stanford-nlpxed/classroom_management_data huggingface dataset:
Student: That's a square. Teacher: Almost. Teacher: It would have to be 29 times 29 or 30 times 30.  [TARGET]Teacher: Now I'm looking for groups of tens, 10 times 10.[/TARGET] Teacher: So there's 100, 100, 100 - okay wait - 100, 100, 100. Teacher: Now I don't have any 10 by 10s anymore, do I? Teacher: But this is 9 rows of 10 is 90.
Teacher: Almost. Teacher: It would have to be 29 times 29 or 30 times 30. Teacher: Now I'm looking for groups of tens, 10 times 10.  [TARGET]Teacher: So there's 100, 100, 100 - okay wait - 100, 100, 100.[/TARGET] Teacher: Now I don't have any 10 by 10s anymore, do I? Teacher: But this is 9 rows of 10 is 90. Multiple Students: 90
Teacher: It would have to be 29 times 29 or 30 times 30. Teacher: Now I'm looking for groups of tens, 10 times 10. Teacher: So there's 100, 100, 100 - okay wait - 100, 100, 100.  [TARGET]Teacher: Now I don't have any 10 by 10s anymore, do I?[/TARGET] Teacher: But this is 9 rows of 10 is 90. Multiple Students: 90 Teacher: 90
Teacher: Now I'm looking for groups of tens, 10 times 10. Teacher: So there's 100, 100, 100 - okay wait - 100, 100, 100. Teacher: Now I don't have any 10 by 10s anymore, do I?  [TARGET]Teacher: But this is 9 rows of 10 is 90.[/TARGET] Multiple Students: 90 Teacher: 90 Teacher: So what's the answer?
Teacher: Now I don't have any 10 by 10s anymore, do I? Teacher: But this is 9 rows of 10 is 90. Multiple Students: 90  [TARGET]Teacher: 90[/TARGET] Teacher: So what's the answer? Teacher: 600 Student: 600 plus -
Teacher: But this is 9 rows of 10 is 90. Multiple Students: 90 Teacher: 90  [TARGET]Teacher: So what's the answer?[/TARGET] Teacher: 600 Student: 600 plus - Student: [Crosstalk]
Multiple Students: 90 Teacher: 90 Teacher: So what's the answer?  [TARGET]Teacher: 600[/TARGET] Student: 600 plus - Student: [Crosstalk] Teacher: 270
Teacher: 600 Student: 600 plus - Student: [Crosstalk]  [TARGET]Teacher: 270[/TARGET] Teacher: The answer is 870 Teacher: [Crosstalk] Student: All you have to do is add the zero.
Student: 600 plus - Student: [Crosstalk] Teacher: 270  [TARGET]Teacher: The answer is 870[/TARGET] Teacher: [Crosstalk] Student: All you have to do is add the zero. Student: You can do 3 times 9 and then add the zero.
Student: All you have to do is add the zero. Student: You can do 3 times 9 and then add the zero. Teacher: Shh.  [TARGET]Teacher: What if we do 29 times 30?[/TARGET] Teacher: Zero times 9 is zero. Teacher: Zero times 2 is zero. Teacher: Well there's nothing, so it's not gonna show up on the grid is it.
Student: You can do 3 times 9 and then add the zero. Teacher: Shh. Teacher: What if we do 29 times 30?  [TARGET]Teacher: Zero times 9 is zero.[/TARGET] Teacher: Zero times 2 is zero. Teacher: Well there's nothing, so it's not gonna show up on the grid is it. Teacher: Wait, wait.
Teacher: Shh. Teacher: What if we do 29 times 30? Teacher: Zero times 9 is zero.  [TARGET]Teacher: Zero times 2 is zero.[/TARGET] Teacher: Well there's nothing, so it's not gonna show up on the grid is it. Teacher: Wait, wait. Teacher: We're gonna do partial product.
Teacher: What if we do 29 times 30? Teacher: Zero times 9 is zero. Teacher: Zero times 2 is zero.  [TARGET]Teacher: Well there's nothing, so it's not gonna show up on the grid is it.[/TARGET] Teacher: Wait, wait. Teacher: We're gonna do partial product. Teacher: So zero times 9 is zero.
Teacher: Zero times 9 is zero. Teacher: Zero times 2 is zero. Teacher: Well there's nothing, so it's not gonna show up on the grid is it.  [TARGET]Teacher: Wait, wait.[/TARGET] Teacher: We're gonna do partial product. Teacher: So zero times 9 is zero. Teacher: Zero times 20 is -
Teacher: Zero times 2 is zero. Teacher: Well there's nothing, so it's not gonna show up on the grid is it. Teacher: Wait, wait.  [TARGET]Teacher: We're gonna do partial product.[/TARGET] Teacher: So zero times 9 is zero. Teacher: Zero times 20 is - Multiple Students: Zero.
Teacher: Well there's nothing, so it's not gonna show up on the grid is it. Teacher: Wait, wait. Teacher: We're gonna do partial product.  [TARGET]Teacher: So zero times 9 is zero.[/TARGET] Teacher: Zero times 20 is - Multiple Students: Zero. Teacher: Zero.
Teacher: Wait, wait. Teacher: We're gonna do partial product. Teacher: So zero times 9 is zero.  [TARGET]Teacher: Zero times 20 is -[/TARGET] Multiple Students: Zero. Teacher: Zero. Teacher: 30 times 9 is -
Teacher: So zero times 9 is zero. Teacher: Zero times 20 is - Multiple Students: Zero.  [TARGET]Teacher: Zero.[/TARGET] Teacher: 30 times 9 is - Multiple Students: 270 Teacher: Okay.
Teacher: Zero times 20 is - Multiple Students: Zero. Teacher: Zero.  [TARGET]Teacher: 30 times 9 is -[/TARGET] Multiple Students: 270 Teacher: Okay. Teacher: And 30 times 20.
Teacher: 30 times 9 is - Multiple Students: 270 Teacher: Okay.  [TARGET]Teacher: And 30 times 20.[/TARGET] Multiple Students: 600 Teacher: Okay. Teacher: So it still has the same answer.
Teacher: And 30 times 20. Multiple Students: 600 Teacher: Okay.  [TARGET]Teacher: So it still has the same answer.[/TARGET] Teacher: [Crosstalk] Teacher: Because there's the zero. Teacher: So here's 270.
Teacher: Okay. Teacher: So it still has the same answer. Teacher: [Crosstalk]  [TARGET]Teacher: Because there's the zero.[/TARGET] Teacher: So here's 270. Teacher: Here's 270 and there 390 is 270. Teacher: Here's 600.
Teacher: So it still has the same answer. Teacher: [Crosstalk] Teacher: Because there's the zero.  [TARGET]Teacher: So here's 270.[/TARGET] Teacher: Here's 270 and there 390 is 270. Teacher: Here's 600. Teacher: Here's 600 and there's a picture of the 300.
Teacher: [Crosstalk] Teacher: Because there's the zero. Teacher: So here's 270.  [TARGET]Teacher: Here's 270 and there 390 is 270.[/TARGET] Teacher: Here's 600. Teacher: Here's 600 and there's a picture of the 300. Teacher: So it's just another way to do multiplication.
Teacher: Because there's the zero. Teacher: So here's 270. Teacher: Here's 270 and there 390 is 270.  [TARGET]Teacher: Here's 600.[/TARGET] Teacher: Here's 600 and there's a picture of the 300. Teacher: So it's just another way to do multiplication. Teacher: All right.
Teacher: So here's 270. Teacher: Here's 270 and there 390 is 270. Teacher: Here's 600.  [TARGET]Teacher: Here's 600 and there's a picture of the 300.[/TARGET] Teacher: So it's just another way to do multiplication. Teacher: All right. Teacher: I'm gonna give you each a piece of paper.
Teacher: Here's 270 and there 390 is 270. Teacher: Here's 600. Teacher: Here's 600 and there's a picture of the 300.  [TARGET]Teacher: So it's just another way to do multiplication.[/TARGET] Teacher: All right. Teacher: I'm gonna give you each a piece of paper. Teacher: There's a front and a back.
Teacher: I'm gonna give you each a piece of paper. Teacher: There's a front and a back. Teacher: I'm gonna give you two problems.  [TARGET]Teacher: I want you to count the rows down, count the columns across, fill in the square or the rectangle.[/TARGET] Teacher: Make it look like a rectangle, and then start blocking off the groups of 100 and groups of 10. Student: Are we gonna do [inaudible]? Teacher: No.
Teacher: There's a front and a back. Teacher: I'm gonna give you two problems. Teacher: I want you to count the rows down, count the columns across, fill in the square or the rectangle.  [TARGET]Teacher: Make it look like a rectangle, and then start blocking off the groups of 100 and groups of 10.[/TARGET] Student: Are we gonna do [inaudible]? Teacher: No. Teacher: Pass them out.
Teacher: I want you to count the rows down, count the columns across, fill in the square or the rectangle. Teacher: Make it look like a rectangle, and then start blocking off the groups of 100 and groups of 10. Student: Are we gonna do [inaudible]?  [TARGET]Teacher: No.[/TARGET] Teacher: Pass them out. Student: Is it a grade? Teacher: It's just practice.
Teacher: No. Teacher: Pass them out. Student: Is it a grade?  [TARGET]Teacher: It's just practice.[/TARGET] Teacher: Student A. Student: [Inaudible]. Teacher: Yeah, I'm gonna give you the problem.
Teacher: Pass them out. Student: Is it a grade? Teacher: It's just practice.  [TARGET]Teacher: Student A.[/TARGET] Student: [Inaudible]. Teacher: Yeah, I'm gonna give you the problem. Teacher: Can you pass them out please?
Teacher: Yeah, I'm gonna give you the problem. Teacher: Can you pass them out please? Teacher: [Crosstalk]  [TARGET]Teacher: Well this is called a picture.[/TARGET] Teacher: The rectangles colored in are pictures. Student: I know a good one. Teacher: Now let me think.
Teacher: Can you pass them out please? Teacher: [Crosstalk] Teacher: Well this is called a picture.  [TARGET]Teacher: The rectangles colored in are pictures.[/TARGET] Student: I know a good one. Teacher: Now let me think. Teacher: [Crosstalk]
Teacher: Well this is called a picture. Teacher: The rectangles colored in are pictures. Student: I know a good one.  [TARGET]Teacher: Now let me think.[/TARGET] Teacher: [Crosstalk] Teacher: No, guys, I'm giving you the problems. Teacher: I'm giving you the problems.
Teacher: No, guys, I'm giving you the problems. Teacher: I'm giving you the problems. Student: Can I use my pencil to do it?  [TARGET]Teacher: Yes.[/TARGET] Teacher: 18 times 27 is the first problem. Teacher: Remember, 18 is the rows and the 27 goes across. Teacher: You can just set them on my desk.
Teacher: I'm giving you the problems. Student: Can I use my pencil to do it? Teacher: Yes.  [TARGET]Teacher: 18 times 27 is the first problem.[/TARGET] Teacher: Remember, 18 is the rows and the 27 goes across. Teacher: You can just set them on my desk. Teacher: That's problem number one.
Student: Can I use my pencil to do it? Teacher: Yes. Teacher: 18 times 27 is the first problem.  [TARGET]Teacher: Remember, 18 is the rows and the 27 goes across.[/TARGET] Teacher: You can just set them on my desk. Teacher: That's problem number one. Teacher: The second problem is - let me think.
Teacher: 18 times 27 is the first problem. Teacher: Remember, 18 is the rows and the 27 goes across. Teacher: You can just set them on my desk.  [TARGET]Teacher: That's problem number one.[/TARGET] Teacher: The second problem is - let me think. Teacher: I'll think of one. Teacher: 22 times 31.
Teacher: Remember, 18 is the rows and the 27 goes across. Teacher: You can just set them on my desk. Teacher: That's problem number one.  [TARGET]Teacher: The second problem is - let me think.[/TARGET] Teacher: I'll think of one. Teacher: 22 times 31. Teacher: Thanks.
Teacher: You can just set them on my desk. Teacher: That's problem number one. Teacher: The second problem is - let me think.  [TARGET]Teacher: I'll think of one.[/TARGET] Teacher: 22 times 31. Teacher: Thanks. Student: Can we pick if we want to go down 27 or if we want to go down 18?
Teacher: That's problem number one. Teacher: The second problem is - let me think. Teacher: I'll think of one.  [TARGET]Teacher: 22 times 31.[/TARGET] Teacher: Thanks. Student: Can we pick if we want to go down 27 or if we want to go down 18? Teacher: No, you have to do it the rows and the columns.
Teacher: The second problem is - let me think. Teacher: I'll think of one. Teacher: 22 times 31.  [TARGET]Teacher: Thanks.[/TARGET] Student: Can we pick if we want to go down 27 or if we want to go down 18? Teacher: No, you have to do it the rows and the columns. Teacher: You're gonna go down 18.
Teacher: 22 times 31. Teacher: Thanks. Student: Can we pick if we want to go down 27 or if we want to go down 18?  [TARGET]Teacher: No, you have to do it the rows and the columns.[/TARGET] Teacher: You're gonna go down 18. Student: Oh, okay. Teacher: Down 18 and over 27.
Teacher: Thanks. Student: Can we pick if we want to go down 27 or if we want to go down 18? Teacher: No, you have to do it the rows and the columns.  [TARGET]Teacher: You're gonna go down 18.[/TARGET] Student: Oh, okay. Teacher: Down 18 and over 27. Teacher: Yes.
Teacher: No, you have to do it the rows and the columns. Teacher: You're gonna go down 18. Student: Oh, okay.  [TARGET]Teacher: Down 18 and over 27.[/TARGET] Teacher: Yes. Student: [Inaudible]. Teacher: Yes.
Teacher: You're gonna go down 18. Student: Oh, okay. Teacher: Down 18 and over 27.  [TARGET]Teacher: Yes.[/TARGET] Student: [Inaudible]. Teacher: Yes. Teacher: Make sure you make those blocks.
Teacher: Down 18 and over 27. Teacher: Yes. Student: [Inaudible].  [TARGET]Teacher: Yes.[/TARGET] Teacher: Make sure you make those blocks. Teacher: Yeah, write the numbers like the 100s and the 10s, the groups in crayon or I won't be able to see it 'cause there's so many lines on the paper. Teacher: You can do a pencil for some of it, but then write the 100s.
Teacher: Yes. Student: [Inaudible]. Teacher: Yes.  [TARGET]Teacher: Make sure you make those blocks.[/TARGET] Teacher: Yeah, write the numbers like the 100s and the 10s, the groups in crayon or I won't be able to see it 'cause there's so many lines on the paper. Teacher: You can do a pencil for some of it, but then write the 100s. Student: [Inaudible] those markers?
Student: She said you can use a pencil. Student: This is hard, kind of. Student: [Crosstalk - students doing math problems]  [TARGET]Teacher: You can color it in like we did.[/TARGET] Teacher: The second problem is 22 times 31, 22 rows of 31. Teacher: [Crosstalk] Teacher: Okay, so you're gonna go down 18 and then over 27.
Student: This is hard, kind of. Student: [Crosstalk - students doing math problems] Teacher: You can color it in like we did.  [TARGET]Teacher: The second problem is 22 times 31, 22 rows of 31.[/TARGET] Teacher: [Crosstalk] Teacher: Okay, so you're gonna go down 18 and then over 27. Student: I did that, but I'm not sure what to do next.
Teacher: You can color it in like we did. Teacher: The second problem is 22 times 31, 22 rows of 31. Teacher: [Crosstalk]  [TARGET]Teacher: Okay, so you're gonna go down 18 and then over 27.[/TARGET] Student: I did that, but I'm not sure what to do next. Teacher: You're just trying to figure out the answer. Teacher: So you know right away that this is a group of 100 because that's a 10 by 10.
Teacher: [Crosstalk] Teacher: Okay, so you're gonna go down 18 and then over 27. Student: I did that, but I'm not sure what to do next.  [TARGET]Teacher: You're just trying to figure out the answer.[/TARGET] Teacher: So you know right away that this is a group of 100 because that's a 10 by 10. Student: Oh, that's 100. Teacher: And this is a group of 100, and this is 8 rows of 10 over here, so that's a group of -
Teacher: Okay, so you're gonna go down 18 and then over 27. Student: I did that, but I'm not sure what to do next. Teacher: You're just trying to figure out the answer.  [TARGET]Teacher: So you know right away that this is a group of 100 because that's a 10 by 10.[/TARGET] Student: Oh, that's 100. Teacher: And this is a group of 100, and this is 8 rows of 10 over here, so that's a group of - Student: 80
Teacher: You're just trying to figure out the answer. Teacher: So you know right away that this is a group of 100 because that's a 10 by 10. Student: Oh, that's 100.  [TARGET]Teacher: And this is a group of 100, and this is 8 rows of 10 over here, so that's a group of -[/TARGET] Student: 80 Teacher: 80 Teacher: That's a group of 80.
Student: Oh, that's 100. Teacher: And this is a group of 100, and this is 8 rows of 10 over here, so that's a group of - Student: 80  [TARGET]Teacher: 80[/TARGET] Teacher: That's a group of 80. Student: Is this the answer? Teacher: I don't know what the answer is.
Teacher: And this is a group of 100, and this is 8 rows of 10 over here, so that's a group of - Student: 80 Teacher: 80  [TARGET]Teacher: That's a group of 80.[/TARGET] Student: Is this the answer? Teacher: I don't know what the answer is. Teacher: It could be.
Teacher: 80 Teacher: That's a group of 80. Student: Is this the answer?  [TARGET]Teacher: I don't know what the answer is.[/TARGET] Teacher: It could be. Teacher: What do you have, 300? Teacher: It shouldn't end in a zero.
Teacher: That's a group of 80. Student: Is this the answer? Teacher: I don't know what the answer is.  [TARGET]Teacher: It could be.[/TARGET] Teacher: What do you have, 300? Teacher: It shouldn't end in a zero. Teacher: [Crosstalk]
Student: Is this the answer? Teacher: I don't know what the answer is. Teacher: It could be.  [TARGET]Teacher: What do you have, 300?[/TARGET] Teacher: It shouldn't end in a zero. Teacher: [Crosstalk] Teacher: Because this is 8 rows of 7, not 10 rows of 7.
Teacher: I don't know what the answer is. Teacher: It could be. Teacher: What do you have, 300?  [TARGET]Teacher: It shouldn't end in a zero.[/TARGET] Teacher: [Crosstalk] Teacher: Because this is 8 rows of 7, not 10 rows of 7. Teacher: That's where the mix up is.
Teacher: What do you have, 300? Teacher: It shouldn't end in a zero. Teacher: [Crosstalk]  [TARGET]Teacher: Because this is 8 rows of 7, not 10 rows of 7.[/TARGET] Teacher: That's where the mix up is. Teacher: Now where's your groups though? Teacher: Where's your blocks of 100?
Teacher: It shouldn't end in a zero. Teacher: [Crosstalk] Teacher: Because this is 8 rows of 7, not 10 rows of 7.  [TARGET]Teacher: That's where the mix up is.[/TARGET] Teacher: Now where's your groups though? Teacher: Where's your blocks of 100? Student: I'm doing it.
Teacher: [Crosstalk] Teacher: Because this is 8 rows of 7, not 10 rows of 7. Teacher: That's where the mix up is.  [TARGET]Teacher: Now where's your groups though?[/TARGET] Teacher: Where's your blocks of 100? Student: I'm doing it. Teacher: But you need to draw these out.
Teacher: Because this is 8 rows of 7, not 10 rows of 7. Teacher: That's where the mix up is. Teacher: Now where's your groups though?  [TARGET]Teacher: Where's your blocks of 100?[/TARGET] Student: I'm doing it. Teacher: But you need to draw these out. Teacher: Show me.
Teacher: Now where's your groups though? Teacher: Where's your blocks of 100? Student: I'm doing it.  [TARGET]Teacher: But you need to draw these out.[/TARGET] Teacher: Show me. Teacher: Show that this is 100. Student: Can I use brown?
Teacher: Where's your blocks of 100? Student: I'm doing it. Teacher: But you need to draw these out.  [TARGET]Teacher: Show me.[/TARGET] Teacher: Show that this is 100. Student: Can I use brown? Teacher: I don't care.
Student: I'm doing it. Teacher: But you need to draw these out. Teacher: Show me.  [TARGET]Teacher: Show that this is 100.[/TARGET] Student: Can I use brown? Teacher: I don't care. Teacher: You can use brown if you want to.
Student: Can I use brown? Teacher: I don't care. Teacher: You can use brown if you want to.  [TARGET]Teacher: 100, 100, good job.[/TARGET] Student: I get this. Teacher: Okay. Teacher: So when you get that colored in or traced in you can see that that's a block of 100, right.
Teacher: 100, 100, good job. Student: I get this. Teacher: Okay.  [TARGET]Teacher: So when you get that colored in or traced in you can see that that's a block of 100, right.[/TARGET] Student: Yeah. Student: In the columns there's only 30. Teacher: Because you go down 22 and over 31.
Teacher: So when you get that colored in or traced in you can see that that's a block of 100, right. Student: Yeah. Student: In the columns there's only 30.  [TARGET]Teacher: Because you go down 22 and over 31.[/TARGET] Teacher: The rows go across like that. Teacher: That's one row, two rows, three rows. Teacher: You need 22 rows.
Student: Yeah. Student: In the columns there's only 30. Teacher: Because you go down 22 and over 31.  [TARGET]Teacher: The rows go across like that.[/TARGET] Teacher: That's one row, two rows, three rows. Teacher: You need 22 rows. Teacher: You did the other one backwards.
Student: In the columns there's only 30. Teacher: Because you go down 22 and over 31. Teacher: The rows go across like that.  [TARGET]Teacher: That's one row, two rows, three rows.[/TARGET] Teacher: You need 22 rows. Teacher: You did the other one backwards. Student: Do you put the exact number in each box, like this is 54?
Teacher: Because you go down 22 and over 31. Teacher: The rows go across like that. Teacher: That's one row, two rows, three rows.  [TARGET]Teacher: You need 22 rows.[/TARGET] Teacher: You did the other one backwards. Student: Do you put the exact number in each box, like this is 54? Teacher: It's not 54.
Teacher: The rows go across like that. Teacher: That's one row, two rows, three rows. Teacher: You need 22 rows.  [TARGET]Teacher: You did the other one backwards.[/TARGET] Student: Do you put the exact number in each box, like this is 54? Teacher: It's not 54. Student: Would you round it?
Teacher: You need 22 rows. Teacher: You did the other one backwards. Student: Do you put the exact number in each box, like this is 54?  [TARGET]Teacher: It's not 54.[/TARGET] Student: Would you round it? Teacher: No. Teacher: How many were you supposed to go over?
Student: Do you put the exact number in each box, like this is 54? Teacher: It's not 54. Student: Would you round it?  [TARGET]Teacher: No.[/TARGET] Teacher: How many were you supposed to go over? Student: 27 Teacher: So you went over 10, 20, 7.
Teacher: It's not 54. Student: Would you round it? Teacher: No.  [TARGET]Teacher: How many were you supposed to go over?[/TARGET] Student: 27 Teacher: So you went over 10, 20, 7. Student: I did 25.
Teacher: No. Teacher: How many were you supposed to go over? Student: 27  [TARGET]Teacher: So you went over 10, 20, 7.[/TARGET] Student: I did 25. Teacher: Okay. Student: I have to do 2 more.
Student: I did 25. Teacher: Okay. Student: I have to do 2 more.  [TARGET]Teacher: Even if you did 25 that wouldn't be 54.[/TARGET] Teacher: That would be 10 rows of 5. Teacher: So what would it be? Student: That would be 50.
Teacher: Okay. Student: I have to do 2 more. Teacher: Even if you did 25 that wouldn't be 54.  [TARGET]Teacher: That would be 10 rows of 5.[/TARGET] Teacher: So what would it be? Student: That would be 50. Teacher: 50, but make sure it goes over to 7 and then it's 10 rows of 7.
Student: I have to do 2 more. Teacher: Even if you did 25 that wouldn't be 54. Teacher: That would be 10 rows of 5.  [TARGET]Teacher: So what would it be?[/TARGET] Student: That would be 50. Teacher: 50, but make sure it goes over to 7 and then it's 10 rows of 7. Student: Can I get another paper?
Teacher: That would be 10 rows of 5. Teacher: So what would it be? Student: That would be 50.  [TARGET]Teacher: 50, but make sure it goes over to 7 and then it's 10 rows of 7.[/TARGET] Student: Can I get another paper? Teacher: Mm-hmm. Teacher: [Crosstalk]
Student: Can I get some water. Teacher: Yeah. Teacher: Guys, after you draw your grid and add it up, go ahead and do the multiplication problem any way you want.  [TARGET]Teacher: You can do -[/TARGET] Teacher: [Crosstalk] Teacher: Listen. Teacher: I want you to check your answer.
Teacher: Listen. Teacher: I want you to check your answer. Teacher: After you draw the grids out, go ahead and do the problem.  [TARGET]Teacher: You can do Lattice or partial product.[/TARGET] Student: [Inaudible]. Teacher: Yeah, 'cause it's 8 rows of 7 down at the bottom corner, right. Teacher: So add all those up.
Teacher: After you draw the grids out, go ahead and do the problem. Teacher: You can do Lattice or partial product. Student: [Inaudible].  [TARGET]Teacher: Yeah, 'cause it's 8 rows of 7 down at the bottom corner, right.[/TARGET] Teacher: So add all those up. Student: Would the last one be 70? Teacher: Yes, the last one would be 70.
Teacher: You can do Lattice or partial product. Student: [Inaudible]. Teacher: Yeah, 'cause it's 8 rows of 7 down at the bottom corner, right.  [TARGET]Teacher: So add all those up.[/TARGET] Student: Would the last one be 70? Teacher: Yes, the last one would be 70. Student: Can we do traditional?
Teacher: Yeah, 'cause it's 8 rows of 7 down at the bottom corner, right. Teacher: So add all those up. Student: Would the last one be 70?  [TARGET]Teacher: Yes, the last one would be 70.[/TARGET] Student: Can we do traditional? Teacher: Yeah. Teacher: Do anything you want to check it and make sure that your answer, that that two answers match.