stanford-nlpxed/classroom_management_data huggingface dataset:
Student: [Crosstalk] Teacher: Shh. Teacher: Let's try one just a little bit bigger.  [TARGET]Teacher: Tell me a two-digit number, Student B, like something in the 20s or 30s or something like that.[/TARGET] Student: 35 Teacher: Okay, 35. Teacher: So it's 35 rows.
Teacher: Let's try one just a little bit bigger. Teacher: Tell me a two-digit number, Student B, like something in the 20s or 30s or something like that. Student: 35  [TARGET]Teacher: Okay, 35.[/TARGET] Teacher: So it's 35 rows. Teacher: And how many should we put in each row, Student A? Teacher: How many should we put in each row?
Teacher: Tell me a two-digit number, Student B, like something in the 20s or 30s or something like that. Student: 35 Teacher: Okay, 35.  [TARGET]Teacher: So it's 35 rows.[/TARGET] Teacher: And how many should we put in each row, Student A? Teacher: How many should we put in each row? Student: [Inaudible].
Student: 35 Teacher: Okay, 35. Teacher: So it's 35 rows.  [TARGET]Teacher: And how many should we put in each row, Student A?[/TARGET] Teacher: How many should we put in each row? Student: [Inaudible]. Teacher: Make it a little bit bigger than that.
Teacher: Okay, 35. Teacher: So it's 35 rows. Teacher: And how many should we put in each row, Student A?  [TARGET]Teacher: How many should we put in each row?[/TARGET] Student: [Inaudible]. Teacher: Make it a little bit bigger than that. Teacher: Make it in the 10s, the 20s, the 30s, 20s.
Teacher: And how many should we put in each row, Student A? Teacher: How many should we put in each row? Student: [Inaudible].  [TARGET]Teacher: Make it a little bit bigger than that.[/TARGET] Teacher: Make it in the 10s, the 20s, the 30s, 20s. Teacher: It can be something in the teens or something in the 20s. Student: [Inaudible].
Teacher: How many should we put in each row? Student: [Inaudible]. Teacher: Make it a little bit bigger than that.  [TARGET]Teacher: Make it in the 10s, the 20s, the 30s, 20s.[/TARGET] Teacher: It can be something in the teens or something in the 20s. Student: [Inaudible]. Teacher: How much?
Student: [Inaudible]. Teacher: Make it a little bit bigger than that. Teacher: Make it in the 10s, the 20s, the 30s, 20s.  [TARGET]Teacher: It can be something in the teens or something in the 20s.[/TARGET] Student: [Inaudible]. Teacher: How much? Student: 23
Teacher: Make it in the 10s, the 20s, the 30s, 20s. Teacher: It can be something in the teens or something in the 20s. Student: [Inaudible].  [TARGET]Teacher: How much?[/TARGET] Student: 23 Teacher: Times 23. Teacher: We're gonna draw an array that shows a picture of that.
Student: [Inaudible]. Teacher: How much? Student: 23  [TARGET]Teacher: Times 23.[/TARGET] Teacher: We're gonna draw an array that shows a picture of that. Teacher: Give me that paper. Teacher: That's it right there.
Teacher: How much? Student: 23 Teacher: Times 23.  [TARGET]Teacher: We're gonna draw an array that shows a picture of that.[/TARGET] Teacher: Give me that paper. Teacher: That's it right there. Teacher: All right, 35 times 23.
Teacher: We're gonna draw an array that shows a picture of that. Teacher: Give me that paper. Teacher: That's it right there.  [TARGET]Teacher: All right, 35 times 23.[/TARGET] Teacher: So how many rows do I need to -? Teacher: A problem. Teacher: We have to switch it.
Teacher: Give me that paper. Teacher: That's it right there. Teacher: All right, 35 times 23.  [TARGET]Teacher: So how many rows do I need to -?[/TARGET] Teacher: A problem. Teacher: We have to switch it. Teacher: I don't have enough room on there for 35 rows, do I?
Teacher: That's it right there. Teacher: All right, 35 times 23. Teacher: So how many rows do I need to -?  [TARGET]Teacher: A problem.[/TARGET] Teacher: We have to switch it. Teacher: I don't have enough room on there for 35 rows, do I? Student: No you do not.
Teacher: All right, 35 times 23. Teacher: So how many rows do I need to -? Teacher: A problem.  [TARGET]Teacher: We have to switch it.[/TARGET] Teacher: I don't have enough room on there for 35 rows, do I? Student: No you do not. Teacher: No I do not.
Teacher: So how many rows do I need to -? Teacher: A problem. Teacher: We have to switch it.  [TARGET]Teacher: I don't have enough room on there for 35 rows, do I?[/TARGET] Student: No you do not. Teacher: No I do not. Teacher: So we're gonna do 23 times 35.
Teacher: We have to switch it. Teacher: I don't have enough room on there for 35 rows, do I? Student: No you do not.  [TARGET]Teacher: No I do not.[/TARGET] Teacher: So we're gonna do 23 times 35. Teacher: We're gonna switch the problem. Student: Why couldn't you just -
Teacher: I don't have enough room on there for 35 rows, do I? Student: No you do not. Teacher: No I do not.  [TARGET]Teacher: So we're gonna do 23 times 35.[/TARGET] Teacher: We're gonna switch the problem. Student: Why couldn't you just - Teacher: Because I only have 30 rows going down.
Student: No you do not. Teacher: No I do not. Teacher: So we're gonna do 23 times 35.  [TARGET]Teacher: We're gonna switch the problem.[/TARGET] Student: Why couldn't you just - Teacher: Because I only have 30 rows going down. Teacher: I can't do 35 on that paper.
Teacher: So we're gonna do 23 times 35. Teacher: We're gonna switch the problem. Student: Why couldn't you just -  [TARGET]Teacher: Because I only have 30 rows going down.[/TARGET] Teacher: I can't do 35 on that paper. Teacher: So we're gonna count down 23. Teacher: Now you guys are gonna do a problem in just a minute.
Teacher: We're gonna switch the problem. Student: Why couldn't you just - Teacher: Because I only have 30 rows going down.  [TARGET]Teacher: I can't do 35 on that paper.[/TARGET] Teacher: So we're gonna count down 23. Teacher: Now you guys are gonna do a problem in just a minute. Teacher: I do have 35 that way.
Student: Why couldn't you just - Teacher: Because I only have 30 rows going down. Teacher: I can't do 35 on that paper.  [TARGET]Teacher: So we're gonna count down 23.[/TARGET] Teacher: Now you guys are gonna do a problem in just a minute. Teacher: I do have 35 that way. Teacher: So I don't have to count every little box, do I?
Teacher: I can't do 35 on that paper. Teacher: So we're gonna count down 23. Teacher: Now you guys are gonna do a problem in just a minute.  [TARGET]Teacher: I do have 35 that way.[/TARGET] Teacher: So I don't have to count every little box, do I? Student: No. Teacher: So I can go down 10, 20, 23, and now I'm gonna go over 35.
Teacher: So we're gonna count down 23. Teacher: Now you guys are gonna do a problem in just a minute. Teacher: I do have 35 that way.  [TARGET]Teacher: So I don't have to count every little box, do I?[/TARGET] Student: No. Teacher: So I can go down 10, 20, 23, and now I'm gonna go over 35. Teacher: 10, 20, 30, 35.
Teacher: I do have 35 that way. Teacher: So I don't have to count every little box, do I? Student: No.  [TARGET]Teacher: So I can go down 10, 20, 23, and now I'm gonna go over 35.[/TARGET] Teacher: 10, 20, 30, 35. Teacher: Now this is gonna be a big array. Student: That's a rectangle.
Teacher: So I don't have to count every little box, do I? Student: No. Teacher: So I can go down 10, 20, 23, and now I'm gonna go over 35.  [TARGET]Teacher: 10, 20, 30, 35.[/TARGET] Teacher: Now this is gonna be a big array. Student: That's a rectangle. Teacher: It is a rectangle, not a square.
Student: No. Teacher: So I can go down 10, 20, 23, and now I'm gonna go over 35. Teacher: 10, 20, 30, 35.  [TARGET]Teacher: Now this is gonna be a big array.[/TARGET] Student: That's a rectangle. Teacher: It is a rectangle, not a square. Teacher: What would have to be true about the factors to make a square?
Teacher: 10, 20, 30, 35. Teacher: Now this is gonna be a big array. Student: That's a rectangle.  [TARGET]Teacher: It is a rectangle, not a square.[/TARGET] Teacher: What would have to be true about the factors to make a square? Teacher: [Crosstalk] Teacher: 23 times 23 or 35 times 35.
Teacher: Now this is gonna be a big array. Student: That's a rectangle. Teacher: It is a rectangle, not a square.  [TARGET]Teacher: What would have to be true about the factors to make a square?[/TARGET] Teacher: [Crosstalk] Teacher: 23 times 23 or 35 times 35. Student: Isn't it messed up if it's 23 times 23?
Teacher: It is a rectangle, not a square. Teacher: What would have to be true about the factors to make a square? Teacher: [Crosstalk]  [TARGET]Teacher: 23 times 23 or 35 times 35.[/TARGET] Student: Isn't it messed up if it's 23 times 23? Teacher: It would be a square. Teacher: Okay.
Teacher: [Crosstalk] Teacher: 23 times 23 or 35 times 35. Student: Isn't it messed up if it's 23 times 23?  [TARGET]Teacher: It would be a square.[/TARGET] Teacher: Okay. Teacher: Does anybody know the answer to that problem yet? Student: No.
Student: Isn't it messed up if it's 23 times 23? Teacher: It would be a square. Teacher: Okay.  [TARGET]Teacher: Does anybody know the answer to that problem yet?[/TARGET] Student: No. Teacher: No, probably not in your head. Teacher: Let me show you an easy way you can figure this out using the grid.
Teacher: Okay. Teacher: Does anybody know the answer to that problem yet? Student: No.  [TARGET]Teacher: No, probably not in your head.[/TARGET] Teacher: Let me show you an easy way you can figure this out using the grid. Teacher: I'm gonna count. Teacher: How many blocks are in here?
Teacher: Does anybody know the answer to that problem yet? Student: No. Teacher: No, probably not in your head.  [TARGET]Teacher: Let me show you an easy way you can figure this out using the grid.[/TARGET] Teacher: I'm gonna count. Teacher: How many blocks are in here? Multiple Students: 10
Student: No. Teacher: No, probably not in your head. Teacher: Let me show you an easy way you can figure this out using the grid.  [TARGET]Teacher: I'm gonna count.[/TARGET] Teacher: How many blocks are in here? Multiple Students: 10 Multiple Students: 100
Teacher: No, probably not in your head. Teacher: Let me show you an easy way you can figure this out using the grid. Teacher: I'm gonna count.  [TARGET]Teacher: How many blocks are in here?[/TARGET] Multiple Students: 10 Multiple Students: 100 Teacher: 100
Teacher: How many blocks are in here? Multiple Students: 10 Multiple Students: 100  [TARGET]Teacher: 100[/TARGET] Teacher: How many blocks are in here? Multiple Students: 100, 100, 100, 100, 100. Teacher: Okay, now think about this one.
Multiple Students: 10 Multiple Students: 100 Teacher: 100  [TARGET]Teacher: How many blocks are in here?[/TARGET] Multiple Students: 100, 100, 100, 100, 100. Teacher: Okay, now think about this one. Teacher: This is 10 rows of 5, so that's 50.
Teacher: 100 Teacher: How many blocks are in here? Multiple Students: 100, 100, 100, 100, 100.  [TARGET]Teacher: Okay, now think about this one.[/TARGET] Teacher: This is 10 rows of 5, so that's 50. Teacher: 10 rows of 5 is? Multiple Students: 50
Teacher: How many blocks are in here? Multiple Students: 100, 100, 100, 100, 100. Teacher: Okay, now think about this one.  [TARGET]Teacher: This is 10 rows of 5, so that's 50.[/TARGET] Teacher: 10 rows of 5 is? Multiple Students: 50 Teacher: How much is here?
Multiple Students: 100, 100, 100, 100, 100. Teacher: Okay, now think about this one. Teacher: This is 10 rows of 5, so that's 50.  [TARGET]Teacher: 10 rows of 5 is?[/TARGET] Multiple Students: 50 Teacher: How much is here? Multiple Students: [Crosstalk]
Teacher: This is 10 rows of 5, so that's 50. Teacher: 10 rows of 5 is? Multiple Students: 50  [TARGET]Teacher: How much is here?[/TARGET] Multiple Students: [Crosstalk] Teacher: This is 1, 2, 3. Teacher: So there's 30, 30.
Multiple Students: 50 Teacher: How much is here? Multiple Students: [Crosstalk]  [TARGET]Teacher: This is 1, 2, 3.[/TARGET] Teacher: So there's 30, 30. Teacher: Is that 10? Teacher: [Crosstalk]
Teacher: How much is here? Multiple Students: [Crosstalk] Teacher: This is 1, 2, 3.  [TARGET]Teacher: So there's 30, 30.[/TARGET] Teacher: Is that 10? Teacher: [Crosstalk] Teacher: Because there's 3 rows of 5.
Multiple Students: [Crosstalk] Teacher: This is 1, 2, 3. Teacher: So there's 30, 30.  [TARGET]Teacher: Is that 10?[/TARGET] Teacher: [Crosstalk] Teacher: Because there's 3 rows of 5. Student: The answer is 205.
Teacher: So there's 30, 30. Teacher: Is that 10? Teacher: [Crosstalk]  [TARGET]Teacher: Because there's 3 rows of 5.[/TARGET] Student: The answer is 205. Teacher: Wait, wait. Teacher: The answer can't be 205.
Teacher: [Crosstalk] Teacher: Because there's 3 rows of 5. Student: The answer is 205.  [TARGET]Teacher: Wait, wait.[/TARGET] Teacher: The answer can't be 205. Teacher: Let's count it up, 1, 2, 3, 4, 5, 6. Teacher: So there's 600.
Teacher: Because there's 3 rows of 5. Student: The answer is 205. Teacher: Wait, wait.  [TARGET]Teacher: The answer can't be 205.[/TARGET] Teacher: Let's count it up, 1, 2, 3, 4, 5, 6. Teacher: So there's 600. Student: 805
Student: The answer is 205. Teacher: Wait, wait. Teacher: The answer can't be 205.  [TARGET]Teacher: Let's count it up, 1, 2, 3, 4, 5, 6.[/TARGET] Teacher: So there's 600. Student: 805 Student: I messed up.
Teacher: Wait, wait. Teacher: The answer can't be 205. Teacher: Let's count it up, 1, 2, 3, 4, 5, 6.  [TARGET]Teacher: So there's 600.[/TARGET] Student: 805 Student: I messed up. Student: I was thinking about the other ones, 805.
Student: I messed up. Student: I was thinking about the other ones, 805. Student: [Crosstalk]  [TARGET]Teacher: 805[/TARGET] Teacher: [Crosstalk] Teacher: All right. Teacher: Now let's try one more thing before you do a picture of your own.
Teacher: [Crosstalk] Teacher: All right. Teacher: Now let's try one more thing before you do a picture of your own.  [TARGET]Teacher: Do you remember the other day when we talked about partial product multiplication?[/TARGET] Multiple Students: Yes. Teacher: So this is not the traditional way where we write something down and carry. Teacher: We're gonna go step-by-step and do partial product.
Teacher: Now let's try one more thing before you do a picture of your own. Teacher: Do you remember the other day when we talked about partial product multiplication? Multiple Students: Yes.  [TARGET]Teacher: So this is not the traditional way where we write something down and carry.[/TARGET] Teacher: We're gonna go step-by-step and do partial product. Student: Well actually - Teacher: Just watch.
Teacher: Do you remember the other day when we talked about partial product multiplication? Multiple Students: Yes. Teacher: So this is not the traditional way where we write something down and carry.  [TARGET]Teacher: We're gonna go step-by-step and do partial product.[/TARGET] Student: Well actually - Teacher: Just watch. Teacher: What's 5 times 3?
Teacher: So this is not the traditional way where we write something down and carry. Teacher: We're gonna go step-by-step and do partial product. Student: Well actually -  [TARGET]Teacher: Just watch.[/TARGET] Teacher: What's 5 times 3? Teacher: [Crosstalk] Teacher: Student A.  What's 5 times 20?
Teacher: We're gonna go step-by-step and do partial product. Student: Well actually - Teacher: Just watch.  [TARGET]Teacher: What's 5 times 3?[/TARGET] Teacher: [Crosstalk] Teacher: Student A.  What's 5 times 20? Student: 10
Teacher: Just watch. Teacher: What's 5 times 3? Teacher: [Crosstalk]  [TARGET]Teacher: Student A.  What's 5 times 20?[/TARGET] Student: 10 Student: 100 Teacher: 100
Teacher: Student A.  What's 5 times 20? Student: 10 Student: 100  [TARGET]Teacher: 100[/TARGET] Student: Oh, 5 times 20, yeah. Teacher: What's 30 times 3? Student: 90
Student: 100 Teacher: 100 Student: Oh, 5 times 20, yeah.  [TARGET]Teacher: What's 30 times 3?[/TARGET] Student: 90 Teacher: And what's 30 times 20? Multiple Students: 600
Student: Oh, 5 times 20, yeah. Teacher: What's 30 times 3? Student: 90  [TARGET]Teacher: And what's 30 times 20?[/TARGET] Multiple Students: 600 Teacher: Okay. Teacher: What do you notice about these numbers and these numbers?
Teacher: And what's 30 times 20? Multiple Students: 600 Teacher: Okay.  [TARGET]Teacher: What do you notice about these numbers and these numbers?[/TARGET] Student: They're the same, but just different - Teacher: They're the same, but in different order. Teacher: So just look.
Teacher: Okay. Teacher: What do you notice about these numbers and these numbers? Student: They're the same, but just different -  [TARGET]Teacher: They're the same, but in different order.[/TARGET] Teacher: So just look. Teacher: When we do partial product multiplication we get a group of 15, a group of 100, a group of 90 and a group of 600, right. Teacher: When we do it on the grid - oops, wait a minute - we get our group of 15, our group of 600 goes there and there's our group of 15, our group of 100 and our group of -
Teacher: What do you notice about these numbers and these numbers? Student: They're the same, but just different - Teacher: They're the same, but in different order.  [TARGET]Teacher: So just look.[/TARGET] Teacher: When we do partial product multiplication we get a group of 15, a group of 100, a group of 90 and a group of 600, right. Teacher: When we do it on the grid - oops, wait a minute - we get our group of 15, our group of 600 goes there and there's our group of 15, our group of 100 and our group of - Multiple Students: 90
Student: They're the same, but just different - Teacher: They're the same, but in different order. Teacher: So just look.  [TARGET]Teacher: When we do partial product multiplication we get a group of 15, a group of 100, a group of 90 and a group of 600, right.[/TARGET] Teacher: When we do it on the grid - oops, wait a minute - we get our group of 15, our group of 600 goes there and there's our group of 15, our group of 100 and our group of - Multiple Students: 90 Teacher: 90
Teacher: They're the same, but in different order. Teacher: So just look. Teacher: When we do partial product multiplication we get a group of 15, a group of 100, a group of 90 and a group of 600, right.  [TARGET]Teacher: When we do it on the grid - oops, wait a minute - we get our group of 15, our group of 600 goes there and there's our group of 15, our group of 100 and our group of -[/TARGET] Multiple Students: 90 Teacher: 90 Teacher: So really this is just partial product multiplication.
Teacher: When we do partial product multiplication we get a group of 15, a group of 100, a group of 90 and a group of 600, right. Teacher: When we do it on the grid - oops, wait a minute - we get our group of 15, our group of 600 goes there and there's our group of 15, our group of 100 and our group of - Multiple Students: 90  [TARGET]Teacher: 90[/TARGET] Teacher: So really this is just partial product multiplication. Teacher: You're just showing it out in a grid. Student: So we're pretty much doing it by [inaudible].
Teacher: When we do it on the grid - oops, wait a minute - we get our group of 15, our group of 600 goes there and there's our group of 15, our group of 100 and our group of - Multiple Students: 90 Teacher: 90  [TARGET]Teacher: So really this is just partial product multiplication.[/TARGET] Teacher: You're just showing it out in a grid. Student: So we're pretty much doing it by [inaudible]. Teacher: Huh?
Multiple Students: 90 Teacher: 90 Teacher: So really this is just partial product multiplication.  [TARGET]Teacher: You're just showing it out in a grid.[/TARGET] Student: So we're pretty much doing it by [inaudible]. Teacher: Huh? Student: You're pretty much doing it by the same thing 'cause you said it's 600 and that's all the [inaudible].
Teacher: So really this is just partial product multiplication. Teacher: You're just showing it out in a grid. Student: So we're pretty much doing it by [inaudible].  [TARGET]Teacher: Huh?[/TARGET] Student: You're pretty much doing it by the same thing 'cause you said it's 600 and that's all the [inaudible]. Teacher: Yeah. Teacher: We're gonna do one more and then I'm gonna give you grid paper and you're gonna do two of your own.
Student: So we're pretty much doing it by [inaudible]. Teacher: Huh? Student: You're pretty much doing it by the same thing 'cause you said it's 600 and that's all the [inaudible].  [TARGET]Teacher: Yeah.[/TARGET] Teacher: We're gonna do one more and then I'm gonna give you grid paper and you're gonna do two of your own. Teacher: There's room on the front and the back. Teacher: Student E, give me a number.
Teacher: Yeah. Teacher: We're gonna do one more and then I'm gonna give you grid paper and you're gonna do two of your own. Teacher: There's room on the front and the back.  [TARGET]Teacher: Student E, give me a number.[/TARGET] Teacher: If it's in the teens sometimes I call it a teenager number. Teacher: So give me a number that's either a teenager or in the 20s. Student: 29
Teacher: We're gonna do one more and then I'm gonna give you grid paper and you're gonna do two of your own. Teacher: There's room on the front and the back. Teacher: Student E, give me a number.  [TARGET]Teacher: If it's in the teens sometimes I call it a teenager number.[/TARGET] Teacher: So give me a number that's either a teenager or in the 20s. Student: 29 Teacher: Okay, 29 rows.
Teacher: There's room on the front and the back. Teacher: Student E, give me a number. Teacher: If it's in the teens sometimes I call it a teenager number.  [TARGET]Teacher: So give me a number that's either a teenager or in the 20s.[/TARGET] Student: 29 Teacher: Okay, 29 rows. Teacher: Student E, how many columns, 29 times what?
Teacher: If it's in the teens sometimes I call it a teenager number. Teacher: So give me a number that's either a teenager or in the 20s. Student: 29  [TARGET]Teacher: Okay, 29 rows.[/TARGET] Teacher: Student E, how many columns, 29 times what? Student: 30 Teacher: Okay.
Teacher: So give me a number that's either a teenager or in the 20s. Student: 29 Teacher: Okay, 29 rows.  [TARGET]Teacher: Student E, how many columns, 29 times what?[/TARGET] Student: 30 Teacher: Okay. Teacher: That's gonna be pretty easy 'cause it's an even number.
Teacher: Student E, how many columns, 29 times what? Student: 30 Teacher: Okay.  [TARGET]Teacher: That's gonna be pretty easy 'cause it's an even number.[/TARGET] Teacher: So we're gonna go down 10, 20, 29. Teacher: We're gonna go over 10, 20, 30. Teacher: Okay, that's step one.
Student: 30 Teacher: Okay. Teacher: That's gonna be pretty easy 'cause it's an even number.  [TARGET]Teacher: So we're gonna go down 10, 20, 29.[/TARGET] Teacher: We're gonna go over 10, 20, 30. Teacher: Okay, that's step one. Teacher: Step two, I need to fill in the lines and complete the rectangle.
Teacher: Okay. Teacher: That's gonna be pretty easy 'cause it's an even number. Teacher: So we're gonna go down 10, 20, 29.  [TARGET]Teacher: We're gonna go over 10, 20, 30.[/TARGET] Teacher: Okay, that's step one. Teacher: Step two, I need to fill in the lines and complete the rectangle. Student: That's a square.
Teacher: That's gonna be pretty easy 'cause it's an even number. Teacher: So we're gonna go down 10, 20, 29. Teacher: We're gonna go over 10, 20, 30.  [TARGET]Teacher: Okay, that's step one.[/TARGET] Teacher: Step two, I need to fill in the lines and complete the rectangle. Student: That's a square. Teacher: Almost.
Teacher: So we're gonna go down 10, 20, 29. Teacher: We're gonna go over 10, 20, 30. Teacher: Okay, that's step one.  [TARGET]Teacher: Step two, I need to fill in the lines and complete the rectangle.[/TARGET] Student: That's a square. Teacher: Almost. Teacher: It would have to be 29 times 29 or 30 times 30.
Teacher: Okay, that's step one. Teacher: Step two, I need to fill in the lines and complete the rectangle. Student: That's a square.  [TARGET]Teacher: Almost.[/TARGET] 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.
Teacher: Step two, I need to fill in the lines and complete the rectangle. Student: That's a square. Teacher: Almost.  [TARGET]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. 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?