stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: 2 times 4 is 8. Teacher: 9 minus 8 is 1. Teacher: Bring down the 9.  [TARGET]Teacher: This becomes 19.[/TARGET] Teacher: So 4 goes into 19 - Multiple Students: 4 times. Teacher: 4 times.
Teacher: 9 minus 8 is 1. Teacher: Bring down the 9. Teacher: This becomes 19.  [TARGET]Teacher: So 4 goes into 19 -[/TARGET] Multiple Students: 4 times. Teacher: 4 times. Teacher: 4 times 4 is 16.
Teacher: This becomes 19. Teacher: So 4 goes into 19 - Multiple Students: 4 times.  [TARGET]Teacher: 4 times.[/TARGET] Teacher: 4 times 4 is 16. Teacher: 19 minus 16 is 3. Teacher: This is remainder three.
Teacher: So 4 goes into 19 - Multiple Students: 4 times. Teacher: 4 times.  [TARGET]Teacher: 4 times 4 is 16.[/TARGET] Teacher: 19 minus 16 is 3. Teacher: This is remainder three. Teacher: Now this says your remainder is the position answer.
Multiple Students: 4 times. Teacher: 4 times. Teacher: 4 times 4 is 16.  [TARGET]Teacher: 19 minus 16 is 3.[/TARGET] Teacher: This is remainder three. Teacher: Now this says your remainder is the position answer. Teacher: So the remainder is 3.
Teacher: 4 times. Teacher: 4 times 4 is 16. Teacher: 19 minus 16 is 3.  [TARGET]Teacher: This is remainder three.[/TARGET] Teacher: Now this says your remainder is the position answer. Teacher: So the remainder is 3. Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3.
Teacher: 4 times 4 is 16. Teacher: 19 minus 16 is 3. Teacher: This is remainder three.  [TARGET]Teacher: Now this says your remainder is the position answer.[/TARGET] Teacher: So the remainder is 3. Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3. Teacher: So I'm at the triangle.
Teacher: 19 minus 16 is 3. Teacher: This is remainder three. Teacher: Now this says your remainder is the position answer.  [TARGET]Teacher: So the remainder is 3.[/TARGET] Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3. Teacher: So I'm at the triangle. Teacher: So the 99th position or the 99th shape will be the triangle.
Teacher: This is remainder three. Teacher: Now this says your remainder is the position answer. Teacher: So the remainder is 3.  [TARGET]Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3.[/TARGET] Teacher: So I'm at the triangle. Teacher: So the 99th position or the 99th shape will be the triangle. Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible].
Teacher: Now this says your remainder is the position answer. Teacher: So the remainder is 3. Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3.  [TARGET]Teacher: So I'm at the triangle.[/TARGET] Teacher: So the 99th position or the 99th shape will be the triangle. Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible]. Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here.
Teacher: So the remainder is 3. Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3. Teacher: So I'm at the triangle.  [TARGET]Teacher: So the 99th position or the 99th shape will be the triangle.[/TARGET] Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible]. Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here. Teacher: 4 is your divisor.
Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3. Teacher: So I'm at the triangle. Teacher: So the 99th position or the 99th shape will be the triangle.  [TARGET]Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible].[/TARGET] Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here. Teacher: 4 is your divisor. Teacher: Just like if we had a 5.
Teacher: So I'm at the triangle. Teacher: So the 99th position or the 99th shape will be the triangle. Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible].  [TARGET]Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here.[/TARGET] Teacher: 4 is your divisor. Teacher: Just like if we had a 5. Teacher: If this was a 5 and the remainder was zero, then it would be the fifth item in the pattern.
Teacher: So the 99th position or the 99th shape will be the triangle. Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible]. Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here.  [TARGET]Teacher: 4 is your divisor.[/TARGET] Teacher: Just like if we had a 5. Teacher: If this was a 5 and the remainder was zero, then it would be the fifth item in the pattern. Teacher: [Crosstalk]
Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible]. Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here. Teacher: 4 is your divisor.  [TARGET]Teacher: Just like if we had a 5.[/TARGET] Teacher: If this was a 5 and the remainder was zero, then it would be the fifth item in the pattern. Teacher: [Crosstalk] Teacher: If you have a remainder zero, your item is always the last item [inaudible].
Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here. Teacher: 4 is your divisor. Teacher: Just like if we had a 5.  [TARGET]Teacher: If this was a 5 and the remainder was zero, then it would be the fifth item in the pattern.[/TARGET] Teacher: [Crosstalk] Teacher: If you have a remainder zero, your item is always the last item [inaudible]. Teacher: [Crosstalk]
Teacher: Just like if we had a 5. Teacher: If this was a 5 and the remainder was zero, then it would be the fifth item in the pattern. Teacher: [Crosstalk]  [TARGET]Teacher: If you have a remainder zero, your item is always the last item [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: Do you understand? Multiple Students: Yes.
Teacher: [Crosstalk] Teacher: If you have a remainder zero, your item is always the last item [inaudible]. Teacher: [Crosstalk]  [TARGET]Teacher: Do you understand?[/TARGET] Multiple Students: Yes. Teacher: Any questions? Multiple Students: No.
Teacher: [Crosstalk] Teacher: Do you understand? Multiple Students: Yes.  [TARGET]Teacher: Any questions?[/TARGET] Multiple Students: No. Teacher: All right. Teacher: The next thing we're gonna do - look up here.
Student: Yes. Teacher: Can everyone see? Multiple Students: Yes.  [TARGET]Teacher: So today we're gonna talk about input and output tables.[/TARGET] Teacher: Here's an input chart. Teacher: My inputs are 1, 2, 3 and 4. Teacher: The outputs are 5, 9, 13, 17.
Teacher: Can everyone see? Multiple Students: Yes. Teacher: So today we're gonna talk about input and output tables.  [TARGET]Teacher: Here's an input chart.[/TARGET] Teacher: My inputs are 1, 2, 3 and 4. Teacher: The outputs are 5, 9, 13, 17. Teacher: So if you input 1, the output is 5.
Multiple Students: Yes. Teacher: So today we're gonna talk about input and output tables. Teacher: Here's an input chart.  [TARGET]Teacher: My inputs are 1, 2, 3 and 4.[/TARGET] Teacher: The outputs are 5, 9, 13, 17. Teacher: So if you input 1, the output is 5. Teacher: If you input 2, the output is 9.
Teacher: So today we're gonna talk about input and output tables. Teacher: Here's an input chart. Teacher: My inputs are 1, 2, 3 and 4.  [TARGET]Teacher: The outputs are 5, 9, 13, 17.[/TARGET] Teacher: So if you input 1, the output is 5. Teacher: If you input 2, the output is 9. Teacher: If the input is 3, the output is 13.
Teacher: Here's an input chart. Teacher: My inputs are 1, 2, 3 and 4. Teacher: The outputs are 5, 9, 13, 17.  [TARGET]Teacher: So if you input 1, the output is 5.[/TARGET] Teacher: If you input 2, the output is 9. Teacher: If the input is 3, the output is 13. Teacher: If you input 4, the output is 17.
Teacher: My inputs are 1, 2, 3 and 4. Teacher: The outputs are 5, 9, 13, 17. Teacher: So if you input 1, the output is 5.  [TARGET]Teacher: If you input 2, the output is 9.[/TARGET] Teacher: If the input is 3, the output is 13. Teacher: If you input 4, the output is 17. Teacher: So what we are going to do today, we are going to determine the rule.
Teacher: The outputs are 5, 9, 13, 17. Teacher: So if you input 1, the output is 5. Teacher: If you input 2, the output is 9.  [TARGET]Teacher: If the input is 3, the output is 13.[/TARGET] Teacher: If you input 4, the output is 17. Teacher: So what we are going to do today, we are going to determine the rule. Teacher: What rule does this follow?
Teacher: So if you input 1, the output is 5. Teacher: If you input 2, the output is 9. Teacher: If the input is 3, the output is 13.  [TARGET]Teacher: If you input 4, the output is 17.[/TARGET] Teacher: So what we are going to do today, we are going to determine the rule. Teacher: What rule does this follow? Teacher: This follows a simple mathematical rule.
Teacher: If you input 2, the output is 9. Teacher: If the input is 3, the output is 13. Teacher: If you input 4, the output is 17.  [TARGET]Teacher: So what we are going to do today, we are going to determine the rule.[/TARGET] Teacher: What rule does this follow? Teacher: This follows a simple mathematical rule. Teacher: So step one says start with the first input, which is 1.
Teacher: If the input is 3, the output is 13. Teacher: If you input 4, the output is 17. Teacher: So what we are going to do today, we are going to determine the rule.  [TARGET]Teacher: What rule does this follow?[/TARGET] Teacher: This follows a simple mathematical rule. Teacher: So step one says start with the first input, which is 1. Teacher: The first input was the 1.
Teacher: If you input 4, the output is 17. Teacher: So what we are going to do today, we are going to determine the rule. Teacher: What rule does this follow?  [TARGET]Teacher: This follows a simple mathematical rule.[/TARGET] Teacher: So step one says start with the first input, which is 1. Teacher: The first input was the 1. Teacher: Do you understand?
Teacher: So what we are going to do today, we are going to determine the rule. Teacher: What rule does this follow? Teacher: This follows a simple mathematical rule.  [TARGET]Teacher: So step one says start with the first input, which is 1.[/TARGET] Teacher: The first input was the 1. Teacher: Do you understand? Multiple Students: Yes.
Teacher: What rule does this follow? Teacher: This follows a simple mathematical rule. Teacher: So step one says start with the first input, which is 1.  [TARGET]Teacher: The first input was the 1.[/TARGET] Teacher: Do you understand? Multiple Students: Yes. Teacher: Student T, pencil down, you're just watching right now.
Teacher: This follows a simple mathematical rule. Teacher: So step one says start with the first input, which is 1. Teacher: The first input was the 1.  [TARGET]Teacher: Do you understand?[/TARGET] Multiple Students: Yes. Teacher: Student T, pencil down, you're just watching right now. Teacher: Step two, get an idea or [inaudible] to go from the input to the output.
Teacher: Do you understand? Multiple Students: Yes. Teacher: Student T, pencil down, you're just watching right now.  [TARGET]Teacher: Step two, get an idea or [inaudible] to go from the input to the output.[/TARGET] Teacher: So we're going from 1 to 5. Teacher: One way to go from 1 to 5 is to add 4. Teacher: 1 plus 4 equals 5.
Multiple Students: Yes. Teacher: Student T, pencil down, you're just watching right now. Teacher: Step two, get an idea or [inaudible] to go from the input to the output.  [TARGET]Teacher: So we're going from 1 to 5.[/TARGET] Teacher: One way to go from 1 to 5 is to add 4. Teacher: 1 plus 4 equals 5. Teacher: Student W, please pay attention.
Teacher: Student T, pencil down, you're just watching right now. Teacher: Step two, get an idea or [inaudible] to go from the input to the output. Teacher: So we're going from 1 to 5.  [TARGET]Teacher: One way to go from 1 to 5 is to add 4.[/TARGET] Teacher: 1 plus 4 equals 5. Teacher: Student W, please pay attention. Teacher: So my idea is adding 4 to it.
Teacher: Step two, get an idea or [inaudible] to go from the input to the output. Teacher: So we're going from 1 to 5. Teacher: One way to go from 1 to 5 is to add 4.  [TARGET]Teacher: 1 plus 4 equals 5.[/TARGET] Teacher: Student W, please pay attention. Teacher: So my idea is adding 4 to it. Teacher: Step three says [inaudible] with the input/output numbers.
Teacher: One way to go from 1 to 5 is to add 4. Teacher: 1 plus 4 equals 5. Teacher: Student W, please pay attention.  [TARGET]Teacher: So my idea is adding 4 to it.[/TARGET] Teacher: Step three says [inaudible] with the input/output numbers. Teacher: If the idea does not work, go back to step two and try another idea. Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer.
Teacher: 1 plus 4 equals 5. Teacher: Student W, please pay attention. Teacher: So my idea is adding 4 to it.  [TARGET]Teacher: Step three says [inaudible] with the input/output numbers.[/TARGET] Teacher: If the idea does not work, go back to step two and try another idea. Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer. Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4.
Teacher: Student W, please pay attention. Teacher: So my idea is adding 4 to it. Teacher: Step three says [inaudible] with the input/output numbers.  [TARGET]Teacher: If the idea does not work, go back to step two and try another idea.[/TARGET] Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer. Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4. Teacher: So I'm gonna try the second input, 2 to 9.
Teacher: So my idea is adding 4 to it. Teacher: Step three says [inaudible] with the input/output numbers. Teacher: If the idea does not work, go back to step two and try another idea.  [TARGET]Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer.[/TARGET] Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4. Teacher: So I'm gonna try the second input, 2 to 9. Teacher: 2 plus 4 would give me 8.
Teacher: Step three says [inaudible] with the input/output numbers. Teacher: If the idea does not work, go back to step two and try another idea. Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer.  [TARGET]Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4.[/TARGET] Teacher: So I'm gonna try the second input, 2 to 9. Teacher: 2 plus 4 would give me 8. Teacher: It does not give me - I'm sorry.
Teacher: If the idea does not work, go back to step two and try another idea. Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer. Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4.  [TARGET]Teacher: So I'm gonna try the second input, 2 to 9.[/TARGET] Teacher: 2 plus 4 would give me 8. Teacher: It does not give me - I'm sorry. Teacher: 2 plus 4 gives me -
Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer. Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4. Teacher: So I'm gonna try the second input, 2 to 9.  [TARGET]Teacher: 2 plus 4 would give me 8.[/TARGET] Teacher: It does not give me - I'm sorry. Teacher: 2 plus 4 gives me - Student: 6
Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4. Teacher: So I'm gonna try the second input, 2 to 9. Teacher: 2 plus 4 would give me 8.  [TARGET]Teacher: It does not give me - I'm sorry.[/TARGET] Teacher: 2 plus 4 gives me - Student: 6 Teacher: 6, not 9.
Teacher: So I'm gonna try the second input, 2 to 9. Teacher: 2 plus 4 would give me 8. Teacher: It does not give me - I'm sorry.  [TARGET]Teacher: 2 plus 4 gives me -[/TARGET] Student: 6 Teacher: 6, not 9. Teacher: So that means plus 4 does not work.
Teacher: It does not give me - I'm sorry. Teacher: 2 plus 4 gives me - Student: 6  [TARGET]Teacher: 6, not 9.[/TARGET] Teacher: So that means plus 4 does not work. Teacher: So we have to think of another way to go from 1 to 5. Teacher: It doesn't work.
Teacher: 2 plus 4 gives me - Student: 6 Teacher: 6, not 9.  [TARGET]Teacher: So that means plus 4 does not work.[/TARGET] Teacher: So we have to think of another way to go from 1 to 5. Teacher: It doesn't work. Teacher: Sometimes you may need to try more than one operation.
Student: 6 Teacher: 6, not 9. Teacher: So that means plus 4 does not work.  [TARGET]Teacher: So we have to think of another way to go from 1 to 5.[/TARGET] Teacher: It doesn't work. Teacher: Sometimes you may need to try more than one operation. Teacher: Sometimes you may try more than one operation.
Teacher: 6, not 9. Teacher: So that means plus 4 does not work. Teacher: So we have to think of another way to go from 1 to 5.  [TARGET]Teacher: It doesn't work.[/TARGET] Teacher: Sometimes you may need to try more than one operation. Teacher: Sometimes you may try more than one operation. Teacher: So what else can I do to get from 1 to 5?
Teacher: So that means plus 4 does not work. Teacher: So we have to think of another way to go from 1 to 5. Teacher: It doesn't work.  [TARGET]Teacher: Sometimes you may need to try more than one operation.[/TARGET] Teacher: Sometimes you may try more than one operation. Teacher: So what else can I do to get from 1 to 5? Teacher: I can try doing multiplication.
Teacher: So we have to think of another way to go from 1 to 5. Teacher: It doesn't work. Teacher: Sometimes you may need to try more than one operation.  [TARGET]Teacher: Sometimes you may try more than one operation.[/TARGET] Teacher: So what else can I do to get from 1 to 5? Teacher: I can try doing multiplication. Teacher: 1 times 4 -
Teacher: It doesn't work. Teacher: Sometimes you may need to try more than one operation. Teacher: Sometimes you may try more than one operation.  [TARGET]Teacher: So what else can I do to get from 1 to 5?[/TARGET] Teacher: I can try doing multiplication. Teacher: 1 times 4 - Student: Plus 1.
Teacher: Sometimes you may need to try more than one operation. Teacher: Sometimes you may try more than one operation. Teacher: So what else can I do to get from 1 to 5?  [TARGET]Teacher: I can try doing multiplication.[/TARGET] Teacher: 1 times 4 - Student: Plus 1. Teacher: Plus 1.
Teacher: Sometimes you may try more than one operation. Teacher: So what else can I do to get from 1 to 5? Teacher: I can try doing multiplication.  [TARGET]Teacher: 1 times 4 -[/TARGET] Student: Plus 1. Teacher: Plus 1. Teacher: I'm gonna try that.
Teacher: I can try doing multiplication. Teacher: 1 times 4 - Student: Plus 1.  [TARGET]Teacher: Plus 1.[/TARGET] Teacher: I'm gonna try that. Teacher: Let's see if this works. Teacher: 1 times 4.
Teacher: 1 times 4 - Student: Plus 1. Teacher: Plus 1.  [TARGET]Teacher: I'm gonna try that.[/TARGET] Teacher: Let's see if this works. Teacher: 1 times 4. Teacher: [Crosstalk]
Student: Plus 1. Teacher: Plus 1. Teacher: I'm gonna try that.  [TARGET]Teacher: Let's see if this works.[/TARGET] Teacher: 1 times 4. Teacher: [Crosstalk] Teacher: Watch me.
Teacher: Plus 1. Teacher: I'm gonna try that. Teacher: Let's see if this works.  [TARGET]Teacher: 1 times 4.[/TARGET] Teacher: [Crosstalk] Teacher: Watch me. Teacher: [Crosstalk]
Teacher: [Crosstalk] Teacher: Watch me. Teacher: [Crosstalk]  [TARGET]Teacher: So we're doing 1 times 4 plus 1.[/TARGET] Teacher: We're gonna see if this idea works. Teacher: So I'm gonna test it with the 2. Teacher: 2 times 4 is what?
Teacher: Watch me. Teacher: [Crosstalk] Teacher: So we're doing 1 times 4 plus 1.  [TARGET]Teacher: We're gonna see if this idea works.[/TARGET] Teacher: So I'm gonna test it with the 2. Teacher: 2 times 4 is what? Student: 8
Teacher: [Crosstalk] Teacher: So we're doing 1 times 4 plus 1. Teacher: We're gonna see if this idea works.  [TARGET]Teacher: So I'm gonna test it with the 2.[/TARGET] Teacher: 2 times 4 is what? Student: 8 Teacher: 8 plus 1.
Teacher: So we're doing 1 times 4 plus 1. Teacher: We're gonna see if this idea works. Teacher: So I'm gonna test it with the 2.  [TARGET]Teacher: 2 times 4 is what?[/TARGET] Student: 8 Teacher: 8 plus 1. Multiple Students: Is 9.
Teacher: So I'm gonna test it with the 2. Teacher: 2 times 4 is what? Student: 8  [TARGET]Teacher: 8 plus 1.[/TARGET] Multiple Students: Is 9. Teacher: So far it's working. Teacher: 3 times 4 is how much?
Student: 8 Teacher: 8 plus 1. Multiple Students: Is 9.  [TARGET]Teacher: So far it's working.[/TARGET] Teacher: 3 times 4 is how much? Student: 7 Student: No, 12.
Teacher: 8 plus 1. Multiple Students: Is 9. Teacher: So far it's working.  [TARGET]Teacher: 3 times 4 is how much?[/TARGET] Student: 7 Student: No, 12. Teacher: 3 times 4.
Teacher: 3 times 4 is how much? Student: 7 Student: No, 12.  [TARGET]Teacher: 3 times 4.[/TARGET] Multiple Students: 12 Teacher: Remember, my idea is 1 is the input times 4 plus 1. Teacher: So 3 times 4 is how much?
Student: No, 12. Teacher: 3 times 4. Multiple Students: 12  [TARGET]Teacher: Remember, my idea is 1 is the input times 4 plus 1.[/TARGET] Teacher: So 3 times 4 is how much? Multiple Students: 12 Teacher: Plus 1 more.
Teacher: 3 times 4. Multiple Students: 12 Teacher: Remember, my idea is 1 is the input times 4 plus 1.  [TARGET]Teacher: So 3 times 4 is how much?[/TARGET] Multiple Students: 12 Teacher: Plus 1 more. Multiple Students: 13
Teacher: Remember, my idea is 1 is the input times 4 plus 1. Teacher: So 3 times 4 is how much? Multiple Students: 12  [TARGET]Teacher: Plus 1 more.[/TARGET] Multiple Students: 13 Teacher: So far it works. Teacher: 4 times 4 is how much?
Multiple Students: 12 Teacher: Plus 1 more. Multiple Students: 13  [TARGET]Teacher: So far it works.[/TARGET] Teacher: 4 times 4 is how much? Multiple Students: 16 Teacher: Plus 1.
Teacher: Plus 1 more. Multiple Students: 13 Teacher: So far it works.  [TARGET]Teacher: 4 times 4 is how much?[/TARGET] Multiple Students: 16 Teacher: Plus 1. Multiple Students: 17
Teacher: So far it works. Teacher: 4 times 4 is how much? Multiple Students: 16  [TARGET]Teacher: Plus 1.[/TARGET] Multiple Students: 17 Teacher: So my rule is - Multiple Students: Times 4 plus 1.
Multiple Students: 16 Teacher: Plus 1. Multiple Students: 17  [TARGET]Teacher: So my rule is -[/TARGET] Multiple Students: Times 4 plus 1. Multiple Students: [Crosstalk] Teacher: So this is the rule.
Teacher: So my rule is - Multiple Students: Times 4 plus 1. Multiple Students: [Crosstalk]  [TARGET]Teacher: So this is the rule.[/TARGET] Teacher: Remember, sometimes one operation may not get it. Teacher: You may have to use more than one operation, like I used times and I used plus. Teacher: Student D, for the second time I'm telling you, we are watching right now.
Multiple Students: Times 4 plus 1. Multiple Students: [Crosstalk] Teacher: So this is the rule.  [TARGET]Teacher: Remember, sometimes one operation may not get it.[/TARGET] Teacher: You may have to use more than one operation, like I used times and I used plus. Teacher: Student D, for the second time I'm telling you, we are watching right now. Teacher: The last thing we are going to do, we are going to follow.