stanford-nlpxed/classroom_management_data huggingface dataset:
Multiple Students: [Crosstalk] Teacher: So this is the rule. Teacher: Remember, sometimes one operation may not get it.  [TARGET]Teacher: You may have to use more than one operation, like I used times and I used plus.[/TARGET] Teacher: Student D, for the second time I'm telling you, we are watching right now. Teacher: The last thing we are going to do, we are going to follow. Teacher: Can you all see this chart?
Teacher: Remember, sometimes one operation may not get it. Teacher: You may have to use more than one operation, like I used times and I used plus. Teacher: Student D, for the second time I'm telling you, we are watching right now.  [TARGET]Teacher: The last thing we are going to do, we are going to follow.[/TARGET] Teacher: Can you all see this chart? Multiple Students: Yes. Teacher: We are going to determine the fourth number, determine the number in the series by following the rule.
Teacher: The last thing we are going to do, we are going to follow. Teacher: Can you all see this chart? Multiple Students: Yes.  [TARGET]Teacher: We are going to determine the fourth number, determine the number in the series by following the rule.[/TARGET] Teacher: This says [inaudible] a pattern. Teacher: The first number of the pattern is 2. Teacher: She used the rule multiply the previous number by 3 to get the next number.
Teacher: Can you all see this chart? Multiple Students: Yes. Teacher: We are going to determine the fourth number, determine the number in the series by following the rule.  [TARGET]Teacher: This says [inaudible] a pattern.[/TARGET] Teacher: The first number of the pattern is 2. Teacher: She used the rule multiply the previous number by 3 to get the next number. Teacher: So we want to know the fourth number.
Multiple Students: Yes. Teacher: We are going to determine the fourth number, determine the number in the series by following the rule. Teacher: This says [inaudible] a pattern.  [TARGET]Teacher: The first number of the pattern is 2.[/TARGET] Teacher: She used the rule multiply the previous number by 3 to get the next number. Teacher: So we want to know the fourth number. Teacher: So step one is to create a list of the numbers beginning with the given number.
Teacher: We are going to determine the fourth number, determine the number in the series by following the rule. Teacher: This says [inaudible] a pattern. Teacher: The first number of the pattern is 2.  [TARGET]Teacher: She used the rule multiply the previous number by 3 to get the next number.[/TARGET] Teacher: So we want to know the fourth number. Teacher: So step one is to create a list of the numbers beginning with the given number. Teacher: The given number is 2.
Teacher: This says [inaudible] a pattern. Teacher: The first number of the pattern is 2. Teacher: She used the rule multiply the previous number by 3 to get the next number.  [TARGET]Teacher: So we want to know the fourth number.[/TARGET] Teacher: So step one is to create a list of the numbers beginning with the given number. Teacher: The given number is 2. Teacher: It said the pattern started with 2.
Teacher: The first number of the pattern is 2. Teacher: She used the rule multiply the previous number by 3 to get the next number. Teacher: So we want to know the fourth number.  [TARGET]Teacher: So step one is to create a list of the numbers beginning with the given number.[/TARGET] Teacher: The given number is 2. Teacher: It said the pattern started with 2. Teacher: So we're gonna make our list beginning with 2.
Teacher: She used the rule multiply the previous number by 3 to get the next number. Teacher: So we want to know the fourth number. Teacher: So step one is to create a list of the numbers beginning with the given number.  [TARGET]Teacher: The given number is 2.[/TARGET] Teacher: It said the pattern started with 2. Teacher: So we're gonna make our list beginning with 2. Teacher: That's number one.
Teacher: So we want to know the fourth number. Teacher: So step one is to create a list of the numbers beginning with the given number. Teacher: The given number is 2.  [TARGET]Teacher: It said the pattern started with 2.[/TARGET] Teacher: So we're gonna make our list beginning with 2. Teacher: That's number one. Teacher: Then we're gonna go to step two.
Teacher: So step one is to create a list of the numbers beginning with the given number. Teacher: The given number is 2. Teacher: It said the pattern started with 2.  [TARGET]Teacher: So we're gonna make our list beginning with 2.[/TARGET] Teacher: That's number one. Teacher: Then we're gonna go to step two. Teacher: Step two says apply the given rule to the number and repeat this process.
Teacher: The given number is 2. Teacher: It said the pattern started with 2. Teacher: So we're gonna make our list beginning with 2.  [TARGET]Teacher: That's number one.[/TARGET] Teacher: Then we're gonna go to step two. Teacher: Step two says apply the given rule to the number and repeat this process. Teacher: So the given rule is multiply the number times 3 to get the next number.
Teacher: It said the pattern started with 2. Teacher: So we're gonna make our list beginning with 2. Teacher: That's number one.  [TARGET]Teacher: Then we're gonna go to step two.[/TARGET] Teacher: Step two says apply the given rule to the number and repeat this process. Teacher: So the given rule is multiply the number times 3 to get the next number. Teacher: So I started with 2.
Teacher: So we're gonna make our list beginning with 2. Teacher: That's number one. Teacher: Then we're gonna go to step two.  [TARGET]Teacher: Step two says apply the given rule to the number and repeat this process.[/TARGET] Teacher: So the given rule is multiply the number times 3 to get the next number. Teacher: So I started with 2. Teacher: Then my next one is 2 times 3, then I go to 6.
Teacher: That's number one. Teacher: Then we're gonna go to step two. Teacher: Step two says apply the given rule to the number and repeat this process.  [TARGET]Teacher: So the given rule is multiply the number times 3 to get the next number.[/TARGET] Teacher: So I started with 2. Teacher: Then my next one is 2 times 3, then I go to 6. Teacher: The next one is 6 times 3 and I get 18.
Teacher: Then we're gonna go to step two. Teacher: Step two says apply the given rule to the number and repeat this process. Teacher: So the given rule is multiply the number times 3 to get the next number.  [TARGET]Teacher: So I started with 2.[/TARGET] Teacher: Then my next one is 2 times 3, then I go to 6. Teacher: The next one is 6 times 3 and I get 18. Teacher: Then I did 18 times 3 and get 54.
Teacher: Step two says apply the given rule to the number and repeat this process. Teacher: So the given rule is multiply the number times 3 to get the next number. Teacher: So I started with 2.  [TARGET]Teacher: Then my next one is 2 times 3, then I go to 6.[/TARGET] Teacher: The next one is 6 times 3 and I get 18. Teacher: Then I did 18 times 3 and get 54. Teacher: Student A, you're not paying attention.
Teacher: So the given rule is multiply the number times 3 to get the next number. Teacher: So I started with 2. Teacher: Then my next one is 2 times 3, then I go to 6.  [TARGET]Teacher: The next one is 6 times 3 and I get 18.[/TARGET] Teacher: Then I did 18 times 3 and get 54. Teacher: Student A, you're not paying attention. Student: Sorry.
Teacher: So I started with 2. Teacher: Then my next one is 2 times 3, then I go to 6. Teacher: The next one is 6 times 3 and I get 18.  [TARGET]Teacher: Then I did 18 times 3 and get 54.[/TARGET] Teacher: Student A, you're not paying attention. Student: Sorry. Teacher: So step three, after you've met all the rules, step three, list the numbers from applying the rule starting from the position you're looking for.
Teacher: Then I did 18 times 3 and get 54. Teacher: Student A, you're not paying attention. Student: Sorry.  [TARGET]Teacher: So step three, after you've met all the rules, step three, list the numbers from applying the rule starting from the position you're looking for.[/TARGET] Teacher: I'm looking at the fourth position. Teacher: So my answers are 2, and then I've got 6 from doing 2 times 3. Teacher: That's my second number.
Teacher: Student A, you're not paying attention. Student: Sorry. Teacher: So step three, after you've met all the rules, step three, list the numbers from applying the rule starting from the position you're looking for.  [TARGET]Teacher: I'm looking at the fourth position.[/TARGET] Teacher: So my answers are 2, and then I've got 6 from doing 2 times 3. Teacher: That's my second number. Teacher: Then I got 18 from doing 6 times 3.
Student: Sorry. Teacher: So step three, after you've met all the rules, step three, list the numbers from applying the rule starting from the position you're looking for. Teacher: I'm looking at the fourth position.  [TARGET]Teacher: So my answers are 2, and then I've got 6 from doing 2 times 3.[/TARGET] Teacher: That's my second number. Teacher: Then I got 18 from doing 6 times 3. Teacher: Then I got 54 by doing 18 times 3.
Teacher: So step three, after you've met all the rules, step three, list the numbers from applying the rule starting from the position you're looking for. Teacher: I'm looking at the fourth position. Teacher: So my answers are 2, and then I've got 6 from doing 2 times 3.  [TARGET]Teacher: That's my second number.[/TARGET] Teacher: Then I got 18 from doing 6 times 3. Teacher: Then I got 54 by doing 18 times 3. Teacher: So I'm gonna count, 1, 2, 3, 4.
Teacher: I'm looking at the fourth position. Teacher: So my answers are 2, and then I've got 6 from doing 2 times 3. Teacher: That's my second number.  [TARGET]Teacher: Then I got 18 from doing 6 times 3.[/TARGET] Teacher: Then I got 54 by doing 18 times 3. Teacher: So I'm gonna count, 1, 2, 3, 4. Teacher: 54 is my answer.
Teacher: So my answers are 2, and then I've got 6 from doing 2 times 3. Teacher: That's my second number. Teacher: Then I got 18 from doing 6 times 3.  [TARGET]Teacher: Then I got 54 by doing 18 times 3.[/TARGET] Teacher: So I'm gonna count, 1, 2, 3, 4. Teacher: 54 is my answer. Teacher: It's the fourth number, 1, 2, 3, 4.
Teacher: That's my second number. Teacher: Then I got 18 from doing 6 times 3. Teacher: Then I got 54 by doing 18 times 3.  [TARGET]Teacher: So I'm gonna count, 1, 2, 3, 4.[/TARGET] Teacher: 54 is my answer. Teacher: It's the fourth number, 1, 2, 3, 4. Teacher: So my answer is 54.
Teacher: Then I got 18 from doing 6 times 3. Teacher: Then I got 54 by doing 18 times 3. Teacher: So I'm gonna count, 1, 2, 3, 4.  [TARGET]Teacher: 54 is my answer.[/TARGET] Teacher: It's the fourth number, 1, 2, 3, 4. Teacher: So my answer is 54. Teacher: Any questions about any of these charts?
Teacher: Then I got 54 by doing 18 times 3. Teacher: So I'm gonna count, 1, 2, 3, 4. Teacher: 54 is my answer.  [TARGET]Teacher: It's the fourth number, 1, 2, 3, 4.[/TARGET] Teacher: So my answer is 54. Teacher: Any questions about any of these charts? Multiple Students: No.
Teacher: So I'm gonna count, 1, 2, 3, 4. Teacher: 54 is my answer. Teacher: It's the fourth number, 1, 2, 3, 4.  [TARGET]Teacher: So my answer is 54.[/TARGET] Teacher: Any questions about any of these charts? Multiple Students: No. Teacher: The shapes, input/output or determining the number from last position?
Teacher: 54 is my answer. Teacher: It's the fourth number, 1, 2, 3, 4. Teacher: So my answer is 54.  [TARGET]Teacher: Any questions about any of these charts?[/TARGET] Multiple Students: No. Teacher: The shapes, input/output or determining the number from last position? Multiple Students: No.
Teacher: So my answer is 54. Teacher: Any questions about any of these charts? Multiple Students: No.  [TARGET]Teacher: The shapes, input/output or determining the number from last position?[/TARGET] Multiple Students: No. Teacher: Okay. Teacher: Now it's time for [inaudible].
Multiple Students: No. Teacher: Okay. Teacher: Now it's time for [inaudible].  [TARGET]Teacher: This goes with the first chart.[/TARGET] Teacher: [Crosstalk] Teacher: This one, your first one will go with this chart. Teacher: This says: what is the [inaudible] first shape?
Teacher: Now it's time for [inaudible]. Teacher: This goes with the first chart. Teacher: [Crosstalk]  [TARGET]Teacher: This one, your first one will go with this chart.[/TARGET] Teacher: This says: what is the [inaudible] first shape? Teacher: [Crosstalk] Teacher: Follow the steps.
Teacher: This goes with the first chart. Teacher: [Crosstalk] Teacher: This one, your first one will go with this chart.  [TARGET]Teacher: This says: what is the [inaudible] first shape?[/TARGET] Teacher: [Crosstalk] Teacher: Follow the steps. Teacher: [Crosstalk]
Teacher: [Crosstalk] Teacher: Follow the steps. Teacher: [Crosstalk]  [TARGET]Teacher: Remember, step one is identify the set in that pattern.[/TARGET] Teacher: Go to step two. Teacher: Step two, count the number of shapes in the set. Teacher: Then step three, divide the number or position you're looking for by the number of items in your set, and your remainder is your answer.
Teacher: Follow the steps. Teacher: [Crosstalk] Teacher: Remember, step one is identify the set in that pattern.  [TARGET]Teacher: Go to step two.[/TARGET] Teacher: Step two, count the number of shapes in the set. Teacher: Then step three, divide the number or position you're looking for by the number of items in your set, and your remainder is your answer. Teacher: If there's no remainder, the last shape is your answer.
Teacher: [Crosstalk] Teacher: Remember, step one is identify the set in that pattern. Teacher: Go to step two.  [TARGET]Teacher: Step two, count the number of shapes in the set.[/TARGET] Teacher: Then step three, divide the number or position you're looking for by the number of items in your set, and your remainder is your answer. Teacher: If there's no remainder, the last shape is your answer. Teacher: [Crosstalk]
Teacher: Remember, step one is identify the set in that pattern. Teacher: Go to step two. Teacher: Step two, count the number of shapes in the set.  [TARGET]Teacher: Then step three, divide the number or position you're looking for by the number of items in your set, and your remainder is your answer.[/TARGET] Teacher: If there's no remainder, the last shape is your answer. Teacher: [Crosstalk] Teacher: Student K, you're not doing that.
Teacher: Go to step two. Teacher: Step two, count the number of shapes in the set. Teacher: Then step three, divide the number or position you're looking for by the number of items in your set, and your remainder is your answer.  [TARGET]Teacher: If there's no remainder, the last shape is your answer.[/TARGET] Teacher: [Crosstalk] Teacher: Student K, you're not doing that. Teacher: Have a seat.
Teacher: [Students doing group work] Teacher: I need your attention. Teacher: [Crosstalk]  [TARGET]Teacher: Who did not get it?[/TARGET] Teacher: This is the way Student J did it. Teacher: He divided 301 divided by 4. Teacher: There are 4 items in this set, 1, 2, 3, 4.
Teacher: I need your attention. Teacher: [Crosstalk] Teacher: Who did not get it?  [TARGET]Teacher: This is the way Student J did it.[/TARGET] Teacher: He divided 301 divided by 4. Teacher: There are 4 items in this set, 1, 2, 3, 4. Teacher: Student M, eyes up here please.
Teacher: [Crosstalk] Teacher: Who did not get it? Teacher: This is the way Student J did it.  [TARGET]Teacher: He divided 301 divided by 4.[/TARGET] Teacher: There are 4 items in this set, 1, 2, 3, 4. Teacher: Student M, eyes up here please. Teacher: So they divided by 4.
Teacher: Who did not get it? Teacher: This is the way Student J did it. Teacher: He divided 301 divided by 4.  [TARGET]Teacher: There are 4 items in this set, 1, 2, 3, 4.[/TARGET] Teacher: Student M, eyes up here please. Teacher: So they divided by 4. Teacher: He got 75 with a remainder of 1.
Teacher: He divided 301 divided by 4. Teacher: There are 4 items in this set, 1, 2, 3, 4. Teacher: Student M, eyes up here please.  [TARGET]Teacher: So they divided by 4.[/TARGET] Teacher: He got 75 with a remainder of 1. Teacher: The remainder tells you what shape is your answer. Teacher: The first shape is your answer and it is a remainder of 1.
Teacher: There are 4 items in this set, 1, 2, 3, 4. Teacher: Student M, eyes up here please. Teacher: So they divided by 4.  [TARGET]Teacher: He got 75 with a remainder of 1.[/TARGET] Teacher: The remainder tells you what shape is your answer. Teacher: The first shape is your answer and it is a remainder of 1. Teacher: [Crosstalk]
Teacher: Student M, eyes up here please. Teacher: So they divided by 4. Teacher: He got 75 with a remainder of 1.  [TARGET]Teacher: The remainder tells you what shape is your answer.[/TARGET] Teacher: The first shape is your answer and it is a remainder of 1. Teacher: [Crosstalk] Teacher: This is your second [inaudible].
Teacher: So they divided by 4. Teacher: He got 75 with a remainder of 1. Teacher: The remainder tells you what shape is your answer.  [TARGET]Teacher: The first shape is your answer and it is a remainder of 1.[/TARGET] Teacher: [Crosstalk] Teacher: This is your second [inaudible]. Teacher: Copy the chart down.
Teacher: Follow the steps. Teacher: Student W, the chart right there, copy it down. Teacher: [Crosstalk]  [TARGET]Teacher: You use this chart to solve it, these steps to solve it.[/TARGET] Teacher: [Crosstalk] Teacher: If you're stuck, go back to step two. Teacher: What are some other ways you could get from 1 to 8?
Teacher: [Crosstalk] Teacher: You use this chart to solve it, these steps to solve it. Teacher: [Crosstalk]  [TARGET]Teacher: If you're stuck, go back to step two.[/TARGET] Teacher: What are some other ways you could get from 1 to 8? Teacher: [Crosstalk - students doing group work] Teacher: Student H, read the rule.
Teacher: You use this chart to solve it, these steps to solve it. Teacher: [Crosstalk] Teacher: If you're stuck, go back to step two.  [TARGET]Teacher: What are some other ways you could get from 1 to 8?[/TARGET] Teacher: [Crosstalk - students doing group work] Teacher: Student H, read the rule. Student: The rule is n times 7 plus 1.
Teacher: If you're stuck, go back to step two. Teacher: What are some other ways you could get from 1 to 8? Teacher: [Crosstalk - students doing group work]  [TARGET]Teacher: Student H, read the rule.[/TARGET] Student: The rule is n times 7 plus 1. Teacher: Good. Teacher: So we'll multiply n times 7 and we'll add 1.
Teacher: [Crosstalk - students doing group work] Teacher: Student H, read the rule. Student: The rule is n times 7 plus 1.  [TARGET]Teacher: Good.[/TARGET] Teacher: So we'll multiply n times 7 and we'll add 1. Teacher: 1 times 7 is 7, plus 1 more gives you 8. Teacher: 2 times 7 is 14, plus one more gives you 15.
Teacher: Student H, read the rule. Student: The rule is n times 7 plus 1. Teacher: Good.  [TARGET]Teacher: So we'll multiply n times 7 and we'll add 1.[/TARGET] Teacher: 1 times 7 is 7, plus 1 more gives you 8. Teacher: 2 times 7 is 14, plus one more gives you 15. Teacher: 3 times 7 is how much?
Student: The rule is n times 7 plus 1. Teacher: Good. Teacher: So we'll multiply n times 7 and we'll add 1.  [TARGET]Teacher: 1 times 7 is 7, plus 1 more gives you 8.[/TARGET] Teacher: 2 times 7 is 14, plus one more gives you 15. Teacher: 3 times 7 is how much? Multiple Students: 21
Teacher: Good. Teacher: So we'll multiply n times 7 and we'll add 1. Teacher: 1 times 7 is 7, plus 1 more gives you 8.  [TARGET]Teacher: 2 times 7 is 14, plus one more gives you 15.[/TARGET] Teacher: 3 times 7 is how much? Multiple Students: 21 Teacher: Plus one more.
Teacher: So we'll multiply n times 7 and we'll add 1. Teacher: 1 times 7 is 7, plus 1 more gives you 8. Teacher: 2 times 7 is 14, plus one more gives you 15.  [TARGET]Teacher: 3 times 7 is how much?[/TARGET] Multiple Students: 21 Teacher: Plus one more. Multiple Students: 22
Teacher: 2 times 7 is 14, plus one more gives you 15. Teacher: 3 times 7 is how much? Multiple Students: 21  [TARGET]Teacher: Plus one more.[/TARGET] Multiple Students: 22 Teacher: Good. Teacher: 4 times 7.
Multiple Students: 21 Teacher: Plus one more. Multiple Students: 22  [TARGET]Teacher: Good.[/TARGET] Teacher: 4 times 7. Multiple Students: 28 Teacher: Plus one more.
Teacher: Plus one more. Multiple Students: 22 Teacher: Good.  [TARGET]Teacher: 4 times 7.[/TARGET] Multiple Students: 28 Teacher: Plus one more. Multiple Students: 29
Teacher: Good. Teacher: 4 times 7. Multiple Students: 28  [TARGET]Teacher: Plus one more.[/TARGET] Multiple Students: 29 Teacher: Good. Teacher: [Crosstalk]
Multiple Students: 28 Teacher: Plus one more. Multiple Students: 29  [TARGET]Teacher: Good.[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Use the current chart to figure it out.
Teacher: Good. Teacher: [Crosstalk] Teacher: [Inaudible].  [TARGET]Teacher: Use the current chart to figure it out.[/TARGET] Teacher: [Crosstalk] Teacher: Use this chart to figure it out. Teacher: [Inaudible].
Teacher: [Inaudible]. Teacher: Use the current chart to figure it out. Teacher: [Crosstalk]  [TARGET]Teacher: Use this chart to figure it out.[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk - excessive noise] Teacher: Write the problem down.
Teacher: Copy the problem down. Teacher: [Crosstalk] Teacher: Pay attention.  [TARGET]Teacher: This pattern, let's say that the first number is four.[/TARGET] Teacher: [Crosstalk] Teacher: Student L, go sit down, please. Teacher: Step one, Student J, it says create a list of the numbers given.
Teacher: This pattern, let's say that the first number is four. Teacher: [Crosstalk] Teacher: Student L, go sit down, please.  [TARGET]Teacher: Step one, Student J, it says create a list of the numbers given.[/TARGET] Teacher: The number given is 4. Teacher: So we're gonna begin with 4. Teacher: Now, we're going to [inaudible].
Teacher: [Crosstalk] Teacher: Student L, go sit down, please. Teacher: Step one, Student J, it says create a list of the numbers given.  [TARGET]Teacher: The number given is 4.[/TARGET] Teacher: So we're gonna begin with 4. Teacher: Now, we're going to [inaudible]. Teacher: Pay attention [inaudible].
Teacher: Student L, go sit down, please. Teacher: Step one, Student J, it says create a list of the numbers given. Teacher: The number given is 4.  [TARGET]Teacher: So we're gonna begin with 4.[/TARGET] Teacher: Now, we're going to [inaudible]. Teacher: Pay attention [inaudible]. Teacher: [Crosstalk]
Teacher: Step one, Student J, it says create a list of the numbers given. Teacher: The number given is 4. Teacher: So we're gonna begin with 4.  [TARGET]Teacher: Now, we're going to [inaudible].[/TARGET] Teacher: Pay attention [inaudible]. Teacher: [Crosstalk] Teacher: Please go back to your seat.
Teacher: [Crosstalk] Teacher: Please go back to your seat. Teacher: [Inaudible].  [TARGET]Teacher: Multiply by 3, then add 1.[/TARGET] Teacher: So I'm gonna do this to the 4. Teacher: So 4 times 3 how much? Multiple Students: 12
Teacher: Please go back to your seat. Teacher: [Inaudible]. Teacher: Multiply by 3, then add 1.  [TARGET]Teacher: So I'm gonna do this to the 4.[/TARGET] Teacher: So 4 times 3 how much? Multiple Students: 12 Teacher: Plus 1.
Teacher: [Inaudible]. Teacher: Multiply by 3, then add 1. Teacher: So I'm gonna do this to the 4.  [TARGET]Teacher: So 4 times 3 how much?[/TARGET] Multiple Students: 12 Teacher: Plus 1. Teacher: How much is that?
Teacher: So I'm gonna do this to the 4. Teacher: So 4 times 3 how much? Multiple Students: 12  [TARGET]Teacher: Plus 1.[/TARGET] Teacher: How much is that? Student: 13 Student: [Crosstalk]
Teacher: So 4 times 3 how much? Multiple Students: 12 Teacher: Plus 1.  [TARGET]Teacher: How much is that?[/TARGET] Student: 13 Student: [Crosstalk] Teacher: So this must [inaudible] number, 13.
Teacher: How much is that? Student: 13 Student: [Crosstalk]  [TARGET]Teacher: So this must [inaudible] number, 13.[/TARGET] Teacher: Now I'm gonna do the same thing, Student J, to 13. Teacher: What is 13 times 3? Student: 39
Student: 13 Student: [Crosstalk] Teacher: So this must [inaudible] number, 13.  [TARGET]Teacher: Now I'm gonna do the same thing, Student J, to 13.[/TARGET] Teacher: What is 13 times 3? Student: 39 Student: Plus 1 equals 40.