stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Or 12 times 2? Multiple Students: 24 Multiple Students: Oh, what?  [TARGET]Teacher: If this was third grade, we would just say remainder six and we would be done.[/TARGET] Teacher: Right? Teacher: It's not third grade. Multiple Students: [inaudible chatter]
Multiple Students: 24 Multiple Students: Oh, what? Teacher: If this was third grade, we would just say remainder six and we would be done.  [TARGET]Teacher: Right?[/TARGET] Teacher: It's not third grade. Multiple Students: [inaudible chatter] Teacher: Okay, I can make this a little clearer.
Multiple Students: Oh, what? Teacher: If this was third grade, we would just say remainder six and we would be done. Teacher: Right?  [TARGET]Teacher: It's not third grade.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay, I can make this a little clearer. Student: No, I said, not that.
Teacher: Right? Teacher: It's not third grade. Multiple Students: [inaudible chatter]  [TARGET]Teacher: Okay, I can make this a little clearer.[/TARGET] Student: No, I said, not that. Teacher: Where's Student C? Student: I don't know.
Student: I don't know. Student: [inaudible] Teacher: All right.  [TARGET]Teacher: Now, what should I do now?[/TARGET] Teacher: What should I do now? Teacher: Derrick, what should I do next? Student: Down dropping.
Student: [inaudible] Teacher: All right. Teacher: Now, what should I do now?  [TARGET]Teacher: What should I do now?[/TARGET] Teacher: Derrick, what should I do next? Student: Down dropping. Teacher: Down dropping.
Teacher: All right. Teacher: Now, what should I do now? Teacher: What should I do now?  [TARGET]Teacher: Derrick, what should I do next?[/TARGET] Student: Down dropping. Teacher: Down dropping. Teacher: What I want you guys to do is go the hundredths spot.
Teacher: What should I do now? Teacher: Derrick, what should I do next? Student: Down dropping.  [TARGET]Teacher: Down dropping.[/TARGET] Teacher: What I want you guys to do is go the hundredths spot. Teacher: Hundredths. Teacher: We need two more please, guys.
Teacher: Derrick, what should I do next? Student: Down dropping. Teacher: Down dropping.  [TARGET]Teacher: What I want you guys to do is go the hundredths spot.[/TARGET] Teacher: Hundredths. Teacher: We need two more please, guys. Teacher: To dot.
Student: Down dropping. Teacher: Down dropping. Teacher: What I want you guys to do is go the hundredths spot.  [TARGET]Teacher: Hundredths.[/TARGET] Teacher: We need two more please, guys. Teacher: To dot. Student: And drop.
Teacher: What I want you guys to do is go the hundredths spot. Teacher: Hundredths. Teacher: We need two more please, guys.  [TARGET]Teacher: To dot.[/TARGET] Student: And drop. Teacher: And drop another. Teacher: Now, ____ I'm gonna put a 60 here, okay?
Teacher: We need two more please, guys. Teacher: To dot. Student: And drop.  [TARGET]Teacher: And drop another.[/TARGET] Teacher: Now, ____ I'm gonna put a 60 here, okay? Teacher: With your fingers. Teacher: I'll wait a second.
Teacher: To dot. Student: And drop. Teacher: And drop another.  [TARGET]Teacher: Now, ____ I'm gonna put a 60 here, okay?[/TARGET] Teacher: With your fingers. Teacher: I'll wait a second. Multiple Students: [inaudible chatter]
Student: And drop. Teacher: And drop another. Teacher: Now, ____ I'm gonna put a 60 here, okay?  [TARGET]Teacher: With your fingers.[/TARGET] Teacher: I'll wait a second. 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] Teacher: You ready? Teacher: All right.  [TARGET]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. Teacher: 12 multiplied by -- Multiple Students: 12 multiplied by --
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.  [TARGET]Teacher: 12 multiplied by --[/TARGET] Multiple Students: 12 multiplied by -- Teacher: What number is -- Multiple Students: What number is --
Teacher: I saw Student C and Student D doing it, let me see the rest of you guys put your fingers on the strip. Teacher: 12 multiplied by -- Multiple Students: 12 multiplied by --  [TARGET]Teacher: What number is --[/TARGET] Multiple Students: What number is -- Teacher: Equal to, close to, but not past 60. Multiple Students: Equal to, close to, but not past 60.
Multiple Students: 12 multiplied by -- Teacher: What number is -- Multiple Students: What number is --  [TARGET]Teacher: Equal to, close to, but not past 60.[/TARGET] Multiple Students: Equal to, close to, but not past 60. Teacher: And, what's the answer? Multiple Students: 5 times 12.
Multiple Students: What number is -- Teacher: Equal to, close to, but not past 60. Multiple Students: Equal to, close to, but not past 60.  [TARGET]Teacher: And, what's the answer?[/TARGET] Multiple Students: 5 times 12. Teacher: Ah, beautiful. Teacher: And what's 5 times 12?
Multiple Students: Equal to, close to, but not past 60. Teacher: And, what's the answer? Multiple Students: 5 times 12.  [TARGET]Teacher: Ah, beautiful.[/TARGET] Teacher: And what's 5 times 12? Multiple Students: 60 Teacher: And 60 minus 60 is?
Teacher: And, what's the answer? Multiple Students: 5 times 12. Teacher: Ah, beautiful.  [TARGET]Teacher: And what's 5 times 12?[/TARGET] Multiple Students: 60 Teacher: And 60 minus 60 is? Multiple Students: Zero.
Teacher: Ah, beautiful. Teacher: And what's 5 times 12? Multiple Students: 60  [TARGET]Teacher: And 60 minus 60 is?[/TARGET] Multiple Students: Zero. Teacher: You know we add zero and a decimal, I'm actually done. Student: That's all.
Multiple Students: 60 Teacher: And 60 minus 60 is? Multiple Students: Zero.  [TARGET]Teacher: You know we add zero and a decimal, I'm actually done.[/TARGET] Student: That's all. Teacher: I can drop another zero. Teacher: And, we know 12 goes into zero, zero times.
Multiple Students: Zero. Teacher: You know we add zero and a decimal, I'm actually done. Student: That's all.  [TARGET]Teacher: I can drop another zero.[/TARGET] Teacher: And, we know 12 goes into zero, zero times. Teacher: So, either answer's fine. Teacher: That's your answer.
Teacher: You know we add zero and a decimal, I'm actually done. Student: That's all. Teacher: I can drop another zero.  [TARGET]Teacher: And, we know 12 goes into zero, zero times.[/TARGET] Teacher: So, either answer's fine. Teacher: That's your answer. Student: [Inaudible] make your answer a little bigger?
Student: That's all. Teacher: I can drop another zero. Teacher: And, we know 12 goes into zero, zero times.  [TARGET]Teacher: So, either answer's fine.[/TARGET] Teacher: That's your answer. Student: [Inaudible] make your answer a little bigger? Teacher: No, this is the same.
Teacher: I can drop another zero. Teacher: And, we know 12 goes into zero, zero times. Teacher: So, either answer's fine.  [TARGET]Teacher: That's your answer.[/TARGET] Student: [Inaudible] make your answer a little bigger? Teacher: No, this is the same. Teacher: It's the same.
Teacher: So, either answer's fine. Teacher: That's your answer. Student: [Inaudible] make your answer a little bigger?  [TARGET]Teacher: No, this is the same.[/TARGET] Teacher: It's the same. Teacher: I could - this answer's correct. Teacher: This answer's correct.
Teacher: That's your answer. Student: [Inaudible] make your answer a little bigger? Teacher: No, this is the same.  [TARGET]Teacher: It's the same.[/TARGET] Teacher: I could - this answer's correct. Teacher: This answer's correct. Teacher: That's correct.
Student: [Inaudible] make your answer a little bigger? Teacher: No, this is the same. Teacher: It's the same.  [TARGET]Teacher: I could - this answer's correct.[/TARGET] Teacher: This answer's correct. Teacher: That's correct. Teacher: It's all the same.
Teacher: No, this is the same. Teacher: It's the same. Teacher: I could - this answer's correct.  [TARGET]Teacher: This answer's correct.[/TARGET] Teacher: That's correct. Teacher: It's all the same. Student: But, you would stop.
Teacher: It's the same. Teacher: I could - this answer's correct. Teacher: This answer's correct.  [TARGET]Teacher: That's correct.[/TARGET] Teacher: It's all the same. Student: But, you would stop. Teacher: Yeah, I would stop.
Teacher: I could - this answer's correct. Teacher: This answer's correct. Teacher: That's correct.  [TARGET]Teacher: It's all the same.[/TARGET] Student: But, you would stop. Teacher: Yeah, I would stop. Teacher: That's why I added a zero.
Teacher: That's correct. Teacher: It's all the same. Student: But, you would stop.  [TARGET]Teacher: Yeah, I would stop.[/TARGET] Teacher: That's why I added a zero. Teacher: I just wanted to stop at the hundredths spot, just to get us in the habit. Teacher: Yes, Student D?
Teacher: It's all the same. Student: But, you would stop. Teacher: Yeah, I would stop.  [TARGET]Teacher: That's why I added a zero.[/TARGET] Teacher: I just wanted to stop at the hundredths spot, just to get us in the habit. Teacher: Yes, Student D? Student: [inaudible]
Student: But, you would stop. Teacher: Yeah, I would stop. Teacher: That's why I added a zero.  [TARGET]Teacher: I just wanted to stop at the hundredths spot, just to get us in the habit.[/TARGET] Teacher: Yes, Student D? Student: [inaudible] Teacher: You can write, as long as you erase it.
Teacher: Yeah, I would stop. Teacher: That's why I added a zero. Teacher: I just wanted to stop at the hundredths spot, just to get us in the habit.  [TARGET]Teacher: Yes, Student D?[/TARGET] Student: [inaudible] Teacher: You can write, as long as you erase it. Teacher: Because, I'm just doing it to help you guys with it.
Teacher: Yes, Student D? Student: [inaudible] Teacher: You can write, as long as you erase it.  [TARGET]Teacher: Because, I'm just doing it to help you guys with it.[/TARGET] 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.
Student: [inaudible] Teacher: You can write, as long as you erase it. Teacher: Because, I'm just doing it to help you guys with it.  [TARGET]Teacher: But, really, this is something you should be saying out loud.[/TARGET] Teacher: Okay, example two, copy this down. Teacher: You could write it, just erase it. Teacher: You have enough room.
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]  [TARGET]Teacher: So, that example two, 990 divided by 15.[/TARGET] Teacher: Michael, for this problem, what value is the divisor? Teacher: Which one's the divisor, Student M? Teacher: And, Student M only.
Teacher: Or you could just erase them all. Multiple Students: [inaudible chatter] Teacher: So, that example two, 990 divided by 15.  [TARGET]Teacher: Michael, for this problem, what value is the divisor?[/TARGET] Teacher: Which one's the divisor, Student M? Teacher: And, Student M only. Teacher: Which one's the divisor?
Multiple Students: [inaudible chatter] Teacher: So, that example two, 990 divided by 15. Teacher: Michael, for this problem, what value is the divisor?  [TARGET]Teacher: Which one's the divisor, Student M?[/TARGET] Teacher: And, Student M only. Teacher: Which one's the divisor? Student: [inaudible]
Teacher: Michael, for this problem, what value is the divisor? Teacher: Which one's the divisor, Student M? Teacher: And, Student M only.  [TARGET]Teacher: Which one's the divisor?[/TARGET] Student: [inaudible] Teacher: I can't hear you. Teacher: You have to say it, you can't point.
Teacher: I can't hear you. Teacher: You have to say it, you can't point. Teacher: You have to say it?  [TARGET]Teacher: What?[/TARGET] Student: 15 Teacher: What? Teacher: 15 is the divisor, correct.
Teacher: You have to say it? Teacher: What? Student: 15  [TARGET]Teacher: What?[/TARGET] Teacher: 15 is the divisor, correct. Teacher: So, I'll put 15 right here. Teacher: All right, here we go.
Teacher: What? Student: 15 Teacher: What?  [TARGET]Teacher: 15 is the divisor, correct.[/TARGET] Teacher: So, I'll put 15 right here. Teacher: All right, here we go. Teacher: First part shouldn't be that tough.
Student: 15 Teacher: What? Teacher: 15 is the divisor, correct.  [TARGET]Teacher: So, I'll put 15 right here.[/TARGET] Teacher: All right, here we go. Teacher: First part shouldn't be that tough. Teacher: Do you have it copied down?
Teacher: 15 is the divisor, correct. Teacher: So, I'll put 15 right here. Teacher: All right, here we go.  [TARGET]Teacher: First part shouldn't be that tough.[/TARGET] Teacher: Do you have it copied down? Student: No, that's answer's easy. Teacher: Okay.
Student: No, that's answer's easy. Teacher: Okay. Student: It's not even that much.  [TARGET]Teacher: It shouldn't be.[/TARGET] Teacher: 15 goes into 9 how many times? Multiple Students: [inaudible chatter] Teacher: One time?
Teacher: Okay. Student: It's not even that much. Teacher: It shouldn't be.  [TARGET]Teacher: 15 goes into 9 how many times?[/TARGET] Multiple Students: [inaudible chatter] Teacher: One time? Student: Six times.
Teacher: It shouldn't be. Teacher: 15 goes into 9 how many times? Multiple Students: [inaudible chatter]  [TARGET]Teacher: One time?[/TARGET] Student: Six times. Teacher: Six times? Multiple Students: Zero times.
Multiple Students: [inaudible chatter] Teacher: One time? Student: Six times.  [TARGET]Teacher: Six times?[/TARGET] Multiple Students: Zero times. Teacher: Zero times. Teacher: All right, again, this really isn't a high calculating math.
Student: Six times. Teacher: Six times? Multiple Students: Zero times.  [TARGET]Teacher: Zero times.[/TARGET] Teacher: All right, again, this really isn't a high calculating math. Teacher: 15's a bigger number than 9. Teacher: So, zero.
Teacher: Six times? Multiple Students: Zero times. Teacher: Zero times.  [TARGET]Teacher: All right, again, this really isn't a high calculating math.[/TARGET] Teacher: 15's a bigger number than 9. Teacher: So, zero. Student: I thought you were saying, how many it goes into 99.
Multiple Students: Zero times. Teacher: Zero times. Teacher: All right, again, this really isn't a high calculating math.  [TARGET]Teacher: 15's a bigger number than 9.[/TARGET] Teacher: So, zero. Student: I thought you were saying, how many it goes into 99. Teacher: Now, now, now.
Teacher: Zero times. Teacher: All right, again, this really isn't a high calculating math. Teacher: 15's a bigger number than 9.  [TARGET]Teacher: So, zero.[/TARGET] Student: I thought you were saying, how many it goes into 99. Teacher: Now, now, now. Teacher: 15 goes into 99.
Teacher: 15's a bigger number than 9. Teacher: So, zero. Student: I thought you were saying, how many it goes into 99.  [TARGET]Teacher: Now, now, now.[/TARGET] Teacher: 15 goes into 99. Teacher: So, this is what I'm gonna do. Teacher: Once I put 99 right now.
Teacher: So, zero. Student: I thought you were saying, how many it goes into 99. Teacher: Now, now, now.  [TARGET]Teacher: 15 goes into 99.[/TARGET] 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?
Student: I thought you were saying, how many it goes into 99. Teacher: Now, now, now. Teacher: 15 goes into 99.  [TARGET]Teacher: So, this is what I'm gonna do.[/TARGET] Teacher: Once I put 99 right now. Teacher: So, let's do this out loud, okay? Teacher: Thank you, Student N.  Let's do this out loud, ready?
Teacher: Now, now, now. Teacher: 15 goes into 99. Teacher: So, this is what I'm gonna do.  [TARGET]Teacher: Once I put 99 right now.[/TARGET] 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.
Multiple Students: Thank you, Student D. Teacher: Thank you, Student D.  Thank you. Student: Multiply.  [TARGET]Teacher: 15  multiplied by --[/TARGET] Multiple Students: 15 multiplied by -- Teacher: What number is equal to, close to, but not past 99? Multiple Students: What number is equal to, close to, but no past 99?
Student: Multiply. Teacher: 15  multiplied by -- Multiple Students: 15 multiplied by --  [TARGET]Teacher: What number is equal to, close to, but not past 99?[/TARGET] Multiple Students: What number is equal to, close to, but no past 99? Teacher: What is it? Multiple Students: Six.
Multiple Students: 15 multiplied by -- Teacher: What number is equal to, close to, but not past 99? Multiple Students: What number is equal to, close to, but no past 99?  [TARGET]Teacher: What is it?[/TARGET] Multiple Students: Six. Teacher: Six. Teacher: Okay.
Multiple Students: What number is equal to, close to, but no past 99? Teacher: What is it? Multiple Students: Six.  [TARGET]Teacher: Six.[/TARGET] Teacher: Okay. Teacher: So, what is 6 times 15? Multiple Students: 90
Multiple Students: Six. Teacher: Six. Teacher: Okay.  [TARGET]Teacher: So, what is 6 times 15?[/TARGET] Multiple Students: 90 Teacher: 90 Teacher: All right, thumbs up if you like having that fact family done already.
Teacher: Okay. Teacher: So, what is 6 times 15? Multiple Students: 90  [TARGET]Teacher: 90[/TARGET] 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.
Multiple Students: 90 Teacher: 90 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?[/TARGET] Teacher: You're spent time doing it, but you're not stressed out about it. Teacher: Thank you, you can put your hands down. Teacher: So, there should be nine.
Teacher: 90 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?  [TARGET]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. Teacher: So, there should be nine. Teacher: And, I just drop a zero, and 90.
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.  [TARGET]Teacher: So, there should be nine.[/TARGET] Teacher: And, I just drop a zero, and 90. Teacher: And, you know what? Teacher: I mean, let's do it, why not?
Teacher: You're spent time doing it, but you're not stressed out about it. Teacher: Thank you, you can put your hands down. Teacher: So, there should be nine.  [TARGET]Teacher: And, I just drop a zero, and 90.[/TARGET] Teacher: And, you know what? Teacher: I mean, let's do it, why not? Teacher: So, what am I putting here?
Teacher: Thank you, you can put your hands down. Teacher: So, there should be nine. Teacher: And, I just drop a zero, and 90.  [TARGET]Teacher: And, you know what?[/TARGET] Teacher: I mean, let's do it, why not? Teacher: So, what am I putting here? Multiple Students: 90
Teacher: And, I just drop a zero, and 90. Teacher: And, you know what? Teacher: I mean, let's do it, why not?  [TARGET]Teacher: So, what am I putting here?[/TARGET] Multiple Students: 90 Teacher: 90 Teacher: Let's do it again with our fingers.
Teacher: I mean, let's do it, why not? Teacher: So, what am I putting here? Multiple Students: 90  [TARGET]Teacher: 90[/TARGET] Teacher: Let's do it again with our fingers. Teacher: I love how Student C was doing it. Teacher: And, I saw some people over there doing it.
Teacher: Let's do it again with our fingers. Teacher: I love how Student C was doing it. Teacher: And, I saw some people over there doing it.  [TARGET]Teacher: 15[/TARGET] Student: 15 Teacher: Multiplied by what number -- Multiple Students: Multiplied by what number --
Teacher: And, I saw some people over there doing it. Teacher: 15 Student: 15  [TARGET]Teacher: Multiplied by what number --[/TARGET] Multiple Students: Multiplied by what number -- Teacher: Is equal to, close to, but not past 90? Multiple Students: Is equal to, close to, but not past 90?
Student: 15 Teacher: Multiplied by what number -- Multiple Students: Multiplied by what number --  [TARGET]Teacher: Is equal to, close to, but not past 90?[/TARGET] Multiple Students: Is equal to, close to, but not past 90? Teacher: What is it? Multiple Students: That will be six.
Multiple Students: Multiplied by what number -- Teacher: Is equal to, close to, but not past 90? Multiple Students: Is equal to, close to, but not past 90?  [TARGET]Teacher: What is it?[/TARGET] Multiple Students: That will be six. Teacher: Six. Teacher: And, what's 6 times 15?
Multiple Students: Is equal to, close to, but not past 90? Teacher: What is it? Multiple Students: That will be six.  [TARGET]Teacher: Six.[/TARGET] Teacher: And, what's 6 times 15? Multiple Students: 90 Teacher: 90
Teacher: What is it? Multiple Students: That will be six. Teacher: Six.  [TARGET]Teacher: And, what's 6 times 15?[/TARGET] Multiple Students: 90 Teacher: 90 Teacher: And, you know what?
Teacher: Six. Teacher: And, what's 6 times 15? Multiple Students: 90  [TARGET]Teacher: 90[/TARGET] Teacher: And, you know what? Teacher: Now, that I add a zero, there's no more dividends to drop. Teacher: The answer's 66.
Teacher: And, what's 6 times 15? Multiple Students: 90 Teacher: 90  [TARGET]Teacher: And, you know what?[/TARGET] Teacher: Now, that I add a zero, there's no more dividends to drop. Teacher: The answer's 66. Student: Oh.
Multiple Students: 90 Teacher: 90 Teacher: And, you know what?  [TARGET]Teacher: Now, that I add a zero, there's no more dividends to drop.[/TARGET] Teacher: The answer's 66. Student: Oh. Teacher: Yeah, there's no more dividends to drop.
Teacher: 90 Teacher: And, you know what? Teacher: Now, that I add a zero, there's no more dividends to drop.  [TARGET]Teacher: The answer's 66.[/TARGET] Student: Oh. Teacher: Yeah, there's no more dividends to drop. Teacher: And, this is zero and 66.
Teacher: Now, that I add a zero, there's no more dividends to drop. Teacher: The answer's 66. Student: Oh.  [TARGET]Teacher: Yeah, there's no more dividends to drop.[/TARGET] Teacher: And, this is zero and 66. Student: [inaudible] Teacher: Okay?
Teacher: The answer's 66. Student: Oh. Teacher: Yeah, there's no more dividends to drop.  [TARGET]Teacher: And, this is zero and 66.[/TARGET] Student: [inaudible] Teacher: Okay? Teacher: Raise your hand if you thought you'd be dividing by 75 and fifth grade?
Teacher: And, this is zero and 66. Student: [inaudible] Teacher: Okay?  [TARGET]Teacher: Raise your hand if you thought you'd be dividing by 75 and fifth grade?[/TARGET] Student: 35 divided by -- Teacher: Nadine, you thought so? Teacher: Okay, good.
Teacher: Okay? Teacher: Raise your hand if you thought you'd be dividing by 75 and fifth grade? Student: 35 divided by --  [TARGET]Teacher: Nadine, you thought so?[/TARGET] Teacher: Okay, good. Teacher: All right. Teacher: Let's copy down example three.
Teacher: Raise your hand if you thought you'd be dividing by 75 and fifth grade? Student: 35 divided by -- Teacher: Nadine, you thought so?  [TARGET]Teacher: Okay, good.[/TARGET] Teacher: All right. Teacher: Let's copy down example three. Multiple Students: [inaudible chatter]
Multiple Students: [inaudible chatter] Teacher: All right, and when you're done just put your pencil down. Multiple Students: [inaudible chatter]  [TARGET]Teacher: Right, 1010 wouldn't be on that.[/TARGET] Teacher: It doesn't go that far. Teacher: It's just a factors of 75, the multiples of 75 up to the 10s. Teacher: Okay --
Teacher: All right, and when you're done just put your pencil down. Multiple Students: [inaudible chatter] Teacher: Right, 1010 wouldn't be on that.  [TARGET]Teacher: It doesn't go that far.[/TARGET] Teacher: It's just a factors of 75, the multiples of 75 up to the 10s. Teacher: Okay -- Multiple Students: [inaudible chatter]
Multiple Students: [inaudible chatter] Teacher: Right, 1010 wouldn't be on that. Teacher: It doesn't go that far.  [TARGET]Teacher: It's just a factors of 75, the multiples of 75 up to the 10s.[/TARGET] Teacher: Okay -- Multiple Students: [inaudible chatter] Teacher: Student D, 75 goes into 1 how many times?