stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: [Inaudible]. Student: Okay, 51 times 10 equals 951. Teacher: Write it out first.  [TARGET]Teacher: That will help you to find out.[/TARGET] Student: What? Teacher: Just write what it is first to help you to know what it is. Teacher: Okay, I'm coming.
Teacher: Write it out first. Teacher: That will help you to find out. Student: What?  [TARGET]Teacher: Just write what it is first to help you to know what it is.[/TARGET] Teacher: Okay, I'm coming. Teacher: Why did you put one five one? Teacher: What does that mean.
Teacher: That will help you to find out. Student: What? Teacher: Just write what it is first to help you to know what it is.  [TARGET]Teacher: Okay, I'm coming.[/TARGET] Teacher: Why did you put one five one? Teacher: What does that mean. Teacher: When you multiplied 26 by, what did you get?
Student: What? Teacher: Just write what it is first to help you to know what it is. Teacher: Okay, I'm coming.  [TARGET]Teacher: Why did you put one five one?[/TARGET] Teacher: What does that mean. Teacher: When you multiplied 26 by, what did you get? Teacher: So how can 51 times 10 give you 151?
Teacher: Just write what it is first to help you to know what it is. Teacher: Okay, I'm coming. Teacher: Why did you put one five one?  [TARGET]Teacher: What does that mean.[/TARGET] Teacher: When you multiplied 26 by, what did you get? Teacher: So how can 51 times 10 give you 151? Student: Five hundred and fifty.
Teacher: Okay, I'm coming. Teacher: Why did you put one five one? Teacher: What does that mean.  [TARGET]Teacher: When you multiplied 26 by, what did you get?[/TARGET] Teacher: So how can 51 times 10 give you 151? Student: Five hundred and fifty. Student: No?
Teacher: Why did you put one five one? Teacher: What does that mean. Teacher: When you multiplied 26 by, what did you get?  [TARGET]Teacher: So how can 51 times 10 give you 151?[/TARGET] Student: Five hundred and fifty. Student: No? Teacher: What is five plus five?
Teacher: So how can 51 times 10 give you 151? Student: Five hundred and fifty. Student: No?  [TARGET]Teacher: What is five plus five?[/TARGET] Student: Ten. Teacher: So 500 and? Teacher: Ten.
Student: No? Teacher: What is five plus five? Student: Ten.  [TARGET]Teacher: So 500 and?[/TARGET] Teacher: Ten. Teacher: Five hundred and ten. Student: can I have this?
Teacher: What is five plus five? Student: Ten. Teacher: So 500 and?  [TARGET]Teacher: Ten.[/TARGET] Teacher: Five hundred and ten. Student: can I have this? Student: Can I have it?
Student: Ten. Teacher: So 500 and? Teacher: Ten.  [TARGET]Teacher: Five hundred and ten.[/TARGET] 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.
Teacher: If Teacher A doesn't want it, maybe she will give it to you. Teacher: Okay, I need everybody now to stop writing. Student: No.  [TARGET]Teacher: What you've got.[/TARGET] Teacher: No, you continue. Teacher: Yeah. Teacher: Let's look at what we have done so far.
Student: No. Teacher: What you've got. Teacher: No, you continue.  [TARGET]Teacher: Yeah.[/TARGET] 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.
Teacher: Yeah. Teacher: Let's look at what we have done so far. Teacher: Go back to your seats.  [TARGET]Teacher: If you have not finished, this will help you to finish up your work.[/TARGET] Teacher: Sh. Teacher: Let's stop. Teacher: I'm waiting for you Teacher S.
Teacher: Sh. Teacher: Let's stop. Teacher: I'm waiting for you Teacher S.  [TARGET]Teacher: Sorry.[/TARGET] Teacher: We were doing multiplication. Teacher: I know. Teacher: Just like what I have over there.
Teacher: Let's stop. Teacher: I'm waiting for you Teacher S. Teacher: Sorry.  [TARGET]Teacher: We were doing multiplication.[/TARGET] Teacher: I know. Teacher: Just like what I have over there. Teacher: [Crosstalk and laughter]
Teacher: I'm waiting for you Teacher S. Teacher: Sorry. Teacher: We were doing multiplication.  [TARGET]Teacher: I know.[/TARGET] Teacher: Just like what I have over there. Teacher: [Crosstalk and laughter] Teacher: Yes.
Teacher: Sorry. Teacher: We were doing multiplication. Teacher: I know.  [TARGET]Teacher: Just like what I have over there.[/TARGET] Teacher: [Crosstalk and laughter] Teacher: Yes. Teacher: [Room noise]
Teacher: I know. Teacher: Just like what I have over there. Teacher: [Crosstalk and laughter]  [TARGET]Teacher: Yes.[/TARGET] Teacher: [Room noise] Teacher: In the first one we have 27 times 5. Teacher: Can somebody tell me how to solve this problem?
Teacher: [Crosstalk and laughter] Teacher: Yes. Teacher: [Room noise]  [TARGET]Teacher: In the first one we have 27 times 5.[/TARGET] Teacher: Can somebody tell me how to solve this problem? Teacher: Yes? Teacher: Student T?
Teacher: Yes. Teacher: [Room noise] Teacher: In the first one we have 27 times 5.  [TARGET]Teacher: Can somebody tell me how to solve this problem?[/TARGET] Teacher: Yes? Teacher: Student T? Teacher: I have the cover.
Teacher: [Room noise] Teacher: In the first one we have 27 times 5. Teacher: Can somebody tell me how to solve this problem?  [TARGET]Teacher: Yes?[/TARGET] Teacher: Student T? Teacher: I have the cover. Teacher: I have the cover.
Teacher: In the first one we have 27 times 5. Teacher: Can somebody tell me how to solve this problem? Teacher: Yes?  [TARGET]Teacher: Student T?[/TARGET] Teacher: I have the cover. Teacher: I have the cover. Teacher: Continue.
Teacher: I have the cover. Teacher: Continue. Student: By 20, 40.  [TARGET]Teacher: It's five.[/TARGET] Teacher: Can everybody sit down. Teacher: This is too much. Teacher: Don't do this.
Teacher: We're watching Student T, right? Teacher: Mm-hmm. Teacher: All eyes here.  [TARGET]Teacher: You don't have homework today.[/TARGET] Teacher: We're going to do it here. Teacher: Is Student T right? Student: Yes.
Teacher: All eyes here. Teacher: You don't have homework today. Teacher: We're going to do it here.  [TARGET]Teacher: Is Student T right?[/TARGET] Student: Yes. Student: No, not right. Teacher: Excellent.
Teacher: Is Student T right? Student: Yes. Student: No, not right.  [TARGET]Teacher: Excellent.[/TARGET] Teacher: I love this. Teacher: Did anybody solve it a different way? Teacher: Turn around, Student J.
Student: Yes. Student: No, not right. Teacher: Excellent.  [TARGET]Teacher: I love this.[/TARGET] Teacher: Did anybody solve it a different way? Teacher: Turn around, Student J. Student: Me.
Student: No, not right. Teacher: Excellent. Teacher: I love this.  [TARGET]Teacher: Did anybody solve it a different way?[/TARGET] Teacher: Turn around, Student J. Student: Me. Student: Me.
Student: Me. Student: Me. Student: Me.  [TARGET]Teacher: Show me how you solved your problem.[/TARGET] Teacher: Sit down, Student T.  Student T, stop. Teacher: Sit down. Teacher: Sit down.
Student: Teacher, I have five checks. Student: No, you don't. Student: Isn't it plus four?  [TARGET]Teacher: You're saying - what are you breaking?[/TARGET] Student: I'm breaking it up lower. Teacher: Twenty-five times three? Teacher: Seventy-five?
Student: Isn't it plus four? Teacher: You're saying - what are you breaking? Student: I'm breaking it up lower.  [TARGET]Teacher: Twenty-five times three?[/TARGET] Teacher: Seventy-five? Teacher: One. Teacher: Two.
Teacher: You're saying - what are you breaking? Student: I'm breaking it up lower. Teacher: Twenty-five times three?  [TARGET]Teacher: Seventy-five?[/TARGET] Teacher: One. Teacher: Two. Student: Can I do my way next?
Student: I'm breaking it up lower. Teacher: Twenty-five times three? Teacher: Seventy-five?  [TARGET]Teacher: One.[/TARGET] Teacher: Two. Student: Can I do my way next? Teacher: Sit down.
Teacher: Twenty-five times three? Teacher: Seventy-five? Teacher: One.  [TARGET]Teacher: Two.[/TARGET] Student: Can I do my way next? Teacher: Sit down. Teacher: Yes.
Teacher: Two. Student: Can I do my way next? Teacher: Sit down.  [TARGET]Teacher: Yes.[/TARGET] Teacher: Sit down, please. Student: Who me? Teacher: No, not you.
Teacher: He's doing something here. Teacher: Student T is warning. Teacher: [Crosstalk]  [TARGET]Teacher: We're not sure how you got six plus four.[/TARGET] Teacher: Where did you get it from? Student: See this 27 times 5, right? Student: I put -
Teacher: Student T is warning. Teacher: [Crosstalk] Teacher: We're not sure how you got six plus four.  [TARGET]Teacher: Where did you get it from?[/TARGET] Student: See this 27 times 5, right? Student: I put - Teacher: All eyes look here and see what he did.
Teacher: I do want to learn from him, please. Teacher: I do want to learn from him. Student: Go on then.  [TARGET]Teacher: He said 25 times 3 -[/TARGET] Student: Equals 75. Teacher: - is 75 plus 6. Student: Is 81.
Student: Go on then. Teacher: He said 25 times 3 - Student: Equals 75.  [TARGET]Teacher: - is 75 plus 6.[/TARGET] Student: Is 81. Teacher: We do not know where he got six from. Teacher: Where is this six coming from?
Student: Equals 75. Teacher: - is 75 plus 6. Student: Is 81.  [TARGET]Teacher: We do not know where he got six from.[/TARGET] Teacher: Where is this six coming from? Student: I just told you. Teacher: Uh-huh.
Teacher: - is 75 plus 6. Student: Is 81. Teacher: We do not know where he got six from.  [TARGET]Teacher: Where is this six coming from?[/TARGET] Student: I just told you. Teacher: Uh-huh. Student: See, it's supposed to be 27 times 5, but I broke it down and I minus 2.
Teacher: We do not know where he got six from. Teacher: Where is this six coming from? Student: I just told you.  [TARGET]Teacher: Uh-huh.[/TARGET] Student: See, it's supposed to be 27 times 5, but I broke it down and I minus 2. Student: So it could be easier. Student: And 25 times 3 equals 75 and 3 - it was supposed to be plus 2 to get to 27.
Student: Basically two times two equals four. Teacher: Allow him. Student: Two times two equals four so if you plus it it equals -  [TARGET]Teacher: This is a very excellent strategy that I'm learning for the first time now.[/TARGET] Teacher: Sit down. Student: Can I show my way? Teacher: Student C, go back to your seat.
Teacher: Let's all look here again. Teacher: Look at what Student C did. Teacher: Look at.  [TARGET]Teacher: He said that he knows that this is 25 times 3.[/TARGET] Teacher: That he counted two down. Teacher: And he knows that, sorry, 25 times 3 is 75. Teacher: He knows that very well.
Teacher: Look at what Student C did. Teacher: Look at. Teacher: He said that he knows that this is 25 times 3.  [TARGET]Teacher: That he counted two down.[/TARGET] Teacher: And he knows that, sorry, 25 times 3 is 75. Teacher: He knows that very well. Teacher: That's his landmark.
Teacher: Look at. Teacher: He said that he knows that this is 25 times 3. Teacher: That he counted two down.  [TARGET]Teacher: And he knows that, sorry, 25 times 3 is 75.[/TARGET] Teacher: He knows that very well. Teacher: That's his landmark. 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: 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.  [TARGET]Teacher: He knows that very well.[/TARGET] Teacher: That's his landmark. 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: That he counted two down. Teacher: And he knows that, sorry, 25 times 3 is 75. Teacher: He knows that very well.  [TARGET]Teacher: That's his landmark.[/TARGET] 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.
Teacher: And he knows that, sorry, 25 times 3 is 75. Teacher: He knows that very well. Teacher: That's his landmark.  [TARGET]Teacher: And he now knew that what he did was count down, which he said he counted down, that he still have two left.[/TARGET] Teacher: Then he multiplied the same number two that he left by three to get six. Teacher: And he added it and got 81. Teacher: All eyes here, please.
Teacher: He knows that very well. Teacher: That's his landmark. Teacher: And he now knew that what he did was count down, which he said he counted down, that he still have two left.  [TARGET]Teacher: Then he multiplied the same number two that he left by three to get six.[/TARGET] Teacher: And he added it and got 81. Teacher: All eyes here, please. Teacher: This one he also said 25 times 2, the same thing.
Teacher: That's his landmark. 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.  [TARGET]Teacher: And he added it and got 81.[/TARGET] Teacher: All eyes here, please. 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 multiplied the same number two that he left by three to get six. Teacher: And he added it and got 81. Teacher: All eyes here, please.  [TARGET]Teacher: This one he also said 25 times 2, the same thing.[/TARGET] 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. Teacher: This is a good strategy.
Teacher: And he added it and got 81. Teacher: All eyes here, please. Teacher: This one he also said 25 times 2, the same thing.  [TARGET]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.[/TARGET] Teacher: Then he added and got 105. Teacher: This is a good strategy. Teacher: I've never thought of this before.
Teacher: All eyes here, please. 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.  [TARGET]Teacher: Then he added and got 105.[/TARGET] Teacher: This is a good strategy. Teacher: I've never thought of this before. Teacher: [Inaudible].
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.  [TARGET]Teacher: This is a good strategy.[/TARGET] Teacher: I've never thought of this before. Teacher: [Inaudible]. Teacher: Sit.
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. Teacher: This is a good strategy.  [TARGET]Teacher: I've never thought of this before.[/TARGET] Teacher: [Inaudible]. Teacher: Sit. Teacher: Sit.
Teacher: [Inaudible]. Teacher: Sit. Teacher: Sit.  [TARGET]Teacher: Is that the same way you said 27 times 3.[/TARGET] Teacher: Sit down. Teacher: Plus 27 times 2. Teacher: That's exactly what he did here.
Teacher: Sit. Teacher: Is that the same way you said 27 times 3. Teacher: Sit down.  [TARGET]Teacher: Plus 27 times 2.[/TARGET] Teacher: That's exactly what he did here. Teacher: Sit down, please. Teacher: Student A, come here.
Teacher: Is that the same way you said 27 times 3. Teacher: Sit down. Teacher: Plus 27 times 2.  [TARGET]Teacher: That's exactly what he did here.[/TARGET] Teacher: Sit down, please. Teacher: Student A, come here. Teacher: You solve this one.
Teacher: That's exactly what he did here. Teacher: Sit down, please. Teacher: Student A, come here.  [TARGET]Teacher: You solve this one.[/TARGET] Teacher: This is good. Student: Different strategy. Teacher: This is 31 plus 54.
Teacher: Sit down, please. Teacher: Student A, come here. Teacher: You solve this one.  [TARGET]Teacher: This is good.[/TARGET] Student: Different strategy. Teacher: This is 31 plus 54. Teacher: Thank you.
Teacher: You solve this one. Teacher: This is good. Student: Different strategy.  [TARGET]Teacher: This is 31 plus 54.[/TARGET] 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?
Teacher: This is good. Student: Different strategy. Teacher: This is 31 plus 54.  [TARGET]Teacher: Thank you.[/TARGET] 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? Teacher: Student J, come and solve it in your own way.
Student: Different strategy. Teacher: This is 31 plus 54. Teacher: Thank you.  [TARGET]Teacher: Let's look at another question here that was a big problem to so many people and that was 29 times 6.[/TARGET] Teacher: Can somebody solve it for me? Teacher: Student J, come and solve it in your own way. Student: What?
Teacher: This is 31 plus 54. 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.  [TARGET]Teacher: Can somebody solve it for me?[/TARGET] Teacher: Student J, come and solve it in your own way. Student: What? Teacher: Twenty-nine times six.
Teacher: Can somebody solve it for me? Teacher: Student J, come and solve it in your own way. Student: What?  [TARGET]Teacher: Twenty-nine times six.[/TARGET] Student: Twenty-nine times six. Teacher: You can come with your paper. Teacher: No problem.
Teacher: Twenty-nine times six. Student: Twenty-nine times six. Teacher: You can come with your paper.  [TARGET]Teacher: No problem.[/TARGET] Student: [Inaudible]. Teacher: Who has a dry eraser? Student: [Inaudible].
Teacher: Student C, don't worry. Teacher: Thank you. Teacher: I'll find where it is.  [TARGET]Teacher: This is another way Student J did his homework.[/TARGET] Teacher: Student J is really - all eyes here. Teacher: All eyes here. Teacher: All eyes here.
Teacher: All eyes here. Teacher: All eyes here. 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.[/TARGET] 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. Teacher: This is a good strategy too.
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.  [TARGET]Teacher: So he did 10 times 6 is 60, 10 times 6 is 60, 9 times 6 is 54.[/TARGET] 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.
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.  [TARGET]Teacher: Then he added and got this.[/TARGET] 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.
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.  [TARGET]Teacher: This is a good strategy too.[/TARGET] Teacher: Let's move on to the next one where we have the word problem. Teacher: Go and sit down. Teacher: Go and sit down.
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. Teacher: This is a good strategy too.  [TARGET]Teacher: Let's move on to the next one where we have the word problem.[/TARGET] Teacher: Go and sit down. Teacher: Go and sit down. Student: [Inaudible].
Teacher: Go and sit down. Teacher: Go and sit down. Student: [Inaudible].  [TARGET]Teacher: We're going to look at where we have the problem here.[/TARGET] 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? Teacher: Sit down, Student T.  We need to hurry up and go, please.
Teacher: Go and sit down. Student: [Inaudible]. Teacher: We're going to look at where we have the problem here.  [TARGET]Teacher: It says in the first week of their trip, the Jones family drove 427.[/TARGET] Teacher: What operation did you use in solving this math? Teacher: Sit down, Student T.  We need to hurry up and go, please. Student: No.
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.  [TARGET]Teacher: What operation did you use in solving this math?[/TARGET] Teacher: Sit down, Student T.  We need to hurry up and go, please. Student: No. Teacher: What operation do we need to solve this math?
Teacher: What operation did you use in solving this math? Teacher: Sit down, Student T.  We need to hurry up and go, please. Student: No.  [TARGET]Teacher: What operation do we need to solve this math?[/TARGET] Student: [Inaudible]. Teacher: Yes. Teacher: Addition.
Student: No. Teacher: What operation do we need to solve this math? Student: [Inaudible].  [TARGET]Teacher: Yes.[/TARGET] Teacher: Addition. Teacher: What are we adding? Teacher: Seven twenty-seven plus seven thirty-three.
Teacher: What operation do we need to solve this math? Student: [Inaudible]. Teacher: Yes.  [TARGET]Teacher: Addition.[/TARGET] Teacher: What are we adding? Teacher: Seven twenty-seven plus seven thirty-three. Teacher: Can somebody -
Student: [Inaudible]. Teacher: Yes. Teacher: Addition.  [TARGET]Teacher: What are we adding?[/TARGET] Teacher: Seven twenty-seven plus seven thirty-three. Teacher: Can somebody - Student: [Inaudible].
Teacher: Yes. Teacher: Addition. Teacher: What are we adding?  [TARGET]Teacher: Seven twenty-seven plus seven thirty-three.[/TARGET] Teacher: Can somebody - Student: [Inaudible]. Teacher: Yes.
Teacher: Addition. Teacher: What are we adding? Teacher: Seven twenty-seven plus seven thirty-three.  [TARGET]Teacher: Can somebody -[/TARGET] Student: [Inaudible]. Teacher: Yes. Teacher: [Crosstalk]
Teacher: Seven twenty-seven plus seven thirty-three. Teacher: Can somebody - Student: [Inaudible].  [TARGET]Teacher: Yes.[/TARGET] Teacher: [Crosstalk] Student: What are we supposed to do? Teacher: No, not you.
Teacher: Solve this math. Teacher: Let me give you your papers. Student: Why are you coughing?  [TARGET]Teacher: I don't know.[/TARGET] Student: You're not sick? Teacher: I'm not sure why you're up, Student C? Student: What?
Teacher: Go and sit down. Student: No, you're ignoring me. Teacher: I'm not ignoring you, but I want you to sit down.  [TARGET]Teacher: When we finish, we're rounding up.[/TARGET] Teacher: [Crosstalk] Teacher: Sit down please. Teacher: [Crosstalk]
Teacher: [Crosstalk] Teacher: Sit down please. Teacher: [Crosstalk]  [TARGET]Teacher: Hm, that's another strategy that is really good.[/TARGET] Teacher: All eyes here. Teacher: All eyes. Teacher: All eyes here.
Teacher: All eyes here. Teacher: All eyes. Teacher: All eyes here.  [TARGET]Teacher: Oh wow, this is very good strategy too.[/TARGET] Student: I wasn't laughing this bad last year. Teacher: Can you stop calling out? Student: I'm talking about the math.
Student: I wasn't laughing this bad last year. Teacher: Can you stop calling out? Student: I'm talking about the math.  [TARGET]Teacher: Excellent.[/TARGET] Teacher: This how he explained himself. Teacher: He did all the hundreds together, the tens together, and the ones together. Teacher: He added it up and got 1,006 - 1,160.
Teacher: Can you stop calling out? Student: I'm talking about the math. Teacher: Excellent.  [TARGET]Teacher: This how he explained himself.[/TARGET] Teacher: He did all the hundreds together, the tens together, and the ones together. 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?