stanford-nlpxed/classroom_management_data huggingface dataset:
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?  [TARGET]Teacher: Will?[/TARGET] Student: And, that will be six. Teacher: Is that right? Teacher: Is it six?
Multiple Students: Equal to, close to, but not past 500? Teacher: Will? Student: And, that will be six.  [TARGET]Teacher: Is that right?[/TARGET] Teacher: Is it six? Teacher: Okay, what's 6 times 75? Student: That would be 145.
Teacher: Will? Student: And, that will be six. Teacher: Is that right?  [TARGET]Teacher: Is it six?[/TARGET] Teacher: Okay, what's 6 times 75? Student: That would be 145. Teacher: 4,500 is four thousand five hundred.
Student: And, that will be six. Teacher: Is that right? Teacher: Is it six?  [TARGET]Teacher: Okay, what's 6 times 75?[/TARGET] Student: That would be 145. Teacher: 4,500 is four thousand five hundred. Student: No, 450.
Teacher: Is it six? Teacher: Okay, what's 6 times 75? Student: That would be 145.  [TARGET]Teacher: 4,500 is four thousand five hundred.[/TARGET] Student: No, 450. Teacher: So, 450? Student: Yeah, 450.
Student: That would be 145. Teacher: 4,500 is four thousand five hundred. Student: No, 450.  [TARGET]Teacher: So, 450?[/TARGET] Student: Yeah, 450. Multiple Students: [inaudible chatter] Teacher: You're welcome.
Teacher: So, 450? Student: Yeah, 450. Multiple Students: [inaudible chatter]  [TARGET]Teacher: You're welcome.[/TARGET] Teacher: So, if you look here. Teacher: We could actually keep going forever. Teacher: Because, this will be another 500.
Student: Yeah, 450. Multiple Students: [inaudible chatter] Teacher: You're welcome.  [TARGET]Teacher: So, if you look here.[/TARGET] Teacher: We could actually keep going forever. Teacher: Because, this will be another 500. Teacher: So, this - that's why I say, just go up to the hundredths.
Multiple Students: [inaudible chatter] Teacher: You're welcome. Teacher: So, if you look here.  [TARGET]Teacher: We could actually keep going forever.[/TARGET] Teacher: Because, this will be another 500. Teacher: So, this - that's why I say, just go up to the hundredths. Teacher: So, that's the answer.
Teacher: You're welcome. Teacher: So, if you look here. Teacher: We could actually keep going forever.  [TARGET]Teacher: Because, this will be another 500.[/TARGET] Teacher: So, this - that's why I say, just go up to the hundredths. Teacher: So, that's the answer. Teacher: The answer is 13.46.
Teacher: So, if you look here. Teacher: We could actually keep going forever. Teacher: Because, this will be another 500.  [TARGET]Teacher: So, this - that's why I say, just go up to the hundredths.[/TARGET] Teacher: So, that's the answer. Teacher: The answer is 13.46. Teacher: That's your answer.
Teacher: We could actually keep going forever. Teacher: Because, this will be another 500. Teacher: So, this - that's why I say, just go up to the hundredths.  [TARGET]Teacher: So, that's the answer.[/TARGET] Teacher: The answer is 13.46. Teacher: That's your answer. Multiple Students: [inaudible chatter]
Teacher: Because, this will be another 500. Teacher: So, this - that's why I say, just go up to the hundredths. Teacher: So, that's the answer.  [TARGET]Teacher: The answer is 13.46.[/TARGET] Teacher: That's your answer. Multiple Students: [inaudible chatter] Teacher: For the next --
Teacher: So, this - that's why I say, just go up to the hundredths. Teacher: So, that's the answer. Teacher: The answer is 13.46.  [TARGET]Teacher: That's your answer.[/TARGET] Multiple Students: [inaudible chatter] Teacher: For the next -- Student: No, it's 13.
Teacher: I like how the boys in the front are working, and Student D.  Careful with that. Teacher: I like how the ladies are working at the table. Multiple Students: [inaudible chatter]  [TARGET]Teacher: What's that?[/TARGET] Teacher: Okay, so you're 90? Teacher: First of all, write it if you can. Multiple Students: [inaudible chatter]
Teacher: I like how the ladies are working at the table. Multiple Students: [inaudible chatter] Teacher: What's that?  [TARGET]Teacher: Okay, so you're 90?[/TARGET] Teacher: First of all, write it if you can. Multiple Students: [inaudible chatter] Teacher: Okay, where's your fact family sheet?
Student: I need that. Teacher: Okay, that's why I had you guys - I don't have enough. Teacher: You guys need to share.  [TARGET]Teacher: Okay, so these are the fact families for 90.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay, this is where you're gonna be looking. Teacher: All right, so first thing is you look at 90 goes into 3.
Teacher: Okay, so these are the fact families for 90. Multiple Students: [inaudible chatter] Teacher: Okay, this is where you're gonna be looking.  [TARGET]Teacher: All right, so first thing is you look at 90 goes into 3.[/TARGET] Teacher: How many times does 90 go into 3? Student: Zero. Teacher: Yeah, it goes in - so you put zero right on top of it.
Multiple Students: [inaudible chatter] Teacher: Okay, this is where you're gonna be looking. Teacher: All right, so first thing is you look at 90 goes into 3.  [TARGET]Teacher: How many times does 90 go into 3?[/TARGET] Student: Zero. Teacher: Yeah, it goes in - so you put zero right on top of it. Teacher: You're gonna get it.
Teacher: All right, so first thing is you look at 90 goes into 3. Teacher: How many times does 90 go into 3? Student: Zero.  [TARGET]Teacher: Yeah, it goes in - so you put zero right on top of it.[/TARGET] Teacher: You're gonna get it. Teacher: Now, you look at these two numbers. Teacher: So, 90 goes into 31 how many times?
Teacher: How many times does 90 go into 3? Student: Zero. Teacher: Yeah, it goes in - so you put zero right on top of it.  [TARGET]Teacher: You're gonna get it.[/TARGET] Teacher: Now, you look at these two numbers. Teacher: So, 90 goes into 31 how many times? Teacher: Which number's bigger, 90 or 31?
Student: Zero. Teacher: Yeah, it goes in - so you put zero right on top of it. Teacher: You're gonna get it.  [TARGET]Teacher: Now, you look at these two numbers.[/TARGET] Teacher: So, 90 goes into 31 how many times? Teacher: Which number's bigger, 90 or 31? Student: 90
Teacher: Yeah, it goes in - so you put zero right on top of it. Teacher: You're gonna get it. Teacher: Now, you look at these two numbers.  [TARGET]Teacher: So, 90 goes into 31 how many times?[/TARGET] Teacher: Which number's bigger, 90 or 31? Student: 90 Teacher: Yeah, so it'll be zero.
Teacher: You're gonna get it. Teacher: Now, you look at these two numbers. Teacher: So, 90 goes into 31 how many times?  [TARGET]Teacher: Which number's bigger, 90 or 31?[/TARGET] Student: 90 Teacher: Yeah, so it'll be zero. Teacher: Any time it's a bigger number, zero.
Teacher: So, 90 goes into 31 how many times? Teacher: Which number's bigger, 90 or 31? Student: 90  [TARGET]Teacher: Yeah, so it'll be zero.[/TARGET] Teacher: Any time it's a bigger number, zero. Teacher: Now, how many times does 90 go into 310? Teacher: So, look at this, okay?
Teacher: Which number's bigger, 90 or 31? Student: 90 Teacher: Yeah, so it'll be zero.  [TARGET]Teacher: Any time it's a bigger number, zero.[/TARGET] Teacher: Now, how many times does 90 go into 310? Teacher: So, look at this, okay? Teacher: So, the divisor is 90 and this is 310, okay?
Student: 90 Teacher: Yeah, so it'll be zero. Teacher: Any time it's a bigger number, zero.  [TARGET]Teacher: Now, how many times does 90 go into 310?[/TARGET] Teacher: So, look at this, okay? Teacher: So, the divisor is 90 and this is 310, okay? Teacher: So, 90 multiplied by what number --
Teacher: Yeah, so it'll be zero. Teacher: Any time it's a bigger number, zero. Teacher: Now, how many times does 90 go into 310?  [TARGET]Teacher: So, look at this, okay?[/TARGET] Teacher: So, the divisor is 90 and this is 310, okay? Teacher: So, 90 multiplied by what number -- Student: 90 multiplied by what number --
Teacher: Any time it's a bigger number, zero. Teacher: Now, how many times does 90 go into 310? Teacher: So, look at this, okay?  [TARGET]Teacher: So, the divisor is 90 and this is 310, okay?[/TARGET] Teacher: So, 90 multiplied by what number -- Student: 90 multiplied by what number -- Teacher: Is equal to, close to, but not past 310?
Teacher: Now, how many times does 90 go into 310? Teacher: So, look at this, okay? Teacher: So, the divisor is 90 and this is 310, okay?  [TARGET]Teacher: So, 90 multiplied by what number --[/TARGET] Student: 90 multiplied by what number -- Teacher: Is equal to, close to, but not past 310? Student: Is equal to, close to, but not past 310?
Teacher: So, the divisor is 90 and this is 310, okay? Teacher: So, 90 multiplied by what number -- Student: 90 multiplied by what number --  [TARGET]Teacher: Is equal to, close to, but not past 310?[/TARGET] Student: Is equal to, close to, but not past 310? Teacher: So, look here. Teacher: Yeah, I agree, I think that's pretty close.
Student: 90 multiplied by what number -- Teacher: Is equal to, close to, but not past 310? Student: Is equal to, close to, but not past 310?  [TARGET]Teacher: So, look here.[/TARGET] Teacher: Yeah, I agree, I think that's pretty close. Teacher: Because, that's past it, so you can put a three right on top. Student: Zero.
Teacher: Is equal to, close to, but not past 310? Student: Is equal to, close to, but not past 310? Teacher: So, look here.  [TARGET]Teacher: Yeah, I agree, I think that's pretty close.[/TARGET] Teacher: Because, that's past it, so you can put a three right on top. Student: Zero. Teacher: And, then 3 times 90?
Student: Is equal to, close to, but not past 310? Teacher: So, look here. Teacher: Yeah, I agree, I think that's pretty close.  [TARGET]Teacher: Because, that's past it, so you can put a three right on top.[/TARGET] Student: Zero. Teacher: And, then 3 times 90? Teacher: Uh-huh, good.
Teacher: Yeah, I agree, I think that's pretty close. Teacher: Because, that's past it, so you can put a three right on top. Student: Zero.  [TARGET]Teacher: And, then 3 times 90?[/TARGET] Teacher: Uh-huh, good. Teacher: It's right there. Student: 27?
Teacher: Because, that's past it, so you can put a three right on top. Student: Zero. Teacher: And, then 3 times 90?  [TARGET]Teacher: Uh-huh, good.[/TARGET] Teacher: It's right there. Student: 27? Teacher: No, it's 270.
Student: Zero. Teacher: And, then 3 times 90? Teacher: Uh-huh, good.  [TARGET]Teacher: It's right there.[/TARGET] Student: 27? Teacher: No, it's 270. Teacher: You just put it right under the 310.
Teacher: Uh-huh, good. Teacher: It's right there. Student: 27?  [TARGET]Teacher: No, it's 270.[/TARGET] Teacher: You just put it right under the 310. Teacher: Yeah, just like that. Teacher: Okay?
Teacher: It's right there. Student: 27? Teacher: No, it's 270.  [TARGET]Teacher: You just put it right under the 310.[/TARGET] Teacher: Yeah, just like that. Teacher: Okay? Multiple Students: [inaudible chatter]
Student: 27? Teacher: No, it's 270. Teacher: You just put it right under the 310.  [TARGET]Teacher: Yeah, just like that.[/TARGET] Teacher: Okay? Multiple Students: [inaudible chatter] Teacher: Okay, so first is 90 into 3, which is zero.
Teacher: Yeah, just like that. Teacher: Okay? Multiple Students: [inaudible chatter]  [TARGET]Teacher: Okay, so first is 90 into 3, which is zero.[/TARGET] Teacher: Then, 90 into 31. Teacher: So, how did you plug it in? Student: I said 90, this and then I tried --
Teacher: Okay? Multiple Students: [inaudible chatter] Teacher: Okay, so first is 90 into 3, which is zero.  [TARGET]Teacher: Then, 90 into 31.[/TARGET] Teacher: So, how did you plug it in? Student: I said 90, this and then I tried -- Teacher: No, you would do 310 first.
Multiple Students: [inaudible chatter] Teacher: Okay, so first is 90 into 3, which is zero. Teacher: Then, 90 into 31.  [TARGET]Teacher: So, how did you plug it in?[/TARGET] Student: I said 90, this and then I tried -- Teacher: No, you would do 310 first. Teacher: So, 310 - this would be the answer though.
Teacher: Then, 90 into 31. Teacher: So, how did you plug it in? Student: I said 90, this and then I tried --  [TARGET]Teacher: No, you would do 310 first.[/TARGET] Teacher: So, 310 - this would be the answer though. Teacher: 310 divided by 90, okay? Teacher: It's 3.44.
Teacher: So, how did you plug it in? Student: I said 90, this and then I tried -- Teacher: No, you would do 310 first.  [TARGET]Teacher: So, 310 - this would be the answer though.[/TARGET] Teacher: 310 divided by 90, okay? Teacher: It's 3.44. Teacher: But --
Student: I said 90, this and then I tried -- Teacher: No, you would do 310 first. Teacher: So, 310 - this would be the answer though.  [TARGET]Teacher: 310 divided by 90, okay?[/TARGET] Teacher: It's 3.44. Teacher: But -- Student: 3.44?
Teacher: No, you would do 310 first. Teacher: So, 310 - this would be the answer though. Teacher: 310 divided by 90, okay?  [TARGET]Teacher: It's 3.44.[/TARGET] Teacher: But -- Student: 3.44? Teacher: Yeah.
Teacher: So, 310 - this would be the answer though. Teacher: 310 divided by 90, okay? Teacher: It's 3.44.  [TARGET]Teacher: But --[/TARGET] Student: 3.44? Teacher: Yeah. Teacher: 3.44.
Teacher: It's 3.44. Teacher: But -- Student: 3.44?  [TARGET]Teacher: Yeah.[/TARGET] Teacher: 3.44. Teacher: You just go up to the hundredths, you don't - you go up to the hundredths. Teacher: Two spaces after the decimal.
Teacher: But -- Student: 3.44? Teacher: Yeah.  [TARGET]Teacher: 3.44.[/TARGET] Teacher: You just go up to the hundredths, you don't - you go up to the hundredths. Teacher: Two spaces after the decimal. Teacher: So, that's as far as you go.
Student: 3.44? Teacher: Yeah. Teacher: 3.44.  [TARGET]Teacher: You just go up to the hundredths, you don't - you go up to the hundredths.[/TARGET] Teacher: Two spaces after the decimal. Teacher: So, that's as far as you go. Teacher: You don't - you can go on forever.
Teacher: Yeah. Teacher: 3.44. Teacher: You just go up to the hundredths, you don't - you go up to the hundredths.  [TARGET]Teacher: Two spaces after the decimal.[/TARGET] Teacher: So, that's as far as you go. Teacher: You don't - you can go on forever. Teacher: But, that's not what I'm trying to teach you.
Teacher: 3.44. Teacher: You just go up to the hundredths, you don't - you go up to the hundredths. Teacher: Two spaces after the decimal.  [TARGET]Teacher: So, that's as far as you go.[/TARGET] Teacher: You don't - you can go on forever. Teacher: But, that's not what I'm trying to teach you. Teacher: I'm trying to teach you to just look at this.
Teacher: You just go up to the hundredths, you don't - you go up to the hundredths. Teacher: Two spaces after the decimal. Teacher: So, that's as far as you go.  [TARGET]Teacher: You don't - you can go on forever.[/TARGET] Teacher: But, that's not what I'm trying to teach you. Teacher: I'm trying to teach you to just look at this. Teacher: You have your fact families for 90s right here.
Teacher: Two spaces after the decimal. Teacher: So, that's as far as you go. Teacher: You don't - you can go on forever.  [TARGET]Teacher: But, that's not what I'm trying to teach you.[/TARGET] Teacher: I'm trying to teach you to just look at this. Teacher: You have your fact families for 90s right here. Teacher: Okay?
Teacher: So, that's as far as you go. Teacher: You don't - you can go on forever. Teacher: But, that's not what I'm trying to teach you.  [TARGET]Teacher: I'm trying to teach you to just look at this.[/TARGET] Teacher: You have your fact families for 90s right here. Teacher: Okay? Teacher: You have this.
Teacher: You don't - you can go on forever. Teacher: But, that's not what I'm trying to teach you. Teacher: I'm trying to teach you to just look at this.  [TARGET]Teacher: You have your fact families for 90s right here.[/TARGET] Teacher: Okay? Teacher: You have this. Teacher: You can put a 90 right here if you want.
Teacher: I'm trying to teach you to just look at this. Teacher: You have your fact families for 90s right here. Teacher: Okay?  [TARGET]Teacher: You have this.[/TARGET] Teacher: You can put a 90 right here if you want. Teacher: So, 90 goes into 31 how many times? Student: [inaudible]
Teacher: You have your fact families for 90s right here. Teacher: Okay? Teacher: You have this.  [TARGET]Teacher: You can put a 90 right here if you want.[/TARGET] Teacher: So, 90 goes into 31 how many times? Student: [inaudible] Teacher: Which number's bigger?
Teacher: Okay? Teacher: You have this. Teacher: You can put a 90 right here if you want.  [TARGET]Teacher: So, 90 goes into 31 how many times?[/TARGET] Student: [inaudible] Teacher: Which number's bigger? Teacher: Which number's bigger, the 90 or the 31?
Teacher: You can put a 90 right here if you want. Teacher: So, 90 goes into 31 how many times? Student: [inaudible]  [TARGET]Teacher: Which number's bigger?[/TARGET] Teacher: Which number's bigger, the 90 or the 31? Student: 90 Teacher: Yeah.
Teacher: So, 90 goes into 31 how many times? Student: [inaudible] Teacher: Which number's bigger?  [TARGET]Teacher: Which number's bigger, the 90 or the 31?[/TARGET] Student: 90 Teacher: Yeah. Teacher: So, it's gonna be a zero then.
Teacher: Which number's bigger? Teacher: Which number's bigger, the 90 or the 31? Student: 90  [TARGET]Teacher: Yeah.[/TARGET] Teacher: So, it's gonna be a zero then. Teacher: It can't go into it. Teacher: It's zero.
Teacher: Which number's bigger, the 90 or the 31? Student: 90 Teacher: Yeah.  [TARGET]Teacher: So, it's gonna be a zero then.[/TARGET] Teacher: It can't go into it. Teacher: It's zero. Teacher: Then, 90 goes into 310.
Student: 90 Teacher: Yeah. Teacher: So, it's gonna be a zero then.  [TARGET]Teacher: It can't go into it.[/TARGET] Teacher: It's zero. Teacher: Then, 90 goes into 310. Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310?
Teacher: Yeah. Teacher: So, it's gonna be a zero then. Teacher: It can't go into it.  [TARGET]Teacher: It's zero.[/TARGET] Teacher: Then, 90 goes into 310. Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310? Teacher: Look here.
Teacher: So, it's gonna be a zero then. Teacher: It can't go into it. Teacher: It's zero.  [TARGET]Teacher: Then, 90 goes into 310.[/TARGET] Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310? Teacher: Look here. Teacher: Look here.
Teacher: It can't go into it. Teacher: It's zero. Teacher: Then, 90 goes into 310.  [TARGET]Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310?[/TARGET] Teacher: Look here. Teacher: Look here. Teacher: Please, whisper it in my ear.
Teacher: Look here. Teacher: Please, whisper it in my ear. Student: [inaudible]  [TARGET]Teacher: Are you sure?[/TARGET] Teacher: I'm just asking you. Student: I don't know. Student: Maybe.
Teacher: Please, whisper it in my ear. Student: [inaudible] Teacher: Are you sure?  [TARGET]Teacher: I'm just asking you.[/TARGET] Student: I don't know. Student: Maybe. Teacher: Is it, no.
Teacher: I'm just asking you. Student: I don't know. Student: Maybe.  [TARGET]Teacher: Is it, no.[/TARGET] Teacher: Times what number. Teacher: Multiplied by what number? Teacher: 90 times 300 - yeah, that's the right answer.
Student: I don't know. Student: Maybe. Teacher: Is it, no.  [TARGET]Teacher: Times what number.[/TARGET] Teacher: Multiplied by what number? Teacher: 90 times 300 - yeah, that's the right answer. Teacher: It's three.
Student: Maybe. Teacher: Is it, no. Teacher: Times what number.  [TARGET]Teacher: Multiplied by what number?[/TARGET] Teacher: 90 times 300 - yeah, that's the right answer. Teacher: It's three. Teacher: It's three.
Teacher: Is it, no. Teacher: Times what number. Teacher: Multiplied by what number?  [TARGET]Teacher: 90 times 300 - yeah, that's the right answer.[/TARGET] Teacher: It's three. Teacher: It's three. Teacher: 90 multiplied by 3 is close to 310.
Teacher: Times what number. Teacher: Multiplied by what number? Teacher: 90 times 300 - yeah, that's the right answer.  [TARGET]Teacher: It's three.[/TARGET] Teacher: It's three. Teacher: 90 multiplied by 3 is close to 310. Teacher: So, you would put a three right here.
Teacher: Multiplied by what number? Teacher: 90 times 300 - yeah, that's the right answer. Teacher: It's three.  [TARGET]Teacher: It's three.[/TARGET] Teacher: 90 multiplied by 3 is close to 310. Teacher: So, you would put a three right here. Teacher: 3 times 90 is what?
Teacher: 90 times 300 - yeah, that's the right answer. Teacher: It's three. Teacher: It's three.  [TARGET]Teacher: 90 multiplied by 3 is close to 310.[/TARGET] Teacher: So, you would put a three right here. Teacher: 3 times 90 is what? Student: [inaudible]
Teacher: It's three. Teacher: It's three. Teacher: 90 multiplied by 3 is close to 310.  [TARGET]Teacher: So, you would put a three right here.[/TARGET] Teacher: 3 times 90 is what? Student: [inaudible] Teacher: It's right there, you don't even have to think.
Teacher: It's three. Teacher: 90 multiplied by 3 is close to 310. Teacher: So, you would put a three right here.  [TARGET]Teacher: 3 times 90 is what?[/TARGET] Student: [inaudible] Teacher: It's right there, you don't even have to think. Teacher: It's right there.
Teacher: So, you would put a three right here. Teacher: 3 times 90 is what? Student: [inaudible]  [TARGET]Teacher: It's right there, you don't even have to think.[/TARGET] Teacher: It's right there. Teacher: I'll be with you in a moment. Student: 3 times 90 is 270.
Teacher: 3 times 90 is what? Student: [inaudible] Teacher: It's right there, you don't even have to think.  [TARGET]Teacher: It's right there.[/TARGET] Teacher: I'll be with you in a moment. Student: 3 times 90 is 270. Teacher: 270, yeah.
Teacher: It's right there. Teacher: I'll be with you in a moment. Student: 3 times 90 is 270.  [TARGET]Teacher: 270, yeah.[/TARGET] Teacher: Okay, then you do subtraction. Student: You said, 3 times 90. Teacher: It's the same.
Teacher: I'll be with you in a moment. Student: 3 times 90 is 270. Teacher: 270, yeah.  [TARGET]Teacher: Okay, then you do subtraction.[/TARGET] Student: You said, 3 times 90. Teacher: It's the same. Teacher: One plus two is the same as two plus one.
Teacher: 270, yeah. Teacher: Okay, then you do subtraction. Student: You said, 3 times 90.  [TARGET]Teacher: It's the same.[/TARGET] Teacher: One plus two is the same as two plus one. Teacher: It's relationship. Teacher: Multiplication and addition have a relationship where it doesn't matter what order you say it in, it's the same sum.
Teacher: Okay, then you do subtraction. Student: You said, 3 times 90. Teacher: It's the same.  [TARGET]Teacher: One plus two is the same as two plus one.[/TARGET] Teacher: It's relationship. Teacher: Multiplication and addition have a relationship where it doesn't matter what order you say it in, it's the same sum. Student: Mr. H?
Student: You said, 3 times 90. Teacher: It's the same. Teacher: One plus two is the same as two plus one.  [TARGET]Teacher: It's relationship.[/TARGET] Teacher: Multiplication and addition have a relationship where it doesn't matter what order you say it in, it's the same sum. Student: Mr. H? Teacher: Yeah.
Teacher: It's the same. Teacher: One plus two is the same as two plus one. Teacher: It's relationship.  [TARGET]Teacher: Multiplication and addition have a relationship where it doesn't matter what order you say it in, it's the same sum.[/TARGET] Student: Mr. H? Teacher: Yeah. Student: Do you have [inaudible]
Teacher: It's relationship. Teacher: Multiplication and addition have a relationship where it doesn't matter what order you say it in, it's the same sum. Student: Mr. H?  [TARGET]Teacher: Yeah.[/TARGET] Student: Do you have [inaudible] Teacher: Will, I heard you calling my name. Teacher: What's up?
Student: Mr. H? Teacher: Yeah. Student: Do you have [inaudible]  [TARGET]Teacher: Will, I heard you calling my name.[/TARGET] Teacher: What's up? Student: [inaudible] Teacher: Which one?
Teacher: Yeah. Student: Do you have [inaudible] Teacher: Will, I heard you calling my name.  [TARGET]Teacher: What's up?[/TARGET] Student: [inaudible] Teacher: Which one? Teacher: Is that one or two?
Teacher: Will, I heard you calling my name. Teacher: What's up? Student: [inaudible]  [TARGET]Teacher: Which one?[/TARGET] Teacher: Is that one or two? Student: 90 goes into 310. Teacher: Yeah.