stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances. Teacher: Sit. Teacher: So sad that you've lost your own learning time because you could not get it together.  [TARGET]Teacher: All right, so we have nine minus seven is what?[/TARGET] Multiple Students: Two. Teacher: Two. Teacher: Then what do I do?
Teacher: So sad that you've lost your own learning time because you could not get it together. Teacher: All right, so we have nine minus seven is what? Multiple Students: Two.  [TARGET]Teacher: Two.[/TARGET] Teacher: Then what do I do? Teacher: Bring - Multiple Students: Down.
Teacher: All right, so we have nine minus seven is what? Multiple Students: Two. Teacher: Two.  [TARGET]Teacher: Then what do I do?[/TARGET] Teacher: Bring - Multiple Students: Down. Teacher: Down.
Multiple Students: Two. Teacher: Two. Teacher: Then what do I do?  [TARGET]Teacher: Bring -[/TARGET] Multiple Students: Down. Teacher: Down. Teacher: So I'm gonna have - what's my next thing to know?
Teacher: Then what do I do? Teacher: Bring - Multiple Students: Down.  [TARGET]Teacher: Down.[/TARGET] Teacher: So I'm gonna have - what's my next thing to know? Student: 22 Teacher: 22
Teacher: Bring - Multiple Students: Down. Teacher: Down.  [TARGET]Teacher: So I'm gonna have - what's my next thing to know?[/TARGET] Student: 22 Teacher: 22 Teacher: How many times will seven go into 22?
Teacher: Down. Teacher: So I'm gonna have - what's my next thing to know? Student: 22  [TARGET]Teacher: 22[/TARGET] Teacher: How many times will seven go into 22? Student: Three. Teacher: Three.
Teacher: So I'm gonna have - what's my next thing to know? Student: 22 Teacher: 22  [TARGET]Teacher: How many times will seven go into 22?[/TARGET] Student: Three. Teacher: Three. Teacher: What's seven times three?
Teacher: 22 Teacher: How many times will seven go into 22? Student: Three.  [TARGET]Teacher: Three.[/TARGET] Teacher: What's seven times three? Multiple Students: 21 Teacher: 21
Teacher: How many times will seven go into 22? Student: Three. Teacher: Three.  [TARGET]Teacher: What's seven times three?[/TARGET] Multiple Students: 21 Teacher: 21 Teacher: Okay, so now I've got to subtract that.
Teacher: Three. Teacher: What's seven times three? Multiple Students: 21  [TARGET]Teacher: 21[/TARGET] Teacher: Okay, so now I've got to subtract that. Teacher: What is 22 minus 21? Student: One.
Teacher: What's seven times three? Multiple Students: 21 Teacher: 21  [TARGET]Teacher: Okay, so now I've got to subtract that.[/TARGET] Teacher: What is 22 minus 21? Student: One. Teacher: One.
Multiple Students: 21 Teacher: 21 Teacher: Okay, so now I've got to subtract that.  [TARGET]Teacher: What is 22 minus 21?[/TARGET] Student: One. Teacher: One. Teacher: But I have one more number up there.
Teacher: Okay, so now I've got to subtract that. Teacher: What is 22 minus 21? Student: One.  [TARGET]Teacher: One.[/TARGET] Teacher: But I have one more number up there. Teacher: What do I must do? Student: Bring it down.
Teacher: What is 22 minus 21? Student: One. Teacher: One.  [TARGET]Teacher: But I have one more number up there.[/TARGET] Teacher: What do I must do? Student: Bring it down. Teacher: Bring it all the way down.
Student: One. Teacher: One. Teacher: But I have one more number up there.  [TARGET]Teacher: What do I must do?[/TARGET] Student: Bring it down. Teacher: Bring it all the way down. Teacher: So now I have 14.
Teacher: But I have one more number up there. Teacher: What do I must do? Student: Bring it down.  [TARGET]Teacher: Bring it all the way down.[/TARGET] Teacher: So now I have 14. Teacher: See, this is where you put the two. Teacher: Where should that two have gone?
Teacher: What do I must do? Student: Bring it down. Teacher: Bring it all the way down.  [TARGET]Teacher: So now I have 14.[/TARGET] Teacher: See, this is where you put the two. Teacher: Where should that two have gone? Teacher: Yeah, all the way up here.
Student: Bring it down. Teacher: Bring it all the way down. Teacher: So now I have 14.  [TARGET]Teacher: See, this is where you put the two.[/TARGET] Teacher: Where should that two have gone? Teacher: Yeah, all the way up here. Teacher: That's what you were doing wrong with that four.
Teacher: Bring it all the way down. Teacher: So now I have 14. Teacher: See, this is where you put the two.  [TARGET]Teacher: Where should that two have gone?[/TARGET] Teacher: Yeah, all the way up here. Teacher: That's what you were doing wrong with that four. Teacher: Seven times two is what?
Teacher: So now I have 14. Teacher: See, this is where you put the two. Teacher: Where should that two have gone?  [TARGET]Teacher: Yeah, all the way up here.[/TARGET] Teacher: That's what you were doing wrong with that four. Teacher: Seven times two is what? Teacher: 14
Teacher: See, this is where you put the two. Teacher: Where should that two have gone? Teacher: Yeah, all the way up here.  [TARGET]Teacher: That's what you were doing wrong with that four.[/TARGET] Teacher: Seven times two is what? Teacher: 14 Teacher: Zero.
Teacher: Where should that two have gone? Teacher: Yeah, all the way up here. Teacher: That's what you were doing wrong with that four.  [TARGET]Teacher: Seven times two is what?[/TARGET] Teacher: 14 Teacher: Zero. Student: Can we do another one?
Teacher: Yeah, all the way up here. Teacher: That's what you were doing wrong with that four. Teacher: Seven times two is what?  [TARGET]Teacher: 14[/TARGET] Teacher: Zero. Student: Can we do another one? Teacher: We'll do one more, then we've got to switch groups.
Teacher: That's what you were doing wrong with that four. Teacher: Seven times two is what? Teacher: 14  [TARGET]Teacher: Zero.[/TARGET] Student: Can we do another one? Teacher: We'll do one more, then we've got to switch groups. Teacher: [Crosstalk]
Teacher: We'll do one more, then we've got to switch groups. Teacher: [Crosstalk] Teacher: Please stop saying that.  [TARGET]Teacher: Good.[/TARGET] Teacher: You all, when you're finished, stop, because other people need concentration and it distracts them when you are done, finished - good. Teacher: You've brought down, now start over. Teacher: Start over at the top.
Teacher: Please stop saying that. Teacher: Good. Teacher: You all, when you're finished, stop, because other people need concentration and it distracts them when you are done, finished - good.  [TARGET]Teacher: You've brought down, now start over.[/TARGET] Teacher: Start over at the top. Teacher: [Bring] that into that number. Teacher: How many times - how many times will two go into 14?
Teacher: Good. Teacher: You all, when you're finished, stop, because other people need concentration and it distracts them when you are done, finished - good. Teacher: You've brought down, now start over.  [TARGET]Teacher: Start over at the top.[/TARGET] Teacher: [Bring] that into that number. Teacher: How many times - how many times will two go into 14? Teacher: Don't put the seven down here.
Teacher: You all, when you're finished, stop, because other people need concentration and it distracts them when you are done, finished - good. Teacher: You've brought down, now start over. Teacher: Start over at the top.  [TARGET]Teacher: [Bring] that into that number.[/TARGET] Teacher: How many times - how many times will two go into 14? Teacher: Don't put the seven down here. Teacher: There you go.
Teacher: You've brought down, now start over. Teacher: Start over at the top. Teacher: [Bring] that into that number.  [TARGET]Teacher: How many times - how many times will two go into 14?[/TARGET] Teacher: Don't put the seven down here. Teacher: There you go. Teacher: What are you gonna put?
Teacher: Start over at the top. Teacher: [Bring] that into that number. Teacher: How many times - how many times will two go into 14?  [TARGET]Teacher: Don't put the seven down here.[/TARGET] Teacher: There you go. Teacher: What are you gonna put? Teacher: After you - then you have to multiply.
Teacher: [Bring] that into that number. Teacher: How many times - how many times will two go into 14? Teacher: Don't put the seven down here.  [TARGET]Teacher: There you go.[/TARGET] Teacher: What are you gonna put? Teacher: After you - then you have to multiply. Teacher: Three times seven is what?
Teacher: How many times - how many times will two go into 14? Teacher: Don't put the seven down here. Teacher: There you go.  [TARGET]Teacher: What are you gonna put?[/TARGET] Teacher: After you - then you have to multiply. Teacher: Three times seven is what? Teacher: Then you bring it all the way down.
Teacher: Don't put the seven down here. Teacher: There you go. Teacher: What are you gonna put?  [TARGET]Teacher: After you - then you have to multiply.[/TARGET] Teacher: Three times seven is what? Teacher: Then you bring it all the way down. Teacher: All right, here we go.
Teacher: There you go. Teacher: What are you gonna put? Teacher: After you - then you have to multiply.  [TARGET]Teacher: Three times seven is what?[/TARGET] Teacher: Then you bring it all the way down. Teacher: All right, here we go. Teacher: What is your problem?
Teacher: What are you gonna put? Teacher: After you - then you have to multiply. Teacher: Three times seven is what?  [TARGET]Teacher: Then you bring it all the way down.[/TARGET] Teacher: All right, here we go. Teacher: What is your problem? Teacher: All right, so here we go.
Teacher: Three times seven is what? Teacher: Then you bring it all the way down. Teacher: All right, here we go.  [TARGET]Teacher: What is your problem?[/TARGET] Teacher: All right, so here we go. Teacher: What did you get? Teacher: I can't see that.
Teacher: All right, here we go. Teacher: What is your problem? Teacher: All right, so here we go.  [TARGET]Teacher: What did you get?[/TARGET] Teacher: I can't see that. Teacher: Yeah, but you didn't bring down the [inaudible]. Student: Darn it.
Teacher: What is your problem? Teacher: All right, so here we go. Teacher: What did you get?  [TARGET]Teacher: I can't see that.[/TARGET] Teacher: Yeah, but you didn't bring down the [inaudible]. Student: Darn it. Teacher: You didn't bring down that last two.
Teacher: All right, so here we go. Teacher: What did you get? Teacher: I can't see that.  [TARGET]Teacher: Yeah, but you didn't bring down the [inaudible].[/TARGET] Student: Darn it. Teacher: You didn't bring down that last two. Teacher: You have one more step.
Teacher: I can't see that. Teacher: Yeah, but you didn't bring down the [inaudible]. Student: Darn it.  [TARGET]Teacher: You didn't bring down that last two.[/TARGET] Teacher: You have one more step. Student: Is this the right one? Teacher: I don't know.
Teacher: Yeah, but you didn't bring down the [inaudible]. Student: Darn it. Teacher: You didn't bring down that last two.  [TARGET]Teacher: You have one more step.[/TARGET] Student: Is this the right one? Teacher: I don't know. Teacher: Watch.
Student: Is this the right one? Teacher: I don't know. Teacher: Watch.  [TARGET]Teacher: So what would it be then?[/TARGET] Teacher: How many times will two go into that two? Teacher: There you go. Teacher: All right, watch.
Teacher: I don't know. Teacher: Watch. Teacher: So what would it be then?  [TARGET]Teacher: How many times will two go into that two?[/TARGET] Teacher: There you go. Teacher: All right, watch. Teacher: If you missed that last step, you're gonna miss it.
Teacher: There you go. Teacher: All right, watch. Teacher: If you missed that last step, you're gonna miss it.  [TARGET]Teacher: So we have two will go into five how many times?[/TARGET] Multiple Students: Two. Teacher: Two. Teacher: Two times two is what?
Teacher: If you missed that last step, you're gonna miss it. Teacher: So we have two will go into five how many times? Multiple Students: Two.  [TARGET]Teacher: Two.[/TARGET] Teacher: Two times two is what? Multiple Students: Four. Teacher: Four.
Teacher: So we have two will go into five how many times? Multiple Students: Two. Teacher: Two.  [TARGET]Teacher: Two times two is what?[/TARGET] Multiple Students: Four. Teacher: Four. Teacher: Five minus four is -
Teacher: Two. Teacher: Two times two is what? Multiple Students: Four.  [TARGET]Teacher: Four.[/TARGET] Teacher: Five minus four is - Multiple Students: One. Teacher: One.
Teacher: Two times two is what? Multiple Students: Four. Teacher: Four.  [TARGET]Teacher: Five minus four is -[/TARGET] Multiple Students: One. Teacher: One. Teacher: Bring down the -
Teacher: Four. Teacher: Five minus four is - Multiple Students: One.  [TARGET]Teacher: One.[/TARGET] Teacher: Bring down the - Multiple Students: Four. Teacher: Four.
Teacher: Five minus four is - Multiple Students: One. Teacher: One.  [TARGET]Teacher: Bring down the -[/TARGET] Multiple Students: Four. Teacher: Four. Teacher: Okay, two times what will get 14?
Teacher: One. Teacher: Bring down the - Multiple Students: Four.  [TARGET]Teacher: Four.[/TARGET] Teacher: Okay, two times what will get 14? Multiple Students: Seven. Teacher: This is where you all stopped.
Teacher: Bring down the - Multiple Students: Four. Teacher: Four.  [TARGET]Teacher: Okay, two times what will get 14?[/TARGET] Multiple Students: Seven. Teacher: This is where you all stopped. Teacher: You all said, "Oh, I got a zero.
Teacher: Four. Teacher: Okay, two times what will get 14? Multiple Students: Seven.  [TARGET]Teacher: This is where you all stopped.[/TARGET] Teacher: You all said, "Oh, I got a zero. Teacher: I'm done."  That's what you said. Teacher: But you have to do what?
Teacher: Okay, two times what will get 14? Multiple Students: Seven. Teacher: This is where you all stopped.  [TARGET]Teacher: You all said, "Oh, I got a zero.[/TARGET] Teacher: I'm done."  That's what you said. Teacher: But you have to do what? Teacher: We have to go all the way down.
Multiple Students: Seven. Teacher: This is where you all stopped. Teacher: You all said, "Oh, I got a zero.  [TARGET]Teacher: I'm done."  That's what you said.[/TARGET] Teacher: But you have to do what? Teacher: We have to go all the way down. Teacher: We have to drag down all of the last numbers.
Teacher: This is where you all stopped. Teacher: You all said, "Oh, I got a zero. Teacher: I'm done."  That's what you said.  [TARGET]Teacher: But you have to do what?[/TARGET] Teacher: We have to go all the way down. Teacher: We have to drag down all of the last numbers. Teacher: The two into two will go how many times?
Teacher: You all said, "Oh, I got a zero. Teacher: I'm done."  That's what you said. Teacher: But you have to do what?  [TARGET]Teacher: We have to go all the way down.[/TARGET] Teacher: We have to drag down all of the last numbers. Teacher: The two into two will go how many times? Multiple Students: One.
Teacher: I'm done."  That's what you said. Teacher: But you have to do what? Teacher: We have to go all the way down.  [TARGET]Teacher: We have to drag down all of the last numbers.[/TARGET] Teacher: The two into two will go how many times? Multiple Students: One. Teacher: One.
Teacher: But you have to do what? Teacher: We have to go all the way down. Teacher: We have to drag down all of the last numbers.  [TARGET]Teacher: The two into two will go how many times?[/TARGET] Multiple Students: One. Teacher: One. Teacher: So the correct answer is 271.
Teacher: We have to drag down all of the last numbers. Teacher: The two into two will go how many times? Multiple Students: One.  [TARGET]Teacher: One.[/TARGET] Teacher: So the correct answer is 271. Student: Yes. Teacher: All right.
Teacher: The two into two will go how many times? Multiple Students: One. Teacher: One.  [TARGET]Teacher: So the correct answer is 271.[/TARGET] Student: Yes. Teacher: All right. Teacher: Please pack up this center.
Student: [Crosstalk] Teacher: I have two separate sheets, and I've got a side A and a B. Teacher: Remember that my first [inaudible] is I say flip when I say go.  [TARGET]Teacher: Why do you think it's important that we - that we understand and know our math facts?[/TARGET] Teacher: What would it help us with? Student: Basic facts. Teacher: Basic facts.
Teacher: I have two separate sheets, and I've got a side A and a B. Teacher: Remember that my first [inaudible] is I say flip when I say go. Teacher: Why do you think it's important that we - that we understand and know our math facts?  [TARGET]Teacher: What would it help us with?[/TARGET] Student: Basic facts. Teacher: Basic facts. Teacher: What would it help us with?
Teacher: Why do you think it's important that we - that we understand and know our math facts? Teacher: What would it help us with? Student: Basic facts.  [TARGET]Teacher: Basic facts.[/TARGET] Teacher: What would it help us with? Teacher: [Crosstalk] Teacher: [Inaudible], powers of 10.
Teacher: What would it help us with? Student: Basic facts. Teacher: Basic facts.  [TARGET]Teacher: What would it help us with?[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible], powers of 10. Teacher: It would help us with a lot of things, yes.
Teacher: Basic facts. Teacher: What would it help us with? Teacher: [Crosstalk]  [TARGET]Teacher: [Inaudible], powers of 10.[/TARGET] Teacher: It would help us with a lot of things, yes. Teacher: On your mark, get set, flip. Teacher: Go.
Teacher: What would it help us with? Teacher: [Crosstalk] Teacher: [Inaudible], powers of 10.  [TARGET]Teacher: It would help us with a lot of things, yes.[/TARGET] Teacher: On your mark, get set, flip. Teacher: Go. Teacher: [Long pause]
Teacher: [Crosstalk] Teacher: All right. Teacher: I have two sheets.  [TARGET]Teacher: The first sheet that I have is the seven times three.[/TARGET] Teacher: So if you have seven times three, pay attention. Teacher: If you have the eight times four, just hold tight. Teacher: Remember that I go straight down the columns like this to check your work.
Teacher: I have two sheets. Teacher: The first sheet that I have is the seven times three. Teacher: So if you have seven times three, pay attention.  [TARGET]Teacher: If you have the eight times four, just hold tight.[/TARGET] Teacher: Remember that I go straight down the columns like this to check your work. Teacher: Here we go. Teacher: I just tell you the answers.
Teacher: The first sheet that I have is the seven times three. Teacher: So if you have seven times three, pay attention. Teacher: If you have the eight times four, just hold tight.  [TARGET]Teacher: Remember that I go straight down the columns like this to check your work.[/TARGET] Teacher: Here we go. Teacher: I just tell you the answers. Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14.
Teacher: Remember that I go straight down the columns like this to check your work. Teacher: Here we go. Teacher: I just tell you the answers.  [TARGET]Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14.[/TARGET] Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28. Teacher: Column three, 32, 18, 72, six, 72, 40, five, eight, seven, three, 48, two, eight, 16, 90. Teacher: Column four, last column on this page.
Teacher: Here we go. Teacher: I just tell you the answers. Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14.  [TARGET]Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28.[/TARGET] Teacher: Column three, 32, 18, 72, six, 72, 40, five, eight, seven, three, 48, two, eight, 16, 90. Teacher: Column four, last column on this page. Teacher: Nine times three, 27, 30, eight, three, four, 24, 15, 24, 60, 28, 21, two, 20, 12, 30.
Teacher: I just tell you the answers. Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14. Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28.  [TARGET]Teacher: Column three, 32, 18, 72, six, 72, 40, five, eight, seven, three, 48, two, eight, 16, 90.[/TARGET] Teacher: Column four, last column on this page. Teacher: Nine times three, 27, 30, eight, three, four, 24, 15, 24, 60, 28, 21, two, 20, 12, 30. Teacher: [Crosstalk]
Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14. Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28. Teacher: Column three, 32, 18, 72, six, 72, 40, five, eight, seven, three, 48, two, eight, 16, 90.  [TARGET]Teacher: Column four, last column on this page.[/TARGET] Teacher: Nine times three, 27, 30, eight, three, four, 24, 15, 24, 60, 28, 21, two, 20, 12, 30. Teacher: [Crosstalk] Teacher: Who's is this?
Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28. Teacher: Column three, 32, 18, 72, six, 72, 40, five, eight, seven, three, 48, two, eight, 16, 90. Teacher: Column four, last column on this page.  [TARGET]Teacher: Nine times three, 27, 30, eight, three, four, 24, 15, 24, 60, 28, 21, two, 20, 12, 30.[/TARGET] Teacher: [Crosstalk] Teacher: Who's is this? Teacher: Student J, you got them all right.
Teacher: Column four, last column on this page. Teacher: Nine times three, 27, 30, eight, three, four, 24, 15, 24, 60, 28, 21, two, 20, 12, 30. Teacher: [Crosstalk]  [TARGET]Teacher: Who's is this?[/TARGET] Teacher: Student J, you got them all right. Teacher: All right, here we go. Teacher: This is the eight times four sheet.
Teacher: Nine times three, 27, 30, eight, three, four, 24, 15, 24, 60, 28, 21, two, 20, 12, 30. Teacher: [Crosstalk] Teacher: Who's is this?  [TARGET]Teacher: Student J, you got them all right.[/TARGET] Teacher: All right, here we go. Teacher: This is the eight times four sheet. Teacher: Please - you are not writing answers, are you?
Teacher: Who's is this? Teacher: Student J, you got them all right. Teacher: All right, here we go.  [TARGET]Teacher: This is the eight times four sheet.[/TARGET] Teacher: Please - you are not writing answers, are you? Teacher: Because that would be considered cheating. Teacher: Okay.
Teacher: Okay. Teacher: If you're finished, [inaudible] your sheet. Teacher: You better count out so that we can go look at the board.  [TARGET]Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two.[/TARGET] Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42. Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63. Teacher: Last column - honey, you can't write the answers.
Teacher: If you're finished, [inaudible] your sheet. Teacher: You better count out so that we can go look at the board. Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two.  [TARGET]Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42.[/TARGET] Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63. Teacher: Last column - honey, you can't write the answers. Teacher: That's considered cheating.
Teacher: You better count out so that we can go look at the board. Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two. Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42.  [TARGET]Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63.[/TARGET] Teacher: Last column - honey, you can't write the answers. Teacher: That's considered cheating. Student: Oh.
Teacher: Okay, that's - you cannot do that. Teacher: Do you understand me? Teacher: That's cheating.  [TARGET]Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six.[/TARGET] Multiple Students: Yes. Teacher: Here we go. Teacher: [Crosstalk]
Teacher: It is a test. Teacher: So here we go. Teacher: If you missed zero to six, raise your hand.  [TARGET]Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13.[/TARGET] Teacher: [Crosstalk] Teacher: Oh, we [haven't got under 13]. Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13.