stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: We're going to do 57 times 5. Teacher: Which number are we breaking here? Teacher: You want to break 57?  [TARGET]Teacher: Okay, break it how you want it.[/TARGET] Teacher: Let's look. Teacher: What are you going to do here? Teacher: Huh?
Teacher: Which number are we breaking here? Teacher: You want to break 57? Teacher: Okay, break it how you want it.  [TARGET]Teacher: Let's look.[/TARGET] Teacher: What are you going to do here? Teacher: Huh? Student: [Inaudible].
Teacher: You want to break 57? Teacher: Okay, break it how you want it. Teacher: Let's look.  [TARGET]Teacher: What are you going to do here?[/TARGET] Teacher: Huh? Student: [Inaudible]. Teacher: What's the problem?
Teacher: Okay, break it how you want it. Teacher: Let's look. Teacher: What are you going to do here?  [TARGET]Teacher: Huh?[/TARGET] Student: [Inaudible]. Teacher: What's the problem? Teacher: Let's write this.
Teacher: What are you going to do here? Teacher: Huh? Student: [Inaudible].  [TARGET]Teacher: What's the problem?[/TARGET] Teacher: Let's write this. Teacher: What are we going to break? Student: Oh, 21.
Student: [Inaudible]. Teacher: What's the problem? Teacher: Let's write this.  [TARGET]Teacher: What are we going to break?[/TARGET] Student: Oh, 21. Teacher: Twenty-seven into? Student: Two.
Teacher: Let's write this. Teacher: What are we going to break? Student: Oh, 21.  [TARGET]Teacher: Twenty-seven into?[/TARGET] Student: Two. Teacher: Break into two? Student: Hundreds.
Student: Oh, 21. Teacher: Twenty-seven into? Student: Two.  [TARGET]Teacher: Break into two?[/TARGET] Student: Hundreds. Teacher: Into 20? Teacher: Times five  plus seven times five.
Student: Two. Teacher: Break into two? Student: Hundreds.  [TARGET]Teacher: Into 20?[/TARGET] Teacher: Times five  plus seven times five. Teacher: Student T, I would advise you to follow this group so you know where we are. Teacher: It doesn't call for that, please.
Teacher: Break into two? Student: Hundreds. Teacher: Into 20?  [TARGET]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. Teacher: It doesn't call for that, please. Teacher: So what is 20 times 5?
Teacher: Times five  plus seven times five. Teacher: Student T, I would advise you to follow this group so you know where we are. Teacher: It doesn't call for that, please.  [TARGET]Teacher: So what is 20 times 5?[/TARGET] Student: One hundred. Teacher: It's times. Teacher: Let's start with this.
Teacher: It doesn't call for that, please. Teacher: So what is 20 times 5? Student: One hundred.  [TARGET]Teacher: It's times.[/TARGET] Teacher: Let's start with this. Student: By 60? Teacher: No, count by 20.
Teacher: So what is 20 times 5? Student: One hundred. Teacher: It's times.  [TARGET]Teacher: Let's start with this.[/TARGET] Student: By 60? Teacher: No, count by 20. Teacher: It's like you're counting by twos.
Teacher: It's times. Teacher: Let's start with this. Student: By 60?  [TARGET]Teacher: No, count by 20.[/TARGET] Teacher: It's like you're counting by twos. Student: What do you think I'm doing. Student: You said 5, 20, 30, 40, 50.
Teacher: Let's start with this. Student: By 60? Teacher: No, count by 20.  [TARGET]Teacher: It's like you're counting by twos.[/TARGET] Student: What do you think I'm doing. Student: You said 5, 20, 30, 40, 50. Student: No, I didn't.
Student: What do you think I'm doing. Student: You said 5, 20, 30, 40, 50. Student: No, I didn't.  [TARGET]Teacher: No, I was the one that said 20.[/TARGET] Teacher: Let's count by 20. Teacher: It's like counting by twos - 20, 40? Student: Sixty.
Student: You said 5, 20, 30, 40, 50. Student: No, I didn't. Teacher: No, I was the one that said 20.  [TARGET]Teacher: Let's count by 20.[/TARGET] Teacher: It's like counting by twos - 20, 40? Student: Sixty. Teacher: Sixty.
Student: No, I didn't. Teacher: No, I was the one that said 20. Teacher: Let's count by 20.  [TARGET]Teacher: It's like counting by twos - 20, 40?[/TARGET] Student: Sixty. Teacher: Sixty. Student: Eighty.
Teacher: Let's count by 20. Teacher: It's like counting by twos - 20, 40? Student: Sixty.  [TARGET]Teacher: Sixty.[/TARGET] Student: Eighty. Teacher: Eighty. Student: A hundred.
Student: Sixty. Teacher: Sixty. Student: Eighty.  [TARGET]Teacher: Eighty.[/TARGET] Student: A hundred. Teacher: A hundred. Teacher: So 20 times 5 is what?
Student: Eighty. Teacher: Eighty. Student: A hundred.  [TARGET]Teacher: A hundred.[/TARGET] Teacher: So 20 times 5 is what? Student: A hundred. Teacher: Write that in.
Teacher: Eighty. Student: A hundred. Teacher: A hundred.  [TARGET]Teacher: So 20 times 5 is what?[/TARGET] Student: A hundred. Teacher: Write that in. Teacher: A hundred, okay?
Teacher: A hundred. Teacher: So 20 times 5 is what? Student: A hundred.  [TARGET]Teacher: Write that in.[/TARGET] Teacher: A hundred, okay? Teacher: What is seven times five? Student: Thirty-five.
Teacher: So 20 times 5 is what? Student: A hundred. Teacher: Write that in.  [TARGET]Teacher: A hundred, okay?[/TARGET] Teacher: What is seven times five? Student: Thirty-five. Teacher: Write it down.
Student: A hundred. Teacher: Write that in. Teacher: A hundred, okay?  [TARGET]Teacher: What is seven times five?[/TARGET] Student: Thirty-five. Teacher: Write it down. Teacher: Now add it up together.
Teacher: A hundred, okay? Teacher: What is seven times five? Student: Thirty-five.  [TARGET]Teacher: Write it down.[/TARGET] Teacher: Now add it up together. Teacher: Write it where you have - write it here. Teacher: Excellent.
Teacher: What is seven times five? Student: Thirty-five. Teacher: Write it down.  [TARGET]Teacher: Now add it up together.[/TARGET] Teacher: Write it where you have - write it here. Teacher: Excellent. Teacher: Now let's do number two.
Student: Thirty-five. Teacher: Write it down. Teacher: Now add it up together.  [TARGET]Teacher: Write it where you have - write it here.[/TARGET] Teacher: Excellent. Teacher: Now let's do number two. Student: Oh, I get it.
Teacher: Write it down. Teacher: Now add it up together. Teacher: Write it where you have - write it here.  [TARGET]Teacher: Excellent.[/TARGET] Teacher: Now let's do number two. Student: Oh, I get it. Student: I get it.
Student: Oh, I get it. Student: I get it. Student: Like 40 times 4 and then plus 3 times 5.  [TARGET]Teacher: Three times four.[/TARGET] Student: Oh, three times four. Teacher: Excellent. Teacher: Put it in here, honey.
Student: Like 40 times 4 and then plus 3 times 5. Teacher: Three times four. Student: Oh, three times four.  [TARGET]Teacher: Excellent.[/TARGET] Teacher: Put it in here, honey. 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: Excellent. Teacher: Put it in here, honey. 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.[/TARGET] 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. Teacher: Two plus thirty-three times - what do you add to two to get four?
Teacher: Put it in here, honey. 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.  [TARGET]Teacher: I know you know how to break four into two plus two.[/TARGET] Teacher: So in that case, you're going to do 33 times 2. Teacher: Two plus thirty-three times - what do you add to two to get four? Student: Two.
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.  [TARGET]Teacher: So in that case, you're going to do 33 times 2.[/TARGET] Teacher: Two plus thirty-three times - what do you add to two to get four? Student: Two. Teacher: Two.
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.  [TARGET]Teacher: Two plus thirty-three times - what do you add to two to get four?[/TARGET] Student: Two. Teacher: Two. Teacher: So it's going to be 33 times 2 two.
Teacher: So in that case, you're going to do 33 times 2. Teacher: Two plus thirty-three times - what do you add to two to get four? Student: Two.  [TARGET]Teacher: Two.[/TARGET] 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.
Teacher: Two plus thirty-three times - what do you add to two to get four? Student: Two. Teacher: Two.  [TARGET]Teacher: So it's going to be 33 times 2 two.[/TARGET] Teacher: To so you know how to do it, you can do 33 plus 33. Teacher: Then continue. Teacher: Where are you?
Student: Two. Teacher: Two. Teacher: So it's going to be 33 times 2 two.  [TARGET]Teacher: To so you know how to do it, you can do 33 plus 33.[/TARGET] Teacher: Then continue. Teacher: Where are you? Teacher: You did?
Teacher: To so you know how to do it, you can do 33 plus 33. Teacher: Then continue. Teacher: Where are you?  [TARGET]Teacher: You did?[/TARGET] Teacher: I don't get what you did here. Teacher: This is not correct. Teacher: You need help?
Teacher: Then continue. Teacher: Where are you? Teacher: You did?  [TARGET]Teacher: I don't get what you did here.[/TARGET] Teacher: This is not correct. Teacher: You need help? Student: Do 40 until you get to 100.
Teacher: Where are you? Teacher: You did? Teacher: I don't get what you did here.  [TARGET]Teacher: This is not correct.[/TARGET] Teacher: You need help? Student: Do 40 until you get to 100. Teacher: Come over here and let me help you.
Teacher: You need help? Student: Do 40 until you get to 100. Teacher: Come over here and let me help you.  [TARGET]Teacher: So we're going to - you know what to do.[/TARGET] Teacher: Keep going. Student: I don't know what to do. Teacher: You know what to do.
Teacher: So we're going to - you know what to do. Teacher: Keep going. Student: I don't know what to do.  [TARGET]Teacher: You know what to do.[/TARGET] Teacher: Any number you multiply by zero is what? Student: Forty times four equals - Teacher: What?
Teacher: Keep going. Student: I don't know what to do. Teacher: You know what to do.  [TARGET]Teacher: Any number you multiply by zero is what?[/TARGET] Student: Forty times four equals - Teacher: What? Student: The numbers of zero is zero.
Teacher: You know what to do. Teacher: Any number you multiply by zero is what? Student: Forty times four equals -  [TARGET]Teacher: What?[/TARGET] Student: The numbers of zero is zero. Teacher: Yes. Teacher: Do your own here.
Student: Forty times four equals - Teacher: What? Student: The numbers of zero is zero.  [TARGET]Teacher: Yes.[/TARGET] Teacher: Do your own here. Teacher: Do your own. Teacher: Start with 33 plus 33.
Teacher: Yes. Teacher: Do your own here. Teacher: Do your own.  [TARGET]Teacher: Start with 33 plus 33.[/TARGET] Teacher: It's the same things as 33 times 2. Teacher: So start using it. Student: Eight plus eight is sixteen.
Teacher: Do your own here. Teacher: Do your own. Teacher: Start with 33 plus 33.  [TARGET]Teacher: It's the same things as 33 times 2.[/TARGET] Teacher: So start using it. Student: Eight plus eight is sixteen. Teacher: Yes.
Teacher: Do your own. Teacher: Start with 33 plus 33. Teacher: It's the same things as 33 times 2.  [TARGET]Teacher: So start using it.[/TARGET] Student: Eight plus eight is sixteen. Teacher: Yes. Teacher: Thirty-three times two.
Teacher: It's the same things as 33 times 2. Teacher: So start using it. Student: Eight plus eight is sixteen.  [TARGET]Teacher: Yes.[/TARGET] Teacher: Thirty-three times two. Teacher: Mm-hmm. Student: [Inaudible].
Teacher: So start using it. Student: Eight plus eight is sixteen. Teacher: Yes.  [TARGET]Teacher: Thirty-three times two.[/TARGET] Teacher: Mm-hmm. Student: [Inaudible]. Teacher: Two times three?
Student: Eight plus eight is sixteen. Teacher: Yes. Teacher: Thirty-three times two.  [TARGET]Teacher: Mm-hmm.[/TARGET] Student: [Inaudible]. Teacher: Two times three? Student: Two times?
Teacher: Thirty-three times two. Teacher: Mm-hmm. Student: [Inaudible].  [TARGET]Teacher: Two times three?[/TARGET] Student: Two times? Teacher: Three. Teacher: Excellent.
Student: [Inaudible]. Teacher: Two times three? Student: Two times?  [TARGET]Teacher: Three.[/TARGET] Teacher: Excellent. Student: [Inaudible]. Teacher: Yeah, I agree.
Teacher: Two times three? Student: Two times? Teacher: Three.  [TARGET]Teacher: Excellent.[/TARGET] Student: [Inaudible]. Teacher: Yeah, I agree. Student: That's what I did.
Teacher: Three. Teacher: Excellent. Student: [Inaudible].  [TARGET]Teacher: Yeah, I agree.[/TARGET] Student: That's what I did. Teacher: So we're going to do two times four. Teacher: So what is two times four?
Student: [Inaudible]. Teacher: Yeah, I agree. Student: That's what I did.  [TARGET]Teacher: So we're going to do two times four.[/TARGET] Teacher: So what is two times four? Teacher: Let's count. Teacher: Counting to 10.
Teacher: Yeah, I agree. Student: That's what I did. Teacher: So we're going to do two times four.  [TARGET]Teacher: So what is two times four?[/TARGET] Teacher: Let's count. Teacher: Counting to 10. Teacher: Okay, now you're going to double this to get the answer, 56 plus 56.
Student: That's what I did. Teacher: So we're going to do two times four. Teacher: So what is two times four?  [TARGET]Teacher: Let's count.[/TARGET] Teacher: Counting to 10. Teacher: Okay, now you're going to double this to get the answer, 56 plus 56. Student: I don't get this one.
Teacher: So we're going to do two times four. Teacher: So what is two times four? Teacher: Let's count.  [TARGET]Teacher: Counting to 10.[/TARGET] Teacher: Okay, now you're going to double this to get the answer, 56 plus 56. Student: I don't get this one. Student: Do it backwards?
Teacher: So what is two times four? Teacher: Let's count. Teacher: Counting to 10.  [TARGET]Teacher: Okay, now you're going to double this to get the answer, 56 plus 56.[/TARGET] Student: I don't get this one. Student: Do it backwards? Teacher: This is not 60.
Teacher: Okay, now you're going to double this to get the answer, 56 plus 56. Student: I don't get this one. Student: Do it backwards?  [TARGET]Teacher: This is not 60.[/TARGET] Teacher: It's 29 times 6. Teacher: Twenty-nine. Teacher: What did you get for 43 plus 43?
Student: I don't get this one. Student: Do it backwards? Teacher: This is not 60.  [TARGET]Teacher: It's 29 times 6.[/TARGET] Teacher: Twenty-nine. Teacher: What did you get for 43 plus 43? Student: Forty-three plus forty-three?
Student: Do it backwards? Teacher: This is not 60. Teacher: It's 29 times 6.  [TARGET]Teacher: Twenty-nine.[/TARGET] Teacher: What did you get for 43 plus 43? Student: Forty-three plus forty-three? Teacher: Yes, three plus three is what?
Teacher: This is not 60. Teacher: It's 29 times 6. Teacher: Twenty-nine.  [TARGET]Teacher: What did you get for 43 plus 43?[/TARGET] Student: Forty-three plus forty-three? Teacher: Yes, three plus three is what? Teacher: Four plus four?
Teacher: Twenty-nine. Teacher: What did you get for 43 plus 43? Student: Forty-three plus forty-three?  [TARGET]Teacher: Yes, three plus three is what?[/TARGET] Teacher: Four plus four? Teacher: Twenty-nine times six is the same thing as twenty-nine times six. Teacher: Six times twenty-nine is the same thing as twenty-nine times six.
Teacher: What did you get for 43 plus 43? Student: Forty-three plus forty-three? Teacher: Yes, three plus three is what?  [TARGET]Teacher: Four plus four?[/TARGET] Teacher: Twenty-nine times six is the same thing as twenty-nine times six. Teacher: Six times twenty-nine is the same thing as twenty-nine times six. Teacher: So break it.
Student: Forty-three plus forty-three? Teacher: Yes, three plus three is what? Teacher: Four plus four?  [TARGET]Teacher: Twenty-nine times six is the same thing as twenty-nine times six.[/TARGET] Teacher: Six times twenty-nine is the same thing as twenty-nine times six. Teacher: So break it. Teacher: It does not matter.
Teacher: Yes, three plus three is what? Teacher: Four plus four? Teacher: Twenty-nine times six is the same thing as twenty-nine times six.  [TARGET]Teacher: Six times twenty-nine is the same thing as twenty-nine times six.[/TARGET] Teacher: So break it. Teacher: It does not matter. Teacher: You still have space to work.
Teacher: Four plus four? Teacher: Twenty-nine times six is the same thing as twenty-nine times six. Teacher: Six times twenty-nine is the same thing as twenty-nine times six.  [TARGET]Teacher: So break it.[/TARGET] Teacher: It does not matter. Teacher: You still have space to work. Teacher: Okay?
Teacher: Twenty-nine times six is the same thing as twenty-nine times six. Teacher: Six times twenty-nine is the same thing as twenty-nine times six. Teacher: So break it.  [TARGET]Teacher: It does not matter.[/TARGET] Teacher: You still have space to work. Teacher: Okay? Teacher: You're doing a great job.
Teacher: It does not matter. Teacher: You still have space to work. Teacher: Okay?  [TARGET]Teacher: You're doing a great job.[/TARGET] Student: [Inaudible]. Teacher: How did we practice? Teacher: How do we break this, honey?
Teacher: Okay? Teacher: You're doing a great job. Student: [Inaudible].  [TARGET]Teacher: How did we practice?[/TARGET] Teacher: How do we break this, honey? Teacher: Let's look here. Teacher: What do we have here?
Teacher: You're doing a great job. Student: [Inaudible]. Teacher: How did we practice?  [TARGET]Teacher: How do we break this, honey?[/TARGET] Teacher: Let's look here. Teacher: What do we have here? Teacher: Talk to me.
Student: [Inaudible]. Teacher: How did we practice? Teacher: How do we break this, honey?  [TARGET]Teacher: Let's look here.[/TARGET] Teacher: What do we have here? Teacher: Talk to me. Teacher: We would break this into 20 times what?
Teacher: How did we practice? Teacher: How do we break this, honey? Teacher: Let's look here.  [TARGET]Teacher: What do we have here?[/TARGET] Teacher: Talk to me. Teacher: We would break this into 20 times what? Student: Six.
Teacher: How do we break this, honey? Teacher: Let's look here. Teacher: What do we have here?  [TARGET]Teacher: Talk to me.[/TARGET] Teacher: We would break this into 20 times what? Student: Six. Teacher: That's right.
Teacher: Let's look here. Teacher: What do we have here? Teacher: Talk to me.  [TARGET]Teacher: We would break this into 20 times what?[/TARGET] Student: Six. Teacher: That's right. Student: No, 86.
Teacher: Talk to me. Teacher: We would break this into 20 times what? Student: Six.  [TARGET]Teacher: That's right.[/TARGET] Student: No, 86. Student: Shut up. Teacher: Plus?
Teacher: That's right. Student: No, 86. Student: Shut up.  [TARGET]Teacher: Plus?[/TARGET] Teacher: Nine times six. Teacher: That's it. Teacher: [Room noise]
Student: No, 86. Student: Shut up. Teacher: Plus?  [TARGET]Teacher: Nine times six.[/TARGET] Teacher: That's it. Teacher: [Room noise] Teacher: Excellent.
Student: Shut up. Teacher: Plus? Teacher: Nine times six.  [TARGET]Teacher: That's it.[/TARGET] Teacher: [Room noise] Teacher: Excellent. Teacher: What did you get here?
Teacher: Nine times six. Teacher: That's it. Teacher: [Room noise]  [TARGET]Teacher: Excellent.[/TARGET] Teacher: What did you get here? Student: Fifty and sixty. Teacher: What is here?
Teacher: That's it. Teacher: [Room noise] Teacher: Excellent.  [TARGET]Teacher: What did you get here?[/TARGET] Student: Fifty and sixty. Teacher: What is here? Student: Five, four.
Teacher: Excellent. Teacher: What did you get here? Student: Fifty and sixty.  [TARGET]Teacher: What is here?[/TARGET] Student: Five, four. Teacher: Put your plus sign. Student: No, I don't know.
Student: Fifty and sixty. Teacher: What is here? Student: Five, four.  [TARGET]Teacher: Put your plus sign.[/TARGET] Student: No, I don't know. Teacher: Now add it up. Teacher: [Crosstalk]
Student: Five, four. Teacher: Put your plus sign. Student: No, I don't know.  [TARGET]Teacher: Now add it up.[/TARGET] Teacher: [Crosstalk] Teacher: I like what you did here. Teacher: Let me see.
Student: No, I don't know. Teacher: Now add it up. Teacher: [Crosstalk]  [TARGET]Teacher: I like what you did here.[/TARGET] Teacher: Let me see. Student: He just copied that. Teacher: No, he didn't copy you.
Student: He just copied that. Teacher: No, he didn't copy you. Student: Shut up.  [TARGET]Teacher: So you're going to write.[/TARGET] Teacher: I thought you did it. Teacher: Let's try. Teacher: Four times zero is what?
Teacher: No, he didn't copy you. Student: Shut up. Teacher: So you're going to write.  [TARGET]Teacher: I thought you did it.[/TARGET] Teacher: Let's try. Teacher: Four times zero is what? Teacher: What is four times zero?
Student: Shut up. Teacher: So you're going to write. Teacher: I thought you did it.  [TARGET]Teacher: Let's try.[/TARGET] Teacher: Four times zero is what? Teacher: What is four times zero? Teacher: Zero.
Teacher: So you're going to write. Teacher: I thought you did it. Teacher: Let's try.  [TARGET]Teacher: Four times zero is what?[/TARGET] Teacher: What is four times zero? Teacher: Zero. Teacher: Put zero.
Teacher: I thought you did it. Teacher: Let's try. Teacher: Four times zero is what?  [TARGET]Teacher: What is four times zero?[/TARGET] Teacher: Zero. Teacher: Put zero. Teacher: Down here.
Teacher: Let's try. Teacher: Four times zero is what? Teacher: What is four times zero?  [TARGET]Teacher: Zero.[/TARGET] Teacher: Put zero. Teacher: Down here. Teacher: Down here.
Teacher: Four times zero is what? Teacher: What is four times zero? Teacher: Zero.  [TARGET]Teacher: Put zero.[/TARGET] Teacher: Down here. Teacher: Down here. Teacher: What is four times four?
Teacher: What is four times zero? Teacher: Zero. Teacher: Put zero.  [TARGET]Teacher: Down here.[/TARGET] Teacher: Down here. Teacher: What is four times four? Student: Eight, nine, ten, eleven, twelve, sixteen.
Teacher: Zero. Teacher: Put zero. Teacher: Down here.  [TARGET]Teacher: Down here.[/TARGET] Teacher: What is four times four? Student: Eight, nine, ten, eleven, twelve, sixteen. Teacher: Sixteen, excellent.
Teacher: Put zero. Teacher: Down here. Teacher: Down here.  [TARGET]Teacher: What is four times four?[/TARGET] Student: Eight, nine, ten, eleven, twelve, sixteen. Teacher: Sixteen, excellent. Teacher: Right here.
Teacher: Down here. Teacher: What is four times four? Student: Eight, nine, ten, eleven, twelve, sixteen.  [TARGET]Teacher: Sixteen, excellent.[/TARGET] Teacher: Right here. Teacher: You're doing great. Teacher: I'm so proud of you.
Teacher: What is four times four? Student: Eight, nine, ten, eleven, twelve, sixteen. Teacher: Sixteen, excellent.  [TARGET]Teacher: Right here.[/TARGET] Teacher: You're doing great. Teacher: I'm so proud of you. Student: Can I have this?
Student: Eight, nine, ten, eleven, twelve, sixteen. Teacher: Sixteen, excellent. Teacher: Right here.  [TARGET]Teacher: You're doing great.[/TARGET] Teacher: I'm so proud of you. Student: Can I have this? Teacher: Three.
Teacher: Sixteen, excellent. Teacher: Right here. Teacher: You're doing great.  [TARGET]Teacher: I'm so proud of you.[/TARGET] Student: Can I have this? Teacher: Three. Teacher: Now do four times three here.
Teacher: You're doing great. Teacher: I'm so proud of you. Student: Can I have this?  [TARGET]Teacher: Three.[/TARGET] Teacher: Now do four times three here. Teacher: How much is four times three? Teacher: Just think about it.
Teacher: I'm so proud of you. Student: Can I have this? Teacher: Three.  [TARGET]Teacher: Now do four times three here.[/TARGET] Teacher: How much is four times three? Teacher: Just think about it. Teacher: What is four times three.
Student: Can I have this? Teacher: Three. Teacher: Now do four times three here.  [TARGET]Teacher: How much is four times three?[/TARGET] Teacher: Just think about it. Teacher: What is four times three. Student: Eight?
Teacher: Three. Teacher: Now do four times three here. Teacher: How much is four times three?  [TARGET]Teacher: Just think about it.[/TARGET] Teacher: What is four times three. Student: Eight? Teacher: No, four times two is eight plus another?