stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Yeah. Teacher: Do anything you want to check it and make sure that your answer, that that two answers match. Student: Okay.  [TARGET]Teacher: You can use traditional or Lattice.[/TARGET] Teacher: This is not 100 though because that only goes down - wait. Teacher: What's this problem? Teacher: Oh yeah, sorry.
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.  [TARGET]Teacher: This is not 100 though because that only goes down - wait.[/TARGET] Teacher: What's this problem? Teacher: Oh yeah, sorry. Teacher: That is 100, sorry, my bad.
Student: Okay. Teacher: You can use traditional or Lattice. Teacher: This is not 100 though because that only goes down - wait.  [TARGET]Teacher: What's this problem?[/TARGET] Teacher: Oh yeah, sorry. Teacher: That is 100, sorry, my bad. Teacher: All right, good job.
Teacher: You can use traditional or Lattice. Teacher: This is not 100 though because that only goes down - wait. Teacher: What's this problem?  [TARGET]Teacher: Oh yeah, sorry.[/TARGET] Teacher: That is 100, sorry, my bad. Teacher: All right, good job. Teacher: [Crosstalk]
Teacher: This is not 100 though because that only goes down - wait. Teacher: What's this problem? Teacher: Oh yeah, sorry.  [TARGET]Teacher: That is 100, sorry, my bad.[/TARGET] Teacher: All right, good job. Teacher: [Crosstalk] Teacher: This though, if you have this column going all the way down to here, because it comes over and it goes all the way down to that dark line.
Teacher: What's this problem? Teacher: Oh yeah, sorry. Teacher: That is 100, sorry, my bad.  [TARGET]Teacher: All right, good job.[/TARGET] Teacher: [Crosstalk] Teacher: This though, if you have this column going all the way down to here, because it comes over and it goes all the way down to that dark line. Teacher: So how many is in there?
Teacher: That is 100, sorry, my bad. Teacher: All right, good job. Teacher: [Crosstalk]  [TARGET]Teacher: This though, if you have this column going all the way down to here, because it comes over and it goes all the way down to that dark line.[/TARGET] Teacher: So how many is in there? Student: [Inaudible]. Teacher: Do you have a 10 written there?
Teacher: All right, good job. Teacher: [Crosstalk] Teacher: This though, if you have this column going all the way down to here, because it comes over and it goes all the way down to that dark line.  [TARGET]Teacher: So how many is in there?[/TARGET] Student: [Inaudible]. Teacher: Do you have a 10 written there? Teacher: It looks like a 5.
Teacher: This though, if you have this column going all the way down to here, because it comes over and it goes all the way down to that dark line. Teacher: So how many is in there? Student: [Inaudible].  [TARGET]Teacher: Do you have a 10 written there?[/TARGET] Teacher: It looks like a 5. Teacher: Did you have 10 written there? Student: Yes.
Teacher: So how many is in there? Student: [Inaudible]. Teacher: Do you have a 10 written there?  [TARGET]Teacher: It looks like a 5.[/TARGET] Teacher: Did you have 10 written there? Student: Yes. Teacher: Okay.
Student: [Inaudible]. Teacher: Do you have a 10 written there? Teacher: It looks like a 5.  [TARGET]Teacher: Did you have 10 written there?[/TARGET] Student: Yes. Teacher: Okay. Teacher: Sorry, it looked like a 5 'cause it's written so small.
Teacher: Did you have 10 written there? Student: Yes. Teacher: Okay.  [TARGET]Teacher: Sorry, it looked like a 5 'cause it's written so small.[/TARGET] Teacher: [Crosstalk] Teacher: Just hang on to it for just a minute. Teacher: Wait, something's gone wrong because, look, this is a row of 10 here, too.
Teacher: Sorry, it looked like a 5 'cause it's written so small. Teacher: [Crosstalk] 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.[/TARGET] Teacher: The 10 is only that much and that's the extra column right there. Teacher: So that's another row of 10. Student: So this is -
Teacher: [Crosstalk] Teacher: Just hang on to it for just a minute. Teacher: Wait, something's gone wrong because, look, this is a row of 10 here, too.  [TARGET]Teacher: The 10 is only that much and that's the extra column right there.[/TARGET] Teacher: So that's another row of 10. Student: So this is - Teacher: That's 10.
Teacher: Just hang on to it for just a minute. 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.  [TARGET]Teacher: So that's another row of 10.[/TARGET] Student: So this is - Teacher: That's 10. Student: Can they hear us?
Teacher: The 10 is only that much and that's the extra column right there. Teacher: So that's another row of 10. Student: So this is -  [TARGET]Teacher: That's 10.[/TARGET] Student: Can they hear us? Teacher: Mm-hmm. Student: Is that the -
Student: They [inaudible] kindergarten? Teacher: No, it's not that sensitive. Teacher: [Crosstalk]  [TARGET]Teacher: So did you fix this to go over 7?[/TARGET] Teacher: Oh, you're starting over, okay. Teacher: [Crosstalk] Teacher: So there's 100, 100, 100, 300, 300, 80, 80, 80, and then this is a group of 10 and a group of 8.
Teacher: No, it's not that sensitive. Teacher: [Crosstalk] Teacher: So did you fix this to go over 7?  [TARGET]Teacher: Oh, you're starting over, okay.[/TARGET] Teacher: [Crosstalk] Teacher: So there's 100, 100, 100, 300, 300, 80, 80, 80, and then this is a group of 10 and a group of 8. Teacher: [Crosstalk]
Teacher: So did you fix this to go over 7? Teacher: Oh, you're starting over, okay. Teacher: [Crosstalk]  [TARGET]Teacher: So there's 100, 100, 100, 300, 300, 80, 80, 80, and then this is a group of 10 and a group of 8.[/TARGET] Teacher: [Crosstalk] Teacher: You were thinking of the first problem because on this picture you have 18 times 31 instead of 22, because I was trying to figure out how this came out to be an 8 because if you did the regular problem, 1 time 2, this answer has to end in a 2 and you have an 8. Teacher: So you actually did 18 times 31.
Teacher: [Crosstalk] Teacher: So there's 100, 100, 100, 300, 300, 80, 80, 80, and then this is a group of 10 and a group of 8. Teacher: [Crosstalk]  [TARGET]Teacher: You were thinking of the first problem because on this picture you have 18 times 31 instead of 22, because I was trying to figure out how this came out to be an 8 because if you did the regular problem, 1 time 2, this answer has to end in a 2 and you have an 8.[/TARGET] Teacher: So you actually did 18 times 31. Teacher: So you can just change the problem, okay, since you wrote the wrong number. Student: Is this right?
Teacher: So there's 100, 100, 100, 300, 300, 80, 80, 80, and then this is a group of 10 and a group of 8. Teacher: [Crosstalk] Teacher: You were thinking of the first problem because on this picture you have 18 times 31 instead of 22, because I was trying to figure out how this came out to be an 8 because if you did the regular problem, 1 time 2, this answer has to end in a 2 and you have an 8.  [TARGET]Teacher: So you actually did 18 times 31.[/TARGET] Teacher: So you can just change the problem, okay, since you wrote the wrong number. Student: Is this right? Teacher: Okay, but you should split it up like this, so it's 100, 100.
Teacher: [Crosstalk] Teacher: You were thinking of the first problem because on this picture you have 18 times 31 instead of 22, because I was trying to figure out how this came out to be an 8 because if you did the regular problem, 1 time 2, this answer has to end in a 2 and you have an 8. Teacher: So you actually did 18 times 31.  [TARGET]Teacher: So you can just change the problem, okay, since you wrote the wrong number.[/TARGET] Student: Is this right? Teacher: Okay, but you should split it up like this, so it's 100, 100. Teacher: We're looking for groups of 100.
Teacher: So you actually did 18 times 31. Teacher: So you can just change the problem, okay, since you wrote the wrong number. Student: Is this right?  [TARGET]Teacher: Okay, but you should split it up like this, so it's 100, 100.[/TARGET] Teacher: We're looking for groups of 100. Teacher: And then this would be 20, 20, 20. Teacher: What would this be over here though?
Teacher: So you can just change the problem, okay, since you wrote the wrong number. Student: Is this right? Teacher: Okay, but you should split it up like this, so it's 100, 100.  [TARGET]Teacher: We're looking for groups of 100.[/TARGET] Teacher: And then this would be 20, 20, 20. Teacher: What would this be over here though? Teacher: And this blue one there is 10 and this blue one there is 10, and then this little section there is -
Student: Is this right? Teacher: Okay, but you should split it up like this, so it's 100, 100. Teacher: We're looking for groups of 100.  [TARGET]Teacher: And then this would be 20, 20, 20.[/TARGET] Teacher: What would this be over here though? Teacher: And this blue one there is 10 and this blue one there is 10, and then this little section there is - Student: 10
Teacher: Okay, but you should split it up like this, so it's 100, 100. Teacher: We're looking for groups of 100. Teacher: And then this would be 20, 20, 20.  [TARGET]Teacher: What would this be over here though?[/TARGET] Teacher: And this blue one there is 10 and this blue one there is 10, and then this little section there is - Student: 10 Student: Wait, there's 2.
Teacher: We're looking for groups of 100. Teacher: And then this would be 20, 20, 20. Teacher: What would this be over here though?  [TARGET]Teacher: And this blue one there is 10 and this blue one there is 10, and then this little section there is -[/TARGET] Student: 10 Student: Wait, there's 2. Teacher: 2
Teacher: And this blue one there is 10 and this blue one there is 10, and then this little section there is - Student: 10 Student: Wait, there's 2.  [TARGET]Teacher: 2[/TARGET] Teacher: So add it up. Teacher: [Crosstalk] Teacher: 200, 360.
Student: 10 Student: Wait, there's 2. Teacher: 2  [TARGET]Teacher: So add it up.[/TARGET] Teacher: [Crosstalk] Teacher: 200, 360. Teacher: Yeah, 486.
Teacher: 2 Teacher: So add it up. Teacher: [Crosstalk]  [TARGET]Teacher: 200, 360.[/TARGET] Teacher: Yeah, 486. Teacher: [Crosstalk] Teacher: All right, guys, let's go ahead and check these.
Teacher: So add it up. Teacher: [Crosstalk] Teacher: 200, 360.  [TARGET]Teacher: Yeah, 486.[/TARGET] Teacher: [Crosstalk] Teacher: All right, guys, let's go ahead and check these. Student: No, I'm not done.
Student: No, I'm not done. Teacher: Listen. Teacher: Student A, Student J.  [TARGET]Teacher: So 18 times 27, most of the pictures look right to me.[/TARGET] Teacher: Student H, are you ready? Teacher: 7 times 8, 56, carry the 5. Teacher: What method am I doing here?
Teacher: Student A, Student J. Teacher: So 18 times 27, most of the pictures look right to me. Teacher: Student H, are you ready?  [TARGET]Teacher: 7 times 8, 56, carry the 5.[/TARGET] Teacher: What method am I doing here? Multiple Students: Traditional. Teacher: The traditional.
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.  [TARGET]Teacher: What method am I doing here?[/TARGET] Multiple Students: Traditional. Teacher: The traditional. Teacher: 2 times 8, 16, carry the 1, 2, 3, 486 for the first problem.
Teacher: 7 times 8, 56, carry the 5. Teacher: What method am I doing here? Multiple Students: Traditional.  [TARGET]Teacher: The traditional.[/TARGET] Teacher: 2 times 8, 16, carry the 1, 2, 3, 486 for the first problem. Teacher: [Crosstalk] Student: I got 540.
Teacher: What method am I doing here? Multiple Students: Traditional. Teacher: The traditional.  [TARGET]Teacher: 2 times 8, 16, carry the 1, 2, 3, 486 for the first problem.[/TARGET] Teacher: [Crosstalk] Student: I got 540. Student: I got 550.
Student: I got 540. Student: I got 550. Student: [Crosstalk]  [TARGET]Teacher: Are you sure?[/TARGET] Teacher: [Crosstalk] Teacher: I'm not gonna have time today. Student: You're not gonna have time for what?
Teacher: [Crosstalk] Teacher: I'm not gonna have time today. Student: You're not gonna have time for what?  [TARGET]Teacher: 18 times 27.[/TARGET] Teacher: [Crosstalk] Teacher: Okay, 18 rows of 27, 10, 18. Teacher: I'm gonna start going over.
Student: You're not gonna have time for what? Teacher: 18 times 27. Teacher: [Crosstalk]  [TARGET]Teacher: Okay, 18 rows of 27, 10, 18.[/TARGET] Teacher: I'm gonna start going over. Teacher: I have to go 10, 20, 27. Teacher: Finish up the rectangle.
Teacher: 18 times 27. Teacher: [Crosstalk] Teacher: Okay, 18 rows of 27, 10, 18.  [TARGET]Teacher: I'm gonna start going over.[/TARGET] Teacher: I have to go 10, 20, 27. Teacher: Finish up the rectangle. Teacher: I have a 10 by 10, so there's 100, 100.
Teacher: [Crosstalk] Teacher: Okay, 18 rows of 27, 10, 18. Teacher: I'm gonna start going over.  [TARGET]Teacher: I have to go 10, 20, 27.[/TARGET] Teacher: Finish up the rectangle. Teacher: I have a 10 by 10, so there's 100, 100. Teacher: There's 10 rows of 7, so that's 70.
Teacher: Okay, 18 rows of 27, 10, 18. Teacher: I'm gonna start going over. Teacher: I have to go 10, 20, 27.  [TARGET]Teacher: Finish up the rectangle.[/TARGET] Teacher: I have a 10 by 10, so there's 100, 100. Teacher: There's 10 rows of 7, so that's 70. Teacher: There's 8 rows of 10, so that's 80.
Teacher: I'm gonna start going over. Teacher: I have to go 10, 20, 27. Teacher: Finish up the rectangle.  [TARGET]Teacher: I have a 10 by 10, so there's 100, 100.[/TARGET] Teacher: There's 10 rows of 7, so that's 70. Teacher: There's 8 rows of 10, so that's 80. Teacher: 8 rows of 10 is 80.
Teacher: I have to go 10, 20, 27. Teacher: Finish up the rectangle. Teacher: I have a 10 by 10, so there's 100, 100.  [TARGET]Teacher: There's 10 rows of 7, so that's 70.[/TARGET] Teacher: There's 8 rows of 10, so that's 80. Teacher: 8 rows of 10 is 80. Student: Yeah, that's what I got.
Teacher: Finish up the rectangle. Teacher: I have a 10 by 10, so there's 100, 100. Teacher: There's 10 rows of 7, so that's 70.  [TARGET]Teacher: There's 8 rows of 10, so that's 80.[/TARGET] Teacher: 8 rows of 10 is 80. Student: Yeah, that's what I got. Teacher: And 8 rows of 7, that's the right answer.
Teacher: I have a 10 by 10, so there's 100, 100. Teacher: There's 10 rows of 7, so that's 70. Teacher: There's 8 rows of 10, so that's 80.  [TARGET]Teacher: 8 rows of 10 is 80.[/TARGET] Student: Yeah, that's what I got. Teacher: And 8 rows of 7, that's the right answer. Student: Yes.
Teacher: There's 8 rows of 10, so that's 80. Teacher: 8 rows of 10 is 80. Student: Yeah, that's what I got.  [TARGET]Teacher: And 8 rows of 7, that's the right answer.[/TARGET] Student: Yes. Teacher: Is 56. Teacher: It is.
Student: Yeah, that's what I got. Teacher: And 8 rows of 7, that's the right answer. Student: Yes.  [TARGET]Teacher: Is 56.[/TARGET] Teacher: It is. Teacher: So when I had this up I have 270 here and I have 80 and 80 is 160 plus 56. Student: That's exactly what I got.
Teacher: And 8 rows of 7, that's the right answer. Student: Yes. Teacher: Is 56.  [TARGET]Teacher: It is.[/TARGET] Teacher: So when I had this up I have 270 here and I have 80 and 80 is 160 plus 56. Student: That's exactly what I got. Teacher: It's 486.
Student: Yes. Teacher: Is 56. Teacher: It is.  [TARGET]Teacher: So when I had this up I have 270 here and I have 80 and 80 is 160 plus 56.[/TARGET] Student: That's exactly what I got. Teacher: It's 486. Student: Yeah, that's exactly what I got.
Teacher: It is. Teacher: So when I had this up I have 270 here and I have 80 and 80 is 160 plus 56. Student: That's exactly what I got.  [TARGET]Teacher: It's 486.[/TARGET] Student: Yeah, that's exactly what I got. Student: I checked it and I got it right. Teacher: What was the other problem?
Teacher: It's 486. Student: Yeah, that's exactly what I got. Student: I checked it and I got it right.  [TARGET]Teacher: What was the other problem?[/TARGET] Teacher: [Crosstalk] Teacher: 22 times 31. Teacher: [Crosstalk]
Student: I checked it and I got it right. Teacher: What was the other problem? Teacher: [Crosstalk]  [TARGET]Teacher: 22 times 31.[/TARGET] Teacher: [Crosstalk] Teacher: Guys, just a minute. Teacher: I can't hear the question.
Teacher: I can't hear the question. Teacher: Student S. Student: How could the last one be 80?  [TARGET]Teacher: The last one in the right corner at the bottom is 56 'cause it's 8 rows of 7.[/TARGET] Student: [Inaudible]. Teacher: At the bottom, because it's 8 rows or 10. Teacher: I'll show you in a minute.
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].  [TARGET]Teacher: At the bottom, because it's 8 rows or 10.[/TARGET] Teacher: I'll show you in a minute. Teacher: Let's try this one. Teacher: Look up here.
Teacher: I'll show you in a minute. Teacher: Let's try this one. Teacher: Look up here.  [TARGET]Teacher: This one was a little tricky because I put 1 and that gets kind of crowded.[/TARGET] Teacher: It's 10, 22 times 10, 20, 31. Teacher: So I've got to complete my rectangle. Student: You never connected it.
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.  [TARGET]Teacher: It's 10, 22 times 10, 20, 31.[/TARGET] Teacher: So I've got to complete my rectangle. Student: You never connected it. Teacher: I know.
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.  [TARGET]Teacher: So I've got to complete my rectangle.[/TARGET] Student: You never connected it. Teacher: I know. Teacher: I just wanted to make sure I went over 1.
Teacher: It's 10, 22 times 10, 20, 31. Teacher: So I've got to complete my rectangle. Student: You never connected it.  [TARGET]Teacher: I know.[/TARGET] Teacher: I just wanted to make sure I went over 1. Teacher: So I'm gonna block off my groups of 100. Student: You have another group of 100 [inaudible].
Teacher: So I've got to complete my rectangle. Student: You never connected it. Teacher: I know.  [TARGET]Teacher: I just wanted to make sure I went over 1.[/TARGET] Teacher: So I'm gonna block off my groups of 100. Student: You have another group of 100 [inaudible]. Teacher: Okay, my line isn't very straight there.
Student: You never connected it. Teacher: I know. Teacher: I just wanted to make sure I went over 1.  [TARGET]Teacher: So I'm gonna block off my groups of 100.[/TARGET] Student: You have another group of 100 [inaudible]. Teacher: Okay, my line isn't very straight there. Teacher: Okay.
Teacher: I just wanted to make sure I went over 1. Teacher: So I'm gonna block off my groups of 100. Student: You have another group of 100 [inaudible].  [TARGET]Teacher: Okay, my line isn't very straight there.[/TARGET] Teacher: Okay. Teacher: So how many groups of 100 do we have? Student: 6
Student: You have another group of 100 [inaudible]. Teacher: Okay, my line isn't very straight there. Teacher: Okay.  [TARGET]Teacher: So how many groups of 100 do we have?[/TARGET] Student: 6 Teacher: 6 Teacher: I have 100, 100, 100, 100, 100, 100.
Teacher: Okay. Teacher: So how many groups of 100 do we have? Student: 6  [TARGET]Teacher: 6[/TARGET] Teacher: I have 100, 100, 100, 100, 100, 100. Teacher: Now what do I have at the bottom? Multiple Students: 20s.
Teacher: So how many groups of 100 do we have? Student: 6 Teacher: 6  [TARGET]Teacher: I have 100, 100, 100, 100, 100, 100.[/TARGET] Teacher: Now what do I have at the bottom? Multiple Students: 20s. Teacher: 2 rows of 10.
Student: 6 Teacher: 6 Teacher: I have 100, 100, 100, 100, 100, 100.  [TARGET]Teacher: Now what do I have at the bottom?[/TARGET] Multiple Students: 20s. Teacher: 2 rows of 10. Teacher: So there's 20, 20, 20.
Teacher: I have 100, 100, 100, 100, 100, 100. Teacher: Now what do I have at the bottom? Multiple Students: 20s.  [TARGET]Teacher: 2 rows of 10.[/TARGET] Teacher: So there's 20, 20, 20. Teacher: What about this little strip right here? Student: 10
Teacher: Now what do I have at the bottom? Multiple Students: 20s. Teacher: 2 rows of 10.  [TARGET]Teacher: So there's 20, 20, 20.[/TARGET] Teacher: What about this little strip right here? Student: 10 Teacher: 10
Multiple Students: 20s. Teacher: 2 rows of 10. Teacher: So there's 20, 20, 20.  [TARGET]Teacher: What about this little strip right here?[/TARGET] Student: 10 Teacher: 10 Teacher: [Crosstalk]
Teacher: So there's 20, 20, 20. Teacher: What about this little strip right here? Student: 10  [TARGET]Teacher: 10[/TARGET] Teacher: [Crosstalk] Teacher: Just a minute. Teacher: This little strip right here is 10 and this is -
Teacher: 10 Teacher: [Crosstalk] Teacher: Just a minute.  [TARGET]Teacher: This little strip right here is 10 and this is -[/TARGET] Student: 2 Teacher: 2 Teacher: Now let's add it up.
Teacher: Just a minute. Teacher: This little strip right here is 10 and this is - Student: 2  [TARGET]Teacher: 2[/TARGET] Teacher: Now let's add it up. Student: 22 Teacher: Just a minute.
Teacher: This little strip right here is 10 and this is - Student: 2 Teacher: 2  [TARGET]Teacher: Now let's add it up.[/TARGET] Student: 22 Teacher: Just a minute. Student: That's 22.
Teacher: Just a minute. Student: That's 22. Teacher: Okay, just a second.  [TARGET]Teacher: There's 600.[/TARGET] 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. Student: I got them all right.
Student: That's 22. Teacher: Okay, just a second. Teacher: There's 600.  [TARGET]Teacher: 20, 20, 20 is 60.[/TARGET] Teacher: These 2 tens are 20, right, and then the little piece at the bottom is 2, 2, 8 6, 682. Student: I got them all right. Student: Yes.
Teacher: Okay, just a second. Teacher: There's 600. Teacher: 20, 20, 20 is 60.  [TARGET]Teacher: These 2 tens are 20, right, and then the little piece at the bottom is 2, 2, 8 6, 682.[/TARGET] Student: I got them all right. Student: Yes. Teacher: All right.
Student: Yes. Teacher: All right. Teacher: [Crosstalk]  [TARGET]Teacher: 22 times 31.[/TARGET] Teacher: Tomorrow we have a multiplication test. Teacher: Remember, it'll be - Student: Will it be easier than the quiz?
Teacher: All right. Teacher: [Crosstalk] Teacher: 22 times 31.  [TARGET]Teacher: Tomorrow we have a multiplication test.[/TARGET] Teacher: Remember, it'll be - Student: Will it be easier than the quiz? Teacher: It'll be -
Teacher: [Crosstalk] Teacher: 22 times 31. Teacher: Tomorrow we have a multiplication test.  [TARGET]Teacher: Remember, it'll be -[/TARGET] Student: Will it be easier than the quiz? Teacher: It'll be - Student: Harder.
Teacher: Tomorrow we have a multiplication test. Teacher: Remember, it'll be - Student: Will it be easier than the quiz?  [TARGET]Teacher: It'll be -[/TARGET] Student: Harder. Teacher: No, not any harder. Teacher: It'll be the same or easier than the quiz, and you can use any kind of multiplication you want to.
Student: Will it be easier than the quiz? Teacher: It'll be - Student: Harder.  [TARGET]Teacher: No, not any harder.[/TARGET] Teacher: It'll be the same or easier than the quiz, and you can use any kind of multiplication you want to. Teacher: You can do the Lattice. Teacher: You could do the traditional.
Teacher: It'll be - Student: Harder. Teacher: No, not any harder.  [TARGET]Teacher: It'll be the same or easier than the quiz, and you can use any kind of multiplication you want to.[/TARGET] Teacher: You can do the Lattice. Teacher: You could do the traditional. Teacher: You could do the partial product.
Student: Harder. Teacher: No, not any harder. Teacher: It'll be the same or easier than the quiz, and you can use any kind of multiplication you want to.  [TARGET]Teacher: You can do the Lattice.[/TARGET] Teacher: You could do the traditional. Teacher: You could do the partial product. Teacher: Last year I had some people who could do this way faster than anything else.