stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Student W, you have the first part right. Teacher: You have this part. Teacher: Take it to here.  [TARGET]Teacher: Look here for your example.[/TARGET] Teacher: You have a calculator. Teacher: Look at the example. Teacher: To take it from a fraction to a percent, look at the example.
Teacher: You have this part. Teacher: Take it to here. Teacher: Look here for your example.  [TARGET]Teacher: You have a calculator.[/TARGET] Teacher: Look at the example. Teacher: To take it from a fraction to a percent, look at the example. Teacher: Okay, go to special.
Teacher: Take it to here. Teacher: Look here for your example. Teacher: You have a calculator.  [TARGET]Teacher: Look at the example.[/TARGET] Teacher: To take it from a fraction to a percent, look at the example. Teacher: Okay, go to special. Teacher: Put your calculator in the bucket right there, okay?
Teacher: Look here for your example. Teacher: You have a calculator. Teacher: Look at the example.  [TARGET]Teacher: To take it from a fraction to a percent, look at the example.[/TARGET] Teacher: Okay, go to special. Teacher: Put your calculator in the bucket right there, okay? Student: Oh my gosh.
Student: Oh my gosh. Student: [inaudible] boys or girls. Student: Done.  [TARGET]Teacher: This is not a percentage - some answer I gave Student W.  What is this called?[/TARGET] Teacher: What is this called? Teacher: It's a fraction. Teacher: So you've got the first step.
Student: [inaudible] boys or girls. Student: Done. Teacher: This is not a percentage - some answer I gave Student W.  What is this called?  [TARGET]Teacher: What is this called?[/TARGET] Teacher: It's a fraction. Teacher: So you've got the first step. Teacher: Look at the example on the board on how to turn that fraction into a percentage.
Student: Done. Teacher: This is not a percentage - some answer I gave Student W.  What is this called? Teacher: What is this called?  [TARGET]Teacher: It's a fraction.[/TARGET] Teacher: So you've got the first step. Teacher: Look at the example on the board on how to turn that fraction into a percentage. Teacher: We already did this.
Teacher: This is not a percentage - some answer I gave Student W.  What is this called? Teacher: What is this called? Teacher: It's a fraction.  [TARGET]Teacher: So you've got the first step.[/TARGET] Teacher: Look at the example on the board on how to turn that fraction into a percentage. Teacher: We already did this. Teacher: Let's do this.
Teacher: What is this called? Teacher: It's a fraction. Teacher: So you've got the first step.  [TARGET]Teacher: Look at the example on the board on how to turn that fraction into a percentage.[/TARGET] Teacher: We already did this. Teacher: Let's do this. Teacher: We already did it.
Teacher: It's a fraction. Teacher: So you've got the first step. Teacher: Look at the example on the board on how to turn that fraction into a percentage.  [TARGET]Teacher: We already did this.[/TARGET] Teacher: Let's do this. Teacher: We already did it. Teacher: I told you to go to special [inaudible] okay?
Teacher: Look at the example on the board on how to turn that fraction into a percentage. Teacher: We already did this. Teacher: Let's do this.  [TARGET]Teacher: We already did it.[/TARGET] Teacher: I told you to go to special [inaudible] okay? Teacher: Set this up [inaudible]. Teacher: And you can use a calculator to solve it.
Teacher: Let's do this. Teacher: We already did it. Teacher: I told you to go to special [inaudible] okay?  [TARGET]Teacher: Set this up [inaudible].[/TARGET] Teacher: And you can use a calculator to solve it. Student: Look at [inaudible] Teacher: It's close.
Teacher: We already did it. Teacher: I told you to go to special [inaudible] okay? Teacher: Set this up [inaudible].  [TARGET]Teacher: And you can use a calculator to solve it.[/TARGET] Student: Look at [inaudible] Teacher: It's close. Student: Every last thing on that board is -
Teacher: Set this up [inaudible]. Teacher: And you can use a calculator to solve it. Student: Look at [inaudible]  [TARGET]Teacher: It's close.[/TARGET] Student: Every last thing on that board is - Teacher: Sit down. Teacher: I'll come to you.
Student: Every last thing on that board is - Teacher: Sit down. Teacher: I'll come to you.  [TARGET]Teacher: You put this in - put it in again.[/TARGET] Teacher: 10 Student: Okay, 10. Teacher: Divided by?
Teacher: Sit down. Teacher: I'll come to you. Teacher: You put this in - put it in again.  [TARGET]Teacher: 10[/TARGET] Student: Okay, 10. Teacher: Divided by? Student: Mr. H, this is a new number.
Teacher: You put this in - put it in again. Teacher: 10 Student: Okay, 10.  [TARGET]Teacher: Divided by?[/TARGET] Student: Mr. H, this is a new number. Teacher: The [inaudible] go up to the hundreds. Teacher: Yeah.
Student: Okay, 10. Teacher: Divided by? Student: Mr. H, this is a new number.  [TARGET]Teacher: The [inaudible] go up to the hundreds.[/TARGET] Teacher: Yeah. Teacher: That, that. Student: Mr. H -
Teacher: Divided by? Student: Mr. H, this is a new number. Teacher: The [inaudible] go up to the hundreds.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: That, that. Student: Mr. H - Teacher: Use a calculator.
Student: Mr. H, this is a new number. Teacher: The [inaudible] go up to the hundreds. Teacher: Yeah.  [TARGET]Teacher: That, that.[/TARGET] Student: Mr. H - Teacher: Use a calculator. Teacher: That can't possibly be right.
Teacher: Yeah. Teacher: That, that. Student: Mr. H -  [TARGET]Teacher: Use a calculator.[/TARGET] Teacher: That can't possibly be right. Student: Mr. H - see, look. Teacher: All right, let me just see what you have.
Teacher: That, that. Student: Mr. H - Teacher: Use a calculator.  [TARGET]Teacher: That can't possibly be right.[/TARGET] Student: Mr. H - see, look. Teacher: All right, let me just see what you have. Teacher: Let's see what you guys have.
[TARGET]Teacher: Today you have a math - just like I said, today we're going to be practicing the [inaudible] after your math.[/TARGET] Teacher: We are going to do math in two different ways, using the traditional algorithm. Teacher: I really want you as you do the math - I'm going to demonstrate to you the standard algorithm for the math. Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things.
Teacher: Today you have a math - just like I said, today we're going to be practicing the [inaudible] after your math.  [TARGET]Teacher: We are going to do math in two different ways, using the traditional algorithm.[/TARGET] Teacher: I really want you as you do the math - I'm going to demonstrate to you the standard algorithm for the math. Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things. Teacher: One, how would you tell a 3rd grader about what to do in this math?
Teacher: Today you have a math - just like I said, today we're going to be practicing the [inaudible] after your math. Teacher: We are going to do math in two different ways, using the traditional algorithm.  [TARGET]Teacher: I really want you as you do the math - I'm going to demonstrate to you the standard algorithm for the math.[/TARGET] Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things. Teacher: One, how would you tell a 3rd grader about what to do in this math? Teacher: All eyes here.
Teacher: Today you have a math - just like I said, today we're going to be practicing the [inaudible] after your math. Teacher: We are going to do math in two different ways, using the traditional algorithm. Teacher: I really want you as you do the math - I'm going to demonstrate to you the standard algorithm for the math.  [TARGET]Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things.[/TARGET] Teacher: One, how would you tell a 3rd grader about what to do in this math? Teacher: All eyes here. Teacher: Sit down.
Teacher: We are going to do math in two different ways, using the traditional algorithm. Teacher: I really want you as you do the math - I'm going to demonstrate to you the standard algorithm for the math. Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things.  [TARGET]Teacher: One, how would you tell a 3rd grader about what to do in this math?[/TARGET] Teacher: All eyes here. Teacher: Sit down. Teacher: Student D, sit down.
Teacher: All eyes here. Teacher: Sit down. Teacher: Student D, sit down.  [TARGET]Teacher: How would you tell a 3rd grader how to do this math?[/TARGET] Teacher: Yes, Student A? Student: [Inaudible]. Teacher: Stop.
Teacher: Sit down. Teacher: Student D, sit down. Teacher: How would you tell a 3rd grader how to do this math?  [TARGET]Teacher: Yes, Student A?[/TARGET] Student: [Inaudible]. Teacher: Stop. Teacher: Sit down.
Teacher: For now use your [inaudible] paper. Teacher: I will give it to you later on. Teacher: I don't want you to call out, Student S.  Student A wants to answer.  [TARGET]Teacher: How would you tell a 3rd grader how to do this math?[/TARGET] Teacher: Tell me. Teacher: How would you tell somebody how to do this math? Student: I know.
Teacher: I will give it to you later on. Teacher: I don't want you to call out, Student S.  Student A wants to answer. Teacher: How would you tell a 3rd grader how to do this math?  [TARGET]Teacher: Tell me.[/TARGET] Teacher: How would you tell somebody how to do this math? Student: I know. Student: Do the hundreds first.
Teacher: I don't want you to call out, Student S.  Student A wants to answer. Teacher: How would you tell a 3rd grader how to do this math? Teacher: Tell me.  [TARGET]Teacher: How would you tell somebody how to do this math?[/TARGET] Student: I know. Student: Do the hundreds first. Teacher: Which ones are the hundreds?
Teacher: How would you tell somebody how to do this math? Student: I know. Student: Do the hundreds first.  [TARGET]Teacher: Which ones are the hundreds?[/TARGET] Student: The hundreds are the [inaudible]. Teacher: Good job. Teacher: So you are saying it's 100 plus-
Student: Do the hundreds first. Teacher: Which ones are the hundreds? Student: The hundreds are the [inaudible].  [TARGET]Teacher: Good job.[/TARGET] Teacher: So you are saying it's 100 plus- Student: 600 Student: Then that way you leave the 96 plus 25, then add it.
Teacher: Which ones are the hundreds? Student: The hundreds are the [inaudible]. Teacher: Good job.  [TARGET]Teacher: So you are saying it's 100 plus-[/TARGET] Student: 600 Student: Then that way you leave the 96 plus 25, then add it. Teacher: Good job.
Teacher: So you are saying it's 100 plus- Student: 600 Student: Then that way you leave the 96 plus 25, then add it.  [TARGET]Teacher: Good job.[/TARGET] Teacher: You can do 96 plus 25. Teacher: Is that what you said? Teacher: What would 100 plus 600 be?
Student: 600 Student: Then that way you leave the 96 plus 25, then add it. Teacher: Good job.  [TARGET]Teacher: You can do 96 plus 25.[/TARGET] Teacher: Is that what you said? Teacher: What would 100 plus 600 be? Student: 700
Student: Then that way you leave the 96 plus 25, then add it. Teacher: Good job. Teacher: You can do 96 plus 25.  [TARGET]Teacher: Is that what you said?[/TARGET] Teacher: What would 100 plus 600 be? Student: 700 Teacher: 700
Teacher: Good job. Teacher: You can do 96 plus 25. Teacher: Is that what you said?  [TARGET]Teacher: What would 100 plus 600 be?[/TARGET] Student: 700 Teacher: 700 Teacher: Stop calling out.
Teacher: Is that what you said? Teacher: What would 100 plus 600 be? Student: 700  [TARGET]Teacher: 700[/TARGET] Teacher: Stop calling out. Teacher: I would like you to raise up your hand. Teacher: 96 - sit down.
Teacher: Pick up your book. Teacher: Solve this math. Student: 121  [TARGET]Teacher: 121[/TARGET] Teacher: Hmm. Teacher: How did you solve this math to get 121? Teacher: Yes, Student T?
Teacher: Solve this math. Student: 121 Teacher: 121  [TARGET]Teacher: Hmm.[/TARGET] Teacher: How did you solve this math to get 121? Teacher: Yes, Student T? Teacher: What do you think is the answer?
Student: 121 Teacher: 121 Teacher: Hmm.  [TARGET]Teacher: How did you solve this math to get 121?[/TARGET] Teacher: Yes, Student T? Teacher: What do you think is the answer? Student: 5 plus 6 is 11, so you put the 1 on top of the 9, and 10 plus 2 is 12, so [inaudible].
Teacher: 121 Teacher: Hmm. Teacher: How did you solve this math to get 121?  [TARGET]Teacher: Yes, Student T?[/TARGET] Teacher: What do you think is the answer? Student: 5 plus 6 is 11, so you put the 1 on top of the 9, and 10 plus 2 is 12, so [inaudible]. Student: 121
Teacher: Hmm. Teacher: How did you solve this math to get 121? Teacher: Yes, Student T?  [TARGET]Teacher: What do you think is the answer?[/TARGET] Student: 5 plus 6 is 11, so you put the 1 on top of the 9, and 10 plus 2 is 12, so [inaudible]. Student: 121 Teacher: Good job.
Teacher: What do you think is the answer? Student: 5 plus 6 is 11, so you put the 1 on top of the 9, and 10 plus 2 is 12, so [inaudible]. Student: 121  [TARGET]Teacher: Good job.[/TARGET] Teacher: There's something you did here that's really - Student J, would you please sit down? Student: Can we do more 100 plus problems? Student: I like those.
Teacher: I don't want to divert your attention. Teacher: Thank you Student T.  Thank you, Student A. Teacher: Good job.  [TARGET]Teacher: There's something you said here that's really - you added the 6 out of 5.[/TARGET] Student: Yes. Teacher: What is the value of 5 and 6 here, Student T? Student: 500
Teacher: Good job. Teacher: There's something you said here that's really - you added the 6 out of 5. Student: Yes.  [TARGET]Teacher: What is the value of 5 and 6 here, Student T?[/TARGET] Student: 500 Teacher: What is the value of 5 and 6? Student: The value?
Student: Yes. Teacher: What is the value of 5 and 6 here, Student T? Student: 500  [TARGET]Teacher: What is the value of 5 and 6?[/TARGET] Student: The value? Teacher: Yeah. Student: 500?
Student: 500 Teacher: What is the value of 5 and 6? Student: The value?  [TARGET]Teacher: Yeah.[/TARGET] Student: 500? Teacher: No. Teacher: Look up here.
Student: The value? Teacher: Yeah. Student: 500?  [TARGET]Teacher: No.[/TARGET] Teacher: Look up here. Teacher: We have 96, and we have 25. Teacher: What does this 5 mean to you?
Student: 500? Teacher: No. Teacher: Look up here.  [TARGET]Teacher: We have 96, and we have 25.[/TARGET] Teacher: What does this 5 mean to you? Teacher: Is it in the ones? Teacher: Is it in the tens?
Teacher: No. Teacher: Look up here. Teacher: We have 96, and we have 25.  [TARGET]Teacher: What does this 5 mean to you?[/TARGET] Teacher: Is it in the ones? Teacher: Is it in the tens? Teacher: Where is it?
Teacher: Look up here. Teacher: We have 96, and we have 25. Teacher: What does this 5 mean to you?  [TARGET]Teacher: Is it in the ones?[/TARGET] Teacher: Is it in the tens? Teacher: Where is it? Teacher: Look here.
Teacher: We have 96, and we have 25. Teacher: What does this 5 mean to you? Teacher: Is it in the ones?  [TARGET]Teacher: Is it in the tens?[/TARGET] Teacher: Where is it? Teacher: Look here. Student: I don't get it.
Teacher: What does this 5 mean to you? Teacher: Is it in the ones? Teacher: Is it in the tens?  [TARGET]Teacher: Where is it?[/TARGET] Teacher: Look here. Student: I don't get it. Student: You want to add up 6 plus 5.
Student: You want to add up 6 plus 5. Student: It's 11. Student: It would be in the tens place.  [TARGET]Teacher: Yes.[/TARGET] Teacher: When we have 11 - now we have the tens place in 11, I agree. Teacher: But if we have only this 5, what does this 5 mean to you? Student: The ones place.
Student: It's 11. Student: It would be in the tens place. Teacher: Yes.  [TARGET]Teacher: When we have 11 - now we have the tens place in 11, I agree.[/TARGET] Teacher: But if we have only this 5, what does this 5 mean to you? Student: The ones place. Teacher: The ones.
Student: It would be in the tens place. Teacher: Yes. Teacher: When we have 11 - now we have the tens place in 11, I agree.  [TARGET]Teacher: But if we have only this 5, what does this 5 mean to you?[/TARGET] Student: The ones place. Teacher: The ones. Teacher: Good job.
Teacher: When we have 11 - now we have the tens place in 11, I agree. Teacher: But if we have only this 5, what does this 5 mean to you? Student: The ones place.  [TARGET]Teacher: The ones.[/TARGET] Teacher: Good job. Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2. Teacher: What does 9 - sorry.
Teacher: But if we have only this 5, what does this 5 mean to you? Student: The ones place. Teacher: The ones.  [TARGET]Teacher: Good job.[/TARGET] Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2. Teacher: What does 9 - sorry. Teacher: Sit down.
Student: The ones place. Teacher: The ones. Teacher: Good job.  [TARGET]Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2.[/TARGET] Teacher: What does 9 - sorry. Teacher: Sit down. Teacher: Student D, you're still distracting us.
Teacher: Go back to your seat please. Teacher: Sit down. Teacher: Thank you.  [TARGET]Teacher: Student D, what does 9 here mean to you?[/TARGET] Student: 90 Teacher: Good job. Teacher: What is the value of 2 here?
Teacher: Thank you. Teacher: Student D, what does 9 here mean to you? Student: 90  [TARGET]Teacher: Good job.[/TARGET] Teacher: What is the value of 2 here? Teacher: 20 Teacher: 90 plus - I want to remind you that there is a camera here watching you.
Teacher: Student D, what does 9 here mean to you? Student: 90 Teacher: Good job.  [TARGET]Teacher: What is the value of 2 here?[/TARGET] Teacher: 20 Teacher: 90 plus - I want to remind you that there is a camera here watching you. Teacher: I have here 90 plus 10 is what?
Student: 90 Teacher: Good job. Teacher: What is the value of 2 here?  [TARGET]Teacher: 20[/TARGET] Teacher: 90 plus - I want to remind you that there is a camera here watching you. Teacher: I have here 90 plus 10 is what? Teacher: Student T?
Teacher: What is the value of 2 here? Teacher: 20 Teacher: 90 plus - I want to remind you that there is a camera here watching you.  [TARGET]Teacher: I have here 90 plus 10 is what?[/TARGET] Teacher: Student T? Student: 90 plus 10? Student: That's 100.
Teacher: 20 Teacher: 90 plus - I want to remind you that there is a camera here watching you. Teacher: I have here 90 plus 10 is what?  [TARGET]Teacher: Student T?[/TARGET] Student: 90 plus 10? Student: That's 100. Teacher: 100 and what?
Teacher: Student T? Student: 90 plus 10? Student: That's 100.  [TARGET]Teacher: 100 and what?[/TARGET] Student: 100 Student: You said 90 plus 20? Student: 110
Student: 100 Student: You said 90 plus 20? Student: 110  [TARGET]Teacher: 110[/TARGET] Teacher: Now we're going to add it, 0 plus 1 plus 0 is going to be what? Teacher: Here we have 0 plus 110, plus another 110. Teacher: It's going to be what?
Student: You said 90 plus 20? Student: 110 Teacher: 110  [TARGET]Teacher: Now we're going to add it, 0 plus 1 plus 0 is going to be what?[/TARGET] Teacher: Here we have 0 plus 110, plus another 110. Teacher: It's going to be what? Student: 220
Student: 110 Teacher: 110 Teacher: Now we're going to add it, 0 plus 1 plus 0 is going to be what?  [TARGET]Teacher: Here we have 0 plus 110, plus another 110.[/TARGET] Teacher: It's going to be what? Student: 220 Teacher: Yeah.
Teacher: 110 Teacher: Now we're going to add it, 0 plus 1 plus 0 is going to be what? Teacher: Here we have 0 plus 110, plus another 110.  [TARGET]Teacher: It's going to be what?[/TARGET] Student: 220 Teacher: Yeah. Student: 110 plus 110.
Teacher: Here we have 0 plus 110, plus another 110. Teacher: It's going to be what? Student: 220  [TARGET]Teacher: Yeah.[/TARGET] Student: 110 plus 110. Teacher: Two 10s is what? Student: 20
Student: 220 Teacher: Yeah. Student: 110 plus 110.  [TARGET]Teacher: Two 10s is what?[/TARGET] Student: 20 Teacher: So I'm going to write the 0 here. Teacher: Sorry.
Student: 110 plus 110. Teacher: Two 10s is what? Student: 20  [TARGET]Teacher: So I'm going to write the 0 here.[/TARGET] Teacher: Sorry. Teacher: I'm going to write the 2 here. Teacher: Because it's not - Mr. K, can you take him to [inaudible] room?
Teacher: Two 10s is what? Student: 20 Teacher: So I'm going to write the 0 here.  [TARGET]Teacher: Sorry.[/TARGET] Teacher: I'm going to write the 2 here. Teacher: Because it's not - Mr. K, can you take him to [inaudible] room? Teacher: Can you go please?
Student: 20 Teacher: So I'm going to write the 0 here. Teacher: Sorry.  [TARGET]Teacher: I'm going to write the 2 here.[/TARGET] Teacher: Because it's not - Mr. K, can you take him to [inaudible] room? Teacher: Can you go please? Teacher: Just call his mom and tell his mom exactly.
Teacher: Because it's not - Mr. K, can you take him to [inaudible] room? Teacher: Can you go please? Teacher: Just call his mom and tell his mom exactly.  [TARGET]Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level.[/TARGET] Teacher: We have 700 plus 100 is going to be what? Student: 800 Teacher: This will give us 821.
Teacher: Can you go please? Teacher: Just call his mom and tell his mom exactly. Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level.  [TARGET]Teacher: We have 700 plus 100 is going to be what?[/TARGET] Student: 800 Teacher: This will give us 821. Teacher: This is [inaudible] of this math.
Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level. Teacher: We have 700 plus 100 is going to be what? Student: 800  [TARGET]Teacher: This will give us 821.[/TARGET] Teacher: This is [inaudible] of this math. Teacher: Another way we can solve the math using the traditional algorithm is this. Teacher: We're going to do 196 plus 625.
Teacher: We have 700 plus 100 is going to be what? Student: 800 Teacher: This will give us 821.  [TARGET]Teacher: This is [inaudible] of this math.[/TARGET] Teacher: Another way we can solve the math using the traditional algorithm is this. Teacher: We're going to do 196 plus 625. Teacher: Okay.
Student: 800 Teacher: This will give us 821. Teacher: This is [inaudible] of this math.  [TARGET]Teacher: Another way we can solve the math using the traditional algorithm is this.[/TARGET] Teacher: We're going to do 196 plus 625. Teacher: Okay. Teacher: Get away from there, please.
Teacher: This will give us 821. Teacher: This is [inaudible] of this math. Teacher: Another way we can solve the math using the traditional algorithm is this.  [TARGET]Teacher: We're going to do 196 plus 625.[/TARGET] Teacher: Okay. Teacher: Get away from there, please. Teacher: Can you leave the computer please?
Teacher: Can you leave the computer please? Teacher: Pay attention. Teacher: Thank you.  [TARGET]Teacher: 6 plus 5 is what?[/TARGET] Teacher: 11 Student: I already got it. Teacher: 90 plus 20 is what?
Teacher: Pay attention. Teacher: Thank you. Teacher: 6 plus 5 is what?  [TARGET]Teacher: 11[/TARGET] Student: I already got it. Teacher: 90 plus 20 is what? Teacher: What is 90 plus 20, Student A?
Teacher: 6 plus 5 is what? Teacher: 11 Student: I already got it.  [TARGET]Teacher: 90 plus 20 is what?[/TARGET] Teacher: What is 90 plus 20, Student A? Student: 110 Teacher: What is 100 plus 600?
Teacher: 11 Student: I already got it. Teacher: 90 plus 20 is what?  [TARGET]Teacher: What is 90 plus 20, Student A?[/TARGET] Student: 110 Teacher: What is 100 plus 600? Student: 700
Teacher: 90 plus 20 is what? Teacher: What is 90 plus 20, Student A? Student: 110  [TARGET]Teacher: What is 100 plus 600?[/TARGET] Student: 700 Teacher: Student A, can you tell me how I got 110? Student: 110?
Student: 110 Teacher: What is 100 plus 600? Student: 700  [TARGET]Teacher: Student A, can you tell me how I got 110?[/TARGET] Student: 110? Teacher: Mm-hmm. Student: You got 110 because of 9 plus 2 equals [inaudible].
Student: 700 Teacher: Student A, can you tell me how I got 110? Student: 110?  [TARGET]Teacher: Mm-hmm.[/TARGET] Student: You got 110 because of 9 plus 2 equals [inaudible]. Teacher: Allow him to talk. Teacher: Look up here.