stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: It's just a factors of 75, the multiples of 75 up to the 10s. Teacher: Okay -- Multiple Students: [inaudible chatter]  [TARGET]Teacher: Student D, 75 goes into 1 how many times?[/TARGET] Student: It can't. Teacher: Yeah, why did you say that? Student: [inaudible]
Multiple Students: [inaudible chatter] Teacher: Student D, 75 goes into 1 how many times? Student: It can't.  [TARGET]Teacher: Yeah, why did you say that?[/TARGET] Student: [inaudible] Teacher: What's that? Teacher: It is zero.
Student: It can't. Teacher: Yeah, why did you say that? Student: [inaudible]  [TARGET]Teacher: What's that?[/TARGET] Teacher: It is zero. Teacher: 75 goes into 1 zero times. Teacher: Why'd you say  zero, though?
Teacher: Yeah, why did you say that? Student: [inaudible] Teacher: What's that?  [TARGET]Teacher: It is zero.[/TARGET] Teacher: 75 goes into 1 zero times. Teacher: Why'd you say  zero, though? Student: Zero.
Student: [inaudible] Teacher: What's that? Teacher: It is zero.  [TARGET]Teacher: 75 goes into 1 zero times.[/TARGET] Teacher: Why'd you say  zero, though? Student: Zero. Student: Because, it's a lower number.
Teacher: What's that? Teacher: It is zero. Teacher: 75 goes into 1 zero times.  [TARGET]Teacher: Why'd you say  zero, though?[/TARGET] Student: Zero. Student: Because, it's a lower number. Teacher: It's a lower number.
Teacher: Why'd you say  zero, though? Student: Zero. Student: Because, it's a lower number.  [TARGET]Teacher: It's a lower number.[/TARGET] Teacher: It's a lot smaller. Teacher: So, I put a zero here. Teacher: Okay?
Student: Zero. Student: Because, it's a lower number. Teacher: It's a lower number.  [TARGET]Teacher: It's a lot smaller.[/TARGET] Teacher: So, I put a zero here. Teacher: Okay? Teacher: Now --
Student: Because, it's a lower number. Teacher: It's a lower number. Teacher: It's a lot smaller.  [TARGET]Teacher: So, I put a zero here.[/TARGET] Teacher: Okay? Teacher: Now -- Student: 75 goes into 10?
Teacher: It's a lot smaller. Teacher: So, I put a zero here. Teacher: Okay?  [TARGET]Teacher: Now --[/TARGET] Student: 75 goes into 10? Teacher: Now, 75 goes into 10? Student: Zero times.
Teacher: Okay? Teacher: Now -- Student: 75 goes into 10?  [TARGET]Teacher: Now, 75 goes into 10?[/TARGET] Student: Zero times. Teacher: Zero. Teacher: Why zero times, Will?
Student: 75 goes into 10? Teacher: Now, 75 goes into 10? Student: Zero times.  [TARGET]Teacher: Zero.[/TARGET] Teacher: Why zero times, Will? Student: Because, 75's bigger. Teacher: Yeah, 75's a lot bigger than 10.
Teacher: Now, 75 goes into 10? Student: Zero times. Teacher: Zero.  [TARGET]Teacher: Why zero times, Will?[/TARGET] Student: Because, 75's bigger. Teacher: Yeah, 75's a lot bigger than 10. Teacher: All right, so you put  a zero above that.
Teacher: Zero. Teacher: Why zero times, Will? Student: Because, 75's bigger.  [TARGET]Teacher: Yeah, 75's a lot bigger than 10.[/TARGET] Teacher: All right, so you put  a zero above that. Teacher: All right? Student: [inaudible]
Teacher: Why zero times, Will? Student: Because, 75's bigger. Teacher: Yeah, 75's a lot bigger than 10.  [TARGET]Teacher: All right, so you put  a zero above that.[/TARGET] Teacher: All right? Student: [inaudible] Teacher: Huh?
Teacher: All right, so you put  a zero above that. Teacher: All right? Student: [inaudible]  [TARGET]Teacher: Huh?[/TARGET] Teacher: 101? Teacher: 101? Teacher: So --
Teacher: All right? Student: [inaudible] Teacher: Huh?  [TARGET]Teacher: 101?[/TARGET] Teacher: 101? Teacher: So -- Student: That'd be [inaudible]
Student: [inaudible] Teacher: Huh? Teacher: 101?  [TARGET]Teacher: 101?[/TARGET] Teacher: So -- Student: That'd be [inaudible] Teacher: Wait, it's not.
Teacher: Huh? Teacher: 101? Teacher: 101?  [TARGET]Teacher: So --[/TARGET] Student: That'd be [inaudible] Teacher: Wait, it's not. Teacher: Student D, what's my divisor for example three?
Teacher: 101? Teacher: So -- Student: That'd be [inaudible]  [TARGET]Teacher: Wait, it's not.[/TARGET] Teacher: Student D, what's my divisor for example three? Student: [inaudible] Teacher: Correct.
Teacher: So -- Student: That'd be [inaudible] Teacher: Wait, it's not.  [TARGET]Teacher: Student D, what's my divisor for example three?[/TARGET] Student: [inaudible] Teacher: Correct. Teacher: And, what am I gonna put right here?
Teacher: Wait, it's not. Teacher: Student D, what's my divisor for example three? Student: [inaudible]  [TARGET]Teacher: Correct.[/TARGET] Teacher: And, what am I gonna put right here? Student: 101 Teacher: 101
Teacher: Student D, what's my divisor for example three? Student: [inaudible] Teacher: Correct.  [TARGET]Teacher: And, what am I gonna put right here?[/TARGET] Student: 101 Teacher: 101 Teacher: Thank you, Student A, let's do it together.
Teacher: Correct. Teacher: And, what am I gonna put right here? Student: 101  [TARGET]Teacher: 101[/TARGET] Teacher: Thank you, Student A, let's do it together. Teacher: You guys are great. Teacher: 75
Student: 101 Teacher: 101 Teacher: Thank you, Student A, let's do it together.  [TARGET]Teacher: You guys are great.[/TARGET] Teacher: 75 Multiple Students: 75 Teacher: Multiplied by what number is equal to, close to, but not past 101?
Teacher: 101 Teacher: Thank you, Student A, let's do it together. Teacher: You guys are great.  [TARGET]Teacher: 75[/TARGET] Multiple Students: 75 Teacher: Multiplied by what number is equal to, close to, but not past 101? Multiple Students: Multiplied by what number is equal to, close to, but not past 101?
Teacher: You guys are great. Teacher: 75 Multiple Students: 75  [TARGET]Teacher: Multiplied by what number is equal to, close to, but not past 101?[/TARGET] Multiple Students: Multiplied by what number is equal to, close to, but not past 101? Teacher: Right? Multiple Students: That would one!
Multiple Students: 75 Teacher: Multiplied by what number is equal to, close to, but not past 101? Multiple Students: Multiplied by what number is equal to, close to, but not past 101?  [TARGET]Teacher: Right?[/TARGET] Multiple Students: That would one! Teacher: One. Teacher: Okay.
Multiple Students: Multiplied by what number is equal to, close to, but not past 101? Teacher: Right? Multiple Students: That would one!  [TARGET]Teacher: One.[/TARGET] Teacher: Okay. Teacher: So, what's one times 75? Multiple Students: 75
Multiple Students: That would one! Teacher: One. Teacher: Okay.  [TARGET]Teacher: So, what's one times 75?[/TARGET] Multiple Students: 75 Teacher: And, notice where I put the 75. Teacher: I'm not putting it right here.
Teacher: Okay. Teacher: So, what's one times 75? Multiple Students: 75  [TARGET]Teacher: And, notice where I put the 75.[/TARGET] Teacher: I'm not putting it right here. Teacher: I put it right here. Teacher: And, I'll erase this, so it's easier.
Teacher: So, what's one times 75? Multiple Students: 75 Teacher: And, notice where I put the 75.  [TARGET]Teacher: I'm not putting it right here.[/TARGET] Teacher: I put it right here. Teacher: And, I'll erase this, so it's easier. Teacher: Okay, and this requires regrouping.
Multiple Students: 75 Teacher: And, notice where I put the 75. Teacher: I'm not putting it right here.  [TARGET]Teacher: I put it right here.[/TARGET] Teacher: And, I'll erase this, so it's easier. Teacher: Okay, and this requires regrouping. Student: [inaudible]
Teacher: I'm not putting it right here. Teacher: I put it right here. Teacher: And, I'll erase this, so it's easier.  [TARGET]Teacher: Okay, and this requires regrouping.[/TARGET] Student: [inaudible] Teacher: Okay, because there's more on the floor in both cases. Teacher: Regroup.
Teacher: And, I'll erase this, so it's easier. Teacher: Okay, and this requires regrouping. Student: [inaudible]  [TARGET]Teacher: Okay, because there's more on the floor in both cases.[/TARGET] Teacher: Regroup. Teacher: Because, a 10 - then this needs to borrow from that. Teacher: That becomes a nine.
Teacher: Okay, and this requires regrouping. Student: [inaudible] Teacher: Okay, because there's more on the floor in both cases.  [TARGET]Teacher: Regroup.[/TARGET] Teacher: Because, a 10 - then this needs to borrow from that. Teacher: That becomes a nine. Teacher: That becomes 11.
Student: [inaudible] Teacher: Okay, because there's more on the floor in both cases. Teacher: Regroup.  [TARGET]Teacher: Because, a 10 - then this needs to borrow from that.[/TARGET] Teacher: That becomes a nine. Teacher: That becomes 11. Teacher: 11 minus 5 is 6.
Teacher: Okay, because there's more on the floor in both cases. Teacher: Regroup. Teacher: Because, a 10 - then this needs to borrow from that.  [TARGET]Teacher: That becomes a nine.[/TARGET] Teacher: That becomes 11. Teacher: 11 minus 5 is 6. Teacher: That's a two.
Teacher: Regroup. Teacher: Because, a 10 - then this needs to borrow from that. Teacher: That becomes a nine.  [TARGET]Teacher: That becomes 11.[/TARGET] Teacher: 11 minus 5 is 6. Teacher: That's a two. Student: 310 divided by 90 [inaudible]
Teacher: Because, a 10 - then this needs to borrow from that. Teacher: That becomes a nine. Teacher: That becomes 11.  [TARGET]Teacher: 11 minus 5 is 6.[/TARGET] Teacher: That's a two. Student: 310 divided by 90 [inaudible] Teacher: Well, first of all, you're only going up the hundredths.
Teacher: That becomes a nine. Teacher: That becomes 11. Teacher: 11 minus 5 is 6.  [TARGET]Teacher: That's a two.[/TARGET] Student: 310 divided by 90 [inaudible] Teacher: Well, first of all, you're only going up the hundredths. Student: I know.
Teacher: 11 minus 5 is 6. Teacher: That's a two. Student: 310 divided by 90 [inaudible]  [TARGET]Teacher: Well, first of all, you're only going up the hundredths.[/TARGET] Student: I know. Student: It's remainder 40, though. Teacher: So, it shouldn't be remainders.
Teacher: Well, first of all, you're only going up the hundredths. Student: I know. Student: It's remainder 40, though.  [TARGET]Teacher: So, it shouldn't be remainders.[/TARGET] Teacher: Point. Teacher: Point four zero? Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to.
Student: I know. Student: It's remainder 40, though. Teacher: So, it shouldn't be remainders.  [TARGET]Teacher: Point.[/TARGET] Teacher: Point four zero? Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to. Teacher: But, I'm still working on this with the class.
Student: It's remainder 40, though. Teacher: So, it shouldn't be remainders. Teacher: Point.  [TARGET]Teacher: Point four zero?[/TARGET] Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to. Teacher: But, I'm still working on this with the class. Teacher: All right, so 75 can't go into 26.
Teacher: Point four zero? Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to. Teacher: But, I'm still working on this with the class.  [TARGET]Teacher: All right, so 75 can't go into 26.[/TARGET] Teacher: So, we drop the zero. Teacher: And, cross that out. Teacher: What do I put as my dividend?
Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to. Teacher: But, I'm still working on this with the class. Teacher: All right, so 75 can't go into 26.  [TARGET]Teacher: So, we drop the zero.[/TARGET] Teacher: And, cross that out. Teacher: What do I put as my dividend? Student: 26
Teacher: But, I'm still working on this with the class. Teacher: All right, so 75 can't go into 26. Teacher: So, we drop the zero.  [TARGET]Teacher: And, cross that out.[/TARGET] Teacher: What do I put as my dividend? Student: 26 Teacher: No.
Teacher: All right, so 75 can't go into 26. Teacher: So, we drop the zero. Teacher: And, cross that out.  [TARGET]Teacher: What do I put as my dividend?[/TARGET] Student: 26 Teacher: No. Teacher: 260
Teacher: And, cross that out. Teacher: What do I put as my dividend? Student: 26  [TARGET]Teacher: No.[/TARGET] Teacher: 260 Teacher: Thank you, Student N. Student: That will be [inaudible]
Teacher: What do I put as my dividend? Student: 26 Teacher: No.  [TARGET]Teacher: 260[/TARGET] Teacher: Thank you, Student N. Student: That will be [inaudible] Teacher: So, 75.
Student: 26 Teacher: No. Teacher: 260  [TARGET]Teacher: Thank you, Student N.[/TARGET] Student: That will be [inaudible] Teacher: So, 75. Teacher: Are you guys with me?
Teacher: 260 Teacher: Thank you, Student N. Student: That will be [inaudible]  [TARGET]Teacher: So, 75.[/TARGET] Teacher: Are you guys with me? Multiple Students: 75 Teacher: Multiplied by what number is equal to --
Teacher: Thank you, Student N. Student: That will be [inaudible] Teacher: So, 75.  [TARGET]Teacher: Are you guys with me?[/TARGET] Multiple Students: 75 Teacher: Multiplied by what number is equal to -- Multiple Students: Multiplied by what number is equal to --
Teacher: So, 75. Teacher: Are you guys with me? Multiple Students: 75  [TARGET]Teacher: Multiplied by what number is equal to --[/TARGET] Multiple Students: Multiplied by what number is equal to -- Teacher: Thank you, Will. Teacher: Close to, but not past 260?
Multiple Students: 75 Teacher: Multiplied by what number is equal to -- Multiple Students: Multiplied by what number is equal to --  [TARGET]Teacher: Thank you, Will.[/TARGET] Teacher: Close to, but not past 260? Multiple Students: Close to, but not past 260? Student: That would be three!
Teacher: Multiplied by what number is equal to -- Multiple Students: Multiplied by what number is equal to -- Teacher: Thank you, Will.  [TARGET]Teacher: Close to, but not past 260?[/TARGET] Multiple Students: Close to, but not past 260? Student: That would be three! Teacher: Three?
Teacher: Close to, but not past 260? Multiple Students: Close to, but not past 260? Student: That would be three!  [TARGET]Teacher: Three?[/TARGET] Teacher: What's three times 75, Will? Student: Three times 75 is 225. Teacher: 225
Multiple Students: Close to, but not past 260? Student: That would be three! Teacher: Three?  [TARGET]Teacher: What's three times 75, Will?[/TARGET] Student: Three times 75 is 225. Teacher: 225 Teacher: Okay, do some subtraction.
Teacher: Three? Teacher: What's three times 75, Will? Student: Three times 75 is 225.  [TARGET]Teacher: 225[/TARGET] Teacher: Okay, do some subtraction. Teacher: You're gonna have to regroup again. Teacher: Student S, am I done?
Teacher: What's three times 75, Will? Student: Three times 75 is 225. Teacher: 225  [TARGET]Teacher: Okay, do some subtraction.[/TARGET] Teacher: You're gonna have to regroup again. Teacher: Student S, am I done? Multiple Students: No.
Student: Three times 75 is 225. Teacher: 225 Teacher: Okay, do some subtraction.  [TARGET]Teacher: You're gonna have to regroup again.[/TARGET] Teacher: Student S, am I done? Multiple Students: No. Teacher: No, why not?
Teacher: 225 Teacher: Okay, do some subtraction. Teacher: You're gonna have to regroup again.  [TARGET]Teacher: Student S, am I done?[/TARGET] Multiple Students: No. Teacher: No, why not? Student: [inaudible]
Teacher: You're gonna have to regroup again. Teacher: Student S, am I done? Multiple Students: No.  [TARGET]Teacher: No, why not?[/TARGET] Student: [inaudible] Teacher: I wanted Student S to answer. Teacher: Hold on.
Teacher: Hold on. Teacher: Okay, if you're right, I can't check it right now. Multiple Students: [inaudible chatter]  [TARGET]Teacher: Because, hundredths, Student S, hundredths.[/TARGET] Student: [inaudible] Teacher: Okay, so what do I do, Shantiz, to keep going? Teacher: How do I keep going?
Multiple Students: [inaudible chatter] Teacher: Because, hundredths, Student S, hundredths. Student: [inaudible]  [TARGET]Teacher: Okay, so what do I do, Shantiz, to keep going?[/TARGET] Teacher: How do I keep going? Student: 75 Teacher: Student S?
Teacher: Because, hundredths, Student S, hundredths. Student: [inaudible] Teacher: Okay, so what do I do, Shantiz, to keep going?  [TARGET]Teacher: How do I keep going?[/TARGET] Student: 75 Teacher: Student S? Student: [inaudible]
Teacher: Okay, so what do I do, Shantiz, to keep going? Teacher: How do I keep going? Student: 75  [TARGET]Teacher: Student S?[/TARGET] Student: [inaudible] Teacher: Andrea? Teacher: What do I do to keep going?
Student: 75 Teacher: Student S? Student: [inaudible]  [TARGET]Teacher: Andrea?[/TARGET] Teacher: What do I do to keep going? Teacher: So, I can solve this? Teacher: Up to the hundredths?
Teacher: Student S? Student: [inaudible] Teacher: Andrea?  [TARGET]Teacher: What do I do to keep going?[/TARGET] Teacher: So, I can solve this? Teacher: Up to the hundredths? Teacher: Wow.
Student: [inaudible] Teacher: Andrea? Teacher: What do I do to keep going?  [TARGET]Teacher: So, I can solve this?[/TARGET] Teacher: Up to the hundredths? Teacher: Wow. Teacher: Student A, Student A?
Teacher: Andrea? Teacher: What do I do to keep going? Teacher: So, I can solve this?  [TARGET]Teacher: Up to the hundredths?[/TARGET] Teacher: Wow. Teacher: Student A, Student A? Teacher: What do I do to keep going?
Teacher: What do I do to keep going? Teacher: So, I can solve this? Teacher: Up to the hundredths?  [TARGET]Teacher: Wow.[/TARGET] Teacher: Student A, Student A? Teacher: What do I do to keep going? Multiple Students: [inaudible chatter]
Teacher: Up to the hundredths? Teacher: Wow. Teacher: Student A, Student A?  [TARGET]Teacher: What do I do to keep going?[/TARGET] Multiple Students: [inaudible chatter] Teacher: I don't have any more dividends. Teacher: What do I do?
Teacher: Student A, Student A? Teacher: What do I do to keep going? Multiple Students: [inaudible chatter]  [TARGET]Teacher: I don't have any more dividends.[/TARGET] Teacher: What do I do? Teacher: I still wanna keep going, this isn't to zero. Student: Dot and drop.
Teacher: What do I do to keep going? Multiple Students: [inaudible chatter] Teacher: I don't have any more dividends.  [TARGET]Teacher: What do I do?[/TARGET] Teacher: I still wanna keep going, this isn't to zero. Student: Dot and drop. Teacher: Dot and drop.
Multiple Students: [inaudible chatter] Teacher: I don't have any more dividends. Teacher: What do I do?  [TARGET]Teacher: I still wanna keep going, this isn't to zero.[/TARGET] Student: Dot and drop. Teacher: Dot and drop. Teacher: Shantiz, you add a decimal and you drop a zero if you wanna keep going.
Teacher: What do I do? Teacher: I still wanna keep going, this isn't to zero. Student: Dot and drop.  [TARGET]Teacher: Dot and drop.[/TARGET] Teacher: Shantiz, you add a decimal and you drop a zero if you wanna keep going. Student: That's what I'm doing. Multiple Students: [inaudible chatter]
Teacher: I still wanna keep going, this isn't to zero. Student: Dot and drop. Teacher: Dot and drop.  [TARGET]Teacher: Shantiz, you add a decimal and you drop a zero if you wanna keep going.[/TARGET] Student: That's what I'm doing. Multiple Students: [inaudible chatter] Student: What number is equal to --
Student: That's what I'm doing. Multiple Students: [inaudible chatter] Student: What number is equal to --  [TARGET]Teacher: Thank you, Will.[/TARGET] Student: Close to, but not past 350. Teacher: 350 Student: Thank you.
Student: What number is equal to -- Teacher: Thank you, Will. Student: Close to, but not past 350.  [TARGET]Teacher: 350[/TARGET] Student: Thank you. Teacher: I should write that in here, 350. Student: It will be four.
Student: Close to, but not past 350. Teacher: 350 Student: Thank you.  [TARGET]Teacher: I should write that in here, 350.[/TARGET] Student: It will be four. Teacher: Is it four? Teacher: Is Will right?
Student: Thank you. Teacher: I should write that in here, 350. Student: It will be four.  [TARGET]Teacher: Is it four?[/TARGET] Teacher: Is Will right? Teacher: Is it four? Multiple Students: Yeah.
Teacher: I should write that in here, 350. Student: It will be four. Teacher: Is it four?  [TARGET]Teacher: Is Will right?[/TARGET] Teacher: Is it four? Multiple Students: Yeah. Teacher: Yeah?
Student: It will be four. Teacher: Is it four? Teacher: Is Will right?  [TARGET]Teacher: Is it four?[/TARGET] Multiple Students: Yeah. Teacher: Yeah? Teacher: Will, what's 4 times 75?
Teacher: Is Will right? Teacher: Is it four? Multiple Students: Yeah.  [TARGET]Teacher: Yeah?[/TARGET] Teacher: Will, what's 4 times 75? Student: 4 times 75 is 300. Teacher: Very good.
Teacher: Is it four? Multiple Students: Yeah. Teacher: Yeah?  [TARGET]Teacher: Will, what's 4 times 75?[/TARGET] Student: 4 times 75 is 300. Teacher: Very good. Teacher: If you do subtraction, you get 50.
Teacher: Yeah? Teacher: Will, what's 4 times 75? Student: 4 times 75 is 300.  [TARGET]Teacher: Very good.[/TARGET] Teacher: If you do subtraction, you get 50. Teacher: I'm on my tenths spot, I want to be in my hundredths. Teacher: So, what do I have to do?
Teacher: Will, what's 4 times 75? Student: 4 times 75 is 300. Teacher: Very good.  [TARGET]Teacher: If you do subtraction, you get 50.[/TARGET] Teacher: I'm on my tenths spot, I want to be in my hundredths. Teacher: So, what do I have to do? Teacher: What do I have to do?
Student: 4 times 75 is 300. Teacher: Very good. Teacher: If you do subtraction, you get 50.  [TARGET]Teacher: I'm on my tenths spot, I want to be in my hundredths.[/TARGET] Teacher: So, what do I have to do? Teacher: What do I have to do? Multiple Students: [inaudible chatter]
Teacher: Very good. Teacher: If you do subtraction, you get 50. Teacher: I'm on my tenths spot, I want to be in my hundredths.  [TARGET]Teacher: So, what do I have to do?[/TARGET] Teacher: What do I have to do? Multiple Students: [inaudible chatter] Teacher: I wanna keep going, just so I can solve.
Teacher: If you do subtraction, you get 50. Teacher: I'm on my tenths spot, I want to be in my hundredths. Teacher: So, what do I have to do?  [TARGET]Teacher: What do I have to do?[/TARGET] Multiple Students: [inaudible chatter] Teacher: I wanna keep going, just so I can solve. Student: Drop a zero.
Teacher: So, what do I have to do? Teacher: What do I have to do? Multiple Students: [inaudible chatter]  [TARGET]Teacher: I wanna keep going, just so I can solve.[/TARGET] Student: Drop a zero. Teacher: Drop a zero, yeah. Teacher: We're almost done.
Multiple Students: [inaudible chatter] Teacher: I wanna keep going, just so I can solve. Student: Drop a zero.  [TARGET]Teacher: Drop a zero, yeah.[/TARGET] Teacher: We're almost done. Teacher: I mean, it's a long process, but it's worth it. Teacher: So, what do I put right here?
Teacher: I wanna keep going, just so I can solve. Student: Drop a zero. Teacher: Drop a zero, yeah.  [TARGET]Teacher: We're almost done.[/TARGET] Teacher: I mean, it's a long process, but it's worth it. Teacher: So, what do I put right here? Student: You put 500.
Student: Drop a zero. Teacher: Drop a zero, yeah. Teacher: We're almost done.  [TARGET]Teacher: I mean, it's a long process, but it's worth it.[/TARGET] Teacher: So, what do I put right here? Student: You put 500. Teacher: 500, yeah.
Teacher: Drop a zero, yeah. Teacher: We're almost done. Teacher: I mean, it's a long process, but it's worth it.  [TARGET]Teacher: So, what do I put right here?[/TARGET] Student: You put 500. Teacher: 500, yeah. Teacher: So, Student M, can you help me with this?
Teacher: I mean, it's a long process, but it's worth it. Teacher: So, what do I put right here? Student: You put 500.  [TARGET]Teacher: 500, yeah.[/TARGET] Teacher: So, Student M, can you help me with this? Student: I know you got to put a zero first. Teacher: 75 multiplied by what number is --
Teacher: 500, yeah. Teacher: So, Student M, can you help me with this? Student: I know you got to put a zero first.  [TARGET]Teacher: 75 multiplied by what number is --[/TARGET] Multiple Students: 75 multiplied by what number is -- Teacher: Equal to, close to, but not past 500? Multiple Students: Equal to, close to, but not past 500?
Student: I know you got to put a zero first. Teacher: 75 multiplied by what number is -- Multiple Students: 75 multiplied by what number is --  [TARGET]Teacher: Equal to, close to, but not past 500?[/TARGET] Multiple Students: Equal to, close to, but not past 500? Teacher: Will? Student: And, that will be six.