.",1 719,"Student: Mm-hmm. Teacher: All right, find out what fraction is left. Teacher: So yep, now find out what fraction is left. [TARGET]Teacher: No, you may wait till after this is over.[/TARGET] Student: I just looked down and I was supposed to figure out this was there. Teacher: Okay. Teacher: [Crosstalk]",0 720,Student: Mm-hmm. Teacher: Did everybody finish question number seven? Multiple Students: [Crosstalk] [TARGET]Teacher: Are you following the steps here?[/TARGET] Teacher: Is A reading the steps? Teacher: Are you reading the steps and making sure that everybody follows? Teacher: Any time you are doing a question you go back to the steps.,0 721,Student: Mm-hmm. Teacher: Okay. Teacher: We are done. [TARGET]Teacher: Everybody go back to your seats.[/TARGET] Teacher: Yes? Teacher: Turn around. Teacher: It's all about following directions.,1 722,"Student: Mr. H [inaudible] Teacher: I'm not gonna look at that. Teacher: I'm not a student. [TARGET]Teacher: I'm not a student, I can't answer.[/TARGET] Student: You is a student. Student: If he's over 18 [inaudible] Teacher: [inaudible] Yeah.",0 723,"Student: Mr. H, that's what I got. Teacher: How [inaudible] 75? Teacher: Do the fraction first before [inaudible]. [TARGET]Teacher: Student A, please get out of that chair.[/TARGET] Teacher: Student M - I'll run over H. I don't think you were paying attention but then you did it, right? Teacher: That's what Student A [inaudible]. Teacher: Got number 13?",1 724,"Student: Ms. Y? Teacher: Yes? Student: [Inaudible]. [TARGET]Teacher: If you take - I'll wait for you.[/TARGET] Teacher: If you take your work that we did today and you take this home with you, you should be able to use what we did today if you wrote down the problems and how to do them and - Multiple Students: [Inaudible]. Teacher: - I'll wait.",1 725,"Student: Multiple the length times the width. Teacher: And she has notes, thank you for having notes we take notes on it. Teacher: The other day there no if you only had the date that would be so perfect. [TARGET]Teacher: Because I encourage us when we take notes, I encourage us when we take notes I'm not talking over you I'm gonna wait.[/TARGET] Teacher: I encourage us when we take notes to put the date at the top. Teacher: So to find the area you multiply the length times the height. Teacher: The length is 6 times 8 inches equals everybody?",1 726,"Student: Multiply. Teacher: What's one times three? Student: Three. [TARGET]Teacher: Well, put it down, there.[/TARGET] Teacher: And sister says what? Student: Subtract. Teacher: Subtract.",0 727,"Student: My desk? Teacher: Yeah. Teacher: Okay. [TARGET]Teacher: Please hush.[/TARGET] Teacher: I don't need your hands up; why are you hands up? Student: Oh, I just wanted - Teacher: There are only like ten of you, it'll be okay.",1 728,"Student: My glasses. Teacher: If that's what you're estimating, write it down. Student: I want to be Jacarious but not to Jacarious. [TARGET]Teacher: Not too Jacarious?[/TARGET] Teacher: All right, do we have five items yet? Student: No, Student J has to think about it. Teacher: All right, Student J, let's find something.",0 729,"Student: My math notebook. Teacher: Don't worry about it. Teacher: For now use your [inaudible] paper. [TARGET]Teacher: I will give it to you later on.[/TARGET] Teacher: I don't want you to call out, Student S. Student A wants to answer. Teacher: How would you tell a 3rd grader how to do this math? Teacher: Tell me.",0 730,Student: My name is... Teacher: What is [Inaudible] 18? Student: This is right. [TARGET]Teacher: Student J please pay attention to your work please.[/TARGET] Student: 7ft 8ft 20ft 6ft 7ft 8ft... Teacher: What do you have? Teacher: The denominator look at here how many parts it's divided.,1 731,"Student: Never. Teacher: Uh-huh, that's right. Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class. [TARGET]Teacher: Stop crying.[/TARGET] Teacher: Okay. Teacher: All right, very good. Teacher: Let's all work through this together.",1 732,"Student: Never. Teacher: When? Student: Never. [TARGET]Teacher: Uh-huh, that's right.[/TARGET] Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class. Teacher: Stop crying. Teacher: Okay.",0 733,"Student: Nine hundred? Teacher: No, continue what you're doing please. Teacher: Student J, sit down. [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Everybody look at the board and see what he's doing. Teacher: Where'd you get seven from? Student: Can I help you, bro?",1 734,"Student: Nine. Teacher: Nine vans. Student: [Inaudible]. [TARGET]Teacher: Because, otherwise, that kid can't go.[/TARGET] Student: But he's gonna be alone. Teacher: Okay. Teacher: Then I'm gonna have eight vans, eight vans with a remainder one or nine.",0 735,"Student: Nine? Teacher: Let's try a couple more. Teacher: You're walking down the street, and you have ten dollars in your pocket. [TARGET]Teacher: Student R has the count of three to have a seat.[/TARGET] Teacher: I'm already on two, because that's the second time I've asked you. Teacher: If I have to ask you again, I will ask you to go and have a time-out. Teacher: Negative nine?",1 736,Student: No it should be three. Teacher: 3? Student: 4. [TARGET]Teacher: Shh.[/TARGET] Teacher: I know you want to eat those the sooner we get done with this the quicker you get to eat. Teacher: Stem and leaf. Teacher: So we have to plant 24 4 times.,1 737,Student: No it's not no new country boy. Student: I'm and I'm [inaudible] in South Carolina. Student: [Students start fighting] [TARGET]Teacher: Please don't talk about anybody because you have not finished your work and be quiet.[/TARGET] Student: You'd be doing it too. Teacher: So? Teacher: Monkey see monkey do if he jumped off a bridge you'd jump off a bridge too?,1 738,"Student: No one is helping me! Teacher: Here, I'm here to help you. Teacher: I want you to come up here you're having a hard time. [TARGET]Teacher: Sit.[/TARGET] Teacher: Student J sit down. Teacher: Sit down, sit, sit, sit. Teacher: I don't like the [Inaudible] as much.",1 739,Student: No! Teacher: And you're looking for 4 8ths here. Student: Ahhhh! [TARGET]Teacher: That's what you're doing.[/TARGET] Teacher: I want you to sit. Student: Would you like that? Student: So now from angles?,0 740,Student: No! Teacher: Get back to your seats. Teacher: [Incredibly high pitched squeal] [TARGET]Teacher: What did you do to hurt him?[/TARGET] Student: I didn't hurt him. Teacher: What did you do to hurt him are you supposed to cheer him up? Teacher: Ignore him do your work.,1 741,"Student: No, 0.5. Teacher: Alright, let me call up another group. Teacher: See if you can guess the rule. [TARGET]Teacher: I would like Student L, stand up.[/TARGET] Teacher: Student T to come back up. Teacher: Student M can come back up. Teacher: Yup, go Student M. So you go back up.",0 742,"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. [TARGET]Teacher: Let's move on.[/TARGET] Teacher: We are going to get [inaudible]. Teacher: Very good. 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.",0 743,"Student: No, I think it's [inaudible]. Teacher: Well go look for it. Student: We have to do our own? [TARGET]Teacher: Yes.[/TARGET] Teacher: Okay. Teacher: I want to see your own. Student: Is that it right there in front of your desk?",0 744,"Student: No, [inaudible] times. Teacher: You can't have the same answer. Teacher: Were you with Teacher C? [TARGET]Teacher: Were you with Teacher C?[/TARGET] Student: No, I'm being dismissed. Teacher: Okay. Teacher: But you can't take two different answers, Student T. We're on part A. We've got our answer as 36.",1 745,"Student: No, never mind, I'll ask her later. Teacher: Perfect. Teacher: Please make sure you label your answers with square feet or square units, I should say. [TARGET]Teacher: Enough with the chitchat, please.[/TARGET] Teacher: I'm not going to remind you again. Student: Teacher? Teacher: Mm-hmm?",1 746,"Student: No, no, no, no, no. Student: Yeah, [inaudible]. Teacher: Stop. [TARGET]Teacher: Stop.[/TARGET] Teacher: Student D, work with Student K. Now again, you're not giving the answer, and you have, I think it's about seven problems. Teacher: We'll work on one and then we'll discuss it, and then we'll see if we understand it, or not. Teacher: Who do you have?",1 747,"Student: No, one time. Teacher: You used bathroom in the morning. Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go. [TARGET]Teacher: So how did I lie?[/TARGET] Teacher: Sit down please. Teacher: Student J, where is your math? Teacher: Stop.",0 748,"Student: No, you have three. Teacher: So two eighths is the same as - Student: Two eighths is the same as - [TARGET]Teacher: Look at these two.[/TARGET] Teacher: Look at these two. Teacher: Some people are not looking. Teacher: They don't get it.",0 749,"Student: No, you - she didn't even say nothing. Student: You tricked yourself. Student: Oh, me, me. [TARGET]Teacher: Ew, [tell me] Student E.[/TARGET] Student: I knew I was right. Teacher: I know you knew. Teacher: I know you're smart.",0 750,"Student: No, you'll get more than 100. Student: You'll get 60. Student: What's he talking about? [TARGET]Teacher: All right, excuse me.[/TARGET] Student: It depends on what number you have on the dice. Teacher: All right, Student A, what is it? Student: It depends on what number you have on the dice.",1 751,"Student: No. Multiple Students: YMCA. Teacher: That's pretty frightening. [TARGET]Teacher: You have to stop too.[/TARGET] Student: Just make sure [inaudible]. Teacher: [Inaudible.] Teacher: Now, I need - all right, Student J, come on up here.",1 752,Student: No. Student: A bar graph. Teacher: What do you call that? [TARGET]Teacher: Shhh.[/TARGET] Teacher: Now don't forget if you use a pictograph you have to also include a what on your paper? Student: Key. Teacher: A key.,1 753,"Student: No. Student: Do you know the camera is on? Student: You're not taking my $5.00 coloring book, no, unless you'll be paying. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You don't say that to me, Student O. Teacher: If you touch that again before the end of the school day I will take it away. Teacher: Okay.",1 754,"Student: No. Student: Like, each story, 10 for winter, and 10 for summer. Teacher: Got you. [TARGET]Teacher: Boys and girls, listen carefully.[/TARGET] Teacher: We will be using the protractors later, so would you put those in your desk? Teacher: Would you please put your paper in your blue folder for homework tonight? Teacher: Thank you oh so much.",0 755,Student: No. Student: Wait. Student: Is the one - [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Student: - ten times bigger than the ... um ... tens? Teacher: Is it?,1 756,Student: No. Student: Yes you did. Teacher: Is everybody done with round one? [TARGET]Teacher: Let's move to round two.[/TARGET] Teacher: I haven't seen your work. Teacher: [Inaudible]. Teacher: 1100,0 757,"Student: No. Student: You have to divide them by 2. Teacher: You have two numbers here, so you have to divide by 2 to get your median. [TARGET]Teacher: Thank you, Student D. Student T, you need to pay attention to this.[/TARGET] Teacher: Let me write it up here for you. Teacher: How many times will 2 be divided into 0? Teacher: You need to put it up here.",1 758,"Student: No. Student: [Crosstalk] Teacher: Stop. [TARGET]Teacher: Student F, he needs help.[/TARGET] Teacher: How do you help him out? Teacher: He needs help. Teacher: Excuse me?",1 759,"Student: No. Student: [Inaudible] Teacher: Let me show you guys this though, Student M, give me three tiles. [TARGET]Teacher: Okay, if I do something like this, pay attention, listen.[/TARGET] Teacher: If I build something like this. Teacher: What's the perimeter? Student: Six.",0 760,"Student: No. Teacher: Any smaller digits that would be equivalent? Teacher: No. [TARGET]Teacher: You shouldn't be playing with this stuff.[/TARGET] Teacher: Excuse me so I can fix this. Teacher: Tearing paper, playing and not listening, this is what happens. Teacher: I'm sorry.",1 761,"Student: No. Teacher: But what we want to do is think about - compare them, two, zero, one half, two wholes. Teacher: Comparing this one, the closest thing to compare them to, is one half. [TARGET]Teacher: Can I have you sit up please?[/TARGET] Teacher: Thank you. Teacher: I'm going to give you two more to look at with your partner. Teacher: If you need to get them out or draw them, that's okay.",1 762,"Student: No. Teacher: Can you be a partner with Student G please? Teacher: Awesome. [TARGET]Teacher: Now Student A, you were just talking to me a moment ago.[/TARGET] Teacher: What's your question? Student: I need help for number 27. Teacher: Can you do me a favor and read it to me please?",0 763,Student: No. Teacher: Do you see how that's a whole? Teacher: Okay. [TARGET]Teacher: Let me look at yours.[/TARGET] Teacher: [Crosstalk] Teacher: What? Student: Are you gonna [inaudible] this group?,0 764,"Student: No. Teacher: How about you? Student: No, I [inaudible] how big it is. [TARGET]Teacher: But you need to help yourself right now.[/TARGET] Teacher: Do your own work. Student: No, you can't count. Student: You can't count.",1 765,"Student: No. Teacher: How do we know those aren't right? Teacher: Stop. [TARGET]Teacher: I said hands-up for a reason, because I don't want you fussing with stuff.[/TARGET] Teacher: I want you listening. Student: Because ... because six-eighths can go ... can only go - I mean, six can go - only go into eight once it - one [inaudible]. Student: One equals [inaudible] and [inaudible].",1 766,Student: No. Teacher: I see who's listening. Student: I said no. [TARGET]Teacher: I said raise your hands.[/TARGET] Student: Aw. Teacher: You're not raising your hands. Student: [Inaudible].,1 767,"Student: No. Teacher: Is 3,000 between - Student: [Inaudible]. [TARGET]Teacher: Look up here, please.[/TARGET] Teacher: Is 3,000 between 501 and 1,000? Student: Oh, no. Teacher: No.",1 768,"Student: No. Teacher: I'm going to tell you the topic of your perfect sentence. Teacher: Put your name on the card. [TARGET]Teacher: I'm giving directions so you should not be talking.[/TARGET] Teacher: Hurry up. Teacher: And put today's date, 11/2/11. Teacher: Write one perfect sentence - pass the cards around, they're waiting for them over there, thank you - write one perfect sentence that answers that EQ.",1 769,"Student: No. Teacher: Let me show you tonight's homework. Teacher: I shouldn't hear you. [TARGET]Teacher: I actually just asked for people who come in here, do not interact with my math students.[/TARGET] Teacher: All right, let's see. Teacher: Student D, erase that for me, please. Teacher: I can hear Student G. ",1 770,"Student: No. Teacher: Look at Student M. She's just saying, ""Okay. Teacher: We're doing an activity. [TARGET]Teacher: I'm gonna follow directions."" There's no [Inaudible] good or bad.[/TARGET] Teacher: Okay, now. Teacher: Using this shape, a - Multiple Students: Circle.",1 771,"Student: No. Teacher: No, because 7 is an odd number. Teacher: They're not all going to fit on that piece of paper. [TARGET]Teacher: I will tell you no.[/TARGET] Teacher: I would put all of your halves here and greater thans. Teacher: Don't go off the page. Teacher: Find halves first.",0 772,"Student: No. Teacher: Okay. Student: [Inaudible]. [TARGET]Teacher: That means I'm asking Student K if she took it off of my desk to give it to Student K then give it to Student D. That's what I meant.[/TARGET] Student: Oh, I [inaudible]. Student: [Inaudible]. Teacher: I was trying to be funny, but you guys aren't getting it.",1 773,"Student: No. Teacher: Okay. Teacher: You know what? [TARGET]Teacher: Student I, can you bring your seat over here and work with -[/TARGET] Student: [Inaudible] Teacher: No. Teacher: You're working by yourself if you don't work with him.",1 774,"Student: No. Teacher: Sit down, Student A. Teacher: Student A, come and sit here. [TARGET]Teacher: I'm going to work with you.[/TARGET] Teacher: I'm giving you a choice. Teacher: Sit down here. Teacher: Can you leave my seat please?",0 775,"Student: No. Teacher: So you were not keeping the time? Student: I was. [TARGET]Teacher: Did you tell me when it was 15 minutes?[/TARGET] Teacher: Okay. Teacher: Now you're gonna go back to your seats with your slates. Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps.",0 776,"Student: No. Teacher: Who's doing it? Student: She was - [TARGET]Teacher: Student C.[/TARGET] Student: She was writing it. Teacher: Okay, so who's going to give her the information? Teacher: One person does the graph.",0 777,"Student: No. Teacher: Why? Student: Because there's a zero. [TARGET]Teacher: You have to speak up.[/TARGET] Teacher: Because why? Student: Because there's a zero in the tenths place. Teacher: Can you give me another one that's going to be greater than a half, Student D?",1 778,Student: No. Teacher: You're in charge. Student: I just drew a block right here and - [TARGET]Teacher: You're the recorder have a seat over there.[/TARGET] Teacher: No let's see how many minutes. Teacher: Go sit down let's see how many minutes we have left. Student: He keeps saying stuff and he won't stop and no one can talk.,1 779,Student: Nobody. Student: I wouldn't. Teacher: Show me. [TARGET]Teacher: Don't yell at me.[/TARGET] Teacher: Show me. Teacher: Show me. Teacher: Would you take the deal or not?,1 780,Student: Nothing's erased because you did it and I wrote it back. Teacher: Let's sit down. Teacher: I'm pretty sure if we're getting up at al - let's just stay focused on our math. [TARGET]Teacher: There should be no reason to even stand up and see what's happening.[/TARGET] Student: You're believing the liars? Student: Wow. Student: You didn't see that.,1 781,"Student: Nothing's erased so that doesn't make any sense. Teacher: You know what, I do know that I looked up several times and saw you standing. Teacher: I don't know if you erased this, and I'm not concerned about that. [TARGET]Teacher: I'm concerned about you getting your math done.[/TARGET] Student: [Inaudible]. Teacher: Okay, so then just keep going. Student: But they're still on the first.",1 782,"Student: Number of boys. Student: After we do the numbers of boy students and girls, what are we supposed to do after that? Teacher: Well, I'm giving you guys one more minute, so if you wait a minute, you'll be okay. [TARGET]Teacher: Thank you.[/TARGET] Student: Four plus two plus - Teacher: You can double-check by adding up the boys and the girls. Teacher: To make sure they add up to the total number of students.",0 783,"Student: Of the whole piece. Teacher: Of the whole set, of the whole area. Teacher: Hold on, let's wait for these guys. [TARGET]Teacher: And they call themselves the smartest.[/TARGET] Teacher: [Crosstalk] Teacher: Thank you. Teacher: Now, listen, one third, two thirds.",1 784,"Student: Of you finish it up, then - Teacher: Excuse me. Teacher: You're not talking in three, two, one, zero. [TARGET]Teacher: Everybody should be working this problem out.[/TARGET] Multiple Students: [Inaudible] Teacher: [Inaudible] Student: Seven equals 9.",1 785,"Student: Oh my gosh, you're giving me all this. Student: I swear in here. Teacher: Put your leg down, Student C, please. [TARGET]Teacher: Student T, turn around and face me and leave him alone.[/TARGET] Student: [Inaudible]. Student: Shut up, Student T. Teacher: It's not your business right now.",1 786,"Student: Oh no; oh, sorry. Teacher: Thank you. Teacher: Okay. [TARGET]Teacher: Excuse me for that interruption.[/TARGET] Teacher: Moving on. Teacher: Now, here we go with this one. Teacher: We have more on this one.",0 787,"Student: Oh, I didn't see where you was, I was writing this down. Teacher: I didn't - Yes? Multiple Students: [inaudible chatter] [TARGET]Teacher: Oh, we're done with math, that's why.[/TARGET] Teacher: All right. Teacher: Did you use a calculator to solve this, because this isn't right? Teacher: It should be 40.",0 788,"Student: Oh, I mean, C, L and - Teacher: Yeah. Teacher: C, L, oh, ah! [TARGET]Teacher: My bad, hold up.[/TARGET] Student: That's where we stopped. Teacher: I know. Teacher: Yeah, I realize that.",0 789,"Student: Oh, [inaudible]. Teacher: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: You got both of them?[/TARGET] Teacher: Looks like it. Teacher: I want to see [inaudible] when you got both of them done. Teacher: Good job, Student K, you're on fire today.",0 790,"Student: Oh, man. Teacher: You are at the two-minute mark. Teacher: [Give me your multiplication chart.] [TARGET]Teacher: Your multiplication chart and - no, you need to get busy.[/TARGET] Teacher: [Pause, background noise] Teacher: [Papers shuffling, background noise, students working] Teacher: You're about the 30 to 40 second mark.",1 791,"Student: Oh, my God. Teacher: Student B, is that your voice? Student: Sorry. [TARGET]Teacher: Move your clothespin, please.[/TARGET] Teacher: [Students working on problem]. Teacher: We said that our goal this week was to work on volume control. Teacher: You yelling is not helping our challenge.",1 792,"Student: Oh, my gosh - Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student J. Teacher: And then we've got brother, right? Student: Yes.",1 793,"Student: Oh, my gosh. Teacher: All right. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Eyes on the board. Teacher: We're going to wrap up math with an energizer so that we can move on from math, because math has worked us, today. Teacher: Guys?",1 794,"Student: Oh, okay. Teacher: Seven rows of eight. Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row. [TARGET]Teacher: We're gonna try something a little bit trickier.[/TARGET] Teacher: I'm gonna give you a paper like this. Teacher: Can somebody turn off one light? Student: I'll do it.",0 795,"Student: Oh, on the desk. Teacher: Leave it. Teacher: Come out. [TARGET]Teacher: Student A, leave it.[/TARGET] Student: I don't care. Student: I heard you. Teacher: Student N, sit down.",1 796,"Student: Oh, page five? Teacher: Page five. Teacher: [Crosstalk] [TARGET]Teacher: All right, yeah, page five.[/TARGET] Teacher: Yeah, page five. Teacher: Hold on. Teacher: Now, let's see.",0 797,"Student: Oh, sorry Teacher. Teacher: And you'll be sorry if you drop it. Teacher: Thank you. [TARGET]Teacher: Student A and Student M. And I haven't called your side yet.[/TARGET] Teacher: That's because you need to push your chair up, Student S. Student: I can't see the board. Teacher: There's nothing on the board yet.",1 798,"Student: Oh, that's why that don't go right. Teacher: Yeah. Student: Mr. H? [TARGET]Teacher: Ask Student A where she put that extra one.[/TARGET] Teacher: Yes, sir? Student: Look. Student: I dropped down the year.",0 799,"Student: Oh, three times four. Teacher: Excellent. Teacher: Put it in here, honey. [TARGET]Teacher: So I want you to do this now by yourself.[/TARGET] Teacher: If you do not know, you can now - you can break it in two. Teacher: I know you know how to break four into two plus two. Teacher: So in that case, you're going to do 33 times 2.",0 800,"Student: Oh, you said cover the whole entire thing. Teacher: With the graph. Student: With graph. [TARGET]Teacher: Group three is not talking.[/TARGET] Teacher: Everybody's working. Student: This is my title on the back of the graph. Teacher: You're only using one side because on the back you have something else you're gonna do.",1 801,"Student: Oh. Student: Ew, what's that smell. Student: It's my marker. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Quick. Student: There isn't no missing one on mine. Teacher: I know, you just have to solve the property on that one.",1 802,"Student: Oh. Student: I was [inaudible]. Student: [Inaudible] just want to move on [inaudible]. [TARGET]Teacher: Student C, don't give up.[/TARGET] Teacher: Don't give up. Student: [Inaudible]. Teacher: [Inaudible].",1 803,"Student: Oh. Student: It's under the table. Student: Oh, on the desk. [TARGET]Teacher: Leave it.[/TARGET] Teacher: Come out. Teacher: Student A, leave it. Student: I don't care.",1 804,"Student: Oh. Student: No. Student: So I got it. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student K? Student: [Inaudible]. Teacher: No, I can't [inaudible].",1 805,"Student: Oh. Student: Or you can do seven [inaudible] times three. Teacher: Yeah. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, watch. Teacher: Wait a minute. Teacher: We're not done.",1 806,"Student: Oh. Student: So one, two, three four [inaudible]. Student: [Students talking with each other]. [TARGET]Teacher: You go around and ask your ... excuse me.[/TARGET] Teacher: [Inaudible]. Teacher: Focus. Teacher: You go around.",1 807,"Student: Oh. Student: [Whining noise]. Teacher: Not 60. [TARGET]Teacher: But Student X is getting upset.[/TARGET] Teacher: Student X, knowing that 16 ounces is in a pound is a memorization thing. Teacher: You just need to know that 16 ounces is in a pound. Teacher: So this is an easy fix.",1 808,"Student: Oh. Teacher: All right, I'm gonna give you a couple of them just to start off with. Teacher: Let's see. [TARGET]Teacher: I want you all to [try these].[/TARGET] Teacher: Five and three, four. Teacher: Now, okay, Student W, make sure that each of yours stays in a line so it's like this on that page. Teacher: [Crosstalk]",0 809,"Student: Oh. Teacher: And the chalk board, please. Student: I can see it. [TARGET]Teacher: Okay, I just need to know you're paying attention.[/TARGET] Teacher: Now my second way. Teacher: We have penny tails with - what is our next branch coming off? Teacher: Student A?",1 810,"Student: Oh. Teacher: But you didn't bring me any [inaudible], so change your card. Student: I didn't [inaudible]. [TARGET]Teacher: I'm just kidding.[/TARGET] Student: [Laughter]. Teacher: All right, so Student T, congratulations, and thank you for - next time I call or I don't call on you, let's not get upset about it, because I can't call on everybody. Teacher: And when I pull sticks, you know, sometimes we don't get a response.",0 811,"Student: Oh. Teacher: I know. Teacher: And all of the sudden, come here Mr. Parenthesis, Student A goes on vacation. [TARGET]Teacher: I'm so sorry you're sad.[/TARGET] Teacher: You come over here. Teacher: You come in here. Student: Oh.",0 812,"Student: Oh. Teacher: Let's go, Miss G's group. Teacher: Let's go. [TARGET]Teacher: This is your time.[/TARGET] Teacher: Smile, smile for the camera, Student T. Teacher: [Laughter] Teacher: Make sure you stay with [her].",0 813,"Student: Oh. Teacher: Okay, I'm going to give you guys another three or four minutes to finish sorting your shapes for this open sort, and then we're going to move on, because there's some other things we got to talk about. Student: Are we [inaudible] them? [TARGET]Teacher: Put those away.[/TARGET] Teacher: I did not tell you to - what are you doing with those? Teacher: No. Teacher: I said put those away.",1 814,"Student: Oh. Teacher: Okay. Teacher: If you can hear me, clap your hands once. [TARGET]Teacher: If you can hear me, clap your hands twice.[/TARGET] Teacher: Let's look up here. Teacher: Everyone has drawn an 11 by 16 array. Teacher: Everyone please look at your 11 by 16.",0 815,"Student: Oh. Teacher: Okay? Teacher: All right, now. [TARGET]Teacher: Shh.[/TARGET] Teacher: Listen. Teacher: Listen. Teacher: Listen.",1 816,"Student: Oh. Teacher: Please move your clothespin. Teacher: You're not following directions. [TARGET]Teacher: Student G is working on B, and you're bothering him with your chit-chat.[/TARGET] Teacher: Okay, so this one's what we're going to start with, and basically what you need to do is take some cards on your desk, and now you need to find the matching side for number ten. Teacher: So if it's a digit like this is, you need to find a fact that equals ten, so everyone look for a fact in your pile that equals ten. Student: Ten times ten.",1 817,"Student: Oh. Teacher: So she had it correct. Teacher: So I need all of you to pay attention. [TARGET]Teacher: So right now, what you're going to do for the next few minutes is I'm going to give you another problem, but I need you to sit with Student A and Student A - excuse - not to - sweetie.[/TARGET] Teacher: Okay, where's your dollar sign? Teacher: Always bring down your dollar sign. Teacher: See, I always bring down my dollar sign.",1 818,"Student: Oh. Teacher: What were you erasing? Student: [Inaudible]. [TARGET]Teacher: Okay, that's - you cannot do that.[/TARGET] Teacher: Do you understand me? Teacher: That's cheating. Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six.",1 819,"Student: Oh. Teacher: Yeah. Teacher: Sorry I didn't say that ahead. [TARGET]Teacher: Just start copying.[/TARGET] Student: On paper or in the notebook? Teacher: In your notebook. Teacher: So, first thing I did, didn't take a lot of math.",0 820,"Student: Oh. Teacher: You have to divide the to - [crosstalk]. Teacher: It has to have one - we can't - shh. [TARGET]Teacher: Sweetie.[/TARGET] Teacher: We cannot talk at the same time, because then nobody's going to hear. Teacher: Listen, if you can divide a number by a common factor, right, you can make it smaller. Teacher: If the only common factor is one, you can't make it any smaller.",1 821,"Student: Okay so when are we going? Teacher: Let's finish this work. Student: What work? [TARGET]Teacher: You could if you like.[/TARGET] Teacher: You could if you like. Teacher: Let's go, let's go. Student: No January 8th.",1 822,"Student: Okay, I've got that one. Teacher: Give him his pencil. Teacher: Oh, I took it. [TARGET]Teacher: Here's your pencil.[/TARGET] Teacher: I don't know what is really going on there. Teacher: Student C, go back to your seat please. Student: What am I doing?",0 823,"Student: Okay, good for you. Teacher: At this point, you know what? Teacher: I just want you focused on your math. [TARGET]Teacher: This is not worth arguing over.[/TARGET] Teacher: Student F, if you can't handle it, go back to your seat. Student: Good. Teacher: If we're having a problem and we can no longer focus on our math, then we need to move and find a different situation to sit in 'cause this, we could easily move on from and continue to focus.",1 824,"Student: Okay, got all [inaudible]. Student: We need - Teacher: Uh-uh. [TARGET]Teacher: You're picture's not showing me that.[/TARGET] Student: We need [inaudible]. Student: We [inaudible] Teacher: Okay, here's some more paper.",0 825,"Student: Okay. Student: But do we have to stay on that one game? Teacher: No. [TARGET]Teacher: Check your multiplication website.[/TARGET] Student: Okay. Teacher: All right, try to work this one. Teacher: It's the same as the one that we just did together.",0 826,"Student: Okay. Student: I'm looking now. Teacher: This exponent is to the fourth power. [TARGET]Teacher: Student E, just [inaudible].[/TARGET] Teacher: [Inaudible] to the fourth power. Teacher: [Inaudible] this. Teacher: [Inaudible].",0 827,"Student: Okay. Student: Name the greatest common factor of the numerator and the denominator. Teacher: So you're going to tell - this time all they want you to do is name the greatest common factor of the numerator and the denominator. [TARGET]Teacher: Student L, and Student E, Teacher T is not happy.[/TARGET] Teacher: Okay, so we're going to name the greatest common factor. Teacher: Teacher T would love to help you with this but you already know what to do, so I'm not going to help you. Teacher: I need you to list the factors of ten.",1 828,"Student: Okay. Student: Oh, I got it right. Student: [Crosstalk] [TARGET]Teacher: [Inaudible], stop.[/TARGET] Teacher: All right. Teacher: Let's see how you did. Teacher: Okay, so I have three right here.",1 829,"Student: Okay. Teacher: And, Student D, can you step outside? Teacher: I'm busy right now. [TARGET]Teacher: You have to raise your hand.[/TARGET] Teacher: Student A, step outside. Student: But I'm telling you I don't see what's the [inaudible]. Teacher: All right, keep it quiet, guys.",1 830,"Student: Okay. Teacher: Okay. Teacher: All right, we need to make space for Student O. [TARGET]Teacher: Student O, do you want to sit -[/TARGET] Student: She can sit over there. Teacher: Right over here, sweetheart. Teacher: Bring your chair to this space.",0 831,"Student: Okay. Teacher: Okay. Teacher: Oh, my goodness. [TARGET]Teacher: Everybody wants to - all right, that's cool; I'm really serious, I don't really mind.[/TARGET] Teacher: Okay. Teacher: Are we cool? Multiple Students: Yes.",0 832,"Student: Okay. Teacher: So now all eyes on the speaker. Teacher: Whoever is not finished. [TARGET]Teacher: Speak loud.[/TARGET] Teacher: [Inaudible] you not listen. Teacher: Listening. Student: The title of - the title of my graph is, ""Favorite Food."" The research shows that people like spaghetti, chicken, and crabs.",0 833,"Student: Okay. Teacher: [Inaudible] crayons. Teacher: No. [TARGET]Teacher: You always do the [inaudible] one.[/TARGET] Teacher: Teacher L, get the [inaudible]. Teacher: Excuse me. Teacher: Let them share.",0 834,"Student: On six. Teacher: What do you want? Teacher: [Room noise] [TARGET]Teacher: Student N, sit down.[/TARGET] Teacher: You have seven. Teacher: No, you've used the bathroom. Teacher: You have 17 here.",1 835,"Student: On the answer sheet. Teacher: On the answer sheet. Teacher: Very good. [TARGET]Teacher: Go ahead and get started.[/TARGET] Student: [Inaudible] plain piece of paper? Teacher: No. Teacher: You're using this paper, right here.",0 836,"Student: On what? Teacher: On your graph paper. Teacher: No, based on that, on the graph. [TARGET]Teacher: And to answer your question from that graph - this question right here from that graph.[/TARGET] Teacher: Don't talk out loud. Teacher: That's not a percentage. Student: Oh, oh.",0 837,Student: On your homework at home. Teacher: Your homework; maybe if you take it. Student: Boring answer. [TARGET]Teacher: I'll take it.[/TARGET] Teacher: Student [O]. Student: The size of your shoes. Teacher: Your shoe size.,1 838,"Student: One and a half. Teacher: So look at these and just take a minute. Teacher: I want to - hands down. [TARGET]Teacher: No hand-raising.[/TARGET] Teacher: I just want to give you a - some think-time, because some people like to have more time, quiet time, to think. Teacher: What do you - what do you notice about either one of these? Teacher: Like, if one is harder for you, look at the other one, and first start with that one.",1 839,"Student: One each. Teacher: Excuse me. Teacher: This is fine. [TARGET]Teacher: So let's just put it over here.[/TARGET] Teacher: Now I want you to do this. Teacher: If you look at your number line, find the point that says one. Teacher: One whole.",1 840,"Student: One eighth. Teacher: One eighth. Teacher: Okay, all right. [TARGET]Teacher: Now, listen, I'm going to erase this and I need people's attention, because I'm going to ask you another question we've never talked about before.[/TARGET] Teacher: We have one third, we have one third - I mean, we have one half, we have one fourth. Student: And we have one eighth. Student: And we have -",0 841,"Student: One eighth. Teacher: Very good. Teacher: Some people are talking instead of paying attention. [TARGET]Teacher: Student S, do me a favor and move please.[/TARGET] Teacher: Thank you. Teacher: When you get two number lines, and you start making your number lines, don't tell me, ""I don't understand."" Teacher: We're sitting here getting a great example right now.",1 842,"Student: One eighth. Teacher: We know one eighth is three pieces. Teacher: See, one eighth is three pieces. [TARGET]Teacher: Now, listen to me.[/TARGET] Teacher: Listen. Teacher: We're looking for how many pieces would be one third. Teacher: How many pieces would be one third?",0 843,"Student: One eleventh is closer to the 0. Student: Eight ninths is closer to 1. Student: Just add the 0 to the 1. [TARGET]Teacher: Student A, what did Student D just say?[/TARGET] Teacher: Can you sit up, please? Teacher: Did you hear her? Teacher: Student J, sit up, please.",1 844,"Student: One fifth. Teacher: All right. Teacher: Very good. [TARGET]Teacher: Student E, you should be sitting straight up.[/TARGET] Teacher: Everyone should be sitting up. Teacher: Student I, this one is yours. Student: Seven.",1 845,"Student: One fourth. Student: [Crosstalk] Teacher: Wow, I call one person's name. [TARGET]Teacher: Listening.[/TARGET] Teacher: Wow. Teacher: Okay, half, we put one half and one half must be - Teacher: [Crosstalk]",1 846,"Student: One half plus one sixth plus one third- Teacher: Equals what? Student: Yeah. [TARGET]Teacher: This is the honest to God last time I'm going to tell you not to play with them while we're talking.[/TARGET] Teacher: Anybody, put them down. Teacher: Repeat yourself. Teacher: One half-",1 847,"Student: One half. Multiple Students: [Inaudible]. Teacher: Wait, wait, wait. [TARGET]Teacher: Don't jump on him.[/TARGET] Teacher: Don't jump on him. Teacher: Tell us what you've got before you try simplest form, Student J. Student: [Inaudible] is three ninths.",1 848,"Student: One has four, he has three. Teacher: Okay, but they can be different but still have the same perimeter, right? Teacher: Okay, it's time to be over this and come on. [TARGET]Teacher: All right, Student I want you to join Student M, Student G, and Student S group.[/TARGET] Teacher: [Inaudible] Teacher: Okay, have a seat and you are going to, okay, so- Student: You have to make a pattern so you have to make a bigger one.",0 849,Student: One hundred - Multiple Students: A whole dollar. Teacher: One dollar or 100 cents. [TARGET]Teacher: What did they do to Justin Bieber?[/TARGET] Student: He died. Teacher: He dies? Teacher: How does he die?,0 850,Student: One hundred. Teacher: One hundred what? Student: One hundred seventy-four. [TARGET]Teacher: Now let's do this one.[/TARGET] Student: Oh my gosh. Teacher: How many tens do you have in 30? Student: What?,0 851,"Student: One more, one more. Student: [Crosstalk] Teacher: Hold on, hold on. [TARGET]Teacher: Let me - let me - stop for a minute.[/TARGET] Teacher: Look at Student D's. Teacher: Thank you. Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention.",0 852,"Student: One more. Teacher: Good job. Student: [Inaudible] last one [Inaudible] . [TARGET]Teacher: Shh, shh, shh.[/TARGET] Teacher: What? Student: Are we adding? Teacher: What would you be adding?",1 853,"Student: One sixth, yes. Teacher: Of this one, yeah. Teacher: [Crosstalk] [TARGET]Teacher: We need people to think first.[/TARGET] Teacher: See, if you start shouting, it's not good. Teacher: See, now he is talking. Teacher: One sixth - now, see, we have one third.",1 854,"Student: One sixth. Teacher: One sixth. Teacher: So there's my final answer, right, one sixth. [TARGET]Teacher: Grab another sheet of paper.[/TARGET] Teacher: I put some white paper in the middle of your tables. Teacher: Grab another one. Teacher: Sh.",0 855,"Student: One sixth. Teacher: Wow, some people are really not listening. Teacher: That's the thing. [TARGET]Teacher: I know some people can even look at it and read it.[/TARGET] Teacher: What do we look - how many - what's the denominator? Student: The whole thing. Teacher: The whole thing.",0 856,"Student: One the line? Teacher: Yeah, it's on the line. Teacher: Do I have my working groups over here? [TARGET]Teacher: Are you talking about how to do this?[/TARGET] Multiple Students: Yes. Teacher: Excellent. Teacher: Did you find it, Student T?",0 857,Student: One time. Teacher: Two go into here? Student: Two times. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You need to get busy. Teacher: All right. Teacher: That's correct?,1 858,"Student: One whole. Teacher: Mm-mm. Teacher: Now, listen. [TARGET]Teacher: Shh.[/TARGET] Teacher: One square - remember how sometimes we said like, about - one pizza is the whole thing? Student: Yeah. Teacher: Even if it was divided into eight pieces, we can still consider that the pizza is one whole thing, right?",1 859,"Student: One - Teacher: Page five. Teacher: Student F, Student F, five, five. [TARGET]Teacher: Unit six, page five.[/TARGET] Teacher: Good job. Teacher: He is not on that - in that unit. Teacher: Page five, unit six.",0 860,"Student: One, two, three, four, five, six, seven, eight, nine. Teacher: Mark it. Teacher: Continue. [TARGET]Teacher: Student J, we're going to look at it.[/TARGET] Teacher: How do you want to break this? Student: [Inaudible]. Teacher: I agree.",0 861,"Student: One-sixth equals two-sixths. Teacher: Three-sixths minus one-sixths equals two-sixths. Teacher: Table 1, you guys, don't be rude. [TARGET]Teacher: Don't be rude.[/TARGET] Teacher: Three-sixths minus one-sixth is two-sixths. Teacher: But is that fraction in lowest term? Teacher: [Crosstalk]",1 862,Student: One. Student: It's - Teacher: Two. [TARGET]Teacher: And how many - excuse me.[/TARGET] Student: You pointed at white. Teacher: My fingers are like this - she said red and white. Teacher: So two boys like red.,1 863,"Student: One. Student: Zero. Teacher: Stop. [TARGET]Teacher: Stop yelling out.[/TARGET] Teacher: I've got people who are not even thinking, or not even counting. Teacher: I need to see hands. Teacher: Look and see.",1 864,"Student: One. Teacher: Okay, turn around please. Teacher: We do need to wrap this up. [TARGET]Teacher: We will continue it -[/TARGET] Student: Tomorrow. Student: [Crosstalk] Teacher: I'll be there in a minute.",0 865,"Student: One. Teacher: One. Teacher: Now - they're not working great. [TARGET]Teacher: Here, use this one.[/TARGET] Teacher: Use this blue and then we'll do red. Teacher: Okay, so we have one fourth times one third. Teacher: That's modeling what?",0 866,"Student: Only the parentheses move. Teacher: Okay. Teacher: That's what Student N just said, but what else? [TARGET]Teacher: My point would be on that one you need to pay attention.[/TARGET] Teacher: Okay. Teacher: Now, what was the other one? Student: The answer always stays the same.",1 867,"Student: Or this group. Teacher: Let me wait for Student L. Yeah. Teacher: Student L, yeah. [TARGET]Teacher: Show me.[/TARGET] Teacher: Thank you. Teacher: All right, next one, Student C. All right, next one, we're going to one fourth, one fourth, of that half. Teacher: Or we could decide - we decided - we decided fourth of fourth of that same set -",1 868,"Student: People like Ms. S, Ms. L and Mr. N, [Inaudible]. Teacher: That's fine, but right now let's concentrate on this. Student: Are we going to do it? [TARGET]Teacher: Can we concentrate on this please?[/TARGET] Student: Yes sir. Teacher: Why don't you help me, Student H. Now we're going to round first of all 2.63. Teacher: The question is what number should we circle and what number should we underline?",1 869,"Student: Per. Teacher: Per. Teacher: And what does per mean? [TARGET]Teacher: Student Q, can you stop the chitter-chatter?[/TARGET] Teacher: What does per mean? Teacher: Now, not like a kitty-kat. Teacher: Purr.",1 870,Student: Pink. Student: I say white. Student: I say white. [TARGET]Teacher: Alright; I'm covering your eyes.[/TARGET] Teacher: Here's the bag. Student: I say white. Student: I say white.,0 871,"Student: Please don't let - Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Okay, I'm not going - I can't control what they do.[/TARGET] Student: Okay, could you tell them, please? Student: I have an idea. Student: [Inaudible], and then this would be all[inaudible].",1 872,"Student: Plus 36. Teacher: One hour plus - how about one hour plus half an hour plus 6? Teacher: Or you could have done one hour plus half an hour plus a tenth of an hour. [TARGET]Teacher: Please don't make noises when you raise your hand, Student M. [/TARGET] Student: Then adding all of your numbers. Teacher: Adding up the numbers 1-12? Teacher: Oh.",1 873,"Student: Plus eight, seven, six, and that plus six - Teacher: All right, pencils down. Teacher: Pencils down. [TARGET]Teacher: I need you - I'll explain this now.[/TARGET] Teacher: All right, sit down, Student C, thank you. Teacher: Student D, Student M, I don't appreciate the talking. Teacher: Put your pencils down.",0 874,"Student: Positive. Teacher: Positive. Teacher: So, treat them like you treat regular positive numbers. [TARGET]Teacher: You have to pay attention to the signs.[/TARGET] Teacher: So these are going to be a plus. Teacher: So, on a regular positive number, which is larger? Student: [Inaudible].",0 875,"Student: Product means - Teacher: Hold on a second. Teacher: There's too much movement. [TARGET]Teacher: I'm gonna wait, 'cause we need to respect each other and I need to hear everyone's thinking.[/TARGET] Teacher: What does product mean to you? Student: It means like the answer. Teacher: The answer to what?",1 876,"Student: Product. Student: Product means - Teacher: Hold on a second. [TARGET]Teacher: There's too much movement.[/TARGET] Teacher: I'm gonna wait, 'cause we need to respect each other and I need to hear everyone's thinking. Teacher: What does product mean to you? Student: It means like the answer.",1 877,"Student: Put a three under it. Teacher: A three under it as well. Teacher: Okay. [TARGET]Teacher: Stop.[/TARGET] Teacher: Why did Student Y say to put a three - like a fraction sign? Teacher: She said, ""Put the fraction sign,"" and she said to put a three there. Teacher: Why did she say that?",1 878,Student: Put it down [inaudible]. Teacher: Where? Teacher: Can you come point up here where 28 is going? [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible] twenty-eight. Teacher: Where does 28 go? Teacher: Okay.,1 879,"Student: Put the denominator - Student: [Inaudible] Teacher: Excuse me, Student A, Student J was talking. [TARGET]Teacher: He has the floor.[/TARGET] Student: You put the denominator on the bottom of 22 to make a fraction. Teacher: Okay. Teacher: What is our denominator in this -",1 880,"Student: Quadrilateral for 100. Teacher: Whose turn is it? Teacher: Student S. [TARGET]Teacher: Guys, stop yelling at her.[/TARGET] Teacher: Student S, what's the answer? Student: Rectangle. Teacher: Okay.",1 881,Student: Quadrilaterals for 400. Student: What is a trapezoid. Teacher: Ms. J's group. [TARGET]Teacher: Quiet.[/TARGET] Teacher: No. Teacher: She didn't get that question. Teacher: She just put a line.,1 882,"Student: Quiet. Teacher: Quiet. Teacher: Okay? [TARGET]Teacher: Are you doing both steps?[/TARGET] Student: Uh-huh. Teacher: You're being - I can hear you humming a little bit. Teacher: So, sit up just like Student C is.",0 883,"Student: Re-read. Teacher: So, now everyone, right now, you're doing your re-reading. Teacher: Go ahead. [TARGET]Teacher: [Inaudible] together, okay?[/TARGET] Teacher: You're the motivator. Teacher: Go ahead and re-read. Teacher: Yes?",0 884,Student: Really I can't see. Teacher: Student R what are you doing? Teacher: Go sit down. [TARGET]Teacher: Go sit down.[/TARGET] Teacher: Did everyone donate their money? Teacher: Okay what was the biggest ship called? Multiple Students: The aircraft carrier.,1 885,"Student: Remainder three? Student: Wait - Teacher: Okay, we're not done. [TARGET]Teacher: Thank you, Student E. Student E is trying to tell us slow down, [Inaudible].[/TARGET] Teacher: We're gonna do it step by step. Teacher: 13 minus 10 is - Multiple Students: Three.",0 886,Student: Rewrite the fraction with a multiplication sign. Teacher: Read the second step. Student: Rewrite the fraction with a - [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You - Student: I'm saying it. Student: Rewrite the fraction with a multiplication sign.,1 887,"Student: Right here. Student: 192. Teacher: You know what? [TARGET]Teacher: When I come back, I want you to follow directions.[/TARGET] Teacher: You're supposed to be in [inaudible]. Teacher: You're supposed to [inaudible] circles. Teacher: There are some long inserts.",1 888,"Student: Right there. Student: [Inaudible]. Teacher: Mm-hmm. [TARGET]Teacher: Here, do this one.[/TARGET] Teacher: You're doing a good job. Teacher: I'm so proud of you today. Teacher: I told you that you know math.",0 889,"Student: Right. Student: I went to both. Teacher: All right, listen up, guys. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: You still didn't do the very first thing, Student K. Student F, is your name Student K? Teacher: On camera I'm gonna yell at you. Student: [Inaudible]",1 890,"Student: Right. Teacher: So, zero point three two - 32 percent, that's the answer. Teacher: That's the answer. [TARGET]Teacher: That's the answer for F. Do G on your own.[/TARGET] Teacher: I'm gonna check your work. Teacher: Do G on your own. Teacher: I'm gonna check your work.",0 891,"Student: Russell has 24 students in class. Student: Three-eighths of those students went [inaudible]. Student: One-fourth went to the library [inaudible] was out of the classroom. [TARGET]Teacher: Out of the classroom.[/TARGET] Teacher: So we have a class of 24 students, right. Teacher: And we have to figure out fractions of them. Student: It says the answer right now.",0 892,"Student: Same thing. Teacher: Turn around please. Teacher: Student T, come over here. [TARGET]Teacher: What is the problem?[/TARGET] Student: [Inaudible]. Teacher: Who told you? Teacher: You're blocking Student D. You can't be seen by the camera.",1 893,"Student: Say someone wins. Student: How do you find out if we can do it over again if you don't try? 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.[/TARGET] 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.",0 894,"Student: Science? Student: No, no, no. Teacher: I like how the boys in the front are working, and Student D. Careful with that. [TARGET]Teacher: I like how the ladies are working at the table.[/TARGET] Multiple Students: [inaudible chatter] Teacher: What's that? Teacher: Okay, so you're 90?",0 895,"Student: See, I told you [inaudible]. Teacher: That's your data, right here. Teacher: So if I wanted to do your data - let me show you. [TARGET]Teacher: Give me a crayon.[/TARGET] Teacher: This is how you do it. Teacher: Say right here. Teacher: Under cookies.",0 896,"Student: See, he's ... he's [inaudible]. Teacher: I ... I know what he's doing, but I need it explained. Student: [Inaudible]. [TARGET]Teacher: Because guys, listen.[/TARGET] Teacher: If somebody had no idea what Student D's talking about - Student: Yeah, me. Teacher: - and Student D comes up here and just says, ""Well, look.",1 897,"Student: Seventeen. Teacher: Seventeen. Teacher: So write that here. [TARGET]Teacher: Are you don't with your math?[/TARGET] Teacher: [Room noise] Student: I'm finished. Teacher: Student J, sit down.",0 898,"Student: She [Inaudible] Teacher: What you got is, I'm here to help you. Teacher: Student J stop! [TARGET]Teacher: Student J stop get away from her.[/TARGET] Student: Get away she's telling you to get away. Student: So she screamed and then. Teacher: Please sit down.",1 899,"Student: She [inaudible] for the day. Teacher: Because the former sixth grade teacher is now at West. Teacher: [Crosstalk] [TARGET]Teacher: I know she comes after school.[/TARGET] Teacher: Good. Teacher: Let's focus on this, okay. Teacher: So let's go back to our multiplication chart, and here's my sixes.",0 900,"Student: She already did its right here. Other Adult: Alright come this way, alright Student J come on. Teacher: You cut them into four groups. [TARGET]Teacher: Now I want you to do this first.[/TARGET] Teacher: Do this half. Teacher: First find out what a half is then. Other Adult: Alright here it is right here [Inaudible]",0 901,"Student: She called out. Teacher: No, she had her hand raised. Student: Oh. [TARGET]Teacher: Thanks, Student G. She didn't go to the Student G school of calling out without raising your hand.[/TARGET] Teacher: She went to the Student E school of raising your hand, right, Student F? Student: Right. Student: I went to both.",1 902,Student: She did it again! Teacher: Go back to your seats and leave her alone. Student: No! [TARGET]Teacher: Get back to your seats.[/TARGET] Teacher: [Incredibly high pitched squeal] Teacher: What did you do to hurt him? Student: I didn't hurt him.,1 903,"Student: She got cut! Teacher: What's your problem? Student: She was scratching me in my face and I was like, and then she got me and she was pulling on my buttons. [TARGET]Teacher: Did I tell you not to run after her?[/TARGET] Multiple Students: I didn't run after her she ran after us. Multiple Students: She ran after us! Teacher: Because you started running that's why she started chasing you.",1 904,Student: She had five times [inaudible]. Teacher: Okay. Teacher: All right. [TARGET]Teacher: Any - excuse me.[/TARGET] Teacher: Listen up. Teacher: Any suggestions? Teacher: Anybody come up with strategies that they used that they can see will work to help them win a little better.,1 905,"Student: She had the wrong answer she had 25. Teacher: Shh. Teacher: It's 26 Shh. [TARGET]Teacher: Stop just leave it, go.[/TARGET] Teacher: Once I have collected both of these papers so your name's on both. Student: My names not on that one. Teacher: Okay put your thumb up okay.",1 906,"Student: She said [inaudible]. Teacher: Student F and [inaudible]. Teacher: And if you need a - you don't need Student X. [TARGET]Teacher: Student E. Send Student X to Miss F - you said Student X to - from Miss B's class to Mr. W for math.[/TARGET] Teacher: Yes. Teacher: He's in Miss B's class. Teacher: Today guys, we're gonna to review mean, mode, and median.",1 907,"Student: She took my [inaudible] Teacher: All right, that happens. Teacher: Okay. [TARGET]Teacher: Now I love how everybody is paying attention right now.[/TARGET] Teacher: I'm gonna write something here. Teacher: We have been finding different fractions on these. Teacher: Student K, you're looking at me.",0 908,"Student: She was - Teacher: Student C. Student: She was writing it. [TARGET]Teacher: Okay, so who's going to give her the information?[/TARGET] Teacher: One person does the graph. Teacher: You all get together and give him information of the graph. Teacher: [Inaudible] how many people chose cookies?",0 909,"Student: She was just pressing on his notebook. Teacher: Who was it? Student: Student M. [TARGET]Teacher: Student M, that's enough.[/TARGET] Teacher: You can come have a seat right over here. Teacher: Your time is up. Teacher: [Crosstalk]",1 910,"Student: She was writing it. Teacher: Okay, so who's going to give her the information? Teacher: One person does the graph. [TARGET]Teacher: You all get together and give him information of the graph.[/TARGET] Teacher: [Inaudible] how many people chose cookies? Teacher: So you all give him information. Student: She wants to do what she wants to do.",0 911,"Student: She's looking. Teacher: All right, page 29. Student: We've done that. [TARGET]Teacher: Page 29.[/TARGET] Teacher: What? Teacher: [Crosstalk] Teacher: I can't help you with that, share.",0 912,Student: She's [inaudible]. Teacher: No. Teacher: No. [TARGET]Teacher: No.[/TARGET] Teacher: Who is doing the graph? Student: [Inaudible]. Teacher: Did they vote you?,0 913,"Student: She's hitting me. Teacher: You stop yelling. Teacher: Continue. [TARGET]Teacher: How many one fourth is Student T, Student T can you please go back and do your math?[/TARGET] Student: Uh. Teacher: [Inaudible] you have to go. Teacher: Unless you settle down.",1 914,Student: She's throwing things at me! Teacher: Student J Stop! Student: That's what I should do but I'm not going to. [TARGET]Teacher: Student J get off from there.[/TARGET] Student: What are you doing!? Student: [Screaming] Teacher: What's the problem?,1 915,"Student: Shh. Teacher: Okay, we're all gonna do this. Student: [Inaudible] [TARGET]Teacher: Okay, we're not gonna talk during this.[/TARGET] Teacher: 65, all right, one thing that I want - that I prefer everyone doing, thinking about the smaller number. Teacher: All right, that's why - you can look at this number, but if you do the smaller number, if you look at the smaller number first, remember the steps that we have to go through. Teacher: You do the smaller number first and then the same number you added to the smaller number you add to the larger number.",1 916,"Student: Should we put our names on them? Teacher: Put the crayons back in the box, in the bowls. Teacher: Pick up your papers. [TARGET]Teacher: Get them ready to hand to Student A.[/TARGET] Teacher: She shouldn't have to come and pick it up off the table for you. Teacher: We're gonna make an array on here. Student: We didn't have to put our names on it, right?",0 917,"Student: Shut up, Student T. Teacher: It's not your business right now. Teacher: Sit down here. [TARGET]Teacher: I didn't ask you to go out.[/TARGET] Teacher: That's somebody's art piece. Teacher: [Crosstalk] Teacher: Thank you for ignoring him.",1 918,"Student: Shut up. Teacher: I understand that it's different having a video camera in here. Student: It's pointing right at me. [TARGET]Teacher: You know what, Student M. Then move your seat.[/TARGET] Student: I'll have to move my desk. Student: [Crosstalk] Student: Can I [inaudible]?",1 919,"Student: Shut up. Teacher: Let's go. Teacher: He's doing a good job. [TARGET]Teacher: Can we stop, please?[/TARGET] Teacher: You're doing a good job. Teacher: Excellent. Teacher: You're doing a good job.",1 920,"Student: Sides, 8 - [inaudible]. Student: I got 8 sides Ms. H. Teacher: Okay, you're not telling me. [TARGET]Teacher: You're telling your group.[/TARGET] Teacher: You need to follow directions. Student: [Inaudible]. Teacher: Uh-oh.",1 921,"Student: Since two thirds is close to 1, I rounded it to 1, and since one fifth is closer to 0, I rounded it to 0. Student: Then I added. Teacher: You guys are supposed to listen so you can either agree or disagree with Student J. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Get your hand down. Teacher: Let's see what Student J did. Teacher: Student J said this is automatically a 0, and this she moved to a 1.",1 922,"Student: Six-twelfths and two-fourths is one whole. Teacher: Student J, what are you doing? Student: [Inaudible] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: Let's see what you have.",0 923,"Student: Six. Teacher: Six. Teacher: All right. [TARGET]Teacher: Now, do the second one.[/TARGET] Teacher: Let's see you do the second one. Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk]",0 924,Student: Six. Teacher: Write it. Teacher: Write it. [TARGET]Teacher: Sh.[/TARGET] Teacher: [Room noise] Teacher: Now use your - where is your math. Teacher: That's not what we're talking about now.,1 925,"Student: Sixty. Student: Sixty. Teacher: [Inaudible] is going to have 60 as their common denominator. [TARGET]Teacher: I need eyes on the SmartBoard, and I need people to stop staring at someone sitting at a desk.[/TARGET] Teacher: [Silence]. Teacher: Okay, what did I multiply times three to get 60? Multiple Students: Twenty.",1 926,"Student: Smaller to larger? Teacher: Smaller to larger. Teacher: Student G, who's your partner? [TARGET]Teacher: Get over there and sit down.[/TARGET] Teacher: Get to it. Teacher: It's not a big deal. Teacher: You can get it open.",1 927,"Student: So 6 divided by 5 is 1. Student: So now I have a fraction. Student: Then I flipped my 8, so now it looks like 8 - [TARGET]Teacher: I don't think we are paying attention please.[/TARGET] Teacher: Everybody should be observing what she is doing. Student: Next, for step number three I multiplied the numerators and the denominators. Student: So 6 times 8.",1 928,"Student: So I can do nine here, divide it by nine then this will be one multiply by- Teacher: I don't know. Teacher: Think of your divisibility rules. [TARGET]Teacher: You two better not be speaking at all.[/TARGET] Student: Mrs. R, I tried doing it like that. Student: [Inaudible] Teacher: Can 9 go into 18?",1 929,"Student: So I have to count everything else? Teacher: Yep, and figure out what's left. Teacher: Okay. [TARGET]Teacher: You'll be able to go when this is over.[/TARGET] Teacher: Actually, I think it is here. Teacher: See how you have - it's supposed to be eight shaded spots, right. Teacher: I mean eight sections.",0 930,Student: So I need to color two more in. Teacher: Mm-hmm. Teacher: [Crosstalk among students] [TARGET]Teacher: You're not getting the work done over there?[/TARGET] Student: I don't know what to do. Teacher: Okay. Student: I got that out.,1 931,"Student: So if put 25 it will be easier. Student: Then 3 times I'm supposed to have 27 so that's plus 2 is 6 so I'll have to plus six to a number that is close. Student: [Crosstalk] [TARGET]Teacher: Turn around, Student T. Turn around, Student C, and let him - yes, we'll go back to it.[/TARGET] Teacher: People are trying to share how they are solving their math. Teacher: We want to learn from them. Teacher: Turn around.",1 932,"Student: So it's going to be an improper fraction? Teacher: How many are colored are there out of how many total? Student: Is it's five halves? [TARGET]Teacher: I think instead of looking at me, you should keep looking at this and talk to each other and try to figure it out.[/TARGET] Teacher: Just like you did here. Teacher: The same thing. Teacher: How many are blue out of how many groups?",1 933,"Student: So like - Teacher: This side, I need you looking and listening and participating. Student: I did that on my paper and - [TARGET]Teacher: Please stop.[/TARGET] Teacher: Please take a seat. Teacher: Go ahead, Student J. Student: [Inaudible].",1 934,"Student: So now I have a fraction. Student: Then I flipped my 8, so now it looks like 8 - Teacher: I don't think we are paying attention please. [TARGET]Teacher: Everybody should be observing what she is doing.[/TARGET] Student: Next, for step number three I multiplied the numerators and the denominators. Student: So 6 times 8. Student: Next, 6 times 8 is 48 and 1 times 5 is 5.",1 935,Student: So now from angles? Teacher: So how many are in this? Teacher: How many? [TARGET]Teacher: Write it here.[/TARGET] Student: [Inaudible] [Counting] Student: Look I don't like you. Student: Student T!,0 936,Student: So she screamed and then. Teacher: Please sit down. Teacher: Please sit down stop. [TARGET]Teacher: Would you please stop are you listening?[/TARGET] Student: How could you scrap me? Student: She scrapped me. Teacher: Let's leave this mess please let's get to working.,1 937,"Student: So then the answer is 12. Teacher: Okay. Student: Because if you have four fourths - [TARGET]Teacher: Excuse me, Student N. From over here I can tell that's not a math conversation.[/TARGET] Student: It is 12 because I did it right here. Student: Teacher, because I know that four-fourths is 24, and I knew that [inaudible] is 12 like you said. Student: Then eight fours can't be 12 [inaudible].",1 938,Student: So this is - Teacher: That's 10. Student: Can they hear us? [TARGET]Teacher: Mm-hmm.[/TARGET] Student: Is that the - Teacher: That's the microphone right there. Student: Oh wait.,0 939,"Student: So we can use the [inaudible] graph there? Student: Four plus six plus, two, two, plus five - Student: You said 37. [TARGET]Teacher: Do the work on your sheet.[/TARGET] Teacher: Just the warm-up, just the number of students. Teacher: That's all you've got to do. Teacher: Number of boys, number of girls.",0 940,Student: Some people only have [inaudible]. Student: [Students talking to each other]. Student: Side comment about camera. [TARGET]Teacher: Side comment about camera.[/TARGET] Teacher: [Students talking to each other]. Student: We did it as a group. Teacher: Okay.,0 941,"Student: Someone's [inaudible]. Teacher: Student K, are those mine - Student: No. [TARGET]Teacher: - via Student K?[/TARGET] Teacher: Okay. Student: No, [inaudible]. Teacher: Student K, are those mine via Student K via Student K?",0 942,"Student: Sometimes it can represent 5 or 10 or 15. Teacher: Ah, that's a good point. Teacher: Sometimes it does represent more than one, but how are we going to know if that X is going to represent more than one or not? [TARGET]Teacher: I appreciate those of you raising your hand.[/TARGET] Teacher: Student K, how would you know? Student: A key. Teacher: You're going to have a key at the bottom that's going to show one - that an X would equal five people or something along those lines.",1 943,"Student: Sorry, Mama. Student: It's got to be right, too? Teacher: I need everybody in their seats. [TARGET]Teacher: In five, four, three, two - [/TARGET] Student: Student C. Teacher: One. Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions.",0 944,"Student: Staying. Teacher: If you're staying, yes, we will do another one. Teacher: All right. [TARGET]Teacher: Science friends, I need you to go without talking today.[/TARGET] Teacher: You can't disrupt us because we are still working over here. Teacher: All right. Teacher: Now before - some of you are a little upset we're doing another exemplar, but we're not going to do it quite yet.",1 945,Student: Stop throwing! Student: Stop! Student: She's throwing things at me! [TARGET]Teacher: Student J Stop![/TARGET] Student: That's what I should do but I'm not going to. Teacher: Student J get off from there. Student: What are you doing!?,1 946,"Student: Student A wants to know if we can share the bar graph. Teacher: Yes, you can share the bar graph. Teacher: Don't spend a lot of time on the table because you only have about 10 more minutes. [TARGET]Teacher: Now I want you to face over there.[/TARGET] Teacher: That's correct. Teacher: What do I want to see in expanded form? Teacher: What do I want to see with this paper?",0 947,"Student: Student C. Teacher: One. Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions. [TARGET]Teacher: You [inaudible] Student A, you need to go to your seat.[/TARGET] Student: Thank you [inaudible] Teacher: Student C, you need to go to your seat. Teacher: The directions are be in your seat in three, two, one.",1 948,"Student: Student D. Teacher: Who's yours? Student: [Inaudible]. [TARGET]Teacher: So, Student E and Student L are gonna sit here.[/TARGET] Teacher: You and Student J are together. Teacher: Student A, go sit with Student M. Reading response partners, perfect, reading response partners. Teacher: Teacher K has your data.",0 949,"Student: Student E. Teacher: Okay. Teacher: Student K, sit beside Student E. Okay. [TARGET]Teacher: Student E, if you can move to the other side of Student E and Student R, if you can fit beside - right there at the corner.[/TARGET] Teacher: Sit on the other side of Student E. You're fine. Teacher: Tell me your name again? Student: Student M.",0 950,"Student: Student J got his name. Student: I don't know where that is. Student: This is Student S. [TARGET]Teacher: This is Student S. Where's - okay, Student D, I'm waiting for you.[/TARGET] Teacher: Let's see, I'm going to see if you guys are right. Teacher: Have a seat and then we're going to open up a little store for a hot minute. Teacher: Okay.",1 951,"Student: Student J, hurry up. Student: Student W, go to your desk over there please. Student: [Crosstalk] [TARGET]Teacher: Student C, do you need to go to your desk?[/TARGET] Student: No. Teacher: If I have to call your name one more time to be quiet, you're going to your desk. Teacher: [Crosstalk]",1 952,"Student: Student J. Student: [Crosstalk] Teacher: You need a pencil. [TARGET]Teacher: What's the problem?[/TARGET] Teacher: Sit here. Teacher: You want to work with me? Teacher: Let's work with me, come on.",1 953,"Student: Student M and I both have two parallel sides. Teacher: Awesome. Student: [Inaudible]. [TARGET]Teacher: Excuse me.[/TARGET] Student: [Inaudible] - shapes - [inaudible] - is a trapezoid. Teacher: Okay, Student B. I'm sorry. Teacher: When I'm talking to one group, I'm hearing a lot of other little conversations.",1 954,"Student: Student M. Teacher: Okay. Teacher: Student M, can you come sit down by Student L? [TARGET]Teacher: You can come sit by me.[/TARGET] Teacher: We are going to do a quick refresher. Teacher: What do we do when we add money amounts? Teacher: [Inaudible].",0 955,"Student: Student M. Teacher: Student M, that's enough. Teacher: You can come have a seat right over here. [TARGET]Teacher: Your time is up.[/TARGET] Teacher: [Crosstalk] Teacher: Quickly. Teacher: Your time is up.",1 956,"Student: Student R. Teacher: He's there for now. Teacher: Student P, if you can go work quietly, you can go back with them, okay? [TARGET]Teacher: Shh.[/TARGET] Teacher: If not - okay, you guys listen? Teacher: All right. Teacher: Did you get - let's see how you do on your answers.",1 957,"Student: Student T! Student: Argh! Student: She's hitting me. [TARGET]Teacher: You stop yelling.[/TARGET] Teacher: Continue. Teacher: How many one fourth is Student T, Student T can you please go back and do your math? Student: Uh.",1 958,"Student: Student Z [inaudible]. Teacher: That means stop. Student: Whoa. [TARGET]Teacher: Okay, write - shh.[/TARGET] Student: [Inaudible] do [inaudible]. Teacher: Okay, I'm going to wait. Teacher: I'm going to wait 'til everybody's listening.",1 959,Student: Student's math content. Student: Students will be able to determine if a shape is a polygon or not a polygon. Teacher: Okay. [TARGET]Teacher: Stop there.[/TARGET] Teacher: Student will be able to determine. Teacher: What does determine mean again? Teacher: Someone raise their hand.,1 960,"Student: Subtract the lowest number from the highest number. Teacher: What are those two numbers? Student: 200 and 500. [TARGET]Teacher: Stop talking and stop asking about the restroom when I'm asking her about a number, Student D.[/TARGET] Student: 500 and 200. Teacher: 500 and 200. Teacher: I'm going to subtract 500 minus 200 to give me my range.",1 961,Student: Subtract the whole and five eighths. Teacher: We're not down there yet. Teacher: I'll let you go this far. [TARGET]Teacher: Stop here.[/TARGET] Teacher: Say it again. Student: Four eighths. Teacher: Subtract one eighths.,1 962,"Student: Supplies and quiet. Teacher: Supply monitor, and noise monitor. Teacher: So, you can give her your noise monitor. [TARGET]Teacher: And then, you're going to be the time keeper, now.[/TARGET] Teacher: Okay, does everyone have a job? Student: Yes. Teacher: Raise your hand if you are the task manager.",0 963,"Student: Take all this? Teacher: Take everything with you. Student: [Inaudible] [TARGET]Teacher: Student M's gonna stay with me.[/TARGET] Student: She's at home. Teacher: Now, raise your hand if you were - Student: We got the most students present ever.",0 964,"Student: Teacher A? Teacher: Yes. Student: When the Harvard people get our tape back, are they gonna zoom it up so they can see us really? [TARGET]Teacher: Yes, they will be able to see you clearly, full size if they want to.[/TARGET] Teacher: All right. Teacher: Here we go. Teacher: We're filming right now.",0 965,"Student: Teacher B, are you allowed to change when you have rolled it? Student: No. Teacher: No, one. [TARGET]Teacher: No, don't, don't.[/TARGET] Student: Seriously, [inaudible]. Student: [Inaudible] Student: Teacher B, I keep rolling a six.",1 966,"Student: Teacher F, don't you just want to give six? Teacher: Okay. Teacher: No, I don't, 'cause I know who I'm matching up. [TARGET]Teacher: I need Student E with Student R. No, Student E with Student B. I need Student N with Student R. Okay.[/TARGET] Teacher: I need Student V with Student L. Student: I knew it. Student: [Inaudible].",0 967,"Student: Teacher G, can I take a [inaudible]? Student: Can I take a [inaudible]? Teacher: Um ... yeah. [TARGET]Teacher: Goodbye Harvard people.[/TARGET] Student: Did you say that in [inaudible]. Teacher: [Beep]. Teacher: Because they're going to be listening.",0 968,"Student: Teacher G? Teacher: Yes, ma'am? Student: I don't know why, but [inaudible] keeps on forgetting that I need to go to Art, too. [TARGET]Teacher: Okay, why don't you go.[/TARGET] Student: Yeah, but I think there's only three passes. Teacher: Do you think you could go with somebody who has a pass? Teacher: [Inaudible].",0 969,"Student: Teacher are we having math? Teacher: [Inaudible]. Student: You, you, you. [TARGET]Teacher: That camera is on now so I'm gonna ask all silliness to stop which means if you're chewing gum, candy or anything of that nature please put it in the trash.[/TARGET] Teacher: And I need your math hard book, your math note book out of your desk please. Teacher: No Student A and D are demerits. Student: I'll say whatever I wanted to.",1 970,"Student: Teacher, can I get [inaudible]? Teacher: No, not right now. Teacher: What are you looking for? [TARGET]Teacher: Student T, make sure you stay behind.[/TARGET] Teacher: [Crosstalk] Teacher: So what you want to do - has anybody come up with something yet? Teacher: [Crosstalk]",0 971,"Student: Teacher, can I move from this laptop? Student: [Crosstalk] Teacher: I have two separate sheets, and I've got a side A and a B. [TARGET]Teacher: Remember that my first [inaudible] is I say flip when I say go.[/TARGET] Teacher: Why do you think it's important that we - that we understand and know our math facts? Teacher: What would it help us with? Student: Basic facts.",0 972,"Student: Teacher, what's the paper for? Teacher: With your reflection, to reflect on what just happened. Student: She gave me this. [TARGET]Teacher: Now turn around, you need to finish because you have to reflect.[/TARGET] Student: What are we doing here? Teacher: Reflect. Teacher: This sheet of paper that's attached to the back of your graph is where add a couple - it's where you reflect on the activity that you just did.",1 973,"Student: Teacher, where do we put this? Teacher: 1, 2, 3, eyes on me. Multiple Students: 1, 2, eyes on you. [TARGET]Teacher: Freeze.[/TARGET] Teacher: Student K, I didn't say talk. Teacher: I said freeze. Teacher: Student P, Student D, Student G, and Student J where are you?",1 974,"Student: Teacher, you got me back. Student: [Crosstalk] Teacher: The sentence, sentence. [TARGET]Teacher: Did you write a sentence?[/TARGET] Teacher: Ethan gets [inaudible] - Multiple Students: [Inaudible]. Teacher: Thank you very much.",0 975,"Student: Teacher. Student: I didn't do it. Student: These are easy. [TARGET]Teacher: Sit down please.[/TARGET] Student: I know the math, give me your pencil, can you sharpen this? Student: [Students howling loudly] Student: If it breaks by itself are you gonna sharpen it?",1 976,"Student: Teacher. Teacher: I know. Teacher: Just lay it down. [TARGET]Teacher: I need your eyes up here 'cause I see eyes going other places.[/TARGET] Teacher: Eyes on me. Teacher: Student M, eyes on me. Teacher: Okay.",1 977,"Student: Teacher? Student: I'm running out of paper in my notebook. Student: I have no other pages that I haven't used yet. [TARGET]Teacher: Now, if you're at the computer center, look what it says.[/TARGET] Teacher: Where must you go? Multiple Students: [Inaudible]. Teacher: And what was the game you had to play?",0 978,Student: Teacher? Student: [Crosstalk] Teacher: In the fourth grade? [TARGET]Teacher: Under Teacher?[/TARGET] Teacher: Where are you from? Student: [Inaudible]. Teacher: We don't [talk] that way.,0 979,"Student: Teacher? Teacher: Thank you for following directions. Teacher: Student B, no Student B doesn't have his PW book out. [TARGET]Teacher: Thank you for following directions, Student L. Thank you for following directions, Student J.[/TARGET] Teacher: Student G, follow direction. Teacher: Your PW book, your pencil, your math book, and your notebook. Teacher: That's three - four things.",1 980,"Student: Teacher? Teacher: Uh-huh? Student: I got the answer [inaudible]. [TARGET]Teacher: Student T, you need to have a seat.[/TARGET] Teacher: [Long pause] Teacher: [Inaudible]. Teacher: There you go.",1 981,Student: Team One - Teacher: Team One won this time. Teacher: This is what we're going to do. [TARGET]Teacher: Stop talking.[/TARGET] Teacher: We're going to play the game again. Teacher: We're going to switch. Teacher: So the back group is going to be Team One.,1 982,Student: Tell me [when there's] 50. Student: Let's do it. Teacher: So there's 58. [TARGET]Teacher: Remember when they went on the bus and they didn't want to leave him.[/TARGET] Student: Yeah. Teacher: And there's going to be - Student: Eight buses [inaudible].,0 983,"Student: Thank you [inaudible] Teacher: Student C, you need to go to your seat. Teacher: The directions are be in your seat in three, two, one. [TARGET]Teacher: Second direction.[/TARGET] Teacher: Second direction, write your name and the date on the graph paper. Teacher: Student D, you're part of this. Teacher: You're part of this.",0 984,"Student: Thank you. Teacher: Hold on, we're getting ready to do it. Teacher: First of all I need for you to just pay attention. [TARGET]Teacher: One thing I'm noticing about you guys is that you're so in a rush.[/TARGET] Teacher: Stop being in a rush. Teacher: It's okay to take your time on things. Student: Um, I -",1 985,"Student: Thank you. Teacher: Student N, Student J. I'm going by the numbers on the screen. Teacher: It might not be the same number that you have in class. [TARGET]Teacher: Student L is not in here.[/TARGET] Teacher: Student V, Student M, Student I, Student H, Student D. Student: Thank you. Teacher: Mm-hmm.",0 986,"Student: Thank you. Teacher: That's kind of the point. Teacher: Okay. [TARGET]Teacher: That's you not paying attention.[/TARGET] Teacher: Come on, Student A. I'll get you a tissue. Teacher: Sit down. Student: [Inaudible]",1 987,"Student: Thank you. Teacher: You can go and sit with Student M and be her partner, so go sit over there at that table. Teacher: Oh. [TARGET]Teacher: Then you need to move and just sit next to Student K, Student S. Sit right next to Student K. Yes, you can.[/TARGET] Teacher: You can. Teacher: Looking for observations. Teacher: What do you notice?",0 988,"Student: Thank you. Teacher: You can remain on the floor, and then I'm going to send you off to work on your own. Teacher: But I want you to do it right now on your own. [TARGET]Teacher: You can't talk to anybody - [/TARGET] Student: What are we doing? Teacher: I'm going to change the numbers. Student: I don't think I can do it.",1 989,"Student: Thank you. Teacher: You're welcome. Student: Thank you. [TARGET]Teacher: You're welcome.[/TARGET] Teacher: So, you have eight questions that are asking you to identify the point at the ordered pair. Teacher: You have five asking you to give the ordered pair, and then you have six that you need to plot out and then there are two questions that are asking you to read the description to arrive at a point. Teacher: Student M?",0 990,Student: That 216 - Teacher: Wait. Teacher: I want to see it. [TARGET]Teacher: Sh.[/TARGET] Teacher: Show me. Teacher: I want to see it. Teacher: [Crosstalk],1 991,"Student: That four-sixths is greater than one-half. Teacher: Four-sixths is greater than one-half. Teacher: So we have a fraction that is almost half, and we have a fraction that's bigger than - I mean. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We have a fraction that's almost a whole, and we have a fraction [cough] that's more than a half. Teacher: So if we had to estimate what our answer would be, what could we say? Student: Um... that it's almost like adding the same number?",1 992,"Student: That thing is looking at me. Student: It's looking at you dead. Teacher: Do you want to sit over here next to Student J? [TARGET]Teacher: I don't set it up, honey.[/TARGET] Teacher: Somebody else sets it up. Teacher: That's why. Teacher: I don't set anything up.",0 993,"Student: That was you. Student: You kept making noises. Teacher: Stop. [TARGET]Teacher: You know what, Student T, put your hands on your desk.[/TARGET] Teacher: Both hands folded over each other. Teacher: And Student D, remember your goal is to always be faced all the way around. Teacher: Thank you.",1 994,"Student: That would be 50. Teacher: 50, but make sure it goes over to 7 and then it's 10 rows of 7. Student: Can I get another paper? [TARGET]Teacher: Mm-hmm.[/TARGET] Teacher: [Crosstalk] Student: Can I get some water. Teacher: Yeah.",0 995,"Student: That would be easier. Teacher: Student A said you could just do it on your fingers, and count by fives. Teacher: All right, the next one says twenty-five and two-twelfths, minus fourteen and ten-twelfths. [TARGET]Teacher: All right, I want you guys to pay attention to what I am doing.[/TARGET] Teacher: Now, when you are subtracting fractions, can I just switch it up and say okay, ten minus two is eight? Student: No. Multiple Students: No.",1 996,Student: That's a big number. Teacher: I know. Teacher: It better be right. [TARGET]Teacher: We're trusting you.[/TARGET] Teacher: [Laughter] 24 divided by 8 is what? Multiple Students: 3. Teacher: 3 times 7 is what?,1 997,"Student: That's my dice. Teacher: What is? Student: It is for your information. [TARGET]Teacher: Yeah, but you were playing with it.[/TARGET] Teacher: Let's do this. Teacher: Let's do this again. Teacher: Uh-huh.",1 998,"Student: That's not fair. Student: If he can't be seen, we're not going to be seen. Teacher: Did you know that everything you've been yelling is recorded? [TARGET]Teacher: You know this math.[/TARGET] Teacher: I don't know why it is a problem. Teacher: Let's go. Teacher: Solve the math.",0 999,"Student: That's mine here, SHUTUP! Student: [Class counts to 24 with teacher] Teacher: Now Student J back to you again and we say that what would this be? [TARGET]Teacher: Student S what would this be?[/TARGET] Student: 6 Teacher: What would this part be I'm not talking about what is the size. Student: 6 fourths.",0 1000,"Student: That's not right. Teacher: I might look again at number six again if I were you guys, okay? Teacher: I know you weren't here and you weren't here, so I might look at number six again just to let you know. [TARGET]Teacher: Student C, are you paying attention, or are you playing with your pencil?[/TARGET] Teacher: Come on. Teacher: Come on. Teacher: Are you with me?",1 1001,"Student: That's the farthest piece on the game board, so - Teacher: If you were there, yeah, you just stay there until you got a positive. Teacher: You'd basically be losing a turn, 'cause it only goes to negative ten. [TARGET]Teacher: Student B and Student I, you need to be focused and paying attention.[/TARGET] Teacher: So whatever you're doing Student I, stop. Teacher: All right, so I think we'll just divide the class in half. Teacher: So the back of the class is going to be Team Two.",1 1002,"Student: That's what I'm going to do. Teacher: All right, guys. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Tonight, you're going to work on practice book 22.4. all of it. Teacher: All of it. Teacher: We'll be ready to check that tomorrow, all right?",1 1003,"Student: The 0, 0 equals hundreds. Teacher: I understand what you said to me, that 100 plus 200, but you're not representing it. Teacher: Student A, please. [TARGET]Teacher: Can you sit down?[/TARGET] Teacher: You're not representing it well because you said 1 plus 1 plus 0 is going to give me 1. Teacher: 2 plus 0 plus 0 is going to give me 2. Teacher: What you write in here that is the hundreds, I don't see the need for this here.",1 1004,"Student: The Thinker from Night at the Museum: Battle of the Smithsonian. Student: A house. Student: [Inaudible]. [TARGET]Teacher: Just listen, please.[/TARGET] Student: Some statues. Student: What is this? Student: It's a hand - it's a skyscraper.",1 1005,"Student: The beginning number. Teacher: The beginning number gives you the answer. Teacher: But the beginning number is a five. [TARGET]Teacher: Are you listening to her?[/TARGET] Teacher: She's saying this five is giving me the answer. Teacher: This five is telling me that it's five. Student: No, [not really].",1 1006,"Student: The boxes are [inaudible]. Teacher: Okay. Student: The length times [inaudible]. [TARGET]Teacher: All right we have - my children, I cannot hear my group, over here.[/TARGET] Teacher: You need to take it down. Teacher: It's quiet [inaudible]. Teacher: Shh.",1 1007,"Student: The circles - Student: Oh, no, because I was looking at what you just said. Teacher: Okay, but we're being rude to Student A who is trying to explain. [TARGET]Teacher: I cannot hear her when you guys are talking.[/TARGET] Student: I can see that she did three circles with 12 dots in it. Student: The 12 dots represent the kids and the circles represent teams. Student: And she only did three and she marked the dots.",1 1008,"Student: The denominator is - Teacher: So now we have five-tenths? Student: Yes, it is. [TARGET]Teacher: Shh.[/TARGET] Teacher: And we - calm down. Teacher: I haven't even asked the question. Teacher: I know you got it.",1 1009,"Student: The denominator is divided by [Inaudible] Teacher: What does the denominator huh? Student: The denominator is what is divided by. [TARGET]Teacher: The denominator is what it's divided by okay stop please.[/TARGET] Teacher: Please put over that. Teacher: [Someone parked in the handicap spot, over loud speaker] Teacher: Let's go back to this, denominator.",1 1010,"Student: The denominators aren't the same. Teacher: Very good. Teacher: [I'll use his words. [TARGET]Teacher: Is now stop, is not stop you putting it in your own words.][/TARGET] Teacher: Because that's the only way you're going to remember it because there has been a problem in the past that you sometimes forget things. Teacher: But if you put it in your own words you're going to never forget it. Teacher: Everyone understand that?",0 1011,"Student: The earth is a sphere. Student: Yeah, yeah. Student: The earth is a sphere. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right. Student: Sphere. Student: I said that [inaudible].",1 1012,"Student: The have the same end. Teacher: You mean the one that's kind of on the other side? Student: Yes. [TARGET]Teacher: So the opposite angles - are you listening?[/TARGET] Teacher: The angle that's opposite to that angle is the same, has the same measure. Teacher: Is that true? Multiple Students: Yes.",1 1013,"Student: The hundreds. Student: The 0, 0 equals hundreds. Teacher: I understand what you said to me, that 100 plus 200, but you're not representing it. [TARGET]Teacher: Student A, please.[/TARGET] Teacher: Can you sit down? Teacher: You're not representing it well because you said 1 plus 1 plus 0 is going to give me 1. Teacher: 2 plus 0 plus 0 is going to give me 2.",1 1014,"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? [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.[/TARGET] Teacher: So Student S, you were I think looking in the right direction. Teacher: Denominator times the whole number is what? Teacher: 4 times 2 is 9?",0 1015,"Student: The least common multiple. Teacher: Did you ask your team members? Student: They're not here because they're still on this. [TARGET]Teacher: Then you need to wait for them.[/TARGET] Teacher: Maybe they can answer it. Teacher: If they can't answer it, you can come back to me. Teacher: And there's also a Social Studies - I mean, sorry, a math book you can use, too.",1 1016,"Student: The length times [inaudible]. Teacher: All right we have - my children, I cannot hear my group, over here. Teacher: You need to take it down. [TARGET]Teacher: It's quiet [inaudible].[/TARGET] Teacher: Shh. Teacher: Take it down a notch. Teacher: All right.",1 1017,Student: The numbers of zero is zero. Teacher: Yes. Teacher: Do your own here. [TARGET]Teacher: Do your own.[/TARGET] Teacher: Start with 33 plus 33. Teacher: It's the same things as 33 times 2. Teacher: So start using it.,0 1018,"Student: The range. Teacher: Find the range. Student: And you need to pick four numbers [inaudible] and pick - get [inaudible] multiplication. [TARGET]Teacher: I'm gonna wait, because there's someone who is using their marker right now.[/TARGET] Teacher: And that person is not gonna understand how to play. Teacher: And you're trying to be kind and explain that. Teacher: Some of us are moving our feet.",1 1019,"Student: The title of - the title of my graph is, ""Favorite Food."" The research shows that people like spaghetti, chicken, and crabs. Student: [Inaudible] is it? Teacher: Underneath the [inaudible]. [TARGET]Teacher: Underneath.[/TARGET] Teacher: [Crosstalk]. Student: We decided to do a [inaudible] graph [inaudible] to get extra credit. Teacher: Okay so what story is it showing?",0 1020,"Student: The total number of balls to balance 10 cans is- Teacher: Is, and then we have a blank. Student: I know the answer. [TARGET]Teacher: Shh, I'm so happy that you do okay hold on to that, hold on to that put your hand down please I'll say it only one more time.[/TARGET] Teacher: Okay. Teacher: So here we go, we looked at the question, we reread it a second time. Teacher: We underlined important information, we circled the question.",1 1021,"Student: The troll's going to get back up? Student: The troll's going to break the [inaudible comment]. Teacher: Clickety-clack, clickety-clack, clickety-clack. [TARGET]Teacher: ""Oh, who's crossing my bridge now?"" grumbled the troll with a soggy sigh and a gurgle.[/TARGET] Teacher: ""Just little old me,"" said the giant with a snip. Teacher: ""Fee, fie, foe, fum, is that a troll I smell? Teacher: Yummy, yum, yum.""",0 1022,"Student: The whole. Teacher: The whole number so the whole number divided in the whole. Teacher: And Student J stop. [TARGET]Teacher: Student J I'm gonna send you out.[/TARGET] Student: I got the next question, got it! Teacher: And what does the numerator tell? Teacher: What does the numerator tell first off?",1 1023,"Student: The - Student: Last [Inaudible]. Student: Yeah. [TARGET]Teacher: No, you're not watching that.[/TARGET] Teacher: No, it's saying that the angle is greater than 90 degrees. Student: Oh. Teacher: So this is pointing to the angle.",1 1024,"Student: Then 3 times I'm supposed to have 27 so that's plus 2 is 6 so I'll have to plus six to a number that is close. Student: [Crosstalk] Teacher: Turn around, Student T. Turn around, Student C, and let him - yes, we'll go back to it. [TARGET]Teacher: People are trying to share how they are solving their math.[/TARGET] Teacher: We want to learn from them. Teacher: Turn around. Student: What math?",1 1025,"Student: Then I added 0 plus 1 which equals 1. Teacher: After I heard you say that eight ninths is close to 9, that it's closest to 9, that is your decision. Teacher: Did you hear that? [TARGET]Teacher: Can I have you sit down please, on your butt, please?[/TARGET] Teacher: What is in your mouth? Teacher: Student A, you're hiding. Teacher: I want you out.",1 1026,"Student: Then I added. Teacher: You guys are supposed to listen so you can either agree or disagree with Student J. Teacher: Excuse me. [TARGET]Teacher: Get your hand down.[/TARGET] Teacher: Let's see what Student J did. Teacher: Student J said this is automatically a 0, and this she moved to a 1. Teacher: She said, ""I know I got 1, no matter what.""",1 1027,"Student: Then I doubled 10 and halved 3, so I got 20 lockers and 3 books in them. Teacher: Very good. Teacher: Student V, come up and show us yours. [TARGET]Teacher: You're still paying attention to everyone else's.[/TARGET] Student: We made a graph and we did - we put 5 times 8 equals 10 times 4, because 8 divided by 2 is 4 and 5 times 2 is 10, and 10 times 4 is 40. Teacher: Good. Teacher: But explain this.",0 1028,"Student: Then, um, you had to take how many times five will go into ten, which is two. Student: So two out of two. Student: And then you times - [TARGET]Teacher: Stop there.[/TARGET] Teacher: What she's saying is the right way, except for we're - we have to ... step it back and show our work, because we're just learning them. Teacher: Mom is remembering it from when she was back in her high school days. Teacher: Like we were taught.",1 1029,Student: There are 24 people in the classroom. Student: [Inaudible]. Teacher: Stop. [TARGET]Teacher: A little louder.[/TARGET] Teacher: I can't hear you. Teacher: Thank you. Student: There are 24 people in your class.,0 1030,"Student: There is no answer [inaudible]. Student: Yes there is. Student: It's 48. [TARGET]Teacher: Shh, shh, shh.[/TARGET] Teacher: Wait a minute. Teacher: Listen. Teacher: Guys, here's the thing.",1 1031,"Student: There's nothing on my lap. Teacher: Student K, I asked you to throw away the gum. Student: I don't have gum. [TARGET]Teacher: Well please, whatever's in your mouth.[/TARGET] Teacher: All right. Teacher: It was Student K and Student A and Student J. Student: What happened?",1 1032,"Student: There's two of them missing. Student: No, I wanna do the last one. Student: Can I do the next one? [TARGET]Teacher: Guys, if you don't stop asking me, ""Can I, can I"" you're not gonna do anything.[/TARGET] Student: Okay. Student: I'll stop. Teacher: Okay, Student Z.",1 1033,"Student: There's two - Teacher: Shh. Teacher: Wait. [TARGET]Teacher: I'm - people are not listening.[/TARGET] Teacher: Student L? Teacher: When you're done writing your couple sentences, if you're done with all that, put it over on the back table to dry, and come and see me. Teacher: I have another paper you can work on where you're coloring in some decimals and solving some problems, okay?",1 1034,"Student: These are wrong. Teacher: You know what? Teacher: It's not your business to tell them that they are wrong. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student J, you two need to stay in your seats. Teacher: All right, eyes up here. Teacher: Eyes up here.",1 1035,"Student: These were ... [inaudible] six sides. Teacher: Okay, so they took these two shapes, and said these both have six sides. Teacher: So they put them together. [TARGET]Teacher: Student D, put that away.[/TARGET] Teacher: Put it on that back table. Teacher: And what about this one? Student: [Inaudible].",1 1036,"Student: They can't hear us. Teacher: They can hear you. Student: Is this live? [TARGET]Teacher: No, it's recorded.[/TARGET] Student: So when you wear that they can hear everybody? Teacher: There's a microphone on there and there's also a microphone on here. Teacher: So when you talk to me and I have this on they can hear everything you're saying.",0 1037,"Student: They did 100 first. Teacher: They break the numbers up by - tell us exactly what happened here. Teacher: Can you stop please? [TARGET]Teacher: Let's go.[/TARGET] Teacher: Student A, I need you to finish your work. Teacher: Write the numbers fully here. Teacher: Let's see what it is.",0 1038,"Student: They didn't even say one thing to help me. Teacher: It is a group effort. Teacher: I like what Student S is doing. [TARGET]Teacher: She is raising her hand to talk.[/TARGET] Teacher: She will be the last person to speak before we move on. Student: Okay. Student: One, Student S is over there drawing random things on her board when we're saying Student S, come on, can you help us?",0 1039,"Student: They equals 19 people, and this is the bar [inaudible]. Student: Sixteen. Student: Twenty-four plus [inaudible]. [TARGET]Teacher: Student G. Student G.[/TARGET] Student: I have [inaudible]. Student: I didn't ask that. Student: I said what ice cream do you like most?",1 1040,Student: They said they don't need help. Student: I helped them. Student: They said they don't - [TARGET]Teacher: When did I say that?[/TARGET] Teacher: That's who needs ... Teacher: Here is your next challenge. Teacher: Okay.,1 1041,"Student: They were on the wrong page. Teacher: You know what, can you do me a favor - can you sit and work on that, please? Teacher: Okay, Louis, know what I need you to do? [TARGET]Teacher: I need you to do me a favor.[/TARGET] Teacher: I need you to really focus on what you're doing instead of rushing. Teacher: Let's look at it, 'cause I'm looking - do you notice anything on it? Teacher: So we have - ",1 1042,"Student: They're gonna play around [inaudible]. Teacher: Okay, Student J, could you shut that door correctly? Teacher: Now - Student D, no, not right now. [TARGET]Teacher: Let's look at this page, page 29.[/TARGET] Teacher: Student C, over here. Teacher: Page 29, it says, ""Fill in the blanks to make each equation true. Teacher: You may want to use the grids to help you model each problem.""",0 1043,Student: They're trying to say that they're trying to help me and they're not. Student: They didn't even say one thing to help me. Teacher: It is a group effort. [TARGET]Teacher: I like what Student S is doing.[/TARGET] Teacher: She is raising her hand to talk. Teacher: She will be the last person to speak before we move on. Student: Okay.,0 1044,"Student: They're equal. Teacher: Yes. Teacher: They're equal. [TARGET]Teacher: You need to speak up Student N because most the time you have the right answers but for some reason you don't want to say them loud enough.[/TARGET] Teacher: Next, girls. Teacher: Whose turn is it? Teacher: How are we doing over here?",1 1045,"Student: They're not together. Teacher: I need really good math words here. Student: You hardly can't see all the animals. [TARGET]Teacher: We're going to step back.[/TARGET] Student: Some animals are tiny and some are big. Teacher: Okay. Teacher: Student K, take over.",0 1046,"Student: Third. Teacher: - [inaudible]. Teacher: He was third. [TARGET]Teacher: Are you paying attention, at all?[/TARGET] Student: I'm [inaudible]. Teacher: No. Teacher: Student M, was first.",1 1047,"Student: Thirty, thirty, fifteen, fifteen. Teacher: You can kind of see it now? Student: Yeah. [TARGET]Teacher: Student A's paying attention.[/TARGET] Teacher: He's listening. Teacher: And Student C. Okay. Teacher: So, now, what he's saying it, ""We're gonna use this calculator.""",0 1048,"Student: Thirty-seven hundredths. Teacher: Very good. Teacher: Sorry. [TARGET]Teacher: I was trying to listen to her.[/TARGET] Teacher: Anybody can come up here and put it in expanded form for me? Teacher: Student S. While Student S is doing that for us, Student T, tell us what you did up here with your pieces. Student: I took three tenths.",1 1049,"Student: This doesn't work. Teacher: Then just hold it. Teacher: Student A, what is she trying to do with her sketch? [TARGET]Teacher: Student A, sit down.[/TARGET] Student: I see that she did three circles. Teacher: Put that away. Student: The circles -",1 1050,"Student: This is [inaudible] eighths. Teacher: Are you doing anything? Teacher: Are you understanding what you're doing? [TARGET]Teacher: Is he doing anything?[/TARGET] Student: No. Teacher: Okay, what's the problem? Teacher: Hmm?",1 1051,"Student: This is big paper. Teacher: Yeah, they didn't have any of the little paper. Student: Teacher, can I get [inaudible]? [TARGET]Teacher: No, not right now.[/TARGET] Teacher: What are you looking for? Teacher: Student T, make sure you stay behind. Teacher: [Crosstalk]",0 1052,"Student: This is like show and tell. Teacher: If you can hear me, clap once. Teacher: If you can hear me, clap two times. [TARGET]Teacher: Give me the marker, please.[/TARGET] Teacher: Thank you. Teacher: There's a strategy Student C is showing me here that I, myself, I do not know. Teacher: I do want to learn from him, please.",1 1053,Student: This is only mine. Teacher: You know what? Student: They're not mine! [TARGET]Teacher: I'm really sad that you're not doing the work because you're too - I will take care of this.[/TARGET] Teacher: Excuse me Teacher. Teacher: I'm gonna come around and get the raisins 'cause they're too many people who can't do two things at once. Teacher: Please throw them in the trash please.,1 1054,"Student: This is our [our table]. Teacher: No, you're not supposed to be doing that. Teacher: You're supposed to be doing your worksheet. [TARGET]Teacher: Put that down.[/TARGET] Teacher: Get back to your paper. Teacher: You understand how to do it? Student: Do your graphs.",1 1055,"Student: This is the question that I made. Teacher: Can you hold that until he get through showing me? Teacher: I'll give you the opportunity. [TARGET]Teacher: Student R, I'm glad you're excited.[/TARGET] Teacher: Give me a minute, okay? Teacher: Go ahead. Student: Five eighths is half -",1 1056,"Student: This is what I got. Student: [Crosstalk] Teacher: Let me show you something. [TARGET]Teacher: Student I, Student W, look.[/TARGET] Teacher: You and him, do you all have the exact same thing, 24 minus four? Teacher: 24 minus four? Teacher: Is that - wasn't that right?",1 1057,"Student: This one can be- Teacher: Let's see what you're doing. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. [TARGET]Teacher: Spread your card.[/TARGET] Teacher: I'm going to help you. Teacher: This is going to be too much. Teacher: You have to use three cards.",0 1058,"Student: This one is for rows, the last one - Teacher: The first one is for rows. Teacher: So I need three rows of seven in each row, right. [TARGET]Teacher: Okay, go ahead and color it.[/TARGET] Student: Any color? Teacher: Whatever color you want. Student: So three rows of seven.",0 1059,Student: This one. Teacher: Good. Teacher: Thank you very much. [TARGET]Teacher: Student J is on top of things.[/TARGET] Teacher: Stop what you're doing. Teacher: So how many blocks do you need? Student: Three?,0 1060,"Student: This says it's not a polygon and that says that. Teacher: I know and that's my bad. Teacher: Guys, that's my bad. [TARGET]Teacher: Ignore what's up here, okay.[/TARGET] Teacher: I was getting ready for our next steps. Teacher: [Crosstalk] Teacher: Student X, your seat is over here.",1 1061,"Student: Three and [inaudible]. Teacher: You can figure it out? Teacher: Good. [TARGET]Teacher: Recorders are ready?[/TARGET] Teacher: Recorders, take that blank paper. Teacher: That extra one that you had. Teacher: That extra answer sheet.",0 1062,"Student: Three fourths is - Teacher: How many pieces? Student: [Inaudible]. [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: One fourth, two fourth, three fourths. Multiple Students: 18 pieces. Multiple Students: [Crosstalk]",0 1063,"Student: Three tall. Teacher: Would you come sit right here, Student S? Teacher: Come sit right here. [TARGET]Teacher: Woops.[/TARGET] Teacher: Let me get my [inaudible]. Teacher: Trying to keep them together is a problem. Teacher: We're doing four on the bottom, two wide, and three tall is what we're trying to make.",0 1064,"Student: Three tenths. Teacher: There's not a three tenths on Thursday's DMR. Student: Five sixths. [TARGET]Teacher: You need to turn it upright, honey.[/TARGET] Teacher: He has five sixths as the greatest, okay? Teacher: What did you have next, Student E? Student: Nine twelfths.",0 1065,"Student: Three-fifty. Teacher: Student C's going to talk. Student: Three fifty. [TARGET]Teacher: Okay, you have to solve for this right here, which is L. Are you watching and listening?[/TARGET] Teacher: You have to solve for L. How do you do that? Student: That is - Student: Seven times five equals 35.",1 1066,"Student: Three. Student: Zero, six times. Student: We went through this. [TARGET]Teacher: This is not going to happen.[/TARGET] Teacher: Come back and let me help you. Teacher: Come around, Student A. Teacher: Turn around.",1 1067,"Student: Three. Student: [Inaudible]. Teacher: We're getting the hang of this, now. [TARGET]Teacher: It's not - it's getting together.[/TARGET] Teacher: This is something new that I'm trying. Student: [Inaudible]. Teacher: Yes.",0 1068,"Student: Three. Teacher: Look, look, look, look. Teacher: Some people are not looking. [TARGET]Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me.[/TARGET] Teacher: If you were paying attention, and I'm looking for your attention. Teacher: Student S, where are you? Teacher: Student L?",1 1069,"Student: Three. Teacher: So what fraction goes right here? Teacher: Someone said it. [TARGET]Teacher: I wish they would raise their hand.[/TARGET] Teacher: Student D? Teacher: I said what fraction, not what letter. Teacher: Somebody's yelling out.",1 1070,"Student: Three. Teacher: Three centimeters. Teacher: If we made an error, do we see what the error is? [TARGET]Teacher: You need to wait until I call on you.[/TARGET] Teacher: There are other people in this group. Teacher: Student A? Teacher: One and a half.",1 1071,"Student: Three. Teacher: Three for each week. Teacher: All right guys. [TARGET]Teacher: One, two, three, eyes on me.[/TARGET] Multiple Students: One, two, eyes on you. Teacher: We're not going to be able to finish today. Teacher: So you need to put your names in the back, and we'll finish this tomorrow.",0 1072,"Student: Three? Teacher: Three. Teacher: Okay, so now you need to explain your thinking for that. [TARGET]Teacher: Okay, the next step.[/TARGET] Teacher: We've just ran out of time, so I have to speed this up. Teacher: We'll have to have more time. Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response.",0 1073,"Student: Three? Teacher: Three. Teacher: So we can try to do this 26 times 10, 26 times 10, 26 times 10 because you know how to do. [TARGET]Teacher: Four more minutes.[/TARGET] Teacher: I am waiting for you, Student A. Teacher: Zero. Teacher: Two thirty-one.",0 1074,"Student: Times what? Teacher: Fifty-six. Teacher: Uh-huh. [TARGET]Teacher: Continue.[/TARGET] Teacher: Are you done with this? Teacher: Get to your next workshop please. Teacher: Continue, Student C. We have five more minutes.",0 1075,"Student: To compare - Teacher: Excuse me. Teacher: Hold on one second. [TARGET]Teacher: Back group, you're getting a little too loud.[/TARGET] Teacher: You need to keep your volume down please. Teacher: Go ahead Student A. Student: To compare means to see what's equivalent.",1 1076,Student: Today in math I learned that - Teacher: Some people are not listening. Teacher: Somebody is sharing. [TARGET]Teacher: Some people are not - [inaudible] listening.[/TARGET] Teacher: Student M is not listening and Student A is not listening. Student: I am. Teacher: We are about to finish.,1 1077,"Student: Today we have gym? Teacher: 5, do you have a partner Student S? Teacher: 6, do you have a partner? [TARGET]Teacher: Okay go sit down then.[/TARGET] Teacher: I have to wait and see that you're all set up. Teacher: 7, 8, I said quiet teams ready for boards. Teacher: 9, Student S can you put that candy away, oh, well still put it away give it to me after.",1 1078,Student: Twenty-seven. Teacher: Twenty-seven. Teacher: [Inaudible] a few more. [TARGET]Teacher: Shh.[/TARGET] Teacher: [Cubes rattling]. Teacher: I did not tell you talk out. Student: Twenty-four.,1 1079,"Student: Twenty. Student: Obvious, that's why [inaudible]. Student: I feel so relieved. [TARGET]Teacher: Kiss your [inaudible].[/TARGET] Teacher: All right, it says that 33 million 452 thousand 835, rounded to the nearest ten. Student: It's the same thing, but it's just ... Teacher: Student J, I'm going to look at the three, because they say round to the nearest ten.",0 1080,"Student: Two eighths is the same as - Teacher: Look at these two. Teacher: Look at these two. [TARGET]Teacher: Some people are not looking.[/TARGET] Teacher: They don't get it. Teacher: She is not getting it. Teacher: See, we did it up here.",1 1081,"Student: Two eighths. Teacher: Why is that two eighths? Teacher: That's jumping the gun. [TARGET]Teacher: Slow down.[/TARGET] Teacher: That's skipping lines. Teacher: One eighth, two eighths, three eighths, four eighths. Teacher: Got it now?",1 1082,"Student: Two fourths. Teacher: No, I do not. Teacher: What do I get? [TARGET]Teacher: Your eyes are up here.[/TARGET] Teacher: They're not anywhere else. Teacher: Come up here and look. Teacher: You can see it.",1 1083,"Student: Two ninths plus two thirds. Teacher: Someone come up here and work it out for me on this exemplar area. Teacher: Go. [TARGET]Teacher: Student S, go.[/TARGET] Teacher: Can you guys scoot back just a bit so we can get in here to write? Student: Can I do the last one? Teacher: I don't know because we're not there yet.",0 1084,"Student: Two sixths is thirty-three hundredths, and three sixths is five tenths. Student: So I added that and got thirty-three hundredths. Teacher: Nice job. [TARGET]Teacher: You're not making the ooh sound.[/TARGET] Teacher: What is it? Teacher: Something about her board? Student: [Inaudible].",1 1085,Student: Two thirds is equal to 66 and two thirds. Teacher: Mm-hmm. Teacher: Let's see. [TARGET]Teacher: Can you put it down?[/TARGET] Student: Yes. Teacher: Where can you put it? Student: Here.,0 1086,"Student: Two wholes. Teacher: So I've got 1, 2, 3, 4, 5, 6, 7, 8 three-quarter pound boxes that we created out of our six pounds of candy. Teacher: [Crosstalk] [TARGET]Teacher: I can tell who's with me by whose eyes are with me here and whose voices are off.[/TARGET] Teacher: Thank you those of you who are paying attention and are still trying to learn. Teacher: Those are the people who are ready for sixth grade; I can tell. Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet.",1 1087,Student: Two-twelfths and then three-twelfths. Teacher: But you have to have different ones that don't end in 12. Teacher: [Crosstalk] [TARGET]Teacher: Can you give that to Student A?[/TARGET] Teacher: [Crosstalk] Teacher: We already did that one on the board. Teacher: One-fourth and one-fourth is one-half.,0 1088,Student: Two. Student: Two. Teacher: So we're going to make that [inaudible]. [TARGET]Teacher: So - excuse me.[/TARGET] Teacher: Pay attention. Teacher: Now [inaudible] you are. Teacher: How many people chose brownies?,1 1089,"Student: Two. Student: Yes. Student: Student S, no recess for you. [TARGET]Teacher: That's not nice.[/TARGET] Teacher: At least he took a risk. Teacher: All right. Teacher: [Crosstalk]",1 1090,Student: Two. Student: [Crosstalk] Teacher: All right. [TARGET]Teacher: Stop.[/TARGET] Teacher: I'm not sure if that's correct. Teacher: What can I do? Teacher: Go.,1 1091,Student: Two. Teacher: So we're going to make that [inaudible]. Teacher: So - excuse me. [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Now [inaudible] you are. Teacher: How many people chose brownies? Multiple Students: Eight.,1 1092,Student: Two. Teacher: Thank you. Teacher: What fraction? [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: Don't yell out. Teacher: Student A? Student: Four thirds.,1 1093,"Student: Two. Teacher: Two, so I move that 1, 2, now I'm done. Multiple Students: No. [TARGET]Teacher: Take it easy on me, okay.[/TARGET] Teacher: I'm sensitive. Teacher: Help me out. Teacher: What am I forgetting to do?",0 1094,"Student: Two. Teacher: Two. Teacher: I don't want to hear a cube move. [TARGET]Teacher: I don't want to hear a cube.[/TARGET] Teacher: Student T, go get the cubes off your desk. Teacher: Put your hands on your lap. Teacher: Everybody put your hands on your lap.",1 1095,Student: Two. Teacher: Why number two Student E? Student: Because - [TARGET]Teacher: I'm calling on Student E. So let's listen.[/TARGET] Student: It shows [inaudible] seems like a big clump. Teacher: It does. Teacher: Who agrees with Student E?,1 1096,"Student: Two? Teacher: How many? Teacher: Pardon me? [TARGET]Teacher: That wasn't the question Student R. That's why I'm a little bit upset right now because there's some playing going on right here.[/TARGET] Teacher: The question was, 'How many different numbers were rolled?' One was rolled, the two was rolled, the five was rolled and the six was rolled. Teacher: So how many different numbers were rolled? Teacher: Four of them.",1 1097,"Student: Uh-huh. Student: You look [inaudible]. Teacher: Come here for just a minute. [TARGET]Teacher: Come here.[/TARGET] Student: Hi, Student D. Teacher: Student D is not associating with them. Student: [Inaudible.]",0 1098,"Student: Um ... um ... [inaudible] equivalent [inaudible] because I [inaudible]. Teacher: Remember, what is a unit fraction? Student: It has [inaudible] fraction [inaudible]. [TARGET]Teacher: All right, I'm going to stop you right there, because I want you to think about something.[/TARGET] Teacher: A unit fraction is a fraction with a numerator of one, so that is how many pieces make up this ... this whole, right here? Teacher: For one-half? Teacher: How many pieces?",0 1099,"Student: Um, Teacher. Teacher: If you think that Student J didn't answer it correctly thumbs down. Other Adult: Some people just don't know. [TARGET]Teacher: If you do not know raise your hand.[/TARGET] Teacher: Whether he did this right or wrong you don't know? Teacher: Okay, now we said that the denominator is what? Student: It's 6.",0 1100,"Student: Um, [inaudible]. Multiple Students: [Crosstalk]. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Multiple Students: [Crosstalk]. Multiple Students: [Students working on project].",1 1101,"Student: Um, the [inaudible] corner. Teacher: First corner. Teacher: Corner to corner. [TARGET]Teacher: Stop.[/TARGET] Student: You keep going down. Teacher: Find my next corner. Teacher: Corner to corner, and down.",1 1102,"Student: Underline important information. Teacher: Underline important information. Teacher: So, let's go. [TARGET]Teacher: Pencil ready.[/TARGET] Teacher: Okay, let's look at part A. Teacher: ""If one block weighs ten pounds, what is the weight in pounds, of one ball?"" So, what's important in that sentence? Teacher: Was there any information they gave us that's important?",0 1103,"Student: Use the tenths. Teacher: Oh. Teacher: How are the tenths going to help me? [TARGET]Teacher: Student G, I asked you to take your hands off your pieces.[/TARGET] Teacher: I can compare tenths and tenths and be okay? Teacher: What if they're the same? Teacher: Then where do I look?",1 1104,"Student: Use this? Teacher: You have six. Teacher: Subtract nine gives you what? [TARGET]Teacher: Sh.[/TARGET] Teacher: Yes? Teacher: Hold on a minute. Teacher: Student A, have you finished one problem?",1 1105,"Student: Vetoes [bills]. Teacher: James Madison. Multiple Students: Father of Constitution. [TARGET]Teacher: Bye-bye.[/TARGET] Teacher: Coach didn't say. Teacher: Top two, right arm up. Teacher: Left arm up.",0 1106,"Student: Wait, it's my turn. Teacher: Student C, did you already meet with me yesterday? Student: Yeah. [TARGET]Teacher: You met with me yesterday?[/TARGET] Teacher: [Crosstalk] Teacher: Five, four. Teacher: Student A, the only way to actually learn something is you have to physically try it.",0 1107,Student: Wait. Student: Is the one - Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Student: - ten times bigger than the ... um ... tens? Teacher: Is it? Student: Yes.,1 1108,"Student: Wait. Student: This one can be- Teacher: Let's see what you're doing. [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: Spread your card. Teacher: I'm going to help you. Teacher: This is going to be too much.",0 1109,"Student: We already doing it. Teacher: Okay. Teacher: That's your work. [TARGET]Teacher: I'm gonna be walking around.[/TARGET] Teacher: This is math. Teacher: No, until we're done with this in 10 minutes. Student: And, then we do some more math.",0 1110,"Student: We bring down the two. Teacher: Good. Teacher: Everybody, calm down now, before we bring this number down. [TARGET]Teacher: Don't be mad at the two.[/TARGET] Teacher: The two didn't do anything mean, all right? Teacher: Take that arrow and jot all the way down to the equals sign, and we can just bring that two right there. Teacher: Nice and pretty.",0 1111,"Student: We can - Teacher: Don't open it! Student: Oh, okay. [TARGET]Teacher: Don't open it![/TARGET] Teacher: Keep them wrapped 'cause we're gonna put them back in the bag. Teacher: Okay, I'm gonna call time. Teacher: Okay?",1 1112,Student: We could tell. Teacher: We could see columns and rows. Teacher: The people that placed their animal need to come up and stand there. [TARGET]Teacher: No mouths again.[/TARGET] Teacher: You're going to reset the array. Teacher: You have 30 seconds. Teacher: No mouths.,1 1113,"Student: We decided to put them into to thousandths. Teacher: Student P is talking and he has a great suggestion. Teacher: Student C, please sit down. [TARGET]Teacher: Student C, please sit.[/TARGET] Teacher: Student P, all eyes are on Student P because Student P is speaking. Student: We decided to put, we decided to sort our whole numbers into thousandths, hundredths, hundreds, tens, and ones. Teacher: And then did you also sort your decimals?",1 1114,"Student: We did it with um, the sorts with the crazy shapes, and the lines, and the [inaudible] shapes. Teacher: Okay. Teacher: Hold on one second. [TARGET]Teacher: [Teacher answering phone.[/TARGET] Teacher: Side conversation on phone]. Teacher: Okay. Teacher: I'm sorry.",0 1115,"Student: We didn't get a turn. Teacher: You're going to get it now. Teacher: Stop the singing. [TARGET]Teacher: You guys, I will give you one minute.[/TARGET] Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. Teacher: I want to see if all of you can do all of the problems. Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem.",0 1116,Student: We got 140. Student: We used the box method. Teacher: How many were in the scoop? [TARGET]Teacher: You all are not listening to your classmates.[/TARGET] Teacher: Go ahead. Student: We had 28 jelly beans. Teacher: Okay.,1 1117,"Student: We got five. Student: We got five. Teacher: What did you get? [TARGET]Teacher: I'm with a group, you need to move over, please.[/TARGET] Student: I got four. Teacher: It is. Teacher: It's four.",1 1118,Student: We had two cards left. Teacher: Once you're done I'll take the cards. Teacher: You take the directions and your strips. [TARGET]Teacher: Student N I need you to be sitting over there.[/TARGET] Teacher: Go ahead Student J. Nope. Teacher: Sit at Student N's seat. Teacher: That is Student N's seat.,1 1119,"Student: We have 27. Teacher: 27 in your scoop, and how many does that mean you have in the jar? Teacher: Remember, it's 5 scoops. [TARGET]Teacher: You need to turn around, you two.[/TARGET] Teacher: Just leave them. Teacher: Go ahead. Teacher: Student S, they're not doing this for you.",1 1120,"Student: We have it. Teacher: There it is. Teacher: It's okay guys, if you have it, don't be defensive. [TARGET]Teacher: Student T, no side talk.[/TARGET] Teacher: Hold on. Teacher: Guys, Student D is talking. Teacher: Active listening on Student D.",1 1121,"Student: We have to do left over [inaudible]. Student: Teacher F, I got 12. Teacher: Okay. [TARGET]Teacher: Student L, where are you, hon?[/TARGET] Teacher: Oh. Teacher: How many do you have? Teacher: How many leftovers?",0 1122,"Student: We have to do our own? Teacher: Yes. Teacher: Okay. [TARGET]Teacher: I want to see your own.[/TARGET] Student: Is that it right there in front of your desk? Teacher: Let me see. Teacher: Okay, keep thinking.",0 1123,"Student: We just did this one. Student: Twenty-four. Teacher: Twenty-four feet. [TARGET]Teacher: Student D, you've earned a spot with Student G, today.[/TARGET] Teacher: Let's try this one. Student: [Inaudible]. Teacher: Count the number of sides to determine the perimeter of this flat object.",1 1124,"Student: We know it's 37 - Teacher: All right. Teacher: Anybody? [TARGET]Teacher: Stop yelling things out because I'm going to ask you to back it up.[/TARGET] Teacher: All right? Teacher: Okay, they don't know we are recording. Teacher: All right.",1 1125,"Student: We know we're dividing. Teacher: We're dividing and we're sharing, right? Student: Yes. [TARGET]Teacher: We are just talking right now.[/TARGET] Teacher: Okay. Teacher: What else do we have to - now what do we have to find? Teacher: What does the author want us to find for him or her?",0 1126,"Student: We made it messy. Teacher: That's okay. Teacher: This is all I need to see. [TARGET]Teacher: Why don't you get another ruler and make the intervals while she does the week?[/TARGET] Teacher: You might want to space this out even more, because remember, you're doing three bars. Teacher: You're going to need space, right? Teacher: Can you hold these?",0 1127,Student: We multiplied and we [inaudible] and then we added 4 every time and we got our answer. Student: We added cookies. Teacher: Okay. [TARGET]Teacher: Please stop.[/TARGET] Teacher: What were we focusing on today? Teacher: Look back at your EQ. Teacher: Problem solving.,1 1128,"Student: We need to know first how many triangles there are. Teacher: We need to know how many what, Student M? Student: How many - how many triangles - [TARGET]Teacher: Tell her again, Student L. She didn't hear.[/TARGET] Student: How many triangles are in Shape B. Teacher: In all. Teacher: Okay, and the number of triangles also tells us the number of what, Student B?",0 1129,Student: We should have used zero. Teacher: Yes. Teacher: [Background talking] [TARGET]Teacher: High five for a moment.[/TARGET] Teacher: We just noticed something interesting. Teacher: I need people seated. Teacher: Thank you so much for following directions.,0 1130,"Student: We still got two more rolls. Student: We got one more dice. Teacher: Okay, you need to hurry up. [TARGET]Teacher: You need to hurry up.[/TARGET] Teacher: We're not gonna get to play another game if you don't come on. Student: [Inaudible] Teacher: Yes.",1 1131,"Student: We usually don't act like that when we're doing math, when the camera is not there. Teacher: Exactly. Student: [Inaudible] [TARGET]Teacher: No.[/TARGET] Teacher: [Crosstalk] Teacher: Well that's what I'm saying. Teacher: This is not how we normally act during math, so let's try to make it normal.",1 1132,"Student: We went through this. Teacher: This is not going to happen. Teacher: Come back and let me help you. [TARGET]Teacher: Come around, Student A.[/TARGET] Teacher: Turn around. Teacher: No frustration. Teacher: Come on.",1 1133,"Student: We'll start with 0. Teacher: No, 50. Teacher: You could start at 50. [TARGET]Teacher: Come on.[/TARGET] Teacher: Let's get started. Teacher: Don't worry about this, because you don't have time to do this and this and this, okay? Student: The reason we do this is because we have the three topics.",0 1134,"Student: We're not even in the video. Teacher: I'm teaching math. Teacher: [Crosstalk] [TARGET]Teacher: Put that away.[/TARGET] Teacher: Student A, give me it. Student: No. Student: Do you know the camera is on?",1 1135,"Student: We'll still be on the camera, right? Teacher: No. Teacher: 'Cause that one's over the heads. [TARGET]Teacher: Turn around.[/TARGET] Teacher: Five. Teacher: All right, going over the daily math review. Teacher: Everybody has it?",1 1136,"Student: We're just [inaudible]. Teacher: Group four let's go please. Teacher: Have a seat it's up on the board have a seat. [TARGET]Teacher: Shh sit, sit, sit, sit.[/TARGET] Teacher: Student S all set? Teacher: Let's go. Student: Yeah.",1 1137,Student: What am I doing? Teacher: Banging the desk and not working. Teacher: Now add this and this together. [TARGET]Teacher: Let me see the people that are really working now.[/TARGET] Teacher: [Crosstalk] Teacher: Let me see people that are really working. Teacher: Student K is doing a good job being on task.,0 1138,"Student: What are we doing? Teacher: I'm going to change the numbers. Student: I don't think I can do it. [TARGET]Teacher: Okay, then you go sit with Student I.[/TARGET] Teacher: Student I, you and Student E go up to the desk for a minute. Teacher: When you do it I want you to stick it on your desk, okay? Teacher: Okay, Student A, go sit up at your desk.",0 1139,"Student: What are we supposed to do? Teacher: No, not you. Teacher: It's okay. [TARGET]Teacher: Solve this math.[/TARGET] Teacher: Let me give you your papers. Student: Why are you coughing? Teacher: I don't know.",0 1140,"Student: What are you doing? Teacher: Student J, you're working at the table, so why don't you tell what you're doing? Teacher: You're not copying off the board. [TARGET]Teacher: That's not showing me you understand.[/TARGET] Teacher: [Crosstalk - students doing project] Teacher: You're talking about doubling and halving. Teacher: Doubling and halving won't always work?",1 1141,"Student: What color is this? Student: Made in China. Student: [Crosstalk] [TARGET]Teacher: So pick your crayons in 3, 2, 1, all right, two colors.[/TARGET] Teacher: You just need two colors. Teacher: [Crosstalk] Teacher: Let me count again.",0 1142,"Student: What four things? Teacher: Math book, PW book, pencil, and your notebook. Teacher: Thank you for sitting quietly and waiting. [TARGET]Teacher: Thank you for sitting quietly and waiting.[/TARGET] Teacher: Those of you who are gonna work individually with your skills from the benchmark with Miss F are - Teacher: Student G. Teacher: Student J, Student S, and Student P, you need to go with Miss F.",1 1143,"Student: What happened to you? Teacher: Student M, [inaudible] in the face. Student: I did not. [TARGET]Teacher: Oh, well, then you better watch the way you're talking to me.[/TARGET] Student: [Laughter]. Student: How did you get stitches? Teacher: By the nurse.",1 1144,"Student: What if another boy gets bingo? Teacher: No, because it's the first boy and the first girl. Teacher: Student E, go ahead. [TARGET]Teacher: Guys, you need to be quiet so I can hear Student E's-[/TARGET] Student: 58, 160, free space, 1,936, and 35. Teacher: He got bingo. Teacher: Like I said, don't clear your boards.",1 1145,"Student: What is the question I want to ask? Teacher: Okay. Student: Those questions. [TARGET]Teacher: 1 - don't get up yet.[/TARGET] Teacher: 1, 2, 3. Teacher: I need someone at Tables 1 and 4 to count that there are 10 cards that go back in the bag. Student: I [inaudible].",1 1146,"Student: What is the total number - what is the total number of blocks to get to balance the balls? Teacher: Okay. Teacher: So, you should underline that whole thing? [TARGET]Teacher: Who wants to help her out?[/TARGET] Teacher: Student C? Teacher: Okay, we can come back to you. Teacher: Student C?",0 1147,"Student: What is this? Teacher: Bring it. Teacher: Let me help you. [TARGET]Teacher: Give me.[/TARGET] Teacher: Let me give you a piece of foam. Teacher: Student C, sit down. Teacher: Get to your workbook, this folder.",0 1148,"Student: What listen, don't do that, he just turned it back on. Student: I wanted to turn it back on. Teacher: That's done for me. [TARGET]Teacher: Go back to your seats, finish your math.[/TARGET] Student: I don't like these cameras and I'll smack him in the head with the microphone. Student: Then I smack you again. Student: And then I stick it up your balls.",1 1149,"Student: What math? Student: This is like show and tell. Teacher: If you can hear me, clap once. [TARGET]Teacher: If you can hear me, clap two times.[/TARGET] Teacher: Give me the marker, please. Teacher: Thank you. Teacher: There's a strategy Student C is showing me here that I, myself, I do not know.",1 1150,"Student: What number again? Teacher: 21. Student: Okay. [TARGET]Teacher: [Whispering] Stop drawing.[/TARGET] Teacher: That's why you don't know where we are. Teacher: Good. Teacher: Good, Student B.",1 1151,"Student: What number did you say? Teacher: This one, 21. Student: Oh. [TARGET]Teacher: Stop playing.[/TARGET] Student: [Inaudible]. Teacher: Yes. Student: Yay.",1 1152,"Student: What page should it be? Student: What page? Student: She's looking. [TARGET]Teacher: All right, page 29.[/TARGET] Student: We've done that. Teacher: Page 29. Teacher: What?",0 1153,"Student: What page? Teacher: Page five. Student: Oh, page five? [TARGET]Teacher: Page five.[/TARGET] Teacher: [Crosstalk] Teacher: All right, yeah, page five. Teacher: Yeah, page five.",0 1154,"Student: What the hell? Student: Can I go now? Student: Dang, Student C. [TARGET]Teacher: Back to your seat.[/TARGET] Student: Oh my gosh, you're giving me all this. Student: I swear in here. Teacher: Put your leg down, Student C, please.",1 1155,"Student: What work? Teacher: You could if you like. Teacher: You could if you like. [TARGET]Teacher: Let's go, let's go.[/TARGET] Student: No January 8th. Student: What are you talking about? Student: I just turned 9 stupid.",0 1156,"Student: What'd you say? Teacher: Let's make change for you. Student: Have him make what? [TARGET]Teacher: Make change.[/TARGET] Teacher: Yes. Teacher: Let's look at, you dear, let's look at this first. Teacher: We're going to do 57 times 5.",0 1157,"Student: What? Student: Really? Student: [Crosstalk] [TARGET]Teacher: Go and sit down.[/TARGET] Student: No, you're ignoring me. Teacher: I'm not ignoring you, but I want you to sit down. Teacher: When we finish, we're rounding up.",1 1158,"Student: What? Student: [Crosstalk] Teacher: Thank you, thank you. [TARGET]Teacher: Thanks.[/TARGET] Teacher: Good job. Teacher: You did a good job, guys. Teacher: Can it go further up?",0 1159,"Student: What? Student: [Inaudible]. Teacher: Student A, [inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: This is an exponent. Teacher: Two to the second power [inaudible]. Teacher: Student A.",1 1160,"Student: What? Teacher: Go, Student K and Student O. Student: [Inaudible] [TARGET]Teacher: No, I want both of you out there together, go.[/TARGET] Teacher: [Crosstalk] Teacher: What? Student: They're gonna play around [inaudible].",1 1161,"Student: What? Teacher: Have a seat. Teacher: You're smiling as you tell me that so I think you're going to be okay. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Let me grab you a tissue. Teacher: Sit down, Student A. Teacher: You know what, Student A, I don't want to have to show your parents that you're fooling around.",1 1162,"Student: What? Teacher: Stop, please. Teacher: Okay, sit up please [inaudible] down. [TARGET]Teacher: Sit up.[/TARGET] Teacher: This time when we multiply we're going to do our wrestling multiplication, okay? Teacher: This is just plain, old, expanded form. Teacher: [Teacher writing on board].",1 1163,"Student: What? Teacher: Student L? Student: That's hard. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Okay, Student Z. Teacher: Student D. Shh.",1 1164,Student: What? Teacher: Twenty-nine times six. Student: Twenty-nine times six. [TARGET]Teacher: You can come with your paper.[/TARGET] Teacher: No problem. Student: [Inaudible]. Teacher: Who has a dry eraser?,0 1165,"Student: What's exponents? Teacher: I'll explain that later. Teacher: I have explained that before, but I can review that later. [TARGET]Teacher: You are not responsible for that in fourth grade, it's not until later.[/TARGET] Student: Fifth grade? Teacher: No, I don't think so, in fifth grade, it's later on in middle school. Teacher: Okay, so you have to determine what goes first, number 13, the correct answer is 23, you multiply5 times three first, so you can actually place your parenthesis around that.",0 1166,"Student: What's my mistake? Teacher: Do you understand your mistake? Student: Yes. [TARGET]Teacher: Okay, everybody stop talking.[/TARGET] Student: [Inaudible] equals X, too. Teacher: Stop talking. Teacher: Okay, do you understand?",1 1167,"Student: What's the whole thing? Teacher: How many is taken, is taken from the whole. Student: [Yelling and one student making animal noises] [TARGET]Teacher: Alright let's do it from the beginning.[/TARGET] Teacher: Come back. Teacher: Using this thing you know now I want you to do it by yourself. Teacher: The denominator tells you how many parts the whole is divided.",0 1168,"Student: When I was about to spin, Student R [inaudible] put it up, and it [inaudible]. Teacher: Okay, so go get another one up there, and you need to be on your best behavior. Teacher: I think I've said that more than once during this lesson. [TARGET]Teacher: You need to focus on what you're doing.[/TARGET] Student: [Inaudible]. Teacher: Yes. Teacher: Then we switch, right?",1 1169,"Student: When it has the green on that little circle thing. Teacher: Okay, shh. Student: There's, like, a light coming right here. [TARGET]Teacher: Yeah, okay, sit, sit, sit.[/TARGET] Student: It's red. Teacher: Okay, so let's wait and see if it comes on or not. Student: Okay, freeze.",1 1170,"Student: When the Harvard people get our tape back, are they gonna zoom it up so they can see us really? Teacher: Yes, they will be able to see you clearly, full size if they want to. Teacher: All right. [TARGET]Teacher: Here we go.[/TARGET] Teacher: We're filming right now. Teacher: The camera is on. Teacher: All right.",0 1171,Student: When we have both areas what do we do? Teacher: Add them together. Student: I got it. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay. Student: [9] times 2 because that's the biggest part of the parallelogram. Teacher: Okay.,1 1172,"Student: Where's Student J. Student: [Inaudible] Student: Yeah, Student J [inaudible] [TARGET]Teacher: Go to the table right there, sweetie.[/TARGET] Student: Yeah, where's Student J? Student: Was Student J even here today? Teacher: I'm not sure.",0 1173,Student: Which one? Teacher: You're re-reading the problem. Student: [Inaudible]. [TARGET]Teacher: You're re-reading the whole problem.[/TARGET] Teacher: Not just part A. Teacher: Not just part B. Teacher: The whole thing.,0 1174,Student: Who are you talking to? Student: I'm talking to you. Teacher: The number at the bottom do. [TARGET]Teacher: Student J can you stop?[/TARGET] Teacher: How did you get this? Teacher: What does the number at the bottom do? Student: How many parts in a whole.,1 1175,"Student: Who copied that? Teacher: Okay. [TARGET]Teacher: Student A, the directions were [inaudible].[/TARGET] Teacher: All right, [inaudible], I'll wait. Teacher: I'll wait. Teacher: The warm-up, the warm-up is gonna be on this sheet.",1 1176,"Student: Who copied that? Teacher: Okay. Teacher: Student A, the directions were [inaudible]. [TARGET]Teacher: All right, [inaudible], I'll wait.[/TARGET] Teacher: I'll wait. Teacher: The warm-up, the warm-up is gonna be on this sheet. Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board.",1 1177,"Student: Who me? Teacher: No, not you. Teacher: [Room noise] [TARGET]Teacher: All eyes here please.[/TARGET] Teacher: Student C, stop. Teacher: Turn around and look at the board please. Student: I'm finishing my work.",1 1178,"Student: Who's saying no? Student: Me? Student: Anybody else? [TARGET]Teacher: Okay, let's look at how you got - let's look at how you got 175 by multiplying - can we not call out please?[/TARGET] Student: [Inaudible]. Teacher: Seventy-five times two, what is it? Teacher: Is it - let Student X help.",1 1179,"Student: Who? Teacher: Who is that [inaudible]? Student: She was just pressing on his notebook. [TARGET]Teacher: Who was it?[/TARGET] Student: Student M. Teacher: Student M, that's enough. Teacher: You can come have a seat right over here.",1 1180,"Student: Whoa. Teacher: Okay, write - shh. Student: [Inaudible] do [inaudible]. [TARGET]Teacher: Okay, I'm going to wait.[/TARGET] Teacher: I'm going to wait 'til everybody's listening. Teacher: Waiting. Student: [Laughter].",1 1181,"Student: Who's Houston? Teacher: Who knows what the problem is? Student: [Inaudible] [TARGET]Teacher: Oh, wait, stop where you are, hands off.[/TARGET] Teacher: Do you remember what I told Student D I don't want you to put your letters right in the middle because look at, when we do the ordered pairs notice how all the numbers are right on the lines aren't they? Student: Mm-hmm Teacher: So if I went over to 6 hm I don't know, there's not here you get what I'm saying?",1 1182,"Student: Who's math? Teacher: It's time you put the trashcan back by the door I know Student D had it. Teacher: [Inaudible]. [TARGET]Teacher: [Whispering] the cameras is watching you, [/TARGET] Teacher: there three of them it is. Teacher: I know that's homework stuff put that homework back inside the folder. Teacher: [Inaudible].",1 1183,Student: Why are they -? Teacher: You know what? Teacher: If I hadn't said anything you wouldn't be asking about it. [TARGET]Teacher: So why don't you just turn around and focus.[/TARGET] Teacher: What are we working on? Teacher: We're working on fractions. Teacher: How are we doing on fractions?,1 1184,"Student: Why are you coughing? Teacher: I don't know. Student: You're not sick? [TARGET]Teacher: I'm not sure why you're up, Student C?[/TARGET] Student: What? Student: Really? Student: [Crosstalk]",1 1185,"Student: Why are you saying that? Student: What? Teacher: Stop, please. [TARGET]Teacher: Okay, sit up please [inaudible] down.[/TARGET] Teacher: Sit up. Teacher: This time when we multiply we're going to do our wrestling multiplication, okay? Teacher: This is just plain, old, expanded form.",1 1186,"Student: Why do they all start with P? Student: [Inaudible]. Teacher: Ah. [TARGET]Teacher: All right, there we go.[/TARGET] Teacher: Sometimes it takes awhile. Teacher: But right now, this is a - this is a technique that I taught the second math group. Teacher: So if you were the first guided math group yesterday, you didn't get this.",0 1187,"Student: Why do they get this and I don't? Teacher: Keep in touch, please. Teacher: Add up these. [TARGET]Teacher: You have your own.[/TARGET] Teacher: It's here. Teacher: But this is not what you're doing now. Student: Thirty times six and I do -",0 1188,"Student: Why? Teacher: Please, go back to your seat. Teacher: Student C, go back to your seat. [TARGET]Teacher: We're waiting for you, Student C.[/TARGET] Student: What the hell? Student: Can I go now? Student: Dang, Student C.",1 1189,"Student: Why? Teacher: Sit down please. Teacher: Everybody, let's look on page 10 for a minute. [TARGET]Teacher: Everybody, can I have your attention?[/TARGET] Teacher: It says, ""Shade in 0.125 on each square."" Teacher: So this very first square on page 10, how many do you shade in? Teacher: On page 10, unit 6, how many are you gonna shade in to represent point 125?",0 1190,Student: Why'd you erase it!? Teacher: So you can [Inaudible] Other Adult: Alright let's do this one. [TARGET]Teacher: Let's do it.[/TARGET] Teacher: Okay do it. Other Adult: [Inaudible] Teacher: That's it you've got it.,0 1191,"Student: Will we be testing on the decimals? Teacher: Nope. Student: Miss P, since math is over, don't you need to turn this off? [TARGET]Teacher: Don't I need to what?[/TARGET] Student: [Inaudible] Teacher: Oh yeah, thank you. Teacher: Tonight, practice workbook, page 95.",1 1192,"Student: Would the last one be 70? Teacher: Yes, the last one would be 70. Student: Can we do traditional? [TARGET]Teacher: Yeah.[/TARGET] Teacher: Do anything you want to check it and make sure that your answer, that that two answers match. Student: Okay. Teacher: You can use traditional or Lattice.",0 1193,"Student: Would we have to exit the classroom? Teacher: Yes. Student: Where would we go? [TARGET]Teacher: I don't know, but that's not our point right now.[/TARGET] Teacher: The point is, that's a time when it might, if we had some kind of damage to the carpet on a grand scale, but if someone just dropped a bottle of ink on the carpet, are we going to replace our carpet? Student: No. Teacher: No.",0 1194,"Student: Wow, seriously? Student: You said I was all the way over there? Student: This is big paper. [TARGET]Teacher: Yeah, they didn't have any of the little paper.[/TARGET] Student: Teacher, can I get [inaudible]? Teacher: No, not right now. Teacher: What are you looking for?",0 1195,"Student: Y and X axis. Teacher: Axis labels, right, and a title. Teacher: Choose an appropriate title for your graph. [TARGET]Teacher: You may get started.[/TARGET] Teacher: I'm going to come give you your paper. Teacher: If you need a ruler, you can just get one or two. Teacher: Do you need me to turn off the lights, or are you okay with it?",0 1196,"Student: Yay! Teacher: This is a grade to see if you've been paying attention the last three days. Teacher: Listen. [TARGET]Teacher: Go back to your seat, Student H. Student M, go back to your seat with that.[/TARGET] Teacher: Student L, you can go back to your seat. Teacher: Student L, that's not what you're supposed to be doing. Teacher: I forgot what I was just going to say.",1 1197,"Student: Yea. Teacher: Okay. Teacher: Student J's group, bring your things. [TARGET]Teacher: Please pay attention, 'cause every group is going to do the same thing.[/TARGET] Student: They got three digits. Student: [Inaudible] they'll finish it first. Teacher: Well, they are first.",1 1198,"Student: Yeah I wanna learn. Teacher: I know. Teacher: You're allowed to do this one it's the next problem. [TARGET]Teacher: We're not doing that, I'm not touching anybody.[/TARGET] Teacher: I want you to finish your math. Teacher: Get up from there. Other Adult: [Inaudible]",1 1199,"Student: Yeah they were trying to get all that off of my. Student: Watch this I'm gonna hide it. Student: Watch this I'm gonna hide it don't, look it, no one can see it. [TARGET]Teacher: What are you hiding?[/TARGET] Teacher: I said 2 eights or 5 fourths. Teacher: 2 Student: Yeah 2 eighths.",1 1200,"Student: Yeah, I, I wait, no I don't. Teacher: If you think she does the right [Clapping to quiet students] Please stop. Teacher: If you think she done the right one thumbs up. [TARGET]Teacher: If you think she didn't do the right thing, thumbs down.[/TARGET] Teacher: Student J what is the denominator of this one? Teacher: The denominator. Student: 3, 4?",0 1201,Student: Yeah. Student: I knew something was wrong. Teacher: Can you please take care of what you need to take care of. [TARGET]Teacher: That's not your job.[/TARGET] Teacher: What are you supposed to be doing? Student: For what? Teacher: We are going to give eight people slices of pie.,1 1202,Student: Yeah. Student: I thought this was heavier. Teacher: Nope. [TARGET]Teacher: Stop.[/TARGET] Teacher: Thank you. Teacher: Sh. Teacher: Did everybody feel it?,1 1203,"Student: Yeah. Student: Well, it wouldn't turn on. Teacher: It's on. [TARGET]Teacher: Turn it back.[/TARGET] Teacher: It's on. Teacher: Can you hear me? Teacher: Okay.",1 1204,"Student: Yeah. Teacher: And what did I tell you? Teacher: I had to erase the T. Leftover can be broken up. [TARGET]Teacher: Please put your cubes away and get yourselves ready for specials.[/TARGET] Student: Teacher F, can I go to the bathroom? Student: Can I go to the bathroom? Teacher: Hmm?",0 1205,"Student: Yeah. Teacher: Are you sure? Student: Yeah. [TARGET]Teacher: Okay, I need you listening.[/TARGET] Teacher: And Student A, you're verifying there? Student: I'm scared of the bee. Teacher: Sh.",1 1206,"Student: Yeah. Teacher: Great. Teacher: You're scaring me with how fast your picking this up. [TARGET]Teacher: Student W, put your hood down, please.[/TARGET] Teacher: [Inaudible] this up. Teacher: Okay. Teacher: I'm going to do two on this side, two on this side, and then we're going to do maybe three questions on [inaudible].",1 1207,"Student: Yeah. Teacher: Now, let me go to another group. Teacher: Let me go to another group. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Now you need to listen. Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how. Teacher: [Crosstalk]",1 1208,"Student: Yeah. Teacher: Sit down. Teacher: None of you have a clock or a partner? [TARGET]Teacher: If you have a clock, you should not be up here.[/TARGET] Teacher: Your partner. Teacher: That's what I said. Teacher: If you do not have a clock or a partner, you need to be up here.",1 1209,Student: Yeah. Teacher: So how are we gonna make one-eighth? Student: [Inaudible] [TARGET]Teacher: How about this?[/TARGET] Teacher: Can you guys put those down? Student: [Inaudible] Teacher: Yeah.,0 1210,"Student: Yeah. Teacher: So that when we say, ""in the house"" that's where you want to start, and then you - Student: [Inaudible]. [TARGET]Teacher: Someone knocks at your door, and then you walk outside, you greet them, and then you work things out.[/TARGET] Teacher: Thirty-five divided by five equals seven. Teacher: So it's a little bit different than all the others. Student: So it's kind of like you're inside, then you're outside, and then you're on the roof.",0 1211,"Student: Yeah. Teacher: So this whole total would be 100. Teacher: This whole total would be 1,000. [TARGET]Teacher: No, sit down please.[/TARGET] Teacher: [Crosstalk] Student: Zero point 15 is 15 only, right? Teacher: Excuse me?",1 1212,"Student: Yeah. Teacher: Student S, did you get it? Teacher: Huh? [TARGET]Teacher: Student S, what are you doing?[/TARGET] Teacher: There, she's getting it. Teacher: [Laughter]. Teacher: Student U, she's like, ",1 1213,"Student: Yeah. Teacher: There's one here for you. Teacher: I would really appreciate it if you would join us. [TARGET]Teacher: Did you check out entirely back here?[/TARGET] Student: Who, me? Teacher: Were you paying attention to [inaudible]? Student: Yes.",1 1214,"Student: Yeah. Teacher: Yes. Student: I forgot about the same thing. [TARGET]Teacher: Okay, I love you, I really do, but today you have got to zip it, lock it, put it in your pocket, okay?[/TARGET] Teacher: I love it, but today we're a little too chatty. Teacher: Here we go. Teacher: So we have three right here.",1 1215,"Student: Yep, it shows [inaudible]. Teacher: All right, so there are lots and lots - and I know there's plenty more; you guys did a great job of coming up with some ideas. Multiple Students: [Multiple comments.] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I know there are lots and lots more, but I could probably stay another 10, 20 minutes on this, but I need to get on into the part of the lesson, okay? Teacher: So there are lots and lots of different schedules that you use and it's important that you're able to be able to read all those different kinds of schedules and tables and charts and graphs. Teacher: You've got to be able to read all of them.",1 1216,"Student: Yep, that's what I was thinking. Teacher: How would we-how could we figure out-how would we know that it's eight sixteenths? Teacher: What could we do to change one half into eight sixteenths? [TARGET]Teacher: So the thing is that we need to-Student S, sit down.[/TARGET] Teacher: The thing that we need to do-even you two back there, just because, sit up and be with me. Teacher: Once you figure out what the common denominator is you change that one fraction or sometimes you have to change both fractions into something with the same denominator. Teacher: Once you've done that, you add your fractions.",1 1217,Student: Yep. Student: Yeah. Teacher: Did you get it? [TARGET]Teacher: Did you get the answer over there?[/TARGET] Student: Mm-hmm. Teacher: Did everybody finish question number seven? Multiple Students: [Crosstalk],0 1218,Student: Yes I can. Other Adult: Alright [Inaudible] Student: Put a number up top so how many should be in each thing? [TARGET]Teacher: Student [Inaudible] Come back over here honey.[/TARGET] Other Adult: You gonna be able to do that work cause that's what you're working on right now. Other Adult: In fact you don't see how it does it? Other Adult: This thing should be over.,0 1219,"Student: Yes I do. Teacher: You do? Student: Yeah, I, I wait, no I don't. [TARGET]Teacher: If you think she does the right [Clapping to quiet students] Please stop.[/TARGET] Teacher: If you think she done the right one thumbs up. Teacher: If you think she didn't do the right thing, thumbs down. Teacher: Student J what is the denominator of this one?",1 1220,"Student: Yes [inaudible]. Teacher: That was an interaction. Teacher: I don't care if it was talking. [TARGET]Teacher: I don't care what it was.[/TARGET] Teacher: It was some kind of interaction that had you off-task, and him. Teacher: We can rewind and play the tape if you want to. Student: Okay.",1 1221,Student: Yes you did. Teacher: Is everybody done with round one? Teacher: Let's move to round two. [TARGET]Teacher: I haven't seen your work.[/TARGET] Teacher: [Inaudible]. Teacher: 1100 Teacher: What do you have left?,0 1222,"Student: Yes, I did. Teacher: No you didn't. Teacher: Look at how this game goes. [TARGET]Teacher: Your mom is going to witness that.[/TARGET] Teacher: You know that? Teacher: Look. Teacher: We're going to play close to 1,000.",1 1223,"Student: Yes, it's mine. Teacher: The we made a graph. Teacher: Bring me your graph so I can staple it. [TARGET]Teacher: Group three is not talking.[/TARGET] Teacher: Back up so I can [inaudible]. Teacher: Make sure you have your name on the front of your graph before you turned it in. Teacher: Also, you will put your rulers back.",1 1224,"Student: Yes, ma'am. Student: [Crosstalk] Student: He's killing me. [TARGET]Teacher: He's killing you?[/TARGET] Student: I rolled a one. Student: [Crosstalk - students doing activity] Teacher: You know what might help me, Student T?",0 1225,"Student: Yes, ma'am. Student: [Crosstalk] Teacher: Not at one time. [TARGET]Teacher: All right, let's do it together so we can understand.[/TARGET] Teacher: Watch. Teacher: Take four - Student: Do you only do the something once?",0 1226,"Student: Yes, there is. Teacher: Okay. Teacher: Without blurting. [TARGET]Teacher: You need to raise your hand.[/TARGET] Teacher: It goes up by 15, then 10, then 5. Teacher: Then it goes up by 10. Teacher: Is it gonna go up by 5 or 15?",1 1227,"Student: Yes. Student: I think you could do two of the people paying $99.66 and two of the people paying $99.65. Teacher: You could always work it out, but this is the answer here. [TARGET]Teacher: Go ahead, Student M. What's your question?[/TARGET] Student: [Inaudible]. Teacher: We're going to do that at our seats because I want you to go to your desks at this point. Teacher: Can you all stand up?",0 1228,"Student: Yes. Student: I used the zero and it messed me up. Teacher: Okay, well then let's don't use the zero. [TARGET]Teacher: Ladies and gentlemen, I need you to still allow others to concentrate, so that means turning your voices off.[/TARGET] Teacher: Student L, that includes you, sir. Teacher: Okay, can I have you say that out loud? Student: What?",1 1229,"Student: Yes. Student: No. Student: [Crosstalk] [TARGET]Teacher: Stop.[/TARGET] Teacher: Student F, he needs help. Teacher: How do you help him out? Teacher: He needs help.",1 1230,"Student: Yes. Student: Oh, thank you. Student: [Inaudible]. [TARGET]Teacher: [Inaudible] parent's going to have a heart attack.[/TARGET] Teacher: What do you want to say, Student S? Student: First you add the numerators, and then [inaudible] five plus one is six, and then you add [inaudible] multiples of ten and five, and then see the leasest - no. Student: See all the common multiples, and then you [inaudible] the least common multiple.",0 1231,Student: Yes. Student: Yes. Student: No. [TARGET]Teacher: I see who's listening.[/TARGET] Student: I said no. Teacher: I said raise your hands. Student: Aw.,1 1232,"Student: Yes. Student: Yes. Teacher: Now I'm going to look at the second expression. [TARGET]Teacher: Student M, get back in the row, please.[/TARGET] Teacher: Student A. Teacher: Now the second one. Teacher: Seventeen minus four, times three.",1 1233,"Student: Yes. Student: Yes. Teacher: Okay, now one more minute. [TARGET]Teacher: One more minute, Student L. Shh.[/TARGET] Student: I'm done. Teacher: If you're finished, you may go ahead and do eleven through sixteen. Student: Yeah.",1 1234,"Student: Yes. Student: [Applause] Student: [Crosstalk] [TARGET]Teacher: 1 and 2 and 3.[/TARGET] Teacher: [Inaudible] what, a roller coaster? Teacher: [Inaudible]. Teacher: [Crosstalk]",0 1235,"Student: Yes. Student: [Inaudible] clipboard [inaudible]. Teacher: Okay. [TARGET]Teacher: Thumbs up if you say this is a polygon.[/TARGET] Teacher: Student F, you're not participating. Teacher: Thumbs up if you say it's a polygon. Teacher: Thumbs down if you say it's not.",0 1236,"Student: Yes. Teacher: About what? Student: Because I'm trying to explain my thinking. [TARGET]Teacher: And they're not listening?[/TARGET] Student: No. Teacher: Guys, you need to listen. Teacher: You have to share the thinking.",1 1237,"Student: Yes. Teacher: All right, can you tell me? Student: You multiply - [TARGET]Teacher: You got to speak up.[/TARGET] Student: You multiply four times eight - I mean four times two. Teacher: Which is? Student: Eight.",1 1238,"Student: Yes. Teacher: All right, help me out. Teacher: Now he stays right here, let him come. [TARGET]Teacher: I need space.[/TARGET] Teacher: Okay, we're ready to answer both numbers. Multiple Students: 84, 10. Teacher: Yes, okay, okay, yes, just tell me the number.",0 1239,Student: Yes. Teacher: All right. Teacher: Please pack up this center. [TARGET]Teacher: Everybody pack up this center.[/TARGET] Teacher: Everybody pack up this center. Teacher: Seat work. Teacher: I know.,0 1240,"Student: Yes. Teacher: And then what are you going to put on the other side? Teacher: The one-ounce weight. [TARGET]Teacher: Now listen, excuse me just a second.[/TARGET] Teacher: Listen to me, Student L, we don't have precise enough scales to get exactly but you can tell whether your item is heavier than an ounce, exactly an ounce, or lighter than an ounce, okay? Teacher: So each person - leave them alone, ladies - each person is measuring their own item, okay? Teacher: So what's the first item on our list?",1 1241,"Student: Yes. Teacher: Because it's all on videotape. Teacher: Student K, go sit down and don't walk across the front. [TARGET]Teacher: Walk in the back of this, okay, of the camera.[/TARGET] Teacher: I'm not doing the videotaping. Teacher: [Crosstalk] Teacher: I'll be right there.",0 1242,"Student: Yes. Teacher: Divided by six. Teacher: Okay, this one I want you to try to do. [TARGET]Teacher: I'm gonna give you a few minutes.[/TARGET] Teacher: Some of you all didn't have time. Teacher: Now that we've gone over it, I want some of you to try to do that one. Teacher: Go.",0 1243,"Student: Yes. Teacher: Do we agree? Student: Yes. [TARGET]Teacher: If you think that Student J did the right answer thumbs up.[/TARGET] Teacher: If Student J did the right, thumbs up. Student: Um, Teacher. Teacher: If you think that Student J didn't answer it correctly thumbs down.",0 1244,"Student: Yes. Teacher: Honey, we will sort it out as soon as Student C gets back, but he is not here. Teacher: So I can't go pull him out of science, right? [TARGET]Teacher: Relax.[/TARGET] Teacher: I will take care of it. Teacher: Roll the dice three times. Teacher: Three digit up top, then two digit number on the bottom, then you can check it with a calculator.",0 1245,"Student: Yes. Teacher: I don't think you are. Teacher: I hear you talking about, is this a paper clip, and talking about your mom. [TARGET]Teacher: Please move your clothespin.[/TARGET] Teacher: Your partner Student K, is waiting to play with you. Teacher: [Students working on problem]. Student: That's not equal.",1 1246,"Student: Yes. Teacher: I got everyone? Multiple Students: Yes. [TARGET]Teacher: If you give me your card, then you may sit.[/TARGET] Teacher: [Crosstalk] Teacher: All right. Teacher: Turn in your math book to page 97, 96.",1 1247,"Student: Yes. Teacher: I want you to do this right now. Student: I'm trying to. [TARGET]Teacher: Excellent.[/TARGET] Teacher: Thank you, Student D. Teacher: [Crosstalk] Teacher: All right.",0 1248,"Student: Yes. Teacher: Listen, when you go out in the hall for partner, if you will split yourselves up, make sure that you're using quiet voices. Teacher: This last group's gotten a little loud out there. [TARGET]Teacher: Student D, will you please let the group outside know to come on in.[/TARGET] Teacher: My friends at Independent, if you'll please go put your paper at your seats and come join me. Student: The thing I didn't get was that it was like that, and then I turned it sideways. Student: The thing I didn't get when it was that and then you turn it sideways and it's like that far out.",0 1249,"Student: Yes. Teacher: Now I'm going to look at the second expression. Teacher: Student M, get back in the row, please. [TARGET]Teacher: Student A.[/TARGET] Teacher: Now the second one. Teacher: Seventeen minus four, times three. Teacher: Student A, look up here, please.",1 1250,"Student: Yes. Teacher: Okay, I agree with you. Teacher: Okay, I'll take one more different representation for one third. [TARGET]Teacher: Student C, I need for you to be on task and not off task.[/TARGET] Teacher: All right, Student P, you think you have one? Teacher: All right, bring it up. Teacher: Push it up just a little, sweetie.",1 1251,"Student: Yes. Teacher: Okay, everybody stop talking. Student: [Inaudible] equals X, too. [TARGET]Teacher: Stop talking.[/TARGET] Teacher: Okay, do you understand? Multiple Students: Yes. Teacher: All right.",1 1252,"Student: Yes. Teacher: Okay, so I think what I'm going to do for the sharing, now is I'm going to have the two Student J's hold up the posters from their group. Teacher: Can I have the markers back? [TARGET]Teacher: Student L, you can sit down.[/TARGET] Teacher: So, I need everybody sitting down. Teacher: And Student J, I'm going to have both of you stand over here. Student: They have the same one as us.",1 1253,"Student: Yes. Teacher: Okay. Teacher: All right. [TARGET]Teacher: See, he is talking.[/TARGET] Teacher: If I have you back, then you are listening, not talking. Teacher: Nice. Teacher: Now, Student O, give me one thing we learned during this time of math this morning.",1 1254,"Student: Yes. Teacher: Okay. Teacher: I need the supply monitor. [TARGET]Teacher: Now, let's take out all of the papers that are in there.[/TARGET] Teacher: Student T, you need to do it sitting down, though. Teacher: No, don't pass anything, yet. Teacher: Wait for me to give the directions.",0 1255,"Student: Yes. Teacher: Raise your hand if you are the task manager. Teacher: Okay, so my task manager, you've got an important job today, okay? [TARGET]Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay?[/TARGET] Teacher: Who is my noise control person? Teacher: Okay. Teacher: Keep it down in here, okay?",0 1256,"Student: Yes. Teacher: So this is going to become three and a half times five and a half. Student: You should multiply 7 over 3 times 3 over 2. [TARGET]Teacher: Can you please move back to the floor, Student M, and bring your notebook?[/TARGET] Teacher: I'm not sure why you went back to your seat. Teacher: All right. Teacher: Tell me, is this wider or not?",0 1257,"Student: Yes. Teacher: Student C, the question is for you. Teacher: Now, look at me, what I've done. [TARGET]Teacher: Yes, if anybody want to help me out, they can raise their hand.[/TARGET] Teacher: Now, what am I doing? Teacher: I'm going down. Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes -",0 1258,"Student: Yes. Teacher: Student L, can you please move your cards? Teacher: Your dry erase board stays on your desk, and you don't play. [TARGET]Teacher: You're making yourself look bad.[/TARGET] Teacher: The camera is right on you watching you do absolutely nothing. Teacher: Go stand in the hallway, please. Teacher: Give me 5, 4, 3 - I still want you to do seven.",1 1259,"Student: Yes. Teacher: Tell me. Teacher: Be patient - put your hand down. [TARGET]Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair.[/TARGET] Teacher: Thank you, Student A. Teacher: Student M? Student: Now you're supposed to look at white and red -",1 1260,Student: Yes. Teacher: This one. Student: Yes. [TARGET]Teacher: Can everyone see?[/TARGET] Multiple Students: Yes. Teacher: So today we're gonna talk about input and output tables. Teacher: Here's an input chart.,0 1261,"Student: Yes. Teacher: What is it? Student: Three-fifty. [TARGET]Teacher: Student C's going to talk.[/TARGET] Student: Three fifty. Teacher: Okay, you have to solve for this right here, which is L. Are you watching and listening? Teacher: You have to solve for L. How do you do that?",0 1262,Student: Yes. Teacher: What's half of 10? Student: 5. [TARGET]Teacher: Put it down.[/TARGET] Teacher: Is 11 an even number? Student: No. Teacher: What about 12?,1 1263,Student: Yes. Teacher: What's half of 8? Student: 4. [TARGET]Teacher: Put it down.[/TARGET] Teacher: Is 9 an even number? Student: No. Teacher: What about 10?,1 1264,"Student: Yes. Teacher: When I say I want you to hole up how many-I want you to hold up the amount of fingers that of eighths were that fit on the three fourths. Teacher: When I say-hands down, I didn't say go. [TARGET]Teacher: I didn't say go.[/TARGET] Student: You didn't say go. Teacher: All right, go. Teacher: And wasn't that what we changed our fraction into?",1 1265,"Student: Yes. Teacher: Yes. Student: And you [inaudible] twelve - [TARGET]Teacher: Stop, the two of you.[/TARGET] Student: [Inaudible]. Student: He's kicking me. Student: So that ... that way you know that it's half.",1 1266,"Student: Yes. Teacher: Yes. Teacher: Okay. [TARGET]Teacher: Why don't you take your hands down and pay attention.[/TARGET] Teacher: Okay, Student M. Student: The answer is 0.96. Teacher: 0.96 bingo, same as my dividend.",1 1267,"Student: Yes. Teacher: Your timer did? Teacher: Who was your timer? [TARGET]Teacher: Nice job, Student D, move your clothespin up.[/TARGET] Teacher: Nice job. Teacher: Any other timers give their group a warning? Student: Mine did.",0 1268,"Student: Yes? Student: Do I have to solve the problem? Teacher: Yeah, I need an answer so you can solve it. [TARGET]Teacher: What percentage of students - yes, you have to show me your work.[/TARGET] Teacher: How do you go from one set type of number to another? Student: I got it. Student: [0:43:00]",0 1269,"Student: Yes? Teacher: I have three once. Teacher: In parenthesis five minus two. [TARGET]Teacher: And [inaudible] the same numbers [inaudible] another problem, Student M?[/TARGET] Student: Yes. Teacher: Three plus five in parenthesis, minus two. Teacher: So our order of operations.",0 1270,"Student: Yes? Teacher: I need you to focus. Teacher: I need it quiet, now. [TARGET]Teacher: I need it quiet.[/TARGET] 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.",1 1271,"Student: Yes? Teacher: Please take a look. Teacher: Student A. [TARGET]Teacher: Now I'm gonna wait till it's absolutely quiet in here.[/TARGET] Teacher: Student T, you might want to move your desk back a little bit. Teacher: Now if you look here, we have one-fourth plus five-ninths. Teacher: Put that away, Student K. Four-fifths plus five-eighths equals one.",1 1272,"Student: You already know [inaudible]. Teacher: You got lower and lower. Teacher: No one heard you. [TARGET]Teacher: You got to speak up, baby.[/TARGET] Student: Because we already know that it's a square, and each side is going to [inaudible]. Teacher: Each side is going to equal the same thing, so you have to look for a number that you can multiply the same number by and get the answer. Teacher: Can you multiply a number by a number and get six, that's the same number?",1 1273,"Student: You better be joking. Student: No. Teacher: Yes, no? [TARGET]Teacher: I better be joking?[/TARGET] Teacher: What? Student: [Inaudible]. Teacher: No, I'm not joking.",1 1274,"Student: You can see it. Teacher: Okay, you guys are right again. Multiple Students: [Crosstalk] [TARGET]Teacher: Shh, wait a second.[/TARGET] Teacher: Yeah, just two, just half. Teacher: No, the other half, split them. Teacher: There, that's what I want.",1 1275,"Student: You don't need to raise your voice, little girl. Teacher: Neither one of you need to talk like that. Teacher: In fact, will both of you stand up? [TARGET]Teacher: Would you both step outside?[/TARGET] 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. Teacher: Did you guys have an answer at all?",1 1276,Student: You give each player six cards. Teacher: Yep. Teacher: So whoever has the cards you're gonna give yourself six cards and give six cards to your partner. [TARGET]Teacher: Student N you need to be focused on your group only.[/TARGET] Teacher: You're not concerned about other groups right now. Teacher: Please remember when you're picking up your fraction you need to say the fraction then you need to say the percent equivalent. Teacher: What fraction do you have?,1 1277,"Student: You got 110 because of 9 plus 2 equals [inaudible]. Teacher: Allow him to talk. Teacher: Look up here. [TARGET]Teacher: The classroom respects adults and classmates.[/TARGET] Teacher: Can you give him the respect? Teacher: Sit down, Student D. I'm listening to you, Student A. Teacher: Student A, I'm listening.",1 1278,Student: You got 110 by that 9 and that 2. Teacher: What is the value of this 9 here? Teacher: What is the value of 9? [TARGET]Teacher: Sit down.[/TARGET] Teacher: Stop calling out. Teacher: Thank you. Student: 90,1 1279,"Student: You got it? Student: [Teacher opening up candy bars]. Teacher: All right, the first thing I want you to do is I want you, [laughter] to take your chocolate bar and I want you to look at it. [TARGET]Teacher: Don't touch.[/TARGET] Teacher: Don't smell. Teacher: Don't eat. Teacher: Don't feel.",1 1280,"Student: You got me back, Teacher. Teacher: I got you back? Student: You got me back. [TARGET]Teacher: I got you back.[/TARGET] Teacher: Yeah, I got you back. Teacher: All right, listen - listen. Teacher: How many tenths are in here?",0 1281,"Student: You got me back. Teacher: All right, I get you back. Teacher: All right. [TARGET]Teacher: Now, listen carefully.[/TARGET] Teacher: Listen. Teacher: Listen. Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me.",0 1282,"Student: You got me back. Teacher: I got you back. Teacher: Yeah, I got you back. [TARGET]Teacher: All right, listen - listen.[/TARGET] Teacher: How many tenths are in here? Teacher: One. Teacher: One tenth.",0 1283,"Student: You gotta find the common denominator. Teacher: You think we gotta find the common denominator? Student: Yeah, by turning- [TARGET]Teacher: Just stop there.[/TARGET] Teacher: Student T? Student: I'm missing one ten and one two. Teacher: All right.",1 1284,"Student: You have [inaudible]. Student: It's 4, and if you have 4 quarters, you can start there because there's 4 and you can split them. Teacher: Okay. [TARGET]Teacher: Student D is over there waving.[/TARGET] Teacher: Student D, can we start with halves? Student: You could. Student: [Inaudible].",0 1285,"Student: You have to multiply [Inaudible]. Teacher: Okay, explain to me how you got this. Teacher: 8 times 60. [TARGET]Teacher: Student D, I want you to listen too.[/TARGET] Teacher: 8 times 60? Student: I know that 8 times 6 is 48. Teacher: So 48?",1 1286,"Student: You know what Student D! Student: [Student screaming at top of lungs] Teacher: That's what I got -- All eyes, all eyes on the board please. [TARGET]Teacher: All eyes on the board Student J please, thank you honey.[/TARGET] Teacher: On the board please. Teacher: Are you reading a story to me? Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student?",1 1287,"Student: You need equivalent fractions so you know how - like if you're using it for something. Teacher: Okay. Teacher: I just need one sentence, one simple sentence. [TARGET]Teacher: Student E, please stop talking.[/TARGET] Teacher: We already said we make equivalent fractions. Teacher: We need to know how to make equivalent fraction so that we can make fractions simplified, so that we can reduce so that they are easier to work with. Teacher: What are some other reasons why we need to understand how to make equivalent fractions?",1 1288,"Student: You put all of the first row and the first column and you multiply them. Teacher: Just multiply them, right. Teacher: Now this is a simple one. [TARGET]Teacher: We're gonna do a hard one in a minute.[/TARGET] Teacher: Student S. Student: You can also count all the cubes that are colored. Teacher: You could count all the cubes, but if it was a big problem that would take a lot of time, but that's possible.",0 1289,"Student: You put the 1 on top of the 9. Teacher: Go back to your seat please. Teacher: Sit down. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Student D, what does 9 here mean to you? Student: 90 Teacher: Good job.",0 1290,Student: You said 1. Teacher: 1 plus 9 is 8. Teacher: Plus 1 you borrowed from me is 10. [TARGET]Teacher: Sit down now.[/TARGET] Teacher: Sit down right now. Teacher: You have a choice to go outside to the [inaudible]. Teacher: [End of Audio],1 1291,"Student: You said 37. Teacher: Do the work on your sheet. Teacher: Just the warm-up, just the number of students. [TARGET]Teacher: That's all you've got to do.[/TARGET] Teacher: Number of boys, number of girls. Student: 37 Student: 37",0 1292,"Student: You said this was our test for [inaudible]. Teacher: It is a test. Teacher: So here we go. [TARGET]Teacher: If you missed zero to six, raise your hand.[/TARGET] Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: [Crosstalk] Teacher: Oh, we [haven't got under 13].",0 1293,"Student: You said when I finished this page I get to have a snack. Teacher: You didn't finish it properly. Student: Yes, I did. [TARGET]Teacher: No you didn't.[/TARGET] Teacher: Look at how this game goes. Teacher: Your mom is going to witness that. Teacher: You know that?",0 1294,"Student: You set up that [inaudible] Teacher: Where do I put it? Teacher: You want to come up here and show me? [TARGET]Teacher: Student D, you need to be on the carpet.[/TARGET] Student: What is it? Teacher: [inaudible] what's that answer? Teacher: Use your calculator.",1 1295,"Student: You skipped me. Teacher: Seven - you called out, and I don't think I like that. Student: When did I call out? [TARGET]Teacher: Just now.[/TARGET] Student: Oh. Teacher: Student C, what's the fraction in number six? Student: [Inaudible] ninths.",1 1296,"Student: You're not taking my $5.00 coloring book, no, unless you'll be paying. Teacher: Excuse me. Teacher: You don't say that to me, Student O. [TARGET]Teacher: If you touch that again before the end of the school day I will take it away.[/TARGET] Teacher: Okay. Teacher: Now I need everybody looking at me. Teacher: All right.",1 1297,"Student: You're shuffling everything. Student: That was you. Student: You kept making noises. [TARGET]Teacher: Stop.[/TARGET] Teacher: You know what, Student T, put your hands on your desk. Teacher: Both hands folded over each other. Teacher: And Student D, remember your goal is to always be faced all the way around.",1 1298,"Student: You, you, you. Teacher: That camera is on now so I'm gonna ask all silliness to stop which means if you're chewing gum, candy or anything of that nature please put it in the trash. Teacher: And I need your math hard book, your math note book out of your desk please. [TARGET]Teacher: No Student A and D are demerits.[/TARGET] Student: I'll say whatever I wanted to. Teacher: Go sit down in your seat please. Student: He say people shouldn't be judged by-",1 1299,"Student: You're pretty much doing it by the same thing 'cause you said it's 600 and that's all the [inaudible]. Teacher: Yeah. Teacher: We're gonna do one more and then I'm gonna give you grid paper and you're gonna do two of your own. [TARGET]Teacher: There's room on the front and the back.[/TARGET] Teacher: Student E, give me a number. Teacher: If it's in the teens sometimes I call it a teenager number. Teacher: So give me a number that's either a teenager or in the 20s.",0 1300,"Student: You've got to reduce the problem, reduce the fraction [inaudible]. Teacher: Now you follow all the steps. Teacher: A will make sure that everybody follows the steps 1, 2, 3 to the final answer. [TARGET]Teacher: So let's move on with the steps.[/TARGET] Teacher: You were doing question 6, 7 and 8. Teacher: [Crosstalk] Teacher: What did you all do here?",0 1301,"Student: You've got to reduce the - Student: [Inaudible]. Student: You've got to reduce the problem, reduce the fraction [inaudible]. [TARGET]Teacher: Now you follow all the steps.[/TARGET] Teacher: A will make sure that everybody follows the steps 1, 2, 3 to the final answer. Teacher: So let's move on with the steps. Teacher: You were doing question 6, 7 and 8.",0 1302,"Student: Zero, six times. Student: We went through this. Teacher: This is not going to happen. [TARGET]Teacher: Come back and let me help you.[/TARGET] Teacher: Come around, Student A. Teacher: Turn around. Teacher: No frustration.",1 1303,"Student: Zero. Teacher: Stop. Teacher: Stop yelling out. [TARGET]Teacher: I've got people who are not even thinking, or not even counting.[/TARGET] Teacher: I need to see hands. Teacher: Look and see. Teacher: Starting at zero, how many dots do we have before we get to the number one, Student T?",1 1304,"Student: Zero. Teacher: Zero. Student: Then you brought down. [TARGET]Teacher: Shh.[/TARGET] Teacher: Hold on, Student M. I'll explain. Teacher: Thank you. Teacher: And then we have to bring down the next number, right?",1 1305,"Student: [40 plus 9]. Teacher: Guys, can we put the pencil sharpening on pause please. Teacher: Right now all we need to do is listen. [TARGET]Teacher: You don't need to write anything.[/TARGET] Teacher: [Crosstalk] Teacher: So we're trying to divide four by two-thirds. Teacher: So Student D is figuring out how many thirds there are in 4 wholes.",1 1306,"Student: [Cough]. Student: [Silence]. Teacher: That sound is annoying, and I can't concentrate. [TARGET]Teacher: Put the chair down.[/TARGET] Student: [Inaudible]. Teacher: What else do we know about one-fourth? Teacher: Student H?",1 1307,"Student: [Coughing in background]. Student: [Inaudible] times two is six. Student: Add [inaudible]. [TARGET]Teacher: Sit up, please.[/TARGET] Teacher: [Coughing]. Teacher: Student K, what's next? Student: Three hundred [inaudible] eight.",1 1308,Student: [Counting] Teacher: Can you go back to your seat please? Student: She did it again! [TARGET]Teacher: Go back to your seats and leave her alone.[/TARGET] Student: No! Teacher: Get back to your seats. Teacher: [Incredibly high pitched squeal],1 1309,"Student: [Crosstalk] Student: It's clear. Student: Clear, clear. [TARGET]Teacher: How about we just do this?[/TARGET] Teacher: All right, I don't [Inaudible]. Teacher: This is math class. Teacher: We're not at recess.",0 1310,"Student: [Crosstalk] Student: [Crosstalk] Teacher: Now I'm going to continue. [TARGET]Teacher: Move over here please, over here.[/TARGET] Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps. Teacher: We start from question one right now. Teacher: [Crosstalk]",0 1311,Student: [Crosstalk] Teacher: Are you sure? Teacher: [Crosstalk] [TARGET]Teacher: I'm not gonna have time today.[/TARGET] Student: You're not gonna have time for what? Teacher: 18 times 27. Teacher: [Crosstalk],0 1312,"Student: [Crosstalk] Teacher: Go and sit down. Student: No, you're ignoring me. [TARGET]Teacher: I'm not ignoring you, but I want you to sit down.[/TARGET] Teacher: When we finish, we're rounding up. Teacher: [Crosstalk] Teacher: Sit down please.",1 1313,"Student: [Crosstalk] Teacher: Hold on, hold on. Teacher: Let me - let me - stop for a minute. [TARGET]Teacher: Look at Student D's.[/TARGET] Teacher: Thank you. Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention. Teacher: Do I have you back?",0 1314,"Student: [Crosstalk] Teacher: I'll be there in a minute. Teacher: Okay. [TARGET]Teacher: What page was that?[/TARGET] Student: 29 Student: 29, 26, 29, 26, 29, 25. Student: [Crosstalk]",0 1315,"Student: [Crosstalk] Teacher: In the fourth grade? Teacher: Under Teacher? [TARGET]Teacher: Where are you from?[/TARGET] Student: [Inaudible]. Teacher: We don't [talk] that way. Teacher: You go to - then you go to math with science, you go to math with science and then you will see -",0 1316,"Student: [Crosstalk] Teacher: I'm sorry. Teacher: Student M, would you like to come sit over here beside me? [TARGET]Teacher: I didn't think so.[/TARGET] Teacher: [Crosstalk] Teacher: You can [write] on the back. Teacher: [Crosstalk]",1 1317,"Student: [Crosstalk] Teacher: Not at one time. Teacher: All right, let's do it together so we can understand. [TARGET]Teacher: Watch.[/TARGET] Teacher: Take four - Student: Do you only do the something once? Teacher: No, you do it a couple times and you can move on.",0 1318,"Student: [Crosstalk] Teacher: Now I'm going to continue. Teacher: Move over here please, over here. [TARGET]Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps.[/TARGET] Teacher: We start from question one right now. Teacher: [Crosstalk] Teacher: Do not destroy that.",0 1319,"Student: [Crosstalk] Teacher: Okay, I'm going to give another example. Teacher: In the last one we did here, it says here 255 plus blank equals 1,000. [TARGET]Teacher: Yes, you may.[/TARGET] Teacher: Plus eight? Teacher: [End of Audio]",0 1320,"Student: [Crosstalk] Teacher: Page one. Teacher: Page one, we're gonna omit page one. [TARGET]Teacher: Page one we're gonna omit.[/TARGET] Teacher: Page one. Teacher: Omit means leave it. Teacher: [Crosstalk]",0 1321,"Student: [Crosstalk] Teacher: Please stop. Teacher: Just look. [TARGET]Teacher: I'm sorry, Student S, I'm sorry to interrupt you.[/TARGET] Teacher: People are writing and some people are talking. Teacher: If Student S is taking the time to put her work up there for us to talk about, let's check what we did. Teacher: Let's put our pencils down.",1 1322,"Student: [Crosstalk] Teacher: Right now the class, which you are members of, is reviewing the answer on the board. Student: [Inaudible]. [TARGET]Teacher: This is why I need you paying attention.[/TARGET] Teacher: Student S, please bring your eyes to the board. Teacher: Student S, so we split it into thirds, yes? Teacher: So we can do 1, 2, that's two-thirds.",1 1323,"Student: [Crosstalk] Teacher: Student C, do you need to go to your desk? Student: No. [TARGET]Teacher: If I have to call your name one more time to be quiet, you're going to your desk.[/TARGET] Teacher: [Crosstalk] Student: Do we have to work it out? Teacher: Yes, you have to work it out.",1 1324,"Student: [Crosstalk] Teacher: They didn't write 950. Teacher: Somebody else wrote 950. [TARGET]Teacher: Okay, and if you two can go have a seat please.[/TARGET] Teacher: Take your fist; put it in front of your chest. Teacher: If you agree, if you can agree with everything that is up there just do a thumbs up against your chest. Teacher: If you're not sure about some items, let me see a sideways thumb.",0 1325,"Student: [Crosstalk] Teacher: Turn around, Student T. Turn around, Student C, and let him - yes, we'll go back to it. Teacher: People are trying to share how they are solving their math. [TARGET]Teacher: We want to learn from them.[/TARGET] Teacher: Turn around. Student: What math? Student: This is like show and tell.",1 1326,"Student: [Crosstalk] Teacher: Wow, I call one person's name. Teacher: Listening. [TARGET]Teacher: Wow.[/TARGET] Teacher: Okay, half, we put one half and one half must be - Teacher: [Crosstalk] Teacher: Okay.",1 1327,"Student: [Crosstalk] Teacher: You need a pencil. Teacher: What's the problem? [TARGET]Teacher: Sit here.[/TARGET] Teacher: You want to work with me? Teacher: Let's work with me, come on. Teacher: Come on, work with me.",1 1328,"Student: [Crosstalk] Teacher: [Inaudible], stop. Teacher: All right. [TARGET]Teacher: Let's see how you did.[/TARGET] Teacher: Okay, so I have three right here. Teacher: I have three. Teacher: That means you don't understand it.",0 1329,"Student: [Inaudible comment.] Teacher: Can you? Student: May I? [TARGET]Teacher: No, have a seat, please.[/TARGET] Teacher: Switch over. Teacher: Student E, Student T - I don't have - I have Student T - I don't have Student D. Student D - okay, Student DB. Teacher: Let's look at this.",1 1330,"Student: [Inaudible comment] Teacher: Show me. Student: Oh. [TARGET]Teacher: Evaporation, so those of you that are doing precipitation have a seat.[/TARGET] Teacher: Remember, the water has to evaporate in order to form clouds. Teacher: Coach says cumulus. Teacher: We learned it right before the CRCP.",1 1331,Student: [Inaudible.] Teacher: Okay. Teacher: So you're saying - okay so make it. [TARGET]Teacher: What are you saying?[/TARGET] Teacher: [Inaudible] is talking. Teacher: It's about respect. Teacher: She's talking.,0 1332,"Student: [Inaudible] 71. Teacher: No, it's not 71. Teacher: Put that away. [TARGET]Teacher: You need to sit up.[/TARGET] Teacher: Where is this? Teacher: He's doing this up there, and I don't see it. Teacher: And that needed to be corrected.",1 1333,"Student: [Inaudible] I don't know how to explain it. Teacher: If you don't know how to explain it then I can't help you. Teacher: Six eighteenths times nine twenty-sevenths. [TARGET]Teacher: Sh.[/TARGET] Teacher: Six eighteenths times nine over twenty-seven. Teacher: There's a couple-there's a-no, I'm not. Teacher: There's a couple different ways you can do this.",1 1334,Student: [Inaudible] My mother has a friend and oh yeah she's hot! Teacher: Student J please stay and finish your math please. Student: How do you still remember that? [TARGET]Teacher: Student T that's enough.[/TARGET] Student: How do you remember what we're saying? Teacher: What are you doing? Teacher: Student J come and sit down.,1 1335,"Student: [Inaudible] Student J. Student: [Inaudible] Student J. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Ah, no. Teacher: Come on Student S.",1 1336,"Student: [Inaudible] Student J. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Ah, no. Teacher: Come on Student S. Student: Okay.",1 1337,Student: [Inaudible] Teacher: 15-twentieths. Teacher: It's right here. [TARGET]Teacher: I need you to look.[/TARGET] Teacher: 15-twentieths plus 4-twentieths equals what? Teacher: [Crosstalk] Teacher: Let's go.,1 1338,"Student: [Inaudible] Teacher: All right. Teacher: So, excuse me. [TARGET]Teacher: I need everybody's attention in three, two, one, zero.[/TARGET] Teacher: Order of operations. Teacher: I know the order of operations involve all of these symbols up here. Teacher: We have division, addition, subtraction, multiplication.",1 1339,Student: [Inaudible] Teacher: Because why? Teacher: Yes you do know. [TARGET]Teacher: Sit up.[/TARGET] Teacher: Because why? Teacher: They just told you. Teacher: Because why?,1 1340,Student: [Inaudible] Teacher: But if you work with somebody you may be able to. Student: [Inaudible] [TARGET]Teacher: You know where my pencils are.[/TARGET] Teacher: [Crosstalk] Teacher: I want to see you working with - excellent. Teacher: [Crosstalk],0 1341,"Student: [Inaudible] Teacher: Get your what? Teacher: You need to wait a minute and pay attention to this. [TARGET]Teacher: I need everybody to have a seat.[/TARGET] Teacher: And just let me go through thank you, Student M, would you erase that where it says read pages 433 to 435 as well? Teacher: Because this is a new mimeo that we have not done before so I just want to show you how this one works. Teacher: Oh.",1 1342,"Student: [Inaudible] Teacher: Huh? Student: [Inaudible] [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Student F, you go to Miss G. Student: [Sometimes I hate -]. Student: Nope.",0 1343,"Student: [Inaudible] Teacher: No, I want both of you out there together, go. Teacher: [Crosstalk] [TARGET]Teacher: What?[/TARGET] Student: They're gonna play around [inaudible]. Teacher: Okay, Student J, could you shut that door correctly? Teacher: Now - Student D, no, not right now.",0 1344,"Student: [Inaudible] Teacher: Nope, this group. Teacher: It's just another fun way you can do in a group of four. [TARGET]Teacher: I just don't want it to get too loud.[/TARGET] Student: Six cards to everybody? Teacher: Yes, and you and your partner can take turns picking up the cards. Teacher: You're gonna join this group over here.",1 1345,"Student: [Inaudible] Teacher: Okay [inaudible] page 19, unit 6. Teacher: Okay. [TARGET]Teacher: Student J, sitting in your chair.[/TARGET] Teacher: Thank you. Teacher: What we're gonna talk about, you can help explain it. Teacher: So number one, Student F, will you read one for us?",1 1346,"Student: [Inaudible] Teacher: Okay, say it a little louder. Student: [Inaudible] [TARGET]Teacher: No, no, stand - sit right here.[/TARGET] Teacher: Thank you. Teacher: Okay, all right, someone said number lines are confusing. Teacher: Now I need a number line when all I have to do - I don't have start with 56 and work my way to 73.",1 1347,"Student: [Inaudible] Teacher: Okay, true, and we're gonna get to that in a moment. Student: [Inaudible] [TARGET]Teacher: Okay, who called out?[/TARGET] Student: [A number]. Teacher: Okay, I'm sorry. Teacher: I think we're working on that.",1 1348,"Student: [Inaudible] Teacher: Okay. Teacher: Step two, is what Student J? [TARGET]Teacher: Can you sit in your chair like you're supposed to, please?[/TARGET] Student: Relevant or irrelevant. Teacher: Is there any irrelevant information in this problem Student E? Student: No.",1 1349,"Student: [Inaudible] Teacher: Parenthesis, exponent, multiply or divide? Teacher: Add or subtract? [TARGET]Teacher: Please excuse my dear Aunt Sally.[/TARGET] Student: [Inaudible] Teacher: Aunt Sally. Teacher: All right.",0 1350,"Student: [Inaudible] Teacher: So what are you doing like for number one? Teacher: How do you solve number one? [TARGET]Teacher: Everyone stop - I said freeze.[/TARGET] Teacher: No one should be talking to anyone. Teacher: Your ears and eyes should be at Student J. Student: I solved number one because I looked at number 45, and I looked at the end of the chart, and it's in the hundreds chart, so I put 45 is on the hundreds chart.",1 1351,"Student: [Inaudible] Teacher: Student K, don't worry about putting the game up. Teacher: I just want you to look at this for a second. [TARGET]Teacher: This didn't get turned on.[/TARGET] Student: [Whistling] Teacher: Please do not whistle. Student: It's so funny that there's a camera.",0 1352,"Student: [Inaudible] Teacher: Take the one off the [his arm 'tis]. Student: Miss R said [inaudible]. [TARGET]Teacher: Group two, if you just left me, you need to go see Miss G.[/TARGET] Student: I like it when [miss near a] camera. Teacher: [Just you two?] Student: Mm-hmm.",0 1353,Student: [Inaudible] Teacher: Talk at your table. Teacher: You're not talking to me. [TARGET]Teacher: I know.[/TARGET] Teacher: [Crosstalk] Teacher: What is your statement? Student: [Inaudible],0 1354,"Student: [Inaudible] Teacher: That's okay. Teacher: Student A, will you come have a word with me? [TARGET]Teacher: The reason that I didn't respond to you was because you were calling out at me.[/TARGET] Student: I wasn't calling out. Teacher: Yes, dear, you did. Student: Are we still doing [inaudible]?",1 1355,"Student: [Inaudible] Teacher: Then that's something different than saying that you don't know how to do it. Teacher: Student D, I am speaking. [TARGET]Teacher: You are sitting.[/TARGET] Teacher: You are not talking. Teacher: Telling me I'm going too fast is different than saying that you don't understand. Teacher: So the very first one was three-fourths.",1 1356,Student: [Inaudible] Teacher: Uh-uh. Teacher: Please don't do that. [TARGET]Teacher: Pick up all that.[/TARGET] Teacher: How are we doing over here? Student: Good. Teacher: Thumbs up here or down?,1 1357,"Student: [Inaudible] Teacher: Well those are the fractions - Student: It says, ""What fraction of students?"" [TARGET]Teacher: Was out of the classroom.[/TARGET] Teacher: So three-eighths of them were at recess and one-fourth were in the library. Teacher: Excuse me. Teacher: Student B.",0 1358,"Student: [Inaudible] Teacher: What's going on in here today? Student: [Inaudible] [TARGET]Teacher: Student I, bring your desk next to Student T. Student, could you work with Student T and Student I please?[/TARGET] Teacher: [Crosstalk] Student: So do we cross it out? Teacher: No.",1 1359,"Student: [Inaudible] Teacher: Yeah, but you have to give me a fraction of what's left. Teacher: Get that off. [TARGET]Teacher: You don't need that on right now.[/TARGET] Teacher: [Crosstalk] Teacher: No, we have to wait till this is over. Student: I can't.",1 1360,"Student: [Inaudible] Teacher: Yep, whichever one you want. Teacher: Let me see what you've got. [TARGET]Teacher: Let me look at your paper, darling.[/TARGET] Teacher: Draw this one. Teacher: Okay, Student J is gonna draw one. Teacher: You have to hold the paper.",0 1361,Student: [Inaudible] Teacher: Yep. Teacher: Can you do one? [TARGET]Teacher: Who's done another one?[/TARGET] Student: I got another idea. Student: I did one. Student: [Crosstalk],0 1362,Student: [Inaudible] Teacher: Yes you are. Teacher: I keep telling you that. [TARGET]Teacher: But you don't want to listen to me.[/TARGET] Teacher: [End of Tape],1 1363,"Student: [Inaudible] Teacher: Yes, Student O. Student: She took my [inaudible] [TARGET]Teacher: All right, that happens.[/TARGET] Teacher: Okay. Teacher: Now I love how everybody is paying attention right now. Teacher: I'm gonna write something here.",0 1364,"Student: [Inaudible] Teacher: Yes. Teacher: If you were in the group on the floor with me, come to your desk. [TARGET]Teacher: Can you back your desk up please?[/TARGET] Teacher: Quickly, Student J. Teacher: [Crosstalk among students] Teacher: Pick up all of your belongings.",1 1365,"Student: [Inaudible] Teacher: Yes. Teacher: You already have it written out? [TARGET]Teacher: Number one, we keep our hands, feet, and objects to ourselves.[/TARGET] Student: He punched me first. Teacher: Number two. Student: It's not my fault.",1 1366,"Student: [Inaudible] Teacher: You can write it on that sheet. Student: [Inaudible] [TARGET]Teacher: [Inaudible] Pick it up and focus.[/TARGET] Student: [Inaudible] Teacher: Great job, Student J. Teacher: Good job over here.",1 1367,"Student: [Inaudible] Teacher: You did, Student L? Student: Not me. [TARGET]Teacher: Are you ready to listen?[/TARGET] Student: I have a problem. Teacher: You have a problem. Teacher: With adding the fractions?",1 1368,Student: [Inaudible] Teacher: You guys have to get to Teacher's room. Teacher: I've actually held you over kind of long. [TARGET]Teacher: It's not fair to her kids.[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: You guys need to make sure your names are on these.,0 1369,"Student: [Inaudible] Teacher: You know where my pencils are. Teacher: [Crosstalk] [TARGET]Teacher: I want to see you working with - excellent.[/TARGET] Teacher: [Crosstalk] Teacher: Do you want to work with Student T? Teacher: Student T, come up and work with Student S please.",0 1370,"Student: [Inaudible] Teacher: [Do we] need to relax? Teacher: He just needs his own space, 'cause if he doesn't sit by himself, then he talks all day long. [TARGET]Teacher: Like, yeah, he needs [inaudible].[/TARGET] Teacher: Yeah. Teacher: [Laughter] Teacher: No, I gave him, like six warnings, and then I finally moved him.",1 1371,"Student: [Inaudible] because we have a really good newspaper [inaudible], so we don't want to - Student: Please don't let - Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, I'm not going - I can't control what they do. Student: Okay, could you tell them, please? Student: I have an idea.",1 1372,"Student: [Inaudible] but different. Teacher: Just different numbers, right? Teacher: So we're - yes. [TARGET]Teacher: Shh.[/TARGET] Teacher: Yes. Teacher: I'll get that later, okay? Teacher: All right, Teacher T is ready, all right?",1 1373,"Student: [Inaudible] clipboard [inaudible]. Teacher: Okay. Teacher: Thumbs up if you say this is a polygon. [TARGET]Teacher: Student F, you're not participating.[/TARGET] Teacher: Thumbs up if you say it's a polygon. Teacher: Thumbs down if you say it's not. Teacher: Student A, I need to see thumbs up, or thumbs down.",1 1374,"Student: [Inaudible] denominator [inaudible]. Student: [Inaudible]. Teacher: All right who ... who can do the next one from least to greatest? [TARGET]Teacher: Student K.[/TARGET] Student: Oh. Teacher: Oh, you didn't call on me. Student: [Inaudible].",1 1375,"Student: [Inaudible] do [inaudible]. Teacher: Okay, I'm going to wait. Teacher: I'm going to wait 'til everybody's listening. [TARGET]Teacher: Waiting.[/TARGET] Student: [Laughter]. Teacher: Still waiting. Student: [Inaudible].",1 1376,"Student: [Inaudible] extra paper [inaudible]. Teacher: Okay. Student: Student C. [TARGET]Teacher: Okay, so Student M - no, Student A.[/TARGET] Teacher: You have some things to clean up, there. Student: Yeah, I know. Teacher: - by my spray.",1 1377,"Student: [Inaudible] is not right. Teacher: Student G. Student: This is hard. [TARGET]Teacher: Student G. Excuse me?[/TARGET] Student: Nothing. Student: [Students working on problem]. Teacher: Make corrections, Student T. And Student G, if you're done, what do you suppose you could do after that?",1 1378,"Student: [Inaudible] make an equivalent, and I got three one sixths, and I got it. Student: I agree. Teacher: You all are talking at one time and it's starting to irritate me. [TARGET]Teacher: Student N is the person who is talking now.[/TARGET] Teacher: Let him finish and I'll get to the rest of you. Student: I got two sixths - no, I got - yeah, that's right. Teacher: So now do you understand that this is right?",1 1379,"Student: [Inaudible] marker? Teacher: Yes. Teacher: If you finish, make sure you used the right operation for Number 2. [TARGET]Teacher: Don't just sit there.[/TARGET] Teacher: You need to be thinking. Teacher: All right. Teacher: Let's look at Number 1.",1 1380,"Student: [Inaudible] my glasses [inaudible]. Teacher: Right now? Student: Kind of, but I can get it [inaudible]. [TARGET]Teacher: Okay, I just hate for you to take time away from your independent work.[/TARGET] Teacher: Okay, what was that other fancy word that was a new word that we [inaudible] vocabulary? Student: Corresponding. Teacher: Yeah, corresponding.",1 1381,"Student: [Inaudible] my textbook? Teacher: No, because we're going to work on the morning work first, since you guys were out with Teacher B. Teacher: Student V and Student L, you're circles. [TARGET]Teacher: You should be over here with me.[/TARGET] Student: [Inaudible]. Teacher: Did you look on the board to make sure. Student: [Inaudible].",1 1382,"Student: [Inaudible] plain piece of paper? Teacher: No. Teacher: You're using this paper, right here. [TARGET]Teacher: If you need to do any work, you can put it on this paper as well, okay?[/TARGET] Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time. Teacher: On your real MCAS, remember, you won't have a time. Teacher: There won't be a time limit.",0 1383,"Student: [Inaudible] restaurant. Teacher: You're making a graph. Student: Pizza restaurant. [TARGET]Teacher: Student M, have a seat.[/TARGET] Teacher: Student G, what chapter are you on? Student: [Inaudible]. Teacher: Are you working on it?",1 1384,Student: [Inaudible] right here. Teacher: Yes. Teacher: And then draw the line and write one half. [TARGET]Teacher: Shhh.[/TARGET] Teacher: And I need everybody's attention. Teacher: Stop. Teacher: Stop.,1 1385,"Student: [Inaudible] six, it takes five-sixths, or [inaudible] the whole number, and - Teacher: Hold on. Teacher: Hold on. [TARGET]Teacher: Hold on.[/TARGET] Teacher: I hear way too much talking, and I see a lot of people confused. Teacher: What is the problem, Student A, and Student A and Student I? Student: What?",1 1386,Student: [Inaudible] the dry eraser. Teacher: You need a dry eraser. Teacher: Can you catch? [TARGET]Teacher: I'm just kidding.[/TARGET] Teacher: I know you can catch. Student: Ow. Teacher: That didn't hurt.,0 1387,Student: [Inaudible] those markers? Teacher: No. Teacher: It's a lot easier to see if you use a crayon. [TARGET]Teacher: Then your pencil lines don't get mixed up with the grid paper.[/TARGET] Student: I need a ruler. Teacher: You can go get a ruler. Teacher: You know where they are.,0 1388,"Student: [Inaudible] twelve. Teacher: [Inaudible] twelve, so if you put six here. Teacher: Okay, six plus three would be nine, but does it [inaudible] adding instead of subtracting. [TARGET]Teacher: Okay, put these away.[/TARGET] Student: [Inaudible]. Teacher: Yes, you need your textbook open to page 246. Teacher: [Students getting out textbooks].",1 1389,"Student: [Inaudible] watched it. Teacher: She watched them last time, because your behavior was so poor. Student: Oh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Sit in your chair. Teacher: Now listen. Teacher: The person with the white board -",1 1390,"Student: [Inaudible] zero, one and two, right? Student: [Inaudible] this? Teacher: Student R, sit down and listen to directions. [TARGET]Teacher: You get one set of ... put it on the floor.[/TARGET] Teacher: [Silence]. Teacher: You're not allowed to do [inaudible] when you're supposed to be listening. Teacher: You get one set of these cards for your table, okay?",1 1391,"Student: [Inaudible] - shapes - [inaudible] - is a trapezoid. Teacher: Okay, Student B. I'm sorry. Teacher: When I'm talking to one group, I'm hearing a lot of other little conversations. [TARGET]Teacher: I need your voices off.[/TARGET] Teacher: Okay so Student S was saying that Student A and Student S, their shapes have parallel sides. Teacher: Although they are what? Multiple Students: Different shapes.",1 1392,"Student: [Inaudible], because all the other [inaudible]. Student: [Crosstalk] Teacher: I'm sorry. [TARGET]Teacher: Student M, would you like to come sit over here beside me?[/TARGET] Teacher: I didn't think so. Teacher: [Crosstalk] Teacher: You can [write] on the back.",1 1393,"Student: [Inaudible]. Student: But then we realized that [Inaudible]. Teacher: Excuse me. [TARGET]Teacher: I asked you to let her watch up here, okay?[/TARGET] Teacher: What? Teacher: But I'm asking you to do that because you're talking and then they cannot hear the people who are telling us what they did. Teacher: Okay?",1 1394,"Student: [Inaudible]. Student: I don't know. Teacher: Well, keep working, then. [TARGET]Teacher: Student M is snapping away.[/TARGET] Teacher: [Students working on problem]. Student: No, she's eating them. Teacher: [Laughter].",1 1395,"Student: [Inaudible]. Student: I thought it was hollow. Student: The motorcycle? [TARGET]Teacher: Yeah, the motorcycle shouldn't be on there.[/TARGET] Student: I told you. Teacher: Cars are about a ton. Teacher: All right, so just cross out that motorcycle one.",0 1396,"Student: [Inaudible]. Student: Like, he keeps on bothering me. Student: Yeah, he keeps talking. [TARGET]Teacher: Okay, you need to be quiet so your friends can work.[/TARGET] Teacher: All right, go to number eight and do the next - list the factors of sixteen and twenty. Teacher: Find the greatest common factor. Student: [Inaudible].",1 1397,"Student: [Inaudible]. Student: Ooh, I have an extra one? Teacher: You all set? [TARGET]Teacher: Shh.[/TARGET] Teacher: Clap once if you can hear my voice. Teacher: [Clapping]. Teacher: I'm sorry.",1 1398,"Student: [Inaudible]. Student: Right there. Teacher: This is the ones. [TARGET]Teacher: Okay, shh.[/TARGET] Teacher: Now Student A. Teacher: Down under. Multiple Students: [Crosstalk].",1 1399,"Student: [Inaudible]. Student: Shut up, Student T. Teacher: It's not your business right now. [TARGET]Teacher: Sit down here.[/TARGET] Teacher: I didn't ask you to go out. Teacher: That's somebody's art piece. Teacher: [Crosstalk]",1 1400,"Student: [Inaudible]. Student: What is this? Teacher: Okay. [TARGET]Teacher: Go sit down and try to work with Student N.[/TARGET] Student: Which group is this, this one? Teacher: Huh? Student: Which group is this one?",1 1401,"Student: [Inaudible]. Student: You've got to reduce the problem, reduce the fraction [inaudible]. Teacher: Now you follow all the steps. [TARGET]Teacher: A will make sure that everybody follows the steps 1, 2, 3 to the final answer.[/TARGET] Teacher: So let's move on with the steps. Teacher: You were doing question 6, 7 and 8. Teacher: [Crosstalk]",0 1402,"Student: [Inaudible]. Student: [Crosstalk] Teacher: Please stop. [TARGET]Teacher: Just look.[/TARGET] Teacher: I'm sorry, Student S, I'm sorry to interrupt you. Teacher: People are writing and some people are talking. Teacher: If Student S is taking the time to put her work up there for us to talk about, let's check what we did.",1 1403,"Student: [Inaudible]. Student: [Inaudible]. Teacher: All right. [TARGET]Teacher: Shh.[/TARGET] Teacher: Refocus, please. Teacher: We're here. Teacher: I don't want an answer.",1 1404,Student: [Inaudible]. Student: [Inaudible]. Teacher: Not yet. [TARGET]Teacher: Just wait.[/TARGET] Teacher: Wait please. Student: What's number eleven? Teacher: They can wait.,1 1405,"Student: [Inaudible]. Student: [Inaudible]. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: I'll wait. Teacher: Student J, you're keeping us from our proceedings.",1 1406,"Student: [Inaudible]. Teacher: - apply four-sixths - listen to what I'm saying - Student: [Inaudible]. [TARGET]Teacher: - before you start acting like this.[/TARGET] Teacher: Find four-sixths on the circles. Student: Okay, now [inaudible]. Teacher: Okay, now find six-eighths on the circles.",1 1407,"Student: [Inaudible]. Teacher: - fractions. Teacher: Except this time ... this time ... this time you're going to use them ... the fraction bars - again, Student T. The rest of you who are taking them out. [TARGET]Teacher: When Teacher C passes them out, and asks you not to take them out, this is why.[/TARGET] Teacher: Because you're not putting it back in. Teacher: You're not paying attention to me. Teacher: Put it back in.",1 1408,"Student: [Inaudible]. Teacher: A little bit louder. Student: [Inaudible]. [TARGET]Teacher: Do you want to switch over to Student C's desk?[/TARGET] Teacher: Anybody else? Teacher: Capacity? Teacher: Sitting up, please.",1 1409,"Student: [Inaudible]. Teacher: A zero. Teacher: There you go. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Good. Teacher: Come on, now. Teacher: It looks like you're on the right track.",1 1410,"Student: [Inaudible]. Teacher: All right, Student F, Student J, Student J. Student: [Inaudible]. [TARGET]Teacher: Sit down.[/TARGET] Student: But we're doing our work. Student: We're on the third one. Teacher: Okay, hold on a second and think about what I see when I look up and I see Student F flitting around over here and I don't know why Student J is up there and I don't see you working.",1 1411,"Student: [Inaudible]. Teacher: All right, now how did you show it? Student: [Inaudible]. [TARGET]Teacher: Sh.[/TARGET] Teacher: Okay. Teacher: So you're not supposed to multiply this? Student: No.",1 1412,"Student: [Inaudible]. Teacher: All right. Teacher: Shh. [TARGET]Teacher: Refocus, please.[/TARGET] Teacher: We're here. Teacher: I don't want an answer. Teacher: I want you to tell me is this- if we were to answer it, do you think ... do you think that the answer will be close to zero, closer to one, or closer to two when we add these together?",1 1413,"Student: [Inaudible]. Teacher: At the bottom, because it's 8 rows or 10. Teacher: I'll show you in a minute. [TARGET]Teacher: Let's try this one.[/TARGET] Teacher: Look up here. Teacher: This one was a little tricky because I put 1 and that gets kind of crowded. Teacher: It's 10, 22 times 10, 20, 31.",0 1414,Student: [Inaudible]. Teacher: Because what? Student: Because the numerator is- [TARGET]Teacher: Speak up.[/TARGET] Teacher: The numerator is what? Student: The numerator is bigger than the denominator. Teacher: The numerator is larger than the denominator.,1 1415,"Student: [Inaudible]. Teacher: But that would cause you to get out of your seat or have to shout. Teacher: Remember, I said no movement today, which is different than normal. [TARGET]Teacher: No.[/TARGET] Teacher: Student C, I know you know how to do this. Teacher: I want to see you do it by yourself today. Teacher: You have 11 and 16.",1 1416,"Student: [Inaudible]. Teacher: But what makes them parallel? Teacher: What's the definition? [TARGET]Teacher: Student D, put it away and keep your fingers still.[/TARGET] Teacher: What are parallel lines? Teacher: Draw a set on the board. Teacher: Okay.",1 1417,"Student: [Inaudible]. Teacher: But you have to turn it into a graph. Teacher: It's 18 people. [TARGET]Teacher: So now you may get up, and move, and gather information quietly.[/TARGET] Teacher: [Students talking with each other]. Teacher: [Inaudible]. Teacher: Okay.",0 1418,"Student: [Inaudible]. Teacher: Can you sit still? Teacher: Now speak. [TARGET]Teacher: Look up.[/TARGET] Student: I think she should underestimate, because if she overestimates, she might have less than she thinks. Teacher: You think she should underestimate? Teacher: Why?",1 1419,Student: [Inaudible]. Teacher: Did they vote you? Student: No. [TARGET]Teacher: Who's doing it?[/TARGET] Student: She was - Teacher: Student C. Student: She was writing it.,0 1420,"Student: [Inaudible]. Teacher: Distance. Student: [Inaudible]. [TARGET]Teacher: Student F, [inaudible] off the chair.[/TARGET] Student: [Inaudible]. Teacher: This distance around the object or the sum of all the sides. Teacher: Do you know what sum is?",1 1421,Student: [Inaudible]. Teacher: Don't - don't. Teacher: I'm gonna give you another hint and then you can guess again. [TARGET]Teacher: You can't call out.[/TARGET] Student: [Inaudible]. Teacher: Thank you. Teacher: Can you take your seat now.,1 1422,"Student: [Inaudible]. Teacher: Excuse me. Student: [Inaudible] - shapes - [inaudible] - is a trapezoid. [TARGET]Teacher: Okay, Student B. I'm sorry.[/TARGET] Teacher: When I'm talking to one group, I'm hearing a lot of other little conversations. Teacher: I need your voices off. Teacher: Okay so Student S was saying that Student A and Student S, their shapes have parallel sides.",1 1423,Student: [Inaudible]. Teacher: Excuse me. Teacher: All eyes here. [TARGET]Teacher: Mouths are closed.[/TARGET] Student: What we did was we - Teacher: Sh. Teacher: Sh.,1 1424,"Student: [Inaudible]. Teacher: Five plus five equals ten. Teacher: Okay. [TARGET]Teacher: Go on to part B, now.[/TARGET] Teacher: Let's go. Teacher: Yes? Teacher: Hurry up.",0 1425,"Student: [Inaudible]. Teacher: Five, four, three. Teacher: I still have people walking around. [TARGET]Teacher: You need to be in your seat.[/TARGET] Teacher: Can I help you? Student: [Inaudible]. Teacher: No.",1 1426,"Student: [Inaudible]. Teacher: Great job. Teacher: It's important that they're telling you, show or explain how you got your answer. [TARGET]Teacher: Let's move on to part B.[/TARGET] Teacher: Part B says, ""What is the total number of blocks needed to balance six balls?"" Show, or explain how you got your answer. Teacher: What's important in that statement? Teacher: Let's have some new hands.",0 1427,"Student: [Inaudible]. Teacher: Hmm? Student: [Inaudible]. [TARGET]Teacher: I don't know.[/TARGET] Teacher: They - I had nothing to do with any of this. Teacher: And I'm not saying that to be mean. Teacher: I'm saying, I just didn't - she made this promise to people.",0 1428,"Student: [Inaudible]. Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you. Teacher: Student M, stop talking while he's talking. [TARGET]Teacher: Can you turn around completely with your back off the wall?[/TARGET] Teacher: Move to the side so you can see. Student: [Inaudible]. Teacher: I can do this in my head.",1 1429,Student: [Inaudible]. Teacher: Huh? Student: [Inaudible]. [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: I just need right now how many people chose [inaudible]. Student: Six. Student: Seven.,0 1430,"Student: [Inaudible]. Teacher: I can't hear him. Teacher: Student R, would you repeat that? [TARGET]Teacher: Student J, go back to your seat.[/TARGET] Teacher: It's not working. Teacher: Student R, what did you use here, what attribute? Student: An obtuse, right, and an acute angle.",1 1431,"Student: [Inaudible]. Teacher: I can't see what you took off because everything is still there. Student: I put these three there. [TARGET]Teacher: Okay, so take it off.[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: Now I see.",0 1432,Student: [Inaudible]. Teacher: I don't know. Teacher: Find out what it is. [TARGET]Teacher: We're going to do this one now.[/TARGET] Student: It's 87. Teacher: Did you solve that? Student: It's 87.,0 1433,"Student: [Inaudible]. Teacher: I don't know. Teacher: They - I had nothing to do with any of this. [TARGET]Teacher: And I'm not saying that to be mean.[/TARGET] Teacher: I'm saying, I just didn't - she made this promise to people. Teacher: They made the passes out. Teacher: They never told us what to do with them when you came in.",0 1434,"Student: [Inaudible]. Teacher: I gave you that sheet. Teacher: [Students working on problem]. [TARGET]Teacher: I see Student A's thinking like me.[/TARGET] Student: Hey, you can't cheat. Teacher: Why can't - well, he's not cheating. Teacher: [Students working on problem].",0 1435,"Student: [Inaudible]. Teacher: I need Student Z and Student R. I need Student C and Student K. Student V, you can be with Student J. Student: I'm right here. [TARGET]Teacher: And, Student K, you will be with Student L. You're with Student L.[/TARGET] Teacher: All right. Student: Could you cut this off? Teacher: Nope.",0 1436,"Student: [Inaudible]. Teacher: I will take questions at the end. Teacher: How many 7s in 42? [TARGET]Teacher: Just join us for the [inaudible].[/TARGET] Teacher: Number 8 - excuse me, number 6, how many 3s in 21? Teacher: Number 6, how many 3s in 21? Teacher: Join us at number 6, and if you need some repeated we'll go back at the end.",0 1437,"Student: [Inaudible]. Teacher: I'm going to look for those that need to come up. Teacher: Remember, we have one lap. [TARGET]Teacher: Don't make it any more.[/TARGET] Teacher: There sure is a lot of talking going on. Teacher: All right. Teacher: 414 times 10.",1 1438,"Student: [Inaudible]. Teacher: Is it because I'm over there or because I moved? Student: [Inaudible]. [TARGET]Teacher: You blocked your ears.[/TARGET] Teacher: Okay. Teacher: So, what I said, Student B - this says you're gonna be able to take a number. Teacher: If the number is, say, 90, you're gonna be able to look at a rectangle that has numbers around it and match it to the 90.",1 1439,"Student: [Inaudible]. Teacher: It's okay, Student C. Just start as soon as you're ready. Multiple Students: [Multiple comments] [TARGET]Teacher: If you finish, do not shout out [inaudible].[/TARGET] Teacher: Just turn your paper over. Teacher: If you finish, just turn your paper over. Multiple Students: [Multiple comments]",1 1440,Student: [Inaudible]. Teacher: It's a decimal. Student: Eight doesn't have a right answer. [TARGET]Teacher: Can you talk it out?[/TARGET] Teacher: Keep talking it out. Student: It's thousandths. Student: It's supposed to be a decimal.,1 1441,"Student: [Inaudible]. Teacher: It's actually another kind of scale. Teacher: [Crosstalk] [TARGET]Teacher: I'm gonna wait.[/TARGET] Teacher: I'm gonna wait. Teacher: You're on camera, by the way, just to let you know. Teacher: This is a balance scale.",1 1442,"Student: [Inaudible]. Teacher: It's now ten-twelfths. Student: Oh. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Ten and twelve-ninths. Student: And then you got to - Teacher: Okay, let's look at it one more time before we keep on.",0 1443,"Student: [Inaudible]. Teacher: It's time to share. Teacher: Excuse me. [TARGET]Teacher: It's time to share.[/TARGET] Teacher: Student C, we're not doing that. Teacher: We're sharing. Teacher: One.",0 1444,"Student: [Inaudible]. Teacher: I'll wait. Teacher: Listen. [TARGET]Teacher: You already - student R and Student B, stop.[/TARGET] Teacher: Everybody stop. Teacher: I'm ready to tell - now stop. Teacher: You already gathered your information, right?",1 1445,Student: [Inaudible]. Teacher: I'm asking. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Student: Teacher M? Teacher: What is it that you say? Teacher: You said they were equal.,1 1446,"Student: [Inaudible]. Teacher: Just put it on the floor. Teacher: [Cough]. [TARGET]Teacher: You three, sit over here.[/TARGET] Teacher: Student J, come sit right here. Teacher: Student A sit in Student R's seat, and Student M come sit right here, please. Teacher: It's just easier if I've got three tables instead of two.",0 1447,"Student: [Inaudible]. Teacher: Last row please, Student M. Student: [Inaudible]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: If you have a question, you raise your hand. Student: 2 divided by 14 is 2. Student: I mean 7.",1 1448,"Student: [Inaudible]. Teacher: Look out, Student A. Teacher: Teacher H is going to come sit on top of you. [TARGET]Teacher: It's going to be improper.[/TARGET] Teacher: Okay, it's an improper fraction when the big guys is on top of the little guy. Teacher: ""Here's a fraction where the top number is larger than the bottom number. Teacher: It's called an improper fraction.",0 1449,"Student: [Inaudible]. Teacher: Markers and boards. Teacher: We've already gone over do not call me if you want to tattle tale. [TARGET]Teacher: If the person is doing something to you that you have to go to the nurse for, let me know.[/TARGET] Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. Teacher: Raise your hand if the marker is not doing what you need it to do. Teacher: Yes?",1 1450,Student: [Inaudible]. Teacher: Mm? Teacher: [Silence]. [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Anybody else [inaudible]? Teacher: [Inaudible] last [inaudible]. Teacher: Number.,0 1451,"Student: [Inaudible]. Teacher: No, not yet. Student: Nine hundred? [TARGET]Teacher: No, continue what you're doing please.[/TARGET] Teacher: Student J, sit down. Teacher: Student J, sit down. Teacher: Everybody look at the board and see what he's doing.",0 1452,"Student: [Inaudible]. Teacher: No, you're not. Teacher: I'm assigning who the person it. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Then that's how you check and you figure out who is right. Teacher: You don't just argue over who, ""I think this one's right. Teacher: I think this one's right."" Okay?",1 1453,Student: [Inaudible]. Teacher: No. Teacher: You're interested in one of the five groups. [TARGET]Teacher: Don't touch the other ones.[/TARGET] Teacher: How many are in one of the five groups? Student: Seven. Student: [Crosstalk],1 1454,Student: [Inaudible]. Teacher: Not yet. Teacher: Just wait. [TARGET]Teacher: Wait please.[/TARGET] Student: What's number eleven? Teacher: They can wait. Teacher: What is -,1 1455,"Student: [Inaudible]. Teacher: Oh, that's cool. Teacher: Yeah, that's really nice. [TARGET]Teacher: All right let's lay it back.[/TARGET] Teacher: I am keeping it. Teacher: Okay, so - Student: [Inaudible].",0 1456,"Student: [Inaudible]. Teacher: Oh. Teacher: I thought you said Student M. Go ahead. [TARGET]Teacher: Student A, Student D, go stand behind the chair.[/TARGET] Teacher: Student C, Student S, why aren't you up here? Student: Because I have a clock. Student: You told me to go sit down.",1 1457,"Student: [Inaudible]. Teacher: Oh. Teacher: That would be good. [TARGET]Teacher: You might want to suggest that to Ms. T. Let me ask again as we wrap this up, when do you think you will ever use this in your own life?[/TARGET] Teacher: Give me an example, please. Teacher: On your pizzas? Teacher: Very good.",0 1458,"Student: [Inaudible]. Teacher: Okay, I want to see - I know there's a group of three. Teacher: That's it. [TARGET]Teacher: I think - [cough].[/TARGET] Teacher: Hold on a minute. Teacher: Can I get your attention so you know what is it that you're going to do? Teacher: Student A?",0 1459,"Student: [Inaudible]. Teacher: Okay, do you think two-thirds is bigger? Student: No, four-sixths and two-thirds - [TARGET]Teacher: Shh.[/TARGET] Student: Shh. Student: Shh. Student: Shh.",1 1460,"Student: [Inaudible]. Teacher: Okay, so what you need to do is stop goofing around and start paying attention, okay? Teacher: Because this is about five times that I've noticed you talking to Student S and you know what? [TARGET]Teacher: She probably didn't hear what I said either because you were disturbing her.[/TARGET] Teacher: So it doesn't just affect you. Teacher: It affects people around you. Teacher: Alright, good.",1 1461,"Student: [Inaudible]. Teacher: Okay, that's - you cannot do that. Teacher: Do you understand me? [TARGET]Teacher: That's cheating.[/TARGET] Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six. Multiple Students: Yes. Teacher: Here we go.",1 1462,"Student: [Inaudible]. Teacher: Okay, what's the easy way? Teacher: Hold on. [TARGET]Teacher: Student E, don't pack up.[/TARGET] Student: Like I do ten times eight is 80, and then seven times twelve is 84, so that one's bigger. Student: Oh, he's cross-multiplying. Teacher: Okay, so ... explain this.",1 1463,"Student: [Inaudible]. Teacher: Okay, you're working in groups. Teacher: I need you all two to move down. [TARGET]Teacher: You're working in groups.[/TARGET] Teacher: Student S, move up. Teacher: Get your data [inaudible] book. Teacher: Don't you see the camera is on, Student S?",0 1464,Student: [Inaudible]. Teacher: Okay. Student: Nothing's erased because you did it and I wrote it back. [TARGET]Teacher: Let's sit down.[/TARGET] Teacher: I'm pretty sure if we're getting up at al - let's just stay focused on our math. Teacher: There should be no reason to even stand up and see what's happening. Student: You're believing the liars?,1 1465,"Student: [Inaudible]. Teacher: Okay. Teacher: Do you have it done, Student J? [TARGET]Teacher: Don't touch that.[/TARGET] Teacher: [Whispering]. Teacher: Put your name on it. Teacher: [Inaudible] already.",1 1466,"Student: [Inaudible]. Teacher: Okay. Teacher: I'm going to give you your own balance, and some pawns. [TARGET]Teacher: In your baggie of pawns you're going to find some green numbered cubes - Student W, this is the time for you to stop drawing, so you can listen, because this is the instructions.[/TARGET] Teacher: These are the instructions. Teacher: You're going to have some green cubes, and some red cubes. Teacher: And you're going to have some blue pawns and some white pawns.",1 1467,"Student: [Inaudible]. Teacher: Okay. Teacher: So you decide. [TARGET]Teacher: One person.[/TARGET] Teacher: Student C, stay focused. Teacher: Now you decide what type of graph you're going to do. Teacher: Decide what type of graph you're going to do.",0 1468,Student: [Inaudible]. Teacher: Okay. Teacher: We do understand that we're being filmed and that you have a microphone actually very close to you. [TARGET]Teacher: So we have a choice to actually turn around and participate in the lesson or I'm gonna have to ask you to leave.[/TARGET] Teacher: We have to make a choice. Teacher: So we shouldn't be turned around to the people behind us to see what's going on. Teacher: Okay?,1 1469,"Student: [Inaudible]. Teacher: Okay. Teacher: What did you think? [TARGET]Teacher: Why are you not in a chair, hon?[/TARGET] Student: I don't want to be in one. Teacher: All right. Teacher: So what are you doing to help him?",1 1470,Student: [Inaudible]. Teacher: Perfect. Teacher: Absolutely perfect. [TARGET]Teacher: Go on to part B.[/TARGET] Teacher: Perfect. Teacher: Perfect. Student: [Inaudible].,0 1471,"Student: [Inaudible]. Teacher: Plus 20, plus four. Teacher: Thumbs up when you've got - put the shirt on boy. [TARGET]Teacher: You can't be naked in front of my cameras.[/TARGET] Teacher: Shh. Teacher: Now what do we do with 28? Teacher: Where does 28 go?",1 1472,Student: [Inaudible]. Teacher: Right here. Teacher: Stop fooling around please. [TARGET]Teacher: I want you to sit here.[/TARGET] Teacher: You can get that chair if you want to. Teacher: Let's go. Teacher: You don't have to do this [inaudible].,1 1473,"Student: [Inaudible]. Teacher: Same thing. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: So what do we do, now? Teacher: Student E, what do I do? Student: Add them.",1 1474,"Student: [Inaudible]. Teacher: Seventy-five times two, what is it? Teacher: Is it - let Student X help. [TARGET]Teacher: You sit down.[/TARGET] Teacher: [Crosstalk] Teacher: Sit down. Teacher: Sit down please.",1 1475,"Student: [Inaudible]. Teacher: Sh! Teacher: I don't care where you put it. [TARGET]Teacher: Just put it now.[/TARGET] Teacher: Student J, you're taking too long doing that. Teacher: I'm not waiting. Teacher: I need to see everyone with that number in a box.",1 1476,"Student: [Inaudible]. Teacher: Shh. Teacher: Don't be impolite. [TARGET]Teacher: Stop making noises.[/TARGET] Teacher: Okay. Teacher: What is my formula for a triangle, Student B? Student: Base times height.",1 1477,"Student: [Inaudible]. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: I'll wait. Teacher: Student J, you're keeping us from our proceedings. Student: [Inaudible].",1 1478,"Student: [Inaudible]. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student L, clean that up. Teacher: Student L, paper on the floor. Teacher: Student D, Student T, Student R, and Student J.",1 1479,"Student: [Inaudible]. Teacher: Shh. Teacher: Student L, hang on. [TARGET]Teacher: Hang on.[/TARGET] Student: [Inaudible]. Teacher: Shh. Teacher: I've got - I found glue that works, so your glue works on here.",1 1480,Student: [Inaudible]. Teacher: So this is the whole [Inaudible]. Multiple Students: [Inaudible]. [TARGET]Teacher: Sh![/TARGET] Teacher: Lower the volume. Teacher: Lower the volume. Teacher: All right.,1 1481,Student: [Inaudible]. Teacher: So watch this. Teacher: [Inaudible] we do. [TARGET]Teacher: I'm going to give you two problems.[/TARGET] Teacher: I want you to write it down. Teacher: Follow the steps in this order. Teacher: Parenthesis.,0 1482,"Student: [Inaudible]. Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now. Student: But he keeps [inaudible] at me. [TARGET]Teacher: Give me a thumbs-up task manager, if your group is ready.[/TARGET] Teacher: Task manager. Teacher: Team two is ready. Teacher: Who is the task manager, over here?",0 1483,"Student: [Inaudible]. Teacher: Student C, [inaudible]. Teacher: [Inaudible] camera [inaudible]. [TARGET]Teacher: Student M, [inaudible].[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Multiple Students: [Whistling sound].",0 1484,"Student: [Inaudible]. Teacher: Student D, what are you doing? Student: [Inaudible]. [TARGET]Teacher: Well, it doesn't start.[/TARGET] Teacher: It's a group [inaudible]. Student: [Inaudible]. Teacher: Student R, we already - see Student R, you are wrong.",0 1485,"Student: [Inaudible]. Teacher: Student L, I do not want people calling my name and holding a book up, like that. Teacher: I don't want that. [TARGET]Teacher: Okay, do not do that, please.[/TARGET] Teacher: If I come around and I check on somebody that doesn't mean that I want other people to run over to me and show me. Teacher: If you want to know if you did this right, you'll pay attention when we talk about it, okay? Teacher: That's where you'll get confirmation about what you did.",1 1486,"Student: [Inaudible]. Teacher: Student P, we don't laugh. Teacher: Flip your card. [TARGET]Teacher: We don't laugh at other people.[/TARGET] Teacher: It's absolutely okay to make mistakes or say they don't know. Teacher: Teacher doesn't know anything. Teacher: Look at all these hands.",1 1487,"Student: [Inaudible]. Teacher: Student R knows more than me lately in terms of absences in this classroom. Student: She told me. [TARGET]Teacher: You should have told me, Student K, because then I could have given you some work so that you didn't have so much work coming back to school.[/TARGET] Teacher: You've got to make that up over the weekend for me, okay. Teacher: You have a long weekend. Teacher: So do you think you'll have time to do it?",1 1488,"Student: [Inaudible]. Teacher: Student R, we already - see Student R, you are wrong. Teacher: [Inaudible] and you were not here. [TARGET]Teacher: They already got the data.[/TARGET] Teacher: How many people chose cakes? Teacher: Cookies? Teacher: And all of that.",0 1489,"Student: [Inaudible]. Teacher: Student S is speaking. Teacher: You need to be listening. [TARGET]Teacher: Go ahead, please.[/TARGET] Student: Um, we [inaudible] form, dividing it like, into it's smallest number to make it like, smaller. Student: And that's how it's in it's simplest form, is to make it smaller by dividing it. Teacher: Okay.",0 1490,"Student: [Inaudible]. Teacher: Student S. Hold on a second. Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated. [TARGET]Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation.[/TARGET] Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them. Teacher: Don't tell me. Teacher: Just ignore them and I will find the person breaking the rule.",1 1491,"Student: [Inaudible]. Teacher: Student S. Okay, let's think about this. Teacher: Wait. [TARGET]Teacher: Girls, don't glue anything.[/TARGET] Student: [Inaudible]. Teacher: Okay, shh. Teacher: Everybody look up here.",1 1492,"Student: [Inaudible]. Teacher: Supposed to have had it. Student: I don't want to do homework now. [TARGET]Teacher: Let's do it now since you finished your math.[/TARGET] Teacher: Did you write 172 here? Teacher: Did you? Teacher: How do we break this number, 29 times 6?",0 1493,"Student: [Inaudible]. Teacher: Teacher P is not in there? Teacher: Okay, go ahead and go to Teacher G. Close the door. [TARGET]Teacher: Student I, honey, can you please put your reading book away?[/TARGET] Teacher: I don't know why that is out right now. Teacher: Come on, you can do it. Teacher: All right, number one.",1 1494,"Student: [Inaudible]. Teacher: Ten is in one group. Teacher: How many is in two groups? [TARGET]Teacher: Didn't I say not to play with them like that?[/TARGET] Teacher: We're not gonna stack them and we're not gonna flip them or twirl them, okay. Student: Got it. Teacher: If there's ten in one group then there's ten in another group.",1 1495,"Student: [Inaudible]. Teacher: That's rude. Teacher: Student J, your common denominator's ten. [TARGET]Teacher: Student J, stop.[/TARGET] Teacher: Your common denominator's ten. Teacher: I'm telling you that so you don't have to do the multiples. Teacher: Erase that.",1 1496,"Student: [Inaudible]. Teacher: The bank does it. Teacher: Banks are the ones that's using the decimals. [TARGET]Teacher: Okay, shh.[/TARGET] Teacher: All right. Teacher: Listen up. Teacher: Listen up so we can get started.",1 1497,"Student: [Inaudible]. Teacher: The whole number or the bigger number inside. Teacher: Shh. [TARGET]Teacher: Student A, [inaudible].[/TARGET] Student: What? Student: [Inaudible]. Teacher: Student A, [inaudible].",1 1498,"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? [TARGET]Teacher: Raise your hand.[/TARGET] 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: Raise your hand.",0 1499,"Student: [Inaudible]. Teacher: To Student K. Student: Angle S. [TARGET]Teacher: Angle S, not even listening.[/TARGET] Student: [Inaudible]. Teacher: What? Student: [Inaudible].",1 1500,"Student: [Inaudible]. Teacher: Twelve is what? Student: [Inaudible]. [TARGET]Teacher: Please stop playing with markers.[/TARGET] Teacher: What's the 12? Teacher: Can somebody, Student R is thinking about it, can anyone help? Teacher: What does the 12 represent?",1 1501,"Student: [Inaudible]. Teacher: Use the back. Teacher: Good. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Thank you. Teacher: Go around this way, please. Teacher: You do that for a reason.",1 1502,"Student: [Inaudible]. Teacher: Very good. Teacher: And let's see if we can do that. [TARGET]Teacher: Part A says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" Who can turn that into an answer?[/TARGET] Teacher: Without giving us the answer. Teacher: We'll just fill in the blank after. Teacher: Who can turn this around?",0 1503,Student: [Inaudible]. Teacher: Wait a minute. Teacher: Go back to four eighths 'cause I can't hear you. [TARGET]Teacher: You're not talking loud enough.[/TARGET] Student: [Inaudible]. Teacher: Is less than what? Student: Three fourths.,1 1504,Student: [Inaudible]. Teacher: We are - the videotape is on and this is how you're acting. Teacher: Everything off your table. [TARGET]Teacher: Go [inaudible] please.[/TARGET] Teacher: Everything off your table. Teacher: This table is a big 'ol mess. Teacher: Put that away [inaudible].,1 1505,"Student: [Inaudible]. Teacher: We're going to do that at our seats because I want you to go to your desks at this point. Teacher: Can you all stand up? [TARGET]Teacher: Be quiet and go back to our desks.[/TARGET] Teacher: 1, 2, 3. Teacher: So [inaudible]. Teacher: What we're going to do right now is use our folders to go over some review questions.",0 1506,"Student: [Inaudible]. Teacher: What are you doing? Teacher: You know that he was sitting there, and you were sitting here. [TARGET]Teacher: And the second he gets up to go do something, you're going to steal his seat.[/TARGET] Student: [Inaudible]. Teacher: No. Student: [Inaudible].",1 1507,"Student: [Inaudible]. Teacher: What are you supposed to do when that occurs? Teacher: Write a note and ask for help, right? [TARGET]Teacher: This is not okay.[/TARGET] Teacher: Even if you can't do it, you have to try. Teacher: You have to come see me. Teacher: Student E?",1 1508,Student: [Inaudible]. Teacher: What is nine times six? Student: I should know that. [TARGET]Teacher: Leave that on your desk.[/TARGET] Teacher: You're here. Teacher: Find out what nine times six is? Teacher: This is good.,1 1509,Student: [Inaudible]. Teacher: What were you going to say? Student: [Inaudible]. [TARGET]Teacher: Can be.[/TARGET] Teacher: You need to listen to each other. Student: A line could be straight or curved. Teacher: We're talking about straight lines here because we're working with polygons.,0 1510,Student: [Inaudible]. Teacher: Which other way can we do that instead of doing that? Teacher: Allow him. [TARGET]Teacher: Let him do his work.[/TARGET] Student: Look like Ss and Zs. Student: Look like Ss and Zs. Teacher: Let's look at what you did here.,1 1511,"Student: [Inaudible]. Teacher: Who has a dry eraser? Student: [Inaudible]. [TARGET]Teacher: Yeah.[/TARGET] Teacher: Who has a dry eraser? Student: Student T threw it somewhere. Student: No, I didn't.",0 1512,Student: [Inaudible]. Teacher: Who told you? Teacher: You're blocking Student D. You can't be seen by the camera. [TARGET]Teacher: That's cool.[/TARGET] Teacher: Now look carefully at these two different - [inaudible] honey. Teacher: It's not your- Student: He has his back towards the wall.,0 1513,"Student: [Inaudible]. Teacher: Yeah, what is it? Teacher: What would you tell your mom or dad about what we learned today? [TARGET]Teacher: See, he's not listening.[/TARGET] Teacher: Thank you. Teacher: Yes? Student: I learned -",1 1514,Student: [Inaudible]. Teacher: Yes you can. Teacher: [Crosstalk] [TARGET]Teacher: What are we having a problem with here?[/TARGET] Student: [Inaudible]. Teacher: Then take it back. Teacher: [Crosstalk - excessive noise],1 1515,"Student: [Inaudible]. Teacher: Yes, using the numbers, using the fractions. Teacher: [Crosstalk] [TARGET]Teacher: Student D, what do you have going?[/TARGET] Student: [40 plus 9]. Teacher: Guys, can we put the pencil sharpening on pause please. Teacher: Right now all we need to do is listen.",0 1516,"Student: [Inaudible]. Teacher: Yes. Teacher: Can you - thank you, too loud. [TARGET]Teacher: Can you grab Student C for me?[/TARGET] Student: Okay. Teacher: Thank you. Teacher: Hi, Student C.",0 1517,"Student: [Inaudible]. Teacher: Yes. Teacher: Look. [TARGET]Teacher: Don't come over here and [inaudible].[/TARGET] Teacher: [Inaudible]. Teacher: Okay, [inaudible] write [inaudible] solve [inaudible] writing it down [inaudible] problem. Teacher: [Inaudible].",1 1518,"Student: [Inaudible]. Teacher: Yes. Teacher: Make sure you make those blocks. [TARGET]Teacher: Yeah, write the numbers like the 100s and the 10s, the groups in crayon or I won't be able to see it 'cause there's so many lines on the paper.[/TARGET] Teacher: You can do a pencil for some of it, but then write the 100s. Student: [Inaudible] those markers? Teacher: No.",0 1519,"Student: [Inaudible]. Teacher: Yes. Teacher: Student D, do you want to sit next to Student C? [TARGET]Teacher: And Student J, want to sit with these two right here?[/TARGET] Student: I was gonna work with - Teacher: Actually, Student A and E, I'm going to be using that board. Teacher: You guys can sit here though.",0 1520,"Student: [Inaudible]. Teacher: You got both of them? Teacher: Looks like it. [TARGET]Teacher: I want to see [inaudible] when you got both of them done.[/TARGET] Teacher: Good job, Student K, you're on fire today. Teacher: Good job. Teacher: [Inaudible].",0 1521,"Student: [Inaudible]. Teacher: You have to use it. Teacher: Oh, you got it here. [TARGET]Teacher: Student A, I'm waiting for you.[/TARGET] Student: I got mine. Student: Shut up. Teacher: Let's go.",1 1522,"Student: [Inaudible]. Teacher: You need it now. Teacher: Okay. [TARGET]Teacher: I would like to show how smart you are, today.[/TARGET] Teacher: You're being taped. Teacher: We're going to do data. Teacher: Data about us.",1 1523,"Student: [Inaudible]. Teacher: You solved it? Teacher: Okay, leave the fly alone. [TARGET]Teacher: That's not what we're worried about.[/TARGET] Teacher: Did you solve the math? Student: Yes, it's 14 times 9. Teacher: Okay.",1 1524,"Student: [Inaudible]. Teacher: Your question? Teacher: Remember guys, at the table level, everybody may not know what the answer is. [TARGET]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. Teacher: You guys have a chance to steal. Teacher: Yes, you do.",0 1525,"Student: [Inaudible]. Teacher: You're doing A, B, and C, yes. Teacher: Move on. [TARGET]Teacher: If you have A done, move onto B.[/TARGET] Teacher: Did the timers give you a little warning, yet? Student: Yes. Teacher: Your timer did?",0 1526,"Student: [Inaudible]. Teacher: You're going to have to figure that out as part of the problem. Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies. [TARGET]Teacher: Could the person whose desk I put it on take out the white envelope?[/TARGET] Teacher: So, the person whose desk I put it on, just take out just the white envelope. Teacher: Could you please stop doing that? Teacher: Hold up the white envelope, so I know you have it out.",0 1527,Student: [Inaudible]. Teacher: [Inaudible] telling the story. Teacher: Put the crayons up. [TARGET]Teacher: Put the crayons up.[/TARGET] Teacher: Okay. Teacher: One. Teacher: Two.,0 1528,"Student: [Inaudible]. Teacher: [Inaudible] wrong. Teacher: What makes it wrong? [TARGET]Teacher: Hold on.[/TARGET] Teacher: Sh! Teacher: Hey, Student J, since you think you're wrong, let's start with you. Student: [Inaudible].",1 1529,"Student: [Inaudible]. Teacher: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: Student C, that wasn't a suggestion.[/TARGET] Teacher: That was a request. Teacher: All right. Teacher: [Silence].",1 1530,Student: [Inaudible]. Teacher: [Inaudible]. Teacher: All right. [TARGET]Teacher: Close the book This is a group [inaudible].[/TARGET] Student: [Inaudible]. Teacher: You need it now. Teacher: Okay.,1 1531,Student: [Inaudible]. Teacher: [Inaudible]. Teacher: Now ... [Students talking quietly]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We're gathering information. Teacher: Now before - we're going to gather information. Teacher: How to make your data.,0 1532,Student: [Inaudible]? Teacher: Yes. Teacher: You don't need to be using that ruler. [TARGET]Teacher: Go get the one everyone else is using.[/TARGET] Student: Is it okay if we do it this way? Teacher: It's you and your partner. Teacher: You show me what you guys decide.,0 1533,Student: [Laughter] Teacher: You go ahead and finish your work. Student: mm-hmm. [TARGET]Teacher: Student J go and do your work![/TARGET] Student: Get out of here Student J. Student: Ahh Student A is here Student A is here! Student: [Inaudible] My mother has a friend and oh yeah she's hot!,1 1534,"Student: [Laughter]. Teacher: All right, moving on. Teacher: Next example. [TARGET]Teacher: What?[/TARGET] Student: [Inaudible]. Teacher: Just don't touch it. Teacher: I don't see anything.",0 1535,"Student: [Laughter]. Teacher: Still waiting. Student: [Inaudible]. [TARGET]Teacher: Student R, still waiting.[/TARGET] Teacher: Okay, look at your graph. Teacher: You can look at the board. Teacher: Write down a couple of sentences of things you notice about your graph.",1 1536,"Student: [Screaming] Teacher: What's the problem? Student: I tried to [Inaudible] and he just shut it down for no reason. [TARGET]Teacher: Go back and go on and work.[/TARGET] Student: What listen, don't do that, he just turned it back on. Student: I wanted to turn it back on. Teacher: That's done for me.",1 1537,"Student: [Sneeze]. Student: Tails. Teacher: Oh, wait. [TARGET]Teacher: I'm not done.[/TARGET] Teacher: What should I have done before I went down here? Teacher: I have penny heads, dime heads, quarter heads, but am I not missing a choice? Teacher: Penny heads.",0 1538,"Student: [Student counts] Other Adult: [Inaudible] Other Adult: [Loud Mechanical noise] [TARGET]Teacher: There's a lot of [Inaudible] here, and what are you doing there?[/TARGET] Teacher: You gotta ask somebody to help you. Student: 3, 3 marbles! Teacher: Okay look here, so, what how many parts is taken?",1 1539,"Student: [Student screaming at top of lungs] Teacher: That's what I got -- All eyes, all eyes on the board please. Teacher: All eyes on the board Student J please, thank you honey. [TARGET]Teacher: On the board please.[/TARGET] Teacher: Are you reading a story to me? Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student? Teacher: Hm, how are we going to solve this problem?",1 1540,Student: [Students howling loudly] Student: If it breaks by itself are you gonna sharpen it? Other Adult: It's not gonna break by itself. [TARGET]Teacher: Okay go back to your seat.[/TARGET] Teacher: Do you think that Student J did the right answer here? Student: No. Teacher: Why?,1 1541,"Student: [Students talking with each other]. Teacher: You go around and ask your ... excuse me. Teacher: [Inaudible]. [TARGET]Teacher: Focus.[/TARGET] Teacher: You go around. Teacher: Excuse me. Teacher: Oh, [inaudible].",1 1542,Student: [Students working noisily] Student: I'm going with a gerbil. Student: [Students working noisily] [TARGET]Teacher: You should be here cutting out things.[/TARGET] Teacher: [Students working noisily] Teacher: [Students working noisily] Teacher: What are you cutting?,1 1543,"Student: [Students working on problem]. Student: [Crosstalk]. Student: [Inaudible]. [TARGET]Teacher: Student J, your whole group is a little too loud.[/TARGET] Teacher: [Inaudible]? Teacher: What does increased mean? Student: [Inaudible].",1 1544,Student: [Students yelling over teacher] Teacher: Thank you for raising your hand and not calling out I appreciate that. Teacher: Alright now draw me a table. [TARGET]Teacher: That's why I told him to sit down thank you kindly.[/TARGET] Teacher: Under the table? Student: Yeah I found it. Teacher: You found a table?,1 1545,"Student: [Take Student D and just leave]. Teacher: You can go to the restroom. Student: Student D with me? [TARGET]Teacher: No, Student D can stay.[/TARGET] Teacher: He already [inaudible]. Teacher: And you're working with me right now. Student: Can I write on this paper?",0 1546,"Student: [Teacher opening up candy bars]. Teacher: All right, the first thing I want you to do is I want you, [laughter] to take your chocolate bar and I want you to look at it. Teacher: Don't touch. [TARGET]Teacher: Don't smell.[/TARGET] Teacher: Don't eat. Teacher: Don't feel. Teacher: Look at it.",1 1547,Student: [That's what he told me.] Teacher: What? Teacher: What's this? [TARGET]Teacher: Don't look at this.[/TARGET] Student: I should take what I learned in the classroom and put it on to this. Teacher: Switch it to this? Student: Yeah.,1 1548,Student: [We finished it]. Teacher: Huh? Student: We can't put down anymore cards. [TARGET]Teacher: You can't put down any more cards.[/TARGET] Teacher: So how many cards do you have left in your hand? Student: Two. Teacher: You have two cards.,0 1549,"Student: [inaudible] Teacher: I can't hear you. Teacher: You have to say it, you can't point. [TARGET]Teacher: You have to say it?[/TARGET] Teacher: What? Student: 15 Teacher: What?",0 1550,"Student: [inaudible] Teacher: I wanted Student S to answer. Teacher: Hold on. [TARGET]Teacher: Okay, if you're right, I can't check it right now.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Because, hundredths, Student S, hundredths. Student: [inaudible]",0 1551,"Student: [inaudible] Teacher: It's easy to press too many buttons by accident, so - everybody should be on G right now. Student: Mr. A, this is what I got. [TARGET]Teacher: I'll check your work.[/TARGET] Teacher: Give me a second. Teacher: Three, how'd you get that? Teacher: What number are you on?",0 1552,"Student: [inaudible] Teacher: It's right there, you don't even have to think. Teacher: It's right there. [TARGET]Teacher: I'll be with you in a moment.[/TARGET] Student: 3 times 90 is 270. Teacher: 270, yeah. Teacher: Okay, then you do subtraction.",0 1553,"Student: [inaudible] Teacher: Now, you see where my fingers are? Teacher: This can be done with a calculator so, but I've gotta make sure you guys understand how to do it. [TARGET]Teacher: So look where my finger is.[/TARGET] Teacher: And repeat after me. Teacher: To turn a fraction - Multiple Students: To turn a fraction -",0 1554,"Student: [inaudible] Teacher: So, I'm gonna write 15 here as my new dividend. Teacher: Using my finger, I want you guys to use your finger, too, okay? [TARGET]Teacher: And, repeat it after me.[/TARGET] Teacher: I'll wait a second. Teacher: I'm going a little too fast. Teacher: Let me wait.",0 1555,"Student: [inaudible] Teacher: Student C. Read them when you are done for me. Teacher: Read them when you are done. [TARGET]Teacher: Read the [inaudible][/TARGET] Student: And then I've got to do that. Teacher: Where, what students? Teacher: What students?",0 1556,"Student: [inaudible] Teacher: You're gonna need it. Teacher: It shouldn't be under your seat, it should be in front of you. [TARGET]Teacher: You're gonna need it.[/TARGET] Student: Okay, I'll put it in front of me. Teacher: Thank you. Teacher: Good job.",0 1557,"Student: [inaudible] Teacher: You're working on H, why don't you work on it together? Student: [inaudible] [TARGET]Teacher: Student C. Read them when you are done for me.[/TARGET] Teacher: Read them when you are done. Teacher: Read the [inaudible] Student: And then I've got to do that.",0 1558,"Student: [inaudible] Teacher: [inaudible] Don't come up to me - I'm working with somebody. Teacher: I'll come to you. [TARGET]Teacher: Or, Student C seems to understand what's going on - Student G seems to understand.[/TARGET] Teacher: You can come to them. Teacher: Yes? Teacher: [inaudible] the answer, so what don't you understand?",0 1559,"Student: [inaudible] through the back, I forgot about it. Teacher: So - Student: [inaudible] [TARGET]Teacher: [inaudible] You should be working on H. No one's sitting in that red chair, by the way.[/TARGET] Teacher: You guys are doing problem H. You're doing problem H. Student: I'm not doing it - Teacher: And then you do the one, when you are done, on the board.",1 1560,"Student: can I have this? Student: Can I have it? Teacher: If Teacher A doesn't want it, maybe she will give it to you. [TARGET]Teacher: Okay, I need everybody now to stop writing.[/TARGET] Student: No. Teacher: What you've got. Teacher: No, you continue.",0 1561,"Student: he hit me first. Student: I didn't hit him. Student: Yes, you did. [TARGET]Teacher: Do you need a warning?[/TARGET] Student: That's what makes him do anything he wants to because he get away with it. Student: Teacher, I have five checks. Student: No, you don't.",1 1562,Teacher: [Clapping sound] Teacher: When I clap what does that mean? Student: Stop and pay attention? [TARGET]Teacher: Stop what you're doing and pay attention.[/TARGET] Teacher: So there were a couple of confusions that I noticed. Teacher: Can anybody tell me anything that they found hard with this? Teacher: This was an easy activity?,1 1563,"Teacher: ""At last, we're at the picnic, a hey a hidee ho."" Teacher: ""Stop."" Teacher: Yelled the littlest ant. [TARGET]Teacher: ""We've traveled way too slow.[/TARGET] Teacher: There's no food for us to eat. Teacher: Who took so long with the rows?"" Teacher: All the ants raced here and there, up and down, and to and fro.",0 1564,"Teacher: ""It's not my fault, you know."" Teacher: So what were they doing? Student: Chasing the one that took so long with the rows. [TARGET]Teacher: Why?[/TARGET] Student: Because he was so bossy and told them how to go. Student: [Inaudible]. Teacher: So cause of took too long to get into the rows, effect?",0 1565,"Teacher: ""Stop."" Teacher: Yelled the littlest ant. Teacher: ""We've traveled way too slow. [TARGET]Teacher: There's no food for us to eat.[/TARGET] Teacher: Who took so long with the rows?"" Teacher: All the ants raced here and there, up and down, and to and fro. Teacher: ""There aren't any yummies for our growling tummies, a hey a hidee ho?",0 1566,"Teacher: ""There will be lots of yummies for our hungry tummies, a hidee, hidee ho."" Teacher: 100 ants were singing, and marching in two rows. Teacher: ""We're going to a picnic, a hey a hidee ho."" [TARGET]Teacher: ""Stop.""[/TARGET] Teacher: Yelled the littlest ant. Teacher: ""We're moving way too slow. Teacher: More food will be gone unless we hurry up, so this time with 4 lines.""",0 1567,"Teacher: ""We're going to a picnic, a hey a hidee ho."" Teacher: These animals look like they're chowing down. Teacher: ""Stop."" [TARGET]Teacher: Shrieked the littlest ant.[/TARGET] Teacher: ""We're moving way too slow. Teacher: All the food is going to be gone unless we hurry up. Teacher: So with 10 lines of 10-"" How do you know?",0 1568,"Teacher: - Student A, do you know where those big pieces of white paper are back there? Teacher: Can you get - shh. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Student: Teacher A? Teacher: Yes. Student: [Inaudible].",1 1569,"Teacher: - Student K you said 3, 4. Teacher: I'm going to do 3, 4. Teacher: I'm going to come over here, I'm going to go three and up four, Student K, there's nothing there. [TARGET]Teacher: Student K, there's nothing there when I get there.[/TARGET] Teacher: This is - this is where L is Student K. Right? Teacher: How many over did I come? Teacher: I don't - I don't like the way I just did that.",0 1570,"Teacher: - fractions. Teacher: Except this time ... this time ... this time you're going to use them ... the fraction bars - again, Student T. The rest of you who are taking them out. Teacher: When Teacher C passes them out, and asks you not to take them out, this is why. [TARGET]Teacher: Because you're not putting it back in.[/TARGET] Teacher: You're not paying attention to me. Teacher: Put it back in. Teacher: Take your hands off of it.",1 1571,"Teacher: - half, okay? Student: One and a half. Teacher: So look at these and just take a minute. [TARGET]Teacher: I want to - hands down.[/TARGET] Teacher: No hand-raising. Teacher: I just want to give you a - some think-time, because some people like to have more time, quiet time, to think. Teacher: What do you - what do you notice about either one of these?",1 1572,"Teacher: - is a factor of two. Teacher: So you need to put a two there, and two might be the answer because two times 25 makes fifty. Teacher: All right. [TARGET]Teacher: Shh.[/TARGET] Teacher: Have a seat, please. Teacher: All right, here we go. Teacher: Shh.",1 1573,"Teacher: -2 on the X axis first, then 4. Teacher: I'm sorry. Teacher: Please don't yell out you're finished. [TARGET]Teacher: I'll know it when I look at you.[/TARGET] Teacher: Thank you. Teacher: Okay. Teacher: Thanks for your patience.",1 1574,"Teacher: 0 on the X axis and 0 on the Y axis. Teacher: 0,0. Teacher: So I'm hearing some outside conversations I should not here. [TARGET]Teacher: Student K, have a seat.[/TARGET] Teacher: Good job, Student S. I'm going to wait until everyone has a seat. Teacher: Go ahead. Teacher: Do number six, Student T, and tell me what would be the coordinates for number six.",1 1575,"Teacher: 0 out of 50 or out of 15 perfect. Teacher: Shh. Student: Mine's 0 out of 15, she wish she had 50. [TARGET]Teacher: Shh.[/TARGET] Teacher: How many people had a color that was not in their bag? Teacher: What did you not have Student M? Student: Red.",1 1576,"Teacher: 0.28 times 3 equals 0.84, okay. Teacher: Remember how Ms. H has been showing you I always like to, when I am dividing, I always like to move my decimal point up before I ever start dividing, it's totally up to you. Teacher: Student M, I need your head off your desk, Student D, heads off your desk. [TARGET]Teacher: Everybody, head off your desk.[/TARGET] Teacher: Okay. Teacher: So, that is two different ways to solve. Teacher: This is not a new skill, okay?",1 1577,"Teacher: 1 equals 3 over 3. Teacher: We want to know how many 4 equals. Teacher: [Crosstalk - excessive noise] [TARGET]Teacher: So you may be asking, ""When would you ever -?"" Student M, are you interested?[/TARGET] Teacher: Because if you're not interested I can just put this away. Teacher: You may be asking yourself, ""When would I ever be doing this in real life"" dividing something into fractions. Teacher: Well [inaudible] received their 500 point [inaudible] yesterday.",1 1578,Teacher: 1 plus 9 is 8. Teacher: Plus 1 you borrowed from me is 10. Teacher: Sit down now. [TARGET]Teacher: Sit down right now.[/TARGET] Teacher: You have a choice to go outside to the [inaudible]. Teacher: [End of Audio],1 1579,"Teacher: 1, 2, 3 ,4, 5, 6, 7. Teacher: You know how to play to 1,000? Teacher: We've done it before. [TARGET]Teacher: What you need to do is arrange three cards.[/TARGET] Teacher: For example, I have this. Teacher: I have 903 plus 102. Teacher: I add my numbers here.",0 1580,"Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. Teacher: How many do you have? Teacher: Let me see. [TARGET]Teacher: 1, 2, 3 ,4, 5, 6, 7.[/TARGET] Teacher: You know how to play to 1,000? Teacher: We've done it before. Teacher: What you need to do is arrange three cards.",0 1581,"Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Teacher: How much is in this group? Teacher: 10 cents, and we can write it as that, understand? [TARGET]Teacher: So don't put anymore money back.[/TARGET] Teacher: Okay. Teacher: Now I don't know what I was saying. Teacher: Can I say 1 yet?",0 1582,"Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Teacher: Now it's 21 groups of 7. [TARGET]Teacher: That cup needs to be put away, now.[/TARGET] Teacher: Then I want to trace. Teacher: Student N, thank you for staying quiet while my back was turned to you. Teacher: You know, that's my favorite rule in the classroom.",1 1583,"Teacher: 1, 2, 3, 4, 5, 6. Teacher: [Crosstalk] Teacher: All right, eyes and ears my group please. [TARGET]Teacher: Student P, I want to say it once.[/TARGET] Teacher: Did some of us get to making multiple Package Bs? Student: Yes. Teacher: All right.",1 1584,"Teacher: 1, 2, 3, eyes on me. Multiple Students: 1, 2, eyes on you. Teacher: Freeze. [TARGET]Teacher: Student K, I didn't say talk.[/TARGET] Teacher: I said freeze. Teacher: Student P, Student D, Student G, and Student J where are you? Student: Me, I'm right here.",1 1585,"Teacher: 1, 2, and 3. Teacher: Give me the title. Teacher: You don't have to write it on your board. [TARGET]Teacher: Just give me a title, Student M.[/TARGET] Student: Dogs growth. Teacher: Dogs - how about weekly growth? Student: Weight.",0 1586,"Teacher: 1, 2. Teacher: Now you're not finished. Teacher: You now need to multiply that times four and five tenths. [TARGET]Teacher: I need that.[/TARGET] Teacher: Don't throw that away. Teacher: There you go. Teacher: Thank you.",0 1587,"Teacher: 1. Teacher: That's the easiest part. Teacher: I want you to check this with multiplication. [TARGET]Teacher: Student R, I want the dice to stay on the desk.[/TARGET] Teacher: Can you put them back, please? Teacher: You multiply the quotient and the divisor. Teacher: Try to get the dividend.",1 1588,"Teacher: 10, 5 it needs to be exactly right at that spot it can't be at the middle okay. Teacher: So let's erase that. Teacher: Try it again. [TARGET]Teacher: Put those away Student R I don't know why I'm having so much trouble with you today following along.[/TARGET] Teacher: You have a warning. Teacher: So there's one how many ordered pairs does a destroyer take up? Multiple Students: 3",1 1589,"Teacher: 10, 9, 8 - [inaudible] - 7, 6, 5, 4, 3, 2 - Student G, and Student J, sit down. Teacher: I know. Teacher: Student J, if I were you, I would ignore Student K, because you're going to get yourself in trouble. [TARGET]Teacher: Your mother will not be happy.[/TARGET] Teacher: I know you don't want that. Teacher: Before you did this you practiced. Teacher: [Inaudible].",1 1590,"Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1. Teacher: Thank you. Teacher: You're not going to need your whiteboard for this. [TARGET]Teacher: Can you remember - you can just put it on the side.[/TARGET] Teacher: You don't need to put it away. Teacher: Do you remember the case we were talking about Mc Donald's? Multiple Students: Yes.",0 1591,"Teacher: 100 ants were signing and marching in a row. Teacher: We're going to a picnic, oh hay, a hidee ho. Teacher: ""Stop."" [TARGET]Teacher: Said the littlest ant.[/TARGET] Teacher: ""We're moving way too slow. Teacher: The food will be long gone unless we hurry up. Teacher: With 2 lines of 50, we'll get there soon, I know.""",0 1592,"Teacher: 100 ants were singing, and marching in two rows. Teacher: ""We're going to a picnic, a hey a hidee ho."" Teacher: ""Stop."" [TARGET]Teacher: Yelled the littlest ant.[/TARGET] Teacher: ""We're moving way too slow. Teacher: More food will be gone unless we hurry up, so this time with 4 lines."" Teacher: So our dividend is still 100 because we haven't lost any ants, right?",0 1593,"Teacher: 100 degrees Celsius. Teacher: If you got them both right, take them off, take all three pictures away. Teacher: Next. [TARGET]Teacher: Hot tub - let's skip hot bath.[/TARGET] Teacher: That's your body temperature. Teacher: 37 degrees Celsius and 98.6 degrees Fahrenheit. Teacher: If you got them both right, take them off.",0 1594,"Teacher: 100 hungry ants were singing and marching in 10 rows. Teacher: ""At last, we're at the picnic, a hey a hidee ho."" Teacher: ""Stop."" [TARGET]Teacher: Yelled the littlest ant.[/TARGET] Teacher: ""We've traveled way too slow. Teacher: There's no food for us to eat. Teacher: Who took so long with the rows?""",1 1595,"Teacher: 100 hungry ants were singing and marching in 5 rows. Teacher: ""We're going to a picnic, a hey a hidee ho."" Teacher: These animals look like they're chowing down. [TARGET]Teacher: ""Stop.""[/TARGET] Teacher: Shrieked the littlest ant. Teacher: ""We're moving way too slow. Teacher: All the food is going to be gone unless we hurry up.",0 1596,"Teacher: 100 plus 2 tens is what? Student: 120 Teacher: That is why we are going to write this. [TARGET]Teacher: Since we have 120 - Student T, can you sit down please?[/TARGET] Teacher: Please move. Teacher: Because we have here, we have 120. Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here.",1 1597,"Teacher: 104 degrees Fahrenheit. Teacher: You want the bath hot. Teacher: If you get them both right, take them off. [TARGET]Teacher: You aren't doing a lot of moving around.[/TARGET] Teacher: I asked you to take them both off if you got them right. Teacher: You all are turning them upside down. Teacher: What was my direction?",1 1598,"Teacher: 11 is got by adding. Teacher: The [inaudible] question. Teacher: Solution two was - it says here - look here. [TARGET]Teacher: How do you explain - stop.[/TARGET] Teacher: You don't just sit down and look at them. Teacher: Let them stop fighting, please. Student: All I do is that.",1 1599,"Teacher: 11. Teacher: So it does match the rest of them. Teacher: Good. [TARGET]Teacher: People that have pencil boxes with markers need to be put away.[/TARGET] Teacher: Student H, if you don't have a pencil, take one out or borrow one quickly and put that stuff away. Teacher: So we're all set with number three. Teacher: So let's go on to number four.",1 1600,Teacher: 1100 Teacher: I'm listening to you. Teacher: I'm going to tell your mom. [TARGET]Teacher: You're yelling at me.[/TARGET] Teacher: You've been fooling around. Student: I need you to write me a pass. Student: I need to go see Mr. S.,1 1601,"Teacher: 12 boys? Teacher: 6 out of how many? Teacher: So you set it up as a division problem. [TARGET]Teacher: Okay, so do H. You did H already?[/TARGET] Teacher: Okay. Student: You want me to do the [inaudible] Teacher: I'm gonna start doing G -",0 1602,"Teacher: 12 chocolates divided by 3 and you're going to get 4. Teacher: Well, that should make a lot of sense then with zero. Teacher: Please scroll this [inaudible]. [TARGET]Teacher: Please set that down, Student J, thank you.[/TARGET] Teacher: So, they get 4 each, because 12 divided by 3 is 4. Teacher: And do you see how that's an improper fraction? Teacher: It automatically tells you that you're gonna divide the 3 into the 12 and you'll get 4.",1 1603,"Teacher: 12 what, Student D? Student: 12 over 37. Student: 12 times - [TARGET]Teacher: I'm gonna give you, actually [inaudible] Guys, guys.[/TARGET] Teacher: Like this. Teacher: So, don't come up to me - all right, I'm working on H. I'm working on H. Come to the carpet. Teacher: [inaudible] carpet.",0 1604,"Teacher: 12, 7 So if I was playing against Student D I would hope that I would say do you have a battle ship on 12, 5? Teacher: And if he did he would have to cross that out to say that's a strike. Teacher: And on my next turn I might say okay well he - - what are you doing right now? [TARGET]Teacher: Sit down you don't need a pencil right now sit down.[/TARGET] Teacher: On my next turn I might say oh do you have 13, 5 cause I might think his battleship might be going this way right? Teacher: But if he says no then I'll know it's either going this way or down here or up here. Teacher: Who could make the next battleship?",1 1605,"Teacher: 125, right. Teacher: So you do 125. Teacher: [Crosstalk] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Stop with the sounds. Teacher: Student J, are you doing the math right now? Student: Yeah.",1 1606,"Teacher: 13 times 21. Teacher: You're not labeling and I think that's going to cause you problems. Teacher: I see you mislabeled. [TARGET]Teacher: You're not paying attention.[/TARGET] Teacher: That's why I said label top, label bottom. Teacher: Label left, label right. Teacher: This is 3 by what?",1 1607,"Teacher: 14 Teacher: Zero. Student: Can we do another one? [TARGET]Teacher: We'll do one more, then we've got to switch groups.[/TARGET] Teacher: [Crosstalk] Teacher: Please stop saying that. Teacher: Good.",0 1608,"Teacher: 14 divided by 2 equals 7. Teacher: 7 drawings in each binder. Teacher: You need to be looking up here. [TARGET]Teacher: Student A, or somebody else, is this a grouping or a sharing problem?[/TARGET] Teacher: You're not yelling out, please. Teacher: 14 pictures, 2 different art binders. Teacher: Grouping or sharing, Student R?",0 1609,"Teacher: 14 thank you. Teacher: Plus 6 more? Multiple Students: 21. [TARGET]Teacher: Hush, you raise your hand don't yell out cause when you yell out they gonna yell out.[/TARGET] Student: 20. Teacher: 20 plus 8 more? Student: 28.",1 1610,"Teacher: 14, 15, 16. Student: We need to papers to do this. Teacher: You need to sit down with your partner, I'm not giving any papers until I see you seated. [TARGET]Teacher: 17, 18, Student R and Student J find a spot.[/TARGET] Teacher: 19. Student: Shit Teacher: Here boys sit right here.",1 1611,"Teacher: 15 goes into 99. Teacher: So, this is what I'm gonna do. Teacher: Once I put 99 right now. [TARGET]Teacher: So, let's do this out loud, okay?[/TARGET] Teacher: Thank you, Student N. Let's do this out loud, ready? Multiple Students: Thank you, Student D. Teacher: Thank you, Student D. Thank you.",0 1612,"Teacher: 15? Teacher: How many times? Student: 2. [TARGET]Teacher: Group four, you just lost all of recess.[/TARGET] Teacher: 15 minus 12? Student: 3. Teacher: Bring down the-",1 1613,Teacher: 176 equals what? Teacher: Do your math. Teacher: Come over here. [TARGET]Teacher: Sit down.[/TARGET] Teacher: We'll just close it this way. Teacher: Do your math. Teacher: Write your name.,1 1614,"Teacher: 2 Teacher: Now let's add it up. Student: 22 [TARGET]Teacher: Just a minute.[/TARGET] Student: That's 22. Teacher: Okay, just a second. Teacher: There's 600.",0 1615,"Teacher: 2 times 12. Teacher: Okay. Teacher: So that's the deal. [TARGET]Teacher: Put it away, please.[/TARGET] Teacher: Okay. Teacher: I'm trying to think of what I want you to work on. Teacher: First off, I want to do a little review from yesterday.",1 1616,"Teacher: 2, 4, 6, 8, 10. Teacher: Is that right for your side? Teacher: I want you to take a look at the protractor. [TARGET]Teacher: I have given you one sheet of white paper.[/TARGET] Teacher: I just want you to figure out how you should draw a circle using a protractor. Teacher: How would you draw a circle using a protractor? Teacher: How would you do it?",0 1617,"Teacher: 2. Teacher: What is 6 divided by 2? Teacher: 3. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: What do we do next, Student S? Teacher: We're going to divide 6 by 2, so what do we do next? Student: 8 by 2.",1 1618,"Teacher: 20 balloons between him and his brother. Teacher: How many balloons will each person get? Teacher: Student A, I need your eyes up here, please. [TARGET]Teacher: Can you repeat Student J's question, Student A?[/TARGET] Teacher: Look at me, please. Teacher: Here we go. Teacher: 20 balloons.",0 1619,"Teacher: 20 divided by 5 equals 4. Teacher: 4 children will get a balloon. Teacher: Who can give me another example of a grouping, where you take the group and divide it into a certain number of groups? [TARGET]Teacher: It's really important that you pay attention now, because you missed this.[/TARGET] Teacher: Student T, you're talking about grouping versus sharing. Teacher: Sharing is when we have a group and we make bunches. Teacher: Grouping is where we have a group and we have a certain number of people to distribute them to.",1 1620,"Teacher: 20 percent, and that's what we used for souvenirs. Teacher: Do you see that? Multiple Students: Yes. [TARGET]Teacher: Let's take a look for just a minute.[/TARGET] Teacher: I actually want you to try it on yours. Teacher: Mark off 108 percent, and label - I'm sorry, not 108 percent, then label just like in the book, the amount of money spent on gas. Teacher: Please label just like right here.",0 1621,"Teacher: 200 plus 600 is going to be what? Teacher: 800 Teacher: That is how we got 821. [TARGET]Teacher: Now I am going to pass out your papers.[/TARGET] Teacher: You're going to do question number one, two, and three, then you do the other page, page 30. Teacher: When you get to page 30 you will stop because we are going to play the game. Teacher: If you need any help, you raise up your hand and I will help you.",0 1622,"Teacher: 200, 360. Teacher: Yeah, 486. Teacher: [Crosstalk] [TARGET]Teacher: All right, guys, let's go ahead and check these.[/TARGET] Student: No, I'm not done. Teacher: Listen. Teacher: Student A, Student J.",0 1623,"Teacher: 21.1. Teacher: Okay, good. Teacher: Okay, Okay, Student A, okay, put that away and get your math materials out. [TARGET]Teacher: Student N, you will need to turn around and put your feet under your desk.[/TARGET] Teacher: You are going to need to get the homework and do it tonight, so you keep up to date with us. Teacher: Have all of it? Teacher: You don't have all of it?",1 1624,"Teacher: 22 times 31. Teacher: [Crosstalk] Teacher: Guys, just a minute. [TARGET]Teacher: I can't hear the question.[/TARGET] Teacher: Student S. Student: How could the last one be 80? Teacher: The last one in the right corner at the bottom is 56 'cause it's 8 rows of 7.",1 1625,"Teacher: 24, so the 24 becomes the what? Student: The whole. Teacher: The whole number so the whole number divided in the whole. [TARGET]Teacher: And Student J stop.[/TARGET] Teacher: Student J I'm gonna send you out. Student: I got the next question, got it! Teacher: And what does the numerator tell?",1 1626,"Teacher: 27 in your scoop, and how many does that mean you have in the jar? Teacher: Remember, it's 5 scoops. Teacher: You need to turn around, you two. [TARGET]Teacher: Just leave them.[/TARGET] Teacher: Go ahead. Teacher: Student S, they're not doing this for you. Teacher: They're doing this with you.",1 1627,"Teacher: 28 times 5, right. Teacher: So 28 times 5, 5 times 8- Multiple Students: 40. [TARGET]Teacher: Would you all sit up for me please?[/TARGET] Teacher: 2 times 5 is 10, plus 4 is 14. Teacher: Now we have to add another $140.00 to this. Teacher: $1,640 dollars to take care of the flooring in Ms. B's class, just this class.",1 1628,"Teacher: 2:30. Teacher: Very good. Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning. [TARGET]Teacher: Say, ""Hey guys, we have five minutes left."" That's the only voice I might here is that timer.[/TARGET] Teacher: Everyone else, you're doing it by yourself. Teacher: Go ahead. Teacher: You're answering all three parts.",0 1629,"Teacher: 3 Teacher: So we divide 15 by 3. Teacher: I will divide 12 by 3. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student M, what is 15 divided by 3? Student: 5 Teacher: 5",1 1630,"Teacher: 3 centimeters. Teacher: Any question about that other than the mass confusion of going straight down in a column instead of the row? Teacher: All right. [TARGET]Teacher: Let's put this away.[/TARGET] Teacher: Now what we're going to talk about today is still dealing with volume. Teacher: I told you to make sure you bring scissors. Teacher: If you don't have scissors, you're going to have to borrow scissors, share with someone, et cetera, okay?",1 1631,"Teacher: 3 of the pillows are round and 5 are square. Teacher: What fraction of the set are square? Teacher: I'm going to give you guys one minute. [TARGET]Teacher: Excellent.[/TARGET] Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se. Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it. Teacher: You guys are ready and let's have Student T come up for the group.",0 1632,Teacher: 3 times 8 is 24. Teacher: 8 into 60 goes - Student: Nine. [TARGET]Teacher: Excuse me?[/TARGET] Student: Seven times. Teacher: Thank you. Teacher: Seven times.,1 1633,"Teacher: 3, 2, 1. Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now. [TARGET]Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: Markers and boards.",1 1634,"Teacher: 3, 4, 5, 6, 7. Teacher: Put it away. Teacher: 1, 2, 3, 4, 5, 6, 7. [TARGET]Teacher: Are you done with this?[/TARGET] Teacher: You can use a wild card. Teacher: You can turn it into another number you like. Teacher: Leave that deck alone.",0 1635,"Teacher: 30 Student: That would be two. Multiple Students: [inaudible chatter] [TARGET]Teacher: All right, when you're done copying, pencil's down.[/TARGET] Teacher: Because, you're gonna be using those fingers again. Student: [inaudible] 30 over here? Teacher: Do you see what I did?",0 1636,"Teacher: 30 seconds. Teacher: 20 seconds. Teacher: 10 seconds. [TARGET]Teacher: Three, two, one, drop your pencil.[/TARGET] Teacher: [Crosstalk] Teacher: All right. Teacher: [Crosstalk]",0 1637,"Teacher: 305 - no, 315 plus 685. Teacher: Let's see. Teacher: Which other card do you have? [TARGET]Teacher: Pick up the cards you have on the floor.[/TARGET] Student: I didn't do that. Teacher: Pick it up for me. Teacher: This is a 10.",0 1638,"Teacher: 35 - Student: Hundred. Teacher: Hundred or 3,500. [TARGET]Teacher: Student H, stay here for a minute.[/TARGET] Teacher: [End of Audio]",0 1639,"Teacher: 364 Teacher: [Crosstalk - excessive background noise] Teacher: Student J, go to your seat please. [TARGET]Teacher: I've asked all of you [inaudible] three times already.[/TARGET] Teacher: Go to your seat please. Teacher: So what number is the fifth? Teacher: What number is the fifth one?",1 1640,"Teacher: 365 and how many if it's - - if you have 365 days in a year what's the probability that it's gonna rain every single day? Multiple Students: 365 out of 365. Teacher: 365 out of 365 right we don't know. [TARGET]Teacher: Hold on I gotta turn the sound down before it makes us deaf.[/TARGET] Teacher: Okay now let's try it, come on. Teacher: [Computer Sounds] and if it is certain to happen we give it a one right? Teacher: Cause what is 2 out of 2 equal to?",0 1641,Teacher: 38. Student: I thought you said [inaudible]. Teacher: It's because you're not paying attention. [TARGET]Teacher: You're sitting there with your head down.[/TARGET] Teacher: All right. Teacher: Then what do I do next in my pattern? Multiple Students: Plus 1.,1 1642,"Teacher: 4 times 2 times 14. Teacher: Did you figure that one out in your head? Teacher: Good. [TARGET]Teacher: Student E, put that away, please.[/TARGET] Teacher: Yeah, once you finish number three, you can go on to number four. Teacher: Student A, your voice is too loud. Student: Like this?",1 1643,Teacher: 4 times 9. Teacher: That will work. Teacher: What is 4 times 9? [TARGET]Teacher: I'm asking one person.[/TARGET] Teacher: What was that? Teacher: 4 times 9. Teacher: Student M?,1 1644,"Teacher: 4 times 9. Teacher: What is it, Student M? Student: 32 [TARGET]Teacher: I'm glad you guys are all - I love your enthusiasm.[/TARGET] Teacher: We just have to make sure we're working within the rules. Teacher: So after we multiply this, you're going to subtract it just like you always do. Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8?",1 1645,"Teacher: 4 times what will get us close to 38? Teacher: Try it again. Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over? [TARGET]Teacher: Hold on for a second.[/TARGET] Teacher: What I am a little disappointed in is that you have to call on someone for your math facts. Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them. Teacher: You should know 4 times what is going to get you close to 38?",0 1646,"Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over? Teacher: Hold on for a second. Teacher: What I am a little disappointed in is that you have to call on someone for your math facts. [TARGET]Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them.[/TARGET] Teacher: You should know 4 times what is going to get you close to 38? Teacher: Student G, am I correct? Teacher: So you're calling on someone.",0 1647,"Teacher: 4, 8, 12, 16, 20, up to 200. Teacher: Yes sir? Teacher: What are you going to do? [TARGET]Teacher: You are the managers.[/TARGET] Teacher: Let me see. Teacher: So your scale, the scale is the number you're starting at, and the number you're going to end at. Teacher: Okay.",0 1648,"Teacher: 4,140. Teacher: Student E, it's right here. Teacher: So 4140. [TARGET]Teacher: Extra lap for you.[/TARGET] Teacher: Yes? Student: What if you accidentally put a number that's not there? Teacher: Then erase it and put a number that's not there.",1 1649,Teacher: 4. Teacher: Eyes on me. Teacher: 3. [TARGET]Teacher: You're making yourselves look bad on camera.[/TARGET] Teacher: It's all you. Teacher: Raise your hand if you said that 8 worked. Teacher: Good job.,1 1650,Teacher: 4. Teacher: So what would be the half with a denominator of 4? Teacher: All right. [TARGET]Teacher: Put it down.[/TARGET] Teacher: Is 5 an even number? Student: 5. Teacher: Is 5 even?,1 1651,Teacher: 400? Student: 300. Teacher: Quiet. [TARGET]Teacher: I can't hear.[/TARGET] Teacher: There's too much talking. Student: Quadrilateral for 300. Teacher: Who knows this?,1 1652,"Teacher: 401. Teacher: Number 2 is the beginning, as you can see. Teacher: Now we're going to continue through the rest of the page please. [TARGET]Teacher: Excuse me?[/TARGET] Teacher: That wouldn't be very polite, would it? Teacher: Okay. Teacher: If you have the ability to go on without me and work on these problems, I'm okay with that, but I am going - it's page 401 as you can see.",0 1653,"Teacher: 41, 14. Teacher: 32, 23. Teacher: Do you see how the numbers are flipped? [TARGET]Teacher: You need to put your head up.[/TARGET] Teacher: Do you see that? Teacher: There's another one that I see something that's similar about each set of numbers if you look at them closely. Teacher: Student M?",1 1654,"Teacher: 42 what? Student: [Inaudible] Teacher: Yeah, but you have to give me a fraction of what's left. [TARGET]Teacher: Get that off.[/TARGET] Teacher: You don't need that on right now. Teacher: [Crosstalk] Teacher: No, we have to wait till this is over.",1 1655,"Teacher: 44 even? Teacher: Were there any little - let me see again. Teacher: Student E, you've got to stand up honey. [TARGET]Teacher: You can't be sitting down for this.[/TARGET] Teacher: Student Y, stand up and get busy. Teacher: Okay. Teacher: Come here, Student E. You've got to see.",1 1656,"Teacher: 48. Teacher: Now we gotta do the last part. Teacher: 48 times 6. [TARGET]Teacher: Student E, you can put the pen down, please.[/TARGET] Teacher: Getting up out of your seat without permission. Teacher: Student M, where do I start here? Student: 8 times 6.",1 1657,"Teacher: 488. Teacher: Please put that away. Teacher: Please put that away. [TARGET]Teacher: Please put that away.[/TARGET] Teacher: That's three times. Teacher: And the last one, the number line, love the number line. Student: [Inaudible].",1 1658,Teacher: 488. Teacher: That's where I'm getting that 88. Teacher: 488. [TARGET]Teacher: Please put that away.[/TARGET] Teacher: Please put that away. Teacher: Please put that away. Teacher: That's three times.,1 1659,Teacher: 5 cards. Teacher: Can you sit down please? Teacher: I want you to finish. [TARGET]Teacher: Just help me with the cards please.[/TARGET] Teacher: Are you done? Teacher: Bring out the card. Teacher: You play with me.,0 1660,"Teacher: 5, do you have a partner Student S? Teacher: 6, do you have a partner? Teacher: Okay go sit down then. [TARGET]Teacher: I have to wait and see that you're all set up.[/TARGET] Teacher: 7, 8, I said quiet teams ready for boards. Teacher: 9, Student S can you put that candy away, oh, well still put it away give it to me after. Teacher: 10, 11, so Student S and Student G why don't you work together alright work with him.",1 1661,"Teacher: 5. Teacher: 5 plus 23 is 28. Teacher: Okay, are there any questions? [TARGET]Teacher: Okay, my boys need to be moved.[/TARGET] Teacher: Okay. Teacher: Any questions on this? Teacher: Okay, just hold onto it and we are going to come to, bring your focus up to the front.",1 1662,"Teacher: 5. Teacher: Good, thank you, Student G. Now next, let's do the width. Teacher: Student E, come on up and show us how to find the width of this box. [TARGET]Teacher: Student A, I called on Student E. If you raise your hand quietly then maybe I would call on you.[/TARGET] Student: This is here, and this is here. Teacher: Exactly. Teacher: This is the length.",1 1663,"Teacher: 50 percent. Teacher: Two-fourths. Teacher: A half. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Thank you. Teacher: So what I want you to do is just get the hang of the game. Teacher: We'll play it probably every - whenever we do it, I'll pick a group to call up.",1 1664,Teacher: 53 percent to one half. Teacher: Then we're going to compare seventy-one thousandths. Teacher: Pay attention. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I'm not asking you to compare them to each other. Teacher: Look. Teacher: Stop.,1 1665,"Teacher: 6 Teacher: This is [Inaudible] Student J can you please come and sit. Teacher: Sit down Student J. [TARGET]Teacher: Student J please come and sit down here.[/TARGET] Teacher: Student J please. Student: 7 and 1. Other Adult: Alright do the next one, do the next one.",1 1666,Teacher: 6 times 2 is - no. Teacher: Okay. Teacher: You all ready? [TARGET]Teacher: I need to see you work.[/TARGET] Teacher: You're not just going to quit here. Teacher: I'm not going to have you just sitting here. Teacher: This is what happened yesterday.,1 1667,"Teacher: 6 times 7. Teacher: 7 times 7's 49. Teacher: Fix it. [TARGET]Teacher: Can we quit arguing with each other?[/TARGET] Teacher: Then do it anyway, Student Z. Teacher: Just do one. Teacher: But get straight.",1 1668,"Teacher: 6, 7. Teacher: You add the two numbers together, and add it up to 1,000. Teacher: Student T, why are you struggling with that? [TARGET]Teacher: I have been trying to help you.[/TARGET] Teacher: If you can't pay attention - can you stop? Teacher: Let me see what you wrote. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14.",0 1669,"Teacher: 60, yes. Teacher: All right, now, wow, we learned a lot. Teacher: [Crosstalk] [TARGET]Teacher: No, no, no.[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: [Inaudible].",1 1670,"Teacher: 7 cards. Teacher: What are you doing with the table when we are doing math? Teacher: I'm not going to talk over anybody. [TARGET]Teacher: Until this class is done, we can't move anywhere.[/TARGET] Teacher: Put that one away. Teacher: 3, 4, 5, 6, 7. Teacher: Put it away.",1 1671,"Teacher: 7 drawings in each binder. Teacher: You need to be looking up here. Teacher: Student A, or somebody else, is this a grouping or a sharing problem? [TARGET]Teacher: You're not yelling out, please.[/TARGET] Teacher: 14 pictures, 2 different art binders. Teacher: Grouping or sharing, Student R? Student: Grouping.",1 1672,"Teacher: 7 plus 5 is what? Student: 12 Teacher: Is that it, or do I - what am I looking - sit down. [TARGET]Teacher: Sit down.[/TARGET] Teacher: 12 what, Student D? Student: 12 over 37. Student: 12 times -",1 1673,"Teacher: 7 times 9, 63. Teacher: Why are you all yelling at him? Teacher: That's very rude. [TARGET]Teacher: Sit up.[/TARGET] Teacher: Leaning on it probably isn't helping. Teacher: Student D, are you getting these down, hon? Student: Are you going to be here tomorrow?",1 1674,Teacher: 70. Teacher: Okay. Teacher: Hang on. [TARGET]Teacher: Stop talking.[/TARGET] Teacher: That was to trick you. Teacher: The height is always the straight line from the bottom to the corner. Teacher: Okay?,1 1675,"Teacher: 700 Teacher: Stop calling out. Teacher: I would like you to raise up your hand. [TARGET]Teacher: 96 - sit down.[/TARGET] Teacher: Turn around and sit down, please. Teacher: Turn around and sit down properly. Teacher: [Inaudible].",1 1676,"Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent. Teacher: Do you need some help measuring your degrees, or are you okay? Student: I'm okay. [TARGET]Teacher: Let's put those away.[/TARGET] Teacher: Put 180. Teacher: That's inappropriate. Teacher: For the 180, that's going to do the whole top part.",1 1677,"Teacher: 72 divided by 12. Teacher: This one's a little tougher. Teacher: We probably didn't know this right off the bat. [TARGET]Teacher: Anyone who just yelled out is not following expectations.[/TARGET] Teacher: Student J? Student: 6. Teacher: How did you figure out 6, Student J?",1 1678,"Teacher: 75 over 100. Teacher: So you color in 75. Teacher: That's 10, 20, 30, 40, 50. [TARGET]Teacher: Sit down please.[/TARGET] Student: [Inaudible] Teacher: Sit down please. Teacher: 10, 20, 30, 40, 50, 60, 70 and then half of that one, that would be 75 over -",1 1679,"Teacher: 77 over 100. Teacher: Okay. Teacher: Now, look, what would it have to be for that to be 1? [TARGET]Teacher: You need to pay attention.[/TARGET] Teacher: Student H, you're not with me at all. Teacher: You weren't with me yesterday. Teacher: You were drawing yesterday.",1 1680,"Teacher: 8 Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction. Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction. [TARGET]Teacher: So now let's do one problem together, everybody.[/TARGET] Teacher: Let's do one problem. Teacher: Go to your slate. Teacher: Let's do one problem together, everyone.",0 1681,"Teacher: 8, 4, 7. Teacher: Pull out 6. Teacher: You're using 6 cards. [TARGET]Teacher: Allow him to do it the way he wants.[/TARGET] Teacher: It doesn't matter. Teacher: This is too much. Teacher: You have to think again.",0 1682,"Teacher: 800 Teacher: That is how we got 821. Teacher: Now I am going to pass out your papers. [TARGET]Teacher: You're going to do question number one, two, and three, then you do the other page, page 30.[/TARGET] Teacher: When you get to page 30 you will stop because we are going to play the game. Teacher: If you need any help, you raise up your hand and I will help you. Teacher: Look at the questions it's asking here.",0 1683,Teacher: 805 Teacher: [Crosstalk] Teacher: All right. [TARGET]Teacher: Now let's try one more thing before you do a picture of your own.[/TARGET] Teacher: Do you remember the other day when we talked about partial product multiplication? Multiple Students: Yes. Teacher: So this is not the traditional way where we write something down and carry.,0 1684,Teacher: 9 times 8 is 72. Teacher: So what's 9 times 7? Teacher: Get that first. [TARGET]Teacher: Sit up.[/TARGET] Teacher: He's just doing it a different way. Teacher: Nah-uh. Teacher: One half is what you should have ended up with.,1 1685,"Teacher: 90 Teacher: Let's do it again with our fingers. Teacher: I love how Student C was doing it. [TARGET]Teacher: And, I saw some people over there doing it.[/TARGET] Teacher: 15 Student: 15 Teacher: Multiplied by what number --",0 1686,"Teacher: 94 plus 2. Teacher: Got it? Student: Oh. [TARGET]Teacher: Student V, go.[/TARGET] Student: 30 plus 5 minus 2 plus 30 minus 3. Teacher: 30 plus 5 minus 2 - what did you say? Student: Plus 30 minus 3.",0 1687,"Teacher: A 5 in front? Teacher: A 5 in the- Student: Tenths place. [TARGET]Teacher: And it's a 4 in the tenths place, so we automatically know four hundred sixteen thousandths is less than a half and what - I'm listening.[/TARGET] Teacher: What about two thirds? Student: Less than [Inaudible]. Teacher: Two thirds is less than four hundred sixteen thousandths?",1 1688,"Teacher: A big work area, so we are going to draw a pretty nice size. Teacher: The reason I say rectangle is because we have three digits here, right? Teacher: Three separate place values which means we have to have three columns. [TARGET]Teacher: Pull the door shut, please.[/TARGET] Teacher: Okay, so since 300 - what - if we look at 324, what number has the biggest place value, Student A? Student: Three hundred. Teacher: Three hundred, so it's going to have the biggest space in my box, okay?",0 1689,"Teacher: A blank shows how data, numbers, changes over time. Teacher: Hmm? Teacher: Are you looking at the choices cause I don't think you are you ain't even on the rig-are you on the paper? [TARGET]Teacher: You better put that book in front of you stop-oh.[/TARGET] Teacher: Graph shows how data changes Teacher: over time. Teacher: I look at the choices that's called a process of elimination.",1 1690,"Teacher: A complete sentence. Teacher: Lovely. Teacher: Keep going, Student A. Lovely. [TARGET]Teacher: I need to see you working, and right now I just see you talking to those boys at the table.[/TARGET] Teacher: If you're done with the first side and you have a complete sentence, turn it over. Teacher: Equals? Teacher: Work on that.",1 1691,"Teacher: A dime, right? Multiple Students: [Crosstalk]. Teacher: Now listen. [TARGET]Teacher: Shh.[/TARGET] Teacher: [Inaudible] help us out. Teacher: If each of these is a tenth, and this would be ten cents. Teacher: Twenty.",1 1692,"Teacher: A factor times a factor or a part times a part is a whole. Teacher: What does range mean to you, Student D? Student: It's like say you like - [TARGET]Teacher: Hold on.[/TARGET] Student: It's like - Teacher: I'm just saying hold on, because people are moving and it's too loud. Teacher: Go ahead.",1 1693,"Teacher: A hundred, because why? Student: Because 20 times 50 equals 100 - five. Teacher: So if we're looking at groups of 20, how many of those groups of 20 make the whole thing? [TARGET]Teacher: Student S and Student C, you're listening to her.[/TARGET] Teacher: Yeah. Teacher: So five groups of 20 would give you that 100, yeah. Teacher: Do you see how Student B looked at it as groups of five, though?",1 1694,"Teacher: A hundred. Teacher: In each one of these boxes is a ten by ten grid and there's 100 squares in it. Teacher: Student A, I need you to go pick up everybody's paper 'cause everybody is still coloring and messing with that. [TARGET]Teacher: Student A.[/TARGET] Student: Should we put our names on them? Teacher: Put the crayons back in the box, in the bowls. Teacher: Pick up your papers.",0 1695,"Teacher: A is done? Teacher: Okay, then let's go. Teacher: B. [TARGET]Teacher: Come on.[/TARGET] Student: I'm trying to think of one. Student: I know a good one, but I just can't seem to think of a sentence. Teacher: Okay.",0 1696,"Teacher: A little bit tricky, so work that one out. Teacher: Wait on other people. Teacher: Let them get a chance. [TARGET]Teacher: Don't blurt it out.[/TARGET] Teacher: Other people are working. Teacher: Give them a chance too. Teacher: Raise your hand if you're done.",1 1697,"Teacher: A pentagonal prism has two pentagons connected by rectangles. Teacher: Very good. Teacher: Student J and Student J, come. [TARGET]Teacher: He's trying so hard not to look, he's hiding it behind his back.[/TARGET] Teacher: Student J had square pyramid, and Student J had this picture of a square connected with 4 rectangles to one point. Teacher: Do they match? Multiple Students: Yes.",0 1698,"Teacher: A perimeter of 20 centimeters and an area of 24 centimeters. Teacher: Go ahead and lean to your - to your neighbors, you can turn around, Student G, and work with Student D. Lean to your neighbors and think about - I don't need you to write anything down, but I need you to think about how we would construct that. Teacher: How could I make a parallelogram with a perimeter of 20 centimeters and an area of 24 square centimeters? [TARGET]Teacher: Talk to your partners.[/TARGET] Teacher: No, don't write, just talk to them about it. Teacher: You'll raise your hand and help me in a second. Teacher: [Crosstalk]",0 1699,"Teacher: A ton. Teacher: Side conversation needs to stop. Teacher: Are there any questions? [TARGET]Teacher: Does it make more sense today now that I'm not listening to what Mrs. D was trying to tell me earlier?[/TARGET] Multiple Students: Yes. Teacher: 'Cause I was yesterday, like once you guys left, it was like, okay, regroup, I got this. Teacher: And green group, it was like quick and easy.",0 1700,"Teacher: A whole, or sixteen sixteenths. Teacher: I said, ""Student C, I didn't give you that."" Teacher: I don't know why anybody's playing with their board right now. [TARGET]Teacher: I specifically told you to get your hands off your cubes.[/TARGET] Teacher: So I started thinking. Teacher: She said, ""I didn't do it, Mr. R."" What did she do to represent it? Teacher: Student G?",1 1701,"Teacher: A, B, and C. Student B, I need you to sit up, okay? Teacher: Thank you. Teacher: [Students reading]. [TARGET]Teacher: Okay, it looks like everyone has had a chance to do their re-reading.[/TARGET] Teacher: Who can read part two? Teacher: You've already done number one. Teacher: Read, and re-read.",0 1702,Teacher: About 30. Teacher: Why? Student: 'Cause [inaudible]. [TARGET]Teacher: Why Student K?[/TARGET] Teacher: I can't hear you. Teacher: You think about 30. Teacher: Why?,0 1703,"Teacher: Across eight and up seven, where will I be Student A? Student: Q. Teacher: If I go across eight and up seven, will I be at the letter Q? [TARGET]Teacher: Student S shaking her head.[/TARGET] Student: [Inaudible] Teacher: Let's see. Teacher: Across eight and up seven, where will I be Student A?",0 1704,"Teacher: Across the bottom in the horizontal axis. Teacher: Please write Maryland first then Virginia thank you while I'm writing you are too wonderful. Student: Maryland? [TARGET]Teacher: Thank you for not talking.[/TARGET] Teacher: So the last thing I want you to do this bar graph didn't work without the meat Student L because these numbers aren't big enough. Teacher: They were way more in any of these states, there were way more the biggest number on this chart is what? Teacher: On this graph is what?",1 1705,"Teacher: Actually, let's look at zero. Teacher: Down here at the bottom. Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero. [TARGET]Teacher: A zero says no explanation - I'll read it to you if you can't see it.[/TARGET] Teacher: ""The answer is not related to the question, there is no work, or it's blank."" I don't think anyone in here would ever do that. Teacher: So, let's move up to number one. Teacher: Number one says, ""There is no explanation of thinking."" Usually on all the questions it says explain how you got your answer.",0 1706,"Teacher: Actually, we're going to move over there. Teacher: What are you doing? Teacher: Okay. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Write your name. Teacher: Somebody sit here. Teacher: Turn this way.",0 1707,"Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6. Teacher: The reason - hold on. Teacher: Two things, and then we're going to go back to our seats. [TARGET]Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait.[/TARGET] Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod. Teacher: You all understand that? Teacher: Okay.",1 1708,"Teacher: Add it up and see. Teacher: What's your question? Teacher: Student A, can you please stop? [TARGET]Teacher: Stop.[/TARGET] Teacher: Because you have started paying attention - what is that? Teacher: You don't eat peanuts? Student: I don't like it.",1 1709,"Teacher: Add that together and see if you're going to get $20.00. Teacher: Think about it. Teacher: Student S, I need you to move over here, please. [TARGET]Teacher: Could you sit right here?[/TARGET] Teacher: Ten, nine, eight, seven, six, five, four, three, two, one. Teacher: Okay, let's open up - give me your paper. Student: [Inaudible comment.]",1 1710,"Teacher: Add them up for me please if you didn't yet. Teacher: Add them up, 8,500 plus 800. Teacher: Add them up. [TARGET]Teacher: What's the matter, Student R?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: I'll [inaudible] in a second if they didn't.",1 1711,"Teacher: Add them up. Teacher: Get your answer. Teacher: Okay, Student W. Tell us what you multiplied. [TARGET]Teacher: Have a seat.[/TARGET] Student: I multiplied 20 times 80. Teacher: Yeah, and what did we get as an answer? Student: 1,600.",1 1712,"Teacher: Add up these. Teacher: You have your own. Teacher: It's here. [TARGET]Teacher: But this is not what you're doing now.[/TARGET] Student: Thirty times six and I do - Teacher: Thirty times six, uh-huh. Student: Zero times six or three times six or do two times six?",0 1713,"Teacher: After I heard you say that eight ninths is close to 9, that it's closest to 9, that is your decision. Teacher: Did you hear that? Teacher: Can I have you sit down please, on your butt, please? [TARGET]Teacher: What is in your mouth?[/TARGET] Teacher: Student A, you're hiding. Teacher: I want you out. Teacher: Okay.",1 1714,"Teacher: After all that work I want to see that you can do at least one. Teacher: You know what, boys? Teacher: Sit up. [TARGET]Teacher: Stop lying down.[/TARGET] Teacher: Sit up on your bottom now. Teacher: [Crosstalk] Teacher: Do your work.",1 1715,Teacher: After we complete our math as we do as a class - I'm listening to you. Teacher: Write it here. Teacher: 1100 [TARGET]Teacher: I'm listening to you.[/TARGET] Teacher: I'm going to tell your mom. Teacher: You're yelling at me. Teacher: You've been fooling around.,1 1716,"Teacher: After you - then you have to multiply. Teacher: Three times seven is what? Teacher: Then you bring it all the way down. [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: What is your problem? Teacher: All right, so here we go. Teacher: What did you get?",0 1717,"Teacher: Again, I have a few people who are having side conversations. Teacher: I need your eyes up here. Teacher: Thank you. [TARGET]Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please.[/TARGET] Teacher: Thank you. Teacher: Thank you, Student P. Student J, I need your eyes please. Teacher: Thank you, Student M.",1 1718,"Teacher: Again, like I said, this is smaller than a normal slice of bread because it's one of those end pieces that nobody likes to eat. Multiple Students: I like them. Multiple Students: I eat them. [TARGET]Teacher: I don't like them.[/TARGET] Teacher: [Crosstalk regarding bread types] Teacher: Keep handing it. Teacher: Keep passing it.",0 1719,"Teacher: Again. Multiple Students: Multiply the sides. Teacher: Okay so what if I don't have a number on all sides raise your hands. [TARGET]Teacher: This was the problem with this one Student S I need you to [/TARGET] Teacher: leave cause this one was for you. Teacher: Why, what happens if I don't have numbers on all the sides Student S? Teacher: What do I have to do?",0 1720,Teacher: Ah ... one. Teacher: Two. Teacher: Three. [TARGET]Teacher: Everyone needs to be listening.[/TARGET] Teacher: Negative two. Student: [Inaudible]. Student: No!,1 1721,"Teacher: Ah, Student J come on up. Teacher: I like the way Student J's sitting quietly. Teacher: I like the way some people are sitting up. [TARGET]Teacher: Student N, and Student M, you're arms should be out of your shirts.[/TARGET] Teacher: Plus two. Teacher: Go ahead. Teacher: Very good.",1 1722,"Teacher: All day every day. Student: Twenty-four hours. Teacher: No, the whole time we're not here. [TARGET]Teacher: Student M, just give it to him because you're wasting his time.[/TARGET] Teacher: Didn't find it? Teacher: Don't forget your homework in your outbox. Teacher: You might be missing some pieces and if you are, let me know because I have some knocking around in this box.",1 1723,Teacher: All eyes are on Student D and Student M. Student: [Inaudible]. Teacher: Excuse me. [TARGET]Teacher: All eyes here.[/TARGET] Teacher: Mouths are closed. Student: What we did was we - Teacher: Sh.,1 1724,Teacher: All eyes here. Teacher: Mouths are closed. Student: What we did was we - [TARGET]Teacher: Sh.[/TARGET] Teacher: Sh. Student: [Inaudible]. Teacher: Out it on the SMART board.,1 1725,"Teacher: All eyes here. Teacher: Oh wow, this is very good strategy too. Student: I wasn't laughing this bad last year. [TARGET]Teacher: Can you stop calling out?[/TARGET] Student: I'm talking about the math. Teacher: Excellent. Teacher: This how he explained himself.",1 1726,Teacher: All eyes on me. Multiple Students: All eyes on ... Teacher: Most groups are having a reasonable noise level. [TARGET]Teacher: There's a couple of groups - I'm trying not to call out names.[/TARGET] Teacher: Please don't make me have to. Teacher: Okay. Teacher: To measure the length of a swimming pool.,1 1727,"Teacher: All eyes on me. Teacher: You have to - you already gathered your data. Teacher: Wait a minute. [TARGET]Teacher: Excuse - I'll wait, Student D. [/TARGET] Student: [Inaudible]. Teacher: I'll wait. Teacher: Listen.",1 1728,"Teacher: All of them are not going to fit in the first board. Teacher: If you want to fill in a second board, fill in your second board. Teacher: [Crosstalk] [TARGET]Teacher: I need you to stop talking.[/TARGET] Student: I was asking you something. Teacher: Use the number on the board. Teacher: Put the fractions on your Bingo board.",1 1729,"Teacher: All pencils down. Teacher: I hope you have written your names. Teacher: [Crosstalk] [TARGET]Teacher: Now let's look at it, the whole class.[/TARGET] Teacher: Student V, you still need some time. Teacher: Student G, you still need to get improved in your multiplication facts. Teacher: You still need to spend some more time.",0 1730,"Teacher: All right Student A, your group. Teacher: Can you guys be nice and loud for me? Teacher: I know Student A can. [TARGET]Teacher: All right, all stars; remember, they gave you their undivided attention, now you need to them your undivided attention.[/TARGET] Student: Once there was a kitten and a dog. Student: He has one dime and three nickels to pass a bridge to go to the movies but he needed to make a dollar but the fawn said to give him a buck. Student: Then a yellow car with two black strips and bumble bee, he had one nickel, five pennies and one dime, but the fawn said, ""Give me a buck.""",0 1731,"Teacher: All right Student M, come on up. Student: Student M. Multiple Students: [Crosstalk]. [TARGET]Teacher: All right, we need to sit quiet.[/TARGET] Multiple Students: [Crosstalk]. Student: Shh. Teacher: Zero, so stay right where we are.",1 1732,"Teacher: All right and Student N and - I mean you two work together, you two work together. Teacher: Yeah? Teacher: There you go. [TARGET]Teacher: You know what, please don't waste time fussing; just roll and start your data.[/TARGET] Student: Miss T, is he taking mine and his? Teacher: You both are to tally it. Teacher: Both of you tally it.",1 1733,"Teacher: All right guys. Teacher: One, two, three, eyes on me. Multiple Students: One, two, eyes on you. [TARGET]Teacher: We're not going to be able to finish today.[/TARGET] Teacher: So you need to put your names in the back, and we'll finish this tomorrow. Student: We did another graph on the back because we thought we were going to mess up. Teacher: Make sure your names are on the back, and go ahead and put your poster, construction paper in the back.",0 1734,"Teacher: All right we have - my children, I cannot hear my group, over here. Teacher: You need to take it down. Teacher: It's quiet [inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Take it down a notch. Teacher: All right. Teacher: We know, Student C, we have a big carton that has this measurement.",1 1735,"Teacher: All right we're going to ... we're going to - I want you to stop when you get to number ten. Student: [Inaudible]. Teacher: And - close my door, sweetie. [TARGET]Teacher: Stop when you get to number ten.[/TARGET] Teacher: I'm about to turn the light on, so I need you to adjust your focus, because I'm turning on the light. Teacher: Turn on the light, hon. Student: Now, now, now, now?",0 1736,"Teacher: All right who ... who can do the next one from least to greatest? Teacher: Student K. Student: Oh. [TARGET]Teacher: Oh, you didn't call on me.[/TARGET] Student: [Inaudible]. Student: Hey, that's not fair. Student: Why is it not fair?",1 1737,"Teacher: All right, I don't [Inaudible]. Teacher: This is math class. Teacher: We're not at recess. [TARGET]Teacher: Stop.[/TARGET] Teacher: All right, what is the next problem? Multiple Students: Three divided by 219. Teacher: 219",1 1738,"Teacher: All right, I get you back. Teacher: All right. Teacher: Now, listen carefully. [TARGET]Teacher: Listen.[/TARGET] Teacher: Listen. Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me. Teacher: She said, oh, I can do the rest.",0 1739,"Teacher: All right, I need an answer. Teacher: Boys, Student J, what do you have for me? Teacher: Give me five. [TARGET]Teacher: Student J, has the floor.[/TARGET] Teacher: Okay, Student J. Student: The area? Teacher: Yes, sir.",0 1740,"Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go. Teacher: So all the crayons back in the bowl, all the pencils back in the baskets. Teacher: Student E is gonna collect the papers. [TARGET]Teacher: Stand by your chair.[/TARGET] Teacher: [Crosstalk] Teacher: So everybody in your seat. Student: I thought you said stand behind your seat.",0 1741,"Teacher: All right, Student C, go click the right answer. Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer. Teacher: Finding the product in its simplest form. [TARGET]Teacher: Okay, click the arrow please.[/TARGET] Teacher: Next problem. Teacher: [Video plays] Teacher: Now we have two thirds times one third.",0 1742,"Teacher: All right, Student D and Student M, would you explain to us - why don't you both come on up here and explain to us what you did and where you had to rethink what you did? Teacher: All eyes are on Student D and Student M. Student: [Inaudible]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: All eyes here. Teacher: Mouths are closed. Student: What we did was we -",1 1743,"Teacher: All right, Student I, let's see what you got. Student: You don't do anything. Student: [What have I got]? [TARGET]Teacher: Feel free to get up and help each other.[/TARGET] Student: Can you - I [Inaudible]? Student: [Inaudible] obtuse triangle. Teacher: Okay.",0 1744,"Teacher: All right, [inaudible], I'll wait. Teacher: I'll wait. Teacher: The warm-up, the warm-up is gonna be on this sheet. [TARGET]Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board.[/TARGET] Teacher: You are going to count the number of students, number of boys, number of girls. Teacher: Same as yesterday. Student: I wasn't here yesterday.",0 1745,"Teacher: All right, a review on perimeter. Teacher: The perimeter is the distance, what? Multiple Students: [Multiple answers]. [TARGET]Teacher: Guys, excuse me.[/TARGET] Teacher: I'm sorry. Teacher: There's some people in here who don't understand when they are supposed to read. Teacher: Once again, if you don't realize that, then don't say anything at all.",1 1746,"Teacher: All right, about another 30 seconds or so and then let's go over this. Student: Last night I found this in my book. Teacher: Okay. [TARGET]Teacher: Throw it away.[/TARGET] Teacher: Yes, ma'am. Teacher: Question? Teacher: What is it?",0 1747,"Teacher: All right, be quiet. Teacher: Focus. Teacher: [Inaudible]. [TARGET]Teacher: Listen up.[/TARGET] Teacher: Student S, look. Student: Student S. Teacher: All right.",1 1748,"Teacher: All right, both of you go outside. Student: No. Student: What? [TARGET]Teacher: Go, Student K and Student O.[/TARGET] Student: [Inaudible] Teacher: No, I want both of you out there together, go. Teacher: [Crosstalk]",1 1749,"Teacher: All right, boys and girls, please remember the procedure for going over - shh. Teacher: [Crosstalk] Teacher: We're silent please in 5, 4, 3, 2, 1. [TARGET]Teacher: Thank you.[/TARGET] Teacher: The procedure for going over, I will repeat the question and then I will give you the signal and you will say the answer. Teacher: Number one - excuse me, Student [inaudible], too much going on. Teacher: Number one, how many 2s are there in 10?",0 1750,"Teacher: All right, boys and girls. [TARGET]Teacher: I need everybody in their seats.[/TARGET] Teacher: Sit down, please. Teacher: Okay. Teacher: Last week we learned about adding and subtracting fractions so this week we're gonna learn about multiplying and dividing fractions, excuse me, decimals.",1 1751,"Teacher: All right, boys and girls. Teacher: I need everybody in their seats. [TARGET]Teacher: Sit down, please.[/TARGET] Teacher: Okay. Teacher: Last week we learned about adding and subtracting fractions so this week we're gonna learn about multiplying and dividing fractions, excuse me, decimals. Teacher: Who remembers what we learned about adding and subtracting decimals last week?",1 1752,"Teacher: All right, do we agree with number three and number four? Teacher: Any questions. Teacher: Student A, I don't see your eyes up here. [TARGET]Teacher: Student M, I don't see your eyes up here.[/TARGET] Teacher: Do you agree with number three and number four? Teacher: His fractions and his percents? Multiple Students: Yes.",1 1753,"Teacher: All right, draw your line plot, please. Teacher: I love the way Student R is getting started. Teacher: I can tell he's really getting started on that. [TARGET]Teacher: Student K, could you please sit down?[/TARGET] Teacher: Very nice. Teacher: I like what I see over on this side of the room. Teacher: Yes, ma'am?",1 1754,"Teacher: All right, excuse me. Teacher: One third of my 24 pieces. Teacher: You can talk to your friend for a minute. [TARGET]Teacher: [Inaudible] not talking.[/TARGET] Teacher: Three are talking. Teacher: Good job. Teacher: Let me see.",0 1755,"Teacher: All right, five - Student: And six. Teacher: And six. [TARGET]Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them.[/TARGET] Teacher: Yeah, some people. Teacher: You need six, that's the one, and some people already did a few. Teacher: They understand.",0 1756,"Teacher: All right, focus. Teacher: Eyes back up here. Teacher: Student C, shh. [TARGET]Teacher: Eyes back up here.[/TARGET] Teacher: Student L, what [inaudible] do you have? Teacher: [Inaudible]? Teacher: Focus.",1 1757,"Teacher: All right, for time's sake I want you to put this in a safe place, because our homework - you don't need to do the ""You Do"" side for homework, you only need to do the homework side for homework. Teacher: That would be too much if you did both. Teacher: So do the homework side for homework. [TARGET]Teacher: Put it away.[/TARGET] Teacher: I want you to begin working on your exit ticket. Teacher: Again, working on your exit ticket. Teacher: [Students working on exit tickets].",1 1758,"Teacher: All right, give me five. Teacher: Give me five. Teacher: Way too loud. [TARGET]Teacher: And why are we out of our seats?[/TARGET] Teacher: Sit down. Student: Okay. Teacher: Just sit down.",1 1759,"Teacher: All right, great. Teacher: Okay, here we go. Teacher: We're new concept, new skill today. [TARGET]Teacher: Put this away.[/TARGET] Teacher: Take out your notes. Teacher: We are dividing decimals. Student: Yes.",1 1760,"Teacher: All right, guys, let's go ahead and check these. Student: No, I'm not done. Teacher: Listen. [TARGET]Teacher: Student A, Student J.[/TARGET] Teacher: So 18 times 27, most of the pictures look right to me. Teacher: Student H, are you ready? Teacher: 7 times 8, 56, carry the 5.",1 1761,"Teacher: All right, guys, math detectives - what? Student: [Inaudible] Teacher: How did that happen? [TARGET]Teacher: Okay, just leave it alone.[/TARGET] Student: 'Cause he was picking his nose. Student: No. Teacher: Guys.",1 1762,"Teacher: All right, guys, we're going to go ahead and get started because we're going to do these together because we have got to get to some of our groups today so we can really understand division, because next week we are going to start some more division stuff and we're also going to do some order of operations and different things that we're going to have to be really familiar with division. Teacher: Now, these are some division problems. Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them. [TARGET]Teacher: So if you've not worked them, that's perfectly all right.[/TARGET] Teacher: We're going to work them together as part of our whole group this morning. Teacher: But then what we'll do is we're gonna go back and go over them. Teacher: I want to show you something.",0 1763,"Teacher: All right, here is your first question. Teacher: I'm going to - I believe I can make the font bigger. Teacher: [Pause]. [TARGET]Teacher: Yes, who is calling me?[/TARGET] Student: [Inaudible]. Teacher: Student K, can you - honey, Student K, could you please get out of your seat? Teacher: Since I'm having to do this manually - no, it's not going to let me move it up.",0 1764,"Teacher: All right, here we go. Teacher: I need to change my color. Teacher: [Crosstalk] [TARGET]Teacher: I'll wait.[/TARGET] Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait. Teacher: Student K? Student: You said this was our test for [inaudible].",1 1765,"Teacher: All right, here we go. Teacher: Shh. Teacher: Okay. [TARGET]Teacher: All right we're going to ... we're going to - I want you to stop when you get to number ten.[/TARGET] Student: [Inaudible]. Teacher: And - close my door, sweetie. Teacher: Stop when you get to number ten.",0 1766,"Teacher: All right, here we go. Teacher: So turn your papers to the sides. Teacher: But yours could look like it looked like over there. [TARGET]Teacher: All right, turn your paper to the side, that way.[/TARGET] Student: Oh. Teacher: All right, I'm gonna give you a couple of them just to start off with. Teacher: Let's see.",0 1767,"Teacher: All right, here we go. Teacher: This is the eight times four sheet. Teacher: Please - you are not writing answers, are you? [TARGET]Teacher: Because that would be considered cheating.[/TARGET] Teacher: Okay. Teacher: If you're finished, [inaudible] your sheet. Teacher: You better count out so that we can go look at the board.",1 1768,"Teacher: All right, here you go. Teacher: Here's a little bit harder. Teacher: Hang on. [TARGET]Teacher: I lost my place here.[/TARGET] Teacher: [Crosstalk] Teacher: All right, and here is your next problem. Teacher: There are six white beans.",0 1769,"Teacher: All right, hold on. Teacher: Somebody already do number two. Student: Three fourths. [TARGET]Teacher: Some people already do number two.[/TARGET] Teacher: Ruby gets how many pieces? Teacher: Were you looking when I- Student: Yeah.",0 1770,"Teacher: All right, how about for number 2? Teacher: What's my common denominator? Teacher: Don't-do not do anything. [TARGET]Teacher: Student M, you can take this if you want 'cause-okay.[/TARGET] Teacher: You closed your notebook. Teacher: We're not putting away anything. Teacher: We're not doing anything except for finishing this.",0 1771,"Teacher: All right, keep it quiet, guys. Teacher: Student D. Student: Do you know where my math book is? [TARGET]Teacher: I don't.[/TARGET] Teacher: Take out your math book please. Teacher: [Crosstalk] Teacher: Let's open up to unit 6.",0 1772,"Teacher: All right, let's see. Teacher: So we're 6.9 times 3.1. [TARGET]Teacher: Student I, you going back to recess, babe?[/TARGET] Teacher: [Crosstalk] Teacher: All right, Student I, what's you answer? Student: Twenty-one point three nine.",1 1773,"Teacher: All right, let's take a look, everybody. Teacher: [Crosstalk] Teacher: Turn around. [TARGET]Teacher: Turn all the way around and stay that way.[/TARGET] Teacher: Okay. Teacher: Let's take a look, page 9, everybody. Student: I didn't finish it.",1 1774,"Teacher: All right, listen up, guys. Teacher: Have a seat. Teacher: You still didn't do the very first thing, Student K. Student F, is your name Student K? [TARGET]Teacher: On camera I'm gonna yell at you.[/TARGET] Student: [Inaudible] Student: Oh. Student: Like this.",1 1775,"Teacher: All right, listen up. Teacher: Look at this. Teacher: Look at this. [TARGET]Teacher: Student S got - look at me, please.[/TARGET] Teacher: Can we stop for a second? Student: Yes. Teacher: Stop for a minute.",1 1776,"Teacher: All right, listen up. Teacher: Sit. Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer. [TARGET]Teacher: So don't yell it out.[/TARGET] Teacher: After you answer your question correctly you may go. Teacher: Student A, what is 30 times 10? Student: 300",0 1777,"Teacher: All right, listen. Teacher: Good job. Teacher: Now, that's how I need it. [TARGET]Teacher: Now, I'm gonna have these three people - listen to what you're gonna do.[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: Now, see - see, people are not really listening.",0 1778,"Teacher: All right, listen. Teacher: Why it's one eighth, somebody was telling me yesterday eight times three is 24. Multiple Students: 24 - [TARGET]Teacher: Hold on.[/TARGET] Teacher: [Crosstalk] Teacher: I remember it was you. Teacher: That's okay.",0 1779,"Teacher: All right, next one, Student D. Student D. Student D. Student D. Student: That's - Teacher: Yeah. [TARGET]Teacher: Okay, go ahead now.[/TARGET] Student: Today I learned that - Teacher: Now, say it loud. Teacher: Yeah.",0 1780,"Teacher: All right, now, one thing. Student: Today in math I learned that - Teacher: Some people are not listening. [TARGET]Teacher: Somebody is sharing.[/TARGET] Teacher: Some people are not - [inaudible] listening. Teacher: Student M is not listening and Student A is not listening. Student: I am.",1 1781,"Teacher: All right, now. Teacher: Shh. Teacher: Listen. [TARGET]Teacher: Listen.[/TARGET] Teacher: Listen. Teacher: Student S, are you feeling okay? Student: [Inaudible].",1 1782,"Teacher: All right, page 29. Student: We've done that. Teacher: Page 29. [TARGET]Teacher: What?[/TARGET] Teacher: [Crosstalk] Teacher: I can't help you with that, share. Teacher: Share with Student J.",0 1783,"Teacher: All right, pencils down. Teacher: Pencils down. Teacher: I need you - I'll explain this now. [TARGET]Teacher: All right, sit down, Student C, thank you.[/TARGET] Teacher: Student D, Student M, I don't appreciate the talking. Teacher: Put your pencils down. Teacher: Okay.",1 1784,"Teacher: All right, so it - let me get a general feeling. Teacher: Student M, can you stop building? Teacher: All right, thumbs up if you agree. [TARGET]Teacher: Student C, can you stop building?[/TARGET] Teacher: Thumbs down if you disagree. Teacher: Thumbs sideways if you're just not sure. Teacher: All right, I'm going to agree with you but explain why.",1 1785,"Teacher: All right, so next one. Student: Yes. Teacher: Student C, the question is for you. [TARGET]Teacher: Now, look at me, what I've done.[/TARGET] Teacher: Yes, if anybody want to help me out, they can raise their hand. Teacher: Now, what am I doing? Teacher: I'm going down.",0 1786,"Teacher: All right, so the partners. Multiple Students: [Crosstalk]. Teacher: Okay. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Listen up.",1 1787,"Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work. Teacher: Yesterday this board was in its own world and it just did not want to cooperate with me. Teacher: Some days it's like that, and I feel like this is going to be one of those days. [TARGET]Teacher: Paper.[/TARGET] Teacher: [Inaudible] I need it to go the other way. Teacher: Let's see. Teacher: [Inaudible] my pattern.",0 1788,"Teacher: All right, so what's this number? Multiple Students: [Crosstalk while working on activity]. Multiple Students: [From 0:30:08 to 0:34:50] [TARGET]Teacher: I shouldn't hear that much crazy shaking.[/TARGET] Teacher: [Inaudible]. Student: [Crosstalk]. Teacher: And you know what?",1 1789,"Teacher: All right, so you know what? Teacher: It is almost our social studies time, so we are not going to go and play the second game. Teacher: So I need you to focus. [TARGET]Teacher: I need you focused.[/TARGET] Teacher: [Crosstalk] Teacher: We are going back. Teacher: The reason we tried - understand, we make it a point to understand equivalent fractions is why?",1 1790,"Teacher: All right, so, you know what? Teacher: In fairness to them, guys, I'm not gonna do that. Teacher: Everybody needs to do this on their own. [TARGET]Teacher: That's just not fair to not have you guys move about.[/TARGET] Teacher: You started this on your own, you all have calculators of choice. Teacher: You guys have paid great attention up here. Teacher: Let's just start - let's just do this on our own, okay?",1 1791,"Teacher: All right, stop. Teacher: Hands down. Teacher: Everybody, I want you to pay close attention because we're gonna answer these together. [TARGET]Teacher: Turn around.[/TARGET] Teacher: That's not helping him. Teacher: That's doing it. Teacher: I don't want anybody to put anything away.",1 1792,"Teacher: All right, taking a look at this, just reflecting back, does anybody remember what the properties of math are? Teacher: Yes? Student: It [inaudible] like [inaudible]. [TARGET]Teacher: Please excuse my dear Aunt Sally.[/TARGET] Teacher: No, that's order of operations, but that's a good - that's a mnemonic device, so that's great. Teacher: Yes? Student: Like the - oh, [inaudible].",0 1793,"Teacher: All right, thank you. Teacher: That was very good. Teacher: All right Student A, your group. [TARGET]Teacher: Can you guys be nice and loud for me?[/TARGET] Teacher: I know Student A can. Teacher: All right, all stars; remember, they gave you their undivided attention, now you need to them your undivided attention. Student: Once there was a kitten and a dog.",0 1794,"Teacher: All right, that's as close as I can get. Teacher: Thank you. Teacher: When your team's ready. [TARGET]Teacher: I'm not understanding that.[/TARGET] Teacher: You know what you need to be doing? Teacher: What are you listening for? Teacher: You have exactly two minutes to finish the one that you're on.",0 1795,"Teacher: All right, the first thing I want you to do is I want you, [laughter] to take your chocolate bar and I want you to look at it. Teacher: Don't touch. Teacher: Don't smell. [TARGET]Teacher: Don't eat.[/TARGET] Teacher: Don't feel. Teacher: Look at it. Student: [Inaudible].",1 1796,"Teacher: All right, the topic is what, everybody? Multiple Students: [Inaudible]. Teacher: Let's read the instructions, and we're not going to talk. [TARGET]Teacher: We're reading and listening.[/TARGET] Teacher: Let's read the instructions. Teacher: It says, ""Tell whether the fraction is in simplest form. Teacher: Write yes or no."" So they're going to give us a list of fractions, and we have to decide are they in the simplest form?",1 1797,"Teacher: All right, thumbs up if you like having that fact family done already. Teacher: Doesn't that make it easier just having it done before? Teacher: You're spent time doing it, but you're not stressed out about it. [TARGET]Teacher: Thank you, you can put your hands down.[/TARGET] Teacher: So, there should be nine. Teacher: And, I just drop a zero, and 90. Teacher: And, you know what?",0 1798,"Teacher: All right, try to work this one. Teacher: It's the same as the one that we just did together. Teacher: You're gonna have two bring downs, so use the one that we just did as a model or a help for this one. [TARGET]Teacher: You're not a turkey.[/TARGET] Teacher: You're finished. Teacher: [Crosstalk] Teacher: No, you're right.",1 1799,"Teacher: All right, turn your paper to the side, that way. Student: Oh. Teacher: All right, I'm gonna give you a couple of them just to start off with. [TARGET]Teacher: Let's see.[/TARGET] Teacher: I want you all to [try these]. Teacher: Five and three, four. Teacher: Now, okay, Student W, make sure that each of yours stays in a line so it's like this on that page.",0 1800,"Teacher: All right, we need to make space for Student O. Teacher: Student O, do you want to sit - Student: She can sit over there. [TARGET]Teacher: Right over here, sweetheart.[/TARGET] Teacher: Bring your chair to this space. Student: Okay. Teacher: Okay.",0 1801,"Teacher: All right, we're ready to go over some of this. Teacher: That means your pencils are down and your eyes are up. Teacher: Most people are ready. [TARGET]Teacher: I'm waiting for a few people to take a seat.[/TARGET] Teacher: Most of the class is ready. Teacher: There's three people that are ruining it for the group. Student: [Inaudible] the computer.",1 1802,"Teacher: All right, well, just keep - it doesn't make - can you go over? Student: Yes. Teacher: Whoever is this closest. [TARGET]Teacher: You need to - come on, children.[/TARGET] Teacher: We're getting ready to stop in a minute. Student: Okay. Student: Six times -",1 1803,"Teacher: All right, we're going to play another one, let's see if you can build it. Teacher: You're getting your own. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: No. Teacher: I'll come around. Teacher: Shh.",1 1804,"Teacher: All right, we're gonna shut this down. Student: [Inaudible] Teacher: You guys have to get to Teacher's room. [TARGET]Teacher: I've actually held you over kind of long.[/TARGET] Teacher: It's not fair to her kids. Teacher: [Crosstalk] Teacher: Okay.",0 1805,"Teacher: All right, what we're going to do is this I'm going to switch over to the ELMO. Teacher: I'm going to show you what you're going to do in class. Teacher: That was weird. [TARGET]Teacher: Sh.[/TARGET] Teacher: Sh. Teacher: Yes, Student J? Teacher: You sure can.",1 1806,"Teacher: All right, yeah, page five. Teacher: Yeah, page five. Teacher: Hold on. [TARGET]Teacher: Now, let's see.[/TARGET] Teacher: Some people - page five. Teacher: Yes, six. Teacher: Now, let's look at page five, page five together.",0 1807,"Teacher: All right, you need out colored pencils, blue and yellow. Teacher: You need your math journal and you need a pencil. Teacher: So if you will get those things really quickly while I set the computer up. [TARGET]Teacher: I am looking for the group that's ready.[/TARGET] Teacher: Could you get me a poster board? Teacher: Can you use highlighters? Teacher: If they're blue and yellow you may.",0 1808,Teacher: All right. [TARGET]Teacher: I need quiet.[/TARGET] Teacher: No ma'am. Teacher: You should not be up right now. Teacher: Everybody should have their - I need you sitting up.,1 1809,"Teacher: All right. [TARGET]Teacher: Okay, friends, you have your beans on your desk and we are not going to touch those, correct?[/TARGET] Multiple Students: Correct. Teacher: Okay. Teacher: There's another manipulative I need to give to you.",1 1810,"Teacher: All right. [TARGET]Teacher: Student B, take a seat.[/TARGET] Teacher: Student N. Student: [Inaudible] is still on. Teacher: That's okay.",1 1811,"Teacher: All right. Student: And we need - Teacher: We're good. [TARGET]Teacher: We've got Student D, and Student D and Student M maybe.[/TARGET] Teacher: I suggest coming to the carpet. Teacher: Thank you. Teacher: All right, can someone read the question for me?",0 1812,"Teacher: All right. Student: Do we stop at 12:45? Teacher: You all know what to do. [TARGET]Teacher: You can - you know what?[/TARGET] Teacher: Sit here, and that way you'll have it, okay? Teacher: all right, you guys, we're going to - shh. Teacher: Shh.",0 1813,"Teacher: All right. Student: [Inaudible], because all the other [inaudible]. Student: [Crosstalk] [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Student M, would you like to come sit over here beside me? Teacher: I didn't think so. Teacher: [Crosstalk]",1 1814,Teacher: All right. Student: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: I'll wait.,1 1815,"Teacher: All right. Teacher: Are you itching? Student: I don't feel comfortable. [TARGET]Teacher: You don't feel comfortable?[/TARGET] Student: I wish I could lay down. Teacher: Well, you can go ahead and lay down. Teacher: Just don't nap though because you need to pay attention.",1 1816,"Teacher: All right. Teacher: Boys and girls, everyone should have their name and date on the paper. [TARGET]Teacher: Can you sit correctly please?[/TARGET] Teacher: Thank you. Teacher: Let's get ourselves focused. Teacher: We have our chart at the front of the room.",1 1817,"Teacher: All right. Teacher: Boys and girls, today, we are going to do a review lesson, probably, from all the way back to, maybe, third grade for you, but we're gonna do it Teacher B's style. Teacher: And so, we're going to learn a mnemonic device for the following. [TARGET]Teacher: I need - A, please don't go anywhere.[/TARGET] Teacher: Let's take A back up there. Teacher: There we go. Teacher: All right.",1 1818,"Teacher: All right. Teacher: Close the book This is a group [inaudible]. Student: [Inaudible]. [TARGET]Teacher: You need it now.[/TARGET] Teacher: Okay. Teacher: I would like to show how smart you are, today. Teacher: You're being taped.",0 1819,"Teacher: All right. Teacher: Do you understand that? Multiple Students: Yes. [TARGET]Teacher: Take a look at the next one.[/TARGET] Teacher: When you look at the 30 percent here, just by looking at your list, your food is 30 percent. Teacher: I want you to reason this in your brain. Teacher: This is now tilting more towards this, so can that be 40 percent?",0 1820,"Teacher: All right. Teacher: E, I want you to do E on your own. Teacher: And I'm gonna check it. [TARGET]Teacher: Do E on your own and I'm gonna check it.[/TARGET] Teacher: E. Do E on your own and I'm gonna check it. Student: I'm done. Teacher: Just thumbs up if you're done, you don't need to say that.",0 1821,"Teacher: All right. Teacher: Excuse me. Teacher: All right. [TARGET]Teacher: I need for you to be listening.[/TARGET] Teacher: All right. Teacher: Instead of like doing all of our less thans and greater thans, we're going to go by the denominator. Teacher: That's why I put them in order.",1 1822,"Teacher: All right. Teacher: Excuse me. Teacher: You can do your exit slip. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You're going to do the exit slip. Teacher: Excuse me. Teacher: You're going to do your exit slip before you leave quietly, okay?",1 1823,"Teacher: All right. Teacher: Eyes and ears please. Teacher: You can stay exactly where you are. [TARGET]Teacher: Just give me your attention please.[/TARGET] Teacher: I am going to let you each come up and write one of your factor pairs up on the chart. Teacher: Please write it as you wrote the sample, neatly, which you did on your papers. Teacher: So when you come up to write, skip a line from the one above it, and as I did, you write your fact, and then you write your fact pairs, okay?",0 1824,Teacher: All right. Teacher: Here we go. Teacher: We're filming right now. [TARGET]Teacher: The camera is on.[/TARGET] Teacher: All right. Teacher: What do you call this rectangular box with all the blocks in it? Teacher: What do we call that?,0 1825,"Teacher: All right. Teacher: I have two sheets. Teacher: The first sheet that I have is the seven times three. [TARGET]Teacher: So if you have seven times three, pay attention.[/TARGET] Teacher: If you have the eight times four, just hold tight. Teacher: Remember that I go straight down the columns like this to check your work. Teacher: Here we go.",1 1826,Teacher: All right. Teacher: I need quiet. [TARGET]Teacher: No ma'am.[/TARGET] Teacher: You should not be up right now. Teacher: Everybody should have their - I need you sitting up. Teacher: I need [inaudible].,1 1827,Teacher: All right. Teacher: I need quiet. Teacher: No ma'am. [TARGET]Teacher: You should not be up right now.[/TARGET] Teacher: Everybody should have their - I need you sitting up. Teacher: I need [inaudible]. Teacher: I need you to get going.,1 1828,"Teacher: All right. Teacher: I passed out some materials at your desk and I'm still coming around to pass out some cards. [TARGET]Teacher: Please don't touch your material.[/TARGET] Teacher: You should have your packet right on top of your whiteboard and you should not be using your marker right now at all. Teacher: Yes, ma'am? Student: I don't have [inaudible] in my package.",1 1829,"Teacher: All right. Teacher: I passed out some materials at your desk and I'm still coming around to pass out some cards. Teacher: Please don't touch your material. [TARGET]Teacher: You should have your packet right on top of your whiteboard and you should not be using your marker right now at all.[/TARGET] Teacher: Yes, ma'am? Student: I don't have [inaudible] in my package. Teacher: If you forgot your packet, you're gonna stay right there and you're still gonna face the same direction.",1 1830,"Teacher: All right. Teacher: I think we look a little better. Teacher: When I counted these - put your feet down. [TARGET]Teacher: Nobody wants your feet on their desk.[/TARGET] Teacher: All right. Teacher: What do you notice - I still see a couple mistakes, but what do you notice about our fractions, specifically looking at the numerators? Teacher: What do you notice?",1 1831,Teacher: All right. Teacher: I'm sorry. Teacher: I'm not going to be able to let you do that. [TARGET]Teacher: You need to put that string away.[/TARGET] Teacher: That's the other one I wanted to talk about. Teacher: Four fourths. Teacher: It's one.,1 1832,Teacher: All right. Teacher: It was Student K and Student A and Student J. Student: What happened? [TARGET]Teacher: When you were running around the coat room.[/TARGET] Student: I didn't. Student: I was looking for Student A. Teacher: Okay.,1 1833,Teacher: All right. Teacher: It's time to share. Teacher: Hurry up. [TARGET]Teacher: Write your [inaudible].[/TARGET] Teacher: It's time to share. Teacher: Put down your crayons. Teacher: It's time.,0 1834,"Teacher: All right. Teacher: I'm going to ask you to do one more time Student T. You controlling it? Student: No, it's you. [TARGET]Teacher: It's me?[/TARGET] Student: Yes. Teacher: How 'bout now? Student: Getting bad [Inaudible]",0 1835,"Teacher: All right. Teacher: I'm gonna give you each a piece of paper. Teacher: There's a front and a back. [TARGET]Teacher: I'm gonna give you two problems.[/TARGET] Teacher: I want you to count the rows down, count the columns across, fill in the square or the rectangle. Teacher: Make it look like a rectangle, and then start blocking off the groups of 100 and groups of 10. Student: Are we gonna do [inaudible]?",0 1836,"Teacher: All right. Teacher: Let's figure this out to each other as partners. Teacher: She's not going to sit here and talk to herself. [TARGET]Teacher: Let's put this on the side and focus on this as a group rather than individually, okay?[/TARGET] Teacher: Your interval will be 55? Teacher: So you're going to start at 50, 55. Teacher: What's the next number?",1 1837,"Teacher: All right. Teacher: Let's copy down example three. Multiple Students: [inaudible chatter] [TARGET]Teacher: All right, and when you're done just put your pencil down.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Right, 1010 wouldn't be on that. Teacher: It doesn't go that far.",0 1838,"Teacher: All right. Teacher: Let's see. Teacher: If we have 72 hundredths divided by six? [TARGET]Teacher: [Whispering] Sit down please.[/TARGET] Teacher: Student B, what's the first thing I'm gonna do? Student: [Inaudible]. Teacher: Okay.",1 1839,"Teacher: All right. Teacher: Let's - good afternoon. [TARGET]Teacher: Let's get started with our math.[/TARGET] Teacher: I want you to find the green slip of paper I gave you earlier. Teacher: Turn around, please. Teacher: The green little sticky note.",0 1840,"Teacher: All right. Teacher: Let's - good afternoon. Teacher: Let's get started with our math. [TARGET]Teacher: I want you to find the green slip of paper I gave you earlier.[/TARGET] Teacher: Turn around, please. Teacher: The green little sticky note. Teacher: Student I, tell me what problem I gave you for division.",0 1841,Teacher: All right. Teacher: Listen up. Teacher: Listen up so we can get started. [TARGET]Teacher: Shh.[/TARGET] Teacher: So one-tenth of the dollar would be how much? Teacher: How much is one-tenths of a dollar? Student: Ten pennies.,1 1842,Teacher: All right. Teacher: Listen up. Teacher: Quiet. [TARGET]Teacher: Stop working.[/TARGET] Teacher: Stop working. Teacher: Excuse me. Teacher: Stop working.,1 1843,"Teacher: All right. Teacher: Next problem. Teacher: Excuse me. [TARGET]Teacher: We are quiet.[/TARGET] Teacher: Can I have one volunteer? Teacher: Student A? Teacher: Actually, Student J and then Student A will be the next one because Student J was quiet.",1 1844,"Teacher: All right. Teacher: Now, do the second one. Teacher: Let's see you do the second one. [TARGET]Teacher: See, people who do the second one quick, later on I have mm for you.[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible] too loud. Teacher: Now, let's see.",0 1845,"Teacher: All right. Teacher: Now, let me just do one. Teacher: Let's just do one for the sample. [TARGET]Teacher: Could we put the die down?[/TARGET] Teacher: Leave it alone. Teacher: Look at me. Teacher: All right.",1 1846,"Teacher: All right. Teacher: Now, listen carefully. Teacher: Listen. [TARGET]Teacher: Listen.[/TARGET] Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me. Teacher: She said, oh, I can do the rest. Teacher: Can I do more?",0 1847,"Teacher: All right. Teacher: Number 3 is 1.8. Teacher: At least that's what's given to you. [TARGET]Teacher: Student G, turn around.[/TARGET] Teacher: Thank you. Teacher: Do you need something? Teacher: Okay, good.",1 1848,Teacher: All right. Teacher: Number three. Teacher: Number three. [TARGET]Teacher: That's not important right now.[/TARGET] Teacher: Number three. Teacher: In parenthesis I had two to the second power times zero in parenthesis plus five. Teacher: So if I use this chart I'm going to do everything in parenthesis first.,0 1849,"Teacher: All right. Teacher: Okay. Teacher: All right, so we have - the triangle's already finished, and you draw a picture of a triangle. [TARGET]Teacher: Is there a reason you're up here, Student T?[/TARGET] Teacher: Go sit down and get your book out. Teacher: Scalene, if you want a shorter version, is no equal sides, no equal angles. Student: Oh, that's very short.",1 1850,Teacher: All right. Teacher: Okay. Teacher: We got one minute and then - [TARGET]Teacher: I told them to be quiet -[/TARGET] Teacher: We just - all right. Teacher: Let's continue working. Teacher: Listen -,1 1851,Teacher: All right. Teacher: One times six is - Multiple Students: Six. [TARGET]Teacher: What do I do with it?[/TARGET] Teacher: Throw it away? Multiple Students: No. Student: You put the six down on the bottom of 11.,0 1852,"Teacher: All right. Teacher: One. Teacher: Two. [TARGET]Teacher: Three.[/TARGET] Teacher: Clap [inaudible]. Teacher: [Clapping]. Teacher: Oh, but that was [inaudible].",0 1853,Teacher: All right. Teacher: Open up - we're going to go through the lesson and see if you understand what we did. Teacher: Go to 464 in your math book. [TARGET]Teacher: Shh.[/TARGET] Teacher: Four sixty-four. Teacher: And put your ... put your page number on - Student: The paper.,1 1854,Teacher: All right. Teacher: Please pack up this center. Teacher: Everybody pack up this center. [TARGET]Teacher: Everybody pack up this center.[/TARGET] Teacher: Seat work. Teacher: I know. Teacher: Everyone get back to a seat.,0 1855,"Teacher: All right. Teacher: See, now this one is equal, same thing as four twenty fourth, because four times six is 24. Teacher: Now, I get you. [TARGET]Teacher: Student L, do I really get you back?[/TARGET] Student: Yes. Teacher: You get this piece? Student: Yes.",1 1856,"Teacher: All right. Teacher: Shh. Teacher: All right, be quiet. [TARGET]Teacher: Focus.[/TARGET] Teacher: [Inaudible]. Teacher: Listen up. Teacher: Student S, look.",1 1857,"Teacher: All right. Teacher: So now I need your eyes because we're gonna test it out. Teacher: So [inaudible] what was your prediction for B? [TARGET]Teacher: I don't want to hear the cubes now, okay.[/TARGET] Teacher: How many of the 1 by 3 by 1 did you predict would fit into this box? Teacher: Student J. Student: 24.",1 1858,"Teacher: All right. Teacher: So start. Teacher: Sit next to your partner. [TARGET]Teacher: Move.[/TARGET] Teacher: Get next to your partner. Teacher: Thank you, Student T. I'm gonna tell you - raise your hand quietly if you haven't been assigned a number and I'll tell you. Student: [Inaudible].",1 1859,"Teacher: All right. Teacher: So what did Student R do? Teacher: Student R, tell us. [TARGET]Teacher: I want you all really paying attention.[/TARGET] Teacher: You all used different math strategies. Teacher: Let's see. Teacher: Hold on one second.",1 1860,"Teacher: All right. Teacher: So, could you just turn to the last page so that we can talk about it and then I'm gonna let you work in groups and ask for help from me when you need it. Teacher: We're gonna take 15 minutes to do that and then we're gonna do another activity. [TARGET]Teacher: So, you need to be focused.[/TARGET] Teacher: Okay. Teacher: So, on Page 198 what has changed again? Teacher: What's changed, Student M?",1 1861,"Teacher: All right. Teacher: Sounds like we're done. Student: We're not done. [TARGET]Teacher: By the looks of it, I think I see people standing when I shouldn't.[/TARGET] Teacher: As I walk around the room I should be seeing work, which I'm seeing work. Teacher: I should see sentences written down that answer the questions, and I believe that second question, B, is asking for a money amount. Teacher: So can someone raise their hand and tell me what is needed to show a money amount?",1 1862,"Teacher: All right. Teacher: Student B, take a seat. [TARGET]Teacher: Student N.[/TARGET] Student: [Inaudible] is still on. Teacher: That's okay. Teacher: I'm waiting.",1 1863,"Teacher: All right. Teacher: Student M, what else did we learn? Teacher: We learned one eighth. [TARGET]Teacher: Let's go back.[/TARGET] Teacher: We are revising a little bit. Teacher: Let's go back, one more fraction we learned. Teacher: With the whole set, the whole set.",0 1864,"Teacher: All right. Teacher: Student R, let me hear yours. Teacher: No. [TARGET]Teacher: You have to give it up.[/TARGET] Teacher: Come on, Student R. No, no skipping. Teacher: Come on. Student: I don't want to.",1 1865,"Teacher: All right. Teacher: Thank you. Teacher: Erase. [TARGET]Teacher: I asked you to erase it first off, then please don't throw those markers.[/TARGET] Teacher: Student V, sit up. Teacher: All the way up. Teacher: Where are you getting 63 over 63?",1 1866,"Teacher: All right. Teacher: The next thing we're gonna do - look up here. Teacher: [Crosstalk] [TARGET]Teacher: Listen up please.[/TARGET] Teacher: Can you see, Student M? Student: Yes. Teacher: This one.",1 1867,"Teacher: All right. Teacher: The way we're gonna start - Student X. Student: We're discussing if the - [TARGET]Teacher: Right, but right now I need you up here please.[/TARGET] Student: Okay. Teacher: Thank you. Teacher: I appreciate it that you're talking about math, but right now we're gonna have a whole group discussion about math, okay.",1 1868,"Teacher: All right. Teacher: There's a little bit too much talking. Teacher: Student K. Anybody who's talking now will get a mark and they will not have free time Friday. [TARGET]Teacher: I don't want anything on your laps, now.[/TARGET] Student: There's nothing on my lap. Teacher: Student K, I asked you to throw away the gum. Student: I don't have gum.",1 1869,"Teacher: All right. Teacher: They're associating with each other. Teacher: He is not. [TARGET]Teacher: He looks so sad.[/TARGET] Student: Oh. Teacher: I know. Teacher: And all of the sudden, come here Mr. Parenthesis, Student A goes on vacation.",0 1870,"Teacher: All right. Teacher: This one, we have a remainder 2, right? Teacher: Let's try a two digit number into a three digit number. [TARGET]Teacher: We are off task.[/TARGET] Teacher: Do I need to tell Ms. T, or do you need to go to the hallway again and talk to me? Teacher: I hope not. Teacher: That's a waste of my time.",1 1871,"Teacher: All right. Teacher: Very good. Teacher: Student E, you should be sitting straight up. [TARGET]Teacher: Everyone should be sitting up.[/TARGET] Teacher: Student I, this one is yours. Student: Seven. Teacher: You're right.",1 1872,"Teacher: All right. Teacher: We're not doing anything that has to do with [inaudible] right here. Teacher: So why is that out? [TARGET]Teacher: You know what?[/TARGET] Teacher: I'm not even gonna talk about it right now, 'cause you're showing me what you want to do. Student: [Inaudible]. Teacher: Yes, ma'am.",1 1873,"Teacher: All right. Teacher: What I want you to do is I want you - we're going to build a figure, all right? Teacher: I want you to take four cubes - I'll wait until you're done talking. [TARGET]Teacher: Be quiet.[/TARGET] Teacher: Okay, I want you to take four cubes and I want you to put them together. Teacher: It doesn't matter what color, all right? Teacher: They're each about a centimeter, so if I have four total, how long - how much does it measure, Student E?",1 1874,Teacher: All right. Teacher: What did I use in my hundredths place? Teacher: This is your group. [TARGET]Teacher: You don't talk to the other people.[/TARGET] Teacher: You said 8? Multiple Students: Yes. Teacher: What's my neighbor?,1 1875,"Teacher: All right. Teacher: Who am I going to call up next? Teacher: Student M? [TARGET]Teacher: Five was Student M. Six was Student K. Go, Student M. Hustle.[/TARGET] Teacher: Why are you adding it in the middle? Teacher: You have to - okay, so 42, 63. Teacher: You can divide them both by 7.",0 1876,"Teacher: All right. Teacher: Yes? Student: I notice that the 3, 6, 9, 2, 5, 8, 7, 0 pattern. [TARGET]Teacher: Student P, final warning.[/TARGET] Teacher: Next time I have to speak to you, you're going on a chair. Teacher: Now I want you to think about the multiples of 30. Teacher: And when we're done with that, we're going to see the relationship between the two numbers.",1 1877,"Teacher: All right. Teacher: You all would have a seat, I'll explain to you what we're doing next. Teacher: Excuse me. [TARGET]Teacher: Have a seat, please.[/TARGET] Teacher: All right. Teacher: I think after our little explanation, a lot of you had a lot better discussions. Teacher: I was hearing about what was going on.",1 1878,"Teacher: All right. Teacher: You shouldn't have a board - no one should have a board. Teacher: I didn't give boards out. [TARGET]Teacher: If you need help with H, come to the carpet.[/TARGET] Teacher: Student D, do you need help with H? Teacher: All right. Student: And we need -",0 1879,"Teacher: All right. Teacher: You step up to the board if you want to. Teacher: Whatever. [TARGET]Teacher: What is his problem?[/TARGET] Student: What are you trying to say? Student: I'm trying to say that I noticed that three-eighths and the numerator, the bottom - Student: [Inaudible] numerator.",1 1880,"Teacher: All right. Teacher: [Crosstalk] Teacher: All right. [TARGET]Teacher: I have two sheets.[/TARGET] Teacher: The first sheet that I have is the seven times three. Teacher: So if you have seven times three, pay attention. Teacher: If you have the eight times four, just hold tight.",0 1881,"Teacher: All set? Teacher: Okay. Teacher: This is a microphone, so they can hear exactly what I'm saying. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Okay. Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year. Teacher: Just like you took it last year.",0 1882,"Teacher: All the A's, you're gonna take the side that has the answer and you read to - Teacher: [Crosstalk] Teacher: Everybody should have a letter now, A and B. [TARGET]Teacher: If you are in a group of three, you have C. Right now we have an equal number and everybody should have A and B.[/TARGET] Teacher: We have to move now. Teacher: Who's A here? Student: Me.",0 1883,"Teacher: All the words are extremely similar. Teacher: So try again. Teacher: [Crosstalk] [TARGET]Teacher: If your mouth is not open and running, I need you to open it.[/TARGET] Teacher: [Crosstalk among students] Student: We don't mean regular words. Student: We mean as in -",1 1884,"Teacher: All three of you, okay? Teacher: I'm going to pass the sort out, and I want you - Student D, you need to put that away. Teacher: That's not helping you right now. [TARGET]Teacher: It's distracting you.[/TARGET] Teacher: You're going to take these shapes, spread them all out, and then I want you to do an open sort. Teacher: You know how sometimes in word study I tell you - actually every week tell you to pull out your words and just sort them? Student: Mm-hmm.",1 1885,"Teacher: All together is 52 coins, which is what you've got. Teacher: You are just matching the stacks so two of the piles are the same and one is twice as many. Teacher: Turn around. [TARGET]Teacher: I've got them.[/TARGET] Teacher: You turn around and do you. Teacher: Are these extras? Teacher: Okay.",0 1886,"Teacher: All together. Teacher: Up here, where do you see that word - altogether? Student: I see it - [TARGET]Teacher: You're all pointing.[/TARGET] Teacher: On what side? Student: Add. Teacher: Add.",0 1887,"Teacher: All, you all are working together. Teacher: What are you doing? Student: [Inaudible]. [TARGET]Teacher: It's the - I don't see anybody asking - walking around and asking somebody.[/TARGET] Teacher: You have to ask. Teacher: We have 28 people in the room. Teacher: [Students talking with each other].",0 1888,"Teacher: Allow him to talk. Teacher: Look up here. Teacher: The classroom respects adults and classmates. [TARGET]Teacher: Can you give him the respect?[/TARGET] Teacher: Sit down, Student D. I'm listening to you, Student A. Teacher: Student A, I'm listening. Teacher: You were saying something about 9 and 2.",1 1889,"Teacher: Allow him. Student: Two times two equals four so if you plus it it equals - Teacher: This is a very excellent strategy that I'm learning for the first time now. [TARGET]Teacher: Sit down.[/TARGET] Student: Can I show my way? Teacher: Student C, go back to your seat. Student: Why?",1 1890,"Teacher: Almost this TTQA honey what is the total number of balls needed to balance 10 cans. Teacher: You're gonna write the total number-no Student A is going, go sit, when she comes back you can go. Teacher: It's right in front of you honey the total number of balls needed to balance 10 cans is- it would help if you hold your pencil correctly, you'll have plenty of room. [TARGET]Teacher: Shh, shh, shh, hands are raised.[/TARGET] Teacher: What? Student: [Whispering]. Teacher: That's for you to decide okay?",1 1891,"Teacher: Alright your voices are starting to get above inside voices. Teacher: Okay. Teacher: Shh, two do both bags quickly so we can finish the activity you're gonna need to sort them a little quicker if you're still sorting. [TARGET]Teacher: Shh.[/TARGET] Student: Oh here's the other half. Teacher: That's good I was worried how we were gonna do yours I wasn't prepared for half M&Ms. Teacher: Shh.",1 1892,"Teacher: Alright. Teacher: As my supply monitor, I need you to do something. Teacher: I need you to take this white envelope and put it in your group folder. [TARGET]Teacher: You are responsible for the group folder.[/TARGET] Student: What about the recording? Teacher: The recorder. Teacher: Oh, yeah.",0 1893,"Teacher: Alright. Teacher: So you're in the silent disco. Teacher: Oh, but you like to act like you're a pizza maker when you're in the silent disco, don't you? [TARGET]Teacher: Alright, now you're banned from the club.[/TARGET] Teacher: Okay, we've got to move on. Teacher: We've got to move on. Teacher: I'm going way too slow.",1 1894,"Teacher: Always. Teacher: Try and finish up in the next couple of minutes. Teacher: Make sure, guys, we can see how you grouped this in your model. [TARGET]Teacher: Student C, quit doing that.[/TARGET] Teacher: Put that stuff away. Student: [Inaudible]. Teacher: Well, how would you model two and one-fourth?",1 1895,"Teacher: Am I halfway? Teacher: [Crosstalk] Teacher: Listen - oh, I cannot - [inaudible]. [TARGET]Teacher: Turn around.[/TARGET] Teacher: When we're doing it, now you're talking to someone else. Teacher: Now, look at me. Teacher: Now, am I halfway here?",1 1896,"Teacher: And 15 - Student: Tenths? Teacher: No. [TARGET]Teacher: Help him out, Student E.[/TARGET] Student: Seven and 15 hundredths. Teacher: Seven and 15 hundredths. Teacher: Seven, decimal, one, five.",0 1897,Teacher: And 2? Student: 20 Teacher: Good job. [TARGET]Teacher: Come over here.[/TARGET] Teacher: It says how would you explain to someone else how solution one works? Teacher: Where does the 60 come from? Teacher: Where does the 11 come from?,0 1898,"Teacher: And I actually got on this scale with myself and then I added the dictionary to find out that information, and it was not pretty. Teacher: It was not pretty at all. Student: How much was it? [TARGET]Teacher: I'm keeping that information private.[/TARGET] Teacher: What about the 12? Teacher: What about the 12, Student M? Student: 12 ounce can.",0 1899,Teacher: And I don't see where you followed my directions. Student: If you put it right here - Teacher: Okay. [TARGET]Teacher: So then make sure you take that off once you do that.[/TARGET] Student: I did this. Student: I just put it right there. Teacher: You didn't follow my directions.,0 1900,"Teacher: And I guess I need to stand here. Teacher: Can you see me? Student: You were talking to the camera just two minutes ago. [TARGET]Teacher: I was.[/TARGET] Teacher: I wonder what they'll think of that. Teacher: Okay, so let's talk about what we're going to be doing today. Teacher: We are going to have our rotation time today.",0 1901,"Teacher: And I need your math hard book, your math note book out of your desk please. Teacher: No Student A and D are demerits. Student: I'll say whatever I wanted to. [TARGET]Teacher: Go sit down in your seat please.[/TARGET] Student: He say people shouldn't be judged by- Teacher: Let's do that again or are you just practicing? Teacher: Put it away get ready for math, math.",1 1902,Teacher: And I rolled a four. Teacher: Now I put the four in one of the two boxes that remain. Teacher: It doesn't matter which one. [TARGET]Teacher: I'm not taking any questions now.[/TARGET] Student: I know. Student: But what if we want to put the four - Teacher: You can't.,1 1903,"Teacher: And I want you to use the purple for showing that, and the blue for this. Teacher: And you're going to write the answer in black and show just the black. Teacher: And anything you want to write about how you solved it. [TARGET]Teacher: So you need to talk as a group.[/TARGET] Teacher: You can't just take a marker and start [Inaudible] all five of you. Multiple Students: Multiple comments. Teacher: 22 what?",1 1904,"Teacher: And I will use another way to solve this math. Teacher: We've used the addition. Teacher: We've used the subtraction, the traditional algorithm. [TARGET]Teacher: Now we're gonna use another way to solve this math.[/TARGET] Student: [Inaudible]. Teacher: Let's look at the number line here. Teacher: The family has traveled from here is the zero, which is the beginning point of where they traveled.",0 1905,Teacher: And I would do that with both of my bags and when they're empty I would put the bags at the corner of my desk. Teacher: Don't eat them yet. Student: Damn another green. [TARGET]Teacher: Shh.[/TARGET] Student: This one looks like a grape. Student: Look how big this red one is. Student: They're bigger caused they're filled with peanuts.,1 1906,Teacher: And I ... I can't - I don't know what you - how I can help you more. Teacher: By giving you a forewarning about what I - my expectation is. Teacher: I gave you - told you what the expectation was when ... when this started. [TARGET]Teacher: We're not leaving.[/TARGET] Teacher: Write them down exactly the way they're written on the board. Student: [Inaudible] equivalent. Multiple Students: [Inaudible].,1 1907,"Teacher: And I'm going to - ah, ah, ah - I know exactly who had that answer. Teacher: Stop please. Teacher: It was Student C, Student L, Student J - I'll wait. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Student D - I think Student I had $4.44; am I correct? Student: No. Teacher: Somebody had $4.44.",1 1908,"Teacher: And I'm gonna be watching and listening I'm going to be giving tickets to the group that is working that quietest and using indoor voices. Teacher: Can we do that? Multiple Students: Yes teacher. [TARGET]Teacher: Okay stop screaming and use your indoor voices.[/TARGET] Student: Which one was three points again? Teacher: Can you hit the mouse so we can see. Teacher: You should know because where's your destroyer 1, 2, 3 right?",1 1909,"Teacher: And I'm gonna give you half of this pizza. Teacher: Okay? Teacher: Who would not take that deal? [TARGET]Teacher: Sh![/TARGET] Teacher: Okay. Teacher: So why not, Student K? Student: Because that one's smaller.",1 1910,Teacher: And I'm gonna show everyone's different ways because there's many different ways to do this. Teacher: And I want to see your different ways of doing that. Teacher: I see lots of different ways. [TARGET]Teacher: Don't look at your neighbor.[/TARGET] Teacher: You think of your own way of doing it. Teacher: Shade in one-fourth of it though. Teacher: Then label it one-fourth.,1 1911,"Teacher: And Miss F has already selected the people who are gonna go with her. Teacher: So I'm just gonna [have -] we have Student J, Student B over here. Teacher: We have Student K, Student M, and Student D sitting here. [TARGET]Teacher: We have Student J, Student J, Student D, and Student M back - where are they?[/TARGET] Teacher: Right here. Teacher: Listen, 1, 2, 3, eyes on me. Multiple Students: 1, 2, eyes on you.",0 1912,"Teacher: And Student J, want to sit with these two right here? Student: I was gonna work with - Teacher: Actually, Student A and E, I'm going to be using that board. [TARGET]Teacher: You guys can sit here though.[/TARGET] Teacher: I need to have - yeah, you may use that marker. Student: Teacher, we need them in our group. Teacher: I know.",0 1913,"Teacher: And Student L? Student: Vertical- Student: I just said that! [TARGET]Teacher: And I don't know why cause I didn't call on you that's rude![/TARGET] Teacher: Student A? Student: A tally chart. Teacher: A tally chart, a tally chart puts data in groups of five.",1 1914,"Teacher: And a lot of times when you associate yourself with somebody or some thing, it's how you're grouped. Teacher: For example, Student J, come with me. Student: What? [TARGET]Teacher: Come with me, Student J. I'm associating with Student J right now.[/TARGET] Teacher: How are you, Student J? Student: Good. Teacher: What are you gonna be when you grow up?",0 1915,"Teacher: And after you do a graph I want a constructive response. Teacher: Excuse me. Teacher: What [beep] does this graph - right - show you? [TARGET]Teacher: What does this graph ... you all ready to explain, since you like to talk?[/TARGET] Teacher: What does this graph show you? Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write. Teacher: You're going to present your graph.",1 1916,Teacher: And be careful those zeros are evil. Student: Uh-huh. Teacher: Do me a favor. [TARGET]Teacher: And I need for it to be quiet.[/TARGET] Teacher: I'm gonna have Student B collect your whiteboard. Teacher: Everyone else is seated except for Student B. I'm gonna have Student C pick up your markers and your erasers. Teacher: I am going to have Student D collect your cards separately and make six piles back there.,1 1917,"Teacher: And by the count of five, I need all eyes on me and papers back on the ground. Teacher: Five, four, three, two, one. Teacher: Eyes up here, detectives. [TARGET]Teacher: Student F, have a seat and eyes up here.[/TARGET] Teacher: Student F, thank you. Teacher: All right, what we're going to do - and you guys don't need to write anything yet, okay? Teacher: If you look up on the board, I have - I have a problem.",1 1918,"Teacher: And don't get discouraged if you're like fourth, or fifth, because [crosstalk] everybody's getting it wrong. Teacher: Some of them might be difficult, okay? Teacher: And then once you decide, there's going to be one person at each table that has a white board and a marker to actually do the work out, and check. [TARGET]Teacher: Sit down.[/TARGET] Student: [Inaudible]. Teacher: I didn't even tell you to get up. Teacher: And I'm gong to assign who the person is.",1 1919,"Teacher: And drop another. Teacher: Now, ____ I'm gonna put a 60 here, okay? Teacher: With your fingers. [TARGET]Teacher: I'll wait a second.[/TARGET] Multiple Students: [inaudible chatter] Teacher: I want you to copy this down, and then you can work on your own, sure. Multiple Students: [inaudible chatter]",0 1920,"Teacher: And everything else you put away. Student: What four things? Teacher: Math book, PW book, pencil, and your notebook. [TARGET]Teacher: Thank you for sitting quietly and waiting.[/TARGET] Teacher: Thank you for sitting quietly and waiting. Teacher: Those of you who are gonna work individually with your skills from the benchmark with Miss F are - Teacher: Student G.",1 1921,Teacher: And explain. Student: [Inaudible]. Teacher: I like the way that the Leopard Champions are focused up here. [TARGET]Teacher: I'm not too happy with the Jaguars right now.[/TARGET] Teacher: Okay. Teacher: So the answer is five eighths. Teacher: Would you raise your hand if you got five eighths?,1 1922,"Teacher: And he now knew that what he did was count down, which he said he counted down, that he still have two left. Teacher: Then he multiplied the same number two that he left by three to get six. Teacher: And he added it and got 81. [TARGET]Teacher: All eyes here, please.[/TARGET] Teacher: This one he also said 25 times 2, the same thing. Teacher: And he knew that - you know what, I still have two more and he multiplied that he had by two again and got four. Teacher: Then he added and got 105.",1 1923,"Teacher: And how do they go? Student: In rows. Teacher: Show me. [TARGET]Teacher: Boys, you go and get a piece instead of sitting there because that's going to take forever.[/TARGET] Teacher: Wait. Teacher: Wait. Teacher: How do you want to measure that, baby?",1 1924,Teacher: And how much is left? Teacher: How much is left? Teacher: I don't see anybody over here looking at this board. [TARGET]Teacher: I don't see anybody over here looking at this board.[/TARGET] Teacher: I told you that this one-half. Teacher: Now I found three sixes. Teacher: What is left?,1 1925,"Teacher: And if she doesn't you can just put a little dot so that way you don't ask her the same coordinate twice. Teacher: I don't know what your problem is, go sit down. Student: No not right now. [TARGET]Teacher: So you don't have to hide, you don't have to worry about hiding this.[/TARGET] Teacher: Who's turn is it? Student: Mine. Teacher: What did you just ask him?",1 1926,"Teacher: And if there's no computers in the media center, you can go to the space lab. Teacher: But take your orange pass with you. Teacher: And you come back after 30 minutes. [TARGET]Teacher: Group 7 which would be Student A, Student M, and Student P. Just one second, just sit down.[/TARGET] Teacher: They'll tell you what you need to do in one second. Teacher: You are going to work on a multiple sheet. Teacher: And you're gonna do it on the floor.",1 1927,"Teacher: And if you finish early, you can go and get - you can do the flash cards. Teacher: You can get the flash cards from the back. Teacher: The next group is group 4. [TARGET]Teacher: Can you clean this table off for me, please?[/TARGET] Teacher: It's Student N, Student D, Student D, and Student D. You are also going to work on the mean, mode, and range. Teacher: And once you're done with that, you can do flash cards until you change. Teacher: Group 5, Student P, Student D, Student G, and Student J, you guys are going to work with me first.",0 1928,"Teacher: And if you look at this guys, one-half is the same as how many sixths? Student: Three-sixths. Teacher: Three-sixths. [TARGET]Teacher: Don't look at this.[/TARGET] Teacher: It drove me crazy last year, because I would have kids that knew what they were doing, but they would see on the paper these fraction strips, right? Teacher: And they'd say, ""Oh, one-half."" And they'd look up and say, ""Oh, one-half is the same"" - as what? Multiple Students: One-sixth.",0 1929,"Teacher: And it has become a competition. Teacher: People who are coming in, I should not hear you as you come in. Teacher: And if somebody is sitting in your seat, just wait a moment at the back, please. [TARGET]Teacher: If someone is at your seat as you come in, wait at the back.[/TARGET] Teacher: The LCD here is twelve. Teacher: This did not change. Teacher: How do you get from six to twelve?",0 1930,"Teacher: And it might - it might or might not give you enough. Teacher: Here you go, buddy. Teacher: While Student B is doing that, I want you guys to pay attention. [TARGET]Teacher: Watch his math.[/TARGET] Teacher: Let's go ahead and put our writing away. Teacher: Thanks, buddy. Teacher: Yes?",0 1931,"Teacher: And label all your steps. Teacher: I am going to give you - let's see. Teacher: I'll give you ten minutes, now, to work on this question by yourself. [TARGET]Teacher: We're going to do think, pair, share, today.[/TARGET] Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. Teacher: Then pair. Teacher: We're not going to do it with a pair, though.",0 1932,"Teacher: And let me see, all right, here, here and then here. Teacher: At the top, you put your name and your partner's name there. Teacher: Okay, this was not a good idea. [TARGET]Teacher: Tomorrow, remind me not to let you all sit there, 'cause I need that board.[/TARGET] Student: Okay. Teacher: Okay. Teacher: Put your name and your partner's name.",0 1933,"Teacher: And let's see. Student: I want to be - Teacher: Student D, come here, Student D. Student D, you do not have on green. [TARGET]Teacher: You are not associating with these girls.[/TARGET] Teacher: Come over here. Student: Uh-huh. Student: You look [inaudible].",1 1934,"Teacher: And now this keeps all of our math thinking in line, okay? Teacher: I did teach my math group, second math group yesterday. Teacher: The first math group that came to me did not get this. [TARGET]Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine.[/TARGET] Teacher: Look how I've lined it up, okay? Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay? Teacher: This is still place value.",0 1935,"Teacher: And now we have to go one more half. Teacher: Shhh. Teacher: Is that exact or you just eyeballed that? [TARGET]Teacher: Shhh.[/TARGET] Teacher: Now where's three halves? Teacher: There's two halves. Teacher: No, no.",1 1936,"Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand. Teacher: You're the boss, remember. Teacher: That's you. [TARGET]Teacher: I would say, okay, everyone.[/TARGET] Teacher: Let's look at what we have for part A. Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers. Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay?",0 1937,"Teacher: And once you're done with that, you can do flash cards until you change. Teacher: Group 5, Student P, Student D, Student G, and Student J, you guys are going to work with me first. Teacher: Stay here. [TARGET]Teacher: On the floor over here - I'm sorry.[/TARGET] Teacher: Student B, Student J, Student S, and Student L, you're group 6. Teacher: You're gonna spend half your - group 6 will go to the media center and work on the computers with the orange cards. Student: [What can we -]",0 1938,"Teacher: And raise your hand if you heard the directions that Student M was giving. Teacher: Raise your hand if you did not hear, because you're not listening. Teacher: Well, we need to turn up a volume of our ears. [TARGET]Teacher: Do that now.[/TARGET] Teacher: Student M, I need you to be a lot louder. Student: Oh, you roll the die and - Teacher: Roll the die.",1 1939,"Teacher: And remember, I told you I would accept that either way as long as the reasoning was explained. Teacher: So - but I can understand your reasoning behind that. Teacher: No, ma'am. [TARGET]Teacher: It's not 3:00; please sit down.[/TARGET] Teacher: All right, and another reason? Teacher: Anything else that is wrong with that? Teacher: Student N?",1 1940,"Teacher: And six. Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them. Teacher: Yeah, some people. [TARGET]Teacher: You need six, that's the one, and some people already did a few.[/TARGET] Teacher: They understand. Teacher: But now I know they're gonna kind of be mm. Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody.",0 1941,"Teacher: And so how did we get one and one eighth from that? Teacher: I told you to stop messing with those. Teacher: I will not tell you again. [TARGET]Teacher: I will not tell anyone again.[/TARGET] Teacher: Student I, can you tell us how we got one and one eighth from that? Student: 'Cause- Teacher: Everybody listen.",1 1942,"Teacher: And some people have done it and it's easy, right? Multiple Students: Yes. Teacher: Page five. [TARGET]Teacher: Five.[/TARGET] Teacher: Good job. Teacher: Now, let's go to page five. Teacher: Student N, number one, please.",0 1943,"Teacher: And ten is our blue because that was two-sixths of 30. Teacher: So all together how many are blue and red, Student C? Teacher: Can you see it? [TARGET]Teacher: Who's sitting a little closer?[/TARGET] Teacher: Blue and red all together. Teacher: Student R. Student: Fifteen.",0 1944,"Teacher: And that's why we're having trouble. Student: But I don't get those four - Teacher: [Inaudible] - that means you need to slow down, so you can understand. [TARGET]Teacher: Don't just rush through it.[/TARGET] Teacher: You're going from which type of - what is the name of the two units that you're converting between? Multiple Students: [Multiple Answers] Yards. Multiple Students: Yards and inches.",1 1945,"Teacher: And the question is, how much must one ball be? Teacher: If this is worth ten, how much must one ball be? Teacher: Don't give me the answer. [TARGET]Teacher: You're writing your answer on your sheet for part A.[/TARGET] Student: A brilliant way to help you is on the, below the scale things. Teacher: Oh, yeah. Teacher: That gives you a huge.",0 1946,Teacher: And then Friday is about Gabby Douglas. Teacher: So it's all current events stuff. Teacher: She was the Olympic gymnastics girl from Virginia Beach. [TARGET]Teacher: I'm gonna wait.[/TARGET] Teacher: So that's where we're going tomorrow. Teacher: We're not doing math tomorrow. Teacher: That is where we're going.,1 1947,"Teacher: And then I have [inaudible], parenthesis times three. Teacher: Shh. Teacher: I'll wait. [TARGET]Teacher: Do we need to wait like we did, yesterday?[/TARGET] Multiple Students: No. Student: N-O. Teacher: If you notice, I have one, two, three.",1 1948,"Teacher: And then as a class, we're going to score them together, okay? Teacher: Does everyone understand? Teacher: Okay. [TARGET]Teacher: So, right now is your individual part?[/TARGET] Teacher: Yes? Student: How will we get [inaudible]? Teacher: You have to think.",0 1949,"Teacher: And then draw the line and write one half. Teacher: Shhh. Teacher: And I need everybody's attention. [TARGET]Teacher: Stop.[/TARGET] Teacher: Stop. Teacher: If this is one half and we're still thinking about halves, how much is this, Student K? Student: One half.",1 1950,"Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers. Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay? Teacher: I will give you guys fifteen minutes for this. [TARGET]Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group.[/TARGET] Teacher: You're getting a group grade, today, okay? Teacher: Noise control, this is where you come in. Teacher: Timers, this is where you come in.",0 1951,"Teacher: And then five fourths, six fourths, seven fourths. Teacher: Good. Teacher: Just fix this - this is one right there. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Very good. Teacher: I like that. Teacher: Eight fourths.",1 1952,"Teacher: And then my other job is supply monitor. Teacher: Okay, very good. Teacher: Alright. [TARGET]Teacher: As my supply monitor, I need you to do something.[/TARGET] Teacher: I need you to take this white envelope and put it in your group folder. Teacher: You are responsible for the group folder. Student: What about the recording?",0 1953,"Teacher: And then once you decide, there's going to be one person at each table that has a white board and a marker to actually do the work out, and check. Teacher: Sit down. Student: [Inaudible]. [TARGET]Teacher: I didn't even tell you to get up.[/TARGET] Teacher: And I'm gong to assign who the person is. Teacher: One person at each table to actually do the work and check. Student: [Inaudible].",1 1954,"Teacher: And then pass it along until everyone has a job. Teacher: You took out two cards. Teacher: You need to take out one. [TARGET]Teacher: What did we decide we were going to do the double job for?[/TARGET] Student: Supplies and quiet. Teacher: Supply monitor, and noise monitor. Teacher: So, you can give her your noise monitor.",0 1955,"Teacher: And then the only thing I want on that line is the one that is the greatest common factor. Teacher: Everybody understand that? Teacher: Okay. [TARGET]Teacher: Shh, Student L?[/TARGET] Teacher: [Inaudible]. Teacher: Okay. Teacher: Okay, what are - what is the greatest common factor you - that's what I want on the line.",1 1956,"Teacher: And then three fourths, that's what we did. Teacher: Half become fourth, fourth - Student: Becomes eighth. [TARGET]Teacher: Listen.[/TARGET] Teacher: Fourth becomes - becomes eighth. Teacher: If I want to put my whole into smaller fractions. Student: Eighth.",1 1957,"Teacher: And then we have 50 out of 100, which equals fifty-hundredths, which equals one-half, which equals 50 percent. Teacher: This is all what we just discussed. Teacher: I'm putting it in front of you Student T so you can see it and understand it. [TARGET]Teacher: If your body is not turned towards me, I'm assuming you're not paying attention and you will get a consequence.[/TARGET] Teacher: So the information we just put up there, what do we know? Teacher: It's all equivalent. Teacher: It's equivalent.",1 1958,"Teacher: And then we have Student H and - if you'd go sit or maybe go to the back. Teacher: No, don't go back there, but come sit next to Student H with your book. Teacher: Who have I missed? [TARGET]Teacher: Come on up here next to her please.[/TARGET] Teacher: So have I got -? Teacher: You and you, come on over. Teacher: Student K, come next to Student J please.",0 1959,"Teacher: And then what is branching off of [inaudible]? Teacher: And I want you to talk with your group. Teacher: What do you notice? [TARGET]Teacher: Sit.[/TARGET] Teacher: Student J will get it for you, [inaudible] table two minutes. Teacher: And put the put the top on. Teacher: So what I want you to do is just take a look at this for a second.",1 1960,"Teacher: And then you can solve it in math on the bottom like we did up here. Teacher: Okay. Teacher: If you're not sure what to do you can ask me. [TARGET]Teacher: You can ask a partner at your table.[/TARGET] Teacher: Let's take the next three minutes and see how you do on this, three minutes. Teacher: Do you get it? Student: Yeah.",0 1961,"Teacher: And then you...? Multiple Students: Subtract. Teacher: Okay. [TARGET]Teacher: And I need you to focus and pay attention, okay?[/TARGET] Teacher: Yeah, we need to help you. Teacher: Let me see what you - are you finished yet? Student: [Inaudible comment.]",1 1962,"Teacher: And then - but that wouldn't work because the top is nine, right? Student: Right. Student: That would be [inaudible]. [TARGET]Teacher: But I don't like how I see one person doing the math.[/TARGET] Teacher: Everyone should be writing each fraction down and working it out. Multiple Students: [Crosstalk]. Multiple Students: [Students playing game].",1 1963,"Teacher: And then, you're going to be the time keeper, now. Teacher: Okay, does everyone have a job? Student: Yes. [TARGET]Teacher: Raise your hand if you are the task manager.[/TARGET] Teacher: Okay, so my task manager, you've got an important job today, okay? Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay? Teacher: Who is my noise control person?",0 1964,"Teacher: And there's five of you there, so you should have one leftover, okay? Teacher: You five are going to take a chocolate bar out of here, and you should have one leftover, okay? Teacher: Open the pack, but don't open the Hershey bar. [TARGET]Teacher: And don't litter.[/TARGET] Teacher: Remember the book? Teacher: Okay, so this is for you six, okay? Teacher: So open them up and get a chocolate bar.",1 1965,"Teacher: And they call themselves the smartest. Teacher: [Crosstalk] Teacher: Thank you. [TARGET]Teacher: Now, listen, one third, two thirds.[/TARGET] Teacher: Can I have one sixth? Student: Yeah. Teacher: One sixth.",0 1966,"Teacher: And they were able to do all of that mentally. Teacher: Okay. Teacher: And it has become a competition. [TARGET]Teacher: People who are coming in, I should not hear you as you come in.[/TARGET] Teacher: And if somebody is sitting in your seat, just wait a moment at the back, please. Teacher: If someone is at your seat as you come in, wait at the back. Teacher: The LCD here is twelve.",1 1967,"Teacher: And they'll let you know when to write something. Student: [Inaudible]. Teacher: That's up to you. [TARGET]Teacher: So, say something like, ""Here's what I wrote for A.""[/TARGET] Student: Here's what I wrote for A. Teacher: Good. Teacher: Are you the noise monitor, Student B?",0 1968,"Teacher: And this one you're confused on. Teacher: All right. Teacher: Where do you think it fits best? [TARGET]Teacher: I'll tell you one more time to put that away.[/TARGET] Teacher: Where do you think it fits best? Teacher: Which one [inaudible] think it's a polygon? Student: No, because a polygon's got straight sides.",1 1969,"Teacher: And two thirds is close to - I need an explanation. Student: Two thirds is close to [three thirds]. Teacher: So now if you get any fractions in between here you cannot place them. [TARGET]Teacher: Student T, your turn.[/TARGET] Teacher: Two fifths is equal to what percent? Student: 40 percent. Teacher: Good.",1 1970,"Teacher: And we also go with the equivalent, all right? Teacher: So 12, 24 is half of this fraction, or this set, or this group. Student: Or this group. [TARGET]Teacher: Let me wait for Student L. Yeah.[/TARGET] Teacher: Student L, yeah. Teacher: Show me. Teacher: Thank you.",1 1971,"Teacher: And we need to simplify it so it has to be-it'll be one and three sixths or one and one half. Teacher: All right, how about for number 2? Teacher: What's my common denominator? [TARGET]Teacher: Don't-do not do anything.[/TARGET] Teacher: Student M, you can take this if you want 'cause-okay. Teacher: You closed your notebook. Teacher: We're not putting away anything.",1 1972,"Teacher: And we want to make it where it's kind of difficult for you to do it. Teacher: Listen. Teacher: Excuse me, 'cause I want you to think. [TARGET]Teacher: Stop, listen.[/TARGET] Teacher: You can be under 1,000. Teacher: You can be at 1,000. Teacher: You can be a little over 1,000.",1 1973,"Teacher: And we're gonna do a little chart here to see what groups have similar things between their shapes and what things are different within your shapes. Teacher: So whatever shape you have, leave it. Teacher: We're not changing them. [TARGET]Teacher: You're not changing them.[/TARGET] Teacher: So right now, I want you to share your shapes with your group members and talk about what's similar and what's difference. Student: [Inaudible] - this one looks like a - [inaudible] - triangle - [inaudible]. Student: I made a heart.",1 1974,"Teacher: And we're gonna used ordered pairs to tell. Teacher: So there's - - it's really not that hard. Teacher: There's one thing you always have to remember. [TARGET]Teacher: Can you put that away Student H?[/TARGET] Teacher: Let's say I wanted to know where the Davis school was, here's the map here's the Davis school. Teacher: I wanna know where it is. Teacher: Well I can see where it is on the map but I have to give Student T the ordered pairs so he can find it on this map okay.",1 1975,Teacher: And what was the game you had to play? Teacher: [Inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: You have the pages right now what you're supposed to do.[/TARGET] Teacher: [Crosstalk] Student: Teacher? Student: [Crosstalk],0 1976,"Teacher: And what would it equal, point 125 - excuse me - what would it stand for in thousandths, 125 over 1,000? Teacher: That's about it on that one. Teacher: [Crosstalk] [TARGET]Teacher: Student C, please stop.[/TARGET] Teacher: Now on the next one that's got in each square, how many would you shade in for that one? Teacher: How many would you shade in, Student P, for this one right here, 0.125? Teacher: Again, this is thousandths.",1 1977,"Teacher: And why are we out of our seats? Teacher: Sit down. Student: Okay. [TARGET]Teacher: Just sit down.[/TARGET] Teacher: Okay. Teacher: Now, another student got 3,024 as their answer for this problem. Teacher: You told me that it wasn't correct, right, because the answer should be in the hundreds, right?",1 1978,"Teacher: And you come next to Student K. Do we have 11 pairs right now? Teacher: [Crosstalk] Teacher: Do we? [TARGET]Teacher: Excuse me.[/TARGET] Teacher: All right, Student H and Student S, get busy please. Teacher: I want you working on unit 6, page 9. Teacher: See if you can figure out the decimal, the fraction, the percent.",1 1979,"Teacher: And you have a calculator. Teacher: You did the same warm-up yesterday. Teacher: Write it down. [TARGET]Teacher: No calling out - just write it down.[/TARGET] Teacher: Just write it down. Student: So we can use the [inaudible] graph there? Student: Four plus six plus, two, two, plus five -",1 1980,Teacher: And you have to write your constructive response. Student: [Inaudible]. Teacher: You have exactly 15 minutes for your graph. [TARGET]Teacher: You have to write your constructive - who's doing the graph?[/TARGET] Student: Me. Student: [Crosstalk]. Teacher: One graph.,0 1981,"Teacher: And you have yours, Student R, right? Teacher: This is a pretty quick one this morning so it should not take us that long. Teacher: Yes, go right ahead. [TARGET]Teacher: Student P, go with him quickly please.[/TARGET] Teacher: Mrs. T, can you check the sharpener over there? Teacher: Student G, go ahead. Teacher: There's the regular hand one too if the electric one isn't working.",0 1982,"Teacher: And you will be able to tell if what I have is also an improper fraction. Teacher: So we have to be able to follow the steps. Student: [Inaudible]. [TARGET]Teacher: I think you will come back around 10:10, because I'm temporary right now.[/TARGET] 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.",0 1983,"Teacher: And you will probably need a marker. Teacher: Here you go. Teacher: [Crosstalk] [TARGET]Teacher: Student M would like your undivided attention.[/TARGET] Teacher: Okay. Student: I just took this part away and I put it over here, and then I counted. Teacher: Okay.",1 1984,"Teacher: And you'll be sorry if you drop it. Teacher: Thank you. Teacher: Student A and Student M. And I haven't called your side yet. [TARGET]Teacher: That's because you need to push your chair up, Student S. [/TARGET] Student: I can't see the board. Teacher: There's nothing on the board yet. Teacher: Student V and Student J.",1 1985,"Teacher: And your recorder needs two answer sheets. Teacher: So, please do that now. Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. [TARGET]Teacher: Put it like at the corner of your desk.[/TARGET] Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who. Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet. Teacher: Student B, please move your clothespin down, I don't like the way - ",0 1986,"Teacher: And you'll be yellow, so circle yellow. Teacher: You circle blue. Teacher: Alright, so I would like for my white hat to please just come sit on the floor right over here - my white hat leader. [TARGET]Teacher: You guys need to pay attention now.[/TARGET] Teacher: You'll have a chance to talk in just a second. Teacher: So let's do this quickly so we have plenty of time. Teacher: White hat.",1 1987,"Teacher: And you're blue hat? Student: I'm blue. Teacher: Okay. [TARGET]Teacher: Why don't you just sit right here, okay?[/TARGET] Teacher: Alright, white. Teacher: If you're white raise your hand. Teacher: Okay, you've got Student A.",0 1988,"Teacher: And you're gonna answer the same questions but as we just saw, the answers are not gonna be the same. Teacher: When you get to the bottom 16, Student S, read Question 16 really loudly and slowly. Student: Cover Shape C completely - [TARGET]Teacher: Stop, stop.[/TARGET] Teacher: Everyone look where she's reading. Teacher: This is kind of confusing. Student: Cover Shape C completely using one or more trapezoids or triangles or hexagons.",1 1989,"Teacher: And you're gonna get a decimal answer. Student: 6 - Teacher: Are you done with H? [TARGET]Teacher: Do this then.[/TARGET] Teacher: Do this. Teacher: You didn't do this yet, there's no way. Teacher: When you are done read it before you answer - read it.",0 1990,Teacher: And you're looking for 4 8ths here. Student: Ahhhh! Teacher: That's what you're doing. [TARGET]Teacher: I want you to sit.[/TARGET] Student: Would you like that? Student: So now from angles? Teacher: So how many are in this?,1 1991,"Teacher: And - close my door, sweetie. Teacher: Stop when you get to number ten. Teacher: I'm about to turn the light on, so I need you to adjust your focus, because I'm turning on the light. [TARGET]Teacher: Turn on the light, hon.[/TARGET] Student: Now, now, now, now? Student: It's [inaudible]. Student: I'm going to -",0 1992,"Teacher: And, I think after Student D we're going to let Student J do letter Q. Teacher: Student A? Student: [Inaudible] [TARGET]Teacher: Your hand is up, what can I do for you dear?[/TARGET] Student: [Inaudible] Teacher: Oh. Teacher: Is O located at 4, 1?",1 1993,"Teacher: And, Student D, can you step outside? Teacher: I'm busy right now. Teacher: You have to raise your hand. [TARGET]Teacher: Student A, step outside.[/TARGET] Student: But I'm telling you I don't see what's the [inaudible]. Teacher: All right, keep it quiet, guys. Teacher: Student D.",1 1994,"Teacher: And, Student M only. Teacher: Which one's the divisor? Student: [inaudible] [TARGET]Teacher: I can't hear you.[/TARGET] Teacher: You have to say it, you can't point. Teacher: You have to say it? Teacher: What?",0 1995,"Teacher: And, by the way, that was page 77, so I want everyone to turn to that now. Teacher: Not only should you have your workbook on your desk, but I also want to see your composition book opened up to your homework, because I told you guys I want you to show your work. Student: I forgot to do mine, so I [inaudible]. [TARGET]Teacher: Stop talking out, sweetie.[/TARGET] Teacher: We talk about this constantly. Teacher: So everybody's should be out, composition books open, workbooks open. Student: I didn't get my workbook.",1 1996,"Teacher: And, notice where I put the 75. Teacher: I'm not putting it right here. Teacher: I put it right here. [TARGET]Teacher: And, I'll erase this, so it's easier.[/TARGET] Teacher: Okay, and this requires regrouping. Student: [inaudible] Teacher: Okay, because there's more on the floor in both cases.",0 1997,"Teacher: And, repeat it after me. Teacher: I'll wait a second. Teacher: I'm going a little too fast. [TARGET]Teacher: Let me wait.[/TARGET] Student: Let everybody copy. Teacher: Yeah, let everybody copy. Teacher: When you're ready, just put your pencils down.",0 1998,"Teacher: And, what am I gonna put right here? Student: 101 Teacher: 101 [TARGET]Teacher: Thank you, Student A, let's do it together.[/TARGET] Teacher: You guys are great. Teacher: 75 Multiple Students: 75",0 1999,"Teacher: And? Multiple Students: One. Teacher: Okay, your decimal is right here. [TARGET]Teacher: Pay attention, please.[/TARGET] Teacher: You're decimal is right there. Teacher: You're decimal goes right there. Teacher: It moves down.",1 2000,"Teacher: Another classroom at the end doesn't have any heat. Teacher: It's very cold in there, so we don't want them to be cold, so we'll open our door and our windows. Teacher: We don't want to be hot. [TARGET]Teacher: We don't want them to be cold[/TARGET] Student: Maybe we should switch rooms. Student: We need to switch. Student: Yeah.",0 2001,"Teacher: Another way to do it is using this. Teacher: 12 multiplied by what number is equal to, close to, but not past 13? Teacher: Look at your - yeah, you can write it really lightly. [TARGET]Teacher: Write it really lightly.[/TARGET] Student: Times one. Teacher: 12 times 1? Teacher: You're correct.",0 2002,"Teacher: Another way we can solve the math using the traditional algorithm is this. Teacher: We're going to do 196 plus 625. Teacher: Okay. [TARGET]Teacher: Get away from there, please.[/TARGET] Teacher: Can you leave the computer please? Teacher: Pay attention. Teacher: Thank you.",1 2003,Teacher: Any other fourths anywhere? Teacher: When did we get them all? Teacher: You need to be careful right here. [TARGET]Teacher: Somebody's not paying any attention.[/TARGET] Student: Three eighths. Teacher: Get a piece of tape. Teacher: Eighths we need.,1 2004,"Teacher: Any other timers give their group a warning? Student: Mine did. Teacher: Nice job, Student R, you can move your clothespin up. [TARGET]Teacher: I'll let everyone know you have about three, four minutes.[/TARGET] Teacher: Remember, you have to show or explain how you got your answer. Teacher: So, you can't just tell me it's equal to this amount of pounds. Teacher: You have to tell me how you figured that out.",0 2005,Teacher: Any questions about Mental Math? Multiple Students: No. Teacher: All right. [TARGET]Teacher: Everyone has a pencil and is ready to go?[/TARGET] Multiple Students: Yes. Multiple Students: [Crosstalk] Teacher: Show me you're ready by closing your mouths and opening your ears.,0 2006,"Teacher: Any questions about math? Teacher: Those of you that go to math lab you will be going this afternoon. Teacher: I need kids sitting up, fifth-grade style. [TARGET]Teacher: You don't lounge in fifth grade.[/TARGET] Teacher: I'm gonna call you by table to line up, and you're gonna take your bathroom break. Teacher: Table two, you are sitting nicely. Teacher: Quietly walk.",1 2007,"Teacher: Any questions, guys? Student: No. Teacher: Let me show you tonight's homework. [TARGET]Teacher: I shouldn't hear you.[/TARGET] Teacher: I actually just asked for people who come in here, do not interact with my math students. Teacher: All right, let's see. Teacher: Student D, erase that for me, please.",1 2008,"Teacher: Any questions? Multiple Students: No. Teacher: All right. [TARGET]Teacher: The next thing we're gonna do - look up here.[/TARGET] Teacher: [Crosstalk] Teacher: Listen up please. Teacher: Can you see, Student M?",0 2009,Teacher: Any questions? Teacher: Sure? Student: [Inaudible]. [TARGET]Teacher: It's about this.[/TARGET] Teacher: Okay. Teacher: Any questions about this? Student: [Inaudible].,0 2010,"Teacher: Any smaller digits that would be equivalent? Teacher: No. Teacher: You shouldn't be playing with this stuff. [TARGET]Teacher: Excuse me so I can fix this.[/TARGET] Teacher: Tearing paper, playing and not listening, this is what happens. Teacher: I'm sorry. Teacher: That frustrates me.",1 2011,"Teacher: Any time you are doing a question you go back to the steps. Teacher: [Crosstalk] Teacher: Why doesn't Student D just read the question? [TARGET]Teacher: [Inaudible] he's not supposed to go step-by-step.[/TARGET] Teacher: [Crosstalk] Teacher: Then you wait. Teacher: That is the essence of working together, so the two of you can share ideas.",0 2012,"Teacher: Anybody else? Teacher: Number 2, how many 3s in 24? Teacher: [Crosstalk and background noise] [TARGET]Teacher: He joined us late, huh.[/TARGET] Teacher: Number 3, how many 6s in 24? Teacher: [Excessive background noise] Teacher: [Inaudible] we've got to move on without you.",0 2013,"Teacher: Anybody having any questions? Teacher: Still moving along? Teacher: What's this? [TARGET]Teacher: You don't want that there.[/TARGET] Teacher: Then obviously if you look at it, Student A, that's six divided by12. Teacher: This has to be here. Teacher: Okay, what did you get?",1 2014,Teacher: Anyone else? Teacher: Student D. Student: [Inaudible] [TARGET]Teacher: Excuse me?[/TARGET] Teacher: I can't hear you. Student: Working. Teacher: Working?,0 2015,"Teacher: Anyone here? Teacher: Sit down. Teacher: Was there any other problem in this math that anybody had any challenges solving. [TARGET]Teacher: Sit.[/TARGET] Student: No. Student: [Crosstalk] Teacher: Okay, I'm going to give another example.",1 2016,Teacher: Anything else? Teacher: Is that it? Teacher: We did 6 times 4. [TARGET]Teacher: You've got to watch.[/TARGET] Teacher: What's 6 times 2? Teacher: We're not doing that. Teacher: This was already given to us.,1 2017,"Teacher: Anything you could think of. Teacher: There's not really a way to go wrong with estimating, as long as you're looking at the right information. Teacher: Let's try another one. [TARGET]Teacher: We're not writing anything, because we're not solving it.[/TARGET] Teacher: I want to know - Student: Oh. Teacher: - where you think this answer is going to fall.",1 2018,"Teacher: Are we going to have a solution? Teacher: I see a problem. Teacher: ""Stop."" [TARGET]Teacher: Screamed the littlest ant.[/TARGET] Teacher: ""We're moving way too slow. Teacher: Lots of food will be gone unless we hurry up."" Teacher: We just broke up into 4 lines and they want to go faster, so what do you think will be faster than 4?",0 2019,"Teacher: Are we good? Student: Yep. Student: Teacher, Doctor Old is a silly name. [TARGET]Teacher: Doctor Old is on permanent vacation.[/TARGET] Teacher: Okay, couple of paperclips. Teacher: You do not have any homework tonight. Teacher: Happy Thanksgiving.",0 2020,Teacher: Are we ready to continue? Multiple Students: Yes. Teacher: Okay. [TARGET]Teacher: Before we move on let's look at our objectives for today.[/TARGET] Teacher: Our content objective. Teacher: Who can read what we are doing today? Teacher: Nice and loud.,0 2021,"Teacher: Are we working it out? Teacher: Student G, I hope you're not using what I think you're using. Student: [Inaudible]. [TARGET]Teacher: What were you playing with?[/TARGET] Student: Nothing. Teacher: You're supposed to be figuring out what 19 times 2 is. Teacher: Figure out what 19 times 2 is.",1 2022,"Teacher: Are you doing both steps? Student: Uh-huh. Teacher: You're being - I can hear you humming a little bit. [TARGET]Teacher: So, sit up just like Student C is.[/TARGET] Teacher: Thank you. Teacher: So, here are our sides. Teacher: Thirty, thirty, fifteen, fifteen.",1 2023,"Teacher: Are you don't with your math? Teacher: [Room noise] Student: I'm finished. [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Student J, sit down. Teacher: Are you done? Student: Yep.",1 2024,Teacher: Are you done so we can play? Student: Yes. Teacher: Let me see what you did here. [TARGET]Teacher: We're looking right here.[/TARGET] Teacher: How did they get to 1 here? Teacher: Stop yelling. Teacher: What did they do?,0 2025,"Teacher: Are you done with H? Teacher: Do this then. Teacher: Do this. [TARGET]Teacher: You didn't do this yet, there's no way.[/TARGET] Teacher: When you are done read it before you answer - read it. Student: [inaudible] Teacher: Right here - 6 divided by 13.",0 2026,Teacher: Are you done with this? Teacher: You can use a wild card. Teacher: You can turn it into another number you like. [TARGET]Teacher: Leave that deck alone.[/TARGET] Teacher: Come sit down. Teacher: Finish your math. Teacher: Spread your cards.,0 2027,"Teacher: Are you done? Student: Yep. Teacher: Student A, are you done? [TARGET]Teacher: Where are you?[/TARGET] Student: On six. Teacher: What do you want? Teacher: [Room noise]",0 2028,"Teacher: Are you done? Teacher: The people are going to watch you and see what you do. Teacher: Student T, can you please do your math? [TARGET]Teacher: I know you can do it.[/TARGET] Teacher: When you break the numbers up by breaking ones, then the tens - okay. Teacher: [Inaudible]. Teacher: Sit down, Student A.",0 2029,"Teacher: Are you finished? Teacher: Are you finished with this? Student: Oh yeah, I'm finished with that. [TARGET]Teacher: That's fine.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: Oh.",0 2030,Teacher: Are you following the steps here? Teacher: Is A reading the steps? Teacher: Are you reading the steps and making sure that everybody follows? [TARGET]Teacher: Any time you are doing a question you go back to the steps.[/TARGET] Teacher: [Crosstalk] Teacher: Why doesn't Student D just read the question? Teacher: [Inaudible] he's not supposed to go step-by-step.,0 2031,"Teacher: Are you guys working? Teacher: Where's your desk? Student: It's right there. [TARGET]Teacher: Well get it.[/TARGET] Student: Wow, seriously? Student: You said I was all the way over there? Student: This is big paper.",0 2032,"Teacher: Are you left-handed? Student: Yes. Teacher: Oh, okay. [TARGET]Teacher: You can kneel down if you need to.[/TARGET] Teacher: Thank you. Teacher: Thank you, Student E. Do you agree with this answer so far? Multiple Students: Yes.",0 2033,"Teacher: Are you listening? Teacher: Student S, hand me the spray for my board. Teacher: Excuse me. [TARGET]Teacher: And that's not how you do it.[/TARGET] Teacher: Now part two. Teacher: Only one person's going to help write it. Teacher: You give them information, and you're going to start making your data.",0 2034,Teacher: Are you reading the steps and making sure that everybody follows? Teacher: Any time you are doing a question you go back to the steps. Teacher: [Crosstalk] [TARGET]Teacher: Why doesn't Student D just read the question?[/TARGET] Teacher: [Inaudible] he's not supposed to go step-by-step. Teacher: [Crosstalk] Teacher: Then you wait.,0 2035,"Teacher: Are you talking about how to do this? Multiple Students: Yes. Teacher: Excellent. [TARGET]Teacher: Did you find it, Student T?[/TARGET] Teacher: Let me see how you found it. Teacher: Let me come over there. Teacher: Let me see.",0 2036,"Teacher: Are you talking about this? Student: Yes. Teacher: Because it's all on videotape. [TARGET]Teacher: Student K, go sit down and don't walk across the front.[/TARGET] Teacher: Walk in the back of this, okay, of the camera. Teacher: I'm not doing the videotaping. Teacher: [Crosstalk]",1 2037,"Teacher: Are you the noise monitor, Student B? Teacher: Go move your clothespin, please. Teacher: That's Student J's job. [TARGET]Teacher: She can handle that herself.[/TARGET] Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them. Teacher: He's the writer. Teacher: He's the recorder, right?",1 2038,Teacher: Are you with me? Teacher: All right. Teacher: Come on. [TARGET]Teacher: I need you with me.[/TARGET] Teacher: Kilometers. Teacher: What did we say those are like? Teacher: Kilometers are in which system?,1 2039,"Teacher: Are you working together, or are you working and telling her? Teacher: Seriously, I need you all to understand what's happening. Teacher: Does that mean that you can't work with a partner? [TARGET]Teacher: I don't appreciate that way of thinking.[/TARGET] Teacher: Right there. Teacher: Think about it. Teacher: I don't have the first page.",1 2040,"Teacher: Are you working with Student B? Teacher: Because I'm pretty sure Student B understands this. Teacher: Wait. [TARGET]Teacher: Wait.[/TARGET] Teacher: Stop. Teacher: I put the two of you together for a reason, okay? Teacher: And you're really not working together.",1 2041,"Teacher: As a matter of fact, bring your work with you. Teacher: No, you guys go to the computers. Teacher: Wait, Student S. Go ahead. [TARGET]Teacher: Get up.[/TARGET] Teacher: I'll wait. Teacher: All right. Teacher: Erase it, and I need one.",1 2042,"Teacher: As soon as I know why somebody's standing up, I'll know what to say. Teacher: Very good, Student S. Still waiting. Teacher: Wait a minute. [TARGET]Teacher: Can you wait Student S for one minute?[/TARGET] Teacher: Still waiting. Teacher: Group two is at the computer. Teacher: Group three, you're at the back table.",1 2043,"Teacher: As soon as you're done cleaning up you're gonna move your chair over here. Teacher: The only thing, boys, that you will need is the directions and your fraction percent equivalent strips. Teacher: Student N I need you to stand up. [TARGET]Teacher: Student A needs to move her chair.[/TARGET] Teacher: Thank you. Student: [Inaudible] cards up there. Teacher: There are some cards right on the floor.",1 2044,Teacher: Ask Miss - Student: [Inaudible] telling people what they should do. Student: [Inaudible] supposed to do 'cause they won't tell me. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We're doing exactly what we did yesterday at this group. Student: I got the [inaudible]. Teacher: And we're all doing whatever page you were on.,1 2045,"Teacher: At the bottom, because it's 8 rows or 10. Teacher: I'll show you in a minute. Teacher: Let's try this one. [TARGET]Teacher: Look up here.[/TARGET] Teacher: This one was a little tricky because I put 1 and that gets kind of crowded. Teacher: It's 10, 22 times 10, 20, 31. Teacher: So I've got to complete my rectangle.",0 2046,"Teacher: At the top of your paper, Student H - thanks Student H. I appreciate you sharing. Teacher: At the top of your paper please write this as your title. Teacher: Thank you. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: The title needs to be a question. Teacher: Here's what we're going to do today. Teacher: Please write this as your title please.",1 2047,"Teacher: At this point, you know what? Teacher: I just want you focused on your math. Teacher: This is not worth arguing over. [TARGET]Teacher: Student F, if you can't handle it, go back to your seat.[/TARGET] Student: Good. Teacher: If we're having a problem and we can no longer focus on our math, then we need to move and find a different situation to sit in 'cause this, we could easily move on from and continue to focus. Teacher: But if we can't continue to focus - so go ahead and keep working then.",1 2048,"Teacher: At this table. Student: [Inaudible]. Teacher: I know [inaudible]. [TARGET]Teacher: Student M, [inaudible].[/TARGET] Teacher: [Whistling sound]. Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet. Teacher: Follow directions.",0 2049,"Teacher: At this time everybody should start writing and everybody should be listening right now. Teacher: Student D, you have the time. Teacher: You look at the time. [TARGET]Teacher: You should stop me at 15 minutes.[/TARGET] Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction. Teacher: You have a proper fraction. Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator.",0 2050,"Teacher: At your seat. Teacher: All right, let's move to where we're supposed to go. Student: [Inaudible]. [TARGET]Teacher: You should - you should stay there.[/TARGET] Teacher: You guys work on your homework. Teacher: I want group three. Teacher: I want Student E. Student P, you're right here.",1 2051,"Teacher: Aw, come on, folks. Student: I did. Teacher: No, you didn't Student J. [TARGET]Teacher: You paused.[/TARGET] Teacher: All right. Teacher: You look on the number line. Teacher: All right?",0 2052,"Teacher: Axis labels, right, and a title. Teacher: Choose an appropriate title for your graph. Teacher: You may get started. [TARGET]Teacher: I'm going to come give you your paper.[/TARGET] Teacher: If you need a ruler, you can just get one or two. Teacher: Do you need me to turn off the lights, or are you okay with it? Teacher: I would probably start with what do we know based on that chart, or report, and a ruler.",0 2053,"Teacher: B is reading the questions and A is answering the questions right now. Teacher: B is reading the questions from the paper and A is answering the questions right now. Teacher: [Crosstalk] [TARGET]Teacher: Everybody stop at this time.[/TARGET] Teacher: Everybody stop, 1 and 2. Teacher: We should get our pencils now. Teacher: [Crosstalk]",0 2054,"Teacher: B is reading the questions from the paper and A is answering the questions right now. Teacher: [Crosstalk] Teacher: Everybody stop at this time. [TARGET]Teacher: Everybody stop, 1 and 2.[/TARGET] Teacher: We should get our pencils now. Teacher: [Crosstalk] Teacher: [Crosstalk]",0 2055,"Teacher: B will start reading the questions now, and A will now answer the questions. Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now. Teacher: [Crosstalk] [TARGET]Teacher: B is reading the questions.[/TARGET] Teacher: B is reading the questions and A is answering the questions right now. Teacher: B is reading the questions from the paper and A is answering the questions right now. Teacher: [Crosstalk]",0 2056,"Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now. Teacher: [Crosstalk] Teacher: B is reading the questions. [TARGET]Teacher: B is reading the questions and A is answering the questions right now.[/TARGET] Teacher: B is reading the questions from the paper and A is answering the questions right now. Teacher: [Crosstalk] Teacher: Everybody stop at this time.",0 2057,"Teacher: Back to your seat. Student: Oh my gosh, you're giving me all this. Student: I swear in here. [TARGET]Teacher: Put your leg down, Student C, please.[/TARGET] Teacher: Student T, turn around and face me and leave him alone. Student: [Inaudible]. Student: Shut up, Student T.",1 2058,"Teacher: Be careful. Teacher: If we have time today I'm going to sit down with you because I want you to do your independent practice. Teacher: [Inaudible]. [TARGET]Teacher: Why don't you stay right here, work with this again?[/TARGET] Teacher: Erase that. Teacher: Try this one for me please, sir. Teacher: Good.",0 2059,Teacher: Be patient with me. Teacher: Let me find what I'm looking for. Teacher: Hold on. [TARGET]Teacher: Don't flick your tongue at me.[/TARGET] Teacher: That's rude. Teacher: I don't like it. Teacher: Someone did it when I said hold on.,1 2060,"Teacher: Because I only have 30 rows going down. Teacher: I can't do 35 on that paper. Teacher: So we're gonna count down 23. [TARGET]Teacher: Now you guys are gonna do a problem in just a minute.[/TARGET] Teacher: I do have 35 that way. Teacher: So I don't have to count every little box, do I? Student: No.",0 2061,"Teacher: Because I'm pretty sure Student B understands this. Teacher: Wait. Teacher: Wait. [TARGET]Teacher: Stop.[/TARGET] Teacher: I put the two of you together for a reason, okay? Teacher: And you're really not working together. Teacher: I want you to go back.",1 2062,"Teacher: Because it does not include the actual size of the box. Teacher: Well, I'm looking at a student who does not have any labels on his line plot. Teacher: I don't understand why - how that could happen. [TARGET]Teacher: If I'm up here and you're at your desks, no rulers.[/TARGET] Teacher: We don't need that. Teacher: So you can put that in your desk, thank you. Teacher: So we have about four more minutes.",1 2063,"Teacher: Because it's all on videotape. Teacher: Student K, go sit down and don't walk across the front. Teacher: Walk in the back of this, okay, of the camera. [TARGET]Teacher: I'm not doing the videotaping.[/TARGET] Teacher: [Crosstalk] Teacher: I'll be right there. Teacher: Put that away right now.",0 2064,"Teacher: Because it's in the tens? Teacher: Put it down. Teacher: What do you tell me now? [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student T, let me see what you did. Teacher: Get 7 cards at a time. Teacher: Is this 7 or 5?",1 2065,Teacher: Because it's still a positive number. Student: Oh. Student: [Inaudible]. [TARGET]Teacher: Excuse me?[/TARGET] Student: [Inaudible] you point to the number that's [inaudible]. Teacher: You point to the number that's lowest. Teacher: That is not what I said.,0 2066,"Teacher: Because of the commutative property - can everyone say that? Multiple Students: [Multiple comments] Teacher: Okay. [TARGET]Teacher: Student E, turn to Student A.[/TARGET] Teacher: Student D, turn to Student B. Teacher: Student C, turn to Student F. Student F, are you listening? Teacher: First step of listening is looking.",0 2067,"Teacher: Because sometimes our squares - our little boxes - aren't always the same, so we stop. Teacher: And then Student V, what should I do? Teacher: Connect this corner to the bottom, right. [TARGET]Teacher: Stop and concentrate.[/TARGET] Teacher: Okay, where is my next corner? Teacher: And bring my line down. Teacher: Student S, what about this one?",1 2068,"Teacher: Because that would be considered cheating. Teacher: Okay. Teacher: If you're finished, [inaudible] your sheet. [TARGET]Teacher: You better count out so that we can go look at the board.[/TARGET] Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two. Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42. Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63.",0 2069,"Teacher: Because they both worked it through and they both messed up at the second step. Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? Teacher: You both had the same answer, which cracks me up. [TARGET]Teacher: Student M, watch.[/TARGET] Teacher: Six goes into two - stop, you're fine. Teacher: You're fine. Teacher: This is a non-threatening environment.",1 2070,"Teacher: Because they want a percentage and [inaudible] the fraction. Teacher: You're [inaudible] the boys. Teacher: You get your fraction then the percentage, do the same thing with boys, and then you compare [inaudible]. [TARGET]Teacher: Sit down.[/TARGET] Student: Sit down. Teacher: Sit down. Teacher: Sit down.",1 2071,"Teacher: Because they're going to be listening. Teacher: They're sitting in a lab right now, deep in an underground facility. Teacher: Okay, as you are talking I'm going to ask you to have a seat. [TARGET]Teacher: Five.[/TARGET] Teacher: Four. Teacher: Three. Teacher: Two.",0 2072,Teacher: Because what does that mean you're going to do? Student: [Inaudible]. Student: Do nothing. [TARGET]Teacher: You're not going to do anything.[/TARGET] Student: I think you have to [inaudible]. Teacher: You just have to what? Student: I think you just have to use paper clips.,0 2073,Teacher: Because why will the problem be a slam dunk? Teacher: Why? Teacher: [Crosstalk] [TARGET]Teacher: I haven't heard from you Student F.[/TARGET] Student: Because we already know how to add different denominators. Teacher: Why is that going to be our slam dunk? Student: Because we know how to add different denominators.,0 2074,Teacher: Because why? Teacher: Yes you do know. Teacher: Sit up. [TARGET]Teacher: Because why?[/TARGET] Teacher: They just told you. Teacher: Because why? Student: I wasn't paying attention.,0 2075,"Teacher: Because you have started paying attention - what is that? Teacher: You don't eat peanuts? Student: I don't like it. [TARGET]Teacher: Student A, sit down and stop fooling around, please.[/TARGET] Teacher: Let me have it. Teacher: Everybody knows that math class is never like this in the classroom. Teacher: It's time to [inaudible].",1 2076,"Teacher: Because you started running that's why she started chasing you. Teacher: I was here. Multiple Students: She got him, she got him first. [TARGET]Teacher: Ms. [Inaudible] is here.[/TARGET] Student: She [Inaudible] Teacher: What you got is, I'm here to help you. Teacher: Student J stop!",0 2077,"Teacher: Because you were working on a different problem, right? Teacher: Okay following directions, my friends, is going to be your greatest asset to learning Math this year. Teacher: Listening and understanding happens when you follow my directions, okay? [TARGET]Teacher: You guys have to learn to take that responsibility because it's not going to be acceptable any more this year for not following directions of your teachers.[/TARGET] Teacher: You understand? Student: Yes. Teacher: Okay.",1 2078,"Teacher: Because you're not putting it back in. Teacher: You're not paying attention to me. Teacher: Put it back in. [TARGET]Teacher: Take your hands off of it.[/TARGET] Teacher: So I should not hear the sound of the bar [inaudible] back into it. Teacher: You don't need to remove the bar for what we're going to do, necessarily, although it might help. Teacher: [Silence].",1 2079,"Teacher: Because, 15 minus 2 is 3. Teacher: And, I dropped the zero. Teacher: Okay. [TARGET]Teacher: When you're done, you're pencils are gonna be down, just so I know.[/TARGET] Student: I don't got my own paper. Teacher: All right, you need to share with somebody. Teacher: I didn't have enough.",0 2080,"Teacher: Because, I'm just doing it to help you guys with it. Teacher: But, really, this is something you should be saying out loud. Teacher: Okay, example two, copy this down. [TARGET]Teacher: You could write it, just erase it.[/TARGET] Teacher: You have enough room. Teacher: You have enough room to keep going. Teacher: That's fine.",0 2081,"Teacher: Before I begin with the order of operations, Student A, [inaudible]. Teacher: [Laughter]. Multiple Students: [Crosstalk]. [TARGET]Teacher: Student J, I need you to focus.[/TARGET] 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.",1 2082,Teacher: Before we move on let's look at our objectives for today. Teacher: Our content objective. Teacher: Who can read what we are doing today? [TARGET]Teacher: Nice and loud.[/TARGET] Teacher: Student S? Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely. Teacher: Perfect.,0 2083,"Teacher: Begin. Teacher: [Students working loudly in groups]. Teacher: [Inaudible]. [TARGET]Teacher: I said [inaudible] you weren't' here, but you [inaudible].[/TARGET] Teacher: Why are you up, Student D? Teacher: We did that part. Student: I told you.",0 2084,"Teacher: Beside size of angles, why don't you write degrees so we know you're not talking about temperature. Teacher: Everybody be sure you get this list down because these are the attributes we use, and these are the attributes you're going to use when you're grouping other angles. Teacher: Get that written down and I'll show you what you're going to do. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Let me get back here, if I can find it. Teacher: Excuse me. Teacher: Okay.",1 2085,"Teacher: Bigger. Teacher: All right, so what we have - Teacher: [Crosstalk] [TARGET]Teacher: Student S, please stop talking.[/TARGET] Student: Is four-fifths equal into [inaudible]? Teacher: Is four-fifths equal then to two-thirds? Teacher: And yeah, that's a question.",1 2086,"Teacher: Bless you. Teacher: Hello? Teacher: Sit anywhere. [TARGET]Teacher: Leave him alone.[/TARGET] Teacher: Sit. Teacher: Student D, I don't have to wait for you, do I? Teacher: Move over there.",1 2087,"Teacher: Blue hat. Teacher: And you'll be yellow, so circle yellow. Teacher: You circle blue. [TARGET]Teacher: Alright, so I would like for my white hat to please just come sit on the floor right over here - my white hat leader.[/TARGET] Teacher: You guys need to pay attention now. Teacher: You'll have a chance to talk in just a second. Teacher: So let's do this quickly so we have plenty of time.",0 2088,"Teacher: Blue in the A bag, yellow in the B bag. Teacher: 10, 9, 8 - [inaudible] - 7, 6, 5, 4, 3, 2 - Student G, and Student J, sit down. Teacher: I know. [TARGET]Teacher: Student J, if I were you, I would ignore Student K, because you're going to get yourself in trouble.[/TARGET] Teacher: Your mother will not be happy. Teacher: I know you don't want that. Teacher: Before you did this you practiced.",1 2089,"Teacher: Both of those are up there twice, so my mode would be 200 and 500. Teacher: Then range. Teacher: Someone tell me how to find the range. [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: Stop shouting out. Teacher: Student I, how would I find my range? Student: Subtract the lowest number from the highest number.",1 2090,"Teacher: Both. Teacher: So here's the first task. Teacher: It's called, ""What is an ounce?"" And that's the title you put in your box number one. [TARGET]Teacher: Waiting for team 5 over there.[/TARGET] Teacher: Thank you. Teacher: For this one you're going to have a two-column chart and you're going to actually find some things that each of you think weighs an ounce. Teacher: Are we talking about big things or little things?",1 2091,"Teacher: Boy. Teacher: What do you think I should have done that first time? Student: [Inaudible] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student M, what do you think I should have done that first time? Student: Got a smaller number. Teacher: Multiplied it by a smaller number.",1 2092,"Teacher: Boys and girls I need you to lower your voices. Teacher: Shhh. Teacher: 3, 2, 1. [TARGET]Teacher: I want all eyes on me.[/TARGET] Teacher: Boys and girls you're working nicely all I hear is math talk that's great. Teacher: But your voices are too loud. Teacher: I can barely hear the person I'm talking to because everyone is choosing to use loud voices.",1 2093,"Teacher: Boys and girls, everyone should have their name and date on the paper. Teacher: Can you sit correctly please? Teacher: Thank you. [TARGET]Teacher: Let's get ourselves focused.[/TARGET] Teacher: We have our chart at the front of the room. Teacher: Do I need to move this box towards the chart Mrs. S? Student: Turn the box.",1 2094,"Teacher: Boys and girls, today we're going to take information we have been studying with percentages, and we are going to show you how to use that in a graph. [TARGET]Teacher: I have a protractor for each one of you.[/TARGET] Teacher: 2, 4, 6, 8, 10. Teacher: Is that right for your side? Teacher: I want you to take a look at the protractor.",0 2095,"Teacher: Boys and girls, today we're going to take information we have been studying with percentages, and we are going to show you how to use that in a graph. Teacher: I have a protractor for each one of you. [TARGET]Teacher: 2, 4, 6, 8, 10.[/TARGET] Teacher: Is that right for your side? Teacher: I want you to take a look at the protractor. Teacher: I have given you one sheet of white paper.",0 2096,"Teacher: Boys and girls, today we're going to take information we have been studying with percentages, and we are going to show you how to use that in a graph. Teacher: I have a protractor for each one of you. Teacher: 2, 4, 6, 8, 10. [TARGET]Teacher: Is that right for your side?[/TARGET] Teacher: I want you to take a look at the protractor. Teacher: I have given you one sheet of white paper. Teacher: I just want you to figure out how you should draw a circle using a protractor.",0 2097,"Teacher: Boys and girls, today, we are going to do a review lesson, probably, from all the way back to, maybe, third grade for you, but we're gonna do it Teacher B's style. Teacher: And so, we're going to learn a mnemonic device for the following. Teacher: I need - A, please don't go anywhere. [TARGET]Teacher: Let's take A back up there.[/TARGET] Teacher: There we go. Teacher: All right. Student: [Inaudible.]",0 2098,"Teacher: Boys and girls, whatever fraction you're trying to figure out the decimal for, you need to write it down on your board. Teacher: All you're showing me is division. Teacher: I don't know what your fraction was to start out with. [TARGET]Teacher: Once you're done, don't show me.[/TARGET] Teacher: Just wait. Teacher: 1 times 2 is 3? Student: 1 plus 2.",0 2099,"Teacher: Boys at the back, I hear a lot of non-math talk. Teacher: Expectation is that you're working on this pink paper. Teacher: This can go away, please. [TARGET]Teacher: I'll take this because it's only becoming a distraction.[/TARGET] Teacher: Away, please. Teacher: Listen to my directions and follow them, please. Teacher: Number eight, put that up there, Student J. I mean, number nine.",1 2100,"Teacher: Boys, is it done? Multiple Students: Yes. Teacher: Okay, Student A, is it done? [TARGET]Teacher: Okay, then Student A, wait for me in the hall please so we can talk about it, but I want to get everybody else started.[/TARGET] Teacher: Okay, so these tangrams you are going to have to open up. Teacher: Okay, you are going to have to open up the little bags. Teacher: That's fine, okay, so we are using the tangrams.",1 2101,"Teacher: Bring down. Teacher: Okay, so everybody should be here, and let's stop. Teacher: So the next thing that we see is 49, okay? [TARGET]Teacher: Does everybody see that?[/TARGET] Teacher: So here is step one, we did that one. Teacher: Now we're on step two. Teacher: Do it again.",0 2102,"Teacher: Bring it, just in case you need to write anything down while we're here. Teacher: I'm going to count down from five. Teacher: My friends who are coming in from outside are moving to Independent. [TARGET]Teacher: If you could, just sit at that table so that I'm not distracting you.[/TARGET] Teacher: My friends who were just with me are partnering up and heading out into the hallway. Student: Miss P? Teacher: I'm going to count down from five and I'd like everybody to be in their places.",0 2103,"Teacher: Bring it. Teacher: Let me help you. Teacher: Give me. [TARGET]Teacher: Let me give you a piece of foam.[/TARGET] Teacher: Student C, sit down. Teacher: Get to your workbook, this folder. Teacher: Look and see.",0 2104,"Teacher: Bring me down. Teacher: Somebody stopped, right there. Teacher: And tried checking with cousin Mike. [TARGET]Teacher: How can we not check with cousin Mike, yet?[/TARGET] Teacher: There's still what? Teacher: Student J? Student: [Inaudible].",0 2105,Teacher: Bring your one fourth down and put it where it belongs. Teacher: What about three fourths? Teacher: Come on guys. [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Who has three fourths? Teacher: Pay attention and put it where it belongs. Teacher: His group needs to help him out.,1 2106,"Teacher: But I have three of these. Teacher: How many is it? Student: 12 [TARGET]Teacher: She is not even looking.[/TARGET] Teacher: You're not even looking up there. Student: Three. Teacher: Look, look, look, look.",1 2107,"Teacher: But I have three of these. Teacher: How many is it? Student: 12. [TARGET]Teacher: She is not even looking.[/TARGET] Teacher: You're not even looking up there. Student: Three. Teacher: Look, look, look, look.",1 2108,"Teacher: But I'm gonna go ahead and draw one for you, okay? Teacher: And it might - it might or might not give you enough. Teacher: Here you go, buddy. [TARGET]Teacher: While Student B is doing that, I want you guys to pay attention.[/TARGET] Teacher: Watch his math. Teacher: Let's go ahead and put our writing away. Teacher: Thanks, buddy.",1 2109,Teacher: But explain this. Student: At the bottom it's 10 times 4 equals 10 divided by 2 equals 5 and 4 times 2 equals 8. Teacher: Okay. [TARGET]Teacher: Student D. I'm sorry.[/TARGET] Student: I put - Teacher: Stop moving around. Teacher: You're listening.,1 2110,"Teacher: But get straight. Teacher: You're driving me crazy. Student: I don't like being straight. [TARGET]Teacher: Well, I like you to be straight 'cause when you're straight you're paying attention.[/TARGET] Student: I really still don't pay attention. Teacher: Okay. Teacher: But that's not really for me.",1 2111,"Teacher: But here - okay. Student: You want me to hold this part? Teacher: No. [TARGET]Teacher: Here, take that off.[/TARGET] Teacher: So there and there, and I take and I go all the way around. Teacher: Do you think that if I go all the way around that this whole string is gonna fit perfectly all the way? Multiple Students: No.",1 2112,"Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? Teacher: You have to at least try. Teacher: You can't just keep sitting there, and I know math is tough for you. [TARGET]Teacher: We can get through it together if you show me what you don't know.[/TARGET] Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do. Teacher: Now think about what we do next. Teacher: When you can't put it in there, we go to the next two digits.",0 2113,"Teacher: But if you can solve number one guys I'm gonna ask my principal to give me a raise. Teacher: Okay? Teacher: [Inaudible] [TARGET]Teacher: No, no, no.[/TARGET] Teacher: Solve problem number two. Teacher: Okay. Teacher: We got three more minutes left to solve problem number two.",1 2114,"Teacher: But is there a remainder? Multiple Students: No. Teacher: No. [TARGET]Teacher: So, Rover is taking a nap.[/TARGET] Student: Then we use [inaudible]. Teacher: Good idea. Teacher: We followed DMSBR all the way through three different times to get 108.",0 2115,"Teacher: But now I know they're gonna kind of be mm. Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody. Teacher: All right, Student M, you may go back, Student O, Student O you may work with Student M if you want to. [TARGET]Teacher: But if you - now, I'm gonna walk around and see.[/TARGET] Teacher: All right. Student: I started - Teacher: I know.",0 2116,"Teacher: But remember, next time we do this, I want you to write down the reasons why, okay? Teacher: Because the whole idea about this is that we're thinking mathematically. Teacher: Even if you are acting, which is fine. [TARGET]Teacher: I don't care that you put all that stuff up there.[/TARGET] Teacher: I don't care if some of them were a joke, as long as you're thinking about it mathematically and you can come up with a reason why you would say that. Teacher: Okay? Teacher: So just next time we'll do that a little bit better.",0 2117,"Teacher: But right now - Teacher: [Crosstalk] Teacher: Okay, boys, please stop that. [TARGET]Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around.[/TARGET] Teacher: Student A, you need to turn around and look at me. Teacher: People over in my group over here, you need to turn and look at me. Teacher: Student L, Student J, Student J, good job.",0 2118,"Teacher: But that is not what this will be. Teacher: If you do what I asked you to do, you would be taking this off, right, getting rid of this. Student: And putting it over there. [TARGET]Teacher: And you'd be putting it over here.[/TARGET] Teacher: Is that a square? Student: Yeah. Teacher: Really?",0 2119,"Teacher: But the thing that I'm saying is that we should be able to move on from that. Teacher: Okay. Teacher: Because this is math time right now and we don't have time to be throwing paper and being mad at people, okay? [TARGET]Teacher: Can you let it go and get over it?[/TARGET] Teacher: Or is this going to continue to distract you from your learning? Student: It's going to continue to distract me. Teacher: Okay, then I am going to keep you out here then and when you are ready and feel-",1 2120,"Teacher: But then what did you have to look at, Student C? Teacher: Then what did you have to look at? Student: [Inaudible]. [TARGET]Teacher: Sh.[/TARGET] Teacher: Excuse me, sit please. Student: [Inaudible]. Teacher: Okay, so you figured that you need to go back and solve it yourself, right?",1 2121,"Teacher: But they're cut up in different slices. Teacher: Fourths, sixths, and eighths. Teacher: Anything else we know, Student D? [TARGET]Teacher: Hold on a second, because students are not looking at you when you speak.[/TARGET] Teacher: That means you're listening. Student: We know we're dividing. Teacher: We're dividing and we're sharing, right?",1 2122,"Teacher: But we'll do about three. Teacher: All right, five - Student: And six. [TARGET]Teacher: And six.[/TARGET] Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them. Teacher: Yeah, some people. Teacher: You need six, that's the one, and some people already did a few.",0 2123,"Teacher: But you are engaged with him. Student: Engaged? Student: In what? [TARGET]Teacher: You see how he's looking at you and laughing?[/TARGET] Teacher: Student R, that also gets you silence as well. Teacher: It's not just my student, because if you're interacting with my students and I told you not to? Student: I'm not talking to him.",1 2124,"Teacher: But you could say 35 times what's 350. Teacher: And we know times ten. Teacher: But if you couldn't figure that out in your head - ah, we're getting a little too loud. [TARGET]Teacher: Shh.[/TARGET] Teacher: You would take 350 - Student: I figured it out. Teacher: Divided by - by what?",1 2125,"Teacher: But you did go up to the camera and get right in front of it. Teacher: But the thing that I'm saying is that we should be able to move on from that. Teacher: Okay. [TARGET]Teacher: Because this is math time right now and we don't have time to be throwing paper and being mad at people, okay?[/TARGET] Teacher: Can you let it go and get over it? Teacher: Or is this going to continue to distract you from your learning? Student: It's going to continue to distract me.",1 2126,"Teacher: But you guys have to work through it so I can see. Teacher: I know that Student W and Student I both can't do it past the second step. Teacher: How do I know that? [TARGET]Teacher: Because they both worked it through and they both messed up at the second step.[/TARGET] Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? Teacher: You both had the same answer, which cracks me up. Teacher: Student M, watch.",0 2127,"Teacher: But you won't see it on a number line. Teacher: You won't have to compare it to anything, none of that kind of stuff. Teacher: So that's why elevenths are in here, and if you can imagine having another 11 fractions to deal with, my numbers went crazy with these fractions. [TARGET]Teacher: Do not write on the paper.[/TARGET] Teacher: I asked you once to put your pencil away. Teacher: All right. Teacher: So what we are going to do, I'm going to pass out larger fractions to groups.",1 2128,"Teacher: But yours could look like it looked like over there. Teacher: All right, turn your paper to the side, that way. Student: Oh. [TARGET]Teacher: All right, I'm gonna give you a couple of them just to start off with.[/TARGET] Teacher: Let's see. Teacher: I want you all to [try these]. Teacher: Five and three, four.",0 2129,"Teacher: But - now, I think you did this one, right, Student L? Teacher: Is this one you? Teacher: I'm going to do a little bit of erasing here for Student L's, okay? [TARGET]Teacher: If you notice, and we talked about this yesterday, so if you weren't here, make sure you pay attention.[/TARGET] Teacher: These right here are not cutting them in half. Teacher: They're not cutting the squares in half. Teacher: Because if it was half, it would go all the way over here.",1 2130,"Teacher: But, by next week, we'll know the strategies to solve it. Teacher: Everybody, everybody on the desk should have a strip of paper, right? Multiple Students: Yeah. [TARGET]Teacher: That's taped to it?[/TARGET] Multiple Students: Yeah. Teacher: It's very important you follow my direction. Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay?",0 2131,"Teacher: But, just for the time being, don't stress it. Teacher: Don't stress it. Teacher: Student C, you're gonna need to share this sheet with Student D. So, if you wanna scoot your chair over. [TARGET]Teacher: Or he could scoot it over to you.[/TARGET] Teacher: Student D, for the third time, go to your seat. Student: [Inaudible] Teacher: Then, take your stuff, get a board, and sit on the carpet.",0 2132,"Teacher: But, really, this is something you should be saying out loud. Teacher: Okay, example two, copy this down. Teacher: You could write it, just erase it. [TARGET]Teacher: You have enough room.[/TARGET] Teacher: You have enough room to keep going. Teacher: That's fine. Teacher: Cross out what you - look, you can cross out this and do another one.",0 2133,"Teacher: By adding them. Teacher: Student D, do you agree? Student: I don't know 'cause when you said that, you know - [TARGET]Teacher: You guys are so quiet today.[/TARGET] Student: - 50 percent, that I thought you meant like half of 150 so I thought it was 75. Teacher: I see what you're saying. Teacher: So it's confusing, right, 'cause you have to remember what your whole is to start.",0 2134,"Teacher: C would know where she's next. Teacher: [Inaudible] Teacher: It should only be one person at a time though right? [TARGET]Teacher: So wait your turn please.[/TARGET] Teacher: Except for your word problem, these are mostly basic facts so we're only going to spend a couple of minutes on this one today and we will put some of them up on the board. Teacher: Does anybody remember how to find average? Teacher: We've done them before.",1 2135,"Teacher: Camera is covering every place in the classroom, everywhere. Teacher: The camera is seeing everywhere. Teacher: That's not what we're talking about. [TARGET]Teacher: Let's do this.[/TARGET] Student: Can I ask a question? Teacher: Yes, you may. Student: Can the camera bounce on to the board?",0 2136,"Teacher: Can I ask you not to write on these, please? Teacher: Did you already write on them? Teacher: Did you hear me? [TARGET]Teacher: Don't write on that, please.[/TARGET] Teacher: Please don't write on that. Teacher: I'm going to come around and I want - no. Teacher: It's okay.",1 2137,"Teacher: Can I do three - four times something to get twelve? Multiple Students: Yes. Teacher: What can I do? [TARGET]Teacher: Student R, you're not paying attention.[/TARGET] Teacher: Put the marker down. Teacher: Student T? Student: Three-thirds.",1 2138,"Teacher: Can I get your attention so you know what is it that you're going to do? Teacher: Student A? Teacher: You're not listening. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Let me tell you what is it that you have to do. Teacher: Okay, this is what you get - this is what you have. Teacher: You got a set of cards with those problems.",1 2139,Teacher: Can I have one last volunteer? Teacher: Who has not come up to the board? Teacher: That would like to? [TARGET]Teacher: Our problem is - excuse me.[/TARGET] Teacher: I cannot hear anybody else talking except me. Teacher: Get it together. Teacher: Make the right decision.,1 2140,"Teacher: Can I have one volunteer? Teacher: Student A? Teacher: Actually, Student J and then Student A will be the next one because Student J was quiet. [TARGET]Teacher: The entire time when she raised her hand.[/TARGET] Teacher: All right. Teacher: Our problem is 12 plus 9 minus 2 times 3 plus 5. Teacher: What is the first step that Student J needs to do?",1 2141,"Teacher: Can I have the markers back? Teacher: Student L, you can sit down. Teacher: So, I need everybody sitting down. [TARGET]Teacher: And Student J, I'm going to have both of you stand over here.[/TARGET] Student: They have the same one as us. Teacher: They have the same one as you. Teacher: What does that mean?",1 2142,"Teacher: Can I have the spray, Student S? Teacher: Decide who's going to do it. Teacher: You need your book. [TARGET]Teacher: Turn around.[/TARGET] Teacher: Student L, your board fell apart. Student: [Inaudible]. Teacher: [Inaudible].",1 2143,"Teacher: Can I have you sit down please, on your butt, please? Teacher: What is in your mouth? Teacher: Student A, you're hiding. [TARGET]Teacher: I want you out.[/TARGET] Teacher: Okay. Teacher: So Student D chose 1 as the right answer. Teacher: Did anybody choose anything different from that?",1 2144,"Teacher: Can I have your attention please? Teacher: I'm gonna ask you one quick question and I some girls are listening. Teacher: Student M and Student K, thank you. [TARGET]Teacher: Some people are listening.[/TARGET] Teacher: Let me ask you a question. Teacher: When you see a decimal point and a place value chart, when you go to the right of the decimal point, what does the first number stand for? Teacher: What?",0 2145,"Teacher: Can I help you? Student: [Inaudible]. Teacher: No. [TARGET]Teacher: Can you have a seat, please?[/TARGET] Teacher: All right, but you still didn't do one, so I'm going to still let that count as being wrong, okay? Teacher: Student M? Student: 100.",1 2146,"Teacher: Can I see this? Student: Yeah. Teacher: Okay. [TARGET]Teacher: All right, I need your attention.[/TARGET] Teacher: Looking this way in three, two, one. Teacher: I should see 40 eyeballs looking at me. Student: Forty-five?",1 2147,"Teacher: Can anybody tell me anything that they found hard with this? Teacher: This was an easy activity? Student: Yeah. [TARGET]Teacher: Okay, Student E. Stop coloring.[/TARGET] Teacher: Everybody thought this was easy. Student: No. Teacher: No.",1 2148,Teacher: Can everybody sit down. Teacher: This is too much. Teacher: Don't do this. [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: That's fine. Teacher: Three.,1 2149,"Teacher: Can it go further up? Teacher: That's it. Teacher: Thanks. [TARGET]Teacher: All right, now, listen.[/TARGET] Teacher: May I have your attention - attention again? Teacher: Student K, need your attention. Teacher: The day before, this is what we did, and that's why we'll revise it on the poster.",0 2150,"Teacher: Can somebody else solve this math in a different way? Teacher: You may, Student J. Student: Can I go after he goes back? [TARGET]Teacher: Yes.[/TARGET] Teacher: Student C, sit down please. Student: Is that the answer? Teacher: Don't erase.",0 2151,"Teacher: Can somebody tell me how to solve this problem? Teacher: Yes? Teacher: Student T? [TARGET]Teacher: I have the cover.[/TARGET] Teacher: I have the cover. Teacher: Continue. Student: By 20, 40.",0 2152,Teacher: Can somebody turn off one light? Student: I'll do it. Teacher: Somebody close to the door. [TARGET]Teacher: Come on.[/TARGET] Student: That would be me. Teacher: Sit. Teacher: Thank you.,0 2153,"Teacher: Can someone explain to me what you're going to talk about in your small groups? Teacher: Student J? Student: [inaudible] [TARGET]Teacher: You need to speak more loudly please.[/TARGET] Student: [inaudible] Teacher: Okay, and what - you're going to talk about it certainly, and what are you going to do as you talk about it? Student: [inaudible]",1 2154,"Teacher: Can someone explain? Teacher: Student A? Student: It's 120, because triangles can [inaudible]. [TARGET]Teacher: Listening, please.[/TARGET] Student: Equilateral triangles, [inaudible]. Teacher: Are we talking about the hexagon? Student: The triangle, the equilateral triangle.",1 2155,"Teacher: Can we add a - Student: One and one half. Student: Can I go use a piece of paper? [TARGET]Teacher: You can, but I'm gonna call the group back together.[/TARGET] Teacher: You know what? Teacher: Excuse me. Student: Huh?",1 2156,"Teacher: Can we have with this one, Student J come up. Student: Mr. J, [inaudible]. Teacher: If you don't get the correct answer I'll call on someone else. [TARGET]Teacher: You guys have one minute and if you can you can and if you can't you can't.[/TARGET] Teacher: Remember, I want to know why you got it correct. Teacher: You said two and one fourth. Teacher: How many of you got two and one fourth as your answer?",0 2157,"Teacher: Can we put the cubes down -? Teacher: Look at me for a minute please. Teacher: If you did it this way, then you stood them up. [TARGET]Teacher: I don't want to hear the cubes right now please.[/TARGET] Teacher: You guys already built the [inaudible] didn't you? Teacher: You would have 12, 1, 2, 3, 4, 5, 6, 1, 2, 3, 4, 5, 6, right. Teacher: Then what would you do with the top layer?",1 2158,"Teacher: Can we reduce it? Multiple Students: Yes. Teacher: If we were to reduce ten sixteenths, we would get what? [TARGET]Teacher: Show me on the board please, Student T. The kids can't see in the back.[/TARGET] Teacher: Then that fraction becomes what? Teacher: One and five eighths. Teacher: Not just five eighths like she divided by 2.",0 2159,"Teacher: Can we say - I think we both boss each other around, because I'm hearing you telling her what to do too, right? Teacher: We need to worry about ourselves, and that's it. Teacher: Okay. [TARGET]Teacher: Be patient with me.[/TARGET] Teacher: Wait. Teacher: I know where I need to go. Teacher: Oh my gosh.",1 2160,"Teacher: Can you [inaudible]? Teacher: I'm going to put up a problem. Teacher: These are actual real life problems. [TARGET]Teacher: We're going clockwise.[/TARGET] Teacher: Yes? Teacher: It is a game but we're not keeping score. Teacher: When I say not keeping score I mean there's not going to be a winner, per se.",0 2161,"Teacher: Can you all stand up? Teacher: Be quiet and go back to our desks. Teacher: 1, 2, 3. [TARGET]Teacher: So [inaudible].[/TARGET] Teacher: What we're going to do right now is use our folders to go over some review questions. Teacher: We're going to answer the questions at our table. Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score.",0 2162,"Teacher: Can you answer the question, Student E? Teacher: Can you answer the question, Student E? Student: No. [TARGET]Teacher: Okay, I need you to focus and I need you to pay attention.[/TARGET] Teacher: So what about comparing fractions? Student: Adding and subtracting fractions. Teacher: Comparing fractions, because we already said adding and subtracting, so comparing fractions.",1 2163,"Teacher: Can you check and make sure that 14 times 4 would be 56? Teacher: We always want to be confident. Teacher: Want you to prove it. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me, Student F. Remember what happened yesterday with the group work and your book being empty? Teacher: Let's be sure that you're productively working with your teammates. Teacher: So what have we learned?",1 2164,Teacher: Can you close the door for me please? Teacher: What's the problem? Student: I can't go [anywhere]. [TARGET]Teacher: How come?[/TARGET] Student: Because all the cards - I can't put nine tenths in because three fourths is already there. Teacher: And three fourths is equal to what percent? Student: 75.,1 2165,"Teacher: Can you correct yourself? Student: Yes. Teacher: Tell me. [TARGET]Teacher: Be patient - put your hand down.[/TARGET] Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair. Teacher: Thank you, Student A. Teacher: Student M?",1 2166,"Teacher: Can you elaborate some more - I don't understand, what do you mean, you're drawing Pat with ice cream? Student: Yep. Teacher: Put it down. [TARGET]Teacher: Right now we're listening.[/TARGET] Teacher: Student J, so is that correct, should we draw a little boy Pat holding ice cream? Teacher: So what you just said, we're going to erase. Teacher: Ok, hands down, speak louder please.",1 2167,"Teacher: Can you erase all the ones that you asked? Teacher: Erase these okay. Teacher: Boys and girls I need you to lower your voices. [TARGET]Teacher: Shhh.[/TARGET] Teacher: 3, 2, 1. Teacher: I want all eyes on me. Teacher: Boys and girls you're working nicely all I hear is math talk that's great.",1 2168,"Teacher: Can you go and tap Student C on her shoulder and tell her I'd like to see her back here? Student: [Inaudible]. Teacher: Yes. [TARGET]Teacher: Student C, you shouldn't mess with her stuff anyways.[/TARGET] Teacher: Come on. Teacher: All right, Student C, I'm gonna ask you some questions. Teacher: Okay?",1 2169,"Teacher: Can you guys please stop banging on my door? Student: [Inaudible] Student: [Crosstalk] [TARGET]Teacher: We need to take care of this, guys.[/TARGET] Teacher: We're doing math right now. Student: [Inaudible] Teacher: So where are you starting?",1 2170,"Teacher: Can you hold on a minute? Teacher: I want you all to listen to me, Student N, and back here, and over here. Teacher: You're not talking to me. [TARGET]Teacher: You're talking to us, so we need to listen to what our classmates say.[/TARGET] Teacher: Does everybody understand? Teacher: Go ahead. Student: We got 135 because we have 25 and 5, and 5 times 5 equals 25, and plus because we had two more extra, equals 27.",1 2171,"Teacher: Can you hold these? Student: Mm-hmm. Teacher: Why don't you get a regular ruler instead of an angled ruler? [TARGET]Teacher: I mean, why don't you try using a regular ruler?[/TARGET] Teacher: Thank you, Student K. What is that? Teacher: What are you using as your X axis? Teacher: Think about it.",0 2172,"Teacher: Can you just explain from the beginning? Student: You know how the first two digits are whole numbers- Teacher: Hold on a second. [TARGET]Teacher: Student M, will you have a seat?[/TARGET] Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39. Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern. Teacher: We're going to move on.",1 2173,Teacher: Can you leave him alone and do your work? Teacher: We're not going to lunch until our math is done. Teacher: After we complete our math as we do as a class - I'm listening to you. [TARGET]Teacher: Write it here.[/TARGET] Teacher: 1100 Teacher: I'm listening to you. Teacher: I'm going to tell your mom.,0 2174,"Teacher: Can you leave my seat please? Teacher: I'll work with you. Teacher: Student A, I'm not playing with you. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Can you read this to me? Teacher: You're right here. Student: [Inaudible].",0 2175,"Teacher: Can you let it go and get over it? Teacher: Or is this going to continue to distract you from your learning? Student: It's going to continue to distract me. [TARGET]Teacher: Okay, then I am going to keep you out here then and when you are ready and feel-[/TARGET] Student: I feel a little- Teacher: Well, I don't want you to come until you are ready to give this 100 percent because I don't want there to be any more problems with any other kids. Teacher: All right.",1 2176,"Teacher: Can you look at what I have on the board? Teacher: Where is my line? Teacher: Now you're going to do - you're going to do question five. [TARGET]Teacher: There should be silence in the classroom.[/TARGET] Teacher: On the addition side you're going to do question five, six, seven, and eight. Teacher: This is addition and on subtraction, you're going to do the same questions, five, six, seven, and what? Teacher: Eight.",1 2177,"Teacher: Can you make one for Student C? Student: What? Teacher: 'Cause they're going to need it. [TARGET]Teacher: Have a seat, please.[/TARGET] Teacher: All right, let me give kids a couple of more minutes. Teacher: Guard these cards with your life. Teacher: Naw, I'm kidding.",1 2178,"Teacher: Can you please go back to your seat? Teacher: She's back. Student: You have - [TARGET]Teacher: You see her standing in front of you, correct?[/TARGET] Student: [Inaudible] then you get 60. Student: [Inaudible]. Teacher: So -",0 2179,"Teacher: Can you please turn around and sit down? Student: You put the 1 on top of the 9. Teacher: Go back to your seat please. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Thank you. Teacher: Student D, what does 9 here mean to you? Student: 90",1 2180,"Teacher: Can you put 10 in there? Teacher: Uh-huh go ahead. Teacher: No sweetheart not 10 blocks, one block 10 pounds right? [TARGET]Teacher: Cause they told you that in part A. Oh we're not talking together yet.[/TARGET] Teacher: We still have time to think about it by ourselves. Teacher: Shh. Teacher: We still have time to think about it by ourselves.",1 2181,"Teacher: Can you put eleven whole things in the tens column? Student: Um, [inaudible]. Multiple Students: [Crosstalk]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Multiple Students: [Crosstalk].",1 2182,"Teacher: Can you put them back up right where you see them? Teacher: They're paper clipped together. Teacher: Student A can you please erase my board for me? [TARGET]Teacher: Shh, shh.[/TARGET] Student: Push them all together. Student: Straighten them out. Teacher: What do you notice about those fractions?",1 2183,"Teacher: Can you read this fraction? Student: Yes. Teacher: Only Student L. Thank you. [TARGET]Teacher: Thanks for your help.[/TARGET] Teacher: We're looking into this fraction here. Teacher: We can leave this one, which is one fourth. Teacher: Now, how many fourths of this one, Student L?",0 2184,Teacher: Can you read this to me? Teacher: You're right here. Student: [Inaudible]. [TARGET]Teacher: Right here.[/TARGET] Teacher: Stop fooling around please. Teacher: I want you to sit here. Teacher: You can get that chair if you want to.,0 2185,"Teacher: Can you see, Student C? Teacher: Make sure you scoot up to see. Teacher: Everybody here is going to step back. [TARGET]Teacher: Everybody here is stepping back.[/TARGET] Teacher: I want you to look at this. Teacher: This is your latest DBQ. Teacher: I want you to look at this and tell me if this is a clear array, and you need to raise your hands for this, because we need to have a little bit of a discussion about this.",0 2186,"Teacher: Can you show me what you and Student K decided to do? Student: We decided to put them into to thousandths. Teacher: Student P is talking and he has a great suggestion. [TARGET]Teacher: Student C, please sit down.[/TARGET] Teacher: Student C, please sit. Teacher: Student P, all eyes are on Student P because Student P is speaking. Student: We decided to put, we decided to sort our whole numbers into thousandths, hundredths, hundreds, tens, and ones.",1 2187,Teacher: Can you sit down please? Teacher: I want you to finish. Teacher: Just help me with the cards please. [TARGET]Teacher: Are you done?[/TARGET] Teacher: Bring out the card. Teacher: You play with me. Teacher: It's not 7 cards.,0 2188,"Teacher: Can you sit up, please? Teacher: Did you hear her? Teacher: Student J, sit up, please. [TARGET]Teacher: Sit.[/TARGET] Teacher: You need to sit straight up. Student: You round the one eleventh down to 0 and rounded the eight ninths up to 1. Student: She added the 1 to 0.",1 2189,"Teacher: Can you start adding your numbers and stop looking for trouble? Teacher: Stop. Teacher: Leave it this way. [TARGET]Teacher: Look here.[/TARGET] Teacher: For example, what is - leave this. Teacher: You don't need this. Teacher: What is 7 plus 3?",0 2190,Teacher: Can you stop throwing that? Teacher: Give it to me. Teacher: Thank you. [TARGET]Teacher: Do your math.[/TARGET] Teacher: Let me have it. Teacher: Give it to me. Teacher: Thank you.,1 2191,"Teacher: Can you use highlighters? Teacher: If they're blue and yellow you may. Teacher: Okay, the computer's not working. [TARGET]Teacher: It's going slow.[/TARGET] Teacher: All right, you should be ready. Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need. Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction.",0 2192,Teacher: Can you write one fourth on top? Student: 1 over 4 Teacher: Write it in. [TARGET]Teacher: Sit down thank you.[/TARGET] Teacher: Is there anybody that doesn't agree that this is 1 fourth? Student: I don't agree. Teacher: Why,1 2193,"Teacher: Can you? Student: May I? Teacher: No, have a seat, please. [TARGET]Teacher: Switch over.[/TARGET] Teacher: Student E, Student T - I don't have - I have Student T - I don't have Student D. Student D - okay, Student DB. Teacher: Let's look at this. Teacher: And I'm going to give these back to you and I want you to tell me - you need to finish that right now.",1 2194,"Teacher: Cards down. Teacher: We are stopping with that today. Teacher: Like I said, you guys are gonna have independent practice and you guys are going to complete that for homework what you do not finish in class. [TARGET]Teacher: Nobody is talking right now.[/TARGET] Teacher: Excuse me. Teacher: Your homework is the PEMDAS rules. Teacher: So, it's going over the front pages, going over what PEMDAS stands for.",1 2195,Teacher: Careful with your foot. Teacher: Watch your foot. Teacher: I'm thinking that Student I needs to scoot up significantly. [TARGET]Teacher: These poor people are watching us sit down.[/TARGET] Teacher: Is it turned on or no? Teacher: It is turned on. Teacher: Sorry people.,1 2196,Teacher: Cause think about median as kinda like medium it's in-between small and large right it's the middle? Teacher: Now what you may do is once I've collected. Student: Yeah it is! [TARGET]Teacher: Shh.[/TARGET] Teacher: Room 20 I know we're getting excited cause we're wrapping up. Student: She had the wrong answer she had 25. Teacher: Shh.,1 2197,"Teacher: Center two, we are doing Division Triominos, so these are what Triominos look like, okay? Teacher: So this should be review. Teacher: Some of you did them during intervention. [TARGET]Teacher: Why don't you move over to Student R's spot, please?[/TARGET] Teacher: Center number three. Teacher: Multiplication word problems. Teacher: I will give you scrap paper to do - to show your work.",1 2198,"Teacher: Check it out. Teacher: Yes. Teacher: [Crosstalk] [TARGET]Teacher: Done?[/TARGET] Teacher: So did you write a sentence? Teacher: Did you write - oh, I'm glad I told you. Teacher: See.",0 2199,"Teacher: Check out your group. Teacher: Make sure everyone's all set. Teacher: Supply monitors, if you have extra papers, put them right back in you folder. [TARGET]Teacher: Nice job, Student H. You can move your clothespin.[/TARGET] Teacher: You're doing a nice job with your supplies. Teacher: Okay, so from the task managers, they told me everyone is all set on what they need. Teacher: Yes?",0 2200,"Teacher: Check your addition. Student: I know where she made a mistake. Teacher: Okay. [TARGET]Teacher: Look up at me because I am going to give you directions.[/TARGET] Teacher: I ignore people who shout out. Teacher: I am going to give each of you this worksheet. Teacher: The only thing I want in each box is the answer, the product.",1 2201,"Teacher: Check your answer. Teacher: Are you done? Teacher: Did you tell me what you learned about multiplying fractions? [TARGET]Teacher: I need an answer to that question.[/TARGET] Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups. Teacher: When writing what you learned, I would write more than a sentence. Teacher: Give me some good details.",0 2202,"Teacher: Check your models to see if it matches your answer. Teacher: Your model should match your answer, so be careful with your multiplication. Teacher: We have three minutes and then we'll start going over them. [TARGET]Teacher: Keep going.[/TARGET] Teacher: Is this correct? Teacher: What is five times three? Student: Fifteen.",0 2203,"Teacher: Choose an appropriate title for your graph. Teacher: You may get started. Teacher: I'm going to come give you your paper. [TARGET]Teacher: If you need a ruler, you can just get one or two.[/TARGET] Teacher: Do you need me to turn off the lights, or are you okay with it? Teacher: I would probably start with what do we know based on that chart, or report, and a ruler. Teacher: Just today?",0 2204,"Teacher: Clap [inaudible]. Teacher: [Clapping]. Teacher: Oh, but that was [inaudible]. [TARGET]Teacher: Go back to your seat.[/TARGET] Teacher: Ladies. Teacher: Ladies. Teacher: Young girls.",0 2205,"Teacher: Clap once if you can hear my voice. Teacher: [Clapping]. Teacher: I'm sorry. [TARGET]Teacher: Okay, now you're looking.[/TARGET] Teacher: You're not touching. Teacher: You're not feeling. Teacher: How many of you have extra saliva in your mouth, because your mouth is watering just looking at it?",1 2206,"Teacher: Clap once if you hear my voice. Teacher: Thank you, Student B. Teacher: Remind me I have something for you. [TARGET]Teacher: Thank you, Student R. Student K, Student R, there's a hook.[/TARGET] Teacher: Hang it up. Teacher: Thank you, Student A. I appreciate that. Teacher: Place your morning work neatly inside your table until we go over that a little bit later.",1 2207,"Teacher: Clap three times. Teacher: All right. Teacher: You should not have your own paper. [TARGET]Teacher: Whether you are finished or not, you should not have your own paper.[/TARGET] Teacher: Still waiting. Teacher: Number one says - still waiting on a few. Teacher: Number one says three eighths or one fourth, which is it?",1 2208,"Teacher: Class, get ready to begin. Teacher: You're gonna three minutes. Teacher: [Students silently working] [TARGET]Teacher: Everybody stop at this time.[/TARGET] Teacher: All pencils down. Teacher: I hope you have written your names. Teacher: [Crosstalk]",0 2209,Teacher: Close parenthesis. Student: You said [inaudible]. Teacher: Excuse me. [TARGET]Teacher: Crawl to walk.[/TARGET] Teacher: Vice versa. Teacher: D. Where am I going to crawl? Teacher: Student A?,0 2210,"Teacher: Close your math books. Teacher: Put them away. Teacher: Go back to your normal seats, okay. [TARGET]Teacher: Now, whatever, Student M, and Student D, you're different.[/TARGET] Student: [inaudible chatter] Student: [End of Audio]",0 2211,"Teacher: Coach says jump. Teacher: Coach says to stop. Teacher: Coach says jump. [TARGET]Teacher: Okay, you can stop.[/TARGET] Teacher: Bye-bye. Teacher: All right, you're the one that wins 5,000 points for your first - your original table that you just came from. Teacher: I'm going to figure out how I'm going to do the points later.",0 2212,"Teacher: Coach says spin around. Teacher: Coach says stand up. Teacher: Coach says jump. [TARGET]Teacher: Coach says to stop.[/TARGET] Teacher: Coach says jump. Teacher: Okay, you can stop. Teacher: Bye-bye.",0 2213,"Teacher: Coach says to stop. Teacher: Coach says jump. Teacher: Okay, you can stop. [TARGET]Teacher: Bye-bye.[/TARGET] Teacher: All right, you're the one that wins 5,000 points for your first - your original table that you just came from. Teacher: I'm going to figure out how I'm going to do the points later. Teacher: So what color table were you just sitting at?",0 2214,Teacher: Collaborate. Teacher: Work with your team. Teacher: I'm going to make the same. [TARGET]Teacher: Work with your team.[/TARGET] Teacher: One person has to gather what? Student: Information. Teacher: Gather information.,0 2215,"Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42. Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63. Teacher: Last column - honey, you can't write the answers. [TARGET]Teacher: That's considered cheating.[/TARGET] Student: Oh. Teacher: What were you erasing? Student: [Inaudible].",1 2216,"Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay? Teacher: I will give you guys fifteen minutes for this. Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. [TARGET]Teacher: You're getting a group grade, today, okay?[/TARGET] Teacher: Noise control, this is where you come in. Teacher: Timers, this is where you come in. Teacher: Yes?",0 2217,"Teacher: Come around, Student A. Teacher: Turn around. Teacher: No frustration. [TARGET]Teacher: Come on.[/TARGET] Teacher: There's no frustration in this. Teacher: I will help you. Teacher: You're doing a great job.",0 2218,"Teacher: Come back and let me help you. Teacher: Come around, Student A. Teacher: Turn around. [TARGET]Teacher: No frustration.[/TARGET] Teacher: Come on. Teacher: There's no frustration in this. Teacher: I will help you.",1 2219,"Teacher: Come back here. Teacher: And then [inaudible]. Teacher: [Scraping]. [TARGET]Teacher: Your legs need to be under your desk, please.[/TARGET] Teacher: Okay, so let's check. Teacher: I want to see. Teacher: Does everyone have the materials they need?",1 2220,"Teacher: Come here for just a minute. Teacher: Come here. Student: Hi, Student D. [TARGET]Teacher: Student D is not associating with them.[/TARGET] Student: [Inaudible.] Teacher: We're gonna say that Student D is on the outside of the parentheses, and these two ladies are on the inside of the parentheses and we're going to plus them. Teacher: We're going to add them.",1 2221,"Teacher: Come here. Multiple Students: [Crosstalk]. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student M, can you please not say that kind of stuff? Student: Yeah, Student M. Teacher: Ah, and Student I, I don't need your help.",1 2222,Teacher: Come here. Teacher: You need to get busy. Teacher: Let me have all of this. [TARGET]Teacher: Stop giving up on yourself like that.[/TARGET] Teacher: Do you hear me? Teacher: That's not a lot to do. Teacher: You have 40 problems on the [inaudible] test.,1 2223,"Teacher: Come in and have a seat. Teacher: Student E, you can come up and do the first one. Teacher: Student H, you can come up when she's done, and Student J, you can come up and do the last one. [TARGET]Teacher: Can you come in and have a seat, please, quietly?[/TARGET] Teacher: Let me get you a piece of paper. Teacher: You're just going to number it. Teacher: Put your name at the top, and number 1, 2, 3, 4, and then on the back, 5, 6, 7, 8.",0 2224,"Teacher: Come in here. Teacher: I'm visiting Student D. Student D, you're not supposed to be here. Teacher: You're here. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Turn around. Teacher: I'm going to give you because you're working hard. Student: Thank you.",1 2225,"Teacher: Come on Student J, hurry back. Teacher: You two work together. Teacher: Student N, you're by yourself. [TARGET]Teacher: Take this and sit down.[/TARGET] Teacher: I'll give you more if you need them. Teacher: Shh. Teacher: All right.",1 2226,Teacher: Come on guys. Teacher: Pay attention. Teacher: Who has three fourths? [TARGET]Teacher: Pay attention and put it where it belongs.[/TARGET] Teacher: His group needs to help him out. Teacher: Is that bigger than or smaller than a half? Teacher: Three fourths.,1 2227,"Teacher: Come on over. Teacher: It's almost like a game show. Teacher: Sit there. [TARGET]Teacher: Go ahead and sit there.[/TARGET] Teacher: Okay. Teacher: Student B, here you go. Teacher: [Inaudible].",1 2228,"Teacher: Come on up and sit down. Teacher: I have paper for you. Teacher: [Crosstalk] [TARGET]Teacher: You need to be listening and you need to be focused on your work.[/TARGET] Teacher: Student J, you're not getting out of your seat without permission. Teacher: Enough. Teacher: Let's have Student A's group sit over there.",1 2229,"Teacher: Come on up here next to her please. Teacher: So have I got -? Teacher: You and you, come on over. [TARGET]Teacher: Student K, come next to Student J please.[/TARGET] Teacher: Let's see. Teacher: And you come next to Student K. Do we have 11 pairs right now? Teacher: [Crosstalk]",0 2230,"Teacher: Come on write it. Student: 1 third. Student: Don't give it to them. [TARGET]Teacher: Sit down.[/TARGET] Teacher: If you say that this is right thumbs up. Teacher: Sit down, if one half is right thumbs up. Teacher: If you think that its wrong thumbs down.",1 2231,"Teacher: Come on, Student M, come over here. Teacher: Student C, whatcha doing? Teacher: Okay. [TARGET]Teacher: Come sit down.[/TARGET] Teacher: The time's up here. Multiple Students: [Inaudible] Teacher: Sit.",1 2232,"Teacher: Come on, Student S. Student T, can you give me one of those papers, pretty please? Teacher: I don't have it yet. Teacher: It's right there. [TARGET]Teacher: Thank you, Student R. Student R, you need to hold that.[/TARGET] Teacher: Can you share a marker with someone? Teacher: Student R - you've got one already? Teacher: Good.",0 2233,"Teacher: Come on, now let's sit down. Teacher: Now we need to forget that it's even there. Teacher: Shh. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: [Crosstalk] Teacher: Hold on a second. Teacher: Can we pause this, only 'cause I'm having major technical difficulties with my board?",1 2234,"Teacher: Come on, work with me here. Teacher: Student A, come on. Teacher: Excuse me. [TARGET]Teacher: Mind your own business.[/TARGET] Teacher: Nobody is coming to you. Teacher: Sit down. Teacher: Excuse me.",1 2235,"Teacher: Come on, work with me. Teacher: Come on, work with me here. Teacher: Student A, come on. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Mind your own business. Teacher: Nobody is coming to you. Teacher: Sit down.",1 2236,"Teacher: Come on. [TARGET]Teacher: You don't have a pencil?[/TARGET] Student: [Inaudible]. Teacher: Okay, you're working in groups. Teacher: I need you all two to move down.",0 2237,"Teacher: Come on. Student: Can I go? Teacher: Student S what? [TARGET]Teacher: Shh, okay.[/TARGET] Teacher: Three is gonna be the only one I score today? Multiple Students: Wait. Teacher: Well come on.",1 2238,"Teacher: Come on. Student: It was ... [inaudible]. Teacher: Ah, close your mouth and don't say that. [TARGET]Teacher: I wouldn't get it done, either if you kept saying that to me.[/TARGET] Student: [Inaudible]. Student: [Inaudible]. Teacher: That's rude.",1 2239,Teacher: Come on. Student: I'm coming. Teacher: Well then come and sit quickly. [TARGET]Teacher: We shouldn't have to wait.[/TARGET] Student: [Inaudible] Teacher: That's a good question to ask your group. Teacher: Who can help Student C?,1 2240,Teacher: Come on. Student: That would be me. Teacher: Sit. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Now this is a grid that has what on it? Teacher: Everybody put your crayons down. Teacher: [Crosstalk],0 2241,"Teacher: Come on. Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can. Teacher: [Inaudible]. [TARGET]Teacher: This is your partner over here, right?[/TARGET] Teacher: That's very smart. Teacher: Use your ruler. Teacher: I see you made your plan.",0 2242,"Teacher: Come on. Teacher: Pay attention. Teacher: We found it. [TARGET]Teacher: They're not paying attention, too busy talking.[/TARGET] Teacher: I left sevenths out, so there is no seven sevenths, so let's move on. Teacher: Next time let's try to get them a little closer, shall we? Teacher: So there's no sevenths.",1 2243,"Teacher: Come on. Teacher: You don't have a pencil? Student: [Inaudible]. [TARGET]Teacher: Okay, you're working in groups.[/TARGET] Teacher: I need you all two to move down. Teacher: You're working in groups. Teacher: Student S, move up.",0 2244,Teacher: Come over here. Teacher: Sit down. Teacher: We'll just close it this way. [TARGET]Teacher: Do your math.[/TARGET] Teacher: Write your name. Teacher: Write your name first. Teacher: Write your date.,0 2245,"Teacher: Come right here. Teacher: Sit down. Teacher: Sit here with me. [TARGET]Teacher: Listen.[/TARGET] Teacher: Sit down. Teacher: Student A, [inaudible]. Teacher: Where does the 60 come from?",1 2246,"Teacher: Come sit down. Teacher: Finish your math. Teacher: Spread your cards. [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7.[/TARGET] Teacher: Where is it? Teacher: Get another chair. Teacher: That would be too much.",0 2247,Teacher: Come sit down. Teacher: The time's up here. Multiple Students: [Inaudible] [TARGET]Teacher: Sit.[/TARGET] Teacher: Everybody. Teacher: We have two things that we still have to do. Teacher: Okay?,1 2248,"Teacher: Come to play. Teacher: Come to this side. Teacher: When you do the first one - come right here. [TARGET]Teacher: Everyone's playing.[/TARGET] Teacher: Okay. Teacher: Student T, move over here. Teacher: Give me the whole card.",0 2249,"Teacher: Come up here. Teacher: I don't want you to write anymore. Teacher: Look up here. [TARGET]Teacher: You should be looking here.[/TARGET] Teacher: Have a seat. Teacher: Student D, look up here. Teacher: Student S, stop writing.",1 2250,Teacher: Come up right here. Teacher: What? Student: I added 2. [TARGET]Teacher: No.[/TARGET] Teacher: That's not how to do it. Teacher: Everybody stop. Teacher: Let's read at the same time.,0 2251,"Teacher: Comprehension packet, sheet. Teacher: We're going to follow the guidelines, please. Teacher: Put your hand on your head before you stand up. [TARGET]Teacher: I didn't nod to you.[/TARGET] Teacher: Thank you, Student E. $9.00 a month. Teacher: So tonight for homework, you need to do this. Teacher: You need to do this, and you need to do a summary right here, okay?",1 2252,"Teacher: Conductors. Teacher: Metal is a type of conductor. Teacher: Copper is a type of conductor. [TARGET]Teacher: Charges don't move easily-don't move easily through, Student I?[/TARGET] Student: Insulators. Teacher: Insulators. Teacher: Good.",0 2253,"Teacher: Continue. Student: By 20, 40. Teacher: It's five. [TARGET]Teacher: Can everybody sit down.[/TARGET] Teacher: This is too much. Teacher: Don't do this. Teacher: One.",1 2254,"Teacher: Continue. Teacher: Are you done with this? Teacher: Get to your next workshop please. [TARGET]Teacher: Continue, Student C. We have five more minutes.[/TARGET] Student: [Inaudible]. Teacher: I don't know. Teacher: Find out what it is.",0 2255,"Teacher: Continue. Teacher: Finish your work. Teacher: Student A, I'm not playing now. [TARGET]Teacher: Stop.[/TARGET] Teacher: Turn around. Teacher: You can do it. Teacher: You are a wonderful mathematician.",1 2256,"Teacher: Continue. Teacher: How many one fourth is Student T, Student T can you please go back and do your math? Student: Uh. [TARGET]Teacher: [Inaudible] you have to go.[/TARGET] Teacher: Unless you settle down. Student: That's not my friend, I don't like him. Student: There she goes she [yelling]",1 2257,"Teacher: Continue. Teacher: If you cannot concentrate and do your math - it's what we're working on today. Teacher: Let's do this math, please. [TARGET]Teacher: You know what to do.[/TARGET] Teacher: Try and do this math. Teacher: I will show you. Teacher: Let me see people that are working hard, what I can give to them.",0 2258,"Teacher: Correct, you have to repeat it three times. Teacher: [Inaudible] Teacher: Okay, I need you to separate them like this so you can show 0.48 three times. [TARGET]Teacher: You may need to put that on the floor.[/TARGET] Teacher: Okay, no, I don't want to see it. Teacher: I have not finished with it. Teacher: Keep it out, 0.48 three times.",0 2259,Teacher: Correct. Teacher: We're going to stop. Teacher: I want you to leave your boards and your erasers right there. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Don't move. Teacher: I've got people moving already. Teacher: I want group two to go to the back table.,1 2260,Teacher: Could anyone raise their hand and explain that back to us? Teacher: Does someone feel like they understand and could repeat it to the class? Teacher: [Crosstalk] [TARGET]Teacher: No snacks for four days.[/TARGET] Teacher: This is day number one. Teacher: Student D. Student D is gonna try. Teacher: You don't want to explain it?,1 2261,"Teacher: Could the person whose desk I put it on take out the white envelope? Teacher: So, the person whose desk I put it on, just take out just the white envelope. Teacher: Could you please stop doing that? [TARGET]Teacher: Hold up the white envelope, so I know you have it out.[/TARGET] Teacher: Okay. Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role. Teacher: These are going to be your role cards that tell you what your job is, today.",0 2262,"Teacher: Could you get me a poster board? Teacher: Can you use highlighters? Teacher: If they're blue and yellow you may. [TARGET]Teacher: Okay, the computer's not working.[/TARGET] Teacher: It's going slow. Teacher: All right, you should be ready. Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need.",0 2263,"Teacher: Could you please stop doing that? Teacher: Hold up the white envelope, so I know you have it out. Teacher: Okay. [TARGET]Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role.[/TARGET] Teacher: These are going to be your role cards that tell you what your job is, today. Teacher: Take out one. Teacher: You only have one job, okay?",0 2264,"Teacher: Count me out 14 tiles, please. Teacher: Excuse me. Teacher: Turn around, hon. [TARGET]Teacher: We're not talking about Just Dance.[/TARGET] Teacher: That comes at recess. Teacher: Talking in the hallway? Teacher: Remember?",1 2265,"Teacher: Cut. Teacher: Cut. Student: [Inaudible]. [TARGET]Teacher: We're cutting, Student M. We're not - it doesn't have to - Student M, I love you.[/TARGET] Teacher: It doesn't have to be that exact, sweetie. Teacher: No, it's good thinking, though. Teacher: That's what I would have done if I said it has to be exact.",1 2266,"Teacher: Decide who's going to do it. Teacher: You need your book. Teacher: Turn around. [TARGET]Teacher: Student L, your board fell apart.[/TARGET] Student: [Inaudible]. Teacher: [Inaudible]. Student: [Inaudible].",0 2267,Teacher: Denominator Student: Denominator. Teacher: Look at this we're starting together it will now help us learn. [TARGET]Teacher: Look this way please.[/TARGET] Student: I don't care. Student: Are you leaving? Student: Don't leave.,0 2268,"Teacher: Denominator. Student: Is 4. Student: [Inaudible] [TARGET]Teacher: Well she started and you cut her off.[/TARGET] Teacher: Table 4, I need you to pay attention please. Student: The least common denominator is 4. Student: So one-half times two-halves equals two-fourths.",1 2269,"Teacher: Did I do this?"" And if you can say, ""Yes, I did all of these things perfectly, then you're probably going to get a four. Teacher: But they'll also show you, ""Oh, I need to go back and do this."" Yes? Student: [Inaudible]. [TARGET]Teacher: You can use that.[/TARGET] Teacher: That's a great question, Student M. Student M asks can we use this rubric. Teacher: It's called a rubric. Teacher: Everyone say rubric.",0 2270,Teacher: Did I or did I not say that if you're distracting us from learning that you could leave? Teacher: Student A has been following my directions when I've asked him to move. Teacher: Look at how you're sitting. [TARGET]Teacher: Look at how you are sitting right now.[/TARGET] Teacher: Are you trying to learn? Teacher: Are you being a student right now? Teacher: [Crosstalk],1 2271,"Teacher: Did I tell you not to run after her? Multiple Students: I didn't run after her she ran after us. Multiple Students: She ran after us! [TARGET]Teacher: Because you started running that's why she started chasing you.[/TARGET] Teacher: I was here. Multiple Students: She got him, she got him first. Teacher: Ms. [Inaudible] is here.",1 2272,Teacher: Did everybody finish question number seven? Multiple Students: [Crosstalk] Teacher: Are you following the steps here? [TARGET]Teacher: Is A reading the steps?[/TARGET] Teacher: Are you reading the steps and making sure that everybody follows? Teacher: Any time you are doing a question you go back to the steps. Teacher: [Crosstalk],0 2273,Teacher: Did everybody get that answer here? Student: Yep. Student: Yeah. [TARGET]Teacher: Did you get it?[/TARGET] Teacher: Did you get the answer over there? Student: Mm-hmm. Teacher: Did everybody finish question number seven?,0 2274,"Teacher: Did he apologize? Teacher: Did she ask him to apologize? Teacher: I don't see loopy loops. [TARGET]Teacher: We're in a hurry.[/TARGET] Teacher: 12, 3, 6, 9, 10, 11, 1, 2, 4, 5, 7, 8. Teacher: Starting next week, you won't get this. Teacher: You'll get a piece of paper that's on the SMART Board, so you're going to have to get good at [inaudible], and think about this too.",0 2275,"Teacher: Did the timers give you a little warning, yet? Student: Yes. Teacher: Your timer did? [TARGET]Teacher: Who was your timer?[/TARGET] Teacher: Nice job, Student D, move your clothespin up. Teacher: Nice job. Teacher: Any other timers give their group a warning?",0 2276,"Teacher: Did they get all the items measured for step two, for box two? Student: No, there's one more, Student J's. Teacher: Oh, Student J's, I wanted to see how this one worked out today. [TARGET]Teacher: Wait a minute, don't do it.[/TARGET] Teacher: How many of you predict it's going to be heavier than a pound? Teacher: Do the rest of you think it's going to be lighter? Student: Yeah.",0 2277,"Teacher: Did we get it worked out, ladies? Student: Yes. Teacher: Give me five. [TARGET]Teacher: I heard our noise level suddenly rise.[/TARGET] Teacher: Let's go back to our six-inch voices please. Teacher: I want you to keep working for about five more minutes and then we're gonna come back together. Teacher: [Crosstalk - students doing activity]",1 2278,"Teacher: Did you add them all? Teacher: You figured out what the mean is? Student: No, I don't know what it means. [TARGET]Teacher: Please stop talking.[/TARGET] Teacher: She needs to do her own. Teacher: I'll come around. Teacher: Stop it.",1 2279,"Teacher: Did you already write on them? Teacher: Did you hear me? Teacher: Don't write on that, please. [TARGET]Teacher: Please don't write on that.[/TARGET] Teacher: I'm going to come around and I want - no. Teacher: It's okay. Teacher: I want to hear.",1 2280,"Teacher: Did you ask your team members? Teacher: You understand, Student N. Then you can ask Student N. Student N understands. Student: You should just look in the first example and [inaudible]. [TARGET]Teacher: So we're not working.[/TARGET] Teacher: This is an individual group. Teacher: So you should be working on what you need to work on. Student: No because he just started chapter 13 and I'm telling him what page it's on.",1 2281,Teacher: Did you call him raspberry? Student: No. Student: Yes you did. [TARGET]Teacher: Is everybody done with round one?[/TARGET] Teacher: Let's move to round two. Teacher: I haven't seen your work. Teacher: [Inaudible].,0 2282,"Teacher: Did you check it? Teacher: Do I have anyone that's still having some trouble? Teacher: If you're still having some trouble, raise your hand. [TARGET]Teacher: Student T, can you step over there - over by Student R and help her out, see what she's doing wrong?[/TARGET] Teacher: Who's still having - anyone else still having trouble? Teacher: Okay, Student L, I saw yours. Teacher: Excuse me, Student L. Can you step over here by Student L?",0 2283,"Teacher: Did you count the cards? Teacher: You can mix them up and play again. Teacher: Student H, what did you have? [TARGET]Teacher: I didn't hear any discussion going on.[/TARGET] Student: Two thirds. Student: Eight eighths. Teacher: So that's one whole?",1 2284,Teacher: Did you decide what makes a polygon and what doesn't? Student: Yeah. Student: [Crosstalk] [TARGET]Teacher: Are you guys talking to each other?[/TARGET] Teacher: What makes a polygon and what doesn't make a polygon? Student: I think a polygon is a fully shaped [inaudible]. Teacher: Okay.,1 2285,"Teacher: Did you find it, Student T? Teacher: Let me see how you found it. Teacher: Let me come over there. [TARGET]Teacher: Let me see.[/TARGET] Teacher: Yep. Teacher: [Crosstalk] Teacher: Excellent.",0 2286,Teacher: Did you get it? Teacher: Did you get the answer over there? Student: Mm-hmm. [TARGET]Teacher: Did everybody finish question number seven?[/TARGET] Multiple Students: [Crosstalk] Teacher: Are you following the steps here? Teacher: Is A reading the steps?,0 2287,"Teacher: Did you guys do the right ones? Teacher: No, it doesn't look like it to me. Student: This is 2,000. [TARGET]Teacher: Stop.[/TARGET] Teacher: Huh. Teacher: 1,100 to 2,000, who was that group? Teacher: All right.",1 2288,Teacher: Did you guys have an answer at all? Teacher: Leave it alone. Teacher: Go ahead. [TARGET]Teacher: Don't worry about writing the rule.[/TARGET] Teacher: Just tell us what it is. Teacher: So what is it? Student: [Inaudible].,0 2289,"Teacher: Did you hear her? Teacher: Student J, sit up, please. Teacher: Sit. [TARGET]Teacher: You need to sit straight up.[/TARGET] Student: You round the one eleventh down to 0 and rounded the eight ninths up to 1. Student: She added the 1 to 0. Teacher: Is that what you did?",1 2290,"Teacher: Did you hear that? Teacher: Can I have you sit down please, on your butt, please? Teacher: What is in your mouth? [TARGET]Teacher: Student A, you're hiding.[/TARGET] Teacher: I want you out. Teacher: Okay. Teacher: So Student D chose 1 as the right answer.",1 2291,Teacher: Did you know that everything you've been yelling is recorded? Teacher: You know this math. Teacher: I don't know why it is a problem. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Solve the math. Teacher: It said how would you explain to someone else how solution one works. Teacher: Explain to Ms. A how solution one works.,0 2292,"Teacher: Did you read the step before you did question number seven? Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps. Teacher: You erase everything that you have now and go to question eight. [TARGET]Teacher: I want A to lead the discussion.[/TARGET] Teacher: [Crosstalk] Teacher: Write this question please, Student D. You may want to write it on the top. Teacher: Write it on the top so you have more space to work down.",0 2293,"Teacher: Did you see it? Teacher: Okay, so talk to each other. Student: [Inaudible] five, because they have to be [inaudible]. [TARGET]Teacher: Yes, but during the instruction the drawing needs to stop.[/TARGET] Student: At first I thought that was this pawn, but then I put it - [crosstalk]. Student: [Inaudible]. Student: Okay.",1 2294,"Teacher: Did you still get the right answer? Student: Yes. Teacher: Good. [TARGET]Teacher: Last comment from Student T.[/TARGET] Student: What I did was I didn't even focus up there. Student: The only thing I did was I kept looking up there and then I kept thinking about it, and then I just guessed one and got it right. Teacher: Is this not the first time that we've had the discussion that you guessed on this?",0 2295,"Teacher: Did you tell me what you learned about multiplying fractions? Teacher: I need an answer to that question. Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups. [TARGET]Teacher: When writing what you learned, I would write more than a sentence.[/TARGET] Teacher: Give me some good details. Teacher: You have a writing test coming up. Teacher: You should know what details are all about.",0 2296,"Teacher: Did you tell me when it was 15 minutes? Teacher: Okay. Teacher: Now you're gonna go back to your seats with your slates. [TARGET]Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps.[/TARGET] Teacher: You must follow all the steps. Teacher: A will read all the steps before you proceed into answering the questions. Student: I'm working by myself.",0 2297,"Teacher: Did you turn it off? Student: Mm-hmm. Teacher: All right. [TARGET]Teacher: Do not have this in the class again.[/TARGET] Teacher: Okay, move on, we've got - okay. Teacher: So, now I know I spent $16.56, I gave the cashier in the CVS $20.00. Teacher: So what I would do - so I would just write it over, $20.00, and 16 cents, 56, okay.",1 2298,"Teacher: Did you write it down? Teacher: Ruby gets - Ruby gets - Ruby gets - I like when people put the S. Ruby gets - Teacher: [Crosstalk] [TARGET]Teacher: If you know you can do the second one - yeah, you could use [inaudible].[/TARGET] Teacher: You could do the second one, those who know, because we are about to finish and then I will let you go back tomorrow. Teacher: [Crosstalk] Student: [Inaudible] like half of twelve and [inaudible] I would know it.",0 2299,"Teacher: Did you write - oh, I'm glad I told you. Teacher: See. Teacher: [Crosstalk] [TARGET]Teacher: You all ready?[/TARGET] Teacher: Wait a minute. Teacher: Eight and three fourths - three fourths of 24? Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that?",0 2300,"Teacher: Didn't I say [inaudible]? Teacher: You don't know [inaudible] and you move it. Teacher: You're going to make it into one. [TARGET]Teacher: After you - over here.[/TARGET] Teacher: After you get the information - Student J. Teacher: [Teacher with calmer voice]. Teacher: After you get the information, then you got to get it into your graph.",1 2301,"Teacher: Didn't find it? Teacher: Don't forget your homework in your outbox. Teacher: You might be missing some pieces and if you are, let me know because I have some knocking around in this box. [TARGET]Teacher: Bye.[/TARGET] Student: I'm gonna get your homework. Teacher: Someone's highlighter is on the floor. Teacher: While you all are doing that, I want to ask you a couple of questions.",0 2302,"Teacher: Directions go back up there. Teacher: Excuse me, large group. Teacher: I need you to move your chair back. [TARGET]Teacher: I need the rest of you to meet me on the rug.[/TARGET] Teacher: Student J, cool it. Teacher: You don't need them. Teacher: If you have them that's fine.",1 2303,"Teacher: Divide it, and you'll get the L. You'll get that number. Teacher: So I took 350, I divided it by this, 35, and that gives me my L, okay? Teacher: Okay, we have time for one more. [TARGET]Teacher: Shh.[/TARGET] Student: I want to do - I don't get the [inaudible]. Student: Right here. Teacher: Okay, let's go to number 18.",1 2304,"Teacher: Divide what? Teacher: Because I see Student M counting coins, and she continues. Teacher: What is your strategy? [TARGET]Teacher: If you're not working as a team, that's a problem.[/TARGET] Teacher: Talk to each other. Teacher: Make a plan. Teacher: Don't just start drawing quarters, and pennies, and nickels, and dimes.",1 2305,"Teacher: Divided by six. Teacher: Okay, this one I want you to try to do. Teacher: I'm gonna give you a few minutes. [TARGET]Teacher: Some of you all didn't have time.[/TARGET] Teacher: Now that we've gone over it, I want some of you to try to do that one. Teacher: Go. Student: [Inaudible].",0 2306,Teacher: Divisor. Teacher: And the answer becomes 1 and one-fourth. Teacher: Excuse me. [TARGET]Teacher: Do we still have time?[/TARGET] Student: No. Teacher: So you were not keeping the time? Student: I was.,0 2307,"Teacher: Do E on your own and I'm gonna check it. Teacher: E. Do E on your own and I'm gonna check it. Student: I'm done. [TARGET]Teacher: Just thumbs up if you're done, you don't need to say that.[/TARGET] Student: [inaudible] Teacher: Okay. Teacher: I had a few different answers - what answer was [inaudible] was, [inaudible] people could - the question is, fraction of girls that chose red.",1 2308,"Teacher: Do H, try and do H on your own. Teacher: You've got the [inaudible]. Teacher: You can hold it. [TARGET]Teacher: [inaudible] All right, if you need help with G look up - if you don't, go on to H. H is a tricky one.[/TARGET] Student: H is tricky. Teacher: Tricky. Teacher: All right - it'll probably be easier if you use your thinking caps.",0 2309,"Teacher: Do I have anyone that's still having some trouble? Teacher: If you're still having some trouble, raise your hand. Teacher: Student T, can you step over there - over by Student R and help her out, see what she's doing wrong? [TARGET]Teacher: Who's still having - anyone else still having trouble?[/TARGET] Teacher: Okay, Student L, I saw yours. Teacher: Excuse me, Student L. Can you step over here by Student L? Teacher: You're having some trouble?",0 2310,"Teacher: Do I have everybody? Teacher: I'm waiting on another group. Teacher: Student R, sit over here. [TARGET]Teacher: Student R, walk the other way so you're not in front of the camera.[/TARGET] Teacher: Everybody should be working, individual time. Teacher: Ready? Teacher: All right.",1 2311,"Teacher: Do I have my working groups over here? Teacher: Are you talking about how to do this? Multiple Students: Yes. [TARGET]Teacher: Excellent.[/TARGET] Teacher: Did you find it, Student T? Teacher: Let me see how you found it. Teacher: Let me come over there.",0 2312,"Teacher: Do I have you back? Teacher: Student C, do I have you back? Teacher: Yes. [TARGET]Teacher: Yes, Student M, I have you back.[/TARGET] Teacher: Student F, I have you back? Student: Yes. Teacher: Okay.",0 2313,"Teacher: Do I need to take it or can you put it away? Teacher: Join us. Teacher: How many 3s are there in 24? [TARGET]Teacher: Just write down your answer.[/TARGET] Teacher: Number 3, how many 6s are in 24? Teacher: How many 6s are in 24? Teacher: What are you doing?",0 2314,"Teacher: Do I stop right here? Teacher: What do I do? Teacher: Student A, what do you think? [TARGET]Teacher: Am I going to scream and yell if you're not right?[/TARGET] Teacher: No. Teacher: I don't know what to multiply by yet, right? Teacher: Right?",1 2315,"Teacher: Do it here please. Teacher: [Crosstalk] Student: Did you hear Student J? [TARGET]Teacher: Huh?[/TARGET] Student: [Inaudible]. Teacher: No, not yet. Student: Nine hundred?",0 2316,Teacher: Do it here. Teacher: 145 plus 226. Teacher: I want you to tell me exactly what you did here. [TARGET]Teacher: Look at the solutions.[/TARGET] Teacher: What did you do here? Teacher: Tell me. Student: Same thing.,0 2317,"Teacher: Do it, please. Teacher: Good job, Student R. You can erase it. Teacher: Yes, you can erase it. [TARGET]Teacher: Stay focused.[/TARGET] Teacher: Good. Teacher: You ready for another one? Teacher: Good.",1 2318,"Teacher: Do me a favor because we need to get ourselves to the [ice station]. Teacher: Close your mouth. Teacher: Look up. [TARGET]Teacher: Close your mouth.[/TARGET] Teacher: Look up. Teacher: Student J, would you do me a huge favor? Teacher: Will you go to the teacher's lounge and that lady that was in here, the really tall lady, will you tell her that we're finished?",1 2319,"Teacher: Do me a favor, though. Teacher: Please carefully put the rubber bands and any of your trash in the basket, okay? Teacher: Stack up the rulers, and then stack the geo boards. [TARGET]Teacher: Put your papers - Student T, I'm giving directions, could you sit down?[/TARGET] Teacher: Put your papers on those folders, 'cause I made sure you got your folders. Teacher: If you don't have a folder, that's an issue. Teacher: Clean up markers, and we need to get ready to go.",1 2320,"Teacher: Do not destroy that. Teacher: We've been using that now for more than five years. Teacher: Now let's do question six, question seven and question eight together. [TARGET]Teacher: I want to hear some discussion, some sharing of ideas.[/TARGET] Teacher: A, we read over the steps; A reads the steps now. Teacher: Excuse me. Teacher: A reads the steps before we proceed.",0 2321,"Teacher: Do not leave it like that. Teacher: Do not start playing with it. Teacher: If they fall out on the ground I will take it from you, okay? [TARGET]Teacher: So treat it the way it's supposed to be treated.[/TARGET] Student: [Inaudible]. Student: [Inaudible]. Teacher: Um, who did I take it away from yesterday?",1 2322,"Teacher: Do not pick this up. Teacher: Do not leave it like that. Teacher: Do not start playing with it. [TARGET]Teacher: If they fall out on the ground I will take it from you, okay?[/TARGET] Teacher: So treat it the way it's supposed to be treated. Student: [Inaudible]. Student: [Inaudible].",1 2323,"Teacher: Do something else. Student: Science? Student: No, no, no. [TARGET]Teacher: I like how the boys in the front are working, and Student D. Careful with that.[/TARGET] Teacher: I like how the ladies are working at the table. Multiple Students: [inaudible chatter] Teacher: What's that?",0 2324,"Teacher: Do step one, then go to step two. Teacher: [Crosstalk] Teacher: Follow the steps. [TARGET]Teacher: Student W, the chart right there, copy it down.[/TARGET] Teacher: [Crosstalk] Teacher: You use this chart to solve it, these steps to solve it. Teacher: [Crosstalk]",0 2325,"Teacher: Do that, now. Teacher: Hershey bars. Teacher: The big, paper, Hershey bars in Whole Number Land. [TARGET]Teacher: Student G, help her.[/TARGET] Teacher: In Whole Number Land. Teacher: Put - you have it in Fraction Land. Teacher: Put the whole - thank you.",1 2326,"Teacher: Do the algorithm first and then work on your model. Teacher: Do the algorithm first and then use the model to check yourself. Teacher: Ha ha ha. [TARGET]Teacher: Ha ha ha.[/TARGET] Teacher: I wonder if I'm going to trick anybody. Teacher: I'm really, really good at doing that. Student: Yes, you are.",0 2327,"Teacher: Do the boys. Teacher: Do you have a question? Teacher: What's the question? [TARGET]Teacher: Student A, if I let you go to the bathroom are you not going to work, sit in that red chair?[/TARGET] Student: Mr. H, that's what I got. Teacher: How [inaudible] 75? Teacher: Do the fraction first before [inaudible].",1 2328,"Teacher: Do the same problems. Teacher: Seventeen minus four times three in parenthesis. Teacher: Even though these have the same numbers, the same operations, they're different problems. [TARGET]Teacher: Get started.[/TARGET] Teacher: Once you have the value [inaudible], raise your hand and I'll look at it. Teacher: Student M, get started. Teacher: [Inaudible].",0 2329,"Teacher: Do they match? Multiple Students: Yes. Teacher: That was the hardest one to make. [TARGET]Teacher: Go ahead and have a seat.[/TARGET] Teacher: Student A, come with partner. Teacher: Student E, put that back please. Teacher: Student A has this word, cone, and Student A has - it looks like it can be a teepee or an ice cream cone.",1 2330,Teacher: Do this one. Teacher: Hold on. Teacher: Do this to be 9. [TARGET]Teacher: Stop.[/TARGET] Teacher: Can you stop? Teacher: Do this to be - hold on. Teacher: This could be a - this is 10.,1 2331,"Teacher: Do this then. Teacher: Do this. Teacher: You didn't do this yet, there's no way. [TARGET]Teacher: When you are done read it before you answer - read it.[/TARGET] Student: [inaudible] Teacher: Right here - 6 divided by 13. Student: How'd you get [inaudible]",0 2332,"Teacher: Do we agree with F? Multiple Students: Yes. Teacher: Yes. [TARGET]Teacher: Pleasure reading books should be away.[/TARGET] Teacher: Pass the pen to Student A. Teacher: Student A, we're going to go across to Number 2. Teacher: Problem Number 2 wants to know what point is located at 7, 8.",1 2333,"Teacher: Do we agree? Student: Yes. Teacher: If you think that Student J did the right answer thumbs up. [TARGET]Teacher: If Student J did the right, thumbs up.[/TARGET] Student: Um, Teacher. Teacher: If you think that Student J didn't answer it correctly thumbs down. Other Adult: Some people just don't know.",0 2334,"Teacher: Do we have some problems? Teacher: Are we going to have a solution? Teacher: I see a problem. [TARGET]Teacher: ""Stop.""[/TARGET] Teacher: Screamed the littlest ant. Teacher: ""We're moving way too slow. Teacher: Lots of food will be gone unless we hurry up.""",0 2335,"Teacher: Do we need to work with everybody? Teacher: Yes, we do. [TARGET]Teacher: Student E, look at me, Student E. You're not.[/TARGET] Teacher: Listen to me. Teacher: Sometimes you're going to be partnered with Student L and you're going to have to be nice to him. Student: I don't want to be nice to him when he's doing something - when I'm doing something and he just takes the paper.",1 2336,"Teacher: Do we need to work with everybody? Teacher: Yes, we do. Teacher: Student E, look at me, Student E. You're not. [TARGET]Teacher: Listen to me.[/TARGET] Teacher: Sometimes you're going to be partnered with Student L and you're going to have to be nice to him. Student: I don't want to be nice to him when he's doing something - when I'm doing something and he just takes the paper. Teacher: Then you need to talk to him about it.",1 2337,"Teacher: Do we see a pattern or anything going on there? Teacher: Student E. Teacher: [Crosstalk] [TARGET]Teacher: Wait.[/TARGET] Teacher: I called on Student E. Let's see. Teacher: If he needs help, Student L, we'll get to you. Teacher: I'm sorry.",1 2338,"Teacher: Do we still have a remainder? Multiple Students: Yes. Teacher: I see a remainder. [TARGET]Teacher: Do not get too close in front of those, please.[/TARGET] Teacher: Student K? Student: I was thinking since some of those are small you can put them together and make them [inaudible]. Teacher: When we make an array, if the number is number 1, does it want to be number 1?",1 2339,"Teacher: Do what you're doing here. Teacher: It's good. Student: Ten times five. [TARGET]Teacher: Mm-hmm, continue.[/TARGET] Teacher: Student C, look at your folder here. Teacher: [Inaudible]. Teacher: Your folder here.",0 2340,"Teacher: Do you agree or disagree? Multiple Students: Agree. Multiple Students: Disagree. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student R, they couldn't hear you. Teacher: Read it again. Teacher: We can't hear you.",1 2341,"Teacher: Do you agree with that? Teacher: You can put two angles from the equilateral triangle to make one angle in the hexagon. Teacher: So that's what I'm thinking. [TARGET]Teacher: If we try to follow that - listening.[/TARGET] Teacher: What about the sum? Teacher: What would the sum be? Teacher: 6 times - Student A, 6 times 120.",1 2342,"Teacher: Do you all agree? Multiple Students: Yes. Teacher: He divided the numerator and denominator by two. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: That's right. Teacher: Very good, Student E. Find the difference. Teacher: Student G?",1 2343,"Teacher: Do you do flipping first or is there something else you have to do before the flipping? Student: You've got to [inaudible]. Student: [Crosstalk] [TARGET]Teacher: No, no, read it.[/TARGET] Teacher: [Crosstalk] Teacher: Very good. Teacher: Then you flip.",0 2344,"Teacher: Do you get it? Student: Yeah. Teacher: There's one here for you. [TARGET]Teacher: I would really appreciate it if you would join us.[/TARGET] Teacher: Did you check out entirely back here? Student: Who, me? Teacher: Were you paying attention to [inaudible]?",1 2345,Teacher: Do you have 29? Teacher: You have 39 written down. Teacher: Write down 29. [TARGET]Teacher: You don't want to get angry with someone when someone's trying to learn.[/TARGET] Teacher: Have some patience. Teacher: Maybe you just didn't show it clearly enough. Multiple Students: [Inaudible].,1 2346,"Teacher: Do you have a clock? Student: Yeah. Teacher: Sit down. [TARGET]Teacher: None of you have a clock or a partner?[/TARGET] Teacher: If you have a clock, you should not be up here. Teacher: Your partner. Teacher: That's what I said.",0 2347,"Teacher: Do you know the identity property? Teacher: That's not even doing math. Teacher: That's just the same number. [TARGET]Teacher: You are trying to get away with something.[/TARGET] Teacher: I need you to show me you can get on task, or get out your math books. Teacher: Come up with a problem right now. Teacher: I still want you to show me that you know the steps.",1 2348,"Teacher: Do you mind? Student: Okay. Teacher: Next he's working on three-sixths, so just keep an eye out, if you will. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You're right here, right? Teacher: Your work is here. Student: [Inaudible].",1 2349,"Teacher: Do you need a pencil sharpened? Teacher: You just had one in your hand. Teacher: What happened to it? [TARGET]Teacher: We're not talking about that, Student T. Thank you, Student D. Can you go grab my small trash can?[/TARGET] Teacher: Yes, Student A? Teacher: You're done? Teacher: I can hear voices.",1 2350,Teacher: Do you need a pencil? Teacher: Okay. Teacher: Now this is a mathematical tool. [TARGET]Teacher: It's not a toy.[/TARGET] Teacher: It's a tool. Teacher: Be very careful with it. Teacher: I want you to draw all the way around.,0 2351,Teacher: Do you need me to help you find something to do? Student: No. Teacher: Okay. [TARGET]Teacher: I appreciate you all respecting other people's working time and staying quiet.[/TARGET] Teacher: You stuck on something? Student: Yeah. Student: I just can't remember the difference between isosceles and-,0 2352,"Teacher: Do you need some scrap paper? Student: No. Student: [Video plays] [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Does everyone agree? Teacher: Rectangles, opposite sides are equal. Teacher: So what they're saying is this.",1 2353,"Teacher: Do you need your multiplication chart? Teacher: Okay, go get it. Teacher: [Crosstalk] [TARGET]Teacher: Can you scoot over Student P?[/TARGET] Teacher: Thank you. Teacher: Are you doing okay, ladies? Teacher: Are you doing okay?",1 2354,"Teacher: Do you notice that when you have a group of problems - eyes on the board. Teacher: Everybody. Teacher: Now. [TARGET]Teacher: Don't let me have to call your name.[/TARGET] Teacher: Did you hear what I said that when we're working on math, and you need to be there, not making disruptions for my students, here? Teacher: All right, guys. Teacher: Up here you are finding the area of a circle, but all of these were - the circles were drawn for you.",1 2355,"Teacher: Do you remember when he tossed the beans into the river? Teacher: Is this the magic bean stock? Teacher: ""Man overboard,"" called out Billy Bob, tossing the troll a spare tire. [TARGET]Teacher: And as the grumpy, greedy little man glubbed and gulped, Jack, Red, Poppa, Momma and Little Baby Bear waved goodbye and floated safely across to the other side of the river where they hurried home to meet their mother, visit granny and eat their porridge.[/TARGET] Teacher: The three Silly Billy's turned over the pot and dropped every last penny, nickel, dime and quarter into the troll's troll booth, clink, clunk, clink, clink, clunk; exactly $1.00. Teacher: And across the small wooden bridge that crossed a very deep river went the three Silly Billy's for some fun in the sun, which would be the end but then - what do you think is going to happen? Student: The troll's going to get back up?",0 2356,"Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole? Teacher: I want you to come up with different fractional parts to do that. Teacher: [Crosstalk] [TARGET]Teacher: You know where they are.[/TARGET] Teacher: Student T, you're not supposed to go in front of that. Teacher: No, I'll bring them to you. Teacher: Get up.",0 2357,"Teacher: Do you see how - yeah. Teacher: Why don't - Student K. Student: Yes. [TARGET]Teacher: I want you to do this right now.[/TARGET] Student: I'm trying to. Teacher: Excellent. Teacher: Thank you, Student D. ",1 2358,"Teacher: Do you see what I'm saying? Teacher: Okay. Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7. [TARGET]Teacher: Do not go there.[/TARGET] Teacher: Go sit down. Teacher: So one-eighth would be this. Teacher: Do you see what I'm saying?",1 2359,"Teacher: Do you think there's any food left? Multiple Students: No. Teacher: Tell your elbow partner. [TARGET]Teacher: Are you telling your elbow partner?[/TARGET] Teacher: Okay readers. Teacher: 100 hungry ants were singing and marching in 10 rows. Teacher: ""At last, we're at the picnic, a hey a hidee ho.""",0 2360,"Teacher: Do you understand? Multiple Students: Yes. Student: Yes, ma'am. [TARGET]Teacher: Everyone's working together, but you're not shouting.[/TARGET] Teacher: All right. Multiple Students: [Students working on project]. Multiple Students: [Crosstalk].",1 2361,"Teacher: Do you want to give those to me right now? Teacher: Stop. Teacher: Everybody listen. [TARGET]Teacher: Stop what you're doing.[/TARGET] Teacher: Turn around everybody. Teacher: So if you look at these numbers, while you finish eating them and I pass them out, because we've got to wrap this up, what do you think is about how many are going to be in the jar? Teacher: What do you think?",1 2362,"Teacher: Do you want to switch over to Student C's desk? Teacher: Anybody else? Teacher: Capacity? [TARGET]Teacher: Sitting up, please.[/TARGET] Teacher: Well, I'm going to tell you what capacity means. Teacher: Today we're going to talk about what capacity is. Teacher: It's the measure.",1 2363,"Teacher: Do you want to work with Student T? Teacher: Student T, come up and work with Student S please. Teacher: [Crosstalk] [TARGET]Teacher: What are you doing?[/TARGET] Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole. Teacher: So come up with fractions. Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole?",0 2364,"Teacher: Do you ... do you think we could - do you think it's simplest form? Student: Yes. Teacher: Okay, then let's just check it just to make sure. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, what are the factors of seven? Student: Seven. Teacher: And one.",1 2365,Teacher: Do your math. Teacher: Let me have it. Teacher: Give it to me. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Sit down. Teacher: Show me how you can do it. Teacher: Look at this.,0 2366,"Teacher: Do your math. Teacher: Write your name. Teacher: Write your name first. [TARGET]Teacher: Write your date.[/TARGET] Teacher: So 1,000 minus 159 is what? Teacher: What is 1,059 take away 1,000? Student: 59",0 2367,"Teacher: Do your math. Teacher: You know what to do. Teacher: Leave him. [TARGET]Teacher: Camera is covering every place in the classroom, everywhere.[/TARGET] Teacher: The camera is seeing everywhere. Teacher: That's not what we're talking about. Teacher: Let's do this.",1 2368,Teacher: Do your multiplication. Teacher: I don't know why you're staring at the screen. Teacher: Student D? [TARGET]Teacher: Go up there and look.[/TARGET] Teacher: Student L. One and one fourth. Teacher: That's what you're multiplying your width by. Teacher: Student J?,0 2369,"Teacher: Do your own work. Student: No, you can't count. Student: You can't count. [TARGET]Teacher: [Turn] that down.[/TARGET] Student: [What'd you find out]? Teacher: Do your paper. Teacher: This group over here, I don't know what's going on.",1 2370,"Teacher: Do your work here. Teacher: Sit down. Teacher: Sit. [TARGET]Teacher: Sit down here.[/TARGET] Teacher: I am not playing with you now. Teacher: This is a quiet table. Teacher: If you are working, you are working with me.",1 2371,"Teacher: Does T, P correspond to D, C? Student: No. Teacher: Student C, you're cracking me up. [TARGET]Teacher: He's laughing at TP, DC.[/TARGET] Teacher: Actually, if I were to take this pentagon and rotate it upright, Student C is correct, T, P and D, C would line up. Student: But if you spin it this way, that would be different. Teacher: If we were to flip it, hold on, if we were to flip it this way, then TP and DC would be on the opposite side.",0 2372,"Teacher: Does anybody remember what else I said that you could call it? Teacher: Not another name for it, but maybe the meaning? Teacher: Somebody who has not had their hand up today. [TARGET]Teacher: Student K, give it a try.[/TARGET] Student: Out of. Teacher: Out of. Teacher: One out of two.",0 2373,"Teacher: Does everybody agree with the answer so far? Multiple Students: Yes. Teacher: Excuse me. [TARGET]Teacher: Nope, have a seat.[/TARGET] Teacher: We're trying to give everybody - a few people a change. Teacher: Hey let's look at something. Teacher: I want to show you something.",1 2374,"Teacher: Does everybody see how it's one-fourth? Multiple Students: Yes. Multiple Students: No. [TARGET]Teacher: Student A, hat off.[/TARGET] Teacher: Because if I divide it here and here I would have fourths. Teacher: How many squares are in this, how many square units? Student: 15",1 2375,Teacher: Does everyone understand? Multiple Students: Yes. Teacher: Okay. [TARGET]Teacher: Who can tell us what part four is?[/TARGET] Teacher: Nice and loud. Teacher: Student R? Student: [Inaudible].,0 2376,"Teacher: Does everyone understand? Multiple Students: Yes. Teacher: So, this is what your answer sheet looks like when you do your open response rubric. [TARGET]Teacher: I think we are ready to look at our question.[/TARGET] Teacher: Here's our question that we are all going to work on today. Teacher: The top part is just telling the teacher who printed this out where this came from. Teacher: So, this came from the 1006 Math MCAS, okay?",0 2377,Teacher: Does someone feel like they understand and could repeat it to the class? Teacher: [Crosstalk] Teacher: No snacks for four days. [TARGET]Teacher: This is day number one.[/TARGET] Teacher: Student D. Student D is gonna try. Teacher: You don't want to explain it? Teacher: [Crosstalk],1 2378,"Teacher: Does that make sense? Teacher: So choice A would be - choice B would be - the most simplified version, the simplest version of four eighths. Teacher: If you agree with A, or if you agree with B. [TARGET]Teacher: Close your eyes.[/TARGET] Teacher: The simplest form. Teacher: If you agree with A, remember, you touch your nose. Teacher: If you agree with B, you touch your head.",0 2379,"Teacher: Does that make sense? Teacher: So how many endpoints does a square have? Student: 4. [TARGET]Teacher: Thank you, Student K. Student K knows.[/TARGET] Teacher: Student K is paying attention. Teacher: How many endpoints does a square have? Multiple Students: 4.",0 2380,Teacher: Doing good. Teacher: [Crosstalk] Teacher: Okay. [TARGET]Teacher: Now can everybody take a look at the board?[/TARGET] Teacher: Student K. Student: Yes? Teacher: Please take a look.,0 2381,"Teacher: Don't be discouraged if you do not understand it immediately. Teacher: You guys have a chance to steal. Teacher: Yes, you do. [TARGET]Teacher: I didn't call you.[/TARGET] Teacher: Raise your hand if you have a question. Teacher: Can you raise your hand? Teacher: [Inaudible].",1 2382,Teacher: Don't do this. Teacher: One. Teacher: Two. [TARGET]Teacher: That's fine.[/TARGET] Teacher: Three. Teacher: [Crosstalk] Teacher: Sh.,0 2383,Teacher: Don't forget about me. Teacher: I know what I am. Teacher: You can ask me questions if you're still standing here. [TARGET]Teacher: I've got to look and see who my partner is though.[/TARGET] Teacher: Turn around. Teacher: Turn around. Teacher: I know who my partner is.,0 2384,"Teacher: Don't go too close to the edge because you've got to label. Teacher: You've got to label, label. Teacher: Nicely done. [TARGET]Teacher: Remember, don't talk to him while he's standing.[/TARGET] Teacher: Please label this. Teacher: Student K, is there a reason you haven't started? Student: We're supposed to write that?",1 2385,"Teacher: Don't go. Teacher: Go. Teacher: That was letter Q. [TARGET]Teacher: Get started on letter R. I'm not mad.[/TARGET] Teacher: I wanted to slow down. Teacher: Do letter R. Turn your graph paper or find a small corner, and label it letter R, and if you're still really confused, raise your hand. Teacher: Student A, that doesn't sound considerate, does it?",0 2386,"Teacher: Don't look. Teacher: If you're looking, you're cheating. Teacher: It's no fun if you already know the answer. [TARGET]Teacher: Keep pressing it.[/TARGET] Teacher: You know what? Teacher: Let's try this. Teacher: Have someone who also has one take it off your head and put it on your back.",0 2387,Teacher: Don't put them on top of each other. Teacher: Right here. Teacher: Right here. [TARGET]Teacher: Quiet please.[/TARGET] Teacher: [End of Audio] Teacher: [End of Audio],1 2388,"Teacher: Don't stop, Student A. Teacher: You're walking around. Teacher: Mad minute is coming to your desk. [TARGET]Teacher: You need to come in and you need to sit down.[/TARGET] Teacher: This you can finish for me later. Teacher: Hurry up, please. Teacher: We need the mad minute.",1 2389,"Teacher: Don't tell her. Teacher: Just think. Teacher: Student C, Student M, Student D, what fraction could I have given Student C? [TARGET]Teacher: Student C, Student D, don't spill the beans.[/TARGET] Teacher: So when I first looked at it, I learned something new. Teacher: I want to see if anyone caught on to this. Teacher: When I first looked at it, I told Student C, I did not give you the obvious thing.",0 2390,"Teacher: Don't tell me you don't care. Teacher: You told me you were here to work. Teacher: Oh. [TARGET]Teacher: Look at all this.[/TARGET] Teacher: I hate it when people aren't responsible. Teacher: Okay. Teacher: If you do not have a clock, and you do not know who your partner is, why is there so many people up here today?",1 2391,"Teacher: Don't tell me. Teacher: Just ignore them and I will find the person breaking the rule. Teacher: Sorry. [TARGET]Teacher: Go ahead.[/TARGET] Student: You divide. Teacher: When you say to divide, what is being divided? Teacher: What numbers are involved?",0 2392,"Teacher: Don't walk in front, Student L. You done with that? Teacher: The mad minute. Teacher: We should have your name on the mad minute. [TARGET]Teacher: Right to your seat.[/TARGET] Teacher: Mad minute please. Teacher: Don't stop, Student A. Teacher: You're walking around.",1 2393,"Teacher: Don't waste my time. Teacher: Get a pencil or ask me for one. Teacher: If I've cut up the 10 and the 4, I know I also need to cut up the 23. [TARGET]Teacher: Student J, before I let you go anywhere, will you please tell me, how would you break apart 10 and 3?[/TARGET] Student: 20 and 3. Teacher: Student S, tell me again, how would you break up 23? Student: 20 and 3.",0 2394,"Teacher: Don't worry about it right now. Student: Can I ask you a question? Student: I want to do that. [TARGET]Teacher: Go to [inaudible].[/TARGET] Teacher: Student D. Okay. Teacher: Student A, I don't like how you're having a conversation over there. Teacher: [Crosstalk]",0 2395,"Teacher: Don't worry about it. Teacher: Do you have a clock? Student: Yeah. [TARGET]Teacher: Sit down.[/TARGET] Teacher: None of you have a clock or a partner? Teacher: If you have a clock, you should not be up here. Teacher: Your partner.",1 2396,"Teacher: Don't worry about it. Teacher: For now use your [inaudible] paper. Teacher: I will give it to you later on. [TARGET]Teacher: I don't want you to call out, Student S. Student A wants to answer.[/TARGET] Teacher: How would you tell a 3rd grader how to do this math? Teacher: Tell me. Teacher: How would you tell somebody how to do this math?",1 2397,"Teacher: Don't yell out. Teacher: Student R? Student: Two. [TARGET]Teacher: No sir.[/TARGET] Teacher: Student M, three is correct. Teacher: One here, two, three would be the number one. Teacher: Is that correct?",1 2398,"Teacher: Don't do anything any differently. Teacher: Just whatever it is that you normally do in Math, do it. Teacher: Don't stare at the camera. [TARGET]Teacher: Don't wave, hey Mom.[/TARGET] Teacher: You know, just chill out. Teacher: [Background talking] Teacher: [Inaudible] is going to think I'm silly.",1 2399,Teacher: Don't fold them. Teacher: Don't fold them. Teacher: Don't write on them. [TARGET]Teacher: Don't lick them.[/TARGET] Teacher: Don't eat them. Teacher: Don't use them to clean out your ear. Multiple Students: Ewww.,1 2400,Teacher: Don't fold them. Teacher: Don't write on them. Teacher: Don't lick them. [TARGET]Teacher: Don't eat them.[/TARGET] Teacher: Don't use them to clean out your ear. Multiple Students: Ewww. Teacher: Uh-oh.,1 2401,"Teacher: Don't give me the answer. Teacher: Show, or explain how you got your answer. Teacher: You can start thinking. [TARGET]Teacher: We're not doing the work, yet.[/TARGET] Teacher: No writing yet. Teacher: Pencils down. Teacher: Part B says, ""What is the total number of blocks needed to balanced six balls?"" So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal?",0 2402,Teacher: Don't give up. Student: [Inaudible]. Teacher: [Inaudible]. [TARGET]Teacher: I said don't give up.[/TARGET] Teacher: What did you get this time? Student: I haven't finished. Student: I got [inaudible] that's a seven.,0 2403,"Teacher: Don't let me be the second. Teacher: All set? Teacher: Okay. [TARGET]Teacher: This is a microphone, so they can hear exactly what I'm saying.[/TARGET] Teacher: Thank you. Teacher: Okay. Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year.",0 2404,Teacher: Don't look at me and say you don't understand. Teacher: I want to see what you're doing. Teacher: [Inaudible]. [TARGET]Teacher: I don't want you touching it.[/TARGET] Teacher: Okay. Teacher: Now what do you do? Teacher: Is that the one you had before?,1 2405,"Teacher: Don't overlap them. Student: Number one would be just, like, isosceles [Inaudible]? Student: Would this be the [Inaudible]? [TARGET]Teacher: No, no.[/TARGET] Teacher: I want you to start on the side with the definitions. Teacher: Everybody start on the side with the definitions. Teacher: That one.",0 2406,"Teacher: Don't play with me. Teacher: Okay. Teacher: It's pretty big. [TARGET]Teacher: Student M, I'm still waiting for you to stop writing.[/TARGET] Teacher: How many people fell into the trap of saying how many groups of 100 are in 2,000 and you wrote 10? Teacher: How many people fell into that trap, 'cause I sprung it? Teacher: I wrote it there to think I would try to get a couple of people who weren't paying attention.",1 2407,"Teacher: Don't stand here. Student: [Inaudible]. Student: [Inaudible] anymore. [TARGET]Teacher: Shh.[/TARGET] Teacher: Anybody ready to come up and share what they did? Multiple Students: [Inaudible]. Teacher: If not, I'll give you like, a few more seconds.",1 2408,"Teacher: Don't start measuring until you have everybody's down. Teacher: Did everybody get that sentence written? Student: Student J still hasn't. [TARGET]Teacher: Waiting for you, Student J, don't hold up the whole team.[/TARGET] Teacher: Go ahead and put the ounces in here. Teacher: Thank you. Teacher: Take that one out, Hon, this one you're going to need.",1 2409,"Teacher: Don't stress it. Teacher: Student C, you're gonna need to share this sheet with Student D. So, if you wanna scoot your chair over. Teacher: Or he could scoot it over to you. [TARGET]Teacher: Student D, for the third time, go to your seat.[/TARGET] Student: [Inaudible] Teacher: Then, take your stuff, get a board, and sit on the carpet. Teacher: You're not sitting over there.",1 2410,"Teacher: Don't touch. Teacher: Don't smell. Teacher: Don't eat. [TARGET]Teacher: Don't feel.[/TARGET] Teacher: Look at it. Student: [Inaudible]. Teacher: That's a Hershey bar, huh?",1 2411,"Teacher: Don't wave, hey Mom. Teacher: You know, just chill out. Teacher: [Background talking] [TARGET]Teacher: [Inaudible] is going to think I'm silly.[/TARGET] Student: Is it watching us right now? Teacher: My nephew goes to Yale. Teacher: I'm not sure how he'd feel about Harvard University.",0 2412,"Teacher: Don't worry. Teacher: Get down from there now. Teacher: Continue. [TARGET]Teacher: If you cannot concentrate and do your math - it's what we're working on today.[/TARGET] Teacher: Let's do this math, please. Teacher: You know what to do. Teacher: Try and do this math.",1 2413,"Teacher: Don't write 12 on yours, okay? Teacher: I'm gonna write 12. Teacher: All right. [TARGET]Teacher: Look what I do with my finger, okay?[/TARGET] Teacher: Does 12 go into 1? Multiple Students: No. Teacher: Why not, Student S?",0 2414,"Teacher: Don't you see the camera is on, Student S? Teacher: Where's - where's your book? Teacher: Turn around straight. [TARGET]Teacher: What are you doing, Student C?[/TARGET] Teacher: I didn't tell anybody what to do. Student: [Inaudible]. Teacher: [Inaudible].",1 2415,"Teacher: Don't-do not do anything. Teacher: Student M, you can take this if you want 'cause-okay. Teacher: You closed your notebook. [TARGET]Teacher: We're not putting away anything.[/TARGET] Teacher: We're not doing anything except for finishing this. Teacher: What is my common denominator for number 2? Student: Eighths.",1 2416,"Teacher: Down dropping. Teacher: What I want you guys to do is go the hundredths spot. Teacher: Hundredths. [TARGET]Teacher: We need two more please, guys.[/TARGET] Teacher: To dot. Student: And drop. Teacher: And drop another.",0 2417,"Teacher: Draw a box. Teacher: Student A, do you have that written down in your journal? Teacher: Let's think about one fourth times one third. [TARGET]Teacher: No, sir.[/TARGET] Teacher: Have a seat. Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram. Student: You're going to make it [Inaudible] or?",1 2418,"Teacher: Draw a box. Teacher: Two thirds times one third. Teacher: Draw a box. [TARGET]Teacher: Student A, do you have that written down in your journal?[/TARGET] Teacher: Let's think about one fourth times one third. Teacher: No, sir. Teacher: Have a seat.",0 2419,"Teacher: Draw a picture to show me what four twelfths means. Teacher: Work together. Teacher: Talk together. [TARGET]Teacher: Don't be shy.[/TARGET] Teacher: Move your chair if you need to. Teacher: Student R, there's a chair right there, honey. Teacher: I want you to draw a picture on the top of what you think the part of the whole would be, in part of a group.",1 2420,"Teacher: Draw one with black, one red, one green, and one blue. Teacher: How you doing, Student H? Teacher: Change color. [TARGET]Teacher: Thank you, Student D. Student A, take a step back.[/TARGET] Teacher: Does that look like if you actually used a pair of scissors and cut that, are they congruent? Teacher: Do you see how picky and precise this has to be? Teacher: Can we do this sloppy?",0 2421,"Teacher: Draw this one. Teacher: Okay, Student J is gonna draw one. Teacher: You have to hold the paper. [TARGET]Teacher: And Student D, let me look at yours.[/TARGET] Student: [Inaudible] Teacher: Okay. Student: I know that's one whole, but I -",0 2422,"Teacher: Draw - Student: [Inaudible] a little more. Teacher: Hang on. [TARGET]Teacher: Don't make fun.[/TARGET] Student: Oh, she's doing good. Student: She actually did great. Teacher: Oh, look at that.",1 2423,"Teacher: Dump your knowledge. Student: [I'm all finished] [inaudible]. Teacher: Now, what is - hey, no one should've started yet. [TARGET]Teacher: Stop cheating, stop.[/TARGET] Student: [Inaudible] Teacher: All right, now, a good strategy is to not fill in your multiplication chart first, remember? Teacher: Outline it, box it, and then write all the other things you can remember.",1 2424,"Teacher: E, I want you to do E on your own. Teacher: And I'm gonna check it. Teacher: Do E on your own and I'm gonna check it. [TARGET]Teacher: E. Do E on your own and I'm gonna check it.[/TARGET] Student: I'm done. Teacher: Just thumbs up if you're done, you don't need to say that. Student: [inaudible]",0 2425,"Teacher: E. Okay. Teacher: What does E stand for? Student: [Inaudible]. [TARGET]Teacher: [Inaudible] sweetheart, sit down.[/TARGET] Teacher: No, Student E, I'm confused by you're not sitting in your seat. Teacher: Explanation. Teacher: How are you going to solve this problem?",1 2426,Teacher: ES and YS - what - Student: [Inaudible]. Teacher: What angle is in there? [TARGET]Teacher: You're not listening.[/TARGET] Student: [Inaudible]. Teacher: To Student K. Student: Angle S.,1 2427,"Teacher: Each of your bars. Teacher: All right. Teacher: Let's figure this out to each other as partners. [TARGET]Teacher: She's not going to sit here and talk to herself.[/TARGET] Teacher: Let's put this on the side and focus on this as a group rather than individually, okay? Teacher: Your interval will be 55? Teacher: So you're going to start at 50, 55.",1 2428,"Teacher: Easy, in that I can compare these easier, because I have the same numerators. Teacher: So those people who put them in the wrong order - Student I, can we stop that? Teacher: What ... what do you need? [TARGET]Teacher: No, no, no, no.[/TARGET] Teacher: Student I, I want you to stop that, which means stop what you're doing. Teacher: You're - Student I, you did it in this order. Teacher: This order's wrong.",1 2429,"Teacher: Eight and three fourths - three fourths of 24? Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that? Student: Divided by three. [TARGET]Teacher: We did half - look, look.[/TARGET] Teacher: Look. Teacher: People that are looking. Student: Yes.",0 2430,"Teacher: Eight plus nine. Teacher: Put nine in the head and add seven. Teacher: I'm waiting for you, sir. [TARGET]Teacher: You do have work to do.[/TARGET] Teacher: Get a book and read. Student: It's almost lunchtime? Teacher: Yeah, it's almost lunchtime.",1 2431,"Teacher: Eight. Teacher: This is you do. Teacher: Everybody right now, everyone, first warning. [TARGET]Teacher: There should be no talking.[/TARGET] Teacher: This is you do time. Teacher: You take a time out from the class now. Teacher: [Inaudible].",1 2432,Teacher: Eleven thirds. Teacher: What kind of fraction is that? Teacher: Stop speaking out. [TARGET]Teacher: Give him a chance.[/TARGET] Teacher: Improper. Teacher: What do we need to do? Student: Make it into a mixed number.,1 2433,"Teacher: Enemy. Teacher: So splish, splosh and jumped up and plunked down his pennies and topped off the pot. Teacher: The troll stamped and stomped, he stormed and he stewed, he snorted and contorted until he was blue in the face. [TARGET]Teacher: ""I want my money you four-legged buttinskis,"" he shouted, tramping up to the carpool.[/TARGET] Teacher: ""Give it to me now. Teacher: Now, Now."" Teacher: Momma Bear raised an eyebrow at such behavior.",0 2434,"Teacher: Equals what? Student: 20. Teacher: Keep track of that. [TARGET]Teacher: That's not what we're doing, sweetie.[/TARGET] Teacher: Thank you. Teacher: Okay. Teacher: Whose turn is it next?",1 2435,"Teacher: Equals what? Student: Yeah. Teacher: This is the honest to God last time I'm going to tell you not to play with them while we're talking. [TARGET]Teacher: Anybody, put them down.[/TARGET] Teacher: Repeat yourself. Teacher: One half- Student: Plus one sixth plus one third.",1 2436,"Teacher: Erase it, and I need one. Teacher: The last one I want you to do this time - I want you to make a number line and break it down into half. Teacher: This time we're breaking this number line. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: We're breaking this number line into tenths. Teacher: What's half of 10? Teacher: Student N is so busy.",1 2437,"Teacher: Erase it. Teacher: Okay. Teacher: Here we go. [TARGET]Teacher: Let's say - turn around and get to this math, please.[/TARGET] Teacher: Two and two fifths, and I want you to change it to an improper fraction. Teacher: Good job, Student R. Now you've got it, Student R. You're not finished. Teacher: Yes, you have it.",1 2438,"Teacher: Erase the green line. Teacher: Do you see the purpose of what I'm doing here? Teacher: Now erase the vertical black line. [TARGET]Teacher: Student C, step back.[/TARGET] Teacher: So did it work the way you wanted it? Teacher: Do you need to take a second attempt? Teacher: Student T, go back and assist him.",1 2439,"Teacher: Estimating is looking at something and taking what you know about it, and guessing where you think the answer will be, okay? Teacher: It's a guess. Teacher: So I don't want - as hard as it's going to be to turn off - turn off the solving part in your brain for right now, okay? [TARGET]Teacher: Just shut it down.[/TARGET] Teacher: We're going to take the fraction - Student: [Inaudible]. Student: [Inaudible].",1 2440,"Teacher: Ethan gets [inaudible] - Multiple Students: [Inaudible]. Teacher: Thank you very much. [TARGET]Teacher: What did you write down?[/TARGET] Student: I know [inaudible], Student: [Crosstalk] Student: 18",0 2441,"Teacher: Even if it's wrong, you still have to try. Teacher: Okay, there's nothing wrong with trying and getting it wrong. Teacher: That's actually pretty good. [TARGET]Teacher: That means that you - I can at least see what steps you know and what steps you don't know.[/TARGET] Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay?",0 2442,"Teacher: Even though these have the same numbers, the same operations, they're different problems. Teacher: Get started. Teacher: Once you have the value [inaudible], raise your hand and I'll look at it. [TARGET]Teacher: Student M, get started.[/TARGET] Teacher: [Inaudible]. Teacher: Come on Student M, do number one, then do number two. Teacher: Once you have number one and number two raise your hand, please.",0 2443,"Teacher: Everybody be sure you get this list down because these are the attributes we use, and these are the attributes you're going to use when you're grouping other angles. Teacher: Get that written down and I'll show you what you're going to do. Teacher: Excuse me. [TARGET]Teacher: Let me get back here, if I can find it.[/TARGET] Teacher: Excuse me. Teacher: Okay. Teacher: You want me to write them bigger?",0 2444,"Teacher: Everybody can see it. Teacher: Student G, turn over a card. Teacher: Who's your partner? [TARGET]Teacher: Get over there.[/TARGET] Teacher: This is math. Teacher: This is not cleaning up folks. Teacher: This is not throwing away paper.",1 2445,Teacher: Everybody clean the slates right now. Teacher: You all did a wonderful job here. Teacher: Excuse me. [TARGET]Teacher: You take your slate and move over here.[/TARGET] Teacher: Move over there right now please. Teacher: You go here. Teacher: Now everybody display your slate right now.,1 2446,Teacher: Everybody go back to your seats. Teacher: Yes? Teacher: Turn around. [TARGET]Teacher: It's all about following directions.[/TARGET] Teacher: [End of Audio],1 2447,"Teacher: Everybody here is stepping back. Teacher: I want you to look at this. Teacher: This is your latest DBQ. [TARGET]Teacher: I want you to look at this and tell me if this is a clear array, and you need to raise your hands for this, because we need to have a little bit of a discussion about this.[/TARGET] Teacher: You're going to either agree or disagree, and you're going to tell me why. Teacher: Student E, I said do not move anything, so you need to put that back where it was. Teacher: Thank you.",0 2448,"Teacher: Everybody is doing it. Teacher: Student S, put it back. Teacher: You're going to be doing this problem as well. [TARGET]Teacher: I can take a point back.[/TARGET] Teacher: Whatever you think. Teacher: You are working as a team. Teacher: I'm going to choose who is going to explain it.",1 2449,"Teacher: Everybody knows that math class is never like this in the classroom. Teacher: It's time to [inaudible]. Teacher: Are you done? [TARGET]Teacher: The people are going to watch you and see what you do.[/TARGET] Teacher: Student T, can you please do your math? Teacher: I know you can do it. Teacher: When you break the numbers up by breaking ones, then the tens - okay.",1 2450,"Teacher: Everybody look at the board and see what he's doing. Teacher: Where'd you get seven from? Student: Can I help you, bro? [TARGET]Teacher: No, sit down.[/TARGET] Teacher: He's trying. Teacher: Sit down, thank you. Teacher: Is this answer right?",1 2451,"Teacher: Everybody look up here. Teacher: If you're having trouble, please look up here. Teacher: No, no, no, no, no. [TARGET]Teacher: We're not gonna waste paper.[/TARGET] Teacher: Go sit down. Teacher: You can figure it out. Teacher: If you need to, guys, take your ruler and draw a line - draw two lines so that you've divided it into three sections.",1 2452,"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: You guys have a chance to steal. [TARGET]Teacher: Yes, you do.[/TARGET] Teacher: I didn't call you. Teacher: Raise your hand if you have a question. Teacher: Can you raise your hand?",0 2453,"Teacher: Everybody move to the front right now and sit by your partner. Teacher: [Classroom noise] Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on. [TARGET]Teacher: I don't see any skirts right now in the class.[/TARGET] Teacher: Everybody, legs crossed and the rules of the class always apply. Teacher: Everybody should quickly solve the warm-up question. Teacher: Everybody should quickly solve that in two minutes.",0 2454,"Teacher: Everybody needs to have their own animal, because some of you don't have them. Teacher: I need really good listeners. Teacher: You need to pick up your animal and take it, please. [TARGET]Teacher: Would you step back, please?[/TARGET] Teacher: I need the people on this side to stand up and pick up your animal or whatever it is you have. Teacher: You can roll it up and use it but it's going to be harder to use. Teacher: People back here stand up and push your chair in.",0 2455,Teacher: Everybody pack up this center. Teacher: Everybody pack up this center. Teacher: Seat work. [TARGET]Teacher: I know.[/TARGET] Teacher: Everyone get back to a seat. Teacher: We're about to take our multiplication test. Multiple Students: Yes.,0 2456,Teacher: Everybody pack up this center. Teacher: Seat work. Teacher: I know. [TARGET]Teacher: Everyone get back to a seat.[/TARGET] Teacher: We're about to take our multiplication test. Multiple Students: Yes. Multiple Students: [Crosstalk],0 2457,Teacher: Everybody pay attention. Teacher: You can erase the board. Student: The question I'm going to do right now is subtraction. [TARGET]Teacher: Can we pay attention and see what Student J is doing?[/TARGET] Student: Mine was subtraction. Student: My number I did was number eight. Student: For number eight the question was three twelfths take away - what?,1 2458,Teacher: Everybody put your crayons down. Teacher: [Crosstalk] Teacher: Just a minute. [TARGET]Teacher: Put your crayons down.[/TARGET] Teacher: Look up here. Teacher: What do you notice is different about this grid than the other one? Student: Bigger.,0 2459,"Teacher: Everybody put your hands on your lap. Teacher: Student T will pick up the cubes. Teacher: Student C, I just gave directions, and you're not following direction. [TARGET]Teacher: What did I just say to do?[/TARGET] Student: [Inaudible]. Teacher: Put your hands on your lap. Teacher: Student T will pick them up.",1 2460,"Teacher: Everybody right now, everyone, first warning. Teacher: There should be no talking. Teacher: This is you do time. [TARGET]Teacher: You take a time out from the class now.[/TARGET] Teacher: [Inaudible]. Teacher: Can you show me the steps once you're done with it? Teacher: This is your final answer for number five?",1 2461,"Teacher: Everybody should be doing that. Teacher: Everyone should be doing this, everyone. Teacher: Student G, do you have an answer? [TARGET]Teacher: Student G?[/TARGET] Student: Yeah. Teacher: Do you have an answer? Teacher: Student J, do you have an answer?",0 2462,"Teacher: Everybody should be getting out a blank sheet of paper. Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes. Teacher: You need to take out your colored pencils. [TARGET]Teacher: You're gonna be modeling these.[/TARGET] Teacher: You have to make a model, find the product and then write it in its simplest form. Teacher: Number one is two thirds time one half. Teacher: Everybody should be working on two thirds time one half.",0 2463,"Teacher: Everybody should be on number two, one half times one fourth. Teacher: [Side discussion] Teacher: Yes, you have to simplify. [TARGET]Teacher: Okay, you should be on three, one third times three eighths.[/TARGET] Teacher: I'm collecting this paper. Teacher: Remember, I'm collecting it. Teacher: Show me three eighths.",0 2464,Teacher: Everybody should be working on two thirds time one half. Teacher: You can use the blank paper I put in the middle of your table. Teacher: You have to draw it. [TARGET]Teacher: You have to make a model.[/TARGET] Teacher: [Side discussion] Teacher: Two thirds times one half is what you should be modeling. Teacher: Make sure if you have an answer that you simplify that answer.,0 2465,"Teacher: Everybody should have a letter now, A and B. Teacher: If you are in a group of three, you have C. Right now we have an equal number and everybody should have A and B. Teacher: We have to move now. [TARGET]Teacher: Who's A here?[/TARGET] Student: Me. Teacher: Who's A and who's B? Teacher: You join them over here please.",0 2466,"Teacher: Everybody should have their essential question. Teacher: How do you multiply a fraction by a fraction. Teacher: Everybody should have a white sheet of paper. [TARGET]Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one.[/TARGET] Teacher: I want you to write one fourth times two thirds on your paper. Teacher: You should have your essential question, how do you multiply a fraction by a fraction. Teacher: We are going to model an example first.",0 2467,Teacher: Everybody should have their - I need you sitting up. Teacher: I need [inaudible]. Teacher: I need you to get going. [TARGET]Teacher: You can't go back to Ms. R's class.[/TARGET] Teacher: All right. Teacher: So let's use our [inaudible]. Teacher: They're trying to plan a party for 25 people.,1 2468,"Teacher: Everybody should quickly solve the warm-up question. Teacher: Everybody should quickly solve that in two minutes. Teacher: I'm gonna give you one more minute and everybody will stop. [TARGET]Teacher: Stop.[/TARGET] Teacher: Now, we're gonna keep the question of the game. Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions. Teacher: What we're gonna do is let's look and let's look if you got the question right.",0 2469,Teacher: Everybody stop. Teacher: Let's read at the same time. Teacher: Come to play. [TARGET]Teacher: Come to this side.[/TARGET] Teacher: When you do the first one - come right here. Teacher: Everyone's playing. Teacher: Okay.,0 2470,Teacher: Everybody to your seat. Teacher: [Teacher yelling]. Teacher: Didn't I say [inaudible]? [TARGET]Teacher: You don't know [inaudible] and you move it.[/TARGET] Teacher: You're going to make it into one. Teacher: After you - over here. Teacher: After you get the information - Student J.,1 2471,Teacher: Everybody understand how to play? Teacher: If you did one round just go ahead. Teacher: You're gonna [inaudible] Student T. Student A you need to go right to her room. [TARGET]Teacher: Don't stop to pick up other kids or anything.[/TARGET] Teacher: Go right to her room. Teacher: Everybody pretty excited about playing? Student: Yes.,0 2472,"Teacher: Everybody's gonna keep your four. Student: I forgot to hold them. Teacher: While you do that side, I'm over here. [TARGET]Teacher: Put another chip on, Student C. Not you, the other Student C. Hold it.[/TARGET] Teacher: Put your four sticky notes, just like Student N has almost done, here she is. Teacher: She just has her four sticky notes on one sheet of paper. Teacher: The only thing you need to do is make sure you put a date.",0 2473,"Teacher: Everybody, I want you to pay close attention because we're gonna answer these together. Teacher: Turn around. Teacher: That's not helping him. [TARGET]Teacher: That's doing it.[/TARGET] Teacher: I don't want anybody to put anything away. Teacher: I want everybody to be quiet because we're outta time. Teacher: I want everybody's papers on their desks.",0 2474,"Teacher: Everybody, legs crossed and the rules of the class always apply. Teacher: Everybody should quickly solve the warm-up question. Teacher: Everybody should quickly solve that in two minutes. [TARGET]Teacher: I'm gonna give you one more minute and everybody will stop.[/TARGET] Teacher: Stop. Teacher: Now, we're gonna keep the question of the game. Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions.",0 2475,"Teacher: Everybody. Teacher: Now. Teacher: Don't let me have to call your name. [TARGET]Teacher: Did you hear what I said that when we're working on math, and you need to be there, not making disruptions for my students, here?[/TARGET] Teacher: All right, guys. Teacher: Up here you are finding the area of a circle, but all of these were - the circles were drawn for you. Teacher: So then, when they stopped drawing the circles, look, they went to the next section, right?",1 2476,"Teacher: Everybody. Teacher: What does brother say? Multiple Students: Bring me down. [TARGET]Teacher: Oh, if you bring him down, Student C, he's not going to do this.[/TARGET] Teacher: He's going to do this. Teacher: Bring me down. Teacher: Right?",0 2477,"Teacher: Everyone has a copy of the rounding rap. Teacher: Student E and Student A can get those papers back, and your job was to round to the nearest 10. Teacher: We are going to say the rap for the first line. [TARGET]Teacher: Remember that we are not talking.[/TARGET] Teacher: Student K, sit on your bottom, please. Teacher: Look what Student J did. Teacher: Find your place, look next door, 5 more greater, he added one more.",1 2478,"Teacher: Everyone has a pencil and is ready to go? Multiple Students: Yes. Multiple Students: [Crosstalk] [TARGET]Teacher: Show me you're ready by closing your mouths and opening your ears.[/TARGET] Student: What did she just say? Teacher: Show me you're ready. Teacher: Number one, how many 2s are there in 10?",0 2479,Teacher: Everyone in the class is up measuring except you all. Teacher: Stand up. Teacher: Let's go. [TARGET]Teacher: I'm tired of your laziness.[/TARGET] Teacher: Let's go. Teacher: Sternum. Teacher: That's right here.,1 2480,"Teacher: Everyone should be trying to solve this problem right now. Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy? Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know. [TARGET]Teacher: Let me see you working on this problem please.[/TARGET] Teacher: [Crosstalk] Teacher: Think about how we solved our first on by splitting in halves. Teacher: How can we do this?",0 2481,"Teacher: Everyone understand now? Teacher: All right. Teacher: There's no mode there. [TARGET]Teacher: You'll waste more time.[/TARGET] Teacher: There is no mode. Teacher: Student V, you finished? Teacher: Come here.",0 2482,"Teacher: Everyone's playing. Teacher: Okay. Teacher: Student T, move over here. [TARGET]Teacher: Give me the whole card.[/TARGET] Teacher: Stop whistling please. Teacher: You have used it two times. Student: No, one time.",1 2483,"Teacher: Everyone. Teacher: Excuse me. Teacher: Just because - let's say Student M goes. [TARGET]Teacher: Just because he's working and trying to figure out if his two are equivalent does not mean you all sit there.[/TARGET] Teacher: Everyone works on the same one. Teacher: It just so happens that Student M flipped it over [cough], and if it is equivalent, he gets to keep those and put them off to the side. Student: Oh.",1 2484,"Teacher: Everything is not an argument. Teacher: Let's decide - you all decided for Student B to draw the graph, correct? Student: [Inaudible]. [TARGET]Teacher: Student D, what are you doing?[/TARGET] Student: [Inaudible]. Teacher: Well, it doesn't start. Teacher: It's a group [inaudible].",1 2485,Teacher: Everything off your table. Teacher: Go [inaudible] please. Teacher: Everything off your table. [TARGET]Teacher: This table is a big 'ol mess.[/TARGET] Teacher: Put that away [inaudible]. Teacher: [Inaudible] good. Student: [Inaudible].,1 2486,"Teacher: Excellent, excellent. Teacher: Come on, buddy. Teacher: [Crosstalk] [TARGET]Teacher: Are we having a moment?[/TARGET] Student: No. Teacher: Okay, well go and do what I've asked you to do, sweetie. Teacher: [Crosstalk]",1 2487,"Teacher: Excellent. Teacher: Did you find it, Student T? Teacher: Let me see how you found it. [TARGET]Teacher: Let me come over there.[/TARGET] Teacher: Let me see. Teacher: Yep. Teacher: [Crosstalk]",0 2488,"Teacher: Excellent. Teacher: Does everybody agree with the answer so far? Multiple Students: Yes. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Nope, have a seat. Teacher: We're trying to give everybody - a few people a change. Teacher: Hey let's look at something.",1 2489,"Teacher: Excellent. Teacher: Good job. Teacher: For box five, Student O, what two answers do you have? [TARGET]Teacher: Too much talking.[/TARGET] Teacher: What did you get, Student H? Student: I got 91, and then for B I got 265. Teacher: Close.",1 2490,"Teacher: Excellent. Teacher: I love this. Teacher: Did anybody solve it a different way? [TARGET]Teacher: Turn around, Student J.[/TARGET] Student: Me. Student: Me. Student: Me.",1 2491,"Teacher: Excellent. Teacher: I love this. Teacher: How did you get 112 here by multiplying 20 times 6? [TARGET]Teacher: Student C, are you done?[/TARGET] Student: Yes. Teacher: Okay, I have something for you. Teacher: I want you to check this.",0 2492,"Teacher: Excellent. Teacher: Let's look at number 10. Teacher: Student K, you have something you want to say? [TARGET]Teacher: Please put the book away.[/TARGET] Student: You know how it's hard to remember quadrants one, two, three, four? Student: [Inaudible]. Student: I was looking at the video and I know that they say it went like that, like this is quadrant one, two, three, four-",1 2493,"Teacher: Excellent. Teacher: See, you know how to do it. Teacher: It doesn't matter. [TARGET]Teacher: You shouldn't copy other people's work.[/TARGET] Teacher: Give your work here. Teacher: Let me give you the next one. Teacher: Get two math books there.",1 2494,"Teacher: Excellent. Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se. Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it. [TARGET]Teacher: You guys are ready and let's have Student T come up for the group.[/TARGET] Teacher: What's the answer? Teacher: And explain. Student: [Inaudible].",0 2495,"Teacher: Excellent. Teacher: So what I want you to do, we have 12 out. Teacher: I want you to take out 6 more. [TARGET]Teacher: Can you actually take all of yours and I'm gonna have you sit in the back of the room please.[/TARGET] Teacher: You're gonna need all of yours, and take your pencil. Teacher: Thank you. Teacher: So if you took out 6 more, how many do we have?",1 2496,"Teacher: Excellent. Teacher: Step one, Student N? Student: Uh... [TARGET]Teacher: Student K, help him out.[/TARGET] Teacher: What's step one? Student: [Inaudible] number? Teacher: No.",0 2497,"Teacher: Excellent. Teacher: Student A, I need you to focus. Student: Do we have to [Inaudible]? [TARGET]Teacher: You can take it off.[/TARGET] Multiple Students: [Inaudible] Teacher: Number 2. Teacher: I'm getting ready to go over Number 2 because a lot of people are asking about that.",0 2498,"Teacher: Excellent. Teacher: What question are we going to ask ourselves? Student: How many fours go into 26. [TARGET]Teacher: Exactly, and Student K, want to help us out with that one?[/TARGET] Student: What was the question? Teacher: You shouldn't even have to hear it because you should know what the next step is. Teacher: How many fours are there in 26 without going over?",0 2499,"Teacher: Except this time ... this time ... this time you're going to use them ... the fraction bars - again, Student T. The rest of you who are taking them out. Teacher: When Teacher C passes them out, and asks you not to take them out, this is why. Teacher: Because you're not putting it back in. [TARGET]Teacher: You're not paying attention to me.[/TARGET] Teacher: Put it back in. Teacher: Take your hands off of it. Teacher: So I should not hear the sound of the bar [inaudible] back into it.",1 2500,"Teacher: Excuse me so I can fix this. Teacher: Tearing paper, playing and not listening, this is what happens. Teacher: I'm sorry. [TARGET]Teacher: That frustrates me.[/TARGET] Teacher: Please do not draw it. Teacher: We do not have time for you to draw it. Teacher: You don't have enough of these to do this.",1 2501,"Teacher: Excuse me, large group. Teacher: I need you to move your chair back. Teacher: I need the rest of you to meet me on the rug. [TARGET]Teacher: Student J, cool it.[/TARGET] Teacher: You don't need them. Teacher: If you have them that's fine. Teacher: It's not a big deal.",1 2502,"Teacher: Excuse me, one - Teacher: [Crosstalk] Teacher: The second one to you in the classroom, the second one. [TARGET]Teacher: All the A's, you're gonna take the side that has the answer and you read to -[/TARGET] Teacher: [Crosstalk] Teacher: Everybody should have a letter now, A and B. Teacher: If you are in a group of three, you have C. Right now we have an equal number and everybody should have A and B.",0 2503,"Teacher: Excuse me, table 4. Student: Can you be quiet? Teacher: The second warning for you. [TARGET]Teacher: You don't tell anybody to be quiet in the classroom.[/TARGET] Teacher: That is why I am here. Teacher: You just write your name and wait until I give you the go ahead. Teacher: You just wait until I give you the go ahead.",1 2504,Teacher: Excuse me. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Sit where you were sitting yesterday. Teacher: Is everyone there? Multiple Students: Yes.,1 2505,"Teacher: Excuse me. Student: D divided by 2 equals N. Teacher: You see that? [TARGET]Teacher: Please look up here.[/TARGET] Teacher: Student R, sit up. Teacher: Here's your D, 13. Teacher: If I divide 2 into 13, I get six and a half.",1 2506,"Teacher: Excuse me. Student: [Inaudible] - shapes - [inaudible] - is a trapezoid. Teacher: Okay, Student B. I'm sorry. [TARGET]Teacher: When I'm talking to one group, I'm hearing a lot of other little conversations.[/TARGET] Teacher: I need your voices off. Teacher: Okay so Student S was saying that Student A and Student S, their shapes have parallel sides. Teacher: Although they are what?",1 2507,"Teacher: Excuse me. Teacher: A reads the steps before we proceed. Teacher: [Crosstalk] [TARGET]Teacher: A reads all the steps.[/TARGET] Teacher: [Crosstalk] Teacher: B, what do we mean by the first step there? Student: [Inaudible].",0 2508,"Teacher: Excuse me. Teacher: And that's not how you do it. Teacher: Now part two. [TARGET]Teacher: Only one person's going to help write it.[/TARGET] Teacher: You give them information, and you're going to start making your data. Teacher: You're getting ready to make your graph. Teacher: One person.",0 2509,"Teacher: Excuse me. Teacher: Are you listening? Teacher: Student S, hand me the spray for my board. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: And that's not how you do it. Teacher: Now part two. Teacher: Only one person's going to help write it.",0 2510,"Teacher: Excuse me. Teacher: Do not talk. Teacher: Ms. G, can you switch it to the SMART Board? [TARGET]Teacher: Just exit it out.[/TARGET] Teacher: I'm going to show you. Teacher: This is the group. Teacher: This is Ms. G's.",0 2511,Teacher: Excuse me. Teacher: Do we still have time? Student: No. [TARGET]Teacher: So you were not keeping the time?[/TARGET] Student: I was. Teacher: Did you tell me when it was 15 minutes? Teacher: Okay.,1 2512,"Teacher: Excuse me. Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody. Teacher: [Crosstalk] [TARGET]Teacher: Erase the board and do the question that some of us could not do at the beginning of the lesson, to see if you can get it right now.[/TARGET] Teacher: [Crosstalk] Teacher: [End of Audio]",0 2513,Teacher: Excuse me. Teacher: Excuse me. [TARGET]Teacher: Sit where you were sitting yesterday.[/TARGET] Teacher: Is everyone there? Multiple Students: Yes. Multiple Students: [Crosstalk].,1 2514,"Teacher: Excuse me. Teacher: Excuse me. Teacher: Teacher L, can you fix your board to [inaudible] crayon. [TARGET]Teacher: Student D, you and Student D are not doing anything.[/TARGET] Teacher: [Students talking with each other]. Teacher: Okay, now go - after you [inaudible] it - Teacher L, can you fix the board? Teacher: [Students talking with each other].",1 2515,Teacher: Excuse me. Teacher: Excuse me. Teacher: The next group. [TARGET]Teacher: Let's go.[/TARGET] Teacher: The next group. Teacher: Excuse me. Teacher: Why are you talking?,0 2516,"Teacher: Excuse me. Teacher: Five, four, three, two, one - it is [Inaudible]. Teacher: Zero. [TARGET]Teacher: Student T, [Inaudible].[/TARGET] Teacher: Excuse me. Teacher: I'm hearing too many voices. Teacher: Student T, work the entire problem out on the board.",1 2517,"Teacher: Excuse me. Teacher: Hold on one second. Teacher: Back group, you're getting a little too loud. [TARGET]Teacher: You need to keep your volume down please.[/TARGET] Teacher: Go ahead Student A. Student: To compare means to see what's equivalent. Teacher: When you compare you usually compare two ideas or concepts that are alike.",1 2518,"Teacher: Excuse me. Teacher: I asked you to let her watch up here, okay? Teacher: What? [TARGET]Teacher: But I'm asking you to do that because you're talking and then they cannot hear the people who are telling us what they did.[/TARGET] Teacher: Okay? Teacher: Thank you. Teacher: Okay.",1 2519,"Teacher: Excuse me. Teacher: I didn't ask for anybody to do anything yet. Teacher: Student B and Student J, Student B, would you move up next to him please? [TARGET]Teacher: Student A, come on over with Student D. Student C and Student D - I mean Student C and Student D. Student A, come up and sit.[/TARGET] Teacher: I want you to work together on these pages and figure it out. Teacher: Student K and Student A and Student I and Student M. Shhh, excuse me. Teacher: [Classroom noise]",0 2520,"Teacher: Excuse me. Teacher: I have people continuing to disrespect me during this lesson. Teacher: Student S, this is your last chance. [TARGET]Teacher: Turn around and sit at your desk.[/TARGET] Teacher: My next step is to ask you to leave the room. Teacher: We're here to learn right now. Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn.",1 2521,"Teacher: Excuse me. Teacher: I like how Student D is working. Teacher: Excellent. [TARGET]Teacher: Student A, I need you to focus.[/TARGET] Student: Do we have to [Inaudible]? Teacher: You can take it off. Multiple Students: [Inaudible]",1 2522,"Teacher: Excuse me. Teacher: If you're finished, you need to just be quiet. Teacher: Are you finished? [TARGET]Teacher: We need to stop playing over here.[/TARGET] Teacher: I left you and you were doing the same thing. Teacher: You haven't changed. Teacher: Let's move on.",1 2523,Teacher: Excuse me. Teacher: Is that appropriate? Student: What? [TARGET]Teacher: Talking like that?[/TARGET] Student: It's only because I had [inaudible]. Teacher: I hear a lot of talking. Teacher: It's telling me that you're finished with the pink paper and the white paper.,1 2524,"Teacher: Excuse me. Teacher: It's time to share. Teacher: Student C, we're not doing that. [TARGET]Teacher: We're sharing.[/TARGET] Teacher: One. Teacher: Two. Teacher: Everybody should be finished.",0 2525,Teacher: Excuse me. Teacher: I'm not asking you to compare them to each other. Teacher: Look. [TARGET]Teacher: Stop.[/TARGET] Teacher: I want to know what four eighths is to one half. Teacher: What is that? Multiple Students: Equal.,1 2526,Teacher: Excuse me. Teacher: Let them share. Student: Okay. [TARGET]Teacher: So now all eyes on the speaker.[/TARGET] Teacher: Whoever is not finished. Teacher: Speak loud. Teacher: [Inaudible] you not listen.,0 2527,Teacher: Excuse me. Teacher: Make a change for Student A. I told him to make change for you. Student: What'd you say? [TARGET]Teacher: Let's make change for you.[/TARGET] Student: Have him make what? Teacher: Make change. Teacher: Yes.,0 2528,Teacher: Excuse me. Teacher: Mind your own business. Teacher: Nobody is coming to you. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Excuse me. Teacher: Make a change for Student A. I told him to make change for you. Student: What'd you say?,1 2529,"Teacher: Excuse me. Teacher: No. Teacher: Don't switch with somebody that has the same color as you, unless you are finished with your five. [TARGET]Teacher: Okay, but we probably shouldn't be standing up in a chair either.[/TARGET] Teacher: Have a seat. Student: I made a computational error because I didn't take one away at first. Teacher: 4 and 10-tenths plus 3-tenths, 4 and 13-tenths.",1 2530,Teacher: Excuse me. Teacher: Now turn it over on the back. Teacher: You have two sides on the back. [TARGET]Teacher: Turn it over on the back.[/TARGET] Teacher: Excuse me. Teacher: Turn it over on the back. Teacher: Write your name on the back side and the front side that's turned over.,0 2531,"Teacher: Excuse me. Teacher: Oh, [inaudible]. Teacher: [Inaudible]. [TARGET]Teacher: Everybody to your seat.[/TARGET] Teacher: [Teacher yelling]. Teacher: Didn't I say [inaudible]? Teacher: You don't know [inaudible] and you move it.",1 2532,Teacher: Excuse me. Teacher: Put all of these in here. Teacher: Why are you walking around and this is in your mouth? [TARGET]Teacher: Is that fourth grade behavior?[/TARGET] Student: I didn't have them in my mouth. Student: Yes you did. Teacher: Okay.,1 2533,"Teacher: Excuse me. Teacher: Student B. Student: [Inaudible] not doing this. [TARGET]Teacher: Student D is not doing this problem.[/TARGET] Teacher: So why are you getting a lesson from him over there? Teacher: We're doing this together. Teacher: So if have 24 student, three-eighths of them are at recess and one-fourth are in the library.",0 2534,Teacher: Excuse me. Teacher: The next group. Teacher: Let's go. [TARGET]Teacher: The next group.[/TARGET] Teacher: Excuse me. Teacher: Why are you talking? Teacher: Stay focused.,0 2535,Teacher: Excuse me. Teacher: This is your buddy. Teacher: Thank you. [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Do you need one? Teacher: What should we be saying? Teacher: May I please?,0 2536,"Teacher: Excuse me. Teacher: Turn around, hon. Teacher: We're not talking about Just Dance. [TARGET]Teacher: That comes at recess.[/TARGET] Teacher: Talking in the hallway? Teacher: Remember? Teacher: 14.",1 2537,Teacher: Excuse me. Teacher: You sit down here. Teacher: You sit over here. [TARGET]Teacher: You finished question six?[/TARGET] Student: Yes. Teacher: You finished question seven? Student: You didn't say question seven.,0 2538,"Teacher: Excuse me. Teacher: You're going to do your exit slip before you leave quietly, okay? Teacher: There's no talking on the exit slip. [TARGET]Teacher: There's no talking.[/TARGET] Teacher: Excuse me. Teacher: Now turn it over on the back. Teacher: You have two sides on the back.",1 2539,Teacher: Excuse me. Teacher: [Crosstalk] Teacher: I know. [TARGET]Teacher: But I can see you guys are trying to more focus on your math.[/TARGET] Teacher: Sh. Teacher: Yes. Teacher: Thinking about it from that way like a multiplication equation now should help you get your first steps started.,1 2540,"Teacher: Excuse me. Teacher: [Crosstalk] Teacher: Okay. [TARGET]Teacher: Let's see what you have.[/TARGET] Teacher: Two-twelfths, and what's left over? Student: Three-twelfths. Teacher: That's two, one, two.",0 2541,"Teacher: Excuse me? Student: [Inaudible] you point to the number that's [inaudible]. Teacher: You point to the number that's lowest. [TARGET]Teacher: That is not what I said.[/TARGET] Teacher: [Crosstalk]. Teacher: When you have a negative and a positive, the positive will always be greater. Teacher: Always.",0 2542,Teacher: Excuse me? Student: [Inaudible]. Teacher: You're working with them. [TARGET]Teacher: You have to talk to me.[/TARGET] Teacher: I need words. Teacher: Look at me. Teacher: Talk to me.,1 2543,"Teacher: Excuse me? Teacher: Who's your partner? Teacher: Student A, where are you? [TARGET]Teacher: Partner's looking for you.[/TARGET] Teacher: Who's your partner? Teacher: Where have you been? Student: I was looking at my-",0 2544,"Teacher: Excuse - I'll wait, Student D. Student: [Inaudible]. Teacher: I'll wait. [TARGET]Teacher: Listen.[/TARGET] Teacher: You already - student R and Student B, stop. Teacher: Everybody stop. Teacher: I'm ready to tell - now stop.",1 2545,"Teacher: Expanded form. Teacher: So we have standard form and we have expanded form. Teacher: So if I were saying to you please make 72 - and I love my active listeners that are looking at me right now because it shows me that you're paying attention. [TARGET]Teacher: So I'll wait until all eyes are on me.[/TARGET] Teacher: If I were to say make 72, then you'll notice that I can put the two on top of the 7. Teacher: That number in standard form is 72. Teacher: That number in expanded form is what?",1 2546,"Teacher: Expectation is that you're working on this pink paper. Teacher: This can go away, please. Teacher: I'll take this because it's only becoming a distraction. [TARGET]Teacher: Away, please.[/TARGET] Teacher: Listen to my directions and follow them, please. Teacher: Number eight, put that up there, Student J. I mean, number nine. Teacher: You got the marker?",1 2547,"Teacher: Explain to Ms. A how solution one works. Teacher: Tell me. Teacher: Student T, how does solution one work? [TARGET]Teacher: Put it away.[/TARGET] Teacher: Let's go. Teacher: That's not what you're doing now. Teacher: You know what?",1 2548,"Teacher: Explain to us what you did. Student: [Inaudible]. Teacher: Wait a minute. [TARGET]Teacher: I need all eyes up here.[/TARGET] Teacher: Some of you have it. Teacher: Some of you are on your way, but you need to still pay attention up here. Teacher: What do you do first?",1 2549,"Teacher: Eyes back up here. Teacher: Student L, what [inaudible] do you have? Teacher: [Inaudible]? [TARGET]Teacher: Focus.[/TARGET] Teacher: Student L. Student W. Number one. Teacher: I need all eyes up here. Teacher: [Inaudible].",1 2550,"Teacher: Eyes should be on the SmartBoard. Teacher: Hands should be in your lap. Teacher: So she started off with - have a seat. [TARGET]Teacher: I'd appreciate it, Student T, when I give you opportunity to learn that you take it.[/TARGET] Teacher: Okay, did you see how many hands went up? Teacher: Student M, is the only one that didn't put his hand up, besides you. Teacher: It tells me that you sat there while your neighbor, Student L, did this correctly.",1 2551,"Teacher: Eyes should be on the SmartBoard. Teacher: [Students quieting]. Teacher: Eyes should be on the SmartBoard. [TARGET]Teacher: Hands should be in your lap.[/TARGET] Teacher: So she started off with - have a seat. Teacher: I'd appreciate it, Student T, when I give you opportunity to learn that you take it. Teacher: Okay, did you see how many hands went up?",1 2552,"Teacher: Eyes up here. Teacher: [Students loudly working on problem]. Teacher: All right. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, be quiet. Teacher: Focus. Teacher: [Inaudible].",1 2553,"Teacher: Fifteen minutes on the clock. Teacher: Go ahead. Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. [TARGET]Teacher: Who's the task manager?[/TARGET] Teacher: Okay, let him decide. Teacher: How would you like everyone to share their answers? Teacher: Okay, so everyone is going to do part A first?",0 2554,"Teacher: Fifths, one fifth. Teacher: Come on. Teacher: One fifth, hurry up. [TARGET]Teacher: Just take it please.[/TARGET] Teacher: Put it where it belongs. Teacher: Who's got two fifths? Teacher: Don't tape them to each other, please.",1 2555,Teacher: Fifty out of a hundred. Teacher: Fifty percent. Teacher: You should know that right away. [TARGET]Teacher: I should see every hand flying up.[/TARGET] Teacher: Fifty percent is equal to what fraction? Teacher: Student A? Student: Half.,1 2556,"Teacher: Fifty-six. Teacher: Uh-huh. Teacher: Continue. [TARGET]Teacher: Are you done with this?[/TARGET] Teacher: Get to your next workshop please. Teacher: Continue, Student C. We have five more minutes. Student: [Inaudible].",0 2557,Teacher: Figure that out. Teacher: This is a grade. Teacher: I need to see you and your partner's score. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: These are going in your folders. Teacher: Hello? Teacher: Look at me.,1 2558,"Teacher: Finally she had to write a bibliography where she cited her sources. Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report. Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography. [TARGET]Teacher: I need for you to copy down what is written on the board, sweetie.[/TARGET] Teacher: Thank you. Teacher: Once again, if we add these together, what percent of the time should we have now? Teacher: 100 percent of the time she spent on this particular project.",0 2559,"Teacher: Find number eight. Teacher: Student R, and then you'll do nine. Teacher: Seven was 5,-4. [TARGET]Teacher: I want everyone to pay attention.[/TARGET] Teacher: Have a seat, Student L, please. Teacher: It has to be black so they can see it. Teacher: All right.",1 2560,"Teacher: Find the greatest common factor, and write it on the line. Teacher: Why are we - no we need to finish our work, first. Teacher: Shh. [TARGET]Teacher: Student C, no talking like that.[/TARGET] Teacher: Okay, you may use your white board as your work space. Teacher: Student G, okay. Teacher: That's not even safe to be playing like that.",1 2561,"Teacher: Find the missing number, state the property. Student: Okay. Student: Okay. [TARGET]Teacher: As long as you like [inaudible] it's perfectly fine for you to keep acting the way you're acting.[/TARGET] Student: Okay. Teacher: All right. Teacher: What is the property shown below?",1 2562,"Teacher: Find the product in its simplest form, so I want you to multiply on your paper one fourth times one third. Teacher: Find the answer in its simplest form. Teacher: You're gonna write number one and we'll check our answer in a minute. [TARGET]Teacher: You should have written one and the answer.[/TARGET] Student: [Inaudible] Teacher: Nope, just write your answer. Teacher: That's not your answer.",0 2563,"Teacher: Finish your math. Teacher: Spread your cards. Teacher: 1, 2, 3, 4, 5, 6, 7. [TARGET]Teacher: Where is it?[/TARGET] Teacher: Get another chair. Teacher: That would be too much. Teacher: Do this one.",0 2564,"Teacher: Finish your work, then I give it to you. Teacher: You have enough space here, all the space from here to here. Teacher: You can write as much as you can. [TARGET]Teacher: That's what you need to do.[/TARGET] Teacher: Go ahead. Teacher: You're done? Teacher: Okay.",0 2565,Teacher: Finish your work. Teacher: Look up here. Teacher: It says how would you explain to someone how solution two works? [TARGET]Teacher: Look at solution two.[/TARGET] Teacher: What did they do in solution two? Student: Adding. Teacher: I want you to explain that.,0 2566,"Teacher: Finish your work. Teacher: Student A, I'm not playing now. Teacher: Stop. [TARGET]Teacher: Turn around.[/TARGET] Teacher: You can do it. Teacher: You are a wonderful mathematician. Teacher: Don't worry.",1 2567,"Teacher: First I'm gonna I let's see. Teacher: I'm gonna let you chose your own partners today. Teacher: Okay I'll let you chose your own partners and once you have. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Once you and your partner, you're gonna need a folder to hide, you're gonna have to sit across from each other and you're gonna have to have a folder in the middle of you. Teacher: Cause you have to hide your boards from each other right? Teacher: So some people, four people can work in the back, you're sitting across from your partner.",1 2568,"Teacher: First of all I need for you to just pay attention. Teacher: One thing I'm noticing about you guys is that you're so in a rush. Teacher: Stop being in a rush. [TARGET]Teacher: It's okay to take your time on things.[/TARGET] Student: Um, I - Teacher: Okay. Teacher: No, I want you to hold that.",0 2569,"Teacher: First of all, boys, put your shoes on. Teacher: Second, I got a question. Teacher: Raise your hand if you can tell me what we were just doing in math. [TARGET]Teacher: And, just listen, just listen.[/TARGET] Teacher: First hand I saw was Will. Teacher: So, Will, what were we doing? Student: Today in math we was doing division by two digits.",0 2570,"Teacher: First of all, write it if you can. Multiple Students: [inaudible chatter] Teacher: Okay, where's your fact family sheet? [TARGET]Teacher: No, no, the sheet with the facts.[/TARGET] Student: I need that. Teacher: Okay, that's why I had you guys - I don't have enough. Teacher: You guys need to share.",0 2571,"Teacher: First you add all of the pieces of pizza together, then you divide the number by 6, and there's 18 pieces all together, and 18 divided by 6 is 3, so everyone gets 3 pieces. Teacher: Raise your hand - stand up if that was your thinking. Teacher: There's four different levels of thinking. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: If you're talking, stop. Teacher: All that cheering, yes, yes, yes, keep it inside. Teacher: Remember there's only one correct answer, and this is the first one I'm showing you.",1 2572,"Teacher: Five each. Teacher: Yeah. Teacher: All right. [TARGET]Teacher: Timers, let me know that the time is now up.[/TARGET] Teacher: [Inaudible] if you need more time. Teacher: Okay. Teacher: Everyone.",0 2573,"Teacher: Five hundred and ten. Student: can I have this? Student: Can I have it? [TARGET]Teacher: If Teacher A doesn't want it, maybe she will give it to you.[/TARGET] Teacher: Okay, I need everybody now to stop writing. Student: No. Teacher: What you've got.",0 2574,"Teacher: Five plus five equals ten. Teacher: Okay. Teacher: Go on to part B, now. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Yes? Teacher: Hurry up. Teacher: Student A, do you need help?",0 2575,"Teacher: Five twentieths. Teacher: Six eighteenths. Teacher: I know they're larger, but it's just to prove a point. [TARGET]Teacher: Student D, put that away.[/TARGET] Teacher: Four twelfths. Teacher: This is going to be your homework tonight. Teacher: You're going to have to do something like this for your homework, so I'm expecting you to - did you take any of these notes?",1 2576,"Teacher: Five, and just write small. Teacher: 345 Teacher: Both of them. [TARGET]Teacher: Write both of them.[/TARGET] Student: Okay. Student: Oh, I got it right. Student: [Crosstalk]",0 2577,"Teacher: Five, carry? Multiple Students: Seven. Teacher: Excuse me. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Listen, guys. Teacher: Wait for the question. Teacher: Five plus one?",1 2578,"Teacher: Five, four, three, two, one - it is [Inaudible]. Teacher: Zero. Teacher: Student T, [Inaudible]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I'm hearing too many voices. Teacher: Student T, work the entire problem out on the board. Teacher: But what did our question ask?",1 2579,"Teacher: Five, four, three, two, one. Teacher: Eyes up here, detectives. Teacher: Student F, have a seat and eyes up here. [TARGET]Teacher: Student F, thank you.[/TARGET] Teacher: All right, what we're going to do - and you guys don't need to write anything yet, okay? Teacher: If you look up on the board, I have - I have a problem. Teacher: I need you to help me construct a parallel - a parallelogram that has a perimeter of 20 centimeters and an area of 24 centimeters.",0 2580,"Teacher: Five, four. Teacher: Student A, the only way to actually learn something is you have to physically try it. Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers. [TARGET]Teacher: The numbers are not going to solve themselves.[/TARGET] Teacher: You have to try, okay? Teacher: Even if it's wrong, you still have to try. Teacher: Okay, there's nothing wrong with trying and getting it wrong.",0 2581,"Teacher: Five, three, two, four. Teacher: Student M, that's your second chance. Teacher: If I get on to you one more time no popcorn and a movie later. [TARGET]Teacher: That's all I'm gonna say.[/TARGET] Student: Yes, ma'am. Student: [Crosstalk] Teacher: Not at one time.",1 2582,Teacher: Five. Teacher: Don't move again. Student: [Inaudible] [TARGET]Teacher: Don't move again.[/TARGET] Student: To try to make the fraction equal. Teacher: To try to make equal fractions. Teacher: And why do we need to make equal fractions?,1 2583,"Teacher: Five. Teacher: Good job. Teacher: Now, let's go to page five. [TARGET]Teacher: Student N, number one, please.[/TARGET] Student: One - Teacher: Page five. Teacher: Student F, Student F, five, five.",0 2584,"Teacher: Five. Teacher: Student M, sit down, son, what are you doing? Teacher: All the way. [TARGET]Teacher: Student I, Student I, sit [inaudible].[/TARGET] Teacher: Okay. Teacher: Now, over the past couple of days, we've done four rotations, right? Student: Yeah.",1 2585,"Teacher: Five? Teacher: Students, you all who are not my math students, can you please have what you need so that you're not roaming back and forth here? Teacher: You should have a pencil, or a paper, or whatever work your teacher gave you. [TARGET]Teacher: But you should not be needing to go back and forth, back and forth, roaming in the middle of our lesson.[/TARGET] Teacher: All right, so the problem that you are multiplying - and I'm going to forget that decimal for a sec, and just multiply 314 times 25. Teacher: Three fourteen times twenty-five. Teacher: How many of you already set your problem like that?",1 2586,"Teacher: Fix it. Student: Teacher, [inaudible] on her back. Student: My back's messed up. [TARGET]Teacher: No, fix that.[/TARGET] Teacher: She'll be okay with that. Teacher: Let's go, Student C. Student: Like this is a bar graph, right?",1 2587,"Teacher: Fix it. Teacher: Thank you. Teacher: If you can hear me, clap your hands. [TARGET]Teacher: If you can hear me, clap twice.[/TARGET] Teacher: Three times. Teacher: You are not only looking at your paper - and right now I have somebody that's not paying attention - but you're looking up here, too. Teacher: The fold in your paper is - I just lost it.",1 2588,"Teacher: Flip. Teacher: And after that, of what, of the second what, fraction? Teacher: Let me see what you did in question 6. [TARGET]Teacher: Rewrite question 6 right here.[/TARGET] Teacher: [Crosstalk] Teacher: What is your answer to question number six? Teacher: [Crosstalk]",0 2589,"Teacher: Focus on the task. Teacher: One person needs to do it. Teacher: The other people are listening and watching. [TARGET]Teacher: We are no longer eating.[/TARGET] Teacher: Put the candy away. Teacher: If you have it out, you're going to just continue eating if it's a lollipop, but if it's a bracelet, or it's in a package, put the package away, because we're too focused on candy right now, and we only have 15 minutes left of this lesson. Teacher: Raise your hand if you already started drawing your pizza slices.",1 2590,"Teacher: Focus. Teacher: Everybody up here. Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer. [TARGET]Teacher: Can we have with this one, Student J come up.[/TARGET] Student: Mr. J, [inaudible]. Teacher: If you don't get the correct answer I'll call on someone else. Teacher: You guys have one minute and if you can you can and if you can't you can't.",0 2591,"Teacher: Focus. Teacher: You go around. Teacher: Excuse me. [TARGET]Teacher: Oh, [inaudible].[/TARGET] Teacher: [Inaudible]. Teacher: Everybody to your seat. Teacher: [Teacher yelling].",0 2592,"Teacher: Focus. Teacher: [Inaudible]. Teacher: Listen up. [TARGET]Teacher: Student S, look.[/TARGET] Student: Student S. Teacher: All right. Teacher: Number three.",1 2593,"Teacher: Focused. Teacher: Student J, I'm not expecting you to memorize the fractions and percentages. Teacher: You can use that as a reference. [TARGET]Teacher: So don't sit there and don't give yourself a brain cramp trying to memorize these.[/TARGET] Teacher: Use the card as a reference. Teacher: That's what it's there for. Teacher: How are we doing over here?",0 2594,"Teacher: Foldable, we're going to start the number line, okay? Teacher: With the fraction foldable, we start with the number line. Teacher: Our first number line will be halves. [TARGET]Teacher: Since the SMART Board is not working, bear with us, bear with me, okay?[/TARGET] Teacher: On my number line, what do you notice about the number line? Teacher: Student D, what do you notice about the number line? Teacher: Student D?",0 2595,"Teacher: Follow directions. Teacher: If you sit right here, right here - [inaudible]. Teacher: Student M, follow directions. [TARGET]Teacher: Student M, [inaudible] have a seat.[/TARGET] Teacher: Student M, sit right here. Teacher: Walk around the [inaudible]. Student: [Inaudible].",1 2596,"Teacher: Follow directions. Teacher: No one [inaudible] should be up. Teacher: [Inaudible] that first table. [TARGET]Teacher: If you sit at this table, [inaudible].[/TARGET] Teacher: Student M, [inaudible] sit there. Teacher: If you sit at this table, [inaudible]. Teacher: [Whistling sound].",0 2597,"Teacher: For Monday you need one lattice, one expanded, one expanded-in-the-box, and then three division the way we've been doing them. Teacher: Sit down please. Teacher: I'm not done. [TARGET]Teacher: I've asked you to sit down.[/TARGET] Teacher: Tuesday you have to have three ... three multiplication. Teacher: One expanded, one expanded-in-the-box, one lattice. Student: Wait [inaudible].",1 2598,"Teacher: For example, I have this. Teacher: I have 903 plus 102. Teacher: I add my numbers here. [TARGET]Teacher: For example, look here.[/TARGET] Teacher: Are you looking at me? Teacher: I'm going to add my numbers here. Teacher: For example - so I have now 903 plus 102.",0 2599,"Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me. Teacher: She said, oh, I can do the rest. Teacher: Can I do more? [TARGET]Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today.[/TARGET] Teacher: But tomorrow we'll go in the book and just work in the problem and see people who really are [inaudible], all right? Teacher: Yeah. Teacher: [End of Audio]",0 2600,Teacher: For what? Teacher: She didn't - it's not - go back over there. Student: [Inaudible] some boxes. [TARGET]Teacher: She's not here and you weren't [inaudible].[/TARGET] Teacher: Sit down. Student: See you Teacher B. Teacher: See you.,0 2601,Teacher: For what's your range? Teacher: Yes. Teacher: That's why I said just think. [TARGET]Teacher: Stop jumping up so fast and think for yourself.[/TARGET] Teacher: You understand? Teacher: How do you find your means? Teacher: Once you add them - we're doing one team at a time.,1 2602,"Teacher: Forty-seven ninety-six, right, 'cause we're not even taking away a whole dollar. Student: Oh, 'cause I was thinking about $40.00. Teacher: Yes, $47.96. [TARGET]Teacher: Before I continue, you need to be seated.[/TARGET] Teacher: The windows are all set. Teacher: We're all set. Student: [Inaudible].",1 2603,"Teacher: Four dollars times 20 equals our total cost, excellent. Teacher: Solve it. Student: [Is that right there?] [TARGET]Teacher: Student J, come to the board and do this.[/TARGET] Teacher: Student J says that 20 times 4 is 80, so our total cost is what Student K? Student: Eighty. Teacher: Just eighty?",0 2604,"Teacher: Four times zero is zero. Teacher: We know anything times zero is going to be zero. Teacher: [Inaudible] five. [TARGET]Teacher: My parenthesis went away, Student W, do you want to sit n the back?[/TARGET] Student: No. Teacher: [Inaudible]. Teacher: Now look forward.",1 2605,"Teacher: Four would be what I think everyone in here is definitely capable of. Teacher: Okay? Teacher: Now, there are some steps that we are going to start training ourselves to do. [TARGET]Teacher: Please take one.[/TARGET] Teacher: That help people get a better score on these open responses. Teacher: Please put your name on this paper, also. Teacher: [Handing out papers].",0 2606,"Teacher: Four, 0.28 divided by 4 equals 0.07. Teacher: Five, 0.2 divided by 5 equal 0.04. Teacher: Okay, number six, 60 cents divided by 5 equals 12 cents. [TARGET]Teacher: Put all that under your desk because I am walking around the room and I am going to trip.[/TARGET] Teacher: Number seven, 0.9 divided by 3 equals 0.3. Teacher: Number eight, 75 cents divided by 3 equals 25 cents. Teacher: Nine, 0.8 divided by 4 equals 0.2.",0 2607,Teacher: Four. Teacher: Close parenthesis. Student: You said [inaudible]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Crawl to walk. Teacher: Vice versa. Teacher: D. Where am I going to crawl?,1 2608,"Teacher: Four. Teacher: Three. Teacher: Shh. [TARGET]Teacher: Two.[/TARGET] Teacher: Shh. Teacher: One. Teacher: Student A, hit the light.",0 2609,"Teacher: Four. Teacher: Three. Teacher: Student J's group, you guys will all get Bingo when you're done, because you've worked the quietest. [TARGET]Teacher: Shh.[/TARGET] Teacher: We got to take it down a notch, okay? Teacher: I can hardly hear these guys. Teacher: Shh.",1 2610,"Teacher: Fourths, sixths, and eighths. Teacher: Anything else we know, Student D? Teacher: Hold on a second, because students are not looking at you when you speak. [TARGET]Teacher: That means you're listening.[/TARGET] Student: We know we're dividing. Teacher: We're dividing and we're sharing, right? Student: Yes.",1 2611,"Teacher: Fourths. Teacher: And then what will we do? Student: Use brown. [TARGET]Teacher: What's Student F doing, Student C?[/TARGET] Teacher: What did he just do? Student: He cut it in half again. Teacher: Half and half and he made fourths.",0 2612,"Teacher: Fraction of this set. Teacher: Now, if I want one sixth, I mean, one third, one third becomes one sixth, because half of three is six. Teacher: So one sixth, how many pieces would that be? [TARGET]Teacher: The smart people, let me call, see the smart people.[/TARGET] Teacher: Excuse - one sixth - one third is eight pieces, or eight twenty fourth. Teacher: One sixth must be - Multiple Students: Four.",0 2613,"Teacher: Freeze for one second. Teacher: Wrap this up. Teacher: The three extras are mine. [TARGET]Teacher: You know what?[/TARGET] Teacher: I'm going to take them all from you, because you're not listening to me. Teacher: Stop. Teacher: Do you want to give those to me right now?",1 2614,"Teacher: Freeze. Teacher: I'm not done. Teacher: If you have the foam dice, I need those to come up here to Student T's desk. [TARGET]Teacher: I'm not done.[/TARGET] Teacher: That's where the container is for that. Teacher: I need all of your base 10 pieces to be put away where they should be. Teacher: Why don't we instead of mass chaos, have these two tables put away their base 10 pieces first?",1 2615,Teacher: Freeze. Teacher: Just a moment. Teacher: Freeze. [TARGET]Teacher: Some of you are still playing instead of paying attention.[/TARGET] Teacher: You were told to take the light green out. Teacher: I shouldn't see anything else right now in your hands but the light green. Teacher: Put that away.,1 2616,Teacher: Freeze. Teacher: Some of you are still playing instead of paying attention. Teacher: You were told to take the light green out. [TARGET]Teacher: I shouldn't see anything else right now in your hands but the light green.[/TARGET] Teacher: Put that away. Teacher: Put it away somewhere. Teacher: The light green is what fraction?,1 2617,"Teacher: Freeze. Teacher: Student K, I didn't say talk. Teacher: I said freeze. [TARGET]Teacher: Student P, Student D, Student G, and Student J where are you?[/TARGET] Student: Me, I'm right here. Teacher: Well you are over here. Teacher: Sit there.",0 2618,Teacher: From what? Student: Least to greatest. Teacher: Mm-hmm. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Then what do you have to do? Student: I already added them. Teacher: So would this be my median?,1 2619,"Teacher: Garbage? Teacher: Student J is ready and getting a jump start on his reading homework. Teacher: Thank you. [TARGET]Teacher: Student L, Student A. I got it for him.[/TARGET] Student: I'm not supposed to be in tutoring because my mom didn't bring in the paper. Student: I don't know how that happened. Teacher: You're lucky.",0 2620,"Teacher: Get 36 cubes for Student A, and Student A. Student: Student A? Student: Student A. [TARGET]Teacher: Student A, sorry.[/TARGET] Teacher: Bingo. Teacher: Student J, and Student E, and Student N. Student D and Student N, can you work together? Teacher: Shh.",0 2621,Teacher: Get 7 cards at a time. Teacher: Is this 7 or 5? Teacher: 5 cards. [TARGET]Teacher: Can you sit down please?[/TARGET] Teacher: I want you to finish. Teacher: Just help me with the cards please. Teacher: Are you done?,1 2622,"Teacher: Get a nice clean piece and draw it right there. Teacher: Just make a box. Teacher: Replicate just what you see there, okay? [TARGET]Teacher: I hear a lot of talking when I just asked you not to talk.[/TARGET] Teacher: If I can't trust you then I'm going to have to take you off the floor. Teacher: Now do you see what I did? Teacher: Excellent, thank you.",1 2623,Teacher: Get another chair. Teacher: That would be too much. Teacher: Do this one. [TARGET]Teacher: Hold on.[/TARGET] Teacher: Do this to be 9. Teacher: Stop. Teacher: Can you stop?,0 2624,"Teacher: Get away from there, please. Teacher: Can you leave the computer please? Teacher: Pay attention. [TARGET]Teacher: Thank you.[/TARGET] Teacher: 6 plus 5 is what? Teacher: 11 Student: I already got it.",0 2625,Teacher: Get away from there. Teacher: Come right here. Teacher: Your mom did not sign it. [TARGET]Teacher: What is the problem with the camera?[/TARGET] Teacher: You know how to do math. Teacher: Where does the [inaudible] come from? Teacher: Continue.,0 2626,"Teacher: Get down from there now. Teacher: Continue. Teacher: If you cannot concentrate and do your math - it's what we're working on today. [TARGET]Teacher: Let's do this math, please.[/TARGET] Teacher: You know what to do. Teacher: Try and do this math. Teacher: I will show you.",0 2627,"Teacher: Get it really wet. Teacher: Student G, count out 36 if you need to. Teacher: If you're done, pink paper, other side. [TARGET]Teacher: I'll take that.[/TARGET] Teacher: Things that are on my desk are not to be touched. Teacher: You don't like me going through your desk, do you? Teacher: Student Z, come get this black marker for number 10, please.",1 2628,"Teacher: Get out your math calendar real fast. Teacher: We have five minutes. Teacher: I don't want to hear a word. [TARGET]Teacher: Let's see who can do this without Student A, can [inaudible] stop talking [inaudible] that back row.[/TARGET] Teacher: Shh. Teacher: Get out your math calendar. Teacher: It was homework last night, okay?",1 2629,"Teacher: Get out your math calendar. Teacher: It was homework last night, okay? Teacher: Just sit down. [TARGET]Teacher: Just sit at your desk and listen.[/TARGET] Teacher: If you don't have it [inaudible]. Teacher: All right. Teacher: Student T - everybody's sitting at their seat and on task, and ready to go is how we should be.",1 2630,Teacher: Get over there. Teacher: This is math. Teacher: This is not cleaning up folks. [TARGET]Teacher: This is not throwing away paper.[/TARGET] Teacher: Go over there. Teacher: You should have already had more than one game. Teacher: Where's the paper that you had?,1 2631,Teacher: Get some winners really quick before we line up. Teacher: I'm just going to call out the answers to save time. Teacher: All right. [TARGET]Teacher: Everyone needs to be in their seat.[/TARGET] Teacher: 216. Teacher: We're not solving anymore. Teacher: I'm just calling out answers so we can get some winners because it's almost time to line up.,1 2632,"Teacher: Get started on letter R. I'm not mad. Teacher: I wanted to slow down. Teacher: Do letter R. Turn your graph paper or find a small corner, and label it letter R, and if you're still really confused, raise your hand. [TARGET]Teacher: Student A, that doesn't sound considerate, does it?[/TARGET] Student: I did this because I didn't know the sign for the nurse. Teacher: I don't have a sign for the nurse. Teacher: Why do you need the nurse?",1 2633,"Teacher: Get that off your ear. Teacher: Student J has taken out his math book. Teacher: [Crosstalk] [TARGET]Teacher: Student D and Student J.[/TARGET] Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this. Teacher: So Student K, can you step outside? Student: Okay.",0 2634,"Teacher: Get that off. Teacher: You don't need that on right now. Teacher: [Crosstalk] [TARGET]Teacher: No, we have to wait till this is over.[/TARGET] Student: I can't. Teacher: All right, right now we - Teacher: [Crosstalk]",0 2635,"Teacher: Get that written down and I'll show you what you're going to do. Teacher: Excuse me. Teacher: Let me get back here, if I can find it. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Okay. Teacher: You want me to write them bigger? Teacher: Okay, I will.",1 2636,"Teacher: Get the card for playing. Teacher: I think it's at Ms. H's table. Teacher: Play close to a thousand. [TARGET]Teacher: Student O knows how to play it.[/TARGET] Teacher: Student O, if you don't know, I can explain to you. Teacher: The green cards. Teacher: Are you done so we can play?",0 2637,"Teacher: Get the paper towel and hold it on there, because it may help. Teacher: Look at me. Teacher: Let's go, please. [TARGET]Teacher: We went over these two, so that means you weren't paying attention.[/TARGET] Teacher: Boys at the back, I hear a lot of non-math talk. Teacher: Expectation is that you're working on this pink paper. Teacher: This can go away, please.",1 2638,"Teacher: Get them out, distribute. Teacher: We're going to start today with some Mental Math. Teacher: I know we haven't done this for a while, but you remember the procedure. [TARGET]Teacher: I will say each problem twice.[/TARGET] Teacher: These ones are not too hard. Teacher: I'll say each one twice and then you will write down the answers. Teacher: Please don't ask me if you didn't hear.",0 2639,"Teacher: Get to your workbook, this folder. Teacher: Look and see. Teacher: Go there. [TARGET]Teacher: Go there.[/TARGET] Teacher: Go to the folder. Teacher: You see here? Teacher: Pick your work.",0 2640,Teacher: Get up from there. Other Adult: [Inaudible] Student: [Inaudible] [TARGET]Teacher: Can you finish your work?[/TARGET] Student: Ahh! Student: Ahh! Student: Stop throwing!,1 2641,Teacher: Get up. Teacher: Get up. Teacher: Take a seat away from the [Inaudible] please. [TARGET]Teacher: Step away please.[/TARGET] Teacher: Right there. Teacher: Thank you. Teacher: This is one.,1 2642,"Teacher: Get your data [inaudible] book. Teacher: Don't you see the camera is on, Student S? Teacher: Where's - where's your book? [TARGET]Teacher: Turn around straight.[/TARGET] Teacher: What are you doing, Student C? Teacher: I didn't tell anybody what to do. Student: [Inaudible].",1 2643,"Teacher: Get your math book. Teacher: We are here now. Teacher: When we play we cannot have - look at the game. [TARGET]Teacher: Can you go over there and get the pencil please?[/TARGET] Teacher: Student J, can you go get a pencil? Teacher: When we finish this round one, round two you get your snack. Student: You just said when we finished round one.",0 2644,"Teacher: Get your name on the front of that and then everybody needs a ruler. Teacher: There are enough rulers here for everybody, if you can please grab one. Teacher: Thank you. [TARGET]Teacher: You want to stand?[/TARGET] Teacher: We're not talking. Teacher: That's a bad habit you've gotten into the last couple of weeks and I'm not going to tolerate it. Teacher: In front of us we have a sheet on parameters and what we are going to be reviewing today and every day will be a different topic in our guided math group, is parameter, area, and volume is our review topic for today.",1 2645,Teacher: Get your shadow card. Teacher: Student A? Student: Yes? [TARGET]Teacher: Are you talking to him?[/TARGET] Student: No. Teacher: But you are engaged with him. Student: Engaged?,1 2646,"Teacher: Get your workbook out, let's go. Teacher: Page 85. Teacher: Do you want to call your mom and go home? [TARGET]Teacher: Do you need to go home?[/TARGET] Teacher: Head down to the nurse and have them call your mom, go home. Teacher: Page 85. Teacher: On your desk, page 85, I want to come by and see how we're doing with... You want to first study the graph.",1 2647,"Teacher: Give him his pencil. Teacher: Oh, I took it. Teacher: Here's your pencil. [TARGET]Teacher: I don't know what is really going on there.[/TARGET] Teacher: Student C, go back to your seat please. Student: What am I doing? Teacher: Banging the desk and not working.",0 2648,Teacher: Give it a try. Teacher: Good. Teacher: Yeah. [TARGET]Teacher: Go ahead and try drawing a circle.[/TARGET] Teacher: That's the very first thing. Teacher: Just like that. Teacher: Good.,0 2649,Teacher: Give it to me. Teacher: Thank you. Teacher: Do your math. [TARGET]Teacher: Let me have it.[/TARGET] Teacher: Give it to me. Teacher: Thank you. Teacher: Sit down.,1 2650,Teacher: Give it to me. Teacher: Thank you. Teacher: Sit down. [TARGET]Teacher: Show me how you can do it.[/TARGET] Teacher: Look at this. Teacher: You were the one that was telling me the answers. Teacher: How did they get to 300?,0 2651,Teacher: Give it to me. Teacher: You're not supposed to have your phones here; you know this. Teacher: They are to be turned in. [TARGET]Teacher: Give it up.[/TARGET] Teacher: Did you turn it off? Student: Mm-hmm. Teacher: All right.,1 2652,"Teacher: Give me 5 for just a second now that we're organized. Teacher: One of the things that is real important in this game, Student T, and Student K, one thing that's really important, do you roll it one time and immediately get a Cuisenaire rod that works? Teacher: Then you roll it again. [TARGET]Teacher: You do not make two rolls, Student E. You should not have two dice.[/TARGET] Teacher: Do you guys remember how to do that? Teacher: Make sure you roll one time, then fix it, then roll another time, then fix it. Teacher: Where are your Cuisenaire rods, ladies?",1 2653,"Teacher: Give me 5. Teacher: I'll wait. Teacher: Somebody standing back here does not have a partner. [TARGET]Teacher: Turn around.[/TARGET] Teacher: Okay. Teacher: So Student G, you have 4 faces. Student: Wait, I have a partner.",0 2654,Teacher: Give me a paper towel. Teacher: One person is going - excuse me. Teacher: Your data is not correct. [TARGET]Teacher: What are you doing?[/TARGET] Teacher: One person is going to do it. Teacher: That's where the crayons come in. Teacher: Excuse me.,0 2655,"Teacher: Give me a second, guys. Teacher: [Silence]. Teacher: Why - why are you - I'm not [inaudible] to do [inaudible] anything. [TARGET]Teacher: Sit down.[/TARGET] Teacher: [Silence]. Teacher: Student M? Teacher: [Inaudible] scoot in.",1 2656,"Teacher: Give me a thumbs-up if your group is all set, please. Teacher: Who is the task manager at team three? Teacher: Is your group all set? [TARGET]Teacher: Check out your group.[/TARGET] Teacher: Make sure everyone's all set. Teacher: Supply monitors, if you have extra papers, put them right back in you folder. Teacher: Nice job, Student H. You can move your clothespin.",0 2657,"Teacher: Give me a thumbs-up if your group is all set. Teacher: Who is the task manager of team four? Teacher: Waiting to find out if your group is all set. [TARGET]Teacher: Give me a thumbs-up if your group is all set, please.[/TARGET] Teacher: Who is the task manager at team three? Teacher: Is your group all set? Teacher: Check out your group.",0 2658,"Teacher: Give me a thumbs-up task manager, if your group is ready. Teacher: Task manager. Teacher: Team two is ready. [TARGET]Teacher: Who is the task manager, over here?[/TARGET] Teacher: Okay, is your group all set? Teacher: Give me a thumbs-up if your group is all set. Teacher: Who is the task manager of team four?",0 2659,"Teacher: Give me five, four. Teacher: Everyone to their seat. Student: Including me? [TARGET]Teacher: No, Student S, you stay right there.[/TARGET] Teacher: Thank you for being so cooperative. Teacher: I appreciate it. Teacher: Put the markers, the tops back to the markers, up.",1 2660,"Teacher: Give me five. Student: [Inaudible]. Teacher: Yes. [TARGET]Teacher: Can you - thank you, too loud.[/TARGET] Teacher: Can you grab Student C for me? Student: Okay. Teacher: Thank you.",1 2661,Teacher: Give me five. Teacher: Way too loud. Teacher: And why are we out of our seats? [TARGET]Teacher: Sit down.[/TARGET] Student: Okay. Teacher: Just sit down. Teacher: Okay.,1 2662,Teacher: Give me five. Teacher: You're doing good job today. Teacher: I'm so proud of you. [TARGET]Teacher: So we're going to do this one.[/TARGET] Teacher: We're going to do 51 times 10 plus 51 times 2. Teacher: So? Teacher: [Inaudible].,0 2663,"Teacher: Give me that one back. Teacher: You need to stay out of theirs. Teacher: You have nothing to do with theirs. [TARGET]Teacher: That's the solution.[/TARGET] Teacher: Okay. Teacher: Boys and girls, we're going to stop, okay? Teacher: Did you finish that one?",0 2664,"Teacher: Give me the marker, please. Teacher: Thank you. Teacher: There's a strategy Student C is showing me here that I, myself, I do not know. [TARGET]Teacher: I do want to learn from him, please.[/TARGET] Teacher: I do want to learn from him. Student: Go on then. Teacher: He said 25 times 3 -",1 2665,"Teacher: Give me. Teacher: Let me give you a piece of foam. Teacher: Student C, sit down. [TARGET]Teacher: Get to your workbook, this folder.[/TARGET] Teacher: Look and see. Teacher: Go there. Teacher: Go there.",0 2666,"Teacher: Give these to your family. Teacher: It tells them they can get internet for $9.95. Teacher: This should also be in your mailbox. [TARGET]Teacher: Student A, we are not speaking.[/TARGET] Teacher: You can get internet for $9.95 a month. Teacher: Give this to your mother. Teacher: I'm sorry.",1 2667,"Teacher: Give your work here. Teacher: Let me give you the next one. Teacher: Get two math books there. [TARGET]Teacher: No, you don't have to erase it.[/TARGET] Teacher: Leave it. Teacher: I like the way you did it here. Student: This one?",0 2668,Teacher: Go [inaudible] please. Teacher: Everything off your table. Teacher: This table is a big 'ol mess. [TARGET]Teacher: Put that away [inaudible].[/TARGET] Teacher: [Inaudible] good. Student: [Inaudible]. Teacher: Just put it on the floor.,1 2669,Teacher: Go ahead Student J. Nope. Teacher: Sit at Student N's seat. Teacher: That is Student N's seat. [TARGET]Teacher: This is Student J's seat.[/TARGET] Teacher: Nope. Teacher: You three need six cards. Teacher: They need six cards.,1 2670,"Teacher: Go ahead and get started. Student: [Inaudible] plain piece of paper? Teacher: No. [TARGET]Teacher: You're using this paper, right here.[/TARGET] Teacher: If you need to do any work, you can put it on this paper as well, okay? Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time. Teacher: On your real MCAS, remember, you won't have a time.",0 2671,"Teacher: Go ahead and label your number line. Multiple Students: [Crosstalk]. Student: [Inaudible]. [TARGET]Teacher: Student A, there's no reason to get that loud.[/TARGET] Teacher: What's the problem, Student B? Student: [Inaudible] we need another paper clip. Teacher: You have another one?",1 2672,"Teacher: Go ahead and multiply those. Teacher: Multiply them. Teacher: You're using a decimal. [TARGET]Teacher: I need for you to multiply.[/TARGET] Teacher: Please put the decimal in front of those and multiply them. Teacher: You need a quick review on how to multiply with decimals. Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6.",0 2673,Teacher: Go ahead and re-read. Teacher: Yes? Student: Which one? [TARGET]Teacher: You're re-reading the problem.[/TARGET] Student: [Inaudible]. Teacher: You're re-reading the whole problem. Teacher: Not just part A.,0 2674,"Teacher: Go ahead and use your finger and write the answers. Teacher: You figure it out in your notebook while he does it up here. Student: I [inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: [Silence]. Teacher: We take our highlighter for a reason, because the highlighter becomes our column. Teacher: Two, straight down.",1 2675,"Teacher: Go ahead and write this work down. Teacher: Write this down on the third space. Teacher: Write this down in the third space. [TARGET]Teacher: Let me talk, okay?[/TARGET] Teacher: Write it down - write this down. Teacher: I want a triangle with an area - go ahead and write area equals 42. Teacher: Perimeter equals 53.",1 2676,"Teacher: Go ahead, Student B. Student: One trapezoid, [inaudible]. Teacher: I'm sorry, let's wait. [TARGET]Teacher: Let's wait.[/TARGET] Teacher: Are we ready? Teacher: Okay, are we listening? Teacher: Go ahead, Student B.",1 2677,"Teacher: Go ahead, Student M. What's your question? Student: [Inaudible]. Teacher: We're going to do that at our seats because I want you to go to your desks at this point. [TARGET]Teacher: Can you all stand up?[/TARGET] Teacher: Be quiet and go back to our desks. Teacher: 1, 2, 3. Teacher: So [inaudible].",0 2678,"Teacher: Go ahead, Student T. Go help. Teacher: Student T, that was nice of you to see he was struggling and offer to assist him. Teacher: Now Student C, take the eraser. [TARGET]Teacher: Student T, come sit.[/TARGET] Teacher: No, listen to me, Student C. Erase the red line. Teacher: Erase the blue line. Teacher: Erase the green line.",1 2679,"Teacher: Go ahead, buddy. Teacher: I hope you feel better, Student Z. Teacher: Go home and get rest. [TARGET]Teacher: Is your mom going to be okay with you going home?[/TARGET] Teacher: You sure? Teacher: All right. Teacher: So what do we have?",1 2680,"Teacher: Go ahead. Student: 3,400. Teacher: 3,400. [TARGET]Teacher: I am being interrupted all day today.[/TARGET] Teacher: Yes, Teacher L. Teacher: Oh. Teacher: I -",1 2681,"Teacher: Go ahead. Student: Since two thirds is close to 1, I rounded it to 1, and since one fifth is closer to 0, I rounded it to 0. Student: Then I added. [TARGET]Teacher: You guys are supposed to listen so you can either agree or disagree with Student J.[/TARGET] Teacher: Excuse me. Teacher: Get your hand down. Teacher: Let's see what Student J did.",1 2682,"Teacher: Go ahead. Teacher: Student S, they're not doing this for you. Teacher: They're doing this with you. [TARGET]Teacher: Pay attention to what Student H is doing.[/TARGET] Teacher: So then how many total are in the scoop? Teacher: Why are you adding 1? Teacher: That confuses me.",1 2683,"Teacher: Go ahead. Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. Teacher: Who's the task manager? [TARGET]Teacher: Okay, let him decide.[/TARGET] Teacher: How would you like everyone to share their answers? Teacher: Okay, so everyone is going to do part A first? Teacher: Okay.",0 2684,"Teacher: Go ahead. Teacher: Yes, Student N? Teacher: You put the money back. [TARGET]Teacher: She didn't take it with her.[/TARGET] Teacher: Why didn't you take it with you? Teacher: You left it on the table. Teacher: Do not tear the bag up.",0 2685,Teacher: Go ahead. Teacher: You're done? Teacher: Okay. [TARGET]Teacher: You can play a game with the - who drew that?[/TARGET] Teacher: Step outside there and get your 5. Teacher: Step by the door and get your 5. Teacher: Go get your card.,1 2686,Teacher: Go ahead. Teacher: You're answering all three parts. Student: Are we supposed to do it all on the back? [TARGET]Teacher: Where are we supposed to write our answer?[/TARGET] Student: On the answer sheet. Teacher: On the answer sheet. Teacher: Very good.,0 2687,"Teacher: Go ahead. Teacher: [Inaudible] together, okay? Teacher: You're the motivator. [TARGET]Teacher: Go ahead and re-read.[/TARGET] Teacher: Yes? Student: Which one? Teacher: You're re-reading the problem.",0 2688,"Teacher: Go around in a circle. Teacher: I told you a half. Teacher: You, nine sixteenths. [TARGET]Teacher: Do not say anything to anyone else.[/TARGET] Teacher: Don't say anything. Teacher: Once you've got it, take everything off, and we're going to look at what Student C did, because Student C did it different from the rest of us. Teacher: It's not perfect.",0 2689,"Teacher: Go back 72 degrees. Teacher: Where's your protractor? Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent. [TARGET]Teacher: Do you need some help measuring your degrees, or are you okay?[/TARGET] Student: I'm okay. Teacher: Let's put those away. Teacher: Put 180.",0 2690,"Teacher: Go back and go on and work. Student: What listen, don't do that, he just turned it back on. Student: I wanted to turn it back on. [TARGET]Teacher: That's done for me.[/TARGET] Teacher: Go back to your seats, finish your math. Student: I don't like these cameras and I'll smack him in the head with the microphone. Student: Then I smack you again.",1 2691,"Teacher: Go back and look at those, okay? Teacher: Thank you, ma'am. Teacher: Student C, if you don't get busy, if I look over here one more time and you're not doing what you're supposed to, [inaudible]. [TARGET]Teacher: How are we doing, Student T?[/TARGET] Student: I'm doing good. Teacher: Tell me about this one, and this one. Teacher: Both of those are incorrect.",0 2692,"Teacher: Go back further. Teacher: Okay. Teacher: Do not bring the chairs. [TARGET]Teacher: Come stand.[/TARGET] Teacher: I need your attention in 5, 4, look at me, 3, 2, 1. Teacher: In a soft, soft voice, and I mean softer than the voice I'm talking in, I'm going to give you one minute to talk to the people in your group about why you belong together. Teacher: Look at your shapes and - not ready yet.",1 2693,"Teacher: Go back there, Student S. Okay. Teacher: They have four. Teacher: It's only two? [TARGET]Teacher: Oh, that's because I had to send out Student J and Student E. Hold on.[/TARGET] Teacher: I have two boys over here. Teacher: Hold on. Teacher: You guys, okay.",0 2694,"Teacher: Go back to the seat. Teacher: The ticket out the door is to answer the questions on the bottom. Teacher: I said quiet as a mouse. [TARGET]Teacher: Should I hear anything but breathing?[/TARGET] Teacher: Student D, I asked you to put them away. Teacher: Your bag broke? Teacher: I can do that.",1 2695,"Teacher: Go back to your desk where you belong so that we're all ready to move on. Teacher: You can sit your desk, the back desk, or that desk. Teacher: You have several choices that are far away from the fly. [TARGET]Teacher: You either sit quietly or you move.[/TARGET] Student: [Inaudible]. Teacher: There's 19 other kids aren't having a problem. Teacher: They're ready to learn math.",1 2696,Teacher: Go back to your seat. Teacher: Ladies. Teacher: Ladies. [TARGET]Teacher: Young girls.[/TARGET] Teacher: Okay. Teacher: Excuse me. Teacher: Are you listening?,0 2697,"Teacher: Go back to your seats. Teacher: If you have not finished, this will help you to finish up your work. Teacher: Sh. [TARGET]Teacher: Let's stop.[/TARGET] Teacher: I'm waiting for you Teacher S. Teacher: Sorry. Teacher: We were doing multiplication.",1 2698,Teacher: Go buy some at the store. Teacher: I'll eat it. Teacher: All right. [TARGET]Teacher: Let's press stop.[/TARGET] Teacher: Thank you for helping back here. Teacher: Right down there. Teacher: [End of Audio],0 2699,"Teacher: Go do what I asked. Student: [Inaudible] just turned off all the [Inaudible]. Teacher: I know. [TARGET]Teacher: Go do what I asked you to do, please.[/TARGET] Teacher: Okay. Student: [Inaudible]. Teacher: 'Cause eight times three is 24.",1 2700,"Teacher: Go down to [Inaudible]and bring me your passport. Student: I was paying attention. Student: I'm serious. [TARGET]Teacher: Student S, go bring me your passport, please.[/TARGET] Teacher: Okay. Teacher: First problem I want you to try is Number 6 on page 439. Teacher: Number 6, page 439.",1 2701,Teacher: Go eat worms or something. Teacher: Still waiting. Teacher: One person from your table is going to come and get some magazines. [TARGET]Teacher: So Student M is not doing it because he's talking when he's not supposed to be.[/TARGET] Teacher: That person is also going to get one bottle of glue and four pairs of scissors. Teacher: Actually send one person to get the glue and scissors and one person to get the magazines. Teacher: You need to think smart.,1 2702,"Teacher: Go get another one. Teacher: You know that. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: [Inaudible]. Teacher: You need to [inaudible], okay? Teacher: [Inaudible].",1 2703,"Teacher: Go get the one everyone else is using. Student: Is it okay if we do it this way? Teacher: It's you and your partner. [TARGET]Teacher: You show me what you guys decide.[/TARGET] Teacher: Like I said, you might want to do a plan before you start doing anything. Teacher: Have you discussed the graph? Teacher: Have you discussed the chart and what you see?",0 2704,"Teacher: Go get your card. Teacher: Get the card. Teacher: Get the card for playing. [TARGET]Teacher: I think it's at Ms. H's table.[/TARGET] Teacher: Play close to a thousand. Teacher: Student O knows how to play it. Teacher: Student O, if you don't know, I can explain to you.",0 2705,"Teacher: Go head back to your group now. Teacher: Time is up, over here. Teacher: The rest of [inaudible] your homework. [TARGET]Teacher: Student T. Can I see Student R, Student K.[/TARGET] Student: With a pencil? Teacher: With a pencil, please. Teacher: Student J, Student H. Actually Student J, and Student N. I'll leave Student H there.",0 2706,"Teacher: Go move your clothespin, please. Teacher: That's Student J's job. Teacher: She can handle that herself. [TARGET]Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them.[/TARGET] Teacher: He's the writer. Teacher: He's the recorder, right? Teacher: Come on Student R, you're the recorder.",0 2707,"Teacher: Go on to part B, now. Teacher: Let's go. Teacher: Yes? [TARGET]Teacher: Hurry up.[/TARGET] Teacher: Student A, do you need help? Teacher: Okay. Student: I finished part A, but-",0 2708,Teacher: Go sit down and read the directions again. Teacher: Put all the weights down. Teacher: You're not following directions. [TARGET]Teacher: You guys are better at following directions than that.[/TARGET] Teacher: You haven't done anything it says except for making a chart. Teacher: Read the directions. Teacher: So what's the first label supposed to be?,1 2709,"Teacher: Go sit down in your seat please. Student: He say people shouldn't be judged by- Teacher: Let's do that again or are you just practicing? [TARGET]Teacher: Put it away get ready for math, math.[/TARGET] Student: Who's math? Teacher: It's time you put the trashcan back by the door I know Student D had it. Teacher: [Inaudible].",1 2710,"Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right? Teacher: You're not going to go, ""Ah, who cares."" Teacher: So here's what we're going to do today. [TARGET]Teacher: I'm going to need to you to get with a partner.[/TARGET] Teacher: I'm going to count down by 1. Teacher: You have to have a partner. Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1.",0 2711,"Teacher: Go to your seats, please. Teacher: That's problem D. That's a mistake. Teacher: Let's do these problems, quickly. [TARGET]Teacher: Sit down, please.[/TARGET] Teacher: I would appreciate it if you would go to what I asked you to do, please. Teacher: It's problem D in your book. Teacher: Problem D in your book.",1 2712,"Teacher: Go to your slate. Teacher: Let's do one problem together, everyone. Teacher: I'm going to be asking you some question, what we should be doing. [TARGET]Teacher: Let's do this together.[/TARGET] Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3. Teacher: Now we're going to do the first step. Teacher: Excuse me.",0 2713,"Teacher: Go up there and write the symbol for those. Teacher: We know what the equals sign looks like, right? Student: Yes. [TARGET]Teacher: So no sense in calling you up there.[/TARGET] Teacher: Let's see what she knows. Teacher: Right beside greater than. Teacher: Okay, and?",0 2714,"Teacher: Go, Student J. Teacher: Thank you. Teacher: Problem D, let's go, in your book. [TARGET]Teacher: Move your chair in, please.[/TARGET] Teacher: Go ahead. Teacher: Remember what is says? Teacher: It says estimate these sums and describe your thinking, so you're estimating two thirds plus one fifth.",1 2715,"Teacher: Go, Student L. 2 and 4, are they both even numbers? Student: I know, but [inaudible]. Teacher: What's 7 times 9? [TARGET]Teacher: Look.[/TARGET] Teacher: 7 times 9, 63. Teacher: Why are you all yelling at him? Teacher: That's very rude.",1 2716,"Teacher: Go. Student: [Inaudible]. Teacher: His is a little bit different than that one. [TARGET]Teacher: Student D, go.[/TARGET] Student: [Inaudible]. Teacher: Sentence form, listen to what Student D says. Student: Added 4 or multiplied 4 by our fractions that our [inaudible].",0 2717,"Teacher: Go. Teacher: One, two, three, four, five. Teacher: Okay, Student F, you're over there. [TARGET]Teacher: I feel like you were trying to look and see where people went.[/TARGET] Student: No, I [inaudible]. Teacher: Okay, that's fine. Teacher: All right, the answer is nine and three tenths.",1 2718,"Teacher: Go. Teacher: That was letter Q. Teacher: Get started on letter R. I'm not mad. [TARGET]Teacher: I wanted to slow down.[/TARGET] Teacher: Do letter R. Turn your graph paper or find a small corner, and label it letter R, and if you're still really confused, raise your hand. Teacher: Student A, that doesn't sound considerate, does it? Student: I did this because I didn't know the sign for the nurse.",0 2719,"Teacher: Go. Teacher: [Crosstalk - students doing activity] Teacher: All right. [TARGET]Teacher: If you started cutting, I need you to stop for just a second for me.[/TARGET] Teacher: I need your eyes. Teacher: We're gonna go over the shapes real quick, just to make sure we're all on the same track with these. Teacher: So I'll wait for you because I need you to go back to your seats now.",1 2720,"Teacher: Good job you guys are doing a good job labeling your coordinates. Teacher: Now be careful look at this, is this over where the 7, oh yeah you're right sorry. Teacher: Mark your marks a little bit darker. [TARGET]Teacher: Student A sit down, you chose to stop you can play this later.[/TARGET] Teacher: Now who's turn was it just now? Student: My turn. Teacher: What did he get?",1 2721,"Teacher: Good job, boys and girls. Teacher: Close up your books. Teacher: Take about five minutes to eat your snacks, and then get ready to go to Ms. R's class. [TARGET]Teacher: We're not sharing snacks.[/TARGET] Teacher: There is probably a better way to represent it so it's easier to read. Teacher: [Inaudible]. Teacher: Say 1, 2, 3 people had [inaudible].",1 2722,Teacher: Good job. Student: I'm working my heart out. Teacher: Sit down. [TARGET]Teacher: Stay here.[/TARGET] Teacher: Do your work here. Teacher: Sit down. Teacher: Sit.,1 2723,"Teacher: Good job. Teacher: All right. Teacher: Make sure your board is all the way erased. [TARGET]Teacher: That's not what I asked you to do.[/TARGET] Teacher: I'm looking for someone who's sitting really nice and quietly and not talking, because we're about to take a quiz. Teacher: Let's see. Teacher: Student Y, will you collect the boards?",1 2724,"Teacher: Good job. Teacher: He is not on that - in that unit. Teacher: Page five, unit six. [TARGET]Teacher: Okay, Student E, number two, please.[/TARGET] Teacher: Student E. What fraction is that? Student: One fourth. Student: What?",0 2725,"Teacher: Good job. Teacher: How many pieces? Teacher: [Crosstalk] [TARGET]Teacher: Student J, you may talk to anyone.[/TARGET] Teacher: Yeah, talk to someone. Teacher: Student N, yeah, [inaudible], you may get into that talking. Teacher: Yes.",0 2726,"Teacher: Good job. Teacher: I like that. Teacher: All right. [TARGET]Teacher: Now, another one and then we'll go into our book and practice, and practice.[/TARGET] Teacher: Now, remember, we went into a different - different set. Teacher: We went into a different set. Teacher: We went into one third for this set.",0 2727,"Teacher: Good job. Teacher: If you finish this page, I'll give you a cracker. Teacher: When you finish. [TARGET]Teacher: Can you stop throwing that?[/TARGET] Teacher: Give it to me. Teacher: Thank you. Teacher: Do your math.",1 2728,"Teacher: Good job. Teacher: I'm back. Teacher: [Crosstalk] [TARGET]Teacher: No, no, no.[/TARGET] Teacher: Let them - let them. Teacher: [Crosstalk] Teacher: Somebody is ready.",0 2729,Teacher: Good job. Teacher: Let's see where quadrant two would go. Teacher: Quadrant two. [TARGET]Teacher: Let's sit down.[/TARGET] Teacher: You can have a seat. Teacher: Thank you. Teacher: Very great.,1 2730,"Teacher: Good job. Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2. Teacher: What does 9 - sorry. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student D, you're still distracting us. Teacher: Can you please turn around and sit down? Student: You put the 1 on top of the 9.",1 2731,"Teacher: Good job. Teacher: Student R, are you paying attention to what he just said? Teacher: No. [TARGET]Teacher: On the next one, you need to pay attention, okay?[/TARGET] Teacher: You're not paying attention, and when you don't pay attention, you definitely don't understand. Teacher: Can you switch seats with Student R? Teacher: Let's try the next one.",1 2732,Teacher: Good job. Teacher: This is what I want you to do. Teacher: What I need you to do is I want group two to go - I'll wait. [TARGET]Teacher: Don't move until I tell you to.[/TARGET] Teacher: Group two will go to the computers. Teacher: Don't move until I tell you to. Teacher: Group one will be with me.,1 2733,"Teacher: Good job. Teacher: We're doing the second one, number two. Student: Marbles. [TARGET]Teacher: Number two, and then we are about to finish and say what did we learn.[/TARGET] Teacher: All right, hold on. Teacher: Somebody already do number two. Student: Three fourths.",0 2734,Teacher: Good job. Teacher: What is the value of 2 here? Teacher: 20 [TARGET]Teacher: 90 plus - I want to remind you that there is a camera here watching you.[/TARGET] Teacher: I have here 90 plus 10 is what? Teacher: Student T? Student: 90 plus 10?,1 2735,"Teacher: Good job. Teacher: You did a good job, guys. Teacher: Can it go further up? [TARGET]Teacher: That's it.[/TARGET] Teacher: Thanks. Teacher: All right, now, listen. Teacher: May I have your attention - attention again?",0 2736,"Teacher: Good mental math, Student B. Teacher: Wait a second. Teacher: You got one more question. [TARGET]Teacher: You're so quick to leave.[/TARGET] Teacher: Okay. Teacher: Now, circle all of these equations - there's three equations here - that are true for this model drawing right here. Teacher: Okay?",1 2737,"Teacher: Good morning, everyone. Multiple Students: Good morning, Teacher. [TARGET]Teacher: Now, listen carefully, listen again.[/TARGET] Teacher: All right, this morning we will continue exploring - exploring fractions, all right? Teacher: And - fractions. Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice.",0 2738,"Teacher: Good question. Teacher: Student E. Student: [Inaudible]. [TARGET]Teacher: I can't hear you because I hear mumbling and I hear other people talking when you're talking, and that disappoints me, 'cause I know you don't do that.[/TARGET] Teacher: Go ahead. Student: It doesn't have anything on the top of the [inaudible], on top of the other shape [inaudible]. Teacher: So we talked about it being one-dimensional.",1 2739,"Teacher: Good thinking. Teacher: Good thinking. Teacher: When you finish your four problems, you are on the floor playing round up or you're at your desk playing round up. [TARGET]Teacher: Student N, can I please have that?[/TARGET] Student: Oh, what? Student: Which one? Student: How do you spell pieces, Teacher F?",0 2740,"Teacher: Good. Student: Oh, my gosh - Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Student J. Teacher: And then we've got brother, right?",1 2741,"Teacher: Good. Teacher: Are you the noise monitor, Student B? Teacher: Go move your clothespin, please. [TARGET]Teacher: That's Student J's job.[/TARGET] Teacher: She can handle that herself. Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them. Teacher: He's the writer.",1 2742,Teacher: Good. Teacher: Do you need a pencil? Teacher: Okay. [TARGET]Teacher: Now this is a mathematical tool.[/TARGET] Teacher: It's not a toy. Teacher: It's a tool. Teacher: Be very careful with it.,0 2743,"Teacher: Good. Teacher: I - Student S, I cannot - yep, that's good. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student S, use a darker color, okay? Teacher: What is the common fraction? Teacher: Simplest form.",1 2744,"Teacher: Good. Teacher: Just take it out the door. Teacher: You've got to pick, girl. [TARGET]Teacher: Ms. W is crazy.[/TARGET] Teacher: That's fine. Teacher: Stick it on the whiteboard. Teacher: Yes.",0 2745,"Teacher: Good. Teacher: Let's take a look - come on, guys. Teacher: You only have a couple more minutes with me. [TARGET]Teacher: You have to focus.[/TARGET] Teacher: We'll talk about a square last. Teacher: All equal sides, sometimes, always or never? Student: Always.",1 2746,"Teacher: Good. Teacher: Recorders are ready? Teacher: Recorders, take that blank paper. [TARGET]Teacher: That extra one that you had.[/TARGET] Teacher: That extra answer sheet. Teacher: Write the name of your group at the top. Teacher: So, group one.",0 2747,"Teacher: Good. Teacher: See if you can label that, Student X. Teacher: Let me see what you've got. [TARGET]Teacher: Turn your board around.[/TARGET] Teacher: Okay. Teacher: Student S has hers. Teacher: Now got it?",0 2748,"Teacher: Good. Teacher: So now let's take a look at this one. Teacher: You have to measure to 72 degrees to get your research. [TARGET]Teacher: Go ahead and figure that one out.[/TARGET] Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography. Teacher: Got it? Teacher: We can do the 20 percent.",0 2749,"Teacher: Good. Teacher: Student E, put that away, please. Teacher: Yeah, once you finish number three, you can go on to number four. [TARGET]Teacher: Student A, your voice is too loud.[/TARGET] Student: Like this? Teacher: Where are you getting the 4? Teacher: You're writing them out of order.",1 2750,Teacher: Good. Teacher: Thank you very much. Teacher: Student J is on top of things. [TARGET]Teacher: Stop what you're doing.[/TARGET] Teacher: So how many blocks do you need? Student: Three? Teacher: Three.,0 2751,"Teacher: Good. Teacher: Those are the two we're going to do. Teacher: I need eyes up on the board. [TARGET]Teacher: Student J, I need you to be sitting in your seat.[/TARGET] Teacher: So we have our length and our width. Teacher: So this is my first strategy. Teacher: We ready?",1 2752,"Teacher: Good. Teacher: What's another one, Student I? Student: He took mine. [TARGET]Teacher: He didn't take it.[/TARGET] Teacher: You just knew the same thing. Teacher: That's good. Teacher: That means you're really smart.",0 2753,"Teacher: Good? Student: Yeah. Teacher: Great. [TARGET]Teacher: You're scaring me with how fast your picking this up.[/TARGET] Teacher: Student W, put your hood down, please. Teacher: [Inaudible] this up. Teacher: Okay.",0 2754,"Teacher: Goodbye Harvard people. Student: Did you say that in [inaudible]. Teacher: [Beep]. [TARGET]Teacher: Because they're going to be listening.[/TARGET] Teacher: They're sitting in a lab right now, deep in an underground facility. Teacher: Okay, as you are talking I'm going to ask you to have a seat. Teacher: Five.",0 2755,"Teacher: Got it? Student: Uh-huh. Teacher: Okay. [TARGET]Teacher: You're just going to listen.[/TARGET] Teacher: For those of you who decide you want to get up and about because you think you can, uh-uh, wrong answer. Teacher: Student C? Student: Can I go get a pencil?",1 2756,"Teacher: Got it? Teacher: We can do the 20 percent. Teacher: Are you finished? [TARGET]Teacher: Are you finished with this?[/TARGET] Student: Oh yeah, I'm finished with that. Teacher: That's fine. Teacher: Yes?",0 2757,"Teacher: Got you. Teacher: Boys and girls, listen carefully. Teacher: We will be using the protractors later, so would you put those in your desk? [TARGET]Teacher: Would you please put your paper in your blue folder for homework tonight?[/TARGET] Teacher: Thank you oh so much. Teacher: Yes? Student: You can also use it for like, chocolate.",0 2758,"Teacher: Grab another one. Teacher: Sh. Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds. [TARGET]Teacher: Sh.[/TARGET] Teacher: You're shading two thirds. Teacher: This is one. Teacher: You've got to do two.",1 2759,"Teacher: Grab another sheet of paper. Teacher: I put some white paper in the middle of your tables. Teacher: Grab another one. [TARGET]Teacher: Sh.[/TARGET] Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds. Teacher: Sh. Teacher: You're shading two thirds.",1 2760,"Teacher: Great job right here. Student: [Inaudible] Number 2. Student: I'm not doing Number 2. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I like how Student D is working. Teacher: Excellent. Teacher: Student A, I need you to focus.",1 2761,"Teacher: Great. Teacher: Okay. Teacher: So I'm going to point these out to you. [TARGET]Teacher: Student O, can you please close that door?[/TARGET] Teacher: What is it? Student: Would two cups make a pint? Teacher: We're going to talk about that today, okay?",0 2762,"Teacher: Great. Teacher: That's good. Teacher: That's exactly what I wanted. [TARGET]Teacher: I need kids sitting at their desk.[/TARGET] Teacher: I need you pushed into your desk. Teacher: Mrs. S's group come right back to your desk please. Teacher: Mrs. B's group, once you put your homework in your mailbox I need you to come join us over here please.",1 2763,"Teacher: Group four. Teacher: Whatever you guys are. Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand. [TARGET]Teacher: You're the boss, remember.[/TARGET] Teacher: That's you. Teacher: I would say, okay, everyone. Teacher: Let's look at what we have for part A.",0 2764,"Teacher: Group one and Ms. A's students are with me. Teacher: Group one, when you come, you guys, bring your worksheets with you. Teacher: Do you know what Mr. S? [TARGET]Teacher: Why don't you have a seat, put your head down?[/TARGET] Teacher: Don't change it. Teacher: It's already on an activity for you. Teacher: Look on to Student B's and bring up the website.",1 2765,"Teacher: Group one will be with me. Teacher: Group three, you'll take your papers that you have, and I'll give you another sheet back here. Teacher: You will work on the other sheet. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: As soon as I know why somebody's standing up, I'll know what to say. Teacher: Very good, Student S. Still waiting. Teacher: Wait a minute.",1 2766,"Teacher: Group three will come up with me. Teacher: So who isn't in group two? Teacher: Student S, why did you exit all the way out? [TARGET]Teacher: You have to wait.[/TARGET] Teacher: [Inaudible]. Teacher: I'll still wait. Teacher: I'm still waiting.",1 2767,"Teacher: Group three. Teacher: Group four. Teacher: Whatever you guys are. [TARGET]Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand.[/TARGET] Teacher: You're the boss, remember. Teacher: That's you. Teacher: I would say, okay, everyone.",0 2768,"Teacher: Group two at the top. Student: Well what if you didn't get an answer? Teacher: That's okay you're gonna all do A and B together and then if nobody got C you work on it together okay? [TARGET]Teacher: You have to stop writing now.[/TARGET] Teacher: You guys are group four who's the recorder? Teacher: Share and help each other to write the final. Teacher: Write group four at the top, two, three, four, yep at the top.",1 2769,"Teacher: Group two. Teacher: Group three. Teacher: Group four. [TARGET]Teacher: Whatever you guys are.[/TARGET] Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand. Teacher: You're the boss, remember. Teacher: That's you.",0 2770,"Teacher: Group two- Student: I told them C and B already. Student: I know B and C because C will be 5 cause when you do um- [TARGET]Teacher: Wait, wait, wait Student D is talking.[/TARGET] Student: And B, B will be three. Student: No. Teacher: Okay you're trying to say if you will get A right you will get B and C right because they go in order.",1 2771,"Teacher: Guys sit down and get to work. Teacher: [Student humming purposely into the mic] Student: No, no, 5, why are you copying her? [TARGET]Teacher: Put it down.[/TARGET] Teacher: If you didn't do your work yesterday you can start now. Multiple Students: [Inaudible] Multiple Students: [Student humming purposely into the mic]",1 2772,"Teacher: Guys, I got tape. Teacher: You can tape them up. Teacher: Okay. [TARGET]Teacher: You're talking to her.[/TARGET] Student: Teacher F, we need help for one for leftovers. Teacher: Hold on one second, 'cause I haven't been to this group at all. Student: Is this -",0 2773,"Teacher: Guys, after you draw your grid and add it up, go ahead and do the multiplication problem any way you want. Teacher: You can do - Teacher: [Crosstalk] [TARGET]Teacher: Listen.[/TARGET] Teacher: I want you to check your answer. Teacher: After you draw the grids out, go ahead and do the problem. Teacher: You can do Lattice or partial product.",1 2774,"Teacher: Guys, everyone needs to clean up. Teacher: Everyone's stuff should like Student A's and Student C's and Student R's. Teacher: That's it. [TARGET]Teacher: Bye.[/TARGET] Teacher: [Inaudible] Teacher: Let's go. Teacher: Let's see who else is [clean and ready].",0 2775,"Teacher: Guys, excuse me. Teacher: I'm sorry. Teacher: There's some people in here who don't understand when they are supposed to read. [TARGET]Teacher: Once again, if you don't realize that, then don't say anything at all.[/TARGET] Teacher: Perimeter is the what? Multiple Students: [Crosstalk]. Student: The distance around the outside edge of a flat object.",1 2776,"Teacher: Guys, give me five. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, I'm going to pass this out. Teacher: You only need one paper. Student: Can we cut it in half?",1 2777,"Teacher: Guys, hold on. Teacher: Listen up. Teacher: Hello? [TARGET]Teacher: I'm talking here.[/TARGET] Teacher: Go to your seats, please. Teacher: That's problem D. That's a mistake. Teacher: Let's do these problems, quickly.",1 2778,"Teacher: Guys, you need to be quiet so I can hear Student E's- Student: 58, 160, free space, 1,936, and 35. Teacher: He got bingo. [TARGET]Teacher: Like I said, don't clear your boards.[/TARGET] Teacher: Boys, you can continue to play, okay, but it's always the first boy and the first girl who get a credit. Teacher: Now we'll keep playing until one of our girls gets bingo. Teacher: You've got bingo too?",0 2779,"Teacher: Guys? Teacher: Guys? Teacher: Listen. [TARGET]Teacher: Shh.[/TARGET] Teacher: We're going to review this some more. Teacher: We're going to review more tomorrow. Teacher: We're going to work on this more tomorrow, but we got to take a test on area.",1 2780,"Teacher: Had they said number of students, you would just put 22. Teacher: They said fraction. Teacher: All right. [TARGET]Teacher: E, I want you to do E on your own.[/TARGET] Teacher: And I'm gonna check it. Teacher: Do E on your own and I'm gonna check it. Teacher: E. Do E on your own and I'm gonna check it.",0 2781,"Teacher: Half of 24. Teacher: Half of 24, one out of 2 pieces. Teacher: [Crosstalk among students] [TARGET]Teacher: If you're being silly she can't think.[/TARGET] Student: I'm not being silly. Student: I'm telling her. Teacher: Well let's see.",1 2782,"Teacher: Half of six is three. Teacher: So three out of six pieces is half of them. Teacher: I can tell that is bothering classmates when we have side conversations. [TARGET]Teacher: I don't know who it is, but it need to stop.[/TARGET] Teacher: So if half are yellow, we know have are yellow. Teacher: Now there are 30 marbles in the whole bad. Teacher: Now we're getting a number.",1 2783,"Teacher: Half. Teacher: Half of the half is six, half of the half is one fourth. Teacher: That's what we're looking into again. [TARGET]Teacher: And let's continue.[/TARGET] Teacher: What is this here? Teacher: Look at this. Teacher: Anybody, anybody, anybody.",0 2784,"Teacher: Hands down. Teacher: Everybody, I want you to pay close attention because we're gonna answer these together. Teacher: Turn around. [TARGET]Teacher: That's not helping him.[/TARGET] Teacher: That's doing it. Teacher: I don't want anybody to put anything away. Teacher: I want everybody to be quiet because we're outta time.",1 2785,"Teacher: Hands - guys. Teacher: What's our deal? Teacher: Hands are on our desk. [TARGET]Teacher: That noise, it's too disruptive.[/TARGET] Teacher: What's the matter with this? Teacher: If you saw somebody doing this, what do you tell them to fix them? Student: [Inaudible] them, because if you don't, you'll get -",1 2786,"Teacher: Hang on. Teacher: Hang on. Teacher: Okay, lips together. [TARGET]Teacher: Eyes up here.[/TARGET] Teacher: If you're in the back of the room getting a pair of scissors, you need to be listening. Teacher: The problem that we were supposed to attempt to do, Student M, was one-half - to model, was one-half equals three-sixths. Teacher: And what you should have done was that original candy bar that was divided into twelfths, right?",1 2787,"Teacher: Hang on. Teacher: Okay, lips together. Teacher: Eyes up here. [TARGET]Teacher: If you're in the back of the room getting a pair of scissors, you need to be listening.[/TARGET] Teacher: The problem that we were supposed to attempt to do, Student M, was one-half - to model, was one-half equals three-sixths. Teacher: And what you should have done was that original candy bar that was divided into twelfths, right? Teacher: See if Teacher H can do this.",1 2788,"Teacher: Has anybody ever did this, before? Multiple Students: Yes. Multiple Students: [Inaudible]. [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Has anybody ever did this problem, before? Multiple Students: [Multiple answers]. Teacher: What happened when you could not take away nine from the zero?",1 2789,Teacher: Have a seat and quiet in front. Student: Can we do it again? Teacher: Four. [TARGET]Teacher: Three.[/TARGET] Teacher: Shh. Teacher: Two. Teacher: Shh.,0 2790,"Teacher: Have a seat and raise your hand. Student: What'd you say? Student: I just told you. [TARGET]Teacher: Have a seat and raise your hand.[/TARGET] Student: Teacher, what's the paper for? Teacher: With your reflection, to reflect on what just happened. Student: She gave me this.",1 2791,"Teacher: Have a seat right now. Teacher: Right there. Teacher: Put your hands in your lap. [TARGET]Teacher: Put your hands in your lap.[/TARGET] Teacher: I need everyone to think about how Student L and Student J and Student H and Student N [Inaudible]. Teacher: And copy Student V. When I ask for your attention, they get it right away. Teacher: I get it from them.",1 2792,"Teacher: Have a seat. Teacher: All right. Teacher: We have just a couple of minutes. [TARGET]Teacher: You can go back to your seat, Student D. Have a seat.[/TARGET] Teacher: All right. Teacher: I think we look a little better. Teacher: When I counted these - put your feet down.",1 2793,"Teacher: Have a seat. Teacher: I can't see behind you. Teacher: I'm sorry. [TARGET]Teacher: We've got people over at this table not following directions.[/TARGET] Teacher: It's hard for me to hear you. Teacher: Okay. Teacher: So making the thousandths with these pieces, can we really do that?",1 2794,"Teacher: Have a seat. Teacher: Let me grab you a tissue. Teacher: Sit down, Student A. [TARGET]Teacher: You know what, Student A, I don't want to have to show your parents that you're fooling around.[/TARGET] Teacher: I'd like to show them that you're working well. Teacher: Take a seat. Student: [Inaudible].",1 2795,"Teacher: Have a seat. Teacher: Not you. Teacher: Anybody else paying attention? [TARGET]Teacher: You can go back to your seat and be done.[/TARGET] Teacher: Have a seat. Teacher: Yes, I wanted one half, not my equivalents to a half, but one half like this one. Teacher: That's not a half.",1 2796,"Teacher: Have a seat. Teacher: When you're done, I'm taking your markers. Teacher: Thank you. [TARGET]Teacher: Student J, have a seat, Student J.[/TARGET] Teacher: That's three, maybe four times I just said that. Teacher: How many - wonderful. Teacher: When you have a seat I'll be giving you a ticket.",1 2797,"Teacher: Have a seat. Teacher: You're smiling as you tell me that so I think you're going to be okay. Teacher: Have a seat. [TARGET]Teacher: Let me grab you a tissue.[/TARGET] Teacher: Sit down, Student A. Teacher: You know what, Student A, I don't want to have to show your parents that you're fooling around. Teacher: I'd like to show them that you're working well.",1 2798,Teacher: Have a seat. Teacher: [Crosstalk] Teacher: [Students doing group work] [TARGET]Teacher: I need your attention.[/TARGET] Teacher: [Crosstalk] Teacher: Who did not get it? Teacher: This is the way Student J did it.,1 2799,"Teacher: Have you discussed the chart and what you see? Teacher: I want to know the trends that you see, or what your decisions will be based on that trend. Teacher: Let's get to work. [TARGET]Teacher: I'm going to give you 15 minutes, so you need to hurry up.[/TARGET] Teacher: Based on the numbers, what will your interval be? Teacher: All right. Teacher: One, two, three, eyes on me.",0 2800,"Teacher: Have you discussed the graph? Teacher: Have you discussed the chart and what you see? Teacher: I want to know the trends that you see, or what your decisions will be based on that trend. [TARGET]Teacher: Let's get to work.[/TARGET] Teacher: I'm going to give you 15 minutes, so you need to hurry up. Teacher: Based on the numbers, what will your interval be? Teacher: All right.",0 2801,"Teacher: Have you done it yet? Teacher: That's okay. Teacher: Go back 72 degrees. [TARGET]Teacher: Where's your protractor?[/TARGET] Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent. Teacher: Do you need some help measuring your degrees, or are you okay? Student: I'm okay.",0 2802,Teacher: Have you finished? Teacher: Keep following it. Teacher: You're doing all three groups. [TARGET]Teacher: You don't have a choice.[/TARGET] Teacher: Stop saying that. Teacher: Stop doubting yourself like that. Teacher: Please move on.,1 2803,"Teacher: Have your math notebooks either in your lap or on your desk. Teacher: Give me your attention. Teacher: Student D, too late. [TARGET]Teacher: Come sit down.[/TARGET] Teacher: Okay. Teacher: We talked about this. Teacher: We said what this shape is.",1 2804,"Teacher: He added it up and got 1,006 - 1,160. Teacher: Was there any other problem in this math that many people had a lot of challenges solving? Teacher: Anyone here? [TARGET]Teacher: Sit down.[/TARGET] Teacher: Was there any other problem in this math that anybody had any challenges solving. Teacher: Sit. Student: No.",1 2805,"Teacher: He dies? Teacher: How does he die? Student: [Inaudible] and he fell off the bridge. [TARGET]Teacher: And then what do they do to him?[/TARGET] Student: They take him out of business. Teacher: they take him out of business, because they're all better than he is? Student: Yeah.",0 2806,"Teacher: He got it, sweetheart. Teacher: We already did it over here. Teacher: Let's look at number four. [TARGET]Teacher: Student K, don't snap your fingers, please.[/TARGET] Teacher: That's not polite. Teacher: We've got Student C doing four. Teacher: Before he does it, where is the point located on the X axis for number four?",1 2807,"Teacher: He ignored them. Teacher: He put them away in his head, because I see when he was doing this, he never considered the whole numbers. Teacher: He ignored them when he said put away. [TARGET]Teacher: He ignored them in his head.[/TARGET] Teacher: He knew he was going to come back to them. Teacher: When you look at this, you're thinking, ""What happened here?"" Teacher: He ignored these two whole numbers and solve all of the fractions, and when he was done, you see it over there.",1 2808,"Teacher: He joined us late, huh. Teacher: Number 3, how many 6s in 24? Teacher: [Excessive background noise] [TARGET]Teacher: [Inaudible] we've got to move on without you.[/TARGET] Teacher: How many halves in 3? Teacher: No, let me get you a new pencil 'cause we need to keep moving. Teacher: All right, boys and girls, please remember the procedure for going over - shh.",0 2809,"Teacher: He looks funny. Teacher: He's making a funny face. Teacher: Good job. [TARGET]Teacher: Student M, you're disturbing this group.[/TARGET] Teacher: It was right here. Teacher: Is it yours? Teacher: What about the backside?",1 2810,"Teacher: He looks so sad. Student: Oh. Teacher: I know. [TARGET]Teacher: And all of the sudden, come here Mr. Parenthesis, Student A goes on vacation.[/TARGET] Teacher: I'm so sorry you're sad. Teacher: You come over here. Teacher: You come in here.",0 2811,Teacher: He went to the clinic. Teacher: He'll be back in just a second. Teacher: All right. [TARGET]Teacher: Can I have your attention now?[/TARGET] Teacher: All right. Teacher: Associative property of addition. Teacher: What do you remember about the associative property of addition and multiplication?,1 2812,"Teacher: He's collecting calculators. Teacher: You really don't need to be speaking. Teacher: Move your desk up. [TARGET]Teacher: He's saying excuse me.[/TARGET] Teacher: I heard it four times. Teacher: Move your desk up, and the chair now. Teacher: Thank you.",0 2813,"Teacher: He's doing this up there, and I don't see it. Teacher: And that needed to be corrected. Teacher: [Why am I over here] picking on you? [TARGET]Teacher: Shhh.[/TARGET] Teacher: What's 9 times 8, Student L? Student: [81]. Teacher: No.",1 2814,"Teacher: He's not in the room right now, so we're going to let it go. Teacher: I need you to sit down and multiply. Teacher: Student M, you're supposed to be here. [TARGET]Teacher: The two of you need to come here.[/TARGET] Teacher: There's too many in that group. Teacher: You're multiplying. Teacher: Is this your group you're with?",1 2815,"Teacher: He's okay. Teacher: [Crosstalk among students] Teacher: Okay. [TARGET]Teacher: I need your attention [inaudible].[/TARGET] Teacher: One. Teacher: Thank you, Student D. Student B, I'm here. Teacher: Okay.",1 2816,Teacher: Hearing? Teacher: Not hearing. Student: Quiet. [TARGET]Teacher: Quiet.[/TARGET] Teacher: Okay? Teacher: Are you doing both steps? Student: Uh-huh.,1 2817,"Teacher: Hello? [TARGET]Teacher: Number 730, take three.[/TARGET] Teacher: [Just kidding]. Teacher: Okay. Teacher: All right, guys, we're going to go ahead and get started because we're going to do these together because we have got to get to some of our groups today so we can really understand division, because next week we are going to start some more division stuff and we're also going to do some order of operations and different things that we're going to have to be really familiar with division.",0 2818,"Teacher: Hello? Teacher: Sit anywhere. Teacher: Leave him alone. [TARGET]Teacher: Sit.[/TARGET] Teacher: Student D, I don't have to wait for you, do I? Teacher: Move over there. Teacher: Estimate the sums and describe your thinking.",1 2819,"Teacher: Hello? Teacher: Wait. Teacher: Let's not argue. [TARGET]Teacher: Student C, can you sit down, please.[/TARGET] Teacher: 24 divided by 3 gives me what? Multiple Students: 8. Teacher: 8 times 4 gives me what?",1 2820,"Teacher: Help them out. Teacher: This is not what we're doing. Teacher: You and Student K are working together on this. [TARGET]Teacher: Student J, you need to be helping her.[/TARGET] Teacher: Girls, that is not what we're doing at all. Teacher: It is not good for time if you're not doing what we need to be doing on the back. Teacher: You need to find it, sweetie.",1 2821,"Teacher: Here is a great kind of predictor for you, to know where you should be at this time. Teacher: You have about 5 more minutes, maybe 7 max to be able to get these together. Teacher: That means some of you need to stop talking as much as you are. [TARGET]Teacher: You need to start cutting faster, putting together faster, and stop the conversation.[/TARGET] Teacher: 5 to 7 minutes to finish putting your cubes together. Student: I already measured mine and they're all the same. Teacher: Should she measure hers to make sure they're all the same or just copy?",1 2822,Teacher: Here is a second person's thinking. Teacher: Sorry about that little box. Teacher: I couldn't get rid of it. [TARGET]Teacher: I tried to get rid of it.[/TARGET] Teacher: Look at their thinking. Teacher: You cut across each pizza until all of the pizzas have eight pieces. Teacher: Can you cut a sixth circle into 8 pieces?,0 2823,"Teacher: Here they are. Teacher: You won again. Teacher: What do you have, Student J? [TARGET]Teacher: You have to turn them over.[/TARGET] Teacher: Let me see the cards. Teacher: Who won here? Teacher: What landmark can you compare these to?",1 2824,"Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two. Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42. Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63. [TARGET]Teacher: Last column - honey, you can't write the answers.[/TARGET] Teacher: That's considered cheating. Student: Oh. Teacher: What were you erasing?",1 2825,"Teacher: Here we go. Teacher: Are you all ready to listen? Multiple Students: Yes. [TARGET]Teacher: Come on Student J, hurry back.[/TARGET] Teacher: You two work together. Teacher: Student N, you're by yourself. Teacher: Take this and sit down.",1 2826,"Teacher: Here we go. Teacher: Go all the way around. Teacher: Look it over and draw the rest of your circle. [TARGET]Teacher: Once you've done that, if you'll take a look back at the board.[/TARGET] Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph. Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right? Teacher: When you are there, please put your protractor down to the side and take a look at page 276.",0 2827,"Teacher: Here we go. Teacher: Okay. Teacher: Water boils - check this. [TARGET]Teacher: If you get them both right, take them off, or turn them over.[/TARGET] Teacher: If you didn't, the other partner - I mean, leave them. Teacher: Don't take them off. Teacher: If you didn't get them both right, leave them.",0 2828,"Teacher: Here we go. Teacher: So 34-36 should be 2.124. Student: Wait. [TARGET]Teacher: No, I'm not waiting.[/TARGET] Teacher: You didn't do yours. Teacher: So 38 is 2.124-38 is 0.644. Student: I know why I got it wrong.",1 2829,"Teacher: Here we go. Teacher: [Crosstalk] Teacher: All right, here we go. [TARGET]Teacher: I need to change my color.[/TARGET] Teacher: [Crosstalk] Teacher: I'll wait. Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait.",0 2830,"Teacher: Here we made it how many pieces? Multiple Students: 4. Teacher: What is 10 - now, let's try and trace back as I do it. [TARGET]Teacher: Student R, you will not know what to do.[/TARGET] Teacher: Here is 2 times 20. Teacher: What is 2 times 20? Multiple Students: 40.",1 2831,"Teacher: Here you go. Teacher: Now you have all of the information you need to complete your pie graph. Teacher: Once you have all those numbers filled in, I would like for you once again to trace your protractor, drawing the line halfway through and put the dot halfway in. [TARGET]Teacher: See if you can complete this particular pie chart.[/TARGET] Student: Can we do it on the back? Teacher: Absolutely. Student: 180 is exactly on the line.",0 2832,"Teacher: Here you go. Teacher: Working on number five. Teacher: All right, hands down. [TARGET]Teacher: Student S, talk to us.[/TARGET] Student: Since it was an improper fraction, you had to put the highest number in the doghouse and the lowest number outside the doghouse. Teacher: Wait a minute, the highest number. Teacher: Is it always the highest number in the doghouse?",0 2833,"Teacher: Here's 1. Teacher: Do you remember yesterday when we ordered our decimals? Multiple Students: Yes. [TARGET]Teacher: Remember when I kept yelling at you because you weren't holding your cards up nice?[/TARGET] Teacher: All right. Teacher: Now Student J was two halves, right? Teacher: What was Student J worth?",1 2834,"Teacher: Here's one fourth right here. Teacher: Write one fourth. Teacher: Then you would need your fourths here. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Good. Teacher: If this is one fourth, two fourths, three fourths - we're counting by fourths - four fourths, five fourths, six fourths. Student: Seven fourths.",1 2835,"Teacher: Here, I'm here to help you. Teacher: I want you to come up here you're having a hard time. Teacher: Sit. [TARGET]Teacher: Student J sit down.[/TARGET] Teacher: Sit down, sit, sit, sit. Teacher: I don't like the [Inaudible] as much. Teacher: I don't like it.",1 2836,"Teacher: Here. Teacher: Come on. Teacher: You have about two more minutes. [TARGET]Teacher: I have some people working and many people talking, wasting time.[/TARGET] Teacher: Number eight. Student: At first you said seven. Teacher: I know.",1 2837,"Teacher: Here. Teacher: Double check your desk. Teacher: Student M, completely move out of the desk so that Student N can find his daily math review. [TARGET]Teacher: We're gonna sit here and we're gonna waste time.[/TARGET] Teacher: This frustrates me to no end. Teacher: Let's see, I've got like three people that have lost their daily math review and we just got them today. Teacher: Yes, thank you very much.",1 2838,"Teacher: Here. Teacher: We're here. Student: Yeah, we're here. [TARGET]Teacher: Student J, we're here.[/TARGET] Teacher: You're going to multiply - no, erase this. Teacher: This is not many. Teacher: Erase this one.",0 2839,"Teacher: Here's 160. Teacher: All right, now, my turn. Teacher: I hear someone playing with a - and I'm asking you not to do that. [TARGET]Teacher: Leave your die alone.[/TARGET] Teacher: Okay. Teacher: Whoa, I get a 5. Teacher: Now, anybody, what do you think I should do?",1 2840,"Teacher: Here's 600 and there's a picture of the 300. Teacher: So it's just another way to do multiplication. Teacher: All right. [TARGET]Teacher: I'm gonna give you each a piece of paper.[/TARGET] Teacher: There's a front and a back. Teacher: I'm gonna give you two problems. Teacher: I want you to count the rows down, count the columns across, fill in the square or the rectangle.",0 2841,"Teacher: Here's a paper for when you're done. Multiple Students: [Crosstalk]. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible]. Teacher: Student Z, what do you want to write? Teacher: You want to add something to it?",1 2842,"Teacher: Hey I think you guys need to start over, you can keep your battleships where they are but I think you need to start over. Teacher: Can you erase all the ones that you asked? Teacher: Erase these okay. [TARGET]Teacher: Boys and girls I need you to lower your voices.[/TARGET] Teacher: Shhh. Teacher: 3, 2, 1. Teacher: I want all eyes on me.",1 2843,"Teacher: Hey - Teacher: That's okay. Teacher: Okay. [TARGET]Teacher: These need to go home today?[/TARGET] Teacher: Okay, thank you. Teacher: Oh, that's fine. Student: [Inaudible].",0 2844,"Teacher: Hey, Student J, since you think you're wrong, let's start with you. Student: [Inaudible]. Teacher: [Inaudible], if you're too far away to pay attention, you really need to come up. [TARGET]Teacher: I'm letting you sit back there 'cause I know you can see and you guys are focused, but if you're not, you need to move up.[/TARGET] Teacher: Okay. Teacher: So we're gonna start with Student J because Student J said, ""I did a fraction but it's wrong."" So Student J, okay. Teacher: Let's see.",1 2845,"Teacher: He's already done. Teacher: Maybe he's not good. Teacher: Maybe - oh, [inaudible] check it. [TARGET]Teacher: Check it out.[/TARGET] Teacher: Yes. Teacher: [Crosstalk] Teacher: Done?",0 2846,"Teacher: He's doing it. Teacher: He's already done. Teacher: Maybe he's not good. [TARGET]Teacher: Maybe - oh, [inaudible] check it.[/TARGET] Teacher: Check it out. Teacher: Yes. Teacher: [Crosstalk]",0 2847,"Teacher: He's the recorder, right? Teacher: Come on Student R, you're the recorder. Teacher: Your group needs you now. [TARGET]Teacher: Okay, you didn't even have your group name on the paper, yet.[/TARGET] Teacher: [End of Audio].",0 2848,"Teacher: He's the writer. Teacher: He's the recorder, right? Teacher: Come on Student R, you're the recorder. [TARGET]Teacher: Your group needs you now.[/TARGET] Teacher: Okay, you didn't even have your group name on the paper, yet. Teacher: [End of Audio].",1 2849,"Teacher: He's working. Teacher: She's working. Teacher: She's thinking. [TARGET]Teacher: He's doing it.[/TARGET] Teacher: He's already done. Teacher: Maybe he's not good. Teacher: Maybe - oh, [inaudible] check it.",0 2850,"Teacher: Hi, how are you all doing? Student: Good. Teacher: Now I see you're having a little difficulty, but that's okay. [TARGET]Teacher: Sweetie, I need for you to pay attention.[/TARGET] Teacher: Okay, let's look. Teacher: You see I have 'Miss H purchased 24 boxes of Jolly Rancher Chews for 69 cents each. Teacher: She gave the cashier $20.00.",1 2851,Teacher: High five for a moment. Teacher: We just noticed something interesting. Teacher: I need people seated. [TARGET]Teacher: Thank you so much for following directions.[/TARGET] Teacher: This is what Student D had done. Teacher: Does everybody have that on their paper? Teacher: But can I do that?,1 2852,"Teacher: Hm, that's another strategy that is really good. Teacher: All eyes here. Teacher: All eyes. [TARGET]Teacher: All eyes here.[/TARGET] Teacher: Oh wow, this is very good strategy too. Student: I wasn't laughing this bad last year. Teacher: Can you stop calling out?",1 2853,"Teacher: Hmm, Student A? Student: A line graph. Teacher: A line graph no we have a table not even a line graph she draw the line graph look like a table. [TARGET]Teacher: Where they meet and we already talk about this someone [inaudible] we gonna have a good [inaudible] playing too much.[/TARGET] Teacher: So figure out where one line and where one line meet this is a geometry question really it's called something. Student: [Inaudible]. Teacher: But you knew it before [inaudible].",1 2854,"Teacher: Hmm. Teacher: I wonder, I wonder. Teacher: All right, stand up behind your chairs, push your chairs in. [TARGET]Teacher: Don't move yet.[/TARGET] Teacher: You don't move until I say go. Teacher: If you think this is the answer, you're going to come over here. Teacher: If you think this, 1.2, one and two tenths, is the answer, you're going to go to the back.",1 2855,"Teacher: Hmm. Teacher: Okay, that's what you talked about, right? Student: Yeah. [TARGET]Teacher: Now, let me go to another group.[/TARGET] Teacher: Let me go to another group. Teacher: Excuse me. Teacher: Now you need to listen.",0 2856,"Teacher: Hmm? Student: I don't - Teacher: Nobody [Inaudible] like no numbers, okay. [TARGET]Teacher: You said nothing like a computer?.[/TARGET] Teacher: That's why I'm offering a better strategy. Teacher: Your strategy is fine. Teacher: Yes?",0 2857,"Teacher: Hmm? Student: [Inaudible]. Teacher: I don't know. [TARGET]Teacher: They - I had nothing to do with any of this.[/TARGET] Teacher: And I'm not saying that to be mean. Teacher: I'm saying, I just didn't - she made this promise to people. Teacher: They made the passes out.",0 2858,Teacher: Hold on Student A isn't here yet she's taking her sweet time. Teacher: Come on sweet time let's go over here. Teacher: Right over here so you're nice and close. [TARGET]Teacher: You're listening Student M was explaining.[/TARGET] Teacher: What? Student: [Inaudible]. Teacher: Really Student B in the middle of math class?,0 2859,"Teacher: Hold on a minute. Teacher: Can I get your attention so you know what is it that you're going to do? Teacher: Student A? [TARGET]Teacher: You're not listening.[/TARGET] Teacher: Have a seat. Teacher: Let me tell you what is it that you have to do. Teacher: Okay, this is what you get - this is what you have.",1 2860,"Teacher: Hold on a minute. Teacher: You have to wait. Teacher: Can you hold on a minute? [TARGET]Teacher: I want you all to listen to me, Student N, and back here, and over here.[/TARGET] Teacher: You're not talking to me. Teacher: You're talking to us, so we need to listen to what our classmates say. Teacher: Does everybody understand?",1 2861,"Teacher: Hold on a moment, okay? Teacher: Yes, you may take a - Teacher: [Crosstalk] [TARGET]Teacher: Guys that are waving fans, please stop.[/TARGET] Teacher: Okay, please stop because, Student C, I don't see any work on your paper. Teacher: You're busy waving a fan. Student: We're hot.",1 2862,"Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you. Teacher: Student M, stop talking while he's talking. Teacher: Can you turn around completely with your back off the wall? [TARGET]Teacher: Move to the side so you can see.[/TARGET] Student: [Inaudible]. Teacher: I can do this in my head. Teacher: 9 minus 3 is 6.",1 2863,"Teacher: Hold on just a second, hold on. Teacher: [Crosstalk] Teacher: Excuse me. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: No. Teacher: Don't switch with somebody that has the same color as you, unless you are finished with your five. Teacher: Okay, but we probably shouldn't be standing up in a chair either.",1 2864,"Teacher: Hold on, and this is 1, 2, 3, and this is 1 and 1. Teacher: Each of these are separate - Student C, I know what time we go to lunch. Teacher: Please sit down. [TARGET]Teacher: Worry about what you're doing.[/TARGET] Teacher: Okay, so count them up again. Teacher: Let's see what you get as your answer. Student: I got 24.",1 2865,"Teacher: Hold on, hold on. Teacher: Let me - let me - stop for a minute. Teacher: Look at Student D's. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention. Teacher: Do I have you back? Teacher: Student C, do I have you back?",0 2866,"Teacher: Hold on, honey. Teacher: So right now we're focusing on what Student M saying. Teacher: You're showing props to him, okay. [TARGET]Teacher: You're listening to him.[/TARGET] Teacher: You're not playing with this. Teacher: So Student M, what can you tell me about using multiplication to solve division? Student: Say you have 12 divided by 3, and you know that it equals 4 because 4 times 3 equals 12.",1 2867,"Teacher: Hold on, let's wait for these guys. Teacher: And they call themselves the smartest. Teacher: [Crosstalk] [TARGET]Teacher: Thank you.[/TARGET] Teacher: Now, listen, one third, two thirds. Teacher: Can I have one sixth? Student: Yeah.",0 2868,"Teacher: Hold on, look, look, look in here. Student: Can I go to the bathroom? Student: I feel like throwing up. [TARGET]Teacher: All right, hold on, hold on.[/TARGET] Teacher: We - I have a pencil for people that need to borrow a pencil. Teacher: But listen, can - I'm gonna see if this one can help you, Student F. Student F. What we did here. Teacher: We had 24.",0 2869,"Teacher: Hold on, we're getting ready to do it. Teacher: First of all I need for you to just pay attention. Teacher: One thing I'm noticing about you guys is that you're so in a rush. [TARGET]Teacher: Stop being in a rush.[/TARGET] Teacher: It's okay to take your time on things. Student: Um, I - Teacher: Okay.",1 2870,Teacher: Hold on. Teacher: Be patient with me. Teacher: Let me find what I'm looking for. [TARGET]Teacher: Hold on.[/TARGET] Teacher: Don't flick your tongue at me. Teacher: That's rude. Teacher: I don't like it.,1 2871,Teacher: Hold on. Teacher: Do this to be 9. Teacher: Stop. [TARGET]Teacher: Can you stop?[/TARGET] Teacher: Do this to be - hold on. Teacher: This could be a - this is 10. Teacher: This could be a 5.,1 2872,"Teacher: Hold on. Teacher: Don't flick your tongue at me. Teacher: That's rude. [TARGET]Teacher: I don't like it.[/TARGET] Teacher: Someone did it when I said hold on. Teacher: Student T, don't flick your tongue at me. Teacher: That's rude.",1 2873,"Teacher: Hold on. Teacher: I'll be right back. Teacher: Count me out 14 tiles, please. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Turn around, hon. Teacher: We're not talking about Just Dance. Teacher: That comes at recess.",1 2874,"Teacher: Hold on. Teacher: Now, let's see. Teacher: Some people - page five. [TARGET]Teacher: Yes, six.[/TARGET] Teacher: Now, let's look at page five, page five together. Teacher: Student O, yes, page five. Teacher: And some people have done it and it's easy, right?",0 2875,"Teacher: Hold on. Teacher: [Crosstalk] Teacher: [Inaudible]. [TARGET]Teacher: Student E. Student M, Student M, Student M. Student M, you're not listening for directions.[/TARGET] Teacher: Listen. Teacher: Student L, good job. Teacher: Student O, thank you.",1 2876,"Teacher: Hold up the peaches. Teacher: Hold up the peach color. Teacher: What is the probability that the peach color can outrank the rest as far as amount? [TARGET]Teacher: What about the pink one, the peach; excuse me.[/TARGET] Teacher: What about the peach? Teacher: Student T? Student: 2 out of 10?",0 2877,"Teacher: Hold up the white envelope, so I know you have it out. Teacher: Okay. Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role. [TARGET]Teacher: These are going to be your role cards that tell you what your job is, today.[/TARGET] Teacher: Take out one. Teacher: You only have one job, okay? Teacher: Put it on your desk.",0 2878,"Teacher: Honey, we will sort it out as soon as Student C gets back, but he is not here. Teacher: So I can't go pull him out of science, right? Teacher: Relax. [TARGET]Teacher: I will take care of it.[/TARGET] Teacher: Roll the dice three times. Teacher: Three digit up top, then two digit number on the bottom, then you can check it with a calculator. Teacher: 62.",0 2879,"Teacher: Honey, you're gonna need to sit down because you walk in front of that every time. Student: I was [inaudible]. Teacher: I know, but you're gonna have to not walk in front of it. [TARGET]Teacher: We don't wanna be videoed again because something went wrong with it.[/TARGET] Teacher: All right. Teacher: Then we're moving on. Teacher: Converting decimals to fractions.",1 2880,"Teacher: Hopefully you have a little bit of extra room on your paper. Teacher: I have a few word problems that we're going to do together real quick. Teacher: Let me post this on the board and we'll talk about them. [TARGET]Teacher: Student D, you and I have already talked several times today.[/TARGET] Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy? Multiple Students: 5 Teacher: Important information, we want to make two-pound boxes.",1 2881,"Teacher: Hopefully you'll have a buddy to work with. Teacher: But think about what we did yesterday. Teacher: Hopefully you practiced your flip book yesterday and did your homework appropriately, and then you'll be good to go. [TARGET]Teacher: So I'm gonna put them face down, no peeking, no cheating.[/TARGET] Teacher: You might be able to see through a little bit. Teacher: [Crosstalk] Teacher: I tried to mix these up, so hopefully no peeking, no peeking, no peeking, and if you weren't here yesterday you might need to have someone help you a little bit.",1 2882,"Teacher: Hot bath, 40 degrees Celsius and 104 degrees Fahrenheit. Teacher: 104 degrees Fahrenheit. Teacher: You want the bath hot. [TARGET]Teacher: If you get them both right, take them off.[/TARGET] Teacher: You aren't doing a lot of moving around. Teacher: I asked you to take them both off if you got them right. Teacher: You all are turning them upside down.",0 2883,"Teacher: How [inaudible] 75? Teacher: Do the fraction first before [inaudible]. Teacher: Student A, please get out of that chair. [TARGET]Teacher: Student M - I'll run over H. I don't think you were paying attention but then you did it, right?[/TARGET] Teacher: That's what Student A [inaudible]. Teacher: Got number 13? Teacher: So what did you add up?",1 2884,"Teacher: How about that. Teacher: Now today what we're going to do is just like I said, we're going to review for the two and three digit multiplication test tomorrow. Teacher: So close your practice workbooks, because I want to review for the first part of the class, and then we'll go over our homework, the ones that did the homework. [TARGET]Teacher: Student J, no, you've got to sit down.[/TARGET] Teacher: What I'm going to do is put you in groups of four and we're going to play a little game. Teacher: The little game you're going to play has to do with the problems on page 162. Teacher: So open up your books to page 162.",1 2885,"Teacher: How about this one? Teacher: We have an improper fraction. Teacher: This number has been switched over. [TARGET]Teacher: Sit straight up.[/TARGET] Teacher: If you sit flat on this rug, I will let you hear your voice. Teacher: Student C, estimate this. Student: What I did was I brought three fourths up - I rounded the three fourths up to 1, and then I rounded down the four thirds to 1.",1 2886,"Teacher: How about we just do this? Teacher: All right, I don't [Inaudible]. Teacher: This is math class. [TARGET]Teacher: We're not at recess.[/TARGET] Teacher: Stop. Teacher: All right, what is the next problem? Multiple Students: Three divided by 219.",1 2887,Teacher: How are they labeled? Teacher: What does that 33 stand for? Student: [Inaudible]. [TARGET]Teacher: Can anyone help Student M?[/TARGET] Teacher: What does 33 stand for? Student: The number sold. Teacher: The number of-,0 2888,"Teacher: How are we gonna be able to get to the point where we can either write a letter saying, ""Dear Mr. Sun-maid, you are ripping us off, and this is how we know."" Or ""Dear Mr. Sun-maid, I am impressed with how well you pack your raisins."" How are we gonna get to that point? Teacher: How will we get there? Student: Evidence. [TARGET]Teacher: I love - look at these hands.[/TARGET] Teacher: Student T. Student: Evidence. Teacher: And how will we get that evidence?",0 2889,"Teacher: How are you all doing? Teacher: Remember, each person's different, then you're going to compare. Teacher: Just don't do it, because you're supposed to be working. [TARGET]Teacher: That's what you need to do.[/TARGET] Teacher: You need to put what color it is, otherwise there aren't that many there. Teacher: Look at these again. Teacher: What number is circled?",1 2890,"Teacher: How are you doing, Student B? Student: Good. Teacher: A is done? [TARGET]Teacher: Okay, then let's go.[/TARGET] Teacher: B. Teacher: Come on. Student: I'm trying to think of one.",0 2891,Teacher: How are you doing? Student: Good. Teacher: Good? [TARGET]Teacher: What are you talking about?[/TARGET] Student: [Inaudible]. Teacher: Student R knows more than me lately in terms of absences in this classroom. Student: She told me.,1 2892,"Teacher: How are you going to get that from that? Teacher: Add that together and see if you're going to get $20.00. Teacher: Think about it. [TARGET]Teacher: Student S, I need you to move over here, please.[/TARGET] Teacher: Could you sit right here? Teacher: Ten, nine, eight, seven, six, five, four, three, two, one. Teacher: Okay, let's open up - give me your paper.",1 2893,"Teacher: How did we find an equivalent fraction when we were adding? Teacher: Let's say we had ... we had one-fifth, and we wanted to get - go sit down and stop it. Teacher: Did I tell you to touch those? [TARGET]Teacher: Then don't touch them.[/TARGET] Teacher: Sit down. Teacher: How did we find an equivalent fraction when we were adding? Teacher: What did we do right here?",1 2894,"Teacher: How did you figure out what percent of M&Ms were blue? Teacher: What did you have to know? Teacher: Student J, what did you have to know? [TARGET]Teacher: Excuse me?[/TARGET] Student: [Inaudible]. Teacher: Yes, but what information did you have to have? Teacher: You know what?",0 2895,"Teacher: How did you get 112 here by multiplying 20 times 6? Teacher: Student C, are you done? Student: Yes. [TARGET]Teacher: Okay, I have something for you.[/TARGET] Teacher: I want you to check this. Teacher: This is not correct. Teacher: I'm coming.",0 2896,"Teacher: How did you know? Student: 8 times 3 is 24. Teacher: I put the 8 there and subtract again. [TARGET]Teacher: Stay with us, sweetie.[/TARGET] Teacher: I'd bring down - brother said bring down - then I do it all over again. Teacher: How many times does 3 go into 3? Multiple Students: 1.",1 2897,Teacher: How did you know? Student: I just guessed. Teacher: Don't guess. [TARGET]Teacher: I want you to start the math.[/TARGET] Teacher: Do 32 times 10. Teacher: Mm-hmm. Teacher: Where did you get the nine?,0 2898,"Teacher: How do I know that you're listening to me? Teacher: You're looking at me. Teacher: So I only have three of you in front of me, and I only had one person looking at me, okay? [TARGET]Teacher: So please make sure if I'm talking, you're looking at me.[/TARGET] Teacher: If Student R is talking, we look at Student R. If Student Z is talking, we look at Student Z, and if Student T is talking, we look at Student T. It's not enough that you're nice and quiet. Teacher: The other part is yes, Student Z. Teacher: You have to look at the person talking.",1 2899,"Teacher: How do I know that? Teacher: Because they both worked it through and they both messed up at the second step. Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? [TARGET]Teacher: You both had the same answer, which cracks me up.[/TARGET] Teacher: Student M, watch. Teacher: Six goes into two - stop, you're fine. Teacher: You're fine.",0 2900,"Teacher: How do we break this number, 29 times 6? Teacher: What do you want to break it into? Teacher: What do you want to? [TARGET]Teacher: We're not playing now.[/TARGET] Teacher: We're looking at this. Teacher: What do you want to break this into? Teacher: Student J, add up this.",1 2901,"Teacher: How do we know those aren't right? Teacher: Stop. Teacher: I said hands-up for a reason, because I don't want you fussing with stuff. [TARGET]Teacher: I want you listening.[/TARGET] Student: Because ... because six-eighths can go ... can only go - I mean, six can go - only go into eight once it - one [inaudible]. Student: One equals [inaudible] and [inaudible]. Teacher: No.",1 2902,"Teacher: How do we multiply a fraction by a fraction. Teacher: Everybody should have their essential question. Teacher: How do you multiply a fraction by a fraction. [TARGET]Teacher: Everybody should have a white sheet of paper.[/TARGET] Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one. Teacher: I want you to write one fourth times two thirds on your paper. Teacher: You should have your essential question, how do you multiply a fraction by a fraction.",0 2903,"Teacher: How do we say this one? Teacher: Nine fourths, and this one? Teacher: One and one fourth. [TARGET]Teacher: So we want to use these terms and these - Student L, I would really like to have your attention.[/TARGET] Teacher: Use these landmarks to compare these two fractions. Teacher: Work on that with your partner. Teacher: You guys should be talking with each other.",1 2904,"Teacher: How do you do that? Student: Two times three to get six. Teacher: What? [TARGET]Teacher: All right, stop.[/TARGET] Teacher: Hands down. Teacher: Everybody, I want you to pay close attention because we're gonna answer these together. Teacher: Turn around.",1 2905,Teacher: How do you find the area of a shape? Teacher: How do you find the area of a shape? Teacher: Turn to your neighbor and whisper how you find the area. [TARGET]Teacher: You better not [inaudible] an ear or two.[/TARGET] Teacher: You whisper to her. Teacher: That's not it. Teacher: You got some notes on area in your book?,1 2906,Teacher: How do you find the mean? Teacher: What do you have to do? Teacher: You need a pencil. [TARGET]Teacher: Stop writing with markers.[/TARGET] Teacher: Put that highlighter up. Teacher: Right there on my desk. Teacher: How do you find the mean?,1 2907,"Teacher: How do you go from one set type of number to another? Student: I got it. Student: [0:43:00] [TARGET]Teacher: Don't say, I got it.[/TARGET] Teacher: Thumbs up. Teacher: It's not correct. Student: Help me [inaudible]",1 2908,Teacher: How do you know something's in millimeters? Teacher: How do you know something's in millimeters? Teacher: I have one question. [TARGET]Teacher: Why isn't everybody's hand isn't raised.[/TARGET] Teacher: How do you know it's in millimeters? Teacher: Student L? Student: Two M's.,1 2909,Teacher: How do you know? Teacher: So three sixths would be a half? Teacher: Does he have more or less than half? [TARGET]Teacher: I need you to sit up.[/TARGET] Teacher: How about - what's half of 3? Student: Two and a half. Teacher: Plus three and a half equals 3?,1 2910,"Teacher: How do you say that? Student: 855 Teacher: Thank you. [TARGET]Teacher: All right, what is the next problem?[/TARGET] Teacher: [Crosstalk] Student: Three times two [inaudible]. Teacher: I know, but I want a clear -",0 2911,"Teacher: How do you solve number one? Teacher: Everyone stop - I said freeze. Teacher: No one should be talking to anyone. [TARGET]Teacher: Your ears and eyes should be at Student J.[/TARGET] Student: I solved number one because I looked at number 45, and I looked at the end of the chart, and it's in the hundreds chart, so I put 45 is on the hundreds chart. Teacher: Excellent. Teacher: Did you circle 45 in your book?",1 2912,"Teacher: How do you turn that into a percent [inaudible]? Teacher: What's that? Student: [inaudible] [TARGET]Teacher: [inaudible] Don't come up to me - I'm working with somebody.[/TARGET] Teacher: I'll come to you. Teacher: Or, Student C seems to understand what's going on - Student G seems to understand. Teacher: You can come to them.",0 2913,"Teacher: How have I written this? Teacher: Do you like how it's written? Student: No. [TARGET]Teacher: You don't like how it's written, Student K?[/TARGET] Student: I don't like it. Student: I think you should a two and 36-hundredths, and then under it you should put the [inaudible]. Teacher: Okay.",0 2914,"Teacher: How long did I say? Multiple Students: Ten minutes. Teacher: Ten minutes. [TARGET]Teacher: People who are the timers, you'll know it's ten minutes when it gets to be what time?[/TARGET] Student: 3:00, I think. Multiple Students: 2:30. Teacher: 2:30.",0 2915,"Teacher: How many Teacher: more slaves in Maryland than Alabama. Teacher: Go to time out take your stuff and go over there I can't take that noise. [TARGET]Teacher: And you making a fool of yourself on camera.[/TARGET] Teacher: Take your stuff, go on over there. Teacher: When you get to three questions come on back and let me know okay? Teacher: Thank you.",1 2916,"Teacher: How many are not sure? Teacher: Good job guys. Teacher: That's the answer. [TARGET]Teacher: What was that?[/TARGET] Student: [Inaudible]. Teacher: I kind of explained, but go ahead. Student: [Inaudible].",0 2917,"Teacher: How many balloons will each person get? Teacher: Student A, I need your eyes up here, please. Teacher: Can you repeat Student J's question, Student A? [TARGET]Teacher: Look at me, please.[/TARGET] Teacher: Here we go. Teacher: 20 balloons. Teacher: I'm going to put this in context for you.",1 2918,"Teacher: How many boxes do you have? Teacher: Check your answer. Teacher: Are you done? [TARGET]Teacher: Did you tell me what you learned about multiplying fractions?[/TARGET] Teacher: I need an answer to that question. Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups. Teacher: When writing what you learned, I would write more than a sentence.",0 2919,Teacher: How many cubes [inaudible]. Teacher: When I'm talking - when I'm talking. Teacher: When I'm talking you're not rattling your cubes. [TARGET]Teacher: Try to be quiet.[/TARGET] Teacher: How many - how long is it if each one's a centimeter and I have four? Student: Four? Teacher: Four centimeters.,1 2920,"Teacher: How many degrees are there in a complete circle? Student: 360 Teacher: Mm-hmm. [TARGET]Teacher: So if you'll take a moment, go ahead and fill in that information.[/TARGET] Teacher: That would be perfect. Teacher: Multiply 360 times those decimal numbers. Teacher: Go ahead and multiply those.",0 2921,"Teacher: How many do you have in all? Other Adult: Ah, ah, ah, ah, camera. Student: Oh, Student D is bad. [TARGET]Teacher: Please, please stop, can you please stop?[/TARGET] Teacher: Do your work. Teacher: So that means that you did 24 divided by 3 times 2. Teacher: What's that?",1 2922,"Teacher: How many do you have? Teacher: Now we've got a double 9. Teacher: If you have 9, you need to double, or you need to match this one and one of those needs to double. [TARGET]Teacher: Stop throwing please.[/TARGET] Teacher: Student C, no fraternizing with another team. Teacher: You can't give away your answers. Student: I need 9 more.",1 2923,"Teacher: How many drawings will go in each book? Student: 7. Teacher: Make it a complete sentence. [TARGET]Teacher: I hear a little bit of talking.[/TARGET] Teacher: If you're talking to your friend, I should hear words like divide, numbers. Teacher: Love to see the complete sentences. Teacher: A little less with the drawing.",1 2924,"Teacher: How many eighths? Teacher: How many eighths? Student: Six. [TARGET]Teacher: You are not looking.[/TARGET] Teacher: See, one eighth, one eighth, one eighth. Teacher: How many eighths? Multiple Students: Three.",1 2925,"Teacher: How many factor pairs would you have for 7? Teacher: Find one that equals 7. Teacher: What have you drawn so far? [TARGET]Teacher: Stop skipping pages.[/TARGET] Teacher: Leave it all there together. Teacher: Where are yours, Student K? Student: [Inaudible].",1 2926,"Teacher: How many fours are there in 20? Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655. Teacher: It was even. [TARGET]Teacher: So hold on.[/TARGET] Teacher: Let's go back. Teacher: You don't actually know. Teacher: There aren't two decimals.",0 2927,"Teacher: How many girls? Teacher: [inaudible] So, it's 5 over 24. Teacher: Now - this is where it gets tougher. [TARGET]Teacher: If you remember from yesterday, that's why I gave you calculators.[/TARGET] Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you. Teacher: Thank you. Teacher: Sit down, please.",0 2928,"Teacher: How many groups of eight will go into four? Teacher: Half of that group of eight will go into four. Teacher: Student H, that's very nice of you. [TARGET]Teacher: You let Student J go.[/TARGET] Teacher: Go ahead, Student P. I think there's two more; one for you and one for Student J to do. Teacher: Yes? Student: [Inaudible]",1 2929,"Teacher: How many halves are there in 3? Teacher: That is your bonus question. Teacher: How many halves are there in 3? [TARGET]Teacher: Raising your hand, does anyone need one repeated?[/TARGET] Teacher: [Crosstalk] Teacher: How many 4s in 32? Teacher: Student P.",0 2930,"Teacher: How many halves in 3? Teacher: [Crosstalk - excessive noise] Teacher: Hold on, hold on. [TARGET]Teacher: I know that was exciting.[/TARGET] Teacher: I do need you back with silence in 5, 4, 3, 2, 1. Teacher: If you remember from yesterday what we said working on our goal is that you will know how to divide fractions. Teacher: Okay.",1 2931,"Teacher: How many is it? Student: 12 Teacher: She is not even looking. [TARGET]Teacher: You're not even looking up there.[/TARGET] Student: Three. Teacher: Look, look, look, look. Teacher: Some people are not looking.",1 2932,"Teacher: How many is it? Student: 12. Teacher: She is not even looking. [TARGET]Teacher: You're not even looking up there.[/TARGET] Student: Three. Teacher: Look, look, look, look. Teacher: Some people are not looking.",1 2933,"Teacher: How many is taken, is taken from the whole. Student: [Yelling and one student making animal noises] Teacher: Alright let's do it from the beginning. [TARGET]Teacher: Come back.[/TARGET] Teacher: Using this thing you know now I want you to do it by yourself. Teacher: The denominator tells you how many parts the whole is divided. Teacher: What is the whole here?",0 2934,"Teacher: How many more slaves in Maryland than Alabama? Teacher: How many Teacher: more slaves in Maryland than Alabama. [TARGET]Teacher: Go to time out take your stuff and go over there I can't take that noise.[/TARGET] Teacher: And you making a fool of yourself on camera. Teacher: Take your stuff, go on over there. Teacher: When you get to three questions come on back and let me know okay?",1 2935,Teacher: How many of you are not quite sure what the answer is? Teacher: So that is the correct answer. Teacher: Can you explain to us how you got it? [TARGET]Teacher: It's not a matter of you telling her.[/TARGET] Teacher: She needs to know for herself. Teacher: Okay. Teacher: We have to go on.,1 2936,"Teacher: How many of you got that one correct? Student: I got that correct. Teacher: How many of you got that one correct? [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: Okay. Teacher: Please sit up, Student A. That's inappropriate. Teacher: All right, here we go.",0 2937,"Teacher: How many of you got that one correct? Teacher: Raise your hand. Teacher: Okay. [TARGET]Teacher: Please sit up, Student A. That's inappropriate.[/TARGET] Teacher: All right, here we go. Teacher: No, we're going to groups. Teacher: Sorry.",1 2938,"Teacher: How many of you put down letter C for obtuse? Teacher: If you put that down, put a plus five by this number six. Teacher: Everyone else, I just want you to draw an X through it. [TARGET]Teacher: I'm going to go over that again, so you need to listen.[/TARGET] Teacher: An acute triangle means that all three angles are acute. Teacher: A right triangle means that one of the angles has 90 degrees in it. Teacher: The other two angles would be acute.",1 2939,"Teacher: How many of you were able to use mental math to get this answer? Teacher: Since you know you do not add or subtract denominators, you could actually look at the numerators and you can subtract five minus three, right? Teacher: So a lot of you use mental math because you knew what five minus three was, correct? [TARGET]Teacher: Student G, sit up please.[/TARGET] Teacher: All right. Teacher: Find the sum in simplest form. Multiple Students: One whole.",1 2940,"Teacher: How many one fourth is Student T, Student T can you please go back and do your math? Student: Uh. Teacher: [Inaudible] you have to go. [TARGET]Teacher: Unless you settle down.[/TARGET] Student: That's not my friend, I don't like him. Student: There she goes she [yelling] Student: [Laughter] This is hard.",1 2941,"Teacher: How many parts in the whole this is Student J what is the whole number here? Student: 7 Teacher: The what? [TARGET]Teacher: Look it Student J I want you to get this.[/TARGET] Teacher: The denominator tells, the denominator tells how many parts a whole is divided into. Teacher: What are we dividing? Student: Um, 24 divided by 1 fourth.",1 2942,"Teacher: How many pencils can I give away total without going over? Student: 16. Teacher: I can give away 16 pencils. [TARGET]Teacher: Student O, sit.[/TARGET] Teacher: How many can each child get? Student: 8. Teacher: 8.",1 2943,"Teacher: How many people are going to be sitting in each row, Student T? Student: 6. Teacher: 6, because 6 times 4, good, equals 24, or 24 divided by 4 equals 6. [TARGET]Teacher: So, follow directions.[/TARGET] Teacher: We are doing this together. Teacher: There is no reason you should not have the equation done. Teacher: Now we need to come up with a complete sentence for our answer.",1 2944,"Teacher: How many people have that strip in their desk, in that area so to speak? Teacher: Perfect. Teacher: I need you to take that out. [TARGET]Teacher: Student N I need you to take that out for me please.[/TARGET] Teacher: This is just one of the materials that you will need to play this game. Teacher: You're gonna use it as a reference to help you. Teacher: Most of you may not need it, but I want you to have it just in case.",1 2945,Teacher: How many pieces would that be? Teacher: [Crosstalk] Teacher: Okay. [TARGET]Teacher: That - let's get back.[/TARGET] Teacher: Good job. Teacher: I'm back. Teacher: [Crosstalk],0 2946,"Teacher: How many pieces? Teacher: [Crosstalk] Teacher: Student J, you may talk to anyone. [TARGET]Teacher: Yeah, talk to someone.[/TARGET] Teacher: Student N, yeah, [inaudible], you may get into that talking. Teacher: Yes. Teacher: Listen to them.",0 2947,"Teacher: How many princes is each princess going to have? Teacher: [Laughter] That would be wonderful, because I know you like princesses. Teacher: Think about it. [TARGET]Teacher: You want to stare?[/TARGET] Teacher: I can stare back. Teacher: Yes? Teacher: Make sure that you're not going to the next one.",1 2948,"Teacher: How many sets of 42? Student: One. Teacher: Okay, turn around please. [TARGET]Teacher: We do need to wrap this up.[/TARGET] Teacher: We will continue it - Student: Tomorrow. Student: [Crosstalk]",0 2949,"Teacher: How many tenths are there? Teacher: Zero. Teacher: You can play it. [TARGET]Teacher: Student G, sit up.[/TARGET] Teacher: You need to be sitting up. Teacher: Student C, who's your partner? Teacher: Why aren't you over there?",1 2950,"Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: Try and draw a picture for yourself to solve this. [TARGET]Teacher: Everyone should be trying to solve this problem right now.[/TARGET] Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy? Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know. Teacher: Let me see you working on this problem please.",0 2951,"Teacher: How many times did I bring something down? Teacher: How many times did I bring something down? Teacher: Once. [TARGET]Teacher: Student M, stop, please.[/TARGET] Teacher: All right, let's try another one. Teacher: You've got to bring down twice. Teacher: Watch.",1 2952,"Teacher: How many times did I bring something down? Teacher: Once. Teacher: Student M, stop, please. [TARGET]Teacher: All right, let's try another one.[/TARGET] Teacher: You've got to bring down twice. Teacher: Watch. Teacher: [Crosstalk]",0 2953,"Teacher: How many times will 6 go into 40? Teacher: 6, 36, subtract. Teacher: Bring down the next number. [TARGET]Teacher: Someone's talking and not paying attention.[/TARGET] Teacher: How many times will 6 go into 40? Teacher: Just go over and over. Teacher: 4.",1 2954,"Teacher: How many times will two go into that two? Teacher: There you go. Teacher: All right, watch. [TARGET]Teacher: If you missed that last step, you're gonna miss it.[/TARGET] Teacher: So we have two will go into five how many times? Multiple Students: Two. Teacher: Two.",0 2955,"Teacher: How many whole ones will go and how many leftovers? Student: I'm wondering if this makes sense. Student: Like - [TARGET]Teacher: Guys, there's tape over here.[/TARGET] Student: Oh. Student: - if we say, like - if we buy 58 donuts and we round it to 50 donuts - Teacher: You can't round it.",0 2956,Teacher: How much change - who has a phone? Teacher: Give it to me. Teacher: You're not supposed to have your phones here; you know this. [TARGET]Teacher: They are to be turned in.[/TARGET] Teacher: Give it up. Teacher: Did you turn it off? Student: Mm-hmm.,1 2957,"Teacher: How much is 9 times 8? Student: [Inaudible] 71. Teacher: No, it's not 71. [TARGET]Teacher: Put that away.[/TARGET] Teacher: You need to sit up. Teacher: Where is this? Teacher: He's doing this up there, and I don't see it.",1 2958,Teacher: How much is that please? Teacher: How much is that please? Student: We've got a camera! [TARGET]Teacher: Looking at what we have here.[/TARGET] Student: It doesn't go to our parents though. Teacher: What is this one bigger? Teacher: Student D?,0 2959,"Teacher: How much was that for? Student: 300. Teacher: Good. [TARGET]Teacher: Over here, Student K.[/TARGET] Student: Lines for 500. Student: Line segment. Teacher: You're not supposed to help her.",1 2960,"Teacher: How this works is the Bingo is equivalent fractions. Teacher: These are the fractions that you have to choose from to put on your Bingo board. Teacher: Everybody is going to have 2 Bingo boards, so we're gonna play twice. [TARGET]Teacher: Student K, please come out of the locker.[/TARGET] Teacher: [Crosstalk] Teacher: The top one, you get to decide. Teacher: You get to decide where you are putting your fraction.",1 2961,Teacher: How to make your data. Teacher: You have a book. Teacher: Sit down. [TARGET]Teacher: One person.[/TARGET] Teacher: Give me a paper towel. Teacher: One person is going - excuse me. Teacher: Your data is not correct.,0 2962,"Teacher: How would we-how could we figure out-how would we know that it's eight sixteenths? Teacher: What could we do to change one half into eight sixteenths? Teacher: So the thing is that we need to-Student S, sit down. [TARGET]Teacher: The thing that we need to do-even you two back there, just because, sit up and be with me.[/TARGET] Teacher: Once you figure out what the common denominator is you change that one fraction or sometimes you have to change both fractions into something with the same denominator. Teacher: Once you've done that, you add your fractions. Teacher: So Student M is saying that I need to change-let me make sure I have this right-you're saying I need to change one half into eight sixteenths?",1 2963,Teacher: How would you explain to someone else how solution one works? Teacher: Where does the [inaudible] here come from? Teacher: Get away from there. [TARGET]Teacher: Come right here.[/TARGET] Teacher: Your mom did not sign it. Teacher: What is the problem with the camera? Teacher: You know how to do math.,1 2964,"Teacher: How would you like everyone to share their answers? Teacher: Okay, so everyone is going to do part A first? Teacher: Okay. [TARGET]Teacher: Okay, so tell them what to do.[/TARGET] Teacher: Who's the recorder? Teacher: You got to listen carefully, okay? Teacher: And they'll let you know when to write something.",0 2965,"Teacher: How would you tell a 3rd grader how to do this math? Teacher: Yes, Student A? Student: [Inaudible]. [TARGET]Teacher: Stop.[/TARGET] Teacher: Sit down. Student: I lost it. Teacher: You lost what?",1 2966,"Teacher: How would you use it in a video game? Student: In story mode, like, [inaudible]. Teacher: Student A, please pay attention. [TARGET]Teacher: Thank you.[/TARGET] Student: In the beginning, the winter seasons, then there's summer- Teacher: So the amount of time you spend playing in each season? Student: No.",0 2967,"Teacher: How you follow this data is this. Teacher: You go all the way over here. Teacher: You [inaudible] - Student R, you really need to pay attention. [TARGET]Teacher: You do not know everything.[/TARGET] Teacher: Over here. Teacher: You can read this data. Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies?",1 2968,"Teacher: How 'bout now? Student: Getting bad [Inaudible] Student: [Inaudible] [TARGET]Teacher: No, you can stay today.[/TARGET] Teacher: Unless you - well, if you ladies want to go, go ahead. Student: It's not me [Inaudible] Teacher: Oh, it's not you.",0 2969,Teacher: Huh? Student: I changed it to percent. Teacher: Okay. [TARGET]Teacher: Stop.[/TARGET] Teacher: Listen. Teacher: What answer do you have? Student: Sixteen and one-third.,1 2970,"Teacher: Huh? Student: You're pretty much doing it by the same thing 'cause you said it's 600 and that's all the [inaudible]. Teacher: Yeah. [TARGET]Teacher: We're gonna do one more and then I'm gonna give you grid paper and you're gonna do two of your own.[/TARGET] Teacher: There's room on the front and the back. Teacher: Student E, give me a number. Teacher: If it's in the teens sometimes I call it a teenager number.",0 2971,"Teacher: Huh? Student: [Inaudible] Teacher: Excuse me? [TARGET]Teacher: Student F, you go to Miss G.[/TARGET] Student: [Sometimes I hate -]. Student: Nope. Teacher: What, can't you tell [her?]",0 2972,"Teacher: Huh? Student: [Inaudible]. Teacher: Thank you. [TARGET]Teacher: Look again.[/TARGET] Teacher: See, this is what we did. Teacher: We are kind of revising it. Teacher: See, we take the group and we will remember we had a half.",0 2973,"Teacher: Huh? Student: [Inaudible]. Teacher: What's the problem? [TARGET]Teacher: Let's write this.[/TARGET] Teacher: What are we going to break? Student: Oh, 21. Teacher: Twenty-seven into?",0 2974,Teacher: Hurry up. Teacher: Write your [inaudible]. Teacher: It's time to share. [TARGET]Teacher: Put down your crayons.[/TARGET] Teacher: It's time. Student: [Inaudible]. Teacher: It's time to share.,0 2975,"Teacher: Hurry up. Teacher: You still have a lot to do. Teacher: Why don't you use pencil? [TARGET]Teacher: Why don't you use pencil?[/TARGET] Student: I don't like pencil. Teacher: Excellent. Teacher: See, you know how to do it.",0 2976,"Teacher: I agree. Teacher: This is good. Teacher: Can somebody else solve this math in a different way? [TARGET]Teacher: You may, Student J.[/TARGET] Student: Can I go after he goes back? Teacher: Yes. Teacher: Student C, sit down please.",0 2977,"Teacher: I am going to - Student: Come on, turn it up. Teacher: - turn this off. [TARGET]Teacher: I'm going to turn this off.[/TARGET] Teacher: Okay, all right. Teacher: Raise your hand if you have not completed the rest of this problem. Teacher: If you have not completed the rest of this problem.",0 2978,"Teacher: I am going to give you - let's see. Teacher: I'll give you ten minutes, now, to work on this question by yourself. Teacher: We're going to do think, pair, share, today. [TARGET]Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself.[/TARGET] Teacher: Then pair. Teacher: We're not going to do it with a pair, though. Teacher: We're going to do it in our small group.",0 2979,"Teacher: I am keeping it. Teacher: Okay, so - Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Student L, clean that up.",1 2980,"Teacher: I am looking for the group that's ready. Teacher: Could you get me a poster board? Teacher: Can you use highlighters? [TARGET]Teacher: If they're blue and yellow you may.[/TARGET] Teacher: Okay, the computer's not working. Teacher: It's going slow. Teacher: All right, you should be ready.",0 2981,"Teacher: I am not playing with you now. Teacher: This is a quiet table. Teacher: If you are working, you are working with me. [TARGET]Teacher: Last warning.[/TARGET] Teacher: I'm sorry. Teacher: We can't take any snack until this is finished. Teacher: Did you hear what I said?",1 2982,"Teacher: I am the student that is going to play. Teacher: I have 1, 2, 3, 4, 5, 6, 7. Teacher: This is the card that is dealt to me. [TARGET]Teacher: I'm going to change the [inaudible] cards.[/TARGET] Teacher: Okay. Teacher: I'm going to show you also how to use the wild card. Teacher: All eyes on Ms.",0 2983,Teacher: I appreciate the way you ignored him. Teacher: Thank you so much. Teacher: Let's all look here again. [TARGET]Teacher: Look at what Student C did.[/TARGET] Teacher: Look at. Teacher: He said that he knows that this is 25 times 3. Teacher: That he counted two down.,0 2984,"Teacher: I asked you to bring your paper with you, please. Teacher: Okay. Teacher: All right. [TARGET]Teacher: We need to be at the floor in 10, 9, you're embarrassing yourself.[/TARGET] Teacher: Is this your paper? Teacher: 8, 7, 6, 5, 4, 3, 2, and 1. Teacher: Okay.",1 2985,"Teacher: I asked you to take them both off if you got them right. Teacher: You all are turning them upside down. Teacher: What was my direction? [TARGET]Teacher: Take them off if you get them right.[/TARGET] Teacher: Put them in the bag. Teacher: Next, beach weather. Teacher: You want it to be 32 degrees Celsius and 86 Fahrenheit.",1 2986,"Teacher: I asked you to think about before. Teacher: Student A? Teacher: What's changed? [TARGET]Teacher: Student N, stand up.[/TARGET] Teacher: Come here. Teacher: Student N, what has changed? Student: The whole.",1 2987,"Teacher: I better be joking? Teacher: What? Student: [Inaudible]. [TARGET]Teacher: No, I'm not joking.[/TARGET] Teacher: I'm gonna pull these two desks back so I can - ah! Teacher: Okay. Teacher: Now, this is Mrs. S's spinner; whee!",1 2988,"Teacher: I bumped my head. Teacher: What happened? Teacher: Okay, what do I do first? [TARGET]Teacher: Help me out.[/TARGET] Teacher: Student L. Student: You take the denominator - Teacher: Take my denominator like that.",0 2989,"Teacher: I called on Student E. Let's see. Teacher: If he needs help, Student L, we'll get to you. Teacher: I'm sorry. [TARGET]Teacher: Some people are playing with their counters.[/TARGET] Teacher: That means they're not gonna listen to you, Student E. That would be sad. Teacher: So we're not gonna twirl them. Teacher: We're not gonna spin them and we're certainly not gonna stack them.",1 2990,"Teacher: I came [inaudible]. Teacher: For example I have 103 plus 102. Teacher: So I have 1,005. [TARGET]Teacher: Look here.[/TARGET] Teacher: My score is going to be 5. Teacher: You take away this from 1,000, because it goes to 1,000. Teacher: That's what you do.",0 2991,"Teacher: I can hear Student G. Student: That's our homework? Teacher: All right, guys. [TARGET]Teacher: Put your eyes up here.[/TARGET] Teacher: This is tonight's homework. Teacher: You're subtracting mixed numbers tonight. Teacher: Step one, find the least common denominator of the fractions.",1 2992,"Teacher: I can hear you from all the way over here. Teacher: Student P, are you working? Student: Yes. [TARGET]Teacher: Student L, can you please move your cards?[/TARGET] Teacher: Your dry erase board stays on your desk, and you don't play. Teacher: You're making yourself look bad. Teacher: The camera is right on you watching you do absolutely nothing.",1 2993,"Teacher: I can stop? Student: Yes. Multiple Students: [Crosstalk]. [TARGET]Teacher: Oops, excuse me.[/TARGET] Teacher: Desk. Student: Five times five is [inaudible]. Teacher: Okay, so now we know which one's the desk.",0 2994,Teacher: I can take a point back. Teacher: Whatever you think. Teacher: You are working as a team. [TARGET]Teacher: I'm going to choose who is going to explain it.[/TARGET] Teacher: [Inaudible]. Teacher: Time. Teacher: Focus.,0 2995,"Teacher: I can tell who's with me by whose eyes are with me here and whose voices are off. Teacher: Thank you those of you who are paying attention and are still trying to learn. Teacher: Those are the people who are ready for sixth grade; I can tell. [TARGET]Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet.[/TARGET] Teacher: So again, this would be one box. Teacher: We split it in quarters. Teacher: Then we took three quarters and that fills one box.",1 2996,"Teacher: I can wait. Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor. Teacher: Student M, do you want to pass out the whiteboards for us? [TARGET]Teacher: I don't want to use the [inaudible] right now.[/TARGET] Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D. You are passing out markers, whiteboards, and [inaudible]. Teacher: 3, 2, 1. Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1.",0 2997,"Teacher: I can't help you with that, share. Teacher: Share with Student J. Teacher: Page 29. [TARGET]Teacher: There shouldn't be any talking over there.[/TARGET] Teacher: Student O, Student K, when you take out a math book there is not talking. Teacher: [Crosstalk] Teacher: All right, both of you go outside.",1 2998,"Teacher: I can't hear him. Teacher: Student R, would you repeat that? Teacher: Student J, go back to your seat. [TARGET]Teacher: It's not working.[/TARGET] Teacher: Student R, what did you use here, what attribute? Student: An obtuse, right, and an acute angle. Teacher: You said you saw all three types of angles there?",1 2999,"Teacher: I can't see behind you. Teacher: I'm sorry. Teacher: We've got people over at this table not following directions. [TARGET]Teacher: It's hard for me to hear you.[/TARGET] Teacher: Okay. Teacher: So making the thousandths with these pieces, can we really do that? Teacher: We can't do that unless we add some more pieces and change the value, but we have not done that yet, okay?",1 3000,Teacher: I checked my e-mail and I didn't see anything. Teacher: That's okay. Teacher: Can you close the door for me please? [TARGET]Teacher: What's the problem?[/TARGET] Student: I can't go [anywhere]. Teacher: How come? Student: Because all the cards - I can't put nine tenths in because three fourths is already there.,1 3001,"Teacher: I chose B because. Teacher: Comprehension packet, sheet. Teacher: We're going to follow the guidelines, please. [TARGET]Teacher: Put your hand on your head before you stand up.[/TARGET] Teacher: I didn't nod to you. Teacher: Thank you, Student E. $9.00 a month. Teacher: So tonight for homework, you need to do this.",1 3002,"Teacher: I decided not to. Teacher: This is a board marker. Teacher: It wouldn't work very well. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student J, that's where you are. Teacher: You don't need to have words. Teacher: Thank you.",0 3003,"Teacher: I did hear you, Student D. Plus what? Student: [Inaudible] Teacher: Yep. [TARGET]Teacher: Can you do one?[/TARGET] Teacher: Who's done another one? Student: I got another idea. Student: I did one.",0 3004,"Teacher: I did number 11 first to make sure you guys understood. Student: [Inaudible] Teacher: Yeah, do it just like I did it. [TARGET]Teacher: Yeah, yeah, throw it away.[/TARGET] Teacher: Yeah, do it just like I did before. Teacher: Student A, check your work. Teacher: All right, let's look at this first one.",0 3005,Teacher: I didn't know. Teacher: I checked my e-mail and I didn't see anything. Teacher: That's okay. [TARGET]Teacher: Can you close the door for me please?[/TARGET] Teacher: What's the problem? Student: I can't go [anywhere]. Teacher: How come?,0 3006,"Teacher: I didn't ask you to fix the little cards. Teacher: I didn't ask you to play with the dice. Teacher: I didn't ask you to touch your board. [TARGET]Teacher: Raise your hand if I were to play a follow the directions game you would probably be the last one standing, because you have a lot of discipline.[/TARGET] Teacher: Hmm. Teacher: Imagine that. Teacher: I don't want you to do anything right now.",1 3007,Teacher: I didn't ask you to go out. Teacher: That's somebody's art piece. Teacher: [Crosstalk] [TARGET]Teacher: Thank you for ignoring him.[/TARGET] Teacher: Thank you so much. Teacher: I appreciate the way you ignored him. Teacher: Thank you so much.,1 3008,"Teacher: I didn't ask you to stack the markers on top of one another. Teacher: I didn't ask you to fix the little cards. Teacher: I didn't ask you to play with the dice. [TARGET]Teacher: I didn't ask you to touch your board.[/TARGET] Teacher: Raise your hand if I were to play a follow the directions game you would probably be the last one standing, because you have a lot of discipline. Teacher: Hmm. Teacher: Imagine that.",1 3009,"Teacher: I didn't know it perfectly in the fourth grade. Teacher: I think I learned it lie, in fifth grade, honestly. Teacher: But you guys have to work through it so I can see. [TARGET]Teacher: I know that Student W and Student I both can't do it past the second step.[/TARGET] Teacher: How do I know that? Teacher: Because they both worked it through and they both messed up at the second step. Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay?",0 3010,"Teacher: I didn't make those. Teacher: There are such a thing. Teacher: So we're dealing with halves because there's only two in a whole. [TARGET]Teacher: If you cannot sit over there and not talk, I'm going to have you move.[/TARGET] Teacher: So who has one fourth? Teacher: All right. Teacher: Bring your one fourth down and put it where it belongs.",1 3011,Teacher: I didn't say that. Teacher: Draw the box or just write the numerator or the denominator. Student: Whatever number you want? [TARGET]Teacher: Sh![/TARGET] Teacher: No. Teacher: Not whatever number you want. Teacher: Let me repeat.,1 3012,"Teacher: I do like the way most people were able to do that very easily, and it's done. Teacher: Student A? Student: What? [TARGET]Teacher: Excuse me?[/TARGET] Teacher: I don't know what's going on, but you have a tally mark. Teacher: Moving on, I'm thinking that the lowest number would be 2. Teacher: I'm thinking there would be at least one parent and one child in a household.",1 3013,"Teacher: I do not have a week to do this. Teacher: We take the math test in three weeks, and we have just started this, and you all are playing around instead of following directions. Teacher: You don't have a half because it's still sitting here in the pile. [TARGET]Teacher: You shouldn't need to.[/TARGET] Teacher: I wrote down what you were looking for. Teacher: There's only six of them. Teacher: They're very easy to find.",1 3014,"Teacher: I do not like it. Student: She got cut! Student: She got cut! [TARGET]Teacher: What's your problem?[/TARGET] Student: She was scratching me in my face and I was like, and then she got me and she was pulling on my buttons. Teacher: Did I tell you not to run after her? Multiple Students: I didn't run after her she ran after us.",1 3015,Teacher: I do not see a denominator of 3. Teacher: That is not what you showed me. Teacher: Okay then. [TARGET]Teacher: Now I'm watching you.[/TARGET] Teacher: What do you do with that information? Teacher: Are you rewriting those? Teacher: I'm not talking to you.,0 3016,"Teacher: I don't know how it happened, but you have done nothing. Teacher: You have wasted an entire day of math. Teacher: We don't have enough days left. [TARGET]Teacher: Now you calm down and you figure out a way to articulate what you are thinking to me, because right now I am very angry.[/TARGET] Teacher: I see 13. Teacher: Is this 21 over here? Student: Yes.",1 3017,"Teacher: I don't know how that happened. Teacher: I know how that happened. Teacher: Now, what's the difference -? [TARGET]Teacher: Student A, I need you to stop wandering.[/TARGET] Teacher: What's the difference between this and this? Teacher: I'm coming around. Teacher: Look up here.",1 3018,Teacher: I don't know if you're going to be able to find one smaller than that. Teacher: How are we doing over here? Teacher: Who's here? [TARGET]Teacher: Sit in the chair.[/TARGET] Teacher: How about you put this in the middle? Teacher: There you go. Teacher: Everybody can see it.,1 3019,"Teacher: I don't know what is really going on there. Teacher: Student C, go back to your seat please. Student: What am I doing? [TARGET]Teacher: Banging the desk and not working.[/TARGET] Teacher: Now add this and this together. Teacher: Let me see the people that are really working now. Teacher: [Crosstalk]",1 3020,"Teacher: I don't like it. Teacher: Someone did it when I said hold on. Teacher: Student T, don't flick your tongue at me. [TARGET]Teacher: That's rude.[/TARGET] Teacher: I'm trying to find something and since I can't answer your question or whatever you need right now at this minute doesn't mean you can flick your tongue at me. Teacher: I will be with you in just a second. Teacher: All right.",1 3021,"Teacher: I don't see you doing your work. Student: Because I can't. Student: It's because I [inaudible]. [TARGET]Teacher: Where'd your paper go, darling?[/TARGET] Teacher: I gave it to you. Student: No, I think it's [inaudible]. Teacher: Well go look for it.",0 3022,Teacher: I don't set anything up. Student: [Inaudible]. Teacher: I know you didn't mean it. [TARGET]Teacher: I get it.[/TARGET] Teacher: It's okay. Teacher: I accepted your apology. Teacher: I know you were just - I get it.,1 3023,"Teacher: I don't think Student S is by herself, is she? Teacher: You have 15 minutes. Teacher: I don't think we should be wasting time right now. [TARGET]Teacher: Your plan should be here.[/TARGET] Teacher: You might want to look up there first, right? Teacher: What do you notice? Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use?",0 3024,"Teacher: I don't think so. Teacher: Any questions about math? Teacher: Those of you that go to math lab you will be going this afternoon. [TARGET]Teacher: I need kids sitting up, fifth-grade style.[/TARGET] Teacher: You don't lounge in fifth grade. Teacher: I'm gonna call you by table to line up, and you're gonna take your bathroom break. Teacher: Table two, you are sitting nicely.",1 3025,"Teacher: I don't think what you're doing now is the right thing to do because I know that you're comfortable of doing it. Teacher: I don't think what you're doing now is the right thing to do. Teacher: Student A, come over here. [TARGET]Teacher: I'll help you.[/TARGET] Student: What is this? Teacher: Bring it. Teacher: Let me help you.",0 3026,Teacher: I don't think you have a big issue. Teacher: We just want to find a way that we can sit and work. Student: I want to leave this school. [TARGET]Teacher: Come here for a second.[/TARGET] Teacher: Come here. Teacher: I'll be right back. Teacher: Did you finish that one?,1 3027,"Teacher: I don't think your mom would like to see you acting this way during this lesson. Teacher: Thank you, Student D. You have been participating. Teacher: I don't want to divert your attention. [TARGET]Teacher: Thank you Student T. Thank you, Student A.[/TARGET] Teacher: Good job. Teacher: There's something you said here that's really - you added the 6 out of 5. Student: Yes.",0 3028,"Teacher: I don't want to count by tens. Teacher: I need to find out how many squares are inside this rectangle. Teacher: Nod your head if you agree. [TARGET]Teacher: Student B, I've called your attention.[/TARGET] Teacher: You are no longer working ahead. Teacher: You are now focused on me. Teacher: I am teaching you how to break this array up into four smaller pieces.",1 3029,"Teacher: I don't want to use the [inaudible] right now. Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D. You are passing out markers, whiteboards, and [inaudible]. Teacher: 3, 2, 1. [TARGET]Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1.[/TARGET] Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now. Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths. Teacher: Yes?",1 3030,"Teacher: I don't. Teacher: Take out your math book please. Teacher: [Crosstalk] [TARGET]Teacher: Let's open up to unit 6.[/TARGET] Student: I need you to check if we left this [inaudible]. Student: Teacher, isn't it page 31? Teacher: No.",0 3031,"Teacher: I don't care where you put it. Teacher: Just put it now. Teacher: Student J, you're taking too long doing that. [TARGET]Teacher: I'm not waiting.[/TARGET] Teacher: I need to see everyone with that number in a box. Teacher: Now. Student: Write a number in the -",1 3032,"Teacher: I don't even know the answer yet so relax. Student: I got it and this time I know I got it. Student: [Crosstalk] [TARGET]Teacher: You're welcome.[/TARGET] Student: Do you bring the two down? Teacher: No, you just do it digit by digit. Teacher: So now can 13 go into 5?",0 3033,"Teacher: I don't expect you to know it perfectly. Teacher: I didn't know it perfectly in the fourth grade. Teacher: I think I learned it lie, in fifth grade, honestly. [TARGET]Teacher: But you guys have to work through it so I can see.[/TARGET] Teacher: I know that Student W and Student I both can't do it past the second step. Teacher: How do I know that? Teacher: Because they both worked it through and they both messed up at the second step.",0 3034,"Teacher: I don't have time to fix it. Teacher: And we have 8 remainder 1. Teacher: Student M, why don't you go in the back? [TARGET]Teacher: Student O, you're up here.[/TARGET] Teacher: There you go. Teacher: She fixed it. Teacher: [Crosstalk]",0 3035,"Teacher: I don't know if I want to put that. Teacher: I really need to talk to her too. Teacher: Ouch. [TARGET]Teacher: I really need to talk to her.[/TARGET] Teacher: I need to talk to you. Teacher: Are you busy? Student: 4,100.",0 3036,"Teacher: I don't know where they disappeared to I don't know where. Other Adult: Alright 1, 2, 3, 4, okay, which [Inaudible] your box? Student: Hm, um, this? [TARGET]Teacher: This is not done I want you to show me one that's done.[/TARGET] Other Adult: So how many is gonna be shaded? Student: 2, 3. Other Adult: How many fourths is that?",0 3037,"Teacher: I don't know. Teacher: Question I have over here right now, what does a pentagon look like. Teacher: What can you tell me about a pentagon? [TARGET]Teacher: Student K loves that chat back there.[/TARGET] Student: It has five sides. Teacher: It has five sides. Teacher: Five sides, home plate.",1 3038,Teacher: I don't like the [Inaudible] as much. Teacher: I don't like it. Teacher: I do not like it. [TARGET]Teacher: I do not like it.[/TARGET] Student: She got cut! Student: She got cut! Teacher: What's your problem?,1 3039,"Teacher: I don't need you to - Student: Thirty. Teacher: We don't need to do this. [TARGET]Teacher: Can you please go back to your seat?[/TARGET] Teacher: She's back. Student: You have - Teacher: You see her standing in front of you, correct?",1 3040,Teacher: I don't pay him no mind. Student: Yeah but I pay you mind. Teacher: Meaning that I would get bent out of shape cause you'll get upset. [TARGET]Teacher: So [Inaudible] will just be like you what you got attitude for you don't have no attitude?[/TARGET] Student: But I raised my hand. Teacher: I'll pay you no mind. Teacher: I'm still talking about that 12.,1 3041,"Teacher: I don't see any skirts right now in the class. Teacher: Everybody, legs crossed and the rules of the class always apply. Teacher: Everybody should quickly solve the warm-up question. [TARGET]Teacher: Everybody should quickly solve that in two minutes.[/TARGET] Teacher: I'm gonna give you one more minute and everybody will stop. Teacher: Stop. Teacher: Now, we're gonna keep the question of the game.",0 3042,"Teacher: I don't see my spray bottle of water. Student: It's just 12 times 5. Student: [Crosstalk] [TARGET]Teacher: Shh.[/TARGET] Teacher: Let's try one just a little bit bigger. Teacher: Tell me a two-digit number, Student B, like something in the 20s or 30s or something like that. Student: 35",1 3043,"Teacher: I don't think you are. Teacher: I hear you talking about, is this a paper clip, and talking about your mom. Teacher: Please move your clothespin. [TARGET]Teacher: Your partner Student K, is waiting to play with you.[/TARGET] Teacher: [Students working on problem]. Student: That's not equal. Teacher: It doesn't equal 96?",1 3044,Teacher: I don't understand why you're sitting in the back. Teacher: Come on. Teacher: [Inaudible]. [TARGET]Teacher: How are you?[/TARGET] Teacher: So these are our [inaudible] and their names are- Student: Student K. Student: Student E.,1 3045,"Teacher: I don't want [pushing back my chairs from all the room.] Teacher: Student M, Student J, Student M, stand up front please. Teacher: Student L, Student A, Student B, sit up front please. [TARGET]Teacher: You know what?[/TARGET] Teacher: Student B, sit down. Teacher: You know what? Teacher: Student [L], no, Student A, sit down.",0 3046,"Teacher: I don't want to hear any talking. Teacher: Come up here. Teacher: I don't want you to write anymore. [TARGET]Teacher: Look up here.[/TARGET] Teacher: You should be looking here. Teacher: Have a seat. Teacher: Student D, look up here.",1 3047,"Teacher: I don't want to hear zero decimal point zero five. Teacher: You need to read it the way you would say it. Teacher: Okay. [TARGET]Teacher: Stop it.[/TARGET] Teacher: Okay, 0.96 divided by 3. Teacher: Okay, one person talk me through it. Teacher: Student B, what am I going to do?",1 3048,"Teacher: I don't want to know just the answer. Teacher: I don't want you to write triangle if they want you to show the work. Teacher: So, you need to show the work completely. [TARGET]Teacher: Who can read how we are going to do this?[/TARGET] Teacher: This is what we're going to do. Teacher: Who can read how we are going to do it? Teacher: Student S?",0 3049,"Teacher: I don't want you to write anymore. Teacher: Look up here. Teacher: You should be looking here. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Student D, look up here. Teacher: Student S, stop writing. Teacher: What are you doing first, Student A?",1 3050,"Teacher: I feel like people aren't listening. Student: I am. Student: She's throwing paper at us. [TARGET]Teacher: What's going on Student A?[/TARGET] Student: She's throwing paper. Teacher: I know. Teacher: Student A, look at me.",1 3051,"Teacher: I forgot my sunglasses. Student: How could it be sunny out? Student: Yesterday it snowed. [TARGET]Teacher: Mini golf courses are closed these days.[/TARGET] Teacher: It's not the weather for it. Teacher: And my last game, Student L. Student: 92.",0 3052,"Teacher: I forgot we got to working on backs of pages in this packet. Teacher: So on Page 3, oh, this is easy. Teacher: We got a triangle. [TARGET]Teacher: I can handle that.[/TARGET] Teacher: Okay. Teacher: It's sort of an awkward triangle, but it's still a triangle. Teacher: Okay.",0 3053,"Teacher: I found my partner. Teacher: Give me 5. Teacher: I'll wait. [TARGET]Teacher: Somebody standing back here does not have a partner.[/TARGET] Teacher: Turn around. Teacher: Okay. Teacher: So Student G, you have 4 faces.",0 3054,"Teacher: I gave it away, huh? Student: Remainder three? Student: Wait - [TARGET]Teacher: Okay, we're not done.[/TARGET] Teacher: Thank you, Student E. Student E is trying to tell us slow down, [Inaudible]. Teacher: We're gonna do it step by step. Teacher: 13 minus 10 is -",1 3055,"Teacher: I get her back. Teacher: So now look at that. Teacher: She's doing number two. [TARGET]Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set.[/TARGET] Teacher: Good job. Teacher: We're doing the second one, number two. Student: Marbles.",0 3056,"Teacher: I got one and two up here. Teacher: Sh. Teacher: They're all addition. [TARGET]Teacher: Sh.[/TARGET] Student: Can I look at the first one? Student: I'm talking about- Teacher: Student A, you should be working on this and not messing with those.",1 3057,"Teacher: I got you back? Student: You got me back. Teacher: I got you back. [TARGET]Teacher: Yeah, I got you back.[/TARGET] Teacher: All right, listen - listen. Teacher: How many tenths are in here? Teacher: One.",0 3058,"Teacher: I had 92 in the middle. Teacher: Does anybody have a median that does not need to be averaged? Teacher: You all do, don't you? [TARGET]Teacher: I was mean.[/TARGET] Teacher: Yes. Student: [Inaudible]. Teacher: You have a question.",0 3059,"Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D. You are passing out markers, whiteboards, and [inaudible]. Teacher: 3, 2, 1. Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. [TARGET]Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now.[/TARGET] Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths. Teacher: Yes? Student: [Inaudible].",1 3060,"Teacher: I hate it when people aren't responsible. Teacher: Okay. Teacher: If you do not have a clock, and you do not know who your partner is, why is there so many people up here today? [TARGET]Teacher: I'm not asking you.[/TARGET] Teacher: Do you have a clock? Student: Yes. Teacher: Then sit down.",1 3061,"Teacher: I hate to be ugly, but that's the last chance. Teacher: I'm excited that you're learning math and you're excited about it. Teacher: You need to get control. [TARGET]Teacher: That's it.[/TARGET] Teacher: One more time. Teacher: We will not go over this, we will not do centers. Teacher: You will set at your desk and we will do book work and I will call people back there.",1 3062,"Teacher: I have 32 hundredths times 48. Teacher: Student G, what am I gonna do first? Student: Times - [TARGET]Teacher: Student E, help him out.[/TARGET] Student: Multiply eight times two. Teacher: Okay. Teacher: Eight times two gives me 16.",1 3063,"Teacher: I have 400 and 500. Teacher: Then what's left? Teacher: I'll let you do the rest. [TARGET]Teacher: Student D, and Student E, please go outside my door.[/TARGET] Teacher: Go outside. Teacher: You have plus 200. Teacher: Go out.",1 3064,"Teacher: I have 903 plus 102. Teacher: I add my numbers here. Teacher: For example, look here. [TARGET]Teacher: Are you looking at me?[/TARGET] Teacher: I'm going to add my numbers here. Teacher: For example - so I have now 903 plus 102. Teacher: It's going to be 5010.",0 3065,"Teacher: I have an extra one for you on my desk. Teacher: Student N I have an extra strip. Teacher: I'm sorry - did I call you -? [TARGET]Teacher: No.[/TARGET] Teacher: I called you Student N. Student N I'm gonna have you use Student L's strip for now. Teacher: I also have an extra one for you too as well Student T. You're gonna be using these as a reference. Teacher: Like always, we are going to be breaking up into groups, and you're going to be playing this game in groups.",1 3066,"Teacher: I have an extra one. Teacher: If you need it, I'll give it to you. Teacher: But, just for the time being, don't stress it. [TARGET]Teacher: Don't stress it.[/TARGET] Teacher: Student C, you're gonna need to share this sheet with Student D. So, if you wanna scoot your chair over. Teacher: Or he could scoot it over to you. Teacher: Student D, for the third time, go to your seat.",0 3067,"Teacher: I have been trying to help you. Teacher: If you can't pay attention - can you stop? Teacher: Let me see what you wrote. [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14.[/TARGET] Teacher: How many do you have? Teacher: Let me see. Teacher: 1, 2, 3 ,4, 5, 6, 7.",0 3068,"Teacher: I have homework for this group over here. Teacher: I can't give [inaudible]. Teacher: I might give that to this group too. [TARGET]Teacher: Shh, shh.[/TARGET] Teacher: We're gonna give the other groups a couple minutes to go over homework. Teacher: This afternoon - I've already talked to you. Teacher: We've done our math for this afternoon.",1 3069,"Teacher: I have not said move yet. Teacher: When you come back, you need to come back into my classroom very quietly. Teacher: Okay. [TARGET]Teacher: If you are leaving for the media center, push your chair under and go very quietly.[/TARGET] Teacher: Okay. Teacher: Let me have my modeling group. Teacher: You can come get this.",0 3070,"Teacher: I have paper for you. Teacher: [Crosstalk] Teacher: You need to be listening and you need to be focused on your work. [TARGET]Teacher: Student J, you're not getting out of your seat without permission.[/TARGET] Teacher: Enough. Teacher: Let's have Student A's group sit over there. Teacher: Let's have Student A's group sit here.",1 3071,"Teacher: I have people continuing to disrespect me during this lesson. Teacher: Student S, this is your last chance. Teacher: Turn around and sit at your desk. [TARGET]Teacher: My next step is to ask you to leave the room.[/TARGET] Teacher: We're here to learn right now. Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn. Teacher: That is not fair to your classmates.",1 3072,Teacher: I have six kids. Teacher: Can I give them each an equal number of pencils? Teacher: [Crosstalk] [TARGET]Teacher: The noise volume is a little too loud.[/TARGET] Teacher: I'm having trouble hearing somebody that's a foot away from me. Student: Sorry. Student: It would have to be [inaudible].,1 3073,"Teacher: I have some background information. Teacher: I travel Highway 316 to go to Athens sometimes to visit Student C at school, and I know that if I go over 65 miles per hour I'm probably gonna get a speeding ticket. Teacher: Okay. [TARGET]Teacher: So I can see why you respectfully have some disagreements.[/TARGET] Teacher: Okay, Student R, do you want to counter? Teacher: Do you want to counter? Student: [Inaudible].",0 3074,"Teacher: I have the wrong groups, I think, again. Teacher: I'm sorry, squares are with me. Teacher: Squares are with me, not circles. [TARGET]Teacher: I apologize.[/TARGET] Teacher: Squares are with me. Teacher: So that's Student L, Student V and Student E. Teacher: [Crosstalk] ",0 3075,"Teacher: I have this whole thing copied out on a piece of paper for you to keep. Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever. Teacher: I'll just do a quick - thank you. [TARGET]Teacher: So, take one and put your name on it, please.[/TARGET] Teacher: So, again, you don't need to read this. Teacher: It's just what we went over. Teacher: I don't know why I'm hearing voices over here.",0 3076,"Teacher: I have three out of the four quarters that make a dollar. Student: [Inaudible]. Student: Because I know that ... that six ... I know that six - [TARGET]Teacher: Do you want to move your clip?[/TARGET] Teacher: [Silence]. Teacher: Stop making noise. Student: Because I know that six-twelfths is a half, so ... I ask myself in my head, ""What is half of four ... fourths?"" And I knew that it was two-fourths, so I put instead of six-twelfths, two-fourths.",1 3077,Teacher: I have to figure it out. Teacher: Erase your board. Teacher: Write this strategy on your board. [TARGET]Teacher: Put your money away.[/TARGET] Teacher: Write your strategy on your board of how you're going to figure it out. Teacher: Let me do this while you all get started. Teacher: Scoot them in there.,1 3078,"Teacher: I haven't given you a division problem in awhile. Multiple Students: Yay. Multiple Students: No. [TARGET]Teacher: Oh man, Student M, you're never happy, grouchy girl.[/TARGET] Teacher: Wah, wah. Teacher: [Crosstalk] Teacher: Because they're giving-they're giving you your equivalent fractions.",1 3079,"Teacher: I haven't seen your work. Teacher: [Inaudible]. Teacher: 1100 [TARGET]Teacher: What do you have left?[/TARGET] Teacher: Student D, you need to be here. Teacher: If you take away 1,000 from 1,100, what do you have left? Student: 100",0 3080,"Teacher: I hear a lot of talking. Teacher: It's telling me that you're finished with the pink paper and the white paper. Teacher: On the white paper, the pink paper side with the picture, you need complete sentences for all your answers. [TARGET]Teacher: I don't know why you're out of your seat.[/TARGET] Teacher: Take that back to your seat. Teacher: Get it really wet. Teacher: Student G, count out 36 if you need to.",1 3081,Teacher: I hear people talking too loud. Teacher: You're supposed to be raising your hands. Teacher: Let's see who's doing that. [TARGET]Teacher: Student K.[/TARGET] Student: Yeah? Teacher: I don't see you doing your work. Student: Because I can't.,1 3082,"Teacher: I heard division. Teacher: I heard remainders with division. Teacher: I heard words like factors, multiples. [TARGET]Teacher: Student P, take a seat, please.[/TARGET] Teacher: I heard so many great things. Teacher: One thing that I want you to think about, and I asked some people to think about this, is there a relationship between multiplication and division? Student: Saying that in class.",1 3083,"Teacher: I heard it four times. Teacher: Move your desk up, and the chair now. Teacher: Thank you. [TARGET]Teacher: Take the face off.[/TARGET] Teacher: Check the attitude at the door. Teacher: Student M, what did you need to know? Student: [Inaudible].",1 3084,"Teacher: I heard you were saying that, but you missed, kind of. Teacher: You go with one eighth. Teacher: One eighth is something different. [TARGET]Teacher: You know what?[/TARGET] Teacher: Listen, I'm trying to kind of help you understand. Teacher: The way you said it and the way you told me is different. Teacher: So one third must be, let me see, one, two, three, four -",0 3085,"Teacher: I hope you have written your names. Teacher: [Crosstalk] Teacher: Now let's look at it, the whole class. [TARGET]Teacher: Student V, you still need some time.[/TARGET] Teacher: Student G, you still need to get improved in your multiplication facts. Teacher: You still need to spend some more time. Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts.",0 3086,"Teacher: I just gave you guys three slips. Teacher: Where are they? Teacher: They weren't just for you. [TARGET]Teacher: Get them out, distribute.[/TARGET] Teacher: We're going to start today with some Mental Math. Teacher: I know we haven't done this for a while, but you remember the procedure. Teacher: I will say each problem twice.",0 3087,Teacher: I just make sure your paper has all this on there. Teacher: Thank you. Teacher: Thank you very much. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Where is one fourth? Teacher: Here's one fourth right here. Teacher: Write one fourth.,1 3088,"Teacher: I just said open your Everyday Math journal to Page 197 and those of you who finished, do not - can you [Inaudible]. Multiple Students: [Inaudible]. Teacher: [Inaudible]. [TARGET]Teacher: Student K, show me what you do when I want your attention.[/TARGET] Teacher: Student K. I just want to tell you something not to make you feel [Inaudible]. Teacher: But for you to understand. Teacher: Yesterday my other group finished all three pages.",1 3089,"Teacher: I just said, remember? Teacher: My ratio's 4 to 2, then it's 2. Teacher: Okay. [TARGET]Teacher: I know we want to get busy with this, so you've got to pay attention.[/TARGET] Teacher: If I have the ratio of 4 to 2, you might see it look like that instead of a division sign. Teacher: On your paper you're going to see your head to your chin is going to be letter A. Teacher: Okay.",1 3090,"Teacher: I just showed you how to play it. Teacher: Your goal is to make your number as very close to 1,000. Teacher: When you do that, you're winning your opponent. [TARGET]Teacher: I'm going to pass the cards.[/TARGET] Teacher: This is the first round. Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 4, 5.",0 3091,Teacher: I just told you one. Teacher: Now I want you to make up a data. Teacher: I want you to get up. [TARGET]Teacher: Collaborate.[/TARGET] Teacher: Work with your team. Teacher: I'm going to make the same. Teacher: Work with your team.,0 3092,"Teacher: I just want you to look at this for a second. Teacher: This didn't get turned on. Student: [Whistling] [TARGET]Teacher: Please do not whistle.[/TARGET] Student: It's so funny that there's a camera. Teacher: Okay, and again, camera shouldn't make any difference. Teacher: Done.",1 3093,"Teacher: I just wanted to stop at the hundredths spot, just to get us in the habit. Teacher: Yes, Student D? Student: [inaudible] [TARGET]Teacher: You can write, as long as you erase it.[/TARGET] Teacher: Because, I'm just doing it to help you guys with it. Teacher: But, really, this is something you should be saying out loud. Teacher: Okay, example two, copy this down.",0 3094,"Teacher: I know [inaudible]. Teacher: Student M, [inaudible]. Teacher: [Whistling sound]. [TARGET]Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet.[/TARGET] Teacher: Follow directions. Teacher: If you sit right here, right here - [inaudible]. Teacher: Student M, follow directions.",1 3095,"Teacher: I know a group has it because I saw it. Teacher: I was hoping they knew they had a half. Teacher: One of you, bring your half up here, please. [TARGET]Teacher: You all need to be paying attention.[/TARGET] Teacher: Have a seat. Teacher: Not you. Teacher: Anybody else paying attention?",1 3096,"Teacher: I know it's in here. Teacher: Somebody's got it. Teacher: Come on. [TARGET]Teacher: Pay attention.[/TARGET] Teacher: We found it. Teacher: They're not paying attention, too busy talking. Teacher: I left sevenths out, so there is no seven sevenths, so let's move on.",1 3097,"Teacher: I know some of you are on a roll because you finally figured out a method, but I wanted to check in with a few of you. Teacher: I have a couple of you that are done, some of you I know if I give you a couple of minutes, you'll be done. Teacher: Some of you aren't doing what you're supposed to be doing, so you're nowhere near being done. [TARGET]Teacher: Stop talking.[/TARGET] Teacher: Just sit for a minute. Teacher: Your pieces are not all going to fit on that sheet of paper. Teacher: I didn't have a piece of paper that I could copy that was this big.",1 3098,"Teacher: I know that 8 is the denominator, and I need to have 8 in the denominator, right? Teacher: So how does this 4 become 8? Student: Times it by 2. [TARGET]Teacher: So what is she missing, Student H?[/TARGET] Teacher: Can we put 3 up here? Teacher: What else do we need to do? Student: Times the numerator by 2.",0 3099,"Teacher: I know that Student W and Student I both can't do it past the second step. Teacher: How do I know that? Teacher: Because they both worked it through and they both messed up at the second step. [TARGET]Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay?[/TARGET] Teacher: You both had the same answer, which cracks me up. Teacher: Student M, watch. Teacher: Six goes into two - stop, you're fine.",0 3100,"Teacher: I know that for some reason those are a little bit blurry, but you can still see them even though they're slightly blurry. Teacher: Are we ready to play? Multiple Students: Yes. [TARGET]Teacher: If the noise level gets too high, then I'm gonna have to stop my interview and I'm not gonna be happy with that.[/TARGET] Teacher: You decide if you want to play against each other or with partners. Teacher: For example - Student: At our table?",1 3101,"Teacher: I know we haven't done this for a while, but you remember the procedure. Teacher: I will say each problem twice. Teacher: These ones are not too hard. [TARGET]Teacher: I'll say each one twice and then you will write down the answers.[/TARGET] Teacher: Please don't ask me if you didn't hear. Teacher: Make sure you're listening and paying attention so that you do hear me. Teacher: And then at the end, if you need one repeated you may raise your hand and I will repeat what you need repeated.",0 3102,Teacher: I know what I am. Teacher: You can ask me questions if you're still standing here. Teacher: I've got to look and see who my partner is though. [TARGET]Teacher: Turn around.[/TARGET] Teacher: Turn around. Teacher: I know who my partner is. Teacher: You guys have to interview each other and find who your partner is.,1 3103,"Teacher: I know you can do it. Teacher: When you break the numbers up by breaking ones, then the tens - okay. Teacher: [Inaudible]. [TARGET]Teacher: Sit down, Student A.[/TARGET] Teacher: Come right here. Teacher: Sit down. Teacher: Sit here with me.",1 3104,Teacher: I know you didn't mean it. Teacher: I get it. Teacher: It's okay. [TARGET]Teacher: I accepted your apology.[/TARGET] Teacher: I know you were just - I get it. Teacher: And if you're - I don't set it up. Teacher: They set it up.,1 3105,"Teacher: I know you guys can definitely do it. Teacher: [Side comment about sitting]. Teacher: I need one person to pass out your rubric. [TARGET]Teacher: I have this whole thing copied out on a piece of paper for you to keep.[/TARGET] Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever. Teacher: I'll just do a quick - thank you. Teacher: So, take one and put your name on it, please.",0 3106,"Teacher: I know, but I need you focused. Teacher: I need you paying attention. Teacher: Can you answer the question, Student E? [TARGET]Teacher: Can you answer the question, Student E?[/TARGET] Student: No. Teacher: Okay, I need you to focus and I need you to pay attention. Teacher: So what about comparing fractions?",0 3107,"Teacher: I know. Teacher: Student J, if I were you, I would ignore Student K, because you're going to get yourself in trouble. Teacher: Your mother will not be happy. [TARGET]Teacher: I know you don't want that.[/TARGET] Teacher: Before you did this you practiced. Teacher: [Inaudible]. Teacher: We didn't [inaudible] before we did this little decimal quiz the other day.",1 3108,"Teacher: I know. Teacher: You gonna ask and make sure I do attendance after this video. Teacher: Don't let me get in trouble. [TARGET]Teacher: Student M, Student J.[/TARGET] Teacher: Student D, Student G. Student: No, I'm already with - Teacher: Oh, Student A.",1 3109,"Teacher: I know. Teacher: You're allowed to do this one it's the next problem. Teacher: We're not doing that, I'm not touching anybody. [TARGET]Teacher: I want you to finish your math.[/TARGET] Teacher: Get up from there. Other Adult: [Inaudible] Student: [Inaudible]",1 3110,"Teacher: I know. Teacher: [Crosstalk] Teacher: Student L, you're going back to your seat and I'm gonna send you someone to work with. [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Now, you stay in your seat, in your seat. Teacher: Student E, in your seat, please. Student: [Crosstalk]",0 3111,"Teacher: I like associating with you, because you like soccer. Teacher: That's great. Teacher: Have a seat. [TARGET]Teacher: I was associating with him.[/TARGET] Teacher: Come here, Student A. I like associating with Student A, because if I say, Student A, what are you gonna be when you grow up, you're gonna say? Student: Teacher. Teacher: A - I love you.",0 3112,"Teacher: I like it. Teacher: [Crosstalk] Teacher: You have 6 minutes to figure it out. [TARGET]Teacher: Someone needs to give.[/TARGET] Teacher: No, Student W, you need to stop. Teacher: Just because you own it doesn't mean that you - you can't always get your way. Teacher: You know what?",0 3113,"Teacher: I like seeing that. Teacher: How are you doing, Student B? Student: Good. [TARGET]Teacher: A is done?[/TARGET] Teacher: Okay, then let's go. Teacher: B. Teacher: Come on.",0 3114,"Teacher: I like that if you didn't get there yet you're with me and that's awesome, 'cause that's okay. Teacher: sometimes you get stuck on one. Teacher: That first one takes a little longer. [TARGET]Teacher: So if you get stuck on doing that one - can you sit up please?[/TARGET] Teacher: Can you add 360 plus 28 please on your paper? Teacher: Boys and girls, we talked about this yesterday. Teacher: Who takes the quiz on Friday?",1 3115,"Teacher: I like the way some people are ready. Teacher: They have their boards. Teacher: They're ready. [TARGET]Teacher: Please don't talk to your friends.[/TARGET] Teacher: I just want you to do the problem and show me the answer, all right? Teacher: So here we go. Teacher: First number up.",1 3116,"Teacher: I like the way you did it here. Student: This one? Teacher: Yeah, it doesn't matter. [TARGET]Teacher: Student A, do this one.[/TARGET] Teacher: This one is easy. Teacher: Do that one. Teacher: Do this.",0 3117,Teacher: I like what I see you did. Teacher: You went ahead and added your what? Teacher: Sit down. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Your whole numbers. Teacher: You added those whole numbers. Teacher: I like that I'm seeing you do your work.,1 3118,"Teacher: I like what I'm seeing. Teacher: Now we're going to do the exit question right now. Teacher: Before we do the exit question, Student J, you share with us one of the questions that we did. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Everybody pay attention. Teacher: You can erase the board. Student: The question I'm going to do right now is subtraction.",1 3119,"Teacher: I like what I'm seeing. Teacher: Some of you are telling me that you can't keep putting Cuisenaire rods on - raise your hand and tell me why you can't keep showing me. Teacher: Why can I walk around the room and see a paper full of Cuisenaire rods, Student M? [TARGET]Teacher: I need to have your attention.[/TARGET] Teacher: I have some papers that are really full. Teacher: I have some really good strategists in this room. Teacher: Yes, Student L?",1 3120,"Teacher: I like what you did here. Teacher: Let me see. Student: He just copied that. [TARGET]Teacher: No, he didn't copy you.[/TARGET] Student: Shut up. Teacher: So you're going to write. Teacher: I thought you did it.",0 3121,"Teacher: I looked at your test scores. Teacher: Only about 20 percent of you were able to do the right questions on adding and subtracting fractions. Teacher: You can see that here it says add and subtract fractions including [inaudible] numbers, including using like and unlike denominators. [TARGET]Teacher: I want everybody to pay attention and face me, please.[/TARGET] Teacher: Today we're going to try to work through the steps of adding and subtracting like fractions again, and we're going to do that in two ways. Teacher: One, we're going to use concrete. Teacher: What do I mean by concrete?",1 3122,"Teacher: I love how I walked around and almost every single group had labeled their graph, x and y axis. Teacher: They tell me something. Teacher: Your title tells me something. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: But now, Student A had a good question, too. Teacher: We have all types of different data going around. Teacher: Some people have bowling scores.",1 3123,"Teacher: I love seeing math work. Teacher: That's great. Teacher: I like seeing that. [TARGET]Teacher: How are you doing, Student B?[/TARGET] Student: Good. Teacher: A is done? Teacher: Okay, then let's go.",0 3124,"Teacher: I love that I have people that did more than just one, right? Teacher: When you're doing more than just one, that's working hard. Teacher: You only have to do one. [TARGET]Teacher: Talking is not okay.[/TARGET] Teacher: What did she do? Student: [Inaudible]. Teacher: For which one?",1 3125,"Teacher: I love that. Teacher: 3 groups of 4. Teacher: When you read it that way I always get excited. [TARGET]Teacher: Student H, put it away.[/TARGET] Teacher: When I have 3 groups, how many are in each group? Multiple Students: 4. Teacher: Excellent.",1 3126,"Teacher: I mean I don't know what to tell you. Teacher: I got another one. Teacher: Want me to just give you another one? [TARGET]Teacher: All right, Student C, Student C and N, trade places with Student M and N. Put this-are you gonna take that home?[/TARGET] Student: Yeah. Teacher: Okay. Teacher: I'm gonna count to five.",0 3127,"Teacher: I mean both of them are the same, but some of them are square and some of them are circular shaped. Teacher: So what you're going to do, and I'm gonna call you by groups. Teacher: You guys are gonna come up. [TARGET]Teacher: The only one that you - you can take - no.[/TARGET] Teacher: I think I better hand them to you. Teacher: I'm gonna give you guys a few of each. Teacher: Do not eat them until I say eat them because the first thing we need to, as Student M stated, is we need to collect the data.",0 3128,"Teacher: I mean, don't cut that white paper, yet. Multiple Students: [Crosstalk]. Teacher: That's okay. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: All right, so the partners.",1 3129,"Teacher: I mean, which one is kind of similar, closer to - Student: Three fifths. Student: Three fourths. [TARGET]Teacher: Could you move it - that's it.[/TARGET] Student: Three fourths and three fifths. Teacher: Three fourths and three fifths or three fourths and four fifths? Teacher: Are they almost both - both of them almost a whole?",0 3130,"Teacher: I need Student D, Student P. I want some different ones. Teacher: This one's different. Teacher: All right. [TARGET]Teacher: Stand up here.[/TARGET] Teacher: Here we go. Teacher: So I have - everyone's done. Teacher: Put you tops on your markers.",1 3131,"Teacher: I need Student V with Student L. Student: I knew it. Student: [Inaudible]. [TARGET]Teacher: I need Student Z and Student R. I need Student C and Student K. Student V, you can be with Student J.[/TARGET] Student: I'm right here. Teacher: And, Student K, you will be with Student L. You're with Student L. Teacher: All right.",0 3132,"Teacher: I need everybody in their seats. Teacher: In five, four, three, two - Student: Student C. [TARGET]Teacher: One.[/TARGET] Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions. Teacher: You [inaudible] Student A, you need to go to your seat. Student: Thank you [inaudible]",0 3133,"Teacher: I need everybody so you can all see me and I can see you except for the people that are going to stay. Teacher: Student J, I want you to move up here so you can be closer. Teacher: No, you're going to move there so you can see what we're doing. [TARGET]Teacher: Student B, you're going to move away from the table.[/TARGET] Teacher: Okay. Teacher: All right. Teacher: I've got some shapes here.",0 3134,Teacher: I need everyone sitting down. Teacher: [Crosstalk among students] Student: I don't have a folder. [TARGET]Teacher: So many people are calling out and wasting our time.[/TARGET] Teacher: We're up to four minutes now free time. Student: [Inaudible] Teacher: Okay.,1 3135,"Teacher: I need everyone to think about how Student L and Student J and Student H and Student N [Inaudible]. Teacher: And copy Student V. When I ask for your attention, they get it right away. Teacher: I get it from them. [TARGET]Teacher: You're wasting a lot of time.[/TARGET] Teacher: So let me repeat my directions. Teacher: Take your Everyday Math book. Teacher: Open it to Page 197.",1 3136,"Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. Teacher: And your recorder needs two answer sheets. Teacher: So, please do that now. [TARGET]Teacher: Please put your cards in your desks, so everyone at your group knows what your job is.[/TARGET] Teacher: Put it like at the corner of your desk. Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who. Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet.",0 3137,"Teacher: I need one person to pass out your rubric. Teacher: I have this whole thing copied out on a piece of paper for you to keep. Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever. [TARGET]Teacher: I'll just do a quick - thank you.[/TARGET] Teacher: So, take one and put your name on it, please. Teacher: So, again, you don't need to read this. Teacher: It's just what we went over.",0 3138,"Teacher: I need people quiet. Teacher: This group has been able to remain quiet. Teacher: Let's see if another group can do it. [TARGET]Teacher: Over here you're quiet.[/TARGET] Teacher: Quiet please, Student K. Everybody over there I think is quiet. Teacher: These two boys, you need to be quiet and not moving around or touching things. Teacher: We are going to learn, continue to figure out fractions that equal one.",1 3139,Teacher: I need quiet. Teacher: No ma'am. Teacher: You should not be up right now. [TARGET]Teacher: Everybody should have their - I need you sitting up.[/TARGET] Teacher: I need [inaudible]. Teacher: I need you to get going. Teacher: You can't go back to Ms. R's class.,1 3140,"Teacher: I need the decimal. Teacher: Say I don't know this. Teacher: So if I add two eighths and four eighths, how many eighths do I get? [TARGET]Teacher: I'm talking to you.[/TARGET] Teacher: Student W, if I add two eighths plus four eighths, what do I get? Teacher: What am I on, right now? Teacher: One more time, how can I figure out five eighths?",1 3141,"Teacher: I need the supply monitor. Teacher: Now, let's take out all of the papers that are in there. Teacher: Student T, you need to do it sitting down, though. [TARGET]Teacher: No, don't pass anything, yet.[/TARGET] Teacher: Wait for me to give the directions. Teacher: Supply monitor. Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay?",1 3142,"Teacher: I need them to get it too. Teacher: See, you were able to get it, but some - Student: I said 18. [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: Student L, Student L, yes, your attention is on me. Teacher: All right, so next one. Student: Yes.",1 3143,"Teacher: I need to change my color. Teacher: [Crosstalk] Teacher: I'll wait. [TARGET]Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait.[/TARGET] Teacher: Student K? Student: You said this was our test for [inaudible]. Teacher: It is a test.",1 3144,"Teacher: I need to find out how many squares are inside this rectangle. Teacher: Nod your head if you agree. Teacher: Student B, I've called your attention. [TARGET]Teacher: You are no longer working ahead.[/TARGET] Teacher: You are now focused on me. Teacher: I am teaching you how to break this array up into four smaller pieces. Teacher: I don't want to count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.",1 3145,"Teacher: I need to see hands. Teacher: Look and see. Teacher: Starting at zero, how many dots do we have before we get to the number one, Student T? [TARGET]Teacher: Don't yell out.[/TARGET] Teacher: Student R? Student: Two. Teacher: No sir.",1 3146,"Teacher: I need to - if we were going to have [inaudible], and you're going to want to have cake, so you have two classes of 5th graders, 27 people - no, 32 people. Teacher: We need to go to the store and we need to buy probably 4 cakes. Teacher: How much money are we going to spend on that? [TARGET]Teacher: I need you guys to listen.[/TARGET] Teacher: 4 cakes. Teacher: I need to know how much money are we going to spend on cake. Teacher: I don't need guesses.",1 3147,"Teacher: I need us to move. Teacher: We need the cameras to be able to see this. Teacher: There we go. [TARGET]Teacher: I don't want - guys, you need Student J to put his animal where he wants it.[/TARGET] Teacher: Don't count yet, please. Teacher: Don't count. Teacher: Okay.",1 3148,"Teacher: I need you all two to move down. Teacher: You're working in groups. Teacher: Student S, move up. [TARGET]Teacher: Get your data [inaudible] book.[/TARGET] Teacher: Don't you see the camera is on, Student S? Teacher: Where's - where's your book? Teacher: Turn around straight.",0 3149,Teacher: I need you guys to listen. Teacher: Look at me. Teacher: I need you to be quiet when they're sharing. [TARGET]Teacher: You need to stop talking and listen.[/TARGET] Teacher: Okay. Teacher: I'm sorry. Student: [Inaudible].,1 3150,"Teacher: I need you out of your chairs. Teacher: I am very impressed with what I am seeing start at this end. Teacher: We need to scoot back. [TARGET]Teacher: Scoot way back, please.[/TARGET] Teacher: We need to be able to see. Teacher: If the cameras can't see, this is useless. Teacher: Okay.",0 3151,"Teacher: I need you talking to your team. Teacher: We're not doing it separately, so put your quarters together. Teacher: You three ladies, do not be separate from Student J. [TARGET]Teacher: Do not talk to each other.[/TARGET] Teacher: Talk to the table. Teacher: You can ask. Teacher: You can't just say, ""We need your quarters.""",1 3152,"Teacher: I need you to all be solving the same problem. Teacher: You're multiplying three digit numbers by two digit numbers. Teacher: So when I call your name, the first division group, go to Ms. F. Student M, stand, Student H, Student K, Student C, Student I, and Student A. [TARGET]Teacher: You're going to sit back here.[/TARGET] Teacher: My group so you'll stay here is Student A, Student T, Student A, Student M, and Student C. If I didn't call your name, raise your hand. Teacher: One group is going to go to group two, so if you already sit at group two, go ahead and go. Teacher: If you sit at group one and I didn't call your name, go to group two.",0 3153,"Teacher: I need you to be able to answer the essential question so we can close, and move onto reading. Teacher: I'm - I like the way Student A is sitting. Teacher: He's ready for my question. [TARGET]Teacher: I need you to pull your chair in.[/TARGET] Teacher: I need you eyes on me. Teacher: Okay, I need someone to raise their hand and answer the essential question. Teacher: Tell me, how do we write a number - a fraction in it's simplest form?",1 3154,Teacher: I need you to be quiet when they're sharing. Teacher: You need to stop talking and listen. Teacher: Okay. [TARGET]Teacher: I'm sorry.[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: All right.,0 3155,"Teacher: I need you to focus. Teacher: I need it quiet, now. Teacher: I need it quiet. [TARGET]Teacher: [Inaudible] up here.[/TARGET] Teacher: Today we're going to talk about the order of operations. Teacher: Mathematicians ... mathematicians solve problems by using the order of operations. Teacher: Before I begin with the order of operations, Student A, [inaudible].",1 3156,"Teacher: I need you to focus. Teacher: Student W, and Student D. Student: Yes? [TARGET]Teacher: I need you to focus.[/TARGET] Teacher: I need it quiet, now. Teacher: I need it quiet. Teacher: [Inaudible] up here.",1 3157,Teacher: I need you to get up and get another one. Teacher: I want you to write this improper fraction. Teacher: It is seventeen halves. [TARGET]Teacher: Sit down.[/TARGET] Teacher: She'll bring one. Teacher: You're in front of the camera. Teacher: Bring a marker for Student A. They're okay.,1 3158,"Teacher: I need you to give it to her please. Teacher: Those who just came back you need your math book out please you also would need your math notebook. Student: Why is the camera on? [TARGET]Teacher: Cause it's taping kids.[/TARGET] Teacher: Just put yourself on record. Teacher: So today we are going to wrap up what we learned about tables, and bar graphs, and picture graphs, and tally charts, and we're gonna make our own we'll do that second. Teacher: So I've already given you a bar graph that we're gonna work on after we do some reviewing.",0 3159,"Teacher: I need you to help him. Teacher: Student M, I need you doing what you're supposed to be doing. Teacher: Thanks. [TARGET]Teacher: This is not your job.[/TARGET] Teacher: Thank you very much. Teacher: Whose is this? Teacher: Girls, have you got it added?",1 3160,"Teacher: I need you to pair up with a partner. Teacher: You two pair up with the person in front of you. Teacher: You two are fine. [TARGET]Teacher: Can you move up here, Student A, and sit with Student D for now?[/TARGET] Teacher: Put this whiteboard at the end down there. Teacher: Put everything here. Teacher: Now all right.",0 3161,"Teacher: I need you to put your fraction and percent cards in the bag. Teacher: Directions go back up there. Teacher: Excuse me, large group. [TARGET]Teacher: I need you to move your chair back.[/TARGET] Teacher: I need the rest of you to meet me on the rug. Teacher: Student J, cool it. Teacher: You don't need them.",1 3162,"Teacher: I need you to put your worksheet into your mailbox. Teacher: We're going to go over tonight's homework. Teacher: Please stop. [TARGET]Teacher: That's not appropriate to be doing, right now.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: Mm-hmm.",1 3163,"Teacher: I need you to stop. Teacher: Thank you very much. Teacher: Two groups are going to divide, and two groups are going to multiply. [TARGET]Teacher: If you are in the multiplication group, I need you to whisper.[/TARGET] Teacher: I need you to all be solving the same problem. Teacher: You're multiplying three digit numbers by two digit numbers. Teacher: So when I call your name, the first division group, go to Ms. F. Student M, stand, Student H, Student K, Student C, Student I, and Student A.",1 3164,"Teacher: I need you to take this white envelope and put it in your group folder. Teacher: You are responsible for the group folder. Student: What about the recording? [TARGET]Teacher: The recorder.[/TARGET] Teacher: Oh, yeah. Teacher: Sorry. Teacher: Who is the recorder.",0 3165,"Teacher: I need you to write that on the board on, on your notebook, where you left off with fractions, the same way we did, before we start the next activity. Teacher: Write on the number line your fractions. Teacher: Put your number line going this way, each number line. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Turn your book this way. Teacher: All books should be turned this way and write the equivalent fractions on the number line. Teacher: Go to the next page.",1 3166,"Teacher: I need you - I'll explain this now. Teacher: All right, sit down, Student C, thank you. Teacher: Student D, Student M, I don't appreciate the talking. [TARGET]Teacher: Put your pencils down.[/TARGET] Teacher: Okay. Teacher: So, this is probably one of the easiest - I'll wait for Christopher. Teacher: Thank you, Christopher, thank you.",0 3167,"Teacher: I need your elbows off the desk. Teacher: I need you talking to your team. Teacher: We're not doing it separately, so put your quarters together. [TARGET]Teacher: You three ladies, do not be separate from Student J.[/TARGET] Teacher: Do not talk to each other. Teacher: Talk to the table. Teacher: You can ask.",1 3168,"Teacher: I need your eyes up here. Teacher: Thank you. Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Thank you, Student P. Student J, I need your eyes please. Teacher: Thank you, Student M. Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy?",0 3169,"Teacher: I need - listen, carefully. Teacher: I need you to put your worksheet into your mailbox. Teacher: We're going to go over tonight's homework. [TARGET]Teacher: Please stop.[/TARGET] Teacher: That's not appropriate to be doing, right now. Teacher: Yes? Student: [Inaudible].",1 3170,"Teacher: I need - you can only vote if you have a silent vote. Teacher: I really want to do this other activity with you because I think it might help you with this and your quiz tomorrow, so who would like three more minutes to work on this? Student: No. [TARGET]Teacher: Sh![/TARGET] Teacher: It's three or nothing. Teacher: So I'm gonna put on a timer. Teacher: When that timer goes off, I really need you to do two things.",1 3171,"Teacher: I need, let's see, how about Student A. I'm not used to having you right up front. [TARGET]Teacher: Pass these papers out to everybody please.[/TARGET] Student: Teacher A? Teacher: Yes. Student: When the Harvard people get our tape back, are they gonna zoom it up so they can see us really?",0 3172,Teacher: I put my 8 here. Teacher: This is 10. Teacher: Look here. [TARGET]Teacher: What is that?[/TARGET] Teacher: Can you start adding your numbers and stop looking for trouble? Teacher: Stop. Teacher: Leave it this way.,0 3173,"Teacher: I really need to talk to her too. Teacher: Ouch. Teacher: I really need to talk to her. [TARGET]Teacher: I need to talk to you.[/TARGET] Teacher: Are you busy? Student: 4,100. Teacher: Okay.",0 3174,"Teacher: I really want you as you do the math - I'm going to demonstrate to you the standard algorithm for the math. Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things. Teacher: One, how would you tell a 3rd grader about what to do in this math? [TARGET]Teacher: All eyes here.[/TARGET] Teacher: Sit down. Teacher: Student D, sit down. Teacher: How would you tell a 3rd grader how to do this math?",0 3175,"Teacher: I recycled some paper. Teacher: That's why. Teacher: It's a little bit thicker. [TARGET]Teacher: No, no, no.[/TARGET] Teacher: I ... I recycled some paper. Student: [Inaudible]. Teacher: Yeah, it was - I put it up there to use it, just to recycle it.",1 3176,"Teacher: I said I'd get you one, so you're okay. Teacher: You can go ahead and start. Teacher: It doesn't matter what side. [TARGET]Teacher: If your group is on the floor, you need to be on the floor too.[/TARGET] Teacher: Now when I asked you guys about that, who is calling out, who is doing what, you're calling out and you're doing the calculating? Teacher: What is Student L doing? Student: [Inaudible].",1 3177,"Teacher: I said everyone number your paper 1 to 10. Teacher: I just gave you guys three slips. Teacher: Where are they? [TARGET]Teacher: They weren't just for you.[/TARGET] Teacher: Get them out, distribute. Teacher: We're going to start today with some Mental Math. Teacher: I know we haven't done this for a while, but you remember the procedure.",0 3178,"Teacher: I said for those who do so you don't have to tell me what you don't have. Teacher: You have feet don't you? Teacher: You can walk to the library. [TARGET]Teacher: If you don't know then wait for these people to leave then I'm gonna help you.[/TARGET] Student: Oh my gosh this- Student: I don't like talking about this, it isn't funny. Teacher: Alright Student J so what do we have for Maryland how many slaves were in Maryland look at the table.",1 3179,"Teacher: I said freeze. Teacher: Student P, Student D, Student G, and Student J where are you? Student: Me, I'm right here. [TARGET]Teacher: Well you are over here.[/TARGET] Teacher: Sit there. Teacher: Go with that team. Teacher: Student B, Student J, Student S, and Student L are still in the media center.",0 3180,"Teacher: I said if you are estimating three fourths plus four thirds- Student: It would be 2. Teacher: Anybody disagree with her? [TARGET]Teacher: I thought you were here and you were supposed to be sitting on your behind.[/TARGET] Teacher: My question was, does anybody disagree with Student C? Teacher: Did anybody do it any different from the way she did it? Teacher: Tell me what you did.",1 3181,Teacher: I said to shade in what's up here. Student: Okay. Teacher: Can you show me why is this [inaudible]? [TARGET]Teacher: I'm sorry?[/TARGET] Student: [Inaudible]. Teacher: How did you get this and this? Student: [Inaudible].,0 3182,"Teacher: I said you can use highlighters, not regular markers, but you could use highlighters. Teacher: That's not a bar. Teacher: You're only using a bar graph, a pictograph, a line graph, and a circle graph. [TARGET]Teacher: You are not talking but everybody is working.[/TARGET] Teacher: We didn't know the name of that, so that's what - you can call it maybe a squiggly breadstick or a breadstick, that's fine. Student: Teacher, is that too much? Teacher: It's up to you.",1 3183,"Teacher: I saw it. Student: My pants are stuck to my legs. Student: [Inaudible] are we on? [TARGET]Teacher: Shh.[/TARGET] Student: Oh, my gosh. Teacher: All right. Student: [Inaudible].",1 3184,"Teacher: I see five people doing the right thing. Teacher: I see six people doing the right thing. Teacher: With Student P. Good, Student J's already working. [TARGET]Teacher: He's not wasting his time.[/TARGET] Student: Can I go to [inaudible] to get a pencil? Teacher: No. Teacher: I need you and Student N and Student D and start working on your work.",1 3185,"Teacher: I see some of you - did I tell you to put your book away or just close it up? Teacher: [Crosstalk] Teacher: I need your area clean so that we can go. [TARGET]Teacher: I need you to quietly stand up and push your chair in please.[/TARGET] Teacher: [Crosstalk] Teacher: When you line up, I want you lined up against that wall over there. Teacher: Line up.",1 3186,"Teacher: I see two groups working. Teacher: Good job Student J and Student J, Student M and Student A, good job. Teacher: Student D and Student N's doing a good job. [TARGET]Teacher: Student D, you're over here.[/TARGET] Teacher: Student K's doing a good job. Teacher: Student D, back with your group. Student: You can write on it.",1 3187,"Teacher: I see you made your plan. Student: We made it messy. Teacher: That's okay. [TARGET]Teacher: This is all I need to see.[/TARGET] Teacher: Why don't you get another ruler and make the intervals while she does the week? Teacher: You might want to space this out even more, because remember, you're doing three bars. Teacher: You're going to need space, right?",0 3188,"Teacher: I see you. Teacher: Yes. Teacher: Yes. [TARGET]Teacher: I'm waiting.[/TARGET] Teacher: I know I already said yes, back there. Teacher: Some of you, if I say yes to you, then that means yes. Teacher: I saw you.",1 3189,"Teacher: I should have everyone together. Teacher: Everyone take a big deep breath. Teacher: Out. [TARGET]Teacher: And let's focus, please.[/TARGET] Teacher: So let's do them again. Teacher: Multiples of 3 are? Multiple Students: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.",1 3190,"Teacher: I should have had you put them on. Teacher: Put them on and then we'll see. Teacher: Three out of six are wearing boots. [TARGET]Teacher: Okay, you guys can sit down.[/TARGET] Teacher: Thank you. Teacher: So, throughout the week and throughout the month, I'm gonna be playing little games like that. Teacher: I'm gonna pull people up and you guys are gonna try to figure out what rule I'm thinking of.",0 3191,"Teacher: I should have one - I'm down one 'cause one is already broken 'cause of last year. Teacher: You are not going to snatch it out of somebody's hand or off the table. Teacher: You are not going to throw it. [TARGET]Teacher: You're not going to bang it against the table.[/TARGET] Teacher: You're not gonna throw it down at the table to roll it. Teacher: We roll dice by shaking it up in our hands and letting it roll on the table, okay? Teacher: Student M and Student S, did I tell you all to touch that?",1 3192,"Teacher: I should not hear a thing. Teacher: You have cubes. Teacher: You have cubes. [TARGET]Teacher: Student N, give him cubes, please.[/TARGET] Teacher: Shh. Teacher: You're not talking. Teacher: Student J, do you have cubes?",0 3193,Teacher: I shouldn't hear that much crazy shaking. Teacher: [Inaudible]. Student: [Crosstalk]. [TARGET]Teacher: And you know what?[/TARGET] Teacher: [Inaudible] doesn't mean she was cheating. Teacher: It could've been [inaudible]. Multiple Students: [Crosstalk while working on activity].,1 3194,"Teacher: I tell you when you finish with your math review, you need to put it in your daily math review notebook, put the notebook in your desk so that you don't lose it. Teacher: I have another one, I think. Teacher: Student N, are you looking for yours too? [TARGET]Teacher: Boys and girls, this has got to stop.[/TARGET] Teacher: I don't have any more. Teacher: I don't have enough to keep giving every single one of you one. Teacher: Please, Student N, I don't know what to tell you.",1 3195,"Teacher: I think I learned it lie, in fifth grade, honestly. Teacher: But you guys have to work through it so I can see. Teacher: I know that Student W and Student I both can't do it past the second step. [TARGET]Teacher: How do I know that?[/TARGET] Teacher: Because they both worked it through and they both messed up at the second step. Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? Teacher: You both had the same answer, which cracks me up.",0 3196,"Teacher: I think a little chart would be nice. Teacher: Let's start with - it's 43.1? Teacher: Blank 5? [TARGET]Teacher: Now excuse me.[/TARGET] Teacher: When I'm done, it all has to round to what? Student: 44. Teacher: Okay.",1 3197,"Teacher: I think it's at Ms. H's table. Teacher: Play close to a thousand. Teacher: Student O knows how to play it. [TARGET]Teacher: Student O, if you don't know, I can explain to you.[/TARGET] Teacher: The green cards. Teacher: Are you done so we can play? Student: Yes.",0 3198,"Teacher: I think that this - let's conclude the lesson. Teacher: Tomorrow we'll continue because you guys want to go home right? Teacher: [Crosstalk] [TARGET]Teacher: Stop, stop, stop.[/TARGET] Teacher: Stop. Teacher: Stop, stop okay. Teacher: [End of Audio]",1 3199,"Teacher: I think this got into a bigger problem than it needed to be. Teacher: So Student S, can you quickly finish the rest of that because we want to talk about it. Teacher: So if you finish that up, we'll be able to talk about your problem. [TARGET]Teacher: Student F, I don't believe that you did anything wrong in standing up.[/TARGET] Teacher: I don't think you have a big issue. Teacher: We just want to find a way that we can sit and work. Student: I want to leave this school.",1 3200,Teacher: I think - [cough]. Teacher: Hold on a minute. Teacher: Can I get your attention so you know what is it that you're going to do? [TARGET]Teacher: Student A?[/TARGET] Teacher: You're not listening. Teacher: Have a seat. Teacher: Let me tell you what is it that you have to do.,1 3201,"Teacher: I told everyone to go on to part B. Student: Oh. Teacher: Please move your clothespin. [TARGET]Teacher: You're not following directions.[/TARGET] Teacher: Student G is working on B, and you're bothering him with your chit-chat. Teacher: Okay, so this one's what we're going to start with, and basically what you need to do is take some cards on your desk, and now you need to find the matching side for number ten. Teacher: So if it's a digit like this is, you need to find a fact that equals ten, so everyone look for a fact in your pile that equals ten.",1 3202,"Teacher: I told you a half. Teacher: You, nine sixteenths. Teacher: Do not say anything to anyone else. [TARGET]Teacher: Don't say anything.[/TARGET] Teacher: Once you've got it, take everything off, and we're going to look at what Student C did, because Student C did it different from the rest of us. Teacher: It's not perfect. Teacher: I'm going to walk around to show it to each group, and when I show you, I want you to try to think what fraction I gave Student C. Here's the board.",0 3203,Teacher: I told you your groups should be helping you out and I'm having to help you out. Teacher: They're wanting to put one tenth is bigger than a half when five tenths is a half. Teacher: Does that make sense? [TARGET]Teacher: You need to be thinking.[/TARGET] Teacher: I was thinking our sorting part would be a little more accurate. Teacher: Twelfths. Teacher: I need one and two twelfths.,1 3204,"Teacher: I took my cruise a couple years ago for Christmas because I wanted to be able to go out on the open, beautiful water, and get away from it all, and go swimming in Mexico when it was really cold here. Teacher: So that works out really well for a business. Teacher: It can work out really well for a class too. [TARGET]Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart.[/TARGET] Teacher: There's a young lady doing a report. Teacher: Yes? Teacher: On the back of - you don't have to worry about this.",0 3205,"Teacher: I understand. Teacher: I understand. Teacher: Student A and Student N, could you two work together? [TARGET]Teacher: Would you like to sit across from each other or do you want to come over here?[/TARGET] Student: I'd rather sit across. Teacher: Okay. Teacher: So just move over one seat, if you don't mind.",0 3206,"Teacher: I want everybody looking at me. Teacher: All right, we're gonna do number 1. Teacher: We're doing number 1. [TARGET]Teacher: Please give me your attention.[/TARGET] Teacher: What is the common denominator for number 1, boys and girls? Student: Six. Teacher: Student C?",1 3207,"Teacher: I want everybody to shade three pieces again on the fraction on the back side. Teacher: You shade three pieces on the first one, and this time be able to lead the discussion, and shade three in the first one and six in the second one. Teacher: It should not take us a long time to shade the three pieces from the first one, and you're going to do six of it in the second one. [TARGET]Teacher: So we have - excuse me.[/TARGET] Teacher: Everybody should be looking at the whole so we can be on the same platform, trying to use two colors. Teacher: Once you have finished being in the discussion, what you do is write the fraction on your page. Teacher: You're going to lead the discussion now.",1 3208,"Teacher: I want group two to go to the back table. Teacher: Group three will come up with me. Teacher: So who isn't in group two? [TARGET]Teacher: Student S, why did you exit all the way out?[/TARGET] Teacher: You have to wait. Teacher: [Inaudible]. Teacher: I'll still wait.",1 3209,"Teacher: I want to color in how many? Multiple Students: 3. Teacher: So 3 out of 4 shaded in, right? [TARGET]Teacher: Please stop writing on that board and look this way.[/TARGET] Teacher: Sit back so you can see. Teacher: Right now it's three fourths. Teacher: Now what is it?",1 3210,"Teacher: I want to hear some discussion, some sharing of ideas. Teacher: A, we read over the steps; A reads the steps now. Teacher: Excuse me. [TARGET]Teacher: A reads the steps before we proceed.[/TARGET] Teacher: [Crosstalk] Teacher: A reads all the steps. Teacher: [Crosstalk]",0 3211,"Teacher: I want to hear what each and every one of your group's solution was, and how you got to it. Teacher: Right here. Teacher: Hold on a minute. [TARGET]Teacher: You have to wait.[/TARGET] Teacher: Can you hold on a minute? Teacher: I want you all to listen to me, Student N, and back here, and over here. Teacher: You're not talking to me.",1 3212,"Teacher: I want to hear you, too. Teacher: Okay, everyone is working hard as a group. Teacher: Fifteen minutes on the clock. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. Teacher: Who's the task manager? Teacher: Okay, let him decide.",0 3213,"Teacher: I want to know why you do this? Student: Because that's how you get the answer. Teacher: Okay, so this is how you get the answer. [TARGET]Teacher: All right, go ahead sit down.[/TARGET] Teacher: All right, who else has an idea on how we're gonna solve this? Teacher: And no one else is coming up here so don't be all excited about coming up here. Teacher: Go ahead, Student S.",1 3214,"Teacher: I want to look at the denominator and I'm gonna do was Student L says. Teacher: I'm gonna divide it. Teacher: I don't think we - you know what I want you to work on? [TARGET]Teacher: I'm not gonna call on you if you raise your hand.[/TARGET] Teacher: I want you to work on not calling out. Teacher: So, I think this is not quite even but I'm gonna divide that in thirds. Teacher: Okay?",1 3215,"Teacher: I want to see if all of you can do all of the problems. Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem. Teacher: Time is up and Student S, have a seat. [TARGET]Teacher: Student D, can you help us out with the problem?[/TARGET] Teacher: Student S, please do not come into the classroom. Teacher: Stop talking about it. Teacher: Do not say anything more about Student S.",0 3216,"Teacher: I want to see what you remember over Spring Break. Teacher: Dump your knowledge. Student: [I'm all finished] [inaudible]. [TARGET]Teacher: Now, what is - hey, no one should've started yet.[/TARGET] Teacher: Stop cheating, stop. Student: [Inaudible] Teacher: All right, now, a good strategy is to not fill in your multiplication chart first, remember?",1 3217,"Teacher: I want to see you working with - excellent. Teacher: [Crosstalk] Teacher: Do you want to work with Student T? [TARGET]Teacher: Student T, come up and work with Student S please.[/TARGET] Teacher: [Crosstalk] Teacher: What are you doing? Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole.",0 3218,"Teacher: I want to show you a different outcome. Teacher: We're going to multiply the same problem four different ways, and there's one way that you are not allowed to do it in my class, and I will show that to you because I've seen from our test today how very wrong that multiplication is for over half of you, okay? Student: Did I get 100? [TARGET]Teacher: Shh.[/TARGET] Teacher: Um-mm. Student: What? Student: [Inaudible] thirty.",1 3219,"Teacher: I want to show you something. Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught. Teacher: So I want to be - I want to be able to show you guys today. [TARGET]Teacher: All right, so does everybody have those three problems written down?[/TARGET] Multiple Students: Yes. Teacher: We are filming today, so please make sure that - yes. Teacher: All right, [inaudible] please.",0 3220,"Teacher: I want to thank the people who came in quietly, that opened their notebooks up. Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson. Student: [inaudible] [TARGET]Teacher: You're gonna need it.[/TARGET] Teacher: It shouldn't be under your seat, it should be in front of you. Teacher: You're gonna need it. Student: Okay, I'll put it in front of me.",0 3221,"Teacher: I want you all to listen to me, Student N, and back here, and over here. Teacher: You're not talking to me. Teacher: You're talking to us, so we need to listen to what our classmates say. [TARGET]Teacher: Does everybody understand?[/TARGET] Teacher: Go ahead. Student: We got 135 because we have 25 and 5, and 5 times 5 equals 25, and plus because we had two more extra, equals 27. Student: 27 times 5.",1 3222,"Teacher: I want you guys to make it neat, and I know a lot of you guys like to make things neat, but we don't have a lot of time. Teacher: Where is your desk? Teacher: I told him we are doing this. [TARGET]Teacher: Don't play with that.[/TARGET] Teacher: No. Teacher: You only have five minutes. Teacher: Don't forget to get your hexagon.",1 3223,"Teacher: I want you to arrange these in a way that's going to be - I can help you to add. Teacher: You're going to take another 6. Teacher: I'm waiting for you. [TARGET]Teacher: Play.[/TARGET] Teacher: If you want to use it as a 9, okay. Teacher: If you want to use it as a 6, okay. Teacher: That's your other card.",0 3224,Teacher: I want you to check this. Teacher: This is not correct. Teacher: I'm coming. [TARGET]Teacher: Let me give Student C something.[/TARGET] Student: It's 110. Teacher: Twenty times six? Student: One ten.,0 3225,"Teacher: I want you to come up here you're having a hard time. Teacher: Sit. Teacher: Student J sit down. [TARGET]Teacher: Sit down, sit, sit, sit.[/TARGET] Teacher: I don't like the [Inaudible] as much. Teacher: I don't like it. Teacher: I do not like it.",1 3226,"Teacher: I want you to come up with different fractional parts to do that. Teacher: [Crosstalk] Teacher: You know where they are. [TARGET]Teacher: Student T, you're not supposed to go in front of that.[/TARGET] Teacher: No, I'll bring them to you. Teacher: Get up. Teacher: [Crosstalk]",1 3227,"Teacher: I want you to do this right now. Student: I'm trying to. Teacher: Excellent. [TARGET]Teacher: Thank you, Student D. [/TARGET] Teacher: [Crosstalk] Teacher: All right. Teacher: One-fourth plus five-ninths is a whole.",0 3228,Teacher: I want you to finish. Teacher: Just help me with the cards please. Teacher: Are you done? [TARGET]Teacher: Bring out the card.[/TARGET] Teacher: You play with me. Teacher: It's not 7 cards. Teacher: It's 5.,0 3229,Teacher: I want you to get up. Teacher: Collaborate. Teacher: Work with your team. [TARGET]Teacher: I'm going to make the same.[/TARGET] Teacher: Work with your team. Teacher: One person has to gather what? Student: Information.,0 3230,"Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them. Teacher: So if you've not worked them, that's perfectly all right. Teacher: We're going to work them together as part of our whole group this morning. [TARGET]Teacher: But then what we'll do is we're gonna go back and go over them.[/TARGET] Teacher: I want to show you something. Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught. Teacher: So I want to be - I want to be able to show you guys today.",0 3231,"Teacher: I want you to mix up your fraction cards. Teacher: You're gonna play another round or two. Teacher: At about 10:45 I'm gonna have you come back to the group, and we're gonna talk a little bit about what you did. [TARGET]Teacher: I need you to be sitting up.[/TARGET] Teacher: The nurse is calling mom. Teacher: You don't write anything on these lines. Teacher: Just write the fraction part of the bar.",1 3232,"Teacher: I want you to rewrite it vertically. Teacher: [Inaudible]. Teacher: I told you to rewrite it vertically. [TARGET]Teacher: Many of you are losing your attention right now.[/TARGET] Teacher: Come over here, please. Teacher: All right. Teacher: Very good.",1 3233,"Teacher: I want you to sit here across from each other. Teacher: You've got to sit across from who you're playing with. Teacher: Are you two playing together? [TARGET]Teacher: Sit across from each other, okay?[/TARGET] Teacher: I'm also coming around with your recording sheet. Teacher: Each need a recording sheet to write down your factor pairs, okay? Teacher: Spread them out, okay?",0 3234,"Teacher: I want you to sit here. Teacher: You can get that chair if you want to. Teacher: Let's go. [TARGET]Teacher: You don't have to do this [inaudible].[/TARGET] Teacher: Can you move a little bit please? Teacher: Actually, we're going to move over there. Teacher: What are you doing?",0 3235,"Teacher: I want you to think about ... are we going to have less than a whole for our answer, or more than our whole for our answer? Teacher: If we have a half plus something that's less than a half. Teacher: Think what you know about when you add two halves together, and then think about it. [TARGET]Teacher: Stop doing that with your chair ... and stop drawing.[/TARGET] Student: [Inaudible] drawing [inaudible]. Teacher: Give everybody a chance to think. Teacher: Let me ... let me say it, again.",1 3236,Teacher: I want you to try on your own multiplying the two and one third by the one and a half. Teacher: One and a half times the width. Teacher: What did you write down? [TARGET]Teacher: You're sitting too far away to see.[/TARGET] Teacher: You didn't write the first part down. Teacher: Write it above this. Teacher: You're making this one one and a half times wider.,1 3237,"Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart. Teacher: There's a young lady doing a report. Teacher: Yes? [TARGET]Teacher: On the back of - you don't have to worry about this.[/TARGET] Teacher: I'm writing this for you. Teacher: Sorry about that. Teacher: It says Ramona has been working on a project for school.",0 3238,"Teacher: I want you to work together on these pages and figure it out. Teacher: Student K and Student A and Student I and Student M. Shhh, excuse me. Teacher: [Classroom noise] [TARGET]Teacher: Student A, come down here with Student E please.[/TARGET] Teacher: Student C and Student M, please sit next to each other with your books open. Teacher: And then we have Student H and - if you'd go sit or maybe go to the back. Teacher: No, don't go back there, but come sit next to Student H with your book.",0 3239,"Teacher: I want you to write a number that has seven in the thousandths place. Teacher: I want you to write a number that has seven in the thousandths place. Teacher: Don't tell us. [TARGET]Teacher: Shh, shh, shh.[/TARGET] Teacher: You guys did really awesome today. Teacher: Really awesome. Teacher: So because you did, let's make sure we understand what we just reviewed.",1 3240,"Teacher: I want your math book. Teacher: I want Student P. Student T, you may have a Bingo. Student: Oh, my gosh. [TARGET]Teacher: Shh.[/TARGET] Teacher: I want Student P, I want Student J, I want Student K, and I want Student P. All right. Teacher: One more time. Teacher: Five.",1 3241,"Teacher: I want your thinking brains on. Student: Can you help me, Teacher? Teacher: Yep, I'll be right there. [TARGET]Teacher: Thinking brains.[/TARGET] Student: [Inaudible] Teacher: So where's one half? Student: In the middle.",0 3242,"Teacher: I was associating with him. Teacher: Come here, Student A. I like associating with Student A, because if I say, Student A, what are you gonna be when you grow up, you're gonna say? Student: Teacher. [TARGET]Teacher: A - I love you.[/TARGET] Teacher: A teacher. Teacher: And we will probably be associated with each other for a long, long time, because - Student: While she's retired?",0 3243,"Teacher: I was doing so well today with it. Teacher: Now we have 12 cookies. Teacher: Then what happens? [TARGET]Teacher: Go, Student L. Thank you for raising your hand.[/TARGET] Teacher: Now what are we going to do? Teacher: How much does Student A take? Teacher: I'm going to put 4.",0 3244,"Teacher: I was getting ready for our next steps. Teacher: [Crosstalk] Teacher: Student X, your seat is over here. [TARGET]Teacher: Please be in it.[/TARGET] Teacher: [Crosstalk] Teacher: Student X, not in five minutes, right now. Student: One of them are wrong.",1 3245,"Teacher: I was going to ask for Student C. Student: [Inaudible]. Teacher: Yes. [TARGET]Teacher: I need you to switch with me.[/TARGET] Student: [Inaudible]. Teacher: I think so. Teacher: Put today's date on your paper, please.",1 3246,Teacher: I was gonna ask somebody to draw a bar graph but- Student: Teacher I know how to draw a table. Student: [Students yelling over teacher] [TARGET]Teacher: Thank you for raising your hand and not calling out I appreciate that.[/TARGET] Teacher: Alright now draw me a table. Teacher: That's why I told him to sit down thank you kindly. Teacher: Under the table?,1 3247,"Teacher: I was hoping they knew they had a half. Teacher: One of you, bring your half up here, please. Teacher: You all need to be paying attention. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Not you. Teacher: Anybody else paying attention? Teacher: You can go back to your seat and be done.",1 3248,"Teacher: I was looking on your desk, but you're getting them right? Student: Easy as [inaudible]. Student: Oh, we can change the color? [TARGET]Teacher: Shhh.[/TARGET] Teacher: Shhh. Student: Look at my desk. Student: No.",1 3249,"Teacher: I will call you for jobs and we'll get into today's lesson. Teacher: Student R, R, and R, come on back. Teacher: You're welcome. [TARGET]Teacher: Student T. Mrs. T, can you send him back please?[/TARGET] Teacher: Student N. Student A. Teacher: Student A. Teacher: Good job.",0 3250,"Teacher: I will find out what that was later. Student: It sounded [inaudible]. Teacher: So, Student O, you have a huge mess. [TARGET]Teacher: You clean that up please.[/TARGET] Teacher: I see milk on the floor from breakfast that should have been thrown away this morning. Student: Okay. Teacher: Okay.",1 3251,"Teacher: I will give you guys fifteen minutes for this. Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. Teacher: You're getting a group grade, today, okay? [TARGET]Teacher: Noise control, this is where you come in.[/TARGET] Teacher: Timers, this is where you come in. Teacher: Yes? Student: What time does recess start?",0 3252,"Teacher: I will let you choose your partner today, as long as you choose wisely. Teacher: You're going to have dice with your partner and you're going to roll the dice. Teacher: Student I, have a seat. [TARGET]Teacher: Wait till I'm finished with directions.[/TARGET] Teacher: You're gonna have dice. Teacher: You're gonna roll the dice, and when you roll the dice then you're going to fill in the blanks in the same order that you roll the dice. Teacher: So if I roll a two once, then right here I'm going to put a two.",1 3253,"Teacher: I will put it up front. Teacher: You need to read the directions on that. Teacher: That is one of the games that we previously played. [TARGET]Teacher: You will take that.[/TARGET] Teacher: Just take it to your desk with your partner. Teacher: If you finish the game one time, what should you do? Multiple Students: Play it again.",0 3254,"Teacher: I will say each problem twice. Teacher: These ones are not too hard. Teacher: I'll say each one twice and then you will write down the answers. [TARGET]Teacher: Please don't ask me if you didn't hear.[/TARGET] Teacher: Make sure you're listening and paying attention so that you do hear me. Teacher: And then at the end, if you need one repeated you may raise your hand and I will repeat what you need repeated. Teacher: Any questions about Mental Math?",0 3255,"Teacher: I will show you. Teacher: Let me see people that are working hard, what I can give to them. Teacher: If you throw that at him, you are going out. [TARGET]Teacher: People that are working hard, I'm going to go around and give them something.[/TARGET] Teacher: Who is working hard? Teacher: Is Student D working? Teacher: Come in here.",0 3256,"Teacher: I will talk to him later. Teacher: He's not in the room right now, so we're going to let it go. Teacher: I need you to sit down and multiply. [TARGET]Teacher: Student M, you're supposed to be here.[/TARGET] Teacher: The two of you need to come here. Teacher: There's too many in that group. Teacher: You're multiplying.",1 3257,"Teacher: I will tell you who your partner - who you're working with, or if you're by yourself. Teacher: When I say please stop playing with them, you're going to stop playing with them, all right? Teacher: I want Student A to come help me. [TARGET]Teacher: Student I.[/TARGET] Teacher: Student J, and Student A, come help me. Teacher: Okay, count. Teacher: You should have about 36.",0 3258,"Teacher: I wish they would raise their hand. Teacher: Student D? Teacher: I said what fraction, not what letter. [TARGET]Teacher: Somebody's yelling out.[/TARGET] Teacher: One third is correct. Teacher: So on your paper you're going to put one third. Teacher: Student T, what fraction goes here?",1 3259,"Teacher: I won't be here next week either. Teacher: Don't worry about it. Teacher: The week after April vacation, okay. [TARGET]Teacher: But right now -[/TARGET] Teacher: [Crosstalk] Teacher: Okay, boys, please stop that. Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around.",0 3260,"Teacher: I wonder, I wonder. Teacher: All right, stand up behind your chairs, push your chairs in. Teacher: Don't move yet. [TARGET]Teacher: You don't move until I say go.[/TARGET] Teacher: If you think this is the answer, you're going to come over here. Teacher: If you think this, 1.2, one and two tenths, is the answer, you're going to go to the back. Teacher: If you think nine and three tenths is the answer, you're going to come over here.",1 3261,"Teacher: I wondered if anybody was going to notice that. Teacher: Student T's doesn't have anybody. Teacher: Student T, talk to me in math terms about what that means. [TARGET]Teacher: I need you to step back, please.[/TARGET] Teacher: I need all of you to stay back. Student: It has to be a remainder because- Teacher: But would we put a remainder in the middle of an array?",1 3262,"Teacher: I would appreciate it if you would go to what I asked you to do, please. Teacher: It's problem D in your book. Teacher: Problem D in your book. [TARGET]Teacher: Please put that down and let's go.[/TARGET] Teacher: I want problem D done. Teacher: Go, Student J. Teacher: Thank you.",1 3263,"Teacher: I would like for you to just write one question please that you're able to develop from looking at what your Smartie wrapper has; just one question. Teacher: And you have some of these words here that you can use, some of our vocabulary that you can use to help formulate your question. Student: We can - [TARGET]Teacher: Don't open it![/TARGET] Student: Oh, okay. Teacher: Don't open it! Teacher: Keep them wrapped 'cause we're gonna put them back in the bag.",1 3264,Teacher: I would like for you to plot it on your particular grid that you have and then label it. Teacher: What would it be? Teacher: Look where the grid is and tell me what it would be. [TARGET]Teacher: I need everyone to listen.[/TARGET] Teacher: Have a seat. Teacher: Don't worry about the actual numbers. Teacher: It's just a symbol.,1 3265,"Teacher: I would like for you to take just a moment to practice drawing a circle. Teacher: Thank you. Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle. [TARGET]Teacher: Give it a try.[/TARGET] Teacher: Good. Teacher: Yeah. Teacher: Go ahead and try drawing a circle.",0 3266,"Teacher: I would like you to raise up your hand. Teacher: 96 - sit down. Teacher: Turn around and sit down, please. [TARGET]Teacher: Turn around and sit down properly.[/TARGET] Teacher: [Inaudible]. Teacher: Sit down properly please. Teacher: Pick up your book.",1 3267,"Teacher: I would not start with a marker yet. Student: But when we go to [Inaudible] the bar. Teacher: You're not going to have enough. [TARGET]Teacher: I don't know if the markers will last.[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: Make sure you have space to label it, because you're going to have to put numbers and labels, right?",0 3268,"Teacher: I would really appreciate it if you would join us. Teacher: Did you check out entirely back here? Student: Who, me? [TARGET]Teacher: Were you paying attention to [inaudible]?[/TARGET] Student: Yes. Teacher: How would you solve this [inaudible]? Student: I know how to do this.",1 3269,"Teacher: I would say, okay, everyone. Teacher: Let's look at what we have for part A. Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers. [TARGET]Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay?[/TARGET] Teacher: I will give you guys fifteen minutes for this. Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. Teacher: You're getting a group grade, today, okay?",0 3270,"Teacher: I would skip a line before you go to B to kind of break it apart. Student: [Inaudible]. Teacher: You're doing A, B, and C, yes. [TARGET]Teacher: Move on.[/TARGET] Teacher: If you have A done, move onto B. Teacher: Did the timers give you a little warning, yet? Student: Yes.",0 3271,"Teacher: I would want to round this down, right, 'cause it's golf, but mathematically I do have to round it to a 91. Teacher: That's what you're gonna do today. Teacher: Step one, you're gonna work in a pair. [TARGET]Teacher: You're not picking you pair 'cause you're gonna get out of hand.[/TARGET] Teacher: I know this. Teacher: So I have scores for you. Teacher: Some of you have bowling.",1 3272,"Teacher: I wouldn't start by saying we need 5 quarters. Teacher: We need to start figuring out what we need. Teacher: Student A, is shut up respectful? [TARGET]Teacher: You're not sorry to me.[/TARGET] Teacher: You're sorry to the person you said it to. Teacher: I gave extra paper for everyone. Teacher: I don't currently see your group talking to each other.",1 3273,"Teacher: I wouldn't get it done, either if you kept saying that to me. Student: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: That's rude.[/TARGET] Teacher: Student J, your common denominator's ten. Teacher: Student J, stop. Teacher: Your common denominator's ten.",1 3274,"Teacher: I wrote it there to think I would try to get a couple of people who weren't paying attention. Student: [Inaudible]. Teacher: Why, Student T - I'm gonna walk you through it. [TARGET]Teacher: I know you're not gonna wanna talk.[/TARGET] Student: [Inaudible]. Teacher: Why is that not true, Student T? Student: [Inaudible].",1 3275,"Teacher: I - you guys. Teacher: Put your cubes down. Teacher: Don't play if my hand is up. [TARGET]Teacher: I shouldn't hear any rattling.[/TARGET] Teacher: How many cubes do you have between the two of you? Student: We have [inaudible], oh [inaudible]. Teacher: Yes.",1 3276,Teacher: I'd like you to open up and look through your folder. Teacher: I want you to take - Student D - the first step in listening is what? Student: [Inaudible]. [TARGET]Teacher: Eyes.[/TARGET] Teacher: I don't have your eyes. Teacher: Okay? Teacher: I am [inaudible] my hand.,1 3277,Teacher: I'll actually put that back on so you guys can [inaudible]. Teacher: Bless you. Student: [Inaudible]. [TARGET]Teacher: Excuse me?[/TARGET] Student: Seven thirds? Teacher: It's not seven thirds? Teacher: Do you have seven thirds on your paper?,0 3278,"Teacher: I'll be right back. Teacher: Count me out 14 tiles, please. Teacher: Excuse me. [TARGET]Teacher: Turn around, hon.[/TARGET] Teacher: We're not talking about Just Dance. Teacher: That comes at recess. Teacher: Talking in the hallway?",1 3279,"Teacher: I'll be right over there, Student D. Teacher: [Crosstalk] Student: Six-twelfths and two-fourths is one whole. [TARGET]Teacher: Student J, what are you doing?[/TARGET] Student: [Inaudible] Teacher: Excuse me. Teacher: [Crosstalk]",0 3280,"Teacher: I'll be right there. Teacher: Put that away right now. Teacher: Yeah, I have some over there. [TARGET]Teacher: Are you guys working?[/TARGET] Teacher: Where's your desk? Student: It's right there. Teacher: Well get it.",0 3281,"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. Teacher: Did you guys have an answer at all? [TARGET]Teacher: Leave it alone.[/TARGET] Teacher: Go ahead. Teacher: Don't worry about writing the rule. Teacher: Just tell us what it is.",1 3282,"Teacher: I'll do it. Teacher: Thank you; go back to your seat. Teacher: Student D, come back. [TARGET]Teacher: Back to your seat quietly.[/TARGET] Multiple Students: [Inaudible] Student: Goodbye darling, my name is Student K. See you later. Student: Bye, Mommy.",1 3283,"Teacher: I'll get to you in a minute. Teacher: I love how Student D has taken out her math book. Teacher: Get that off your ear. [TARGET]Teacher: Student J has taken out his math book.[/TARGET] Teacher: [Crosstalk] Teacher: Student D and Student J. Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this.",0 3284,"Teacher: I'll give you guys one minute to do that. Teacher: Everybody is doing it. Teacher: Student S, put it back. [TARGET]Teacher: You're going to be doing this problem as well.[/TARGET] Teacher: I can take a point back. Teacher: Whatever you think. Teacher: You are working as a team.",0 3285,"Teacher: I'll open the window. Teacher: You've got to -if you're talking about math, that's all right, but you need to calm it down a little bit. Teacher: There's lots of play going on over here. [TARGET]Teacher: You're only supposed to be playing with your partner.[/TARGET] Teacher: I assigned you partners already. Teacher: We're back to the one fourth and what part of the fraction would that be? Teacher: How do you know it's bigger?",1 3286,Teacher: I'll still wait. Teacher: I'm still waiting. Teacher: \You should use the restroom. [TARGET]Teacher: Clear the board in front of you.[/TARGET] Teacher: [End of Audio],0 3287,"Teacher: I'll wait for Student Z. Teacher: Can you sit down please? Teacher: Again, the instructions said you're supposed to count the people who are living in your house, even if it's - for instance, in my house I have a person who is a renter, and that would count as the people living in the household. [TARGET]Teacher: I'll wait for Student I, Student D, and Student L. Okay.[/TARGET] Teacher: So those are the people that you're supposed to put down in your post-it, and if for some reason something changes before your post-it gets up here, we're going to leave it like that for time's sake, because we don't want to go back over this again and again. Teacher: We talked about it a little bit the other day, so I was hoping all that would be wiped off by the time we got to the lesson, because we don't want to spend time talking about it like that. Teacher: Whatever you have written on your post-it, that's what we're going to accept.",1 3288,"Teacher: I'll wait. Teacher: As soon as I know why somebody's standing up, I'll know what to say. Teacher: Very good, Student S. Still waiting. [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: Can you wait Student S for one minute? Teacher: Still waiting. Teacher: Group two is at the computer.",1 3289,"Teacher: I'll wait. Teacher: Don't move. Teacher: I've got people moving already. [TARGET]Teacher: I want group two to go to the back table.[/TARGET] Teacher: Group three will come up with me. Teacher: So who isn't in group two? Teacher: Student S, why did you exit all the way out?",0 3290,"Teacher: I'll wait. Teacher: Shh. Student: No one's even talking. [TARGET]Teacher: You know what, guys?[/TARGET] Teacher: I will let you know whether you can talk or not or if somebody is talking and isn't supposed to, I'll take care of that. Teacher: No - Student: [Inaudible]",1 3291,Teacher: I'll wait. Teacher: We're breaking this number line into tenths. Teacher: What's half of 10? [TARGET]Teacher: Student N is so busy.[/TARGET] Teacher: She's breaking it down. Teacher: 5. Teacher: So what are we going to put on top of one half?,0 3292,"Teacher: I'll wait. Teacher: [Crosstalk] Teacher: Hold on a second. [TARGET]Teacher: Can we pause this, only 'cause I'm having major technical difficulties with my board?[/TARGET] Teacher: So the kids are all silly anyway. Teacher: We can turn it back on in a second. Teacher: I just - okay.",0 3293,"Teacher: I'll wait. Teacher: [Crosstalk] Teacher: Three, two, before it comes out three times, one. [TARGET]Teacher: Student X.[/TARGET] Student: Yeah. Teacher: Student X, please put that down now. Student: I want to tell you something.",1 3294,"Teacher: I'll work with you. Teacher: Student A, I'm not playing with you. Teacher: Let's go. [TARGET]Teacher: Can you read this to me?[/TARGET] Teacher: You're right here. Student: [Inaudible]. Teacher: Right here.",0 3295,"Teacher: I'm giving everybody a choice. Teacher: If this math is not done, we're not going out for recess. Teacher: Do your math. [TARGET]Teacher: You know what to do.[/TARGET] Teacher: Leave him. Teacher: Camera is covering every place in the classroom, everywhere. Teacher: The camera is seeing everywhere.",1 3296,"Teacher: I'm giving you a choice. Teacher: Sit down here. Teacher: Can you leave my seat please? [TARGET]Teacher: I'll work with you.[/TARGET] Teacher: Student A, I'm not playing with you. Teacher: Let's go. Teacher: Can you read this to me?",0 3297,Teacher: I'm going to change the [inaudible] cards. Teacher: Okay. Teacher: I'm going to show you also how to use the wild card. [TARGET]Teacher: All eyes on Ms.[/TARGET] Teacher: I please. Teacher: I have these numbers. Teacher: I'm trying to win my opponent.,0 3298,"Teacher: I'm going to choose who is going to explain it. Teacher: [Inaudible]. Teacher: Time. [TARGET]Teacher: Focus.[/TARGET] Teacher: Everybody up here. Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer. Teacher: Can we have with this one, Student J come up.",0 3299,"Teacher: I'm going to count down by 1. Teacher: You have to have a partner. Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1. [TARGET]Teacher: Thank you.[/TARGET] Teacher: You're not going to need your whiteboard for this. Teacher: Can you remember - you can just put it on the side. Teacher: You don't need to put it away.",0 3300,"Teacher: I'm going to give you 15 minutes, so you need to hurry up. Teacher: Based on the numbers, what will your interval be? Teacher: All right. [TARGET]Teacher: One, two, three, eyes on me.[/TARGET] Student: One, two, eyes on you. Teacher: You do not need to draft a graph here. Teacher: What you need to do here is you make a plan.",0 3301,"Teacher: I'm going to give you a chair. Teacher: Take a moment. Teacher: Take a moment to catch your breath, and then we can talk about what happened. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Take a moment to relax yourself. Teacher: Squeezer your paper towel. Teacher: Take a moment to cool off and then we'll talk about what happened, okay?",1 3302,Teacher: I'm going to give you another one too. Teacher: Good job. Student: I'm working my heart out. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Stay here. Teacher: Do your work here. Teacher: Sit down.,1 3303,Teacher: I'm going to give you because you're working hard. Student: Thank you. Teacher: I'm going to give you another one too. [TARGET]Teacher: Good job.[/TARGET] Student: I'm working my heart out. Teacher: Sit down. Teacher: Stay here.,0 3304,Teacher: I'm going to help you. Teacher: This is going to be too much. Teacher: You have to use three cards. [TARGET]Teacher: Let me help you the first time.[/TARGET] Teacher: This is going to be a 6. Teacher: Let me help you now. Teacher: This is a 6.,0 3305,"Teacher: I'm going to know because it's going to cross over into everything you guys do. 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. [TARGET]Teacher: When we start to do other things and no one is saying, ""He did this and you didn't say that about him.""[/TARGET] Teacher: Then I will know you're ready to be more of a sport. Teacher: I will know immediately when things have changed. Teacher: Okay.",0 3306,"Teacher: I'm going to look for those that need to come up. Teacher: Remember, we have one lap. Teacher: Don't make it any more. [TARGET]Teacher: There sure is a lot of talking going on.[/TARGET] Teacher: All right. Teacher: 414 times 10. Teacher: Okay.",1 3307,"Teacher: I'm going to move you to the front. Teacher: All right. Teacher: If you have a seat, I can give you a ticket. [TARGET]Teacher: Student T. I'm going to put it down here so everybody can see.[/TARGET] Teacher: Thank you. Teacher: Student J, you got one? Teacher: I got it.",0 3308,"Teacher: I'm going to need to you to get with a partner. Teacher: I'm going to count down by 1. Teacher: You have to have a partner. [TARGET]Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1.[/TARGET] Teacher: Thank you. Teacher: You're not going to need your whiteboard for this. Teacher: Can you remember - you can just put it on the side.",0 3309,"Teacher: I'm going to pass the cards. Teacher: This is the first round. Teacher: 1, 2, 3, 4, 5. [TARGET]Teacher: 1, 2, 3, 4, 5.[/TARGET] Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6. Teacher: You can use your wild card and make any number. Teacher: It can mean any number.",0 3310,"Teacher: I'm going to put it here. Student: You're going to take it. Teacher: I'm not going to take it. [TARGET]Teacher: Student A, let's go.[/TARGET] Teacher: This is the first time you're doing math very well. Teacher: Good job. Teacher: If you finish this page, I'll give you a cracker.",0 3311,"Teacher: I'm going to put up a problem. Teacher: These are actual real life problems. Teacher: We're going clockwise. [TARGET]Teacher: Yes?[/TARGET] Teacher: It is a game but we're not keeping score. Teacher: When I say not keeping score I mean there's not going to be a winner, per se. Teacher: Right now no one is talking because we're all looking up here at the problem, and everyone is doing the problem.",0 3312,"Teacher: I'm going to read it aloud to you. Teacher: It's okay if you've already started, Student Z. Teacher: Just put the pencil down now. [TARGET]Teacher: Student T, pencil down.[/TARGET] Teacher: So our problem of the day is Sam the Shark only eats an even number of fish. Teacher: This week he ate 12 fish on Monday, 18 fish on Tuesday, and 24 fish on Wednesday. Teacher: Following this pattern, on which day will he eat 42 fish?",1 3313,"Teacher: I'm going to show you what you're going to do in class. Teacher: That was weird. Teacher: Sh. [TARGET]Teacher: Sh.[/TARGET] Teacher: Yes, Student J? Teacher: You sure can. Teacher: Teacher M, can you pass this out to everybody in here?",1 3314,"Teacher: I'm going to take it now and put it in the garbage. Teacher: I'm going to put it here. Student: You're going to take it. [TARGET]Teacher: I'm not going to take it.[/TARGET] Teacher: Student A, let's go. Teacher: This is the first time you're doing math very well. Teacher: Good job.",1 3315,"Teacher: I'm going to take them all from you, because you're not listening to me. Teacher: Stop. Teacher: Do you want to give those to me right now? [TARGET]Teacher: Stop.[/TARGET] Teacher: Everybody listen. Teacher: Stop what you're doing. Teacher: Turn around everybody.",1 3316,"Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score. Teacher: We will go over whether or not each table is correct. Teacher: Part of the questions will involve our recap of dividing decimals. [TARGET]Teacher: I can wait.[/TARGET] Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor. Teacher: Student M, do you want to pass out the whiteboards for us? Teacher: I don't want to use the [inaudible] right now.",1 3317,"Teacher: I'm going to tell you what the other groups are doing, because we've run out of pennies. Teacher: Just write a P or a 1 on that, and those can be pennies. Teacher: You can tear off as many as you need and make more pennies. [TARGET]Teacher: Sit up.[/TARGET] Teacher: Okay. Teacher: Again, write two separate piles. Teacher: Where's your $5.98?",1 3318,"Teacher: I'm going to wait until I have row one facing forward. Teacher: Student T, step out of the room and go to the bathroom, now. Teacher: Sit. [TARGET]Teacher: Face forward.[/TARGET] Teacher: Turn. Teacher: When I finish, then you go. Teacher: So I want to break this up into four smaller pieces.",1 3319,"Teacher: I'm going to work with you. Teacher: I'm giving you a choice. Teacher: Sit down here. [TARGET]Teacher: Can you leave my seat please?[/TARGET] Teacher: I'll work with you. Teacher: Student A, I'm not playing with you. Teacher: Let's go.",1 3320,"Teacher: I'm going to write the 2 here. Teacher: Because it's not - Mr. K, can you take him to [inaudible] room? Teacher: Can you go please? [TARGET]Teacher: Just call his mom and tell his mom exactly.[/TARGET] Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level. Teacher: We have 700 plus 100 is going to be what? Student: 800",1 3321,"Teacher: I'm gonna have you work on this page, unit 6, page 9. Teacher: There's a ton of pages on this. Teacher: So what I want you to do is, Student B - shhh. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I didn't ask for anybody to do anything yet. Teacher: Student B and Student J, Student B, would you move up next to him please? Teacher: Student A, come on over with Student D. Student C and Student D - I mean Student C and Student D. Student A, come up and sit.",1 3322,"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. [TARGET]Teacher: Student S, can you look here at me, please?[/TARGET] 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.",1 3323,Teacher: I'm gonna wait. Teacher: So that's where we're going tomorrow. Teacher: We're not doing math tomorrow. [TARGET]Teacher: That is where we're going.[/TARGET] Teacher: Next week we're going to pick up with volume and temperature and just tying it right in together. Teacher: Next week. Teacher: Next week.,0 3324,"Teacher: I'm gonna write something here. Teacher: We have been finding different fractions on these. Teacher: Student K, you're looking at me. [TARGET]Teacher: If you're going to be disruptive to this group I can move you.[/TARGET] Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now. Teacher: Student J, that goes for everybody in this group. Teacher: I'll take it.",1 3325,"Teacher: I'm kinda glad you did it. Teacher: I was looking for somebody that was going to make that mistake because I did that all the time. Teacher: All right, Student M, can you sit down so I can make sure everybody has this understanding? [TARGET]Teacher: I need hands off.[/TARGET] Teacher: Eyes on. Teacher: All right, here she divided it into four rows. Teacher: So what would that number be?",1 3326,Teacher: I'm listening to you. Teacher: I'm going to tell your mom. Teacher: You're yelling at me. [TARGET]Teacher: You've been fooling around.[/TARGET] Student: I need you to write me a pass. Student: I need to go see Mr. S. Teacher: No.,1 3327,Teacher: I'm not asking you to tell me that you know. Teacher: This is what I want you all to do. Teacher: I want you to turn your paper over and draw a rectangle that shows two sixths shaded. [TARGET]Teacher: Are you listening?[/TARGET] Teacher: She changed - this isn't a proper fraction. Teacher: We cannot leave it like this. Teacher: We have to change it into a mixed number.,1 3328,Teacher: I'm not asking you. Teacher: Do you have a clock? Student: Yes. [TARGET]Teacher: Then sit down.[/TARGET] Teacher: Do you have a clock? Teacher: Don't worry about it. Teacher: Do you have a clock?,1 3329,"Teacher: I'm not doing the videotaping. Teacher: [Crosstalk] Teacher: I'll be right there. [TARGET]Teacher: Put that away right now.[/TARGET] Teacher: Yeah, I have some over there. Teacher: Are you guys working? Teacher: Where's your desk?",1 3330,Teacher: I'm not going to give you a snack because there's nothing productive I've seen. Teacher: I'm not seeing anything productive. Teacher: You know how to play this game. [TARGET]Teacher: I've played it with you before.[/TARGET] Teacher: [Inaudible]. Teacher: You're not fighting with it. Teacher: Can you leave him alone and do your work?,0 3331,"Teacher: I'm not going to talk over anybody. Teacher: Until this class is done, we can't move anywhere. Teacher: Put that one away. [TARGET]Teacher: 3, 4, 5, 6, 7.[/TARGET] Teacher: Put it away. Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Are you done with this?",0 3332,"Teacher: I'm not ignoring you, but I want you to sit down. Teacher: When we finish, we're rounding up. Teacher: [Crosstalk] [TARGET]Teacher: Sit down please.[/TARGET] Teacher: [Crosstalk] Teacher: Hm, that's another strategy that is really good. Teacher: All eyes here.",1 3333,Teacher: I'm not too happy with the Jaguars right now. Teacher: Okay. Teacher: So the answer is five eighths. [TARGET]Teacher: Would you raise your hand if you got five eighths?[/TARGET] Teacher: Hands down. Teacher: Raise your hand if you think he's a little bit off. Teacher: How many of you are not sure how he came up with five eighths?,0 3334,"Teacher: I'm proud of you. Teacher: It shows you how to measure it off. Teacher: Have you done it yet? [TARGET]Teacher: That's okay.[/TARGET] Teacher: Go back 72 degrees. Teacher: Where's your protractor? Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent.",0 3335,"Teacher: I'm sorry I didn't - let me step out of the way. Teacher: They're going to ask you a couple of questions about a tennis court and about a baseball field, all right? Teacher: Would you like to move Student G because there's an empty desk right next to Student J. [TARGET]Teacher: Would you like to move up so you can see?[/TARGET] Teacher: Are you sure? Teacher: Okay. Teacher: There's two questions they're going to ask you about a tennis court and about a baseball field, all right?",1 3336,"Teacher: I'm sorry. Student: [Inaudible]. [TARGET]Teacher: We're just going to stay in our seat today.[/TARGET] Teacher: Review today, because yesterday we had a hard time with our graphs. Teacher: What were we missing? Multiple Students: Labels.",0 3337,Teacher: I'm sorry. Teacher: We can't take any snack until this is finished. Teacher: Did you hear what I said? [TARGET]Teacher: I'm going to take it now and put it in the garbage.[/TARGET] Teacher: I'm going to put it here. Student: You're going to take it. Teacher: I'm not going to take it.,1 3338,"Teacher: I'm visiting Student D. Student D, you're not supposed to be here. Teacher: You're here. Teacher: Sit down. [TARGET]Teacher: Turn around.[/TARGET] Teacher: I'm going to give you because you're working hard. Student: Thank you. Teacher: I'm going to give you another one too.",1 3339,Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones. Teacher: [Crosstalk] Teacher: I hear people talking too loud. [TARGET]Teacher: You're supposed to be raising your hands.[/TARGET] Teacher: Let's see who's doing that. Teacher: Student K. Student: Yeah?,1 3340,Teacher: I've never thought of this before. Teacher: [Inaudible]. Teacher: Sit. [TARGET]Teacher: Sit.[/TARGET] Teacher: Is that the same way you said 27 times 3. Teacher: Sit down. Teacher: Plus 27 times 2.,1 3341,Teacher: I've played it with you before. Teacher: [Inaudible]. Teacher: You're not fighting with it. [TARGET]Teacher: Can you leave him alone and do your work?[/TARGET] Teacher: We're not going to lunch until our math is done. Teacher: After we complete our math as we do as a class - I'm listening to you. Teacher: Write it here.,1 3342,Teacher: I've seen a lot. Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones. Teacher: [Crosstalk] [TARGET]Teacher: I hear people talking too loud.[/TARGET] Teacher: You're supposed to be raising your hands. Teacher: Let's see who's doing that. Teacher: Student K.,1 3343,Teacher: Ice cream. Teacher: [Pause]. Teacher: Brownies. [TARGET]Teacher: Now look at this.[/TARGET] Teacher: One. Teacher: Two. Teacher: Watch this.,0 3344,"Teacher: If 12 times 4 is 48, if we have 4 times the $11.99? Teacher: Student J? Student: So like - [TARGET]Teacher: This side, I need you looking and listening and participating.[/TARGET] Student: I did that on my paper and - Teacher: Please stop. Teacher: Please take a seat.",1 3345,"Teacher: If I ask you what's one eighth of an hour, you're going to tell me seven and a half minutes, because we just went over it. Teacher: It should be stuck into your mind. Teacher: Moving onto algebra. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Which of these can you solve by using the open sentence 9 minus 3 equals P. Which one of those is 9 minus 3, then you have P. P is parakeet? Teacher: I need your hand up. Teacher: I don't want you to say A, B, C, D. I want you to read it to us.",1 3346,"Teacher: If I could fit in more than three, I will. Teacher: So it's a little bit too loud. Teacher: I'm having a hard time hearing Student B. [TARGET]Teacher: So can you bring the noise level down, please?[/TARGET] Multiple Students: Yes. Teacher: Thank you. Teacher: Raise your hand if someone has gotten in between the range and has gotten a point yet.",1 3347,"Teacher: If I do, I'm calling home. Teacher: Right in computer lab. Teacher: Student T, you can stay here. [TARGET]Teacher: Student M, sit down.[/TARGET] Teacher: I can call home, too, as well. Teacher: Computer lab has a phone. Teacher: I'll be more than happy to.",1 3348,"Teacher: If I gave you $2.00, you'd have all of my money. Teacher: I know. Teacher: That's the way it crumbles. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: All right. Teacher: Looks like almost everybody has their stuff separated. Teacher: Who has my half?",1 3349,"Teacher: If I go one. Teacher: Two. Teacher: I end up with zero. [TARGET]Teacher: I don't know why you're walking around, but I asked you to have a seat, and start your work.[/TARGET] Teacher: When you're looking at your numbers [writing sounds], which one of these would be closer to zero? Student: Five. Teacher: So, this is going to be greater.",1 3350,"Teacher: If I have to call your name one more time to be quiet, you're going to your desk. Teacher: [Crosstalk] Student: Do we have to work it out? [TARGET]Teacher: Yes, you have to work it out.[/TARGET] Teacher: Follow the chart right there. Teacher: Write your numbers out. Teacher: [Inaudible].",0 3351,"Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated. Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation. Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them. [TARGET]Teacher: Don't tell me.[/TARGET] Teacher: Just ignore them and I will find the person breaking the rule. Teacher: Sorry. Teacher: Go ahead.",1 3352,Teacher: If I told you the sum - the sum mean together. Teacher: You add them all together. Teacher: I said the word. [TARGET]Teacher: I don't know if anyone was listening.[/TARGET] Student: Altogether. Teacher: Together is - okay. Student: The sum altogether.,1 3353,"Teacher: If I use my tens as intervals, what am I doing down here? Teacher: 1, 2, and 3. Teacher: Give me the title. [TARGET]Teacher: You don't have to write it on your board.[/TARGET] Teacher: Just give me a title, Student M. Student: Dogs growth. Teacher: Dogs - how about weekly growth?",0 3354,"Teacher: If I want to make 1,000, I notice this is 10. Teacher: I put my 8 here. Teacher: This is 10. [TARGET]Teacher: Look here.[/TARGET] Teacher: What is that? Teacher: Can you start adding your numbers and stop looking for trouble? Teacher: Stop.",0 3355,"Teacher: If I was to write a fraction to show five and one tenth, the fraction would be a mixed number. Teacher: It would be five and one tenth. Teacher: Since this five is on the opposite side of the decimal that means that it's a whole number. [TARGET]Teacher: You watching Student D?[/TARGET] Teacher: do you see where you made some mistakes? Student: Yes. Teacher: All right, so let's do another one.",1 3356,"Teacher: If I were to write a multiplication equation, this is what it would look like. Teacher: What does 3 times 4 really mean? Teacher: What does that word times really mean? [TARGET]Teacher: Student S, please.[/TARGET] Teacher: I would like to teach you something really intense right now that I know you will like as a challenge. Teacher: Get your hood down and your body forward. Teacher: What does that word mean, 3 times 4?",1 3357,"Teacher: If he needs help, Student L, we'll get to you. Teacher: I'm sorry. Teacher: Some people are playing with their counters. [TARGET]Teacher: That means they're not gonna listen to you, Student E. That would be sad.[/TARGET] Teacher: So we're not gonna twirl them. Teacher: We're not gonna spin them and we're certainly not gonna stack them. Teacher: We're not gonna stack them.",1 3358,"Teacher: If he's doing it wrong, [inaudible]. Teacher: Okay. Teacher: [Inaudible]. [TARGET]Teacher: Sit up enough to write.[/TARGET] Teacher: Just stay right there. Teacher: Stay against the wall. Teacher: [Inaudible].",1 3359,"Teacher: If it has all three acute angles in it, it is an acute triangle. Teacher: If it has one right angle in it, it is a right triangle. Teacher: Isosceles means that two of the sides are congruent, and none of those sides up there would be congruent with each other. [TARGET]Teacher: How many of you put down letter C for obtuse?[/TARGET] Teacher: If you put that down, put a plus five by this number six. Teacher: Everyone else, I just want you to draw an X through it. Teacher: I'm going to go over that again, so you need to listen.",0 3360,"Teacher: If it helps you, you can almost picture this as a dollar. Student: Ooh. Student: Whoa. [TARGET]Teacher: Shh.[/TARGET] Student: A dollar. Student: Wait, [inaudible]. Teacher: Just listen while we - if you think of this as one whole, think of it as like, a dollar.",1 3361,"Teacher: If it is 1,000, your score is 0. Teacher: The more you have less numbers here, that shows that you are winning. Student: I have a question. [TARGET]Teacher: Sure.[/TARGET] Student: Is that a microphone? Teacher: Yes. Student: Why is it covered in Styrofoam?",0 3362,"Teacher: If it's C, then you'll hold up C. If it's D, then you'll hold up D. Do you have any questions? Student: [Inaudible] Teacher: All right. [TARGET]Teacher: So, excuse me.[/TARGET] Teacher: I need everybody's attention in three, two, one, zero. Teacher: Order of operations. Teacher: I know the order of operations involve all of these symbols up here.",1 3363,"Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how. Teacher: [Crosstalk] Teacher: Hold on. [TARGET]Teacher: Student D, listen.[/TARGET] Teacher: Listen to another group. Teacher: Thank you. Teacher: Yeah, what - what -",1 3364,"Teacher: If my answer to my subtraction problem down here is the same as or greater than my divisor, what should go off in your head, right now? Student: It should go in one more time. Teacher: You don't have your hand raised, Student J. [TARGET]Teacher: If you look behind you, there's a lot of people in this class following rules.[/TARGET] Teacher: What should go in your head right now, besides an alarm. Teacher: R-r-r-r-. Teacher: Stop!",1 3365,"Teacher: If please listen, if your group is six large and one person is explaining you maybe stand up and walk over closer to that person so that person does not have to be loud okay? Teacher: Alright? Teacher: If you can't hear please get closer to the person explaining. [TARGET]Teacher: This is the only time I'm gonna turn those lights out noise monitors you need to do your job please.[/TARGET] Teacher: Okay. Teacher: Much better. Teacher: Yes?",1 3366,"Teacher: If the only common factors are one, it's already in it's simplest form, okay? Teacher: Now let's go to number seven, but before we go let's read the directions. Teacher: Here we go. [TARGET]Teacher: Shh.[/TARGET] Teacher: Number seven. Teacher: Let's read the direction. Teacher: In fact, Student C, read the directions.",1 3367,"Teacher: If the person is doing something to you that you have to go to the nurse for, let me know. Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. Teacher: Raise your hand if the marker is not doing what you need it to do. [TARGET]Teacher: Yes?[/TARGET] Teacher: So let's see who's going to be going first for us. Teacher: Can you [inaudible]? Teacher: I'm going to put up a problem.",0 3368,"Teacher: If there's no remainder, the last shape is your answer. Teacher: [Crosstalk] Teacher: Student K, you're not doing that. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: [Crosstalk] Teacher: [Students doing group work] Teacher: I need your attention.",1 3369,"Teacher: If they have an idea that you're not listening to, you need to listen. Teacher: You're all part of the group. Teacher: You're going to have the same answer when we finish, because you are a team. [TARGET]Teacher: I need your elbows off the desk.[/TARGET] Teacher: I need you talking to your team. Teacher: We're not doing it separately, so put your quarters together. Teacher: You three ladies, do not be separate from Student J.",1 3370,"Teacher: If they're blue and yellow you may. Teacher: Okay, the computer's not working. Teacher: It's going slow. [TARGET]Teacher: All right, you should be ready.[/TARGET] Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need. Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction. Teacher: How do we multiply a fraction by a fraction.",0 3371,"Teacher: If this is a little bit confusing - hang on. Teacher: Let me [inaudible]. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: If it helps you, you can almost picture this as a dollar. Student: Ooh. Student: Whoa.",1 3372,"Teacher: If this is four fourths, this is - Multiple Students: Five fourths. Teacher: Five fourths. [TARGET]Teacher: Nobody should have their hands on anything but eyes up here.[/TARGET] Teacher: Done. Teacher: So then this would be? Multiple Students: Six fourths.",1 3373,"Teacher: If this is one fourth, two fourths, three fourths - we're counting by fourths - four fourths, five fourths, six fourths. Student: Seven fourths. Teacher: Yes, count by fourths. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Not right now. Teacher: You know what, I want those little pieces of paper gone. Teacher: Taking two of them.",1 3374,"Teacher: If this math is not done, we're not going out for recess. Teacher: Do your math. Teacher: You know what to do. [TARGET]Teacher: Leave him.[/TARGET] Teacher: Camera is covering every place in the classroom, everywhere. Teacher: The camera is seeing everywhere. Teacher: That's not what we're talking about.",1 3375,"Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380? Student: Because I thought when we were working on prices is what would happen is- Teacher: That's okay. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: Finish. Student: You could only have two past the decimal point for the prices. Student: That's usually - and then you can only have two numbers past the prices and that would be 996.65.",0 3376,"Teacher: If we have time today I'm going to sit down with you because I want you to do your independent practice. Teacher: [Inaudible]. Teacher: Why don't you stay right here, work with this again? [TARGET]Teacher: Erase that.[/TARGET] Teacher: Try this one for me please, sir. Teacher: Good. Teacher: How about this one first?",0 3377,"Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter. Teacher: [Inaudible]. Teacher: Let me see. [TARGET]Teacher: They're talking together.[/TARGET] Teacher: Student C, Student L and Student N. Teacher: [Crosstalk] Teacher: One sixth.",1 3378,"Teacher: If you are done, check your work, please label. Teacher: [Crosstalk] Teacher: Don't forget to label them. [TARGET]Teacher: Shh.[/TARGET] Teacher: [Crosstalk] Teacher: Are you copying his work or are you thinking on your own? Teacher: Why are you looking over there?",1 3379,"Teacher: If you are in the multiplication group, I need you to whisper. Teacher: I need you to all be solving the same problem. Teacher: You're multiplying three digit numbers by two digit numbers. [TARGET]Teacher: So when I call your name, the first division group, go to Ms. F. Student M, stand, Student H, Student K, Student C, Student I, and Student A.[/TARGET] Teacher: You're going to sit back here. Teacher: My group so you'll stay here is Student A, Student T, Student A, Student M, and Student C. If I didn't call your name, raise your hand. Teacher: One group is going to go to group two, so if you already sit at group two, go ahead and go.",0 3380,"Teacher: If you are working, you are working with me. Teacher: Last warning. Teacher: I'm sorry. [TARGET]Teacher: We can't take any snack until this is finished.[/TARGET] Teacher: Did you hear what I said? Teacher: I'm going to take it now and put it in the garbage. Teacher: I'm going to put it here.",1 3381,"Teacher: If you can hear me, clap once. Teacher: If you can hear me, clap two times. Teacher: Give me the marker, please. [TARGET]Teacher: Thank you.[/TARGET] Teacher: There's a strategy Student C is showing me here that I, myself, I do not know. Teacher: I do want to learn from him, please. Teacher: I do want to learn from him.",0 3382,"Teacher: If you can hear me, clap two times. Teacher: Give me the marker, please. Teacher: Thank you. [TARGET]Teacher: There's a strategy Student C is showing me here that I, myself, I do not know.[/TARGET] Teacher: I do want to learn from him, please. Teacher: I do want to learn from him. Student: Go on then.",1 3383,"Teacher: If you can hear me, clap your hands. Teacher: If you can hear me, clap twice. Teacher: Three times. [TARGET]Teacher: You are not only looking at your paper - and right now I have somebody that's not paying attention - but you're looking up here, too.[/TARGET] Teacher: The fold in your paper is - I just lost it. Teacher: There. Teacher: Everybody look.",1 3384,"Teacher: If you can't pay attention - can you stop? Teacher: Let me see what you wrote. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. [TARGET]Teacher: How many do you have?[/TARGET] Teacher: Let me see. Teacher: 1, 2, 3 ,4, 5, 6, 7. Teacher: You know how to play to 1,000?",0 3385,"Teacher: If you cannot concentrate and do your math - it's what we're working on today. Teacher: Let's do this math, please. Teacher: You know what to do. [TARGET]Teacher: Try and do this math.[/TARGET] Teacher: I will show you. Teacher: Let me see people that are working hard, what I can give to them. Teacher: If you throw that at him, you are going out.",0 3386,"Teacher: If you cannot handle it, if you cannot handle just letting the fly be, we'll find another seat. Teacher: So Student A, go back to your desk where you belong because there's a fly over here and you can't handle it. Teacher: Go back to your desk where you belong so that we're all ready to move on. [TARGET]Teacher: You can sit your desk, the back desk, or that desk.[/TARGET] Teacher: You have several choices that are far away from the fly. Teacher: You either sit quietly or you move. Student: [Inaudible].",1 3387,"Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them. Teacher: He's the writer. Teacher: He's the recorder, right? [TARGET]Teacher: Come on Student R, you're the recorder.[/TARGET] Teacher: Your group needs you now. Teacher: Okay, you didn't even have your group name on the paper, yet. Teacher: [End of Audio].",1 3388,"Teacher: If you could put your caps on your marker - I shouldn't have to tell anyone three times - erase your paper. Teacher: Just leave it on your - okay. Teacher: We're not grabbing from each other. [TARGET]Teacher: That's rude.[/TARGET] Teacher: Erase your board - your paper. Teacher: Do it as fast as you can. Teacher: It's probably not all going to come off, but you guys need to hurry.",1 3389,"Teacher: If you counted, tell us that you counted. Student: May I please use - Teacher: You just used it right before this. [TARGET]Teacher: Have a seat, please.[/TARGET] Teacher: Student T, why don't we pick up the sweatshirt, instead of stepping on it? Teacher: Remember, perimeter is the inside, or the outside? Student: Inside - outside.",1 3390,Teacher: If you did one round just go ahead. Teacher: You're gonna [inaudible] Student T. Student A you need to go right to her room. Teacher: Don't stop to pick up other kids or anything. [TARGET]Teacher: Go right to her room.[/TARGET] Teacher: Everybody pretty excited about playing? Student: Yes. Teacher: I'm actually going to have you play at your desks in partners.,0 3391,"Teacher: If you didn't do your work yesterday you can start now. Multiple Students: [Inaudible] Multiple Students: [Student humming purposely into the mic] [TARGET]Teacher: Look at this one what do you have here correct yourself.[/TARGET] Student: Hurry up Student J. Teacher: Talk to me honey, correct yourself. Student: She did it.",1 3392,"Teacher: If you didn't get a chance to finish up just say Mr. C I'm thinking. Teacher: It's not - because we're gonna continue this later one. Teacher: Please don't do that. [TARGET]Teacher: Now it is time to pay attention.[/TARGET] Teacher: I got two minutes before that microphone goes off again. Teacher: All right. Teacher: Okay, let's go right here.",1 3393,"Teacher: If you didn't know how to convert it, how would you do it? Teacher: Student D. Because he's right. Student: You would put 5 outside [inaudible]. [TARGET]Teacher: I'm sorry; I didn't hear you.[/TARGET] Teacher: What did you say? Student: You put 5 outside the doghouse and you put 4 inside. Teacher: And you would just divide.",0 3394,"Teacher: If you don't know what the denominator tells us, listen. Teacher: What does the denominator tell you? Teacher: Does it have a mouth? [TARGET]Teacher: Is it talking to you?[/TARGET] Teacher: Hi, I'm number 12. Teacher: No. Teacher: What does the denominator tell you?",0 3395,"Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? [TARGET]Teacher: You have to at least try.[/TARGET] Teacher: You can't just keep sitting there, and I know math is tough for you. Teacher: We can get through it together if you show me what you don't know. Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do.",0 3396,"Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn. Teacher: That is not fair to your classmates. Teacher: Hopefully you have a little bit of extra room on your paper. [TARGET]Teacher: I have a few word problems that we're going to do together real quick.[/TARGET] Teacher: Let me post this on the board and we'll talk about them. Teacher: Student D, you and I have already talked several times today. Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy?",0 3397,"Teacher: If you feel like they are not listening to you, respecting you- Student: They're trying to say that they're trying to help me and they're not. Student: They didn't even say one thing to help me. [TARGET]Teacher: It is a group effort.[/TARGET] Teacher: I like what Student S is doing. Teacher: She is raising her hand to talk. Teacher: She will be the last person to speak before we move on.",1 3398,"Teacher: If you finish this page, I'll give you a cracker. Teacher: When you finish. Teacher: Can you stop throwing that? [TARGET]Teacher: Give it to me.[/TARGET] Teacher: Thank you. Teacher: Do your math. Teacher: Let me have it.",1 3399,"Teacher: If you get them both right, take them off, or turn them over. Teacher: If you didn't, the other partner - I mean, leave them. Teacher: Don't take them off. [TARGET]Teacher: If you didn't get them both right, leave them.[/TARGET] Teacher: So water boils at 212 Fahrenheit. Teacher: I'm not done. Teacher: 100 degrees Celsius.",0 3400,"Teacher: If you get them both right, take them off. Teacher: You aren't doing a lot of moving around. Teacher: I asked you to take them both off if you got them right. [TARGET]Teacher: You all are turning them upside down.[/TARGET] Teacher: What was my direction? Teacher: Take them off if you get them right. Teacher: Put them in the bag.",1 3401,"Teacher: If you got them both right, take them off. Teacher: If you didn't, leave them. Teacher: Ready? [TARGET]Teacher: I don't want you to touch it.[/TARGET] Teacher: I haven't read anymore. Teacher: Freezing point, 0 degrees Celsius, 32 Fahrenheit. Teacher: Ready?",1 3402,"Teacher: If you guys want to like sit over here - tell me your names again? Student: Student E. Teacher: Okay. [TARGET]Teacher: Student K, sit beside Student E. Okay.[/TARGET] Teacher: Student E, if you can move to the other side of Student E and Student R, if you can fit beside - right there at the corner. Teacher: Sit on the other side of Student E. You're fine. Teacher: Tell me your name again?",0 3403,"Teacher: If you have 4, will you please bring me your post-its? Teacher: Waterfall. Teacher: I'll wait for Student Z. [TARGET]Teacher: Can you sit down please?[/TARGET] Teacher: Again, the instructions said you're supposed to count the people who are living in your house, even if it's - for instance, in my house I have a person who is a renter, and that would count as the people living in the household. Teacher: I'll wait for Student I, Student D, and Student L. Okay. Teacher: So those are the people that you're supposed to put down in your post-it, and if for some reason something changes before your post-it gets up here, we're going to leave it like that for time's sake, because we don't want to go back over this again and again.",1 3404,"Teacher: If you have 9, you need to double, or you need to match this one and one of those needs to double. Teacher: Stop throwing please. Teacher: Student C, no fraternizing with another team. [TARGET]Teacher: You can't give away your answers.[/TARGET] Student: I need 9 more. Teacher: 9 more what? Student: Coins.",1 3405,"Teacher: If you have A done, move onto B. Teacher: Did the timers give you a little warning, yet? Student: Yes. [TARGET]Teacher: Your timer did?[/TARGET] Teacher: Who was your timer? Teacher: Nice job, Student D, move your clothespin up. Teacher: Nice job.",0 3406,"Teacher: If you have a clock, you should not be up here. Teacher: Your partner. Teacher: That's what I said. [TARGET]Teacher: If you do not have a clock or a partner, you need to be up here.[/TARGET] Teacher: Student K, who's your partner? Teacher: Go stand behind her chair. Teacher: Student D, Student C, where's your seat?",0 3407,"Teacher: If you have a question you can come ask me. Teacher: Is there somebody who doesn't have a partner? Teacher: Groups of two or three. [TARGET]Teacher: Student A, can Student C join your group, please?[/TARGET] Teacher: [Multiple conversations] Teacher: Student A, you cannot use their idea because I'm about to have to tell you about it; you need to come up with your own idea. Teacher: But Student S, and Student D, and Student C decided that they're going to use super heroes to come up with different ways to make a dollar, all right?",0 3408,"Teacher: If you have five people in your group, there can be three people in your set. Teacher: Does everyone understand? Teacher: Okay, this - these papers can go in the desk, and why don't you sit over there. [TARGET]Teacher: This is put away.[/TARGET] Student: Can I sit over there? Teacher: Right here. Teacher: Let me move the camera a little bit so you don't bump into it.",1 3409,"Teacher: If you have not finished, this will help you to finish up your work. Teacher: Sh. Teacher: Let's stop. [TARGET]Teacher: I'm waiting for you Teacher S.[/TARGET] Teacher: Sorry. Teacher: We were doing multiplication. Teacher: I know.",0 3410,"Teacher: If you have the eight times four, just hold tight. Teacher: Remember that I go straight down the columns like this to check your work. Teacher: Here we go. [TARGET]Teacher: I just tell you the answers.[/TARGET] Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14. Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28. Teacher: Column three, 32, 18, 72, six, 72, 40, five, eight, seven, three, 48, two, eight, 16, 90.",0 3411,"Teacher: If you have three people at your group, you're going to trade a few times. Teacher: 9, 8, 7, 6, 5, 4, 3, sit down please, 2, and 1. Teacher: First row, Student T, excuse me. [TARGET]Teacher: First row, from Student A, please.[/TARGET] Student: 27 divided by 3 equals 9. Student: [Inaudible]. Student: 12 divided by 3 equals 4.",0 3412,"Teacher: If you have your hand up, please give me your division fact to go with Student J's story. Teacher: 20 balloons between him and his brother. Teacher: How many balloons will each person get? [TARGET]Teacher: Student A, I need your eyes up here, please.[/TARGET] Teacher: Can you repeat Student J's question, Student A? Teacher: Look at me, please. Teacher: Here we go.",1 3413,"Teacher: If you know what you're thinking, keep it in your head. Teacher: No. Teacher: It's his turn. [TARGET]Teacher: He's the king on the pedestal right now.[/TARGET] Teacher: You're the citizen watching. Teacher: This is your limitation of freedom of speech. Teacher: All right.",0 3414,"Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below. Teacher: This solution is this one here. Student: I already have the questions. [TARGET]Teacher: But we are going to answer the questions.[/TARGET] Teacher: It says here how would you explain to someone else how solution number one works? Teacher: What did they do? Teacher: Where does 16 come from, and where does 11 come from?",0 3415,"Teacher: If you look behind you, there's a lot of people in this class following rules. Teacher: What should go in your head right now, besides an alarm. Teacher: R-r-r-r-. [TARGET]Teacher: Stop![/TARGET] Teacher: Student O, can you explain? Student: It can go into it one more time. Teacher: It could have gone into it, again, right?",1 3416,"Teacher: If you need a ruler, you can just get one or two. Teacher: Do you need me to turn off the lights, or are you okay with it? Teacher: I would probably start with what do we know based on that chart, or report, and a ruler. [TARGET]Teacher: Just today?[/TARGET] Teacher: Okay. Teacher: Sorry. Teacher: All right.",0 3417,"Teacher: If you need any help, you raise up your hand and I will help you. Teacher: Look at the questions it's asking here. Teacher: It says now look carefully at these different solutions. [TARGET]Teacher: This one here - you look here.[/TARGET] Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below. Teacher: This solution is this one here. Student: I already have the questions.",0 3418,"Teacher: If you need directions, here they are. Teacher: Student J, who's your partner? Student: Student K. [TARGET]Teacher: Well move away from them.[/TARGET] Teacher: Move away. Teacher: Smaller to larger. Teacher: Girls, what do you need?",1 3419,"Teacher: If you need it, I'll give it to you. Teacher: But, just for the time being, don't stress it. Teacher: Don't stress it. [TARGET]Teacher: Student C, you're gonna need to share this sheet with Student D. So, if you wanna scoot your chair over.[/TARGET] Teacher: Or he could scoot it over to you. Teacher: Student D, for the third time, go to your seat. Student: [Inaudible]",0 3420,"Teacher: If you remember from yesterday, that's why I gave you calculators. Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you. Teacher: Thank you. [TARGET]Teacher: Sit down, please.[/TARGET] Student: I can't see. Teacher: Waiting on two people. Teacher: Thank you.",1 3421,"Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet. Teacher: Follow directions. Teacher: If you sit right here, right here - [inaudible]. [TARGET]Teacher: Student M, follow directions.[/TARGET] Teacher: Student M, [inaudible] have a seat. Teacher: Student M, sit right here. Teacher: Walk around the [inaudible].",1 3422,"Teacher: If you sit right here, right here - [inaudible]. Teacher: Student M, follow directions. Teacher: Student M, [inaudible] have a seat. [TARGET]Teacher: Student M, sit right here.[/TARGET] Teacher: Walk around the [inaudible]. Student: [Inaudible]. Teacher: Student C, [inaudible].",1 3423,"Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? Teacher: You have to at least try. [TARGET]Teacher: You can't just keep sitting there, and I know math is tough for you.[/TARGET] Teacher: We can get through it together if you show me what you don't know. Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do. Teacher: Now think about what we do next.",0 3424,"Teacher: If you started cutting, I need you to stop for just a second for me. Teacher: I need your eyes. Teacher: We're gonna go over the shapes real quick, just to make sure we're all on the same track with these. [TARGET]Teacher: So I'll wait for you because I need you to go back to your seats now.[/TARGET] Teacher: [Crosstalk] Teacher: So let's look at C. Where would C go? Teacher: [Crosstalk]",1 3425,"Teacher: If you take away 1,000 from 1,100, what do you have left? Student: 100 Teacher: Write it here. [TARGET]Teacher: We're playing the cards.[/TARGET] Teacher: It's okay. Teacher: We have to play. Teacher: When you play, we go.",0 3426,"Teacher: If you take the picture with the numbers, and you're turning that into information that you can use. Teacher: You're interpreting this data. Teacher: So - so, let's look at the first question. [TARGET]Teacher: A, everybody - I have the graph up here.[/TARGET] Teacher: You should just be looking on your sheet, really. Teacher: A, fraction of students that choose orange. Teacher: Or chose orange.",0 3427,"Teacher: If you take your work that we did today and you take this home with you, you should be able to use what we did today if you wrote down the problems and how to do them and - Multiple Students: [Inaudible]. Teacher: - I'll wait. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: And you'll be able to get the right answer. Student: Are we [inaudible]? Teacher: Yeah.",1 3428,"Teacher: If you take - I'll wait for you. Teacher: If you take your work that we did today and you take this home with you, you should be able to use what we did today if you wrote down the problems and how to do them and - Multiple Students: [Inaudible]. [TARGET]Teacher: - I'll wait.[/TARGET] Teacher: I'll wait. Teacher: And you'll be able to get the right answer. Student: Are we [inaudible]?",1 3429,"Teacher: If you think that Student J did the right answer thumbs up. Teacher: If Student J did the right, thumbs up. Student: Um, Teacher. [TARGET]Teacher: If you think that Student J didn't answer it correctly thumbs down.[/TARGET] Other Adult: Some people just don't know. Teacher: If you do not know raise your hand. Teacher: Whether he did this right or wrong you don't know?",0 3430,"Teacher: If you think you should be at a table by yourself, please go to table three. Teacher: When you go to a table, keep holding your shape up. Teacher: Everybody else should be looking and thinking. [TARGET]Teacher: Student J, stand up.[/TARGET] Teacher: Same thing. Teacher: You think you belong with them, go there. Teacher: If you think you belong there, go there.",1 3431,"Teacher: If you throw that at him, you are going out. Teacher: People that are working hard, I'm going to go around and give them something. Teacher: Who is working hard? [TARGET]Teacher: Is Student D working?[/TARGET] Teacher: Come in here. Teacher: I'm visiting Student D. Student D, you're not supposed to be here. Teacher: You're here.",0 3432,"Teacher: If you use the whole numbers it will not work correctly. Teacher: If you use the whole numbers. Teacher: You have to use the decimals. [TARGET]Teacher: Student D, thank you for sitting down.[/TARGET] Teacher: Student M and Student S, thank you for sitting down. Teacher: Okay, so now I have 10 and - because that's how we say decimals - 235 thousandths. Teacher: If you would go ahead and now break that apart, we should be able to write this number in expanded form.",0 3433,"Teacher: If you use the whole numbers. Teacher: You have to use the decimals. Teacher: Student D, thank you for sitting down. [TARGET]Teacher: Student M and Student S, thank you for sitting down.[/TARGET] Teacher: Okay, so now I have 10 and - because that's how we say decimals - 235 thousandths. Teacher: If you would go ahead and now break that apart, we should be able to write this number in expanded form. Teacher: Who wants to come to the board and write the number in expanded form?",1 3434,"Teacher: If you want help with H, come to the carpet. Teacher: Or we can close it, that's fine. Teacher: All right. [TARGET]Teacher: You shouldn't have a board - no one should have a board.[/TARGET] Teacher: I didn't give boards out. Teacher: If you need help with H, come to the carpet. Teacher: Student D, do you need help with H?",1 3435,"Teacher: If you want to use it as a 9, okay. Teacher: If you want to use it as a 6, okay. Teacher: That's your other card. [TARGET]Teacher: We're waiting for you.[/TARGET] Teacher: What is your card? Teacher: You're supposed to make 1,000. Teacher: Where do you want to put this to make 1,000?",1 3436,"Teacher: If you want to wait, you can wait. Teacher: The quicker we fill in the numbers, the quicker we can get to the game. Teacher: Remember, there's 30 numbers, but you only have 24 squares you're filling in. [TARGET]Teacher: Raise your hand if you're waiting for me.[/TARGET] Teacher: Okay. Teacher: Yes? Student: What do we need this paper for?",0 3437,"Teacher: If you want, you can come up to Student J's seat. Teacher: Listen to me - they're watching me teach. Teacher: They're not watching you guys. [TARGET]Teacher: I know it's annoying but - I know it's annoying.[/TARGET] Teacher: I get it, okay, and I understand, all right? Teacher: If you want to you can do that at your desk. Student: They still can't see me.",0 3438,"Teacher: If you were paying attention, and I'm looking for your attention. Teacher: Student S, where are you? Teacher: Student L? [TARGET]Teacher: Student C. Student C, can you?[/TARGET] Teacher: Yeah, thank you. Teacher: Now, Student C, I have one fourth here, which is six twenty fourths. Teacher: Now, three fourths must be how many pieces, Student C?",1 3439,"Teacher: If you were there, yeah, you just stay there until you got a positive. Teacher: You'd basically be losing a turn, 'cause it only goes to negative ten. Teacher: Student B and Student I, you need to be focused and paying attention. [TARGET]Teacher: So whatever you're doing Student I, stop.[/TARGET] Teacher: All right, so I think we'll just divide the class in half. Teacher: So the back of the class is going to be Team Two. Teacher: The front of the class is going to be Team One.",1 3440,"Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something. Teacher: When was the last time I ever yelled at you for not knowing something? Student: Never. [TARGET]Teacher: When?[/TARGET] Student: Never. Teacher: Uh-huh, that's right. Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class.",0 3441,"Teacher: If you would go ahead and put your bags away. Teacher: If you would put these up, it would help for them to be on different colored paper. Teacher: Letting those individuals that are transitioning quietly. [TARGET]Teacher: It does not take talking to put these away.[/TARGET] Teacher: So today we wanted to work on reading and writing decimals, and tomorrow we will continue our conversation on expanded notation. Student: Oh, sorry. Student: [End of Audio]",1 3442,"Teacher: If you're done, pink paper, other side. Teacher: I'll take that. Teacher: Things that are on my desk are not to be touched. [TARGET]Teacher: You don't like me going through your desk, do you?[/TARGET] Teacher: Student Z, come get this black marker for number 10, please. Teacher: One more minute until Student L - Student T, you need to be at your seat. Teacher: Not using the chart - you need to do this in your head.",1 3443,"Teacher: If you're going to be disruptive to this group I can move you. Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now. Teacher: Student J, that goes for everybody in this group. [TARGET]Teacher: I'll take it.[/TARGET] Student: [Inaudible] Teacher: Okay. Teacher: Now we have been finding - Student K. We've been finding different fractions on these 5 by 12 rectangles and labeling each one.",1 3444,"Teacher: If you're finished, you need to just be quiet. Teacher: Are you finished? Teacher: We need to stop playing over here. [TARGET]Teacher: I left you and you were doing the same thing.[/TARGET] Teacher: You haven't changed. Teacher: Let's move on. Teacher: You finished all the teams?",1 3445,"Teacher: If you're getting free help without pay, you can't complain how they do it, now can you? Teacher: If you don't like your free help, then do it yourself. Teacher: We sure know that. [TARGET]Teacher: Mr. D, that stuff should be on the floor.[/TARGET] Teacher: It's math time. Teacher: Student C, you have 30 seconds. Teacher: Do you think it's going to work?",1 3446,"Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy. Teacher: Here's six of them. Teacher: We want to split our pounds of candy, our six pounds of candy into boxes that each have three-quarters of a pound. [TARGET]Teacher: Student S and Student J, are you with me?[/TARGET] Student: Yes. Student: [Crosstalk] Teacher: What I would do is split each of my six pounds into quarters, into fourths.",0 3447,"Teacher: If you're having trouble, please look up here. Teacher: No, no, no, no, no. Teacher: We're not gonna waste paper. [TARGET]Teacher: Go sit down.[/TARGET] Teacher: You can figure it out. Teacher: If you need to, guys, take your ruler and draw a line - draw two lines so that you've divided it into three sections. Teacher: It may be easier for some of you who are having trouble folding to go ahead and measure six inches and make a mark, then measure six more inches and make a mark and then that's where you fold it.",1 3448,"Teacher: If you're staying, yes, we will do another one. Teacher: All right. Teacher: Science friends, I need you to go without talking today. [TARGET]Teacher: You can't disrupt us because we are still working over here.[/TARGET] Teacher: All right. Teacher: Now before - some of you are a little upset we're doing another exemplar, but we're not going to do it quite yet. Teacher: First you're going to get to do your mp3.",1 3449,"Teacher: If you're still focused on that problem, you're not learning. Teacher: So you need to focus. Teacher: Do you have a question with this? [TARGET]Teacher: Have you been paying attention?[/TARGET] Student: I have. Teacher: Okay. Teacher: Do you have a question about this?",1 3450,"Teacher: Ignore what's up here, okay. Teacher: I was getting ready for our next steps. Teacher: [Crosstalk] [TARGET]Teacher: Student X, your seat is over here.[/TARGET] Teacher: Please be in it. Teacher: [Crosstalk] Teacher: Student X, not in five minutes, right now.",1 3451,"Teacher: In a complete set, I have four shapes in a complete set. Teacher: Student C, we're watching right now. Teacher: Student L, we're watching. [TARGET]Teacher: Put the pencil down.[/TARGET] Teacher: So we've got the number in the set. Teacher: You're going to do step three. Teacher: You're going to divide the number or the position you're looking for by the number of items in your set.",1 3452,"Teacher: In fact, will both of you stand up? Teacher: Would you both step outside? Teacher: I'll call you back in when you're ready, and you've cooled down. [TARGET]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? Teacher: Leave it alone. Teacher: Go ahead.",1 3453,"Teacher: In five, four, three, two - Student: Student C. Teacher: One. [TARGET]Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions.[/TARGET] Teacher: You [inaudible] Student A, you need to go to your seat. Student: Thank you [inaudible] Teacher: Student C, you need to go to your seat.",0 3454,"Teacher: In the middle, I want you to do this, guys. Teacher: Have a seat, please, so people can see the board. Teacher: Thank you. [TARGET]Teacher: You too, Student G. Okay, you guys, sit while you work so other people can see.[/TARGET] Teacher: This is a big class. Teacher: We are going to construct a right angle - a right triangle. Teacher: A right triangle with an area of 12 centimeters squared and a perimeter of 17 centimeters.",1 3455,"Teacher: In this case, what is the dividend? Student: Thirty-five. Teacher: Thirty-five. [TARGET]Teacher: So 35 - okay, this marker is not making me happy.[/TARGET] Teacher: I'm moving over. Teacher: They wanted me to use white, but I think blue will show up fine. Teacher: Okay, so the dividend always goes inside.",0 3456,Teacher: In this example we'll get the same value. Teacher: What? Student: [Inaudible]. [TARGET]Teacher: So watch this.[/TARGET] Teacher: [Inaudible] we do. Teacher: I'm going to give you two problems. Teacher: I want you to write it down.,0 3457,"Teacher: In this game each student gets 7 cards. Teacher: You're going to use 6 cards out of them to form your number. Teacher: For example, I am the student. [TARGET]Teacher: Can you pay attention please?[/TARGET] Teacher: I am the student that is going to play. Teacher: I have 1, 2, 3, 4, 5, 6, 7. Teacher: This is the card that is dealt to me.",1 3458,"Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay? Teacher: Yes? Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. [TARGET]Teacher: And your recorder needs two answer sheets.[/TARGET] Teacher: So, please do that now. Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. Teacher: Put it like at the corner of your desk.",0 3459,"Teacher: In your words. Student: [Inaudible]. Teacher: You don't remember? [TARGET]Teacher: Student C?[/TARGET] Teacher: Student F, remember - listening means eyes on the person speaking. Student: Perimeter is the area around [inaudible]. Teacher: Okay.",0 3460,"Teacher: Individuals are working independently. Teacher: When you switch, you switch. Teacher: You sit down and you work on your problem. [TARGET]Teacher: This is not your time to chit-chat with your friends about what went on yesterday.[/TARGET] Teacher: You're specifically working on math. Teacher: Got it? Student: Got it.",1 3461,"Teacher: Inside your paper here so I can see. Teacher: You're doing a good job keep going. Teacher: Move on to this. [TARGET]Teacher: Keep going.[/TARGET] Student: [Inaudible] The questions here. Teacher: You're here, you're here. Student: Ow.",0 3462,"Teacher: Instead of putting the date, put your teacher's name. Multiple Students: [Inaudible] Teacher: Okay. [TARGET]Teacher: You two, enough already.[/TARGET] Teacher: Need a chair? Student: Yes. Teacher: Over there.",1 3463,"Teacher: Interview your partners. Teacher: Interview each other. Teacher: Once you know what you are, you need to find your partner. [TARGET]Teacher: You need to stay out here.[/TARGET] Teacher: Let me tape it on you. Teacher: Once you have your partner, I want you to stand in the back. Teacher: Your job is to interview people and ask how many vertices, faces, edges.",1 3464,"Teacher: Into 20? Teacher: Times five plus seven times five. Teacher: Student T, I would advise you to follow this group so you know where we are. [TARGET]Teacher: It doesn't call for that, please.[/TARGET] Teacher: So what is 20 times 5? Student: One hundred. Teacher: It's times.",1 3465,Teacher: Is 1 the same as 10? Multiple Students: No. Teacher: Why not? [TARGET]Teacher: Don't talk all at once.[/TARGET] Teacher: Why is 1 and 10 different? Teacher: Yes? Student: 10 is bigger than 1.,1 3466,"Teacher: Is Student D working? Teacher: Come in here. Teacher: I'm visiting Student D. Student D, you're not supposed to be here. [TARGET]Teacher: You're here.[/TARGET] Teacher: Sit down. Teacher: Turn around. Teacher: I'm going to give you because you're working hard.",1 3467,Teacher: Is everyone there? Multiple Students: Yes. Multiple Students: [Crosstalk]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Where are the things that were put on - Student C. Please be quiet. Teacher: Did you put any on this table? Student: I thought you were [inaudible].,1 3468,Teacher: Is it 200 and 40? Multiple Students: 240. Student: 248. [TARGET]Teacher: Let's not mumble.[/TARGET] Teacher: Is the number 240 or is the number two hundred forty or is 200 and 40. Multiple Students: 200 and 40. Teacher: Two hundred forty.,1 3469,"Teacher: Is it going to be smaller or larger than 600, and tell me why. Teacher: Why is our answer going to be smaller or larger than 600? Teacher: Why? [TARGET]Teacher: Student J, we haven't heard from you all day.[/TARGET] Teacher: Is our actual answer going to be smaller or larger? Teacher: Why is it going to be larger? Student: [Inaudible].",0 3470,Teacher: Is it in the ones? Teacher: Is it in the tens? Teacher: Where is it? [TARGET]Teacher: Look here.[/TARGET] Student: I don't get it. Student: You want to add up 6 plus 5. Student: It's 11.,0 3471,"Teacher: Is it something you can hold onto and share tomorrow? Teacher: I want you to think a little bit more about what you want to ask or what you want to say about that and you can share tomorrow. Student: [Inaudible]. [TARGET]Teacher: Do me a favor and don't interrupt her thinking.[/TARGET] Teacher: Student M, I like where you're going with that. Teacher: Tomorrow I'd like you to think about that some more, and tonight for homework, look at it. Teacher: Tomorrow when you come in, you can share, okay?",1 3472,"Teacher: Is it what? Student: Is it the motivator's time? Teacher: Yeah. [TARGET]Teacher: Motivators.[/TARGET] Teacher: I want to hear you, too. Teacher: Okay, everyone is working hard as a group. Teacher: Fifteen minutes on the clock.",0 3473,"Teacher: Is it - let Student X help. Teacher: You sit down. Teacher: [Crosstalk] [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit down please. Student: I'm doing Student T's number, 75 times 2. Student: Nobody knows that?",1 3474,Teacher: Is one tenth correct? Teacher: Yes. Teacher: Good. [TARGET]Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for.[/TARGET] Teacher: You're gonna draw them on a separate sheet of paper because I'm gonna collect this. Student: Is it gonna be a grade? Teacher: It's gonna be I'm gonna look at it to see if you understand.,0 3475,"Teacher: Is that a quadrilateral? Student: No. Teacher: Why is it not a quadrilateral? [TARGET]Teacher: Are you listening?[/TARGET] Teacher: Is it a quadrilateral? Student: No, because it doesn't have four sides. Teacher: It is not a quadrilateral because it does not have four sides.",1 3476,"Teacher: Is that correct? Student: Yeah. Teacher: Does everyone understand that? [TARGET]Teacher: Student T, enough with playing with those materials.[/TARGET] Teacher: Give me a thumbs up if you understand. Teacher: Hands down. Teacher: Raise your hand if you still need a little clarification.",1 3477,"Teacher: Is that equivalent? Multiple Students: Yeah. Teacher: Yep. [TARGET]Teacher: So right now this talking over there, Student A and Student K, you need to turn around so you're facing me please.[/TARGET] Student: I am. Teacher: All right, thank you. Teacher: Now one-fourth plus one-fourth - is that true?",1 3478,"Teacher: Is that my mean? Student: No. Teacher: What do I have to do? [TARGET]Teacher: No talking, Student J.[/TARGET] Teacher: You see what Student A did? Teacher: First she added all her totals. Teacher: What's the number?",1 3479,"Teacher: Is that one of your benchmarks? Teacher: It's not? Teacher: 37 degrees. [TARGET]Teacher: We're not looking back.[/TARGET] Teacher: Think about your benchmarks we talked about for room temperature, or for freezing, or body temperature. Teacher: Look at body temperature. Teacher: What does it say the benchmarks are for body temperature?",1 3480,Teacher: Is that right? Teacher: This is what we want. Teacher: All right. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: All right. Teacher: I need for you to be listening. Teacher: All right.,1 3481,"Teacher: Is that the first one on the X axis? Student: 7,-2. Teacher: Thank you. [TARGET]Teacher: You can sit down, please.[/TARGET] Teacher: Okay. Teacher: So that would be [inaudible]. Teacher: Very good.",1 3482,"Teacher: Is that the way everybody solved it? Multiple Students: Yes. Teacher: Somebody said no. [TARGET]Teacher: Wait.[/TARGET] Teacher: Student I, can you sit still? Teacher: Move all the way back over there. Teacher: Can you move all the way back, please?",1 3483,Teacher: Is that what they did? Teacher: [Inaudible]. Teacher: I wonder if you [inaudible]. [TARGET]Teacher: Can you stop?[/TARGET] Teacher: How did it get us to here? Teacher: What is the value of 4 here? Student: 40,1 3484,"Teacher: Is that what you need to do? Teacher: What is the problem? Student: [Inaudible] Cause she wouldn't do anything. [TARGET]Teacher: Turn around please let's finish this work, you're almost done.[/TARGET] Teacher: Sit! Student: I don't want to. Teacher: Student J stop.",1 3485,"Teacher: Is that what you said? Student: Yes. Teacher: Divided by six. [TARGET]Teacher: Okay, this one I want you to try to do.[/TARGET] Teacher: I'm gonna give you a few minutes. Teacher: Some of you all didn't have time. Teacher: Now that we've gone over it, I want some of you to try to do that one.",0 3486,"Teacher: Is there anybody here that is confused? Student: Can I do it my way please? Teacher: You want to do it your way? [TARGET]Teacher: Okay, do it inside your book here.[/TARGET] Teacher: Inside your paper here so I can see. Teacher: You're doing a good job keep going. Teacher: Move on to this.",0 3487,Teacher: Is there anybody that has not got a paper. Student: Student J. Student: [Crosstalk] [TARGET]Teacher: You need a pencil.[/TARGET] Teacher: What's the problem? Teacher: Sit here. Teacher: You want to work with me?,0 3488,Teacher: Is this 7 or 5? Teacher: 5 cards. Teacher: Can you sit down please? [TARGET]Teacher: I want you to finish.[/TARGET] Teacher: Just help me with the cards please. Teacher: Are you done? Teacher: Bring out the card.,1 3489,"Teacher: Is this number closer to 1,000? Teacher: Which one is greater? Teacher: Yeah. [TARGET]Teacher: Student M and Student A, turn around.[/TARGET] Teacher: That's your number. Teacher: What is it? Teacher: Oh yeah.",1 3490,"Teacher: Is three pieces. Teacher: One, two, three. Teacher: And [inaudible] is six pieces. [TARGET]Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out.[/TARGET] Teacher: All right, listen. Teacher: Why it's one eighth, somebody was telling me yesterday eight times three is 24. Multiple Students: 24 -",1 3491,"Teacher: Is your group all set? Teacher: Check out your group. Teacher: Make sure everyone's all set. [TARGET]Teacher: Supply monitors, if you have extra papers, put them right back in you folder.[/TARGET] Teacher: Nice job, Student H. You can move your clothespin. Teacher: You're doing a nice job with your supplies. Teacher: Okay, so from the task managers, they told me everyone is all set on what they need.",0 3492,"Teacher: It becomes one and? Student: Three-fourths. Teacher: One and three-twelfths. [TARGET]Teacher: Now ... now we go back to paying attention go the four.[/TARGET] Teacher: What do I got to do with the four? Student: Add it. Teacher: I have to add it in, right?",0 3493,"Teacher: It could be any of - 24. Teacher: It could be something. Teacher: But - all right. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, it could be out of the set. Teacher: It could be mm, any fraction, anything. Teacher: All right, now, one thing.",1 3494,"Teacher: It could be mm, any fraction, anything. Teacher: All right, now, one thing. Student: Today in math I learned that - [TARGET]Teacher: Some people are not listening.[/TARGET] Teacher: Somebody is sharing. Teacher: Some people are not - [inaudible] listening. Teacher: Student M is not listening and Student A is not listening.",1 3495,"Teacher: It could have what? Teacher: If my answer to my subtraction problem down here is the same as or greater than my divisor, what should go off in your head, right now? Student: It should go in one more time. [TARGET]Teacher: You don't have your hand raised, Student J.[/TARGET] Teacher: If you look behind you, there's a lot of people in this class following rules. Teacher: What should go in your head right now, besides an alarm. Teacher: R-r-r-r-.",1 3496,"Teacher: It depends on if you're behaving. Student: Can I do the next one? Teacher: Okay. [TARGET]Teacher: Guys, you don't need to tell me; I'm gonna call you.[/TARGET] Student: So I do this - Teacher: Do this one right here. Teacher: Just draw it.",1 3497,"Teacher: It doesn't matter. Teacher: He can see your card. Teacher: It doesn't matter. [TARGET]Teacher: Spread them out.[/TARGET] Teacher: You're lucky. Teacher: You have two wild cards. Teacher: Student J, spread your cards.",0 3498,"Teacher: It doesn't matter what side. Teacher: If your group is on the floor, you need to be on the floor too. Teacher: Now when I asked you guys about that, who is calling out, who is doing what, you're calling out and you're doing the calculating? [TARGET]Teacher: What is Student L doing?[/TARGET] Student: [Inaudible]. Teacher: She didn't get one. Teacher: Yes?",1 3499,"Teacher: It doesn't matter. Teacher: You shouldn't copy other people's work. Teacher: Give your work here. [TARGET]Teacher: Let me give you the next one.[/TARGET] Teacher: Get two math books there. Teacher: No, you don't have to erase it. Teacher: Leave it.",0 3500,"Teacher: It goes here. Student: Do I write that down? Teacher: No. [TARGET]Teacher: You're not going to write it.[/TARGET] Teacher: I just showed you how to play it. Teacher: Your goal is to make your number as very close to 1,000. Teacher: When you do that, you're winning your opponent.",0 3501,"Teacher: It goes in front of it. Teacher: Remember, we're going in order. Student: Oh yeah. [TARGET]Teacher: All right, Student D. Now time out.[/TARGET] Teacher: Okay. Teacher: Go ahead. Teacher: Yeah.",0 3502,"Teacher: It goes over what? Student: It goes over - wait. Teacher: If there was $1.00 donated for each basket, how much money would be donated? [TARGET]Teacher: Listen.[/TARGET] Teacher: If there's $1.00 donated for each gift basket, how much money would be donated? Teacher: $145.00, right? Teacher: This is $5.00 for each gift basket.",1 3503,Teacher: It has to be fast. Teacher: All right. Teacher: Listen. [TARGET]Teacher: It's only going to work this well if you behave.[/TARGET] Teacher: Now I gave them a two digit number multiplied by a one digit. Teacher: Let's see if I can give them something a little easier to see how they do. Teacher: You ready?,1 3504,"Teacher: It has to be simplified, because what does that say? Teacher: Find the sum in what? Teacher: Simplest form. [TARGET]Teacher: Student J, hit the light for me, please.[/TARGET] Teacher: Someone may need for us to show some of these. Teacher: Does anyone need us to show? Teacher: Excuse me.",0 3505,Teacher: It has to be true with each line. Teacher: Excellent job. Teacher: You guys were able to make that point. [TARGET]Teacher: Whose turn is it?[/TARGET] Teacher: That was really good. Teacher: Do we all understand it now? Multiple Students: Yes.,0 3506,"Teacher: It is a group effort. Teacher: I like what Student S is doing. Teacher: She is raising her hand to talk. [TARGET]Teacher: She will be the last person to speak before we move on.[/TARGET] Student: Okay. Student: One, Student S is over there drawing random things on her board when we're saying Student S, come on, can you help us? Student: Can you work with us?",0 3507,"Teacher: It is open. Teacher: Is this a polygon or not a polygon? Teacher: Polygon, or not a polygon? [TARGET]Teacher: Don't lose focus on me.[/TARGET] Teacher: Polygon, or not a polygon? Student: Not. Teacher: Why do you say it's not a polygon, Student P?",1 3508,"Teacher: It is. Student: I thought it was hard. Teacher: They actually decided that it was okay for us to use easy, not for everything, but for instructional purposes. [TARGET]Teacher: Take your work.[/TARGET] Teacher: Just erase that, right there. Teacher: Souvenirs, we already have. Teacher: Food, 144.",0 3509,"Teacher: It just means you're thinking like one. Teacher: Yup, just like Student K. Student K is like I'm so happy right now. Teacher: I'm really sad now. [TARGET]Teacher: I'm really angry with you.[/TARGET] Student: It's true. Student: She does! Teacher: Maybe she just doesn't show a lot of emotions.",1 3510,"Teacher: It just not enough. Teacher: It's one away. Teacher: Okay. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I have a telephone call. Teacher: [Side Conversation] Student E, Ms. M needs you, probably to talk about what happened. Teacher: You told me 5 times 9?",1 3511,"Teacher: It looks line one. Teacher: What I'm going to have you do is just look and see what you notice. Teacher: See what you have in the arrow cards and make some observations, then we're going to go from there. [TARGET]Teacher: You need to be sitting next to someone.[/TARGET] Teacher: You cannot share with someone sitting across from you, so if you need to make a choice about where to move please feel free to move. Teacher: Okay, those two desks need to stay empty but you can just slide your chair over to whoever you're sharing with. Teacher: You will not need the scissors and the glue so if you would quickly - you don't have to put them up, but just put them in the container and put the container on the floor.",1 3512,"Teacher: It means to multiply. Teacher: Anyone remember? Teacher: Somebody remember? [TARGET]Teacher: Student R, we're looking at me.[/TARGET] Teacher: Does anyone remember when a number and letter are together? Teacher: Nobody? Teacher: Yes?",1 3513,"Teacher: It means you were paying attention. Student: No it doesn't. Student: Yes it does. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: [Crosstalk] Teacher: Three, two, before it comes out three times, one. Teacher: Student X.",1 3514,"Teacher: It needs to be [inaudible] square feet. Teacher: The area. Teacher: So everything inside she want to be 96 square feet. [TARGET]Teacher: Student B, move your clothespin, again.[/TARGET] Teacher: You're not being responsible during center time. Teacher: She want to make another garden, where she increases it to be 96 square feet. Teacher: Part C. What could be the length and width of Ginger's garden after she increases the area?",1 3515,"Teacher: It needs to be exact. Teacher: Mrs. S, he can come in. Teacher: You can come in. [TARGET]Teacher: Student H, come on in and sit.[/TARGET] Teacher: You can sit in Student B's desk or you can sit in your old desk, okay? Teacher: Student H - I'm gonna have Student B tell Student H what we've been doing in math. Student: The perimeter.",1 3516,"Teacher: It represents the largest piece, right? Teacher: So I'm going to start here. Teacher: So I'm going to find my - Student D - common multiples. [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Student J? Teacher: 2, 4, 6, 8, 10, 12. Teacher: I don't - I'm only going to have to find the equivalent for one half.",1 3517,"Teacher: It says divide by 11, or 9 multiplied by 4. Teacher: Okay. Teacher: So everybody better pay attention up here, because you may have to do one of these tonight, and then we're going to go into our workshop. [TARGET]Teacher: I'll wait until everybody's looking up here.[/TARGET] Teacher: Okay. Teacher: If I said multiply by 4, could I make any chart, or any input/output table? Teacher: Multiply by 4.",1 3518,"Teacher: It says find a rule. Teacher: I want everybody to look at that and come up with a rule. Teacher: Do not yell it out. [TARGET]Teacher: Put it right back here.[/TARGET] Teacher: I'm going to give you a second. Teacher: Look at the input and then your output. Teacher: Student H, what is your rule?",0 3519,"Teacher: It says here solve this problem. Teacher: Show your solution using clear and concise notation. Teacher: I want you to do it here. [TARGET]Teacher: Student A, let's solve this math.[/TARGET] Teacher: Do it here. Teacher: 145 plus 226. Teacher: I want you to tell me exactly what you did here.",0 3520,"Teacher: It says how would you explain to someone else how solution one works? Teacher: Where does the 60 come from? Teacher: Where does the 11 come from? [TARGET]Teacher: Write it here.[/TARGET] Teacher: What are you doing, Student A? Teacher: Okay. Teacher: Let's go.",0 3521,Teacher: It says which of the following is equivalent to one and [Inaudible]. Teacher: Excellent. Teacher: One and seventy-five hundredths. [TARGET]Teacher: Stop.[/TARGET] Teacher: Think money. Teacher: Put a dollar sign in front of one and seventy-five hundredths. Teacher: Put a dollar sign in front of it.,1 3522,"Teacher: It seems kind of crazy and out there, but it's not that difficult. Teacher: You are going to know how to do this by the end of today. Teacher: I need you listening and paying attention and not playing. [TARGET]Teacher: Student E, do you want to come up and show us how you understood that?[/TARGET] Teacher: We'll let you all show and then I have some things that we're gonna do and you're gonna understand the fractions. Teacher: [Crosstalk] Student: [Inaudible].",0 3523,"Teacher: It should be, but it's not, so they're not equivalent. Teacher: So look. Teacher: He flipped these back over. [TARGET]Teacher: Are you listening?[/TARGET] Teacher: He flipped these back over and now - Student: Student J. Teacher: Student J picks two.",1 3524,"Teacher: It should take you - if you were paying attention - about two minutes to do it. Teacher: When you're done with it your thumbs are gonna be up. Teacher: I'll check it and I'll send you to special. [TARGET]Teacher: Put your name and the date on the graph paper.[/TARGET] Teacher: All right, here's your question. Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color? Teacher: Show me the work.",0 3525,"Teacher: It shouldn't be under your seat, it should be in front of you. Teacher: You're gonna need it. Student: Okay, I'll put it in front of me. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Good job. Teacher: All right. Teacher: So, in case you forgot what I said this morning.",0 3526,Teacher: It takes. Student: [Inaudible]. Teacher: It takes what? [TARGET]Teacher: Speak up.[/TARGET] Teacher: It takes two eighths? Student: To make one fourth. Teacher: To make one fourth.,1 3527,"Teacher: It tells you how to solve the problems. Teacher: The P stands for - Student: Parenthesis. [TARGET]Teacher: Parenthesis, so that means - shh, you're going to take everything in the parenthesis.[/TARGET] Teacher: You're going to do everything in parenthesis first. Student: [Inaudible] five minus [inaudible]. Teacher: And then you're going to do the [inaudible] if you have [inaudible].",1 3528,"Teacher: It was written in 1993. Teacher: Are we ready? Teacher: Student M? [TARGET]Teacher: You can move in here.[/TARGET] Teacher: Okay. Teacher: A whole hill of hungry ants, their faces all aglow, came swarming from the fields to cross the field below. Teacher: A soft breeze fanned the sunshine and whisked them on their way.",0 3529,"Teacher: It was, go to your seat, put your name and the date on the graph paper. Teacher: I'm gonna put a problem on the board. Teacher: It should take you - if you were paying attention - about two minutes to do it. [TARGET]Teacher: When you're done with it your thumbs are gonna be up.[/TARGET] Teacher: I'll check it and I'll send you to special. Teacher: Put your name and the date on the graph paper. Teacher: All right, here's your question.",0 3530,"Teacher: It wasn't a case, guys, of them now knowing what they were doing. Teacher: They knew well what they were doing, okay? Teacher: It was a case of them just looking up and seeing the one-sixth, right? [TARGET]Teacher: And putting that down.[/TARGET] Teacher: So just remember to count these out. Teacher: But every fraction strip - or every fraction problem when you're adding or subtracting, or even comparing - and how do we compare? Teacher: Greater than.",0 3531,"Teacher: It worked fine yesterday, right? Student: Yeah. Student: Well, it wouldn't turn on. [TARGET]Teacher: It's on.[/TARGET] Teacher: Turn it back. Teacher: It's on. Teacher: Can you hear me?",0 3532,"Teacher: It would be the same process. Teacher: All right? Teacher: Okay, so let me try something different. [TARGET]Teacher: I need you to pay attention.[/TARGET] Teacher: Here we go. Teacher: How many people call this simple? Student: Me.",1 3533,"Teacher: It wouldn't work very well. Teacher: Excuse me. Teacher: Student J, that's where you are. [TARGET]Teacher: You don't need to have words.[/TARGET] Teacher: Thank you. Teacher: Can you guys actually move over so the other team will have room? Teacher: It doesn't work that way.",1 3534,"Teacher: It's Student N, Student D, Student D, and Student D. You are also going to work on the mean, mode, and range. Teacher: And once you're done with that, you can do flash cards until you change. Teacher: Group 5, Student P, Student D, Student G, and Student J, you guys are going to work with me first. [TARGET]Teacher: Stay here.[/TARGET] Teacher: On the floor over here - I'm sorry. Teacher: Student B, Student J, Student S, and Student L, you're group 6. Teacher: You're gonna spend half your - group 6 will go to the media center and work on the computers with the orange cards.",0 3535,Teacher: It's a camera. Teacher: It's not - Multiple Students: [Crosstalk] [TARGET]Teacher: Shh.[/TARGET] Teacher: I'll wait. Teacher: Shh. Student: No one's even talking.,1 3536,"Teacher: It's a tool. Teacher: Be very careful with it. Teacher: I want you to draw all the way around. [TARGET]Teacher: Here's what I'd like for you to do next.[/TARGET] Teacher: Where you have drawn, I'm just going to use the semi-circle part. Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it? Teacher: I want you to put the dot right underneath it.",0 3537,"Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't. Teacher: So we have a [inaudible]. Teacher: Let's see. [TARGET]Teacher: Student M, do you want to go up there?[/TARGET] Student: [Inaudible]. Teacher: Jaguars, stop talking. Student: [Inaudible].",0 3538,"Teacher: It's an expectation. Teacher: We don't celebrate expectations. Teacher: All right. [TARGET]Teacher: I'm sorry, your voices are off.[/TARGET] Teacher: We're not talking about anything but math right now, sweetheart. Teacher: Yes? Student: How did you get 15.64?",1 3539,"Teacher: It's easy. Teacher: It's fun. Multiple Students: [Inaudible]. [TARGET]Teacher: So what is - the first one says what is the area of a parallelogram - Student H, I want you in your seat for the rest of the class.[/TARGET] Teacher: Don't stand up again. Teacher: I don't need you going to the trash can in the middle of instruction. Student: This is the last one.",1 3540,"Teacher: It's fine. Teacher: How are you all doing? Teacher: Remember, each person's different, then you're going to compare. [TARGET]Teacher: Just don't do it, because you're supposed to be working.[/TARGET] Teacher: That's what you need to do. Teacher: You need to put what color it is, otherwise there aren't that many there. Teacher: Look at these again.",1 3541,Teacher: It's five. Teacher: Can everybody sit down. Teacher: This is too much. [TARGET]Teacher: Don't do this.[/TARGET] Teacher: One. Teacher: Two. Teacher: That's fine.,1 3542,"Teacher: It's fun. Multiple Students: [Inaudible]. Teacher: So what is - the first one says what is the area of a parallelogram - Student H, I want you in your seat for the rest of the class. [TARGET]Teacher: Don't stand up again.[/TARGET] Teacher: I don't need you going to the trash can in the middle of instruction. Student: This is the last one. Teacher: Oh, I have more.",1 3543,"Teacher: It's good. Student: Ten times five. Teacher: Mm-hmm, continue. [TARGET]Teacher: Student C, look at your folder here.[/TARGET] Teacher: [Inaudible]. Teacher: Your folder here. Teacher: Be quiet.",0 3544,"Teacher: It's kind of like division, right. Teacher: And it's also with multiplication. Teacher: So if I said to you - give me one second. [TARGET]Teacher: I want you to listen to this, too.[/TARGET] Teacher: If you filled boxes and in each box there were 5 oranges, without even having to count, and I said to you, Student N, how many oranges would you have after 10 boxes, what could you tell me? Student: After 10? Teacher: After say you put one box down, had 5 oranges in it, and I ran up to you and I said how many oranges are you going to have after 10 boxes, what would you be able to tell me?",1 3545,Teacher: It's not 7 cards. Teacher: It's 5. Teacher: See what is done. [TARGET]Teacher: Hold them.[/TARGET] Teacher: What you need to do is this. Student: Wild cards. Student: What does that mean?,0 3546,"Teacher: It's not a matter of you telling her. Teacher: She needs to know for herself. Teacher: Okay. [TARGET]Teacher: We have to go on.[/TARGET] Teacher: You get partial credit. Teacher: Have a seat. Teacher: Remember guys, this is my way to know - Student N, I am talking.",0 3547,"Teacher: It's not an issue. Teacher: If it is an issue, just ask for another [Inaudible]. Teacher: 10 seconds please. [TARGET]Teacher: 1, 2, 3, 4, 5, 6 - sir, you seem to have a bit of an issue.[/TARGET] Teacher: Why don't you move over one? Teacher: 7, 8 - push this other chair in please. Teacher: Do the right thing.",1 3548,"Teacher: It's not going to be a perfect line. Teacher: I took it away so you wouldn't get so confused. Teacher: Now, we're going to do one more together, and then we're going to break up into groups. [TARGET]Teacher: Mr. S, please take the hood off your head.[/TARGET] Teacher: Thank you. Teacher: I know you might be having trouble with your lines. Teacher: Therefore I want you to work together with a partner.",1 3549,"Teacher: It's not perfect. Teacher: I'm going to walk around to show it to each group, and when I show you, I want you to try to think what fraction I gave Student C. Here's the board. Teacher: Try to think of what fraction I gave her. [TARGET]Teacher: Don't tell her.[/TARGET] Teacher: Just think. Teacher: Student C, Student M, Student D, what fraction could I have given Student C? Teacher: Student C, Student D, don't spill the beans.",0 3550,Teacher: It's not your business right now. Teacher: Sit down here. Teacher: I didn't ask you to go out. [TARGET]Teacher: That's somebody's art piece.[/TARGET] Teacher: [Crosstalk] Teacher: Thank you for ignoring him. Teacher: Thank you so much.,1 3551,"Teacher: It's not your business to tell them that they are wrong. Teacher: Sit down. Teacher: Student J, you two need to stay in your seats. [TARGET]Teacher: All right, eyes up here.[/TARGET] Teacher: Eyes up here. Teacher: [Crosstalk] Teacher: So did some of us -",1 3552,"Teacher: It's not - Multiple Students: [Crosstalk] Teacher: Shh. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Shh. Student: No one's even talking. Teacher: You know what, guys?",1 3553,"Teacher: It's not. Teacher: Just listen to me for a second. Student: I don't know what you're talking about. [TARGET]Teacher: Okay, listen to me for a second.[/TARGET] Teacher: If I have got a six - Student A, look here. Teacher: This is six. Teacher: This would be 30 because this 30 plus 6 is 36.",0 3554,"Teacher: It's okay. Student: That thing is looking at me. Student: It's looking at you dead. [TARGET]Teacher: Do you want to sit over here next to Student J?[/TARGET] Teacher: I don't set it up, honey. Teacher: Somebody else sets it up. Teacher: That's why.",0 3555,"Teacher: It's okay. Teacher: We have to play. Teacher: When you play, we go. [TARGET]Teacher: Why did you hit him?[/TARGET] Student: I didn't hit him. Student: Yes you did. Teacher: Stop.",1 3556,"Teacher: It's on the line. Student: One the line? Teacher: Yeah, it's on the line. [TARGET]Teacher: Do I have my working groups over here?[/TARGET] Teacher: Are you talking about how to do this? Multiple Students: Yes. Teacher: Excellent.",0 3557,"Teacher: It's one away. Teacher: Okay. Teacher: Excuse me. [TARGET]Teacher: I have a telephone call.[/TARGET] Teacher: [Side Conversation] Student E, Ms. M needs you, probably to talk about what happened. Teacher: You told me 5 times 9? Teacher: What is 5 times 9?",0 3558,"Teacher: It's perfect. Teacher: I'm going to move you to the front. Teacher: All right. [TARGET]Teacher: If you have a seat, I can give you a ticket.[/TARGET] Teacher: Student T. I'm going to put it down here so everybody can see. Teacher: Thank you. Teacher: Student J, you got one?",1 3559,"Teacher: It's really repetitive. Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder. Teacher: Student N, question about this? [TARGET]Teacher: Otherwise you can ask me a little bit later.[/TARGET] Student: It's mainly about, why do they call it rounding? Teacher: That has nothing to do right now particularly with how we got this. Teacher: About this?",0 3560,"Teacher: It's telling me that you're finished with the pink paper and the white paper. Teacher: On the white paper, the pink paper side with the picture, you need complete sentences for all your answers. Teacher: I don't know why you're out of your seat. [TARGET]Teacher: Take that back to your seat.[/TARGET] Teacher: Get it really wet. Teacher: Student G, count out 36 if you need to. Teacher: If you're done, pink paper, other side.",1 3561,"Teacher: It's time to [inaudible]. Teacher: Are you done? Teacher: The people are going to watch you and see what you do. [TARGET]Teacher: Student T, can you please do your math?[/TARGET] Teacher: I know you can do it. Teacher: When you break the numbers up by breaking ones, then the tens - okay. Teacher: [Inaudible].",1 3562,"Teacher: It's too crowded. Teacher: Student M, can you sit. Teacher: Student S, doesn't have anyone sitting next to her. [TARGET]Teacher: Can you sit there?[/TARGET] Teacher: But we have such a - you were our writer yesterday. Teacher: Who's going to write for us today? Student: Student D writes better than me.",1 3563,"Teacher: It's up to you. Student: It's okay. Teacher: Group three, pull your chairs up. [TARGET]Teacher: Student R, Student J, Student S, Student Y.[/TARGET] Student: What is this? Student: What kind of graph? Teacher: What is that?",0 3564,"Teacher: It's 2:00. Teacher: [Inaudible] how many people you have ... okay. Teacher: [Students working on graphs in groups]. [TARGET]Teacher: Sit up, Student C. Okay, it's time to share.[/TARGET] Student: But we need to finish. Teacher: Okay. Teacher: Your favorite dessert.",1 3565,Teacher: It's 2:00. Teacher: [Inaudible] it go back. Teacher: [Inaudible] your gloves. [TARGET]Teacher: Listen.[/TARGET] Teacher: What are you doing? Teacher: For what? Teacher: She didn't - it's not - go back over there.,0 3566,Teacher: It's a decimal. Student: Eight doesn't have a right answer. Teacher: Can you talk it out? [TARGET]Teacher: Keep talking it out.[/TARGET] Student: It's thousandths. Student: It's supposed to be a decimal. Teacher: It's tricky on purpose.,1 3567,"Teacher: It's a five-day week, so you have to turn in 12 of each. Teacher: Twelve division, twelve multiplication every day. Teacher: For Monday you need one lattice, one expanded, one expanded-in-the-box, and then three division the way we've been doing them. [TARGET]Teacher: Sit down please.[/TARGET] Teacher: I'm not done. Teacher: I've asked you to sit down. Teacher: Tuesday you have to have three ... three multiplication.",1 3568,"Teacher: It's a group [inaudible]. Student: [Inaudible]. Teacher: Student R, we already - see Student R, you are wrong. [TARGET]Teacher: [Inaudible] and you were not here.[/TARGET] Teacher: They already got the data. Teacher: How many people chose cakes? Teacher: Cookies?",0 3569,Teacher: It's a lot easier to see if you use a crayon. Teacher: Then your pencil lines don't get mixed up with the grid paper. Student: I need a ruler. [TARGET]Teacher: You can go get a ruler.[/TARGET] Teacher: You know where they are. Teacher: [Crosstalk] Student: Can we use a compass?,0 3570,"Teacher: It's a rectangle, rectangles have opposite sides that match, that's a Teacher: 6. Teacher: Alright we're done with that. [TARGET]Teacher: On 154 please sit up, thank you kindly.[/TARGET] Teacher: Number one we're gonna review they have the vocabulary words that we have gone over so let me have somebody come up. Teacher: A table could someone come up and draw me a table please let me get my sticks. Teacher: Put your hands down otherwise I'll keep calling the same people so everybody better be ready.",1 3571,"Teacher: It's a very long multiplication problem, guys, that I worked out yesterday. Teacher: I am going to - Student: Come on, turn it up. [TARGET]Teacher: - turn this off.[/TARGET] Teacher: I'm going to turn this off. Teacher: Okay, all right. Teacher: Raise your hand if you have not completed the rest of this problem.",0 3572,Teacher: It's a - we have a lot of time together. Teacher: I hope that another - someone else another day will have a chance. Multiple Students: [Crosstalk]. [TARGET]Teacher: Shh.[/TARGET] Student: What? Student: Question. Student: What do you mean by the backslash?,1 3573,Teacher: It's about respect. Teacher: She's talking. Teacher: Excuse me. [TARGET]Teacher: She's talking.[/TARGET] Teacher: Thank you. Student: We're learning how to add fractions. Teacher: All right.,1 3574,"Teacher: It's actually another kind of scale. Teacher: [Crosstalk] Teacher: I'm gonna wait. [TARGET]Teacher: I'm gonna wait.[/TARGET] Teacher: You're on camera, by the way, just to let you know. Teacher: This is a balance scale. Teacher: And this, a lot of people just call it a bathroom scale.",1 3575,"Teacher: It's another rectangular prism. Teacher: Go ahead and do it. Teacher: Okay, you know your [inaudible], go ahead and build it. [TARGET]Teacher: Shh.[/TARGET] Teacher: And while you're doing that, you're figuring out the - what are we figuring out, Student C? Student: The length and the area. Teacher: The overall - the area?",1 3576,"Teacher: It's close. Student: Every last thing on that board is - Teacher: Sit down. [TARGET]Teacher: I'll come to you.[/TARGET] Teacher: You put this in - put it in again. Teacher: 10 Student: Okay, 10.",0 3577,"Teacher: It's easy to press too many buttons by accident, so - everybody should be on G right now. Student: Mr. A, this is what I got. Teacher: I'll check your work. [TARGET]Teacher: Give me a second.[/TARGET] Teacher: Three, how'd you get that? Teacher: What number are you on? Teacher: Okay, first thing you have to do is you have to get the fraction, okay?",0 3578,"Teacher: It's gets one-tenth the size, right? Teacher: It's one-tenth as big. Multiple Students: [Crosstalk]. [TARGET]Teacher: Shh.[/TARGET] Multiple Students: [Crosstalk]. Teacher: Okay, so a decimal is just a little piece of a whole thing, right? Teacher: And every time you move to the right it gets how much smaller?",1 3579,"Teacher: It's going on now. Teacher: The camera? Student: Is it watching us? [TARGET]Teacher: Stop Student A just concentrate on your math.[/TARGET] Teacher: Here we go you're gonna have 15 minutes. Teacher: I'll do it for you, I'll help you out. Teacher: [Pencil sharpens]",1 3580,Teacher: It's going to be just like this. Teacher: So we'll go to your desk. Teacher: Copy the chart down. [TARGET]Teacher: After you copy the chart down [inaudible] you do.[/TARGET] Student: [Inaudible]. Teacher: Any questions? Student: Nope.,0 3581,"Teacher: It's going to be practice workbook 6.5. Teacher: Go ahead and write it down. Teacher: Practice book, all. [TARGET]Teacher: Cut your voices off.[/TARGET] Teacher: It is 6.5, all. Teacher: All would include the mixed review. Teacher: Okay.",1 3582,"Teacher: It's gonna be I'm gonna look at it to see if you understand. Teacher: [Side discussion] Teacher: Everybody should be getting out a blank sheet of paper. [TARGET]Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes.[/TARGET] Teacher: You need to take out your colored pencils. Teacher: You're gonna be modeling these. Teacher: You have to make a model, find the product and then write it in its simplest form.",0 3583,"Teacher: It's half of one fourth. Teacher: It's three pieces. Teacher: You people are not really paying attention. [TARGET]Teacher: The same word or numbers, but they're not really looking.[/TARGET] Teacher: Like, Student G is not really - yeah. Teacher: Okay, Student J. I know it's one and - Student: One eighth.",1 3584,Teacher: It's his turn. Teacher: He's the king on the pedestal right now. Teacher: You're the citizen watching. [TARGET]Teacher: This is your limitation of freedom of speech.[/TARGET] Teacher: All right. Teacher: Extend your lines and see. Teacher: Take each of your sides of your triangle and draw them past your triangle.,1 3585,"Teacher: It's humongous. Teacher: Well, my x-axis goes from 0 to 20. Teacher: My y-axis, oh, I forgot to move my hand again. [TARGET]Teacher: I hate when I do that.[/TARGET] Teacher: My y- axis goes from 0 to 25. Teacher: Okay? Teacher: So, we're going to let Mr. D go up to the board right now.",0 3586,"Teacher: It's just practice. Teacher: Student A. Student: [Inaudible]. [TARGET]Teacher: Yeah, I'm gonna give you the problem.[/TARGET] Teacher: Can you pass them out please? Teacher: [Crosstalk] Teacher: Well this is called a picture.",0 3587,"Teacher: It's kind of difficult, but you'll get it. Teacher: Okay, I'm gonna - seven - Teacher: [Crosstalk] [TARGET]Teacher: You have to do your multiplication website, yes.[/TARGET] Student: Okay. Student: But do we have to stay on that one game? Teacher: No.",0 3588,"Teacher: It's not even a math problem. Teacher: Does the question even make sense? Teacher: Of course, it doesn't. [TARGET]Teacher: Okay, here we go, 'cause Teacher B, the grammar teacher, this makes me crazy.[/TARGET] Teacher: No, of course, it doesn't. Teacher: Negative, negative, hmm. Teacher: Let's just do this.",0 3589,"Teacher: It's not just my student, because if you're interacting with my students and I told you not to? Student: I'm not talking to him. Student: Yes [inaudible]. [TARGET]Teacher: That was an interaction.[/TARGET] Teacher: I don't care if it was talking. Teacher: I don't care what it was. Teacher: It was some kind of interaction that had you off-task, and him.",1 3590,"Teacher: It's not that difficult. Teacher: It seems kind of crazy and out there, but it's not that difficult. Teacher: You are going to know how to do this by the end of today. [TARGET]Teacher: I need you listening and paying attention and not playing.[/TARGET] Teacher: Student E, do you want to come up and show us how you understood that? Teacher: We'll let you all show and then I have some things that we're gonna do and you're gonna understand the fractions. Teacher: [Crosstalk]",1 3591,"Teacher: It's not that you don't understand it. Teacher: It's that you don't want to do the work. Teacher: You've got to value your education, students. [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: You have to value your education. Teacher: Stop playing around. Teacher: You need to get busy.",1 3592,"Teacher: It's not the easiest thing to initially grab onto that's why I want us to take a good look at it. Teacher: Student M, will you get the lights? Teacher: Thank you. [TARGET]Teacher: Watch this, excuse me, dear.[/TARGET] Teacher: Okay. Teacher: It says division is splitting into equal parts or groups and the result of it is fair sharing. Teacher: You've known that since you've had to divvy up Skittles with your friends and if someone doesn't get the same amount, somebody gets out of shape, right?",0 3593,"Teacher: It's okay guys, if you have it, don't be defensive. Teacher: Student T, no side talk. Teacher: Hold on. [TARGET]Teacher: Guys, Student D is talking.[/TARGET] Teacher: Active listening on Student D. Student: I can prove that a square has more than four lines of symmetry. Teacher: Then you can do the challenge too.",1 3594,"Teacher: It's okay to take your time on things. Student: Um, I - Teacher: Okay. [TARGET]Teacher: No, I want you to hold that.[/TARGET] Teacher: Okay, I looked at your answers. Teacher: I know who has what answers so I just need for you to pay attention now. Teacher: Okay, first of all, remember I told you this was a two-step process, right?",1 3595,"Teacher: It's part of the Harvard study. Teacher: Your parents didn't want you to be part of it. Student: Oh. [TARGET]Teacher: That's why you have to go to Ms. J's room.[/TARGET] Student: I thought I was in trouble or something. Teacher: No, you're not in trouble sweetheart. Teacher: Ones are here.",0 3596,"Teacher: It's right. Teacher: Yeah, it's right. Teacher: Yeah, you're good. [TARGET]Teacher: Do H, try and do H on your own.[/TARGET] Teacher: You've got the [inaudible]. Teacher: You can hold it. Teacher: [inaudible] All right, if you need help with G look up - if you don't, go on to H. H is a tricky one.",0 3597,Teacher: It's sad. Teacher: And I don't know what you're doing with the board up to 12. Teacher: What are you doing? [TARGET]Teacher: That's - why are you copying something that doesn't describe your graph?[/TARGET] Student: [Inaudible]. Teacher: Number one. Teacher: Your graph doesn't go up to [inaudible].,0 3598,"Teacher: It's scrolling slow, but you should know what it is because we worked on it yesterday too. Teacher: They're so demanding. Teacher: I clicked on the wrong box, sorry. [TARGET]Teacher: Now they're going to yell at me because I made it too fast.[/TARGET] Multiple Students: [Inaudible] measures of weight. Teacher: Write your own answer. Teacher: Stop talking.",0 3599,Teacher: It's the luck of the draw. Teacher: There's no rhyme or reason to it. Student: We would have gotten a tie. [TARGET]Teacher: I need one of you to - Student J can you put the cards back in my red basket please?[/TARGET] Teacher: Can somebody collect the directions for me? Student: Two thirds. Student: Two thirds is equal -,1 3600,"Teacher: It's the only person ... king variable ... wants to be beside is his queen, the equals sign. Teacher: No one else, okay? Teacher: Everything else has to be on the other side of the queen, because they are just two good for those other numbers on the other sides, because they're king and queen. [TARGET]Teacher: Stop [inaudible].[/TARGET] Teacher: And then rule number two is to do the same thing to the other side of the equation, okay? Teacher: Here's just another example. Teacher: If we have the equation X plus five equals 97.",1 3601,"Teacher: It's the same as the one that we just did together. Teacher: You're gonna have two bring downs, so use the one that we just did as a model or a help for this one. Teacher: You're not a turkey. [TARGET]Teacher: You're finished.[/TARGET] Teacher: [Crosstalk] Teacher: No, you're right. Teacher: You're right so far.",1 3602,"Teacher: It's the same thing. Teacher: I'm just putting it in bullets instead of sentences. Teacher: So this is the rule for multiplying fractions. [TARGET]Teacher: You need to have it in your math journal so you have it.[/TARGET] Teacher: I'll move on when everybody has this written down. Teacher: Multiply the numerators, multiply the denominators, write in the simplest form. Teacher: Three easy steps.",0 3603,"Teacher: It's three pieces. Teacher: You people are not really paying attention. Teacher: The same word or numbers, but they're not really looking. [TARGET]Teacher: Like, Student G is not really - yeah.[/TARGET] Teacher: Okay, Student J. I know it's one and - Student: One eighth. Teacher: One eighth.",1 3604,"Teacher: It's time to share. Teacher: Excuse me. Teacher: It's time to share. [TARGET]Teacher: Student C, we're not doing that.[/TARGET] Teacher: We're sharing. Teacher: One. Teacher: Two.",1 3605,Teacher: It's time to share. Teacher: Hurry up. Teacher: Write your [inaudible]. [TARGET]Teacher: It's time to share.[/TARGET] Teacher: Put down your crayons. Teacher: It's time. Student: [Inaudible].,0 3606,"Teacher: It's time to share. Teacher: Student C, we're not doing that. Teacher: We're sharing. [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: Everybody should be finished. Teacher: Student D, are you through?",0 3607,"Teacher: It's time. Student: [Inaudible]. Teacher: It's time to share. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: It's time to share. Teacher: Student C, we're not doing that. Teacher: We're sharing.",0 3608,Teacher: It's two tenths. Teacher: Okay. Teacher: All right. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You can do your exit slip. Teacher: Excuse me. Teacher: You're going to do the exit slip.,1 3609,"Teacher: It's usually something that takes some thought. Teacher: It's not going to be a multiple choice, ""What shape is this?"" Okay. Teacher: It won't be anything like that. [TARGET]Teacher: I want all eyes up here on our scoring rubric.[/TARGET] Teacher: Before we even look at our question, let's just see how we are going to get a four. Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions. Teacher: Let's look at four.",0 3610,Teacher: It's very similar to this. Teacher: You have zero point four times two. Teacher: Who can tell me what the answer would be? [TARGET]Teacher: Someone besides Student S. Student E?[/TARGET] Student: Zero point eight? Teacher: Zero point eight. Teacher: How'd you know it was zero point eight?,1 3611,"Teacher: It's zero. Teacher: Then, 90 goes into 310. Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310? [TARGET]Teacher: Look here.[/TARGET] Teacher: Look here. Teacher: Please, whisper it in my ear. Student: [inaudible]",0 3612,"Teacher: I'll be there in a minute. Teacher: You need to think about your multiples of three and your multiples of two and find-what are you doing? Teacher: No, sit down. [TARGET]Teacher: Hold on.[/TARGET] Teacher: And find-say or write your multiples of three and your multiples of two here or like Mrs. M taught you, you could do three times one, three times two, three-until you find one that's the same or you could just look at it- Student: I know it off the top of my head. Teacher: What is it?",1 3613,"Teacher: I'll check it and I'll send you to special. Teacher: Put your name and the date on the graph paper. Teacher: All right, here's your question. [TARGET]Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color?[/TARGET] Teacher: Show me the work. Student: On what? Teacher: On your graph paper.",0 3614,"Teacher: I'll check your work. Teacher: Give me a second. Teacher: Three, how'd you get that? [TARGET]Teacher: What number are you on?[/TARGET] Teacher: Okay, first thing you have to do is you have to get the fraction, okay? Teacher: Get the fraction. Teacher: So how many boys chose orange?",0 3615,"Teacher: I'll do it for you, I'll help you out. Teacher: [Pencil sharpens] Teacher: Here you go. [TARGET]Teacher: Shh just listen maybe open your ears.[/TARGET] Student: Yeah 2 times 5 is ten. Student: You're wrong. Teacher: I love the way you guys are sharing it's one of the only groups that I can hear where people are talking only one person and the rest are listening.",1 3616,"Teacher: I'll find where it is. Teacher: This is another way Student J did his homework. Teacher: Student J is really - all eyes here. [TARGET]Teacher: All eyes here.[/TARGET] Teacher: All eyes here. Teacher: Student X, put your chair legs down. Teacher: Student J said that he wasn't really sure but he knows all the multiples of - when you multiply by 10.",1 3617,"Teacher: I'll give you a minute and then you can come up. Teacher: Look at where it is on the X axis first, then look at if it's located on the Y axis. Teacher: Look and see, is it positive or negative? [TARGET]Teacher: Don't yell it out.[/TARGET] Teacher: Student I, come on up. Teacher: So what would be what? Teacher: No, don't.",1 3618,"Teacher: I'll give you ten minutes, now, to work on this question by yourself. Teacher: We're going to do think, pair, share, today. Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. [TARGET]Teacher: Then pair.[/TARGET] Teacher: We're not going to do it with a pair, though. Teacher: We're going to do it in our small group. Teacher: We're going to share all our answers.",0 3619,"Teacher: I'll have something for you in just a minute. Teacher: Okay, I'll be there in just a moment, Student L. All eyes on me. Multiple Students: All eyes on you. [TARGET]Teacher: It's beginning to get a little loud.[/TARGET] Teacher: If I mark this by circling it, or something like that I want you to go back and look at it. Teacher: The 'x's [or] circles. Teacher: Go back and revisit that.",1 3620,Teacher: I'll have to get another one. Teacher: Number 9 - Teacher: [Crosstalk] [TARGET]Teacher: This is not the signal.[/TARGET] Teacher: This is the signal for - please. Teacher: How many 9s in 81? Multiple Students: 9,0 3621,"Teacher: I'll help you. Student: What is this? Teacher: Bring it. [TARGET]Teacher: Let me help you.[/TARGET] Teacher: Give me. Teacher: Let me give you a piece of foam. Teacher: Student C, sit down.",0 3622,"Teacher: I'll just do a quick - thank you. Teacher: So, take one and put your name on it, please. Teacher: So, again, you don't need to read this. [TARGET]Teacher: It's just what we went over.[/TARGET] Teacher: I don't know why I'm hearing voices over here. Student: Teacher S? Student: Can the camera see us?",0 3623,"Teacher: I'll know you're finished when your hands are empty like Student S over here. Teacher: Thank you. Teacher: All right, so what you're going to do - I'm sorry, pencils are down. [TARGET]Teacher: I'm over here, so show me that you're listening.[/TARGET] Teacher: Thank you, nice job. Teacher: I've got 4 out of 5 teams completely with me. Teacher: You are going to get one of these papers at your team, just one, and your team's reader is going to be in charge of this paper, so that they can do their job.",1 3624,"Teacher: I'll pay you no mind. Teacher: I'm still talking about that 12. Student: I should have got that in my book and I said it. [TARGET]Teacher: I heard you whispering but then I promise Student J walk around here nobody else had their hand up.[/TARGET] Teacher: Then timidly, timidly you were like so by then I was like don't nobody know the answer. Student: No cause everybody knew it, everybody knew the answer. Student: Then you said raise your hand and give me a minute!",1 3625,"Teacher: I'll say each one twice and then you will write down the answers. Teacher: Please don't ask me if you didn't hear. Teacher: Make sure you're listening and paying attention so that you do hear me. [TARGET]Teacher: And then at the end, if you need one repeated you may raise your hand and I will repeat what you need repeated.[/TARGET] Teacher: Any questions about Mental Math? Multiple Students: No. Teacher: All right.",0 3626,Teacher: I'll take them for you. Student: I know it now. Teacher: Student D it was on Student D he went to the bathroom. [TARGET]Teacher: Student D is not here.[/TARGET] Teacher: We go back. Teacher: Where a row and a column meet. Teacher: Place where a row and a column-that's good baby.,0 3627,"Teacher: I'll tell you what page. Teacher: Page one, three - I'm gonna put them on the board. Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10. [TARGET]Teacher: But we'll do about three.[/TARGET] Teacher: All right, five - Student: And six. Teacher: And six.",0 3628,"Teacher: I'll tell you when to start [inaudible], okay? Teacher: When you get your paper [inaudible], make sure you put your name on it. Teacher: [Pencil sharpening]. [TARGET]Teacher: [Inaudible] to say silence in here.[/TARGET] Teacher: Yes [inaudible]? Student: [Inaudible]. Teacher: [Inaudible].",1 3629,"Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait. Teacher: Student K? Student: You said this was our test for [inaudible]. [TARGET]Teacher: It is a test.[/TARGET] Teacher: So here we go. Teacher: If you missed zero to six, raise your hand. Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13.",0 3630,"Teacher: I'll wait. Teacher: Listen. Teacher: You already - student R and Student B, stop. [TARGET]Teacher: Everybody stop.[/TARGET] Teacher: I'm ready to tell - now stop. Teacher: You already gathered your information, right? Multiple Students: Yes.",1 3631,"Teacher: I'll wait. Teacher: Shh. Teacher: I'm looking to see if my back table's ready. [TARGET]Teacher: Turn around, please.[/TARGET] Teacher: Put your thumb up if you're ready to move on. Teacher: Shh. Teacher: Student S, how many numbers are in my first number?",1 3632,"Teacher: I'm actually getting ready to - this group, you guys are going to what, partner? Student: Yes. Teacher: Listen, when you go out in the hall for partner, if you will split yourselves up, make sure that you're using quiet voices. [TARGET]Teacher: This last group's gotten a little loud out there.[/TARGET] Teacher: Student D, will you please let the group outside know to come on in. Teacher: My friends at Independent, if you'll please go put your paper at your seats and come join me. Student: The thing I didn't get was that it was like that, and then I turned it sideways.",1 3633,"Teacher: I'm almost finished with my first interview. Teacher: If I could fit in more than three, I will. Teacher: So it's a little bit too loud. [TARGET]Teacher: I'm having a hard time hearing Student B.[/TARGET] Teacher: So can you bring the noise level down, please? Multiple Students: Yes. Teacher: Thank you.",1 3634,"Teacher: I'm already at 6 which is more than 4 and I don't have a common denominator yet. Teacher: So what can I do? Teacher: Student M? [TARGET]Teacher: Pay attention please, honey.[/TARGET] Teacher: Yes? Teacher: What do I do? Teacher: Go ahead.",1 3635,"Teacher: I'm also gonna open a window before we all [mess], 'cause it's really hot. Student: Yeah. Student: Don't look at me funny. [TARGET]Teacher: Student E.[/TARGET] Student: [Inaudible]. Student: [Inaudible]. Teacher: Yeah.",1 3636,"Teacher: I'm always smart. Student: They're getting me bad. Teacher: Getting me bad. [TARGET]Teacher: All right, now, listen carefully, listen.[/TARGET] Teacher: We have a different - different set, which is we were looking for - Student: One third. Teacher: How many in this set?",0 3637,"Teacher: I'm back. Teacher: [Crosstalk] Teacher: No, no, no. [TARGET]Teacher: Let them - let them.[/TARGET] Teacher: [Crosstalk] Teacher: Somebody is ready. Teacher: Student M, Student O.",0 3638,"Teacher: I'm calling a couple at a time. Teacher: You all need to be looking to check for accuracy, because without looking I can see we have issues here. Teacher: These should be more evenly distributed. [TARGET]Teacher: Somebody was not paying attention to where the halves were.[/TARGET] Teacher: Your numerator, for example, if you have three sixths, your numerator cannot be bigger than 3 and be less than half or less than 3 yet bigger than a half. Teacher: It doesn't make any sense. Teacher: So be looking and stop talking.",1 3639,"Teacher: I'm collecting this paper. Teacher: Remember, I'm collecting it. Teacher: Show me three eighths. [TARGET]Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions.[/TARGET] Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions. Teacher: [Inaudible] see your answers. Teacher: Do you have answers on there?",0 3640,"Teacher: I'm excited that you're learning math and you're excited about it. Teacher: You need to get control. Teacher: That's it. [TARGET]Teacher: One more time.[/TARGET] Teacher: We will not go over this, we will not do centers. Teacher: You will set at your desk and we will do book work and I will call people back there. Teacher: That's your last chance.",1 3641,"Teacher: I'm giving you about two minutes. Teacher: Please begin. Teacher: [Crosstalk] [TARGET]Teacher: Student M, get it and walk away.[/TARGET] Teacher: [Crosstalk] Teacher: All right, shh. Teacher: Leave your shapes on your sheets so that - I wanted you guys to actually walk around and take a look.",1 3642,"Teacher: I'm going a little too fast. Teacher: Let me wait. Student: Let everybody copy. [TARGET]Teacher: Yeah, let everybody copy.[/TARGET] Teacher: When you're ready, just put your pencils down. Teacher: Because, you're not gonna need them in a second. Teacher: Thank you, Student J.",0 3643,"Teacher: I'm going down. Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes - Student: One, three - [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Of the whole set, the whole set, what do I read this fraction? Teacher: It's half of one fourth. Teacher: It's three pieces.",1 3644,"Teacher: I'm going to call on A, one A to share from here. Teacher: I'm gonna call on one B to share from here. Student: I'm a B. [TARGET]Teacher: You do question number six on the board.[/TARGET] Teacher: And everybody should see what - all erasers, all [inaudible] should be [inaudible]. Teacher: Let us listen please. Student: First, I thought of the steps.",0 3645,"Teacher: I'm going to count back from 10, 9 - helpers, clip those papers fast. Teacher: 8, 7, 6, 5, 4, 3, 2, thank you, last call for papers, great. Teacher: Student K, you have to be very careful in that seat. [TARGET]Teacher: Eyes up here, please.[/TARGET] Teacher: I don't see clear desks. Teacher: Let's look at today's math objective. Teacher: We know an objective is a goal.",1 3646,"Teacher: I'm going to count down from five. Teacher: My friends who are coming in from outside are moving to Independent. Teacher: If you could, just sit at that table so that I'm not distracting you. [TARGET]Teacher: My friends who were just with me are partnering up and heading out into the hallway.[/TARGET] Student: Miss P? Teacher: I'm going to count down from five and I'd like everybody to be in their places. Student: Can we go in that room next door?",0 3647,Teacher: I'm going to give people a little more time. Teacher: Hmm? Teacher: Not now. [TARGET]Teacher: I need you in here.[/TARGET] Student: [Inaudible]. Teacher: Mmm? Teacher: Yeah.,1 3648,"Teacher: I'm going to put them on the SMART Board. Teacher: Do not talk. Teacher: Excuse me. [TARGET]Teacher: Do not talk.[/TARGET] Teacher: Ms. G, can you switch it to the SMART Board? Teacher: Just exit it out. Teacher: I'm going to show you.",1 3649,"Teacher: I'm going to show you a figure, and I want you to tell me whether or not you think it is a polygon, or not a polygon. Teacher: Okay? Student: [Inaudible]. [TARGET]Teacher: Actually, Student M, can you put that down, and just wait?[/TARGET] Student: Yes. Student: [Inaudible] clipboard [inaudible]. Teacher: Okay.",1 3650,"Teacher: I'm going to take - ok, it's not about who's the - which one of my classmates worked this, I just picked one randomly. Teacher: Here in the draw it box, tell me what Student E did. Student: She - [TARGET]Teacher: Raising your hand please.[/TARGET] Student: Oh. Teacher: What's she do? Teacher: Student S?",1 3651,"Teacher: I'm going to tell you the topic of your perfect sentence. Teacher: Put your name on the card. Teacher: I'm giving directions so you should not be talking. [TARGET]Teacher: Hurry up.[/TARGET] Teacher: And put today's date, 11/2/11. Teacher: Write one perfect sentence - pass the cards around, they're waiting for them over there, thank you - write one perfect sentence that answers that EQ. Teacher: So your name is at the top, today's date, 11/2/11, answer that EQ.",1 3652,"Teacher: I'm going to wait 'til everybody's listening. Teacher: Waiting. Student: [Laughter]. [TARGET]Teacher: Still waiting.[/TARGET] Student: [Inaudible]. Teacher: Student R, still waiting. Teacher: Okay, look at your graph.",1 3653,"Teacher: I'm going to walk around while you all finish this up. Teacher: So what should you do? Student: She could lay these on the [inaudible]. [TARGET]Teacher: Whoever's humming, please stop.[/TARGET] Teacher: On your toss, toss the number cube. Teacher: Place a counter on the game board on a multiple of the number on the cube. Teacher: So you did that.",1 3654,"Teacher: I'm gonna call on one B to share from here. Student: I'm a B. Teacher: You do question number six on the board. [TARGET]Teacher: And everybody should see what - all erasers, all [inaudible] should be [inaudible].[/TARGET] Teacher: Let us listen please. Student: First, I thought of the steps. Student: Mathematicians are to divide fractions by being able to determine the type of fractions.",0 3655,"Teacher: I'm gonna come around and get the raisins 'cause they're too many people who can't do two things at once. Teacher: Please throw them in the trash please. Teacher: If you wanted them you would've already eaten them. [TARGET]Teacher: Student K. This is what I'm doing during the math lesson because students can't focus and do - try - I've already asked you to hold on to the box.[/TARGET] Student: [Inaudible]. Teacher: Nope. Student: Oops, sorry.",1 3656,"Teacher: I'm gonna divide it. Teacher: I don't think we - you know what I want you to work on? Teacher: I'm not gonna call on you if you raise your hand. [TARGET]Teacher: I want you to work on not calling out.[/TARGET] Teacher: So, I think this is not quite even but I'm gonna divide that in thirds. Teacher: Okay? Teacher: Because I know that Student L keeps telling us that that's what that denominator means.",1 3657,"Teacher: I'm gonna do H on the board. Student: H is hard. Teacher: If you want help with H, come to the carpet. [TARGET]Teacher: Or we can close it, that's fine.[/TARGET] Teacher: All right. Teacher: You shouldn't have a board - no one should have a board. Teacher: I didn't give boards out.",0 3658,"Teacher: I'm gonna give you a few minutes. Teacher: Some of you all didn't have time. Teacher: Now that we've gone over it, I want some of you to try to do that one. [TARGET]Teacher: Go.[/TARGET] Student: [Inaudible]. Teacher: Well, good, but some of you didn't get it yesterday. Teacher: Some of you still haven't gotten it today.",0 3659,Teacher: I'm gonna give you a paper like this. Teacher: Can somebody turn off one light? Student: I'll do it. [TARGET]Teacher: Somebody close to the door.[/TARGET] Teacher: Come on. Student: That would be me. Teacher: Sit.,0 3660,"Teacher: I'm gonna give you about 30 seconds to just think for a second. Teacher: What is one thing that everyone has similar? Student: It's a shape. [TARGET]Teacher: Think for a second before you call out or raise your hand.[/TARGET] Teacher: Think, what is something everyone has similar. Teacher: Student N? Student: [Inaudible] - closed figures.",1 3661,"Teacher: I'm gonna give you some added information. Teacher: I'm gonna clear this screen and you're gonna have to think in a different way. Teacher: This time I'm going to tell you that all of the labels must fall into the same category. [TARGET]Teacher: Listen.[/TARGET] Teacher: Pages, words, miles, feet, grams, bullets, those words do not fall into the same category. Teacher: So I need you to think differently. Teacher: All of the labels, they're not the same word, but the same category.",1 3662,"Teacher: I'm gonna make the numbers a little different. Student: [Inaudible]. Teacher: I just want you to find an answer. [TARGET]Teacher: Honey, were you listening?[/TARGET] Student: Yeah. Teacher: What did I just say in that whole big speech? Teacher: I should have answered that in what you were asking.",1 3663,"Teacher: I'm gonna pass out your practice assessment. Teacher: This is to be done - excuse me. Teacher: We're no gonna start this again. [TARGET]Teacher: Put your hand down, dear.[/TARGET] Teacher: Clear everything off your desk because we're gonna be switching. Teacher: [Crosstalk] Teacher: Student D, put everything off your desk.",1 3664,"Teacher: I'm gonna pick on one person. Teacher: Student N, when we say - can I see you sit - yes. Teacher: When we say numerator or denominator, tell me something about denominator. [TARGET]Teacher: Student N, Student N, something about denominator.[/TARGET] Teacher: What is it you present? Teacher: What does - when you say the denominator, what do I have in mind? Student: The whole fraction.",1 3665,"Teacher: I'm gonna play a little game called ""Guess My Rule."" Student: Guess my rule. Teacher: Let me see what I want for my rule. [TARGET]Teacher: I don't want [pushing back my chairs from all the room.][/TARGET] Teacher: Student M, Student J, Student M, stand up front please. Teacher: Student L, Student A, Student B, sit up front please. Teacher: You know what?",1 3666,"Teacher: I'm gonna put a problem on the board. Teacher: It should take you - if you were paying attention - about two minutes to do it. Teacher: When you're done with it your thumbs are gonna be up. [TARGET]Teacher: I'll check it and I'll send you to special.[/TARGET] Teacher: Put your name and the date on the graph paper. Teacher: All right, here's your question. Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color?",0 3667,"Teacher: I'm gonna say that correctly. Teacher: Put the caps back on the marker, please. Teacher: And I already asked you to have a seat, so that should have been the first thing that you did. [TARGET]Teacher: I didn't ask you to do anything else.[/TARGET] Teacher: I didn't ask you to stack the markers on top of one another. Teacher: I didn't ask you to fix the little cards. Teacher: I didn't ask you to play with the dice.",1 3668,"Teacher: I'm gonna work with the large group till about five more minutes and then I'm gonna regroup then on the rug so that we can talk about what they've been doing. Teacher: How did they do with their activity? Teacher: Nice job. [TARGET]Teacher: Can you please stop playing with your pencil because that's not the - nope, give it to Mrs. S.[/TARGET] Student: This was mine. Teacher: Give it to Mrs. S. You don't need it right now. Student: Four fifths.",1 3669,"Teacher: I'm just putting it in bullets instead of sentences. Teacher: So this is the rule for multiplying fractions. Teacher: You need to have it in your math journal so you have it. [TARGET]Teacher: I'll move on when everybody has this written down.[/TARGET] Teacher: Multiply the numerators, multiply the denominators, write in the simplest form. Teacher: Three easy steps. Teacher: [Side conversation]",0 3670,"Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk] Teacher: Hold on. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We said one fourth is six pieces out of 24 and we put it here, right? Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number. Teacher: All right.",1 3671,"Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk] Teacher: Hold on. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We said one fourth is six pieces out of 24 and we put it here, right? Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number. Teacher: All right.",1 3672,"Teacher: I'm like, ""Whoa. Teacher: What are you doing? Teacher: One number per place value, dude. [TARGET]Teacher: Slow down.[/TARGET] Teacher: All right?"" So, we've divided. Teacher: Now we have to multiply. Teacher: We just said what four times nine was.",1 3673,"Teacher: I'm looking to see if my back table's ready. Teacher: Turn around, please. Teacher: Put your thumb up if you're ready to move on. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student S, how many numbers are in my first number? Teacher: How many places? Student: Three.",1 3674,"Teacher: I'm losing you. Teacher: See, I'm losing them. Teacher: Yes, that's the way. [TARGET]Teacher: All right, listen.[/TARGET] Teacher: Good job. Teacher: Now, that's how I need it. Teacher: Now, I'm gonna have these three people - listen to what you're gonna do.",0 3675,"Teacher: I'm making it three tall. Teacher: Let me get mine built up, and then I'll show you. Student: Three tall. [TARGET]Teacher: Would you come sit right here, Student S?[/TARGET] Teacher: Come sit right here. Teacher: Woops. Teacher: Let me get my [inaudible].",0 3676,"Teacher: I'm not gonna snatch it so I can look at it and say, ""Oh it's three plus three."" Whoever's rolling says what it is and tells the answer, okay? Teacher: And by me snatching, it's no longer three and three. Teacher: It's three and five. [TARGET]Teacher: So don't snatch it.[/TARGET] Teacher: So it's three plus three equals six. Teacher: So everybody at my group - now this is just an example - will decide where to put their six. Teacher: Now the decimal point is always gonna be under the decimal, okay?",1 3677,"Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do. Teacher: So, everybody, take your - Teacher: [Crosstalk] [TARGET]Teacher: Excuse me, one -[/TARGET] Teacher: [Crosstalk] Teacher: The second one to you in the classroom, the second one. Teacher: All the A's, you're gonna take the side that has the answer and you read to -",0 3678,"Teacher: I'm not gonna tell you again. Teacher: If I do, I'm calling home. Teacher: Right in computer lab. [TARGET]Teacher: Student T, you can stay here.[/TARGET] Teacher: Student M, sit down. Teacher: I can call home, too, as well. Teacher: Computer lab has a phone.",1 3679,Teacher: I'm not sure if that's correct. Teacher: What can I do? Teacher: Go. [TARGET]Teacher: Stop.[/TARGET] Teacher: I'm not sure. Teacher: What can you do? Student: Two goes into eight -,1 3680,"Teacher: I'm not sure if we have [inaudible]. Teacher: You don't have anymore of the ones? Teacher: Get those back to me when you finish. [TARGET]Teacher: Girls, don't do that.[/TARGET] Teacher: Number one, it wastes and it messes it up. Teacher: That's okay. Teacher: You know what they are, right?",1 3681,Teacher: I'm not sure why you're putting anything in that scale. Teacher: Go sit down and read the directions again. Teacher: Put all the weights down. [TARGET]Teacher: You're not following directions.[/TARGET] Teacher: You guys are better at following directions than that. Teacher: You haven't done anything it says except for making a chart. Teacher: Read the directions.,1 3682,"Teacher: I'm not the Pied Piper, right. Student: [Inaudible]. Teacher: The Pied Piper is someone who played the flute or the little recorder and he had all these kids and animals following him. [TARGET]Teacher: I'm not that.[/TARGET] Student: [Inaudible]. Teacher: No. Teacher: You go trade it in.",1 3683,"Teacher: I'm not understanding what you're saying. Teacher: What did you get, Student D? Teacher: Boys, here we go talking again. [TARGET]Teacher: Stop talking, please.[/TARGET] Teacher: Student D? Teacher: When you added all these up, what did you get? Teacher: What did everyone get?",1 3684,"Teacher: I'm on my way to grandma's house."" Teacher: ""We'll you can kiss seeing your granny goodbye, unless you have bill in that basket [missy]."" said the little man with stamp, a stomp and a snort. Teacher: ""Can't you see that sign?"" ""Oh, my goodness, what a big toll you have."" sighed Little Red Riding Hood. [TARGET]Teacher: But all Little Red Riding Hood could find in her basket was one crummy little quarter, a gooey nickel and three sticky pennies.[/TARGET] Teacher: How much do they have? Teacher: One crummy quarter; how much is that? Multiple Students: Twenty-five.",0 3685,Teacher: I'm really sad that you're not doing the work because you're too - I will take care of this. Teacher: Excuse me Teacher. Teacher: I'm gonna come around and get the raisins 'cause they're too many people who can't do two things at once. [TARGET]Teacher: Please throw them in the trash please.[/TARGET] Teacher: If you wanted them you would've already eaten them. Teacher: Student K. This is what I'm doing during the math lesson because students can't focus and do - try - I've already asked you to hold on to the box. Student: [Inaudible].,1 3686,"Teacher: I'm so sorry, Student M. In your place value, and if we don't get it done today, we're going to add them tomorrow, but everybody's going to stop right now. Teacher: I'm sorry, Student J. I really need people to listen. Teacher: Student S? [TARGET]Teacher: You're not listening.[/TARGET] Teacher: Your numbers will be down one side. Teacher: Your partners will be down another. Teacher: We'll start adding, and you guys can use - do you know how to apply numbers with 10?",1 3687,"Teacher: I'm sorry, turn to page 85 in your workbook, and I want you to practice ... Page 85, page 85, in your workbook. Teacher: Get your workbook out, let's go. Teacher: Page 85. [TARGET]Teacher: Do you want to call your mom and go home?[/TARGET] Teacher: Do you need to go home? Teacher: Head down to the nurse and have them call your mom, go home. Teacher: Page 85.",1 3688,"Teacher: I'm sorry. Student: Times 85. Teacher: Listen, guys. [TARGET]Teacher: Please listen.[/TARGET] Teacher: I don't want to hear ""times"". Teacher: All I want to hear is what is the radius. Student: Oh.",1 3689,"Teacher: I'm sorry. Teacher: Excuse me. Teacher: I have people continuing to disrespect me during this lesson. [TARGET]Teacher: Student S, this is your last chance.[/TARGET] Teacher: Turn around and sit at your desk. Teacher: My next step is to ask you to leave the room. Teacher: We're here to learn right now.",1 3690,Teacher: I'm sorry. Teacher: I'm still adding. Teacher: Tell us what you did. [TARGET]Teacher: I need everybody to turn this way.[/TARGET] Teacher: Tell us exactly what you did. Student: [Inaudible]. Teacher: You said 4 times 9 is 0?,1 3691,"Teacher: I'm sorry. Teacher: Okay, now you're looking. Teacher: You're not touching. [TARGET]Teacher: You're not feeling.[/TARGET] Teacher: How many of you have extra saliva in your mouth, because your mouth is watering just looking at it? Teacher: Isn't that amazing that that does that? Teacher: Seriously.",1 3692,"Teacher: I'm sorry. Teacher: What did you say?' Student: They're getting [inaudible]. [TARGET]Teacher: That's music to my ears.[/TARGET] Teacher: Oh, I broke my rubber band. Teacher: Thank you. Teacher: [Crosstalk]",0 3693,Teacher: I'm sorry. Teacher: You have to value your education. Teacher: Stop playing around. [TARGET]Teacher: You need to get busy.[/TARGET] Teacher: The median is the middle number. Teacher: Which one is your middle number? Teacher: First let's write them in a row.,1 3694,"Teacher: I'm starting the timer, now. Teacher: How long did I say? Multiple Students: Ten minutes. [TARGET]Teacher: Ten minutes.[/TARGET] Teacher: People who are the timers, you'll know it's ten minutes when it gets to be what time? Student: 3:00, I think. Multiple Students: 2:30.",0 3695,Teacher: I'm still hearing side conversations. Teacher: [Crosstalk] Teacher: Did I or did I not say that if you're distracting us from learning that you could leave? [TARGET]Teacher: Student A has been following my directions when I've asked him to move.[/TARGET] Teacher: Look at how you're sitting. Teacher: Look at how you are sitting right now. Teacher: Are you trying to learn?,1 3696,"Teacher: I'm talking to Student D, now. Teacher: Now if I say anything again, it's silence. Teacher: And Student G, I'm giving you the opportunity to work with a group. [TARGET]Teacher: Don't lose your opportunity.[/TARGET] Teacher: You can bring that over here, Student D, and I'll look at it. Teacher: I'm sorry. Teacher: Four times five.",1 3697,"Teacher: I'm teaching math. Teacher: [Crosstalk] Teacher: Put that away. [TARGET]Teacher: Student A, give me it.[/TARGET] Student: No. Student: Do you know the camera is on? Student: You're not taking my $5.00 coloring book, no, unless you'll be paying.",1 3698,"Teacher: I'm - I like the way Student A is sitting. Teacher: He's ready for my question. Teacher: I need you to pull your chair in. [TARGET]Teacher: I need you eyes on me.[/TARGET] Teacher: Okay, I need someone to raise their hand and answer the essential question. Teacher: Tell me, how do we write a number - a fraction in it's simplest form? Teacher: Student S, how do we - before you speak, Student S, I need to make sure everyone has your attention.",1 3699,"Teacher: I've already read it to you, once. Teacher: What's the step after you read? Student: Re-read. [TARGET]Teacher: So, now everyone, right now, you're doing your re-reading.[/TARGET] Teacher: Go ahead. Teacher: [Inaudible] together, okay? Teacher: You're the motivator.",0 3700,"Teacher: I've counted to one. Teacher: I shouldn't hear anything. Teacher: I shouldn't hear cubes rattling, either. [TARGET]Teacher: I should not hear a thing.[/TARGET] Teacher: You have cubes. Teacher: You have cubes. Teacher: Student N, give him cubes, please.",1 3701,"Teacher: J, how do you find the range?"" You've got to remember this. Teacher: This is review now. Teacher: You understand? [TARGET]Teacher: Excuse me.[/TARGET] Teacher: If you're finished, you need to just be quiet. Teacher: Are you finished? Teacher: We need to stop playing over here.",1 3702,Teacher: Jaguars? [TARGET]Teacher: Does it have the lead in it?[/TARGET] Teacher: You can use it. Teacher: [Inaudible]. Teacher: We've covered technically all the skills you need to know for next week.,0 3703,Teacher: Jaguars? Teacher: Does it have the lead in it? [TARGET]Teacher: You can use it.[/TARGET] Teacher: [Inaudible]. Teacher: We've covered technically all the skills you need to know for next week. Teacher: You're going to be spending part of the time - I will.,0 3704,"Teacher: Julie had a little tiny freckle right there on her cheek. Teacher: Score for the teacher. Teacher: Because I'm like, Julie, do you see that over there? [TARGET]Teacher: Now, she's pointing to me, so which way do I want her to look?[/TARGET] Teacher: And she's like, what? Teacher: I'm like, oh, that's Julie. Teacher: Whew, it's great.",0 3705,"Teacher: Just X out what you don't like. Teacher: All together is 52 coins, which is what you've got. Teacher: You are just matching the stacks so two of the piles are the same and one is twice as many. [TARGET]Teacher: Turn around.[/TARGET] Teacher: I've got them. Teacher: You turn around and do you. Teacher: Are these extras?",1 3706,"Teacher: Just a minute. Student: [Inaudible]. Teacher: Shh. [TARGET]Teacher: Student L, hang on.[/TARGET] Teacher: Hang on. Student: [Inaudible]. Teacher: Shh.",1 3707,"Teacher: Just a minute. Teacher: Just a minute. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student L, hang on. Teacher: Hang on. Student: [Inaudible].",1 3708,"Teacher: Just a second. Teacher: I need two more minutes. Teacher: Okay. [TARGET]Teacher: We need to wrap it up and I need everyone's attention, please.[/TARGET] Teacher: Five sixths equals what? Student: Three sixths and two sixths. Teacher: Three sixths equals-",1 3709,Teacher: Just asking any person. Student: We good. Teacher: Thank you. [TARGET]Teacher: Is there anybody that has not got a paper.[/TARGET] Student: Student J. Student: [Crosstalk] Teacher: You need a pencil.,0 3710,"Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use? Teacher: Should you go by 1, 2, 3, 4, 5, 6? Teacher: Talk about it. [TARGET]Teacher: You two talk about it.[/TARGET] Teacher: What would be the best choice for you? Teacher: Let's just look. Teacher: What's the highest number?",0 3711,Teacher: Just be gentle. Teacher: No. Teacher: I don't know what's going on. [TARGET]Teacher: It doesn't like me.[/TARGET] Teacher: You jinxed me. Teacher: I was doing so well today with it. Teacher: Now we have 12 cookies.,0 3712,"Teacher: Just do me a favor, go back and write in your answers, Student C. You have all of yours? Teacher: 21.1. Teacher: Okay, good. [TARGET]Teacher: Okay, Okay, Student A, okay, put that away and get your math materials out.[/TARGET] Teacher: Student N, you will need to turn around and put your feet under your desk. Teacher: You are going to need to get the homework and do it tonight, so you keep up to date with us. Teacher: Have all of it?",0 3713,"Teacher: Just focus on this for now, all right? Teacher: And like I already I told Teacher M that you were a little upset and I said, okay, and I told her that you wanted to check in with her. Student: The only reason why I'm mad is that - [TARGET]Teacher: Ow.[/TARGET] Student: Sorry, sorry. Teacher: It's okay. Teacher: It's okay.",0 3714,Teacher: Just help me with the cards please. Teacher: Are you done? Teacher: Bring out the card. [TARGET]Teacher: You play with me.[/TARGET] Teacher: It's not 7 cards. Teacher: It's 5. Teacher: See what is done.,0 3715,"Teacher: Just join us for the [inaudible]. Teacher: Number 8 - excuse me, number 6, how many 3s in 21? Teacher: Number 6, how many 3s in 21? [TARGET]Teacher: Join us at number 6, and if you need some repeated we'll go back at the end.[/TARGET] Teacher: Number 6, how many 3s in 21? Teacher: Number 7, how many 5s in 30? Teacher: How many 5s in 30?",0 3716,Teacher: Just leave them. Student: Put a fraction on them? Teacher: No. [TARGET]Teacher: Take that back to your seat.[/TARGET] Teacher: You don't need that. Student: I'm freezing. Teacher: If you were freezing you would have it on.,0 3717,"Teacher: Just leave them. Teacher: Go ahead. Teacher: Student S, they're not doing this for you. [TARGET]Teacher: They're doing this with you.[/TARGET] Teacher: Pay attention to what Student H is doing. Teacher: So then how many total are in the scoop? Teacher: Why are you adding 1?",0 3718,"Teacher: Just like a Jack-in-the-Box, right? Teacher: Expanded-in-the-Box is what I like to call it. Teacher: You ... when you start Algebra in middle school, Teacher M told me her daughter goes to Blair. [TARGET]Teacher: She's taking - shh.[/TARGET] Teacher: She's taking Algebra, and they do Algebra-in-the-box, okay? Teacher: So those of you that like to frown upon my different ways of multiplication and division, you will not be learning Algebra the traditional way. Teacher: You will be learning it many ways.",1 3719,"Teacher: Just listen to me for a second. Student: I don't know what you're talking about. Teacher: Okay, listen to me for a second. [TARGET]Teacher: If I have got a six - Student A, look here.[/TARGET] Teacher: This is six. Teacher: This would be 30 because this 30 plus 6 is 36. Teacher: So if this is 6 and this is 30.",1 3720,"Teacher: Just make a box. Teacher: Replicate just what you see there, okay? Teacher: I hear a lot of talking when I just asked you not to talk. [TARGET]Teacher: If I can't trust you then I'm going to have to take you off the floor.[/TARGET] Teacher: Now do you see what I did? Teacher: Excellent, thank you. Teacher: It should look just like that.",1 3721,"Teacher: Just make sure that's what you're doing on that paper. Teacher: Student G, are you ready? Student: No. [TARGET]Teacher: Okay, we'll wait.[/TARGET] Teacher: You have several strategies you can use; mental math, paper and pencil, or use your manipulatives. Teacher: You all can put your hands down while we wait on Student G. Student G, are the denominators already the same? Student: [Inaudible].",1 3722,"Teacher: Just make that assumption. Teacher: What number is represented by - I can wait. Teacher: What number is represented by point Z on the number line? [TARGET]Teacher: I'll give you guys one minute to do that.[/TARGET] Teacher: Everybody is doing it. Teacher: Student S, put it back. Teacher: You're going to be doing this problem as well.",0 3723,Teacher: Just make your best guess. Teacher: Sometimes you just have to make your best guess. Teacher: I think that's your Kleenex too. [TARGET]Teacher: Can you throw that away for me?[/TARGET] Teacher: Thank you. Teacher: You two almost finished? Student: Yes.,0 3724,"Teacher: Just one equation in the rectangle is okay. Teacher: I like what you're doing though. Teacher: In another game that would work very well. [TARGET]Teacher: Student M, I need you up here, please.[/TARGET] Teacher: I like the way you guys are figuring it out. Teacher: You can only roll once. Teacher: You haven't done anything.",1 3725,"Teacher: Just point it at that. Teacher: It's on. Teacher: No. [TARGET]Teacher: Look down.[/TARGET] Student: It's not on. Teacher: You point it at that, not at that. Teacher: [Inaudible].",0 3726,"Teacher: Just put it on the floor. Teacher: [Cough]. Teacher: You three, sit over here. [TARGET]Teacher: Student J, come sit right here.[/TARGET] Teacher: Student A sit in Student R's seat, and Student M come sit right here, please. Teacher: It's just easier if I've got three tables instead of two. Teacher: Just point it at that.",0 3727,"Teacher: Just put the whole number underneath the whole number. Student: That's easy enough. Teacher: Yes, but I'm happy that you were able to get through this with the borrowing. [TARGET]Teacher: Go ahead and put away your morning work.[/TARGET] Teacher: We are going to check our - Student: Math homework. Teacher: Math homework.",0 3728,"Teacher: Just put those in the back please, for right now. Teacher: We're going to - first let's review our first polygons which we measured yesterday or the day before. Teacher: Student D, please look at me. [TARGET]Teacher: I'd like you to put your pencil down.[/TARGET] Teacher: We're going to listen, and then you can go ahead and do that. Teacher: What can you tell me about triangle N? Teacher: Tell me as many details as you can about triangle N.",1 3729,"Teacher: Just put your cards up here. Teacher: Let me help you to make the first one. Teacher: This is - stop. [TARGET]Teacher: Student T, I don't appreciate you calling me half a monkey.[/TARGET] Teacher: [Inaudible]. Teacher: Ignore him. Teacher: You're doing a good job.",1 3730,"Teacher: Just scoot them aside on your desk. Teacher: We're going to talk about what to do with them, but the play time with them are over - is over. Teacher: Four, three, two, one. [TARGET]Teacher: Hands off.[/TARGET] Teacher: Wherever they are, let them sit. Teacher: Okay, so earlier in the week, we talked about how - we looked at our place value charts, our flexible whiteboards, and we talked about how that hundred grid is no longer a hundred grid. Teacher: It's a hundredth grid, and those little sticks are no longer tens, they are -",1 3731,"Teacher: Just set it down. Teacher: I'll fix it later. Teacher: It's okay. [TARGET]Teacher: Guys, do not focus on that.[/TARGET] Teacher: We're in math. Teacher: We'll look at it before lunch. Teacher: Problem on the board.",1 3732,Teacher: Just try it. Teacher: Typical division problem. Teacher: It's a little trickier. [TARGET]Teacher: Please do not play with the colored tiles.[/TARGET] Teacher: Excuse me. Teacher: You need you have your desk the way I have it. Teacher: You don't need to be facing my desk.,1 3733,"Teacher: Just wait. Teacher: Wait please. Student: What's number eleven? [TARGET]Teacher: They can wait.[/TARGET] Teacher: What is - Student: I know [inaudible], what is ten times seven? Student: Seventy.",0 3734,"Teacher: Just whatever it is that you normally do in Math, do it. Teacher: Don't stare at the camera. Teacher: Don't wave, hey Mom. [TARGET]Teacher: You know, just chill out.[/TARGET] Teacher: [Background talking] Teacher: [Inaudible] is going to think I'm silly. Student: Is it watching us right now?",1 3735,"Teacher: Just write down your answer. Teacher: Number 3, how many 6s are in 24? Teacher: How many 6s are in 24? [TARGET]Teacher: What are you doing?[/TARGET] Teacher: How many 6s are in 24? Teacher: Number 4, how many 10s in 100? Teacher: How many 10s in 100?",0 3736,"Teacher: Just zipping it up. Teacher: Zipping it up. Teacher: Okay, I'm looking for good things from you right now. [TARGET]Teacher: Student C, we're working and not eating right now.[/TARGET] Student: [Inaudible] Teacher: There's thousandths. Teacher: There's thousandths.",1 3737,Teacher: Keep following it. Teacher: You're doing all three groups. Teacher: You don't have a choice. [TARGET]Teacher: Stop saying that.[/TARGET] Teacher: Stop doubting yourself like that. Teacher: Please move on. Teacher: Ms. W don't got no more?,1 3738,"Teacher: Keep handing it. Teacher: Keep passing it. Teacher: Let's go. [TARGET]Teacher: Student M, sh.[/TARGET] Student: This is heavier. Teacher: What? Teacher: The bread?",1 3739,"Teacher: Keep in touch, please. Teacher: Add up these. Teacher: You have your own. [TARGET]Teacher: It's here.[/TARGET] Teacher: But this is not what you're doing now. Student: Thirty times six and I do - Teacher: Thirty times six, uh-huh.",0 3740,"Teacher: Keep it down in here, okay? Teacher: That's your job. Teacher: Motivator. [TARGET]Teacher: Rah.[/TARGET] Teacher: Rah. Teacher: Rah. Teacher: Who's my rah-rah person?",0 3741,"Teacher: Keep setting them up, Student L, for me. Teacher: Make sure - they're kind of hard to separate, so make sure you only have one under each. Student: [Inaudible]. [TARGET]Teacher: Student T, you need to be over here.[/TARGET] Teacher: Yes. Student: Okay. Teacher: Okay, you have to take turns.",1 3742,"Teacher: Keep that thought and keep going with that. Teacher: That figures, that since we were recording I would have to do this. Student: I think it's already on. [TARGET]Teacher: It is, but it's not responding to me.[/TARGET] Teacher: Let me click a quick button. Teacher: There we go. Teacher: All right, I want you to make a place on your notes for capacity and volume, and what we're going to start with today is, what is capacity and volume?",0 3743,"Teacher: Keep writing. Teacher: How many - there's a period here, then you write your question sentence. Teacher: Beautiful. [TARGET]Teacher: I'll take that.[/TARGET] Teacher: Thank you. Teacher: You can have a seat. Teacher: Thank you.",0 3744,Teacher: Label those. Teacher: Get you an eraser. Teacher: [Inaudible]. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Where are your fourths? Teacher: Do you have an eraser? Student: No.,1 3745,"Teacher: Labels what? Multiple Students: X and Y. Teacher: I only need on person. [TARGET]Teacher: Student T?[/TARGET] Student: We were missing the X and Y axis. Teacher: This is what I saw yesterday. Teacher: It was 10, 20, 30, 40, 50, and then 1, 2, 3, 4.",0 3746,"Teacher: Ladies. Teacher: Young girls. Teacher: Okay. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Are you listening? Teacher: Student S, hand me the spray for my board. Teacher: Excuse me.",1 3747,"Teacher: Last chance. Teacher: I hate to be ugly, but that's the last chance. Teacher: I'm excited that you're learning math and you're excited about it. [TARGET]Teacher: You need to get control.[/TARGET] Teacher: That's it. Teacher: One more time. Teacher: We will not go over this, we will not do centers.",1 3748,"Teacher: Last column - honey, you can't write the answers. Teacher: That's considered cheating. Student: Oh. [TARGET]Teacher: What were you erasing?[/TARGET] Student: [Inaudible]. Teacher: Okay, that's - you cannot do that. Teacher: Do you understand me?",0 3749,"Teacher: Last one. Student: Oh, Mr. - Teacher: What I need you to do is this. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay? Teacher: Are you with me? Teacher: Last one.",1 3750,"Teacher: Last row please, Student M. Student: [Inaudible]. Teacher: Excuse me. [TARGET]Teacher: If you have a question, you raise your hand.[/TARGET] Student: 2 divided by 14 is 2. Student: I mean 7. Teacher: Thank you.",1 3751,"Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers. Teacher: The numbers are not going to solve themselves. Teacher: You have to try, okay? [TARGET]Teacher: Even if it's wrong, you still have to try.[/TARGET] Teacher: Okay, there's nothing wrong with trying and getting it wrong. Teacher: That's actually pretty good. Teacher: That means that you - I can at least see what steps you know and what steps you don't know.",0 3752,"Teacher: Last try, Mr. J, then you can prove it to us on paper. Teacher: Be nice to each other. Teacher: He's helping you. [TARGET]Teacher: Don't yell at him.[/TARGET] Teacher: If you're getting free help without pay, you can't complain how they do it, now can you? Teacher: If you don't like your free help, then do it yourself. Teacher: We sure know that.",1 3753,Teacher: Last warning. Teacher: I'm sorry. Teacher: We can't take any snack until this is finished. [TARGET]Teacher: Did you hear what I said?[/TARGET] Teacher: I'm going to take it now and put it in the garbage. Teacher: I'm going to put it here. Student: You're going to take it.,1 3754,"Teacher: Leave him alone. Teacher: Sit. Teacher: Student D, I don't have to wait for you, do I? [TARGET]Teacher: Move over there.[/TARGET] Teacher: Estimate the sums and describe your thinking. Teacher: Student J, let's see what you've got. Teacher: Go ahead.",1 3755,"Teacher: Leave him. Teacher: Camera is covering every place in the classroom, everywhere. Teacher: The camera is seeing everywhere. [TARGET]Teacher: That's not what we're talking about.[/TARGET] Teacher: Let's do this. Student: Can I ask a question? Teacher: Yes, you may.",1 3756,"Teacher: Leave it alone. Teacher: Go ahead. Teacher: Don't worry about writing the rule. [TARGET]Teacher: Just tell us what it is.[/TARGET] 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.",0 3757,"Teacher: Leave it there for a moment. Teacher: Now you can go through. Teacher: What did I tell you, you all needed to start with? [TARGET]Teacher: Another group not following directions.[/TARGET] Teacher: I said to start with half. Teacher: Find everything that's equal to a half. Teacher: Exactly what is that fraction supposed to be?",1 3758,"Teacher: Leave it this way. Teacher: Look here. Teacher: For example, what is - leave this. [TARGET]Teacher: You don't need this.[/TARGET] Teacher: What is 7 plus 3? Teacher: You write a 0, and a 1. Teacher: What are you going to add to 6 to make it a 10?",0 3759,"Teacher: Leave it, because we need this. Teacher: Student O, you're not sitting and listening for directions. Teacher: Now Student M is not listening. [TARGET]Teacher: I'm losing you.[/TARGET] Teacher: See, I'm losing them. Teacher: Yes, that's the way. Teacher: All right, listen.",1 3760,"Teacher: Leave it, leave it, leave it. Teacher: Now, let me see people who are paying attention to me. Teacher: My students, my learners. [TARGET]Teacher: Hold on.[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Student E. Student M, Student M, Student M. Student M, you're not listening for directions.",0 3761,"Teacher: Leave it. Teacher: I like the way you did it here. Student: This one? [TARGET]Teacher: Yeah, it doesn't matter.[/TARGET] Teacher: Student A, do this one. Teacher: This one is easy. Teacher: Do that one.",0 3762,"Teacher: Leave that deck alone. Teacher: Come sit down. Teacher: Finish your math. [TARGET]Teacher: Spread your cards.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Where is it? Teacher: Get another chair.",0 3763,"Teacher: Let him answer it. Teacher: Student C, why is it 3 over 13 and not 3 over 37? Teacher: For that answer. [TARGET]Teacher: I can tell who's paying attention.[/TARGET] Teacher: Student W? Student: Because they didn't say how many students. Teacher: They said what?",0 3764,"Teacher: Let me come over and see what you've done. Teacher: I want your thinking brains on. Student: Can you help me, Teacher? [TARGET]Teacher: Yep, I'll be right there.[/TARGET] Teacher: Thinking brains. Student: [Inaudible] Teacher: So where's one half?",0 3765,"Teacher: Let me find what I'm looking for. Teacher: Hold on. Teacher: Don't flick your tongue at me. [TARGET]Teacher: That's rude.[/TARGET] Teacher: I don't like it. Teacher: Someone did it when I said hold on. Teacher: Student T, don't flick your tongue at me.",1 3766,"Teacher: Let me get mine built up, and then I'll show you. Student: Three tall. Teacher: Would you come sit right here, Student S? [TARGET]Teacher: Come sit right here.[/TARGET] Teacher: Woops. Teacher: Let me get my [inaudible]. Teacher: Trying to keep them together is a problem.",0 3767,"Teacher: Let me get this back up because your computer keeps going to sleep like children do sometimes. Teacher: And we are going to need to refresh our memory about how to play this game. Teacher: I've got it on the board. [TARGET]Teacher: Some of you really need to listen to what's going on.[/TARGET] Teacher: You're going to play with your partner. Teacher: I'm going to be giving you a partner, Student B and Student M, and I want to make sure we know how to do it, because today I want a winner. Teacher: So far we've played this game and no one's ever really come up with a major winner.",1 3768,"Teacher: Let me give you a piece of foam. Teacher: Student C, sit down. Teacher: Get to your workbook, this folder. [TARGET]Teacher: Look and see.[/TARGET] Teacher: Go there. Teacher: Go there. Teacher: Go to the folder.",0 3769,"Teacher: Let me give you the next one. Teacher: Get two math books there. Teacher: No, you don't have to erase it. [TARGET]Teacher: Leave it.[/TARGET] Teacher: I like the way you did it here. Student: This one? Teacher: Yeah, it doesn't matter.",0 3770,"Teacher: Let me go to Student L. Student L, what is this here? Teacher: Can you read this fraction? Student: Yes. [TARGET]Teacher: Only Student L. Thank you.[/TARGET] Teacher: Thanks for your help. Teacher: We're looking into this fraction here. Teacher: We can leave this one, which is one fourth.",1 3771,"Teacher: Let me go to another group. Teacher: Excuse me. Teacher: Now you need to listen. [TARGET]Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how.[/TARGET] Teacher: [Crosstalk] Teacher: Hold on. Teacher: Student D, listen.",0 3772,"Teacher: Let me have it. Teacher: Everybody knows that math class is never like this in the classroom. Teacher: It's time to [inaudible]. [TARGET]Teacher: Are you done?[/TARGET] Teacher: The people are going to watch you and see what you do. Teacher: Student T, can you please do your math? Teacher: I know you can do it.",0 3773,Teacher: Let me have it. Teacher: Give it to me. Teacher: Thank you. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Show me how you can do it. Teacher: Look at this. Teacher: You were the one that was telling me the answers.,1 3774,"Teacher: Let me have you go back to your seats first. Teacher: Quickly, Student J, Student T. Have a seat please. Teacher: There was a very good discussion over there at this table, the numbers around here, right? [TARGET]Teacher: I want to - Student J, have a seat, please.[/TARGET] Teacher: I'd like you to share, some people to share some findings. Teacher: Everyone, I need you to stop for a minute, please. Teacher: Student I.",1 3775,"Teacher: Let me have, very carefully let me have this group, I need you to come over here for our calendar. Teacher: You all need to turn around. Teacher: Do not hit. [TARGET]Teacher: So you all need to turn all the way around.[/TARGET] Teacher: Okay, come up, everybody else come around this way. Teacher: Student J, you all need to come around this way. Teacher: Don't hit the-, okay, you all come on the end, scoot over.",1 3776,Teacher: Let me hear what you're saying. Teacher: Excuse me. Teacher: Let's start with Student Z. [TARGET]Teacher: Stand up.[/TARGET] Teacher: Read what you wanted to say. Teacher: Excuse me. Teacher: We're listening.,1 3777,"Teacher: Let me help you. Teacher: Give me. Teacher: Let me give you a piece of foam. [TARGET]Teacher: Student C, sit down.[/TARGET] Teacher: Get to your workbook, this folder. Teacher: Look and see. Teacher: Go there.",1 3778,"Teacher: Let me look at your paper, darling. Teacher: Draw this one. Teacher: Okay, Student J is gonna draw one. [TARGET]Teacher: You have to hold the paper.[/TARGET] Teacher: And Student D, let me look at yours. Student: [Inaudible] Teacher: Okay.",0 3779,"Teacher: Let me please help you, because what happens is, you push down on it, like you're doing right now, and it gets it uneven. Teacher: See what happened? Teacher: Back up, please. [TARGET]Teacher: You just have to hold it, straight.[/TARGET] Teacher: And I'm going to turn it a little bit. Teacher: Try not to break it anymore. Teacher: All right.",0 3780,"Teacher: Let me press the number in there. Teacher: Sixteen-thirds, and submit it. Teacher: Good job. [TARGET]Teacher: Okay, Student H, if you would, please turn our screen off.[/TARGET] Teacher: All right, now what I'm going to do is put a few problems on the board so you can transfer them into your folder so you can practice these more tonight, okay? Teacher: I know we have - we were reading some of this in our folder, and you can use your folder as a resource as well, because we have some of this information already in there. Teacher: But I'm gonna put some problems on the board so you can record them in your folders so you can practice these tonight again.",0 3781,"Teacher: Let me repeat. Teacher: Student N rolled a one. Teacher: You get to pick whether you're gonna put that one in the numerator box, the denominator box or the trash. [TARGET]Teacher: And once you put it in there, you can't take it out.[/TARGET] Teacher: Put it in now. Teacher: Now, now, now. Student: [Inaudible].",0 3782,Teacher: Let me say something. Teacher: Give her the clipboard and I want to see if it's [inaudible]. Teacher: Okay. [TARGET]Teacher: Now - no.[/TARGET] Teacher: I just want to see how you guys did. Teacher: Erase your points because you're starting off new. Teacher: Call out one.,1 3783,"Teacher: Let me see if I'm going to do this right. Teacher: Nine - oh, wrong thing. Teacher: My bad. [TARGET]Teacher: Ignore me.[/TARGET] Teacher: Okay, so this is six, nine and three. Teacher: Now, the only thing is there's only one decimal. Teacher: Okay?",0 3784,Teacher: Let me see people that are really working. Teacher: Student K is doing a good job being on task. Teacher: Student X being on task. [TARGET]Teacher: Student C being on task.[/TARGET] Teacher: Student T being on task. Teacher: Student J being on task. Teacher: Student A being on task.,0 3785,"Teacher: Let me see people that are working hard, what I can give to them. Teacher: If you throw that at him, you are going out. Teacher: People that are working hard, I'm going to go around and give them something. [TARGET]Teacher: Who is working hard?[/TARGET] Teacher: Is Student D working? Teacher: Come in here. Teacher: I'm visiting Student D. Student D, you're not supposed to be here.",0 3786,Teacher: Let me see the people that are really working now. Teacher: [Crosstalk] Teacher: Let me see people that are really working. [TARGET]Teacher: Student K is doing a good job being on task.[/TARGET] Teacher: Student X being on task. Teacher: Student C being on task. Teacher: Student T being on task.,0 3787,"Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me. Teacher: If you were paying attention, and I'm looking for your attention. Teacher: Student S, where are you? [TARGET]Teacher: Student L?[/TARGET] Teacher: Student C. Student C, can you? Teacher: Yeah, thank you. Teacher: Now, Student C, I have one fourth here, which is six twenty fourths.",1 3788,"Teacher: Let me see what I want for my rule. Teacher: I don't want [pushing back my chairs from all the room.] Teacher: Student M, Student J, Student M, stand up front please. [TARGET]Teacher: Student L, Student A, Student B, sit up front please.[/TARGET] Teacher: You know what? Teacher: Student B, sit down. Teacher: You know what?",1 3789,"Teacher: Let me see what you did here. Teacher: We're looking right here. Teacher: How did they get to 1 here? [TARGET]Teacher: Stop yelling.[/TARGET] Teacher: What did they do? Teacher: 6 plus 5 is 11. Teacher: If 6 plus 5 is 11, why didn't they write 11 here?",1 3790,"Teacher: Let me see what you wrote. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. Teacher: How many do you have? [TARGET]Teacher: Let me see.[/TARGET] Teacher: 1, 2, 3 ,4, 5, 6, 7. Teacher: You know how to play to 1,000? Teacher: We've done it before.",0 3791,"Teacher: Let me see what you've got. Teacher: Let me look at your paper, darling. Teacher: Draw this one. [TARGET]Teacher: Okay, Student J is gonna draw one.[/TARGET] Teacher: You have to hold the paper. Teacher: And Student D, let me look at yours. Student: [Inaudible]",0 3792,"Teacher: Let me see where you are. Student: Teacher, can I have this? Teacher: I said I will give it to you, but not now. [TARGET]Teacher: When you finish with your math.[/TARGET] Teacher: So we're going to do this 29 times - Student: [Inaudible]. Teacher: Which other way can you do this?",0 3793,"Teacher: Let me see who's following directions. Teacher: They have their name written, and they were ready. Teacher: This is a guided page, so we're going to do this together. [TARGET]Teacher: We're not going to talk.[/TARGET] Teacher: We're going to listen. Student: I need a pencil [inaudible]. Teacher: You need to get one.",1 3794,"Teacher: Let me see your homework. Teacher: Can I see your homework so I can see what it looks like? Teacher: Okay. [TARGET]Teacher: Don't hum.[/TARGET] Teacher: Student D, why didn't you finish your homework? Teacher: Double check it. Teacher: Make sure you're not using outdoor voices.",1 3795,"Teacher: Let me see yours. Teacher: If it's wrong, it has an X on it, on the number like that. Teacher: Okay. [TARGET]Teacher: We have two groups that are working on groups and two groups that are individual, so if you're in the individual group, you are not to be talking to each other until you're done working on the individual assignment.[/TARGET] Teacher: Thank you, Student S. You ready? Teacher: Let's see the backside. Teacher: Any problems on the back side?",1 3796,Teacher: Let me see. Teacher: Let me see. Teacher: [Crosstalk] [TARGET]Teacher: Student L is talking over there.[/TARGET] Teacher: I'm looking for one third. Teacher: I want to eat one third. Teacher: How many pieces would that be?,0 3797,"Teacher: Let me see. Teacher: Student B, come with me back here. Teacher: Okay. [TARGET]Teacher: Student S, go back there.[/TARGET] Teacher: Go back there, Student S. Okay. Teacher: They have four. Teacher: It's only two?",0 3798,"Teacher: Let me show you, Student K, would you erase my board? Student: [Inaudible] Teacher: Get your what? [TARGET]Teacher: You need to wait a minute and pay attention to this.[/TARGET] Teacher: I need everybody to have a seat. Teacher: And just let me go through thank you, Student M, would you erase that where it says read pages 433 to 435 as well? Teacher: Because this is a new mimeo that we have not done before so I just want to show you how this one works.",1 3799,"Teacher: Let me tell you what we're gonna do today. Teacher: We're gonna finish the fraction activity that we did yesterday. Teacher: Student J, I know. [TARGET]Teacher: You need to sit up and listen.[/TARGET] Student: [Inaudible] journal. Teacher: I'm talking right now. Teacher: We're gonna finish the fraction activity that we did yesterday and then we're gonna do another new activity.",1 3800,"Teacher: Let me wait for Student L. Yeah. Teacher: Student L, yeah. Teacher: Show me. [TARGET]Teacher: Thank you.[/TARGET] Teacher: All right, next one, Student C. All right, next one, we're going to one fourth, one fourth, of that half. Teacher: Or we could decide - we decided - we decided fourth of fourth of that same set - Student: Is sixth.",0 3801,"Teacher: Let me wait. Student: Let everybody copy. Teacher: Yeah, let everybody copy. [TARGET]Teacher: When you're ready, just put your pencils down.[/TARGET] Teacher: Because, you're not gonna need them in a second. Teacher: Thank you, Student J. Teacher: Thank you, Student D. Thank you, Student D and Student C. ",0 3802,"Teacher: Let me - let me - stop for a minute. Teacher: Look at Student D's. Teacher: Thank you. [TARGET]Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention.[/TARGET] Teacher: Do I have you back? Teacher: Student C, do I have you back? Teacher: Yes.",1 3803,"Teacher: Let me ... let me say it, again. Teacher: [Sigh]. Teacher: [Silence]. [TARGET]Teacher: You're still doing that with your chair, and I'm waiting for you to be quiet.[/TARGET] Teacher: Sit in your chair right. Teacher: Thank you. Student: [Inaudible].",1 3804,Teacher: Let them share. Student: Okay. Teacher: So now all eyes on the speaker. [TARGET]Teacher: Whoever is not finished.[/TARGET] Teacher: Speak loud. Teacher: [Inaudible] you not listen. Teacher: Listening.,0 3805,"Teacher: Let them - let them. Teacher: [Crosstalk] Teacher: Somebody is ready. [TARGET]Teacher: Student M, Student O.[/TARGET] Teacher: Student O, Student D, good job. Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer. Teacher: Do not tell me what to do, please, all right?",0 3806,"Teacher: Let's do 0.25 times 1,000; 0.25 times 100; 0.25 times 10; 0.25 times 1. Teacher: This is still the same column ladies and gentlemen. Teacher: I am just moving it over so you can see it. [TARGET]Teacher: Student C, not appropriate.[/TARGET] Teacher: Times 0.1, 0.25 times 0.01, 0.25 times 0.001. Teacher: All right, go to it. Student: Teacher, do we have to put our arrows?",1 3807,"Teacher: Let's do something old and something new so I can go mediate this group. Teacher: Where are you supposed to be, honey? Teacher: We're not doing this right now. [TARGET]Teacher: You can't just accuse someone.[/TARGET] Teacher: I will talk to him later. Teacher: He's not in the room right now, so we're going to let it go. Teacher: I need you to sit down and multiply.",1 3808,"Teacher: Let's do this math, please. Teacher: You know what to do. Teacher: Try and do this math. [TARGET]Teacher: I will show you.[/TARGET] Teacher: Let me see people that are working hard, what I can give to them. Teacher: If you throw that at him, you are going out. Teacher: People that are working hard, I'm going to go around and give them something.",0 3809,Teacher: Let's do this. Teacher: Let's do this again. Teacher: Uh-huh. [TARGET]Teacher: Let's go.[/TARGET] Student: Fifty-six? Teacher: Yeah. Student: Times what?,0 3810,"Teacher: Let's do three-thirds. Teacher: Okay, let's do three-thirds. Teacher: [Crosstalk] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: 24 divided by 3. Student: 8. Teacher: 36 divided by 3.",0 3811,"Teacher: Let's find ourselves ready please. Teacher: 1, 2, 3 - look at me when you count all the way to 10 - 4 - isn't that special - 5, 6 - what happened? Student: I fell. [TARGET]Teacher: Off the scooter?[/TARGET] Student: I mean skateboard. Teacher: 7, 8 - all right, young man. Teacher: Get ready.",0 3812,Teacher: Let's finish this one first. Teacher: How would you explain to someone else how solution one works? Teacher: Where does the [inaudible] here come from? [TARGET]Teacher: Get away from there.[/TARGET] Teacher: Come right here. Teacher: Your mom did not sign it. Teacher: What is the problem with the camera?,1 3813,"Teacher: Let's go back up here. Teacher: Let's do this one. Teacher: Let's label this A for Student A, because he did a good job on his division. [TARGET]Teacher: Let's label this N, because Student N is not doing what he's supposed to be doing right now.[/TARGET] Teacher: In the center, C, for me. Teacher: [Inaudible]. Teacher: All right.",1 3814,"Teacher: Let's go on. Teacher: Now I want to show you how to multiply double digit numbers. Teacher: We say two digit numbers. [TARGET]Teacher: I don't want you to shout out until I call for it.[/TARGET] Teacher: Is that clear, Student S? Teacher: Remember, the most important rule in multiplication is that each piece is multiplied. Teacher: I am going to use the same strategy.",1 3815,"Teacher: Let's go to the rug, quietly, please. Teacher: Bless you. Teacher: Hello? [TARGET]Teacher: Sit anywhere.[/TARGET] Teacher: Leave him alone. Teacher: Sit. Teacher: Student D, I don't have to wait for you, do I?",1 3816,"Teacher: Let's go, gentlemen. Teacher: Student T, do you not understand? Teacher: All right. [TARGET]Teacher: Now, for those people, Student B, you're holding me up.[/TARGET] Teacher: For those people that divided their lines successfully into fours, I want you to divide it again into- Multiple Students: Eighths. Teacher: Let's go.",1 3817,Teacher: Let's go. Teacher: I found my partner. Teacher: Give me 5. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Somebody standing back here does not have a partner. Teacher: Turn around. Teacher: Okay.,1 3818,Teacher: Let's go. Teacher: Let's see who else is [clean and ready]. Multiple Students: [Inaudible] [TARGET]Teacher: [Inaudible] [sitting quiet and not talking].[/TARGET] Teacher: [End of Audio],0 3819,"Teacher: Let's go. Teacher: That's not what you're doing now. Teacher: You know what? [TARGET]Teacher: I'm giving everybody a choice.[/TARGET] Teacher: If this math is not done, we're not going out for recess. Teacher: Do your math. Teacher: You know what to do.",1 3820,"Teacher: Let's go. Teacher: Write your name. Teacher: Somebody sit here. [TARGET]Teacher: Turn this way.[/TARGET] Teacher: Okay. Teacher: Student A, what are you doing with pencils? Student: The pencils broke.",1 3821,"Teacher: Let's go. Teacher: You don't have to do this [inaudible]. Teacher: Can you move a little bit please? [TARGET]Teacher: Actually, we're going to move over there.[/TARGET] Teacher: What are you doing? Teacher: Okay. Teacher: Let's go.",0 3822,"Teacher: Let's listen for a moment. Teacher: Okay? Teacher: Some of you are listening very respectively, but let's put our pens and markers down because that's a sign of showing that we are listening fully. [TARGET]Teacher: Okay, Student A, put that down so that you show that you're listening fully.[/TARGET] Student: I am. Teacher: So Student S, you said your sketch, you put 11 dots in each group? Teacher: And what does that represent from the story problem?",1 3823,"Teacher: Let's look at this one, everybody. Teacher: Eyes over here. Teacher: We have - if your eyes are on me, you can't be writing. [TARGET]Teacher: Student M, you need to go to your group with your math book.[/TARGET] Teacher: Eagles and Doves, I need you to do 10, 11, 12, 13, 14, 15 and 16. Teacher: Okay. Teacher: Over here.",1 3824,"Teacher: Let's look at what a thousand is. Student: Three. Teacher: A thousand means no ones. [TARGET]Teacher: Student B, sit down.[/TARGET] Teacher: No ones. Teacher: No tens. Teacher: No hundreds.",1 3825,"Teacher: Let's look at what we have done so far. Teacher: Go back to your seats. Teacher: If you have not finished, this will help you to finish up your work. [TARGET]Teacher: Sh.[/TARGET] Teacher: Let's stop. Teacher: I'm waiting for you Teacher S. Teacher: Sorry.",1 3826,"Teacher: Let's make change for you. Student: Have him make what? Teacher: Make change. [TARGET]Teacher: Yes.[/TARGET] Teacher: Let's look at, you dear, let's look at this first. Teacher: We're going to do 57 times 5. Teacher: Which number are we breaking here?",0 3827,"Teacher: Let's move on. Teacher: We are going to get [inaudible]. 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.[/TARGET] 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. Teacher: When we get to the point as a group that we can be really great losers and winners, then we will go back to finding winners and losers.",0 3828,"Teacher: Let's open up to unit 6. Student: I need you to check if we left this [inaudible]. Student: Teacher, isn't it page 31? [TARGET]Teacher: No.[/TARGET] Student: What page should it be? Student: What page? Student: She's looking.",0 3829,"Teacher: Let's read at the same time. Teacher: Come to play. Teacher: Come to this side. [TARGET]Teacher: When you do the first one - come right here.[/TARGET] Teacher: Everyone's playing. Teacher: Okay. Teacher: Student T, move over here.",0 3830,"Teacher: Let's see if Student L got it right. Teacher: Everyone cap your markers. Teacher: Student N, no ma'am. [TARGET]Teacher: Student L, bring your board.[/TARGET] Teacher: Let's see if Student L got them right. Teacher: You're going to check the ones that worked with your fingers. Teacher: Touch it and it will check it.",0 3831,"Teacher: Let's see if another group can do it. Teacher: Over here you're quiet. Teacher: Quiet please, Student K. Everybody over there I think is quiet. [TARGET]Teacher: These two boys, you need to be quiet and not moving around or touching things.[/TARGET] Teacher: We are going to learn, continue to figure out fractions that equal one. Teacher: [Crosstalk] Teacher: Tomorrow - I'm sorry.",1 3832,"Teacher: Let's see if we can figure out how to solve it. Teacher: A fishy story. Teacher: Who can read it for me? [TARGET]Teacher: Student N, nice and loud.[/TARGET] Student: A fishy story. Student: Joe noticed that the octopuses he saw had a total of [inaudible]. Student: How many octopuses did he see?",0 3833,"Teacher: Let's see what you're doing. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Spread your card. [TARGET]Teacher: I'm going to help you.[/TARGET] Teacher: This is going to be too much. Teacher: You have to use three cards. Teacher: Let me help you the first time.",0 3834,"Teacher: Let's see who's doing that. Teacher: Student K. Student: Yeah? [TARGET]Teacher: I don't see you doing your work.[/TARGET] Student: Because I can't. Student: It's because I [inaudible]. Teacher: Where'd your paper go, darling?",1 3835,"Teacher: Let's see who's going to be the first one finished. Teacher: Throw that one that doesn't work away. Teacher: Close the door and put your feet on the [inaudible]. [TARGET]Teacher: Stand outside of the door, and I will talk to you when we stop filming.[/TARGET] Teacher: Don't forget to try the seven, okay? Teacher: All right, Student S. Is this number going to be divisible by 2? Teacher: Is it going to go in evenly without a remainder?",1 3836,"Teacher: Let's see. Teacher: Student M, do you want to go up there? Student: [Inaudible]. [TARGET]Teacher: Jaguars, stop talking.[/TARGET] Student: [Inaudible]. Teacher: How did you get the whole number in this? Student: It's [inaudible].",1 3837,"Teacher: Let's talk about it. Teacher: In fact, Student A, will you come up here and solve it? Teacher: Bring your marker and talk it through like it's a math journal. [TARGET]Teacher: Scoot up a little bit so she doesn't step on you, honey.[/TARGET] Teacher: I don't see you multiplying. Teacher: I want to see a three digit number on your board that you're multiplying by a two digit number. Teacher: We did this yesterday.",0 3838,"Teacher: Let's try. Teacher: Let's try. Teacher: See, I want you to do this math here like 29 plus 29 is the same thing as 29 times 2. [TARGET]Teacher: Just go.[/TARGET] Teacher: I'm not sure what you're doing there. Student: I don't know. Teacher: So you have four here.",0 3839,"Teacher: Let's work with me, come on. Teacher: Come on, work with me. Teacher: Come on, work with me here. [TARGET]Teacher: Student A, come on.[/TARGET] Teacher: Excuse me. Teacher: Mind your own business. Teacher: Nobody is coming to you.",0 3840,"Teacher: Letter Q. Teacher: Across seven, up seven bring me right to the letter Q. Teacher: How about zero, 10 where am I'm going with zero, 10? [TARGET]Teacher: Student M - Student S, excuse me.[/TARGET] Student: E. Teacher: E? Teacher: Okay.",1 3841,"Teacher: Let's check that. Teacher: Let's see. Teacher: So talk to us, Student H. Start with either the right side, or the left side, since they're both going to be the same. [TARGET]Teacher: It's okay to talk.[/TARGET] Student: [Inaudible] the right side, and if there's two pawns, and they both equal six, that would be twelve. Student: Plus the two is fourteen. Student: And then on the left side, one of the pawns is six, and six plus eight is fourteen.",1 3842,"Teacher: Let's do one problem. Teacher: Go to your slate. Teacher: Let's do one problem together, everyone. [TARGET]Teacher: I'm going to be asking you some question, what we should be doing.[/TARGET] Teacher: Let's do this together. Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3. Teacher: Now we're going to do the first step.",0 3843,"Teacher: Let's do that again or are you just practicing? Teacher: Put it away get ready for math, math. Student: Who's math? [TARGET]Teacher: It's time you put the trashcan back by the door I know Student D had it.[/TARGET] Teacher: [Inaudible]. Teacher: [Whispering] the cameras is watching you, Teacher: there three of them it is.",1 3844,"Teacher: Let's do this together. Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3. Teacher: Now we're going to do the first step. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student D, what is the first step here? Student: What's the number? Teacher: Look at the steps.",1 3845,"Teacher: Let's find it on there. Teacher: That's what you're writing. Teacher: Hey, excuse me. [TARGET]Teacher: Why are we talking?[/TARGET] Teacher: Stick it on the board. Teacher: What is it? Student: Thirty-six.",1 3846,"Teacher: Let's finish this work. Student: What work? Teacher: You could if you like. [TARGET]Teacher: You could if you like.[/TARGET] Teacher: Let's go, let's go. Student: No January 8th. Student: What are you talking about?",1 3847,Teacher: Let's get a piece of paper and start listening. Teacher: Keep it together. Teacher: We're not dividing them. [TARGET]Teacher: That's not what we want to do.[/TARGET] Teacher: Go ahead and roll and start. Teacher: Tell me about it. Teacher: What did you roll first?,0 3848,"Teacher: Let's go back to the multiplication chart. Teacher: So I would go to my 6 tables. Student: [Inaudible]. [TARGET]Teacher: Hold on.[/TARGET] Teacher: Stop yelling out. Teacher: There's my 6 tables right here. Teacher: Here's the problem, 15 divided by 6.",1 3849,"Teacher: Let's go over our problems so we can finish up and wrap up. Teacher: I'll be over with you in a minute, Student A, okay. Teacher: There's one of me and there's 21 of you. [TARGET]Teacher: I shouldn't hear counters at this point.[/TARGET] Teacher: I think the majority of you are getting this. Teacher: Some of you are just sort of getting a little bit confused about how many groups, what am I pushing together. Teacher: I'm sorry?",1 3850,"Teacher: Let's go. Student: Yeah. Teacher: Okay we're gonna score them now so let's pay attention okay? [TARGET]Teacher: Shh everybody's listening Student A, Student A, Student D put the papers down and please listen and look up on the board okay?[/TARGET] Teacher: If one block weighs 10 pounds what is the weight in pounds of one ball? Teacher: Group one says split 10 in equal half is five. Teacher: So five is the answer, 10 minus 5 equals 5.",1 3851,Teacher: Let's go. Teacher: The next group. Teacher: Excuse me. [TARGET]Teacher: Why are you talking?[/TARGET] Teacher: Stay focused. Teacher: [End of Audio].,1 3852,"Teacher: Let's have Student A's group sit over there. Teacher: Let's have Student A's group sit here. Teacher: [Crosstalk] [TARGET]Teacher: Student J, whose group are you in?[/TARGET] Teacher: What did I tell you? Teacher: Student D, Student J, let's go. Teacher: [Crosstalk - excessive noise]",0 3853,"Teacher: Let's look at what we have for part A. Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers. Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay? [TARGET]Teacher: I will give you guys fifteen minutes for this.[/TARGET] Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. Teacher: You're getting a group grade, today, okay? Teacher: Noise control, this is where you come in.",0 3854,"Teacher: Let's move on to part B. Teacher: Part B says, ""What is the total number of blocks needed to balance six balls?"" Show, or explain how you got your answer. Teacher: What's important in that statement? [TARGET]Teacher: Let's have some new hands.[/TARGET] Teacher: Whose voices haven't I heard yet, today? Teacher: Student R. Student: What is the total number - what is the total number of blocks to get to balance the balls?",0 3855,"Teacher: Let's say we had ... we had one-fifth, and we wanted to get - go sit down and stop it. Teacher: Did I tell you to touch those? Teacher: Then don't touch them. [TARGET]Teacher: Sit down.[/TARGET] Teacher: How did we find an equivalent fraction when we were adding? Teacher: What did we do right here? Teacher: [Teacher writing on board].",1 3856,Teacher: Let's see if there's - Student: Oop. Teacher: So it's broken. [TARGET]Teacher: Let's just throw it away.[/TARGET] Student: Can I just put 76 and then put the cents sign? Teacher: Mm-hm. Student: Can I do this?,1 3857,Teacher: Let's see if this works. Teacher: 1 times 4. Teacher: [Crosstalk] [TARGET]Teacher: Watch me.[/TARGET] Teacher: [Crosstalk] Teacher: So we're doing 1 times 4 plus 1. Teacher: We're gonna see if this idea works.,0 3858,Teacher: Let's see says that [Inaudible] Student: Student J is stupid! Teacher: Let's do it. [TARGET]Teacher: The 9 [Inaudible] Come back here Student T now![/TARGET] Student: You really said that? Teacher: Half you're looking for half here. Teacher: You're looking for 1 fourth here.,1 3859,"Teacher: Let's see what you did here. Teacher: You're fine. Teacher: I'm just watching to see. [TARGET]Teacher: Come here, Student J.[/TARGET] Teacher: What are you looking for? Student: Yellow. Student: It's the last one I need.",0 3860,"Teacher: Let's see what you're doing. Student: [Inaudible]. Student: [Crosstalk -excessive noise] [TARGET]Teacher: I need your eyes and ears up here please [inaudible] in 5, 4, 3, 2, 1.[/TARGET] Teacher: [Crosstalk] Teacher: We have split our four wholes into thirds, similarly as we did here. Teacher: Since we're dividing by two-thirds, we can do 1, 2.",0 3861,Teacher: Let's see where quadrant two would go. Teacher: Quadrant two. Teacher: Let's sit down. [TARGET]Teacher: You can have a seat.[/TARGET] Teacher: Thank you. Teacher: Very great. Teacher: Quadrant two.,1 3862,"Teacher: Let's see you do the second one. Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk] [TARGET]Teacher: [Inaudible] too loud.[/TARGET] Teacher: Now, let's see. Teacher: He's working. Teacher: She's working.",1 3863,"Teacher: Let's see you do the second one. Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk] [TARGET]Teacher: [Inaudible] too loud.[/TARGET] Teacher: Now, let's see. Teacher: He's working. Teacher: She's working.",1 3864,Teacher: Let's see. Teacher: Can you put it down? Student: Yes. [TARGET]Teacher: Where can you put it?[/TARGET] Student: Here. Teacher: What's five eighths equal to? Student: Five eighths is equal to 62 and a half.,0 3865,"Teacher: Let's see. Teacher: [Inaudible] my pattern. Teacher: I want my paper to go the other way. [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: Student C? Student: Why do they all start with P? Student: [Inaudible].",0 3866,Teacher: Let's start with Student Z. Teacher: Stand up. Teacher: Read what you wanted to say. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We're listening. Student: One third is less that three sixths. Teacher: Why?,1 3867,"Teacher: Let's take the next three minutes and see how you do on this, three minutes. Teacher: Do you get it? Student: Yeah. [TARGET]Teacher: There's one here for you.[/TARGET] Teacher: I would really appreciate it if you would join us. Teacher: Did you check out entirely back here? Student: Who, me?",0 3868,Teacher: Let's talk about - yesterday we got some notes on converting fractions. Teacher: No. Teacher: Sit. [TARGET]Teacher: I need you to be working.[/TARGET] Teacher: Thank you. Teacher: Not playing a game with the two of you. Teacher: Yesterday we talked about converting fractions from improper fractions to mixed numbers and mixed numbers to improper fractions.,1 3869,"Teacher: Let's - good afternoon. Teacher: Let's get started with our math. Teacher: I want you to find the green slip of paper I gave you earlier. [TARGET]Teacher: Turn around, please.[/TARGET] Teacher: The green little sticky note. Teacher: Student I, tell me what problem I gave you for division. Student: Nine-hundred eighty-two.",1 3870,"Teacher: Like her and I were taught. Teacher: Okay, so let's take a step back. Teacher: When you say, ""We have to find a common denominator."" And how do we do that, Student L? [TARGET]Teacher: Who's about to have a heart attack.[/TARGET] Student: [Inaudible] - we'd have to find the multiples. Student: Like ten is a multiple. Student: But then a least common ... then a least common -",0 3871,"Teacher: Like if we did R equals 2, what's R plus 3? Student: Five. Teacher: Okay, remember where you have to substitute? [TARGET]Teacher: Student A, you listening?[/TARGET] Student: Yeah. Student: No, way, what? Teacher: Remember it said, if R equals 2 what's R plus 3?",1 3872,"Teacher: Like this. Teacher: Go this way, and then go down that way. Teacher: Over here. [TARGET]Teacher: I have no table that's following directions.[/TARGET] Teacher: I asked for you to keep your cards laid out, and I asked you to have one stack of white board and markers, and your tissues. Teacher: Can you go down like in Teacher J's room, or the workroom down that other hallway, and see if you can find her? Teacher: Okay.",1 3873,"Teacher: Like this. Teacher: So, don't come up to me - all right, I'm working on H. I'm working on H. Come to the carpet. Teacher: [inaudible] carpet. [TARGET]Teacher: You do not give it to her [inaudible] carpet.[/TARGET] Teacher: So, Student D, what are my second steps? Teacher: Now that I've done girls. Student: You set up that [inaudible]",1 3874,"Teacher: Like, I have three fractions up there. Teacher: I have three, I have - Teacher: [Crosstalk] [TARGET]Teacher: Hold on.[/TARGET] Teacher: I have a half and I have five eights - I mean, five tenths and I have two fourths, and they're all halves. Teacher: But we could tell five tents and ten is the - Multiple Students: Denominator.",0 3875,"Teacher: Like, yeah, he needs [inaudible]. Teacher: Yeah. Teacher: [Laughter] [TARGET]Teacher: No, I gave him, like six warnings, and then I finally moved him.[/TARGET] Teacher: I gave him a chance to sit with other people, but there was one morning where I was talking, and he was still talking, and I was like, ""Move, just move,"" and then he moved. Teacher: And he does much better by himself. Teacher: Uh-huh.",1 3876,"Teacher: Line up please. Teacher: Table one, stand up. Teacher: Push in your chair and line up. [TARGET]Teacher: Table four, I need you to stand up.[/TARGET] Teacher: Push in your chair and line up please. Teacher: You know my expectation for walking in the hallway. Teacher: [End of Audio]",1 3877,"Teacher: List the factors of ten. Teacher: List the factors of twelve. Teacher: Find the greatest common factor, and write it on the line. [TARGET]Teacher: Why are we - no we need to finish our work, first.[/TARGET] Teacher: Shh. Teacher: Student C, no talking like that. Teacher: Okay, you may use your white board as your work space.",1 3878,"Teacher: List the factors of twelve. Teacher: Find the greatest common factor, and write it on the line. Teacher: Why are we - no we need to finish our work, first. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student C, no talking like that. Teacher: Okay, you may use your white board as your work space. Teacher: Student G, okay.",1 3879,"Teacher: Listen now. Teacher: In a way even though this lesson is not - we don't have it as a teaching point, what I'm trying to say is we're also [inaudible], because you can see that three sixths is the same thing as one half. Teacher: When you reduce it, you're reducing to get equivalent fractions, and everybody go to your partner right now and solve number - go to the third one. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Okay. Teacher: Everybody go to your partner. Teacher: Now what you're going to do is in the first page you take your crayon and you and your partner - one of your partners should have the letter A, and the other one should have letter B. I want A right now to lead the solving of the problem, and he or she must always read.",1 3880,"Teacher: Listen to me. Teacher: I - you guys. Teacher: Put your cubes down. [TARGET]Teacher: Don't play if my hand is up.[/TARGET] Teacher: I shouldn't hear any rattling. Teacher: How many cubes do you have between the two of you? Student: We have [inaudible], oh [inaudible].",1 3881,"Teacher: Listen to my directions and follow them, please. Teacher: Number eight, put that up there, Student J. I mean, number nine. Teacher: You got the marker? [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Is that appropriate? Student: What? Teacher: Talking like that?",1 3882,"Teacher: Listen up please. Teacher: Can you see, Student M? Student: Yes. [TARGET]Teacher: This one.[/TARGET] Student: Yes. Teacher: Can everyone see? Multiple Students: Yes.",0 3883,"Teacher: Listen up. Teacher: Hello? Teacher: I'm talking here. [TARGET]Teacher: Go to your seats, please.[/TARGET] Teacher: That's problem D. That's a mistake. Teacher: Let's do these problems, quickly. Teacher: Sit down, please.",1 3884,Teacher: Listen up. Teacher: Quiet. Teacher: Stop working. [TARGET]Teacher: Stop working.[/TARGET] Teacher: Excuse me. Teacher: Stop working. Teacher: Look up here.,1 3885,"Teacher: Listen - oh, I cannot - [inaudible]. Teacher: Turn around. Teacher: When we're doing it, now you're talking to someone else. [TARGET]Teacher: Now, look at me.[/TARGET] Teacher: Now, am I halfway here? Multiple Students: Yes. Teacher: So three sixths must be?",1 3886,"Teacher: Listen. Teacher: Go back to your seat, Student H. Student M, go back to your seat with that. Teacher: Student L, you can go back to your seat. [TARGET]Teacher: Student L, that's not what you're supposed to be doing.[/TARGET] Teacher: I forgot what I was just going to say. Teacher: Listen. Teacher: Oh, yeah.",1 3887,"Teacher: Listen. Teacher: He's only coming up. Teacher: No one else is coming up. [TARGET]Teacher: Student J, Student E, that's not what you said.[/TARGET] Teacher: We are a team. Teacher: This whole class is one team. Teacher: We don't work against each other.",1 3888,"Teacher: Listen. Teacher: I need you to stick with me, because if you don't stick with me, you're going to get behind. Teacher: I don't want the write it, erase it. [TARGET]Teacher: It's wasting my time and your time.[/TARGET] Teacher: Word form. Teacher: How would I say this number? Teacher: Turn to your neighbor and tell them.",1 3889,Teacher: Listen. Teacher: I only got two more minutes and then you guys are gonna pick up the shovel and get to work. Teacher: All right. [TARGET]Teacher: Student E and then Student F. [/TARGET] Student: You can - first you need to add the - you need to get to the number you want first. Teacher: What do you mean? Student: Like you need to -,0 3890,"Teacher: Listen. Teacher: I'll tell you what page. Teacher: Page one, three - I'm gonna put them on the board. [TARGET]Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10.[/TARGET] Teacher: But we'll do about three. Teacher: All right, five - Student: And six.",0 3891,"Teacher: Listen. Teacher: Listen. Teacher: Listen. [TARGET]Teacher: Student S, are you feeling okay?[/TARGET] Student: [Inaudible]. Teacher: Okay, heads up and pay attention, okay? Student: [Inaudible].",1 3892,"Teacher: Listen. Teacher: Student A, Student J. Teacher: So 18 times 27, most of the pictures look right to me. [TARGET]Teacher: Student H, are you ready?[/TARGET] Teacher: 7 times 8, 56, carry the 5. Teacher: What method am I doing here? Multiple Students: Traditional.",0 3893,"Teacher: Listen. Teacher: Student L, good job. Teacher: Student O, thank you. [TARGET]Teacher: Leave it, because we need this.[/TARGET] Teacher: Student O, you're not sitting and listening for directions. Teacher: Now Student M is not listening. Teacher: I'm losing you.",1 3894,"Teacher: Listen. Teacher: Student S, are you feeling okay? Student: [Inaudible]. [TARGET]Teacher: Okay, heads up and pay attention, okay?[/TARGET] Student: [Inaudible]. Teacher: Listen to me. Teacher: Whenever you snap them, it doesn't matter how many little pieces you get them into, when you put them all back together they obviously won't be glued back together, but you will think of that rectangle that you've got right in front of you, right now.",1 3895,Teacher: Listen. Teacher: What are you doing? Teacher: For what? [TARGET]Teacher: She didn't - it's not - go back over there.[/TARGET] Student: [Inaudible] some boxes. Teacher: She's not here and you weren't [inaudible]. Teacher: Sit down.,1 3896,"Teacher: Listen. Teacher: You already - student R and Student B, stop. Teacher: Everybody stop. [TARGET]Teacher: I'm ready to tell - now stop.[/TARGET] Teacher: You already gathered your information, right? Multiple Students: Yes. Teacher: So you know how much everybody chose.",1 3897,"Teacher: Listening. Student: The title of - the title of my graph is, ""Favorite Food."" The research shows that people like spaghetti, chicken, and crabs. Student: [Inaudible] is it? [TARGET]Teacher: Underneath the [inaudible].[/TARGET] Teacher: Underneath. Teacher: [Crosstalk]. Student: We decided to do a [inaudible] graph [inaudible] to get extra credit.",0 3898,"Teacher: Look again, look, look. Teacher: This is - Student: [Inaudible]. [TARGET]Teacher: Huh?[/TARGET] Student: [Inaudible]. Teacher: Thank you. Teacher: Look again.",0 3899,Teacher: Look and see. Teacher: Go there. Teacher: Go there. [TARGET]Teacher: Go to the folder.[/TARGET] Teacher: You see here? Teacher: Pick your work. Student: Teacher?,0 3900,"Teacher: Look and see. Teacher: Starting at zero, how many dots do we have before we get to the number one, Student T? Teacher: Don't yell out. [TARGET]Teacher: Student R?[/TARGET] Student: Two. Teacher: No sir. Teacher: Student M, three is correct.",1 3901,"Teacher: Look at Student D's. Teacher: Thank you. Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention. [TARGET]Teacher: Do I have you back?[/TARGET] Teacher: Student C, do I have you back? Teacher: Yes. Teacher: Yes, Student M, I have you back.",1 3902,"Teacher: Look at how many parts do we have 1, 2, 3. Teacher: How many are shaded? Student: 1 [TARGET]Teacher: Turn around we [Inaudible] every day I make mistake myself right.[/TARGET] Teacher: Nobody's perfect, we're not. Teacher: We notice how many parts like I said that, yesterday that, the numerator. Teacher: Numerator which is the number at the top, Sorry.",1 3903,"Teacher: Look at how this game goes. Teacher: Your mom is going to witness that. Teacher: You know that? [TARGET]Teacher: Look.[/TARGET] Teacher: We're going to play close to 1,000. Teacher: In this game each student gets 7 cards. Teacher: You're going to use 6 cards out of them to form your number.",0 3904,Teacher: Look at how you're sitting. Teacher: Look at how you are sitting right now. Teacher: Are you trying to learn? [TARGET]Teacher: Are you being a student right now?[/TARGET] Teacher: [Crosstalk] Teacher: What we do now is we can set up. Teacher: We can divide by -,1 3905,"Teacher: Look at me. Teacher: Let's go, please. Teacher: We went over these two, so that means you weren't paying attention. [TARGET]Teacher: Boys at the back, I hear a lot of non-math talk.[/TARGET] Teacher: Expectation is that you're working on this pink paper. Teacher: This can go away, please. Teacher: I'll take this because it's only becoming a distraction.",1 3906,"Teacher: Look at number 11 and see if that makes sense, then. Student: Oh, we didn't do that. Teacher: But you were suppose to double check it before you brought it to me. [TARGET]Teacher: I would like for you guys - I would like for you Student N - to work with - you're not giving them answers.[/TARGET] Student: Mm-hmm. Teacher: Do like I do. Teacher: You'll prompt them.",1 3907,Teacher: Look at number two. Teacher: It says find a rule. Teacher: I want everybody to look at that and come up with a rule. [TARGET]Teacher: Do not yell it out.[/TARGET] Teacher: Put it right back here. Teacher: I'm going to give you a second. Teacher: Look at the input and then your output.,1 3908,Teacher: Look at the clock. Teacher: Four twelfths. Teacher: We did this - I understand that. [TARGET]Teacher: I'm not asking you for minutes.[/TARGET] Teacher: What is four twelfths simplified? Teacher: A circle. Teacher: Student S?,0 3909,"Teacher: Look at the example. Teacher: To take it from a fraction to a percent, look at the example. Teacher: Okay, go to special. [TARGET]Teacher: Put your calculator in the bucket right there, okay?[/TARGET] Student: Oh my gosh. Student: [inaudible] boys or girls. Student: Done.",0 3910,"Teacher: Look at these two. Teacher: Look at these two. Teacher: Some people are not looking. [TARGET]Teacher: They don't get it.[/TARGET] Teacher: She is not getting it. Teacher: See, we did it up here. Teacher: We said two eighths must be another one eighth.",1 3911,"Teacher: Look at these two. Teacher: Some people are not looking. Teacher: They don't get it. [TARGET]Teacher: She is not getting it.[/TARGET] Teacher: See, we did it up here. Teacher: We said two eighths must be another one eighth. Teacher: One eighth plus one eighth equals two eighths, and then one eighth - and when I'm looking at one fourth and one eighth, what do I see?",1 3912,"Teacher: Look at this you find this is easy. Student: Hey! Student: No one is helping me! [TARGET]Teacher: Here, I'm here to help you.[/TARGET] Teacher: I want you to come up here you're having a hard time. Teacher: Sit. Teacher: Student J sit down.",0 3913,"Teacher: Look at what we've done compared to what we still need to do. Student: [Cough]. Teacher: You know, now? [TARGET]Teacher: Student A, look up here.[/TARGET] Teacher: We did penny tails, dime heads, quarter heads, right? Teacher: Penny tail, dime heads, quarter tail. Teacher: Penny tail - where am I going, next?",1 3914,Teacher: Look at your card. Teacher: Read your card or look at your card. Teacher: [Crosstalk] [TARGET]Teacher: Not out loud.[/TARGET] Teacher: Now keep your card in your hand. Teacher: Quietly stand up and push your chair in. Teacher: Be careful of the camera.,1 3915,"Teacher: Look at your rule for division to find out if this is half. Teacher: What does your rule say, Student D? Student: D. [TARGET]Teacher: Excuse me.[/TARGET] Student: D divided by 2 equals N. Teacher: You see that? Teacher: Please look up here.",1 3916,"Teacher: Look for a fraction that is equivalent to one-half. Teacher: If you have it, put an X on it. Student: [Inaudible] [TARGET]Teacher: However you're gonna mark it, but I need for you to actually stop talking.[/TARGET] Teacher: Part of your confusion is that you're running your mouth. Teacher: The last fraction I called was one-sixth. Student: I thought that was one-fourth you called.",1 3917,"Teacher: Look for that to find your halves first. Teacher: Denominator. Teacher: So pull that out first, then stick them all in the middle section. [TARGET]Teacher: Is there a reason why you're not participating?[/TARGET] Teacher: We've got lots of fractions here for you all to go through. Teacher: We've got one picking at a highlighter and two just sitting there. Teacher: Let's go.",1 3918,Teacher: Look for the greatest common factor. Teacher: [Students working on problem]. Teacher: Good. [TARGET]Teacher: Turn your board over.[/TARGET] Teacher: Good. Teacher: Good. Teacher: Good.,0 3919,"Teacher: Look here. Student: It's hard. Teacher: It's not. [TARGET]Teacher: Just listen to me for a second.[/TARGET] Student: I don't know what you're talking about. Teacher: Okay, listen to me for a second. Teacher: If I have got a six - Student A, look here.",0 3920,"Teacher: Look here. Teacher: What is that? Teacher: Can you start adding your numbers and stop looking for trouble? [TARGET]Teacher: Stop.[/TARGET] Teacher: Leave it this way. Teacher: Look here. Teacher: For example, what is - leave this.",1 3921,"Teacher: Look here. Teacher: You highlight the 3 and circle the 5. Teacher: Okay. [TARGET]Teacher: Student D, you can go back on the floor.[/TARGET] Teacher: 5, 6, 7, 8, 9. Teacher: Is that raises or stay? Teacher: Why?",0 3922,"Teacher: Look on to Student B's and bring up the website. Teacher: I want two to a computer. Teacher: Yes. [TARGET]Teacher: Come sit beside me.[/TARGET] Teacher: Can you do me a favor and put Student K's box inside her desk? Teacher: Student T, bring me one of those papers back there, please. Teacher: Move.",1 3923,"Teacher: Look over here. Teacher: Let's look at this one, everybody. Teacher: Eyes over here. [TARGET]Teacher: We have - if your eyes are on me, you can't be writing.[/TARGET] Teacher: Student M, you need to go to your group with your math book. Teacher: Eagles and Doves, I need you to do 10, 11, 12, 13, 14, 15 and 16. Teacher: Okay.",1 3924,"Teacher: Look up here. Teacher: The classroom respects adults and classmates. Teacher: Can you give him the respect? [TARGET]Teacher: Sit down, Student D. I'm listening to you, Student A.[/TARGET] Teacher: Student A, I'm listening. Teacher: You were saying something about 9 and 2. Teacher: Student S, can you tell me how we get 110?",1 3925,"Teacher: Look up here. Teacher: You should be looking here. Teacher: Have a seat. [TARGET]Teacher: Student D, look up here.[/TARGET] Teacher: Student S, stop writing. Teacher: What are you doing first, Student A? Teacher: You're finding your what?",1 3926,Teacher: Look with a number line. Teacher: Where would one-half go? Teacher: Which fractions do you have here? [TARGET]Teacher: Focus.[/TARGET] Multiple Students: One-half. Teacher: What fractions are there? Student: One half is in the middle.,1 3927,"Teacher: Look, look, look, look. Teacher: Some people are not looking. Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me. [TARGET]Teacher: If you were paying attention, and I'm looking for your attention.[/TARGET] Teacher: Student S, where are you? Teacher: Student L? Teacher: Student C. Student C, can you?",1 3928,"Teacher: Look. Teacher: 7 times 9, 63. Teacher: Why are you all yelling at him? [TARGET]Teacher: That's very rude.[/TARGET] Teacher: Sit up. Teacher: Leaning on it probably isn't helping. Teacher: Student D, are you getting these down, hon?",1 3929,"Teacher: Look. Teacher: People that are looking. Student: Yes. [TARGET]Teacher: I'm glad you're looking.[/TARGET] Teacher: See, that's one fourth, that's two fourths. Teacher: How many pieces? Teacher: That's half.",0 3930,Teacher: Look. Teacher: Shrimp. Teacher: [Inaudible]. [TARGET]Teacher: Are we looking?[/TARGET] Student: Yes. Teacher: Are we looking? Teacher: Okay.,0 3931,"Teacher: Look. Teacher: You have it over here. Teacher: Give me your books. [TARGET]Teacher: Student L's is right.[/TARGET] Teacher: Student S's is right. Teacher: ""My favorite food."" [Students talking with each other]. Teacher: Okay.",0 3932,"Teacher: Looks like it. Teacher: Looks like it. Teacher: Hm-hmm, because you didn't take one away. [TARGET]Teacher: You didn't take one away.[/TARGET] Teacher: Wow, Student M, good girl. Teacher: All right. Teacher: I don't know what that number is.",0 3933,"Teacher: Looks like it. Teacher: [Inaudible]. Teacher: [Students working on problem]. [TARGET]Teacher: No, Student C. Shh.[/TARGET] Teacher: [Inaudible] first. Teacher: [Inaudible]. Multiple Students: [Crosstalk].",1 3934,"Teacher: Loud. Student: How [Inaudible] with trapezoids. Teacher: Good. [TARGET]Teacher: That was loud.[/TARGET] Student: Which fraction of the shape is covered by one trapezoid, two trapezoids and three trapezoids? Teacher: So, I covered Shape B with trapezoids. Teacher: Okay?",1 3935,Teacher: Lovely. Teacher: Fantastic. Teacher: Now give me a complete sentence. [TARGET]Teacher: So it's taping you not being on task.[/TARGET] Teacher: Do you have a pencil? Teacher: Okay. Teacher: So write the answer and then give me a complete sentence.,1 3936,"Teacher: Lovely. Teacher: Keep going, Student A. Lovely. Teacher: I need to see you working, and right now I just see you talking to those boys at the table. [TARGET]Teacher: If you're done with the first side and you have a complete sentence, turn it over.[/TARGET] Teacher: Equals? Teacher: Work on that. Teacher: Draw two binders.",0 3937,"Teacher: Make a prediction. Teacher: Do you think you're going to have a remainder? Student: Yes. [TARGET]Teacher: Student T, can you sit down please?[/TARGET] Teacher: Once you do it, I want you to check it with multiplication, because this one's hard. Teacher: Why do you have 66 and 68 on your board? Teacher: You're on your second partial product.",1 3938,"Teacher: Make a prediction. Teacher: When you open that up - and you know how it has lines on it so that you can break it easily - how many little pieces, if you were to break all the lines, how many pieces do you think that one whole thing has been divided into? Teacher: It's simply a prediction. [TARGET]Teacher: Don't touch it.[/TARGET] Student: I want to eat it. Teacher: All right, now what you're going to do is you're going to, when I tell you to, you're going to open up your chocolate bar. Teacher: And since it will be in one whole piece, you're going to place it in whole number land, okay?",1 3939,"Teacher: Make it look like a rectangle, and then start blocking off the groups of 100 and groups of 10. Student: Are we gonna do [inaudible]? Teacher: No. [TARGET]Teacher: Pass them out.[/TARGET] Student: Is it a grade? Teacher: It's just practice. Teacher: Student A.",0 3940,"Teacher: Make sure everyone's all set. Teacher: Supply monitors, if you have extra papers, put them right back in you folder. Teacher: Nice job, Student H. You can move your clothespin. [TARGET]Teacher: You're doing a nice job with your supplies.[/TARGET] Teacher: Okay, so from the task managers, they told me everyone is all set on what they need. Teacher: Yes? Student: Yes.",0 3941,"Teacher: Make sure if you have an answer that you simplify that answer. Teacher: You're making the model you're not just writing the answer. Teacher: [Working quietly] [TARGET]Teacher: Everybody should be on number two, one half times one fourth.[/TARGET] Teacher: [Side discussion] Teacher: Yes, you have to simplify. Teacher: Okay, you should be on three, one third times three eighths.",0 3942,"Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can. Teacher: [Inaudible]. Teacher: This is your partner over here, right? [TARGET]Teacher: That's very smart.[/TARGET] Teacher: Use your ruler. Teacher: I see you made your plan. Student: We made it messy.",0 3943,"Teacher: Make sure they're exact. Teacher: Go back and make them exact. Teacher: Shhh. [TARGET]Teacher: Let's put this aside for right now.[/TARGET] Teacher: Two fourths, three fourths. Teacher: Now what's this one? Student: Four fourths.",1 3944,"Teacher: Make sure you do it with a point. Teacher: Please don't get up. Teacher: -2 on the X axis first, then 4. [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Please don't yell out you're finished. Teacher: I'll know it when I look at you. Teacher: Thank you.",1 3945,"Teacher: Make sure you have your math notebook so you can record the results of the activity in your notebooks. Teacher: The lesson has begun. Teacher: We are no longer playing with them. [TARGET]Teacher: Put them down.[/TARGET] Teacher: Have your math notebooks either in your lap or on your desk. Teacher: Give me your attention. Teacher: Student D, too late.",1 3946,Teacher: Make sure your group understands why you're saying that. Teacher: Okay. Teacher: Let me hear what you're saying. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Let's start with Student Z. Teacher: Stand up. Teacher: Read what you wanted to say.,1 3947,"Teacher: Make your graph [inaudible]. Teacher: Interesting. Teacher: And after you do a graph I want a constructive response. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: What [beep] does this graph - right - show you? Teacher: What does this graph ... you all ready to explain, since you like to talk? Teacher: What does this graph show you?",0 3948,"Teacher: Many - Multiple Students: Pieces. Teacher: Pieces, and who could tell the fraction - the fraction pieces. [TARGET]Teacher: See, you're not really listening.[/TARGET] Teacher: All right, next one, Student D. Student D. Student D. Student D. Student: That's - Teacher: Yeah.",1 3949,"Teacher: Markers and boards. Teacher: We've already gone over do not call me if you want to tattle tale. Teacher: If the person is doing something to you that you have to go to the nurse for, let me know. [TARGET]Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker.[/TARGET] Teacher: Raise your hand if the marker is not doing what you need it to do. Teacher: Yes? Teacher: So let's see who's going to be going first for us.",1 3950,"Teacher: Marking and writing. Teacher: No, you must be exact. Teacher: Put the light green on. [TARGET]Teacher: Shhh.[/TARGET] Teacher: You must mark when we mark. Teacher: Some of you are staring up here like you don't have a thing to do. Teacher: That's the purpose of this.",1 3951,"Teacher: Math time, and, well, you were supposed to go when we came back from lunch. Student: Okay. Student: You can have that [inaudible]. [TARGET]Teacher: Student L, sit down and play keep the leftovers, please, with Student K.[/TARGET] Student: What time do the math people come back? Teacher: In 30 minutes. Student: [Inaudible].",1 3952,"Teacher: Maybe think about it perhaps this way. Teacher: 1 fourth and 1 third which one is bigger? Student: 1 third. [TARGET]Teacher: Please raise your hand, which one is bigger?[/TARGET] Student: 1 third. Teacher: 1 third and 1 fourth which one is bigger? Student: 1 fourth!",1 3953,Teacher: Meaning that I would get bent out of shape cause you'll get upset. Teacher: So [Inaudible] will just be like you what you got attitude for you don't have no attitude? Student: But I raised my hand. [TARGET]Teacher: I'll pay you no mind.[/TARGET] Teacher: I'm still talking about that 12. Student: I should have got that in my book and I said it. Teacher: I heard you whispering but then I promise Student J walk around here nobody else had their hand up.,1 3954,"Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things. Teacher: One, how would you tell a 3rd grader about what to do in this math? Teacher: All eyes here. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student D, sit down. Teacher: How would you tell a 3rd grader how to do this math? Teacher: Yes, Student A?",1 3955,"Teacher: Milk. Teacher: One of the three main ingredients in making milk chocolate is milk. Teacher: If six cows moo'ed, and you moo'ed also, you - your moo would be one-seventh of all the moos on this page. [TARGET]Teacher: Don't forget to ignore the duck.""[/TARGET] Student: Quack. Teacher: What's the duck saying? Multiple Students: Quack.",0 3956,Teacher: Mind your own business. Teacher: Nobody is coming to you. Teacher: Sit down. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Make a change for Student A. I told him to make change for you. Student: What'd you say? Teacher: Let's make change for you.,1 3957,"Teacher: Mix them. Teacher: Student R, are you going to be able to see? Teacher: You can come over here if you need to. [TARGET]Teacher: Student G, sit up and stay on task.[/TARGET] Teacher: Who went first? Teacher: So it goes this way, right? Teacher: It always goes to the left otherwise it gets confusing.",1 3958,"Teacher: Mm, mm, mm, mm. Student: [Inaudible] Student J. Student: [Inaudible] Student J. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Ah, no.",1 3959,"Teacher: Mm-hmm, continue. Teacher: Student C, look at your folder here. Teacher: [Inaudible]. [TARGET]Teacher: Your folder here.[/TARGET] Teacher: Be quiet. Teacher: How did you know? Student: I just guessed.",0 3960,Teacher: Mm-hmm. Student: Seventeen. Teacher: Seventeen. [TARGET]Teacher: So write that here.[/TARGET] Teacher: Are you don't with your math? Teacher: [Room noise] Student: I'm finished.,0 3961,"Teacher: Mm-hmm. Student: You got 110 because of 9 plus 2 equals [inaudible]. Teacher: Allow him to talk. [TARGET]Teacher: Look up here.[/TARGET] Teacher: The classroom respects adults and classmates. Teacher: Can you give him the respect? Teacher: Sit down, Student D. I'm listening to you, Student A.",1 3962,"Teacher: Mm-hmm. Teacher: All eyes here. Teacher: You don't have homework today. [TARGET]Teacher: We're going to do it here.[/TARGET] Teacher: Is Student T right? Student: Yes. Student: No, not right.",0 3963,"Teacher: Mm-hmm. Teacher: Mm-hmm. Teacher: Mm-hmm. [TARGET]Teacher: We talked about - you guys didn't listen to me.[/TARGET] Teacher: We talked about kilometers. Teacher: Kilometers are like something, though. Teacher: What are kilometers like?",1 3964,"Teacher: Mm-hmm. Teacher: Yes. Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go. [TARGET]Teacher: So all the crayons back in the bowl, all the pencils back in the baskets.[/TARGET] Teacher: Student E is gonna collect the papers. Teacher: Stand by your chair. Teacher: [Crosstalk]",0 3965,"Teacher: Mm-hmm. Teacher: [Crosstalk] Student: Can I get some water. [TARGET]Teacher: Yeah.[/TARGET] Teacher: Guys, after you draw your grid and add it up, go ahead and do the multiplication problem any way you want. Teacher: You can do - Teacher: [Crosstalk]",0 3966,"Teacher: Mm-mm. Teacher: Mm-mm. Teacher: Mm-mm. [TARGET]Teacher: I mean this is great, but it's not what we need to be doing, today.[/TARGET] Teacher: Even this. Teacher: There's not two places in the ten's place, is there? Student: I know, but -",1 3967,Teacher: More simple than adding without like denominators. Teacher: This is what you need to record in your journal. Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write. [TARGET]Teacher: They're all out of ink.[/TARGET] Teacher: [Side conversation] Teacher: It's the same thing. Teacher: I'm just putting it in bullets instead of sentences.,0 3968,Teacher: Most people are ready. Teacher: I'm waiting for a few people to take a seat. Teacher: Most of the class is ready. [TARGET]Teacher: There's three people that are ruining it for the group.[/TARGET] Student: [Inaudible] the computer. Teacher: That was not my computer. Teacher: I will find out what that was later.,1 3969,Teacher: Motivator. Teacher: Rah. Teacher: Rah. [TARGET]Teacher: Rah.[/TARGET] Teacher: Who's my rah-rah person? Teacher: Student B? Teacher: Nice.,0 3970,"Teacher: Motivators. Teacher: I want to hear you, too. Teacher: Okay, everyone is working hard as a group. [TARGET]Teacher: Fifteen minutes on the clock.[/TARGET] Teacher: Go ahead. Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. Teacher: Who's the task manager?",0 3971,Teacher: Mouths are closed. Student: What we did was we - Teacher: Sh. [TARGET]Teacher: Sh.[/TARGET] Student: [Inaudible]. Teacher: Out it on the SMART board. Teacher: Draw it.,1 3972,"Teacher: Move on to this. Teacher: Keep going. Student: [Inaudible] The questions here. [TARGET]Teacher: You're here, you're here.[/TARGET] Student: Ow. Other Adult: Don't bother just continue. Other Adult: What do you got?",0 3973,"Teacher: Move up. Student: [Inaudible]. Teacher: What are you doing? [TARGET]Teacher: You know that he was sitting there, and you were sitting here.[/TARGET] Teacher: And the second he gets up to go do something, you're going to steal his seat. Student: [Inaudible]. Teacher: No.",1 3974,"Teacher: Move your clothespin, please. Teacher: [Students working on problem]. Teacher: We said that our goal this week was to work on volume control. [TARGET]Teacher: You yelling is not helping our challenge.[/TARGET] Teacher: Yes, hurry up Student J. Teacher: What did you underline or circle? Student: Perimeter.",1 3975,"Teacher: Move your desk up, and the chair now. Teacher: Thank you. Teacher: Take the face off. [TARGET]Teacher: Check the attitude at the door.[/TARGET] Teacher: Student M, what did you need to know? Student: [Inaudible]. Teacher: That's right.",1 3976,"Teacher: Move, Student K. Does everybody understand that? Teacher: Eyes up on there. Teacher: Student L, turn your body around, please. [TARGET]Teacher: Eyes up on there.[/TARGET] Teacher: So it says use areas of squares when finding how many tiles you need to tile a floor, which a number of you said tiling a floor, tiling walls, or patchwork quilts. Teacher: Does anybody know what a patchwork quilt is? Student: No.",1 3977,"Teacher: Mrs. S's group come right back to your desk please. Teacher: Mrs. B's group, once you put your homework in your mailbox I need you to come join us over here please. Teacher: Right to your mailbox. [TARGET]Teacher: Put your homework in your mailbox and return to your desk please.[/TARGET] Teacher: I need books away because we're gonna take our bathroom break. Teacher: I know you're trying to squeeze in a little bit of reading, and I highly encourage it, but we're actually gonna scoot and do our bathroom break. Teacher: Any questions about what you worked on for math for today?",1 3978,"Teacher: Ms. J, please pick a category. Teacher: We'll discuss it in a minute. Teacher: [Inaudible]. [TARGET]Teacher: This is not our priority.[/TARGET] Teacher: Ms. J's group, who will pick a category? Student: [Inaudible]. Teacher: What was that?",1 3979,"Teacher: Ms. [Inaudible] is here. Student: She [Inaudible] Teacher: What you got is, I'm here to help you. [TARGET]Teacher: Student J stop![/TARGET] Teacher: Student J stop get away from her. Student: Get away she's telling you to get away. Student: So she screamed and then.",1 3980,"Teacher: Much better, Student K. Student: This one's hard, [Mr. Student: Teacher]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student C, you still have your five in the ten's place. Teacher: Look, when you - let me see this - when you multiply - okay, let's just - we're just going to get rid of this all together. Teacher: Watch out.",1 3981,"Teacher: Multiply straight across so when you multiply you multiply what? Teacher: Denominators. Teacher: Good. [TARGET]Teacher: All right, Student R, hit the red arrow for me on the computer.[/TARGET] Student: It's orange. Teacher: It looks red from here. Teacher: [Video plays]",0 3982,"Teacher: Multiply three digits by two digits. Teacher: You don't have to share. Teacher: You can get your own, right? [TARGET]Teacher: That's just asking for trouble.[/TARGET] Teacher: Let's do something old and something new so I can go mediate this group. Teacher: Where are you supposed to be, honey? Teacher: We're not doing this right now.",1 3983,"Teacher: My bad. Teacher: I got distracted. Student: [Inaudible] [TARGET]Teacher: Please excuse my dear Aunt Sally.[/TARGET] Teacher: Parenthesis, exponents- Student: Multiplication, division, addition, subtraction. Teacher: Okay, let's go on to Student B.",0 3984,"Teacher: My group so you'll stay here is Student A, Student T, Student A, Student M, and Student C. If I didn't call your name, raise your hand. Teacher: One group is going to go to group two, so if you already sit at group two, go ahead and go. Teacher: If you sit at group one and I didn't call your name, go to group two. [TARGET]Teacher: We'll stop then.[/TARGET] Teacher: Go to group two if you're in the multiplication group. Teacher: You'll go to this group. Teacher: I know I didn't call Student C's name.",0 3985,"Teacher: My math students, please. Teacher: My students [inaudible] if you're not my math students. Teacher: If you need to walk over here, walk down. [TARGET]Teacher: Please don't go right here.[/TARGET] Teacher: Walk down the aisle and go over there. Teacher: All right, now I'm going to add. Teacher: What I need for you to do, those of you who have started multiplying this, check your work and see if you have the same answers I have up here.",1 3986,"Teacher: My next step is to ask you to leave the room. Teacher: We're here to learn right now. Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn. [TARGET]Teacher: That is not fair to your classmates.[/TARGET] Teacher: Hopefully you have a little bit of extra room on your paper. Teacher: I have a few word problems that we're going to do together real quick. Teacher: Let me post this on the board and we'll talk about them.",1 3987,"Teacher: My parenthesis went away, Student W, do you want to sit n the back? Student: No. Teacher: [Inaudible]. [TARGET]Teacher: Now look forward.[/TARGET] Teacher: So now I have zero plus five equals five. Teacher: Five is the value of this expression. Teacher: Number four.",1 3988,"Teacher: My score is 76. Teacher: It goes here. Student: Do I write that down? [TARGET]Teacher: No.[/TARGET] Teacher: You're not going to write it. Teacher: I just showed you how to play it. Teacher: Your goal is to make your number as very close to 1,000.",0 3989,"Teacher: Nadine, you thought so? Teacher: Okay, good. Teacher: All right. [TARGET]Teacher: Let's copy down example three.[/TARGET] Multiple Students: [inaudible chatter] Teacher: All right, and when you're done just put your pencil down. Multiple Students: [inaudible chatter]",0 3990,"Teacher: Neither one of you need to talk like that. Teacher: In fact, will both of you stand up? Teacher: Would you both step outside? [TARGET]Teacher: I'll call you back in when you're ready, and you've cooled down.[/TARGET] Teacher: Student S, you stand outside the door and Student S, you stand by the locker. Teacher: Did you guys have an answer at all? Teacher: Leave it alone.",1 3991,"Teacher: Next example. Teacher: What? Student: [Inaudible]. [TARGET]Teacher: Just don't touch it.[/TARGET] Teacher: I don't see anything. Teacher: [Inaudible] some dry skin, okay? Teacher: All right.",1 3992,"Teacher: Next problem. Teacher: [Video plays] Teacher: Now we have two thirds times one third. [TARGET]Teacher: If you will write that on your paper and solve it.[/TARGET] Teacher: Two thirds times one third. Teacher: So you can choose from one ninth, you can choose from two ninths, you can choose from one sixth. Teacher: Student M, do you know the answer?",0 3993,Teacher: Next sentence. Teacher: He has a total of 52 coins. Teacher: What's important? [TARGET]Teacher: Call it out.[/TARGET] Multiple Students: 52. Teacher: Underline it so we can make sure we pay attention to that. Teacher: He used all of his coins to buy a book for $5.98.,0 3994,"Teacher: Next, 15 minutes work on these right here. Student: We already doing it. Teacher: Okay. [TARGET]Teacher: That's your work.[/TARGET] Teacher: I'm gonna be walking around. Teacher: This is math. Teacher: No, until we're done with this in 10 minutes.",0 3995,"Teacher: Next, Student T. Student: 96. Teacher: Worst game yet. [TARGET]Teacher: Teacher K was interfering with my game.[/TARGET] Teacher: She was singing show tunes. Teacher: Uh-oh, next. Teacher: Student D.",0 3996,"Teacher: Next, beach weather. Teacher: You want it to be 32 degrees Celsius and 86 Fahrenheit. Teacher: Stop. [TARGET]Teacher: Room temperature - you should have been taking them off.[/TARGET] Teacher: [Inaudible]. Teacher: Room temperature, 21 degrees Celsius, 71 degrees Fahrenheit. Teacher: Only take off the ones you have correct, please.",1 3997,"Teacher: Next, eight times three. Teacher: Eight times three is what, Student A? Student: 24. [TARGET]Teacher: Put down my four, carry my two.[/TARGET] Teacher: Three times seven is what, Student H? Student: 3 times 7 is 21. Teacher: 21 plus 2 is what, Student K?",0 3998,"Teacher: Nice job I love your picture. Teacher: Who's, who's talking? Student: I wasn't talking. [TARGET]Teacher: No, no I'm asking who's sharing?[/TARGET] Student: Student R. Teacher: Okay Student R go ahead. Student: He doesn't wanna do it.",1 3999,"Teacher: Nice job, Student H. You can move your clothespin. Teacher: You're doing a nice job with your supplies. Teacher: Okay, so from the task managers, they told me everyone is all set on what they need. [TARGET]Teacher: Yes?[/TARGET] Student: Yes. Teacher: Okay, let's move on. Teacher: I need everyone to take out that steps to problem-solving, that little half sheet.",0 4000,"Teacher: Nice job. Teacher: Any other timers give their group a warning? Student: Mine did. [TARGET]Teacher: Nice job, Student R, you can move your clothespin up.[/TARGET] Teacher: I'll let everyone know you have about three, four minutes. Teacher: Remember, you have to show or explain how you got your answer. Teacher: So, you can't just tell me it's equal to this amount of pounds.",0 4001,"Teacher: Nice job. Teacher: I need, Student M, can you wait to sharpen your pencil real quick? Teacher: I may even have an extra one. [TARGET]Teacher: Dry your hands off and have a seat please.[/TARGET] Teacher: One more problem and then I'm going to pull small groups. Teacher: The rest of you are going to work on an activity at your desk quietly. Teacher: So they're asking you a question.",1 4002,"Teacher: Nice work, and good explanation too. Teacher: All right, we're gonna shut this down. Student: [Inaudible] [TARGET]Teacher: You guys have to get to Teacher's room.[/TARGET] Teacher: I've actually held you over kind of long. Teacher: It's not fair to her kids. Teacher: [Crosstalk] ",0 4003,"Teacher: Nice. Teacher: Good. Teacher: Student J, that's terrific. [TARGET]Teacher: Any other questions for him before I let him out of here?[/TARGET] Teacher: Okay, thanks Student J. Teacher: Anybody else want to come up and share on this one? Teacher: We got one more after this one, so I'm going to let somebody show their model and we're going to do one more, and we're going to move onto something else.",0 4004,"Teacher: Nine parts. Teacher: Now in the first circle I want you to shade three pieces of it, or three parts of it. Teacher: Excuse me. [TARGET]Teacher: Can you let me take care of my class, please?[/TARGET] Teacher: Now we have a few that did not hear me. Teacher: Color three pieces or three parts from that first pair. Teacher: After you're done with that, I want you to write the fraction that represents the number of parts that you have colored.",1 4005,"Teacher: Nine times six. Teacher: Student J. Student: Do we get to bring this home? [TARGET]Teacher: Yes.[/TARGET] Teacher: Student J, erase this. Teacher: This is a nine. Teacher: This is your first nine.",0 4006,"Teacher: Nine-nine. Teacher: Could we go on and on and on and on with these? Student: [Inaudible] [TARGET]Teacher: Yes, Student O.[/TARGET] Student: She took my [inaudible] Teacher: All right, that happens. Teacher: Okay.",0 4007,"Teacher: Nine-twelfths is equivalent to three-fourths. Teacher: Three-thirds, if you divide nine-twelfths - Teacher: [Crosstalk] [TARGET]Teacher: I am talking, so that means that you are not.[/TARGET] Teacher: If you divide nine-twelfths by three-thirds you get three-fourths. Student: I already know how to divide that. Teacher: You have to be able to do that.",1 4008,"Teacher: Nine. Teacher: I don't see nine groups. Student: One. [TARGET]Teacher: One, two, three, four, five, six - are you paying attention - seven, eight, nine.[/TARGET] Teacher: Now I see now groups. Teacher: What do you do with those? Teacher: Now I see nine groups.",1 4009,Teacher: No frustration. Teacher: Come on. Teacher: There's no frustration in this. [TARGET]Teacher: I will help you.[/TARGET] Teacher: You're doing a great job. Teacher: Look at all the math you've done. Teacher: You've done a good job.,0 4010,"Teacher: No it's not. Teacher: Why is it not right? Teacher: There's something else wrong. [TARGET]Teacher: Yours is to the - those of you giving directions, listen.[/TARGET] Teacher: This is his. Teacher: This is yours. Teacher: This is yours.",1 4011,Teacher: No ma'am. Teacher: You should not be up right now. Teacher: Everybody should have their - I need you sitting up. [TARGET]Teacher: I need [inaudible].[/TARGET] Teacher: I need you to get going. Teacher: You can't go back to Ms. R's class. Teacher: All right.,1 4012,Teacher: No mouths again. Teacher: You're going to reset the array. Teacher: You have 30 seconds. [TARGET]Teacher: No mouths.[/TARGET] Teacher: I need you out of your chairs. Teacher: I am very impressed with what I am seeing start at this end. Teacher: We need to scoot back.,1 4013,"Teacher: No mouths. Teacher: I need you out of your chairs. Teacher: I am very impressed with what I am seeing start at this end. [TARGET]Teacher: We need to scoot back.[/TARGET] Teacher: Scoot way back, please. Teacher: We need to be able to see. Teacher: If the cameras can't see, this is useless.",0 4014,"Teacher: No one [inaudible] should be up. Teacher: [Inaudible] that first table. Teacher: If you sit at this table, [inaudible]. [TARGET]Teacher: Student M, [inaudible] sit there.[/TARGET] Teacher: If you sit at this table, [inaudible]. Teacher: [Whistling sound]. Teacher: At this table.",0 4015,"Teacher: No one [inaudible]. Teacher: [Inaudible] you got one problem? Teacher: What's the second problem. [TARGET]Teacher: When both of them are done - raise your hands when both of them are done.[/TARGET] Student: Oh, both of them. Multiple Students: [Crosstalk]. Teacher: Look at the chart.",0 4016,"Teacher: No problem, I got it. Other Adult: You gonna get it? Teacher: Yeah, I'll get it. [TARGET]Teacher: So, I'll just give it to her on Friday or Thursday?[/TARGET] Other Adult: I'll do it tomorrow. Teacher: That's fine. Teacher: Thank you.",0 4017,"Teacher: No reason to sit at home and play video games all day, then. Student: I do. Student: Or lay down and watch TV. [TARGET]Teacher: [Laughter] or lay down and watch TV?[/TARGET] Teacher: You had all Spring Break to watch TV. Student: Nope. Student: I don't even have cable.",0 4018,"Teacher: No sweetheart not 10 blocks, one block 10 pounds right? Teacher: Cause they told you that in part A. Oh we're not talking together yet. Teacher: We still have time to think about it by ourselves. [TARGET]Teacher: Shh.[/TARGET] Teacher: We still have time to think about it by ourselves. Teacher: 10 pounds label that, 10 pounds okay? Teacher: Doesn't it tell us that?",1 4019,"Teacher: No you didn't. Teacher: Look at how this game goes. Teacher: Your mom is going to witness that. [TARGET]Teacher: You know that?[/TARGET] Teacher: Look. Teacher: We're going to play close to 1,000. Teacher: In this game each student gets 7 cards.",1 4020,Teacher: No you didn't. Teacher: You asked for a break. Teacher: You didn't ask for a pencil. [TARGET]Teacher: You asked for a break.[/TARGET] Teacher: Right? Student: No. Student: [Inaudible],1 4021,"Teacher: No, 50. Teacher: You could start at 50. Teacher: Come on. [TARGET]Teacher: Let's get started.[/TARGET] Teacher: Don't worry about this, because you don't have time to do this and this and this, okay? Student: The reason we do this is because we have the three topics. Teacher: Last time we only had two.",0 4022,"Teacher: No, I do not. Teacher: What do I get? Teacher: Your eyes are up here. [TARGET]Teacher: They're not anywhere else.[/TARGET] Teacher: Come up here and look. Teacher: You can see it. Student: Three fourths.",1 4023,"Teacher: No, I want you to ask the class what the answer is. Student: For my section I got - Teacher: Wait, wait, wait. [TARGET]Teacher: Don't say it.[/TARGET] Teacher: I want someone else to figure it out, and we'll see if you agree with them. Teacher: Who thinks they know how much Student S just colored for her fraction? Teacher: What's her fraction?",1 4024,"Teacher: No, I'll bring them to you. Teacher: Get up. Teacher: [Crosstalk] [TARGET]Teacher: Are you talking about this?[/TARGET] Student: Yes. Teacher: Because it's all on videotape. Teacher: Student K, go sit down and don't walk across the front.",1 4025,"Teacher: No, I'm sorry. Teacher: My brain is not working today. Teacher: The little ones are your centimeters, and the tiny little lines between are your millimeters. [TARGET]Teacher: My brain's tired today.[/TARGET] Teacher: [Laughter] The big numbers are inches, so ignore the numbers on top. Teacher: Those are the inches. Teacher: Okay.",0 4026,"Teacher: No, I'm saying where is he right now? Teacher: Did he go, oh, to - Student: Teacher K. [TARGET]Teacher: Teacher K?[/TARGET] Teacher: Okay. Teacher: So we're going to work with people that you have in front of you. Teacher: We'll add them in as they come along.",0 4027,"Teacher: No, Student R, you weren't listening. Teacher: Student J just explained why he would not do 43, and that's why I called on you, because I was afraid, I was afraid you weren't listening. Teacher: So, can you make sure you pay attention for me, from now on? [TARGET]Teacher: Because we don't want to repeat this.[/TARGET] Teacher: I want to make sure you have it, so you don't have to struggle with it. Teacher: Are you with me? Teacher: Very good.",1 4028,"Teacher: No, but that's for you to figure out how to do it right. Teacher: What Student G is doing is wrong. Teacher: Look. [TARGET]Teacher: You have it over here.[/TARGET] Teacher: Give me your books. Teacher: Student L's is right. Teacher: Student S's is right.",0 4029,"Teacher: No, continue what you're doing please. Teacher: Student J, sit down. Teacher: Student J, sit down. [TARGET]Teacher: Everybody look at the board and see what he's doing.[/TARGET] Teacher: Where'd you get seven from? Student: Can I help you, bro? Teacher: No, sit down.",0 4030,"Teacher: No, don't pass anything, yet. Teacher: Wait for me to give the directions. Teacher: Supply monitor. [TARGET]Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay?[/TARGET] Teacher: Yes? Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. Teacher: And your recorder needs two answer sheets.",0 4031,"Teacher: No, he is. Teacher: That's using your ... using your head. Teacher: I think I have cups, and pints, and all that, over here. [TARGET]Teacher: I will be - I'm' just stepping out.[/TARGET] Teacher: Hold on a second. Teacher: All right. Teacher: We're going to be practicing with this capacity, tomorrow.",0 4032,"Teacher: No, it cannot. Student: No, because three-sixths is equivalent to a half. Teacher: Right, so what do we know about one-fourth, then? [TARGET]Teacher: Put it out of your hands, and stop touching it.[/TARGET] Teacher: What do we know about one-fourth? Teacher: Only three people know something about one-fourth. Teacher: Student M, what do you know about one-fourth?",1 4033,"Teacher: No, it's not 71. Teacher: Put that away. Teacher: You need to sit up. [TARGET]Teacher: Where is this?[/TARGET] Teacher: He's doing this up there, and I don't see it. Teacher: And that needed to be corrected. Teacher: [Why am I over here] picking on you?",1 4034,"Teacher: No, it's recorded. Student: So when you wear that they can hear everybody? Teacher: There's a microphone on there and there's also a microphone on here. [TARGET]Teacher: So when you talk to me and I have this on they can hear everything you're saying.[/TARGET] Student: You mean this? Student: They [inaudible] kindergarten? Teacher: No, it's not that sensitive.",0 4035,"Teacher: No, let me get you a new pencil 'cause we need to keep moving. Teacher: All right, boys and girls, please remember the procedure for going over - shh. Teacher: [Crosstalk] [TARGET]Teacher: We're silent please in 5, 4, 3, 2, 1.[/TARGET] Teacher: Thank you. Teacher: The procedure for going over, I will repeat the question and then I will give you the signal and you will say the answer. Teacher: Number one - excuse me, Student [inaudible], too much going on.",1 4036,"Teacher: No, no, no, no, except for you guys. Teacher: Excuse me, take chocolate, vanilla, and strawberry. Teacher: [Crosstalk] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: This is your buddy. Teacher: Thank you. Teacher: Excuse me?",0 4037,"Teacher: No, no, no. Teacher: Let them - let them. Teacher: [Crosstalk] [TARGET]Teacher: Somebody is ready.[/TARGET] Teacher: Student M, Student O. Teacher: Student O, Student D, good job. Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer.",0 4038,"Teacher: No, no, the sheet with the facts. Student: I need that. Teacher: Okay, that's why I had you guys - I don't have enough. [TARGET]Teacher: You guys need to share.[/TARGET] Teacher: Okay, so these are the fact families for 90. Multiple Students: [inaudible chatter] Teacher: Okay, this is where you're gonna be looking.",0 4039,"Teacher: No, not right now, okay? Student: All right. Teacher: All right. [TARGET]Teacher: I like how I see Student V ready to listen to instructions and Student E and Student B.[/TARGET] Teacher: Girls, sit down and raise your hands if you have a question. Student: Can I get some [Inaudible]? Teacher: No.",1 4040,"Teacher: No, not yet. Student: Nine hundred? Teacher: No, continue what you're doing please. [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Student J, sit down. Teacher: Everybody look at the board and see what he's doing. Teacher: Where'd you get seven from?",1 4041,"Teacher: No, not yet. Teacher: Okay. Teacher: We're ready. [TARGET]Teacher: We're listening.[/TARGET] Teacher: We're quiet. Teacher: Okay, so we're working on combinations of fractions, which we worked on a little bit yesterday. Teacher: Can I have somebody read our first objective, what we want to get accomplished here?",1 4042,"Teacher: No, not you. Teacher: It's okay. Teacher: Solve this math. [TARGET]Teacher: Let me give you your papers.[/TARGET] Student: Why are you coughing? Teacher: I don't know. Student: You're not sick?",0 4043,"Teacher: No, not you. Teacher: [Room noise] Teacher: All eyes here please. [TARGET]Teacher: Student C, stop.[/TARGET] Teacher: Turn around and look at the board please. Student: I'm finishing my work. Teacher: He's doing something here.",1 4044,"Teacher: No, she had her hand raised. Student: Oh. Teacher: Thanks, Student G. She didn't go to the Student G school of calling out without raising your hand. [TARGET]Teacher: She went to the Student E school of raising your hand, right, Student F?[/TARGET] Student: Right. Student: I went to both. Teacher: All right, listen up, guys.",1 4045,"Teacher: No, sit down please. Teacher: [Crosstalk] Student: Zero point 15 is 15 only, right? [TARGET]Teacher: Excuse me?[/TARGET] Student: Zero point 15 is 15 only. Teacher: Point 15 would be 15 what? Teacher: Over 100.",0 4046,"Teacher: No, that's a U. Ruby - let me see, Ruby. Teacher: Ruby gets - Student: Six marbles. [TARGET]Teacher: Did you write it down?[/TARGET] Teacher: Ruby gets - Ruby gets - Ruby gets - I like when people put the S. Ruby gets - Teacher: [Crosstalk] Teacher: If you know you can do the second one - yeah, you could use [inaudible].",0 4047,"Teacher: No, they're not really. Teacher: They're kind of missing [inaudible]. Teacher: I don't see Student J wearing [inaudible] a little bit. [TARGET]Teacher: That's not it.[/TARGET] Teacher: Not the rule I'm thinking of. Teacher: Student D, what do you got? Student: That there's three girls and three boys.",0 4048,"Teacher: No, we're going to groups. Teacher: Sorry. Teacher: [Crosstalk] [TARGET]Teacher: So this group, we're on rotation three.[/TARGET] Teacher: We didn't get into that yesterday. Teacher: So I want to see Student J, Student T, Student W, Student J, Student T and Student V. Teacher: [Crosstalk]",0 4049,"Teacher: No, we're not doing a - Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: So you decide.[/TARGET] Teacher: One person. Teacher: Student C, stay focused. Teacher: Now you decide what type of graph you're going to do.",0 4050,"Teacher: No, what's my very first multiple? Student: 1. Student: 6. [TARGET]Teacher: Good job, Student R. Student P, sit up.[/TARGET] Teacher: Otherwise we'll do this at recess tomorrow. Student: We're done. Teacher: So you double check the work and wait patiently, okay, and we'll come back as a group.",1 4051,"Teacher: No, why not? Student: [inaudible] Teacher: I wanted Student S to answer. [TARGET]Teacher: Hold on.[/TARGET] Teacher: Okay, if you're right, I can't check it right now. Multiple Students: [inaudible chatter] Teacher: Because, hundredths, Student S, hundredths.",1 4052,"Teacher: No, you are going to model it, because I want you to see something. Teacher: Okay, so there is actually two questions there, the first question, what is the sipping weight. Student: 3 DVDs. [TARGET]Teacher: Okay Student M and E, if I see that again you will be sitting out.[/TARGET] Teacher: Okay, I'm going to give each of you a bag of base 10 blocks and pundit squares. Teacher: Listen, what I want you to do, hold on, keep them in there for a minute because you don't know what you are going to do yet. Teacher: I am going to ask you a couple questions first.",1 4053,"Teacher: No, you can put it back. Teacher: You need to start working on these. Teacher: I got one and two up here. [TARGET]Teacher: Sh.[/TARGET] Teacher: They're all addition. Teacher: Sh. Student: Can I look at the first one?",1 4054,"Teacher: No, you can't back on this. Teacher: [Crosstalk] Teacher: Student S? [TARGET]Teacher: Student S. Student S.[/TARGET] Student: Twenty-six point six. Student: Am I right? Student: Am I right?",1 4055,"Teacher: No, you continue. Teacher: Yeah. Teacher: Let's look at what we have done so far. [TARGET]Teacher: Go back to your seats.[/TARGET] Teacher: If you have not finished, this will help you to finish up your work. Teacher: Sh. Teacher: Let's stop.",0 4056,"Teacher: No, you don't have to say, ""Yes, ma'am, but -"" Student: You can say yes. Student: You don't like that? [TARGET]Teacher: No.[/TARGET] Student: [Inaudible]. Teacher: Yeah is not showing your manners, but I'm not a big fan of yes, ma'am. Teacher: But anyway.",0 4057,"Teacher: No, you guys go to the computers. Teacher: Wait, Student S. Go ahead. Teacher: Get up. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: All right. Teacher: Erase it, and I need one. Teacher: The last one I want you to do this time - I want you to make a number line and break it down into half.",1 4058,"Teacher: No, you should have 20, lay them out. Teacher: [Inaudible] Teacher: Lay them out and separate them. [TARGET]Teacher: Student K, is that necessary?[/TARGET] Teacher: You all move out. Teacher: That's not necessary. Teacher: Okay, you are going to have to go look at that and figure it out.",1 4059,"Teacher: No. Student: 3 over 2. Teacher: No. [TARGET]Teacher: That's why we don't play.[/TARGET] Teacher: 3 over what? Teacher: The numerator has to be the same as the denominator, three thirds. Teacher: Okay?",1 4060,"Teacher: No. Student: But there's no one up there in our group so how are we going to do points? Teacher: Student S says there's no one up there in her group. [TARGET]Teacher: Student R, are you talking during this time?[/TARGET] Teacher: Mm-hmm. Teacher: Now okay. Teacher: We'll divide you up into groups of four, meaning four people in your group.",1 4061,"Teacher: No. Student: Don't scoot it near me. Student: Cool. [TARGET]Teacher: All right, sh.[/TARGET] Student: Yes, it is. Student: Use this? Teacher: You have six.",1 4062,"Teacher: No. Student: No. Teacher: How do we know those aren't right? [TARGET]Teacher: Stop.[/TARGET] Teacher: I said hands-up for a reason, because I don't want you fussing with stuff. Teacher: I want you listening. Student: Because ... because six-eighths can go ... can only go - I mean, six can go - only go into eight once it - one [inaudible].",1 4063,"Teacher: No. Teacher: 10 bags of marshmallows, 2 boxes of graham crackers, and 2 packs of Hershey's chocolate. Teacher: [Inaudible]. [TARGET]Teacher: I need you guys to listen.[/TARGET] Teacher: Look at me. Teacher: I need you to be quiet when they're sharing. Teacher: You need to stop talking and listen.",1 4064,"Teacher: No. Teacher: Check your multiplication website. Student: Okay. [TARGET]Teacher: All right, try to work this one.[/TARGET] Teacher: It's the same as the one that we just did together. Teacher: You're gonna have two bring downs, so use the one that we just did as a model or a help for this one. Teacher: You're not a turkey.",0 4065,"Teacher: No. Teacher: Don't switch with somebody that has the same color as you, unless you are finished with your five. Teacher: Okay, but we probably shouldn't be standing up in a chair either. [TARGET]Teacher: Have a seat.[/TARGET] Student: I made a computational error because I didn't take one away at first. Teacher: 4 and 10-tenths plus 3-tenths, 4 and 13-tenths. Teacher: You brought over your 1 and 6-tenths, 6, 7.",1 4066,"Teacher: No. Teacher: Good. Student: How 'bout mine? [TARGET]Teacher: Student G, we're not drawing pictures.[/TARGET] Teacher: I don't see a decimal point. Multiple Students: [Inaudible]. Teacher: No.",1 4067,Teacher: No. Teacher: I don't know why these are here. Teacher: Put them away. [TARGET]Teacher: Sit.[/TARGET] Teacher: I think I would like you guys to write your story problems. Teacher: Now think of a new one. Teacher: No more markers.,1 4068,"Teacher: No. Teacher: I told everyone to go on to part B. Student: Oh. [TARGET]Teacher: Please move your clothespin.[/TARGET] Teacher: You're not following directions. Teacher: Student G is working on B, and you're bothering him with your chit-chat. Teacher: Okay, so this one's what we're going to start with, and basically what you need to do is take some cards on your desk, and now you need to find the matching side for number ten.",1 4069,Teacher: No. Teacher: It's his turn. Teacher: He's the king on the pedestal right now. [TARGET]Teacher: You're the citizen watching.[/TARGET] Teacher: This is your limitation of freedom of speech. Teacher: All right. Teacher: Extend your lines and see.,0 4070,"Teacher: No. Teacher: Let's count, 2, 4, 6, 8, 10, 12, 16, 18, 20, 22, 24, 26, 28, 19. Teacher: All right, let me get you one more. [TARGET]Teacher: Okay, we do realize that we have tape going and they can hear all of our conversations, and I bet if they're not about math they're not gonna be happy with us.[/TARGET] Teacher: Okay, double check that, Student M. You may have had Student A's because he was missing one. Teacher: Excellent. Student: I think somebody threw one over there.",1 4071,"Teacher: No. Teacher: Little 12 inches will be okay. Teacher: Let Student C position it where he wants it, then you put your fingers up to hold it. [TARGET]Teacher: Student T, let go.[/TARGET] Teacher: Student C, grab a hold of it and put it where you want it. Teacher: Okay. Teacher: We're going to let him have a second attempt.",1 4072,"Teacher: No. Teacher: Look down. Student: It's not on. [TARGET]Teacher: You point it at that, not at that.[/TARGET] Teacher: [Inaudible]. Teacher: Thank you. Teacher: Come on.",0 4073,"Teacher: No. Teacher: No. Teacher: No, no, no. [TARGET]Teacher: Sh![/TARGET] Teacher: So now you have two boxes filled in and you can't move them. Teacher: Whoops. Teacher: Now, I rolled a three.",1 4074,Teacher: No. Teacher: No. Teacher: No. [TARGET]Teacher: Who is doing the graph?[/TARGET] Student: [Inaudible]. Teacher: Did they vote you? Student: No.,0 4075,Teacher: No. Teacher: No. Teacher: Okay. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Shh.,1 4076,"Teacher: No. Teacher: Now you need to find one-eighth. Teacher: How are you gonna find one-eighth? [TARGET]Teacher: Let's look up here.[/TARGET] Teacher: I know this isn't the - yes. Teacher: No. Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this.",0 4077,Teacher: No. Teacher: Okay. Teacher: Any other questions before we get started? [TARGET]Teacher: Please wait.[/TARGET] Teacher: We have one more. Teacher: Yes. Student: [Inaudible].,1 4078,"Teacher: No. Teacher: Okay. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Yeah, why don't you write a couple of things that are true about your picture?",1 4079,"Teacher: No. Teacher: On the next one, you need to pay attention, okay? Teacher: You're not paying attention, and when you don't pay attention, you definitely don't understand. [TARGET]Teacher: Can you switch seats with Student R?[/TARGET] Teacher: Let's try the next one. Teacher: Four - you don't shut down - and three ninths. Teacher: Let me give you your steps.",1 4080,"Teacher: No. Teacher: She didn't get that question. Teacher: She just put a line. [TARGET]Teacher: Stop it.[/TARGET] Teacher: Ms. J, please pick a category. Teacher: We'll discuss it in a minute. Teacher: [Inaudible].",1 4081,"Teacher: No. Teacher: Sit down please. Student: Why? [TARGET]Teacher: Sit down please.[/TARGET] Teacher: Everybody, let's look on page 10 for a minute. Teacher: Everybody, can I have your attention? Teacher: It says, ""Shade in 0.125 on each square.""",1 4082,Teacher: No. Teacher: That's not how to do it. Teacher: Everybody stop. [TARGET]Teacher: Let's read at the same time.[/TARGET] Teacher: Come to play. Teacher: Come to this side. Teacher: When you do the first one - come right here.,0 4083,Teacher: No. Teacher: Who is doing the graph? Student: [Inaudible]. [TARGET]Teacher: Did they vote you?[/TARGET] Student: No. Teacher: Who's doing it? Student: She was -,0 4084,"Teacher: No. Teacher: You always do the [inaudible] one. Teacher: Teacher L, get the [inaudible]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Let them share. Student: Okay. Teacher: So now all eyes on the speaker.",1 4085,"Teacher: No. Teacher: You need to do your math. Student: I need to. [TARGET]Teacher: No.[/TARGET] Teacher: Now you're going to write 176. Teacher: This is where you're going to write your answer. Teacher: You have 8, 8, 3.",0 4086,"Teacher: No. Teacher: You shouldn't be playing with this stuff. Teacher: Excuse me so I can fix this. [TARGET]Teacher: Tearing paper, playing and not listening, this is what happens.[/TARGET] Teacher: I'm sorry. Teacher: That frustrates me. Teacher: Please do not draw it.",1 4087,"Teacher: No. Teacher: You're using this paper, right here. Teacher: If you need to do any work, you can put it on this paper as well, okay? [TARGET]Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time.[/TARGET] Teacher: On your real MCAS, remember, you won't have a time. Teacher: There won't be a time limit. Multiple Students: [Students working on problem].",0 4088,"Teacher: No? Teacher: Am I wrong? Student: No, sir. [TARGET]Teacher: Everybody's sleeping now.[/TARGET] Student: No, sir. Teacher: Three hundred eight, divided by - remember, that's what goes inside the house, right? Multiple Students: Yes.",0 4089,Teacher: No? Teacher: Number nine is going to come from Student J. Teacher: Hold on. [TARGET]Teacher: I want Student L up here first.[/TARGET] Teacher: Number 10 is going to come from Student Z. Teacher: Where's your pass for the nurse? Teacher: You need the pass back.,0 4090,"Teacher: No? Teacher: You'd rather pick up paper, and dig through your desk? Teacher: Go ahead and change your color for not responding. [TARGET]Teacher: I'm speaking to you.[/TARGET] Teacher: I'm going to help you out with this, too. Teacher: A lot of this is stuff you were supposed to turn in, but what - [paper crackling] - and I know where you sit there's a problem sometimes, but you need to recognize that sometimes we don't collect what you have. Teacher: Can you fix that for me?",1 4091,"Teacher: Nobody has this sheet? Teacher: Shouldn't the green team have this sheet? Teacher: Okay, well keep going. [TARGET]Teacher: I don't believe you.[/TARGET] Teacher: 3, 4, 18 plus 4, 22, 2, 3, 4, 5, 621. Teacher: You guys don't have the same sheet as me because we have orange. Teacher: It's a bowling score without a star on top, 94, 109, 101, 99, 108, 118.",0 4092,Teacher: Nobody is coming to you. Teacher: Sit down. Teacher: Excuse me. [TARGET]Teacher: Make a change for Student A. I told him to make change for you.[/TARGET] Student: What'd you say? Teacher: Let's make change for you. Student: Have him make what?,0 4093,"Teacher: Nod your head if you agree. Teacher: Student B, I've called your attention. Teacher: You are no longer working ahead. [TARGET]Teacher: You are now focused on me.[/TARGET] Teacher: I am teaching you how to break this array up into four smaller pieces. Teacher: I don't want to count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11. Teacher: I don't even want to skip count, 11, 22, 33, 44.",1 4094,"Teacher: Nope, 'cause that already tells you. Teacher: They already tell you there. Teacher: That's your information to use, to try to figure out what makes a polygon a polygon. [TARGET]Teacher: Student I and Student J together please.[/TARGET] Teacher: Student M and Student T together please. Teacher: Student M and Student I together please. Teacher: You know what?",1 4095,"Teacher: Nope, I'm going to do it on the board. Teacher: Sh. Teacher: Student C, did you get the answer? [TARGET]Teacher: Sit up nice and tall.[/TARGET] Teacher: Student G, did you get the answer? Teacher: Still working? Teacher: Okay.",1 4096,"Teacher: Nope. Student: [Inaudible]. Teacher: Yes. [TARGET]Teacher: Look.[/TARGET] Teacher: Don't come over here and [inaudible]. Teacher: [Inaudible]. Teacher: Okay, [inaudible] write [inaudible] solve [inaudible] writing it down [inaudible] problem.",1 4097,Teacher: Nope. Teacher: Just be gentle. Teacher: No. [TARGET]Teacher: I don't know what's going on.[/TARGET] Teacher: It doesn't like me. Teacher: You jinxed me. Teacher: I was doing so well today with it.,0 4098,Teacher: Nope. Teacher: Stop. Teacher: Thank you. [TARGET]Teacher: Sh.[/TARGET] Teacher: Did everybody feel it? Teacher: You have the paperclip in your hand. Teacher: You could feel both at the same time.,1 4099,"Teacher: Nope. Teacher: [Crosstalk] Teacher: All right, so make sure you have your grade. [TARGET]Teacher: Go ahead and keep - bring me your tests right now.[/TARGET] Teacher: [Crosstalk] Teacher: What I'm gonna do next week is I'm gonna start decreasing the time. Teacher: Three minutes to two.",0 4100,"Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay? Teacher: So, today we have a shortened amount of time for your individual work. Teacher: But now we're going to go to group work. [TARGET]Teacher: So, everyone has their pencil down for now.[/TARGET] Teacher: Recorder, have your pencil up. Student: [Inaudible]. Student: Three and [inaudible].",0 4101,"Teacher: Not 46. Teacher: And what would be the percentage, Student A? Student: [inaudible] [TARGET]Teacher: Look up here, look up here.[/TARGET] Student: I'm sorry. Student: And then divide that [inaudible] Student: Put a zero down.",0 4102,"Teacher: Not A, B, C, D, or E. Just tell me what it would be. Teacher: Seventeen plus a number is 36. Teacher: [Silence]. [TARGET]Teacher: Student W, you're making this harder than you have to.[/TARGET] Teacher: Listen. Teacher: Seventeen plus a number equals 36. Student: Seventeen plus a number?",1 4103,"Teacher: Not just part A. Teacher: Not just part B. Teacher: The whole thing. [TARGET]Teacher: Student K, push your chair in, please.[/TARGET] Teacher: Put both feet on the floor. Teacher: Hand on your head when you're finished re-reading the whole thing. Teacher: A, B, and C. Student B, I need you to sit up, okay?",1 4104,"Teacher: Not just part B. Teacher: The whole thing. Teacher: Student K, push your chair in, please. [TARGET]Teacher: Put both feet on the floor.[/TARGET] Teacher: Hand on your head when you're finished re-reading the whole thing. Teacher: A, B, and C. Student B, I need you to sit up, okay? Teacher: Thank you.",1 4105,"Teacher: Not numerator, denominator. Teacher: This is fourteenths. Teacher: Student J, you left your - I'm going to walk with you. [TARGET]Teacher: Sit down and stay there.[/TARGET] Teacher: No. Teacher: I don't see the first steps. Teacher: Instead of goofing off, do the steps.",1 4106,"Teacher: Not only does it increase, but it also changes each time it increases. Teacher: Do you see the difference between the two? Teacher: Are you with me, or am I talking like a mad scientist? [TARGET]Teacher: Because you totally checked out.[/TARGET] Teacher: Do you hear what I'm saying? Teacher: That's what I saw. Teacher: Student M, what did you see?",1 4107,"Teacher: Not only should you have your workbook on your desk, but I also want to see your composition book opened up to your homework, because I told you guys I want you to show your work. Student: I forgot to do mine, so I [inaudible]. Teacher: Stop talking out, sweetie. [TARGET]Teacher: We talk about this constantly.[/TARGET] Teacher: So everybody's should be out, composition books open, workbooks open. Student: I didn't get my workbook. Teacher: Now just to let you know, if you did not complete it in your composition book you will be working on that during recess.",1 4108,"Teacher: Not paying attention. Teacher: 14 divided by 2 equals 7. Teacher: 7 drawings in each binder. [TARGET]Teacher: You need to be looking up here.[/TARGET] Teacher: Student A, or somebody else, is this a grouping or a sharing problem? Teacher: You're not yelling out, please. Teacher: 14 pictures, 2 different art binders.",1 4109,"Teacher: Not plus, but times. Student: It's 20, so put 20 up here? Teacher: Yeah, 20 here. [TARGET]Teacher: Have a seat, Student N. Student N, do me a favor and go downstairs and see if you see Ms. W. Tell her I need her up here to help.[/TARGET] Teacher: Now you multiply. Student: Then subtract. Teacher: Have you finished?",1 4110,Teacher: Not quite. Teacher: I'll get to you in a minute. Teacher: I love how Student D has taken out her math book. [TARGET]Teacher: Get that off your ear.[/TARGET] Teacher: Student J has taken out his math book. Teacher: [Crosstalk] Teacher: Student D and Student J.,1 4111,"Teacher: Not right now. Teacher: You know what, I want those little pieces of paper gone. Teacher: Taking two of them. [TARGET]Teacher: Put it away.[/TARGET] Student: [It's a book]. Teacher: I don't care what it is. Teacher: Wanna tell me again 'cause I heard you the first time.",1 4112,Teacher: Not right now. Teacher: [inaudible] Multiple Students: [inaudible chatter] [TARGET]Teacher: For a moment.[/TARGET] Teacher: Yeah? Teacher: Okay. Multiple Students: [inaudible chatter],0 4113,"Teacher: Not today, I can't do it. Teacher: We are going to start staying. Teacher: I have too. [TARGET]Teacher: Do I have to turn it off now?[/TARGET] Teacher: [End of Audio]",0 4114,"Teacher: Not you. Teacher: Anybody else paying attention? Teacher: You can go back to your seat and be done. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Yes, I wanted one half, not my equivalents to a half, but one half like this one. Teacher: That's not a half. Teacher: You seem to be the only one that knows what a half is.",1 4115,"Teacher: Notice, Student A, I labeled both the left and the right sides, so I remembered it's 10 on top and 4 on the bottom. Teacher: If you would like to make yours exactly like mine, I suggest you do it. Teacher: What's the problem? [TARGET]Teacher: Don't waste my time.[/TARGET] Teacher: Get a pencil or ask me for one. Teacher: If I've cut up the 10 and the 4, I know I also need to cut up the 23. Teacher: Student J, before I let you go anywhere, will you please tell me, how would you break apart 10 and 3?",1 4116,"Teacher: Now - Multiple Students: [Crosstalk]. Teacher: - Student A, do you know where those big pieces of white paper are back there? [TARGET]Teacher: Can you get - shh.[/TARGET] Teacher: Shh. Teacher: Shh. Student: Teacher A?",1 4117,"Teacher: Now I am going to pass out your papers. Teacher: You're going to do question number one, two, and three, then you do the other page, page 30. Teacher: When you get to page 30 you will stop because we are going to play the game. [TARGET]Teacher: If you need any help, you raise up your hand and I will help you.[/TARGET] Teacher: Look at the questions it's asking here. Teacher: It says now look carefully at these different solutions. Teacher: This one here - you look here.",0 4118,"Teacher: Now I love how everybody is paying attention right now. Teacher: I'm gonna write something here. Teacher: We have been finding different fractions on these. [TARGET]Teacher: Student K, you're looking at me.[/TARGET] Teacher: If you're going to be disruptive to this group I can move you. Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now. Teacher: Student J, that goes for everybody in this group.",1 4119,"Teacher: Now I need everybody looking at me. Teacher: All right. Teacher: There's a little bit too much talking. [TARGET]Teacher: Student K. Anybody who's talking now will get a mark and they will not have free time Friday.[/TARGET] Teacher: I don't want anything on your laps, now. Student: There's nothing on my lap. Teacher: Student K, I asked you to throw away the gum.",1 4120,"Teacher: Now I really would like to see the formula. Teacher: Yes. Student: [Inaudible]. [TARGET]Teacher: I need for you to go outside.[/TARGET] Teacher: Take two minutes, get yourself together and then come back. Student: I did it the same way as Student M, but I did the formula. Student: I took this part.",1 4121,"Teacher: Now I want to show you how to multiply double digit numbers. Teacher: We say two digit numbers. Teacher: I don't want you to shout out until I call for it. [TARGET]Teacher: Is that clear, Student S?[/TARGET] Teacher: Remember, the most important rule in multiplication is that each piece is multiplied. Teacher: I am going to use the same strategy. Teacher: I'm going to draw a 12 by 21 array.",1 4122,Teacher: Now I want you to make up a data. Teacher: I want you to get up. Teacher: Collaborate. [TARGET]Teacher: Work with your team.[/TARGET] Teacher: I'm going to make the same. Teacher: Work with your team. Teacher: One person has to gather what?,0 4123,"Teacher: Now I want you to open up your book to page - your math book to page 462 and 463. Teacher: Page 462 and 463. Teacher: Let me remind you of what I expect today. [TARGET]Teacher: I expect you, when I'm talking, not to talk out, okay?[/TARGET] Teacher: All right. Teacher: We're going to be working. Teacher: Our key concept is we're going to learn how to find volume.",1 4124,"Teacher: Now I want you to show me three fourths. Teacher: Where is that? Teacher: Take this crayon. [TARGET]Teacher: Student S, were you after school?[/TARGET] Teacher: You should have been here. Teacher: That's three fourths. Teacher: Now you've got to show what?",1 4125,"Teacher: Now I'm calling one-sixth. Teacher: If I called one-fourth, I will call it next, but right now one-sixth. Teacher: [Crosstalk] [TARGET]Teacher: Stop talking.[/TARGET] Student: One-sixth? Teacher: One-sixth. Teacher: [Crosstalk]",1 4126,"Teacher: Now I'm gonna wait till it's absolutely quiet in here. Teacher: Student T, you might want to move your desk back a little bit. Teacher: Now if you look here, we have one-fourth plus five-ninths. [TARGET]Teacher: Put that away, Student K. Four-fifths plus five-eighths equals one.[/TARGET] Teacher: Three-sixths plus two-fourths equals one. Teacher: Okay, now let's take out our math books. Teacher: Take out your math books.",1 4127,"Teacher: Now I'm gonna write five problems down. Teacher: Just sit down. Teacher: I will take care of the wasp. [TARGET]Teacher: I want you all to stop looking at that.[/TARGET] Teacher: Oh, hold on a minute. Teacher: What was that problem that we just did? Teacher: Three fourths plus?",1 4128,"Teacher: Now I'm going to continue. Teacher: Move over here please, over here. Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps. [TARGET]Teacher: We start from question one right now.[/TARGET] Teacher: [Crosstalk] Teacher: Do not destroy that. Teacher: We've been using that now for more than five years.",0 4129,"Teacher: Now I'm watching you. Teacher: What do you do with that information? Teacher: Are you rewriting those? [TARGET]Teacher: I'm not talking to you.[/TARGET] Teacher: All right. Teacher: Now can I see your other one? Teacher: The way you did it, is that it?",1 4130,"Teacher: Now I've got all this candy left over because I've only boxed up four of my pounds of candy so far. Student: You need an extra box. Student: [Crosstalk] [TARGET]Teacher: I know you know how to act.[/TARGET] Teacher: So now we take our leftover quarters. Teacher: We need 1, 2, 3, and those are all gonna combine to make our sixth box of candy. Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8.",1 4131,"Teacher: Now Student E, how many digits are in our top number? Student: [Inaudible]. Teacher: I'll wait. [TARGET]Teacher: Shh.[/TARGET] Teacher: I'm looking to see if my back table's ready. Teacher: Turn around, please. Teacher: Put your thumb up if you're ready to move on.",1 4132,"Teacher: Now Student M is not listening. Teacher: I'm losing you. Teacher: See, I'm losing them. [TARGET]Teacher: Yes, that's the way.[/TARGET] Teacher: All right, listen. Teacher: Good job. Teacher: Now, that's how I need it.",0 4133,"Teacher: Now add it up together. Teacher: Write it where you have - write it here. Teacher: Excellent. [TARGET]Teacher: Now let's do number two.[/TARGET] Student: Oh, I get it. Student: I get it. Student: Like 40 times 4 and then plus 3 times 5.",0 4134,"Teacher: Now add it up. Teacher: [Crosstalk] Teacher: I like what you did here. [TARGET]Teacher: Let me see.[/TARGET] Student: He just copied that. Teacher: No, he didn't copy you. Student: Shut up.",0 4135,Teacher: Now add this and this together. Teacher: Let me see the people that are really working now. Teacher: [Crosstalk] [TARGET]Teacher: Let me see people that are really working.[/TARGET] Teacher: Student K is doing a good job being on task. Teacher: Student X being on task. Teacher: Student C being on task.,0 4136,Teacher: Now all you all are going to do - that's my data. Teacher: I just told you one. Teacher: Now I want you to make up a data. [TARGET]Teacher: I want you to get up.[/TARGET] Teacher: Collaborate. Teacher: Work with your team. Teacher: I'm going to make the same.,0 4137,Teacher: Now before - we're going to gather information. Teacher: How to make your data. Teacher: You have a book. [TARGET]Teacher: Sit down.[/TARGET] Teacher: One person. Teacher: Give me a paper towel. Teacher: One person is going - excuse me.,1 4138,"Teacher: Now can everybody take a look at the board? Teacher: Student K. Student: Yes? [TARGET]Teacher: Please take a look.[/TARGET] Teacher: Student A. Teacher: Now I'm gonna wait till it's absolutely quiet in here. Teacher: Student T, you might want to move your desk back a little bit.",1 4139,"Teacher: Now complete this statement with what is going on, on your page 1 and right up here on the board. Teacher: We talked about the - you're not writing anything on your paper. Teacher: You're not writing anything. [TARGET]Teacher: You're talking at your table, coming up with this statement.[/TARGET] Teacher: You're not writing anything on your paper. Teacher: Listen. Teacher: You're coming up with a statement.",0 4140,"Teacher: Now do it. Teacher: And add up. Teacher: I don't know what you're doing there, Student D. Sit down. [TARGET]Teacher: Teacher S is still helping you.[/TARGET] Student: Is this times? Teacher: Add. Teacher: Plus.",0 4141,"Teacher: Now does this have anything to do with math, Student K? Student: Yeah. Teacher: No. [TARGET]Teacher: Now what we're gonna do right now is I'll have a paper for you.[/TARGET] Teacher: This is something we are gonna work on a lot next week. Teacher: Next week you will have some cubes so that you can really figure this out. Teacher: [Crosstalk]",0 4142,"Teacher: Now everybody write the exit question. Teacher: Exit question, everybody wrote it? Teacher: This time it's exit questions, plural, because one is going to be on addition and one is going to be on subtraction. [TARGET]Teacher: Stay over there, please.[/TARGET] Teacher: We are not finished. Teacher: Question one. Teacher: These are the two questions, one on subtraction and one on addition.",1 4143,"Teacher: Now how do I find my median? Teacher: The median is what number? Teacher: The middle number. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student S, sit up so you can pay attention. Teacher: Okay. Teacher: So that's my what?",1 4144,"Teacher: Now how many lines do you see before you get to the number one? Student: One. Student: Zero. [TARGET]Teacher: Stop.[/TARGET] Teacher: Stop yelling out. Teacher: I've got people who are not even thinking, or not even counting. Teacher: I need to see hands.",1 4145,"Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around. Teacher: Student A, you need to turn around and look at me. Teacher: People over in my group over here, you need to turn and look at me. [TARGET]Teacher: Student L, Student J, Student J, good job.[/TARGET] Teacher: I need people quiet. Teacher: This group has been able to remain quiet. Teacher: Let's see if another group can do it.",0 4146,"Teacher: Now if I round up, what should I do to the 7? Student: Make it an 8. Teacher: Anything behind, Student A? [TARGET]Teacher: Student A please.[/TARGET] Teacher: Excuse me. Teacher: Thanks. Teacher: So there's one example.",1 4147,"Teacher: Now if I wanted to write this problem out, how would I write this problem in math? Teacher: Go ahead, buddy. Teacher: I hope you feel better, Student Z. [TARGET]Teacher: Go home and get rest.[/TARGET] Teacher: Is your mom going to be okay with you going home? Teacher: You sure? Teacher: All right.",1 4148,"Teacher: Now if you look here, we have one-fourth plus five-ninths. Teacher: Put that away, Student K. Four-fifths plus five-eighths equals one. Teacher: Three-sixths plus two-fourths equals one. [TARGET]Teacher: Okay, now let's take out our math books.[/TARGET] Teacher: Take out your math books. Teacher: [Crosstalk] Teacher: Not quite.",0 4149,"Teacher: Now in the first circle I want you to shade three pieces of it, or three parts of it. Teacher: Excuse me. Teacher: Can you let me take care of my class, please? [TARGET]Teacher: Now we have a few that did not hear me.[/TARGET] Teacher: Color three pieces or three parts from that first pair. Teacher: After you're done with that, I want you to write the fraction that represents the number of parts that you have colored. Teacher: Now for the second pair I want you to color four parts of it.",1 4150,"Teacher: Now it says on number one, ""One-half plus one-eighth plus blank equals one."" Teacher: What would be the first thing you might want to do to help you solve this problem? Teacher: What might you want to do? [TARGET]Teacher: Can you share with Student J, since you've lost your book?[/TARGET] Teacher: What might you want to do? Teacher: Anybody? Teacher: Okay.",0 4151,"Teacher: Now it's 21 groups of 7. Teacher: That cup needs to be put away, now. Teacher: Then I want to trace. [TARGET]Teacher: Student N, thank you for staying quiet while my back was turned to you.[/TARGET] Teacher: You know, that's my favorite rule in the classroom. Teacher: I'm going to label this as 21 groups of 7. Teacher: We talked about 21 groups of 7 sometimes being a difficult problem to solve.",1 4152,"Teacher: Now let me go into one of the problems on page nine - oh, no. Teacher: No, let's go - Student: Page six. [TARGET]Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with.[/TARGET] Teacher: One of the problems. Teacher: Student D, okay. Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six.",0 4153,"Teacher: Now let me think. Teacher: [Crosstalk] Teacher: No, guys, I'm giving you the problems. [TARGET]Teacher: I'm giving you the problems.[/TARGET] Student: Can I use my pencil to do it? Teacher: Yes. Teacher: 18 times 27 is the first problem.",0 4154,"Teacher: Now let's decide. Teacher: Excuse me. Teacher: Everything is not an argument. [TARGET]Teacher: Let's decide - you all decided for Student B to draw the graph, correct?[/TARGET] Student: [Inaudible]. Teacher: Student D, what are you doing? Student: [Inaudible].",0 4155,"Teacher: Now let's do question six, question seven and question eight together. Teacher: I want to hear some discussion, some sharing of ideas. Teacher: A, we read over the steps; A reads the steps now. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: A reads the steps before we proceed. Teacher: [Crosstalk] Teacher: A reads all the steps.",1 4156,"Teacher: Now let's go ahead. Teacher: It looks like you guys did a lot of work. Teacher: Let's go ahead and check yours with mine. [TARGET]Teacher: Please do not let this be where you made your mistake.[/TARGET] Teacher: That would be so silly. Teacher: Help me out now. Teacher: Nine times 4, everybody?",0 4157,"Teacher: Now listen, because you're going to be on your own in a minute. Teacher: There's twelve squares like this. Student: [Inaudible] pizza. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay. Teacher: This square is one whole thing, okay? Teacher: So I want you to build a model, which means cutting out, gluing, labeling, to show this number.",1 4158,Teacher: Now look at this. Teacher: One. Teacher: Two. [TARGET]Teacher: Watch this.[/TARGET] Teacher: The title is going to go on this line. Teacher: Now you - are you looking? Teacher: Because you don't know what you're doing.,0 4159,"Teacher: Now once the design is made- Student: You can use three blocks? Teacher: Three, yes, because that's the directions. [TARGET]Teacher: You're watching.[/TARGET] Teacher: Questions are later. Teacher: It's your job to explain it and describe it to your partner to build it without them seeing it. Teacher: So you make sure the design you build, you're able to describe it to your partner using geometry building words.",0 4160,"Teacher: Now put plus here. Teacher: One sixty - this is how you got 172, 160 plus 12 is this. Teacher: So you're going to put this. [TARGET]Teacher: Let me see where you are.[/TARGET] Student: Teacher, can I have this? Teacher: I said I will give it to you, but not now. Teacher: When you finish with your math.",0 4161,"Teacher: Now so you want to get in your mind - Student: Teacher, this one's the wheat or wheat toast? Teacher: Yes. [TARGET]Teacher: No, this is - and group three is not talking.[/TARGET] Teacher: This is the wheat. Teacher: It's in the order on the board. Teacher: We already put it in order: the wheat, the original, the toast, the little squigglies, and the pretzels.",1 4162,"Teacher: Now step two says: count the number of shapes in the set. Teacher: So I have one, two, three, four. Teacher: In a complete set, I have four shapes in a complete set. [TARGET]Teacher: Student C, we're watching right now.[/TARGET] Teacher: Student L, we're watching. Teacher: Put the pencil down. Teacher: So we've got the number in the set.",1 4163,"Teacher: Now that I've done girls. Student: You set up that [inaudible] Teacher: Where do I put it? [TARGET]Teacher: You want to come up here and show me?[/TARGET] Teacher: Student D, you need to be on the carpet. Student: What is it? Teacher: [inaudible] what's that answer?",0 4164,"Teacher: Now they need the fraction and the percent, okay. Teacher: You can sharpen that after. Teacher: That one's okay. [TARGET]Teacher: Here, put that away.[/TARGET] Teacher: So, on the first one it says, ""Shade in point 75 on the square."" Teacher: So how many are you going to shade in, in that very first square? Multiple Students: [Crosstalk]",1 4165,Teacher: Now they're going to yell at me because I made it too fast. Multiple Students: [Inaudible] measures of weight. Teacher: Write your own answer. [TARGET]Teacher: Stop talking.[/TARGET] Teacher: Stop talking. Teacher: [End of Audio],1 4166,Teacher: Now this is a grid that has what on it? Teacher: Everybody put your crayons down. Teacher: [Crosstalk] [TARGET]Teacher: Just a minute.[/TARGET] Teacher: Put your crayons down. Teacher: Look up here. Teacher: What do you notice is different about this grid than the other one?,0 4167,"Teacher: Now this is a mathematical tool. Teacher: It's not a toy. Teacher: It's a tool. [TARGET]Teacher: Be very careful with it.[/TARGET] Teacher: I want you to draw all the way around. Teacher: Here's what I'd like for you to do next. Teacher: Where you have drawn, I'm just going to use the semi-circle part.",0 4168,Teacher: Now this is where the magic comes in. Teacher: I'm still hearing side conversations. Teacher: [Crosstalk] [TARGET]Teacher: Did I or did I not say that if you're distracting us from learning that you could leave?[/TARGET] Teacher: Student A has been following my directions when I've asked him to move. Teacher: Look at how you're sitting. Teacher: Look at how you are sitting right now.,1 4169,"Teacher: Now this one - shade in 46 hundredths. Teacher: Are you working with Student B? Teacher: Because I'm pretty sure Student B understands this. [TARGET]Teacher: Wait.[/TARGET] Teacher: Wait. Teacher: Stop. Teacher: I put the two of you together for a reason, okay?",1 4170,"Teacher: Now this says 15, but don't let that bug you. Teacher: Now watch what I do. Teacher: Remember what I touched, Student P? [TARGET]Teacher: Student P, focus.[/TARGET] Teacher: 6 times - Multiple Students: 2. Teacher: 2 equals -",1 4171,"Teacher: Now this time we're going to change it up a little bit. Teacher: The fine tax payers of [inaudible] - sit up please, Student A. Teacher: You okay? [TARGET]Teacher: You're not okay?[/TARGET] Teacher: What's that? Teacher: You okay? Teacher: You want to go to the clinic?",1 4172,"Teacher: Now today what we're gonna start to do is to look at fractions again. Teacher: There's no talking. Teacher: Put that away now. [TARGET]Teacher: Thank you.[/TARGET] Teacher: We're looking at fractions to see what equals one, one whole. Teacher: Who can give me a fraction right now that equals one whole? Teacher: Who can give me a fraction that equals one whole right now?",0 4173,Teacher: Now turn it over on the back. Teacher: You have two sides on the back. Teacher: Turn it over on the back. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Turn it over on the back. Teacher: Write your name on the back side and the front side that's turned over. Teacher: On the back I want you to write a number line.,1 4174,Teacher: Now watch this. Teacher: There's your graph. Teacher: [Inaudible] a line under here. [TARGET]Teacher: Watch.[/TARGET] Teacher: Watch. Teacher: Zero. Teacher: One.,0 4175,"Teacher: Now we gotta do the last part. Teacher: 48 times 6. Teacher: Student E, you can put the pen down, please. [TARGET]Teacher: Getting up out of your seat without permission.[/TARGET] Teacher: Student M, where do I start here? Student: 8 times 6. Teacher: Is?",1 4176,"Teacher: Now we have two goals. Teacher: Now we're trying to solve these problems using division, and we're also trying to distinguish or determine which ones are grouping and which ones are sharing. Teacher: Student T, stop and walk around. [TARGET]Teacher: If you're going to be silly around that, you'll leave the classroom.[/TARGET] Teacher: Question? Teacher: We do not need to skip people. Teacher: It's very simple.",1 4177,"Teacher: Now we're going to do the exit question right now. Teacher: Before we do the exit question, Student J, you share with us one of the questions that we did. Teacher: Excuse me. [TARGET]Teacher: Everybody pay attention.[/TARGET] Teacher: You can erase the board. Student: The question I'm going to do right now is subtraction. Teacher: Can we pay attention and see what Student J is doing?",1 4178,"Teacher: Now we've got a double 9. Teacher: If you have 9, you need to double, or you need to match this one and one of those needs to double. Teacher: Stop throwing please. [TARGET]Teacher: Student C, no fraternizing with another team.[/TARGET] Teacher: You can't give away your answers. Student: I need 9 more. Teacher: 9 more what?",1 4179,Teacher: Now we're going to compare 36 percent to one half. Teacher: 53 percent to one half. Teacher: Then we're going to compare seventy-one thousandths. [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Excuse me. Teacher: I'm not asking you to compare them to each other. Teacher: Look.,1 4180,"Teacher: Now we're going to wrap up our lesson - shh. Teacher: We're going to wrap up. Teacher: I'm going to ask you some questions, going around the room. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, let's see who can answer this question. Teacher: I need you to be able to answer the essential question so we can close, and move onto reading. Teacher: I'm - I like the way Student A is sitting.",1 4181,"Teacher: Now what we're gonna do, you're gonna find that a lot more of these - some of the terms that I was wanting us to look at - I don't think you thought to mention. Teacher: Look at the angles and now let's start thinking about - leave your shapes. Teacher: Please do not change your shapes. [TARGET]Teacher: Some of you are not following directions, and I will mark that down 'cause you're still not listening.[/TARGET] Teacher: The shape that you had - think about what we've learned about acute angles, obtuse angles. Student: I have a right angle. Teacher: Thinking about that, raise your hand in group one if you see acute angles.",1 4182,"Teacher: Now you all are getting the place value. Teacher: Write data and then what you think its definition might be. Teacher: You're doing it right now. [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Student B, I want you sitting here next to Student D since you're both using the place value chart. Student: We don't need the lined paper? Teacher: You still need the lined paper.",1 4183,"Teacher: Now you and your partners may not be on the same chapter, and that's okay. Teacher: It's okay. Teacher: But if you have a question, you can ask your partner or put a star next to it, and I'll go over it when we come out of group. [TARGET]Teacher: So the first group is gonna be Student J, Student B, and Student F. And you can sit here.[/TARGET] Teacher: I know Student F won't be able to participate. Teacher: Group 2 will meet here. Teacher: Student K, Student M, and Student D, you guys are gonna do the same thing that that table's doing.",0 4184,"Teacher: Now you can look. Teacher: How you follow this data is this. Teacher: You go all the way over here. [TARGET]Teacher: You [inaudible] - Student R, you really need to pay attention.[/TARGET] Teacher: You do not know everything. Teacher: Over here. Teacher: You can read this data.",1 4185,Teacher: Now you check those ones you miss. Teacher: And now you have to go back and figure out how to come up with the answer with an explanation. Student: Number 9 is already in order. [TARGET]Teacher: Pardon me.[/TARGET] Student: [Inaudible]. Student: 14 minus 11. Teacher: What is it?,1 4186,"Teacher: Now you follow all the steps. Teacher: A will make sure that everybody follows the steps 1, 2, 3 to the final answer. Teacher: So let's move on with the steps. [TARGET]Teacher: You were doing question 6, 7 and 8.[/TARGET] Teacher: [Crosstalk] Teacher: What did you all do here? Teacher: Who read the steps?",0 4187,"Teacher: Now you gotta lay 'em together like this. Teacher: A and B. Student: Did I get it? [TARGET]Teacher: Let's take those away.[/TARGET] Teacher: Help each other around you if you haven't gotten it. Teacher: Where's your A? Teacher: If you actually did this - oh, this is your corner, isn't it?",0 4188,"Teacher: Now you need to listen. Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how. Teacher: [Crosstalk] [TARGET]Teacher: Hold on.[/TARGET] Teacher: Student D, listen. Teacher: Listen to another group. Teacher: Thank you.",1 4189,Teacher: Now you play. Teacher: What are you adding to each? Teacher: Come up right here. [TARGET]Teacher: What?[/TARGET] Student: I added 2. Teacher: No. Teacher: That's not how to do it.,0 4190,Teacher: Now you - are you looking? Teacher: Because you don't know what you're doing. Teacher: You really don't. [TARGET]Teacher: You're not learning because [inaudible] just want to do.[/TARGET] Teacher: How many people on your graph chose cookies? Student: Six. Teacher: Six?,1 4191,"Teacher: Now you've been working with decimals in the thousandths, but we have lots of problems with this. Teacher: Is one and seven hundred ninety-nine thousandths between one and seven tenths, and one and eight tenths? Teacher: Is it there? [TARGET]Teacher: Student T, spit out your gum for real.[/TARGET] Teacher: Student D, is it there, or is it not there? Student: [Inaudible] because one and seventy-nine - one whole and [inaudible]. Teacher: Thank you.",1 4192,"Teacher: Now you're gonna go back to your seats with your slates. Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps. Teacher: You must follow all the steps. [TARGET]Teacher: A will read all the steps before you proceed into answering the questions.[/TARGET] Student: I'm working by myself. Student: [Crosstalk] Student: [Crosstalk]",0 4193,"Teacher: Now you're not finished. Teacher: You now need to multiply that times four and five tenths. Teacher: I need that. [TARGET]Teacher: Don't throw that away.[/TARGET] Teacher: There you go. Teacher: Thank you. Teacher: Yes, you can measure first.",1 4194,Teacher: Now - Teacher: [Crosstalk] Teacher: Let's see. [TARGET]Teacher: I've seen a lot.[/TARGET] Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones. Teacher: [Crosstalk] Teacher: I hear people talking too loud.,0 4195,"Teacher: Now - this is where it gets tougher. Teacher: If you remember from yesterday, that's why I gave you calculators. Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Sit down, please. Student: I can't see. Teacher: Waiting on two people.",0 4196,"Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this. Teacher: And how much is left? Teacher: How much is left? [TARGET]Teacher: I don't see anybody over here looking at this board.[/TARGET] Teacher: I don't see anybody over here looking at this board. Teacher: I told you that this one-half. Teacher: Now I found three sixes.",1 4197,"Teacher: Now, I rolled a three. Student: Oh! Student: Dang! [TARGET]Teacher: Guys, what are you danging?[/TARGET] Teacher: Do you even know what we're doing? Student: No. Teacher: Look at Student M. She's just saying, ""Okay.",1 4198,"Teacher: Now, I see hands up. Teacher: Good job. Teacher: Hands up. [TARGET]Teacher: Student C, hands up.[/TARGET] Teacher: [Crosstalk] Teacher: Now, number three is too easy. Teacher: Yeah, number three -",0 4199,"Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible]. Teacher: All right, hold on, hold on. Teacher: Let's wait for the talking so I can do a little bit of it and [inaudible] explain. [TARGET]Teacher: My favorite, Student N, good job.[/TARGET] Teacher: So one third - see, this is a third, another third, which is right there. Teacher: [Crosstalk] Teacher: So that's three.",0 4200,"Teacher: Now, I'm asking you a question and I'm going to give you a chance to talk, talk to your friend and say I want one third of my - one third of my mm pieces. Teacher: All right, excuse me. Teacher: One third of my 24 pieces. [TARGET]Teacher: You can talk to your friend for a minute.[/TARGET] Teacher: [Inaudible] not talking. Teacher: Three are talking. Teacher: Good job.",0 4201,"Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention. Teacher: Do I have you back? Teacher: Student C, do I have you back? [TARGET]Teacher: Yes.[/TARGET] Teacher: Yes, Student M, I have you back. Teacher: Student F, I have you back? Student: Yes.",0 4202,"Teacher: Now, I'm gonna have these three people - listen to what you're gonna do. Teacher: [Inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Now, see - see, people are not really listening.[/TARGET] Teacher: [Crosstalk] Teacher: Thank you. Teacher: Student C, thank you.",1 4203,"Teacher: Now, Student C, I have one fourth here, which is six twenty fourths. Teacher: Now, three fourths must be how many pieces, Student C? Student: 12 [TARGET]Teacher: Yeah, now I have you back.[/TARGET] Teacher: Three fourths must be how many pieces, Student L. Student L, look up there. Teacher: I have one fourth - look, one fourth is six pieces of the whole set. Teacher: Three fourths must be how many pieces?",0 4204,"Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes. Teacher: All right, now, what was the answer? Teacher: How many pieces would it be and what fraction - numerator and denominator. [TARGET]Teacher: Now, let me wait for Student C. Student C, how many pieces?[/TARGET] Student: [Inaudible]. Teacher: We said one third of this set. Teacher: How many pieces would it be?",1 4205,"Teacher: Now, another student got this answer - Teacher: All right, give me five. Teacher: Give me five. [TARGET]Teacher: Way too loud.[/TARGET] Teacher: And why are we out of our seats? Teacher: Sit down. Student: Okay.",1 4206,"Teacher: Now, everybody, we go back now to the first question that I put on the board. Teacher: I know some of you got it right and we'll just quickly do that. Teacher: Excuse me. [TARGET]Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody.[/TARGET] Teacher: [Crosstalk] Teacher: Erase the board and do the question that some of us could not do at the beginning of the lesson, to see if you can get it right now. Teacher: [Crosstalk]",0 4207,"Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps. Teacher: We start from question one right now. Teacher: [Crosstalk] [TARGET]Teacher: Do not destroy that.[/TARGET] Teacher: We've been using that now for more than five years. Teacher: Now let's do question six, question seven and question eight together. Teacher: I want to hear some discussion, some sharing of ideas.",1 4208,"Teacher: Now, if we're gonna do a triangle, who remembers the formula? Teacher: Student J? Student: [Inaudible]. [TARGET]Teacher: Well, yes, or - wait, wait don't say anything.[/TARGET] Teacher: He says base times height divided by 2 or one half base times height. Teacher: It's the same thing, same thing. Teacher: Okay.",1 4209,"Teacher: Now, if you're at the computer center, look what it says. Teacher: Where must you go? Multiple Students: [Inaudible]. [TARGET]Teacher: And what was the game you had to play?[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: You have the pages right now what you're supposed to do.",0 4210,"Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six. Teacher: She is on page six. Teacher: On page six. [TARGET]Teacher: Six.[/TARGET] Student: [Inaudible]. Teacher: Student L, six. Teacher: Student M, six.",0 4211,"Teacher: Now, it was the same process but I need you to understand when you move your decimal your decimal has to move the same amount of the numbers behind it. Teacher: What is four times nine? Student: Four times nine - [TARGET]Teacher: Excuse me, one moment.[/TARGET] Teacher: Yes Student D? Student: Four times nine is [inaudible]. Teacher: I can't hear you.",0 4212,"Teacher: Now, let me go to another group. Teacher: Let me go to another group. Teacher: Excuse me. [TARGET]Teacher: Now you need to listen.[/TARGET] Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how. Teacher: [Crosstalk] Teacher: Hold on.",1 4213,"Teacher: Now, let me just do one. Teacher: Let's just do one for the sample. Teacher: Could we put the die down? [TARGET]Teacher: Leave it alone.[/TARGET] Teacher: Look at me. Teacher: All right. Teacher: I rolled a five.",1 4214,"Teacher: Now, let's go to page five. Teacher: Student N, number one, please. Student: One - [TARGET]Teacher: Page five.[/TARGET] Teacher: Student F, Student F, five, five. Teacher: Unit six, page five. Teacher: Good job.",0 4215,"Teacher: Now, let's look at the group. Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute. Teacher: Now, look at me, look at me. [TARGET]Teacher: You may go [inaudible], please.[/TARGET] Student: What? Student: [Crosstalk] Teacher: Thank you, thank you.",0 4216,"Teacher: Now, let's see. Teacher: He's working. Teacher: She's working. [TARGET]Teacher: She's thinking.[/TARGET] Teacher: He's doing it. Teacher: He's already done. Teacher: Maybe he's not good.",0 4217,"Teacher: Now, let's see. Teacher: Some people - page five. Teacher: Yes, six. [TARGET]Teacher: Now, let's look at page five, page five together.[/TARGET] Teacher: Student O, yes, page five. Teacher: And some people have done it and it's easy, right? Multiple Students: Yes.",0 4218,"Teacher: Now, let's take out all of the papers that are in there. Teacher: Student T, you need to do it sitting down, though. Teacher: No, don't pass anything, yet. [TARGET]Teacher: Wait for me to give the directions.[/TARGET] Teacher: Supply monitor. Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay? Teacher: Yes?",1 4219,"Teacher: Now, listen carefully. Teacher: Listen. Teacher: Listen. [TARGET]Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me.[/TARGET] Teacher: She said, oh, I can do the rest. Teacher: Can I do more? Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today.",0 4220,"Teacher: Now, listen up. Teacher: Individuals are working independently. Teacher: When you switch, you switch. [TARGET]Teacher: You sit down and you work on your problem.[/TARGET] Teacher: This is not your time to chit-chat with your friends about what went on yesterday. Teacher: You're specifically working on math. Teacher: Got it?",1 4221,"Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer. Teacher: Do not tell me what to do, please, all right? Teacher: Now, if it's - listen. [TARGET]Teacher: I'm going to show you one thing.[/TARGET] Teacher: Student D. Now, if it's the same answer [inaudible] person, what do we do? Teacher: [Crosstalk] Teacher: Yes.",0 4222,"Teacher: Now, one fourth, if I decide to eat a fourth of my sandwich, it would be six pieces out of 24. Teacher: Now, if I decide to eat one third of my sandwich, how many pieces would that be? Teacher: You need to think, and I'm letting people think. [TARGET]Teacher: I'm letting people think, and then [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: Hold on. Teacher: Excuse me.",0 4223,"Teacher: Now, see - see, people are not really listening. Teacher: [Crosstalk] Teacher: Thank you. [TARGET]Teacher: Student C, thank you.[/TARGET] Teacher: We're going into your book, and in that book I want you to work - I want you to work on page - page one - Teacher: [Crosstalk] Teacher: Listen.",0 4224,"Teacher: Now, tell me what the difference is? Teacher: Figure out what the difference is. Teacher: What do you have to - excuse me. [TARGET]Teacher: Stop, stop, stop.[/TARGET] Teacher: If I hear another die being rolled - Student K got how much? Student: 2,480. Teacher: 2,480.",1 4225,"Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. Teacher: You're getting a group grade, today, okay? Teacher: Noise control, this is where you come in. [TARGET]Teacher: Timers, this is where you come in.[/TARGET] Teacher: Yes? Student: What time does recess start? Teacher: We're not worrying about recess, right now.",0 4226,"Teacher: Now, the radius is? Multiple Students: [Crosstalk] point five. Teacher: I'm sorry. [TARGET]Teacher: I'm sorry.[/TARGET] Student: Times 85. Teacher: Listen, guys. Teacher: Please listen.",0 4227,"Teacher: Now, there are some steps that we are going to start training ourselves to do. Teacher: Please take one. Teacher: That help people get a better score on these open responses. [TARGET]Teacher: Please put your name on this paper, also.[/TARGET] Teacher: [Handing out papers]. Teacher: And again, this is going to be a paper that stays in your green math folder forever. Teacher: Shh.",0 4228,"Teacher: Now, these are some division problems. Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them. Teacher: So if you've not worked them, that's perfectly all right. [TARGET]Teacher: We're going to work them together as part of our whole group this morning.[/TARGET] Teacher: But then what we'll do is we're gonna go back and go over them. Teacher: I want to show you something. Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught.",0 4229,"Teacher: Now, three fourths must be how many pieces, Student C? Student: 12 Teacher: Yeah, now I have you back. [TARGET]Teacher: Three fourths must be how many pieces, Student L. Student L, look up there.[/TARGET] Teacher: I have one fourth - look, one fourth is six pieces of the whole set. Teacher: Three fourths must be how many pieces? Teacher: Thank you.",1 4230,"Teacher: Now, three fourths must be how many pieces, Student C? Student: 12. Teacher: Yeah, now I have you back. [TARGET]Teacher: Three fourths must be how many pieces, Student L. Student L, look up there.[/TARGET] Teacher: I have one fourth - look, one fourth is six pieces of the whole set. Teacher: Three fourths must be how many pieces? Teacher: Thank you.",1 4231,"Teacher: Now, we're asking how many times can three go into? Multiple Students: Zero. Teacher: Zero. [TARGET]Teacher: Sit up, please.[/TARGET] Teacher: Do you need a nap? Teacher: How many times can three go into zero, Student O? Student: Zero.",1 4232,"Teacher: Now, we're going to [inaudible]. Teacher: Pay attention [inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Please go back to your seat.[/TARGET] Teacher: [Inaudible]. Teacher: Multiply by 3, then add 1. Teacher: So I'm gonna do this to the 4.",1 4233,"Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role. Teacher: These are going to be your role cards that tell you what your job is, today. Teacher: Take out one. [TARGET]Teacher: You only have one job, okay?[/TARGET] Teacher: Put it on your desk. Teacher: That's your job today. Teacher: Then pass the envelope to someone next to you, and they're going to do the same.",0 4234,"Teacher: Now, you can either - excuse me, what? Student: I had another strategy. Teacher: All right, here's another strategy. [TARGET]Teacher: Listen up, please.[/TARGET] Teacher: Stop. Student: If your total was 280 and you rolled a 2, you could times it by 20 and you would have 300 exactly. Teacher: Okay, all right.",1 4235,"Teacher: Now, you have two dice. Teacher: And you have a partner at your seat. Teacher: Everyone should have a partner. [TARGET]Teacher: If you're a partner of three - I'm gonna wait until you're paying attention.[/TARGET] Teacher: You're gonna play against the person whoever you want. Teacher: Or you can do this. Teacher: You two can team up together and you two could team up.",1 4236,"Teacher: Now, you see where my fingers are? Teacher: This can be done with a calculator so, but I've gotta make sure you guys understand how to do it. Teacher: So look where my finger is. [TARGET]Teacher: And repeat after me.[/TARGET] Teacher: To turn a fraction - Multiple Students: To turn a fraction - Teacher: Into a percentage.",0 4237,"Teacher: Now. Teacher: Get that paper off the corner of my desk. Teacher: Would you pass this out for me? [TARGET]Teacher: I thought I just heart the words shut up.[/TARGET] Teacher: Thank you. Teacher: Unbelievable. Teacher: Come on, Student R. We're doing this together.",1 4238,"Teacher: Number 2 is the beginning, as you can see. Teacher: Now we're going to continue through the rest of the page please. Teacher: Excuse me? [TARGET]Teacher: That wouldn't be very polite, would it?[/TARGET] Teacher: Okay. Teacher: If you have the ability to go on without me and work on these problems, I'm okay with that, but I am going - it's page 401 as you can see. Student: I thought it was 400.",1 4239,"Teacher: Number 5, how many 7s in 42? Teacher: How many 7s in 42? Student: [Inaudible]. [TARGET]Teacher: I will take questions at the end.[/TARGET] Teacher: How many 7s in 42? Teacher: Just join us for the [inaudible]. Teacher: Number 8 - excuse me, number 6, how many 3s in 21?",0 4240,"Teacher: Number 730, take three. Teacher: [Just kidding]. Teacher: Okay. [TARGET]Teacher: All right, guys, we're going to go ahead and get started because we're going to do these together because we have got to get to some of our groups today so we can really understand division, because next week we are going to start some more division stuff and we're also going to do some order of operations and different things that we're going to have to be really familiar with division.[/TARGET] Teacher: Now, these are some division problems. Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them. Teacher: So if you've not worked them, that's perfectly all right.",0 4241,"Teacher: Number 8, how many 4s in 32? Multiple Students: 8 Teacher: Brilliant. [TARGET]Teacher: My marker is running out.[/TARGET] Teacher: I'll have to get another one. Teacher: Number 9 - Teacher: [Crosstalk]",0 4242,Teacher: Number 9 - Teacher: [Crosstalk] Teacher: This is not the signal. [TARGET]Teacher: This is the signal for - please.[/TARGET] Teacher: How many 9s in 81? Multiple Students: 9 Teacher: This is a tricky one.,1 4243,Teacher: Number one is two thirds time one half. Teacher: Everybody should be working on two thirds time one half. Teacher: You can use the blank paper I put in the middle of your table. [TARGET]Teacher: You have to draw it.[/TARGET] Teacher: You have to make a model. Teacher: [Side discussion] Teacher: Two thirds times one half is what you should be modeling.,0 4244,"Teacher: Number one is wrong. Teacher: Read it out loud to me, please. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible]. Teacher: Nine less than the product of 15 in a number is X. Teacher: [Pencil sharpening].",1 4245,"Teacher: Number six, Student J? Student: 112 cubic centimeters. Teacher: Oh, excuse me, 112 cubic meters. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You're telling me no, it's 57? Student: I'm saying no, it's meters. Teacher: Oh, sorry.",1 4246,"Teacher: Number six. Teacher: Student C, what's the fraction for number six? Student: You skipped me. [TARGET]Teacher: Seven - you called out, and I don't think I like that.[/TARGET] Student: When did I call out? Teacher: Just now. Student: Oh.",1 4247,"Teacher: Number three, please. Teacher: Student A, read me number three. Teacher: Stop. [TARGET]Teacher: I'm going to wait for all attention.[/TARGET] Teacher: Playing with pencils is not appropriate. Teacher: If it continues, name will go in the book. Teacher: First read me the question.",1 4248,"Teacher: Number two, Student D? Student: $1.75. Teacher: That is correct, $1.75. [TARGET]Teacher: Make sure you're grading the paper in front of you and not staring at your own paper for me, please, okay?[/TARGET] Student: Teacher? Teacher: Yes. Student: What if they don't have the decimal?",1 4249,"Teacher: Number two, Student M, go. Teacher: Really quick. Teacher: When Student M's done, Student J, you're going to do number three. [TARGET]Teacher: Student N, have a seat, please.[/TARGET] Teacher: Student L, four. Teacher: Five, six, Student C. Make sure you write them down because if I grade this - Student L is doing five. Teacher: Student K is doing six.",1 4250,"Teacher: Number two, how many 3s are there in 24? Teacher: How many 3s are there in 24? Teacher: Do I need to take it or can you put it away? [TARGET]Teacher: Join us.[/TARGET] Teacher: How many 3s are there in 24? Teacher: Just write down your answer. Teacher: Number 3, how many 6s are in 24?",1 4251,"Teacher: Number two. Student: It's not my fault. Student: Yes, you did. [TARGET]Teacher: Second.[/TARGET] Teacher: Your response to someone punching you should be to tell me. Student: He punched me. Teacher: There's a study.",1 4252,"Teacher: Number two. Teacher: In order to score a two, the explanation is not clear, or there is little writing. Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted. [TARGET]Teacher: We'll wait for you to be ready.[/TARGET] Teacher: There is no math vocabulary for a two. Teacher: ""Does not show work, or the work is difficult to follow."" Meaning, you didn't show how you figured it out. Teacher: Or, all of your work might be there, but it doesn't really make sense.",1 4253,"Teacher: Obviously that's in our set here, but like I told you, there is no sevenths, and no elevenths either. Teacher: You might want to take and move your body over here so you're not in the middle of this, but leave what you've got setup because you want to be able to take a look at this and you need to have your stuff done and in front of you. Teacher: So move yourself or move some of your piles a little bit so you can sort out those. [TARGET]Teacher: I'll give you until a quarter 'til to sort out the groups you have.[/TARGET] Teacher: Why don't you come in my group over here, especially since you are all the same color? Teacher: Come over here and set them up. Teacher: Get up and move so you all can sort them.",0 4254,"Teacher: Of course you can. Teacher: You got to get this one done? Student: What if you're done? [TARGET]Teacher: You're not done, honey.[/TARGET] Teacher: You want to do the same thing I just asked you to do here for here and here. Teacher: Look at the groups with the darker blue. Teacher: Count those groups too, okay?",0 4255,"Teacher: Of the whole set, the whole set, what do I read this fraction? Teacher: It's half of one fourth. Teacher: It's three pieces. [TARGET]Teacher: You people are not really paying attention.[/TARGET] Teacher: The same word or numbers, but they're not really looking. Teacher: Like, Student G is not really - yeah. Teacher: Okay, Student J. I know it's one and -",1 4256,"Teacher: Of this one, yeah. Teacher: [Crosstalk] Teacher: We need people to think first. [TARGET]Teacher: See, if you start shouting, it's not good.[/TARGET] Teacher: See, now he is talking. Teacher: One sixth - now, see, we have one third. Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter.",1 4257,"Teacher: Oh my gosh. Teacher: So I wouldn't be able to buy enough soccer balls if I was supposed to buy five soccer balls. Teacher: I want to be able to buy basketballs for everyone. [TARGET]Teacher: If everybody gets a soccer ball here and everybody gets a basketball here, that's really not fair.[/TARGET] Teacher: I have $22.00. Teacher: If I go half- and $22.00 in half is about $11.00 each, but that would mean I'd get five soccer balls and only two basketballs, but more students like basketballs. Teacher: So now I'm thinking that I need to make it more fair, so maybe I need to spend -",0 4258,Teacher: Oh my gosh. Teacher: [Side Conversation] Okay. Teacher: Hold on. [TARGET]Teacher: Be patient with me.[/TARGET] Teacher: Let me find what I'm looking for. Teacher: Hold on. Teacher: Don't flick your tongue at me.,1 4259,Teacher: Oh no. Teacher: Zero. Teacher: Thank you. [TARGET]Teacher: You scared me.[/TARGET] Teacher: Now how many lines do you see before you get to the number one? Student: One. Student: Zero.,1 4260,Teacher: Oh so well? Teacher: Fabulous. Teacher: Was there any issue that you ran into when you were playing that you weren't sure what to do with? [TARGET]Teacher: Have a seat.[/TARGET] Teacher: I can't see behind you. Teacher: I'm sorry. Teacher: We've got people over at this table not following directions.,1 4261,Teacher: Oh that's it kids. Teacher: You think about it. Teacher: I'll call you up when we're ready for you. [TARGET]Teacher: Please don't sit like that honey.[/TARGET] Teacher: Okay when you're ready come on up. Teacher: [Loud speaker interruption] Teacher: Okay group three is ready already anybody else?,1 4262,"Teacher: Oh this one. Teacher: Angle sum. Teacher: Good. [TARGET]Teacher: Student W, nice and loud, please.[/TARGET] Student: The angle sum divided by the number of sides is equal to the measure of the angles. Teacher: Agree? Teacher: Angle sum divided by the number of sides, that's equal to the angle measure, right?",1 4263,"Teacher: Oh you don't want - okay, I'm just trying to make sure. Teacher: All eyes on me. Multiple Students: All eyes on ... [TARGET]Teacher: Most groups are having a reasonable noise level.[/TARGET] Teacher: There's a couple of groups - I'm trying not to call out names. Teacher: Please don't make me have to. Teacher: Okay.",1 4264,"Teacher: Oh, I like your calculator. Teacher: So what are you gonna do? Student: I was gonna do the sixths and the eighths. [TARGET]Teacher: Can you guys please stop banging on my door?[/TARGET] Student: [Inaudible] Student: [Crosstalk] Teacher: We need to take care of this, guys.",1 4265,"Teacher: Oh, I took it before you were able to switch it. Teacher: I'm kinda glad you did it. Teacher: I was looking for somebody that was going to make that mistake because I did that all the time. [TARGET]Teacher: All right, Student M, can you sit down so I can make sure everybody has this understanding?[/TARGET] Teacher: I need hands off. Teacher: Eyes on. Teacher: All right, here she divided it into four rows.",1 4266,"Teacher: Oh, I took it. Teacher: Here's your pencil. Teacher: I don't know what is really going on there. [TARGET]Teacher: Student C, go back to your seat please.[/TARGET] Student: What am I doing? Teacher: Banging the desk and not working. Teacher: Now add this and this together.",1 4267,"Teacher: Oh, but that was [inaudible]. Teacher: Go back to your seat. Teacher: Ladies. [TARGET]Teacher: Ladies.[/TARGET] Teacher: Young girls. Teacher: Okay. Teacher: Excuse me.",0 4268,"Teacher: Oh, gosh. Student: Who won? Student: Me, probably. [TARGET]Teacher: Oh, be quiet.[/TARGET] Teacher: Okay. Student: 390. Teacher: Okay.",1 4269,"Teacher: Oh, how do you need to line them up? Multiple Students: Place value. Teacher: I'm so sorry, Student M. In your place value, and if we don't get it done today, we're going to add them tomorrow, but everybody's going to stop right now. [TARGET]Teacher: I'm sorry, Student J. I really need people to listen.[/TARGET] Teacher: Student S? Teacher: You're not listening. Teacher: Your numbers will be down one side.",1 4270,"Teacher: Oh, look at the hands go down. Teacher: Alright. Student: The sale at a supermarket. [TARGET]Teacher: Excuse me?[/TARGET] Student: The sale at the supermarket. Teacher: The sale at the supermarket. Student: Whoa.",0 4271,"Teacher: Oh, not by much, huh? Teacher: Now, tell me what the difference is? Teacher: Figure out what the difference is. [TARGET]Teacher: What do you have to - excuse me.[/TARGET] Teacher: Stop, stop, stop. Teacher: If I hear another die being rolled - Student K got how much? Student: 2,480.",1 4272,"Teacher: Oh, now. [TARGET]Teacher: Don't let me be the second.[/TARGET] Teacher: All set? Teacher: Okay. Teacher: This is a microphone, so they can hear exactly what I'm saying.",0 4273,"Teacher: Oh, now. Teacher: Don't let me be the second. [TARGET]Teacher: All set?[/TARGET] Teacher: Okay. Teacher: This is a microphone, so they can hear exactly what I'm saying. Teacher: Thank you.",0 4274,"Teacher: Oh, oh, oh. Student: oh... ay Dios mio. Student: [Spanish for: Oh my God] [TARGET]Teacher: Stop, stop, where did I say I wanted the letters?[/TARGET] Multiple Students: On the corners. Teacher: Right on the corners right? Teacher: Right where those lines meet.",1 4275,"Teacher: Oh, okay, I thought he meant the agenda book. Student: So did I. Teacher: You know what, guys? [TARGET]Teacher: I could adjust this balance scale if you weren't touching the table.[/TARGET] Student: Get off the table, everyone. Student: I'm not touching the table. Teacher: All right, that's as close as I can get.",1 4276,"Teacher: Oh, somebody's ready. Teacher: Student N, can you explain? Teacher: Yes. [TARGET]Teacher: Wait.[/TARGET] Student: [Inaudible]. Teacher: Thank you. Teacher: So three and - that's why we call it - another name, an equivalent of this one.",0 4277,"Teacher: Oh, sorry. Teacher: All right. Teacher: Let's go on. [TARGET]Teacher: Number seven, Student M. Excuse me.[/TARGET] Student: 48 cubic meters. Teacher: Yes, 48 cubic meters. Teacher: Student J, what about number eight?",1 4278,"Teacher: Oh, that's cool. Teacher: Yeah, that's really nice. Teacher: All right let's lay it back. [TARGET]Teacher: I am keeping it.[/TARGET] Teacher: Okay, so - Student: [Inaudible]. Teacher: Shh.",0 4279,"Teacher: Oh, we [haven't got under 13]. Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: Those people put an A on your paper, on the back. [TARGET]Teacher: Put an A on the back by your name so I'll know.[/TARGET] Teacher: Just put A. Teacher: If you missed seven to 12 - Student K, I'm so proud of you. Teacher: Raise your hand.",0 4280,"Teacher: Oh, what a bummer. Teacher: Excuses. Teacher: I prepared to come teach you today. [TARGET]Teacher: I needed you to be prepared to come learn.[/TARGET] Student: You can spare one person. Teacher: We'll see, we'll see how it goes tonight. Student: It's hard to do your homework when your dad's a preacher.",1 4281,"Teacher: Oh, what do you mean? Teacher: Hold on, honey. Teacher: So right now we're focusing on what Student M saying. [TARGET]Teacher: You're showing props to him, okay.[/TARGET] Teacher: You're listening to him. Teacher: You're not playing with this. Teacher: So Student M, what can you tell me about using multiplication to solve division?",1 4282,"Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with. Teacher: One of the problems. Teacher: Student D, okay. [TARGET]Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six.[/TARGET] Teacher: She is on page six. Teacher: On page six. Teacher: Six.",0 4283,"Teacher: Oh, yeah. Teacher: Do the algorithm first and then work on your model. Teacher: Do the algorithm first and then use the model to check yourself. [TARGET]Teacher: Ha ha ha.[/TARGET] Teacher: Ha ha ha. Teacher: I wonder if I'm going to trick anybody. Teacher: I'm really, really good at doing that.",0 4284,"Teacher: Oh, yeah. Teacher: Sorry. Teacher: Who is the recorder. [TARGET]Teacher: Your job is going to be super important in a few minutes, okay?[/TARGET] Teacher: Not quite yet, but at the very end of our activity it's going to be all on the recorder. Teacher: Okay, supply monitor, you have all the supplies? Student: Yes.",0 4285,"Teacher: Oh, you were counting by tens, maybe? Teacher: [Announcement over speaker]. Teacher: Everyone's working on track? [TARGET]Teacher: You have one minute left.[/TARGET] Teacher: Student A? Student: [Inaudible]. Teacher: You're not sure what?",0 4286,"Teacher: Oh, 'cause you're both in green and you're associating together. Teacher: And let's see. Student: I want to be - [TARGET]Teacher: Student D, come here, Student D. Student D, you do not have on green.[/TARGET] Teacher: You are not associating with these girls. Teacher: Come over here. Student: Uh-huh.",1 4287,"Teacher: Oh. Student: Both like for number seven is minus 9, but they're both minus 9, so - Teacher: Oh, okay. [TARGET]Teacher: Can you go back to your seat and raise your hands?[/TARGET] Teacher: What did your neighbor get? Teacher: Have you talked with Student R? Student: I need the sharpener.",1 4288,Teacher: Oh. Student: What? Student: You gave us the same thing. [TARGET]Teacher: You can handle this.[/TARGET] Student: I can't handle this. Teacher: Five and one fourth minus one half. Teacher: You're doing the same thing.,1 4289,Teacher: Oh. Teacher: Careful with your foot. Teacher: Watch your foot. [TARGET]Teacher: I'm thinking that Student I needs to scoot up significantly.[/TARGET] Teacher: These poor people are watching us sit down. Teacher: Is it turned on or no? Teacher: It is turned on.,1 4290,"Teacher: Oh. Teacher: I thought you said Student M. Go ahead. Teacher: Student A, Student D, go stand behind the chair. [TARGET]Teacher: Student C, Student S, why aren't you up here?[/TARGET] Student: Because I have a clock. Student: You told me to go sit down. Teacher: I said if you don't have a clock or a partner then you should be up here.",1 4291,Teacher: Oh. Teacher: I - Teacher: How are you? [TARGET]Teacher: I'm being taped by Harvard right now.[/TARGET] Teacher: Okay. Teacher: Uh. Teacher: I don't know if I want to put that.,0 4292,"Teacher: Ok, so how can you - tell me in your own words. Teacher: Instead of copying their sentence right here, and putting it here, can you tell me what is it the question's asking you? Teacher: Do you understand what they want you to do, what they want you to find out, what the question wants from you? [TARGET]Teacher: Ok, Student S help Student J please.[/TARGET] Student: How many different ways could Pat order his ice cream? Teacher: Yea, that's what it says. Teacher: But put it in your own words, what do they want from you?",0 4293,"Teacher: Ok, we can just - yes. Teacher: I cannot hear you honey. Student: [Inaudible]. [TARGET]Teacher: I still can't hear you, speak up.[/TARGET] Teacher: Say it louder, you don't have to be afraid. Student: [Inaudible] said that [Inaudible]. Teacher: You have one, but -",0 4294,Teacher: Okay I need your geoboards up. Teacher: You're done. Teacher: Okay I'm trying to teach. [TARGET]Teacher: I do not need you playing with geoboards.[/TARGET] Teacher: Put the rubber bands down before I take them. Teacher: You're gonna put your point here and my lines on this rubber band do not go all the way 'cause we're just looking at this line right here. Teacher: But if these lines - my point is on the line.,1 4295,"Teacher: Okay Student A, come on up. Student: Come on, Student A. Student: Wait, what [inaudible]. [TARGET]Teacher: Table five, you need to be paying attention.[/TARGET] Student: [Inaudible]. Student: Yeah, I know. Student: [Laughter].",1 4296,"Teacher: Okay Student C I mean Student R you're gonna work with Student G. Okay Student J you're gonna work with Student R. And Student T you're gonna work with Student G okay. Student: I got holes in my. Teacher: 13, Student A you have a partner? [TARGET]Teacher: [Sneezes] Why are you just sitting there?[/TARGET] Teacher: 14, 15, 16. Student: We need to papers to do this. Teacher: You need to sit down with your partner, I'm not giving any papers until I see you seated.",1 4297,"Teacher: Okay go sit down then. Teacher: I have to wait and see that you're all set up. Teacher: 7, 8, I said quiet teams ready for boards. [TARGET]Teacher: 9, Student S can you put that candy away, oh, well still put it away give it to me after.[/TARGET] Teacher: 10, 11, so Student S and Student G why don't you work together alright work with him. Teacher: 12, is there anybody that doesn't have a partner? Teacher: Okay Student C I mean Student R you're gonna work with Student G. Okay Student J you're gonna work with Student R. And Student T you're gonna work with Student G okay.",1 4298,"Teacher: Okay keep going. Teacher: What are you doing? Teacher: Okay why do you have this? [TARGET]Teacher: This should always be face up.[/TARGET] Student: Do you have 1, 13? Teacher: 1, 13 where's that Student T show me on here. Teacher: 1, 13.",1 4299,"Teacher: Okay readers. Teacher: 100 hungry ants were singing and marching in 10 rows. Teacher: ""At last, we're at the picnic, a hey a hidee ho."" [TARGET]Teacher: ""Stop.""[/TARGET] Teacher: Yelled the littlest ant. Teacher: ""We've traveled way too slow. Teacher: There's no food for us to eat.",0 4300,"Teacher: Okay so let me see you play who's gonna go first. Student: Me but Student D keeps on looking over. Student: I wasn't looking over Student A was telling me the answers too. [TARGET]Teacher: Sit.[/TARGET] Teacher: I already said yes. Student: Student D do you have, uh, Teacher: So why do you already have a mark?",1 4301,"Teacher: Okay so you didn't do any of the work yet? Teacher: Not yet? Teacher: Yes or no honey? [TARGET]Teacher: Student L please put your hand down and tell me yes or no?[/TARGET] Teacher: Nothing yet? Teacher: That's why you're back here. Teacher: Number one you're not following directions, number two I'm gonna help you with it alright?",1 4302,Teacher: Okay we're not playing without; if you have a bear please put it down. Teacher: Thank you. [TARGET]Teacher: Student R I think that's gonna be distracting why don't you put that down for now.[/TARGET] Teacher: He can be a student at the back table. Teacher: Okay boys and girls happy Valentine's day. Multiple Students: Happy Valentine's Day.,1 4303,"Teacher: Okay why? Teacher: What honey? Student: I forgot to put my answer. [TARGET]Teacher: Sit down they're on the board sit down.[/TARGET] Teacher: Shh, sit down. Teacher: Okay so for part A and this isn't a one it should be A right label it correctly it should be A. Teacher: Listen you guys are learning, shh.",1 4304,"Teacher: Okay you need to do your job right now. Teacher: If please listen, if your group is six large and one person is explaining you maybe stand up and walk over closer to that person so that person does not have to be loud okay? Teacher: Alright? [TARGET]Teacher: If you can't hear please get closer to the person explaining.[/TARGET] Teacher: This is the only time I'm gonna turn those lights out noise monitors you need to do your job please. Teacher: Okay. Teacher: Much better.",0 4305,"Teacher: Okay ... I'm going to give you five minutes to do number seven, eight, nine, and ten, and after five minutes I'm going to check your work. Teacher: [Students working on problem]. Student: [Inaudible]. [TARGET]Teacher: I'm not going to answer that.[/TARGET] Teacher: Do you see that I don' t have any [inaudible]. Teacher: Get up and get one. Teacher: [Students working on problem].",1 4306,"Teacher: Okay, I have something for you. Teacher: I want you to check this. Teacher: This is not correct. [TARGET]Teacher: I'm coming.[/TARGET] Teacher: Let me give Student C something. Student: It's 110. Teacher: Twenty times six?",0 4307,"Teacher: Okay, I need everybody now to stop writing. Student: No. Teacher: What you've got. [TARGET]Teacher: No, you continue.[/TARGET] Teacher: Yeah. Teacher: Let's look at what we have done so far. Teacher: Go back to your seats.",0 4308,"Teacher: Okay, I need to see two. Teacher: And is that 54, 'cause you weren't supposed to work with 54? Teacher: [Crosstalk] [TARGET]Teacher: Yeah, but yet your work is not done.[/TARGET] Teacher: What is this 17? Student: There's 17 sprinkles on it. Student: [Crosstalk]",1 4309,"Teacher: Okay, I need you listening. Teacher: And Student A, you're verifying there? Student: I'm scared of the bee. [TARGET]Teacher: Sh.[/TARGET] Teacher: Student A, it's a fly. Teacher: It's okay. Student: No, it's a bee.",1 4310,"Teacher: Okay, I'm sorry. Teacher: Okay. Teacher: You onwly need the blue pawns and the red cubes, so you're good with that [inaudible]. [TARGET]Teacher: Okay, you're not sharing.[/TARGET] Teacher: You get your own bag. Multiple Students: Oh. Student: [Inaudible] Student B's bag.",1 4311,"Teacher: Okay, Student C, show us where you get six. Student: [Inaudible]. Teacher: Student C? [TARGET]Teacher: And I want you to pay attention, so we can decide who is right.[/TARGET] Student: Two. Student: Four. Student: Six.",1 4312,"Teacher: Okay, Student I, I'm going to need you to [star stand] after a little bit for me, if that's okay. Student: I could call my grandma. Teacher: Not today, I can't do it. [TARGET]Teacher: We are going to start staying.[/TARGET] Teacher: I have too. Teacher: Do I have to turn it off now? Teacher: [End of Audio]",0 4313,"Teacher: Okay, Student J, could you shut that door correctly? Teacher: Now - Student D, no, not right now. Teacher: Let's look at this page, page 29. [TARGET]Teacher: Student C, over here.[/TARGET] Teacher: Page 29, it says, ""Fill in the blanks to make each equation true. Teacher: You may want to use the grids to help you model each problem."" Teacher: First of all, tell me what size array this is.",0 4314,"Teacher: Okay, Student J. I know it's one and - Student: One eighth. Teacher: One eighth. [TARGET]Teacher: Who said that?[/TARGET] Teacher: [Crosstalk] Teacher: Oh, Student S is really there. Teacher: We've done this before.",0 4315,"Teacher: Okay, Student K, come and get your remote. Teacher: Student B, Student C, Student K. Teacher: [Crosstalk] [TARGET]Teacher: Student F, Student K. I don't believe any of my directions said start talking to your neighbors.[/TARGET] Teacher: Student D, Student A. Student: Thank you. Teacher: Student N, Student J. I'm going by the numbers on the screen.",1 4316,"Teacher: Okay, Student Z. Teacher: Student D. Shh. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Student: I can't see. Teacher: What would go in this place as a model? Teacher: What is our whole?",1 4317,"Teacher: Okay, [inaudible] here. Teacher: Okay, let's take a look at the first one. Teacher: Just stop what you're doing right now. [TARGET]Teacher: I want everybody to pay attention up here.[/TARGET] Teacher: If you weren't here yesterday, pay close attention, even if you were, okay? Teacher: Let's look at the first one, because a lot of people had questions about the first one. Teacher: All right, here is my shape.",1 4318,"Teacher: Okay, [inaudible]. Teacher: [Crosstalk] Teacher: Student N, Student N, do not talk to him. [TARGET]Teacher: See, he's really - well -[/TARGET] Student: My stuff fell on the floor. Teacher: See, we could - we have to ignore him. Teacher: Yeah, let's go.",1 4319,"Teacher: Okay, [inaudible]. Teacher: [Crosstalk] Teacher: Student N, Student N, do not talk to him. [TARGET]Teacher: See, he's really - well -[/TARGET] Student: My stuff fell on the floor. Teacher: See, we could - we have to ignore him. Teacher: Yeah, let's go.",1 4320,"Teacher: Okay, all right. Teacher: Guys, give me five. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Okay, I'm going to pass this out. Teacher: You only need one paper.",1 4321,"Teacher: Okay, as long as we can see the board. Teacher: Student A, you need to be sitting because if you stand, you block their view. Teacher: Okay, turning and facing this way, Student J, with your body. [TARGET]Teacher: Student R, turn your body this way.[/TARGET] Teacher: So if we look at number five, Student S is showing us - I'm going to stop. Teacher: Let's stop till I see people looking. Teacher: Student R, turn your body this way so that you're facing the board and you can easily see.",1 4322,"Teacher: Okay, boys, please stop that. Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around. Teacher: Student A, you need to turn around and look at me. [TARGET]Teacher: People over in my group over here, you need to turn and look at me.[/TARGET] Teacher: Student L, Student J, Student J, good job. Teacher: I need people quiet. Teacher: This group has been able to remain quiet.",1 4323,"Teacher: Okay, but what numbers are those? Teacher: What kinds of numbers? Teacher: What place value do they have? [TARGET]Teacher: Student N, they can watch now.[/TARGET] Teacher: Excuse me? Student: Tens value. Teacher: Tens.",0 4324,"Teacher: Okay, but you're smiling when you tell me. Teacher: I think you'll be okay. Student: What? [TARGET]Teacher: Have a seat.[/TARGET] Teacher: You're smiling as you tell me that so I think you're going to be okay. Teacher: Have a seat. Teacher: Let me grab you a tissue.",1 4325,"Teacher: Okay, clean all of that up please. Teacher: I will call you for jobs and we'll get into today's lesson. Teacher: Student R, R, and R, come on back. [TARGET]Teacher: You're welcome.[/TARGET] Teacher: Student T. Mrs. T, can you send him back please? Teacher: Student N. Student A. Teacher: Student A.",0 4326,"Teacher: Okay, come on over. Teacher: Student J, have your TURK page. Student: Can I sit over there to work with one of them? [TARGET]Teacher: It's too crowded.[/TARGET] Teacher: Student M, can you sit. Teacher: Student S, doesn't have anyone sitting next to her. Teacher: Can you sit there?",1 4327,"Teacher: Okay, count another nine. Student: One, two, three, four, five, six, seven, eight, nine. Teacher: Mark it. [TARGET]Teacher: Continue.[/TARGET] Teacher: Student J, we're going to look at it. Teacher: How do you want to break this? Student: [Inaudible].",0 4328,"Teacher: Okay, do it inside your book here. Teacher: Inside your paper here so I can see. Teacher: You're doing a good job keep going. [TARGET]Teacher: Move on to this.[/TARGET] Teacher: Keep going. Student: [Inaudible] The questions here. Teacher: You're here, you're here.",0 4329,"Teacher: Okay, do it. Teacher: [Inaudible] Teacher: Okay, show me what you are supposed to be doing. [TARGET]Teacher: Okay, I need you to stop humming.[/TARGET] Teacher: Very good. Teacher: I like to see those, separate them a little more, like see how [Inaudible]. Teacher: [Inaudible]",1 4330,"Teacher: Okay, do we need that many? Multiple Students: No [inaudible]. Student: No, but you could stop where you [inaudible]. [TARGET]Teacher: Oh, could I stop?[/TARGET] Student: Yes. Teacher: When I start counting by fives, can I stop right here? Multiple Students: Yes.",0 4331,"Teacher: Okay, do you guys agree? Teacher: Does T, P correspond to D, C? Student: No. [TARGET]Teacher: Student C, you're cracking me up.[/TARGET] Teacher: He's laughing at TP, DC. Teacher: Actually, if I were to take this pentagon and rotate it upright, Student C is correct, T, P and D, C would line up. Student: But if you spin it this way, that would be different.",0 4332,"Teacher: Okay, does everyone have a job? Student: Yes. Teacher: Raise your hand if you are the task manager. [TARGET]Teacher: Okay, so my task manager, you've got an important job today, okay?[/TARGET] Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay? Teacher: Who is my noise control person? Teacher: Okay.",0 4333,"Teacher: Okay, everyone is working hard as a group. Teacher: Fifteen minutes on the clock. Teacher: Go ahead. [TARGET]Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check.[/TARGET] Teacher: Who's the task manager? Teacher: Okay, let him decide. Teacher: How would you like everyone to share their answers?",0 4334,"Teacher: Okay, example two, copy this down. Teacher: You could write it, just erase it. Teacher: You have enough room. [TARGET]Teacher: You have enough room to keep going.[/TARGET] Teacher: That's fine. Teacher: Cross out what you - look, you can cross out this and do another one. Teacher: Or you could just erase them all.",0 4335,"Teacher: Okay, eyes up here. Teacher: No one should have a pencil in their hand. Teacher: Nobody should be writing anything because your eyes are up here. [TARGET]Teacher: You were just discussing.[/TARGET] Teacher: You don't need a pencil to discuss. Teacher: You have solved equivalent problems in which the numbers were doubled and halved. Teacher: One factor in the problem was doubled, and in order to make the same product the other factor had to be cut in half.",0 4336,"Teacher: Okay, five, four, three, sh. [TARGET]Teacher: Student T, I need you had your seat.[/TARGET] Teacher: Student S, I need you in your seat now. Teacher: We moved a couple of people because they were in the way of the camera. Teacher: So I need everybody back to their original seat unless I personally moved you.",1 4337,"Teacher: Okay, five, four, three, sh. Teacher: Student T, I need you had your seat. [TARGET]Teacher: Student S, I need you in your seat now.[/TARGET] Teacher: We moved a couple of people because they were in the way of the camera. Teacher: So I need everybody back to their original seat unless I personally moved you. Teacher: All right, you need out colored pencils, blue and yellow.",1 4338,"Teacher: Okay, five, four, three, sh. Teacher: Student T, I need you had your seat. Teacher: Student S, I need you in your seat now. [TARGET]Teacher: We moved a couple of people because they were in the way of the camera.[/TARGET] Teacher: So I need everybody back to their original seat unless I personally moved you. Teacher: All right, you need out colored pencils, blue and yellow. Teacher: You need your math journal and you need a pencil.",0 4339,"Teacher: Okay, go ahead. Teacher: You were going to ask me, what? Student: If I could read the - [TARGET]Teacher: Yes, go ahead.[/TARGET] Teacher: Read the third one, please. Student: ""Labels part of answers A B."" Teacher: Very good.",0 4340,"Teacher: Okay, good. Student: Teacher. Teacher: I know. [TARGET]Teacher: Just lay it down.[/TARGET] Teacher: I need your eyes up here 'cause I see eyes going other places. Teacher: Eyes on me. Teacher: Student M, eyes on me.",1 4341,"Teacher: Okay, good. Teacher: Student G, you now can no longer hold the dice. Teacher: Your partner will need to roll for you. [TARGET]Teacher: We don't flick dice across the room.[/TARGET] Student: Yes, ma'am. Student: [Crosstalk] Student: He's killing me.",1 4342,"Teacher: Okay, if at first it was three-sixths and you simplified it - Student: One-sixth equals two-sixths. Teacher: Three-sixths minus one-sixths equals two-sixths. [TARGET]Teacher: Table 1, you guys, don't be rude.[/TARGET] Teacher: Don't be rude. Teacher: Three-sixths minus one-sixth is two-sixths. Teacher: But is that fraction in lowest term?",1 4343,"Teacher: Okay, is your group all set? Teacher: Give me a thumbs-up if your group is all set. Teacher: Who is the task manager of team four? [TARGET]Teacher: Waiting to find out if your group is all set.[/TARGET] Teacher: Give me a thumbs-up if your group is all set, please. Teacher: Who is the task manager at team three? Teacher: Is your group all set?",0 4344,"Teacher: Okay, it appears that most groups are starting to - oh, excellent. Teacher: Okay. Teacher: Then let's go ahead and come together. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Okay. Teacher: Number one, Student A, can you and Ty explain number one, what you did? Student: On the board or just -",1 4345,"Teacher: Okay, it looks like everyone has had a chance to do their re-reading. Teacher: Who can read part two? Teacher: You've already done number one. [TARGET]Teacher: Read, and re-read.[/TARGET] Teacher: Who can read part two? Teacher: What's our next step? Teacher: Remember, our goal is to use all five steps.",0 4346,"Teacher: Okay, keep thinking. Teacher: Keep thinking. Teacher: Keep thinking. [TARGET]Teacher: Let me look at these.[/TARGET] Student: Can I do my own? Student: Can I do another one? Student: [Crosstalk]",0 4347,"Teacher: Okay, let's [inaudible]. Teacher: So people are having a little bit of a problem on that first one. Teacher: [Crosstalk] [TARGET]Teacher: Turn around please.[/TARGET] Teacher: Turn around please. Teacher: Face front. Teacher: Are you two working together?",1 4348,"Teacher: Okay, let's look at how you got - let's look at how you got 175 by multiplying - can we not call out please? Student: [Inaudible]. Teacher: Seventy-five times two, what is it? [TARGET]Teacher: Is it - let Student X help.[/TARGET] Teacher: You sit down. Teacher: [Crosstalk] Teacher: Sit down.",1 4349,"Teacher: Okay, let's see what you've got, Student D. Are you talking when you should be working? Student: I am finished. Teacher: All right. [TARGET]Teacher: Let's look at what Student J did.[/TARGET] Teacher: Look at this up here. Teacher: She did one-sixth plus one-sixth plus one-sixth plus one-fourth plus one-fourth equals one whole. Student: Can I do mine?",0 4350,"Teacher: Okay, let's check how we're doing. Student: [Inaudible] 18. Student: It's [inaudible]. [TARGET]Teacher: Student P. Student P.[/TARGET] Student: I'm working it out. Teacher: All right. Teacher: You guys [inaudible].",0 4351,"Teacher: Okay, let's go to number 18. Teacher: Let's talk through 18. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Let me read it. Teacher: Go to 18. Teacher: They want to know - on the left is the small refrigerator.",1 4352,"Teacher: Okay, let's go. Teacher: Okay, I'm behind you so they can hear you, okay? Teacher: Nice and loud. [TARGET]Teacher: Everybody else needs to have their eyes up here paying attention, please.[/TARGET] Student: Once upon a time there was a mean, grumpy man named Justin Bieber, then there was a teenager named [Red] [inaudible]. Student: She wanted to cross the bridge to go with [inaudible comment], but the mean Justin Bieber didn't let her because she only had 25 cents and the mean [inaudible] said forget about it. Student: [Inaudible comment] but then he [drowned].",0 4353,"Teacher: Okay, let's move on. Teacher: I need everyone to take out that steps to problem-solving, that little half sheet. Teacher: That little cheat sheet that's going to help us. [TARGET]Teacher: And get your pencil ready, because we're going to be doing some writing.[/TARGET] Teacher: I've already read it to you, once. Teacher: What's the step after you read? Student: Re-read.",0 4354,"Teacher: Okay, let's rock and roll. Teacher: So our answer is what? Multiple Students: [Multiple comments.] [TARGET]Teacher: [I'll go] - hold on one second, I'll wait for you.[/TARGET] Teacher: One, two, three. Multiple Students: 39 and 42-[hundreds]. Teacher: 42-hundredths.",1 4355,"Teacher: Okay, let's take a look at the first one. Teacher: Just stop what you're doing right now. Teacher: I want everybody to pay attention up here. [TARGET]Teacher: If you weren't here yesterday, pay close attention, even if you were, okay?[/TARGET] Teacher: Let's look at the first one, because a lot of people had questions about the first one. Teacher: All right, here is my shape. Teacher: Somebody who came up and did this one did it a little bit differently than the way I said it yesterday, okay?",0 4356,"Teacher: Okay, move to where you go. Student: Can we work together on our [inaudible]? Teacher: No. [TARGET]Teacher: I want you at your seat.[/TARGET] Teacher: At your seat. Teacher: All right, let's move to where we're supposed to go. Student: [Inaudible].",1 4357,"Teacher: Okay, now everybody look at the camera. Teacher: Make a funny face. Teacher: Stay right here in your seat. [TARGET]Teacher: Okay, now sit down.[/TARGET] Teacher: Okay. Teacher: Come on, now let's sit down. Teacher: Now we need to forget that it's even there.",1 4358,"Teacher: Okay, now let's take out our math books. Teacher: Take out your math books. Teacher: [Crosstalk] [TARGET]Teacher: Not quite.[/TARGET] Teacher: I'll get to you in a minute. Teacher: I love how Student D has taken out her math book. Teacher: Get that off your ear.",0 4359,"Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies. Teacher: Could the person whose desk I put it on take out the white envelope? Teacher: So, the person whose desk I put it on, just take out just the white envelope. [TARGET]Teacher: Could you please stop doing that?[/TARGET] Teacher: Hold up the white envelope, so I know you have it out. Teacher: Okay. Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role.",1 4360,"Teacher: Okay, okay, all right, okay, all right. Student: You go first, Teacher B. Teacher: All right, okay. [TARGET]Teacher: Now, you can either - excuse me, what?[/TARGET] Student: I had another strategy. Teacher: All right, here's another strategy. Teacher: Listen up, please.",1 4361,"Teacher: Okay, one minute, six seconds. Teacher: Okay, you have 35 seconds left; 35 seconds. Teacher: Student E, please get up off the desk. [TARGET]Teacher: I love you dearly, but you need to move off that desk.[/TARGET] Teacher: Okay, you have 15 seconds left. Teacher: Fifteen seconds. Teacher: Eight, seven, six, five, four, three, two, one.",1 4362,"Teacher: Okay, one. Teacher: Two. Teacher: Three. [TARGET]Teacher: Let's see who's listening.[/TARGET] Teacher: I hear people talking, and you should not be. Teacher: I handed you a piece of notebook paper. Teacher: What we're going to do - I know some of you played two games.",1 4363,"Teacher: Okay, put your paper in your cubbies, please. Teacher: Student B? Student: 70. [TARGET]Teacher: You can tear it out and put it - turn it in, please.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: Student C?",0 4364,"Teacher: Okay, saying that - Student: [Inaudible] Teacher: Excuse me? [TARGET]Teacher: Wait, no, I'm talking to Student M right now.[/TARGET] Teacher: Saying sides meet at corners, Student M, is different from lines of symmetry, okay. Teacher: Saying that sides meet at corners, here we have sides meeting at corners. Teacher: Right.",1 4365,"Teacher: Okay, so - Student: [Inaudible]. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Student L, clean that up. Teacher: Student L, paper on the floor.",1 4366,"Teacher: Okay, so I need you to pay attention Student I. I need you to be focused on me. Teacher: Watch the teacher. Teacher: Student E, I need you to move up. [TARGET]Teacher: So Student I, I need you to really pay attention.[/TARGET] Teacher: Do you understand that? Teacher: I need you not to worry about what your neighbor's done; I need you over here. Teacher: Do we understand that?",1 4367,"Teacher: Okay, so I think what I'm going to do for the sharing, now is I'm going to have the two Student J's hold up the posters from their group. Teacher: Can I have the markers back? Teacher: Student L, you can sit down. [TARGET]Teacher: So, I need everybody sitting down.[/TARGET] Teacher: And Student J, I'm going to have both of you stand over here. Student: They have the same one as us. Teacher: They have the same one as you.",1 4368,"Teacher: Okay, so do H. You did H already? Teacher: Okay. Student: You want me to do the [inaudible] [TARGET]Teacher: I'm gonna start doing G -[/TARGET] Student: [inaudible] Teacher: I saw yours, it's right. Teacher: It's right.",0 4369,"Teacher: Okay, so everybody should be here, and let's stop. Teacher: So the next thing that we see is 49, okay? Teacher: Does everybody see that? [TARGET]Teacher: So here is step one, we did that one.[/TARGET] Teacher: Now we're on step two. Teacher: Do it again. Teacher: Divide, okay.",0 4370,"Teacher: Okay, so everyone is going to do part A first? Teacher: Okay. Teacher: Okay, so tell them what to do. [TARGET]Teacher: Who's the recorder?[/TARGET] Teacher: You got to listen carefully, okay? Teacher: And they'll let you know when to write something. Student: [Inaudible].",0 4371,"Teacher: Okay, so from the task managers, they told me everyone is all set on what they need. Teacher: Yes? Student: Yes. [TARGET]Teacher: Okay, let's move on.[/TARGET] Teacher: I need everyone to take out that steps to problem-solving, that little half sheet. Teacher: That little cheat sheet that's going to help us. Teacher: And get your pencil ready, because we're going to be doing some writing.",0 4372,"Teacher: Okay, so how are you feeling? Student: [Inaudible] I have to put the - Teacher: Have a seat. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: We'll talk about it. Teacher: Have - where's your dollar sign? Student: Oh.",1 4373,"Teacher: Okay, so let's check. Teacher: I want to see. Teacher: Does everyone have the materials they need? [TARGET]Teacher: I'm asking you to pay attention right now.[/TARGET] Teacher: Everyone has three paper clips, yes? Student: No. Student: Yes.",1 4374,"Teacher: Okay, so now you need to explain your thinking for that. Teacher: Okay, the next step. Teacher: We've just ran out of time, so I have to speed this up. [TARGET]Teacher: We'll have to have more time.[/TARGET] Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response. Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay? Teacher: So, today we have a shortened amount of time for your individual work.",0 4375,"Teacher: Okay, so tell them what to do. Teacher: Who's the recorder? Teacher: You got to listen carefully, okay? [TARGET]Teacher: And they'll let you know when to write something.[/TARGET] Student: [Inaudible]. Teacher: That's up to you. Teacher: So, say something like, ""Here's what I wrote for A.""",0 4376,"Teacher: Okay, so the heat keeps getting turned on. Teacher: Another classroom at the end doesn't have any heat. Teacher: It's very cold in there, so we don't want them to be cold, so we'll open our door and our windows. [TARGET]Teacher: We don't want to be hot.[/TARGET] Teacher: We don't want them to be cold Student: Maybe we should switch rooms. Student: We need to switch.",0 4377,"Teacher: Okay, so they took these two shapes, and said these both have six sides. Teacher: So they put them together. Teacher: Student D, put that away. [TARGET]Teacher: Put it on that back table.[/TARGET] Teacher: And what about this one? Student: [Inaudible]. Teacher: Okay, and they chose to do crazy shapes.",1 4378,"Teacher: Okay, so this is for you six, okay? Teacher: So open them up and get a chocolate bar. Teacher: All right. [TARGET]Teacher: Don't litter.[/TARGET] Teacher: Don't litter. Student: You got it? Student: [Teacher opening up candy bars].",1 4379,"Teacher: Okay, so we got 4. Teacher: Let's see what you did here. Teacher: You're fine. [TARGET]Teacher: I'm just watching to see.[/TARGET] Teacher: Come here, Student J. Teacher: What are you looking for? Student: Yellow.",0 4380,"Teacher: Okay, so we need to get cleaned up. Teacher: If you need to add something tomorrow - Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: I'm in the middle of a sentence. Teacher: If you need to add something tomorrow, you can. Teacher: Lay the glued papers on the back table.",1 4381,"Teacher: Okay, so we're looking at number four in Student S's. Teacher: I want you to see if she did the same thing Student K did or if it looks like 40 out of 100. Teacher: Hand up if you have something to say about Student S's. [TARGET]Teacher: So if your hand's not up, your eyes should be here doing some counting.[/TARGET] Teacher: Student S? Student: On the fourth one, they're connected. Teacher: Yeah, so what does that mean?",1 4382,"Teacher: Okay, so what do you know about that problem? Student: Three fourths is - Student: This is the question that I made. [TARGET]Teacher: Can you hold that until he get through showing me?[/TARGET] Teacher: I'll give you the opportunity. Teacher: Student R, I'm glad you're excited. Teacher: Give me a minute, okay?",1 4383,"Teacher: Okay, so what you need to do is stop goofing around and start paying attention, okay? Teacher: Because this is about five times that I've noticed you talking to Student S and you know what? Teacher: She probably didn't hear what I said either because you were disturbing her. [TARGET]Teacher: So it doesn't just affect you.[/TARGET] Teacher: It affects people around you. Teacher: Alright, good. Teacher: So, sorry you got emotional about that Student A.",1 4384,"Teacher: Okay, so you get it. Teacher: That's right. Teacher: Do you see how some of those -? [TARGET]Teacher: Student K, Student J, please.[/TARGET] Student: Okay. Teacher: Do you see how - yeah. Teacher: Why don't - Student K.",1 4385,"Teacher: Okay, so you're 90? Teacher: First of all, write it if you can. Multiple Students: [inaudible chatter] [TARGET]Teacher: Okay, where's your fact family sheet?[/TARGET] Teacher: No, no, the sheet with the facts. Student: I need that. Teacher: Okay, that's why I had you guys - I don't have enough.",0 4386,"Teacher: Okay, so you're going to have five items listed in column one, so you've got to hear what other people say, and you cannot repeat something that someone else has already listed, all right? Teacher: So list everybody's item. Teacher: I don't know why you're weighing anything. [TARGET]Teacher: You're not following directions.[/TARGET] Teacher: Sit down. Teacher: Who's our reader? Student: Me.",1 4387,"Teacher: Okay, supply monitor, you have all the supplies? Student: Yes. Teacher: Okay. [TARGET]Teacher: I need the supply monitor.[/TARGET] Teacher: Now, let's take out all of the papers that are in there. Teacher: Student T, you need to do it sitting down, though. Teacher: No, don't pass anything, yet.",0 4388,"Teacher: Okay, thank you. Student: [Inaudible]. Teacher: Okay, we'll they'll figure it out. [TARGET]Teacher: They won't wander.[/TARGET] Teacher: They did the right thing. Teacher: Okay. Teacher: Sorry about that interruption.",1 4389,"Teacher: Okay, that's what you talked about, right? Student: Yeah. Teacher: Now, let me go to another group. [TARGET]Teacher: Let me go to another group.[/TARGET] Teacher: Excuse me. Teacher: Now you need to listen. Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how.",0 4390,"Teacher: Okay, the computer's not working. Teacher: It's going slow. Teacher: All right, you should be ready. [TARGET]Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need.[/TARGET] Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction. Teacher: How do we multiply a fraction by a fraction. Teacher: Everybody should have their essential question.",0 4391,"Teacher: Okay, then you go sit with Student I. Teacher: Student I, you and Student E go up to the desk for a minute. Teacher: When you do it I want you to stick it on your desk, okay? [TARGET]Teacher: Okay, Student A, go sit up at your desk.[/TARGET] Teacher: Okay, unfortunately things have changed, yeah. Teacher: Okay, now, Miss H, went to the store - she wanted to share with all of her students, so she brought 24 boxes - Multiple Students: Wow.",0 4392,"Teacher: Okay, there's nothing wrong with trying and getting it wrong. Teacher: That's actually pretty good. Teacher: That means that you - I can at least see what steps you know and what steps you don't know. [TARGET]Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you.[/TARGET] Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? Teacher: You have to at least try.",0 4393,"Teacher: Okay, this one I want you to try to do. Teacher: I'm gonna give you a few minutes. Teacher: Some of you all didn't have time. [TARGET]Teacher: Now that we've gone over it, I want some of you to try to do that one.[/TARGET] Teacher: Go. Student: [Inaudible]. Teacher: Well, good, but some of you didn't get it yesterday.",0 4394,"Teacher: Okay, to your seat. Student: I'm good at the same thing. Student: [Crosstalk] [TARGET]Teacher: No, no, no.[/TARGET] Teacher: Okay. Teacher: I'm sorry. Teacher: Ignore what's up here so far.",1 4395,"Teacher: Okay, turning and facing this way, Student J, with your body. Teacher: Student R, turn your body this way. Teacher: So if we look at number five, Student S is showing us - I'm going to stop. [TARGET]Teacher: Let's stop till I see people looking.[/TARGET] Teacher: Student R, turn your body this way so that you're facing the board and you can easily see. Teacher: Okay, Student C, read number five. Teacher: We're going to look at some of Student S's work.",1 4396,"Teacher: Okay, very good. Teacher: Alright. Teacher: As my supply monitor, I need you to do something. [TARGET]Teacher: I need you to take this white envelope and put it in your group folder.[/TARGET] Teacher: You are responsible for the group folder. Student: What about the recording? Teacher: The recorder.",0 4397,"Teacher: Okay, very good. Teacher: Student A, come on up. Multiple Students: [Crosstalk]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I want you to move to that back seat, right there for now. Teacher: [Scraping]. Teacher: [Silence].",1 4398,"Teacher: Okay, watch. Teacher: Wait a minute. Teacher: We're not done. [TARGET]Teacher: Shh.[/TARGET] Teacher: We're not done. Teacher: Shh. Teacher: Listen.",1 4399,"Teacher: Okay, we're going to get started. Teacher: So I'm going to need your help with this. Teacher: Excuse me. [TARGET]Teacher: If you cannot handle it, if you cannot handle just letting the fly be, we'll find another seat.[/TARGET] Teacher: So Student A, go back to your desk where you belong because there's a fly over here and you can't handle it. Teacher: Go back to your desk where you belong so that we're all ready to move on. Teacher: You can sit your desk, the back desk, or that desk.",1 4400,"Teacher: Okay, we're fine. Student: Kill it. Teacher: No, it's not gonna bother us. [TARGET]Teacher: Just leave it alone.[/TARGET] Teacher: All right, Student N? Student: One and one eighth. Teacher: It's one and one eighth.",1 4401,"Teacher: Okay, we're going to be doing this every day. Teacher: Getting these. Teacher: All right. [TARGET]Teacher: Put that away.[/TARGET] Teacher: Now I want you to open up your book to page - your math book to page 462 and 463. Teacher: Page 462 and 463. Teacher: Let me remind you of what I expect today.",1 4402,"Teacher: Okay, we're going to look at these, and I want you to tell me if you feel like you really - Student D - if you really understand this particular concept. Teacher: There you go - Student J, okay, Student S - Student: Student C. [TARGET]Teacher: Student C, Student L, Student I.[/TARGET] Student: Can I [inaudible]? Student: Thank you. Teacher: Hold on, we're getting ready to do it.",0 4403,"Teacher: Okay, what are - what is the greatest common factor you - that's what I want on the line. Teacher: You write all the factors. Teacher: When you find the greatest common factor, you list it. [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: What are the factors of 24?",1 4404,"Teacher: Okay, what do you need, Student A? Teacher: What are you looking for? Student: [Inaudible]. [TARGET]Teacher: You're gonna have to - if you don't have them, borrow from people around you.[/TARGET] Teacher: The next one we're gonna model is what? Teacher: You've got one fourth. Teacher: Everybody should have shaded in already.",0 4405,"Teacher: Okay, where's your dollar sign? Teacher: Always bring down your dollar sign. Teacher: See, I always bring down my dollar sign. [TARGET]Teacher: Okay, I need you to sit with Student A, and Student I. I need Student S over here.[/TARGET] Teacher: The rest of you it is time for [dear]. Teacher: I want you to get your books; you may lay anywhere on the floor and read quietly. Teacher: And your homework...",0 4406,"Teacher: Okay, where's your fact family sheet? Teacher: No, no, the sheet with the facts. Student: I need that. [TARGET]Teacher: Okay, that's why I had you guys - I don't have enough.[/TARGET] Teacher: You guys need to share. Teacher: Okay, so these are the fact families for 90. Multiple Students: [inaudible chatter]",0 4407,"Teacher: Okay, which one you want to explain? Student: Number two. Teacher: Okay, set it up so I can see it. [TARGET]Teacher: Are you talking to your partner or are you talking to yourself?[/TARGET] Teacher: Okay, show me that one. Student: Three fourths. Teacher: Number nine does not say three fourths.",1 4408,"Teacher: Okay, who else is with us? Teacher: Student J? Student: Yeah. [TARGET]Teacher: Okay, put that down and let's listen.[/TARGET] Teacher: Where's your notebook? Student: [Inaudible] Teacher: That's what I told you to bring, go get it.",1 4409,"Teacher: Okay, who is my timekeeper? Teacher: Then keep an eye on that clock. Teacher: Okay. [TARGET]Teacher: And then my other job is supply monitor.[/TARGET] Teacher: Okay, very good. Teacher: Alright. Teacher: As my supply monitor, I need you to do something.",0 4410,"Teacher: Okay, who wants to share with me? Teacher: Student E, what did you notice? Student: I noticed that all of them are pointing to the right because like a nine can get mixed up with a six. [TARGET]Teacher: Okay, what is it that's - Student M, thank you for sitting.[/TARGET] Teacher: Student P, thank you for sitting. Teacher: What is it that's when you said - what's pointing to the right? Student: Like the tab.",0 4411,"Teacher: Okay, write a couple of sentences. Teacher: When you're done with that - Student: There's two - [TARGET]Teacher: Shh.[/TARGET] Teacher: Wait. Teacher: I'm - people are not listening. Teacher: Student L?",1 4412,"Teacher: Okay, write a few things - Multiple Students: [Crosstalk]. Student: Student Z [inaudible]. [TARGET]Teacher: That means stop.[/TARGET] Student: Whoa. Teacher: Okay, write - shh. Student: [Inaudible] do [inaudible].",1 4413,"Teacher: Okay, write - shh. Student: [Inaudible] do [inaudible]. Teacher: Okay, I'm going to wait. [TARGET]Teacher: I'm going to wait 'til everybody's listening.[/TARGET] Teacher: Waiting. Student: [Laughter]. Teacher: Still waiting.",1 4414,"Teacher: Okay, yeah. Teacher: Okay, so notebook paper and a pencil. Teacher: All right. [TARGET]Teacher: We are doing three different, I'll wait.[/TARGET] Teacher: Yes. Student: [Inaudible] Teacher: I'll wait till you're ready.",1 4415,"Teacher: Okay, you all need another paper? Teacher: [Inaudible] from the pile. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: What? Teacher: Oh, yes sir. Teacher: All right.",1 4416,"Teacher: Okay, you didn't follow directions. Teacher: You've got to fold it horizontally. Teacher: You're folding it in half and then you're folding it in half again so you have four parts. [TARGET]Teacher: You need a new sheet of paper.[/TARGET] Teacher: Let's get a new sheet of paper so you can start over. Teacher: Okay, what do you need, Student A? Teacher: What are you looking for?",0 4417,"Teacher: Okay, you had four - two others to put out there, and you don't have them out there. Teacher: [Silence]. Teacher: So there's no excuse for you coming up here and not knowing. [TARGET]Teacher: The reason I called you up here was because you didn't put your hand in the air.[/TARGET] Teacher: They all know the answer because they did the activity. Teacher: They put it in front of them so they could visually see it. Teacher: Student S?",1 4418,"Teacher: Okay, you have one minute, 45 seconds. Teacher: Okay, one minute, six seconds. Teacher: Okay, you have 35 seconds left; 35 seconds. [TARGET]Teacher: Student E, please get up off the desk.[/TARGET] Teacher: I love you dearly, but you need to move off that desk. Teacher: Okay, you have 15 seconds left. Teacher: Fifteen seconds.",1 4419,"Teacher: Okay, you need to, because we just talked about how multiplication is what? Teacher: Repeated what? Teacher: Leave that there. [TARGET]Teacher: No, put that away.[/TARGET] Teacher: It's repeated what? Student: Addition. Teacher: Okay, so model that for me.",1 4420,"Teacher: Okay, you're done. Teacher: Do your [inaudible] exercise, read that. Student: I had the [inaudible] [TARGET]Teacher: What did I tell you to do for H?[/TARGET] Teacher: [inaudible] Student: [inaudible] Teacher: You're working on H, why don't you work on it together?",0 4421,"Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson. Student: [inaudible] Teacher: You're gonna need it. [TARGET]Teacher: It shouldn't be under your seat, it should be in front of you.[/TARGET] Teacher: You're gonna need it. Student: Okay, I'll put it in front of me. Teacher: Thank you.",0 4422,"Teacher: Okay, you're working in groups. Teacher: I need you all two to move down. Teacher: You're working in groups. [TARGET]Teacher: Student S, move up.[/TARGET] Teacher: Get your data [inaudible] book. Teacher: Don't you see the camera is on, Student S? Teacher: Where's - where's your book?",0 4423,Teacher: Okay. [TARGET]Teacher: Could you put that away?[/TARGET] Teacher: All right. Teacher: Okay. Teacher: Ready?,1 4424,"Teacher: Okay. [TARGET]Teacher: Thank you, so for number, oh, I'll wait.[/TARGET] Teacher: So for numbers 11 and 12, there were actually three different problems with each one where you had to put the parentheses in the right spot to figure out what order of operations to get to the right answer. Teacher: I'm going to write these on the board, okay, and you can compare what you wrote. Teacher: Okay, so for the first one, in order to get a sum of 23, you needed to do 28 minus 3 times 3 plus 4.",1 4425,Teacher: Okay. Multiple Students: [inaudible chatter] Teacher: Clap three times if you hear me. [TARGET]Teacher: Snap twice if you can hear me.[/TARGET] Teacher: Snap six times if you can hear me. Teacher: Okay. Teacher: Your eyes should be on me.,0 4426,Teacher: Okay. Student: 160. Teacher: Okay. [TARGET]Teacher: I need all the voices off please.[/TARGET] Student: Free space. Teacher: Okay. Student: 216.,1 4427,"Teacher: Okay. Student: Could the answer also be two-thirds? Teacher: Two-fifteenths equals two-thirds. [TARGET]Teacher: Let's put this on the board, Student K. [/TARGET] Student: [Inaudible]. Teacher: Wait a minute. Teacher: Two-fifteenths equals two-thirds.",0 4428,"Teacher: Okay. Student: How? Student: And, wait, should we write in a Bunsen? [TARGET]Teacher: You could if you wanted to.[/TARGET] Student: [Inaudible]. Teacher: Student G and Student B, there's no talking. Student: Oh.",0 4429,"Teacher: Okay. Student: I don't want to but I could. Teacher: Show me 9 numbers that's 10. [TARGET]Teacher: If I do it this way show me a 10 year old.[/TARGET] Student: How did you, you shouted at me. Teacher: I know, because I know when we are going. Student: Okay so when are we going?",1 4430,Teacher: Okay. Student: Nothing's erased because you did it and I wrote it back. Teacher: Let's sit down. [TARGET]Teacher: I'm pretty sure if we're getting up at al - let's just stay focused on our math.[/TARGET] Teacher: There should be no reason to even stand up and see what's happening. Student: You're believing the liars? Student: Wow.,1 4431,"Teacher: Okay. Student: Oh. Teacher: All right, then, lady. [TARGET]Teacher: I was, like, what is going on over here?[/TARGET] Teacher: Much better. Teacher: Okay, I don't think I tricked anybody, although I tried. Teacher: Very hard to do that.",0 4432,"Teacher: Okay. Student: Oh. Teacher: So she had it correct. [TARGET]Teacher: So I need all of you to pay attention.[/TARGET] Teacher: So right now, what you're going to do for the next few minutes is I'm going to give you another problem, but I need you to sit with Student A and Student A - excuse - not to - sweetie. Teacher: Okay, where's your dollar sign? Teacher: Always bring down your dollar sign.",1 4433,"Teacher: Okay. Student: Teacher C. Student: Teacher C. [TARGET]Teacher: Student A, let's keep that on our desk, so it does not fall.[/TARGET] Student: I [inaudible]. Student: [Inaudible]. Student: I know.",1 4434,"Teacher: Okay. Student: The length times [inaudible]. Teacher: All right we have - my children, I cannot hear my group, over here. [TARGET]Teacher: You need to take it down.[/TARGET] Teacher: It's quiet [inaudible]. Teacher: Shh. Teacher: Take it down a notch.",1 4435,"Teacher: Okay. Student: Wow. Teacher: Here we go. [TARGET]Teacher: Now we're going to wrap up our lesson - shh.[/TARGET] Teacher: We're going to wrap up. Teacher: I'm going to ask you some questions, going around the room. Teacher: Shh.",1 4436,"Teacher: Okay. Student: [Carry - carry...] Teacher: Carry, carry. [TARGET]Teacher: Go ahead Student K.[/TARGET] Student: Then you do seven times nine again and [carry the two]. Teacher: And where do I put it? Student: You put the seven on the top.",0 4437,"Teacher: Okay. Student: [Inaudible]. Student: Oh, can we talk about [inaudible]. [TARGET]Teacher: No.[/TARGET] Teacher: Okay, I need - [crosstalk]. Multiple Students: [Inaudible]. Student: [Inaudible] eight times one-eighth, times one-eighth.",1 4438,"Teacher: Okay. Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: You're not going anywhere.[/TARGET] Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Math time, and, well, you were supposed to go when we came back from lunch.",1 4439,"Teacher: Okay. Student: [Inaudible]. Teacher: Shh. [TARGET]Teacher: Don't be impolite.[/TARGET] Teacher: Stop making noises. Teacher: Okay. Teacher: What is my formula for a triangle, Student B?",1 4440,"Teacher: Okay. Student: - someone - Student: 792. [TARGET]Teacher: Shh.[/TARGET] Teacher: Ready? Teacher: Don't lean on it, okay. Teacher: All right.",1 4441,"Teacher: Okay. Teacher: 'Cause they're gonna be in here in like two minutes. Teacher: Hold it for just a second. [TARGET]Teacher: I didn't say throw it, I said hold it.[/TARGET] Teacher: Did you remember teacher's name? Multiple Students: Yes. Teacher: Student M, put your name on that.",1 4442,"Teacher: Okay. Teacher: 1 and 2. Teacher: I'm going to call on A, one A to share from here. [TARGET]Teacher: I'm gonna call on one B to share from here.[/TARGET] Student: I'm a B. Teacher: You do question number six on the board. Teacher: And everybody should see what - all erasers, all [inaudible] should be [inaudible].",0 4443,Teacher: Okay. Teacher: 38. Student: I thought you said [inaudible]. [TARGET]Teacher: It's because you're not paying attention.[/TARGET] Teacher: You're sitting there with your head down. Teacher: All right. Teacher: Then what do I do next in my pattern?,1 4444,"Teacher: Okay. Teacher: All eyes on me. Teacher: You have to - you already gathered your data. [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: Excuse - I'll wait, Student D. Student: [Inaudible]. Teacher: I'll wait.",1 4445,"Teacher: Okay. Teacher: All right we're going to ... we're going to - I want you to stop when you get to number ten. Student: [Inaudible]. [TARGET]Teacher: And - close my door, sweetie.[/TARGET] Teacher: Stop when you get to number ten. Teacher: I'm about to turn the light on, so I need you to adjust your focus, because I'm turning on the light. Teacher: Turn on the light, hon.",0 4446,"Teacher: Okay. Teacher: All right, guys, math detectives - what? Student: [Inaudible] [TARGET]Teacher: How did that happen?[/TARGET] Teacher: Okay, just leave it alone. Student: 'Cause he was picking his nose. Student: No.",1 4447,"Teacher: Okay. Teacher: All right, guys, we're going to go ahead and get started because we're going to do these together because we have got to get to some of our groups today so we can really understand division, because next week we are going to start some more division stuff and we're also going to do some order of operations and different things that we're going to have to be really familiar with division. Teacher: Now, these are some division problems. [TARGET]Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them.[/TARGET] Teacher: So if you've not worked them, that's perfectly all right. Teacher: We're going to work them together as part of our whole group this morning. Teacher: But then what we'll do is we're gonna go back and go over them.",0 4448,"Teacher: Okay. Teacher: All right, guys. Teacher: I got to stop you here, because I want to get into some discussion about polygons and not polygons. [TARGET]Teacher: So you're attention needs to be up here, now.[/TARGET] Teacher: I'm going to show you a figure, and I want you to tell me whether or not you think it is a polygon, or not a polygon. Teacher: Okay? Student: [Inaudible].",1 4449,"Teacher: Okay. Teacher: All right, so all you do is you're doubling the eighths. Teacher: So on your paper, on your desk, everybody, you have comparing pairs. [TARGET]Teacher: Turn it over.[/TARGET] Teacher: You have - let's see. Teacher: How many problems do you have? Teacher: Ten?",0 4450,"Teacher: Okay. Teacher: All right, so we have - the triangle's already finished, and you draw a picture of a triangle. Teacher: Is there a reason you're up here, Student T? [TARGET]Teacher: Go sit down and get your book out.[/TARGET] Teacher: Scalene, if you want a shorter version, is no equal sides, no equal angles. Student: Oh, that's very short. Teacher: I know.",1 4451,"Teacher: Okay. Teacher: All right. Teacher: Let's talk about the triangles. [TARGET]Teacher: Stop.[/TARGET] Teacher: Just leave them. Teacher: All right. Teacher: First of all, what fractional part of the whole are the triangles, Student T?",1 4452,"Teacher: Okay. Teacher: All right. Teacher: Now I'm going to show you one and you're going to plot it on your particular coordinate, then tell me what it is. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: I'm sorry. Teacher: You ever see this? Teacher: Were you able to do this one?",1 4453,Teacher: Okay. Teacher: All right. Teacher: One. [TARGET]Teacher: Two.[/TARGET] Teacher: Three. Teacher: Clap [inaudible]. Teacher: [Clapping].,0 4454,"Teacher: Okay. Teacher: All right. Teacher: See, he is talking. [TARGET]Teacher: If I have you back, then you are listening, not talking.[/TARGET] Teacher: Nice. Teacher: Now, Student O, give me one thing we learned during this time of math this morning. Teacher: What did we learn?",1 4455,"Teacher: Okay. Teacher: And it has become a competition. Teacher: People who are coming in, I should not hear you as you come in. [TARGET]Teacher: And if somebody is sitting in your seat, just wait a moment at the back, please.[/TARGET] Teacher: If someone is at your seat as you come in, wait at the back. Teacher: The LCD here is twelve. Teacher: This did not change.",0 4456,"Teacher: Okay. Teacher: And what about the little baby, the newborn baby? Student: It's sleeping. [TARGET]Teacher: Okay, so it's resting, okay, kind of chilling.[/TARGET] Teacher: This group. Student: The Diet Coke is a drink in an aluminum can. Teacher: Okay.",0 4457,"Teacher: Okay. Teacher: Because this is math time right now and we don't have time to be throwing paper and being mad at people, okay? Teacher: Can you let it go and get over it? [TARGET]Teacher: Or is this going to continue to distract you from your learning?[/TARGET] Student: It's going to continue to distract me. Teacher: Okay, then I am going to keep you out here then and when you are ready and feel- Student: I feel a little-",1 4458,Teacher: Okay. Teacher: Before we move on let's look at our objectives for today. Teacher: Our content objective. [TARGET]Teacher: Who can read what we are doing today?[/TARGET] Teacher: Nice and loud. Teacher: Student S? Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely.,0 4459,"Teacher: Okay. Teacher: Boys and girls, let me have you - was that Student W? Teacher: Let me have you go back to your seats first. [TARGET]Teacher: Quickly, Student J, Student T. Have a seat please.[/TARGET] Teacher: There was a very good discussion over there at this table, the numbers around here, right? Teacher: I want to - Student J, have a seat, please. Teacher: I'd like you to share, some people to share some findings.",1 4460,"Teacher: Okay. Teacher: Can you figure it out? Teacher: Let me come over and see what you've done. [TARGET]Teacher: I want your thinking brains on.[/TARGET] Student: Can you help me, Teacher? Teacher: Yep, I'll be right there. Teacher: Thinking brains.",0 4461,"Teacher: Okay. Teacher: Come on over. Teacher: It's almost like a game show. [TARGET]Teacher: Sit there.[/TARGET] Teacher: Go ahead and sit there. Teacher: Okay. Teacher: Student B, here you go.",1 4462,"Teacher: Okay. Teacher: Come on, now let's sit down. Teacher: Now we need to forget that it's even there. [TARGET]Teacher: Shh.[/TARGET] Teacher: I'll wait. Teacher: [Crosstalk] Teacher: Hold on a second.",1 4463,"Teacher: Okay. Teacher: Come over to the carpet with your papers, please. Teacher: We're actually going to face this way. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Sorry. Teacher: We're going to face this way. Teacher: Thank you.",1 4464,Teacher: Okay. Teacher: Did we do that? Student: Yes. [TARGET]Teacher: Are you B?[/TARGET] Teacher: What does B say now - I mean step 4? Teacher: What does step 4 say? Teacher: [Crosstalk],0 4465,"Teacher: Okay. Teacher: Do I have everybody? Teacher: I'm waiting on another group. [TARGET]Teacher: Student R, sit over here.[/TARGET] Teacher: Student R, walk the other way so you're not in front of the camera. Teacher: Everybody should be working, individual time. Teacher: Ready?",1 4466,"Teacher: Okay. Teacher: Everybody go to your partner. Teacher: Now what you're going to do is in the first page you take your crayon and you and your partner - one of your partners should have the letter A, and the other one should have letter B. I want A right now to lead the solving of the problem, and he or she must always read. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: 1, and 2. Teacher: Can you move over here to be with your partner? Teacher: So Student V, you can always ask three people to be what?",1 4467,Teacher: Okay. Teacher: Everyone. Teacher: I'm going to give you a bonus five minutes. [TARGET]Teacher: Use those five minutes wisely.[/TARGET] Teacher: Student A? Student: [Inaudible]. Teacher: Okay.,0 4468,"Teacher: Okay. Teacher: Excuse me. Teacher: Are you listening? [TARGET]Teacher: Student S, hand me the spray for my board.[/TARGET] Teacher: Excuse me. Teacher: And that's not how you do it. Teacher: Now part two.",0 4469,"Teacher: Okay. Teacher: Excuse me. Teacher: Excuse me. [TARGET]Teacher: Teacher L, can you fix your board to [inaudible] crayon.[/TARGET] Teacher: Student D, you and Student D are not doing anything. Teacher: [Students talking with each other]. Teacher: Okay, now go - after you [inaudible] it - Teacher L, can you fix the board?",0 4470,"Teacher: Okay. Teacher: Excuse me. Teacher: I have a telephone call. [TARGET]Teacher: [Side Conversation] Student E, Ms. M needs you, probably to talk about what happened.[/TARGET] Teacher: You told me 5 times 9? Teacher: What is 5 times 9? Multiple Students: 45.",1 4471,"Teacher: Okay. Teacher: First of all, do you like our chart? Multiple Students: Yes. [TARGET]Teacher: Don't play with me.[/TARGET] Teacher: Okay. Teacher: It's pretty big. Teacher: Student M, I'm still waiting for you to stop writing.",1 4472,"Teacher: Okay. Teacher: Focus on Student A. Teacher: Student B, we have a little while left. [TARGET]Teacher: Can you handle it?[/TARGET] Teacher: What if I told you to get a wet paper towel? Teacher: Would that help. Student: Yes.",1 4473,"Teacher: Okay. Teacher: G - instead of boys [inaudible] orange. Student: You can do it on the back. [TARGET]Teacher: You can use that, it's fine.[/TARGET] Teacher: If someone - for H - what's the first step, Student D? Student: [inaudible] Teacher: I mean G. What's the first step with G?",0 4474,"Teacher: Okay. Teacher: Get away from there, please. Teacher: Can you leave the computer please? [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Thank you. Teacher: 6 plus 5 is what? Teacher: 11",1 4475,"Teacher: Okay. Teacher: Get out your math calendar real fast. Teacher: We have five minutes. [TARGET]Teacher: I don't want to hear a word.[/TARGET] Teacher: Let's see who can do this without Student A, can [inaudible] stop talking [inaudible] that back row. Teacher: Shh. Teacher: Get out your math calendar.",1 4476,"Teacher: Okay. Teacher: Go ahead. Student: 41- [TARGET]Teacher: If it's not quiet, I'm adding another lap.[/TARGET] Teacher: 41. Student: 36 remainder 3, free space, 41 remainder 8, and 33. Teacher: Yes.",1 4477,"Teacher: Okay. Teacher: Good. [TARGET]Teacher: Honey, no.[/TARGET] Teacher: You don't do that. Teacher: I'll get it. Teacher: It's kind of - I'll get it.",1 4478,"Teacher: Okay. Teacher: Good. Teacher: Honey, no. [TARGET]Teacher: You don't do that.[/TARGET] Teacher: I'll get it. Teacher: It's kind of - I'll get it. Teacher: Okay.",1 4479,"Teacher: Okay. Teacher: He's gonna move, guys. Student: He won't move. [TARGET]Teacher: Student J, seriously.[/TARGET] Teacher: Just [inaudible]. Student: Can I do [inaudible] Teacher: Okay.",1 4480,"Teacher: Okay. Teacher: Here is a great kind of predictor for you, to know where you should be at this time. Teacher: You have about 5 more minutes, maybe 7 max to be able to get these together. [TARGET]Teacher: That means some of you need to stop talking as much as you are.[/TARGET] Teacher: You need to start cutting faster, putting together faster, and stop the conversation. Teacher: 5 to 7 minutes to finish putting your cubes together. Student: I already measured mine and they're all the same.",1 4481,"Teacher: Okay. Teacher: Here is your next challenge. Teacher: Student C, are you helping out? [TARGET]Teacher: Do you know how to get my attention?[/TARGET] Teacher: Which one do you need help with? Multiple Students: Eight. Teacher: Which one do you need help on?",1 4482,"Teacher: Okay. Teacher: Here. Teacher: Okay, you're on your way. [TARGET]Teacher: Student G.[/TARGET] Student: I'm doing my work. Student: [Phone call] Teacher: All right.",1 4483,"Teacher: Okay. Teacher: Here's how you know if a fraction is equivalent. Teacher: How did we find an equivalent fraction when we were adding? [TARGET]Teacher: Let's say we had ... we had one-fifth, and we wanted to get - go sit down and stop it.[/TARGET] Teacher: Did I tell you to touch those? Teacher: Then don't touch them. Teacher: Sit down.",1 4484,"Teacher: Okay. Teacher: Hold on. Teacher: Put your hands down. [TARGET]Teacher: I want to - put your hands down, please.[/TARGET] Teacher: I want to look at the denominator and I'm gonna do was Student L says. Teacher: I'm gonna divide it. Teacher: I don't think we - you know what I want you to work on?",1 4485,"Teacher: Okay. Teacher: How are we doing over here? Teacher: Make sure we're math conversation only, just a friendly reminder when you're working in pairs. [TARGET]Teacher: How come you can't put that down?[/TARGET] Student: Because five sixths is equal to 83 percent. Teacher: And what do you notice about what you have on your board already? Student: 80 percent and 75 percent.",0 4486,"Teacher: Okay. Teacher: I have an extra one. Teacher: If you need it, I'll give it to you. [TARGET]Teacher: But, just for the time being, don't stress it.[/TARGET] Teacher: Don't stress it. Teacher: Student C, you're gonna need to share this sheet with Student D. So, if you wanna scoot your chair over. Teacher: Or he could scoot it over to you.",0 4487,"Teacher: Okay. Teacher: I need the supply monitor. Teacher: Now, let's take out all of the papers that are in there. [TARGET]Teacher: Student T, you need to do it sitting down, though.[/TARGET] Teacher: No, don't pass anything, yet. Teacher: Wait for me to give the directions. Teacher: Supply monitor.",1 4488,"Teacher: Okay. Teacher: I want to see your own. Student: Is that it right there in front of your desk? [TARGET]Teacher: Let me see.[/TARGET] Teacher: Okay, keep thinking. Teacher: Keep thinking. Teacher: Keep thinking.",0 4489,Teacher: Okay. Teacher: I'd look you to look through your math folder. Teacher: I'd like you to open up and look through your folder. [TARGET]Teacher: I want you to take - Student D - the first step in listening is what?[/TARGET] Student: [Inaudible]. Teacher: Eyes. Teacher: I don't have your eyes.,1 4490,"Teacher: Okay. Teacher: I'm going to show you also how to use the wild card. Teacher: All eyes on Ms. [TARGET]Teacher: I please.[/TARGET] Teacher: I have these numbers. Teacher: I'm trying to win my opponent. Teacher: I'm going to win my opponent by making two numbers that are together to get a number very close to 1,000.",0 4491,"Teacher: Okay. Teacher: If I didn't say it, what needs to go in there? Teacher: There. [TARGET]Teacher: Slow down and think about what you're doing.[/TARGET] Teacher: This one right here, I can't read any of that. Teacher: What number is that? Teacher: 51,000?",0 4492,Teacher: Okay. Teacher: If you didn't get a chance to finish up just say Mr. C I'm thinking. Teacher: It's not - because we're gonna continue this later one. [TARGET]Teacher: Please don't do that.[/TARGET] Teacher: Now it is time to pay attention. Teacher: I got two minutes before that microphone goes off again. Teacher: All right.,1 4493,"Teacher: Okay. Teacher: If you don't have them, they may be on the back of some of the ones you turned in to me. Teacher: I will make sure you get those back tomorrow. [TARGET]Teacher: Please stop playing with whatever that is so you can hear instructions.[/TARGET] Teacher: Okay? Teacher: So workbook pages, this one section. Teacher: You will not have a vocabulary book due this time since we're still on decimals.",1 4494,"Teacher: Okay. Teacher: If you're not sure what to do you can ask me. Teacher: You can ask a partner at your table. [TARGET]Teacher: Let's take the next three minutes and see how you do on this, three minutes.[/TARGET] Teacher: Do you get it? Student: Yeah. Teacher: There's one here for you.",0 4495,"Teacher: Okay. Teacher: It says here solve this problem. Teacher: Show your solution using clear and concise notation. [TARGET]Teacher: I want you to do it here.[/TARGET] Teacher: Student A, let's solve this math. Teacher: Do it here. Teacher: 145 plus 226.",0 4496,Teacher: Okay. Teacher: It's another what? Teacher: Okay. [TARGET]Teacher: I'll wait until everybody's put that away.[/TARGET] Teacher: Are there any questions on the homework? Teacher: Everybody understand input/output table? Multiple Students: Yes.,1 4497,"Teacher: Okay. Teacher: I'll be there in a minute. Teacher: You need to think about your multiples of three and your multiples of two and find-what are you doing? [TARGET]Teacher: No, sit down.[/TARGET] Teacher: Hold on. Teacher: And find-say or write your multiples of three and your multiples of two here or like Mrs. M taught you, you could do three times one, three times two, three-until you find one that's the same or you could just look at it- Student: I know it off the top of my head.",1 4498,Teacher: Okay. Teacher: I'm not saying anybody's right. Teacher: Okay just means I see it. [TARGET]Teacher: Put it down.[/TARGET] Teacher: Okay means I see it. Teacher: It doesn't mean it's right. Teacher: I saw yours Student C. I did.,1 4499,Teacher: Okay. Teacher: Just a minute. Teacher: There is something really important going on up here. [TARGET]Teacher: Stop your talking.[/TARGET] Teacher: Okay. Teacher: Please look. Teacher: I want to hear all of you.,1 4500,"Teacher: Okay. Teacher: Keep it down in here, okay? Teacher: That's your job. [TARGET]Teacher: Motivator.[/TARGET] Teacher: Rah. Teacher: Rah. Teacher: Rah.",0 4501,"Teacher: Okay. Teacher: Last night on homework you were adding mixed numbers. Teacher: Okay. [TARGET]Teacher: Shh.[/TARGET] Teacher: Red pens, guys. Teacher: Student F and Student G are going to put up a tent. Teacher: Eyes on the board.",1 4502,"Teacher: Okay. Teacher: Let's go back to - Student: Wait. [TARGET]Teacher: No, hold on.[/TARGET] Teacher: I want to go back to our three attributes that we came up with so far, closed, line segments and vertices. Teacher: Does it have corners where it meets? Multiple Students: Yes.",1 4503,"Teacher: Okay. Teacher: Let's go. Teacher: Write your name. [TARGET]Teacher: Somebody sit here.[/TARGET] Teacher: Turn this way. Teacher: Okay. Teacher: Student A, what are you doing with pencils?",1 4504,Teacher: Okay. Teacher: Let's [inaudible]. Student: I got four. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You have six people already for cookies. Teacher: You have two people already - you have two people already for what? Teacher: Ice cream.,0 4505,Teacher: Okay. Teacher: Let's get a piece of paper and start listening. Teacher: Keep it together. [TARGET]Teacher: We're not dividing them.[/TARGET] Teacher: That's not what we want to do. Teacher: Go ahead and roll and start. Teacher: Tell me about it.,0 4506,"Teacher: Okay. Teacher: Let's stop there. Teacher: Okay? [TARGET]Teacher: Now, I'm gonna - please stop that.[/TARGET] Teacher: Student N is going to collect your boards. Teacher: Student S is gonna collect your markers. Student: Can I collect the markers?",1 4507,"Teacher: Okay. Teacher: Listening, looking. Teacher: Listening, looking. [TARGET]Teacher: Student c and Student F, if you're listening, you're looking.[/TARGET] Teacher: The commutative property is when you have the same factors - so five and four - if you switch the order. Teacher: It's telling you that the order does not matter, you will get the same product. Teacher: So, five times four equals twenty.",1 4508,"Teacher: Okay. Teacher: Look at what you have here. Teacher: You have 300, and that's 3. [TARGET]Teacher: Can you sit down please?[/TARGET] Teacher: Student A you said 1 plus 1 plus 0 plus 0 would give you 300? Student: No. Student: I'm adding this.",1 4509,"Teacher: Okay. Teacher: No, I don't, 'cause I know who I'm matching up. Teacher: I need Student E with Student R. No, Student E with Student B. I need Student N with Student R. Okay. [TARGET]Teacher: I need Student V with Student L.[/TARGET] Student: I knew it. Student: [Inaudible]. Teacher: I need Student Z and Student R. I need Student C and Student K. Student V, you can be with Student J.",0 4510,"Teacher: Okay. Teacher: No. Teacher: Thank you. [TARGET]Teacher: You can go have a seat.[/TARGET] Teacher: Oh, sorry Student D. I didn't see you there. Student: I was saying when he had like, the four on the line and the eight [inaudible]. Teacher: Yeah, remember we talked about that, earlier.",0 4511,"Teacher: Okay. Teacher: Now I need everybody looking at me. Teacher: All right. [TARGET]Teacher: There's a little bit too much talking.[/TARGET] Teacher: Student K. Anybody who's talking now will get a mark and they will not have free time Friday. Teacher: I don't want anything on your laps, now. Student: There's nothing on my lap.",1 4512,Teacher: Okay. Teacher: Now I see. Teacher: I can't see what you took off. [TARGET]Teacher: Then take it off.[/TARGET] Teacher: [Crosstalk] Student: Do we count the squares on inside or do we multiply [inaudible]? Teacher: You could do it either way 'cause you'll still get to the right answer.,0 4513,"Teacher: Okay. Teacher: Now does this have anything to do with math, Student K? Student: Yeah. [TARGET]Teacher: No.[/TARGET] Teacher: Now what we're gonna do right now is I'll have a paper for you. Teacher: This is something we are gonna work on a lot next week. Teacher: Next week you will have some cubes so that you can really figure this out.",1 4514,Teacher: Okay. Teacher: Now this is a mathematical tool. Teacher: It's not a toy. [TARGET]Teacher: It's a tool.[/TARGET] Teacher: Be very careful with it. Teacher: I want you to draw all the way around. Teacher: Here's what I'd like for you to do next.,0 4515,"Teacher: Okay. Teacher: Now today what we're gonna start to do is to look at fractions again. Teacher: There's no talking. [TARGET]Teacher: Put that away now.[/TARGET] Teacher: Thank you. Teacher: We're looking at fractions to see what equals one, one whole. Teacher: Who can give me a fraction right now that equals one whole?",1 4516,"Teacher: Okay. Teacher: Now we need a fraction. Student: One team. [TARGET]Teacher: Don't call out.[/TARGET] Teacher: We're not figuring out teams, are we? Student: No. Teacher: Were we figuring out teams?",1 4517,"Teacher: Okay. Teacher: Now you get to divide them on a calculator. Student: The pupil's right here, inside. [TARGET]Teacher: He's going to have to close his eye.[/TARGET] Teacher: You're going for the pupil to the nose? Student: Nose to- Teacher: Pupil to nose, 3.8.",0 4518,"Teacher: Okay. Teacher: Now you're gonna go back to your seats with your slates. Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps. [TARGET]Teacher: You must follow all the steps.[/TARGET] Teacher: A will read all the steps before you proceed into answering the questions. Student: I'm working by myself. Student: [Crosstalk]",0 4519,"Teacher: Okay. Teacher: Now, look, what would it have to be for that to be 1? Teacher: You need to pay attention. [TARGET]Teacher: Student H, you're not with me at all.[/TARGET] Teacher: You weren't with me yesterday. Teacher: You were drawing yesterday. Teacher: You're not gonna do well if you do not pay attention.",1 4520,"Teacher: Okay. Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role. Teacher: These are going to be your role cards that tell you what your job is, today. [TARGET]Teacher: Take out one.[/TARGET] Teacher: You only have one job, okay? Teacher: Put it on your desk. Teacher: That's your job today.",0 4521,"Teacher: Okay. Teacher: Number three, please. Teacher: Student A, read me number three. [TARGET]Teacher: Stop.[/TARGET] Teacher: I'm going to wait for all attention. Teacher: Playing with pencils is not appropriate. Teacher: If it continues, name will go in the book.",1 4522,"Teacher: Okay. Teacher: Oh, that one half is twelve twenty fourths. Teacher: All right, another fraction we learned for the set? [TARGET]Teacher: Now I have you back.[/TARGET] Teacher: Okay. Teacher: Yes? Student: One fourth.",0 4523,"Teacher: Okay. Teacher: Okay, so tell them what to do. Teacher: Who's the recorder? [TARGET]Teacher: You got to listen carefully, okay?[/TARGET] Teacher: And they'll let you know when to write something. Student: [Inaudible]. Teacher: That's up to you.",0 4524,"Teacher: Okay. Teacher: Okay. Student: Teacher M, do we get our original papers back, or [inaudible]. [TARGET]Teacher: We got to stop.[/TARGET] Teacher: [Break in audio]. Teacher: All right, after the tornado drill we're going to continue with this, so only one person per group. Teacher: If you didn't get the card said, just one person per group.",1 4525,Teacher: Okay. Teacher: Okay. Teacher: Just a minute. [TARGET]Teacher: There is something really important going on up here.[/TARGET] Teacher: Stop your talking. Teacher: Okay. Teacher: Please look.,0 4526,"Teacher: Okay. Teacher: On both timers. Teacher: Where should your body be? [TARGET]Teacher: This was distracting for you, so go sit down.[/TARGET] Student: I think we have about 11 minutes left. Teacher: We started math late today, remember, Student F? Teacher: Okay.",1 4527,"Teacher: Okay. Teacher: On this side, it's right here. Teacher: Don't hit that. [TARGET]Teacher: Close the door please, guys.[/TARGET] Teacher: Student C, go with your group and they can help you. Teacher: Student P, do you know how to do that? Teacher: You're making arrays.",0 4528,"Teacher: Okay. Teacher: One. Teacher: Two. [TARGET]Teacher: Three.[/TARGET] Teacher: Crayons up. Teacher: First group come up, please. Teacher: Over here.",0 4529,"Teacher: Okay. Teacher: Please go back to your seats and put your heads down. Teacher: Okay. [TARGET]Teacher: You're going to knock that camera over.[/TARGET] Teacher: Sit down. Teacher: Waiting for everybody to get in their seats. Teacher: Yes, you can.",1 4530,"Teacher: Okay. Teacher: Please sit up, Student A. That's inappropriate. Teacher: All right, here we go. [TARGET]Teacher: No, we're going to groups.[/TARGET] Teacher: Sorry. Teacher: [Crosstalk] Teacher: So this group, we're on rotation three.",0 4531,"Teacher: Okay. Teacher: Plus 33. Teacher: All right. [TARGET]Teacher: Last one, Student L. Go.[/TARGET] Teacher: I know we can be here all day because you say numbers all day. Teacher: I just said Student L is the last one, tell me later. Student: 9 times 9.",0 4532,"Teacher: Okay. Teacher: See what other colors will go under there evenly. Teacher: Girls, you all are working individually. [TARGET]Teacher: Student T, you should be over here, not beside them.[/TARGET] Teacher: Let me see your sheet. Teacher: Are you understanding? Teacher: Move over here.",1 4533,Teacher: Okay. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Listen up. Teacher: Waiting. Student: Can we use -,1 4534,"Teacher: Okay. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Yeah, why don't you write a couple of things that are true about your picture? Teacher: Like, a couple of things you observe about - include things like, multiplying times ten.",1 4535,"Teacher: Okay. Teacher: So I'm going to give you guys a minute for this, and you may begin. Teacher: Okay. [TARGET]Teacher: Time is up.[/TARGET] 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].",0 4536,"Teacher: Okay. Teacher: So don't waste your time making a graph here and then making a graph here. Teacher: I don't think Student S is by herself, is she? [TARGET]Teacher: You have 15 minutes.[/TARGET] Teacher: I don't think we should be wasting time right now. Teacher: Your plan should be here. Teacher: You might want to look up there first, right?",0 4537,"Teacher: Okay. Teacher: So from greatest to least, I - Student: [Inaudible]. [TARGET]Teacher: Student L, I do not want people calling my name and holding a book up, like that.[/TARGET] Teacher: I don't want that. Teacher: Okay, do not do that, please. Teacher: If I come around and I check on somebody that doesn't mean that I want other people to run over to me and show me.",1 4538,"Teacher: Okay. Teacher: So if you look here at what Student M did, we could say that one-sixth plus one-sixth plus one-sixth plus one-sixth plus one-half equals one whole. Teacher: What would be an easier way for me to write this, an easier way? [TARGET]Teacher: Somebody over here, Student J.[/TARGET] Student: Six-sixths plus one-half. Student: [Crosstalk] Student: One whole.",0 4539,"Teacher: Okay. Teacher: So just keep an eye on them. Teacher: All right, sit down. [TARGET]Teacher: Get going.[/TARGET] Student: [Inaudible] Student: nan Teacher: [Inaudible] Come on, let's go.",1 4540,"Teacher: Okay. Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7. Teacher: Do not go there. [TARGET]Teacher: Go sit down.[/TARGET] Teacher: So one-eighth would be this. Teacher: Do you see what I'm saying? Teacher: [Crosstalk]",1 4541,Teacher: Okay. Teacher: So the answer is five eighths. Teacher: Would you raise your hand if you got five eighths? [TARGET]Teacher: Hands down.[/TARGET] Teacher: Raise your hand if you think he's a little bit off. Teacher: How many of you are not sure how he came up with five eighths? Teacher: Good.,0 4542,"Teacher: Okay. Teacher: So what did Student B do? Student: He switched the parentheses. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Okay. Teacher: What did Student B do Student I? Student: Well, he changed the parentheses and [inaudible].",1 4543,"Teacher: Okay. Teacher: So when the time comes and I watch this, I can hear everything that you're talking about. Student: [Inaudible] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You can just take my reminder. Teacher: [Crosstalk] Teacher: Do a different number.",1 4544,"Teacher: Okay. Teacher: So with there being different denominators - move that up, move your chair so that you can see - so with there being different denominators, what? Teacher: What is it that you know that you can or cannot do? [TARGET]Teacher: Move those crutches and come sit over here.[/TARGET] Student: You cannot add two fractions because they don't have the same denominator. Teacher: All right. Teacher: So what is it that you have to do?",0 4545,"Teacher: Okay. Teacher: So you decide. Teacher: One person. [TARGET]Teacher: Student C, stay focused.[/TARGET] Teacher: Now you decide what type of graph you're going to do. Teacher: Decide what type of graph you're going to do. Teacher: Make your graph [inaudible].",1 4546,Teacher: Okay. Teacher: So you're saying - okay so make it. Teacher: What are you saying? [TARGET]Teacher: [Inaudible] is talking.[/TARGET] Teacher: It's about respect. Teacher: She's talking. Teacher: Excuse me.,1 4547,"Teacher: Okay. Teacher: So, watch this, let us try dividing the 12 chocolates among zero people, how much does each person get? Multiple Students: Zero. [TARGET]Teacher: No, no, wait.[/TARGET] Teacher: There's nobody there. Student: Nobody's there. Student: Nobody's there.",0 4548,"Teacher: Okay. Teacher: Sorry, it looked like a 5 'cause it's written so small. Teacher: [Crosstalk] [TARGET]Teacher: Just hang on to it for just a minute.[/TARGET] Teacher: Wait, something's gone wrong because, look, this is a row of 10 here, too. Teacher: The 10 is only that much and that's the extra column right there. Teacher: So that's another row of 10.",0 4549,"Teacher: Okay. Teacher: Student A, can you come over and sit next to Student B? Teacher: Student J, bring your things to come work over here. [TARGET]Teacher: Sit in between Student M and Student N. Student F, you're with me on the rug.[/TARGET] Student: There's three-eighths. Student: [Crosstalk among students] Teacher: That's fine, okay.",0 4550,"Teacher: Okay. Teacher: Student A, the directions were [inaudible]. Teacher: All right, [inaudible], I'll wait. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: The warm-up, the warm-up is gonna be on this sheet. Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board. Teacher: You are going to count the number of students, number of boys, number of girls.",1 4551,"Teacher: Okay. Teacher: Student A, what are you doing with pencils? Student: The pencils broke. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Let's go. Teacher: Okay. Teacher: It says here solve this problem.",0 4552,"Teacher: Okay. Teacher: Student C, Student B, and Student E - that's warning number two before worksheet island. Teacher: My floor group, they're taking a test. [TARGET]Teacher: You all need to whisper please.[/TARGET] Teacher: Math workshop folders. Teacher: You need your math workshop folder. Teacher: Student B has made our number.",1 4553,"Teacher: Okay. Teacher: Student C, is there [inaudible]? Teacher: Okay. [TARGET]Teacher: We're just waiting for Student F to finish.[/TARGET] Teacher: You are gonna take your math - your fact of the day quiz. Student: [Inaudible]. Teacher: I'm sorry, what?",1 4554,"Teacher: Okay. Teacher: Student D, will you move over here to this table behind you? Teacher: Honey, you'll be just fine. [TARGET]Teacher: Student R, I want you and Student C to switch places, please.[/TARGET] Teacher: Then I think we're okay. Teacher: Would you stay and work with this group, Ms. S? Teacher: I will call out and tell you what you are to be doing at each table.",0 4555,"Teacher: Okay. Teacher: Student D. I'm sorry. Student: I put - [TARGET]Teacher: Stop moving around.[/TARGET] Teacher: You're listening. Teacher: You had plenty of time to do this. Student: At the top I did 5 [inaudible] and I put 4 people next to them, so 5 times 4.",1 4556,"Teacher: Okay. Teacher: Student E, turn to Student A. Teacher: Student D, turn to Student B. [TARGET]Teacher: Student C, turn to Student F. Student F, are you listening?[/TARGET] Teacher: First step of listening is looking. Teacher: Look at Student C. So, Student C, Student F and Student E, tell your partner what property is it? Teacher: The -",1 4557,Teacher: Okay. Teacher: Student H? Student: I want to add on - [TARGET]Teacher: Sh.[/TARGET] Student: Remember what you said yesterday about looking at the two numbers and just get close? Teacher: Yes. Student: And I know that 3 because it's a 90 - because 3 goes into 9.,1 4558,"Teacher: Okay. Teacher: Student I, sit down sweetie. Student: I'm thirsty. [TARGET]Teacher: Sit right there.[/TARGET] Teacher: Okay. Teacher: You guys, look up here. Student: I'm friends with everybody.",1 4559,"Teacher: Okay. Teacher: Student J, can you share the statement your table came up with? Teacher: You're listening now. [TARGET]Teacher: You had a chance to discuss and now you're listening.[/TARGET] Teacher: Student E, up here. Student: If you are multiplying two numbers you'll have 6 and 9, and if you double one and halve one, then the other problem you name will be the same number. Teacher: Does this make sense to everybody?",1 4560,"Teacher: Okay. Teacher: Student K, sit beside Student E. Okay. Teacher: Student E, if you can move to the other side of Student E and Student R, if you can fit beside - right there at the corner. [TARGET]Teacher: Sit on the other side of Student E. You're fine.[/TARGET] Teacher: Tell me your name again? Student: Student M. Teacher: Okay.",0 4561,"Teacher: Okay. Teacher: Student N is going up there and going to explain to us why she's picking certain numbers, and why she's not. Teacher: Listen and make sure that she did it right, because we want to get them all right this time, right? [TARGET]Teacher: So pay attention.[/TARGET] Teacher: Sit down on your bottom please, Student A. Student: [Inaudible]. Teacher: Did you hear that?",1 4562,"Teacher: Okay. Teacher: Student T, move over here. Teacher: Give me the whole card. [TARGET]Teacher: Stop whistling please.[/TARGET] Teacher: You have used it two times. Student: No, one time. Teacher: You used bathroom in the morning.",1 4563,"Teacher: Okay. Teacher: Student Z - Student D where'd I get Blake. Teacher: Student D, you're gonna find out in just a second, I promise. [TARGET]Teacher: Sit down please.[/TARGET] Teacher: Student B, what's the problem? Student: My tissue. Teacher: I think Student Z borrowed it.",1 4564,"Teacher: Okay. Teacher: Tell me your problem. Teacher: Maybe your classmate knows how to solve it. [TARGET]Teacher: Student C, could you walk quietly?[/TARGET] Teacher: What's the problem that you're finding? Teacher: Is it with this equation? Student: [Inaudible]",1 4565,"Teacher: Okay. Teacher: That would be 1. Teacher: That would be 2. [TARGET]Teacher: Student J, your attention needs to be on the board.[/TARGET] Teacher: Hand down. Teacher: All right. Teacher: Student B and I were both wondering if perhaps in addition to having that very acute angle that it might have a right angle.",1 4566,"Teacher: Okay. Teacher: That - let's get back. Teacher: Good job. [TARGET]Teacher: I'm back.[/TARGET] Teacher: [Crosstalk] Teacher: No, no, no. Teacher: Let them - let them.",0 4567,"Teacher: Okay. Teacher: That's you not paying attention. Teacher: Come on, Student A. I'll get you a tissue. [TARGET]Teacher: Sit down.[/TARGET] Student: [Inaudible] Teacher: Not yet. Student: [Inaudible]",1 4568,Teacher: Okay. Teacher: That's where we have our fourths. Teacher: Now we found out that one half is equivalent to what? [TARGET]Teacher: Please raise your hand.[/TARGET] Teacher: Student A? Student: Two fourths. Teacher: Very good.,1 4569,"Teacher: Okay. Teacher: That's your fraction, right? Teacher: Okay. [TARGET]Teacher: I don't want to sneeze on you.[/TARGET] Teacher: Thank you. Teacher: Okay. Teacher: [Inaudible].",0 4570,"Teacher: Okay. Teacher: That's your work. Teacher: I'm gonna be walking around. [TARGET]Teacher: This is math.[/TARGET] Teacher: No, until we're done with this in 10 minutes. Student: And, then we do some more math. Teacher: Do something else.",0 4571,"Teacher: Okay. Teacher: Then we were good. Teacher: Is there another pattern? [TARGET]Teacher: Student J, hold up, Student J, hold up.[/TARGET] Teacher: I want to hear from some new people. Teacher: Don't be afraid to suggest a pattern that you think is happening, but you're not sure. Teacher: Let's see.",1 4572,"Teacher: Okay. Teacher: There you go. Teacher: Hold on, Student J. I'll re-focus it for you. [TARGET]Teacher: Go ahead and start talking.[/TARGET] Student: What I did was, at first I added two and one-fourth plus two and two-eighths. Student: But before I started adding, I [inaudible] I got two and two-eighths plus [inaudible]. Student: Then I got four and four-eighths, and I simplified it to four and one-half.",0 4573,"Teacher: Okay. Teacher: These numbers should look familiar. Teacher: Again, I have a few people who are having side conversations. [TARGET]Teacher: I need your eyes up here.[/TARGET] Teacher: Thank you. Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please. Teacher: Thank you.",1 4574,"Teacher: Okay. Teacher: Thumbs up if you say this is a polygon. Teacher: Student F, you're not participating. [TARGET]Teacher: Thumbs up if you say it's a polygon.[/TARGET] Teacher: Thumbs down if you say it's not. Teacher: Student A, I need to see thumbs up, or thumbs down. Teacher: Not arms waving back here.",0 4575,Teacher: Okay. Teacher: Uh. Teacher: I don't know if I want to put that. [TARGET]Teacher: I really need to talk to her too.[/TARGET] Teacher: Ouch. Teacher: I really need to talk to her. Teacher: I need to talk to you.,0 4576,"Teacher: Okay. Teacher: Unknown, right? Teacher: Student T, do you understand this? [TARGET]Teacher: Have a seat.[/TARGET] Student: I need the mode. Teacher: Mode means what? Teacher: Let me go over this again.",1 4577,"Teacher: Okay. Teacher: Upside down. Teacher: Okay. [TARGET]Teacher: So look right here, Student T. You've got to pay attention.[/TARGET] Teacher: Okay. Teacher: 35, but then do you see those little lines? Teacher: How many lines are there?",1 4578,"Teacher: Okay. Teacher: Very good. Teacher: Number two, Student S, can y'all come up and explain number two? [TARGET]Teacher: I need everybody's attention at the board.[/TARGET] Teacher: And I want you to estimate and then tell us - use your estimate and your actual. Student: [Inaudible] number two the question was Susan walked to Jonah's house and back home twice. Student: How far did she walk in all?",1 4579,"Teacher: Okay. Teacher: Water boils - check this. Teacher: If you get them both right, take them off, or turn them over. [TARGET]Teacher: If you didn't, the other partner - I mean, leave them.[/TARGET] Teacher: Don't take them off. Teacher: If you didn't get them both right, leave them. Teacher: So water boils at 212 Fahrenheit.",0 4580,Teacher: Okay. Teacher: We do understand that we're being filmed and that you have a microphone actually very close to you. Teacher: So we have a choice to actually turn around and participate in the lesson or I'm gonna have to ask you to leave. [TARGET]Teacher: We have to make a choice.[/TARGET] Teacher: So we shouldn't be turned around to the people behind us to see what's going on. Teacher: Okay? Teacher: We're gonna make good choices.,1 4581,"Teacher: Okay. Teacher: We have to go on. Teacher: You get partial credit. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Remember guys, this is my way to know - Student N, I am talking. Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer. Teacher: There's a big different.",0 4582,"Teacher: Okay. Teacher: We're ready. Teacher: We're listening. [TARGET]Teacher: We're quiet.[/TARGET] Teacher: Okay, so we're working on combinations of fractions, which we worked on a little bit yesterday. Teacher: Can I have somebody read our first objective, what we want to get accomplished here? Teacher: Student F, will you read the first part?",1 4583,Teacher: Okay. Teacher: What - are they the same or are they unlike? Multiple Students: Same? [TARGET]Teacher: Please stop.[/TARGET] Student: Unlike? Teacher: Okay. Teacher: Listen to the question.,1 4584,"Teacher: Okay. Teacher: Whatever you can come up with is fine. Teacher: I want everybody trying. [TARGET]Teacher: Student M, please put your book on your desk.[/TARGET] Teacher: Thank you. Teacher: Take a good look at those two garden plots there. Teacher: This is gonna be a tricky one I think this top garden.",1 4585,"Teacher: Okay. Teacher: When you're done, you're pencils are gonna be down, just so I know. Student: I don't got my own paper. [TARGET]Teacher: All right, you need to share with somebody.[/TARGET] Teacher: I didn't have enough. Teacher: Share with Student M this time. Teacher: All right, okay, get your pinkie.",0 4586,"Teacher: Okay. Teacher: Why don't you do this instead of just sitting there? Teacher: What's your interval that you chose again? [TARGET]Teacher: Student T, by the time you're done drawing the line, it's time to go home.[/TARGET] Teacher: Come on. Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can. Teacher: [Inaudible].",1 4587,"Teacher: Okay. Teacher: Why don't you just sit right here, okay? Teacher: Alright, white. [TARGET]Teacher: If you're white raise your hand.[/TARGET] Teacher: Okay, you've got Student A. Teacher: Red? Teacher: Right there.",0 4588,"Teacher: Okay. Teacher: Without giving the answer I'd like you to meet this team and you read them your story problem, and they will have to give you the answer sentence. Teacher: Then you will give them your story problem and they will give you the answer sentence to your story problem. [TARGET]Teacher: Don't look.[/TARGET] Teacher: Read it out loud. Teacher: Can you guys listen? Student: Ms. C went to the apple farm.",1 4589,"Teacher: Okay. Teacher: Yes. Teacher: Okay. [TARGET]Teacher: Let's stop there.[/TARGET] Teacher: Okay? Teacher: Now, I'm gonna - please stop that. Teacher: Student N is going to collect your boards.",1 4590,Teacher: Okay. Teacher: You all ready? Teacher: I need to see you work. [TARGET]Teacher: You're not just going to quit here.[/TARGET] Teacher: I'm not going to have you just sitting here. Teacher: This is what happened yesterday. Teacher: Remember how you shut down yesterday?,1 4591,Teacher: Okay. Teacher: You already have the person who is going to call out the numbers? Multiple Students: Yes. [TARGET]Teacher: Don't do that.[/TARGET] Teacher: Are you ready? Multiple Students: Yes. Student: We don't have a calculator.,1 4592,Teacher: Okay. Teacher: You can play a game with the - who drew that? Teacher: Step outside there and get your 5. [TARGET]Teacher: Step by the door and get your 5.[/TARGET] Teacher: Go get your card. Teacher: Get the card. Teacher: Get the card for playing.,1 4593,"Teacher: Okay. Teacher: You guys can sit in this area right here. Teacher: Okay. [TARGET]Teacher: Student A, can you come over and sit next to Student B?[/TARGET] Teacher: Student J, bring your things to come work over here. Teacher: Sit in between Student M and Student N. Student F, you're with me on the rug. Student: There's three-eighths.",0 4594,Teacher: Okay. Teacher: You know [inaudible]. Multiple Students: [Inaudible]. [TARGET]Teacher: We have - shh.[/TARGET] Teacher: Will you guys stop talking? Teacher: I can't remember how many cards I have. Teacher: You're going to ... place these face-down.,1 4595,Teacher: Okay. Teacher: You need to put this away. Teacher: Hurry up. [TARGET]Teacher: Use the trash.[/TARGET] Teacher: Are you done with this? Student: Yeah. Teacher: Turn it in.,1 4596,"Teacher: Okay. Teacher: You need to switch your chair. Teacher: You need to get a tub. [TARGET]Teacher: Eagles, you need to start working.[/TARGET] Teacher: Student S, you need to start working. Teacher: Student J, you need to start working. Teacher: Are we working?",1 4597,"Teacher: Okay. Teacher: You ready? Teacher: Thank you, Student B. [TARGET]Teacher: Sit down.[/TARGET] Teacher: So, the perimeter is the distance around an object or the sum of all sides. Teacher: Student C, you're gonna turn to Student F. Student B, you're gonna turn to Student A. Teacher: You're gonna tell him what perimeter is.",1 4598,"Teacher: Okay. Teacher: You sit down at a chair there. Teacher: Hold up your shape so you can see. [TARGET]Teacher: This is a thinking activity, not speaking, just thinking.[/TARGET] Teacher: You see what Student J has and Student J did not feel that he belonged with Student J, so he went to table two. Teacher: Student M, look at your shape. Teacher: If you feel like you belong with Student J, go sit at that table.",1 4599,"Teacher: Okay. Teacher: You're right. Teacher: Student E, we're learning now. [TARGET]Teacher: You need to leave those alone.[/TARGET] Teacher: Plus one third equals what? Teacher: Do it. Teacher: If you disagree, do it.",1 4600,Teacher: Okay. Teacher: Your favorite dessert. Teacher: It's 2:00. [TARGET]Teacher: [Inaudible] it go back.[/TARGET] Teacher: [Inaudible] your gloves. Teacher: Listen. Teacher: What are you doing?,0 4601,"Teacher: Okay. Teacher: [Inaudible], ""My favorite foods."" This side you have chicken. Teacher: Excuse me. [TARGET]Teacher: Look.[/TARGET] Teacher: Shrimp. Teacher: [Inaudible]. Teacher: Are we looking?",0 4602,"Teacher: Okay. Teacher: [Intercom] Teacher: Wait. [TARGET]Teacher: Do not move.[/TARGET] Teacher: Student C, 14 times 5 is 70. Teacher: Why'd you stop there? Teacher: Why'd you stop?",1 4603,"Teacher: Okay? Student: [Inaudible]. Teacher: Student V's group, this is yours. [TARGET]Teacher: Student V's group, pay attention.[/TARGET] Teacher: That's yours. Teacher: Okay? Student: [Inaudible].",1 4604,"Teacher: Okay? Teacher: All right, now. Teacher: Shh. [TARGET]Teacher: Listen.[/TARGET] Teacher: Listen. Teacher: Listen. Teacher: Student S, are you feeling okay?",1 4605,"Teacher: Okay? Teacher: All right. Teacher: So start. [TARGET]Teacher: Sit next to your partner.[/TARGET] Teacher: Move. Teacher: Get next to your partner. Teacher: Thank you, Student T. I'm gonna tell you - raise your hand quietly if you haven't been assigned a number and I'll tell you.",1 4606,Teacher: Okay? Teacher: And you'll catch up. Teacher: So we're gonna do a little bit - we're gonna go over this page. [TARGET]Teacher: You can stop now.[/TARGET] Teacher: You don't need any [Inaudible]. Teacher: Who can finish Number 7? Teacher: Okay.,1 4607,"Teacher: Okay? Teacher: Are you doing both steps? Student: Uh-huh. [TARGET]Teacher: You're being - I can hear you humming a little bit.[/TARGET] Teacher: So, sit up just like Student C is. Teacher: Thank you. Teacher: So, here are our sides.",1 4608,"Teacher: Okay? Teacher: Are you with me? Teacher: Last one. [TARGET]Teacher: Away.[/TARGET] Teacher: Good? Teacher: Okay. Teacher: Another mixed number, but it's a mixed number added to just a regular old fraction, okay?",0 4609,Teacher: Okay? Teacher: Can you meet in there? Teacher: Ouch. [TARGET]Teacher: Teacher V is gonna kill me.[/TARGET] Teacher: Okay. Teacher: Next lesson. Teacher: Come on.,0 4610,"Teacher: Okay? Teacher: Friday you're going to have a quiz on adding and subtraction decimals so if you're still confused with adding and subtracting decimals, you need to go back and practice those in your book this week. Teacher: Okay? [TARGET]Teacher: We're not drawing.[/TARGET] Teacher: Close up your markers. Teacher: Student E, will you help Student N collect the boards, please? Student: [Inaudible].",1 4611,Teacher: Okay? Teacher: It's not a competition between - you two are working together here. Teacher: It's cooperation. [TARGET]Teacher: Not competition.[/TARGET] Teacher: All right? Teacher: All right. Teacher: Now you're correct.,1 4612,"Teacher: Okay? Teacher: Let me have, very carefully let me have this group, I need you to come over here for our calendar. Teacher: You all need to turn around. [TARGET]Teacher: Do not hit.[/TARGET] Teacher: So you all need to turn all the way around. Teacher: Okay, come up, everybody else come around this way. Teacher: Student J, you all need to come around this way.",1 4613,"Teacher: Okay? Teacher: So I am making these separated by inches. Teacher: Okay, Student M and P, flip your cards. [TARGET]Teacher: Student P, go to Mr. L's room, please.[/TARGET] Student: An inch. Teacher: All right, do we see how those are working so far? Student: Yes.",1 4614,"Teacher: Okay? Teacher: So right now it says, ""Miss H purchased four boxes of Jolly Rancher Chews for 99 cents each. Teacher: She gave the cashier $5.00. [TARGET]Teacher: How much change will she receive?"" I need you to listen and watch.[/TARGET] Teacher: First of all I need to think. Teacher: In order for me to do this problem what do I need to do? Teacher: I need you to watch me.",1 4615,"Teacher: Okay? Teacher: Student A, do you need something? Teacher: Please sit down. [TARGET]Teacher: Leave the fly alone.[/TARGET] Teacher: Student A? Student: What if you don't know how much money you need, right? Teacher: That's why you think ahead.",1 4616,"Teacher: Okay? Teacher: Thank you. Teacher: Okay. [TARGET]Teacher: So scoot out the way just a minute, Student D. What happened over here?[/TARGET] Teacher: Some you had this problem. Teacher: Student D, what happened first when you did this? Student: First we did eight times six.",1 4617,"Teacher: Omit means leave it. Teacher: [Crosstalk] Teacher: Yeah, because we've done that before. [TARGET]Teacher: We've done page one.[/TARGET] Teacher: You did page one. Teacher: We did page one, so we're not gonna do page one. Teacher: Wait a minute.",0 4618,"Teacher: On Monday we'll figure out how close to this side they should be and how close to this side they should be. Teacher: When I call you, just tape them onto wherever they belong. Teacher: Does that make sense? [TARGET]Teacher: I wonder if Student A is paying attention at all.[/TARGET] Teacher: Then we'll worry about where they should go on Monday. Teacher: So we've already done all of our halves, right? Teacher: There's only two, and you'll notice I did not do anything with zero.",1 4619,"Teacher: On page 55 there's the table, and I want you to have that table in the notebook. Teacher: 3.1. Teacher: Please set up the table first and then do some measurements. [TARGET]Teacher: Let's put these away.[/TARGET] Teacher: What page? Teacher: So draw the table, and then I'm going to have you measure these angles, okay? Teacher: Does anyone need a protractor?",1 4620,"Teacher: On page six. Teacher: Six. Student: [Inaudible]. [TARGET]Teacher: Student L, six.[/TARGET] Teacher: Student M, six. Teacher: Yes, good job. Teacher: Student E, six.",0 4621,"Teacher: On that second garden plot, the one on the right on page 9, what would the total be? Teacher: What would the total be on that second square? Student: 75. [TARGET]Teacher: Would you raise your hand please and tell me?[/TARGET] Teacher: What would the second square -? Teacher: Yeah, this one right here on page 9. Teacher: What would that stand for?",1 4622,"Teacher: On the back I want you to write a number line. Teacher: Excuse me. Teacher: Draw the number line one tenth. [TARGET]Teacher: Turn it over on the back.[/TARGET] Teacher: Write your name on both sides. Teacher: Number line, one tenth. Teacher: Put it to the side, please.",0 4623,"Teacher: On the graph. Student: This? Teacher: No, just on the first one right beside where it says total number. [TARGET]Teacher: I need you to stay with us, no we're here.[/TARGET] Teacher: How many did you have? Student: 26 Teacher: So you're gonna write that right here.",1 4624,"Teacher: On the rhombus we're missing quadrilateral. Student: We have it. Teacher: There it is. [TARGET]Teacher: It's okay guys, if you have it, don't be defensive.[/TARGET] Teacher: Student T, no side talk. Teacher: Hold on. Teacher: Guys, Student D is talking.",0 4625,"Teacher: On this particular clip, they're going to ask you a couple of questions. Teacher: I'm sorry I didn't - let me step out of the way. Teacher: They're going to ask you a couple of questions about a tennis court and about a baseball field, all right? [TARGET]Teacher: Would you like to move Student G because there's an empty desk right next to Student J.[/TARGET] Teacher: Would you like to move up so you can see? Teacher: Are you sure? Teacher: Okay.",0 4626,"Teacher: On your calculator all you've got to do is 6 divided by 13, that's it. Teacher: And you're gonna get a decimal answer. Student: 6 - [TARGET]Teacher: Are you done with H?[/TARGET] Teacher: Do this then. Teacher: Do this. Teacher: You didn't do this yet, there's no way.",0 4627,"Teacher: On your graph paper. Teacher: No, based on that, on the graph. Teacher: And to answer your question from that graph - this question right here from that graph. [TARGET]Teacher: Don't talk out loud.[/TARGET] Teacher: That's not a percentage. Student: Oh, oh. Teacher: Student W.",1 4628,"Teacher: On your mark, get set, flip. Teacher: Go. Teacher: [Long pause] [TARGET]Teacher: You've got two minutes.[/TARGET] Teacher: [Long pause] Teacher: You've got one minute. Teacher: [Long pause]",0 4629,"Teacher: On your real MCAS, remember, you won't have a time. Teacher: There won't be a time limit. Multiple Students: [Students working on problem]. [TARGET]Teacher: So, you're doing part A, part B, and part C. And you're looking at your rubric to make sure you're getting a four.[/TARGET] Teacher: Go ahead. Teacher: Are you figuring out what they're asking you to do yet? Teacher: Okay.",0 4630,"Teacher: Once you finish that you know your other activities. Teacher: You have your activity sheet that tells you what you have to do. Teacher: Student J, you don't want to sit there. [TARGET]Teacher: Get off.[/TARGET] Teacher: Let's go. Teacher: You don't need to take it. Teacher: That's fine.",1 4631,"Teacher: Once you go one over this number, for example, 5 times 1, 5 times 2, 5 times 3, and you start to get over this number, you can stop and I will help you. Teacher: Put those down so she's focused right here. Teacher: Let me see where you guys are. [TARGET]Teacher: You're wasting time.[/TARGET] Teacher: Good job. Teacher: Everybody else besides Student D, we're going to switch to the other side now. Teacher: I'm going to give you a mixed number and you're going to change it into an improper fraction.",1 4632,"Teacher: Once you have number one and number two raise your hand, please. Teacher: Remember, we're looking at ... we're looking at how the parenthesis affect the value of the expression. Teacher: [Inaudible]. [TARGET]Teacher: Student M, come around.[/TARGET] Student: [Inaudible]. Teacher: No one [inaudible]. Teacher: [Inaudible] you got one problem?",0 4633,"Teacher: Once you have the value [inaudible], raise your hand and I'll look at it. Teacher: Student M, get started. Teacher: [Inaudible]. [TARGET]Teacher: Come on Student M, do number one, then do number two.[/TARGET] Teacher: Once you have number one and number two raise your hand, please. Teacher: Remember, we're looking at ... we're looking at how the parenthesis affect the value of the expression. Teacher: [Inaudible].",0 4634,Teacher: Once you're done I'll take the cards. Teacher: You take the directions and your strips. Teacher: Student N I need you to be sitting over there. [TARGET]Teacher: Go ahead Student J. Nope.[/TARGET] Teacher: Sit at Student N's seat. Teacher: That is Student N's seat. Teacher: This is Student J's seat.,1 4635,"Teacher: Once you've done that, if you'll take a look back at the board. Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph. Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right? [TARGET]Teacher: When you are there, please put your protractor down to the side and take a look at page 276.[/TARGET] Teacher: This particular page, we're given information about a family that's planning on taking a trip up to Gainesville, Georgia. Teacher: That family is very conscientious about the money that they spend. Teacher: Is that a situation that can be real to our lives?",0 4636,"Teacher: One [inaudible]. Other Adult: You got a bar graph going that way, then you got these little [inaudible] in this direction. Teacher: They're supposed to collaborate. [TARGET]Teacher: One person does the what?[/TARGET] Student: [Inaudible]. Teacher: And then together you do the constructive [inaudible]. Other Adult: Wait a minute.",0 4637,"Teacher: One [mumbling]. Teacher: That's perfect. Teacher: Great explanation. [TARGET]Teacher: How are you doing, Student H?[/TARGET] Student: Good. Teacher: Good? Teacher: Great.",0 4638,Teacher: One and one third. Teacher: We can use math. Teacher: We can use division to do this as well. [TARGET]Teacher: Put that string away.[/TARGET] Teacher: We can use division. Teacher: How can we use division to simplify two sixths? Teacher: Student S?,1 4639,"Teacher: One and two and three. [TARGET]Teacher: We are going to begin the lesson today.[/TARGET] Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do. Teacher: So, everybody, take your - Teacher: [Crosstalk]",0 4640,"Teacher: One and two and three. Teacher: We are going to begin the lesson today. [TARGET]Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do.[/TARGET] Teacher: So, everybody, take your - Teacher: [Crosstalk] Teacher: Excuse me, one -",0 4641,"Teacher: One and two and three. Teacher: We are going to begin the lesson today. Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do. [TARGET]Teacher: So, everybody, take your -[/TARGET] Teacher: [Crosstalk] Teacher: Excuse me, one - Teacher: [Crosstalk]",0 4642,"Teacher: One at a time. Teacher: Student T, what were you saying? Student: I was saying [inaudible]. [TARGET]Teacher: Wait please, wait.[/TARGET] Teacher: Wait. Teacher: One at a time. Teacher: Student T first.",1 4643,Teacher: One each. Teacher: The rest go just in a little pile. Student: One each. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: This is fine. Teacher: So let's just put it over here. Teacher: Now I want you to do this.,1 4644,"Teacher: One eighth. Teacher: All right, now, let's look at another person that is really good at it. Teacher: Somebody. [TARGET]Teacher: Now, I see hands up.[/TARGET] Teacher: Good job. Teacher: Hands up. Teacher: Student C, hands up.",0 4645,"Teacher: One eighth. Teacher: Who said that? Teacher: [Crosstalk] [TARGET]Teacher: Oh, Student S is really there.[/TARGET] Teacher: We've done this before. Teacher: We are revising. Student: Yes.",0 4646,Teacher: One fifth. Teacher: One fifth is equal to what percent? Student: 20 percent. [TARGET]Teacher: Can you put that down anywhere?[/TARGET] Student: No. Teacher: How come? Student: Because one fourth is equal to 25 percent.,1 4647,"Teacher: One fourth horizontally. Teacher: There you go. Teacher: Have you shaded, Student K? [TARGET]Teacher: Okay, shade in one fourth, Student R. Student Q, do you have yours one fourth?[/TARGET] Teacher: Folding it in half, folding it in half again. Teacher: You're getting fourths. Teacher: Then to show one fourth you shade in what?",0 4648,"Teacher: One fourth. Teacher: Show me one third, Student A. Teacher: What would I do to show one third? [TARGET]Teacher: Everybody should be drawing this in your math journal.[/TARGET] Teacher: Okay, so I'm doing the opposite direction. Teacher: Now how do I get my answer? Teacher: How do I read that graph to get an answer?",0 4649,"Teacher: One graph and write down your constructive response underneath it as it's stated in the graph. Teacher: As it's stated in the graph. Student: I don't know what you're talking about because [inaudible]. [TARGET]Teacher: Who is doing your graph, here?[/TARGET] Student: She's [inaudible]. Teacher: No. Teacher: No.",0 4650,"Teacher: One half plus one half, yes, it equals one whole, but what's another way to say that? Teacher: Student C? Student: Two fourths. [TARGET]Teacher: Do we add - stop calling out.[/TARGET] Student: Two seconds. Teacher: Two halves, which is the same as one whole. Teacher: This is your first combination that is done for you.",1 4651,"Teacher: One half, two fourths. Teacher: You're gonna make them exact. Teacher: [Inaudible] please. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Where did you finish? Student: I finished [inaudible]. Teacher: With the fourths?",1 4652,Teacher: One half. Teacher: Anyone write down a different answer? Student: [Inaudible]. [TARGET]Teacher: Sh![/TARGET] Teacher: Student B? Student: [Inaudible]. Teacher: You wrote three sixths and you wrote one half.,1 4653,Teacher: One half- Student: Plus one sixth plus one third. Teacher: Equals - do I need to put another fraction there? [TARGET]Teacher: Put that down.[/TARGET] Teacher: Is that it? Teacher: Is that what you put? Student: Yeah.,1 4654,"Teacher: One hundred twenty. Teacher: That's what it is, 120. Teacher: Now I want you to count 9 six times. [TARGET]Teacher: Use the marker.[/TARGET] Teacher: Use the marker to help you. Student: I stink at this. Teacher: Here.",0 4655,Teacher: One minute and then we're going to talk about what some of you people did. Teacher: All right. Teacher: No. [TARGET]Teacher: We're not doing that.[/TARGET] Teacher: We're gonna have our time to talk about it in one minute. Teacher: All right. Teacher: Okay.,1 4656,"Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today. Teacher: If these are broken up into four equal parts, each part has to be a quarter. Teacher: Two and one fourth is the answer. [TARGET]Teacher: Hold on for a second.[/TARGET] Teacher: Student S, she used a mixed number. Teacher: Can you also give us what this would be in decimals? Teacher: What is two and one fourth equivalent to in decimals.",0 4657,"Teacher: One more time. Teacher: We will not go over this, we will not do centers. Teacher: You will set at your desk and we will do book work and I will call people back there. [TARGET]Teacher: That's your last chance.[/TARGET] Teacher: I'm not gonna go over it again. Teacher: What is the last problem? Student: Six divided by 204.",1 4658,"Teacher: One of the problems. Teacher: Student D, okay. Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six. [TARGET]Teacher: She is on page six.[/TARGET] Teacher: On page six. Teacher: Six. Student: [Inaudible].",0 4659,Teacher: One of them has to be double than the two that are the same. Teacher: Do you have that? Teacher: Then you're not done. [TARGET]Teacher: You're not working with your team.[/TARGET] Teacher: Why not? Teacher: Excuse me? Student: [Inaudible].,1 4660,"Teacher: One of you go to the other one. Teacher: Student C, write 4 on the board. Teacher: Student A, go to the other one. [TARGET]Teacher: The person that yelled at me in the middle of class, [Inaudible].[/TARGET] Teacher: Student S, make the letter spaces. Teacher: That's why it looks wrong. Teacher: Here we go.",1 4661,"Teacher: One person brings the pattern blocks zipped back to the tub, and the other person, whoever brought the folder, take the folder with you. Teacher: Go back to the seat. Teacher: The ticket out the door is to answer the questions on the bottom. [TARGET]Teacher: I said quiet as a mouse.[/TARGET] Teacher: Should I hear anything but breathing? Teacher: Student D, I asked you to put them away. Teacher: Your bag broke?",1 4662,"Teacher: One person does the graph. Teacher: One person. Teacher: [Side comment about crayons]. [TARGET]Teacher: One person is doing the graph.[/TARGET] Teacher: Now you didn't - you all are keep showing me, ""I did it. Teacher: I did it."" I don't see anything. Teacher: I don't need six graphs.",0 4663,Teacher: One person does the graph. Teacher: You all get together and give him information of the graph. Teacher: [Inaudible] how many people chose cookies? [TARGET]Teacher: So you all give him information.[/TARGET] Student: She wants to do what she wants to do. Student: [Students talking with each other]. Teacher: Who is doing the graph here?,0 4664,"Teacher: One person is doing the graph. Teacher: Now you didn't - you all are keep showing me, ""I did it. Teacher: I did it."" I don't see anything. [TARGET]Teacher: I don't need six graphs.[/TARGET] Teacher: One graph and write down your constructive response underneath it as it's stated in the graph. Teacher: As it's stated in the graph. Student: I don't know what you're talking about because [inaudible].",0 4665,Teacher: One person is going to do it. Teacher: That's where the crayons come in. Teacher: Excuse me. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Just stay focused. Teacher: Now what kind of - look through your book. Teacher: What kind of graph should we do?,1 4666,Teacher: One person is going - excuse me. Teacher: Your data is not correct. Teacher: What are you doing? [TARGET]Teacher: One person is going to do it.[/TARGET] Teacher: That's where the crayons come in. Teacher: Excuse me. Teacher: Excuse me.,0 4667,"Teacher: One person needs to do it. Teacher: The other people are listening and watching. Teacher: We are no longer eating. [TARGET]Teacher: Put the candy away.[/TARGET] Teacher: If you have it out, you're going to just continue eating if it's a lollipop, but if it's a bracelet, or it's in a package, put the package away, because we're too focused on candy right now, and we only have 15 minutes left of this lesson. Teacher: Raise your hand if you already started drawing your pizza slices. Teacher: I don't see that yet and I'm worried.",1 4668,"Teacher: One person. Teacher: Can I have the spray, Student S? Teacher: Decide who's going to do it. [TARGET]Teacher: You need your book.[/TARGET] Teacher: Turn around. Teacher: Student L, your board fell apart. Student: [Inaudible].",0 4669,"Teacher: One person. Teacher: [Side comment about crayons]. Teacher: One person is doing the graph. [TARGET]Teacher: Now you didn't - you all are keep showing me, ""I did it.[/TARGET] Teacher: I did it."" I don't see anything. Teacher: I don't need six graphs. Teacher: One graph and write down your constructive response underneath it as it's stated in the graph.",0 4670,"Teacher: One person's going to write the temperature. Teacher: Stop. Teacher: Listen to my directions. [TARGET]Teacher: Don't write.[/TARGET] Teacher: Do not write. Teacher: One person in the group will write the temperature in the corner, and then they'll turn it over, don't do anything yet, and pass it to the other person, and that person will mark too hot and too cold based on what that person says. Teacher: Does that make sense?",1 4671,Teacher: One plus five is what? Student: Six. Teacher: Write it. [TARGET]Teacher: Write it.[/TARGET] Teacher: Sh. Teacher: [Room noise] Teacher: Now use your - where is your math.,0 4672,Teacher: One second. Multiple Students: [Inaudible]. Teacher: Sh! [TARGET]Teacher: I hear some good math talk but lower the volume.[/TARGET] Teacher: What? Multiple Students: [Inaudible]. Teacher: [Inaudible].,1 4673,"Teacher: One sixth must be what? Teacher: You know, if you shout, if you're talking, then it's not my thing. Teacher: I'm not [inaudible]. [TARGET]Teacher: Because you're talking.[/TARGET] Teacher: See? Teacher: [Inaudible]. Teacher: Now, how many people agree with this group over here?",1 4674,"Teacher: One sixth - now, see, we have one third. Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter. Teacher: [Inaudible]. [TARGET]Teacher: Let me see.[/TARGET] Teacher: They're talking together. Teacher: Student C, Student L and Student N. Teacher: [Crosstalk]",1 4675,Teacher: One sixth. Teacher: Luck of the draw. Teacher: Two sixths. [TARGET]Teacher: Pay attention.[/TARGET] Teacher: I know it's in here. Teacher: Somebody's got two sixths. Teacher: Three sixths we have.,1 4676,"Teacher: One sixth. Teacher: So there's my final answer, right, one sixth. Teacher: Grab another sheet of paper. [TARGET]Teacher: I put some white paper in the middle of your tables.[/TARGET] Teacher: Grab another one. Teacher: Sh. Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds.",0 4677,Teacher: One third of my 24 pieces. Teacher: You can talk to your friend for a minute. Teacher: [Inaudible] not talking. [TARGET]Teacher: Three are talking.[/TARGET] Teacher: Good job. Teacher: Let me see. Teacher: Let me see.,0 4678,"Teacher: One third plus one third plus one third plus one half is the same as three sixths plus one half, isn't it? Teacher: Wait a minute. Teacher: Hold on a minute. [TARGET]Teacher: I'm seeing something going on here.[/TARGET] Teacher: Stop your thoughts. Teacher: When you have the one half, right, plus - if you're using a green, what fractional part of a whole is the green? Teacher: One sixth.",0 4679,"Teacher: One third. Teacher: One eighth. Teacher: Draw the number line with one third on it. [TARGET]Teacher: Student Z, put that away.[/TARGET] Teacher: Do not look at that yet. Teacher: Okay. Teacher: So to start off with you have what thirds?",1 4680,"Teacher: One third. Teacher: One sixth must be what? Teacher: You know, if you shout, if you're talking, then it's not my thing. [TARGET]Teacher: I'm not [inaudible].[/TARGET] Teacher: Because you're talking. Teacher: See? Teacher: [Inaudible].",1 4681,"Teacher: One thousand six hundred and fifty. Teacher: All right. Teacher: Do you guys understand how to do a problem like 17? [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: Let's look at a problem like 16 and 17, and help me explain it, okay?",1 4682,"Teacher: One time. Teacher: Another way to do it is using this. Teacher: 12 multiplied by what number is equal to, close to, but not past 13? [TARGET]Teacher: Look at your - yeah, you can write it really lightly.[/TARGET] Teacher: Write it really lightly. Student: Times one. Teacher: 12 times 1?",0 4683,"Teacher: One times six is - Multiple Students: Six. Teacher: What do I do with it? [TARGET]Teacher: Throw it away?[/TARGET] Multiple Students: No. Student: You put the six down on the bottom of 11. Teacher: Okay, subtract six from 11.",0 4684,"Teacher: One twelfth, two twelfths. Teacher: Six twelfths is a half. Teacher: Three twelfths and four twelfths. [TARGET]Teacher: Student C, have a seat.[/TARGET] Teacher: I need four twelfths. Teacher: Let's go. Teacher: You're too busy talking and not paying attention.",1 4685,Teacher: One was divided into four equal parts. Teacher: The second was divided into six equal pars. Teacher: The third pizza was divided into eight equal parts. [TARGET]Teacher: I need to stop.[/TARGET] Teacher: I need to draw that out. Teacher: No. Teacher: I drew it out.,0 4686,"Teacher: One way to mentally check this is you know this number times this number equals our dividend. Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380? Student: Because I thought when we were working on prices is what would happen is- [TARGET]Teacher: That's okay.[/TARGET] Teacher: Go ahead. Teacher: Finish. Student: You could only have two past the decimal point for the prices.",0 4687,"Teacher: One what? Teacher: One part of the four. Teacher: So this is a fourth. [TARGET]Teacher: Okay, you didn't follow directions.[/TARGET] Teacher: You've got to fold it horizontally. Teacher: You're folding it in half and then you're folding it in half again so you have four parts. Teacher: You need a new sheet of paper.",1 4688,"Teacher: One, how would you tell a 3rd grader about what to do in this math? Teacher: All eyes here. Teacher: Sit down. [TARGET]Teacher: Student D, sit down.[/TARGET] Teacher: How would you tell a 3rd grader how to do this math? Teacher: Yes, Student A? Student: [Inaudible].",1 4689,"Teacher: One, one times four is? Student: 4. Teacher: Okay. [TARGET]Teacher: Stop.[/TARGET] Teacher: 7 minus 4 is? Student: 3. Teacher: And bring down my 5.",1 4690,"Teacher: One, one - Student: Eight. Student: No. [TARGET]Teacher: Some people are not really - some people weren't listening.[/TARGET] Teacher: I heard some people who were talking. Student: Me. Teacher: Excuse me, Student N, do not do that.",1 4691,"Teacher: One, two, and then I did the third one, over here. Teacher: Go ahead. Teacher: [Students working on problem]. [TARGET]Teacher: Guys, too much ... too much extra talking.[/TARGET] Teacher: I'll give you about another minute. Teacher: Remember when you line these up to make sure you line them up on the black, all right? Student: Okay.",1 4692,"Teacher: One, two, three, eyes on me. Multiple Students: One, two, eyes on you. Teacher: We're not going to be able to finish today. [TARGET]Teacher: So you need to put your names in the back, and we'll finish this tomorrow.[/TARGET] Student: We did another graph on the back because we thought we were going to mess up. Teacher: Make sure your names are on the back, and go ahead and put your poster, construction paper in the back. Teacher: [End of Audio]",0 4693,"Teacher: One, two, three, eyes on me. Multiple Students: One, two, eyes on you. Teacher: You can continue working. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: But who can tell me what did we learn about today in math? Teacher: What did we learn about? Teacher: What did we learn about?",1 4694,"Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: Those people put an A on your paper, on the back. Teacher: Put an A on the back by your name so I'll know. [TARGET]Teacher: Just put A.[/TARGET] Teacher: If you missed seven to 12 - Student K, I'm so proud of you. Teacher: Raise your hand. Teacher: Oh, Student J. That's awesome.",0 4695,"Teacher: One, two, three. Teacher: And [inaudible] is six pieces. Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out. [TARGET]Teacher: All right, listen.[/TARGET] Teacher: Why it's one eighth, somebody was telling me yesterday eight times three is 24. Multiple Students: 24 - Teacher: Hold on.",0 4696,"Teacher: One-fourth and one-fourth is one-half. Student: [Inaudible] Teacher: That's one, but we're trying to find ones with two different fractions, not the same. [TARGET]Teacher: Student J, come on up and draw yours right here.[/TARGET] Student: [Inaudible] Teacher: Yep, whichever one you want. Teacher: Let me see what you've got.",0 4697,"Teacher: One-half. Teacher: So what I want you to do and then I'm gonna have the people who do it come up here, is I'm gonna give you a 5 by 12 paper. Student: Why so long? [TARGET]Teacher: Because they didn't have any little paper.[/TARGET] Teacher: They ran out. Teacher: So you are going to try - you can work with a neighbor and I want you to try on one of these to come up with - I want you to find a different fractional path to the 5 by 12. Teacher: I want you to be able to do it like I did, but not with the same numbers.",0 4698,"Teacher: One-twentieth and ten-twentieth. Student: [Inaudible] tomorrow. Teacher: We will have plenty of time to talk about it tomorrow. [TARGET]Teacher: My groups, I need you guys to have - excuse me, Student O, Student K, Student O, Student J.[/TARGET] Teacher: We're ready to start group one. Teacher: I see Student C is ready and I've got eye contact. Teacher: He's ready.",1 4699,"Teacher: One. Teacher: All right, good. Teacher: Now I'm gonna write five problems down. [TARGET]Teacher: Just sit down.[/TARGET] Teacher: I will take care of the wasp. Teacher: I want you all to stop looking at that. Teacher: Oh, hold on a minute.",1 4700,"Teacher: One. Teacher: If you want to use these in the future, we better play nicely with them this time. Teacher: I've counted to one. [TARGET]Teacher: I shouldn't hear anything.[/TARGET] Teacher: I shouldn't hear cubes rattling, either. Teacher: I should not hear a thing. Teacher: You have cubes.",1 4701,"Teacher: One. Teacher: Now - they're not working great. Teacher: Here, use this one. [TARGET]Teacher: Use this blue and then we'll do red.[/TARGET] Teacher: Okay, so we have one fourth times one third. Teacher: That's modeling what? Teacher: Student G, what does that model that we just did?",0 4702,"Teacher: One. Teacher: Two. Student: Can I do my way next? [TARGET]Teacher: Sit down.[/TARGET] Teacher: Yes. Teacher: Sit down, please. Student: Who me?",1 4703,"Teacher: One. Teacher: Two. Teacher: Everybody should be finished. [TARGET]Teacher: Student D, are you through?[/TARGET] Student: [Inaudible]. Teacher: [Inaudible] telling the story. Teacher: Put the crayons up.",0 4704,"Teacher: One. Teacher: Two. Teacher: That's fine. [TARGET]Teacher: Three.[/TARGET] Teacher: [Crosstalk] Teacher: Sh. Teacher: We're watching Student T, right?",1 4705,"Teacher: One. Teacher: Two. Teacher: Three. [TARGET]Teacher: Clap [inaudible].[/TARGET] Teacher: [Clapping]. Teacher: Oh, but that was [inaudible]. Teacher: Go back to your seat.",0 4706,"Teacher: One. Teacher: Two. Teacher: Three. [TARGET]Teacher: Crayons up.[/TARGET] Teacher: First group come up, please. Teacher: Over here. Student: Okay.",0 4707,"Teacher: One. Teacher: You know how I expect you to work. Teacher: You're independent. [TARGET]Teacher: You're working on your homework.[/TARGET] Teacher: Shh. Teacher: Student J, tell me when it's 12:45. Teacher: All right.",0 4708,"Teacher: One. Teacher: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: Watch what I do.[/TARGET] Teacher: Student R, you need to watch. Teacher: [Inaudible]. Teacher: Five.",0 4709,"Teacher: Only one person's going to help write it. Teacher: You give them information, and you're going to start making your data. Teacher: You're getting ready to make your graph. [TARGET]Teacher: One person.[/TARGET] Teacher: Can I have the spray, Student S? Teacher: Decide who's going to do it. Teacher: You need your book.",0 4710,"Teacher: Open it to Page 197. Teacher: Student K, now you may move near Student B. I said be quiet. Teacher: Student T, you are gonna go put your seat [Inaudible]. [TARGET]Teacher: No, no, Student K, right here.[/TARGET] Teacher: Quickly. Teacher: Sh! Teacher: And Student J, you work with [Inaudible] and Student I.",1 4711,"Teacher: Open it to a blank page. Teacher: Student T, you're talking. Student: [Inaudible] math book. [TARGET]Teacher: Student S, we don't have to say things like that when we're doing it.[/TARGET] Teacher: Just get our math book out, and we open it to a blank page, and when we're quiet then we get started. Multiple Students: [Inaudible]. Student: [Inaudible].",1 4712,"Teacher: Or a half. Teacher: Good. Teacher: Anything else? [TARGET]Teacher: See right back there, you all are not listening to me.[/TARGET] Teacher: Anything else? Teacher: Something popped in my head and then it just kinda flew away. Student: [Inaudible]",1 4713,"Teacher: Or equals four? Teacher: [Silence]. Teacher: This is a good one. [TARGET]Teacher: Student W, eyes up here.[/TARGET] Teacher: Student L? Student: Five X equals 20. Teacher: Five X equals 20.",1 4714,"Teacher: Or he could scoot it over to you. Teacher: Student D, for the third time, go to your seat. Student: [Inaudible] [TARGET]Teacher: Then, take your stuff, get a board, and sit on the carpet.[/TARGET] Teacher: You're not sitting over there. Multiple Students: [Inaudible chatter] Teacher: It's Student R's seat.",1 4715,"Teacher: Or we can close it, that's fine. Teacher: All right. Teacher: You shouldn't have a board - no one should have a board. [TARGET]Teacher: I didn't give boards out.[/TARGET] Teacher: If you need help with H, come to the carpet. Teacher: Student D, do you need help with H? Teacher: All right.",1 4716,"Teacher: Or you can eat those. Student: Teacher, didn't the bag that you bought, didn't it say the name? Teacher: No, and that's why I kept the bag, but it didn't list them. [TARGET]Teacher: So group three is not talking, thank you.[/TARGET] Teacher: So we're gonna start with group - well actually Student M and Student C, bring your napkins over. Teacher: I'm gonna hand you a few. Teacher: Hold it so you don't drop it.",1 4717,"Teacher: Or you can flip it on the back. Teacher: I'll pass out white paper for you. Teacher: [Crosstalk] [TARGET]Teacher: Don't be silly.[/TARGET] Teacher: [Crosstalk] Teacher: Boys and girls, you're using the chart up here to answer questions one through four. Teacher: Okay?",1 4718,"Teacher: Otherwise you can ask me a little bit later. Student: It's mainly about, why do they call it rounding? Teacher: That has nothing to do right now particularly with how we got this. [TARGET]Teacher: About this?[/TARGET] Student: Yes. Student: I think you could do two of the people paying $99.66 and two of the people paying $99.65. Teacher: You could always work it out, but this is the answer here.",0 4719,"Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. Teacher: Raise your hand if the marker is not doing what you need it to do. Teacher: Yes? [TARGET]Teacher: So let's see who's going to be going first for us.[/TARGET] Teacher: Can you [inaudible]? Teacher: I'm going to put up a problem. Teacher: These are actual real life problems.",0 4720,"Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number? Teacher: 1, 2. Teacher: Then what she did is she saw one slash mark here represents one quarter. [TARGET]Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today.[/TARGET] Teacher: If these are broken up into four equal parts, each part has to be a quarter. Teacher: Two and one fourth is the answer. Teacher: Hold on for a second.",1 4721,"Teacher: Our actual numbers, 32 and 24 are both larger than 30 and 20. Teacher: So our answer is going to be greater than 600. Teacher: You had an answer smaller than 600, that should raise a red flag. [TARGET]Teacher: Loosen up, people, my goodness.[/TARGET] Teacher: 32 times 24, so what you're going to do is take a color. Teacher: You're not going to color in any of the squares there. Teacher: You're going to count 30, and I'm going to do it without it, and my rectangle that I made, my area, is going to look just like yours.",0 4722,"Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor. Teacher: Student M, do you want to pass out the whiteboards for us? Teacher: I don't want to use the [inaudible] right now. [TARGET]Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D. You are passing out markers, whiteboards, and [inaudible].[/TARGET] Teacher: 3, 2, 1. Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now.",0 4723,"Teacher: Over here you're quiet. Teacher: Quiet please, Student K. Everybody over there I think is quiet. Teacher: These two boys, you need to be quiet and not moving around or touching things. [TARGET]Teacher: We are going to learn, continue to figure out fractions that equal one.[/TARGET] Teacher: [Crosstalk] Teacher: Tomorrow - I'm sorry. Teacher: The Monday after vacation we are going to review this and we will use cubes to figure out how much is in one whole.",0 4724,"Teacher: Over here, Student A, Student K, Student O. Teacher: Put everything away now. Student: We're not even in the video. [TARGET]Teacher: I'm teaching math.[/TARGET] Teacher: [Crosstalk] Teacher: Put that away. Teacher: Student A, give me it.",0 4725,"Teacher: Over here, Student K. Student: Lines for 500. Student: Line segment. [TARGET]Teacher: You're not supposed to help her.[/TARGET] Teacher: Are you saying line segment? Student: Line. Teacher: What are you saying, Student K?",1 4726,"Teacher: Over here. Student: Okay. Teacher: [Inaudible] crayons. [TARGET]Teacher: No.[/TARGET] Teacher: You always do the [inaudible] one. Teacher: Teacher L, get the [inaudible]. Teacher: Excuse me.",0 4727,"Teacher: Over what? Teacher: 24. Teacher: Everything - excuse me. [TARGET]Teacher: Everything we are doing, we have to take a step back.[/TARGET] Teacher: Not everybody is on the same level. Teacher: So listen to me when I'm asking the questions and make sure you're answering the question, please. Teacher: So 131 over 24 - what you need to do is divide 131 by 24.",0 4728,"Teacher: Page 136. Teacher: Okay. Teacher: This is over patterns finding a rule. [TARGET]Teacher: I'll wait until everybody's quiet.[/TARGET] Teacher: Okay. Teacher: This is called an input/output table. Teacher: Problem, the math factory sorts numbers into boxes.",1 4729,"Teacher: Page 29. Teacher: What? Teacher: [Crosstalk] [TARGET]Teacher: I can't help you with that, share.[/TARGET] Teacher: Share with Student J. Teacher: Page 29. Teacher: There shouldn't be any talking over there.",0 4730,"Teacher: Page 59. Student: Okay. Student: [Pencil sharpening]. [TARGET]Teacher: Okay, shh.[/TARGET] Teacher: Let me see who's following directions. Teacher: They have their name written, and they were ready. Teacher: This is a guided page, so we're going to do this together.",1 4731,"Teacher: Page 59. Teacher: Lesson 13.2. Teacher: Student L, sit up. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay. Student: What page? Teacher: Page 59.",1 4732,"Teacher: Page 85. Teacher: Do you want to call your mom and go home? Teacher: Do you need to go home? [TARGET]Teacher: Head down to the nurse and have them call your mom, go home.[/TARGET] Teacher: Page 85. Teacher: On your desk, page 85, I want to come by and see how we're doing with... You want to first study the graph. Teacher: Make sure your name is at the page and today is Monday, January 10th.",1 4733,"Teacher: Page five. Teacher: Five. Teacher: Good job. [TARGET]Teacher: Now, let's go to page five.[/TARGET] Teacher: Student N, number one, please. Student: One - Teacher: Page five.",0 4734,"Teacher: Page five. Teacher: [Crosstalk] Teacher: All right, yeah, page five. [TARGET]Teacher: Yeah, page five.[/TARGET] Teacher: Hold on. Teacher: Now, let's see. Teacher: Some people - page five.",0 4735,"Teacher: Page one, three - I'm gonna put them on the board. Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10. Teacher: But we'll do about three. [TARGET]Teacher: All right, five -[/TARGET] Student: And six. Teacher: And six. Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them.",0 4736,"Teacher: Page one. Teacher: Omit means leave it. Teacher: [Crosstalk] [TARGET]Teacher: Yeah, because we've done that before.[/TARGET] Teacher: We've done page one. Teacher: You did page one. Teacher: We did page one, so we're not gonna do page one.",0 4737,"Teacher: Paper. Teacher: [Inaudible] I need it to go the other way. Teacher: Let's see. [TARGET]Teacher: [Inaudible] my pattern.[/TARGET] Teacher: I want my paper to go the other way. Teacher: All right, here we go. Teacher: Student C?",0 4738,"Teacher: Parenthesis. Teacher: How you doing over here? Multiple Students: [Inaudible] [TARGET]Teacher: No, you're not even doing any work.[/TARGET] Teacher: We're not [Inaudible]. Multiple Students: [Inaudible] Teacher: [Inaudible]",1 4739,"Teacher: Part A says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" Who can turn that into an answer? Teacher: Without giving us the answer. Teacher: We'll just fill in the blank after. [TARGET]Teacher: Who can turn this around?[/TARGET] Teacher: Student S? Student: One ball weighs blank pounds. Teacher: That would be great.",0 4740,"Teacher: Part B says, ""What is the total number of blocks needed to balance six balls?"" Show, or explain how you got your answer. Teacher: What's important in that statement? Teacher: Let's have some new hands. [TARGET]Teacher: Whose voices haven't I heard yet, today?[/TARGET] Teacher: Student R. Student: What is the total number - what is the total number of blocks to get to balance the balls? Teacher: Okay.",0 4741,Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project. Teacher: The table shows the different amounts of time she has spent working on parts of the project. Teacher: Her activity was research. [TARGET]Teacher: Please copy this down.[/TARGET] Teacher: Another part of the project was the report that she needed to write after she completed her research. Teacher: Then she needed to finish the artwork. Teacher: Finally she had to write a bibliography where she cited her sources.,0 4742,"Teacher: Part of the questions will involve our recap of dividing decimals. Teacher: I can wait. Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor. [TARGET]Teacher: Student M, do you want to pass out the whiteboards for us?[/TARGET] Teacher: I don't want to use the [inaudible] right now. Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D. You are passing out markers, whiteboards, and [inaudible]. Teacher: 3, 2, 1.",0 4743,"Teacher: Pass the envelope to the next person, and they're going to do the same thing. Teacher: Take out one card for yourself. Teacher: There's no need to have any kind of discussion. [TARGET]Teacher: And then pass it along until everyone has a job.[/TARGET] Teacher: You took out two cards. Teacher: You need to take out one. Teacher: What did we decide we were going to do the double job for?",0 4744,"Teacher: Pay attention to our weekly challenge. Teacher: Volume control. Teacher: We've been talking about it during our centers. [TARGET]Teacher: It gets way too loud in here, so please monitor your volume.[/TARGET] Teacher: With a pencil can I see the following people? Teacher: Student T, Student C, Student M, and Student C was my other one. Teacher: Student G, come on over with a pencil, Student C. ",1 4745,"Teacher: Pay attention. Teacher: This pattern, let's say that the first number is four. Teacher: [Crosstalk] [TARGET]Teacher: Student L, go sit down, please.[/TARGET] Teacher: Step one, Student J, it says create a list of the numbers given. Teacher: The number given is 4. Teacher: So we're gonna begin with 4.",1 4746,"Teacher: Peanut, or M - - or plain. Teacher: You just know you were getting an M&M right? Teacher: So think about why do you think they could have been different. [TARGET]Teacher: It's still dry, it's loud over there.[/TARGET] Teacher: And then think about what was helpful in making your predictions? Teacher: What helped you make those predictions to begin with? Teacher: Maybe M&Ms are your favorite candy and you eat them all the time.",1 4747,"Teacher: Pencils down. Multiple Students: [Multiple comments] Teacher: There's a lot of talking out. [TARGET]Teacher: Student E, please face front.[/TARGET] Teacher: Student D, shut the timer off, please. Student: [Inaudible]. Teacher: Right, when they were the timer.",1 4748,"Teacher: Pencils down. Teacher: I need you - I'll explain this now. Teacher: All right, sit down, Student C, thank you. [TARGET]Teacher: Student D, Student M, I don't appreciate the talking.[/TARGET] Teacher: Put your pencils down. Teacher: Okay. Teacher: So, this is probably one of the easiest - I'll wait for Christopher.",1 4749,"Teacher: Pencils down. Teacher: Pencils down. Multiple Students: [Multiple comments] [TARGET]Teacher: There's a lot of talking out.[/TARGET] Teacher: Student E, please face front. Teacher: Student D, shut the timer off, please. Student: [Inaudible].",1 4750,"Teacher: People back here stand up and push your chair in. Teacher: Everybody is going to - people back here can push your chair in and stand up. Teacher: We're going to kind of make a big huge circle around this table. [TARGET]Teacher: We're going to step back.[/TARGET] Teacher: We're going to go ahead and place the animals on there with no talking, and we're going to see what kind of array we come out with the very first time. Teacher: There's no talking at all. Teacher: So it may be an array, and it might not.",0 4751,"Teacher: People over in my group over here, you need to turn and look at me. Teacher: Student L, Student J, Student J, good job. Teacher: I need people quiet. [TARGET]Teacher: This group has been able to remain quiet.[/TARGET] Teacher: Let's see if another group can do it. Teacher: Over here you're quiet. Teacher: Quiet please, Student K. Everybody over there I think is quiet.",0 4752,"Teacher: People that are working hard, I'm going to go around and give them something. Teacher: Who is working hard? Teacher: Is Student D working? [TARGET]Teacher: Come in here.[/TARGET] Teacher: I'm visiting Student D. Student D, you're not supposed to be here. Teacher: You're here. Teacher: Sit down.",0 4753,"Teacher: People who are the timers, you'll know it's ten minutes when it gets to be what time? Student: 3:00, I think. Multiple Students: 2:30. [TARGET]Teacher: 2:30.[/TARGET] Teacher: Very good. Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning. Teacher: Say, ""Hey guys, we have five minutes left."" That's the only voice I might here is that timer.",0 4754,Teacher: Percent of students that chose orange. Teacher: What's my first step? Teacher: My first step? [TARGET]Teacher: Student W?[/TARGET] Teacher: We're doing F right now. Student: [inaudible] Teacher: Percent of students that chose orange - I agree with you.,0 4755,"Teacher: Percentage. Teacher: Now, there's only two steps. Teacher: Can someone tell me the first step? [TARGET]Teacher: Raise their hand?[/TARGET] Teacher: Student D? Student: If you took the [inaudible] - you've gotta add it up. Teacher: It's an operation - Student A?",0 4756,"Teacher: Perfect. Teacher: Please make sure you label your answers with square feet or square units, I should say. Teacher: Enough with the chitchat, please. [TARGET]Teacher: I'm not going to remind you again.[/TARGET] Student: Teacher? Teacher: Mm-hmm? Student: Do I do the same one?",1 4757,"Teacher: Perimeter is 10 units. Teacher: So we've got area of six square units, a perimeter of 10 units. Teacher: All right, that one is tricky. [TARGET]Teacher: Student N, let's put it away.[/TARGET] Teacher: Anybody have any questions on that one? Teacher: Questions? Teacher: Remember, those of you that weren't here yesterday, pay close attention.",1 4758,"Teacher: Pick them up. Teacher: [Crosstalk among students] Teacher: Back to you seat quickly please. [TARGET]Teacher: Shh, back to your seat.[/TARGET] Teacher: That way. Teacher: Clearly you can't get through that way. Teacher: You're wasting your time.",1 4759,Teacher: Pick your work. Student: Teacher? Teacher: It's time for you to write it. [TARGET]Teacher: You can rewrite it.[/TARGET] Student: Is this? Student: Teacher? Teacher: I'm here.,0 4760,"Teacher: Place where a row and a column-that's good baby. Teacher: Put a line, which one is it called? Teacher: Thank you I've been asking you that. [TARGET]Teacher: It's good to know now that you're waiting in your seat.[/TARGET] Teacher: She get whatever she want teacher I told that we were gonna come to your class. Teacher: [Inaudible]. Teacher: No just tell me the name of the word.",1 4761,"Teacher: Please be quiet. Teacher: Inter what? Student: Intersecting lines. [TARGET]Teacher: And please, when I'm asking him, I don't want to hear anything else.[/TARGET] Teacher: I want to give the points, okay? Teacher: Very good. Teacher: How much was that for?",1 4762,"Teacher: Please do not play with the colored tiles. Teacher: Excuse me. Teacher: You need you have your desk the way I have it. [TARGET]Teacher: You don't need to be facing my desk.[/TARGET] Teacher: If you have your hand up, Student A is coming around with the pink paper. Teacher: Why are you on the floor? Teacher: You should be finishing that white paper first.",1 4763,"Teacher: Please don't waste the marker. Teacher: Student T has 24 trees. Teacher: 8 families - keep writing. [TARGET]Teacher: Back up off it.[/TARGET] Teacher: Student K, silent E. Good. Teacher: Here. Teacher: Student M, I'm going to change your card in a minute.",1 4764,"Teacher: Please don't get up. Teacher: -2 on the X axis first, then 4. Teacher: I'm sorry. [TARGET]Teacher: Please don't yell out you're finished.[/TARGET] Teacher: I'll know it when I look at you. Teacher: Thank you. Teacher: Okay.",1 4765,"Teacher: Please go back to your seats and put your heads down. Teacher: Okay. Teacher: You're going to knock that camera over. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Waiting for everybody to get in their seats. Teacher: Yes, you can. Teacher: Student R, remind me after specials.",1 4766,"Teacher: Please look. Student: [Inaudible]. Student: [Crosstalk] [TARGET]Teacher: Please stop.[/TARGET] Teacher: Just look. Teacher: I'm sorry, Student S, I'm sorry to interrupt you. Teacher: People are writing and some people are talking.",1 4767,"Teacher: Please move on. Teacher: Ms. W don't got no more? Teacher: That's not funny. [TARGET]Teacher: Stop.[/TARGET] Teacher: Student D, if you don't see a mode, then you don't write down a mode. Teacher: It's zero. Teacher: There's no mode.",1 4768,Teacher: Please number your paper from 1 to 10. [TARGET]Teacher: I said everyone number your paper 1 to 10.[/TARGET] Teacher: I just gave you guys three slips. Teacher: Where are they? Teacher: They weren't just for you.,0 4769,"Teacher: Please number your paper from 1 to 10. Teacher: I said everyone number your paper 1 to 10. [TARGET]Teacher: I just gave you guys three slips.[/TARGET] Teacher: Where are they? Teacher: They weren't just for you. Teacher: Get them out, distribute.",0 4770,"Teacher: Please number your paper from 1 to 10. Teacher: I said everyone number your paper 1 to 10. Teacher: I just gave you guys three slips. [TARGET]Teacher: Where are they?[/TARGET] Teacher: They weren't just for you. Teacher: Get them out, distribute. Teacher: We're going to start today with some Mental Math.",0 4771,Teacher: Please pack up this center. Teacher: Everybody pack up this center. Teacher: Everybody pack up this center. [TARGET]Teacher: Seat work.[/TARGET] Teacher: I know. Teacher: Everyone get back to a seat. Teacher: We're about to take our multiplication test.,0 4772,"Teacher: Please put those in your binder on your keep home side. Teacher: And what should be in front of you right now is page 15 and your box that you built yesterday. Teacher: Can you do me a favor please? [TARGET]Teacher: It's not your job to tell people where to sit, is it?[/TARGET] Teacher: Take out Student B's math book for me please. Teacher: Teacher T's is that Student B's math book over there? Teacher: Could I borrow page 15 from unit two?",1 4773,"Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. Teacher: Put it like at the corner of your desk. Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who. [TARGET]Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet.[/TARGET] Teacher: Student B, please move your clothespin down, I don't like the way - Student: [Inaudible]. Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now.",0 4774,"Teacher: Please put your name down. Teacher: That should be the first thing you do. Teacher: I'm gonna have everyone play about three rounds, and then we're gonna meet on the rug, and then I'm gonna give you another set of directions. [TARGET]Teacher: Student N you need to be sitting up.[/TARGET] Teacher: You need to be ready and attentive. Teacher: Do you know what that means? Student: No.",1 4775,"Teacher: Please put your name on this paper, also. Teacher: [Handing out papers]. Teacher: And again, this is going to be a paper that stays in your green math folder forever. [TARGET]Teacher: Shh.[/TARGET] Teacher: So, please take one and read it to yourself silently. Teacher: Student C? Student: Should we write our names on -",1 4776,Teacher: Please stop talking. Teacher: She needs to do her own. Teacher: I'll come around. [TARGET]Teacher: Stop it.[/TARGET] Teacher: Stop asking and think about what you're trying to ask and trying to do. Teacher: Think about it first. Teacher: You're asking me and you're sounding out.,1 4777,"Teacher: Please stop. Student: 18, 18, 18, 18! Student: Why are you all copying me?! [TARGET]Teacher: Please stop that![/TARGET] Teacher: Guys sit down and get to work. Teacher: [Student humming purposely into the mic] Student: No, no, 5, why are you copying her?",1 4778,"Teacher: Please stop. Teacher: Just look. Teacher: I'm sorry, Student S, I'm sorry to interrupt you. [TARGET]Teacher: People are writing and some people are talking.[/TARGET] Teacher: If Student S is taking the time to put her work up there for us to talk about, let's check what we did. Teacher: Let's put our pencils down. Teacher: Let's listen for a moment.",1 4779,"Teacher: Please take a look. Teacher: Student A. Teacher: Now I'm gonna wait till it's absolutely quiet in here. [TARGET]Teacher: Student T, you might want to move your desk back a little bit.[/TARGET] Teacher: Now if you look here, we have one-fourth plus five-ninths. Teacher: Put that away, Student K. Four-fifths plus five-eighths equals one. Teacher: Three-sixths plus two-fourths equals one.",0 4780,"Teacher: Please understand your second grade teachers, your third grade teachers and myself for the past couple of months have made very sure that you understand place value. Teacher: Do not lose place value just because we've moved on to the traditional algorithm. Teacher: Student R you've been waiting patiently. [TARGET]Teacher: I appreciate it.[/TARGET] Student: [inaudible] that like you have to read the second number like it's a two-digit number. Student: You always use the second number, which is the ones. Teacher: In this case, because we've added five and six, the second number, what you're calling it, happens to be the ones place.",1 4781,"Teacher: Please write down the answer. Teacher: Number two, how many 3s are there in 24? Teacher: How many 3s are there in 24? [TARGET]Teacher: Do I need to take it or can you put it away?[/TARGET] Teacher: Join us. Teacher: How many 3s are there in 24? Teacher: Just write down your answer.",1 4782,"Teacher: Please - you are not writing answers, are you? Teacher: Because that would be considered cheating. Teacher: Okay. [TARGET]Teacher: If you're finished, [inaudible] your sheet.[/TARGET] Teacher: You better count out so that we can go look at the board. Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two. Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42.",0 4783,Teacher: Plus 1 you borrowed from me is 10. Teacher: Sit down now. Teacher: Sit down right now. [TARGET]Teacher: You have a choice to go outside to the [inaudible].[/TARGET] Teacher: [End of Audio],1 4784,"Teacher: Plus 20, plus four. Teacher: Thumbs up when you've got - put the shirt on boy. Teacher: You can't be naked in front of my cameras. [TARGET]Teacher: Shh.[/TARGET] Teacher: Now what do we do with 28? Teacher: Where does 28 go? Teacher: Student A, where do I - what do I do with 28?",1 4785,"Teacher: Plus 27 times 2. Teacher: That's exactly what he did here. Teacher: Sit down, please. [TARGET]Teacher: Student A, come here.[/TARGET] Teacher: You solve this one. Teacher: This is good. Student: Different strategy.",1 4786,"Teacher: Plus one more. Teacher: 364 Teacher: [Crosstalk - excessive background noise] [TARGET]Teacher: Student J, go to your seat please.[/TARGET] Teacher: I've asked all of you [inaudible] three times already. Teacher: Go to your seat please. Teacher: So what number is the fifth?",1 4787,Teacher: Plus. Student: Ten times. Teacher: Okay. [TARGET]Teacher: I'm not sure what you're doing there.[/TARGET] Student: You can't trick me. Teacher: How many have you counted? Student: Six.,0 4788,Teacher: Plus. Teacher: Put together. Student: I hate this pen. [TARGET]Teacher: Hurry up.[/TARGET] Teacher: You still have a lot to do. Teacher: Why don't you use pencil? Teacher: Why don't you use pencil?,0 4789,Teacher: Point to 35. Teacher: Does that go - sorry. Teacher: I almost hit you in the face with the microphone. [TARGET]Teacher: Why don't you take your pencil?[/TARGET] Teacher: Here's 35. Teacher: Does the bar reach that line? Student: No.,0 4790,"Teacher: Point. Teacher: Point four zero? Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to. [TARGET]Teacher: But, I'm still working on this with the class.[/TARGET] Teacher: All right, so 75 can't go into 26. Teacher: So, we drop the zero. Teacher: And, cross that out.",0 4791,"Teacher: Polygon. Teacher: Student I, what's this one? Student: A five-sided polygon. [TARGET]Teacher: No it's not, because you're not paying attention, 'cause you're doing something that you shouldn't be doing.[/TARGET] Teacher: Sit up. Student: It's important. Teacher: What is this one, Student I?",1 4792,"Teacher: Positive X, negative Y. Teacher: Very good. Teacher: Last but not least, Student R. I want to give everyone a chance. [TARGET]Teacher: I like your enthusiasm though.[/TARGET] Teacher: Positive - negative on the X axis, positive on the Y axis. Teacher: Very good. Teacher: Now where is the origin located?",0 4793,Teacher: Positive ten. Teacher: What is Team Two's goal? Student: [Inaudible]. [TARGET]Teacher: I'm asking you a question.[/TARGET] Teacher: What is Team Two's goal? Student: [Inaudible]. Teacher: Negative ten.,1 4794,"Teacher: Positive - negative on the X axis, positive on the Y axis. Teacher: Very good. Teacher: Now where is the origin located? [TARGET]Teacher: I'll wait.[/TARGET] Teacher: I haven't called on anyone yet. Teacher: In the center at 0,0. Teacher: Good job.",1 4795,"Teacher: Possibly. Teacher: So they had 24 pieces divided by 6 and they got 4 pieces. Teacher: Here's another person. [TARGET]Teacher: Raise your hand if you were thinking that way, or stand up.[/TARGET] Teacher: Here is the second person's thinking. Teacher: Or the third person. Teacher: One friend gets half.",0 4796,"Teacher: Pretend it's not here. Teacher: Let's have our normal math lesson, okay. Student: Teacher, you know what's funny? [TARGET]Teacher: What?[/TARGET] Student: We usually don't act like that when we're doing math, when the camera is not there. Teacher: Exactly. Student: [Inaudible]",1 4797,"Teacher: Pretend we're a shipping company. Teacher: We make candy. Teacher: Student A, the point was to have your eyes up here. [TARGET]Teacher: Turn it around.[/TARGET] Teacher: So our three-quarters of a pound, we put it in a box. Teacher: We set it aside. Teacher: There it is, one box, okay.",1 4798,"Teacher: Pretty good? Teacher: I hear the bell. Teacher: Blue in the A bag, yellow in the B bag. [TARGET]Teacher: 10, 9, 8 - [inaudible] - 7, 6, 5, 4, 3, 2 - Student G, and Student J, sit down.[/TARGET] Teacher: I know. Teacher: Student J, if I were you, I would ignore Student K, because you're going to get yourself in trouble. Teacher: Your mother will not be happy.",1 4799,"Teacher: Pretty simple, right? Teacher: More simple than adding without like denominators. Teacher: This is what you need to record in your journal. [TARGET]Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write.[/TARGET] Teacher: They're all out of ink. Teacher: [Side conversation] Teacher: It's the same thing.",0 4800,"Teacher: Probability. Teacher: So probability and chance and you are going to see, I don't know why that is so loud. Teacher: You are gonna see how they're related. [TARGET]Teacher: Shh, I barrowed it.[/TARGET] Teacher: Okay, so in your spirals open them up to today and I want you to write that word probability somewhere on today draw a line under the last day put today's date Tuesday February 1st and then take go back to the red line. Teacher: 6 on the 4, this is all supposed to be put away now. Teacher: Thanks, and you're going to write probability.",1 4801,"Teacher: Progress means you are moving forward. Teacher: We're going to be moving forward today with your understanding of an array, and this is really cool because we don't know what's going to happen. Teacher: So without any mouths at all, I need you to put your animal in an array. [TARGET]Teacher: There is no talking, and we need to see if it turns into an array.[/TARGET] Teacher: This is very much like when you make an array in the theater. Teacher: You may not talk, Student T. You may not move any animals. Teacher: I need all animals up here.",1 4802,Teacher: Pull out 6. Teacher: You're using 6 cards. Teacher: Allow him to do it the way he wants. [TARGET]Teacher: It doesn't matter.[/TARGET] Teacher: This is too much. Teacher: You have to think again. Teacher: You want to make it very close.,0 4803,"Teacher: Push in your chair and walk up to the line please. Teacher: Thank you Student D. I moved your desk back a little bit. Teacher: Student L I'll move them after lunch. [TARGET]Teacher: Table three, I need to quietly stand up.[/TARGET] Teacher: Push in your chair. Teacher: Line up please. Teacher: Table one, stand up.",1 4804,"Teacher: Push things to the side, please. Teacher: Have the attention from this group. Teacher: Thank you. [TARGET]Teacher: Student A, I need to see your eyes.[/TARGET] Teacher: Today we're going to be talking about division story problems. Teacher: I know this is in your way a little, but I still need to have your attention up here, please. Teacher: Okay.",1 4805,"Teacher: Push your chair in please? Teacher: Push your chair in. Teacher: Put your hands up here on the desk. [TARGET]Teacher: Keep your head off your desk.[/TARGET] Teacher: Let me show you what I expect from you every morning, okay? Teacher: I expect you to get started immediately. Teacher: Guys, we do have the benchmark next week.",1 4806,Teacher: Pushing down too hard. Teacher: Just like - all right. Teacher: Nope. [TARGET]Teacher: Just be gentle.[/TARGET] Teacher: No. Teacher: I don't know what's going on. Teacher: It doesn't like me.,1 4807,"Teacher: Put an A on the back by your name so I'll know. Teacher: Just put A. Teacher: If you missed seven to 12 - Student K, I'm so proud of you. [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: Oh, Student J. That's awesome. Teacher: One, two, three, four. Teacher: Okay, those people please put a B on the back of your paper for [inaudible].",0 4808,"Teacher: Put both feet on the floor. Teacher: Hand on your head when you're finished re-reading the whole thing. Teacher: A, B, and C. Student B, I need you to sit up, okay? [TARGET]Teacher: Thank you.[/TARGET] Teacher: [Students reading]. Teacher: Okay, it looks like everyone has had a chance to do their re-reading. Teacher: Who can read part two?",0 4809,"Teacher: Put both of these in your binder. Teacher: If you can hear my voice, clap once. Teacher: If you can hear my voice, clap twice. [TARGET]Teacher: Guys, I am not going to be dismissing anyone until we all take out our agendas to write down our homework.[/TARGET] Student: Is this a homework about subtraction? Teacher: Nope. Student: Will we be testing on the decimals?",1 4810,"Teacher: Put down your crayons. Teacher: It's time. Student: [Inaudible]. [TARGET]Teacher: It's time to share.[/TARGET] Teacher: Excuse me. Teacher: It's time to share. Teacher: Student C, we're not doing that.",0 4811,"Teacher: Put it away. Teacher: Let's go. Teacher: That's not what you're doing now. [TARGET]Teacher: You know what?[/TARGET] Teacher: I'm giving everybody a choice. Teacher: If this math is not done, we're not going out for recess. Teacher: Do your math.",1 4812,"Teacher: Put it back in there. Student: Are we going to play around the world? Teacher: You've got to answer ticket out the door first. [TARGET]Teacher: Off the table.[/TARGET] Teacher: Student K, yours is on your desk. Teacher: Put your name on the back of the card and go ahead and answer it. Teacher: Thank you.",1 4813,"Teacher: Put it down. Teacher: Put all your materials down and watch. Teacher: I'm gonna take one die - [TARGET]Teacher: Student K, Student I, eyes up here.[/TARGET] Student: Okay. Teacher: I'm gonna roll it. Teacher: Student S, what does it say?",1 4814,"Teacher: Put it down. Teacher: What do you tell me now? Teacher: Sit down. [TARGET]Teacher: Student T, let me see what you did.[/TARGET] Teacher: Get 7 cards at a time. Teacher: Is this 7 or 5? Teacher: 5 cards.",0 4815,"Teacher: Put it in now. Teacher: Now, now, now. Student: [Inaudible]. [TARGET]Teacher: Sh![/TARGET] Teacher: I don't care where you put it. Teacher: Just put it now. Teacher: Student J, you're taking too long doing that.",1 4816,"Teacher: Put it like at the corner of your desk. Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who. Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet. [TARGET]Teacher: Student B, please move your clothespin down, I don't like the way - [/TARGET] Student: [Inaudible]. Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now. Student: But he keeps [inaudible] at me.",1 4817,"Teacher: Put it on the line. Teacher: What is it? Teacher: There we go. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Guys, we're working on - since we are going past a whole, what are we working on [inaudible]? Student: Improper fractions. Teacher: Improper fractions and also -",1 4818,"Teacher: Put it on your desk. Teacher: That's your job today. Teacher: Then pass the envelope to someone next to you, and they're going to do the same. [TARGET]Teacher: Pass the envelope to the next person, and they're going to do the same thing.[/TARGET] Teacher: Take out one card for yourself. Teacher: There's no need to have any kind of discussion. Teacher: And then pass it along until everyone has a job.",0 4819,"Teacher: Put nine in the head and add seven. Teacher: I'm waiting for you, sir. Teacher: You do have work to do. [TARGET]Teacher: Get a book and read.[/TARGET] Student: It's almost lunchtime? Teacher: Yeah, it's almost lunchtime. Student: After this it's lunchtime?",1 4820,"Teacher: Put one on her desk please. Student: I gave her one. Teacher: Okay, Student O, put your arm down. [TARGET]Teacher: That's not fourth grade behavior.[/TARGET] Teacher: [Crosstalk among students] Teacher: Nope, she has hers, you have yours. Teacher: All right, we're ready to start.",1 4821,"Teacher: Put that away [inaudible]. Teacher: [Inaudible] good. Student: [Inaudible]. [TARGET]Teacher: Just put it on the floor.[/TARGET] Teacher: [Cough]. Teacher: You three, sit over here. Teacher: Student J, come sit right here.",1 4822,"Teacher: Put that away right now. Teacher: Yeah, I have some over there. Teacher: Are you guys working? [TARGET]Teacher: Where's your desk?[/TARGET] Student: It's right there. Teacher: Well get it. Student: Wow, seriously?",0 4823,"Teacher: Put that away, Student K. Four-fifths plus five-eighths equals one. Teacher: Three-sixths plus two-fourths equals one. Teacher: Okay, now let's take out our math books. [TARGET]Teacher: Take out your math books.[/TARGET] Teacher: [Crosstalk] Teacher: Not quite. Teacher: I'll get to you in a minute.",0 4824,"Teacher: Put that away. Student: The circles - Student: Oh, no, because I was looking at what you just said. [TARGET]Teacher: Okay, but we're being rude to Student A who is trying to explain.[/TARGET] Teacher: I cannot hear her when you guys are talking. Student: I can see that she did three circles with 12 dots in it. Student: The 12 dots represent the kids and the circles represent teams.",1 4825,"Teacher: Put that one away. Teacher: 3, 4, 5, 6, 7. Teacher: Put it away. [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7.[/TARGET] Teacher: Are you done with this? Teacher: You can use a wild card. Teacher: You can turn it into another number you like.",0 4826,"Teacher: Put the crayons back in the box, in the bowls. Teacher: Pick up your papers. Teacher: Get them ready to hand to Student A. [TARGET]Teacher: She shouldn't have to come and pick it up off the table for you.[/TARGET] Teacher: We're gonna make an array on here. Student: We didn't have to put our names on it, right? Teacher: But remember, we're gonna make a bigger problem on this one.",1 4827,"Teacher: Put the crayons up. Teacher: Okay. Teacher: One. [TARGET]Teacher: Two.[/TARGET] Teacher: Three. Teacher: Crayons up. Teacher: First group come up, please.",0 4828,Teacher: Put the crayons up. Teacher: Put the crayons up. Teacher: Okay. [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: Three. Teacher: Crayons up.,0 4829,Teacher: Put the light green on. Teacher: Shhh. Teacher: You must mark when we mark. [TARGET]Teacher: Some of you are staring up here like you don't have a thing to do.[/TARGET] Teacher: That's the purpose of this. Teacher: So you get a picture of it. Teacher: This is what I should see right now but use your Cuisenaire rods to make the lines.,1 4830,"Teacher: Put the markers, the tops back to the markers, up. Teacher: I'm gonna say that correctly. Teacher: Put the caps back on the marker, please. [TARGET]Teacher: And I already asked you to have a seat, so that should have been the first thing that you did.[/TARGET] Teacher: I didn't ask you to do anything else. Teacher: I didn't ask you to stack the markers on top of one another. Teacher: I didn't ask you to fix the little cards.",1 4831,"Teacher: Put the word describe. Teacher: Yes? Teacher: I want you to write this in your journal. [TARGET]Teacher: I want you to stop talking to the people at your table and get this written down.[/TARGET] Teacher: We said characteristics. Teacher: If we were talking about people, we would say character traits. Teacher: How to describe?",1 4832,"Teacher: Put them down. Teacher: Have your math notebooks either in your lap or on your desk. Teacher: Give me your attention. [TARGET]Teacher: Student D, too late.[/TARGET] Teacher: Come sit down. Teacher: Okay. Teacher: We talked about this.",1 4833,"Teacher: Put them in the bag. Teacher: As soon as you're done cleaning up you're gonna move your chair over here. Teacher: The only thing, boys, that you will need is the directions and your fraction percent equivalent strips. [TARGET]Teacher: Student N I need you to stand up.[/TARGET] Teacher: Student A needs to move her chair. Teacher: Thank you. Student: [Inaudible] cards up there.",1 4834,"Teacher: Put them in the bag. Teacher: Next, beach weather. Teacher: You want it to be 32 degrees Celsius and 86 Fahrenheit. [TARGET]Teacher: Stop.[/TARGET] Teacher: Room temperature - you should have been taking them off. Teacher: [Inaudible]. Teacher: Room temperature, 21 degrees Celsius, 71 degrees Fahrenheit.",1 4835,"Teacher: Put this in your binder. Teacher: Put both of these in your binder. Teacher: If you can hear my voice, clap once. [TARGET]Teacher: If you can hear my voice, clap twice.[/TARGET] Teacher: Guys, I am not going to be dismissing anyone until we all take out our agendas to write down our homework. Student: Is this a homework about subtraction? Teacher: Nope.",0 4836,Teacher: Put those away. Teacher: I did not tell you to - what are you doing with those? Teacher: No. [TARGET]Teacher: I said put those away.[/TARGET] Student: Oh. Teacher: Not what you're working - supposed to be working with. Teacher: A couple of more minutes.,1 4837,Teacher: Put together. Student: I hate this pen. Teacher: Hurry up. [TARGET]Teacher: You still have a lot to do.[/TARGET] Teacher: Why don't you use pencil? Teacher: Why don't you use pencil? Student: I don't like pencil.,0 4838,"Teacher: Put your comma in the right place. Student: I did it. Student: Those are easy. [TARGET]Teacher: Shh.[/TARGET] Teacher: This week for your homework - or this upcoming week for your math homework, you have to solve - you have to do three multiplication problems. Teacher: Still three division problems. Teacher: They're all three by two.",1 4839,"Teacher: Put your hand down, dear. Teacher: Clear everything off your desk because we're gonna be switching. Teacher: [Crosstalk] [TARGET]Teacher: Student D, put everything off your desk.[/TARGET] Teacher: You're gonna be working in your groups. Teacher: I'm gonna call certain people to the front so we can work on the division. Teacher: I might call a couple of people up after that just to kind of help them as well.",1 4840,"Teacher: Put your hand down. Teacher: So we have a look at our problem solving template. Teacher: What's the problem asking us to do in your own words? [TARGET]Teacher: Go, Student L.[/TARGET] Student: How many cookies were there at first? Teacher: Right. Teacher: You need to write on your problem solving what it says.",0 4841,"Teacher: Put your hand up. Teacher: Student A, what was your answer? Student: I got 39.28. [TARGET]Teacher: Thirty-nine point - we're not talking out.[/TARGET] Teacher: Thirty-nine point twenty-eight? Student: [Inaudible]. Teacher: Okay, Student A, what did you get?",1 4842,"Teacher: Put your hands down and listen. Teacher: I'm almost finished with my first interview. Teacher: If I could fit in more than three, I will. [TARGET]Teacher: So it's a little bit too loud.[/TARGET] Teacher: I'm having a hard time hearing Student B. Teacher: So can you bring the noise level down, please? Multiple Students: Yes.",1 4843,"Teacher: Put your hands in your lap. Teacher: I need everyone to think about how Student L and Student J and Student H and Student N [Inaudible]. Teacher: And copy Student V. When I ask for your attention, they get it right away. [TARGET]Teacher: I get it from them.[/TARGET] Teacher: You're wasting a lot of time. Teacher: So let me repeat my directions. Teacher: Take your Everyday Math book.",1 4844,"Teacher: Put your hands in your lap. Teacher: Put your hands in your lap. Teacher: I need everyone to think about how Student L and Student J and Student H and Student N [Inaudible]. [TARGET]Teacher: And copy Student V. When I ask for your attention, they get it right away.[/TARGET] Teacher: I get it from them. Teacher: You're wasting a lot of time. Teacher: So let me repeat my directions.",1 4845,"Teacher: Put your hands on your lap. Teacher: Everybody put your hands on your lap. Teacher: Student T will pick up the cubes. [TARGET]Teacher: Student C, I just gave directions, and you're not following direction.[/TARGET] Teacher: What did I just say to do? Student: [Inaudible]. Teacher: Put your hands on your lap.",1 4846,"Teacher: Put your name and the date on the graph paper. Teacher: All right, here's your question. Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color? [TARGET]Teacher: Show me the work.[/TARGET] Student: On what? Teacher: On your graph paper. Teacher: No, based on that, on the graph.",0 4847,"Teacher: Put your name on the back. Teacher: Put it back in there. Student: Are we going to play around the world? [TARGET]Teacher: You've got to answer ticket out the door first.[/TARGET] Teacher: Off the table. Teacher: Student K, yours is on your desk. Teacher: Put your name on the back of the card and go ahead and answer it.",0 4848,"Teacher: Put your pencils down. Teacher: Okay. Teacher: So, this is probably one of the easiest - I'll wait for Christopher. [TARGET]Teacher: Thank you, Christopher, thank you.[/TARGET] Teacher: This is probably one of the easiest steps. Teacher: It is really number of students, it's just adding the total of boys and girls. Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys.",0 4849,"Teacher: Quadrant two. Teacher: Then you do quadrant four. Teacher: Very good. [TARGET]Teacher: Ignore them, please.[/TARGET] Teacher: Quadrant three, and now we're going to have quadrant four. Teacher: Very, very good. Teacher: Excellent job.",1 4850,"Teacher: Quickly guys. Teacher: You've done a lot of sitting today, so your grade isn't very good right now. Teacher: You've got to get a good grade for the rest of the day. [TARGET]Teacher: Student E, the ring goes on your finger, or it's going to go in the trash can.[/TARGET] Teacher: What are you working on? Teacher: You doing the test now? Teacher: Okay.",1 4851,"Teacher: Quickly, because we don't have much time to [inaudible] with someone. Student: [Inaudible] zero, one and two, right? Student: [Inaudible] this? [TARGET]Teacher: Student R, sit down and listen to directions.[/TARGET] Teacher: You get one set of ... put it on the floor. Teacher: [Silence]. Teacher: You're not allowed to do [inaudible] when you're supposed to be listening.",1 4852,"Teacher: Quickly, let me get Student A - Teacher: She's gonna walk over here. Teacher: Thank you. [TARGET]Teacher: Let me get, who did I just say, Student A and Student J.[/TARGET] Teacher: No, I need you tear off some napkin strips and give everybody one. Teacher: Student C, you need to come, show the number. Student: Teacher, can I have these?",0 4853,"Teacher: Quickly, quickly. Teacher: Thank you. Teacher: Student C, Student J. I'm sorry, Student C, Student D. You're not eating it. [TARGET]Teacher: Thank you, Student V. Student U, Student C, Student Y.[/TARGET] Teacher: That's it. Teacher: [Inaudible] over here. Student: [My broken wheels are] over there.",0 4854,"Teacher: Quickly. Teacher: At Table 6, you're gonna be going on Fast Math, okay? Student: Yea. [TARGET]Teacher: I need you to listen.[/TARGET] Teacher: At Table 3, you're gonna be working on creating your own pie chart, okay? Teacher: When you're doing this, you're gonna be using markers to help you. Teacher: So there are enough buckets here so each person can work at their own pace, okay?",1 4855,"Teacher: Quickly. Teacher: Your time is up. Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances. [TARGET]Teacher: Sit.[/TARGET] Teacher: So sad that you've lost your own learning time because you could not get it together. Teacher: All right, so we have nine minus seven is what? Multiple Students: Two.",1 4856,"Teacher: Quiet show of hands if you've done numbers 1 through 5 please. Teacher: Keep going. Teacher: Numbers 1 through 5 should be done in the next five minutes. [TARGET]Teacher: This stuff needs to go away or it all belongs to me, because it's distracting you right now.[/TARGET] Teacher: Remember our goal. Teacher: Be thinking about grouping versus sharing. Teacher: If you finish them, go back and think to yourself which ones are grouping, which ones are sharing.",1 4857,Teacher: Quiet. Teacher: Stop working. Teacher: Stop working. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Stop working. Teacher: Look up here. Student: Okay.,1 4858,"Teacher: Quietly. Teacher: The lights are off, Student S. Student: [Inaudible]. [TARGET]Teacher: [Inaudible] over there, please.[/TARGET] Teacher: Thank you. Teacher: Where'd you put them? Student: Did you take them?",1 4859,Teacher: Rah. Teacher: Rah. Teacher: Rah. [TARGET]Teacher: Who's my rah-rah person?[/TARGET] Teacher: Student B? Teacher: Nice. Teacher: Student B?,0 4860,Teacher: Rah. Teacher: Rah. Teacher: Who's my rah-rah person? [TARGET]Teacher: Student B?[/TARGET] Teacher: Nice. Teacher: Student B? Teacher: Awesome.,0 4861,"Teacher: Raise your hand if I were to play a follow the directions game you would probably be the last one standing, because you have a lot of discipline. Teacher: Hmm. Teacher: Imagine that. [TARGET]Teacher: I don't want you to do anything right now.[/TARGET] Teacher: I'm gonna ask you a few questions. Teacher: My first question is what was difficult about Multiplication Bull's-eye? Teacher: What was difficult for you personally playing Multiplication Bull's-eye, Student D?",1 4862,Teacher: Raise your hand if the marker is not doing what you need it to do. Teacher: Yes? Teacher: So let's see who's going to be going first for us. [TARGET]Teacher: Can you [inaudible]?[/TARGET] Teacher: I'm going to put up a problem. Teacher: These are actual real life problems. Teacher: We're going clockwise.,0 4863,"Teacher: Raise your hand if you are the task manager. Teacher: Okay, so my task manager, you've got an important job today, okay? Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay? [TARGET]Teacher: Who is my noise control person?[/TARGET] Teacher: Okay. Teacher: Keep it down in here, okay? Teacher: That's your job.",0 4864,"Teacher: Raise your hand if you can tell me which one was easier to do. Teacher: It was kind of obvious, but which one was easier? Teacher: Student T, can you go back to that table? [TARGET]Teacher: We're not working as partners.[/TARGET] Teacher: She has her own set. Teacher: You have your own set. Student: They keep on talking [inaudible].",1 4865,"Teacher: Raise your hand if you did not hear, because you're not listening. Teacher: Well, we need to turn up a volume of our ears. Teacher: Do that now. [TARGET]Teacher: Student M, I need you to be a lot louder.[/TARGET] Student: Oh, you roll the die and - Teacher: Roll the die. Teacher: Okay.",1 4866,"Teacher: Raise your hand if you have a question. Teacher: Can you raise your hand? Teacher: [Inaudible]. [TARGET]Teacher: Student L, do you want to try it?[/TARGET] Teacher: So tell us the rule. Teacher: I'm not quite sure why you're doing that. Teacher: You can tell us.",0 4867,"Teacher: Raise your hand if you still need a little clarification. Teacher: Okay, good job. Teacher: First we're going to talk about multiples of 3. [TARGET]Teacher: Can I have you sit over there please?[/TARGET] Teacher: Multiples of 3. Teacher: So what is this number that I gave you? Multiple Students: 3.",1 4868,"Teacher: Raise your hand - stand up if that was your thinking. Teacher: There's four different levels of thinking. Teacher: Have a seat. [TARGET]Teacher: If you're talking, stop.[/TARGET] Teacher: All that cheering, yes, yes, yes, keep it inside. Teacher: Remember there's only one correct answer, and this is the first one I'm showing you. Teacher: I have three others to show you.",1 4869,Teacher: Raise your hand. Teacher: Hands down. Teacher: How many of you disagree with that? [TARGET]Teacher: Hands down.[/TARGET] Teacher: How many are not sure? Teacher: Good job guys. Teacher: That's the answer.,0 4870,"Teacher: Raise your hand. Teacher: Let me see. Teacher: Let me see. [TARGET]Teacher: Waiting on a couple people.[/TARGET] Teacher: All right, let's move. Teacher: Let's move. Teacher: We're multiplying 314 times 25.",1 4871,"Teacher: Raise your hand. Teacher: Oh, Student J. That's awesome. Teacher: One, two, three, four. [TARGET]Teacher: Okay, those people please put a B on the back of your paper for [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: D to a C to a B. Teacher: What about 13 through 15?",0 4872,"Teacher: Raise your hand. Teacher: Okay. Teacher: Please sit up, Student A. That's inappropriate. [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: No, we're going to groups. Teacher: Sorry. Teacher: [Crosstalk]",0 4873,"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? [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: Hands down. Teacher: How many of you disagree with that? Teacher: Hands down.",0 4874,"Teacher: Read for 20 minutes, and then tell me what you read. Teacher: You can get the internet for $9.95 a month because you go to this school. Teacher: Go. [TARGET]Teacher: You should have everything put away.[/TARGET] Teacher: That's it. Teacher: Give it to your mother, and if you want the internet at home, you can order the internet for $9.95. Teacher: It's super cheap.",1 4875,Teacher: Read the second step. Student: Rewrite the fraction with a - Teacher: Excuse me. [TARGET]Teacher: You -[/TARGET] Student: I'm saying it. Student: Rewrite the fraction with a multiplication sign. Student: Read the whole.,0 4876,"Teacher: Read what you all wrote before you turn it in to me so you can take it, take it back and get mad cause I make you do it again. [TARGET]Teacher: I don't want you to get all angry with me.[/TARGET] Student: Yeah I do, I do. Teacher: I don't pay him no mind. Student: Yeah but I pay you mind.",1 4877,"Teacher: Read what you all wrote before you turn it in to me so you can take it, take it back and get mad cause I make you do it again. Teacher: I don't want you to get all angry with me. Student: Yeah I do, I do. [TARGET]Teacher: I don't pay him no mind.[/TARGET] Student: Yeah but I pay you mind. Teacher: Meaning that I would get bent out of shape cause you'll get upset. Teacher: So [Inaudible] will just be like you what you got attitude for you don't have no attitude?",1 4878,"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. [TARGET]Teacher: When we get to the point as a group that we can be really great losers and winners, then we will go back to finding winners and losers.[/TARGET] Student: I have a question. Student: [Inaudible]. Student: Say someone wins.",0 4879,"Teacher: Really you can't do it in real life. Teacher: So we're going to say everybody, as close as possible - are you ready? Teacher: No. [TARGET]Teacher: I need you to sit down.[/TARGET] Teacher: Student C, I need you to sit down. Teacher: We can't make it exactly even, can we? Teacher: So we're going to say that one third, everybody - are you ready?",1 4880,"Teacher: Recorders are ready? Teacher: Recorders, take that blank paper. Teacher: That extra one that you had. [TARGET]Teacher: That extra answer sheet.[/TARGET] Teacher: Write the name of your group at the top. Teacher: So, group one. Teacher: Group two.",0 4881,"Teacher: Recorders, take that blank paper. Teacher: That extra one that you had. Teacher: That extra answer sheet. [TARGET]Teacher: Write the name of your group at the top.[/TARGET] Teacher: So, group one. Teacher: Group two. Teacher: Group three.",0 4882,"Teacher: Remainder 4. Teacher: That's it, just remainder 4? Teacher: [Crosstalk] [TARGET]Teacher: I want a hand.[/TARGET] Teacher: What is the answer, Student N? Student: 15 remainder 4. Teacher: 15 remainder 4.",0 4883,"Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. Teacher: I want to see if all of you can do all of the problems. Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem. [TARGET]Teacher: Time is up and Student S, have a seat.[/TARGET] Teacher: Student D, can you help us out with the problem? Teacher: Student S, please do not come into the classroom. Teacher: Stop talking about it.",1 4884,"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. [TARGET]Teacher: You guys have a chance to steal.[/TARGET] Teacher: Yes, you do. Teacher: I didn't call you. Teacher: Raise your hand if you have a question.",0 4885,"Teacher: Remember how we treat these. Teacher: We don't pick them up. Teacher: We don't pull them out until we're told to. [TARGET]Teacher: Do not pick this up.[/TARGET] Teacher: Do not leave it like that. Teacher: Do not start playing with it. Teacher: If they fall out on the ground I will take it from you, okay?",1 4886,"Teacher: Remember the Mc Donald's case where you were the CEO and you decided you wanted to build a Mc Donald's in China? Teacher: This is the second part to our problem. Teacher: The new Mc Donald's case. [TARGET]Teacher: You ready?[/TARGET] Multiple Students: Yes. Teacher: Well, you weren't here? Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China.",0 4887,"Teacher: Remember there's only one correct answer, and this is the first one I'm showing you. Teacher: I have three others to show you. Teacher: This is the first. [TARGET]Teacher: If this was your thinking, be honest, stand up, no cheering.[/TARGET] Teacher: Just because they're thinking it, doesn't mean you have to think it. Teacher: Have a seat. Teacher: If this wasn't your thinking, why do you think it may be wrong?",0 4888,"Teacher: Remember to emphasize on that ssss. Teacher: So- Multiple Students: [Inaudible] [TARGET]Teacher: Good-bye, Student R. Please close the door on your way out.[/TARGET] Teacher: Have a wonderful afternoon. Multiple Students: Peace. Teacher: So 3 and 24 hundredths times, Student M, can you read me this number?",0 4889,"Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that? Student: Divided by three. Teacher: We did half - look, look. [TARGET]Teacher: Look.[/TARGET] Teacher: People that are looking. Student: Yes. Teacher: I'm glad you're looking.",0 4890,"Teacher: Remember what I told you? Teacher: Student S, and Student K, why did you go off over there by yourself? Student: [Inaudible]. [TARGET]Teacher: Turn your eyes so you're looking at them.[/TARGET] Teacher: Hold up your shapes. Teacher: This table, I believe you said you had two pairs of parallel lines. Teacher: Does their shape have two pairs of parallel lines?",1 4891,"Teacher: Remember what we did here? Teacher: Okay, so let's go back to the set of 24. Teacher: All right. [TARGET]Teacher: Hold on, look, look, look in here.[/TARGET] Student: Can I go to the bathroom? Student: I feel like throwing up. Teacher: All right, hold on, hold on.",0 4892,"Teacher: Remember you're doing 29 times that. Teacher: So you add on from here. Teacher: Eight plus nine. [TARGET]Teacher: What is Student C doing?[/TARGET] Student: He check mine just because you didn't check. Teacher: No, we're not doing this. Teacher: We're only adding from here.",0 4893,"Teacher: Remember your number, and then you're going to separate. Teacher: You only need two white boards and two dry erase markers. Teacher: So take out your dry erase markers, those of you that have them. [TARGET]Teacher: Student E, go to Ms. M's room.[/TARGET] Teacher: Bye. Teacher: Student J, you have to go to Ms. J's room. Teacher: I forgot.",0 4894,"Teacher: Remember your numbers. Teacher: Those of you who are ones, let's meet in this area here. Teacher: Right here. [TARGET]Teacher: I'm taping.[/TARGET] Teacher: It's part of the Harvard study. Teacher: Your parents didn't want you to be part of it. Student: Oh.",0 4895,"Teacher: Remember, I want to know why you got it correct. Teacher: You said two and one fourth. Teacher: How many of you got two and one fourth as your answer? [TARGET]Teacher: Raise your hand if you did.[/TARGET] Teacher: How many of you think there is another answer to this problem, that she's wrong? Teacher: We only have one person. Teacher: You think she's wrong?",0 4896,"Teacher: Remember, I'm collecting it. Teacher: Show me three eighths. Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions. [TARGET]Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions.[/TARGET] Teacher: [Inaudible] see your answers. Teacher: Do you have answers on there? Teacher: Yes.",0 4897,"Teacher: Remember, [inaudible] that's one part. Teacher: One third. Teacher: One sixth must be what? [TARGET]Teacher: You know, if you shout, if you're talking, then it's not my thing.[/TARGET] Teacher: I'm not [inaudible]. Teacher: Because you're talking. Teacher: See?",1 4898,"Teacher: Remember, do exponents - Student: [Inaudible]. Teacher: The whole number or the bigger number inside. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student A, [inaudible]. Student: What? Student: [Inaudible].",1 4899,"Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer. Teacher: Can we have with this one, Student J come up. Student: Mr. J, [inaudible]. [TARGET]Teacher: If you don't get the correct answer I'll call on someone else.[/TARGET] Teacher: You guys have one minute and if you can you can and if you can't you can't. Teacher: Remember, I want to know why you got it correct. Teacher: You said two and one fourth.",0 4900,"Teacher: Remember, is it distracting your learning? Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: Focus on Student A.[/TARGET] Teacher: Student B, we have a little while left. Teacher: Can you handle it? Teacher: What if I told you to get a wet paper towel?",1 4901,"Teacher: Remember, it's about a set. Teacher: So we did fraction of an area, fraction of a set, fraction of a group. Teacher: These are the things we've been working on. [TARGET]Teacher: We're going to revise a few minutes, for two minutes.[/TARGET] Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice. Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish. Teacher: Some people - no, no.",0 4902,"Teacher: Remember, the exponent is the little number so if I had four squared, this two would be my exponent and it would mean that I had to multiply four by itself twice. Student: It's 40. Teacher: All right. [TARGET]Teacher: Do I have - excuse me.[/TARGET] Teacher: Do I have anything to multiply? Multiple Students: Yes. Teacher: Yes.",1 4903,"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. [TARGET]Teacher: If you feel like they are not listening to you, respecting you-[/TARGET] Student: They're trying to say that they're trying to help me and they're not. Student: They didn't even say one thing to help me. Teacher: It is a group effort.",1 4904,"Teacher: Remember, we said this is considered as a sandwich that I'm eating. Teacher: Now, one fourth, if I decide to eat a fourth of my sandwich, it would be six pieces out of 24. Teacher: Now, if I decide to eat one third of my sandwich, how many pieces would that be? [TARGET]Teacher: You need to think, and I'm letting people think.[/TARGET] Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk] Teacher: Hold on.",0 4905,"Teacher: Remember, whatever you do to one side you do to the other side. Teacher: That's it. Teacher: Stop. [TARGET]Teacher: That's it.[/TARGET] Teacher: Whatever you do to one side do to the other side. Teacher: Good. Teacher: Good.",0 4906,"Teacher: Remember, you're looking for a pattern. Teacher: Student I, what's your thoughts? Teacher: Let's go. [TARGET]Teacher: Student F, then Student W.[/TARGET] Student: She's right. Student: It's 108. Student: Which one are we looking at?",0 4907,Teacher: Right here. Teacher: I'm taping. Teacher: It's part of the Harvard study. [TARGET]Teacher: Your parents didn't want you to be part of it.[/TARGET] Student: Oh. Teacher: That's why you have to go to Ms. J's room. Student: I thought I was in trouble or something.,0 4908,"Teacher: Right here. Teacher: Listen, 1, 2, 3, eyes on me. Multiple Students: 1, 2, eyes on you. [TARGET]Teacher: Student F, you need to go back to Miss.[/TARGET] Student: Teacher, where do we put this? Teacher: 1, 2, 3, eyes on me. Multiple Students: 1, 2, eyes on you.",1 4909,Teacher: Right here. Teacher: Stop fooling around please. Teacher: I want you to sit here. [TARGET]Teacher: You can get that chair if you want to.[/TARGET] Teacher: Let's go. Teacher: You don't have to do this [inaudible]. Teacher: Can you move a little bit please?,0 4910,"Teacher: Right in computer lab. Teacher: Student T, you can stay here. Teacher: Student M, sit down. [TARGET]Teacher: I can call home, too, as well.[/TARGET] Teacher: Computer lab has a phone. Teacher: I'll be more than happy to. Teacher: [Crosstalk] ",1 4911,"Teacher: Right now the class, which you are members of, is reviewing the answer on the board. Student: [Inaudible]. Teacher: This is why I need you paying attention. [TARGET]Teacher: Student S, please bring your eyes to the board.[/TARGET] Teacher: Student S, so we split it into thirds, yes? Teacher: So we can do 1, 2, that's two-thirds. Teacher: Agreed?",1 4912,"Teacher: Right now this is just a picture. Teacher: If you take the picture with the numbers, and you're turning that into information that you can use. Teacher: You're interpreting this data. [TARGET]Teacher: So - so, let's look at the first question.[/TARGET] Teacher: A, everybody - I have the graph up here. Teacher: You should just be looking on your sheet, really. Teacher: A, fraction of students that choose orange.",0 4913,"Teacher: Right now we're listening. Teacher: Student J, so is that correct, should we draw a little boy Pat holding ice cream? Teacher: So what you just said, we're going to erase. [TARGET]Teacher: Ok, hands down, speak louder please.[/TARGET] Student: I was thinking we could draw the different combinations [Inaudible]. Teacher: For example? Student: Strawberry on plain.",1 4914,"Teacher: Right there. Teacher: Put your hands in your lap. Teacher: Put your hands in your lap. [TARGET]Teacher: I need everyone to think about how Student L and Student J and Student H and Student N [Inaudible].[/TARGET] Teacher: And copy Student V. When I ask for your attention, they get it right away. Teacher: I get it from them. Teacher: You're wasting a lot of time.",1 4915,"Teacher: Right, but everybody's gonna get a chance first. Student: What is that? Student: A diamond. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Turn this over. Student: It's a square. Teacher: I need you looking at this.",1 4916,"Teacher: Right, guys? Teacher: And they were able to do all of that mentally. Teacher: Okay. [TARGET]Teacher: And it has become a competition.[/TARGET] Teacher: People who are coming in, I should not hear you as you come in. Teacher: And if somebody is sitting in your seat, just wait a moment at the back, please. Teacher: If someone is at your seat as you come in, wait at the back.",0 4917,"Teacher: Right. Teacher: So I'd have 50 oranges. Teacher: Open up to 37. [TARGET]Teacher: Student S, you just gotta listen.[/TARGET] Teacher: For what, honey? Teacher: For what? Teacher: All right, let's do this question.",1 4918,"Teacher: Right. Teacher: So of course we'll have to figure out the measurement, right. Student: So we have to find the measurement that would equal - [TARGET]Teacher: Student F, put your chair down and be quiet.[/TARGET] Student: The correct area and the correct perimeter. Teacher: So we need to find the measurements that will give us the correct area and the correct perimeter. Teacher: What was the first thing that you thought about?",1 4919,"Teacher: Right. Teacher: Student N? Student: You could do [Inaudible] - [TARGET]Teacher: You can sit down.[/TARGET] Teacher: All right, hold on a second. Teacher: Now, I would say that there are four more places on this table where I could put 0.5. Student: [Inaudible]",1 4920,"Teacher: Right. Teacher: That's why we have to do the same thing to both sides. Student: [Inaudible]. [TARGET]Teacher: Student A, I need you to sit down [inaudible].[/TARGET] Student: Can you go back? Teacher: To what? Teacher: And what do you need to do if you had my attention?",1 4921,"Teacher: Right. Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing? Teacher: When I'm looking right here - excuse me, excuse me. [TARGET]Teacher: When I'm looking right here - look, look, look.[/TARGET] Teacher: I put that fife fifths right here. Teacher: Five fifths and I'm lining it up with the - Multiple Students: Half.",1 4922,"Teacher: Right. Teacher: Your mean should have been 350. Teacher: Now tell me what - I'm going to erase this part. [TARGET]Teacher: Stop talking, Student T. The next part is how would I find my mode?[/TARGET] Student: Mode is the middle number, right? Teacher: No. Teacher: Someone explain what mode is.",1 4923,"Teacher: Right? Student: No. Student: [Inaudible] [TARGET]Teacher: No, I did not hear you, Student T.[/TARGET] Teacher: [Crosstalk] Teacher: If it's not a polygon, P if it is. Teacher: [Crosstalk]",0 4924,"Teacher: Right? Teacher: I know you guys are upset about that, but hopefully we should be able to - Student: Can we call [inaudible]? [TARGET]Teacher: Excuse me?[/TARGET] Student: Can we call [inaudible]? Teacher: Yeah, I don't think he'll be able to come down that quickly. Student: What's wrong with it?",0 4925,"Teacher: Ruby gets - Ruby gets - Ruby gets - I like when people put the S. Ruby gets - Teacher: [Crosstalk] Teacher: If you know you can do the second one - yeah, you could use [inaudible]. [TARGET]Teacher: You could do the second one, those who know, because we are about to finish and then I will let you go back tomorrow.[/TARGET] Teacher: [Crosstalk] Student: [Inaudible] like half of twelve and [inaudible] I would know it. Teacher: Thank you.",0 4926,"Teacher: S, T, or U? Student: [Inaudible] Teacher: T, okay. [TARGET]Teacher: He's putting his point.[/TARGET] Teacher: I believe it's at Student A's feet. Teacher: Okay. Teacher: You've got your golf ball, what else do you need to do to finish this off?",0 4927,Teacher: Same amount in each group? Teacher: You need the same amount in each group. Student: I've done 1-5. [TARGET]Teacher: Turn it over.[/TARGET] Teacher: Work on 6-10 please. Teacher: I see lots of complete sentences. Teacher: I see lots of equations.,0 4928,"Teacher: Same group. Teacher: Student J. Teacher: You guys are going to work in the back. [TARGET]Teacher: If you talk you have silent lunch.[/TARGET] Teacher: Student J, you're going to come get the papers from me. Teacher: You're going to work together as a group. Teacher: Sit back in that corner working together, getting the answers.",1 4929,"Teacher: Same size, same shape. Teacher: All right. Teacher: Last one. [TARGET]Teacher: Who hasn't talked to me much today.[/TARGET] Teacher: Student D, help me out. Teacher: We're on eleven. Teacher: I need a mixed number - let me put it on the board - for 38 over 3.",0 4930,"Teacher: Say exactly what you wrote. Teacher: Start from here. Teacher: Solution two was because - let me see how I can help you. [TARGET]Teacher: When you finish this page, I'll give you something.[/TARGET] Teacher: Finish your work, then I give it to you. Teacher: You have enough space here, all the space from here to here. Teacher: You can write as much as you can.",0 4931,"Teacher: Say four times five. Teacher: Now do it. Teacher: And add up. [TARGET]Teacher: I don't know what you're doing there, Student D. Sit down.[/TARGET] Teacher: Teacher S is still helping you. Student: Is this times? Teacher: Add.",1 4932,"Teacher: Say it out loud so you start learning how to talk about it. Teacher: They want to hear what you're doing instead of staring at you. Teacher: [Crosstalk, several simultaneous student discussions in background] [TARGET]Teacher: One second, I just want you to talk right now.[/TARGET] Student: So we've got 10, so 10 - Student: [Crosstalk] Teacher: We talked about the exemplars, really word problems, and how to discuss and talk about it, there's more than one way to get the mathematical answer when you're trying to work word problems.",0 4933,"Teacher: Say, ""Hey guys, we have five minutes left."" That's the only voice I might here is that timer. Teacher: Everyone else, you're doing it by yourself. Teacher: Go ahead. [TARGET]Teacher: You're answering all three parts.[/TARGET] Student: Are we supposed to do it all on the back? Teacher: Where are we supposed to write our answer? Student: On the answer sheet.",0 4934,"Teacher: Score for the teacher. Teacher: Because I'm like, Julie, do you see that over there? Teacher: Now, she's pointing to me, so which way do I want her to look? [TARGET]Teacher: And she's like, what?[/TARGET] Teacher: I'm like, oh, that's Julie. Teacher: Whew, it's great. Teacher: They ended up in different math classes.",0 4935,"Teacher: Search for signs. Teacher: Good. Teacher: Can you describe to me how you got that? [TARGET]Teacher: While he's explaining, you're listening.[/TARGET] Student: I did 6 times 6 which is 36. Student: Then I added 2, which is 38. Teacher: Good job.",1 4936,"Teacher: Seat work. Teacher: I know. Teacher: Everyone get back to a seat. [TARGET]Teacher: We're about to take our multiplication test.[/TARGET] Multiple Students: Yes. Multiple Students: [Crosstalk] Teacher: Why are you talking, though?",0 4937,"Teacher: Second direction, write your name and the date on the graph paper. Teacher: Student D, you're part of this. Teacher: You're part of this. [TARGET]Teacher: You have graph paper, Student D?[/TARGET] Teacher: It was, go to your seat, put your name and the date on the graph paper. Teacher: I'm gonna put a problem on the board. Teacher: It should take you - if you were paying attention - about two minutes to do it.",0 4938,"Teacher: Second direction. Teacher: Second direction, write your name and the date on the graph paper. Teacher: Student D, you're part of this. [TARGET]Teacher: You're part of this.[/TARGET] Teacher: You have graph paper, Student D? Teacher: It was, go to your seat, put your name and the date on the graph paper. Teacher: I'm gonna put a problem on the board.",1 4939,"Teacher: Second, I got a question. Teacher: Raise your hand if you can tell me what we were just doing in math. Teacher: And, just listen, just listen. [TARGET]Teacher: First hand I saw was Will.[/TARGET] Teacher: So, Will, what were we doing? Student: Today in math we was doing division by two digits. Teacher: Wow, okay.",0 4940,"Teacher: See if you can come up with an answer of where the numbers come from. Teacher: You can sit in Student F's seat, Student C, if you want. Teacher: Paper passes, where are you? [TARGET]Teacher: Student D, move your desk back.[/TARGET] Teacher: Start passing out calculators. Teacher: Give the people around the edges their own. Teacher: Everyone else is going to share.",1 4941,Teacher: See what I've done? Student: Yeah. Student: [Inaudible] see. [TARGET]Teacher: Please move where you can see.[/TARGET] Teacher: See how I'm doing it? Teacher: Now fill in your figure - see if you can fill in your figure like this. Teacher: I'm going to fill in the bottom rows.,1 4942,"Teacher: See what they have to say. Teacher: Okay, tell me what you guys did. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Um, I'll get you the [inaudible]. Student: Okay. Student: Yay.",1 4943,"Teacher: See what they think. Teacher: We just did that tog. Teacher: [Crosstalk among students] [TARGET]Teacher: All right, okay, hold off.[/TARGET] Teacher: So Student A, make sure you have a place to sit. Teacher: Student J. Teacher: [Crosstalk among students]",1 4944,"Teacher: See you. Teacher: [Inaudible]? Student: [Inaudible]. [TARGET]Teacher: Sit up.[/TARGET] Teacher: Okay, what does your graph show? Teacher: Out of 18 people. Student: Out of 18 -",1 4945,"Teacher: See, I always bring down my dollar sign. Teacher: Okay, I need you to sit with Student A, and Student I. I need Student S over here. Teacher: The rest of you it is time for [dear]. [TARGET]Teacher: I want you to get your books; you may lay anywhere on the floor and read quietly.[/TARGET] Teacher: And your homework... Student: My homework's at home. Teacher: Uh-huh.",0 4946,"Teacher: See, I know whenever she gets is, she explains it. Teacher: I get you back. Teacher: I get her back. [TARGET]Teacher: So now look at that.[/TARGET] Teacher: She's doing number two. Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set. Teacher: Good job.",0 4947,"Teacher: See, I try to put one digit in each box. Student: It looks 3D. Teacher: Yep. [TARGET]Teacher: Student A, a question about using an array to break apart - excuse me.[/TARGET] Teacher: You are helpful. Teacher: A question about using an array to break apart double-digit multiplication problems? Teacher: What's your question?",0 4948,"Teacher: See, I'm losing them. Teacher: Yes, that's the way. Teacher: All right, listen. [TARGET]Teacher: Good job.[/TARGET] Teacher: Now, that's how I need it. Teacher: Now, I'm gonna have these three people - listen to what you're gonna do. Teacher: [Inaudible].",0 4949,"Teacher: See, he's really - well - Student: My stuff fell on the floor. Teacher: See, we could - we have to ignore him. [TARGET]Teacher: Yeah, let's go.[/TARGET] Teacher: [Crosstalk] Teacher: Seven half is seven fourteenths, is a - Student: Equal.",0 4950,"Teacher: See, it means you get extra time. Teacher: That's a good thing. Multiple Students: [Crosstalk] [TARGET]Teacher: All right, shh.[/TARGET] Student: Is it looking at you right now? Teacher: Okay, yes, the camera is on. Teacher: We're gonna try to pretend it's not here please.",1 4951,"Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk] Teacher: [Inaudible] too loud. [TARGET]Teacher: Now, let's see.[/TARGET] Teacher: He's working. Teacher: She's working. Teacher: She's thinking.",0 4952,"Teacher: See, you know how to do it. Teacher: It doesn't matter. Teacher: You shouldn't copy other people's work. [TARGET]Teacher: Give your work here.[/TARGET] Teacher: Let me give you the next one. Teacher: Get two math books there. Teacher: No, you don't have to erase it.",0 4953,"Teacher: See, you were able to get it, but some - Student: I said 18. Teacher: Wait a minute. [TARGET]Teacher: Student L, Student L, yes, your attention is on me.[/TARGET] Teacher: All right, so next one. Student: Yes. Teacher: Student C, the question is for you.",1 4954,"Teacher: See. Teacher: [Crosstalk] Teacher: You all ready? [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: Eight and three fourths - three fourths of 24? Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that? Student: Divided by three.",0 4955,"Teacher: See? Teacher: One third of this set is - let me see one third. Teacher: Let me make it one third. [TARGET]Teacher: Some people, those guys on my left -[/TARGET] Student: Are good. Teacher: Are good? Student: [Inaudible].",0 4956,"Teacher: Set it up as a division problem. Student: I got 10 boys. Student: Mr. H [inaudible] [TARGET]Teacher: I'm not gonna look at that.[/TARGET] Teacher: I'm not a student. Teacher: I'm not a student, I can't answer. Student: You is a student.",0 4957,"Teacher: Seven rows of eight. Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row. Teacher: We're gonna try something a little bit trickier. [TARGET]Teacher: I'm gonna give you a paper like this.[/TARGET] Teacher: Can somebody turn off one light? Student: I'll do it. Teacher: Somebody close to the door.",0 4958,"Teacher: Seven? Multiple Students: [Crosstalk]. Teacher: Okay, so we said we needed to stop the game, here. [TARGET]Teacher: I need voices off, and I need your eyes on the board.[/TARGET] Teacher: We said we were stopping the game, here. Teacher: Now Team One is at seven, and Team Two is at eight, so if you were just looking at this quickly, you might assume that Team Two is the winner, because they're closer to ten. Teacher: Why is Team One the winner?",1 4959,"Teacher: Seventeen minus four equals thirteen. Teacher: And then I have [inaudible], parenthesis times three. Teacher: Shh. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Do we need to wait like we did, yesterday? Multiple Students: No. Student: N-O.",1 4960,"Teacher: Seventeen minus four times three in parenthesis. Teacher: Even though these have the same numbers, the same operations, they're different problems. Teacher: Get started. [TARGET]Teacher: Once you have the value [inaudible], raise your hand and I'll look at it.[/TARGET] Teacher: Student M, get started. Teacher: [Inaudible]. Teacher: Come on Student M, do number one, then do number two.",0 4961,"Teacher: Seventeen plus a number is 36. Teacher: [Silence]. Teacher: Student W, you're making this harder than you have to. [TARGET]Teacher: Listen.[/TARGET] Teacher: Seventeen plus a number equals 36. Student: Seventeen plus a number? Teacher: We're using X here as our variable.",1 4962,"Teacher: Seventeen thirty-fourths. Teacher: Is that right? Teacher: Are you sure? [TARGET]Teacher: Let's sit down.[/TARGET] Teacher: This morning - we have two goals to achieve today by the end of this lesson. Teacher: So investigation 1.2, in bits and pieces [inaudible] says we have to estimate sums. Teacher: Estimation is what we do everyday.",1 4963,"Teacher: Sh! Teacher: I don't care where you put it. Teacher: Just put it now. [TARGET]Teacher: Student J, you're taking too long doing that.[/TARGET] Teacher: I'm not waiting. Teacher: I need to see everyone with that number in a box. Teacher: Now.",1 4964,"Teacher: Sh! Teacher: Very nice. Teacher: Not bad. [TARGET]Teacher: Student B, I think you need to [Inaudible].[/TARGET] Student: I am. Teacher: Okay. Teacher: We're gonna do one more fraction activity and I want you to clean up now.",1 4965,"Teacher: Sh! Teacher: [Inaudible]. Multiple Students: [Inaudible]. [TARGET]Teacher: But I'm still waiting.[/TARGET] Teacher: That means you're ready to listen. Teacher: It's the 70th day of school and it's taken me five, ten seconds to get your attention. Teacher: I'm giving you about a - five minutes more.",1 4966,"Teacher: Sh. Student: Can I look at the first one? Student: I'm talking about- [TARGET]Teacher: Student A, you should be working on this and not messing with those.[/TARGET] Teacher: You should at least already have one done because we're going to grade them in a few minutes. Teacher: Student T? Student: Yes?",1 4967,"Teacher: Sh. Student: I'm trying to find the common denominator but I don't know how to two to get to three. Teacher: Okay, you're gonna have to change both of them into a number-into a-excuse me. [TARGET]Teacher: Stop talking.[/TARGET] Teacher: Into a number where they have the same denominator. Teacher: Think about when we're comparing fractions and we had to find a common denominator. Teacher: What do you need to do to-write your two-see, that's when you have to write it.",1 4968,"Teacher: Sh. Teacher: We're watching Student T, right? Teacher: Mm-hmm. [TARGET]Teacher: All eyes here.[/TARGET] Teacher: You don't have homework today. Teacher: We're going to do it here. Teacher: Is Student T right?",0 4969,"Teacher: Sh. Teacher: [Crosstalk] Teacher: Yep. [TARGET]Teacher: You should be copying.[/TARGET] Teacher: You should be quiet. Teacher: The faster you do this, the more time you will have. Student: [Inaudible].",1 4970,Teacher: Sh. Teacher: [Room noise] Teacher: Now use your - where is your math. [TARGET]Teacher: That's not what we're talking about now.[/TARGET] Student: [Inaudible]. Teacher: So where do you do 87 plus 87? Teacher: I gave you something to do.,1 4971,"Teacher: Share and help each other to write the final. Teacher: Write group four at the top, two, three, four, yep at the top. Teacher: And hold on you guys are group five who's the recorder? [TARGET]Teacher: Shh, who's the recorder?[/TARGET] Student: Me. Teacher: Okay you're gonna write group five at the top. Student: Okay.",1 4972,"Teacher: Share with Student J. Teacher: Page 29. Teacher: There shouldn't be any talking over there. [TARGET]Teacher: Student O, Student K, when you take out a math book there is not talking.[/TARGET] Teacher: [Crosstalk] Teacher: All right, both of you go outside. Student: No.",1 4973,"Teacher: Share. Teacher: Uh-uh. Teacher: Uh-uh. [TARGET]Teacher: Shhh.[/TARGET] Student: No, don't open them. Teacher: Don't open them or they are mine right now. Teacher: Unfortunately I don't know where my other stuff [inaudible].",1 4974,"Teacher: Shark attack doo doo, doo doo, doo doo. Teacher: Shark attack doo doo, doo doo, doo doo. Teacher: Shark attack doo doo, doo doo, doo doo. [TARGET]Teacher: Shark attack.[/TARGET] Teacher: Swam away doo doo, doo doo, doo doo. Teacher: Swam away doo doo, doo doo, doo doo. Teacher: Swam away doo doo, doo doo, doo doo.",0 4975,"Teacher: She can handle that herself. Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them. Teacher: He's the writer. [TARGET]Teacher: He's the recorder, right?[/TARGET] Teacher: Come on Student R, you're the recorder. Teacher: Your group needs you now. Teacher: Okay, you didn't even have your group name on the paper, yet.",0 4976,"Teacher: She chose white. Teacher: Now that's a probability. Teacher: So, if that's the case, what fraction did Student B pull to prove that she chose, she pulled a white one out of this bag? [TARGET]Teacher: I'm listening Student E.[/TARGET] Student: 4 out of 14. Teacher: 4 out of 14. Teacher: In most cases, what will we think would have been pulled?",1 4977,Teacher: She did the first step with [Inaudible]. Teacher: What's in parenthesis? Teacher: Six minus two. [TARGET]Teacher: Focus.[/TARGET] Teacher: Which is four. Student: Four times four is 16. Teacher: Then she did four times four.,1 4978,"Teacher: She didn't take it with her. Teacher: Why didn't you take it with you? Teacher: You left it on the table. [TARGET]Teacher: Do not tear the bag up.[/TARGET] Teacher: You don't open it like that. Teacher: Student A, take the bag. Teacher: Get out one dollar and divide it into fifths, five equal groups.",1 4979,Teacher: She didn't - it's not - go back over there. Student: [Inaudible] some boxes. Teacher: She's not here and you weren't [inaudible]. [TARGET]Teacher: Sit down.[/TARGET] Student: See you Teacher B. Teacher: See you. Teacher: [Inaudible]?,1 4980,"Teacher: She drew two models there. Teacher: Do you see that? Teacher: She drew one pre-simplifying, meaning before she simplified, right? [TARGET]Teacher: Ignore that.[/TARGET] Teacher: It's not there. Teacher: We're not seeing it. Teacher: Don't see it.",0 4981,Teacher: She found one sixth and that was 0.17. Teacher: All right. Teacher: At first she - did I write that right? [TARGET]Teacher: Turn around again.[/TARGET] Teacher: Let me see it again. Teacher: Let me see. Teacher: I'll look at hers.,1 4982,"Teacher: She gives - okay. Student: Teacher, you got me back. Student: [Crosstalk] [TARGET]Teacher: The sentence, sentence.[/TARGET] Teacher: Did you write a sentence? Teacher: Ethan gets [inaudible] - Multiple Students: [Inaudible].",0 4983,"Teacher: She got one from Student C. Okay, all right let's go. Teacher: All right, the topic is what, everybody? Multiple Students: [Inaudible]. [TARGET]Teacher: Let's read the instructions, and we're not going to talk.[/TARGET] Teacher: We're reading and listening. Teacher: Let's read the instructions. Teacher: It says, ""Tell whether the fraction is in simplest form.",1 4984,"Teacher: She is not even looking. Teacher: You're not even looking up there. Student: Three. [TARGET]Teacher: Look, look, look, look.[/TARGET] Teacher: Some people are not looking. Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me. Teacher: If you were paying attention, and I'm looking for your attention.",1 4985,Teacher: She needs to do her own. Teacher: I'll come around. Teacher: Stop it. [TARGET]Teacher: Stop asking and think about what you're trying to ask and trying to do.[/TARGET] Teacher: Think about it first. Teacher: You're asking me and you're sounding out. Teacher: I said think.,1 4986,"Teacher: She said, oh, I can do the rest. Teacher: Can I do more? Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today. [TARGET]Teacher: But tomorrow we'll go in the book and just work in the problem and see people who really are [inaudible], all right?[/TARGET] Teacher: Yeah. Teacher: [End of Audio]",0 4987,"Teacher: She seems to be having some trouble with it. Teacher: Okay. Teacher: So just keep an eye on them. [TARGET]Teacher: All right, sit down.[/TARGET] Teacher: Get going. Student: [Inaudible] Student: nan",1 4988,"Teacher: She wanted to double the 4, so she put 8, and then she did this. Teacher: Then she did this, and then she did - I want you to look at that for a second. Teacher: Can someone tell me where she made a mistake? [TARGET]Teacher: Student E, I want you to look up here now.[/TARGET] Teacher: Student J, I want you to see where Student E made a mistake. Teacher: So this was the regular equation. Teacher: Then she was going to do one of the doubles.",1 4989,"Teacher: She wants to know why you did that. Teacher: She doesn't even know what you're doing. Teacher: You're estimating. [TARGET]Teacher: Listen up, please.[/TARGET] Teacher: Student J, you were asked to estimate, and you are giving two fractions, and you looked at these two fractions in terms of percent. Teacher: It's to make a decision whether these two fractions are close to 0, or close to half, or close to a whole. Teacher: So he decided to change them to a percent and at the end of the day you got what?",1 4990,Teacher: She was the Olympic gymnastics girl from Virginia Beach. Teacher: I'm gonna wait. Teacher: So that's where we're going tomorrow. [TARGET]Teacher: We're not doing math tomorrow.[/TARGET] Teacher: That is where we're going. Teacher: Next week we're going to pick up with volume and temperature and just tying it right in together. Teacher: Next week.,0 4991,"Teacher: She watched them last time, because your behavior was so poor. Student: Oh. Teacher: Shh. [TARGET]Teacher: Sit in your chair.[/TARGET] Teacher: Now listen. Teacher: The person with the white board - Student: [Inaudible].",1 4992,"Teacher: She's doing number two. Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set. Teacher: Good job. [TARGET]Teacher: We're doing the second one, number two.[/TARGET] Student: Marbles. Teacher: Number two, and then we are about to finish and say what did we learn. Teacher: All right, hold on.",0 4993,"Teacher: She's working. Teacher: She's thinking. Teacher: He's doing it. [TARGET]Teacher: He's already done.[/TARGET] Teacher: Maybe he's not good. Teacher: Maybe - oh, [inaudible] check it. Teacher: Check it out.",0 4994,Teacher: Shh just listen maybe open your ears. Student: Yeah 2 times 5 is ten. Student: You're wrong. [TARGET]Teacher: I love the way you guys are sharing it's one of the only groups that I can hear where people are talking only one person and the rest are listening.[/TARGET] Teacher: And then- Student: Do we get to move up? Teacher: Do you get to move your clip up let's see how you do by the end of the session okay?,1 4995,"Teacher: Shh, back to your seat. Teacher: That way. Teacher: Clearly you can't get through that way. [TARGET]Teacher: You're wasting your time.[/TARGET] Student: [Inaudible] our regular seats? Teacher: Nope, right where you were before. Teacher: We're almost done.",1 4996,"Teacher: Shh, okay you're gonna get two bags you might have one peanut one plain, two plain, two peanut it doesn't matter how it's mixed up we're just gonna call them M&Ms okay. Teacher: They must sit up at the corner of your desk not being touched. Teacher: Okay. [TARGET]Teacher: Shh, put them up at the corner of your desk.[/TARGET] Teacher: Now all together between these two bags they're somewhere around 20 M&Ms. Teacher: There might be a little bit more there might be a little bit less but we're not gonna touch them because then you'd be able to figure it out for sure. Teacher: And then that wouldn't make our probability accurate cause we'd kinda already know something ahead of time.",1 4997,"Teacher: Shh. Student: No one's even talking. Teacher: You know what, guys? [TARGET]Teacher: I will let you know whether you can talk or not or if somebody is talking and isn't supposed to, I'll take care of that.[/TARGET] Teacher: No - Student: [Inaudible] Teacher: Student K, don't worry about putting the game up.",1 4998,Teacher: Shh. Student: Oh here's the other half. Teacher: That's good I was worried how we were gonna do yours I wasn't prepared for half M&Ms. [TARGET]Teacher: Shh.[/TARGET] Teacher: Now I see some of you are done sorting what you need to do now is come over here where it says actual results back to our prediction page and it says - - you predicted Student J said there would be 4 brown M&Ms in the bag but Student J how many brown M&Ms were there actually? Student: 1 Teacher: So he would put a 1 here.,1 4999,"Teacher: Shh. Student: [Inaudible]. Teacher: Plus 20, plus four. [TARGET]Teacher: Thumbs up when you've got - put the shirt on boy.[/TARGET] Teacher: You can't be naked in front of my cameras. Teacher: Shh. Teacher: Now what do we do with 28?",1 5000,"Teacher: Shh. Teacher: All right. Teacher: What I want you to do is I want you - we're going to build a figure, all right? [TARGET]Teacher: I want you to take four cubes - I'll wait until you're done talking.[/TARGET] Teacher: Be quiet. Teacher: Okay, I want you to take four cubes and I want you to put them together. Teacher: It doesn't matter what color, all right?",1 5001,"Teacher: Shh. Teacher: Clap once if you can hear my voice. Teacher: [Clapping]. [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Okay, now you're looking. Teacher: You're not touching. Teacher: You're not feeling.",1 5002,"Teacher: Shh. Teacher: Get out your math calendar. Teacher: It was homework last night, okay? [TARGET]Teacher: Just sit down.[/TARGET] Teacher: Just sit at your desk and listen. Teacher: If you don't have it [inaudible]. Teacher: All right.",1 5003,"Teacher: Shh. Teacher: Have a seat, please. Teacher: All right, here we go. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay. Teacher: All right we're going to ... we're going to - I want you to stop when you get to number ten. Student: [Inaudible].",1 5004,"Teacher: Shh. Teacher: I'll wait. Teacher: [Crosstalk] [TARGET]Teacher: Hold on a second.[/TARGET] Teacher: Can we pause this, only 'cause I'm having major technical difficulties with my board? Teacher: So the kids are all silly anyway. Teacher: We can turn it back on in a second.",0 5005,Teacher: Shh. Teacher: Listen to me. Teacher: I - you guys. [TARGET]Teacher: Put your cubes down.[/TARGET] Teacher: Don't play if my hand is up. Teacher: I shouldn't hear any rattling. Teacher: How many cubes do you have between the two of you?,1 5006,"Teacher: Shh. Teacher: Listen. Teacher: Listen. [TARGET]Teacher: Listen.[/TARGET] Teacher: Student S, are you feeling okay? Student: [Inaudible]. Teacher: Okay, heads up and pay attention, okay?",1 5007,Teacher: Shh. Teacher: No. Teacher: I'll come around. [TARGET]Teacher: Shh.[/TARGET] Teacher: Listen to me. Teacher: I - you guys. Teacher: Put your cubes down.,1 5008,"Teacher: Shh. Teacher: Okay, Student Z. Teacher: Student D. Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Student: I can't see. Teacher: What would go in this place as a model?",1 5009,"Teacher: Shh. Teacher: Okay, watch. Teacher: Wait a minute. [TARGET]Teacher: We're not done.[/TARGET] Teacher: Shh. Teacher: We're not done. Teacher: Shh.",1 5010,"Teacher: Shh. Teacher: Okay, you all need another paper? Teacher: [Inaudible] from the pile. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: What? Teacher: Oh, yes sir.",1 5011,"Teacher: Shh. Teacher: One. Teacher: Student A, hit the light. [TARGET]Teacher: Shh.[/TARGET] Teacher: Real quick, in preparation for tomorrow, guys, area and perimeter. Teacher: Area and perimeter of all figures is what we will be working on, Student E? Student: [Inaudible].",1 5012,"Teacher: Shh. Teacher: Refocus, please. Teacher: We're here. [TARGET]Teacher: I don't want an answer.[/TARGET] Teacher: I want you to tell me is this- if we were to answer it, do you think ... do you think that the answer will be close to zero, closer to one, or closer to two when we add these together? Teacher: Do you think the answer will be closer to zero, closer to one, or closer to two? Teacher: [Silence].",1 5013,"Teacher: Shh. Teacher: Room 20 I know we're getting excited cause we're wrapping up. Student: She had the wrong answer she had 25. [TARGET]Teacher: Shh.[/TARGET] Teacher: It's 26 Shh. Teacher: Stop just leave it, go. Teacher: Once I have collected both of these papers so your name's on both.",1 5014,"Teacher: Shh. Teacher: Shh. Teacher: I'll wait. [TARGET]Teacher: Student J, you're keeping us from our proceedings.[/TARGET] Student: [Inaudible]. Teacher: This two to the second power means two times two. Teacher: The exponent or the raised two means how many times to multiply the number, so this is two times two.",1 5015,"Teacher: Shh. Teacher: Shh. Teacher: Listen up. [TARGET]Teacher: Waiting.[/TARGET] Student: Can we use - Teacher: Okay, waiting. Teacher: Just a minute.",1 5016,"Teacher: Shh. Teacher: Shh. Teacher: Okay, Student Z. [TARGET]Teacher: Student D. Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Student: I can't see.",1 5017,"Teacher: Shh. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Student J, you're keeping us from our proceedings. Student: [Inaudible]. Teacher: This two to the second power means two times two.",1 5018,"Teacher: Shh. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Listen up.[/TARGET] Teacher: Waiting. Student: Can we use - Teacher: Okay, waiting.",1 5019,"Teacher: Shh. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Yeah, why don't you write a couple of things that are true about your picture? Teacher: Like, a couple of things you observe about - include things like, multiplying times ten. Teacher: Dividing by ten.",1 5020,"Teacher: Shh. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Student L, clean that up.[/TARGET] Teacher: Student L, paper on the floor. Teacher: Student D, Student T, Student R, and Student J. Teacher: Student J, and Student R, table.",1 5021,"Teacher: Shh. Teacher: Shh. Teacher: Student L, clean that up. [TARGET]Teacher: Student L, paper on the floor.[/TARGET] Teacher: Student D, Student T, Student R, and Student J. Teacher: Student J, and Student R, table. Teacher: Student T, and Student D, come here.",1 5022,"Teacher: Shh. Teacher: Student C, you still have your five in the ten's place. Teacher: Look, when you - let me see this - when you multiply - okay, let's just - we're just going to get rid of this all together. [TARGET]Teacher: Watch out.[/TARGET] Teacher: When you multiply I want you to put your big number on top so we have 50 times and then our five has to go in our one's place, okay? Teacher: So it's got to be like this. Teacher: We're going to do five times zero; what's that?",0 5023,"Teacher: Shh. Teacher: Student L, clean that up. Teacher: Student L, paper on the floor. [TARGET]Teacher: Student D, Student T, Student R, and Student J.[/TARGET] Teacher: Student J, and Student R, table. Teacher: Student T, and Student D, come here. Teacher: Student S, come here.",0 5024,"Teacher: Shh. Teacher: They're asking you. Teacher: Okay. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: Teacher L, can you fix your board to [inaudible] crayon. Teacher: Student D, you and Student D are not doing anything.",1 5025,"Teacher: Shh. Teacher: This is an exponent. Teacher: Two to the second power [inaudible]. [TARGET]Teacher: Student A.[/TARGET] Teacher: [Inaudible] two to the second power [inaudible]. Teacher: Quiet. Teacher: I'll wait, Student A.",1 5026,"Teacher: Shh. Teacher: We got to take it down a notch, okay? Teacher: I can hardly hear these guys. [TARGET]Teacher: Shh.[/TARGET] Student: We're ready. Teacher: Okay, what did you get for number six? Student: [Inaudible].",1 5027,"Teacher: Shh. Teacher: We're not done. Teacher: Shh. [TARGET]Teacher: Listen.[/TARGET] Teacher: We have a big box, that the - the volume of it is 72 what? Teacher: Feet, or no. Teacher: Inches cubed, right?",1 5028,"Teacher: Shh. Teacher: [Crosstalk] Teacher: Are you copying his work or are you thinking on your own? [TARGET]Teacher: Why are you looking over there?[/TARGET] Teacher: We're on this page. Teacher: But we're on this page. Teacher: This is Shape A, this is Shape B.",1 5029,Teacher: Shh. Teacher: [Lots of talking about who got what colors.] Teacher: Okay if this is 0 and this is 2 how many more minutes do you need to finish writing down your actual results. [TARGET]Teacher: This is 0 and this is 2 and if you're telling me 0 that means you're sitting quietly.[/TARGET] Teacher: About 30 seconds the rest of you are still sitting quietly. Teacher: And while you're sitting there cause you're done I want you to think about the first question it asked you were your predictions different from the actual number? Teacher: And if you can say yes or no I want you to justify that.,1 5030,"Teacher: Shhh. Teacher: And I need everybody's attention. Teacher: Stop. [TARGET]Teacher: Stop.[/TARGET] Teacher: If this is one half and we're still thinking about halves, how much is this, Student K? Student: One half. Teacher: No.",1 5031,"Teacher: Shhh. Teacher: The fold in your paper is equivalent to one. Teacher: If it - no. [TARGET]Teacher: Stop being a smart aleck.[/TARGET] Teacher: If this is one, it's also two halves and it's also - Multiple Students: One whole. Student: Four fourths.",1 5032,"Teacher: Shhh. Teacher: Turn this over. Student: It's a square. [TARGET]Teacher: I need you looking at this.[/TARGET] Student: It is a square. Student: No, it is not. Teacher: Well we'll talk about it.",1 5033,"Teacher: Shhh. Teacher: We do. Teacher: Five. [TARGET]Teacher: Student M, sit down, son, what are you doing?[/TARGET] Teacher: All the way. Teacher: Student I, Student I, sit [inaudible]. Teacher: Okay.",1 5034,"Teacher: Should everybody be trying to solve this in order to - I wanted everybody to solve this in order to agree with Student I. Teacher: Okay. Teacher: Student I, can you tell us what you did if you don't mind? [TARGET]Teacher: Stand over here.[/TARGET] Teacher: Explain your work to us. Student: I multiplied - well, first of all, I took the whole numbers and rounded them. Student: I multiplied one third by over 8 and got eighteen fourths.",1 5035,"Teacher: Show me 9 numbers that's 10. Teacher: If I do it this way show me a 10 year old. Student: How did you, you shouted at me. [TARGET]Teacher: I know, because I know when we are going.[/TARGET] Student: Okay so when are we going? Teacher: Let's finish this work. Student: What work?",1 5036,"Teacher: Show me how you solved your problem. Teacher: Sit down, Student T. Student T, stop. Teacher: Sit down. [TARGET]Teacher: Sit down.[/TARGET] Teacher: What is the problem? Teacher: Go back and sit down. Student: [Inaudible].",1 5037,"Teacher: Show me the work. Student: On what? Teacher: On your graph paper. [TARGET]Teacher: No, based on that, on the graph.[/TARGET] Teacher: And to answer your question from that graph - this question right here from that graph. Teacher: Don't talk out loud. Teacher: That's not a percentage.",0 5038,Teacher: Show me. Teacher: Don't yell at me. Teacher: Show me. [TARGET]Teacher: Show me.[/TARGET] Teacher: Would you take the deal or not? Student: [Inaudible]. Teacher: Sh!,0 5039,"Teacher: Show me. Teacher: Show that this is 100. Student: Can I use brown? [TARGET]Teacher: I don't care.[/TARGET] Teacher: You can use brown if you want to. Teacher: 100, 100, good job. Student: I get this.",0 5040,Teacher: Show me. Teacher: Would you take the deal or not? Student: [Inaudible]. [TARGET]Teacher: Sh![/TARGET] Teacher: I'm gonna take half of this pizza. Teacher: And I'm gonna give you half of this pizza. Teacher: Okay?,1 5041,"Teacher: Show that this is 100. Student: Can I use brown? Teacher: I don't care. [TARGET]Teacher: You can use brown if you want to.[/TARGET] Teacher: 100, 100, good job. Student: I get this. Teacher: Okay.",0 5042,Teacher: Show your answer. Teacher: I'm not laughing 'cause there's nothing that's funny right now. Teacher: Thank you. [TARGET]Teacher: Put it down.[/TARGET] Multiple Students: [Inaudible] Teacher: All right. Teacher: Can I have one last volunteer?,1 5043,"Teacher: Show your solution using clear and concise notation. Teacher: I want you to do it here. Teacher: Student A, let's solve this math. [TARGET]Teacher: Do it here.[/TARGET] Teacher: 145 plus 226. Teacher: I want you to tell me exactly what you did here. Teacher: Look at the solutions.",0 5044,"Teacher: Show your work. Teacher: And label all your steps. Teacher: I am going to give you - let's see. [TARGET]Teacher: I'll give you ten minutes, now, to work on this question by yourself.[/TARGET] Teacher: We're going to do think, pair, share, today. Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. Teacher: Then pair.",0 5045,"Teacher: Show, or explain how you got your answer. Teacher: You can start thinking. Teacher: We're not doing the work, yet. [TARGET]Teacher: No writing yet.[/TARGET] Teacher: Pencils down. Teacher: Part B says, ""What is the total number of blocks needed to balanced six balls?"" So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal? Teacher: You'll have to show or explain how you got your answer.",0 5046,"Teacher: Sides. Student: Sides, 8 - [inaudible]. Student: I got 8 sides Ms. H. [TARGET]Teacher: Okay, you're not telling me.[/TARGET] Teacher: You're telling your group. Teacher: You need to follow directions. Student: [Inaudible].",1 5047,"Teacher: Simon says parallel lines. Teacher: Simon says intersecting lines. Teacher: Perpendicular lines. [TARGET]Teacher: Student B, you've been out, like, five times.[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: We're gonna stop there.",1 5048,"Teacher: Simplest form. Teacher: Okay, good. Student: Yes. [TARGET]Teacher: Shh.[/TARGET] Teacher: Simplest form. Teacher: Good. Teacher: Good.",1 5049,"Teacher: Sit anywhere. Teacher: Leave him alone. Teacher: Sit. [TARGET]Teacher: Student D, I don't have to wait for you, do I?[/TARGET] Teacher: Move over there. Teacher: Estimate the sums and describe your thinking. Teacher: Student J, let's see what you've got.",1 5050,"Teacher: Sit down here. Teacher: Can you leave my seat please? Teacher: I'll work with you. [TARGET]Teacher: Student A, I'm not playing with you.[/TARGET] Teacher: Let's go. Teacher: Can you read this to me? Teacher: You're right here.",1 5051,"Teacher: Sit down here. Teacher: I am not playing with you now. Teacher: This is a quiet table. [TARGET]Teacher: If you are working, you are working with me.[/TARGET] Teacher: Last warning. Teacher: I'm sorry. Teacher: We can't take any snack until this is finished.",1 5052,"Teacher: Sit down please. Teacher: Student J, where is your math? Teacher: Stop. [TARGET]Teacher: Get your math book.[/TARGET] Teacher: We are here now. Teacher: When we play we cannot have - look at the game. Teacher: Can you go over there and get the pencil please?",1 5053,"Teacher: Sit down please. Teacher: [Crosstalk] Teacher: Hm, that's another strategy that is really good. [TARGET]Teacher: All eyes here.[/TARGET] Teacher: All eyes. Teacher: All eyes here. Teacher: Oh wow, this is very good strategy too.",1 5054,"Teacher: Sit down they're on the board sit down. Teacher: Shh, sit down. Teacher: Okay so for part A and this isn't a one it should be A right label it correctly it should be A. [TARGET]Teacher: Listen you guys are learning, shh.[/TARGET] Teacher: It doesn't mean anybody's wrong it just means you're learning okay? Teacher: Part two or part B that should be a B. Teacher: Part B says what's the total number of blocks needed to balance six balls?",1 5055,"Teacher: Sit down, Student A. Teacher: Come right here. Teacher: Sit down. [TARGET]Teacher: Sit here with me.[/TARGET] Teacher: Listen. Teacher: Sit down. Teacher: Student A, [inaudible].",1 5056,"Teacher: Sit down, Student A. Teacher: Student A, come and sit here. Teacher: I'm going to work with you. [TARGET]Teacher: I'm giving you a choice.[/TARGET] Teacher: Sit down here. Teacher: Can you leave my seat please? Teacher: I'll work with you.",1 5057,"Teacher: Sit down, Student A. Teacher: You know what, Student A, I don't want to have to show your parents that you're fooling around. Teacher: I'd like to show them that you're working well. [TARGET]Teacher: Take a seat.[/TARGET] Student: [Inaudible]. Teacher: I know. Teacher: [Side conversation]",1 5058,"Teacher: Sit down, Student T. Student T, stop. Teacher: Sit down. Teacher: Sit down. [TARGET]Teacher: What is the problem?[/TARGET] Teacher: Go back and sit down. Student: [Inaudible]. Teacher: Student T, what are you doing?",1 5059,"Teacher: Sit down, please. Student: I can't see. Teacher: Waiting on two people. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Waiting on one person. Teacher: Okay. Student: [inaudible]",0 5060,"Teacher: Sit down, sit, sit, sit. Teacher: I don't like the [Inaudible] as much. Teacher: I don't like it. [TARGET]Teacher: I do not like it.[/TARGET] Teacher: I do not like it. Student: She got cut! Student: She got cut!",1 5061,"Teacher: Sit down. Student: But we're doing our work. Student: We're on the third one. [TARGET]Teacher: Okay, hold on a second and think about what I see when I look up and I see Student F flitting around over here and I don't know why Student J is up there and I don't see you working.[/TARGET] Teacher: So the first thought in my mind is, oh no, they're not working. Student: I am. Teacher: So now I'm coming to see what you've accomplished and hear your work.",1 5062,"Teacher: Sit down. Student: I'm sitting right here. Multiple Students: [inaudible chatter] [TARGET]Teacher: [inaudible whisper] All right, all right.[/TARGET] Teacher: I want to thank the people who came in quietly, that opened their notebooks up. Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson. Student: [inaudible]",0 5063,Teacher: Sit down. Student: Sit down. Teacher: Sit down. [TARGET]Teacher: Sit down.[/TARGET] Teacher: How'd you get these numbers? Student: I copied the [inaudible] He said [inaudible] Teacher: That's okay.,1 5064,Teacher: Sit down. Teacher: One person. Teacher: Give me a paper towel. [TARGET]Teacher: One person is going - excuse me.[/TARGET] Teacher: Your data is not correct. Teacher: What are you doing? Teacher: One person is going to do it.,0 5065,"Teacher: Sit down. Teacher: Plus 27 times 2. Teacher: That's exactly what he did here. [TARGET]Teacher: Sit down, please.[/TARGET] Teacher: Student A, come here. Teacher: You solve this one. Teacher: This is good.",1 5066,"Teacher: Sit down. Teacher: Sit down. Teacher: What is the problem? [TARGET]Teacher: Go back and sit down.[/TARGET] Student: [Inaudible]. Teacher: Student T, what are you doing? Student: he hit me first.",1 5067,"Teacher: Sit down. Teacher: Sit here with me. Teacher: Listen. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student A, [inaudible]. Teacher: Where does the 60 come from? Teacher: What and what?",1 5068,"Teacher: Sit down. Teacher: Sit. Teacher: Sit down here. [TARGET]Teacher: I am not playing with you now.[/TARGET] Teacher: This is a quiet table. Teacher: If you are working, you are working with me. Teacher: Last warning.",1 5069,Teacher: Sit down. Teacher: Stay here. Teacher: Do your work here. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit. Teacher: Sit down here. Teacher: I am not playing with you now.,1 5070,"Teacher: Sit down. Teacher: Student J, you two need to stay in your seats. Teacher: All right, eyes up here. [TARGET]Teacher: Eyes up here.[/TARGET] Teacher: [Crosstalk] Teacher: So did some of us - Teacher: [Crosstalk]",1 5071,"Teacher: Sit down. Teacher: We'll just close it this way. Teacher: Do your math. [TARGET]Teacher: Write your name.[/TARGET] Teacher: Write your name first. Teacher: Write your date. Teacher: So 1,000 minus 159 is what?",0 5072,Teacher: Sit down. Teacher: [Silence]. Teacher: Student M? [TARGET]Teacher: [Inaudible] scoot in.[/TARGET] Teacher: [Silence]. Teacher: [Inaudible] where [inaudible]. Teacher: [Inaudible] erasers [inaudible].,1 5073,"Teacher: Sit here with me. Teacher: Listen. Teacher: Sit down. [TARGET]Teacher: Student A, [inaudible].[/TARGET] Teacher: Where does the 60 come from? Teacher: What and what? Teacher: How did they get 60 here?",1 5074,"Teacher: Sit here. Teacher: You want to work with me? Teacher: Let's work with me, come on. [TARGET]Teacher: Come on, work with me.[/TARGET] Teacher: Come on, work with me here. Teacher: Student A, come on. Teacher: Excuse me.",0 5075,"Teacher: Sit in it. Multiple Students: [Inaudible]. Multiple Students: [Students preparing to play game]. [TARGET]Teacher: [Inaudible], why don't you come, sit around here.[/TARGET] Teacher: All right, so you're zero, one, and two, is not for people to see. Teacher: [Students preparing to play game]. Teacher: [Inaudible] going to wait for everybody to be here, to start.",1 5076,"Teacher: Sit in your chair right. Teacher: Thank you. Student: [Inaudible]. [TARGET]Teacher: Student K, one more time.[/TARGET] Teacher: If I have to talk to you [inaudible], you're leaving. Student: [Inaudible]. Teacher: Because you're disrupting my videotape lesson.",1 5077,"Teacher: Sit there. Teacher: Go with that team. Teacher: Student B, Student J, Student S, and Student L are still in the media center. [TARGET]Teacher: Student A, Student M, and Student P. Student P, you should be over there.[/TARGET] Student: Okay. Teacher: Now, we're gonna rotate. Teacher: Now this group, you're gonna go where?",1 5078,Teacher: Sit up on your bottom now. Teacher: [Crosstalk] Teacher: Do your work. [TARGET]Teacher: Don't blame her for what you're not doing.[/TARGET] Teacher: Any questions over here? Student: No. Student: I'm actually all done.,1 5079,"Teacher: Sit where Student C is and just write it down in the right direction. Teacher: That way it's easier. Teacher: Student C, will you sit here? [TARGET]Teacher: Here, you want to sit there?[/TARGET] Teacher: She's giving you her seat. Teacher: Okay. Student: I got it.",1 5080,Teacher: Sit! Student: I don't want to. Teacher: Student J stop. [TARGET]Teacher: Student J stop.[/TARGET] Teacher: Can you please stop? Student: Yes I could. Teacher: Okay.,1 5081,"Teacher: Sit, sit down. Teacher: What's half, half of 24 is what? Student: [Laughter] [TARGET]Teacher: You go ahead and finish your work.[/TARGET] Student: mm-hmm. Teacher: Student J go and do your work! Student: Get out of here Student J.",0 5082,Teacher: Sit. Teacher: I need you to be working. Teacher: Thank you. [TARGET]Teacher: Not playing a game with the two of you.[/TARGET] Teacher: Yesterday we talked about converting fractions from improper fractions to mixed numbers and mixed numbers to improper fractions. Teacher: I want to see if you can do it. Teacher: I want to give you an improper fraction.,1 5083,"Teacher: Sit. Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer. Teacher: So don't yell it out. [TARGET]Teacher: After you answer your question correctly you may go.[/TARGET] Teacher: Student A, what is 30 times 10? Student: 300 Teacher: 300, yes, very good.",0 5084,"Teacher: Sit. Teacher: Sit down here. Teacher: I am not playing with you now. [TARGET]Teacher: This is a quiet table.[/TARGET] Teacher: If you are working, you are working with me. Teacher: Last warning. Teacher: I'm sorry.",1 5085,"Teacher: Sit. Teacher: Sit. Teacher: Is that the same way you said 27 times 3. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Plus 27 times 2. Teacher: That's exactly what he did here. Teacher: Sit down, please.",1 5086,"Teacher: Sit. Teacher: Student J sit down. Teacher: Sit down, sit, sit, sit. [TARGET]Teacher: I don't like the [Inaudible] as much.[/TARGET] Teacher: I don't like it. Teacher: I do not like it. Teacher: I do not like it.",1 5087,Teacher: Sit. Teacher: Thank you. Teacher: Now this is a grid that has what on it? [TARGET]Teacher: Everybody put your crayons down.[/TARGET] Teacher: [Crosstalk] Teacher: Just a minute. Teacher: Put your crayons down.,0 5088,"Teacher: Six and four are factors of 24. Teacher: So I was sitting back there with Student S and Student M and they were coming up with all the different factors of 24. Teacher: And if they come up with all the different factors of 24, they're figuring out all the different ways that a - that a parallelogram could equal 24 in area. [TARGET]Teacher: Let's not play helicopter with our rulers, okay?[/TARGET] Student: Huh? Teacher: So six and four. Teacher: You said that works for the area, right?",1 5089,"Teacher: Six and two sixths. Teacher: This is the second warning. Teacher: The next one, you're going to do an individual assignment. [TARGET]Teacher: These students cannot hear me because you are talking too loud in your groups.[/TARGET] Teacher: Okay. Teacher: Yes, you're right. Teacher: Student S, I see you working.",1 5090,"Teacher: Six goes into two - stop, you're fine. Teacher: You're fine. Teacher: This is a non-threatening environment. [TARGET]Teacher: Stop.[/TARGET] Teacher: Six goes into two how many times? Multiple Students: Zero. Teacher: Zero.",1 5091,Teacher: Six times four all together? Teacher: How many boxes do you have? Teacher: Check your answer. [TARGET]Teacher: Are you done?[/TARGET] Teacher: Did you tell me what you learned about multiplying fractions? Teacher: I need an answer to that question. Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups.,0 5092,Teacher: Six times twenty-nine is the same thing as twenty-nine times six. Teacher: So break it. Teacher: It does not matter. [TARGET]Teacher: You still have space to work.[/TARGET] Teacher: Okay? Teacher: You're doing a great job. Student: [Inaudible].,0 5093,"Teacher: Six, seven, eight. Teacher: So let's see. Teacher: Look at that. [TARGET]Teacher: Look, look, look.[/TARGET] Teacher: Before we go into our book. Teacher: So this is what we call one third, and how many pieces is that? Multiple Students: Eight.",0 5094,"Teacher: Six. Student: [Inaudible]. Teacher: Student L, six. [TARGET]Teacher: Student M, six.[/TARGET] Teacher: Yes, good job. Teacher: Student E, six. Teacher: Very good.",0 5095,"Teacher: Six. Teacher: All right. Teacher: Now, do the second one. [TARGET]Teacher: Let's see you do the second one.[/TARGET] Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk] Teacher: [Inaudible] too loud.",0 5096,"Teacher: Sixty. Teacher: All right. Teacher: I see people who do not have their calendar open. [TARGET]Teacher: That does not make me happy.[/TARGET] Teacher: We're - okay, Student P, do nine. Teacher: What is the perimeter of a garden? Teacher: oh, this could be on a benchmark.",1 5097,"Teacher: Smooth. Teacher: Very smooth. Teacher: Nice. [TARGET]Teacher: Pay attention to the operation.[/TARGET] Teacher: Student B, pay attention to the operation. Teacher: There you go. Teacher: [Inaudible].",0 5098,"Teacher: Snap six times if you can hear me. Teacher: Okay. Teacher: Your eyes should be on me. [TARGET]Teacher: First of all, boys, put your shoes on.[/TARGET] Teacher: Second, I got a question. Teacher: Raise your hand if you can tell me what we were just doing in math. Teacher: And, just listen, just listen.",1 5099,"Teacher: Snap twice if you can hear me. Teacher: Snap six times if you can hear me. Teacher: Okay. [TARGET]Teacher: Your eyes should be on me.[/TARGET] Teacher: First of all, boys, put your shoes on. Teacher: Second, I got a question. Teacher: Raise your hand if you can tell me what we were just doing in math.",1 5100,"Teacher: So - Student: [inaudible] Teacher: [inaudible] You should be working on H. No one's sitting in that red chair, by the way. [TARGET]Teacher: You guys are doing problem H. You're doing problem H.[/TARGET] Student: I'm not doing it - Teacher: And then you do the one, when you are done, on the board. Teacher: Give me the rest of it.",0 5101,"Teacher: So 1,000 minus 159 is what? Teacher: What is 1,059 take away 1,000? Student: 59 [TARGET]Teacher: Write it right here.[/TARGET] Teacher: What did he do to you? Student: He's calling me raspberry. Teacher: Did you call him raspberry?",0 5102,"Teacher: So 12, 24 is half of this fraction, or this set, or this group. Student: Or this group. Teacher: Let me wait for Student L. Yeah. [TARGET]Teacher: Student L, yeah.[/TARGET] Teacher: Show me. Teacher: Thank you. Teacher: All right, next one, Student C. All right, next one, we're going to one fourth, one fourth, of that half.",1 5103,"Teacher: So 126 students, 14 teams. Student: Okay, so hm, hm. Teacher: Student C, I'll be right with you. [TARGET]Teacher: Student J, that doesn't seem very productive to me.[/TARGET] Student: Is that pointing at us? Student: Is it recording us? Teacher: Mm-hmm.",1 5104,"Teacher: So 9 times 6 is 54. Teacher: You write your 54 here. Student: Okay, I've got that one. [TARGET]Teacher: Give him his pencil.[/TARGET] Teacher: Oh, I took it. Teacher: Here's your pencil. Teacher: I don't know what is really going on there.",0 5105,"Teacher: So I am going to quickly cut this up. Teacher: I'm going to wait until I have row one facing forward. Teacher: Student T, step out of the room and go to the bathroom, now. [TARGET]Teacher: Sit.[/TARGET] Teacher: Face forward. Teacher: Turn. Teacher: When I finish, then you go.",1 5106,"Teacher: So I brought it down and now right here - Student: This is what I got. Student: [Crosstalk] [TARGET]Teacher: Let me show you something.[/TARGET] Teacher: Student I, Student W, look. Teacher: You and him, do you all have the exact same thing, 24 minus four? Teacher: 24 minus four?",0 5107,"Teacher: So I can take that away? Teacher: At the end what do we have to do? Teacher: Put it back? [TARGET]Teacher: So take it away, put it back.[/TARGET] Teacher: All right. Teacher: Am I okay? Student: 374.",0 5108,"Teacher: So I go from point 5 to what? Student: 50 percent. Teacher: Okay, so let's do this together, guys. [TARGET]Teacher: Let's do F together.[/TARGET] Teacher: Percent of students that chose orange. Teacher: What's my first step? Teacher: My first step?",0 5109,"Teacher: So I have [inaudible] three - Teacher: [Crosstalk] Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible]. [TARGET]Teacher: All right, hold on, hold on.[/TARGET] Teacher: Let's wait for the talking so I can do a little bit of it and [inaudible] explain. Teacher: My favorite, Student N, good job. Teacher: So one third - see, this is a third, another third, which is right there.",1 5110,"Teacher: So I have one, two, three, four. Teacher: In a complete set, I have four shapes in a complete set. Teacher: Student C, we're watching right now. [TARGET]Teacher: Student L, we're watching.[/TARGET] Teacher: Put the pencil down. Teacher: So we've got the number in the set. Teacher: You're going to do step three.",1 5111,"Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? Teacher: You both had the same answer, which cracks me up. Teacher: Student M, watch. [TARGET]Teacher: Six goes into two - stop, you're fine.[/TARGET] Teacher: You're fine. Teacher: This is a non-threatening environment. Teacher: Stop.",1 5112,"Teacher: So I need everybody back to their original seat unless I personally moved you. Teacher: All right, you need out colored pencils, blue and yellow. Teacher: You need your math journal and you need a pencil. [TARGET]Teacher: So if you will get those things really quickly while I set the computer up.[/TARGET] Teacher: I am looking for the group that's ready. Teacher: Could you get me a poster board? Teacher: Can you use highlighters?",0 5113,"Teacher: So I put a what? Teacher: Seven, and I need to what? Teacher: Subtract. [TARGET]Teacher: Who is that?[/TARGET] Student: Who? Teacher: Who is that [inaudible]? Student: She was just pressing on his notebook.",1 5114,"Teacher: So I want to be - I want to be able to show you guys today. Teacher: All right, so does everybody have those three problems written down? Multiple Students: Yes. [TARGET]Teacher: We are filming today, so please make sure that - yes.[/TARGET] Teacher: All right, [inaudible] please. Teacher: Okay. Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work.",0 5115,"Teacher: So I want you to go on to page - hold on, he's not listening. Teacher: Page - part of a rectangle. Student: What page? [TARGET]Teacher: Page five.[/TARGET] Student: Oh, page five? Teacher: Page five. Teacher: [Crosstalk]",0 5116,"Teacher: So I would go to my 6 tables. Student: [Inaudible]. Teacher: Hold on. [TARGET]Teacher: Stop yelling out.[/TARGET] Teacher: There's my 6 tables right here. Teacher: Here's the problem, 15 divided by 6. Teacher: So, Student J, what question are you gonna ask yourself?",1 5117,"Teacher: So I'm going to ask you guys to make this assumption. Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these. Teacher: Just make that assumption. [TARGET]Teacher: What number is represented by - I can wait.[/TARGET] Teacher: What number is represented by point Z on the number line? Teacher: I'll give you guys one minute to do that. Teacher: Everybody is doing it.",1 5118,"Teacher: So I'm going to ask you just to sit next to somebody. Teacher: I'm gonna have you work on this page, unit 6, page 9. Teacher: There's a ton of pages on this. [TARGET]Teacher: So what I want you to do is, Student B - shhh.[/TARGET] Teacher: Excuse me. Teacher: I didn't ask for anybody to do anything yet. Teacher: Student B and Student J, Student B, would you move up next to him please?",1 5119,"Teacher: So I'm going to give you guys a minute for this, and you may begin. Teacher: Okay. Teacher: Time is up. [TARGET]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? Student: [Inaudible]. Teacher: Your question?",0 5120,"Teacher: So I'm going to need your help with this. Teacher: Excuse me. Teacher: If you cannot handle it, if you cannot handle just letting the fly be, we'll find another seat. [TARGET]Teacher: So Student A, go back to your desk where you belong because there's a fly over here and you can't handle it.[/TARGET] Teacher: Go back to your desk where you belong so that we're all ready to move on. Teacher: You can sit your desk, the back desk, or that desk. Teacher: You have several choices that are far away from the fly.",1 5121,"Teacher: So I'm going to write the 0 here. Teacher: Sorry. Teacher: I'm going to write the 2 here. [TARGET]Teacher: Because it's not - Mr. K, can you take him to [inaudible] room?[/TARGET] Teacher: Can you go please? Teacher: Just call his mom and tell his mom exactly. Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level.",1 5122,"Teacher: So I'm gonna throw a mixed number up on the board. Teacher: Can somebody remind what a mixed number is when we're talking about fractions? Teacher: A mixed number. [TARGET]Teacher: Student K, what is a mixed - Student K, hold on.[/TARGET] Teacher: Student P, thank you for solving that problem. Teacher: You didn't make it a big deal. Teacher: You just put a paper there.",1 5123,"Teacher: So I'll time you two minutes and you're going to fill out this Venn diagram as much as possible. Teacher: Okay, go ahead and take your time. Teacher: Thanks, Student E. Student B, I don't think that that's what the assignment is. [TARGET]Teacher: You need to go change your [pen] and be focused yourself.[/TARGET] Teacher: That's not what the assignment is. Teacher: You're off-task. Teacher: You guys have about five more minutes at the center that you're at now and then we'll switch.",1 5124,Teacher: So I'm gonna write it: three out of six are wearing boots. Teacher: Now does anyone know the rule I was [inaudible]? Student: [Inaudible]. [TARGET]Teacher: 'Cause I sat you down anyway.[/TARGET] Teacher: Look at Student M and - Student: It was what - Student: They're all wearing two -,0 5125,"Teacher: So I'm ignoring it. Teacher: Fifteen-twelfths. Teacher: How do I turn that into an improper fraction? [TARGET]Teacher: Because I was noticing people having trouble with this when I was just sort of, eavesdropping around the room.[/TARGET] Teacher: How do they - how do you do it? Student: You're [inaudible] - Teacher: I'll show you what people did that I saw, and said - and thought to myself, ""Oh, I wish they wouldn't have done that."" What's wrong with this?",0 5126,"Teacher: So I've got 1, 2, 3, 4, 5, 6, 7, 8 three-quarter pound boxes that we created out of our six pounds of candy. Teacher: [Crosstalk] Teacher: I can tell who's with me by whose eyes are with me here and whose voices are off. [TARGET]Teacher: Thank you those of you who are paying attention and are still trying to learn.[/TARGET] Teacher: Those are the people who are ready for sixth grade; I can tell. Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet. Teacher: So again, this would be one box.",0 5127,"Teacher: So Student A already told us the process or operation is division. Teacher: What two pieces of information do you need in this division problem? Teacher: Student A, why don't you read it once more just in case people weren't listening the first time? [TARGET]Teacher: Loud, please.[/TARGET] Student: Sophie has 8 stickers and she wants to give 2 to each of her friends. Student: How many of her friends will Sophie be able to give stickers to? Teacher: Okay.",0 5128,"Teacher: So Student A, go back to your desk where you belong because there's a fly over here and you can't handle it. Teacher: Go back to your desk where you belong so that we're all ready to move on. Teacher: You can sit your desk, the back desk, or that desk. [TARGET]Teacher: You have several choices that are far away from the fly.[/TARGET] Teacher: You either sit quietly or you move. Student: [Inaudible]. Teacher: There's 19 other kids aren't having a problem.",1 5129,"Teacher: So Student A, make sure you have a place to sit. Teacher: Student J. Teacher: [Crosstalk among students] [TARGET]Teacher: Student J, sitting in a chair.[/TARGET] Teacher: I can't start my group till I see people are sitting down. Teacher: Student B. Teacher: Student B, you're over here.",1 5130,"Teacher: So Student A's score would be two. Teacher: So for that round we actually tied, which actually worked out perfectly. Teacher: So your goal for this game is to place as many cards as you can. [TARGET]Teacher: Please don't do that.[/TARGET] Teacher: The round is over when neither you or your partner, when you can't place anymore cards. Teacher: Your score is the number of cards you have left in your hand. Teacher: Everybody understand how to play?",1 5131,Teacher: So Student D is figuring out how many thirds there are in 4 wholes. Teacher: So you're multiplying 3 times 4 and you get how many thirds? Student: I forgot how I did it on my paper. [TARGET]Teacher: You should have brought your paper up.[/TARGET] Student: I know. Student: [Crosstalk] Teacher: 1 equals 3 over 3.,0 5132,"Teacher: So Student I, I need you to really pay attention. Teacher: Do you understand that? Teacher: I need you not to worry about what your neighbor's done; I need you over here. [TARGET]Teacher: Do we understand that?[/TARGET] Student: Got you. Teacher: Got you. Teacher: Okay, let's rock and roll.",1 5133,"Teacher: So Student J, and Student J, how did you guys sort your shapes? Student: We done by triangles, squares, and some rectangles. Student: Triangles. [TARGET]Teacher: And you as classmates, group five, should be eyes over here.[/TARGET] Teacher: Why are you touching your shapes right now? Teacher: Why are you still touching your shapes? Student: [Inaudible].",1 5134,"Teacher: So Student K, can you step outside? Student: Okay. Teacher: And, Student D, can you step outside? [TARGET]Teacher: I'm busy right now.[/TARGET] Teacher: You have to raise your hand. Teacher: Student A, step outside. Student: But I'm telling you I don't see what's the [inaudible].",1 5135,"Teacher: So Student S, can you quickly finish the rest of that because we want to talk about it. Teacher: So if you finish that up, we'll be able to talk about your problem. Teacher: Student F, I don't believe that you did anything wrong in standing up. [TARGET]Teacher: I don't think you have a big issue.[/TARGET] Teacher: We just want to find a way that we can sit and work. Student: I want to leave this school. Teacher: Come here for a second.",1 5136,"Teacher: So Student T said add these two numbers together, so let's do it. Teacher: Let's, meaning you and me, meaning not just me. Teacher: It means that I also want you to do this with me. [TARGET]Teacher: I don't want to be the only one up here doing work.[/TARGET] Teacher: See what I just did? Teacher: Do it. Teacher: Add those two numbers together.",1 5137,"Teacher: So Student W is gonna tell us one more time nice and loud. Student: The weight in pounds of one ball is or equals. Teacher: Yes. [TARGET]Teacher: The weight-everybody's writing it under A, sit correctly the last time I'm gonna ask you Student L sit correctly in your chair.[/TARGET] Teacher: Underneath A you're writing the weight in pounds of one ball is. Teacher: But we don't know that yet so we're not finishing our sentence yet okay? Teacher: Did everybody do that?",1 5138,"Teacher: So [Inaudible] will just be like you what you got attitude for you don't have no attitude? Student: But I raised my hand. Teacher: I'll pay you no mind. [TARGET]Teacher: I'm still talking about that 12.[/TARGET] Student: I should have got that in my book and I said it. Teacher: I heard you whispering but then I promise Student J walk around here nobody else had their hand up. Teacher: Then timidly, timidly you were like so by then I was like don't nobody know the answer.",0 5139,"Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction. Teacher: At this time everybody should start writing and everybody should be listening right now. Teacher: Student D, you have the time. [TARGET]Teacher: You look at the time.[/TARGET] Teacher: You should stop me at 15 minutes. Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction. Teacher: You have a proper fraction.",0 5140,"Teacher: So again, we just looked at the graph - a picture graph, we had the multiples of what? Student: Three. Teacher: Student, what are the multiples on the picture graph? [TARGET]Teacher: You were not here for that.[/TARGET] Teacher: Student S? Student: Three. Teacher: It was multiples of three.",0 5141,Teacher: So area for this particular circle? Teacher: Area equals three point one four times? Student: Times five. [TARGET]Teacher: Please stay with me.[/TARGET] Teacher: What is R? Teacher: All I'm doing is substituting for R. Student: 3.14.,1 5142,"Teacher: So at this time, everybody, you move to the front. Teacher: Everybody move to the front right now and sit by your partner. Teacher: [Classroom noise] [TARGET]Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on.[/TARGET] Teacher: I don't see any skirts right now in the class. Teacher: Everybody, legs crossed and the rules of the class always apply. Teacher: Everybody should quickly solve the warm-up question.",0 5143,"Teacher: So before you do it on your board, I will do one as a whole group so we get some practice, and then you'll do it on your board. Teacher: I need all markers down. Teacher: White boards down. [TARGET]Teacher: I need you focused up here.[/TARGET] Teacher: How many of you think you can do this speed math with me? Teacher: Get ready. Teacher: I have 3 point 24.",1 5144,"Teacher: So cause of took too long to get into the rows, effect? Teacher: There wasn't enough for them? Teacher: It's a picnic. [TARGET]Teacher: I'd be mad at him.[/TARGET] Teacher: That picnic looked yummy. Teacher: Okay. Teacher: So remember when you're dividing that there's labels, there's specific vocabulary words for the parts, right?",0 5145,"Teacher: So click two ninths. Teacher: Good. Teacher: Thank you. [TARGET]Teacher: Click the arrow, please.[/TARGET] Teacher: [Video plays] Teacher: So now we have one third times three fourths. Teacher: That's what you should be writing, one third times three fourths.",0 5146,"Teacher: So denominators are the bottom number. Student: [Inaudible] Teacher: And last objection. [TARGET]Teacher: Student J, nice and loud.[/TARGET] Student: [Orderly] explain and defend solutions to [inaudible] using key vocabulary. Teacher: Vocabulary. Teacher: So what does that mean about I want you to defend your solution?",0 5147,"Teacher: So do that now on our paper. Teacher: One is going to be a four. Student: One is going to be a four? [TARGET]Teacher: Do not take that from someone else's desk.[/TARGET] Teacher: What do you do? Teacher: Now to make a whole number using my denominator, what's that going to be? Teacher: In order for me to get a whole number using my denominator?",1 5148,"Teacher: So do that. Student: Plus eight, seven, six, and that plus six - Teacher: All right, pencils down. [TARGET]Teacher: Pencils down.[/TARGET] Teacher: I need you - I'll explain this now. Teacher: All right, sit down, Student C, thank you. Teacher: Student D, Student M, I don't appreciate the talking.",0 5149,"Teacher: So don't just say, ""Take the yellow shape and do da, da, da."" You'll understand once I show. Teacher: Which one of you two want to be my guinea pig? Teacher: Student B, up. [TARGET]Teacher: You two to your seat.[/TARGET] Teacher: I'm going to tell you when I put you with your partner who's going to do what. Teacher: I am going to model the directions. Teacher: Student H has to do what I say.",1 5150,"Teacher: So don't waste your time making a graph here and then making a graph here. Teacher: I don't think Student S is by herself, is she? Teacher: You have 15 minutes. [TARGET]Teacher: I don't think we should be wasting time right now.[/TARGET] Teacher: Your plan should be here. Teacher: You might want to look up there first, right? Teacher: What do you notice?",1 5151,"Teacher: So each one of these boxes is one, but we can represent that as the fraction 4 over 4. Teacher: Do you agree? Student: Yeah. [TARGET]Teacher: Do you agree that we can represent one whole - you've got to be down so people can see you.[/TARGET] Teacher: [Crosstalk] Teacher: One whole would be the same as saying 4 over 4. Teacher: Now we have how many wholes?",0 5152,"Teacher: So eight can go into nine one time. Teacher: That's a whole. Student: And then you have one more eighth left over. [TARGET]Teacher: Turn around.[/TARGET] Student: And you have one more eighth left. Teacher: One more eighth left. Teacher: Okay, you got that?",1 5153,"Teacher: So every one of them is the same? Teacher: He's not even done. Teacher: How could it be the same? [TARGET]Teacher: You guys need to talk to him.[/TARGET] Teacher: [Crosstalk among students] Teacher: All right, hold onto it. Teacher: Hold onto it.",1 5154,"Teacher: So everybody in your seat. Student: I thought you said stand behind your seat. Teacher: Stand behind your seat. [TARGET]Teacher: Thank you, Student E. Student H, Student M, can I have your papers?[/TARGET] Teacher: Stand behind your seat. Teacher: [Crosstalk] Teacher: All right, listen up.",0 5155,"Teacher: So excuse me for a moment. Teacher: I don't want you to use those. Teacher: Put that on top just like that, then write your questions and your sentences, and draw a picture. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Are you going to let Student A have a chance to write too? Student: Yes. Student: She's doing the second one.",1 5156,"Teacher: So fluid, meaning the liquid in there. Teacher: Fluid ounce. Teacher: You guys can pass it around. [TARGET]Teacher: Just don't take any.[/TARGET] Teacher: Okay? Teacher: So fluid ounce. Teacher: That's another one that we're going to discuss briefly, but the four major ones that we're going to talk about.",0 5157,"Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood. Teacher: You should be quiet. Teacher: For you, Student T, that means a call is going home. [TARGET]Teacher: It has nothing to do with the team.[/TARGET] Teacher: What Student M said here is she got her whole number by looking at the number line. Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number? Teacher: 1, 2.",1 5158,"Teacher: So from greatest to least, I - Student: [Inaudible]. Teacher: Student L, I do not want people calling my name and holding a book up, like that. [TARGET]Teacher: I don't want that.[/TARGET] Teacher: Okay, do not do that, please. Teacher: If I come around and I check on somebody that doesn't mean that I want other people to run over to me and show me. Teacher: If you want to know if you did this right, you'll pay attention when we talk about it, okay?",1 5159,"Teacher: So get out your classwork folder and get out a pencil. Student: Yes, [inaudible]. Teacher: We're gonna go over the centers and then we're gonna get started, okay? [TARGET]Teacher: All right, Student T, I just need to tuck in your chair.[/TARGET] Teacher: I'm also gonna open a window before we all [mess], 'cause it's really hot. Student: Yeah. Student: Don't look at me funny.",1 5160,"Teacher: So go ahead and write your given information in here, because I want you to look at something. Teacher: As you're writing it down, I want you to notice some things. Teacher: We're going to talk about it, I'll call on Student L. Notice something about these lot sizes and the prices. [TARGET]Teacher: Don't say anything yet.[/TARGET] Teacher: Maybe there's a lake right here. Teacher: I know you noticed that, but maybe in Reynolds property over here I have a lake. Student: Where?",1 5161,"Teacher: So here's what we're going to do today. Teacher: I'm going to need to you to get with a partner. Teacher: I'm going to count down by 1. [TARGET]Teacher: You have to have a partner.[/TARGET] Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1. Teacher: Thank you. Teacher: You're not going to need your whiteboard for this.",0 5162,"Teacher: So here's their picture. Teacher: Intersecting lines are lines that cross. Teacher: Perpendicular lines, Student R, will you read the definition really loudly, Student N? [TARGET]Teacher: Student A, stop.[/TARGET] Student: Lines that cross to form right angles. Teacher: Lines that cross to form right angles. Teacher: Square corners, right angles, 90 degree angles, all the same.",1 5163,"Teacher: So how are we gonna make one-eighth? Student: [Inaudible] Teacher: How about this? [TARGET]Teacher: Can you guys put those down?[/TARGET] Student: [Inaudible] Teacher: Yeah. Teacher: 1, 2, 3, 4, 5, 6, 7, 8.",1 5164,"Teacher: So how did I lie? Teacher: Sit down please. Teacher: Student J, where is your math? [TARGET]Teacher: Stop.[/TARGET] Teacher: Get your math book. Teacher: We are here now. Teacher: When we play we cannot have - look at the game.",1 5165,"Teacher: So how many different numbers was that Student R? Student: Two? Teacher: How many? [TARGET]Teacher: Pardon me?[/TARGET] Teacher: That wasn't the question Student R. That's why I'm a little bit upset right now because there's some playing going on right here. Teacher: The question was, 'How many different numbers were rolled?' One was rolled, the two was rolled, the five was rolled and the six was rolled. Teacher: So how many different numbers were rolled?",1 5166,"Teacher: So how many elements so far, Student M? Student: Four. Teacher: Four. [TARGET]Teacher: Put that away, please, now.[/TARGET] Teacher: Sheila bought a group of cakes that cost $70.00. Teacher: At least two cakes were different sizes. Teacher: List a group of cakes that she could have bought for $70.00.",1 5167,"Teacher: So how many endpoints does a square have? Student: 4. Teacher: Thank you, Student K. Student K knows. [TARGET]Teacher: Student K is paying attention.[/TARGET] Teacher: How many endpoints does a square have? Multiple Students: 4. Teacher: All right.",1 5168,"Teacher: So how many equilaterals did you create? Student: Two. Teacher: Two equilaterals. [TARGET]Teacher: May I have your attention?[/TARGET] Teacher: This was Student N's. Teacher: She cut hers in half that way, and she created - tell us again- Student: An equilateral.",0 5169,"Teacher: So how much does each ear of corn cost? Multiple Students: 50 cents. Teacher: So we're going to put this up here so we can refer back to it. [TARGET]Teacher: I am going to - if you do not - if you were not here yesterday, please raise your hand.[/TARGET] Teacher: We're going to do some problems together in a group. Teacher: All right. Teacher: Let's look at this.",0 5170,"Teacher: So if 2 and 3 works, it works. Teacher: Good word. Teacher: I can't hear you. [TARGET]Teacher: Can you talk louder please?[/TARGET] Student: [Inaudible]. Teacher: What are the last three digits? Multiple Students: [Inaudible].",1 5171,"Teacher: So if I add these two together, I get this. Teacher: So what is the decimal for this and what is the decimal for that one? Teacher: That was correct. [TARGET]Teacher: Sweetie, stop.[/TARGET] Teacher: Three sixths, what is the decimal for three sixths? Teacher: It's a half. Teacher: What's the decimal?",1 5172,"Teacher: So if I could have Student L take the rubber bands. Teacher: Student E and Student H, will you get the geoboards please? Teacher: Thank you. [TARGET]Teacher: The rest of us are not moving.[/TARGET] Teacher: [Crosstalk] Teacher: [End of Audio]",1 5173,"Teacher: So if I have a whole and a half, how would I write that, Student M? Teacher: A whole and one half, how do I write that? Student: One and one half. [TARGET]Teacher: Shhh.[/TARGET] Student: I put one and one half. Teacher: Mm-hmm. Teacher: One and one half.",1 5174,"Teacher: So if I want to know the carpeted area, I'll look at that. Teacher: We're going to subtract it out. Teacher: Do you agree? [TARGET]Teacher: Sit up.[/TARGET] Teacher: Thank you. Teacher: 500 square feet for the carpeted area, okay? Teacher: For our tile area, area two, it's going to be 28 square feet.",1 5175,"Teacher: So if I was Student N I would take my bag of M&Ms. Teacher: Shh, don't look, look this is what you would do. Teacher: I would take my bag of M&Ms and I would pull one out. [TARGET]Teacher: You're dumping them don't dump um.[/TARGET] Teacher: I'd pull it out I'd be like oh I got a green one, so I would put it down on green. Teacher: And then I'd go oh a blue one and I'd put that on blue. Teacher: And I would do that with both of my bags and when they're empty I would put the bags at the corner of my desk.",1 5176,"Teacher: So if I were you I would label the block 10 pounds. Teacher: So take your pencil, go right to that block and label it 10 pounds. Teacher: And if it-the scale is balanced which it is that means there should be 10 pounds on one side and 10 pounds on the other side. [TARGET]Teacher: Please listen.[/TARGET] Teacher: One side is 10 pounds the other side is 10 pounds but there are two balls there so how much does each ball weigh? Student: 10? Student: 5?",1 5177,"Teacher: So if you are group three or four, raise your hand for math, and groups one and two, Miss G will hand you your sheet. Teacher: Groups three or four for math, here's your sheet. Teacher: Groups one and two - you're not group three or four. [TARGET]Teacher: You're group two, no, no.[/TARGET] Teacher: Groups three or four raise your hand, and groups one and two, keep them down. Teacher: Somebody didn't - two of the workstations are the same. Teacher: The others are different, but all the new stuff is in our bins.",0 5178,"Teacher: So if you finish that up, we'll be able to talk about your problem. Teacher: Student F, I don't believe that you did anything wrong in standing up. Teacher: I don't think you have a big issue. [TARGET]Teacher: We just want to find a way that we can sit and work.[/TARGET] Student: I want to leave this school. Teacher: Come here for a second. Teacher: Come here.",1 5179,"Teacher: So if you have seven times three, pay attention. Teacher: If you have the eight times four, just hold tight. Teacher: Remember that I go straight down the columns like this to check your work. [TARGET]Teacher: Here we go.[/TARGET] Teacher: I just tell you the answers. Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14. Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28.",0 5180,"Teacher: So if you will get those things really quickly while I set the computer up. Teacher: I am looking for the group that's ready. Teacher: Could you get me a poster board? [TARGET]Teacher: Can you use highlighters?[/TARGET] Teacher: If they're blue and yellow you may. Teacher: Okay, the computer's not working. Teacher: It's going slow.",0 5181,"Teacher: So if you'll take a moment, go ahead and fill in that information. Teacher: That would be perfect. Teacher: Multiply 360 times those decimal numbers. [TARGET]Teacher: Go ahead and multiply those.[/TARGET] Teacher: Multiply them. Teacher: You're using a decimal. Teacher: I need for you to multiply.",0 5182,"Teacher: So if you're gonna shade in point 125, how many would you shade in here? Teacher: [Crosstalk] Teacher: No. [TARGET]Teacher: Sit down please.[/TARGET] Student: Why? Teacher: Sit down please. Teacher: Everybody, let's look on page 10 for a minute.",1 5183,"Teacher: So is that going to let us connect now? Teacher: [Pause]. Teacher: Okay, work. [TARGET]Teacher: Thank you for being quiet and waiting patiently.[/TARGET] Teacher: I do not know why it's [inaudible]. Teacher: [Pause]. Teacher: Okay, does not look like that's going to be working.",1 5184,"Teacher: So it could be a parallelogram, but it would also be what? Teacher: So where would we write E also? Teacher: [Crosstalk] [TARGET]Teacher: I'm hearing a lot of discussion and I don't understand why I'm hearing it.[/TARGET] Teacher: The only discussion that should be going on besides what I'm doing is what Teacher J is doing. Teacher: So everyone else should be quiet. Teacher: Okay.",1 5185,"Teacher: So it goes over here, right? Teacher: Any other fourths anywhere? Teacher: When did we get them all? [TARGET]Teacher: You need to be careful right here.[/TARGET] Teacher: Somebody's not paying any attention. Student: Three eighths. Teacher: Get a piece of tape.",1 5186,"Teacher: So it - Student: 24 Teacher: [Inaudible]. [TARGET]Teacher: Now I get you back.[/TARGET] Student: Yeah, you get me back. Teacher: Yeah, I get you back, yes. Teacher: All right.",0 5187,"Teacher: So it's .375. Teacher: Okay. Teacher: If you didn't get that, please copy this down. [TARGET]Teacher: You need it to study from.[/TARGET] Student: Oh. Teacher: Oh, yeah, you're off. Teacher: Some of you are way off.",1 5188,Teacher: So it's all current events stuff. Teacher: She was the Olympic gymnastics girl from Virginia Beach. Teacher: I'm gonna wait. [TARGET]Teacher: So that's where we're going tomorrow.[/TARGET] Teacher: We're not doing math tomorrow. Teacher: That is where we're going. Teacher: Next week we're going to pick up with volume and temperature and just tying it right in together.,0 5189,"Teacher: So it's -7,-6. Teacher: Very good. Teacher: Number 10, go ahead Student D. I'm going to wait. [TARGET]Teacher: Student D, there's yours.[/TARGET] Teacher: Where is this located on the X axis? Teacher: Draw it up. Teacher: That would be a -11, and then where is the next one?",0 5190,"Teacher: So it's a closed figure. Teacher: What else do you notice? Teacher: What is a polygon? [TARGET]Teacher: Student S, Student E.[/TARGET] Student: I say it has two sets of parallel lines. Teacher: Okay. Teacher: Student S said all polygons have two sets of parallel lines.",0 5191,"Teacher: So it's an improper fraction? Teacher: And so how did we get one and one eighth from that? Teacher: I told you to stop messing with those. [TARGET]Teacher: I will not tell you again.[/TARGET] Teacher: I will not tell anyone again. Teacher: Student I, can you tell us how we got one and one eighth from that? Student: 'Cause-",1 5192,"Teacher: So it's going to be 33 times 2 two. Teacher: To so you know how to do it, you can do 33 plus 33. Teacher: Then continue. [TARGET]Teacher: Where are you?[/TARGET] Teacher: You did? Teacher: I don't get what you did here. Teacher: This is not correct.",0 5193,Teacher: So it's how many in them? Student: 6 Teacher: 6 [TARGET]Teacher: This is [Inaudible] Student J can you please come and sit.[/TARGET] Teacher: Sit down Student J. Teacher: Student J please come and sit down here. Teacher: Student J please.,1 5194,"Teacher: So it's just another way to do multiplication. Teacher: All right. Teacher: I'm gonna give you each a piece of paper. [TARGET]Teacher: There's a front and a back.[/TARGET] Teacher: I'm gonna give you two problems. Teacher: I want you to count the rows down, count the columns across, fill in the square or the rectangle. Teacher: Make it look like a rectangle, and then start blocking off the groups of 100 and groups of 10.",0 5195,Teacher: So it's three? Teacher: Okay. Teacher: Thank you. [TARGET]Teacher: Can you do me a favor and who's the person talking?[/TARGET] Student: Me. Teacher: Give me five. Student: [Inaudible].,1 5196,"Teacher: So it's two hops to the right. Teacher: So what's your fraction? Teacher: 12 over 37. [TARGET]Teacher: Where's your calculator?[/TARGET] Student: Can I go to the bathroom now? Teacher: Type in - actually, why don't you show it, set up a division problem real quick. Teacher: Set it up as a division problem.",0 5197,"Teacher: So it's - one third is mm, mm, mm. Teacher: So I have [inaudible] three - Teacher: [Crosstalk] [TARGET]Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible].[/TARGET] Teacher: All right, hold on, hold on. Teacher: Let's wait for the talking so I can do a little bit of it and [inaudible] explain. Teacher: My favorite, Student N, good job.",1 5198,"Teacher: So just be patient. Teacher: If you need a hand, you can ask somebody to help you through it. Teacher: [Crosstalk] [TARGET]Teacher: Just be patient.[/TARGET] Teacher: You forgot something. Teacher: Before we continue, you forgot something. Teacher: You can subtract that.",1 5199,"Teacher: So just cause he's doing wrong and you doing wrong that don't make it right. Student: It make it wrong. Teacher: Make your own decision. [TARGET]Teacher: You hush.[/TARGET] Teacher: Cause you the one got them started saying something, you do the same thing. Student: Who me? Student: No.",1 5200,"Teacher: So let me repeat my directions. Teacher: Take your Everyday Math book. Teacher: Open it to Page 197. [TARGET]Teacher: Student K, now you may move near Student B. I said be quiet.[/TARGET] Teacher: Student T, you are gonna go put your seat [Inaudible]. Teacher: No, no, Student K, right here. Teacher: Quickly.",1 5201,"Teacher: So let's do it. Teacher: Let's do it. Teacher: So we have Andrew, our friend, cutting out a triangle, to paste as a pattern on his bedroom wall. [TARGET]Teacher: He must be really bored.[/TARGET] Teacher: The triangle has a height of 2.5, so let's draw our triangle. Teacher: Guys, do me a favor, please on your testing, draw your pictures because on the test that you did for me that you didn't draw your pictures, most of you didn't do as well as when you drew your pictures. Teacher: It just gives you a visual.",0 5202,"Teacher: So let's erase that. Teacher: Try it again. Teacher: Put those away Student R I don't know why I'm having so much trouble with you today following along. [TARGET]Teacher: You have a warning.[/TARGET] Teacher: So there's one how many ordered pairs does a destroyer take up? Multiple Students: 3 Teacher: 3, there's 2.",1 5203,"Teacher: So let's move on with the steps. Teacher: You were doing question 6, 7 and 8. Teacher: [Crosstalk] [TARGET]Teacher: What did you all do here?[/TARGET] Teacher: Who read the steps? Student: [Inaudible]. Teacher: What does step one say you should do?",0 5204,"Teacher: So let's say I take this piece of string and I measure it from here all the way across, the diameter, right? Teacher: Okay, so let's see. Teacher: I have to mark it off so that I get the right one. [TARGET]Teacher: Student J, can you stand here and hold this end?[/TARGET] Teacher: Okay. Teacher: Uh-oh, I didn't know it was going to move. Teacher: Move it.",1 5205,"Teacher: So let's see. Teacher: Look at that. Teacher: Look, look, look. [TARGET]Teacher: Before we go into our book.[/TARGET] Teacher: So this is what we call one third, and how many pieces is that? Multiple Students: Eight. Teacher: [Inaudible].",0 5206,"Teacher: So let's start now, two minutes. Teacher: [Crosstalk] Teacher: Now it is time for you to switch. [TARGET]Teacher: B will start reading the questions now, and A will now answer the questions.[/TARGET] Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now. Teacher: [Crosstalk] Teacher: B is reading the questions.",0 5207,"Teacher: So let's write this problem down. Teacher: Student J, Student M, Student D and Student M, you can go on Fast Math. Teacher: [Classroom noise] [TARGET]Teacher: Student O, can you move back so I don't hurt myself?[/TARGET] Teacher: Okay. Teacher: [Crosstalk] Teacher: So 79 divided by 5.",0 5208,Teacher: So list everybody's item. Teacher: I don't know why you're weighing anything. Teacher: You're not following directions. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Who's our reader? Student: Me. Teacher: Would you please read the directions again because they obviously didn't hear them.,1 5209,"Teacher: So look at these and just take a minute. Teacher: I want to - hands down. Teacher: No hand-raising. [TARGET]Teacher: I just want to give you a - some think-time, because some people like to have more time, quiet time, to think.[/TARGET] Teacher: What do you - what do you notice about either one of these? Teacher: Like, if one is harder for you, look at the other one, and first start with that one. Teacher: ""What do I know,"" hands down.",0 5210,"Teacher: So multiplying we get 24 over 4. Teacher: And if we wanted to count them, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 34, 6 times 4 is 24. Teacher: Now this is where the magic comes in. [TARGET]Teacher: I'm still hearing side conversations.[/TARGET] Teacher: [Crosstalk] Teacher: Did I or did I not say that if you're distracting us from learning that you could leave? Teacher: Student A has been following my directions when I've asked him to move.",1 5211,"Teacher: So next Monday is February 7. Student: I don't have those. Teacher: Okay. [TARGET]Teacher: So just sit and listen.[/TARGET] Student: I don't have page - Teacher: Okay. Teacher: If you don't have them, they may be on the back of some of the ones you turned in to me.",1 5212,"Teacher: So now all eyes on the speaker. Teacher: Whoever is not finished. Teacher: Speak loud. [TARGET]Teacher: [Inaudible] you not listen.[/TARGET] Teacher: Listening. Student: The title of - the title of my graph is, ""Favorite Food."" The research shows that people like spaghetti, chicken, and crabs. Student: [Inaudible] is it?",0 5213,"Teacher: So now let's translate 10 percent, 36 degrees, and 72 percent when we multiply 360 times that decimal number. Teacher: Yes? Student: [Inaudible]. [TARGET]Teacher: You are not.[/TARGET] 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.",0 5214,"Teacher: So now let's do one problem together, everybody. Teacher: Let's do one problem. Teacher: Go to your slate. [TARGET]Teacher: Let's do one problem together, everyone.[/TARGET] Teacher: I'm going to be asking you some question, what we should be doing. Teacher: Let's do this together. Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3.",0 5215,Teacher: So now this - is it needed? Teacher: How are you going to tell which one is larger? Teacher: Give me five. [TARGET]Teacher: Your voices are too loud.[/TARGET] Teacher: You need a 6 inch voice. Teacher: Only your partner should hear you. Teacher: How are we going to know which one is larger?,1 5216,"Teacher: So now we have five-tenths? Student: Yes, it is. Teacher: Shh. [TARGET]Teacher: And we - calm down.[/TARGET] Teacher: I haven't even asked the question. Teacher: I know you got it. Teacher: And two-tenths.",1 5217,"Teacher: So now you have your first number - your first number model. Teacher: Okay, what is the second number? Teacher: How are you going to model the second number? [TARGET]Teacher: Hold on, let me wait, because some people are still counting out tens, and if you're still counting, you're not going to be able to pay attention.[/TARGET] Teacher: Take another 30 seconds. Teacher: [Pause]. Teacher: All right, hands off.",1 5218,"Teacher: So now you're going to think of a temperature, and you're going to write it in the corner on the back of the paper. Teacher: One person's going to write the temperature. Teacher: Stop. [TARGET]Teacher: Listen to my directions.[/TARGET] Teacher: Don't write. Teacher: Do not write. Teacher: One person in the group will write the temperature in the corner, and then they'll turn it over, don't do anything yet, and pass it to the other person, and that person will mark too hot and too cold based on what that person says.",1 5219,"Teacher: So okay, so you have all this information. Teacher: Where are you getting stuck? Student: That I'm getting stuck about I don't know like what's the whole number. [TARGET]Teacher: I can't hear you.[/TARGET] Student: I don't know what's the whole number and like how many pieces did he cut into. Teacher: Well let's look at it. Teacher: How many pieces did he cut it into?",1 5220,"Teacher: So on the other side of your page, we can use the fraction pieces. Teacher: You need to write simplify fractions. Teacher: I don't want to hear any noise coming from table five at all, period. [TARGET]Teacher: Not any giggling, any mumbling, nothing.[/TARGET] Teacher: This is exactly how I want it to be in your notebook. Teacher: [Announcement] So when we simplify fractions, we're simply making equivalent fractions, but instead of making them bigger, we're making them smaller, and what operation do we use - Student T, you always do that. Student: I have a question.",1 5221,"Teacher: So one-eighth would be this. Teacher: Do you see what I'm saying? Teacher: [Crosstalk] [TARGET]Teacher: What are you doing on the floor?[/TARGET] Student: Trying the disco thing. Teacher: All right, so this is right, but you've got to find out what's left. Student: Okay.",1 5222,"Teacher: So open them up and get a chocolate bar. Teacher: All right. Teacher: Don't litter. [TARGET]Teacher: Don't litter.[/TARGET] Student: You got it? Student: [Teacher opening up candy bars]. Teacher: All right, the first thing I want you to do is I want you, [laughter] to take your chocolate bar and I want you to look at it.",1 5223,Teacher: So people are having a little bit of a problem on that first one. Teacher: [Crosstalk] Teacher: Turn around please. [TARGET]Teacher: Turn around please.[/TARGET] Teacher: Face front. Teacher: Are you two working together? Teacher: I want people working together.,1 5224,"Teacher: So pick your crayons in 3, 2, 1, all right, two colors. Teacher: You just need two colors. Teacher: [Crosstalk] [TARGET]Teacher: Let me count again.[/TARGET] Teacher: You need two crayons in 3, 2, 1. Teacher: Now before you start drawing this array, I want you to think about when we write a math multiplication problem. Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns?",0 5225,"Teacher: So please go to where you're supposed to be sitting so we can start. Teacher: Table 1 where Student J is sitting. Teacher: It's Student J, Student B. [TARGET]Teacher: Table 2 where Student J's sitting is Student K, Student M, and Student D. Student M, why did you move?[/TARGET] Student: Getting some papers for [inaudible]. Teacher: 3 over - group 3, Student J, Student J, Student D, Student M. 4, Student N, Student D, Student D, and Student D. And 5 - Student: [Inaudible] on paper.",1 5226,"Teacher: So plus two. Multiple Students: Yes! Teacher: Come over here. [TARGET]Teacher: You have to move.[/TARGET] Multiple Students: [Crosstalk]. Teacher: Okay. Teacher: Student C, come on up.",1 5227,"Teacher: So remember guys, we've been talking a lot lately about the idea that I've taught you guys more than one way to solve every problem, right? Teacher: Student K, what did I just say? Student: [Inaudible]. [TARGET]Teacher: Okay, so what you need to do is stop goofing around and start paying attention, okay?[/TARGET] Teacher: Because this is about five times that I've noticed you talking to Student S and you know what? Teacher: She probably didn't hear what I said either because you were disturbing her. Teacher: So it doesn't just affect you.",1 5228,"Teacher: So right now we're focusing on what Student M saying. Teacher: You're showing props to him, okay. Teacher: You're listening to him. [TARGET]Teacher: You're not playing with this.[/TARGET] Teacher: So Student M, what can you tell me about using multiplication to solve division? Student: Say you have 12 divided by 3, and you know that it equals 4 because 4 times 3 equals 12. Teacher: Hm, I like that.",1 5229,"Teacher: So seventeen minus four gives me thirteen. Teacher: Seventeen minus four equals thirteen. Teacher: And then I have [inaudible], parenthesis times three. [TARGET]Teacher: Shh.[/TARGET] Teacher: I'll wait. Teacher: Do we need to wait like we did, yesterday? Multiple Students: No.",1 5230,"Teacher: So seventy-two point two five. Teacher: You need to multiply seven, two, two, five, times three one four. Teacher: If you have not already multiplied it - although you should have - number four. [TARGET]Teacher: Get busy.[/TARGET] Teacher: There's your problem. Teacher: Seven thousand two hundred twenty-five times three hundred fourteen. Teacher: Take the decimal point out while you multiply.",1 5231,"Teacher: So she started off with - have a seat. Teacher: I'd appreciate it, Student T, when I give you opportunity to learn that you take it. Teacher: Okay, did you see how many hands went up? [TARGET]Teacher: Student M, is the only one that didn't put his hand up, besides you.[/TARGET] Teacher: It tells me that you sat there while your neighbor, Student L, did this correctly. Teacher: Didn't understand what you were doing. Teacher: You have it right there.",1 5232,"Teacher: So some of that is also not just estimating but common sense about how much money you need, right? Teacher: Okay, we're going to get started. Teacher: So I'm going to need your help with this. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: If you cannot handle it, if you cannot handle just letting the fly be, we'll find another seat. Teacher: So Student A, go back to your desk where you belong because there's a fly over here and you can't handle it. Teacher: Go back to your desk where you belong so that we're all ready to move on.",1 5233,"Teacher: So take out your dry erase markers, those of you that have them. Teacher: Student E, go to Ms. M's room. Teacher: Bye. [TARGET]Teacher: Student J, you have to go to Ms. J's room.[/TARGET] Teacher: I forgot. Teacher: You're not taking part in the study, so you've got to go. Teacher: You go ahead and do page 163.",0 5234,"Teacher: So tell us the rule. Teacher: I'm not quite sure why you're doing that. Teacher: You can tell us. [TARGET]Teacher: You don't need to write it.[/TARGET] Student: [Inaudible]. Teacher: Student S. Hold on a second. Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated.",0 5235,Teacher: So that is the correct answer. Teacher: Can you explain to us how you got it? Teacher: It's not a matter of you telling her. [TARGET]Teacher: She needs to know for herself.[/TARGET] Teacher: Okay. Teacher: We have to go on. Teacher: You get partial credit.,1 5236,"Teacher: So that tells us the American League had more homeruns during those years, so you should have written American League. Teacher: The next one, in which year did the National League champion hit more homeruns than the American League champion? Teacher: Which year did that occur in? [TARGET]Teacher: Student E, you need to focus.[/TARGET] Student: Okay. Teacher: Which year did the National League champion hit more? Teacher: Student T?",1 5237,Teacher: So that whole thing. Teacher: This - this - this is one. Teacher: Get up. [TARGET]Teacher: Get up.[/TARGET] Teacher: Take a seat away from the [Inaudible] please. Teacher: Step away please. Teacher: Right there.,1 5238,"Teacher: So that's a great example. Teacher: Okay? Teacher: Student A, do you need something? [TARGET]Teacher: Please sit down.[/TARGET] Teacher: Leave the fly alone. Teacher: Student A? Student: What if you don't know how much money you need, right?",1 5239,"Teacher: So that's one fourth. Teacher: Make sure they're exact. Teacher: Go back and make them exact. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Let's put this aside for right now. Teacher: Two fourths, three fourths. Teacher: Now what's this one?",1 5240,"Teacher: So that's Student L, Student V and Student E. Teacher: [Crosstalk] Teacher: Yes. [TARGET]Teacher: Student L, will you put this back up on the board?[/TARGET] Teacher: Thank you. Teacher: Student V, we're waiting for you. Teacher: No, you don't need your journals.",0 5241,Teacher: So that's one. Teacher: How many of those [inaudible] out of those circles? Teacher: [Crosstalk - excessive background noise] [TARGET]Teacher: How we doing?[/TARGET] Teacher: You can start with the math if you want to. Teacher: You can start with the pictures. Teacher: Everybody has a picture?,0 5242,Teacher: So the answer is five eighths. Teacher: Would you raise your hand if you got five eighths? Teacher: Hands down. [TARGET]Teacher: Raise your hand if you think he's a little bit off.[/TARGET] Teacher: How many of you are not sure how he came up with five eighths? Teacher: Good. Teacher: Will you explain to us how you got five eighths?,0 5243,"Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655. Teacher: It was even. Teacher: So hold on. [TARGET]Teacher: Let's go back.[/TARGET] Teacher: You don't actually know. Teacher: There aren't two decimals. Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6.",0 5244,Teacher: So the correct answer is 271. Student: Yes. Teacher: All right. [TARGET]Teacher: Please pack up this center.[/TARGET] Teacher: Everybody pack up this center. Teacher: Everybody pack up this center. Teacher: Seat work.,0 5245,"Teacher: So the denominator is eight. Teacher: So how many is shaded? Teacher: One eighth. [TARGET]Teacher: All right, now, let's look at another person that is really good at it.[/TARGET] Teacher: Somebody. Teacher: Now, I see hands up. Teacher: Good job.",0 5246,"Teacher: So the first person - excuse me. Teacher: The first person that comes up with the answer wins, and that person would get that point. Teacher: We need one person, two people with the dry erase boards, okay? [TARGET]Teacher: One person calling out.[/TARGET] Teacher: The other person gets to judge who comes up with the answer first, all right? Teacher: So does everybody understand what to do? Teacher: What if in the event that you have two people that finish, and the person that finished first didn't have the correct answer?",1 5247,"Teacher: So the last thing I wanted to take a look at is page 152. Teacher: Let's go over what we've learned so far about our graphs. Teacher: Page 152 in our hardback book. [TARGET]Teacher: Page 152 we see in our hardback, Student A, you may go down to Miss J's room and relax.[/TARGET] Teacher: Take a cool-out. Teacher: So let's take a look at page 152. Teacher: Raise your hand if you're not on page 152.",1 5248,"Teacher: So the next thing that we see is 49, okay? Teacher: Does everybody see that? Teacher: So here is step one, we did that one. [TARGET]Teacher: Now we're on step two.[/TARGET] Teacher: Do it again. Teacher: Divide, okay. Teacher: So five will go into 49 how many times?",0 5249,"Teacher: So the pattern repeats itself and it goes on and on. Teacher: Which shape, Student L, will be in the 99th position? Teacher: So [according to this] [inaudible], we can use math to solve it. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Pay attention. Teacher: So step one, what you're gonna do is identify one set. Teacher: That means identify one complete set.",1 5250,"Teacher: So the problem is Tommy has a set of 8 pillows. Teacher: 3 of the pillows are round and 5 are square. Teacher: What fraction of the set are square? [TARGET]Teacher: I'm going to give you guys one minute.[/TARGET] Teacher: Excellent. Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se. Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it.",0 5251,Teacher: So the timer is set for 10 work your hardest you're working by yourself first I don't wanna hear any noises and then we'll start sharing okay? Teacher: What's your question Student A? Teacher: Yes. [TARGET]Teacher: Quietly not talking to your neighbor yet.[/TARGET] Student: Do we work down here? Teacher: Yep you can show your work down here or if you wanna put it on the back of your paper you can do that too. Student: I just didn't know where to put it.,0 5252,"Teacher: So then make sure you take that off once you do that. Student: I did this. Student: I just put it right there. [TARGET]Teacher: You didn't follow my directions.[/TARGET] Student: [Inaudible]. Teacher: You did. Teacher: You just did it - yeah, I see what you did.",1 5253,"Teacher: So then you don't have to write anything. Teacher: [Crosstalk] Teacher: [Inaudible]. [TARGET]Teacher: Last chance.[/TARGET] Teacher: I hate to be ugly, but that's the last chance. Teacher: I'm excited that you're learning math and you're excited about it. Teacher: You need to get control.",1 5254,"Teacher: So then, Student K, everything that they say, you have to list on your paper too. Teacher: Then when everybody's done doing that, then you measure and you see if you're right or not. Teacher: Why didn't you write her item down? [TARGET]Teacher: Okay, you need to stop because you didn't follow directions, again.[/TARGET] Teacher: I only see three things listed. Teacher: How many people are at this table? Student: Five.",1 5255,"Teacher: So there are enough buckets here so each person can work at their own pace, okay? Teacher: So, Student K, I am gonna have you join Table 3, okay? Student: [Inaudible]. [TARGET]Teacher: No one should be talking at Tables 1 and 4.[/TARGET] Teacher: We're going to be working on mean, median, mode, range, okay? Teacher: So you're gonna read the directions carefully and do what's asked. Teacher: The other thing I'm gonna leave out in case anyone finishes early.",1 5256,"Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class. Teacher: Stop crying. Teacher: Okay. [TARGET]Teacher: All right, very good.[/TARGET] Teacher: Let's all work through this together. Teacher: Remember, it is a learning experience. Teacher: This is something new.",0 5257,"Teacher: So there's my final answer, right, one sixth. Teacher: Grab another sheet of paper. Teacher: I put some white paper in the middle of your tables. [TARGET]Teacher: Grab another one.[/TARGET] Teacher: Sh. Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds. Teacher: Sh.",0 5258,Teacher: So they're going to be working with us today. Teacher: We are going to have a 4 and 5 combination class until 12:00. Teacher: We're doing 4th grade math. [TARGET]Teacher: You want to sit over here.[/TARGET] Teacher: That's fine. Teacher: However you want to do it. Teacher: I'm going to let you guys sit down and [inaudible].,1 5259,"Teacher: So they're like a parallelogram, but they're split in half. Teacher: But what about the sides? Teacher: I want to talk about the sides. [TARGET]Teacher: Student E, help please.[/TARGET] Student: The sides [inaudible]. Teacher: Well they have two sets of parallel sides. Teacher: That's what makes them a parallelogram.",0 5260,"Teacher: So this is going to become three and a half times five and a half. Student: You should multiply 7 over 3 times 3 over 2. Teacher: Can you please move back to the floor, Student M, and bring your notebook? [TARGET]Teacher: I'm not sure why you went back to your seat.[/TARGET] Teacher: All right. Teacher: Tell me, is this wider or not? Multiple Students: Yes.",1 5261,"Teacher: So this is the rule. Teacher: Remember, sometimes one operation may not get it. Teacher: You may have to use more than one operation, like I used times and I used plus. [TARGET]Teacher: Student D, for the second time I'm telling you, we are watching right now.[/TARGET] Teacher: The last thing we are going to do, we are going to follow. Teacher: Can you all see this chart? Multiple Students: Yes.",1 5262,Teacher: So this is the whole [Inaudible]. Multiple Students: [Inaudible]. Teacher: Sh! [TARGET]Teacher: Lower the volume.[/TARGET] Teacher: Lower the volume. Teacher: All right. Teacher: I need - you can only vote if you have a silent vote.,1 5263,"Teacher: So this is what we call one third, and how many pieces is that? Multiple Students: Eight. Teacher: [Inaudible]. [TARGET]Teacher: So, now, how many - look.[/TARGET] Teacher: She is not looking. Teacher: She is not looking. Teacher: She's - thank you.",0 5264,"Teacher: So this shaded piece, that's one box of candy that we've boxed up. Teacher: Pretend we're a shipping company. Teacher: We make candy. [TARGET]Teacher: Student A, the point was to have your eyes up here.[/TARGET] Teacher: Turn it around. Teacher: So our three-quarters of a pound, we put it in a box. Teacher: We set it aside.",1 5265,"Teacher: So those people who put them in the wrong order - Student I, can we stop that? Teacher: What ... what do you need? Teacher: No, no, no, no. [TARGET]Teacher: Student I, I want you to stop that, which means stop what you're doing.[/TARGET] Teacher: You're - Student I, you did it in this order. Teacher: This order's wrong. Teacher: Most of the people did it in the right - I need you to see this, so you don't do this wrong next time, okay?",1 5266,"Teacher: So three is positive 7 and what? Teacher: Who got 7,8 for number three? Teacher: Very good. [TARGET]Teacher: Not going to yell out.[/TARGET] Teacher: He got it, sweetheart. Teacher: We already did it over here. Teacher: Let's look at number four.",1 5267,"Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row. Teacher: We're gonna try something a little bit trickier. Teacher: I'm gonna give you a paper like this. [TARGET]Teacher: Can somebody turn off one light?[/TARGET] Student: I'll do it. Teacher: Somebody close to the door. Teacher: Come on.",0 5268,"Teacher: So today, boys and girls, you probably all know that we have counters on our desks, and for the people that left for the computer lab, we actually went through all the counters. [TARGET]Teacher: There should be - you're not opening them or touching them right now - 30 counters.[/TARGET] Teacher: So you're saying, ""Okay. Teacher: Why do we need counters today, Teacher B?"" We used to use these when we were in kindergarten, first grade, maybe even second grade. Teacher: I don't know.",1 5269,Teacher: So two eighths is the same as - Student: Two eighths is the same as - Teacher: Look at these two. [TARGET]Teacher: Look at these two.[/TARGET] Teacher: Some people are not looking. Teacher: They don't get it. Teacher: She is not getting it.,0 5270,Teacher: So watch this. Teacher: [Inaudible] we do. Teacher: I'm going to give you two problems. [TARGET]Teacher: I want you to write it down.[/TARGET] Teacher: Follow the steps in this order. Teacher: Parenthesis. Teacher: Exponents.,0 5271,"Teacher: So we have 1, 2, 3, 4, 5, 6. Student: [Inaudible]. Student: [Crosstalk] [TARGET]Teacher: Right now the class, which you are members of, is reviewing the answer on the board.[/TARGET] Student: [Inaudible]. Teacher: This is why I need you paying attention. Teacher: Student S, please bring your eyes to the board.",1 5272,"Teacher: So we have 2, 4, 6, 8, 10, 12 and I subtract. Student: I'm stuck on 2 divided by 17. Teacher: Why are you stuck on that when we're here? [TARGET]Teacher: Why are you still focused on that when we're here right now?[/TARGET] Teacher: You should have raised your hand when we were on that problem. Teacher: So why don't you focus on this? Teacher: If you're still focused on that problem, you're not learning.",1 5273,"Teacher: So we have about four more minutes. Teacher: In these four minutes, I want you to write on your paper typical, the range, the median, you'll need to find the median, the mode, is there an outlier? Teacher: Okay, so you have 1, 2, 3, 4, 5, and label any gaps or clumps. [TARGET]Teacher: If you are finished with that and your graph is complete, you can work on student pages 17, 18, 19, 20 in your math book, but you are not to talk.[/TARGET] Student: [Inaudible] I'm done. Teacher: You have labels? Teacher: So I'm giving you like three minutes 'cause I still have a question for you.",0 5274,"Teacher: So we need to have the sign eating the larger number, right? Teacher: Two hundred fifty is greater than five times forty-eight. Student: How come - [TARGET]Teacher: Will you close the window for me, please?[/TARGET] Student: How come that's a plus instead of an equals? Teacher: Great question. Teacher: It should've been an equals sign, right?",0 5275,"Teacher: So we need to practice some more on temperature, correct? Teacher: Good job. Teacher: So we're going to keep practicing this, okay? [TARGET]Teacher: Put them away, please.[/TARGET] Teacher: Put them back in the bag. Teacher: These will be on your - that will be on your desk. Teacher: Come and grab one and practice Celsius and Fahrenheit temperatures.",1 5276,"Teacher: So we should not have a problem, right? Student: I know the first one already. Teacher: Good, then you'll have no problem with making 100 on your homework tonight, Student J. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: All right. Teacher: So tomorrow we'll be going over - we'll review some more, then we'll go over adding and subtracting fractions with unlike denominators or adding and subtracting mixed numbers also with unlike denominators. Teacher: Okay?",1 5277,"Teacher: So we want to use these terms and these - Student L, I would really like to have your attention. Teacher: Use these landmarks to compare these two fractions. Teacher: Work on that with your partner. [TARGET]Teacher: You guys should be talking with each other.[/TARGET] Teacher: Two what? Student: Two wholes and one fourth, and two wholes is bigger than one fourth. Teacher: It's up on the board.",1 5278,"Teacher: So we're going to start the process all over again. Teacher: You have a question? Student: [Inaudible]. [TARGET]Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you.[/TARGET] Teacher: Student M, stop talking while he's talking. Teacher: Can you turn around completely with your back off the wall? Teacher: Move to the side so you can see.",1 5279,"Teacher: So we're gonna have to do the best we can. Teacher: There may be one or two blue bottles that you can use, but I had red tops on all those glue bottles and now they are all gone. Teacher: So they're all dried. [TARGET]Teacher: And this is why I told my kids they can't use my stuff anymore.[/TARGET] Teacher: Okay? Teacher: [Crosstalk] Teacher: Well, you're getting one per table.",0 5280,"Teacher: So we're gonna vote on which one is our favorite or your favorite actually. Teacher: So you only get one vote. Teacher: The 21 is up there, Student J, as because there are 21 of you in here now. [TARGET]Teacher: Student N, sit up.[/TARGET] Student: Teacher, you called Student J [inaudible]. Teacher: I said asked. Teacher: Wheat, raise your hand if the wheat Chex is your favorite.",1 5281,"Teacher: So we're just gonna stop for a moment. Teacher: Has everybody gone up to page 10? Teacher: Let me just ask you one quick question, just to see how well you remember. [TARGET]Teacher: Can I have your attention please?[/TARGET] Teacher: I'm gonna ask you one quick question and I some girls are listening. Teacher: Student M and Student K, thank you. Teacher: Some people are listening.",0 5282,"Teacher: So we're going from 1 to 5. Teacher: One way to go from 1 to 5 is to add 4. Teacher: 1 plus 4 equals 5. [TARGET]Teacher: Student W, please pay attention.[/TARGET] Teacher: So my idea is adding 4 to it. Teacher: Step three says [inaudible] with the input/output numbers. Teacher: If the idea does not work, go back to step two and try another idea.",1 5283,"Teacher: So we're going to change - Student: [Inaudible]. Teacher: Shh. [TARGET]Teacher: Let me talk.[/TARGET] Teacher: We're going to change one-fifth into a fraction that has ten on the bottom, because that's what we needed to have. Teacher: What are we creating? Student: A [inaudible] fraction.",1 5284,Teacher: So we're going to gather information. Teacher: Today you're going to learn how to keep track of data. Teacher: Who had [inaudible]? [TARGET]Teacher: Let's do this again.[/TARGET] Teacher: This is not good. Teacher: [Inaudible] you're going to learn data. Teacher: How many kids in our class?,1 5285,"Teacher: So we're going to just work through an exemplar together today. Teacher: It's very similar to the one we did earlier in the week. Teacher: It says feeling hungry. [TARGET]Teacher: One afternoon Mr. and Mrs. Baxter and their three children were busy working outside.[/TARGET] Teacher: Mrs. Baxter was feeling hungry, so she went inside to the kitchen where there was a plate full of cookies. Teacher: Your exemplar books, this is page 62. Teacher: All right.",0 5286,"Teacher: So we're going to say everybody, as close as possible - are you ready? Teacher: No. Teacher: I need you to sit down. [TARGET]Teacher: Student C, I need you to sit down.[/TARGET] Teacher: We can't make it exactly even, can we? Teacher: So we're going to say that one third, everybody - are you ready? Teacher: Now you are.",1 5287,"Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier. Teacher: So you guys have all done arrays, starting in second grade I believe. Teacher: You have some crayons there, so you can use the crayons. [TARGET]Teacher: Before you start coloring though, it doesn't matter which color you use.[/TARGET] Student: I thought these were for fifth grade. Teacher: No, they're for you. Student: What color is this?",0 5288,"Teacher: So what I want you to do and then I'm gonna have the people who do it come up here, is I'm gonna give you a 5 by 12 paper. Student: Why so long? Teacher: Because they didn't have any little paper. [TARGET]Teacher: They ran out.[/TARGET] Teacher: So you are going to try - you can work with a neighbor and I want you to try on one of these to come up with - I want you to find a different fractional path to the 5 by 12. Teacher: I want you to be able to do it like I did, but not with the same numbers. Teacher: You can use the same fractions, like one-fourth and maybe something else.",0 5289,"Teacher: So what I want you to do is, Student B - shhh. Teacher: Excuse me. Teacher: I didn't ask for anybody to do anything yet. [TARGET]Teacher: Student B and Student J, Student B, would you move up next to him please?[/TARGET] Teacher: Student A, come on over with Student D. Student C and Student D - I mean Student C and Student D. Student A, come up and sit. Teacher: I want you to work together on these pages and figure it out. Teacher: Student K and Student A and Student I and Student M. Shhh, excuse me.",0 5290,"Teacher: So what are you doing like for number one? Teacher: How do you solve number one? Teacher: Everyone stop - I said freeze. [TARGET]Teacher: No one should be talking to anyone.[/TARGET] Teacher: Your ears and eyes should be at Student J. Student: I solved number one because I looked at number 45, and I looked at the end of the chart, and it's in the hundreds chart, so I put 45 is on the hundreds chart. Teacher: Excellent.",1 5291,"Teacher: So what are you going to divide by? Teacher: 2. Teacher: What's wrong, Student S? [TARGET]Teacher: Can you move over closer to me then so I can look at it with you, sir?[/TARGET] Student: It's not GCF. Teacher: Yeah there is. Teacher: There's always a GCF.",0 5292,Teacher: So what are you - can you turn this division problem into a multiplication equation? Student: Yeah. Teacher: Sh. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: [Crosstalk] Teacher: I know. Teacher: But I can see you guys are trying to more focus on your math.,1 5293,Teacher: So what do we see? Teacher: Do we see a connection here? Student: Mm-hmm. [TARGET]Teacher: Turn and talk to your partner.[/TARGET] Teacher: [Students working noisily] Teacher: [Unrelated conversation] Teacher: Who can tell me the connection to what we just did?,0 5294,"Teacher: So what does a rhombus have? Teacher: [Crosstalk] Teacher: All right. [TARGET]Teacher: We're not doing anything that has to do with [inaudible] right here.[/TARGET] Teacher: So why is that out? Teacher: You know what? Teacher: I'm not even gonna talk about it right now, 'cause you're showing me what you want to do.",1 5295,Teacher: So what is 10 times 6? Student: Ten times six? Student: Sixty. [TARGET]Teacher: Write it.[/TARGET] Teacher: What were you waiting for? Student: [Inaudible]. Teacher: What is nine times six?,0 5296,"Teacher: So what is that really showing you? Teacher: What does it show with the sales, the hamburger sales? Student: It's increasing. [TARGET]Teacher: Guys, we might not finish this today.[/TARGET] Teacher: We might have some time tomorrow, but keep working. Teacher: Are you doing one and a half? Teacher: Here's the half, and here's one whole, so where should it end?",0 5297,"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]. Teacher: Your question? [TARGET]Teacher: Remember guys, at the table level, everybody may not know what the answer is.[/TARGET] 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: You guys have a chance to steal.",0 5298,"Teacher: So what number are we going to work with? Multiple Students: 30. Teacher: We are going to create a multiple tower as tall as Student M. Okay? [TARGET]Teacher: So let's see, Student M, why don't you stand against the board and we're going to see how far we need to go.[/TARGET] Teacher: So we're going to put you right about here, okay? Teacher: So you can take a step away. Teacher: Student M. So what Student A is going to do is she is going to write on the first Post-It, nice and big, the number 30.",0 5299,"Teacher: So what number is the fifth? Teacher: What number is the fifth one? Teacher: [Crosstalk] [TARGET]Teacher: The back row, go to your seats.[/TARGET] Teacher: [Crosstalk] Teacher: The fifth row, go back to your seats. Teacher: [Crosstalk]",0 5300,Teacher: So what would be the volume of a prism that is a 6 by 4 by 5? Teacher: Student T. Student: [Inaudible]. [TARGET]Teacher: You've got to talk louder so we can hear you.[/TARGET] Student: [Inaudible]. Teacher: How did you figure that out? Student: [Inaudible].,0 5301,"Teacher: So what would it be then? Teacher: How many times will two go into that two? Teacher: There you go. [TARGET]Teacher: All right, watch.[/TARGET] Teacher: If you missed that last step, you're gonna miss it. Teacher: So we have two will go into five how many times? Multiple Students: Two.",0 5302,"Teacher: So what's 50 times 60 quickly in your head, mental math, write it on your board and show me. Teacher: 50 times 60, we're estimating. Teacher: Good. [TARGET]Teacher: Put it down.[/TARGET] Teacher: Actually, you need to check yours again. Student: What? Teacher: 50 times 60.",1 5303,"Teacher: So what's my rule? Teacher: What am I doing with my rule? Teacher: What can I call my rule? [TARGET]Teacher: I need eyes up here.[/TARGET] Teacher: What am I doing every time? Teacher: Student J. Student: Plus 1, times 2.",1 5304,"Teacher: So when I add these together I get seven sixths. Teacher: Okay, and that is one and one sixth. Teacher: Write it down. [TARGET]Teacher: Whatever you're doing, stop.[/TARGET] Teacher: You're messing with your fraction pieces. Teacher: All right, I'm going to jump to number 5 really quickly. Teacher: Three fourths plus two thirds.",1 5305,"Teacher: So when I call your name, the first division group, go to Ms. F. Student M, stand, Student H, Student K, Student C, Student I, and Student A. Teacher: You're going to sit back here. Teacher: My group so you'll stay here is Student A, Student T, Student A, Student M, and Student C. If I didn't call your name, raise your hand. [TARGET]Teacher: One group is going to go to group two, so if you already sit at group two, go ahead and go.[/TARGET] Teacher: If you sit at group one and I didn't call your name, go to group two. Teacher: We'll stop then. Teacher: Go to group two if you're in the multiplication group.",0 5306,"Teacher: So when you talk to me and I have this on they can hear everything you're saying. Student: You mean this? Student: They [inaudible] kindergarten? [TARGET]Teacher: No, it's not that sensitive.[/TARGET] Teacher: [Crosstalk] Teacher: So did you fix this to go over 7? Teacher: Oh, you're starting over, okay.",0 5307,"Teacher: So where were you, just now? Teacher: Seven? Multiple Students: [Crosstalk]. [TARGET]Teacher: Okay, so we said we needed to stop the game, here.[/TARGET] Teacher: I need voices off, and I need your eyes on the board. Teacher: We said we were stopping the game, here. Teacher: Now Team One is at seven, and Team Two is at eight, so if you were just looking at this quickly, you might assume that Team Two is the winner, because they're closer to ten.",0 5308,"Teacher: So who was closest? Student: Student C. Teacher: So Student C's estimate was the closest then. [TARGET]Teacher: Who's my quiet captain over here?[/TARGET] Student: He is. Teacher: Student M, we're going to need a little reminder. Teacher: When you're finished measuring them, there's more to task one.",0 5309,"Teacher: So why I did this. Teacher: Why did I want you to brainstorm about fractions, percents and decimals? Teacher: Can anyone tell me why? [TARGET]Teacher: Student L.[/TARGET] Student: It's on MCast. Teacher: It is on MCast, but why would I want you to sit here and brainstorm all the things on fractions, decimals and percents? Teacher: Student R.",0 5310,Teacher: So why are you picking up a card? Student: I thought it was my turn. Teacher: No. [TARGET]Teacher: You need to wait your turn.[/TARGET] Teacher: Pay attention and wait your turn. Teacher: What fraction is that? Student: Three tenths.,1 5311,"Teacher: So without any mouths at all, I need you to put your animal in an array. Teacher: There is no talking, and we need to see if it turns into an array. Teacher: This is very much like when you make an array in the theater. [TARGET]Teacher: You may not talk, Student T. You may not move any animals.[/TARGET] Teacher: I need all animals up here. Teacher: I need us to move. Teacher: We need the cameras to be able to see this.",1 5312,"Teacher: So write what I write. Teacher: [Inaudible]. Teacher: There's already five at that group and two at this group. [TARGET]Teacher: It was you because I took Student C. Student D, do you need to not participate?[/TARGET] Teacher: Sit down. Teacher: Herein lies the problem. Teacher: This is group one.",1 5313,"Teacher: So write, get a loose-leaf sheet of paper and start surveying people. Teacher: I'm gonna do H on the board. Student: H is hard. [TARGET]Teacher: If you want help with H, come to the carpet.[/TARGET] Teacher: Or we can close it, that's fine. Teacher: All right. Teacher: You shouldn't have a board - no one should have a board.",0 5314,"Teacher: So yeah. Teacher: Student E? Teacher: Okay. [TARGET]Teacher: No.[/TARGET] Teacher: Thank you. Teacher: You can go have a seat. Teacher: Oh, sorry Student D. I didn't see you there.",0 5315,Teacher: So you all give him information. Student: She wants to do what she wants to do. Student: [Students talking with each other]. [TARGET]Teacher: Who is doing the graph here?[/TARGET] Teacher: [Inaudible]. Teacher: And you have to write your constructive response. Student: [Inaudible].,0 5316,"Teacher: So you all should notice the pattern. Teacher: It shouldn't take you very long to notice the pattern. Teacher: So all three of you guys, you're going to be working as a team here. [TARGET]Teacher: You're going to play this game until I tell you to stop.[/TARGET] Teacher: When I tell you to stop you look at your score and write it on the board. Teacher: Then go to this game and do the same thing. Teacher: One of you move, scoot your chairs over.",0 5317,"Teacher: So you are going to get the same answer. Teacher: You're right, Student J. Teacher: Now this time we're going to change it up a little bit. [TARGET]Teacher: The fine tax payers of [inaudible] - sit up please, Student A.[/TARGET] Teacher: You okay? Teacher: You're not okay? Teacher: What's that?",1 5318,Teacher: So you can [Inaudible] Other Adult: Alright let's do this one. Teacher: Let's do it. [TARGET]Teacher: Okay do it.[/TARGET] Other Adult: [Inaudible] Teacher: That's it you've got it. Other Adult: 24 students 2 pairs how many blocks?,0 5319,"Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction. Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction. Teacher: So now let's do one problem together, everybody. [TARGET]Teacher: Let's do one problem.[/TARGET] Teacher: Go to your slate. Teacher: Let's do one problem together, everyone. Teacher: I'm going to be asking you some question, what we should be doing.",0 5320,"Teacher: So you can start it with, ""If you are multiplying two numbers."" Teacher: Now complete this statement with what is going on, on your page 1 and right up here on the board. Teacher: We talked about the - you're not writing anything on your paper. [TARGET]Teacher: You're not writing anything.[/TARGET] Teacher: You're talking at your table, coming up with this statement. Teacher: You're not writing anything on your paper. Teacher: Listen.",0 5321,"Teacher: So you did a very good - I'm having to stop more than I'd like. Teacher: You're doing a very good job of grouping yourself. Teacher: I think you did an excellent job of grouping yourself. [TARGET]Teacher: Student I, you're standing.[/TARGET] Teacher: Would you go up to the board and get a marker? Teacher: I want you to write really big and go back to your own seat. Teacher: Take your shape with you, and open your math journal to that page.",1 5322,"Teacher: So you do 125. Teacher: [Crosstalk] Teacher: Excuse me. [TARGET]Teacher: Stop with the sounds.[/TARGET] Teacher: Student J, are you doing the math right now? Student: Yeah. Teacher: So how many are you gonna shade in here?",1 5323,"Teacher: So you flip over two. Teacher: Check them. Teacher: Everybody checks everyone's. [TARGET]Teacher: And you don't shout out if you see people that aren't done.[/TARGET] Teacher: You leave it where it is in case it's not right, and you're going to have to flip it back. Multiple Students: [Crosstalk]. Student: [Inaudible] do we [inaudible].",1 5324,"Teacher: So you gotta remember that part. Teacher: All right Student B, come on. Student: Hey, it doesn't work. [TARGET]Teacher: Hey, Student J, sit right here so you're closer.[/TARGET] Student: My desk? Teacher: Yeah. Teacher: Okay.",0 5325,Teacher: So you have a representation? Student: Yes. Teacher: I'm gonna take them all away from you. [TARGET]Teacher: You can't handle having raisins and doing the work.[/TARGET] Multiple Students: [Crosstalk]. Teacher: Is that a representation? Student: From 21 to -,1 5326,"Teacher: So you have to start right here. Teacher: That's what I need to see. Teacher: Student D? [TARGET]Teacher: Student G?[/TARGET] Teacher: that's going to be silence for you, today. Teacher: Student A, you're working on silence. Teacher: Right now you're working on quiet, but you're still going.",0 5327,"Teacher: So you have twenty-fourths. Teacher: There you go. Teacher: All right, boys and girls. [TARGET]Teacher: Shh.[/TARGET] Teacher: Let's look up here, please. Teacher: Get a pair of scissors, okay? Teacher: What, honey?",1 5328,"Teacher: So you know how much everybody chose. Teacher: Okay. Teacher: One person - you will all decide what type of graph. [TARGET]Teacher: The one person will draw the graph.[/TARGET] Teacher: Then the constructive response comes in - what does this graph show you? Teacher: It says, ""What does [inaudible]? Teacher: Write the story."" Write the graph to tell a story.",0 5329,"Teacher: So you know what it is, correct? Multiple Students: Yes. Teacher: So now you going to write - make your graph attractive. [TARGET]Teacher: One person does the graph.[/TARGET] Teacher: One person. Teacher: [Side comment about crayons]. Teacher: One person is doing the graph.",0 5330,"Teacher: So you might want to go somewhere else and try right? Teacher: Do you have 1, 13? Teacher: No he doesn't. [TARGET]Teacher: Please don't show your boards to each other.[/TARGET] Teacher: Okay it's your turn. Student: I already went. Teacher: Oh, your turn.",1 5331,"Teacher: So you need to put a two there, and two might be the answer because two times 25 makes fifty. Teacher: All right. Teacher: Shh. [TARGET]Teacher: Have a seat, please.[/TARGET] Teacher: All right, here we go. Teacher: Shh. Teacher: Okay.",1 5332,"Teacher: So you need to solve these equations and complete sentences, okay? Teacher: All right. Teacher: Yes, circle please. [TARGET]Teacher: You need to be at your seat in 10, 9, 8, 7, 6, 5, 4, 3, 2, what do you need hon?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: Did one of my drum people leave their - not one of ours.",1 5333,"Teacher: So you thought first about four eighths. Teacher: So you cut it into eighths. Student: That one. [TARGET]Teacher: Student D, your eyes are here.[/TARGET] Student: And then I cut these around here to - Teacher: So you had fourths there, and then you cut the fourths in half to make eighths. Student: So now that's her eighths.",1 5334,"Teacher: So you're going to hold it on your belly button. Teacher: He's going to find the top of your legs right here. Teacher: You're going to find the distance from there to there, okay? [TARGET]Teacher: Student E, stand up.[/TARGET] Student: [Inaudible] for the first one and 7. Teacher: Let me see. Teacher: Okay.",1 5335,"Teacher: So you're going to put this. Teacher: Let me see where you are. Student: Teacher, can I have this? [TARGET]Teacher: I said I will give it to you, but not now.[/TARGET] Teacher: When you finish with your math. Teacher: So we're going to do this 29 times - Student: [Inaudible].",0 5336,"Teacher: So you're gonna take a few minutes and you are gonna come up with fractional combinations that equal one whole, just like I did here. Teacher: Do you think you can do it? Multiple Students: Yeah. [TARGET]Teacher: Work with a partner.[/TARGET] Student: [Inaudible] Teacher: But if you work with somebody you may be able to. Student: [Inaudible]",0 5337,"Teacher: So you're gonna take your book and go over there. Student: [Inaudible]. Teacher: Five. [TARGET]Teacher: Shhh.[/TARGET] Student: Where do we go? Teacher: This table here, table 2, you're gonna to rotate to table 3. Teacher: And you're gonna start working on this sheet of paper that's over there.",1 5338,"Teacher: So you're making it the smallest that you can make it without changing what it's worth. Teacher: So tell me, what whole part would you divide 24-thirty-sixths by? Student: 4. [TARGET]Teacher: Why are you yelling out?[/TARGET] Teacher: In order to make it the smallest fraction possible. Student: 3. Teacher: I need to hear from somebody different.",1 5339,"Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2. Teacher: What does 9 - sorry. Teacher: Sit down. [TARGET]Teacher: Student D, you're still distracting us.[/TARGET] Teacher: Can you please turn around and sit down? Student: You put the 1 on top of the 9. Teacher: Go back to your seat please.",1 5340,"Teacher: So your second number is 23. Teacher: 666 times 23. Teacher: They want it in expanded form. [TARGET]Teacher: Student A, can you sit up all the way?[/TARGET] Teacher: Good. Teacher: It's going to be - bring down the - good. Teacher: Good, Student E. That's a camera.",1 5341,"Teacher: So you're going to tell - this time all they want you to do is name the greatest common factor of the numerator and the denominator. Teacher: Student L, and Student E, Teacher T is not happy. Teacher: Okay, so we're going to name the greatest common factor. [TARGET]Teacher: Teacher T would love to help you with this but you already know what to do, so I'm not going to help you.[/TARGET] Teacher: I need you to list the factors of ten. Teacher: List the factors of twelve. Teacher: Circle the greatest common factor.",1 5342,Teacher: So you're saying - okay so make it. Teacher: What are you saying? Teacher: [Inaudible] is talking. [TARGET]Teacher: It's about respect.[/TARGET] Teacher: She's talking. Teacher: Excuse me. Teacher: She's talking.,1 5343,Teacher: So you've got the first step. Teacher: Look at the example on the board on how to turn that fraction into a percentage. Teacher: We already did this. [TARGET]Teacher: Let's do this.[/TARGET] Teacher: We already did it. Teacher: I told you to go to special [inaudible] okay? Teacher: Set this up [inaudible].,0 5344,"Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310? Teacher: Look here. Teacher: Look here. [TARGET]Teacher: Please, whisper it in my ear.[/TARGET] Student: [inaudible] Teacher: Are you sure? Teacher: I'm just asking you.",0 5345,"Teacher: So, I can solve this? Teacher: Up to the hundredths? Teacher: Wow. [TARGET]Teacher: Student A, Student A?[/TARGET] Teacher: What do I do to keep going? Multiple Students: [inaudible chatter] Teacher: I don't have any more dividends.",0 5346,"Teacher: So, I want you to pick whether you want to put your one - and I will tell you this is not who gets the biggest so if you want to put your one in the numerator, the denominator or the discard. Teacher: And once you put it in there, it stays in there. Teacher: So, put it in wherever you want. [TARGET]Teacher: Sh![/TARGET] Teacher: Yeah. Teacher: Draw the box. Teacher: Sorry.",1 5347,"Teacher: So, I'll just give it to her on Friday or Thursday? Other Adult: I'll do it tomorrow. Teacher: That's fine. [TARGET]Teacher: Thank you.[/TARGET] Teacher: And, Student C, where were you? Multiple Students: [inaudible chatter] Teacher: You don't get not telling me where you are?",0 5348,"Teacher: So, I'll put 15 right here. Teacher: All right, here we go. Teacher: First part shouldn't be that tough. [TARGET]Teacher: Do you have it copied down?[/TARGET] Student: No, that's answer's easy. Teacher: Okay. Student: It's not even that much.",0 5349,"Teacher: So, I'm gonna write 15 here as my new dividend. Teacher: Using my finger, I want you guys to use your finger, too, okay? Teacher: And, repeat it after me. [TARGET]Teacher: I'll wait a second.[/TARGET] Teacher: I'm going a little too fast. Teacher: Let me wait. Student: Let everybody copy.",0 5350,"Teacher: So, Student A, Student B, Student C, and Student F, I'm gonna have you move up to these four front desks. Teacher: Okay? Teacher: Come on, Student C and Student F. I'm gonna count to three. [TARGET]Teacher: You need to be up here.[/TARGET] Teacher: One, two, three. Teacher: Good job. Teacher: Where do you think your body should be?",1 5351,"Teacher: So, an open response is something that takes a lot of thought. Student: [Inaudible]. Teacher: You're going to have to figure that out as part of the problem. [TARGET]Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies.[/TARGET] Teacher: Could the person whose desk I put it on take out the white envelope? Teacher: So, the person whose desk I put it on, just take out just the white envelope. Teacher: Could you please stop doing that?",0 5352,"Teacher: So, associative - I'm really gonna worry now. Teacher: Yeah. Teacher: I thought these little guys were gonna stay right where they needed to be, but they're gonna act like kindergartners who run away from us. [TARGET]Teacher: Student T, please, thank you.[/TARGET] Teacher: Yeah, but they're just - it's too heavy. Teacher: So, the first one is associative. Teacher: Now, I'll put the properties in yellow.",1 5353,"Teacher: So, from a few years ago. Teacher: So, let's just do the reading and re-reading right now. Teacher: We'll actually do the first readings right now. [TARGET]Teacher: Here it is.[/TARGET] Teacher: I'll read it to you. Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on. Teacher: ""The pictures below show how two different groups of shapes balance a scale."" So what is this called?",0 5354,"Teacher: So, group one. Teacher: Group two. Teacher: Group three. [TARGET]Teacher: Group four.[/TARGET] Teacher: Whatever you guys are. Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand. Teacher: You're the boss, remember.",0 5355,"Teacher: So, how many centimeters does it take to make a meter? Multiple Students: [Multiple comments] 100. Multiple Students: I told you it was D. [TARGET]Teacher: Don't argue with each other.[/TARGET] Teacher: All right. Teacher: Wait. Teacher: Wait.",1 5356,"Teacher: So, it shouldn't be remainders. Teacher: Point. Teacher: Point four zero? [TARGET]Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to.[/TARGET] Teacher: But, I'm still working on this with the class. Teacher: All right, so 75 can't go into 26. Teacher: So, we drop the zero.",0 5357,"Teacher: So, it's pretty tough to get a four, but it's definitely possible. Teacher: I know you guys can definitely do it. Teacher: [Side comment about sitting]. [TARGET]Teacher: I need one person to pass out your rubric.[/TARGET] Teacher: I have this whole thing copied out on a piece of paper for you to keep. Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever. Teacher: I'll just do a quick - thank you.",0 5358,"Teacher: So, last week, we spent a lot of time doing what? Teacher: Student B? Student: Doing - [TARGET]Teacher: Student C had it, but he didn't have his hand raised.[/TARGET] Student: I have it, too. Teacher: You have it? Student: Yeah.",1 5359,"Teacher: So, let's do this out loud, okay? Teacher: Thank you, Student N. Let's do this out loud, ready? Multiple Students: Thank you, Student D. [TARGET]Teacher: Thank you, Student D. Thank you.[/TARGET] Student: Multiply. Teacher: 15 multiplied by -- Multiple Students: 15 multiplied by --",0 5360,"Teacher: So, let's just do the reading and re-reading right now. Teacher: We'll actually do the first readings right now. Teacher: Here it is. [TARGET]Teacher: I'll read it to you.[/TARGET] Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on. Teacher: ""The pictures below show how two different groups of shapes balance a scale."" So what is this called? Multiple Students: A scale.",0 5361,"Teacher: So, now I know I spent $16.56, I gave the cashier in the CVS $20.00. Teacher: So what I would do - so I would just write it over, $20.00, and 16 cents, 56, okay. Teacher: I would just subtract. [TARGET]Teacher: I need you to pay attention, okay?[/TARGET] Teacher: When you subtract your number should become smaller. Teacher: Subtraction and division means to make tiny. Teacher: Multiply, add; you make larger.",1 5362,"Teacher: So, now everyone, right now, you're doing your re-reading. Teacher: Go ahead. Teacher: [Inaudible] together, okay? [TARGET]Teacher: You're the motivator.[/TARGET] Teacher: Go ahead and re-read. Teacher: Yes? Student: Which one?",0 5363,"Teacher: So, now try to explain your thinking with that. Teacher: Student R? Teacher: Okay. [TARGET]Teacher: You've explained all of your things, Student R?[/TARGET] Teacher: You have a great explanation for each one? Teacher: Remember, you have to explain. Teacher: You have to turn the question around.",0 5364,"Teacher: So, now, how many - look. Teacher: She is not looking. Teacher: She is not looking. [TARGET]Teacher: She's - thank you.[/TARGET] Teacher: Yes. Teacher: So one eighth, one eighth, one eighth. Teacher: How many eighths?",1 5365,"Teacher: So, on a regular positive number, which is larger? Student: [Inaudible]. Teacher: Yes. [TARGET]Teacher: So you have to pay attention.[/TARGET] Teacher: The catch is that it's not going to be easily defined all the time. Teacher: They're not going to say, ""Hey, these are positive."" If you don't see a sign, then it's positive numbers. Student: [Inaudible].",0 5366,"Teacher: So, please do that now. Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. Teacher: Put it like at the corner of your desk. [TARGET]Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who.[/TARGET] Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet. Teacher: Student B, please move your clothespin down, I don't like the way - Student: [Inaudible].",0 5367,"Teacher: So, please take one and read it to yourself silently. Teacher: Student C? Student: Should we write our names on - [TARGET]Teacher: I've already said put your name on it.[/TARGET] Teacher: And it's something that goes in your folder and it stays there, forever. Teacher: So, please read this. Teacher: It's your steps to problem solving.",0 5368,"Teacher: So, say something like, ""Here's what I wrote for A."" Student: Here's what I wrote for A. Teacher: Good. [TARGET]Teacher: Are you the noise monitor, Student B?[/TARGET] Teacher: Go move your clothespin, please. Teacher: That's Student J's job. Teacher: She can handle that herself.",1 5369,"Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet. Teacher: Student B, please move your clothespin down, I don't like the way - Student: [Inaudible]. [TARGET]Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now.[/TARGET] Student: But he keeps [inaudible] at me. Teacher: Give me a thumbs-up task manager, if your group is ready. Teacher: Task manager.",1 5370,"Teacher: So, take one and put your name on it, please. Teacher: So, again, you don't need to read this. Teacher: It's just what we went over. [TARGET]Teacher: I don't know why I'm hearing voices over here.[/TARGET] Student: Teacher S? Student: Can the camera see us? Teacher: Yes.",1 5371,"Teacher: So, that example two, 990 divided by 15. Teacher: Michael, for this problem, what value is the divisor? Teacher: Which one's the divisor, Student M? [TARGET]Teacher: And, Student M only.[/TARGET] Teacher: Which one's the divisor? Student: [inaudible] Teacher: I can't hear you.",0 5372,"Teacher: So, the first shape - what's it called anyway on this paper? Teacher: Shape Up. Student: Shape Up. [TARGET]Teacher: Please sit.[/TARGET] Teacher: So, you have eight sets, or eight problems actually. Teacher: You're going to locate the ordered pairs, and then you're going to connect them. Teacher: And, then at the bottom it tells you to color the triangles blue, quadrilaterals green, pentagons red, hexagons orange, octagons, purple.",1 5373,"Teacher: So, there should be nine. Teacher: And, I just drop a zero, and 90. Teacher: And, you know what? [TARGET]Teacher: I mean, let's do it, why not?[/TARGET] Teacher: So, what am I putting here? Multiple Students: 90 Teacher: 90",0 5374,"Teacher: So, this came from the 1006 Math MCAS, okay? Teacher: So, from a few years ago. Teacher: So, let's just do the reading and re-reading right now. [TARGET]Teacher: We'll actually do the first readings right now.[/TARGET] Teacher: Here it is. Teacher: I'll read it to you. Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on.",0 5375,"Teacher: So, this is how we get this addition. Teacher: Here's 160. Teacher: All right, now, my turn. [TARGET]Teacher: I hear someone playing with a - and I'm asking you not to do that.[/TARGET] Teacher: Leave your die alone. Teacher: Okay. Teacher: Whoa, I get a 5.",1 5376,"Teacher: So, this is what I'm gonna do. Teacher: Once I put 99 right now. Teacher: So, let's do this out loud, okay? [TARGET]Teacher: Thank you, Student N. Let's do this out loud, ready?[/TARGET] Multiple Students: Thank you, Student D. Teacher: Thank you, Student D. Thank you. Student: Multiply.",0 5377,"Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning. Teacher: Say, ""Hey guys, we have five minutes left."" That's the only voice I might here is that timer. Teacher: Everyone else, you're doing it by yourself. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: You're answering all three parts. Student: Are we supposed to do it all on the back? Teacher: Where are we supposed to write our answer?",0 5378,"Teacher: So, today we have a shortened amount of time for your individual work. Teacher: But now we're going to go to group work. Teacher: So, everyone has their pencil down for now. [TARGET]Teacher: Recorder, have your pencil up.[/TARGET] Student: [Inaudible]. Student: Three and [inaudible]. Teacher: You can figure it out?",0 5379,"Teacher: So, we did brother, right? Teacher: Now, we're saying repeat, because we have more. Teacher: So, we need to go back to division. [TARGET]Teacher: Please watch, Student J.[/TARGET] Teacher: Now, we're asking how many times can three go into? Multiple Students: Zero. Teacher: Zero.",1 5380,"Teacher: So, were we correct? Student: Yes. Teacher: All right. [TARGET]Teacher: Sit back down.[/TARGET] Teacher: Thank you, Student F. Look at this. Teacher: Look at this one. Teacher: Are you gonna be able to do it?",1 5381,"Teacher: So, what am I putting here? Multiple Students: 90 Teacher: 90 [TARGET]Teacher: Let's do it again with our fingers.[/TARGET] Teacher: I love how Student C was doing it. Teacher: And, I saw some people over there doing it. Teacher: 15",0 5382,"Teacher: So, what are we going to try and divide by? Teacher: How many groups of four can go into, Student R? Student: Forty-three. [TARGET]Teacher: No, Student R, you weren't listening.[/TARGET] Teacher: Student J just explained why he would not do 43, and that's why I called on you, because I was afraid, I was afraid you weren't listening. Teacher: So, can you make sure you pay attention for me, from now on? Teacher: Because we don't want to repeat this.",1 5383,"Teacher: So, what do I put right here? Student: You put 500. Teacher: 500, yeah. [TARGET]Teacher: So, Student M, can you help me with this?[/TARGET] Student: I know you got to put a zero first. Teacher: 75 multiplied by what number is -- Multiple Students: 75 multiplied by what number is --",0 5384,"Teacher: So, what is 6 times 15? Multiple Students: 90 Teacher: 90 [TARGET]Teacher: All right, thumbs up if you like having that fact family done already.[/TARGET] Teacher: Doesn't that make it easier just having it done before? Teacher: You're spent time doing it, but you're not stressed out about it. Teacher: Thank you, you can put your hands down.",0 5385,"Teacher: So, when we move to the next one, we can't see them again, so I'm gonna write them but I want you to tell me, again, what was this? Multiple Students: Thirty. Teacher: Student B is paying attention. [TARGET]Teacher: Student B is paying attention.[/TARGET] Student: Thirty, thirty, fifteen, fifteen. Teacher: You can kind of see it now? Student: Yeah.",0 5386,"Teacher: So, you are gonna use perimeter in life. Teacher: So, we really need to focus. Teacher: Okay? [TARGET]Teacher: Student F, what's the first step in listening?[/TARGET] Student: [Inaudible]. Teacher: Yeah. Teacher: Okay.",1 5387,"Teacher: So, you need to show the work completely. Teacher: Who can read how we are going to do this? Teacher: This is what we're going to do. [TARGET]Teacher: Who can read how we are going to do it?[/TARGET] Teacher: Student S? Student: I will apply five-step strategy to help solve the math open response question correctly and completely to score a four, according to the rubric. Teacher: Rubric",0 5388,"Teacher: So, you should underline that whole thing? Teacher: Who wants to help her out? Teacher: Student C? [TARGET]Teacher: Okay, we can come back to you.[/TARGET] Teacher: Student C? Student: What is the total number of blocks needed? Teacher: Okay.",0 5389,"Teacher: So, zero point three two - 32 percent, that's the answer. Teacher: That's the answer. Teacher: That's the answer for F. Do G on your own. [TARGET]Teacher: I'm gonna check your work.[/TARGET] Teacher: Do G on your own. Teacher: I'm gonna check your work. Teacher: Okay.",0 5390,"Teacher: So. Teacher: Who's that, the girls? Teacher: Okay, you're done. [TARGET]Teacher: Do your [inaudible] exercise, read that.[/TARGET] Student: I had the [inaudible] Teacher: What did I tell you to do for H? Teacher: [inaudible]",0 5391,"Teacher: Soccer. Student: [Inaudible comment.] Teacher: No, I need you all to wait. [TARGET]Teacher: I need you all to stop chit-chatting and stop playing too.[/TARGET] Teacher: Just a minute, please. Teacher: One minute. Teacher: All right, some of the things that I want you to particularly pay attention to is when you have a line plot each of these X's are going to represent - what do you think?",1 5392,"Teacher: Solution two was - it says here - look here. Teacher: How do you explain - stop. Teacher: You don't just sit down and look at them. [TARGET]Teacher: Let them stop fighting, please.[/TARGET] Student: All I do is that. Teacher: [Inaudible]. Teacher: That would be no problem.",1 5393,"Teacher: Some days it's like that, and I feel like this is going to be one of those days. Teacher: Paper. Teacher: [Inaudible] I need it to go the other way. [TARGET]Teacher: Let's see.[/TARGET] Teacher: [Inaudible] my pattern. Teacher: I want my paper to go the other way. Teacher: All right, here we go.",0 5394,"Teacher: Some hungry ants. Teacher: 100 ants were signing and marching in a row. Teacher: We're going to a picnic, oh hay, a hidee ho. [TARGET]Teacher: ""Stop.""[/TARGET] Teacher: Said the littlest ant. Teacher: ""We're moving way too slow. Teacher: The food will be long gone unless we hurry up.",0 5395,Teacher: Some of my other sets are missing. Teacher: We'll have to share. Teacher: How many 9's in 78? [TARGET]Teacher: Do not open them.[/TARGET] Teacher: Your hands are not even on them. Teacher: They are hot potatoes. Teacher: 78 divided by 9?,1 5396,"Teacher: Some of us are moving our feet. Teacher: Some of us are snapping the tops of our markers. Teacher: And raise your hand if you heard the directions that Student M was giving. [TARGET]Teacher: Raise your hand if you did not hear, because you're not listening.[/TARGET] Teacher: Well, we need to turn up a volume of our ears. Teacher: Do that now. Teacher: Student M, I need you to be a lot louder.",1 5397,"Teacher: Some of you I think are just unsure. Teacher: Student S, did you listen to what Student L said that we should do? Teacher: Were you listening? [TARGET]Teacher: I was listening to her and I saw you were sitting next to her.[/TARGET] Teacher: You weren't looking at her, but I'm hoping you were listening to her. Teacher: Think about this, boys and girls. Teacher: When I ask you to discuss with each other, it's your time.",1 5398,"Teacher: Some of you are putting it on the end of the line. Teacher: It must be on the zero. Teacher: Start at the zero. [TARGET]Teacher: Shhh.[/TARGET] Teacher: If we know that ten is equal - I mean, orange is equal to - Multiple Students: One whole. Teacher: We're doing differently right now.",1 5399,"Teacher: Some of you are saying you don't know what a range is. Teacher: You don't know what the mode is. Teacher: We're down to SOLs next week. [TARGET]Teacher: We're sitting around like we don't - like we're not getting anything, and it's because you don't want to do the work.[/TARGET] Teacher: It's not that you don't understand it. Teacher: It's that you don't want to do the work. Teacher: You've got to value your education, students.",1 5400,Teacher: Some of you are still playing instead of paying attention. Teacher: You were told to take the light green out. Teacher: I shouldn't see anything else right now in your hands but the light green. [TARGET]Teacher: Put that away.[/TARGET] Teacher: Put it away somewhere. Teacher: The light green is what fraction? Multiple Students: One fourth.,1 5401,"Teacher: Some of you need to come here. Teacher: We already talked about this. Teacher: Student J, come sit. [TARGET]Teacher: You're walking around way too confused.[/TARGET] Teacher: With me. Teacher: Let's go. Teacher: Okay.",1 5402,Teacher: Some people are not listening. Teacher: Somebody is sharing. Teacher: Some people are not - [inaudible] listening. [TARGET]Teacher: Student M is not listening and Student A is not listening.[/TARGET] Student: I am. Teacher: We are about to finish. Teacher: Thank you.,1 5403,"Teacher: Some people are not looking. Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me. Teacher: If you were paying attention, and I'm looking for your attention. [TARGET]Teacher: Student S, where are you?[/TARGET] Teacher: Student L? Teacher: Student C. Student C, can you? Teacher: Yeah, thank you.",1 5404,"Teacher: Some people are not really - some people weren't listening. Teacher: I heard some people who were talking. Student: Me. [TARGET]Teacher: Excuse me, Student N, do not do that.[/TARGET] Teacher: Thank you. Teacher: Student N. So I heard three people who were talking and I heard the answer kind of, but I was not sure. Teacher: All right, Student N, what did you talk in your group?",1 5405,Teacher: Some people are not - [inaudible] listening. Teacher: Student M is not listening and Student A is not listening. Student: I am. [TARGET]Teacher: We are about to finish.[/TARGET] Teacher: Thank you. Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned. Teacher: Simple.,0 5406,"Teacher: Some people - page five. Teacher: Yes, six. Teacher: Now, let's look at page five, page five together. [TARGET]Teacher: Student O, yes, page five.[/TARGET] Teacher: And some people have done it and it's easy, right? Multiple Students: Yes. Teacher: Page five.",0 5407,Teacher: Somebody close to the door. Teacher: Come on. Student: That would be me. [TARGET]Teacher: Sit.[/TARGET] Teacher: Thank you. Teacher: Now this is a grid that has what on it? Teacher: Everybody put your crayons down.,1 5408,Teacher: Somebody else need math paper? Teacher: Extra scrap paper yes? Teacher: Okay. [TARGET]Teacher: Student C I'm gonna step on your coat I asked you to please put it away.[/TARGET] Teacher: Thank you. Teacher: How long do you think it's gonna stay there before it goes back on the floor? Student: I'm gonna put it like this.,1 5409,"Teacher: Somebody help me. Teacher: Can you solve the problem? Teacher: What are we going to do? [TARGET]Teacher: Stop banging.[/TARGET] Student: Actually you're stupid, remember that. Teacher: 6 what? Student: Oranges.",1 5410,"Teacher: Somebody is ready. Teacher: Student M, Student O. Teacher: Student O, Student D, good job. [TARGET]Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer.[/TARGET] Teacher: Do not tell me what to do, please, all right? Teacher: Now, if it's - listen. Teacher: I'm going to show you one thing.",0 5411,"Teacher: Somebody said no. Teacher: Wait. Teacher: Student I, can you sit still? [TARGET]Teacher: Move all the way back over there.[/TARGET] Teacher: Can you move all the way back, please? Teacher: Take your book with you. Teacher: Did anybody do any other thinking?",1 5412,"Teacher: Somebody sit here. Teacher: Turn this way. Teacher: Okay. [TARGET]Teacher: Student A, what are you doing with pencils?[/TARGET] Student: The pencils broke. Teacher: Let's go. Teacher: Let's go.",1 5413,"Teacher: Somebody tell me right now which one is the quotient? Teacher: What is the quotient in this problem right here? Teacher: Which one is the quotient? [TARGET]Teacher: I did not call on [inaudible].[/TARGET] Teacher: Which one is the quotient? Student: 94 Teacher: 94, okay.",1 5414,"Teacher: Somebody was not paying attention to where the halves were. Teacher: Your numerator, for example, if you have three sixths, your numerator cannot be bigger than 3 and be less than half or less than 3 yet bigger than a half. Teacher: It doesn't make any sense. [TARGET]Teacher: So be looking and stop talking.[/TARGET] Teacher: I told you your groups should be helping you out and I'm having to help you out. Teacher: They're wanting to put one tenth is bigger than a half when five tenths is a half. Teacher: Does that make sense?",1 5415,"Teacher: Somebody. Teacher: Now, I see hands up. Teacher: Good job. [TARGET]Teacher: Hands up.[/TARGET] Teacher: Student C, hands up. Teacher: [Crosstalk] Teacher: Now, number three is too easy.",0 5416,"Teacher: Somebody's got two sixths. Teacher: Three sixths we have. Teacher: What about four sixths? [TARGET]Teacher: Put those away, please.[/TARGET] Teacher: Where is four sixths? Teacher: You've got to pay attention. Teacher: Five sixths.",1 5417,"Teacher: Someone called my name. Teacher: Does anyone not have partner? Teacher: Student E, go. [TARGET]Teacher: Student K, there.[/TARGET] Teacher: Student K has a partner. Teacher: She didn't say she didn't have a partner. Teacher: Do you have a partner?",0 5418,"Teacher: Someone explain what mode is. Student: Mode is the most. Student: Oh, there is no most. [TARGET]Teacher: Student T, please stop talking.[/TARGET] Teacher: There is no mode in there because there's just one 200, one 200, one 300, one 400. Teacher: There's not numbers that are the same there. Teacher: How do I find my median?",1 5419,"Teacher: Sometime today, boys. Teacher: Someone called my name. Teacher: Does anyone not have partner? [TARGET]Teacher: Student E, go.[/TARGET] Teacher: Student K, there. Teacher: Student K has a partner. Teacher: She didn't say she didn't have a partner.",1 5420,"Teacher: Sometimes it takes awhile. Teacher: But right now, this is a - this is a technique that I taught the second math group. Teacher: So if you were the first guided math group yesterday, you didn't get this. [TARGET]Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here.[/TARGET] Teacher: Student J has it right here. Teacher: And now this keeps all of our math thinking in line, okay? Teacher: I did teach my math group, second math group yesterday.",0 5421,Teacher: Sometimes math takes a little bit longer. Teacher: Let's talk about - yesterday we got some notes on converting fractions. Teacher: No. [TARGET]Teacher: Sit.[/TARGET] Teacher: I need you to be working. Teacher: Thank you. Teacher: Not playing a game with the two of you.,1 5422,"Teacher: Sorry I didn't say that ahead. Teacher: Just start copying. Student: On paper or in the notebook? [TARGET]Teacher: In your notebook.[/TARGET] Teacher: So, first thing I did, didn't take a lot of math. Teacher: 12 doesn't go into 1. Teacher: It's bigger than one.",0 5423,"Teacher: Sorry. Teacher: I'm going to write the 2 here. Teacher: Because it's not - Mr. K, can you take him to [inaudible] room? [TARGET]Teacher: Can you go please?[/TARGET] Teacher: Just call his mom and tell his mom exactly. Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level. Teacher: We have 700 plus 100 is going to be what?",1 5424,"Teacher: Sorry. Teacher: Who is the recorder. Teacher: Your job is going to be super important in a few minutes, okay? [TARGET]Teacher: Not quite yet, but at the very end of our activity it's going to be all on the recorder.[/TARGET] Teacher: Okay, supply monitor, you have all the supplies? Student: Yes. Teacher: Okay.",0 5425,"Teacher: Sorry. Teacher: [Inaudible] Student: Why does Student T not sit there anymore? [TARGET]Teacher: I don't know.[/TARGET] Teacher: Excuse me. Teacher: All right, let me get- Student: There is something on the tangrams.",0 5426,"Teacher: Spread them out. Teacher: You're lucky. Teacher: You have two wild cards. [TARGET]Teacher: Student J, spread your cards.[/TARGET] Teacher: You're doing a good job. Teacher: Spread your cards here. Teacher: You have to.",0 5427,"Teacher: Spread your cards here. Teacher: You have to. Teacher: Just put your cards up here. [TARGET]Teacher: Let me help you to make the first one.[/TARGET] Teacher: This is - stop. Teacher: Student T, I don't appreciate you calling me half a monkey. Teacher: [Inaudible].",0 5428,"Teacher: Spread your cards. Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Where is it? [TARGET]Teacher: Get another chair.[/TARGET] Teacher: That would be too much. Teacher: Do this one. Teacher: Hold on.",0 5429,"Teacher: Squares are with me, not circles. Teacher: I apologize. Teacher: Squares are with me. [TARGET]Teacher: So that's Student L, Student V and Student E.[/TARGET] Teacher: [Crosstalk] Teacher: Yes. Teacher: Student L, will you put this back up on the board?",0 5430,"Teacher: Stand behind your seat. Teacher: [Crosstalk] Teacher: All right, listen up. [TARGET]Teacher: Sit.[/TARGET] Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer. Teacher: So don't yell it out. Teacher: After you answer your question correctly you may go.",0 5431,Teacher: Stand up if you say this is a polygon. Teacher: Stand up if you say this is a polygon. Teacher: Okay. [TARGET]Teacher: Sit back down.[/TARGET] Teacher: Why do you think this is a polygon? Teacher: Student J? Student: They're straight lines.,1 5432,Teacher: Stand up. Teacher: Navel. Teacher: Belly button to the ground. [TARGET]Teacher: One of you has to hold it and the other one has to go to the ground.[/TARGET] Teacher: Your sternum is your chest bone right there. Teacher: You should actually be doing this with him. Teacher: To his knee.,0 5433,Teacher: Stand up. Teacher: Read what you wanted to say. Teacher: Excuse me. [TARGET]Teacher: We're listening.[/TARGET] Student: One third is less that three sixths. Teacher: Why? Student: Because three sixths is equal to a half and one third is less than a half.,1 5434,"Teacher: Start by getting into the coins, figuring out how much 52 is, figuring out how much $5.98 is going to be. Teacher: I wouldn't start by saying we need 5 quarters. Teacher: We need to start figuring out what we need. [TARGET]Teacher: Student A, is shut up respectful?[/TARGET] Teacher: You're not sorry to me. Teacher: You're sorry to the person you said it to. Teacher: I gave extra paper for everyone.",1 5435,"Teacher: Start from here. Teacher: Solution two was because - let me see how I can help you. Teacher: When you finish this page, I'll give you something. [TARGET]Teacher: Finish your work, then I give it to you.[/TARGET] Teacher: You have enough space here, all the space from here to here. Teacher: You can write as much as you can. Teacher: That's what you need to do.",0 5436,"Teacher: Start making your ships. Teacher: Why do you have all that? Student: Cause it was [inaudible] [TARGET]Teacher: Don't talk to me like that.[/TARGET] Student: That's mine. Teacher: Make sure you put your name on your, um, your map. Teacher: No you're not.",1 5437,"Teacher: Start passing out calculators. Teacher: Give the people around the edges their own. Teacher: Everyone else is going to share. [TARGET]Teacher: Student C, turn around.[/TARGET] Teacher: I think it's you because you had that problem yesterday. Student: No really. Student: It doesn't work.",1 5438,"Teacher: Start plotting these points. Teacher: Very good. Teacher: Make sure you do it with a point. [TARGET]Teacher: Please don't get up.[/TARGET] Teacher: -2 on the X axis first, then 4. Teacher: I'm sorry. Teacher: Please don't yell out you're finished.",1 5439,"Teacher: Stay against the wall. Teacher: [Inaudible]. Teacher: Probably one of the rhombuses, the skinny rhombus. [TARGET]Teacher: How you doing, Student L?[/TARGET] Teacher: Go back to your partner. Teacher: She gave you a lot of directions at one time. Teacher: See if you can follow it.",0 5440,"Teacher: Stay here, stay here. Teacher: Student H, hon, you're good to go. Teacher: Student H, you're good to go. [TARGET]Teacher: Student K, honey, can you move up over there?[/TARGET] Teacher: Those of you who are here, I'm going to have you do one more problem. Teacher: So go ahead and erase. Multiple Students: Mrs. M, do I have it?",0 5441,Teacher: Stay here. Teacher: Do your work here. Teacher: Sit down. [TARGET]Teacher: Sit.[/TARGET] Teacher: Sit down here. Teacher: I am not playing with you now. Teacher: This is a quiet table.,1 5442,"Teacher: Stay right here in your seat. Teacher: Okay, now sit down. Teacher: Okay. [TARGET]Teacher: Come on, now let's sit down.[/TARGET] Teacher: Now we need to forget that it's even there. Teacher: Shh. Teacher: I'll wait.",1 5443,Teacher: Step by the door and get your 5. Teacher: Go get your card. Teacher: Get the card. [TARGET]Teacher: Get the card for playing.[/TARGET] Teacher: I think it's at Ms. H's table. Teacher: Play close to a thousand. Teacher: Student O knows how to play it.,0 5444,Teacher: Step outside there and get your 5. Teacher: Step by the door and get your 5. Teacher: Go get your card. [TARGET]Teacher: Get the card.[/TARGET] Teacher: Get the card for playing. Teacher: I think it's at Ms. H's table. Teacher: Play close to a thousand.,0 5445,"Teacher: Step three, multiply to check your work. Teacher: 0.28 times 3 equals 0.84, okay. Teacher: Remember how Ms. H has been showing you I always like to, when I am dividing, I always like to move my decimal point up before I ever start dividing, it's totally up to you. [TARGET]Teacher: Student M, I need your head off your desk, Student D, heads off your desk.[/TARGET] Teacher: Everybody, head off your desk. Teacher: Okay. Teacher: So, that is two different ways to solve.",1 5446,Teacher: Stick it somewhere. Teacher: Stick it on your chocolate piece of paper. Teacher: Put it up on your wrapper. [TARGET]Teacher: Don't put it in your tummy.[/TARGET] Teacher: Okay. Student: I was [inaudible]. Teacher: So now what we're going to do is we're going to take that one-half and we're going to snap it.,1 5447,"Teacher: Still waiting. [TARGET]Teacher: Coat off, Student K. I shouldn't be saying things.[/TARGET] Teacher: What do you need? Teacher: Okay. Teacher: [Inaudible].",1 5448,"Teacher: Stop calling out. Teacher: I would like you to raise up your hand. Teacher: 96 - sit down. [TARGET]Teacher: Turn around and sit down, please.[/TARGET] Teacher: Turn around and sit down properly. Teacher: [Inaudible]. Teacher: Sit down properly please.",1 5449,"Teacher: Stop crying. Teacher: Okay. Teacher: All right, very good. [TARGET]Teacher: Let's all work through this together.[/TARGET] Teacher: Remember, it is a learning experience. Teacher: This is something new. Teacher: I don't expect you to know it perfectly.",0 5450,"Teacher: Stop doubting yourself like that. Teacher: Please move on. Teacher: Ms. W don't got no more? [TARGET]Teacher: That's not funny.[/TARGET] Teacher: Stop. Teacher: Student D, if you don't see a mode, then you don't write down a mode. Teacher: It's zero.",1 5451,"Teacher: Stop fooling around please. Teacher: I want you to sit here. Teacher: You can get that chair if you want to. [TARGET]Teacher: Let's go.[/TARGET] Teacher: You don't have to do this [inaudible]. Teacher: Can you move a little bit please? Teacher: Actually, we're going to move over there.",0 5452,Teacher: Stop lying down. Teacher: Sit up on your bottom now. Teacher: [Crosstalk] [TARGET]Teacher: Do your work.[/TARGET] Teacher: Don't blame her for what you're not doing. Teacher: Any questions over here? Student: No.,1 5453,"Teacher: Stop the singing. Teacher: You guys, I will give you one minute. Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. [TARGET]Teacher: I want to see if all of you can do all of the problems.[/TARGET] Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem. Teacher: Time is up and Student S, have a seat. Teacher: Student D, can you help us out with the problem?",0 5454,"Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them. Teacher: Don't tell me. Teacher: Just ignore them and I will find the person breaking the rule. [TARGET]Teacher: Sorry.[/TARGET] Teacher: Go ahead. Student: You divide. Teacher: When you say to divide, what is being divided?",0 5455,"Teacher: Stop whistling please. Teacher: You have used it two times. Student: No, one time. [TARGET]Teacher: You used bathroom in the morning.[/TARGET] Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go. Teacher: So how did I lie? Teacher: Sit down please.",0 5456,Teacher: Stop working. Teacher: Excuse me. Teacher: Stop working. [TARGET]Teacher: Look up here.[/TARGET] Student: Okay. Student: I'm looking now. Teacher: This exponent is to the fourth power.,1 5457,Teacher: Stop working. Teacher: Stop working. Teacher: Excuse me. [TARGET]Teacher: Stop working.[/TARGET] Teacher: Look up here. Student: Okay. Student: I'm looking now.,1 5458,"Teacher: Stop. Teacher: Do you want to give those to me right now? Teacher: Stop. [TARGET]Teacher: Everybody listen.[/TARGET] Teacher: Stop what you're doing. Teacher: Turn around everybody. Teacher: So if you look at these numbers, while you finish eating them and I pass them out, because we've got to wrap this up, what do you think is about how many are going to be in the jar?",1 5459,"Teacher: Stop. Teacher: Don't do that. Teacher: [Inaudible]. [TARGET]Teacher: Let me see what you've done.[/TARGET] Teacher: We want the number to be very close to 1,000. Teacher: Try again. Teacher: 7 cards.",0 5460,"Teacher: Stop. Teacher: Everybody listen. Teacher: Stop what you're doing. [TARGET]Teacher: Turn around everybody.[/TARGET] Teacher: So if you look at these numbers, while you finish eating them and I pass them out, because we've got to wrap this up, what do you think is about how many are going to be in the jar? Teacher: What do you think? Student: 100.",1 5461,"Teacher: Stop. Teacher: Get your math book. Teacher: We are here now. [TARGET]Teacher: When we play we cannot have - look at the game.[/TARGET] Teacher: Can you go over there and get the pencil please? Teacher: Student J, can you go get a pencil? Teacher: When we finish this round one, round two you get your snack.",0 5462,"Teacher: Stop. Teacher: I put the two of you together for a reason, okay? Teacher: And you're really not working together. [TARGET]Teacher: I want you to go back.[/TARGET] Teacher: You have the 23 shaded in. Teacher: You sort of have the 55, but you need to shade it in darker. Teacher: And then you're going to line them up and add them.",1 5463,Teacher: Stop. Teacher: I'm not sure if that's correct. Teacher: What can I do? [TARGET]Teacher: Go.[/TARGET] Teacher: Stop. Teacher: I'm not sure. Teacher: What can you do?,1 5464,"Teacher: Stop. Teacher: Leave it this way. Teacher: Look here. [TARGET]Teacher: For example, what is - leave this.[/TARGET] Teacher: You don't need this. Teacher: What is 7 plus 3? Teacher: You write a 0, and a 1.",0 5465,"Teacher: Stop. Teacher: Listen to my directions. Teacher: Don't write. [TARGET]Teacher: Do not write.[/TARGET] Teacher: One person in the group will write the temperature in the corner, and then they'll turn it over, don't do anything yet, and pass it to the other person, and that person will mark too hot and too cold based on what that person says. Teacher: Does that make sense? Multiple Students: Yes.",1 5466,"Teacher: Stop. Teacher: Make a number out of this card that is close to - you write it here. Teacher: You write the number here, 7 cards. [TARGET]Teacher: 1, 2, 3, 4 - how many do you have?[/TARGET] Student: 5 Teacher: 6, 7. Teacher: You add the two numbers together, and add it up to 1,000.",0 5467,Teacher: Stop. Teacher: Sit down. Student: I lost it. [TARGET]Teacher: You lost what?[/TARGET] Student: My math notebook. Teacher: Don't worry about it. Teacher: For now use your [inaudible] paper.,0 5468,"Teacher: Student A come up and show me the mean, mode, median, and range. Teacher: I don't want to hear any talking. Teacher: Come up here. [TARGET]Teacher: I don't want you to write anymore.[/TARGET] Teacher: Look up here. Teacher: You should be looking here. Teacher: Have a seat.",1 5469,Teacher: Student A has been following my directions when I've asked him to move. Teacher: Look at how you're sitting. Teacher: Look at how you are sitting right now. [TARGET]Teacher: Are you trying to learn?[/TARGET] Teacher: Are you being a student right now? Teacher: [Crosstalk] Teacher: What we do now is we can set up.,1 5470,"Teacher: Student A said 20. Teacher: Where are you getting 20 from? Student: [Inaudible] [TARGET]Teacher: Shh.[/TARGET] Teacher: Student O, take a seat. Student: No, Teacher, I changed my answer. Teacher: You changed your mind.",1 5471,"Teacher: Student A said that a fraction is always more than nothing, more than zero, but less than one. Teacher: Hm, what if I do something like this? Teacher: Is that less than zero? [TARGET]Teacher: Student C, can you sit up please?[/TARGET] Teacher: Student M, hands off manipulatives. Teacher: Student P, hands off manipulatives. Teacher: Student C, hands off manipulatives.",1 5472,"Teacher: Student A, I need you to go pick up everybody's paper 'cause everybody is still coloring and messing with that. Teacher: Student A. Student: Should we put our names on them? [TARGET]Teacher: Put the crayons back in the box, in the bowls.[/TARGET] Teacher: Pick up your papers. Teacher: Get them ready to hand to Student A. Teacher: She shouldn't have to come and pick it up off the table for you.",0 5473,"Teacher: Student A, I need you to sit down [inaudible]. Student: Can you go back? Teacher: To what? [TARGET]Teacher: And what do you need to do if you had my attention?[/TARGET] Teacher: If you needed my attention? Teacher: What, Student A? Student: [Inaudible]",1 5474,"Teacher: Student A, I'm not playing with you. Teacher: Let's go. Teacher: Can you read this to me? [TARGET]Teacher: You're right here.[/TARGET] Student: [Inaudible]. Teacher: Right here. Teacher: Stop fooling around please.",0 5475,"Teacher: Student A, I'm sorry, but I have a little sick tummy today. Teacher: I'll be right back if you will talk quietly. Teacher: Sh. [TARGET]Teacher: Student J, join those other two girls.[/TARGET] Teacher: I'll be right back. Teacher: I have this sick tummy. Teacher: Sorry.",0 5476,"Teacher: Student A, I'm waiting for you. Student: I got mine. Student: Shut up. [TARGET]Teacher: Let's go.[/TARGET] Teacher: He's doing a good job. Teacher: Can we stop, please? Teacher: You're doing a good job.",0 5477,"Teacher: Student A, Student C, Student G, Student D, Student E, Student C, Student T. I want you to scoot up here closer where I can see you. Teacher: Student A, Student A, and Student P. Student W, did you get finished? Teacher: Student L got finished. [TARGET]Teacher: Let me turn this back on.[/TARGET] Teacher: We're going to talk about these as we grade them. Teacher: If you miss it, I just want you to put a red X through the number, like number one, or number two, whatever, and you should not have a normal, regular pencil with eraser right now. Teacher: Come on.",0 5478,"Teacher: Student A, [inaudible]. Student: What? Student: [Inaudible]. [TARGET]Teacher: Student A, [inaudible].[/TARGET] Teacher: Shh. Teacher: This is an exponent. Teacher: Two to the second power [inaudible].",1 5479,"Teacher: Student A, are you done? Teacher: Where are you? Student: On six. [TARGET]Teacher: What do you want?[/TARGET] Teacher: [Room noise] Teacher: Student N, sit down. Teacher: You have seven.",0 5480,"Teacher: Student A, can you please stop? Teacher: Stop. Teacher: Because you have started paying attention - what is that? [TARGET]Teacher: You don't eat peanuts?[/TARGET] Student: I don't like it. Teacher: Student A, sit down and stop fooling around, please. Teacher: Let me have it.",0 5481,"Teacher: Student A, can you show how to do the 14 times 5 one more time so that Student D doesn't have to add five 14 times? Teacher: So look at what he's going to do. Student: [Inaudible]. [TARGET]Teacher: All right, Student F, Student J, Student J.[/TARGET] Student: [Inaudible]. Teacher: Sit down. Student: But we're doing our work.",1 5482,"Teacher: Student A, come and sit here. Teacher: I'm going to work with you. Teacher: I'm giving you a choice. [TARGET]Teacher: Sit down here.[/TARGET] Teacher: Can you leave my seat please? Teacher: I'll work with you. Teacher: Student A, I'm not playing with you.",1 5483,"Teacher: Student A, come down here with Student E please. Teacher: Student C and Student M, please sit next to each other with your books open. Teacher: And then we have Student H and - if you'd go sit or maybe go to the back. [TARGET]Teacher: No, don't go back there, but come sit next to Student H with your book.[/TARGET] Teacher: Who have I missed? Teacher: Come on up here next to her please. Teacher: So have I got -?",1 5484,"Teacher: Student A, come on up. Multiple Students: [Crosstalk]. Teacher: Excuse me. [TARGET]Teacher: I want you to move to that back seat, right there for now.[/TARGET] Teacher: [Scraping]. Teacher: [Silence]. Teacher: So plus two.",1 5485,"Teacher: Student A, come on. Teacher: Excuse me. Teacher: Mind your own business. [TARGET]Teacher: Nobody is coming to you.[/TARGET] Teacher: Sit down. Teacher: Excuse me. Teacher: Make a change for Student A. I told him to make change for you.",1 5486,"Teacher: Student A, come over here. Teacher: I'll help you. Student: What is this? [TARGET]Teacher: Bring it.[/TARGET] Teacher: Let me help you. Teacher: Give me. Teacher: Let me give you a piece of foam.",0 5487,"Teacher: Student A, do this one. Teacher: This one is easy. Teacher: Do that one. [TARGET]Teacher: Do this.[/TARGET] Teacher: This is addition. Teacher: Add it. Student: It doesn't matter.",0 5488,"Teacher: Student A, do you have that written down in your journal? Teacher: Let's think about one fourth times one third. Teacher: No, sir. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram. Student: You're going to make it [Inaudible] or? Teacher: Sure, you can do that.",1 5489,"Teacher: Student A, have you finished one problem? Teacher: Have you finished two problems? Student: Almost two. [TARGET]Teacher: Okay, then stop looking over there.[/TARGET] Student: Can I subtract on this? Teacher: No, you cannot subtract. Teacher: We're-boys and girls.",1 5490,"Teacher: Student A, how am I supposed to know this is yours? Teacher: You might want to look at that line plot one more time. Teacher: Look up there on the board sweetie. [TARGET]Teacher: Turn around.[/TARGET] Teacher: I want you to study it carefully. Teacher: Okay, thank you. Teacher: I don't see it written down.",1 5491,"Teacher: Student A, if I let you go to the bathroom are you not going to work, sit in that red chair? Student: Mr. H, that's what I got. Teacher: How [inaudible] 75? [TARGET]Teacher: Do the fraction first before [inaudible].[/TARGET] Teacher: Student A, please get out of that chair. Teacher: Student M - I'll run over H. I don't think you were paying attention but then you did it, right? Teacher: That's what Student A [inaudible].",0 5492,"Teacher: Student A, if you're going to write it, do like you did yesterday. Teacher: Sit where Student C is and just write it down in the right direction. Teacher: That way it's easier. [TARGET]Teacher: Student C, will you sit here?[/TARGET] Teacher: Here, you want to sit there? Teacher: She's giving you her seat. Teacher: Okay.",1 5493,"Teacher: Student A, it's a fly. Teacher: It's okay. Student: No, it's a bee. [TARGET]Teacher: Just leave it be.[/TARGET] Teacher: It's a - Student: It's a big bee. Teacher: Okay, but everyone else is fine.",1 5494,"Teacher: Student A, just put those over on the corner. Teacher: [Crosstalk] Teacher: Student A, please don't talk to anybody on your way out. [TARGET]Teacher: We're very busy right now.[/TARGET] Teacher: Thank you. Teacher: Because I know that they're gonna try to talk to you. Teacher: Okay.",1 5495,"Teacher: Student A, leave it. Student: I don't care. Student: I heard you. [TARGET]Teacher: Student N, sit down.[/TARGET] Teacher: You're calling out, please. Teacher: [Crosstalk] Teacher: Student C, don't worry.",1 5496,"Teacher: Student A, let's go. Teacher: This is the first time you're doing math very well. Teacher: Good job. [TARGET]Teacher: If you finish this page, I'll give you a cracker.[/TARGET] Teacher: When you finish. Teacher: Can you stop throwing that? Teacher: Give it to me.",0 5497,"Teacher: Student A, listen. Teacher: We want these wild cards to be [inaudible]. Teacher: I'm not going to give you a snack because there's nothing productive I've seen. [TARGET]Teacher: I'm not seeing anything productive.[/TARGET] Teacher: You know how to play this game. Teacher: I've played it with you before. Teacher: [Inaudible].",1 5498,"Teacher: Student A, look at me. Teacher: What's going on? Student: [Inaudible] [TARGET]Teacher: You were, but we've moved on from that, so you guys are over it, Student A, look at me, you are over it.[/TARGET] Teacher: Because, we are doing this, okay, is it done, yes or no. Teacher: Boys, is it done? Multiple Students: Yes.",1 5499,"Teacher: Student A, not everybody may know what a vertex is. Teacher: So okay. Teacher: Okay. [TARGET]Teacher: Student C, would you come here please and would you hold this for me?[/TARGET] Teacher: Would you point to a vertex? Teacher: She's going to tell you. Student: [Inaudible].",1 5500,"Teacher: Student A, read me number three. Teacher: Stop. Teacher: I'm going to wait for all attention. [TARGET]Teacher: Playing with pencils is not appropriate.[/TARGET] Teacher: If it continues, name will go in the book. Teacher: First read me the question. Student: Jamie has 14 drawings.",1 5501,"Teacher: Student A, read me the challenge problem. Student: Tommy is 72 inches tall. Student: There are 12 inches in each foot. [TARGET]Teacher: Student P, last time I speak to you.[/TARGET] Student: How many feet tall is he? Teacher: So Tommy is 72 inches tall. Teacher: 72 is our big group.",1 5502,"Teacher: Student A, sit down and stop fooling around, please. Teacher: Let me have it. Teacher: Everybody knows that math class is never like this in the classroom. [TARGET]Teacher: It's time to [inaudible].[/TARGET] Teacher: Are you done? Teacher: The people are going to watch you and see what you do. Teacher: Student T, can you please do your math?",0 5503,"Teacher: Student A, something that's tricky, something that's difficult, something you learned. Student: I have something that's difficult. Student: When you- [TARGET]Teacher: Student H, you're being rude.[/TARGET] Student: When you're going to break it apart. Teacher: Why? Student: Because [inaudible].",1 5504,"Teacher: Student A, sorry. Teacher: Bingo. Teacher: Student J, and Student E, and Student N. Student D and Student N, can you work together? [TARGET]Teacher: Shh.[/TARGET] Teacher: Student R. [Inaudible] take yours to that group. Teacher: Student J, take - here's where Student P, and Student E can work together. Teacher: Give them 36.",1 5505,"Teacher: Student A, step outside. Student: But I'm telling you I don't see what's the [inaudible]. Teacher: All right, keep it quiet, guys. [TARGET]Teacher: Student D.[/TARGET] Student: Do you know where my math book is? Teacher: I don't. Teacher: Take out your math book please.",0 5506,"Teacher: Student A, the directions were [inaudible]. Teacher: All right, [inaudible], I'll wait. Teacher: I'll wait. [TARGET]Teacher: The warm-up, the warm-up is gonna be on this sheet.[/TARGET] Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board. Teacher: You are going to count the number of students, number of boys, number of girls. Teacher: Same as yesterday.",0 5507,"Teacher: Student A, the only way to actually learn something is you have to physically try it. Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers. Teacher: The numbers are not going to solve themselves. [TARGET]Teacher: You have to try, okay?[/TARGET] Teacher: Even if it's wrong, you still have to try. Teacher: Okay, there's nothing wrong with trying and getting it wrong. Teacher: That's actually pretty good.",0 5508,"Teacher: Student A, what are you doing with pencils? Student: The pencils broke. Teacher: Let's go. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Okay. Teacher: It says here solve this problem. Teacher: Show your solution using clear and concise notation.",0 5509,"Teacher: Student A, what did Student D just say? Teacher: Can you sit up, please? Teacher: Did you hear her? [TARGET]Teacher: Student J, sit up, please.[/TARGET] Teacher: Sit. Teacher: You need to sit straight up. Student: You round the one eleventh down to 0 and rounded the eight ninths up to 1.",1 5510,"Teacher: Student A, what is four plus three? Student: [Inaudible]. Teacher: Let's check. [TARGET]Teacher: You just stand there.[/TARGET] Teacher: What is four plus three? Teacher: Count my fingers. Student: Eight.",0 5511,"Teacher: Student A, what is she trying to do with her sketch? Teacher: Student A, sit down. Student: I see that she did three circles. [TARGET]Teacher: Put that away.[/TARGET] Student: The circles - Student: Oh, no, because I was looking at what you just said. Teacher: Okay, but we're being rude to Student A who is trying to explain.",1 5512,"Teacher: Student A, what's 3 times 1,000? Student: 3000 Teacher: 3,000, all right. [TARGET]Teacher: Can you turn on the light when you go out?[/TARGET] Teacher: Student S, what is 17 times 10? Student: That would be 170. Teacher: Yes.",0 5513,"Teacher: Student A, what's the fraction for blue? Student: 2 out of 14. Teacher: Good; okay. [TARGET]Teacher: Put that back![/TARGET] Teacher: Thank you. Student: You're welcome. Teacher: And one more.",1 5514,"Teacher: Student A, you need to be sitting because if you stand, you block their view. Teacher: Okay, turning and facing this way, Student J, with your body. Teacher: Student R, turn your body this way. [TARGET]Teacher: So if we look at number five, Student S is showing us - I'm going to stop.[/TARGET] Teacher: Let's stop till I see people looking. Teacher: Student R, turn your body this way so that you're facing the board and you can easily see. Teacher: Okay, Student C, read number five.",1 5515,"Teacher: Student A, you need to turn around and look at me. Teacher: People over in my group over here, you need to turn and look at me. Teacher: Student L, Student J, Student J, good job. [TARGET]Teacher: I need people quiet.[/TARGET] Teacher: This group has been able to remain quiet. Teacher: Let's see if another group can do it. Teacher: Over here you're quiet.",1 5516,"Teacher: Student A, you're working on silence. Teacher: Right now you're working on quiet, but you're still going. Teacher: I'm talking to Student D, now. [TARGET]Teacher: Now if I say anything again, it's silence.[/TARGET] Teacher: And Student G, I'm giving you the opportunity to work with a group. Teacher: Don't lose your opportunity. Teacher: You can bring that over here, Student D, and I'll look at it.",1 5517,"Teacher: Student A. Student: Should we put our names on them? Teacher: Put the crayons back in the box, in the bowls. [TARGET]Teacher: Pick up your papers.[/TARGET] Teacher: Get them ready to hand to Student A. Teacher: She shouldn't have to come and pick it up off the table for you. Teacher: We're gonna make an array on here.",0 5518,"Teacher: Student A. Student: [Inaudible]. Teacher: Yeah, I'm gonna give you the problem. [TARGET]Teacher: Can you pass them out please?[/TARGET] Teacher: [Crosstalk] Teacher: Well this is called a picture. Teacher: The rectangles colored in are pictures.",0 5519,"Teacher: Student A. Teacher: Good job. Teacher: Wait for Student R. Say excuse me and go back to your seat please. [TARGET]Teacher: Student J.[/TARGET] Teacher: Student A. Teacher: And Student P. [Inaudible] Your lunch tickets, remember 11:25, okay? Teacher: All right, calendar helpers, who-is that you Student R?",0 5520,"Teacher: Student A. Teacher: Now the second one. Teacher: Seventeen minus four, times three. [TARGET]Teacher: Student A, look up here, please.[/TARGET] Teacher: In partnethesis I have four times three. Teacher: The order of operations says do eht parenthesis first, Student L, so what do we have in parenthesis. Multiple Students: [Multiple answers].",1 5521,"Teacher: Student A. Teacher: So besides these two people, everybody understood what Student I said? Teacher: Student I said, ""I put away the whole numbers."" [TARGET]Teacher: He ignored them.[/TARGET] Teacher: He put them away in his head, because I see when he was doing this, he never considered the whole numbers. Teacher: He ignored them when he said put away. Teacher: He ignored them in his head.",1 5522,"Teacher: Student A. Teacher: Wait, hold on. Teacher: Hold on. [TARGET]Teacher: I need everyone to stop moving.[/TARGET] Teacher: Hold on, I can't hear you. Teacher: Hold on. Teacher: Student A, what would you tell Mr. and Mrs. Sun-maid?",1 5523,"Teacher: Student A. Teacher: [Crosstalk] Teacher: Excuse me. [TARGET]Teacher: Put your chair here.[/TARGET] Teacher: Student D, move to the back table. Teacher: [Crosstalk] Student: [Inaudible].",1 5524,"Teacher: Student A. Teacher: [Crosstalk] Teacher: Hang on, guys. [TARGET]Teacher: We've got somebody talking.[/TARGET] Student: The baby in the top right corner has a frame around the picture, and her cushion, her blanket that she's laying on top of is purple with white dots. Teacher: Okay. Teacher: That is some very, very distinct observations.",1 5525,"Teacher: Student A. Teacher: [Inaudible] two to the second power [inaudible]. Teacher: Quiet. [TARGET]Teacher: I'll wait, Student A.[/TARGET] Teacher: Student J, which one should we be [inaudible] boys, and girls? Multiple Students: [Multiple answers]. Teacher: Everyone [inaudible].",1 5526,"Teacher: Student A? Student: Can I go to the bathroom? Teacher: Quickly. [TARGET]Teacher: Student A, will you please go with him?[/TARGET] Teacher: So today I am going to have you go back to measuring these angles, and you probably remember some of these, and you have the numbers, right? Teacher: For example, for triangle A, for shape A, what does the angle measure here? Teacher: 60 degrees.",1 5527,"Teacher: Student A? Student: Factor is what you skip count by and multiples is what you land on. Teacher: Can anyone give me an example about that. [TARGET]Teacher: I need you in a seat, honey.[/TARGET] Teacher: I asked you to sharpen it with the pencil sharpener at the back of the room. Teacher: [Pencil sharpener running] Teacher: Thank you.",1 5528,"Teacher: Student A? Student: Multiply. Teacher: Multiply 0.37, 6 times. [TARGET]Teacher: So we have 0.37 times 6, and that's exactly what you did, Student A, down here.[/TARGET] Teacher: Let's look. Teacher: Let's see who's awake. Teacher: 6 times 7?",0 5529,"Teacher: Student A? Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: But what am I doing if I take this number - I need all eyes up here.[/TARGET] Teacher: It's a big part of this. Teacher: Remember, we don't just get an answer. Teacher: We got to answer what I did.",1 5530,"Teacher: Student A? Teacher: Read the last problem. Student: [Inaudible] minus [inaudible]. [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Say it one more time. Student: Seventeen and three-fourths, minus [inaudible]. Teacher: Say it one more time?",0 5531,"Teacher: Student A? Teacher: What's changed? Teacher: Student N, stand up. [TARGET]Teacher: Come here.[/TARGET] Teacher: Student N, what has changed? Student: The whole. Teacher: The whole.",1 5532,"Teacher: Student B and Student J, Student B, would you move up next to him please? Teacher: Student A, come on over with Student D. Student C and Student D - I mean Student C and Student D. Student A, come up and sit. Teacher: I want you to work together on these pages and figure it out. [TARGET]Teacher: Student K and Student A and Student I and Student M. Shhh, excuse me.[/TARGET] Teacher: [Classroom noise] Teacher: Student A, come down here with Student E please. Teacher: Student C and Student M, please sit next to each other with your books open.",1 5533,"Teacher: Student B come up. Teacher: Student B, what are you doing? Teacher: Go put your pen down and then come up. [TARGET]Teacher: Actually, put your pen down and sit down.[/TARGET] Teacher: I'll take someone who wants to be here for a change. Teacher: It was probably [inaudible]. Teacher: Sorry.",1 5534,"Teacher: Student B, Student C, Student K. Teacher: [Crosstalk] Teacher: Student F, Student K. I don't believe any of my directions said start talking to your neighbors. [TARGET]Teacher: Student D, Student A.[/TARGET] Student: Thank you. Teacher: Student N, Student J. I'm going by the numbers on the screen. Teacher: It might not be the same number that you have in class.",1 5535,"Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now. Student: But he keeps [inaudible] at me. Teacher: Give me a thumbs-up task manager, if your group is ready. [TARGET]Teacher: Task manager.[/TARGET] Teacher: Team two is ready. Teacher: Who is the task manager, over here? Teacher: Okay, is your group all set?",0 5536,"Teacher: Student B, please write 176. Teacher: So I've labeled my graph paper Q, and I have my total in here. Teacher: Don't go. [TARGET]Teacher: Go.[/TARGET] Teacher: That was letter Q. Teacher: Get started on letter R. I'm not mad. Teacher: I wanted to slow down.",0 5537,"Teacher: Student B, what are you doing? Teacher: Go put your pen down and then come up. Teacher: Actually, put your pen down and sit down. [TARGET]Teacher: I'll take someone who wants to be here for a change.[/TARGET] Teacher: It was probably [inaudible]. Teacher: Sorry. Teacher: It's a Q, but there's only one rule I was thinking of.",1 5538,"Teacher: Student B, you're over here. Teacher: Come on. Student: I'm coming. [TARGET]Teacher: Well then come and sit quickly.[/TARGET] Teacher: We shouldn't have to wait. Student: [Inaudible] Teacher: That's a good question to ask your group.",1 5539,"Teacher: Student B. Student: [Inaudible] not doing this. Teacher: Student D is not doing this problem. [TARGET]Teacher: So why are you getting a lesson from him over there?[/TARGET] Teacher: We're doing this together. Teacher: So if have 24 student, three-eighths of them are at recess and one-fourth are in the library. Teacher: So those two groups are out of the classroom, right.",1 5540,"Teacher: Student C and Student M, please sit next to each other with your books open. Teacher: And then we have Student H and - if you'd go sit or maybe go to the back. Teacher: No, don't go back there, but come sit next to Student H with your book. [TARGET]Teacher: Who have I missed?[/TARGET] Teacher: Come on up here next to her please. Teacher: So have I got -? Teacher: You and you, come on over.",0 5541,Teacher: Student C being on task. Teacher: Student T being on task. Teacher: Student J being on task. [TARGET]Teacher: Student A being on task.[/TARGET] Teacher: [Room noise] Student: This one. Teacher: Look at what we did here on this one.,0 5542,"Teacher: Student C said minus. Teacher: Student C, can you help us to solve this math, please? Student: I said plus. [TARGET]Teacher: Do it here please.[/TARGET] Teacher: [Crosstalk] Student: Did you hear Student J? Teacher: Huh?",0 5543,"Teacher: Student C, Student D, Student A, Student J, Student S. There you go. Teacher: Student R, Student Z, Student A, Student A, Student S. Uh-oh. Teacher: All right. [TARGET]Teacher: Stay here.[/TARGET] Teacher: Who's your buddy? Teacher: I've got - guys, one person come get the handout so you know what you're doing. Teacher: Come get it.",1 5544,"Teacher: Student C, Student J. I'm sorry, Student C, Student D. You're not eating it. Teacher: Thank you, Student V. Student U, Student C, Student Y. Teacher: That's it. [TARGET]Teacher: [Inaudible] over here.[/TARGET] Student: [My broken wheels are] over there. Teacher: That's fine. Student: What are you doing?",0 5545,"Teacher: Student C, Student S, why aren't you up here? Student: Because I have a clock. Student: You told me to go sit down. [TARGET]Teacher: I said if you don't have a clock or a partner then you should be up here.[/TARGET] Teacher: Student T, you're Student C's partner. Teacher: You're all set. Teacher: Go stand behind Student C's chair.",1 5546,"Teacher: Student C, are you done? Student: Yes. Teacher: Okay, I have something for you. [TARGET]Teacher: I want you to check this.[/TARGET] Teacher: This is not correct. Teacher: I'm coming. Teacher: Let me give Student C something.",0 5547,"Teacher: Student C, bring your book. Teacher: This is - Student: Bring that book? [TARGET]Teacher: Put your book away.[/TARGET] Teacher: Student R, that's not productive noise. Teacher: So 14 times 6 is 84? Teacher: You checked it?",1 5548,"Teacher: Student C, can you help us, please? Student: Can I do it? Student: I want to do it. [TARGET]Teacher: You've done one.[/TARGET] Teacher: Let him do it. Student: No, if he gets it wrong, can I do it? Teacher: You may not use this way.",0 5549,"Teacher: Student C, do I have you back? Teacher: Yes. Teacher: Yes, Student M, I have you back. [TARGET]Teacher: Student F, I have you back?[/TARGET] Student: Yes. Teacher: Okay. Teacher: All right.",1 5550,"Teacher: Student C, go back to your seat. Student: Why? Teacher: Please, go back to your seat. [TARGET]Teacher: Student C, go back to your seat.[/TARGET] Teacher: We're waiting for you, Student C. Student: What the hell? Student: Can I go now?",1 5551,"Teacher: Student C, good job. Teacher: Good job, Student R. Sit right there. Teacher: Scoot over so she can sit. [TARGET]Teacher: Sit down, Student R. Just share that for now.[/TARGET] Teacher: You can use that. Teacher: Let me see your homework. Teacher: Can I see your homework so I can see what it looks like?",1 5552,"Teacher: Student C, have a seat. Teacher: I need four twelfths. Teacher: Let's go. [TARGET]Teacher: You're too busy talking and not paying attention.[/TARGET] Teacher: Five twelfths, seven twelfths. Teacher: It's highly possible I didn't put five twelfths in there. Teacher: There we go.",1 5553,"Teacher: Student C, how would you solve that problem? Student: Add up all the boys and girls once, and then add up all the boys. Student: And all the boys [inaudible]. [TARGET]Teacher: Thumbs up if you agree with what Student C just said.[/TARGET] Teacher: Thumbs up - they've got one person that you believe you. Teacher: Two? Teacher: Three?",0 5554,"Teacher: Student C, is it going to work? Student: It will work if I get it a little higher. Teacher: Last try, Mr. J, then you can prove it to us on paper. [TARGET]Teacher: Be nice to each other.[/TARGET] Teacher: He's helping you. Teacher: Don't yell at him. Teacher: If you're getting free help without pay, you can't complain how they do it, now can you?",1 5555,"Teacher: Student C, look at your folder here. Teacher: [Inaudible]. Teacher: Your folder here. [TARGET]Teacher: Be quiet.[/TARGET] Teacher: How did you know? Student: I just guessed. Teacher: Don't guess.",1 5556,"Teacher: Student C, look here. Teacher: Ten ones, and ten ones is the same thing as one 10. Teacher: So this can enable us now to solve. [TARGET]Teacher: Student C, look here.[/TARGET] Teacher: This is where your confusion was. Teacher: Now we have 10 here. Teacher: Ten take away two is going to be what?",0 5557,"Teacher: Student C, no talking like that. Teacher: Okay, you may use your white board as your work space. Teacher: Student G, okay. [TARGET]Teacher: That's not even safe to be playing like that.[/TARGET] Student: What? Teacher: Okay ... I'm going to give you five minutes to do number seven, eight, nine, and ten, and after five minutes I'm going to check your work. Teacher: [Students working on problem].",1 5558,"Teacher: Student C, sit down please. Student: Is that the answer? Teacher: Don't erase. [TARGET]Teacher: Do it here.[/TARGET] Student: Ain't the answer 240? Teacher: No, it's 600. Teacher: [Crosstalk]",0 5559,"Teacher: Student C, sit down. Teacher: Get to your workbook, this folder. Teacher: Look and see. [TARGET]Teacher: Go there.[/TARGET] Teacher: Go there. Teacher: Go to the folder. Teacher: You see here?",0 5560,"Teacher: Student C, stop. Teacher: Turn around and look at the board please. Student: I'm finishing my work. [TARGET]Teacher: He's doing something here.[/TARGET] Teacher: Student T is warning. Teacher: [Crosstalk] Teacher: We're not sure how you got six plus four.",1 5561,"Teacher: Student C, thank you. Teacher: We're going into your book, and in that book I want you to work - I want you to work on page - page one - Teacher: [Crosstalk] [TARGET]Teacher: Listen.[/TARGET] Teacher: I'll tell you what page. Teacher: Page one, three - I'm gonna put them on the board. Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10.",0 5562,"Teacher: Student C, we're not doing that. Teacher: We're sharing. Teacher: One. [TARGET]Teacher: Two.[/TARGET] Teacher: Everybody should be finished. Teacher: Student D, are you through? Student: [Inaudible].",0 5563,"Teacher: Student C, what did you want to say? Student: I felt like Student C because in the beginning I kept beating Student P, and he was feeling bad, and I didn't know what to do. Teacher: Something else I noticed that was very good, Student K in the back, she was - one person really didn't understand how they arrived at an answer, and she actually took the time to show them before they went on to the next problem. [TARGET]Teacher: I think that was very good that you guys were helping each other out and not putting each other down.[/TARGET] Teacher: That was positive. Teacher: Yes? Student: I was a little upset because I wanted easier numbers, like 200 times 3.",1 5564,"Teacher: Student C, what is one more fraction we learned besides one eighth? Student: One fourth. Student: [Crosstalk] [TARGET]Teacher: Wow, I call one person's name.[/TARGET] Teacher: Listening. Teacher: Wow. Teacher: Okay, half, we put one half and one half must be - ",1 5565,"Teacher: Student C, whatcha doing? Teacher: Okay. Teacher: Come sit down. [TARGET]Teacher: The time's up here.[/TARGET] Multiple Students: [Inaudible] Teacher: Sit. Teacher: Everybody.",0 5566,"Teacher: Student C, who's your partner? Teacher: Why aren't you over there? Teacher: That's the paper. [TARGET]Teacher: Put it down.[/TARGET] Teacher: It's all you need. Teacher: What have you got? Student: 75.",1 5567,"Teacher: Student C, you need to come, show the number. Student: Teacher, can I have these? Teacher: We'll see. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Stand in front of the camera so they can see the number. Teacher: We've already done this before, so we're gonna act like we know. Teacher: We've done it two times already.",1 5568,"Teacher: Student C, you need to go to your seat. Teacher: The directions are be in your seat in three, two, one. Teacher: Second direction. [TARGET]Teacher: Second direction, write your name and the date on the graph paper.[/TARGET] Teacher: Student D, you're part of this. Teacher: You're part of this. Teacher: You have graph paper, Student D?",0 5569,"Teacher: Student C. You girls are going to join Student H and who? Teacher: Student J. Teacher: Student D and Student R are joining you. [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Who's your partner? Teacher: Student A, where are you? Teacher: Partner's looking for you.",0 5570,"Teacher: Student C. Student: She was writing it. Teacher: Okay, so who's going to give her the information? [TARGET]Teacher: One person does the graph.[/TARGET] Teacher: You all get together and give him information of the graph. Teacher: [Inaudible] how many people chose cookies? Teacher: So you all give him information.",0 5571,"Teacher: Student C. Student: We did - Teacher: Nice and loud so everyone can hear you. [TARGET]Teacher: Student J has already lost interest 'cause he's writing.[/TARGET] Student: We did 56 and over there that 8 times this, there's 8 people getting lunch and 7 people not getting lunch, and there's 14 people not getting lunch and 7 people not getting lunch. Student: So we did three halves, so we got 4 and we doubled the second. Teacher: I like how you found an equation to equal using doubling and halving.",1 5572,Teacher: Student C? Student: 2. Teacher: It's okay. [TARGET]Teacher: He didn't steal it.[/TARGET] Teacher: It's okay if you both have the same thing. Teacher: Let's look at 2. Teacher: Obviously 1 times 2.,0 5573,"Teacher: Student C? Student: Should we write our names on - Teacher: I've already said put your name on it. [TARGET]Teacher: And it's something that goes in your folder and it stays there, forever.[/TARGET] Teacher: So, please read this. Teacher: It's your steps to problem solving. Teacher: [Students reading].",0 5574,"Teacher: Student C? Student: Why do they all start with P? Student: [Inaudible]. [TARGET]Teacher: Ah.[/TARGET] Teacher: All right, there we go. Teacher: Sometimes it takes awhile. Teacher: But right now, this is a - this is a technique that I taught the second math group.",0 5575,"Teacher: Student C? Teacher: Student L? Teacher: Student A? [TARGET]Teacher: Student L. [Students working on problem].[/TARGET] Student: [Inaudible]. Teacher: One person. Student: Oh, [inaudible].",0 5576,"Teacher: Student D also says overestimate. Teacher: Tell me why. Student: [Inaudible]. [TARGET]Teacher: Speak up louder, please.[/TARGET] Student: I think she should overestimate because most of the fractions are over the one half point. Student: [Inaudible]. Student: She doesn't have to go back to the store to get more.",1 5577,"Teacher: Student D and Student R are joining you. Teacher: Excuse me? Teacher: Who's your partner? [TARGET]Teacher: Student A, where are you?[/TARGET] Teacher: Partner's looking for you. Teacher: Who's your partner? Teacher: Where have you been?",0 5578,"Teacher: Student D says she didn't get one. Teacher: Here. Teacher: Double check your desk. [TARGET]Teacher: Student M, completely move out of the desk so that Student N can find his daily math review.[/TARGET] Teacher: We're gonna sit here and we're gonna waste time. Teacher: This frustrates me to no end. Teacher: Let's see, I've got like three people that have lost their daily math review and we just got them today.",1 5579,"Teacher: Student D, I am speaking. Teacher: You are sitting. Teacher: You are not talking. [TARGET]Teacher: Telling me I'm going too fast is different than saying that you don't understand.[/TARGET] Teacher: So the very first one was three-fourths. Teacher: Anybody that has nine-twelfths on your board, you should have that one crossed off for three-fourths. Teacher: I gave it to you.",1 5580,"Teacher: Student D, Student M, I don't appreciate the talking. Teacher: Put your pencils down. Teacher: Okay. [TARGET]Teacher: So, this is probably one of the easiest - I'll wait for Christopher.[/TARGET] Teacher: Thank you, Christopher, thank you. Teacher: This is probably one of the easiest steps. Teacher: It is really number of students, it's just adding the total of boys and girls.",1 5581,"Teacher: Student D, Student T, Student R, and Student J. Teacher: Student J, and Student R, table. Teacher: Student T, and Student D, come here. [TARGET]Teacher: Student S, come here.[/TARGET] Student: [Inaudible]. Teacher: Student A, Student A. Student: [Inaudible].",0 5582,"Teacher: Student D, and Student E, please go outside my door. Teacher: Go outside. Teacher: You have plus 200. [TARGET]Teacher: Go out.[/TARGET] Teacher: Okay. Teacher: When you add you have 1,400. Teacher: Now what do you have to do to find the mean?",1 5583,"Teacher: Student D, are you through? Student: [Inaudible]. Teacher: [Inaudible] telling the story. [TARGET]Teacher: Put the crayons up.[/TARGET] Teacher: Put the crayons up. Teacher: Okay. Teacher: One.",0 5584,"Teacher: Student D, can you help us out with the problem? Teacher: Student S, please do not come into the classroom. Teacher: Stop talking about it. [TARGET]Teacher: Do not say anything more about Student S.[/TARGET] Teacher: [End of Audio]",1 5585,"Teacher: Student D, for the third time, go to your seat. Student: [Inaudible] Teacher: Then, take your stuff, get a board, and sit on the carpet. [TARGET]Teacher: You're not sitting over there.[/TARGET] Multiple Students: [Inaudible chatter] Teacher: It's Student R's seat. Teacher: Take your sheet, take a board, sit on the carpet, or sit at your desk.",1 5586,"Teacher: Student D, okay. Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six. Teacher: She is on page six. [TARGET]Teacher: On page six.[/TARGET] Teacher: Six. Student: [Inaudible]. Teacher: Student L, six.",0 5587,"Teacher: Student D, what are you doing? Student: [Inaudible]. Teacher: Well, it doesn't start. [TARGET]Teacher: It's a group [inaudible].[/TARGET] Student: [Inaudible]. Teacher: Student R, we already - see Student R, you are wrong. Teacher: [Inaudible] and you were not here.",0 5588,"Teacher: Student D, what do you have going? Student: [40 plus 9]. Teacher: Guys, can we put the pencil sharpening on pause please. [TARGET]Teacher: Right now all we need to do is listen.[/TARGET] Teacher: You don't need to write anything. Teacher: [Crosstalk] Teacher: So we're trying to divide four by two-thirds.",1 5589,"Teacher: Student D, you need to be here. Teacher: If you take away 1,000 from 1,100, what do you have left? Student: 100 [TARGET]Teacher: Write it here.[/TARGET] Teacher: We're playing the cards. Teacher: It's okay. Teacher: We have to play.",0 5590,"Teacher: Student D, you're still distracting us. Teacher: Can you please turn around and sit down? Student: You put the 1 on top of the 9. [TARGET]Teacher: Go back to your seat please.[/TARGET] Teacher: Sit down. Teacher: Thank you. Teacher: Student D, what does 9 here mean to you?",1 5591,"Teacher: Student D, you're part of this. Teacher: You're part of this. Teacher: You have graph paper, Student D? [TARGET]Teacher: It was, go to your seat, put your name and the date on the graph paper.[/TARGET] Teacher: I'm gonna put a problem on the board. Teacher: It should take you - if you were paying attention - about two minutes to do it. Teacher: When you're done with it your thumbs are gonna be up.",0 5592,"Teacher: Student D, you're really close to coming and sitting right next to me. Teacher: [Pause]. Teacher: Let's just be a little patient. [TARGET]Teacher: It's telling me that it wasn't him.[/TARGET] Teacher: Okay, so I said there was going to be 15 questions on the quiz. Teacher: When the quiz goes up there, for example, if number one were to say $5.00 plus $2.33, you're going to solve the problem on your paper and then you're going to look for the answer choice A, B, C or D, whichever one is correct, on the screen. Teacher: You're going to look at this white - not monitor, but this white thing right over here connected to my computer, that's in Student C's desk area.",0 5593,Teacher: Student D. Student: [Inaudible] Teacher: Excuse me? [TARGET]Teacher: I can't hear you.[/TARGET] Student: Working. Teacher: Working? Teacher: What do you mean by that?,0 5594,"Teacher: Student D. Denominator. Teacher: Not numerator, denominator. Teacher: This is fourteenths. [TARGET]Teacher: Student J, you left your - I'm going to walk with you.[/TARGET] Teacher: Sit down and stay there. Teacher: No. Teacher: I don't see the first steps.",0 5595,"Teacher: Student D. I'm sorry. Student: I put - Teacher: Stop moving around. [TARGET]Teacher: You're listening.[/TARGET] Teacher: You had plenty of time to do this. Student: At the top I did 5 [inaudible] and I put 4 people next to them, so 5 times 4. Student: In the bottom I had [inaudible] people in it, so 5 times 4 and 2 times [inaudible] both equal 20.",1 5596,"Teacher: Student D. Okay. Teacher: Student A, I don't like how you're having a conversation over there. Teacher: [Crosstalk] [TARGET]Teacher: Were you talking about that?[/TARGET] Teacher: [Crosstalk] Teacher: I know. Teacher: Student A, I know you weren't, so I will need you guys to be quiet.",1 5597,"Teacher: Student D. Student: [Inaudible] Teacher: I know, but I need you focused. [TARGET]Teacher: I need you paying attention.[/TARGET] Teacher: Can you answer the question, Student E? Teacher: Can you answer the question, Student E? Student: No.",1 5598,Teacher: Student D. Student: Do you know where my math book is? Teacher: I don't. [TARGET]Teacher: Take out your math book please.[/TARGET] Teacher: [Crosstalk] Teacher: Let's open up to unit 6. Student: I need you to check if we left this [inaudible].,0 5599,Teacher: Student D? Student: Lines 100. Teacher: Lines 100. [TARGET]Teacher: You're not getting information from Student N. I'm telling you you're not to get information from him.[/TARGET] Teacher: The person next to you. Teacher: Parallel lines? Teacher: What is parallel lines?,1 5600,"Teacher: Student D? Student: [Inaudible]. Student: But then we realized that [Inaudible]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I asked you to let her watch up here, okay? Teacher: What? Teacher: But I'm asking you to do that because you're talking and then they cannot hear the people who are telling us what they did.",1 5601,"Teacher: Student D? Student: [Inaudible]. Teacher: A thousand, good. [TARGET]Teacher: Will you sit?[/TARGET] Teacher: For like the eightieth time today. Teacher: I'm going to get superglue and put it on your chair. Student: That would be awesome.",1 5602,"Teacher: Student D? Student: [Inaudible]. Teacher: You're fine. [TARGET]Teacher: Give it to Student B, please.[/TARGET] Teacher: Keep going if you're not finished. Teacher: Then you're going to give it to Student A after. Teacher: Then you're going to give it to Student C. Smiling because they're all right so far.",0 5603,"Teacher: Student D? Teacher: Student G? Teacher: that's going to be silence for you, today. [TARGET]Teacher: Student A, you're working on silence.[/TARGET] Teacher: Right now you're working on quiet, but you're still going. Teacher: I'm talking to Student D, now. Teacher: Now if I say anything again, it's silence.",1 5604,"Teacher: Student E and Student A can get those papers back, and your job was to round to the nearest 10. Teacher: We are going to say the rap for the first line. Teacher: Remember that we are not talking. [TARGET]Teacher: Student K, sit on your bottom, please.[/TARGET] Teacher: Look what Student J did. Teacher: Find your place, look next door, 5 more greater, he added one more. Teacher: All the digits in the front stay the same, all the digits behind, zero is your name.",1 5605,"Teacher: Student E has a question on this concept. Teacher: Student E, this concept, you have a question? Student: [Inaudible]. [TARGET]Teacher: Then don't ask it.[/TARGET] Teacher: Student A, a question about this? Student: Remember when I told you I do it a different way? Teacher: Yes.",1 5606,"Teacher: Student E is gonna collect the papers. Teacher: Stand by your chair. Teacher: [Crosstalk] [TARGET]Teacher: So everybody in your seat.[/TARGET] Student: I thought you said stand behind your seat. Teacher: Stand behind your seat. Teacher: Thank you, Student E. Student H, Student M, can I have your papers?",0 5607,"Teacher: Student E, I need you to move up. Teacher: So Student I, I need you to really pay attention. Teacher: Do you understand that? [TARGET]Teacher: I need you not to worry about what your neighbor's done; I need you over here.[/TARGET] Teacher: Do we understand that? Student: Got you. Teacher: Got you.",1 5608,"Teacher: Student E, in your seat, please. Student: [Crosstalk] Teacher: Page one. [TARGET]Teacher: Page one, we're gonna omit page one.[/TARGET] Teacher: Page one we're gonna omit. Teacher: Page one. Teacher: Omit means leave it.",0 5609,"Teacher: Student E, read us the problem. Student: That's easy. Student: Maria is [inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Take it down a notch. Student: Maria is packing boxes that is [inaudible] inches by [inaudible] inches. Student: The box is two [inaudible] by one inch.",1 5610,"Teacher: Student E, this is my personal rods. Teacher: Make sure they don't get mixed up with any other rods anywhere else. Teacher: Your animal, you're not bothering the animal. [TARGET]Teacher: We're not playing with it right now.[/TARGET] Teacher: Who's your partner, Student H? Teacher: Who's your partner? Teacher: Hurry up.",1 5611,"Teacher: Student E, turn to Student A. Teacher: Student D, turn to Student B. Teacher: Student C, turn to Student F. Student F, are you listening? [TARGET]Teacher: First step of listening is looking.[/TARGET] Teacher: Look at Student C. So, Student C, Student F and Student E, tell your partner what property is it? Teacher: The - Multiple Students: Commutative property.",1 5612,"Teacher: Student E, up here. Student: If you are multiplying two numbers you'll have 6 and 9, and if you double one and halve one, then the other problem you name will be the same number. Teacher: Does this make sense to everybody? [TARGET]Teacher: Student K, put that marker away.[/TARGET] Teacher: I don't know why you have a whiteboard marker in your hand. Teacher: Does it make sense? Teacher: Is it an accurate statement of what's going on here?",1 5613,"Teacher: Student E, what did you notice? Student: I noticed that all of them are pointing to the right because like a nine can get mixed up with a six. Teacher: Okay, what is it that's - Student M, thank you for sitting. [TARGET]Teacher: Student P, thank you for sitting.[/TARGET] Teacher: What is it that's when you said - what's pointing to the right? Student: Like the tab. Teacher: The tab is pointing to the right when it is a?",0 5614,"Teacher: Student E, work with Student N. Student: Oh. Student: Aw. [TARGET]Teacher: Shh.[/TARGET] Teacher: Go. Teacher: Come on. Teacher: You work with Student V.",1 5615,"Teacher: Student E. Student M, Student M, Student M. Student M, you're not listening for directions. Teacher: Listen. Teacher: Student L, good job. [TARGET]Teacher: Student O, thank you.[/TARGET] Teacher: Leave it, because we need this. Teacher: Student O, you're not sitting and listening for directions. Teacher: Now Student M is not listening.",0 5616,"Teacher: Student E. What fraction is that? Student: One fourth. Student: What? [TARGET]Teacher: Is your name Student E?[/TARGET] Teacher: No. Teacher: Student E, what fraction? Teacher: On page five, number two is what fraction?",1 5617,"Teacher: Student E? Student: Yes. Teacher: Stay focused, please. [TARGET]Teacher: If anybody needs help, please raise your hand.[/TARGET] Teacher: I'm working with Student S, now, so if you need help, you need to let me know. Teacher: Which one? Teacher: Eleven?",0 5618,"Teacher: Student E? Teacher: Student E? Student: Yes. [TARGET]Teacher: Stay focused, please.[/TARGET] Teacher: If anybody needs help, please raise your hand. Teacher: I'm working with Student S, now, so if you need help, you need to let me know. Teacher: Which one?",1 5619,"Teacher: Student F, he needs help. Teacher: How do you help him out? Teacher: He needs help. [TARGET]Teacher: Excuse me?[/TARGET] Student: The whole lesson is going to be that so you're not going to learn if you don't know how to do it. Teacher: What did he just say? Student: I didn't really hear him.",1 5620,"Teacher: Student F, remember - listening means eyes on the person speaking. Student: Perimeter is the area around [inaudible]. Teacher: Okay. [TARGET]Teacher: Student H, are you listening?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: We're not focusing on your reading book right now.",1 5621,"Teacher: Student G, count out 36 if you need to. Teacher: If you're done, pink paper, other side. Teacher: I'll take that. [TARGET]Teacher: Things that are on my desk are not to be touched.[/TARGET] Teacher: You don't like me going through your desk, do you? Teacher: Student Z, come get this black marker for number 10, please. Teacher: One more minute until Student L - Student T, you need to be at your seat.",1 5622,"Teacher: Student G, follow direction. Teacher: Your PW book, your pencil, your math book, and your notebook. Teacher: That's three - four things. [TARGET]Teacher: And everything else you put away.[/TARGET] Student: What four things? Teacher: Math book, PW book, pencil, and your notebook. Teacher: Thank you for sitting quietly and waiting.",1 5623,"Teacher: Student G, turn over a card. Teacher: Who's your partner? Teacher: Get over there. [TARGET]Teacher: This is math.[/TARGET] Teacher: This is not cleaning up folks. Teacher: This is not throwing away paper. Teacher: Go over there.",0 5624,"Teacher: Student G, you still need to get improved in your multiplication facts. Teacher: You still need to spend some more time. Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts. [TARGET]Teacher: So at this time, everybody, you move to the front.[/TARGET] Teacher: Everybody move to the front right now and sit by your partner. Teacher: [Classroom noise] Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on.",0 5625,"Teacher: Student G? Teacher: that's going to be silence for you, today. Teacher: Student A, you're working on silence. [TARGET]Teacher: Right now you're working on quiet, but you're still going.[/TARGET] Teacher: I'm talking to Student D, now. Teacher: Now if I say anything again, it's silence. Teacher: And Student G, I'm giving you the opportunity to work with a group.",1 5626,"Teacher: Student H, check your math again. Teacher: Start from the beginning again, honey. Teacher: Check your work. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Did you copy the problem correctly? Teacher: Yes, okay, now do it from the beginning. Teacher: Good.",1 5627,"Teacher: Student H, you're not with me at all. Teacher: You weren't with me yesterday. Teacher: You were drawing yesterday. [TARGET]Teacher: You're not gonna do well if you do not pay attention.[/TARGET] Teacher: Stay with me. Teacher: Okay. Teacher: Student H, what would this have to be for it to be 1?",1 5628,"Teacher: Student I said, ""I put away the whole numbers."" Teacher: He ignored them. Teacher: He put them away in his head, because I see when he was doing this, he never considered the whole numbers. [TARGET]Teacher: He ignored them when he said put away.[/TARGET] Teacher: He ignored them in his head. Teacher: He knew he was going to come back to them. Teacher: When you look at this, you're thinking, ""What happened here?""",1 5629,"Teacher: Student I, [Inaudible]. Teacher: Not bad. Teacher: Not bad. [TARGET]Teacher: Sh![/TARGET] Teacher: Very nice. Teacher: Not bad. Teacher: Student B, I think you need to [Inaudible].",1 5630,"Teacher: Student I, can you do it with a division symbol? Teacher: And ... who haven't I heard from? Multiple Students: [Crosstalk]. [TARGET]Teacher: Student S, no.[/TARGET] Teacher: Yeah, you went up before. Teacher: Student T, can you go up with - rewrite it as a fraction bar. Student: He's been up.",1 5631,"Teacher: Student I, can you sit still? Teacher: Move all the way back over there. Teacher: Can you move all the way back, please? [TARGET]Teacher: Take your book with you.[/TARGET] Teacher: Did anybody do any other thinking? Teacher: I know that two thirds - is there anything else people thought about these numbers while they were working? Teacher: Did anybody do any switching equivalencies?",1 5632,"Teacher: Student I, come up and do the next one and you guys put it on your desk. Student: Can I do the next one after that? Teacher: I don't know. [TARGET]Teacher: It depends on if you're behaving.[/TARGET] Student: Can I do the next one? Teacher: Okay. Teacher: Guys, you don't need to tell me; I'm gonna call you.",1 5633,"Teacher: Student I, what's changed? Student: The sides of the trapezoid [Inaudible]? Teacher: Well, the sides of the - the hexagon is bigger but we're working with - what's that word I wanted you to have? [TARGET]Teacher: You need to stop.[/TARGET] Teacher: I asked you to think about before. Teacher: Student A? Teacher: What's changed?",1 5634,"Teacher: Student I, what's this one? Student: A five-sided polygon. Teacher: No it's not, because you're not paying attention, 'cause you're doing something that you shouldn't be doing. [TARGET]Teacher: Sit up.[/TARGET] Student: It's important. Teacher: What is this one, Student I? Student: A four-sided polygon.",1 5635,"Teacher: Student I? Student: Put the denominator - Student: [Inaudible] [TARGET]Teacher: Excuse me, Student A, Student J was talking.[/TARGET] Teacher: He has the floor. Student: You put the denominator on the bottom of 22 to make a fraction. Teacher: Okay.",1 5636,"Teacher: Student I? Student: [Inaudible]. Teacher: Can you sit still? [TARGET]Teacher: Now speak.[/TARGET] Teacher: Look up. Student: I think she should underestimate, because if she overestimates, she might have less than she thinks. Teacher: You think she should underestimate?",1 5637,"Teacher: Student J come and sit down. Student: I'm not going to sit down; I'm not going to sit down. Student: Are you not listening to me? [TARGET]Teacher: Alright, okay, here...[/TARGET] Student: [Singing and screaming high pitched] Student: How many apples are there? Teacher: And then 1 fourth?",0 5638,"Teacher: Student J doesn't. Teacher: [Inaudible] try [inaudible]. Teacher: Student K does. [TARGET]Teacher: Or, not Student K.[/TARGET] Teacher: Finished? Student: [Inaudible] back [inaudible]. Teacher: He has [inaudible].",0 5639,"Teacher: Student J get off from there. Student: What are you doing!? Student: [Screaming] [TARGET]Teacher: What's the problem?[/TARGET] Student: I tried to [Inaudible] and he just shut it down for no reason. Teacher: Go back and go on and work. Student: What listen, don't do that, he just turned it back on.",1 5640,"Teacher: Student J has taken out his math book. Teacher: [Crosstalk] Teacher: Student D and Student J. [TARGET]Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this.[/TARGET] Teacher: So Student K, can you step outside? Student: Okay. Teacher: And, Student D, can you step outside?",1 5641,"Teacher: Student J is really - all eyes here. Teacher: All eyes here. Teacher: All eyes here. [TARGET]Teacher: Student X, put your chair legs down.[/TARGET] Teacher: Student J said that he wasn't really sure but he knows all the multiples of - when you multiply by 10. Teacher: So he did 10 times 6 is 60, 10 times 6 is 60, 9 times 6 is 54. Teacher: Then he added and got this.",1 5642,"Teacher: Student J sit down. Teacher: Sit down, sit, sit, sit. Teacher: I don't like the [Inaudible] as much. [TARGET]Teacher: I don't like it.[/TARGET] Teacher: I do not like it. Teacher: I do not like it. Student: She got cut!",1 5643,Teacher: Student J stop get away from her. Student: Get away she's telling you to get away. Student: So she screamed and then. [TARGET]Teacher: Please sit down.[/TARGET] Teacher: Please sit down stop. Teacher: Would you please stop are you listening? Student: How could you scrap me?,1 5644,"Teacher: Student J would you sit down please? Teacher: Please can you sit down? Student: She's gonna do that the same way. [TARGET]Teacher: If you rip his [Inaudible] if you rip his picture [Inaudible].[/TARGET] Student: She already did its right here. Other Adult: Alright come this way, alright Student J come on. Teacher: You cut them into four groups.",1 5645,"Teacher: Student J, I know. Teacher: You need to sit up and listen. Student: [Inaudible] journal. [TARGET]Teacher: I'm talking right now.[/TARGET] Teacher: We're gonna finish the fraction activity that we did yesterday and then we're gonna do another new activity. Teacher: We're working comparing fractions because they're not all the same size, right? Student: Right.",1 5646,"Teacher: Student J, I want you to stand up with your shape and I want you to go over there and sit down at that chair that's farthest away from me but facing me at table number one. Teacher: Okay. Teacher: Yeah. [TARGET]Teacher: Then hold up your shape but don't say a word.[/TARGET] Teacher: Okay. Teacher: Everybody turn your head and look at Student J. Teacher: Keep it held up.",0 5647,"Teacher: Student J, Student H, partners. Teacher: Okay. Teacher: We're playing smaller to larger. [TARGET]Teacher: Excuse me?[/TARGET] Student: [Inaudible]. Teacher: There you go. Teacher: Adios.",0 5648,"Teacher: Student J, Student L, please follow directions. Teacher: Follow directions. Teacher: No one [inaudible] should be up. [TARGET]Teacher: [Inaudible] that first table.[/TARGET] Teacher: If you sit at this table, [inaudible]. Teacher: Student M, [inaudible] sit there. Teacher: If you sit at this table, [inaudible].",0 5649,"Teacher: Student J, Student N, Student P, Student O and Student J, come on up. Teacher: I didn't tell anybody to switch yet. Teacher: [Crosstalk] [TARGET]Teacher: Come on up and sit down.[/TARGET] Teacher: I have paper for you. Teacher: [Crosstalk] Teacher: You need to be listening and you need to be focused on your work.",0 5650,"Teacher: Student J, add up this. Teacher: Leave your binder please. Student: Why do they get this and I don't? [TARGET]Teacher: Keep in touch, please.[/TARGET] Teacher: Add up these. Teacher: You have your own. Teacher: It's here.",1 5651,"Teacher: Student J, are you done? Teacher: Student V, are you done? Teacher: Is there anyone at this time who is not done? [TARGET]Teacher: Student K, Student M, if you are done, then you need to get to your seats for me, please.[/TARGET] Teacher: So everybody is done? Multiple Students: Yes. Teacher: All right, go ahead and switch your paper.",1 5652,"Teacher: Student J, can you share the statement your table came up with? Teacher: You're listening now. Teacher: You had a chance to discuss and now you're listening. [TARGET]Teacher: Student E, up here.[/TARGET] Student: If you are multiplying two numbers you'll have 6 and 9, and if you double one and halve one, then the other problem you name will be the same number. Teacher: Does this make sense to everybody? Teacher: Student K, put that marker away.",1 5653,"Teacher: Student J, come on up and draw yours right here. Student: [Inaudible] Teacher: Yep, whichever one you want. [TARGET]Teacher: Let me see what you've got.[/TARGET] Teacher: Let me look at your paper, darling. Teacher: Draw this one. Teacher: Okay, Student J is gonna draw one.",0 5654,"Teacher: Student J, come sit right here. Teacher: Student A sit in Student R's seat, and Student M come sit right here, please. Teacher: It's just easier if I've got three tables instead of two. [TARGET]Teacher: Just point it at that.[/TARGET] Teacher: It's on. Teacher: No. Teacher: Look down.",0 5655,"Teacher: Student J, did you say no? Student: No. Student: Student A. [TARGET]Teacher: Who said no?[/TARGET] Teacher: Student A, what's the problem, hun? Student: I did mental math. Teacher: Okay, and what did you get?",0 5656,"Teacher: Student J, get working. Student: Should I read it again? Teacher: Yeah, read it one more time. [TARGET]Teacher: Student A is trying to listen for the important information.[/TARGET] Student: There are - Teacher: It's field day. Student: That one?",1 5657,"Teacher: Student J, have your TURK page. Student: Can I sit over there to work with one of them? Teacher: It's too crowded. [TARGET]Teacher: Student M, can you sit.[/TARGET] Teacher: Student S, doesn't have anyone sitting next to her. Teacher: Can you sit there? Teacher: But we have such a - you were our writer yesterday.",1 5658,"Teacher: Student J, hit the light for me, please. Teacher: Someone may need for us to show some of these. Teacher: Does anyone need us to show? [TARGET]Teacher: Excuse me.[/TARGET] Teacher: First of all, I need to see if someone needs for us to show them how to work out any of these. Teacher: If someone had trouble. Teacher: Student D, I am proud of how far you have progressed.",0 5659,"Teacher: Student J, let's go, please. Student: Can we be in the middle? Teacher: Sure. [TARGET]Teacher: Do you want me to squoosh you?[/TARGET] Teacher: I love the way table five is working. Teacher: So what number would we want to skip count by? Student: I remember when that is.",0 5660,"Teacher: Student J, sit down. Teacher: Are you done? Student: Yep. [TARGET]Teacher: Student A, are you done?[/TARGET] Teacher: Where are you? Student: On six. Teacher: What do you want?",0 5661,"Teacher: Student J, sitting in a chair. Teacher: I can't start my group till I see people are sitting down. Teacher: Student B. [TARGET]Teacher: Student B, you're over here.[/TARGET] Teacher: Come on. Student: I'm coming. Teacher: Well then come and sit quickly.",1 5662,"Teacher: Student J, spread your cards. Teacher: You're doing a good job. Teacher: Spread your cards here. [TARGET]Teacher: You have to.[/TARGET] Teacher: Just put your cards up here. Teacher: Let me help you to make the first one. Teacher: This is - stop.",0 5663,"Teacher: Student J, where do I start off with at the y-axis? Student: Zero is where you leave from too. Teacher: Oh, okay. [TARGET]Teacher: Hold on one second, because I'm waiting for a couple of people to turn back around, because someone came just came in the back of the room.[/TARGET] Teacher: Okay. Teacher: So, it doesn't matter - let me see if I'm getting this correct from you. Teacher: It doesn't matter if I'm traveling across on x or up on y, I always start at zero?",1 5664,"Teacher: Student J, where is your math? Teacher: Stop. Teacher: Get your math book. [TARGET]Teacher: We are here now.[/TARGET] Teacher: When we play we cannot have - look at the game. Teacher: Can you go over there and get the pencil please? Teacher: Student J, can you go get a pencil?",0 5665,"Teacher: Student J, who's your partner? Student: Student K. Teacher: Well move away from them. [TARGET]Teacher: Move away.[/TARGET] Teacher: Smaller to larger. Teacher: Girls, what do you need? Student: Cards.",1 5666,"Teacher: Student J, why do you think you're gonna be wrong? Student: [Inaudible]. Multiple Students: [Crosstalk]. [TARGET]Teacher: Try not to rip your boxes.[/TARGET] Multiple Students: [Crosstalk]. Teacher: There's no - Multiple Students: [Crosstalk].",1 5667,"Teacher: Student J, will you go show us this one? Teacher: I'm trying to trick you with this one, but I don't know that anyone fell for it. Teacher: All right. [TARGET]Teacher: I like that when I try to trick you and you just don't fall for it.[/TARGET] Student: First I put the three tenths and put one tenth on [inaudible]. Student: Then I counted four hundredths and put them right above it. Teacher: Okay.",0 5668,"Teacher: Student J, you don't want to sit there. Teacher: Get off. Teacher: Let's go. [TARGET]Teacher: You don't need to take it.[/TARGET] Teacher: That's fine. Teacher: You can still read it. Teacher: You guys can take those.",0 5669,"Teacher: Student J, you got one? Teacher: I got it. Teacher: Thank you. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Student A? Teacher: Beautiful. Teacher: Student T?",1 5670,"Teacher: Student J, you got started on that one wrong. Student: So, if six plus five equals 50, what do I do? Student: Do I take it away? [TARGET]Teacher: So, Student J, and Student R, come over here.[/TARGET] Teacher: It's the same thing. Teacher: You're shading in six, what? Teacher: Yep.",1 5671,"Teacher: Student J, you got them all right. Teacher: All right, here we go. Teacher: This is the eight times four sheet. [TARGET]Teacher: Please - you are not writing answers, are you?[/TARGET] Teacher: Because that would be considered cheating. Teacher: Okay. Teacher: If you're finished, [inaudible] your sheet.",1 5672,"Teacher: Student J, you may talk to anyone. Teacher: Yeah, talk to someone. Teacher: Student N, yeah, [inaudible], you may get into that talking. [TARGET]Teacher: Yes.[/TARGET] Teacher: Listen to them. Teacher: Listen to what they're saying. Teacher: When I raise my hand - I'm gonna raise my hand in a minute.",0 5673,"Teacher: Student J, you're not getting out of your seat without permission. Teacher: Enough. Teacher: Let's have Student A's group sit over there. [TARGET]Teacher: Let's have Student A's group sit here.[/TARGET] Teacher: [Crosstalk] Teacher: Student J, whose group are you in? Teacher: What did I tell you?",0 5674,"Teacher: Student J. Multiple Students: [Inaudible] Teacher: [Inaudible]. [TARGET]Teacher: We don't say that.[/TARGET] Multiple Students: [Inaudible] Teacher: You're fine, you're fine. Teacher: .",1 5675,"Teacher: Student J. Teacher: Okay. Student: How much is left? [TARGET]Teacher: Let me see your pencil, honey.[/TARGET] Teacher: Here, 1, 2, 3, 4, 5, 6, 7, 8. Teacher: No. Teacher: Is that one-eighth?",0 5676,"Teacher: Student J. Teacher: Quickly, quickly. Teacher: Thank you. [TARGET]Teacher: Student C, Student J. I'm sorry, Student C, Student D. You're not eating it.[/TARGET] Teacher: Thank you, Student V. Student U, Student C, Student Y. Teacher: That's it. Teacher: [Inaudible] over here.",1 5677,"Teacher: Student J. Teacher: [Crosstalk among students] Teacher: Student J, sitting in a chair. [TARGET]Teacher: I can't start my group till I see people are sitting down.[/TARGET] Teacher: Student B. Teacher: Student B, you're over here. Teacher: Come on.",1 5678,"Teacher: Student J. then what would yours be if you had no yellows? Multiple Students: 0 out of 20 Teacher: 0 out of 50 or out of 15 perfect. [TARGET]Teacher: Shh.[/TARGET] Student: Mine's 0 out of 15, she wish she had 50. Teacher: Shh. Teacher: How many people had a color that was not in their bag?",1 5679,"Teacher: Student J? Teacher: Here you go. Teacher: Shh. [TARGET]Teacher: Remember our manners.[/TARGET] Teacher: [Student working on problem]. Teacher: [Silence]. Teacher: Four times one, plus three.",1 5680,"Teacher: Student J? Teacher: Instead of multiplying one eighths times 5, what would you multiply? Teacher: You can use long division. [TARGET]Teacher: If you're laying your head down on your desk, I need you to sit up.[/TARGET] Teacher: Thank you. Teacher: Sit up or stand up. Teacher: It's your choice.",1 5681,"Teacher: Student JE, I need you to go to your seat. Teacher: If you get a number - Student B, I need you to go to your seat. Student: [Inaudible]. [TARGET]Teacher: No, un-uh, we don't walk around.[/TARGET] Teacher: Really? Teacher: No. Teacher: If you get a number that's more than 1 when you divide, then you've flipped your numbers 'cause you can't get a number more than 1 if you start off with a number less than 1.",1 5682,"Teacher: Student J's group, you guys will all get Bingo when you're done, because you've worked the quietest. Teacher: Shh. Teacher: We got to take it down a notch, okay? [TARGET]Teacher: I can hardly hear these guys.[/TARGET] Teacher: Shh. Student: We're ready. Teacher: Okay, what did you get for number six?",1 5683,"Teacher: Student K and Student A and Student I and Student M. Shhh, excuse me. Teacher: [Classroom noise] Teacher: Student A, come down here with Student E please. [TARGET]Teacher: Student C and Student M, please sit next to each other with your books open.[/TARGET] Teacher: And then we have Student H and - if you'd go sit or maybe go to the back. Teacher: No, don't go back there, but come sit next to Student H with your book. Teacher: Who have I missed?",0 5684,Teacher: Student K is doing a good job being on task. Teacher: Student X being on task. Teacher: Student C being on task. [TARGET]Teacher: Student T being on task.[/TARGET] Teacher: Student J being on task. Teacher: Student A being on task. Teacher: [Room noise],0 5685,"Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please. Teacher: Thank you. Teacher: Thank you, Student P. Student J, I need your eyes please. [TARGET]Teacher: Thank you, Student M.[/TARGET] Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy? Teacher: Again, this should look familiar. Teacher: Think about what you do.",0 5686,"Teacher: Student K, Student J, please. Student: Okay. Teacher: Do you see how - yeah. [TARGET]Teacher: Why don't - Student K.[/TARGET] Student: Yes. Teacher: I want you to do this right now. Student: I'm trying to.",1 5687,"Teacher: Student K, can you show us the last step? Multiple Students: [Inaudible] Teacher: Student C, focus. [TARGET]Teacher: Thanks, Student K.[/TARGET] Multiple Students: [Inaudible] Teacher: That's not relevant right now. Multiple Students: [Inaudible]",0 5688,"Teacher: Student K, come to the board and do this problem. Teacher: Write it a little bit bigger buddy. Student: I'm not done. [TARGET]Teacher: Okay, just don't look then.[/TARGET] Teacher: Keep working Student J. Let's try again. Teacher: Go have a seat. Teacher: Good job.",0 5689,"Teacher: Student K, here's more greens up here. Teacher: Depending on the way you build it, color might be important. Teacher: It might not be important. [TARGET]Teacher: Student C, you can go out in the hall.[/TARGET] Student: [Inaudible]. Teacher: Backwards. Teacher: [Crosstalk]",1 5690,"Teacher: Student K, one more time. Teacher: If I have to talk to you [inaudible], you're leaving. Student: [Inaudible]. [TARGET]Teacher: Because you're disrupting my videotape lesson.[/TARGET] Student: [Inaudible]. Teacher: We have a half, and we have something less than a half. Teacher: Think about what you know about adding one-half and one-half.",1 5691,"Teacher: Student K, push your chair in, please. Teacher: Put both feet on the floor. Teacher: Hand on your head when you're finished re-reading the whole thing. [TARGET]Teacher: A, B, and C. Student B, I need you to sit up, okay?[/TARGET] Teacher: Thank you. Teacher: [Students reading]. Teacher: Okay, it looks like everyone has had a chance to do their re-reading.",1 5692,"Teacher: Student K, what did I just say? Student: [Inaudible]. Teacher: Okay, so what you need to do is stop goofing around and start paying attention, okay? [TARGET]Teacher: Because this is about five times that I've noticed you talking to Student S and you know what?[/TARGET] Teacher: She probably didn't hear what I said either because you were disturbing her. Teacher: So it doesn't just affect you. Teacher: It affects people around you.",1 5693,"Teacher: Student K, who's your partner? Teacher: Go stand behind her chair. Teacher: Student D, Student C, where's your seat? [TARGET]Teacher: Sit in it.[/TARGET] Teacher: Student N, who's your partner? Teacher: Student D, stand behind his chair. Teacher: Student M?",1 5694,"Teacher: Student K, why are you stopped? Teacher: Come on. Teacher: We're going to break up into groups in a minute, and I want you to practice this some more on the computer. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Could you look on my desk and get it please? Teacher: Not yet. Teacher: You can't break what into what I have?",1 5695,"Teacher: Student K, you're looking at me. Teacher: If you're going to be disruptive to this group I can move you. Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now. [TARGET]Teacher: Student J, that goes for everybody in this group.[/TARGET] Teacher: I'll take it. Student: [Inaudible] Teacher: Okay.",1 5696,"Teacher: Student K. Anybody who's talking now will get a mark and they will not have free time Friday. Teacher: I don't want anything on your laps, now. Student: There's nothing on my lap. [TARGET]Teacher: Student K, I asked you to throw away the gum.[/TARGET] Student: I don't have gum. Teacher: Well please, whatever's in your mouth. Teacher: All right.",1 5697,"Teacher: Student K. Student: Yes? Teacher: Please take a look. [TARGET]Teacher: Student A.[/TARGET] Teacher: Now I'm gonna wait till it's absolutely quiet in here. Teacher: Student T, you might want to move your desk back a little bit. Teacher: Now if you look here, we have one-fourth plus five-ninths.",1 5698,"Teacher: Student K? Student: Product. Student: Product means - [TARGET]Teacher: Hold on a second.[/TARGET] Teacher: There's too much movement. Teacher: I'm gonna wait, 'cause we need to respect each other and I need to hear everyone's thinking. Teacher: What does product mean to you?",1 5699,"Teacher: Student K? Student: You said this was our test for [inaudible]. Teacher: It is a test. [TARGET]Teacher: So here we go.[/TARGET] Teacher: If you missed zero to six, raise your hand. Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: [Crosstalk]",0 5700,"Teacher: Student L is finished. Teacher: Let's see if Student L got it right. Teacher: Everyone cap your markers. [TARGET]Teacher: Student N, no ma'am.[/TARGET] Teacher: Student L, bring your board. Teacher: Let's see if Student L got them right. Teacher: You're going to check the ones that worked with your fingers.",1 5701,"Teacher: Student L please put your hand down and tell me yes or no? Teacher: Nothing yet? Teacher: That's why you're back here. [TARGET]Teacher: Number one you're not following directions, number two I'm gonna help you with it alright?[/TARGET] Teacher: It says if one block weighs 10 pounds what's the weight in pounds of one ball. Teacher: 10 pounds for this block right? Teacher: Is that what it says?",1 5702,"Teacher: Student L, Student A, Student B, sit up front please. Teacher: You know what? Teacher: Student B, sit down. [TARGET]Teacher: You know what?[/TARGET] Teacher: Student [L], no, Student A, sit down. Teacher: Sorry. Teacher: Can I have Student T, stand up there, and Student J, uh, Student B. I had Student B originally; it's weird for that.",0 5703,"Teacher: Student L, Student J, Student J, good job. Teacher: I need people quiet. Teacher: This group has been able to remain quiet. [TARGET]Teacher: Let's see if another group can do it.[/TARGET] Teacher: Over here you're quiet. Teacher: Quiet please, Student K. Everybody over there I think is quiet. Teacher: These two boys, you need to be quiet and not moving around or touching things.",0 5704,"Teacher: Student L, are you ready? Student: Yes. Teacher: The first thing I'm going to do is draw a 12 by 21 array. [TARGET]Teacher: When I turn my back you're going to stay quiet.[/TARGET] Teacher: For some of you that do not know how to draw a straight line, what tool would you use to draw a straight line? Teacher: Tell me. Multiple Students: Ruler.",1 5705,"Teacher: Student L, can you please move your cards? Teacher: Your dry erase board stays on your desk, and you don't play. Teacher: You're making yourself look bad. [TARGET]Teacher: The camera is right on you watching you do absolutely nothing.[/TARGET] Teacher: Go stand in the hallway, please. Teacher: Give me 5, 4, 3 - I still want you to do seven. Teacher: Add seven to that.",1 5706,"Teacher: Student L, clean that up. Teacher: Student L, paper on the floor. Teacher: Student D, Student T, Student R, and Student J. [TARGET]Teacher: Student J, and Student R, table.[/TARGET] Teacher: Student T, and Student D, come here. Teacher: Student S, come here. Student: [Inaudible].",0 5707,"Teacher: Student L, do you want to try it? Teacher: So tell us the rule. Teacher: I'm not quite sure why you're doing that. [TARGET]Teacher: You can tell us.[/TARGET] Teacher: You don't need to write it. Student: [Inaudible]. Teacher: Student S. Hold on a second.",0 5708,"Teacher: Student L, good job. Teacher: Student O, thank you. Teacher: Leave it, because we need this. [TARGET]Teacher: Student O, you're not sitting and listening for directions.[/TARGET] Teacher: Now Student M is not listening. Teacher: I'm losing you. Teacher: See, I'm losing them.",1 5709,"Teacher: Student L, hang on. Teacher: Hang on. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: I've got - I found glue that works, so your glue works on here. Teacher: You should have scissors. Teacher: And come and get a piece of blue paper for your partners.",1 5710,"Teacher: Student L, paper on the floor. Teacher: Student D, Student T, Student R, and Student J. Teacher: Student J, and Student R, table. [TARGET]Teacher: Student T, and Student D, come here.[/TARGET] Teacher: Student S, come here. Student: [Inaudible]. Teacher: Student A, Student A.",0 5711,"Teacher: Student L, six. Teacher: Student M, six. Teacher: Yes, good job. [TARGET]Teacher: Student E, six.[/TARGET] Teacher: Very good. Teacher: How about Student C, six? Teacher: All right.",0 5712,"Teacher: Student L, the group of two. Teacher: Everyone's here. Teacher: Student C, Student D, Student A, Student J, Student S. There you go. [TARGET]Teacher: Student R, Student Z, Student A, Student A, Student S. Uh-oh.[/TARGET] Teacher: All right. Teacher: Stay here. Teacher: Who's your buddy?",0 5713,"Teacher: Student L, we're watching. Teacher: Put the pencil down. Teacher: So we've got the number in the set. [TARGET]Teacher: You're going to do step three.[/TARGET] Teacher: You're going to divide the number or the position you're looking for by the number of items in your set. Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set. Teacher: So if we divide 99 divided by 4 we will get - hold on.",0 5714,"Teacher: Student L, what [inaudible] do you have? Teacher: [Inaudible]? Teacher: Focus. [TARGET]Teacher: Student L. Student W. Number one.[/TARGET] Teacher: I need all eyes up here. Teacher: [Inaudible]. Teacher: Number one, in parenthesis.",1 5715,"Teacher: Student L, what do you need, dear? Teacher: Could you hold it one second? Teacher: Okay, you can go. [TARGET]Teacher: All right, shh.[/TARGET] Teacher: If you're finished with ten, go ahead and do eleven through sixteen. Student: [Inaudible]. Teacher: Mmm?",1 5716,"Teacher: Student L, what do you think? Student: I think it [inaudible]. Student: [Inaudible]. [TARGET]Teacher: I know your name isn't Student L. So I need you to wait your turn.[/TARGET] Teacher: All right, Student L, what was that? Student: All the [inaudible] are closed. Teacher: Are the [inaudible] are what?",1 5717,"Teacher: Student L, where is your partner and where are you? Student: There are 58 bags of candy. Student: What do you mean? [TARGET]Teacher: Why aren't you sitting with your partner and working with her.[/TARGET] Student: I need help with this. Teacher: Yes. Teacher: And you have a partner.",1 5718,"Teacher: Student L, why aren't you with us? Teacher: Go ahead, Student B. Student: One trapezoid, [inaudible]. [TARGET]Teacher: I'm sorry, let's wait.[/TARGET] Teacher: Let's wait. Teacher: Are we ready? Teacher: Okay, are we listening?",1 5719,"Teacher: Student L, you can go back to your seat. Teacher: Student L, that's not what you're supposed to be doing. Teacher: I forgot what I was just going to say. [TARGET]Teacher: Listen.[/TARGET] Teacher: Oh, yeah. Teacher: We're switching, so you can have - Teacher B can see you, today, in about twelve minutes. Teacher: Are you going to finish all these in twelve minutes?",1 5720,"Teacher: Student L, you need to help them. Teacher: They need help. Teacher: I don't see any answers on your board. [TARGET]Teacher: It looks like you're just sitting there.[/TARGET] Teacher: Are you confused? Student: Yes. Teacher: Where are your notes?",1 5721,"Teacher: Student L, you're going back to your seat and I'm gonna send you someone to work with. Teacher: Excuse me? Teacher: Now, you stay in your seat, in your seat. [TARGET]Teacher: Student E, in your seat, please.[/TARGET] Student: [Crosstalk] Teacher: Page one. Teacher: Page one, we're gonna omit page one.",1 5722,"Teacher: Student L? Student: That's hard. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, Student Z. Teacher: Student D. Shh. Teacher: Shh.",1 5723,"Teacher: Student M and Student A, and you guys gonna come quickly. Teacher: Student A and Student J. Teacher: Just start off with a few. [TARGET]Teacher: Do not eat them again.[/TARGET] Teacher: [Side conversation] Student: From the bottom. Student: Oh, sorry Teacher.",1 5724,"Teacher: Student M and Student B and Student J, good job. Teacher: Student Y. Teacher: Student S. Student M, this is not the time to clean your desk out. [TARGET]Teacher: This is not the time to clean your desk out.[/TARGET] Teacher: Thank you for sitting nice and quiet, Student J and Student D. Now one of the things that I wanna recap on today. Teacher: Today was a day where we went through some things that we talked about on the CRCT. Teacher: We had mean, mode, and median groups.",1 5725,"Teacher: Student M and Student I together please. Teacher: You know what? Teacher: We work with partners. [TARGET]Teacher: There's no [inaudible] in this class and you get rewarded when you work with -[/TARGET] Student: [Inaudible] Teacher: No he's not. Teacher: You're not gonna start trouble, are you?",1 5726,"Teacher: Student M, [inaudible] sit there. Teacher: If you sit at this table, [inaudible]. Teacher: [Whistling sound]. [TARGET]Teacher: At this table.[/TARGET] Student: [Inaudible]. Teacher: I know [inaudible]. Teacher: Student M, [inaudible].",0 5727,"Teacher: Student M, I don't think you need your math book anymore. Student: There's all kinds of [inaudible]. Teacher: Clear your desk. [TARGET]Teacher: Student L, sit.[/TARGET] Teacher: You should have everything where you need. Student: I don't have [inaudible]. Teacher: Well borrow some from a neighbor.",1 5728,"Teacher: Student M, I'm talking. Teacher: [Crosstalk] Teacher: [Crosstalk] [TARGET]Teacher: Go on.[/TARGET] Teacher: Write the problem down quickly. Student: I'm trying to. Student: Student J, hurry up.",0 5729,"Teacher: Student M, Student J, Student M, stand up front please. Teacher: Student L, Student A, Student B, sit up front please. Teacher: You know what? [TARGET]Teacher: Student B, sit down.[/TARGET] Teacher: You know what? Teacher: Student [L], no, Student A, sit down. Teacher: Sorry.",1 5730,"Teacher: Student M, Student O. Teacher: Student O, Student D, good job. Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer. [TARGET]Teacher: Do not tell me what to do, please, all right?[/TARGET] Teacher: Now, if it's - listen. Teacher: I'm going to show you one thing. Teacher: Student D. Now, if it's the same answer [inaudible] person, what do we do?",1 5731,"Teacher: Student M, [inaudible]. Teacher: [Whistling sound]. Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet. [TARGET]Teacher: Follow directions.[/TARGET] Teacher: If you sit right here, right here - [inaudible]. Teacher: Student M, follow directions. Teacher: Student M, [inaudible] have a seat.",1 5732,"Teacher: Student M, and Student W, no talking. Teacher: Student U, I'm assuming you finished up the sixteen. Student: How many [inaudible]. [TARGET]Teacher: Ah, excuse me, Student U.[/TARGET] Teacher: And did you ... did you even raise your hand? Student: I did, but then you were helping Student S, so I [inaudible]. Teacher: Oh, okay.",1 5733,"Teacher: Student M, can you please not say that kind of stuff? Student: Yeah, Student M. Teacher: Ah, and Student I, I don't need your help. [TARGET]Teacher: So it's unfortunate that right now, some of you are showing really inappropriate behavior when you normally don't do that.[/TARGET] Teacher: So you need to be on your best behavior every time we do a lesson, no matter what's going on in the classroom. Teacher: Student S, come on up. Student: Come on, Student S.",1 5734,"Teacher: Student M, can you stop building? Teacher: All right, thumbs up if you agree. Teacher: Student C, can you stop building? [TARGET]Teacher: Thumbs down if you disagree.[/TARGET] Teacher: Thumbs sideways if you're just not sure. Teacher: All right, I'm going to agree with you but explain why. Student: Because you said one third and I did three rows and if there's three rows, I did one of them yellow so that would be the one.",0 5735,"Teacher: Student M, did you do that packet? Teacher: You can keep working on it. Teacher: That's fine. [TARGET]Teacher: Student R, if you would like to take a break and do fast math first, that would be fine.[/TARGET] Teacher: Do you know how to get on from my computer? Teacher: Ready for review? Teacher: Here we go.",1 5736,"Teacher: Student M, do you need help? Teacher: What's the matter? Student: [Inaudible]. [TARGET]Teacher: Yeah, I'll turn it off.[/TARGET] Teacher: I had it off. Teacher: [Crosstalk] Teacher: All right.",0 5737,"Teacher: Student M, do you want to pass out the whiteboards for us? Teacher: I don't want to use the [inaudible] right now. Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D. You are passing out markers, whiteboards, and [inaudible]. [TARGET]Teacher: 3, 2, 1.[/TARGET] Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now. Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths.",0 5738,"Teacher: Student M, follow directions. Teacher: Student M, [inaudible] have a seat. Teacher: Student M, sit right here. [TARGET]Teacher: Walk around the [inaudible].[/TARGET] Student: [Inaudible]. Teacher: Student C, [inaudible]. Teacher: [Inaudible] camera [inaudible].",0 5739,"Teacher: Student M, get started. Teacher: [Inaudible]. Teacher: Come on Student M, do number one, then do number two. [TARGET]Teacher: Once you have number one and number two raise your hand, please.[/TARGET] Teacher: Remember, we're looking at ... we're looking at how the parenthesis affect the value of the expression. Teacher: [Inaudible]. Teacher: Student M, come around.",0 5740,"Teacher: Student M, let's go. Teacher: Chop, chop. Teacher: Go ahead. [TARGET]Teacher: I want you to understand that you need to stop messing around.[/TARGET] Teacher: You don't know what you're doing. Teacher: It's only going to get more challenging. Teacher: It's not easy.",1 5741,"Teacher: Student M, look at your shape. Teacher: If you feel like you belong with Student J, go sit at that table. Teacher: If you feel like you belong with Student J, go sit at that table. [TARGET]Teacher: But if you feel like you belong at a different table, go sit by yourself.[/TARGET] Teacher: Remember, this is all about your shape. Teacher: Student J, you've got to keep holding it up so you can see it. Teacher: Student M, hold yours up.",1 5742,"Teacher: Student M, sit right here. Teacher: Walk around the [inaudible]. Student: [Inaudible]. [TARGET]Teacher: Student C, [inaudible].[/TARGET] Teacher: [Inaudible] camera [inaudible]. Teacher: Student M, [inaudible]. Multiple Students: [Crosstalk].",0 5743,"Teacher: Student M, stop, please. Teacher: All right, let's try another one. Teacher: You've got to bring down twice. [TARGET]Teacher: Watch.[/TARGET] Teacher: [Crosstalk] Teacher: Five, three, two, four. Teacher: Student M, that's your second chance.",0 5744,"Teacher: Student M, take your hand, pick up a fake Hershey bar for the one, and now take your other hand and pick up two of one-twelfth. Teacher: One-twelfth. Teacher: And stand up when you've done it, okay? [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Look at your mat, and you've got an answer. Teacher: Look at your mat. Teacher: You've got an answer to this subtraction problem.",1 5745,"Teacher: Student M, watch. Teacher: Six goes into two - stop, you're fine. Teacher: You're fine. [TARGET]Teacher: This is a non-threatening environment.[/TARGET] Teacher: Stop. Teacher: Six goes into two how many times? Multiple Students: Zero.",1 5746,"Teacher: Student M, why don't you come up in this group for today? Teacher: Why don't you come here and, Student D, you can go there. Teacher: [Crosstalk] [TARGET]Teacher: Boys, I want it stopped.[/TARGET] Teacher: I'm not gonna tell you again. Teacher: If I do, I'm calling home. Teacher: Right in computer lab.",1 5747,"Teacher: Student M, why have you erased everything? Teacher: Come on. Student: It was ... [inaudible]. [TARGET]Teacher: Ah, close your mouth and don't say that.[/TARGET] Teacher: I wouldn't get it done, either if you kept saying that to me. Student: [Inaudible]. Student: [Inaudible].",1 5748,"Teacher: Student M, will you have a seat? Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39. Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern. [TARGET]Teacher: We're going to move on.[/TARGET] Teacher: Question about this? Student: Kind of. Teacher: It has to be about this because I want to move on.",0 5749,"Teacher: Student M, would you like to come sit over here beside me? Teacher: I didn't think so. Teacher: [Crosstalk] [TARGET]Teacher: You can [write] on the back.[/TARGET] Teacher: [Crosstalk] Teacher: Computer. Teacher: You're about to shut the computer and go back and do some seat work.",0 5750,"Teacher: Student M, you can take this if you want 'cause-okay. Teacher: You closed your notebook. Teacher: We're not putting away anything. [TARGET]Teacher: We're not doing anything except for finishing this.[/TARGET] Teacher: What is my common denominator for number 2? Student: Eighths. Teacher: Eight.",1 5751,"Teacher: Student M, you may not necessarily be on the same chapter. Student: I'm not. Student: I'm on chapter like 16. [TARGET]Teacher: Sit and do it.[/TARGET] Teacher: Show your work and work it out. Teacher: If you have a question, you can ask people at your table. Teacher: But you need to check your work before you go to the next chapter.",1 5752,"Teacher: Student M. Student: [Inaudible]. Teacher: I don't see you, and you're not even looking up here. [TARGET]Teacher: That's my problem.[/TARGET] Teacher: Are you done? Teacher: All right. Teacher: Very good.",1 5753,"Teacher: Student M. Student: 5 out of 14? Teacher: 5 out of 14. [TARGET]Teacher: Student B, turn your head.[/TARGET] Teacher: What I want you to do - what is the likely number - then I'm gonna ask the question a different way. Teacher: What's the likely - what is likely the saucer that Student B will pick? Student: Likely?",1 5754,"Teacher: Student M? Student: A line keeps on going to infinity, keeps on going like numbers. Teacher: In both directions, right. [TARGET]Teacher: Now if we all talk at once, it's just noise.[/TARGET] Teacher: Student R, you said something about a broken piece of a shape. Teacher: What if it's a broken piece of a line? Teacher: We call it a line segment.",1 5755,"Teacher: Student M? Student: Could have? Teacher: Could have - what could could have help you with it? [TARGET]Teacher: Student E, help Student M. [/TARGET] Student: Uh - it's not really a keyword. Teacher: Ok, it's not a keyword. Teacher: But there are some words in this exemplar that would help you.",0 5756,Teacher: Student M? Student: [Inaudible]. Teacher: All right. [TARGET]Teacher: I'm waiting.[/TARGET] Teacher: You said some great things. Teacher: Put the word describe. Teacher: Yes?,1 5757,"Teacher: Student M? Teacher: Arrays. Teacher: And then these were their angles. [TARGET]Teacher: You guys need to be looking up here.[/TARGET] Teacher: I'm showing you for a reason. Teacher: How did you guys sort? Student: Um, we did triangles, lines, squares, and just normal shapes that don't make -",1 5758,"Teacher: Student M? Teacher: It's not here? Teacher: That means you don't have it. [TARGET]Teacher: Please move out of that camera.[/TARGET] Teacher: Student B, give me your passport, please. Teacher: Anybody else do not have their math homework? Teacher: Student M, I need your passport.",1 5759,Teacher: Student N I need you to be sitting over there. Teacher: Go ahead Student J. Nope. Teacher: Sit at Student N's seat. [TARGET]Teacher: That is Student N's seat.[/TARGET] Teacher: This is Student J's seat. Teacher: Nope. Teacher: You three need six cards.,1 5760,"Teacher: Student N is going up there and going to explain to us why she's picking certain numbers, and why she's not. Teacher: Listen and make sure that she did it right, because we want to get them all right this time, right? Teacher: So pay attention. [TARGET]Teacher: Sit down on your bottom please, Student A.[/TARGET] Student: [Inaudible]. Teacher: Did you hear that? Teacher: The last digit ends in 4.",1 5761,"Teacher: Student N, I would start walking. Teacher: Five. Teacher: Honey, I know. [TARGET]Teacher: I didn't mean to.[/TARGET] Teacher: I had it. Teacher: I'll help you. Teacher: Four.",0 5762,"Teacher: Student N, Student N, do not talk to him. Teacher: See, he's really - well - Student: My stuff fell on the floor. [TARGET]Teacher: See, we could - we have to ignore him.[/TARGET] Teacher: Yeah, let's go. Teacher: [Crosstalk] Teacher: Seven half is seven fourteenths, is a -",1 5763,"Teacher: Student N, Student N, do not talk to him. Teacher: See, he's really - well - Student: My stuff fell on the floor. [TARGET]Teacher: See, we could - we have to ignore him.[/TARGET] Teacher: Yeah, let's go. Teacher: [Crosstalk] Teacher: Seven half is seven fourteenths, is a -",1 5764,"Teacher: Student N, let's put it away. Teacher: Anybody have any questions on that one? Teacher: Questions? [TARGET]Teacher: Remember, those of you that weren't here yesterday, pay close attention.[/TARGET] Teacher: This is a little tricky if you weren't here. Teacher: All right, let's look at number five. Teacher: How many full squares do we have?",0 5765,"Teacher: Student N, number one, please. Student: One - Teacher: Page five. [TARGET]Teacher: Student F, Student F, five, five.[/TARGET] Teacher: Unit six, page five. Teacher: Good job. Teacher: He is not on that - in that unit.",0 5766,"Teacher: Student N, question about this? Teacher: Otherwise you can ask me a little bit later. Student: It's mainly about, why do they call it rounding? [TARGET]Teacher: That has nothing to do right now particularly with how we got this.[/TARGET] Teacher: About this? Student: Yes. Student: I think you could do two of the people paying $99.66 and two of the people paying $99.65.",0 5767,"Teacher: Student N, sit down. Teacher: You're calling out, please. Teacher: [Crosstalk] [TARGET]Teacher: Student C, don't worry.[/TARGET] Teacher: Thank you. Teacher: I'll find where it is. Teacher: This is another way Student J did his homework.",0 5768,"Teacher: Student N, yeah, [inaudible], you may get into that talking. Teacher: Yes. Teacher: Listen to them. [TARGET]Teacher: Listen to what they're saying.[/TARGET] Teacher: When I raise my hand - I'm gonna raise my hand in a minute. Teacher: One third, how many pieces? Teacher: One third.",0 5769,"Teacher: Student N, you're by yourself. Teacher: Take this and sit down. Teacher: I'll give you more if you need them. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right. Teacher: What I want you to do is I want you - we're going to build a figure, all right? Teacher: I want you to take four cubes - I'll wait until you're done talking.",1 5770,"Teacher: Student N, you've been pretty quiet. Teacher: What do you think, buddy? Student: I've been writing stuff down. [TARGET]Teacher: I know, but you've been quiet.[/TARGET] Teacher: How many more can we give to the five kids, how many more pencils? Student: 1. Teacher: Okay.",1 5771,"Teacher: Student N. Student A. Teacher: Student A. Teacher: Good job. [TARGET]Teacher: Wait for Student R. Say excuse me and go back to your seat please.[/TARGET] Teacher: Student J. Teacher: Student A. Teacher: And Student P. [Inaudible] Your lunch tickets, remember 11:25, okay?",0 5772,"Teacher: Student O knows how to play it. Teacher: Student O, if you don't know, I can explain to you. Teacher: The green cards. [TARGET]Teacher: Are you done so we can play?[/TARGET] Student: Yes. Teacher: Let me see what you did here. Teacher: We're looking right here.",0 5773,"Teacher: Student O needs a 4x6 and a 5x12. Teacher: Put one on her desk please. Student: I gave her one. [TARGET]Teacher: Okay, Student O, put your arm down.[/TARGET] Teacher: That's not fourth grade behavior. Teacher: [Crosstalk among students] Teacher: Nope, she has hers, you have yours.",1 5774,"Teacher: Student O, Student D, good job. Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer. Teacher: Do not tell me what to do, please, all right? [TARGET]Teacher: Now, if it's - listen.[/TARGET] Teacher: I'm going to show you one thing. Teacher: Student D. Now, if it's the same answer [inaudible] person, what do we do? Teacher: [Crosstalk]",1 5775,"Teacher: Student O, can you put this back on my shelf for me? Teacher: Now Student S can you put this - there should be a set of blue directions right over there. Teacher: Just put those right on top for me please. [TARGET]Teacher: Student N can you please sit up at your desk?[/TARGET] Teacher: Mrs. S, I'm gonna have you guys wrap up. Teacher: We're going to go back in [inaudible]. Teacher: These guys are doing great with fractions.",1 5776,"Teacher: Student O, thank you. Teacher: Leave it, because we need this. Teacher: Student O, you're not sitting and listening for directions. [TARGET]Teacher: Now Student M is not listening.[/TARGET] Teacher: I'm losing you. Teacher: See, I'm losing them. Teacher: Yes, that's the way.",1 5777,"Teacher: Student O, yes, page five. Teacher: And some people have done it and it's easy, right? Multiple Students: Yes. [TARGET]Teacher: Page five.[/TARGET] Teacher: Five. Teacher: Good job. Teacher: Now, let's go to page five.",0 5778,"Teacher: Student O, you're not sitting and listening for directions. Teacher: Now Student M is not listening. Teacher: I'm losing you. [TARGET]Teacher: See, I'm losing them.[/TARGET] Teacher: Yes, that's the way. Teacher: All right, listen. Teacher: Good job.",1 5779,"Teacher: Student P is talking and he has a great suggestion. Teacher: Student C, please sit down. Teacher: Student C, please sit. [TARGET]Teacher: Student P, all eyes are on Student P because Student P is speaking.[/TARGET] Student: We decided to put, we decided to sort our whole numbers into thousandths, hundredths, hundreds, tens, and ones. Teacher: And then did you also sort your decimals? Student: Yes.",1 5780,"Teacher: Student P, Student D, Student G, and Student J where are you? Student: Me, I'm right here. Teacher: Well you are over here. [TARGET]Teacher: Sit there.[/TARGET] Teacher: Go with that team. Teacher: Student B, Student J, Student S, and Student L are still in the media center. Teacher: Student A, Student M, and Student P. Student P, you should be over there.",1 5781,"Teacher: Student P, Student M, Student C, Student R, Student J, Student L, Student H, Student E. Oh, sorry. Teacher: Student A, Student C, Student G, Student D, Student E, Student C, Student T. I want you to scoot up here closer where I can see you. Teacher: Student A, Student A, and Student P. Student W, did you get finished? [TARGET]Teacher: Student L got finished.[/TARGET] Teacher: Let me turn this back on. Teacher: We're going to talk about these as we grade them. Teacher: If you miss it, I just want you to put a red X through the number, like number one, or number two, whatever, and you should not have a normal, regular pencil with eraser right now.",0 5782,"Teacher: Student P, are you working? Student: Yes. Teacher: Student L, can you please move your cards? [TARGET]Teacher: Your dry erase board stays on your desk, and you don't play.[/TARGET] Teacher: You're making yourself look bad. Teacher: The camera is right on you watching you do absolutely nothing. Teacher: Go stand in the hallway, please.",1 5783,"Teacher: Student P, who's your partner? Teacher: Your partner is? Teacher: Student C. You girls are going to join Student H and who? [TARGET]Teacher: Student J.[/TARGET] Teacher: Student D and Student R are joining you. Teacher: Excuse me? Teacher: Who's your partner?",0 5784,"Teacher: Student P. Student: How they're [Inaudible]. Teacher: No, they're not really. [TARGET]Teacher: They're kind of missing [inaudible].[/TARGET] Teacher: I don't see Student J wearing [inaudible] a little bit. Teacher: That's not it. Teacher: Not the rule I'm thinking of.",0 5785,"Teacher: Student Q, can you stop the chitter-chatter? Teacher: What does per mean? Teacher: Now, not like a kitty-kat. [TARGET]Teacher: Purr.[/TARGET] Teacher: Per what? Teacher: Ten per box. Teacher: Or um, [inaudible] what operation is it going to be, Student A?",0 5786,Teacher: Student R flipped these two. Teacher: And you write them down and work to see - Student: [Inaudible]. [TARGET]Teacher: Why are you interrupting me to tell me that when I'm giving game rules?[/TARGET] Teacher: Go get another one. Teacher: You know that. Student: [Inaudible].,1 5787,"Teacher: Student R, and then you'll do nine. Teacher: Seven was 5,-4. Teacher: I want everyone to pay attention. [TARGET]Teacher: Have a seat, Student L, please.[/TARGET] Teacher: It has to be black so they can see it. Teacher: All right. Student: 8,-2.",1 5788,"Teacher: Student R, are you paying attention to what he just said? Teacher: No. Teacher: On the next one, you need to pay attention, okay? [TARGET]Teacher: You're not paying attention, and when you don't pay attention, you definitely don't understand.[/TARGET] Teacher: Can you switch seats with Student R? Teacher: Let's try the next one. Teacher: Four - you don't shut down - and three ninths.",1 5789,"Teacher: Student R, how do you play? Student: In Memory you look at the cards for a minute, and then you flip them over, and you try to guess. Student: After you [inaudible] around, then you have to guess which ones are which, before [inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, what else? Student: [Inaudible]. Teacher: Now listen, these cards -",1 5790,"Teacher: Student R, let me hear yours. Teacher: No. Teacher: You have to give it up. [TARGET]Teacher: Come on, Student R. No, no skipping.[/TARGET] Teacher: Come on. Student: I don't want to. Teacher: Come on.",1 5791,"Teacher: Student R, make sure you have everything from your mailbox. Teacher: Your eyes will be healed tonight. Teacher: I know it's a weird feeling and it's not comfortable. [TARGET]Teacher: Why don't you just sit down and stop walking around?[/TARGET] Teacher: Go ahead. Teacher: Take one last minute and try to finish the problem you're on. Teacher: How are you doing?",1 5792,"Teacher: Student R, sit down and listen to directions. Teacher: You get one set of ... put it on the floor. Teacher: [Silence]. [TARGET]Teacher: You're not allowed to do [inaudible] when you're supposed to be listening.[/TARGET] Teacher: You get one set of these cards for your table, okay? Teacher: And they're going to be face-down. Student: Face-down.",1 5793,"Teacher: Student R, what on earth did you come up with for an attribute for number 19? Student: [Inaudible]. Teacher: I can't hear him. [TARGET]Teacher: Student R, would you repeat that?[/TARGET] Teacher: Student J, go back to your seat. Teacher: It's not working. Teacher: Student R, what did you use here, what attribute?",1 5794,"Teacher: Student R, what's your statement here? Student: The African elephants are [inaudible]. Teacher: Guys, listen. [TARGET]Teacher: Student R is talking and you need to show respect.[/TARGET] Student: And a lot of people keep on trying to kill them to get their tusks to sell them. Teacher: You know what I love about you, Student R? Teacher: I love that you're so full of knowledge to share.",1 5795,"Teacher: Student R. Student: I don't understand how you get one, one-half and number three [inaudible]. Teacher: Okay, so let's go over number one together. [TARGET]Teacher: Student N, you really need to pay attention because you weren't here yesterday.[/TARGET] Teacher: So let's look at number one together, and you guys actually help me solve this, okay. Teacher: So the fraction is 3 and two-thirds minus a sixth. Teacher: What's the first thing you look at when you're subtracting fractions or mixed numbers?",1 5796,Teacher: Student R? Student: Because that one [inaudible] goes with that one and [inaudible] five plus six equals 11 but they're in a different order. Teacher: In a different order. [TARGET]Teacher: Can you talk to me - wait.[/TARGET] Teacher: These do it in a different order? Student: No. Student: Yes.,1 5797,"Teacher: Student R? Student: Lines for 300. Teacher: Okay. [TARGET]Teacher: Please be quiet.[/TARGET] Teacher: Inter what? Student: Intersecting lines. Teacher: And please, when I'm asking him, I don't want to hear anything else.",1 5798,"Teacher: Student R? Student: Underline important information. Teacher: Underline important information. [TARGET]Teacher: So, let's go.[/TARGET] Teacher: Pencil ready. Teacher: Okay, let's look at part A. Teacher: ""If one block weighs ten pounds, what is the weight in pounds, of one ball?"" So, what's important in that sentence?",0 5799,Teacher: Student R? Student: Yes. Student: Yeah. [TARGET]Teacher: So Student R turns them back over.[/TARGET] Teacher: Who's next? Teacher: Going next? Student: Me.,0 5800,"Teacher: Student R? Teacher: Okay. Teacher: You've explained all of your things, Student R? [TARGET]Teacher: You have a great explanation for each one?[/TARGET] Teacher: Remember, you have to explain. Teacher: You have to turn the question around. Teacher: You have a lot of stuff to do.",0 5801,"Teacher: Student S is his partner, so he's going to roll and do the same thing. Teacher: Are we playing right now? Student: No. [TARGET]Teacher: All right, then stop.[/TARGET] Teacher: Student J has his number. Teacher: Student S is going to roll and have his number. Teacher: They are going to then compare.",1 5802,"Teacher: Student S, I need you in your seat now. Teacher: We moved a couple of people because they were in the way of the camera. Teacher: So I need everybody back to their original seat unless I personally moved you. [TARGET]Teacher: All right, you need out colored pencils, blue and yellow.[/TARGET] Teacher: You need your math journal and you need a pencil. Teacher: So if you will get those things really quickly while I set the computer up. Teacher: I am looking for the group that's ready.",0 5803,"Teacher: Student S, did you listen to what Student L said that we should do? Teacher: Were you listening? Teacher: I was listening to her and I saw you were sitting next to her. [TARGET]Teacher: You weren't looking at her, but I'm hoping you were listening to her.[/TARGET] Teacher: Think about this, boys and girls. Teacher: When I ask you to discuss with each other, it's your time. Teacher: Let's say you don't know.",1 5804,"Teacher: Student S, hand me the spray for my board. Teacher: Excuse me. Teacher: And that's not how you do it. [TARGET]Teacher: Now part two.[/TARGET] Teacher: Only one person's going to help write it. Teacher: You give them information, and you're going to start making your data. Teacher: You're getting ready to make your graph.",0 5805,"Teacher: Student S, how do we - before you speak, Student S, I need to make sure everyone has your attention. Student: [Inaudible]. Teacher: Student S is speaking. [TARGET]Teacher: You need to be listening.[/TARGET] Teacher: Go ahead, please. Student: Um, we [inaudible] form, dividing it like, into it's smallest number to make it like, smaller. Student: And that's how it's in it's simplest form, is to make it smaller by dividing it.",1 5806,"Teacher: Student S, last one. Student: [Inaudible]. Teacher: We're looking at the green pattern block, remember? [TARGET]Teacher: Leave that.[/TARGET] Teacher: That's fine. Teacher: Do you guys agree that the green triangle has three acute triangles? Multiple Students: Yes.",1 5807,"Teacher: Student S, move up. Teacher: Get your data [inaudible] book. Teacher: Don't you see the camera is on, Student S? [TARGET]Teacher: Where's - where's your book?[/TARGET] Teacher: Turn around straight. Teacher: What are you doing, Student C? Teacher: I didn't tell anybody what to do.",1 5808,"Teacher: Student S, not doing that now. Student: He was showing above the ruler on the corner on top. Student: He's supposed to get a ruler itself to the top. [TARGET]Teacher: Student C, stop.[/TARGET] Student: Then measure it to the thing below the ruler on the other side or else it won't be even. Teacher: We'll have to see that, won't we? Teacher: You've got one minute.",1 5809,"Teacher: Student S, put it back. Teacher: You're going to be doing this problem as well. Teacher: I can take a point back. [TARGET]Teacher: Whatever you think.[/TARGET] Teacher: You are working as a team. Teacher: I'm going to choose who is going to explain it. Teacher: [Inaudible].",0 5810,"Teacher: Student S, this is your last chance. Teacher: Turn around and sit at your desk. Teacher: My next step is to ask you to leave the room. [TARGET]Teacher: We're here to learn right now.[/TARGET] Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn. Teacher: That is not fair to your classmates. Teacher: Hopefully you have a little bit of extra room on your paper.",1 5811,"Teacher: Student S, where are you? Teacher: Student L? Teacher: Student C. Student C, can you? [TARGET]Teacher: Yeah, thank you.[/TARGET] Teacher: Now, Student C, I have one fourth here, which is six twenty fourths. Teacher: Now, three fourths must be how many pieces, Student C? Student: 12",0 5812,"Teacher: Student S, why did you exit all the way out? Teacher: You have to wait. Teacher: [Inaudible]. [TARGET]Teacher: I'll still wait.[/TARGET] Teacher: I'm still waiting. Teacher: \You should use the restroom. Teacher: Clear the board in front of you.",1 5813,"Teacher: Student S, you stand outside the door and Student S, you stand by the locker. Teacher: Did you guys have an answer at all? Teacher: Leave it alone. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: Don't worry about writing the rule. Teacher: Just tell us what it is. Teacher: So what is it?",0 5814,"Teacher: Student S. Hold on a second. Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated. Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation. [TARGET]Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them.[/TARGET] Teacher: Don't tell me. Teacher: Just ignore them and I will find the person breaking the rule. Teacher: Sorry.",1 5815,Teacher: Student S? Student: I would say I would put it in- Teacher: Oh wait. [TARGET]Teacher: They're having a conversation and interrupting.[/TARGET] Student: I was going to say I'd put it in groups of 10. Teacher: Okay. Teacher: We already know how many scoops we need to fill the jar.,1 5816,Teacher: Student S? Student: Number seven is [inaudible]. Teacher: I love the way you said that. [TARGET]Teacher: Would you say it a little bit louder please?[/TARGET] Student: Number seven [inaudible]. Teacher: Number seven is congruent to number 18. Teacher: Very good.,0 5817,"Teacher: Student T and Student E, this is my warning before I separate you. Teacher: You all should be standing up measuring. Teacher: Everyone in the class is up measuring except you all. [TARGET]Teacher: Stand up.[/TARGET] Teacher: Let's go. Teacher: I'm tired of your laziness. Teacher: Let's go.",1 5818,"Teacher: Student T has 24 trees. Teacher: 8 families - keep writing. Teacher: Back up off it. [TARGET]Teacher: Student K, silent E. Good.[/TARGET] Teacher: Here. Teacher: Student M, I'm going to change your card in a minute. Teacher: Thank you.",0 5819,"Teacher: Student T that's enough. Student: How do you remember what we're saying? Teacher: What are you doing? [TARGET]Teacher: Student J come and sit down.[/TARGET] Student: I'm not going to sit down; I'm not going to sit down. Student: Are you not listening to me? Teacher: Alright, okay, here...",1 5820,"Teacher: Student T, I don't appreciate you calling me half a monkey. Teacher: [Inaudible]. Teacher: Ignore him. [TARGET]Teacher: You're doing a good job.[/TARGET] Teacher: You have - what is this going to be? Teacher: You're using two numbers, so which one is this? Student: 61 plus 32.",0 5821,"Teacher: Student T, I need you had your seat. Teacher: Student S, I need you in your seat now. Teacher: We moved a couple of people because they were in the way of the camera. [TARGET]Teacher: So I need everybody back to their original seat unless I personally moved you.[/TARGET] Teacher: All right, you need out colored pencils, blue and yellow. Teacher: You need your math journal and you need a pencil. Teacher: So if you will get those things really quickly while I set the computer up.",0 5822,"Teacher: Student T, all right. Teacher: Everyone stop so we can watch. Teacher: I'm going to have some of the students come up and you're going to show us the information. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: This is Ms. G's team. Teacher: Let me have someone. Teacher: Student A come up and show me the mean, mode, median, and range.",1 5823,"Teacher: Student T, and Student D, come here. Teacher: Student S, come here. Student: [Inaudible]. [TARGET]Teacher: Student A, Student A.[/TARGET] Student: [Inaudible]. Teacher: Okay. Student: [Inaudible].",1 5824,"Teacher: Student T, can you step over there - over by Student R and help her out, see what she's doing wrong? Teacher: Who's still having - anyone else still having trouble? Teacher: Okay, Student L, I saw yours. [TARGET]Teacher: Excuse me, Student L. Can you step over here by Student L?[/TARGET] Teacher: You're having some trouble? Teacher: Did you check it? Teacher: You must check it to see if it's correct, okay?",0 5825,"Teacher: Student T, come over here. Teacher: What is the problem? Student: [Inaudible]. [TARGET]Teacher: Who told you?[/TARGET] Teacher: You're blocking Student D. You can't be seen by the camera. Teacher: That's cool. Teacher: Now look carefully at these two different - [inaudible] honey.",0 5826,"Teacher: Student T, how does solution one work? Teacher: Put it away. Teacher: Let's go. [TARGET]Teacher: That's not what you're doing now.[/TARGET] Teacher: You know what? Teacher: I'm giving everybody a choice. Teacher: If this math is not done, we're not going out for recess.",1 5827,"Teacher: Student T, move over here. Teacher: Give me the whole card. Teacher: Stop whistling please. [TARGET]Teacher: You have used it two times.[/TARGET] Student: No, one time. Teacher: You used bathroom in the morning. Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go.",0 5828,"Teacher: Student T, read me number two, please. Student: There are 24 people in the classroom. Student: [Inaudible]. [TARGET]Teacher: Stop.[/TARGET] Teacher: A little louder. Teacher: I can't hear you. Teacher: Thank you.",1 5829,"Teacher: Student T, step out of the room and go to the bathroom, now. Teacher: Sit. Teacher: Face forward. [TARGET]Teacher: Turn.[/TARGET] Teacher: When I finish, then you go. Teacher: So I want to break this up into four smaller pieces. Teacher: Student B?",1 5830,"Teacher: Student T, stop and walk around. Teacher: If you're going to be silly around that, you'll leave the classroom. Teacher: Question? [TARGET]Teacher: We do not need to skip people.[/TARGET] Teacher: It's very simple. Teacher: Give everybody a piece of paper. Teacher: Student K, walk around and bring me the rest.",1 5831,"Teacher: Student T, that was nice of you to see he was struggling and offer to assist him. Teacher: Now Student C, take the eraser. Teacher: Student T, come sit. [TARGET]Teacher: No, listen to me, Student C. Erase the red line.[/TARGET] Teacher: Erase the blue line. Teacher: Erase the green line. Teacher: Do you see the purpose of what I'm doing here?",1 5832,"Teacher: Student T, turn around and face me and leave him alone. Student: [Inaudible]. Student: Shut up, Student T. [TARGET]Teacher: It's not your business right now.[/TARGET] Teacher: Sit down here. Teacher: I didn't ask you to go out. Teacher: That's somebody's art piece.",1 5833,"Teacher: Student T, what should you do, dear? Teacher: Okay. Teacher: She took the chair. [TARGET]Teacher: What should you do?[/TARGET] Teacher: Should you sit on the floor or should you go around and get another chair? Teacher: Okay, go ahead. Teacher: [Crosstalk]",1 5834,"Teacher: Student T, what were you saying? Student: I was saying [inaudible]. Teacher: Wait please, wait. [TARGET]Teacher: Wait.[/TARGET] Teacher: One at a time. Teacher: Student T first. Student: First I got 110, then I got 112, then I got 108.",1 5835,"Teacher: Student T, why are you struggling with that? Teacher: I have been trying to help you. Teacher: If you can't pay attention - can you stop? [TARGET]Teacher: Let me see what you wrote.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. Teacher: How many do you have? Teacher: Let me see.",0 5836,"Teacher: Student T, you are gonna go put your seat [Inaudible]. Teacher: No, no, Student K, right here. Teacher: Quickly. [TARGET]Teacher: Sh![/TARGET] Teacher: And Student J, you work with [Inaudible] and Student I. Teacher: Okay? Teacher: And you'll catch up.",1 5837,"Teacher: Student T, you asked for another pencil, right? Student: It's already written. Teacher: No you didn't. [TARGET]Teacher: You asked for a break.[/TARGET] Teacher: You didn't ask for a pencil. Teacher: You asked for a break. Teacher: Right?",1 5838,"Teacher: Student T, you need to do it sitting down, though. Teacher: No, don't pass anything, yet. Teacher: Wait for me to give the directions. [TARGET]Teacher: Supply monitor.[/TARGET] Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay? Teacher: Yes? Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet.",0 5839,"Teacher: Student T, you should be over here, not beside them. Teacher: Let me see your sheet. Teacher: Are you understanding? [TARGET]Teacher: Move over here.[/TARGET] Teacher: Okay. Teacher: 4 times what equals 24? Teacher: You got it.",1 5840,"Teacher: Student T, you're next. Student: Line for 400. Student: What is a line segment. [TARGET]Teacher: Listen again.[/TARGET] Teacher: Too many people are talking. Teacher: Okay. Teacher: Come on, Student T. What is it?",1 5841,"Teacher: Student T. Can I see Student R, Student K. Student: With a pencil? Teacher: With a pencil, please. [TARGET]Teacher: Student J, Student H. Actually Student J, and Student N. I'll leave Student H there.[/TARGET] Teacher: Come on over. Teacher: Pass me the papers over there, please? Teacher: Okay, I'm just going to quickly get this set up for you guys.",0 5842,"Teacher: Student T. Student: By knowing one angle you know all of them. Teacher: That's okay. [TARGET]Teacher: You can either stay here or work with him.[/TARGET] Teacher: I told him what to do so you can go. Student: By knowing one angle you know all the rest because A and B have to add up to 180. Student: If you find angle A, you know-",1 5843,"Teacher: Student T. Student: Yeah. Student: Student T? [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Student T. Student: He said, Student T. Multiple Students: [Inaudible].",1 5844,"Teacher: Student T? Teacher: I have the cover. Teacher: I have the cover. [TARGET]Teacher: Continue.[/TARGET] Student: By 20, 40. Teacher: It's five. Teacher: Can everybody sit down.",0 5845,"Teacher: Student T's doesn't have anybody. Teacher: Student T, talk to me in math terms about what that means. Teacher: I need you to step back, please. [TARGET]Teacher: I need all of you to stay back.[/TARGET] Student: It has to be a remainder because- Teacher: But would we put a remainder in the middle of an array? Student: No.",1 5846,"Teacher: Student U, I'm assuming you finished up the sixteen. Student: How many [inaudible]. Teacher: Ah, excuse me, Student U. [TARGET]Teacher: And did you ... did you even raise your hand?[/TARGET] Student: I did, but then you were helping Student S, so I [inaudible]. Teacher: Oh, okay. Student: [Inaudible].",1 5847,"Teacher: Student V, let's move up. Teacher: Move up. Student: [Inaudible]. [TARGET]Teacher: What are you doing?[/TARGET] Teacher: You know that he was sitting there, and you were sitting here. Teacher: And the second he gets up to go do something, you're going to steal his seat. Student: [Inaudible].",1 5848,"Teacher: Student V, you finished? Teacher: Come here. Teacher: You need to get busy. [TARGET]Teacher: Let me have all of this.[/TARGET] Teacher: Stop giving up on yourself like that. Teacher: Do you hear me? Teacher: That's not a lot to do.",1 5849,"Teacher: Student V, you okay back there? Teacher: You got it? Teacher: You good? [TARGET]Teacher: All right, be seated.[/TARGET] Teacher: So one and two-twelfths, plus one and five-twelfths equals what? Student: One - Teacher: Two and -",1 5850,"Teacher: Student W, Student A, I'm up here. Teacher: I don't appreciate when I'm speaking that you're making faces. Student: [Inaudible]. [TARGET]Teacher: It throws me off.[/TARGET] Teacher: What I like to see are people's eyes on the SmartBoard processing information that they're learning for the first time. Teacher: Okay, go back to your seat. Student: [Inaudible] put it back?",1 5851,"Teacher: Student W, and Student D. Student: Yes? Teacher: I need you to focus. [TARGET]Teacher: I need it quiet, now.[/TARGET] Teacher: I need it quiet. Teacher: [Inaudible] up here. Teacher: Today we're going to talk about the order of operations.",1 5852,"Teacher: Student W, can you please keep your comments to yourself. Teacher: Copy the problem down. Teacher: [Crosstalk] [TARGET]Teacher: Pay attention.[/TARGET] Teacher: This pattern, let's say that the first number is four. Teacher: [Crosstalk] Teacher: Student L, go sit down, please.",1 5853,"Teacher: Student W. Student: Because like, say if you have a pizza - like, if you cut it in one-twelfth, it's going to be smaller than a half. Student: Yeah, a half - [TARGET]Teacher: So what you're - based on what you're saying - Student I, listen.[/TARGET] Teacher: He's saying that if I was at a party and I had pizza, and they offered me one-twelfth of a piece, or half of a pizza, you would rather have a half of a pizza, right? Student: Yes. Student: Because it would be like, a skinny piece if it was like, split into [inaudible].",1 5854,"Teacher: Student W. Student: Yes? Student: Do I have to solve the problem? [TARGET]Teacher: Yeah, I need an answer so you can solve it.[/TARGET] Teacher: What percentage of students - yes, you have to show me your work. Teacher: How do you go from one set type of number to another? Student: I got it.",0 5855,"Teacher: Student W? Teacher: Then get this ... if you're not going to sit and talk to Student L about this, then get this cleaned up, and then you can start on this. Student: Is that the same one as that? [TARGET]Teacher: Student W, you have directions.[/TARGET] Teacher: What are you supposed to be doing? Student: [Inaudible]. Teacher: Okay, and if you're not doing anything, then you need to start cleaning that up.",1 5856,Teacher: Student X being on task. Teacher: Student C being on task. Teacher: Student T being on task. [TARGET]Teacher: Student J being on task.[/TARGET] Teacher: Student A being on task. Teacher: [Room noise] Student: This one.,0 5857,"Teacher: Student X, listen to me. Student: These are wrong. Teacher: You know what? [TARGET]Teacher: It's not your business to tell them that they are wrong.[/TARGET] Teacher: Sit down. Teacher: Student J, you two need to stay in your seats. Teacher: All right, eyes up here.",1 5858,"Teacher: Student Y? Student: I think [Inaudible]. Teacher: I can't hear you when your hand's over your mouth. [TARGET]Teacher: Student K, can you help him?[/TARGET] Teacher: What do we do next? Student: Multiply the four? Teacher: Multiply the four times what?",1 5859,"Teacher: Student Z - Student D where'd I get Blake. Teacher: Student D, you're gonna find out in just a second, I promise. Teacher: Sit down please. [TARGET]Teacher: Student B, what's the problem?[/TARGET] Student: My tissue. Teacher: I think Student Z borrowed it. Student: No, I borrowed Student D's.",1 5860,"Teacher: Student's B's group, there's way too many people there. Teacher: Some of you need to come here. Teacher: We already talked about this. [TARGET]Teacher: Student J, come sit.[/TARGET] Teacher: You're walking around way too confused. Teacher: With me. Teacher: Let's go.",1 5861,"Teacher: Students who are coming, come in to the tables please. Teacher: Thanks. Teacher: So students who are just coming in, just to refresh you, we are talking about factors and multiples and you've come in right at the right time because we're going to build multiple towers. [TARGET]Teacher: Student R, take a seat.[/TARGET] Teacher: So we are going to build a multiple tower as tall as Student M starting with what number? Multiple Students: 30. Teacher: 30.",1 5862,Teacher: Subtract. Teacher: Who is that? Student: Who? [TARGET]Teacher: Who is that [inaudible]?[/TARGET] Student: She was just pressing on his notebook. Teacher: Who was it? Student: Student M.,1 5863,"Teacher: Subtraction and division means to make tiny. Teacher: Multiply, add; you make larger. Teacher: Pay attention Student S. I already know what your answer was, please don't do that. [TARGET]Teacher: Pay - I need you to watch me, okay?[/TARGET] Teacher: We cannot subtract six from zero, five from zero or six from zero again. Teacher: They're too big. Teacher: You must regroup.",1 5864,"Teacher: Supply monitor, and noise monitor. Teacher: So, you can give her your noise monitor. Teacher: And then, you're going to be the time keeper, now. [TARGET]Teacher: Okay, does everyone have a job?[/TARGET] Student: Yes. Teacher: Raise your hand if you are the task manager. Teacher: Okay, so my task manager, you've got an important job today, okay?",0 5865,"Teacher: Supply monitor. Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay? Teacher: Yes? [TARGET]Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet.[/TARGET] Teacher: And your recorder needs two answer sheets. Teacher: So, please do that now. Teacher: Please put your cards in your desks, so everyone at your group knows what your job is.",0 5866,"Teacher: Supply monitors, if you have extra papers, put them right back in you folder. Teacher: Nice job, Student H. You can move your clothespin. Teacher: You're doing a nice job with your supplies. [TARGET]Teacher: Okay, so from the task managers, they told me everyone is all set on what they need.[/TARGET] Teacher: Yes? Student: Yes. Teacher: Okay, let's move on.",0 5867,"Teacher: Sure? Teacher: Okay, now how is the area different? Teacher: What is the area for each one of these? [TARGET]Teacher: Student T, pay attention.[/TARGET] Teacher: What would the area be for each one of these? Teacher: What would the area be for each one of those? Teacher: What would the area be for each one?",1 5868,"Teacher: Surfer shark, doo doo, doo doo, doo doo. Teacher: Surfer shark, doo doo, doo doo, doo doo. Teacher: Surfer shark. [TARGET]Teacher: All right, have a seat.[/TARGET] Teacher: You are energized. Teacher: Have a seat and quiet in front. Student: Can we do it again?",1 5869,"Teacher: Surfer shark. Teacher: All right, have a seat. Teacher: You are energized. [TARGET]Teacher: Have a seat and quiet in front.[/TARGET] Student: Can we do it again? Teacher: Four. Teacher: Three.",1 5870,"Teacher: Swam away doo doo, doo doo, doo doo. Teacher: Swam away doo doo, doo doo, doo doo. Teacher: Swam away doo doo, doo doo, doo doo. [TARGET]Teacher: Swam away.[/TARGET] Teacher: Where's my board? Teacher: Doo doo, doo doo, doo doo. Teacher: Where's my board?",0 5871,"Teacher: Sweetheart, where's your line plot? Teacher: Student A, how am I supposed to know this is yours? Teacher: You might want to look at that line plot one more time. [TARGET]Teacher: Look up there on the board sweetie.[/TARGET] Teacher: Turn around. Teacher: I want you to study it carefully. Teacher: Okay, thank you.",1 5872,"Teacher: Symmetry. Teacher: This side is the same as this side. Teacher: Okay, you come do one more for us and then we're going to move to another problem. [TARGET]Teacher: Thank you for not shouting out.[/TARGET] Teacher: He's saying that line A, D corresponds with line X, E. Do you agree? Multiple Students: Yes. Teacher: Yes, he is correct, those lines do correspond.",1 5873,"Teacher: TTQA. Multiple Students: TTQA Teacher: Your answer just like you did on your first papers okay? [TARGET]Teacher: Okay so who's explaining-sit down Student A. Who's explaining to Student I what's going on here because she still doesn't get it?[/TARGET] Student: I'm trying to get us to all pitch in. Teacher: Good, excellent Student M. Okay so you come over here and sit close to Student M, or just stand close to Student M. Hurry up. Student: Does number two make five?",1 5874,"Teacher: Table 2, sit with your partner. Teacher: Table 3, bring your paper with you and your notebook. Teacher: Table 4 and 5, [inaudible]. [TARGET]Teacher: Sit down.[/TARGET] Teacher: You are going to be sharing your findings. Teacher: Okay, we are going to discuss our findings in the activity matching solids and silhouettes. Teacher: Page 5.",1 5875,"Teacher: Tables one, two, and six, please get your math books. Student: So every time we have Mr. L, it's like a certain day that we have him or it's like - Teacher: Yeah, once a week. [TARGET]Teacher: Stop.[/TARGET] Teacher: So let's start off, the first thing I'm going to do is rip this in half. Teacher: Go get your math books. Teacher: Let me see that ruler please.",1 5876,Teacher: Take 30 seconds and think. Teacher: Student S? Student: [Inaudible]. [TARGET]Teacher: I don't want to hear it.[/TARGET] Teacher: Student B? Teacher: Hey. Teacher: You are going to repeat what Student B just said.,1 5877,"Teacher: Take a look at these. Teacher: I'm going to give you a cylinder, a cone, and a sphere. Teacher: I want you to compare and contrast them, what makes them different. [TARGET]Teacher: Student S, stop.[/TARGET] Teacher: Talk about it. Teacher: Talk with your partner. Student: This has no edges and no vertices.",1 5878,"Teacher: Take a moment. Teacher: Take a moment to catch your breath, and then we can talk about what happened. Teacher: Have a seat. [TARGET]Teacher: Take a moment to relax yourself.[/TARGET] Teacher: Squeezer your paper towel. Teacher: Take a moment to cool off and then we'll talk about what happened, okay? Teacher: I'm going to give you a few minutes.",1 5879,"Teacher: Take it back to your seat. Teacher: All right. Teacher: You should have them all cut. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: All right. Teacher: If you will kind of spread them all out in front of you and your group people, you will notice a wide variety of numerators and denominators in your set. Teacher: What I would recommend - I did it over there to that group - all of the desks, make sure they're pushed together, then this white sheet of paper I gave you, put over the whole in the middle so you can put the papers in the middle of the - why are you talking while I'm talking?",1 5880,Teacher: Take it down a notch. Teacher: Back group. Teacher: Student D's group. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right. Student: [Inaudible]. Teacher: Wait.,1 5881,Teacher: Take out one card for yourself. Teacher: There's no need to have any kind of discussion. Teacher: And then pass it along until everyone has a job. [TARGET]Teacher: You took out two cards.[/TARGET] Teacher: You need to take out one. Teacher: What did we decide we were going to do the double job for? Student: Supplies and quiet.,0 5882,"Teacher: Take out one. Teacher: You only have one job, okay? Teacher: Put it on your desk. [TARGET]Teacher: That's your job today.[/TARGET] Teacher: Then pass the envelope to someone next to you, and they're going to do the same. Teacher: Pass the envelope to the next person, and they're going to do the same thing. Teacher: Take out one card for yourself.",0 5883,Teacher: Take out your math books. Teacher: [Crosstalk] Teacher: Not quite. [TARGET]Teacher: I'll get to you in a minute.[/TARGET] Teacher: I love how Student D has taken out her math book. Teacher: Get that off your ear. Teacher: Student J has taken out his math book.,0 5884,Teacher: Take the chalk. Teacher: You're going to start from right here. Teacher: Just go one half. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: I wish you would tell me that you don't understand when you get your paper. Teacher: We did this after school today. Teacher: I don't have a clue why you're talking through the lesson.,1 5885,"Teacher: Take your Everyday Math book. Teacher: Open it to Page 197. Teacher: Student K, now you may move near Student B. I said be quiet. [TARGET]Teacher: Student T, you are gonna go put your seat [Inaudible].[/TARGET] Teacher: No, no, Student K, right here. Teacher: Quickly. Teacher: Sh!",1 5886,"Teacher: Take your paper with you. Teacher: You've got to show your work. Teacher: Now what do you have to do to the two thirds? [TARGET]Teacher: Boys, that's not appropriate right now.[/TARGET] Teacher: Student J, can you move over some? Teacher: No, you're skip counting. Teacher: 3, 6, 9, remember?",1 5887,"Teacher: Take your stuff, go on over there. Teacher: When you get to three questions come on back and let me know okay? Teacher: Thank you. [TARGET]Teacher: I think it's too much distraction.[/TARGET] Teacher: Take your book with you, you know why? Teacher: Cause there are a lot of questions on this page that would be of assistance to you. Teacher: You might say oh I'm gonna make my question like that, I'm just gonna make it about slaves.",1 5888,Teacher: Talk at your table. Teacher: Is there a way you can tell without multiplying? Multiple Students: [Crosstalk] [TARGET]Teacher: Are you talking here?[/TARGET] Teacher: What? Student: [Inaudible] Teacher: Okay.,1 5889,"Teacher: Talk to each other. Teacher: Make a plan. Teacher: Don't just start drawing quarters, and pennies, and nickels, and dimes. [TARGET]Teacher: What are you shouting out at me?[/TARGET] Student: [Inaudible]. Teacher: 20 quarters is what? Teacher: You need 52 coins, remember.",1 5890,"Teacher: Talk to me. Teacher: Student M wants to be included, so please include her. Teacher: You're over here working on your coins all by yourself. [TARGET]Teacher: You're not trying to be part of the group.[/TARGET] Teacher: I need you to try. Teacher: If you have an idea that they're not using, you need to share that with the group. Teacher: If they have an idea that you're not listening to, you need to listen.",1 5891,"Teacher: Talk to your partners. Teacher: [Crosstalk among students] Teacher: Okay, 5, I think we have - 4. [TARGET]Teacher: I don't remember asking you to do anything yet, 3, 2.[/TARGET] Teacher: I'll wait for you. Teacher: [Crosstalk] Teacher: All right.",1 5892,"Teacher: Task manager. Teacher: Team two is ready. Teacher: Who is the task manager, over here? [TARGET]Teacher: Okay, is your group all set?[/TARGET] Teacher: Give me a thumbs-up if your group is all set. Teacher: Who is the task manager of team four? Teacher: Waiting to find out if your group is all set.",0 5893,"Teacher: Teacher L, can you fix your board to [inaudible] crayon. Teacher: Student D, you and Student D are not doing anything. Teacher: [Students talking with each other]. [TARGET]Teacher: Okay, now go - after you [inaudible] it - Teacher L, can you fix the board?[/TARGET] Teacher: [Students talking with each other]. Teacher: Okay. Teacher: All right.",0 5894,"Teacher: Teacher M, can you work with those three students back there? Teacher: You all set at your seat? Teacher: If you want, you can come up to Student J's seat. [TARGET]Teacher: Listen to me - they're watching me teach.[/TARGET] Teacher: They're not watching you guys. Teacher: I know it's annoying but - I know it's annoying. Teacher: I get it, okay, and I understand, all right?",1 5895,"Teacher: Teacher P is not in there? Teacher: Okay, go ahead and go to Teacher G. Close the door. Teacher: Student I, honey, can you please put your reading book away? [TARGET]Teacher: I don't know why that is out right now.[/TARGET] Teacher: Come on, you can do it. Teacher: All right, number one. Teacher: All right, who can read it the correct mathematical way for me, please?",1 5896,"Teacher: Team two is ready. Teacher: Who is the task manager, over here? Teacher: Okay, is your group all set? [TARGET]Teacher: Give me a thumbs-up if your group is all set.[/TARGET] Teacher: Who is the task manager of team four? Teacher: Waiting to find out if your group is all set. Teacher: Give me a thumbs-up if your group is all set, please.",0 5897,"Teacher: Tearing paper, playing and not listening, this is what happens. Teacher: I'm sorry. Teacher: That frustrates me. [TARGET]Teacher: Please do not draw it.[/TARGET] Teacher: We do not have time for you to draw it. Teacher: You don't have enough of these to do this. Teacher: That was just to show you what I mean by simplified fractions.",1 5898,"Teacher: Tell me about this one, and this one. Teacher: Both of those are incorrect. Student: [Inaudible]. [TARGET]Teacher: Excuse me, Student B.[/TARGET] Teacher: Okay. Teacher: So do number three. Teacher: What number is that?",1 5899,"Teacher: Tell me how - Student K, I haven't heard from you today. Teacher: How did Student I get one and one third to be four thirds? Student: [Inaudible]. [TARGET]Teacher: Can you please not - sit on your butts, criss cross, all the way.[/TARGET] Teacher: Thank you. Student: [Inaudible]. Teacher: He made the 1 into three thirds?",1 5900,"Teacher: Tell me one thing. Teacher: Student N, tell me one thing you learned today. Student: I learned how to multiply - [TARGET]Teacher: Shh, hold on, 'cause Student J can't hear what you learned, 'cause it might mirror what he learned, 'cause he's talking.[/TARGET] Teacher: Go ahead, Student N. Student: I learned how to multiply by 100 and get to 1,000. Teacher: So she learned how to multiply by 100s to get to 1,000.",1 5901,"Teacher: Tell me what goes here. Student: Six sixths. Student: No, six thirds. [TARGET]Teacher: Somebody's yelling out.[/TARGET] Teacher: Student S, six over three is correct. Teacher: Now we've got six over three, and we have number two. Teacher: Is that equal?",1 5902,"Teacher: Tell me which [inaudible] rotation that kind of got messed up for some strange reason we have less kids than Monday, I don't know why. Teacher: I think we're missing some people. Teacher: But that's okay. [TARGET]Teacher: Listen.[/TARGET] Teacher: Student Z, Student Z. Teacher: Thank you. Teacher: Okay.",1 5903,Teacher: Tell me why? Teacher: It's past that. Teacher: Correct. [TARGET]Teacher: We're going to stop.[/TARGET] Teacher: I want you to leave your boards and your erasers right there. Teacher: I'll wait. Teacher: Don't move.,1 5904,"Teacher: Tell me your name again? Student: Student M. Teacher: Okay. [TARGET]Teacher: Student M, can you come sit down by Student L?[/TARGET] Teacher: You can come sit by me. Teacher: We are going to do a quick refresher. Teacher: What do we do when we add money amounts?",0 5905,"Teacher: Tell me, how do we write a number - a fraction in it's simplest form? Teacher: Student S, how do we - before you speak, Student S, I need to make sure everyone has your attention. Student: [Inaudible]. [TARGET]Teacher: Student S is speaking.[/TARGET] Teacher: You need to be listening. Teacher: Go ahead, please. Student: Um, we [inaudible] form, dividing it like, into it's smallest number to make it like, smaller.",1 5906,"Teacher: Tell me. Student: Same thing. Teacher: Turn around please. [TARGET]Teacher: Student T, come over here.[/TARGET] Teacher: What is the problem? Student: [Inaudible]. Teacher: Who told you?",1 5907,"Teacher: Tell me. Teacher: Be patient - put your hand down. Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair. [TARGET]Teacher: Thank you, Student A.[/TARGET] Teacher: Student M? Student: Now you're supposed to look at white and red - Teacher: Look at white and red, okay.",0 5908,"Teacher: Tell me. Teacher: Student T, how does solution one work? Teacher: Put it away. [TARGET]Teacher: Let's go.[/TARGET] Teacher: That's not what you're doing now. Teacher: You know what? Teacher: I'm giving everybody a choice.",0 5909,"Teacher: Ten. Teacher: And the question is, how much must one ball be? Teacher: If this is worth ten, how much must one ball be? [TARGET]Teacher: Don't give me the answer.[/TARGET] Teacher: You're writing your answer on your sheet for part A. Student: A brilliant way to help you is on the, below the scale things. Teacher: Oh, yeah.",0 5910,"Teacher: Than that, right? Teacher: Because it would take ten of those to make that. Student: Okay, write your name. [TARGET]Teacher: Okay, Student D, don't wreck the [inaudible].[/TARGET] Teacher: What do you notice about this chart? Student: [Inaudible]. Teacher: What do you notice about this chart?",1 5911,"Teacher: Thank you for doing that quickly and quietly. Teacher: Hands off all the manipulatives. Teacher: All right, and let's sit down and summarize. [TARGET]Teacher: Okay, I'm gonna wait for you to be looking at me.[/TARGET] Teacher: Okay, Student F, summarize what we reviewed about fractions when we first started the lesson today. Student: That we - Teacher: Give me math words, math vocabulary when you're talking.",1 5912,"Teacher: Thank you for following directions. Teacher: Student B, no Student B doesn't have his PW book out. Teacher: Thank you for following directions, Student L. Thank you for following directions, Student J. [TARGET]Teacher: Student G, follow direction.[/TARGET] Teacher: Your PW book, your pencil, your math book, and your notebook. Teacher: That's three - four things. Teacher: And everything else you put away.",1 5913,Teacher: Thank you for ignoring him. Teacher: Thank you so much. Teacher: I appreciate the way you ignored him. [TARGET]Teacher: Thank you so much.[/TARGET] Teacher: Let's all look here again. Teacher: Look at what Student C did. Teacher: Look at.,0 5914,Teacher: Thank you for raising your hand and not calling out I appreciate that. Teacher: Alright now draw me a table. Teacher: That's why I told him to sit down thank you kindly. [TARGET]Teacher: Under the table?[/TARGET] Student: Yeah I found it. Teacher: You found a table? Teacher: Tell them what page that is Student D.,0 5915,"Teacher: Thank you guys again. Teacher: Student C, good job. Teacher: Good job, Student R. Sit right there. [TARGET]Teacher: Scoot over so she can sit.[/TARGET] Teacher: Sit down, Student R. Just share that for now. Teacher: You can use that. Teacher: Let me see your homework.",1 5916,"Teacher: Thank you guys. Teacher: You guys did great. Teacher: You can go back, Student D. Beautiful. [TARGET]Teacher: So we're waiting for Student T. We're waiting for - Student H, are you done?[/TARGET] Teacher: I see that. Teacher: I'm going to move it to the front. Teacher: All right.",0 5917,Teacher: Thank you so much. Teacher: I appreciate the way you ignored him. Teacher: Thank you so much. [TARGET]Teacher: Let's all look here again.[/TARGET] Teacher: Look at what Student C did. Teacher: Look at. Teacher: He said that he knows that this is 25 times 3.,0 5918,"Teacher: Thank you so much. Teacher: Let's all look here again. Teacher: Look at what Student C did. [TARGET]Teacher: Look at.[/TARGET] Teacher: He said that he knows that this is 25 times 3. Teacher: That he counted two down. Teacher: And he knows that, sorry, 25 times 3 is 75.",0 5919,"Teacher: Thank you very much. Teacher: That's one thing, one fact about fractions what we learned. Teacher: Denominator is the whole set number, or the number in the set. [TARGET]Teacher: All right, now, can I - I'll come to you because I know you have something nice, but I don't know if Student L - Student L, if you're going to write at home about math, tomorrow I'm gonna read it in your - [/TARGET] Student: [Inaudible]. Teacher: Yeah, what is it? Teacher: What would you tell your mom or dad about what we learned today?",0 5920,"Teacher: Thank you very much. Teacher: Whose is this? Teacher: Girls, have you got it added? [TARGET]Teacher: Then we're not talking.[/TARGET] Teacher: Student B, you're not helping Student H at all. Teacher: [End of Audio]",1 5921,"Teacher: Thank you, Student B. Teacher: Remind me I have something for you. Teacher: Thank you, Student R. Student K, Student R, there's a hook. [TARGET]Teacher: Hang it up.[/TARGET] Teacher: Thank you, Student A. I appreciate that. Teacher: Place your morning work neatly inside your table until we go over that a little bit later. Teacher: Go back there to the bucket.",1 5922,"Teacher: Thank you, Student B. Teacher: Sit down. Teacher: So, the perimeter is the distance around an object or the sum of all sides. [TARGET]Teacher: Student C, you're gonna turn to Student F. Student B, you're gonna turn to Student A.[/TARGET] Teacher: You're gonna tell him what perimeter is. Teacher: Ready? Teacher: Go.",0 5923,"Teacher: Thank you, Student D. Thank you, Student D and Student C. Student: I see what everybody else is doing. Teacher: Good thinking. [TARGET]Teacher: All right, now take your finger, okay?[/TARGET] Teacher: I want you to repeat after me on your strip, okay? Teacher: I want you to go 12. Multiple Students: 12",0 5924,"Teacher: Thank you, Student D. You have been participating. Teacher: I don't want to divert your attention. Teacher: Thank you Student T. Thank you, Student A. [TARGET]Teacher: Good job.[/TARGET] Teacher: There's something you said here that's really - you added the 6 out of 5. Student: Yes. Teacher: What is the value of 5 and 6 here, Student T?",0 5925,"Teacher: Thank you, Student E. $9.00 a month. Teacher: So tonight for homework, you need to do this. Teacher: You need to do this, and you need to do a summary right here, okay? [TARGET]Teacher: If you bring all of that in, then you won't owe me recess or lunch.[/TARGET] Teacher: You didn't get one? Teacher: Look in 20. Teacher: I put all extras in 20.",0 5926,"Teacher: Thank you, Student E. Student H, Student M, can I have your papers? Teacher: Stand behind your seat. Teacher: [Crosstalk] [TARGET]Teacher: All right, listen up.[/TARGET] Teacher: Sit. Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer. Teacher: So don't yell it out.",0 5927,"Teacher: Thank you, Student W. Student M, face forward. Multiple Students: [inaudible chatter] Teacher: Okay. [TARGET]Teacher: I have an extra one.[/TARGET] Teacher: If you need it, I'll give it to you. Teacher: But, just for the time being, don't stress it. Teacher: Don't stress it.",0 5928,"Teacher: Thank you. Student: [Inaudible]. Teacher: Student K, one more time. [TARGET]Teacher: If I have to talk to you [inaudible], you're leaving.[/TARGET] Student: [Inaudible]. Teacher: Because you're disrupting my videotape lesson. Student: [Inaudible].",1 5929,"Teacher: Thank you. Teacher: And you may walk back to your regular seat. Teacher: Quietly. [TARGET]Teacher: The lights are off, Student S.[/TARGET] Student: [Inaudible]. Teacher: [Inaudible] over there, please. Teacher: Thank you.",1 5930,"Teacher: Thank you. Teacher: And, Student C, where were you? Multiple Students: [inaudible chatter] [TARGET]Teacher: You don't get not telling me where you are?[/TARGET] Student: Oh, I didn't see where you was, I was writing this down. Teacher: I didn't - Yes? Multiple Students: [inaudible chatter]",0 5931,"Teacher: Thank you. Teacher: Close your math books. Teacher: Put them away. [TARGET]Teacher: Go back to your normal seats, okay.[/TARGET] Teacher: Now, whatever, Student M, and Student D, you're different. Student: [inaudible chatter] Student: [End of Audio]",0 5932,Teacher: Thank you. Teacher: Do your math. Teacher: Let me have it. [TARGET]Teacher: Give it to me.[/TARGET] Teacher: Thank you. Teacher: Sit down. Teacher: Show me how you can do it.,1 5933,"Teacher: Thank you. Teacher: Erase. Teacher: I asked you to erase it first off, then please don't throw those markers. [TARGET]Teacher: Student V, sit up.[/TARGET] Teacher: All the way up. Teacher: Where are you getting 63 over 63? Teacher: That's one whole.",1 5934,Teacher: Thank you. Teacher: Here's what I need now. Teacher: I need you to choose one person to put all my magazines away. [TARGET]Teacher: Don't move yet.[/TARGET] Teacher: One person needs to put the glue away. Teacher: One person needs to clean up all the scraps. Teacher: One person needs to put my scissors away.,1 5935,"Teacher: Thank you. Teacher: If you have 4, will you please bring me your post-its? Teacher: Waterfall. [TARGET]Teacher: I'll wait for Student Z.[/TARGET] Teacher: Can you sit down please? Teacher: Again, the instructions said you're supposed to count the people who are living in your house, even if it's - for instance, in my house I have a person who is a renter, and that would count as the people living in the household. Teacher: I'll wait for Student I, Student D, and Student L. Okay.",1 5936,"Teacher: Thank you. Teacher: I'll find where it is. Teacher: This is another way Student J did his homework. [TARGET]Teacher: Student J is really - all eyes here.[/TARGET] Teacher: All eyes here. Teacher: All eyes here. Teacher: Student X, put your chair legs down.",1 5937,"Teacher: Thank you. Teacher: Let's look at another question here that was a big problem to so many people and that was 29 times 6. Teacher: Can somebody solve it for me? [TARGET]Teacher: Student J, come and solve it in your own way.[/TARGET] Student: What? Teacher: Twenty-nine times six. Student: Twenty-nine times six.",0 5938,"Teacher: Thank you. Teacher: Let's find it on there. Teacher: That's what you're writing. [TARGET]Teacher: Hey, excuse me.[/TARGET] Teacher: Why are we talking? Teacher: Stick it on the board. Teacher: What is it?",1 5939,"Teacher: Thank you. Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention. Teacher: Do I have you back? [TARGET]Teacher: Student C, do I have you back?[/TARGET] Teacher: Yes. Teacher: Yes, Student M, I have you back. Teacher: Student F, I have you back?",1 5940,"Teacher: Thank you. Teacher: Once again, if we add these together, what percent of the time should we have now? Teacher: 100 percent of the time she spent on this particular project. [TARGET]Teacher: Once you have copied down that data, what do we need to do next?[/TARGET] Teacher: We have the percent of the time, but what information do we need to complete in order to do our circle or pie chart? Teacher: Yes? Student: The fraction.",0 5941,"Teacher: Thank you. Teacher: See, I know whenever she gets is, she explains it. Teacher: I get you back. [TARGET]Teacher: I get her back.[/TARGET] Teacher: So now look at that. Teacher: She's doing number two. Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set.",0 5942,"Teacher: Thank you. Teacher: Sit down, please. Student: I can't see. [TARGET]Teacher: Waiting on two people.[/TARGET] Teacher: Thank you. Teacher: Waiting on one person. Teacher: Okay.",1 5943,Teacher: Thank you. Teacher: Sit down. Teacher: Show me how you can do it. [TARGET]Teacher: Look at this.[/TARGET] Teacher: You were the one that was telling me the answers. Teacher: How did they get to 300? Student: They got to 300 from this one.,0 5944,"Teacher: Thank you. Teacher: Student A, I need to see your eyes. Teacher: Today we're going to be talking about division story problems. [TARGET]Teacher: I know this is in your way a little, but I still need to have your attention up here, please.[/TARGET] Teacher: Okay. Teacher: We're going to be talking about grouping versus sharing. Teacher: Two different ways - excuse me - that division problems are written.",1 5945,"Teacher: Thank you. Teacher: Student C, Student J. I'm sorry, Student C, Student D. You're not eating it. Teacher: Thank you, Student V. Student U, Student C, Student Y. [TARGET]Teacher: That's it.[/TARGET] Teacher: [Inaudible] over here. Student: [My broken wheels are] over there. Teacher: That's fine.",0 5946,"Teacher: Thank you. Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please. Teacher: Thank you. [TARGET]Teacher: Thank you, Student P. Student J, I need your eyes please.[/TARGET] Teacher: Thank you, Student M. Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy? Teacher: Again, this should look familiar.",1 5947,"Teacher: Thank you. Teacher: Student T, excuse me. Teacher: You're okay. [TARGET]Teacher: You can go to the nurse, honey.[/TARGET] Teacher: Okay. Teacher: Let me see who else is sitting up straight looking great. Teacher: Student G, I will give you a choice.",1 5948,"Teacher: Thank you. Teacher: Thank you. Teacher: See, I know whenever she gets is, she explains it. [TARGET]Teacher: I get you back.[/TARGET] Teacher: I get her back. Teacher: So now look at that. Teacher: She's doing number two.",0 5949,"Teacher: Thank you. Teacher: That's another word we're gonna - so we looking - see, I look - we have the vocabulary up there, equivalent, small group. Teacher: Now, let's look at the group. [TARGET]Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute.[/TARGET] Teacher: Now, look at me, look at me. Teacher: You may go [inaudible], please. Student: What?",0 5950,"Teacher: Thank you. Teacher: There's a strategy Student C is showing me here that I, myself, I do not know. Teacher: I do want to learn from him, please. [TARGET]Teacher: I do want to learn from him.[/TARGET] Student: Go on then. Teacher: He said 25 times 3 - Student: Equals 75.",1 5951,"Teacher: Thank you. Teacher: Turn the pencil, honey. Teacher: Thank you. [TARGET]Teacher: Take a seat.[/TARGET] Teacher: Who can give me an example? Teacher: So I'm hearing factors is what you skip count by, multiple is what you land on. Teacher: Who can give me an example about that?",1 5952,"Teacher: Thank you. Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned. Teacher: Simple. [TARGET]Teacher: Now, let's - one, two.[/TARGET] Teacher: Yeah, go ahead. Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction. Teacher: Thank you very much.",0 5953,Teacher: Thank you. Teacher: What fraction? Teacher: Raise your hand. [TARGET]Teacher: Don't yell out.[/TARGET] Teacher: Student A? Student: Four thirds. Teacher: Four thirds.,1 5954,"Teacher: Thank you. Teacher: You can have a seat. Teacher: Thank you. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: When you're done, I'm taking your markers. Teacher: Thank you. Teacher: Student J, have a seat, Student J.",1 5955,"Teacher: Thank you. Teacher: You got it. Teacher: Give me 5, 4, 3, 2, and 1. [TARGET]Teacher: Pick your nose.[/TARGET] Teacher: [Laughter] We have written down our thinking. Teacher: I'm going to show you the first student's thinking about this problem. Teacher: What do we know so far, Student K?",0 5956,"Teacher: Thank you. Teacher: You want to stand? Teacher: We're not talking. [TARGET]Teacher: That's a bad habit you've gotten into the last couple of weeks and I'm not going to tolerate it.[/TARGET] Teacher: In front of us we have a sheet on parameters and what we are going to be reviewing today and every day will be a different topic in our guided math group, is parameter, area, and volume is our review topic for today. Teacher: The directions on the top of your first page say find the parameter of each shape by using a centimeter ruler. Teacher: Do we all have one of those in front of us?",1 5957,Teacher: Thank you. Teacher: You're not going to need your whiteboard for this. Teacher: Can you remember - you can just put it on the side. [TARGET]Teacher: You don't need to put it away.[/TARGET] Teacher: Do you remember the case we were talking about Mc Donald's? Multiple Students: Yes. Teacher: And how Mc Donald's wanted to what - what would you want it to do?,0 5958,"Teacher: Thank you. Teacher: [Students reading]. Teacher: Okay, it looks like everyone has had a chance to do their re-reading. [TARGET]Teacher: Who can read part two?[/TARGET] Teacher: You've already done number one. Teacher: Read, and re-read. Teacher: Who can read part two?",0 5959,Teacher: Thanks for your patience. Teacher: Thank you for your patience. Teacher: I'm going to get this going. [TARGET]Teacher: This shuts down.[/TARGET] Teacher: Just give it a second. Teacher: There you go. Teacher: All right.,0 5960,"Teacher: Thanks, Student E. Student B, I don't think that that's what the assignment is. Teacher: You need to go change your [pen] and be focused yourself. Teacher: That's not what the assignment is. [TARGET]Teacher: You're off-task.[/TARGET] Teacher: You guys have about five more minutes at the center that you're at now and then we'll switch. Teacher: I lost track of time, so we'll do one more minute from now. Teacher: You guys have lots going into the middle, which is good 'cause there's lots of similarities.",1 5961,"Teacher: Thanks. Teacher: All right, now, listen. Teacher: May I have your attention - attention again? [TARGET]Teacher: Student K, need your attention.[/TARGET] Teacher: The day before, this is what we did, and that's why we'll revise it on the poster. Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this. Teacher: But we're gonna do it for a group, all right?",1 5962,"Teacher: Thanks. Teacher: Good job. Teacher: You did a good job, guys. [TARGET]Teacher: Can it go further up?[/TARGET] Teacher: That's it. Teacher: Thanks. Teacher: All right, now, listen.",0 5963,"Teacher: Thanks. Teacher: This is not your job. Teacher: Thank you very much. [TARGET]Teacher: Whose is this?[/TARGET] Teacher: Girls, have you got it added? Teacher: Then we're not talking. Teacher: Student B, you're not helping Student H at all.",0 5964,"Teacher: That can't possibly be right. Student: Mr. H - see, look. Teacher: All right, let me just see what you have. [TARGET]Teacher: Let's see what you guys have.[/TARGET] Teacher: [End of Audio]",0 5965,"Teacher: That cup needs to be put away, now. Teacher: Then I want to trace. Teacher: Student N, thank you for staying quiet while my back was turned to you. [TARGET]Teacher: You know, that's my favorite rule in the classroom.[/TARGET] Teacher: I'm going to label this as 21 groups of 7. Teacher: We talked about 21 groups of 7 sometimes being a difficult problem to solve. Teacher: We will take that 21 and break it apart into our tens and ones.",0 5966,"Teacher: That doesn't matter. Teacher: It sounds the same. Multiple Students: [Crosstalk]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Let's watch Student T. All right, so she has two-thirds as the greatest. Teacher: [Student working on problem]. Multiple Students: [Crosstalk].",1 5967,"Teacher: That extra answer sheet. Teacher: Write the name of your group at the top. Teacher: So, group one. [TARGET]Teacher: Group two.[/TARGET] Teacher: Group three. Teacher: Group four. Teacher: Whatever you guys are.",0 5968,"Teacher: That extra one that you had. Teacher: That extra answer sheet. Teacher: Write the name of your group at the top. [TARGET]Teacher: So, group one.[/TARGET] Teacher: Group two. Teacher: Group three. Teacher: Group four.",0 5969,"Teacher: That goes nowhere. Teacher: 0 on the X axis and 0 on the Y axis. Teacher: 0,0. [TARGET]Teacher: So I'm hearing some outside conversations I should not here.[/TARGET] Teacher: Student K, have a seat. Teacher: Good job, Student S. I'm going to wait until everyone has a seat. Teacher: Go ahead.",1 5970,"Teacher: That goes to the camera. Teacher: All right, you're going to copy those down and then we're going to talk about them. Teacher: Then you're going to do a hunting activity. [TARGET]Teacher: You're not going hunting.[/TARGET] Teacher: Well, you are going hunting. Student: We are? Teacher: Sh.",0 5971,"Teacher: That has to be shaded in this way. Teacher: One fourth horizontally. Teacher: There you go. [TARGET]Teacher: Have you shaded, Student K?[/TARGET] Teacher: Okay, shade in one fourth, Student R. Student Q, do you have yours one fourth? Teacher: Folding it in half, folding it in half again. Teacher: You're getting fourths.",0 5972,"Teacher: That help people get a better score on these open responses. Teacher: Please put your name on this paper, also. Teacher: [Handing out papers]. [TARGET]Teacher: And again, this is going to be a paper that stays in your green math folder forever.[/TARGET] Teacher: Shh. Teacher: So, please take one and read it to yourself silently. Teacher: Student C?",0 5973,"Teacher: That is a polygon, and we know that these are polygons because we can define them. Teacher: We can define by the number of sides, which is the next part of the definition. Teacher: Who can read the next part of the definition for me? [TARGET]Teacher: Student A, loud and proud for me.[/TARGET] Student: [Inaudible]. Teacher: No. Teacher: We didn't read the second part of the definition.",0 5974,"Teacher: That is a very good connection. Teacher: If it's open, the electricity can't keep flowing. Teacher: If it's open, our mouse can't keep traveling, right? [TARGET]Teacher: It's got to be closed.[/TARGET] Teacher: All right. Teacher: Now last thing. Teacher: Last thing.",1 5975,"Teacher: That is how we got 821. Teacher: Now I am going to pass out your papers. Teacher: You're going to do question number one, two, and three, then you do the other page, page 30. [TARGET]Teacher: When you get to page 30 you will stop because we are going to play the game.[/TARGET] Teacher: If you need any help, you raise up your hand and I will help you. Teacher: Look at the questions it's asking here. Teacher: It says now look carefully at these different solutions.",0 5976,"Teacher: That is not fair to your classmates. Teacher: Hopefully you have a little bit of extra room on your paper. Teacher: I have a few word problems that we're going to do together real quick. [TARGET]Teacher: Let me post this on the board and we'll talk about them.[/TARGET] Teacher: Student D, you and I have already talked several times today. Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy? Multiple Students: 5",0 5977,"Teacher: That is the essence of working together, so the two of you can share ideas. Teacher: [Crosstalk] Teacher: Did you read the step before you did question number seven? [TARGET]Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps.[/TARGET] Teacher: You erase everything that you have now and go to question eight. Teacher: I want A to lead the discussion. Teacher: [Crosstalk]",0 5978,"Teacher: That is why I am here. Teacher: You just write your name and wait until I give you the go ahead. Teacher: You just wait until I give you the go ahead. [TARGET]Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes.[/TARGET] Teacher: Class, get ready to begin. Teacher: You're gonna three minutes. Teacher: [Students silently working]",0 5979,"Teacher: That is your homework for today. Student: Of you finish it up, then - Teacher: Excuse me. [TARGET]Teacher: You're not talking in three, two, one, zero.[/TARGET] Teacher: Everybody should be working this problem out. Multiple Students: [Inaudible] Teacher: [Inaudible]",1 5980,"Teacher: That means I'm asking Student K if she took it off of my desk to give it to Student K then give it to Student D. That's what I meant. Student: Oh, I [inaudible]. Student: [Inaudible]. [TARGET]Teacher: I was trying to be funny, but you guys aren't getting it.[/TARGET] Teacher: Okay. Teacher: Once you've written down what you learned, tell your partner. Teacher: Tell your partner what you learned.",0 5981,"Teacher: That means that you - I can at least see what steps you know and what steps you don't know. Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? [TARGET]Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay?[/TARGET] Teacher: You have to at least try. Teacher: You can't just keep sitting there, and I know math is tough for you. Teacher: We can get through it together if you show me what you don't know.",0 5982,"Teacher: That means we would have 12 pages of factors to start putting it somewhere in this room. Teacher: Today Student K and Student T are going to be partners. Teacher: Student J and Student T. Student J and Student K. We're not going anywhere yet, guys. [TARGET]Teacher: That's not helping other people.[/TARGET] Teacher: Student H and Student N. Student J, we're not going anywhere yet. Teacher: Student E and Student M. Student B and Student K. Our animals will get moved eventually because obviously we're going to be using a lot of tables here. Teacher: We're probably going to play this game - I'm probably going to time you for about 17 minutes and see where we end up.",1 5983,"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."" [TARGET]Teacher: Then I will know you're ready to be more of a sport.[/TARGET] Teacher: I will know immediately when things have changed. Teacher: Okay. Teacher: So I'm going to give you guys a minute for this, and you may begin.",0 5984,"Teacher: That means you have a key with three colors. Teacher: That tells me which ones represent what, right? Teacher: That should be enough, Student C, because you're going to need a title too. [TARGET]Teacher: I would not start with a marker yet.[/TARGET] Student: But when we go to [Inaudible] the bar. Teacher: You're not going to have enough. Teacher: I don't know if the markers will last.",0 5985,"Teacher: That means you have to answer this question in order to go to special. Student: Sorry, Mama. Student: It's got to be right, too? [TARGET]Teacher: I need everybody in their seats.[/TARGET] Teacher: In five, four, three, two - Student: Student C. Teacher: One.",0 5986,"Teacher: That means you're going to have to decide the colors of each, right? Teacher: Each of your bars. Teacher: All right. [TARGET]Teacher: Let's figure this out to each other as partners.[/TARGET] Teacher: She's not going to sit here and talk to herself. Teacher: Let's put this on the side and focus on this as a group rather than individually, okay? Teacher: Your interval will be 55?",1 5987,"Teacher: That one could have gone like that. Teacher: Writing would be for the three digit ones too. Teacher: Another one, because I was actually finished just before Student B was. [TARGET]Teacher: I didn't call it out.[/TARGET] Teacher: Let's start again. Teacher: Now try that. Student: 2 times 70.",1 5988,Teacher: That probably sounds like a foreign language to you. Teacher: What you're gonna do is take the numbers - and you'll see as we go - you're gonna be able to add them up and figure out which figure it goes with - which object. Student: [Inaudible]. [TARGET]Teacher: Is it because I'm over there or because I moved?[/TARGET] Student: [Inaudible]. Teacher: You blocked your ears. Teacher: Okay.,0 5989,"Teacher: That should be enough, Student C, because you're going to need a title too. Teacher: I would not start with a marker yet. Student: But when we go to [Inaudible] the bar. [TARGET]Teacher: You're not going to have enough.[/TARGET] Teacher: I don't know if the markers will last. Student: [Inaudible]. Teacher: Okay.",0 5990,"Teacher: That should be the first thing you do. Teacher: I'm gonna have everyone play about three rounds, and then we're gonna meet on the rug, and then I'm gonna give you another set of directions. Teacher: Student N you need to be sitting up. [TARGET]Teacher: You need to be ready and attentive.[/TARGET] Teacher: Do you know what that means? Student: No. Teacher: Focused.",1 5991,"Teacher: That was an interaction. Teacher: I don't care if it was talking. Teacher: I don't care what it was. [TARGET]Teacher: It was some kind of interaction that had you off-task, and him.[/TARGET] Teacher: We can rewind and play the tape if you want to. Student: Okay. Teacher: You want to do that?",1 5992,"Teacher: That was really, really good, and you can see that she followed all the steps. Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right. Teacher: Now, everybody, we go back now to the first question that I put on the board. [TARGET]Teacher: I know some of you got it right and we'll just quickly do that.[/TARGET] Teacher: Excuse me. Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody. Teacher: [Crosstalk]",0 5993,"Teacher: That was the hardest one to make. Teacher: Go ahead and have a seat. Teacher: Student A, come with partner. [TARGET]Teacher: Student E, put that back please.[/TARGET] Teacher: Student A has this word, cone, and Student A has - it looks like it can be a teepee or an ice cream cone. Teacher: Do they match? Multiple Students: Yes.",1 5994,"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. [TARGET]Teacher: Stop the singing.[/TARGET] Teacher: You guys, I will give you one minute. Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. Teacher: I want to see if all of you can do all of the problems.",1 5995,"Teacher: That was very good. Teacher: All right Student A, your group. Teacher: Can you guys be nice and loud for me? [TARGET]Teacher: I know Student A can.[/TARGET] Teacher: All right, all stars; remember, they gave you their undivided attention, now you need to them your undivided attention. Student: Once there was a kitten and a dog. Student: He has one dime and three nickels to pass a bridge to go to the movies but he needed to make a dollar but the fawn said to give him a buck.",0 5996,"Teacher: That way it's easier. Teacher: Student C, will you sit here? Teacher: Here, you want to sit there? [TARGET]Teacher: She's giving you her seat.[/TARGET] Teacher: Okay. Student: I got it. Student: I'm fine.",1 5997,"Teacher: That would be a great example. Teacher: The tiles, you guys already kind of talked about that. Teacher: [Video plays] [TARGET]Teacher: Move, Student K. Does everybody understand that?[/TARGET] Teacher: Eyes up on there. Teacher: Student L, turn your body around, please. Teacher: Eyes up on there.",0 5998,"Teacher: That would be great. Teacher: You could also say, ""If one block weighs ten pounds, then one ball weighs blank pounds."" If you wanted to include the top part, okay? Teacher: What is the total number of blocks needed to balance six balls? [TARGET]Teacher: Who can turn that part around?[/TARGET] Teacher: The question is, what is the total number of blocks needed to balance six balls? Teacher: And remember, underlined words are going to give us bonus points if we have that in our answer. Teacher: Student S?",0 5999,Teacher: That would be perfect. Teacher: Multiply 360 times those decimal numbers. Teacher: Go ahead and multiply those. [TARGET]Teacher: Multiply them.[/TARGET] Teacher: You're using a decimal. Teacher: I need for you to multiply. Teacher: Please put the decimal in front of those and multiply them.,0 6000,"Teacher: That would help. Teacher: Write out your problem that goes with number three. Student: Can we continue on the back? [TARGET]Teacher: Yeah, you can continue on the back.[/TARGET] Teacher: You should be close to being done. Teacher: I'll collect it in a minute. Teacher: Can you simplify - check that one?",0 6001,"Teacher: That's 10, 20, 30, 40, 50. Teacher: Sit down please. Student: [Inaudible] [TARGET]Teacher: Sit down please.[/TARGET] Teacher: 10, 20, 30, 40, 50, 60, 70 and then half of that one, that would be 75 over - Student: I don't get this. Teacher: Do you get it?",1 6002,"Teacher: That's a lot of people coming to see you. Teacher: So I thought it would be best if maybe she could reschedule. Teacher: We have to stop. [TARGET]Teacher: They have a lockdown drill.[/TARGET] Teacher: The emergency management team just came so - Teacher: Great. Teacher: Okay, that's fine.",0 6003,"Teacher: That's a total of 121 students that were put on teams. Teacher: Student M, that's enough? Student: Mm-hmm. [TARGET]Teacher: Are you listening and looking?[/TARGET] Teacher: Did you tell me there's 154 students? Teacher: If we put 11 teams of 11, that's only 121 students that have been put into teams. Teacher: Did we put them all on teams?",1 6004,"Teacher: That's all right. Teacher: It's not about the drawing right now. Teacher: Two trapezoids equals one hexagon. [TARGET]Teacher: We would also say one half plus one half equals - stop calling out and think.[/TARGET] Teacher: Can you see? Teacher: One half plus one half, yes, it equals one whole, but what's another way to say that? Teacher: Student C?",1 6005,"Teacher: That's an equation. Teacher: See this? Teacher: They're writing a word problem. [TARGET]Teacher: Turn and face him.[/TARGET] Teacher: What are you guys going to talk about? Student: [Inaudible]. Teacher: You can write on the other page, the next page.",1 6006,Teacher: That's disappointing. Teacher: You're not trying hard. Teacher: She has a loopy loop. [TARGET]Teacher: Did he apologize?[/TARGET] Teacher: Did she ask him to apologize? Teacher: I don't see loopy loops. Teacher: We're in a hurry.,1 6007,"Teacher: That's easier to figure out than this one where we're adding one, and then adding three, then adding five. Teacher: Not only does it increase, but it also changes each time it increases. Teacher: Do you see the difference between the two? [TARGET]Teacher: Are you with me, or am I talking like a mad scientist?[/TARGET] Teacher: Because you totally checked out. Teacher: Do you hear what I'm saying? Teacher: That's what I saw.",0 6008,"Teacher: That's fine. Teacher: Three. Teacher: [Crosstalk] [TARGET]Teacher: Sh.[/TARGET] Teacher: We're watching Student T, right? Teacher: Mm-hmm. Teacher: All eyes here.",1 6009,"Teacher: That's five whole numbers. Teacher: Now one third plus two thirds. Teacher: What would that be? [TARGET]Teacher: Let's go to the rug, quietly, please.[/TARGET] Teacher: Bless you. Teacher: Hello? Teacher: Sit anywhere.",1 6010,"Teacher: That's good. Teacher: I like that one. Student: I helped her. [TARGET]Teacher: But you didn't say anything.[/TARGET] Teacher: Okay, which one? Teacher: We're gonna go back and Student S wants to explain number 10. Teacher: Or nine?",0 6011,"Teacher: That's just asking for trouble. Teacher: Let's do something old and something new so I can go mediate this group. Teacher: Where are you supposed to be, honey? [TARGET]Teacher: We're not doing this right now.[/TARGET] Teacher: You can't just accuse someone. Teacher: I will talk to him later. Teacher: He's not in the room right now, so we're going to let it go.",1 6012,"Teacher: That's kind of the point. Teacher: Okay. Teacher: That's you not paying attention. [TARGET]Teacher: Come on, Student A. I'll get you a tissue.[/TARGET] Teacher: Sit down. Student: [Inaudible] Teacher: Not yet.",1 6013,Teacher: That's not how to do it. Teacher: Everybody stop. Teacher: Let's read at the same time. [TARGET]Teacher: Come to play.[/TARGET] Teacher: Come to this side. Teacher: When you do the first one - come right here. Teacher: Everyone's playing.,0 6014,Teacher: That's not what we're talking about now. Student: [Inaudible]. Teacher: So where do you do 87 plus 87? [TARGET]Teacher: I gave you something to do.[/TARGET] Teacher: I want you to break this number apart. Teacher: There's your number. Teacher: What are you going to do here?,1 6015,"Teacher: That's not what we're talking about. Teacher: Let's do this. Student: Can I ask a question? [TARGET]Teacher: Yes, you may.[/TARGET] Student: Can the camera bounce on to the board? Teacher: Yes. Teacher: You have a very good start.",0 6016,"Teacher: That's not what you're doing now. Teacher: You know what? Teacher: I'm giving everybody a choice. [TARGET]Teacher: If this math is not done, we're not going out for recess.[/TARGET] Teacher: Do your math. Teacher: You know what to do. Teacher: Leave him.",1 6017,"Teacher: That's okay. Student: [Inaudible] Teacher: [Do we] need to relax? [TARGET]Teacher: He just needs his own space, 'cause if he doesn't sit by himself, then he talks all day long.[/TARGET] Teacher: Like, yeah, he needs [inaudible]. Teacher: Yeah. Teacher: [Laughter]",1 6018,"Teacher: That's okay. Teacher: I just want to make sure you guys finish it. Teacher: Nope, I'm going to do it on the board. [TARGET]Teacher: Sh.[/TARGET] Teacher: Student C, did you get the answer? Teacher: Sit up nice and tall. Teacher: Student G, did you get the answer?",1 6019,"Teacher: That's okay. Teacher: You tried. 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.[/TARGET] Teacher: 3, 2, 1. Teacher: If you feel like they are not listening to you, respecting you- Student: They're trying to say that they're trying to help me and they're not.",0 6020,"Teacher: That's one, but we're trying to find ones with two different fractions, not the same. Teacher: Student J, come on up and draw yours right here. Student: [Inaudible] [TARGET]Teacher: Yep, whichever one you want.[/TARGET] Teacher: Let me see what you've got. Teacher: Let me look at your paper, darling. Teacher: Draw this one.",0 6021,"Teacher: That's perfect. Teacher: And they're not gonna look exactly like they look in the picture. Teacher: What you can do - where's that marker? [TARGET]Teacher: Please wait.[/TARGET] Teacher: Why did you give him the marker? Teacher: What number was yours, Student J? Student: Nine.",1 6022,"Teacher: That's problem D. That's a mistake. Teacher: Let's do these problems, quickly. Teacher: Sit down, please. [TARGET]Teacher: I would appreciate it if you would go to what I asked you to do, please.[/TARGET] Teacher: It's problem D in your book. Teacher: Problem D in your book. Teacher: Please put that down and let's go.",1 6023,"Teacher: That's rude. Teacher: I don't like it. Teacher: Someone did it when I said hold on. [TARGET]Teacher: Student T, don't flick your tongue at me.[/TARGET] Teacher: That's rude. Teacher: I'm trying to find something and since I can't answer your question or whatever you need right now at this minute doesn't mean you can flick your tongue at me. Teacher: I will be with you in just a second.",1 6024,Teacher: That's somebody's art piece. Teacher: [Crosstalk] Teacher: Thank you for ignoring him. [TARGET]Teacher: Thank you so much.[/TARGET] Teacher: I appreciate the way you ignored him. Teacher: Thank you so much. Teacher: Let's all look here again.,0 6025,"Teacher: That's the easiest part. Teacher: I want you to check this with multiplication. Teacher: Student R, I want the dice to stay on the desk. [TARGET]Teacher: Can you put them back, please?[/TARGET] Teacher: You multiply the quotient and the divisor. Teacher: Try to get the dividend. Teacher: Perfect.",1 6026,"Teacher: That's the pattern. Teacher: That's all you need to do for each one. Teacher: Let me see your - you said you didn't understand. [TARGET]Teacher: You're still sitting here, right?[/TARGET] Student: I was still working on these. Teacher: Did you understand? Student: Yes.",0 6027,"Teacher: That's the sternum. Teacher: Right in between these muscles right here, like where we do our little - yes sir. Teacher: For you? [TARGET]Teacher: Stand up straight.[/TARGET] Teacher: There you go. Teacher: Okay. Teacher: What's your number?",1 6028,Teacher: That's the very first thing. Teacher: Just like that. Teacher: Good. [TARGET]Teacher: Do you need a pencil?[/TARGET] Teacher: Okay. Teacher: Now this is a mathematical tool. Teacher: It's not a toy.,0 6029,"Teacher: That's what I said. Teacher: If you do not have a clock or a partner, you need to be up here. Teacher: Student K, who's your partner? [TARGET]Teacher: Go stand behind her chair.[/TARGET] Teacher: Student D, Student C, where's your seat? Teacher: Sit in it. Teacher: Student N, who's your partner?",1 6030,"Teacher: That's what I'm going to tell you. Teacher: So I am going to give each group a scoop, and I want you, based on the amount of jelly beans in the scoop, and the scoop itself, to figure out, solve, how many jelly beans you think are in this jar. Teacher: I'm going to give you not a whole lot of time to do it. [TARGET]Teacher: This is not playtime.[/TARGET] Teacher: If I see anybody off task, or having trouble, I'm going to sit you out because we don't have time for that. Teacher: I'm going to give you about five to seven minutes to do this. Teacher: Once you have figured it out, we are going to come back together as a class.",1 6031,"Teacher: That's what it is, 120. Teacher: Now I want you to count 9 six times. Teacher: Use the marker. [TARGET]Teacher: Use the marker to help you.[/TARGET] Student: I stink at this. Teacher: Here. Teacher: We're here.",0 6032,"Teacher: That's what that number says. Teacher: Student M, are you with me? Teacher: No, you're not. [TARGET]Teacher: Put your hands on your desk and put it away.[/TARGET] Teacher: Same for you. Teacher: This says 18 divided by 40. Teacher: That's what it says.",1 6033,"Teacher: That's where we're going to base - it's okay. Teacher: Did you use the middle? Teacher: Don't use the middle of the protractor. [TARGET]Teacher: Let me get you another sheet of paper.[/TARGET] Teacher: Use the outside of the protractor, yes. Teacher: That's why we experiment. Teacher: Here we go.",0 6034,"Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them. Teacher: You should know 4 times what is going to get you close to 38? Teacher: Student G, am I correct? [TARGET]Teacher: So you're calling on someone.[/TARGET] Teacher: I want to make sure that the rest of the week you want to go back and make sure you know the 4 times tables and what the rest of them are going to be. Student: 4 times 9 is 36. Teacher: That 9 goes directly over the 8.",0 6035,"Teacher: That's why it's a fraction. Teacher: Three eighths is not one. Teacher: So if you - this is so important. [TARGET]Teacher: Student JE, I need you to go to your seat.[/TARGET] Teacher: If you get a number - Student B, I need you to go to your seat. Student: [Inaudible]. Teacher: No, un-uh, we don't walk around.",1 6036,"Teacher: That's why you have a partner. Teacher: If I'm doing it all the way from my chin to the floor, Student A would have to do it all the way to the floor. Teacher: She would have to get down there and put her finger where it stops, okay, and together you figure it out. [TARGET]Teacher: Don't do it to yourself.[/TARGET] Teacher: Guys, how's it going? Teacher: Now wait a minute. Teacher: We're not in inches.",0 6037,Teacher: That's why. Teacher: I don't set anything up. Student: [Inaudible]. [TARGET]Teacher: I know you didn't mean it.[/TARGET] Teacher: I get it. Teacher: It's okay. Teacher: I accepted your apology.,1 6038,"Teacher: That's your 10 degrees, right there. Teacher: Move that over just a little bit. Teacher: Good job. [TARGET]Teacher: Would you help him for the next one, sweetie?[/TARGET] Student: Do we use this one for this, or that one? Teacher: Use the degrees. Teacher: It's going to end up being 20 percent, but use the degrees in order to get there.",0 6039,Teacher: That's your choice. Teacher: How are we doing back here? Teacher: Good. [TARGET]Teacher: I need to take attendance.[/TARGET] Teacher: Student R needs to help me. Teacher: Did you find the missing numbers? Teacher: Excellent.,0 6040,"Teacher: That's your information to use, to try to figure out what makes a polygon a polygon. Teacher: Student I and Student J together please. Teacher: Student M and Student T together please. [TARGET]Teacher: Student M and Student I together please.[/TARGET] Teacher: You know what? Teacher: We work with partners. Teacher: There's no [inaudible] in this class and you get rewarded when you work with -",1 6041,"Teacher: That's Student J's job. Teacher: She can handle that herself. Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them. [TARGET]Teacher: He's the writer.[/TARGET] Teacher: He's the recorder, right? Teacher: Come on Student R, you're the recorder. Teacher: Your group needs you now.",0 6042,"Teacher: That's a blue star. Teacher: Thank you guys again. Teacher: Student C, good job. [TARGET]Teacher: Good job, Student R. Sit right there.[/TARGET] Teacher: Scoot over so she can sit. Teacher: Sit down, Student R. Just share that for now. Teacher: You can use that.",1 6043,"Teacher: That's a good question to ask your group. Teacher: Who can help Student C? Teacher: [Crosstalk among students] [TARGET]Teacher: Sit down.[/TARGET] Teacher: You need your workbook open to the right page. Teacher: You got it ready, Student F? Student: Yeah, right here.",1 6044,"Teacher: That's a vertex. Teacher: That's a corner. Teacher: Are you listening, Student K? [TARGET]Teacher: Eyes over here.[/TARGET] Teacher: You have to look at the opposites, Student D. If you want to see whether they're intersecting or parallel, look down here, look over there. Teacher: Quadrilaterals, sometimes, always or never? Teacher: Always.",1 6045,"Teacher: That's actually pretty good. Teacher: That means that you - I can at least see what steps you know and what steps you don't know. Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. [TARGET]Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay?[/TARGET] Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? Teacher: You have to at least try. Teacher: You can't just keep sitting there, and I know math is tough for you.",0 6046,"Teacher: That's all I'm gonna say. Student: Yes, ma'am. Student: [Crosstalk] [TARGET]Teacher: Not at one time.[/TARGET] Teacher: All right, let's do it together so we can understand. Teacher: Watch. Teacher: Take four -",0 6047,Teacher: That's always gonna get you. Teacher: And be careful those zeros are evil. Student: Uh-huh. [TARGET]Teacher: Do me a favor.[/TARGET] Teacher: And I need for it to be quiet. Teacher: I'm gonna have Student B collect your whiteboard. Teacher: Everyone else is seated except for Student B. I'm gonna have Student C pick up your markers and your erasers.,1 6048,"Teacher: That's another word we're gonna - so we looking - see, I look - we have the vocabulary up there, equivalent, small group. Teacher: Now, let's look at the group. Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute. [TARGET]Teacher: Now, look at me, look at me.[/TARGET] Teacher: You may go [inaudible], please. Student: What? Student: [Crosstalk]",0 6049,"Teacher: That's being considerate. Teacher: [Crosstalk] Teacher: Student R and Student D, I'm gonna just have you guys take this timer and just move away from the rest of the group. [TARGET]Teacher: Come sit over here so that you're not tempted to fool around.[/TARGET] Teacher: Student S, will you and Student N just come and sit over here? Teacher: There are there timers. Teacher: You guys should be all set to go.",1 6050,"Teacher: That's broken up into different pieces. Teacher: Here's your lunch box, right? Teacher: All that right there needs to stop. [TARGET]Teacher: The rattling, try not to.[/TARGET] Teacher: Here inside your lunch box, you have a sandwich bag, and in your sandwich bag you have a whole bag that you put of M&Ms in there. Teacher: Would you rather carry it in one little bag, or carry one M&M in so many bags? Teacher: One bag.",1 6051,"Teacher: That's cheating. Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six. Multiple Students: Yes. [TARGET]Teacher: Here we go.[/TARGET] Teacher: [Crosstalk] Teacher: All right, here we go. Teacher: I need to change my color.",0 6052,"Teacher: That's correct. Teacher: 12 is bigger. Teacher: So, this is what I put. [TARGET]Teacher: You guys should copy this also.[/TARGET] Student: Oh. Teacher: Yeah. Teacher: Sorry I didn't say that ahead.",0 6053,"Teacher: That's correct. Teacher: Excellent. Teacher: Let's look at number 10. [TARGET]Teacher: Student K, you have something you want to say?[/TARGET] Teacher: Please put the book away. Student: You know how it's hard to remember quadrants one, two, three, four? Student: [Inaudible].",0 6054,"Teacher: That's doing the TTQA. Teacher: That Will use the words from the question. Teacher: So, you are going to keep both of these papers on your desk, today, when we go to do our open response question for today. [TARGET]Teacher: Are we ready to continue?[/TARGET] Multiple Students: Yes. Teacher: Okay. Teacher: Before we move on let's look at our objectives for today.",0 6055,"Teacher: That's exactly what I wanted. Teacher: I need kids sitting at their desk. Teacher: I need you pushed into your desk. [TARGET]Teacher: Mrs. S's group come right back to your desk please.[/TARGET] Teacher: Mrs. B's group, once you put your homework in your mailbox I need you to come join us over here please. Teacher: Right to your mailbox. Teacher: Put your homework in your mailbox and return to your desk please.",1 6056,"Teacher: That's fine. Teacher: But remember, next time we do this, I want you to write down the reasons why, okay? Teacher: Because the whole idea about this is that we're thinking mathematically. [TARGET]Teacher: Even if you are acting, which is fine.[/TARGET] Teacher: I don't care that you put all that stuff up there. Teacher: I don't care if some of them were a joke, as long as you're thinking about it mathematically and you can come up with a reason why you would say that. Teacher: Okay?",0 6057,"Teacher: That's four. Teacher: Now I go to my leftover 5s, 1, 2, that's a fifth. Teacher: 1,2, that's a sixth. [TARGET]Teacher: Student D, could you come up and show us how you did this mathematically?[/TARGET] Student: [Inaudible]. Teacher: Yes, using the numbers, using the fractions. Teacher: [Crosstalk]",0 6058,"Teacher: That's good. Teacher: That's exactly what I wanted. Teacher: I need kids sitting at their desk. [TARGET]Teacher: I need you pushed into your desk.[/TARGET] Teacher: Mrs. S's group come right back to your desk please. Teacher: Mrs. B's group, once you put your homework in your mailbox I need you to come join us over here please. Teacher: Right to your mailbox.",1 6059,Teacher: That's great teamwork. Teacher: [Clapping]. Teacher: [Students returning to seats]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: The next group. Teacher: Let's go.,1 6060,"Teacher: That's great. Teacher: I like associating with you, because you like soccer. Teacher: That's great. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: I was associating with him. Teacher: Come here, Student A. I like associating with Student A, because if I say, Student A, what are you gonna be when you grow up, you're gonna say? Student: Teacher.",1 6061,"Teacher: That's how you check it to make sure you're right. Teacher: Because maybe you did multiply this part wrong and they weren't supposed to be 144. Teacher: That could have happened. [TARGET]Teacher: No time to be lazy.[/TARGET] Teacher: I only see the one way, though. Teacher: Where are the other two? Teacher: Oh, I see two.",1 6062,"Teacher: That's how you knew to change one half into sixteen? Teacher: Could somebody else explain to me how we could get 16 for our common denominator and change our fraction into something we could add to two sixteenths? Teacher: Student H? [TARGET]Teacher: Student M, I want your notebook on top of your desk.[/TARGET] Student: The common denominator is 16. Student: Two times eight-I mean 2 times 8 equals 16 so it took you 8 times to get 16 out of 2. Teacher: So should I start with my one half?",1 6063,"Teacher: That's it. Teacher: One more time. Teacher: We will not go over this, we will not do centers. [TARGET]Teacher: You will set at your desk and we will do book work and I will call people back there.[/TARGET] Teacher: That's your last chance. Teacher: I'm not gonna go over it again. Teacher: What is the last problem?",1 6064,"Teacher: That's it. Teacher: Thanks. Teacher: All right, now, listen. [TARGET]Teacher: May I have your attention - attention again?[/TARGET] Teacher: Student K, need your attention. Teacher: The day before, this is what we did, and that's why we'll revise it on the poster. Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this.",0 6065,"Teacher: That's it. Teacher: Yeah. Teacher: Remember, whatever you do to one side you do to the other side. [TARGET]Teacher: That's it.[/TARGET] Teacher: Stop. Teacher: That's it. Teacher: Whatever you do to one side do to the other side.",0 6066,"Teacher: That's it. Teacher: You did the girls, do the boys now. Teacher: I think you can do it. [TARGET]Teacher: Go ahead, I'm watching.[/TARGET] Teacher: Do the boys. Teacher: Do you have a question? Teacher: What's the question?",0 6067,"Teacher: That's just basic computation. Teacher: Student J? Student: Um, I got [inaudible]. [TARGET]Teacher: People, I cannot hear what Student J's saying.[/TARGET] Student: I got six for number 21, because I um, I subtracted [inaudible] three, and I didn't know that we're supposed to add [inaudible], and so. Teacher: Yeah, so you have to say, ""What does this have to be so that when I subtract three ... I get."" [Inaudible]. Teacher: So that would have to be?",1 6068,"Teacher: That's negative, positive. Teacher: Positive X, negative Y. Teacher: Very good. [TARGET]Teacher: Last but not least, Student R. I want to give everyone a chance.[/TARGET] Teacher: I like your enthusiasm though. Teacher: Positive - negative on the X axis, positive on the Y axis. Teacher: Very good.",1 6069,"Teacher: That's not a lot to do. Teacher: You have 40 problems on the [inaudible] test. Teacher: Do you understand that? [TARGET]Teacher: Stop getting frustrated with it.[/TARGET] Teacher: You see everyone else asking me? Teacher: Everyone else is asking me, ""Ms. Teacher: J, how do you find the range?"" You've got to remember this.",1 6070,"Teacher: That's not gonna make any difference. Teacher: You're still going to go through the same process, finding your common denominator, finding your new fractions with your new numerators, and then your answer. Student: I got it. [TARGET]Teacher: Slow down.[/TARGET] Teacher: Okay. Teacher: I guess that we talked that you need to do your fractions. Student: This is wrong.",1 6071,"Teacher: That's not helping him. Teacher: That's doing it. Teacher: I don't want anybody to put anything away. [TARGET]Teacher: I want everybody to be quiet because we're outta time.[/TARGET] Teacher: I want everybody's papers on their desks. Teacher: I want everybody looking at me. Teacher: All right, we're gonna do number 1.",1 6072,"Teacher: That's not okay, Student T. We are going to just lay the animal down, but these people in the middle are going to stand up and push their chair in, and then I need you to listen to me. Teacher: Everybody needs to have their own animal, because some of you don't have them. Teacher: I need really good listeners. [TARGET]Teacher: You need to pick up your animal and take it, please.[/TARGET] Teacher: Would you step back, please? Teacher: I need the people on this side to stand up and pick up your animal or whatever it is you have. Teacher: You can roll it up and use it but it's going to be harder to use.",1 6073,"Teacher: That's not your answer. Teacher: One fourth times one third? Teacher: Rethink that. [TARGET]Teacher: All right, Student C, go click the right answer.[/TARGET] Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer. Teacher: Finding the product in its simplest form. Teacher: Okay, click the arrow please.",0 6074,"Teacher: That's okay. Teacher: All right, so eight times three is 24. Teacher: Very good. [TARGET]Teacher: Hold on, I'm showing you something very important.[/TARGET] Teacher: [Interruption - Announcement] Teacher: Four times six is 24, and that's why we see, oh, this is one fourth. Teacher: We transfer what we have learned before into the fraction.",0 6075,Teacher: That's okay. Teacher: I have an extra one for you on my desk. Teacher: Student N I have an extra strip. [TARGET]Teacher: I'm sorry - did I call you -?[/TARGET] Teacher: No. Teacher: I called you Student N. Student N I'm gonna have you use Student L's strip for now. Teacher: I also have an extra one for you too as well Student T. You're gonna be using these as a reference.,1 6076,"Teacher: That's okay. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, so the partners. Multiple Students: [Crosstalk]. Teacher: Okay.",1 6077,"Teacher: That's pretty good. Teacher: Okay. Teacher: Nice work, and good explanation too. [TARGET]Teacher: All right, we're gonna shut this down.[/TARGET] Student: [Inaudible] Teacher: You guys have to get to Teacher's room. Teacher: I've actually held you over kind of long.",0 6078,"Teacher: That's right, one third plus one third equals two - and two thirds of the whole set. Student: Of the whole piece. Teacher: Of the whole set, of the whole area. [TARGET]Teacher: Hold on, let's wait for these guys.[/TARGET] Teacher: And they call themselves the smartest. Teacher: [Crosstalk] Teacher: Thank you.",1 6079,"Teacher: That's right, that's true nice job, nice job. Teacher: How's this group doing? Student: I told Student S she did it wrong she's supposed to write item A. [TARGET]Teacher: You need to relax we don't tell people they do it wrong what do we do?[/TARGET] Student: You did it all wrong. Teacher: What do we do? Student: But I found Item A.",1 6080,"Teacher: That's right. Teacher: It always has to be smaller than the divisor. Teacher: Looking at this number, let's work through it. [TARGET]Teacher: Somebody tell me right now which one is the quotient?[/TARGET] Teacher: What is the quotient in this problem right here? Teacher: Which one is the quotient? Teacher: I did not call on [inaudible].",0 6081,"Teacher: That's taped to it? Multiple Students: Yeah. Teacher: It's very important you follow my direction. [TARGET]Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay?[/TARGET] Teacher: The strip. Teacher: We think with our brains. Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us.",0 6082,"Teacher: That's the answer for F. Do G on your own. Teacher: I'm gonna check your work. Teacher: Do G on your own. [TARGET]Teacher: I'm gonna check your work.[/TARGET] Teacher: Okay. Teacher: Hit clear, hyphen, one, two. Teacher: Then divide.",0 6083,"Teacher: That's the answer. Teacher: That's the answer for F. Do G on your own. Teacher: I'm gonna check your work. [TARGET]Teacher: Do G on your own.[/TARGET] Teacher: I'm gonna check your work. Teacher: Okay. Teacher: Hit clear, hyphen, one, two.",0 6084,"Teacher: That's the microphone right there. Student: Oh wait. Student: They can't hear us. [TARGET]Teacher: They can hear you.[/TARGET] Student: Is this live? Teacher: No, it's recorded. Student: So when you wear that they can hear everybody?",0 6085,"Teacher: That's the strategy. Teacher: Now, do you think we could up this to a higher number? Multiple Students: Yes. [TARGET]Teacher: All right, but this time - excuse me -[/TARGET] Student: Oh. Teacher: - this time I want us to multiply by 100. Student: Yea.",1 6086,Teacher: That's up to you. Teacher: You and your partner would need to decide that. Teacher: Our stuffed animals are away right now. [TARGET]Teacher: Put the animal away.[/TARGET] Teacher: Where's your partner? Teacher: Are you two partners? Teacher: You two are partners?,1 6087,"Teacher: That's what I need to see. Teacher: Student D? Teacher: Student G? [TARGET]Teacher: that's going to be silence for you, today.[/TARGET] Teacher: Student A, you're working on silence. Teacher: Right now you're working on quiet, but you're still going. Teacher: I'm talking to Student D, now.",1 6088,"Teacher: That's what I said. Student: I can't believe it. Student: It's only the second quarter. [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: So turn your papers to the sides. Teacher: But yours could look like it looked like over there. Teacher: All right, turn your paper to the side, that way.",0 6089,"Teacher: That's what I want you to learn. Student: Yeah I wanna learn. Teacher: I know. [TARGET]Teacher: You're allowed to do this one it's the next problem.[/TARGET] Teacher: We're not doing that, I'm not touching anybody. Teacher: I want you to finish your math. Teacher: Get up from there.",0 6090,"Teacher: That's what I was looking for. Teacher: We divided by two digits today. Teacher: Thank you. [TARGET]Teacher: Close your math books.[/TARGET] Teacher: Put them away. Teacher: Go back to your normal seats, okay. Teacher: Now, whatever, Student M, and Student D, you're different.",0 6091,"Teacher: That's what I'm worried about having a heart attack or something; my chest keeps hurting. Teacher: Now I've got gas, I think [cat] - if you were reading [hatch] it's just like they claim. Teacher: Okay, two times six. [TARGET]Teacher: Sweetie, look over here.[/TARGET] Teacher: I need you to learn how to do your multiplication things. Teacher: Find two and then find six. Teacher: What is it?",1 6092,"Teacher: That's what it should look like. Teacher: You're answer should have been $3.44. Teacher: And I'm going to - ah, ah, ah - I know exactly who had that answer. [TARGET]Teacher: Stop please.[/TARGET] Teacher: It was Student C, Student L, Student J - I'll wait. Teacher: I'll wait. Teacher: Student D - I think Student I had $4.44; am I correct?",1 6093,"Teacher: That's what those are from. Teacher: [Crosstalk] Teacher: Okay. [TARGET]Teacher: What I want you guys to do, I see a lot of people becoming not focused.[/TARGET] Teacher: You're doing a great job with your graphing. Teacher: I love how I walked around and almost every single group had labeled their graph, x and y axis. Teacher: They tell me something.",1 6094,Teacher: That's what you're gonna do. Teacher: No. Teacher: How many groups? [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Let's focus on our work. Student: I did this. Teacher: How many groups do you need?,1 6095,"Teacher: That's where I'm getting that 88. Teacher: 488. Teacher: Please put that away. [TARGET]Teacher: Please put that away.[/TARGET] Teacher: Please put that away. Teacher: That's three times. Teacher: And the last one, the number line, love the number line.",1 6096,Teacher: That's where the crayons come in. Teacher: Excuse me. Teacher: Excuse me. [TARGET]Teacher: Just stay focused.[/TARGET] Teacher: Now what kind of - look through your book. Teacher: What kind of graph should we do? Student: What kind of graph should we do [inaudible]?,1 6097,Teacher: That's why I gave you a calculator. Teacher: Then you're just gonna count the boys. Teacher: Then you're just gonna count the girls. [TARGET]Teacher: And you have a calculator.[/TARGET] Teacher: You did the same warm-up yesterday. Teacher: Write it down. Teacher: No calling out - just write it down.,0 6098,"Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice. Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish. Teacher: Some people - no, no. [TARGET]Teacher: Some - no.[/TARGET] Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions. Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right? Teacher: Somebody?",1 6099,Teacher: That's why you gotta get a crayon so it'll be colorful so hook me up. Teacher: Use different colors. Teacher: Not my new crayons put them down. [TARGET]Teacher: Don't.[/TARGET] Teacher: Now get in that box with all those loose crayons that everybody pulled out already. Teacher: Alright let me talk to my friend here Maryland. Student: I put the lines to get this done.,1 6100,"Teacher: That's you. Teacher: I would say, okay, everyone. Teacher: Let's look at what we have for part A. [TARGET]Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers.[/TARGET] Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay? Teacher: I will give you guys fifteen minutes for this. Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group.",0 6101,"Teacher: That's your job today. Teacher: Then pass the envelope to someone next to you, and they're going to do the same. Teacher: Pass the envelope to the next person, and they're going to do the same thing. [TARGET]Teacher: Take out one card for yourself.[/TARGET] Teacher: There's no need to have any kind of discussion. Teacher: And then pass it along until everyone has a job. Teacher: You took out two cards.",0 6102,Teacher: That's your job. Teacher: Motivator. Teacher: Rah. [TARGET]Teacher: Rah.[/TARGET] Teacher: Rah. Teacher: Who's my rah-rah person? Teacher: Student B?,0 6103,"Teacher: That's your rule for multiplying fractions. Teacher: Pretty simple, right? Teacher: More simple than adding without like denominators. [TARGET]Teacher: This is what you need to record in your journal.[/TARGET] Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write. Teacher: They're all out of ink. Teacher: [Side conversation]",0 6104,"Teacher: That's your work. Teacher: I'm gonna be walking around. Teacher: This is math. [TARGET]Teacher: No, until we're done with this in 10 minutes.[/TARGET] Student: And, then we do some more math. Teacher: Do something else. Student: Science?",0 6105,"Teacher: That's-is that your thinking? Student: Yes. Teacher: Okay, Student N? [TARGET]Teacher: Sh.[/TARGET] Teacher: Let's try to like get our thoughts out, get them collected, and get them out as fast as we can. Student: Write one and then across from it write two. Student: And then put a plus sign and add them together.",1 6106,"Teacher: The [inaudible] question. Teacher: Solution two was - it says here - look here. Teacher: How do you explain - stop. [TARGET]Teacher: You don't just sit down and look at them.[/TARGET] Teacher: Let them stop fighting, please. Student: All I do is that. Teacher: [Inaudible].",1 6107,"Teacher: The algorithm? Student: No. Student: Remember when you said [inaudible]. [TARGET]Teacher: The two of you need to stop.[/TARGET] Student: Just do it from one number. Teacher: That's when we were talking about the algorithm, right? Student: I thought you said you can change it.",1 6108,"Teacher: The answer is 13.46. Teacher: That's your answer. Multiple Students: [inaudible chatter] [TARGET]Teacher: For the next --[/TARGET] Student: No, it's 13. Teacher: Next, 15 minutes work on these right here. Student: We already doing it.",0 6109,"Teacher: The area. Teacher: So everything inside she want to be 96 square feet. Teacher: Student B, move your clothespin, again. [TARGET]Teacher: You're not being responsible during center time.[/TARGET] Teacher: She want to make another garden, where she increases it to be 96 square feet. Teacher: Part C. What could be the length and width of Ginger's garden after she increases the area? Teacher: Underline and circle what is important to you for part C. Go on to part C. We're not solving anything, yet.",1 6110,"Teacher: The beans. Teacher: Do you remember when he tossed the beans into the river? Teacher: Is this the magic bean stock? [TARGET]Teacher: ""Man overboard,"" called out Billy Bob, tossing the troll a spare tire.[/TARGET] Teacher: And as the grumpy, greedy little man glubbed and gulped, Jack, Red, Poppa, Momma and Little Baby Bear waved goodbye and floated safely across to the other side of the river where they hurried home to meet their mother, visit granny and eat their porridge. Teacher: The three Silly Billy's turned over the pot and dropped every last penny, nickel, dime and quarter into the troll's troll booth, clink, clunk, clink, clink, clunk; exactly $1.00. Teacher: And across the small wooden bridge that crossed a very deep river went the three Silly Billy's for some fun in the sun, which would be the end but then - what do you think is going to happen?",0 6111,"Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response. Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay? Teacher: So, today we have a shortened amount of time for your individual work. [TARGET]Teacher: But now we're going to go to group work.[/TARGET] Teacher: So, everyone has their pencil down for now. Teacher: Recorder, have your pencil up. Student: [Inaudible].",0 6112,"Teacher: The bottom two are much longer than the top two. Teacher: Yes? Student: Go back, there's one thing I wanted to show you. [TARGET]Teacher: Miss P, could you please go back?[/TARGET] Teacher: You like demanded that I went back. Student: Would you please go back? Student: This one right here, it could be a rhombus or a diamond.",1 6113,"Teacher: The classroom respects adults and classmates. Teacher: Can you give him the respect? Teacher: Sit down, Student D. I'm listening to you, Student A. [TARGET]Teacher: Student A, I'm listening.[/TARGET] Teacher: You were saying something about 9 and 2. Teacher: Student S, can you tell me how we get 110? Student: You got 110 by that 9 and that 2.",0 6114,"Teacher: The denominator is what it's divided by okay stop please. Teacher: Please put over that. Teacher: [Someone parked in the handicap spot, over loud speaker] [TARGET]Teacher: Let's go back to this, denominator.[/TARGET] Teacher: What number is the denominator here? Student: 4 Teacher: 4 and the number tells what?",0 6115,"Teacher: The directions are be in your seat in three, two, one. Teacher: Second direction. Teacher: Second direction, write your name and the date on the graph paper. [TARGET]Teacher: Student D, you're part of this.[/TARGET] Teacher: You're part of this. Teacher: You have graph paper, Student D? Teacher: It was, go to your seat, put your name and the date on the graph paper.",1 6116,"Teacher: The emergency management team just came so - Teacher: Great. Teacher: Okay, that's fine. [TARGET]Teacher: I got to lock my door.[/TARGET] Teacher: Okay, thank you. Teacher: We got to skedaddle. Teacher: [End of Audio]",0 6117,"Teacher: The farmer tells me, ""This is the perimeter that you should come up with during your calculations. Teacher: Click on the brother to see if you were right."" Teacher: Student F, can you click on the brother to see? [TARGET]Teacher: Student C. Don't click again.[/TARGET] Teacher: Student F, was that what Student C added? Student: Mm-hmm. Teacher: Is that what you all were supposed to do?",1 6118,"Teacher: The fifth row, go back to your seats. Teacher: [Crosstalk] Teacher: The fourth row, go back to your seats. [TARGET]Teacher: Third row, go back to your seats.[/TARGET] Teacher: [Crosstalk - excessive noise] Teacher: When you finish, copy it down. Teacher: When you finish, copy the chart down.",0 6119,"Teacher: The fine tax payers of [inaudible] - sit up please, Student A. Teacher: You okay? Teacher: You're not okay? [TARGET]Teacher: What's that?[/TARGET] Teacher: You okay? Teacher: You want to go to the clinic? Teacher: Okay.",1 6120,"Teacher: The first input was the 1. Teacher: Do you understand? Multiple Students: Yes. [TARGET]Teacher: Student T, pencil down, you're just watching right now.[/TARGET] Teacher: Step two, get an idea or [inaudible] to go from the input to the output. Teacher: So we're going from 1 to 5. Teacher: One way to go from 1 to 5 is to add 4.",1 6121,"Teacher: The first one you hit that they're both the same. Teacher: Sit down. Teacher: I'll come to you. [TARGET]Teacher: Sh.[/TARGET] Student: I'm trying to find the common denominator but I don't know how to two to get to three. Teacher: Okay, you're gonna have to change both of them into a number-into a-excuse me. Teacher: Stop talking.",1 6122,"Teacher: The first shape is your answer and it is a remainder of 1. Teacher: [Crosstalk] Teacher: This is your second [inaudible]. [TARGET]Teacher: Copy the chart down.[/TARGET] Teacher: Use this chart [inaudible]. Teacher: Do step one, then go to step two. Teacher: [Crosstalk]",0 6123,"Teacher: The five and the six, okay? Teacher: So Student T, when we're doing a traditional algorithm and we start with the ones place and we start with the furthest right, on the board with the place value, and here with solution one, we tart by adding the hundreds first, and that's okay for this but in a traditional algorithm, we're gonna add five plus six first so that we get 11. Teacher: But I don't see 11. [TARGET]Teacher: Pay attention to this.[/TARGET] Teacher: I don't see 11, I see one. Teacher: Now you say what you just said. Student: You see one, and then when you see the ones you pick up, you pick up 10 and then add it to this to get this.",1 6124,Teacher: The fold in your paper is - I just lost it. Teacher: There. Teacher: Everybody look. [TARGET]Teacher: Shhh.[/TARGET] Teacher: The fold in your paper is equivalent to one. Teacher: If it - no. Teacher: Stop being a smart aleck.,1 6125,"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? [TARGET]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. Teacher: Yes? Student: [Inaudible].",0 6126,"Teacher: The fourth row, go back to your seats. Teacher: Third row, go back to your seats. Teacher: [Crosstalk - excessive noise] [TARGET]Teacher: When you finish, copy it down.[/TARGET] Teacher: When you finish, copy the chart down. Teacher: [Crosstalk] Teacher: [End of Audio]",0 6127,Teacher: The green cards. Teacher: Are you done so we can play? Student: Yes. [TARGET]Teacher: Let me see what you did here.[/TARGET] Teacher: We're looking right here. Teacher: How did they get to 1 here? Teacher: Stop yelling.,0 6128,"Teacher: The group that you do sits there. Teacher: What are you called? Student: Eagles. [TARGET]Teacher: Eagles are going to sit over here, and the Doves are going to sit right there.[/TARGET] Teacher: Go off into your group. Teacher: Let's go, Student S. Okay. Teacher: Start working.",0 6129,"Teacher: The identity property. Teacher: So, associative - I'm really gonna worry now. Teacher: Yeah. [TARGET]Teacher: I thought these little guys were gonna stay right where they needed to be, but they're gonna act like kindergartners who run away from us.[/TARGET] Teacher: Student T, please, thank you. Teacher: Yeah, but they're just - it's too heavy. Teacher: So, the first one is associative.",1 6130,"Teacher: The last one in the right corner at the bottom is 56 'cause it's 8 rows of 7. Student: [Inaudible]. Teacher: At the bottom, because it's 8 rows or 10. [TARGET]Teacher: I'll show you in a minute.[/TARGET] Teacher: Let's try this one. Teacher: Look up here. Teacher: This one was a little tricky because I put 1 and that gets kind of crowded.",0 6131,"Teacher: The last question. Student: Quadrilateral for 100. Teacher: Whose turn is it? [TARGET]Teacher: Student S. [/TARGET] Teacher: Guys, stop yelling at her. Teacher: Student S, what's the answer? Student: Rectangle.",0 6132,"Teacher: The lines are straight. Student: It's closed. Teacher: And it's closed. [TARGET]Teacher: Student M, I need you to start thinking about the rules that we're talking about, and not looking at your sorts so much.[/TARGET] Teacher: It's okay if you sorted it incorrectly. Teacher: You can fix that. Teacher: Polygon?",1 6133,"Teacher: The markers. Teacher: Okay, you need to help think about this. Student: I wrote the first [inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student W? Teacher: Then get this ... if you're not going to sit and talk to Student L about this, then get this cleaned up, and then you can start on this. Student: Is that the same one as that?",1 6134,"Teacher: The median is what number? Teacher: The middle number. Teacher: Sit down. [TARGET]Teacher: Student S, sit up so you can pay attention.[/TARGET] Teacher: Okay. Teacher: So that's my what? Teacher: My median.",1 6135,"Teacher: The new Mc Donald's case. Teacher: You ready? Multiple Students: Yes. [TARGET]Teacher: Well, you weren't here?[/TARGET] Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China. Teacher: Some of you said, ""No, they're not going to build this."" Teacher: Some of you said, ""Yeah, they'll probably build it for younger people.""",0 6136,"Teacher: The new meaning of numerator and denominator. Multiple Students: Denominator. Teacher: Thank you very much. [TARGET]Teacher: Now, I see Student M really listening, but maybe he could tell me one thing.[/TARGET] Teacher: Now - Student: [Inaudible]. Teacher: One thing, one thing.",0 6137,Teacher: The next group. Teacher: Excuse me. Teacher: Why are you talking? [TARGET]Teacher: Stay focused.[/TARGET] Teacher: [End of Audio].,1 6138,Teacher: The next group. Teacher: Let's go. Teacher: The next group. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Why are you talking? Teacher: Stay focused. Teacher: [End of Audio].,1 6139,Teacher: The next one we're gonna model is what? Teacher: You've got one fourth. Teacher: Everybody should have shaded in already. [TARGET]Teacher: It doesn't take long to shade in.[/TARGET] Teacher: That has to be shaded in this way. Teacher: One fourth horizontally. Teacher: There you go.,0 6140,"Teacher: The next thing we're gonna do - look up here. Teacher: [Crosstalk] Teacher: Listen up please. [TARGET]Teacher: Can you see, Student M?[/TARGET] Student: Yes. Teacher: This one. Student: Yes.",0 6141,"Teacher: The number given is 4. Teacher: So we're gonna begin with 4. Teacher: Now, we're going to [inaudible]. [TARGET]Teacher: Pay attention [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: Please go back to your seat. Teacher: [Inaudible].",1 6142,"Teacher: The number inside, is a dividend. Student: [inaudible] Teacher: Dividend is on the inside, divisor on the outside. [TARGET]Teacher: Everybody, or you're sharing, should have fact families for certain number.[/TARGET] Teacher: I didn't write them all, because there's -- Student: There's 12 -- Teacher: 12, the 15s.",0 6143,"Teacher: The number sentence, which is going to be what? Student: Four times 20? Teacher: Four dollars times 20 equals our total cost, excellent. [TARGET]Teacher: Solve it.[/TARGET] Student: [Is that right there?] Teacher: Student J, come to the board and do this. Teacher: Student J says that 20 times 4 is 80, so our total cost is what Student K?",0 6144,"Teacher: The numbers are not going to solve themselves. Teacher: You have to try, okay? Teacher: Even if it's wrong, you still have to try. [TARGET]Teacher: Okay, there's nothing wrong with trying and getting it wrong.[/TARGET] Teacher: That's actually pretty good. Teacher: That means that you - I can at least see what steps you know and what steps you don't know. Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you.",0 6145,"Teacher: The numbers they sold, like how many hamburgers they sold in week one. Student: Number of food sold. Teacher: Okay. [TARGET]Teacher: Why don't you do this instead of just sitting there?[/TARGET] Teacher: What's your interval that you chose again? Teacher: Student T, by the time you're done drawing the line, it's time to go home. Teacher: Come on.",1 6146,"Teacher: The ones. Teacher: Good job. Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2. [TARGET]Teacher: What does 9 - sorry.[/TARGET] Teacher: Sit down. Teacher: Student D, you're still distracting us. Teacher: Can you please turn around and sit down?",0 6147,"Teacher: The paper. Teacher: Put your name. Teacher: Four sixty-four. [TARGET]Teacher: Student P, I want you sitting up here.[/TARGET] Teacher: Okay, 464. Teacher: All right, the first - okay. Teacher: We're working - I'm getting you started on the math homework to make sure you understand.",1 6148,Teacher: The perimeter of your house is greater than the perimeter of your bedroom. Teacher: Let's find the perimeter of this surface if each square is equal to one foot. Teacher: I hear some tapping. [TARGET]Teacher: It needs to stop.[/TARGET] Student: We just did this one. Student: Twenty-four. Teacher: Twenty-four feet.,1 6149,"Teacher: The problem is 14 minus 2 times 6 plus 7 minus 6. Teacher: Go ahead, Student C. [Inaudible] Multiple Students: [Inaudible] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: This'll be our last problem that we're gonna do together and then I'm gonna get ready and pass out your independent practice. Teacher: You guys will be able to start working on that as well as complete that for homework. Teacher: What you do not finish becomes your homework.",1 6150,"Teacher: The quiz is going to be on the computer, on the CPS system that I was telling you all about. Teacher: There is Study Island, and we will be doing more of this as we're getting ready for testing. Student: [Inaudible]. [TARGET]Teacher: Excuse me?[/TARGET] Student: [Inaudible]. Teacher: Okay, that's good. Teacher: Okay, let me do the quiz, okay?",0 6151,"Teacher: The recorder. Teacher: Oh, yeah. Teacher: Sorry. [TARGET]Teacher: Who is the recorder.[/TARGET] Teacher: Your job is going to be super important in a few minutes, okay? Teacher: Not quite yet, but at the very end of our activity it's going to be all on the recorder. Teacher: Okay, supply monitor, you have all the supplies?",0 6152,"Teacher: The remainder tells you what shape is your answer. Teacher: The first shape is your answer and it is a remainder of 1. Teacher: [Crosstalk] [TARGET]Teacher: This is your second [inaudible].[/TARGET] Teacher: Copy the chart down. Teacher: Use this chart [inaudible]. Teacher: Do step one, then go to step two.",0 6153,Teacher: The same thing with six. Teacher: All right. Teacher: Let's check in. [TARGET]Teacher: Put that stuff away.[/TARGET] Teacher: How's it going? Multiple Students: Good. Teacher: Does everybody at least have the halves found?,1 6154,Teacher: The score is 5. Teacher: Now you play. Teacher: What are you adding to each? [TARGET]Teacher: Come up right here.[/TARGET] Teacher: What? Student: I added 2. Teacher: No.,0 6155,"Teacher: The second one to you in the classroom, the second one. Teacher: All the A's, you're gonna take the side that has the answer and you read to - Teacher: [Crosstalk] [TARGET]Teacher: Everybody should have a letter now, A and B.[/TARGET] Teacher: If you are in a group of three, you have C. Right now we have an equal number and everybody should have A and B. Teacher: We have to move now. Teacher: Who's A here?",0 6156,"Teacher: The second time I read it, I'll read it nice and slow. Teacher: So one more time, nice and slow. Student: What are the least and greatest numbers- [TARGET]Teacher: Stop there.[/TARGET] Teacher: So what are the least and greatest numbers? Teacher: I'm trying to find the smallest numbers and the biggest numbers, right? Student: In the tenths column.",1 6157,"Teacher: The second warning for you. Teacher: You don't tell anybody to be quiet in the classroom. Teacher: That is why I am here. [TARGET]Teacher: You just write your name and wait until I give you the go ahead.[/TARGET] Teacher: You just wait until I give you the go ahead. Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes. Teacher: Class, get ready to begin.",0 6158,Teacher: The second was divided into six equal pars. Teacher: The third pizza was divided into eight equal parts. Teacher: I need to stop. [TARGET]Teacher: I need to draw that out.[/TARGET] Teacher: No. Teacher: I drew it out. Teacher: Okay.,0 6159,"Teacher: The shape you have in front of you is called what? Student: Acute. Teacher: Very good. [TARGET]Teacher: Student J, have a seat.[/TARGET] Teacher: I'll explain in a minute. Teacher: It's called a cube. Teacher: Now take a look at the cube.",1 6160,"Teacher: The shapes, input/output or determining the number from last position? Multiple Students: No. Teacher: Okay. [TARGET]Teacher: Now it's time for [inaudible].[/TARGET] Teacher: This goes with the first chart. Teacher: [Crosstalk] Teacher: This one, your first one will go with this chart.",0 6161,Teacher: The smaller number of the two original numbers. Teacher: Two and something. Teacher: Do your multiplication. [TARGET]Teacher: I don't know why you're staring at the screen.[/TARGET] Teacher: Student D? Teacher: Go up there and look. Teacher: Student L. One and one fourth.,1 6162,"Teacher: The third one has double that amount. Teacher: You solved two of the problems. Teacher: You've just got to work on that third one. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I'm going to tell you what the other groups are doing, because we've run out of pennies. Teacher: Just write a P or a 1 on that, and those can be pennies. Teacher: You can tear off as many as you need and make more pennies.",1 6163,Teacher: The third stack has twice as many. Teacher: One of them has to be double than the two that are the same. Teacher: Do you have that? [TARGET]Teacher: Then you're not done.[/TARGET] Teacher: You're not working with your team. Teacher: Why not? Teacher: Excuse me?,1 6164,"Teacher: The three extras are mine. Teacher: You know what? Teacher: I'm going to take them all from you, because you're not listening to me. [TARGET]Teacher: Stop.[/TARGET] Teacher: Do you want to give those to me right now? Teacher: Stop. Teacher: Everybody listen.",1 6165,"Teacher: The ticket out the door is to answer the questions on the bottom. Teacher: I said quiet as a mouse. Teacher: Should I hear anything but breathing? [TARGET]Teacher: Student D, I asked you to put them away.[/TARGET] Teacher: Your bag broke? Teacher: I can do that. Teacher: Yes sir?",1 6166,Teacher: The title is going to go on this line. Teacher: Now you - are you looking? Teacher: Because you don't know what you're doing. [TARGET]Teacher: You really don't.[/TARGET] Teacher: You're not learning because [inaudible] just want to do. Teacher: How many people on your graph chose cookies? Student: Six.,1 6167,"Teacher: The top part is just telling the teacher who printed this out where this came from. Teacher: So, this came from the 1006 Math MCAS, okay? Teacher: So, from a few years ago. [TARGET]Teacher: So, let's just do the reading and re-reading right now.[/TARGET] Teacher: We'll actually do the first readings right now. Teacher: Here it is. Teacher: I'll read it to you.",0 6168,Teacher: The total number of blocks needed to balance six balls is. Teacher: You can tell him that's okay. Student: [Whispering]. [TARGET]Teacher: Student O can you help Student A please?[/TARGET] Teacher: Okay and the last question C it says what is the total number of balls needed to balance 10 cans? Teacher: What's the important information Student B? Student: What is the total number of balls needed to balance 10 cans?,0 6169,"Teacher: The total number of pillows. Teacher: Jaguars, up here. Student: I'm listening. [TARGET]Teacher: You're not looking though.[/TARGET] Teacher: 8 represents the total number of pillows. Teacher: This is a probability problem. Teacher: [Inaudible].",1 6170,"Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions. Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction. Teacher: At this time everybody should start writing and everybody should be listening right now. [TARGET]Teacher: Student D, you have the time.[/TARGET] Teacher: You look at the time. Teacher: You should stop me at 15 minutes. Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction.",0 6171,"Teacher: The week after April vacation, okay. Teacher: But right now - Teacher: [Crosstalk] [TARGET]Teacher: Okay, boys, please stop that.[/TARGET] Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around. Teacher: Student A, you need to turn around and look at me. Teacher: People over in my group over here, you need to turn and look at me.",1 6172,"Teacher: The whole point of this is you have to be able to explain your response. Teacher: Student A, I'm sorry, but I have a little sick tummy today. Teacher: I'll be right back if you will talk quietly. [TARGET]Teacher: Sh.[/TARGET] Teacher: Student J, join those other two girls. Teacher: I'll be right back. Teacher: I have this sick tummy.",1 6173,"Teacher: The whole thing. Teacher: Student K, push your chair in, please. Teacher: Put both feet on the floor. [TARGET]Teacher: Hand on your head when you're finished re-reading the whole thing.[/TARGET] Teacher: A, B, and C. Student B, I need you to sit up, okay? Teacher: Thank you. Teacher: [Students reading].",0 6174,"Teacher: The whole this time was placed into what? Teacher: Nine parts. Teacher: Now in the first circle I want you to shade three pieces of it, or three parts of it. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Can you let me take care of my class, please? Teacher: Now we have a few that did not hear me. Teacher: Color three pieces or three parts from that first pair.",1 6175,"Teacher: Then I need nice clear desks. Teacher: I'm going to count back from 10, 9 - helpers, clip those papers fast. Teacher: 8, 7, 6, 5, 4, 3, 2, thank you, last call for papers, great. [TARGET]Teacher: Student K, you have to be very careful in that seat.[/TARGET] Teacher: Eyes up here, please. Teacher: I don't see clear desks. Teacher: Let's look at today's math objective.",1 6176,"Teacher: Then I want you to introduce - so you're going to do, ""Who wants my favorite food?"" ""Who wants my favorite ice cream?"" Student: [Inaudible] can't vote twice. Teacher: Okay. [TARGET]Teacher: [Inaudible] side groups.[/TARGET] Teacher: This group has, ""My favorite foods."" This group has, ""My favorite ice cream."" So that should be the name of your graph. Teacher: This group has, ""My favorite desserts."" You got to have that on there. Teacher: This group has, ""My favorite fruits."" So you have to get up.",0 6177,"Teacher: Then I will know you're ready to be more of a sport. Teacher: I will know immediately when things have changed. Teacher: Okay. [TARGET]Teacher: So I'm going to give you guys a minute for this, and you may begin.[/TARGET] Teacher: Okay. Teacher: Time is up. Teacher: So we're going to have Student B.",0 6178,"Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction. Teacher: So now let's do one problem together, everybody. Teacher: Let's do one problem. [TARGET]Teacher: Go to your slate.[/TARGET] Teacher: Let's do one problem together, everyone. Teacher: I'm going to be asking you some question, what we should be doing. Teacher: Let's do this together.",0 6179,"Teacher: Then do it anyway, Student Z. Teacher: Just do one. Teacher: But get straight. [TARGET]Teacher: You're driving me crazy.[/TARGET] Student: I don't like being straight. Teacher: Well, I like you to be straight 'cause when you're straight you're paying attention. Student: I really still don't pay attention.",1 6180,"Teacher: Then get this ... if you're not going to sit and talk to Student L about this, then get this cleaned up, and then you can start on this. Student: Is that the same one as that? Teacher: Student W, you have directions. [TARGET]Teacher: What are you supposed to be doing?[/TARGET] Student: [Inaudible]. Teacher: Okay, and if you're not doing anything, then you need to start cleaning that up. Teacher: What?",1 6181,Teacher: Then he added and got this. Teacher: This is a good strategy too. Teacher: Let's move on to the next one where we have the word problem. [TARGET]Teacher: Go and sit down.[/TARGET] Teacher: Go and sit down. Student: [Inaudible]. Teacher: We're going to look at where we have the problem here.,1 6182,Teacher: Then just do it. Teacher: What's going on? Student: [Inaudible] [TARGET]Teacher: You're not doing anything over here.[/TARGET] Student: [Inaudible] Teacher: Did you divide one by one? Teacher: Why don't you start right at the beginning?,1 6183,"Teacher: Then keep an eye on that clock. Teacher: Okay. Teacher: And then my other job is supply monitor. [TARGET]Teacher: Okay, very good.[/TARGET] Teacher: Alright. Teacher: As my supply monitor, I need you to do something. Teacher: I need you to take this white envelope and put it in your group folder.",0 6184,"Teacher: Then my next one is 2 times 3, then I go to 6. Teacher: The next one is 6 times 3 and I get 18. Teacher: Then I did 18 times 3 and get 54. [TARGET]Teacher: Student A, you're not paying attention.[/TARGET] Student: Sorry. Teacher: So step three, after you've met all the rules, step three, list the numbers from applying the rule starting from the position you're looking for. Teacher: I'm looking at the fourth position.",1 6185,"Teacher: Then pair. Teacher: We're not going to do it with a pair, though. Teacher: We're going to do it in our small group. [TARGET]Teacher: We're going to share all our answers.[/TARGET] Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me. Teacher: And then as a class, we're going to score them together, okay? Teacher: Does everyone understand?",0 6186,"Teacher: Then pass the envelope to someone next to you, and they're going to do the same. Teacher: Pass the envelope to the next person, and they're going to do the same thing. Teacher: Take out one card for yourself. [TARGET]Teacher: There's no need to have any kind of discussion.[/TARGET] Teacher: And then pass it along until everyone has a job. Teacher: You took out two cards. Teacher: You need to take out one.",1 6187,"Teacher: Then range. Teacher: Someone tell me how to find the range. Teacher: Raise your hand. [TARGET]Teacher: Stop shouting out.[/TARGET] Teacher: Student I, how would I find my range? Student: Subtract the lowest number from the highest number. Teacher: What are those two numbers?",1 6188,"Teacher: Then step three, divide the number or position you're looking for by the number of items in your set, and your remainder is your answer. Teacher: If there's no remainder, the last shape is your answer. Teacher: [Crosstalk] [TARGET]Teacher: Student K, you're not doing that.[/TARGET] Teacher: Have a seat. Teacher: [Crosstalk] Teacher: [Students doing group work]",1 6189,"Teacher: Then that's something different than saying that you don't know how to do it. Teacher: Student D, I am speaking. Teacher: You are sitting. [TARGET]Teacher: You are not talking.[/TARGET] Teacher: Telling me I'm going too fast is different than saying that you don't understand. Teacher: So the very first one was three-fourths. Teacher: Anybody that has nine-twelfths on your board, you should have that one crossed off for three-fourths.",1 6190,"Teacher: Then three seven. Teacher: Then equals. Student: [inaudible] [TARGET]Teacher: It's easy to press too many buttons by accident, so - everybody should be on G right now.[/TARGET] Student: Mr. A, this is what I got. Teacher: I'll check your work. Teacher: Give me a second.",0 6191,"Teacher: Then we know that they are all going to be [inaudible]. Teacher: Stop for a second. Teacher: Let me hear why you disagree. [TARGET]Teacher: Are you just trying to be argumentative?[/TARGET] Teacher: You have one and two halves, and you have [inaudible]. Teacher: Did you finish the first page together? Teacher: Are we finished?",1 6192,"Teacher: Then we'll come back to the rug. Student: On D or this? Teacher: Guys, hold on. [TARGET]Teacher: Listen up.[/TARGET] Teacher: Hello? Teacher: I'm talking here. Teacher: Go to your seats, please.",1 6193,Teacher: Then we're going to compare seventy-one thousandths. Teacher: Pay attention. Teacher: Excuse me. [TARGET]Teacher: I'm not asking you to compare them to each other.[/TARGET] Teacher: Look. Teacher: Stop. Teacher: I want to know what four eighths is to one half.,0 6194,"Teacher: Then what did you have to look at? Student: [Inaudible]. Teacher: Sh. [TARGET]Teacher: Excuse me, sit please.[/TARGET] Student: [Inaudible]. Teacher: Okay, so you figured that you need to go back and solve it yourself, right? Teacher: And then?",1 6195,"Teacher: Then what's left? Teacher: I'll let you do the rest. Teacher: Student D, and Student E, please go outside my door. [TARGET]Teacher: Go outside.[/TARGET] Teacher: You have plus 200. Teacher: Go out. Teacher: Okay.",1 6196,"Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go. Teacher: So how did I lie? Teacher: Sit down please. [TARGET]Teacher: Student J, where is your math?[/TARGET] Teacher: Stop. Teacher: Get your math book. Teacher: We are here now.",1 6197,"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: Let's move on. [TARGET]Teacher: We are going to get [inaudible].[/TARGET] Teacher: Very good. 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.",0 6198,"Teacher: Then you add what? Teacher: Plus 3. Teacher: Yes, but plus 3. [TARGET]Teacher: Don't jump ahead.[/TARGET] Teacher: Equals what? Teacher: Now slow down. Teacher: You're behind us.",1 6199,"Teacher: Then you bring it all the way down. Teacher: All right, here we go. Teacher: What is your problem? [TARGET]Teacher: All right, so here we go.[/TARGET] Teacher: What did you get? Teacher: I can't see that. Teacher: Yeah, but you didn't bring down the [inaudible].",0 6200,"Teacher: Then you can do that, because some of you are not talking to each other. Teacher: I share my thinking out loud, and you can talk to your group about that. Teacher: You guys decide. [TARGET]Teacher: What's wrong, Student K?[/TARGET] Student: Nothing. Teacher: Are you frustrated? Student: Yes.",1 6201,"Teacher: Then you decide on what type of data or graph you're going to do. Student: [Inaudible] everybody have a different [inaudible]. Teacher: You [inaudible] write it in. [TARGET]Teacher: You don't know.[/TARGET] Teacher: [Students loudly in groups]. Teacher: [Inaudible]. Teacher: You know what the problem you all are having, right here [inaudible].",0 6202,"Teacher: Then you fold it into four sections. Teacher: Guys, look. Teacher: Everybody look up here. [TARGET]Teacher: If you're having trouble, please look up here.[/TARGET] Teacher: No, no, no, no, no. Teacher: We're not gonna waste paper. Teacher: Go sit down.",0 6203,Teacher: Then you need to do 21.1 and 21.3. Teacher: These are due by next Monday. Teacher: Okay? [TARGET]Teacher: Have a seat please.[/TARGET] Teacher: Okay? Teacher: So next Monday is February 7. Student: I don't have those.,1 6204,"Teacher: Then you need to talk to him about it. Student: I did. Teacher: Give me 5, really quickly, because we need to shut it down. [TARGET]Teacher: We need to shut things down and we need to think about today.[/TARGET] Teacher: Wrap it u and tell me in one sentence, what did we learn? Teacher: What are the major things that we learned today? Student: We learned prime numbers.",0 6205,"Teacher: Then you wait. Teacher: That is the essence of working together, so the two of you can share ideas. Teacher: [Crosstalk] [TARGET]Teacher: Did you read the step before you did question number seven?[/TARGET] Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps. Teacher: You erase everything that you have now and go to question eight. Teacher: I want A to lead the discussion.",0 6206,Teacher: Then you will give them your story problem and they will give you the answer sentence to your story problem. Teacher: Don't look. Teacher: Read it out loud. [TARGET]Teacher: Can you guys listen?[/TARGET] Student: Ms. C went to the apple farm. Student: Each bus holds 8 students. Student: How many buses do they need?,1 6207,Teacher: Then you're not done. Teacher: You're not working with your team. Teacher: Why not? [TARGET]Teacher: Excuse me?[/TARGET] Student: [Inaudible]. Teacher: You're working with them. Teacher: You have to talk to me.,0 6208,Teacher: Then your pencil lines don't get mixed up with the grid paper. Student: I need a ruler. Teacher: You can go get a ruler. [TARGET]Teacher: You know where they are.[/TARGET] Teacher: [Crosstalk] Student: Can we use a compass? Teacher: No.,0 6209,Teacher: Then you're just gonna count the girls. Teacher: And you have a calculator. Teacher: You did the same warm-up yesterday. [TARGET]Teacher: Write it down.[/TARGET] Teacher: No calling out - just write it down. Teacher: Just write it down. Student: So we can use the [inaudible] graph there?,0 6210,"Teacher: Then, 90 goes into 310. Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310? Teacher: Look here. [TARGET]Teacher: Look here.[/TARGET] Teacher: Please, whisper it in my ear. Student: [inaudible] Teacher: Are you sure?",0 6211,"Teacher: Then, take your stuff, get a board, and sit on the carpet. Teacher: You're not sitting over there. Multiple Students: [Inaudible chatter] [TARGET]Teacher: It's Student R's seat.[/TARGET] Teacher: Take your sheet, take a board, sit on the carpet, or sit at your desk. Teacher: Those are your two options. Student: [Inaudible chatter]",1 6212,"Teacher: There are 300 tires. Teacher: How many cars can I make with 300 tires if there's 4 tires per car, things like that? Teacher: Remember? [TARGET]Teacher: Are you guys talking?[/TARGET] Teacher: You know what? Teacher: He has his notebook out. Teacher: You don't need to worry about that.",1 6213,"Teacher: There are enough rulers here for everybody, if you can please grab one. Teacher: Thank you. Teacher: You want to stand? [TARGET]Teacher: We're not talking.[/TARGET] Teacher: That's a bad habit you've gotten into the last couple of weeks and I'm not going to tolerate it. Teacher: In front of us we have a sheet on parameters and what we are going to be reviewing today and every day will be a different topic in our guided math group, is parameter, area, and volume is our review topic for today. Teacher: The directions on the top of your first page say find the parameter of each shape by using a centimeter ruler.",1 6214,"Teacher: There aren't two decimals. Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6. Teacher: The reason - hold on. [TARGET]Teacher: Two things, and then we're going to go back to our seats.[/TARGET] Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait. Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod. Teacher: You all understand that?",0 6215,"Teacher: There is always. Teacher: And what did we learn? Teacher: I'm gonna pick on one person. [TARGET]Teacher: Student N, when we say - can I see you sit - yes.[/TARGET] Teacher: When we say numerator or denominator, tell me something about denominator. Teacher: Student N, Student N, something about denominator. Teacher: What is it you present?",1 6216,"Teacher: There is gonna be some extra left over. Teacher: Student H, you can go on. Teacher: [Crosstalk] [TARGET]Teacher: Student N, you've been pretty quiet.[/TARGET] Teacher: What do you think, buddy? Student: I've been writing stuff down. Teacher: I know, but you've been quiet.",0 6217,Teacher: There is no common multiples. Teacher: All right. Teacher: I'm sorry. [TARGET]Teacher: I'm not going to be able to let you do that.[/TARGET] Teacher: You need to put that string away. Teacher: That's the other one I wanted to talk about. Teacher: Four fourths.,1 6218,"Teacher: There is no mode. Teacher: Student V, you finished? Teacher: Come here. [TARGET]Teacher: You need to get busy.[/TARGET] Teacher: Let me have all of this. Teacher: Stop giving up on yourself like that. Teacher: Do you hear me?",1 6219,"Teacher: There is no talking, and we need to see if it turns into an array. Teacher: This is very much like when you make an array in the theater. Teacher: You may not talk, Student T. You may not move any animals. [TARGET]Teacher: I need all animals up here.[/TARGET] Teacher: I need us to move. Teacher: We need the cameras to be able to see this. Teacher: There we go.",0 6220,Teacher: There is seven. Teacher: Where do you see seven on the X axis? Teacher: There you go. [TARGET]Teacher: Please have a seat.[/TARGET] Teacher: 5. Teacher: Okay. Teacher: Then where do you see it on the Y axis?,1 6221,"Teacher: There is something really important going on up here. Teacher: Stop your talking. Teacher: Okay. [TARGET]Teacher: Please look.[/TARGET] Teacher: I want to hear all of you. Teacher: Student R, you all step back so they can all look. Teacher: Everybody look carefully at this angle.",1 6222,"Teacher: There it is. Teacher: It's okay guys, if you have it, don't be defensive. Teacher: Student T, no side talk. [TARGET]Teacher: Hold on.[/TARGET] Teacher: Guys, Student D is talking. Teacher: Active listening on Student D. Student: I can prove that a square has more than four lines of symmetry.",1 6223,"Teacher: There shouldn't be any talking over there. Teacher: Student O, Student K, when you take out a math book there is not talking. Teacher: [Crosstalk] [TARGET]Teacher: All right, both of you go outside.[/TARGET] Student: No. Student: What? Teacher: Go, Student K and Student O.",1 6224,"Teacher: There was a very good discussion over there at this table, the numbers around here, right? Teacher: I want to - Student J, have a seat, please. Teacher: I'd like you to share, some people to share some findings. [TARGET]Teacher: Everyone, I need you to stop for a minute, please.[/TARGET] Teacher: Student I. Teacher: Remember, I asked you to look for a pattern. Teacher: The first one, can we look up here first, everyone?",1 6225,"Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right. Teacher: Now, everybody, we go back now to the first question that I put on the board. Teacher: I know some of you got it right and we'll just quickly do that. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody. Teacher: [Crosstalk] Teacher: Erase the board and do the question that some of us could not do at the beginning of the lesson, to see if you can get it right now.",1 6226,"Teacher: There won't be a time limit. Multiple Students: [Students working on problem]. Teacher: So, you're doing part A, part B, and part C. And you're looking at your rubric to make sure you're getting a four. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: Are you figuring out what they're asking you to do yet? Teacher: Okay. Teacher: How much does this block weigh?",0 6227,"Teacher: There you go. Teacher: All right. Teacher: Sometime today, boys. [TARGET]Teacher: Someone called my name.[/TARGET] Teacher: Does anyone not have partner? Teacher: Student E, go. Teacher: Student K, there.",0 6228,"Teacher: There you go. Teacher: Good job. Teacher: All right. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Very good. Teacher: Now we're going to go through our first guided practice activity, and let me pull that up. Teacher: This has to do with this particular skill.",1 6229,Teacher: There you go. Teacher: Yeah. Student: Can I go to the doctor? [TARGET]Teacher: You're not feeling good?[/TARGET] Teacher: Go ahead. Teacher: Does that make you act up in writing? Student: He was [Inaudible],1 6230,"Teacher: There's a big different. Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't. Teacher: So we have a [inaudible]. [TARGET]Teacher: Let's see.[/TARGET] Teacher: Student M, do you want to go up there? Student: [Inaudible]. Teacher: Jaguars, stop talking.",0 6231,"Teacher: There's a lot here. Teacher: If I count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, if I wanted to count each of these as a tenth, I could shade in this as one tenth, this as two tenths, plus eight more. Teacher: It would be 10, 20, 8. [TARGET]Teacher: Don't get up while I'm teaching again.[/TARGET] Teacher: We're going to do more work on this and I do want you to do one on your own, but we just don't have the time right now. Teacher: If you could put your caps on your marker - I shouldn't have to tell anyone three times - erase your paper. Teacher: Just leave it on your - okay.",1 6232,"Teacher: There's a ton of pages on this. Teacher: So what I want you to do is, Student B - shhh. Teacher: Excuse me. [TARGET]Teacher: I didn't ask for anybody to do anything yet.[/TARGET] Teacher: Student B and Student J, Student B, would you move up next to him please? Teacher: Student A, come on over with Student D. Student C and Student D - I mean Student C and Student D. Student A, come up and sit. Teacher: I want you to work together on these pages and figure it out.",1 6233,Teacher: There's a young lady doing a report. Teacher: Yes? Teacher: On the back of - you don't have to worry about this. [TARGET]Teacher: I'm writing this for you.[/TARGET] Teacher: Sorry about that. Teacher: It says Ramona has been working on a project for school. Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project.,0 6234,"Teacher: There's already five at that group and two at this group. Teacher: It was you because I took Student C. Student D, do you need to not participate? Teacher: Sit down. [TARGET]Teacher: Herein lies the problem.[/TARGET] Teacher: This is group one. Teacher: Are you supposed to be here? Teacher: You're at this group or this group.",0 6235,"Teacher: There's one difference. Teacher: So on the other side of your page, we can use the fraction pieces. Teacher: You need to write simplify fractions. [TARGET]Teacher: I don't want to hear any noise coming from table five at all, period.[/TARGET] Teacher: Not any giggling, any mumbling, nothing. Teacher: This is exactly how I want it to be in your notebook. Teacher: [Announcement] So when we simplify fractions, we're simply making equivalent fractions, but instead of making them bigger, we're making them smaller, and what operation do we use - Student T, you always do that.",1 6236,"Teacher: There's one fence. Teacher: We're not building - it's one fence. Teacher: Are you focusing? [TARGET]Teacher: Are you focusing here?[/TARGET] Teacher: This is what you need to focus on. Teacher: You just came - math is almost over and you just came back, so you missed a lot of it, so you need to listen. Teacher: Did you hear what Student F said?",1 6237,"Teacher: There's only one object. Teacher: There's one fence. Teacher: We're not building - it's one fence. [TARGET]Teacher: Are you focusing?[/TARGET] Teacher: Are you focusing here? Teacher: This is what you need to focus on. Teacher: You just came - math is almost over and you just came back, so you missed a lot of it, so you need to listen.",1 6238,"Teacher: There's something you did here that's really - Student J, would you please sit down? Student: Can we do more 100 plus problems? Student: I like those. [TARGET]Teacher: I don't think your mom would like to see you acting this way during this lesson.[/TARGET] Teacher: Thank you, Student D. You have been participating. Teacher: I don't want to divert your attention. Teacher: Thank you Student T. Thank you, Student A.",1 6239,"Teacher: There's your number. Teacher: What are you going to do here? Teacher: What do you want to do here? [TARGET]Teacher: Student A, are you done?[/TARGET] Teacher: Where is the work? Teacher: Where is your work? Student: Right there.",0 6240,Teacher: There's 24. Teacher: I'll show you how to check your answer in just a second. Teacher: Okay. [TARGET]Teacher: I can't hear Student L's question because you guys are still stuck on the noise it was making.[/TARGET] Student: [Inaudible]. Student: 12 times 3. Teacher: No.,1 6241,"Teacher: There's a couple different ways you can do this. Teacher: You'll all get the same answer but there's a couple different ways. Teacher: Reduce first please. [TARGET]Teacher: You ought to pay attention now.[/TARGET] Teacher: I'm gonna give you some of these during lunch. Teacher: If you don't get them done during lunch, then it's gonna be for homework. Teacher: Reduce first.",1 6242,"Teacher: There's a difference between an equation and an expression, right Student L? Student: Mm-hmm. Teacher: Yes. [TARGET]Teacher: [Inaudible] desk, please.[/TARGET] Teacher: Now, let's look at the first four. Teacher: The first one says the quotient of nine and X, okay? Teacher: You - your directions are to write this - are to write an expression.",1 6243,Teacher: There's a mistake. Teacher: Four feet - are there four feet in a yard? Student: No. [TARGET]Teacher: Shhh.[/TARGET] Teacher: How many feet are in one yard? Teacher: Student R? Student: Three.,1 6244,"Teacher: There's four different levels of thinking. Teacher: Have a seat. Teacher: If you're talking, stop. [TARGET]Teacher: All that cheering, yes, yes, yes, keep it inside.[/TARGET] Teacher: Remember there's only one correct answer, and this is the first one I'm showing you. Teacher: I have three others to show you. Teacher: This is the first.",1 6245,"Teacher: There's gonna be that one piece left, whether it's one-tenth, one-one-hundredth, whether it's one-one-thousandths. Teacher: Do you guys know where I'm going here? Teacher: Not really? [TARGET]Teacher: I'm losing you, aren't I?[/TARGET] Multiple Students: Yeah. Student: Kind of. Teacher: Well, with a fraction, you can just say a third and it works, but with decimals it's gonna repeat out forever, okay?",1 6246,"Teacher: There's no need to have any kind of discussion. Teacher: And then pass it along until everyone has a job. Teacher: You took out two cards. [TARGET]Teacher: You need to take out one.[/TARGET] Teacher: What did we decide we were going to do the double job for? Student: Supplies and quiet. Teacher: Supply monitor, and noise monitor.",0 6247,Teacher: There's no talking on the exit slip. Teacher: There's no talking. Teacher: Excuse me. [TARGET]Teacher: Now turn it over on the back.[/TARGET] Teacher: You have two sides on the back. Teacher: Turn it over on the back. Teacher: Excuse me.,0 6248,"Teacher: There's nothing we can simplify by. Teacher: We're gonna watch a video on multiplying a fraction by a fraction. Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff. [TARGET]Teacher: Let me start it over.[/TARGET] Teacher: [Video plays] Teacher: All right, did we do this already? Teacher: We made the model?",0 6249,"Teacher: There's only two, and you'll notice I did not do anything with zero. Teacher: If I had given you fractions with zeros, you would have zero halves, zero fourths, etc... all the way down. Teacher: This tells us we're using none of the halves, none of the thirds. [TARGET]Teacher: Stop talking.[/TARGET] Teacher: We didn't bother with those. Teacher: I didn't make those. Teacher: There are such a thing.",1 6250,Teacher: There's too much talking. Student: Quadrilateral for 300. Teacher: Who knows this? [TARGET]Teacher: Please stop talking so he can think.[/TARGET] Teacher: What is a rhombus? Teacher: Your final answer? Teacher: Who said the answer?,1 6251,Teacher: There's your graph. Teacher: [Inaudible] a line under here. Teacher: Watch. [TARGET]Teacher: Watch.[/TARGET] Teacher: Zero. Teacher: One. Teacher: [Inaudible].,0 6252,"Teacher: These animals look like they're chowing down. Teacher: ""Stop."" Teacher: Shrieked the littlest ant. [TARGET]Teacher: ""We're moving way too slow.[/TARGET] Teacher: All the food is going to be gone unless we hurry up. Teacher: So with 10 lines of 10-"" How do you know? Teacher: What's 10 into 100?",0 6253,Teacher: These are all [inaudible] or what? Teacher: I'll take them for you. Student: I know it now. [TARGET]Teacher: Student D it was on Student D he went to the bathroom.[/TARGET] Teacher: Student D is not here. Teacher: We go back. Teacher: Where a row and a column meet.,0 6254,"Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now. Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths. [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible]. Teacher: Markers and boards. Teacher: We've already gone over do not call me if you want to tattle tale.",0 6255,"Teacher: These are both decimals, but one is the tenths, and one is the hundredths. Student: We didn't [inaudible] copy these. Student: We didn't [inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay. Student: Thank you, so much. Student: Student J.",1 6256,"Teacher: These are going to be your role cards that tell you what your job is, today. Teacher: Take out one. Teacher: You only have one job, okay? [TARGET]Teacher: Put it on your desk.[/TARGET] Teacher: That's your job today. Teacher: Then pass the envelope to someone next to you, and they're going to do the same. Teacher: Pass the envelope to the next person, and they're going to do the same thing.",0 6257,"Teacher: These are going to this particular pattern block sheet. Teacher: You need to listen now, and I do not want to take them away because you are all not listening. Teacher: Right? [TARGET]Teacher: Take your hands off the shapes.[/TARGET] Teacher: I don't want to spend anymore time on this. Teacher: This sheet is your key. Teacher: It's different.",1 6258,"Teacher: These are not staying on really well. Teacher: You've got to wait a few minutes until everybody's got one. Teacher: You're going to interview somebody. [TARGET]Teacher: Don't look.[/TARGET] Teacher: If you're looking, you're cheating. Teacher: It's no fun if you already know the answer. Teacher: Keep pressing it.",1 6259,"Teacher: These are the ones you're gonna be using today. Teacher: They break easily, and I don't remember where I got them. Teacher: I should have one - I'm down one 'cause one is already broken 'cause of last year. [TARGET]Teacher: You are not going to snatch it out of somebody's hand or off the table.[/TARGET] Teacher: You are not going to throw it. Teacher: You're not going to bang it against the table. Teacher: You're not gonna throw it down at the table to roll it.",1 6260,"Teacher: These are the things we've been working on. Teacher: We're going to revise a few minutes, for two minutes. Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice. [TARGET]Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish.[/TARGET] Teacher: Some people - no, no. Teacher: Some - no. Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions.",0 6261,"Teacher: These numbers should look familiar. Teacher: Again, I have a few people who are having side conversations. Teacher: I need your eyes up here. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please. Teacher: Thank you. Teacher: Thank you, Student P. Student J, I need your eyes please.",0 6262,"Teacher: These ones are not too hard. Teacher: I'll say each one twice and then you will write down the answers. Teacher: Please don't ask me if you didn't hear. [TARGET]Teacher: Make sure you're listening and paying attention so that you do hear me.[/TARGET] Teacher: And then at the end, if you need one repeated you may raise your hand and I will repeat what you need repeated. Teacher: Any questions about Mental Math? Multiple Students: No.",0 6263,"Teacher: These shapes here. Teacher: What do these shapes have in common, and then how are they different from these shapes up here? Student: [Inaudible]. [TARGET]Teacher: That's why I need you to focus on me instead of doing whatever you're doing on your paper, okay, because you were unable to answer my question.[/TARGET] Teacher: So let's think for a second. Teacher: What is different about these shapes right here and these shapes? Teacher: [Crosstalk]",1 6264,"Teacher: They [inaudible] the sentence. Teacher: Let me see the sentence. Teacher: Let me see the sentence. [TARGET]Teacher: Let me see - [inaudible] how many.[/TARGET] Teacher: She gives - okay. Student: Teacher, you got me back. Student: [Crosstalk]",0 6265,"Teacher: They already tell you there. Teacher: That's your information to use, to try to figure out what makes a polygon a polygon. Teacher: Student I and Student J together please. [TARGET]Teacher: Student M and Student T together please.[/TARGET] Teacher: Student M and Student I together please. Teacher: You know what? Teacher: We work with partners.",1 6266,"Teacher: They break easily, and I don't remember where I got them. Teacher: I should have one - I'm down one 'cause one is already broken 'cause of last year. Teacher: You are not going to snatch it out of somebody's hand or off the table. [TARGET]Teacher: You are not going to throw it.[/TARGET] Teacher: You're not going to bang it against the table. Teacher: You're not gonna throw it down at the table to roll it. Teacher: We roll dice by shaking it up in our hands and letting it roll on the table, okay?",1 6267,"Teacher: They break the numbers up by - tell us exactly what happened here. Teacher: Can you stop please? Teacher: Let's go. [TARGET]Teacher: Student A, I need you to finish your work.[/TARGET] Teacher: Write the numbers fully here. Teacher: Let's see what it is. Teacher: Okay.",1 6268,"Teacher: They confuse me sometimes. Teacher: So I can take that away? Teacher: At the end what do we have to do? [TARGET]Teacher: Put it back?[/TARGET] Teacher: So take it away, put it back. Teacher: All right. Teacher: Am I okay?",0 6269,"Teacher: They didn't do sides. Teacher: They did lines. Teacher: Because this does not have any sides, correct? [TARGET]Teacher: Put that down, Student J.[/TARGET] Teacher: This does not have any sides, so. Teacher: It has lines, thought. Teacher: They counted it as having - ",1 6270,"Teacher: They didn't write 950. Teacher: Somebody else wrote 950. Teacher: Okay, and if you two can go have a seat please. [TARGET]Teacher: Take your fist; put it in front of your chest.[/TARGET] Teacher: If you agree, if you can agree with everything that is up there just do a thumbs up against your chest. Teacher: If you're not sure about some items, let me see a sideways thumb. Teacher: And if you have pretty major disagreements with anything up on the board, let me see a thumbs down.",0 6271,"Teacher: They don't even have to write anything down. Teacher: They just have to count it out, and they're going to say, ""Ms. D, I know. Teacher: I've got it."" [TARGET]Teacher: Don't say nothing.[/TARGET] Teacher: I really do want to call you. Teacher: When you go home this evening, say, ""Granddad, please sign the paper so I can get on camera."" Teacher: I don't have it, but I trust that you gave it to him.",1 6272,"Teacher: They got it wrong. Teacher: That was their original turn and they got it wrong. Student: We didn't get a turn. [TARGET]Teacher: You're going to get it now.[/TARGET] Teacher: Stop the singing. Teacher: You guys, I will give you one minute. Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation.",0 6273,"Teacher: They have their name written, and they were ready. Teacher: This is a guided page, so we're going to do this together. Teacher: We're not going to talk. [TARGET]Teacher: We're going to listen.[/TARGET] Student: I need a pencil [inaudible]. Teacher: You need to get one. Student: You can use this one.",1 6274,"Teacher: They just have to count it out, and they're going to say, ""Ms. D, I know. Teacher: I've got it."" Teacher: Don't say nothing. [TARGET]Teacher: I really do want to call you.[/TARGET] Teacher: When you go home this evening, say, ""Granddad, please sign the paper so I can get on camera."" Teacher: I don't have it, but I trust that you gave it to him. Teacher: Come on.",1 6275,Teacher: They just told you. Teacher: Because why? Student: I wasn't paying attention. [TARGET]Teacher: Well I need you to pay attention.[/TARGET] Teacher: So why can we add it now? Teacher: Because - Student: Because the denominators are the same.,1 6276,"Teacher: They said fraction. Teacher: All right. Teacher: E, I want you to do E on your own. [TARGET]Teacher: And I'm gonna check it.[/TARGET] Teacher: Do E on your own and I'm gonna check it. Teacher: E. Do E on your own and I'm gonna check it. Student: I'm done.",0 6277,"Teacher: They said what? Student: How many boys. Teacher: Yeah, 3 boys out of 13 boys. [TARGET]Teacher: So that's your answer for C. Excuse me.[/TARGET] Teacher: For D - fraction of students that chose blue and orange. Teacher: By raising your hand, could somebody tell me how you would solve it? Teacher: In the answer, tell me how you would solve it.",1 6278,"Teacher: They understand. Teacher: But now I know they're gonna kind of be mm. Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody. [TARGET]Teacher: All right, Student M, you may go back, Student O, Student O you may work with Student M if you want to.[/TARGET] Teacher: But if you - now, I'm gonna walk around and see. Teacher: All right. Student: I started -",0 6279,"Teacher: They want to be in the? Multiple Students: Negative. Teacher: Table four. [TARGET]Teacher: Student A, you need to be paying attention the whole time.[/TARGET] Teacher: [Silence]. Student: That's plus two. Teacher: Plus two, yep.",1 6280,"Teacher: They weren't just for you. Teacher: Get them out, distribute. Teacher: We're going to start today with some Mental Math. [TARGET]Teacher: I know we haven't done this for a while, but you remember the procedure.[/TARGET] Teacher: I will say each problem twice. Teacher: These ones are not too hard. Teacher: I'll say each one twice and then you will write down the answers.",0 6281,"Teacher: They're all there. Teacher: So please go to where you're supposed to be sitting so we can start. Teacher: Table 1 where Student J is sitting. [TARGET]Teacher: It's Student J, Student B.[/TARGET] Teacher: Table 2 where Student J's sitting is Student K, Student M, and Student D. Student M, why did you move? Student: Getting some papers for [inaudible]. Teacher: 3 over - group 3, Student J, Student J, Student D, Student M. 4, Student N, Student D, Student D, and Student D. And 5 -",0 6282,Teacher: They've got it pictured right here. Teacher: It's right where his chest is. Teacher: So you hold your own right there. [TARGET]Teacher: Don't let him hold it.[/TARGET] Teacher: Thank you. Teacher: What did I tell you? Teacher: Are you all going to get the Golden Ratio?,1 6283,"Teacher: They'll have two. Teacher: Student A, just put those over on the corner. Teacher: [Crosstalk] [TARGET]Teacher: Student A, please don't talk to anybody on your way out.[/TARGET] Teacher: We're very busy right now. Teacher: Thank you. Teacher: Because I know that they're gonna try to talk to you.",1 6284,"Teacher: They're asking you. Teacher: Okay. Teacher: Excuse me. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Teacher L, can you fix your board to [inaudible] crayon. Teacher: Student D, you and Student D are not doing anything. Teacher: [Students talking with each other].",1 6285,Teacher: They're both even. Teacher: Come on. Teacher: Quick. [TARGET]Teacher: We're wasting time.[/TARGET] Teacher: We've got to switch. Teacher: How do you write 9? Teacher: 9 over 1.,1 6286,"Teacher: They're each about a centimeter, so if I have four total, how long - how much does it measure, Student E? Student: Four [inaudible]. Teacher: How many cubes [inaudible]. [TARGET]Teacher: When I'm talking - when I'm talking.[/TARGET] Teacher: When I'm talking you're not rattling your cubes. Teacher: Try to be quiet. Teacher: How many - how long is it if each one's a centimeter and I have four?",1 6287,"Teacher: They're not equivalent. Student: Let's see. Student: Turn it [inaudible]. [TARGET]Teacher: Well, I could be, but she hasn't come back to turn it off, yet.[/TARGET] Teacher: I'll send a kid as soon as she [inaudible] to turn it off. Teacher: That's fine. Teacher: I mean, they like what they're doing, it's just [inaudible].",0 6288,"Teacher: They're over there. Teacher: Are yours not done? Teacher: Be careful. [TARGET]Teacher: If we have time today I'm going to sit down with you because I want you to do your independent practice.[/TARGET] Teacher: [Inaudible]. Teacher: Why don't you stay right here, work with this again? Teacher: Erase that.",0 6289,"Teacher: They're pretty cool. Teacher: Georgia is. Teacher: All right. [TARGET]Teacher: And when you take off like that, are they going to pay attention to you?[/TARGET] Multiple Students: No. Teacher: No, are you going to need your calculators for this activity? Multiple Students: No.",1 6290,Teacher: They're supposed to collaborate. Teacher: One person does the what? Student: [Inaudible]. [TARGET]Teacher: And then together you do the constructive [inaudible].[/TARGET] Other Adult: Wait a minute. Other Adult: Hold on. Other Adult: We got one more set of ice cream [inaudible].,0 6291,Teacher: They're taping the lesson. Student: Why are they -? Teacher: You know what? [TARGET]Teacher: If I hadn't said anything you wouldn't be asking about it.[/TARGET] Teacher: So why don't you just turn around and focus. Teacher: What are we working on? Teacher: We're working on fractions.,1 6292,"Teacher: Things that are on my desk are not to be touched. Teacher: You don't like me going through your desk, do you? Teacher: Student Z, come get this black marker for number 10, please. [TARGET]Teacher: One more minute until Student L - Student T, you need to be at your seat.[/TARGET] Teacher: Not using the chart - you need to do this in your head. Teacher: One more minute until Student L goes over number eight. Teacher: Fantastic job to most of my friends who were able to sit at their seat silently and work very, very patiently and calmly, and silently on all these difficult papers.",1 6293,"Teacher: Think about what we're doing. Teacher: You should have one number up here and one number down here. Teacher: Draw your fraction. [TARGET]Teacher: Sh![/TARGET] Student: I can't. Teacher: You can. Teacher: And if you can't, we'll help you.",1 6294,"Teacher: Third row, go back to your seats. Teacher: [Crosstalk - excessive noise] Teacher: When you finish, copy it down. [TARGET]Teacher: When you finish, copy the chart down.[/TARGET] Teacher: [Crosstalk] Teacher: [End of Audio]",0 6295,"Teacher: Thirty, thirty, fifteen, fifteen. Teacher: So, when we move to the next one, we can't see them again, so I'm gonna write them but I want you to tell me, again, what was this? Multiple Students: Thirty. [TARGET]Teacher: Student B is paying attention.[/TARGET] Teacher: Student B is paying attention. Student: Thirty, thirty, fifteen, fifteen. Teacher: You can kind of see it now?",0 6296,"Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers. Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions. Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction. [TARGET]Teacher: At this time everybody should start writing and everybody should be listening right now.[/TARGET] Teacher: Student D, you have the time. Teacher: You look at the time. Teacher: You should stop me at 15 minutes.",0 6297,"Teacher: This activity, or this game called In Between, will be a game at center number five. Teacher: So for those of you that go to center number five - that group, second reminder. Teacher: Student R, your voice is the only one I hear from the back table. [TARGET]Teacher: If I need to speak to you again you will be taking a timeout.[/TARGET] Teacher: It will be a game that you and your partner in your math group can play together. Teacher: It's gonna be probably one of the games that's going to be at that center for a while. Teacher: Like I said to you, any games that I introduce with this investigations group is going to be a game at that center for the rest of the school year, because, like anything in math that we've been talking about, just because we finished one lesson doesn't mean that you never see it again.",1 6298,"Teacher: This can go away, please. Teacher: I'll take this because it's only becoming a distraction. Teacher: Away, please. [TARGET]Teacher: Listen to my directions and follow them, please.[/TARGET] Teacher: Number eight, put that up there, Student J. I mean, number nine. Teacher: You got the marker? Teacher: Excuse me.",1 6299,"Teacher: This frustrates me to no end. Teacher: Let's see, I've got like three people that have lost their daily math review and we just got them today. Teacher: Yes, thank you very much. [TARGET]Teacher: Stop whistling.[/TARGET] Teacher: I'm just gonna start. Teacher: Number 1. Teacher: All of Mary Calcott made Valentine's Day cards for the veterans.",1 6300,"Teacher: This group has been able to remain quiet. Teacher: Let's see if another group can do it. Teacher: Over here you're quiet. [TARGET]Teacher: Quiet please, Student K. Everybody over there I think is quiet.[/TARGET] Teacher: These two boys, you need to be quiet and not moving around or touching things. Teacher: We are going to learn, continue to figure out fractions that equal one. Teacher: [Crosstalk]",1 6301,"Teacher: This group has, ""My favorite desserts."" You got to have that on there. Teacher: This group has, ""My favorite fruits."" So you have to get up. Teacher: Gather information from each other, what? [TARGET]Teacher: Quietly.[/TARGET] Teacher: You pick three things. Student: Including [inaudible]? Teacher: Yes.",0 6302,"Teacher: This group has, ""My favorite foods."" This group has, ""My favorite ice cream."" So that should be the name of your graph. Teacher: This group has, ""My favorite desserts."" You got to have that on there. Teacher: This group has, ""My favorite fruits."" So you have to get up. [TARGET]Teacher: Gather information from each other, what?[/TARGET] Teacher: Quietly. Teacher: You pick three things. Student: Including [inaudible]?",0 6303,"Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this. Teacher: So Student K, can you step outside? Student: Okay. [TARGET]Teacher: And, Student D, can you step outside?[/TARGET] Teacher: I'm busy right now. Teacher: You have to raise your hand. Teacher: Student A, step outside.",1 6304,"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: Raise your hand. [TARGET]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? Teacher: Raise your hand. Teacher: Hands down.",0 6305,"Teacher: This group will do this response for somebody throughout the state. Teacher: This group will do this one. Teacher: Take a look. [TARGET]Teacher: Student G, you may have to get out of your seat.[/TARGET] Teacher: This group will do this one. Teacher: Student T and Student A will come over here and talk about this answer. Teacher: You guys may talk about that.",1 6306,"Teacher: This group, you said that - we don't have everybody's attention. Teacher: Give him his shape back. Teacher: Thanks. [TARGET]Teacher: Student C, sit.[/TARGET] Teacher: This group said that yours had three sides and they would intersect. Teacher: Can you say that about hers or his? Teacher: One pair of parallel.",1 6307,Teacher: This is 10. Teacher: Look here. Teacher: What is that? [TARGET]Teacher: Can you start adding your numbers and stop looking for trouble?[/TARGET] Teacher: Stop. Teacher: Leave it this way. Teacher: Look here.,1 6308,Teacher: This is 16. Teacher: This is 24 here. Teacher: What do you think? [TARGET]Teacher: I want you to be a part of this.[/TARGET] Student: I know it. Student: It's 3. Teacher: You should take out your notebook too if you need to follow along.,1 6309,"Teacher: This is Ms. G's team. Teacher: Let me have someone. Teacher: Student A come up and show me the mean, mode, median, and range. [TARGET]Teacher: I don't want to hear any talking.[/TARGET] Teacher: Come up here. Teacher: I don't want you to write anymore. Teacher: Look up here.",1 6310,"Teacher: This is Shape A, this is Shape B. Student: Oh, now [inaudible]. Student: [Crosstalk] [TARGET]Teacher: Shh, shh.[/TARGET] Teacher: [Crosstalk] Teacher: Just take out your book and read [inaudible]. Teacher: Okay, I see one person ready.",1 6311,"Teacher: This is [Inaudible] Student J can you please come and sit. Teacher: Sit down Student J. Teacher: Student J please come and sit down here. [TARGET]Teacher: Student J please.[/TARGET] Student: 7 and 1. Other Adult: Alright do the next one, do the next one. Other Adult: See what you get, put it right here, put it right here.",1 6312,Teacher: This is a 6. Teacher: This is going to be 8. Teacher: This is going to be 2. [TARGET]Teacher: Hold on.[/TARGET] Teacher: Make this to be a 1. Teacher: Add up. Teacher: Let's see.,0 6313,"Teacher: This is a board marker. Teacher: It wouldn't work very well. Teacher: Excuse me. [TARGET]Teacher: Student J, that's where you are.[/TARGET] Teacher: You don't need to have words. Teacher: Thank you. Teacher: Can you guys actually move over so the other team will have room?",0 6314,"Teacher: This is a good strategy too. Teacher: Let's move on to the next one where we have the word problem. Teacher: Go and sit down. [TARGET]Teacher: Go and sit down.[/TARGET] Student: [Inaudible]. Teacher: We're going to look at where we have the problem here. Teacher: It says in the first week of their trip, the Jones family drove 427.",1 6315,Teacher: This is a good strategy. Teacher: I've never thought of this before. Teacher: [Inaudible]. [TARGET]Teacher: Sit.[/TARGET] Teacher: Sit. Teacher: Is that the same way you said 27 times 3. Teacher: Sit down.,1 6316,"Teacher: This is a grade to see if you've been paying attention the last three days. Teacher: Listen. Teacher: Go back to your seat, Student H. Student M, go back to your seat with that. [TARGET]Teacher: Student L, you can go back to your seat.[/TARGET] Teacher: Student L, that's not what you're supposed to be doing. Teacher: I forgot what I was just going to say. Teacher: Listen.",1 6317,"Teacher: This is a quiet table. Teacher: If you are working, you are working with me. Teacher: Last warning. [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: We can't take any snack until this is finished. Teacher: Did you hear what I said? Teacher: I'm going to take it now and put it in the garbage.",1 6318,"Teacher: This is a very excellent strategy that I'm learning for the first time now. Teacher: Sit down. Student: Can I show my way? [TARGET]Teacher: Student C, go back to your seat.[/TARGET] Student: Why? Teacher: Please, go back to your seat. Teacher: Student C, go back to your seat.",1 6319,"Teacher: This is a - this part right here is a semi-circle. Student: Yeah but the angle - that is like an obtuse - [inaudible]. Teacher: Okay let me get there. [TARGET]Teacher: Don't interrupt me.[/TARGET] Teacher: So I'm gonna put my point at the angle that I want to measure. Teacher: I'm looking at this line right here, correct? Teacher: And I'm looking at my rubber band that this one actually goes further out.",1 6320,"Teacher: This is addition and on subtraction, you're going to do the same questions, five, six, seven, and what? Teacher: Eight. Teacher: This is you do. [TARGET]Teacher: Everybody right now, everyone, first warning.[/TARGET] Teacher: There should be no talking. Teacher: This is you do time. Teacher: You take a time out from the class now.",1 6321,"Teacher: This is another way Student J did his homework. Teacher: Student J is really - all eyes here. Teacher: All eyes here. [TARGET]Teacher: All eyes here.[/TARGET] Teacher: Student X, put your chair legs down. Teacher: Student J said that he wasn't really sure but he knows all the multiples of - when you multiply by 10. Teacher: So he did 10 times 6 is 60, 10 times 6 is 60, 9 times 6 is 54.",1 6322,"Teacher: This is fourteenths. Teacher: Student J, you left your - I'm going to walk with you. Teacher: Sit down and stay there. [TARGET]Teacher: No.[/TARGET] Teacher: I don't see the first steps. Teacher: Instead of goofing off, do the steps. Teacher: All right.",1 6323,"Teacher: This is game one, game two, game three, game four, game five, game six. Teacher: Good job. Teacher: So for you guys, too. [TARGET]Teacher: Whoa, you're not supposed to do any of that yet.[/TARGET] Teacher: I want you to graph it first, game one, game two, game three, game four, game five, game six. Teacher: Game one, game two, game three, game four, game five, game six. Teacher: So you might want to write that on the -",1 6324,"Teacher: This is going by real life applications as to why and how to do this. Teacher: So going to the grocery store, planning the party. Teacher: Who would like to go first? [TARGET]Teacher: Who would like to say their - Student R, stand up and come here.[/TARGET] Teacher: Yes. Teacher: Talk loud so everybody can hear. Student: For a party for 25 people, I would take [inaudible].",0 6325,"Teacher: This is going to be the last one for today, okay? Teacher: Now Student E, how many digits are in our top number? Student: [Inaudible]. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Shh. Teacher: I'm looking to see if my back table's ready. Teacher: Turn around, please.",1 6326,"Teacher: This is just information that they're giving you. Teacher: You have to read all of the information, and then we're going to go to our questioning. Teacher: How many parts are in this question? [TARGET]Teacher: I see the same hands.[/TARGET] Teacher: Let's see some new hands. Teacher: How many parts are in this question? Teacher: Remember, it said label part A, part B, part C?",0 6327,"Teacher: This is kind of confusing. Student: Cover Shape C completely using one or more trapezoids or triangles or hexagons. Teacher: Okay. [TARGET]Teacher: Stop there.[/TARGET] Teacher: So you're gonna use one or more. Teacher: You have to use at least one triangle, one trapezoid, one rhombus and one hexagon. Teacher: That's the rule.",1 6328,"Teacher: This is lattice. Student: No. Multiple Students: [Crosstalk]. [TARGET]Teacher: And - shh.[/TARGET] Teacher: Boys and girls, we are almost done for the day. Student: Yah. Teacher: And the same problem.",1 6329,"Teacher: This is math class. Teacher: We're not at recess. Teacher: Stop. [TARGET]Teacher: All right, what is the next problem?[/TARGET] Multiple Students: Three divided by 219. Teacher: 219 Teacher: 219",0 6330,"Teacher: This is math. Teacher: No, until we're done with this in 10 minutes. Student: And, then we do some more math. [TARGET]Teacher: Do something else.[/TARGET] Student: Science? Student: No, no, no. Teacher: I like how the boys in the front are working, and Student D. Careful with that.",0 6331,"Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer. Teacher: There's a big different. Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't. [TARGET]Teacher: So we have a [inaudible].[/TARGET] Teacher: Let's see. Teacher: Student M, do you want to go up there? Student: [Inaudible].",0 6332,Teacher: This is not correct. Teacher: You need help? Student: Do 40 until you get to 100. [TARGET]Teacher: Come over here and let me help you.[/TARGET] Teacher: So we're going to - you know what to do. Teacher: Keep going. Student: I don't know what to do.,0 6333,"Teacher: This is not going to happen. Teacher: Come back and let me help you. Teacher: Come around, Student A. [TARGET]Teacher: Turn around.[/TARGET] Teacher: No frustration. Teacher: Come on. Teacher: There's no frustration in this.",1 6334,"Teacher: This is not what we're doing. Teacher: You and Student K are working together on this. Teacher: Student J, you need to be helping her. [TARGET]Teacher: Girls, that is not what we're doing at all.[/TARGET] Teacher: It is not good for time if you're not doing what we need to be doing on the back. Teacher: You need to find it, sweetie. Teacher: These are from all the other places.",1 6335,"Teacher: This is not worth arguing over. Teacher: Student F, if you can't handle it, go back to your seat. Student: Good. [TARGET]Teacher: If we're having a problem and we can no longer focus on our math, then we need to move and find a different situation to sit in 'cause this, we could easily move on from and continue to focus.[/TARGET] Teacher: But if we can't continue to focus - so go ahead and keep working then. Teacher: I think this got into a bigger problem than it needed to be. Teacher: So Student S, can you quickly finish the rest of that because we want to talk about it.",1 6336,"Teacher: This is not your homework. Student: We have homework? Student: I got homework the last - [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, guys, I know this is - listen. Teacher: Listen. Student: I know what a polygon looks like.",1 6337,"Teacher: This is not your job. Teacher: Thank you very much. Teacher: Whose is this? [TARGET]Teacher: Girls, have you got it added?[/TARGET] Teacher: Then we're not talking. Teacher: Student B, you're not helping Student H at all. Teacher: [End of Audio]",0 6338,"Teacher: This is one shape, one shape. Teacher: [Inaudible]. Multiple Students: [Inaudible]. [TARGET]Teacher: Sh![/TARGET] Teacher: I hear a lot of good math talk and now I'm hearing a little bit of talk that doesn't sound like math. Teacher: And you know math is the only talk I want. Teacher: I'm coming around if you have a [Inaudible] question.",1 6339,"Teacher: This is our whole. Teacher: This is one whole thing. Teacher: Okay, give me a paper clip, and give me the glue. [TARGET]Teacher: You need to be focusing on the math.[/TARGET] Teacher: Thank you. Teacher: Let's worry about building the number. Teacher: [Inaudible] works.",1 6340,"Teacher: This is review now. Teacher: You understand? Teacher: Excuse me. [TARGET]Teacher: If you're finished, you need to just be quiet.[/TARGET] Teacher: Are you finished? Teacher: We need to stop playing over here. Teacher: I left you and you were doing the same thing.",1 6341,Teacher: This is six. Teacher: What is two? Student: Two times zero. [TARGET]Teacher: I want you to put that down.[/TARGET] Teacher: That's enough. Student: I don't know. Teacher: You have it here.,1 6342,"Teacher: This is something I would think about in [inaudible]. Teacher: Okay. Teacher: Zero. [TARGET]Teacher: Stop.[/TARGET] Teacher: What is your question? Student: For three fifths, I want to show you what I did, because I'm having doubts about what I did. Teacher: Three fifths?",1 6343,"Teacher: This is the answer page. Teacher: Student B, please write 176. Teacher: So I've labeled my graph paper Q, and I have my total in here. [TARGET]Teacher: Don't go.[/TARGET] Teacher: Go. Teacher: That was letter Q. Teacher: Get started on letter R. I'm not mad.",1 6344,Teacher: This is the card that is dealt to me. Teacher: I'm going to change the [inaudible] cards. Teacher: Okay. [TARGET]Teacher: I'm going to show you also how to use the wild card.[/TARGET] Teacher: All eyes on Ms. Teacher: I please. Teacher: I have these numbers.,0 6345,"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. [TARGET]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. 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.",0 6346,"Teacher: This is the first round. Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 4, 5. [TARGET]Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6.[/TARGET] Teacher: You can use your wild card and make any number. Teacher: It can mean any number. Teacher: It doesn't matter.",0 6347,"Teacher: This is the first time you're doing math very well. Teacher: Good job. Teacher: If you finish this page, I'll give you a cracker. [TARGET]Teacher: When you finish.[/TARGET] Teacher: Can you stop throwing that? Teacher: Give it to me. Teacher: Thank you.",0 6348,"Teacher: This is the first. Teacher: If this was your thinking, be honest, stand up, no cheering. Teacher: Just because they're thinking it, doesn't mean you have to think it. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: If this wasn't your thinking, why do you think it may be wrong? Teacher: Student K? Student: I think it was wrong because he had 8 divided by 6 instead of 18 divided by 6.",1 6349,"Teacher: This is the last thing we're going to do. Teacher: You may not eat it. Student: Oh! [TARGET]Teacher: Take one and pass it![/TARGET] Teacher: On your paper, quickly, quickly, quickly; on your paper, I would like for you to create a math problem, something like what w did here with the saucers but - and here's the most interesting part: nobody's problem is going to be the same - Student: Because it's for different colors. Teacher: Good girl!",1 6350,"Teacher: This is the one's, then you have a decimal point, and then the tenth, and the hundredth. Teacher: Okay, so where's the ten's place on this? Teacher: That glue works. [TARGET]Teacher: You don't need to be digging it.[/TARGET] Teacher: Where's the ten's place, here? Teacher: It should work. Teacher: I just tested them, this morning.",1 6351,"Teacher: This is the way Student J did it. Teacher: He divided 301 divided by 4. Teacher: There are 4 items in this set, 1, 2, 3, 4. [TARGET]Teacher: Student M, eyes up here please.[/TARGET] Teacher: So they divided by 4. Teacher: He got 75 with a remainder of 1. Teacher: The remainder tells you what shape is your answer.",1 6352,Teacher: This is too much. Teacher: Don't do this. Teacher: One. [TARGET]Teacher: Two.[/TARGET] Teacher: That's fine. Teacher: Three. Teacher: [Crosstalk],1 6353,"Teacher: This is too much. Teacher: You have to think again. Teacher: You want to make it very close. [TARGET]Teacher: Student A, listen.[/TARGET] Teacher: We want these wild cards to be [inaudible]. Teacher: I'm not going to give you a snack because there's nothing productive I've seen. Teacher: I'm not seeing anything productive.",1 6354,"Teacher: This is triangle. Teacher: We have the little shape triangle ABC. Student: So that's what we draw? [TARGET]Teacher: No, listen.[/TARGET] Teacher: We also have shape DEF. Teacher: So what you're looking at - it says you learned that if all six pairs of corresponding parts, sides, and angles, they are congruent, then the triangles are congruent in this example here. Teacher: And you're gonna start seeing - I'm gonna show you the little lines that - what it means to be congruent.",1 6355,"Teacher: This is very much like when you make an array in the theater. Teacher: You may not talk, Student T. You may not move any animals. Teacher: I need all animals up here. [TARGET]Teacher: I need us to move.[/TARGET] Teacher: We need the cameras to be able to see this. Teacher: There we go. Teacher: I don't want - guys, you need Student J to put his animal where he wants it.",0 6356,Teacher: This is what I want. Teacher: Good job. Teacher: This is what I want you to do. [TARGET]Teacher: What I need you to do is I want group two to go - I'll wait.[/TARGET] Teacher: Don't move until I tell you to. Teacher: Group two will go to the computers. Teacher: Don't move until I tell you to.,1 6357,Teacher: This is what the data is. Teacher: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: Now look at it.[/TARGET] Teacher: Could you read this data? Multiple Students: Yes. Teacher: [Inaudible]?,0 6358,"Teacher: This is what we've been studying, equivalent fractions, dividing by a whole. Student: [Inaudible] Teacher: Then that's something different than saying that you don't know how to do it. [TARGET]Teacher: Student D, I am speaking.[/TARGET] Teacher: You are sitting. Teacher: You are not talking. Teacher: Telling me I'm going too fast is different than saying that you don't understand.",1 6359,"Teacher: This is what we're going to do now. Teacher: We're going to find the mean, mode, median, and range for everyone's scores. Teacher: I'm going to put them on the SMART Board. [TARGET]Teacher: Do not talk.[/TARGET] Teacher: Excuse me. Teacher: Do not talk. Teacher: Ms. G, can you switch it to the SMART Board?",1 6360,"Teacher: This is you do. Teacher: Everybody right now, everyone, first warning. Teacher: There should be no talking. [TARGET]Teacher: This is you do time.[/TARGET] Teacher: You take a time out from the class now. Teacher: [Inaudible]. Teacher: Can you show me the steps once you're done with it?",1 6361,"Teacher: This is your equivalent of one half. Teacher: Now you have your equivalent. Teacher: I think we found the [inaudible]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: That was one fraction equivalent to one. Teacher: Honey, [inaudible]. Teacher: You're adding one half plus one third.",1 6362,"Teacher: This is your latest DBQ. Teacher: I want you to look at this and tell me if this is a clear array, and you need to raise your hands for this, because we need to have a little bit of a discussion about this. Teacher: You're going to either agree or disagree, and you're going to tell me why. [TARGET]Teacher: Student E, I said do not move anything, so you need to put that back where it was.[/TARGET] Teacher: Thank you. Teacher: Student J? Student: I disagree.",1 6363,Teacher: This is your number of sales. Teacher: This will be your weeks. Student: How do you spell Mc Donald's? [TARGET]Teacher: It's on the board.[/TARGET] Student: Why do they call them French fries? Student: They're not even French. Student: How did they come up with the name?,0 6364,"Teacher: This is your partner over here, right? Teacher: That's very smart. Teacher: Use your ruler. [TARGET]Teacher: I see you made your plan.[/TARGET] Student: We made it messy. Teacher: That's okay. Teacher: This is all I need to see.",0 6365,"Teacher: This is your second [inaudible]. Teacher: Copy the chart down. Teacher: Use this chart [inaudible]. [TARGET]Teacher: Do step one, then go to step two.[/TARGET] Teacher: [Crosstalk] Teacher: Follow the steps. Teacher: Student W, the chart right there, copy it down.",0 6366,"Teacher: This is - Student: Bring that book? Teacher: Put your book away. [TARGET]Teacher: Student R, that's not productive noise.[/TARGET] Teacher: So 14 times 6 is 84? Teacher: You checked it? Teacher: So let's change that, right?",1 6367,"Teacher: This is - stop. Teacher: Student T, I don't appreciate you calling me half a monkey. Teacher: [Inaudible]. [TARGET]Teacher: Ignore him.[/TARGET] Teacher: You're doing a good job. Teacher: You have - what is this going to be? Teacher: You're using two numbers, so which one is this?",1 6368,"Teacher: This one doesn't work. Teacher: [Inaudible] work. Student: [Inaudible]. [TARGET]Teacher: Okay, let's be seated.[/TARGET] Teacher: Okay, let's see. Teacher: Now where's - Student: [Inaudible].",1 6369,"Teacher: This one starting right here would be what? Student: One eighth. Teacher: Very good. [TARGET]Teacher: Some people are talking instead of paying attention.[/TARGET] Teacher: Student S, do me a favor and move please. Teacher: Thank you. Teacher: When you get two number lines, and you start making your number lines, don't tell me, ""I don't understand.""",1 6370,"Teacher: This one, we have a remainder 2, right? Teacher: Let's try a two digit number into a three digit number. Teacher: We are off task. [TARGET]Teacher: Do I need to tell Ms. T, or do you need to go to the hallway again and talk to me?[/TARGET] Teacher: I hope not. Teacher: That's a waste of my time. Teacher: This one's harder.",1 6371,"Teacher: This one, your first one will go with this chart. Teacher: This says: what is the [inaudible] first shape? Teacher: [Crosstalk] [TARGET]Teacher: Follow the steps.[/TARGET] Teacher: [Crosstalk] Teacher: Remember, step one is identify the set in that pattern. Teacher: Go to step two.",0 6372,"Teacher: This says that I have six pounds of candy. Teacher: Student A. Teacher: [Crosstalk] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Put your chair here. Teacher: Student D, move to the back table. Teacher: [Crosstalk]",1 6373,"Teacher: This shouldn't take more than one minute. Teacher: All right, Student T, if that's melted, go ahead and empty it out in the sink, please? Student: It's not completely melted. [TARGET]Teacher: Then stop playing with it.[/TARGET] Student: Can we start on it? Teacher: Yes, yes. Teacher: I'm gonna give you a fraction kit.",1 6374,"Teacher: This side, I need you looking and listening and participating. Student: I did that on my paper and - Teacher: Please stop. [TARGET]Teacher: Please take a seat.[/TARGET] Teacher: Go ahead, Student J. Student: [Inaudible]. Teacher: Let me go back and see if we can figure this out again.",1 6375,Teacher: This six. Teacher: So my bar is going to go directly under the six. Teacher: See? [TARGET]Teacher: Look at that.[/TARGET] Teacher: Now how many people we said to chose cake? Multiple Students: Two. Teacher: So my graph is going to be right here.,0 6376,"Teacher: This time it's three. Teacher: So here's one group, two groups, three groups. Teacher: Now what I've done before, Student J, is that I turn them over, but sometimes that can be a lot of work. [TARGET]Teacher: If you want to turn it over, you can.[/TARGET] Teacher: So how many is three-fourths of 12? Multiple Students: 9. Teacher: 9.",1 6377,Teacher: This to this. Teacher: No it's not. Student: [Inaudible]. [TARGET]Teacher: If I'm measuring - I'm not looking at this anymore.[/TARGET] Teacher: I'm gonna look at this angle right here with this point right here. Teacher: Does everybody see that? Multiple Students: Yes.,1 6378,Teacher: This - this - this is one. Teacher: Get up. Teacher: Get up. [TARGET]Teacher: Take a seat away from the [Inaudible] please.[/TARGET] Teacher: Step away please. Teacher: Right there. Teacher: Thank you.,1 6379,"Teacher: This'll be our last problem that we're gonna do together and then I'm gonna get ready and pass out your independent practice. Teacher: You guys will be able to start working on that as well as complete that for homework. Teacher: What you do not finish becomes your homework. [TARGET]Teacher: Excuse me.[/TARGET] Multiple Students: [Inaudible] Teacher: That is your homework for today. Student: Of you finish it up, then -",1 6380,"Teacher: Those are the questions I'm guiding you to discuss at your tables. Multiple Students: [Crosstalk] Teacher: Okay, eyes up here. [TARGET]Teacher: No one should have a pencil in their hand.[/TARGET] Teacher: Nobody should be writing anything because your eyes are up here. Teacher: You were just discussing. Teacher: You don't need a pencil to discuss.",1 6381,"Teacher: Those are your two options. Student: [Inaudible chatter] Teacher: All right. [TARGET]Teacher: Sit down.[/TARGET] Student: I'm sitting right here. Multiple Students: [inaudible chatter] Teacher: [inaudible whisper] All right, all right.",1 6382,"Teacher: Those people put an A on your paper, on the back. Teacher: Put an A on the back by your name so I'll know. Teacher: Just put A. [TARGET]Teacher: If you missed seven to 12 - Student K, I'm so proud of you.[/TARGET] Teacher: Raise your hand. Teacher: Oh, Student J. That's awesome. Teacher: One, two, three, four.",0 6383,"Teacher: Those that want to wait, just wait, and I'll call out numbers, and you can write them in whatever square you want. Teacher: Okay. Teacher: If you know what you're doing, you can go ahead and get started, and you know who you are. [TARGET]Teacher: If you want to wait, you can wait.[/TARGET] Teacher: The quicker we fill in the numbers, the quicker we can get to the game. Teacher: Remember, there's 30 numbers, but you only have 24 squares you're filling in. Teacher: Raise your hand if you're waiting for me.",0 6384,"Teacher: Those who just came back you need your math book out please you also would need your math notebook. Student: Why is the camera on? Teacher: Cause it's taping kids. [TARGET]Teacher: Just put yourself on record.[/TARGET] Teacher: So today we are going to wrap up what we learned about tables, and bar graphs, and picture graphs, and tally charts, and we're gonna make our own we'll do that second. Teacher: So I've already given you a bar graph that we're gonna work on after we do some reviewing. Teacher: So in your book turn to page 154 and 155, 154 and 155.",1 6385,Teacher: Three are talking. Teacher: Good job. Teacher: Let me see. [TARGET]Teacher: Let me see.[/TARGET] Teacher: [Crosstalk] Teacher: Student L is talking over there. Teacher: I'm looking for one third.,0 6386,"Teacher: Three can go into three. Student: One. Teacher: One time. [TARGET]Teacher: All eyes are up here, right now.[/TARGET] Teacher: Then you multiplied, right? Teacher: One times three is? Multiple Students: Three.",1 6387,"Teacher: Three eighths is not one. Teacher: So if you - this is so important. Teacher: Student JE, I need you to go to your seat. [TARGET]Teacher: If you get a number - Student B, I need you to go to your seat.[/TARGET] Student: [Inaudible]. Teacher: No, un-uh, we don't walk around. Teacher: Really?",1 6388,"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. [TARGET]Teacher: Put the boards down, otherwise I'm taking them away from both of you.[/TARGET] Student: I said I know the mixed fraction. Teacher: This is the mixed number here. Student: Not the mixed number, the [inaudible].",1 6389,Teacher: Three fourths. Teacher: How many of you remember doing this? Teacher: How many different ways do you have to be told not to be playing with your cubes right now? [TARGET]Teacher: Seriously.[/TARGET] Teacher: Behave for the camera. Teacher: Now how many of you remember doing this earlier? Teacher: How many of you remember doing stuff like this with the calendar at the beginning of the year?,1 6390,"Teacher: Three halves. Teacher: Please find that exact three halves point. Teacher: How you gonna do that? [TARGET]Teacher: Shhh.[/TARGET] Teacher: Between one and two find three halves. Teacher: No, between one and two find three halves. Student: I found it.",1 6391,"Teacher: Three is the number that is attached to the variable. Teacher: Very good. Teacher: So, we need to use three to divide, opposite operation. [TARGET]Teacher: Get rid of it.[/TARGET] Teacher: All right. Teacher: Well, let's do it. Teacher: What's three divided by three?",0 6392,"Teacher: Three out of six are wearing - Student: Three out of six are wearing boots. Teacher: Perfect. [TARGET]Teacher: No, don't even say it.[/TARGET] Teacher: We'll say three out of six are wearing boots. Teacher: Three out of six are wearing boots. Teacher: Stay up there.",0 6393,"Teacher: Three times four. Student: Oh, three times four. Teacher: Excellent. [TARGET]Teacher: Put it in here, honey.[/TARGET] Teacher: So I want you to do this now by yourself. Teacher: If you do not know, you can now - you can break it in two. Teacher: I know you know how to break four into two plus two.",0 6394,"Teacher: Three, four. Teacher: [Crosstalk] Teacher: And five. [TARGET]Teacher: That was good, except you guys did not need to run.[/TARGET] Teacher: That was not safe. Teacher: All right, let's take a look. Teacher: Was that interesting to see all the different ways that people came up with?",1 6395,"Teacher: Three, two, before it comes out three times, one. Teacher: Student X. Student: Yeah. [TARGET]Teacher: Student X, please put that down now.[/TARGET] Student: I want to tell you something. Teacher: What do you want to tell me? Student: It's a secret.",1 6396,"Teacher: Three, two, one and zero. Teacher: Student K, can you show us the last step? Multiple Students: [Inaudible] [TARGET]Teacher: Student C, focus.[/TARGET] Teacher: Thanks, Student K. Multiple Students: [Inaudible] Teacher: That's not relevant right now.",1 6397,"Teacher: Three. Student: Two. Teacher: Two. [TARGET]Teacher: I don't want to hear a cube move.[/TARGET] Teacher: I don't want to hear a cube. Teacher: Student T, go get the cubes off your desk. Teacher: Put your hands on your lap.",1 6398,"Teacher: Three. Teacher: And my height is? Student: [Inaudible]. [TARGET]Teacher: And we said then, the volume is going to be - girls, you're not following direction.[/TARGET] Student: Mine fell apart. Teacher: What is the volume going to be, Student S? Student: Um, three?",1 6399,"Teacher: Three. Teacher: And what is six times three? Multiple Students: 18 [TARGET]Teacher: Here - this step right here, Student I and Student W, this is where you messed up, so you two pay close attention.[/TARGET] Multiple Students: Attention. Student: I messed up too. Teacher: Right here, 20 minus 18 is two, correct?",1 6400,"Teacher: Three. Teacher: Clap [inaudible]. Teacher: [Clapping]. [TARGET]Teacher: Oh, but that was [inaudible].[/TARGET] Teacher: Go back to your seat. Teacher: Ladies. Teacher: Ladies.",0 6401,"Teacher: Three. Teacher: Crayons up. Teacher: First group come up, please. [TARGET]Teacher: Over here.[/TARGET] Student: Okay. Teacher: [Inaudible] crayons. Teacher: No.",0 6402,"Teacher: Three. Teacher: Okay, so now you need to explain your thinking for that. Teacher: Okay, the next step. [TARGET]Teacher: We've just ran out of time, so I have to speed this up.[/TARGET] Teacher: We'll have to have more time. Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response. Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay?",0 6403,"Teacher: Three. Teacher: Shh. Teacher: Two. [TARGET]Teacher: Shh.[/TARGET] Teacher: One. Teacher: Student A, hit the light. Teacher: Shh.",1 6404,"Teacher: Three. Teacher: So we can try to do this 26 times 10, 26 times 10, 26 times 10 because you know how to do. Teacher: Four more minutes. [TARGET]Teacher: I am waiting for you, Student A.[/TARGET] Teacher: Zero. Teacher: Two thirty-one. Teacher: You got it.",1 6405,"Teacher: Three. Teacher: Two. Teacher: Looks like everybody's following the directions. [TARGET]Teacher: Student K, you have to go back over here, remember?[/TARGET] Teacher: And Student E, you're fine right there for now. Teacher: Okay, all right. Teacher: Let's rap up what we talked about, today.",1 6406,"Teacher: Three. Teacher: [Crosstalk] Teacher: Sh. [TARGET]Teacher: We're watching Student T, right?[/TARGET] Teacher: Mm-hmm. Teacher: All eyes here. Teacher: You don't have homework today.",0 6407,"Teacher: Thumbs down if you disagree. Teacher: Thumbs sideways if you're just not sure. Teacher: All right, so it - let me get a general feeling. [TARGET]Teacher: Student M, can you stop building?[/TARGET] Teacher: All right, thumbs up if you agree. Teacher: Student C, can you stop building? Teacher: Thumbs down if you disagree.",1 6408,"Teacher: Thumbs sideways if you're just not sure. Teacher: All right, so it - let me get a general feeling. Teacher: Student M, can you stop building? [TARGET]Teacher: All right, thumbs up if you agree.[/TARGET] Teacher: Student C, can you stop building? Teacher: Thumbs down if you disagree. Teacher: Thumbs sideways if you're just not sure.",0 6409,"Teacher: Thumbs up if you say it's a polygon. Teacher: Thumbs down if you say it's not. Teacher: Student A, I need to see thumbs up, or thumbs down. [TARGET]Teacher: Not arms waving back here.[/TARGET] Teacher: I don't know what this is. Teacher: That's not up or down. Teacher: All right.",1 6410,"Teacher: Thumbs up, or thumbs down. Teacher: Student M. Student: [Inaudible]. [TARGET]Teacher: I don't see you, and you're not even looking up here.[/TARGET] Teacher: That's my problem. Teacher: Are you done? Teacher: All right.",1 6411,"Teacher: Thumbs-up if you agree. Student: [Inaudible]. Teacher: One-fifth is equal to two-tenths. [TARGET]Teacher: Student K, do you need to stand up?[/TARGET] Student: [Inaudible] was trying to ask if I could go to the bathroom. Teacher: To the bathroom? Student: Mm-hmm.",1 6412,"Teacher: Time is up and Student S, have a seat. Teacher: Student D, can you help us out with the problem? Teacher: Student S, please do not come into the classroom. [TARGET]Teacher: Stop talking about it.[/TARGET] Teacher: Do not say anything more about Student S. Teacher: [End of Audio]",1 6413,"Teacher: Time. Teacher: Focus. Teacher: Everybody up here. [TARGET]Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer.[/TARGET] Teacher: Can we have with this one, Student J come up. Student: Mr. J, [inaudible]. Teacher: If you don't get the correct answer I'll call on someone else.",0 6414,"Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. Teacher: Who's the task manager? Teacher: Okay, let him decide. [TARGET]Teacher: How would you like everyone to share their answers?[/TARGET] Teacher: Okay, so everyone is going to do part A first? Teacher: Okay. Teacher: Okay, so tell them what to do.",0 6415,"Teacher: Timers, let me know that the time is now up. Teacher: [Inaudible] if you need more time. Teacher: Okay. [TARGET]Teacher: Everyone.[/TARGET] Teacher: I'm going to give you a bonus five minutes. Teacher: Use those five minutes wisely. Teacher: Student A?",0 6416,"Teacher: Timers, this is where you come in. Teacher: Yes? Student: What time does recess start? [TARGET]Teacher: We're not worrying about recess, right now.[/TARGET] Teacher: This is our goal right now, to get our math finished. Student: [Inaudible]. Teacher: Is it what?",0 6417,"Teacher: Times 23. Teacher: We're gonna draw an array that shows a picture of that. Teacher: Give me that paper. [TARGET]Teacher: That's it right there.[/TARGET] Teacher: All right, 35 times 23. Teacher: So how many rows do I need to -? Teacher: A problem.",0 6418,"Teacher: Title. Teacher: What's the title? Student: [Inaudible]. [TARGET]Teacher: Sh, hold on.[/TARGET] Student: [Inaudible]. Teacher: So how many raisins - Student: In one Sun-maid box.",1 6419,"Teacher: To learn, okay. Student: Describe. Student: Answer. [TARGET]Teacher: No.[/TARGET] Teacher: You need to not call out. Teacher: What does determine mean? Student: To know the word, what it is.",1 6420,"Teacher: To make sure they add up to the total number of students. Teacher: So do that. Student: Plus eight, seven, six, and that plus six - [TARGET]Teacher: All right, pencils down.[/TARGET] Teacher: Pencils down. Teacher: I need you - I'll explain this now. Teacher: All right, sit down, Student C, thank you.",0 6421,"Teacher: Today Student K and Student T are going to be partners. Teacher: Student J and Student T. Student J and Student K. We're not going anywhere yet, guys. Teacher: That's not helping other people. [TARGET]Teacher: Student H and Student N. Student J, we're not going anywhere yet.[/TARGET] Teacher: Student E and Student M. Student B and Student K. Our animals will get moved eventually because obviously we're going to be using a lot of tables here. Teacher: We're probably going to play this game - I'm probably going to time you for about 17 minutes and see where we end up. Teacher: So this isn't a, ""We can play this forever and talk about NASCAR and talk about the race last night, and talk about the Braves, and the Falcons, and all those kinds of things."" This is not a stuffed animal talk.",1 6422,"Teacher: Today we're gonna talk about patterns in a particular position. Teacher: We're also gonna talk about using a certain rule to find a certain number. Teacher: So what do I do? [TARGET]Teacher: I have three ""I dos,"" and then we have three ""we dos."" Then I'm gonna send you to your desk to do the ""we do."" Pay attention.[/TARGET] Teacher: The first one is this. Teacher: In a [inaudible], which shape would be the 99th? Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond.",1 6423,"Teacher: Today you're going to be the master of your number line. Teacher: You're going to control what happens on your number line, meaning you're going to label it yourself. Teacher: What I'm going to do is I'm going to do two examples on the board with you. [TARGET]Teacher: I'm going to give you - somebody's still talking.[/TARGET] Teacher: I'm going to give you your paper so that you can make and use your own number lines. Teacher: That's why you have the rulers and the crayons. Teacher: You're going to have to mark at least two to three different types of fraction on the same number line.",1 6424,Teacher: Today you're going to learn how to keep track of data. Teacher: Who had [inaudible]? Teacher: Let's do this again. [TARGET]Teacher: This is not good.[/TARGET] Teacher: [Inaudible] you're going to learn data. Teacher: How many kids in our class? Multiple Students: Twenty-eight.,1 6425,"Teacher: Tomorrow we're going to read one by the same author, and it's called, A Remainder Of One. Teacher: So that will be tomorrow for your text connection. Teacher: You need to listen to me carefully so you know where you're going to go and what you're going to do. [TARGET]Teacher: I need you to stop.[/TARGET] Teacher: Thank you very much. Teacher: Two groups are going to divide, and two groups are going to multiply. Teacher: If you are in the multiplication group, I need you to whisper.",1 6426,"Teacher: Tomorrow we'll continue because you guys want to go home right? Teacher: [Crosstalk] Teacher: Stop, stop, stop. [TARGET]Teacher: Stop.[/TARGET] Teacher: Stop, stop okay. Teacher: [End of Audio]",1 6427,"Teacher: Tomorrow - I'm sorry. Teacher: The Monday after vacation we are going to review this and we will use cubes to figure out how much is in one whole. Teacher: It will be easier to do when we are using cubes. [TARGET]Teacher: The reason I introduced it this way is because - right now this talking while I'm trying to talk, and that's very rude.[/TARGET] Student: I'm trying to [inaudible]. Teacher: Okay. Teacher: We'll continue this with cubes.",1 6428,"Teacher: Tomorrow - we're running out of time. Teacher: Tomorrow what we're going to talk about is we'll finish talking about polygons and finish defining them, and classifying them, and then we are going to play a silent game of ""Is it a polygon or not?"" Okay. Teacher: I'll show you that tomorrow. [TARGET]Teacher: Are there any questions before we put this away?[/TARGET] Teacher: Okay. Teacher: Freeze. Teacher: Yes?",0 6429,"Teacher: Tomorrow, you guys are gonna start doing it. Teacher: The fact family. Teacher: Trust me, do the work now, so you can coast later. [TARGET]Teacher: So, here we go.[/TARGET] Student: [inaudible] Teacher: Look what I do with my finger, okay? Teacher: What's the divisor for this problem?",0 6430,"Teacher: Tomorrow? Student: Yeah, Student J. Teacher: Student J tomorrow? [TARGET]Teacher: Yeah, you got dismissed.[/TARGET] Teacher: All right, how did we do with this one? Teacher: Who wants to give me an answer for this problem? Teacher: Student G?",0 6431,"Teacher: Trade papers with a neighbor please. Teacher: You should be ready to correct in 10. Teacher: If you have three people at your group, you're going to trade a few times. [TARGET]Teacher: 9, 8, 7, 6, 5, 4, 3, sit down please, 2, and 1.[/TARGET] Teacher: First row, Student T, excuse me. Teacher: First row, from Student A, please. Student: 27 divided by 3 equals 9.",0 6432,"Teacher: Trust me, do the work now, so you can coast later. Teacher: So, here we go. Student: [inaudible] [TARGET]Teacher: Look what I do with my finger, okay?[/TARGET] Teacher: What's the divisor for this problem? Student: 12 Teacher: 12",0 6433,"Teacher: Try again. Teacher: 7 cards. Teacher: What are you doing with the table when we are doing math? [TARGET]Teacher: I'm not going to talk over anybody.[/TARGET] Teacher: Until this class is done, we can't move anywhere. Teacher: Put that one away. Teacher: 3, 4, 5, 6, 7.",1 6434,"Teacher: Try and do this math. Teacher: I will show you. Teacher: Let me see people that are working hard, what I can give to them. [TARGET]Teacher: If you throw that at him, you are going out.[/TARGET] Teacher: People that are working hard, I'm going to go around and give them something. Teacher: Who is working hard? Teacher: Is Student D working?",1 6435,"Teacher: Try and draw a picture for yourself to solve this. Teacher: Everyone should be trying to solve this problem right now. Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy? [TARGET]Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know.[/TARGET] Teacher: Let me see you working on this problem please. Teacher: [Crosstalk] Teacher: Think about how we solved our first on by splitting in halves.",0 6436,"Teacher: Try and draw a picture, folks. Teacher: [Crosstalk] Teacher: The conversations I'm hearing should be about this problem. [TARGET]Teacher: I know we're not talking about other things.[/TARGET] Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy. Teacher: Here's six of them. Teacher: We want to split our pounds of candy, our six pounds of candy into boxes that each have three-quarters of a pound.",1 6437,"Teacher: Try and finish up in the next couple of minutes. Teacher: Make sure, guys, we can see how you grouped this in your model. Teacher: Student C, quit doing that. [TARGET]Teacher: Put that stuff away.[/TARGET] Student: [Inaudible]. Teacher: Well, how would you model two and one-fourth? Teacher: Yeah, you do.",1 6438,"Teacher: Try it again. Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over? Teacher: Hold on for a second. [TARGET]Teacher: What I am a little disappointed in is that you have to call on someone for your math facts.[/TARGET] Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them. Teacher: You should know 4 times what is going to get you close to 38? Teacher: Student G, am I correct?",0 6439,"Teacher: Try to understand how to use - what is the whole? Teacher: Student J you're being a mess, you're standing up, you're sitting down. Teacher: I want you to stand up, stand up, sit down on your chair push it in. [TARGET]Teacher: You know what to do Student J?[/TARGET] Student: Call on me. Teacher: [Inaudible] Student: [Inaudible]",1 6440,"Teacher: Turn and talk to your partner for a moment. Teacher: [Students working noisily] Teacher: Sit with tolerance. [TARGET]Teacher: If you don't think you can sit with focus, then you're going to be sitting in a chair.[/TARGET] Teacher: All right, one, two, three, eyes on me. Multiple Students: One, two, eyes on you. Teacher: Student G or G, can you tell me what is a multiple or what is a factor?",1 6441,Teacher: Turn around and look at the board please. Student: I'm finishing my work. Teacher: He's doing something here. [TARGET]Teacher: Student T is warning.[/TARGET] Teacher: [Crosstalk] Teacher: We're not sure how you got six plus four. Teacher: Where did you get it from?,1 6442,"Teacher: Turn around and sit at your desk. Teacher: My next step is to ask you to leave the room. Teacher: We're here to learn right now. [TARGET]Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn.[/TARGET] Teacher: That is not fair to your classmates. Teacher: Hopefully you have a little bit of extra room on your paper. Teacher: I have a few word problems that we're going to do together real quick.",1 6443,Teacher: Turn around and sit down properly. Teacher: [Inaudible]. Teacher: Sit down properly please. [TARGET]Teacher: Pick up your book.[/TARGET] Teacher: Solve this math. Student: 121 Teacher: 121,1 6444,"Teacher: Turn around and sit down, please. Teacher: Turn around and sit down properly. Teacher: [Inaudible]. [TARGET]Teacher: Sit down properly please.[/TARGET] Teacher: Pick up your book. Teacher: Solve this math. Student: 121",1 6445,"Teacher: Turn around please let's finish this work, you're almost done. Teacher: Sit! Student: I don't want to. [TARGET]Teacher: Student J stop.[/TARGET] Teacher: Student J stop. Teacher: Can you please stop? Student: Yes I could.",1 6446,"Teacher: Turn around please. Teacher: Turn around please. Teacher: Face front. [TARGET]Teacher: Are you two working together?[/TARGET] Teacher: I want people working together. Teacher: Two heads are better than one. Teacher: All right, let's take a look at the very first box on that page that you just worked on.",1 6447,"Teacher: Turn around, Student T. Turn around, Student C, and let him - yes, we'll go back to it. Teacher: People are trying to share how they are solving their math. Teacher: We want to learn from them. [TARGET]Teacher: Turn around.[/TARGET] Student: What math? Student: This is like show and tell. Teacher: If you can hear me, clap once.",1 6448,"Teacher: Turn around, hon. Teacher: We're not talking about Just Dance. Teacher: That comes at recess. [TARGET]Teacher: Talking in the hallway?[/TARGET] Teacher: Remember? Teacher: 14. Teacher: Break them into 2 groups.",1 6449,"Teacher: Turn around. Student: What math? Student: This is like show and tell. [TARGET]Teacher: If you can hear me, clap once.[/TARGET] Teacher: If you can hear me, clap two times. Teacher: Give me the marker, please. Teacher: Thank you.",1 6450,Teacher: Turn around. Teacher: I'm going to give you because you're working hard. Student: Thank you. [TARGET]Teacher: I'm going to give you another one too.[/TARGET] Teacher: Good job. Student: I'm working my heart out. Teacher: Sit down.,0 6451,Teacher: Turn around. Teacher: No frustration. Teacher: Come on. [TARGET]Teacher: There's no frustration in this.[/TARGET] Teacher: I will help you. Teacher: You're doing a great job. Teacher: Look at all the math you've done.,1 6452,Teacher: Turn around. Teacher: That's not helping him. Teacher: That's doing it. [TARGET]Teacher: I don't want anybody to put anything away.[/TARGET] Teacher: I want everybody to be quiet because we're outta time. Teacher: I want everybody's papers on their desks. Teacher: I want everybody looking at me.,1 6453,Teacher: Turn it in. Teacher: Make sure you have your math notebook so you can record the results of the activity in your notebooks. Teacher: The lesson has begun. [TARGET]Teacher: We are no longer playing with them.[/TARGET] Teacher: Put them down. Teacher: Have your math notebooks either in your lap or on your desk. Teacher: Give me your attention.,1 6454,Teacher: Turn it over on the back. Teacher: Write your name on the back side and the front side that's turned over. Teacher: On the back I want you to write a number line. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Draw the number line one tenth. Teacher: Turn it over on the back. Teacher: Write your name on both sides.,1 6455,"Teacher: Turn it the other way. Teacher: Write the problem that way. Teacher: All right. [TARGET]Teacher: Student B, slide to the other seat please.[/TARGET] Teacher: Thank you. Teacher: If I didn't have the problem there and I just showed you the array, what would you have to do to solve this problem or to figure out what the problem was? Teacher: Student M.",1 6456,"Teacher: Turn to your neighbor. Teacher: What do you think I can do to figure out what that missing number is? Teacher: [Crosstalk] [TARGET]Teacher: Did you discuss with your group or were you at least listening?[/TARGET] Teacher: What do you think the first step is? Teacher: Student T, what do you think I want to do first? Student: Add the first number and the second number.",1 6457,"Teacher: Twelve division, twelve multiplication every day. Teacher: For Monday you need one lattice, one expanded, one expanded-in-the-box, and then three division the way we've been doing them. Teacher: Sit down please. [TARGET]Teacher: I'm not done.[/TARGET] Teacher: I've asked you to sit down. Teacher: Tuesday you have to have three ... three multiplication. Teacher: One expanded, one expanded-in-the-box, one lattice.",1 6458,"Teacher: Twelve times four. Student: Oh, I gotcha. Student: Okay. [TARGET]Teacher: Shh.[/TARGET] Teacher: What is your length? Teacher: Put your length of your figure. Student: How do you do length?",1 6459,"Teacher: Twelve, and two. Student: And six. Teacher: And six. [TARGET]Teacher: The more you listen, the more you'll learn.[/TARGET] Teacher: If you talk [inaudible], not going to learn. Teacher: What are the factors of fifteen? Student: Five.",1 6460,"Teacher: Twenty-four is the number of items that I purchased. Teacher: Twenty-four is the number of items I purchased. Teacher: 69 cents is the amount that I'm paying; that each one of them costs. [TARGET]Teacher: I need you to pay attention sweetheart.[/TARGET] Teacher: Sixty-nine cents is what each one of the candies - or the boxes of candies cost. Teacher: They were on sale, so now they deflated in price - it means the price went down - and I now have these for 30 cents cheaper than they were last week. Teacher: They were 99 cents.",1 6461,"Teacher: Twenty-three point six five what? Teacher: Five zero? Student: Never mind. [TARGET]Teacher: No, you can't back on this.[/TARGET] Teacher: [Crosstalk] Teacher: Student S? Teacher: Student S. Student S.",1 6462,"Teacher: Two different colored crayons. Teacher: Why do I need two colors instead of more? Student: So you don't get messed up. [TARGET]Teacher: Student L, you know what?[/TARGET] Teacher: Student T is telling me the answer. Teacher: Thank you. Student: You have two players.",0 6463,"Teacher: Two fourths. Teacher: One, two, three, four. Student: Three fourths. [TARGET]Teacher: Did you just not see me do that?[/TARGET] Teacher: I'm holding it up for you to see. Teacher: You have a number, Student G? Teacher: Why are you numbering this first?",1 6464,Teacher: Two go into here? Student: Two times. Teacher: Excuse me. [TARGET]Teacher: You need to get busy.[/TARGET] Teacher: All right. Teacher: That's correct? Multiple Students: Yeah.,1 6465,"Teacher: Two halves equivalent to one whole. Teacher: Fix it. Teacher: Thank you. [TARGET]Teacher: If you can hear me, clap your hands.[/TARGET] Teacher: If you can hear me, clap twice. Teacher: Three times. Teacher: You are not only looking at your paper - and right now I have somebody that's not paying attention - but you're looking up here, too.",1 6466,"Teacher: Two sixths. Teacher: One third is equivalent to two sixths, two pieces out of six pieces. Student: You got me back. [TARGET]Teacher: All right, I get you back.[/TARGET] Teacher: All right. Teacher: Now, listen carefully. Teacher: Listen.",0 6467,"Teacher: Two subtracting. Student: Yay! Teacher: This is a grade to see if you've been paying attention the last three days. [TARGET]Teacher: Listen.[/TARGET] Teacher: Go back to your seat, Student H. Student M, go back to your seat with that. Teacher: Student L, you can go back to your seat. Teacher: Student L, that's not what you're supposed to be doing.",1 6468,"Teacher: Two things, and then we're going to go back to our seats. Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait. Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod. [TARGET]Teacher: You all understand that?[/TARGET] Teacher: Okay. Teacher: Make an arrangement to figure out who is going to buy - I'm sorry, the iPhone. Teacher: Student S brought up a question.",0 6469,"Teacher: Two thirds, and this? Student: 24. Student: [Inaudible]. [TARGET]Teacher: Let me stop you.[/TARGET] Teacher: You basically are not listening. Teacher: She wants to know why you did that. Teacher: She doesn't even know what you're doing.",1 6470,Teacher: Two thirds. Teacher: Thank you. Teacher: Stay with me. [TARGET]Teacher: I need a brave person.[/TARGET] Teacher: What goes over the number one? Teacher: Student R? Student: 3 over 3.,1 6471,"Teacher: Two times eight is sixteen. Teacher: So you're saying to put eight on the top and you're telling me why. Student: You put eight on top because [Inaudible] 'cause eight plus two- [TARGET]Teacher: Help him out, Student I.[/TARGET] Student: You put the eight on the top because whatever you do to the bottom, you have to do to the top. Teacher: So whatever we do to the bottom, we do to the top. Teacher: We multiply two times on eight on the bottom so we have to multiply it times?",0 6472,"Teacher: Two times three is - Multiple Students: 10. Student: Two times five. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Thank you, two times five is 10. Teacher: I gave it away, huh? Student: Remainder three?",1 6473,"Teacher: Two to the second power [inaudible]. Teacher: Student A. Teacher: [Inaudible] two to the second power [inaudible]. [TARGET]Teacher: Quiet.[/TARGET] Teacher: I'll wait, Student A. Teacher: Student J, which one should we be [inaudible] boys, and girls? Multiple Students: [Multiple answers].",1 6474,"Teacher: Two, excellent. Teacher: Now we're interested in two nines. Teacher: So how many are in two groups of the nine? [TARGET]Teacher: Why are you looking up here?[/TARGET] Teacher: How many is in his one group, his two groups of the nine? Student: Four. Teacher: Four.",1 6475,"Teacher: Two, okay. Teacher: Keep going. Teacher: All right. [TARGET]Teacher: Sh.[/TARGET] Student: [Inaudible]. Student: That's what I did. Teacher: All right, why did you do that, Student M?",1 6476,"Teacher: Two, so I move that 1, 2, now I'm done. Multiple Students: No. Teacher: Take it easy on me, okay. [TARGET]Teacher: I'm sensitive.[/TARGET] Teacher: Help me out. Teacher: What am I forgetting to do? Teacher: Student F?",0 6477,"Teacher: Two, so I only got two divided in half, and I have 28. Teacher: And again, put your multiplication sign on the corner, so it reminds you that these numbers are going to be multiplied against these numbers. Teacher: Now only if you have a highlighter at your desk are you permitted to use it. [TARGET]Teacher: If you don't, please don't get up to get one.[/TARGET] Teacher: But I recommend if you do this at home, you have a highlighter. Teacher: Who can recall the directions I told you how to divide your squares? Teacher: Go ahead, Student J?",0 6478,"Teacher: Two-fifths. Teacher: Two-fifths have braided hair. Teacher: Not the rule of the part, but it's three-fifths. [TARGET]Teacher: Student A, turn around.[/TARGET] Teacher: She had braids too. Teacher: It is - I'll give you a hint. Teacher: It's only person.",1 6479,"Teacher: Two. Teacher: One. Teacher: You know how I expect you to work. [TARGET]Teacher: You're independent.[/TARGET] Teacher: You're working on your homework. Teacher: Shh. Teacher: Student J, tell me when it's 12:45.",1 6480,"Teacher: Two. Teacher: So it's going to be 33 times 2 two. Teacher: To so you know how to do it, you can do 33 plus 33. [TARGET]Teacher: Then continue.[/TARGET] Teacher: Where are you? Teacher: You did? Teacher: I don't get what you did here.",0 6481,"Teacher: Two. Teacher: Three. Teacher: Crayons up. [TARGET]Teacher: First group come up, please.[/TARGET] Teacher: Over here. Student: Okay. Teacher: [Inaudible] crayons.",0 6482,"Teacher: Two. Teacher: Three. Teacher: Let's see who's listening. [TARGET]Teacher: I hear people talking, and you should not be.[/TARGET] Teacher: I handed you a piece of notebook paper. Teacher: What we're going to do - I know some of you played two games. Teacher: Some of you played more games than that.",1 6483,Teacher: Two. Teacher: Watch this. Teacher: The title is going to go on this line. [TARGET]Teacher: Now you - are you looking?[/TARGET] Teacher: Because you don't know what you're doing. Teacher: You really don't. Teacher: You're not learning because [inaudible] just want to do.,1 6484,"Teacher: Typical division problem. Teacher: It's a little trickier. Teacher: Please do not play with the colored tiles. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You need you have your desk the way I have it. Teacher: You don't need to be facing my desk. Teacher: If you have your hand up, Student A is coming around with the pink paper.",1 6485,"Teacher: Uh, no, I'll help you. Student: Somebody wrote w-w-w that [inaudible]. Teacher: All right, everybody get a worksheet. [TARGET]Teacher: I will give you time to make yours, also.[/TARGET] Student: Ooh, yes. Student: Ooh. Teacher: Don't use the same numbers from yesterday - it's a different graph.",0 6486,"Teacher: Uh-huh 'cause that's how you write out expanded form. Teacher: It's showing that you took it all apart, and if you put it all back together like adding it back together, it would be the original number. Teacher: Stop whispering. [TARGET]Teacher: I can hear you.[/TARGET] Student: What? Teacher: 50 wholes plus three-tenths plus seven hundredths plus five thousandths - 375 thousandths. Teacher: This needs to be like this.",1 6487,"Teacher: Uh-huh. Student: Where'd you get that marker? Student: Mine, oh, Student E. [TARGET]Teacher: Student E, did you ask?[/TARGET] Student: [Inaudible]. Student: I walked by the camera and I [inaudible]. Student: I know something was wrong, but I [inaudible].",1 6488,"Teacher: Uh-huh. Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: I don't see you interacting, Student K.[/TARGET] Student: 50. Teacher: Are there 58 pies or 58 pieces of pie? Student: Pies.",1 6489,"Teacher: Uh-huh. Teacher: Continue. Teacher: Are you done with this? [TARGET]Teacher: Get to your next workshop please.[/TARGET] Teacher: Continue, Student C. We have five more minutes. Student: [Inaudible]. Teacher: I don't know.",0 6490,"Teacher: Uh-huh. Teacher: Where should you put the 18? Teacher: Right here. [TARGET]Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something.[/TARGET] Teacher: When was the last time I ever yelled at you for not knowing something? Student: Never. Teacher: When?",0 6491,"Teacher: Uh-uh. Teacher: In solving it, I don't want words. Teacher: Erase this please. [TARGET]Teacher: In solving it - Miss N was standing right here.[/TARGET] Teacher: She said, ""Use number sentence to solve it."" Look at your picture, ok, and use a number sentence to solve it. Teacher: Where did you get the two from? Student: Because there's strawberry - oh.",0 6492,Teacher: Uh. Teacher: I don't know if I want to put that. Teacher: I really need to talk to her too. [TARGET]Teacher: Ouch.[/TARGET] Teacher: I really need to talk to her. Teacher: I need to talk to you. Teacher: Are you busy?,0 6493,"Teacher: Under Teacher? Teacher: Where are you from? Student: [Inaudible]. [TARGET]Teacher: We don't [talk] that way.[/TARGET] Teacher: You go to - then you go to math with science, you go to math with science and then you will see - Student: Oh. Teacher: Oh.",1 6494,"Teacher: Underline important information. Teacher: So, let's go. Teacher: Pencil ready. [TARGET]Teacher: Okay, let's look at part A.[/TARGET] Teacher: ""If one block weighs ten pounds, what is the weight in pounds, of one ball?"" So, what's important in that sentence? Teacher: Was there any information they gave us that's important? Teacher: Student C?",0 6495,"Teacher: Unit six, page five. Teacher: Good job. Teacher: He is not on that - in that unit. [TARGET]Teacher: Page five, unit six.[/TARGET] Teacher: Okay, Student E, number two, please. Teacher: Student E. What fraction is that? Student: One fourth.",0 6496,"Teacher: Unless you - well, if you ladies want to go, go ahead. Student: It's not me [Inaudible] Teacher: Oh, it's not you. [TARGET]Teacher: Student S.M, Student M, why don't you go see if Mrs. M wants you guys today.[/TARGET] Teacher: Okay, so what was you answer again, 8, 7? Teacher: Okay. Teacher: Who's going to go up and do T for us?",0 6497,"Teacher: Until this class is done, we can't move anywhere. Teacher: Put that one away. Teacher: 3, 4, 5, 6, 7. [TARGET]Teacher: Put it away.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Are you done with this? Teacher: You can use a wild card.",1 6498,"Teacher: Upon completion, your group will place, solve, and stack. Teacher: That's what we showed you when you used the cups and you solved the problem and then stacked them as a group, okay? Teacher: Please don't let it get so tall, that when it falls it will be a big, huge, spill. [TARGET]Teacher: If it spills, let's not have screaming.[/TARGET] Teacher: Let's pick them up and start again. Student: okay. Teacher: The second - at table two, you're going to be doing division Triominos.",1 6499,"Teacher: Use a calculator. Teacher: That can't possibly be right. Student: Mr. H - see, look. [TARGET]Teacher: All right, let me just see what you have.[/TARGET] Teacher: Let's see what you guys have. Teacher: [End of Audio]",0 6500,"Teacher: Use an input/output table to find what comes out when 45 is put into the machine. Teacher: Hint, look for a pattern to help you find a rule. Teacher: Look at - what you need to do when you're finding rules - Student T, where is your book? [TARGET]Teacher: Pay attention.[/TARGET] Teacher: When you are looking for a pattern in finding a rule, you need to test a couple of numbers, two to three numbers to make sure that is indeed the rule that it follows. Teacher: So if I look at the input of 25 and the output of 5, input of 30, output of 6, what do you notice about that? Teacher: Student S?",1 6501,"Teacher: Use estimation skills in contextual situations where an exact answer is not needed to make an informed decision. Teacher: Yes, Student A? Student: Say you're trying to find- [TARGET]Teacher: Speak up, please.[/TARGET] Student: Say there is a pair of jeans that costs $19.95. Student: [Inaudible]. Teacher: You just make the decision that it's like - what did you say?",1 6502,"Teacher: Use the marker to help you. Student: I stink at this. Teacher: Here. [TARGET]Teacher: We're here.[/TARGET] Student: Yeah, we're here. Teacher: Student J, we're here. Teacher: You're going to multiply - no, erase this.",0 6503,"Teacher: Use the marker. Teacher: Use the marker to help you. Student: I stink at this. [TARGET]Teacher: Here.[/TARGET] Teacher: We're here. Student: Yeah, we're here. Teacher: Student J, we're here.",0 6504,"Teacher: Use the trash. Teacher: Are you done with this? Student: Yeah. [TARGET]Teacher: Turn it in.[/TARGET] Teacher: Good. Teacher: Pair of scissors, and help cut these, please. Teacher: We don't have all week.",0 6505,"Teacher: Use this chart [inaudible]. Teacher: Do step one, then go to step two. Teacher: [Crosstalk] [TARGET]Teacher: Follow the steps.[/TARGET] Teacher: Student W, the chart right there, copy it down. Teacher: [Crosstalk] Teacher: You use this chart to solve it, these steps to solve it.",0 6506,"Teacher: Use this chart to figure it out. Teacher: [Inaudible]. Teacher: [Crosstalk - excessive noise] [TARGET]Teacher: Write the problem down.[/TARGET] Teacher: Write the problem down. Teacher: Student M, I'm talking. Teacher: [Crosstalk]",0 6507,"Teacher: Use what you know to help you learn what you don't know. Teacher: So today we are going to understand the effect of multiplying multiples of 30. Teacher: We are going to look at the relationship of multiples of 3 and multiples of 30. [TARGET]Teacher: In addition to that - Student C, take a seat, please.[/TARGET] Student: [Inaudible]. Teacher: Okay, either way. Teacher: In addition to that, we are going to find multiples of two-digit numbers.",1 6508,"Teacher: Use your notebook, honey, okay? Student: I did it two ways. Student: The way that - [TARGET]Teacher: Sh.[/TARGET] Teacher: Show me your ways. Teacher: Show me your ways. Student: I want to tell you.",1 6509,"Teacher: Using my finger, I want you guys to use your finger, too, okay? Teacher: And, repeat it after me. Teacher: I'll wait a second. [TARGET]Teacher: I'm going a little too fast.[/TARGET] Teacher: Let me wait. Student: Let everybody copy. Teacher: Yeah, let everybody copy.",0 6510,"Teacher: Using your fraction bar pieces - thank you, Student T, for being on point. Teacher: Thank you, Student T. I enjoy that. Teacher: Student O, she's already started. [TARGET]Teacher: You don't have time to talk.[/TARGET] Teacher: Student D, using your fraction pieces - come on, Student D. If you don't have a book, get beside someone that does. Teacher: Thank you. Teacher: You don't have [inaudible] right?",1 6511,"Teacher: Using your fraction bars, if you don't have one in your set, turn to page 353 and use those bars. Teacher: Student O, would you help someone that needs a little help? Teacher: Come on, gentlemen. [TARGET]Teacher: Less talk, more work.[/TARGET] Teacher: Which is bigger? Teacher: You already see. Teacher: Let's go.",1 6512,"Teacher: Vertical line. Teacher: And let me see, all right, here, here and then here. Teacher: At the top, you put your name and your partner's name there. [TARGET]Teacher: Okay, this was not a good idea.[/TARGET] Teacher: Tomorrow, remind me not to let you all sit there, 'cause I need that board. Student: Okay. Teacher: Okay.",0 6513,"Teacher: Very good, Student S. Still waiting. Teacher: Wait a minute. Teacher: Can you wait Student S for one minute? [TARGET]Teacher: Still waiting.[/TARGET] Teacher: Group two is at the computer. Teacher: Group three, you're at the back table. Teacher: You'll get the worksheets at the back table.",1 6514,Teacher: Very good. Teacher: 12 inches in one foot. Teacher: So how many groups of 12 are in that yardstick? [TARGET]Teacher: Shhh.[/TARGET] Student: How many 12's? Teacher: How many groups of 12? Teacher: How many 12s?,1 6515,"Teacher: Very good. Teacher: And what is this word quotient telling you, Student K? Teacher: Hmm. [TARGET]Teacher: Student F, I'm not sure what you're doing, but hurry it up, please.[/TARGET] Teacher: [Pencil sharpening]. Teacher: We have to divide. Teacher: Very good.",1 6516,"Teacher: Very good. Teacher: Circle your solution. Teacher: I'm proud of you. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Did we figure it out? Teacher: Let's see. Teacher: Okay, so we got 4.",0 6517,"Teacher: Very good. Teacher: How about Student C, six? Teacher: All right. [TARGET]Teacher: He is gonna read the problem for us.[/TARGET] Student: Ethan has 24 marbles. Teacher: Thank you, that's the set. Teacher: That's the set we're talking about.",0 6518,"Teacher: Very good. Teacher: Nice job. Teacher: Okay, an I have everyone sitting in their seats with their pencils down, and take the [inaudible]. [TARGET]Teacher: Put it away.[/TARGET] Teacher: So we have our three different equations up here. Teacher: Student N doubled our length, Student L doubled our width, and Student E doubled our height. Student: Height.",1 6519,"Teacher: Very good. Teacher: Now I should remember - be able to remember that better by doing that that way having a picture of it and figuring it out. Student: Teacher? [TARGET]Teacher: I'm not talking to people who are just calling out at me.[/TARGET] Teacher: Thank you. Teacher: Two yards is equivalent to six feet. Teacher: Student K, why is that?",1 6520,"Teacher: Very good. Teacher: Now we're going to go through our first guided practice activity, and let me pull that up. Teacher: This has to do with this particular skill. [TARGET]Teacher: If you have something to say, please wait.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: Wherever you're sitting, yes you can.",1 6521,"Teacher: Very good. Teacher: Okay. Student: [Inaudible] got zero. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student T will be next. Teacher: All right Student A, come on up. Teacher: All right Student A, you'll be up next, too.",1 6522,"Teacher: Very good. 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. [TARGET]Teacher: We're not going to make it into a winner, loser situation.[/TARGET] Teacher: When we get to the point as a group that we can be really great losers and winners, then we will go back to finding winners and losers. Student: I have a question. Student: [Inaudible].",0 6523,"Teacher: Very good. Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning. Teacher: Say, ""Hey guys, we have five minutes left."" That's the only voice I might here is that timer. [TARGET]Teacher: Everyone else, you're doing it by yourself.[/TARGET] Teacher: Go ahead. Teacher: You're answering all three parts. Student: Are we supposed to do it all on the back?",0 6524,"Teacher: Very good. Teacher: You did a good job with that. Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood. [TARGET]Teacher: You should be quiet.[/TARGET] Teacher: For you, Student T, that means a call is going home. Teacher: It has nothing to do with the team. Teacher: What Student M said here is she got her whole number by looking at the number line.",1 6525,"Teacher: Very smooth. Teacher: Nice. Teacher: Pay attention to the operation. [TARGET]Teacher: Student B, pay attention to the operation.[/TARGET] Teacher: There you go. Teacher: [Inaudible]. Teacher: All right.",0 6526,"Teacher: Wait a minute. Teacher: Excuse - I'll wait, Student D. Student: [Inaudible]. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Listen. Teacher: You already - student R and Student B, stop. Teacher: Everybody stop.",1 6527,"Teacher: Wait a minute. Teacher: Hold on a minute. Teacher: I'm seeing something going on here. [TARGET]Teacher: Stop your thoughts.[/TARGET] Teacher: When you have the one half, right, plus - if you're using a green, what fractional part of a whole is the green? Teacher: One sixth. Teacher: So it's one half plus-",1 6528,"Teacher: Wait a minute. Teacher: I need all eyes up here. Teacher: Some of you have it. [TARGET]Teacher: Some of you are on your way, but you need to still pay attention up here.[/TARGET] Teacher: What do you do first? Student: Since 3 is not 9, I multiply the one third, 3 over 3, [inaudible], 3 over 9, [inaudible]. Teacher: How did you know to multiply one third by three thirds in order to get the equivalent fraction?",1 6529,"Teacher: Wait a minute. Teacher: Let me see this again. Teacher: Okay. [TARGET]Teacher: Turn and face me.[/TARGET] Teacher: You don't have any decimals in there. Teacher: Student C, look right here. Teacher: There's his chin.",1 6530,Teacher: Wait a minute. Teacher: Slow down. Teacher: Slow down. [TARGET]Teacher: Slow down.[/TARGET] Teacher: You said that there are 12 inches in a yard. Student: I don't get it. Student: I don't get it.,1 6531,Teacher: Wait a minute. Teacher: Wait a minute. Teacher: Slow down. [TARGET]Teacher: Slow down.[/TARGET] Teacher: Slow down. Teacher: You said that there are 12 inches in a yard. Student: I don't get it.,1 6532,Teacher: Wait a minute. Teacher: Wait a minute. Teacher: Wait a minute. [TARGET]Teacher: Slow down.[/TARGET] Teacher: Slow down. Teacher: Slow down. Teacher: You said that there are 12 inches in a yard.,1 6533,"Teacher: Wait a minute. Teacher: We did page one. Teacher: Excuse me. [TARGET]Teacher: You did page one.[/TARGET] Teacher: So I want you to go on to page - hold on, he's not listening. Teacher: Page - part of a rectangle. Student: What page?",0 6534,"Teacher: Wait a minute. Teacher: We're not done. Teacher: Shh. [TARGET]Teacher: We're not done.[/TARGET] Teacher: Shh. Teacher: Listen. Teacher: We have a big box, that the - the volume of it is 72 what?",1 6535,"Teacher: Wait a minute. Teacher: What do I see? Teacher: When I'm looking at one fourth and one eighth, what do I see? [TARGET]Teacher: People are not looking.[/TARGET] Student: Wait. Teacher: Yeah. Teacher: One fourth and two eighths.",1 6536,"Teacher: Wait for me to give the directions. Teacher: Supply monitor. Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay? [TARGET]Teacher: Yes?[/TARGET] Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. Teacher: And your recorder needs two answer sheets. Teacher: So, please do that now.",0 6537,"Teacher: Wait until it's done. Teacher: Let me see what you are doing over here. Teacher: [Crosstalk] [TARGET]Teacher: I'll be right over there, Student D.[/TARGET] Teacher: [Crosstalk] Student: Six-twelfths and two-fourths is one whole. Teacher: Student J, what are you doing?",0 6538,"Teacher: Wait. Teacher: Are you about to answer my question? Student: No, I was gonna say that - [TARGET]Teacher: Time out.[/TARGET] Teacher: I don't want you to explain how they're related. Teacher: Do you have a question about the assignment? Student: I don't.",1 6539,"Teacher: Wait. Teacher: Girls, don't glue anything. Student: [Inaudible]. [TARGET]Teacher: Okay, shh.[/TARGET] Teacher: Everybody look up here. Teacher: If you're modeling the number one, one, point one - Student: One.",1 6540,"Teacher: Wait. Teacher: I called on Student E. Let's see. Teacher: If he needs help, Student L, we'll get to you. [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Some people are playing with their counters. Teacher: That means they're not gonna listen to you, Student E. That would be sad. Teacher: So we're not gonna twirl them.",1 6541,Teacher: Wait. Teacher: No. Teacher: Look at this. [TARGET]Teacher: Shh.[/TARGET] Teacher: Everybody look up here for a minute. Teacher: Can - Student F. Student F? Student: Yeah.,1 6542,"Teacher: Wait. Teacher: Stop. Teacher: I put the two of you together for a reason, okay? [TARGET]Teacher: And you're really not working together.[/TARGET] Teacher: I want you to go back. Teacher: You have the 23 shaded in. Teacher: You sort of have the 55, but you need to shade it in darker.",1 6543,"Teacher: Wait. Teacher: Student I, can you sit still? Teacher: Move all the way back over there. [TARGET]Teacher: Can you move all the way back, please?[/TARGET] Teacher: Take your book with you. Teacher: Did anybody do any other thinking? Teacher: I know that two thirds - is there anything else people thought about these numbers while they were working?",1 6544,"Teacher: Wait. Teacher: This is what I'm saying to you. Teacher: Okay. [TARGET]Teacher: Guys, finish, now, in silence.[/TARGET] Teacher: I'm telling you, you're telling me it's 4.5 times 4.5, times 4.5. Teacher: It's just like multiplying decimals when you did it a while back. Teacher: Take that and multiply times 4.5 again.",1 6545,"Teacher: Wait. Teacher: Wait. Teacher: Stop. [TARGET]Teacher: I put the two of you together for a reason, okay?[/TARGET] Teacher: And you're really not working together. Teacher: I want you to go back. Teacher: You have the 23 shaded in.",1 6546,Teacher: Wait. Teacher: Who's two? Student: [Inaudible]. [TARGET]Teacher: You're going to go back and sit where they are.[/TARGET] Student: [Inaudible]. Teacher: You're going to find a quiet place to work in the room. Teacher: Shh.,1 6547,"Teacher: Waiting on one person. Teacher: Okay. Student: [inaudible] [TARGET]Teacher: Now, you see where my fingers are?[/TARGET] Teacher: This can be done with a calculator so, but I've gotta make sure you guys understand how to do it. Teacher: So look where my finger is. Teacher: And repeat after me.",0 6548,"Teacher: Waiting to find out if your group is all set. Teacher: Give me a thumbs-up if your group is all set, please. Teacher: Who is the task manager at team three? [TARGET]Teacher: Is your group all set?[/TARGET] Teacher: Check out your group. Teacher: Make sure everyone's all set. Teacher: Supply monitors, if you have extra papers, put them right back in you folder.",0 6549,"Teacher: Walk around the [inaudible]. Student: [Inaudible]. Teacher: Student C, [inaudible]. [TARGET]Teacher: [Inaudible] camera [inaudible].[/TARGET] Teacher: Student M, [inaudible]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].",0 6550,"Teacher: Walk in the back of this, okay, of the camera. Teacher: I'm not doing the videotaping. Teacher: [Crosstalk] [TARGET]Teacher: I'll be right there.[/TARGET] Teacher: Put that away right now. Teacher: Yeah, I have some over there. Teacher: Are you guys working?",0 6551,Teacher: Was out of the classroom. Teacher: So three-eighths of them were at recess and one-fourth were in the library. Teacher: Excuse me. [TARGET]Teacher: Student B.[/TARGET] Student: [Inaudible] not doing this. Teacher: Student D is not doing this problem. Teacher: So why are you getting a lesson from him over there?,1 6552,"Teacher: Was there a side that was 6 deep? Student: Yes. Teacher: Yes. [TARGET]Teacher: Point to it please, Student A.[/TARGET] Student: Over there? Teacher: Yep, up here. Student: Right there.",0 6553,Teacher: Was there any issue that you ran into when you were playing that you weren't sure what to do with? Teacher: Have a seat. Teacher: I can't see behind you. [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: We've got people over at this table not following directions. Teacher: It's hard for me to hear you. Teacher: Okay.,1 6554,"Teacher: Watch the teacher. Teacher: Student E, I need you to move up. Teacher: So Student I, I need you to really pay attention. [TARGET]Teacher: Do you understand that?[/TARGET] Teacher: I need you not to worry about what your neighbor's done; I need you over here. Teacher: Do we understand that? Student: Got you.",1 6555,Teacher: Watch this. Teacher: The title is going to go on this line. Teacher: Now you - are you looking? [TARGET]Teacher: Because you don't know what you're doing.[/TARGET] Teacher: You really don't. Teacher: You're not learning because [inaudible] just want to do. Teacher: How many people on your graph chose cookies?,1 6556,"Teacher: Watch. Teacher: So what would it be then? Teacher: How many times will two go into that two? [TARGET]Teacher: There you go.[/TARGET] Teacher: All right, watch. Teacher: If you missed that last step, you're gonna miss it. Teacher: So we have two will go into five how many times?",0 6557,"Teacher: Watch. Teacher: Take four - Student: Do you only do the something once? [TARGET]Teacher: No, you do it a couple times and you can move on.[/TARGET] Teacher: [Inaudible]. Teacher: That's pretty easy. Teacher: There's one, and what else with my one?",0 6558,"Teacher: Watch. Teacher: [Crosstalk] Teacher: Five, three, two, four. [TARGET]Teacher: Student M, that's your second chance.[/TARGET] Teacher: If I get on to you one more time no popcorn and a movie later. Teacher: That's all I'm gonna say. Student: Yes, ma'am.",1 6559,"Teacher: Water boils - check this. Teacher: If you get them both right, take them off, or turn them over. Teacher: If you didn't, the other partner - I mean, leave them. [TARGET]Teacher: Don't take them off.[/TARGET] Teacher: If you didn't get them both right, leave them. Teacher: So water boils at 212 Fahrenheit. Teacher: I'm not done.",1 6560,"Teacher: We actually have some time for another center this afternoon. Teacher: This activity, or this game called In Between, will be a game at center number five. Teacher: So for those of you that go to center number five - that group, second reminder. [TARGET]Teacher: Student R, your voice is the only one I hear from the back table.[/TARGET] Teacher: If I need to speak to you again you will be taking a timeout. Teacher: It will be a game that you and your partner in your math group can play together. Teacher: It's gonna be probably one of the games that's going to be at that center for a while.",1 6561,Teacher: We add. Student: I got it. Teacher: Okay. [TARGET]Teacher: That's not the right answer still so pay attention.[/TARGET] Teacher: Okay? Teacher: One plus two is three plus two is? Student: Five.,1 6562,"Teacher: We already did it over here. Teacher: Let's look at number four. Teacher: Student K, don't snap your fingers, please. [TARGET]Teacher: That's not polite.[/TARGET] Teacher: We've got Student C doing four. Teacher: Before he does it, where is the point located on the X axis for number four? Teacher: The X coordinate would be what?",1 6563,"Teacher: We already did that. Teacher: [Students talking to each other]. Teacher: Okay. [TARGET]Teacher: All eyes on me.[/TARGET] Teacher: You have to - you already gathered your data. Teacher: Wait a minute. Teacher: Excuse - I'll wait, Student D. ",0 6564,Teacher: We already did this. Teacher: Let's do this. Teacher: We already did it. [TARGET]Teacher: I told you to go to special [inaudible] okay?[/TARGET] Teacher: Set this up [inaudible]. Teacher: And you can use a calculator to solve it. Student: Look at [inaudible],0 6565,"Teacher: We also learned about area and perimeter while we're learning about these graphs as well. Teacher: So the problem of the day Student S said Zee has a car with the dimensions, the measurements shown below. Student: [Inaudible]. [TARGET]Teacher: I know I'm trying to get your attention.[/TARGET] Teacher: And the length how long it is, is what everybody? Student: The length is 40. Teacher: The length how long it is raise your hand please Student J?",1 6566,"Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned. Teacher: Simple. Teacher: Now, let's - one, two. [TARGET]Teacher: Yeah, go ahead.[/TARGET] Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction. Teacher: Thank you very much. Teacher: That's one thing, one fact about fractions what we learned.",0 6567,Teacher: We are done with math for today. Teacher: Would you like a napkin? Student: Yeah. [TARGET]Teacher: My expectation when you go back to your seat it's quiet please.[/TARGET] Teacher: We're gonna wrap up. Teacher: We're gonna take our [inaudible]. Teacher: Is that homework?,1 6568,Teacher: We are done. Teacher: Everybody go back to your seats. Teacher: Yes? [TARGET]Teacher: Turn around.[/TARGET] Teacher: It's all about following directions. Teacher: [End of Audio],1 6569,"Teacher: We are filming today, so please make sure that - yes. Teacher: All right, [inaudible] please. Teacher: Okay. [TARGET]Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work.[/TARGET] Teacher: Yesterday this board was in its own world and it just did not want to cooperate with me. Teacher: Some days it's like that, and I feel like this is going to be one of those days. Teacher: Paper.",0 6570,"Teacher: We are going to check our - Student: Math homework. Teacher: Math homework. [TARGET]Teacher: Student A, can you turn the [inaudible] off please?[/TARGET] Student: [Inaudible], too. Student: I did, but I think I turned it in. Student: [End of Audio].",0 6571,"Teacher: We are going to get [inaudible]. Teacher: Very good. 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. [TARGET]Teacher: So now we're just going to worry about getting the questions correct and explaining them.[/TARGET] Teacher: We're not going to make it into a winner, loser situation. Teacher: When we get to the point as a group that we can be really great losers and winners, then we will go back to finding winners and losers. Student: I have a question.",0 6572,Teacher: We are going to have a 4 and 5 combination class until 12:00. Teacher: We're doing 4th grade math. Teacher: You want to sit over here. [TARGET]Teacher: That's fine.[/TARGET] Teacher: However you want to do it. Teacher: I'm going to let you guys sit down and [inaudible]. Teacher: I'll tell you what we're doing.,1 6573,"Teacher: We are going to need our geoboard. Teacher: So what I need for you to do at this moment, without saying anything, I need for you to clear your desk. Teacher: This would be a silent transition. [TARGET]Teacher: That means you don't have to talk about it.[/TARGET] Teacher: [Crosstalk] Teacher: Transitions are silent. Teacher: Thank you.",1 6574,"Teacher: We are going to say the rap for the first line. Teacher: Remember that we are not talking. Teacher: Student K, sit on your bottom, please. [TARGET]Teacher: Look what Student J did.[/TARGET] Teacher: Find your place, look next door, 5 more greater, he added one more. Teacher: All the digits in the front stay the same, all the digits behind, zero is your name. Teacher: Which digit was in the tens place?",0 6575,"Teacher: We are here now. Teacher: When we play we cannot have - look at the game. Teacher: Can you go over there and get the pencil please? [TARGET]Teacher: Student J, can you go get a pencil?[/TARGET] Teacher: When we finish this round one, round two you get your snack. Student: You just said when we finished round one. Student: You said when I finished this page I get to have a snack.",0 6576,"Teacher: We are no longer playing with them. Teacher: Put them down. Teacher: Have your math notebooks either in your lap or on your desk. [TARGET]Teacher: Give me your attention.[/TARGET] Teacher: Student D, too late. Teacher: Come sit down. Teacher: Okay.",1 6577,"Teacher: We are off task. Teacher: Do I need to tell Ms. T, or do you need to go to the hallway again and talk to me? Teacher: I hope not. [TARGET]Teacher: That's a waste of my time.[/TARGET] Teacher: This one's harder. Teacher: Ready? Teacher: We're going to label the parts, and then we're going to do it.",1 6578,"Teacher: We are revising. Student: Yes. Teacher: All right. [TARGET]Teacher: Now, excuse me, now somebody - now I have Student N back.[/TARGET] Teacher: Now, Student N, can you explain why do we call this one eighth? Teacher: Yeah, why do we call this one eighth? Student: Because it's [inaudible].",0 6579,"Teacher: We are stopping with that today. Teacher: Like I said, you guys are gonna have independent practice and you guys are going to complete that for homework what you do not finish in class. Teacher: Nobody is talking right now. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Your homework is the PEMDAS rules. Teacher: So, it's going over the front pages, going over what PEMDAS stands for. Teacher: We all know what it says.",1 6580,Teacher: We are - the videotape is on and this is how you're acting. Teacher: Everything off your table. Teacher: Go [inaudible] please. [TARGET]Teacher: Everything off your table.[/TARGET] Teacher: This table is a big 'ol mess. Teacher: Put that away [inaudible]. Teacher: [Inaudible] good.,1 6581,"Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer. Teacher: Finding the product in its simplest form. Teacher: Okay, click the arrow please. [TARGET]Teacher: Next problem.[/TARGET] Teacher: [Video plays] Teacher: Now we have two thirds times one third. Teacher: If you will write that on your paper and solve it.",0 6582,"Teacher: We can figure that out. Teacher: So let's take a look at how this information helps to make a pie chart. Teacher: [Video Playing] All right. [TARGET]Teacher: Please turn the lights back on.[/TARGET] Teacher: All right. Teacher: So taking note that a business can actually make decisions on when to make their schedules, I would imagine that more cruises are going out during the winter months. Teacher: You took your cruise for Thanksgiving.",0 6583,"Teacher: We can get him water. Multiple Students: [Inaudible] Teacher: Okay. [TARGET]Teacher: Student I, sit down sweetie.[/TARGET] Student: I'm thirsty. Teacher: Sit right there. Teacher: Okay.",1 6584,"Teacher: We can't take any snack until this is finished. Teacher: Did you hear what I said? Teacher: I'm going to take it now and put it in the garbage. [TARGET]Teacher: I'm going to put it here.[/TARGET] Student: You're going to take it. Teacher: I'm not going to take it. Teacher: Student A, let's go.",1 6585,"Teacher: We can't have you standing right here because you're right in front of the camera, sweetie. Teacher: Can you see, Student C? Teacher: Make sure you scoot up to see. [TARGET]Teacher: Everybody here is going to step back.[/TARGET] Teacher: Everybody here is stepping back. Teacher: I want you to look at this. Teacher: This is your latest DBQ.",0 6586,"Teacher: We could draw an array to solve a multiplication problem, right. Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier. Teacher: So you guys have all done arrays, starting in second grade I believe. [TARGET]Teacher: You have some crayons there, so you can use the crayons.[/TARGET] Teacher: Before you start coloring though, it doesn't matter which color you use. Student: I thought these were for fifth grade. Teacher: No, they're for you.",0 6587,Teacher: We counted by 30. Teacher: What number did we end with? Multiple Students: 600. [TARGET]Teacher: So I know that I can set this up - excuse me.[/TARGET] Teacher: That 30 times something equals what? Student: 600. Teacher: Equals 600.,1 6588,"Teacher: We did a lot of decimal review last week. Teacher: Mostly fraction review, a little bit of decimal review, and we will take our test tomorrow. Teacher: So if I call your name to go to the back table, please remember to take your pencil with you. [TARGET]Teacher: Student R, back table please.[/TARGET] Teacher: Student R, don't worry about it. Teacher: We got you covered. Teacher: Student R, A, and A. Mrs. T, you have enough, right?",0 6589,"Teacher: We did page one, so we're not gonna do page one. Teacher: Wait a minute. Teacher: We did page one. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You did page one. Teacher: So I want you to go on to page - hold on, he's not listening. Teacher: Page - part of a rectangle.",0 6590,"Teacher: We did page one. Teacher: Excuse me. Teacher: You did page one. [TARGET]Teacher: So I want you to go on to page - hold on, he's not listening.[/TARGET] Teacher: Page - part of a rectangle. Student: What page? Teacher: Page five.",1 6591,"Teacher: We did that part. Student: I told you. Teacher: Now let's decide. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Everything is not an argument. Teacher: Let's decide - you all decided for Student B to draw the graph, correct? Student: [Inaudible].",1 6592,"Teacher: We did that six times and we were left with one quarter left over in each. Teacher: So we combined those quarters from three different pounds to make another box. Teacher: So we have 1, 2, 3, 4, 5, 6 boxes and then 7, 8 created from our leftover quarters. [TARGET]Teacher: Could anyone raise their hand and explain that back to us?[/TARGET] Teacher: Does someone feel like they understand and could repeat it to the class? Teacher: [Crosstalk] Teacher: No snacks for four days.",0 6593,"Teacher: We didn't get into that yesterday. Teacher: So I want to see Student J, Student T, Student W, Student J, Student T and Student V. Teacher: [Crosstalk] [TARGET]Teacher: Just bring your notebooks.[/TARGET] Teacher: [Crosstalk] Student: Teacher? Student: I'm running out of paper in my notebook.",0 6594,"Teacher: We divided by two digits today. Teacher: Thank you. Teacher: Close your math books. [TARGET]Teacher: Put them away.[/TARGET] Teacher: Go back to your normal seats, okay. Teacher: Now, whatever, Student M, and Student D, you're different. Student: [inaudible chatter]",0 6595,Teacher: We do understand that we're being filmed and that you have a microphone actually very close to you. Teacher: So we have a choice to actually turn around and participate in the lesson or I'm gonna have to ask you to leave. Teacher: We have to make a choice. [TARGET]Teacher: So we shouldn't be turned around to the people behind us to see what's going on.[/TARGET] Teacher: Okay? Teacher: We're gonna make good choices. Teacher: We have 12.,1 6596,"Teacher: We don't celebrate expectations. Teacher: All right. Teacher: I'm sorry, your voices are off. [TARGET]Teacher: We're not talking about anything but math right now, sweetheart.[/TARGET] Teacher: Yes? Student: How did you get 15.64? Teacher: Okay.",1 6597,"Teacher: We don't pick them up. Teacher: We don't pull them out until we're told to. Teacher: Do not pick this up. [TARGET]Teacher: Do not leave it like that.[/TARGET] Teacher: Do not start playing with it. Teacher: If they fall out on the ground I will take it from you, okay? Teacher: So treat it the way it's supposed to be treated.",1 6598,"Teacher: We don't pull them out until we're told to. Teacher: Do not pick this up. Teacher: Do not leave it like that. [TARGET]Teacher: Do not start playing with it.[/TARGET] Teacher: If they fall out on the ground I will take it from you, okay? Teacher: So treat it the way it's supposed to be treated. Student: [Inaudible].",1 6599,"Teacher: We got 1 and 5, so 5 plus 5 is 10, plus 1 plus 1 is 12, right? Teacher: Another one? Teacher: Student T? [TARGET]Teacher: Hold on, let Student T answer.[/TARGET] Student: I got all 3s on one of them. Teacher: All 3s, good, so all 3s. Teacher: Did anybody else get that one?",1 6600,"Teacher: We had 24. Teacher: We had half, we had one fourth and we had - excuse me - one eighth. Teacher: One eighth. [TARGET]Teacher: You're not looking.[/TARGET] Teacher: You are not looking. Teacher: [Crosstalk] Teacher: See, I get you back.",1 6601,"Teacher: We had half, we had one fourth and we had - excuse me - one eighth. Teacher: One eighth. Teacher: You're not looking. [TARGET]Teacher: You are not looking.[/TARGET] Teacher: [Crosstalk] Teacher: See, I get you back. Teacher: All right, see, one eighth and two eighths.",1 6602,"Teacher: We have Student K, Student M, and Student D sitting here. Teacher: We have Student J, Student J, Student D, and Student M back - where are they? Teacher: Right here. [TARGET]Teacher: Listen, 1, 2, 3, eyes on me.[/TARGET] Multiple Students: 1, 2, eyes on you. Teacher: Student F, you need to go back to Miss. Student: Teacher, where do we put this?",1 6603,"Teacher: We have a small amount of time, so you all, stop playing. Teacher: There's a little clue box here. Teacher: These are going to this particular pattern block sheet. [TARGET]Teacher: You need to listen now, and I do not want to take them away because you are all not listening.[/TARGET] Teacher: Right? Teacher: Take your hands off the shapes. Teacher: I don't want to spend anymore time on this.",1 6604,Teacher: We have a total of - Multiple Students: 6 Multiple Students: [Crosstalk] [TARGET]Teacher: This one I want you to work out on your own.[/TARGET] Teacher: Do not use these numbers. Teacher: Yes? Student: [Inaudible].,0 6605,"Teacher: We have been finding different fractions on these. Teacher: Student K, you're looking at me. Teacher: If you're going to be disruptive to this group I can move you. [TARGET]Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now.[/TARGET] Teacher: Student J, that goes for everybody in this group. Teacher: I'll take it. Student: [Inaudible]",1 6606,"Teacher: We have five minutes. Teacher: I don't want to hear a word. Teacher: Let's see who can do this without Student A, can [inaudible] stop talking [inaudible] that back row. [TARGET]Teacher: Shh.[/TARGET] Teacher: Get out your math calendar. Teacher: It was homework last night, okay? Teacher: Just sit down.",1 6607,Teacher: We have one step to solve this problem. Teacher: X plus 14 equals 25. Teacher: What is the first step we gotta do? [TARGET]Teacher: What should you be paying attention to?[/TARGET] Teacher: Student E? Student: You have to pay attention to the addition sign? Teacher: All right.,1 6608,Teacher: We have tan rhombuses. Teacher: What else do we have? Teacher: Are those our only options? [TARGET]Teacher: Can I finish talking?[/TARGET] Teacher: Put your hand down. Teacher: Okay. Teacher: So you need to figure out.,1 6609,"Teacher: We have to go on. Teacher: You get partial credit. Teacher: Have a seat. [TARGET]Teacher: Remember guys, this is my way to know - Student N, I am talking.[/TARGET] Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer. Teacher: There's a big different. Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't.",1 6610,Teacher: We have to move now. Teacher: Who's A here? Student: Me. [TARGET]Teacher: Who's A and who's B?[/TARGET] Teacher: You join them over here please. Teacher: You are C. Student: Do we have to do the test again?,0 6611,"Teacher: We have two things that we still have to do. Teacher: Okay? Student: 'Cause we got [inaudible] [TARGET]Teacher: Shhh.[/TARGET] Teacher: We do. Teacher: Five. Teacher: Student M, sit down, son, what are you doing?",1 6612,"Teacher: We haven't done the number yet. Teacher: How many dashes do we need? Teacher: How many places? [TARGET]Teacher: Sit down.[/TARGET] Teacher: Five digit number. Teacher: Look at where your comma goes. Teacher: 1, 2, 3.",1 6613,"Teacher: We just did that tog. Teacher: [Crosstalk among students] Teacher: All right, okay, hold off. [TARGET]Teacher: So Student A, make sure you have a place to sit.[/TARGET] Teacher: Student J. Teacher: [Crosstalk among students] Teacher: Student J, sitting in a chair.",0 6614,Teacher: We just worked on problem solving. Teacher: You're writing out math thinking. Teacher: Now apply it. [TARGET]Teacher: You're not even trying.[/TARGET] Teacher: Does it meet? Teacher: Yes or no? Teacher: Is it larger than the other one now?,1 6615,"Teacher: We know it means that they all have line segments as their sides, that those line segments meet in the corners, which are vertices, and that's it's a closed shape. Student: I got one. Teacher: Hold on. [TARGET]Teacher: No, hold on.[/TARGET] Teacher: I want to show you something with this, okay. Teacher: Tell me - let's look at this. Teacher: Is this a closed figure?",1 6616,"Teacher: We know one eighth is three pieces. Teacher: See, one eighth is three pieces. Teacher: Now, listen to me. [TARGET]Teacher: Listen.[/TARGET] Teacher: We're looking for how many pieces would be one third. Teacher: How many pieces would be one third? Teacher: Why do you say one eighth?",0 6617,"Teacher: We know the mode. Teacher: What's the mode? Teacher: Go ahead and write it down. [TARGET]Teacher: Mmm, mmm, mmm, don't say it.[/TARGET] Teacher: Just make sure we got it written down. Teacher: Mode. Teacher: What did you get with your mode?",1 6618,"Teacher: We learned one eighth. Teacher: Let's go back. Teacher: We are revising a little bit. [TARGET]Teacher: Let's go back, one more fraction we learned.[/TARGET] Teacher: With the whole set, the whole set. Teacher: Student C, what is one more fraction we learned besides one eighth? Student: One fourth.",0 6619,"Teacher: We moved a couple of people because they were in the way of the camera. Teacher: So I need everybody back to their original seat unless I personally moved you. Teacher: All right, you need out colored pencils, blue and yellow. [TARGET]Teacher: You need your math journal and you need a pencil.[/TARGET] Teacher: So if you will get those things really quickly while I set the computer up. Teacher: I am looking for the group that's ready. Teacher: Could you get me a poster board?",0 6620,"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. [TARGET]Teacher: Take a look.[/TARGET] 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.",0 6621,"Teacher: We need to move on. Teacher: So I am going to quickly cut this up. Teacher: I'm going to wait until I have row one facing forward. [TARGET]Teacher: Student T, step out of the room and go to the bathroom, now.[/TARGET] Teacher: Sit. Teacher: Face forward. Teacher: Turn.",1 6622,"Teacher: We need to start figuring out what we need. Teacher: Student A, is shut up respectful? Teacher: You're not sorry to me. [TARGET]Teacher: You're sorry to the person you said it to.[/TARGET] Teacher: I gave extra paper for everyone. Teacher: I don't currently see your group talking to each other. Teacher: I see you drawing coins on your table.",1 6623,"Teacher: We said one fourth is six pieces out of 24 and we put it here, right? Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number. Teacher: All right. [TARGET]Teacher: Now, I'm asking you a question and I'm going to give you a chance to talk, talk to your friend and say I want one third of my - one third of my mm pieces.[/TARGET] Teacher: All right, excuse me. Teacher: One third of my 24 pieces. Teacher: You can talk to your friend for a minute.",0 6624,"Teacher: We said, we said, we talked about. Teacher: Yeah. Student: We talked about - [TARGET]Teacher: Listen, listen.[/TARGET] Teacher: Girls, girls. Teacher: Yeah. Student: We said 12 of 24 -",0 6625,"Teacher: We should have your name on the mad minute. Teacher: Right to your seat. Teacher: Mad minute please. [TARGET]Teacher: Don't stop, Student A.[/TARGET] Teacher: You're walking around. Teacher: Mad minute is coming to your desk. Teacher: You need to come in and you need to sit down.",1 6626,"Teacher: We start from question one right now. Teacher: [Crosstalk] Teacher: Do not destroy that. [TARGET]Teacher: We've been using that now for more than five years.[/TARGET] Teacher: Now let's do question six, question seven and question eight together. Teacher: I want to hear some discussion, some sharing of ideas. Teacher: A, we read over the steps; A reads the steps now.",1 6627,"Teacher: We started. Teacher: It's really repetitive. Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder. [TARGET]Teacher: Student N, question about this?[/TARGET] Teacher: Otherwise you can ask me a little bit later. Student: It's mainly about, why do they call it rounding? Teacher: That has nothing to do right now particularly with how we got this.",0 6628,"Teacher: We talked about the - you're not writing anything on your paper. Teacher: You're not writing anything. Teacher: You're talking at your table, coming up with this statement. [TARGET]Teacher: You're not writing anything on your paper.[/TARGET] Teacher: Listen. Teacher: You're coming up with a statement. Teacher: [Crosstalk]",0 6629,"Teacher: We want the number to be very close to 1,000. Teacher: Try again. Teacher: 7 cards. [TARGET]Teacher: What are you doing with the table when we are doing math?[/TARGET] Teacher: I'm not going to talk over anybody. Teacher: Until this class is done, we can't move anywhere. Teacher: Put that one away.",1 6630,Teacher: We want these wild cards to be [inaudible]. Teacher: I'm not going to give you a snack because there's nothing productive I've seen. Teacher: I'm not seeing anything productive. [TARGET]Teacher: You know how to play this game.[/TARGET] Teacher: I've played it with you before. Teacher: [Inaudible]. Teacher: You're not fighting with it.,0 6631,"Teacher: We want to know how many 4 equals. Teacher: [Crosstalk - excessive noise] Teacher: So you may be asking, ""When would you ever -?"" Student M, are you interested? [TARGET]Teacher: Because if you're not interested I can just put this away.[/TARGET] Teacher: You may be asking yourself, ""When would I ever be doing this in real life"" dividing something into fractions. Teacher: Well [inaudible] received their 500 point [inaudible] yesterday. Teacher: They chose a bag of candy.",1 6632,"Teacher: We want to look at some things. Teacher: Okay, so how are you feeling? Student: [Inaudible] I have to put the - [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Have a seat. Teacher: We'll talk about it. Teacher: Have - where's your dollar sign?",1 6633,"Teacher: We want to start with it unbalanced, don't we? Student: I got my gender book out. Teacher: I'm going to look at this one again. [TARGET]Teacher: Would you please not touch the table for just a moment?[/TARGET] Teacher: Let me see if I can balance this back out for you. Student: She meant binder. Teacher: You meant an empty binder?",1 6634,Teacher: We went into a different set. Teacher: We went into one third for this set. Teacher: One - two thirds for this set. [TARGET]Teacher: People that are looking with me.[/TARGET] Teacher: See? Teacher: One third of this set is - let me see one third. Teacher: Let me make it one third.,0 6635,"Teacher: We went over these two, so that means you weren't paying attention. Teacher: Boys at the back, I hear a lot of non-math talk. Teacher: Expectation is that you're working on this pink paper. [TARGET]Teacher: This can go away, please.[/TARGET] Teacher: I'll take this because it's only becoming a distraction. Teacher: Away, please. Teacher: Listen to my directions and follow them, please.",1 6636,"Teacher: We will be practicing some of that in some of our centers. Teacher: Okay? Teacher: Let me have, very carefully let me have this group, I need you to come over here for our calendar. [TARGET]Teacher: You all need to turn around.[/TARGET] Teacher: Do not hit. Teacher: So you all need to turn all the way around. Teacher: Okay, come up, everybody else come around this way.",1 6637,Teacher: We will continue it - Student: Tomorrow. Student: [Crosstalk] [TARGET]Teacher: I'll be there in a minute.[/TARGET] Teacher: Okay. Teacher: What page was that? Student: 29,0 6638,"Teacher: We will not go over this, we will not do centers. Teacher: You will set at your desk and we will do book work and I will call people back there. Teacher: That's your last chance. [TARGET]Teacher: I'm not gonna go over it again.[/TARGET] Teacher: What is the last problem? Student: Six divided by 204. Teacher: Okay, 204?",1 6639,"Teacher: We'll be labeling everything we do today. Student: Can we do it the long way? Teacher: It doesn't matter. [TARGET]Teacher: If you have a problem you know to raise your hand and speak to me instead of just sitting there.[/TARGET] Teacher: Remember when you label, try to label it wide. Teacher: Label it far away, because you know you'll be re-labeling it soon. Teacher: Just extend this one.",1 6640,"Teacher: We'll just close it this way. Teacher: Do your math. Teacher: Write your name. [TARGET]Teacher: Write your name first.[/TARGET] Teacher: Write your date. Teacher: So 1,000 minus 159 is what? Teacher: What is 1,059 take away 1,000?",0 6641,Teacher: We'll stop then. Teacher: Go to group two if you're in the multiplication group. Teacher: You'll go to this group. [TARGET]Teacher: I know I didn't call Student C's name.[/TARGET] Teacher: You have to go multiply. Teacher: Go ahead and get boards and markers. Teacher: Okay.,1 6642,"Teacher: We're about to start. [TARGET]Teacher: Over here, Student A, Student K, Student O.[/TARGET] Teacher: Put everything away now. Student: We're not even in the video. Teacher: I'm teaching math.",0 6643,"Teacher: We're about to start. Teacher: Over here, Student A, Student K, Student O. [TARGET]Teacher: Put everything away now.[/TARGET] Student: We're not even in the video. Teacher: I'm teaching math. Teacher: [Crosstalk]",0 6644,"Teacher: We're finishing this lesson before we can do anything. Teacher: All right, let's take a look, everybody. Teacher: [Crosstalk] [TARGET]Teacher: Turn around.[/TARGET] Teacher: Turn all the way around and stay that way. Teacher: Okay. Teacher: Let's take a look, page 9, everybody.",1 6645,"Teacher: We're going to arrange them in order. Teacher: Instead of comparing two, you're going to compare three fractions tomorrow, and number them from the largest to the greatest. Teacher: What I need you to do is place your fraction bars back inside of their bags at this time. [TARGET]Teacher: Do not get out of your seat.[/TARGET] Teacher: Put your bars in your bags, and Student S is going to come by and collect your bags. Teacher: Student K is collecting your paper, and I'm looking for the first group that's ready. Teacher: I'm looking for the group that's ready first, and quiet.",1 6646,"Teacher: We're going to do 196 plus 625. Teacher: Okay. Teacher: Get away from there, please. [TARGET]Teacher: Can you leave the computer please?[/TARGET] Teacher: Pay attention. Teacher: Thank you. Teacher: 6 plus 5 is what?",1 6647,"Teacher: We're going to do more work on this and I do want you to do one on your own, but we just don't have the time right now. Teacher: If you could put your caps on your marker - I shouldn't have to tell anyone three times - erase your paper. Teacher: Just leave it on your - okay. [TARGET]Teacher: We're not grabbing from each other.[/TARGET] Teacher: That's rude. Teacher: Erase your board - your paper. Teacher: Do it as fast as you can.",1 6648,"Teacher: We're going to do that at our seats because I want you to go to your desks at this point. Teacher: Can you all stand up? Teacher: Be quiet and go back to our desks. [TARGET]Teacher: 1, 2, 3.[/TARGET] Teacher: So [inaudible]. Teacher: What we're going to do right now is use our folders to go over some review questions. Teacher: We're going to answer the questions at our table.",0 6649,"Teacher: We're going to do this, and this is not what you got. Teacher: Ready? Teacher: Not this, remember? [TARGET]Teacher: It's silent.[/TARGET] Teacher: All right. Teacher: Good. Teacher: Really, today boys and girls is going to be a lot of practice.",1 6650,"Teacher: We're going to look at some of Student S's work. Student: Number five. Student: There are - [TARGET]Teacher: Can you wait right here?[/TARGET] Student: - in the sixth grade. Student: How many teams can they make? Teacher: Okay, Student S, can you explain what your sketch represents there from the problem?",1 6651,"Teacher: We're going to look at where we have the problem here. Teacher: It says in the first week of their trip, the Jones family drove 427. Teacher: What operation did you use in solving this math? [TARGET]Teacher: Sit down, Student T. We need to hurry up and go, please.[/TARGET] Student: No. Teacher: What operation do we need to solve this math? Student: [Inaudible].",1 6652,"Teacher: We're going to move on. Teacher: Question about this? Student: Kind of. [TARGET]Teacher: It has to be about this because I want to move on.[/TARGET] Student: How did you get this? Teacher: We just continued the process. Teacher: Remember, we started all over again.",0 6653,Teacher: We're going to stop. Teacher: I want you to leave your boards and your erasers right there. Teacher: I'll wait. [TARGET]Teacher: Don't move.[/TARGET] Teacher: I've got people moving already. Teacher: I want group two to go to the back table. Teacher: Group three will come up with me.,1 6654,"Teacher: We're gonna switch groups. Teacher: And Miss F has already selected the people who are gonna go with her. Teacher: So I'm just gonna [have -] we have Student J, Student B over here. [TARGET]Teacher: We have Student K, Student M, and Student D sitting here.[/TARGET] Teacher: We have Student J, Student J, Student D, and Student M back - where are they? Teacher: Right here. Teacher: Listen, 1, 2, 3, eyes on me.",0 6655,"Teacher: We're just going to leave it 10. Teacher: One we borrowed from there is one 10 which is this. Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones. [TARGET]Teacher: Student C, look here.[/TARGET] Teacher: Ten ones, and ten ones is the same thing as one 10. Teacher: So this can enable us now to solve. Teacher: Student C, look here.",0 6656,"Teacher: We're looking at this. Teacher: What do you want to break this into? Teacher: Student J, add up this. [TARGET]Teacher: Leave your binder please.[/TARGET] Student: Why do they get this and I don't? Teacher: Keep in touch, please. Teacher: Add up these.",1 6657,"Teacher: We're looking at what number - you're using it. Teacher: I want you to arrange these in a way that's going to be - I can help you to add. Teacher: You're going to take another 6. [TARGET]Teacher: I'm waiting for you.[/TARGET] Teacher: Play. Teacher: If you want to use it as a 9, okay. Teacher: If you want to use it as a 6, okay.",1 6658,"Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem. Teacher: Time is up and Student S, have a seat. Teacher: Student D, can you help us out with the problem? [TARGET]Teacher: Student S, please do not come into the classroom.[/TARGET] Teacher: Stop talking about it. Teacher: Do not say anything more about Student S. Teacher: [End of Audio]",1 6659,"Teacher: We're not building - it's one fence. Teacher: Are you focusing? Teacher: Are you focusing here? [TARGET]Teacher: This is what you need to focus on.[/TARGET] Teacher: You just came - math is almost over and you just came back, so you missed a lot of it, so you need to listen. Teacher: Did you hear what Student F said? Student: Yes.",1 6660,"Teacher: We're not doing it separately, so put your quarters together. Teacher: You three ladies, do not be separate from Student J. Teacher: Do not talk to each other. [TARGET]Teacher: Talk to the table.[/TARGET] Teacher: You can ask. Teacher: You can't just say, ""We need your quarters."" Teacher: Be together.",1 6661,"Teacher: We're not doing this right now. Teacher: You can't just accuse someone. Teacher: I will talk to him later. [TARGET]Teacher: He's not in the room right now, so we're going to let it go.[/TARGET] Teacher: I need you to sit down and multiply. Teacher: Student M, you're supposed to be here. Teacher: The two of you need to come here.",1 6662,"Teacher: We're not going to be able to finish today. Teacher: So you need to put your names in the back, and we'll finish this tomorrow. Student: We did another graph on the back because we thought we were going to mess up. [TARGET]Teacher: Make sure your names are on the back, and go ahead and put your poster, construction paper in the back.[/TARGET] Teacher: [End of Audio]",0 6663,"Teacher: We're only adding from here. Student: That's too easy, Teacher. Teacher: What are you going to add from here? [TARGET]Teacher: Go ahead.[/TARGET] Student: No, that's two. Teacher: What is it? Student: Seventy-two.",0 6664,"Teacher: We're playing the cards. Teacher: It's okay. Teacher: We have to play. [TARGET]Teacher: When you play, we go.[/TARGET] Teacher: Why did you hit him? Student: I didn't hit him. Student: Yes you did.",0 6665,Teacher: We're right. Teacher: Okay. Student: [Inaudible] right here. [TARGET]Teacher: Show me.[/TARGET] Student: Right here. Teacher: Okay. Student: It asks for both of them.,1 6666,"Teacher: We're still not ready. Teacher: Clap three times. Teacher: All right. [TARGET]Teacher: You should not have your own paper.[/TARGET] Teacher: Whether you are finished or not, you should not have your own paper. Teacher: Still waiting. Teacher: Number one says - still waiting on a few.",1 6667,Teacher: We're using three numbers at a time. Teacher: Do you want to use this? Teacher: We're looking at what number - you're using it. [TARGET]Teacher: I want you to arrange these in a way that's going to be - I can help you to add.[/TARGET] Teacher: You're going to take another 6. Teacher: I'm waiting for you. Teacher: Play.,0 6668,"Teacher: We've already gone over do not call me if you want to tattle tale. Teacher: If the person is doing something to you that you have to go to the nurse for, let me know. Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. [TARGET]Teacher: Raise your hand if the marker is not doing what you need it to do.[/TARGET] Teacher: Yes? Teacher: So let's see who's going to be going first for us. Teacher: Can you [inaudible]?",0 6669,"Teacher: Well I need you to turn this into a number sentence and solve it. Teacher: [Crosstalk] Teacher: No, no, no, no, sweetie pie. [TARGET]Teacher: Sorry, I didn't mean to scratch you.[/TARGET] Teacher: Move down, move down. Teacher: Ok, now. Teacher: In solving it, again, we're going to be using a numbers sentence to solve it.",1 6670,"Teacher: Well it is a lot of numbers and you do have to do some thinking, but it is shorter than doing all that extra stuff. Teacher: [Crosstalk] Teacher: [Announcement over loudspeaker] [TARGET]Teacher: Right here I have an assignment and I'm gonna make this two ways.[/TARGET] Teacher: You're gonna solve 4 divided by two-thirds. Teacher: You can show it with pictures in your circles. Teacher: And then you can solve it in math on the bottom like we did up here.",0 6671,Teacher: Well just draw one cause you know you have one that hit the floor. Teacher: And you have a yellow one sweetie on this side of your chair too. Teacher: Just throw it in the garbage and draw one. [TARGET]Teacher: Shh.[/TARGET] Teacher: [Lots of talking about who got what colors.] Teacher: Okay if this is 0 and this is 2 how many more minutes do you need to finish writing down your actual results. Teacher: This is 0 and this is 2 and if you're telling me 0 that means you're sitting quietly.,1 6672,"Teacher: Well that will be your key because you labeled it. Teacher: Let's go, Student N. You only have eight minutes. Teacher: Student A, pick your notebook up off the floor and put it in your desk. [TARGET]Teacher: Student M, I don't think you need your math book anymore.[/TARGET] Student: There's all kinds of [inaudible]. Teacher: Clear your desk. Teacher: Student L, sit.",1 6673,"Teacher: Well they're planes or flat figures. Teacher: Now what we're gonna do, you're gonna find that a lot more of these - some of the terms that I was wanting us to look at - I don't think you thought to mention. Teacher: Look at the angles and now let's start thinking about - leave your shapes. [TARGET]Teacher: Please do not change your shapes.[/TARGET] Teacher: Some of you are not following directions, and I will mark that down 'cause you're still not listening. Teacher: The shape that you had - think about what we've learned about acute angles, obtuse angles. Student: I have a right angle.",1 6674,"Teacher: Well you are over here. Teacher: Sit there. Teacher: Go with that team. [TARGET]Teacher: Student B, Student J, Student S, and Student L are still in the media center.[/TARGET] Teacher: Student A, Student M, and Student P. Student P, you should be over there. Student: Okay. Teacher: Now, we're gonna rotate.",0 6675,"Teacher: Well, I like you to be straight 'cause when you're straight you're paying attention. Student: I really still don't pay attention. Teacher: Okay. [TARGET]Teacher: But that's not really for me.[/TARGET] Student: I did it, Ms. N. Teacher: Let me see. Teacher: 72.",1 6676,"Teacher: Well, I want it big on the card. Teacher: Not little. Teacher: All right, we're going to do the three tables again, so I need you to sit back where you were sitting, yesterday. [TARGET]Teacher: Not - no, no.[/TARGET] Teacher: Wait. Teacher: When I'm done. Teacher: When I'm done with directions, so you can hear the directions, okay?",1 6677,"Teacher: Well, I was going to say, ""Don't tell [inaudible]."" What's one-tenth of 85? Teacher: You know. Student: One-tenth of - [TARGET]Teacher: Shh.[/TARGET] Teacher: Don't say it. Teacher: What's one-tenth of 85? Student: Eight point five.",1 6678,"Teacher: Well, I'm going to bring it down hard. Teacher: Yeah!"" [Laughter]. Teacher: And that's how some of your work looks. [TARGET]Teacher: I'm like, ""Why are you so angry?"" [Laughter].[/TARGET] Teacher: I'm like, ""Calm down, okay?"" It's just a number. Teacher: We're going to be real nice to it. Teacher: We're going to bring it down nice and easy, okay, Student S?",1 6679,"Teacher: Well, that's what you do - all that you should get. Teacher: You should not [Inaudible]. Teacher: What did you get? [TARGET]Teacher: Yeah, pay attention.[/TARGET] Teacher: When you do the first one, 0.6 divided by 726, what's your answer? Teacher: 1,210. Teacher: Isn't that what you get?",1 6680,"Teacher: Well, you've been expecting that, haven't you? Student: Yeah. Teacher: I'm so sorry. [TARGET]Teacher: Were you at home with him when he died?[/TARGET] Student: No. Student: He was at the hospital. Teacher: Oh, so he went to the hospital.",0 6681,"Teacher: Were there any little - let me see again. Teacher: Student E, you've got to stand up honey. Teacher: You can't be sitting down for this. [TARGET]Teacher: Student Y, stand up and get busy.[/TARGET] Teacher: Okay. Teacher: Come here, Student E. You've got to see. Teacher: Show me where your belly button is.",1 6682,"Teacher: Were what? Student: Which two transportations... Teacher: This doesn't have to do with transportation. [TARGET]Teacher: No, we're not doing that.[/TARGET] Teacher: What graph are we doing? Teacher: That says to me you weren't listening because I was very clear what graph we were talking about. Student: [Inaudible] decreased.",1 6683,"Teacher: Were you talking about that? Teacher: [Crosstalk] Teacher: I know. [TARGET]Teacher: Student A, I know you weren't, so I will need you guys to be quiet.[/TARGET] Student: Teacher, do I do it like this or do I do it a different way? Teacher: Doing good. Teacher: [Crosstalk]",1 6684,"Teacher: We'll actually do the first readings right now. Teacher: Here it is. Teacher: I'll read it to you. [TARGET]Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on.[/TARGET] Teacher: ""The pictures below show how two different groups of shapes balance a scale."" So what is this called? Multiple Students: A scale. Teacher: A scale.",0 6685,"Teacher: We'll come back to that. Teacher: People at - I only have two people at table number five. Teacher: Remember what I told you? [TARGET]Teacher: Student S, and Student K, why did you go off over there by yourself?[/TARGET] Student: [Inaudible]. Teacher: Turn your eyes so you're looking at them. Teacher: Hold up your shapes.",1 6686,"Teacher: We'll have time to finish. Teacher: All right. Teacher: You all would have a seat, I'll explain to you what we're doing next. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Have a seat, please. Teacher: All right. Teacher: I think after our little explanation, a lot of you had a lot better discussions.",1 6687,"Teacher: We'll have to have more time. Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response. Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay? [TARGET]Teacher: So, today we have a shortened amount of time for your individual work.[/TARGET] Teacher: But now we're going to go to group work. Teacher: So, everyone has their pencil down for now. Teacher: Recorder, have your pencil up.",0 6688,"Teacher: We'll just say, okay Student N, those are two wholes. Teacher: [Announcement over speaker]. Teacher: No, go ahead. [TARGET]Teacher: Speak up, because Miss L's talking over you.[/TARGET] Student: Well, um [inaudible - [crosstalk]. Student: And this was two plus two, and I just added it and got four, and just simplified it to four [inaudible]. Teacher: All right.",0 6689,"Teacher: We'll see, we'll see how it goes tonight. Student: It's hard to do your homework when your dad's a preacher. Teacher: We'll see how it goes tonight. [TARGET]Teacher: All right, go ahead and close that and put it away.[/TARGET] Teacher: The only thing that you're going to need out on your desk is your math notes and a pencil. Teacher: Math notes and a pencil. Teacher: Okay, if you have late work to turn in today, if at some point today, probably when you're doing independent, if you will turn it in to the turn-in bin.",0 6690,Teacher: We'll see. Student: Yeah. Student: No. [TARGET]Teacher: Shh.[/TARGET] Teacher: We shall see. Teacher: So I know 4 times nine is 36 - I did that one - then four times 9 again is 36. Teacher: Let me see if I'm going to do this right.,1 6691,"Teacher: We'll soon find out. Teacher: Next, while he's working let me get - what happened? Student: Nothing. [TARGET]Teacher: Why did you put your hand down?[/TARGET] Student: I don't know. Teacher: All right, Student C, what number? Student: Number five.",0 6692,"Teacher: We're about to take our multiplication test. Multiple Students: Yes. Multiple Students: [Crosstalk] [TARGET]Teacher: Why are you talking, though?[/TARGET] Teacher: [Crosstalk] Teacher: All right, I've got two separate sheets. Teacher: [Crosstalk]",1 6693,"Teacher: We're all going over our daily math review. Teacher: Student M and I. Student: We'll still be on the camera, right? [TARGET]Teacher: No.[/TARGET] Teacher: 'Cause that one's over the heads. Teacher: Turn around. Teacher: Five.",0 6694,"Teacher: We're dividing 10 into how many parts of 2? Teacher: I'm sorry. Teacher: Excuse me. [TARGET]Teacher: I have people continuing to disrespect me during this lesson.[/TARGET] Teacher: Student S, this is your last chance. Teacher: Turn around and sit at your desk. Teacher: My next step is to ask you to leave the room.",1 6695,"Teacher: We're dividing. Teacher: We're dividing 10 into how many parts of 2? Teacher: I'm sorry. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I have people continuing to disrespect me during this lesson. Teacher: Student S, this is your last chance. Teacher: Turn around and sit at your desk.",1 6696,"Teacher: We're doing the second one, number two. Student: Marbles. Teacher: Number two, and then we are about to finish and say what did we learn. [TARGET]Teacher: All right, hold on.[/TARGET] Teacher: Somebody already do number two. Student: Three fourths. Teacher: Some people already do number two.",0 6697,"Teacher: We're down to SOLs next week. Teacher: We're sitting around like we don't - like we're not getting anything, and it's because you don't want to do the work. Teacher: It's not that you don't understand it. [TARGET]Teacher: It's that you don't want to do the work.[/TARGET] Teacher: You've got to value your education, students. Teacher: I'm sorry. Teacher: You have to value your education.",1 6698,Teacher: We're gathering information. Teacher: Now before - we're going to gather information. Teacher: How to make your data. [TARGET]Teacher: You have a book.[/TARGET] Teacher: Sit down. Teacher: One person. Teacher: Give me a paper towel.,0 6699,"Teacher: We're going into your book, and in that book I want you to work - I want you to work on page - page one - Teacher: [Crosstalk] Teacher: Listen. [TARGET]Teacher: I'll tell you what page.[/TARGET] Teacher: Page one, three - I'm gonna put them on the board. Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10. Teacher: But we'll do about three.",0 6700,"Teacher: We're going to [inaudible] our division, multiplication, addition and subtraction with money. Teacher: We're going to refer back to this. Teacher: This is kind of like our refresher course. [TARGET]Teacher: If you guys want to like sit over here - tell me your names again?[/TARGET] Student: Student E. Teacher: Okay. Teacher: Student K, sit beside Student E. Okay.",0 6701,"Teacher: We're going to be real nice to it. Teacher: We're going to bring it down nice and easy, okay, Student S? Teacher: I've seen you do this. [TARGET]Teacher: Calm down.[/TARGET] Teacher: Don't be so mad at the paper. Student: Teacher S, it's like this - Teacher: Bring that three - bring that arrow all the way down to the equals sign.",1 6702,"Teacher: We're going to bring it down nice and easy, okay, Student S? Teacher: I've seen you do this. Teacher: Calm down. [TARGET]Teacher: Don't be so mad at the paper.[/TARGET] Student: Teacher S, it's like this - Teacher: Bring that three - bring that arrow all the way down to the equals sign. Teacher: That way we can just bring that three right here, and we've created a new number, right?",1 6703,"Teacher: We're going to do a quick modification, and the reason why we're going to do a quick modification, is because when I was up here doing the calculations with the other guys, they weren't quite ready for it. Teacher: They weren't as fast. Teacher: So the modification is you're going up against the other person that has the dry erase board. [TARGET]Teacher: So the first person - excuse me.[/TARGET] Teacher: The first person that comes up with the answer wins, and that person would get that point. Teacher: We need one person, two people with the dry erase boards, okay? Teacher: One person calling out.",1 6704,"Teacher: We're going to do it in our small group. Teacher: We're going to share all our answers. Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me. [TARGET]Teacher: And then as a class, we're going to score them together, okay?[/TARGET] Teacher: Does everyone understand? Teacher: Okay. Teacher: So, right now is your individual part?",0 6705,"Teacher: We're going to do think, pair, share, today. Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. Teacher: Then pair. [TARGET]Teacher: We're not going to do it with a pair, though.[/TARGET] Teacher: We're going to do it in our small group. Teacher: We're going to share all our answers. Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me.",0 6706,"Teacher: We're going to do two sort of, checks, to see if we understand exactly gallons. Teacher: Quarts. Teacher: Cups. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Gallons, quarts, pints, and cups, all right? Teacher: Mrs. ... do you mind passing this out to everybody? Teacher: I want everyone to put their name on their math sheet.",1 6707,"Teacher: We're going to find the mean, mode, median, and range for everyone's scores. Teacher: I'm going to put them on the SMART Board. Teacher: Do not talk. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Do not talk. Teacher: Ms. G, can you switch it to the SMART Board? Teacher: Just exit it out.",1 6708,"Teacher: We're going to kind of make a big huge circle around this table. Teacher: We're going to step back. Teacher: We're going to go ahead and place the animals on there with no talking, and we're going to see what kind of array we come out with the very first time. [TARGET]Teacher: There's no talking at all.[/TARGET] Teacher: So it may be an array, and it might not. Teacher: We don't know what will happen. Teacher: This is like the scientific progress - process, not progress, the scientific - I'm using progress from your words, remember?",1 6709,"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. [TARGET]Teacher: Three, Student M?[/TARGET] Student: Yes? Teacher: I have three once. Teacher: In parenthesis five minus two.",0 6710,"Teacher: We're going to revise a few minutes, for two minutes. Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice. Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish. [TARGET]Teacher: Some people - no, no.[/TARGET] Teacher: Some - no. Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions. Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right?",1 6711,"Teacher: We're going to step back. Student: Some animals are tiny and some are big. Teacher: Okay. [TARGET]Teacher: Student K, take over.[/TARGET] Student: They aren't in even columns and rows. Teacher: So if this were an exemplar like we're used to doing, we wouldn't be able to work on it because they are not mathematically in columns or rows. Teacher: It's okay if they're different sizes though, you think?",0 6712,"Teacher: We're going to take the fraction - Student: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: Why are you doing this to me, right now?[/TARGET] Teacher: Let's see if it works like this. Teacher: [Silence]. Teacher: [Inaudible].",1 6713,"Teacher: We're going to talk about what to do with them, but the play time with them are over - is over. Teacher: Four, three, two, one. Teacher: Hands off. [TARGET]Teacher: Wherever they are, let them sit.[/TARGET] Teacher: Okay, so earlier in the week, we talked about how - we looked at our place value charts, our flexible whiteboards, and we talked about how that hundred grid is no longer a hundred grid. Teacher: It's a hundredth grid, and those little sticks are no longer tens, they are - Multiple Students: Tenths.",1 6714,"Teacher: We're going to watch a video tape that's a form of a review of our quarterly system. Teacher: Now after we watch the video we're going to go over a quick little quiz and get into some more guided activities that will give you more insight into how you can use the quarterly system, okay? Teacher: That's the Brain Pop Video. [TARGET]Teacher: Sit up.[/TARGET] Teacher: Okay. Teacher: We'll take this information and take a quick little quiz just as a review so we can familiarize ourselves with the coordinate system. Teacher: Yes?",1 6715,Teacher: We're gonna check it together. Teacher: Let me see what you have. Teacher: Make sure that you've got rid of the three. [TARGET]Teacher: So put that back.[/TARGET] Teacher: You're good there. Teacher: [Inaudible] the variables be not X. Student: [Inaudible],0 6716,"Teacher: We're gonna make an array on here. Student: We didn't have to put our names on it, right? Teacher: But remember, we're gonna make a bigger problem on this one. [TARGET]Teacher: Just set them over there on my desk or in the basket.[/TARGET] Teacher: What if I wanted to make an array that would show 12 times 5? Teacher: So how many rows down would I have to go? Student: 12",0 6717,"Teacher: We're gonna talk about that in just a minute. Teacher: Quickly, girls. Teacher: Thank you, Student J. [TARGET]Teacher: Student K and Student R, I would really like for you to move a bit quicker.[/TARGET] Teacher: Student K, what picture are you writing next to? Student: This one. Teacher: Of the?",1 6718,"Teacher: We're good. Teacher: We've got Student D, and Student D and Student M maybe. Teacher: I suggest coming to the carpet. [TARGET]Teacher: Thank you.[/TARGET] Teacher: All right, can someone read the question for me? Teacher: Read H, Student D. Student: [inaudible] blue and white.",0 6719,"Teacher: We're here to learn right now. Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn. Teacher: That is not fair to your classmates. [TARGET]Teacher: Hopefully you have a little bit of extra room on your paper.[/TARGET] Teacher: I have a few word problems that we're going to do together real quick. Teacher: Let me post this on the board and we'll talk about them. Teacher: Student D, you and I have already talked several times today.",0 6720,"Teacher: We're laughing over here and talking over here. Teacher: I'm not understanding what you're saying. Teacher: What did you get, Student D? [TARGET]Teacher: Boys, here we go talking again.[/TARGET] Teacher: Stop talking, please. Teacher: Student D? Teacher: When you added all these up, what did you get?",1 6721,"Teacher: We're looking to see what they've done. Teacher: What did you do? Student: I found five sixths by adding. [TARGET]Teacher: One more time, put your markers down and pay attention, everybody.[/TARGET] Teacher: If she's discussing and I turn around to see you playing with a marker, I'm not happy. Teacher: You added? Teacher: I can't tell because you don't have an addition sign.",1 6722,"Teacher: We're moving it. Teacher: Out here it's gonna become 50, right? Multiple Students: Yes. [TARGET]Teacher: We have to do whatever we do to the guy outside, we're doing to this guy inside.[/TARGET] Teacher: So what am I really dividing? Teacher: 50 divided by - Student: 250 -",0 6723,"Teacher: We're not doing anything that has to do with [inaudible] right here. Teacher: So why is that out? Teacher: You know what? [TARGET]Teacher: I'm not even gonna talk about it right now, 'cause you're showing me what you want to do.[/TARGET] Student: [Inaudible]. Teacher: Yes, ma'am. Student: [Inaudible].",1 6724,"Teacher: We're not done. Teacher: Shh. Teacher: We're not done. [TARGET]Teacher: Shh.[/TARGET] Teacher: Listen. Teacher: We have a big box, that the - the volume of it is 72 what? Teacher: Feet, or no.",1 6725,"Teacher: We're not going to do it with a pair, though. Teacher: We're going to do it in our small group. Teacher: We're going to share all our answers. [TARGET]Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me.[/TARGET] Teacher: And then as a class, we're going to score them together, okay? Teacher: Does everyone understand? Teacher: Okay.",0 6726,"Teacher: We're not that far yet. Student: 12 inches by - Teacher: Slow down. [TARGET]Teacher: We're trying to rush.[/TARGET] Teacher: And that's why we're having trouble. Student: But I don't get those four - Teacher: [Inaudible] - that means you need to slow down, so you can understand.",1 6727,"Teacher: We're not there yet because we haven't shared. Teacher: All right. Teacher: What did you put? [TARGET]Teacher: Someone raise your hand other than Student D. Student J, go.[/TARGET] Student: No, because the iPod's length is smaller than mp3 length. Student: The iPod's length is- Teacher: It's okay.",0 6728,"Teacher: We're not understanding what the whole is, okay? Teacher: When I write fractions - [Side Conversation] - these are denominators. Teacher: What does the denominator tell us? [TARGET]Teacher: If you don't know what the denominator tells us, listen.[/TARGET] Teacher: What does the denominator tell you? Teacher: Does it have a mouth? Teacher: Is it talking to you?",1 6729,"Teacher: We're not worrying about recess, right now. Teacher: This is our goal right now, to get our math finished. Student: [Inaudible]. [TARGET]Teacher: Is it what?[/TARGET] Student: Is it the motivator's time? Teacher: Yeah. Teacher: Motivators.",0 6730,"Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever. Teacher: I'll just do a quick - thank you. Teacher: So, take one and put your name on it, please. [TARGET]Teacher: So, again, you don't need to read this.[/TARGET] Teacher: It's just what we went over. Teacher: I don't know why I'm hearing voices over here. Student: Teacher S?",0 6731,"Teacher: We're only gonna use a few of them. Teacher: Stop. Student: Mrs., I need- [TARGET]Teacher: Stop.[/TARGET] Teacher: I will get to that in a minute. Teacher: Still waiting. Teacher: So I ask you some questions to compare some fractions and you kind of did it in your head really quickly, right?",1 6732,Teacher: We're practicing. Teacher: We're working. Multiple Students: [Inaudible] [TARGET]Teacher: [Inaudible] acting like that is not gonna help you solve the problem.[/TARGET] Teacher: We're working on it right now. Student: But I asked you for help for lots of times but you didn't give me no help. Teacher: [Inaudible].,1 6733,"Teacher: We're sharing. Teacher: One. Teacher: Two. [TARGET]Teacher: Everybody should be finished.[/TARGET] Teacher: Student D, are you through? Student: [Inaudible]. Teacher: [Inaudible] telling the story.",0 6734,"Teacher: We're silent please in 5, 4, 3, 2, 1. Teacher: Thank you. Teacher: The procedure for going over, I will repeat the question and then I will give you the signal and you will say the answer. [TARGET]Teacher: Number one - excuse me, Student [inaudible], too much going on.[/TARGET] Teacher: Number one, how many 2s are there in 10? Multiple Students: 5 Teacher: 5",1 6735,"Teacher: We're trying to rush. Teacher: And that's why we're having trouble. Student: But I don't get those four - [TARGET]Teacher: [Inaudible] - that means you need to slow down, so you can understand.[/TARGET] Teacher: Don't just rush through it. Teacher: You're going from which type of - what is the name of the two units that you're converting between? Multiple Students: [Multiple Answers] Yards.",1 6736,"Teacher: We've been using that now for more than five years. Teacher: Now let's do question six, question seven and question eight together. Teacher: I want to hear some discussion, some sharing of ideas. [TARGET]Teacher: A, we read over the steps; A reads the steps now.[/TARGET] Teacher: Excuse me. Teacher: A reads the steps before we proceed. Teacher: [Crosstalk]",0 6737,"Teacher: We've done page one. Teacher: You did page one. Teacher: We did page one, so we're not gonna do page one. [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: We did page one. Teacher: Excuse me. Teacher: You did page one.",0 6738,"Teacher: We've got a group over here that's ready to explain it. Teacher: All right. Teacher: Student A? [TARGET]Teacher: Listen up.[/TARGET] Student: Four hundred sixteen thousandths is less than two thirds. Teacher: Why? Student: Because in order for it to be greater, the 4 has to be a 5.",1 6739,"Teacher: What I like to see are people's eyes on the SmartBoard processing information that they're learning for the first time. Teacher: Okay, go back to your seat. Student: [Inaudible] put it back? [TARGET]Teacher: Put your fraction tiles back ... without talking.[/TARGET] Teacher: Now we're going to learn a little bit about what's called common denominators. Teacher: Common denominators are denominators that fractions can share. Teacher: I [inaudible] find what's called the least common denominator so that I can prove - you proved at your seat that this order was correct.",1 6740,"Teacher: What I need you to do is I want group two to go - I'll wait. Teacher: Don't move until I tell you to. Teacher: Group two will go to the computers. [TARGET]Teacher: Don't move until I tell you to.[/TARGET] Teacher: Group one will be with me. Teacher: Group three, you'll take your papers that you have, and I'll give you another sheet back here. Teacher: You will work on the other sheet.",1 6741,"Teacher: What I want you to do is look at page 403. Teacher: At the top of 403, what do we need to do, Student N? Teacher: What is it telling us to do? [TARGET]Teacher: Student C, I don't think you're with me.[/TARGET] Teacher: What does it tell us to do, sweetie? Student: [Inaudible]. Teacher: We have three eighths and one fourth.",1 6742,"Teacher: What Student G is doing is wrong. Teacher: Look. Teacher: You have it over here. [TARGET]Teacher: Give me your books.[/TARGET] Teacher: Student L's is right. Teacher: Student S's is right. Teacher: ""My favorite food."" [Students talking with each other].",0 6743,"Teacher: What [beep] does this graph - right - show you? Teacher: What does this graph ... you all ready to explain, since you like to talk? Teacher: What does this graph show you? [TARGET]Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write.[/TARGET] Teacher: You're going to present your graph. Teacher: You're going to give me a constructive response and tell me what does this graph show you? Teacher: [Ring].",0 6744,"Teacher: What about four sixths? Teacher: Put those away, please. Teacher: Where is four sixths? [TARGET]Teacher: You've got to pay attention.[/TARGET] Teacher: Five sixths. Teacher: If you have it in front of you, you need to bring it up here. Teacher: Five sixths.",1 6745,"Teacher: What about six and four? Student: Factors. Teacher: Let's have Student S have a chance to talk, okay? [TARGET]Teacher: You guys get a lot of chances to talk.[/TARGET] Teacher: Right now it's Student S's turn, okay? Student: Six plus four is 10, but six times four is 24. Teacher: All right, so you're saying six times four equals 24.",1 6746,"Teacher: What angle is in there? Teacher: You're not listening. Student: [Inaudible]. [TARGET]Teacher: To Student K.[/TARGET] Student: Angle S. Teacher: Angle S, not even listening. Student: [Inaudible].",1 6747,"Teacher: What angle is that? Teacher: We worked on this yesterday, I think. Teacher: Student D, you cannot talk. [TARGET]Teacher: Quiet.[/TARGET] Student: Acute angle. Teacher: What is an acute angle? Teacher: What's this called?",1 6748,"Teacher: What are six and four? Teacher: What about six and four? Student: Factors. [TARGET]Teacher: Let's have Student S have a chance to talk, okay?[/TARGET] Teacher: You guys get a lot of chances to talk. Teacher: Right now it's Student S's turn, okay? Student: Six plus four is 10, but six times four is 24.",1 6749,"Teacher: What are some reasons we want to find the least common multiple? Teacher: What are some reasons we would like to find the least common multiple. Teacher: Let's see. [TARGET]Teacher: I do appreciate Student A, and Student M, and Student S showing up to class today.[/TARGET] Teacher: Student D? Student: You can add fractions [Inaudible]? Teacher: So we can add fractions.",0 6750,Teacher: What are the multiples of 2? Teacher: How close can we get to 8 without going over? Teacher: What times 2 will give me 8? [TARGET]Teacher: Don't pout.[/TARGET] Teacher: Now we multiply. Teacher: What's 2 times 4? Teacher: Why are you multiplying?,1 6751,"Teacher: What are the multiples of 4? Teacher: Not the factors. Teacher: Someone at table two. [TARGET]Teacher: You all are just sitting there.[/TARGET] Teacher: Student N? Student: [Inaudible]. Teacher: On and on and on, right?",1 6752,"Teacher: What are these numbers? Teacher: Okay. Teacher: So let's look at the dividend and see what pattern. [TARGET]Teacher: Some of you are not looking.[/TARGET] Teacher: Let's look at the dividend and see the pattern. Teacher: We have 16, then 160, then 1,600, then 116,000. Teacher: So each one, they're adding a-",1 6753,"Teacher: What are we dividing by? Teacher: Student T? Student: Okay, first - [TARGET]Teacher: Just a minute, Student T, because we don't have Student G's attention.[/TARGET] Student: He's bugging me. Teacher: Go ahead, please. Teacher: Go ahead, Student T.",1 6754,"Teacher: What are we looking for? Student: Factors. Teacher: Okay. [TARGET]Teacher: You need to sit down please, and what was your score?[/TARGET] Teacher: What are you doing here? Teacher: Show me. Teacher: You may not use this.",1 6755,"Teacher: What are you doing with the table when we are doing math? Teacher: I'm not going to talk over anybody. Teacher: Until this class is done, we can't move anywhere. [TARGET]Teacher: Put that one away.[/TARGET] Teacher: 3, 4, 5, 6, 7. Teacher: Put it away. Teacher: 1, 2, 3, 4, 5, 6, 7.",1 6756,"Teacher: What are you doing, Student A? Teacher: Okay. Teacher: Let's go. [TARGET]Teacher: Write it here.[/TARGET] Teacher: The solution one works because - this is not a solution here. Teacher: You don't have to write this again. Teacher: You have to state it here, exactly.",0 6757,Teacher: What are you doing? Student: I don't feel good. Teacher: You don't feel good? [TARGET]Teacher: You're a little [inaudible].[/TARGET] Teacher: You're a little warm. Teacher: Do you think you can try to do this or join with the nurse? Student: It's poison!,1 6758,Teacher: What are you doing? Student: [Inaudible]. Teacher: It's the - I don't see anybody asking - walking around and asking somebody. [TARGET]Teacher: You have to ask.[/TARGET] Teacher: We have 28 people in the room. Teacher: [Students talking with each other]. Teacher: You have one data sheet.,0 6759,"Teacher: What are you doing? Teacher: Okay. Teacher: Let's go. [TARGET]Teacher: Excuse me?[/TARGET] Teacher: What about sixths? Student: [Inaudible]. Teacher: Good, and are you getting it?",0 6760,Teacher: What are you doing? Teacher: Okay. Teacher: Let's go. [TARGET]Teacher: Write your name.[/TARGET] Teacher: Somebody sit here. Teacher: Turn this way. Teacher: Okay.,0 6761,Teacher: What are you doing? Teacher: One person is going to do it. Teacher: That's where the crayons come in. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: Just stay focused. Teacher: Now what kind of - look through your book.,1 6762,"Teacher: What are you going to divide it by? Student: Oh. Teacher: You have to divide the to - [crosstalk]. [TARGET]Teacher: It has to have one - we can't - shh.[/TARGET] Teacher: Sweetie. Teacher: We cannot talk at the same time, because then nobody's going to hear. Teacher: Listen, if you can divide a number by a common factor, right, you can make it smaller.",1 6763,"Teacher: What are you going to do here? Teacher: What do you want to do here? Teacher: Student A, are you done? [TARGET]Teacher: Where is the work?[/TARGET] Teacher: Where is your work? Student: Right there. Student: [Inaudible].",0 6764,"Teacher: What are you looking for? Teacher: Student T, make sure you stay behind. Teacher: [Crosstalk] [TARGET]Teacher: So what you want to do - has anybody come up with something yet?[/TARGET] Teacher: [Crosstalk] Teacher: Student M, can you tell me what you've come up with? Student: 12s.",0 6765,Teacher: What are you saying? Teacher: [Inaudible] is talking. Teacher: It's about respect. [TARGET]Teacher: She's talking.[/TARGET] Teacher: Excuse me. Teacher: She's talking. Teacher: Thank you.,1 6766,"Teacher: What are you trying to figure out? Teacher: One sixth or five sixths? Teacher: Look at what you have up here. [TARGET]Teacher: Don't do that.[/TARGET] Teacher: Okay. Teacher: [Inaudible]. Teacher: That's what we're trying to figure out, what equals five sixths.",1 6767,"Teacher: What are you waiting for? Teacher: You've already wasted enough time, haven't you? Student: [Inaudible] [TARGET]Teacher: Talk at your table.[/TARGET] Teacher: You're not talking to me. Teacher: I know. Teacher: [Crosstalk]",0 6768,"Teacher: What can we trade out to get us more coins? Student: A quarter. Teacher: Let's do one more quarter, or two more quarters and see how close you are. [TARGET]Teacher: Student J, excuse me?[/TARGET] Student: [Inaudible]. Teacher: For what? Teacher: Are you working with them, or separately from them?",1 6769,"Teacher: What comes after 501, Student E? Student: 500. Student: What in the world? [TARGET]Teacher: Shh.[/TARGET] Teacher: Teacher L is trying to keep a straight face. Teacher: What comes after 501, Student A? Student: 502.",1 6770,Teacher: What did I add? Student: 44 and 20. Teacher: You've got to write it down. [TARGET]Teacher: You can't be stretching your hand from here to here.[/TARGET] Teacher: Can you stop? Teacher: I see what you're doing. Teacher: Now it says here where does the 11 come from?,1 6771,"Teacher: What did I just say? Student: We have to add up the units. Teacher: Mm-hmm. [TARGET]Teacher: Pay attention, because we get to touch them and they're exciting and we get to play with manipulatives, but we also have to pay attention when we play with them.[/TARGET] Teacher: So we have 6 plus 3 plus 2. Student: Miss R, I actually had another way, because I know that 6 plus 5 equals 11. Teacher: Beautiful.",1 6772,Teacher: What did I just say? Student: [Inaudible]. Teacher: Then pick them up and do like we do with the ruler. [TARGET]Teacher: Shhh.[/TARGET] Teacher: There we go. Teacher: It has to be here. Teacher: It's not there.,1 6773,"Teacher: What did I tell you to do for H? Teacher: [inaudible] Student: [inaudible] [TARGET]Teacher: You're working on H, why don't you work on it together?[/TARGET] Student: [inaudible] Teacher: Student C. Read them when you are done for me. Teacher: Read them when you are done.",0 6774,Teacher: What did he just say? Student: I didn't really hear him. Teacher: Right. [TARGET]Teacher: You need to pay attention.[/TARGET] Teacher: This is team work. Teacher: You get something out. Teacher: This is team work.,1 6775,"Teacher: What did they do first? Student: They did 100 first. Teacher: They break the numbers up by - tell us exactly what happened here. [TARGET]Teacher: Can you stop please?[/TARGET] Teacher: Let's go. Teacher: Student A, I need you to finish your work. Teacher: Write the numbers fully here.",1 6776,"Teacher: What did they do? Teacher: Where does 16 come from, and where does 11 come from? Teacher: Explain it here. [TARGET]Teacher: Write your name.[/TARGET] Teacher: Work with me. Student: Is the camera there? Teacher: Work with me.",0 6777,"Teacher: What did we decide we were going to do the double job for? Student: Supplies and quiet. Teacher: Supply monitor, and noise monitor. [TARGET]Teacher: So, you can give her your noise monitor.[/TARGET] Teacher: And then, you're going to be the time keeper, now. Teacher: Okay, does everyone have a job? Student: Yes.",0 6778,"Teacher: What did you do here? Teacher: Tell me. Student: Same thing. [TARGET]Teacher: Turn around please.[/TARGET] Teacher: Student T, come over here. Teacher: What is the problem? Student: [Inaudible].",1 6779,Teacher: What did you do to hurt him? Student: I didn't hurt him. Teacher: What did you do to hurt him are you supposed to cheer him up? [TARGET]Teacher: Ignore him do your work.[/TARGET] Student: No I didn't wanna hurt him. Teacher: You're almost done. Student: Do your work.,1 6780,"Teacher: What did you do? Student: I found five sixths by adding. Teacher: One more time, put your markers down and pay attention, everybody. [TARGET]Teacher: If she's discussing and I turn around to see you playing with a marker, I'm not happy.[/TARGET] Teacher: You added? Teacher: I can't tell because you don't have an addition sign. Teacher: What does two sixths plus three sixths equal?",1 6781,Teacher: What did you get from this? Teacher: One plus five is what? Student: Six. [TARGET]Teacher: Write it.[/TARGET] Teacher: Write it. Teacher: Sh. Teacher: [Room noise],0 6782,"Teacher: What did you get two sixths from? Student: I'm talking about just the one third. Teacher: Okay. [TARGET]Teacher: Tell me how - Student K, I haven't heard from you today.[/TARGET] Teacher: How did Student I get one and one third to be four thirds? Student: [Inaudible]. Teacher: Can you please not - sit on your butts, criss cross, all the way.",0 6783,"Teacher: What did you notice? Student: That every one of them- Teacher: Wait a minute. [TARGET]Teacher: This conversation is not about geometry, Student L. Let's get it back about geometry.[/TARGET] Student: That every one of them, every line meets except the circle because the circle has no angles at all, because it's round, and the more sides you have on some of them, the more chances you have to have a circle or curved line. Student: Because a circle as no sides and goes all the way around doing 180 degrees. Teacher: Actually more than that.",1 6784,"Teacher: What do I do, Student S? Student: What? Student: What? [TARGET]Teacher: You need to stop playing with whatever you're playing with 'cause you don't know what I'm doing.[/TARGET] Teacher: Let me see it, please. Student: I was trying to fix my [Inaudible] because [Inaudible]. Teacher: Okay.",1 6785,"Teacher: What do I do? Teacher: You know, sometimes Teacher and bumps her head, right, and you guys have to help me out. Teacher: This is one of those times. [TARGET]Teacher: I bumped my head.[/TARGET] Teacher: What happened? Teacher: Okay, what do I do first? Teacher: Help me out.",0 6786,"Teacher: What do we call it? Teacher: What fraction is shaded? Student: One sixth. [TARGET]Teacher: Wow, some people are really not listening.[/TARGET] Teacher: That's the thing. Teacher: I know some people can even look at it and read it. Teacher: What do we look - how many - what's the denominator?",1 6787,"Teacher: What do we call - what's the equivalent? Student: Six and three - Multiple Students: Six twenty fourths. [TARGET]Teacher: I have you back.[/TARGET] Teacher: Six twenty fourths. Teacher: Now, listen, this is the new question and people need to think. Teacher: People need to think.",0 6788,"Teacher: What do we need to do? Teacher: Yes? Student: [Inaudible]. [TARGET]Teacher: While I'm helping him, try to figure out what you should do to the bottom in order to get 144 degrees for your food.[/TARGET] Student: I used the bottom for 110. Teacher: You used the bottom one? Student: Mm-hmm.",0 6789,"Teacher: What do you have Student I? Student: I have [inaudible]. Teacher: High five. [TARGET]Teacher: Student I, move up off the desk, please.[/TARGET] Teacher: What do you have sweetie? Student: I have [3,518]. Teacher: Okay.",1 6790,"Teacher: What do you have to do next? Teacher: The next step is what? Teacher: Okay, once you're finished go to your desk please, just for a second. [TARGET]Teacher: Thank - do not knock my stuff over sweetheart.[/TARGET] Teacher: Thank you. Teacher: Go to your desk for a second. Teacher: What do you have to do next?",1 6791,"Teacher: What do you have? Student: Seven- twelfths. Teacher: Seven- twelfths. [TARGET]Teacher: Stop talking please.[/TARGET] Teacher: Okay, here, what do you have? Student: [Inaudible]. Teacher: Number one.",1 6792,"Teacher: What do you have? Teacher: Put 2 here. Teacher: Okay. [TARGET]Teacher: Hold on.[/TARGET] Teacher: Put 2 here. Teacher: Put a 0 here. Teacher: It has to be 1,000.",0 6793,"Teacher: What do you mean by multiply like that? Student: [Inaudible]. Teacher: So you didn't like that I already had the decimals for you not lined up, right. [TARGET]Teacher: Student P and Student F, can you just sit where you are please?[/TARGET] Teacher: Thank you. Teacher: How many of you kind of found that you really didn't like that Teacher B already had the decimals and they weren't lined up? Teacher: Student N, how did you solve that?",1 6794,Teacher: What do you mean divide it into two? Teacher: Explain. Student: Like- [TARGET]Teacher: Stop messing with your fraction things.[/TARGET] Student: You divide it by two. Teacher: So you think I should divide ten sixteenths by two? Teacher: Two halves or just two?,1 6795,"Teacher: What do you mean? Student: Like you need to - Teacher: Student F is going to help you out. [TARGET]Teacher: Student F, help him out.[/TARGET] Student: You can find the multiple by doing - finding the multiples of the number. Teacher: What number would you choose first? Student: I choose eight.",0 6796,Teacher: What do you mean? Teacher: I've never heard about it. Student: I fell off the bed. [TARGET]Teacher: You fell off the bed and what hurts?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: Can I look at it?,1 6797,Teacher: What do you need to find to compare those? Teacher: Do it by yourself right now. Teacher: Just think about it. [TARGET]Teacher: Don't tell me out loud.[/TARGET] Teacher: What do you need to do to compare three instead of just two? Teacher: Is it going to be any different? Teacher: Is it going to be kind of the same?,1 6798,Teacher: What do you notice you can do there? Student: Simplify. Teacher: Yeah. [TARGET]Teacher: You are rocking and rolling.[/TARGET] Teacher: [Inaudible]. Teacher: So where's that one number? Teacher: No.,0 6799,"Teacher: What do you notice? Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use? Teacher: Should you go by 1, 2, 3, 4, 5, 6? [TARGET]Teacher: Talk about it.[/TARGET] Teacher: You two talk about it. Teacher: What would be the best choice for you? Teacher: Let's just look.",0 6800,"Teacher: What do you tell me now? Teacher: Sit down. Teacher: Student T, let me see what you did. [TARGET]Teacher: Get 7 cards at a time.[/TARGET] Teacher: Is this 7 or 5? Teacher: 5 cards. Teacher: Can you sit down please?",0 6801,"Teacher: What do you want to break it into? Teacher: What do you want to? Teacher: We're not playing now. [TARGET]Teacher: We're looking at this.[/TARGET] Teacher: What do you want to break this into? Teacher: Student J, add up this. Teacher: Leave your binder please.",1 6802,"Teacher: What do you want to do here? Teacher: Student A, are you done? Teacher: Where is the work? [TARGET]Teacher: Where is your work?[/TARGET] Student: Right there. Student: [Inaudible]. Teacher: Mm-hmm.",0 6803,"Teacher: What does 9 - sorry. Teacher: Sit down. Teacher: Student D, you're still distracting us. [TARGET]Teacher: Can you please turn around and sit down?[/TARGET] Student: You put the 1 on top of the 9. Teacher: Go back to your seat please. Teacher: Sit down.",1 6804,"Teacher: What does E stand for? Student: [Inaudible]. Teacher: [Inaudible] sweetheart, sit down. [TARGET]Teacher: No, Student E, I'm confused by you're not sitting in your seat.[/TARGET] Teacher: Explanation. Teacher: How are you going to solve this problem? Teacher: What are your steps that you're going to do?",1 6805,"Teacher: What does chubby fingers have to do with anything? Teacher: Are you filling someone's bucket, or are you emptying it, Student B? Student: She's emptying mine. [TARGET]Teacher: Student J is behaving himself.[/TARGET] Teacher: Okay, Student J. I'm going to label. Teacher: 19 times 22. Teacher: Okay.",0 6806,Teacher: What does it mean to make an equivalent fraction? Multiple Students: [Crosstalk] Teacher: Five. [TARGET]Teacher: Don't move again.[/TARGET] Student: [Inaudible] Teacher: Don't move again. Student: To try to make the fraction equal.,1 6807,"Teacher: What does it show with the sales, the hamburger sales? Student: It's increasing. Teacher: Guys, we might not finish this today. [TARGET]Teacher: We might have some time tomorrow, but keep working.[/TARGET] Teacher: Are you doing one and a half? Teacher: Here's the half, and here's one whole, so where should it end? Teacher: 3?",0 6808,"Teacher: What does it tell you? Teacher: Write the story of your graph. Teacher: So in a constructive response, how would you - you're over here. [TARGET]Teacher: In a constructive - move your chair, please.[/TARGET] Teacher: Student L, you too. Teacher: In a constructive response how would you start out telling me about your graph. Teacher: In a constructive response - nobody knows?",1 6809,"Teacher: What does it - what does - what does it tell? Teacher: What does it tell you? Teacher: Write the story of your graph. [TARGET]Teacher: So in a constructive response, how would you - you're over here.[/TARGET] Teacher: In a constructive - move your chair, please. Teacher: Student L, you too. Teacher: In a constructive response how would you start out telling me about your graph.",1 6810,"Teacher: What does that mean? Student: Where no sides are out, like, it's all closed. Student: Nothing can get in. [TARGET]Teacher: Nothing can get in.[/TARGET] Teacher: It's like a fortress, right. Teacher: Nothing can get in. Teacher: Nothing can get -",0 6811,"Teacher: What does that mean? Teacher: What does that mean to you because I know how to read? Teacher: Yes. [TARGET]Teacher: So pay attention.[/TARGET] Student: To me what Student said it means to me like, like you using like tools to solve a problem. Teacher: Okay. Teacher: Anybody else?",1 6812,"Teacher: What does that word mean to compare? Teacher: Student A? Student: To compare - [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Hold on one second. Teacher: Back group, you're getting a little too loud. Teacher: You need to keep your volume down please.",1 6813,"Teacher: What does the denominator huh? Student: The denominator is what is divided by. Teacher: The denominator is what it's divided by okay stop please. [TARGET]Teacher: Please put over that.[/TARGET] Teacher: [Someone parked in the handicap spot, over loud speaker] Teacher: Let's go back to this, denominator. Teacher: What number is the denominator here?",1 6814,"Teacher: What does the denominator tell us? Teacher: If you don't know what the denominator tells us, listen. Teacher: What does the denominator tell you? [TARGET]Teacher: Does it have a mouth?[/TARGET] Teacher: Is it talking to you? Teacher: Hi, I'm number 12. Teacher: No.",0 6815,"Teacher: What don't you get? Teacher: [Inaudible] solve it. Teacher: What do you want to solve, first? [TARGET]Teacher: Look at this chart.[/TARGET] Teacher: What's first in this chart that you see? Student: [Inaudible]. Teacher: Are you sure?",0 6816,"Teacher: What else do we have? Teacher: Are those our only options? Teacher: Can I finish talking? [TARGET]Teacher: Put your hand down.[/TARGET] Teacher: Okay. Teacher: So you need to figure out. Teacher: In other words, the beginning of the lesson is start with either the triangles, the rhombuses, the squares - how many and what fractional part is each of these of your whole hexagon?",1 6817,"Teacher: What else? Teacher: Can someone give me another fraction? Student: Three-fourths. [TARGET]Teacher: Excuse me?[/TARGET] Student: Three-fourths. Teacher: Three-fourths, yep, three-fourths. Teacher: 75 one-hundredths is the same as three-fourths.",0 6818,"Teacher: What fraction is equivalent? Teacher: Equivalent, equal. Teacher: [Crosstalk] [TARGET]Teacher: See, I'm losing you.[/TARGET] Teacher: Yeah. Teacher: Student D, tell me something about equal, equivalent. Teacher: Yeah.",1 6819,"Teacher: What fraction is shaded? Student: One sixth. Teacher: Wow, some people are really not listening. [TARGET]Teacher: That's the thing.[/TARGET] Teacher: I know some people can even look at it and read it. Teacher: What do we look - how many - what's the denominator? Student: The whole thing.",0 6820,"Teacher: What happened? Student: It was in the tens place. Teacher: Because it's in the tens? [TARGET]Teacher: Put it down.[/TARGET] Teacher: What do you tell me now? Teacher: Sit down. Teacher: Student T, let me see what you did.",1 6821,"Teacher: What honey? Student: I forgot to put my answer. Teacher: Sit down they're on the board sit down. [TARGET]Teacher: Shh, sit down.[/TARGET] Teacher: Okay so for part A and this isn't a one it should be A right label it correctly it should be A. Teacher: Listen you guys are learning, shh. Teacher: It doesn't mean anybody's wrong it just means you're learning okay?",1 6822,"Teacher: What if I said that Ms. A gives 3 fourths of her oranges to her class. Teacher: How many oranges did Ms. A give? Student: 18! [TARGET]Teacher: Please stop.[/TARGET] Student: 18, 18, 18, 18! Student: Why are you all copying me?! Teacher: Please stop that!",1 6823,"Teacher: What is 1,059 take away 1,000? Student: 59 Teacher: Write it right here. [TARGET]Teacher: What did he do to you?[/TARGET] Student: He's calling me raspberry. Teacher: Did you call him raspberry? Student: No.",1 6824,"Teacher: What is 8 times 30? Teacher: Student A, what is 8 times 30? Student: [Inaudible]. [TARGET]Teacher: Little bit louder.[/TARGET] Student: 240. Teacher: What is 70 times 6, Student T? Student: 420.",0 6825,"Teacher: What is another type of way we can identify or show a fraction, Student A? Student: Measurement model. Teacher: Give me an example. [TARGET]Teacher: I'm waiting.[/TARGET] Student: A gas tank. Teacher: A gas tank. Teacher: Good.",1 6826,Teacher: What is it going to end up as? Student: A whole [inaudible]. Teacher: What is it called? [TARGET]Teacher: Student A's about to have a heart attack.[/TARGET] Teacher: What's it called? Student: A mixed number. Teacher: A mixed number.,0 6827,"Teacher: What is it, Student M? Student: 32 Teacher: I'm glad you guys are all - I love your enthusiasm. [TARGET]Teacher: We just have to make sure we're working within the rules.[/TARGET] Teacher: So after we multiply this, you're going to subtract it just like you always do. Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8? Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers.",1 6828,"Teacher: What is it? Teacher: [Loud side conversation, someone entered the room to collect donations] Student: Really I can't see. [TARGET]Teacher: Student R what are you doing?[/TARGET] Teacher: Go sit down. Teacher: Go sit down. Teacher: Did everyone donate their money?",1 6829,Teacher: What is nine times six? Student: I should know that. Teacher: Leave that on your desk. [TARGET]Teacher: You're here.[/TARGET] Teacher: Find out what nine times six is? Teacher: This is good. Teacher: I love this.,1 6830,"Teacher: What is one times three? Teacher: Check your models to see if it matches your answer. Teacher: Your model should match your answer, so be careful with your multiplication. [TARGET]Teacher: We have three minutes and then we'll start going over them.[/TARGET] Teacher: Keep going. Teacher: Is this correct? Teacher: What is five times three?",0 6831,"Teacher: What is our total? Multiple Students: 252. Teacher: Who has a question? [TARGET]Teacher: Sit up.[/TARGET] Teacher: Student A, what question do you have? Student: Why did you break up the 12 into 2 and 1? Teacher: Because 10 and 2 are very friendly numbers.",1 6832,"Teacher: What is outlier? Teacher: What is an outlier? Student: Someone who lies? [TARGET]Teacher: Someone who lies.[/TARGET] Teacher: How many of you've heard outlier before? Teacher: Student E. Student: An outlier is like if you have a line plot and you have like the order from one to ten, and you only have like say that [inaudible] is X equals one student, right?",0 6833,Teacher: What is something that you noticed? Teacher: Student E? Student: I noticed that - [TARGET]Teacher: He's talking.[/TARGET] Student: - in three-eights and one-fourth I noticed the numerator is equal one fourth. Student: So one forth of the numerator. Teacher: Okay.,1 6834,Teacher: What is that? Student: [Inaudible]. Teacher: And what's the label? [TARGET]Teacher: Sit down.[/TARGET] Teacher: Good job. Teacher: What's the label? Teacher: What is Y-D-S?,1 6835,"Teacher: What is that? Teacher: Can you start adding your numbers and stop looking for trouble? Teacher: Stop. [TARGET]Teacher: Leave it this way.[/TARGET] Teacher: Look here. Teacher: For example, what is - leave this. Teacher: You don't need this.",0 6836,"Teacher: What is that? Teacher: Try to understand how to use - what is the whole? Teacher: Student J you're being a mess, you're standing up, you're sitting down. [TARGET]Teacher: I want you to stand up, stand up, sit down on your chair push it in.[/TARGET] Teacher: You know what to do Student J? Student: Call on me. Teacher: [Inaudible]",1 6837,"Teacher: What is the first thing that you notice or that you know about this? Student: That they have different denominators. Teacher: That they have different denominators. [TARGET]Teacher: I need you to raise your hand.[/TARGET] Teacher: Okay. Teacher: So with there being different denominators - move that up, move your chair so that you can see - so with there being different denominators, what? Teacher: What is it that you know that you can or cannot do?",1 6838,"Teacher: What is the fraction I'm asking you to identify? Student: Four ninths. Teacher: Now I'm going to go one ninth, two ninths, three ninths, four ninths, and I will shade that in. [TARGET]Teacher: This is not working.[/TARGET] Teacher: Let me fix my number line. Teacher: All right. Teacher: Let me change my ninths.",0 6839,"Teacher: What is the median? Student: The middle. Teacher: And how are we going to find out what the middle number is? [TARGET]Teacher: Please stop talking unless I'm talking to you.[/TARGET] Student: Least to greatest. Teacher: We go least to greatest first. Teacher: So for example, if I was finding the median here, what would be my first number, from least to greatest?",1 6840,"Teacher: What is the next step after subtracting? Student: Bring down. Teacher: Bring down. [TARGET]Teacher: Okay, so everybody should be here, and let's stop.[/TARGET] Teacher: So the next thing that we see is 49, okay? Teacher: Does everybody see that? Teacher: So here is step one, we did that one.",1 6841,"Teacher: What is the problem with the camera? Teacher: You know how to do math. Teacher: Where does the [inaudible] come from? [TARGET]Teacher: Continue.[/TARGET] Teacher: Finish your work. Teacher: Student A, I'm not playing now. Teacher: Stop.",0 6842,"Teacher: What is the problem? Student: [Inaudible] Cause she wouldn't do anything. Teacher: Turn around please let's finish this work, you're almost done. [TARGET]Teacher: Sit![/TARGET] Student: I don't want to. Teacher: Student J stop. Teacher: Student J stop.",1 6843,Teacher: What is the problem? Student: [Inaudible]. Teacher: Who told you? [TARGET]Teacher: You're blocking Student D. You can't be seen by the camera.[/TARGET] Teacher: That's cool. Teacher: Now look carefully at these two different - [inaudible] honey. Teacher: It's not your-,0 6844,"Teacher: What is the problem? Teacher: Go back and sit down. Student: [Inaudible]. [TARGET]Teacher: Student T, what are you doing?[/TARGET] Student: he hit me first. Student: I didn't hit him. Student: Yes, you did.",1 6845,Teacher: What is the question you were supposed to respond to in the second step? Teacher: What kind of fraction do you have right now? Student: Unlike. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You have 3 over 9 and 4 over 9. Teacher: What kind of fractions do you have right now? Student: Like.,1 6846,Teacher: What is the value of 9? Teacher: Sit down. Teacher: Stop calling out. [TARGET]Teacher: Thank you.[/TARGET] Student: 90 Teacher: What is the value of 20? Student: 20,0 6847,Teacher: What is the value of this 9 here? Teacher: What is the value of 9? Teacher: Sit down. [TARGET]Teacher: Stop calling out.[/TARGET] Teacher: Thank you. Student: 90 Teacher: What is the value of 20?,1 6848,"Teacher: What is the value of this nine here? Student: Nine hundred. Teacher: Nine hundred. [TARGET]Teacher: Student M, sit up.[/TARGET] Teacher: Nine hundred take away six hundred, what we have left? Multiple Students: Three hundred. Teacher: Three hundred.",1 6849,"Teacher: What is the weight in pounds of one of these balls? Teacher: Don't give me the answer. Teacher: Show, or explain how you got your answer. [TARGET]Teacher: You can start thinking.[/TARGET] Teacher: We're not doing the work, yet. Teacher: No writing yet. Teacher: Pencils down.",0 6850,"Teacher: What is the - just give me a second. Teacher: Give me a second, guys. Teacher: [Silence]. [TARGET]Teacher: Why - why are you - I'm not [inaudible] to do [inaudible] anything.[/TARGET] Teacher: Sit down. Teacher: [Silence]. Teacher: Student M?",1 6851,"Teacher: What is this here? Teacher: Look at this. Teacher: Anybody, anybody, anybody. [TARGET]Teacher: You need to raise - raise your hand, please.[/TARGET] Teacher: Let me go to Student L. Student L, what is this here? Teacher: Can you read this fraction? Student: Yes.",1 6852,"Teacher: What is this? Student: I drew something. Teacher: Why? [TARGET]Teacher: Did I ask you to do that?[/TARGET] Teacher: No, I didn't think so. Teacher: Turn around and get your own work done. Teacher: Why do you have an extra one?",1 6853,Teacher: What is two? Student: Two times zero. Teacher: I want you to put that down. [TARGET]Teacher: That's enough.[/TARGET] Student: I don't know. Teacher: You have it here. Teacher: Five times six is what?,1 6854,"Teacher: What is your statement? Student: [Inaudible] Teacher: Okay, you're not saying anything. [TARGET]Teacher: I don't hear any talking.[/TARGET] Teacher: What is your statement? Student: Because you can't find a half with an odd number. Teacher: But it's for that equation right there.",0 6855,"Teacher: What is? Student: It is for your information. Teacher: Yeah, but you were playing with it. [TARGET]Teacher: Let's do this.[/TARGET] Teacher: Let's do this again. Teacher: Uh-huh. Teacher: Let's go.",0 6856,"Teacher: What kind of a scale is this? Student: A measuring scale. Teacher: A measuring scale, a balancing scale okay. [TARGET]Teacher: So it says-please turn around-the pictures below-I said please turn around.[/TARGET] Teacher: The pictures below show how two different groups of shapes balance a scale. Teacher: Let's look at that first scale. Teacher: What shape is on the left side of that scale?",1 6857,"Teacher: What kinds of numbers? Teacher: What place value do they have? Teacher: Student N, they can watch now. [TARGET]Teacher: Excuse me?[/TARGET] Student: Tens value. Teacher: Tens. Teacher: And if you multiply a tens number by a tens number, then you're going to have what?",1 6858,"Teacher: What next? Teacher: Everybody pay attention, okay. Teacher: What next? [TARGET]Teacher: I love this enthusiasm.[/TARGET] Teacher: Student G. Student: [Inaudible] and then put the 10 over it. Teacher: 10 over 10 and I make this 3 and 10-tenths.",0 6859,"Teacher: What number is represented by point Z on the number line? Teacher: I'll give you guys one minute to do that. Teacher: Everybody is doing it. [TARGET]Teacher: Student S, put it back.[/TARGET] Teacher: You're going to be doing this problem as well. Teacher: I can take a point back. Teacher: Whatever you think.",1 6860,"Teacher: What number is represented by - I can wait. Teacher: What number is represented by point Z on the number line? Teacher: I'll give you guys one minute to do that. [TARGET]Teacher: Everybody is doing it.[/TARGET] Teacher: Student S, put it back. Teacher: You're going to be doing this problem as well. Teacher: I can take a point back.",0 6861,"Teacher: What number times five will get us close to 13? Student: Two. Teacher: Okay. [TARGET]Teacher: Student C, since you called it out?[/TARGET] Teacher: Two. Teacher: You guys agree? Multiple Students: Yes.",1 6862,"Teacher: What ordered pair is my battleship located on? Student: A, I mean. Teacher: Can anyone help him? [TARGET]Teacher: Student R you paying attention?[/TARGET] Teacher: What ordered pairs is my battleship located on? Teacher: It's located on 5 different ordered pairs, right here, right here, right here, right here, and right here. Teacher: So someone give me any of these.",1 6863,"Teacher: What other ordered pair would hit me? Teacher: Student J? Student: 3, 5 [TARGET]Teacher: 3 are you watching Student D?[/TARGET] Teacher: 1, 2, 3, 4, 5. Teacher: 3, 5 oh he hit me Student D give me another ordered pair that would him me. Student: 3, 8",1 6864,"Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color? Teacher: Show me the work. Student: On what? [TARGET]Teacher: On your graph paper.[/TARGET] Teacher: No, based on that, on the graph. Teacher: And to answer your question from that graph - this question right here from that graph. Teacher: Don't talk out loud.",0 6865,"Teacher: What state did it come from? Student: Missouri. Teacher: Okay. [TARGET]Teacher: Push your chair in and sit up, just like Student C, Student A, and Student B are.[/TARGET] Teacher: All right. Teacher: So, here's where it starts. Teacher: Who - can anyone read the story?",1 6866,"Teacher: What students? Teacher: You have to start asking students what their favorite colors are. Teacher: Student T, when you are done you've got to start asking students what their favorite colors are. [TARGET]Teacher: So write, get a loose-leaf sheet of paper and start surveying people.[/TARGET] Teacher: I'm gonna do H on the board. Student: H is hard. Teacher: If you want help with H, come to the carpet.",0 6867,Teacher: What was that? Teacher: 400? Student: 300. [TARGET]Teacher: Quiet.[/TARGET] Teacher: I can't hear. Teacher: There's too much talking. Student: Quadrilateral for 300.,1 6868,Teacher: What was the first whole? Multiple Students: Green. Teacher: Yes. [TARGET]Teacher: Shhh.[/TARGET] Student: And then there was [inaudible]. Teacher: Mm-hmm. Teacher: And those two are [inaudible] whole.,1 6869,"Teacher: What we do now - excuse me. Teacher: Student J, what do we do now? Student: Now we multiply the numerator and the denominator. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Where are we right now in the question? Teacher: We just wrote the multiplication sign. Teacher: What do we do now?",1 6870,"Teacher: What weighs the most, Student M? Student: a ton. Teacher: A ton. [TARGET]Teacher: Side conversation needs to stop.[/TARGET] Teacher: Are there any questions? Teacher: Does it make more sense today now that I'm not listening to what Mrs. D was trying to tell me earlier? Multiple Students: Yes.",1 6871,"Teacher: What were you erasing? Student: [Inaudible]. Teacher: Okay, that's - you cannot do that. [TARGET]Teacher: Do you understand me?[/TARGET] Teacher: That's cheating. Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six. Multiple Students: Yes.",1 6872,Teacher: What were you going to say? Student: [Inaudible]. Teacher: Can be. [TARGET]Teacher: You need to listen to each other.[/TARGET] Student: A line could be straight or curved. Teacher: We're talking about straight lines here because we're working with polygons. Teacher: Student M?,1 6873,"Teacher: What would 100 plus 600 be? Student: 700 Teacher: 700 [TARGET]Teacher: Stop calling out.[/TARGET] Teacher: I would like you to raise up your hand. Teacher: 96 - sit down. Teacher: Turn around and sit down, please.",1 6874,"Teacher: What would be the volume of that prism? Teacher: Student T. Student: [Inaudible]. [TARGET]Teacher: Student P, can you close the door for me?[/TARGET] Teacher: How did you figure that out, Student T? Student: 3 times 10 times 3. Teacher: Right.",0 6875,"Teacher: What would happen to that? Teacher: Go back and look at those, okay? Teacher: Thank you, ma'am. [TARGET]Teacher: Student C, if you don't get busy, if I look over here one more time and you're not doing what you're supposed to, [inaudible].[/TARGET] Teacher: How are we doing, Student T? Student: I'm doing good. Teacher: Tell me about this one, and this one.",1 6876,"Teacher: What would it be? Student: Two-eighths - Teacher: Okay, you already talked. [TARGET]Teacher: Give somebody a chance.[/TARGET] Teacher: Hey, Student, what would three eighths be in percent? Teacher: Yes? Student: thirty-three and one half.",1 6877,"Teacher: What would it be? Teacher: Look where the grid is and tell me what it would be. Teacher: I need everyone to listen. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Don't worry about the actual numbers. Teacher: It's just a symbol. Teacher: Here, look at what is located here on the X axis first, and where is the actual symbol on the Y axis.",1 6878,"Teacher: What would that be? Teacher: All right, Student T, what do you think it is? Student: [Inaudible] [TARGET]Teacher: Please excuse my dear Aunt Sally.[/TARGET] Teacher: So what is an easy way to say that? Student: PEMDAS. Teacher: PEMDAS.",0 6879,"Teacher: What would that be? Teacher: Let's go to the rug, quietly, please. Teacher: Bless you. [TARGET]Teacher: Hello?[/TARGET] Teacher: Sit anywhere. Teacher: Leave him alone. Teacher: Sit.",1 6880,"Teacher: What would you tell Mr. or Mrs. Sun-maid? Teacher: Student A. Teacher: Wait, hold on. [TARGET]Teacher: Hold on.[/TARGET] Teacher: I need everyone to stop moving. Teacher: Hold on, I can't hear you. Teacher: Hold on.",1 6881,"Teacher: What you ask her so if you say Student H do you have 5, 4 if she has it what would you put there? Student: A star. Teacher: And if she doesn't you can just put a little dot so that way you don't ask her the same coordinate twice. [TARGET]Teacher: I don't know what your problem is, go sit down.[/TARGET] Student: No not right now. Teacher: So you don't have to hide, you don't have to worry about hiding this. Teacher: Who's turn is it?",1 6882,"Teacher: What you doing? Student: I can't see the other problem. Teacher: I know you don't think I'm going to look at that. [TARGET]Teacher: You need to learn organization.[/TARGET] Teacher: Next year your teacher's going to look at your stuff and ask, ""Why are things randomly floating around. Teacher: What [inaudible] goes into what?"" Student: Number three.",1 6883,"Teacher: What you've got. Teacher: No, you continue. Teacher: Yeah. [TARGET]Teacher: Let's look at what we have done so far.[/TARGET] Teacher: Go back to your seats. Teacher: If you have not finished, this will help you to finish up your work. Teacher: Sh.",0 6884,"Teacher: What's 2 times 2? Multiple Students: 4. Teacher: So wouldn't it go in, 2 times? [TARGET]Teacher: Sit closer to me so I can help you.[/TARGET] Teacher: Come here. Teacher: Okay, silly boy. Teacher: Does 2 go into 1?",1 6885,"Teacher: What's another one? Student: [Inaudible] make an equivalent, and I got three one sixths, and I got it. Student: I agree. [TARGET]Teacher: You all are talking at one time and it's starting to irritate me.[/TARGET] Teacher: Student N is the person who is talking now. Teacher: Let him finish and I'll get to the rest of you. Student: I got two sixths - no, I got - yeah, that's right.",1 6886,"Teacher: What's another reason that we need to understand and be able to make equivalent fractions? Teacher: Student D. Student: [Inaudible] [TARGET]Teacher: I know, but I need you focused.[/TARGET] Teacher: I need you paying attention. Teacher: Can you answer the question, Student E? Teacher: Can you answer the question, Student E?",1 6887,"Teacher: What's my third multiple? Teacher: [Crosstalk] Student: 6, 12, 18, 24, 30, 36, 42. [TARGET]Teacher: So pay attention, Student P. I need you sitting up.[/TARGET] Teacher: Look at me. Teacher: If each of these folds is a multiple, right? Teacher: What is my third multiple?",1 6888,"Teacher: What's next? Multiple Students: 300. Teacher: 300. [TARGET]Teacher: Guys, pick it up.[/TARGET] Teacher: We're not singing them. Multiple Students: 330. Teacher: 330.",1 6889,Teacher: What's the answer? Teacher: And explain. Student: [Inaudible]. [TARGET]Teacher: I like the way that the Leopard Champions are focused up here.[/TARGET] Teacher: I'm not too happy with the Jaguars right now. Teacher: Okay. Teacher: So the answer is five eighths.,1 6890,"Teacher: What's the best interval? Teacher: Should we use ones, twos, fives, tens? Teacher: Should I go by 20? [TARGET]Teacher: Let me see your boards.[/TARGET] Teacher: I see some fives. Teacher: I see some tens. Teacher: Okay.",0 6891,"Teacher: What's the problem? Teacher: Sit here. Teacher: You want to work with me? [TARGET]Teacher: Let's work with me, come on.[/TARGET] Teacher: Come on, work with me. Teacher: Come on, work with me here. Teacher: Student A, come on.",0 6892,Teacher: What's the second step in listening? Student: Hearing. Teacher: Hearing? [TARGET]Teacher: Not hearing.[/TARGET] Student: Quiet. Teacher: Quiet. Teacher: Okay?,0 6893,"Teacher: What's this one going to be? Student: Two sixths. Teacher: Thank you. [TARGET]Teacher: Somebody's paying attention.[/TARGET] Teacher: I'll put a mark here. Student: Three sixths. Teacher: Thank you, Student N. What's this one?",1 6894,"Teacher: What's this one? Student: Three eighths. Teacher: You got it? [TARGET]Teacher: You can handle it.[/TARGET] Teacher: Student K, why are you stopped? Teacher: Come on. Teacher: We're going to break up into groups in a minute, and I want you to practice this some more on the computer.",0 6895,"Teacher: What's up, Student C? Teacher: Me too. Teacher: Basketball, statistics. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Put your hands on your desk. Teacher: Thank you. Teacher: Wins, losses, percent.",1 6896,"Teacher: What's wrong? Student: Just pollen. Teacher: You need to get your work done, because if not, I'm going to have to start sending you to Mrs. A's office to do your work. [TARGET]Teacher: We are not going to just sit there.[/TARGET] Teacher: You need to work. Teacher: Let's do it with five twentieths. Teacher: Think of a number that will divide into five.",1 6897,"Teacher: What's your answer? Teacher: [Crosstalk] Student: My answer is zero point two six six five zero. [TARGET]Teacher: All right, Student A, betting your recess.[/TARGET] Teacher: What? Student: Twenty-three point six five zero. Teacher: Twenty-three point six five what?",1 6898,"Teacher: What's your question? Teacher: Student A, can you please stop? Teacher: Stop. [TARGET]Teacher: Because you have started paying attention - what is that?[/TARGET] Teacher: You don't eat peanuts? Student: I don't like it. Teacher: Student A, sit down and stop fooling around, please.",1 6899,"Teacher: What, sweetie? Student: [Inaudible]. Student: Shh. [TARGET]Teacher: Why are you saying that, Student E?[/TARGET] Student: Hmm? Student: Why are you saying that? Student: What?",0 6900,Teacher: What? Student: I added 2. Teacher: No. [TARGET]Teacher: That's not how to do it.[/TARGET] Teacher: Everybody stop. Teacher: Let's read at the same time. Teacher: Come to play.,0 6901,Teacher: What? Student: The numbers of zero is zero. Teacher: Yes. [TARGET]Teacher: Do your own here.[/TARGET] Teacher: Do your own. Teacher: Start with 33 plus 33. Teacher: It's the same things as 33 times 2.,0 6902,"Teacher: What? Student: They're gonna play around [inaudible]. Teacher: Okay, Student J, could you shut that door correctly? [TARGET]Teacher: Now - Student D, no, not right now.[/TARGET] Teacher: Let's look at this page, page 29. Teacher: Student C, over here. Teacher: Page 29, it says, ""Fill in the blanks to make each equation true.",0 6903,"Teacher: What? Student: [Inaudible] times [inaudible]. Teacher: Which is? [TARGET]Teacher: [Muffled conversation.[/TARGET] Teacher: Inaudible, ""- one more time, I am going to make sure I call her""]. Student: Okay. Teacher: Go ahead, Student J.",0 6904,"Teacher: What? Student: [Inaudible]. Teacher: Just don't touch it. [TARGET]Teacher: I don't see anything.[/TARGET] Teacher: [Inaudible] some dry skin, okay? Teacher: All right. Teacher: Let's say we have ...",0 6905,Teacher: What? Student: [Inaudible]. Teacher: So watch this. [TARGET]Teacher: [Inaudible] we do.[/TARGET] Teacher: I'm going to give you two problems. Teacher: I want you to write it down. Teacher: Follow the steps in this order.,0 6906,"Teacher: What? Teacher: 15 is the divisor, correct. Teacher: So, I'll put 15 right here. [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: First part shouldn't be that tough. Teacher: Do you have it copied down? Student: No, that's answer's easy.",0 6907,"Teacher: What? Teacher: All right, stop. Teacher: Hands down. [TARGET]Teacher: Everybody, I want you to pay close attention because we're gonna answer these together.[/TARGET] Teacher: Turn around. Teacher: That's not helping him. Teacher: That's doing it.",1 6908,"Teacher: What? Teacher: [Crosstalk] Teacher: I can't help you with that, share. [TARGET]Teacher: Share with Student J.[/TARGET] Teacher: Page 29. Teacher: There shouldn't be any talking over there. Teacher: Student O, Student K, when you take out a math book there is not talking.",0 6909,"Teacher: Whatever you guys are. Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand. Teacher: You're the boss, remember. [TARGET]Teacher: That's you.[/TARGET] Teacher: I would say, okay, everyone. Teacher: Let's look at what we have for part A. Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers.",0 6910,"Teacher: What's 7 times 9? Teacher: Look. Teacher: 7 times 9, 63. [TARGET]Teacher: Why are you all yelling at him?[/TARGET] Teacher: That's very rude. Teacher: Sit up. Teacher: Leaning on it probably isn't helping.",1 6911,"Teacher: What's halfway between one and two? Student: One and [inaudible]. Student: One and one-half. [TARGET]Teacher: Shh.[/TARGET] Teacher: I love when people shout out when I've asked someone else to answer. Teacher: One and one-half, okay? Teacher: So what - I ... I didn't get anybody saying that this answer's going to be closer to zero.",1 6912,"Teacher: What's my common denominator? Teacher: Don't-do not do anything. Teacher: Student M, you can take this if you want 'cause-okay. [TARGET]Teacher: You closed your notebook.[/TARGET] Teacher: We're not putting away anything. Teacher: We're not doing anything except for finishing this. Teacher: What is my common denominator for number 2?",1 6913,Teacher: What's my first step? Teacher: My first step? Teacher: Student W? [TARGET]Teacher: We're doing F right now.[/TARGET] Student: [inaudible] Teacher: Percent of students that chose orange - I agree with you. Teacher: That's 6 plus 6.,0 6914,"Teacher: What's nine times four? Multiple Students: Thirty-six. Teacher: Good. [TARGET]Teacher: You're listening, and paying attention.[/TARGET] Teacher: I like that. Teacher: Nine times three? Multiple Students: Twenty-seven.",1 6915,"Teacher: What's one way, at the bottom, how this table is organized, Student X? Teacher: Can someone help Student X out? Teacher: I'm making sure everyone is paying attention. [TARGET]Teacher: I can tell when you're not paying attention.[/TARGET] Teacher: Could someone help out with explaining this table. Teacher: What do we see? Teacher: What are the characteristics of this table?",1 6916,"Teacher: What's one-tenth of - yeah, you're right. Teacher: What's one-tenth of 85? Student: Eighty-five. [TARGET]Teacher: Go.[/TARGET] Teacher: Well, I was going to say, ""Don't tell [inaudible]."" What's one-tenth of 85? Teacher: You know. Student: One-tenth of -",1 6917,"Teacher: What's that? Student: [Inaudible] because we have a really good newspaper [inaudible], so we don't want to - Student: Please don't let - [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Okay, I'm not going - I can't control what they do. Student: Okay, could you tell them, please?",1 6918,"Teacher: What's that? Student: [inaudible] Teacher: [inaudible] Don't come up to me - I'm working with somebody. [TARGET]Teacher: I'll come to you.[/TARGET] Teacher: Or, Student C seems to understand what's going on - Student G seems to understand. Teacher: You can come to them. Teacher: Yes?",0 6919,"Teacher: What's the matter? Student: [Inaudible]. Teacher: Yeah, I'll turn it off. [TARGET]Teacher: I had it off.[/TARGET] Teacher: [Crosstalk] Teacher: All right. Teacher: So let's take a look at Shape B.",0 6920,"Teacher: What's the problem? Student: He won't give me my pencil. Student: No, it's mine. [TARGET]Teacher: I asked you to come sit right here.[/TARGET] Teacher: Come up. Student: [Inaudible]. Teacher: All right.",1 6921,"Teacher: What's the step after you read? Student: Re-read. Teacher: So, now everyone, right now, you're doing your re-reading. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: [Inaudible] together, okay? Teacher: You're the motivator. Teacher: Go ahead and re-read.",0 6922,"Teacher: What's wrong with the mean? Teacher: You didn't get that? Teacher: What do you mean? [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: We're laughing over here and talking over here. Teacher: I'm not understanding what you're saying. Teacher: What did you get, Student D?",1 6923,"Teacher: What's wrong? Student: I think [inaudible]. Teacher: You do? [TARGET]Teacher: Okay, go outside.[/TARGET] Teacher: Put your jacket on, and go outside. Teacher: [Inaudible] garbage can. Teacher: [Side conversation with other teacher about a student not feeling well and leaving the classroom].",1 6924,"Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths. Teacher: Yes? Student: [Inaudible]. [TARGET]Teacher: Markers and boards.[/TARGET] Teacher: We've already gone over do not call me if you want to tattle tale. Teacher: If the person is doing something to you that you have to go to the nurse for, let me know. Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker.",0 6925,"Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions. Teacher: You [inaudible] Student A, you need to go to your seat. Student: Thank you [inaudible] [TARGET]Teacher: Student C, you need to go to your seat.[/TARGET] Teacher: The directions are be in your seat in three, two, one. Teacher: Second direction. Teacher: Second direction, write your name and the date on the graph paper.",1 6926,"Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this. Teacher: But we're gonna do it for a group, all right? Teacher: [Crosstalk] [TARGET]Teacher: Look again, look, look.[/TARGET] Teacher: This is - Student: [Inaudible]. Teacher: Huh?",0 6927,"Teacher: When I say go, if you think he did a really good job I want you to put both thumbs up in the air like this. Teacher: If you think he did a really bad job and there's a lot of mistakes, then I want you to go like this. Teacher: Are you ready? [TARGET]Teacher: And - no, sir; I do not want you to do that.[/TARGET] Teacher: This is if it's a good job; this, if it's a bad job, okay? Teacher: These are the only two choices. Teacher: Get ready and go.",1 6928,"Teacher: When I say please stop playing with them, you're going to stop playing with them, all right? Teacher: I want Student A to come help me. Teacher: Student I. [TARGET]Teacher: Student J, and Student A, come help me.[/TARGET] Teacher: Okay, count. Teacher: You should have about 36. Teacher: I want you to take your table and get two groups of 36 for your table.",0 6929,"Teacher: When Teacher C passes them out, and asks you not to take them out, this is why. Teacher: Because you're not putting it back in. Teacher: You're not paying attention to me. [TARGET]Teacher: Put it back in.[/TARGET] Teacher: Take your hands off of it. Teacher: So I should not hear the sound of the bar [inaudible] back into it. Teacher: You don't need to remove the bar for what we're going to do, necessarily, although it might help.",1 6930,"Teacher: When both of them are done - raise your hands when both of them are done. Student: Oh, both of them. Multiple Students: [Crosstalk]. [TARGET]Teacher: Look at the chart.[/TARGET] Teacher: [Inaudible]. Teacher: [Inaudible] problem. Teacher: [Inaudible] problem.",0 6931,Teacher: When do you say 1? Teacher: Once you make a move. Teacher: So why didn't I say - who is playing with their money still? [TARGET]Teacher: Why?[/TARGET] Teacher: Where are your 10 groups? Teacher: You had money out. Teacher: I don't understand what the problem is.,0 6932,"Teacher: When it has the orange or when it doesn't? Student: When it has the green. Student: When it has the green on that little circle thing. [TARGET]Teacher: Okay, shh.[/TARGET] Student: There's, like, a light coming right here. Teacher: Yeah, okay, sit, sit, sit. Student: It's red.",1 6933,"Teacher: When we finish this round one, round two you get your snack. Student: You just said when we finished round one. Student: You said when I finished this page I get to have a snack. [TARGET]Teacher: You didn't finish it properly.[/TARGET] Student: Yes, I did. Teacher: No you didn't. Teacher: Look at how this game goes.",0 6934,"Teacher: When we multiply, don't we multiply top to bottom? Teacher: We don't go straight across, right? Student: No. [TARGET]Teacher: Student K, help your friend.[/TARGET] Student: Two hundred times eight. Teacher: Eight. Teacher: [Teacher writing on board].",0 6935,"Teacher: When we play we cannot have - look at the game. Teacher: Can you go over there and get the pencil please? Teacher: Student J, can you go get a pencil? [TARGET]Teacher: When we finish this round one, round two you get your snack.[/TARGET] Student: You just said when we finished round one. Student: You said when I finished this page I get to have a snack. Teacher: You didn't finish it properly.",0 6936,"Teacher: When you are done if you will just stay at your seat and turn it in, and just read a book until we are ready to move on, or you may work on your independent practice. Teacher: Seven eighths plus two and three fourths. Teacher: Good. [TARGET]Teacher: Just take it out the door.[/TARGET] Teacher: You've got to pick, girl. Teacher: Ms. W is crazy. Teacher: That's fine.",0 6937,"Teacher: When you break the numbers up by breaking ones, then the tens - okay. Teacher: [Inaudible]. Teacher: Sit down, Student A. [TARGET]Teacher: Come right here.[/TARGET] Teacher: Sit down. Teacher: Sit here with me. Teacher: Listen.",1 6938,"Teacher: When you do that, you're winning your opponent. Teacher: I'm going to pass the cards. Teacher: This is the first round. [TARGET]Teacher: 1, 2, 3, 4, 5.[/TARGET] Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6. Teacher: You can use your wild card and make any number.",0 6939,"Teacher: When you do the first one - come right here. Teacher: Everyone's playing. Teacher: Okay. [TARGET]Teacher: Student T, move over here.[/TARGET] Teacher: Give me the whole card. Teacher: Stop whistling please. Teacher: You have used it two times.",1 6940,"Teacher: When you finish this, all the materials that you need for the division game are in the back. Teacher: [Crosstalk] Teacher: Excuse me. [TARGET]Teacher: I am explaining directions.[/TARGET] Teacher: As well as if you have time you can do the science center with the different types of clouds. Teacher: The books are also on the back as well. Teacher: I do not have a lot of glue sticks, so you're gonna have to -",1 6941,Teacher: When you finish. Teacher: Can you stop throwing that? Teacher: Give it to me. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Do your math. Teacher: Let me have it. Teacher: Give it to me.,0 6942,"Teacher: When you first look at this, what do you think the answer is, automatically? Student: A whole. Teacher: A whole, or sixteen sixteenths. [TARGET]Teacher: I said, ""Student C, I didn't give you that.""[/TARGET] Teacher: I don't know why anybody's playing with their board right now. Teacher: I specifically told you to get your hands off your cubes. Teacher: So I started thinking.",1 6943,"Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions. Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions. Teacher: [Inaudible] see your answers. [TARGET]Teacher: Do you have answers on there?[/TARGET] Teacher: Yes. Teacher: Wait. Teacher: One half.",0 6944,"Teacher: When you get to page 30 you will stop because we are going to play the game. Teacher: If you need any help, you raise up your hand and I will help you. Teacher: Look at the questions it's asking here. [TARGET]Teacher: It says now look carefully at these different solutions.[/TARGET] Teacher: This one here - you look here. Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below. Teacher: This solution is this one here.",0 6945,"Teacher: When you have a seat I'll be giving you a ticket. Teacher: Thank you guys. Teacher: You guys did great. [TARGET]Teacher: You can go back, Student D. Beautiful.[/TARGET] Teacher: So we're waiting for Student T. We're waiting for - Student H, are you done? Teacher: I see that. Teacher: I'm going to move it to the front.",0 6946,"Teacher: When you have written the date at the top of the page, don't close the book. Teacher: Put your pencil in it and then close it so you can find your place easily, then come to the floor. Teacher: I need everybody so you can all see me and I can see you except for the people that are going to stay. [TARGET]Teacher: Student J, I want you to move up here so you can be closer.[/TARGET] Teacher: No, you're going to move there so you can see what we're doing. Teacher: Student B, you're going to move away from the table. Teacher: Okay.",0 6947,"Teacher: When you subtract your number should become smaller. Teacher: Subtraction and division means to make tiny. Teacher: Multiply, add; you make larger. [TARGET]Teacher: Pay attention Student S. I already know what your answer was, please don't do that.[/TARGET] Teacher: Pay - I need you to watch me, okay? Teacher: We cannot subtract six from zero, five from zero or six from zero again. Teacher: They're too big.",1 6948,"Teacher: When you're ready, show me a thumbs up. Teacher: I would like to give out bands for the groups that are ready first. Teacher: You did. [TARGET]Teacher: I wasn't paying attention.[/TARGET] Teacher: He explained the difference. Teacher: There you go. Teacher: Okay.",0 6949,"Teacher: When you're done with it your thumbs are gonna be up. Teacher: I'll check it and I'll send you to special. Teacher: Put your name and the date on the graph paper. [TARGET]Teacher: All right, here's your question.[/TARGET] Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color? Teacher: Show me the work. Student: On what?",0 6950,"Teacher: When you're done with that - Student: There's two - Teacher: Shh. [TARGET]Teacher: Wait.[/TARGET] Teacher: I'm - people are not listening. Teacher: Student L? Teacher: When you're done writing your couple sentences, if you're done with all that, put it over on the back table to dry, and come and see me.",1 6951,"Teacher: When you're done, he's going to put that away. Teacher: Okay. [TARGET]Teacher: You need to put this away.[/TARGET] Teacher: Hurry up. Teacher: Use the trash. Teacher: Are you done with this?",1 6952,"Teacher: When you're done, he's going to put that away. Teacher: Okay. Teacher: You need to put this away. [TARGET]Teacher: Hurry up.[/TARGET] Teacher: Use the trash. Teacher: Are you done with this? Student: Yeah.",1 6953,"Teacher: When you're done, you're pencils are gonna be down, just so I know. Student: I don't got my own paper. Teacher: All right, you need to share with somebody. [TARGET]Teacher: I didn't have enough.[/TARGET] Teacher: Share with Student M this time. Teacher: All right, okay, get your pinkie. Teacher: I mean, get your index fingers again.",0 6954,"Teacher: When you're finished measuring them, there's more to task one. Teacher: I'm not sure why you put this in here, it's got nothing to do with what you're doing for part one, for box one. Student: [Inaudible] [TARGET]Teacher: You're not following directions.[/TARGET] Teacher: Reader, you're going to need to read the box one again because they're not all doing it. Teacher: You are, but read the rest of that out to them. Student: She said a glue stick, she didn't say a glue stick with something in it.",1 6955,"Teacher: When you're ready, just put your pencils down. Teacher: Because, you're not gonna need them in a second. Teacher: Thank you, Student J. [TARGET]Teacher: Thank you, Student D. Thank you, Student D and Student C. [/TARGET] Student: I see what everybody else is doing. Teacher: Good thinking. Teacher: All right, now take your finger, okay?",0 6956,"Teacher: When you're working with your face partner there's two groups of three. Teacher: You guys will all be working together. Teacher: All three of you, okay? [TARGET]Teacher: I'm going to pass the sort out, and I want you - Student D, you need to put that away.[/TARGET] Teacher: That's not helping you right now. Teacher: It's distracting you. Teacher: You're going to take these shapes, spread them all out, and then I want you to do an open sort.",1 6957,"Teacher: When? Student: Never. Teacher: Uh-huh, that's right. [TARGET]Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class.[/TARGET] Teacher: Stop crying. Teacher: Okay. Teacher: All right, very good.",0 6958,"Teacher: Where are the things that were put on - Student C. Please be quiet. Teacher: Did you put any on this table? Student: I thought you were [inaudible]. [TARGET]Teacher: I said - stop that, okay?[/TARGET] Teacher: I need to get - wait Student C. What are you - they don't need three of them, honey. Teacher: [Inaudible]. Teacher: How many do you guys have?",1 6959,"Teacher: Where are we at? Teacher: You're close. Teacher: Okay. [TARGET]Teacher: I'm going to stop asking.[/TARGET] Teacher: You figure it out, and we'll see how close we are. Teacher: Okay. Teacher: Show me your $5.98.",0 6960,"Teacher: Where are you from? Student: [Inaudible]. Teacher: We don't [talk] that way. [TARGET]Teacher: You go to - then you go to math with science, you go to math with science and then you will see -[/TARGET] Student: Oh. Teacher: Oh. Teacher: So take your [yeahs] back.",0 6961,"Teacher: Where are you getting 20 from? Student: [Inaudible] Teacher: Shh. [TARGET]Teacher: Student O, take a seat.[/TARGET] Student: No, Teacher, I changed my answer. Teacher: You changed your mind. Student: Yeah.",1 6962,Teacher: Where are you going? Teacher: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I have to ask the class not to be rude. Teacher: All right. Teacher: Go on.,1 6963,"Teacher: Where did I put the little basket? Teacher: Thank you. Teacher: Modeling is right here. [TARGET]Teacher: Please just take these and go to your desk.[/TARGET] Teacher: My figurine factors, the game is back there. Teacher: I will put it up front. Teacher: You need to read the directions on that.",0 6964,"Teacher: Where did that 10 from the 13 go? Student: On top of the eight. Teacher: On top of the eight in the tens column. [TARGET]Teacher: Student R is warning us not to switch those around.[/TARGET] Teacher: Student R is saying you'll be in a big heap of trouble if, instead of saying this is 13, if you put the one down there and the three. Teacher: Because if you screwed that up, what number did I really just add to the problem? Teacher: What's that new number that's there?",0 6965,"Teacher: Where did you get it from? Student: See this 27 times 5, right? Student: I put - [TARGET]Teacher: All eyes look here and see what he did.[/TARGET] Student: I count two down. Student: So if put 25 it will be easier. Student: Then 3 times I'm supposed to have 27 so that's plus 2 is 6 so I'll have to plus six to a number that is close.",1 6966,"Teacher: Where do my numbers go? Student: [Inaudible]. Student: I can't see. [TARGET]Teacher: Turn around.[/TARGET] Student: I am. Teacher: Push in your chair. Teacher: Student S, what's next?",1 6967,"Teacher: Where do those numbers come from? Teacher: Talk to the person beside you. Teacher: See if you can come up with an answer of where the numbers come from. [TARGET]Teacher: You can sit in Student F's seat, Student C, if you want.[/TARGET] Teacher: Paper passes, where are you? Teacher: Student D, move your desk back. Teacher: Start passing out calculators.",0 6968,Teacher: Where do you see seven on the X axis? Teacher: There you go. Teacher: Please have a seat. [TARGET]Teacher: 5.[/TARGET] Teacher: Okay. Teacher: Then where do you see it on the Y axis? Teacher: That's what kind of 4?,0 6969,"Teacher: Where does 16 come from, and where does 11 come from? Teacher: Explain it here. Teacher: Write your name. [TARGET]Teacher: Work with me.[/TARGET] Student: Is the camera there? Teacher: Work with me. Student: No.",0 6970,"Teacher: Where does 36-hundredths go? Teacher: Okay. Teacher: Now can you solve that on your own? [TARGET]Teacher: Sit up for me, honey, so I can see your work.[/TARGET] Teacher: Thank you. Teacher: That's good. Teacher: Yes, ma'am?",1 6971,"Teacher: Where does the 60 come from? Teacher: What and what? Teacher: How did they get 60 here? [TARGET]Teacher: Can you stop, Student A?[/TARGET] Teacher: How did I get 60 here? Teacher: What did I do? Student: Add it.",1 6972,"Teacher: Where does the 60 come from? Teacher: Where does the 11 come from? Teacher: Write it here. [TARGET]Teacher: What are you doing, Student A?[/TARGET] Teacher: Okay. Teacher: Let's go. Teacher: Write it here.",0 6973,"Teacher: Where does the [inaudible] come from? Teacher: Continue. Teacher: Finish your work. [TARGET]Teacher: Student A, I'm not playing now.[/TARGET] Teacher: Stop. Teacher: Turn around. Teacher: You can do it.",1 6974,Teacher: Where does the [inaudible] here come from? Teacher: Get away from there. Teacher: Come right here. [TARGET]Teacher: Your mom did not sign it.[/TARGET] Teacher: What is the problem with the camera? Teacher: You know how to do math. Teacher: Where does the [inaudible] come from?,0 6975,"Teacher: Where is it? Student: [Inaudible]. Teacher: On a piece of paper. [TARGET]Teacher: You'll have to transfer.[/TARGET] Student: Teacher, do I work on it at recess? Teacher: No. Student: Okay.",0 6976,Teacher: Where is it? Teacher: Get another chair. Teacher: That would be too much. [TARGET]Teacher: Do this one.[/TARGET] Teacher: Hold on. Teacher: Do this to be 9. Teacher: Stop.,0 6977,Teacher: Where is our $5.98? Student: We have $4.25. Teacher: I see separate things every time I come over. [TARGET]Teacher: You're not working as a team.[/TARGET] Student: [Inaudible]. Teacher: How many coins is in $4.25? Student: 17.,1 6978,"Teacher: Where is question six? Teacher: Where is question seven? Teacher: What is your answer for question seven? [TARGET]Teacher: Excuse me, please.[/TARGET] Teacher: This is you do time. Teacher: Bless you. Teacher: If you finish you don't go all the way, finish all the questions on that page and finish all the questions on subtraction.",1 6979,"Teacher: Where is that? Teacher: Take this crayon. Teacher: Student S, were you after school? [TARGET]Teacher: You should have been here.[/TARGET] Teacher: That's three fourths. Teacher: Now you've got to show what? Teacher: Three eighths.",1 6980,"Teacher: Where is this? Teacher: He's doing this up there, and I don't see it. Teacher: And that needed to be corrected. [TARGET]Teacher: [Why am I over here] picking on you?[/TARGET] Teacher: Shhh. Teacher: What's 9 times 8, Student L? Student: [81].",1 6981,"Teacher: Where is your work? Student: I did some right here and then I was doing some right here. Teacher: You're gonna have to transfer, sweetie. [TARGET]Teacher: We have to follow directions, okay.[/TARGET] Student: All right. Teacher: Don't transfer it now, though. Teacher: I'm gonna change it over, sweetie.",1 6982,"Teacher: Where should you put the 18? Teacher: Right here. Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something. [TARGET]Teacher: When was the last time I ever yelled at you for not knowing something?[/TARGET] Student: Never. Teacher: When? Student: Never.",0 6983,"Teacher: Where'd you get seven from? Student: Can I help you, bro? Teacher: No, sit down. [TARGET]Teacher: He's trying.[/TARGET] Teacher: Sit down, thank you. Teacher: Is this answer right? Student: No.",1 6984,"Teacher: Where'd your paper go, darling? Teacher: I gave it to you. Student: No, I think it's [inaudible]. [TARGET]Teacher: Well go look for it.[/TARGET] Student: We have to do our own? Teacher: Yes. Teacher: Okay.",0 6985,"Teacher: Where's your pencil? Teacher: Thank you. Teacher: Okay, relax, relax. [TARGET]Teacher: Relax.[/TARGET] Student: Yes. Student: I got the answer. Student: Me, me, me.",1 6986,"Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. Teacher: Then pair. Teacher: We're not going to do it with a pair, though. [TARGET]Teacher: We're going to do it in our small group.[/TARGET] Teacher: We're going to share all our answers. Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me. Teacher: And then as a class, we're going to score them together, okay?",0 6987,"Teacher: Where, what students? Teacher: What students? Teacher: You have to start asking students what their favorite colors are. [TARGET]Teacher: Student T, when you are done you've got to start asking students what their favorite colors are.[/TARGET] Teacher: So write, get a loose-leaf sheet of paper and start surveying people. Teacher: I'm gonna do H on the board. Student: H is hard.",0 6988,"Teacher: Where's your answer? Student: Right there. Teacher: Work it, again. [TARGET]Teacher: I need it quiet in five, four - that includes my non-math students.[/TARGET] Teacher: Three. Teacher: Two. Teacher: All right, we need to be able to hear ourselves think here, so everybody who was coming in, you need to be working on something because we are not finished with math, here, okay?",1 6989,"Teacher: Where's your work? Teacher: Very good. Teacher: Nice job. [TARGET]Teacher: Now if you get the yellow ticket, don't sit and do nothing.[/TARGET] Teacher: Tell me how the cashier is going to make that change. Teacher: How can you make that change in bills and coins? Teacher: Think about when you're subtracting.",1 6990,"Teacher: Where's - where's your book? Teacher: Turn around straight. Teacher: What are you doing, Student C? [TARGET]Teacher: I didn't tell anybody what to do.[/TARGET] Student: [Inaudible]. Teacher: [Inaudible]. Teacher: All right.",1 6991,"Teacher: Whew. Teacher: All right, Student N, you have a parenthesis look today. Teacher: Please stand up. [TARGET]Teacher: Come over here.[/TARGET] Teacher: Have you ever sung that song YMCA? Student: No. Multiple Students: YMCA.",0 6992,"Teacher: Which is the same as one, right? Teacher: Now you've got to pick up your marker, and we'll come back to that. Teacher: Go ahead. [TARGET]Teacher: Don't look at me and say you don't understand.[/TARGET] Teacher: I want to see what you're doing. Teacher: [Inaudible]. Teacher: I don't want you touching it.",1 6993,"Teacher: Which one did you just ask her? Student: 4. Teacher: Uh-oh I see a problem I see a big problem. [TARGET]Teacher: You guys have to stop.[/TARGET] Student: Why? Teacher: 8, 3 how do you find your ordered pair? Teacher: Can the man climb the ladder first and then go over?",1 6994,"Teacher: Which one is easier for you to figure out? Student: 50 Teacher: [Inaudible]. [TARGET]Teacher: You have plenty of space.[/TARGET] Teacher: You can do the back, that way you don't have to worry about - you can see the numbers. Teacher: Where's your pencil? Teacher: On your desk, or in your desk?",0 6995,"Teacher: Which one of those is it? Teacher: Student F? Student: D? [TARGET]Teacher: Excuse me?[/TARGET] Student: D? Teacher: D? Teacher: D says, ""A number divided by three equals 46."" Student E?",0 6996,"Teacher: Which one? Student: Number twelve. Teacher: Let me see. [TARGET]Teacher: Student M, and Student W, no talking.[/TARGET] Teacher: Student U, I'm assuming you finished up the sixteen. Student: How many [inaudible]. Teacher: Ah, excuse me, Student U.",1 6997,"Teacher: Which one? Student: [Inaudible]. Teacher: Okay, what's the easy way? [TARGET]Teacher: Hold on.[/TARGET] Teacher: Student E, don't pack up. Student: Like I do ten times eight is 80, and then seven times twelve is 84, so that one's bigger. Student: Oh, he's cross-multiplying.",1 6998,"Teacher: Which one's bigger? Teacher: So. Teacher: Who's that, the girls? [TARGET]Teacher: Okay, you're done.[/TARGET] Teacher: Do your [inaudible] exercise, read that. Student: I had the [inaudible] Teacher: What did I tell you to do for H?",0 6999,"Teacher: Which one's the divisor? Student: [inaudible] Teacher: I can't hear you. [TARGET]Teacher: You have to say it, you can't point.[/TARGET] Teacher: You have to say it? Teacher: What? Student: 15",0 7000,Teacher: Which other card do you have? Teacher: Pick up the cards you have on the floor. Student: I didn't do that. [TARGET]Teacher: Pick it up for me.[/TARGET] Teacher: This is a 10. Student: You said 1. Teacher: 1 plus 9 is 8.,0 7001,"Teacher: Which shape, Student L, will be in the 99th position? Teacher: So [according to this] [inaudible], we can use math to solve it. Teacher: Shhh. [TARGET]Teacher: Pay attention.[/TARGET] Teacher: So step one, what you're gonna do is identify one set. Teacher: That means identify one complete set. Teacher: One complete set is square, circle, triangle, diamond.",1 7002,"Teacher: While Student I is finishing up, up there, I want your first thoughts. Teacher: Before we take a look at whether these shapes are in the right place or not, I want your first thoughts about polygons. Teacher: Is there something that you notice about those first three polygons on top that they have in common that none of these other shapes have? [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Yes. Student: That the green ones on the top are, like, regular shaped, like a square, a star. Student: And these -",1 7003,"Teacher: While we're waiting for everyone else to finish drawing this and turning them in, this is your time that everybody can share these, okay? Teacher: You can play - listen. Teacher: I'm not done talking. [TARGET]Teacher: Play with these and get them out of your system.[/TARGET] Teacher: Once the lesson begins, you're not going to play with them anymore. Teacher: You play with them once the lesson begins, what's going to happen? Multiple Students: Take them away.",1 7004,"Teacher: While we're waiting, like I said, we have one and a half more minutes. Teacher: While we're waiting for everyone else to finish drawing this and turning them in, this is your time that everybody can share these, okay? Teacher: You can play - listen. [TARGET]Teacher: I'm not done talking.[/TARGET] Teacher: Play with these and get them out of your system. Teacher: Once the lesson begins, you're not going to play with them anymore. Teacher: You play with them once the lesson begins, what's going to happen?",1 7005,"Teacher: While you're waiting what I'd like for you to do is plot these points on the grids of your coordinates, please. Teacher: Plot this grid as I'm pulling up the next activity. Teacher: Plot these points please, everyone. [TARGET]Teacher: I've asked you to put the book away.[/TARGET] Teacher: Plot them on your coordinate, right here. Teacher: Start plotting them on your coordinate plane. Teacher: It doesn't matter if you have several of them.",1 7006,"Teacher: Who agrees with radius, give me a thumbs up? Teacher: Good. Teacher: Now, I know it's not a diameter, because a diameter is a - a, diameter, um, oh, I don't remember. [TARGET]Teacher: Student H, help me out.[/TARGET] Student: So it's a line that goes straight through the center and it touches both sides. Teacher: Couldn't say it any better myself. Teacher: It's a line that goes straight through the center that touches both sides of the circle, very good.",0 7007,"Teacher: Who can read part two? Teacher: You've already done number one. Teacher: Read, and re-read. [TARGET]Teacher: Who can read part two?[/TARGET] Teacher: What's our next step? Teacher: Remember, our goal is to use all five steps. Teacher: So, we've done step one, yes.",0 7008,"Teacher: Who can tell me what is a multiple, what is a factor? Teacher: Turn and talk to your partner for a moment. Teacher: [Students working noisily] [TARGET]Teacher: Sit with tolerance.[/TARGET] Teacher: If you don't think you can sit with focus, then you're going to be sitting in a chair. Teacher: All right, one, two, three, eyes on me. Multiple Students: One, two, eyes on you.",1 7009,"Teacher: Who can tell me, what is the commutative property? Teacher: You see it right up there. Teacher: Okay. [TARGET]Teacher: Listening, looking.[/TARGET] Teacher: Listening, looking. Teacher: Student c and Student F, if you're listening, you're looking. Teacher: The commutative property is when you have the same factors - so five and four - if you switch the order.",1 7010,"Teacher: Who has a dry eraser? Student: [Inaudible]. Teacher: Yeah. [TARGET]Teacher: Who has a dry eraser?[/TARGET] Student: Student T threw it somewhere. Student: No, I didn't. Student: Yes, you did.",0 7011,Teacher: Who has not come up to the board? Teacher: That would like to? Teacher: Our problem is - excuse me. [TARGET]Teacher: I cannot hear anybody else talking except me.[/TARGET] Teacher: Get it together. Teacher: Make the right decision. Teacher: The problem is 14 minus 2 times 6 plus 7 minus 6.,1 7012,"Teacher: Who has not come up, yet? Teacher: Student O, come on up. Teacher: Hi. [TARGET]Teacher: Remember, we're going to try and stay quiet and focus on the game.[/TARGET] Student: Come on, Student R. [Inaudible]. Multiple Students: [Crosstalk]. Student: Get positive.",0 7013,"Teacher: Who is doing your graph, here? Student: She's [inaudible]. Teacher: No. [TARGET]Teacher: No.[/TARGET] Teacher: No. Teacher: Who is doing the graph? Student: [Inaudible].",0 7014,Teacher: Who is going to start? Teacher: Write a temperature in the corner. Teacher: Turn so you don't see it. [TARGET]Teacher: Turn.[/TARGET] Teacher: Okay. Teacher: That number is not on there. Teacher: You can't use that number.,1 7015,"Teacher: Who is my noise control person? Teacher: Okay. Teacher: Keep it down in here, okay? [TARGET]Teacher: That's your job.[/TARGET] Teacher: Motivator. Teacher: Rah. Teacher: Rah.",0 7016,"Teacher: Who is the recorder. Teacher: Your job is going to be super important in a few minutes, okay? Teacher: Not quite yet, but at the very end of our activity it's going to be all on the recorder. [TARGET]Teacher: Okay, supply monitor, you have all the supplies?[/TARGET] Student: Yes. Teacher: Okay. Teacher: I need the supply monitor.",0 7017,"Teacher: Who is the task manager at team three? Teacher: Is your group all set? Teacher: Check out your group. [TARGET]Teacher: Make sure everyone's all set.[/TARGET] Teacher: Supply monitors, if you have extra papers, put them right back in you folder. Teacher: Nice job, Student H. You can move your clothespin. Teacher: You're doing a nice job with your supplies.",0 7018,"Teacher: Who is the task manager of team four? Teacher: Waiting to find out if your group is all set. Teacher: Give me a thumbs-up if your group is all set, please. [TARGET]Teacher: Who is the task manager at team three?[/TARGET] Teacher: Is your group all set? Teacher: Check out your group. Teacher: Make sure everyone's all set.",0 7019,"Teacher: Who is the task manager, over here? Teacher: Okay, is your group all set? Teacher: Give me a thumbs-up if your group is all set. [TARGET]Teacher: Who is the task manager of team four?[/TARGET] Teacher: Waiting to find out if your group is all set. Teacher: Give me a thumbs-up if your group is all set, please. Teacher: Who is the task manager at team three?",0 7020,"Teacher: Who is this one? Student: That's you, Student C. Teacher: Come on, Student C's group. [TARGET]Teacher: We're waiting.[/TARGET] Student: [Inaudible]. Teacher: Did you guys do the right ones? Teacher: No, it doesn't look like it to me.",1 7021,"Teacher: Who is working hard? Teacher: Is Student D working? Teacher: Come in here. [TARGET]Teacher: I'm visiting Student D. Student D, you're not supposed to be here.[/TARGET] Teacher: You're here. Teacher: Sit down. Teacher: Turn around.",1 7022,"Teacher: Who thinks otherwise? Teacher: Student I? Student: [Inaudible]. [TARGET]Teacher: Can you sit still?[/TARGET] Teacher: Now speak. Teacher: Look up. Student: I think she should underestimate, because if she overestimates, she might have less than she thinks.",1 7023,"Teacher: Who thinks they can put a 1 in the ten thousandths place? Teacher: I want you to do that in the value chart. Teacher: Student E, why don't you read that number for me. [TARGET]Teacher: I need a whisper.[/TARGET] Teacher: Very good. Teacher: Count five digits from here. Teacher: Okay.",1 7024,Teacher: Who told you? Teacher: You're blocking Student D. You can't be seen by the camera. Teacher: That's cool. [TARGET]Teacher: Now look carefully at these two different - [inaudible] honey.[/TARGET] Teacher: It's not your- Student: He has his back towards the wall. Student: That's not fair.,0 7025,"Teacher: Who was it? Student: Student M. Teacher: Student M, that's enough. [TARGET]Teacher: You can come have a seat right over here.[/TARGET] Teacher: Your time is up. Teacher: [Crosstalk] Teacher: Quickly.",1 7026,"Teacher: Who was your timer? Teacher: Nice job, Student D, move your clothespin up. Teacher: Nice job. [TARGET]Teacher: Any other timers give their group a warning?[/TARGET] Student: Mine did. Teacher: Nice job, Student R, you can move your clothespin up. Teacher: I'll let everyone know you have about three, four minutes.",0 7027,Teacher: Who would like to do this? Teacher: Student J? Teacher: Here you go. [TARGET]Teacher: Shh.[/TARGET] Teacher: Remember our manners. Teacher: [Student working on problem]. Teacher: [Silence].,1 7028,Teacher: Who would take that deal? Student: Nobody. Student: I wouldn't. [TARGET]Teacher: Show me.[/TARGET] Teacher: Don't yell at me. Teacher: Show me. Teacher: Show me.,0 7029,Teacher: Who's your partner? Teacher: Get over there. Teacher: This is math. [TARGET]Teacher: This is not cleaning up folks.[/TARGET] Teacher: This is not throwing away paper. Teacher: Go over there. Teacher: You should have already had more than one game.,1 7030,"Teacher: Who's your partner? Teacher: Where have you been? Student: I was looking at my- [TARGET]Teacher: You're joining Student D and Student A.[/TARGET] Teacher: If you need directions, here they are. Teacher: Student J, who's your partner? Student: Student K.",0 7031,"Teacher: Whoever is not finished. Teacher: Speak loud. Teacher: [Inaudible] you not listen. [TARGET]Teacher: Listening.[/TARGET] Student: The title of - the title of my graph is, ""Favorite Food."" The research shows that people like spaghetti, chicken, and crabs. Student: [Inaudible] is it? Teacher: Underneath the [inaudible].",0 7032,"Teacher: Whoever's whistling, please stop. Multiple Students: [inaudible chatter] [TARGET]Teacher: Okay, thank you, Student S. Thank you, Student C. Thank you, Student C and Student A.[/TARGET] Teacher: Thank you, Student W. Student M, face forward. Multiple Students: [inaudible chatter] Teacher: Okay.",0 7033,"Teacher: Whoever's whistling, please stop. Multiple Students: [inaudible chatter] Teacher: Okay, thank you, Student S. Thank you, Student C. Thank you, Student C and Student A. [TARGET]Teacher: Thank you, Student W. Student M, face forward.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay. Teacher: I have an extra one.",1 7034,"Teacher: Whose is this? Teacher: Girls, have you got it added? Teacher: Then we're not talking. [TARGET]Teacher: Student B, you're not helping Student H at all.[/TARGET] Teacher: [End of Audio]",1 7035,"Teacher: Whose seat is that? Teacher: Set it over there. Teacher: Show me you're ready. [TARGET]Teacher: Student A, I have not given you directions yet.[/TARGET] Teacher: Guys, I didn't ask you to pull anything out of the buckets yet. Teacher: I said put the bucket in front of you. Teacher: Now we are going to go back and review.",1 7036,"Teacher: Who's A here? Student: Me. Teacher: Who's A and who's B? [TARGET]Teacher: You join them over here please.[/TARGET] Teacher: You are C. Student: Do we have to do the test again? Teacher: So let's start now, two minutes.",0 7037,Teacher: Who's making that noise? Teacher: Okay. Teacher: Can we stop that please. [TARGET]Teacher: That's a warning.[/TARGET] Teacher: Five goes into forty-nine? Teacher: Nine times. Teacher: What's five times ten?,1 7038,"Teacher: Who's my rah-rah person? Teacher: Student B? Teacher: Nice. [TARGET]Teacher: Student B?[/TARGET] Teacher: Awesome. Teacher: I think you're going to make a great motivator. Teacher: You've got nice things to say about people, don't you?",0 7039,"Teacher: Who's still having - anyone else still having trouble? Teacher: Okay, Student L, I saw yours. Teacher: Excuse me, Student L. Can you step over here by Student L? [TARGET]Teacher: You're having some trouble?[/TARGET] Teacher: Did you check it? Teacher: You must check it to see if it's correct, okay? Teacher: [Long pause]",0 7040,"Teacher: Who's the task manager? Teacher: Okay, let him decide. Teacher: How would you like everyone to share their answers? [TARGET]Teacher: Okay, so everyone is going to do part A first?[/TARGET] Teacher: Okay. Teacher: Okay, so tell them what to do. Teacher: Who's the recorder?",0 7041,"Teacher: Who's your partner? Teacher: Student J, right here. Teacher: Who is your partner? [TARGET]Teacher: Put that away.[/TARGET] Teacher: I've already asked you. Teacher: How many people don't have a package of rods? Teacher: Just one?",1 7042,Teacher: Why Student A? Student: Because there is only three blue saucers and the rest are different. Teacher: Okay; very good. [TARGET]Teacher: What is our fraction now if we're - I'm not gonna hold anything up.[/TARGET] Teacher: I'm gonna back off of holding. Teacher: This time it's only you participating. Teacher: Mrs. S is not.,0 7043,"Teacher: Why are you all yelling at him? Teacher: That's very rude. Teacher: Sit up. [TARGET]Teacher: Leaning on it probably isn't helping.[/TARGET] Teacher: Student D, are you getting these down, hon? Student: Are you going to be here tomorrow? Teacher: Yes.",1 7044,"Teacher: Why are you being so mean to me, today? Teacher: Because my face is all messed up, you think you can be mean to me? Student: What happened to you? [TARGET]Teacher: Student M, [inaudible] in the face.[/TARGET] Student: I did not. Teacher: Oh, well, then you better watch the way you're talking to me. Student: [Laughter].",0 7045,Teacher: Why are you changing this one? Teacher: Find the common denominator. Teacher: If you have to-please don't make a McDonald's line. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Write this down. Teacher: Figure out which one is-that they both have the same. Teacher: The first one you hit that they're both the same.,1 7046,"Teacher: Why are you doing math in a red pen? Student: I didn't have my pencil. Teacher: Yeah, but when do we ever do an assignment, especially math, with a pen? [TARGET]Teacher: [Inaudible] follow directions.[/TARGET] Student: [Inaudible]. Teacher: Did you - weren't you in class when we set up these problems? Teacher: Like the ones from the book, where we used the boxes, where we wrote boxes?",1 7047,"Teacher: Why are you getting confused? Teacher: You're just splitting what's already there in half one more time. Teacher: Split the next set in half. [TARGET]Teacher: Good, very good, Student K. I got people sitting here doing absolutely nothing.[/TARGET] Teacher: They're just sitting there breathing. Teacher: You can number it on top or bottom, whichever is convenient for you. Teacher: You've got to split it again.",1 7048,"Teacher: Why are you still focused on that when we're here right now? Teacher: You should have raised your hand when we were on that problem. Teacher: So why don't you focus on this? [TARGET]Teacher: If you're still focused on that problem, you're not learning.[/TARGET] Teacher: So you need to focus. Teacher: Do you have a question with this? Teacher: Have you been paying attention?",1 7049,"Teacher: Why are you still touching your shapes? Student: [Inaudible]. Teacher: I don't care. [TARGET]Teacher: Student D, you will have silent lunch today.[/TARGET] Teacher: They sorted by the triangles, so they had two triangles. Teacher: Anything that looked like a square they put in as a square. Teacher: What was this one?",1 7050,"Teacher: Why are you stuck on that when we're here? Teacher: Why are you still focused on that when we're here right now? Teacher: You should have raised your hand when we were on that problem. [TARGET]Teacher: So why don't you focus on this?[/TARGET] Teacher: If you're still focused on that problem, you're not learning. Teacher: So you need to focus. Teacher: Do you have a question with this?",1 7051,"Teacher: Why are you touching your shapes right now? Teacher: Why are you still touching your shapes? Student: [Inaudible]. [TARGET]Teacher: I don't care.[/TARGET] Teacher: Student D, you will have silent lunch today. Teacher: They sorted by the triangles, so they had two triangles. Teacher: Anything that looked like a square they put in as a square.",1 7052,"Teacher: Why are you up, Student D? Teacher: We did that part. Student: I told you. [TARGET]Teacher: Now let's decide.[/TARGET] Teacher: Excuse me. Teacher: Everything is not an argument. Teacher: Let's decide - you all decided for Student B to draw the graph, correct?",0 7053,"Teacher: Why aren't the words how many a word you should underline, Student E? Student: Because it's asking us to get the answer, it's not telling us the answer in the problem, because if it was then it would be a different type of question. Teacher: Student K, did you hear her? [TARGET]Teacher: Can you get up and speak to your peers please, louder?[/TARGET] Teacher: Face them and talk to them. Student: How many isn't a keyword because it's not - it's asking us to get an answer, not telling us the answer, because if it was then it would be a different type of question instead of how many different ways could Pat have ordered his ice cream cone. Teacher: So again, let's focus on the keywords.",0 7054,"Teacher: Why could there be different answers? Teacher: Student M? Student: [Inaudible]. [TARGET]Teacher: Put the book away.[/TARGET] Student: [Inaudible]. Teacher: When you say added it differently, could you see exact amounts on those bar graphs? Teacher: No, because it was a range.",1 7055,"Teacher: Why did you fix that? Teacher: [Crosstalk] Teacher: Now, simple erase. [TARGET]Teacher: Sh.[/TARGET] Teacher: All right, Student D and Student M, would you explain to us - why don't you both come on up here and explain to us what you did and where you had to rethink what you did? Teacher: All eyes are on Student D and Student M. Student: [Inaudible].",1 7056,Teacher: Why did you hit him? Student: I didn't hit him. Student: Yes you did. [TARGET]Teacher: Stop.[/TARGET] Teacher: Don't do that. Teacher: [Inaudible]. Teacher: Let me see what you've done.,1 7057,"Teacher: Why didn't you take it with you? Teacher: You left it on the table. Teacher: Do not tear the bag up. [TARGET]Teacher: You don't open it like that.[/TARGET] Teacher: Student A, take the bag. Teacher: Get out one dollar and divide it into fifths, five equal groups. Teacher: Now were you able to use the quarters?",1 7058,"Teacher: Why do we call this one eighth? Teacher: Okay. Teacher: Why do we call this one eighth? [TARGET]Teacher: Oh, somebody's ready.[/TARGET] Teacher: Student N, can you explain? Teacher: Yes. Teacher: Wait.",0 7059,"Teacher: Why do you have one, two, three, four groups of two, and then you do another group of two, but in this one you only colored in one? Student: Um. Teacher: Speak loud, so everybody can hear you. [TARGET]Teacher: I know you're louder than what you're talking.[/TARGET] Teacher: Go ahead. Student: Well, I [inaudible], but I only colored in one block of this one to show that it meant one-half of the block. Student: And then I colored in these four to show the four wholes.",1 7060,Teacher: Why do you have that first? Student: I did that first because - Student: [Crosstalk among students] [TARGET]Teacher: You know what?[/TARGET] Teacher: Student S is waiting because people are making noise over there. Teacher: She's the one we're tracking and the one that we're listening to right now. Teacher: Go ahead.,1 7061,"Teacher: Why do you think 6? Teacher: And I think that's what I saw from everybody. Student: [Inaudible]. [TARGET]Teacher: I don't want to see or hear any cubes right now.[/TARGET] Teacher: Thank you. Teacher: Go ahead, Student J. Student: [Inaudible].",1 7062,"Teacher: Why doesn't Student D just read the question? Teacher: [Inaudible] he's not supposed to go step-by-step. Teacher: [Crosstalk] [TARGET]Teacher: Then you wait.[/TARGET] Teacher: That is the essence of working together, so the two of you can share ideas. Teacher: [Crosstalk] Teacher: Did you read the step before you did question number seven?",0 7063,"Teacher: Why don't we do it this way? Teacher: What does the 8, the denominator, what does that represent? Teacher: The total number of pillows. [TARGET]Teacher: Jaguars, up here.[/TARGET] Student: I'm listening. Teacher: You're not looking though. Teacher: 8 represents the total number of pillows.",1 7064,"Teacher: Why don't you do this instead of just sitting there? Teacher: What's your interval that you chose again? Teacher: Student T, by the time you're done drawing the line, it's time to go home. [TARGET]Teacher: Come on.[/TARGET] Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can. Teacher: [Inaudible]. Teacher: This is your partner over here, right?",0 7065,"Teacher: Why don't you get another ruler and make the intervals while she does the week? Teacher: You might want to space this out even more, because remember, you're doing three bars. Teacher: You're going to need space, right? [TARGET]Teacher: Can you hold these?[/TARGET] Student: Mm-hmm. Teacher: Why don't you get a regular ruler instead of an angled ruler? Teacher: I mean, why don't you try using a regular ruler?",0 7066,"Teacher: Why don't you come here and, Student D, you can go there. Teacher: [Crosstalk] Teacher: Boys, I want it stopped. [TARGET]Teacher: I'm not gonna tell you again.[/TARGET] Teacher: If I do, I'm calling home. Teacher: Right in computer lab. Teacher: Student T, you can stay here.",1 7067,Teacher: Why don't you have a two-column chart with the two labels? Teacher: I'm not sure why you're putting anything in that scale. Teacher: Go sit down and read the directions again. [TARGET]Teacher: Put all the weights down.[/TARGET] Teacher: You're not following directions. Teacher: You guys are better at following directions than that. Teacher: You haven't done anything it says except for making a chart.,1 7068,"Teacher: Why is it important to have a unit? Teacher: Why is it important to have a unit? Teacher: Oh, come on now. [TARGET]Teacher: All hands should be raised.[/TARGET] Teacher: Why is this so important to have a unit when we're measuring? Teacher: Well, there's a big difference here, isn't there? Teacher: Think about it.",1 7069,"Teacher: Why is it three fourths? Teacher: How do you know? Teacher: How do you know three fourths? [TARGET]Teacher: Speak louder.[/TARGET] Student: Because if you shade in three [inaudible], it would be three - it would be three - it would be three, because the whole number is four, and if you shade in three, it would be three out of four. Teacher: Three out of four. Teacher: Okay, three fourths, because the denominator is the number of equal parts in all.",0 7070,"Teacher: Why, Student T - I'm gonna walk you through it. Teacher: I know you're not gonna wanna talk. Student: [Inaudible]. [TARGET]Teacher: Why is that not true, Student T?[/TARGET] Student: [Inaudible]. Student: 100 times 10 is 1,000. Teacher: Oh, Student T said, Teacher H, that's not true, because 100 times 10 equals 1,000.",0 7071,"Teacher: Why? Student: Because the eight is bigger than the [inaudible]. Teacher: Because the eight is larger than five. [TARGET]Teacher: Thirty-three million, four hundred fifty-two thousand - excuse me.[/TARGET] Teacher: Four hundred fifty-three thousand. Teacher: All right, next. Teacher: It says 100 thousand.",0 7072,"Teacher: Why? Student: 'Cause [inaudible]. Teacher: Why Student K? [TARGET]Teacher: I can't hear you.[/TARGET] Teacher: You think about 30. Teacher: Why? Student: Yeah, because a lot of people got that same amount.",0 7073,"Teacher: Why? Teacher: Did I ask you to do that? Teacher: No, I didn't think so. [TARGET]Teacher: Turn around and get your own work done.[/TARGET] Teacher: Why do you have an extra one? Teacher: Didn't I ask for you to check your third? Teacher: Do you know what you're doing?",1 7074,"Teacher: Why? Teacher: Show me where your $5.98 is, and I'll bring more dimes. Teacher: When I come back you're going to tell me why you need more dimes. [TARGET]Teacher: Push your chair in if you're not going to sit.[/TARGET] Teacher: Push your chair under so people can walk by. Teacher: Explain to me why you need more dimes. Student: We did 10 of them and another 10 [inaudible].",1 7075,"Teacher: Will you go to the teacher's lounge and that lady that was in here, the really tall lady, will you tell her that we're finished? Teacher: Awesome. Teacher: Okay. [TARGET]Teacher: I see some of you - did I tell you to put your book away or just close it up?[/TARGET] Teacher: [Crosstalk] Teacher: I need your area clean so that we can go. Teacher: I need you to quietly stand up and push your chair in please.",1 7076,Teacher: Will you please go get an eraser? Teacher: Thank you. Teacher: Your marker's dying because you were drawing. [TARGET]Teacher: So you can just sit there.[/TARGET] Teacher: Okay. Teacher: Keep going. Teacher: I see a lot of people that are stuck on the three one.,1 7077,"Teacher: With a ruler. Teacher: And you can't choose the same item, so start thinking about what item you're going to choose to estimate to be an ounce. Teacher: Tell your team and write it down. [TARGET]Teacher: Are we waiting for somebody?[/TARGET] Teacher: Who's our reader? Teacher: Student D, what did you do with the paper I gave you? Teacher: Here it is.",1 7078,"Teacher: With a splish and a splash and a slosh the three Billy's grabbed their rubber duckies and jumped into the car pool. Teacher: ""We'll, just wait and wait for someone to jump in and join us,"" said Billy Beau with a bob. Teacher: The troll grumbled, ""Crazy kids."" [TARGET]Teacher: He shook his head at the silliness and stomped back to his caldron.[/TARGET] Teacher: And then, clickety-clack, clickety-clack, clickety-clack, ""Who's crossing my bridge?"" shouted the troll. Teacher: ""It's just us, the three bears from the other side of the river,"" answered the big poppa bear. Teacher: ""We're talking a walk through the woods before dinner."" ",0 7079,"Teacher: With me. Teacher: Let's go. Teacher: Okay. [TARGET]Teacher: If I call your name again, you're supposed to be here.[/TARGET] Teacher: Those people are over here. Teacher: Let's go. Teacher: Are you all ready to do some division?",1 7080,"Teacher: With your fingers. Teacher: I'll wait a second. Multiple Students: [inaudible chatter] [TARGET]Teacher: I want you to copy this down, and then you can work on your own, sure.[/TARGET] Multiple Students: [inaudible chatter] Teacher: I'll wait for you guys to have your pencils down. Multiple Students: [inaudible chatter]",0 7081,"Teacher: Without looking you are going to open 1 bag at a time and you're going to pull the M&Ms out just one at a time. Teacher: Don't dump them that's not the directions. Teacher: So if I was Student N I would take my bag of M&Ms. [TARGET]Teacher: Shh, don't look, look this is what you would do.[/TARGET] Teacher: I would take my bag of M&Ms and I would pull one out. Teacher: You're dumping them don't dump um. Teacher: I'd pull it out I'd be like oh I got a green one, so I would put it down on green.",1 7082,"Teacher: Work together on any piece of paper. Teacher: Focus on the task. Teacher: One person needs to do it. [TARGET]Teacher: The other people are listening and watching.[/TARGET] Teacher: We are no longer eating. Teacher: Put the candy away. Teacher: If you have it out, you're going to just continue eating if it's a lollipop, but if it's a bracelet, or it's in a package, put the package away, because we're too focused on candy right now, and we only have 15 minutes left of this lesson.",1 7083,"Teacher: Work with me. Student: No. Teacher: Sit down, Student A. [TARGET]Teacher: Student A, come and sit here.[/TARGET] Teacher: I'm going to work with you. Teacher: I'm giving you a choice. Teacher: Sit down here.",1 7084,"Teacher: Work with your group. Teacher: Let's see who's going to be the first one finished. Teacher: Throw that one that doesn't work away. [TARGET]Teacher: Close the door and put your feet on the [inaudible].[/TARGET] Teacher: Stand outside of the door, and I will talk to you when we stop filming. Teacher: Don't forget to try the seven, okay? Teacher: All right, Student S. Is this number going to be divisible by 2?",1 7085,"Teacher: Would this be considered a polygon? Multiple Students: No. Teacher: So why is it not a polygon? [TARGET]Teacher: Student V, I called you.[/TARGET] Student: I can't be a polygon because it has no straight sides. Teacher: It doesn't have straight sides. Teacher: Yes, what else?",1 7086,"Teacher: Would you gently get Peachy for me? Teacher: Okay, back to your seats please. Teacher: Desks cleared. [TARGET]Teacher: We have a ticket out the door.[/TARGET] Teacher: I'll give you a sticky note. Teacher: Not right now. Teacher: I am going to say this fraction addition problem to you.",0 7087,"Teacher: Would you have to persuade him to be more fair or would you write telling him that he did a really good job packing all the raisins equally? Teacher: What would you tell Mr. or Mrs. Sun-maid? Teacher: Student A. [TARGET]Teacher: Wait, hold on.[/TARGET] Teacher: Hold on. Teacher: I need everyone to stop moving. Teacher: Hold on, I can't hear you.",1 7088,"Teacher: Would you like to sit across from each other or do you want to come over here? Student: I'd rather sit across. Teacher: Okay. [TARGET]Teacher: So just move over one seat, if you don't mind.[/TARGET] Teacher: All right and Student N and - I mean you two work together, you two work together. Teacher: Yeah? Teacher: There you go.",0 7089,Teacher: Would you please stop are you listening? Student: How could you scrap me? Student: She scrapped me. [TARGET]Teacher: Let's leave this mess please let's get to working.[/TARGET] Teacher: Let's go. Student: [Yelling] Student: Where'd she go?,1 7090,"Teacher: Wow. Teacher: Student B, I'm sorry that I'm looking over here and you have nothing written on your paper, and you are building castles with these pattern blocks. Teacher: Can you explain to me why you have nothing written down? [TARGET]Teacher: You need to start actively participating, Student B. Com on.[/TARGET] Teacher: I have stuff written up here. Teacher: Everything that I write up here, is what you should be writing on your piece of paper. Teacher: No need to cover it.",1 7091,"Teacher: Wrap this up. Teacher: The three extras are mine. Teacher: You know what? [TARGET]Teacher: I'm going to take them all from you, because you're not listening to me.[/TARGET] Teacher: Stop. Teacher: Do you want to give those to me right now? Teacher: Stop.",1 7092,"Teacher: Write a formula. Teacher: She did what? Student: She called out. [TARGET]Teacher: No, she had her hand raised.[/TARGET] Student: Oh. Teacher: Thanks, Student G. She didn't go to the Student G school of calling out without raising your hand. Teacher: She went to the Student E school of raising your hand, right, Student F?",1 7093,"Teacher: Write data and then what you think its definition might be. Teacher: You're doing it right now. Teacher: Student J, sit down. [TARGET]Teacher: Student B, I want you sitting here next to Student D since you're both using the place value chart.[/TARGET] Student: We don't need the lined paper? Teacher: You still need the lined paper. Teacher: You're just going to transfer.",0 7094,Teacher: Write down - Student: [Inaudible]. Teacher: Shh. [TARGET]Teacher: Listen.[/TARGET] Teacher: Write down how many ones you had to glue in the ten's column to make a ten. Teacher: Talk about how you had to split up that one unit to make a tenth and a hundredth. Student: Oh.,1 7095,Teacher: Write it here. Teacher: 1100 Teacher: I'm listening to you. [TARGET]Teacher: I'm going to tell your mom.[/TARGET] Teacher: You're yelling at me. Teacher: You've been fooling around. Student: I need you to write me a pass.,1 7096,"Teacher: Write it here. Teacher: We're playing the cards. Teacher: It's okay. [TARGET]Teacher: We have to play.[/TARGET] Teacher: When you play, we go. Teacher: Why did you hit him? Student: I didn't hit him.",0 7097,"Teacher: Write it here. Teacher: What are you doing, Student A? Teacher: Okay. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Write it here. Teacher: The solution one works because - this is not a solution here. Teacher: You don't have to write this again.",0 7098,Teacher: Write it right here. Teacher: 176 equals what? Teacher: Do your math. [TARGET]Teacher: Come over here.[/TARGET] Teacher: Sit down. Teacher: We'll just close it this way. Teacher: Do your math.,1 7099,Teacher: Write it right here. Teacher: What did he do to you? Student: He's calling me raspberry. [TARGET]Teacher: Did you call him raspberry?[/TARGET] Student: No. Student: Yes you did. Teacher: Is everybody done with round one?,1 7100,Teacher: Write it. Teacher: Draw it and write half. Student: Aren't you gonna put a red in? [TARGET]Teacher: Shhh.[/TARGET] Student: Did you put a red on here? Teacher: This is one. Teacher: Where is the half?,1 7101,Teacher: Write it. Teacher: Sh. Teacher: [Room noise] [TARGET]Teacher: Now use your - where is your math.[/TARGET] Teacher: That's not what we're talking about now. Student: [Inaudible]. Teacher: So where do you do 87 plus 87?,1 7102,"Teacher: Write one perfect sentence - pass the cards around, they're waiting for them over there, thank you - write one perfect sentence that answers that EQ. Teacher: So your name is at the top, today's date, 11/2/11, answer that EQ. Teacher: It's scrolling slow, but you should know what it is because we worked on it yesterday too. [TARGET]Teacher: They're so demanding.[/TARGET] Teacher: I clicked on the wrong box, sorry. Teacher: Now they're going to yell at me because I made it too fast. Multiple Students: [Inaudible] measures of weight.",0 7103,"Teacher: Write out your problem that goes with number three. Student: Can we continue on the back? Teacher: Yeah, you can continue on the back. [TARGET]Teacher: You should be close to being done.[/TARGET] Teacher: I'll collect it in a minute. Teacher: Can you simplify - check that one? Teacher: What is one times three?",0 7104,Teacher: Write report right there. Teacher: Now let's measure any others. Teacher: You have two 20 percents and one 10 percent. [TARGET]Teacher: Put your protractor down.[/TARGET] Teacher: One of them is going to 20 degrees. Teacher: Where is that? Student: I did it right here.,0 7105,"Teacher: Write that sentence and you're all set. Teacher: That's good work. Teacher: So you had to test out 14 times several different factors. [TARGET]Teacher: Student A, leave the fly alone.[/TARGET] Student: Teacher? Teacher: Yes? Student: Excuse me.",1 7106,"Teacher: Write the name of your group at the top. Teacher: So, group one. Teacher: Group two. [TARGET]Teacher: Group three.[/TARGET] Teacher: Group four. Teacher: Whatever you guys are. Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand.",0 7107,"Teacher: Write the problem that way. Teacher: All right. Teacher: Student B, slide to the other seat please. [TARGET]Teacher: Thank you.[/TARGET] Teacher: If I didn't have the problem there and I just showed you the array, what would you have to do to solve this problem or to figure out what the problem was? Teacher: Student M. Student: If you look at the stuff that's colored in and you count how many rows there are.",0 7108,"Teacher: Write the story of your graph. Teacher: So in a constructive response, how would you - you're over here. Teacher: In a constructive - move your chair, please. [TARGET]Teacher: Student L, you too.[/TARGET] Teacher: In a constructive response how would you start out telling me about your graph. Teacher: In a constructive response - nobody knows? Teacher: You don't know either?",1 7109,Teacher: Write this down. Teacher: Figure out which one is-that they both have the same. Teacher: The first one you hit that they're both the same. [TARGET]Teacher: Sit down.[/TARGET] Teacher: I'll come to you. Teacher: Sh. Student: I'm trying to find the common denominator but I don't know how to two to get to three.,1 7110,Teacher: Write this one. Teacher: Here. Teacher: Give me that one back. [TARGET]Teacher: You need to stay out of theirs.[/TARGET] Teacher: You have nothing to do with theirs. Teacher: That's the solution. Teacher: Okay.,1 7111,Teacher: Write your [inaudible]. Teacher: It's time to share. Teacher: Put down your crayons. [TARGET]Teacher: It's time.[/TARGET] Student: [Inaudible]. Teacher: It's time to share. Teacher: Excuse me.,0 7112,"Teacher: Write your name. Teacher: Work with me. Student: Is the camera there? [TARGET]Teacher: Work with me.[/TARGET] Student: No. Teacher: Sit down, Student A. Teacher: Student A, come and sit here.",0 7113,"Teacher: Write your numbers out. Teacher: [Inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Student W, can you please keep your comments to yourself.[/TARGET] Teacher: Copy the problem down. Teacher: [Crosstalk] Teacher: Pay attention.",1 7114,"Teacher: X goes first and remember the airplane you have to go down the runway before you take off. Teacher: Okay? Teacher: Now, the ""I"" stands for what? [TARGET]Teacher: Student H, come over here.[/TARGET] Teacher: Student H, what does the ""I"" stand for? Student: Intervals. Teacher: The ""I"" stands for intervals.",0 7115,"Teacher: Yay. Teacher: Did you do it right? Student: Yes. [TARGET]Teacher: So you can make it difficult to where they can't get it, but the whole point of the lesson is to make a design - Student A, I need you listening.[/TARGET] Teacher: I need you to use the vocabulary words for them to build it to be successful. Teacher: You're going to switch the rules two times, then there's questions on here you're going to answer, okay? Teacher: If you did not understand, remember, there's one of me, and a lot of you, and you're going to be put into groups of two, so how many groups?",1 7116,"Teacher: Yeah I have some absents. Teacher: [Students mumbling while papers are being passed out] Teacher: Only the person you're sitting beside Student E you might need to confer with them, but for the most part this is gonna be independent. [TARGET]Teacher: Shh, put them down you're not supposed to play with the candy put them to the right side of your desk.[/TARGET] Teacher: Remember what we talked about? Teacher: You can go ahead and give everybody one more bag. Student: Yes.",1 7117,Teacher: Yeah okay so add them all up just to check yourself just to make sure. Teacher: It's okay to be a little over 20 but you don't wanna be too far over. Student: I got 26. [TARGET]Teacher: Shh it's okay.[/TARGET] Student: I have 18. Teacher: Shh. Student: I have 21.,1 7118,"Teacher: Yeah, 'cause you weren't working. Teacher: Get going. Student: [Inaudible] [TARGET]Teacher: I know, Student S. That's what I'm saying.[/TARGET] Teacher: It's not just you. Teacher: You have to work as a table. Teacher: [Crosstalk]",0 7119,"Teacher: Yeah, 3 boys out of 13 boys. Teacher: So that's your answer for C. Excuse me. Teacher: For D - fraction of students that chose blue and orange. [TARGET]Teacher: By raising your hand, could somebody tell me how you would solve it?[/TARGET] Teacher: In the answer, tell me how you would solve it. Teacher: Don't tell me the answer. Teacher: Tell me how you would solve it.",0 7120,"Teacher: Yeah, I get you back, yes. Teacher: All right. Teacher: See, now this one is equal, same thing as four twenty fourth, because four times six is 24. [TARGET]Teacher: Now, I get you.[/TARGET] Teacher: Student L, do I really get you back? Student: Yes. Teacher: You get this piece?",0 7121,"Teacher: Yeah, I would still use it. Teacher: Student D, you're really close to coming and sitting right next to me. Teacher: [Pause]. [TARGET]Teacher: Let's just be a little patient.[/TARGET] Teacher: It's telling me that it wasn't him. Teacher: Okay, so I said there was going to be 15 questions on the quiz. Teacher: When the quiz goes up there, for example, if number one were to say $5.00 plus $2.33, you're going to solve the problem on your paper and then you're going to look for the answer choice A, B, C or D, whichever one is correct, on the screen.",1 7122,"Teacher: Yeah, I'll get it. Teacher: So, I'll just give it to her on Friday or Thursday? Other Adult: I'll do it tomorrow. [TARGET]Teacher: That's fine.[/TARGET] Teacher: Thank you. Teacher: And, Student C, where were you? Multiple Students: [inaudible chatter]",0 7123,"Teacher: Yeah, I'm sorry. Teacher: I messed that up. Teacher: My bad. [TARGET]Teacher: I got distracted.[/TARGET] Student: [Inaudible] Teacher: Please excuse my dear Aunt Sally. Teacher: Parenthesis, exponents-",0 7124,"Teacher: Yeah, because we've done that before. Teacher: We've done page one. Teacher: You did page one. [TARGET]Teacher: We did page one, so we're not gonna do page one.[/TARGET] Teacher: Wait a minute. Teacher: We did page one. Teacher: Excuse me.",0 7125,"Teacher: Yeah, because what happens is this, I need a parenthesis person. Teacher: Whew. Teacher: All right, Student N, you have a parenthesis look today. [TARGET]Teacher: Please stand up.[/TARGET] Teacher: Come over here. Teacher: Have you ever sung that song YMCA? Student: No.",0 7126,"Teacher: Yeah, four times. Teacher: Yeah. Multiple Students: [inaudible chatter] [TARGET]Teacher: No problem, I got it.[/TARGET] Other Adult: You gonna get it? Teacher: Yeah, I'll get it. Teacher: So, I'll just give it to her on Friday or Thursday?",0 7127,"Teacher: Yeah, go ahead. Teacher: All right, do we agree with number three and number four? Teacher: Any questions. [TARGET]Teacher: Student A, I don't see your eyes up here.[/TARGET] Teacher: Student M, I don't see your eyes up here. Teacher: Do you agree with number three and number four? Teacher: His fractions and his percents?",1 7128,"Teacher: Yeah, it doesn't matter. Teacher: Student A, do this one. Teacher: This one is easy. [TARGET]Teacher: Do that one.[/TARGET] Teacher: Do this. Teacher: This is addition. Teacher: Add it.",0 7129,"Teacher: Yeah, it's right. Teacher: Yeah, you're good. Teacher: Do H, try and do H on your own. [TARGET]Teacher: You've got the [inaudible].[/TARGET] Teacher: You can hold it. Teacher: [inaudible] All right, if you need help with G look up - if you don't, go on to H. H is a tricky one. Student: H is tricky.",0 7130,"Teacher: Yeah, let everybody copy. Teacher: When you're ready, just put your pencils down. Teacher: Because, you're not gonna need them in a second. [TARGET]Teacher: Thank you, Student J.[/TARGET] Teacher: Thank you, Student D. Thank you, Student D and Student C. Student: I see what everybody else is doing. Teacher: Good thinking.",0 7131,"Teacher: Yeah, page five. Teacher: Hold on. Teacher: Now, let's see. [TARGET]Teacher: Some people - page five.[/TARGET] Teacher: Yes, six. Teacher: Now, let's look at page five, page five together. Teacher: Student O, yes, page five.",0 7132,"Teacher: Yeah, talk to someone. Teacher: Student N, yeah, [inaudible], you may get into that talking. Teacher: Yes. [TARGET]Teacher: Listen to them.[/TARGET] Teacher: Listen to what they're saying. Teacher: When I raise my hand - I'm gonna raise my hand in a minute. Teacher: One third, how many pieces?",0 7133,"Teacher: Yeah, that's 40. Teacher: Okay. Multiple Students: [inaudible chatter] [TARGET]Teacher: Clap three times if you hear me.[/TARGET] Teacher: Snap twice if you can hear me. Teacher: Snap six times if you can hear me. Teacher: Okay.",0 7134,"Teacher: Yeah, that's part of math is reasoning. Teacher: So the reason why she put two-thirds first, and probably correctly, was that if she compares a third to a sixth, one-third is bigger than one-sixth. Teacher: Student W, Student A, I'm up here. [TARGET]Teacher: I don't appreciate when I'm speaking that you're making faces.[/TARGET] Student: [Inaudible]. Teacher: It throws me off. Teacher: What I like to see are people's eyes on the SmartBoard processing information that they're learning for the first time.",1 7135,"Teacher: Yeah, they didn't have any of the little paper. Student: Teacher, can I get [inaudible]? Teacher: No, not right now. [TARGET]Teacher: What are you looking for?[/TARGET] Teacher: Student T, make sure you stay behind. Teacher: [Crosstalk] Teacher: So what you want to do - has anybody come up with something yet?",0 7136,"Teacher: Yeah, we could, absolutely, 75-hundredths. Teacher: And what would the percent be for this decimal here? Teacher: What would this percent be for this one? [TARGET]Teacher: Would you look up here please?[/TARGET] Teacher: What's the percent gonna be for this one? Student: 75. Teacher: No, 75 was on the other one, remember, 75 over 100.",1 7137,"Teacher: Yeah, write the numbers like the 100s and the 10s, the groups in crayon or I won't be able to see it 'cause there's so many lines on the paper. Teacher: You can do a pencil for some of it, but then write the 100s. Student: [Inaudible] those markers? [TARGET]Teacher: No.[/TARGET] Teacher: It's a lot easier to see if you use a crayon. Teacher: Then your pencil lines don't get mixed up with the grid paper. Student: I need a ruler.",0 7138,"Teacher: Yeah, you know why because I thought it would be better. Teacher: That's a lot of people coming to see you. Teacher: So I thought it would be best if maybe she could reschedule. [TARGET]Teacher: We have to stop.[/TARGET] Teacher: They have a lockdown drill. Teacher: The emergency management team just came so - Teacher: Great.",0 7139,"Teacher: Yeah, you put 270 right under the 310. Teacher: There you go. Teacher: Yes. [TARGET]Teacher: Not right now.[/TARGET] Teacher: [inaudible] Multiple Students: [inaudible chatter] Teacher: For a moment.",0 7140,"Teacher: Yeah, you're good. Teacher: Do H, try and do H on your own. Teacher: You've got the [inaudible]. [TARGET]Teacher: You can hold it.[/TARGET] Teacher: [inaudible] All right, if you need help with G look up - if you don't, go on to H. H is a tricky one. Student: H is tricky. Teacher: Tricky.",0 7141,"Teacher: Yeah. Multiple Students: [Inaudible]. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible]. Teacher: Plus 20, plus four. Teacher: Thumbs up when you've got - put the shirt on boy.",1 7142,"Teacher: Yeah. Student: 500? Teacher: No. [TARGET]Teacher: Look up here.[/TARGET] Teacher: We have 96, and we have 25. Teacher: What does this 5 mean to you? Teacher: Is it in the ones?",0 7143,"Teacher: Yeah. Student: We talked about - Teacher: Listen, listen. [TARGET]Teacher: Girls, girls.[/TARGET] Teacher: Yeah. Student: We said 12 of 24 - Teacher: Is half.",0 7144,"Teacher: Yeah. Teacher: All right. Teacher: Timers, let me know that the time is now up. [TARGET]Teacher: [Inaudible] if you need more time.[/TARGET] Teacher: Okay. Teacher: Everyone. Teacher: I'm going to give you a bonus five minutes.",0 7145,"Teacher: Yeah. Teacher: Do we have that much time? Student: No. [TARGET]Teacher: I would like to leave here on time from school.[/TARGET] Teacher: I know inside this shaded piece is 10 times 20. Teacher: What is 10 times 20? Student: 10 times 20, 200.",0 7146,Teacher: Yeah. Teacher: Draw the box. Teacher: Sorry. [TARGET]Teacher: I didn't say that.[/TARGET] Teacher: Draw the box or just write the numerator or the denominator. Student: Whatever number you want? Teacher: Sh!,0 7147,Teacher: Yeah. Teacher: I'm not telling you. Teacher: That's what you're going to figure out. [TARGET]Teacher: Sit down.[/TARGET] Teacher: The only people walking around should be the people that are passing out calculators. Teacher: We had plenty the other day. Teacher: Why do we not have enough today?,1 7148,"Teacher: Yeah. Teacher: It was a bad day. Teacher: That was when Student J went with me. [TARGET]Teacher: She was making fun of me.[/TARGET] Teacher: Now, I don't just stick these in between. Teacher: I want to put them in order, right. Teacher: So I look.",0 7149,"Teacher: Yeah. Teacher: Motivators. Teacher: I want to hear you, too. [TARGET]Teacher: Okay, everyone is working hard as a group.[/TARGET] Teacher: Fifteen minutes on the clock. Teacher: Go ahead. Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check.",0 7150,"Teacher: Yeah. Teacher: Okay, [inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Student N, Student N, do not talk to him.[/TARGET] Teacher: See, he's really - well - Student: My stuff fell on the floor. Teacher: See, we could - we have to ignore him.",1 7151,"Teacher: Yeah. Teacher: Okay, [inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Student N, Student N, do not talk to him.[/TARGET] Teacher: See, he's really - well - Student: My stuff fell on the floor. Teacher: See, we could - we have to ignore him.",1 7152,"Teacher: Yeah. Teacher: Okay, go ahead now. Student: Today I learned that - [TARGET]Teacher: Now, say it loud.[/TARGET] Teacher: Yeah. Student: Today I learned how to add fractions. Teacher: Add.",0 7153,"Teacher: Yeah. Teacher: Remember, whatever you do to one side you do to the other side. Teacher: That's it. [TARGET]Teacher: Stop.[/TARGET] Teacher: That's it. Teacher: Whatever you do to one side do to the other side. Teacher: Good.",1 7154,"Teacher: Yeah. Teacher: What are you dividing, Student T? Teacher: Look. [TARGET]Teacher: Step back and look.[/TARGET] Teacher: Can 6 go into 1? Teacher: So 6 into what? Teacher: 6 into 16?",0 7155,"Teacher: Yeah. Teacher: Yeah. Multiple Students: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Student: [Inaudible]. Teacher: Plus 20, plus four.",1 7156,"Teacher: Yeah. Teacher: [Laughter] Teacher: No, I gave him, like six warnings, and then I finally moved him. [TARGET]Teacher: I gave him a chance to sit with other people, but there was one morning where I was talking, and he was still talking, and I was like, ""Move, just move,"" and then he moved.[/TARGET] Teacher: And he does much better by himself. Teacher: Uh-huh. Teacher: [Pause]",1 7157,"Teacher: Yeah? Teacher: All right. Teacher: This is kind of like that. [TARGET]Teacher: The three silly Billy's were ready to kick up their heels and have some fun in the sun.[/TARGET] Teacher: They packed up their old jalopy and with a spit, a chug and humph, off they tootled, down the hill and through the woods went the Billy's until they came to a small wooden bridge that crossed a very deep river. Teacher: Do you see this right here? Teacher: It says 'Diet Coke' and 'Diet Goat.' Clickety-clack, clickety-clack, clickety-clack.",0 7158,"Teacher: Yep, whichever one you want. Teacher: Let me see what you've got. Teacher: Let me look at your paper, darling. [TARGET]Teacher: Draw this one.[/TARGET] Teacher: Okay, Student J is gonna draw one. Teacher: You have to hold the paper. Teacher: And Student D, let me look at yours.",0 7159,"Teacher: Yep, you can start. Teacher: Once you finish that you know your other activities. Teacher: You have your activity sheet that tells you what you have to do. [TARGET]Teacher: Student J, you don't want to sit there.[/TARGET] Teacher: Get off. Teacher: Let's go. Teacher: You don't need to take it.",1 7160,"Teacher: Yep. Teacher: So right now this talking over there, Student A and Student K, you need to turn around so you're facing me please. Student: I am. [TARGET]Teacher: All right, thank you.[/TARGET] Teacher: Now one-fourth plus one-fourth - is that true? Multiple Students: Yes. Teacher: Okay.",0 7161,"Teacher: Yep. Teacher: [Crosstalk] Teacher: Excellent. [TARGET]Teacher: Move on to this one, okay.[/TARGET] Teacher: Okay, there's one-half. Teacher: So label it one-half. Student: [Inaudible]",0 7162,"Teacher: Yep? Student: Are we being recorded right now? Teacher: Yes we are. [TARGET]Teacher: It's okay relax just do your math, scoot yourself in.[/TARGET] Teacher: Nice job I love your picture. Teacher: Who's, who's talking? Student: I wasn't talking.",1 7163,"Teacher: Yes I am. Student: I know why you're not. Student: [Laughter]. [TARGET]Teacher: Why are you being so mean to me, today?[/TARGET] Teacher: Because my face is all messed up, you think you can be mean to me? Student: What happened to you? Teacher: Student M, [inaudible] in the face.",1 7164,"Teacher: Yes or no honey? Teacher: Student L please put your hand down and tell me yes or no? Teacher: Nothing yet? [TARGET]Teacher: That's why you're back here.[/TARGET] Teacher: Number one you're not following directions, number two I'm gonna help you with it alright? Teacher: It says if one block weighs 10 pounds what's the weight in pounds of one ball. Teacher: 10 pounds for this block right?",1 7165,"Teacher: Yes sir? Teacher: What are you going to do? Teacher: You are the managers. [TARGET]Teacher: Let me see.[/TARGET] Teacher: So your scale, the scale is the number you're starting at, and the number you're going to end at. Teacher: Okay. Teacher: What number are you going to start at?",0 7166,"Teacher: Yes, 1 and 15 hundredths. Teacher: Honey, you're gonna need to sit down because you walk in front of that every time. Student: I was [inaudible]. [TARGET]Teacher: I know, but you're gonna have to not walk in front of it.[/TARGET] Teacher: We don't wanna be videoed again because something went wrong with it. Teacher: All right. Teacher: Then we're moving on.",1 7167,"Teacher: Yes, 72 degrees. Teacher: I'll be right there to show you. Teacher: Student M, would you like to show her? [TARGET]Teacher: Would you like me to show her?[/TARGET] Teacher: Yes. Teacher: That's the other 20 percent. Teacher: Good for you.",0 7168,"Teacher: Yes, Student A? Student: [Inaudible]. Teacher: Stop. [TARGET]Teacher: Sit down.[/TARGET] Student: I lost it. Teacher: You lost what? Student: My math notebook.",1 7169,"Teacher: Yes, Student J? Student: He thinks it's correct because he knows that - because 7 times - oh. Student: [Inaudible]. [TARGET]Teacher: Put your hand down and give her a chance.[/TARGET] Student: He has to find a common denominator between 12 and 8, and since he did 8 times 3 equals 24, he decided 5 times 3 equals 15 and since he did 12 times 2, which equals 24, he decided to do 7 times 2 which equals 14. Student: He should have left the numerators alone. Student: All he had to do was find the common denominator and add, and that would have - he would have the right answer.",1 7170,"Teacher: Yes, Student J? Student: [Inaudible]. Teacher: You're working on this in your group. [TARGET]Teacher: Before we begin - Student M, your first step, Student G - Student J, sit down.[/TARGET] Teacher: Student G, your first step is to read the question. Teacher: What I would like everyone to do is you're going to start right here where it says number 27. Teacher: This top part is all about if this was an actual MCASS question in an MCASS booklet.",1 7171,"Teacher: Yes, Student N? Teacher: You put the money back. Teacher: She didn't take it with her. [TARGET]Teacher: Why didn't you take it with you?[/TARGET] Teacher: You left it on the table. Teacher: Do not tear the bag up. Teacher: You don't open it like that.",1 7172,"Teacher: Yes, Student S? Teacher: Yes. Teacher: You know what? [TARGET]Teacher: That needs to stop.[/TARGET] Teacher: [Crosstalk among students] Student: Which way is it? Teacher: What do you mean which way?",1 7173,"Teacher: Yes, Student T? Teacher: Counting by tenths? Teacher: Very good. [TARGET]Teacher: Now I need you to sit up and get your spinner out.[/TARGET] Teacher: If you don't have a spinner, you need to raise your hand. Teacher: Look at your spinner. Teacher: Share with someone your spinner, Student D. We're working with tenths.",1 7174,"Teacher: Yes, Teacher L. Teacher: Oh. Teacher: I - [TARGET]Teacher: How are you?[/TARGET] Teacher: I'm being taped by Harvard right now. Teacher: Okay. Teacher: Uh.",0 7175,"Teacher: Yes, because I can't make it any smaller. Teacher: All right, let's look at number five. Teacher: Everybody look at five. [TARGET]Teacher: Shh.[/TARGET] Teacher: Look at number five. Student: Okay, [inaudible]. Teacher: Student H, what is the fraction in number five?",1 7176,"Teacher: Yes, but plus 3. Teacher: Don't jump ahead. Teacher: Equals what? [TARGET]Teacher: Now slow down.[/TARGET] Teacher: You're behind us. Teacher: Let me see your hands. Teacher: Start here, then go down to the middle, and start to speed up.",1 7177,"Teacher: Yes, but wait. Teacher: We're not that far yet. Student: 12 inches by - [TARGET]Teacher: Slow down.[/TARGET] Teacher: We're trying to rush. Teacher: And that's why we're having trouble. Student: But I don't get those four -",1 7178,"Teacher: Yes, but we're not worried about that. Teacher: We're doing halves. Teacher: What would be your next even number after threes? [TARGET]Teacher: Student D, have a seat and do your work.[/TARGET] Teacher: I said after 3. Teacher: We already said 3 and a half. Teacher: What's your next even number?",1 7179,"Teacher: Yes, but what information did you have to have? Teacher: You know what? Teacher: He's collecting calculators. [TARGET]Teacher: You really don't need to be speaking.[/TARGET] Teacher: Move your desk up. Teacher: He's saying excuse me. Teacher: I heard it four times.",1 7180,"Teacher: Yes, good job. Teacher: Student E, six. Teacher: Very good. [TARGET]Teacher: How about Student C, six?[/TARGET] Teacher: All right. Teacher: He is gonna read the problem for us. Student: Ethan has 24 marbles.",0 7181,"Teacher: Yes, it does kind of look like a square, but it's not. Teacher: Nope, it's not. Teacher: [Crosstalk] [TARGET]Teacher: Everybody look up here.[/TARGET] Teacher: All right. Teacher: So is this a square or not? Multiple Students: No.",0 7182,"Teacher: Yes, let's think about it. Student: Is that a marker? Student: [Inaudible]. [TARGET]Teacher: You have to use it.[/TARGET] Teacher: Oh, you got it here. Teacher: Student A, I'm waiting for you. Student: I got mine.",0 7183,"Teacher: Yes, ma'am? Student: We only get one of these, right? Teacher: You only need one per set of you. [TARGET]Teacher: Excuse me, Student D.[/TARGET] Teacher: [Crosstalk] Student: Do we need an extra marker then? Teacher: You don't need an extra marker because you're doing it in your journal.",1 7184,"Teacher: Yes, no? Student: [Inaudible]. Teacher: Teacher P is not in there? [TARGET]Teacher: Okay, go ahead and go to Teacher G. Close the door.[/TARGET] Teacher: Student I, honey, can you please put your reading book away? Teacher: I don't know why that is out right now. Teacher: Come on, you can do it.",0 7185,"Teacher: Yes, nobody down here? Teacher: Nope. Teacher: [Crosstalk] [TARGET]Teacher: All right, so make sure you have your grade.[/TARGET] Teacher: Go ahead and keep - bring me your tests right now. Teacher: [Crosstalk] Teacher: What I'm gonna do next week is I'm gonna start decreasing the time.",0 7186,"Teacher: Yes, or no. Teacher: Okay, great to hear. Teacher: Okay, who is my timekeeper? [TARGET]Teacher: Then keep an eye on that clock.[/TARGET] Teacher: Okay. Teacher: And then my other job is supply monitor. Teacher: Okay, very good.",0 7187,"Teacher: Yes, please. Teacher: Make sure you use this information for number seven. Teacher: And make sure you look at the symbols that's in between in all the answer choices. [TARGET]Teacher: Hold on Student A, I'm with Student M and Student L right now.[/TARGET] Teacher: May I use your pencil. Student: My eraser broke off. Teacher: I would like you - I don't need it - to revisit number one.",1 7188,"Teacher: Yes, that's half. Teacher: What else has 1 and 1 of half? Teacher: Okay. [TARGET]Teacher: Student R did - listen.[/TARGET] Teacher: Student R did equivalent fractions of a half. Teacher: All right. Teacher: Put your coins back in your bucket.",1 7189,"Teacher: Yes, that's the way. Teacher: All right, listen. Teacher: Good job. [TARGET]Teacher: Now, that's how I need it.[/TARGET] Teacher: Now, I'm gonna have these three people - listen to what you're gonna do. Teacher: [Inaudible]. Teacher: [Crosstalk]",0 7190,"Teacher: Yes, the last one would be 70. Student: Can we do traditional? Teacher: Yeah. [TARGET]Teacher: Do anything you want to check it and make sure that your answer, that that two answers match.[/TARGET] Student: Okay. Teacher: You can use traditional or Lattice. Teacher: This is not 100 though because that only goes down - wait.",0 7191,"Teacher: Yes, they will be able to see you clearly, full size if they want to. Teacher: All right. Teacher: Here we go. [TARGET]Teacher: We're filming right now.[/TARGET] Teacher: The camera is on. Teacher: All right. Teacher: What do you call this rectangular box with all the blocks in it?",0 7192,"Teacher: Yes, two halves. Teacher: All right, see? Teacher: All right, next one. [TARGET]Teacher: If we want to divide it, the whole thing, in - let me wait for Student O and Student N and Student M, and Student M. Yes, and Student M. So if I want to divide by whole into halves, or if I want to divide my whole in four people -[/TARGET] Student: Your whole - [inaudible]. Teacher: Yeah. Teacher: So this is my whole.",1 7193,"Teacher: Yes, yes, yes. Teacher: One second. Multiple Students: [Inaudible]. [TARGET]Teacher: Sh![/TARGET] Teacher: I hear some good math talk but lower the volume. Teacher: What? Multiple Students: [Inaudible].",1 7194,"Teacher: Yes, you can. Student: [Inaudible]? Teacher: Yes. [TARGET]Teacher: You don't need to be using that ruler.[/TARGET] Teacher: Go get the one everyone else is using. Student: Is it okay if we do it this way? Teacher: It's you and your partner.",0 7195,"Teacher: Yes, you can. Teacher: Student R, remind me after specials. Teacher: I'll give you a protractor. [TARGET]Teacher: Looking for the table I'm going to dismiss first.[/TARGET] Teacher: Student A is writing your homework down. Teacher: Your instructions were to go back to your seat and write your math assignment down. Teacher: Just do it in your math journal.",1 7196,"Teacher: Yes, you do. Teacher: I didn't call you. Teacher: Raise your hand if you have a question. [TARGET]Teacher: Can you raise your hand?[/TARGET] Teacher: [Inaudible]. Teacher: Student L, do you want to try it? Teacher: So tell us the rule.",1 7197,"Teacher: Yes, you have to simplify. Teacher: Okay, you should be on three, one third times three eighths. Teacher: I'm collecting this paper. [TARGET]Teacher: Remember, I'm collecting it.[/TARGET] Teacher: Show me three eighths. Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions. Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions.",0 7198,"Teacher: Yes, you may take a - Teacher: [Crosstalk] Teacher: Guys that are waving fans, please stop. [TARGET]Teacher: Okay, please stop because, Student C, I don't see any work on your paper.[/TARGET] Teacher: You're busy waving a fan. Student: We're hot. Teacher: What?",1 7199,"Teacher: Yes, you're gonna have something on this. Student: We can take this [home]? Teacher: Yes. [TARGET]Teacher: Take a seat now.[/TARGET] Teacher: But another reason I chose Cuisenaire rods is because you can use them to divide this up a lot. Teacher: I want you to find the rod that is one third. Teacher: One third.",1 7200,"Teacher: Yes, you're working as a group. Student: What are you doing? Teacher: Student J, you're working at the table, so why don't you tell what you're doing? [TARGET]Teacher: You're not copying off the board.[/TARGET] Teacher: That's not showing me you understand. Teacher: [Crosstalk - students doing project] Teacher: You're talking about doubling and halving.",1 7201,"Teacher: Yes, you're going to add up the number of students total. Teacher: That's the first part of the warm-up. Teacher: The number of students total, you're gonna count all the boys and all the girls - add 'em up. [TARGET]Teacher: That's why I gave you a calculator.[/TARGET] Teacher: Then you're just gonna count the boys. Teacher: Then you're just gonna count the girls. Teacher: And you have a calculator.",0 7202,Teacher: Yes. Multiple Students: [Inaudible] Teacher: Excuse me. [TARGET]Teacher: We're not talking.[/TARGET] Teacher: We're not talking. Multiple Students: [Inaudible] Teacher: All right.,1 7203,"Teacher: Yes. Student: I forgot about the same thing. Teacher: Okay, I love you, I really do, but today you have got to zip it, lock it, put it in your pocket, okay? [TARGET]Teacher: I love it, but today we're a little too chatty.[/TARGET] Teacher: Here we go. Teacher: So we have three right here. Teacher: Can I get five out of that three?",1 7204,Teacher: Yes. Student: What about Student T? Student: Student T. [TARGET]Teacher: Student T needs to sit and finish what he's doing.[/TARGET] Student: I did. Teacher: We're doing this. Teacher: What you doing?,1 7205,"Teacher: Yes. Student: [Inaudible]. Teacher: But that would cause you to get out of your seat or have to shout. [TARGET]Teacher: Remember, I said no movement today, which is different than normal.[/TARGET] Teacher: No. Teacher: Student C, I know you know how to do this. Teacher: I want to see you do it by yourself today.",1 7206,"Teacher: Yes. Teacher: 18 times 27 is the first problem. Teacher: Remember, 18 is the rows and the 27 goes across. [TARGET]Teacher: You can just set them on my desk.[/TARGET] Teacher: That's problem number one. Teacher: The second problem is - let me think. Teacher: I'll think of one.",0 7207,"Teacher: Yes. Teacher: 502. Teacher: So anything after 5 - [TARGET]Teacher: I'm gonna wait again.[/TARGET] Teacher: If I look at the time, we're running out of time to play and I'm running out of time to interview. Teacher: I'm going to be interviewing three students today, just three, 'cause I only have time for three. Teacher: And you're gonna be playing independently, so I need you to understand the game before I let you go.",1 7208,"Teacher: Yes. Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go. Teacher: So all the crayons back in the bowl, all the pencils back in the baskets. [TARGET]Teacher: Student E is gonna collect the papers.[/TARGET] Teacher: Stand by your chair. Teacher: [Crosstalk] Teacher: So everybody in your seat.",0 7209,"Teacher: Yes. Teacher: All right, Student V. Okay, give me one second. Teacher: Oh, I almost fell on this board. [TARGET]Teacher: Excuse me, sweetie.[/TARGET] Teacher: [End of Audio]",1 7210,"Teacher: Yes. Teacher: All right. Teacher: Handful of tiles. [TARGET]Teacher: Student A, watch those beams and don't knock it over, please.[/TARGET] Teacher: You might want to get a few more. Teacher: You have little hands. Teacher: Okay, go, Student P. ",1 7211,"Teacher: Yes. Teacher: And then draw the line and write one half. Teacher: Shhh. [TARGET]Teacher: And I need everybody's attention.[/TARGET] Teacher: Stop. Teacher: Stop. Teacher: If this is one half and we're still thinking about halves, how much is this, Student K?",1 7212,"Teacher: Yes. Teacher: Focus. Teacher: All right. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Three, two, one, zero. Teacher: All right. Teacher: Checking up here to what Student T did.",1 7213,Teacher: Yes. Teacher: Good. Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for. [TARGET]Teacher: You're gonna draw them on a separate sheet of paper because I'm gonna collect this.[/TARGET] Student: Is it gonna be a grade? Teacher: It's gonna be I'm gonna look at it to see if you understand. Teacher: [Side discussion],0 7214,Teacher: Yes. Teacher: I'm proud of you. Teacher: It shows you how to measure it off. [TARGET]Teacher: Have you done it yet?[/TARGET] Teacher: That's okay. Teacher: Go back 72 degrees. Teacher: Where's your protractor?,0 7215,"Teacher: Yes. Teacher: If you finish, make sure you used the right operation for Number 2. Teacher: Don't just sit there. [TARGET]Teacher: You need to be thinking.[/TARGET] Teacher: All right. Teacher: Let's look at Number 1. Teacher: ""Use front-end estimation to figure out about how much money Jack needs to purchase 9 toy cars if each car costs $14.50."" Okay?",1 7216,"Teacher: Yes. Teacher: Last one. Student: Oh, Mr. - [TARGET]Teacher: What I need you to do is this.[/TARGET] Teacher: Shh. Teacher: Okay? Teacher: Are you with me?",1 7217,"Teacher: Yes. Teacher: Listen to them. Teacher: Listen to what they're saying. [TARGET]Teacher: When I raise my hand - I'm gonna raise my hand in a minute.[/TARGET] Teacher: One third, how many pieces? Teacher: One third. Teacher: Yeah, a third of my sandwich.",0 7218,"Teacher: Yes. Teacher: Make sure you make those blocks. Teacher: Yeah, write the numbers like the 100s and the 10s, the groups in crayon or I won't be able to see it 'cause there's so many lines on the paper. [TARGET]Teacher: You can do a pencil for some of it, but then write the 100s.[/TARGET] Student: [Inaudible] those markers? Teacher: No. Teacher: It's a lot easier to see if you use a crayon.",0 7219,Teacher: Yes. Teacher: Okay. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Don't be impolite. Teacher: Stop making noises. Teacher: Okay.,1 7220,"Teacher: Yes. Teacher: Okay. Teacher: You can go ahead and start taking them out. [TARGET]Teacher: Please do not fuss and fight over them.[/TARGET] Teacher: Small bag. Student: [Inaudible]. Teacher: Yeah, you're going to need - grab a couple of the skinny sticks and a couple of the little cubes, and we're going to talk about what these are called in just a moment.",1 7221,"Teacher: Yes. Teacher: Remember, prism, it's a triangular prism because two faces are triangles and they're connected with rectangles. Teacher: Student O come with your partner. [TARGET]Teacher: You guys can sit.[/TARGET] Teacher: Thank you. Teacher: Student O has this round thing, and Student J says sphere. Teacher: Do they match?",1 7222,"Teacher: Yes. Teacher: Sit down, please. Student: Who me? [TARGET]Teacher: No, not you.[/TARGET] Teacher: [Room noise] Teacher: All eyes here please. Teacher: Student C, stop.",0 7223,"Teacher: Yes. Teacher: Sounds good to me, let's do it. Teacher: Ready, set, go. [TARGET]Teacher: Student J, put that away.[/TARGET] Teacher: So Student T said add these two numbers together, so let's do it. Teacher: Let's, meaning you and me, meaning not just me. Teacher: It means that I also want you to do this with me.",1 7224,"Teacher: Yes. Teacher: Student C, sit down please. Student: Is that the answer? [TARGET]Teacher: Don't erase.[/TARGET] Teacher: Do it here. Student: Ain't the answer 240? Teacher: No, it's 600.",0 7225,"Teacher: Yes. Teacher: Yes, that would be great. Teacher: Thank you. [TARGET]Teacher: Student T, excuse me.[/TARGET] Teacher: You're okay. Teacher: You can go to the nurse, honey. Teacher: Okay.",1 7226,"Teacher: Yes. Teacher: You choose three things to choose from. Teacher: [Students talking with each other]. [TARGET]Teacher: All, you all are working together.[/TARGET] Teacher: What are you doing? Student: [Inaudible]. Teacher: It's the - I don't see anybody asking - walking around and asking somebody.",0 7227,Teacher: Yes. Teacher: You have a very good start. Teacher: Did you finish? [TARGET]Teacher: Let's finish this one first.[/TARGET] Teacher: How would you explain to someone else how solution one works? Teacher: Where does the [inaudible] here come from? Teacher: Get away from there.,0 7228,"Teacher: Yes. Teacher: [Crosstalk] Student: I don't understand. [TARGET]Teacher: Okay, let's take a look, Student L.[/TARGET] Teacher: Student L, are you looking? Teacher: So if I take - I want to make this just a rectangle, because I know how to find the area for that. Teacher: In order for me to make this a rectangle, I've got to take a piece off and add that same piece right back in another spot where it would fit perfectly.",0 7229,"Teacher: Yes. Teacher: [Crosstalk] Student: What are we supposed to do? [TARGET]Teacher: No, not you.[/TARGET] Teacher: It's okay. Teacher: Solve this math. Teacher: Let me give you your papers.",0 7230,"Teacher: Yes. Teacher: [Crosstalk] Teacher: Done? [TARGET]Teacher: So did you write a sentence?[/TARGET] Teacher: Did you write - oh, I'm glad I told you. Teacher: See. Teacher: [Crosstalk]",0 7231,"Teacher: Yes. Teacher: [Inaudible] in a [inaudible]. Teacher: And now, you did all the work, and you need to write all your work over here, and you need to explain it, okay? [TARGET]Teacher: You're on your own?[/TARGET] Teacher: You ready to go? Teacher: Okay. Teacher: Boys and girls, how much is that first square?",0 7232,"Teacher: Yes? Student: Go back, there's one thing I wanted to show you. Teacher: Miss P, could you please go back? [TARGET]Teacher: You like demanded that I went back.[/TARGET] Student: Would you please go back? Student: This one right here, it could be a rhombus or a diamond. Teacher: Okay, excellent.",1 7233,"Teacher: Yes? Student: I notice that the 3, 6, 9, 2, 5, 8, 7, 0 pattern. Teacher: Student P, final warning. [TARGET]Teacher: Next time I have to speak to you, you're going on a chair.[/TARGET] Teacher: Now I want you to think about the multiples of 30. Teacher: And when we're done with that, we're going to see the relationship between the two numbers. Teacher: So what's the first number I'm starting with?",1 7234,"Teacher: Yes? Student: I noticed something. Student: [Crosstalk] [TARGET]Teacher: I'm sorry, Student M raised her hand very nicely and she said I noticed something.[/TARGET] Teacher: Now we should be giving her our attention. Student: [Inaudible]. Teacher: What about it?",1 7235,"Teacher: Yes? Student: What time does recess start? Teacher: We're not worrying about recess, right now. [TARGET]Teacher: This is our goal right now, to get our math finished.[/TARGET] Student: [Inaudible]. Teacher: Is it what? Student: Is it the motivator's time?",0 7236,"Teacher: Yes? Student: Yes. Teacher: Okay, let's move on. [TARGET]Teacher: I need everyone to take out that steps to problem-solving, that little half sheet.[/TARGET] Teacher: That little cheat sheet that's going to help us. Teacher: And get your pencil ready, because we're going to be doing some writing. Teacher: I've already read it to you, once.",0 7237,"Teacher: Yes? Student: [Inaudible] at the end of the day? Teacher: Why does it matter? [TARGET]Teacher: Can you have a seat?[/TARGET] Teacher: All right, so that wraps it up for math today. Teacher: Does anyone have any questions? Teacher: Yes?",1 7238,"Teacher: Yes? Student: [Inaudible]. Teacher: Markers and boards. [TARGET]Teacher: We've already gone over do not call me if you want to tattle tale.[/TARGET] Teacher: If the person is doing something to you that you have to go to the nurse for, let me know. Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. Teacher: Raise your hand if the marker is not doing what you need it to do.",1 7239,"Teacher: Yes? Student: [Inaudible]. Teacher: Once you figure out the heights you got to divide it. [TARGET]Teacher: Remember, if they give you a big number you have to divide by the [inaudible] - did I just give you that [inaudible] to put it away?[/TARGET] Teacher: I did? Student: Yeah. Teacher: Okay.",1 7240,"Teacher: Yes? Student: [Inaudible]. Teacher: So okay. [TARGET]Teacher: Excuse me, boys and girls.[/TARGET] Teacher: I'm going to have you - Student C - write down a couple of things about the pattern here, Student A. I'm going to have you write a couple of patterns that you notice, and I think that's number two, right? Teacher: Make sure you have those patterns. Teacher: So there's one pattern here in the angle sum, right?",1 7241,"Teacher: Yes? Student: [Inaudible]. Teacher: Wherever you're sitting, yes you can. [TARGET]Teacher: Please don't do that.[/TARGET] Teacher: Sorry. Teacher: Okay. Teacher: Thanks for your patience.",1 7242,"Teacher: Yes? Student: [Inaudible]. Teacher: You are not. [TARGET]Teacher: Right now I just want you to watch, all right?[/TARGET] 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?",0 7243,"Teacher: Yes? Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. Teacher: And your recorder needs two answer sheets. [TARGET]Teacher: So, please do that now.[/TARGET] Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. Teacher: Put it like at the corner of your desk. Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who.",0 7244,"Teacher: Yes? Teacher: It is a game but we're not keeping score. Teacher: When I say not keeping score I mean there's not going to be a winner, per se. [TARGET]Teacher: Right now no one is talking because we're all looking up here at the problem, and everyone is doing the problem.[/TARGET] Teacher: So the problem is Tommy has a set of 8 pillows. Teacher: 3 of the pillows are round and 5 are square. Teacher: What fraction of the set are square?",1 7245,"Teacher: Yes? Teacher: Student T? Teacher: I have the cover. [TARGET]Teacher: I have the cover.[/TARGET] Teacher: Continue. Student: By 20, 40. Teacher: It's five.",0 7246,"Teacher: Yes? Teacher: What do I do? Teacher: Go ahead. [TARGET]Teacher: Do I stop right here?[/TARGET] Teacher: What do I do? Teacher: Student A, what do you think? Teacher: Am I going to scream and yell if you're not right?",0 7247,"Teacher: Yesterday my other group finished all three pages. Teacher: In here, we did not finish two thirds. Teacher: We did not finish two thirds. [TARGET]Teacher: Have a seat right now.[/TARGET] Teacher: Right there. Teacher: Put your hands in your lap. Teacher: Put your hands in your lap.",1 7248,"Teacher: Yesterday this board was in its own world and it just did not want to cooperate with me. Teacher: Some days it's like that, and I feel like this is going to be one of those days. Teacher: Paper. [TARGET]Teacher: [Inaudible] I need it to go the other way.[/TARGET] Teacher: Let's see. Teacher: [Inaudible] my pattern. Teacher: I want my paper to go the other way.",0 7249,"Teacher: Yesterday we compared them, and that's what we're going to be going into tomorrow, but we called the halfway mark what we call a benchmark for your little - you know how you learned some of those acronyms so you can remember things? Teacher: If we recognize how to make a half, we can make good comparisons. Teacher: If I had one third and three sixths, can you tell me which ones - what you would put between these two knowing what you know? [TARGET]Teacher: Put it down.[/TARGET] Teacher: One third, compare it to what? Teacher: Three sixths. Teacher: Okay.",1 7250,"Teacher: Yesterday we did similar figures, congruent figures if they were both or neither. Teacher: So figure number one, the obvious answer is what? Teacher: Why is it neither? [TARGET]Teacher: Student P, loudly please.[/TARGET] Student: Because they have different shapes, and they're different sizes. Teacher: Right. Teacher: Different sizes, different shapes.",0 7251,"Teacher: You [inaudible] Student A, you need to go to your seat. Student: Thank you [inaudible] Teacher: Student C, you need to go to your seat. [TARGET]Teacher: The directions are be in your seat in three, two, one.[/TARGET] Teacher: Second direction. Teacher: Second direction, write your name and the date on the graph paper. Teacher: Student D, you're part of this.",1 7252,"Teacher: You [inaudible]. Teacher: Thank you. Teacher: It's hard to - it's hard to keep it up. [TARGET]Teacher: Next one, listen.[/TARGET] Teacher: What did we learn? Teacher: [Crosstalk] Teacher: [Inaudible].",0 7253,"Teacher: You add the two numbers together, and add it up to 1,000. Teacher: Student T, why are you struggling with that? Teacher: I have been trying to help you. [TARGET]Teacher: If you can't pay attention - can you stop?[/TARGET] Teacher: Let me see what you wrote. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. Teacher: How many do you have?",1 7254,"Teacher: You all can do paper and pencil, you can use your manipulatives. Teacher: Grab us two fifths. Teacher: Grab us some fifths and some tenths. [TARGET]Teacher: Oh no.[/TARGET] Teacher: Oh, thank you. Teacher: I've already dropped some of those behind the bookshelf. Teacher: Okay.",0 7255,Teacher: You all did a wonderful job here. Teacher: Excuse me. Teacher: You take your slate and move over here. [TARGET]Teacher: Move over there right now please.[/TARGET] Teacher: You go here. Teacher: Now everybody display your slate right now. Teacher: This is I do time right now.,1 7256,"Teacher: You all know what to do. Teacher: You can - you know what? Teacher: Sit here, and that way you'll have it, okay? [TARGET]Teacher: all right, you guys, we're going to - shh.[/TARGET] Teacher: Shh. Teacher: Okay, you all need another paper? Teacher: [Inaudible] from the pile.",1 7257,"Teacher: You all need to be paying attention. Teacher: Have a seat. Teacher: Not you. [TARGET]Teacher: Anybody else paying attention?[/TARGET] Teacher: You can go back to your seat and be done. Teacher: Have a seat. Teacher: Yes, I wanted one half, not my equivalents to a half, but one half like this one.",1 7258,Teacher: You all ready? Teacher: I need to see you work. Teacher: You're not just going to quit here. [TARGET]Teacher: I'm not going to have you just sitting here.[/TARGET] Teacher: This is what happened yesterday. Teacher: Remember how you shut down yesterday? Teacher: You've got to try.,1 7259,"Teacher: You all set at your seat? Teacher: If you want, you can come up to Student J's seat. Teacher: Listen to me - they're watching me teach. [TARGET]Teacher: They're not watching you guys.[/TARGET] Teacher: I know it's annoying but - I know it's annoying. Teacher: I get it, okay, and I understand, all right? Teacher: If you want to you can do that at your desk.",0 7260,"Teacher: You all set, Student G? Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: We do understand that we're being filmed and that you have a microphone actually very close to you.[/TARGET] Teacher: So we have a choice to actually turn around and participate in the lesson or I'm gonna have to ask you to leave. Teacher: We have to make a choice. Teacher: So we shouldn't be turned around to the people behind us to see what's going on.",1 7261,Teacher: You already did your graph. Teacher: Now your data has to tell you a story. Teacher: What story do you see by the data. [TARGET]Teacher: Look at [inaudible][/TARGET] Student: I see [inaudible]. Student: [Crosstalk]. Teacher: So how would you write this?,0 7262,"Teacher: You already have it written out? Teacher: Number one, we keep our hands, feet, and objects to ourselves. Student: He punched me first. [TARGET]Teacher: Number two.[/TARGET] Student: It's not my fault. Student: Yes, you did. Teacher: Second.",1 7263,"Teacher: You also need a sentence for box 2. Teacher: Don't I have on there to write a sentence for box 2 as well? Teacher: Do I or do I not? [TARGET]Teacher: Wait a second, you can't take that from him, he's the reader.[/TARGET] Teacher: For box 2 what does it say? Student: Make a two-column chart in box 2. Student: Label the first column item and the second column actual.",1 7264,"Teacher: You always do the [inaudible] one. Teacher: Teacher L, get the [inaudible]. Teacher: Excuse me. [TARGET]Teacher: Let them share.[/TARGET] Student: Okay. Teacher: So now all eyes on the speaker. Teacher: Whoever is not finished.",1 7265,"Teacher: You and Student K are working together on this. Teacher: Student J, you need to be helping her. Teacher: Girls, that is not what we're doing at all. [TARGET]Teacher: It is not good for time if you're not doing what we need to be doing on the back.[/TARGET] Teacher: You need to find it, sweetie. Teacher: These are from all the other places. Teacher: Thank you.",1 7266,"Teacher: You and Student M? Teacher: Student E, this is my personal rods. Teacher: Make sure they don't get mixed up with any other rods anywhere else. [TARGET]Teacher: Your animal, you're not bothering the animal.[/TARGET] Teacher: We're not playing with it right now. Teacher: Who's your partner, Student H? Teacher: Who's your partner?",1 7267,"Teacher: You are a wonderful mathematician. Teacher: Don't worry. Teacher: Get down from there now. [TARGET]Teacher: Continue.[/TARGET] Teacher: If you cannot concentrate and do your math - it's what we're working on today. Teacher: Let's do this math, please. Teacher: You know what to do.",0 7268,"Teacher: You are going to count the number of students, number of boys, number of girls. Teacher: Same as yesterday. Student: I wasn't here yesterday. [TARGET]Teacher: You don't need to sit on the carpet.[/TARGET] Student: Do you put the numbers on? Teacher: Uh, no, I'll help you. Student: Somebody wrote w-w-w that [inaudible].",0 7269,"Teacher: You are going to know how to do this by the end of today. Teacher: I need you listening and paying attention and not playing. Teacher: Student E, do you want to come up and show us how you understood that? [TARGET]Teacher: We'll let you all show and then I have some things that we're gonna do and you're gonna understand the fractions.[/TARGET] Teacher: [Crosstalk] Student: [Inaudible]. Teacher: So you have your three wholes represented by circles.",0 7270,"Teacher: You are going to need 2 boards the first one. Teacher: Okay boys you are on a trial period over there we'll see how that works out. Student: What's that mean trial? [TARGET]Teacher: It means that if you can't behave then you're separated.[/TARGET] Teacher: Um, the first one you're gonna get is called hidden ocean. Teacher: This is where you're gonna hide your ships. Teacher: Can your partner see this one?",1 7271,Teacher: You are just matching the stacks so two of the piles are the same and one is twice as many. Teacher: Turn around. Teacher: I've got them. [TARGET]Teacher: You turn around and do you.[/TARGET] Teacher: Are these extras? Teacher: Okay. Teacher: Keep working it out.,1 7272,"Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation. Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them. Teacher: Don't tell me. [TARGET]Teacher: Just ignore them and I will find the person breaking the rule.[/TARGET] Teacher: Sorry. Teacher: Go ahead. Student: You divide.",1 7273,"Teacher: You are not going to snatch it out of somebody's hand or off the table. Teacher: You are not going to throw it. Teacher: You're not going to bang it against the table. [TARGET]Teacher: You're not gonna throw it down at the table to roll it.[/TARGET] Teacher: We roll dice by shaking it up in our hands and letting it roll on the table, okay? Teacher: Student M and Student S, did I tell you all to touch that? Multiple Students: [Crosstalk].",1 7274,"Teacher: You are not only looking at your paper - and right now I have somebody that's not paying attention - but you're looking up here, too. Teacher: The fold in your paper is - I just lost it. Teacher: There. [TARGET]Teacher: Everybody look.[/TARGET] Teacher: Shhh. Teacher: The fold in your paper is equivalent to one. Teacher: If it - no.",1 7275,"Teacher: You are so right. Teacher: 0, 1, half, or 50 percent. Teacher: So what would we put here above the 0? [TARGET]Teacher: Am I following you?[/TARGET] Student: Impossible. Teacher: Okay. Teacher: So what would I put from here to here would be-",0 7276,"Teacher: You are too hot. Student: 90. Teacher: That's not how we do it. [TARGET]Teacher: You raise your hand.[/TARGET] Teacher: Everyone needs to go ahead and put down ""too hot"" beside 93. Teacher: Student D? Student: 212.",1 7277,"Teacher: You are working as a team. Teacher: I'm going to choose who is going to explain it. Teacher: [Inaudible]. [TARGET]Teacher: Time.[/TARGET] Teacher: Focus. Teacher: Everybody up here. Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer.",0 7278,"Teacher: You aren't doing a lot of moving around. Teacher: I asked you to take them both off if you got them right. Teacher: You all are turning them upside down. [TARGET]Teacher: What was my direction?[/TARGET] Teacher: Take them off if you get them right. Teacher: Put them in the bag. Teacher: Next, beach weather.",1 7279,"Teacher: You both had the same answer, which cracks me up. Teacher: Student M, watch. Teacher: Six goes into two - stop, you're fine. [TARGET]Teacher: You're fine.[/TARGET] Teacher: This is a non-threatening environment. Teacher: Stop. Teacher: Six goes into two how many times?",1 7280,"Teacher: You can [write] on the back. Teacher: [Crosstalk] Teacher: Computer. [TARGET]Teacher: You're about to shut the computer and go back and do some seat work.[/TARGET] Teacher: If you're doing guided math, you're on a computer and you are quiet. Student: Do we have to do [inaudible]? Teacher: That's what I said.",1 7281,"Teacher: You can ask me questions if you're still standing here. Teacher: I've got to look and see who my partner is though. Teacher: Turn around. [TARGET]Teacher: Turn around.[/TARGET] Teacher: I know who my partner is. Teacher: You guys have to interview each other and find who your partner is. Teacher: Find out how many faces, how many vertices.",1 7282,"Teacher: You can come have a seat right over here. Teacher: Your time is up. Teacher: [Crosstalk] [TARGET]Teacher: Quickly.[/TARGET] Teacher: Your time is up. Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances. Teacher: Sit.",0 7283,Teacher: You can come with your paper. Teacher: No problem. Student: [Inaudible]. [TARGET]Teacher: Who has a dry eraser?[/TARGET] Student: [Inaudible]. Teacher: Yeah. Teacher: Who has a dry eraser?,0 7284,"Teacher: You can cross this out, too. Student: 13 subtract 12. Teacher: Just look at what I have, 12 and 13. [TARGET]Teacher: Okay, we're done with that.[/TARGET] Teacher: Now, and this opportunity you drop the 15. Student: [inaudible] Teacher: So, I'm gonna write 15 here as my new dividend.",0 7285,"Teacher: You can do a pencil for some of it, but then write the 100s. Student: [Inaudible] those markers? Teacher: No. [TARGET]Teacher: It's a lot easier to see if you use a crayon.[/TARGET] Teacher: Then your pencil lines don't get mixed up with the grid paper. Student: I need a ruler. Teacher: You can go get a ruler.",0 7286,"Teacher: You can do it. Teacher: You are a wonderful mathematician. Teacher: Don't worry. [TARGET]Teacher: Get down from there now.[/TARGET] Teacher: Continue. Teacher: If you cannot concentrate and do your math - it's what we're working on today. Teacher: Let's do this math, please.",1 7287,"Teacher: You can do the back, that way you don't have to worry about - you can see the numbers. Teacher: Where's your pencil? Teacher: On your desk, or in your desk? [TARGET]Teacher: I don't have an eraser.[/TARGET] Teacher: So what is this called? Teacher: Each one is 50. Teacher: What is it?",0 7288,"Teacher: You can do the next one, Student R. Thank you for your enthusiasm. Teacher: Do you know what enthusiasm means? Student: No. [TARGET]Teacher: Your excitement.[/TARGET] Teacher: All right. Teacher: So, Student R, draw us a polygon or not a polygon. Student: I'm not doing anything.",1 7289,"Teacher: You can do your exit slip. Teacher: Excuse me. Teacher: You're going to do the exit slip. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You're going to do your exit slip before you leave quietly, okay? Teacher: There's no talking on the exit slip. Teacher: There's no talking.",1 7290,"Teacher: You can do - Teacher: [Crosstalk] Teacher: Listen. [TARGET]Teacher: I want you to check your answer.[/TARGET] Teacher: After you draw the grids out, go ahead and do the problem. Teacher: You can do Lattice or partial product. Student: [Inaudible].",0 7291,"Teacher: You can figure it out? Teacher: Good. Teacher: Recorders are ready? [TARGET]Teacher: Recorders, take that blank paper.[/TARGET] Teacher: That extra one that you had. Teacher: That extra answer sheet. Teacher: Write the name of your group at the top.",0 7292,"Teacher: You can get that chair if you want to. Teacher: Let's go. Teacher: You don't have to do this [inaudible]. [TARGET]Teacher: Can you move a little bit please?[/TARGET] Teacher: Actually, we're going to move over there. Teacher: What are you doing? Teacher: Okay.",0 7293,"Teacher: You can go ahead and give everybody one more bag. Student: Yes. Teacher: Shh, okay you're gonna get two bags you might have one peanut one plain, two plain, two peanut it doesn't matter how it's mixed up we're just gonna call them M&Ms okay. [TARGET]Teacher: They must sit up at the corner of your desk not being touched.[/TARGET] Teacher: Okay. Teacher: Shh, put them up at the corner of your desk. Teacher: Now all together between these two bags they're somewhere around 20 M&Ms.",1 7294,"Teacher: You can go ahead and start. Teacher: It doesn't matter what side. Teacher: If your group is on the floor, you need to be on the floor too. [TARGET]Teacher: Now when I asked you guys about that, who is calling out, who is doing what, you're calling out and you're doing the calculating?[/TARGET] Teacher: What is Student L doing? Student: [Inaudible]. Teacher: She didn't get one.",1 7295,"Teacher: You can go and sit with Student M and be her partner, so go sit over there at that table. Teacher: Oh. Teacher: Then you need to move and just sit next to Student K, Student S. Sit right next to Student K. Yes, you can. [TARGET]Teacher: You can.[/TARGET] Teacher: Looking for observations. Teacher: What do you notice? Teacher: What do you see?",1 7296,"Teacher: You can go back to your seat, Student D. Have a seat. Teacher: All right. Teacher: I think we look a little better. [TARGET]Teacher: When I counted these - put your feet down.[/TARGET] Teacher: Nobody wants your feet on their desk. Teacher: All right. Teacher: What do you notice - I still see a couple mistakes, but what do you notice about our fractions, specifically looking at the numerators?",1 7297,"Teacher: You can just add that. Teacher: I'm gonna give you a right angle triangle, and I'm gonna tell you that this angle measures 38 degrees, and I want you guys to tell me the measurement of my missing angle. Teacher: Okay. [TARGET]Teacher: Hide your board, no sharing answers.[/TARGET] Teacher: A right angle, this one is 38 degrees. Teacher: I want to know how many degrees are in this one here. Teacher: [Students working on activity]",1 7298,"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: Raise your hand. [TARGET]Teacher: Hands down.[/TARGET] Teacher: How many of you disagree with that? Teacher: Hands down. Teacher: How many are not sure?",0 7299,Teacher: You can make it [inaudible]. Teacher: This is [inaudible]? Teacher: Okay. [TARGET]Teacher: Please go back to your seats and put your heads down.[/TARGET] Teacher: Okay. Teacher: You're going to knock that camera over. Teacher: Sit down.,1 7300,"Teacher: You can make it however you want to make it. Student: That's what I'm going to do. Teacher: All right, guys. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Tonight, you're going to work on practice book 22.4. all of it. Teacher: All of it.",1 7301,"Teacher: You can not go to somebody and say, ""You have zero this, zero this, and zero this."" Teacher: You can't tell them. Teacher: You have to interview them. [TARGET]Teacher: These are not staying on.[/TARGET] Teacher: Interview your partners. Teacher: Interview each other. Teacher: Once you know what you are, you need to find your partner.",0 7302,Teacher: You can play a game with the - who drew that? Teacher: Step outside there and get your 5. Teacher: Step by the door and get your 5. [TARGET]Teacher: Go get your card.[/TARGET] Teacher: Get the card. Teacher: Get the card for playing. Teacher: I think it's at Ms. H's table.,0 7303,"Teacher: You can play - listen. Teacher: I'm not done talking. Teacher: Play with these and get them out of your system. [TARGET]Teacher: Once the lesson begins, you're not going to play with them anymore.[/TARGET] Teacher: You play with them once the lesson begins, what's going to happen? Multiple Students: Take them away. Teacher: I'll take them away, and you can sit there and watch.",1 7304,"Teacher: You can show it with pictures in your circles. Teacher: And then you can solve it in math on the bottom like we did up here. Teacher: Okay. [TARGET]Teacher: If you're not sure what to do you can ask me.[/TARGET] Teacher: You can ask a partner at your table. Teacher: Let's take the next three minutes and see how you do on this, three minutes. Teacher: Do you get it?",0 7305,"Teacher: You can sit in a seat here so that you can see the board. Student: I can see the board. Teacher: Okay, as long as we can see the board. [TARGET]Teacher: Student A, you need to be sitting because if you stand, you block their view.[/TARGET] Teacher: Okay, turning and facing this way, Student J, with your body. Teacher: Student R, turn your body this way. Teacher: So if we look at number five, Student S is showing us - I'm going to stop.",1 7306,"Teacher: You can start thinking. Teacher: We're not doing the work, yet. Teacher: No writing yet. [TARGET]Teacher: Pencils down.[/TARGET] Teacher: Part B says, ""What is the total number of blocks needed to balanced six balls?"" So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal? Teacher: You'll have to show or explain how you got your answer. Teacher: And part C, ""What is the total number of balls needed to balance ten cans?"" So, now they want to know how many balls would be equal to carry these ten cans, okay?",0 7307,"Teacher: You can tell us. Teacher: You don't need to write it. Student: [Inaudible]. [TARGET]Teacher: Student S. Hold on a second.[/TARGET] Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated. Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation. Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them.",0 7308,"Teacher: You can turn it into another number you like. Teacher: Leave that deck alone. Teacher: Come sit down. [TARGET]Teacher: Finish your math.[/TARGET] Teacher: Spread your cards. Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Where is it?",1 7309,"Teacher: You can use a wild card. Teacher: You can turn it into another number you like. Teacher: Leave that deck alone. [TARGET]Teacher: Come sit down.[/TARGET] Teacher: Finish your math. Teacher: Spread your cards. Teacher: 1, 2, 3, 4, 5, 6, 7.",1 7310,"Teacher: You can use long division. Teacher: If you're laying your head down on your desk, I need you to sit up. Teacher: Thank you. [TARGET]Teacher: Sit up or stand up.[/TARGET] Teacher: It's your choice. Teacher: Yes? Teacher: We're not here yet.",1 7311,"Teacher: You can use whatever method you want to do this. Teacher: The whole point of this is you have to be able to explain your response. Teacher: Student A, I'm sorry, but I have a little sick tummy today. [TARGET]Teacher: I'll be right back if you will talk quietly.[/TARGET] Teacher: Sh. Teacher: Student J, join those other two girls. Teacher: I'll be right back.",1 7312,"Teacher: You can work by yourself. Teacher: It's up to you. Teacher: Now the instructions. [TARGET]Teacher: Can we wait for the instructions?[/TARGET] Teacher: Once you have gone through each letter and you have written each letter in its appropriate spot in the graphic organizer, then what you're gonna do, if we have time, because I know we have to go to lunch, you're gonna cut out each shape, and then you're gonna glue them in the appropriate category. Teacher: So for example, where would we glue H? Teacher: [Crosstalk]",1 7313,"Teacher: You can work with people that you are seated next to, but you are not going to a table. Teacher: You may not move to the rug. Teacher: You may not go to the table today. [TARGET]Teacher: I don't want anyone out of their seat walking around today.[/TARGET] Teacher: You are to stay in your seat. Teacher: You can choose to work with someone immediately next to you, or you can choose to work alone. Teacher: I will be walking around.",1 7314,Teacher: You can write as much as you can. Teacher: That's what you need to do. Teacher: Go ahead. [TARGET]Teacher: You're done?[/TARGET] Teacher: Okay. Teacher: You can play a game with the - who drew that? Teacher: Step outside there and get your 5.,0 7315,"Teacher: You can write, as long as you erase it. Teacher: Because, I'm just doing it to help you guys with it. Teacher: But, really, this is something you should be saying out loud. [TARGET]Teacher: Okay, example two, copy this down.[/TARGET] Teacher: You could write it, just erase it. Teacher: You have enough room. Teacher: You have enough room to keep going.",0 7316,"Teacher: You can - you know what? Teacher: Sit here, and that way you'll have it, okay? Teacher: all right, you guys, we're going to - shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, you all need another paper? Teacher: [Inaudible] from the pile. Teacher: Shh.",1 7317,"Teacher: You can't just accuse someone. Teacher: I will talk to him later. Teacher: He's not in the room right now, so we're going to let it go. [TARGET]Teacher: I need you to sit down and multiply.[/TARGET] Teacher: Student M, you're supposed to be here. Teacher: The two of you need to come here. Teacher: There's too many in that group.",1 7318,"Teacher: You cannot compare a fraction, unless you have fraction strips, to an unlike denominator. Teacher: You've got to have the same denominator. Student: [Inaudible]. [TARGET]Teacher: And you - don't do that.[/TARGET] Teacher: And you can make - so let me see a raise of hands. Teacher: Could I find a common denominator among these five fractions? Student: Yes.",1 7319,"Teacher: You can't call out. Student: [Inaudible]. Teacher: Thank you. [TARGET]Teacher: Can you take your seat now.[/TARGET] Teacher: Okay. Teacher: So, when you were looking at this yesterday, when you were looking at these, were all of your answers the same? Multiple Students: No.",1 7320,"Teacher: You can't just keep sitting there, and I know math is tough for you. Teacher: We can get through it together if you show me what you don't know. Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do. [TARGET]Teacher: Now think about what we do next.[/TARGET] Teacher: When you can't put it in there, we go to the next two digits. Teacher: What's the next two digits? Teacher: 20, okay.",0 7321,"Teacher: You can't. Teacher: If you used this already you can't use it. Teacher: So you only have two boxes left. [TARGET]Teacher: This is not a competitive game, guys.[/TARGET] Teacher: Just put it somewhere. Student: Oh. Teacher: No more questions.",1 7322,"Teacher: You changed it from a mixed number - game people, get your books out. Teacher: Take your PW books back out, and continue working on that assignment individually. Teacher: Game people are now working individually. [TARGET]Teacher: Sit.[/TARGET] Teacher: Okay. Teacher: Let's try another one. Teacher: Ready?",1 7323,"Teacher: You choose three things to choose from. Teacher: [Students talking with each other]. Teacher: All, you all are working together. [TARGET]Teacher: What are you doing?[/TARGET] Student: [Inaudible]. Teacher: It's the - I don't see anybody asking - walking around and asking somebody. Teacher: You have to ask.",0 7324,Teacher: You clean the slates right now. Teacher: Everybody clean the slates right now. Teacher: You all did a wonderful job here. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You take your slate and move over here. Teacher: Move over there right now please. Teacher: You go here.,1 7325,Teacher: You come up here group three with your math book and notebook paper. Teacher: You're going to [inaudible] right here. Teacher: Pull up a chair. [TARGET]Teacher: Shh.[/TARGET] Teacher: You need pencil. Teacher: You need your math book. Teacher: You need notebook paper.,1 7326,"Teacher: You could always work it out, but this is the answer here. Teacher: Go ahead, Student M. What's your question? Student: [Inaudible]. [TARGET]Teacher: We're going to do that at our seats because I want you to go to your desks at this point.[/TARGET] Teacher: Can you all stand up? Teacher: Be quiet and go back to our desks. Teacher: 1, 2, 3.",0 7327,"Teacher: You could have added everything and got 37. Teacher: And you could add the boys then add the girls. Teacher: I did it a different way, that's all. [TARGET]Teacher: So show me a thumbs up if you got this, these numbers.[/TARGET] Teacher: I got one, two, three [inaudible]. Teacher: Thank you. Teacher: Set 4 plus 2 is 6, plus 1 is 7.",0 7328,"Teacher: You could start at 50. Teacher: Come on. Teacher: Let's get started. [TARGET]Teacher: Don't worry about this, because you don't have time to do this and this and this, okay?[/TARGET] Student: The reason we do this is because we have the three topics. Teacher: Last time we only had two. Teacher: Now we have three.",0 7329,"Teacher: You could write it, just erase it. Teacher: You have enough room. Teacher: You have enough room to keep going. [TARGET]Teacher: That's fine.[/TARGET] Teacher: Cross out what you - look, you can cross out this and do another one. Teacher: Or you could just erase them all. Multiple Students: [inaudible chatter]",0 7330,"Teacher: You could write two halves equals one. Teacher: All right, why don't we stand, take a big stretch, [inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: All right, I should see you stretching or sitting.[/TARGET] Teacher: Seeing what table is ready. Teacher: [Crosstalk] Teacher: All right.",1 7331,"Teacher: You could've just - there you go. Multiple Students: [Inaudible] Teacher: Okay. [TARGET]Teacher: He's gonna move, guys.[/TARGET] Student: He won't move. Teacher: Student J, seriously. Teacher: Just [inaudible].",0 7332,"Teacher: You decide how you want to play. Teacher: Please stop talking while I'm talking, because, Student I, I'm gonna ask you to revisit some things, so that's why I need your eyes this way. Teacher: Stop snapping your marker. [TARGET]Teacher: Put it down.[/TARGET] Teacher: Put all your materials down and watch. Teacher: I'm gonna take one die - Teacher: Student K, Student I, eyes up here.",1 7333,Teacher: You decide who goes first. Teacher: Everyone gets a turn. Teacher: Everyone. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Just because - let's say Student M goes. Teacher: Just because he's working and trying to figure out if his two are equivalent does not mean you all sit there. Teacher: Everyone works on the same one.,1 7334,"Teacher: You did a good job with that. Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood. Teacher: You should be quiet. [TARGET]Teacher: For you, Student T, that means a call is going home.[/TARGET] Teacher: It has nothing to do with the team. Teacher: What Student M said here is she got her whole number by looking at the number line. Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number?",1 7335,"Teacher: You did a good job, guys. Teacher: Can it go further up? Teacher: That's it. [TARGET]Teacher: Thanks.[/TARGET] Teacher: All right, now, listen. Teacher: May I have your attention - attention again? Teacher: Student K, need your attention.",0 7336,"Teacher: You did it? Student: I'm not done. Teacher: Okay. [TARGET]Teacher: Hurry up and get down, 'cause we're ending.[/TARGET] Student: Teacher B? Teacher: This is it. Student: Teacher B?",1 7337,"Teacher: You did page one. Teacher: We did page one, so we're not gonna do page one. Teacher: Wait a minute. [TARGET]Teacher: We did page one.[/TARGET] Teacher: Excuse me. Teacher: You did page one. Teacher: So I want you to go on to page - hold on, he's not listening.",0 7338,"Teacher: You did the box method and you got 135. Teacher: Okay. Teacher: Hold on. [TARGET]Teacher: You all are being rude.[/TARGET] Teacher: You two put your hands down, because I'm going to get to you. Teacher: Go ahead. Student: We got 145.",1 7339,"Teacher: You did the same warm-up yesterday. Teacher: Write it down. Teacher: No calling out - just write it down. [TARGET]Teacher: Just write it down.[/TARGET] Student: So we can use the [inaudible] graph there? Student: Four plus six plus, two, two, plus five - Student: You said 37.",0 7340,Teacher: You did? Teacher: I don't get what you did here. Teacher: This is not correct. [TARGET]Teacher: You need help?[/TARGET] Student: Do 40 until you get to 100. Teacher: Come over here and let me help you. Teacher: So we're going to - you know what to do.,0 7341,"Teacher: You didn't eat for days. Teacher: How much? Teacher: What is it? [TARGET]Teacher: Don't question your teacher.[/TARGET] Teacher: [Laughter] Now let's do this one together. Teacher: I want you on your board to represent three fourths right now, because it's a little bit different of a model. Teacher: You can do it like that.",1 7342,"Teacher: You didn't finish it properly. Student: Yes, I did. Teacher: No you didn't. [TARGET]Teacher: Look at how this game goes.[/TARGET] Teacher: Your mom is going to witness that. Teacher: You know that? Teacher: Look.",0 7343,Teacher: You didn't finish that one? Teacher: You didn't put your points? Teacher: That's disappointing. [TARGET]Teacher: You're not trying hard.[/TARGET] Teacher: She has a loopy loop. Teacher: Did he apologize? Teacher: Did she ask him to apologize?,1 7344,Teacher: You didn't bring down that last two. Teacher: You have one more step. Student: Is this the right one? [TARGET]Teacher: I don't know.[/TARGET] Teacher: Watch. Teacher: So what would it be then? Teacher: How many times will two go into that two?,0 7345,"Teacher: You didn't get that? Teacher: What do you mean? Teacher: Wait a minute. [TARGET]Teacher: We're laughing over here and talking over here.[/TARGET] Teacher: I'm not understanding what you're saying. Teacher: What did you get, Student D? Teacher: Boys, here we go talking again.",1 7346,"Teacher: You do have work to do. Teacher: Get a book and read. Student: It's almost lunchtime? [TARGET]Teacher: Yeah, it's almost lunchtime.[/TARGET] Student: After this it's lunchtime? Teacher: Mm-hmm. Student: Seventeen.",0 7347,"Teacher: You do not change the first fraction. Teacher: Now the second step says rewrite the fractions with a multiplication sign. Teacher: So we're gonna put a multiplication sign here. [TARGET]Teacher: What we do now - excuse me.[/TARGET] Teacher: Student J, what do we do now? Student: Now we multiply the numerator and the denominator. Teacher: Excuse me.",1 7348,"Teacher: You do not have enough light greens to go all through this, so you're gonna have to continue with marking it. Teacher: Where does it say one fourth which is what I just asked you to do? Student: Where do we put it? [TARGET]Teacher: Shhh.[/TARGET] Teacher: Don't - mm-mmm. Teacher: Now if I put another light green on there what do I have? Multiple Students: One half.",1 7349,"Teacher: You do. Teacher: Look where it's located. Teacher: Where is it on the X and where is it on the Y? [TARGET]Teacher: Don't yell it out.[/TARGET] Teacher: Just plot it and I'll walk around and see what your responses are. Teacher: Where's your plot, sweetheart? Teacher: You need to plot it here.",1 7350,"Teacher: You do? Student: Yeah, I, I wait, no I don't. Teacher: If you think she does the right [Clapping to quiet students] Please stop. [TARGET]Teacher: If you think she done the right one thumbs up.[/TARGET] Teacher: If you think she didn't do the right thing, thumbs down. Teacher: Student J what is the denominator of this one? Teacher: The denominator.",0 7351,"Teacher: You do? Teacher: How do you get it? Student: Because if you count by - because 30 times 10 is 300 - [TARGET]Teacher: Are we showing props?[/TARGET] Student: If 30 times 10 is 300 then 300 times 10 is 600 and then 10 plus 10 is 20. Teacher: Nice and loud, Student N, for everybody. Student: If 30 times 10 is 300, then 300 times 10 is 600 and 10 plus -",0 7352,"Teacher: You do? Teacher: Okay, go outside. Teacher: Put your jacket on, and go outside. [TARGET]Teacher: [Inaudible] garbage can.[/TARGET] Teacher: [Side conversation with other teacher about a student not feeling well and leaving the classroom]. Teacher: All right. Teacher: Raise your hand if you are still sorting your shapes.",0 7353,"Teacher: You don't actually know. Teacher: There aren't two decimals. Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6. [TARGET]Teacher: The reason - hold on.[/TARGET] Teacher: Two things, and then we're going to go back to our seats. Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait. Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod.",0 7354,"Teacher: You don't eat peanuts? Student: I don't like it. Teacher: Student A, sit down and stop fooling around, please. [TARGET]Teacher: Let me have it.[/TARGET] Teacher: Everybody knows that math class is never like this in the classroom. Teacher: It's time to [inaudible]. Teacher: Are you done?",1 7355,"Teacher: You don't erase your board. Teacher: You keep your board how it is. Teacher: What? [TARGET]Teacher: Quit.[/TARGET] Teacher: We're going to go ahead and get started. Teacher: Guys, I don't know if I can take away that lap or not, because I've had to say get ready several times. Teacher: All right.",1 7356,"Teacher: You don't even need to draw a picture for this, okay? Teacher: Do you need some help? Student: No, I was just kinda mad so. [TARGET]Teacher: You're mad at yourself?[/TARGET] Student: Yeah. Teacher: Would you like to check in with Teacher M because I can't really check in right now? Student: Yeah, I'll talk to her after.",1 7357,"Teacher: You don't have to do this [inaudible]. Teacher: Can you move a little bit please? Teacher: Actually, we're going to move over there. [TARGET]Teacher: What are you doing?[/TARGET] Teacher: Okay. Teacher: Let's go. Teacher: Write your name.",1 7358,"Teacher: You don't need to write it. Student: [Inaudible]. Teacher: Student S. Hold on a second. [TARGET]Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated.[/TARGET] Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation. Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them. Teacher: Don't tell me.",1 7359,Teacher: You don't put them back in your bag. Teacher: You need them. Student: Teacher? [TARGET]Teacher: Put this away please.[/TARGET] Teacher: Shhh. Teacher: One each. Teacher: The rest go just in a little pile.,1 7360,"Teacher: You don't feel comfortable? Student: I wish I could lay down. Teacher: Well, you can go ahead and lay down. [TARGET]Teacher: Just don't nap though because you need to pay attention.[/TARGET] Teacher: Actually I really don't mind you all doing it, as long as you all are paying attention; do you understand that. Student: Okay. Teacher: Okay.",1 7361,"Teacher: You don't have a pencil? Student: [Inaudible]. Teacher: Okay, you're working in groups. [TARGET]Teacher: I need you all two to move down.[/TARGET] Teacher: You're working in groups. Teacher: Student S, move up. Teacher: Get your data [inaudible] book.",0 7362,"Teacher: You don't have any labels on there. Teacher: Be careful of the perimeter of that one. Teacher: What's up, Student S? [TARGET]Teacher: Student E, where are you going?[/TARGET] Teacher: [Interruption - Announcement] Teacher: [Crosstalk] Teacher: Did you try that bottom one?",1 7363,"Teacher: You don't have to draw the lines. Teacher: That's fine. Teacher: You can leave them, but I'm just saying. [TARGET]Teacher: I'll be right there, Student E. Thank you for sitting quietly.[/TARGET] Teacher: No, let's do one first. Teacher: So look at this equation right here. Teacher: You have a 3, a 4, and a 6.",0 7364,"Teacher: You don't have to find it in this case. Teacher: I am giving you this paper as just scrap paper so you can do one problem on each box. Teacher: We probably won't do all 10 of them. [TARGET]Teacher: In fact, why don't we have - Student J, you move over here.[/TARGET] Teacher: Student J and Student N, why don't you do evens? Teacher: Student T and Student D, you do odds. Teacher: We will share.",1 7365,"Teacher: You don't have to wait. Teacher: Did you label all your fractions? Teacher: Yes. [TARGET]Teacher: Student T, first of all, what am I gonna say about the way that you're sitting?[/TARGET] Student: [Inaudible] Teacher: Check your work please. Teacher: Check your answer for number five, please.",1 7366,"Teacher: You don't have to write it super big so you take up the whole paper. Student: Is that for whoever's watching us? Teacher: Yeah, they're watching you right now. [TARGET]Teacher: They're watching me more than they're watching you.[/TARGET] Teacher: They're watching me teach more than they are watching you. Teacher: They're showing how I teach. Teacher: Okay.",0 7367,"Teacher: You don't know [inaudible] and you move it. Teacher: You're going to make it into one. Teacher: After you - over here. [TARGET]Teacher: After you get the information - Student J.[/TARGET] Teacher: [Teacher with calmer voice]. Teacher: After you get the information, then you got to get it into your graph. Student: It was.",1 7368,"Teacher: You don't know what the mode is. Teacher: We're down to SOLs next week. Teacher: We're sitting around like we don't - like we're not getting anything, and it's because you don't want to do the work. [TARGET]Teacher: It's not that you don't understand it.[/TARGET] Teacher: It's that you don't want to do the work. Teacher: You've got to value your education, students. Teacher: I'm sorry.",1 7369,"Teacher: You don't know. Teacher: [Students loudly in groups]. Teacher: [Inaudible]. [TARGET]Teacher: You know what the problem you all are having, right here [inaudible].[/TARGET] Teacher: It's sad. Teacher: And I don't know what you're doing with the board up to 12. Teacher: What are you doing?",0 7370,Teacher: You don't need that. Student: I'm freezing. Teacher: If you were freezing you would have it on. [TARGET]Teacher: Take it back to your seat.[/TARGET] Teacher: All right. Teacher: You should have them all cut. Teacher: Excuse me.,1 7371,"Teacher: You don't need to be using that ruler. Teacher: Go get the one everyone else is using. Student: Is it okay if we do it this way? [TARGET]Teacher: It's you and your partner.[/TARGET] Teacher: You show me what you guys decide. Teacher: Like I said, you might want to do a plan before you start doing anything. Teacher: Have you discussed the graph?",0 7372,"Teacher: You don't need to look at your neighbor. Teacher: [Pause]. Teacher: Stay focused. [TARGET]Teacher: Some of you were looking around out in the hallway.[/TARGET] Teacher: Stay focused. Teacher: Okay, go ahead and write those problems down if you have not done so. Teacher: [Pause].",1 7373,"Teacher: You don't say that to me, Student O. Teacher: If you touch that again before the end of the school day I will take it away. Teacher: Okay. [TARGET]Teacher: Now I need everybody looking at me.[/TARGET] Teacher: All right. Teacher: There's a little bit too much talking. Teacher: Student K. Anybody who's talking now will get a mark and they will not have free time Friday.",0 7374,"Teacher: You don't tell anybody to be quiet in the classroom. Teacher: That is why I am here. Teacher: You just write your name and wait until I give you the go ahead. [TARGET]Teacher: You just wait until I give you the go ahead.[/TARGET] Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes. Teacher: Class, get ready to begin. Teacher: You're gonna three minutes.",0 7375,"Teacher: You don't want to? Student: I've never been up there. Student: Actually, I've - [TARGET]Teacher: Student D, can you do the backslash?[/TARGET] Student: [Inaudible]. Teacher: You don't want to - Student I, you want to give it a shot? Teacher: All right, let me give you a marker.",0 7376,"Teacher: You erase everything that you have now and go to question eight. Teacher: I want A to lead the discussion. Teacher: [Crosstalk] [TARGET]Teacher: Write this question please, Student D. You may want to write it on the top.[/TARGET] Teacher: Write it on the top so you have more space to work down. Teacher: Very good. Teacher: Why were you expecting him to get a different answer?",0 7377,"Teacher: You figure that out if this weighs 10 how much are each of these and you label it like I do okay? Teacher: And I'm gonna come back and make sure that you've done something. Student: Finally I'm done. [TARGET]Teacher: Okay you have two minutes left so you need to get whatever you know-shh, whatever you know, boys and girls![/TARGET] Teacher: On to the group paper because that's what we're grading. Teacher: If you haven't written anything on your group paper yet but somebody has a really good paper and excellent ideas you can use their paper as your group paper okay? Teacher: But you have to get it down in a minute and 45 seconds.",1 7378,"Teacher: You figured out what the mean is? Student: No, I don't know what it means. Teacher: Please stop talking. [TARGET]Teacher: She needs to do her own.[/TARGET] Teacher: I'll come around. Teacher: Stop it. Teacher: Stop asking and think about what you're trying to ask and trying to do.",1 7379,"Teacher: You first write it - obviously, you've got to solve it on your paper, and then you're going to press it. Teacher: [Crosstalk] Teacher: Okay, Student K, come and get your remote. [TARGET]Teacher: Student B, Student C, Student K.[/TARGET] Teacher: [Crosstalk] Teacher: Student F, Student K. I don't believe any of my directions said start talking to your neighbors. Teacher: Student D, Student A.",0 7380,"Teacher: You flip flop it until it faces this way. Teacher: Add a piece. Teacher: You're frozen like a statue. [TARGET]Teacher: That means the only thing you're allowed to do is breathe.[/TARGET] Teacher: Here's what I need you to do. Teacher: I need you to put all of your pattern blocks back in your bag, without making a sound, quiet as a mouse. Teacher: One person brings the pattern blocks zipped back to the tub, and the other person, whoever brought the folder, take the folder with you.",1 7381,"Teacher: You forgot the what? Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: Do you want to go shut the window for me please?[/TARGET] Teacher: Actually, put down the blinds, too. Teacher: Student H, can you work please? Teacher: Student A is doing a great job over there.",0 7382,"Teacher: You gave me the fraction. Teacher: I need the percents. Student: Give me my paper. [TARGET]Teacher: No, that's for this.[/TARGET] Teacher: Student M, we just went over the steps. Teacher: What are the steps? Teacher: Okay - you have a fraction.",0 7383,"Teacher: You get a whole. Teacher: Some slices and a fraction. Teacher: Student N, I'm not certain if you're attending. [TARGET]Teacher: Are you paying attention to what she's doing?[/TARGET] Teacher: Okay. Teacher: You're right. Teacher: Help her along, please, so that you're the teacher.",1 7384,"Teacher: You get your fraction then the percentage, do the same thing with boys, and then you compare [inaudible]. Teacher: Sit down. Student: Sit down. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit down. Teacher: How'd you get these numbers? Student: I copied the [inaudible] He said [inaudible]",1 7385,"Teacher: You give them information, and you're going to start making your data. Teacher: You're getting ready to make your graph. Teacher: One person. [TARGET]Teacher: Can I have the spray, Student S?[/TARGET] Teacher: Decide who's going to do it. Teacher: You need your book. Teacher: Turn around.",0 7386,"Teacher: You go all the way over here. Teacher: You [inaudible] - Student R, you really need to pay attention. Teacher: You do not know everything. [TARGET]Teacher: Over here.[/TARGET] Teacher: You can read this data. Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies? Teacher: Can't you see it's two, here?",0 7387,"Teacher: You go around and ask your ... excuse me. Teacher: [Inaudible]. Teacher: Focus. [TARGET]Teacher: You go around.[/TARGET] Teacher: Excuse me. Teacher: Oh, [inaudible]. Teacher: [Inaudible].",0 7388,"Teacher: You go with one eighth. Teacher: One eighth is something different. Teacher: You know what? [TARGET]Teacher: Listen, I'm trying to kind of help you understand.[/TARGET] Teacher: The way you said it and the way you told me is different. Teacher: So one third must be, let me see, one, two, three, four - Student: Five.",0 7389,"Teacher: You gonna ask and make sure I do attendance after this video. Teacher: Don't let me get in trouble. Teacher: Student M, Student J. [TARGET]Teacher: Student D, Student G.[/TARGET] Student: No, I'm already with - Teacher: Oh, Student A. Teacher: Student D, Student V.",1 7390,"Teacher: You got it. Teacher: [Inaudible]. Teacher: See look. [TARGET]Teacher: There's a lot of talking happening, and [inaudible].[/TARGET] Teacher: This says 15 fewer than X, right? Teacher: But this says X fewer than 16. Teacher: See the difference?",1 7391,"Teacher: You got it? Teacher: I want to see where you checked it with multiplication, sweetie. Teacher: What's a remainder? [TARGET]Teacher: You just wanted to be on camera.[/TARGET] Teacher: Okay. Teacher: You ready for a new one? Teacher: It's 7 remainder - what's that?",0 7392,"Teacher: You got to give yourself enough space. Teacher: Remember, I said don't make these small, Student C. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: This is going to be the last one for today, okay? Teacher: Now Student E, how many digits are in our top number? Student: [Inaudible].",1 7393,"Teacher: You got to listen carefully, okay? Teacher: And they'll let you know when to write something. Student: [Inaudible]. [TARGET]Teacher: That's up to you.[/TARGET] Teacher: So, say something like, ""Here's what I wrote for A."" Student: Here's what I wrote for A. Teacher: Good.",0 7394,"Teacher: You got to move it. Student: Good job, Student M. Teacher: Ah, Student J come on up. [TARGET]Teacher: I like the way Student J's sitting quietly.[/TARGET] Teacher: I like the way some people are sitting up. Teacher: Student N, and Student M, you're arms should be out of your shirts. Teacher: Plus two.",1 7395,"Teacher: You guys are going to need ... yeah, just anywhere where the glue can dry. Student: [Inaudible]. Teacher: Coloring on one side, and some problems on the other. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, Student A, and Student A. Student: [Inaudible]. Student: No.",1 7396,"Teacher: You guys are good. Teacher: Aren't you working together, Student E? Teacher: Well, then get together. [TARGET]Teacher: Turn your chair around or something.[/TARGET] Teacher: Remember, look at your notes, if you need to know how the formula or how the example is supposed to look. Teacher: Make sure yours looks just like it. Student: For No.",1 7397,Teacher: You guys are nice; doing a great job I hope your answers are good. Student: How about we just show. Student: [Inaudible]. [TARGET]Teacher: Okay go take it you don't have to put your fingers up I know you're quiet and centered.[/TARGET] Teacher: Student L come up with your paper. Teacher: Student A. Student: Yeah?,1 7398,"Teacher: You guys did yours individually and they look great. Teacher: This is Student J's, Student A's and Student A's. Teacher: Student A, Student A, Student T, and Student J. [TARGET]Teacher: Let's have a seat.[/TARGET] Teacher: Come on, really quickly before we go to [inaudible]. Teacher: What did we learn how to do today? Student: We learned how to divide.",1 7399,"Teacher: You guys have a chance to steal. Teacher: Yes, you do. Teacher: I didn't call you. [TARGET]Teacher: Raise your hand if you have a question.[/TARGET] Teacher: Can you raise your hand? Teacher: [Inaudible]. Teacher: Student L, do you want to try it?",1 7400,"Teacher: You guys have central tendency but I think you're getting the terms mixed up. Teacher: What is mode Student A? Student: [Inaudible] [TARGET]Teacher: Hold on, pull the door Student E. Go ahead say that again Student A?[/TARGET] Student: It's the one that happens the most. Teacher: The number that occurs the? Multiple Students: Most",1 7401,Teacher: You guys have shown me that you know what it stands for. Teacher: You are doing what you do now. Teacher: Student D? [TARGET]Teacher: I should not hear you right now.[/TARGET] Student: [Inaudible] Teacher: On the back are your problems that you'll be solving. Multiple Students: [Inaudible],1 7402,"Teacher: You guys know how to figure this out. Teacher: I'll open the window. Teacher: You've got to -if you're talking about math, that's all right, but you need to calm it down a little bit. [TARGET]Teacher: There's lots of play going on over here.[/TARGET] Teacher: You're only supposed to be playing with your partner. Teacher: I assigned you partners already. Teacher: We're back to the one fourth and what part of the fraction would that be?",1 7403,"Teacher: You guys need to share. Teacher: Okay, so these are the fact families for 90. Multiple Students: [inaudible chatter] [TARGET]Teacher: Okay, this is where you're gonna be looking.[/TARGET] Teacher: All right, so first thing is you look at 90 goes into 3. Teacher: How many times does 90 go into 3? Student: Zero.",0 7404,Teacher: You guys should copy this also. Student: Oh. Teacher: Yeah. [TARGET]Teacher: Sorry I didn't say that ahead.[/TARGET] Teacher: Just start copying. Student: On paper or in the notebook? Teacher: In your notebook.,0 7405,"Teacher: You guys were really productive. Teacher: You worked so well together, and you did an awesome job. Teacher: Let's be patient with each other and let's be patient so that we get that kind of work done again. [TARGET]Teacher: It's not working if you're playing silly games.[/TARGET] Teacher: It's not helping you learn your math. Teacher: So you had already done 14 times 2. Teacher: Oh, you did 14 times 5?",1 7406,"Teacher: You guys will all be working together. Teacher: All three of you, okay? Teacher: I'm going to pass the sort out, and I want you - Student D, you need to put that away. [TARGET]Teacher: That's not helping you right now.[/TARGET] Teacher: It's distracting you. Teacher: You're going to take these shapes, spread them all out, and then I want you to do an open sort. Teacher: You know how sometimes in word study I tell you - actually every week tell you to pull out your words and just sort them?",1 7407,"Teacher: You guys will have to think a little bit about this, but it's something we've already done. Teacher: Yes it is. Teacher: [Inaudible]. [TARGET]Teacher: Stop talking.[/TARGET] Teacher: So I'm going to ask you guys to make this assumption. Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these. Teacher: Just make that assumption.",1 7408,"Teacher: You guys, I will give you one minute. Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. Teacher: I want to see if all of you can do all of the problems. [TARGET]Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem.[/TARGET] Teacher: Time is up and Student S, have a seat. Teacher: Student D, can you help us out with the problem? Teacher: Student S, please do not come into the classroom.",0 7409,"Teacher: You have 19. Teacher: Then you going to have - you're going straight down. Teacher: You're going to have numbers this way, and you're going to have numbers that way. [TARGET]Teacher: Now let's decide on - no [inaudible].[/TARGET] Teacher: See, right here? Teacher: That's the top. Teacher: That's the top.",0 7410,Teacher: You have 25 seconds to get still. Student: [Inaudible]. Teacher: Blue and red. [TARGET]Teacher: The greens need to be put away.[/TARGET] Student: [Inaudible]. Teacher: You have 15 seconds. Teacher: This table looks excellent.,1 7411,Teacher: You have 39 written down. Teacher: Write down 29. Teacher: You don't want to get angry with someone when someone's trying to learn. [TARGET]Teacher: Have some patience.[/TARGET] Teacher: Maybe you just didn't show it clearly enough. Multiple Students: [Inaudible]. Teacher: Did you see though that you need to look at the lines that go all the way across?,1 7412,"Teacher: You have 8, 8, 3. Teacher: Write it right here. Teacher: 176 equals what? [TARGET]Teacher: Do your math.[/TARGET] Teacher: Come over here. Teacher: Sit down. Teacher: We'll just close it this way.",1 7413,Teacher: You have a book. Teacher: Sit down. Teacher: One person. [TARGET]Teacher: Give me a paper towel.[/TARGET] Teacher: One person is going - excuse me. Teacher: Your data is not correct. Teacher: What are you doing?,0 7414,"Teacher: You have a calculator. Teacher: Look at the example. Teacher: To take it from a fraction to a percent, look at the example. [TARGET]Teacher: Okay, go to special.[/TARGET] Teacher: Put your calculator in the bucket right there, okay? Student: Oh my gosh. Student: [inaudible] boys or girls.",0 7415,"Teacher: You have a couple minutes. Teacher: What do you notice about some of the things? Teacher: [Crosstalk] [TARGET]Teacher: I need your eyes.[/TARGET] Teacher: 5, 4, 3, 2, 1. Teacher: Apparently some of you are not making your own choices [inaudible]. Teacher: So if you're on choice one, raise your hand so she can [inaudible].",1 7416,"Teacher: You have a lot of stuff to do. Teacher: First you need to label it A, because I don't know what we're working on. Teacher: Is A finished? [TARGET]Teacher: So, you're on part B?[/TARGET] Teacher: Okay, you read it to me. Student: What is the total number of blocks needed to balance six balls? Teacher: Okay.",0 7417,"Teacher: You have a question? Student: [Inaudible]. Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you. [TARGET]Teacher: Student M, stop talking while he's talking.[/TARGET] Teacher: Can you turn around completely with your back off the wall? Teacher: Move to the side so you can see. Student: [Inaudible].",1 7418,"Teacher: You have a writing test coming up. Teacher: You should know what details are all about. Teacher: [Side discussion] [TARGET]Teacher: Okay, we're gonna start going over the answers.[/TARGET] Teacher: Number one. Teacher: Student F, do you want to come and do number one? Teacher: [End of Audio]",0 7419,"Teacher: You have cubes. Teacher: Student N, give him cubes, please. Teacher: Shh. [TARGET]Teacher: You're not talking.[/TARGET] Teacher: Student J, do you have cubes? Teacher: You and Student I work together. Teacher: Student A and Student D.",1 7420,"Teacher: You have cubes. Teacher: You have cubes. Teacher: Student N, give him cubes, please. [TARGET]Teacher: Shh.[/TARGET] Teacher: You're not talking. Teacher: Student J, do you have cubes? Teacher: You and Student I work together.",1 7421,"Teacher: You have enough room to keep going. Teacher: That's fine. Teacher: Cross out what you - look, you can cross out this and do another one. [TARGET]Teacher: Or you could just erase them all.[/TARGET] Multiple Students: [inaudible chatter] Teacher: So, that example two, 990 divided by 15. Teacher: Michael, for this problem, what value is the divisor?",0 7422,"Teacher: You have enough room. Teacher: You have enough room to keep going. Teacher: That's fine. [TARGET]Teacher: Cross out what you - look, you can cross out this and do another one.[/TARGET] Teacher: Or you could just erase them all. Multiple Students: [inaudible chatter] Teacher: So, that example two, 990 divided by 15.",0 7423,"Teacher: You have enough space here, all the space from here to here. Teacher: You can write as much as you can. Teacher: That's what you need to do. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: You're done? Teacher: Okay. Teacher: You can play a game with the - who drew that?",0 7424,"Teacher: You have four scores so you're going to divide what? Student: 1,400. Teacher: You need to look up here, Student S. You need to sit down and pull your seat up, and stop digging around. [TARGET]Teacher: Student T, watch up here.[/TARGET] Teacher: Finish it. Teacher: Finish the numbers that you bring down. Teacher: How many times will 4 go into 0?",1 7425,"Teacher: You have graph paper, Student D? Teacher: It was, go to your seat, put your name and the date on the graph paper. Teacher: I'm gonna put a problem on the board. [TARGET]Teacher: It should take you - if you were paying attention - about two minutes to do it.[/TARGET] Teacher: When you're done with it your thumbs are gonna be up. Teacher: I'll check it and I'll send you to special. Teacher: Put your name and the date on the graph paper.",0 7426,"Teacher: You have it over here. Teacher: Give me your books. Teacher: Student L's is right. [TARGET]Teacher: Student S's is right.[/TARGET] Teacher: ""My favorite food."" [Students talking with each other]. Teacher: Okay. Teacher: [Inaudible], ""My favorite foods."" This side you have chicken.",0 7427,"Teacher: You have not made an array. Teacher: You have the same color, way too much of the same color. Teacher: We don't need this. [TARGET]Teacher: Student M, I need your attention.[/TARGET] Teacher: Do you see theirs like that? Teacher: Okay. Teacher: Let's get a piece of paper and start listening.",1 7428,"Teacher: You have nothing to do with theirs. Teacher: That's the solution. Teacher: Okay. [TARGET]Teacher: Boys and girls, we're going to stop, okay?[/TARGET] Teacher: Did you finish that one? Teacher: Finish that one out then. Teacher: [End of Audio]",1 7429,"Teacher: You have one data sheet. Teacher: [Students talking with each other]. Teacher: No, but that's for you to figure out how to do it right. [TARGET]Teacher: What Student G is doing is wrong.[/TARGET] Teacher: Look. Teacher: You have it over here. Teacher: Give me your books.",0 7430,Teacher: You have one more step. Student: Is this the right one? Teacher: I don't know. [TARGET]Teacher: Watch.[/TARGET] Teacher: So what would it be then? Teacher: How many times will two go into that two? Teacher: There you go.,0 7431,"Teacher: You have plenty of space. Teacher: You can do the back, that way you don't have to worry about - you can see the numbers. Teacher: Where's your pencil? [TARGET]Teacher: On your desk, or in your desk?[/TARGET] Teacher: I don't have an eraser. Teacher: So what is this called? Teacher: Each one is 50.",0 7432,"Teacher: You have several choices that are far away from the fly. Teacher: You either sit quietly or you move. Student: [Inaudible]. [TARGET]Teacher: There's 19 other kids aren't having a problem.[/TARGET] Teacher: They're ready to learn math. Teacher: The rest of you over there, are you ready? Student: Yeah.",1 7433,"Teacher: You have some crayons there, so you can use the crayons. Teacher: Before you start coloring though, it doesn't matter which color you use. Student: I thought these were for fifth grade. [TARGET]Teacher: No, they're for you.[/TARGET] Student: What color is this? Student: Made in China. Student: [Crosstalk]",0 7434,"Teacher: You have to answer that question. Teacher: So, go ahead and circle that whole question. Teacher: Part B. [TARGET]Teacher: Who can read the question?[/TARGET] Teacher: Student C? Student: What is the total number of blocks needed to balance six balls? Teacher: Perfect.",0 7435,"Teacher: You have to at least try. Teacher: You can't just keep sitting there, and I know math is tough for you. Teacher: We can get through it together if you show me what you don't know. [TARGET]Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do.[/TARGET] Teacher: Now think about what we do next. Teacher: When you can't put it in there, we go to the next two digits. Teacher: What's the next two digits?",0 7436,"Teacher: You have to be patient while it comes around. Teacher: Yes, Student S? Teacher: Yes. [TARGET]Teacher: You know what?[/TARGET] Teacher: That needs to stop. Teacher: [Crosstalk among students] Student: Which way is it?",1 7437,"Teacher: You have to divide the to - [crosstalk]. Teacher: It has to have one - we can't - shh. Teacher: Sweetie. [TARGET]Teacher: We cannot talk at the same time, because then nobody's going to hear.[/TARGET] Teacher: Listen, if you can divide a number by a common factor, right, you can make it smaller. Teacher: If the only common factor is one, you can't make it any smaller. Student: So the answer's no.",1 7438,"Teacher: You have to do the same thing. Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around. Teacher: It's going to be just like this. [TARGET]Teacher: So we'll go to your desk.[/TARGET] Teacher: Copy the chart down. Teacher: After you copy the chart down [inaudible] you do. Student: [Inaudible].",0 7439,"Teacher: You have to do your multiplication website, yes. Student: Okay. Student: But do we have to stay on that one game? [TARGET]Teacher: No.[/TARGET] Teacher: Check your multiplication website. Student: Okay. Teacher: All right, try to work this one.",0 7440,"Teacher: You have to go multiply. Teacher: Go ahead and get boards and markers. Teacher: Okay. [TARGET]Teacher: Student's B's group, there's way too many people there.[/TARGET] Teacher: Some of you need to come here. Teacher: We already talked about this. Teacher: Student J, come sit.",1 7441,"Teacher: You have to have a partner. Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1. Teacher: Thank you. [TARGET]Teacher: You're not going to need your whiteboard for this.[/TARGET] Teacher: Can you remember - you can just put it on the side. Teacher: You don't need to put it away. Teacher: Do you remember the case we were talking about Mc Donald's?",0 7442,"Teacher: You have to make a model, find the product and then write it in its simplest form. Teacher: Number one is two thirds time one half. Teacher: Everybody should be working on two thirds time one half. [TARGET]Teacher: You can use the blank paper I put in the middle of your table.[/TARGET] Teacher: You have to draw it. Teacher: You have to make a model. Teacher: [Side discussion]",0 7443,"Teacher: You have to raise your hand. Teacher: Student A, step outside. Student: But I'm telling you I don't see what's the [inaudible]. [TARGET]Teacher: All right, keep it quiet, guys.[/TARGET] Teacher: Student D. Student: Do you know where my math book is? Teacher: I don't.",1 7444,"Teacher: You have to read all of the information, and then we're going to go to our questioning. Teacher: How many parts are in this question? Teacher: I see the same hands. [TARGET]Teacher: Let's see some new hands.[/TARGET] Teacher: How many parts are in this question? Teacher: Remember, it said label part A, part B, part C? Teacher: How many parts do we have this time?",0 7445,"Teacher: You have to rewrite it now, the common multiple, and one ninth plus- Student: Three ninths. Teacher: Equals? [TARGET]Teacher: All eyes should be up here.[/TARGET] Teacher: Look at the multiples. Teacher: 1 times 3 is - 3 times 3 is - you can multiply that but you cannot add denominators. Student: Would it be 9?",1 7446,"Teacher: You have to start asking students what their favorite colors are. Teacher: Student T, when you are done you've got to start asking students what their favorite colors are. Teacher: So write, get a loose-leaf sheet of paper and start surveying people. [TARGET]Teacher: I'm gonna do H on the board.[/TARGET] Student: H is hard. Teacher: If you want help with H, come to the carpet. Teacher: Or we can close it, that's fine.",0 7447,"Teacher: You have to think. Teacher: Read, and re-read. Teacher: I'm starting the timer, now. [TARGET]Teacher: How long did I say?[/TARGET] Multiple Students: Ten minutes. Teacher: Ten minutes. Teacher: People who are the timers, you'll know it's ten minutes when it gets to be what time?",0 7448,"Teacher: You have to try, okay? Teacher: Even if it's wrong, you still have to try. Teacher: Okay, there's nothing wrong with trying and getting it wrong. [TARGET]Teacher: That's actually pretty good.[/TARGET] Teacher: That means that you - I can at least see what steps you know and what steps you don't know. Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay?",0 7449,"Teacher: You have to turn the question around. Teacher: You have a lot of stuff to do. Teacher: First you need to label it A, because I don't know what we're working on. [TARGET]Teacher: Is A finished?[/TARGET] Teacher: So, you're on part B? Teacher: Okay, you read it to me. Student: What is the total number of blocks needed to balance six balls?",0 7450,Teacher: You have to use three cards. Teacher: Let me help you the first time. Teacher: This is going to be a 6. [TARGET]Teacher: Let me help you now.[/TARGET] Teacher: This is a 6. Teacher: This is going to be 8. Teacher: This is going to be 2.,0 7451,"Teacher: You have to wait. Teacher: Can you hold on a minute? Teacher: I want you all to listen to me, Student N, and back here, and over here. [TARGET]Teacher: You're not talking to me.[/TARGET] Teacher: You're talking to us, so we need to listen to what our classmates say. Teacher: Does everybody understand? Teacher: Go ahead.",1 7452,Teacher: You have to wait. Teacher: [Inaudible]. Teacher: I'll still wait. [TARGET]Teacher: I'm still waiting.[/TARGET] Teacher: \You should use the restroom. Teacher: Clear the board in front of you. Teacher: [End of Audio],1 7453,"Teacher: You have to work as a table. Teacher: [Crosstalk] Teacher: What are you waiting for? [TARGET]Teacher: You've already wasted enough time, haven't you?[/TARGET] Student: [Inaudible] Teacher: Talk at your table. Teacher: You're not talking to me.",1 7454,"Teacher: You have to write down every single step that your brain took to figure out the answer. Teacher: There is no mental math on this. Student: Can we use scrap paper? [TARGET]Teacher: We're going to talk about where we're going to write our answer in just a second, okay?[/TARGET] Teacher: Student C? Teacher: Okay, go ahead. Teacher: You were going to ask me, what?",0 7455,"Teacher: You have to. Teacher: Just put your cards up here. Teacher: Let me help you to make the first one. [TARGET]Teacher: This is - stop.[/TARGET] Teacher: Student T, I don't appreciate you calling me half a monkey. Teacher: [Inaudible]. Teacher: Ignore him.",1 7456,"Teacher: You have two minutes, okay? Teacher: Mad minute begins now. Teacher: Two minutes. [TARGET]Teacher: You should not be talking.[/TARGET] Teacher: You don't need to finish it. Teacher: You're just doing your best, please. Teacher: You have about 45 seconds, doing the best you can.",1 7457,"Teacher: You have two of the six pieces. Teacher: All I'm asking you to do, boys and girls - what in the world did I tell you about this paper? Teacher: Give me your paper. [TARGET]Teacher: Do I have a right to be angry?[/TARGET] Teacher: We're trying to figure out what the equivalent fraction is to two sixths in smaller form. Teacher: Do you have to let go of that to see this? Teacher: Do you have to go around this way?",1 7458,"Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around. Teacher: It's going to be just like this. Teacher: So we'll go to your desk. [TARGET]Teacher: Copy the chart down.[/TARGET] Teacher: After you copy the chart down [inaudible] you do. Student: [Inaudible]. Teacher: Any questions?",0 7459,Teacher: You have two sides on the back. Teacher: Turn it over on the back. Teacher: Excuse me. [TARGET]Teacher: Turn it over on the back.[/TARGET] Teacher: Write your name on the back side and the front side that's turned over. Teacher: On the back I want you to write a number line. Teacher: Excuse me.,0 7460,"Teacher: You have two wild cards. Teacher: Student J, spread your cards. Teacher: You're doing a good job. [TARGET]Teacher: Spread your cards here.[/TARGET] Teacher: You have to. Teacher: Just put your cards up here. Teacher: Let me help you to make the first one.",0 7461,"Teacher: You have used it two times. Student: No, one time. Teacher: You used bathroom in the morning. [TARGET]Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go.[/TARGET] Teacher: So how did I lie? Teacher: Sit down please. Teacher: Student J, where is your math?",0 7462,"Teacher: You have - what is this going to be? Teacher: You're using two numbers, so which one is this? Student: 61 plus 32. [TARGET]Teacher: No.[/TARGET] Teacher: We're using three numbers at a time. Teacher: Do you want to use this? Teacher: We're looking at what number - you're using it.",0 7463,"Teacher: You join them over here please. Teacher: You are C. Student: Do we have to do the test again? [TARGET]Teacher: So let's start now, two minutes.[/TARGET] Teacher: [Crosstalk] Teacher: Now it is time for you to switch. Teacher: B will start reading the questions now, and A will now answer the questions.",0 7464,Teacher: You just can't do it. Student: I'm ready now. Teacher: Then just do it. [TARGET]Teacher: What's going on?[/TARGET] Student: [Inaudible] Teacher: You're not doing anything over here. Student: [Inaudible],1 7465,"Teacher: You just need two colors. Teacher: [Crosstalk] Teacher: Let me count again. [TARGET]Teacher: You need two crayons in 3, 2, 1.[/TARGET] Teacher: Now before you start drawing this array, I want you to think about when we write a math multiplication problem. Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns? Teacher: Student H.",0 7466,"Teacher: You just wait until I give you the go ahead. Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes. Teacher: Class, get ready to begin. [TARGET]Teacher: You're gonna three minutes.[/TARGET] Teacher: [Students silently working] Teacher: Everybody stop at this time. Teacher: All pencils down.",0 7467,"Teacher: You just write your name and wait until I give you the go ahead. Teacher: You just wait until I give you the go ahead. Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes. [TARGET]Teacher: Class, get ready to begin.[/TARGET] Teacher: You're gonna three minutes. Teacher: [Students silently working] Teacher: Everybody stop at this time.",0 7468,Teacher: You know [inaudible]. Multiple Students: [Inaudible]. Teacher: We have - shh. [TARGET]Teacher: Will you guys stop talking?[/TARGET] Teacher: I can't remember how many cards I have. Teacher: You're going to ... place these face-down. Student: [Inaudible].,1 7469,"Teacher: You know how I expect you to work. Teacher: You're independent. Teacher: You're working on your homework. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student J, tell me when it's 12:45. Teacher: All right. Student: Do we stop at 12:45?",1 7470,"Teacher: You know how to do math. Teacher: Where does the [inaudible] come from? Teacher: Continue. [TARGET]Teacher: Finish your work.[/TARGET] Teacher: Student A, I'm not playing now. Teacher: Stop. Teacher: Turn around.",1 7471,Teacher: You know how to play this game. Teacher: I've played it with you before. Teacher: [Inaudible]. [TARGET]Teacher: You're not fighting with it.[/TARGET] Teacher: Can you leave him alone and do your work? Teacher: We're not going to lunch until our math is done. Teacher: After we complete our math as we do as a class - I'm listening to you.,1 7472,"Teacher: You know that he was sitting there, and you were sitting here. Teacher: And the second he gets up to go do something, you're going to steal his seat. Student: [Inaudible]. [TARGET]Teacher: No.[/TARGET] Student: [Inaudible]. Teacher: He was here with that. Teacher: Unbelievable.",1 7473,"Teacher: You know the number. Teacher: Step back, please. Teacher: I want to know what you are seeing. [TARGET]Teacher: Student B, you're kind of in the way right now.[/TARGET] Teacher: Student B. I'm going to get about five people to tell me what they think it is, and then we're going to go from there. Teacher: Student M? Student: I see a 5 by 3 with a remainder of 2.",0 7474,Teacher: You know this math. Teacher: I don't know why it is a problem. Teacher: Let's go. [TARGET]Teacher: Solve the math.[/TARGET] Teacher: It said how would you explain to someone else how solution one works. Teacher: Explain to Ms. A how solution one works. Teacher: Tell me.,0 7475,"Teacher: You know what the problem you all are having, right here [inaudible]. Teacher: It's sad. Teacher: And I don't know what you're doing with the board up to 12. [TARGET]Teacher: What are you doing?[/TARGET] Teacher: That's - why are you copying something that doesn't describe your graph? Student: [Inaudible]. Teacher: Number one.",0 7476,"Teacher: You know what to do. Teacher: If you've got to go, go. Teacher: You're going to miss this. [TARGET]Teacher: I'm not waiting.[/TARGET] Teacher: That's the way it works. Teacher: I'm moving on, with or without you. Teacher: All right.",1 7477,"Teacher: You know what to do. Teacher: Leave him. Teacher: Camera is covering every place in the classroom, everywhere. [TARGET]Teacher: The camera is seeing everywhere.[/TARGET] Teacher: That's not what we're talking about. Teacher: Let's do this. Student: Can I ask a question?",1 7478,"Teacher: You know what to do. Teacher: Try and do this math. Teacher: I will show you. [TARGET]Teacher: Let me see people that are working hard, what I can give to them.[/TARGET] Teacher: If you throw that at him, you are going out. Teacher: People that are working hard, I'm going to go around and give them something. Teacher: Who is working hard?",0 7479,"Teacher: You know what - then you're gonna sit right here. Teacher: Okay. Teacher: So you need to double-check all that, 'cause is this right? [TARGET]Teacher: 'Cause none of you were supposed to do this.[/TARGET] Student: I'm on our 900 chart. Teacher: Oh, good. Teacher: Are we working on this right now?",1 7480,"Teacher: You know what, boys? Teacher: Sit up. Teacher: Stop lying down. [TARGET]Teacher: Sit up on your bottom now.[/TARGET] Teacher: [Crosstalk] Teacher: Do your work. Teacher: Don't blame her for what you're not doing.",1 7481,"Teacher: You know what, can you do me a favor - can you sit and work on that, please? Teacher: Okay, Louis, know what I need you to do? Teacher: I need you to do me a favor. [TARGET]Teacher: I need you to really focus on what you're doing instead of rushing.[/TARGET] Teacher: Let's look at it, 'cause I'm looking - do you notice anything on it? Teacher: So we have - Student: [Inaudible]",1 7482,Teacher: You know what? Student: They're not mine! Teacher: I'm really sad that you're not doing the work because you're too - I will take care of this. [TARGET]Teacher: Excuse me Teacher.[/TARGET] Teacher: I'm gonna come around and get the raisins 'cause they're too many people who can't do two things at once. Teacher: Please throw them in the trash please. Teacher: If you wanted them you would've already eaten them.,1 7483,Teacher: You know what? Teacher: Excuse me. Student: Huh? [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Put all of these in here. Teacher: Why are you walking around and this is in your mouth? Teacher: Is that fourth grade behavior?,1 7484,"Teacher: You know what? Teacher: I have to say - I know some of you are playing games. Teacher: I'm talking now [Inaudible] to your voice. [TARGET]Teacher: Sh![/TARGET] Teacher: I see a lot of improvement. Teacher: This is a hard concept, especially when you're talking about different wholes. Teacher: So we're gonna do a little more of it and then we're gonna do something else with fractions that might be [Inaudible].",1 7485,"Teacher: You know what? Teacher: I'm giving everybody a choice. Teacher: If this math is not done, we're not going out for recess. [TARGET]Teacher: Do your math.[/TARGET] Teacher: You know what to do. Teacher: Leave him. Teacher: Camera is covering every place in the classroom, everywhere.",1 7486,Teacher: You know what? Teacher: If I hadn't said anything you wouldn't be asking about it. Teacher: So why don't you just turn around and focus. [TARGET]Teacher: What are we working on?[/TARGET] Teacher: We're working on fractions. Teacher: How are we doing on fractions? Teacher: Excellent.,1 7487,"Teacher: You know what? Teacher: It's a little disappointing when I can see that people have been using my supplies, a variety of them without asking. Student: [Inaudible] [TARGET]Teacher: This is a waste of our time.[/TARGET] Teacher: All right, we're ready to go over some of this. Teacher: That means your pencils are down and your eyes are up. Teacher: Most people are ready.",1 7488,"Teacher: You know what? Teacher: It's not your business to tell them that they are wrong. Teacher: Sit down. [TARGET]Teacher: Student J, you two need to stay in your seats.[/TARGET] Teacher: All right, eyes up here. Teacher: Eyes up here. Teacher: [Crosstalk]",1 7489,"Teacher: You know what? Teacher: Student B, sit down. Teacher: You know what? [TARGET]Teacher: Student [L], no, Student A, sit down.[/TARGET] Teacher: Sorry. Teacher: Can I have Student T, stand up there, and Student J, uh, Student B. I had Student B originally; it's weird for that. Teacher: So how many people total are standing in from of the board?",1 7490,"Teacher: You know what? Teacher: Student [L], no, Student A, sit down. Teacher: Sorry. [TARGET]Teacher: Can I have Student T, stand up there, and Student J, uh, Student B. I had Student B originally; it's weird for that.[/TARGET] Teacher: So how many people total are standing in from of the board? Multiple Students: Six. Teacher: So six makes up -",0 7491,"Teacher: You know where they are. Teacher: Student T, you're not supposed to go in front of that. Teacher: No, I'll bring them to you. [TARGET]Teacher: Get up.[/TARGET] Teacher: [Crosstalk] Teacher: Are you talking about this? Student: Yes.",0 7492,Teacher: You know where they are. Teacher: [Crosstalk] Student: Can we use a compass? [TARGET]Teacher: No.[/TARGET] Teacher: You don't need a compass for anything. Teacher: [Crosstalk] Student: I'd just use a pencil if you can't use a crayon.,0 7493,Teacher: You know. Student: One-tenth of - Teacher: Shh. [TARGET]Teacher: Don't say it.[/TARGET] Teacher: What's one-tenth of 85? Student: Eight point five. Teacher: Yes.,1 7494,"Teacher: You left it on the table. Teacher: Do not tear the bag up. Teacher: You don't open it like that. [TARGET]Teacher: Student A, take the bag.[/TARGET] Teacher: Get out one dollar and divide it into fifths, five equal groups. Teacher: Now were you able to use the quarters? Multiple Students: No.",1 7495,"Teacher: You look at a fraction, and you ask yourself, if it could be any smaller. Teacher: Is there any equivalent fraction here? Teacher: Can you divide two sixths by something to make it an equivalent fraction that is smaller? [TARGET]Teacher: I'm going to wait because everybody's just sitting there.[/TARGET] Teacher: Two sixths is as small as that can be? Multiple Students: No. Teacher: Okay.",1 7496,"Teacher: You look on the number line. Teacher: All right? Teacher: Everything on this side is positive. [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Yeah, here you go. Teacher: Everything on this side is negative. Teacher: It is less than zero.",0 7497,"Teacher: You lost what? Student: My math notebook. Teacher: Don't worry about it. [TARGET]Teacher: For now use your [inaudible] paper.[/TARGET] Teacher: I will give it to you later on. Teacher: I don't want you to call out, Student S. Student A wants to answer. Teacher: How would you tell a 3rd grader how to do this math?",0 7498,"Teacher: You may get started. Teacher: I'm going to come give you your paper. Teacher: If you need a ruler, you can just get one or two. [TARGET]Teacher: Do you need me to turn off the lights, or are you okay with it?[/TARGET] Teacher: I would probably start with what do we know based on that chart, or report, and a ruler. Teacher: Just today? Teacher: Okay.",0 7499,"Teacher: You may go [inaudible], please. Student: What? Student: [Crosstalk] [TARGET]Teacher: Thank you, thank you.[/TARGET] Teacher: Thanks. Teacher: Good job. Teacher: You did a good job, guys.",0 7500,"Teacher: You may have to use more than one operation, like I used times and I used plus. Teacher: Student D, for the second time I'm telling you, we are watching right now. Teacher: The last thing we are going to do, we are going to follow. [TARGET]Teacher: Can you all see this chart?[/TARGET] Multiple Students: Yes. Teacher: We are going to determine the fourth number, determine the number in the series by following the rule. Teacher: This says [inaudible] a pattern.",0 7501,"Teacher: You may not move to the rug. Teacher: You may not go to the table today. Teacher: I don't want anyone out of their seat walking around today. [TARGET]Teacher: You are to stay in your seat.[/TARGET] Teacher: You can choose to work with someone immediately next to you, or you can choose to work alone. Teacher: I will be walking around. Teacher: Student E, are you allowed to go to the horseshoe table today?",1 7502,"Teacher: You may take it out. Teacher: Page 59. Teacher: Lesson 13.2. [TARGET]Teacher: Student L, sit up.[/TARGET] Teacher: Shh. Teacher: Okay. Student: What page?",1 7503,"Teacher: You may, Student J. Student: Can I go after he goes back? Teacher: Yes. [TARGET]Teacher: Student C, sit down please.[/TARGET] Student: Is that the answer? Teacher: Don't erase. Teacher: Do it here.",1 7504,"Teacher: You may. Teacher: No, no. Teacher: I have a team working here. [TARGET]Teacher: You need to sit quietly on the rug.[/TARGET] Teacher: [Crosstalk] Teacher: Guys, I have a whole team here. Teacher: So sit in the tile area.",1 7505,"Teacher: You met with me yesterday? Teacher: [Crosstalk] Teacher: Five, four. [TARGET]Teacher: Student A, the only way to actually learn something is you have to physically try it.[/TARGET] Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers. Teacher: The numbers are not going to solve themselves. Teacher: You have to try, okay?",0 7506,"Teacher: You might want to look at that line plot one more time. Teacher: Look up there on the board sweetie. Teacher: Turn around. [TARGET]Teacher: I want you to study it carefully.[/TARGET] Teacher: Okay, thank you. Teacher: I don't see it written down. Teacher: You have to explain whether it's good or bad.",0 7507,"Teacher: You need a new sheet of paper. Teacher: Let's get a new sheet of paper so you can start over. Teacher: Okay, what do you need, Student A? [TARGET]Teacher: What are you looking for?[/TARGET] Student: [Inaudible]. Teacher: You're gonna have to - if you don't have them, borrow from people around you. Teacher: The next one we're gonna model is what?",0 7508,"Teacher: You need a pencil. Teacher: What's the problem? Teacher: Sit here. [TARGET]Teacher: You want to work with me?[/TARGET] Teacher: Let's work with me, come on. Teacher: Come on, work with me. Teacher: Come on, work with me here.",0 7509,"Teacher: You need it now. Teacher: Okay. Teacher: I would like to show how smart you are, today. [TARGET]Teacher: You're being taped.[/TARGET] Teacher: We're going to do data. Teacher: Data about us. Teacher: What's data?",1 7510,"Teacher: You need one? Teacher: Okay. Student: [Inaudible] [TARGET]Teacher: Who else - put that away.[/TARGET] Teacher: We'll just give you a new one. Teacher: Guys, if yours didn't come out perfect, I'd rather just give you a brand new one, okay? Teacher: 'Cause these are gonna - we're gonna go back to these a few times.",1 7511,"Teacher: You need six, that's the one, and some people already did a few. Teacher: They understand. Teacher: But now I know they're gonna kind of be mm. [TARGET]Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody.[/TARGET] Teacher: All right, Student M, you may go back, Student O, Student O you may work with Student M if you want to. Teacher: But if you - now, I'm gonna walk around and see. Teacher: All right.",0 7512,Teacher: You need them. Student: Teacher? Teacher: Put this away please. [TARGET]Teacher: Shhh.[/TARGET] Teacher: One each. Teacher: The rest go just in a little pile. Student: One each.,1 7513,"Teacher: You need to add this number up. Teacher: Plus, plus all of them. Teacher: How do you want to break to it? [TARGET]Teacher: Student X and C, the noise is too much.[/TARGET] Student: [Inaudible]. Teacher: Uh-huh, how do you want to break this? Teacher: Okay, see as I know you know how to do that each time.",1 7514,"Teacher: You need to be listening and you need to be focused on your work. Teacher: Student J, you're not getting out of your seat without permission. Teacher: Enough. [TARGET]Teacher: Let's have Student A's group sit over there.[/TARGET] Teacher: Let's have Student A's group sit here. Teacher: [Crosstalk] Teacher: Student J, whose group are you in?",0 7515,"Teacher: You need to be ready and attentive. Teacher: Do you know what that means? Student: No. [TARGET]Teacher: Focused.[/TARGET] Teacher: Student J, I'm not expecting you to memorize the fractions and percentages. Teacher: You can use that as a reference. Teacher: So don't sit there and don't give yourself a brain cramp trying to memorize these.",1 7516,"Teacher: You need to get a tub. Teacher: Eagles, you need to start working. Teacher: Student S, you need to start working. [TARGET]Teacher: Student J, you need to start working.[/TARGET] Teacher: Are we working? Teacher: Excellent job, this group over here. Teacher: What are you doing, sweetie?",1 7517,"Teacher: You need to get control. Teacher: That's it. Teacher: One more time. [TARGET]Teacher: We will not go over this, we will not do centers.[/TARGET] Teacher: You will set at your desk and we will do book work and I will call people back there. Teacher: That's your last chance. Teacher: I'm not gonna go over it again.",1 7518,"Teacher: You need to listen now, and I do not want to take them away because you are all not listening. Teacher: Right? Teacher: Take your hands off the shapes. [TARGET]Teacher: I don't want to spend anymore time on this.[/TARGET] Teacher: This sheet is your key. Teacher: It's different. Teacher: Yesterday when we were working with the pattern box, we made our own key, right?",1 7519,"Teacher: You need to look at the opposite sides, not where this line meets up with this line to form a right angle. Teacher: That's a vertex. Teacher: That's a corner. [TARGET]Teacher: Are you listening, Student K?[/TARGET] Teacher: Eyes over here. Teacher: You have to look at the opposites, Student D. If you want to see whether they're intersecting or parallel, look down here, look over there. Teacher: Quadrilaterals, sometimes, always or never?",1 7520,"Teacher: You need to look at the tenths, the ones, and the thousandths. Teacher: If there's seven tenths here, there's eight tenths here, and all of these numbers are going to be in between. Teacher: You're just making the 10 smaller, and smaller, and smaller. [TARGET]Teacher: I talked to your father this morning, and there you are, acting like a fool.[/TARGET] Teacher: You know what? Teacher: You don't have to look at her, because you're in front of her. Teacher: Last one.",1 7521,"Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay? Teacher: Who is my noise control person? Teacher: Okay. [TARGET]Teacher: Keep it down in here, okay?[/TARGET] Teacher: That's your job. Teacher: Motivator. Teacher: Rah.",0 7522,"Teacher: You need to speak up Student N because most the time you have the right answers but for some reason you don't want to say them loud enough. Teacher: Next, girls. Teacher: Whose turn is it? [TARGET]Teacher: How are we doing over here?[/TARGET] Multiple Students: Good. Student: One fifth is equal to 20 percent. Teacher: What happened?",0 7523,"Teacher: You need to switch your chair. Teacher: You need to get a tub. Teacher: Eagles, you need to start working. [TARGET]Teacher: Student S, you need to start working.[/TARGET] Teacher: Student J, you need to start working. Teacher: Are we working? Teacher: Excellent job, this group over here.",1 7524,"Teacher: You need to think, and I'm letting people think. Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Hold on.[/TARGET] Teacher: Excuse me. Teacher: We said one fourth is six pieces out of 24 and we put it here, right? Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number.",1 7525,"Teacher: You need to think, and I'm letting people think. Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Hold on.[/TARGET] Teacher: Excuse me. Teacher: We said one fourth is six pieces out of 24 and we put it here, right? Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number.",1 7526,"Teacher: You need to turn around, you two. Teacher: Just leave them. Teacher: Go ahead. [TARGET]Teacher: Student S, they're not doing this for you.[/TARGET] Teacher: They're doing this with you. Teacher: Pay attention to what Student H is doing. Teacher: So then how many total are in the scoop?",1 7527,"Teacher: You need to write the equation, please. Teacher: 8 sticker sheets divided by 2 for each person. Teacher: You need to have this equation written on your paper. [TARGET]Teacher: When I come around if you don't have it written on your paper, initials will go on the board because you did not follow directions.[/TARGET] Student: Do we have to do the tips too? Teacher: You do not have to do the tips too. Teacher: You just need to get this equation.",1 7528,"Teacher: You need you have your desk the way I have it. Teacher: You don't need to be facing my desk. Teacher: If you have your hand up, Student A is coming around with the pink paper. [TARGET]Teacher: Why are you on the floor?[/TARGET] Teacher: You should be finishing that white paper first. Teacher: Raise your hand. Teacher: Student T, what do you need?",1 7529,"Teacher: You need your grids, your pencil and your workbook. Teacher: You know what, Student O? Student: What? [TARGET]Teacher: If this continues you're going to be asked to leave.[/TARGET] Student: Okay. Teacher: At the red table can I have Student C and Student K and Student B and Student K and Student K. Can you guys work at the red table? Teacher: Bring a chair and give each other some space.",1 7530,"Teacher: You need your math journal and you need a pencil. Teacher: So if you will get those things really quickly while I set the computer up. Teacher: I am looking for the group that's ready. [TARGET]Teacher: Could you get me a poster board?[/TARGET] Teacher: Can you use highlighters? Teacher: If they're blue and yellow you may. Teacher: Okay, the computer's not working.",0 7531,"Teacher: You only have one job, okay? Teacher: Put it on your desk. Teacher: That's your job today. [TARGET]Teacher: Then pass the envelope to someone next to you, and they're going to do the same.[/TARGET] Teacher: Pass the envelope to the next person, and they're going to do the same thing. Teacher: Take out one card for yourself. Teacher: There's no need to have any kind of discussion.",0 7532,Teacher: You only need to use one. Teacher: All right. Teacher: Oops. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Oh no. Teacher: I know. Teacher: That's what I almost did.,0 7533,"Teacher: You only need two white boards and two dry erase markers. Teacher: So take out your dry erase markers, those of you that have them. Teacher: Student E, go to Ms. M's room. [TARGET]Teacher: Bye.[/TARGET] Teacher: Student J, you have to go to Ms. J's room. Teacher: I forgot. Teacher: You're not taking part in the study, so you've got to go.",0 7534,"Teacher: You put the money back. Teacher: She didn't take it with her. Teacher: Why didn't you take it with you? [TARGET]Teacher: You left it on the table.[/TARGET] Teacher: Do not tear the bag up. Teacher: You don't open it like that. Teacher: Student A, take the bag.",1 7535,"Teacher: You ready? Teacher: All right. Teacher: With your fingers. [TARGET]Teacher: I saw Student C and Student D doing it, let me see the rest of you guys put your fingers on the strip.[/TARGET] Teacher: 12 multiplied by -- Multiple Students: 12 multiplied by -- Teacher: What number is --",0 7536,Teacher: You round. Teacher: What's in your mouth? Teacher: What is that? [TARGET]Teacher: Throw that away.[/TARGET] Teacher: That's bad for your teeth. Teacher: Does 16 go into 8? Teacher: No.,1 7537,Teacher: You said that there are 12 inches in a yard. Student: I don't get it. Student: I don't get it. [TARGET]Teacher: Slow down.[/TARGET] Teacher: It's the same thing. Teacher: It's the same thing. Teacher: You're going from what unit to what unit?,1 7538,Teacher: You said that you took this off. Teacher: So how can we show that you took that off? Teacher: Okay. [TARGET]Teacher: So this is no longer here.[/TARGET] Student: And then I put it here. Teacher: And you put it there. Teacher: Okay.,0 7539,"Teacher: You said you brought markers. Teacher: Pick them up. Teacher: [Crosstalk among students] [TARGET]Teacher: Back to you seat quickly please.[/TARGET] Teacher: Shh, back to your seat. Teacher: That way. Teacher: Clearly you can't get through that way.",1 7540,"Teacher: You say three thirds and one whole cancel each other out. Teacher: You guys know how to figure this out. Teacher: I'll open the window. [TARGET]Teacher: You've got to -if you're talking about math, that's all right, but you need to calm it down a little bit.[/TARGET] Teacher: There's lots of play going on over here. Teacher: You're only supposed to be playing with your partner. Teacher: I assigned you partners already.",1 7541,Teacher: You see here? Teacher: Pick your work. Student: Teacher? [TARGET]Teacher: It's time for you to write it.[/TARGET] Teacher: You can rewrite it. Student: Is this? Student: Teacher?,0 7542,"Teacher: You see it right up there. Teacher: Okay. Teacher: Listening, looking. [TARGET]Teacher: Listening, looking.[/TARGET] Teacher: Student c and Student F, if you're listening, you're looking. Teacher: The commutative property is when you have the same factors - so five and four - if you switch the order. Teacher: It's telling you that the order does not matter, you will get the same product.",1 7543,"Teacher: You should be looking here. Teacher: Have a seat. Teacher: Student D, look up here. [TARGET]Teacher: Student S, stop writing.[/TARGET] Teacher: What are you doing first, Student A? Teacher: You're finding your what? Student: Mean.",1 7544,"Teacher: You should be ready to correct in 10. Teacher: If you have three people at your group, you're going to trade a few times. Teacher: 9, 8, 7, 6, 5, 4, 3, sit down please, 2, and 1. [TARGET]Teacher: First row, Student T, excuse me.[/TARGET] Teacher: First row, from Student A, please. Student: 27 divided by 3 equals 9. Student: [Inaudible].",1 7545,"Teacher: You should each have a fraction. Teacher: You should each have something written in the numerator. Student: [Inaudible]. [TARGET]Teacher: Sh![/TARGET] Teacher: No questions, no comments, If you're confused, no. Teacher: No. Teacher: We're gonna go through it together .",1 7546,"Teacher: You should each have something written in the numerator. Student: [Inaudible]. Teacher: Sh! [TARGET]Teacher: No questions, no comments, If you're confused, no.[/TARGET] Teacher: No. Teacher: We're gonna go through it together . Teacher: So, I repeat my instructions.",1 7547,Teacher: You should have an idea. Teacher: [Inaudible]. Teacher: Okay. [TARGET]Teacher: Stand up.[/TARGET] Teacher: We'll do a quick Kaboom. Teacher: The Kaboom game is when you find the multiples. Teacher: We'll do a quick - we'll do it with fives because everybody will understand.,1 7548,"Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need. Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction. Teacher: How do we multiply a fraction by a fraction. [TARGET]Teacher: Everybody should have their essential question.[/TARGET] Teacher: How do you multiply a fraction by a fraction. Teacher: Everybody should have a white sheet of paper. Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one.",0 7549,"Teacher: You should have raised your hand when we were on that problem. Teacher: So why don't you focus on this? Teacher: If you're still focused on that problem, you're not learning. [TARGET]Teacher: So you need to focus.[/TARGET] Teacher: Do you have a question with this? Teacher: Have you been paying attention? Student: I have.",1 7550,Teacher: You should not be up right now. Teacher: Everybody should have their - I need you sitting up. Teacher: I need [inaudible]. [TARGET]Teacher: I need you to get going.[/TARGET] Teacher: You can't go back to Ms. R's class. Teacher: All right. Teacher: So let's use our [inaudible].,1 7551,Teacher: You should take out your notebook too if you need to follow along. Student: It's 3 of his friends. Teacher: What do you think? [TARGET]Teacher: I want you two talking.[/TARGET] Teacher: What do you guys have so far? Student: Ms. H has 24 students. Teacher: Ms. H is going to love that you put her in a story problem.,1 7552,"Teacher: You shouldn't be playing with this stuff. Teacher: Excuse me so I can fix this. Teacher: Tearing paper, playing and not listening, this is what happens. [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: That frustrates me. Teacher: Please do not draw it. Teacher: We do not have time for you to draw it.",1 7553,"Teacher: You shouldn't copy other people's work. Teacher: Give your work here. Teacher: Let me give you the next one. [TARGET]Teacher: Get two math books there.[/TARGET] Teacher: No, you don't have to erase it. Teacher: Leave it. Teacher: I like the way you did it here.",0 7554,"Teacher: You shouldn't have a board - no one should have a board. Teacher: I didn't give boards out. Teacher: If you need help with H, come to the carpet. [TARGET]Teacher: Student D, do you need help with H?[/TARGET] Teacher: All right. Student: And we need - Teacher: We're good.",0 7555,"Teacher: You sit down. Teacher: [Crosstalk] Teacher: Sit down. [TARGET]Teacher: Sit down please.[/TARGET] Student: I'm doing Student T's number, 75 times 2. Student: Nobody knows that? Student: Just figure it out.",1 7556,Teacher: You sit over here. Teacher: You finished question six? Student: Yes. [TARGET]Teacher: You finished question seven?[/TARGET] Student: You didn't say question seven. Student: [Crosstalk] Teacher: What is the question?,0 7557,"Teacher: You sit right here next to me. Teacher: Okay. Teacher: Do I have everybody? [TARGET]Teacher: I'm waiting on another group.[/TARGET] Teacher: Student R, sit over here. Teacher: Student R, walk the other way so you're not in front of the camera. Teacher: Everybody should be working, individual time.",1 7558,"Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on. Teacher: I don't see any skirts right now in the class. Teacher: Everybody, legs crossed and the rules of the class always apply. [TARGET]Teacher: Everybody should quickly solve the warm-up question.[/TARGET] Teacher: Everybody should quickly solve that in two minutes. Teacher: I'm gonna give you one more minute and everybody will stop. Teacher: Stop.",0 7559,"Teacher: You start with number five. Teacher: When you're independent working on homework, you're going to be starting with number five. Teacher: And you'll be doing the whole page. [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay. Teacher: Who can tell me what the length of that is? Teacher: Student P?",1 7560,"Teacher: You stay. Student: I go. Teacher: On your desk there are two greater than, less than, papers. [TARGET]Teacher: I need you to stay.[/TARGET] Teacher: No. Teacher: This is an activity that you should be able to do independently. Student: [Inaudible].",1 7561,"Teacher: You still need to spend some more time. Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts. Teacher: So at this time, everybody, you move to the front. [TARGET]Teacher: Everybody move to the front right now and sit by your partner.[/TARGET] Teacher: [Classroom noise] Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on. Teacher: I don't see any skirts right now in the class.",0 7562,"Teacher: You sure? Student: Yeah. Teacher: Okay. [TARGET]Teacher: Sit.[/TARGET] Teacher: Perfect, you guys. Teacher: See, and we're sort of doing something called algebra. Teacher: Have you ever heard of algebra?",1 7563,Teacher: You take the directions and your strips. Teacher: Student N I need you to be sitting over there. Teacher: Go ahead Student J. Nope. [TARGET]Teacher: Sit at Student N's seat.[/TARGET] Teacher: That is Student N's seat. Teacher: This is Student J's seat. Teacher: Nope.,1 7564,"Teacher: You think you belong with them, go there. Teacher: If you think you belong there, go there. Teacher: If you think you belong here, go here. [TARGET]Teacher: If you think you should be at a table by yourself, go here.[/TARGET] Teacher: Hold up what you have. Teacher: Okay. Teacher: All right.",1 7565,"Teacher: You told me you were here to work. Teacher: Oh. Teacher: Look at all this. [TARGET]Teacher: I hate it when people aren't responsible.[/TARGET] Teacher: Okay. Teacher: If you do not have a clock, and you do not know who your partner is, why is there so many people up here today? Teacher: I'm not asking you.",1 7566,"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. [TARGET]Teacher: 3, 2, 1.[/TARGET] Teacher: If you feel like they are not listening to you, respecting you- Student: They're trying to say that they're trying to help me and they're not. Student: They didn't even say one thing to help me.",0 7567,"Teacher: You two ladies seem to be a little more okay. Teacher: You can go ahead and start. Teacher: And now, it's [inaudible]. [TARGET]Teacher: Student K, you can go back to your seat.[/TARGET] Teacher: All right, Student J, come on. Teacher: Come up closer. Teacher: So, first let's start with [inaudible].",0 7568,"Teacher: You two working together. Teacher: And they not working at all. Student: This is our [our table]. [TARGET]Teacher: No, you're not supposed to be doing that.[/TARGET] Teacher: You're supposed to be doing your worksheet. Teacher: Put that down. Teacher: Get back to your paper.",1 7569,"Teacher: You understand? Teacher: Excuse me. Teacher: If you're finished, you need to just be quiet. [TARGET]Teacher: Are you finished?[/TARGET] Teacher: We need to stop playing over here. Teacher: I left you and you were doing the same thing. Teacher: You haven't changed.",1 7570,"Teacher: You use these to find volume. Teacher: You're going to share with a partner near you, and you're going to work together. Teacher: I will tell you who your partner - who you're working with, or if you're by yourself. [TARGET]Teacher: When I say please stop playing with them, you're going to stop playing with them, all right?[/TARGET] Teacher: I want Student A to come help me. Teacher: Student I. Teacher: Student J, and Student A, come help me.",1 7571,"Teacher: You used bathroom in the morning. Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go. Teacher: So how did I lie? [TARGET]Teacher: Sit down please.[/TARGET] Teacher: Student J, where is your math? Teacher: Stop. Teacher: Get your math book.",1 7572,"Teacher: You want someone to help you? Teacher: Ok, go ahead and pick on someone please. Student: Um, she - [TARGET]Teacher: Please speak louder.[/TARGET] Student: She made three sugar cones with the three combinations and she made three plain cones with the same combination because it - people may not like [Inaudible] but like the combinations. Teacher: Ok so here we have the sugar cones, Student A is saying, and here's her different flavor of ice cream label on top of it. Teacher: And then here's the other - like Student A's saying, there's the other cone in case she doesn't like sugar cone, there's plain cones, and again I have my combinations, my flavors on it.",0 7573,"Teacher: You want the bath hot. Teacher: If you get them both right, take them off. Teacher: You aren't doing a lot of moving around. [TARGET]Teacher: I asked you to take them both off if you got them right.[/TARGET] Teacher: You all are turning them upside down. Teacher: What was my direction? Teacher: Take them off if you get them right.",1 7574,"Teacher: You want to do it your way? Teacher: Okay, do it inside your book here. Teacher: Inside your paper here so I can see. [TARGET]Teacher: You're doing a good job keep going.[/TARGET] Teacher: Move on to this. Teacher: Keep going. Student: [Inaudible] The questions here.",0 7575,"Teacher: You want to make it very close. Teacher: Student A, listen. Teacher: We want these wild cards to be [inaudible]. [TARGET]Teacher: I'm not going to give you a snack because there's nothing productive I've seen.[/TARGET] Teacher: I'm not seeing anything productive. Teacher: You know how to play this game. Teacher: I've played it with you before.",1 7576,"Teacher: You want to multiply? Student: Yes. Teacher: Honey, we will sort it out as soon as Student C gets back, but he is not here. [TARGET]Teacher: So I can't go pull him out of science, right?[/TARGET] Teacher: Relax. Teacher: I will take care of it. Teacher: Roll the dice three times.",0 7577,"Teacher: You want to sit over here. Teacher: That's fine. Teacher: However you want to do it. [TARGET]Teacher: I'm going to let you guys sit down and [inaudible].[/TARGET] Teacher: I'll tell you what we're doing. Teacher: So for our friends, this is to catch you up. Teacher: Last week we had to plan a party as a group.",0 7578,"Teacher: You want to start with number 1. Student: [Inaudible]. Teacher: Yes. [TARGET]Teacher: Student D, do you want to sit next to Student C?[/TARGET] Teacher: And Student J, want to sit with these two right here? Student: I was gonna work with - Teacher: Actually, Student A and E, I'm going to be using that board.",0 7579,"Teacher: You want to work with me? Teacher: Let's work with me, come on. Teacher: Come on, work with me. [TARGET]Teacher: Come on, work with me here.[/TARGET] Teacher: Student A, come on. Teacher: Excuse me. Teacher: Mind your own business.",0 7580,"Teacher: You were doing question 6, 7 and 8. Teacher: [Crosstalk] Teacher: What did you all do here? [TARGET]Teacher: Who read the steps?[/TARGET] Student: [Inaudible]. Teacher: What does step one say you should do? Teacher: [Crosstalk]",0 7581,"Teacher: You were going to ask me, what? Student: If I could read the - Teacher: Yes, go ahead. [TARGET]Teacher: Read the third one, please.[/TARGET] Student: ""Labels part of answers A B."" Teacher: Very good. Teacher: So, on your question, you might have a part A, and a part B. on your answer, you need to label it, A, B.",0 7582,Teacher: You were told to take the light green out. Teacher: I shouldn't see anything else right now in your hands but the light green. Teacher: Put that away. [TARGET]Teacher: Put it away somewhere.[/TARGET] Teacher: The light green is what fraction? Multiple Students: One fourth. Teacher: One fourth.,1 7583,"Teacher: You weren't with me yesterday. Teacher: You were drawing yesterday. Teacher: You're not gonna do well if you do not pay attention. [TARGET]Teacher: Stay with me.[/TARGET] Teacher: Okay. Teacher: Student H, what would this have to be for it to be 1? Student: It would have to 100 over 100.",1 7584,"Teacher: You what? Teacher: Don't tell me what you don't know. Student: [Inaudible]. [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Which one was it? Student: 3,100 - Teacher: Were you the last one to get one?",1 7585,"Teacher: You will be using graph paper today, and you are going to draw 21 groups of 7. Teacher: I'm going to count. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21. [TARGET]Teacher: Stop.[/TARGET] Teacher: Okay. Teacher: Then I'm going to count 7. Teacher: 1, 2, 3, 4, 5, 6, 7.",1 7586,"Teacher: You will mark off one inch, two inches, three, four. Teacher: Does everyone see? Student: Yes. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I am hanging up on the board numbers that you can start with. Teacher: So again, does a flower grow from the ground or from the sky? Multiple Students: Sky.",0 7587,"Teacher: You will play the games on multiples, factors, prime, composite numbers, any of them we have played in our workshop or I have sent home. Teacher: You go to Shepherd Software, or Johnny's Math Page. Teacher: It must be over the skill we're working on now. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Group three is going to start with me in the back. Teacher: You just need to bring a chair. Teacher: Six is modeling.",1 7588,"Teacher: You will set at your desk and we will do book work and I will call people back there. Teacher: That's your last chance. Teacher: I'm not gonna go over it again. [TARGET]Teacher: What is the last problem?[/TARGET] Student: Six divided by 204. Teacher: Okay, 204? Teacher: Is that what you said?",0 7589,"Teacher: You won't have to compare it to anything, none of that kind of stuff. Teacher: So that's why elevenths are in here, and if you can imagine having another 11 fractions to deal with, my numbers went crazy with these fractions. Teacher: Do not write on the paper. [TARGET]Teacher: I asked you once to put your pencil away.[/TARGET] Teacher: All right. Teacher: So what we are going to do, I'm going to pass out larger fractions to groups. Teacher: Try not to disrupt what you've come up with because you will want to reference these.",1 7590,"Teacher: You worked so well together, and you did an awesome job. Teacher: Let's be patient with each other and let's be patient so that we get that kind of work done again. Teacher: It's not working if you're playing silly games. [TARGET]Teacher: It's not helping you learn your math.[/TARGET] Teacher: So you had already done 14 times 2. Teacher: Oh, you did 14 times 5? Teacher: What's 5 times 10?",1 7591,"Teacher: You would have gotten it. Teacher: So now you're going to think of a temperature, and you're going to write it in the corner on the back of the paper. Teacher: One person's going to write the temperature. [TARGET]Teacher: Stop.[/TARGET] Teacher: Listen to my directions. Teacher: Don't write. Teacher: Do not write.",1 7592,"Teacher: You write 1,000 here. Teacher: I'm going to have 5. Teacher: The score is 5. [TARGET]Teacher: Now you play.[/TARGET] Teacher: What are you adding to each? Teacher: Come up right here. Teacher: What?",0 7593,"Teacher: You write on the paper. Teacher: Student P, Student D, Student G, and Student J over here. Teacher: And Student D, where are you? [TARGET]Teacher: Pardon me.[/TARGET] Teacher: Tell Miss B we're taping today. Teacher: So you have to go see her. Student: Go.",0 7594,"Teacher: You write your 54 here. Student: Okay, I've got that one. Teacher: Give him his pencil. [TARGET]Teacher: Oh, I took it.[/TARGET] Teacher: Here's your pencil. Teacher: I don't know what is really going on there. Teacher: Student C, go back to your seat please.",0 7595,"Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography. Teacher: Got it? Teacher: We can do the 20 percent. [TARGET]Teacher: Are you finished?[/TARGET] Teacher: Are you finished with this? Student: Oh yeah, I'm finished with that. Teacher: That's fine.",0 7596,"Teacher: You're blocking Student D. You can't be seen by the camera. Teacher: That's cool. Teacher: Now look carefully at these two different - [inaudible] honey. [TARGET]Teacher: It's not your-[/TARGET] Student: He has his back towards the wall. Student: That's not fair. Student: If he can't be seen, we're not going to be seen.",0 7597,"Teacher: You're calling out, please. Teacher: [Crosstalk] Teacher: Student C, don't worry. [TARGET]Teacher: Thank you.[/TARGET] Teacher: I'll find where it is. Teacher: This is another way Student J did his homework. Teacher: Student J is really - all eyes here.",0 7598,Teacher: You're doing B. Teacher: B is done? Student: I thought we were doing A. [TARGET]Teacher: And you should not be writing in pen.[/TARGET] Student: [Inaudible] Teacher: You should not be writing with pen in math. Teacher: [Crosstalk],1 7599,"Teacher: You're doing a good job. Teacher: Spread your cards here. Teacher: You have to. [TARGET]Teacher: Just put your cards up here.[/TARGET] Teacher: Let me help you to make the first one. Teacher: This is - stop. Teacher: Student T, I don't appreciate you calling me half a monkey.",0 7600,Teacher: You're done? Teacher: Okay. Teacher: You can play a game with the - who drew that? [TARGET]Teacher: Step outside there and get your 5.[/TARGET] Teacher: Step by the door and get your 5. Teacher: Go get your card. Teacher: Get the card.,1 7601,Teacher: You're going to be doing this problem as well. Teacher: I can take a point back. Teacher: Whatever you think. [TARGET]Teacher: You are working as a team.[/TARGET] Teacher: I'm going to choose who is going to explain it. Teacher: [Inaudible]. Teacher: Time.,0 7602,"Teacher: You're going to click it with your finger. Teacher: I need you to give me 5. Teacher: What did I just say? [TARGET]Teacher: You must not want to go outside.[/TARGET] Teacher: 4, 3, 2, 1. Teacher: Eyes on me, or eyes on Student Z. Teacher: We're going to see if Student Z's right.",1 7603,"Teacher: You're going to decide what's the interval you're going to use, the scale that you would use, what kind of graph you would use, and what do you notice about that chart or that report? Teacher: Okay. Teacher: So don't waste your time making a graph here and then making a graph here. [TARGET]Teacher: I don't think Student S is by herself, is she?[/TARGET] Teacher: You have 15 minutes. Teacher: I don't think we should be wasting time right now. Teacher: Your plan should be here.",0 7604,"Teacher: You're going to do question number one, two, and three, then you do the other page, page 30. Teacher: When you get to page 30 you will stop because we are going to play the game. Teacher: If you need any help, you raise up your hand and I will help you. [TARGET]Teacher: Look at the questions it's asking here.[/TARGET] Teacher: It says now look carefully at these different solutions. Teacher: This one here - you look here. Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below.",0 7605,"Teacher: You're going to get it now. Teacher: Stop the singing. Teacher: You guys, I will give you one minute. [TARGET]Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation.[/TARGET] Teacher: I want to see if all of you can do all of the problems. Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem. Teacher: Time is up and Student S, have a seat.",0 7606,"Teacher: You're going to go to your sections where we listed out the people that live in your house. Teacher: You can close the door. Teacher: I'm going to count to 10. [TARGET]Teacher: All whiteboards should be put away.[/TARGET] Teacher: Markers should be put away, reference books, and you should have out your study links. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Teacher: You still have things that need to be put away.",1 7607,"Teacher: You're going to need space, right? Teacher: Can you hold these? Student: Mm-hmm. [TARGET]Teacher: Why don't you get a regular ruler instead of an angled ruler?[/TARGET] Teacher: I mean, why don't you try using a regular ruler? Teacher: Thank you, Student K. What is that? Teacher: What are you using as your X axis?",0 7608,"Teacher: You're going to sit back here. Teacher: My group so you'll stay here is Student A, Student T, Student A, Student M, and Student C. If I didn't call your name, raise your hand. Teacher: One group is going to go to group two, so if you already sit at group two, go ahead and go. [TARGET]Teacher: If you sit at group one and I didn't call your name, go to group two.[/TARGET] Teacher: We'll stop then. Teacher: Go to group two if you're in the multiplication group. Teacher: You'll go to this group.",0 7609,"Teacher: You're gonna play another round or two. Teacher: At about 10:45 I'm gonna have you come back to the group, and we're gonna talk a little bit about what you did. Teacher: I need you to be sitting up. [TARGET]Teacher: The nurse is calling mom.[/TARGET] Teacher: You don't write anything on these lines. Teacher: Just write the fraction part of the bar. Teacher: For number two, what is that fraction card?",1 7610,"Teacher: You're gonna try to determine whether these shapes are polygons or not polygons, and you're gonna work with a partner to do so. Teacher: So take a look at these again and notice what they have in common, those top three. Teacher: Notice what they have in common. [TARGET]Teacher: I'm not gonna take comments.[/TARGET] Teacher: I want to see how you guys do working this out on your own with your partner. Teacher: And the bottom ones, you're gonna figure out why are they not polygons. Teacher: What is different from the ones on top?",1 7611,Teacher: You're here. Teacher: Sit down. Teacher: Turn around. [TARGET]Teacher: I'm going to give you because you're working hard.[/TARGET] Student: Thank you. Teacher: I'm going to give you another one too. Teacher: Good job.,0 7612,"Teacher: You're just splitting what's already there in half one more time. Teacher: Split the next set in half. Teacher: Good, very good, Student K. I got people sitting here doing absolutely nothing. [TARGET]Teacher: They're just sitting there breathing.[/TARGET] Teacher: You can number it on top or bottom, whichever is convenient for you. Teacher: You've got to split it again. Teacher: Where's your pencil?",1 7613,"Teacher: You're looking at me. Teacher: So I only have three of you in front of me, and I only had one person looking at me, okay? Teacher: So please make sure if I'm talking, you're looking at me. [TARGET]Teacher: If Student R is talking, we look at Student R. If Student Z is talking, we look at Student Z, and if Student T is talking, we look at Student T. It's not enough that you're nice and quiet.[/TARGET] Teacher: The other part is yes, Student Z. Teacher: You have to look at the person talking. Teacher: I will do that for you, Student R. That goes on the due side.",1 7614,"Teacher: You're lucky. Teacher: You have two wild cards. Teacher: Student J, spread your cards. [TARGET]Teacher: You're doing a good job.[/TARGET] Teacher: Spread your cards here. Teacher: You have to. Teacher: Just put your cards up here.",0 7615,"Teacher: You're multiplying three digit numbers by two digit numbers. Teacher: So when I call your name, the first division group, go to Ms. F. Student M, stand, Student H, Student K, Student C, Student I, and Student A. Teacher: You're going to sit back here. [TARGET]Teacher: My group so you'll stay here is Student A, Student T, Student A, Student M, and Student C. If I didn't call your name, raise your hand.[/TARGET] Teacher: One group is going to go to group two, so if you already sit at group two, go ahead and go. Teacher: If you sit at group one and I didn't call your name, go to group two. Teacher: We'll stop then.",0 7616,Teacher: You're not fighting with it. Teacher: Can you leave him alone and do your work? Teacher: We're not going to lunch until our math is done. [TARGET]Teacher: After we complete our math as we do as a class - I'm listening to you.[/TARGET] Teacher: Write it here. Teacher: 1100 Teacher: I'm listening to you.,0 7617,"Teacher: You're not going hunting. Teacher: Well, you are going hunting. Student: We are? [TARGET]Teacher: Sh.[/TARGET] Teacher: [Crosstalk] Teacher: Yep. Teacher: You should be copying.",1 7618,"Teacher: You're not going to 20 degrees. Teacher: It was 20 percent, but you need to go to 72 degrees. Teacher: Okay. [TARGET]Teacher: While you're finishing that, I'm going to bring to you tonight's homework.[/TARGET] Teacher: There are questions about a pie graph. Teacher: They are shown in fractions, and since you know what those fractions are as far as halves and fourths, this should be pretty easy to figure out. Teacher: Yes?",0 7619,"Teacher: You're not going to go, ""Ah, who cares."" Teacher: So here's what we're going to do today. Teacher: I'm going to need to you to get with a partner. [TARGET]Teacher: I'm going to count down by 1.[/TARGET] Teacher: You have to have a partner. Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1. Teacher: Thank you.",0 7620,"Teacher: You're not sorry to me. Teacher: You're sorry to the person you said it to. Teacher: I gave extra paper for everyone. [TARGET]Teacher: I don't currently see your group talking to each other.[/TARGET] Teacher: I see you drawing coins on your table. Teacher: Don't start until you know what you need. Teacher: Have you figured out the answer yet, or are you just guessing?",1 7621,"Teacher: You're not trying hard. Teacher: She has a loopy loop. Teacher: Did he apologize? [TARGET]Teacher: Did she ask him to apologize?[/TARGET] Teacher: I don't see loopy loops. Teacher: We're in a hurry. Teacher: 12, 3, 6, 9, 10, 11, 1, 2, 4, 5, 7, 8.",1 7622,"Teacher: You're not trying to be part of the group. Teacher: I need you to try. Teacher: If you have an idea that they're not using, you need to share that with the group. [TARGET]Teacher: If they have an idea that you're not listening to, you need to listen.[/TARGET] Teacher: You're all part of the group. Teacher: You're going to have the same answer when we finish, because you are a team. Teacher: I need your elbows off the desk.",1 7623,"Teacher: You're not writing anything. Teacher: You're talking at your table, coming up with this statement. Teacher: You're not writing anything on your paper. [TARGET]Teacher: Listen.[/TARGET] Teacher: You're coming up with a statement. Teacher: [Crosstalk] Teacher: What is your statement?",1 7624,"Teacher: You're on your way to five, six, seven, eight. Teacher: [Classroom noises and crosstalk] Teacher: The longer it takes people to get ready to share their work. [TARGET]Teacher: Student S, we're over here.[/TARGET] Teacher: Okay. Teacher: We're done with that. Teacher: You didn't have permission to use this marker.",1 7625,Teacher: You're right here. Student: [Inaudible]. Teacher: Right here. [TARGET]Teacher: Stop fooling around please.[/TARGET] Teacher: I want you to sit here. Teacher: You can get that chair if you want to. Teacher: Let's go.,1 7626,"Teacher: You're smiling as you tell me that so I think you're going to be okay. Teacher: Have a seat. Teacher: Let me grab you a tissue. [TARGET]Teacher: Sit down, Student A.[/TARGET] Teacher: You know what, Student A, I don't want to have to show your parents that you're fooling around. Teacher: I'd like to show them that you're working well. Teacher: Take a seat.",1 7627,"Teacher: You're stuck? Teacher: Okay. Teacher: [Intercom] [TARGET]Teacher: Wait.[/TARGET] Teacher: Do not move. Teacher: Student C, 14 times 5 is 70. Teacher: Why'd you stop there?",1 7628,"Teacher: You're using two numbers, so which one is this? Student: 61 plus 32. Teacher: No. [TARGET]Teacher: We're using three numbers at a time.[/TARGET] Teacher: Do you want to use this? Teacher: We're looking at what number - you're using it. Teacher: I want you to arrange these in a way that's going to be - I can help you to add.",0 7629,"Teacher: You've already wasted enough time, haven't you? Student: [Inaudible] Teacher: Talk at your table. [TARGET]Teacher: You're not talking to me.[/TARGET] Teacher: I know. Teacher: [Crosstalk] Teacher: What is your statement?",0 7630,Teacher: You've been fooling around. Student: I need you to write me a pass. Student: I need to go see Mr. S. [TARGET]Teacher: No.[/TARGET] Teacher: You need to do your math. Student: I need to. Teacher: No.,1 7631,"Teacher: You've got to wait a few minutes until everybody's got one. Teacher: You're going to interview somebody. Teacher: Don't look. [TARGET]Teacher: If you're looking, you're cheating.[/TARGET] Teacher: It's no fun if you already know the answer. Teacher: Keep pressing it. Teacher: You know what?",1 7632,Teacher: You've got to write it down. Teacher: You can't be stretching your hand from here to here. Teacher: Can you stop? [TARGET]Teacher: I see what you're doing.[/TARGET] Teacher: Now it says here where does the 11 come from? Student: I really didn't know. Teacher: Look at the 11 here.,1 7633,"Teacher: You've got to write it. Teacher: Just write it. Teacher: You need to stop the problem and your remainder is 4. [TARGET]Teacher: Bye, Student A. Oh my goodness.[/TARGET] Teacher: Student C, did you remember to bring your folder to science? Student: That's what I'm looking for. Teacher: Hurry, because you need to go.",0 7634,"Teacher: Young girls. Teacher: Okay. Teacher: Excuse me. [TARGET]Teacher: Are you listening?[/TARGET] Teacher: Student S, hand me the spray for my board. Teacher: Excuse me. Teacher: And that's not how you do it.",1 7635,Teacher: Your score is the number of cards you have left in your hand. Teacher: Everybody understand how to play? Teacher: If you did one round just go ahead. [TARGET]Teacher: You're gonna [inaudible] Student T. Student A you need to go right to her room.[/TARGET] Teacher: Don't stop to pick up other kids or anything. Teacher: Go right to her room. Teacher: Everybody pretty excited about playing?,1 7636,"Teacher: Your DMR. [TARGET]Teacher: I asked you to have it.[/TARGET] Teacher: Have a seat. Teacher: Student A, I need you in your seat, now. Teacher: Let's look at number one.",1 7637,"Teacher: Your DMR. Teacher: I asked you to have it. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Student A, I need you in your seat, now. Teacher: Let's look at number one. Teacher: List the following numbers from greatest to least.",1 7638,"Teacher: Your DMR. Teacher: I asked you to have it. Teacher: Have a seat. [TARGET]Teacher: Student A, I need you in your seat, now.[/TARGET] Teacher: Let's look at number one. Teacher: List the following numbers from greatest to least. Teacher: How do you do that?",1 7639,"Teacher: Your answer just like you did on your first papers okay? Teacher: Okay so who's explaining-sit down Student A. Who's explaining to Student I what's going on here because she still doesn't get it? Student: I'm trying to get us to all pitch in. [TARGET]Teacher: Good, excellent Student M. Okay so you come over here and sit close to Student M, or just stand close to Student M. Hurry up.[/TARGET] Student: Does number two make five? Student: You picked five? Student: Five plus, five.",0 7640,Teacher: Your data is not correct. Teacher: What are you doing? Teacher: One person is going to do it. [TARGET]Teacher: That's where the crayons come in.[/TARGET] Teacher: Excuse me. Teacher: Excuse me. Teacher: Just stay focused.,0 7641,"Teacher: Your decimal. Teacher: Unless you've done a bam at the end of that problem, you know you haven't finished. Teacher: Thumbs up if you got the same answer as Student L. Kiss your brains. [TARGET]Teacher: Okay, don't over kiss your brain now.[/TARGET] Teacher: Okay? Teacher: Now, everybody to race Mrs. M? Multiple Students: Yeah.",0 7642,"Teacher: Your dry erase board stays on your desk, and you don't play. Teacher: You're making yourself look bad. Teacher: The camera is right on you watching you do absolutely nothing. [TARGET]Teacher: Go stand in the hallway, please.[/TARGET] Teacher: Give me 5, 4, 3 - I still want you to do seven. Teacher: Add seven to that. Teacher: We're going to do seven, because we know the seven rules.",1 7643,"Teacher: Your eyes should be on me. Teacher: First of all, boys, put your shoes on. Teacher: Second, I got a question. [TARGET]Teacher: Raise your hand if you can tell me what we were just doing in math.[/TARGET] Teacher: And, just listen, just listen. Teacher: First hand I saw was Will. Teacher: So, Will, what were we doing?",0 7644,Teacher: Your favorite dessert. Teacher: It's 2:00. Teacher: [Inaudible] it go back. [TARGET]Teacher: [Inaudible] your gloves.[/TARGET] Teacher: Listen. Teacher: What are you doing? Teacher: For what?,0 7645,"Teacher: Your final answer should be 1,936. Teacher: Student E, is there a problem? Student: No. [TARGET]Teacher: You be sitting down.[/TARGET] Teacher: 1,936. Teacher: All right. Teacher: Our next one is 64 times 30.",0 7646,Teacher: Your final answer? Teacher: Who said the answer? Teacher: I don't know why you have to talk in between each question. [TARGET]Teacher: It's annoying.[/TARGET] Teacher: Okay. Teacher: Are you minusing points? Teacher: I didn't minus any.,1 7647,"Teacher: Your goal is to make your number as very close to 1,000. Teacher: When you do that, you're winning your opponent. Teacher: I'm going to pass the cards. [TARGET]Teacher: This is the first round.[/TARGET] Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6.",0 7648,"Teacher: Your instructions were to go back to your seat and write your math assignment down. Teacher: Just do it in your math journal. Teacher: That's what I asked you to do. [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Yes ma'am? Teacher: Why don't you get a piece of paper and when we come back from specials, I'll leave it up and you can come up here. Teacher: [Inaudible].",1 7649,Teacher: Your note cards you made. Teacher: I like what I see you did. Teacher: You went ahead and added your what? [TARGET]Teacher: Sit down.[/TARGET] Teacher: Have a seat. Teacher: Your whole numbers. Teacher: You added those whole numbers.,1 7650,"Teacher: Your papers that you were working on, put them in a stack in the center. Student: [Inaudible]. Teacher: We are - the videotape is on and this is how you're acting. [TARGET]Teacher: Everything off your table.[/TARGET] Teacher: Go [inaudible] please. Teacher: Everything off your table. Teacher: This table is a big 'ol mess.",1 7651,"Teacher: Your partner. Teacher: That's what I said. Teacher: If you do not have a clock or a partner, you need to be up here. [TARGET]Teacher: Student K, who's your partner?[/TARGET] Teacher: Go stand behind her chair. Teacher: Student D, Student C, where's your seat? Teacher: Sit in it.",1 7652,Teacher: Your sternum is your chest bone right there. Teacher: You should actually be doing this with him. Teacher: To his knee. [TARGET]Teacher: Stand up straight.[/TARGET] Teacher: Come down here. Teacher: Here's his knee. Teacher: Put your finger where his knee is.,1 7653,"Teacher: Your teacher's gonna look for you. Teacher: Student J, you're staying until yours is done. Student: Can I stay till mine is done? [TARGET]Teacher: No, because Mr. J is going to come looking for you and he'll be mad at me.[/TARGET] Teacher: No you're not. Teacher: Finish it and show it to me later or show it to me tomorrow. Teacher: Go, go, go.",1 7654,"Teacher: Your time is up. Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances. Teacher: Sit. [TARGET]Teacher: So sad that you've lost your own learning time because you could not get it together.[/TARGET] Teacher: All right, so we have nine minus seven is what? Multiple Students: Two. Teacher: Two.",1 7655,"Teacher: Your time is up. Teacher: [Crosstalk] Teacher: Quickly. [TARGET]Teacher: Your time is up.[/TARGET] Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances. Teacher: Sit. Teacher: So sad that you've lost your own learning time because you could not get it together.",1 7656,"Teacher: Yours was lighter? Student: Mine was lighter. Teacher: Oh, look at this one. [TARGET]Teacher: Come off the table, we don't want to jiggle it.[/TARGET] Student: Student K's is almost balanced. Teacher: What do you think? Student: It's a little bit heavier.",1 7657,"Teacher: You'd still get that right answer, but I don't want you to be confused. Teacher: Please understand your second grade teachers, your third grade teachers and myself for the past couple of months have made very sure that you understand place value. Teacher: Do not lose place value just because we've moved on to the traditional algorithm. [TARGET]Teacher: Student R you've been waiting patiently.[/TARGET] Teacher: I appreciate it. Student: [inaudible] that like you have to read the second number like it's a two-digit number. Student: You always use the second number, which is the ones.",1 7658,"Teacher: You're a group. Teacher: What group are you? Teacher: Be with group one, these guys. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Okay. Teacher: All right. Teacher: So you all should notice the pattern.",1 7659,"Teacher: You're about to shut the computer and go back and do some seat work. Teacher: If you're doing guided math, you're on a computer and you are quiet. Student: Do we have to do [inaudible]? [TARGET]Teacher: That's what I said.[/TARGET] Student: I can't believe it. Student: It's only the second quarter. Teacher: All right, here we go.",0 7660,"Teacher: You're allowed to do this one it's the next problem. Teacher: We're not doing that, I'm not touching anybody. Teacher: I want you to finish your math. [TARGET]Teacher: Get up from there.[/TARGET] Other Adult: [Inaudible] Student: [Inaudible] Teacher: Can you finish your work?",1 7661,"Teacher: You're answer should have been $3.44. Teacher: And I'm going to - ah, ah, ah - I know exactly who had that answer. Teacher: Stop please. [TARGET]Teacher: It was Student C, Student L, Student J - I'll wait.[/TARGET] Teacher: I'll wait. Teacher: Student D - I think Student I had $4.44; am I correct? Student: No.",1 7662,"Teacher: You're doing A, B, and C, yes. Teacher: Move on. Teacher: If you have A done, move onto B. [TARGET]Teacher: Did the timers give you a little warning, yet?[/TARGET] Student: Yes. Teacher: Your timer did? Teacher: Who was your timer?",0 7663,"Teacher: You're doing each group. Student: I did this one. Teacher: Now you have to do each group, so go to the next group. [TARGET]Teacher: I don't want to hear anyone telling anyone what to do.[/TARGET] Student: [Inaudible]. Student: So what would I do? Teacher: What numbers do you see?",1 7664,"Teacher: You're doing it on the orange sticky and then you're going to stick it up. Teacher: Okay. Teacher: All right my babies. [TARGET]Teacher: Okay, is there any talking while you're doing - this is independently.[/TARGET] Student: So do I take the 20 will go into 5? Teacher: I'm not telling you. Teacher: You've got to figure that out.",1 7665,"Teacher: You're doing math right now. Teacher: After all that work I want to see that you can do at least one. Teacher: You know what, boys? [TARGET]Teacher: Sit up.[/TARGET] Teacher: Stop lying down. Teacher: Sit up on your bottom now. Teacher: [Crosstalk]",1 7666,"Teacher: You're drawing Pat with ice cream. Teacher: Can you elaborate some more - I don't understand, what do you mean, you're drawing Pat with ice cream? Student: Yep. [TARGET]Teacher: Put it down.[/TARGET] Teacher: Right now we're listening. Teacher: Student J, so is that correct, should we draw a little boy Pat holding ice cream? Teacher: So what you just said, we're going to erase.",1 7667,"Teacher: You're folding it in half and then you're folding it in half again so you have four parts. Teacher: You need a new sheet of paper. Teacher: Let's get a new sheet of paper so you can start over. [TARGET]Teacher: Okay, what do you need, Student A?[/TARGET] Teacher: What are you looking for? Student: [Inaudible]. Teacher: You're gonna have to - if you don't have them, borrow from people around you.",0 7668,"Teacher: You're four? Teacher: You're going to go over here to one. Teacher: You guys are going to come back to me. [TARGET]Teacher: Are you paying attention, Student T?[/TARGET] Teacher: Really? Teacher: All right. Teacher: Go on the board.",1 7669,"Teacher: You're frozen like a statue. Teacher: That means the only thing you're allowed to do is breathe. Teacher: Here's what I need you to do. [TARGET]Teacher: I need you to put all of your pattern blocks back in your bag, without making a sound, quiet as a mouse.[/TARGET] Teacher: One person brings the pattern blocks zipped back to the tub, and the other person, whoever brought the folder, take the folder with you. Teacher: Go back to the seat. Teacher: The ticket out the door is to answer the questions on the bottom.",1 7670,"Teacher: You're getting ready to make your graph. Teacher: One person. Teacher: Can I have the spray, Student S? [TARGET]Teacher: Decide who's going to do it.[/TARGET] Teacher: You need your book. Teacher: Turn around. Teacher: Student L, your board fell apart.",0 7671,"Teacher: You're going to be in groups of 2. Teacher: And you're going to build a 10,000's Chart by Skittles - no, not by Skittles. Teacher: Let's see [inaudible] would not like me to give you these Skittles. [TARGET]Teacher: You cannot have candy.[/TARGET] Teacher: However, you're going to be building this chart by how many Skittles are in this bucket. Teacher: How many Skittles do you estimate are probably in my jar here? Teacher: It is full to the top.",1 7672,"Teacher: You're going to do the exit slip. Teacher: Excuse me. Teacher: You're going to do your exit slip before you leave quietly, okay? [TARGET]Teacher: There's no talking on the exit slip.[/TARGET] Teacher: There's no talking. Teacher: Excuse me. Teacher: Now turn it over on the back.",1 7673,"Teacher: You're going to do your exit slip before you leave quietly, okay? Teacher: There's no talking on the exit slip. Teacher: There's no talking. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Now turn it over on the back. Teacher: You have two sides on the back. Teacher: Turn it over on the back.",1 7674,Teacher: You're going to go back and sit where they are. Student: [Inaudible]. Teacher: You're going to find a quiet place to work in the room. [TARGET]Teacher: Shh.[/TARGET] Teacher: Not the hall. Teacher: All right. Teacher: I need group two.,1 7675,"Teacher: You're going to have to figure that out as part of the problem. Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies. Teacher: Could the person whose desk I put it on take out the white envelope? [TARGET]Teacher: So, the person whose desk I put it on, just take out just the white envelope.[/TARGET] Teacher: Could you please stop doing that? Teacher: Hold up the white envelope, so I know you have it out. Teacher: Okay.",0 7676,"Teacher: You're going to match the silhouettes and the solids. Teacher: So you look at each silhouette on page 5 and then identify the solids that you think would produce those silhouettes. Teacher: Now, the solids are all numbered. [TARGET]Teacher: Can I finish talking?[/TARGET] Teacher: The solids are all numbered, 1 - 12. Teacher: You can have any of those that are in your bag. Teacher: Each bag contains six of the solids.",1 7677,"Teacher: You're going to match the solids and their silhouettes. Teacher: Anyone that has confusion, if you and your partner are arguing about if it's true or not, you come up to the overhead with your partner. Teacher: Put the solid on the overhead and then see the silhouette that is projected, then you will match it. [TARGET]Teacher: I do not want people rushing to the overhead.[/TARGET] Teacher: You must try to identify it first. Teacher: When you don't agree, that is when the two of you will come. Teacher: I'm going to control how it's done so that you will not do your work and everybody is rushing to the projector.",0 7678,"Teacher: You're going to reset the array. Teacher: You have 30 seconds. Teacher: No mouths. [TARGET]Teacher: I need you out of your chairs.[/TARGET] Teacher: I am very impressed with what I am seeing start at this end. Teacher: We need to scoot back. Teacher: Scoot way back, please.",1 7679,"Teacher: You're going to say, yeah, Student C, you proved it, or no, you didn't prove it. Teacher: You're going to have to tell him why or not it is. Teacher: Go ahead, Student T. Go help. [TARGET]Teacher: Student T, that was nice of you to see he was struggling and offer to assist him.[/TARGET] Teacher: Now Student C, take the eraser. Teacher: Student T, come sit. Teacher: No, listen to me, Student C. Erase the red line.",0 7680,"Teacher: You're going to share with a partner near you, and you're going to work together. Teacher: I will tell you who your partner - who you're working with, or if you're by yourself. Teacher: When I say please stop playing with them, you're going to stop playing with them, all right? [TARGET]Teacher: I want Student A to come help me.[/TARGET] Teacher: Student I. Teacher: Student J, and Student A, come help me. Teacher: Okay, count.",0 7681,"Teacher: You're going to solve the problem. Teacher: Show your work. Teacher: And label all your steps. [TARGET]Teacher: I am going to give you - let's see.[/TARGET] Teacher: I'll give you ten minutes, now, to work on this question by yourself. Teacher: We're going to do think, pair, share, today. Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself.",0 7682,"Teacher: You're going to step back and many of you are going to look at this. Teacher: You don't have to count anything. Teacher: You know the number. [TARGET]Teacher: Step back, please.[/TARGET] Teacher: I want to know what you are seeing. Teacher: Student B, you're kind of in the way right now. Teacher: Student B. I'm going to get about five people to tell me what they think it is, and then we're going to go from there.",1 7683,"Teacher: You're gonna [inaudible] this class on this graph what question might you ask? Student: How many more slaves did Alabama have then Tennessee? Teacher: How many more slaves, good I like that so what's your first question teacher that you're gonna ask about your graph? [TARGET]Teacher: Write down your name, you're not talking to him now.[/TARGET] Teacher: So you're asking about the graph and you wanna test the class. Teacher: What question might you ask off of your graph and do the answer too of course. Teacher: I guess It'll be three questions to go with your graph.",1 7684,"Teacher: You're gonna be modeling these. Teacher: You have to make a model, find the product and then write it in its simplest form. Teacher: Number one is two thirds time one half. [TARGET]Teacher: Everybody should be working on two thirds time one half.[/TARGET] Teacher: You can use the blank paper I put in the middle of your table. Teacher: You have to draw it. Teacher: You have to make a model.",0 7685,"Teacher: You're gonna be with a partner. Teacher: I will let you choose your partner today, as long as you choose wisely. Teacher: You're going to have dice with your partner and you're going to roll the dice. [TARGET]Teacher: Student I, have a seat.[/TARGET] Teacher: Wait till I'm finished with directions. Teacher: You're gonna have dice. Teacher: You're gonna roll the dice, and when you roll the dice then you're going to fill in the blanks in the same order that you roll the dice.",1 7686,"Teacher: You're gonna get to. Teacher: Student N's gonna roll the die and I'm gonna give you a number, the number that he rolls. Teacher: And you get to pick. [TARGET]Teacher: No, this is not a competitive game.[/TARGET] Teacher: So, I don't want you to think. Teacher: There's no right or wrong. Teacher: It's just an activity.",0 7687,"Teacher: You're gonna have to - if you don't have them, borrow from people around you. Teacher: The next one we're gonna model is what? Teacher: You've got one fourth. [TARGET]Teacher: Everybody should have shaded in already.[/TARGET] Teacher: It doesn't take long to shade in. Teacher: That has to be shaded in this way. Teacher: One fourth horizontally.",0 7688,"Teacher: You're gonna need it. Student: Okay, I'll put it in front of me. Teacher: Thank you. [TARGET]Teacher: Good job.[/TARGET] Teacher: All right. Teacher: So, in case you forgot what I said this morning. Teacher: We're gonna be doing division today.",0 7689,"Teacher: You're gonna put your name at the top and this is gonna have all of our problems on it. Teacher: Here, pass one back to Student E. Teacher: Can you actually go in the seat there so that you're facing the board? [TARGET]Teacher: Student M, Student A, you're actually over there.[/TARGET] Teacher: Your pencils and your counters are over there. Teacher: Student M, you're gonna put to on the back table and, Student A and Student G are actually gonna grab their paper from there. Teacher: Student G, you have to sit in the chair like Student A is so he's facing the board.",1 7690,"Teacher: You're gonna three minutes. Teacher: [Students silently working] Teacher: Everybody stop at this time. [TARGET]Teacher: All pencils down.[/TARGET] Teacher: I hope you have written your names. Teacher: [Crosstalk] Teacher: Now let's look at it, the whole class.",0 7691,"Teacher: You're gonna write number one and we'll check our answer in a minute. Teacher: You should have written one and the answer. Student: [Inaudible] [TARGET]Teacher: Nope, just write your answer.[/TARGET] Teacher: That's not your answer. Teacher: One fourth times one third? Teacher: Rethink that.",0 7692,"Teacher: You're interpreting this data. Teacher: So - so, let's look at the first question. Teacher: A, everybody - I have the graph up here. [TARGET]Teacher: You should just be looking on your sheet, really.[/TARGET] Teacher: A, fraction of students that choose orange. Teacher: Or chose orange. Student: It's 12 over 37.",0 7693,"Teacher: You're jumping way ahead. Teacher: The ship hasn't even sailed yet. Teacher: Some of you did read it but not everyone has. [TARGET]Teacher: Student J, you need to sit up and sit closer to where you can see.[/TARGET] Teacher: This is not to scale. Teacher: I had to blow this up so everyone could see it. Teacher: This is not to scale.",1 7694,"Teacher: You're listening Student M was explaining. Teacher: What? Student: [Inaudible]. [TARGET]Teacher: Really Student B in the middle of math class?[/TARGET] Teacher: [Classroom chatter] Teacher: Okay, okay how far have we gotten here I'm a little concerned did we finish A? Student: Yeah.",1 7695,"Teacher: You're making arrays. Teacher: Okay. Teacher: On this side, it's right here. [TARGET]Teacher: Don't hit that.[/TARGET] Teacher: Close the door please, guys. Teacher: Student C, go with your group and they can help you. Teacher: Student P, do you know how to do that?",1 7696,"Teacher: You're messing it up. Teacher: [Crosstalk] Teacher: Now, you did so well in this. [TARGET]Teacher: Now let me go into one of the problems on page nine - oh, no.[/TARGET] Teacher: No, let's go - Student: Page six. Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with.",0 7697,"Teacher: You're not even looking up there. Student: Three. Teacher: Look, look, look, look. [TARGET]Teacher: Some people are not looking.[/TARGET] Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me. Teacher: If you were paying attention, and I'm looking for your attention. Teacher: Student S, where are you?",1 7698,Teacher: You're not finding the area. Teacher: They already gave that to you. Teacher: You're not finding the perimeter. [TARGET]Teacher: We're not even talking about that.[/TARGET] Teacher: What do they want you to figure out for part C? Teacher: What is the question? Student: What could be the length and -,1 7699,"Teacher: You're not going to bang it against the table. Teacher: You're not gonna throw it down at the table to roll it. Teacher: We roll dice by shaking it up in our hands and letting it roll on the table, okay? [TARGET]Teacher: Student M and Student S, did I tell you all to touch that?[/TARGET] Multiple Students: [Crosstalk]. Teacher: Am I [inaudible] down today? Student: [Inaudible].",1 7700,"Teacher: You're not just going to quit here. Teacher: I'm not going to have you just sitting here. Teacher: This is what happened yesterday. [TARGET]Teacher: Remember how you shut down yesterday?[/TARGET] Teacher: You've got to try. Teacher: You can ask me questions. Teacher: I want you to list the multiples, sweetie, of these two numbers.",1 7701,Teacher: You're not labeling it. Teacher: Make sure you label the points with the coordinate when you actually plot them. Teacher: It would be what? [TARGET]Teacher: Please have a seat.[/TARGET] Teacher: All right. Teacher: Plot up in here. Teacher: [End of Audio],1 7702,"Teacher: You're not looking. Teacher: You are not looking. Teacher: [Crosstalk] [TARGET]Teacher: See, I get you back.[/TARGET] Teacher: All right, see, one eighth and two eighths. Teacher: What do you think two eighths might be? Teacher: Oh, I'll take it back.",0 7703,"Teacher: You're not paying attention to me. Teacher: Put it back in. Teacher: Take your hands off of it. [TARGET]Teacher: So I should not hear the sound of the bar [inaudible] back into it.[/TARGET] Teacher: You don't need to remove the bar for what we're going to do, necessarily, although it might help. Teacher: [Silence]. Teacher: All right, before we get to this - [silence].",1 7704,"Teacher: You're not paying attention, and when you don't pay attention, you definitely don't understand. Teacher: Can you switch seats with Student R? Teacher: Let's try the next one. [TARGET]Teacher: Four - you don't shut down - and three ninths.[/TARGET] Teacher: Let me give you your steps. Teacher: Step one, you did it. Teacher: Step two, you're doing the problem, so write it down, 9 times 4.",1 7705,"Teacher: You're not sitting over there. Multiple Students: [Inaudible chatter] Teacher: It's Student R's seat. [TARGET]Teacher: Take your sheet, take a board, sit on the carpet, or sit at your desk.[/TARGET] Teacher: Those are your two options. Student: [Inaudible chatter] Teacher: All right.",1 7706,Teacher: You're not supposed to have your phones here; you know this. Teacher: They are to be turned in. Teacher: Give it up. [TARGET]Teacher: Did you turn it off?[/TARGET] Student: Mm-hmm. Teacher: All right. Teacher: Do not have this in the class again.,0 7707,"Teacher: You're part of this. Teacher: You have graph paper, Student D? Teacher: It was, go to your seat, put your name and the date on the graph paper. [TARGET]Teacher: I'm gonna put a problem on the board.[/TARGET] Teacher: It should take you - if you were paying attention - about two minutes to do it. Teacher: When you're done with it your thumbs are gonna be up. Teacher: I'll check it and I'll send you to special.",0 7708,"Teacher: You're playing with a partner. Teacher: If you have five people in your group, there can be three people in your set. Teacher: Does everyone understand? [TARGET]Teacher: Okay, this - these papers can go in the desk, and why don't you sit over there.[/TARGET] Teacher: This is put away. Student: Can I sit over there? Teacher: Right here.",1 7709,Teacher: You're right. Teacher: The perimeter of your house is greater than the perimeter of your bedroom. Teacher: Let's find the perimeter of this surface if each square is equal to one foot. [TARGET]Teacher: I hear some tapping.[/TARGET] Teacher: It needs to stop. Student: We just did this one. Student: Twenty-four.,1 7710,"Teacher: You're shading in what to model one fourth? Student: One. Teacher: One. [TARGET]Teacher: Now - they're not working great.[/TARGET] Teacher: Here, use this one. Teacher: Use this blue and then we'll do red. Teacher: Okay, so we have one fourth times one third.",0 7711,"Teacher: You're shading two thirds. Teacher: This is one. Teacher: You've got to do two. [TARGET]Teacher: You're behind.[/TARGET] Teacher: Okay, good. Teacher: Student J's journal looks great. Teacher: She's drawn her model.",1 7712,Teacher: You're still starting off with 24. Student: Hi Student J! Student: [Counting] [TARGET]Teacher: Can you go back to your seat please?[/TARGET] Student: She did it again! Teacher: Go back to your seats and leave her alone. Student: No!,1 7713,"Teacher: You're the boss, remember. Teacher: That's you. Teacher: I would say, okay, everyone. [TARGET]Teacher: Let's look at what we have for part A.[/TARGET] Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers. Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay? Teacher: I will give you guys fifteen minutes for this.",0 7714,"Teacher: You're to cover Shape B with what, Student L? Teacher: Student B? Student: One trapezoid. [TARGET]Teacher: Student L, why aren't you with us?[/TARGET] Teacher: Go ahead, Student B. Student: One trapezoid, [inaudible]. Teacher: I'm sorry, let's wait.",1 7715,"Teacher: You're walking down the street, and you have ten dollars in your pocket. Teacher: Student R has the count of three to have a seat. Teacher: I'm already on two, because that's the second time I've asked you. [TARGET]Teacher: If I have to ask you again, I will ask you to go and have a time-out.[/TARGET] Teacher: Negative nine? Teacher: So, you would give that person nine dollars, or they would give you two dollars. Student: I'd take the two dollars.",1 7716,"Teacher: You're working in groups. Teacher: Student S, move up. Teacher: Get your data [inaudible] book. [TARGET]Teacher: Don't you see the camera is on, Student S?[/TARGET] Teacher: Where's - where's your book? Teacher: Turn around straight. Teacher: What are you doing, Student C?",1 7717,"Teacher: You're working on H, why don't you work on it together? Student: [inaudible] Teacher: Student C. Read them when you are done for me. [TARGET]Teacher: Read them when you are done.[/TARGET] Teacher: Read the [inaudible] Student: And then I've got to do that. Teacher: Where, what students?",0 7718,"Teacher: You've got nice things to say about people, don't you? Teacher: Yes, or no. Teacher: Okay, great to hear. [TARGET]Teacher: Okay, who is my timekeeper?[/TARGET] Teacher: Then keep an eye on that clock. Teacher: Okay. Teacher: And then my other job is supply monitor.",0 7719,"Teacher: You've got one fourth. Teacher: Everybody should have shaded in already. Teacher: It doesn't take long to shade in. [TARGET]Teacher: That has to be shaded in this way.[/TARGET] Teacher: One fourth horizontally. Teacher: There you go. Teacher: Have you shaded, Student K?",0 7720,"Teacher: You've got one minute. Teacher: [Long pause] Teacher: 30 seconds. [TARGET]Teacher: 20 seconds.[/TARGET] Teacher: 10 seconds. Teacher: Three, two, one, drop your pencil. Teacher: [Crosstalk]",0 7721,"Teacher: You've got to fold it horizontally. Teacher: You're folding it in half and then you're folding it in half again so you have four parts. Teacher: You need a new sheet of paper. [TARGET]Teacher: Let's get a new sheet of paper so you can start over.[/TARGET] Teacher: Okay, what do you need, Student A? Teacher: What are you looking for? Student: [Inaudible].",0 7722,"Teacher: You've got to value your education, students. Teacher: I'm sorry. Teacher: You have to value your education. [TARGET]Teacher: Stop playing around.[/TARGET] Teacher: You need to get busy. Teacher: The median is the middle number. Teacher: Which one is your middle number?",1 7723,"Teacher: Zero. Teacher: Student T, [Inaudible]. Teacher: Excuse me. [TARGET]Teacher: I'm hearing too many voices.[/TARGET] Teacher: Student T, work the entire problem out on the board. Teacher: But what did our question ask? Teacher: It said what do we do first?",1 7724,"Teacher: Zero. Teacher: You can play it. Teacher: Student G, sit up. [TARGET]Teacher: You need to be sitting up.[/TARGET] Teacher: Student C, who's your partner? Teacher: Why aren't you over there? Teacher: That's the paper.",1 7725,Teacher: [Background talking] Teacher: High five for a moment. Teacher: We just noticed something interesting. [TARGET]Teacher: I need people seated.[/TARGET] Teacher: Thank you so much for following directions. Teacher: This is what Student D had done. Teacher: Does everybody have that on their paper?,1 7726,"Teacher: [Beep]. Teacher: Because they're going to be listening. Teacher: They're sitting in a lab right now, deep in an underground facility. [TARGET]Teacher: Okay, as you are talking I'm going to ask you to have a seat.[/TARGET] Teacher: Five. Teacher: Four. Teacher: Three.",1 7727,"Teacher: [Clapping] Teacher: Boys and girls, how are we doing with these right now? Multiple Students: Good. [TARGET]Teacher: So has everyone - excuse me.[/TARGET] Teacher: One, two, three, eyes on me. Multiple Students: One, two, eyes on you. Teacher: Has everyone drawn the lines on their paper?",1 7728,"Teacher: [Clapping] Teacher: One, two, three, eyes on me. Multiple Students: One, two, eyes on you. [TARGET]Teacher: You can continue working.[/TARGET] Teacher: Excuse me. Teacher: But who can tell me what did we learn about today in math? Teacher: What did we learn about?",0 7729,"Teacher: [Clapping]. Teacher: I'm sorry. Teacher: Okay, now you're looking. [TARGET]Teacher: You're not touching.[/TARGET] Teacher: You're not feeling. Teacher: How many of you have extra saliva in your mouth, because your mouth is watering just looking at it? Teacher: Isn't that amazing that that does that?",1 7730,"Teacher: [Clapping]. Teacher: Oh, but that was [inaudible]. Teacher: Go back to your seat. [TARGET]Teacher: Ladies.[/TARGET] Teacher: Ladies. Teacher: Young girls. Teacher: Okay.",0 7731,Teacher: [Clapping]. Teacher: [Students returning to seats]. Teacher: Excuse me. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: The next group. Teacher: Let's go. Teacher: The next group.,1 7732,"Teacher: [Classroom noise] Teacher: Student A, come down here with Student E please. Teacher: Student C and Student M, please sit next to each other with your books open. [TARGET]Teacher: And then we have Student H and - if you'd go sit or maybe go to the back.[/TARGET] Teacher: No, don't go back there, but come sit next to Student H with your book. Teacher: Who have I missed? Teacher: Come on up here next to her please.",1 7733,"Teacher: [Classroom noise] Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on. Teacher: I don't see any skirts right now in the class. [TARGET]Teacher: Everybody, legs crossed and the rules of the class always apply.[/TARGET] Teacher: Everybody should quickly solve the warm-up question. Teacher: Everybody should quickly solve that in two minutes. Teacher: I'm gonna give you one more minute and everybody will stop.",0 7734,"Teacher: [Cough]. Teacher: You three, sit over here. Teacher: Student J, come sit right here. [TARGET]Teacher: Student A sit in Student R's seat, and Student M come sit right here, please.[/TARGET] Teacher: It's just easier if I've got three tables instead of two. Teacher: Just point it at that. Teacher: It's on.",0 7735,"Teacher: [Counting] Student: You know what Student D! Student: [Student screaming at top of lungs] [TARGET]Teacher: That's what I got -- All eyes, all eyes on the board please.[/TARGET] Teacher: All eyes on the board Student J please, thank you honey. Teacher: On the board please. Teacher: Are you reading a story to me?",1 7736,"Teacher: [Counts to 24] Student: That's mine here, SHUTUP! Student: [Class counts to 24 with teacher] [TARGET]Teacher: Now Student J back to you again and we say that what would this be?[/TARGET] Teacher: Student S what would this be? Student: 6 Teacher: What would this part be I'm not talking about what is the size.",0 7737,"Teacher: [Cross talk] Student: Facts. Teacher: You're talking about facts? [TARGET]Teacher: So are you the only one doing anything?[/TARGET] Teacher: They're just sitting here? Teacher: Okay, because I haven't seen you guys talking yet. Teacher: Thank me.",1 7738,"Teacher: [Crosstalk among students] Teacher: All right, okay, hold off. Teacher: So Student A, make sure you have a place to sit. [TARGET]Teacher: Student J.[/TARGET] Teacher: [Crosstalk among students] Teacher: Student J, sitting in a chair. Teacher: I can't start my group till I see people are sitting down.",1 7739,"Teacher: [Crosstalk among students] Teacher: Back to you seat quickly please. Teacher: Shh, back to your seat. [TARGET]Teacher: That way.[/TARGET] Teacher: Clearly you can't get through that way. Teacher: You're wasting your time. Student: [Inaudible] our regular seats?",0 7740,"Teacher: [Crosstalk among students] Teacher: Nope, she has hers, you have yours. Teacher: All right, we're ready to start. [TARGET]Teacher: I need everyone sitting down.[/TARGET] Teacher: [Crosstalk among students] Student: I don't have a folder. Teacher: So many people are calling out and wasting our time.",1 7741,"Teacher: [Crosstalk among students] Teacher: Okay, 5, I think we have - 4. Teacher: I don't remember asking you to do anything yet, 3, 2. [TARGET]Teacher: I'll wait for you.[/TARGET] Teacher: [Crosstalk] Teacher: All right. Teacher: So who would like to tell me what they came up with as what is a polygon real quick?",1 7742,"Teacher: [Crosstalk among students] Teacher: Student J, sitting in a chair. Teacher: I can't start my group till I see people are sitting down. [TARGET]Teacher: Student B.[/TARGET] Teacher: Student B, you're over here. Teacher: Come on. Student: I'm coming.",1 7743,"Teacher: [Crosstalk and excessive classroom noise] Teacher: Okay, now everybody look at the camera. Teacher: Make a funny face. [TARGET]Teacher: Stay right here in your seat.[/TARGET] Teacher: Okay, now sit down. Teacher: Okay. Teacher: Come on, now let's sit down.",1 7744,"Teacher: [Crosstalk - classroom noise] Teacher: Everybody knows what they're gonna do today. Teacher: I'm gonna pass out your practice assessment. [TARGET]Teacher: This is to be done - excuse me.[/TARGET] Teacher: We're no gonna start this again. Teacher: Put your hand down, dear. Teacher: Clear everything off your desk because we're gonna be switching.",1 7745,"Teacher: [Crosstalk - excessive background noise] Teacher: Student J, go to your seat please. Teacher: I've asked all of you [inaudible] three times already. [TARGET]Teacher: Go to your seat please.[/TARGET] Teacher: So what number is the fifth? Teacher: What number is the fifth one? Teacher: [Crosstalk]",1 7746,"Teacher: [Crosstalk - excessive noise] Teacher: Hold on, hold on. Teacher: I know that was exciting. [TARGET]Teacher: I do need you back with silence in 5, 4, 3, 2, 1.[/TARGET] Teacher: If you remember from yesterday what we said working on our goal is that you will know how to divide fractions. Teacher: Okay. Teacher: If you understood number 10, that there are 6 halves in 3, you just divided fractions.",1 7747,"Teacher: [Crosstalk - excessive noise] Teacher: Write the problem down. Teacher: Write the problem down. [TARGET]Teacher: Student M, I'm talking.[/TARGET] Teacher: [Crosstalk] Teacher: [Crosstalk] Teacher: Go on.",1 7748,"Teacher: [Crosstalk] Student: [Inaudible] my textbook? Teacher: No, because we're going to work on the morning work first, since you guys were out with Teacher B. [TARGET]Teacher: Student V and Student L, you're circles.[/TARGET] Teacher: You should be over here with me. Student: [Inaudible]. Teacher: Did you look on the board to make sure.",0 7749,"Teacher: [Crosstalk] Teacher: All right, guys over there, can you separate yourselves, please? Teacher: Student D, you too. [TARGET]Teacher: Student D and Student R. [/TARGET] Teacher: All right, let's look at the trapezoid. Teacher: How much of the trapezoid - how many trapezoids - this is how you know. Teacher: How many trapezoids cover this shape?",1 7750,"Teacher: [Crosstalk] Teacher: All right. Teacher: [Crosstalk] [TARGET]Teacher: Are we listening?[/TARGET] Student: Yep. Student: [Inaudible] denominator, then you bring it [inaudible], then you write it down and then you put a line or whatever. Student: And then [inaudible].",1 7751,"Teacher: [Crosstalk] Teacher: Hold on a second. Teacher: Can we pause this, only 'cause I'm having major technical difficulties with my board? [TARGET]Teacher: So the kids are all silly anyway.[/TARGET] Teacher: We can turn it back on in a second. Teacher: I just - okay. Teacher: [Pause in audio] ",1 7752,"Teacher: [Crosstalk] Teacher: Not Student M. Sorry, Student V. I said what in the world? Student: [Inaudible]. [TARGET]Teacher: Okay, so don't - and no questions.[/TARGET] Teacher: Student J, you're my projector person. Teacher: Go ahead and pull down the screen for me, please. Teacher: Thank you.",1 7753,"Teacher: [Crosstalk] Student: 6, 12, 18, 24, 30, 36, 42. Teacher: So pay attention, Student P. I need you sitting up. [TARGET]Teacher: Look at me.[/TARGET] Teacher: If each of these folds is a multiple, right? Teacher: What is my third multiple? Student: 18.",1 7754,Teacher: [Crosstalk] Student: All you have to do is add the zero. Student: You can do 3 times 9 and then add the zero. [TARGET]Teacher: Shh.[/TARGET] Teacher: What if we do 29 times 30? Teacher: Zero times 9 is zero. Teacher: Zero times 2 is zero.,1 7755,"Teacher: [Crosstalk] Student: Can I get some water. Teacher: Yeah. [TARGET]Teacher: Guys, after you draw your grid and add it up, go ahead and do the multiplication problem any way you want.[/TARGET] Teacher: You can do - Teacher: [Crosstalk] Teacher: Listen.",0 7756,Teacher: [Crosstalk] Student: Can we use a compass? Teacher: No. [TARGET]Teacher: You don't need a compass for anything.[/TARGET] Teacher: [Crosstalk] Student: I'd just use a pencil if you can't use a crayon. Student: She said you can use a pencil.,0 7757,"Teacher: [Crosstalk] Student: Do we have to work it out? Teacher: Yes, you have to work it out. [TARGET]Teacher: Follow the chart right there.[/TARGET] Teacher: Write your numbers out. Teacher: [Inaudible]. Teacher: [Crosstalk]",0 7758,"Teacher: [Crosstalk] Student: I don't understand. Teacher: Okay, let's take a look, Student L. [TARGET]Teacher: Student L, are you looking?[/TARGET] Teacher: So if I take - I want to make this just a rectangle, because I know how to find the area for that. Teacher: In order for me to make this a rectangle, I've got to take a piece off and add that same piece right back in another spot where it would fit perfectly. Teacher: So what I'm going to do, I see this.",1 7759,"Teacher: [Crosstalk] Student: One more, one more. Student: [Crosstalk] [TARGET]Teacher: Hold on, hold on.[/TARGET] Teacher: Let me - let me - stop for a minute. Teacher: Look at Student D's. Teacher: Thank you.",0 7760,Teacher: [Crosstalk] Student: Ruby gets six marbles. Teacher: Do you write a sentence? [TARGET]Teacher: Let me see people write a sentence.[/TARGET] Teacher: The sentence is - how many marbles does Ruby get? Teacher: Ruby gets - Student: Six marbles.,0 7761,"Teacher: [Crosstalk] Student: Teacher, can I move from this laptop? Student: [Crosstalk] [TARGET]Teacher: I have two separate sheets, and I've got a side A and a B.[/TARGET] Teacher: Remember that my first [inaudible] is I say flip when I say go. Teacher: Why do you think it's important that we - that we understand and know our math facts? Teacher: What would it help us with?",0 7762,Teacher: [Crosstalk] Student: Teacher? Student: [Crosstalk] [TARGET]Teacher: In the fourth grade?[/TARGET] Teacher: Under Teacher? Teacher: Where are you from? Student: [Inaudible].,0 7763,"Teacher: [Crosstalk] Student: What are we supposed to do? Teacher: No, not you. [TARGET]Teacher: It's okay.[/TARGET] Teacher: Solve this math. Teacher: Let me give you your papers. Student: Why are you coughing?",0 7764,"Teacher: [Crosstalk] Student: [Inaudible]. Teacher: Okay, so we took our boxes and we split them to fours. [TARGET]Teacher: Student E, do you want to take it from there?[/TARGET] Student: [Inaudible]. Student: We made one box out of three of them. Teacher: Yeah.",0 7765,"Teacher: [Crosstalk] Teacher: 22 times 31. Teacher: [Crosstalk] [TARGET]Teacher: Guys, just a minute.[/TARGET] Teacher: I can't hear the question. Teacher: Student S. Student: How could the last one be 80?",1 7766,Teacher: [Crosstalk] Teacher: 41 divided by 6. Teacher: [Crosstalk - classroom noise] [TARGET]Teacher: Stop.[/TARGET] Teacher: Let her think. Teacher: I have 41 pencils. Teacher: I want to give them to 6 kids.,1 7767,"Teacher: [Crosstalk] Teacher: All right, I've got two separate sheets. Teacher: [Crosstalk] [TARGET]Teacher: I have two separate sheets.[/TARGET] Teacher: [Crosstalk] Teacher: Why are you talking? Teacher: [Crosstalk]",0 7768,"Teacher: [Crosstalk] Teacher: All right, guys, let's go ahead and check these. Student: No, I'm not done. [TARGET]Teacher: Listen.[/TARGET] Teacher: Student A, Student J. Teacher: So 18 times 27, most of the pictures look right to me. Teacher: Student H, are you ready?",1 7769,"Teacher: [Crosstalk] Teacher: All right, listen up. Teacher: Sit. [TARGET]Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer.[/TARGET] Teacher: So don't yell it out. Teacher: After you answer your question correctly you may go. Teacher: Student A, what is 30 times 10?",0 7770,"Teacher: [Crosstalk] Teacher: All right, so you know what? Teacher: It is almost our social studies time, so we are not going to go and play the second game. [TARGET]Teacher: So I need you to focus.[/TARGET] Teacher: I need you focused. Teacher: [Crosstalk] Teacher: We are going back.",1 7771,"Teacher: [Crosstalk] Teacher: All right, yeah, page five. Teacher: Yeah, page five. [TARGET]Teacher: Hold on.[/TARGET] Teacher: Now, let's see. Teacher: Some people - page five. Teacher: Yes, six.",0 7772,"Teacher: [Crosstalk] Teacher: All right. Teacher: We're not doing anything that has to do with [inaudible] right here. [TARGET]Teacher: So why is that out?[/TARGET] Teacher: You know what? Teacher: I'm not even gonna talk about it right now, 'cause you're showing me what you want to do. Student: [Inaudible].",1 7773,"Teacher: [Crosstalk] Teacher: Always for both of them. Teacher: If you want to test a square or a rectangle as being a square or a rectangle, you just grab a piece of paper, right. [TARGET]Teacher: You put the corner of the - you guys aren't listening to me anymore.[/TARGET] Teacher: Student M, wait a second until I finish my thought. Teacher: You put the corner of the piece of paper into whatever you're measuring and you can test it that way. Teacher: Okay, go ahead.",1 7774,"Teacher: [Crosstalk] Teacher: And five. Teacher: That was good, except you guys did not need to run. [TARGET]Teacher: That was not safe.[/TARGET] Teacher: All right, let's take a look. Teacher: Was that interesting to see all the different ways that people came up with? Multiple Students: Yeah.",1 7775,"Teacher: [Crosstalk] Teacher: Are you talking about this? Student: Yes. [TARGET]Teacher: Because it's all on videotape.[/TARGET] Teacher: Student K, go sit down and don't walk across the front. Teacher: Walk in the back of this, okay, of the camera. Teacher: I'm not doing the videotaping.",1 7776,"Teacher: [Crosstalk] Teacher: B is reading the questions. Teacher: B is reading the questions and A is answering the questions right now. [TARGET]Teacher: B is reading the questions from the paper and A is answering the questions right now.[/TARGET] Teacher: [Crosstalk] Teacher: Everybody stop at this time. Teacher: Everybody stop, 1 and 2.",0 7777,"Teacher: [Crosstalk] Teacher: B, what do we mean by the first step there? Student: [Inaudible]. [TARGET]Teacher: Who is B?[/TARGET] Student: She is. Teacher: Okay. Teacher: [Crosstalk]",0 7778,"Teacher: [Crosstalk] Teacher: Boys, I want it stopped. Teacher: I'm not gonna tell you again. [TARGET]Teacher: If I do, I'm calling home.[/TARGET] Teacher: Right in computer lab. Teacher: Student T, you can stay here. Teacher: Student M, sit down.",1 7779,"Teacher: [Crosstalk] Teacher: Computer. Teacher: You're about to shut the computer and go back and do some seat work. [TARGET]Teacher: If you're doing guided math, you're on a computer and you are quiet.[/TARGET] Student: Do we have to do [inaudible]? Teacher: That's what I said. Student: I can't believe it.",1 7780,Teacher: [Crosstalk] Teacher: Did I or did I not say that if you're distracting us from learning that you could leave? Teacher: Student A has been following my directions when I've asked him to move. [TARGET]Teacher: Look at how you're sitting.[/TARGET] Teacher: Look at how you are sitting right now. Teacher: Are you trying to learn? Teacher: Are you being a student right now?,1 7781,"Teacher: [Crosstalk] Teacher: Did you read the step before you did question number seven? Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps. [TARGET]Teacher: You erase everything that you have now and go to question eight.[/TARGET] Teacher: I want A to lead the discussion. Teacher: [Crosstalk] Teacher: Write this question please, Student D. You may want to write it on the top.",0 7782,"Teacher: [Crosstalk] Teacher: Do not destroy that. Teacher: We've been using that now for more than five years. [TARGET]Teacher: Now let's do question six, question seven and question eight together.[/TARGET] Teacher: I want to hear some discussion, some sharing of ideas. Teacher: A, we read over the steps; A reads the steps now. Teacher: Excuse me.",0 7783,"Teacher: [Crosstalk] Teacher: Do we? Teacher: Excuse me. [TARGET]Teacher: All right, Student H and Student S, get busy please.[/TARGET] Teacher: I want you working on unit 6, page 9. Teacher: See if you can figure out the decimal, the fraction, the percent. Teacher: And then it tells you to shade in 0.75.",1 7784,"Teacher: [Crosstalk] Teacher: Do you all agree? Teacher: Did you three agree? [TARGET]Teacher: Did you talk?[/TARGET] Teacher: Yeah? Teacher: Okay, hands up if you'd like to share. Teacher: If I said, could you go to Home Depot and get me 50 percent of the size of 10 feet?",0 7785,"Teacher: [Crosstalk] Teacher: Done? Teacher: So did you write a sentence? [TARGET]Teacher: Did you write - oh, I'm glad I told you.[/TARGET] Teacher: See. Teacher: [Crosstalk] Teacher: You all ready?",0 7786,"Teacher: [Crosstalk] Teacher: Everybody should have a letter now, A and B. Teacher: If you are in a group of three, you have C. Right now we have an equal number and everybody should have A and B. [TARGET]Teacher: We have to move now.[/TARGET] Teacher: Who's A here? Student: Me. Teacher: Who's A and who's B?",0 7787,"Teacher: [Crosstalk] Teacher: Everybody stop at this time. Teacher: Everybody stop, 1 and 2. [TARGET]Teacher: We should get our pencils now.[/TARGET] Teacher: [Crosstalk] Teacher: [Crosstalk] Teacher: [Inaudible].",0 7788,"Teacher: [Crosstalk] Teacher: Excuse me, one - Teacher: [Crosstalk] [TARGET]Teacher: The second one to you in the classroom, the second one.[/TARGET] Teacher: All the A's, you're gonna take the side that has the answer and you read to - Teacher: [Crosstalk] Teacher: Everybody should have a letter now, A and B.",0 7789,"Teacher: [Crosstalk] Teacher: Excuse me. Teacher: Put your chair here. [TARGET]Teacher: Student D, move to the back table.[/TARGET] Teacher: [Crosstalk] Student: [Inaudible]. Teacher: Okay, so we took our boxes and we split them to fours.",1 7790,"Teacher: [Crosstalk] Teacher: Five, and just write small. Teacher: 345 [TARGET]Teacher: Both of them.[/TARGET] Teacher: Write both of them. Student: Okay. Student: Oh, I got it right.",0 7791,"Teacher: [Crosstalk] Teacher: Five, four. Teacher: Student A, the only way to actually learn something is you have to physically try it. [TARGET]Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers.[/TARGET] Teacher: The numbers are not going to solve themselves. Teacher: You have to try, okay? Teacher: Even if it's wrong, you still have to try.",0 7792,"Teacher: [Crosstalk] Teacher: Five, three, two, four. Teacher: Student M, that's your second chance. [TARGET]Teacher: If I get on to you one more time no popcorn and a movie later.[/TARGET] Teacher: That's all I'm gonna say. Student: Yes, ma'am. Student: [Crosstalk]",1 7793,"Teacher: [Crosstalk] Teacher: Guys that are waving fans, please stop. Teacher: Okay, please stop because, Student C, I don't see any work on your paper. [TARGET]Teacher: You're busy waving a fan.[/TARGET] Student: We're hot. Teacher: What? Teacher: [Crosstalk]",1 7794,"Teacher: [Crosstalk] Teacher: Guys, just a minute. Teacher: I can't hear the question. [TARGET]Teacher: Student S.[/TARGET] Student: How could the last one be 80? Teacher: The last one in the right corner at the bottom is 56 'cause it's 8 rows of 7. Student: [Inaudible].",0 7795,"Teacher: [Crosstalk] Teacher: Hm, that's another strategy that is really good. Teacher: All eyes here. [TARGET]Teacher: All eyes.[/TARGET] Teacher: All eyes here. Teacher: Oh wow, this is very good strategy too. Student: I wasn't laughing this bad last year.",1 7796,"Teacher: [Crosstalk] Teacher: Hold on. Teacher: Student D, listen. [TARGET]Teacher: Listen to another group.[/TARGET] Teacher: Thank you. Teacher: Yeah, what - what - Student: One eighth.",1 7797,"Teacher: [Crosstalk] Teacher: I can tell who's with me by whose eyes are with me here and whose voices are off. Teacher: Thank you those of you who are paying attention and are still trying to learn. [TARGET]Teacher: Those are the people who are ready for sixth grade; I can tell.[/TARGET] Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet. Teacher: So again, this would be one box. Teacher: We split it in quarters.",0 7798,"Teacher: [Crosstalk] Teacher: I can't help you with that, share. Teacher: Share with Student J. [TARGET]Teacher: Page 29.[/TARGET] Teacher: There shouldn't be any talking over there. Teacher: Student O, Student K, when you take out a math book there is not talking. Teacher: [Crosstalk]",0 7799,"Teacher: [Crosstalk] Teacher: I have two separate sheets. Teacher: [Crosstalk] [TARGET]Teacher: Why are you talking?[/TARGET] Teacher: [Crosstalk] Student: Teacher, can I move from this laptop? Student: [Crosstalk]",1 7800,Teacher: [Crosstalk] Teacher: I hear people talking too loud. Teacher: You're supposed to be raising your hands. [TARGET]Teacher: Let's see who's doing that.[/TARGET] Teacher: Student K. Student: Yeah? Teacher: I don't see you doing your work.,0 7801,"Teacher: [Crosstalk] Teacher: I know. Teacher: But I can see you guys are trying to more focus on your math. [TARGET]Teacher: Sh.[/TARGET] Teacher: Yes. Teacher: Thinking about it from that way like a multiplication equation now should help you get your first steps started. Teacher: Remember, if you're not sure where to start, you could start with a friendly combination like multiplying by 10 or maybe multiplying by 2.",1 7802,"Teacher: [Crosstalk] Teacher: I tried to mix these up, so hopefully no peeking, no peeking, no peeking, and if you weren't here yesterday you might need to have someone help you a little bit. Teacher: [Crosstalk] [TARGET]Teacher: Shhh.[/TARGET] Teacher: Okay. Teacher: So yes, I have four extra cards. Teacher: I'm gonna stick the cards back here.",1 7803,"Teacher: [Crosstalk] Teacher: I want to see you working with - excellent. Teacher: [Crosstalk] [TARGET]Teacher: Do you want to work with Student T?[/TARGET] Teacher: Student T, come up and work with Student S please. Teacher: [Crosstalk] Teacher: What are you doing?",0 7804,"Teacher: [Crosstalk] Teacher: I'll be right there. Teacher: Put that away right now. [TARGET]Teacher: Yeah, I have some over there.[/TARGET] Teacher: Are you guys working? Teacher: Where's your desk? Student: It's right there.",0 7805,"Teacher: [Crosstalk] Teacher: I'll wait. Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait. [TARGET]Teacher: Student K?[/TARGET] Student: You said this was our test for [inaudible]. Teacher: It is a test. Teacher: So here we go.",0 7806,"Teacher: [Crosstalk] Teacher: I'm hearing a lot of discussion and I don't understand why I'm hearing it. Teacher: The only discussion that should be going on besides what I'm doing is what Teacher J is doing. [TARGET]Teacher: So everyone else should be quiet.[/TARGET] Teacher: Okay. Teacher: And if you haven't this, this is your chance to get it done. Teacher: [Crosstalk]",1 7807,"Teacher: [Crosstalk] Teacher: Just a minute. Teacher: Put your crayons down. [TARGET]Teacher: Look up here.[/TARGET] Teacher: What do you notice is different about this grid than the other one? Student: Bigger. Teacher: Okay, it's bigger.",0 7808,Teacher: [Crosstalk] Teacher: Let me see people that are really working. Teacher: Student K is doing a good job being on task. [TARGET]Teacher: Student X being on task.[/TARGET] Teacher: Student C being on task. Teacher: Student T being on task. Teacher: Student J being on task.,0 7809,Teacher: [Crosstalk] Teacher: Let's see. Teacher: I've seen a lot. [TARGET]Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones.[/TARGET] Teacher: [Crosstalk] Teacher: I hear people talking too loud. Teacher: You're supposed to be raising your hands.,0 7810,"Teacher: [Crosstalk] Teacher: Listen - oh, I cannot - [inaudible]. Teacher: Turn around. [TARGET]Teacher: When we're doing it, now you're talking to someone else.[/TARGET] Teacher: Now, look at me. Teacher: Now, am I halfway here? Multiple Students: Yes.",1 7811,"Teacher: [Crosstalk] Teacher: Listen. Teacher: I want you to check your answer. [TARGET]Teacher: After you draw the grids out, go ahead and do the problem.[/TARGET] Teacher: You can do Lattice or partial product. Student: [Inaudible]. Teacher: Yeah, 'cause it's 8 rows of 7 down at the bottom corner, right.",0 7812,"Teacher: [Crosstalk] Teacher: Listen. Teacher: I'll tell you what page. [TARGET]Teacher: Page one, three - I'm gonna put them on the board.[/TARGET] Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10. Teacher: But we'll do about three. Teacher: All right, five -",0 7813,Teacher: [Crosstalk] Teacher: No snacks for four days. Teacher: This is day number one. [TARGET]Teacher: Student D. Student D is gonna try.[/TARGET] Teacher: You don't want to explain it? Teacher: [Crosstalk] Teacher: You're trying to get it?,0 7814,"Teacher: [Crosstalk] Teacher: Not out loud. Teacher: Now keep your card in your hand. [TARGET]Teacher: Quietly stand up and push your chair in.[/TARGET] Teacher: Be careful of the camera. Teacher: You need to find your buddy, your two buddies or one buddy and a card. Teacher: Ready, set, go.",1 7815,Teacher: [Crosstalk] Teacher: Not quite. Teacher: I'll get to you in a minute. [TARGET]Teacher: I love how Student D has taken out her math book.[/TARGET] Teacher: Get that off your ear. Teacher: Student J has taken out his math book. Teacher: [Crosstalk],0 7816,"Teacher: [Crosstalk] Teacher: Now it is time for you to switch. Teacher: B will start reading the questions now, and A will now answer the questions. [TARGET]Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now.[/TARGET] Teacher: [Crosstalk] Teacher: B is reading the questions. Teacher: B is reading the questions and A is answering the questions right now.",0 7817,"Teacher: [Crosstalk] Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible]. Teacher: All right, hold on, hold on. [TARGET]Teacher: Let's wait for the talking so I can do a little bit of it and [inaudible] explain.[/TARGET] Teacher: My favorite, Student N, good job. Teacher: So one third - see, this is a third, another third, which is right there. Teacher: [Crosstalk]",1 7818,"Teacher: [Crosstalk] Teacher: Now, see - see, people are not really listening. Teacher: [Crosstalk] [TARGET]Teacher: Thank you.[/TARGET] Teacher: Student C, thank you. Teacher: We're going into your book, and in that book I want you to work - I want you to work on page - page one - Teacher: [Crosstalk]",0 7819,"Teacher: [Crosstalk] Teacher: Now, you did so well in this. Teacher: Now let me go into one of the problems on page nine - oh, no. [TARGET]Teacher: No, let's go -[/TARGET] Student: Page six. Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with. Teacher: One of the problems.",0 7820,"Teacher: [Crosstalk] Teacher: Oh, we [haven't got under 13]. Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. [TARGET]Teacher: Those people put an A on your paper, on the back.[/TARGET] Teacher: Put an A on the back by your name so I'll know. Teacher: Just put A. Teacher: If you missed seven to 12 - Student K, I'm so proud of you.",0 7821,"Teacher: [Crosstalk] Teacher: Okay, boys, please stop that. Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around. [TARGET]Teacher: Student A, you need to turn around and look at me.[/TARGET] Teacher: People over in my group over here, you need to turn and look at me. Teacher: Student L, Student J, Student J, good job. Teacher: I need people quiet.",1 7822,"Teacher: [Crosstalk] Teacher: Okay, saying that - Student: [Inaudible] [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Wait, no, I'm talking to Student M right now. Teacher: Saying sides meet at corners, Student M, is different from lines of symmetry, okay. Teacher: Saying that sides meet at corners, here we have sides meeting at corners.",1 7823,"Teacher: [Crosstalk] Teacher: Okay. Teacher: 1 and 2. [TARGET]Teacher: I'm going to call on A, one A to share from here.[/TARGET] Teacher: I'm gonna call on one B to share from here. Student: I'm a B. Teacher: You do question number six on the board.",0 7824,"Teacher: [Crosstalk] Teacher: Okay. Teacher: Can you figure it out? [TARGET]Teacher: Let me come over and see what you've done.[/TARGET] Teacher: I want your thinking brains on. Student: Can you help me, Teacher? Teacher: Yep, I'll be right there.",0 7825,Teacher: [Crosstalk] Teacher: Okay. Teacher: Now can everybody take a look at the board? [TARGET]Teacher: Student K.[/TARGET] Student: Yes? Teacher: Please take a look. Teacher: Student A.,1 7826,"Teacher: [Crosstalk] Teacher: Okay. Teacher: Student J, can you share the statement your table came up with? [TARGET]Teacher: You're listening now.[/TARGET] Teacher: You had a chance to discuss and now you're listening. Teacher: Student E, up here. Student: If you are multiplying two numbers you'll have 6 and 9, and if you double one and halve one, then the other problem you name will be the same number.",1 7827,"Teacher: [Crosstalk] Teacher: Please stop saying that. Teacher: Good. [TARGET]Teacher: You all, when you're finished, stop, because other people need concentration and it distracts them when you are done, finished - good.[/TARGET] Teacher: You've brought down, now start over. Teacher: Start over at the top. Teacher: [Bring] that into that number.",1 7828,"Teacher: [Crosstalk] Teacher: Please work as a whole table. Student: As a whole table. [TARGET]Teacher: Shh.[/TARGET] Teacher: As a whole table, please. Teacher: [Crosstalk] Teacher: I love how table four is working so quietly together.",1 7829,"Teacher: [Crosstalk] Teacher: Quickly. Teacher: Your time is up. [TARGET]Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances.[/TARGET] Teacher: Sit. Teacher: So sad that you've lost your own learning time because you could not get it together. Teacher: All right, so we have nine minus seven is what?",1 7830,"Teacher: [Crosstalk] Teacher: See, and I have one third plus one third equals - Teacher: [Crosstalk] [TARGET]Teacher: Hold on.[/TARGET] Teacher: That's right, one third plus one third equals two - and two thirds of the whole set. Student: Of the whole piece. Teacher: Of the whole set, of the whole area.",0 7831,"Teacher: [Crosstalk] Teacher: Sh. Teacher: We're watching Student T, right? [TARGET]Teacher: Mm-hmm.[/TARGET] Teacher: All eyes here. Teacher: You don't have homework today. Teacher: We're going to do it here.",0 7832,"Teacher: [Crosstalk] Teacher: Six times four is 24. Teacher: [Crosstalk] [TARGET]Teacher: You, honey, are not listening to me.[/TARGET] Teacher: You put 24 minus four. Teacher: I don't even know where you get this [theory]. Teacher: [Crosstalk]",1 7833,"Teacher: [Crosstalk] Teacher: So did some of us - Teacher: [Crosstalk] [TARGET]Teacher: I'll wait.[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: Now the reason - are you guys done, Student I and Student J?",1 7834,"Teacher: [Crosstalk] Teacher: So everybody in your seat. Student: I thought you said stand behind your seat. [TARGET]Teacher: Stand behind your seat.[/TARGET] Teacher: Thank you, Student E. Student H, Student M, can I have your papers? Teacher: Stand behind your seat. Teacher: [Crosstalk]",0 7835,"Teacher: [Crosstalk] Teacher: So let's look at C. Where would C go? Teacher: [Crosstalk] [TARGET]Teacher: Hold on.[/TARGET] Teacher: Let's ask ourselves a question, Student V. Since you were having so much fun [inaudible], you obviously know it all. Teacher: So where would C go? Student: Plane figures.",1 7836,"Teacher: [Crosstalk] Teacher: So this group, we're on rotation three. Teacher: We didn't get into that yesterday. [TARGET]Teacher: So I want to see Student J, Student T, Student W, Student J, Student T and Student V.[/TARGET] Teacher: [Crosstalk] Teacher: Just bring your notebooks. Teacher: [Crosstalk]",0 7837,"Teacher: [Crosstalk] Teacher: So what you want to do - has anybody come up with something yet? Teacher: [Crosstalk] [TARGET]Teacher: Student M, can you tell me what you've come up with?[/TARGET] Student: 12s. Teacher: 12s? Teacher: [Crosstalk]",0 7838,"Teacher: [Crosstalk] Teacher: So with the person next to you - Student E, why don't you move over here next to Student C? Teacher: [Crosstalk] [TARGET]Teacher: Student A, bring your chair and your things, and then come sit right here.[/TARGET] Teacher: All right, Student A, what do you have? Student: Six. Teacher: I don't see where you did what we did earlier.",0 7839,"Teacher: [Crosstalk] Teacher: Somebody is ready. Teacher: Student M, Student O. [TARGET]Teacher: Student O, Student D, good job.[/TARGET] Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer. Teacher: Do not tell me what to do, please, all right? Teacher: Now, if it's - listen.",0 7840,"Teacher: [Crosstalk] Teacher: Stop, stop, stop. Teacher: Stop. [TARGET]Teacher: Stop, stop okay.[/TARGET] Teacher: [End of Audio]",1 7841,"Teacher: [Crosstalk] Teacher: Student C, don't worry. Teacher: Thank you. [TARGET]Teacher: I'll find where it is.[/TARGET] Teacher: This is another way Student J did his homework. Teacher: Student J is really - all eyes here. Teacher: All eyes here.",0 7842,"Teacher: [Crosstalk] Teacher: Student D and Student J. Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this. [TARGET]Teacher: So Student K, can you step outside?[/TARGET] Student: Okay. Teacher: And, Student D, can you step outside? Teacher: I'm busy right now.",1 7843,"Teacher: [Crosstalk] Teacher: Student D, what do you have going? Student: [40 plus 9]. [TARGET]Teacher: Guys, can we put the pencil sharpening on pause please.[/TARGET] Teacher: Right now all we need to do is listen. Teacher: You don't need to write anything. Teacher: [Crosstalk]",1 7844,"Teacher: [Crosstalk] Teacher: Student J, you may talk to anyone. Teacher: Yeah, talk to someone. [TARGET]Teacher: Student N, yeah, [inaudible], you may get into that talking.[/TARGET] Teacher: Yes. Teacher: Listen to them. Teacher: Listen to what they're saying.",0 7845,"Teacher: [Crosstalk] Teacher: Student L, you're going back to your seat and I'm gonna send you someone to work with. Teacher: Excuse me? [TARGET]Teacher: Now, you stay in your seat, in your seat.[/TARGET] Teacher: Student E, in your seat, please. Student: [Crosstalk] Teacher: Page one.",1 7846,"Teacher: [Crosstalk] Teacher: Student M, get it and walk away. Teacher: [Crosstalk] [TARGET]Teacher: All right, shh.[/TARGET] Teacher: Leave your shapes on your sheets so that - I wanted you guys to actually walk around and take a look. Teacher: Before you start to draw, just stop. Teacher: It's okay, don't erase.",1 7847,"Teacher: [Crosstalk] Teacher: Student R and Student D, I'm gonna just have you guys take this timer and just move away from the rest of the group. Teacher: Come sit over here so that you're not tempted to fool around. [TARGET]Teacher: Student S, will you and Student N just come and sit over here?[/TARGET] Teacher: There are there timers. Teacher: You guys should be all set to go. Teacher: I'll be right with you guys.",1 7848,"Teacher: [Crosstalk] Teacher: Table 3, the conversation is over. Student: [Inaudible] [TARGET]Teacher: Okay, but no more talking.[/TARGET] Teacher: All right, table 1, what's your answer? Student: Two-eighths. Teacher: Okay.",1 7849,Teacher: [Crosstalk] Teacher: Thank you for ignoring him. Teacher: Thank you so much. [TARGET]Teacher: I appreciate the way you ignored him.[/TARGET] Teacher: Thank you so much. Teacher: Let's all look here again. Teacher: Look at what Student C did.,1 7850,"Teacher: [Crosstalk] Teacher: Thank you. Teacher: Student C, thank you. [TARGET]Teacher: We're going into your book, and in that book I want you to work - I want you to work on page - page one -[/TARGET] Teacher: [Crosstalk] Teacher: Listen. Teacher: I'll tell you what page.",0 7851,"Teacher: [Crosstalk] Teacher: That was really, really good, and you can see that she followed all the steps. Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right. [TARGET]Teacher: Now, everybody, we go back now to the first question that I put on the board.[/TARGET] Teacher: I know some of you got it right and we'll just quickly do that. Teacher: Excuse me. Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody.",0 7852,"Teacher: [Crosstalk] Teacher: That's right. Teacher: It always has to be smaller than the divisor. [TARGET]Teacher: Looking at this number, let's work through it.[/TARGET] Teacher: Somebody tell me right now which one is the quotient? Teacher: What is the quotient in this problem right here? Teacher: Which one is the quotient?",0 7853,"Teacher: [Crosstalk] Teacher: The back row, go to your seats. Teacher: [Crosstalk] [TARGET]Teacher: The fifth row, go back to your seats.[/TARGET] Teacher: [Crosstalk] Teacher: The fourth row, go back to your seats. Teacher: Third row, go back to your seats.",0 7854,"Teacher: [Crosstalk] Teacher: The fifth row, go back to your seats. Teacher: [Crosstalk] [TARGET]Teacher: The fourth row, go back to your seats.[/TARGET] Teacher: Third row, go back to your seats. Teacher: [Crosstalk - excessive noise] Teacher: When you finish, copy it down.",0 7855,"Teacher: [Crosstalk] Teacher: This is five-eighths, 1, 2, 3, 4, 5 and then 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Okay. [TARGET]Teacher: All right, let me see yours, honey.[/TARGET] Teacher: Okay, so you get it. Teacher: That's right. Teacher: Do you see how some of those -?",0 7856,"Teacher: [Crosstalk] Teacher: This is your second [inaudible]. Teacher: Copy the chart down. [TARGET]Teacher: Use this chart [inaudible].[/TARGET] Teacher: Do step one, then go to step two. Teacher: [Crosstalk] Teacher: Follow the steps.",0 7857,"Teacher: [Crosstalk] Teacher: Try and draw a picture, folks. Teacher: [Crosstalk] [TARGET]Teacher: The conversations I'm hearing should be about this problem.[/TARGET] Teacher: I know we're not talking about other things. Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy. Teacher: Here's six of them.",1 7858,Teacher: [Crosstalk] Teacher: Turn around please. Teacher: Turn around please. [TARGET]Teacher: Face front.[/TARGET] Teacher: Are you two working together? Teacher: I want people working together. Teacher: Two heads are better than one.,1 7859,"Teacher: [Crosstalk] Teacher: Very good. Teacher: Then you flip. [TARGET]Teacher: Excuse me, Student D. Excuse me.[/TARGET] Teacher: [Inaudible]. Teacher: What does number three say? Student: Rewrite the fractions -",1 7860,"Teacher: [Crosstalk] Teacher: Very good. Teacher: What does step two say, C? [TARGET]Teacher: Are you C?[/TARGET] Student: Yes. Teacher: What does step C say? Student: [Inaudible].",0 7861,"Teacher: [Crosstalk] Teacher: We need people to think first. Teacher: See, if you start shouting, it's not good. [TARGET]Teacher: See, now he is talking.[/TARGET] Teacher: One sixth - now, see, we have one third. Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter. Teacher: [Inaudible].",1 7862,"Teacher: [Crosstalk] Teacher: Were you talking about that? Teacher: [Crosstalk] [TARGET]Teacher: I know.[/TARGET] Teacher: Student A, I know you weren't, so I will need you guys to be quiet. Student: Teacher, do I do it like this or do I do it a different way? Teacher: Doing good.",1 7863,Teacher: [Crosstalk] Teacher: What are we having a problem with here? Student: [Inaudible]. [TARGET]Teacher: Then take it back.[/TARGET] Teacher: [Crosstalk - excessive noise] Teacher: Ashley swam 15 laps each day for 7 days. Teacher: How many laps did she swim for that 7 days?,1 7864,Teacher: [Crosstalk] Teacher: What does that mean? Teacher: [Crosstalk] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: What does step two say you should do? Student: [Inaudible]. Student: [Crosstalk],1 7865,Teacher: [Crosstalk] Teacher: What is your answer to question number six? Teacher: [Crosstalk] [TARGET]Teacher: Did everybody get that answer here?[/TARGET] Student: Yep. Student: Yeah. Teacher: Did you get it?,0 7866,"Teacher: [Crosstalk] Teacher: What is your statement? Student: [Inaudible] [TARGET]Teacher: Okay, you're not saying anything.[/TARGET] Teacher: I don't hear any talking. Teacher: What is your statement? Student: Because you can't find a half with an odd number.",1 7867,Teacher: [Crosstalk] Teacher: What? Student: Are you gonna [inaudible] this group? [TARGET]Teacher: Don't worry about it right now.[/TARGET] Student: Can I ask you a question? Student: I want to do that. Teacher: Go to [inaudible].,0 7868,"Teacher: [Crosstalk] Teacher: What? Student: They're gonna play around [inaudible]. [TARGET]Teacher: Okay, Student J, could you shut that door correctly?[/TARGET] Teacher: Now - Student D, no, not right now. Teacher: Let's look at this page, page 29. Teacher: Student C, over here.",0 7869,"Teacher: [Crosstalk] Teacher: Who's is this? Teacher: Student J, you got them all right. [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: This is the eight times four sheet. Teacher: Please - you are not writing answers, are you? Teacher: Because that would be considered cheating.",0 7870,"Teacher: [Crosstalk] Teacher: Yeah, because we've done that before. Teacher: We've done page one. [TARGET]Teacher: You did page one.[/TARGET] Teacher: We did page one, so we're not gonna do page one. Teacher: Wait a minute. Teacher: We did page one.",0 7871,"Teacher: [Crosstalk] Teacher: Yep. Teacher: You should be copying. [TARGET]Teacher: You should be quiet.[/TARGET] Teacher: The faster you do this, the more time you will have. Student: [Inaudible]. Teacher: Pound.",1 7872,"Teacher: [Crosstalk] Teacher: Yes. Teacher: Right. [TARGET]Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes.[/TARGET] Teacher: All right, now, what was the answer? Teacher: How many pieces would it be and what fraction - numerator and denominator. Teacher: Now, let me wait for Student C. Student C, how many pieces?",0 7873,"Teacher: [Crosstalk] Teacher: You can [write] on the back. Teacher: [Crosstalk] [TARGET]Teacher: Computer.[/TARGET] Teacher: You're about to shut the computer and go back and do some seat work. Teacher: If you're doing guided math, you're on a computer and you are quiet. Student: Do we have to do [inaudible]?",0 7874,"Teacher: [Crosstalk] Teacher: You have 6 minutes to figure it out. Teacher: Someone needs to give. [TARGET]Teacher: No, Student W, you need to stop.[/TARGET] Teacher: Just because you own it doesn't mean that you - you can't always get your way. Teacher: You know what? Teacher: Do whatever you want, as long as you can tell me you understand.",1 7875,"Teacher: [Crosstalk] Teacher: You know where they are. Teacher: Student T, you're not supposed to go in front of that. [TARGET]Teacher: No, I'll bring them to you.[/TARGET] Teacher: Get up. Teacher: [Crosstalk] Teacher: Are you talking about this?",0 7876,"Teacher: [Crosstalk] Teacher: You made the same mistake Student W did. Student: Wait, it's my turn. [TARGET]Teacher: Student C, did you already meet with me yesterday?[/TARGET] Student: Yeah. Teacher: You met with me yesterday? Teacher: [Crosstalk]",0 7877,"Teacher: [Crosstalk] Teacher: You may work with a partner. Teacher: Listen to this though. [TARGET]Teacher: Please show me - excuse me.[/TARGET] Teacher: Student H, hold on. Teacher: You must be showing your work here. Teacher: I should see shows happening in the work here.",1 7878,"Teacher: [Crosstalk] Teacher: You need to be listening and you need to be focused on your work. Teacher: Student J, you're not getting out of your seat without permission. [TARGET]Teacher: Enough.[/TARGET] Teacher: Let's have Student A's group sit over there. Teacher: Let's have Student A's group sit here. Teacher: [Crosstalk]",1 7879,"Teacher: [Crosstalk] Teacher: [Crosstalk] Teacher: Go on. [TARGET]Teacher: Write the problem down quickly.[/TARGET] Student: I'm trying to. Student: Student J, hurry up. Student: Student W, go to your desk over there please.",0 7880,"Teacher: [Crosstalk] Teacher: [Crosstalk] Teacher: [Inaudible]. [TARGET]Teacher: Excuse me, table 4.[/TARGET] Student: Can you be quiet? Teacher: The second warning for you. Teacher: You don't tell anybody to be quiet in the classroom.",1 7881,Teacher: [Crosstalk] Teacher: [Inaudible] said it. Teacher: They [inaudible] the sentence. [TARGET]Teacher: Let me see the sentence.[/TARGET] Teacher: Let me see the sentence. Teacher: Let me see - [inaudible] how many. Teacher: She gives - okay.,0 7882,"Teacher: [Crosstalk] Teacher: [Inaudible] too loud. Teacher: Now, let's see. [TARGET]Teacher: He's working.[/TARGET] Teacher: She's working. Teacher: She's thinking. Teacher: He's doing it.",0 7883,"Teacher: [Crosstalk] Teacher: [Inaudible], powers of 10. Teacher: It would help us with a lot of things, yes. [TARGET]Teacher: On your mark, get set, flip.[/TARGET] Teacher: Go. Teacher: [Long pause] Teacher: You've got two minutes.",0 7884,"Teacher: [Crosstalk] Teacher: [Inaudible]. Student: You got me back, Teacher. [TARGET]Teacher: I got you back?[/TARGET] Student: You got me back. Teacher: I got you back. Teacher: Yeah, I got you back.",0 7885,"Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Last chance. [TARGET]Teacher: I hate to be ugly, but that's the last chance.[/TARGET] Teacher: I'm excited that you're learning math and you're excited about it. Teacher: You need to get control. Teacher: That's it.",1 7886,"Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Leave it, leave it, leave it. [TARGET]Teacher: Now, let me see people who are paying attention to me.[/TARGET] Teacher: My students, my learners. Teacher: Hold on. Teacher: [Crosstalk]",1 7887,"Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Student E. Student M, Student M, Student M. Student M, you're not listening for directions. [TARGET]Teacher: Listen.[/TARGET] Teacher: Student L, good job. Teacher: Student O, thank you. Teacher: Leave it, because we need this.",1 7888,"Teacher: [Crosstalk]. Teacher: [Inaudible] Student: Oh, say can - [TARGET]Teacher: Shh.[/TARGET] Student: - you see? Teacher: So these two are what? Student: Um, half?",1 7889,"Teacher: [Excessive background noise] Teacher: [Inaudible] we've got to move on without you. Teacher: How many halves in 3? [TARGET]Teacher: No, let me get you a new pencil 'cause we need to keep moving.[/TARGET] Teacher: All right, boys and girls, please remember the procedure for going over - shh. Teacher: [Crosstalk] Teacher: We're silent please in 5, 4, 3, 2, 1.",0 7890,"Teacher: [Handing out papers]. Teacher: And again, this is going to be a paper that stays in your green math folder forever. Teacher: Shh. [TARGET]Teacher: So, please take one and read it to yourself silently.[/TARGET] Teacher: Student C? Student: Should we write our names on - Teacher: I've already said put your name on it.",0 7891,"Teacher: [Inaudible, students working in background] Teacher: Ok, so tell me what you drew over here. Student: This is a plain cone and - [TARGET]Teacher: Honey, I'm like so close to you and I can't even hear you.[/TARGET] Student: This is a plain cone and this is strawberry. Teacher: Ok, so you took one flavor and you put it on the plain. Teacher: You took the other flavor - ok, and then what did you do over here?",1 7892,"Teacher: [Inaudible] I need it to go the other way. Teacher: Let's see. Teacher: [Inaudible] my pattern. [TARGET]Teacher: I want my paper to go the other way.[/TARGET] Teacher: All right, here we go. Teacher: Student C? Student: Why do they all start with P?",0 7893,"Teacher: [Inaudible] Multiple Students: [Inaudible] Teacher: All right. [TARGET]Teacher: So, excuse me.[/TARGET] Teacher: Excuse me. Teacher: Five, four, three, two, one - it is [Inaudible]. Teacher: Zero.",1 7894,"Teacher: [Inaudible] Multiple Students: [Inaudible] Teacher: Student A, sit down. [TARGET]Teacher: Student A, sit down.[/TARGET] Multiple Students: [Inaudible] Teacher: Boys and girls. Teacher: Three, two, one, zero.",1 7895,"Teacher: [Inaudible] Student: Why does Student T not sit there anymore? Teacher: I don't know. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: All right, let me get- Student: There is something on the tangrams. Teacher: Well, they have never been opened before, was it out?",1 7896,"Teacher: [Inaudible] Teacher: Lay them out and separate them. Teacher: Student K, is that necessary? [TARGET]Teacher: You all move out.[/TARGET] Teacher: That's not necessary. Teacher: Okay, you are going to have to go look at that and figure it out. Teacher: [Inaudible].",1 7897,Teacher: [Inaudible] a few more. Teacher: Shh. Teacher: [Cubes rattling]. [TARGET]Teacher: I did not tell you talk out.[/TARGET] Student: Twenty-four. Teacher: How many cubes do you have? Student: Twenty-seven.,1 7898,"Teacher: [Inaudible] change your card. Student: Yes. Teacher: Another brilliant answer. [TARGET]Teacher: Say it again, because Student E wasn't listening.[/TARGET] Teacher: Listen, Student E, while explains this when you change your card. Teacher: Hold on. Teacher: Give her a minute.",1 7899,Teacher: [Inaudible] chart [inaudible]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Multiple Students: [Students loudly working on problem].,1 7900,"Teacher: [Inaudible] chart [inaudible]. Teacher: After you finish the chart, do the problems. Student: Okay. [TARGET]Teacher: Write down the title.[/TARGET] Teacher: [Inaudible]. Teacher: [Students working on problem]. Multiple Students: [Students loudly working on problem].",0 7901,"Teacher: [Inaudible] crayons. Teacher: No. Teacher: You always do the [inaudible] one. [TARGET]Teacher: Teacher L, get the [inaudible].[/TARGET] Teacher: Excuse me. Teacher: Let them share. Student: Okay.",0 7902,Teacher: [Inaudible] disappeared. Teacher: Hold on. Teacher: I need to be able to write on the board. [TARGET]Teacher: Shh.[/TARGET] Teacher: They're coming up. Teacher: I promise. Student: [Inaudible].,1 7903,"Teacher: [Inaudible] he's not supposed to go step-by-step. Teacher: [Crosstalk] Teacher: Then you wait. [TARGET]Teacher: That is the essence of working together, so the two of you can share ideas.[/TARGET] Teacher: [Crosstalk] Teacher: Did you read the step before you did question number seven? Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps.",0 7904,Teacher: [Inaudible] if you need more time. Teacher: Okay. Teacher: Everyone. [TARGET]Teacher: I'm going to give you a bonus five minutes.[/TARGET] Teacher: Use those five minutes wisely. Teacher: Student A? Student: [Inaudible].,0 7905,"Teacher: [Inaudible] in a [inaudible]. Teacher: And now, you did all the work, and you need to write all your work over here, and you need to explain it, okay? Teacher: You're on your own? [TARGET]Teacher: You ready to go?[/TARGET] Teacher: Okay. Teacher: Boys and girls, how much is that first square? Teacher: How much is this one worth?",0 7906,Teacher: [Inaudible] is talking. Teacher: It's about respect. Teacher: She's talking. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: She's talking. Teacher: Thank you. Student: We're learning how to add fractions.,1 7907,Teacher: [Inaudible] it go back. Teacher: [Inaudible] your gloves. Teacher: Listen. [TARGET]Teacher: What are you doing?[/TARGET] Teacher: For what? Teacher: She didn't - it's not - go back over there. Student: [Inaudible] some boxes.,1 7908,"Teacher: [Inaudible] no. Student: It's not. Teacher: Let's try. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, voices off, please. Teacher: Thank you. Teacher: All right, let's get to number twelve.",1 7909,Teacher: [Inaudible] not talking. Teacher: Three are talking. Teacher: Good job. [TARGET]Teacher: Let me see.[/TARGET] Teacher: Let me see. Teacher: [Crosstalk] Teacher: Student L is talking over there.,0 7910,"Teacher: [Inaudible] problem. Teacher: [Inaudible] problem. Teacher: [Inaudible] two of them, together. [TARGET]Teacher: I want to see number one and number two.[/TARGET] Student: Number one and number two. Student: I don't get it. Teacher: What don't you get?",0 7911,"Teacher: [Inaudible] said it. Teacher: They [inaudible] the sentence. Teacher: Let me see the sentence. [TARGET]Teacher: Let me see the sentence.[/TARGET] Teacher: Let me see - [inaudible] how many. Teacher: She gives - okay. Student: Teacher, you got me back.",0 7912,"Teacher: [Inaudible] side groups. Teacher: This group has, ""My favorite foods."" This group has, ""My favorite ice cream."" So that should be the name of your graph. Teacher: This group has, ""My favorite desserts."" You got to have that on there. [TARGET]Teacher: This group has, ""My favorite fruits."" So you have to get up.[/TARGET] Teacher: Gather information from each other, what? Teacher: Quietly. Teacher: You pick three things.",0 7913,"Teacher: [Inaudible] stand, okay? Teacher: Write down - Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Listen. Teacher: Write down how many ones you had to glue in the ten's column to make a ten. Teacher: Talk about how you had to split up that one unit to make a tenth and a hundredth.",1 7914,"Teacher: [Inaudible] that first table. Teacher: If you sit at this table, [inaudible]. Teacher: Student M, [inaudible] sit there. [TARGET]Teacher: If you sit at this table, [inaudible].[/TARGET] Teacher: [Whistling sound]. Teacher: At this table. Student: [Inaudible].",0 7915,"Teacher: [Inaudible] too loud. Teacher: Now, let's see. Teacher: He's working. [TARGET]Teacher: She's working.[/TARGET] Teacher: She's thinking. Teacher: He's doing it. Teacher: He's already done.",0 7916,Teacher: [Inaudible] up. Student: Freeze. Student: Freeze. [TARGET]Teacher: Shh.[/TARGET] Teacher: Freeze and listen. Teacher: Just put it down and listen. Teacher: Tell me if you started seeing patterns in your head to where it helped you that you didn't even have to write the fraction down.,1 7917,"Teacher: [Inaudible] we've got to move on without you. Teacher: How many halves in 3? Teacher: No, let me get you a new pencil 'cause we need to keep moving. [TARGET]Teacher: All right, boys and girls, please remember the procedure for going over - shh.[/TARGET] Teacher: [Crosstalk] Teacher: We're silent please in 5, 4, 3, 2, 1. Teacher: Thank you.",1 7918,"Teacher: [Inaudible] what, a roller coaster? Teacher: [Inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Everybody ready?[/TARGET] Teacher: [Crosstalk] Multiple Students: Clickety-clack, clickety-clack [inaudible], whoo. Teacher: Thank you.",0 7919,"Teacher: [Inaudible] wrong. Teacher: What makes it wrong? Teacher: Hold on. [TARGET]Teacher: Sh![/TARGET] Teacher: Hey, Student J, since you think you're wrong, let's start with you. Student: [Inaudible]. Teacher: [Inaudible], if you're too far away to pay attention, you really need to come up.",1 7920,Teacher: [Inaudible] your gloves. Teacher: Listen. Teacher: What are you doing? [TARGET]Teacher: For what?[/TARGET] Teacher: She didn't - it's not - go back over there. Student: [Inaudible] some boxes. Teacher: She's not here and you weren't [inaudible].,1 7921,"Teacher: [Inaudible], I am. Teacher: Are you - so what - so I've asked you to think about two questions, okay? Teacher: So Mr. [TARGET]Teacher: Teacher, if people are done, right before, right before that, they need to be recording their number to the nearest ten - so StudentK, please sit down; I don't see a hand up.[/TARGET] Teacher: So for example, 467, please find 467. Teacher: Did you write what's the nearest ten to 467? Student: The nearest ten to [inaudible].",1 7922,"Teacher: [Inaudible], powers of 10. Teacher: It would help us with a lot of things, yes. Teacher: On your mark, get set, flip. [TARGET]Teacher: Go.[/TARGET] Teacher: [Long pause] Teacher: You've got two minutes. Teacher: [Long pause]",0 7923,"Teacher: [Inaudible], why don't you come, sit around here. Teacher: All right, so you're zero, one, and two, is not for people to see. Teacher: [Students preparing to play game]. [TARGET]Teacher: [Inaudible] going to wait for everybody to be here, to start.[/TARGET] Student: [Inaudible]. Teacher: Are you serious, right now? Teacher: I guess I'm going to have to show this video to Teacher A.",1 7924,"Teacher: [Inaudible]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. [TARGET]Teacher: All right, I want you to have - shh.[/TARGET] Teacher: If you sit at this first table, [inaudible], if you sit at the first table. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].",1 7925,"Teacher: [Inaudible]. Multiple Students: [Inaudible]. Teacher: But I'm still waiting. [TARGET]Teacher: That means you're ready to listen.[/TARGET] Teacher: It's the 70th day of school and it's taken me five, ten seconds to get your attention. Teacher: I'm giving you about a - five minutes more. Teacher: Maybe I'll give you six or seven.",1 7926,Teacher: [Inaudible]. Multiple Students: [Inaudible]. Teacher: Go on to the next one. [TARGET]Teacher: Sh![/TARGET] Teacher: [Inaudible]. Multiple Students: [Inaudible]. Teacher: But I'm still waiting.,1 7927,"Teacher: [Inaudible]. Student: I got 1.626. Teacher: Very close. [TARGET]Teacher: Student T and Student E, this is my warning before I separate you.[/TARGET] Teacher: You all should be standing up measuring. Teacher: Everyone in the class is up measuring except you all. Teacher: Stand up.",1 7928,"Teacher: [Inaudible]. Student: I was gonna say two out of four are wearing [inaudible]. Teacher: I can't hear anyone. [TARGET]Teacher: Student M, put the chair down.[/TARGET] Teacher: Student T, put your pen down if you don't want to pay attention. Teacher: So two out of four are wearing gray, which equals what? Student: 50 percent.",1 7929,"Teacher: [Inaudible]. Student: We didn't work [inaudible]. Student: We didn't work [inaudible]. [TARGET]Teacher: Yes, you had.[/TARGET] Student: I forgot how to do it. Teacher: Yes, [inaudible] for me. Student: Oh, [inaudible].",0 7930,"Teacher: [Inaudible]. Student: You, you, you. Teacher: That camera is on now so I'm gonna ask all silliness to stop which means if you're chewing gum, candy or anything of that nature please put it in the trash. [TARGET]Teacher: And I need your math hard book, your math note book out of your desk please.[/TARGET] Teacher: No Student A and D are demerits. Student: I'll say whatever I wanted to. Teacher: Go sit down in your seat please.",1 7931,Teacher: [Inaudible]. Student: [Crosstalk]. Teacher: And you know what? [TARGET]Teacher: [Inaudible] doesn't mean she was cheating.[/TARGET] Teacher: It could've been [inaudible]. Multiple Students: [Crosstalk while working on activity]. Multiple Students: [From 0:35:25 to 35:55],1 7932,"Teacher: [Inaudible]. Student: [Inaudible]. Student: What? [TARGET]Teacher: I said you need to sit down and write down your problem next to her.[/TARGET] Teacher: You need to write your word problem down. Student: What do you put [inaudible]? Teacher: I'm sorry, but they're waiting on me next.",1 7933,Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Excuse me. [TARGET]Teacher: I have to ask the class not to be rude.[/TARGET] Teacher: All right. Teacher: Go on. Student: First I multiplied [inaudible].,1 7934,Teacher: [Inaudible]. Student: [Inaudible]. Teacher: So you're going to have two problems. [TARGET]Teacher: There's two problems on the board.[/TARGET] Teacher: Problem one. Teacher: Seventeen minus four in parenthesis. Teacher: [Inaudible] three.,0 7935,"Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Watch what I do. [TARGET]Teacher: Student R, you need to watch.[/TARGET] Teacher: [Inaudible]. Teacher: Five. Teacher: Six.",1 7936,"Teacher: [Inaudible]. Student: [Inaudible]. Teacher: You got both of them? [TARGET]Teacher: Looks like it.[/TARGET] Teacher: I want to see [inaudible] when you got both of them done. Teacher: Good job, Student K, you're on fire today. Teacher: Good job.",0 7937,"Teacher: [Inaudible]. Teacher: 1100 Teacher: What do you have left? [TARGET]Teacher: Student D, you need to be here.[/TARGET] Teacher: If you take away 1,000 from 1,100, what do you have left? Student: 100 Teacher: Write it here.",1 7938,Teacher: [Inaudible]. Teacher: And you have to write your constructive response. Student: [Inaudible]. [TARGET]Teacher: You have exactly 15 minutes for your graph.[/TARGET] Teacher: You have to write your constructive - who's doing the graph? Student: Me. Student: [Crosstalk].,0 7939,Teacher: [Inaudible]. Teacher: Are we looking? Student: Yes. [TARGET]Teacher: Are we looking?[/TARGET] Teacher: Okay. Teacher: So you draw a line. Student: That's what I did.,0 7940,"Teacher: [Inaudible]. Teacher: Can you see this? Teacher: If you keep playing as much as you want, we will have a test. [TARGET]Teacher: There will be no retakes.[/TARGET] Teacher: Whatever you've learned, you need to learn while you play. Teacher: No one else has control over you but you. Teacher: What are some of the combinations you've come up with?",0 7941,Teacher: [Inaudible]. Teacher: Everybody to your seat. Teacher: [Teacher yelling]. [TARGET]Teacher: Didn't I say [inaudible]?[/TARGET] Teacher: You don't know [inaudible] and you move it. Teacher: You're going to make it into one. Teacher: After you - over here.,1 7942,"Teacher: [Inaudible]. Teacher: Excuse me, table 4. Student: Can you be quiet? [TARGET]Teacher: The second warning for you.[/TARGET] Teacher: You don't tell anybody to be quiet in the classroom. Teacher: That is why I am here. Teacher: You just write your name and wait until I give you the go ahead.",1 7943,"Teacher: [Inaudible]. Teacher: Focus. Teacher: You go around. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Oh, [inaudible]. Teacher: [Inaudible]. Teacher: Everybody to your seat.",1 7944,"Teacher: [Inaudible]. Teacher: Go back further. Teacher: Okay. [TARGET]Teacher: Do not bring the chairs.[/TARGET] Teacher: Come stand. Teacher: I need your attention in 5, 4, look at me, 3, 2, 1. Teacher: In a soft, soft voice, and I mean softer than the voice I'm talking in, I'm going to give you one minute to talk to the people in your group about why you belong together.",1 7945,Teacher: [Inaudible]. Teacher: How many do you guys have? Student: [Inaudible]. [TARGET]Teacher: Don't touch that.[/TARGET] Teacher: Where's the paper that I had here? Student: What paper? Teacher: The paper I was using to check.,1 7946,Teacher: [Inaudible]. Teacher: I need you guys to listen. Teacher: Look at me. [TARGET]Teacher: I need you to be quiet when they're sharing.[/TARGET] Teacher: You need to stop talking and listen. Teacher: Okay. Teacher: I'm sorry.,1 7947,"Teacher: [Inaudible]. Teacher: I said [inaudible] you weren't' here, but you [inaudible]. Teacher: Why are you up, Student D? [TARGET]Teacher: We did that part.[/TARGET] Student: I told you. Teacher: Now let's decide. Teacher: Excuse me.",0 7948,Teacher: [Inaudible]. Teacher: I'll still wait. Teacher: I'm still waiting. [TARGET]Teacher: \You should use the restroom.[/TARGET] Teacher: Clear the board in front of you. Teacher: [End of Audio],0 7949,"Teacher: [Inaudible]. Teacher: Last chance. Teacher: I hate to be ugly, but that's the last chance. [TARGET]Teacher: I'm excited that you're learning math and you're excited about it.[/TARGET] Teacher: You need to get control. Teacher: That's it. Teacher: One more time.",1 7950,"Teacher: [Inaudible]. Teacher: Leave it, leave it, leave it. Teacher: Now, let me see people who are paying attention to me. [TARGET]Teacher: My students, my learners.[/TARGET] Teacher: Hold on. Teacher: [Crosstalk] Teacher: [Inaudible].",0 7951,"Teacher: [Inaudible]. Teacher: Let me see. Teacher: They're talking together. [TARGET]Teacher: Student C, Student L and Student N.[/TARGET] Teacher: [Crosstalk] Teacher: One sixth. Student: That would be one five -",1 7952,"Teacher: [Inaudible]. Teacher: Now I get you back. Student: Yeah, you get me back. [TARGET]Teacher: Yeah, I get you back, yes.[/TARGET] Teacher: All right. Teacher: See, now this one is equal, same thing as four twenty fourth, because four times six is 24. Teacher: Now, I get you.",0 7953,Teacher: [Inaudible]. Teacher: Okay. Teacher: Let's do it [inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: They're asking you. Teacher: Okay. Teacher: Excuse me.,1 7954,"Teacher: [Inaudible]. Teacher: One of these should be on your table already. Multiple Students: [Inaudible]. [TARGET]Teacher: I didn't tell anyone to touch any [Inaudible].[/TARGET] Multiple Students: [Inaudible]. Teacher: I just said open your Everyday Math journal to Page 197 and those of you who finished, do not - can you [Inaudible]. Multiple Students: [Inaudible].",1 7955,Teacher: [Inaudible]. Teacher: One. Teacher: Zero. [TARGET]Teacher: Now watch this.[/TARGET] Teacher: There's your graph. Teacher: [Inaudible] a line under here. Teacher: Watch.,0 7956,"Teacher: [Inaudible]. Teacher: Plug it - plug it back in and see if it works. Teacher: All right. [TARGET]Teacher: Stop.[/TARGET] Teacher: Think about the fraction five-sixths. Teacher: We're going to have five-sixths, and we're going to have, plus three-sixths. Teacher: [Silence].",1 7957,Teacher: [Inaudible]. Teacher: Sit down properly please. Teacher: Pick up your book. [TARGET]Teacher: Solve this math.[/TARGET] Student: 121 Teacher: 121 Teacher: Hmm.,1 7958,"Teacher: [Inaudible]. Teacher: Sit down, Student A. Teacher: Come right here. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit here with me. Teacher: Listen. Teacher: Sit down.",1 7959,"Teacher: [Inaudible]. Teacher: Sit up enough to write. Teacher: Just stay right there. [TARGET]Teacher: Stay against the wall.[/TARGET] Teacher: [Inaudible]. Teacher: Probably one of the rhombuses, the skinny rhombus. Teacher: How you doing, Student L?",1 7960,"Teacher: [Inaudible]. Teacher: So, now, how many - look. Teacher: She is not looking. [TARGET]Teacher: She is not looking.[/TARGET] Teacher: She's - thank you. Teacher: Yes. Teacher: So one eighth, one eighth, one eighth.",1 7961,"Teacher: [Inaudible]. Teacher: Student E. Student M, Student M, Student M. Student M, you're not listening for directions. Teacher: Listen. [TARGET]Teacher: Student L, good job.[/TARGET] Teacher: Student O, thank you. Teacher: Leave it, because we need this. Teacher: Student O, you're not sitting and listening for directions.",0 7962,Teacher: [Inaudible]. Teacher: That would be no problem. Teacher: Finish your work. [TARGET]Teacher: Look up here.[/TARGET] Teacher: It says how would you explain to someone how solution two works? Teacher: Look at solution two. Teacher: What did they do in solution two?,0 7963,"Teacher: [Inaudible]. Teacher: There's already five at that group and two at this group. Teacher: It was you because I took Student C. Student D, do you need to not participate? [TARGET]Teacher: Sit down.[/TARGET] Teacher: Herein lies the problem. Teacher: This is group one. Teacher: Are you supposed to be here?",1 7964,"Teacher: [Inaudible]. Teacher: This is your partner over here, right? Teacher: That's very smart. [TARGET]Teacher: Use your ruler.[/TARGET] Teacher: I see you made your plan. Student: We made it messy. Teacher: That's okay.",0 7965,"Teacher: [Inaudible]. Teacher: Time. Teacher: Focus. [TARGET]Teacher: Everybody up here.[/TARGET] Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer. Teacher: Can we have with this one, Student J come up. Student: Mr. J, [inaudible].",0 7966,Teacher: [Inaudible]. Teacher: We've covered technically all the skills you need to know for next week. Teacher: You're going to be spending part of the time - I will. [TARGET]Teacher: Have a seat right now.[/TARGET] Teacher: You're going to be reviewing today and part of tomorrow. Teacher: There is one skill though that I want to reintroduce. Teacher: We already covered it from the last unit.,1 7967,"Teacher: [Inaudible]. Teacher: When you underestimate, you will be in trouble, because you might not have enough. Teacher: Who thinks that Student I is right, underestimating? [TARGET]Teacher: Speak up, please.[/TARGET] Teacher: Okay. Teacher: Student D, we're coming back to you. Student: I think Student I is right for underestimating, because if she doesn't have enough, she will have some more as backup.",1 7968,"Teacher: [Inaudible]. Teacher: You have plenty of space. Teacher: You can do the back, that way you don't have to worry about - you can see the numbers. [TARGET]Teacher: Where's your pencil?[/TARGET] Teacher: On your desk, or in your desk? Teacher: I don't have an eraser. Teacher: So what is this called?",0 7969,"Teacher: [Inaudible]. Teacher: You know what the problem you all are having, right here [inaudible]. Teacher: It's sad. [TARGET]Teacher: And I don't know what you're doing with the board up to 12.[/TARGET] Teacher: What are you doing? Teacher: That's - why are you copying something that doesn't describe your graph? Student: [Inaudible].",0 7970,Teacher: [Inaudible]. Teacher: You're not fighting with it. Teacher: Can you leave him alone and do your work? [TARGET]Teacher: We're not going to lunch until our math is done.[/TARGET] Teacher: After we complete our math as we do as a class - I'm listening to you. Teacher: Write it here. Teacher: 1100,1 7971,"Teacher: [Inaudible]. Teacher: [Crosstalk - excessive noise] Teacher: Write the problem down. [TARGET]Teacher: Write the problem down.[/TARGET] Teacher: Student M, I'm talking. Teacher: [Crosstalk] Teacher: [Crosstalk]",0 7972,"Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: Student W, can you please keep your comments to yourself. [TARGET]Teacher: Copy the problem down.[/TARGET] Teacher: [Crosstalk] Teacher: Pay attention. Teacher: This pattern, let's say that the first number is four.",0 7973,"Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: We will let you do more problems, yes. [TARGET]Teacher: We'll let you do more problems.[/TARGET] Teacher: Somebody - Teacher: [Crosstalk] Student: One more, one more.",0 7974,"Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: [Inaudible]. [TARGET]Teacher: Leave it, leave it, leave it.[/TARGET] Teacher: Now, let me see people who are paying attention to me. Teacher: My students, my learners. Teacher: Hold on.",1 7975,Teacher: [Inaudible]. Teacher: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: So you're going to have two problems.[/TARGET] Teacher: There's two problems on the board. Teacher: Problem one. Teacher: Seventeen minus four in parenthesis.,0 7976,Teacher: [Inaudible]. Teacher: [Students working on graphs in groups]. Teacher: All right. [TARGET]Teacher: It's time to share.[/TARGET] Teacher: Hurry up. Teacher: Write your [inaudible]. Teacher: It's time to share.,0 7977,"Teacher: [Inaudible]? Student: [Inaudible]. Teacher: All right. [TARGET]Teacher: Now you can look.[/TARGET] Teacher: How you follow this data is this. Teacher: You go all the way over here. Teacher: You [inaudible] - Student R, you really need to pay attention.",0 7978,"Teacher: [Inaudible]? Teacher: Focus. Teacher: Student L. Student W. Number one. [TARGET]Teacher: I need all eyes up here.[/TARGET] Teacher: [Inaudible]. Teacher: Number one, in parenthesis. Teacher: Seventeen minus four, so [inaudible] times three.",1 7979,Teacher: [Incredibly high pitched squeal] Teacher: What did you do to hurt him? Student: I didn't hurt him. [TARGET]Teacher: What did you do to hurt him are you supposed to cheer him up?[/TARGET] Teacher: Ignore him do your work. Student: No I didn't wanna hurt him. Teacher: You're almost done.,1 7980,"Teacher: [Laughter] That would be wonderful, because I know you like princesses. Teacher: Think about it. Teacher: You want to stare? [TARGET]Teacher: I can stare back.[/TARGET] Teacher: Yes? Teacher: Make sure that you're not going to the next one. Teacher: I love these story problems so much.",1 7981,"Teacher: [Laughter] Teacher: No, I gave him, like six warnings, and then I finally moved him. Teacher: I gave him a chance to sit with other people, but there was one morning where I was talking, and he was still talking, and I was like, ""Move, just move,"" and then he moved. [TARGET]Teacher: And he does much better by himself.[/TARGET] Teacher: Uh-huh. Teacher: [Pause] Teacher: Amazing, you guys have all this done?",1 7982,"Teacher: [Long pause] Teacher: 30 seconds. Teacher: 20 seconds. [TARGET]Teacher: 10 seconds.[/TARGET] Teacher: Three, two, one, drop your pencil. Teacher: [Crosstalk] Teacher: All right.",0 7983,"Teacher: [Long pause] Teacher: You've got one minute. Teacher: [Long pause] [TARGET]Teacher: 30 seconds.[/TARGET] Teacher: 20 seconds. Teacher: 10 seconds. Teacher: Three, two, one, drop your pencil.",0 7984,Teacher: [Long pause] Teacher: You've got two minutes. Teacher: [Long pause] [TARGET]Teacher: You've got one minute.[/TARGET] Teacher: [Long pause] Teacher: 30 seconds. Teacher: 20 seconds.,0 7985,"Teacher: [Loud side conversation, someone entered the room to collect donations] Student: Really I can't see. Teacher: Student R what are you doing? [TARGET]Teacher: Go sit down.[/TARGET] Teacher: Go sit down. Teacher: Did everyone donate their money? Teacher: Okay what was the biggest ship called?",1 7986,"Teacher: [Pause]. Teacher: In your Friday folder, which is going home today, on Thursday, your conference time that we've scheduled for your parent is on there, okay? Teacher: All right, are we ready? [TARGET]Teacher: Raise your hand quietly if you need me to wait for five and six.[/TARGET] Teacher: Okay, I'm scrolling down. Teacher: Number seven and eight. Teacher: [Pause].",0 7987,"Teacher: [Pause]. Teacher: There we go. Teacher: Oh, my gosh. [TARGET]Teacher: Somebody help me, please.[/TARGET] Teacher: [Crosstalk] Teacher: Thank you. Teacher: Whew.",1 7988,"Teacher: [Pause]. Teacher: Yes, who is calling me? Student: [Inaudible]. [TARGET]Teacher: Student K, can you - honey, Student K, could you please get out of your seat?[/TARGET] Teacher: Since I'm having to do this manually - no, it's not going to let me move it up. Teacher: Go ahead and grab a clipboard and have a seat on the floor in the front. Teacher: Go ahead and put your privacy folders down so people can see.",1 7989,"Teacher: [Room noise] Student: I'm finished. Teacher: Student J, sit down. [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Are you done? Student: Yep. Teacher: Student A, are you done?",1 7990,"Teacher: [Room noise] Teacher: All eyes here please. Teacher: Student C, stop. [TARGET]Teacher: Turn around and look at the board please.[/TARGET] Student: I'm finishing my work. Teacher: He's doing something here. Teacher: Student T is warning.",1 7991,"Teacher: [Room noise] Teacher: Student N, sit down. Teacher: You have seven. [TARGET]Teacher: No, you've used the bathroom.[/TARGET] Teacher: You have 17 here. Teacher: You've got a one. Teacher: What did you get from this?",0 7992,"Teacher: [Side comment about crayons]. Teacher: One person is doing the graph. Teacher: Now you didn't - you all are keep showing me, ""I did it. [TARGET]Teacher: I did it."" I don't see anything.[/TARGET] Teacher: I don't need six graphs. Teacher: One graph and write down your constructive response underneath it as it's stated in the graph. Teacher: As it's stated in the graph.",0 7993,"Teacher: [Side comment about sitting]. Teacher: I need one person to pass out your rubric. Teacher: I have this whole thing copied out on a piece of paper for you to keep. [TARGET]Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever.[/TARGET] Teacher: I'll just do a quick - thank you. Teacher: So, take one and put your name on it, please. Teacher: So, again, you don't need to read this.",0 7994,"Teacher: [Side discussion] Teacher: Everybody should be getting out a blank sheet of paper. Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes. [TARGET]Teacher: You need to take out your colored pencils.[/TARGET] Teacher: You're gonna be modeling these. Teacher: You have to make a model, find the product and then write it in its simplest form. Teacher: Number one is two thirds time one half.",0 7995,"Teacher: [Side discussion] Teacher: Okay, we're gonna start going over the answers. Teacher: Number one. [TARGET]Teacher: Student F, do you want to come and do number one?[/TARGET] Teacher: [End of Audio]",0 7996,"Teacher: [Side discussion] Teacher: Yes, you have to simplify. Teacher: Okay, you should be on three, one third times three eighths. [TARGET]Teacher: I'm collecting this paper.[/TARGET] Teacher: Remember, I'm collecting it. Teacher: Show me three eighths. Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions.",0 7997,"Teacher: [Sigh]. Teacher: [Silence]. Teacher: You're still doing that with your chair, and I'm waiting for you to be quiet. [TARGET]Teacher: Sit in your chair right.[/TARGET] Teacher: Thank you. Student: [Inaudible]. Teacher: Student K, one more time.",1 7998,"Teacher: [Silence]. Student: [Cough]. Student: [Silence]. [TARGET]Teacher: That sound is annoying, and I can't concentrate.[/TARGET] Teacher: Put the chair down. Student: [Inaudible]. Teacher: What else do we know about one-fourth?",1 7999,Teacher: [Silence]. Student: [Inaudible]. Teacher: One-fourth goes in between ... halfway between the zero ... and the one-half. [TARGET]Teacher: If you don't stop it.[/TARGET] Teacher: [Silence]. Student: [Cough]. Student: [Silence].,1 8000,Teacher: [Silence]. Teacher: So plus two. Multiple Students: Yes! [TARGET]Teacher: Come over here.[/TARGET] Teacher: You have to move. Multiple Students: [Crosstalk]. Teacher: Okay.,0 8001,"Teacher: [Silence]. Teacher: Sometimes if I don't start the program right away, it sort of, freezes up. Teacher: That's all right. [TARGET]Teacher: You guys are waiting very patiently.[/TARGET] Teacher: [Laughter]. Teacher: I have to - ah, here we go. Teacher: Can everyone hear it?",1 8002,"Teacher: [Sneezes] Why are you just sitting there? Teacher: 14, 15, 16. Student: We need to papers to do this. [TARGET]Teacher: You need to sit down with your partner, I'm not giving any papers until I see you seated.[/TARGET] Teacher: 17, 18, Student R and Student J find a spot. Teacher: 19. Student: Shit",1 8003,Teacher: [Sound of kids working] What are you doing? Student: [Inaudible] Teacher: Uh-uh. [TARGET]Teacher: Please don't do that.[/TARGET] Teacher: Pick up all that. Teacher: How are we doing over here? Student: Good.,1 8004,"Teacher: [Student humming purposely into the mic] Student: No, no, 5, why are you copying her? Teacher: Put it down. [TARGET]Teacher: If you didn't do your work yesterday you can start now.[/TARGET] Multiple Students: [Inaudible] Multiple Students: [Student humming purposely into the mic] Teacher: Look at this one what do you have here correct yourself.",1 8005,"Teacher: [Students loudly in groups]. Teacher: [Inaudible]. Teacher: You know what the problem you all are having, right here [inaudible]. [TARGET]Teacher: It's sad.[/TARGET] Teacher: And I don't know what you're doing with the board up to 12. Teacher: What are you doing? Teacher: That's - why are you copying something that doesn't describe your graph?",0 8006,"Teacher: [Students loudly working on problem]. Teacher: All right. Teacher: Shh. [TARGET]Teacher: All right, be quiet.[/TARGET] Teacher: Focus. Teacher: [Inaudible]. Teacher: Listen up.",1 8007,"Teacher: [Students quieting]. Teacher: Eyes should be on the SmartBoard. Teacher: Hands should be in your lap. [TARGET]Teacher: So she started off with - have a seat.[/TARGET] Teacher: I'd appreciate it, Student T, when I give you opportunity to learn that you take it. Teacher: Okay, did you see how many hands went up? Teacher: Student M, is the only one that didn't put his hand up, besides you.",1 8008,"Teacher: [Students reading]. Teacher: Okay, it looks like everyone has had a chance to do their re-reading. Teacher: Who can read part two? [TARGET]Teacher: You've already done number one.[/TARGET] Teacher: Read, and re-read. Teacher: Who can read part two? Teacher: What's our next step?",0 8009,Teacher: [Students returning to seats]. Teacher: Excuse me. Teacher: Excuse me. [TARGET]Teacher: The next group.[/TARGET] Teacher: Let's go. Teacher: The next group. Teacher: Excuse me.,0 8010,Teacher: [Students saying colors] Teacher: Student J got orange and green so far. Teacher: When you're done with both bags you're gonna sit quietly with your thumb up so I know you're ready to start. [TARGET]Teacher: Shh.[/TARGET] Student: I got mostly yellow. Student: I have no browns. Student: I only have one brown.,1 8011,"Teacher: [Students setting up game]. Multiple Students: [Inaudible]. Teacher: Just when you're returning it, I want it returned back to my table, not the other [inaudible]. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Okay, [inaudible] be set up like this. Teacher: I asked ... I asked you to get three boards for your table. Teacher: That's what I asked you to do.",1 8012,"Teacher: [Students silently working] Teacher: Everybody stop at this time. Teacher: All pencils down. [TARGET]Teacher: I hope you have written your names.[/TARGET] Teacher: [Crosstalk] Teacher: Now let's look at it, the whole class. Teacher: Student V, you still need some time.",0 8013,"Teacher: [Students talking with each other]. Teacher: No, but that's for you to figure out how to do it right. Teacher: What Student G is doing is wrong. [TARGET]Teacher: Look.[/TARGET] Teacher: You have it over here. Teacher: Give me your books. Teacher: Student L's is right.",0 8014,Teacher: [Students talking with each other]. Teacher: Okay. Teacher: All right. [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: Three. Teacher: Clap [inaudible].,0 8015,Teacher: [Students talking with each other]. Teacher: [Inaudible]. Teacher: Okay. [TARGET]Teacher: Let's do it [inaudible].[/TARGET] Teacher: Shh. Teacher: They're asking you. Teacher: Okay.,0 8016,"Teacher: [Students working loudly in groups]. Teacher: [Inaudible]. Teacher: I said [inaudible] you weren't' here, but you [inaudible]. [TARGET]Teacher: Why are you up, Student D?[/TARGET] Teacher: We did that part. Student: I told you. Teacher: Now let's decide.",0 8017,Teacher: [Students working on graphs in groups]. Teacher: All right. Teacher: It's time to share. [TARGET]Teacher: Hurry up.[/TARGET] Teacher: Write your [inaudible]. Teacher: It's time to share. Teacher: Put down your crayons.,0 8018,"Teacher: [Students working on problem in groups]. Student: I got - Teacher: [Inaudible] in a minute, I want everybody to multiply it out. [TARGET]Teacher: Shh.[/TARGET] Teacher: [Students working on problem in groups]. Student: I got it. Teacher: Multiply it.",1 8019,"Teacher: [Students working on problem]. Student: I say two-sixths. Teacher: I'm going to have to ask you leave if you can't stop talking. [TARGET]Teacher: Go sit over there in Student A's desk.[/TARGET] Teacher: Okay, let's make sure I ... all right. Student: That's [inaudible]. Teacher: So the top lines, greatest to least.",1 8020,"Teacher: [Students working on problem]. Teacher: I see Student A's thinking like me. Student: Hey, you can't cheat. [TARGET]Teacher: Why can't - well, he's not cheating.[/TARGET] Teacher: [Students working on problem]. Student: Oh, so you use the ... [inaudible] greatest to least. Teacher: That's not right.",1 8021,Teacher: [Students working on problem]. Teacher: [Crosstalk]. Teacher: [Inaudible]. [TARGET]Teacher: Eyes up here.[/TARGET] Teacher: [Students loudly working on problem]. Teacher: All right. Teacher: Shh.,0 8022,"Teacher: [Students working on problem]. Teacher: [Crosstalk]. Teacher: [Inaudible]. [TARGET]Teacher: I'll be right there, [inaudible].[/TARGET] Multiple Students: [Students working on problem]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].",0 8023,"Teacher: [Students working quietly] Teacher: Weight. Teacher: Metric weight. [TARGET]Teacher: Sh.[/TARGET] Teacher: You should be copying all these down. Teacher: So 16 ounces equals 1 pound, which is like a pair of shoes or a loaf of bread. Teacher: Those are things that weigh a pound.",1 8024,"Teacher: [Students working. Teacher: Inaudible] Teacher: Okay, I am expecting we are all working. [TARGET]Teacher: Student K, you need to sit up and I need to see your work out.[/TARGET] Teacher: [Inaudible] Teacher: But how many DVDs do you have? Teacher: Okay, Student D, show us what you have done right there.",1 8025,"Teacher: [Tapping noise]. Teacher: Up here. Teacher: Think about these. [TARGET]Teacher: I asked you not to write a thing, and I have four people not following directions.[/TARGET] Teacher: Does anybody want to tell me something about either one? Teacher: You don't have to start with one-fourth, just because it's first. Teacher: What do you want to tell me, Student J?",1 8026,"Teacher: [Teacher with calmer voice]. Teacher: After you get the information, then you got to get it into your graph. Student: It was. [TARGET]Teacher: After you gather the information, Student K, Student S - because if I ask you what to do, you're not even listening.[/TARGET] Teacher: After you get ... after you gather the information, you have to turn it into a graph. Teacher: You walk around. Teacher: You ask people, quietly, how many people like - you all have favorite foods.",1 8027,"Teacher: [Teacher writing on board]. Teacher: Can I have three volunteers? Student: Me, me, me, me, me, me. [TARGET]Teacher: And I want you to come up and fill in - shh.[/TARGET] Teacher: [Teacher writing on board]. Teacher: Now we're not solving these problems. Teacher: We're just re-writing them.",1 8028,"Teacher: [Teacher writing on board]. Teacher: Even though they didn't start out with a sample space, we are because if you have that sample space first sometimes it's easier to go to your diagram. Teacher: If you just try to diagram it and you don't have your information organized it can lead you to some not so correct answers, okay? [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student J, what are the two ways that the quarter may land? Student: Heads or tails. Teacher: Heads or tails.",1 8029,"Teacher: [Teacher writing on board]. Teacher: Okay, you better have this down. Teacher: Come on. [TARGET]Teacher: Shh.[/TARGET] Teacher: And we are going to draw a pretty big rectangle, because you're not allowed to draw little rectangles. Teacher: Anything you do in a box better be a big box. Teacher: I don't care how many sheets of paper that it takes you on your multiplication part of, or any type of part of your S-O-L test.",1 8030,"Teacher: [Teacher writing on board]. Teacher: [Students working on problem]. Student: I say two-sixths. [TARGET]Teacher: I'm going to have to ask you leave if you can't stop talking.[/TARGET] Teacher: Go sit over there in Student A's desk. Teacher: Okay, let's make sure I ... all right. Student: That's [inaudible].",1 8031,"Teacher: [Unrelated conversation] Teacher: Come over here. Teacher: Student P is going to work with me for right now. [TARGET]Teacher: You have a job to do, Student M. Student J, don't bump into that.[/TARGET] Student: Where's Student P? Student: I'm not working with Student R. Teacher: We're all working together.",1 8032,"Teacher: [Unrelated conversation] Teacher: Student M, can you explain to me the difference or the connection, rather, between the multiples of 3 and the multiples of 30. Student: [Inaudible]. [TARGET]Teacher: Student P, we don't laugh.[/TARGET] Teacher: Flip your card. Teacher: We don't laugh at other people. Teacher: It's absolutely okay to make mistakes or say they don't know.",1 8033,"Teacher: [Video plays] Teacher: I want you to figure out the area of that tennis court, please. Teacher: And what I would also like you to do, see if you can come up with two different strategies, please. [TARGET]Teacher: [Whispering] Do you want to stay in here and do your math?[/TARGET] Student: Are they taping that? Teacher: Yeah, they're taping everything right now, and this is a microphone. Teacher: Do you want to stay in here for the lesson and then do your math test?",0 8034,"Teacher: [Video plays] Teacher: Move, Student K. Does everybody understand that? Teacher: Eyes up on there. [TARGET]Teacher: Student L, turn your body around, please.[/TARGET] Teacher: Eyes up on there. Teacher: So it says use areas of squares when finding how many tiles you need to tile a floor, which a number of you said tiling a floor, tiling walls, or patchwork quilts. Teacher: Does anybody know what a patchwork quilt is?",1 8035,"Teacher: [Video plays] Teacher: So now we have one third times three fourths. Teacher: That's what you should be writing, one third times three fourths. [TARGET]Teacher: Okay, Student R, go click the answer.[/TARGET] Teacher: Is that correct, one fourth? Teacher: Yes. Teacher: What was the original answer before we simplified, Student E?",0 8036,"Teacher: [Whistling sound]. Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet. Teacher: Follow directions. [TARGET]Teacher: If you sit right here, right here - [inaudible].[/TARGET] Teacher: Student M, follow directions. Teacher: Student M, [inaudible] have a seat. Teacher: Student M, sit right here.",0 8037,"Teacher: [inaudible] Don't come up to me - I'm working with somebody. Teacher: I'll come to you. Teacher: Or, Student C seems to understand what's going on - Student G seems to understand. [TARGET]Teacher: You can come to them.[/TARGET] Teacher: Yes? Teacher: [inaudible] the answer, so what don't you understand? Student: She [inaudible]",0 8038,"Teacher: [inaudible] So, it's 5 over 24. Teacher: Now - this is where it gets tougher. Teacher: If you remember from yesterday, that's why I gave you calculators. [TARGET]Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you.[/TARGET] Teacher: Thank you. Teacher: Sit down, please. Student: I can't see.",1 8039,"Teacher: [inaudible] Yeah. Student: Eleven. Teacher: All right. [TARGET]Teacher: I'm gonna give you your exit card.[/TARGET] Teacher: That means you have to answer this question in order to go to special. Student: Sorry, Mama. Student: It's got to be right, too?",0 8040,"Teacher: [inaudible] You should be working on H. No one's sitting in that red chair, by the way. Teacher: You guys are doing problem H. You're doing problem H. Student: I'm not doing it - [TARGET]Teacher: And then you do the one, when you are done, on the board.[/TARGET] Teacher: Give me the rest of it. Teacher: You gave me the fraction. Teacher: I need the percents.",0 8041,"Teacher: [inaudible] the girls, so 7 and 5 is what? Teacher: 7 plus 5 is what? Student: 12 [TARGET]Teacher: Is that it, or do I - what am I looking - sit down.[/TARGET] Teacher: Sit down. Teacher: 12 what, Student D? Student: 12 over 37.",1 8042,"Teacher: now you go all the way up to 800 cause your line go there. Student: You forgot to do that right there. Student: Forgot to do what? [TARGET]Teacher: Why you have to be so loud when you say stuff?[/TARGET] Student: 650, 750, 850 yeah. Student: Forgot to put the numbers in the middle. Teacher: You know six of them I see one blank one.",1 8043,"Teacher: that's going to be silence for you, today. Teacher: Student A, you're working on silence. Teacher: Right now you're working on quiet, but you're still going. [TARGET]Teacher: I'm talking to Student D, now.[/TARGET] Teacher: Now if I say anything again, it's silence. Teacher: And Student G, I'm giving you the opportunity to work with a group. Teacher: Don't lose your opportunity.",1 8044,"Teacher: 'Cause it ask you how much closer does she live. Teacher: Okay. Teacher: Thank you, girls. [TARGET]Teacher: You can have a seat.[/TARGET] Teacher: Let's look at that closer. Teacher: How much closer does Joan live to Sue than to Carrie? Teacher: Well, 87/100 times two, let's see if that works.",1 8045,Teacher: 'Cause on a test would I take off for that? Multiple Students: Yes. Teacher: Erase that. [TARGET]Teacher: That's not what we're supposed to be doing.[/TARGET] Teacher: Yes. Student: Wait. Student: We're doing another problem again?,1 8046,"Teacher: 'Cause if I take 8 vans, how many kids are left over? Multiple Students: One. Teacher: One kid is gonna stand and wave to everybody. [TARGET]Teacher: Goodbye, goodbye.[/TARGET] Teacher: You can't come. Teacher: So do I need 8 vans and then we're gonna take a van and cut it in half. Multiple Students: No.",0 8047,"Teacher: ""Five-sixths and ten-twelfths,"" five-sixths and ten-twelfths. Teacher: They're what? Multiple Students: Equivalent. [TARGET]Teacher: ""It's time for another break.[/TARGET] Teacher: Chocolate comes from cocoa pods. Teacher: The Cocoa Tree grows in very warm and moist climates. Teacher: Here are eight pods."" ",0 8048,"Teacher: ""Give it to me now. Teacher: Now, Now."" Teacher: Momma Bear raised an eyebrow at such behavior. [TARGET]Teacher: ""You know, my little fellow, I think you deserve everything that's coming to you.[/TARGET] Teacher: The troll snorted, ""So let me have it."" Billy Bob looked at Billy Beau, who gave a nudge to just plain Billy, who pulled the plug, ""Everybody out of the pool."" Whoosh. Teacher: What do you think is going to happen? Student: The pool's going to hit him?",0 8049,"Teacher: ""Here's a fraction where the top number is larger than the bottom number."" Uh-oh. Teacher: Top number larger than the bottom number. Student: [Inaudible]. [TARGET]Teacher: Look out, Student A.[/TARGET] Teacher: Teacher H is going to come sit on top of you. Teacher: It's going to be improper. Teacher: Okay, it's an improper fraction when the big guys is on top of the little guy.",0 8050,"Teacher: ""I want my money you four-legged buttinskis,"" he shouted, tramping up to the carpool. Teacher: ""Give it to me now. Teacher: Now, Now."" [TARGET]Teacher: Momma Bear raised an eyebrow at such behavior.[/TARGET] Teacher: ""You know, my little fellow, I think you deserve everything that's coming to you. Teacher: The troll snorted, ""So let me have it."" Billy Bob looked at Billy Beau, who gave a nudge to just plain Billy, who pulled the plug, ""Everybody out of the pool."" Whoosh. Teacher: What do you think is going to happen?",0 8051,"Teacher: ""My Favorite Desserts."" That should be up top, straight across. Teacher: Then you decide on what type of data or graph you're going to do. Student: [Inaudible] everybody have a different [inaudible]. [TARGET]Teacher: You [inaudible] write it in.[/TARGET] Teacher: You don't know. Teacher: [Students loudly in groups]. Teacher: [Inaudible].",0 8052,"Teacher: ""My favorite food."" [Students talking with each other]. Teacher: Okay. Teacher: [Inaudible], ""My favorite foods."" This side you have chicken. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Look. Teacher: Shrimp. Teacher: [Inaudible].",0 8053,"Teacher: ""We'll, just wait and wait for someone to jump in and join us,"" said Billy Beau with a bob. Teacher: The troll grumbled, ""Crazy kids."" Teacher: He shook his head at the silliness and stomped back to his caldron. [TARGET]Teacher: And then, clickety-clack, clickety-clack, clickety-clack, ""Who's crossing my bridge?"" shouted the troll.[/TARGET] Teacher: ""It's just us, the three bears from the other side of the river,"" answered the big poppa bear. Teacher: ""We're talking a walk through the woods before dinner."" Student: The Three Little Bears,",0 8054,"Teacher: ""Who's crossing my bridge?"" shouted the troll. Teacher: ""It's only me, Little Red Riding Hood. Teacher: I'm on my way to grandma's house."" [TARGET]Teacher: ""We'll you can kiss seeing your granny goodbye, unless you have bill in that basket [missy]."" said the little man with stamp, a stomp and a snort.[/TARGET] Teacher: ""Can't you see that sign?"" ""Oh, my goodness, what a big toll you have."" sighed Little Red Riding Hood. Teacher: But all Little Red Riding Hood could find in her basket was one crummy little quarter, a gooey nickel and three sticky pennies. Teacher: How much do they have?",0 8055,[TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: Sit where you were sitting yesterday. Teacher: Is everyone there?,1 8056,[TARGET]Teacher: Okay we're not playing without; if you have a bear please put it down.[/TARGET] Teacher: Thank you. Teacher: Student R I think that's gonna be distracting why don't you put that down for now. Teacher: He can be a student at the back table.,1