stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: I'm trying to win my opponent. Teacher: I'm going to win my opponent by making two numbers that are together to get a number very close to 1,000. Student: What if it's more?  [TARGET]Teacher: It can be more.[/TARGET] Student: What if it is 1,000? Teacher: If it is 1,000, your score is 0. Teacher: The more you have less numbers here, that shows that you are winning.
Student: What if it's more? Teacher: It can be more. Student: What if it is 1,000?  [TARGET]Teacher: If it is 1,000, your score is 0.[/TARGET] Teacher: The more you have less numbers here, that shows that you are winning. Student: I have a question. Teacher: Sure.
Teacher: It can be more. Student: What if it is 1,000? Teacher: If it is 1,000, your score is 0.  [TARGET]Teacher: The more you have less numbers here, that shows that you are winning.[/TARGET] Student: I have a question. Teacher: Sure. Student: Is that a microphone?
Student: Is that a microphone? Teacher: Yes. Student: Why is it covered in Styrofoam?  [TARGET]Teacher: In my mind I know that 400 plus 600 is going to give me 1,000, and I have two 6s here.[/TARGET] Teacher: What I'm trying to do is make a number that is very close to 1,000. Teacher: I'm going to use my numbers that I have here, and I have a wild card. Teacher: I'm going to try as much as I can to make these numbers.
Teacher: Yes. Student: Why is it covered in Styrofoam? Teacher: In my mind I know that 400 plus 600 is going to give me 1,000, and I have two 6s here.  [TARGET]Teacher: What I'm trying to do is make a number that is very close to 1,000.[/TARGET] Teacher: I'm going to use my numbers that I have here, and I have a wild card. Teacher: I'm going to try as much as I can to make these numbers. Teacher: I have 600.
Student: Why is it covered in Styrofoam? Teacher: In my mind I know that 400 plus 600 is going to give me 1,000, and I have two 6s here. Teacher: What I'm trying to do is make a number that is very close to 1,000.  [TARGET]Teacher: I'm going to use my numbers that I have here, and I have a wild card.[/TARGET] Teacher: I'm going to try as much as I can to make these numbers. Teacher: I have 600. Teacher: I'm going to use this now to be - 600 to be 0.
Teacher: In my mind I know that 400 plus 600 is going to give me 1,000, and I have two 6s here. Teacher: What I'm trying to do is make a number that is very close to 1,000. Teacher: I'm going to use my numbers that I have here, and I have a wild card.  [TARGET]Teacher: I'm going to try as much as I can to make these numbers.[/TARGET] Teacher: I have 600. Teacher: I'm going to use this now to be - 600 to be 0. Teacher: I'm going to use 8.
Teacher: What I'm trying to do is make a number that is very close to 1,000. Teacher: I'm going to use my numbers that I have here, and I have a wild card. Teacher: I'm going to try as much as I can to make these numbers.  [TARGET]Teacher: I have 600.[/TARGET] Teacher: I'm going to use this now to be - 600 to be 0. Teacher: I'm going to use 8. Teacher: That's what I have.
Teacher: I'm going to use my numbers that I have here, and I have a wild card. Teacher: I'm going to try as much as I can to make these numbers. Teacher: I have 600.  [TARGET]Teacher: I'm going to use this now to be - 600 to be 0.[/TARGET] Teacher: I'm going to use 8. Teacher: That's what I have. Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000.
Teacher: I'm going to try as much as I can to make these numbers. Teacher: I have 600. Teacher: I'm going to use this now to be - 600 to be 0.  [TARGET]Teacher: I'm going to use 8.[/TARGET] Teacher: That's what I have. Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000. Teacher: The cards I have are too big.
Teacher: I have 600. Teacher: I'm going to use this now to be - 600 to be 0. Teacher: I'm going to use 8.  [TARGET]Teacher: That's what I have.[/TARGET] Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000. Teacher: The cards I have are too big. Teacher: I'm going to do everything possible.
Teacher: I'm going to use this now to be - 600 to be 0. Teacher: I'm going to use 8. Teacher: That's what I have.  [TARGET]Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000.[/TARGET] Teacher: The cards I have are too big. Teacher: I'm going to do everything possible. Teacher: I'm going to have 4, 6, 8.
Teacher: I'm going to use 8. Teacher: That's what I have. Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000.  [TARGET]Teacher: The cards I have are too big.[/TARGET] Teacher: I'm going to do everything possible. Teacher: I'm going to have 4, 6, 8. Teacher: That's the least I can do.
Teacher: That's what I have. Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000. Teacher: The cards I have are too big.  [TARGET]Teacher: I'm going to do everything possible.[/TARGET] Teacher: I'm going to have 4, 6, 8. Teacher: That's the least I can do. Teacher: This is 16.
Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000. Teacher: The cards I have are too big. Teacher: I'm going to do everything possible.  [TARGET]Teacher: I'm going to have 4, 6, 8.[/TARGET] Teacher: That's the least I can do. Teacher: This is 16. Teacher: I have taken away the 10.
Teacher: The cards I have are too big. Teacher: I'm going to do everything possible. Teacher: I'm going to have 4, 6, 8.  [TARGET]Teacher: That's the least I can do.[/TARGET] Teacher: This is 16. Teacher: I have taken away the 10. Teacher: I'm moving to the tens place.
Teacher: I'm going to do everything possible. Teacher: I'm going to have 4, 6, 8. Teacher: That's the least I can do.  [TARGET]Teacher: This is 16.[/TARGET] Teacher: I have taken away the 10. Teacher: I'm moving to the tens place. Teacher: I have 7, then I have 1,000.
Teacher: I'm going to have 4, 6, 8. Teacher: That's the least I can do. Teacher: This is 16.  [TARGET]Teacher: I have taken away the 10.[/TARGET] Teacher: I'm moving to the tens place. Teacher: I have 7, then I have 1,000. Teacher: I have 1,000 [inaudible].
Teacher: That's the least I can do. Teacher: This is 16. Teacher: I have taken away the 10.  [TARGET]Teacher: I'm moving to the tens place.[/TARGET] Teacher: I have 7, then I have 1,000. Teacher: I have 1,000 [inaudible]. Teacher: My score is going to be - if I take away 1,000 from this, I'm left with 76.
Teacher: This is 16. Teacher: I have taken away the 10. Teacher: I'm moving to the tens place.  [TARGET]Teacher: I have 7, then I have 1,000.[/TARGET] Teacher: I have 1,000 [inaudible]. Teacher: My score is going to be - if I take away 1,000 from this, I'm left with 76. Teacher: My score is 76.
Teacher: I have taken away the 10. Teacher: I'm moving to the tens place. Teacher: I have 7, then I have 1,000.  [TARGET]Teacher: I have 1,000 [inaudible].[/TARGET] Teacher: My score is going to be - if I take away 1,000 from this, I'm left with 76. Teacher: My score is 76. Teacher: It goes here.
Teacher: I'm moving to the tens place. Teacher: I have 7, then I have 1,000. Teacher: I have 1,000 [inaudible].  [TARGET]Teacher: My score is going to be - if I take away 1,000 from this, I'm left with 76.[/TARGET] Teacher: My score is 76. Teacher: It goes here. Student: Do I write that down?
Teacher: I have 7, then I have 1,000. Teacher: I have 1,000 [inaudible]. Teacher: My score is going to be - if I take away 1,000 from this, I'm left with 76.  [TARGET]Teacher: My score is 76.[/TARGET] Teacher: It goes here. Student: Do I write that down? Teacher: No.
Teacher: I have 1,000 [inaudible]. Teacher: My score is going to be - if I take away 1,000 from this, I'm left with 76. Teacher: My score is 76.  [TARGET]Teacher: It goes here.[/TARGET] Student: Do I write that down? Teacher: No. Teacher: You're not going to write it.
Teacher: No. Teacher: You're not going to write it. Teacher: I just showed you how to play it.  [TARGET]Teacher: Your goal is to make your number as very close to 1,000.[/TARGET] Teacher: When you do that, you're winning your opponent. Teacher: I'm going to pass the cards. Teacher: This is the first round.
Teacher: You're not going to write it. Teacher: I just showed you how to play it. Teacher: Your goal is to make your number as very close to 1,000.  [TARGET]Teacher: When you do that, you're winning your opponent.[/TARGET] Teacher: I'm going to pass the cards. Teacher: This is the first round. Teacher: 1, 2, 3, 4, 5.
Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6.  [TARGET]Teacher: You can use your wild card and make any number.[/TARGET] Teacher: It can mean any number. Teacher: It doesn't matter. Teacher: He can see your card.
Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6. Teacher: You can use your wild card and make any number.  [TARGET]Teacher: It can mean any number.[/TARGET] Teacher: It doesn't matter. Teacher: He can see your card. Teacher: It doesn't matter.
Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6. Teacher: You can use your wild card and make any number. Teacher: It can mean any number.  [TARGET]Teacher: It doesn't matter.[/TARGET] Teacher: He can see your card. Teacher: It doesn't matter. Teacher: Spread them out.
Teacher: You can use your wild card and make any number. Teacher: It can mean any number. Teacher: It doesn't matter.  [TARGET]Teacher: He can see your card.[/TARGET] Teacher: It doesn't matter. Teacher: Spread them out. Teacher: You're lucky.
Teacher: It can mean any number. Teacher: It doesn't matter. Teacher: He can see your card.  [TARGET]Teacher: It doesn't matter.[/TARGET] Teacher: Spread them out. Teacher: You're lucky. Teacher: You have two wild cards.
Teacher: He can see your card. Teacher: It doesn't matter. Teacher: Spread them out.  [TARGET]Teacher: You're lucky.[/TARGET] Teacher: You have two wild cards. Teacher: Student J, spread your cards. Teacher: You're doing a good job.
Teacher: It doesn't matter. Teacher: Spread them out. Teacher: You're lucky.  [TARGET]Teacher: You have two wild cards.[/TARGET] Teacher: Student J, spread your cards. Teacher: You're doing a good job. Teacher: Spread your cards here.
Teacher: [Inaudible]. Teacher: Ignore him. Teacher: You're doing a good job.  [TARGET]Teacher: You have - what is this going to be?[/TARGET] Teacher: You're using two numbers, so which one is this? Student: 61 plus 32. Teacher: No.
Teacher: Ignore him. Teacher: You're doing a good job. Teacher: You have - what is this going to be?  [TARGET]Teacher: You're using two numbers, so which one is this?[/TARGET] Student: 61 plus 32. Teacher: No. Teacher: We're using three numbers at a time.
Student: 61 plus 32. Teacher: No. Teacher: We're using three numbers at a time.  [TARGET]Teacher: Do you want to use this?[/TARGET] Teacher: We're looking at what number - you're using it. Teacher: I want you to arrange these in a way that's going to be - I can help you to add. Teacher: You're going to take another 6.
Teacher: No. Teacher: We're using three numbers at a time. Teacher: Do you want to use this?  [TARGET]Teacher: We're looking at what number - you're using it.[/TARGET] Teacher: I want you to arrange these in a way that's going to be - I can help you to add. Teacher: You're going to take another 6. Teacher: I'm waiting for you.
Teacher: Do you want to use this? Teacher: We're looking at what number - you're using it. Teacher: I want you to arrange these in a way that's going to be - I can help you to add.  [TARGET]Teacher: You're going to take another 6.[/TARGET] Teacher: I'm waiting for you. Teacher: Play. Teacher: If you want to use it as a 9, okay.
Teacher: You're going to take another 6. Teacher: I'm waiting for you. Teacher: Play.  [TARGET]Teacher: If you want to use it as a 9, okay.[/TARGET] Teacher: If you want to use it as a 6, okay. Teacher: That's your other card. Teacher: We're waiting for you.
Teacher: I'm waiting for you. Teacher: Play. Teacher: If you want to use it as a 9, okay.  [TARGET]Teacher: If you want to use it as a 6, okay.[/TARGET] Teacher: That's your other card. Teacher: We're waiting for you. Teacher: What is your card?
Teacher: Play. Teacher: If you want to use it as a 9, okay. Teacher: If you want to use it as a 6, okay.  [TARGET]Teacher: That's your other card.[/TARGET] Teacher: We're waiting for you. Teacher: What is your card? Teacher: You're supposed to make 1,000.
Teacher: If you want to use it as a 6, okay. Teacher: That's your other card. Teacher: We're waiting for you.  [TARGET]Teacher: What is your card?[/TARGET] Teacher: You're supposed to make 1,000. Teacher: Where do you want to put this to make 1,000? Teacher: 846 plus what?
Teacher: That's your other card. Teacher: We're waiting for you. Teacher: What is your card?  [TARGET]Teacher: You're supposed to make 1,000.[/TARGET] Teacher: Where do you want to put this to make 1,000? Teacher: 846 plus what? Teacher: What other number do you add to this?
Teacher: We're waiting for you. Teacher: What is your card? Teacher: You're supposed to make 1,000.  [TARGET]Teacher: Where do you want to put this to make 1,000?[/TARGET] Teacher: 846 plus what? Teacher: What other number do you add to this? Teacher: What do you have?
Teacher: What is your card? Teacher: You're supposed to make 1,000. Teacher: Where do you want to put this to make 1,000?  [TARGET]Teacher: 846 plus what?[/TARGET] Teacher: What other number do you add to this? Teacher: What do you have? Teacher: Put 2 here.
Teacher: You're supposed to make 1,000. Teacher: Where do you want to put this to make 1,000? Teacher: 846 plus what?  [TARGET]Teacher: What other number do you add to this?[/TARGET] Teacher: What do you have? Teacher: Put 2 here. Teacher: Okay.
Teacher: Where do you want to put this to make 1,000? Teacher: 846 plus what? Teacher: What other number do you add to this?  [TARGET]Teacher: What do you have?[/TARGET] Teacher: Put 2 here. Teacher: Okay. Teacher: Hold on.
Teacher: 846 plus what? Teacher: What other number do you add to this? Teacher: What do you have?  [TARGET]Teacher: Put 2 here.[/TARGET] Teacher: Okay. Teacher: Hold on. Teacher: Put 2 here.
Teacher: Put 2 here. Teacher: Okay. Teacher: Hold on.  [TARGET]Teacher: Put 2 here.[/TARGET] Teacher: Put a 0 here. Teacher: It has to be 1,000. Teacher: It's going to be few numbers, more than 1,000.
Teacher: Okay. Teacher: Hold on. Teacher: Put 2 here.  [TARGET]Teacher: Put a 0 here.[/TARGET] Teacher: It has to be 1,000. Teacher: It's going to be few numbers, more than 1,000. Student: It's going to be 1,012.
Teacher: Hold on. Teacher: Put 2 here. Teacher: Put a 0 here.  [TARGET]Teacher: It has to be 1,000.[/TARGET] Teacher: It's going to be few numbers, more than 1,000. Student: It's going to be 1,012. Teacher: No.
Teacher: Put 2 here. Teacher: Put a 0 here. Teacher: It has to be 1,000.  [TARGET]Teacher: It's going to be few numbers, more than 1,000.[/TARGET] Student: It's going to be 1,012. Teacher: No. Teacher: It's going to be 1,000.
Teacher: It has to be 1,000. Teacher: It's going to be few numbers, more than 1,000. Student: It's going to be 1,012.  [TARGET]Teacher: No.[/TARGET] Teacher: It's going to be 1,000. Teacher: Did you see what I did before? Teacher: The total, when you add them all up, it's going to be 1,000.
Teacher: It's going to be few numbers, more than 1,000. Student: It's going to be 1,012. Teacher: No.  [TARGET]Teacher: It's going to be 1,000.[/TARGET] Teacher: Did you see what I did before? Teacher: The total, when you add them all up, it's going to be 1,000. Teacher: You added all numbers to make 1,000.
Student: It's going to be 1,012. Teacher: No. Teacher: It's going to be 1,000.  [TARGET]Teacher: Did you see what I did before?[/TARGET] Teacher: The total, when you add them all up, it's going to be 1,000. Teacher: You added all numbers to make 1,000. Teacher: Let me show you an example.
Teacher: No. Teacher: It's going to be 1,000. Teacher: Did you see what I did before?  [TARGET]Teacher: The total, when you add them all up, it's going to be 1,000.[/TARGET] Teacher: You added all numbers to make 1,000. Teacher: Let me show you an example. Teacher: If I want to make 1,000, I notice this is 10.
Teacher: It's going to be 1,000. Teacher: Did you see what I did before? Teacher: The total, when you add them all up, it's going to be 1,000.  [TARGET]Teacher: You added all numbers to make 1,000.[/TARGET] Teacher: Let me show you an example. Teacher: If I want to make 1,000, I notice this is 10. Teacher: I put my 8 here.
Teacher: Did you see what I did before? Teacher: The total, when you add them all up, it's going to be 1,000. Teacher: You added all numbers to make 1,000.  [TARGET]Teacher: Let me show you an example.[/TARGET] Teacher: If I want to make 1,000, I notice this is 10. Teacher: I put my 8 here. Teacher: This is 10.
Teacher: The total, when you add them all up, it's going to be 1,000. Teacher: You added all numbers to make 1,000. Teacher: Let me show you an example.  [TARGET]Teacher: If I want to make 1,000, I notice this is 10.[/TARGET] Teacher: I put my 8 here. Teacher: This is 10. Teacher: Look here.
Teacher: You added all numbers to make 1,000. Teacher: Let me show you an example. Teacher: If I want to make 1,000, I notice this is 10.  [TARGET]Teacher: I put my 8 here.[/TARGET] Teacher: This is 10. Teacher: Look here. Teacher: What is that?
Teacher: Let me show you an example. Teacher: If I want to make 1,000, I notice this is 10. Teacher: I put my 8 here.  [TARGET]Teacher: This is 10.[/TARGET] Teacher: Look here. Teacher: What is that? Teacher: Can you start adding your numbers and stop looking for trouble?
Teacher: Look here. Teacher: For example, what is - leave this. Teacher: You don't need this.  [TARGET]Teacher: What is 7 plus 3?[/TARGET] Teacher: You write a 0, and a 1. Teacher: What are you going to add to 6 to make it a 10? Teacher: Remember, you have 10 already.
Teacher: For example, what is - leave this. Teacher: You don't need this. Teacher: What is 7 plus 3?  [TARGET]Teacher: You write a 0, and a 1.[/TARGET] Teacher: What are you going to add to 6 to make it a 10? Teacher: Remember, you have 10 already. Teacher: You write 8, 4, 7 plus 2, 5, 3.
Teacher: You don't need this. Teacher: What is 7 plus 3? Teacher: You write a 0, and a 1.  [TARGET]Teacher: What are you going to add to 6 to make it a 10?[/TARGET] Teacher: Remember, you have 10 already. Teacher: You write 8, 4, 7 plus 2, 5, 3. Teacher: Now add it up.
Teacher: What is 7 plus 3? Teacher: You write a 0, and a 1. Teacher: What are you going to add to 6 to make it a 10?  [TARGET]Teacher: Remember, you have 10 already.[/TARGET] Teacher: You write 8, 4, 7 plus 2, 5, 3. Teacher: Now add it up. Teacher: Add it here.
Teacher: You write a 0, and a 1. Teacher: What are you going to add to 6 to make it a 10? Teacher: Remember, you have 10 already.  [TARGET]Teacher: You write 8, 4, 7 plus 2, 5, 3.[/TARGET] Teacher: Now add it up. Teacher: Add it here. Teacher: 8, 4, 7.
Teacher: What are you going to add to 6 to make it a 10? Teacher: Remember, you have 10 already. Teacher: You write 8, 4, 7 plus 2, 5, 3.  [TARGET]Teacher: Now add it up.[/TARGET] Teacher: Add it here. Teacher: 8, 4, 7. Teacher: Pull out 6.
Teacher: Remember, you have 10 already. Teacher: You write 8, 4, 7 plus 2, 5, 3. Teacher: Now add it up.  [TARGET]Teacher: Add it here.[/TARGET] Teacher: 8, 4, 7. Teacher: Pull out 6. Teacher: You're using 6 cards.
Teacher: You write 8, 4, 7 plus 2, 5, 3. Teacher: Now add it up. Teacher: Add it here.  [TARGET]Teacher: 8, 4, 7.[/TARGET] Teacher: Pull out 6. Teacher: You're using 6 cards. Teacher: Allow him to do it the way he wants.
Teacher: Now add it up. Teacher: Add it here. Teacher: 8, 4, 7.  [TARGET]Teacher: Pull out 6.[/TARGET] Teacher: You're using 6 cards. Teacher: Allow him to do it the way he wants. Teacher: It doesn't matter.
Teacher: Add it here. Teacher: 8, 4, 7. Teacher: Pull out 6.  [TARGET]Teacher: You're using 6 cards.[/TARGET] Teacher: Allow him to do it the way he wants. Teacher: It doesn't matter. Teacher: This is too much.
Teacher: You're using 6 cards. Teacher: Allow him to do it the way he wants. Teacher: It doesn't matter.  [TARGET]Teacher: This is too much.[/TARGET] Teacher: You have to think again. Teacher: You want to make it very close. Teacher: Student A, listen.
Teacher: Allow him to do it the way he wants. Teacher: It doesn't matter. Teacher: This is too much.  [TARGET]Teacher: You have to think again.[/TARGET] Teacher: You want to make it very close. Teacher: Student A, listen. Teacher: We want these wild cards to be [inaudible].
Teacher: It doesn't matter. Teacher: This is too much. Teacher: You have to think again.  [TARGET]Teacher: You want to make it very close.[/TARGET] Teacher: Student A, listen. Teacher: We want these wild cards to be [inaudible]. Teacher: I'm not going to give you a snack because there's nothing productive I've seen.
Teacher: You have to think again. Teacher: You want to make it very close. Teacher: Student A, listen.  [TARGET]Teacher: We want these wild cards to be [inaudible].[/TARGET] Teacher: I'm not going to give you a snack because there's nothing productive I've seen. Teacher: I'm not seeing anything productive. Teacher: You know how to play this game.
Teacher: We're not going to lunch until our math is done. Teacher: After we complete our math as we do as a class - I'm listening to you. Teacher: Write it here.  [TARGET]Teacher: 1100[/TARGET] Teacher: I'm listening to you. Teacher: I'm going to tell your mom. Teacher: You're yelling at me.
Teacher: You need to do your math. Student: I need to. Teacher: No.  [TARGET]Teacher: Now you're going to write 176.[/TARGET] Teacher: This is where you're going to write your answer. Teacher: You have 8, 8, 3. Teacher: Write it right here.
Student: I need to. Teacher: No. Teacher: Now you're going to write 176.  [TARGET]Teacher: This is where you're going to write your answer.[/TARGET] Teacher: You have 8, 8, 3. Teacher: Write it right here. Teacher: 176 equals what?
Teacher: No. Teacher: Now you're going to write 176. Teacher: This is where you're going to write your answer.  [TARGET]Teacher: You have 8, 8, 3.[/TARGET] Teacher: Write it right here. Teacher: 176 equals what? Teacher: Do your math.
Teacher: Now you're going to write 176. Teacher: This is where you're going to write your answer. Teacher: You have 8, 8, 3.  [TARGET]Teacher: Write it right here.[/TARGET] Teacher: 176 equals what? Teacher: Do your math. Teacher: Come over here.
Teacher: This is where you're going to write your answer. Teacher: You have 8, 8, 3. Teacher: Write it right here.  [TARGET]Teacher: 176 equals what?[/TARGET] Teacher: Do your math. Teacher: Come over here. Teacher: Sit down.
Teacher: Do your math. Teacher: Come over here. Teacher: Sit down.  [TARGET]Teacher: We'll just close it this way.[/TARGET] Teacher: Do your math. Teacher: Write your name. Teacher: Write your name first.
Teacher: Write your name. Teacher: Write your name first. Teacher: Write your date.  [TARGET]Teacher: So 1,000 minus 159 is what?[/TARGET] Teacher: What is 1,059 take away 1,000? Student: 59 Teacher: Write it right here.
Teacher: Write your name first. Teacher: Write your date. Teacher: So 1,000 minus 159 is what?  [TARGET]Teacher: What is 1,059 take away 1,000?[/TARGET] Student: 59 Teacher: Write it right here. Teacher: What did he do to you?
Teacher: Let's move to round two. Teacher: I haven't seen your work. Teacher: [Inaudible].  [TARGET]Teacher: 1100[/TARGET] Teacher: What do you have left? Teacher: Student D, you need to be here. Teacher: If you take away 1,000 from 1,100, what do you have left?
Teacher: 1100 Teacher: What do you have left? Teacher: Student D, you need to be here.  [TARGET]Teacher: If you take away 1,000 from 1,100, what do you have left?[/TARGET] Student: 100 Teacher: Write it here. Teacher: We're playing the cards.