stanford-nlpxed/classroom_management_data huggingface dataset:
Student: Yeah. Teacher: Okay, so how do I turn that to a percentage? Teacher: Somebody help me.  [TARGET]Teacher: Student D?[/TARGET] Student: Division. Teacher: Division - so you guys remember how you can figure it out? Student: 37 divided by 12.
Teacher: Somebody help me. Teacher: Student D? Student: Division.  [TARGET]Teacher: Division - so you guys remember how you can figure it out?[/TARGET] Student: 37 divided by 12. Teacher: I told you, [inaudible] drop tops, and the 12 drops - [inaudible] so that's what you should have. Student: Zero - eight -
Student: Division. Teacher: Division - so you guys remember how you can figure it out? Student: 37 divided by 12.  [TARGET]Teacher: I told you, [inaudible] drop tops, and the 12 drops - [inaudible] so that's what you should have.[/TARGET] Student: Zero - eight - Teacher: Now on your calculator you should type 12 divided by 37. Teacher: I'm gonna do it old school style.
Student: 37 divided by 12. Teacher: I told you, [inaudible] drop tops, and the 12 drops - [inaudible] so that's what you should have. Student: Zero - eight -  [TARGET]Teacher: Now on your calculator you should type 12 divided by 37.[/TARGET] Teacher: I'm gonna do it old school style. Student: 3, 2 - Teacher: I'm gonna do long division right now.
Teacher: I told you, [inaudible] drop tops, and the 12 drops - [inaudible] so that's what you should have. Student: Zero - eight - Teacher: Now on your calculator you should type 12 divided by 37.  [TARGET]Teacher: I'm gonna do it old school style.[/TARGET] Student: 3, 2 - Teacher: I'm gonna do long division right now. Student: 32
Teacher: Now on your calculator you should type 12 divided by 37. Teacher: I'm gonna do it old school style. Student: 3, 2 -  [TARGET]Teacher: I'm gonna do long division right now.[/TARGET] Student: 32 Teacher: That might be it. Teacher: So, 37 - 37 goes into 1 how many times?
Student: 3, 2 - Teacher: I'm gonna do long division right now. Student: 32  [TARGET]Teacher: That might be it.[/TARGET] Teacher: So, 37 - 37 goes into 1 how many times? Student: Zero. Teacher: 37 goes into 12 how many times?
Teacher: I'm gonna do long division right now. Student: 32 Teacher: That might be it.  [TARGET]Teacher: So, 37 - 37 goes into 1 how many times?[/TARGET] Student: Zero. Teacher: 37 goes into 12 how many times? Student: Zero times!
Teacher: That might be it. Teacher: So, 37 - 37 goes into 1 how many times? Student: Zero.  [TARGET]Teacher: 37 goes into 12 how many times?[/TARGET] Student: Zero times! Student: No, that's a [inaudible]. Student: If you drop the zero -
Student: Zero times! Student: No, that's a [inaudible]. Student: If you drop the zero -  [TARGET]Teacher: If I want to have a dividend, I can drop - now 37 goes in 120 - I'm just gonna guess right now.[/TARGET] Teacher: I'm gonna say maybe, 4 times. Teacher: And it went too far. Teacher: So I'm gonna make that 3 times.
Student: No, that's a [inaudible]. Student: If you drop the zero - Teacher: If I want to have a dividend, I can drop - now 37 goes in 120 - I'm just gonna guess right now.  [TARGET]Teacher: I'm gonna say maybe, 4 times.[/TARGET] Teacher: And it went too far. Teacher: So I'm gonna make that 3 times. Teacher: 111
Student: If you drop the zero - Teacher: If I want to have a dividend, I can drop - now 37 goes in 120 - I'm just gonna guess right now. Teacher: I'm gonna say maybe, 4 times.  [TARGET]Teacher: And it went too far.[/TARGET] Teacher: So I'm gonna make that 3 times. Teacher: 111 Teacher: So I put a 3 right here and 111 - and come on, it's subtraction.
Teacher: If I want to have a dividend, I can drop - now 37 goes in 120 - I'm just gonna guess right now. Teacher: I'm gonna say maybe, 4 times. Teacher: And it went too far.  [TARGET]Teacher: So I'm gonna make that 3 times.[/TARGET] Teacher: 111 Teacher: So I put a 3 right here and 111 - and come on, it's subtraction. Teacher: I have 9, I drop another zero, and what place value do I want to go to?
Teacher: I'm gonna say maybe, 4 times. Teacher: And it went too far. Teacher: So I'm gonna make that 3 times.  [TARGET]Teacher: 111[/TARGET] Teacher: So I put a 3 right here and 111 - and come on, it's subtraction. Teacher: I have 9, I drop another zero, and what place value do I want to go to? Student: A hundred.
Teacher: And it went too far. Teacher: So I'm gonna make that 3 times. Teacher: 111  [TARGET]Teacher: So I put a 3 right here and 111 - and come on, it's subtraction.[/TARGET] Teacher: I have 9, I drop another zero, and what place value do I want to go to? Student: A hundred. Teacher: 100 - and I think it might go twice.
Teacher: So I'm gonna make that 3 times. Teacher: 111 Teacher: So I put a 3 right here and 111 - and come on, it's subtraction.  [TARGET]Teacher: I have 9, I drop another zero, and what place value do I want to go to?[/TARGET] Student: A hundred. Teacher: 100 - and I think it might go twice. Teacher: Let me try 37 times 2, see what I get.
Teacher: So I put a 3 right here and 111 - and come on, it's subtraction. Teacher: I have 9, I drop another zero, and what place value do I want to go to? Student: A hundred.  [TARGET]Teacher: 100 - and I think it might go twice.[/TARGET] Teacher: Let me try 37 times 2, see what I get. Teacher: You have a calculator, you could beat me. Student: I said it, it was 32.
Teacher: I have 9, I drop another zero, and what place value do I want to go to? Student: A hundred. Teacher: 100 - and I think it might go twice.  [TARGET]Teacher: Let me try 37 times 2, see what I get.[/TARGET] Teacher: You have a calculator, you could beat me. Student: I said it, it was 32. Student: The answer is 32 percent.
Student: A hundred. Teacher: 100 - and I think it might go twice. Teacher: Let me try 37 times 2, see what I get.  [TARGET]Teacher: You have a calculator, you could beat me.[/TARGET] Student: I said it, it was 32. Student: The answer is 32 percent. Student: I said it before.
Student: I said it, it was 32. Student: The answer is 32 percent. Student: I said it before.  [TARGET]Teacher: So, I got 23 2, all I do is move my decimal point how hops?[/TARGET] Student: Two. Teacher: Which way, left or right? Student: Right.
Student: I said it before. Teacher: So, I got 23 2, all I do is move my decimal point how hops? Student: Two.  [TARGET]Teacher: Which way, left or right?[/TARGET] Student: Right. Teacher: So, zero point three two - 32 percent, that's the answer. Teacher: That's the answer.
Student: Two. Teacher: Which way, left or right? Student: Right.  [TARGET]Teacher: So, zero point three two - 32 percent, that's the answer.[/TARGET] Teacher: That's the answer. Teacher: That's the answer for F.  Do G on your own. Teacher: I'm gonna check your work.
Teacher: Which way, left or right? Student: Right. Teacher: So, zero point three two - 32 percent, that's the answer.  [TARGET]Teacher: That's the answer.[/TARGET] Teacher: That's the answer for F.  Do G on your own. Teacher: I'm gonna check your work. Teacher: Do G on your own.
Teacher: Do G on your own. Teacher: I'm gonna check your work. Teacher: Okay.  [TARGET]Teacher: Hit clear, hyphen, one, two.[/TARGET] Teacher: Then divide. Teacher: Then three seven. Teacher: Then equals.
Teacher: I'm gonna check your work. Teacher: Okay. Teacher: Hit clear, hyphen, one, two.  [TARGET]Teacher: Then divide.[/TARGET] Teacher: Then three seven. Teacher: Then equals. Student: [inaudible]
Teacher: Okay. Teacher: Hit clear, hyphen, one, two. Teacher: Then divide.  [TARGET]Teacher: Then three seven.[/TARGET] Teacher: Then equals. Student: [inaudible] Teacher: It's easy to press too many buttons by accident, so - everybody should be on G right now.
Teacher: Hit clear, hyphen, one, two. Teacher: Then divide. Teacher: Then three seven.  [TARGET]Teacher: Then equals.[/TARGET] Student: [inaudible] Teacher: It's easy to press too many buttons by accident, so - everybody should be on G right now. Student: Mr. A, this is what I got.
Student: Mr. A, this is what I got. Teacher: I'll check your work. Teacher: Give me a second.  [TARGET]Teacher: Three, how'd you get that?[/TARGET] Teacher: What number are you on? Teacher: Okay, first thing you have to do is you have to get the fraction, okay? Teacher: Get the fraction.
Teacher: Give me a second. Teacher: Three, how'd you get that? Teacher: What number are you on?  [TARGET]Teacher: Okay, first thing you have to do is you have to get the fraction, okay?[/TARGET] Teacher: Get the fraction. Teacher: So how many boys chose orange? Student: [inaudible]
Teacher: Three, how'd you get that? Teacher: What number are you on? Teacher: Okay, first thing you have to do is you have to get the fraction, okay?  [TARGET]Teacher: Get the fraction.[/TARGET] Teacher: So how many boys chose orange? Student: [inaudible] Teacher: Yeah, 6 out of how many?
Teacher: What number are you on? Teacher: Okay, first thing you have to do is you have to get the fraction, okay? Teacher: Get the fraction.  [TARGET]Teacher: So how many boys chose orange?[/TARGET] Student: [inaudible] Teacher: Yeah, 6 out of how many? Student: 6 out of [inaudible] -
Teacher: Get the fraction. Teacher: So how many boys chose orange? Student: [inaudible]  [TARGET]Teacher: Yeah, 6 out of how many?[/TARGET] Student: 6 out of [inaudible] - Teacher: I want to see a little more work on here - I want to see how you set up a division problem. Teacher: And then I want to see the decimal [inaudible].
Student: [inaudible] Teacher: Yeah, 6 out of how many? Student: 6 out of [inaudible] -  [TARGET]Teacher: I want to see a little more work on here - I want to see how you set up a division problem.[/TARGET] Teacher: And then I want to see the decimal [inaudible]. Teacher: So, orange - 6 boys out 13, so 6 over 13. Teacher: [inaudible], yeah.
Teacher: Yeah, 6 out of how many? Student: 6 out of [inaudible] - Teacher: I want to see a little more work on here - I want to see how you set up a division problem.  [TARGET]Teacher: And then I want to see the decimal [inaudible].[/TARGET] Teacher: So, orange - 6 boys out 13, so 6 over 13. Teacher: [inaudible], yeah. Teacher: How many boys chose orange?
Student: 6 out of [inaudible] - Teacher: I want to see a little more work on here - I want to see how you set up a division problem. Teacher: And then I want to see the decimal [inaudible].  [TARGET]Teacher: So, orange - 6 boys out 13, so 6 over 13.[/TARGET] Teacher: [inaudible], yeah. Teacher: How many boys chose orange? Teacher: 12 boys?
Teacher: I want to see a little more work on here - I want to see how you set up a division problem. Teacher: And then I want to see the decimal [inaudible]. Teacher: So, orange - 6 boys out 13, so 6 over 13.  [TARGET]Teacher: [inaudible], yeah.[/TARGET] Teacher: How many boys chose orange? Teacher: 12 boys? Teacher: 6 out of how many?
Teacher: And then I want to see the decimal [inaudible]. Teacher: So, orange - 6 boys out 13, so 6 over 13. Teacher: [inaudible], yeah.  [TARGET]Teacher: How many boys chose orange?[/TARGET] Teacher: 12 boys? Teacher: 6 out of how many? Teacher: So you set it up as a division problem.
Teacher: So, orange - 6 boys out 13, so 6 over 13. Teacher: [inaudible], yeah. Teacher: How many boys chose orange?  [TARGET]Teacher: 12 boys?[/TARGET] Teacher: 6 out of how many? Teacher: So you set it up as a division problem. Teacher: Okay, so do H.  You did H already?
Teacher: [inaudible], yeah. Teacher: How many boys chose orange? Teacher: 12 boys?  [TARGET]Teacher: 6 out of how many?[/TARGET] Teacher: So you set it up as a division problem. Teacher: Okay, so do H.  You did H already? Teacher: Okay.
Teacher: How many boys chose orange? Teacher: 12 boys? Teacher: 6 out of how many?  [TARGET]Teacher: So you set it up as a division problem.[/TARGET] Teacher: Okay, so do H.  You did H already? Teacher: Okay. Student: You want me to do the [inaudible]
Student: You want me to do the [inaudible] Teacher: I'm gonna start doing G - Student: [inaudible]  [TARGET]Teacher: I saw yours, it's right.[/TARGET] Teacher: It's right. Teacher: Yeah, it's right. Teacher: Yeah, you're good.
Teacher: I'm gonna start doing G - Student: [inaudible] Teacher: I saw yours, it's right.  [TARGET]Teacher: It's right.[/TARGET] Teacher: Yeah, it's right. Teacher: Yeah, you're good. Teacher: Do H, try and do H on your own.
Student: [inaudible] Teacher: I saw yours, it's right. Teacher: It's right.  [TARGET]Teacher: Yeah, it's right.[/TARGET] Teacher: Yeah, you're good. Teacher: Do H, try and do H on your own. Teacher: You've got the [inaudible].
Teacher: I saw yours, it's right. Teacher: It's right. Teacher: Yeah, it's right.  [TARGET]Teacher: Yeah, you're good.[/TARGET] Teacher: Do H, try and do H on your own. Teacher: You've got the [inaudible]. Teacher: You can hold it.
Teacher: You can hold it. Teacher: [inaudible]  All right, if you need help with G look up - if you don't, go on to H.  H is a tricky one. Student: H is tricky.  [TARGET]Teacher: Tricky.[/TARGET] Teacher: All right - it'll probably be easier if you use your thinking caps. Teacher: So I only have one person looking at the board so I guess you don't need help with G? Teacher: Okay.
Teacher: [inaudible]  All right, if you need help with G look up - if you don't, go on to H.  H is a tricky one. Student: H is tricky. Teacher: Tricky.  [TARGET]Teacher: All right - it'll probably be easier if you use your thinking caps.[/TARGET] Teacher: So I only have one person looking at the board so I guess you don't need help with G? Teacher: Okay. Teacher: G - instead of boys [inaudible] orange.
Teacher: All right - it'll probably be easier if you use your thinking caps. Teacher: So I only have one person looking at the board so I guess you don't need help with G? Teacher: Okay.  [TARGET]Teacher: G - instead of boys [inaudible] orange.[/TARGET] Student: You can do it on the back. Teacher: You can use that, it's fine. Teacher: If someone - for H - what's the first step, Student D?
Teacher: G - instead of boys [inaudible] orange. Student: You can do it on the back. Teacher: You can use that, it's fine.  [TARGET]Teacher: If someone - for H - what's the first step, Student D?[/TARGET] Student: [inaudible] Teacher: I mean G.  What's the first step with G? Student: You multiply [inaudible].
Teacher: You can use that, it's fine. Teacher: If someone - for H - what's the first step, Student D? Student: [inaudible]  [TARGET]Teacher: I mean G.  What's the first step with G?[/TARGET] Student: You multiply [inaudible]. Teacher: I don't know what you mean. Teacher: You said multiply.
Student: [inaudible] Teacher: I mean G.  What's the first step with G? Student: You multiply [inaudible].  [TARGET]Teacher: I don't know what you mean.[/TARGET] Teacher: You said multiply. Teacher: I don't know what you mean. Student: [inaudible]
Teacher: I mean G.  What's the first step with G? Student: You multiply [inaudible]. Teacher: I don't know what you mean.  [TARGET]Teacher: You said multiply.[/TARGET] Teacher: I don't know what you mean. Student: [inaudible] Teacher: Student D - divide, that's the second thing.
Student: You multiply [inaudible]. Teacher: I don't know what you mean. Teacher: You said multiply.  [TARGET]Teacher: I don't know what you mean.[/TARGET] Student: [inaudible] Teacher: Student D - divide, that's the second thing. Teacher: Divide what?
Teacher: You said multiply. Teacher: I don't know what you mean. Student: [inaudible]  [TARGET]Teacher: Student D - divide, that's the second thing.[/TARGET] Teacher: Divide what? Teacher: I don't have any numbers up. Student: Divide by 13.
Teacher: I don't know what you mean. Student: [inaudible] Teacher: Student D - divide, that's the second thing.  [TARGET]Teacher: Divide what?[/TARGET] Teacher: I don't have any numbers up. Student: Divide by 13. Teacher: That is the first step - I'm sorry but -
Student: [inaudible] Teacher: Student D - divide, that's the second thing. Teacher: Divide what?  [TARGET]Teacher: I don't have any numbers up.[/TARGET] Student: Divide by 13. Teacher: That is the first step - I'm sorry but - Student: You turn it into a fraction.
Teacher: Divide what? Teacher: I don't have any numbers up. Student: Divide by 13.  [TARGET]Teacher: That is the first step - I'm sorry but -[/TARGET] Student: You turn it into a fraction. Teacher: I turn it into a fraction - a fraction of what? Teacher: Where?
Student: Divide by 13. Teacher: That is the first step - I'm sorry but - Student: You turn it into a fraction.  [TARGET]Teacher: I turn it into a fraction - a fraction of what?[/TARGET] Teacher: Where? Student: 6 over 13. Teacher: Why is it 6 over 13, why?
Teacher: That is the first step - I'm sorry but - Student: You turn it into a fraction. Teacher: I turn it into a fraction - a fraction of what?  [TARGET]Teacher: Where?[/TARGET] Student: 6 over 13. Teacher: Why is it 6 over 13, why? Student: Because it's how many boys like orange.
Teacher: I turn it into a fraction - a fraction of what? Teacher: Where? Student: 6 over 13.  [TARGET]Teacher: Why is it 6 over 13, why?[/TARGET] Student: Because it's how many boys like orange. Teacher: How many boys, 6 - out of 13, like orange. Teacher: Then what, Student D?
Student: 6 over 13. Teacher: Why is it 6 over 13, why? Student: Because it's how many boys like orange.  [TARGET]Teacher: How many boys, 6 - out of 13, like orange.[/TARGET] Teacher: Then what, Student D? Student: It's 46. Teacher: I'm doing this step-by-step, repeat what [inaudible].
Teacher: Why is it 6 over 13, why? Student: Because it's how many boys like orange. Teacher: How many boys, 6 - out of 13, like orange.  [TARGET]Teacher: Then what, Student D?[/TARGET] Student: It's 46. Teacher: I'm doing this step-by-step, repeat what [inaudible]. Teacher: Then what, Student D?
Teacher: How many boys, 6 - out of 13, like orange. Teacher: Then what, Student D? Student: It's 46.  [TARGET]Teacher: I'm doing this step-by-step, repeat what [inaudible].[/TARGET] Teacher: Then what, Student D? Student: Divide. Teacher: Divide - so like, I said, you can drop tops, you put the 6 down, put a top on it - 13.
Teacher: Then what, Student D? Student: It's 46. Teacher: I'm doing this step-by-step, repeat what [inaudible].  [TARGET]Teacher: Then what, Student D?[/TARGET] Student: Divide. Teacher: Divide - so like, I said, you can drop tops, you put the 6 down, put a top on it - 13. Teacher: On your calculator all you've got to do is 6 divided by 13, that's it.
Teacher: I'm doing this step-by-step, repeat what [inaudible]. Teacher: Then what, Student D? Student: Divide.  [TARGET]Teacher: Divide - so like, I said, you can drop tops, you put the 6 down, put a top on it - 13.[/TARGET] Teacher: On your calculator all you've got to do is 6 divided by 13, that's it. Teacher: And you're gonna get a decimal answer. Student: 6 -
Teacher: Then what, Student D? Student: Divide. Teacher: Divide - so like, I said, you can drop tops, you put the 6 down, put a top on it - 13.  [TARGET]Teacher: On your calculator all you've got to do is 6 divided by 13, that's it.[/TARGET] Teacher: And you're gonna get a decimal answer. Student: 6 - Teacher: Are you done with H?
Student: Divide. Teacher: Divide - so like, I said, you can drop tops, you put the 6 down, put a top on it - 13. Teacher: On your calculator all you've got to do is 6 divided by 13, that's it.  [TARGET]Teacher: And you're gonna get a decimal answer.[/TARGET] Student: 6 - Teacher: Are you done with H? Teacher: Do this then.
Teacher: You didn't do this yet, there's no way. Teacher: When you are done read it before you answer - read it. Student: [inaudible]  [TARGET]Teacher: Right here - 6 divided by 13.[/TARGET] Student: How'd you get [inaudible] Student: It's zero point four six. Teacher: Zero point 46?
Teacher: Right here - 6 divided by 13. Student: How'd you get [inaudible] Student: It's zero point four six.  [TARGET]Teacher: Zero point 46?[/TARGET] Student: It's 46! Teacher: No, it's zero point 46. Teacher: Not 46.
Student: It's zero point four six. Teacher: Zero point 46? Student: It's 46!  [TARGET]Teacher: No, it's zero point 46.[/TARGET] Teacher: Not 46. Teacher: And what would be the percentage, Student A? Student: [inaudible]
Teacher: Zero point 46? Student: It's 46! Teacher: No, it's zero point 46.  [TARGET]Teacher: Not 46.[/TARGET] Teacher: And what would be the percentage, Student A? Student: [inaudible] Teacher: Look up here, look up here.
Student: It's 46! Teacher: No, it's zero point 46. Teacher: Not 46.  [TARGET]Teacher: And what would be the percentage, Student A?[/TARGET] Student: [inaudible] Teacher: Look up here, look up here. Student: I'm sorry.
Student: And then divide that [inaudible] Student: Put a zero down. Student: 46  [TARGET]Teacher: [inaudible] percent sign.[/TARGET] Teacher: So, 46 percent. Teacher: I told you [inaudible] so - Student: [inaudible] through the back, I forgot about it.
Student: Put a zero down. Student: 46 Teacher: [inaudible] percent sign.  [TARGET]Teacher: So, 46 percent.[/TARGET] Teacher: I told you [inaudible] so - Student: [inaudible] through the back, I forgot about it. Teacher: So -
Student: 46 Teacher: [inaudible] percent sign. Teacher: So, 46 percent.  [TARGET]Teacher: I told you [inaudible] so -[/TARGET] Student: [inaudible] through the back, I forgot about it. Teacher: So - Student: [inaudible]
Teacher: So, 46 percent. Teacher: I told you [inaudible] so - Student: [inaudible] through the back, I forgot about it.  [TARGET]Teacher: So -[/TARGET] Student: [inaudible] Teacher: [inaudible] You should be working on H.  No one's sitting in that red chair, by the way. Teacher: You guys are doing problem H.  You're doing problem H.
Teacher: You guys are doing problem H.  You're doing problem H. Student: I'm not doing it - Teacher: And then you do the one, when you are done, on the board.  [TARGET]Teacher: Give me the rest of it.[/TARGET] Teacher: You gave me the fraction. Teacher: I need the percents. Student: Give me my paper.
Student: I'm not doing it - Teacher: And then you do the one, when you are done, on the board. Teacher: Give me the rest of it.  [TARGET]Teacher: You gave me the fraction.[/TARGET] Teacher: I need the percents. Student: Give me my paper. Teacher: No, that's for this.
Teacher: And then you do the one, when you are done, on the board. Teacher: Give me the rest of it. Teacher: You gave me the fraction.  [TARGET]Teacher: I need the percents.[/TARGET] Student: Give me my paper. Teacher: No, that's for this. Teacher: Student M, we just went over the steps.
Teacher: I need the percents. Student: Give me my paper. Teacher: No, that's for this.  [TARGET]Teacher: Student M, we just went over the steps.[/TARGET] Teacher: What are the steps? Teacher: Okay - you have a fraction. Teacher: Then what do you do?
Student: Give me my paper. Teacher: No, that's for this. Teacher: Student M, we just went over the steps.  [TARGET]Teacher: What are the steps?[/TARGET] Teacher: Okay - you have a fraction. Teacher: Then what do you do? Teacher: Then what?
Teacher: No, that's for this. Teacher: Student M, we just went over the steps. Teacher: What are the steps?  [TARGET]Teacher: Okay - you have a fraction.[/TARGET] Teacher: Then what do you do? Teacher: Then what? Teacher: How do you do a percentage?
Teacher: Student M, we just went over the steps. Teacher: What are the steps? Teacher: Okay - you have a fraction.  [TARGET]Teacher: Then what do you do?[/TARGET] Teacher: Then what? Teacher: How do you do a percentage? Teacher: Look on the board.
Teacher: What are the steps? Teacher: Okay - you have a fraction. Teacher: Then what do you do?  [TARGET]Teacher: Then what?[/TARGET] Teacher: How do you do a percentage? Teacher: Look on the board. Teacher: There's a fraction - you divide.
Teacher: Okay - you have a fraction. Teacher: Then what do you do? Teacher: Then what?  [TARGET]Teacher: How do you do a percentage?[/TARGET] Teacher: Look on the board. Teacher: There's a fraction - you divide. Teacher: Then what?
Teacher: Then what do you do? Teacher: Then what? Teacher: How do you do a percentage?  [TARGET]Teacher: Look on the board.[/TARGET] Teacher: There's a fraction - you divide. Teacher: Then what? Student: [inaudible]
Teacher: Then what? Teacher: How do you do a percentage? Teacher: Look on the board.  [TARGET]Teacher: There's a fraction - you divide.[/TARGET] Teacher: Then what? Student: [inaudible] Teacher: So it's two hops to the right.