stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Everybody, or you're sharing, should have fact families for certain number. Teacher: I didn't write them all, because there's -- Student: There's 12 --  [TARGET]Teacher: 12, the 15s.[/TARGET] Teacher: The 75s and 90s. Teacher: Wow. Teacher: I know my twelve's.
Teacher: I didn't write them all, because there's -- Student: There's 12 -- Teacher: 12, the 15s.  [TARGET]Teacher: The 75s and 90s.[/TARGET] Teacher: Wow. Teacher: I know my twelve's. Teacher: I kind of know my fifteens.
Student: There's 12 -- Teacher: 12, the 15s. Teacher: The 75s and 90s.  [TARGET]Teacher: Wow.[/TARGET] Teacher: I know my twelve's. Teacher: I kind of know my fifteens. Teacher: I don't know my nineties.
Teacher: 12, the 15s. Teacher: The 75s and 90s. Teacher: Wow.  [TARGET]Teacher: I know my twelve's.[/TARGET] Teacher: I kind of know my fifteens. Teacher: I don't know my nineties. Teacher: I definitely don't know my seventy-fives.
Teacher: The 75s and 90s. Teacher: Wow. Teacher: I know my twelve's.  [TARGET]Teacher: I kind of know my fifteens.[/TARGET] Teacher: I don't know my nineties. Teacher: I definitely don't know my seventy-fives. Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself.
Teacher: Wow. Teacher: I know my twelve's. Teacher: I kind of know my fifteens.  [TARGET]Teacher: I don't know my nineties.[/TARGET] Teacher: I definitely don't know my seventy-fives. Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself. Teacher: Today, I did it for you.
Teacher: I know my twelve's. Teacher: I kind of know my fifteens. Teacher: I don't know my nineties.  [TARGET]Teacher: I definitely don't know my seventy-fives.[/TARGET] Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself. Teacher: Today, I did it for you. Teacher: Tomorrow, you guys are gonna start doing it.
Teacher: I kind of know my fifteens. Teacher: I don't know my nineties. Teacher: I definitely don't know my seventy-fives.  [TARGET]Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself.[/TARGET] Teacher: Today, I did it for you. Teacher: Tomorrow, you guys are gonna start doing it. Teacher: The fact family.
Teacher: I don't know my nineties. Teacher: I definitely don't know my seventy-fives. Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself.  [TARGET]Teacher: Today, I did it for you.[/TARGET] Teacher: Tomorrow, you guys are gonna start doing it. Teacher: The fact family. Teacher: Trust me, do the work now, so you can coast later.
Teacher: I definitely don't know my seventy-fives. Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself. Teacher: Today, I did it for you.  [TARGET]Teacher: Tomorrow, you guys are gonna start doing it.[/TARGET] Teacher: The fact family. Teacher: Trust me, do the work now, so you can coast later. Teacher: So, here we go.
Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself. Teacher: Today, I did it for you. Teacher: Tomorrow, you guys are gonna start doing it.  [TARGET]Teacher: The fact family.[/TARGET] Teacher: Trust me, do the work now, so you can coast later. Teacher: So, here we go. Student: [inaudible]
Teacher: Today, I did it for you. Teacher: Tomorrow, you guys are gonna start doing it. Teacher: The fact family.  [TARGET]Teacher: Trust me, do the work now, so you can coast later.[/TARGET] Teacher: So, here we go. Student: [inaudible] Teacher: Look what I do with my finger, okay?
Teacher: So, here we go. Student: [inaudible] Teacher: Look what I do with my finger, okay?  [TARGET]Teacher: What's the divisor for this problem?[/TARGET] Student: 12 Teacher: 12 Teacher: So, I'm gonna write 12 right here.
Teacher: Look what I do with my finger, okay? Teacher: What's the divisor for this problem? Student: 12  [TARGET]Teacher: 12[/TARGET] Teacher: So, I'm gonna write 12 right here. Teacher: Don't write 12 on yours, okay? Teacher: I'm gonna write 12.
Teacher: What's the divisor for this problem? Student: 12 Teacher: 12  [TARGET]Teacher: So, I'm gonna write 12 right here.[/TARGET] Teacher: Don't write 12 on yours, okay? Teacher: I'm gonna write 12. Teacher: All right.
Teacher: 12 Teacher: So, I'm gonna write 12 right here. Teacher: Don't write 12 on yours, okay?  [TARGET]Teacher: I'm gonna write 12.[/TARGET] Teacher: All right. Teacher: Look what I do with my finger, okay? Teacher: Does 12 go into 1?
Teacher: I'm gonna write 12. Teacher: All right. Teacher: Look what I do with my finger, okay?  [TARGET]Teacher: Does 12 go into 1?[/TARGET] Multiple Students: No. Teacher: Why not, Student S? Student: Because, it's a lower number.
Teacher: Look what I do with my finger, okay? Teacher: Does 12 go into 1? Multiple Students: No.  [TARGET]Teacher: Why not, Student S?[/TARGET] Student: Because, it's a lower number. Teacher: It's what? Student: Because, it's a lower number.
Multiple Students: No. Teacher: Why not, Student S? Student: Because, it's a lower number.  [TARGET]Teacher: It's what?[/TARGET] Student: Because, it's a lower number. Teacher: Which is a lower number? Student: One.
Student: Because, it's a lower number. Teacher: It's what? Student: Because, it's a lower number.  [TARGET]Teacher: Which is a lower number?[/TARGET] Student: One. Teacher: That's correct. Teacher: 12 is bigger.
Student: Because, it's a lower number. Teacher: Which is a lower number? Student: One.  [TARGET]Teacher: That's correct.[/TARGET] Teacher: 12 is bigger. Teacher: So, this is what I put. Teacher: You guys should copy this also.
Teacher: Which is a lower number? Student: One. Teacher: That's correct.  [TARGET]Teacher: 12 is bigger.[/TARGET] Teacher: So, this is what I put. Teacher: You guys should copy this also. Student: Oh.
Student: One. Teacher: That's correct. Teacher: 12 is bigger.  [TARGET]Teacher: So, this is what I put.[/TARGET] Teacher: You guys should copy this also. Student: Oh. Teacher: Yeah.
Teacher: So, this is what I put. Teacher: You guys should copy this also. Student: Oh.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: Sorry I didn't say that ahead. Teacher: Just start copying. Student: On paper or in the notebook?
Teacher: Just start copying. Student: On paper or in the notebook? Teacher: In your notebook.  [TARGET]Teacher: So, first thing I did, didn't take a lot of math.[/TARGET] Teacher: 12 doesn't go into 1. Teacher: It's bigger than one. Teacher: That didn't take any math.
Student: On paper or in the notebook? Teacher: In your notebook. Teacher: So, first thing I did, didn't take a lot of math.  [TARGET]Teacher: 12 doesn't go into 1.[/TARGET] Teacher: It's bigger than one. Teacher: That didn't take any math. Teacher: It's just looking.
Teacher: In your notebook. Teacher: So, first thing I did, didn't take a lot of math. Teacher: 12 doesn't go into 1.  [TARGET]Teacher: It's bigger than one.[/TARGET] Teacher: That didn't take any math. Teacher: It's just looking. Teacher: 12 is bigger than 1.
Teacher: So, first thing I did, didn't take a lot of math. Teacher: 12 doesn't go into 1. Teacher: It's bigger than one.  [TARGET]Teacher: That didn't take any math.[/TARGET] Teacher: It's just looking. Teacher: 12 is bigger than 1. Teacher: So, put a zero right above the one.
Teacher: 12 doesn't go into 1. Teacher: It's bigger than one. Teacher: That didn't take any math.  [TARGET]Teacher: It's just looking.[/TARGET] Teacher: 12 is bigger than 1. Teacher: So, put a zero right above the one. Teacher: Don't put a zero about the three.
Teacher: It's bigger than one. Teacher: That didn't take any math. Teacher: It's just looking.  [TARGET]Teacher: 12 is bigger than 1.[/TARGET] Teacher: So, put a zero right above the one. Teacher: Don't put a zero about the three. Teacher: Put it above the one, because we're just dealing with the one.
Teacher: That didn't take any math. Teacher: It's just looking. Teacher: 12 is bigger than 1.  [TARGET]Teacher: So, put a zero right above the one.[/TARGET] Teacher: Don't put a zero about the three. Teacher: Put it above the one, because we're just dealing with the one. Teacher: That digit and the dividend.
Teacher: It's just looking. Teacher: 12 is bigger than 1. Teacher: So, put a zero right above the one.  [TARGET]Teacher: Don't put a zero about the three.[/TARGET] Teacher: Put it above the one, because we're just dealing with the one. Teacher: That digit and the dividend. Teacher: Okay?
Teacher: 12 is bigger than 1. Teacher: So, put a zero right above the one. Teacher: Don't put a zero about the three.  [TARGET]Teacher: Put it above the one, because we're just dealing with the one.[/TARGET] Teacher: That digit and the dividend. Teacher: Okay? Teacher: Now, 12 goes into 1 zero times.
Teacher: So, put a zero right above the one. Teacher: Don't put a zero about the three. Teacher: Put it above the one, because we're just dealing with the one.  [TARGET]Teacher: That digit and the dividend.[/TARGET] Teacher: Okay? Teacher: Now, 12 goes into 1 zero times. Teacher: Take your two fingers.
Teacher: Put it above the one, because we're just dealing with the one. Teacher: That digit and the dividend. Teacher: Okay?  [TARGET]Teacher: Now, 12 goes into 1 zero times.[/TARGET] Teacher: Take your two fingers. Teacher: 12 goes into 13? Multiple Students: One time.
Teacher: That digit and the dividend. Teacher: Okay? Teacher: Now, 12 goes into 1 zero times.  [TARGET]Teacher: Take your two fingers.[/TARGET] Teacher: 12 goes into 13? Multiple Students: One time. Teacher: One time.
Teacher: Okay? Teacher: Now, 12 goes into 1 zero times. Teacher: Take your two fingers.  [TARGET]Teacher: 12 goes into 13?[/TARGET] Multiple Students: One time. Teacher: One time. Teacher: Another way to do it is using this.
Teacher: Take your two fingers. Teacher: 12 goes into 13? Multiple Students: One time.  [TARGET]Teacher: One time.[/TARGET] Teacher: Another way to do it is using this. Teacher: 12 multiplied by what number is equal to, close to, but not past 13? Teacher: Look at your - yeah, you can write it really lightly.
Teacher: 12 goes into 13? Multiple Students: One time. Teacher: One time.  [TARGET]Teacher: Another way to do it is using this.[/TARGET] Teacher: 12 multiplied by what number is equal to, close to, but not past 13? Teacher: Look at your - yeah, you can write it really lightly. Teacher: Write it really lightly.
Multiple Students: One time. Teacher: One time. Teacher: Another way to do it is using this.  [TARGET]Teacher: 12 multiplied by what number is equal to, close to, but not past 13?[/TARGET] Teacher: Look at your - yeah, you can write it really lightly. Teacher: Write it really lightly. Student: Times one.
Teacher: Look at your - yeah, you can write it really lightly. Teacher: Write it really lightly. Student: Times one.  [TARGET]Teacher: 12 times 1?[/TARGET] Teacher: You're correct. Teacher: If you look at your fact family, 12 times 1 is close to 13. Teacher: 12 times 2 is that past 13?
Teacher: Write it really lightly. Student: Times one. Teacher: 12 times 1?  [TARGET]Teacher: You're correct.[/TARGET] Teacher: If you look at your fact family, 12 times 1 is close to 13. Teacher: 12 times 2 is that past 13? Student: Yeah.
Student: Times one. Teacher: 12 times 1? Teacher: You're correct.  [TARGET]Teacher: If you look at your fact family, 12 times 1 is close to 13.[/TARGET] Teacher: 12 times 2 is that past 13? Student: Yeah. Teacher: Yeah, so it's one.
Teacher: 12 times 1? Teacher: You're correct. Teacher: If you look at your fact family, 12 times 1 is close to 13.  [TARGET]Teacher: 12 times 2 is that past 13?[/TARGET] Student: Yeah. Teacher: Yeah, so it's one. Teacher: Look at your fact family.
Teacher: If you look at your fact family, 12 times 1 is close to 13. Teacher: 12 times 2 is that past 13? Student: Yeah.  [TARGET]Teacher: Yeah, so it's one.[/TARGET] Teacher: Look at your fact family. Teacher: What's 1 times 12? Multiple Students: 12
Teacher: 12 times 2 is that past 13? Student: Yeah. Teacher: Yeah, so it's one.  [TARGET]Teacher: Look at your fact family.[/TARGET] Teacher: What's 1 times 12? Multiple Students: 12 Teacher: Now, do subtraction.
Student: Yeah. Teacher: Yeah, so it's one. Teacher: Look at your fact family.  [TARGET]Teacher: What's 1 times 12?[/TARGET] Multiple Students: 12 Teacher: Now, do subtraction. Teacher: Very simple.
Teacher: Look at your fact family. Teacher: What's 1 times 12? Multiple Students: 12  [TARGET]Teacher: Now, do subtraction.[/TARGET] Teacher: Very simple. Teacher: You can cross this out, too. Student: 13 subtract 12.
Teacher: What's 1 times 12? Multiple Students: 12 Teacher: Now, do subtraction.  [TARGET]Teacher: Very simple.[/TARGET] Teacher: You can cross this out, too. Student: 13 subtract 12. Teacher: Just look at what I have, 12 and 13.
Multiple Students: 12 Teacher: Now, do subtraction. Teacher: Very simple.  [TARGET]Teacher: You can cross this out, too.[/TARGET] Student: 13 subtract 12. Teacher: Just look at what I have, 12 and 13. Teacher: Okay, we're done with that.
Teacher: Very simple. Teacher: You can cross this out, too. Student: 13 subtract 12.  [TARGET]Teacher: Just look at what I have, 12 and 13.[/TARGET] Teacher: Okay, we're done with that. Teacher: Now, and this opportunity you drop the 15. Student: [inaudible]
Student: 13 subtract 12. Teacher: Just look at what I have, 12 and 13. Teacher: Okay, we're done with that.  [TARGET]Teacher: Now, and this opportunity you drop the 15.[/TARGET] Student: [inaudible] Teacher: So, I'm gonna write 15 here as my new dividend. Teacher: Using my finger, I want you guys to use your finger, too, okay?
Teacher: Okay, we're done with that. Teacher: Now, and this opportunity you drop the 15. Student: [inaudible]  [TARGET]Teacher: So, I'm gonna write 15 here as my new dividend.[/TARGET] Teacher: Using my finger, I want you guys to use your finger, too, okay? Teacher: And, repeat it after me. Teacher: I'll wait a second.
Teacher: Now, and this opportunity you drop the 15. Student: [inaudible] Teacher: So, I'm gonna write 15 here as my new dividend.  [TARGET]Teacher: Using my finger, I want you guys to use your finger, too, okay?[/TARGET] Teacher: And, repeat it after me. Teacher: I'll wait a second. Teacher: I'm going a little too fast.
Teacher: Thank you, Student J. Teacher: Thank you, Student D.  Thank you, Student D and Student C.   Student: I see what everybody else is doing.  [TARGET]Teacher: Good thinking.[/TARGET] Teacher: All right, now take your finger, okay? Teacher: I want you to repeat after me on your strip, okay? Teacher: I want you to go 12.
Teacher: Good thinking. Teacher: All right, now take your finger, okay? Teacher: I want you to repeat after me on your strip, okay?  [TARGET]Teacher: I want you to go 12.[/TARGET] Multiple Students: 12 Teacher: Multiplied by. Multiple Students: Multiplied by.
Teacher: I want you to repeat after me on your strip, okay? Teacher: I want you to go 12. Multiple Students: 12  [TARGET]Teacher: Multiplied by.[/TARGET] Multiple Students: Multiplied by. Teacher: What number? Multiple Students: What number?
Multiple Students: 12 Teacher: Multiplied by. Multiple Students: Multiplied by.  [TARGET]Teacher: What number?[/TARGET] Multiple Students: What number? Teacher: Is. Multiple Students: Is.
Multiple Students: Multiplied by. Teacher: What number? Multiple Students: What number?  [TARGET]Teacher: Is.[/TARGET] Multiple Students: Is. Teacher: Equal to. Multiple Students: Equal to.
Multiple Students: What number? Teacher: Is. Multiple Students: Is.  [TARGET]Teacher: Equal to.[/TARGET] Multiple Students: Equal to. Teacher: Close to. Multiple Students: Close to.
Multiple Students: Is. Teacher: Equal to. Multiple Students: Equal to.  [TARGET]Teacher: Close to.[/TARGET] Multiple Students: Close to. Teacher: But, not past -- Multiple Students: Buy, not past --
Multiple Students: Equal to. Teacher: Close to. Multiple Students: Close to.  [TARGET]Teacher: But, not past --[/TARGET] Multiple Students: Buy, not past -- Teacher: 15 Multiple Students: 15
Multiple Students: Close to. Teacher: But, not past -- Multiple Students: Buy, not past --  [TARGET]Teacher: 15[/TARGET] Multiple Students: 15 Teacher: What is it, class? Multiple Students: One.
Multiple Students: Buy, not past -- Teacher: 15 Multiple Students: 15  [TARGET]Teacher: What is it, class?[/TARGET] Multiple Students: One. Teacher: One. Teacher: And, you could look at your fact families.
Multiple Students: 15 Teacher: What is it, class? Multiple Students: One.  [TARGET]Teacher: One.[/TARGET] Teacher: And, you could look at your fact families. Teacher: You don't need to memorize it. Teacher: It's right there.
Teacher: What is it, class? Multiple Students: One. Teacher: One.  [TARGET]Teacher: And, you could look at your fact families.[/TARGET] Teacher: You don't need to memorize it. Teacher: It's right there. Teacher: What's 1 times 12?
Multiple Students: One. Teacher: One. Teacher: And, you could look at your fact families.  [TARGET]Teacher: You don't need to memorize it.[/TARGET] Teacher: It's right there. Teacher: What's 1 times 12? Multiple Students: 12
Teacher: One. Teacher: And, you could look at your fact families. Teacher: You don't need to memorize it.  [TARGET]Teacher: It's right there.[/TARGET] Teacher: What's 1 times 12? Multiple Students: 12 Teacher: You are gonna drop that zero.
Teacher: And, you could look at your fact families. Teacher: You don't need to memorize it. Teacher: It's right there.  [TARGET]Teacher: What's 1 times 12?[/TARGET] Multiple Students: 12 Teacher: You are gonna drop that zero. Multiple Students: [inaudible chatter]
Teacher: It's right there. Teacher: What's 1 times 12? Multiple Students: 12  [TARGET]Teacher: You are gonna drop that zero.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay, we already got the 15. Teacher: My next dividend is what?
Multiple Students: 12 Teacher: You are gonna drop that zero. Multiple Students: [inaudible chatter]  [TARGET]Teacher: Okay, we already got the 15.[/TARGET] Teacher: My next dividend is what? Multiple Students: 30 Teacher: 30
Teacher: You are gonna drop that zero. Multiple Students: [inaudible chatter] Teacher: Okay, we already got the 15.  [TARGET]Teacher: My next dividend is what?[/TARGET] Multiple Students: 30 Teacher: 30 Student: That would be two.
Teacher: Okay, we already got the 15. Teacher: My next dividend is what? Multiple Students: 30  [TARGET]Teacher: 30[/TARGET] Student: That would be two. Multiple Students: [inaudible chatter] Teacher: All right, when you're done copying, pencil's down.
Student: That would be two. Multiple Students: [inaudible chatter] Teacher: All right, when you're done copying, pencil's down.  [TARGET]Teacher: Because, you're gonna be using those fingers again.[/TARGET] Student: [inaudible] 30 over here? Teacher: Do you see what I did? Teacher: I dropped the zero?
Teacher: All right, when you're done copying, pencil's down. Teacher: Because, you're gonna be using those fingers again. Student: [inaudible] 30 over here?  [TARGET]Teacher: Do you see what I did?[/TARGET] Teacher: I dropped the zero? Student: That's right. Teacher: Because, 15 minus 2 is 3.
Teacher: Because, you're gonna be using those fingers again. Student: [inaudible] 30 over here? Teacher: Do you see what I did?  [TARGET]Teacher: I dropped the zero?[/TARGET] Student: That's right. Teacher: Because, 15 minus 2 is 3. Teacher: And, I dropped the zero.
Teacher: Do you see what I did? Teacher: I dropped the zero? Student: That's right.  [TARGET]Teacher: Because, 15 minus 2 is 3.[/TARGET] Teacher: And, I dropped the zero. Teacher: Okay. Teacher: When you're done, you're pencils are gonna be down, just so I know.
Teacher: I dropped the zero? Student: That's right. Teacher: Because, 15 minus 2 is 3.  [TARGET]Teacher: And, I dropped the zero.[/TARGET] Teacher: Okay. Teacher: When you're done, you're pencils are gonna be down, just so I know. Student: I don't got my own paper.
Teacher: All right, you need to share with somebody. Teacher: I didn't have enough. Teacher: Share with Student M this time.  [TARGET]Teacher: All right, okay, get your pinkie.[/TARGET] Teacher: I mean, get your index fingers again. Student: Or, that's how you do [inaudible] Teacher: All right, you're gonna tap on that sheet again.
Teacher: I didn't have enough. Teacher: Share with Student M this time. Teacher: All right, okay, get your pinkie.  [TARGET]Teacher: I mean, get your index fingers again.[/TARGET] Student: Or, that's how you do [inaudible] Teacher: All right, you're gonna tap on that sheet again. Teacher: And, you repeat after me.
Teacher: All right, okay, get your pinkie. Teacher: I mean, get your index fingers again. Student: Or, that's how you do [inaudible]  [TARGET]Teacher: All right, you're gonna tap on that sheet again.[/TARGET] Teacher: And, you repeat after me. Teacher: Ready? Teacher: 12
Teacher: I mean, get your index fingers again. Student: Or, that's how you do [inaudible] Teacher: All right, you're gonna tap on that sheet again.  [TARGET]Teacher: And, you repeat after me.[/TARGET] Teacher: Ready? Teacher: 12 Multiple Students: 12
Student: Or, that's how you do [inaudible] Teacher: All right, you're gonna tap on that sheet again. Teacher: And, you repeat after me.  [TARGET]Teacher: Ready?[/TARGET] Teacher: 12 Multiple Students: 12 Teacher: Multiplied by.
Teacher: All right, you're gonna tap on that sheet again. Teacher: And, you repeat after me. Teacher: Ready?  [TARGET]Teacher: 12[/TARGET] Multiple Students: 12 Teacher: Multiplied by. Multiple Students: Multiplied by.
Teacher: Ready? Teacher: 12 Multiple Students: 12  [TARGET]Teacher: Multiplied by.[/TARGET] Multiple Students: Multiplied by. Teacher: What number is equal to -- Multiple Students: What number is equal to --
Multiple Students: 12 Teacher: Multiplied by. Multiple Students: Multiplied by.  [TARGET]Teacher: What number is equal to --[/TARGET] Multiple Students: What number is equal to -- Teacher: Close to -- Multiple Students: Close to --
Multiple Students: Multiplied by. Teacher: What number is equal to -- Multiple Students: What number is equal to --  [TARGET]Teacher: Close to --[/TARGET] Multiple Students: Close to -- Teacher: But, not past -- Multiple Students: But, not past --
Multiple Students: What number is equal to -- Teacher: Close to -- Multiple Students: Close to --  [TARGET]Teacher: But, not past --[/TARGET] Multiple Students: But, not past -- Teacher: 30 Multiple Students: 30
Multiple Students: Close to -- Teacher: But, not past -- Multiple Students: But, not past --  [TARGET]Teacher: 30[/TARGET] Multiple Students: 30 Student: That'd be two! Teacher: That'd be two.
Teacher: 30 Multiple Students: 30 Student: That'd be two!  [TARGET]Teacher: That'd be two.[/TARGET] Teacher: I would agree with you. Teacher: You could list 12 times 3. Student: 12 times 3 is 36.
Multiple Students: 30 Student: That'd be two! Teacher: That'd be two.  [TARGET]Teacher: I would agree with you.[/TARGET] Teacher: You could list 12 times 3. Student: 12 times 3 is 36. Teacher: It's 36, and that is past.
Student: That'd be two! Teacher: That'd be two. Teacher: I would agree with you.  [TARGET]Teacher: You could list 12 times 3.[/TARGET] Student: 12 times 3 is 36. Teacher: It's 36, and that is past. Student: Way past 30, right?
Teacher: I would agree with you. Teacher: You could list 12 times 3. Student: 12 times 3 is 36.  [TARGET]Teacher: It's 36, and that is past.[/TARGET] Student: Way past 30, right? Teacher: So, what's 2 times 12? Teacher: Or 12 times 2?
Student: 12 times 3 is 36. Teacher: It's 36, and that is past. Student: Way past 30, right?  [TARGET]Teacher: So, what's 2 times 12?[/TARGET] Teacher: Or 12 times 2? Multiple Students: 24 Multiple Students: Oh, what?
Teacher: It's 36, and that is past. Student: Way past 30, right? Teacher: So, what's 2 times 12?  [TARGET]Teacher: Or 12 times 2?[/TARGET] Multiple Students: 24 Multiple Students: Oh, what? Teacher: If this was third grade, we would just say remainder six and we would be done.