stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: How do you do a percentage? Teacher: Look on the board. Teacher: There's a fraction - you divide.  [TARGET]Teacher: Then what?[/TARGET] Student: [inaudible] Teacher: So it's two hops to the right. Teacher: So what's your fraction?
Teacher: There's a fraction - you divide. Teacher: Then what? Student: [inaudible]  [TARGET]Teacher: So it's two hops to the right.[/TARGET] Teacher: So what's your fraction? Teacher: 12 over 37. Teacher: Where's your calculator?
Teacher: Then what? Student: [inaudible] Teacher: So it's two hops to the right.  [TARGET]Teacher: So what's your fraction?[/TARGET] Teacher: 12 over 37. Teacher: Where's your calculator? Student: Can I go to the bathroom now?
Student: [inaudible] Teacher: So it's two hops to the right. Teacher: So what's your fraction?  [TARGET]Teacher: 12 over 37.[/TARGET] Teacher: Where's your calculator? Student: Can I go to the bathroom now? Teacher: Type in - actually, why don't you show it, set up a division problem real quick.
Teacher: 12 over 37. Teacher: Where's your calculator? Student: Can I go to the bathroom now?  [TARGET]Teacher: Type in - actually, why don't you show it, set up a division problem real quick.[/TARGET] Teacher: Set it up as a division problem. Teacher: No, set it up - I want to see it. Teacher: Show me how you do it as a division problem.
Teacher: Where's your calculator? Student: Can I go to the bathroom now? Teacher: Type in - actually, why don't you show it, set up a division problem real quick.  [TARGET]Teacher: Set it up as a division problem.[/TARGET] Teacher: No, set it up - I want to see it. Teacher: Show me how you do it as a division problem. Teacher: [inaudible]
Teacher: Type in - actually, why don't you show it, set up a division problem real quick. Teacher: Set it up as a division problem. Teacher: No, set it up - I want to see it.  [TARGET]Teacher: Show me how you do it as a division problem.[/TARGET] Teacher: [inaudible] Student: [inaudible] A, B, C.  So D? Teacher: Type in 12 one more time.
Teacher: Show me how you do it as a division problem. Teacher: [inaudible] Student: [inaudible] A, B, C.  So D?  [TARGET]Teacher: Type in 12 one more time.[/TARGET] Teacher: Then division, then 37. Teacher: Then equals. Teacher: Okay?
Teacher: [inaudible] Student: [inaudible] A, B, C.  So D? Teacher: Type in 12 one more time.  [TARGET]Teacher: Then division, then 37.[/TARGET] Teacher: Then equals. Teacher: Okay? Teacher: So write that number - zero point three two, on top of here.
Student: [inaudible] A, B, C.  So D? Teacher: Type in 12 one more time. Teacher: Then division, then 37.  [TARGET]Teacher: Then equals.[/TARGET] Teacher: Okay? Teacher: So write that number - zero point three two, on top of here. Teacher: Okay?
Teacher: Then division, then 37. Teacher: Then equals. Teacher: Okay?  [TARGET]Teacher: So write that number - zero point three two, on top of here.[/TARGET] Teacher: Okay? Teacher: So you already did the division part, then what? Teacher: How do you turn that into a percent [inaudible]?
Teacher: Okay? Teacher: So write that number - zero point three two, on top of here. Teacher: Okay?  [TARGET]Teacher: So you already did the division part, then what?[/TARGET] Teacher: How do you turn that into a percent [inaudible]? Teacher: What's that? Student: [inaudible]
Teacher: So write that number - zero point three two, on top of here. Teacher: Okay? Teacher: So you already did the division part, then what?  [TARGET]Teacher: How do you turn that into a percent [inaudible]?[/TARGET] Teacher: What's that? Student: [inaudible] Teacher: [inaudible]  Don't come up to me - I'm working with somebody.
Teacher: Okay? Teacher: So you already did the division part, then what? Teacher: How do you turn that into a percent [inaudible]?  [TARGET]Teacher: What's that?[/TARGET] Student: [inaudible] Teacher: [inaudible]  Don't come up to me - I'm working with somebody. Teacher: I'll come to you.
Teacher: I'll come to you. Teacher: Or, Student C seems to understand what's going on - Student G seems to understand. Teacher: You can come to them.  [TARGET]Teacher: Yes?[/TARGET] Teacher: [inaudible] the answer, so what don't you understand? Student: She [inaudible] Teacher: You do this the same way.
Teacher: Or, Student C seems to understand what's going on - Student G seems to understand. Teacher: You can come to them. Teacher: Yes?  [TARGET]Teacher: [inaudible] the answer, so what don't you understand?[/TARGET] Student: She [inaudible] Teacher: You do this the same way. Teacher: You get the fraction first.
Teacher: Yes? Teacher: [inaudible] the answer, so what don't you understand? Student: She [inaudible]  [TARGET]Teacher: You do this the same way.[/TARGET] Teacher: You get the fraction first. Teacher: Of boys that chose orange. Teacher: And then you divide the fraction to [inaudible] the percent, that's it.
Teacher: [inaudible] the answer, so what don't you understand? Student: She [inaudible] Teacher: You do this the same way.  [TARGET]Teacher: You get the fraction first.[/TARGET] Teacher: Of boys that chose orange. Teacher: And then you divide the fraction to [inaudible] the percent, that's it. Student: [inaudible]
Student: She [inaudible] Teacher: You do this the same way. Teacher: You get the fraction first.  [TARGET]Teacher: Of boys that chose orange.[/TARGET] Teacher: And then you divide the fraction to [inaudible] the percent, that's it. Student: [inaudible] Teacher: Well, what's the fraction of boys - how many boys chose orange?
Teacher: You do this the same way. Teacher: You get the fraction first. Teacher: Of boys that chose orange.  [TARGET]Teacher: And then you divide the fraction to [inaudible] the percent, that's it.[/TARGET] Student: [inaudible] Teacher: Well, what's the fraction of boys - how many boys chose orange? Teacher: Show me.
Teacher: Of boys that chose orange. Teacher: And then you divide the fraction to [inaudible] the percent, that's it. Student: [inaudible]  [TARGET]Teacher: Well, what's the fraction of boys - how many boys chose orange?[/TARGET] Teacher: Show me. Teacher: Okay, six out of how many boys total? Student: 6 out of 13.
Teacher: And then you divide the fraction to [inaudible] the percent, that's it. Student: [inaudible] Teacher: Well, what's the fraction of boys - how many boys chose orange?  [TARGET]Teacher: Show me.[/TARGET] Teacher: Okay, six out of how many boys total? Student: 6 out of 13. Teacher: So write 6 out of 13.
Student: [inaudible] Teacher: Well, what's the fraction of boys - how many boys chose orange? Teacher: Show me.  [TARGET]Teacher: Okay, six out of how many boys total?[/TARGET] Student: 6 out of 13. Teacher: So write 6 out of 13. Teacher: Yeah, there you go, you're getting the fraction.
Teacher: Show me. Teacher: Okay, six out of how many boys total? Student: 6 out of 13.  [TARGET]Teacher: So write 6 out of 13.[/TARGET] Teacher: Yeah, there you go, you're getting the fraction. Student: You wanted [inaudible] Teacher: For H?
Teacher: Okay, six out of how many boys total? Student: 6 out of 13. Teacher: So write 6 out of 13.  [TARGET]Teacher: Yeah, there you go, you're getting the fraction.[/TARGET] Student: You wanted [inaudible] Teacher: For H? Teacher: The first thing you have to do is find how many girls - first find the fraction of girls that chose red and pink.
Teacher: So write 6 out of 13. Teacher: Yeah, there you go, you're getting the fraction. Student: You wanted [inaudible]  [TARGET]Teacher: For H?[/TARGET] Teacher: The first thing you have to do is find how many girls - first find the fraction of girls that chose red and pink. Teacher: That's the first thing. Teacher: Because they want a percentage and [inaudible] the fraction.
Teacher: Yeah, there you go, you're getting the fraction. Student: You wanted [inaudible] Teacher: For H?  [TARGET]Teacher: The first thing you have to do is find how many girls - first find the fraction of girls that chose red and pink.[/TARGET] Teacher: That's the first thing. Teacher: Because they want a percentage and [inaudible] the fraction. Teacher: You're [inaudible] the boys.
Student: You wanted [inaudible] Teacher: For H? Teacher: The first thing you have to do is find how many girls - first find the fraction of girls that chose red and pink.  [TARGET]Teacher: That's the first thing.[/TARGET] Teacher: Because they want a percentage and [inaudible] the fraction. Teacher: You're [inaudible] the boys. Teacher: You get your fraction then the percentage, do the same thing with boys, and then you compare [inaudible].
Teacher: For H? Teacher: The first thing you have to do is find how many girls - first find the fraction of girls that chose red and pink. Teacher: That's the first thing.  [TARGET]Teacher: Because they want a percentage and [inaudible] the fraction.[/TARGET] Teacher: You're [inaudible] the boys. Teacher: You get your fraction then the percentage, do the same thing with boys, and then you compare [inaudible]. Teacher: Sit down.
Teacher: The first thing you have to do is find how many girls - first find the fraction of girls that chose red and pink. Teacher: That's the first thing. Teacher: Because they want a percentage and [inaudible] the fraction.  [TARGET]Teacher: You're [inaudible] the boys.[/TARGET] Teacher: You get your fraction then the percentage, do the same thing with boys, and then you compare [inaudible]. Teacher: Sit down. Student: Sit down.
Teacher: That's the first thing. Teacher: Because they want a percentage and [inaudible] the fraction. Teacher: You're [inaudible] the boys.  [TARGET]Teacher: You get your fraction then the percentage, do the same thing with boys, and then you compare [inaudible].[/TARGET] Teacher: Sit down. Student: Sit down. Teacher: Sit down.
Student: Sit down. Teacher: Sit down. Teacher: Sit down.  [TARGET]Teacher: How'd you get these numbers?[/TARGET] Student: I copied the [inaudible] He said [inaudible] Teacher: That's okay. Teacher: You found the percentages.
Teacher: Sit down. Teacher: How'd you get these numbers? Student: I copied the [inaudible] He said [inaudible]  [TARGET]Teacher: That's okay.[/TARGET] Teacher: You found the percentages. Teacher: Which one's bigger? Teacher: So.
Teacher: How'd you get these numbers? Student: I copied the [inaudible] He said [inaudible] Teacher: That's okay.  [TARGET]Teacher: You found the percentages.[/TARGET] Teacher: Which one's bigger? Teacher: So. Teacher: Who's that, the girls?
Student: I copied the [inaudible] He said [inaudible] Teacher: That's okay. Teacher: You found the percentages.  [TARGET]Teacher: Which one's bigger?[/TARGET] Teacher: So. Teacher: Who's that, the girls? Teacher: Okay, you're done.
Teacher: That's okay. Teacher: You found the percentages. Teacher: Which one's bigger?  [TARGET]Teacher: So.[/TARGET] Teacher: Who's that, the girls? Teacher: Okay, you're done. Teacher: Do your [inaudible] exercise, read that.
Teacher: You found the percentages. Teacher: Which one's bigger? Teacher: So.  [TARGET]Teacher: Who's that, the girls?[/TARGET] Teacher: Okay, you're done. Teacher: Do your [inaudible] exercise, read that. Student: I had the [inaudible]
Teacher: Read them when you are done. Teacher: Read the [inaudible] Student: And then I've got to do that.  [TARGET]Teacher: Where, what students?[/TARGET] Teacher: What students? Teacher: You have to start asking students what their favorite colors are. Teacher: Student T, when you are done you've got to start asking students what their favorite colors are.
Teacher: Read the [inaudible] Student: And then I've got to do that. Teacher: Where, what students?  [TARGET]Teacher: What students?[/TARGET] Teacher: You have to start asking students what their favorite colors are. Teacher: Student T, when you are done you've got to start asking students what their favorite colors are. Teacher: So write, get a loose-leaf sheet of paper and start surveying people.
Teacher: Student D, do you need help with H? Teacher: All right. Student: And we need -  [TARGET]Teacher: We're good.[/TARGET] Teacher: We've got Student D, and Student D and Student M maybe. Teacher: I suggest coming to the carpet. Teacher: Thank you.
Teacher: We've got Student D, and Student D and Student M maybe. Teacher: I suggest coming to the carpet. Teacher: Thank you.  [TARGET]Teacher: All right, can someone read the question for me?[/TARGET] Teacher: Read H, Student D.   Student: [inaudible] blue and white. Teacher: So can somebody tell me what the first step might be?
Teacher: I suggest coming to the carpet. Teacher: Thank you. Teacher: All right, can someone read the question for me?  [TARGET]Teacher: Read H, Student D.  [/TARGET] Student: [inaudible] blue and white. Teacher: So can somebody tell me what the first step might be? Student: [inaudible]
Teacher: All right, can someone read the question for me? Teacher: Read H, Student D.   Student: [inaudible] blue and white.  [TARGET]Teacher: So can somebody tell me what the first step might be?[/TARGET] Student: [inaudible] Teacher: Not correct. Student: Do by two, you've got [inaudible] pink and red -
Student: [inaudible] blue and white. Teacher: So can somebody tell me what the first step might be? Student: [inaudible]  [TARGET]Teacher: Not correct.[/TARGET] Student: Do by two, you've got [inaudible] pink and red - Teacher: Pink and red, so what do I do with pink and red? Student: You've got to add it up.
Student: [inaudible] Teacher: Not correct. Student: Do by two, you've got [inaudible] pink and red -  [TARGET]Teacher: Pink and red, so what do I do with pink and red?[/TARGET] Student: You've got to add it up. Teacher: So add up 7, 5 and 2. Student: No, 7 and 5.
Student: Do by two, you've got [inaudible] pink and red - Teacher: Pink and red, so what do I do with pink and red? Student: You've got to add it up.  [TARGET]Teacher: So add up 7, 5 and 2.[/TARGET] Student: No, 7 and 5. Teacher: Why 7 and 5? Teacher: [inaudible] the girls, so 7 and 5 is what?
Student: You've got to add it up. Teacher: So add up 7, 5 and 2. Student: No, 7 and 5.  [TARGET]Teacher: Why 7 and 5?[/TARGET] Teacher: [inaudible] the girls, so 7 and 5 is what? Teacher: 7 plus 5 is what? Student: 12
Teacher: So add up 7, 5 and 2. Student: No, 7 and 5. Teacher: Why 7 and 5?  [TARGET]Teacher: [inaudible] the girls, so 7 and 5 is what?[/TARGET] Teacher: 7 plus 5 is what? Student: 12 Teacher: Is that it, or do I - what am I looking - sit down.
Student: No, 7 and 5. Teacher: Why 7 and 5? Teacher: [inaudible] the girls, so 7 and 5 is what?  [TARGET]Teacher: 7 plus 5 is what?[/TARGET] Student: 12 Teacher: Is that it, or do I - what am I looking - sit down. Teacher: Sit down.
Student: 12 Teacher: Is that it, or do I - what am I looking - sit down. Teacher: Sit down.  [TARGET]Teacher: 12 what, Student D?[/TARGET] Student: 12 over 37. Student: 12 times - Teacher: I'm gonna give you, actually [inaudible]  Guys, guys.
Student: 12 over 37. Student: 12 times - Teacher: I'm gonna give you, actually [inaudible]  Guys, guys.  [TARGET]Teacher: Like this.[/TARGET] Teacher: So, don't come up to me - all right, I'm working on H.  I'm working on H.  Come to the carpet. Teacher: [inaudible] carpet. Teacher: You do not give it to her [inaudible] carpet.
Teacher: So, don't come up to me - all right, I'm working on H.  I'm working on H.  Come to the carpet. Teacher: [inaudible] carpet. Teacher: You do not give it to her [inaudible] carpet.  [TARGET]Teacher: So, Student D, what are my second steps?[/TARGET] Teacher: Now that I've done girls. Student: You set up that [inaudible] Teacher: Where do I put it?
Teacher: [inaudible] carpet. Teacher: You do not give it to her [inaudible] carpet. Teacher: So, Student D, what are my second steps?  [TARGET]Teacher: Now that I've done girls.[/TARGET] Student: You set up that [inaudible] Teacher: Where do I put it? Teacher: You want to come up here and show me?
Teacher: So, Student D, what are my second steps? Teacher: Now that I've done girls. Student: You set up that [inaudible]  [TARGET]Teacher: Where do I put it?[/TARGET] Teacher: You want to come up here and show me? Teacher: Student D, you need to be on the carpet. Student: What is it?
Teacher: You want to come up here and show me? Teacher: Student D, you need to be on the carpet. Student: What is it?  [TARGET]Teacher: [inaudible] what's that answer?[/TARGET] Teacher: Use your calculator. Student: [inaudible] Teacher: Put in, write, one, two - divided by - you can [inaudible], that's why.
Teacher: Student D, you need to be on the carpet. Student: What is it? Teacher: [inaudible] what's that answer?  [TARGET]Teacher: Use your calculator.[/TARGET] Student: [inaudible] Teacher: Put in, write, one, two - divided by - you can [inaudible], that's why. Student: They kind of like [inaudible]
Teacher: [inaudible] what's that answer? Teacher: Use your calculator. Student: [inaudible]  [TARGET]Teacher: Put in, write, one, two - divided by - you can [inaudible], that's why.[/TARGET] Student: They kind of like [inaudible] Teacher: I was [inaudible], see. Teacher: Oh yeah.
Student: [inaudible] Teacher: Put in, write, one, two - divided by - you can [inaudible], that's why. Student: They kind of like [inaudible]  [TARGET]Teacher: I was [inaudible], see.[/TARGET] Teacher: Oh yeah. Teacher: So what's that turn into? Teacher: What percent?
Teacher: Put in, write, one, two - divided by - you can [inaudible], that's why. Student: They kind of like [inaudible] Teacher: I was [inaudible], see.  [TARGET]Teacher: Oh yeah.[/TARGET] Teacher: So what's that turn into? Teacher: What percent? Student: 32 percent.
Student: They kind of like [inaudible] Teacher: I was [inaudible], see. Teacher: Oh yeah.  [TARGET]Teacher: So what's that turn into?[/TARGET] Teacher: What percent? Student: 32 percent. Teacher: 32 percent.
Teacher: I was [inaudible], see. Teacher: Oh yeah. Teacher: So what's that turn into?  [TARGET]Teacher: What percent?[/TARGET] Student: 32 percent. Teacher: 32 percent. Teacher: So that's the girls, 32 percent.
Teacher: So what's that turn into? Teacher: What percent? Student: 32 percent.  [TARGET]Teacher: 32 percent.[/TARGET] Teacher: So that's the girls, 32 percent. Teacher: Now you've gotta do the boys and see which one is bigger - that's it. Teacher: That's it.
Teacher: What percent? Student: 32 percent. Teacher: 32 percent.  [TARGET]Teacher: So that's the girls, 32 percent.[/TARGET] Teacher: Now you've gotta do the boys and see which one is bigger - that's it. Teacher: That's it. Teacher: You did the girls, do the boys now.
Student: 32 percent. Teacher: 32 percent. Teacher: So that's the girls, 32 percent.  [TARGET]Teacher: Now you've gotta do the boys and see which one is bigger - that's it.[/TARGET] Teacher: That's it. Teacher: You did the girls, do the boys now. Teacher: I think you can do it.
Teacher: 32 percent. Teacher: So that's the girls, 32 percent. Teacher: Now you've gotta do the boys and see which one is bigger - that's it.  [TARGET]Teacher: That's it.[/TARGET] Teacher: You did the girls, do the boys now. Teacher: I think you can do it. Teacher: Go ahead, I'm watching.
Teacher: So that's the girls, 32 percent. Teacher: Now you've gotta do the boys and see which one is bigger - that's it. Teacher: That's it.  [TARGET]Teacher: You did the girls, do the boys now.[/TARGET] Teacher: I think you can do it. Teacher: Go ahead, I'm watching. Teacher: Do the boys.
Teacher: Now you've gotta do the boys and see which one is bigger - that's it. Teacher: That's it. Teacher: You did the girls, do the boys now.  [TARGET]Teacher: I think you can do it.[/TARGET] Teacher: Go ahead, I'm watching. Teacher: Do the boys. Teacher: Do you have a question?
Teacher: You did the girls, do the boys now. Teacher: I think you can do it. Teacher: Go ahead, I'm watching.  [TARGET]Teacher: Do the boys.[/TARGET] Teacher: Do you have a question? Teacher: What's the question? Teacher: Student A, if I let you go to the bathroom are you not going to work, sit in that red chair?
Teacher: I think you can do it. Teacher: Go ahead, I'm watching. Teacher: Do the boys.  [TARGET]Teacher: Do you have a question?[/TARGET] Teacher: What's the question? Teacher: Student A, if I let you go to the bathroom are you not going to work, sit in that red chair? Student: Mr. H, that's what I got.
Teacher: Go ahead, I'm watching. Teacher: Do the boys. Teacher: Do you have a question?  [TARGET]Teacher: What's the question?[/TARGET] Teacher: Student A, if I let you go to the bathroom are you not going to work, sit in that red chair? Student: Mr. H, that's what I got. Teacher: How [inaudible] 75?
Teacher: What's the question? Teacher: Student A, if I let you go to the bathroom are you not going to work, sit in that red chair? Student: Mr. H, that's what I got.  [TARGET]Teacher: How [inaudible] 75?[/TARGET] Teacher: Do the fraction first before [inaudible]. Teacher: Student A, please get out of that chair. Teacher: Student M - I'll run over H.  I don't think you were paying attention but then you did it, right?
Teacher: Do the fraction first before [inaudible]. Teacher: Student A, please get out of that chair. Teacher: Student M - I'll run over H.  I don't think you were paying attention but then you did it, right?  [TARGET]Teacher: That's what Student A [inaudible].[/TARGET] Teacher: Got number 13? Teacher: So what did you add up? Student: [inaudible]
Teacher: Student A, please get out of that chair. Teacher: Student M - I'll run over H.  I don't think you were paying attention but then you did it, right? Teacher: That's what Student A [inaudible].  [TARGET]Teacher: Got number 13?[/TARGET] Teacher: So what did you add up? Student: [inaudible] Teacher: Four.
Teacher: Student M - I'll run over H.  I don't think you were paying attention but then you did it, right? Teacher: That's what Student A [inaudible]. Teacher: Got number 13?  [TARGET]Teacher: So what did you add up?[/TARGET] Student: [inaudible] Teacher: Four. Teacher: [inaudible] That's right.
Teacher: Got number 13? Teacher: So what did you add up? Student: [inaudible]  [TARGET]Teacher: Four.[/TARGET] Teacher: [inaudible] That's right. Teacher: Set it up as a division problem. Student: I got 10 boys.
Teacher: So what did you add up? Student: [inaudible] Teacher: Four.  [TARGET]Teacher: [inaudible] That's right.[/TARGET] Teacher: Set it up as a division problem. Student: I got 10 boys. Student: Mr. H [inaudible]
Student: [inaudible] Teacher: Four. Teacher: [inaudible] That's right.  [TARGET]Teacher: Set it up as a division problem.[/TARGET] Student: I got 10 boys. Student: Mr. H [inaudible] Teacher: I'm not gonna look at that.
Teacher: No, based on that, on the graph. Teacher: And to answer your question from that graph - this question right here from that graph. Teacher: Don't talk out loud.  [TARGET]Teacher: That's not a percentage.[/TARGET] Student: Oh, oh. Teacher: Student W. Student: Yes?
Teacher: Don't talk out loud. Teacher: That's not a percentage. Student: Oh, oh.  [TARGET]Teacher: Student W.[/TARGET] Student: Yes? Student: Do I have to solve the problem? Teacher: Yeah, I need an answer so you can solve it.
Student: Do I have to solve the problem? Teacher: Yeah, I need an answer so you can solve it. Teacher: What percentage of students - yes, you have to show me your work.  [TARGET]Teacher: How do you go from one set type of number to another?[/TARGET] Student: I got it. Student: [0:43:00] Teacher: Don't say, I got it.
Student: [0:43:00] Teacher: Don't say, I got it. Teacher: Thumbs up.  [TARGET]Teacher: It's not correct.[/TARGET] Student: Help me [inaudible] Student: [inaudible] today. Teacher: Student W, you have the first part right.
Teacher: It's not correct. Student: Help me [inaudible] Student: [inaudible] today.  [TARGET]Teacher: Student W, you have the first part right.[/TARGET] Teacher: You have this part. Teacher: Take it to here. Teacher: Look here for your example.
Student: Help me [inaudible] Student: [inaudible] today. Teacher: Student W, you have the first part right.  [TARGET]Teacher: You have this part.[/TARGET] Teacher: Take it to here. Teacher: Look here for your example. Teacher: You have a calculator.
Student: [inaudible] today. Teacher: Student W, you have the first part right. Teacher: You have this part.  [TARGET]Teacher: Take it to here.[/TARGET] Teacher: Look here for your example. Teacher: You have a calculator. Teacher: Look at the example.