,text,labels 0,"Student: Who copied that? Teacher: Okay. [TARGET]Teacher: Student A, the directions were [inaudible].[/TARGET] Teacher: All right, [inaudible], I'll wait. Teacher: I'll wait. Teacher: The warm-up, the warm-up is gonna be on this sheet.",1 1,"Student: Who copied that? Teacher: Okay. Teacher: Student A, the directions were [inaudible]. [TARGET]Teacher: All right, [inaudible], I'll wait.[/TARGET] Teacher: I'll wait. Teacher: The warm-up, the warm-up is gonna be on this sheet. Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board.",1 2,"Teacher: Okay. Teacher: Student A, the directions were [inaudible]. Teacher: All right, [inaudible], I'll wait. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: The warm-up, the warm-up is gonna be on this sheet. Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board. Teacher: You are going to count the number of students, number of boys, number of girls.",1 3,"Teacher: Student A, the directions were [inaudible]. Teacher: All right, [inaudible], I'll wait. Teacher: I'll wait. [TARGET]Teacher: The warm-up, the warm-up is gonna be on this sheet.[/TARGET] Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board. Teacher: You are going to count the number of students, number of boys, number of girls. Teacher: Same as yesterday.",1 4,"Teacher: All right, [inaudible], I'll wait. Teacher: I'll wait. Teacher: The warm-up, the warm-up is gonna be on this sheet. [TARGET]Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board.[/TARGET] Teacher: You are going to count the number of students, number of boys, number of girls. Teacher: Same as yesterday. Student: I wasn't here yesterday.",1 5,"Teacher: I'll wait. Teacher: The warm-up, the warm-up is gonna be on this sheet. Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board. [TARGET]Teacher: You are going to count the number of students, number of boys, number of girls.[/TARGET] Teacher: Same as yesterday. Student: I wasn't here yesterday. Teacher: You don't need to sit on the carpet.",0 6,"Teacher: The warm-up, the warm-up is gonna be on this sheet. Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board. Teacher: You are going to count the number of students, number of boys, number of girls. [TARGET]Teacher: Same as yesterday.[/TARGET] Student: I wasn't here yesterday. Teacher: You don't need to sit on the carpet. Student: Do you put the numbers on?",0 7,"Teacher: You are going to count the number of students, number of boys, number of girls. Teacher: Same as yesterday. Student: I wasn't here yesterday. [TARGET]Teacher: You don't need to sit on the carpet.[/TARGET] Student: Do you put the numbers on? Teacher: Uh, no, I'll help you. Student: Somebody wrote w-w-w that [inaudible].",1 8,"Student: I wasn't here yesterday. Teacher: You don't need to sit on the carpet. Student: Do you put the numbers on? [TARGET]Teacher: Uh, no, I'll help you.[/TARGET] Student: Somebody wrote w-w-w that [inaudible]. Teacher: All right, everybody get a worksheet. Teacher: I will give you time to make yours, also.",1 9,"Student: Do you put the numbers on? Teacher: Uh, no, I'll help you. Student: Somebody wrote w-w-w that [inaudible]. [TARGET]Teacher: All right, everybody get a worksheet.[/TARGET] Teacher: I will give you time to make yours, also. Student: Ooh, yes. Student: Ooh.",1 10,"Teacher: Uh, no, I'll help you. Student: Somebody wrote w-w-w that [inaudible]. Teacher: All right, everybody get a worksheet. [TARGET]Teacher: I will give you time to make yours, also.[/TARGET] Student: Ooh, yes. Student: Ooh. Teacher: Don't use the same numbers from yesterday - it's a different graph.",1 11,"Teacher: I will give you time to make yours, also. Student: Ooh, yes. Student: Ooh. [TARGET]Teacher: Don't use the same numbers from yesterday - it's a different graph.[/TARGET] Teacher: It's a different graph. Teacher: Don't use the same numbers as yesterday. Student: Mr. H, I have a [inaudible].",0 12,"Student: Ooh, yes. Student: Ooh. Teacher: Don't use the same numbers from yesterday - it's a different graph. [TARGET]Teacher: It's a different graph.[/TARGET] Teacher: Don't use the same numbers as yesterday. Student: Mr. H, I have a [inaudible]. Teacher: Yes, you're going to add up the number of students total.",0 13,"Student: Ooh. Teacher: Don't use the same numbers from yesterday - it's a different graph. Teacher: It's a different graph. [TARGET]Teacher: Don't use the same numbers as yesterday.[/TARGET] Student: Mr. H, I have a [inaudible]. Teacher: Yes, you're going to add up the number of students total. Teacher: That's the first part of the warm-up.",0 14,"Teacher: It's a different graph. Teacher: Don't use the same numbers as yesterday. Student: Mr. H, I have a [inaudible]. [TARGET]Teacher: Yes, you're going to add up the number of students total.[/TARGET] Teacher: That's the first part of the warm-up. Teacher: The number of students total, you're gonna count all the boys and all the girls - add 'em up. Teacher: That's why I gave you a calculator.",0 15,"Teacher: Don't use the same numbers as yesterday. Student: Mr. H, I have a [inaudible]. Teacher: Yes, you're going to add up the number of students total. [TARGET]Teacher: That's the first part of the warm-up.[/TARGET] Teacher: The number of students total, you're gonna count all the boys and all the girls - add 'em up. Teacher: That's why I gave you a calculator. Teacher: Then you're just gonna count the boys.",0 16,"Student: Mr. H, I have a [inaudible]. Teacher: Yes, you're going to add up the number of students total. Teacher: That's the first part of the warm-up. [TARGET]Teacher: The number of students total, you're gonna count all the boys and all the girls - add 'em up.[/TARGET] Teacher: That's why I gave you a calculator. Teacher: Then you're just gonna count the boys. Teacher: Then you're just gonna count the girls.",0 17,"Teacher: Yes, you're going to add up the number of students total. Teacher: That's the first part of the warm-up. Teacher: The number of students total, you're gonna count all the boys and all the girls - add 'em up. [TARGET]Teacher: That's why I gave you a calculator.[/TARGET] Teacher: Then you're just gonna count the boys. Teacher: Then you're just gonna count the girls. Teacher: And you have a calculator.",1 18,"Teacher: That's the first part of the warm-up. Teacher: The number of students total, you're gonna count all the boys and all the girls - add 'em up. Teacher: That's why I gave you a calculator. [TARGET]Teacher: Then you're just gonna count the boys.[/TARGET] Teacher: Then you're just gonna count the girls. Teacher: And you have a calculator. Teacher: You did the same warm-up yesterday.",0 19,"Teacher: The number of students total, you're gonna count all the boys and all the girls - add 'em up. Teacher: That's why I gave you a calculator. Teacher: Then you're just gonna count the boys. [TARGET]Teacher: Then you're just gonna count the girls.[/TARGET] Teacher: And you have a calculator. Teacher: You did the same warm-up yesterday. Teacher: Write it down.",0 20,Teacher: That's why I gave you a calculator. Teacher: Then you're just gonna count the boys. Teacher: Then you're just gonna count the girls. [TARGET]Teacher: And you have a calculator.[/TARGET] Teacher: You did the same warm-up yesterday. Teacher: Write it down. Teacher: No calling out - just write it down.,1 21,Teacher: Then you're just gonna count the boys. Teacher: Then you're just gonna count the girls. Teacher: And you have a calculator. [TARGET]Teacher: You did the same warm-up yesterday.[/TARGET] Teacher: Write it down. Teacher: No calling out - just write it down. Teacher: Just write it down.,0 22,Teacher: Then you're just gonna count the girls. Teacher: And you have a calculator. Teacher: You did the same warm-up yesterday. [TARGET]Teacher: Write it down.[/TARGET] Teacher: No calling out - just write it down. Teacher: Just write it down. Student: So we can use the [inaudible] graph there?,1 23,"Teacher: And you have a calculator. Teacher: You did the same warm-up yesterday. Teacher: Write it down. [TARGET]Teacher: No calling out - just write it down.[/TARGET] Teacher: Just write it down. Student: So we can use the [inaudible] graph there? Student: Four plus six plus, two, two, plus five -",1 24,"Teacher: You did the same warm-up yesterday. Teacher: Write it down. Teacher: No calling out - just write it down. [TARGET]Teacher: Just write it down.[/TARGET] Student: So we can use the [inaudible] graph there? Student: Four plus six plus, two, two, plus five - Student: You said 37.",1 25,"Student: So we can use the [inaudible] graph there? Student: Four plus six plus, two, two, plus five - Student: You said 37. [TARGET]Teacher: Do the work on your sheet.[/TARGET] Teacher: Just the warm-up, just the number of students. Teacher: That's all you've got to do. Teacher: Number of boys, number of girls.",1 26,"Student: Four plus six plus, two, two, plus five - Student: You said 37. Teacher: Do the work on your sheet. [TARGET]Teacher: Just the warm-up, just the number of students.[/TARGET] Teacher: That's all you've got to do. Teacher: Number of boys, number of girls. Student: 37",1 27,"Student: You said 37. Teacher: Do the work on your sheet. Teacher: Just the warm-up, just the number of students. [TARGET]Teacher: That's all you've got to do.[/TARGET] Teacher: Number of boys, number of girls. Student: 37 Student: 37",1 28,"Teacher: Do the work on your sheet. Teacher: Just the warm-up, just the number of students. Teacher: That's all you've got to do. [TARGET]Teacher: Number of boys, number of girls.[/TARGET] Student: 37 Student: 37 Student: Number of boys.",0 29,"Student: 37 Student: Number of boys. Student: After we do the numbers of boy students and girls, what are we supposed to do after that? [TARGET]Teacher: Well, I'm giving you guys one more minute, so if you wait a minute, you'll be okay.[/TARGET] Teacher: Thank you. Student: Four plus two plus - Teacher: You can double-check by adding up the boys and the girls.",1 30,"Student: Number of boys. Student: After we do the numbers of boy students and girls, what are we supposed to do after that? Teacher: Well, I'm giving you guys one more minute, so if you wait a minute, you'll be okay. [TARGET]Teacher: Thank you.[/TARGET] Student: Four plus two plus - Teacher: You can double-check by adding up the boys and the girls. Teacher: To make sure they add up to the total number of students.",1 31,"Teacher: Well, I'm giving you guys one more minute, so if you wait a minute, you'll be okay. Teacher: Thank you. Student: Four plus two plus - [TARGET]Teacher: You can double-check by adding up the boys and the girls.[/TARGET] Teacher: To make sure they add up to the total number of students. Teacher: So do that. Student: Plus eight, seven, six, and that plus six -",0 32,"Teacher: Thank you. Student: Four plus two plus - Teacher: You can double-check by adding up the boys and the girls. [TARGET]Teacher: To make sure they add up to the total number of students.[/TARGET] Teacher: So do that. Student: Plus eight, seven, six, and that plus six - Teacher: All right, pencils down.",0 33,"Student: Four plus two plus - Teacher: You can double-check by adding up the boys and the girls. Teacher: To make sure they add up to the total number of students. [TARGET]Teacher: So do that.[/TARGET] Student: Plus eight, seven, six, and that plus six - Teacher: All right, pencils down. Teacher: Pencils down.",1 34,"Teacher: To make sure they add up to the total number of students. Teacher: So do that. Student: Plus eight, seven, six, and that plus six - [TARGET]Teacher: All right, pencils down.[/TARGET] Teacher: Pencils down. Teacher: I need you - I'll explain this now. Teacher: All right, sit down, Student C, thank you.",1 35,"Teacher: So do that. Student: Plus eight, seven, six, and that plus six - Teacher: All right, pencils down. [TARGET]Teacher: Pencils down.[/TARGET] Teacher: I need you - I'll explain this now. Teacher: All right, sit down, Student C, thank you. Teacher: Student D, Student M, I don't appreciate the talking.",1 36,"Student: Plus eight, seven, six, and that plus six - Teacher: All right, pencils down. Teacher: Pencils down. [TARGET]Teacher: I need you - I'll explain this now.[/TARGET] Teacher: All right, sit down, Student C, thank you. Teacher: Student D, Student M, I don't appreciate the talking. Teacher: Put your pencils down.",1 37,"Teacher: All right, pencils down. Teacher: Pencils down. Teacher: I need you - I'll explain this now. [TARGET]Teacher: All right, sit down, Student C, thank you.[/TARGET] Teacher: Student D, Student M, I don't appreciate the talking. Teacher: Put your pencils down. Teacher: Okay.",1 38,"Teacher: Pencils down. Teacher: I need you - I'll explain this now. Teacher: All right, sit down, Student C, thank you. [TARGET]Teacher: Student D, Student M, I don't appreciate the talking.[/TARGET] Teacher: Put your pencils down. Teacher: Okay. Teacher: So, this is probably one of the easiest - I'll wait for Christopher.",1 39,"Teacher: I need you - I'll explain this now. Teacher: All right, sit down, Student C, thank you. Teacher: Student D, Student M, I don't appreciate the talking. [TARGET]Teacher: Put your pencils down.[/TARGET] Teacher: Okay. Teacher: So, this is probably one of the easiest - I'll wait for Christopher. Teacher: Thank you, Christopher, thank you.",1 40,"Teacher: Student D, Student M, I don't appreciate the talking. Teacher: Put your pencils down. Teacher: Okay. [TARGET]Teacher: So, this is probably one of the easiest - I'll wait for Christopher.[/TARGET] Teacher: Thank you, Christopher, thank you. Teacher: This is probably one of the easiest steps. Teacher: It is really number of students, it's just adding the total of boys and girls.",1 41,"Teacher: Put your pencils down. Teacher: Okay. Teacher: So, this is probably one of the easiest - I'll wait for Christopher. [TARGET]Teacher: Thank you, Christopher, thank you.[/TARGET] Teacher: This is probably one of the easiest steps. Teacher: It is really number of students, it's just adding the total of boys and girls. Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys.",1 42,"Teacher: Okay. Teacher: So, this is probably one of the easiest - I'll wait for Christopher. Teacher: Thank you, Christopher, thank you. [TARGET]Teacher: This is probably one of the easiest steps.[/TARGET] Teacher: It is really number of students, it's just adding the total of boys and girls. Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys. Teacher: Which is 13.",0 43,"Teacher: So, this is probably one of the easiest - I'll wait for Christopher. Teacher: Thank you, Christopher, thank you. Teacher: This is probably one of the easiest steps. [TARGET]Teacher: It is really number of students, it's just adding the total of boys and girls.[/TARGET] Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys. Teacher: Which is 13. Teacher: Then I counted the number of girls - and then added the two together.",0 44,"Teacher: Thank you, Christopher, thank you. Teacher: This is probably one of the easiest steps. Teacher: It is really number of students, it's just adding the total of boys and girls. [TARGET]Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys.[/TARGET] Teacher: Which is 13. Teacher: Then I counted the number of girls - and then added the two together. Teacher: And I got 37.",0 45,"Teacher: This is probably one of the easiest steps. Teacher: It is really number of students, it's just adding the total of boys and girls. Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys. [TARGET]Teacher: Which is 13.[/TARGET] Teacher: Then I counted the number of girls - and then added the two together. Teacher: And I got 37. Teacher: You could have done it differently.",0 46,"Teacher: It is really number of students, it's just adding the total of boys and girls. Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys. Teacher: Which is 13. [TARGET]Teacher: Then I counted the number of girls - and then added the two together.[/TARGET] Teacher: And I got 37. Teacher: You could have done it differently. Teacher: You could have added everything and got 37.",0 47,"Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys. Teacher: Which is 13. Teacher: Then I counted the number of girls - and then added the two together. [TARGET]Teacher: And I got 37.[/TARGET] Teacher: You could have done it differently. Teacher: You could have added everything and got 37. Teacher: And you could add the boys then add the girls.",0 48,"Teacher: Which is 13. Teacher: Then I counted the number of girls - and then added the two together. Teacher: And I got 37. [TARGET]Teacher: You could have done it differently.[/TARGET] Teacher: You could have added everything and got 37. Teacher: And you could add the boys then add the girls. Teacher: I did it a different way, that's all.",0 49,"Teacher: Then I counted the number of girls - and then added the two together. Teacher: And I got 37. Teacher: You could have done it differently. [TARGET]Teacher: You could have added everything and got 37.[/TARGET] Teacher: And you could add the boys then add the girls. Teacher: I did it a different way, that's all. Teacher: So show me a thumbs up if you got this, these numbers.",0 50,"Teacher: And I got 37. Teacher: You could have done it differently. Teacher: You could have added everything and got 37. [TARGET]Teacher: And you could add the boys then add the girls.[/TARGET] Teacher: I did it a different way, that's all. Teacher: So show me a thumbs up if you got this, these numbers. Teacher: I got one, two, three [inaudible].",0 51,"Teacher: You could have done it differently. Teacher: You could have added everything and got 37. Teacher: And you could add the boys then add the girls. [TARGET]Teacher: I did it a different way, that's all.[/TARGET] Teacher: So show me a thumbs up if you got this, these numbers. Teacher: I got one, two, three [inaudible]. Teacher: Thank you.",0 52,"Teacher: You could have added everything and got 37. Teacher: And you could add the boys then add the girls. Teacher: I did it a different way, that's all. [TARGET]Teacher: So show me a thumbs up if you got this, these numbers.[/TARGET] Teacher: I got one, two, three [inaudible]. Teacher: Thank you. Teacher: Set 4 plus 2 is 6, plus 1 is 7.",1 53,"Teacher: And you could add the boys then add the girls. Teacher: I did it a different way, that's all. Teacher: So show me a thumbs up if you got this, these numbers. [TARGET]Teacher: I got one, two, three [inaudible].[/TARGET] Teacher: Thank you. Teacher: Set 4 plus 2 is 6, plus 1 is 7. Teacher: 7 plus 6 is 13.",0 54,"Teacher: I did it a different way, that's all. Teacher: So show me a thumbs up if you got this, these numbers. Teacher: I got one, two, three [inaudible]. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Set 4 plus 2 is 6, plus 1 is 7. Teacher: 7 plus 6 is 13. Teacher: 6 plus 5 is 11.",0 55,"Teacher: So show me a thumbs up if you got this, these numbers. Teacher: I got one, two, three [inaudible]. Teacher: Thank you. [TARGET]Teacher: Set 4 plus 2 is 6, plus 1 is 7.[/TARGET] Teacher: 7 plus 6 is 13. Teacher: 6 plus 5 is 11. Teacher: Plus 7 is 18.",0 56,"Teacher: I got one, two, three [inaudible]. Teacher: Thank you. Teacher: Set 4 plus 2 is 6, plus 1 is 7. [TARGET]Teacher: 7 plus 6 is 13.[/TARGET] Teacher: 6 plus 5 is 11. Teacher: Plus 7 is 18. Teacher: 18 plus 6 is 24.",0 57,"Teacher: Thank you. Teacher: Set 4 plus 2 is 6, plus 1 is 7. Teacher: 7 plus 6 is 13. [TARGET]Teacher: 6 plus 5 is 11.[/TARGET] Teacher: Plus 7 is 18. Teacher: 18 plus 6 is 24. Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph.",0 58,"Teacher: Set 4 plus 2 is 6, plus 1 is 7. Teacher: 7 plus 6 is 13. Teacher: 6 plus 5 is 11. [TARGET]Teacher: Plus 7 is 18.[/TARGET] Teacher: 18 plus 6 is 24. Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph. Teacher: What does that mean, interpret?",0 59,"Teacher: 7 plus 6 is 13. Teacher: 6 plus 5 is 11. Teacher: Plus 7 is 18. [TARGET]Teacher: 18 plus 6 is 24.[/TARGET] Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph. Teacher: What does that mean, interpret? Teacher: Anybody know what interpret means?",0 60,"Teacher: 6 plus 5 is 11. Teacher: Plus 7 is 18. Teacher: 18 plus 6 is 24. [TARGET]Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph.[/TARGET] Teacher: What does that mean, interpret? Teacher: Anybody know what interpret means? Teacher: Student C?",0 61,"Teacher: Plus 7 is 18. Teacher: 18 plus 6 is 24. Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph. [TARGET]Teacher: What does that mean, interpret?[/TARGET] Teacher: Anybody know what interpret means? Teacher: Student C? Student: [inaudible]",0 62,"Teacher: 18 plus 6 is 24. Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph. Teacher: What does that mean, interpret? [TARGET]Teacher: Anybody know what interpret means?[/TARGET] Teacher: Student C? Student: [inaudible] Teacher: Know how to do a graph?",0 63,"Teacher: What we're gonna be doing today is I'm gonna be teaching you how to interpret a graph. Teacher: What does that mean, interpret? Teacher: Anybody know what interpret means? [TARGET]Teacher: Student C?[/TARGET] Student: [inaudible] Teacher: Know how to do a graph? Teacher: Not quite.",0 64,"Teacher: Anybody know what interpret means? Teacher: Student C? Student: [inaudible] [TARGET]Teacher: Know how to do a graph?[/TARGET] Teacher: Not quite. Teacher: Anybody else, interpret? Teacher: Close - interpret is to look at the information.",0 65,"Teacher: Student C? Student: [inaudible] Teacher: Know how to do a graph? [TARGET]Teacher: Not quite.[/TARGET] Teacher: Anybody else, interpret? Teacher: Close - interpret is to look at the information. Teacher: Right now this is just a picture.",0 66,"Student: [inaudible] Teacher: Know how to do a graph? Teacher: Not quite. [TARGET]Teacher: Anybody else, interpret?[/TARGET] Teacher: Close - interpret is to look at the information. Teacher: Right now this is just a picture. Teacher: If you take the picture with the numbers, and you're turning that into information that you can use.",0 67,"Teacher: Know how to do a graph? Teacher: Not quite. Teacher: Anybody else, interpret? [TARGET]Teacher: Close - interpret is to look at the information.[/TARGET] Teacher: Right now this is just a picture. Teacher: If you take the picture with the numbers, and you're turning that into information that you can use. Teacher: You're interpreting this data.",0 68,"Teacher: Not quite. Teacher: Anybody else, interpret? Teacher: Close - interpret is to look at the information. [TARGET]Teacher: Right now this is just a picture.[/TARGET] Teacher: If you take the picture with the numbers, and you're turning that into information that you can use. Teacher: You're interpreting this data. Teacher: So - so, let's look at the first question.",0 69,"Teacher: Anybody else, interpret? Teacher: Close - interpret is to look at the information. Teacher: Right now this is just a picture. [TARGET]Teacher: If you take the picture with the numbers, and you're turning that into information that you can use.[/TARGET] Teacher: You're interpreting this data. Teacher: So - so, let's look at the first question. Teacher: A, everybody - I have the graph up here.",0 70,"Teacher: Close - interpret is to look at the information. Teacher: Right now this is just a picture. Teacher: If you take the picture with the numbers, and you're turning that into information that you can use. [TARGET]Teacher: You're interpreting this data.[/TARGET] Teacher: So - so, let's look at the first question. Teacher: A, everybody - I have the graph up here. Teacher: You should just be looking on your sheet, really.",0 71,"Teacher: Right now this is just a picture. Teacher: If you take the picture with the numbers, and you're turning that into information that you can use. Teacher: You're interpreting this data. [TARGET]Teacher: So - so, let's look at the first question.[/TARGET] Teacher: A, everybody - I have the graph up here. Teacher: You should just be looking on your sheet, really. Teacher: A, fraction of students that choose orange.",1 72,"Teacher: If you take the picture with the numbers, and you're turning that into information that you can use. Teacher: You're interpreting this data. Teacher: So - so, let's look at the first question. [TARGET]Teacher: A, everybody - I have the graph up here.[/TARGET] Teacher: You should just be looking on your sheet, really. Teacher: A, fraction of students that choose orange. Teacher: Or chose orange.",1 73,"Teacher: You're interpreting this data. Teacher: So - so, let's look at the first question. Teacher: A, everybody - I have the graph up here. [TARGET]Teacher: You should just be looking on your sheet, really.[/TARGET] Teacher: A, fraction of students that choose orange. Teacher: Or chose orange. Student: It's 12 over 37.",1 74,"Teacher: So - so, let's look at the first question. Teacher: A, everybody - I have the graph up here. Teacher: You should just be looking on your sheet, really. [TARGET]Teacher: A, fraction of students that choose orange.[/TARGET] Teacher: Or chose orange. Student: It's 12 over 37. Teacher: Why do you say that?",0 75,"Teacher: A, everybody - I have the graph up here. Teacher: You should just be looking on your sheet, really. Teacher: A, fraction of students that choose orange. [TARGET]Teacher: Or chose orange.[/TARGET] Student: It's 12 over 37. Teacher: Why do you say that? Student: Because, 6 plus 6 is 12, and they said all the students are [inaudible].",0 76,"Teacher: A, fraction of students that choose orange. Teacher: Or chose orange. Student: It's 12 over 37. [TARGET]Teacher: Why do you say that?[/TARGET] Student: Because, 6 plus 6 is 12, and they said all the students are [inaudible]. Teacher: It asks you for all the students, which are 37. Teacher: Also, the word they said was fraction - had they just said number of students that chose orange, that would be 12.",0 77,"Student: It's 12 over 37. Teacher: Why do you say that? Student: Because, 6 plus 6 is 12, and they said all the students are [inaudible]. [TARGET]Teacher: It asks you for all the students, which are 37.[/TARGET] Teacher: Also, the word they said was fraction - had they just said number of students that chose orange, that would be 12. Teacher: But they said fraction. Teacher: So, 12 over 37.",0 78,"Teacher: Why do you say that? Student: Because, 6 plus 6 is 12, and they said all the students are [inaudible]. Teacher: It asks you for all the students, which are 37. [TARGET]Teacher: Also, the word they said was fraction - had they just said number of students that chose orange, that would be 12.[/TARGET] Teacher: But they said fraction. Teacher: So, 12 over 37. Teacher: So that's A.",0 79,"Student: Because, 6 plus 6 is 12, and they said all the students are [inaudible]. Teacher: It asks you for all the students, which are 37. Teacher: Also, the word they said was fraction - had they just said number of students that chose orange, that would be 12. [TARGET]Teacher: But they said fraction.[/TARGET] Teacher: So, 12 over 37. Teacher: So that's A. Teacher: 12 over 37.",0 80,"Teacher: It asks you for all the students, which are 37. Teacher: Also, the word they said was fraction - had they just said number of students that chose orange, that would be 12. Teacher: But they said fraction. [TARGET]Teacher: So, 12 over 37.[/TARGET] Teacher: So that's A. Teacher: 12 over 37. Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up.",0 81,"Teacher: Also, the word they said was fraction - had they just said number of students that chose orange, that would be 12. Teacher: But they said fraction. Teacher: So, 12 over 37. [TARGET]Teacher: So that's A.[/TARGET] Teacher: 12 over 37. Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up. Teacher: Question B.",0 82,"Teacher: But they said fraction. Teacher: So, 12 over 37. Teacher: So that's A. [TARGET]Teacher: 12 over 37.[/TARGET] Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up. Teacher: Question B. Teacher: Fraction of boys that chose orange - raise your hand if you think you know what that might be.",0 83,"Teacher: So, 12 over 37. Teacher: So that's A. Teacher: 12 over 37. [TARGET]Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up.[/TARGET] Teacher: Question B. Teacher: Fraction of boys that chose orange - raise your hand if you think you know what that might be. Teacher: Student M, what's the fraction of boys that chose orange?",0 84,"Teacher: So that's A. Teacher: 12 over 37. Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up. [TARGET]Teacher: Question B.[/TARGET] Teacher: Fraction of boys that chose orange - raise your hand if you think you know what that might be. Teacher: Student M, what's the fraction of boys that chose orange? Student: Six.",0 85,"Teacher: 12 over 37. Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up. Teacher: Question B. [TARGET]Teacher: Fraction of boys that chose orange - raise your hand if you think you know what that might be.[/TARGET] Teacher: Student M, what's the fraction of boys that chose orange? Student: Six. Teacher: Six is the number of boys - we're talking about fractions.",0 86,"Teacher: The questions are getting a little trickier as you go further on - this is getting us warmed up. Teacher: Question B. Teacher: Fraction of boys that chose orange - raise your hand if you think you know what that might be. [TARGET]Teacher: Student M, what's the fraction of boys that chose orange?[/TARGET] Student: Six. Teacher: Six is the number of boys - we're talking about fractions. Student: I know!",0 87,"Teacher: Fraction of boys that chose orange - raise your hand if you think you know what that might be. Teacher: Student M, what's the fraction of boys that chose orange? Student: Six. [TARGET]Teacher: Six is the number of boys - we're talking about fractions.[/TARGET] Student: I know! Teacher: This is the fraction of students that chose orange. Teacher: 12 students out of 37.",0 88,"Student: Six. Teacher: Six is the number of boys - we're talking about fractions. Student: I know! [TARGET]Teacher: This is the fraction of students that chose orange.[/TARGET] Teacher: 12 students out of 37. Teacher: Six boys out of how many boys chose orange? Teacher: So, it would be 6 over 13.",0 89,"Teacher: Six is the number of boys - we're talking about fractions. Student: I know! Teacher: This is the fraction of students that chose orange. [TARGET]Teacher: 12 students out of 37.[/TARGET] Teacher: Six boys out of how many boys chose orange? Teacher: So, it would be 6 over 13. Teacher: Now, question C is where it starts getting tricky.",0 90,"Student: I know! Teacher: This is the fraction of students that chose orange. Teacher: 12 students out of 37. [TARGET]Teacher: Six boys out of how many boys chose orange?[/TARGET] Teacher: So, it would be 6 over 13. Teacher: Now, question C is where it starts getting tricky. Teacher: That's when you really need to read the question.",0 91,"Teacher: This is the fraction of students that chose orange. Teacher: 12 students out of 37. Teacher: Six boys out of how many boys chose orange? [TARGET]Teacher: So, it would be 6 over 13.[/TARGET] Teacher: Now, question C is where it starts getting tricky. Teacher: That's when you really need to read the question. Teacher: Okay?",0 92,"Teacher: 12 students out of 37. Teacher: Six boys out of how many boys chose orange? Teacher: So, it would be 6 over 13. [TARGET]Teacher: Now, question C is where it starts getting tricky.[/TARGET] Teacher: That's when you really need to read the question. Teacher: Okay? Teacher: C - fraction of boys that chose white and red?",0 93,"Teacher: Six boys out of how many boys chose orange? Teacher: So, it would be 6 over 13. Teacher: Now, question C is where it starts getting tricky. [TARGET]Teacher: That's when you really need to read the question.[/TARGET] Teacher: Okay? Teacher: C - fraction of boys that chose white and red? Teacher: Can someone tell me what I need to do?",0 94,"Teacher: Now, question C is where it starts getting tricky. Teacher: That's when you really need to read the question. Teacher: Okay? [TARGET]Teacher: C - fraction of boys that chose white and red?[/TARGET] Teacher: Can someone tell me what I need to do? Teacher: Don't give me the answer. Teacher: Tell me what I need to do.",0 95,"Teacher: That's when you really need to read the question. Teacher: Okay? Teacher: C - fraction of boys that chose white and red? [TARGET]Teacher: Can someone tell me what I need to do?[/TARGET] Teacher: Don't give me the answer. Teacher: Tell me what I need to do. Teacher: Student M, what do I need to do?",0 96,"Teacher: Okay? Teacher: C - fraction of boys that chose white and red? Teacher: Can someone tell me what I need to do? [TARGET]Teacher: Don't give me the answer.[/TARGET] Teacher: Tell me what I need to do. Teacher: Student M, what do I need to do? Student: You need to add up the six plus two.",0 97,"Teacher: C - fraction of boys that chose white and red? Teacher: Can someone tell me what I need to do? Teacher: Don't give me the answer. [TARGET]Teacher: Tell me what I need to do.[/TARGET] Teacher: Student M, what do I need to do? Student: You need to add up the six plus two. Teacher: Where are you getting those numbers from?",0 98,"Teacher: Can someone tell me what I need to do? Teacher: Don't give me the answer. Teacher: Tell me what I need to do. [TARGET]Teacher: Student M, what do I need to do?[/TARGET] Student: You need to add up the six plus two. Teacher: Where are you getting those numbers from? Teacher: What are you adding up?",0 99,"Teacher: Tell me what I need to do. Teacher: Student M, what do I need to do? Student: You need to add up the six plus two. [TARGET]Teacher: Where are you getting those numbers from?[/TARGET] Teacher: What are you adding up? Student: The number - what's this? Student: Oh.",0 100,"Teacher: Student M, what do I need to do? Student: You need to add up the six plus two. Teacher: Where are you getting those numbers from? [TARGET]Teacher: What are you adding up?[/TARGET] Student: The number - what's this? Student: Oh. Student: I was wrong.",0 101,Student: The number - what's this? Student: Oh. Student: I was wrong. [TARGET]Teacher: Can you correct yourself?[/TARGET] Student: Yes. Teacher: Tell me. Teacher: Be patient - put your hand down.,0 102,"Student: I was wrong. Teacher: Can you correct yourself? Student: Yes. [TARGET]Teacher: Tell me.[/TARGET] Teacher: Be patient - put your hand down. Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair. Teacher: Thank you, Student A.",1 103,"Teacher: Can you correct yourself? Student: Yes. Teacher: Tell me. [TARGET]Teacher: Be patient - put your hand down.[/TARGET] Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair. Teacher: Thank you, Student A. Teacher: Student M?",1 104,"Student: Yes. Teacher: Tell me. Teacher: Be patient - put your hand down. [TARGET]Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair.[/TARGET] Teacher: Thank you, Student A. Teacher: Student M? Student: Now you're supposed to look at white and red -",1 105,"Teacher: Tell me. Teacher: Be patient - put your hand down. Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair. [TARGET]Teacher: Thank you, Student A.[/TARGET] Teacher: Student M? Student: Now you're supposed to look at white and red - Teacher: Look at white and red, okay.",1 106,"Teacher: Be patient - put your hand down. Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair. Teacher: Thank you, Student A. [TARGET]Teacher: Student M?[/TARGET] Student: Now you're supposed to look at white and red - Teacher: Look at white and red, okay. Student: Look at the boys.",0 107,"Teacher: Thank you, Student A. Teacher: Student M? Student: Now you're supposed to look at white and red - [TARGET]Teacher: Look at white and red, okay.[/TARGET] Student: Look at the boys. Student: The boys. Teacher: And how many boys like red?",0 108,"Teacher: Look at white and red, okay. Student: Look at the boys. Student: The boys. [TARGET]Teacher: And how many boys like red?[/TARGET] Student: Three! Student: One. Student: It's -",0 109,Student: Three! Student: One. Student: It's - [TARGET]Teacher: Two.[/TARGET] Teacher: And how many - excuse me. Student: You pointed at white. Teacher: My fingers are like this - she said red and white.,0 110,Student: One. Student: It's - Teacher: Two. [TARGET]Teacher: And how many - excuse me.[/TARGET] Student: You pointed at white. Teacher: My fingers are like this - she said red and white. Teacher: So two boys like red.,1 111,Teacher: Two. Teacher: And how many - excuse me. Student: You pointed at white. [TARGET]Teacher: My fingers are like this - she said red and white.[/TARGET] Teacher: So two boys like red. Teacher: How many boys like white? Student: One.,0 112,Teacher: And how many - excuse me. Student: You pointed at white. Teacher: My fingers are like this - she said red and white. [TARGET]Teacher: So two boys like red.[/TARGET] Teacher: How many boys like white? Student: One. Teacher: So what do I do with those two numbers?,0 113,"Student: You pointed at white. Teacher: My fingers are like this - she said red and white. Teacher: So two boys like red. [TARGET]Teacher: How many boys like white?[/TARGET] Student: One. Teacher: So what do I do with those two numbers? Teacher: What's that, Student M?",0 114,"Teacher: So two boys like red. Teacher: How many boys like white? Student: One. [TARGET]Teacher: So what do I do with those two numbers?[/TARGET] Teacher: What's that, Student M? Student: You add. Teacher: So what does that equal?",0 115,"Teacher: How many boys like white? Student: One. Teacher: So what do I do with those two numbers? [TARGET]Teacher: What's that, Student M?[/TARGET] Student: You add. Teacher: So what does that equal? Student: Three.",0 116,"Teacher: So what do I do with those two numbers? Teacher: What's that, Student M? Student: You add. [TARGET]Teacher: So what does that equal?[/TARGET] Student: Three. Teacher: Is that it? Teacher: Is that my answer?",0 117,Student: You add. Teacher: So what does that equal? Student: Three. [TARGET]Teacher: Is that it?[/TARGET] Teacher: Is that my answer? Student: No. Student: Over 13.,0 118,"Teacher: So what does that equal? Student: Three. Teacher: Is that it? [TARGET]Teacher: Is that my answer?[/TARGET] Student: No. Student: Over 13. Teacher: Oh, over 13.",0 119,"Teacher: Is that my answer? Student: No. Student: Over 13. [TARGET]Teacher: Oh, over 13.[/TARGET] Student: Over 13. Teacher: Why is it over 13? Teacher: Not over 37?",0 120,"Student: Over 13. Teacher: Oh, over 13. Student: Over 13. [TARGET]Teacher: Why is it over 13?[/TARGET] Teacher: Not over 37? Teacher: Student A? Student: Because -",0 121,"Teacher: Oh, over 13. Student: Over 13. Teacher: Why is it over 13? [TARGET]Teacher: Not over 37?[/TARGET] Teacher: Student A? Student: Because - Teacher: Student A, why is it 3 over 13 and not 3 over 37?",0 122,"Student: Over 13. Teacher: Why is it over 13? Teacher: Not over 37? [TARGET]Teacher: Student A?[/TARGET] Student: Because - Teacher: Student A, why is it 3 over 13 and not 3 over 37? Student: Because -",0 123,"Teacher: Not over 37? Teacher: Student A? Student: Because - [TARGET]Teacher: Student A, why is it 3 over 13 and not 3 over 37?[/TARGET] Student: Because - Teacher: Let him answer it. Teacher: Student C, why is it 3 over 13 and not 3 over 37?",0 124,"Student: Because - Teacher: Student A, why is it 3 over 13 and not 3 over 37? Student: Because - [TARGET]Teacher: Let him answer it.[/TARGET] Teacher: Student C, why is it 3 over 13 and not 3 over 37? Teacher: For that answer. Teacher: I can tell who's paying attention.",1 125,"Teacher: Student A, why is it 3 over 13 and not 3 over 37? Student: Because - Teacher: Let him answer it. [TARGET]Teacher: Student C, why is it 3 over 13 and not 3 over 37?[/TARGET] Teacher: For that answer. Teacher: I can tell who's paying attention. Teacher: Student W?",0 126,"Student: Because - Teacher: Let him answer it. Teacher: Student C, why is it 3 over 13 and not 3 over 37? [TARGET]Teacher: For that answer.[/TARGET] Teacher: I can tell who's paying attention. Teacher: Student W? Student: Because they didn't say how many students.",0 127,"Teacher: Let him answer it. Teacher: Student C, why is it 3 over 13 and not 3 over 37? Teacher: For that answer. [TARGET]Teacher: I can tell who's paying attention.[/TARGET] Teacher: Student W? Student: Because they didn't say how many students. Teacher: They said what?",1 128,"Teacher: Student C, why is it 3 over 13 and not 3 over 37? Teacher: For that answer. Teacher: I can tell who's paying attention. [TARGET]Teacher: Student W?[/TARGET] Student: Because they didn't say how many students. Teacher: They said what? Student: How many boys.",0 129,"Teacher: I can tell who's paying attention. Teacher: Student W? Student: Because they didn't say how many students. [TARGET]Teacher: They said what?[/TARGET] Student: How many boys. Teacher: Yeah, 3 boys out of 13 boys. Teacher: So that's your answer for C. Excuse me.",0 130,"Student: Because they didn't say how many students. Teacher: They said what? Student: How many boys. [TARGET]Teacher: Yeah, 3 boys out of 13 boys.[/TARGET] Teacher: So that's your answer for C. Excuse me. Teacher: For D - fraction of students that chose blue and orange. Teacher: By raising your hand, could somebody tell me how you would solve it?",0 131,"Teacher: They said what? Student: How many boys. Teacher: Yeah, 3 boys out of 13 boys. [TARGET]Teacher: So that's your answer for C. Excuse me.[/TARGET] Teacher: For D - fraction of students that chose blue and orange. Teacher: By raising your hand, could somebody tell me how you would solve it? Teacher: In the answer, tell me how you would solve it.",1 132,"Student: How many boys. Teacher: Yeah, 3 boys out of 13 boys. Teacher: So that's your answer for C. Excuse me. [TARGET]Teacher: For D - fraction of students that chose blue and orange.[/TARGET] Teacher: By raising your hand, could somebody tell me how you would solve it? Teacher: In the answer, tell me how you would solve it. Teacher: Don't tell me the answer.",0 133,"Teacher: Yeah, 3 boys out of 13 boys. Teacher: So that's your answer for C. Excuse me. Teacher: For D - fraction of students that chose blue and orange. [TARGET]Teacher: By raising your hand, could somebody tell me how you would solve it?[/TARGET] Teacher: In the answer, tell me how you would solve it. Teacher: Don't tell me the answer. Teacher: Tell me how you would solve it.",1 134,"Teacher: So that's your answer for C. Excuse me. Teacher: For D - fraction of students that chose blue and orange. Teacher: By raising your hand, could somebody tell me how you would solve it? [TARGET]Teacher: In the answer, tell me how you would solve it.[/TARGET] Teacher: Don't tell me the answer. Teacher: Tell me how you would solve it. Teacher: Student C, how would you solve that problem?",0 135,"Teacher: For D - fraction of students that chose blue and orange. Teacher: By raising your hand, could somebody tell me how you would solve it? Teacher: In the answer, tell me how you would solve it. [TARGET]Teacher: Don't tell me the answer.[/TARGET] Teacher: Tell me how you would solve it. Teacher: Student C, how would you solve that problem? Student: Add up all the boys and girls once, and then add up all the boys.",0 136,"Teacher: By raising your hand, could somebody tell me how you would solve it? Teacher: In the answer, tell me how you would solve it. Teacher: Don't tell me the answer. [TARGET]Teacher: Tell me how you would solve it.[/TARGET] Teacher: Student C, how would you solve that problem? Student: Add up all the boys and girls once, and then add up all the boys. Student: And all the boys [inaudible].",0 137,"Teacher: In the answer, tell me how you would solve it. Teacher: Don't tell me the answer. Teacher: Tell me how you would solve it. [TARGET]Teacher: Student C, how would you solve that problem?[/TARGET] Student: Add up all the boys and girls once, and then add up all the boys. Student: And all the boys [inaudible]. Teacher: Thumbs up if you agree with what Student C just said.",0 138,"Teacher: Student C, how would you solve that problem? Student: Add up all the boys and girls once, and then add up all the boys. Student: And all the boys [inaudible]. [TARGET]Teacher: Thumbs up if you agree with what Student C just said.[/TARGET] Teacher: Thumbs up - they've got one person that you believe you. Teacher: Two? Teacher: Three?",1 139,"Student: Add up all the boys and girls once, and then add up all the boys. Student: And all the boys [inaudible]. Teacher: Thumbs up if you agree with what Student C just said. [TARGET]Teacher: Thumbs up - they've got one person that you believe you.[/TARGET] Teacher: Two? Teacher: Three? Teacher: I believe him, too, I think it's a good idea.",1 140,"Student: And all the boys [inaudible]. Teacher: Thumbs up if you agree with what Student C just said. Teacher: Thumbs up - they've got one person that you believe you. [TARGET]Teacher: Two?[/TARGET] Teacher: Three? Teacher: I believe him, too, I think it's a good idea. Teacher: So you add up all the students that chose orange - what's 6 plus 6?",0 141,"Teacher: Thumbs up if you agree with what Student C just said. Teacher: Thumbs up - they've got one person that you believe you. Teacher: Two? [TARGET]Teacher: Three?[/TARGET] Teacher: I believe him, too, I think it's a good idea. Teacher: So you add up all the students that chose orange - what's 6 plus 6? Student: 12!",0 142,"Teacher: Thumbs up - they've got one person that you believe you. Teacher: Two? Teacher: Three? [TARGET]Teacher: I believe him, too, I think it's a good idea.[/TARGET] Teacher: So you add up all the students that chose orange - what's 6 plus 6? Student: 12! Teacher: And then you add up -",0 143,"Teacher: Two? Teacher: Three? Teacher: I believe him, too, I think it's a good idea. [TARGET]Teacher: So you add up all the students that chose orange - what's 6 plus 6?[/TARGET] Student: 12! Teacher: And then you add up - Student: 2",0 144,"Teacher: I believe him, too, I think it's a good idea. Teacher: So you add up all the students that chose orange - what's 6 plus 6? Student: 12! [TARGET]Teacher: And then you add up -[/TARGET] Student: 2 Teacher: What else to add up? Student: 13",0 145,Student: 12! Teacher: And then you add up - Student: 2 [TARGET]Teacher: What else to add up?[/TARGET] Student: 13 Teacher: What else do you add up? Student: 4!,0 146,Student: 2 Teacher: What else to add up? Student: 13 [TARGET]Teacher: What else do you add up?[/TARGET] Student: 4! Student: Blue. Teacher: Blue.,0 147,Teacher: What else do you add up? Student: 4! Student: Blue. [TARGET]Teacher: Blue.[/TARGET] Teacher: So 4 plus 6 is 10 - Student: Carry 2 over 13 - 37. Teacher: Over 37.,0 148,Student: 4! Student: Blue. Teacher: Blue. [TARGET]Teacher: So 4 plus 6 is 10 -[/TARGET] Student: Carry 2 over 13 - 37. Teacher: Over 37. Teacher: So why is it 22 over 37 and not just 22?,0 149,"Teacher: Blue. Teacher: So 4 plus 6 is 10 - Student: Carry 2 over 13 - 37. [TARGET]Teacher: Over 37.[/TARGET] Teacher: So why is it 22 over 37 and not just 22? Student: 'Cause they said all students. Teacher: Why is it 22 over 37, Student I, and not just 22?",0 150,"Teacher: So 4 plus 6 is 10 - Student: Carry 2 over 13 - 37. Teacher: Over 37. [TARGET]Teacher: So why is it 22 over 37 and not just 22?[/TARGET] Student: 'Cause they said all students. Teacher: Why is it 22 over 37, Student I, and not just 22? Student: 'Cause they said [inaudible].",0 151,"Teacher: Over 37. Teacher: So why is it 22 over 37 and not just 22? Student: 'Cause they said all students. [TARGET]Teacher: Why is it 22 over 37, Student I, and not just 22?[/TARGET] Student: 'Cause they said [inaudible]. Teacher: They said fraction. Teacher: Okay?",0 152,"Student: 'Cause they said all students. Teacher: Why is it 22 over 37, Student I, and not just 22? Student: 'Cause they said [inaudible]. [TARGET]Teacher: They said fraction.[/TARGET] Teacher: Okay? Teacher: They said fraction. Teacher: Had they said number of students, you would just put 22.",0 153,"Student: 'Cause they said [inaudible]. Teacher: They said fraction. Teacher: Okay? [TARGET]Teacher: They said fraction.[/TARGET] Teacher: Had they said number of students, you would just put 22. Teacher: They said fraction. Teacher: All right.",0 154,"Teacher: They said fraction. Teacher: Okay? Teacher: They said fraction. [TARGET]Teacher: Had they said number of students, you would just put 22.[/TARGET] Teacher: They said fraction. Teacher: All right. Teacher: E, I want you to do E on your own.",0 155,"Teacher: Okay? Teacher: They said fraction. Teacher: Had they said number of students, you would just put 22. [TARGET]Teacher: They said fraction.[/TARGET] Teacher: All right. Teacher: E, I want you to do E on your own. Teacher: And I'm gonna check it.",0 156,"Teacher: Had they said number of students, you would just put 22. Teacher: They said fraction. Teacher: All right. [TARGET]Teacher: E, I want you to do E on your own.[/TARGET] Teacher: And I'm gonna check it. Teacher: Do E on your own and I'm gonna check it. Teacher: E. Do E on your own and I'm gonna check it.",1 157,"Teacher: They said fraction. Teacher: All right. Teacher: E, I want you to do E on your own. [TARGET]Teacher: And I'm gonna check it.[/TARGET] Teacher: Do E on your own and I'm gonna check it. Teacher: E. Do E on your own and I'm gonna check it. Student: I'm done.",1 158,"Teacher: All right. Teacher: E, I want you to do E on your own. Teacher: And I'm gonna check it. [TARGET]Teacher: Do E on your own and I'm gonna check it.[/TARGET] Teacher: E. Do E on your own and I'm gonna check it. Student: I'm done. Teacher: Just thumbs up if you're done, you don't need to say that.",1 159,"Teacher: E, I want you to do E on your own. Teacher: And I'm gonna check it. Teacher: Do E on your own and I'm gonna check it. [TARGET]Teacher: E. Do E on your own and I'm gonna check it.[/TARGET] Student: I'm done. Teacher: Just thumbs up if you're done, you don't need to say that. Student: [inaudible]",1 160,"Teacher: Do E on your own and I'm gonna check it. Teacher: E. Do E on your own and I'm gonna check it. Student: I'm done. [TARGET]Teacher: Just thumbs up if you're done, you don't need to say that.[/TARGET] Student: [inaudible] Teacher: Okay. Teacher: I had a few different answers - what answer was [inaudible] was, [inaudible] people could - the question is, fraction of girls that chose red.",1 161,"Teacher: Just thumbs up if you're done, you don't need to say that. Student: [inaudible] Teacher: Okay. [TARGET]Teacher: I had a few different answers - what answer was [inaudible] was, [inaudible] people could - the question is, fraction of girls that chose red.[/TARGET] Teacher: One answer I saw, they added 2 plus 5, so they put 7 over 24. Teacher: Why is that wrong? Teacher: Student D?",0 162,"Student: [inaudible] Teacher: Okay. Teacher: I had a few different answers - what answer was [inaudible] was, [inaudible] people could - the question is, fraction of girls that chose red. [TARGET]Teacher: One answer I saw, they added 2 plus 5, so they put 7 over 24.[/TARGET] Teacher: Why is that wrong? Teacher: Student D? Student: [inaudible]",0 163,"Teacher: Okay. Teacher: I had a few different answers - what answer was [inaudible] was, [inaudible] people could - the question is, fraction of girls that chose red. Teacher: One answer I saw, they added 2 plus 5, so they put 7 over 24. [TARGET]Teacher: Why is that wrong?[/TARGET] Teacher: Student D? Student: [inaudible] Teacher: How many girls?",0 164,"Teacher: I had a few different answers - what answer was [inaudible] was, [inaudible] people could - the question is, fraction of girls that chose red. Teacher: One answer I saw, they added 2 plus 5, so they put 7 over 24. Teacher: Why is that wrong? [TARGET]Teacher: Student D?[/TARGET] Student: [inaudible] Teacher: How many girls? Teacher: [inaudible] So, it's 5 over 24.",0 165,"Teacher: Why is that wrong? Teacher: Student D? Student: [inaudible] [TARGET]Teacher: How many girls?[/TARGET] Teacher: [inaudible] So, it's 5 over 24. Teacher: Now - this is where it gets tougher. Teacher: If you remember from yesterday, that's why I gave you calculators.",0 166,"Teacher: Student D? Student: [inaudible] Teacher: How many girls? [TARGET]Teacher: [inaudible] So, it's 5 over 24.[/TARGET] Teacher: Now - this is where it gets tougher. Teacher: If you remember from yesterday, that's why I gave you calculators. Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you.",0 167,"Student: [inaudible] Teacher: How many girls? Teacher: [inaudible] So, it's 5 over 24. [TARGET]Teacher: Now - this is where it gets tougher.[/TARGET] Teacher: If you remember from yesterday, that's why I gave you calculators. Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you. Teacher: Thank you.",0 168,"Teacher: How many girls? Teacher: [inaudible] So, it's 5 over 24. Teacher: Now - this is where it gets tougher. [TARGET]Teacher: If you remember from yesterday, that's why I gave you calculators.[/TARGET] Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you. Teacher: Thank you. Teacher: Sit down, please.",1 169,"Teacher: [inaudible] So, it's 5 over 24. Teacher: Now - this is where it gets tougher. Teacher: If you remember from yesterday, that's why I gave you calculators. [TARGET]Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you.[/TARGET] Teacher: Thank you. Teacher: Sit down, please. Student: I can't see.",1 170,"Teacher: Now - this is where it gets tougher. Teacher: If you remember from yesterday, that's why I gave you calculators. Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Sit down, please. Student: I can't see. Teacher: Waiting on two people.",1 171,"Teacher: If you remember from yesterday, that's why I gave you calculators. Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you. Teacher: Thank you. [TARGET]Teacher: Sit down, please.[/TARGET] Student: I can't see. Teacher: Waiting on two people. Teacher: Thank you.",1 172,"Teacher: Thank you. Teacher: Sit down, please. Student: I can't see. [TARGET]Teacher: Waiting on two people.[/TARGET] Teacher: Thank you. Teacher: Waiting on one person. Teacher: Okay.",1 173,"Teacher: Sit down, please. Student: I can't see. Teacher: Waiting on two people. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Waiting on one person. Teacher: Okay. Student: [inaudible]",1 174,"Student: I can't see. Teacher: Waiting on two people. Teacher: Thank you. [TARGET]Teacher: Waiting on one person.[/TARGET] Teacher: Okay. Student: [inaudible] Teacher: Now, you see where my fingers are?",1 175,"Teacher: Waiting on one person. Teacher: Okay. Student: [inaudible] [TARGET]Teacher: Now, you see where my fingers are?[/TARGET] Teacher: This can be done with a calculator so, but I've gotta make sure you guys understand how to do it. Teacher: So look where my finger is. Teacher: And repeat after me.",1 176,"Teacher: Okay. Student: [inaudible] Teacher: Now, you see where my fingers are? [TARGET]Teacher: This can be done with a calculator so, but I've gotta make sure you guys understand how to do it.[/TARGET] Teacher: So look where my finger is. Teacher: And repeat after me. Teacher: To turn a fraction -",0 177,"Student: [inaudible] Teacher: Now, you see where my fingers are? Teacher: This can be done with a calculator so, but I've gotta make sure you guys understand how to do it. [TARGET]Teacher: So look where my finger is.[/TARGET] Teacher: And repeat after me. Teacher: To turn a fraction - Multiple Students: To turn a fraction -",1 178,"Teacher: Now, you see where my fingers are? Teacher: This can be done with a calculator so, but I've gotta make sure you guys understand how to do it. Teacher: So look where my finger is. [TARGET]Teacher: And repeat after me.[/TARGET] Teacher: To turn a fraction - Multiple Students: To turn a fraction - Teacher: Into a percentage.",1 179,"Teacher: This can be done with a calculator so, but I've gotta make sure you guys understand how to do it. Teacher: So look where my finger is. Teacher: And repeat after me. [TARGET]Teacher: To turn a fraction -[/TARGET] Multiple Students: To turn a fraction - Teacher: Into a percentage. Multiple Students: Into a percentage.",0 180,"Teacher: And repeat after me. Teacher: To turn a fraction - Multiple Students: To turn a fraction - [TARGET]Teacher: Into a percentage.[/TARGET] Multiple Students: Into a percentage. Teacher: So basically you're gonna start off with something that looks like that, that's a fraction. Teacher: And you're gonna end up with something that looks like that - what's that called?",0 181,"Multiple Students: To turn a fraction - Teacher: Into a percentage. Multiple Students: Into a percentage. [TARGET]Teacher: So basically you're gonna start off with something that looks like that, that's a fraction.[/TARGET] Teacher: And you're gonna end up with something that looks like that - what's that called? Student: Percentages! Teacher: Percentage.",0 182,"Teacher: Into a percentage. Multiple Students: Into a percentage. Teacher: So basically you're gonna start off with something that looks like that, that's a fraction. [TARGET]Teacher: And you're gonna end up with something that looks like that - what's that called?[/TARGET] Student: Percentages! Teacher: Percentage. Teacher: Now, there's only two steps.",0 183,"Teacher: So basically you're gonna start off with something that looks like that, that's a fraction. Teacher: And you're gonna end up with something that looks like that - what's that called? Student: Percentages! [TARGET]Teacher: Percentage.[/TARGET] Teacher: Now, there's only two steps. Teacher: Can someone tell me the first step? Teacher: Raise their hand?",0 184,"Teacher: And you're gonna end up with something that looks like that - what's that called? Student: Percentages! Teacher: Percentage. [TARGET]Teacher: Now, there's only two steps.[/TARGET] Teacher: Can someone tell me the first step? Teacher: Raise their hand? Teacher: Student D?",0 185,"Student: Percentages! Teacher: Percentage. Teacher: Now, there's only two steps. [TARGET]Teacher: Can someone tell me the first step?[/TARGET] Teacher: Raise their hand? Teacher: Student D? Student: If you took the [inaudible] - you've gotta add it up.",0 186,"Teacher: Percentage. Teacher: Now, there's only two steps. Teacher: Can someone tell me the first step? [TARGET]Teacher: Raise their hand?[/TARGET] Teacher: Student D? Student: If you took the [inaudible] - you've gotta add it up. Teacher: It's an operation - Student A?",1 187,"Teacher: Now, there's only two steps. Teacher: Can someone tell me the first step? Teacher: Raise their hand? [TARGET]Teacher: Student D?[/TARGET] Student: If you took the [inaudible] - you've gotta add it up. Teacher: It's an operation - Student A? Teacher: Student Y?",0 188,Teacher: Raise their hand? Teacher: Student D? Student: If you took the [inaudible] - you've gotta add it up. [TARGET]Teacher: It's an operation - Student A?[/TARGET] Teacher: Student Y? Teacher: There's a word for what you just did. Teacher: Divide.,0 189,Teacher: Student D? Student: If you took the [inaudible] - you've gotta add it up. Teacher: It's an operation - Student A? [TARGET]Teacher: Student Y?[/TARGET] Teacher: There's a word for what you just did. Teacher: Divide. Teacher: It's divide - you turn the fraction into a division problem.,0 190,Student: If you took the [inaudible] - you've gotta add it up. Teacher: It's an operation - Student A? Teacher: Student Y? [TARGET]Teacher: There's a word for what you just did.[/TARGET] Teacher: Divide. Teacher: It's divide - you turn the fraction into a division problem. Teacher: You can solve it on your calculator - or you could do it on paper.,0 191,Teacher: It's an operation - Student A? Teacher: Student Y? Teacher: There's a word for what you just did. [TARGET]Teacher: Divide.[/TARGET] Teacher: It's divide - you turn the fraction into a division problem. Teacher: You can solve it on your calculator - or you could do it on paper. Student: We already did it.,0 192,Teacher: Student Y? Teacher: There's a word for what you just did. Teacher: Divide. [TARGET]Teacher: It's divide - you turn the fraction into a division problem.[/TARGET] Teacher: You can solve it on your calculator - or you could do it on paper. Student: We already did it. Teacher: It's an example.,0 193,Teacher: There's a word for what you just did. Teacher: Divide. Teacher: It's divide - you turn the fraction into a division problem. [TARGET]Teacher: You can solve it on your calculator - or you could do it on paper.[/TARGET] Student: We already did it. Teacher: It's an example. Teacher: It's an example.,0 194,"Teacher: It's divide - you turn the fraction into a division problem. Teacher: You can solve it on your calculator - or you could do it on paper. Student: We already did it. [TARGET]Teacher: It's an example.[/TARGET] Teacher: It's an example. Teacher: So I turn one half, that's 1 divided by 2 - and I get, this is an example, and I get point 5. Student: Yeah, you do get point 5.",0 195,"Teacher: You can solve it on your calculator - or you could do it on paper. Student: We already did it. Teacher: It's an example. [TARGET]Teacher: It's an example.[/TARGET] Teacher: So I turn one half, that's 1 divided by 2 - and I get, this is an example, and I get point 5. Student: Yeah, you do get point 5. Teacher: The second step is my hop - how many hops do I do?",0 196,"Student: We already did it. Teacher: It's an example. Teacher: It's an example. [TARGET]Teacher: So I turn one half, that's 1 divided by 2 - and I get, this is an example, and I get point 5.[/TARGET] Student: Yeah, you do get point 5. Teacher: The second step is my hop - how many hops do I do? Student: Three!",0 197,"Teacher: It's an example. Teacher: So I turn one half, that's 1 divided by 2 - and I get, this is an example, and I get point 5. Student: Yeah, you do get point 5. [TARGET]Teacher: The second step is my hop - how many hops do I do?[/TARGET] Student: Three! Multiple Students: Two! Multiple Students: Two!",0 198,"Multiple Students: Two! Multiple Students: Two! Multiple Students: Two! [TARGET]Teacher: So, two.[/TARGET] Teacher: Now - you go two hops, the decimal goes two hops to the right, but when I get right here, is I put a placeholder zero, because there's nothing to hop over. Teacher: So I go from point 5 to what? Student: 50 percent.",0 199,"Multiple Students: Two! Multiple Students: Two! Teacher: So, two. [TARGET]Teacher: Now - you go two hops, the decimal goes two hops to the right, but when I get right here, is I put a placeholder zero, because there's nothing to hop over.[/TARGET] Teacher: So I go from point 5 to what? Student: 50 percent. Teacher: Okay, so let's do this together, guys.",0 200,"Multiple Students: Two! Teacher: So, two. Teacher: Now - you go two hops, the decimal goes two hops to the right, but when I get right here, is I put a placeholder zero, because there's nothing to hop over. [TARGET]Teacher: So I go from point 5 to what?[/TARGET] Student: 50 percent. Teacher: Okay, so let's do this together, guys. Teacher: Let's do F together.",0 201,"Teacher: Now - you go two hops, the decimal goes two hops to the right, but when I get right here, is I put a placeholder zero, because there's nothing to hop over. Teacher: So I go from point 5 to what? Student: 50 percent. [TARGET]Teacher: Okay, so let's do this together, guys.[/TARGET] Teacher: Let's do F together. Teacher: Percent of students that chose orange. Teacher: What's my first step?",0 202,"Teacher: So I go from point 5 to what? Student: 50 percent. Teacher: Okay, so let's do this together, guys. [TARGET]Teacher: Let's do F together.[/TARGET] Teacher: Percent of students that chose orange. Teacher: What's my first step? Teacher: My first step?",1 203,"Student: 50 percent. Teacher: Okay, so let's do this together, guys. Teacher: Let's do F together. [TARGET]Teacher: Percent of students that chose orange.[/TARGET] Teacher: What's my first step? Teacher: My first step? Teacher: Student W?",0 204,"Teacher: Okay, so let's do this together, guys. Teacher: Let's do F together. Teacher: Percent of students that chose orange. [TARGET]Teacher: What's my first step?[/TARGET] Teacher: My first step? Teacher: Student W? Teacher: We're doing F right now.",0 205,Teacher: Let's do F together. Teacher: Percent of students that chose orange. Teacher: What's my first step? [TARGET]Teacher: My first step?[/TARGET] Teacher: Student W? Teacher: We're doing F right now. Student: [inaudible],0 206,Teacher: Percent of students that chose orange. Teacher: What's my first step? Teacher: My first step? [TARGET]Teacher: Student W?[/TARGET] Teacher: We're doing F right now. Student: [inaudible] Teacher: Percent of students that chose orange - I agree with you.,1 207,Teacher: What's my first step? Teacher: My first step? Teacher: Student W? [TARGET]Teacher: We're doing F right now.[/TARGET] Student: [inaudible] Teacher: Percent of students that chose orange - I agree with you. Teacher: That's 6 plus 6.,1 208,"Teacher: Student W? Teacher: We're doing F right now. Student: [inaudible] [TARGET]Teacher: Percent of students that chose orange - I agree with you.[/TARGET] Teacher: That's 6 plus 6. Teacher: What's that? Teacher: Okay, 12.",0 209,"Teacher: We're doing F right now. Student: [inaudible] Teacher: Percent of students that chose orange - I agree with you. [TARGET]Teacher: That's 6 plus 6.[/TARGET] Teacher: What's that? Teacher: Okay, 12. Student: [inaudible]",0 210,"Student: [inaudible] Teacher: Percent of students that chose orange - I agree with you. Teacher: That's 6 plus 6. [TARGET]Teacher: What's that?[/TARGET] Teacher: Okay, 12. Student: [inaudible] Teacher: And then what do I do?",0 211,"Teacher: Percent of students that chose orange - I agree with you. Teacher: That's 6 plus 6. Teacher: What's that? [TARGET]Teacher: Okay, 12.[/TARGET] Student: [inaudible] Teacher: And then what do I do? Student: Put 37 on the bottom.",0 212,"Teacher: What's that? Teacher: Okay, 12. Student: [inaudible] [TARGET]Teacher: And then what do I do?[/TARGET] Student: Put 37 on the bottom. Teacher: Put what on the bottom, Student S? Student: 37",0 213,"Student: [inaudible] Teacher: And then what do I do? Student: Put 37 on the bottom. [TARGET]Teacher: Put what on the bottom, Student S?[/TARGET] Student: 37 Teacher: Why should I put 37 on the bottom? Student: Because [inaudible].",0 214,"Student: Put 37 on the bottom. Teacher: Put what on the bottom, Student S? Student: 37 [TARGET]Teacher: Why should I put 37 on the bottom?[/TARGET] Student: Because [inaudible]. Teacher: Number of students. Teacher: So, do I have a fraction?",0 215,"Student: 37 Teacher: Why should I put 37 on the bottom? Student: Because [inaudible]. [TARGET]Teacher: Number of students.[/TARGET] Teacher: So, do I have a fraction? Student: Yeah. Teacher: Okay, so how do I turn that to a percentage?",0 216,"Teacher: Why should I put 37 on the bottom? Student: Because [inaudible]. Teacher: Number of students. [TARGET]Teacher: So, do I have a fraction?[/TARGET] Student: Yeah. Teacher: Okay, so how do I turn that to a percentage? Teacher: Somebody help me.",0 217,"Teacher: Number of students. Teacher: So, do I have a fraction? Student: Yeah. [TARGET]Teacher: Okay, so how do I turn that to a percentage?[/TARGET] Teacher: Somebody help me. Teacher: Student D? Student: Division.",0 218,"Teacher: So, do I have a fraction? Student: Yeah. Teacher: Okay, so how do I turn that to a percentage? [TARGET]Teacher: Somebody help me.[/TARGET] Teacher: Student D? Student: Division. Teacher: Division - so you guys remember how you can figure it out?",0 219,"Student: Yeah. Teacher: Okay, so how do I turn that to a percentage? Teacher: Somebody help me. [TARGET]Teacher: Student D?[/TARGET] Student: Division. Teacher: Division - so you guys remember how you can figure it out? Student: 37 divided by 12.",0 220,"Teacher: Somebody help me. Teacher: Student D? Student: Division. [TARGET]Teacher: Division - so you guys remember how you can figure it out?[/TARGET] Student: 37 divided by 12. Teacher: I told you, [inaudible] drop tops, and the 12 drops - [inaudible] so that's what you should have. Student: Zero - eight -",0 221,"Student: Division. Teacher: Division - so you guys remember how you can figure it out? Student: 37 divided by 12. [TARGET]Teacher: I told you, [inaudible] drop tops, and the 12 drops - [inaudible] so that's what you should have.[/TARGET] Student: Zero - eight - Teacher: Now on your calculator you should type 12 divided by 37. Teacher: I'm gonna do it old school style.",0 222,"Student: 37 divided by 12. Teacher: I told you, [inaudible] drop tops, and the 12 drops - [inaudible] so that's what you should have. Student: Zero - eight - [TARGET]Teacher: Now on your calculator you should type 12 divided by 37.[/TARGET] Teacher: I'm gonna do it old school style. Student: 3, 2 - Teacher: I'm gonna do long division right now.",0 223,"Teacher: I told you, [inaudible] drop tops, and the 12 drops - [inaudible] so that's what you should have. Student: Zero - eight - Teacher: Now on your calculator you should type 12 divided by 37. [TARGET]Teacher: I'm gonna do it old school style.[/TARGET] Student: 3, 2 - Teacher: I'm gonna do long division right now. Student: 32",0 224,"Teacher: Now on your calculator you should type 12 divided by 37. Teacher: I'm gonna do it old school style. Student: 3, 2 - [TARGET]Teacher: I'm gonna do long division right now.[/TARGET] Student: 32 Teacher: That might be it. Teacher: So, 37 - 37 goes into 1 how many times?",0 225,"Student: 3, 2 - Teacher: I'm gonna do long division right now. Student: 32 [TARGET]Teacher: That might be it.[/TARGET] Teacher: So, 37 - 37 goes into 1 how many times? Student: Zero. Teacher: 37 goes into 12 how many times?",0 226,"Teacher: I'm gonna do long division right now. Student: 32 Teacher: That might be it. [TARGET]Teacher: So, 37 - 37 goes into 1 how many times?[/TARGET] Student: Zero. Teacher: 37 goes into 12 how many times? Student: Zero times!",0 227,"Teacher: That might be it. Teacher: So, 37 - 37 goes into 1 how many times? Student: Zero. [TARGET]Teacher: 37 goes into 12 how many times?[/TARGET] Student: Zero times! Student: No, that's a [inaudible]. Student: If you drop the zero -",0 228,"Student: Zero times! Student: No, that's a [inaudible]. Student: If you drop the zero - [TARGET]Teacher: If I want to have a dividend, I can drop - now 37 goes in 120 - I'm just gonna guess right now.[/TARGET] Teacher: I'm gonna say maybe, 4 times. Teacher: And it went too far. Teacher: So I'm gonna make that 3 times.",0 229,"Student: No, that's a [inaudible]. Student: If you drop the zero - Teacher: If I want to have a dividend, I can drop - now 37 goes in 120 - I'm just gonna guess right now. [TARGET]Teacher: I'm gonna say maybe, 4 times.[/TARGET] Teacher: And it went too far. Teacher: So I'm gonna make that 3 times. Teacher: 111",0 230,"Student: If you drop the zero - Teacher: If I want to have a dividend, I can drop - now 37 goes in 120 - I'm just gonna guess right now. Teacher: I'm gonna say maybe, 4 times. [TARGET]Teacher: And it went too far.[/TARGET] Teacher: So I'm gonna make that 3 times. Teacher: 111 Teacher: So I put a 3 right here and 111 - and come on, it's subtraction.",0 231,"Teacher: If I want to have a dividend, I can drop - now 37 goes in 120 - I'm just gonna guess right now. Teacher: I'm gonna say maybe, 4 times. Teacher: And it went too far. [TARGET]Teacher: So I'm gonna make that 3 times.[/TARGET] Teacher: 111 Teacher: So I put a 3 right here and 111 - and come on, it's subtraction. Teacher: I have 9, I drop another zero, and what place value do I want to go to?",0 232,"Teacher: I'm gonna say maybe, 4 times. Teacher: And it went too far. Teacher: So I'm gonna make that 3 times. [TARGET]Teacher: 111[/TARGET] Teacher: So I put a 3 right here and 111 - and come on, it's subtraction. Teacher: I have 9, I drop another zero, and what place value do I want to go to? Student: A hundred.",0 233,"Teacher: And it went too far. Teacher: So I'm gonna make that 3 times. Teacher: 111 [TARGET]Teacher: So I put a 3 right here and 111 - and come on, it's subtraction.[/TARGET] Teacher: I have 9, I drop another zero, and what place value do I want to go to? Student: A hundred. Teacher: 100 - and I think it might go twice.",0 234,"Teacher: So I'm gonna make that 3 times. Teacher: 111 Teacher: So I put a 3 right here and 111 - and come on, it's subtraction. [TARGET]Teacher: I have 9, I drop another zero, and what place value do I want to go to?[/TARGET] Student: A hundred. Teacher: 100 - and I think it might go twice. Teacher: Let me try 37 times 2, see what I get.",0 235,"Teacher: So I put a 3 right here and 111 - and come on, it's subtraction. Teacher: I have 9, I drop another zero, and what place value do I want to go to? Student: A hundred. [TARGET]Teacher: 100 - and I think it might go twice.[/TARGET] Teacher: Let me try 37 times 2, see what I get. Teacher: You have a calculator, you could beat me. Student: I said it, it was 32.",0 236,"Teacher: I have 9, I drop another zero, and what place value do I want to go to? Student: A hundred. Teacher: 100 - and I think it might go twice. [TARGET]Teacher: Let me try 37 times 2, see what I get.[/TARGET] Teacher: You have a calculator, you could beat me. Student: I said it, it was 32. Student: The answer is 32 percent.",0 237,"Student: A hundred. Teacher: 100 - and I think it might go twice. Teacher: Let me try 37 times 2, see what I get. [TARGET]Teacher: You have a calculator, you could beat me.[/TARGET] Student: I said it, it was 32. Student: The answer is 32 percent. Student: I said it before.",0 238,"Student: I said it, it was 32. Student: The answer is 32 percent. Student: I said it before. [TARGET]Teacher: So, I got 23 2, all I do is move my decimal point how hops?[/TARGET] Student: Two. Teacher: Which way, left or right? Student: Right.",0 239,"Student: I said it before. Teacher: So, I got 23 2, all I do is move my decimal point how hops? Student: Two. [TARGET]Teacher: Which way, left or right?[/TARGET] Student: Right. Teacher: So, zero point three two - 32 percent, that's the answer. Teacher: That's the answer.",0 240,"Student: Two. Teacher: Which way, left or right? Student: Right. [TARGET]Teacher: So, zero point three two - 32 percent, that's the answer.[/TARGET] Teacher: That's the answer. Teacher: That's the answer for F. Do G on your own. Teacher: I'm gonna check your work.",0 241,"Teacher: Which way, left or right? Student: Right. Teacher: So, zero point three two - 32 percent, that's the answer. [TARGET]Teacher: That's the answer.[/TARGET] Teacher: That's the answer for F. Do G on your own. Teacher: I'm gonna check your work. Teacher: Do G on your own.",0 242,"Student: Right. Teacher: So, zero point three two - 32 percent, that's the answer. Teacher: That's the answer. [TARGET]Teacher: That's the answer for F. Do G on your own.[/TARGET] Teacher: I'm gonna check your work. Teacher: Do G on your own. Teacher: I'm gonna check your work.",1 243,"Teacher: So, zero point three two - 32 percent, that's the answer. Teacher: That's the answer. Teacher: That's the answer for F. Do G on your own. [TARGET]Teacher: I'm gonna check your work.[/TARGET] Teacher: Do G on your own. Teacher: I'm gonna check your work. Teacher: Okay.",1 244,"Teacher: That's the answer. Teacher: That's the answer for F. Do G on your own. Teacher: I'm gonna check your work. [TARGET]Teacher: Do G on your own.[/TARGET] Teacher: I'm gonna check your work. Teacher: Okay. Teacher: Hit clear, hyphen, one, two.",1 245,"Teacher: That's the answer for F. Do G on your own. Teacher: I'm gonna check your work. Teacher: Do G on your own. [TARGET]Teacher: I'm gonna check your work.[/TARGET] Teacher: Okay. Teacher: Hit clear, hyphen, one, two. Teacher: Then divide.",1 246,"Teacher: Do G on your own. Teacher: I'm gonna check your work. Teacher: Okay. [TARGET]Teacher: Hit clear, hyphen, one, two.[/TARGET] Teacher: Then divide. Teacher: Then three seven. Teacher: Then equals.",0 247,"Teacher: I'm gonna check your work. Teacher: Okay. Teacher: Hit clear, hyphen, one, two. [TARGET]Teacher: Then divide.[/TARGET] Teacher: Then three seven. Teacher: Then equals. Student: [inaudible]",0 248,"Teacher: Okay. Teacher: Hit clear, hyphen, one, two. Teacher: Then divide. [TARGET]Teacher: Then three seven.[/TARGET] Teacher: Then equals. Student: [inaudible] Teacher: It's easy to press too many buttons by accident, so - everybody should be on G right now.",0 249,"Teacher: Hit clear, hyphen, one, two. Teacher: Then divide. Teacher: Then three seven. [TARGET]Teacher: Then equals.[/TARGET] Student: [inaudible] Teacher: It's easy to press too many buttons by accident, so - everybody should be on G right now. Student: Mr. A, this is what I got.",0 250,"Teacher: Then three seven. Teacher: Then equals. Student: [inaudible] [TARGET]Teacher: It's easy to press too many buttons by accident, so - everybody should be on G right now.[/TARGET] Student: Mr. A, this is what I got. Teacher: I'll check your work. Teacher: Give me a second.",1 251,"Student: [inaudible] Teacher: It's easy to press too many buttons by accident, so - everybody should be on G right now. Student: Mr. A, this is what I got. [TARGET]Teacher: I'll check your work.[/TARGET] Teacher: Give me a second. Teacher: Three, how'd you get that? Teacher: What number are you on?",1 252,"Teacher: It's easy to press too many buttons by accident, so - everybody should be on G right now. Student: Mr. A, this is what I got. Teacher: I'll check your work. [TARGET]Teacher: Give me a second.[/TARGET] Teacher: Three, how'd you get that? Teacher: What number are you on? Teacher: Okay, first thing you have to do is you have to get the fraction, okay?",1 253,"Student: Mr. A, this is what I got. Teacher: I'll check your work. Teacher: Give me a second. [TARGET]Teacher: Three, how'd you get that?[/TARGET] Teacher: What number are you on? Teacher: Okay, first thing you have to do is you have to get the fraction, okay? Teacher: Get the fraction.",0 254,"Teacher: I'll check your work. Teacher: Give me a second. Teacher: Three, how'd you get that? [TARGET]Teacher: What number are you on?[/TARGET] Teacher: Okay, first thing you have to do is you have to get the fraction, okay? Teacher: Get the fraction. Teacher: So how many boys chose orange?",1 255,"Teacher: Give me a second. Teacher: Three, how'd you get that? Teacher: What number are you on? [TARGET]Teacher: Okay, first thing you have to do is you have to get the fraction, okay?[/TARGET] Teacher: Get the fraction. Teacher: So how many boys chose orange? Student: [inaudible]",0 256,"Teacher: Three, how'd you get that? Teacher: What number are you on? Teacher: Okay, first thing you have to do is you have to get the fraction, okay? [TARGET]Teacher: Get the fraction.[/TARGET] Teacher: So how many boys chose orange? Student: [inaudible] Teacher: Yeah, 6 out of how many?",0 257,"Teacher: What number are you on? Teacher: Okay, first thing you have to do is you have to get the fraction, okay? Teacher: Get the fraction. [TARGET]Teacher: So how many boys chose orange?[/TARGET] Student: [inaudible] Teacher: Yeah, 6 out of how many? Student: 6 out of [inaudible] -",0 258,"Teacher: Get the fraction. Teacher: So how many boys chose orange? Student: [inaudible] [TARGET]Teacher: Yeah, 6 out of how many?[/TARGET] Student: 6 out of [inaudible] - Teacher: I want to see a little more work on here - I want to see how you set up a division problem. Teacher: And then I want to see the decimal [inaudible].",0 259,"Student: [inaudible] Teacher: Yeah, 6 out of how many? Student: 6 out of [inaudible] - [TARGET]Teacher: I want to see a little more work on here - I want to see how you set up a division problem.[/TARGET] Teacher: And then I want to see the decimal [inaudible]. Teacher: So, orange - 6 boys out 13, so 6 over 13. Teacher: [inaudible], yeah.",0 260,"Teacher: Yeah, 6 out of how many? Student: 6 out of [inaudible] - Teacher: I want to see a little more work on here - I want to see how you set up a division problem. [TARGET]Teacher: And then I want to see the decimal [inaudible].[/TARGET] Teacher: So, orange - 6 boys out 13, so 6 over 13. Teacher: [inaudible], yeah. Teacher: How many boys chose orange?",0 261,"Student: 6 out of [inaudible] - Teacher: I want to see a little more work on here - I want to see how you set up a division problem. Teacher: And then I want to see the decimal [inaudible]. [TARGET]Teacher: So, orange - 6 boys out 13, so 6 over 13.[/TARGET] Teacher: [inaudible], yeah. Teacher: How many boys chose orange? Teacher: 12 boys?",0 262,"Teacher: I want to see a little more work on here - I want to see how you set up a division problem. Teacher: And then I want to see the decimal [inaudible]. Teacher: So, orange - 6 boys out 13, so 6 over 13. [TARGET]Teacher: [inaudible], yeah.[/TARGET] Teacher: How many boys chose orange? Teacher: 12 boys? Teacher: 6 out of how many?",0 263,"Teacher: And then I want to see the decimal [inaudible]. Teacher: So, orange - 6 boys out 13, so 6 over 13. Teacher: [inaudible], yeah. [TARGET]Teacher: How many boys chose orange?[/TARGET] Teacher: 12 boys? Teacher: 6 out of how many? Teacher: So you set it up as a division problem.",0 264,"Teacher: So, orange - 6 boys out 13, so 6 over 13. Teacher: [inaudible], yeah. Teacher: How many boys chose orange? [TARGET]Teacher: 12 boys?[/TARGET] Teacher: 6 out of how many? Teacher: So you set it up as a division problem. Teacher: Okay, so do H. You did H already?",0 265,"Teacher: [inaudible], yeah. Teacher: How many boys chose orange? Teacher: 12 boys? [TARGET]Teacher: 6 out of how many?[/TARGET] Teacher: So you set it up as a division problem. Teacher: Okay, so do H. You did H already? Teacher: Okay.",0 266,"Teacher: How many boys chose orange? Teacher: 12 boys? Teacher: 6 out of how many? [TARGET]Teacher: So you set it up as a division problem.[/TARGET] Teacher: Okay, so do H. You did H already? Teacher: Okay. Student: You want me to do the [inaudible]",0 267,"Teacher: 12 boys? Teacher: 6 out of how many? Teacher: So you set it up as a division problem. [TARGET]Teacher: Okay, so do H. You did H already?[/TARGET] Teacher: Okay. Student: You want me to do the [inaudible] Teacher: I'm gonna start doing G -",1 268,"Teacher: Okay, so do H. You did H already? Teacher: Okay. Student: You want me to do the [inaudible] [TARGET]Teacher: I'm gonna start doing G -[/TARGET] Student: [inaudible] Teacher: I saw yours, it's right. Teacher: It's right.",1 269,"Student: You want me to do the [inaudible] Teacher: I'm gonna start doing G - Student: [inaudible] [TARGET]Teacher: I saw yours, it's right.[/TARGET] Teacher: It's right. Teacher: Yeah, it's right. Teacher: Yeah, you're good.",0 270,"Teacher: I'm gonna start doing G - Student: [inaudible] Teacher: I saw yours, it's right. [TARGET]Teacher: It's right.[/TARGET] Teacher: Yeah, it's right. Teacher: Yeah, you're good. Teacher: Do H, try and do H on your own.",0 271,"Student: [inaudible] Teacher: I saw yours, it's right. Teacher: It's right. [TARGET]Teacher: Yeah, it's right.[/TARGET] Teacher: Yeah, you're good. Teacher: Do H, try and do H on your own. Teacher: You've got the [inaudible].",0 272,"Teacher: I saw yours, it's right. Teacher: It's right. Teacher: Yeah, it's right. [TARGET]Teacher: Yeah, you're good.[/TARGET] Teacher: Do H, try and do H on your own. Teacher: You've got the [inaudible]. Teacher: You can hold it.",0 273,"Teacher: It's right. Teacher: Yeah, it's right. Teacher: Yeah, you're good. [TARGET]Teacher: Do H, try and do H on your own.[/TARGET] Teacher: You've got the [inaudible]. Teacher: You can hold it. Teacher: [inaudible] All right, if you need help with G look up - if you don't, go on to H. H is a tricky one.",1 274,"Teacher: Yeah, it's right. Teacher: Yeah, you're good. Teacher: Do H, try and do H on your own. [TARGET]Teacher: You've got the [inaudible].[/TARGET] Teacher: You can hold it. Teacher: [inaudible] All right, if you need help with G look up - if you don't, go on to H. H is a tricky one. Student: H is tricky.",1 275,"Teacher: Yeah, you're good. Teacher: Do H, try and do H on your own. Teacher: You've got the [inaudible]. [TARGET]Teacher: You can hold it.[/TARGET] Teacher: [inaudible] All right, if you need help with G look up - if you don't, go on to H. H is a tricky one. Student: H is tricky. Teacher: Tricky.",1 276,"Teacher: Do H, try and do H on your own. Teacher: You've got the [inaudible]. Teacher: You can hold it. [TARGET]Teacher: [inaudible] All right, if you need help with G look up - if you don't, go on to H. H is a tricky one.[/TARGET] Student: H is tricky. Teacher: Tricky. Teacher: All right - it'll probably be easier if you use your thinking caps.",1 277,"Teacher: You can hold it. Teacher: [inaudible] All right, if you need help with G look up - if you don't, go on to H. H is a tricky one. Student: H is tricky. [TARGET]Teacher: Tricky.[/TARGET] Teacher: All right - it'll probably be easier if you use your thinking caps. Teacher: So I only have one person looking at the board so I guess you don't need help with G? Teacher: Okay.",0 278,"Teacher: [inaudible] All right, if you need help with G look up - if you don't, go on to H. H is a tricky one. Student: H is tricky. Teacher: Tricky. [TARGET]Teacher: All right - it'll probably be easier if you use your thinking caps.[/TARGET] Teacher: So I only have one person looking at the board so I guess you don't need help with G? Teacher: Okay. Teacher: G - instead of boys [inaudible] orange.",0 279,Student: H is tricky. Teacher: Tricky. Teacher: All right - it'll probably be easier if you use your thinking caps. [TARGET]Teacher: So I only have one person looking at the board so I guess you don't need help with G?[/TARGET] Teacher: Okay. Teacher: G - instead of boys [inaudible] orange. Student: You can do it on the back.,1 280,"Teacher: All right - it'll probably be easier if you use your thinking caps. Teacher: So I only have one person looking at the board so I guess you don't need help with G? Teacher: Okay. [TARGET]Teacher: G - instead of boys [inaudible] orange.[/TARGET] Student: You can do it on the back. Teacher: You can use that, it's fine. Teacher: If someone - for H - what's the first step, Student D?",0 281,"Teacher: Okay. Teacher: G - instead of boys [inaudible] orange. Student: You can do it on the back. [TARGET]Teacher: You can use that, it's fine.[/TARGET] Teacher: If someone - for H - what's the first step, Student D? Student: [inaudible] Teacher: I mean G. What's the first step with G?",1 282,"Teacher: G - instead of boys [inaudible] orange. Student: You can do it on the back. Teacher: You can use that, it's fine. [TARGET]Teacher: If someone - for H - what's the first step, Student D?[/TARGET] Student: [inaudible] Teacher: I mean G. What's the first step with G? Student: You multiply [inaudible].",0 283,"Teacher: You can use that, it's fine. Teacher: If someone - for H - what's the first step, Student D? Student: [inaudible] [TARGET]Teacher: I mean G. What's the first step with G?[/TARGET] Student: You multiply [inaudible]. Teacher: I don't know what you mean. Teacher: You said multiply.",0 284,Student: [inaudible] Teacher: I mean G. What's the first step with G? Student: You multiply [inaudible]. [TARGET]Teacher: I don't know what you mean.[/TARGET] Teacher: You said multiply. Teacher: I don't know what you mean. Student: [inaudible],0 285,"Teacher: I mean G. What's the first step with G? Student: You multiply [inaudible]. Teacher: I don't know what you mean. [TARGET]Teacher: You said multiply.[/TARGET] Teacher: I don't know what you mean. Student: [inaudible] Teacher: Student D - divide, that's the second thing.",0 286,"Student: You multiply [inaudible]. Teacher: I don't know what you mean. Teacher: You said multiply. [TARGET]Teacher: I don't know what you mean.[/TARGET] Student: [inaudible] Teacher: Student D - divide, that's the second thing. Teacher: Divide what?",0 287,"Teacher: You said multiply. Teacher: I don't know what you mean. Student: [inaudible] [TARGET]Teacher: Student D - divide, that's the second thing.[/TARGET] Teacher: Divide what? Teacher: I don't have any numbers up. Student: Divide by 13.",0 288,"Teacher: I don't know what you mean. Student: [inaudible] Teacher: Student D - divide, that's the second thing. [TARGET]Teacher: Divide what?[/TARGET] Teacher: I don't have any numbers up. Student: Divide by 13. Teacher: That is the first step - I'm sorry but -",0 289,"Student: [inaudible] Teacher: Student D - divide, that's the second thing. Teacher: Divide what? [TARGET]Teacher: I don't have any numbers up.[/TARGET] Student: Divide by 13. Teacher: That is the first step - I'm sorry but - Student: You turn it into a fraction.",0 290,Teacher: Divide what? Teacher: I don't have any numbers up. Student: Divide by 13. [TARGET]Teacher: That is the first step - I'm sorry but -[/TARGET] Student: You turn it into a fraction. Teacher: I turn it into a fraction - a fraction of what? Teacher: Where?,0 291,"Student: Divide by 13. Teacher: That is the first step - I'm sorry but - Student: You turn it into a fraction. [TARGET]Teacher: I turn it into a fraction - a fraction of what?[/TARGET] Teacher: Where? Student: 6 over 13. Teacher: Why is it 6 over 13, why?",0 292,"Teacher: That is the first step - I'm sorry but - Student: You turn it into a fraction. Teacher: I turn it into a fraction - a fraction of what? [TARGET]Teacher: Where?[/TARGET] Student: 6 over 13. Teacher: Why is it 6 over 13, why? Student: Because it's how many boys like orange.",0 293,"Teacher: I turn it into a fraction - a fraction of what? Teacher: Where? Student: 6 over 13. [TARGET]Teacher: Why is it 6 over 13, why?[/TARGET] Student: Because it's how many boys like orange. Teacher: How many boys, 6 - out of 13, like orange. Teacher: Then what, Student D?",0 294,"Student: 6 over 13. Teacher: Why is it 6 over 13, why? Student: Because it's how many boys like orange. [TARGET]Teacher: How many boys, 6 - out of 13, like orange.[/TARGET] Teacher: Then what, Student D? Student: It's 46. Teacher: I'm doing this step-by-step, repeat what [inaudible].",0 295,"Teacher: Why is it 6 over 13, why? Student: Because it's how many boys like orange. Teacher: How many boys, 6 - out of 13, like orange. [TARGET]Teacher: Then what, Student D?[/TARGET] Student: It's 46. Teacher: I'm doing this step-by-step, repeat what [inaudible]. Teacher: Then what, Student D?",0 296,"Teacher: How many boys, 6 - out of 13, like orange. Teacher: Then what, Student D? Student: It's 46. [TARGET]Teacher: I'm doing this step-by-step, repeat what [inaudible].[/TARGET] Teacher: Then what, Student D? Student: Divide. Teacher: Divide - so like, I said, you can drop tops, you put the 6 down, put a top on it - 13.",0 297,"Teacher: Then what, Student D? Student: It's 46. Teacher: I'm doing this step-by-step, repeat what [inaudible]. [TARGET]Teacher: Then what, Student D?[/TARGET] Student: Divide. Teacher: Divide - so like, I said, you can drop tops, you put the 6 down, put a top on it - 13. Teacher: On your calculator all you've got to do is 6 divided by 13, that's it.",0 298,"Teacher: I'm doing this step-by-step, repeat what [inaudible]. Teacher: Then what, Student D? Student: Divide. [TARGET]Teacher: Divide - so like, I said, you can drop tops, you put the 6 down, put a top on it - 13.[/TARGET] Teacher: On your calculator all you've got to do is 6 divided by 13, that's it. Teacher: And you're gonna get a decimal answer. Student: 6 -",0 299,"Teacher: Then what, Student D? Student: Divide. Teacher: Divide - so like, I said, you can drop tops, you put the 6 down, put a top on it - 13. [TARGET]Teacher: On your calculator all you've got to do is 6 divided by 13, that's it.[/TARGET] Teacher: And you're gonna get a decimal answer. Student: 6 - Teacher: Are you done with H?",0 300,"Student: Divide. Teacher: Divide - so like, I said, you can drop tops, you put the 6 down, put a top on it - 13. Teacher: On your calculator all you've got to do is 6 divided by 13, that's it. [TARGET]Teacher: And you're gonna get a decimal answer.[/TARGET] Student: 6 - Teacher: Are you done with H? Teacher: Do this then.",0 301,"Teacher: On your calculator all you've got to do is 6 divided by 13, that's it. Teacher: And you're gonna get a decimal answer. Student: 6 - [TARGET]Teacher: Are you done with H?[/TARGET] Teacher: Do this then. Teacher: Do this. Teacher: You didn't do this yet, there's no way.",1 302,"Teacher: And you're gonna get a decimal answer. Student: 6 - Teacher: Are you done with H? [TARGET]Teacher: Do this then.[/TARGET] Teacher: Do this. Teacher: You didn't do this yet, there's no way. Teacher: When you are done read it before you answer - read it.",1 303,"Student: 6 - Teacher: Are you done with H? Teacher: Do this then. [TARGET]Teacher: Do this.[/TARGET] Teacher: You didn't do this yet, there's no way. Teacher: When you are done read it before you answer - read it. Student: [inaudible]",1 304,"Teacher: Are you done with H? Teacher: Do this then. Teacher: Do this. [TARGET]Teacher: You didn't do this yet, there's no way.[/TARGET] Teacher: When you are done read it before you answer - read it. Student: [inaudible] Teacher: Right here - 6 divided by 13.",1 305,"Teacher: Do this then. Teacher: Do this. Teacher: You didn't do this yet, there's no way. [TARGET]Teacher: When you are done read it before you answer - read it.[/TARGET] Student: [inaudible] Teacher: Right here - 6 divided by 13. Student: How'd you get [inaudible]",1 306,"Teacher: You didn't do this yet, there's no way. Teacher: When you are done read it before you answer - read it. Student: [inaudible] [TARGET]Teacher: Right here - 6 divided by 13.[/TARGET] Student: How'd you get [inaudible] Student: It's zero point four six. Teacher: Zero point 46?",0 307,"Teacher: Right here - 6 divided by 13. Student: How'd you get [inaudible] Student: It's zero point four six. [TARGET]Teacher: Zero point 46?[/TARGET] Student: It's 46! Teacher: No, it's zero point 46. Teacher: Not 46.",0 308,"Student: It's zero point four six. Teacher: Zero point 46? Student: It's 46! [TARGET]Teacher: No, it's zero point 46.[/TARGET] Teacher: Not 46. Teacher: And what would be the percentage, Student A? Student: [inaudible]",0 309,"Teacher: Zero point 46? Student: It's 46! Teacher: No, it's zero point 46. [TARGET]Teacher: Not 46.[/TARGET] Teacher: And what would be the percentage, Student A? Student: [inaudible] Teacher: Look up here, look up here.",0 310,"Student: It's 46! Teacher: No, it's zero point 46. Teacher: Not 46. [TARGET]Teacher: And what would be the percentage, Student A?[/TARGET] Student: [inaudible] Teacher: Look up here, look up here. Student: I'm sorry.",0 311,"Teacher: Not 46. Teacher: And what would be the percentage, Student A? Student: [inaudible] [TARGET]Teacher: Look up here, look up here.[/TARGET] Student: I'm sorry. Student: And then divide that [inaudible] Student: Put a zero down.",1 312,"Student: And then divide that [inaudible] Student: Put a zero down. Student: 46 [TARGET]Teacher: [inaudible] percent sign.[/TARGET] Teacher: So, 46 percent. Teacher: I told you [inaudible] so - Student: [inaudible] through the back, I forgot about it.",0 313,"Student: Put a zero down. Student: 46 Teacher: [inaudible] percent sign. [TARGET]Teacher: So, 46 percent.[/TARGET] Teacher: I told you [inaudible] so - Student: [inaudible] through the back, I forgot about it. Teacher: So -",0 314,"Student: 46 Teacher: [inaudible] percent sign. Teacher: So, 46 percent. [TARGET]Teacher: I told you [inaudible] so -[/TARGET] Student: [inaudible] through the back, I forgot about it. Teacher: So - Student: [inaudible]",0 315,"Teacher: So, 46 percent. Teacher: I told you [inaudible] so - Student: [inaudible] through the back, I forgot about it. [TARGET]Teacher: So -[/TARGET] Student: [inaudible] Teacher: [inaudible] You should be working on H. No one's sitting in that red chair, by the way. Teacher: You guys are doing problem H. You're doing problem H.",0 316,"Student: [inaudible] through the back, I forgot about it. Teacher: So - Student: [inaudible] [TARGET]Teacher: [inaudible] You should be working on H. No one's sitting in that red chair, by the way.[/TARGET] Teacher: You guys are doing problem H. You're doing problem H. Student: I'm not doing it - Teacher: And then you do the one, when you are done, on the board.",1 317,"Teacher: So - Student: [inaudible] Teacher: [inaudible] You should be working on H. No one's sitting in that red chair, by the way. [TARGET]Teacher: You guys are doing problem H. You're doing problem H.[/TARGET] Student: I'm not doing it - Teacher: And then you do the one, when you are done, on the board. Teacher: Give me the rest of it.",1 318,"Teacher: [inaudible] You should be working on H. No one's sitting in that red chair, by the way. Teacher: You guys are doing problem H. You're doing problem H. Student: I'm not doing it - [TARGET]Teacher: And then you do the one, when you are done, on the board.[/TARGET] Teacher: Give me the rest of it. Teacher: You gave me the fraction. Teacher: I need the percents.",1 319,"Teacher: You guys are doing problem H. You're doing problem H. Student: I'm not doing it - Teacher: And then you do the one, when you are done, on the board. [TARGET]Teacher: Give me the rest of it.[/TARGET] Teacher: You gave me the fraction. Teacher: I need the percents. Student: Give me my paper.",0 320,"Student: I'm not doing it - Teacher: And then you do the one, when you are done, on the board. Teacher: Give me the rest of it. [TARGET]Teacher: You gave me the fraction.[/TARGET] Teacher: I need the percents. Student: Give me my paper. Teacher: No, that's for this.",0 321,"Teacher: And then you do the one, when you are done, on the board. Teacher: Give me the rest of it. Teacher: You gave me the fraction. [TARGET]Teacher: I need the percents.[/TARGET] Student: Give me my paper. Teacher: No, that's for this. Teacher: Student M, we just went over the steps.",0 322,"Teacher: You gave me the fraction. Teacher: I need the percents. Student: Give me my paper. [TARGET]Teacher: No, that's for this.[/TARGET] Teacher: Student M, we just went over the steps. Teacher: What are the steps? Teacher: Okay - you have a fraction.",1 323,"Teacher: I need the percents. Student: Give me my paper. Teacher: No, that's for this. [TARGET]Teacher: Student M, we just went over the steps.[/TARGET] Teacher: What are the steps? Teacher: Okay - you have a fraction. Teacher: Then what do you do?",0 324,"Student: Give me my paper. Teacher: No, that's for this. Teacher: Student M, we just went over the steps. [TARGET]Teacher: What are the steps?[/TARGET] Teacher: Okay - you have a fraction. Teacher: Then what do you do? Teacher: Then what?",0 325,"Teacher: No, that's for this. Teacher: Student M, we just went over the steps. Teacher: What are the steps? [TARGET]Teacher: Okay - you have a fraction.[/TARGET] Teacher: Then what do you do? Teacher: Then what? Teacher: How do you do a percentage?",0 326,"Teacher: Student M, we just went over the steps. Teacher: What are the steps? Teacher: Okay - you have a fraction. [TARGET]Teacher: Then what do you do?[/TARGET] Teacher: Then what? Teacher: How do you do a percentage? Teacher: Look on the board.",0 327,Teacher: What are the steps? Teacher: Okay - you have a fraction. Teacher: Then what do you do? [TARGET]Teacher: Then what?[/TARGET] Teacher: How do you do a percentage? Teacher: Look on the board. Teacher: There's a fraction - you divide.,0 328,Teacher: Okay - you have a fraction. Teacher: Then what do you do? Teacher: Then what? [TARGET]Teacher: How do you do a percentage?[/TARGET] Teacher: Look on the board. Teacher: There's a fraction - you divide. Teacher: Then what?,0 329,Teacher: Then what do you do? Teacher: Then what? Teacher: How do you do a percentage? [TARGET]Teacher: Look on the board.[/TARGET] Teacher: There's a fraction - you divide. Teacher: Then what? Student: [inaudible],0 330,Teacher: Then what? Teacher: How do you do a percentage? Teacher: Look on the board. [TARGET]Teacher: There's a fraction - you divide.[/TARGET] Teacher: Then what? Student: [inaudible] Teacher: So it's two hops to the right.,0 331,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?,0 332,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?,0 333,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?,0 334,"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.",0 335,"Teacher: So it's two hops to the right. Teacher: So what's your fraction? Teacher: 12 over 37. [TARGET]Teacher: Where's your calculator?[/TARGET] 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: Set it up as a division problem.",1 336,"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.",0 337,"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]",0 338,"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: Set it up as a division problem. [TARGET]Teacher: No, set it up - I want to see it.[/TARGET] Teacher: Show me how you do it as a division problem. Teacher: [inaudible] Student: [inaudible] A, B, C. So D?",1 339,"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.",0 340,"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?",0 341,"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.",0 342,"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?",0 343,"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]?",0 344,"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]",0 345,"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.",0 346,"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.",0 347,"Teacher: How do you turn that into a percent [inaudible]? Teacher: What's that? Student: [inaudible] [TARGET]Teacher: [inaudible] Don't come up to me - I'm working with somebody.[/TARGET] 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.",1 348,"Teacher: What's that? Student: [inaudible] Teacher: [inaudible] Don't come up to me - I'm working with somebody. [TARGET]Teacher: I'll come to you.[/TARGET] Teacher: Or, Student C seems to understand what's going on - Student G seems to understand. Teacher: You can come to them. Teacher: Yes?",1 349,"Student: [inaudible] Teacher: [inaudible] Don't come up to me - I'm working with somebody. Teacher: I'll come to you. [TARGET]Teacher: Or, Student C seems to understand what's going on - Student G seems to understand.[/TARGET] Teacher: You can come to them. Teacher: Yes? Teacher: [inaudible] the answer, so what don't you understand?",1 350,"Teacher: [inaudible] Don't come up to me - I'm working with somebody. Teacher: I'll come to you. Teacher: Or, Student C seems to understand what's going on - Student G seems to understand. [TARGET]Teacher: You can come to them.[/TARGET] Teacher: Yes? Teacher: [inaudible] the answer, so what don't you understand? Student: She [inaudible]",1 351,"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.",0 352,"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.",0 353,"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.",0 354,"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]",0 355,"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?",0 356,"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.",0 357,"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.",0 358,"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.",0 359,"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.",0 360,"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?",0 361,"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.",0 362,"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.",0 363,"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.",0 364,"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].",0 365,"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.",0 366,"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.",0 367,"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.",0 368,"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]. [TARGET]Teacher: Sit down.[/TARGET] Student: Sit down. Teacher: Sit down. Teacher: Sit down.",1 369,"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. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit down. Teacher: How'd you get these numbers? Student: I copied the [inaudible] He said [inaudible]",1 370,Teacher: Sit down. Student: Sit down. Teacher: Sit down. [TARGET]Teacher: Sit down.[/TARGET] Teacher: How'd you get these numbers? Student: I copied the [inaudible] He said [inaudible] Teacher: That's okay.,1 371,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.,0 372,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.,0 373,"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?",0 374,"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.",0 375,"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.",0 376,"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]",0 377,"Teacher: Which one's bigger? Teacher: So. Teacher: Who's that, the girls? [TARGET]Teacher: Okay, you're done.[/TARGET] Teacher: Do your [inaudible] exercise, read that. Student: I had the [inaudible] Teacher: What did I tell you to do for H?",1 378,"Teacher: So. Teacher: Who's that, the girls? Teacher: Okay, you're done. [TARGET]Teacher: Do your [inaudible] exercise, read that.[/TARGET] Student: I had the [inaudible] Teacher: What did I tell you to do for H? Teacher: [inaudible]",1 379,"Teacher: Okay, you're done. Teacher: Do your [inaudible] exercise, read that. Student: I had the [inaudible] [TARGET]Teacher: What did I tell you to do for H?[/TARGET] Teacher: [inaudible] Student: [inaudible] Teacher: You're working on H, why don't you work on it together?",1 380,"Teacher: What did I tell you to do for H? Teacher: [inaudible] Student: [inaudible] [TARGET]Teacher: You're working on H, why don't you work on it together?[/TARGET] Student: [inaudible] Teacher: Student C. Read them when you are done for me. Teacher: Read them when you are done.",1 381,"Student: [inaudible] Teacher: You're working on H, why don't you work on it together? Student: [inaudible] [TARGET]Teacher: Student C. Read them when you are done for me.[/TARGET] Teacher: Read them when you are done. Teacher: Read the [inaudible] Student: And then I've got to do that.",1 382,"Teacher: You're working on H, why don't you work on it together? Student: [inaudible] Teacher: Student C. Read them when you are done for me. [TARGET]Teacher: Read them when you are done.[/TARGET] Teacher: Read the [inaudible] Student: And then I've got to do that. Teacher: Where, what students?",1 383,"Student: [inaudible] Teacher: Student C. Read them when you are done for me. Teacher: Read them when you are done. [TARGET]Teacher: Read the [inaudible][/TARGET] Student: And then I've got to do that. Teacher: Where, what students? Teacher: What students?",1 384,"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.",0 385,"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.",0 386,"Student: And then I've got to do that. Teacher: Where, what students? Teacher: What students? [TARGET]Teacher: You have to start asking students what their favorite colors are.[/TARGET] 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: I'm gonna do H on the board.",1 387,"Teacher: Where, what students? Teacher: What students? Teacher: You have to start asking students what their favorite colors are. [TARGET]Teacher: Student T, when you are done you've got to start asking students what their favorite colors are.[/TARGET] Teacher: So write, get a loose-leaf sheet of paper and start surveying people. Teacher: I'm gonna do H on the board. Student: H is hard.",1 388,"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. [TARGET]Teacher: So write, get a loose-leaf sheet of paper and start surveying people.[/TARGET] Teacher: I'm gonna do H on the board. Student: H is hard. Teacher: If you want help with H, come to the carpet.",1 389,"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. [TARGET]Teacher: I'm gonna do H on the board.[/TARGET] Student: H is hard. Teacher: If you want help with H, come to the carpet. Teacher: Or we can close it, that's fine.",1 390,"Teacher: So write, get a loose-leaf sheet of paper and start surveying people. Teacher: I'm gonna do H on the board. Student: H is hard. [TARGET]Teacher: If you want help with H, come to the carpet.[/TARGET] Teacher: Or we can close it, that's fine. Teacher: All right. Teacher: You shouldn't have a board - no one should have a board.",1 391,"Teacher: I'm gonna do H on the board. Student: H is hard. Teacher: If you want help with H, come to the carpet. [TARGET]Teacher: Or we can close it, that's fine.[/TARGET] Teacher: All right. Teacher: You shouldn't have a board - no one should have a board. Teacher: I didn't give boards out.",1 392,"Teacher: If you want help with H, come to the carpet. Teacher: Or we can close it, that's fine. Teacher: All right. [TARGET]Teacher: You shouldn't have a board - no one should have a board.[/TARGET] Teacher: I didn't give boards out. Teacher: If you need help with H, come to the carpet. Teacher: Student D, do you need help with H?",1 393,"Teacher: Or we can close it, that's fine. Teacher: All right. Teacher: You shouldn't have a board - no one should have a board. [TARGET]Teacher: I didn't give boards out.[/TARGET] Teacher: If you need help with H, come to the carpet. Teacher: Student D, do you need help with H? Teacher: All right.",1 394,"Teacher: All right. Teacher: You shouldn't have a board - no one should have a board. Teacher: I didn't give boards out. [TARGET]Teacher: If you need help with H, come to the carpet.[/TARGET] Teacher: Student D, do you need help with H? Teacher: All right. Student: And we need -",1 395,"Teacher: You shouldn't have a board - no one should have a board. Teacher: I didn't give boards out. Teacher: If you need help with H, come to the carpet. [TARGET]Teacher: Student D, do you need help with H?[/TARGET] Teacher: All right. Student: And we need - Teacher: We're good.",1 396,"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.",0 397,"Teacher: All right. Student: And we need - Teacher: We're good. [TARGET]Teacher: We've got Student D, and Student D and Student M maybe.[/TARGET] Teacher: I suggest coming to the carpet. Teacher: Thank you. Teacher: All right, can someone read the question for me?",1 398,"Student: And we need - Teacher: We're good. Teacher: We've got Student D, and Student D and Student M maybe. [TARGET]Teacher: I suggest coming to the carpet.[/TARGET] Teacher: Thank you. Teacher: All right, can someone read the question for me? Teacher: Read H, Student D. ",1 399,"Teacher: We're good. Teacher: We've got Student D, and Student D and Student M maybe. Teacher: I suggest coming to the carpet. [TARGET]Teacher: Thank you.[/TARGET] Teacher: All right, can someone read the question for me? Teacher: Read H, Student D. Student: [inaudible] blue and white.",1 400,"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?",0 401,"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]",0 402,"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 -",0 403,"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.",0 404,"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.",0 405,"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?",0 406,"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",0 407,"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.",0 408,"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.",0 409,"Teacher: [inaudible] the girls, so 7 and 5 is what? Teacher: 7 plus 5 is what? Student: 12 [TARGET]Teacher: Is that it, or do I - what am I looking - sit down.[/TARGET] Teacher: Sit down. Teacher: 12 what, Student D? Student: 12 over 37.",1 410,"Teacher: 7 plus 5 is what? Student: 12 Teacher: Is that it, or do I - what am I looking - sit down. [TARGET]Teacher: Sit down.[/TARGET] Teacher: 12 what, Student D? Student: 12 over 37. Student: 12 times -",1 411,"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.",0 412,"Teacher: 12 what, Student D? Student: 12 over 37. Student: 12 times - [TARGET]Teacher: I'm gonna give you, actually [inaudible] Guys, guys.[/TARGET] Teacher: Like this. 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.",1 413,"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.",0 414,"Student: 12 times - Teacher: I'm gonna give you, actually [inaudible] Guys, guys. 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.[/TARGET] Teacher: [inaudible] carpet. Teacher: You do not give it to her [inaudible] carpet. Teacher: So, Student D, what are my second steps?",1 415,"Teacher: Like this. 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. [TARGET]Teacher: You do not give it to her [inaudible] carpet.[/TARGET] Teacher: So, Student D, what are my second steps? Teacher: Now that I've done girls. Student: You set up that [inaudible]",1 416,"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?",0 417,"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?",0 418,"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?",0 419,"Teacher: Now that I've done girls. Student: You set up that [inaudible] Teacher: Where do I put it? [TARGET]Teacher: You want to come up here and show me?[/TARGET] Teacher: Student D, you need to be on the carpet. Student: What is it? Teacher: [inaudible] what's that answer?",1 420,"Student: You set up that [inaudible] Teacher: Where do I put it? Teacher: You want to come up here and show me? [TARGET]Teacher: Student D, you need to be on the carpet.[/TARGET] Student: What is it? Teacher: [inaudible] what's that answer? Teacher: Use your calculator.",1 421,"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.",0 422,"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]",0 423,"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.",0 424,"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?",0 425,"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.",0 426,"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.",0 427,"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.",0 428,"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.",0 429,"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.",0 430,"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.",0 431,"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.",0 432,"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.",0 433,"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?",0 434,"Teacher: That's it. Teacher: You did the girls, do the boys now. Teacher: I think you can do it. [TARGET]Teacher: Go ahead, I'm watching.[/TARGET] Teacher: Do the boys. Teacher: Do you have a question? Teacher: What's the question?",1 435,"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?",0 436,"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.",0 437,"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?",0 438,"Teacher: Do the boys. Teacher: Do you have a question? 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?[/TARGET] Student: Mr. H, that's what I got. Teacher: How [inaudible] 75? Teacher: Do the fraction first before [inaudible].",1 439,"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?",0 440,"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? [TARGET]Teacher: Do the fraction first before [inaudible].[/TARGET] 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].",1 441,"Student: Mr. H, that's what I got. Teacher: How [inaudible] 75? Teacher: Do the fraction first before [inaudible]. [TARGET]Teacher: Student A, please get out of that chair.[/TARGET] 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?",1 442,"Teacher: How [inaudible] 75? Teacher: Do the fraction first before [inaudible]. Teacher: Student A, please get out of that chair. [TARGET]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]. Teacher: Got number 13? Teacher: So what did you add up?",1 443,"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]",0 444,"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.",0 445,"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.",0 446,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.,0 447,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],0 448,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.,0 449,"Teacher: Set it up as a division problem. Student: I got 10 boys. Student: Mr. H [inaudible] [TARGET]Teacher: I'm not gonna look at that.[/TARGET] Teacher: I'm not a student. Teacher: I'm not a student, I can't answer. Student: You is a student.",1 450,"Student: I got 10 boys. Student: Mr. H [inaudible] Teacher: I'm not gonna look at that. [TARGET]Teacher: I'm not a student.[/TARGET] Teacher: I'm not a student, I can't answer. Student: You is a student. Student: If he's over 18 [inaudible]",1 451,"Student: Mr. H [inaudible] Teacher: I'm not gonna look at that. Teacher: I'm not a student. [TARGET]Teacher: I'm not a student, I can't answer.[/TARGET] Student: You is a student. Student: If he's over 18 [inaudible] Teacher: [inaudible] Yeah.",1 452,"Teacher: [inaudible] Yeah. Student: Eleven. Teacher: All right. [TARGET]Teacher: I'm gonna give you your exit card.[/TARGET] Teacher: That means you have to answer this question in order to go to special. Student: Sorry, Mama. Student: It's got to be right, too?",1 453,"Student: Eleven. Teacher: All right. Teacher: I'm gonna give you your exit card. [TARGET]Teacher: That means you have to answer this question in order to go to special.[/TARGET] Student: Sorry, Mama. Student: It's got to be right, too? Teacher: I need everybody in their seats.",1 454,"Teacher: That means you have to answer this question in order to go to special. Student: Sorry, Mama. Student: It's got to be right, too? [TARGET]Teacher: I need everybody in their seats.[/TARGET] Teacher: In five, four, three, two - Student: Student C. Teacher: One.",1 455,"Student: Sorry, Mama. Student: It's got to be right, too? Teacher: I need everybody in their seats. [TARGET]Teacher: In five, four, three, two - [/TARGET] Student: Student C. Teacher: One. Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions.",1 456,"Teacher: I need everybody in their seats. Teacher: In five, four, three, two - Student: Student C. [TARGET]Teacher: One.[/TARGET] Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions. Teacher: You [inaudible] Student A, you need to go to your seat. Student: Thank you [inaudible]",1 457,"Teacher: In five, four, three, two - Student: Student C. Teacher: One. [TARGET]Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions.[/TARGET] Teacher: You [inaudible] Student A, you need to go to your seat. Student: Thank you [inaudible] Teacher: Student C, you need to go to your seat.",1 458,"Student: Student C. Teacher: One. Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions. [TARGET]Teacher: You [inaudible] Student A, you need to go to your seat.[/TARGET] Student: Thank you [inaudible] Teacher: Student C, you need to go to your seat. Teacher: The directions are be in your seat in three, two, one.",1 459,"Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions. Teacher: You [inaudible] Student A, you need to go to your seat. Student: Thank you [inaudible] [TARGET]Teacher: Student C, you need to go to your seat.[/TARGET] Teacher: The directions are be in your seat in three, two, one. Teacher: Second direction. Teacher: Second direction, write your name and the date on the graph paper.",1 460,"Teacher: You [inaudible] Student A, you need to go to your seat. Student: Thank you [inaudible] Teacher: Student C, you need to go to your seat. [TARGET]Teacher: The directions are be in your seat in three, two, one.[/TARGET] Teacher: Second direction. Teacher: Second direction, write your name and the date on the graph paper. Teacher: Student D, you're part of this.",1 461,"Student: Thank you [inaudible] Teacher: Student C, you need to go to your seat. Teacher: The directions are be in your seat in three, two, one. [TARGET]Teacher: Second direction.[/TARGET] Teacher: Second direction, write your name and the date on the graph paper. Teacher: Student D, you're part of this. Teacher: You're part of this.",1 462,"Teacher: Student C, you need to go to your seat. Teacher: The directions are be in your seat in three, two, one. Teacher: Second direction. [TARGET]Teacher: Second direction, write your name and the date on the graph paper.[/TARGET] Teacher: Student D, you're part of this. Teacher: You're part of this. Teacher: You have graph paper, Student D?",1 463,"Teacher: The directions are be in your seat in three, two, one. Teacher: Second direction. Teacher: Second direction, write your name and the date on the graph paper. [TARGET]Teacher: Student D, you're part of this.[/TARGET] Teacher: You're part of this. Teacher: You have graph paper, Student D? Teacher: It was, go to your seat, put your name and the date on the graph paper.",1 464,"Teacher: Second direction. Teacher: Second direction, write your name and the date on the graph paper. Teacher: Student D, you're part of this. [TARGET]Teacher: You're part of this.[/TARGET] Teacher: You have graph paper, Student D? Teacher: It was, go to your seat, put your name and the date on the graph paper. Teacher: I'm gonna put a problem on the board.",1 465,"Teacher: Second direction, write your name and the date on the graph paper. Teacher: Student D, you're part of this. Teacher: You're part of this. [TARGET]Teacher: You have graph paper, Student D?[/TARGET] Teacher: It was, go to your seat, put your name and the date on the graph paper. Teacher: I'm gonna put a problem on the board. Teacher: It should take you - if you were paying attention - about two minutes to do it.",1 466,"Teacher: Student D, you're part of this. Teacher: You're part of this. Teacher: You have graph paper, Student D? [TARGET]Teacher: It was, go to your seat, put your name and the date on the graph paper.[/TARGET] Teacher: I'm gonna put a problem on the board. Teacher: It should take you - if you were paying attention - about two minutes to do it. Teacher: When you're done with it your thumbs are gonna be up.",1 467,"Teacher: You're part of this. Teacher: You have graph paper, Student D? Teacher: It was, go to your seat, put your name and the date on the graph paper. [TARGET]Teacher: I'm gonna put a problem on the board.[/TARGET] Teacher: It should take you - if you were paying attention - about two minutes to do it. Teacher: When you're done with it your thumbs are gonna be up. Teacher: I'll check it and I'll send you to special.",1 468,"Teacher: You have graph paper, Student D? Teacher: It was, go to your seat, put your name and the date on the graph paper. Teacher: I'm gonna put a problem on the board. [TARGET]Teacher: It should take you - if you were paying attention - about two minutes to do it.[/TARGET] Teacher: When you're done with it your thumbs are gonna be up. Teacher: I'll check it and I'll send you to special. Teacher: Put your name and the date on the graph paper.",1 469,"Teacher: It was, go to your seat, put your name and the date on the graph paper. Teacher: I'm gonna put a problem on the board. Teacher: It should take you - if you were paying attention - about two minutes to do it. [TARGET]Teacher: When you're done with it your thumbs are gonna be up.[/TARGET] Teacher: I'll check it and I'll send you to special. Teacher: Put your name and the date on the graph paper. Teacher: All right, here's your question.",1 470,"Teacher: I'm gonna put a problem on the board. Teacher: It should take you - if you were paying attention - about two minutes to do it. Teacher: When you're done with it your thumbs are gonna be up. [TARGET]Teacher: I'll check it and I'll send you to special.[/TARGET] Teacher: Put your name and the date on the graph paper. Teacher: All right, here's your question. Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color?",1 471,"Teacher: It should take you - if you were paying attention - about two minutes to do it. Teacher: When you're done with it your thumbs are gonna be up. Teacher: I'll check it and I'll send you to special. [TARGET]Teacher: Put your name and the date on the graph paper.[/TARGET] Teacher: All right, here's your question. Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color? Teacher: Show me the work.",1 472,"Teacher: When you're done with it your thumbs are gonna be up. Teacher: I'll check it and I'll send you to special. Teacher: Put your name and the date on the graph paper. [TARGET]Teacher: All right, here's your question.[/TARGET] Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color? Teacher: Show me the work. Student: On what?",1 473,"Teacher: I'll check it and I'll send you to special. Teacher: Put your name and the date on the graph paper. Teacher: All right, here's your question. [TARGET]Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color?[/TARGET] Teacher: Show me the work. Student: On what? Teacher: On your graph paper.",1 474,"Teacher: Put your name and the date on the graph paper. Teacher: All right, here's your question. Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color? [TARGET]Teacher: Show me the work.[/TARGET] Student: On what? Teacher: On your graph paper. Teacher: No, based on that, on the graph.",1 475,"Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color? Teacher: Show me the work. Student: On what? [TARGET]Teacher: On your graph paper.[/TARGET] 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.",1 476,"Teacher: Show me the work. Student: On what? Teacher: On your graph paper. [TARGET]Teacher: No, based on that, on the graph.[/TARGET] Teacher: And to answer your question from that graph - this question right here from that graph. Teacher: Don't talk out loud. Teacher: That's not a percentage.",1 477,"Student: On what? Teacher: On your graph paper. Teacher: No, based on that, on the graph. [TARGET]Teacher: And to answer your question from that graph - this question right here from that graph.[/TARGET] Teacher: Don't talk out loud. Teacher: That's not a percentage. Student: Oh, oh.",1 478,"Teacher: On your graph paper. Teacher: No, based on that, on the graph. Teacher: And to answer your question from that graph - this question right here from that graph. [TARGET]Teacher: Don't talk out loud.[/TARGET] Teacher: That's not a percentage. Student: Oh, oh. Teacher: Student W.",1 479,"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?",0 480,"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.",0 481,"Teacher: Student W. Student: Yes? Student: Do I have to solve the problem? [TARGET]Teacher: Yeah, I need an answer so you can solve it.[/TARGET] Teacher: What percentage of students - yes, you have to show me your work. Teacher: How do you go from one set type of number to another? Student: I got it.",1 482,"Student: Yes? Student: Do I have to solve the problem? Teacher: Yeah, I need an answer so you can solve it. [TARGET]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? Student: I got it. Student: [0:43:00]",1 483,"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.",0 484,"Teacher: How do you go from one set type of number to another? Student: I got it. Student: [0:43:00] [TARGET]Teacher: Don't say, I got it.[/TARGET] Teacher: Thumbs up. Teacher: It's not correct. Student: Help me [inaudible]",1 485,"Student: I got it. Student: [0:43:00] Teacher: Don't say, I got it. [TARGET]Teacher: Thumbs up.[/TARGET] Teacher: It's not correct. Student: Help me [inaudible] Student: [inaudible] today.",1 486,"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.",0 487,"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.",0 488,"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.",0 489,"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.",0 490,"Teacher: Student W, you have the first part right. Teacher: You have this part. Teacher: Take it to here. [TARGET]Teacher: Look here for your example.[/TARGET] Teacher: You have a calculator. Teacher: Look at the example. Teacher: To take it from a fraction to a percent, look at the example.",0 491,"Teacher: You have this part. Teacher: Take it to here. Teacher: Look here for your example. [TARGET]Teacher: You have a calculator.[/TARGET] Teacher: Look at the example. Teacher: To take it from a fraction to a percent, look at the example. Teacher: Okay, go to special.",0 492,"Teacher: Take it to here. Teacher: Look here for your example. Teacher: You have a calculator. [TARGET]Teacher: Look at the example.[/TARGET] Teacher: To take it from a fraction to a percent, look at the example. Teacher: Okay, go to special. Teacher: Put your calculator in the bucket right there, okay?",0 493,"Teacher: Look here for your example. Teacher: You have a calculator. Teacher: Look at the example. [TARGET]Teacher: To take it from a fraction to a percent, look at the example.[/TARGET] Teacher: Okay, go to special. Teacher: Put your calculator in the bucket right there, okay? Student: Oh my gosh.",0 494,"Teacher: You have a calculator. Teacher: Look at the example. Teacher: To take it from a fraction to a percent, look at the example. [TARGET]Teacher: Okay, go to special.[/TARGET] Teacher: Put your calculator in the bucket right there, okay? Student: Oh my gosh. Student: [inaudible] boys or girls.",1 495,"Teacher: Look at the example. Teacher: To take it from a fraction to a percent, look at the example. Teacher: Okay, go to special. [TARGET]Teacher: Put your calculator in the bucket right there, okay?[/TARGET] Student: Oh my gosh. Student: [inaudible] boys or girls. Student: Done.",1 496,Student: Oh my gosh. Student: [inaudible] boys or girls. Student: Done. [TARGET]Teacher: This is not a percentage - some answer I gave Student W. What is this called?[/TARGET] Teacher: What is this called? Teacher: It's a fraction. Teacher: So you've got the first step.,0 497,Student: [inaudible] boys or girls. Student: Done. Teacher: This is not a percentage - some answer I gave Student W. What is this called? [TARGET]Teacher: What is this called?[/TARGET] Teacher: It's a fraction. Teacher: So you've got the first step. Teacher: Look at the example on the board on how to turn that fraction into a percentage.,0 498,Student: Done. Teacher: This is not a percentage - some answer I gave Student W. What is this called? Teacher: What is this called? [TARGET]Teacher: It's a fraction.[/TARGET] Teacher: So you've got the first step. Teacher: Look at the example on the board on how to turn that fraction into a percentage. Teacher: We already did this.,0 499,Teacher: This is not a percentage - some answer I gave Student W. What is this called? Teacher: What is this called? Teacher: It's a fraction. [TARGET]Teacher: So you've got the first step.[/TARGET] Teacher: Look at the example on the board on how to turn that fraction into a percentage. Teacher: We already did this. Teacher: Let's do this.,0 500,Teacher: What is this called? Teacher: It's a fraction. Teacher: So you've got the first step. [TARGET]Teacher: Look at the example on the board on how to turn that fraction into a percentage.[/TARGET] Teacher: We already did this. Teacher: Let's do this. Teacher: We already did it.,0 501,Teacher: It's a fraction. Teacher: So you've got the first step. Teacher: Look at the example on the board on how to turn that fraction into a percentage. [TARGET]Teacher: We already did this.[/TARGET] Teacher: Let's do this. Teacher: We already did it. Teacher: I told you to go to special [inaudible] okay?,0 502,Teacher: So you've got the first step. Teacher: Look at the example on the board on how to turn that fraction into a percentage. Teacher: We already did this. [TARGET]Teacher: Let's do this.[/TARGET] Teacher: We already did it. Teacher: I told you to go to special [inaudible] okay? Teacher: Set this up [inaudible].,1 503,Teacher: Look at the example on the board on how to turn that fraction into a percentage. Teacher: We already did this. Teacher: Let's do this. [TARGET]Teacher: We already did it.[/TARGET] Teacher: I told you to go to special [inaudible] okay? Teacher: Set this up [inaudible]. Teacher: And you can use a calculator to solve it.,0 504,Teacher: We already did this. Teacher: Let's do this. Teacher: We already did it. [TARGET]Teacher: I told you to go to special [inaudible] okay?[/TARGET] Teacher: Set this up [inaudible]. Teacher: And you can use a calculator to solve it. Student: Look at [inaudible],1 505,Teacher: Let's do this. Teacher: We already did it. Teacher: I told you to go to special [inaudible] okay? [TARGET]Teacher: Set this up [inaudible].[/TARGET] Teacher: And you can use a calculator to solve it. Student: Look at [inaudible] Teacher: It's close.,0 506,Teacher: We already did it. Teacher: I told you to go to special [inaudible] okay? Teacher: Set this up [inaudible]. [TARGET]Teacher: And you can use a calculator to solve it.[/TARGET] Student: Look at [inaudible] Teacher: It's close. Student: Every last thing on that board is -,0 507,Teacher: Set this up [inaudible]. Teacher: And you can use a calculator to solve it. Student: Look at [inaudible] [TARGET]Teacher: It's close.[/TARGET] Student: Every last thing on that board is - Teacher: Sit down. Teacher: I'll come to you.,0 508,Student: Look at [inaudible] Teacher: It's close. Student: Every last thing on that board is - [TARGET]Teacher: Sit down.[/TARGET] Teacher: I'll come to you. Teacher: You put this in - put it in again. Teacher: 10,1 509,"Teacher: It's close. Student: Every last thing on that board is - Teacher: Sit down. [TARGET]Teacher: I'll come to you.[/TARGET] Teacher: You put this in - put it in again. Teacher: 10 Student: Okay, 10.",1 510,"Student: Every last thing on that board is - Teacher: Sit down. Teacher: I'll come to you. [TARGET]Teacher: You put this in - put it in again.[/TARGET] Teacher: 10 Student: Okay, 10. Teacher: Divided by?",0 511,"Teacher: Sit down. Teacher: I'll come to you. Teacher: You put this in - put it in again. [TARGET]Teacher: 10[/TARGET] Student: Okay, 10. Teacher: Divided by? Student: Mr. H, this is a new number.",0 512,"Teacher: You put this in - put it in again. Teacher: 10 Student: Okay, 10. [TARGET]Teacher: Divided by?[/TARGET] Student: Mr. H, this is a new number. Teacher: The [inaudible] go up to the hundreds. Teacher: Yeah.",0 513,"Student: Okay, 10. Teacher: Divided by? Student: Mr. H, this is a new number. [TARGET]Teacher: The [inaudible] go up to the hundreds.[/TARGET] Teacher: Yeah. Teacher: That, that. Student: Mr. H -",0 514,"Teacher: Divided by? Student: Mr. H, this is a new number. Teacher: The [inaudible] go up to the hundreds. [TARGET]Teacher: Yeah.[/TARGET] Teacher: That, that. Student: Mr. H - Teacher: Use a calculator.",0 515,"Student: Mr. H, this is a new number. Teacher: The [inaudible] go up to the hundreds. Teacher: Yeah. [TARGET]Teacher: That, that.[/TARGET] Student: Mr. H - Teacher: Use a calculator. Teacher: That can't possibly be right.",0 516,"Teacher: Yeah. Teacher: That, that. Student: Mr. H - [TARGET]Teacher: Use a calculator.[/TARGET] Teacher: That can't possibly be right. Student: Mr. H - see, look. Teacher: All right, let me just see what you have.",0 517,"Teacher: That, that. Student: Mr. H - Teacher: Use a calculator. [TARGET]Teacher: That can't possibly be right.[/TARGET] Student: Mr. H - see, look. Teacher: All right, let me just see what you have. Teacher: Let's see what you guys have.",0 518,"Teacher: Use a calculator. Teacher: That can't possibly be right. Student: Mr. H - see, look. [TARGET]Teacher: All right, let me just see what you have.[/TARGET] Teacher: Let's see what you guys have. Teacher: [End of Audio]",1 519,"Teacher: That can't possibly be right. Student: Mr. H - see, look. Teacher: All right, let me just see what you have. [TARGET]Teacher: Let's see what you guys have.[/TARGET] Teacher: [End of Audio]",1 520," [TARGET]Teacher: Today you have a math - just like I said, today we're going to be practicing the [inaudible] after your math.[/TARGET] Teacher: We are going to do math in two different ways, using the traditional algorithm. Teacher: I really want you as you do the math - I'm going to demonstrate to you the standard algorithm for the math. Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things.",0 521,"Teacher: Today you have a math - just like I said, today we're going to be practicing the [inaudible] after your math. [TARGET]Teacher: We are going to do math in two different ways, using the traditional algorithm.[/TARGET] Teacher: I really want you as you do the math - I'm going to demonstrate to you the standard algorithm for the math. Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things. Teacher: One, how would you tell a 3rd grader about what to do in this math?",0 522,"Teacher: Today you have a math - just like I said, today we're going to be practicing the [inaudible] after your math. Teacher: We are going to do math in two different ways, using the traditional algorithm. [TARGET]Teacher: I really want you as you do the math - I'm going to demonstrate to you the standard algorithm for the math.[/TARGET] Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things. Teacher: One, how would you tell a 3rd grader about what to do in this math? Teacher: All eyes here.",0 523,"Teacher: Today you have a math - just like I said, today we're going to be practicing the [inaudible] after your math. Teacher: We are going to do math in two different ways, using the traditional algorithm. Teacher: I really want you as you do the math - I'm going to demonstrate to you the standard algorithm for the math. [TARGET]Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things.[/TARGET] Teacher: One, how would you tell a 3rd grader about what to do in this math? Teacher: All eyes here. Teacher: Sit down.",0 524,"Teacher: We are going to do math in two different ways, using the traditional algorithm. Teacher: I really want you as you do the math - I'm going to demonstrate to you the standard algorithm for the math. Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things. [TARGET]Teacher: One, how would you tell a 3rd grader about what to do in this math?[/TARGET] Teacher: All eyes here. Teacher: Sit down. Teacher: Student D, sit down.",0 525,"Teacher: I really want you as you do the math - I'm going to demonstrate to you the standard algorithm for the math. Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things. Teacher: One, how would you tell a 3rd grader about what to do in this math? [TARGET]Teacher: All eyes here.[/TARGET] Teacher: Sit down. Teacher: Student D, sit down. Teacher: How would you tell a 3rd grader how to do this math?",1 526,"Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things. Teacher: One, how would you tell a 3rd grader about what to do in this math? Teacher: All eyes here. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student D, sit down. Teacher: How would you tell a 3rd grader how to do this math? Teacher: Yes, Student A?",1 527,"Teacher: One, how would you tell a 3rd grader about what to do in this math? Teacher: All eyes here. Teacher: Sit down. [TARGET]Teacher: Student D, sit down.[/TARGET] Teacher: How would you tell a 3rd grader how to do this math? Teacher: Yes, Student A? Student: [Inaudible].",1 528,"Teacher: All eyes here. Teacher: Sit down. Teacher: Student D, sit down. [TARGET]Teacher: How would you tell a 3rd grader how to do this math?[/TARGET] Teacher: Yes, Student A? Student: [Inaudible]. Teacher: Stop.",0 529,"Teacher: Sit down. Teacher: Student D, sit down. Teacher: How would you tell a 3rd grader how to do this math? [TARGET]Teacher: Yes, Student A?[/TARGET] Student: [Inaudible]. Teacher: Stop. Teacher: Sit down.",0 530,"Teacher: How would you tell a 3rd grader how to do this math? Teacher: Yes, Student A? Student: [Inaudible]. [TARGET]Teacher: Stop.[/TARGET] Teacher: Sit down. Student: I lost it. Teacher: You lost what?",1 531,"Teacher: Yes, Student A? Student: [Inaudible]. Teacher: Stop. [TARGET]Teacher: Sit down.[/TARGET] Student: I lost it. Teacher: You lost what? Student: My math notebook.",1 532,Teacher: Stop. Teacher: Sit down. Student: I lost it. [TARGET]Teacher: You lost what?[/TARGET] Student: My math notebook. Teacher: Don't worry about it. Teacher: For now use your [inaudible] paper.,1 533,"Student: I lost it. Teacher: You lost what? Student: My math notebook. [TARGET]Teacher: Don't worry about it.[/TARGET] Teacher: For now use your [inaudible] paper. Teacher: I will give it to you later on. Teacher: I don't want you to call out, Student S. Student A wants to answer.",1 534,"Teacher: You lost what? Student: My math notebook. Teacher: Don't worry about it. [TARGET]Teacher: For now use your [inaudible] paper.[/TARGET] Teacher: I will give it to you later on. Teacher: I don't want you to call out, Student S. Student A wants to answer. Teacher: How would you tell a 3rd grader how to do this math?",1 535,"Student: My math notebook. Teacher: Don't worry about it. Teacher: For now use your [inaudible] paper. [TARGET]Teacher: I will give it to you later on.[/TARGET] Teacher: I don't want you to call out, Student S. Student A wants to answer. Teacher: How would you tell a 3rd grader how to do this math? Teacher: Tell me.",1 536,"Teacher: Don't worry about it. Teacher: For now use your [inaudible] paper. Teacher: I will give it to you later on. [TARGET]Teacher: I don't want you to call out, Student S. Student A wants to answer.[/TARGET] Teacher: How would you tell a 3rd grader how to do this math? Teacher: Tell me. Teacher: How would you tell somebody how to do this math?",1 537,"Teacher: For now use your [inaudible] paper. Teacher: I will give it to you later on. Teacher: I don't want you to call out, Student S. Student A wants to answer. [TARGET]Teacher: How would you tell a 3rd grader how to do this math?[/TARGET] Teacher: Tell me. Teacher: How would you tell somebody how to do this math? Student: I know.",0 538,"Teacher: I will give it to you later on. Teacher: I don't want you to call out, Student S. Student A wants to answer. Teacher: How would you tell a 3rd grader how to do this math? [TARGET]Teacher: Tell me.[/TARGET] Teacher: How would you tell somebody how to do this math? Student: I know. Student: Do the hundreds first.",0 539,"Teacher: I don't want you to call out, Student S. Student A wants to answer. Teacher: How would you tell a 3rd grader how to do this math? Teacher: Tell me. [TARGET]Teacher: How would you tell somebody how to do this math?[/TARGET] Student: I know. Student: Do the hundreds first. Teacher: Which ones are the hundreds?",0 540,Teacher: How would you tell somebody how to do this math? Student: I know. Student: Do the hundreds first. [TARGET]Teacher: Which ones are the hundreds?[/TARGET] Student: The hundreds are the [inaudible]. Teacher: Good job. Teacher: So you are saying it's 100 plus-,0 541,"Student: Do the hundreds first. Teacher: Which ones are the hundreds? Student: The hundreds are the [inaudible]. [TARGET]Teacher: Good job.[/TARGET] Teacher: So you are saying it's 100 plus- Student: 600 Student: Then that way you leave the 96 plus 25, then add it.",0 542,"Teacher: Which ones are the hundreds? Student: The hundreds are the [inaudible]. Teacher: Good job. [TARGET]Teacher: So you are saying it's 100 plus-[/TARGET] Student: 600 Student: Then that way you leave the 96 plus 25, then add it. Teacher: Good job.",0 543,"Teacher: So you are saying it's 100 plus- Student: 600 Student: Then that way you leave the 96 plus 25, then add it. [TARGET]Teacher: Good job.[/TARGET] Teacher: You can do 96 plus 25. Teacher: Is that what you said? Teacher: What would 100 plus 600 be?",0 544,"Student: 600 Student: Then that way you leave the 96 plus 25, then add it. Teacher: Good job. [TARGET]Teacher: You can do 96 plus 25.[/TARGET] Teacher: Is that what you said? Teacher: What would 100 plus 600 be? Student: 700",0 545,"Student: Then that way you leave the 96 plus 25, then add it. Teacher: Good job. Teacher: You can do 96 plus 25. [TARGET]Teacher: Is that what you said?[/TARGET] Teacher: What would 100 plus 600 be? Student: 700 Teacher: 700",0 546,Teacher: Good job. Teacher: You can do 96 plus 25. Teacher: Is that what you said? [TARGET]Teacher: What would 100 plus 600 be?[/TARGET] Student: 700 Teacher: 700 Teacher: Stop calling out.,0 547,Teacher: Is that what you said? Teacher: What would 100 plus 600 be? Student: 700 [TARGET]Teacher: 700[/TARGET] Teacher: Stop calling out. Teacher: I would like you to raise up your hand. Teacher: 96 - sit down.,0 548,"Teacher: What would 100 plus 600 be? Student: 700 Teacher: 700 [TARGET]Teacher: Stop calling out.[/TARGET] Teacher: I would like you to raise up your hand. Teacher: 96 - sit down. Teacher: Turn around and sit down, please.",1 549,"Student: 700 Teacher: 700 Teacher: Stop calling out. [TARGET]Teacher: I would like you to raise up your hand.[/TARGET] Teacher: 96 - sit down. Teacher: Turn around and sit down, please. Teacher: Turn around and sit down properly.",1 550,"Teacher: 700 Teacher: Stop calling out. Teacher: I would like you to raise up your hand. [TARGET]Teacher: 96 - sit down.[/TARGET] Teacher: Turn around and sit down, please. Teacher: Turn around and sit down properly. Teacher: [Inaudible].",1 551,"Teacher: Stop calling out. Teacher: I would like you to raise up your hand. Teacher: 96 - sit down. [TARGET]Teacher: Turn around and sit down, please.[/TARGET] Teacher: Turn around and sit down properly. Teacher: [Inaudible]. Teacher: Sit down properly please.",1 552,"Teacher: I would like you to raise up your hand. Teacher: 96 - sit down. Teacher: Turn around and sit down, please. [TARGET]Teacher: Turn around and sit down properly.[/TARGET] Teacher: [Inaudible]. Teacher: Sit down properly please. Teacher: Pick up your book.",1 553,"Teacher: Turn around and sit down, please. Teacher: Turn around and sit down properly. Teacher: [Inaudible]. [TARGET]Teacher: Sit down properly please.[/TARGET] Teacher: Pick up your book. Teacher: Solve this math. Student: 121",1 554,Teacher: Turn around and sit down properly. Teacher: [Inaudible]. Teacher: Sit down properly please. [TARGET]Teacher: Pick up your book.[/TARGET] Teacher: Solve this math. Student: 121 Teacher: 121,1 555,Teacher: [Inaudible]. Teacher: Sit down properly please. Teacher: Pick up your book. [TARGET]Teacher: Solve this math.[/TARGET] Student: 121 Teacher: 121 Teacher: Hmm.,1 556,"Teacher: Pick up your book. Teacher: Solve this math. Student: 121 [TARGET]Teacher: 121[/TARGET] Teacher: Hmm. Teacher: How did you solve this math to get 121? Teacher: Yes, Student T?",0 557,"Teacher: Solve this math. Student: 121 Teacher: 121 [TARGET]Teacher: Hmm.[/TARGET] Teacher: How did you solve this math to get 121? Teacher: Yes, Student T? Teacher: What do you think is the answer?",0 558,"Student: 121 Teacher: 121 Teacher: Hmm. [TARGET]Teacher: How did you solve this math to get 121?[/TARGET] Teacher: Yes, Student T? Teacher: What do you think is the answer? Student: 5 plus 6 is 11, so you put the 1 on top of the 9, and 10 plus 2 is 12, so [inaudible].",0 559,"Teacher: 121 Teacher: Hmm. Teacher: How did you solve this math to get 121? [TARGET]Teacher: Yes, Student T?[/TARGET] Teacher: What do you think is the answer? Student: 5 plus 6 is 11, so you put the 1 on top of the 9, and 10 plus 2 is 12, so [inaudible]. Student: 121",0 560,"Teacher: Hmm. Teacher: How did you solve this math to get 121? Teacher: Yes, Student T? [TARGET]Teacher: What do you think is the answer?[/TARGET] Student: 5 plus 6 is 11, so you put the 1 on top of the 9, and 10 plus 2 is 12, so [inaudible]. Student: 121 Teacher: Good job.",0 561,"Teacher: What do you think is the answer? Student: 5 plus 6 is 11, so you put the 1 on top of the 9, and 10 plus 2 is 12, so [inaudible]. Student: 121 [TARGET]Teacher: Good job.[/TARGET] Teacher: There's something you did here that's really - Student J, would you please sit down? Student: Can we do more 100 plus problems? Student: I like those.",0 562,"Student: 5 plus 6 is 11, so you put the 1 on top of the 9, and 10 plus 2 is 12, so [inaudible]. Student: 121 Teacher: Good job. [TARGET]Teacher: There's something you did here that's really - Student J, would you please sit down?[/TARGET] Student: Can we do more 100 plus problems? Student: I like those. Teacher: I don't think your mom would like to see you acting this way during this lesson.",1 563,"Teacher: There's something you did here that's really - Student J, would you please sit down? Student: Can we do more 100 plus problems? Student: I like those. [TARGET]Teacher: I don't think your mom would like to see you acting this way during this lesson.[/TARGET] Teacher: Thank you, Student D. You have been participating. Teacher: I don't want to divert your attention. Teacher: Thank you Student T. Thank you, Student A.",1 564,"Student: Can we do more 100 plus problems? Student: I like those. Teacher: I don't think your mom would like to see you acting this way during this lesson. [TARGET]Teacher: Thank you, Student D. You have been participating.[/TARGET] Teacher: I don't want to divert your attention. Teacher: Thank you Student T. Thank you, Student A. Teacher: Good job.",1 565,"Student: I like those. Teacher: I don't think your mom would like to see you acting this way during this lesson. Teacher: Thank you, Student D. You have been participating. [TARGET]Teacher: I don't want to divert your attention.[/TARGET] Teacher: Thank you Student T. Thank you, Student A. Teacher: Good job. Teacher: There's something you said here that's really - you added the 6 out of 5.",1 566,"Teacher: I don't think your mom would like to see you acting this way during this lesson. Teacher: Thank you, Student D. You have been participating. Teacher: I don't want to divert your attention. [TARGET]Teacher: Thank you Student T. Thank you, Student A.[/TARGET] Teacher: Good job. Teacher: There's something you said here that's really - you added the 6 out of 5. Student: Yes.",1 567,"Teacher: Thank you, Student D. You have been participating. Teacher: I don't want to divert your attention. Teacher: Thank you Student T. Thank you, Student A. [TARGET]Teacher: Good job.[/TARGET] Teacher: There's something you said here that's really - you added the 6 out of 5. Student: Yes. Teacher: What is the value of 5 and 6 here, Student T?",1 568,"Teacher: I don't want to divert your attention. Teacher: Thank you Student T. Thank you, Student A. Teacher: Good job. [TARGET]Teacher: There's something you said here that's really - you added the 6 out of 5.[/TARGET] Student: Yes. Teacher: What is the value of 5 and 6 here, Student T? Student: 500",0 569,"Teacher: Good job. Teacher: There's something you said here that's really - you added the 6 out of 5. Student: Yes. [TARGET]Teacher: What is the value of 5 and 6 here, Student T?[/TARGET] Student: 500 Teacher: What is the value of 5 and 6? Student: The value?",0 570,"Student: Yes. Teacher: What is the value of 5 and 6 here, Student T? Student: 500 [TARGET]Teacher: What is the value of 5 and 6?[/TARGET] Student: The value? Teacher: Yeah. Student: 500?",0 571,Student: 500 Teacher: What is the value of 5 and 6? Student: The value? [TARGET]Teacher: Yeah.[/TARGET] Student: 500? Teacher: No. Teacher: Look up here.,0 572,"Student: The value? Teacher: Yeah. Student: 500? [TARGET]Teacher: No.[/TARGET] Teacher: Look up here. Teacher: We have 96, and we have 25. Teacher: What does this 5 mean to you?",0 573,"Teacher: Yeah. Student: 500? Teacher: No. [TARGET]Teacher: Look up here.[/TARGET] Teacher: We have 96, and we have 25. Teacher: What does this 5 mean to you? Teacher: Is it in the ones?",1 574,"Student: 500? Teacher: No. Teacher: Look up here. [TARGET]Teacher: We have 96, and we have 25.[/TARGET] Teacher: What does this 5 mean to you? Teacher: Is it in the ones? Teacher: Is it in the tens?",0 575,"Teacher: No. Teacher: Look up here. Teacher: We have 96, and we have 25. [TARGET]Teacher: What does this 5 mean to you?[/TARGET] Teacher: Is it in the ones? Teacher: Is it in the tens? Teacher: Where is it?",0 576,"Teacher: Look up here. Teacher: We have 96, and we have 25. Teacher: What does this 5 mean to you? [TARGET]Teacher: Is it in the ones?[/TARGET] Teacher: Is it in the tens? Teacher: Where is it? Teacher: Look here.",0 577,"Teacher: We have 96, and we have 25. Teacher: What does this 5 mean to you? Teacher: Is it in the ones? [TARGET]Teacher: Is it in the tens?[/TARGET] Teacher: Where is it? Teacher: Look here. Student: I don't get it.",0 578,Teacher: What does this 5 mean to you? Teacher: Is it in the ones? Teacher: Is it in the tens? [TARGET]Teacher: Where is it?[/TARGET] Teacher: Look here. Student: I don't get it. Student: You want to add up 6 plus 5.,0 579,Teacher: Is it in the ones? Teacher: Is it in the tens? Teacher: Where is it? [TARGET]Teacher: Look here.[/TARGET] Student: I don't get it. Student: You want to add up 6 plus 5. Student: It's 11.,1 580,"Student: You want to add up 6 plus 5. Student: It's 11. Student: It would be in the tens place. [TARGET]Teacher: Yes.[/TARGET] Teacher: When we have 11 - now we have the tens place in 11, I agree. Teacher: But if we have only this 5, what does this 5 mean to you? Student: The ones place.",0 581,"Student: It's 11. Student: It would be in the tens place. Teacher: Yes. [TARGET]Teacher: When we have 11 - now we have the tens place in 11, I agree.[/TARGET] Teacher: But if we have only this 5, what does this 5 mean to you? Student: The ones place. Teacher: The ones.",0 582,"Student: It would be in the tens place. Teacher: Yes. Teacher: When we have 11 - now we have the tens place in 11, I agree. [TARGET]Teacher: But if we have only this 5, what does this 5 mean to you?[/TARGET] Student: The ones place. Teacher: The ones. Teacher: Good job.",0 583,"Teacher: When we have 11 - now we have the tens place in 11, I agree. Teacher: But if we have only this 5, what does this 5 mean to you? Student: The ones place. [TARGET]Teacher: The ones.[/TARGET] Teacher: Good job. Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2. Teacher: What does 9 - sorry.",0 584,"Teacher: But if we have only this 5, what does this 5 mean to you? Student: The ones place. Teacher: The ones. [TARGET]Teacher: Good job.[/TARGET] Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2. Teacher: What does 9 - sorry. Teacher: Sit down.",0 585,"Student: The ones place. Teacher: The ones. Teacher: Good job. [TARGET]Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2.[/TARGET] Teacher: What does 9 - sorry. Teacher: Sit down. Teacher: Student D, you're still distracting us.",0 586,"Teacher: The ones. Teacher: Good job. Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2. [TARGET]Teacher: What does 9 - sorry.[/TARGET] Teacher: Sit down. Teacher: Student D, you're still distracting us. Teacher: Can you please turn around and sit down?",1 587,"Teacher: Good job. Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2. Teacher: What does 9 - sorry. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student D, you're still distracting us. Teacher: Can you please turn around and sit down? Student: You put the 1 on top of the 9.",1 588,"Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2. Teacher: What does 9 - sorry. Teacher: Sit down. [TARGET]Teacher: Student D, you're still distracting us.[/TARGET] Teacher: Can you please turn around and sit down? Student: You put the 1 on top of the 9. Teacher: Go back to your seat please.",1 589,"Teacher: What does 9 - sorry. Teacher: Sit down. Teacher: Student D, you're still distracting us. [TARGET]Teacher: Can you please turn around and sit down?[/TARGET] Student: You put the 1 on top of the 9. Teacher: Go back to your seat please. Teacher: Sit down.",1 590,"Teacher: Student D, you're still distracting us. Teacher: Can you please turn around and sit down? Student: You put the 1 on top of the 9. [TARGET]Teacher: Go back to your seat please.[/TARGET] Teacher: Sit down. Teacher: Thank you. Teacher: Student D, what does 9 here mean to you?",1 591,"Teacher: Can you please turn around and sit down? Student: You put the 1 on top of the 9. Teacher: Go back to your seat please. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Thank you. Teacher: Student D, what does 9 here mean to you? Student: 90",1 592,"Student: You put the 1 on top of the 9. Teacher: Go back to your seat please. Teacher: Sit down. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Student D, what does 9 here mean to you? Student: 90 Teacher: Good job.",1 593,"Teacher: Go back to your seat please. Teacher: Sit down. Teacher: Thank you. [TARGET]Teacher: Student D, what does 9 here mean to you?[/TARGET] Student: 90 Teacher: Good job. Teacher: What is the value of 2 here?",0 594,"Teacher: Thank you. Teacher: Student D, what does 9 here mean to you? Student: 90 [TARGET]Teacher: Good job.[/TARGET] Teacher: What is the value of 2 here? Teacher: 20 Teacher: 90 plus - I want to remind you that there is a camera here watching you.",0 595,"Teacher: Student D, what does 9 here mean to you? Student: 90 Teacher: Good job. [TARGET]Teacher: What is the value of 2 here?[/TARGET] Teacher: 20 Teacher: 90 plus - I want to remind you that there is a camera here watching you. Teacher: I have here 90 plus 10 is what?",0 596,Student: 90 Teacher: Good job. Teacher: What is the value of 2 here? [TARGET]Teacher: 20[/TARGET] Teacher: 90 plus - I want to remind you that there is a camera here watching you. Teacher: I have here 90 plus 10 is what? Teacher: Student T?,0 597,Teacher: Good job. Teacher: What is the value of 2 here? Teacher: 20 [TARGET]Teacher: 90 plus - I want to remind you that there is a camera here watching you.[/TARGET] Teacher: I have here 90 plus 10 is what? Teacher: Student T? Student: 90 plus 10?,1 598,Teacher: What is the value of 2 here? Teacher: 20 Teacher: 90 plus - I want to remind you that there is a camera here watching you. [TARGET]Teacher: I have here 90 plus 10 is what?[/TARGET] Teacher: Student T? Student: 90 plus 10? Student: That's 100.,0 599,Teacher: 20 Teacher: 90 plus - I want to remind you that there is a camera here watching you. Teacher: I have here 90 plus 10 is what? [TARGET]Teacher: Student T?[/TARGET] Student: 90 plus 10? Student: That's 100. Teacher: 100 and what?,0 600,Teacher: Student T? Student: 90 plus 10? Student: That's 100. [TARGET]Teacher: 100 and what?[/TARGET] Student: 100 Student: You said 90 plus 20? Student: 110,0 601,"Student: 100 Student: You said 90 plus 20? Student: 110 [TARGET]Teacher: 110[/TARGET] Teacher: Now we're going to add it, 0 plus 1 plus 0 is going to be what? Teacher: Here we have 0 plus 110, plus another 110. Teacher: It's going to be what?",0 602,"Student: You said 90 plus 20? Student: 110 Teacher: 110 [TARGET]Teacher: Now we're going to add it, 0 plus 1 plus 0 is going to be what?[/TARGET] Teacher: Here we have 0 plus 110, plus another 110. Teacher: It's going to be what? Student: 220",0 603,"Student: 110 Teacher: 110 Teacher: Now we're going to add it, 0 plus 1 plus 0 is going to be what? [TARGET]Teacher: Here we have 0 plus 110, plus another 110.[/TARGET] Teacher: It's going to be what? Student: 220 Teacher: Yeah.",0 604,"Teacher: 110 Teacher: Now we're going to add it, 0 plus 1 plus 0 is going to be what? Teacher: Here we have 0 plus 110, plus another 110. [TARGET]Teacher: It's going to be what?[/TARGET] Student: 220 Teacher: Yeah. Student: 110 plus 110.",0 605,"Teacher: Here we have 0 plus 110, plus another 110. Teacher: It's going to be what? Student: 220 [TARGET]Teacher: Yeah.[/TARGET] Student: 110 plus 110. Teacher: Two 10s is what? Student: 20",0 606,Student: 220 Teacher: Yeah. Student: 110 plus 110. [TARGET]Teacher: Two 10s is what?[/TARGET] Student: 20 Teacher: So I'm going to write the 0 here. Teacher: Sorry.,0 607,"Student: 110 plus 110. Teacher: Two 10s is what? Student: 20 [TARGET]Teacher: So I'm going to write the 0 here.[/TARGET] Teacher: Sorry. Teacher: I'm going to write the 2 here. Teacher: Because it's not - Mr. K, can you take him to [inaudible] room?",0 608,"Teacher: Two 10s is what? Student: 20 Teacher: So I'm going to write the 0 here. [TARGET]Teacher: Sorry.[/TARGET] Teacher: I'm going to write the 2 here. Teacher: Because it's not - Mr. K, can you take him to [inaudible] room? Teacher: Can you go please?",0 609,"Student: 20 Teacher: So I'm going to write the 0 here. Teacher: Sorry. [TARGET]Teacher: I'm going to write the 2 here.[/TARGET] Teacher: Because it's not - Mr. K, can you take him to [inaudible] room? Teacher: Can you go please? Teacher: Just call his mom and tell his mom exactly.",0 610,"Teacher: So I'm going to write the 0 here. Teacher: Sorry. Teacher: I'm going to write the 2 here. [TARGET]Teacher: Because it's not - Mr. K, can you take him to [inaudible] room?[/TARGET] Teacher: Can you go please? Teacher: Just call his mom and tell his mom exactly. Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level.",1 611,"Teacher: Sorry. Teacher: I'm going to write the 2 here. Teacher: Because it's not - Mr. K, can you take him to [inaudible] room? [TARGET]Teacher: Can you go please?[/TARGET] Teacher: Just call his mom and tell his mom exactly. Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level. Teacher: We have 700 plus 100 is going to be what?",1 612,"Teacher: I'm going to write the 2 here. Teacher: Because it's not - Mr. K, can you take him to [inaudible] room? Teacher: Can you go please? [TARGET]Teacher: Just call his mom and tell his mom exactly.[/TARGET] Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level. Teacher: We have 700 plus 100 is going to be what? Student: 800",1 613,"Teacher: Because it's not - Mr. K, can you take him to [inaudible] room? Teacher: Can you go please? Teacher: Just call his mom and tell his mom exactly. [TARGET]Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level.[/TARGET] Teacher: We have 700 plus 100 is going to be what? Student: 800 Teacher: This will give us 821.",0 614,"Teacher: Can you go please? Teacher: Just call his mom and tell his mom exactly. Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level. [TARGET]Teacher: We have 700 plus 100 is going to be what?[/TARGET] Student: 800 Teacher: This will give us 821. Teacher: This is [inaudible] of this math.",0 615,"Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level. Teacher: We have 700 plus 100 is going to be what? Student: 800 [TARGET]Teacher: This will give us 821.[/TARGET] Teacher: This is [inaudible] of this math. Teacher: Another way we can solve the math using the traditional algorithm is this. Teacher: We're going to do 196 plus 625.",0 616,Teacher: We have 700 plus 100 is going to be what? Student: 800 Teacher: This will give us 821. [TARGET]Teacher: This is [inaudible] of this math.[/TARGET] Teacher: Another way we can solve the math using the traditional algorithm is this. Teacher: We're going to do 196 plus 625. Teacher: Okay.,0 617,"Student: 800 Teacher: This will give us 821. Teacher: This is [inaudible] of this math. [TARGET]Teacher: Another way we can solve the math using the traditional algorithm is this.[/TARGET] Teacher: We're going to do 196 plus 625. Teacher: Okay. Teacher: Get away from there, please.",0 618,"Teacher: This will give us 821. Teacher: This is [inaudible] of this math. Teacher: Another way we can solve the math using the traditional algorithm is this. [TARGET]Teacher: We're going to do 196 plus 625.[/TARGET] Teacher: Okay. Teacher: Get away from there, please. Teacher: Can you leave the computer please?",0 619,"Teacher: Another way we can solve the math using the traditional algorithm is this. Teacher: We're going to do 196 plus 625. Teacher: Okay. [TARGET]Teacher: Get away from there, please.[/TARGET] Teacher: Can you leave the computer please? Teacher: Pay attention. Teacher: Thank you.",1 620,"Teacher: We're going to do 196 plus 625. Teacher: Okay. Teacher: Get away from there, please. [TARGET]Teacher: Can you leave the computer please?[/TARGET] Teacher: Pay attention. Teacher: Thank you. Teacher: 6 plus 5 is what?",1 621,"Teacher: Okay. Teacher: Get away from there, please. Teacher: Can you leave the computer please? [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Thank you. Teacher: 6 plus 5 is what? Teacher: 11",1 622,"Teacher: Get away from there, please. Teacher: Can you leave the computer please? Teacher: Pay attention. [TARGET]Teacher: Thank you.[/TARGET] Teacher: 6 plus 5 is what? Teacher: 11 Student: I already got it.",1 623,Teacher: Can you leave the computer please? Teacher: Pay attention. Teacher: Thank you. [TARGET]Teacher: 6 plus 5 is what?[/TARGET] Teacher: 11 Student: I already got it. Teacher: 90 plus 20 is what?,0 624,"Teacher: Pay attention. Teacher: Thank you. Teacher: 6 plus 5 is what? [TARGET]Teacher: 11[/TARGET] Student: I already got it. Teacher: 90 plus 20 is what? Teacher: What is 90 plus 20, Student A?",0 625,"Teacher: 6 plus 5 is what? Teacher: 11 Student: I already got it. [TARGET]Teacher: 90 plus 20 is what?[/TARGET] Teacher: What is 90 plus 20, Student A? Student: 110 Teacher: What is 100 plus 600?",0 626,"Teacher: 11 Student: I already got it. Teacher: 90 plus 20 is what? [TARGET]Teacher: What is 90 plus 20, Student A?[/TARGET] Student: 110 Teacher: What is 100 plus 600? Student: 700",0 627,"Teacher: 90 plus 20 is what? Teacher: What is 90 plus 20, Student A? Student: 110 [TARGET]Teacher: What is 100 plus 600?[/TARGET] Student: 700 Teacher: Student A, can you tell me how I got 110? Student: 110?",0 628,"Student: 110 Teacher: What is 100 plus 600? Student: 700 [TARGET]Teacher: Student A, can you tell me how I got 110?[/TARGET] Student: 110? Teacher: Mm-hmm. Student: You got 110 because of 9 plus 2 equals [inaudible].",0 629,"Student: 700 Teacher: Student A, can you tell me how I got 110? Student: 110? [TARGET]Teacher: Mm-hmm.[/TARGET] Student: You got 110 because of 9 plus 2 equals [inaudible]. Teacher: Allow him to talk. Teacher: Look up here.",0 630,Student: 110? Teacher: Mm-hmm. Student: You got 110 because of 9 plus 2 equals [inaudible]. [TARGET]Teacher: Allow him to talk.[/TARGET] Teacher: Look up here. Teacher: The classroom respects adults and classmates. Teacher: Can you give him the respect?,1 631,"Teacher: Mm-hmm. Student: You got 110 because of 9 plus 2 equals [inaudible]. Teacher: Allow him to talk. [TARGET]Teacher: Look up here.[/TARGET] Teacher: The classroom respects adults and classmates. Teacher: Can you give him the respect? Teacher: Sit down, Student D. I'm listening to you, Student A.",1 632,"Student: You got 110 because of 9 plus 2 equals [inaudible]. Teacher: Allow him to talk. Teacher: Look up here. [TARGET]Teacher: The classroom respects adults and classmates.[/TARGET] Teacher: Can you give him the respect? Teacher: Sit down, Student D. I'm listening to you, Student A. Teacher: Student A, I'm listening.",1 633,"Teacher: Allow him to talk. Teacher: Look up here. Teacher: The classroom respects adults and classmates. [TARGET]Teacher: Can you give him the respect?[/TARGET] Teacher: Sit down, Student D. I'm listening to you, Student A. Teacher: Student A, I'm listening. Teacher: You were saying something about 9 and 2.",1 634,"Teacher: Look up here. Teacher: The classroom respects adults and classmates. Teacher: Can you give him the respect? [TARGET]Teacher: Sit down, Student D. I'm listening to you, Student A.[/TARGET] Teacher: Student A, I'm listening. Teacher: You were saying something about 9 and 2. Teacher: Student S, can you tell me how we get 110?",1 635,"Teacher: The classroom respects adults and classmates. Teacher: Can you give him the respect? Teacher: Sit down, Student D. I'm listening to you, Student A. [TARGET]Teacher: Student A, I'm listening.[/TARGET] Teacher: You were saying something about 9 and 2. Teacher: Student S, can you tell me how we get 110? Student: You got 110 by that 9 and that 2.",1 636,"Teacher: Can you give him the respect? Teacher: Sit down, Student D. I'm listening to you, Student A. Teacher: Student A, I'm listening. [TARGET]Teacher: You were saying something about 9 and 2.[/TARGET] Teacher: Student S, can you tell me how we get 110? Student: You got 110 by that 9 and that 2. Teacher: What is the value of this 9 here?",0 637,"Teacher: Sit down, Student D. I'm listening to you, Student A. Teacher: Student A, I'm listening. Teacher: You were saying something about 9 and 2. [TARGET]Teacher: Student S, can you tell me how we get 110?[/TARGET] Student: You got 110 by that 9 and that 2. Teacher: What is the value of this 9 here? Teacher: What is the value of 9?",0 638,"Teacher: You were saying something about 9 and 2. Teacher: Student S, can you tell me how we get 110? Student: You got 110 by that 9 and that 2. [TARGET]Teacher: What is the value of this 9 here?[/TARGET] Teacher: What is the value of 9? Teacher: Sit down. Teacher: Stop calling out.",0 639,"Teacher: Student S, can you tell me how we get 110? Student: You got 110 by that 9 and that 2. Teacher: What is the value of this 9 here? [TARGET]Teacher: What is the value of 9?[/TARGET] Teacher: Sit down. Teacher: Stop calling out. Teacher: Thank you.",0 640,Student: You got 110 by that 9 and that 2. Teacher: What is the value of this 9 here? Teacher: What is the value of 9? [TARGET]Teacher: Sit down.[/TARGET] Teacher: Stop calling out. Teacher: Thank you. Student: 90,1 641,Teacher: What is the value of this 9 here? Teacher: What is the value of 9? Teacher: Sit down. [TARGET]Teacher: Stop calling out.[/TARGET] Teacher: Thank you. Student: 90 Teacher: What is the value of 20?,1 642,Teacher: What is the value of 9? Teacher: Sit down. Teacher: Stop calling out. [TARGET]Teacher: Thank you.[/TARGET] Student: 90 Teacher: What is the value of 20? Student: 20,1 643,Teacher: Stop calling out. Teacher: Thank you. Student: 90 [TARGET]Teacher: What is the value of 20?[/TARGET] Student: 20 Teacher: 90 plus 20. Teacher: That's how we got 110.,0 644,"Student: 90 Teacher: What is the value of 20? Student: 20 [TARGET]Teacher: 90 plus 20.[/TARGET] Teacher: That's how we got 110. Teacher: How did we get 700, Student J? Teacher: I had 100, 100 plus what?",0 645,"Teacher: What is the value of 20? Student: 20 Teacher: 90 plus 20. [TARGET]Teacher: That's how we got 110.[/TARGET] Teacher: How did we get 700, Student J? Teacher: I had 100, 100 plus what? Student: 600",0 646,"Student: 20 Teacher: 90 plus 20. Teacher: That's how we got 110. [TARGET]Teacher: How did we get 700, Student J?[/TARGET] Teacher: I had 100, 100 plus what? Student: 600 Teacher: Which is 700.",0 647,"Teacher: 90 plus 20. Teacher: That's how we got 110. Teacher: How did we get 700, Student J? [TARGET]Teacher: I had 100, 100 plus what?[/TARGET] Student: 600 Teacher: Which is 700. Teacher: Now when we add it up we're going to get [inaudible], this at a tens, and this at hundreds, what we had here was we had 100, nine 10s, six 1s.",0 648,"Teacher: How did we get 700, Student J? Teacher: I had 100, 100 plus what? Student: 600 [TARGET]Teacher: Which is 700.[/TARGET] Teacher: Now when we add it up we're going to get [inaudible], this at a tens, and this at hundreds, what we had here was we had 100, nine 10s, six 1s. Teacher: Can you stop, Student A? Teacher: Then we have in the 600s column - maybe your dad is going to see how you do in the classroom.",0 649,"Teacher: I had 100, 100 plus what? Student: 600 Teacher: Which is 700. [TARGET]Teacher: Now when we add it up we're going to get [inaudible], this at a tens, and this at hundreds, what we had here was we had 100, nine 10s, six 1s.[/TARGET] Teacher: Can you stop, Student A? Teacher: Then we have in the 600s column - maybe your dad is going to see how you do in the classroom. Teacher: I have the 2 in the tens, and I have the 5 in the ones.",0 650,"Student: 600 Teacher: Which is 700. Teacher: Now when we add it up we're going to get [inaudible], this at a tens, and this at hundreds, what we had here was we had 100, nine 10s, six 1s. [TARGET]Teacher: Can you stop, Student A?[/TARGET] Teacher: Then we have in the 600s column - maybe your dad is going to see how you do in the classroom. Teacher: I have the 2 in the tens, and I have the 5 in the ones. Teacher: When I add it up, I am going to add 5 ones plus 6 ones is going to give me what?",1 651,"Teacher: Which is 700. Teacher: Now when we add it up we're going to get [inaudible], this at a tens, and this at hundreds, what we had here was we had 100, nine 10s, six 1s. Teacher: Can you stop, Student A? [TARGET]Teacher: Then we have in the 600s column - maybe your dad is going to see how you do in the classroom.[/TARGET] Teacher: I have the 2 in the tens, and I have the 5 in the ones. Teacher: When I add it up, I am going to add 5 ones plus 6 ones is going to give me what? Student: 11",0 652,"Teacher: Now when we add it up we're going to get [inaudible], this at a tens, and this at hundreds, what we had here was we had 100, nine 10s, six 1s. Teacher: Can you stop, Student A? Teacher: Then we have in the 600s column - maybe your dad is going to see how you do in the classroom. [TARGET]Teacher: I have the 2 in the tens, and I have the 5 in the ones.[/TARGET] Teacher: When I add it up, I am going to add 5 ones plus 6 ones is going to give me what? Student: 11 Teacher: 11 ones.",0 653,"Teacher: Can you stop, Student A? Teacher: Then we have in the 600s column - maybe your dad is going to see how you do in the classroom. Teacher: I have the 2 in the tens, and I have the 5 in the ones. [TARGET]Teacher: When I add it up, I am going to add 5 ones plus 6 ones is going to give me what?[/TARGET] Student: 11 Teacher: 11 ones. Teacher: How many tens do we have in 11 ones?",0 654,"Teacher: I have the 2 in the tens, and I have the 5 in the ones. Teacher: When I add it up, I am going to add 5 ones plus 6 ones is going to give me what? Student: 11 [TARGET]Teacher: 11 ones.[/TARGET] Teacher: How many tens do we have in 11 ones? Student: 1 Teacher: That is why we write 1 here, and write 1 here.",0 655,"Teacher: When I add it up, I am going to add 5 ones plus 6 ones is going to give me what? Student: 11 Teacher: 11 ones. [TARGET]Teacher: How many tens do we have in 11 ones?[/TARGET] Student: 1 Teacher: That is why we write 1 here, and write 1 here. Teacher: You have 1 left.",0 656,"Teacher: 11 ones. Teacher: How many tens do we have in 11 ones? Student: 1 [TARGET]Teacher: That is why we write 1 here, and write 1 here.[/TARGET] Teacher: You have 1 left. Teacher: Can I continue? Teacher: Because I have 110 plus 9 tens here, what is it going to be?",0 657,"Teacher: How many tens do we have in 11 ones? Student: 1 Teacher: That is why we write 1 here, and write 1 here. [TARGET]Teacher: You have 1 left.[/TARGET] Teacher: Can I continue? Teacher: Because I have 110 plus 9 tens here, what is it going to be? Teacher: 110 plus 9 tens.",0 658,"Student: 1 Teacher: That is why we write 1 here, and write 1 here. Teacher: You have 1 left. [TARGET]Teacher: Can I continue?[/TARGET] Teacher: Because I have 110 plus 9 tens here, what is it going to be? Teacher: 110 plus 9 tens. Teacher: Yes?",1 659,"Teacher: That is why we write 1 here, and write 1 here. Teacher: You have 1 left. Teacher: Can I continue? [TARGET]Teacher: Because I have 110 plus 9 tens here, what is it going to be?[/TARGET] Teacher: 110 plus 9 tens. Teacher: Yes? Student: 10 plus - I raised my hand.",0 660,"Teacher: You have 1 left. Teacher: Can I continue? Teacher: Because I have 110 plus 9 tens here, what is it going to be? [TARGET]Teacher: 110 plus 9 tens.[/TARGET] Teacher: Yes? Student: 10 plus - I raised my hand. Teacher: Yes, Student A?",0 661,"Teacher: Can I continue? Teacher: Because I have 110 plus 9 tens here, what is it going to be? Teacher: 110 plus 9 tens. [TARGET]Teacher: Yes?[/TARGET] Student: 10 plus - I raised my hand. Teacher: Yes, Student A? Student: 10 plus 9 tens equals 100.",0 662,"Teacher: 110 plus 9 tens. Teacher: Yes? Student: 10 plus - I raised my hand. [TARGET]Teacher: Yes, Student A?[/TARGET] Student: 10 plus 9 tens equals 100. Teacher: 100 plus 2 tens is what? Student: 120",0 663,"Student: 10 plus - I raised my hand. Teacher: Yes, Student A? Student: 10 plus 9 tens equals 100. [TARGET]Teacher: 100 plus 2 tens is what?[/TARGET] Student: 120 Teacher: That is why we are going to write this. Teacher: Since we have 120 - Student T, can you sit down please?",0 664,"Student: 10 plus 9 tens equals 100. Teacher: 100 plus 2 tens is what? Student: 120 [TARGET]Teacher: That is why we are going to write this.[/TARGET] Teacher: Since we have 120 - Student T, can you sit down please? Teacher: Please move. Teacher: Because we have here, we have 120.",0 665,"Teacher: 100 plus 2 tens is what? Student: 120 Teacher: That is why we are going to write this. [TARGET]Teacher: Since we have 120 - Student T, can you sit down please?[/TARGET] Teacher: Please move. Teacher: Because we have here, we have 120. Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here.",1 666,"Student: 120 Teacher: That is why we are going to write this. Teacher: Since we have 120 - Student T, can you sit down please? [TARGET]Teacher: Please move.[/TARGET] Teacher: Because we have here, we have 120. Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here. Teacher: 100 does not belong to the tens.",1 667,"Teacher: That is why we are going to write this. Teacher: Since we have 120 - Student T, can you sit down please? Teacher: Please move. [TARGET]Teacher: Because we have here, we have 120.[/TARGET] Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here. Teacher: 100 does not belong to the tens. Teacher: It is moved away from the tens to the hundred, and we have only 100.",0 668,"Teacher: Since we have 120 - Student T, can you sit down please? Teacher: Please move. Teacher: Because we have here, we have 120. [TARGET]Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here.[/TARGET] Teacher: 100 does not belong to the tens. Teacher: It is moved away from the tens to the hundred, and we have only 100. Teacher: We have this 100 plus 100 is going to be what?",0 669,"Teacher: Please move. Teacher: Because we have here, we have 120. Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here. [TARGET]Teacher: 100 does not belong to the tens.[/TARGET] Teacher: It is moved away from the tens to the hundred, and we have only 100. Teacher: We have this 100 plus 100 is going to be what? Student: 200",0 670,"Teacher: Because we have here, we have 120. Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here. Teacher: 100 does not belong to the tens. [TARGET]Teacher: It is moved away from the tens to the hundred, and we have only 100.[/TARGET] Teacher: We have this 100 plus 100 is going to be what? Student: 200 Teacher: 200 plus 600 is going to be what?",0 671,"Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here. Teacher: 100 does not belong to the tens. Teacher: It is moved away from the tens to the hundred, and we have only 100. [TARGET]Teacher: We have this 100 plus 100 is going to be what?[/TARGET] Student: 200 Teacher: 200 plus 600 is going to be what? Teacher: 800",0 672,"Teacher: It is moved away from the tens to the hundred, and we have only 100. Teacher: We have this 100 plus 100 is going to be what? Student: 200 [TARGET]Teacher: 200 plus 600 is going to be what?[/TARGET] Teacher: 800 Teacher: That is how we got 821. Teacher: Now I am going to pass out your papers.",0 673,"Teacher: We have this 100 plus 100 is going to be what? Student: 200 Teacher: 200 plus 600 is going to be what? [TARGET]Teacher: 800[/TARGET] Teacher: That is how we got 821. Teacher: Now I am going to pass out your papers. Teacher: You're going to do question number one, two, and three, then you do the other page, page 30.",0 674,"Student: 200 Teacher: 200 plus 600 is going to be what? Teacher: 800 [TARGET]Teacher: That is how we got 821.[/TARGET] Teacher: Now I am going to pass out your papers. Teacher: You're going to do question number one, two, and three, then you do the other page, page 30. Teacher: When you get to page 30 you will stop because we are going to play the game.",0 675,"Teacher: 200 plus 600 is going to be what? Teacher: 800 Teacher: That is how we got 821. [TARGET]Teacher: Now I am going to pass out your papers.[/TARGET] Teacher: You're going to do question number one, two, and three, then you do the other page, page 30. Teacher: When you get to page 30 you will stop because we are going to play the game. Teacher: If you need any help, you raise up your hand and I will help you.",1 676,"Teacher: 800 Teacher: That is how we got 821. Teacher: Now I am going to pass out your papers. [TARGET]Teacher: You're going to do question number one, two, and three, then you do the other page, page 30.[/TARGET] Teacher: When you get to page 30 you will stop because we are going to play the game. Teacher: If you need any help, you raise up your hand and I will help you. Teacher: Look at the questions it's asking here.",1 677,"Teacher: That is how we got 821. Teacher: Now I am going to pass out your papers. Teacher: You're going to do question number one, two, and three, then you do the other page, page 30. [TARGET]Teacher: When you get to page 30 you will stop because we are going to play the game.[/TARGET] Teacher: If you need any help, you raise up your hand and I will help you. Teacher: Look at the questions it's asking here. Teacher: It says now look carefully at these different solutions.",1 678,"Teacher: Now I am going to pass out your papers. Teacher: You're going to do question number one, two, and three, then you do the other page, page 30. Teacher: When you get to page 30 you will stop because we are going to play the game. [TARGET]Teacher: If you need any help, you raise up your hand and I will help you.[/TARGET] Teacher: Look at the questions it's asking here. Teacher: It says now look carefully at these different solutions. Teacher: This one here - you look here.",1 679,"Teacher: You're going to do question number one, two, and three, then you do the other page, page 30. Teacher: When you get to page 30 you will stop because we are going to play the game. Teacher: If you need any help, you raise up your hand and I will help you. [TARGET]Teacher: Look at the questions it's asking here.[/TARGET] Teacher: It says now look carefully at these different solutions. Teacher: This one here - you look here. Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below.",1 680,"Teacher: When you get to page 30 you will stop because we are going to play the game. Teacher: If you need any help, you raise up your hand and I will help you. Teacher: Look at the questions it's asking here. [TARGET]Teacher: It says now look carefully at these different solutions.[/TARGET] Teacher: This one here - you look here. Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below. Teacher: This solution is this one here.",1 681,"Teacher: If you need any help, you raise up your hand and I will help you. Teacher: Look at the questions it's asking here. Teacher: It says now look carefully at these different solutions. [TARGET]Teacher: This one here - you look here.[/TARGET] Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below. Teacher: This solution is this one here. Student: I already have the questions.",1 682,"Teacher: Look at the questions it's asking here. Teacher: It says now look carefully at these different solutions. Teacher: This one here - you look here. [TARGET]Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below.[/TARGET] Teacher: This solution is this one here. Student: I already have the questions. Teacher: But we are going to answer the questions.",0 683,"Teacher: It says now look carefully at these different solutions. Teacher: This one here - you look here. Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below. [TARGET]Teacher: This solution is this one here.[/TARGET] Student: I already have the questions. Teacher: But we are going to answer the questions. Teacher: It says here how would you explain to someone else how solution number one works?",0 684,"Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below. Teacher: This solution is this one here. Student: I already have the questions. [TARGET]Teacher: But we are going to answer the questions.[/TARGET] Teacher: It says here how would you explain to someone else how solution number one works? Teacher: What did they do? Teacher: Where does 16 come from, and where does 11 come from?",1 685,"Teacher: This solution is this one here. Student: I already have the questions. Teacher: But we are going to answer the questions. [TARGET]Teacher: It says here how would you explain to someone else how solution number one works?[/TARGET] Teacher: What did they do? Teacher: Where does 16 come from, and where does 11 come from? Teacher: Explain it here.",0 686,"Student: I already have the questions. Teacher: But we are going to answer the questions. Teacher: It says here how would you explain to someone else how solution number one works? [TARGET]Teacher: What did they do?[/TARGET] Teacher: Where does 16 come from, and where does 11 come from? Teacher: Explain it here. Teacher: Write your name.",0 687,"Teacher: But we are going to answer the questions. Teacher: It says here how would you explain to someone else how solution number one works? Teacher: What did they do? [TARGET]Teacher: Where does 16 come from, and where does 11 come from?[/TARGET] Teacher: Explain it here. Teacher: Write your name. Teacher: Work with me.",0 688,"Teacher: It says here how would you explain to someone else how solution number one works? Teacher: What did they do? Teacher: Where does 16 come from, and where does 11 come from? [TARGET]Teacher: Explain it here.[/TARGET] Teacher: Write your name. Teacher: Work with me. Student: Is the camera there?",0 689,"Teacher: What did they do? Teacher: Where does 16 come from, and where does 11 come from? Teacher: Explain it here. [TARGET]Teacher: Write your name.[/TARGET] Teacher: Work with me. Student: Is the camera there? Teacher: Work with me.",1 690,"Teacher: Where does 16 come from, and where does 11 come from? Teacher: Explain it here. Teacher: Write your name. [TARGET]Teacher: Work with me.[/TARGET] Student: Is the camera there? Teacher: Work with me. Student: No.",1 691,"Teacher: Write your name. Teacher: Work with me. Student: Is the camera there? [TARGET]Teacher: Work with me.[/TARGET] Student: No. Teacher: Sit down, Student A. Teacher: Student A, come and sit here.",1 692,"Student: Is the camera there? Teacher: Work with me. Student: No. [TARGET]Teacher: Sit down, Student A.[/TARGET] Teacher: Student A, come and sit here. Teacher: I'm going to work with you. Teacher: I'm giving you a choice.",1 693,"Teacher: Work with me. Student: No. Teacher: Sit down, Student A. [TARGET]Teacher: Student A, come and sit here.[/TARGET] Teacher: I'm going to work with you. Teacher: I'm giving you a choice. Teacher: Sit down here.",1 694,"Student: No. Teacher: Sit down, Student A. Teacher: Student A, come and sit here. [TARGET]Teacher: I'm going to work with you.[/TARGET] Teacher: I'm giving you a choice. Teacher: Sit down here. Teacher: Can you leave my seat please?",1 695,"Teacher: Sit down, Student A. Teacher: Student A, come and sit here. Teacher: I'm going to work with you. [TARGET]Teacher: I'm giving you a choice.[/TARGET] Teacher: Sit down here. Teacher: Can you leave my seat please? Teacher: I'll work with you.",1 696,"Teacher: Student A, come and sit here. Teacher: I'm going to work with you. Teacher: I'm giving you a choice. [TARGET]Teacher: Sit down here.[/TARGET] Teacher: Can you leave my seat please? Teacher: I'll work with you. Teacher: Student A, I'm not playing with you.",1 697,"Teacher: I'm going to work with you. Teacher: I'm giving you a choice. Teacher: Sit down here. [TARGET]Teacher: Can you leave my seat please?[/TARGET] Teacher: I'll work with you. Teacher: Student A, I'm not playing with you. Teacher: Let's go.",1 698,"Teacher: I'm giving you a choice. Teacher: Sit down here. Teacher: Can you leave my seat please? [TARGET]Teacher: I'll work with you.[/TARGET] Teacher: Student A, I'm not playing with you. Teacher: Let's go. Teacher: Can you read this to me?",1 699,"Teacher: Sit down here. Teacher: Can you leave my seat please? Teacher: I'll work with you. [TARGET]Teacher: Student A, I'm not playing with you.[/TARGET] Teacher: Let's go. Teacher: Can you read this to me? Teacher: You're right here.",1 700,"Teacher: Can you leave my seat please? Teacher: I'll work with you. Teacher: Student A, I'm not playing with you. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Can you read this to me? Teacher: You're right here. Student: [Inaudible].",1 701,"Teacher: I'll work with you. Teacher: Student A, I'm not playing with you. Teacher: Let's go. [TARGET]Teacher: Can you read this to me?[/TARGET] Teacher: You're right here. Student: [Inaudible]. Teacher: Right here.",1 702,"Teacher: Student A, I'm not playing with you. Teacher: Let's go. Teacher: Can you read this to me? [TARGET]Teacher: You're right here.[/TARGET] Student: [Inaudible]. Teacher: Right here. Teacher: Stop fooling around please.",1 703,Teacher: Can you read this to me? Teacher: You're right here. Student: [Inaudible]. [TARGET]Teacher: Right here.[/TARGET] Teacher: Stop fooling around please. Teacher: I want you to sit here. Teacher: You can get that chair if you want to.,1 704,Teacher: You're right here. Student: [Inaudible]. Teacher: Right here. [TARGET]Teacher: Stop fooling around please.[/TARGET] Teacher: I want you to sit here. Teacher: You can get that chair if you want to. Teacher: Let's go.,1 705,Student: [Inaudible]. Teacher: Right here. Teacher: Stop fooling around please. [TARGET]Teacher: I want you to sit here.[/TARGET] Teacher: You can get that chair if you want to. Teacher: Let's go. Teacher: You don't have to do this [inaudible].,1 706,Teacher: Right here. Teacher: Stop fooling around please. Teacher: I want you to sit here. [TARGET]Teacher: You can get that chair if you want to.[/TARGET] Teacher: Let's go. Teacher: You don't have to do this [inaudible]. Teacher: Can you move a little bit please?,1 707,"Teacher: Stop fooling around please. Teacher: I want you to sit here. Teacher: You can get that chair if you want to. [TARGET]Teacher: Let's go.[/TARGET] Teacher: You don't have to do this [inaudible]. Teacher: Can you move a little bit please? Teacher: Actually, we're going to move over there.",1 708,"Teacher: I want you to sit here. Teacher: You can get that chair if you want to. Teacher: Let's go. [TARGET]Teacher: You don't have to do this [inaudible].[/TARGET] Teacher: Can you move a little bit please? Teacher: Actually, we're going to move over there. Teacher: What are you doing?",1 709,"Teacher: You can get that chair if you want to. Teacher: Let's go. Teacher: You don't have to do this [inaudible]. [TARGET]Teacher: Can you move a little bit please?[/TARGET] Teacher: Actually, we're going to move over there. Teacher: What are you doing? Teacher: Okay.",1 710,"Teacher: Let's go. Teacher: You don't have to do this [inaudible]. Teacher: Can you move a little bit please? [TARGET]Teacher: Actually, we're going to move over there.[/TARGET] Teacher: What are you doing? Teacher: Okay. Teacher: Let's go.",1 711,"Teacher: You don't have to do this [inaudible]. Teacher: Can you move a little bit please? Teacher: Actually, we're going to move over there. [TARGET]Teacher: What are you doing?[/TARGET] Teacher: Okay. Teacher: Let's go. Teacher: Write your name.",1 712,"Teacher: Actually, we're going to move over there. Teacher: What are you doing? Teacher: Okay. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Write your name. Teacher: Somebody sit here. Teacher: Turn this way.",1 713,Teacher: What are you doing? Teacher: Okay. Teacher: Let's go. [TARGET]Teacher: Write your name.[/TARGET] Teacher: Somebody sit here. Teacher: Turn this way. Teacher: Okay.,1 714,"Teacher: Okay. Teacher: Let's go. Teacher: Write your name. [TARGET]Teacher: Somebody sit here.[/TARGET] Teacher: Turn this way. Teacher: Okay. Teacher: Student A, what are you doing with pencils?",1 715,"Teacher: Let's go. Teacher: Write your name. Teacher: Somebody sit here. [TARGET]Teacher: Turn this way.[/TARGET] Teacher: Okay. Teacher: Student A, what are you doing with pencils? Student: The pencils broke.",1 716,"Teacher: Somebody sit here. Teacher: Turn this way. Teacher: Okay. [TARGET]Teacher: Student A, what are you doing with pencils?[/TARGET] Student: The pencils broke. Teacher: Let's go. Teacher: Let's go.",1 717,"Teacher: Okay. Teacher: Student A, what are you doing with pencils? Student: The pencils broke. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Let's go. Teacher: Okay. Teacher: It says here solve this problem.",1 718,"Teacher: Student A, what are you doing with pencils? Student: The pencils broke. Teacher: Let's go. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Okay. Teacher: It says here solve this problem. Teacher: Show your solution using clear and concise notation.",1 719,"Teacher: Let's go. Teacher: Let's go. Teacher: Okay. [TARGET]Teacher: It says here solve this problem.[/TARGET] Teacher: Show your solution using clear and concise notation. Teacher: I want you to do it here. Teacher: Student A, let's solve this math.",0 720,"Teacher: Let's go. Teacher: Okay. Teacher: It says here solve this problem. [TARGET]Teacher: Show your solution using clear and concise notation.[/TARGET] Teacher: I want you to do it here. Teacher: Student A, let's solve this math. Teacher: Do it here.",0 721,"Teacher: Okay. Teacher: It says here solve this problem. Teacher: Show your solution using clear and concise notation. [TARGET]Teacher: I want you to do it here.[/TARGET] Teacher: Student A, let's solve this math. Teacher: Do it here. Teacher: 145 plus 226.",1 722,"Teacher: It says here solve this problem. Teacher: Show your solution using clear and concise notation. Teacher: I want you to do it here. [TARGET]Teacher: Student A, let's solve this math.[/TARGET] Teacher: Do it here. Teacher: 145 plus 226. Teacher: I want you to tell me exactly what you did here.",1 723,"Teacher: Show your solution using clear and concise notation. Teacher: I want you to do it here. Teacher: Student A, let's solve this math. [TARGET]Teacher: Do it here.[/TARGET] Teacher: 145 plus 226. Teacher: I want you to tell me exactly what you did here. Teacher: Look at the solutions.",1 724,"Teacher: I want you to do it here. Teacher: Student A, let's solve this math. Teacher: Do it here. [TARGET]Teacher: 145 plus 226.[/TARGET] Teacher: I want you to tell me exactly what you did here. Teacher: Look at the solutions. Teacher: What did you do here?",0 725,"Teacher: Student A, let's solve this math. Teacher: Do it here. Teacher: 145 plus 226. [TARGET]Teacher: I want you to tell me exactly what you did here.[/TARGET] Teacher: Look at the solutions. Teacher: What did you do here? Teacher: Tell me.",0 726,Teacher: Do it here. Teacher: 145 plus 226. Teacher: I want you to tell me exactly what you did here. [TARGET]Teacher: Look at the solutions.[/TARGET] Teacher: What did you do here? Teacher: Tell me. Student: Same thing.,1 727,Teacher: 145 plus 226. Teacher: I want you to tell me exactly what you did here. Teacher: Look at the solutions. [TARGET]Teacher: What did you do here?[/TARGET] Teacher: Tell me. Student: Same thing. Teacher: Turn around please.,0 728,"Teacher: I want you to tell me exactly what you did here. Teacher: Look at the solutions. Teacher: What did you do here? [TARGET]Teacher: Tell me.[/TARGET] Student: Same thing. Teacher: Turn around please. Teacher: Student T, come over here.",0 729,"Teacher: What did you do here? Teacher: Tell me. Student: Same thing. [TARGET]Teacher: Turn around please.[/TARGET] Teacher: Student T, come over here. Teacher: What is the problem? Student: [Inaudible].",1 730,"Teacher: Tell me. Student: Same thing. Teacher: Turn around please. [TARGET]Teacher: Student T, come over here.[/TARGET] Teacher: What is the problem? Student: [Inaudible]. Teacher: Who told you?",1 731,"Student: Same thing. Teacher: Turn around please. Teacher: Student T, come over here. [TARGET]Teacher: What is the problem?[/TARGET] Student: [Inaudible]. Teacher: Who told you? Teacher: You're blocking Student D. You can't be seen by the camera.",1 732,"Teacher: Student T, come over here. Teacher: What is the problem? Student: [Inaudible]. [TARGET]Teacher: Who told you?[/TARGET] Teacher: You're blocking Student D. You can't be seen by the camera. Teacher: That's cool. Teacher: Now look carefully at these two different - [inaudible] honey.",1 733,Teacher: What is the problem? Student: [Inaudible]. Teacher: Who told you? [TARGET]Teacher: You're blocking Student D. You can't be seen by the camera.[/TARGET] Teacher: That's cool. Teacher: Now look carefully at these two different - [inaudible] honey. Teacher: It's not your-,1 734,Student: [Inaudible]. Teacher: Who told you? Teacher: You're blocking Student D. You can't be seen by the camera. [TARGET]Teacher: That's cool.[/TARGET] Teacher: Now look carefully at these two different - [inaudible] honey. Teacher: It's not your- Student: He has his back towards the wall.,1 735,Teacher: Who told you? Teacher: You're blocking Student D. You can't be seen by the camera. Teacher: That's cool. [TARGET]Teacher: Now look carefully at these two different - [inaudible] honey.[/TARGET] Teacher: It's not your- Student: He has his back towards the wall. Student: That's not fair.,1 736,"Teacher: You're blocking Student D. You can't be seen by the camera. Teacher: That's cool. Teacher: Now look carefully at these two different - [inaudible] honey. [TARGET]Teacher: It's not your-[/TARGET] Student: He has his back towards the wall. Student: That's not fair. Student: If he can't be seen, we're not going to be seen.",1 737,"Student: He has his back towards the wall. Student: That's not fair. Student: If he can't be seen, we're not going to be seen. [TARGET]Teacher: Did you know that everything you've been yelling is recorded?[/TARGET] Teacher: You know this math. Teacher: I don't know why it is a problem. Teacher: Let's go.",1 738,"Student: That's not fair. Student: If he can't be seen, we're not going to be seen. Teacher: Did you know that everything you've been yelling is recorded? [TARGET]Teacher: You know this math.[/TARGET] Teacher: I don't know why it is a problem. Teacher: Let's go. Teacher: Solve the math.",1 739,"Student: If he can't be seen, we're not going to be seen. Teacher: Did you know that everything you've been yelling is recorded? Teacher: You know this math. [TARGET]Teacher: I don't know why it is a problem.[/TARGET] Teacher: Let's go. Teacher: Solve the math. Teacher: It said how would you explain to someone else how solution one works.",1 740,Teacher: Did you know that everything you've been yelling is recorded? Teacher: You know this math. Teacher: I don't know why it is a problem. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Solve the math. Teacher: It said how would you explain to someone else how solution one works. Teacher: Explain to Ms. A how solution one works.,1 741,Teacher: You know this math. Teacher: I don't know why it is a problem. Teacher: Let's go. [TARGET]Teacher: Solve the math.[/TARGET] Teacher: It said how would you explain to someone else how solution one works. Teacher: Explain to Ms. A how solution one works. Teacher: Tell me.,1 742,"Teacher: I don't know why it is a problem. Teacher: Let's go. Teacher: Solve the math. [TARGET]Teacher: It said how would you explain to someone else how solution one works.[/TARGET] Teacher: Explain to Ms. A how solution one works. Teacher: Tell me. Teacher: Student T, how does solution one work?",0 743,"Teacher: Let's go. Teacher: Solve the math. Teacher: It said how would you explain to someone else how solution one works. [TARGET]Teacher: Explain to Ms. A how solution one works.[/TARGET] Teacher: Tell me. Teacher: Student T, how does solution one work? Teacher: Put it away.",0 744,"Teacher: Solve the math. Teacher: It said how would you explain to someone else how solution one works. Teacher: Explain to Ms. A how solution one works. [TARGET]Teacher: Tell me.[/TARGET] Teacher: Student T, how does solution one work? Teacher: Put it away. Teacher: Let's go.",0 745,"Teacher: It said how would you explain to someone else how solution one works. Teacher: Explain to Ms. A how solution one works. Teacher: Tell me. [TARGET]Teacher: Student T, how does solution one work?[/TARGET] Teacher: Put it away. Teacher: Let's go. Teacher: That's not what you're doing now.",0 746,"Teacher: Explain to Ms. A how solution one works. Teacher: Tell me. Teacher: Student T, how does solution one work? [TARGET]Teacher: Put it away.[/TARGET] Teacher: Let's go. Teacher: That's not what you're doing now. Teacher: You know what?",1 747,"Teacher: Tell me. Teacher: Student T, how does solution one work? Teacher: Put it away. [TARGET]Teacher: Let's go.[/TARGET] Teacher: That's not what you're doing now. Teacher: You know what? Teacher: I'm giving everybody a choice.",1 748,"Teacher: Student T, how does solution one work? Teacher: Put it away. Teacher: Let's go. [TARGET]Teacher: That's not what you're doing now.[/TARGET] Teacher: You know what? Teacher: I'm giving everybody a choice. Teacher: If this math is not done, we're not going out for recess.",1 749,"Teacher: Put it away. Teacher: Let's go. Teacher: That's not what you're doing now. [TARGET]Teacher: You know what?[/TARGET] Teacher: I'm giving everybody a choice. Teacher: If this math is not done, we're not going out for recess. Teacher: Do your math.",1 750,"Teacher: Let's go. Teacher: That's not what you're doing now. Teacher: You know what? [TARGET]Teacher: I'm giving everybody a choice.[/TARGET] Teacher: If this math is not done, we're not going out for recess. Teacher: Do your math. Teacher: You know what to do.",1 751,"Teacher: That's not what you're doing now. Teacher: You know what? Teacher: I'm giving everybody a choice. [TARGET]Teacher: If this math is not done, we're not going out for recess.[/TARGET] Teacher: Do your math. Teacher: You know what to do. Teacher: Leave him.",1 752,"Teacher: You know what? Teacher: I'm giving everybody a choice. Teacher: If this math is not done, we're not going out for recess. [TARGET]Teacher: Do your math.[/TARGET] Teacher: You know what to do. Teacher: Leave him. Teacher: Camera is covering every place in the classroom, everywhere.",1 753,"Teacher: I'm giving everybody a choice. Teacher: If this math is not done, we're not going out for recess. Teacher: Do your math. [TARGET]Teacher: You know what to do.[/TARGET] Teacher: Leave him. Teacher: Camera is covering every place in the classroom, everywhere. Teacher: The camera is seeing everywhere.",1 754,"Teacher: If this math is not done, we're not going out for recess. Teacher: Do your math. Teacher: You know what to do. [TARGET]Teacher: Leave him.[/TARGET] Teacher: Camera is covering every place in the classroom, everywhere. Teacher: The camera is seeing everywhere. Teacher: That's not what we're talking about.",1 755,"Teacher: Do your math. Teacher: You know what to do. Teacher: Leave him. [TARGET]Teacher: Camera is covering every place in the classroom, everywhere.[/TARGET] Teacher: The camera is seeing everywhere. Teacher: That's not what we're talking about. Teacher: Let's do this.",1 756,"Teacher: You know what to do. Teacher: Leave him. Teacher: Camera is covering every place in the classroom, everywhere. [TARGET]Teacher: The camera is seeing everywhere.[/TARGET] Teacher: That's not what we're talking about. Teacher: Let's do this. Student: Can I ask a question?",1 757,"Teacher: Leave him. Teacher: Camera is covering every place in the classroom, everywhere. Teacher: The camera is seeing everywhere. [TARGET]Teacher: That's not what we're talking about.[/TARGET] Teacher: Let's do this. Student: Can I ask a question? Teacher: Yes, you may.",1 758,"Teacher: Camera is covering every place in the classroom, everywhere. Teacher: The camera is seeing everywhere. Teacher: That's not what we're talking about. [TARGET]Teacher: Let's do this.[/TARGET] Student: Can I ask a question? Teacher: Yes, you may. Student: Can the camera bounce on to the board?",1 759,"Teacher: That's not what we're talking about. Teacher: Let's do this. Student: Can I ask a question? [TARGET]Teacher: Yes, you may.[/TARGET] Student: Can the camera bounce on to the board? Teacher: Yes. Teacher: You have a very good start.",1 760,"Student: Can I ask a question? Teacher: Yes, you may. Student: Can the camera bounce on to the board? [TARGET]Teacher: Yes.[/TARGET] Teacher: You have a very good start. Teacher: Did you finish? Teacher: Let's finish this one first.",1 761,"Teacher: Yes, you may. Student: Can the camera bounce on to the board? Teacher: Yes. [TARGET]Teacher: You have a very good start.[/TARGET] Teacher: Did you finish? Teacher: Let's finish this one first. Teacher: How would you explain to someone else how solution one works?",0 762,Student: Can the camera bounce on to the board? Teacher: Yes. Teacher: You have a very good start. [TARGET]Teacher: Did you finish?[/TARGET] Teacher: Let's finish this one first. Teacher: How would you explain to someone else how solution one works? Teacher: Where does the [inaudible] here come from?,1 763,Teacher: Yes. Teacher: You have a very good start. Teacher: Did you finish? [TARGET]Teacher: Let's finish this one first.[/TARGET] Teacher: How would you explain to someone else how solution one works? Teacher: Where does the [inaudible] here come from? Teacher: Get away from there.,1 764,Teacher: You have a very good start. Teacher: Did you finish? Teacher: Let's finish this one first. [TARGET]Teacher: How would you explain to someone else how solution one works?[/TARGET] Teacher: Where does the [inaudible] here come from? Teacher: Get away from there. Teacher: Come right here.,0 765,Teacher: Did you finish? Teacher: Let's finish this one first. Teacher: How would you explain to someone else how solution one works? [TARGET]Teacher: Where does the [inaudible] here come from?[/TARGET] Teacher: Get away from there. Teacher: Come right here. Teacher: Your mom did not sign it.,0 766,Teacher: Let's finish this one first. Teacher: How would you explain to someone else how solution one works? Teacher: Where does the [inaudible] here come from? [TARGET]Teacher: Get away from there.[/TARGET] Teacher: Come right here. Teacher: Your mom did not sign it. Teacher: What is the problem with the camera?,1 767,Teacher: How would you explain to someone else how solution one works? Teacher: Where does the [inaudible] here come from? Teacher: Get away from there. [TARGET]Teacher: Come right here.[/TARGET] Teacher: Your mom did not sign it. Teacher: What is the problem with the camera? Teacher: You know how to do math.,1 768,Teacher: Where does the [inaudible] here come from? Teacher: Get away from there. Teacher: Come right here. [TARGET]Teacher: Your mom did not sign it.[/TARGET] Teacher: What is the problem with the camera? Teacher: You know how to do math. Teacher: Where does the [inaudible] come from?,1 769,Teacher: Get away from there. Teacher: Come right here. Teacher: Your mom did not sign it. [TARGET]Teacher: What is the problem with the camera?[/TARGET] Teacher: You know how to do math. Teacher: Where does the [inaudible] come from? Teacher: Continue.,1 770,Teacher: Come right here. Teacher: Your mom did not sign it. Teacher: What is the problem with the camera? [TARGET]Teacher: You know how to do math.[/TARGET] Teacher: Where does the [inaudible] come from? Teacher: Continue. Teacher: Finish your work.,0 771,"Teacher: Your mom did not sign it. Teacher: What is the problem with the camera? Teacher: You know how to do math. [TARGET]Teacher: Where does the [inaudible] come from?[/TARGET] Teacher: Continue. Teacher: Finish your work. Teacher: Student A, I'm not playing now.",0 772,"Teacher: What is the problem with the camera? Teacher: You know how to do math. Teacher: Where does the [inaudible] come from? [TARGET]Teacher: Continue.[/TARGET] Teacher: Finish your work. Teacher: Student A, I'm not playing now. Teacher: Stop.",1 773,"Teacher: You know how to do math. Teacher: Where does the [inaudible] come from? Teacher: Continue. [TARGET]Teacher: Finish your work.[/TARGET] Teacher: Student A, I'm not playing now. Teacher: Stop. Teacher: Turn around.",1 774,"Teacher: Where does the [inaudible] come from? Teacher: Continue. Teacher: Finish your work. [TARGET]Teacher: Student A, I'm not playing now.[/TARGET] Teacher: Stop. Teacher: Turn around. Teacher: You can do it.",1 775,"Teacher: Continue. Teacher: Finish your work. Teacher: Student A, I'm not playing now. [TARGET]Teacher: Stop.[/TARGET] Teacher: Turn around. Teacher: You can do it. Teacher: You are a wonderful mathematician.",1 776,"Teacher: Finish your work. Teacher: Student A, I'm not playing now. Teacher: Stop. [TARGET]Teacher: Turn around.[/TARGET] Teacher: You can do it. Teacher: You are a wonderful mathematician. Teacher: Don't worry.",1 777,"Teacher: Student A, I'm not playing now. Teacher: Stop. Teacher: Turn around. [TARGET]Teacher: You can do it.[/TARGET] Teacher: You are a wonderful mathematician. Teacher: Don't worry. Teacher: Get down from there now.",0 778,Teacher: Stop. Teacher: Turn around. Teacher: You can do it. [TARGET]Teacher: You are a wonderful mathematician.[/TARGET] Teacher: Don't worry. Teacher: Get down from there now. Teacher: Continue.,0 779,Teacher: Turn around. Teacher: You can do it. Teacher: You are a wonderful mathematician. [TARGET]Teacher: Don't worry.[/TARGET] Teacher: Get down from there now. Teacher: Continue. Teacher: If you cannot concentrate and do your math - it's what we're working on today.,0 780,"Teacher: You can do it. Teacher: You are a wonderful mathematician. Teacher: Don't worry. [TARGET]Teacher: Get down from there now.[/TARGET] Teacher: Continue. Teacher: If you cannot concentrate and do your math - it's what we're working on today. Teacher: Let's do this math, please.",1 781,"Teacher: You are a wonderful mathematician. Teacher: Don't worry. Teacher: Get down from there now. [TARGET]Teacher: Continue.[/TARGET] Teacher: If you cannot concentrate and do your math - it's what we're working on today. Teacher: Let's do this math, please. Teacher: You know what to do.",1 782,"Teacher: Don't worry. Teacher: Get down from there now. Teacher: Continue. [TARGET]Teacher: If you cannot concentrate and do your math - it's what we're working on today.[/TARGET] Teacher: Let's do this math, please. Teacher: You know what to do. Teacher: Try and do this math.",1 783,"Teacher: Get down from there now. Teacher: Continue. Teacher: If you cannot concentrate and do your math - it's what we're working on today. [TARGET]Teacher: Let's do this math, please.[/TARGET] Teacher: You know what to do. Teacher: Try and do this math. Teacher: I will show you.",1 784,"Teacher: Continue. Teacher: If you cannot concentrate and do your math - it's what we're working on today. Teacher: Let's do this math, please. [TARGET]Teacher: You know what to do.[/TARGET] Teacher: Try and do this math. Teacher: I will show you. Teacher: Let me see people that are working hard, what I can give to them.",1 785,"Teacher: If you cannot concentrate and do your math - it's what we're working on today. Teacher: Let's do this math, please. Teacher: You know what to do. [TARGET]Teacher: Try and do this math.[/TARGET] Teacher: I will show you. Teacher: Let me see people that are working hard, what I can give to them. Teacher: If you throw that at him, you are going out.",1 786,"Teacher: Let's do this math, please. Teacher: You know what to do. Teacher: Try and do this math. [TARGET]Teacher: I will show you.[/TARGET] Teacher: Let me see people that are working hard, what I can give to them. Teacher: If you throw that at him, you are going out. Teacher: People that are working hard, I'm going to go around and give them something.",1 787,"Teacher: You know what to do. Teacher: Try and do this math. Teacher: I will show you. [TARGET]Teacher: Let me see people that are working hard, what I can give to them.[/TARGET] Teacher: If you throw that at him, you are going out. Teacher: People that are working hard, I'm going to go around and give them something. Teacher: Who is working hard?",1 788,"Teacher: Try and do this math. Teacher: I will show you. Teacher: Let me see people that are working hard, what I can give to them. [TARGET]Teacher: If you throw that at him, you are going out.[/TARGET] Teacher: People that are working hard, I'm going to go around and give them something. Teacher: Who is working hard? Teacher: Is Student D working?",1 789,"Teacher: I will show you. Teacher: Let me see people that are working hard, what I can give to them. Teacher: If you throw that at him, you are going out. [TARGET]Teacher: People that are working hard, I'm going to go around and give them something.[/TARGET] Teacher: Who is working hard? Teacher: Is Student D working? Teacher: Come in here.",1 790,"Teacher: Let me see people that are working hard, what I can give to them. Teacher: If you throw that at him, you are going out. Teacher: People that are working hard, I'm going to go around and give them something. [TARGET]Teacher: Who is working hard?[/TARGET] Teacher: Is Student D working? Teacher: Come in here. Teacher: I'm visiting Student D. Student D, you're not supposed to be here.",1 791,"Teacher: If you throw that at him, you are going out. Teacher: People that are working hard, I'm going to go around and give them something. Teacher: Who is working hard? [TARGET]Teacher: Is Student D working?[/TARGET] Teacher: Come in here. Teacher: I'm visiting Student D. Student D, you're not supposed to be here. Teacher: You're here.",1 792,"Teacher: People that are working hard, I'm going to go around and give them something. Teacher: Who is working hard? Teacher: Is Student D working? [TARGET]Teacher: Come in here.[/TARGET] Teacher: I'm visiting Student D. Student D, you're not supposed to be here. Teacher: You're here. Teacher: Sit down.",1 793,"Teacher: Who is working hard? Teacher: Is Student D working? Teacher: Come in here. [TARGET]Teacher: I'm visiting Student D. Student D, you're not supposed to be here.[/TARGET] Teacher: You're here. Teacher: Sit down. Teacher: Turn around.",1 794,"Teacher: Is Student D working? Teacher: Come in here. Teacher: I'm visiting Student D. Student D, you're not supposed to be here. [TARGET]Teacher: You're here.[/TARGET] Teacher: Sit down. Teacher: Turn around. Teacher: I'm going to give you because you're working hard.",1 795,"Teacher: Come in here. Teacher: I'm visiting Student D. Student D, you're not supposed to be here. Teacher: You're here. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Turn around. Teacher: I'm going to give you because you're working hard. Student: Thank you.",1 796,"Teacher: I'm visiting Student D. Student D, you're not supposed to be here. Teacher: You're here. Teacher: Sit down. [TARGET]Teacher: Turn around.[/TARGET] Teacher: I'm going to give you because you're working hard. Student: Thank you. Teacher: I'm going to give you another one too.",1 797,Teacher: You're here. Teacher: Sit down. Teacher: Turn around. [TARGET]Teacher: I'm going to give you because you're working hard.[/TARGET] Student: Thank you. Teacher: I'm going to give you another one too. Teacher: Good job.,1 798,Teacher: Turn around. Teacher: I'm going to give you because you're working hard. Student: Thank you. [TARGET]Teacher: I'm going to give you another one too.[/TARGET] Teacher: Good job. Student: I'm working my heart out. Teacher: Sit down.,1 799,Teacher: I'm going to give you because you're working hard. Student: Thank you. Teacher: I'm going to give you another one too. [TARGET]Teacher: Good job.[/TARGET] Student: I'm working my heart out. Teacher: Sit down. Teacher: Stay here.,1 800,Teacher: I'm going to give you another one too. Teacher: Good job. Student: I'm working my heart out. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Stay here. Teacher: Do your work here. Teacher: Sit down.,1 801,Teacher: Good job. Student: I'm working my heart out. Teacher: Sit down. [TARGET]Teacher: Stay here.[/TARGET] Teacher: Do your work here. Teacher: Sit down. Teacher: Sit.,1 802,Student: I'm working my heart out. Teacher: Sit down. Teacher: Stay here. [TARGET]Teacher: Do your work here.[/TARGET] Teacher: Sit down. Teacher: Sit. Teacher: Sit down here.,1 803,Teacher: Sit down. Teacher: Stay here. Teacher: Do your work here. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit. Teacher: Sit down here. Teacher: I am not playing with you now.,1 804,Teacher: Stay here. Teacher: Do your work here. Teacher: Sit down. [TARGET]Teacher: Sit.[/TARGET] Teacher: Sit down here. Teacher: I am not playing with you now. Teacher: This is a quiet table.,1 805,"Teacher: Do your work here. Teacher: Sit down. Teacher: Sit. [TARGET]Teacher: Sit down here.[/TARGET] Teacher: I am not playing with you now. Teacher: This is a quiet table. Teacher: If you are working, you are working with me.",1 806,"Teacher: Sit down. Teacher: Sit. Teacher: Sit down here. [TARGET]Teacher: I am not playing with you now.[/TARGET] Teacher: This is a quiet table. Teacher: If you are working, you are working with me. Teacher: Last warning.",1 807,"Teacher: Sit. Teacher: Sit down here. Teacher: I am not playing with you now. [TARGET]Teacher: This is a quiet table.[/TARGET] Teacher: If you are working, you are working with me. Teacher: Last warning. Teacher: I'm sorry.",1 808,"Teacher: Sit down here. Teacher: I am not playing with you now. Teacher: This is a quiet table. [TARGET]Teacher: If you are working, you are working with me.[/TARGET] Teacher: Last warning. Teacher: I'm sorry. Teacher: We can't take any snack until this is finished.",1 809,"Teacher: I am not playing with you now. Teacher: This is a quiet table. Teacher: If you are working, you are working with me. [TARGET]Teacher: Last warning.[/TARGET] Teacher: I'm sorry. Teacher: We can't take any snack until this is finished. Teacher: Did you hear what I said?",1 810,"Teacher: This is a quiet table. Teacher: If you are working, you are working with me. Teacher: Last warning. [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: We can't take any snack until this is finished. Teacher: Did you hear what I said? Teacher: I'm going to take it now and put it in the garbage.",1 811,"Teacher: If you are working, you are working with me. Teacher: Last warning. Teacher: I'm sorry. [TARGET]Teacher: We can't take any snack until this is finished.[/TARGET] Teacher: Did you hear what I said? Teacher: I'm going to take it now and put it in the garbage. Teacher: I'm going to put it here.",1 812,Teacher: Last warning. Teacher: I'm sorry. Teacher: We can't take any snack until this is finished. [TARGET]Teacher: Did you hear what I said?[/TARGET] Teacher: I'm going to take it now and put it in the garbage. Teacher: I'm going to put it here. Student: You're going to take it.,1 813,Teacher: I'm sorry. Teacher: We can't take any snack until this is finished. Teacher: Did you hear what I said? [TARGET]Teacher: I'm going to take it now and put it in the garbage.[/TARGET] Teacher: I'm going to put it here. Student: You're going to take it. Teacher: I'm not going to take it.,1 814,"Teacher: We can't take any snack until this is finished. Teacher: Did you hear what I said? Teacher: I'm going to take it now and put it in the garbage. [TARGET]Teacher: I'm going to put it here.[/TARGET] Student: You're going to take it. Teacher: I'm not going to take it. Teacher: Student A, let's go.",1 815,"Teacher: I'm going to take it now and put it in the garbage. Teacher: I'm going to put it here. Student: You're going to take it. [TARGET]Teacher: I'm not going to take it.[/TARGET] Teacher: Student A, let's go. Teacher: This is the first time you're doing math very well. Teacher: Good job.",1 816,"Teacher: I'm going to put it here. Student: You're going to take it. Teacher: I'm not going to take it. [TARGET]Teacher: Student A, let's go.[/TARGET] Teacher: This is the first time you're doing math very well. Teacher: Good job. Teacher: If you finish this page, I'll give you a cracker.",1 817,"Student: You're going to take it. Teacher: I'm not going to take it. Teacher: Student A, let's go. [TARGET]Teacher: This is the first time you're doing math very well.[/TARGET] Teacher: Good job. Teacher: If you finish this page, I'll give you a cracker. Teacher: When you finish.",0 818,"Teacher: I'm not going to take it. Teacher: Student A, let's go. Teacher: This is the first time you're doing math very well. [TARGET]Teacher: Good job.[/TARGET] Teacher: If you finish this page, I'll give you a cracker. Teacher: When you finish. Teacher: Can you stop throwing that?",0 819,"Teacher: Student A, let's go. Teacher: This is the first time you're doing math very well. Teacher: Good job. [TARGET]Teacher: If you finish this page, I'll give you a cracker.[/TARGET] Teacher: When you finish. Teacher: Can you stop throwing that? Teacher: Give it to me.",1 820,"Teacher: This is the first time you're doing math very well. Teacher: Good job. Teacher: If you finish this page, I'll give you a cracker. [TARGET]Teacher: When you finish.[/TARGET] Teacher: Can you stop throwing that? Teacher: Give it to me. Teacher: Thank you.",1 821,"Teacher: Good job. Teacher: If you finish this page, I'll give you a cracker. Teacher: When you finish. [TARGET]Teacher: Can you stop throwing that?[/TARGET] Teacher: Give it to me. Teacher: Thank you. Teacher: Do your math.",1 822,"Teacher: If you finish this page, I'll give you a cracker. Teacher: When you finish. Teacher: Can you stop throwing that? [TARGET]Teacher: Give it to me.[/TARGET] Teacher: Thank you. Teacher: Do your math. Teacher: Let me have it.",1 823,Teacher: When you finish. Teacher: Can you stop throwing that? Teacher: Give it to me. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Do your math. Teacher: Let me have it. Teacher: Give it to me.,1 824,Teacher: Can you stop throwing that? Teacher: Give it to me. Teacher: Thank you. [TARGET]Teacher: Do your math.[/TARGET] Teacher: Let me have it. Teacher: Give it to me. Teacher: Thank you.,1 825,Teacher: Give it to me. Teacher: Thank you. Teacher: Do your math. [TARGET]Teacher: Let me have it.[/TARGET] Teacher: Give it to me. Teacher: Thank you. Teacher: Sit down.,1 826,Teacher: Thank you. Teacher: Do your math. Teacher: Let me have it. [TARGET]Teacher: Give it to me.[/TARGET] Teacher: Thank you. Teacher: Sit down. Teacher: Show me how you can do it.,1 827,Teacher: Do your math. Teacher: Let me have it. Teacher: Give it to me. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Sit down. Teacher: Show me how you can do it. Teacher: Look at this.,1 828,Teacher: Let me have it. Teacher: Give it to me. Teacher: Thank you. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Show me how you can do it. Teacher: Look at this. Teacher: You were the one that was telling me the answers.,1 829,Teacher: Give it to me. Teacher: Thank you. Teacher: Sit down. [TARGET]Teacher: Show me how you can do it.[/TARGET] Teacher: Look at this. Teacher: You were the one that was telling me the answers. Teacher: How did they get to 300?,1 830,Teacher: Thank you. Teacher: Sit down. Teacher: Show me how you can do it. [TARGET]Teacher: Look at this.[/TARGET] Teacher: You were the one that was telling me the answers. Teacher: How did they get to 300? Student: They got to 300 from this one.,1 831,Teacher: Sit down. Teacher: Show me how you can do it. Teacher: Look at this. [TARGET]Teacher: You were the one that was telling me the answers.[/TARGET] Teacher: How did they get to 300? Student: They got to 300 from this one. Teacher: Okay.,0 832,Teacher: Show me how you can do it. Teacher: Look at this. Teacher: You were the one that was telling me the answers. [TARGET]Teacher: How did they get to 300?[/TARGET] Student: They got to 300 from this one. Teacher: Okay. Teacher: How did they get to 60?,0 833,Teacher: How did they get to 300? Student: They got to 300 from this one. Teacher: Okay. [TARGET]Teacher: How did they get to 60?[/TARGET] Student: They got the 60 from this. Teacher: What is this? Student: 60,0 834,Teacher: Okay. Teacher: How did they get to 60? Student: They got the 60 from this. [TARGET]Teacher: What is this?[/TARGET] Student: 60 Teacher: What is the value of this 4? Student: 40,0 835,Student: They got the 60 from this. Teacher: What is this? Student: 60 [TARGET]Teacher: What is the value of this 4?[/TARGET] Student: 40 Teacher: And 2? Student: 20,0 836,Student: 60 Teacher: What is the value of this 4? Student: 40 [TARGET]Teacher: And 2?[/TARGET] Student: 20 Teacher: Good job. Teacher: Come over here.,0 837,Student: 40 Teacher: And 2? Student: 20 [TARGET]Teacher: Good job.[/TARGET] Teacher: Come over here. Teacher: It says how would you explain to someone else how solution one works? Teacher: Where does the 60 come from?,0 838,Teacher: And 2? Student: 20 Teacher: Good job. [TARGET]Teacher: Come over here.[/TARGET] Teacher: It says how would you explain to someone else how solution one works? Teacher: Where does the 60 come from? Teacher: Where does the 11 come from?,1 839,Student: 20 Teacher: Good job. Teacher: Come over here. [TARGET]Teacher: It says how would you explain to someone else how solution one works?[/TARGET] Teacher: Where does the 60 come from? Teacher: Where does the 11 come from? Teacher: Write it here.,0 840,"Teacher: Good job. Teacher: Come over here. Teacher: It says how would you explain to someone else how solution one works? [TARGET]Teacher: Where does the 60 come from?[/TARGET] Teacher: Where does the 11 come from? Teacher: Write it here. Teacher: What are you doing, Student A?",0 841,"Teacher: Come over here. Teacher: It says how would you explain to someone else how solution one works? Teacher: Where does the 60 come from? [TARGET]Teacher: Where does the 11 come from?[/TARGET] Teacher: Write it here. Teacher: What are you doing, Student A? Teacher: Okay.",0 842,"Teacher: It says how would you explain to someone else how solution one works? Teacher: Where does the 60 come from? Teacher: Where does the 11 come from? [TARGET]Teacher: Write it here.[/TARGET] Teacher: What are you doing, Student A? Teacher: Okay. Teacher: Let's go.",1 843,"Teacher: Where does the 60 come from? Teacher: Where does the 11 come from? Teacher: Write it here. [TARGET]Teacher: What are you doing, Student A?[/TARGET] Teacher: Okay. Teacher: Let's go. Teacher: Write it here.",1 844,"Teacher: Write it here. Teacher: What are you doing, Student A? Teacher: Okay. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Write it here. Teacher: The solution one works because - this is not a solution here. Teacher: You don't have to write this again.",1 845,"Teacher: What are you doing, Student A? Teacher: Okay. Teacher: Let's go. [TARGET]Teacher: Write it here.[/TARGET] Teacher: The solution one works because - this is not a solution here. Teacher: You don't have to write this again. Teacher: You have to state it here, exactly.",1 846,"Teacher: Okay. Teacher: Let's go. Teacher: Write it here. [TARGET]Teacher: The solution one works because - this is not a solution here.[/TARGET] Teacher: You don't have to write this again. Teacher: You have to state it here, exactly. Teacher: You said by breaking the numbers into what?",0 847,"Teacher: Let's go. Teacher: Write it here. Teacher: The solution one works because - this is not a solution here. [TARGET]Teacher: You don't have to write this again.[/TARGET] Teacher: You have to state it here, exactly. Teacher: You said by breaking the numbers into what? Teacher: Breaking them up?",0 848,"Teacher: Write it here. Teacher: The solution one works because - this is not a solution here. Teacher: You don't have to write this again. [TARGET]Teacher: You have to state it here, exactly.[/TARGET] Teacher: You said by breaking the numbers into what? Teacher: Breaking them up? Teacher: How did you break them up?",0 849,"Teacher: The solution one works because - this is not a solution here. Teacher: You don't have to write this again. Teacher: You have to state it here, exactly. [TARGET]Teacher: You said by breaking the numbers into what?[/TARGET] Teacher: Breaking them up? Teacher: How did you break them up? Teacher: Tell me.",0 850,"Teacher: You don't have to write this again. Teacher: You have to state it here, exactly. Teacher: You said by breaking the numbers into what? [TARGET]Teacher: Breaking them up?[/TARGET] Teacher: How did you break them up? Teacher: Tell me. Teacher: How did they break it up?",0 851,"Teacher: You have to state it here, exactly. Teacher: You said by breaking the numbers into what? Teacher: Breaking them up? [TARGET]Teacher: How did you break them up?[/TARGET] Teacher: Tell me. Teacher: How did they break it up? Teacher: What do I do first?",0 852,Teacher: You said by breaking the numbers into what? Teacher: Breaking them up? Teacher: How did you break them up? [TARGET]Teacher: Tell me.[/TARGET] Teacher: How did they break it up? Teacher: What do I do first? Teacher: What did they do first?,0 853,Teacher: Breaking them up? Teacher: How did you break them up? Teacher: Tell me. [TARGET]Teacher: How did they break it up?[/TARGET] Teacher: What do I do first? Teacher: What did they do first? Student: They did 100 first.,0 854,Teacher: How did you break them up? Teacher: Tell me. Teacher: How did they break it up? [TARGET]Teacher: What do I do first?[/TARGET] Teacher: What did they do first? Student: They did 100 first. Teacher: They break the numbers up by - tell us exactly what happened here.,0 855,Teacher: Tell me. Teacher: How did they break it up? Teacher: What do I do first? [TARGET]Teacher: What did they do first?[/TARGET] Student: They did 100 first. Teacher: They break the numbers up by - tell us exactly what happened here. Teacher: Can you stop please?,0 856,"Teacher: What do I do first? Teacher: What did they do first? Student: They did 100 first. [TARGET]Teacher: They break the numbers up by - tell us exactly what happened here.[/TARGET] Teacher: Can you stop please? Teacher: Let's go. Teacher: Student A, I need you to finish your work.",0 857,"Teacher: What did they do first? Student: They did 100 first. Teacher: They break the numbers up by - tell us exactly what happened here. [TARGET]Teacher: Can you stop please?[/TARGET] Teacher: Let's go. Teacher: Student A, I need you to finish your work. Teacher: Write the numbers fully here.",1 858,"Student: They did 100 first. Teacher: They break the numbers up by - tell us exactly what happened here. Teacher: Can you stop please? [TARGET]Teacher: Let's go.[/TARGET] Teacher: Student A, I need you to finish your work. Teacher: Write the numbers fully here. Teacher: Let's see what it is.",1 859,"Teacher: They break the numbers up by - tell us exactly what happened here. Teacher: Can you stop please? Teacher: Let's go. [TARGET]Teacher: Student A, I need you to finish your work.[/TARGET] Teacher: Write the numbers fully here. Teacher: Let's see what it is. Teacher: Okay.",1 860,"Teacher: Can you stop please? Teacher: Let's go. Teacher: Student A, I need you to finish your work. [TARGET]Teacher: Write the numbers fully here.[/TARGET] Teacher: Let's see what it is. Teacher: Okay. Teacher: Look at what you have here.",0 861,"Teacher: Let's go. Teacher: Student A, I need you to finish your work. Teacher: Write the numbers fully here. [TARGET]Teacher: Let's see what it is.[/TARGET] Teacher: Okay. Teacher: Look at what you have here. Teacher: You have 300, and that's 3.",0 862,"Teacher: Write the numbers fully here. Teacher: Let's see what it is. Teacher: Okay. [TARGET]Teacher: Look at what you have here.[/TARGET] Teacher: You have 300, and that's 3. Teacher: Can you sit down please? Teacher: Student A you said 1 plus 1 plus 0 plus 0 would give you 300?",0 863,"Teacher: Let's see what it is. Teacher: Okay. Teacher: Look at what you have here. [TARGET]Teacher: You have 300, and that's 3.[/TARGET] Teacher: Can you sit down please? Teacher: Student A you said 1 plus 1 plus 0 plus 0 would give you 300? Student: No.",0 864,"Teacher: Okay. Teacher: Look at what you have here. Teacher: You have 300, and that's 3. [TARGET]Teacher: Can you sit down please?[/TARGET] Teacher: Student A you said 1 plus 1 plus 0 plus 0 would give you 300? Student: No. Student: I'm adding this.",1 865,"Teacher: Look at what you have here. Teacher: You have 300, and that's 3. Teacher: Can you sit down please? [TARGET]Teacher: Student A you said 1 plus 1 plus 0 plus 0 would give you 300?[/TARGET] Student: No. Student: I'm adding this. Teacher: What are you adding?",0 866,"Teacher: Student A you said 1 plus 1 plus 0 plus 0 would give you 300? Student: No. Student: I'm adding this. [TARGET]Teacher: What are you adding?[/TARGET] Student: The hundreds. Student: The 0, 0 equals hundreds. Teacher: I understand what you said to me, that 100 plus 200, but you're not representing it.",0 867,"Teacher: What are you adding? Student: The hundreds. Student: The 0, 0 equals hundreds. [TARGET]Teacher: I understand what you said to me, that 100 plus 200, but you're not representing it.[/TARGET] Teacher: Student A, please. Teacher: Can you sit down? Teacher: You're not representing it well because you said 1 plus 1 plus 0 is going to give me 1.",0 868,"Student: The hundreds. Student: The 0, 0 equals hundreds. Teacher: I understand what you said to me, that 100 plus 200, but you're not representing it. [TARGET]Teacher: Student A, please.[/TARGET] Teacher: Can you sit down? Teacher: You're not representing it well because you said 1 plus 1 plus 0 is going to give me 1. Teacher: 2 plus 0 plus 0 is going to give me 2.",1 869,"Student: The 0, 0 equals hundreds. Teacher: I understand what you said to me, that 100 plus 200, but you're not representing it. Teacher: Student A, please. [TARGET]Teacher: Can you sit down?[/TARGET] Teacher: You're not representing it well because you said 1 plus 1 plus 0 is going to give me 1. Teacher: 2 plus 0 plus 0 is going to give me 2. Teacher: What you write in here that is the hundreds, I don't see the need for this here.",1 870,"Teacher: I understand what you said to me, that 100 plus 200, but you're not representing it. Teacher: Student A, please. Teacher: Can you sit down? [TARGET]Teacher: You're not representing it well because you said 1 plus 1 plus 0 is going to give me 1.[/TARGET] Teacher: 2 plus 0 plus 0 is going to give me 2. Teacher: What you write in here that is the hundreds, I don't see the need for this here. Teacher: What is the value of 2 here?",0 871,"Teacher: Student A, please. Teacher: Can you sit down? Teacher: You're not representing it well because you said 1 plus 1 plus 0 is going to give me 1. [TARGET]Teacher: 2 plus 0 plus 0 is going to give me 2.[/TARGET] Teacher: What you write in here that is the hundreds, I don't see the need for this here. Teacher: What is the value of 2 here? Teacher: Student A, what is the value of 2 here?",0 872,"Teacher: Can you sit down? Teacher: You're not representing it well because you said 1 plus 1 plus 0 is going to give me 1. Teacher: 2 plus 0 plus 0 is going to give me 2. [TARGET]Teacher: What you write in here that is the hundreds, I don't see the need for this here.[/TARGET] Teacher: What is the value of 2 here? Teacher: Student A, what is the value of 2 here? Student: The value of 2 is the 200.",0 873,"Teacher: You're not representing it well because you said 1 plus 1 plus 0 is going to give me 1. Teacher: 2 plus 0 plus 0 is going to give me 2. Teacher: What you write in here that is the hundreds, I don't see the need for this here. [TARGET]Teacher: What is the value of 2 here?[/TARGET] Teacher: Student A, what is the value of 2 here? Student: The value of 2 is the 200. Teacher: 200, right.",0 874,"Teacher: 2 plus 0 plus 0 is going to give me 2. Teacher: What you write in here that is the hundreds, I don't see the need for this here. Teacher: What is the value of 2 here? [TARGET]Teacher: Student A, what is the value of 2 here?[/TARGET] Student: The value of 2 is the 200. Teacher: 200, right. Teacher: What is the value of 1 here?",0 875,"Teacher: What is the value of 2 here? Teacher: Student A, what is the value of 2 here? Student: The value of 2 is the 200. [TARGET]Teacher: 200, right.[/TARGET] Teacher: What is the value of 1 here? Student: 100 Teacher: Add it up and see what happens.",0 876,"Teacher: Student A, what is the value of 2 here? Student: The value of 2 is the 200. Teacher: 200, right. [TARGET]Teacher: What is the value of 1 here?[/TARGET] Student: 100 Teacher: Add it up and see what happens. Teacher: Did you see 300 here?",0 877,"Teacher: 200, right. Teacher: What is the value of 1 here? Student: 100 [TARGET]Teacher: Add it up and see what happens.[/TARGET] Teacher: Did you see 300 here? Teacher: Is that what they did? Teacher: [Inaudible].",0 878,Teacher: What is the value of 1 here? Student: 100 Teacher: Add it up and see what happens. [TARGET]Teacher: Did you see 300 here?[/TARGET] Teacher: Is that what they did? Teacher: [Inaudible]. Teacher: I wonder if you [inaudible].,0 879,Student: 100 Teacher: Add it up and see what happens. Teacher: Did you see 300 here? [TARGET]Teacher: Is that what they did?[/TARGET] Teacher: [Inaudible]. Teacher: I wonder if you [inaudible]. Teacher: Can you stop?,0 880,Teacher: Did you see 300 here? Teacher: Is that what they did? Teacher: [Inaudible]. [TARGET]Teacher: I wonder if you [inaudible].[/TARGET] Teacher: Can you stop? Teacher: How did it get us to here? Teacher: What is the value of 4 here?,0 881,Teacher: Is that what they did? Teacher: [Inaudible]. Teacher: I wonder if you [inaudible]. [TARGET]Teacher: Can you stop?[/TARGET] Teacher: How did it get us to here? Teacher: What is the value of 4 here? Student: 40,1 882,"Teacher: [Inaudible]. Teacher: I wonder if you [inaudible]. Teacher: Can you stop? [TARGET]Teacher: How did it get us to here?[/TARGET] Teacher: What is the value of 4 here? Student: 40 Teacher: Write it out here, and what is the value of 2 here?",0 883,"Teacher: I wonder if you [inaudible]. Teacher: Can you stop? Teacher: How did it get us to here? [TARGET]Teacher: What is the value of 4 here?[/TARGET] Student: 40 Teacher: Write it out here, and what is the value of 2 here? Student: 20",0 884,"Teacher: How did it get us to here? Teacher: What is the value of 4 here? Student: 40 [TARGET]Teacher: Write it out here, and what is the value of 2 here?[/TARGET] Student: 20 Teacher: Add it up and see. Teacher: What's your question?",0 885,"Student: 40 Teacher: Write it out here, and what is the value of 2 here? Student: 20 [TARGET]Teacher: Add it up and see.[/TARGET] Teacher: What's your question? Teacher: Student A, can you please stop? Teacher: Stop.",0 886,"Teacher: Write it out here, and what is the value of 2 here? Student: 20 Teacher: Add it up and see. [TARGET]Teacher: What's your question?[/TARGET] Teacher: Student A, can you please stop? Teacher: Stop. Teacher: Because you have started paying attention - what is that?",0 887,"Student: 20 Teacher: Add it up and see. Teacher: What's your question? [TARGET]Teacher: Student A, can you please stop?[/TARGET] Teacher: Stop. Teacher: Because you have started paying attention - what is that? Teacher: You don't eat peanuts?",1 888,"Teacher: Add it up and see. Teacher: What's your question? Teacher: Student A, can you please stop? [TARGET]Teacher: Stop.[/TARGET] Teacher: Because you have started paying attention - what is that? Teacher: You don't eat peanuts? Student: I don't like it.",1 889,"Teacher: What's your question? Teacher: Student A, can you please stop? Teacher: Stop. [TARGET]Teacher: Because you have started paying attention - what is that?[/TARGET] Teacher: You don't eat peanuts? Student: I don't like it. Teacher: Student A, sit down and stop fooling around, please.",1 890,"Teacher: Student A, can you please stop? Teacher: Stop. Teacher: Because you have started paying attention - what is that? [TARGET]Teacher: You don't eat peanuts?[/TARGET] Student: I don't like it. Teacher: Student A, sit down and stop fooling around, please. Teacher: Let me have it.",1 891,"Teacher: Because you have started paying attention - what is that? Teacher: You don't eat peanuts? Student: I don't like it. [TARGET]Teacher: Student A, sit down and stop fooling around, please.[/TARGET] Teacher: Let me have it. Teacher: Everybody knows that math class is never like this in the classroom. Teacher: It's time to [inaudible].",1 892,"Teacher: You don't eat peanuts? Student: I don't like it. Teacher: Student A, sit down and stop fooling around, please. [TARGET]Teacher: Let me have it.[/TARGET] Teacher: Everybody knows that math class is never like this in the classroom. Teacher: It's time to [inaudible]. Teacher: Are you done?",1 893,"Student: I don't like it. Teacher: Student A, sit down and stop fooling around, please. Teacher: Let me have it. [TARGET]Teacher: Everybody knows that math class is never like this in the classroom.[/TARGET] Teacher: It's time to [inaudible]. Teacher: Are you done? Teacher: The people are going to watch you and see what you do.",1 894,"Teacher: Student A, sit down and stop fooling around, please. Teacher: Let me have it. Teacher: Everybody knows that math class is never like this in the classroom. [TARGET]Teacher: It's time to [inaudible].[/TARGET] Teacher: Are you done? Teacher: The people are going to watch you and see what you do. Teacher: Student T, can you please do your math?",1 895,"Teacher: Let me have it. Teacher: Everybody knows that math class is never like this in the classroom. Teacher: It's time to [inaudible]. [TARGET]Teacher: Are you done?[/TARGET] Teacher: The people are going to watch you and see what you do. Teacher: Student T, can you please do your math? Teacher: I know you can do it.",1 896,"Teacher: Everybody knows that math class is never like this in the classroom. Teacher: It's time to [inaudible]. Teacher: Are you done? [TARGET]Teacher: The people are going to watch you and see what you do.[/TARGET] Teacher: Student T, can you please do your math? Teacher: I know you can do it. Teacher: When you break the numbers up by breaking ones, then the tens - okay.",1 897,"Teacher: It's time to [inaudible]. Teacher: Are you done? Teacher: The people are going to watch you and see what you do. [TARGET]Teacher: Student T, can you please do your math?[/TARGET] Teacher: I know you can do it. Teacher: When you break the numbers up by breaking ones, then the tens - okay. Teacher: [Inaudible].",1 898,"Teacher: Are you done? Teacher: The people are going to watch you and see what you do. Teacher: Student T, can you please do your math? [TARGET]Teacher: I know you can do it.[/TARGET] Teacher: When you break the numbers up by breaking ones, then the tens - okay. Teacher: [Inaudible]. Teacher: Sit down, Student A.",1 899,"Teacher: The people are going to watch you and see what you do. Teacher: Student T, can you please do your math? Teacher: I know you can do it. [TARGET]Teacher: When you break the numbers up by breaking ones, then the tens - okay.[/TARGET] Teacher: [Inaudible]. Teacher: Sit down, Student A. Teacher: Come right here.",0 900,"Teacher: I know you can do it. Teacher: When you break the numbers up by breaking ones, then the tens - okay. Teacher: [Inaudible]. [TARGET]Teacher: Sit down, Student A.[/TARGET] Teacher: Come right here. Teacher: Sit down. Teacher: Sit here with me.",1 901,"Teacher: When you break the numbers up by breaking ones, then the tens - okay. Teacher: [Inaudible]. Teacher: Sit down, Student A. [TARGET]Teacher: Come right here.[/TARGET] Teacher: Sit down. Teacher: Sit here with me. Teacher: Listen.",1 902,"Teacher: [Inaudible]. Teacher: Sit down, Student A. Teacher: Come right here. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit here with me. Teacher: Listen. Teacher: Sit down.",1 903,"Teacher: Sit down, Student A. Teacher: Come right here. Teacher: Sit down. [TARGET]Teacher: Sit here with me.[/TARGET] Teacher: Listen. Teacher: Sit down. Teacher: Student A, [inaudible].",1 904,"Teacher: Come right here. Teacher: Sit down. Teacher: Sit here with me. [TARGET]Teacher: Listen.[/TARGET] Teacher: Sit down. Teacher: Student A, [inaudible]. Teacher: Where does the 60 come from?",1 905,"Teacher: Sit down. Teacher: Sit here with me. Teacher: Listen. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student A, [inaudible]. Teacher: Where does the 60 come from? Teacher: What and what?",1 906,"Teacher: Sit here with me. Teacher: Listen. Teacher: Sit down. [TARGET]Teacher: Student A, [inaudible].[/TARGET] Teacher: Where does the 60 come from? Teacher: What and what? Teacher: How did they get 60 here?",1 907,"Teacher: Listen. Teacher: Sit down. Teacher: Student A, [inaudible]. [TARGET]Teacher: Where does the 60 come from?[/TARGET] Teacher: What and what? Teacher: How did they get 60 here? Teacher: Can you stop, Student A?",0 908,"Teacher: Sit down. Teacher: Student A, [inaudible]. Teacher: Where does the 60 come from? [TARGET]Teacher: What and what?[/TARGET] Teacher: How did they get 60 here? Teacher: Can you stop, Student A? Teacher: How did I get 60 here?",0 909,"Teacher: Student A, [inaudible]. Teacher: Where does the 60 come from? Teacher: What and what? [TARGET]Teacher: How did they get 60 here?[/TARGET] Teacher: Can you stop, Student A? Teacher: How did I get 60 here? Teacher: What did I do?",0 910,"Teacher: Where does the 60 come from? Teacher: What and what? Teacher: How did they get 60 here? [TARGET]Teacher: Can you stop, Student A?[/TARGET] Teacher: How did I get 60 here? Teacher: What did I do? Student: Add it.",1 911,"Teacher: What and what? Teacher: How did they get 60 here? Teacher: Can you stop, Student A? [TARGET]Teacher: How did I get 60 here?[/TARGET] Teacher: What did I do? Student: Add it. Teacher: What did I add?",0 912,"Teacher: How did they get 60 here? Teacher: Can you stop, Student A? Teacher: How did I get 60 here? [TARGET]Teacher: What did I do?[/TARGET] Student: Add it. Teacher: What did I add? Student: 44 and 20.",0 913,Teacher: How did I get 60 here? Teacher: What did I do? Student: Add it. [TARGET]Teacher: What did I add?[/TARGET] Student: 44 and 20. Teacher: You've got to write it down. Teacher: You can't be stretching your hand from here to here.,0 914,Student: Add it. Teacher: What did I add? Student: 44 and 20. [TARGET]Teacher: You've got to write it down.[/TARGET] Teacher: You can't be stretching your hand from here to here. Teacher: Can you stop? Teacher: I see what you're doing.,1 915,Teacher: What did I add? Student: 44 and 20. Teacher: You've got to write it down. [TARGET]Teacher: You can't be stretching your hand from here to here.[/TARGET] Teacher: Can you stop? Teacher: I see what you're doing. Teacher: Now it says here where does the 11 come from?,1 916,Student: 44 and 20. Teacher: You've got to write it down. Teacher: You can't be stretching your hand from here to here. [TARGET]Teacher: Can you stop?[/TARGET] Teacher: I see what you're doing. Teacher: Now it says here where does the 11 come from? Student: I really didn't know.,1 917,Teacher: You've got to write it down. Teacher: You can't be stretching your hand from here to here. Teacher: Can you stop? [TARGET]Teacher: I see what you're doing.[/TARGET] Teacher: Now it says here where does the 11 come from? Student: I really didn't know. Teacher: Look at the 11 here.,1 918,Teacher: You can't be stretching your hand from here to here. Teacher: Can you stop? Teacher: I see what you're doing. [TARGET]Teacher: Now it says here where does the 11 come from?[/TARGET] Student: I really didn't know. Teacher: Look at the 11 here. Teacher: Where does it come from?,0 919,Teacher: I see what you're doing. Teacher: Now it says here where does the 11 come from? Student: I really didn't know. [TARGET]Teacher: Look at the 11 here.[/TARGET] Teacher: Where does it come from? Student: I don't know. Teacher: How did it get to 11?,0 920,Teacher: Now it says here where does the 11 come from? Student: I really didn't know. Teacher: Look at the 11 here. [TARGET]Teacher: Where does it come from?[/TARGET] Student: I don't know. Teacher: How did it get to 11? Student: It gets to 11 from 5 and 6.,0 921,"Teacher: Look at the 11 here. Teacher: Where does it come from? Student: I don't know. [TARGET]Teacher: How did it get to 11?[/TARGET] Student: It gets to 11 from 5 and 6. Teacher: Write it here. Teacher: 11 is from here, right?",0 922,"Student: I don't know. Teacher: How did it get to 11? Student: It gets to 11 from 5 and 6. [TARGET]Teacher: Write it here.[/TARGET] Teacher: 11 is from here, right? Teacher: 11 is got by adding. Teacher: The [inaudible] question.",0 923,"Teacher: How did it get to 11? Student: It gets to 11 from 5 and 6. Teacher: Write it here. [TARGET]Teacher: 11 is from here, right?[/TARGET] Teacher: 11 is got by adding. Teacher: The [inaudible] question. Teacher: Solution two was - it says here - look here.",0 924,"Student: It gets to 11 from 5 and 6. Teacher: Write it here. Teacher: 11 is from here, right? [TARGET]Teacher: 11 is got by adding.[/TARGET] Teacher: The [inaudible] question. Teacher: Solution two was - it says here - look here. Teacher: How do you explain - stop.",0 925,"Teacher: Write it here. Teacher: 11 is from here, right? Teacher: 11 is got by adding. [TARGET]Teacher: The [inaudible] question.[/TARGET] Teacher: Solution two was - it says here - look here. Teacher: How do you explain - stop. Teacher: You don't just sit down and look at them.",0 926,"Teacher: 11 is from here, right? Teacher: 11 is got by adding. Teacher: The [inaudible] question. [TARGET]Teacher: Solution two was - it says here - look here.[/TARGET] Teacher: How do you explain - stop. Teacher: You don't just sit down and look at them. Teacher: Let them stop fighting, please.",0 927,"Teacher: 11 is got by adding. Teacher: The [inaudible] question. Teacher: Solution two was - it says here - look here. [TARGET]Teacher: How do you explain - stop.[/TARGET] Teacher: You don't just sit down and look at them. Teacher: Let them stop fighting, please. Student: All I do is that.",1 928,"Teacher: The [inaudible] question. Teacher: Solution two was - it says here - look here. Teacher: How do you explain - stop. [TARGET]Teacher: You don't just sit down and look at them.[/TARGET] Teacher: Let them stop fighting, please. Student: All I do is that. Teacher: [Inaudible].",1 929,"Teacher: Solution two was - it says here - look here. Teacher: How do you explain - stop. Teacher: You don't just sit down and look at them. [TARGET]Teacher: Let them stop fighting, please.[/TARGET] Student: All I do is that. Teacher: [Inaudible]. Teacher: That would be no problem.",1 930,"Teacher: Let them stop fighting, please. Student: All I do is that. Teacher: [Inaudible]. [TARGET]Teacher: That would be no problem.[/TARGET] Teacher: Finish your work. Teacher: Look up here. Teacher: It says how would you explain to someone how solution two works?",0 931,Student: All I do is that. Teacher: [Inaudible]. Teacher: That would be no problem. [TARGET]Teacher: Finish your work.[/TARGET] Teacher: Look up here. Teacher: It says how would you explain to someone how solution two works? Teacher: Look at solution two.,1 932,Teacher: [Inaudible]. Teacher: That would be no problem. Teacher: Finish your work. [TARGET]Teacher: Look up here.[/TARGET] Teacher: It says how would you explain to someone how solution two works? Teacher: Look at solution two. Teacher: What did they do in solution two?,1 933,Teacher: That would be no problem. Teacher: Finish your work. Teacher: Look up here. [TARGET]Teacher: It says how would you explain to someone how solution two works?[/TARGET] Teacher: Look at solution two. Teacher: What did they do in solution two? Student: Adding.,0 934,Teacher: Finish your work. Teacher: Look up here. Teacher: It says how would you explain to someone how solution two works? [TARGET]Teacher: Look at solution two.[/TARGET] Teacher: What did they do in solution two? Student: Adding. Teacher: I want you to explain that.,1 935,Teacher: Look up here. Teacher: It says how would you explain to someone how solution two works? Teacher: Look at solution two. [TARGET]Teacher: What did they do in solution two?[/TARGET] Student: Adding. Teacher: I want you to explain that. Teacher: Say exactly what you wrote.,0 936,Teacher: Look at solution two. Teacher: What did they do in solution two? Student: Adding. [TARGET]Teacher: I want you to explain that.[/TARGET] Teacher: Say exactly what you wrote. Teacher: Start from here. Teacher: Solution two was because - let me see how I can help you.,0 937,"Teacher: What did they do in solution two? Student: Adding. Teacher: I want you to explain that. [TARGET]Teacher: Say exactly what you wrote.[/TARGET] Teacher: Start from here. Teacher: Solution two was because - let me see how I can help you. Teacher: When you finish this page, I'll give you something.",0 938,"Student: Adding. Teacher: I want you to explain that. Teacher: Say exactly what you wrote. [TARGET]Teacher: Start from here.[/TARGET] Teacher: Solution two was because - let me see how I can help you. Teacher: When you finish this page, I'll give you something. Teacher: Finish your work, then I give it to you.",0 939,"Teacher: I want you to explain that. Teacher: Say exactly what you wrote. Teacher: Start from here. [TARGET]Teacher: Solution two was because - let me see how I can help you.[/TARGET] Teacher: When you finish this page, I'll give you something. Teacher: Finish your work, then I give it to you. Teacher: You have enough space here, all the space from here to here.",0 940,"Teacher: Say exactly what you wrote. Teacher: Start from here. Teacher: Solution two was because - let me see how I can help you. [TARGET]Teacher: When you finish this page, I'll give you something.[/TARGET] Teacher: Finish your work, then I give it to you. Teacher: You have enough space here, all the space from here to here. Teacher: You can write as much as you can.",1 941,"Teacher: Start from here. Teacher: Solution two was because - let me see how I can help you. Teacher: When you finish this page, I'll give you something. [TARGET]Teacher: Finish your work, then I give it to you.[/TARGET] Teacher: You have enough space here, all the space from here to here. Teacher: You can write as much as you can. Teacher: That's what you need to do.",1 942,"Teacher: Solution two was because - let me see how I can help you. Teacher: When you finish this page, I'll give you something. Teacher: Finish your work, then I give it to you. [TARGET]Teacher: You have enough space here, all the space from here to here.[/TARGET] Teacher: You can write as much as you can. Teacher: That's what you need to do. Teacher: Go ahead.",0 943,"Teacher: When you finish this page, I'll give you something. Teacher: Finish your work, then I give it to you. Teacher: You have enough space here, all the space from here to here. [TARGET]Teacher: You can write as much as you can.[/TARGET] Teacher: That's what you need to do. Teacher: Go ahead. Teacher: You're done?",0 944,"Teacher: Finish your work, then I give it to you. Teacher: You have enough space here, all the space from here to here. Teacher: You can write as much as you can. [TARGET]Teacher: That's what you need to do.[/TARGET] Teacher: Go ahead. Teacher: You're done? Teacher: Okay.",1 945,"Teacher: You have enough space here, all the space from here to here. Teacher: You can write as much as you can. Teacher: That's what you need to do. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: You're done? Teacher: Okay. Teacher: You can play a game with the - who drew that?",1 946,Teacher: You can write as much as you can. Teacher: That's what you need to do. Teacher: Go ahead. [TARGET]Teacher: You're done?[/TARGET] Teacher: Okay. Teacher: You can play a game with the - who drew that? Teacher: Step outside there and get your 5.,1 947,Teacher: Go ahead. Teacher: You're done? Teacher: Okay. [TARGET]Teacher: You can play a game with the - who drew that?[/TARGET] Teacher: Step outside there and get your 5. Teacher: Step by the door and get your 5. Teacher: Go get your card.,1 948,Teacher: You're done? Teacher: Okay. Teacher: You can play a game with the - who drew that? [TARGET]Teacher: Step outside there and get your 5.[/TARGET] Teacher: Step by the door and get your 5. Teacher: Go get your card. Teacher: Get the card.,1 949,Teacher: Okay. Teacher: You can play a game with the - who drew that? Teacher: Step outside there and get your 5. [TARGET]Teacher: Step by the door and get your 5.[/TARGET] Teacher: Go get your card. Teacher: Get the card. Teacher: Get the card for playing.,1 950,Teacher: You can play a game with the - who drew that? Teacher: Step outside there and get your 5. Teacher: Step by the door and get your 5. [TARGET]Teacher: Go get your card.[/TARGET] Teacher: Get the card. Teacher: Get the card for playing. Teacher: I think it's at Ms. H's table.,1 951,Teacher: Step outside there and get your 5. Teacher: Step by the door and get your 5. Teacher: Go get your card. [TARGET]Teacher: Get the card.[/TARGET] Teacher: Get the card for playing. Teacher: I think it's at Ms. H's table. Teacher: Play close to a thousand.,1 952,Teacher: Step by the door and get your 5. Teacher: Go get your card. Teacher: Get the card. [TARGET]Teacher: Get the card for playing.[/TARGET] Teacher: I think it's at Ms. H's table. Teacher: Play close to a thousand. Teacher: Student O knows how to play it.,1 953,"Teacher: Go get your card. Teacher: Get the card. Teacher: Get the card for playing. [TARGET]Teacher: I think it's at Ms. H's table.[/TARGET] Teacher: Play close to a thousand. Teacher: Student O knows how to play it. Teacher: Student O, if you don't know, I can explain to you.",1 954,"Teacher: Get the card. Teacher: Get the card for playing. Teacher: I think it's at Ms. H's table. [TARGET]Teacher: Play close to a thousand.[/TARGET] Teacher: Student O knows how to play it. Teacher: Student O, if you don't know, I can explain to you. Teacher: The green cards.",0 955,"Teacher: Get the card for playing. Teacher: I think it's at Ms. H's table. Teacher: Play close to a thousand. [TARGET]Teacher: Student O knows how to play it.[/TARGET] Teacher: Student O, if you don't know, I can explain to you. Teacher: The green cards. Teacher: Are you done so we can play?",1 956,"Teacher: I think it's at Ms. H's table. Teacher: Play close to a thousand. Teacher: Student O knows how to play it. [TARGET]Teacher: Student O, if you don't know, I can explain to you.[/TARGET] Teacher: The green cards. Teacher: Are you done so we can play? Student: Yes.",1 957,"Teacher: Play close to a thousand. Teacher: Student O knows how to play it. Teacher: Student O, if you don't know, I can explain to you. [TARGET]Teacher: The green cards.[/TARGET] Teacher: Are you done so we can play? Student: Yes. Teacher: Let me see what you did here.",0 958,"Teacher: Student O knows how to play it. Teacher: Student O, if you don't know, I can explain to you. Teacher: The green cards. [TARGET]Teacher: Are you done so we can play?[/TARGET] Student: Yes. Teacher: Let me see what you did here. Teacher: We're looking right here.",1 959,Teacher: The green cards. Teacher: Are you done so we can play? Student: Yes. [TARGET]Teacher: Let me see what you did here.[/TARGET] Teacher: We're looking right here. Teacher: How did they get to 1 here? Teacher: Stop yelling.,1 960,Teacher: Are you done so we can play? Student: Yes. Teacher: Let me see what you did here. [TARGET]Teacher: We're looking right here.[/TARGET] Teacher: How did they get to 1 here? Teacher: Stop yelling. Teacher: What did they do?,1 961,Student: Yes. Teacher: Let me see what you did here. Teacher: We're looking right here. [TARGET]Teacher: How did they get to 1 here?[/TARGET] Teacher: Stop yelling. Teacher: What did they do? Teacher: 6 plus 5 is 11.,0 962,"Teacher: Let me see what you did here. Teacher: We're looking right here. Teacher: How did they get to 1 here? [TARGET]Teacher: Stop yelling.[/TARGET] Teacher: What did they do? Teacher: 6 plus 5 is 11. Teacher: If 6 plus 5 is 11, why didn't they write 11 here?",1 963,"Teacher: We're looking right here. Teacher: How did they get to 1 here? Teacher: Stop yelling. [TARGET]Teacher: What did they do?[/TARGET] Teacher: 6 plus 5 is 11. Teacher: If 6 plus 5 is 11, why didn't they write 11 here? Teacher: What happened?",0 964,"Teacher: How did they get to 1 here? Teacher: Stop yelling. Teacher: What did they do? [TARGET]Teacher: 6 plus 5 is 11.[/TARGET] Teacher: If 6 plus 5 is 11, why didn't they write 11 here? Teacher: What happened? Student: It was in the tens place.",0 965,"Teacher: Stop yelling. Teacher: What did they do? Teacher: 6 plus 5 is 11. [TARGET]Teacher: If 6 plus 5 is 11, why didn't they write 11 here?[/TARGET] Teacher: What happened? Student: It was in the tens place. Teacher: Because it's in the tens?",0 966,"Teacher: What did they do? Teacher: 6 plus 5 is 11. Teacher: If 6 plus 5 is 11, why didn't they write 11 here? [TARGET]Teacher: What happened?[/TARGET] Student: It was in the tens place. Teacher: Because it's in the tens? Teacher: Put it down.",0 967,"Teacher: If 6 plus 5 is 11, why didn't they write 11 here? Teacher: What happened? Student: It was in the tens place. [TARGET]Teacher: Because it's in the tens?[/TARGET] Teacher: Put it down. Teacher: What do you tell me now? Teacher: Sit down.",0 968,"Teacher: What happened? Student: It was in the tens place. Teacher: Because it's in the tens? [TARGET]Teacher: Put it down.[/TARGET] Teacher: What do you tell me now? Teacher: Sit down. Teacher: Student T, let me see what you did.",1 969,"Student: It was in the tens place. Teacher: Because it's in the tens? Teacher: Put it down. [TARGET]Teacher: What do you tell me now?[/TARGET] Teacher: Sit down. Teacher: Student T, let me see what you did. Teacher: Get 7 cards at a time.",1 970,"Teacher: Because it's in the tens? Teacher: Put it down. Teacher: What do you tell me now? [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student T, let me see what you did. Teacher: Get 7 cards at a time. Teacher: Is this 7 or 5?",1 971,"Teacher: Put it down. Teacher: What do you tell me now? Teacher: Sit down. [TARGET]Teacher: Student T, let me see what you did.[/TARGET] Teacher: Get 7 cards at a time. Teacher: Is this 7 or 5? Teacher: 5 cards.",1 972,"Teacher: What do you tell me now? Teacher: Sit down. Teacher: Student T, let me see what you did. [TARGET]Teacher: Get 7 cards at a time.[/TARGET] Teacher: Is this 7 or 5? Teacher: 5 cards. Teacher: Can you sit down please?",1 973,"Teacher: Sit down. Teacher: Student T, let me see what you did. Teacher: Get 7 cards at a time. [TARGET]Teacher: Is this 7 or 5?[/TARGET] Teacher: 5 cards. Teacher: Can you sit down please? Teacher: I want you to finish.",0 974,"Teacher: Student T, let me see what you did. Teacher: Get 7 cards at a time. Teacher: Is this 7 or 5? [TARGET]Teacher: 5 cards.[/TARGET] Teacher: Can you sit down please? Teacher: I want you to finish. Teacher: Just help me with the cards please.",0 975,Teacher: Get 7 cards at a time. Teacher: Is this 7 or 5? Teacher: 5 cards. [TARGET]Teacher: Can you sit down please?[/TARGET] Teacher: I want you to finish. Teacher: Just help me with the cards please. Teacher: Are you done?,1 976,Teacher: Is this 7 or 5? Teacher: 5 cards. Teacher: Can you sit down please? [TARGET]Teacher: I want you to finish.[/TARGET] Teacher: Just help me with the cards please. Teacher: Are you done? Teacher: Bring out the card.,1 977,Teacher: 5 cards. Teacher: Can you sit down please? Teacher: I want you to finish. [TARGET]Teacher: Just help me with the cards please.[/TARGET] Teacher: Are you done? Teacher: Bring out the card. Teacher: You play with me.,1 978,Teacher: Can you sit down please? Teacher: I want you to finish. Teacher: Just help me with the cards please. [TARGET]Teacher: Are you done?[/TARGET] Teacher: Bring out the card. Teacher: You play with me. Teacher: It's not 7 cards.,1 979,Teacher: I want you to finish. Teacher: Just help me with the cards please. Teacher: Are you done? [TARGET]Teacher: Bring out the card.[/TARGET] Teacher: You play with me. Teacher: It's not 7 cards. Teacher: It's 5.,1 980,Teacher: Just help me with the cards please. Teacher: Are you done? Teacher: Bring out the card. [TARGET]Teacher: You play with me.[/TARGET] Teacher: It's not 7 cards. Teacher: It's 5. Teacher: See what is done.,1 981,Teacher: Are you done? Teacher: Bring out the card. Teacher: You play with me. [TARGET]Teacher: It's not 7 cards.[/TARGET] Teacher: It's 5. Teacher: See what is done. Teacher: Hold them.,0 982,Teacher: Bring out the card. Teacher: You play with me. Teacher: It's not 7 cards. [TARGET]Teacher: It's 5.[/TARGET] Teacher: See what is done. Teacher: Hold them. Teacher: What you need to do is this.,0 983,Teacher: You play with me. Teacher: It's not 7 cards. Teacher: It's 5. [TARGET]Teacher: See what is done.[/TARGET] Teacher: Hold them. Teacher: What you need to do is this. Student: Wild cards.,0 984,Teacher: It's not 7 cards. Teacher: It's 5. Teacher: See what is done. [TARGET]Teacher: Hold them.[/TARGET] Teacher: What you need to do is this. Student: Wild cards. Student: What does that mean?,1 985,Teacher: It's 5. Teacher: See what is done. Teacher: Hold them. [TARGET]Teacher: What you need to do is this.[/TARGET] Student: Wild cards. Student: What does that mean? Student: You can put any number.,0 986,"Student: 1, 2, 3 ,4, 5. Student: I need to make a number out of these 5 cards. Student: He threw a pencil at me. [TARGET]Teacher: Stop.[/TARGET] Teacher: Make a number out of this card that is close to - you write it here. Teacher: You write the number here, 7 cards. Teacher: 1, 2, 3, 4 - how many do you have?",1 987,"Student: I need to make a number out of these 5 cards. Student: He threw a pencil at me. Teacher: Stop. [TARGET]Teacher: Make a number out of this card that is close to - you write it here.[/TARGET] Teacher: You write the number here, 7 cards. Teacher: 1, 2, 3, 4 - how many do you have? Student: 5",0 988,"Student: He threw a pencil at me. Teacher: Stop. Teacher: Make a number out of this card that is close to - you write it here. [TARGET]Teacher: You write the number here, 7 cards.[/TARGET] Teacher: 1, 2, 3, 4 - how many do you have? Student: 5 Teacher: 6, 7.",0 989,"Teacher: Stop. Teacher: Make a number out of this card that is close to - you write it here. Teacher: You write the number here, 7 cards. [TARGET]Teacher: 1, 2, 3, 4 - how many do you have?[/TARGET] Student: 5 Teacher: 6, 7. Teacher: You add the two numbers together, and add it up to 1,000.",1 990,"Teacher: You write the number here, 7 cards. Teacher: 1, 2, 3, 4 - how many do you have? Student: 5 [TARGET]Teacher: 6, 7.[/TARGET] Teacher: You add the two numbers together, and add it up to 1,000. Teacher: Student T, why are you struggling with that? Teacher: I have been trying to help you.",0 991,"Teacher: 1, 2, 3, 4 - how many do you have? Student: 5 Teacher: 6, 7. [TARGET]Teacher: You add the two numbers together, and add it up to 1,000.[/TARGET] Teacher: Student T, why are you struggling with that? Teacher: I have been trying to help you. Teacher: If you can't pay attention - can you stop?",0 992,"Student: 5 Teacher: 6, 7. Teacher: You add the two numbers together, and add it up to 1,000. [TARGET]Teacher: Student T, why are you struggling with that?[/TARGET] Teacher: I have been trying to help you. Teacher: If you can't pay attention - can you stop? Teacher: Let me see what you wrote.",1 993,"Teacher: 6, 7. Teacher: You add the two numbers together, and add it up to 1,000. Teacher: Student T, why are you struggling with that? [TARGET]Teacher: I have been trying to help you.[/TARGET] Teacher: If you can't pay attention - can you stop? Teacher: Let me see what you wrote. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14.",1 994,"Teacher: You add the two numbers together, and add it up to 1,000. Teacher: Student T, why are you struggling with that? Teacher: I have been trying to help you. [TARGET]Teacher: If you can't pay attention - can you stop?[/TARGET] Teacher: Let me see what you wrote. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. Teacher: How many do you have?",1 995,"Teacher: Student T, why are you struggling with that? Teacher: I have been trying to help you. Teacher: If you can't pay attention - can you stop? [TARGET]Teacher: Let me see what you wrote.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. Teacher: How many do you have? Teacher: Let me see.",1 996,"Teacher: I have been trying to help you. Teacher: If you can't pay attention - can you stop? Teacher: Let me see what you wrote. [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14.[/TARGET] Teacher: How many do you have? Teacher: Let me see. Teacher: 1, 2, 3 ,4, 5, 6, 7.",1 997,"Teacher: If you can't pay attention - can you stop? Teacher: Let me see what you wrote. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. [TARGET]Teacher: How many do you have?[/TARGET] Teacher: Let me see. Teacher: 1, 2, 3 ,4, 5, 6, 7. Teacher: You know how to play to 1,000?",1 998,"Teacher: Let me see what you wrote. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. Teacher: How many do you have? [TARGET]Teacher: Let me see.[/TARGET] Teacher: 1, 2, 3 ,4, 5, 6, 7. Teacher: You know how to play to 1,000? Teacher: We've done it before.",1 999,"Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. Teacher: How many do you have? Teacher: Let me see. [TARGET]Teacher: 1, 2, 3 ,4, 5, 6, 7.[/TARGET] Teacher: You know how to play to 1,000? Teacher: We've done it before. Teacher: What you need to do is arrange three cards.",1 1000,"Teacher: How many do you have? Teacher: Let me see. Teacher: 1, 2, 3 ,4, 5, 6, 7. [TARGET]Teacher: You know how to play to 1,000?[/TARGET] Teacher: We've done it before. Teacher: What you need to do is arrange three cards. Teacher: For example, I have this.",0 1001,"Teacher: Let me see. Teacher: 1, 2, 3 ,4, 5, 6, 7. Teacher: You know how to play to 1,000? [TARGET]Teacher: We've done it before.[/TARGET] Teacher: What you need to do is arrange three cards. Teacher: For example, I have this. Teacher: I have 903 plus 102.",0 1002,"Teacher: 1, 2, 3 ,4, 5, 6, 7. Teacher: You know how to play to 1,000? Teacher: We've done it before. [TARGET]Teacher: What you need to do is arrange three cards.[/TARGET] Teacher: For example, I have this. Teacher: I have 903 plus 102. Teacher: I add my numbers here.",1 1003,"Teacher: You know how to play to 1,000? Teacher: We've done it before. Teacher: What you need to do is arrange three cards. [TARGET]Teacher: For example, I have this.[/TARGET] Teacher: I have 903 plus 102. Teacher: I add my numbers here. Teacher: For example, look here.",0 1004,"Teacher: We've done it before. Teacher: What you need to do is arrange three cards. Teacher: For example, I have this. [TARGET]Teacher: I have 903 plus 102.[/TARGET] Teacher: I add my numbers here. Teacher: For example, look here. Teacher: Are you looking at me?",0 1005,"Teacher: What you need to do is arrange three cards. Teacher: For example, I have this. Teacher: I have 903 plus 102. [TARGET]Teacher: I add my numbers here.[/TARGET] Teacher: For example, look here. Teacher: Are you looking at me? Teacher: I'm going to add my numbers here.",0 1006,"Teacher: For example, I have this. Teacher: I have 903 plus 102. Teacher: I add my numbers here. [TARGET]Teacher: For example, look here.[/TARGET] Teacher: Are you looking at me? Teacher: I'm going to add my numbers here. Teacher: For example - so I have now 903 plus 102.",1 1007,"Teacher: I have 903 plus 102. Teacher: I add my numbers here. Teacher: For example, look here. [TARGET]Teacher: Are you looking at me?[/TARGET] Teacher: I'm going to add my numbers here. Teacher: For example - so I have now 903 plus 102. Teacher: It's going to be 5010.",1 1008,"Teacher: I add my numbers here. Teacher: For example, look here. Teacher: Are you looking at me? [TARGET]Teacher: I'm going to add my numbers here.[/TARGET] Teacher: For example - so I have now 903 plus 102. Teacher: It's going to be 5010. Teacher: So 1,005.",0 1009,"Teacher: For example, look here. Teacher: Are you looking at me? Teacher: I'm going to add my numbers here. [TARGET]Teacher: For example - so I have now 903 plus 102.[/TARGET] Teacher: It's going to be 5010. Teacher: So 1,005. Teacher: I came [inaudible].",0 1010,"Teacher: Are you looking at me? Teacher: I'm going to add my numbers here. Teacher: For example - so I have now 903 plus 102. [TARGET]Teacher: It's going to be 5010.[/TARGET] Teacher: So 1,005. Teacher: I came [inaudible]. Teacher: For example I have 103 plus 102.",0 1011,"Teacher: I'm going to add my numbers here. Teacher: For example - so I have now 903 plus 102. Teacher: It's going to be 5010. [TARGET]Teacher: So 1,005.[/TARGET] Teacher: I came [inaudible]. Teacher: For example I have 103 plus 102. Teacher: So I have 1,005.",0 1012,"Teacher: For example - so I have now 903 plus 102. Teacher: It's going to be 5010. Teacher: So 1,005. [TARGET]Teacher: I came [inaudible].[/TARGET] Teacher: For example I have 103 plus 102. Teacher: So I have 1,005. Teacher: Look here.",0 1013,"Teacher: It's going to be 5010. Teacher: So 1,005. Teacher: I came [inaudible]. [TARGET]Teacher: For example I have 103 plus 102.[/TARGET] Teacher: So I have 1,005. Teacher: Look here. Teacher: My score is going to be 5.",0 1014,"Teacher: So 1,005. Teacher: I came [inaudible]. Teacher: For example I have 103 plus 102. [TARGET]Teacher: So I have 1,005.[/TARGET] Teacher: Look here. Teacher: My score is going to be 5. Teacher: You take away this from 1,000, because it goes to 1,000.",0 1015,"Teacher: I came [inaudible]. Teacher: For example I have 103 plus 102. Teacher: So I have 1,005. [TARGET]Teacher: Look here.[/TARGET] Teacher: My score is going to be 5. Teacher: You take away this from 1,000, because it goes to 1,000. Teacher: That's what you do.",1 1016,"Teacher: For example I have 103 plus 102. Teacher: So I have 1,005. Teacher: Look here. [TARGET]Teacher: My score is going to be 5.[/TARGET] Teacher: You take away this from 1,000, because it goes to 1,000. Teacher: That's what you do. Teacher: You write 1,000 here.",0 1017,"Teacher: So I have 1,005. Teacher: Look here. Teacher: My score is going to be 5. [TARGET]Teacher: You take away this from 1,000, because it goes to 1,000.[/TARGET] Teacher: That's what you do. Teacher: You write 1,000 here. Teacher: I'm going to have 5.",0 1018,"Teacher: Look here. Teacher: My score is going to be 5. Teacher: You take away this from 1,000, because it goes to 1,000. [TARGET]Teacher: That's what you do.[/TARGET] Teacher: You write 1,000 here. Teacher: I'm going to have 5. Teacher: The score is 5.",0 1019,"Teacher: My score is going to be 5. Teacher: You take away this from 1,000, because it goes to 1,000. Teacher: That's what you do. [TARGET]Teacher: You write 1,000 here.[/TARGET] Teacher: I'm going to have 5. Teacher: The score is 5. Teacher: Now you play.",0 1020,"Teacher: You take away this from 1,000, because it goes to 1,000. Teacher: That's what you do. Teacher: You write 1,000 here. [TARGET]Teacher: I'm going to have 5.[/TARGET] Teacher: The score is 5. Teacher: Now you play. Teacher: What are you adding to each?",0 1021,"Teacher: That's what you do. Teacher: You write 1,000 here. Teacher: I'm going to have 5. [TARGET]Teacher: The score is 5.[/TARGET] Teacher: Now you play. Teacher: What are you adding to each? Teacher: Come up right here.",0 1022,"Teacher: You write 1,000 here. Teacher: I'm going to have 5. Teacher: The score is 5. [TARGET]Teacher: Now you play.[/TARGET] Teacher: What are you adding to each? Teacher: Come up right here. Teacher: What?",1 1023,Teacher: I'm going to have 5. Teacher: The score is 5. Teacher: Now you play. [TARGET]Teacher: What are you adding to each?[/TARGET] Teacher: Come up right here. Teacher: What? Student: I added 2.,0 1024,Teacher: The score is 5. Teacher: Now you play. Teacher: What are you adding to each? [TARGET]Teacher: Come up right here.[/TARGET] Teacher: What? Student: I added 2. Teacher: No.,1 1025,Teacher: Now you play. Teacher: What are you adding to each? Teacher: Come up right here. [TARGET]Teacher: What?[/TARGET] Student: I added 2. Teacher: No. Teacher: That's not how to do it.,1 1026,Teacher: Come up right here. Teacher: What? Student: I added 2. [TARGET]Teacher: No.[/TARGET] Teacher: That's not how to do it. Teacher: Everybody stop. Teacher: Let's read at the same time.,1 1027,Teacher: What? Student: I added 2. Teacher: No. [TARGET]Teacher: That's not how to do it.[/TARGET] Teacher: Everybody stop. Teacher: Let's read at the same time. Teacher: Come to play.,1 1028,Student: I added 2. Teacher: No. Teacher: That's not how to do it. [TARGET]Teacher: Everybody stop.[/TARGET] Teacher: Let's read at the same time. Teacher: Come to play. Teacher: Come to this side.,1 1029,Teacher: No. Teacher: That's not how to do it. Teacher: Everybody stop. [TARGET]Teacher: Let's read at the same time.[/TARGET] Teacher: Come to play. Teacher: Come to this side. Teacher: When you do the first one - come right here.,1 1030,Teacher: That's not how to do it. Teacher: Everybody stop. Teacher: Let's read at the same time. [TARGET]Teacher: Come to play.[/TARGET] Teacher: Come to this side. Teacher: When you do the first one - come right here. Teacher: Everyone's playing.,1 1031,Teacher: Everybody stop. Teacher: Let's read at the same time. Teacher: Come to play. [TARGET]Teacher: Come to this side.[/TARGET] Teacher: When you do the first one - come right here. Teacher: Everyone's playing. Teacher: Okay.,1 1032,"Teacher: Let's read at the same time. Teacher: Come to play. Teacher: Come to this side. [TARGET]Teacher: When you do the first one - come right here.[/TARGET] Teacher: Everyone's playing. Teacher: Okay. Teacher: Student T, move over here.",1 1033,"Teacher: Come to play. Teacher: Come to this side. Teacher: When you do the first one - come right here. [TARGET]Teacher: Everyone's playing.[/TARGET] Teacher: Okay. Teacher: Student T, move over here. Teacher: Give me the whole card.",1 1034,"Teacher: When you do the first one - come right here. Teacher: Everyone's playing. Teacher: Okay. [TARGET]Teacher: Student T, move over here.[/TARGET] Teacher: Give me the whole card. Teacher: Stop whistling please. Teacher: You have used it two times.",1 1035,"Teacher: Everyone's playing. Teacher: Okay. Teacher: Student T, move over here. [TARGET]Teacher: Give me the whole card.[/TARGET] Teacher: Stop whistling please. Teacher: You have used it two times. Student: No, one time.",1 1036,"Teacher: Okay. Teacher: Student T, move over here. Teacher: Give me the whole card. [TARGET]Teacher: Stop whistling please.[/TARGET] Teacher: You have used it two times. Student: No, one time. Teacher: You used bathroom in the morning.",1 1037,"Teacher: Student T, move over here. Teacher: Give me the whole card. Teacher: Stop whistling please. [TARGET]Teacher: You have used it two times.[/TARGET] Student: No, one time. Teacher: You used bathroom in the morning. Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go.",1 1038,"Teacher: Stop whistling please. Teacher: You have used it two times. Student: No, one time. [TARGET]Teacher: You used bathroom in the morning.[/TARGET] Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go. Teacher: So how did I lie? Teacher: Sit down please.",1 1039,"Teacher: You have used it two times. Student: No, one time. Teacher: You used bathroom in the morning. [TARGET]Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go.[/TARGET] Teacher: So how did I lie? Teacher: Sit down please. Teacher: Student J, where is your math?",1 1040,"Student: No, one time. Teacher: You used bathroom in the morning. Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go. [TARGET]Teacher: So how did I lie?[/TARGET] Teacher: Sit down please. Teacher: Student J, where is your math? Teacher: Stop.",1 1041,"Teacher: You used bathroom in the morning. Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go. Teacher: So how did I lie? [TARGET]Teacher: Sit down please.[/TARGET] Teacher: Student J, where is your math? Teacher: Stop. Teacher: Get your math book.",1 1042,"Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go. Teacher: So how did I lie? Teacher: Sit down please. [TARGET]Teacher: Student J, where is your math?[/TARGET] Teacher: Stop. Teacher: Get your math book. Teacher: We are here now.",1 1043,"Teacher: So how did I lie? Teacher: Sit down please. Teacher: Student J, where is your math? [TARGET]Teacher: Stop.[/TARGET] Teacher: Get your math book. Teacher: We are here now. Teacher: When we play we cannot have - look at the game.",1 1044,"Teacher: Sit down please. Teacher: Student J, where is your math? Teacher: Stop. [TARGET]Teacher: Get your math book.[/TARGET] Teacher: We are here now. Teacher: When we play we cannot have - look at the game. Teacher: Can you go over there and get the pencil please?",1 1045,"Teacher: Student J, where is your math? Teacher: Stop. Teacher: Get your math book. [TARGET]Teacher: We are here now.[/TARGET] Teacher: When we play we cannot have - look at the game. Teacher: Can you go over there and get the pencil please? Teacher: Student J, can you go get a pencil?",1 1046,"Teacher: Stop. Teacher: Get your math book. Teacher: We are here now. [TARGET]Teacher: When we play we cannot have - look at the game.[/TARGET] Teacher: Can you go over there and get the pencil please? Teacher: Student J, can you go get a pencil? Teacher: When we finish this round one, round two you get your snack.",1 1047,"Teacher: Get your math book. Teacher: We are here now. Teacher: When we play we cannot have - look at the game. [TARGET]Teacher: Can you go over there and get the pencil please?[/TARGET] Teacher: Student J, can you go get a pencil? Teacher: When we finish this round one, round two you get your snack. Student: You just said when we finished round one.",1 1048,"Teacher: We are here now. Teacher: When we play we cannot have - look at the game. Teacher: Can you go over there and get the pencil please? [TARGET]Teacher: Student J, can you go get a pencil?[/TARGET] Teacher: When we finish this round one, round two you get your snack. Student: You just said when we finished round one. Student: You said when I finished this page I get to have a snack.",1 1049,"Teacher: When we play we cannot have - look at the game. Teacher: Can you go over there and get the pencil please? Teacher: Student J, can you go get a pencil? [TARGET]Teacher: When we finish this round one, round two you get your snack.[/TARGET] Student: You just said when we finished round one. Student: You said when I finished this page I get to have a snack. Teacher: You didn't finish it properly.",1 1050,"Teacher: When we finish this round one, round two you get your snack. Student: You just said when we finished round one. Student: You said when I finished this page I get to have a snack. [TARGET]Teacher: You didn't finish it properly.[/TARGET] Student: Yes, I did. Teacher: No you didn't. Teacher: Look at how this game goes.",1 1051,"Student: You said when I finished this page I get to have a snack. Teacher: You didn't finish it properly. Student: Yes, I did. [TARGET]Teacher: No you didn't.[/TARGET] Teacher: Look at how this game goes. Teacher: Your mom is going to witness that. Teacher: You know that?",1 1052,"Teacher: You didn't finish it properly. Student: Yes, I did. Teacher: No you didn't. [TARGET]Teacher: Look at how this game goes.[/TARGET] Teacher: Your mom is going to witness that. Teacher: You know that? Teacher: Look.",1 1053,"Student: Yes, I did. Teacher: No you didn't. Teacher: Look at how this game goes. [TARGET]Teacher: Your mom is going to witness that.[/TARGET] Teacher: You know that? Teacher: Look. Teacher: We're going to play close to 1,000.",1 1054,"Teacher: No you didn't. Teacher: Look at how this game goes. Teacher: Your mom is going to witness that. [TARGET]Teacher: You know that?[/TARGET] Teacher: Look. Teacher: We're going to play close to 1,000. Teacher: In this game each student gets 7 cards.",1 1055,"Teacher: Look at how this game goes. Teacher: Your mom is going to witness that. Teacher: You know that? [TARGET]Teacher: Look.[/TARGET] Teacher: We're going to play close to 1,000. Teacher: In this game each student gets 7 cards. Teacher: You're going to use 6 cards out of them to form your number.",1 1056,"Teacher: Your mom is going to witness that. Teacher: You know that? Teacher: Look. [TARGET]Teacher: We're going to play close to 1,000.[/TARGET] Teacher: In this game each student gets 7 cards. Teacher: You're going to use 6 cards out of them to form your number. Teacher: For example, I am the student.",0 1057,"Teacher: You know that? Teacher: Look. Teacher: We're going to play close to 1,000. [TARGET]Teacher: In this game each student gets 7 cards.[/TARGET] Teacher: You're going to use 6 cards out of them to form your number. Teacher: For example, I am the student. Teacher: Can you pay attention please?",0 1058,"Teacher: Look. Teacher: We're going to play close to 1,000. Teacher: In this game each student gets 7 cards. [TARGET]Teacher: You're going to use 6 cards out of them to form your number.[/TARGET] Teacher: For example, I am the student. Teacher: Can you pay attention please? Teacher: I am the student that is going to play.",0 1059,"Teacher: We're going to play close to 1,000. Teacher: In this game each student gets 7 cards. Teacher: You're going to use 6 cards out of them to form your number. [TARGET]Teacher: For example, I am the student.[/TARGET] Teacher: Can you pay attention please? Teacher: I am the student that is going to play. Teacher: I have 1, 2, 3, 4, 5, 6, 7.",0 1060,"Teacher: In this game each student gets 7 cards. Teacher: You're going to use 6 cards out of them to form your number. Teacher: For example, I am the student. [TARGET]Teacher: Can you pay attention please?[/TARGET] Teacher: I am the student that is going to play. Teacher: I have 1, 2, 3, 4, 5, 6, 7. Teacher: This is the card that is dealt to me.",1 1061,"Teacher: You're going to use 6 cards out of them to form your number. Teacher: For example, I am the student. Teacher: Can you pay attention please? [TARGET]Teacher: I am the student that is going to play.[/TARGET] Teacher: I have 1, 2, 3, 4, 5, 6, 7. Teacher: This is the card that is dealt to me. Teacher: I'm going to change the [inaudible] cards.",0 1062,"Teacher: For example, I am the student. Teacher: Can you pay attention please? Teacher: I am the student that is going to play. [TARGET]Teacher: I have 1, 2, 3, 4, 5, 6, 7.[/TARGET] Teacher: This is the card that is dealt to me. Teacher: I'm going to change the [inaudible] cards. Teacher: Okay.",0 1063,"Teacher: Can you pay attention please? Teacher: I am the student that is going to play. Teacher: I have 1, 2, 3, 4, 5, 6, 7. [TARGET]Teacher: This is the card that is dealt to me.[/TARGET] Teacher: I'm going to change the [inaudible] cards. Teacher: Okay. Teacher: I'm going to show you also how to use the wild card.",0 1064,"Teacher: I am the student that is going to play. Teacher: I have 1, 2, 3, 4, 5, 6, 7. Teacher: This is the card that is dealt to me. [TARGET]Teacher: I'm going to change the [inaudible] cards.[/TARGET] Teacher: Okay. Teacher: I'm going to show you also how to use the wild card. Teacher: All eyes on Ms.",1 1065,Teacher: This is the card that is dealt to me. Teacher: I'm going to change the [inaudible] cards. Teacher: Okay. [TARGET]Teacher: I'm going to show you also how to use the wild card.[/TARGET] Teacher: All eyes on Ms. Teacher: I please. Teacher: I have these numbers.,1 1066,Teacher: I'm going to change the [inaudible] cards. Teacher: Okay. Teacher: I'm going to show you also how to use the wild card. [TARGET]Teacher: All eyes on Ms.[/TARGET] Teacher: I please. Teacher: I have these numbers. Teacher: I'm trying to win my opponent.,1 1067,"Teacher: Okay. Teacher: I'm going to show you also how to use the wild card. Teacher: All eyes on Ms. [TARGET]Teacher: I please.[/TARGET] Teacher: I have these numbers. Teacher: I'm trying to win my opponent. Teacher: I'm going to win my opponent by making two numbers that are together to get a number very close to 1,000.",1 1068,"Teacher: I'm going to show you also how to use the wild card. Teacher: All eyes on Ms. Teacher: I please. [TARGET]Teacher: I have these numbers.[/TARGET] Teacher: I'm trying to win my opponent. Teacher: I'm going to win my opponent by making two numbers that are together to get a number very close to 1,000. Student: What if it's more?",0 1069,"Teacher: All eyes on Ms. Teacher: I please. Teacher: I have these numbers. [TARGET]Teacher: I'm trying to win my opponent.[/TARGET] Teacher: I'm going to win my opponent by making two numbers that are together to get a number very close to 1,000. Student: What if it's more? Teacher: It can be more.",0 1070,"Teacher: I please. Teacher: I have these numbers. Teacher: I'm trying to win my opponent. [TARGET]Teacher: I'm going to win my opponent by making two numbers that are together to get a number very close to 1,000.[/TARGET] Student: What if it's more? Teacher: It can be more. Student: What if it is 1,000?",0 1071,"Teacher: I'm trying to win my opponent. Teacher: I'm going to win my opponent by making two numbers that are together to get a number very close to 1,000. Student: What if it's more? [TARGET]Teacher: It can be more.[/TARGET] Student: What if it is 1,000? Teacher: If it is 1,000, your score is 0. Teacher: The more you have less numbers here, that shows that you are winning.",0 1072,"Student: What if it's more? Teacher: It can be more. Student: What if it is 1,000? [TARGET]Teacher: If it is 1,000, your score is 0.[/TARGET] Teacher: The more you have less numbers here, that shows that you are winning. Student: I have a question. Teacher: Sure.",0 1073,"Teacher: It can be more. Student: What if it is 1,000? Teacher: If it is 1,000, your score is 0. [TARGET]Teacher: The more you have less numbers here, that shows that you are winning.[/TARGET] Student: I have a question. Teacher: Sure. Student: Is that a microphone?",0 1074,"Teacher: If it is 1,000, your score is 0. Teacher: The more you have less numbers here, that shows that you are winning. Student: I have a question. [TARGET]Teacher: Sure.[/TARGET] Student: Is that a microphone? Teacher: Yes. Student: Why is it covered in Styrofoam?",1 1075,"Student: I have a question. Teacher: Sure. Student: Is that a microphone? [TARGET]Teacher: Yes.[/TARGET] Student: Why is it covered in Styrofoam? Teacher: In my mind I know that 400 plus 600 is going to give me 1,000, and I have two 6s here. Teacher: What I'm trying to do is make a number that is very close to 1,000.",1 1076,"Student: Is that a microphone? Teacher: Yes. Student: Why is it covered in Styrofoam? [TARGET]Teacher: In my mind I know that 400 plus 600 is going to give me 1,000, and I have two 6s here.[/TARGET] Teacher: What I'm trying to do is make a number that is very close to 1,000. Teacher: I'm going to use my numbers that I have here, and I have a wild card. Teacher: I'm going to try as much as I can to make these numbers.",0 1077,"Teacher: Yes. Student: Why is it covered in Styrofoam? Teacher: In my mind I know that 400 plus 600 is going to give me 1,000, and I have two 6s here. [TARGET]Teacher: What I'm trying to do is make a number that is very close to 1,000.[/TARGET] Teacher: I'm going to use my numbers that I have here, and I have a wild card. Teacher: I'm going to try as much as I can to make these numbers. Teacher: I have 600.",0 1078,"Student: Why is it covered in Styrofoam? Teacher: In my mind I know that 400 plus 600 is going to give me 1,000, and I have two 6s here. Teacher: What I'm trying to do is make a number that is very close to 1,000. [TARGET]Teacher: I'm going to use my numbers that I have here, and I have a wild card.[/TARGET] Teacher: I'm going to try as much as I can to make these numbers. Teacher: I have 600. Teacher: I'm going to use this now to be - 600 to be 0.",0 1079,"Teacher: In my mind I know that 400 plus 600 is going to give me 1,000, and I have two 6s here. Teacher: What I'm trying to do is make a number that is very close to 1,000. Teacher: I'm going to use my numbers that I have here, and I have a wild card. [TARGET]Teacher: I'm going to try as much as I can to make these numbers.[/TARGET] Teacher: I have 600. Teacher: I'm going to use this now to be - 600 to be 0. Teacher: I'm going to use 8.",0 1080,"Teacher: What I'm trying to do is make a number that is very close to 1,000. Teacher: I'm going to use my numbers that I have here, and I have a wild card. Teacher: I'm going to try as much as I can to make these numbers. [TARGET]Teacher: I have 600.[/TARGET] Teacher: I'm going to use this now to be - 600 to be 0. Teacher: I'm going to use 8. Teacher: That's what I have.",0 1081,"Teacher: I'm going to use my numbers that I have here, and I have a wild card. Teacher: I'm going to try as much as I can to make these numbers. Teacher: I have 600. [TARGET]Teacher: I'm going to use this now to be - 600 to be 0.[/TARGET] Teacher: I'm going to use 8. Teacher: That's what I have. Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000.",0 1082,"Teacher: I'm going to try as much as I can to make these numbers. Teacher: I have 600. Teacher: I'm going to use this now to be - 600 to be 0. [TARGET]Teacher: I'm going to use 8.[/TARGET] Teacher: That's what I have. Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000. Teacher: The cards I have are too big.",0 1083,"Teacher: I have 600. Teacher: I'm going to use this now to be - 600 to be 0. Teacher: I'm going to use 8. [TARGET]Teacher: That's what I have.[/TARGET] Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000. Teacher: The cards I have are too big. Teacher: I'm going to do everything possible.",0 1084,"Teacher: I'm going to use this now to be - 600 to be 0. Teacher: I'm going to use 8. Teacher: That's what I have. [TARGET]Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000.[/TARGET] Teacher: The cards I have are too big. Teacher: I'm going to do everything possible. Teacher: I'm going to have 4, 6, 8.",0 1085,"Teacher: I'm going to use 8. Teacher: That's what I have. Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000. [TARGET]Teacher: The cards I have are too big.[/TARGET] Teacher: I'm going to do everything possible. Teacher: I'm going to have 4, 6, 8. Teacher: That's the least I can do.",0 1086,"Teacher: That's what I have. Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000. Teacher: The cards I have are too big. [TARGET]Teacher: I'm going to do everything possible.[/TARGET] Teacher: I'm going to have 4, 6, 8. Teacher: That's the least I can do. Teacher: This is 16.",0 1087,"Teacher: I've used this number, 608 plus - I'm trying to make my number as much - I'm looking at a number that is too close to 1,000. Teacher: The cards I have are too big. Teacher: I'm going to do everything possible. [TARGET]Teacher: I'm going to have 4, 6, 8.[/TARGET] Teacher: That's the least I can do. Teacher: This is 16. Teacher: I have taken away the 10.",0 1088,"Teacher: The cards I have are too big. Teacher: I'm going to do everything possible. Teacher: I'm going to have 4, 6, 8. [TARGET]Teacher: That's the least I can do.[/TARGET] Teacher: This is 16. Teacher: I have taken away the 10. Teacher: I'm moving to the tens place.",0 1089,"Teacher: I'm going to do everything possible. Teacher: I'm going to have 4, 6, 8. Teacher: That's the least I can do. [TARGET]Teacher: This is 16.[/TARGET] Teacher: I have taken away the 10. Teacher: I'm moving to the tens place. Teacher: I have 7, then I have 1,000.",0 1090,"Teacher: I'm going to have 4, 6, 8. Teacher: That's the least I can do. Teacher: This is 16. [TARGET]Teacher: I have taken away the 10.[/TARGET] Teacher: I'm moving to the tens place. Teacher: I have 7, then I have 1,000. Teacher: I have 1,000 [inaudible].",0 1091,"Teacher: That's the least I can do. Teacher: This is 16. Teacher: I have taken away the 10. [TARGET]Teacher: I'm moving to the tens place.[/TARGET] Teacher: I have 7, then I have 1,000. Teacher: I have 1,000 [inaudible]. Teacher: My score is going to be - if I take away 1,000 from this, I'm left with 76.",0 1092,"Teacher: This is 16. Teacher: I have taken away the 10. Teacher: I'm moving to the tens place. [TARGET]Teacher: I have 7, then I have 1,000.[/TARGET] Teacher: I have 1,000 [inaudible]. Teacher: My score is going to be - if I take away 1,000 from this, I'm left with 76. Teacher: My score is 76.",0 1093,"Teacher: I have taken away the 10. Teacher: I'm moving to the tens place. Teacher: I have 7, then I have 1,000. [TARGET]Teacher: I have 1,000 [inaudible].[/TARGET] Teacher: My score is going to be - if I take away 1,000 from this, I'm left with 76. Teacher: My score is 76. Teacher: It goes here.",0 1094,"Teacher: I'm moving to the tens place. Teacher: I have 7, then I have 1,000. Teacher: I have 1,000 [inaudible]. [TARGET]Teacher: My score is going to be - if I take away 1,000 from this, I'm left with 76.[/TARGET] Teacher: My score is 76. Teacher: It goes here. Student: Do I write that down?",0 1095,"Teacher: I have 7, then I have 1,000. Teacher: I have 1,000 [inaudible]. Teacher: My score is going to be - if I take away 1,000 from this, I'm left with 76. [TARGET]Teacher: My score is 76.[/TARGET] Teacher: It goes here. Student: Do I write that down? Teacher: No.",0 1096,"Teacher: I have 1,000 [inaudible]. Teacher: My score is going to be - if I take away 1,000 from this, I'm left with 76. Teacher: My score is 76. [TARGET]Teacher: It goes here.[/TARGET] Student: Do I write that down? Teacher: No. Teacher: You're not going to write it.",0 1097,"Teacher: My score is 76. Teacher: It goes here. Student: Do I write that down? [TARGET]Teacher: No.[/TARGET] Teacher: You're not going to write it. Teacher: I just showed you how to play it. Teacher: Your goal is to make your number as very close to 1,000.",1 1098,"Teacher: It goes here. Student: Do I write that down? Teacher: No. [TARGET]Teacher: You're not going to write it.[/TARGET] Teacher: I just showed you how to play it. Teacher: Your goal is to make your number as very close to 1,000. Teacher: When you do that, you're winning your opponent.",1 1099,"Student: Do I write that down? Teacher: No. Teacher: You're not going to write it. [TARGET]Teacher: I just showed you how to play it.[/TARGET] Teacher: Your goal is to make your number as very close to 1,000. Teacher: When you do that, you're winning your opponent. Teacher: I'm going to pass the cards.",1 1100,"Teacher: No. Teacher: You're not going to write it. Teacher: I just showed you how to play it. [TARGET]Teacher: Your goal is to make your number as very close to 1,000.[/TARGET] Teacher: When you do that, you're winning your opponent. Teacher: I'm going to pass the cards. Teacher: This is the first round.",0 1101,"Teacher: You're not going to write it. Teacher: I just showed you how to play it. Teacher: Your goal is to make your number as very close to 1,000. [TARGET]Teacher: When you do that, you're winning your opponent.[/TARGET] Teacher: I'm going to pass the cards. Teacher: This is the first round. Teacher: 1, 2, 3, 4, 5.",0 1102,"Teacher: I just showed you how to play it. Teacher: Your goal is to make your number as very close to 1,000. Teacher: When you do that, you're winning your opponent. [TARGET]Teacher: I'm going to pass the cards.[/TARGET] Teacher: This is the first round. Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 4, 5.",1 1103,"Teacher: Your goal is to make your number as very close to 1,000. Teacher: When you do that, you're winning your opponent. Teacher: I'm going to pass the cards. [TARGET]Teacher: This is the first round.[/TARGET] Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6.",1 1104,"Teacher: When you do that, you're winning your opponent. Teacher: I'm going to pass the cards. Teacher: This is the first round. [TARGET]Teacher: 1, 2, 3, 4, 5.[/TARGET] Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6. Teacher: You can use your wild card and make any number.",1 1105,"Teacher: I'm going to pass the cards. Teacher: This is the first round. Teacher: 1, 2, 3, 4, 5. [TARGET]Teacher: 1, 2, 3, 4, 5.[/TARGET] Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6. Teacher: You can use your wild card and make any number. Teacher: It can mean any number.",1 1106,"Teacher: This is the first round. Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 4, 5. [TARGET]Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6.[/TARGET] Teacher: You can use your wild card and make any number. Teacher: It can mean any number. Teacher: It doesn't matter.",1 1107,"Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6. [TARGET]Teacher: You can use your wild card and make any number.[/TARGET] Teacher: It can mean any number. Teacher: It doesn't matter. Teacher: He can see your card.",0 1108,"Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6. Teacher: You can use your wild card and make any number. [TARGET]Teacher: It can mean any number.[/TARGET] Teacher: It doesn't matter. Teacher: He can see your card. Teacher: It doesn't matter.",0 1109,"Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6. Teacher: You can use your wild card and make any number. Teacher: It can mean any number. [TARGET]Teacher: It doesn't matter.[/TARGET] Teacher: He can see your card. Teacher: It doesn't matter. Teacher: Spread them out.",0 1110,Teacher: You can use your wild card and make any number. Teacher: It can mean any number. Teacher: It doesn't matter. [TARGET]Teacher: He can see your card.[/TARGET] Teacher: It doesn't matter. Teacher: Spread them out. Teacher: You're lucky.,0 1111,Teacher: It can mean any number. Teacher: It doesn't matter. Teacher: He can see your card. [TARGET]Teacher: It doesn't matter.[/TARGET] Teacher: Spread them out. Teacher: You're lucky. Teacher: You have two wild cards.,0 1112,"Teacher: It doesn't matter. Teacher: He can see your card. Teacher: It doesn't matter. [TARGET]Teacher: Spread them out.[/TARGET] Teacher: You're lucky. Teacher: You have two wild cards. Teacher: Student J, spread your cards.",1 1113,"Teacher: He can see your card. Teacher: It doesn't matter. Teacher: Spread them out. [TARGET]Teacher: You're lucky.[/TARGET] Teacher: You have two wild cards. Teacher: Student J, spread your cards. Teacher: You're doing a good job.",0 1114,"Teacher: It doesn't matter. Teacher: Spread them out. Teacher: You're lucky. [TARGET]Teacher: You have two wild cards.[/TARGET] Teacher: Student J, spread your cards. Teacher: You're doing a good job. Teacher: Spread your cards here.",0 1115,"Teacher: Spread them out. Teacher: You're lucky. Teacher: You have two wild cards. [TARGET]Teacher: Student J, spread your cards.[/TARGET] Teacher: You're doing a good job. Teacher: Spread your cards here. Teacher: You have to.",1 1116,"Teacher: You're lucky. Teacher: You have two wild cards. Teacher: Student J, spread your cards. [TARGET]Teacher: You're doing a good job.[/TARGET] Teacher: Spread your cards here. Teacher: You have to. Teacher: Just put your cards up here.",1 1117,"Teacher: You have two wild cards. Teacher: Student J, spread your cards. Teacher: You're doing a good job. [TARGET]Teacher: Spread your cards here.[/TARGET] Teacher: You have to. Teacher: Just put your cards up here. Teacher: Let me help you to make the first one.",1 1118,"Teacher: Student J, spread your cards. Teacher: You're doing a good job. Teacher: Spread your cards here. [TARGET]Teacher: You have to.[/TARGET] Teacher: Just put your cards up here. Teacher: Let me help you to make the first one. Teacher: This is - stop.",1 1119,"Teacher: You're doing a good job. Teacher: Spread your cards here. Teacher: You have to. [TARGET]Teacher: Just put your cards up here.[/TARGET] Teacher: Let me help you to make the first one. Teacher: This is - stop. Teacher: Student T, I don't appreciate you calling me half a monkey.",1 1120,"Teacher: Spread your cards here. Teacher: You have to. Teacher: Just put your cards up here. [TARGET]Teacher: Let me help you to make the first one.[/TARGET] Teacher: This is - stop. Teacher: Student T, I don't appreciate you calling me half a monkey. Teacher: [Inaudible].",1 1121,"Teacher: You have to. Teacher: Just put your cards up here. Teacher: Let me help you to make the first one. [TARGET]Teacher: This is - stop.[/TARGET] Teacher: Student T, I don't appreciate you calling me half a monkey. Teacher: [Inaudible]. Teacher: Ignore him.",1 1122,"Teacher: Just put your cards up here. Teacher: Let me help you to make the first one. Teacher: This is - stop. [TARGET]Teacher: Student T, I don't appreciate you calling me half a monkey.[/TARGET] Teacher: [Inaudible]. Teacher: Ignore him. Teacher: You're doing a good job.",1 1123,"Teacher: This is - stop. Teacher: Student T, I don't appreciate you calling me half a monkey. Teacher: [Inaudible]. [TARGET]Teacher: Ignore him.[/TARGET] Teacher: You're doing a good job. Teacher: You have - what is this going to be? Teacher: You're using two numbers, so which one is this?",1 1124,"Teacher: Student T, I don't appreciate you calling me half a monkey. Teacher: [Inaudible]. Teacher: Ignore him. [TARGET]Teacher: You're doing a good job.[/TARGET] Teacher: You have - what is this going to be? Teacher: You're using two numbers, so which one is this? Student: 61 plus 32.",1 1125,"Teacher: [Inaudible]. Teacher: Ignore him. Teacher: You're doing a good job. [TARGET]Teacher: You have - what is this going to be?[/TARGET] Teacher: You're using two numbers, so which one is this? Student: 61 plus 32. Teacher: No.",0 1126,"Teacher: Ignore him. Teacher: You're doing a good job. Teacher: You have - what is this going to be? [TARGET]Teacher: You're using two numbers, so which one is this?[/TARGET] Student: 61 plus 32. Teacher: No. Teacher: We're using three numbers at a time.",0 1127,"Teacher: You have - what is this going to be? Teacher: You're using two numbers, so which one is this? Student: 61 plus 32. [TARGET]Teacher: No.[/TARGET] Teacher: We're using three numbers at a time. Teacher: Do you want to use this? Teacher: We're looking at what number - you're using it.",1 1128,"Teacher: You're using two numbers, so which one is this? Student: 61 plus 32. Teacher: No. [TARGET]Teacher: We're using three numbers at a time.[/TARGET] Teacher: Do you want to use this? Teacher: We're looking at what number - you're using it. Teacher: I want you to arrange these in a way that's going to be - I can help you to add.",1 1129,Student: 61 plus 32. Teacher: No. Teacher: We're using three numbers at a time. [TARGET]Teacher: Do you want to use this?[/TARGET] Teacher: We're looking at what number - you're using it. Teacher: I want you to arrange these in a way that's going to be - I can help you to add. Teacher: You're going to take another 6.,0 1130,Teacher: No. Teacher: We're using three numbers at a time. Teacher: Do you want to use this? [TARGET]Teacher: We're looking at what number - you're using it.[/TARGET] Teacher: I want you to arrange these in a way that's going to be - I can help you to add. Teacher: You're going to take another 6. Teacher: I'm waiting for you.,0 1131,Teacher: We're using three numbers at a time. Teacher: Do you want to use this? Teacher: We're looking at what number - you're using it. [TARGET]Teacher: I want you to arrange these in a way that's going to be - I can help you to add.[/TARGET] Teacher: You're going to take another 6. Teacher: I'm waiting for you. Teacher: Play.,1 1132,"Teacher: Do you want to use this? Teacher: We're looking at what number - you're using it. Teacher: I want you to arrange these in a way that's going to be - I can help you to add. [TARGET]Teacher: You're going to take another 6.[/TARGET] Teacher: I'm waiting for you. Teacher: Play. Teacher: If you want to use it as a 9, okay.",0 1133,"Teacher: We're looking at what number - you're using it. Teacher: I want you to arrange these in a way that's going to be - I can help you to add. Teacher: You're going to take another 6. [TARGET]Teacher: I'm waiting for you.[/TARGET] Teacher: Play. Teacher: If you want to use it as a 9, okay. Teacher: If you want to use it as a 6, okay.",1 1134,"Teacher: I want you to arrange these in a way that's going to be - I can help you to add. Teacher: You're going to take another 6. Teacher: I'm waiting for you. [TARGET]Teacher: Play.[/TARGET] Teacher: If you want to use it as a 9, okay. Teacher: If you want to use it as a 6, okay. Teacher: That's your other card.",1 1135,"Teacher: You're going to take another 6. Teacher: I'm waiting for you. Teacher: Play. [TARGET]Teacher: If you want to use it as a 9, okay.[/TARGET] Teacher: If you want to use it as a 6, okay. Teacher: That's your other card. Teacher: We're waiting for you.",0 1136,"Teacher: I'm waiting for you. Teacher: Play. Teacher: If you want to use it as a 9, okay. [TARGET]Teacher: If you want to use it as a 6, okay.[/TARGET] Teacher: That's your other card. Teacher: We're waiting for you. Teacher: What is your card?",0 1137,"Teacher: Play. Teacher: If you want to use it as a 9, okay. Teacher: If you want to use it as a 6, okay. [TARGET]Teacher: That's your other card.[/TARGET] Teacher: We're waiting for you. Teacher: What is your card? Teacher: You're supposed to make 1,000.",0 1138,"Teacher: If you want to use it as a 9, okay. Teacher: If you want to use it as a 6, okay. Teacher: That's your other card. [TARGET]Teacher: We're waiting for you.[/TARGET] Teacher: What is your card? Teacher: You're supposed to make 1,000. Teacher: Where do you want to put this to make 1,000?",1 1139,"Teacher: If you want to use it as a 6, okay. Teacher: That's your other card. Teacher: We're waiting for you. [TARGET]Teacher: What is your card?[/TARGET] Teacher: You're supposed to make 1,000. Teacher: Where do you want to put this to make 1,000? Teacher: 846 plus what?",0 1140,"Teacher: That's your other card. Teacher: We're waiting for you. Teacher: What is your card? [TARGET]Teacher: You're supposed to make 1,000.[/TARGET] Teacher: Where do you want to put this to make 1,000? Teacher: 846 plus what? Teacher: What other number do you add to this?",0 1141,"Teacher: We're waiting for you. Teacher: What is your card? Teacher: You're supposed to make 1,000. [TARGET]Teacher: Where do you want to put this to make 1,000?[/TARGET] Teacher: 846 plus what? Teacher: What other number do you add to this? Teacher: What do you have?",0 1142,"Teacher: What is your card? Teacher: You're supposed to make 1,000. Teacher: Where do you want to put this to make 1,000? [TARGET]Teacher: 846 plus what?[/TARGET] Teacher: What other number do you add to this? Teacher: What do you have? Teacher: Put 2 here.",0 1143,"Teacher: You're supposed to make 1,000. Teacher: Where do you want to put this to make 1,000? Teacher: 846 plus what? [TARGET]Teacher: What other number do you add to this?[/TARGET] Teacher: What do you have? Teacher: Put 2 here. Teacher: Okay.",0 1144,"Teacher: Where do you want to put this to make 1,000? Teacher: 846 plus what? Teacher: What other number do you add to this? [TARGET]Teacher: What do you have?[/TARGET] Teacher: Put 2 here. Teacher: Okay. Teacher: Hold on.",0 1145,Teacher: 846 plus what? Teacher: What other number do you add to this? Teacher: What do you have? [TARGET]Teacher: Put 2 here.[/TARGET] Teacher: Okay. Teacher: Hold on. Teacher: Put 2 here.,0 1146,"Teacher: What do you have? Teacher: Put 2 here. Teacher: Okay. [TARGET]Teacher: Hold on.[/TARGET] Teacher: Put 2 here. Teacher: Put a 0 here. Teacher: It has to be 1,000.",1 1147,"Teacher: Put 2 here. Teacher: Okay. Teacher: Hold on. [TARGET]Teacher: Put 2 here.[/TARGET] Teacher: Put a 0 here. Teacher: It has to be 1,000. Teacher: It's going to be few numbers, more than 1,000.",0 1148,"Teacher: Okay. Teacher: Hold on. Teacher: Put 2 here. [TARGET]Teacher: Put a 0 here.[/TARGET] Teacher: It has to be 1,000. Teacher: It's going to be few numbers, more than 1,000. Student: It's going to be 1,012.",0 1149,"Teacher: Hold on. Teacher: Put 2 here. Teacher: Put a 0 here. [TARGET]Teacher: It has to be 1,000.[/TARGET] Teacher: It's going to be few numbers, more than 1,000. Student: It's going to be 1,012. Teacher: No.",0 1150,"Teacher: Put 2 here. Teacher: Put a 0 here. Teacher: It has to be 1,000. [TARGET]Teacher: It's going to be few numbers, more than 1,000.[/TARGET] Student: It's going to be 1,012. Teacher: No. Teacher: It's going to be 1,000.",0 1151,"Teacher: It has to be 1,000. Teacher: It's going to be few numbers, more than 1,000. Student: It's going to be 1,012. [TARGET]Teacher: No.[/TARGET] Teacher: It's going to be 1,000. Teacher: Did you see what I did before? Teacher: The total, when you add them all up, it's going to be 1,000.",0 1152,"Teacher: It's going to be few numbers, more than 1,000. Student: It's going to be 1,012. Teacher: No. [TARGET]Teacher: It's going to be 1,000.[/TARGET] Teacher: Did you see what I did before? Teacher: The total, when you add them all up, it's going to be 1,000. Teacher: You added all numbers to make 1,000.",0 1153,"Student: It's going to be 1,012. Teacher: No. Teacher: It's going to be 1,000. [TARGET]Teacher: Did you see what I did before?[/TARGET] Teacher: The total, when you add them all up, it's going to be 1,000. Teacher: You added all numbers to make 1,000. Teacher: Let me show you an example.",0 1154,"Teacher: No. Teacher: It's going to be 1,000. Teacher: Did you see what I did before? [TARGET]Teacher: The total, when you add them all up, it's going to be 1,000.[/TARGET] Teacher: You added all numbers to make 1,000. Teacher: Let me show you an example. Teacher: If I want to make 1,000, I notice this is 10.",0 1155,"Teacher: It's going to be 1,000. Teacher: Did you see what I did before? Teacher: The total, when you add them all up, it's going to be 1,000. [TARGET]Teacher: You added all numbers to make 1,000.[/TARGET] Teacher: Let me show you an example. Teacher: If I want to make 1,000, I notice this is 10. Teacher: I put my 8 here.",0 1156,"Teacher: Did you see what I did before? Teacher: The total, when you add them all up, it's going to be 1,000. Teacher: You added all numbers to make 1,000. [TARGET]Teacher: Let me show you an example.[/TARGET] Teacher: If I want to make 1,000, I notice this is 10. Teacher: I put my 8 here. Teacher: This is 10.",0 1157,"Teacher: The total, when you add them all up, it's going to be 1,000. Teacher: You added all numbers to make 1,000. Teacher: Let me show you an example. [TARGET]Teacher: If I want to make 1,000, I notice this is 10.[/TARGET] Teacher: I put my 8 here. Teacher: This is 10. Teacher: Look here.",0 1158,"Teacher: You added all numbers to make 1,000. Teacher: Let me show you an example. Teacher: If I want to make 1,000, I notice this is 10. [TARGET]Teacher: I put my 8 here.[/TARGET] Teacher: This is 10. Teacher: Look here. Teacher: What is that?",0 1159,"Teacher: Let me show you an example. Teacher: If I want to make 1,000, I notice this is 10. Teacher: I put my 8 here. [TARGET]Teacher: This is 10.[/TARGET] Teacher: Look here. Teacher: What is that? Teacher: Can you start adding your numbers and stop looking for trouble?",0 1160,"Teacher: If I want to make 1,000, I notice this is 10. Teacher: I put my 8 here. Teacher: This is 10. [TARGET]Teacher: Look here.[/TARGET] Teacher: What is that? Teacher: Can you start adding your numbers and stop looking for trouble? Teacher: Stop.",1 1161,Teacher: I put my 8 here. Teacher: This is 10. Teacher: Look here. [TARGET]Teacher: What is that?[/TARGET] Teacher: Can you start adding your numbers and stop looking for trouble? Teacher: Stop. Teacher: Leave it this way.,1 1162,Teacher: This is 10. Teacher: Look here. Teacher: What is that? [TARGET]Teacher: Can you start adding your numbers and stop looking for trouble?[/TARGET] Teacher: Stop. Teacher: Leave it this way. Teacher: Look here.,1 1163,"Teacher: Look here. Teacher: What is that? Teacher: Can you start adding your numbers and stop looking for trouble? [TARGET]Teacher: Stop.[/TARGET] Teacher: Leave it this way. Teacher: Look here. Teacher: For example, what is - leave this.",1 1164,"Teacher: What is that? Teacher: Can you start adding your numbers and stop looking for trouble? Teacher: Stop. [TARGET]Teacher: Leave it this way.[/TARGET] Teacher: Look here. Teacher: For example, what is - leave this. Teacher: You don't need this.",1 1165,"Teacher: Can you start adding your numbers and stop looking for trouble? Teacher: Stop. Teacher: Leave it this way. [TARGET]Teacher: Look here.[/TARGET] Teacher: For example, what is - leave this. Teacher: You don't need this. Teacher: What is 7 plus 3?",1 1166,"Teacher: Stop. Teacher: Leave it this way. Teacher: Look here. [TARGET]Teacher: For example, what is - leave this.[/TARGET] Teacher: You don't need this. Teacher: What is 7 plus 3? Teacher: You write a 0, and a 1.",1 1167,"Teacher: Leave it this way. Teacher: Look here. Teacher: For example, what is - leave this. [TARGET]Teacher: You don't need this.[/TARGET] Teacher: What is 7 plus 3? Teacher: You write a 0, and a 1. Teacher: What are you going to add to 6 to make it a 10?",1 1168,"Teacher: Look here. Teacher: For example, what is - leave this. Teacher: You don't need this. [TARGET]Teacher: What is 7 plus 3?[/TARGET] Teacher: You write a 0, and a 1. Teacher: What are you going to add to 6 to make it a 10? Teacher: Remember, you have 10 already.",0 1169,"Teacher: For example, what is - leave this. Teacher: You don't need this. Teacher: What is 7 plus 3? [TARGET]Teacher: You write a 0, and a 1.[/TARGET] Teacher: What are you going to add to 6 to make it a 10? Teacher: Remember, you have 10 already. Teacher: You write 8, 4, 7 plus 2, 5, 3.",0 1170,"Teacher: You don't need this. Teacher: What is 7 plus 3? Teacher: You write a 0, and a 1. [TARGET]Teacher: What are you going to add to 6 to make it a 10?[/TARGET] Teacher: Remember, you have 10 already. Teacher: You write 8, 4, 7 plus 2, 5, 3. Teacher: Now add it up.",0 1171,"Teacher: What is 7 plus 3? Teacher: You write a 0, and a 1. Teacher: What are you going to add to 6 to make it a 10? [TARGET]Teacher: Remember, you have 10 already.[/TARGET] Teacher: You write 8, 4, 7 plus 2, 5, 3. Teacher: Now add it up. Teacher: Add it here.",0 1172,"Teacher: You write a 0, and a 1. Teacher: What are you going to add to 6 to make it a 10? Teacher: Remember, you have 10 already. [TARGET]Teacher: You write 8, 4, 7 plus 2, 5, 3.[/TARGET] Teacher: Now add it up. Teacher: Add it here. Teacher: 8, 4, 7.",0 1173,"Teacher: What are you going to add to 6 to make it a 10? Teacher: Remember, you have 10 already. Teacher: You write 8, 4, 7 plus 2, 5, 3. [TARGET]Teacher: Now add it up.[/TARGET] Teacher: Add it here. Teacher: 8, 4, 7. Teacher: Pull out 6.",0 1174,"Teacher: Remember, you have 10 already. Teacher: You write 8, 4, 7 plus 2, 5, 3. Teacher: Now add it up. [TARGET]Teacher: Add it here.[/TARGET] Teacher: 8, 4, 7. Teacher: Pull out 6. Teacher: You're using 6 cards.",0 1175,"Teacher: You write 8, 4, 7 plus 2, 5, 3. Teacher: Now add it up. Teacher: Add it here. [TARGET]Teacher: 8, 4, 7.[/TARGET] Teacher: Pull out 6. Teacher: You're using 6 cards. Teacher: Allow him to do it the way he wants.",0 1176,"Teacher: Now add it up. Teacher: Add it here. Teacher: 8, 4, 7. [TARGET]Teacher: Pull out 6.[/TARGET] Teacher: You're using 6 cards. Teacher: Allow him to do it the way he wants. Teacher: It doesn't matter.",0 1177,"Teacher: Add it here. Teacher: 8, 4, 7. Teacher: Pull out 6. [TARGET]Teacher: You're using 6 cards.[/TARGET] Teacher: Allow him to do it the way he wants. Teacher: It doesn't matter. Teacher: This is too much.",0 1178,"Teacher: 8, 4, 7. Teacher: Pull out 6. Teacher: You're using 6 cards. [TARGET]Teacher: Allow him to do it the way he wants.[/TARGET] Teacher: It doesn't matter. Teacher: This is too much. Teacher: You have to think again.",1 1179,Teacher: Pull out 6. Teacher: You're using 6 cards. Teacher: Allow him to do it the way he wants. [TARGET]Teacher: It doesn't matter.[/TARGET] Teacher: This is too much. Teacher: You have to think again. Teacher: You want to make it very close.,1 1180,"Teacher: You're using 6 cards. Teacher: Allow him to do it the way he wants. Teacher: It doesn't matter. [TARGET]Teacher: This is too much.[/TARGET] Teacher: You have to think again. Teacher: You want to make it very close. Teacher: Student A, listen.",0 1181,"Teacher: Allow him to do it the way he wants. Teacher: It doesn't matter. Teacher: This is too much. [TARGET]Teacher: You have to think again.[/TARGET] Teacher: You want to make it very close. Teacher: Student A, listen. Teacher: We want these wild cards to be [inaudible].",0 1182,"Teacher: It doesn't matter. Teacher: This is too much. Teacher: You have to think again. [TARGET]Teacher: You want to make it very close.[/TARGET] Teacher: Student A, listen. Teacher: We want these wild cards to be [inaudible]. Teacher: I'm not going to give you a snack because there's nothing productive I've seen.",0 1183,"Teacher: This is too much. Teacher: You have to think again. Teacher: You want to make it very close. [TARGET]Teacher: Student A, listen.[/TARGET] Teacher: We want these wild cards to be [inaudible]. Teacher: I'm not going to give you a snack because there's nothing productive I've seen. Teacher: I'm not seeing anything productive.",1 1184,"Teacher: You have to think again. Teacher: You want to make it very close. Teacher: Student A, listen. [TARGET]Teacher: We want these wild cards to be [inaudible].[/TARGET] Teacher: I'm not going to give you a snack because there's nothing productive I've seen. Teacher: I'm not seeing anything productive. Teacher: You know how to play this game.",0 1185,"Teacher: You want to make it very close. Teacher: Student A, listen. Teacher: We want these wild cards to be [inaudible]. [TARGET]Teacher: I'm not going to give you a snack because there's nothing productive I've seen.[/TARGET] Teacher: I'm not seeing anything productive. Teacher: You know how to play this game. Teacher: I've played it with you before.",1 1186,"Teacher: Student A, listen. Teacher: We want these wild cards to be [inaudible]. Teacher: I'm not going to give you a snack because there's nothing productive I've seen. [TARGET]Teacher: I'm not seeing anything productive.[/TARGET] Teacher: You know how to play this game. Teacher: I've played it with you before. Teacher: [Inaudible].",1 1187,Teacher: We want these wild cards to be [inaudible]. Teacher: I'm not going to give you a snack because there's nothing productive I've seen. Teacher: I'm not seeing anything productive. [TARGET]Teacher: You know how to play this game.[/TARGET] Teacher: I've played it with you before. Teacher: [Inaudible]. Teacher: You're not fighting with it.,1 1188,Teacher: I'm not going to give you a snack because there's nothing productive I've seen. Teacher: I'm not seeing anything productive. Teacher: You know how to play this game. [TARGET]Teacher: I've played it with you before.[/TARGET] Teacher: [Inaudible]. Teacher: You're not fighting with it. Teacher: Can you leave him alone and do your work?,1 1189,Teacher: You know how to play this game. Teacher: I've played it with you before. Teacher: [Inaudible]. [TARGET]Teacher: You're not fighting with it.[/TARGET] Teacher: Can you leave him alone and do your work? Teacher: We're not going to lunch until our math is done. Teacher: After we complete our math as we do as a class - I'm listening to you.,1 1190,Teacher: I've played it with you before. Teacher: [Inaudible]. Teacher: You're not fighting with it. [TARGET]Teacher: Can you leave him alone and do your work?[/TARGET] Teacher: We're not going to lunch until our math is done. Teacher: After we complete our math as we do as a class - I'm listening to you. Teacher: Write it here.,1 1191,Teacher: [Inaudible]. Teacher: You're not fighting with it. Teacher: Can you leave him alone and do your work? [TARGET]Teacher: We're not going to lunch until our math is done.[/TARGET] Teacher: After we complete our math as we do as a class - I'm listening to you. Teacher: Write it here. Teacher: 1100,1 1192,Teacher: You're not fighting with it. Teacher: Can you leave him alone and do your work? Teacher: We're not going to lunch until our math is done. [TARGET]Teacher: After we complete our math as we do as a class - I'm listening to you.[/TARGET] Teacher: Write it here. Teacher: 1100 Teacher: I'm listening to you.,1 1193,Teacher: Can you leave him alone and do your work? Teacher: We're not going to lunch until our math is done. Teacher: After we complete our math as we do as a class - I'm listening to you. [TARGET]Teacher: Write it here.[/TARGET] Teacher: 1100 Teacher: I'm listening to you. Teacher: I'm going to tell your mom.,1 1194,Teacher: We're not going to lunch until our math is done. Teacher: After we complete our math as we do as a class - I'm listening to you. Teacher: Write it here. [TARGET]Teacher: 1100[/TARGET] Teacher: I'm listening to you. Teacher: I'm going to tell your mom. Teacher: You're yelling at me.,0 1195,Teacher: After we complete our math as we do as a class - I'm listening to you. Teacher: Write it here. Teacher: 1100 [TARGET]Teacher: I'm listening to you.[/TARGET] Teacher: I'm going to tell your mom. Teacher: You're yelling at me. Teacher: You've been fooling around.,1 1196,Teacher: Write it here. Teacher: 1100 Teacher: I'm listening to you. [TARGET]Teacher: I'm going to tell your mom.[/TARGET] Teacher: You're yelling at me. Teacher: You've been fooling around. Student: I need you to write me a pass.,1 1197,Teacher: 1100 Teacher: I'm listening to you. Teacher: I'm going to tell your mom. [TARGET]Teacher: You're yelling at me.[/TARGET] Teacher: You've been fooling around. Student: I need you to write me a pass. Student: I need to go see Mr. S.,1 1198,Teacher: I'm listening to you. Teacher: I'm going to tell your mom. Teacher: You're yelling at me. [TARGET]Teacher: You've been fooling around.[/TARGET] Student: I need you to write me a pass. Student: I need to go see Mr. S. Teacher: No.,1 1199,Teacher: You've been fooling around. Student: I need you to write me a pass. Student: I need to go see Mr. S. [TARGET]Teacher: No.[/TARGET] Teacher: You need to do your math. Student: I need to. Teacher: No.,1 1200,Student: I need you to write me a pass. Student: I need to go see Mr. S. Teacher: No. [TARGET]Teacher: You need to do your math.[/TARGET] Student: I need to. Teacher: No. Teacher: Now you're going to write 176.,1 1201,"Teacher: No. Teacher: You need to do your math. Student: I need to. [TARGET]Teacher: No.[/TARGET] Teacher: Now you're going to write 176. Teacher: This is where you're going to write your answer. Teacher: You have 8, 8, 3.",1 1202,"Teacher: You need to do your math. Student: I need to. Teacher: No. [TARGET]Teacher: Now you're going to write 176.[/TARGET] Teacher: This is where you're going to write your answer. Teacher: You have 8, 8, 3. Teacher: Write it right here.",0 1203,"Student: I need to. Teacher: No. Teacher: Now you're going to write 176. [TARGET]Teacher: This is where you're going to write your answer.[/TARGET] Teacher: You have 8, 8, 3. Teacher: Write it right here. Teacher: 176 equals what?",0 1204,"Teacher: No. Teacher: Now you're going to write 176. Teacher: This is where you're going to write your answer. [TARGET]Teacher: You have 8, 8, 3.[/TARGET] Teacher: Write it right here. Teacher: 176 equals what? Teacher: Do your math.",0 1205,"Teacher: Now you're going to write 176. Teacher: This is where you're going to write your answer. Teacher: You have 8, 8, 3. [TARGET]Teacher: Write it right here.[/TARGET] Teacher: 176 equals what? Teacher: Do your math. Teacher: Come over here.",0 1206,"Teacher: This is where you're going to write your answer. Teacher: You have 8, 8, 3. Teacher: Write it right here. [TARGET]Teacher: 176 equals what?[/TARGET] Teacher: Do your math. Teacher: Come over here. Teacher: Sit down.",0 1207,"Teacher: You have 8, 8, 3. Teacher: Write it right here. Teacher: 176 equals what? [TARGET]Teacher: Do your math.[/TARGET] Teacher: Come over here. Teacher: Sit down. Teacher: We'll just close it this way.",1 1208,Teacher: Write it right here. Teacher: 176 equals what? Teacher: Do your math. [TARGET]Teacher: Come over here.[/TARGET] Teacher: Sit down. Teacher: We'll just close it this way. Teacher: Do your math.,1 1209,Teacher: 176 equals what? Teacher: Do your math. Teacher: Come over here. [TARGET]Teacher: Sit down.[/TARGET] Teacher: We'll just close it this way. Teacher: Do your math. Teacher: Write your name.,1 1210,Teacher: Do your math. Teacher: Come over here. Teacher: Sit down. [TARGET]Teacher: We'll just close it this way.[/TARGET] Teacher: Do your math. Teacher: Write your name. Teacher: Write your name first.,0 1211,Teacher: Come over here. Teacher: Sit down. Teacher: We'll just close it this way. [TARGET]Teacher: Do your math.[/TARGET] Teacher: Write your name. Teacher: Write your name first. Teacher: Write your date.,1 1212,"Teacher: Sit down. Teacher: We'll just close it this way. Teacher: Do your math. [TARGET]Teacher: Write your name.[/TARGET] Teacher: Write your name first. Teacher: Write your date. Teacher: So 1,000 minus 159 is what?",1 1213,"Teacher: We'll just close it this way. Teacher: Do your math. Teacher: Write your name. [TARGET]Teacher: Write your name first.[/TARGET] Teacher: Write your date. Teacher: So 1,000 minus 159 is what? Teacher: What is 1,059 take away 1,000?",1 1214,"Teacher: Do your math. Teacher: Write your name. Teacher: Write your name first. [TARGET]Teacher: Write your date.[/TARGET] Teacher: So 1,000 minus 159 is what? Teacher: What is 1,059 take away 1,000? Student: 59",1 1215,"Teacher: Write your name. Teacher: Write your name first. Teacher: Write your date. [TARGET]Teacher: So 1,000 minus 159 is what?[/TARGET] Teacher: What is 1,059 take away 1,000? Student: 59 Teacher: Write it right here.",0 1216,"Teacher: Write your name first. Teacher: Write your date. Teacher: So 1,000 minus 159 is what? [TARGET]Teacher: What is 1,059 take away 1,000?[/TARGET] Student: 59 Teacher: Write it right here. Teacher: What did he do to you?",0 1217,"Teacher: So 1,000 minus 159 is what? Teacher: What is 1,059 take away 1,000? Student: 59 [TARGET]Teacher: Write it right here.[/TARGET] Teacher: What did he do to you? Student: He's calling me raspberry. Teacher: Did you call him raspberry?",1 1218,"Teacher: What is 1,059 take away 1,000? Student: 59 Teacher: Write it right here. [TARGET]Teacher: What did he do to you?[/TARGET] Student: He's calling me raspberry. Teacher: Did you call him raspberry? Student: No.",1 1219,Teacher: Write it right here. Teacher: What did he do to you? Student: He's calling me raspberry. [TARGET]Teacher: Did you call him raspberry?[/TARGET] Student: No. Student: Yes you did. Teacher: Is everybody done with round one?,1 1220,Teacher: Did you call him raspberry? Student: No. Student: Yes you did. [TARGET]Teacher: Is everybody done with round one?[/TARGET] Teacher: Let's move to round two. Teacher: I haven't seen your work. Teacher: [Inaudible].,1 1221,Student: No. Student: Yes you did. Teacher: Is everybody done with round one? [TARGET]Teacher: Let's move to round two.[/TARGET] Teacher: I haven't seen your work. Teacher: [Inaudible]. Teacher: 1100,1 1222,Student: Yes you did. Teacher: Is everybody done with round one? Teacher: Let's move to round two. [TARGET]Teacher: I haven't seen your work.[/TARGET] Teacher: [Inaudible]. Teacher: 1100 Teacher: What do you have left?,1 1223,"Teacher: Let's move to round two. Teacher: I haven't seen your work. Teacher: [Inaudible]. [TARGET]Teacher: 1100[/TARGET] Teacher: What do you have left? Teacher: Student D, you need to be here. Teacher: If you take away 1,000 from 1,100, what do you have left?",0 1224,"Teacher: I haven't seen your work. Teacher: [Inaudible]. Teacher: 1100 [TARGET]Teacher: What do you have left?[/TARGET] Teacher: Student D, you need to be here. Teacher: If you take away 1,000 from 1,100, what do you have left? Student: 100",1 1225,"Teacher: [Inaudible]. Teacher: 1100 Teacher: What do you have left? [TARGET]Teacher: Student D, you need to be here.[/TARGET] Teacher: If you take away 1,000 from 1,100, what do you have left? Student: 100 Teacher: Write it here.",1 1226,"Teacher: 1100 Teacher: What do you have left? Teacher: Student D, you need to be here. [TARGET]Teacher: If you take away 1,000 from 1,100, what do you have left?[/TARGET] Student: 100 Teacher: Write it here. Teacher: We're playing the cards.",0 1227,"Teacher: Student D, you need to be here. Teacher: If you take away 1,000 from 1,100, what do you have left? Student: 100 [TARGET]Teacher: Write it here.[/TARGET] Teacher: We're playing the cards. Teacher: It's okay. Teacher: We have to play.",1 1228,"Teacher: If you take away 1,000 from 1,100, what do you have left? Student: 100 Teacher: Write it here. [TARGET]Teacher: We're playing the cards.[/TARGET] Teacher: It's okay. Teacher: We have to play. Teacher: When you play, we go.",1 1229,"Student: 100 Teacher: Write it here. Teacher: We're playing the cards. [TARGET]Teacher: It's okay.[/TARGET] Teacher: We have to play. Teacher: When you play, we go. Teacher: Why did you hit him?",1 1230,"Teacher: Write it here. Teacher: We're playing the cards. Teacher: It's okay. [TARGET]Teacher: We have to play.[/TARGET] Teacher: When you play, we go. Teacher: Why did you hit him? Student: I didn't hit him.",1 1231,"Teacher: We're playing the cards. Teacher: It's okay. Teacher: We have to play. [TARGET]Teacher: When you play, we go.[/TARGET] Teacher: Why did you hit him? Student: I didn't hit him. Student: Yes you did.",1 1232,"Teacher: It's okay. Teacher: We have to play. Teacher: When you play, we go. [TARGET]Teacher: Why did you hit him?[/TARGET] Student: I didn't hit him. Student: Yes you did. Teacher: Stop.",1 1233,Teacher: Why did you hit him? Student: I didn't hit him. Student: Yes you did. [TARGET]Teacher: Stop.[/TARGET] Teacher: Don't do that. Teacher: [Inaudible]. Teacher: Let me see what you've done.,1 1234,"Student: I didn't hit him. Student: Yes you did. Teacher: Stop. [TARGET]Teacher: Don't do that.[/TARGET] Teacher: [Inaudible]. Teacher: Let me see what you've done. Teacher: We want the number to be very close to 1,000.",1 1235,"Teacher: Stop. Teacher: Don't do that. Teacher: [Inaudible]. [TARGET]Teacher: Let me see what you've done.[/TARGET] Teacher: We want the number to be very close to 1,000. Teacher: Try again. Teacher: 7 cards.",1 1236,"Teacher: Don't do that. Teacher: [Inaudible]. Teacher: Let me see what you've done. [TARGET]Teacher: We want the number to be very close to 1,000.[/TARGET] Teacher: Try again. Teacher: 7 cards. Teacher: What are you doing with the table when we are doing math?",0 1237,"Teacher: [Inaudible]. Teacher: Let me see what you've done. Teacher: We want the number to be very close to 1,000. [TARGET]Teacher: Try again.[/TARGET] Teacher: 7 cards. Teacher: What are you doing with the table when we are doing math? Teacher: I'm not going to talk over anybody.",0 1238,"Teacher: Let me see what you've done. Teacher: We want the number to be very close to 1,000. Teacher: Try again. [TARGET]Teacher: 7 cards.[/TARGET] Teacher: What are you doing with the table when we are doing math? Teacher: I'm not going to talk over anybody. Teacher: Until this class is done, we can't move anywhere.",0 1239,"Teacher: We want the number to be very close to 1,000. Teacher: Try again. Teacher: 7 cards. [TARGET]Teacher: What are you doing with the table when we are doing math?[/TARGET] Teacher: I'm not going to talk over anybody. Teacher: Until this class is done, we can't move anywhere. Teacher: Put that one away.",1 1240,"Teacher: Try again. Teacher: 7 cards. Teacher: What are you doing with the table when we are doing math? [TARGET]Teacher: I'm not going to talk over anybody.[/TARGET] Teacher: Until this class is done, we can't move anywhere. Teacher: Put that one away. Teacher: 3, 4, 5, 6, 7.",1 1241,"Teacher: 7 cards. Teacher: What are you doing with the table when we are doing math? Teacher: I'm not going to talk over anybody. [TARGET]Teacher: Until this class is done, we can't move anywhere.[/TARGET] Teacher: Put that one away. Teacher: 3, 4, 5, 6, 7. Teacher: Put it away.",1 1242,"Teacher: What are you doing with the table when we are doing math? Teacher: I'm not going to talk over anybody. Teacher: Until this class is done, we can't move anywhere. [TARGET]Teacher: Put that one away.[/TARGET] Teacher: 3, 4, 5, 6, 7. Teacher: Put it away. Teacher: 1, 2, 3, 4, 5, 6, 7.",1 1243,"Teacher: I'm not going to talk over anybody. Teacher: Until this class is done, we can't move anywhere. Teacher: Put that one away. [TARGET]Teacher: 3, 4, 5, 6, 7.[/TARGET] Teacher: Put it away. Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Are you done with this?",1 1244,"Teacher: Until this class is done, we can't move anywhere. Teacher: Put that one away. Teacher: 3, 4, 5, 6, 7. [TARGET]Teacher: Put it away.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Are you done with this? Teacher: You can use a wild card.",1 1245,"Teacher: Put that one away. Teacher: 3, 4, 5, 6, 7. Teacher: Put it away. [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7.[/TARGET] Teacher: Are you done with this? Teacher: You can use a wild card. Teacher: You can turn it into another number you like.",1 1246,"Teacher: 3, 4, 5, 6, 7. Teacher: Put it away. Teacher: 1, 2, 3, 4, 5, 6, 7. [TARGET]Teacher: Are you done with this?[/TARGET] Teacher: You can use a wild card. Teacher: You can turn it into another number you like. Teacher: Leave that deck alone.",1 1247,"Teacher: Put it away. Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Are you done with this? [TARGET]Teacher: You can use a wild card.[/TARGET] Teacher: You can turn it into another number you like. Teacher: Leave that deck alone. Teacher: Come sit down.",0 1248,"Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Are you done with this? Teacher: You can use a wild card. [TARGET]Teacher: You can turn it into another number you like.[/TARGET] Teacher: Leave that deck alone. Teacher: Come sit down. Teacher: Finish your math.",0 1249,Teacher: Are you done with this? Teacher: You can use a wild card. Teacher: You can turn it into another number you like. [TARGET]Teacher: Leave that deck alone.[/TARGET] Teacher: Come sit down. Teacher: Finish your math. Teacher: Spread your cards.,1 1250,"Teacher: You can use a wild card. Teacher: You can turn it into another number you like. Teacher: Leave that deck alone. [TARGET]Teacher: Come sit down.[/TARGET] Teacher: Finish your math. Teacher: Spread your cards. Teacher: 1, 2, 3, 4, 5, 6, 7.",1 1251,"Teacher: You can turn it into another number you like. Teacher: Leave that deck alone. Teacher: Come sit down. [TARGET]Teacher: Finish your math.[/TARGET] Teacher: Spread your cards. Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Where is it?",1 1252,"Teacher: Leave that deck alone. Teacher: Come sit down. Teacher: Finish your math. [TARGET]Teacher: Spread your cards.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Where is it? Teacher: Get another chair.",1 1253,"Teacher: Come sit down. Teacher: Finish your math. Teacher: Spread your cards. [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7.[/TARGET] Teacher: Where is it? Teacher: Get another chair. Teacher: That would be too much.",1 1254,"Teacher: Finish your math. Teacher: Spread your cards. Teacher: 1, 2, 3, 4, 5, 6, 7. [TARGET]Teacher: Where is it?[/TARGET] Teacher: Get another chair. Teacher: That would be too much. Teacher: Do this one.",1 1255,"Teacher: Spread your cards. Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Where is it? [TARGET]Teacher: Get another chair.[/TARGET] Teacher: That would be too much. Teacher: Do this one. Teacher: Hold on.",1 1256,"Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Where is it? Teacher: Get another chair. [TARGET]Teacher: That would be too much.[/TARGET] Teacher: Do this one. Teacher: Hold on. Teacher: Do this to be 9.",0 1257,Teacher: Where is it? Teacher: Get another chair. Teacher: That would be too much. [TARGET]Teacher: Do this one.[/TARGET] Teacher: Hold on. Teacher: Do this to be 9. Teacher: Stop.,1 1258,Teacher: Get another chair. Teacher: That would be too much. Teacher: Do this one. [TARGET]Teacher: Hold on.[/TARGET] Teacher: Do this to be 9. Teacher: Stop. Teacher: Can you stop?,1 1259,Teacher: That would be too much. Teacher: Do this one. Teacher: Hold on. [TARGET]Teacher: Do this to be 9.[/TARGET] Teacher: Stop. Teacher: Can you stop? Teacher: Do this to be - hold on.,0 1260,Teacher: Do this one. Teacher: Hold on. Teacher: Do this to be 9. [TARGET]Teacher: Stop.[/TARGET] Teacher: Can you stop? Teacher: Do this to be - hold on. Teacher: This could be a - this is 10.,1 1261,Teacher: Hold on. Teacher: Do this to be 9. Teacher: Stop. [TARGET]Teacher: Can you stop?[/TARGET] Teacher: Do this to be - hold on. Teacher: This could be a - this is 10. Teacher: This could be a 5.,1 1262,Teacher: Do this to be 9. Teacher: Stop. Teacher: Can you stop? [TARGET]Teacher: Do this to be - hold on.[/TARGET] Teacher: This could be a - this is 10. Teacher: This could be a 5. Student: No.,0 1263,"Teacher: Stop. Teacher: Can you stop? Teacher: Do this to be - hold on. [TARGET]Teacher: This could be a - this is 10.[/TARGET] Teacher: This could be a 5. Student: No. Student: It has to be 9, 9, and this will be a 5.",0 1264,"Teacher: Can you stop? Teacher: Do this to be - hold on. Teacher: This could be a - this is 10. [TARGET]Teacher: This could be a 5.[/TARGET] Student: No. Student: It has to be 9, 9, and this will be a 5. Student: Wait.",0 1265,"Student: It has to be 9, 9, and this will be a 5. Student: Wait. Student: This one can be- [TARGET]Teacher: Let's see what you're doing.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Spread your card. Teacher: I'm going to help you.",1 1266,"Student: Wait. Student: This one can be- Teacher: Let's see what you're doing. [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: Spread your card. Teacher: I'm going to help you. Teacher: This is going to be too much.",1 1267,"Student: This one can be- Teacher: Let's see what you're doing. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. [TARGET]Teacher: Spread your card.[/TARGET] Teacher: I'm going to help you. Teacher: This is going to be too much. Teacher: You have to use three cards.",1 1268,"Teacher: Let's see what you're doing. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Spread your card. [TARGET]Teacher: I'm going to help you.[/TARGET] Teacher: This is going to be too much. Teacher: You have to use three cards. Teacher: Let me help you the first time.",1 1269,"Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Spread your card. Teacher: I'm going to help you. [TARGET]Teacher: This is going to be too much.[/TARGET] Teacher: You have to use three cards. Teacher: Let me help you the first time. Teacher: This is going to be a 6.",0 1270,Teacher: Spread your card. Teacher: I'm going to help you. Teacher: This is going to be too much. [TARGET]Teacher: You have to use three cards.[/TARGET] Teacher: Let me help you the first time. Teacher: This is going to be a 6. Teacher: Let me help you now.,0 1271,Teacher: I'm going to help you. Teacher: This is going to be too much. Teacher: You have to use three cards. [TARGET]Teacher: Let me help you the first time.[/TARGET] Teacher: This is going to be a 6. Teacher: Let me help you now. Teacher: This is a 6.,1 1272,Teacher: This is going to be too much. Teacher: You have to use three cards. Teacher: Let me help you the first time. [TARGET]Teacher: This is going to be a 6.[/TARGET] Teacher: Let me help you now. Teacher: This is a 6. Teacher: This is going to be 8.,0 1273,Teacher: You have to use three cards. Teacher: Let me help you the first time. Teacher: This is going to be a 6. [TARGET]Teacher: Let me help you now.[/TARGET] Teacher: This is a 6. Teacher: This is going to be 8. Teacher: This is going to be 2.,1 1274,Teacher: Let me help you the first time. Teacher: This is going to be a 6. Teacher: Let me help you now. [TARGET]Teacher: This is a 6.[/TARGET] Teacher: This is going to be 8. Teacher: This is going to be 2. Teacher: Hold on.,0 1275,Teacher: This is going to be a 6. Teacher: Let me help you now. Teacher: This is a 6. [TARGET]Teacher: This is going to be 8.[/TARGET] Teacher: This is going to be 2. Teacher: Hold on. Teacher: Make this to be a 1.,0 1276,Teacher: Let me help you now. Teacher: This is a 6. Teacher: This is going to be 8. [TARGET]Teacher: This is going to be 2.[/TARGET] Teacher: Hold on. Teacher: Make this to be a 1. Teacher: Add up.,0 1277,Teacher: This is a 6. Teacher: This is going to be 8. Teacher: This is going to be 2. [TARGET]Teacher: Hold on.[/TARGET] Teacher: Make this to be a 1. Teacher: Add up. Teacher: Let's see.,1 1278,"Teacher: This is going to be 8. Teacher: This is going to be 2. Teacher: Hold on. [TARGET]Teacher: Make this to be a 1.[/TARGET] Teacher: Add up. Teacher: Let's see. Teacher: 305 - no, 315 plus 685.",0 1279,"Teacher: This is going to be 2. Teacher: Hold on. Teacher: Make this to be a 1. [TARGET]Teacher: Add up.[/TARGET] Teacher: Let's see. Teacher: 305 - no, 315 plus 685. Teacher: Let's see.",0 1280,"Teacher: Hold on. Teacher: Make this to be a 1. Teacher: Add up. [TARGET]Teacher: Let's see.[/TARGET] Teacher: 305 - no, 315 plus 685. Teacher: Let's see. Teacher: Which other card do you have?",0 1281,"Teacher: Make this to be a 1. Teacher: Add up. Teacher: Let's see. [TARGET]Teacher: 305 - no, 315 plus 685.[/TARGET] Teacher: Let's see. Teacher: Which other card do you have? Teacher: Pick up the cards you have on the floor.",0 1282,"Teacher: Add up. Teacher: Let's see. Teacher: 305 - no, 315 plus 685. [TARGET]Teacher: Let's see.[/TARGET] Teacher: Which other card do you have? Teacher: Pick up the cards you have on the floor. Student: I didn't do that.",0 1283,"Teacher: Let's see. Teacher: 305 - no, 315 plus 685. Teacher: Let's see. [TARGET]Teacher: Which other card do you have?[/TARGET] Teacher: Pick up the cards you have on the floor. Student: I didn't do that. Teacher: Pick it up for me.",0 1284,"Teacher: 305 - no, 315 plus 685. Teacher: Let's see. Teacher: Which other card do you have? [TARGET]Teacher: Pick up the cards you have on the floor.[/TARGET] Student: I didn't do that. Teacher: Pick it up for me. Teacher: This is a 10.",1 1285,Teacher: Which other card do you have? Teacher: Pick up the cards you have on the floor. Student: I didn't do that. [TARGET]Teacher: Pick it up for me.[/TARGET] Teacher: This is a 10. Student: You said 1. Teacher: 1 plus 9 is 8.,1 1286,Teacher: Pick up the cards you have on the floor. Student: I didn't do that. Teacher: Pick it up for me. [TARGET]Teacher: This is a 10.[/TARGET] Student: You said 1. Teacher: 1 plus 9 is 8. Teacher: Plus 1 you borrowed from me is 10.,0 1287,Teacher: Pick it up for me. Teacher: This is a 10. Student: You said 1. [TARGET]Teacher: 1 plus 9 is 8.[/TARGET] Teacher: Plus 1 you borrowed from me is 10. Teacher: Sit down now. Teacher: Sit down right now.,0 1288,Teacher: This is a 10. Student: You said 1. Teacher: 1 plus 9 is 8. [TARGET]Teacher: Plus 1 you borrowed from me is 10.[/TARGET] Teacher: Sit down now. Teacher: Sit down right now. Teacher: You have a choice to go outside to the [inaudible].,0 1289,Student: You said 1. Teacher: 1 plus 9 is 8. Teacher: Plus 1 you borrowed from me is 10. [TARGET]Teacher: Sit down now.[/TARGET] Teacher: Sit down right now. Teacher: You have a choice to go outside to the [inaudible]. Teacher: [End of Audio],1 1290,Teacher: 1 plus 9 is 8. Teacher: Plus 1 you borrowed from me is 10. Teacher: Sit down now. [TARGET]Teacher: Sit down right now.[/TARGET] Teacher: You have a choice to go outside to the [inaudible]. Teacher: [End of Audio],1 1291,Teacher: Plus 1 you borrowed from me is 10. Teacher: Sit down now. Teacher: Sit down right now. [TARGET]Teacher: You have a choice to go outside to the [inaudible].[/TARGET] Teacher: [End of Audio],1 1292," [TARGET]Teacher: Fractions, somebody taught me yesterday - in telling us what fraction is?[/TARGET] Teacher: Some people said fraction is a piece of a whole and I said that fraction is a division that comes out from a big whole and we copied this yesterday. Teacher: Today we are going to look at all the rectangles we have here. Teacher: We're going to name them and look at them and find out which one is bigger.",0 1293,"Teacher: Fractions, somebody taught me yesterday - in telling us what fraction is? [TARGET]Teacher: Some people said fraction is a piece of a whole and I said that fraction is a division that comes out from a big whole and we copied this yesterday.[/TARGET] Teacher: Today we are going to look at all the rectangles we have here. Teacher: We're going to name them and look at them and find out which one is bigger. Teacher: We're going to start from the first one.",0 1294,"Teacher: Fractions, somebody taught me yesterday - in telling us what fraction is? Teacher: Some people said fraction is a piece of a whole and I said that fraction is a division that comes out from a big whole and we copied this yesterday. [TARGET]Teacher: Today we are going to look at all the rectangles we have here.[/TARGET] Teacher: We're going to name them and look at them and find out which one is bigger. Teacher: We're going to start from the first one. Teacher: If we're asks to write the fraction",0 1295,"Teacher: Fractions, somebody taught me yesterday - in telling us what fraction is? Teacher: Some people said fraction is a piece of a whole and I said that fraction is a division that comes out from a big whole and we copied this yesterday. Teacher: Today we are going to look at all the rectangles we have here. [TARGET]Teacher: We're going to name them and look at them and find out which one is bigger.[/TARGET] Teacher: We're going to start from the first one. Teacher: If we're asks to write the fraction Teacher: The fraction is the first one, what shall we write?",0 1296,"Teacher: Some people said fraction is a piece of a whole and I said that fraction is a division that comes out from a big whole and we copied this yesterday. Teacher: Today we are going to look at all the rectangles we have here. Teacher: We're going to name them and look at them and find out which one is bigger. [TARGET]Teacher: We're going to start from the first one.[/TARGET] Teacher: If we're asks to write the fraction Teacher: The fraction is the first one, what shall we write? Teacher: Number one is what?",0 1297,"Teacher: Today we are going to look at all the rectangles we have here. Teacher: We're going to name them and look at them and find out which one is bigger. Teacher: We're going to start from the first one. [TARGET]Teacher: If we're asks to write the fraction[/TARGET] Teacher: The fraction is the first one, what shall we write? Teacher: Number one is what? Student: 1 fourth.",0 1298,"Teacher: We're going to name them and look at them and find out which one is bigger. Teacher: We're going to start from the first one. Teacher: If we're asks to write the fraction [TARGET]Teacher: The fraction is the first one, what shall we write?[/TARGET] Teacher: Number one is what? Student: 1 fourth. Teacher: Can you write one fourth on top?",0 1299,"Teacher: We're going to start from the first one. Teacher: If we're asks to write the fraction Teacher: The fraction is the first one, what shall we write? [TARGET]Teacher: Number one is what?[/TARGET] Student: 1 fourth. Teacher: Can you write one fourth on top? Student: 1 over 4",0 1300,"Teacher: The fraction is the first one, what shall we write? Teacher: Number one is what? Student: 1 fourth. [TARGET]Teacher: Can you write one fourth on top?[/TARGET] Student: 1 over 4 Teacher: Write it in. Teacher: Sit down thank you.",0 1301,Student: 1 fourth. Teacher: Can you write one fourth on top? Student: 1 over 4 [TARGET]Teacher: Write it in.[/TARGET] Teacher: Sit down thank you. Teacher: Is there anybody that doesn't agree that this is 1 fourth? Student: I don't agree.,1 1302,Teacher: Can you write one fourth on top? Student: 1 over 4 Teacher: Write it in. [TARGET]Teacher: Sit down thank you.[/TARGET] Teacher: Is there anybody that doesn't agree that this is 1 fourth? Student: I don't agree. Teacher: Why,1 1303,Student: 1 over 4 Teacher: Write it in. Teacher: Sit down thank you. [TARGET]Teacher: Is there anybody that doesn't agree that this is 1 fourth?[/TARGET] Student: I don't agree. Teacher: Why Student: I don't know why I don't agree.,0 1304,Teacher: Sit down thank you. Teacher: Is there anybody that doesn't agree that this is 1 fourth? Student: I don't agree. [TARGET]Teacher: Why[/TARGET] Student: I don't know why I don't agree. Student: He raised his hand. Teacher: Yes?,0 1305,Teacher: Why Student: I don't know why I don't agree. Student: He raised his hand. [TARGET]Teacher: Yes?[/TARGET] Teacher: Is that 1 fourth? Teacher: Is it 1 fourth? Teacher: Why is it 1 fourth?,0 1306,Student: I don't know why I don't agree. Student: He raised his hand. Teacher: Yes? [TARGET]Teacher: Is that 1 fourth?[/TARGET] Teacher: Is it 1 fourth? Teacher: Why is it 1 fourth? Student: I don't know.,0 1307,Student: He raised his hand. Teacher: Yes? Teacher: Is that 1 fourth? [TARGET]Teacher: Is it 1 fourth?[/TARGET] Teacher: Why is it 1 fourth? Student: I don't know. Student: It's 1 fourth because one is shaded and the rest is not.,0 1308,Teacher: Yes? Teacher: Is that 1 fourth? Teacher: Is it 1 fourth? [TARGET]Teacher: Why is it 1 fourth?[/TARGET] Student: I don't know. Student: It's 1 fourth because one is shaded and the rest is not. Teacher: And we have how many parts here?,0 1309,Teacher: Why is it 1 fourth? Student: I don't know. Student: It's 1 fourth because one is shaded and the rest is not. [TARGET]Teacher: And we have how many parts here?[/TARGET] Student: Four Teacher: And what is what? Student: Shaded.,0 1310,Student: It's 1 fourth because one is shaded and the rest is not. Teacher: And we have how many parts here? Student: Four [TARGET]Teacher: And what is what?[/TARGET] Student: Shaded. Teacher: 1 fourth. Teacher: Now let's look at this one.,0 1311,Student: Four Teacher: And what is what? Student: Shaded. [TARGET]Teacher: 1 fourth.[/TARGET] Teacher: Now let's look at this one. Teacher: What do you think this number 2 is? Student: Easy,0 1312,Teacher: And what is what? Student: Shaded. Teacher: 1 fourth. [TARGET]Teacher: Now let's look at this one.[/TARGET] Teacher: What do you think this number 2 is? Student: Easy Teacher: Yes?,0 1313,Student: Shaded. Teacher: 1 fourth. Teacher: Now let's look at this one. [TARGET]Teacher: What do you think this number 2 is?[/TARGET] Student: Easy Teacher: Yes? Student: 1 half.,0 1314,Teacher: Now let's look at this one. Teacher: What do you think this number 2 is? Student: Easy [TARGET]Teacher: Yes?[/TARGET] Student: 1 half. Teacher: Come on write it. Student: 1 third.,0 1315,Student: Easy Teacher: Yes? Student: 1 half. [TARGET]Teacher: Come on write it.[/TARGET] Student: 1 third. Student: Don't give it to them. Teacher: Sit down.,1 1316,"Teacher: Come on write it. Student: 1 third. Student: Don't give it to them. [TARGET]Teacher: Sit down.[/TARGET] Teacher: If you say that this is right thumbs up. Teacher: Sit down, if one half is right thumbs up. Teacher: If you think that its wrong thumbs down.",1 1317,"Student: 1 third. Student: Don't give it to them. Teacher: Sit down. [TARGET]Teacher: If you say that this is right thumbs up.[/TARGET] Teacher: Sit down, if one half is right thumbs up. Teacher: If you think that its wrong thumbs down. Teacher: Why is it wrong?",0 1318,"Student: Don't give it to them. Teacher: Sit down. Teacher: If you say that this is right thumbs up. [TARGET]Teacher: Sit down, if one half is right thumbs up.[/TARGET] Teacher: If you think that its wrong thumbs down. Teacher: Why is it wrong? Multiple Students: Because.",1 1319,"Teacher: Sit down. Teacher: If you say that this is right thumbs up. Teacher: Sit down, if one half is right thumbs up. [TARGET]Teacher: If you think that its wrong thumbs down.[/TARGET] Teacher: Why is it wrong? Multiple Students: Because. Teacher: Okay why?",0 1320,"Teacher: If you say that this is right thumbs up. Teacher: Sit down, if one half is right thumbs up. Teacher: If you think that its wrong thumbs down. [TARGET]Teacher: Why is it wrong?[/TARGET] Multiple Students: Because. Teacher: Okay why? Student: They have 3 parts and only one is shaded so it's one third.",0 1321,"Multiple Students: Because. Teacher: Okay why? Student: They have 3 parts and only one is shaded so it's one third. [TARGET]Teacher: 1 third, do we agree?[/TARGET] Student: Yes. Teacher: This is not one half? Teacher: Look at how many parts do we have 1, 2, 3.",0 1322,"Student: They have 3 parts and only one is shaded so it's one third. Teacher: 1 third, do we agree? Student: Yes. [TARGET]Teacher: This is not one half?[/TARGET] Teacher: Look at how many parts do we have 1, 2, 3. Teacher: How many are shaded? Student: 1",0 1323,"Teacher: 1 third, do we agree? Student: Yes. Teacher: This is not one half? [TARGET]Teacher: Look at how many parts do we have 1, 2, 3.[/TARGET] Teacher: How many are shaded? Student: 1 Teacher: Turn around we [Inaudible] every day I make mistake myself right.",0 1324,"Student: Yes. Teacher: This is not one half? Teacher: Look at how many parts do we have 1, 2, 3. [TARGET]Teacher: How many are shaded?[/TARGET] Student: 1 Teacher: Turn around we [Inaudible] every day I make mistake myself right. Teacher: Nobody's perfect, we're not.",0 1325,"Teacher: Look at how many parts do we have 1, 2, 3. Teacher: How many are shaded? Student: 1 [TARGET]Teacher: Turn around we [Inaudible] every day I make mistake myself right.[/TARGET] Teacher: Nobody's perfect, we're not. Teacher: We notice how many parts like I said that, yesterday that, the numerator. Teacher: Numerator which is the number at the top, Sorry.",1 1326,"Teacher: How many are shaded? Student: 1 Teacher: Turn around we [Inaudible] every day I make mistake myself right. [TARGET]Teacher: Nobody's perfect, we're not.[/TARGET] Teacher: We notice how many parts like I said that, yesterday that, the numerator. Teacher: Numerator which is the number at the top, Sorry. Student: Whoa",0 1327,"Student: 1 Teacher: Turn around we [Inaudible] every day I make mistake myself right. Teacher: Nobody's perfect, we're not. [TARGET]Teacher: We notice how many parts like I said that, yesterday that, the numerator.[/TARGET] Teacher: Numerator which is the number at the top, Sorry. Student: Whoa Teacher: The number on the top has how many is taking or shaded from the whole.",0 1328,"Teacher: Turn around we [Inaudible] every day I make mistake myself right. Teacher: Nobody's perfect, we're not. Teacher: We notice how many parts like I said that, yesterday that, the numerator. [TARGET]Teacher: Numerator which is the number at the top, Sorry.[/TARGET] Student: Whoa Teacher: The number on the top has how many is taking or shaded from the whole. Teacher: Here we have 1 that is shaded and the denominator has how many the whole is divided into.",0 1329,"Teacher: We notice how many parts like I said that, yesterday that, the numerator. Teacher: Numerator which is the number at the top, Sorry. Student: Whoa [TARGET]Teacher: The number on the top has how many is taking or shaded from the whole.[/TARGET] Teacher: Here we have 1 that is shaded and the denominator has how many the whole is divided into. Teacher: And that is what comes here. Teacher: This whole is divided into how many parts?",0 1330,"Teacher: Numerator which is the number at the top, Sorry. Student: Whoa Teacher: The number on the top has how many is taking or shaded from the whole. [TARGET]Teacher: Here we have 1 that is shaded and the denominator has how many the whole is divided into.[/TARGET] Teacher: And that is what comes here. Teacher: This whole is divided into how many parts? Student: 3",0 1331,Student: Whoa Teacher: The number on the top has how many is taking or shaded from the whole. Teacher: Here we have 1 that is shaded and the denominator has how many the whole is divided into. [TARGET]Teacher: And that is what comes here.[/TARGET] Teacher: This whole is divided into how many parts? Student: 3 Teacher: Which is the denominator and how many parts is shaded?,0 1332,"Teacher: The number on the top has how many is taking or shaded from the whole. Teacher: Here we have 1 that is shaded and the denominator has how many the whole is divided into. Teacher: And that is what comes here. [TARGET]Teacher: This whole is divided into how many parts?[/TARGET] Student: 3 Teacher: Which is the denominator and how many parts is shaded? Student: 2, 1.",0 1333,"Teacher: And that is what comes here. Teacher: This whole is divided into how many parts? Student: 3 [TARGET]Teacher: Which is the denominator and how many parts is shaded?[/TARGET] Student: 2, 1. Teacher: 1 the numerator. Student: It's about um.",0 1334,"Student: 3 Teacher: Which is the denominator and how many parts is shaded? Student: 2, 1. [TARGET]Teacher: 1 the numerator.[/TARGET] Student: It's about um. Teacher: Maybe think about it perhaps this way. Teacher: 1 fourth and 1 third which one is bigger?",0 1335,"Student: 2, 1. Teacher: 1 the numerator. Student: It's about um. [TARGET]Teacher: Maybe think about it perhaps this way.[/TARGET] Teacher: 1 fourth and 1 third which one is bigger? Student: 1 third. Teacher: Please raise your hand, which one is bigger?",0 1336,"Teacher: 1 the numerator. Student: It's about um. Teacher: Maybe think about it perhaps this way. [TARGET]Teacher: 1 fourth and 1 third which one is bigger?[/TARGET] Student: 1 third. Teacher: Please raise your hand, which one is bigger? Student: 1 third.",0 1337,"Teacher: Maybe think about it perhaps this way. Teacher: 1 fourth and 1 third which one is bigger? Student: 1 third. [TARGET]Teacher: Please raise your hand, which one is bigger?[/TARGET] Student: 1 third. Teacher: 1 third and 1 fourth which one is bigger? Student: 1 fourth!",1 1338,"Student: 1 third. Teacher: Please raise your hand, which one is bigger? Student: 1 third. [TARGET]Teacher: 1 third and 1 fourth which one is bigger?[/TARGET] Student: 1 fourth! Teacher: Hm, do you agree? Student: No",0 1339,"Student: 1 third. Teacher: 1 third and 1 fourth which one is bigger? Student: 1 fourth! [TARGET]Teacher: Hm, do you agree?[/TARGET] Student: No Teacher: Why? Student: Because it's not bigger, 1 third is bigger because if you look at how many blocks are shaded on 1 third and 1 fourth.",0 1340,"Student: 1 fourth! Teacher: Hm, do you agree? Student: No [TARGET]Teacher: Why?[/TARGET] Student: Because it's not bigger, 1 third is bigger because if you look at how many blocks are shaded on 1 third and 1 fourth. Student: I know 1 fourth has one more but 1 third's blocks are bigger. Teacher: I agree, I agree.",0 1341,"Teacher: Why? Student: Because it's not bigger, 1 third is bigger because if you look at how many blocks are shaded on 1 third and 1 fourth. Student: I know 1 fourth has one more but 1 third's blocks are bigger. [TARGET]Teacher: I agree, I agree.[/TARGET] Student: I don't. Teacher: Everybody look here, I shaded these rectangles and they are the same size. Teacher: I shaded these into fourths and these ones I shaded into threes.",0 1342,"Student: I know 1 fourth has one more but 1 third's blocks are bigger. Teacher: I agree, I agree. Student: I don't. [TARGET]Teacher: Everybody look here, I shaded these rectangles and they are the same size.[/TARGET] Teacher: I shaded these into fourths and these ones I shaded into threes. Teacher: Which one do you think will get more? Student: Um, those.",1 1343,"Teacher: I agree, I agree. Student: I don't. Teacher: Everybody look here, I shaded these rectangles and they are the same size. [TARGET]Teacher: I shaded these into fourths and these ones I shaded into threes.[/TARGET] Teacher: Which one do you think will get more? Student: Um, those. Teacher: Those are shaded to 3.",0 1344,"Student: I don't. Teacher: Everybody look here, I shaded these rectangles and they are the same size. Teacher: I shaded these into fourths and these ones I shaded into threes. [TARGET]Teacher: Which one do you think will get more?[/TARGET] Student: Um, those. Teacher: Those are shaded to 3. Teacher: Let's say for example.",0 1345,"Teacher: I shaded these into fourths and these ones I shaded into threes. Teacher: Which one do you think will get more? Student: Um, those. [TARGET]Teacher: Those are shaded to 3.[/TARGET] Teacher: Let's say for example. Teacher: This is 20. Teacher: Let's say that I gave $20 to three people.",0 1346,"Teacher: Which one do you think will get more? Student: Um, those. Teacher: Those are shaded to 3. [TARGET]Teacher: Let's say for example.[/TARGET] Teacher: This is 20. Teacher: Let's say that I gave $20 to three people. Teacher: And I gave the same $20 to four people which people will get more money?",0 1347,"Student: Um, those. Teacher: Those are shaded to 3. Teacher: Let's say for example. [TARGET]Teacher: This is 20.[/TARGET] Teacher: Let's say that I gave $20 to three people. Teacher: And I gave the same $20 to four people which people will get more money? Student: The four one.",0 1348,Teacher: Those are shaded to 3. Teacher: Let's say for example. Teacher: This is 20. [TARGET]Teacher: Let's say that I gave $20 to three people.[/TARGET] Teacher: And I gave the same $20 to four people which people will get more money? Student: The four one. Student: Three people.,0 1349,"Teacher: Let's say for example. Teacher: This is 20. Teacher: Let's say that I gave $20 to three people. [TARGET]Teacher: And I gave the same $20 to four people which people will get more money?[/TARGET] Student: The four one. Student: Three people. Teacher: The three people, because they are smaller sharing bigger number.",0 1350,"Teacher: And I gave the same $20 to four people which people will get more money? Student: The four one. Student: Three people. [TARGET]Teacher: The three people, because they are smaller sharing bigger number.[/TARGET] Teacher: Which makes sense. Teacher: So let's look at by three here and look at how what do you think number three is? Teacher: Student J.",0 1351,"Student: The four one. Student: Three people. Teacher: The three people, because they are smaller sharing bigger number. [TARGET]Teacher: Which makes sense.[/TARGET] Teacher: So let's look at by three here and look at how what do you think number three is? Teacher: Student J. Teacher: Can you comment on number three?",0 1352,"Student: Three people. Teacher: The three people, because they are smaller sharing bigger number. Teacher: Which makes sense. [TARGET]Teacher: So let's look at by three here and look at how what do you think number three is?[/TARGET] Teacher: Student J. Teacher: Can you comment on number three? Student: [Inaudible]",0 1353,"Teacher: The three people, because they are smaller sharing bigger number. Teacher: Which makes sense. Teacher: So let's look at by three here and look at how what do you think number three is? [TARGET]Teacher: Student J.[/TARGET] Teacher: Can you comment on number three? Student: [Inaudible] Student: [Too much cross talking right next to the mic]",0 1354,Teacher: Which makes sense. Teacher: So let's look at by three here and look at how what do you think number three is? Teacher: Student J. [TARGET]Teacher: Can you comment on number three?[/TARGET] Student: [Inaudible] Student: [Too much cross talking right next to the mic] Student: Which one am I gonna get?,0 1355,"Student: [Too much cross talking right next to the mic] Student: Which one am I gonna get? Other Adult: We'll figure them all out, kinda all at once. [TARGET]Teacher: How much is that please?[/TARGET] Teacher: How much is that please? Student: We've got a camera! Teacher: Looking at what we have here.",0 1356,"Student: Which one am I gonna get? Other Adult: We'll figure them all out, kinda all at once. Teacher: How much is that please? [TARGET]Teacher: How much is that please?[/TARGET] Student: We've got a camera! Teacher: Looking at what we have here. Student: It doesn't go to our parents though.",0 1357,Teacher: How much is that please? Teacher: How much is that please? Student: We've got a camera! [TARGET]Teacher: Looking at what we have here.[/TARGET] Student: It doesn't go to our parents though. Teacher: What is this one bigger? Teacher: Student D?,1 1358,Student: We've got a camera! Teacher: Looking at what we have here. Student: It doesn't go to our parents though. [TARGET]Teacher: What is this one bigger?[/TARGET] Teacher: Student D? Student: 1 sixth. Teacher: I agree.,0 1359,Teacher: Looking at what we have here. Student: It doesn't go to our parents though. Teacher: What is this one bigger? [TARGET]Teacher: Student D?[/TARGET] Student: 1 sixth. Teacher: I agree. Other Adult: Very good.,0 1360,"Teacher: What is this one bigger? Teacher: Student D? Student: 1 sixth. [TARGET]Teacher: I agree.[/TARGET] Other Adult: Very good. Teacher: Now I want you to look at the two 1 sixth and 1 eighth, which is bigger? Student: Oh, Oh!",0 1361,"Student: 1 sixth. Teacher: I agree. Other Adult: Very good. [TARGET]Teacher: Now I want you to look at the two 1 sixth and 1 eighth, which is bigger?[/TARGET] Student: Oh, Oh! Teacher: Pay attention Student S, 1 eight and 1 sixth which is bigger? Student: 1 sixth.",0 1362,"Other Adult: Very good. Teacher: Now I want you to look at the two 1 sixth and 1 eighth, which is bigger? Student: Oh, Oh! [TARGET]Teacher: Pay attention Student S, 1 eight and 1 sixth which is bigger?[/TARGET] Student: 1 sixth. Teacher: 1 sixth why? Student: Cause that's the smallest and that's bigger.",1 1363,"Student: Oh, Oh! Teacher: Pay attention Student S, 1 eight and 1 sixth which is bigger? Student: 1 sixth. [TARGET]Teacher: 1 sixth why?[/TARGET] Student: Cause that's the smallest and that's bigger. Teacher: One of them is this one is bigger I agree. Teacher: Now I'm gonna pass the papers with this stuff and we're going to now correct ourselves and what is going on here.",0 1364,"Student: 1 sixth. Teacher: 1 sixth why? Student: Cause that's the smallest and that's bigger. [TARGET]Teacher: One of them is this one is bigger I agree.[/TARGET] Teacher: Now I'm gonna pass the papers with this stuff and we're going to now correct ourselves and what is going on here. Teacher: The noise is too much settle, down settle down. Student: Can I do one?",0 1365,"Teacher: 1 sixth why? Student: Cause that's the smallest and that's bigger. Teacher: One of them is this one is bigger I agree. [TARGET]Teacher: Now I'm gonna pass the papers with this stuff and we're going to now correct ourselves and what is going on here.[/TARGET] Teacher: The noise is too much settle, down settle down. Student: Can I do one? Teacher: I'm going to go ahead and move into another fraction which is these two and it's going to be like it's total.",0 1366,"Student: Cause that's the smallest and that's bigger. Teacher: One of them is this one is bigger I agree. Teacher: Now I'm gonna pass the papers with this stuff and we're going to now correct ourselves and what is going on here. [TARGET]Teacher: The noise is too much settle, down settle down.[/TARGET] Student: Can I do one? Teacher: I'm going to go ahead and move into another fraction which is these two and it's going to be like it's total. Teacher: I want you to use your knowledge of what you've learned here to answer the rest of the questions.",1 1367,"Teacher: Now I'm gonna pass the papers with this stuff and we're going to now correct ourselves and what is going on here. Teacher: The noise is too much settle, down settle down. Student: Can I do one? [TARGET]Teacher: I'm going to go ahead and move into another fraction which is these two and it's going to be like it's total.[/TARGET] Teacher: I want you to use your knowledge of what you've learned here to answer the rest of the questions. Other Adult: This one is 2 thirds, the next one is [Inaudible] The next one is 1 whole. Teacher: Denominator",0 1368,"Teacher: The noise is too much settle, down settle down. Student: Can I do one? Teacher: I'm going to go ahead and move into another fraction which is these two and it's going to be like it's total. [TARGET]Teacher: I want you to use your knowledge of what you've learned here to answer the rest of the questions.[/TARGET] Other Adult: This one is 2 thirds, the next one is [Inaudible] The next one is 1 whole. Teacher: Denominator Student: Denominator.",0 1369,"Teacher: I'm going to go ahead and move into another fraction which is these two and it's going to be like it's total. Teacher: I want you to use your knowledge of what you've learned here to answer the rest of the questions. Other Adult: This one is 2 thirds, the next one is [Inaudible] The next one is 1 whole. [TARGET]Teacher: Denominator[/TARGET] Student: Denominator. Teacher: Look at this we're starting together it will now help us learn. Teacher: Look this way please.",0 1370,"Other Adult: This one is 2 thirds, the next one is [Inaudible] The next one is 1 whole. Teacher: Denominator Student: Denominator. [TARGET]Teacher: Look at this we're starting together it will now help us learn.[/TARGET] Teacher: Look this way please. Student: I don't care. Student: Are you leaving?",1 1371,Teacher: Denominator Student: Denominator. Teacher: Look at this we're starting together it will now help us learn. [TARGET]Teacher: Look this way please.[/TARGET] Student: I don't care. Student: Are you leaving? Student: Don't leave.,1 1372,Student: I don't care. Student: Are you leaving? Student: Don't leave. [TARGET]Teacher: [Inaudible] has 24 oranges.[/TARGET] Student: She's [Inaudible] 1 she ate 5. Student: [Inaudible] of the oranges. Teacher: [Inaudible] of the oranges to her Student.,0 1373,Teacher: [Inaudible] has 24 oranges. Student: She's [Inaudible] 1 she ate 5. Student: [Inaudible] of the oranges. [TARGET]Teacher: [Inaudible] of the oranges to her Student.[/TARGET] Teacher: How many oranges? Other Adult: I'm not gonna go anywhere; just use it the way it is. Teacher: [Counting],0 1374,Student: She's [Inaudible] 1 she ate 5. Student: [Inaudible] of the oranges. Teacher: [Inaudible] of the oranges to her Student. [TARGET]Teacher: How many oranges?[/TARGET] Other Adult: I'm not gonna go anywhere; just use it the way it is. Teacher: [Counting] Student: You know what Student D!,0 1375,"Teacher: [Counting] Student: You know what Student D! Student: [Student screaming at top of lungs] [TARGET]Teacher: That's what I got -- All eyes, all eyes on the board please.[/TARGET] Teacher: All eyes on the board Student J please, thank you honey. Teacher: On the board please. Teacher: Are you reading a story to me?",1 1376,"Student: You know what Student D! Student: [Student screaming at top of lungs] Teacher: That's what I got -- All eyes, all eyes on the board please. [TARGET]Teacher: All eyes on the board Student J please, thank you honey.[/TARGET] Teacher: On the board please. Teacher: Are you reading a story to me? Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student?",1 1377,"Student: [Student screaming at top of lungs] Teacher: That's what I got -- All eyes, all eyes on the board please. Teacher: All eyes on the board Student J please, thank you honey. [TARGET]Teacher: On the board please.[/TARGET] Teacher: Are you reading a story to me? Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student? Teacher: Hm, how are we going to solve this problem?",1 1378,"Teacher: That's what I got -- All eyes, all eyes on the board please. Teacher: All eyes on the board Student J please, thank you honey. Teacher: On the board please. [TARGET]Teacher: Are you reading a story to me?[/TARGET] Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student? Teacher: Hm, how are we going to solve this problem? Teacher: Somebody help me.",0 1379,"Teacher: On the board please. Teacher: Are you reading a story to me? Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student? [TARGET]Teacher: Hm, how are we going to solve this problem?[/TARGET] Teacher: Somebody help me. Teacher: Can you solve the problem? Teacher: What are we going to do?",0 1380,"Teacher: Are you reading a story to me? Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student? Teacher: Hm, how are we going to solve this problem? [TARGET]Teacher: Somebody help me.[/TARGET] Teacher: Can you solve the problem? Teacher: What are we going to do? Teacher: Stop banging.",0 1381,"Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student? Teacher: Hm, how are we going to solve this problem? Teacher: Somebody help me. [TARGET]Teacher: Can you solve the problem?[/TARGET] Teacher: What are we going to do? Teacher: Stop banging. Student: Actually you're stupid, remember that.",0 1382,"Teacher: Hm, how are we going to solve this problem? Teacher: Somebody help me. Teacher: Can you solve the problem? [TARGET]Teacher: What are we going to do?[/TARGET] Teacher: Stop banging. Student: Actually you're stupid, remember that. Teacher: 6 what?",0 1383,"Teacher: Somebody help me. Teacher: Can you solve the problem? Teacher: What are we going to do? [TARGET]Teacher: Stop banging.[/TARGET] Student: Actually you're stupid, remember that. Teacher: 6 what? Student: Oranges.",1 1384,"Teacher: What are we going to do? Teacher: Stop banging. Student: Actually you're stupid, remember that. [TARGET]Teacher: 6 what?[/TARGET] Student: Oranges. Teacher: Are you level please? Student: I have another way, I have another way.",0 1385,"Student: Actually you're stupid, remember that. Teacher: 6 what? Student: Oranges. [TARGET]Teacher: Are you level please?[/TARGET] Student: I have another way, I have another way. Teacher: Do we agree? Student: Yes.",1 1386,"Student: Oranges. Teacher: Are you level please? Student: I have another way, I have another way. [TARGET]Teacher: Do we agree?[/TARGET] Student: Yes. Teacher: Do we agree? Student: Yes.",0 1387,"Student: I have another way, I have another way. Teacher: Do we agree? Student: Yes. [TARGET]Teacher: Do we agree?[/TARGET] Student: Yes. Teacher: If you think that Student J did the right answer thumbs up. Teacher: If Student J did the right, thumbs up.",0 1388,"Student: Yes. Teacher: Do we agree? Student: Yes. [TARGET]Teacher: If you think that Student J did the right answer thumbs up.[/TARGET] Teacher: If Student J did the right, thumbs up. Student: Um, Teacher. Teacher: If you think that Student J didn't answer it correctly thumbs down.",1 1389,"Teacher: Do we agree? Student: Yes. Teacher: If you think that Student J did the right answer thumbs up. [TARGET]Teacher: If Student J did the right, thumbs up.[/TARGET] Student: Um, Teacher. Teacher: If you think that Student J didn't answer it correctly thumbs down. Other Adult: Some people just don't know.",1 1390,"Teacher: If you think that Student J did the right answer thumbs up. Teacher: If Student J did the right, thumbs up. Student: Um, Teacher. [TARGET]Teacher: If you think that Student J didn't answer it correctly thumbs down.[/TARGET] Other Adult: Some people just don't know. Teacher: If you do not know raise your hand. Teacher: Whether he did this right or wrong you don't know?",1 1391,"Student: Um, Teacher. Teacher: If you think that Student J didn't answer it correctly thumbs down. Other Adult: Some people just don't know. [TARGET]Teacher: If you do not know raise your hand.[/TARGET] Teacher: Whether he did this right or wrong you don't know? Teacher: Okay, now we said that the denominator is what? Student: It's 6.",1 1392,"Teacher: If you think that Student J didn't answer it correctly thumbs down. Other Adult: Some people just don't know. Teacher: If you do not know raise your hand. [TARGET]Teacher: Whether he did this right or wrong you don't know?[/TARGET] Teacher: Okay, now we said that the denominator is what? Student: It's 6. Teacher: The whole has how many?",0 1393,"Other Adult: Some people just don't know. Teacher: If you do not know raise your hand. Teacher: Whether he did this right or wrong you don't know? [TARGET]Teacher: Okay, now we said that the denominator is what?[/TARGET] Student: It's 6. Teacher: The whole has how many? Other Adult: What's the denominator, what's in the denominator?",0 1394,"Teacher: Whether he did this right or wrong you don't know? Teacher: Okay, now we said that the denominator is what? Student: It's 6. [TARGET]Teacher: The whole has how many?[/TARGET] Other Adult: What's the denominator, what's in the denominator? Teacher: What does the denominator tell us? Teacher: Student J?",0 1395,"Student: It's 6. Teacher: The whole has how many? Other Adult: What's the denominator, what's in the denominator? [TARGET]Teacher: What does the denominator tell us?[/TARGET] Teacher: Student J? Student: fourths. Teacher: What does the denominator tell?",0 1396,"Teacher: The whole has how many? Other Adult: What's the denominator, what's in the denominator? Teacher: What does the denominator tell us? [TARGET]Teacher: Student J?[/TARGET] Student: fourths. Teacher: What does the denominator tell? Student: The denominator is divided by [Inaudible]",0 1397,Teacher: What does the denominator tell us? Teacher: Student J? Student: fourths. [TARGET]Teacher: What does the denominator tell?[/TARGET] Student: The denominator is divided by [Inaudible] Teacher: What does the denominator huh? Student: The denominator is what is divided by.,0 1398,Student: fourths. Teacher: What does the denominator tell? Student: The denominator is divided by [Inaudible] [TARGET]Teacher: What does the denominator huh?[/TARGET] Student: The denominator is what is divided by. Teacher: The denominator is what it's divided by okay stop please. Teacher: Please put over that.,0 1399,"Student: The denominator is divided by [Inaudible] Teacher: What does the denominator huh? Student: The denominator is what is divided by. [TARGET]Teacher: The denominator is what it's divided by okay stop please.[/TARGET] Teacher: Please put over that. Teacher: [Someone parked in the handicap spot, over loud speaker] Teacher: Let's go back to this, denominator.",1 1400,"Teacher: What does the denominator huh? Student: The denominator is what is divided by. Teacher: The denominator is what it's divided by okay stop please. [TARGET]Teacher: Please put over that.[/TARGET] Teacher: [Someone parked in the handicap spot, over loud speaker] Teacher: Let's go back to this, denominator. Teacher: What number is the denominator here?",1 1401,"Teacher: The denominator is what it's divided by okay stop please. Teacher: Please put over that. Teacher: [Someone parked in the handicap spot, over loud speaker] [TARGET]Teacher: Let's go back to this, denominator.[/TARGET] Teacher: What number is the denominator here? Student: 4 Teacher: 4 and the number tells what?",1 1402,"Teacher: Please put over that. Teacher: [Someone parked in the handicap spot, over loud speaker] Teacher: Let's go back to this, denominator. [TARGET]Teacher: What number is the denominator here?[/TARGET] Student: 4 Teacher: 4 and the number tells what? Student: How many you got.",0 1403,"Teacher: Let's go back to this, denominator. Teacher: What number is the denominator here? Student: 4 [TARGET]Teacher: 4 and the number tells what?[/TARGET] Student: How many you got. Teacher: How many parts. Teacher: How many parts in the whole this is Student J what is the whole number here?",0 1404,Student: 4 Teacher: 4 and the number tells what? Student: How many you got. [TARGET]Teacher: How many parts.[/TARGET] Teacher: How many parts in the whole this is Student J what is the whole number here? Student: 7 Teacher: The what?,0 1405,Teacher: 4 and the number tells what? Student: How many you got. Teacher: How many parts. [TARGET]Teacher: How many parts in the whole this is Student J what is the whole number here?[/TARGET] Student: 7 Teacher: The what? Teacher: Look it Student J I want you to get this.,0 1406,"Teacher: How many parts. Teacher: How many parts in the whole this is Student J what is the whole number here? Student: 7 [TARGET]Teacher: The what?[/TARGET] Teacher: Look it Student J I want you to get this. Teacher: The denominator tells, the denominator tells how many parts a whole is divided into. Teacher: What are we dividing?",0 1407,"Teacher: How many parts in the whole this is Student J what is the whole number here? Student: 7 Teacher: The what? [TARGET]Teacher: Look it Student J I want you to get this.[/TARGET] Teacher: The denominator tells, the denominator tells how many parts a whole is divided into. Teacher: What are we dividing? Student: Um, 24 divided by 1 fourth.",1 1408,"Student: 7 Teacher: The what? Teacher: Look it Student J I want you to get this. [TARGET]Teacher: The denominator tells, the denominator tells how many parts a whole is divided into.[/TARGET] Teacher: What are we dividing? Student: Um, 24 divided by 1 fourth. Teacher: 24, so the 24 becomes the what?",0 1409,"Teacher: The what? Teacher: Look it Student J I want you to get this. Teacher: The denominator tells, the denominator tells how many parts a whole is divided into. [TARGET]Teacher: What are we dividing?[/TARGET] Student: Um, 24 divided by 1 fourth. Teacher: 24, so the 24 becomes the what? Student: The whole.",0 1410,"Teacher: The denominator tells, the denominator tells how many parts a whole is divided into. Teacher: What are we dividing? Student: Um, 24 divided by 1 fourth. [TARGET]Teacher: 24, so the 24 becomes the what?[/TARGET] Student: The whole. Teacher: The whole number so the whole number divided in the whole. Teacher: And Student J stop.",0 1411,"Student: Um, 24 divided by 1 fourth. Teacher: 24, so the 24 becomes the what? Student: The whole. [TARGET]Teacher: The whole number so the whole number divided in the whole.[/TARGET] Teacher: And Student J stop. Teacher: Student J I'm gonna send you out. Student: I got the next question, got it!",0 1412,"Teacher: 24, so the 24 becomes the what? Student: The whole. Teacher: The whole number so the whole number divided in the whole. [TARGET]Teacher: And Student J stop.[/TARGET] Teacher: Student J I'm gonna send you out. Student: I got the next question, got it! Teacher: And what does the numerator tell?",1 1413,"Student: The whole. Teacher: The whole number so the whole number divided in the whole. Teacher: And Student J stop. [TARGET]Teacher: Student J I'm gonna send you out.[/TARGET] Student: I got the next question, got it! Teacher: And what does the numerator tell? Teacher: What does the numerator tell first off?",1 1414,"Teacher: And Student J stop. Teacher: Student J I'm gonna send you out. Student: I got the next question, got it! [TARGET]Teacher: And what does the numerator tell?[/TARGET] Teacher: What does the numerator tell first off? Student: The whole thing. Teacher: What is the numerator in this number?",0 1415,"Teacher: Student J I'm gonna send you out. Student: I got the next question, got it! Teacher: And what does the numerator tell? [TARGET]Teacher: What does the numerator tell first off?[/TARGET] Student: The whole thing. Teacher: What is the numerator in this number? Student: Look at the camera.",0 1416,Teacher: And what does the numerator tell? Teacher: What does the numerator tell first off? Student: The whole thing. [TARGET]Teacher: What is the numerator in this number?[/TARGET] Student: Look at the camera. Teacher: The one. Teacher: And because you have what?,0 1417,Student: The whole thing. Teacher: What is the numerator in this number? Student: Look at the camera. [TARGET]Teacher: The one.[/TARGET] Teacher: And because you have what? Student: 1 shaded. Teacher: How many parts are shaded?,0 1418,"Teacher: What is the numerator in this number? Student: Look at the camera. Teacher: The one. [TARGET]Teacher: And because you have what?[/TARGET] Student: 1 shaded. Teacher: How many parts are shaded? Teacher: Hm, that brings me to put this into 24ths.",0 1419,"Teacher: The one. Teacher: And because you have what? Student: 1 shaded. [TARGET]Teacher: How many parts are shaded?[/TARGET] Teacher: Hm, that brings me to put this into 24ths. Teacher: We're sharing this into how many parts? Student: 4, 1 fourth.",0 1420,"Teacher: And because you have what? Student: 1 shaded. Teacher: How many parts are shaded? [TARGET]Teacher: Hm, that brings me to put this into 24ths.[/TARGET] Teacher: We're sharing this into how many parts? Student: 4, 1 fourth. Teacher: I'm gonna make it 1, 2, 3, 4.",0 1421,"Student: 1 shaded. Teacher: How many parts are shaded? Teacher: Hm, that brings me to put this into 24ths. [TARGET]Teacher: We're sharing this into how many parts?[/TARGET] Student: 4, 1 fourth. Teacher: I'm gonna make it 1, 2, 3, 4. Teacher: And I'm gonna put the 24 into this 4 parts.",0 1422,"Teacher: Hm, that brings me to put this into 24ths. Teacher: We're sharing this into how many parts? Student: 4, 1 fourth. [TARGET]Teacher: I'm gonna make it 1, 2, 3, 4.[/TARGET] Teacher: And I'm gonna put the 24 into this 4 parts. Teacher: [Counts to 24] Student: That's mine here, SHUTUP!",0 1423,"Teacher: We're sharing this into how many parts? Student: 4, 1 fourth. Teacher: I'm gonna make it 1, 2, 3, 4. [TARGET]Teacher: And I'm gonna put the 24 into this 4 parts.[/TARGET] Teacher: [Counts to 24] Student: That's mine here, SHUTUP! Student: [Class counts to 24 with teacher]",0 1424,"Teacher: [Counts to 24] Student: That's mine here, SHUTUP! Student: [Class counts to 24 with teacher] [TARGET]Teacher: Now Student J back to you again and we say that what would this be?[/TARGET] Teacher: Student S what would this be? Student: 6 Teacher: What would this part be I'm not talking about what is the size.",1 1425,"Student: That's mine here, SHUTUP! Student: [Class counts to 24 with teacher] Teacher: Now Student J back to you again and we say that what would this be? [TARGET]Teacher: Student S what would this be?[/TARGET] Student: 6 Teacher: What would this part be I'm not talking about what is the size. Student: 6 fourths.",1 1426,"Teacher: Now Student J back to you again and we say that what would this be? Teacher: Student S what would this be? Student: 6 [TARGET]Teacher: What would this part be I'm not talking about what is the size.[/TARGET] Student: 6 fourths. Teacher: How many blocks to do we have? Teacher: 1, 2, 3, 4.",0 1427,"Student: 6 Teacher: What would this part be I'm not talking about what is the size. Student: 6 fourths. [TARGET]Teacher: How many blocks to do we have?[/TARGET] Teacher: 1, 2, 3, 4. Teacher: So what would this be if you did the fraction? Student: 6 fourths.",0 1428,"Teacher: What would this part be I'm not talking about what is the size. Student: 6 fourths. Teacher: How many blocks to do we have? [TARGET]Teacher: 1, 2, 3, 4.[/TARGET] Teacher: So what would this be if you did the fraction? Student: 6 fourths. Teacher: No.",0 1429,"Student: 6 fourths. Teacher: How many blocks to do we have? Teacher: 1, 2, 3, 4. [TARGET]Teacher: So what would this be if you did the fraction?[/TARGET] Student: 6 fourths. Teacher: No. Student: 1 fourth.",0 1430,"Teacher: 1, 2, 3, 4. Teacher: So what would this be if you did the fraction? Student: 6 fourths. [TARGET]Teacher: No.[/TARGET] Student: 1 fourth. Teacher: 1 fourth, what would this be? Student: 1 fourth.",0 1431,"Student: 6 fourths. Teacher: No. Student: 1 fourth. [TARGET]Teacher: 1 fourth, what would this be?[/TARGET] Student: 1 fourth. Teacher: What would this be? Teacher: What would this be?",0 1432,"Student: 1 fourth. Teacher: 1 fourth, what would this be? Student: 1 fourth. [TARGET]Teacher: What would this be?[/TARGET] Teacher: What would this be? Student: Grandpa. Teacher: If I add 1 fourth plus 1 fourth plus 1 fourth plus 1 fourth what will it be?",0 1433,"Teacher: 1 fourth, what would this be? Student: 1 fourth. Teacher: What would this be? [TARGET]Teacher: What would this be?[/TARGET] Student: Grandpa. Teacher: If I add 1 fourth plus 1 fourth plus 1 fourth plus 1 fourth what will it be? Student: 24",0 1434,Teacher: What would this be? Teacher: What would this be? Student: Grandpa. [TARGET]Teacher: If I add 1 fourth plus 1 fourth plus 1 fourth plus 1 fourth what will it be?[/TARGET] Student: 24 Teacher: Equals what? Student: 24,0 1435,Student: Grandpa. Teacher: If I add 1 fourth plus 1 fourth plus 1 fourth plus 1 fourth what will it be? Student: 24 [TARGET]Teacher: Equals what?[/TARGET] Student: 24 Teacher: 4 out of what? Student: 4,0 1436,"Student: 24 Teacher: Equals what? Student: 24 [TARGET]Teacher: 4 out of what?[/TARGET] Student: 4 Teacher: Which is equal to what? Student: 20, 1 whole.",0 1437,"Student: 24 Teacher: 4 out of what? Student: 4 [TARGET]Teacher: Which is equal to what?[/TARGET] Student: 20, 1 whole. Teacher: The whole of this is added as one whole. Teacher: And now out of this one whole that has 24 so my parts are going to be what?",0 1438,"Student: 4 Teacher: Which is equal to what? Student: 20, 1 whole. [TARGET]Teacher: The whole of this is added as one whole.[/TARGET] Teacher: And now out of this one whole that has 24 so my parts are going to be what? Student: 6 Teacher: Let us know how you got 6?",0 1439,"Teacher: Which is equal to what? Student: 20, 1 whole. Teacher: The whole of this is added as one whole. [TARGET]Teacher: And now out of this one whole that has 24 so my parts are going to be what?[/TARGET] Student: 6 Teacher: Let us know how you got 6? Teacher: Does it make sense?",0 1440,Teacher: The whole of this is added as one whole. Teacher: And now out of this one whole that has 24 so my parts are going to be what? Student: 6 [TARGET]Teacher: Let us know how you got 6?[/TARGET] Teacher: Does it make sense? Student: Yes. Teacher: Do you get it now?,0 1441,Teacher: And now out of this one whole that has 24 so my parts are going to be what? Student: 6 Teacher: Let us know how you got 6? [TARGET]Teacher: Does it make sense?[/TARGET] Student: Yes. Teacher: Do you get it now? Teacher: Okay let me get that you can do one.,0 1442,Teacher: Let us know how you got 6? Teacher: Does it make sense? Student: Yes. [TARGET]Teacher: Do you get it now?[/TARGET] Teacher: Okay let me get that you can do one. Teacher: What if I say that? Student: Was my answer right?,0 1443,Teacher: Does it make sense? Student: Yes. Teacher: Do you get it now? [TARGET]Teacher: Okay let me get that you can do one.[/TARGET] Teacher: What if I say that? Student: Was my answer right? Teacher: You're right.,0 1444,Student: Yes. Teacher: Do you get it now? Teacher: Okay let me get that you can do one. [TARGET]Teacher: What if I say that?[/TARGET] Student: Was my answer right? Teacher: You're right. Student: Yes!,0 1445,Teacher: Okay let me get that you can do one. Teacher: What if I say that? Student: Was my answer right? [TARGET]Teacher: You're right.[/TARGET] Student: Yes! Teacher: What if I said that Ms. A gives 3 fourths of her oranges to her class. Teacher: How many oranges did Ms. A give?,0 1446,Student: Was my answer right? Teacher: You're right. Student: Yes! [TARGET]Teacher: What if I said that Ms. A gives 3 fourths of her oranges to her class.[/TARGET] Teacher: How many oranges did Ms. A give? Student: 18! Teacher: Please stop.,0 1447,"Teacher: You're right. Student: Yes! Teacher: What if I said that Ms. A gives 3 fourths of her oranges to her class. [TARGET]Teacher: How many oranges did Ms. A give?[/TARGET] Student: 18! Teacher: Please stop. Student: 18, 18, 18, 18!",0 1448,"Teacher: What if I said that Ms. A gives 3 fourths of her oranges to her class. Teacher: How many oranges did Ms. A give? Student: 18! [TARGET]Teacher: Please stop.[/TARGET] Student: 18, 18, 18, 18! Student: Why are you all copying me?! Teacher: Please stop that!",1 1449,"Teacher: Please stop. Student: 18, 18, 18, 18! Student: Why are you all copying me?! [TARGET]Teacher: Please stop that![/TARGET] Teacher: Guys sit down and get to work. Teacher: [Student humming purposely into the mic] Student: No, no, 5, why are you copying her?",1 1450,"Student: 18, 18, 18, 18! Student: Why are you all copying me?! Teacher: Please stop that! [TARGET]Teacher: Guys sit down and get to work.[/TARGET] Teacher: [Student humming purposely into the mic] Student: No, no, 5, why are you copying her? Teacher: Put it down.",1 1451,"Teacher: Guys sit down and get to work. Teacher: [Student humming purposely into the mic] Student: No, no, 5, why are you copying her? [TARGET]Teacher: Put it down.[/TARGET] Teacher: If you didn't do your work yesterday you can start now. Multiple Students: [Inaudible] Multiple Students: [Student humming purposely into the mic]",1 1452,"Teacher: [Student humming purposely into the mic] Student: No, no, 5, why are you copying her? Teacher: Put it down. [TARGET]Teacher: If you didn't do your work yesterday you can start now.[/TARGET] Multiple Students: [Inaudible] Multiple Students: [Student humming purposely into the mic] Teacher: Look at this one what do you have here correct yourself.",1 1453,"Teacher: If you didn't do your work yesterday you can start now. Multiple Students: [Inaudible] Multiple Students: [Student humming purposely into the mic] [TARGET]Teacher: Look at this one what do you have here correct yourself.[/TARGET] Student: Hurry up Student J. Teacher: Talk to me honey, correct yourself. Student: She did it.",1 1454,"Multiple Students: [Student humming purposely into the mic] Teacher: Look at this one what do you have here correct yourself. Student: Hurry up Student J. [TARGET]Teacher: Talk to me honey, correct yourself.[/TARGET] Student: She did it. Student: She did my work. Student: Teacher.",1 1455,"Student: Teacher. Student: I didn't do it. Student: These are easy. [TARGET]Teacher: Sit down please.[/TARGET] Student: I know the math, give me your pencil, can you sharpen this? Student: [Students howling loudly] Student: If it breaks by itself are you gonna sharpen it?",1 1456,Student: [Students howling loudly] Student: If it breaks by itself are you gonna sharpen it? Other Adult: It's not gonna break by itself. [TARGET]Teacher: Okay go back to your seat.[/TARGET] Teacher: Do you think that Student J did the right answer here? Student: No. Teacher: Why?,1 1457,Student: If it breaks by itself are you gonna sharpen it? Other Adult: It's not gonna break by itself. Teacher: Okay go back to your seat. [TARGET]Teacher: Do you think that Student J did the right answer here?[/TARGET] Student: No. Teacher: Why? Student: I think it's wrong.,0 1458,Teacher: Okay go back to your seat. Teacher: Do you think that Student J did the right answer here? Student: No. [TARGET]Teacher: Why?[/TARGET] Student: I think it's wrong. Student: Yes I do. Teacher: You do?,0 1459,"Teacher: Why? Student: I think it's wrong. Student: Yes I do. [TARGET]Teacher: You do?[/TARGET] Student: Yeah, I, I wait, no I don't. Teacher: If you think she does the right [Clapping to quiet students] Please stop. Teacher: If you think she done the right one thumbs up.",0 1460,"Student: Yes I do. Teacher: You do? Student: Yeah, I, I wait, no I don't. [TARGET]Teacher: If you think she does the right [Clapping to quiet students] Please stop.[/TARGET] Teacher: If you think she done the right one thumbs up. Teacher: If you think she didn't do the right thing, thumbs down. Teacher: Student J what is the denominator of this one?",1 1461,"Teacher: You do? Student: Yeah, I, I wait, no I don't. Teacher: If you think she does the right [Clapping to quiet students] Please stop. [TARGET]Teacher: If you think she done the right one thumbs up.[/TARGET] Teacher: If you think she didn't do the right thing, thumbs down. Teacher: Student J what is the denominator of this one? Teacher: The denominator.",1 1462,"Student: Yeah, I, I wait, no I don't. Teacher: If you think she does the right [Clapping to quiet students] Please stop. Teacher: If you think she done the right one thumbs up. [TARGET]Teacher: If you think she didn't do the right thing, thumbs down.[/TARGET] Teacher: Student J what is the denominator of this one? Teacher: The denominator. Student: 3, 4?",1 1463,"Teacher: If you think she does the right [Clapping to quiet students] Please stop. Teacher: If you think she done the right one thumbs up. Teacher: If you think she didn't do the right thing, thumbs down. [TARGET]Teacher: Student J what is the denominator of this one?[/TARGET] Teacher: The denominator. Student: 3, 4? Teacher: What is denominator?",0 1464,"Teacher: If you think she done the right one thumbs up. Teacher: If you think she didn't do the right thing, thumbs down. Teacher: Student J what is the denominator of this one? [TARGET]Teacher: The denominator.[/TARGET] Student: 3, 4? Teacher: What is denominator? Student: Cause she had 2 fourths.",0 1465,"Teacher: Student J what is the denominator of this one? Teacher: The denominator. Student: 3, 4? [TARGET]Teacher: What is denominator?[/TARGET] Student: Cause she had 2 fourths. Other Adult: The number are [Inaudible]. Teacher: The number is where?",0 1466,Teacher: What is denominator? Student: Cause she had 2 fourths. Other Adult: The number are [Inaudible]. [TARGET]Teacher: The number is where?[/TARGET] Student: I don't know Student: The number at the bottom? Student: Who are you talking to?,0 1467,Student: The number at the bottom? Student: Who are you talking to? Student: I'm talking to you. [TARGET]Teacher: The number at the bottom do.[/TARGET] Teacher: Student J can you stop? Teacher: How did you get this? Teacher: What does the number at the bottom do?,0 1468,Student: Who are you talking to? Student: I'm talking to you. Teacher: The number at the bottom do. [TARGET]Teacher: Student J can you stop?[/TARGET] Teacher: How did you get this? Teacher: What does the number at the bottom do? Student: How many parts in a whole.,1 1469,"Student: I'm talking to you. Teacher: The number at the bottom do. Teacher: Student J can you stop? [TARGET]Teacher: How did you get this?[/TARGET] Teacher: What does the number at the bottom do? Student: How many parts in a whole. Teacher: How many parts in a whole is divided, how many parts did you divide your, your whole.",0 1470,"Teacher: The number at the bottom do. Teacher: Student J can you stop? Teacher: How did you get this? [TARGET]Teacher: What does the number at the bottom do?[/TARGET] Student: How many parts in a whole. Teacher: How many parts in a whole is divided, how many parts did you divide your, your whole. Student: 3 parts.",0 1471,"Teacher: How did you get this? Teacher: What does the number at the bottom do? Student: How many parts in a whole. [TARGET]Teacher: How many parts in a whole is divided, how many parts did you divide your, your whole.[/TARGET] Student: 3 parts. Teacher: 3 or 4? Teacher: [Student whistles into mic]",0 1472,"Student: How many parts in a whole. Teacher: How many parts in a whole is divided, how many parts did you divide your, your whole. Student: 3 parts. [TARGET]Teacher: 3 or 4?[/TARGET] Teacher: [Student whistles into mic] Student: [Yelling] Teacher: What we have here is to divide this 24 by what?",0 1473,Teacher: 3 or 4? Teacher: [Student whistles into mic] Student: [Yelling] [TARGET]Teacher: What we have here is to divide this 24 by what?[/TARGET] Student: 2 fourths. Teacher: And what does the numerator tell? Student: 6 [Inaudible],0 1474,Student: [Yelling] Teacher: What we have here is to divide this 24 by what? Student: 2 fourths. [TARGET]Teacher: And what does the numerator tell?[/TARGET] Student: 6 [Inaudible] Student: That sounds way wrong. Teacher: What does the numerator tell?,0 1475,"Teacher: And what does the numerator tell? Student: 6 [Inaudible] Student: That sounds way wrong. [TARGET]Teacher: What does the numerator tell?[/TARGET] Student: 1, 2, 3... Teacher: The numerator is the number that is? Student: Student J said it was.",0 1476,"Student: That sounds way wrong. Teacher: What does the numerator tell? Student: 1, 2, 3... [TARGET]Teacher: The numerator is the number that is?[/TARGET] Student: Student J said it was. Teacher: That is all they? Student: On the [Inaudible]",0 1477,"Student: 1, 2, 3... Teacher: The numerator is the number that is? Student: Student J said it was. [TARGET]Teacher: That is all they?[/TARGET] Student: On the [Inaudible] Teacher: On the top, and it tells what? Student: What's the whole thing?",0 1478,"Student: Student J said it was. Teacher: That is all they? Student: On the [Inaudible] [TARGET]Teacher: On the top, and it tells what?[/TARGET] Student: What's the whole thing? Teacher: How many is taken, is taken from the whole. Student: [Yelling and one student making animal noises]",0 1479,"Student: On the [Inaudible] Teacher: On the top, and it tells what? Student: What's the whole thing? [TARGET]Teacher: How many is taken, is taken from the whole.[/TARGET] Student: [Yelling and one student making animal noises] Teacher: Alright let's do it from the beginning. Teacher: Come back.",0 1480,"Student: What's the whole thing? Teacher: How many is taken, is taken from the whole. Student: [Yelling and one student making animal noises] [TARGET]Teacher: Alright let's do it from the beginning.[/TARGET] Teacher: Come back. Teacher: Using this thing you know now I want you to do it by yourself. Teacher: The denominator tells you how many parts the whole is divided.",1 1481,"Teacher: How many is taken, is taken from the whole. Student: [Yelling and one student making animal noises] Teacher: Alright let's do it from the beginning. [TARGET]Teacher: Come back.[/TARGET] Teacher: Using this thing you know now I want you to do it by yourself. Teacher: The denominator tells you how many parts the whole is divided. Teacher: What is the whole here?",1 1482,Student: [Yelling and one student making animal noises] Teacher: Alright let's do it from the beginning. Teacher: Come back. [TARGET]Teacher: Using this thing you know now I want you to do it by yourself.[/TARGET] Teacher: The denominator tells you how many parts the whole is divided. Teacher: What is the whole here? Student: 30,0 1483,Teacher: Alright let's do it from the beginning. Teacher: Come back. Teacher: Using this thing you know now I want you to do it by yourself. [TARGET]Teacher: The denominator tells you how many parts the whole is divided.[/TARGET] Teacher: What is the whole here? Student: 30 Student: Come on I know how to do it better than that!,0 1484,Teacher: Come back. Teacher: Using this thing you know now I want you to do it by yourself. Teacher: The denominator tells you how many parts the whole is divided. [TARGET]Teacher: What is the whole here?[/TARGET] Student: 30 Student: Come on I know how to do it better than that! Other Adult: Shh.,0 1485,"Student: 30 Student: Come on I know how to do it better than that! Other Adult: Shh. [TARGET]Teacher: What is that?[/TARGET] Teacher: Try to understand how to use - what is the whole? Teacher: Student J you're being a mess, you're standing up, you're sitting down. Teacher: I want you to stand up, stand up, sit down on your chair push it in.",0 1486,"Student: Come on I know how to do it better than that! Other Adult: Shh. Teacher: What is that? [TARGET]Teacher: Try to understand how to use - what is the whole?[/TARGET] Teacher: Student J you're being a mess, you're standing up, you're sitting down. Teacher: I want you to stand up, stand up, sit down on your chair push it in. Teacher: You know what to do Student J?",0 1487,"Other Adult: Shh. Teacher: What is that? Teacher: Try to understand how to use - what is the whole? [TARGET]Teacher: Student J you're being a mess, you're standing up, you're sitting down.[/TARGET] Teacher: I want you to stand up, stand up, sit down on your chair push it in. Teacher: You know what to do Student J? Student: Call on me.",1 1488,"Teacher: What is that? Teacher: Try to understand how to use - what is the whole? Teacher: Student J you're being a mess, you're standing up, you're sitting down. [TARGET]Teacher: I want you to stand up, stand up, sit down on your chair push it in.[/TARGET] Teacher: You know what to do Student J? Student: Call on me. Teacher: [Inaudible]",1 1489,"Teacher: Try to understand how to use - what is the whole? Teacher: Student J you're being a mess, you're standing up, you're sitting down. Teacher: I want you to stand up, stand up, sit down on your chair push it in. [TARGET]Teacher: You know what to do Student J?[/TARGET] Student: Call on me. Teacher: [Inaudible] Student: [Inaudible]",1 1490,"Student: Call on me. Teacher: [Inaudible] Student: [Inaudible] [TARGET]Teacher: How many parts the whole is divided, this is the whole.[/TARGET] Teacher: The whole is divided into how many parts? Student: 4 Teacher: Okay.",0 1491,"Teacher: [Inaudible] Student: [Inaudible] Teacher: How many parts the whole is divided, this is the whole. [TARGET]Teacher: The whole is divided into how many parts?[/TARGET] Student: 4 Teacher: Okay. Student: You shut your mouth!",0 1492,"Student: 4 Teacher: Okay. Student: You shut your mouth! [TARGET]Teacher: Student L I'd like you to look here because you're a little bit confused too.[/TARGET] Student: Yes. Teacher: Draw it, I want you to draw it the way you drew it. Teacher: Draw, make it four.",1 1493,"Student: You shut your mouth! Teacher: Student L I'd like you to look here because you're a little bit confused too. Student: Yes. [TARGET]Teacher: Draw it, I want you to draw it the way you drew it.[/TARGET] Teacher: Draw, make it four. Teacher: Okay 4. Teacher: 1, 2, 3, 4.",0 1494,"Teacher: Student L I'd like you to look here because you're a little bit confused too. Student: Yes. Teacher: Draw it, I want you to draw it the way you drew it. [TARGET]Teacher: Draw, make it four.[/TARGET] Teacher: Okay 4. Teacher: 1, 2, 3, 4. Teacher: That's it.",0 1495,"Teacher: Draw it, I want you to draw it the way you drew it. Teacher: Draw, make it four. Teacher: Okay 4. [TARGET]Teacher: 1, 2, 3, 4.[/TARGET] Teacher: That's it. Teacher: Now. Student: [Inaudible]",0 1496,"Teacher: Draw, make it four. Teacher: Okay 4. Teacher: 1, 2, 3, 4. [TARGET]Teacher: That's it.[/TARGET] Teacher: Now. Student: [Inaudible] Teacher: Divide it by four, uh-huh.",0 1497,"Teacher: Okay 4. Teacher: 1, 2, 3, 4. Teacher: That's it. [TARGET]Teacher: Now.[/TARGET] Student: [Inaudible] Teacher: Divide it by four, uh-huh. Student: 6",0 1498,"Teacher: That's it. Teacher: Now. Student: [Inaudible] [TARGET]Teacher: Divide it by four, uh-huh.[/TARGET] Student: 6 Teacher: 8, 8. Student: That's stuff they don't know.",0 1499,"Student: [Inaudible] Teacher: Divide it by four, uh-huh. Student: 6 [TARGET]Teacher: 8, 8.[/TARGET] Student: That's stuff they don't know. Student: 1,144! Teacher: Now look, now look, now look up here how many parts are taken?",0 1500,"Teacher: 8, 8. Student: That's stuff they don't know. Student: 1,144! [TARGET]Teacher: Now look, now look, now look up here how many parts are taken?[/TARGET] Student: I finally got it. Teacher: What are the parts, 1, 2, 3, so how many in all? Teacher: This here, what do you have here?",0 1501,"Student: 1,144! Teacher: Now look, now look, now look up here how many parts are taken? Student: I finally got it. [TARGET]Teacher: What are the parts, 1, 2, 3, so how many in all?[/TARGET] Teacher: This here, what do you have here? Student: 6 Teacher: What do you have here?",0 1502,"Teacher: Now look, now look, now look up here how many parts are taken? Student: I finally got it. Teacher: What are the parts, 1, 2, 3, so how many in all? [TARGET]Teacher: This here, what do you have here?[/TARGET] Student: 6 Teacher: What do you have here? Teacher: So all of them are giving you what?",0 1503,"Teacher: What are the parts, 1, 2, 3, so how many in all? Teacher: This here, what do you have here? Student: 6 [TARGET]Teacher: What do you have here?[/TARGET] Teacher: So all of them are giving you what? Teacher: [Crosstalk] Student: I don't see them anymore.",0 1504,"Teacher: This here, what do you have here? Student: 6 Teacher: What do you have here? [TARGET]Teacher: So all of them are giving you what?[/TARGET] Teacher: [Crosstalk] Student: I don't see them anymore. Teacher: 1 fourth here, 1 fourth here these don't.",0 1505,"Teacher: So all of them are giving you what? Teacher: [Crosstalk] Student: I don't see them anymore. [TARGET]Teacher: 1 fourth here, 1 fourth here these don't.[/TARGET] Teacher: What? Teacher: How many of these. Student: Explain to me.",0 1506,"Teacher: [Crosstalk] Student: I don't see them anymore. Teacher: 1 fourth here, 1 fourth here these don't. [TARGET]Teacher: What?[/TARGET] Teacher: How many of these. Student: Explain to me. Other Adult: Explain to you?",0 1507,"Student: I don't see them anymore. Teacher: 1 fourth here, 1 fourth here these don't. Teacher: What? [TARGET]Teacher: How many of these.[/TARGET] Student: Explain to me. Other Adult: Explain to you? Other Adult: How do you mean?",0 1508,Other Adult: Explain to you? Other Adult: How do you mean? Student: My name is... [TARGET]Teacher: What is [Inaudible] 18?[/TARGET] Student: This is right. Teacher: Student J please pay attention to your work please. Student: 7ft 8ft 20ft 6ft 7ft 8ft...,0 1509,Student: My name is... Teacher: What is [Inaudible] 18? Student: This is right. [TARGET]Teacher: Student J please pay attention to your work please.[/TARGET] Student: 7ft 8ft 20ft 6ft 7ft 8ft... Teacher: What do you have? Teacher: The denominator look at here how many parts it's divided.,1 1510,"Student: This is right. Teacher: Student J please pay attention to your work please. Student: 7ft 8ft 20ft 6ft 7ft 8ft... [TARGET]Teacher: What do you have?[/TARGET] Teacher: The denominator look at here how many parts it's divided. Teacher: You divided it into 1, 2, 3, 4 which is the denominator here? Teacher: How many parts the whole is taken from?",0 1511,"Teacher: Student J please pay attention to your work please. Student: 7ft 8ft 20ft 6ft 7ft 8ft... Teacher: What do you have? [TARGET]Teacher: The denominator look at here how many parts it's divided.[/TARGET] Teacher: You divided it into 1, 2, 3, 4 which is the denominator here? Teacher: How many parts the whole is taken from? Teacher: The whole is three parts this [Inaudible] Then what?",0 1512,"Student: 7ft 8ft 20ft 6ft 7ft 8ft... Teacher: What do you have? Teacher: The denominator look at here how many parts it's divided. [TARGET]Teacher: You divided it into 1, 2, 3, 4 which is the denominator here?[/TARGET] Teacher: How many parts the whole is taken from? Teacher: The whole is three parts this [Inaudible] Then what? Student: Argh.",0 1513,"Teacher: What do you have? Teacher: The denominator look at here how many parts it's divided. Teacher: You divided it into 1, 2, 3, 4 which is the denominator here? [TARGET]Teacher: How many parts the whole is taken from?[/TARGET] Teacher: The whole is three parts this [Inaudible] Then what? Student: Argh. Teacher: It makes it easier now?",0 1514,"Teacher: The denominator look at here how many parts it's divided. Teacher: You divided it into 1, 2, 3, 4 which is the denominator here? Teacher: How many parts the whole is taken from? [TARGET]Teacher: The whole is three parts this [Inaudible] Then what?[/TARGET] Student: Argh. Teacher: It makes it easier now? Teacher: Do you get it?",0 1515,Teacher: How many parts the whole is taken from? Teacher: The whole is three parts this [Inaudible] Then what? Student: Argh. [TARGET]Teacher: It makes it easier now?[/TARGET] Teacher: Do you get it? Student: No. Teacher: It has to be 6 times 3 is what?,0 1516,Teacher: The whole is three parts this [Inaudible] Then what? Student: Argh. Teacher: It makes it easier now? [TARGET]Teacher: Do you get it?[/TARGET] Student: No. Teacher: It has to be 6 times 3 is what? Student: Can you?,0 1517,Teacher: It makes it easier now? Teacher: Do you get it? Student: No. [TARGET]Teacher: It has to be 6 times 3 is what?[/TARGET] Student: Can you? Teacher: Is there anybody here that is confused? Student: Can I do it my way please?,0 1518,"Student: No. Teacher: It has to be 6 times 3 is what? Student: Can you? [TARGET]Teacher: Is there anybody here that is confused?[/TARGET] Student: Can I do it my way please? Teacher: You want to do it your way? Teacher: Okay, do it inside your book here.",0 1519,"Student: Can you? Teacher: Is there anybody here that is confused? Student: Can I do it my way please? [TARGET]Teacher: You want to do it your way?[/TARGET] Teacher: Okay, do it inside your book here. Teacher: Inside your paper here so I can see. Teacher: You're doing a good job keep going.",0 1520,"Teacher: Is there anybody here that is confused? Student: Can I do it my way please? Teacher: You want to do it your way? [TARGET]Teacher: Okay, do it inside your book here.[/TARGET] Teacher: Inside your paper here so I can see. Teacher: You're doing a good job keep going. Teacher: Move on to this.",1 1521,"Student: Can I do it my way please? Teacher: You want to do it your way? Teacher: Okay, do it inside your book here. [TARGET]Teacher: Inside your paper here so I can see.[/TARGET] Teacher: You're doing a good job keep going. Teacher: Move on to this. Teacher: Keep going.",1 1522,"Teacher: You want to do it your way? Teacher: Okay, do it inside your book here. Teacher: Inside your paper here so I can see. [TARGET]Teacher: You're doing a good job keep going.[/TARGET] Teacher: Move on to this. Teacher: Keep going. Student: [Inaudible] The questions here.",1 1523,"Teacher: Okay, do it inside your book here. Teacher: Inside your paper here so I can see. Teacher: You're doing a good job keep going. [TARGET]Teacher: Move on to this.[/TARGET] Teacher: Keep going. Student: [Inaudible] The questions here. Teacher: You're here, you're here.",1 1524,"Teacher: Inside your paper here so I can see. Teacher: You're doing a good job keep going. Teacher: Move on to this. [TARGET]Teacher: Keep going.[/TARGET] Student: [Inaudible] The questions here. Teacher: You're here, you're here. Student: Ow.",1 1525,"Teacher: Move on to this. Teacher: Keep going. Student: [Inaudible] The questions here. [TARGET]Teacher: You're here, you're here.[/TARGET] Student: Ow. Other Adult: Don't bother just continue. Other Adult: What do you got?",1 1526,"Student: [Student counts] Other Adult: [Inaudible] Other Adult: [Loud Mechanical noise] [TARGET]Teacher: There's a lot of [Inaudible] here, and what are you doing there?[/TARGET] Teacher: You gotta ask somebody to help you. Student: 3, 3 marbles! Teacher: Okay look here, so, what how many parts is taken?",1 1527,"Other Adult: [Inaudible] Other Adult: [Loud Mechanical noise] Teacher: There's a lot of [Inaudible] here, and what are you doing there? [TARGET]Teacher: You gotta ask somebody to help you.[/TARGET] Student: 3, 3 marbles! Teacher: Okay look here, so, what how many parts is taken? Student: 2",1 1528,"Teacher: There's a lot of [Inaudible] here, and what are you doing there? Teacher: You gotta ask somebody to help you. Student: 3, 3 marbles! [TARGET]Teacher: Okay look here, so, what how many parts is taken?[/TARGET] Student: 2 Teacher: Show me the 2 parts. Teacher: Okay, so how many in all?",0 1529,"Student: 3, 3 marbles! Teacher: Okay look here, so, what how many parts is taken? Student: 2 [TARGET]Teacher: Show me the 2 parts.[/TARGET] Teacher: Okay, so how many in all? Student: 3 Teacher: How many do you have here?",0 1530,"Teacher: Okay look here, so, what how many parts is taken? Student: 2 Teacher: Show me the 2 parts. [TARGET]Teacher: Okay, so how many in all?[/TARGET] Student: 3 Teacher: How many do you have here? Student: 3",0 1531,"Teacher: Show me the 2 parts. Teacher: Okay, so how many in all? Student: 3 [TARGET]Teacher: How many do you have here?[/TARGET] Student: 3 Teacher: How many do you have here? Student: 7",0 1532,Student: 3 Teacher: How many do you have here? Student: 3 [TARGET]Teacher: How many do you have here?[/TARGET] Student: 7 Teacher: So that's how many? Student: Oh.,0 1533,"Student: 3 Teacher: How many do you have here? Student: 7 [TARGET]Teacher: So that's how many?[/TARGET] Student: Oh. Teacher: You have 1, 2, 3. Student: 18, 20, 21, 24",0 1534,"Student: 7 Teacher: So that's how many? Student: Oh. [TARGET]Teacher: You have 1, 2, 3.[/TARGET] Student: 18, 20, 21, 24 Teacher: 24, now you share it to how many places? Teacher: How many parts are you supposed to count?",0 1535,"Student: Oh. Teacher: You have 1, 2, 3. Student: 18, 20, 21, 24 [TARGET]Teacher: 24, now you share it to how many places?[/TARGET] Teacher: How many parts are you supposed to count? Student: 2 Teacher: So these two parts is going to be what?",0 1536,"Teacher: You have 1, 2, 3. Student: 18, 20, 21, 24 Teacher: 24, now you share it to how many places? [TARGET]Teacher: How many parts are you supposed to count?[/TARGET] Student: 2 Teacher: So these two parts is going to be what? Teacher: So it's how many in them?",0 1537,"Teacher: 24, now you share it to how many places? Teacher: How many parts are you supposed to count? Student: 2 [TARGET]Teacher: So these two parts is going to be what?[/TARGET] Teacher: So it's how many in them? Student: 6 Teacher: 6",0 1538,Teacher: How many parts are you supposed to count? Student: 2 Teacher: So these two parts is going to be what? [TARGET]Teacher: So it's how many in them?[/TARGET] Student: 6 Teacher: 6 Teacher: This is [Inaudible] Student J can you please come and sit.,0 1539,Teacher: So these two parts is going to be what? Teacher: So it's how many in them? Student: 6 [TARGET]Teacher: 6[/TARGET] Teacher: This is [Inaudible] Student J can you please come and sit. Teacher: Sit down Student J. Teacher: Student J please come and sit down here.,0 1540,Teacher: So it's how many in them? Student: 6 Teacher: 6 [TARGET]Teacher: This is [Inaudible] Student J can you please come and sit.[/TARGET] Teacher: Sit down Student J. Teacher: Student J please come and sit down here. Teacher: Student J please.,1 1541,Student: 6 Teacher: 6 Teacher: This is [Inaudible] Student J can you please come and sit. [TARGET]Teacher: Sit down Student J.[/TARGET] Teacher: Student J please come and sit down here. Teacher: Student J please. Student: 7 and 1.,1 1542,"Teacher: 6 Teacher: This is [Inaudible] Student J can you please come and sit. Teacher: Sit down Student J. [TARGET]Teacher: Student J please come and sit down here.[/TARGET] Teacher: Student J please. Student: 7 and 1. Other Adult: Alright do the next one, do the next one.",1 1543,"Teacher: This is [Inaudible] Student J can you please come and sit. Teacher: Sit down Student J. Teacher: Student J please come and sit down here. [TARGET]Teacher: Student J please.[/TARGET] Student: 7 and 1. Other Adult: Alright do the next one, do the next one. Other Adult: See what you get, put it right here, put it right here.",1 1544,"Other Adult: Alright do the next one, do the next one. Other Adult: See what you get, put it right here, put it right here. Student: Toy cars. [TARGET]Teacher: You know what to do?[/TARGET] Other Adult: Sit, sit, sit. Student: 34, oh that's the [Inaudible] right here. Student: 18 cars, 18 cars.",1 1545,"Other Adult: That's alright just go ahead and come on back. Other Adult: Come in quick. Other Adult: Come and do it. [TARGET]Teacher: Oh we didn't know what that was, I'm gonna erase it.[/TARGET] Student: No, no, no, no! Other Adult: Alright come on. Other Adult: Alright, alright here now do it Student T.",1 1546,"Other Adult: Alright, alright here now do it Student T. Other Adult: [Lots of people counting] Student: 2 for 2. [TARGET]Teacher: I don't know.[/TARGET] Other Adult: Alright you come on and do it. Other Adult: You shouldn't touch the camera, you're touching the camera! Other Adult: Do not touch it!",0 1547,"Other Adult: Cause you're gonna mess it up. Student: How am I gonna mess it up? Other Adult: You're gonna move the camera where it's not shooting in the right spot, alright put your blocks down put your blocks. [TARGET]Teacher: I don't know where they disappeared to I don't know where.[/TARGET] Other Adult: Alright 1, 2, 3, 4, okay, which [Inaudible] your box? Student: Hm, um, this? Teacher: This is not done I want you to show me one that's done.",1 1548,"Teacher: I don't know where they disappeared to I don't know where. Other Adult: Alright 1, 2, 3, 4, okay, which [Inaudible] your box? Student: Hm, um, this? [TARGET]Teacher: This is not done I want you to show me one that's done.[/TARGET] Other Adult: So how many is gonna be shaded? Student: 2, 3. Other Adult: How many fourths is that?",1 1549,"Student: 2, 3. Other Adult: How many fourths is that? Other Adult: 6 times 3 is 18. [TARGET]Teacher: How many is taken?[/TARGET] Student: 3 Teacher: So you do what? Student: 6, oh whoa, whoa, whoa.",0 1550,"Other Adult: 6 times 3 is 18. Teacher: How many is taken? Student: 3 [TARGET]Teacher: So you do what?[/TARGET] Student: 6, oh whoa, whoa, whoa. Other Adult: Come on Student J. Other Adult: Stop yelling, here.",0 1551,"Other Adult: 7, 7 and that's 8 so [Inaudible] Student: 6 and 2 Student: Why'd you erase it!? [TARGET]Teacher: So you can [Inaudible][/TARGET] Other Adult: Alright let's do this one. Teacher: Let's do it. Teacher: Okay do it.",0 1552,Student: Why'd you erase it!? Teacher: So you can [Inaudible] Other Adult: Alright let's do this one. [TARGET]Teacher: Let's do it.[/TARGET] Teacher: Okay do it. Other Adult: [Inaudible] Teacher: That's it you've got it.,1 1553,Teacher: So you can [Inaudible] Other Adult: Alright let's do this one. Teacher: Let's do it. [TARGET]Teacher: Okay do it.[/TARGET] Other Adult: [Inaudible] Teacher: That's it you've got it. Other Adult: 24 students 2 pairs how many blocks?,1 1554,"Teacher: Let's do it. Teacher: Okay do it. Other Adult: [Inaudible] [TARGET]Teacher: That's it you've got it.[/TARGET] Other Adult: 24 students 2 pairs how many blocks? Student: 3 Other Adult: Nu-huh 12, okay you need more help.",0 1555,"Other Adult: 24 students 2 pairs how many blocks? Student: 3 Other Adult: Nu-huh 12, okay you need more help. [TARGET]Teacher: She gives three fourths of her collection to Evan, how many toy cars does she have?[/TARGET] Student: We're doing that again. Teacher: Listen along how many are shaded? Teacher: 2?",0 1556,"Other Adult: Nu-huh 12, okay you need more help. Teacher: She gives three fourths of her collection to Evan, how many toy cars does she have? Student: We're doing that again. [TARGET]Teacher: Listen along how many are shaded?[/TARGET] Teacher: 2? Teacher: You need one more. Teacher: Do one more.",1 1557,"Teacher: She gives three fourths of her collection to Evan, how many toy cars does she have? Student: We're doing that again. Teacher: Listen along how many are shaded? [TARGET]Teacher: 2?[/TARGET] Teacher: You need one more. Teacher: Do one more. Student: [Counting]",0 1558,"Student: We're doing that again. Teacher: Listen along how many are shaded? Teacher: 2? [TARGET]Teacher: You need one more.[/TARGET] Teacher: Do one more. Student: [Counting] Other Adult: 8 there, 8 and 8 is 16.",0 1559,"Teacher: Listen along how many are shaded? Teacher: 2? Teacher: You need one more. [TARGET]Teacher: Do one more.[/TARGET] Student: [Counting] Other Adult: 8 there, 8 and 8 is 16. Student: 16",0 1560,"Student: 4 Other Adult: Right. Student: This is 12. [TARGET]Teacher: What are they, how many now?[/TARGET] Other Adult: There you go you already got it how many fourths is that? Other Adult: So what fraction. Other Adult: So it's 8, its 8 so what fraction would this be?",0 1561,"Other Adult: That's right. Other Adult: 1 third, that's right, have blonde hair. Other Adult: That's right. [TARGET]Teacher: Is there anybody that doesn't have part two?[/TARGET] Teacher: Are you done with your work let's go, get it done then. Student: He [Inaudible] the number line. Other Adult: How many students is that?",1 1562,"Other Adult: 1 third, that's right, have blonde hair. Other Adult: That's right. Teacher: Is there anybody that doesn't have part two? [TARGET]Teacher: Are you done with your work let's go, get it done then.[/TARGET] Student: He [Inaudible] the number line. Other Adult: How many students is that? Other Adult: So you put the number, how many students would that 1 third be?",1 1563,Other Adult: Okay now. Other Adult: The rest is? Student: One half of the main [Inaudible] and pineapple. [TARGET]Teacher: If you get stuck and you don't know what to do don't get frustrated.[/TARGET] Teacher: But if you get there and you don't know how to figure it out go ahead and do it. Other Adult: Okay so now you have three different fractions so they all are from the denominator because [Inaudible] goes into 8. Other Adult: 4 goes into 8 twice what goes into 8 six times?,1 1564,Other Adult: The rest is? Student: One half of the main [Inaudible] and pineapple. Teacher: If you get stuck and you don't know what to do don't get frustrated. [TARGET]Teacher: But if you get there and you don't know how to figure it out go ahead and do it.[/TARGET] Other Adult: Okay so now you have three different fractions so they all are from the denominator because [Inaudible] goes into 8. Other Adult: 4 goes into 8 twice what goes into 8 six times? Other Adult: So the set up with the most blocks would be?,1 1565,"Student: Don't tell anybody. Other Adult: You go like that perfect until you get to 24. Other Adult: Then you're gonna have this set up like that but I'm not sure about that one. [TARGET]Teacher: We'll see I'm coming, I'm coming.[/TARGET] Student: Can we finish our work together? Other Adult: You're not gonna be able to read the sides. Student: Yes I can.",1 1566,Student: Yes I can. Other Adult: Alright [Inaudible] Student: Put a number up top so how many should be in each thing? [TARGET]Teacher: Student [Inaudible] Come back over here honey.[/TARGET] Other Adult: You gonna be able to do that work cause that's what you're working on right now. Other Adult: In fact you don't see how it does it? Other Adult: This thing should be over.,1 1567,Student: Okay can we call you that? Other Adult: Okay that's good but what's the fraction? Student: That's right? [TARGET]Teacher: Good job folks.[/TARGET] Teacher: It [Inaudible] it is how many in all? Student: What you giving me!? Teacher: How many do you have in all?,0 1568,"Other Adult: Okay that's good but what's the fraction? Student: That's right? Teacher: Good job folks. [TARGET]Teacher: It [Inaudible] it is how many in all?[/TARGET] Student: What you giving me!? Teacher: How many do you have in all? Other Adult: Ah, ah, ah, ah, camera.",0 1569,"Teacher: Good job folks. Teacher: It [Inaudible] it is how many in all? Student: What you giving me!? [TARGET]Teacher: How many do you have in all?[/TARGET] Other Adult: Ah, ah, ah, ah, camera. Student: Oh, Student D is bad. Teacher: Please, please stop, can you please stop?",0 1570,"Teacher: How many do you have in all? Other Adult: Ah, ah, ah, ah, camera. Student: Oh, Student D is bad. [TARGET]Teacher: Please, please stop, can you please stop?[/TARGET] Teacher: Do your work. Teacher: So that means that you did 24 divided by 3 times 2. Teacher: What's that?",1 1571,"Other Adult: Ah, ah, ah, ah, camera. Student: Oh, Student D is bad. Teacher: Please, please stop, can you please stop? [TARGET]Teacher: Do your work.[/TARGET] Teacher: So that means that you did 24 divided by 3 times 2. Teacher: What's that? Teacher: Tell me what that is?",1 1572,"Student: Oh, Student D is bad. Teacher: Please, please stop, can you please stop? Teacher: Do your work. [TARGET]Teacher: So that means that you did 24 divided by 3 times 2.[/TARGET] Teacher: What's that? Teacher: Tell me what that is? Teacher: 24 divided by 3 times 2.",0 1573,"Teacher: Please, please stop, can you please stop? Teacher: Do your work. Teacher: So that means that you did 24 divided by 3 times 2. [TARGET]Teacher: What's that?[/TARGET] Teacher: Tell me what that is? Teacher: 24 divided by 3 times 2. Teacher: 16, 16 what?",0 1574,"Teacher: Do your work. Teacher: So that means that you did 24 divided by 3 times 2. Teacher: What's that? [TARGET]Teacher: Tell me what that is?[/TARGET] Teacher: 24 divided by 3 times 2. Teacher: 16, 16 what? Teacher: [Too much crosstalk]",0 1575,"Teacher: So that means that you did 24 divided by 3 times 2. Teacher: What's that? Teacher: Tell me what that is? [TARGET]Teacher: 24 divided by 3 times 2.[/TARGET] Teacher: 16, 16 what? Teacher: [Too much crosstalk] Other Adult: Don't throw anything in the trash.",0 1576,"Teacher: What's that? Teacher: Tell me what that is? Teacher: 24 divided by 3 times 2. [TARGET]Teacher: 16, 16 what?[/TARGET] Teacher: [Too much crosstalk] Other Adult: Don't throw anything in the trash. Other Adult: Don't throw anything in the trash you have to ask.",0 1577,Other Adult: Don't throw anything in the trash you have to ask. Student: He told me to shut up! Other Adult: It isn't worth it. [TARGET]Teacher: Student J would you sit down please?[/TARGET] Teacher: Please can you sit down? Student: She's gonna do that the same way. Teacher: If you rip his [Inaudible] if you rip his picture [Inaudible].,1 1578,Student: He told me to shut up! Other Adult: It isn't worth it. Teacher: Student J would you sit down please? [TARGET]Teacher: Please can you sit down?[/TARGET] Student: She's gonna do that the same way. Teacher: If you rip his [Inaudible] if you rip his picture [Inaudible]. Student: She already did its right here.,1 1579,"Teacher: Student J would you sit down please? Teacher: Please can you sit down? Student: She's gonna do that the same way. [TARGET]Teacher: If you rip his [Inaudible] if you rip his picture [Inaudible].[/TARGET] Student: She already did its right here. Other Adult: Alright come this way, alright Student J come on. Teacher: You cut them into four groups.",1 1580,"Teacher: If you rip his [Inaudible] if you rip his picture [Inaudible]. Student: She already did its right here. Other Adult: Alright come this way, alright Student J come on. [TARGET]Teacher: You cut them into four groups.[/TARGET] Teacher: Now I want you to do this first. Teacher: Do this half. Teacher: First find out what a half is then.",0 1581,"Student: She already did its right here. Other Adult: Alright come this way, alright Student J come on. Teacher: You cut them into four groups. [TARGET]Teacher: Now I want you to do this first.[/TARGET] Teacher: Do this half. Teacher: First find out what a half is then. Other Adult: Alright here it is right here [Inaudible]",1 1582,"Other Adult: Alright come this way, alright Student J come on. Teacher: You cut them into four groups. Teacher: Now I want you to do this first. [TARGET]Teacher: Do this half.[/TARGET] Teacher: First find out what a half is then. Other Adult: Alright here it is right here [Inaudible] Teacher: 24 divided by 8 [Inaudible] what is that?",1 1583,Teacher: You cut them into four groups. Teacher: Now I want you to do this first. Teacher: Do this half. [TARGET]Teacher: First find out what a half is then.[/TARGET] Other Adult: Alright here it is right here [Inaudible] Teacher: 24 divided by 8 [Inaudible] what is that? Teacher: Is that what you need to do?,0 1584,Teacher: Do this half. Teacher: First find out what a half is then. Other Adult: Alright here it is right here [Inaudible] [TARGET]Teacher: 24 divided by 8 [Inaudible] what is that?[/TARGET] Teacher: Is that what you need to do? Teacher: What is the problem? Student: [Inaudible] Cause she wouldn't do anything.,0 1585,"Teacher: First find out what a half is then. Other Adult: Alright here it is right here [Inaudible] Teacher: 24 divided by 8 [Inaudible] what is that? [TARGET]Teacher: Is that what you need to do?[/TARGET] Teacher: What is the problem? Student: [Inaudible] Cause she wouldn't do anything. Teacher: Turn around please let's finish this work, you're almost done.",0 1586,"Other Adult: Alright here it is right here [Inaudible] Teacher: 24 divided by 8 [Inaudible] what is that? Teacher: Is that what you need to do? [TARGET]Teacher: What is the problem?[/TARGET] Student: [Inaudible] Cause she wouldn't do anything. Teacher: Turn around please let's finish this work, you're almost done. Teacher: Sit!",0 1587,"Teacher: Is that what you need to do? Teacher: What is the problem? Student: [Inaudible] Cause she wouldn't do anything. [TARGET]Teacher: Turn around please let's finish this work, you're almost done.[/TARGET] Teacher: Sit! Student: I don't want to. Teacher: Student J stop.",1 1588,"Teacher: What is the problem? Student: [Inaudible] Cause she wouldn't do anything. Teacher: Turn around please let's finish this work, you're almost done. [TARGET]Teacher: Sit![/TARGET] Student: I don't want to. Teacher: Student J stop. Teacher: Student J stop.",1 1589,"Teacher: Turn around please let's finish this work, you're almost done. Teacher: Sit! Student: I don't want to. [TARGET]Teacher: Student J stop.[/TARGET] Teacher: Student J stop. Teacher: Can you please stop? Student: Yes I could.",1 1590,Teacher: Sit! Student: I don't want to. Teacher: Student J stop. [TARGET]Teacher: Student J stop.[/TARGET] Teacher: Can you please stop? Student: Yes I could. Teacher: Okay.,1 1591,Student: I don't want to. Teacher: Student J stop. Teacher: Student J stop. [TARGET]Teacher: Can you please stop?[/TARGET] Student: Yes I could. Teacher: Okay. Student: I don't want to but I could.,1 1592,"Student: Yes I could. Teacher: Okay. Student: I don't want to but I could. [TARGET]Teacher: Show me 9 numbers that's 10.[/TARGET] Teacher: If I do it this way show me a 10 year old. Student: How did you, you shouted at me. Teacher: I know, because I know when we are going.",0 1593,"Teacher: Okay. Student: I don't want to but I could. Teacher: Show me 9 numbers that's 10. [TARGET]Teacher: If I do it this way show me a 10 year old.[/TARGET] Student: How did you, you shouted at me. Teacher: I know, because I know when we are going. Student: Okay so when are we going?",1 1594,"Teacher: Show me 9 numbers that's 10. Teacher: If I do it this way show me a 10 year old. Student: How did you, you shouted at me. [TARGET]Teacher: I know, because I know when we are going.[/TARGET] Student: Okay so when are we going? Teacher: Let's finish this work. Student: What work?",1 1595,"Student: How did you, you shouted at me. Teacher: I know, because I know when we are going. Student: Okay so when are we going? [TARGET]Teacher: Let's finish this work.[/TARGET] Student: What work? Teacher: You could if you like. Teacher: You could if you like.",1 1596,"Student: Okay so when are we going? Teacher: Let's finish this work. Student: What work? [TARGET]Teacher: You could if you like.[/TARGET] Teacher: You could if you like. Teacher: Let's go, let's go. Student: No January 8th.",1 1597,"Teacher: Let's finish this work. Student: What work? Teacher: You could if you like. [TARGET]Teacher: You could if you like.[/TARGET] Teacher: Let's go, let's go. Student: No January 8th. Student: What are you talking about?",1 1598,"Student: What work? Teacher: You could if you like. Teacher: You could if you like. [TARGET]Teacher: Let's go, let's go.[/TARGET] Student: No January 8th. Student: What are you talking about? Student: I just turned 9 stupid.",1 1599,Student: I just turned 9 stupid. Student: Dummy. Student: You are one young kid. [TARGET]Teacher: Let's find out what half is then you do it with them find out what one fourth is.[/TARGET] Teacher: Then you wanna find what that is. Teacher: How many of this are there? Teacher: Then you find.,0 1600,Student: Dummy. Student: You are one young kid. Teacher: Let's find out what half is then you do it with them find out what one fourth is. [TARGET]Teacher: Then you wanna find what that is.[/TARGET] Teacher: How many of this are there? Teacher: Then you find. Teacher: [Loud speaker],0 1601,Student: You are one young kid. Teacher: Let's find out what half is then you do it with them find out what one fourth is. Teacher: Then you wanna find what that is. [TARGET]Teacher: How many of this are there?[/TARGET] Teacher: Then you find. Teacher: [Loud speaker] Teacher: How many of the apples are here?,0 1602,Teacher: Let's find out what half is then you do it with them find out what one fourth is. Teacher: Then you wanna find what that is. Teacher: How many of this are there? [TARGET]Teacher: Then you find.[/TARGET] Teacher: [Loud speaker] Teacher: How many of the apples are here? Teacher: Look at this you find this is easy.,0 1603,Teacher: How many of this are there? Teacher: Then you find. Teacher: [Loud speaker] [TARGET]Teacher: How many of the apples are here?[/TARGET] Teacher: Look at this you find this is easy. Student: Hey! Student: No one is helping me!,0 1604,"Teacher: Then you find. Teacher: [Loud speaker] Teacher: How many of the apples are here? [TARGET]Teacher: Look at this you find this is easy.[/TARGET] Student: Hey! Student: No one is helping me! Teacher: Here, I'm here to help you.",0 1605,"Teacher: Look at this you find this is easy. Student: Hey! Student: No one is helping me! [TARGET]Teacher: Here, I'm here to help you.[/TARGET] Teacher: I want you to come up here you're having a hard time. Teacher: Sit. Teacher: Student J sit down.",1 1606,"Student: Hey! Student: No one is helping me! Teacher: Here, I'm here to help you. [TARGET]Teacher: I want you to come up here you're having a hard time.[/TARGET] Teacher: Sit. Teacher: Student J sit down. Teacher: Sit down, sit, sit, sit.",1 1607,"Student: No one is helping me! Teacher: Here, I'm here to help you. Teacher: I want you to come up here you're having a hard time. [TARGET]Teacher: Sit.[/TARGET] Teacher: Student J sit down. Teacher: Sit down, sit, sit, sit. Teacher: I don't like the [Inaudible] as much.",1 1608,"Teacher: Here, I'm here to help you. Teacher: I want you to come up here you're having a hard time. Teacher: Sit. [TARGET]Teacher: Student J sit down.[/TARGET] Teacher: Sit down, sit, sit, sit. Teacher: I don't like the [Inaudible] as much. Teacher: I don't like it.",1 1609,"Teacher: I want you to come up here you're having a hard time. Teacher: Sit. Teacher: Student J sit down. [TARGET]Teacher: Sit down, sit, sit, sit.[/TARGET] Teacher: I don't like the [Inaudible] as much. Teacher: I don't like it. Teacher: I do not like it.",1 1610,"Teacher: Sit. Teacher: Student J sit down. Teacher: Sit down, sit, sit, sit. [TARGET]Teacher: I don't like the [Inaudible] as much.[/TARGET] Teacher: I don't like it. Teacher: I do not like it. Teacher: I do not like it.",1 1611,"Teacher: Student J sit down. Teacher: Sit down, sit, sit, sit. Teacher: I don't like the [Inaudible] as much. [TARGET]Teacher: I don't like it.[/TARGET] Teacher: I do not like it. Teacher: I do not like it. Student: She got cut!",1 1612,"Teacher: Sit down, sit, sit, sit. Teacher: I don't like the [Inaudible] as much. Teacher: I don't like it. [TARGET]Teacher: I do not like it.[/TARGET] Teacher: I do not like it. Student: She got cut! Student: She got cut!",1 1613,Teacher: I don't like the [Inaudible] as much. Teacher: I don't like it. Teacher: I do not like it. [TARGET]Teacher: I do not like it.[/TARGET] Student: She got cut! Student: She got cut! Teacher: What's your problem?,1 1614,"Teacher: I do not like it. Student: She got cut! Student: She got cut! [TARGET]Teacher: What's your problem?[/TARGET] Student: She was scratching me in my face and I was like, and then she got me and she was pulling on my buttons. Teacher: Did I tell you not to run after her? Multiple Students: I didn't run after her she ran after us.",1 1615,"Student: She got cut! Teacher: What's your problem? Student: She was scratching me in my face and I was like, and then she got me and she was pulling on my buttons. [TARGET]Teacher: Did I tell you not to run after her?[/TARGET] Multiple Students: I didn't run after her she ran after us. Multiple Students: She ran after us! Teacher: Because you started running that's why she started chasing you.",1 1616,"Teacher: Did I tell you not to run after her? Multiple Students: I didn't run after her she ran after us. Multiple Students: She ran after us! [TARGET]Teacher: Because you started running that's why she started chasing you.[/TARGET] Teacher: I was here. Multiple Students: She got him, she got him first. Teacher: Ms. [Inaudible] is here.",1 1617,"Multiple Students: I didn't run after her she ran after us. Multiple Students: She ran after us! Teacher: Because you started running that's why she started chasing you. [TARGET]Teacher: I was here.[/TARGET] Multiple Students: She got him, she got him first. Teacher: Ms. [Inaudible] is here. Student: She [Inaudible]",1 1618,"Teacher: Because you started running that's why she started chasing you. Teacher: I was here. Multiple Students: She got him, she got him first. [TARGET]Teacher: Ms. [Inaudible] is here.[/TARGET] Student: She [Inaudible] Teacher: What you got is, I'm here to help you. Teacher: Student J stop!",1 1619,"Multiple Students: She got him, she got him first. Teacher: Ms. [Inaudible] is here. Student: She [Inaudible] [TARGET]Teacher: What you got is, I'm here to help you.[/TARGET] Teacher: Student J stop! Teacher: Student J stop get away from her. Student: Get away she's telling you to get away.",1 1620,"Teacher: Ms. [Inaudible] is here. Student: She [Inaudible] Teacher: What you got is, I'm here to help you. [TARGET]Teacher: Student J stop![/TARGET] Teacher: Student J stop get away from her. Student: Get away she's telling you to get away. Student: So she screamed and then.",1 1621,"Student: She [Inaudible] Teacher: What you got is, I'm here to help you. Teacher: Student J stop! [TARGET]Teacher: Student J stop get away from her.[/TARGET] Student: Get away she's telling you to get away. Student: So she screamed and then. Teacher: Please sit down.",1 1622,Teacher: Student J stop get away from her. Student: Get away she's telling you to get away. Student: So she screamed and then. [TARGET]Teacher: Please sit down.[/TARGET] Teacher: Please sit down stop. Teacher: Would you please stop are you listening? Student: How could you scrap me?,1 1623,Student: Get away she's telling you to get away. Student: So she screamed and then. Teacher: Please sit down. [TARGET]Teacher: Please sit down stop.[/TARGET] Teacher: Would you please stop are you listening? Student: How could you scrap me? Student: She scrapped me.,1 1624,Student: So she screamed and then. Teacher: Please sit down. Teacher: Please sit down stop. [TARGET]Teacher: Would you please stop are you listening?[/TARGET] Student: How could you scrap me? Student: She scrapped me. Teacher: Let's leave this mess please let's get to working.,1 1625,Teacher: Would you please stop are you listening? Student: How could you scrap me? Student: She scrapped me. [TARGET]Teacher: Let's leave this mess please let's get to working.[/TARGET] Teacher: Let's go. Student: [Yelling] Student: Where'd she go?,1 1626,Student: How could you scrap me? Student: She scrapped me. Teacher: Let's leave this mess please let's get to working. [TARGET]Teacher: Let's go.[/TARGET] Student: [Yelling] Student: Where'd she go? Student: No!,1 1627,Student: I don't want you to help me. Student: I don't want you to help me! Student: Gonna get a big fat second knuckles. [TARGET]Teacher: Let's see says that [Inaudible][/TARGET] Student: Student J is stupid! Teacher: Let's do it. Teacher: The 9 [Inaudible] Come back here Student T now!,1 1628,Student: Gonna get a big fat second knuckles. Teacher: Let's see says that [Inaudible] Student: Student J is stupid! [TARGET]Teacher: Let's do it.[/TARGET] Teacher: The 9 [Inaudible] Come back here Student T now! Student: You really said that? Teacher: Half you're looking for half here.,1 1629,Teacher: Let's see says that [Inaudible] Student: Student J is stupid! Teacher: Let's do it. [TARGET]Teacher: The 9 [Inaudible] Come back here Student T now![/TARGET] Student: You really said that? Teacher: Half you're looking for half here. Teacher: You're looking for 1 fourth here.,1 1630,Teacher: Let's do it. Teacher: The 9 [Inaudible] Come back here Student T now! Student: You really said that? [TARGET]Teacher: Half you're looking for half here.[/TARGET] Teacher: You're looking for 1 fourth here. Student: No! Student: No!,0 1631,Teacher: The 9 [Inaudible] Come back here Student T now! Student: You really said that? Teacher: Half you're looking for half here. [TARGET]Teacher: You're looking for 1 fourth here.[/TARGET] Student: No! Student: No! Teacher: And you're looking for 4 8ths here.,0 1632,Teacher: You're looking for 1 fourth here. Student: No! Student: No! [TARGET]Teacher: And you're looking for 4 8ths here.[/TARGET] Student: Ahhhh! Teacher: That's what you're doing. Teacher: I want you to sit.,0 1633,Student: No! Teacher: And you're looking for 4 8ths here. Student: Ahhhh! [TARGET]Teacher: That's what you're doing.[/TARGET] Teacher: I want you to sit. Student: Would you like that? Student: So now from angles?,1 1634,Teacher: And you're looking for 4 8ths here. Student: Ahhhh! Teacher: That's what you're doing. [TARGET]Teacher: I want you to sit.[/TARGET] Student: Would you like that? Student: So now from angles? Teacher: So how many are in this?,1 1635,Teacher: I want you to sit. Student: Would you like that? Student: So now from angles? [TARGET]Teacher: So how many are in this?[/TARGET] Teacher: How many? Teacher: Write it here. Student: [Inaudible] [Counting],0 1636,Student: Would you like that? Student: So now from angles? Teacher: So how many are in this? [TARGET]Teacher: How many?[/TARGET] Teacher: Write it here. Student: [Inaudible] [Counting] Student: Look I don't like you.,0 1637,Student: So now from angles? Teacher: So how many are in this? Teacher: How many? [TARGET]Teacher: Write it here.[/TARGET] Student: [Inaudible] [Counting] Student: Look I don't like you. Student: Student T!,1 1638,"Student: Student T! Student: Argh! Student: She's hitting me. [TARGET]Teacher: You stop yelling.[/TARGET] Teacher: Continue. Teacher: How many one fourth is Student T, Student T can you please go back and do your math? Student: Uh.",1 1639,"Student: Argh! Student: She's hitting me. Teacher: You stop yelling. [TARGET]Teacher: Continue.[/TARGET] Teacher: How many one fourth is Student T, Student T can you please go back and do your math? Student: Uh. Teacher: [Inaudible] you have to go.",1 1640,"Student: She's hitting me. Teacher: You stop yelling. Teacher: Continue. [TARGET]Teacher: How many one fourth is Student T, Student T can you please go back and do your math?[/TARGET] Student: Uh. Teacher: [Inaudible] you have to go. Teacher: Unless you settle down.",1 1641,"Teacher: Continue. Teacher: How many one fourth is Student T, Student T can you please go back and do your math? Student: Uh. [TARGET]Teacher: [Inaudible] you have to go.[/TARGET] Teacher: Unless you settle down. Student: That's not my friend, I don't like him. Student: There she goes she [yelling]",1 1642,"Teacher: How many one fourth is Student T, Student T can you please go back and do your math? Student: Uh. Teacher: [Inaudible] you have to go. [TARGET]Teacher: Unless you settle down.[/TARGET] Student: That's not my friend, I don't like him. Student: There she goes she [yelling] Student: [Laughter] This is hard.",1 1643,"Student: That's not my friend, I don't like him. Student: There she goes she [yelling] Student: [Laughter] This is hard. [TARGET]Teacher: How many are angles?[/TARGET] Teacher: You've already solved it before so what's the problem? Student: [Inaudible] Teacher: Because is not [Inaudible]",0 1644,Student: There she goes she [yelling] Student: [Laughter] This is hard. Teacher: How many are angles? [TARGET]Teacher: You've already solved it before so what's the problem?[/TARGET] Student: [Inaudible] Teacher: Because is not [Inaudible] Student: 2 eighths!,0 1645,Teacher: How many are angles? Teacher: You've already solved it before so what's the problem? Student: [Inaudible] [TARGET]Teacher: Because is not [Inaudible][/TARGET] Student: 2 eighths! Student: [Yelling and screaming] Teacher: No you still started; you're still starting off with 24.,0 1646,Teacher: Because is not [Inaudible] Student: 2 eighths! Student: [Yelling and screaming] [TARGET]Teacher: No you still started; you're still starting off with 24.[/TARGET] Teacher: You're still starting off with 24. Teacher: You're still starting off with 24. Student: Hi Student J!,0 1647,Student: 2 eighths! Student: [Yelling and screaming] Teacher: No you still started; you're still starting off with 24. [TARGET]Teacher: You're still starting off with 24.[/TARGET] Teacher: You're still starting off with 24. Student: Hi Student J! Student: [Counting],0 1648,Student: [Yelling and screaming] Teacher: No you still started; you're still starting off with 24. Teacher: You're still starting off with 24. [TARGET]Teacher: You're still starting off with 24.[/TARGET] Student: Hi Student J! Student: [Counting] Teacher: Can you go back to your seat please?,0 1649,Teacher: You're still starting off with 24. Student: Hi Student J! Student: [Counting] [TARGET]Teacher: Can you go back to your seat please?[/TARGET] Student: She did it again! Teacher: Go back to your seats and leave her alone. Student: No!,1 1650,Student: [Counting] Teacher: Can you go back to your seat please? Student: She did it again! [TARGET]Teacher: Go back to your seats and leave her alone.[/TARGET] Student: No! Teacher: Get back to your seats. Teacher: [Incredibly high pitched squeal],1 1651,Student: She did it again! Teacher: Go back to your seats and leave her alone. Student: No! [TARGET]Teacher: Get back to your seats.[/TARGET] Teacher: [Incredibly high pitched squeal] Teacher: What did you do to hurt him? Student: I didn't hurt him.,1 1652,Student: No! Teacher: Get back to your seats. Teacher: [Incredibly high pitched squeal] [TARGET]Teacher: What did you do to hurt him?[/TARGET] Student: I didn't hurt him. Teacher: What did you do to hurt him are you supposed to cheer him up? Teacher: Ignore him do your work.,1 1653,Teacher: [Incredibly high pitched squeal] Teacher: What did you do to hurt him? Student: I didn't hurt him. [TARGET]Teacher: What did you do to hurt him are you supposed to cheer him up?[/TARGET] Teacher: Ignore him do your work. Student: No I didn't wanna hurt him. Teacher: You're almost done.,1 1654,Teacher: What did you do to hurt him? Student: I didn't hurt him. Teacher: What did you do to hurt him are you supposed to cheer him up? [TARGET]Teacher: Ignore him do your work.[/TARGET] Student: No I didn't wanna hurt him. Teacher: You're almost done. Student: Do your work.,1 1655,"Teacher: What did you do to hurt him are you supposed to cheer him up? Teacher: Ignore him do your work. Student: No I didn't wanna hurt him. [TARGET]Teacher: You're almost done.[/TARGET] Student: Do your work. Student: Okay. Student: Get off me, get off me.",0 1656,"Student: Do your work. Student: Okay. Student: Get off me, get off me. [TARGET]Teacher: Sit, sit down.[/TARGET] Teacher: What's half, half of 24 is what? Student: [Laughter] Teacher: You go ahead and finish your work.",1 1657,"Student: Okay. Student: Get off me, get off me. Teacher: Sit, sit down. [TARGET]Teacher: What's half, half of 24 is what?[/TARGET] Student: [Laughter] Teacher: You go ahead and finish your work. Student: mm-hmm.",0 1658,"Teacher: Sit, sit down. Teacher: What's half, half of 24 is what? Student: [Laughter] [TARGET]Teacher: You go ahead and finish your work.[/TARGET] Student: mm-hmm. Teacher: Student J go and do your work! Student: Get out of here Student J.",1 1659,Student: [Laughter] Teacher: You go ahead and finish your work. Student: mm-hmm. [TARGET]Teacher: Student J go and do your work![/TARGET] Student: Get out of here Student J. Student: Ahh Student A is here Student A is here! Student: [Inaudible] My mother has a friend and oh yeah she's hot!,1 1660,Student: Get out of here Student J. Student: Ahh Student A is here Student A is here! Student: [Inaudible] My mother has a friend and oh yeah she's hot! [TARGET]Teacher: Student J please stay and finish your math please.[/TARGET] Student: How do you still remember that? Teacher: Student T that's enough. Student: How do you remember what we're saying?,1 1661,Student: [Inaudible] My mother has a friend and oh yeah she's hot! Teacher: Student J please stay and finish your math please. Student: How do you still remember that? [TARGET]Teacher: Student T that's enough.[/TARGET] Student: How do you remember what we're saying? Teacher: What are you doing? Teacher: Student J come and sit down.,1 1662,Student: How do you still remember that? Teacher: Student T that's enough. Student: How do you remember what we're saying? [TARGET]Teacher: What are you doing?[/TARGET] Teacher: Student J come and sit down. Student: I'm not going to sit down; I'm not going to sit down. Student: Are you not listening to me?,1 1663,"Teacher: Student T that's enough. Student: How do you remember what we're saying? Teacher: What are you doing? [TARGET]Teacher: Student J come and sit down.[/TARGET] Student: I'm not going to sit down; I'm not going to sit down. Student: Are you not listening to me? Teacher: Alright, okay, here...",1 1664,"Teacher: Student J come and sit down. Student: I'm not going to sit down; I'm not going to sit down. Student: Are you not listening to me? [TARGET]Teacher: Alright, okay, here...[/TARGET] Student: [Singing and screaming high pitched] Student: How many apples are there? Teacher: And then 1 fourth?",1 1665,"Teacher: Alright, okay, here... Student: [Singing and screaming high pitched] Student: How many apples are there? [TARGET]Teacher: And then 1 fourth?[/TARGET] Student: I did not you dummy. Student: You chased me. Student: I was so scared.",0 1666,Student: I was so scared. Other Adult: Okay don't worry. Other Adult: Don't worry Student T has his time out. [TARGET]Teacher: I said 4 divided 24 is what?[/TARGET] Teacher: You can do it come on. Student: Show me how since when do you when we talking. Other Adult: How many times did you get suspended?,0 1667,Other Adult: Okay don't worry. Other Adult: Don't worry Student T has his time out. Teacher: I said 4 divided 24 is what? [TARGET]Teacher: You can do it come on.[/TARGET] Student: Show me how since when do you when we talking. Other Adult: How many times did you get suspended? Student: A week!,1 1668,"Other Adult: So you were out for a whole week? Other Adult: Alright. Other Adult: That is not cool. [TARGET]Teacher: 1 fourth is how many Student J?[/TARGET] Student: She's hitting me, she's scratching me. Other Adult: No pull them out, pull those out. Student: Wait I'm not gonna.",0 1669,"Student: Yeah they were trying to get all that off of my. Student: Watch this I'm gonna hide it. Student: Watch this I'm gonna hide it don't, look it, no one can see it. [TARGET]Teacher: What are you hiding?[/TARGET] Teacher: I said 2 eights or 5 fourths. Teacher: 2 Student: Yeah 2 eighths.",1 1670,"Student: Watch this I'm gonna hide it. Student: Watch this I'm gonna hide it don't, look it, no one can see it. Teacher: What are you hiding? [TARGET]Teacher: I said 2 eights or 5 fourths.[/TARGET] Teacher: 2 Student: Yeah 2 eighths. Student: Oh.",0 1671,"Student: Watch this I'm gonna hide it don't, look it, no one can see it. Teacher: What are you hiding? Teacher: I said 2 eights or 5 fourths. [TARGET]Teacher: 2[/TARGET] Student: Yeah 2 eighths. Student: Oh. Teacher: So what did you learn from this now 1 fourth and 2 eights is what?",0 1672,Teacher: 2 Student: Yeah 2 eighths. Student: Oh. [TARGET]Teacher: So what did you learn from this now 1 fourth and 2 eights is what?[/TARGET] Student: No! Other Adult: Are you gonna fight over something stupid? Other Adult: I'll take you both to the office.,0 1673,"Other Adult: Get the problem done. Student: Oh, I see! Student: When you divide it by 2 then it becomes 1 and it's 2 fourths. [TARGET]Teacher: Yeah that's exactly what it is.[/TARGET] Teacher: That's what I want you to learn. Student: Yeah I wanna learn. Teacher: I know.",0 1674,"Student: Oh, I see! Student: When you divide it by 2 then it becomes 1 and it's 2 fourths. Teacher: Yeah that's exactly what it is. [TARGET]Teacher: That's what I want you to learn.[/TARGET] Student: Yeah I wanna learn. Teacher: I know. Teacher: You're allowed to do this one it's the next problem.",0 1675,"Teacher: Yeah that's exactly what it is. Teacher: That's what I want you to learn. Student: Yeah I wanna learn. [TARGET]Teacher: I know.[/TARGET] Teacher: You're allowed to do this one it's the next problem. Teacher: We're not doing that, I'm not touching anybody. Teacher: I want you to finish your math.",0 1676,"Teacher: That's what I want you to learn. Student: Yeah I wanna learn. Teacher: I know. [TARGET]Teacher: You're allowed to do this one it's the next problem.[/TARGET] Teacher: We're not doing that, I'm not touching anybody. Teacher: I want you to finish your math. Teacher: Get up from there.",1 1677,"Student: Yeah I wanna learn. Teacher: I know. Teacher: You're allowed to do this one it's the next problem. [TARGET]Teacher: We're not doing that, I'm not touching anybody.[/TARGET] Teacher: I want you to finish your math. Teacher: Get up from there. Other Adult: [Inaudible]",1 1678,"Teacher: I know. Teacher: You're allowed to do this one it's the next problem. Teacher: We're not doing that, I'm not touching anybody. [TARGET]Teacher: I want you to finish your math.[/TARGET] Teacher: Get up from there. Other Adult: [Inaudible] Student: [Inaudible]",1 1679,"Teacher: You're allowed to do this one it's the next problem. Teacher: We're not doing that, I'm not touching anybody. Teacher: I want you to finish your math. [TARGET]Teacher: Get up from there.[/TARGET] Other Adult: [Inaudible] Student: [Inaudible] Teacher: Can you finish your work?",1 1680,Teacher: Get up from there. Other Adult: [Inaudible] Student: [Inaudible] [TARGET]Teacher: Can you finish your work?[/TARGET] Student: Ahh! Student: Ahh! Student: Stop throwing!,1 1681,Student: Stop throwing! Student: Stop! Student: She's throwing things at me! [TARGET]Teacher: Student J Stop![/TARGET] Student: That's what I should do but I'm not going to. Teacher: Student J get off from there. Student: What are you doing!?,1 1682,Student: She's throwing things at me! Teacher: Student J Stop! Student: That's what I should do but I'm not going to. [TARGET]Teacher: Student J get off from there.[/TARGET] Student: What are you doing!? Student: [Screaming] Teacher: What's the problem?,1 1683,"Teacher: Student J get off from there. Student: What are you doing!? Student: [Screaming] [TARGET]Teacher: What's the problem?[/TARGET] Student: I tried to [Inaudible] and he just shut it down for no reason. Teacher: Go back and go on and work. Student: What listen, don't do that, he just turned it back on.",1 1684,"Student: [Screaming] Teacher: What's the problem? Student: I tried to [Inaudible] and he just shut it down for no reason. [TARGET]Teacher: Go back and go on and work.[/TARGET] Student: What listen, don't do that, he just turned it back on. Student: I wanted to turn it back on. Teacher: That's done for me.",1 1685,"Teacher: Go back and go on and work. Student: What listen, don't do that, he just turned it back on. Student: I wanted to turn it back on. [TARGET]Teacher: That's done for me.[/TARGET] Teacher: Go back to your seats, finish your math. Student: I don't like these cameras and I'll smack him in the head with the microphone. Student: Then I smack you again.",1 1686,"Student: What listen, don't do that, he just turned it back on. Student: I wanted to turn it back on. Teacher: That's done for me. [TARGET]Teacher: Go back to your seats, finish your math.[/TARGET] Student: I don't like these cameras and I'll smack him in the head with the microphone. Student: Then I smack you again. Student: And then I stick it up your balls.",1 1687," [TARGET]Teacher: We're about to start.[/TARGET] Teacher: Over here, Student A, Student K, Student O. Teacher: Put everything away now. Student: We're not even in the video.",1 1688,"Teacher: We're about to start. [TARGET]Teacher: Over here, Student A, Student K, Student O.[/TARGET] Teacher: Put everything away now. Student: We're not even in the video. Teacher: I'm teaching math.",1 1689,"Teacher: We're about to start. Teacher: Over here, Student A, Student K, Student O. [TARGET]Teacher: Put everything away now.[/TARGET] Student: We're not even in the video. Teacher: I'm teaching math. Teacher: [Crosstalk]",1 1690,"Teacher: Over here, Student A, Student K, Student O. Teacher: Put everything away now. Student: We're not even in the video. [TARGET]Teacher: I'm teaching math.[/TARGET] Teacher: [Crosstalk] Teacher: Put that away. Teacher: Student A, give me it.",1 1691,"Student: We're not even in the video. Teacher: I'm teaching math. Teacher: [Crosstalk] [TARGET]Teacher: Put that away.[/TARGET] Teacher: Student A, give me it. Student: No. Student: Do you know the camera is on?",1 1692,"Teacher: I'm teaching math. Teacher: [Crosstalk] Teacher: Put that away. [TARGET]Teacher: Student A, give me it.[/TARGET] Student: No. Student: Do you know the camera is on? Student: You're not taking my $5.00 coloring book, no, unless you'll be paying.",1 1693,"Student: No. Student: Do you know the camera is on? Student: You're not taking my $5.00 coloring book, no, unless you'll be paying. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You don't say that to me, Student O. Teacher: If you touch that again before the end of the school day I will take it away. Teacher: Okay.",1 1694,"Student: Do you know the camera is on? Student: You're not taking my $5.00 coloring book, no, unless you'll be paying. Teacher: Excuse me. [TARGET]Teacher: You don't say that to me, Student O.[/TARGET] Teacher: If you touch that again before the end of the school day I will take it away. Teacher: Okay. Teacher: Now I need everybody looking at me.",1 1695,"Student: You're not taking my $5.00 coloring book, no, unless you'll be paying. Teacher: Excuse me. Teacher: You don't say that to me, Student O. [TARGET]Teacher: If you touch that again before the end of the school day I will take it away.[/TARGET] Teacher: Okay. Teacher: Now I need everybody looking at me. Teacher: All right.",1 1696,"Teacher: You don't say that to me, Student O. Teacher: If you touch that again before the end of the school day I will take it away. Teacher: Okay. [TARGET]Teacher: Now I need everybody looking at me.[/TARGET] Teacher: All right. Teacher: There's a little bit too much talking. Teacher: Student K. Anybody who's talking now will get a mark and they will not have free time Friday.",1 1697,"Teacher: Okay. Teacher: Now I need everybody looking at me. Teacher: All right. [TARGET]Teacher: There's a little bit too much talking.[/TARGET] Teacher: Student K. Anybody who's talking now will get a mark and they will not have free time Friday. Teacher: I don't want anything on your laps, now. Student: There's nothing on my lap.",1 1698,"Teacher: Now I need everybody looking at me. Teacher: All right. Teacher: There's a little bit too much talking. [TARGET]Teacher: Student K. Anybody who's talking now will get a mark and they will not have free time Friday.[/TARGET] Teacher: I don't want anything on your laps, now. Student: There's nothing on my lap. Teacher: Student K, I asked you to throw away the gum.",1 1699,"Teacher: All right. Teacher: There's a little bit too much talking. Teacher: Student K. Anybody who's talking now will get a mark and they will not have free time Friday. [TARGET]Teacher: I don't want anything on your laps, now.[/TARGET] Student: There's nothing on my lap. Teacher: Student K, I asked you to throw away the gum. Student: I don't have gum.",1 1700,"Teacher: Student K. Anybody who's talking now will get a mark and they will not have free time Friday. Teacher: I don't want anything on your laps, now. Student: There's nothing on my lap. [TARGET]Teacher: Student K, I asked you to throw away the gum.[/TARGET] Student: I don't have gum. Teacher: Well please, whatever's in your mouth. Teacher: All right.",1 1701,"Student: There's nothing on my lap. Teacher: Student K, I asked you to throw away the gum. Student: I don't have gum. [TARGET]Teacher: Well please, whatever's in your mouth.[/TARGET] Teacher: All right. Teacher: It was Student K and Student A and Student J. Student: What happened?",1 1702,"Student: I don't have gum. Teacher: Well please, whatever's in your mouth. Teacher: All right. [TARGET]Teacher: It was Student K and Student A and Student J.[/TARGET] Student: What happened? Teacher: When you were running around the coat room. Student: I didn't.",1 1703,Teacher: All right. Teacher: It was Student K and Student A and Student J. Student: What happened? [TARGET]Teacher: When you were running around the coat room.[/TARGET] Student: I didn't. Student: I was looking for Student A. Teacher: Okay.,1 1704,Student: I didn't. Student: I was looking for Student A. Teacher: Okay. [TARGET]Teacher: Now today what we're gonna start to do is to look at fractions again.[/TARGET] Teacher: There's no talking. Teacher: Put that away now. Teacher: Thank you.,0 1705,"Student: I was looking for Student A. Teacher: Okay. Teacher: Now today what we're gonna start to do is to look at fractions again. [TARGET]Teacher: There's no talking.[/TARGET] Teacher: Put that away now. Teacher: Thank you. Teacher: We're looking at fractions to see what equals one, one whole.",1 1706,"Teacher: Okay. Teacher: Now today what we're gonna start to do is to look at fractions again. Teacher: There's no talking. [TARGET]Teacher: Put that away now.[/TARGET] Teacher: Thank you. Teacher: We're looking at fractions to see what equals one, one whole. Teacher: Who can give me a fraction right now that equals one whole?",1 1707,"Teacher: Now today what we're gonna start to do is to look at fractions again. Teacher: There's no talking. Teacher: Put that away now. [TARGET]Teacher: Thank you.[/TARGET] Teacher: We're looking at fractions to see what equals one, one whole. Teacher: Who can give me a fraction right now that equals one whole? Teacher: Who can give me a fraction that equals one whole right now?",1 1708,"Teacher: There's no talking. Teacher: Put that away now. Teacher: Thank you. [TARGET]Teacher: We're looking at fractions to see what equals one, one whole.[/TARGET] Teacher: Who can give me a fraction right now that equals one whole? Teacher: Who can give me a fraction that equals one whole right now? Teacher: Student J.",0 1709,"Teacher: Put that away now. Teacher: Thank you. Teacher: We're looking at fractions to see what equals one, one whole. [TARGET]Teacher: Who can give me a fraction right now that equals one whole?[/TARGET] Teacher: Who can give me a fraction that equals one whole right now? Teacher: Student J. Student: Five-fives.",0 1710,"Teacher: Thank you. Teacher: We're looking at fractions to see what equals one, one whole. Teacher: Who can give me a fraction right now that equals one whole? [TARGET]Teacher: Who can give me a fraction that equals one whole right now?[/TARGET] Teacher: Student J. Student: Five-fives. Teacher: Five-fives equals one whole.",0 1711,"Teacher: We're looking at fractions to see what equals one, one whole. Teacher: Who can give me a fraction right now that equals one whole? Teacher: Who can give me a fraction that equals one whole right now? [TARGET]Teacher: Student J.[/TARGET] Student: Five-fives. Teacher: Five-fives equals one whole. Teacher: Can somebody give me another one?",0 1712,Teacher: Who can give me a fraction that equals one whole right now? Teacher: Student J. Student: Five-fives. [TARGET]Teacher: Five-fives equals one whole.[/TARGET] Teacher: Can somebody give me another one? Teacher: Student M. Student: [Inaudible],0 1713,Teacher: Student J. Student: Five-fives. Teacher: Five-fives equals one whole. [TARGET]Teacher: Can somebody give me another one?[/TARGET] Teacher: Student M. Student: [Inaudible] Teacher: Ten-tens.,0 1714,"Student: Five-fives. Teacher: Five-fives equals one whole. Teacher: Can somebody give me another one? [TARGET]Teacher: Student M.[/TARGET] Student: [Inaudible] Teacher: Ten-tens. Teacher: Student Z, Student J.",0 1715,"Teacher: Can somebody give me another one? Teacher: Student M. Student: [Inaudible] [TARGET]Teacher: Ten-tens.[/TARGET] Teacher: Student Z, Student J. Student: Four-fourths. Teacher: Any more?",0 1716,"Teacher: Student M. Student: [Inaudible] Teacher: Ten-tens. [TARGET]Teacher: Student Z, Student J.[/TARGET] Student: Four-fourths. Teacher: Any more? Teacher: Student K, can you give me one?",0 1717,"Teacher: Ten-tens. Teacher: Student Z, Student J. Student: Four-fourths. [TARGET]Teacher: Any more?[/TARGET] Teacher: Student K, can you give me one? Teacher: Who's talking over there? Student: [Inaudible]",0 1718,"Teacher: Student Z, Student J. Student: Four-fourths. Teacher: Any more? [TARGET]Teacher: Student K, can you give me one?[/TARGET] Teacher: Who's talking over there? Student: [Inaudible] Teacher: No, equals one whole.",0 1719,"Student: Four-fourths. Teacher: Any more? Teacher: Student K, can you give me one? [TARGET]Teacher: Who's talking over there?[/TARGET] Student: [Inaudible] Teacher: No, equals one whole. Student: Oh, seven-sevenths.",1 1720,"Teacher: Student K, can you give me one? Teacher: Who's talking over there? Student: [Inaudible] [TARGET]Teacher: No, equals one whole.[/TARGET] Student: Oh, seven-sevenths. Teacher: Seven-sevenths. Student: I got one.",0 1721,"Student: [Inaudible] Teacher: No, equals one whole. Student: Oh, seven-sevenths. [TARGET]Teacher: Seven-sevenths.[/TARGET] Student: I got one. Teacher: Student J. Student: Eight-eighths.",0 1722,"Student: Oh, seven-sevenths. Teacher: Seven-sevenths. Student: I got one. [TARGET]Teacher: Student J.[/TARGET] Student: Eight-eighths. Teacher: And Student D. Student: Three-three.",0 1723,Student: I got one. Teacher: Student J. Student: Eight-eighths. [TARGET]Teacher: And Student D.[/TARGET] Student: Three-three. Student: Two-two. Student: Nine-nine.,0 1724,"Student: Three-three. Student: Two-two. Student: Nine-nine. [TARGET]Teacher: Nine-nine.[/TARGET] Teacher: Could we go on and on and on and on with these? Student: [Inaudible] Teacher: Yes, Student O.",0 1725,"Student: Two-two. Student: Nine-nine. Teacher: Nine-nine. [TARGET]Teacher: Could we go on and on and on and on with these?[/TARGET] Student: [Inaudible] Teacher: Yes, Student O. Student: She took my [inaudible]",0 1726,"Teacher: Nine-nine. Teacher: Could we go on and on and on and on with these? Student: [Inaudible] [TARGET]Teacher: Yes, Student O.[/TARGET] Student: She took my [inaudible] Teacher: All right, that happens. Teacher: Okay.",1 1727,"Student: [Inaudible] Teacher: Yes, Student O. Student: She took my [inaudible] [TARGET]Teacher: All right, that happens.[/TARGET] Teacher: Okay. Teacher: Now I love how everybody is paying attention right now. Teacher: I'm gonna write something here.",1 1728,"Student: She took my [inaudible] Teacher: All right, that happens. Teacher: Okay. [TARGET]Teacher: Now I love how everybody is paying attention right now.[/TARGET] Teacher: I'm gonna write something here. Teacher: We have been finding different fractions on these. Teacher: Student K, you're looking at me.",1 1729,"Teacher: All right, that happens. Teacher: Okay. Teacher: Now I love how everybody is paying attention right now. [TARGET]Teacher: I'm gonna write something here.[/TARGET] Teacher: We have been finding different fractions on these. Teacher: Student K, you're looking at me. Teacher: If you're going to be disruptive to this group I can move you.",0 1730,"Teacher: Okay. Teacher: Now I love how everybody is paying attention right now. Teacher: I'm gonna write something here. [TARGET]Teacher: We have been finding different fractions on these.[/TARGET] Teacher: Student K, you're looking at me. Teacher: If you're going to be disruptive to this group I can move you. Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now.",0 1731,"Teacher: Now I love how everybody is paying attention right now. Teacher: I'm gonna write something here. Teacher: We have been finding different fractions on these. [TARGET]Teacher: Student K, you're looking at me.[/TARGET] Teacher: If you're going to be disruptive to this group I can move you. Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now. Teacher: Student J, that goes for everybody in this group.",1 1732,"Teacher: I'm gonna write something here. Teacher: We have been finding different fractions on these. Teacher: Student K, you're looking at me. [TARGET]Teacher: If you're going to be disruptive to this group I can move you.[/TARGET] Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now. Teacher: Student J, that goes for everybody in this group. Teacher: I'll take it.",1 1733,"Teacher: We have been finding different fractions on these. Teacher: Student K, you're looking at me. Teacher: If you're going to be disruptive to this group I can move you. [TARGET]Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now.[/TARGET] Teacher: Student J, that goes for everybody in this group. Teacher: I'll take it. Student: [Inaudible]",1 1734,"Teacher: Student K, you're looking at me. Teacher: If you're going to be disruptive to this group I can move you. Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now. [TARGET]Teacher: Student J, that goes for everybody in this group.[/TARGET] Teacher: I'll take it. Student: [Inaudible] Teacher: Okay.",1 1735,"Teacher: If you're going to be disruptive to this group I can move you. Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now. Teacher: Student J, that goes for everybody in this group. [TARGET]Teacher: I'll take it.[/TARGET] Student: [Inaudible] Teacher: Okay. Teacher: Now we have been finding - Student K. We've been finding different fractions on these 5 by 12 rectangles and labeling each one.",1 1736,Teacher: I'll take it. Student: [Inaudible] Teacher: Okay. [TARGET]Teacher: Now we have been finding - Student K. We've been finding different fractions on these 5 by 12 rectangles and labeling each one.[/TARGET] Teacher: Now I want to find ways to divide this whole rectangle into different fractions so that each piece is labeled and all together they equal the whole rectangle. Teacher: Now this is one-fourth of the rectangle. Teacher: Does everybody see how it's one-fourth?,0 1737,Student: [Inaudible] Teacher: Okay. Teacher: Now we have been finding - Student K. We've been finding different fractions on these 5 by 12 rectangles and labeling each one. [TARGET]Teacher: Now I want to find ways to divide this whole rectangle into different fractions so that each piece is labeled and all together they equal the whole rectangle.[/TARGET] Teacher: Now this is one-fourth of the rectangle. Teacher: Does everybody see how it's one-fourth? Multiple Students: Yes.,0 1738,Teacher: Okay. Teacher: Now we have been finding - Student K. We've been finding different fractions on these 5 by 12 rectangles and labeling each one. Teacher: Now I want to find ways to divide this whole rectangle into different fractions so that each piece is labeled and all together they equal the whole rectangle. [TARGET]Teacher: Now this is one-fourth of the rectangle.[/TARGET] Teacher: Does everybody see how it's one-fourth? Multiple Students: Yes. Multiple Students: No.,0 1739,"Teacher: Now we have been finding - Student K. We've been finding different fractions on these 5 by 12 rectangles and labeling each one. Teacher: Now I want to find ways to divide this whole rectangle into different fractions so that each piece is labeled and all together they equal the whole rectangle. Teacher: Now this is one-fourth of the rectangle. [TARGET]Teacher: Does everybody see how it's one-fourth?[/TARGET] Multiple Students: Yes. Multiple Students: No. Teacher: Student A, hat off.",0 1740,"Teacher: Does everybody see how it's one-fourth? Multiple Students: Yes. Multiple Students: No. [TARGET]Teacher: Student A, hat off.[/TARGET] Teacher: Because if I divide it here and here I would have fourths. Teacher: How many squares are in this, how many square units? Student: 15",1 1741,"Multiple Students: Yes. Multiple Students: No. Teacher: Student A, hat off. [TARGET]Teacher: Because if I divide it here and here I would have fourths.[/TARGET] Teacher: How many squares are in this, how many square units? Student: 15 Teacher: 15",0 1742,"Multiple Students: No. Teacher: Student A, hat off. Teacher: Because if I divide it here and here I would have fourths. [TARGET]Teacher: How many squares are in this, how many square units?[/TARGET] Student: 15 Teacher: 15 Teacher: We have determined already how many squares are in a 5 by 12. Who can remind me?",0 1743,"Teacher: Because if I divide it here and here I would have fourths. Teacher: How many squares are in this, how many square units? Student: 15 [TARGET]Teacher: 15[/TARGET] Teacher: We have determined already how many squares are in a 5 by 12. Who can remind me? Student: 60 Teacher: 60",0 1744,"Teacher: How many squares are in this, how many square units? Student: 15 Teacher: 15 [TARGET]Teacher: We have determined already how many squares are in a 5 by 12. Who can remind me?[/TARGET] Student: 60 Teacher: 60 Teacher: What is 15 divided by 60?",0 1745,Teacher: 15 Teacher: We have determined already how many squares are in a 5 by 12. Who can remind me? Student: 60 [TARGET]Teacher: 60[/TARGET] Teacher: What is 15 divided by 60? Teacher: [Crosstalk] Student: 4,0 1746,Teacher: We have determined already how many squares are in a 5 by 12. Who can remind me? Student: 60 Teacher: 60 [TARGET]Teacher: What is 15 divided by 60?[/TARGET] Teacher: [Crosstalk] Student: 4 Teacher: 4,0 1747,"Teacher: What is 15 divided by 60? Teacher: [Crosstalk] Student: 4 [TARGET]Teacher: 4[/TARGET] Teacher: So that tells me that that is correct, 'cause one-fourth is the 15 and there are 4 sections. Teacher: Now here's another one-fourth. Teacher: What does it equal?",0 1748,"Teacher: [Crosstalk] Student: 4 Teacher: 4 [TARGET]Teacher: So that tells me that that is correct, 'cause one-fourth is the 15 and there are 4 sections.[/TARGET] Teacher: Now here's another one-fourth. Teacher: What does it equal? Multiple Students: Two-fourths.",0 1749,"Student: 4 Teacher: 4 Teacher: So that tells me that that is correct, 'cause one-fourth is the 15 and there are 4 sections. [TARGET]Teacher: Now here's another one-fourth.[/TARGET] Teacher: What does it equal? Multiple Students: Two-fourths. Teacher: Two-fourths, absolutely.",0 1750,"Teacher: 4 Teacher: So that tells me that that is correct, 'cause one-fourth is the 15 and there are 4 sections. Teacher: Now here's another one-fourth. [TARGET]Teacher: What does it equal?[/TARGET] Multiple Students: Two-fourths. Teacher: Two-fourths, absolutely. Teacher: But now I'm gonna do this.",0 1751,"Teacher: Now here's another one-fourth. Teacher: What does it equal? Multiple Students: Two-fourths. [TARGET]Teacher: Two-fourths, absolutely.[/TARGET] Teacher: But now I'm gonna do this. Teacher: Is that equivalent? Multiple Students: Yeah.",0 1752,"Teacher: What does it equal? Multiple Students: Two-fourths. Teacher: Two-fourths, absolutely. [TARGET]Teacher: But now I'm gonna do this.[/TARGET] Teacher: Is that equivalent? Multiple Students: Yeah. Teacher: Yep.",0 1753,"Multiple Students: Two-fourths. Teacher: Two-fourths, absolutely. Teacher: But now I'm gonna do this. [TARGET]Teacher: Is that equivalent?[/TARGET] Multiple Students: Yeah. Teacher: Yep. Teacher: So right now this talking over there, Student A and Student K, you need to turn around so you're facing me please.",0 1754,"Teacher: But now I'm gonna do this. Teacher: Is that equivalent? Multiple Students: Yeah. [TARGET]Teacher: Yep.[/TARGET] Teacher: So right now this talking over there, Student A and Student K, you need to turn around so you're facing me please. Student: I am. Teacher: All right, thank you.",0 1755,"Teacher: Is that equivalent? Multiple Students: Yeah. Teacher: Yep. [TARGET]Teacher: So right now this talking over there, Student A and Student K, you need to turn around so you're facing me please.[/TARGET] Student: I am. Teacher: All right, thank you. Teacher: Now one-fourth plus one-fourth - is that true?",1 1756,"Teacher: Yep. Teacher: So right now this talking over there, Student A and Student K, you need to turn around so you're facing me please. Student: I am. [TARGET]Teacher: All right, thank you.[/TARGET] Teacher: Now one-fourth plus one-fourth - is that true? Multiple Students: Yes. Teacher: Okay.",1 1757,"Teacher: So right now this talking over there, Student A and Student K, you need to turn around so you're facing me please. Student: I am. Teacher: All right, thank you. [TARGET]Teacher: Now one-fourth plus one-fourth - is that true?[/TARGET] Multiple Students: Yes. Teacher: Okay. Teacher: What about this?",0 1758,"Teacher: Now one-fourth plus one-fourth - is that true? Multiple Students: Yes. Teacher: Okay. [TARGET]Teacher: What about this?[/TARGET] Teacher: Student K, is this correct, one-fourth plus one-fourth equals one-half? Student: Yes. Teacher: Mm-hmm, okay, 'cause if you look up here one-fourth and one-fourth is the same as -",0 1759,"Multiple Students: Yes. Teacher: Okay. Teacher: What about this? [TARGET]Teacher: Student K, is this correct, one-fourth plus one-fourth equals one-half?[/TARGET] Student: Yes. Teacher: Mm-hmm, okay, 'cause if you look up here one-fourth and one-fourth is the same as - Multiple Students: One-half.",0 1760,"Teacher: What about this? Teacher: Student K, is this correct, one-fourth plus one-fourth equals one-half? Student: Yes. [TARGET]Teacher: Mm-hmm, okay, 'cause if you look up here one-fourth and one-fourth is the same as -[/TARGET] Multiple Students: One-half. Teacher: One-half. Teacher: So what I want you to do and then I'm gonna have the people who do it come up here, is I'm gonna give you a 5 by 12 paper.",0 1761,"Student: Yes. Teacher: Mm-hmm, okay, 'cause if you look up here one-fourth and one-fourth is the same as - Multiple Students: One-half. [TARGET]Teacher: One-half.[/TARGET] Teacher: So what I want you to do and then I'm gonna have the people who do it come up here, is I'm gonna give you a 5 by 12 paper. Student: Why so long? Teacher: Because they didn't have any little paper.",0 1762,"Teacher: Mm-hmm, okay, 'cause if you look up here one-fourth and one-fourth is the same as - Multiple Students: One-half. Teacher: One-half. [TARGET]Teacher: So what I want you to do and then I'm gonna have the people who do it come up here, is I'm gonna give you a 5 by 12 paper.[/TARGET] Student: Why so long? Teacher: Because they didn't have any little paper. Teacher: They ran out.",0 1763,"Teacher: One-half. Teacher: So what I want you to do and then I'm gonna have the people who do it come up here, is I'm gonna give you a 5 by 12 paper. Student: Why so long? [TARGET]Teacher: Because they didn't have any little paper.[/TARGET] Teacher: They ran out. Teacher: So you are going to try - you can work with a neighbor and I want you to try on one of these to come up with - I want you to find a different fractional path to the 5 by 12. Teacher: I want you to be able to do it like I did, but not with the same numbers.",1 1764,"Teacher: So what I want you to do and then I'm gonna have the people who do it come up here, is I'm gonna give you a 5 by 12 paper. Student: Why so long? Teacher: Because they didn't have any little paper. [TARGET]Teacher: They ran out.[/TARGET] Teacher: So you are going to try - you can work with a neighbor and I want you to try on one of these to come up with - I want you to find a different fractional path to the 5 by 12. Teacher: I want you to be able to do it like I did, but not with the same numbers. Teacher: You can use the same fractions, like one-fourth and maybe something else.",1 1765,"Student: Why so long? Teacher: Because they didn't have any little paper. Teacher: They ran out. [TARGET]Teacher: So you are going to try - you can work with a neighbor and I want you to try on one of these to come up with - I want you to find a different fractional path to the 5 by 12.[/TARGET] Teacher: I want you to be able to do it like I did, but not with the same numbers. Teacher: You can use the same fractions, like one-fourth and maybe something else. Teacher: Do you know what I'm saying?",0 1766,"Teacher: Because they didn't have any little paper. Teacher: They ran out. Teacher: So you are going to try - you can work with a neighbor and I want you to try on one of these to come up with - I want you to find a different fractional path to the 5 by 12. [TARGET]Teacher: I want you to be able to do it like I did, but not with the same numbers.[/TARGET] Teacher: You can use the same fractions, like one-fourth and maybe something else. Teacher: Do you know what I'm saying? Teacher: Okay.",0 1767,"Teacher: They ran out. Teacher: So you are going to try - you can work with a neighbor and I want you to try on one of these to come up with - I want you to find a different fractional path to the 5 by 12. Teacher: I want you to be able to do it like I did, but not with the same numbers. [TARGET]Teacher: You can use the same fractions, like one-fourth and maybe something else.[/TARGET] Teacher: Do you know what I'm saying? Teacher: Okay. Teacher: So you're gonna take a few minutes and you are gonna come up with fractional combinations that equal one whole, just like I did here.",0 1768,"Teacher: So you are going to try - you can work with a neighbor and I want you to try on one of these to come up with - I want you to find a different fractional path to the 5 by 12. Teacher: I want you to be able to do it like I did, but not with the same numbers. Teacher: You can use the same fractions, like one-fourth and maybe something else. [TARGET]Teacher: Do you know what I'm saying?[/TARGET] Teacher: Okay. Teacher: So you're gonna take a few minutes and you are gonna come up with fractional combinations that equal one whole, just like I did here. Teacher: Do you think you can do it?",0 1769,"Teacher: You can use the same fractions, like one-fourth and maybe something else. Teacher: Do you know what I'm saying? Teacher: Okay. [TARGET]Teacher: So you're gonna take a few minutes and you are gonna come up with fractional combinations that equal one whole, just like I did here.[/TARGET] Teacher: Do you think you can do it? Multiple Students: Yeah. Teacher: Work with a partner.",0 1770,"Teacher: Do you know what I'm saying? Teacher: Okay. Teacher: So you're gonna take a few minutes and you are gonna come up with fractional combinations that equal one whole, just like I did here. [TARGET]Teacher: Do you think you can do it?[/TARGET] Multiple Students: Yeah. Teacher: Work with a partner. Student: [Inaudible]",0 1771,"Teacher: So you're gonna take a few minutes and you are gonna come up with fractional combinations that equal one whole, just like I did here. Teacher: Do you think you can do it? Multiple Students: Yeah. [TARGET]Teacher: Work with a partner.[/TARGET] Student: [Inaudible] Teacher: But if you work with somebody you may be able to. Student: [Inaudible]",1 1772,Multiple Students: Yeah. Teacher: Work with a partner. Student: [Inaudible] [TARGET]Teacher: But if you work with somebody you may be able to.[/TARGET] Student: [Inaudible] Teacher: You know where my pencils are. Teacher: [Crosstalk],1 1773,Student: [Inaudible] Teacher: But if you work with somebody you may be able to. Student: [Inaudible] [TARGET]Teacher: You know where my pencils are.[/TARGET] Teacher: [Crosstalk] Teacher: I want to see you working with - excellent. Teacher: [Crosstalk],1 1774,"Student: [Inaudible] Teacher: You know where my pencils are. Teacher: [Crosstalk] [TARGET]Teacher: I want to see you working with - excellent.[/TARGET] Teacher: [Crosstalk] Teacher: Do you want to work with Student T? Teacher: Student T, come up and work with Student S please.",1 1775,"Teacher: [Crosstalk] Teacher: I want to see you working with - excellent. Teacher: [Crosstalk] [TARGET]Teacher: Do you want to work with Student T?[/TARGET] Teacher: Student T, come up and work with Student S please. Teacher: [Crosstalk] Teacher: What are you doing?",1 1776,"Teacher: I want to see you working with - excellent. Teacher: [Crosstalk] Teacher: Do you want to work with Student T? [TARGET]Teacher: Student T, come up and work with Student S please.[/TARGET] Teacher: [Crosstalk] Teacher: What are you doing? Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole.",1 1777,"Teacher: Do you want to work with Student T? Teacher: Student T, come up and work with Student S please. Teacher: [Crosstalk] [TARGET]Teacher: What are you doing?[/TARGET] Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole. Teacher: So come up with fractions. Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole?",1 1778,"Teacher: Student T, come up and work with Student S please. Teacher: [Crosstalk] Teacher: What are you doing? [TARGET]Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole.[/TARGET] Teacher: So come up with fractions. Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole? Teacher: I want you to come up with different fractional parts to do that.",0 1779,"Teacher: [Crosstalk] Teacher: What are you doing? Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole. [TARGET]Teacher: So come up with fractions.[/TARGET] Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole? Teacher: I want you to come up with different fractional parts to do that. Teacher: [Crosstalk]",0 1780,"Teacher: What are you doing? Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole. Teacher: So come up with fractions. [TARGET]Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole?[/TARGET] Teacher: I want you to come up with different fractional parts to do that. Teacher: [Crosstalk] Teacher: You know where they are.",0 1781,"Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole. Teacher: So come up with fractions. Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole? [TARGET]Teacher: I want you to come up with different fractional parts to do that.[/TARGET] Teacher: [Crosstalk] Teacher: You know where they are. Teacher: Student T, you're not supposed to go in front of that.",0 1782,"Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole? Teacher: I want you to come up with different fractional parts to do that. Teacher: [Crosstalk] [TARGET]Teacher: You know where they are.[/TARGET] Teacher: Student T, you're not supposed to go in front of that. Teacher: No, I'll bring them to you. Teacher: Get up.",1 1783,"Teacher: I want you to come up with different fractional parts to do that. Teacher: [Crosstalk] Teacher: You know where they are. [TARGET]Teacher: Student T, you're not supposed to go in front of that.[/TARGET] Teacher: No, I'll bring them to you. Teacher: Get up. Teacher: [Crosstalk]",1 1784,"Teacher: [Crosstalk] Teacher: You know where they are. Teacher: Student T, you're not supposed to go in front of that. [TARGET]Teacher: No, I'll bring them to you.[/TARGET] Teacher: Get up. Teacher: [Crosstalk] Teacher: Are you talking about this?",1 1785,"Teacher: You know where they are. Teacher: Student T, you're not supposed to go in front of that. Teacher: No, I'll bring them to you. [TARGET]Teacher: Get up.[/TARGET] Teacher: [Crosstalk] Teacher: Are you talking about this? Student: Yes.",1 1786,"Teacher: No, I'll bring them to you. Teacher: Get up. Teacher: [Crosstalk] [TARGET]Teacher: Are you talking about this?[/TARGET] Student: Yes. Teacher: Because it's all on videotape. Teacher: Student K, go sit down and don't walk across the front.",1 1787,"Teacher: [Crosstalk] Teacher: Are you talking about this? Student: Yes. [TARGET]Teacher: Because it's all on videotape.[/TARGET] Teacher: Student K, go sit down and don't walk across the front. Teacher: Walk in the back of this, okay, of the camera. Teacher: I'm not doing the videotaping.",1 1788,"Teacher: Are you talking about this? Student: Yes. Teacher: Because it's all on videotape. [TARGET]Teacher: Student K, go sit down and don't walk across the front.[/TARGET] Teacher: Walk in the back of this, okay, of the camera. Teacher: I'm not doing the videotaping. Teacher: [Crosstalk]",1 1789,"Student: Yes. Teacher: Because it's all on videotape. Teacher: Student K, go sit down and don't walk across the front. [TARGET]Teacher: Walk in the back of this, okay, of the camera.[/TARGET] Teacher: I'm not doing the videotaping. Teacher: [Crosstalk] Teacher: I'll be right there.",1 1790,"Teacher: Because it's all on videotape. Teacher: Student K, go sit down and don't walk across the front. Teacher: Walk in the back of this, okay, of the camera. [TARGET]Teacher: I'm not doing the videotaping.[/TARGET] Teacher: [Crosstalk] Teacher: I'll be right there. Teacher: Put that away right now.",1 1791,"Teacher: Walk in the back of this, okay, of the camera. Teacher: I'm not doing the videotaping. Teacher: [Crosstalk] [TARGET]Teacher: I'll be right there.[/TARGET] Teacher: Put that away right now. Teacher: Yeah, I have some over there. Teacher: Are you guys working?",1 1792,"Teacher: I'm not doing the videotaping. Teacher: [Crosstalk] Teacher: I'll be right there. [TARGET]Teacher: Put that away right now.[/TARGET] Teacher: Yeah, I have some over there. Teacher: Are you guys working? Teacher: Where's your desk?",1 1793,"Teacher: [Crosstalk] Teacher: I'll be right there. Teacher: Put that away right now. [TARGET]Teacher: Yeah, I have some over there.[/TARGET] Teacher: Are you guys working? Teacher: Where's your desk? Student: It's right there.",1 1794,"Teacher: I'll be right there. Teacher: Put that away right now. Teacher: Yeah, I have some over there. [TARGET]Teacher: Are you guys working?[/TARGET] Teacher: Where's your desk? Student: It's right there. Teacher: Well get it.",1 1795,"Teacher: Put that away right now. Teacher: Yeah, I have some over there. Teacher: Are you guys working? [TARGET]Teacher: Where's your desk?[/TARGET] Student: It's right there. Teacher: Well get it. Student: Wow, seriously?",1 1796,"Teacher: Are you guys working? Teacher: Where's your desk? Student: It's right there. [TARGET]Teacher: Well get it.[/TARGET] Student: Wow, seriously? Student: You said I was all the way over there? Student: This is big paper.",1 1797,"Student: Wow, seriously? Student: You said I was all the way over there? Student: This is big paper. [TARGET]Teacher: Yeah, they didn't have any of the little paper.[/TARGET] Student: Teacher, can I get [inaudible]? Teacher: No, not right now. Teacher: What are you looking for?",1 1798,"Student: This is big paper. Teacher: Yeah, they didn't have any of the little paper. Student: Teacher, can I get [inaudible]? [TARGET]Teacher: No, not right now.[/TARGET] Teacher: What are you looking for? Teacher: Student T, make sure you stay behind. Teacher: [Crosstalk]",1 1799,"Teacher: Yeah, they didn't have any of the little paper. Student: Teacher, can I get [inaudible]? Teacher: No, not right now. [TARGET]Teacher: What are you looking for?[/TARGET] Teacher: Student T, make sure you stay behind. Teacher: [Crosstalk] Teacher: So what you want to do - has anybody come up with something yet?",1 1800,"Student: Teacher, can I get [inaudible]? Teacher: No, not right now. Teacher: What are you looking for? [TARGET]Teacher: Student T, make sure you stay behind.[/TARGET] Teacher: [Crosstalk] Teacher: So what you want to do - has anybody come up with something yet? Teacher: [Crosstalk]",1 1801,"Teacher: What are you looking for? Teacher: Student T, make sure you stay behind. Teacher: [Crosstalk] [TARGET]Teacher: So what you want to do - has anybody come up with something yet?[/TARGET] Teacher: [Crosstalk] Teacher: Student M, can you tell me what you've come up with? Student: 12s.",1 1802,"Teacher: [Crosstalk] Teacher: So what you want to do - has anybody come up with something yet? Teacher: [Crosstalk] [TARGET]Teacher: Student M, can you tell me what you've come up with?[/TARGET] Student: 12s. Teacher: 12s? Teacher: [Crosstalk]",1 1803,"Teacher: [Crosstalk] Teacher: Student M, can you tell me what you've come up with? Student: 12s. [TARGET]Teacher: 12s?[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: This is the one Student M came up with.",0 1804,"Teacher: 12s? Teacher: [Crosstalk] Teacher: Okay. [TARGET]Teacher: This is the one Student M came up with.[/TARGET] Teacher: She did one-sixth, one-sixth, one-sixth, one-sixth, one-sixth, one-sixth. Teacher: Okay. Student: What are we supposed to be doing?",0 1805,"Teacher: [Crosstalk] Teacher: Okay. Teacher: This is the one Student M came up with. [TARGET]Teacher: She did one-sixth, one-sixth, one-sixth, one-sixth, one-sixth, one-sixth.[/TARGET] Teacher: Okay. Student: What are we supposed to be doing? Student: [Crosstalk]",0 1806,"Student: What are we supposed to be doing? Student: [Crosstalk] Teacher: Okay. [TARGET]Teacher: So if you look here at what Student M did, we could say that one-sixth plus one-sixth plus one-sixth plus one-sixth plus one-half equals one whole.[/TARGET] Teacher: What would be an easier way for me to write this, an easier way? Teacher: Somebody over here, Student J. Student: Six-sixths plus one-half.",0 1807,"Student: [Crosstalk] Teacher: Okay. Teacher: So if you look here at what Student M did, we could say that one-sixth plus one-sixth plus one-sixth plus one-sixth plus one-half equals one whole. [TARGET]Teacher: What would be an easier way for me to write this, an easier way?[/TARGET] Teacher: Somebody over here, Student J. Student: Six-sixths plus one-half. Student: [Crosstalk]",0 1808,"Teacher: Okay. Teacher: So if you look here at what Student M did, we could say that one-sixth plus one-sixth plus one-sixth plus one-sixth plus one-half equals one whole. Teacher: What would be an easier way for me to write this, an easier way? [TARGET]Teacher: Somebody over here, Student J.[/TARGET] Student: Six-sixths plus one-half. Student: [Crosstalk] Student: One whole.",1 1809,Student: [Crosstalk] Student: One whole. Student: [Crosstalk] [TARGET]Teacher: Yes Student M?[/TARGET] Teacher: What? Student: [Inaudible] Teacher: Excellent.,0 1810,Student: One whole. Student: [Crosstalk] Teacher: Yes Student M? [TARGET]Teacher: What?[/TARGET] Student: [Inaudible] Teacher: Excellent. Teacher: What Student M did was this.,0 1811,"Teacher: Yes Student M? Teacher: What? Student: [Inaudible] [TARGET]Teacher: Excellent.[/TARGET] Teacher: What Student M did was this. Teacher: She knew that if she did six-sixths, what does that equal? Student: One-half.",0 1812,"Teacher: What? Student: [Inaudible] Teacher: Excellent. [TARGET]Teacher: What Student M did was this.[/TARGET] Teacher: She knew that if she did six-sixths, what does that equal? Student: One-half. Multiple Students: One-whole.",0 1813,"Student: [Inaudible] Teacher: Excellent. Teacher: What Student M did was this. [TARGET]Teacher: She knew that if she did six-sixths, what does that equal?[/TARGET] Student: One-half. Multiple Students: One-whole. Teacher: Yep.",0 1814,"Teacher: She knew that if she did six-sixths, what does that equal? Student: One-half. Multiple Students: One-whole. [TARGET]Teacher: Yep.[/TARGET] Teacher: So if you do the six plus one-half equals a whole. Teacher: So it works out perfectly. Teacher: All right.",0 1815,Student: One-half. Multiple Students: One-whole. Teacher: Yep. [TARGET]Teacher: So if you do the six plus one-half equals a whole.[/TARGET] Teacher: So it works out perfectly. Teacher: All right. Teacher: Anybody come up with a different way?,0 1816,Multiple Students: One-whole. Teacher: Yep. Teacher: So if you do the six plus one-half equals a whole. [TARGET]Teacher: So it works out perfectly.[/TARGET] Teacher: All right. Teacher: Anybody come up with a different way? Student: I did.,0 1817,Teacher: So if you do the six plus one-half equals a whole. Teacher: So it works out perfectly. Teacher: All right. [TARGET]Teacher: Anybody come up with a different way?[/TARGET] Student: I did. Student: I did. Student: [Crosstalk],0 1818,"Student: I did. Student: I did. Student: [Crosstalk] [TARGET]Teacher: That's not one-half.[/TARGET] Teacher: Honey, a half of this is right here. Teacher: There's only two halves. Teacher: [Crosstalk]",0 1819,"Student: I did. Student: [Crosstalk] Teacher: That's not one-half. [TARGET]Teacher: Honey, a half of this is right here.[/TARGET] Teacher: There's only two halves. Teacher: [Crosstalk] Teacher: I did hear you, Student D. Plus what?",0 1820,"Student: [Crosstalk] Teacher: That's not one-half. Teacher: Honey, a half of this is right here. [TARGET]Teacher: There's only two halves.[/TARGET] Teacher: [Crosstalk] Teacher: I did hear you, Student D. Plus what? Student: [Inaudible]",0 1821,"Teacher: Honey, a half of this is right here. Teacher: There's only two halves. Teacher: [Crosstalk] [TARGET]Teacher: I did hear you, Student D. Plus what?[/TARGET] Student: [Inaudible] Teacher: Yep. Teacher: Can you do one?",0 1822,"Teacher: [Crosstalk] Teacher: I did hear you, Student D. Plus what? Student: [Inaudible] [TARGET]Teacher: Yep.[/TARGET] Teacher: Can you do one? Teacher: Who's done another one? Student: I got another idea.",0 1823,"Teacher: I did hear you, Student D. Plus what? Student: [Inaudible] Teacher: Yep. [TARGET]Teacher: Can you do one?[/TARGET] Teacher: Who's done another one? Student: I got another idea. Student: I did one.",1 1824,Student: [Inaudible] Teacher: Yep. Teacher: Can you do one? [TARGET]Teacher: Who's done another one?[/TARGET] Student: I got another idea. Student: I did one. Student: [Crosstalk],1 1825,"Student: I got another idea. Student: I did one. Student: [Crosstalk] [TARGET]Teacher: Wait until it's done.[/TARGET] Teacher: Let me see what you are doing over here. Teacher: [Crosstalk] Teacher: I'll be right over there, Student D.",1 1826,"Student: I did one. Student: [Crosstalk] Teacher: Wait until it's done. [TARGET]Teacher: Let me see what you are doing over here.[/TARGET] Teacher: [Crosstalk] Teacher: I'll be right over there, Student D. Teacher: [Crosstalk]",1 1827,"Teacher: Wait until it's done. Teacher: Let me see what you are doing over here. Teacher: [Crosstalk] [TARGET]Teacher: I'll be right over there, Student D.[/TARGET] Teacher: [Crosstalk] Student: Six-twelfths and two-fourths is one whole. Teacher: Student J, what are you doing?",1 1828,"Teacher: I'll be right over there, Student D. Teacher: [Crosstalk] Student: Six-twelfths and two-fourths is one whole. [TARGET]Teacher: Student J, what are you doing?[/TARGET] Student: [Inaudible] Teacher: Excuse me. Teacher: [Crosstalk]",1 1829,"Student: Six-twelfths and two-fourths is one whole. Teacher: Student J, what are you doing? Student: [Inaudible] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: Let's see what you have.",1 1830,"Teacher: Excuse me. Teacher: [Crosstalk] Teacher: Okay. [TARGET]Teacher: Let's see what you have.[/TARGET] Teacher: Two-twelfths, and what's left over? Student: Three-twelfths. Teacher: That's two, one, two.",1 1831,"Teacher: [Crosstalk] Teacher: Okay. Teacher: Let's see what you have. [TARGET]Teacher: Two-twelfths, and what's left over?[/TARGET] Student: Three-twelfths. Teacher: That's two, one, two. Student: Two-twelfths and then three-twelfths.",0 1832,"Teacher: Let's see what you have. Teacher: Two-twelfths, and what's left over? Student: Three-twelfths. [TARGET]Teacher: That's two, one, two.[/TARGET] Student: Two-twelfths and then three-twelfths. Teacher: But you have to have different ones that don't end in 12. Teacher: [Crosstalk]",0 1833,"Student: Three-twelfths. Teacher: That's two, one, two. Student: Two-twelfths and then three-twelfths. [TARGET]Teacher: But you have to have different ones that don't end in 12.[/TARGET] Teacher: [Crosstalk] Teacher: Can you give that to Student A? Teacher: [Crosstalk]",0 1834,Student: Two-twelfths and then three-twelfths. Teacher: But you have to have different ones that don't end in 12. Teacher: [Crosstalk] [TARGET]Teacher: Can you give that to Student A?[/TARGET] Teacher: [Crosstalk] Teacher: We already did that one on the board. Teacher: One-fourth and one-fourth is one-half.,1 1835,"Teacher: [Crosstalk] Teacher: Can you give that to Student A? Teacher: [Crosstalk] [TARGET]Teacher: We already did that one on the board.[/TARGET] Teacher: One-fourth and one-fourth is one-half. Student: [Inaudible] Teacher: That's one, but we're trying to find ones with two different fractions, not the same.",0 1836,"Teacher: Can you give that to Student A? Teacher: [Crosstalk] Teacher: We already did that one on the board. [TARGET]Teacher: One-fourth and one-fourth is one-half.[/TARGET] Student: [Inaudible] Teacher: That's one, but we're trying to find ones with two different fractions, not the same. Teacher: Student J, come on up and draw yours right here.",0 1837,"Teacher: We already did that one on the board. Teacher: One-fourth and one-fourth is one-half. Student: [Inaudible] [TARGET]Teacher: That's one, but we're trying to find ones with two different fractions, not the same.[/TARGET] Teacher: Student J, come on up and draw yours right here. Student: [Inaudible] Teacher: Yep, whichever one you want.",0 1838,"Teacher: One-fourth and one-fourth is one-half. Student: [Inaudible] Teacher: That's one, but we're trying to find ones with two different fractions, not the same. [TARGET]Teacher: Student J, come on up and draw yours right here.[/TARGET] Student: [Inaudible] Teacher: Yep, whichever one you want. Teacher: Let me see what you've got.",1 1839,"Teacher: That's one, but we're trying to find ones with two different fractions, not the same. Teacher: Student J, come on up and draw yours right here. Student: [Inaudible] [TARGET]Teacher: Yep, whichever one you want.[/TARGET] Teacher: Let me see what you've got. Teacher: Let me look at your paper, darling. Teacher: Draw this one.",1 1840,"Teacher: Student J, come on up and draw yours right here. Student: [Inaudible] Teacher: Yep, whichever one you want. [TARGET]Teacher: Let me see what you've got.[/TARGET] Teacher: Let me look at your paper, darling. Teacher: Draw this one. Teacher: Okay, Student J is gonna draw one.",1 1841,"Student: [Inaudible] Teacher: Yep, whichever one you want. Teacher: Let me see what you've got. [TARGET]Teacher: Let me look at your paper, darling.[/TARGET] Teacher: Draw this one. Teacher: Okay, Student J is gonna draw one. Teacher: You have to hold the paper.",1 1842,"Teacher: Yep, whichever one you want. Teacher: Let me see what you've got. Teacher: Let me look at your paper, darling. [TARGET]Teacher: Draw this one.[/TARGET] Teacher: Okay, Student J is gonna draw one. Teacher: You have to hold the paper. Teacher: And Student D, let me look at yours.",1 1843,"Teacher: Let me see what you've got. Teacher: Let me look at your paper, darling. Teacher: Draw this one. [TARGET]Teacher: Okay, Student J is gonna draw one.[/TARGET] Teacher: You have to hold the paper. Teacher: And Student D, let me look at yours. Student: [Inaudible]",1 1844,"Teacher: Let me look at your paper, darling. Teacher: Draw this one. Teacher: Okay, Student J is gonna draw one. [TARGET]Teacher: You have to hold the paper.[/TARGET] Teacher: And Student D, let me look at yours. Student: [Inaudible] Teacher: Okay.",1 1845,"Teacher: Draw this one. Teacher: Okay, Student J is gonna draw one. Teacher: You have to hold the paper. [TARGET]Teacher: And Student D, let me look at yours.[/TARGET] Student: [Inaudible] Teacher: Okay. Student: I know that's one whole, but I -",1 1846,"Student: [Inaudible] Teacher: Okay. Student: I know that's one whole, but I - [TARGET]Teacher: But that's not five fives, 1, 2, 3, 4, 5, 6, 7, 8, 9 by - that's five nines.[/TARGET] Student: Oh. Teacher: Okay, let's see what you've got, Student D. Are you talking when you should be working? Student: I am finished.",0 1847,"Student: I know that's one whole, but I - Teacher: But that's not five fives, 1, 2, 3, 4, 5, 6, 7, 8, 9 by - that's five nines. Student: Oh. [TARGET]Teacher: Okay, let's see what you've got, Student D. Are you talking when you should be working?[/TARGET] Student: I am finished. Teacher: All right. Teacher: Let's look at what Student J did.",1 1848,"Teacher: Okay, let's see what you've got, Student D. Are you talking when you should be working? Student: I am finished. Teacher: All right. [TARGET]Teacher: Let's look at what Student J did.[/TARGET] Teacher: Look at this up here. Teacher: She did one-sixth plus one-sixth plus one-sixth plus one-fourth plus one-fourth equals one whole. Student: Can I do mine?",1 1849,Student: I am finished. Teacher: All right. Teacher: Let's look at what Student J did. [TARGET]Teacher: Look at this up here.[/TARGET] Teacher: She did one-sixth plus one-sixth plus one-sixth plus one-fourth plus one-fourth equals one whole. Student: Can I do mine? Teacher: Now -,1 1850,Teacher: All right. Teacher: Let's look at what Student J did. Teacher: Look at this up here. [TARGET]Teacher: She did one-sixth plus one-sixth plus one-sixth plus one-fourth plus one-fourth equals one whole.[/TARGET] Student: Can I do mine? Teacher: Now - Teacher: [Crosstalk],0 1851,Teacher: Look at this up here. Teacher: She did one-sixth plus one-sixth plus one-sixth plus one-fourth plus one-fourth equals one whole. Student: Can I do mine? [TARGET]Teacher: Now -[/TARGET] Teacher: [Crosstalk] Teacher: Let's see. Teacher: I've seen a lot.,0 1852,Student: Can I do mine? Teacher: Now - Teacher: [Crosstalk] [TARGET]Teacher: Let's see.[/TARGET] Teacher: I've seen a lot. Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones. Teacher: [Crosstalk],1 1853,Teacher: Now - Teacher: [Crosstalk] Teacher: Let's see. [TARGET]Teacher: I've seen a lot.[/TARGET] Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones. Teacher: [Crosstalk] Teacher: I hear people talking too loud.,1 1854,Teacher: [Crosstalk] Teacher: Let's see. Teacher: I've seen a lot. [TARGET]Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones.[/TARGET] Teacher: [Crosstalk] Teacher: I hear people talking too loud. Teacher: You're supposed to be raising your hands.,1 1855,Teacher: I've seen a lot. Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones. Teacher: [Crosstalk] [TARGET]Teacher: I hear people talking too loud.[/TARGET] Teacher: You're supposed to be raising your hands. Teacher: Let's see who's doing that. Teacher: Student K.,1 1856,Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones. Teacher: [Crosstalk] Teacher: I hear people talking too loud. [TARGET]Teacher: You're supposed to be raising your hands.[/TARGET] Teacher: Let's see who's doing that. Teacher: Student K. Student: Yeah?,1 1857,Teacher: [Crosstalk] Teacher: I hear people talking too loud. Teacher: You're supposed to be raising your hands. [TARGET]Teacher: Let's see who's doing that.[/TARGET] Teacher: Student K. Student: Yeah? Teacher: I don't see you doing your work.,1 1858,Teacher: I hear people talking too loud. Teacher: You're supposed to be raising your hands. Teacher: Let's see who's doing that. [TARGET]Teacher: Student K.[/TARGET] Student: Yeah? Teacher: I don't see you doing your work. Student: Because I can't.,1 1859,"Teacher: Let's see who's doing that. Teacher: Student K. Student: Yeah? [TARGET]Teacher: I don't see you doing your work.[/TARGET] Student: Because I can't. Student: It's because I [inaudible]. Teacher: Where'd your paper go, darling?",1 1860,"Teacher: I don't see you doing your work. Student: Because I can't. Student: It's because I [inaudible]. [TARGET]Teacher: Where'd your paper go, darling?[/TARGET] Teacher: I gave it to you. Student: No, I think it's [inaudible]. Teacher: Well go look for it.",1 1861,"Student: Because I can't. Student: It's because I [inaudible]. Teacher: Where'd your paper go, darling? [TARGET]Teacher: I gave it to you.[/TARGET] Student: No, I think it's [inaudible]. Teacher: Well go look for it. Student: We have to do our own?",1 1862,"Teacher: Where'd your paper go, darling? Teacher: I gave it to you. Student: No, I think it's [inaudible]. [TARGET]Teacher: Well go look for it.[/TARGET] Student: We have to do our own? Teacher: Yes. Teacher: Okay.",1 1863,"Student: No, I think it's [inaudible]. Teacher: Well go look for it. Student: We have to do our own? [TARGET]Teacher: Yes.[/TARGET] Teacher: Okay. Teacher: I want to see your own. Student: Is that it right there in front of your desk?",1 1864,"Student: We have to do our own? Teacher: Yes. Teacher: Okay. [TARGET]Teacher: I want to see your own.[/TARGET] Student: Is that it right there in front of your desk? Teacher: Let me see. Teacher: Okay, keep thinking.",1 1865,"Teacher: Okay. Teacher: I want to see your own. Student: Is that it right there in front of your desk? [TARGET]Teacher: Let me see.[/TARGET] Teacher: Okay, keep thinking. Teacher: Keep thinking. Teacher: Keep thinking.",1 1866,"Teacher: I want to see your own. Student: Is that it right there in front of your desk? Teacher: Let me see. [TARGET]Teacher: Okay, keep thinking.[/TARGET] Teacher: Keep thinking. Teacher: Keep thinking. Teacher: Let me look at these.",0 1867,"Student: Is that it right there in front of your desk? Teacher: Let me see. Teacher: Okay, keep thinking. [TARGET]Teacher: Keep thinking.[/TARGET] Teacher: Keep thinking. Teacher: Let me look at these. Student: Can I do my own?",0 1868,"Teacher: Let me see. Teacher: Okay, keep thinking. Teacher: Keep thinking. [TARGET]Teacher: Keep thinking.[/TARGET] Teacher: Let me look at these. Student: Can I do my own? Student: Can I do another one?",0 1869,"Teacher: Okay, keep thinking. Teacher: Keep thinking. Teacher: Keep thinking. [TARGET]Teacher: Let me look at these.[/TARGET] Student: Can I do my own? Student: Can I do another one? Student: [Crosstalk]",1 1870,"Student: Can I do my own? Student: Can I do another one? Student: [Crosstalk] [TARGET]Teacher: Student D, go put yours up.[/TARGET] Teacher: Student J, let me see yours. Teacher: Why are you using all these sixes? Teacher: Everybody is using the same thing?",1 1871,"Student: Can I do another one? Student: [Crosstalk] Teacher: Student D, go put yours up. [TARGET]Teacher: Student J, let me see yours.[/TARGET] Teacher: Why are you using all these sixes? Teacher: Everybody is using the same thing? Student: I don't know.",1 1872,"Student: [Crosstalk] Teacher: Student D, go put yours up. Teacher: Student J, let me see yours. [TARGET]Teacher: Why are you using all these sixes?[/TARGET] Teacher: Everybody is using the same thing? Student: I don't know. Student: I used a different one on the bottom.",0 1873,"Teacher: Student D, go put yours up. Teacher: Student J, let me see yours. Teacher: Why are you using all these sixes? [TARGET]Teacher: Everybody is using the same thing?[/TARGET] Student: I don't know. Student: I used a different one on the bottom. Student: [Inaudible]",0 1874,Student: I don't know. Student: I used a different one on the bottom. Student: [Inaudible] [TARGET]Teacher: Who's confused?[/TARGET] Teacher: I'll be right over. Student: One-half plus one-half. Teacher: Huh?,1 1875,Student: I used a different one on the bottom. Student: [Inaudible] Teacher: Who's confused? [TARGET]Teacher: I'll be right over.[/TARGET] Student: One-half plus one-half. Teacher: Huh? Student: One-half plus one-half.,1 1876,"Teacher: Who's confused? Teacher: I'll be right over. Student: One-half plus one-half. [TARGET]Teacher: Huh?[/TARGET] Student: One-half plus one-half. Teacher: Yeah, but you have to have different fractions, not the same fractions. Student: [Inaudible]",0 1877,"Student: One-half plus one-half. Teacher: Huh? Student: One-half plus one-half. [TARGET]Teacher: Yeah, but you have to have different fractions, not the same fractions.[/TARGET] Student: [Inaudible] Teacher: Huh? Student: [Inaudible]",0 1878,"Student: One-half plus one-half. Teacher: Yeah, but you have to have different fractions, not the same fractions. Student: [Inaudible] [TARGET]Teacher: Huh?[/TARGET] Student: [Inaudible] Teacher: Which one? Student: One-half plus one-half.",0 1879,"Student: [Inaudible] Teacher: Huh? Student: [Inaudible] [TARGET]Teacher: Which one?[/TARGET] Student: One-half plus one-half. Teacher: One-half plus one-half is a whole, yes, but what I want, see how she's got one-fourth plus five 9s, that's what we want to try to do, okay. Student: But it's hard.",0 1880,"Student: [Inaudible] Teacher: Which one? Student: One-half plus one-half. [TARGET]Teacher: One-half plus one-half is a whole, yes, but what I want, see how she's got one-fourth plus five 9s, that's what we want to try to do, okay.[/TARGET] Student: But it's hard. Teacher: It is and that's why I'm doing your thinking. Teacher: I want to challenge you.",0 1881,"Student: One-half plus one-half. Teacher: One-half plus one-half is a whole, yes, but what I want, see how she's got one-fourth plus five 9s, that's what we want to try to do, okay. Student: But it's hard. [TARGET]Teacher: It is and that's why I'm doing your thinking.[/TARGET] Teacher: I want to challenge you. Teacher: [Crosstalk] Teacher: This is five-eighths, 1, 2, 3, 4, 5 and then 1, 2, 3, 4, 5, 6, 7, 8.",0 1882,"Teacher: One-half plus one-half is a whole, yes, but what I want, see how she's got one-fourth plus five 9s, that's what we want to try to do, okay. Student: But it's hard. Teacher: It is and that's why I'm doing your thinking. [TARGET]Teacher: I want to challenge you.[/TARGET] Teacher: [Crosstalk] Teacher: This is five-eighths, 1, 2, 3, 4, 5 and then 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Okay.",0 1883,"Teacher: It is and that's why I'm doing your thinking. Teacher: I want to challenge you. Teacher: [Crosstalk] [TARGET]Teacher: This is five-eighths, 1, 2, 3, 4, 5 and then 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: Okay. Teacher: All right, let me see yours, honey. Teacher: Okay, so you get it.",0 1884,"Teacher: [Crosstalk] Teacher: This is five-eighths, 1, 2, 3, 4, 5 and then 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Okay. [TARGET]Teacher: All right, let me see yours, honey.[/TARGET] Teacher: Okay, so you get it. Teacher: That's right. Teacher: Do you see how some of those -?",1 1885,"Teacher: This is five-eighths, 1, 2, 3, 4, 5 and then 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Okay. Teacher: All right, let me see yours, honey. [TARGET]Teacher: Okay, so you get it.[/TARGET] Teacher: That's right. Teacher: Do you see how some of those -? Teacher: Student K, Student J, please.",0 1886,"Teacher: Okay. Teacher: All right, let me see yours, honey. Teacher: Okay, so you get it. [TARGET]Teacher: That's right.[/TARGET] Teacher: Do you see how some of those -? Teacher: Student K, Student J, please. Student: Okay.",0 1887,"Teacher: All right, let me see yours, honey. Teacher: Okay, so you get it. Teacher: That's right. [TARGET]Teacher: Do you see how some of those -?[/TARGET] Teacher: Student K, Student J, please. Student: Okay. Teacher: Do you see how - yeah.",0 1888,"Teacher: Okay, so you get it. Teacher: That's right. Teacher: Do you see how some of those -? [TARGET]Teacher: Student K, Student J, please.[/TARGET] Student: Okay. Teacher: Do you see how - yeah. Teacher: Why don't - Student K.",1 1889,"Teacher: Do you see how some of those -? Teacher: Student K, Student J, please. Student: Okay. [TARGET]Teacher: Do you see how - yeah.[/TARGET] Teacher: Why don't - Student K. Student: Yes. Teacher: I want you to do this right now.",0 1890,"Teacher: Student K, Student J, please. Student: Okay. Teacher: Do you see how - yeah. [TARGET]Teacher: Why don't - Student K.[/TARGET] Student: Yes. Teacher: I want you to do this right now. Student: I'm trying to.",1 1891,"Teacher: Do you see how - yeah. Teacher: Why don't - Student K. Student: Yes. [TARGET]Teacher: I want you to do this right now.[/TARGET] Student: I'm trying to. Teacher: Excellent. Teacher: Thank you, Student D. ",1 1892,"Student: Yes. Teacher: I want you to do this right now. Student: I'm trying to. [TARGET]Teacher: Excellent.[/TARGET] Teacher: Thank you, Student D. Teacher: [Crosstalk] Teacher: All right.",1 1893,"Teacher: I want you to do this right now. Student: I'm trying to. Teacher: Excellent. [TARGET]Teacher: Thank you, Student D. [/TARGET] Teacher: [Crosstalk] Teacher: All right. Teacher: One-fourth plus five-ninths is a whole.",1 1894,"Teacher: Thank you, Student D. Teacher: [Crosstalk] Teacher: All right. [TARGET]Teacher: One-fourth plus five-ninths is a whole.[/TARGET] Teacher: Do you see that Student G? Student: No. Teacher: Do you see how that's a whole?",0 1895,Teacher: [Crosstalk] Teacher: All right. Teacher: One-fourth plus five-ninths is a whole. [TARGET]Teacher: Do you see that Student G?[/TARGET] Student: No. Teacher: Do you see how that's a whole? Teacher: Okay.,0 1896,Teacher: One-fourth plus five-ninths is a whole. Teacher: Do you see that Student G? Student: No. [TARGET]Teacher: Do you see how that's a whole?[/TARGET] Teacher: Okay. Teacher: Let me look at yours. Teacher: [Crosstalk],0 1897,Student: No. Teacher: Do you see how that's a whole? Teacher: Okay. [TARGET]Teacher: Let me look at yours.[/TARGET] Teacher: [Crosstalk] Teacher: What? Student: Are you gonna [inaudible] this group?,1 1898,Teacher: Okay. Teacher: Let me look at yours. Teacher: [Crosstalk] [TARGET]Teacher: What?[/TARGET] Student: Are you gonna [inaudible] this group? Teacher: Don't worry about it right now. Student: Can I ask you a question?,0 1899,Teacher: [Crosstalk] Teacher: What? Student: Are you gonna [inaudible] this group? [TARGET]Teacher: Don't worry about it right now.[/TARGET] Student: Can I ask you a question? Student: I want to do that. Teacher: Go to [inaudible].,1 1900,"Teacher: Don't worry about it right now. Student: Can I ask you a question? Student: I want to do that. [TARGET]Teacher: Go to [inaudible].[/TARGET] Teacher: Student D. Okay. Teacher: Student A, I don't like how you're having a conversation over there. Teacher: [Crosstalk]",1 1901,"Student: Can I ask you a question? Student: I want to do that. Teacher: Go to [inaudible]. [TARGET]Teacher: Student D. Okay.[/TARGET] Teacher: Student A, I don't like how you're having a conversation over there. Teacher: [Crosstalk] Teacher: Were you talking about that?",1 1902,"Student: I want to do that. Teacher: Go to [inaudible]. Teacher: Student D. Okay. [TARGET]Teacher: Student A, I don't like how you're having a conversation over there.[/TARGET] Teacher: [Crosstalk] Teacher: Were you talking about that? Teacher: [Crosstalk]",1 1903,"Teacher: Student D. Okay. Teacher: Student A, I don't like how you're having a conversation over there. Teacher: [Crosstalk] [TARGET]Teacher: Were you talking about that?[/TARGET] Teacher: [Crosstalk] Teacher: I know. Teacher: Student A, I know you weren't, so I will need you guys to be quiet.",1 1904,"Teacher: [Crosstalk] Teacher: Were you talking about that? Teacher: [Crosstalk] [TARGET]Teacher: I know.[/TARGET] Teacher: Student A, I know you weren't, so I will need you guys to be quiet. Student: Teacher, do I do it like this or do I do it a different way? Teacher: Doing good.",1 1905,"Teacher: Were you talking about that? Teacher: [Crosstalk] Teacher: I know. [TARGET]Teacher: Student A, I know you weren't, so I will need you guys to be quiet.[/TARGET] Student: Teacher, do I do it like this or do I do it a different way? Teacher: Doing good. Teacher: [Crosstalk]",1 1906,"Teacher: I know. Teacher: Student A, I know you weren't, so I will need you guys to be quiet. Student: Teacher, do I do it like this or do I do it a different way? [TARGET]Teacher: Doing good.[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: Now can everybody take a look at the board?",0 1907,Teacher: Doing good. Teacher: [Crosstalk] Teacher: Okay. [TARGET]Teacher: Now can everybody take a look at the board?[/TARGET] Teacher: Student K. Student: Yes? Teacher: Please take a look.,1 1908,Teacher: [Crosstalk] Teacher: Okay. Teacher: Now can everybody take a look at the board? [TARGET]Teacher: Student K.[/TARGET] Student: Yes? Teacher: Please take a look. Teacher: Student A.,1 1909,"Teacher: Now can everybody take a look at the board? Teacher: Student K. Student: Yes? [TARGET]Teacher: Please take a look.[/TARGET] Teacher: Student A. Teacher: Now I'm gonna wait till it's absolutely quiet in here. Teacher: Student T, you might want to move your desk back a little bit.",1 1910,"Teacher: Student K. Student: Yes? Teacher: Please take a look. [TARGET]Teacher: Student A.[/TARGET] Teacher: Now I'm gonna wait till it's absolutely quiet in here. Teacher: Student T, you might want to move your desk back a little bit. Teacher: Now if you look here, we have one-fourth plus five-ninths.",1 1911,"Student: Yes? Teacher: Please take a look. Teacher: Student A. [TARGET]Teacher: Now I'm gonna wait till it's absolutely quiet in here.[/TARGET] Teacher: Student T, you might want to move your desk back a little bit. Teacher: Now if you look here, we have one-fourth plus five-ninths. Teacher: Put that away, Student K. Four-fifths plus five-eighths equals one.",1 1912,"Teacher: Please take a look. Teacher: Student A. Teacher: Now I'm gonna wait till it's absolutely quiet in here. [TARGET]Teacher: Student T, you might want to move your desk back a little bit.[/TARGET] Teacher: Now if you look here, we have one-fourth plus five-ninths. Teacher: Put that away, Student K. Four-fifths plus five-eighths equals one. Teacher: Three-sixths plus two-fourths equals one.",1 1913,"Teacher: Student A. Teacher: Now I'm gonna wait till it's absolutely quiet in here. Teacher: Student T, you might want to move your desk back a little bit. [TARGET]Teacher: Now if you look here, we have one-fourth plus five-ninths.[/TARGET] Teacher: Put that away, Student K. Four-fifths plus five-eighths equals one. Teacher: Three-sixths plus two-fourths equals one. Teacher: Okay, now let's take out our math books.",0 1914,"Teacher: Now I'm gonna wait till it's absolutely quiet in here. Teacher: Student T, you might want to move your desk back a little bit. Teacher: Now if you look here, we have one-fourth plus five-ninths. [TARGET]Teacher: Put that away, Student K. Four-fifths plus five-eighths equals one.[/TARGET] Teacher: Three-sixths plus two-fourths equals one. Teacher: Okay, now let's take out our math books. Teacher: Take out your math books.",1 1915,"Teacher: Student T, you might want to move your desk back a little bit. Teacher: Now if you look here, we have one-fourth plus five-ninths. Teacher: Put that away, Student K. Four-fifths plus five-eighths equals one. [TARGET]Teacher: Three-sixths plus two-fourths equals one.[/TARGET] Teacher: Okay, now let's take out our math books. Teacher: Take out your math books. Teacher: [Crosstalk]",0 1916,"Teacher: Now if you look here, we have one-fourth plus five-ninths. Teacher: Put that away, Student K. Four-fifths plus five-eighths equals one. Teacher: Three-sixths plus two-fourths equals one. [TARGET]Teacher: Okay, now let's take out our math books.[/TARGET] Teacher: Take out your math books. Teacher: [Crosstalk] Teacher: Not quite.",1 1917,"Teacher: Put that away, Student K. Four-fifths plus five-eighths equals one. Teacher: Three-sixths plus two-fourths equals one. Teacher: Okay, now let's take out our math books. [TARGET]Teacher: Take out your math books.[/TARGET] Teacher: [Crosstalk] Teacher: Not quite. Teacher: I'll get to you in a minute.",1 1918,"Teacher: Okay, now let's take out our math books. Teacher: Take out your math books. Teacher: [Crosstalk] [TARGET]Teacher: Not quite.[/TARGET] Teacher: I'll get to you in a minute. Teacher: I love how Student D has taken out her math book. Teacher: Get that off your ear.",1 1919,Teacher: Take out your math books. Teacher: [Crosstalk] Teacher: Not quite. [TARGET]Teacher: I'll get to you in a minute.[/TARGET] Teacher: I love how Student D has taken out her math book. Teacher: Get that off your ear. Teacher: Student J has taken out his math book.,1 1920,Teacher: [Crosstalk] Teacher: Not quite. Teacher: I'll get to you in a minute. [TARGET]Teacher: I love how Student D has taken out her math book.[/TARGET] Teacher: Get that off your ear. Teacher: Student J has taken out his math book. Teacher: [Crosstalk],1 1921,Teacher: Not quite. Teacher: I'll get to you in a minute. Teacher: I love how Student D has taken out her math book. [TARGET]Teacher: Get that off your ear.[/TARGET] Teacher: Student J has taken out his math book. Teacher: [Crosstalk] Teacher: Student D and Student J.,1 1922,"Teacher: I'll get to you in a minute. Teacher: I love how Student D has taken out her math book. Teacher: Get that off your ear. [TARGET]Teacher: Student J has taken out his math book.[/TARGET] Teacher: [Crosstalk] Teacher: Student D and Student J. Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this.",1 1923,"Teacher: Get that off your ear. Teacher: Student J has taken out his math book. Teacher: [Crosstalk] [TARGET]Teacher: Student D and Student J.[/TARGET] Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this. Teacher: So Student K, can you step outside? Student: Okay.",1 1924,"Teacher: Student J has taken out his math book. Teacher: [Crosstalk] Teacher: Student D and Student J. [TARGET]Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this.[/TARGET] Teacher: So Student K, can you step outside? Student: Okay. Teacher: And, Student D, can you step outside?",1 1925,"Teacher: [Crosstalk] Teacher: Student D and Student J. Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this. [TARGET]Teacher: So Student K, can you step outside?[/TARGET] Student: Okay. Teacher: And, Student D, can you step outside? Teacher: I'm busy right now.",1 1926,"Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this. Teacher: So Student K, can you step outside? Student: Okay. [TARGET]Teacher: And, Student D, can you step outside?[/TARGET] Teacher: I'm busy right now. Teacher: You have to raise your hand. Teacher: Student A, step outside.",1 1927,"Teacher: So Student K, can you step outside? Student: Okay. Teacher: And, Student D, can you step outside? [TARGET]Teacher: I'm busy right now.[/TARGET] Teacher: You have to raise your hand. Teacher: Student A, step outside. Student: But I'm telling you I don't see what's the [inaudible].",1 1928,"Student: Okay. Teacher: And, Student D, can you step outside? Teacher: I'm busy right now. [TARGET]Teacher: You have to raise your hand.[/TARGET] Teacher: Student A, step outside. Student: But I'm telling you I don't see what's the [inaudible]. Teacher: All right, keep it quiet, guys.",1 1929,"Teacher: And, Student D, can you step outside? Teacher: I'm busy right now. Teacher: You have to raise your hand. [TARGET]Teacher: Student A, step outside.[/TARGET] Student: But I'm telling you I don't see what's the [inaudible]. Teacher: All right, keep it quiet, guys. Teacher: Student D.",1 1930,"Teacher: You have to raise your hand. Teacher: Student A, step outside. Student: But I'm telling you I don't see what's the [inaudible]. [TARGET]Teacher: All right, keep it quiet, guys.[/TARGET] Teacher: Student D. Student: Do you know where my math book is? Teacher: I don't.",1 1931,"Teacher: Student A, step outside. Student: But I'm telling you I don't see what's the [inaudible]. Teacher: All right, keep it quiet, guys. [TARGET]Teacher: Student D.[/TARGET] Student: Do you know where my math book is? Teacher: I don't. Teacher: Take out your math book please.",1 1932,"Teacher: All right, keep it quiet, guys. Teacher: Student D. Student: Do you know where my math book is? [TARGET]Teacher: I don't.[/TARGET] Teacher: Take out your math book please. Teacher: [Crosstalk] Teacher: Let's open up to unit 6.",1 1933,Teacher: Student D. Student: Do you know where my math book is? Teacher: I don't. [TARGET]Teacher: Take out your math book please.[/TARGET] Teacher: [Crosstalk] Teacher: Let's open up to unit 6. Student: I need you to check if we left this [inaudible].,1 1934,"Teacher: I don't. Teacher: Take out your math book please. Teacher: [Crosstalk] [TARGET]Teacher: Let's open up to unit 6.[/TARGET] Student: I need you to check if we left this [inaudible]. Student: Teacher, isn't it page 31? Teacher: No.",1 1935,"Teacher: Let's open up to unit 6. Student: I need you to check if we left this [inaudible]. Student: Teacher, isn't it page 31? [TARGET]Teacher: No.[/TARGET] Student: What page should it be? Student: What page? Student: She's looking.",1 1936,"Student: What page should it be? Student: What page? Student: She's looking. [TARGET]Teacher: All right, page 29.[/TARGET] Student: We've done that. Teacher: Page 29. Teacher: What?",1 1937,"Student: She's looking. Teacher: All right, page 29. Student: We've done that. [TARGET]Teacher: Page 29.[/TARGET] Teacher: What? Teacher: [Crosstalk] Teacher: I can't help you with that, share.",1 1938,"Teacher: All right, page 29. Student: We've done that. Teacher: Page 29. [TARGET]Teacher: What?[/TARGET] Teacher: [Crosstalk] Teacher: I can't help you with that, share. Teacher: Share with Student J.",1 1939,"Teacher: Page 29. Teacher: What? Teacher: [Crosstalk] [TARGET]Teacher: I can't help you with that, share.[/TARGET] Teacher: Share with Student J. Teacher: Page 29. Teacher: There shouldn't be any talking over there.",1 1940,"Teacher: What? Teacher: [Crosstalk] Teacher: I can't help you with that, share. [TARGET]Teacher: Share with Student J.[/TARGET] Teacher: Page 29. Teacher: There shouldn't be any talking over there. Teacher: Student O, Student K, when you take out a math book there is not talking.",1 1941,"Teacher: [Crosstalk] Teacher: I can't help you with that, share. Teacher: Share with Student J. [TARGET]Teacher: Page 29.[/TARGET] Teacher: There shouldn't be any talking over there. Teacher: Student O, Student K, when you take out a math book there is not talking. Teacher: [Crosstalk]",1 1942,"Teacher: I can't help you with that, share. Teacher: Share with Student J. Teacher: Page 29. [TARGET]Teacher: There shouldn't be any talking over there.[/TARGET] Teacher: Student O, Student K, when you take out a math book there is not talking. Teacher: [Crosstalk] Teacher: All right, both of you go outside.",1 1943,"Teacher: Share with Student J. Teacher: Page 29. Teacher: There shouldn't be any talking over there. [TARGET]Teacher: Student O, Student K, when you take out a math book there is not talking.[/TARGET] Teacher: [Crosstalk] Teacher: All right, both of you go outside. Student: No.",1 1944,"Teacher: There shouldn't be any talking over there. Teacher: Student O, Student K, when you take out a math book there is not talking. Teacher: [Crosstalk] [TARGET]Teacher: All right, both of you go outside.[/TARGET] Student: No. Student: What? Teacher: Go, Student K and Student O.",1 1945,"Teacher: All right, both of you go outside. Student: No. Student: What? [TARGET]Teacher: Go, Student K and Student O.[/TARGET] Student: [Inaudible] Teacher: No, I want both of you out there together, go. Teacher: [Crosstalk]",1 1946,"Student: What? Teacher: Go, Student K and Student O. Student: [Inaudible] [TARGET]Teacher: No, I want both of you out there together, go.[/TARGET] Teacher: [Crosstalk] Teacher: What? Student: They're gonna play around [inaudible].",1 1947,"Student: [Inaudible] Teacher: No, I want both of you out there together, go. Teacher: [Crosstalk] [TARGET]Teacher: What?[/TARGET] Student: They're gonna play around [inaudible]. Teacher: Okay, Student J, could you shut that door correctly? Teacher: Now - Student D, no, not right now.",1 1948,"Teacher: [Crosstalk] Teacher: What? Student: They're gonna play around [inaudible]. [TARGET]Teacher: Okay, Student J, could you shut that door correctly?[/TARGET] Teacher: Now - Student D, no, not right now. Teacher: Let's look at this page, page 29. Teacher: Student C, over here.",1 1949,"Teacher: What? Student: They're gonna play around [inaudible]. Teacher: Okay, Student J, could you shut that door correctly? [TARGET]Teacher: Now - Student D, no, not right now.[/TARGET] Teacher: Let's look at this page, page 29. Teacher: Student C, over here. Teacher: Page 29, it says, ""Fill in the blanks to make each equation true.",1 1950,"Student: They're gonna play around [inaudible]. Teacher: Okay, Student J, could you shut that door correctly? Teacher: Now - Student D, no, not right now. [TARGET]Teacher: Let's look at this page, page 29.[/TARGET] Teacher: Student C, over here. Teacher: Page 29, it says, ""Fill in the blanks to make each equation true. Teacher: You may want to use the grids to help you model each problem.""",1 1951,"Teacher: Okay, Student J, could you shut that door correctly? Teacher: Now - Student D, no, not right now. Teacher: Let's look at this page, page 29. [TARGET]Teacher: Student C, over here.[/TARGET] Teacher: Page 29, it says, ""Fill in the blanks to make each equation true. Teacher: You may want to use the grids to help you model each problem."" Teacher: First of all, tell me what size array this is.",1 1952,"Teacher: Now - Student D, no, not right now. Teacher: Let's look at this page, page 29. Teacher: Student C, over here. [TARGET]Teacher: Page 29, it says, ""Fill in the blanks to make each equation true.[/TARGET] Teacher: You may want to use the grids to help you model each problem."" Teacher: First of all, tell me what size array this is. Teacher: What size array is this?",0 1953,"Teacher: Let's look at this page, page 29. Teacher: Student C, over here. Teacher: Page 29, it says, ""Fill in the blanks to make each equation true. [TARGET]Teacher: You may want to use the grids to help you model each problem.""[/TARGET] Teacher: First of all, tell me what size array this is. Teacher: What size array is this? Student: [Inaudible]",0 1954,"Teacher: Student C, over here. Teacher: Page 29, it says, ""Fill in the blanks to make each equation true. Teacher: You may want to use the grids to help you model each problem."" [TARGET]Teacher: First of all, tell me what size array this is.[/TARGET] Teacher: What size array is this? Student: [Inaudible] Teacher: Student J.",0 1955,"Teacher: Page 29, it says, ""Fill in the blanks to make each equation true. Teacher: You may want to use the grids to help you model each problem."" Teacher: First of all, tell me what size array this is. [TARGET]Teacher: What size array is this?[/TARGET] Student: [Inaudible] Teacher: Student J. Student: 10 out of 10.",0 1956,"Teacher: First of all, tell me what size array this is. Teacher: What size array is this? Student: [Inaudible] [TARGET]Teacher: Student J.[/TARGET] Student: 10 out of 10. Student: Ten-ten. Teacher: Ten-ten.",0 1957,Teacher: Student J. Student: 10 out of 10. Student: Ten-ten. [TARGET]Teacher: Ten-ten.[/TARGET] Teacher: How many square units are in a 10 by 10 grid? Teacher: Student D. Student: 100,0 1958,Student: 10 out of 10. Student: Ten-ten. Teacher: Ten-ten. [TARGET]Teacher: How many square units are in a 10 by 10 grid?[/TARGET] Teacher: Student D. Student: 100 Teacher: 100,0 1959,"Student: Ten-ten. Teacher: Ten-ten. Teacher: How many square units are in a 10 by 10 grid? [TARGET]Teacher: Student D.[/TARGET] Student: 100 Teacher: 100 Teacher: Now it says on number one, ""One-half plus one-eighth plus blank equals one.""",0 1960,"Teacher: How many square units are in a 10 by 10 grid? Teacher: Student D. Student: 100 [TARGET]Teacher: 100[/TARGET] Teacher: Now it says on number one, ""One-half plus one-eighth plus blank equals one."" Teacher: What would be the first thing you might want to do to help you solve this problem? Teacher: What might you want to do?",0 1961,"Teacher: Student D. Student: 100 Teacher: 100 [TARGET]Teacher: Now it says on number one, ""One-half plus one-eighth plus blank equals one.""[/TARGET] Teacher: What would be the first thing you might want to do to help you solve this problem? Teacher: What might you want to do? Teacher: Can you share with Student J, since you've lost your book?",0 1962,"Student: 100 Teacher: 100 Teacher: Now it says on number one, ""One-half plus one-eighth plus blank equals one."" [TARGET]Teacher: What would be the first thing you might want to do to help you solve this problem?[/TARGET] Teacher: What might you want to do? Teacher: Can you share with Student J, since you've lost your book? Teacher: What might you want to do?",0 1963,"Teacher: 100 Teacher: Now it says on number one, ""One-half plus one-eighth plus blank equals one."" Teacher: What would be the first thing you might want to do to help you solve this problem? [TARGET]Teacher: What might you want to do?[/TARGET] Teacher: Can you share with Student J, since you've lost your book? Teacher: What might you want to do? Teacher: Anybody?",0 1964,"Teacher: Now it says on number one, ""One-half plus one-eighth plus blank equals one."" Teacher: What would be the first thing you might want to do to help you solve this problem? Teacher: What might you want to do? [TARGET]Teacher: Can you share with Student J, since you've lost your book?[/TARGET] Teacher: What might you want to do? Teacher: Anybody? Teacher: Okay.",1 1965,"Teacher: What would be the first thing you might want to do to help you solve this problem? Teacher: What might you want to do? Teacher: Can you share with Student J, since you've lost your book? [TARGET]Teacher: What might you want to do?[/TARGET] Teacher: Anybody? Teacher: Okay. Teacher: I have a grid and it says that one-half plus one-eighth plus blank equals one.",0 1966,"Teacher: What might you want to do? Teacher: Can you share with Student J, since you've lost your book? Teacher: What might you want to do? [TARGET]Teacher: Anybody?[/TARGET] Teacher: Okay. Teacher: I have a grid and it says that one-half plus one-eighth plus blank equals one. Teacher: Perhaps I should find one-half on that grid right now.",0 1967,Teacher: What might you want to do? Teacher: Anybody? Teacher: Okay. [TARGET]Teacher: I have a grid and it says that one-half plus one-eighth plus blank equals one.[/TARGET] Teacher: Perhaps I should find one-half on that grid right now. Student: One-half. Teacher: Yep.,0 1968,"Teacher: Anybody? Teacher: Okay. Teacher: I have a grid and it says that one-half plus one-eighth plus blank equals one. [TARGET]Teacher: Perhaps I should find one-half on that grid right now.[/TARGET] Student: One-half. Teacher: Yep. Teacher: Okay, so draw that line.",0 1969,"Teacher: I have a grid and it says that one-half plus one-eighth plus blank equals one. Teacher: Perhaps I should find one-half on that grid right now. Student: One-half. [TARGET]Teacher: Yep.[/TARGET] Teacher: Okay, so draw that line. Teacher: On one side of that write the fraction one-half. Student: One-half.",0 1970,"Teacher: Perhaps I should find one-half on that grid right now. Student: One-half. Teacher: Yep. [TARGET]Teacher: Okay, so draw that line.[/TARGET] Teacher: On one side of that write the fraction one-half. Student: One-half. Student: And on the other side write one-eighth?",0 1971,"Student: One-half. Teacher: Yep. Teacher: Okay, so draw that line. [TARGET]Teacher: On one side of that write the fraction one-half.[/TARGET] Student: One-half. Student: And on the other side write one-eighth? Teacher: No.",0 1972,Teacher: On one side of that write the fraction one-half. Student: One-half. Student: And on the other side write one-eighth? [TARGET]Teacher: No.[/TARGET] Teacher: Now you need to find one-eighth. Teacher: How are you gonna find one-eighth? Teacher: Let's look up here.,0 1973,Student: One-half. Student: And on the other side write one-eighth? Teacher: No. [TARGET]Teacher: Now you need to find one-eighth.[/TARGET] Teacher: How are you gonna find one-eighth? Teacher: Let's look up here. Teacher: I know this isn't the - yes.,0 1974,Student: And on the other side write one-eighth? Teacher: No. Teacher: Now you need to find one-eighth. [TARGET]Teacher: How are you gonna find one-eighth?[/TARGET] Teacher: Let's look up here. Teacher: I know this isn't the - yes. Teacher: No.,0 1975,"Teacher: No. Teacher: Now you need to find one-eighth. Teacher: How are you gonna find one-eighth? [TARGET]Teacher: Let's look up here.[/TARGET] Teacher: I know this isn't the - yes. Teacher: No. Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this.",1 1976,"Teacher: Now you need to find one-eighth. Teacher: How are you gonna find one-eighth? Teacher: Let's look up here. [TARGET]Teacher: I know this isn't the - yes.[/TARGET] Teacher: No. Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this. Teacher: And how much is left?",0 1977,"Teacher: How are you gonna find one-eighth? Teacher: Let's look up here. Teacher: I know this isn't the - yes. [TARGET]Teacher: No.[/TARGET] Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this. Teacher: And how much is left? Teacher: How much is left?",0 1978,"Teacher: Let's look up here. Teacher: I know this isn't the - yes. Teacher: No. [TARGET]Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this.[/TARGET] Teacher: And how much is left? Teacher: How much is left? Teacher: I don't see anybody over here looking at this board.",0 1979,"Teacher: I know this isn't the - yes. Teacher: No. Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this. [TARGET]Teacher: And how much is left?[/TARGET] Teacher: How much is left? Teacher: I don't see anybody over here looking at this board. Teacher: I don't see anybody over here looking at this board.",0 1980,"Teacher: No. Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this. Teacher: And how much is left? [TARGET]Teacher: How much is left?[/TARGET] Teacher: I don't see anybody over here looking at this board. Teacher: I don't see anybody over here looking at this board. Teacher: I told you that this one-half.",0 1981,"Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this. Teacher: And how much is left? Teacher: How much is left? [TARGET]Teacher: I don't see anybody over here looking at this board.[/TARGET] Teacher: I don't see anybody over here looking at this board. Teacher: I told you that this one-half. Teacher: Now I found three sixes.",1 1982,Teacher: And how much is left? Teacher: How much is left? Teacher: I don't see anybody over here looking at this board. [TARGET]Teacher: I don't see anybody over here looking at this board.[/TARGET] Teacher: I told you that this one-half. Teacher: Now I found three sixes. Teacher: What is left?,1 1983,Teacher: How much is left? Teacher: I don't see anybody over here looking at this board. Teacher: I don't see anybody over here looking at this board. [TARGET]Teacher: I told you that this one-half.[/TARGET] Teacher: Now I found three sixes. Teacher: What is left? Teacher: What is left?,0 1984,Teacher: I don't see anybody over here looking at this board. Teacher: I don't see anybody over here looking at this board. Teacher: I told you that this one-half. [TARGET]Teacher: Now I found three sixes.[/TARGET] Teacher: What is left? Teacher: What is left? Teacher: Student D.,0 1985,Teacher: I don't see anybody over here looking at this board. Teacher: I told you that this one-half. Teacher: Now I found three sixes. [TARGET]Teacher: What is left?[/TARGET] Teacher: What is left? Teacher: Student D. Student: Two sixes.,0 1986,Teacher: I told you that this one-half. Teacher: Now I found three sixes. Teacher: What is left? [TARGET]Teacher: What is left?[/TARGET] Teacher: Student D. Student: Two sixes. Teacher: Two sixes.,0 1987,Teacher: Now I found three sixes. Teacher: What is left? Teacher: What is left? [TARGET]Teacher: Student D.[/TARGET] Student: Two sixes. Teacher: Two sixes. Teacher: So would I be correct if I said three-sixths plus two-sixths plus one-half equals one whole?,0 1988,Teacher: What is left? Teacher: Student D. Student: Two sixes. [TARGET]Teacher: Two sixes.[/TARGET] Teacher: So would I be correct if I said three-sixths plus two-sixths plus one-half equals one whole? Multiple Students: Yes. Teacher: Okay.,0 1989,Teacher: Student D. Student: Two sixes. Teacher: Two sixes. [TARGET]Teacher: So would I be correct if I said three-sixths plus two-sixths plus one-half equals one whole?[/TARGET] Multiple Students: Yes. Teacher: Okay. Teacher: So can you figure that out on what you have right now in front of you?,0 1990,Teacher: So would I be correct if I said three-sixths plus two-sixths plus one-half equals one whole? Multiple Students: Yes. Teacher: Okay. [TARGET]Teacher: So can you figure that out on what you have right now in front of you?[/TARGET] Teacher: You already found the one-half. Teacher: Now it's telling you to find one-eighth. Teacher: Can you do that?,0 1991,Multiple Students: Yes. Teacher: Okay. Teacher: So can you figure that out on what you have right now in front of you? [TARGET]Teacher: You already found the one-half.[/TARGET] Teacher: Now it's telling you to find one-eighth. Teacher: Can you do that? Student: No.,0 1992,Teacher: Okay. Teacher: So can you figure that out on what you have right now in front of you? Teacher: You already found the one-half. [TARGET]Teacher: Now it's telling you to find one-eighth.[/TARGET] Teacher: Can you do that? Student: No. Teacher: One-eighth.,0 1993,Teacher: So can you figure that out on what you have right now in front of you? Teacher: You already found the one-half. Teacher: Now it's telling you to find one-eighth. [TARGET]Teacher: Can you do that?[/TARGET] Student: No. Teacher: One-eighth. Student: [Inaudible],0 1994,Teacher: Now it's telling you to find one-eighth. Teacher: Can you do that? Student: No. [TARGET]Teacher: One-eighth.[/TARGET] Student: [Inaudible] Teacher: Student J. Teacher: Okay.,0 1995,"Student: No. Teacher: One-eighth. Student: [Inaudible] [TARGET]Teacher: Student J.[/TARGET] Teacher: Okay. Student: How much is left? Teacher: Let me see your pencil, honey.",0 1996,"Teacher: Student J. Teacher: Okay. Student: How much is left? [TARGET]Teacher: Let me see your pencil, honey.[/TARGET] Teacher: Here, 1, 2, 3, 4, 5, 6, 7, 8. Teacher: No. Teacher: Is that one-eighth?",1 1997,"Teacher: Okay. Student: How much is left? Teacher: Let me see your pencil, honey. [TARGET]Teacher: Here, 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: No. Teacher: Is that one-eighth? Teacher: [Crosstalk]",0 1998,"Student: How much is left? Teacher: Let me see your pencil, honey. Teacher: Here, 1, 2, 3, 4, 5, 6, 7, 8. [TARGET]Teacher: No.[/TARGET] Teacher: Is that one-eighth? Teacher: [Crosstalk] Teacher: One-eighth.",0 1999,"Teacher: Let me see your pencil, honey. Teacher: Here, 1, 2, 3, 4, 5, 6, 7, 8. Teacher: No. [TARGET]Teacher: Is that one-eighth?[/TARGET] Teacher: [Crosstalk] Teacher: One-eighth. Teacher: So what's left?",0 2000,Teacher: No. Teacher: Is that one-eighth? Teacher: [Crosstalk] [TARGET]Teacher: One-eighth.[/TARGET] Teacher: So what's left? Student: Seven-eighths? Teacher: nan,0 2001,Teacher: Is that one-eighth? Teacher: [Crosstalk] Teacher: One-eighth. [TARGET]Teacher: So what's left?[/TARGET] Student: Seven-eighths? Teacher: nan Teacher: Yep.,0 2002,"Teacher: One-eighth. Teacher: So what's left? Student: Seven-eighths? [TARGET]Teacher: nan[/TARGET] Teacher: Yep. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8.",0 2003,"Teacher: So what's left? Student: Seven-eighths? Teacher: nan [TARGET]Teacher: Yep.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8.",0 2004,"Student: Seven-eighths? Teacher: nan Teacher: Yep. [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: So if you were going to -",0 2005,"Teacher: nan Teacher: Yep. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: So if you were going to - Teacher: [Crosstalk]",0 2006,"Teacher: Yep. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: So if you were going to - Teacher: [Crosstalk] Teacher: Okay.",0 2007,"Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. [TARGET]Teacher: So if you were going to -[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: Can you figure it out?",0 2008,"Teacher: So if you were going to - Teacher: [Crosstalk] Teacher: Okay. [TARGET]Teacher: Can you figure it out?[/TARGET] Teacher: Let me come over and see what you've done. Teacher: I want your thinking brains on. Student: Can you help me, Teacher?",0 2009,"Teacher: [Crosstalk] Teacher: Okay. Teacher: Can you figure it out? [TARGET]Teacher: Let me come over and see what you've done.[/TARGET] Teacher: I want your thinking brains on. Student: Can you help me, Teacher? Teacher: Yep, I'll be right there.",1 2010,"Teacher: Okay. Teacher: Can you figure it out? Teacher: Let me come over and see what you've done. [TARGET]Teacher: I want your thinking brains on.[/TARGET] Student: Can you help me, Teacher? Teacher: Yep, I'll be right there. Teacher: Thinking brains.",1 2011,"Teacher: Let me come over and see what you've done. Teacher: I want your thinking brains on. Student: Can you help me, Teacher? [TARGET]Teacher: Yep, I'll be right there.[/TARGET] Teacher: Thinking brains. Student: [Inaudible] Teacher: So where's one half?",1 2012,"Teacher: I want your thinking brains on. Student: Can you help me, Teacher? Teacher: Yep, I'll be right there. [TARGET]Teacher: Thinking brains.[/TARGET] Student: [Inaudible] Teacher: So where's one half? Student: In the middle.",1 2013,"Teacher: Yep, I'll be right there. Teacher: Thinking brains. Student: [Inaudible] [TARGET]Teacher: So where's one half?[/TARGET] Student: In the middle. Teacher: Show me. Student: The middle is a five, 1, 2, 3, 4, 5, right there.",0 2014,"Student: [Inaudible] Teacher: So where's one half? Student: In the middle. [TARGET]Teacher: Show me.[/TARGET] Student: The middle is a five, 1, 2, 3, 4, 5, right there. Teacher: Okay, so draw the line. Student: [Inaudible]",0 2015,"Student: In the middle. Teacher: Show me. Student: The middle is a five, 1, 2, 3, 4, 5, right there. [TARGET]Teacher: Okay, so draw the line.[/TARGET] Student: [Inaudible] Teacher: Is it? Teacher: It's on the line.",0 2016,"Student: The middle is a five, 1, 2, 3, 4, 5, right there. Teacher: Okay, so draw the line. Student: [Inaudible] [TARGET]Teacher: Is it?[/TARGET] Teacher: It's on the line. Student: One the line? Teacher: Yeah, it's on the line.",0 2017,"Teacher: Okay, so draw the line. Student: [Inaudible] Teacher: Is it? [TARGET]Teacher: It's on the line.[/TARGET] Student: One the line? Teacher: Yeah, it's on the line. Teacher: Do I have my working groups over here?",0 2018,"Teacher: Is it? Teacher: It's on the line. Student: One the line? [TARGET]Teacher: Yeah, it's on the line.[/TARGET] Teacher: Do I have my working groups over here? Teacher: Are you talking about how to do this? Multiple Students: Yes.",0 2019,"Teacher: It's on the line. Student: One the line? Teacher: Yeah, it's on the line. [TARGET]Teacher: Do I have my working groups over here?[/TARGET] Teacher: Are you talking about how to do this? Multiple Students: Yes. Teacher: Excellent.",1 2020,"Student: One the line? Teacher: Yeah, it's on the line. Teacher: Do I have my working groups over here? [TARGET]Teacher: Are you talking about how to do this?[/TARGET] Multiple Students: Yes. Teacher: Excellent. Teacher: Did you find it, Student T?",1 2021,"Teacher: Do I have my working groups over here? Teacher: Are you talking about how to do this? Multiple Students: Yes. [TARGET]Teacher: Excellent.[/TARGET] Teacher: Did you find it, Student T? Teacher: Let me see how you found it. Teacher: Let me come over there.",1 2022,"Teacher: Are you talking about how to do this? Multiple Students: Yes. Teacher: Excellent. [TARGET]Teacher: Did you find it, Student T?[/TARGET] Teacher: Let me see how you found it. Teacher: Let me come over there. Teacher: Let me see.",1 2023,"Multiple Students: Yes. Teacher: Excellent. Teacher: Did you find it, Student T? [TARGET]Teacher: Let me see how you found it.[/TARGET] Teacher: Let me come over there. Teacher: Let me see. Teacher: Yep.",1 2024,"Teacher: Excellent. Teacher: Did you find it, Student T? Teacher: Let me see how you found it. [TARGET]Teacher: Let me come over there.[/TARGET] Teacher: Let me see. Teacher: Yep. Teacher: [Crosstalk]",1 2025,"Teacher: Did you find it, Student T? Teacher: Let me see how you found it. Teacher: Let me come over there. [TARGET]Teacher: Let me see.[/TARGET] Teacher: Yep. Teacher: [Crosstalk] Teacher: Excellent.",1 2026,"Teacher: Let me see how you found it. Teacher: Let me come over there. Teacher: Let me see. [TARGET]Teacher: Yep.[/TARGET] Teacher: [Crosstalk] Teacher: Excellent. Teacher: Move on to this one, okay.",0 2027,"Teacher: Let me see. Teacher: Yep. Teacher: [Crosstalk] [TARGET]Teacher: Excellent.[/TARGET] Teacher: Move on to this one, okay. Teacher: Okay, there's one-half. Teacher: So label it one-half.",0 2028,"Teacher: Yep. Teacher: [Crosstalk] Teacher: Excellent. [TARGET]Teacher: Move on to this one, okay.[/TARGET] Teacher: Okay, there's one-half. Teacher: So label it one-half. Student: [Inaudible]",1 2029,"Teacher: [Crosstalk] Teacher: Excellent. Teacher: Move on to this one, okay. [TARGET]Teacher: Okay, there's one-half.[/TARGET] Teacher: So label it one-half. Student: [Inaudible] Teacher: Yep.",0 2030,"Teacher: Excellent. Teacher: Move on to this one, okay. Teacher: Okay, there's one-half. [TARGET]Teacher: So label it one-half.[/TARGET] Student: [Inaudible] Teacher: Yep. Teacher: Now you've got to find one-eighth, okay, out of this half.",0 2031,"Teacher: Okay, there's one-half. Teacher: So label it one-half. Student: [Inaudible] [TARGET]Teacher: Yep.[/TARGET] Teacher: Now you've got to find one-eighth, okay, out of this half. Student: [Inaudible] 2, 4, 5, 6, 7, 8. Teacher: Okay, label that and then find out what's left.",0 2032,"Teacher: So label it one-half. Student: [Inaudible] Teacher: Yep. [TARGET]Teacher: Now you've got to find one-eighth, okay, out of this half.[/TARGET] Student: [Inaudible] 2, 4, 5, 6, 7, 8. Teacher: Okay, label that and then find out what's left. Teacher: Yes?",0 2033,"Teacher: Yep. Teacher: Now you've got to find one-eighth, okay, out of this half. Student: [Inaudible] 2, 4, 5, 6, 7, 8. [TARGET]Teacher: Okay, label that and then find out what's left.[/TARGET] Teacher: Yes? Student: [Inaudible] Teacher: No, not the ones [inaudible].",0 2034,"Teacher: Now you've got to find one-eighth, okay, out of this half. Student: [Inaudible] 2, 4, 5, 6, 7, 8. Teacher: Okay, label that and then find out what's left. [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible] Teacher: No, not the ones [inaudible]. Teacher: [Crosstalk]",0 2035,"Teacher: Okay, label that and then find out what's left. Teacher: Yes? Student: [Inaudible] [TARGET]Teacher: No, not the ones [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: All right, one-half. Student: No, I like one-eighth.",0 2036,"Student: [Inaudible] Teacher: No, not the ones [inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: All right, one-half.[/TARGET] Student: No, I like one-eighth. Teacher: Find one-eighth. Student: I think I'm supposed to put one line.",0 2037,"Teacher: [Crosstalk] Teacher: All right, one-half. Student: No, I like one-eighth. [TARGET]Teacher: Find one-eighth.[/TARGET] Student: I think I'm supposed to put one line. Teacher: Okay. Teacher: Where?",0 2038,Teacher: Find one-eighth. Student: I think I'm supposed to put one line. Teacher: Okay. [TARGET]Teacher: Where?[/TARGET] Student: Right here. Teacher: Why would you do it there? Teacher: How many is there?,0 2039,"Teacher: Okay. Teacher: Where? Student: Right here. [TARGET]Teacher: Why would you do it there?[/TARGET] Teacher: How many is there? Student: 1, 2, 3, 4, 5. Teacher: Would that be one-eighth?",0 2040,"Teacher: Where? Student: Right here. Teacher: Why would you do it there? [TARGET]Teacher: How many is there?[/TARGET] Student: 1, 2, 3, 4, 5. Teacher: Would that be one-eighth? Student: No.",0 2041,"Teacher: Why would you do it there? Teacher: How many is there? Student: 1, 2, 3, 4, 5. [TARGET]Teacher: Would that be one-eighth?[/TARGET] Student: No. Teacher: What would that be? Student: Five.",0 2042,"Student: 1, 2, 3, 4, 5. Teacher: Would that be one-eighth? Student: No. [TARGET]Teacher: What would that be?[/TARGET] Student: Five. Teacher: One-fifth, right. Student: Yeah.",0 2043,"Student: No. Teacher: What would that be? Student: Five. [TARGET]Teacher: One-fifth, right.[/TARGET] Student: Yeah. Teacher: So how are we gonna make one-eighth? Student: [Inaudible]",0 2044,"Student: Five. Teacher: One-fifth, right. Student: Yeah. [TARGET]Teacher: So how are we gonna make one-eighth?[/TARGET] Student: [Inaudible] Teacher: How about this? Teacher: Can you guys put those down?",0 2045,Student: Yeah. Teacher: So how are we gonna make one-eighth? Student: [Inaudible] [TARGET]Teacher: How about this?[/TARGET] Teacher: Can you guys put those down? Student: [Inaudible] Teacher: Yeah.,1 2046,"Teacher: So how are we gonna make one-eighth? Student: [Inaudible] Teacher: How about this? [TARGET]Teacher: Can you guys put those down?[/TARGET] Student: [Inaudible] Teacher: Yeah. Teacher: 1, 2, 3, 4, 5, 6, 7, 8.",1 2047,"Teacher: How about this? Teacher: Can you guys put those down? Student: [Inaudible] [TARGET]Teacher: Yeah.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: There's one-eighth. Student: That's all?",0 2048,"Teacher: Can you guys put those down? Student: [Inaudible] Teacher: Yeah. [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: There's one-eighth. Student: That's all? Teacher: Yep.",0 2049,"Student: [Inaudible] Teacher: Yeah. Teacher: 1, 2, 3, 4, 5, 6, 7, 8. [TARGET]Teacher: There's one-eighth.[/TARGET] Student: That's all? Teacher: Yep. Teacher: And then you need to know what's left.",0 2050,"Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: There's one-eighth. Student: That's all? [TARGET]Teacher: Yep.[/TARGET] Teacher: And then you need to know what's left. Student: So I have to count everything else? Teacher: Yep, and figure out what's left.",0 2051,"Teacher: There's one-eighth. Student: That's all? Teacher: Yep. [TARGET]Teacher: And then you need to know what's left.[/TARGET] Student: So I have to count everything else? Teacher: Yep, and figure out what's left. Teacher: Okay.",0 2052,"Teacher: Yep. Teacher: And then you need to know what's left. Student: So I have to count everything else? [TARGET]Teacher: Yep, and figure out what's left.[/TARGET] Teacher: Okay. Teacher: You'll be able to go when this is over. Teacher: Actually, I think it is here.",0 2053,"Student: So I have to count everything else? Teacher: Yep, and figure out what's left. Teacher: Okay. [TARGET]Teacher: You'll be able to go when this is over.[/TARGET] Teacher: Actually, I think it is here. Teacher: See how you have - it's supposed to be eight shaded spots, right. Teacher: I mean eight sections.",1 2054,"Teacher: Yep, and figure out what's left. Teacher: Okay. Teacher: You'll be able to go when this is over. [TARGET]Teacher: Actually, I think it is here.[/TARGET] Teacher: See how you have - it's supposed to be eight shaded spots, right. Teacher: I mean eight sections. Teacher: How many sections do you have here?",0 2055,"Teacher: Okay. Teacher: You'll be able to go when this is over. Teacher: Actually, I think it is here. [TARGET]Teacher: See how you have - it's supposed to be eight shaded spots, right.[/TARGET] Teacher: I mean eight sections. Teacher: How many sections do you have here? Teacher: One.",0 2056,"Teacher: You'll be able to go when this is over. Teacher: Actually, I think it is here. Teacher: See how you have - it's supposed to be eight shaded spots, right. [TARGET]Teacher: I mean eight sections.[/TARGET] Teacher: How many sections do you have here? Teacher: One. Teacher: You're supposed to have eight.",0 2057,"Teacher: Actually, I think it is here. Teacher: See how you have - it's supposed to be eight shaded spots, right. Teacher: I mean eight sections. [TARGET]Teacher: How many sections do you have here?[/TARGET] Teacher: One. Teacher: You're supposed to have eight. Teacher: Do you see what I'm saying?",0 2058,"Teacher: See how you have - it's supposed to be eight shaded spots, right. Teacher: I mean eight sections. Teacher: How many sections do you have here? [TARGET]Teacher: One.[/TARGET] Teacher: You're supposed to have eight. Teacher: Do you see what I'm saying? Teacher: Okay.",0 2059,"Teacher: I mean eight sections. Teacher: How many sections do you have here? Teacher: One. [TARGET]Teacher: You're supposed to have eight.[/TARGET] Teacher: Do you see what I'm saying? Teacher: Okay. Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7.",0 2060,"Teacher: How many sections do you have here? Teacher: One. Teacher: You're supposed to have eight. [TARGET]Teacher: Do you see what I'm saying?[/TARGET] Teacher: Okay. Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7. Teacher: Do not go there.",0 2061,"Teacher: You're supposed to have eight. Teacher: Do you see what I'm saying? Teacher: Okay. [TARGET]Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7.[/TARGET] Teacher: Do not go there. Teacher: Go sit down. Teacher: So one-eighth would be this.",0 2062,"Teacher: Do you see what I'm saying? Teacher: Okay. Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7. [TARGET]Teacher: Do not go there.[/TARGET] Teacher: Go sit down. Teacher: So one-eighth would be this. Teacher: Do you see what I'm saying?",1 2063,"Teacher: Okay. Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7. Teacher: Do not go there. [TARGET]Teacher: Go sit down.[/TARGET] Teacher: So one-eighth would be this. Teacher: Do you see what I'm saying? Teacher: [Crosstalk]",1 2064,"Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7. Teacher: Do not go there. Teacher: Go sit down. [TARGET]Teacher: So one-eighth would be this.[/TARGET] Teacher: Do you see what I'm saying? Teacher: [Crosstalk] Teacher: What are you doing on the floor?",0 2065,Teacher: Do not go there. Teacher: Go sit down. Teacher: So one-eighth would be this. [TARGET]Teacher: Do you see what I'm saying?[/TARGET] Teacher: [Crosstalk] Teacher: What are you doing on the floor? Student: Trying the disco thing.,0 2066,"Teacher: So one-eighth would be this. Teacher: Do you see what I'm saying? Teacher: [Crosstalk] [TARGET]Teacher: What are you doing on the floor?[/TARGET] Student: Trying the disco thing. Teacher: All right, so this is right, but you've got to find out what's left. Student: Okay.",1 2067,"Teacher: [Crosstalk] Teacher: What are you doing on the floor? Student: Trying the disco thing. [TARGET]Teacher: All right, so this is right, but you've got to find out what's left.[/TARGET] Student: Okay. Student: So this is 10. Teacher: So I would do it on a corner, all right, because there's your one-eighth.",0 2068,"Teacher: All right, so this is right, but you've got to find out what's left. Student: Okay. Student: So this is 10. [TARGET]Teacher: So I would do it on a corner, all right, because there's your one-eighth.[/TARGET] Student: Right there. Teacher: And then you do see the count? Teacher: Do you know what I'm saying?",0 2069,"Student: So this is 10. Teacher: So I would do it on a corner, all right, because there's your one-eighth. Student: Right there. [TARGET]Teacher: And then you do see the count?[/TARGET] Teacher: Do you know what I'm saying? Student: Mm-hmm. Teacher: All right, find out what fraction is left.",0 2070,"Teacher: So I would do it on a corner, all right, because there's your one-eighth. Student: Right there. Teacher: And then you do see the count? [TARGET]Teacher: Do you know what I'm saying?[/TARGET] Student: Mm-hmm. Teacher: All right, find out what fraction is left. Teacher: So yep, now find out what fraction is left.",0 2071,"Teacher: And then you do see the count? Teacher: Do you know what I'm saying? Student: Mm-hmm. [TARGET]Teacher: All right, find out what fraction is left.[/TARGET] Teacher: So yep, now find out what fraction is left. Teacher: No, you may wait till after this is over. Student: I just looked down and I was supposed to figure out this was there.",0 2072,"Teacher: Do you know what I'm saying? Student: Mm-hmm. Teacher: All right, find out what fraction is left. [TARGET]Teacher: So yep, now find out what fraction is left.[/TARGET] Teacher: No, you may wait till after this is over. Student: I just looked down and I was supposed to figure out this was there. Teacher: Okay.",0 2073,"Student: Mm-hmm. Teacher: All right, find out what fraction is left. Teacher: So yep, now find out what fraction is left. [TARGET]Teacher: No, you may wait till after this is over.[/TARGET] Student: I just looked down and I was supposed to figure out this was there. Teacher: Okay. Teacher: [Crosstalk]",1 2074,"Teacher: Okay. Teacher: [Crosstalk] Student: 42 [TARGET]Teacher: 42 what?[/TARGET] Student: [Inaudible] Teacher: Yeah, but you have to give me a fraction of what's left. Teacher: Get that off.",0 2075,"Student: 42 Teacher: 42 what? Student: [Inaudible] [TARGET]Teacher: Yeah, but you have to give me a fraction of what's left.[/TARGET] Teacher: Get that off. Teacher: You don't need that on right now. Teacher: [Crosstalk]",0 2076,"Teacher: 42 what? Student: [Inaudible] Teacher: Yeah, but you have to give me a fraction of what's left. [TARGET]Teacher: Get that off.[/TARGET] Teacher: You don't need that on right now. Teacher: [Crosstalk] Teacher: No, we have to wait till this is over.",1 2077,"Student: [Inaudible] Teacher: Yeah, but you have to give me a fraction of what's left. Teacher: Get that off. [TARGET]Teacher: You don't need that on right now.[/TARGET] Teacher: [Crosstalk] Teacher: No, we have to wait till this is over. Student: I can't.",1 2078,"Teacher: Get that off. Teacher: You don't need that on right now. Teacher: [Crosstalk] [TARGET]Teacher: No, we have to wait till this is over.[/TARGET] Student: I can't. Teacher: All right, right now we - Teacher: [Crosstalk]",1 2079,"Teacher: [Crosstalk] Teacher: No, we have to wait till this is over. Student: I can't. [TARGET]Teacher: All right, right now we -[/TARGET] Teacher: [Crosstalk] Teacher: Boys, it's not a drum set. Student: I counted 1, 2, 3, 4, 5.",0 2080,"Student: I can't. Teacher: All right, right now we - Teacher: [Crosstalk] [TARGET]Teacher: Boys, it's not a drum set.[/TARGET] Student: I counted 1, 2, 3, 4, 5. Student: 1, 2, 3, 4, 5 and 1, 2, 3, 4, 5, 6, 7, 8, and then 5, 6, 7. Teacher: Okay.",1 2081,"Student: I counted 1, 2, 3, 4, 5. Student: 1, 2, 3, 4, 5 and 1, 2, 3, 4, 5, 6, 7, 8, and then 5, 6, 7. Teacher: Okay. [TARGET]Teacher: So many do we have total here, squares?[/TARGET] Student: 42 Teacher: 42 Teacher: How many sets of 42 do we have?",0 2082,"Teacher: Okay. Teacher: So many do we have total here, squares? Student: 42 [TARGET]Teacher: 42[/TARGET] Teacher: How many sets of 42 do we have? Student: 8 - no. Teacher: How many sets of 42?",0 2083,"Teacher: So many do we have total here, squares? Student: 42 Teacher: 42 [TARGET]Teacher: How many sets of 42 do we have?[/TARGET] Student: 8 - no. Teacher: How many sets of 42? Student: One.",0 2084,"Teacher: 42 Teacher: How many sets of 42 do we have? Student: 8 - no. [TARGET]Teacher: How many sets of 42?[/TARGET] Student: One. Teacher: Okay, turn around please. Teacher: We do need to wrap this up.",0 2085,"Student: 8 - no. Teacher: How many sets of 42? Student: One. [TARGET]Teacher: Okay, turn around please.[/TARGET] Teacher: We do need to wrap this up. Teacher: We will continue it - Student: Tomorrow.",1 2086,"Teacher: How many sets of 42? Student: One. Teacher: Okay, turn around please. [TARGET]Teacher: We do need to wrap this up.[/TARGET] Teacher: We will continue it - Student: Tomorrow. Student: [Crosstalk]",1 2087,"Student: One. Teacher: Okay, turn around please. Teacher: We do need to wrap this up. [TARGET]Teacher: We will continue it -[/TARGET] Student: Tomorrow. Student: [Crosstalk] Teacher: I'll be there in a minute.",1 2088,Teacher: We will continue it - Student: Tomorrow. Student: [Crosstalk] [TARGET]Teacher: I'll be there in a minute.[/TARGET] Teacher: Okay. Teacher: What page was that? Student: 29,1 2089,"Student: [Crosstalk] Teacher: I'll be there in a minute. Teacher: Okay. [TARGET]Teacher: What page was that?[/TARGET] Student: 29 Student: 29, 26, 29, 26, 29, 25. Student: [Crosstalk]",1 2090,"Student: 29, 26, 29, 26, 29, 25. Student: [Crosstalk] Teacher: Okay. [TARGET]Teacher: Now does this have anything to do with math, Student K?[/TARGET] Student: Yeah. Teacher: No. Teacher: Now what we're gonna do right now is I'll have a paper for you.",1 2091,"Teacher: Okay. Teacher: Now does this have anything to do with math, Student K? Student: Yeah. [TARGET]Teacher: No.[/TARGET] Teacher: Now what we're gonna do right now is I'll have a paper for you. Teacher: This is something we are gonna work on a lot next week. Teacher: Next week you will have some cubes so that you can really figure this out.",1 2092,"Teacher: Now does this have anything to do with math, Student K? Student: Yeah. Teacher: No. [TARGET]Teacher: Now what we're gonna do right now is I'll have a paper for you.[/TARGET] Teacher: This is something we are gonna work on a lot next week. Teacher: Next week you will have some cubes so that you can really figure this out. Teacher: [Crosstalk]",1 2093,Student: Yeah. Teacher: No. Teacher: Now what we're gonna do right now is I'll have a paper for you. [TARGET]Teacher: This is something we are gonna work on a lot next week.[/TARGET] Teacher: Next week you will have some cubes so that you can really figure this out. Teacher: [Crosstalk] Teacher: The week after.,0 2094,Teacher: No. Teacher: Now what we're gonna do right now is I'll have a paper for you. Teacher: This is something we are gonna work on a lot next week. [TARGET]Teacher: Next week you will have some cubes so that you can really figure this out.[/TARGET] Teacher: [Crosstalk] Teacher: The week after. Teacher: I won't be here next week either.,0 2095,"Teacher: This is something we are gonna work on a lot next week. Teacher: Next week you will have some cubes so that you can really figure this out. Teacher: [Crosstalk] [TARGET]Teacher: The week after.[/TARGET] Teacher: I won't be here next week either. Teacher: Don't worry about it. Teacher: The week after April vacation, okay.",0 2096,"Teacher: Next week you will have some cubes so that you can really figure this out. Teacher: [Crosstalk] Teacher: The week after. [TARGET]Teacher: I won't be here next week either.[/TARGET] Teacher: Don't worry about it. Teacher: The week after April vacation, okay. Teacher: But right now -",0 2097,"Teacher: [Crosstalk] Teacher: The week after. Teacher: I won't be here next week either. [TARGET]Teacher: Don't worry about it.[/TARGET] Teacher: The week after April vacation, okay. Teacher: But right now - Teacher: [Crosstalk]",0 2098,"Teacher: The week after. Teacher: I won't be here next week either. Teacher: Don't worry about it. [TARGET]Teacher: The week after April vacation, okay.[/TARGET] Teacher: But right now - Teacher: [Crosstalk] Teacher: Okay, boys, please stop that.",0 2099,"Teacher: I won't be here next week either. Teacher: Don't worry about it. Teacher: The week after April vacation, okay. [TARGET]Teacher: But right now -[/TARGET] Teacher: [Crosstalk] Teacher: Okay, boys, please stop that. Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around.",1 2100,"Teacher: The week after April vacation, okay. Teacher: But right now - Teacher: [Crosstalk] [TARGET]Teacher: Okay, boys, please stop that.[/TARGET] Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around. Teacher: Student A, you need to turn around and look at me. Teacher: People over in my group over here, you need to turn and look at me.",1 2101,"Teacher: But right now - Teacher: [Crosstalk] Teacher: Okay, boys, please stop that. [TARGET]Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around.[/TARGET] Teacher: Student A, you need to turn around and look at me. Teacher: People over in my group over here, you need to turn and look at me. Teacher: Student L, Student J, Student J, good job.",1 2102,"Teacher: [Crosstalk] Teacher: Okay, boys, please stop that. Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around. [TARGET]Teacher: Student A, you need to turn around and look at me.[/TARGET] Teacher: People over in my group over here, you need to turn and look at me. Teacher: Student L, Student J, Student J, good job. Teacher: I need people quiet.",1 2103,"Teacher: Okay, boys, please stop that. Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around. Teacher: Student A, you need to turn around and look at me. [TARGET]Teacher: People over in my group over here, you need to turn and look at me.[/TARGET] Teacher: Student L, Student J, Student J, good job. Teacher: I need people quiet. Teacher: This group has been able to remain quiet.",1 2104,"Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around. Teacher: Student A, you need to turn around and look at me. Teacher: People over in my group over here, you need to turn and look at me. [TARGET]Teacher: Student L, Student J, Student J, good job.[/TARGET] Teacher: I need people quiet. Teacher: This group has been able to remain quiet. Teacher: Let's see if another group can do it.",1 2105,"Teacher: Student A, you need to turn around and look at me. Teacher: People over in my group over here, you need to turn and look at me. Teacher: Student L, Student J, Student J, good job. [TARGET]Teacher: I need people quiet.[/TARGET] Teacher: This group has been able to remain quiet. Teacher: Let's see if another group can do it. Teacher: Over here you're quiet.",1 2106,"Teacher: People over in my group over here, you need to turn and look at me. Teacher: Student L, Student J, Student J, good job. Teacher: I need people quiet. [TARGET]Teacher: This group has been able to remain quiet.[/TARGET] Teacher: Let's see if another group can do it. Teacher: Over here you're quiet. Teacher: Quiet please, Student K. Everybody over there I think is quiet.",1 2107,"Teacher: Student L, Student J, Student J, good job. Teacher: I need people quiet. Teacher: This group has been able to remain quiet. [TARGET]Teacher: Let's see if another group can do it.[/TARGET] Teacher: Over here you're quiet. Teacher: Quiet please, Student K. Everybody over there I think is quiet. Teacher: These two boys, you need to be quiet and not moving around or touching things.",1 2108,"Teacher: I need people quiet. Teacher: This group has been able to remain quiet. Teacher: Let's see if another group can do it. [TARGET]Teacher: Over here you're quiet.[/TARGET] Teacher: Quiet please, Student K. Everybody over there I think is quiet. Teacher: These two boys, you need to be quiet and not moving around or touching things. Teacher: We are going to learn, continue to figure out fractions that equal one.",1 2109,"Teacher: This group has been able to remain quiet. Teacher: Let's see if another group can do it. Teacher: Over here you're quiet. [TARGET]Teacher: Quiet please, Student K. Everybody over there I think is quiet.[/TARGET] Teacher: These two boys, you need to be quiet and not moving around or touching things. Teacher: We are going to learn, continue to figure out fractions that equal one. Teacher: [Crosstalk]",1 2110,"Teacher: Let's see if another group can do it. Teacher: Over here you're quiet. Teacher: Quiet please, Student K. Everybody over there I think is quiet. [TARGET]Teacher: These two boys, you need to be quiet and not moving around or touching things.[/TARGET] Teacher: We are going to learn, continue to figure out fractions that equal one. Teacher: [Crosstalk] Teacher: Tomorrow - I'm sorry.",1 2111,"Teacher: Over here you're quiet. Teacher: Quiet please, Student K. Everybody over there I think is quiet. Teacher: These two boys, you need to be quiet and not moving around or touching things. [TARGET]Teacher: We are going to learn, continue to figure out fractions that equal one.[/TARGET] Teacher: [Crosstalk] Teacher: Tomorrow - I'm sorry. Teacher: The Monday after vacation we are going to review this and we will use cubes to figure out how much is in one whole.",1 2112,"Teacher: These two boys, you need to be quiet and not moving around or touching things. Teacher: We are going to learn, continue to figure out fractions that equal one. Teacher: [Crosstalk] [TARGET]Teacher: Tomorrow - I'm sorry.[/TARGET] Teacher: The Monday after vacation we are going to review this and we will use cubes to figure out how much is in one whole. Teacher: It will be easier to do when we are using cubes. Teacher: The reason I introduced it this way is because - right now this talking while I'm trying to talk, and that's very rude.",0 2113,"Teacher: We are going to learn, continue to figure out fractions that equal one. Teacher: [Crosstalk] Teacher: Tomorrow - I'm sorry. [TARGET]Teacher: The Monday after vacation we are going to review this and we will use cubes to figure out how much is in one whole.[/TARGET] Teacher: It will be easier to do when we are using cubes. Teacher: The reason I introduced it this way is because - right now this talking while I'm trying to talk, and that's very rude. Student: I'm trying to [inaudible].",0 2114,"Teacher: [Crosstalk] Teacher: Tomorrow - I'm sorry. Teacher: The Monday after vacation we are going to review this and we will use cubes to figure out how much is in one whole. [TARGET]Teacher: It will be easier to do when we are using cubes.[/TARGET] Teacher: The reason I introduced it this way is because - right now this talking while I'm trying to talk, and that's very rude. Student: I'm trying to [inaudible]. Teacher: Okay.",0 2115,"Teacher: Tomorrow - I'm sorry. Teacher: The Monday after vacation we are going to review this and we will use cubes to figure out how much is in one whole. Teacher: It will be easier to do when we are using cubes. [TARGET]Teacher: The reason I introduced it this way is because - right now this talking while I'm trying to talk, and that's very rude.[/TARGET] Student: I'm trying to [inaudible]. Teacher: Okay. Teacher: We'll continue this with cubes.",1 2116,"Teacher: The reason I introduced it this way is because - right now this talking while I'm trying to talk, and that's very rude. Student: I'm trying to [inaudible]. Teacher: Okay. [TARGET]Teacher: We'll continue this with cubes.[/TARGET] Teacher: It'll make it easier for you to figure out how many is in each cube, what equals one. Teacher: [Crosstalk] Teacher: [End of Audio]",0 2117,"Student: I'm trying to [inaudible]. Teacher: Okay. Teacher: We'll continue this with cubes. [TARGET]Teacher: It'll make it easier for you to figure out how many is in each cube, what equals one.[/TARGET] Teacher: [Crosstalk] Teacher: [End of Audio]",0 2118," [TARGET]Teacher: I'm sorry.[/TARGET] Student: [Inaudible]. Teacher: We're just going to stay in our seat today. Teacher: Review today, because yesterday we had a hard time with our graphs.",0 2119,"Teacher: I'm sorry. Student: [Inaudible]. [TARGET]Teacher: We're just going to stay in our seat today.[/TARGET] Teacher: Review today, because yesterday we had a hard time with our graphs. Teacher: What were we missing? Multiple Students: Labels.",1 2120,"Teacher: I'm sorry. Student: [Inaudible]. Teacher: We're just going to stay in our seat today. [TARGET]Teacher: Review today, because yesterday we had a hard time with our graphs.[/TARGET] Teacher: What were we missing? Multiple Students: Labels. Teacher: Labels what?",0 2121,"Student: [Inaudible]. Teacher: We're just going to stay in our seat today. Teacher: Review today, because yesterday we had a hard time with our graphs. [TARGET]Teacher: What were we missing?[/TARGET] Multiple Students: Labels. Teacher: Labels what? Multiple Students: X and Y.",0 2122,"Teacher: Review today, because yesterday we had a hard time with our graphs. Teacher: What were we missing? Multiple Students: Labels. [TARGET]Teacher: Labels what?[/TARGET] Multiple Students: X and Y. Teacher: I only need on person. Teacher: Student T?",0 2123,Multiple Students: Labels. Teacher: Labels what? Multiple Students: X and Y. [TARGET]Teacher: I only need on person.[/TARGET] Teacher: Student T? Student: We were missing the X and Y axis. Teacher: This is what I saw yesterday.,1 2124,"Teacher: Labels what? Multiple Students: X and Y. Teacher: I only need on person. [TARGET]Teacher: Student T?[/TARGET] Student: We were missing the X and Y axis. Teacher: This is what I saw yesterday. Teacher: It was 10, 20, 30, 40, 50, and then 1, 2, 3, 4.",1 2125,"Teacher: I only need on person. Teacher: Student T? Student: We were missing the X and Y axis. [TARGET]Teacher: This is what I saw yesterday.[/TARGET] Teacher: It was 10, 20, 30, 40, 50, and then 1, 2, 3, 4. Teacher: Then, ""Ms. W, I have my labels."" Teacher: Is that a label?",0 2126,"Teacher: Student T? Student: We were missing the X and Y axis. Teacher: This is what I saw yesterday. [TARGET]Teacher: It was 10, 20, 30, 40, 50, and then 1, 2, 3, 4.[/TARGET] Teacher: Then, ""Ms. W, I have my labels."" Teacher: Is that a label? Multiple Students: No.",0 2127,"Student: We were missing the X and Y axis. Teacher: This is what I saw yesterday. Teacher: It was 10, 20, 30, 40, 50, and then 1, 2, 3, 4. [TARGET]Teacher: Then, ""Ms. W, I have my labels.""[/TARGET] Teacher: Is that a label? Multiple Students: No. Teacher: Okay.",0 2128,"Teacher: This is what I saw yesterday. Teacher: It was 10, 20, 30, 40, 50, and then 1, 2, 3, 4. Teacher: Then, ""Ms. W, I have my labels."" [TARGET]Teacher: Is that a label?[/TARGET] Multiple Students: No. Teacher: Okay. Teacher: If I looked at this and you did this, I could say, ""Maybe when you were 1 year old you were 20 pounds.",0 2129,"Teacher: Is that a label? Multiple Students: No. Teacher: Okay. [TARGET]Teacher: If I looked at this and you did this, I could say, ""Maybe when you were 1 year old you were 20 pounds.[/TARGET] Teacher: I can say on week one 20 inches of rain fell. Teacher: Do we know what it is? Multiple Students: No.",0 2130,"Multiple Students: No. Teacher: Okay. Teacher: If I looked at this and you did this, I could say, ""Maybe when you were 1 year old you were 20 pounds. [TARGET]Teacher: I can say on week one 20 inches of rain fell.[/TARGET] Teacher: Do we know what it is? Multiple Students: No. Teacher: Is that really labels?",0 2131,"Teacher: Okay. Teacher: If I looked at this and you did this, I could say, ""Maybe when you were 1 year old you were 20 pounds. Teacher: I can say on week one 20 inches of rain fell. [TARGET]Teacher: Do we know what it is?[/TARGET] Multiple Students: No. Teacher: Is that really labels? Multiple Students: No.",0 2132,"Teacher: I can say on week one 20 inches of rain fell. Teacher: Do we know what it is? Multiple Students: No. [TARGET]Teacher: Is that really labels?[/TARGET] Multiple Students: No. Teacher: This morning I heard someone ask me - not ask me. Teacher: I heard someone just saying out, ""What's an interval?""",0 2133,"Multiple Students: No. Teacher: Is that really labels? Multiple Students: No. [TARGET]Teacher: This morning I heard someone ask me - not ask me.[/TARGET] Teacher: I heard someone just saying out, ""What's an interval?"" Teacher: Did we forget what an interval was? Teacher: What's an interval?",0 2134,"Teacher: Is that really labels? Multiple Students: No. Teacher: This morning I heard someone ask me - not ask me. [TARGET]Teacher: I heard someone just saying out, ""What's an interval?""[/TARGET] Teacher: Did we forget what an interval was? Teacher: What's an interval? Teacher: Student C, do you remember?",0 2135,"Multiple Students: No. Teacher: This morning I heard someone ask me - not ask me. Teacher: I heard someone just saying out, ""What's an interval?"" [TARGET]Teacher: Did we forget what an interval was?[/TARGET] Teacher: What's an interval? Teacher: Student C, do you remember? Student: I remember you spelling it and [Inaudible].",0 2136,"Teacher: This morning I heard someone ask me - not ask me. Teacher: I heard someone just saying out, ""What's an interval?"" Teacher: Did we forget what an interval was? [TARGET]Teacher: What's an interval?[/TARGET] Teacher: Student C, do you remember? Student: I remember you spelling it and [Inaudible]. Teacher: I think you got that confused with the scale.",0 2137,"Teacher: I heard someone just saying out, ""What's an interval?"" Teacher: Did we forget what an interval was? Teacher: What's an interval? [TARGET]Teacher: Student C, do you remember?[/TARGET] Student: I remember you spelling it and [Inaudible]. Teacher: I think you got that confused with the scale. Teacher: Let's say I have a set, week one, week two, week three, and there's a dog that weighs 5 pounds in week one, 6 pounds in the second week, and then 8 pounds in the third week.",0 2138,"Teacher: What's an interval? Teacher: Student C, do you remember? Student: I remember you spelling it and [Inaudible]. [TARGET]Teacher: I think you got that confused with the scale.[/TARGET] Teacher: Let's say I have a set, week one, week two, week three, and there's a dog that weighs 5 pounds in week one, 6 pounds in the second week, and then 8 pounds in the third week. Teacher: Okay. Teacher: Let's do 15, 26, and 38, okay?",0 2139,"Teacher: Student C, do you remember? Student: I remember you spelling it and [Inaudible]. Teacher: I think you got that confused with the scale. [TARGET]Teacher: Let's say I have a set, week one, week two, week three, and there's a dog that weighs 5 pounds in week one, 6 pounds in the second week, and then 8 pounds in the third week.[/TARGET] Teacher: Okay. Teacher: Let's do 15, 26, and 38, okay? Teacher: The scale, Student C, you were saying would be the number that you start with.",0 2140,"Teacher: I think you got that confused with the scale. Teacher: Let's say I have a set, week one, week two, week three, and there's a dog that weighs 5 pounds in week one, 6 pounds in the second week, and then 8 pounds in the third week. Teacher: Okay. [TARGET]Teacher: Let's do 15, 26, and 38, okay?[/TARGET] Teacher: The scale, Student C, you were saying would be the number that you start with. Teacher: Should I start with 0? Teacher: Do I have any numbers that's close to 0?",0 2141,"Teacher: Let's say I have a set, week one, week two, week three, and there's a dog that weighs 5 pounds in week one, 6 pounds in the second week, and then 8 pounds in the third week. Teacher: Okay. Teacher: Let's do 15, 26, and 38, okay? [TARGET]Teacher: The scale, Student C, you were saying would be the number that you start with.[/TARGET] Teacher: Should I start with 0? Teacher: Do I have any numbers that's close to 0? Teacher: What number can I really start with?",0 2142,"Teacher: Okay. Teacher: Let's do 15, 26, and 38, okay? Teacher: The scale, Student C, you were saying would be the number that you start with. [TARGET]Teacher: Should I start with 0?[/TARGET] Teacher: Do I have any numbers that's close to 0? Teacher: What number can I really start with? Multiple Students: 9, 10.",0 2143,"Teacher: Let's do 15, 26, and 38, okay? Teacher: The scale, Student C, you were saying would be the number that you start with. Teacher: Should I start with 0? [TARGET]Teacher: Do I have any numbers that's close to 0?[/TARGET] Teacher: What number can I really start with? Multiple Students: 9, 10. Teacher: Am I going to do 0, 1, 2, 3, 4, 5, 6, all the way to 200?",0 2144,"Teacher: The scale, Student C, you were saying would be the number that you start with. Teacher: Should I start with 0? Teacher: Do I have any numbers that's close to 0? [TARGET]Teacher: What number can I really start with?[/TARGET] Multiple Students: 9, 10. Teacher: Am I going to do 0, 1, 2, 3, 4, 5, 6, all the way to 200? Teacher: I can probably start with 10, why?",0 2145,"Teacher: Do I have any numbers that's close to 0? Teacher: What number can I really start with? Multiple Students: 9, 10. [TARGET]Teacher: Am I going to do 0, 1, 2, 3, 4, 5, 6, all the way to 200?[/TARGET] Teacher: I can probably start with 10, why? Student: Because 15 is closer. Teacher: 15 is the smallest number, right?",0 2146,"Teacher: What number can I really start with? Multiple Students: 9, 10. Teacher: Am I going to do 0, 1, 2, 3, 4, 5, 6, all the way to 200? [TARGET]Teacher: I can probably start with 10, why?[/TARGET] Student: Because 15 is closer. Teacher: 15 is the smallest number, right? Teacher: What's the highest number I should choose to go up to?",0 2147,"Teacher: Am I going to do 0, 1, 2, 3, 4, 5, 6, all the way to 200? Teacher: I can probably start with 10, why? Student: Because 15 is closer. [TARGET]Teacher: 15 is the smallest number, right?[/TARGET] Teacher: What's the highest number I should choose to go up to? Teacher: Maybe 40? Teacher: So my scale could start at 10, right?",0 2148,"Teacher: I can probably start with 10, why? Student: Because 15 is closer. Teacher: 15 is the smallest number, right? [TARGET]Teacher: What's the highest number I should choose to go up to?[/TARGET] Teacher: Maybe 40? Teacher: So my scale could start at 10, right? Teacher: I can end with 40.",0 2149,"Student: Because 15 is closer. Teacher: 15 is the smallest number, right? Teacher: What's the highest number I should choose to go up to? [TARGET]Teacher: Maybe 40?[/TARGET] Teacher: So my scale could start at 10, right? Teacher: I can end with 40. Teacher: Now the intervals are the number that you choose to make each mark.",0 2150,"Teacher: 15 is the smallest number, right? Teacher: What's the highest number I should choose to go up to? Teacher: Maybe 40? [TARGET]Teacher: So my scale could start at 10, right?[/TARGET] Teacher: I can end with 40. Teacher: Now the intervals are the number that you choose to make each mark. Teacher: Your interval can be going by 2.",0 2151,"Teacher: What's the highest number I should choose to go up to? Teacher: Maybe 40? Teacher: So my scale could start at 10, right? [TARGET]Teacher: I can end with 40.[/TARGET] Teacher: Now the intervals are the number that you choose to make each mark. Teacher: Your interval can be going by 2. Teacher: Your interval can be going by 1, or by 5.",0 2152,"Teacher: Maybe 40? Teacher: So my scale could start at 10, right? Teacher: I can end with 40. [TARGET]Teacher: Now the intervals are the number that you choose to make each mark.[/TARGET] Teacher: Your interval can be going by 2. Teacher: Your interval can be going by 1, or by 5. Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard?",0 2153,"Teacher: So my scale could start at 10, right? Teacher: I can end with 40. Teacher: Now the intervals are the number that you choose to make each mark. [TARGET]Teacher: Your interval can be going by 2.[/TARGET] Teacher: Your interval can be going by 1, or by 5. Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard? Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use?",0 2154,"Teacher: I can end with 40. Teacher: Now the intervals are the number that you choose to make each mark. Teacher: Your interval can be going by 2. [TARGET]Teacher: Your interval can be going by 1, or by 5.[/TARGET] Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard? Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use? Teacher: What's the best interval?",0 2155,"Teacher: Now the intervals are the number that you choose to make each mark. Teacher: Your interval can be going by 2. Teacher: Your interval can be going by 1, or by 5. [TARGET]Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard?[/TARGET] Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use? Teacher: What's the best interval? Teacher: Should we use ones, twos, fives, tens?",0 2156,"Teacher: Your interval can be going by 2. Teacher: Your interval can be going by 1, or by 5. Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard? [TARGET]Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use?[/TARGET] Teacher: What's the best interval? Teacher: Should we use ones, twos, fives, tens? Teacher: Should I go by 20?",0 2157,"Teacher: Your interval can be going by 1, or by 5. Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard? Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use? [TARGET]Teacher: What's the best interval?[/TARGET] Teacher: Should we use ones, twos, fives, tens? Teacher: Should I go by 20? Teacher: Let me see your boards.",0 2158,"Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard? Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use? Teacher: What's the best interval? [TARGET]Teacher: Should we use ones, twos, fives, tens?[/TARGET] Teacher: Should I go by 20? Teacher: Let me see your boards. Teacher: I see some fives.",0 2159,"Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use? Teacher: What's the best interval? Teacher: Should we use ones, twos, fives, tens? [TARGET]Teacher: Should I go by 20?[/TARGET] Teacher: Let me see your boards. Teacher: I see some fives. Teacher: I see some tens.",0 2160,"Teacher: What's the best interval? Teacher: Should we use ones, twos, fives, tens? Teacher: Should I go by 20? [TARGET]Teacher: Let me see your boards.[/TARGET] Teacher: I see some fives. Teacher: I see some tens. Teacher: Okay.",1 2161,"Teacher: Should we use ones, twos, fives, tens? Teacher: Should I go by 20? Teacher: Let me see your boards. [TARGET]Teacher: I see some fives.[/TARGET] Teacher: I see some tens. Teacher: Okay. Teacher: Those are all pretty reasonable.",0 2162,"Teacher: Should I go by 20? Teacher: Let me see your boards. Teacher: I see some fives. [TARGET]Teacher: I see some tens.[/TARGET] Teacher: Okay. Teacher: Those are all pretty reasonable. Teacher: That's because these numbers, when you round them up, they're kind of close to the tens, right, like 38 is close to 40, 26 if you round it up is close to 30.",0 2163,"Teacher: I see some fives. Teacher: I see some tens. Teacher: Okay. [TARGET]Teacher: Those are all pretty reasonable.[/TARGET] Teacher: That's because these numbers, when you round them up, they're kind of close to the tens, right, like 38 is close to 40, 26 if you round it up is close to 30. Teacher: You could use tens. Teacher: I would - let's see.",0 2164,"Teacher: I see some tens. Teacher: Okay. Teacher: Those are all pretty reasonable. [TARGET]Teacher: That's because these numbers, when you round them up, they're kind of close to the tens, right, like 38 is close to 40, 26 if you round it up is close to 30.[/TARGET] Teacher: You could use tens. Teacher: I would - let's see. Teacher: How would that change my graph if I decide to use tens as intervals?",0 2165,"Teacher: Okay. Teacher: Those are all pretty reasonable. Teacher: That's because these numbers, when you round them up, they're kind of close to the tens, right, like 38 is close to 40, 26 if you round it up is close to 30. [TARGET]Teacher: You could use tens.[/TARGET] Teacher: I would - let's see. Teacher: How would that change my graph if I decide to use tens as intervals? Teacher: Student S?",0 2166,"Teacher: Those are all pretty reasonable. Teacher: That's because these numbers, when you round them up, they're kind of close to the tens, right, like 38 is close to 40, 26 if you round it up is close to 30. Teacher: You could use tens. [TARGET]Teacher: I would - let's see.[/TARGET] Teacher: How would that change my graph if I decide to use tens as intervals? Teacher: Student S? Student: The bars would be short.",0 2167,"Teacher: That's because these numbers, when you round them up, they're kind of close to the tens, right, like 38 is close to 40, 26 if you round it up is close to 30. Teacher: You could use tens. Teacher: I would - let's see. [TARGET]Teacher: How would that change my graph if I decide to use tens as intervals?[/TARGET] Teacher: Student S? Student: The bars would be short. Teacher: Shorter.",0 2168,Teacher: You could use tens. Teacher: I would - let's see. Teacher: How would that change my graph if I decide to use tens as intervals? [TARGET]Teacher: Student S?[/TARGET] Student: The bars would be short. Teacher: Shorter. Teacher: What about if I decide to use fives as my intervals?,0 2169,Teacher: How would that change my graph if I decide to use tens as intervals? Teacher: Student S? Student: The bars would be short. [TARGET]Teacher: Shorter.[/TARGET] Teacher: What about if I decide to use fives as my intervals? Teacher: What will happen to the bars? Student: The bars would be long.,0 2170,Teacher: Student S? Student: The bars would be short. Teacher: Shorter. [TARGET]Teacher: What about if I decide to use fives as my intervals?[/TARGET] Teacher: What will happen to the bars? Student: The bars would be long. Teacher: They would be longer.,0 2171,"Student: The bars would be short. Teacher: Shorter. Teacher: What about if I decide to use fives as my intervals? [TARGET]Teacher: What will happen to the bars?[/TARGET] Student: The bars would be long. Teacher: They would be longer. Teacher: The smaller the intervals that you use, the higher the bars.",0 2172,"Teacher: What about if I decide to use fives as my intervals? Teacher: What will happen to the bars? Student: The bars would be long. [TARGET]Teacher: They would be longer.[/TARGET] Teacher: The smaller the intervals that you use, the higher the bars. Teacher: Now here we're talking about a dog and its weight as it changes through the weeks. Teacher: What kind of graph would you use, on your whiteboard?",0 2173,"Teacher: What will happen to the bars? Student: The bars would be long. Teacher: They would be longer. [TARGET]Teacher: The smaller the intervals that you use, the higher the bars.[/TARGET] Teacher: Now here we're talking about a dog and its weight as it changes through the weeks. Teacher: What kind of graph would you use, on your whiteboard? Teacher: Tell me what kind of graph I could use and then tell me why.",0 2174,"Student: The bars would be long. Teacher: They would be longer. Teacher: The smaller the intervals that you use, the higher the bars. [TARGET]Teacher: Now here we're talking about a dog and its weight as it changes through the weeks.[/TARGET] Teacher: What kind of graph would you use, on your whiteboard? Teacher: Tell me what kind of graph I could use and then tell me why. Teacher: Think about what you're writing.",0 2175,"Teacher: They would be longer. Teacher: The smaller the intervals that you use, the higher the bars. Teacher: Now here we're talking about a dog and its weight as it changes through the weeks. [TARGET]Teacher: What kind of graph would you use, on your whiteboard?[/TARGET] Teacher: Tell me what kind of graph I could use and then tell me why. Teacher: Think about what you're writing. Teacher: I'm talking about how a dog is growing, so what kind of graph would I use?",0 2176,"Teacher: The smaller the intervals that you use, the higher the bars. Teacher: Now here we're talking about a dog and its weight as it changes through the weeks. Teacher: What kind of graph would you use, on your whiteboard? [TARGET]Teacher: Tell me what kind of graph I could use and then tell me why.[/TARGET] Teacher: Think about what you're writing. Teacher: I'm talking about how a dog is growing, so what kind of graph would I use? Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing?",0 2177,"Teacher: Now here we're talking about a dog and its weight as it changes through the weeks. Teacher: What kind of graph would you use, on your whiteboard? Teacher: Tell me what kind of graph I could use and then tell me why. [TARGET]Teacher: Think about what you're writing.[/TARGET] Teacher: I'm talking about how a dog is growing, so what kind of graph would I use? Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing? Teacher: You're not showing two things.",0 2178,"Teacher: What kind of graph would you use, on your whiteboard? Teacher: Tell me what kind of graph I could use and then tell me why. Teacher: Think about what you're writing. [TARGET]Teacher: I'm talking about how a dog is growing, so what kind of graph would I use?[/TARGET] Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing? Teacher: You're not showing two things. Teacher: You're showing one thing.",0 2179,"Teacher: Tell me what kind of graph I could use and then tell me why. Teacher: Think about what you're writing. Teacher: I'm talking about how a dog is growing, so what kind of graph would I use? [TARGET]Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing?[/TARGET] Teacher: You're not showing two things. Teacher: You're showing one thing. Teacher: You're only showing one animal.",0 2180,"Teacher: Think about what you're writing. Teacher: I'm talking about how a dog is growing, so what kind of graph would I use? Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing? [TARGET]Teacher: You're not showing two things.[/TARGET] Teacher: You're showing one thing. Teacher: You're only showing one animal. Teacher: Student M, you said a line graph because it shows growth over time, okay?",0 2181,"Teacher: I'm talking about how a dog is growing, so what kind of graph would I use? Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing? Teacher: You're not showing two things. [TARGET]Teacher: You're showing one thing.[/TARGET] Teacher: You're only showing one animal. Teacher: Student M, you said a line graph because it shows growth over time, okay? Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time.",0 2182,"Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing? Teacher: You're not showing two things. Teacher: You're showing one thing. [TARGET]Teacher: You're only showing one animal.[/TARGET] Teacher: Student M, you said a line graph because it shows growth over time, okay? Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time. Teacher: If I use my tens as intervals, what am I doing down here?",0 2183,"Teacher: You're not showing two things. Teacher: You're showing one thing. Teacher: You're only showing one animal. [TARGET]Teacher: Student M, you said a line graph because it shows growth over time, okay?[/TARGET] Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time. Teacher: If I use my tens as intervals, what am I doing down here? Teacher: 1, 2, and 3.",0 2184,"Teacher: You're showing one thing. Teacher: You're only showing one animal. Teacher: Student M, you said a line graph because it shows growth over time, okay? [TARGET]Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time.[/TARGET] Teacher: If I use my tens as intervals, what am I doing down here? Teacher: 1, 2, and 3. Teacher: Give me the title.",0 2185,"Teacher: You're only showing one animal. Teacher: Student M, you said a line graph because it shows growth over time, okay? Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time. [TARGET]Teacher: If I use my tens as intervals, what am I doing down here?[/TARGET] Teacher: 1, 2, and 3. Teacher: Give me the title. Teacher: You don't have to write it on your board.",0 2186,"Teacher: Student M, you said a line graph because it shows growth over time, okay? Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time. Teacher: If I use my tens as intervals, what am I doing down here? [TARGET]Teacher: 1, 2, and 3.[/TARGET] Teacher: Give me the title. Teacher: You don't have to write it on your board. Teacher: Just give me a title, Student M.",0 2187,"Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time. Teacher: If I use my tens as intervals, what am I doing down here? Teacher: 1, 2, and 3. [TARGET]Teacher: Give me the title.[/TARGET] Teacher: You don't have to write it on your board. Teacher: Just give me a title, Student M. Student: Dogs growth.",0 2188,"Teacher: If I use my tens as intervals, what am I doing down here? Teacher: 1, 2, and 3. Teacher: Give me the title. [TARGET]Teacher: You don't have to write it on your board.[/TARGET] Teacher: Just give me a title, Student M. Student: Dogs growth. Teacher: Dogs - how about weekly growth?",1 2189,"Teacher: 1, 2, and 3. Teacher: Give me the title. Teacher: You don't have to write it on your board. [TARGET]Teacher: Just give me a title, Student M.[/TARGET] Student: Dogs growth. Teacher: Dogs - how about weekly growth? Student: Weight.",1 2190,"Teacher: You don't have to write it on your board. Teacher: Just give me a title, Student M. Student: Dogs growth. [TARGET]Teacher: Dogs - how about weekly growth?[/TARGET] Student: Weight. Teacher: Or weight. Teacher: Weight makes more sense, right?",0 2191,"Student: Dogs growth. Teacher: Dogs - how about weekly growth? Student: Weight. [TARGET]Teacher: Or weight.[/TARGET] Teacher: Weight makes more sense, right? Teacher: So are these my labels? Teacher: Is that enough?",0 2192,"Teacher: Dogs - how about weekly growth? Student: Weight. Teacher: Or weight. [TARGET]Teacher: Weight makes more sense, right?[/TARGET] Teacher: So are these my labels? Teacher: Is that enough? Teacher: What am I putting on my Y axis, Student A?",0 2193,"Student: Weight. Teacher: Or weight. Teacher: Weight makes more sense, right? [TARGET]Teacher: So are these my labels?[/TARGET] Teacher: Is that enough? Teacher: What am I putting on my Y axis, Student A? Teacher: What would be the Y axis?",0 2194,"Teacher: Or weight. Teacher: Weight makes more sense, right? Teacher: So are these my labels? [TARGET]Teacher: Is that enough?[/TARGET] Teacher: What am I putting on my Y axis, Student A? Teacher: What would be the Y axis? Teacher: Am I putting the week or am I putting the pounds?",0 2195,"Teacher: Weight makes more sense, right? Teacher: So are these my labels? Teacher: Is that enough? [TARGET]Teacher: What am I putting on my Y axis, Student A?[/TARGET] Teacher: What would be the Y axis? Teacher: Am I putting the week or am I putting the pounds? Teacher: I would say pounds, and what am I putting down here then, Student A?",0 2196,"Teacher: So are these my labels? Teacher: Is that enough? Teacher: What am I putting on my Y axis, Student A? [TARGET]Teacher: What would be the Y axis?[/TARGET] Teacher: Am I putting the week or am I putting the pounds? Teacher: I would say pounds, and what am I putting down here then, Student A? Teacher: The weeks.",0 2197,"Teacher: Is that enough? Teacher: What am I putting on my Y axis, Student A? Teacher: What would be the Y axis? [TARGET]Teacher: Am I putting the week or am I putting the pounds?[/TARGET] Teacher: I would say pounds, and what am I putting down here then, Student A? Teacher: The weeks. Teacher: So in three weeks I'm going to see how it grows.",0 2198,"Teacher: What am I putting on my Y axis, Student A? Teacher: What would be the Y axis? Teacher: Am I putting the week or am I putting the pounds? [TARGET]Teacher: I would say pounds, and what am I putting down here then, Student A?[/TARGET] Teacher: The weeks. Teacher: So in three weeks I'm going to see how it grows. Teacher: Week one, at 15, I'm going to estimate and think it's between 10 and 20.",0 2199,"Teacher: What would be the Y axis? Teacher: Am I putting the week or am I putting the pounds? Teacher: I would say pounds, and what am I putting down here then, Student A? [TARGET]Teacher: The weeks.[/TARGET] Teacher: So in three weeks I'm going to see how it grows. Teacher: Week one, at 15, I'm going to estimate and think it's between 10 and 20. Teacher: Correct?",0 2200,"Teacher: Am I putting the week or am I putting the pounds? Teacher: I would say pounds, and what am I putting down here then, Student A? Teacher: The weeks. [TARGET]Teacher: So in three weeks I'm going to see how it grows.[/TARGET] Teacher: Week one, at 15, I'm going to estimate and think it's between 10 and 20. Teacher: Correct? Teacher: At two, a little bit above the middle, and then 38.",0 2201,"Teacher: I would say pounds, and what am I putting down here then, Student A? Teacher: The weeks. Teacher: So in three weeks I'm going to see how it grows. [TARGET]Teacher: Week one, at 15, I'm going to estimate and think it's between 10 and 20.[/TARGET] Teacher: Correct? Teacher: At two, a little bit above the middle, and then 38. Teacher: Okay.",0 2202,"Teacher: The weeks. Teacher: So in three weeks I'm going to see how it grows. Teacher: Week one, at 15, I'm going to estimate and think it's between 10 and 20. [TARGET]Teacher: Correct?[/TARGET] Teacher: At two, a little bit above the middle, and then 38. Teacher: Okay. Teacher: So here's the question.",0 2203,"Teacher: So in three weeks I'm going to see how it grows. Teacher: Week one, at 15, I'm going to estimate and think it's between 10 and 20. Teacher: Correct? [TARGET]Teacher: At two, a little bit above the middle, and then 38.[/TARGET] Teacher: Okay. Teacher: So here's the question. Teacher: What's the trend in this graph?",0 2204,"Teacher: Correct? Teacher: At two, a little bit above the middle, and then 38. Teacher: Okay. [TARGET]Teacher: So here's the question.[/TARGET] Teacher: What's the trend in this graph? Teacher: What does this graph show you, basically? Teacher: What's the trend?",0 2205,"Teacher: At two, a little bit above the middle, and then 38. Teacher: Okay. Teacher: So here's the question. [TARGET]Teacher: What's the trend in this graph?[/TARGET] Teacher: What does this graph show you, basically? Teacher: What's the trend? Teacher: Student T?",0 2206,"Teacher: Okay. Teacher: So here's the question. Teacher: What's the trend in this graph? [TARGET]Teacher: What does this graph show you, basically?[/TARGET] Teacher: What's the trend? Teacher: Student T? Student: The growth of a dog.",0 2207,"Teacher: So here's the question. Teacher: What's the trend in this graph? Teacher: What does this graph show you, basically? [TARGET]Teacher: What's the trend?[/TARGET] Teacher: Student T? Student: The growth of a dog. Teacher: If it went down like this, what can you tell me about the trend?",0 2208,"Teacher: What's the trend in this graph? Teacher: What does this graph show you, basically? Teacher: What's the trend? [TARGET]Teacher: Student T?[/TARGET] Student: The growth of a dog. Teacher: If it went down like this, what can you tell me about the trend? Teacher: If it just - what can we say about the trend?",0 2209,"Teacher: What's the trend? Teacher: Student T? Student: The growth of a dog. [TARGET]Teacher: If it went down like this, what can you tell me about the trend?[/TARGET] Teacher: If it just - what can we say about the trend? Teacher: See, you got it. Teacher: It d - you said it.",0 2210,"Teacher: Student T? Student: The growth of a dog. Teacher: If it went down like this, what can you tell me about the trend? [TARGET]Teacher: If it just - what can we say about the trend?[/TARGET] Teacher: See, you got it. Teacher: It d - you said it. Teacher: Decreased, right?",0 2211,"Student: The growth of a dog. Teacher: If it went down like this, what can you tell me about the trend? Teacher: If it just - what can we say about the trend? [TARGET]Teacher: See, you got it.[/TARGET] Teacher: It d - you said it. Teacher: Decreased, right? Teacher: His weight decreased.",0 2212,"Teacher: If it went down like this, what can you tell me about the trend? Teacher: If it just - what can we say about the trend? Teacher: See, you got it. [TARGET]Teacher: It d - you said it.[/TARGET] Teacher: Decreased, right? Teacher: His weight decreased. Teacher: So based on that, what general observation can we make?",0 2213,"Teacher: If it just - what can we say about the trend? Teacher: See, you got it. Teacher: It d - you said it. [TARGET]Teacher: Decreased, right?[/TARGET] Teacher: His weight decreased. Teacher: So based on that, what general observation can we make? Teacher: Maybe the dog got sick.",0 2214,"Teacher: See, you got it. Teacher: It d - you said it. Teacher: Decreased, right? [TARGET]Teacher: His weight decreased.[/TARGET] Teacher: So based on that, what general observation can we make? Teacher: Maybe the dog got sick. Teacher: Then can we say the dog got lost?",0 2215,"Teacher: It d - you said it. Teacher: Decreased, right? Teacher: His weight decreased. [TARGET]Teacher: So based on that, what general observation can we make?[/TARGET] Teacher: Maybe the dog got sick. Teacher: Then can we say the dog got lost? Multiple Students: No.",0 2216,"Teacher: Decreased, right? Teacher: His weight decreased. Teacher: So based on that, what general observation can we make? [TARGET]Teacher: Maybe the dog got sick.[/TARGET] Teacher: Then can we say the dog got lost? Multiple Students: No. Teacher: You don't just make a random assumption.",0 2217,"Teacher: His weight decreased. Teacher: So based on that, what general observation can we make? Teacher: Maybe the dog got sick. [TARGET]Teacher: Then can we say the dog got lost?[/TARGET] Multiple Students: No. Teacher: You don't just make a random assumption. Teacher: You have to make sure it makes sense.",0 2218,Teacher: Maybe the dog got sick. Teacher: Then can we say the dog got lost? Multiple Students: No. [TARGET]Teacher: You don't just make a random assumption.[/TARGET] Teacher: You have to make sure it makes sense. Teacher: Yes ma'am? Student: Maybe he doesn't like his food.,0 2219,Teacher: Then can we say the dog got lost? Multiple Students: No. Teacher: You don't just make a random assumption. [TARGET]Teacher: You have to make sure it makes sense.[/TARGET] Teacher: Yes ma'am? Student: Maybe he doesn't like his food. Teacher: Maybe he doesn't like the dog food.,0 2220,"Multiple Students: No. Teacher: You don't just make a random assumption. Teacher: You have to make sure it makes sense. [TARGET]Teacher: Yes ma'am?[/TARGET] Student: Maybe he doesn't like his food. Teacher: Maybe he doesn't like the dog food. Teacher: So if you were the owner, what would you do if you saw your dog lost so much weight?",0 2221,"Teacher: You have to make sure it makes sense. Teacher: Yes ma'am? Student: Maybe he doesn't like his food. [TARGET]Teacher: Maybe he doesn't like the dog food.[/TARGET] Teacher: So if you were the owner, what would you do if you saw your dog lost so much weight? Student: Try a new brand. Teacher: Maybe buy a new brand.",0 2222,"Teacher: Yes ma'am? Student: Maybe he doesn't like his food. Teacher: Maybe he doesn't like the dog food. [TARGET]Teacher: So if you were the owner, what would you do if you saw your dog lost so much weight?[/TARGET] Student: Try a new brand. Teacher: Maybe buy a new brand. Teacher: What about the sickness?",0 2223,"Teacher: Maybe he doesn't like the dog food. Teacher: So if you were the owner, what would you do if you saw your dog lost so much weight? Student: Try a new brand. [TARGET]Teacher: Maybe buy a new brand.[/TARGET] Teacher: What about the sickness? Teacher: What could you do? Student: Go to the doctor.",0 2224,"Teacher: So if you were the owner, what would you do if you saw your dog lost so much weight? Student: Try a new brand. Teacher: Maybe buy a new brand. [TARGET]Teacher: What about the sickness?[/TARGET] Teacher: What could you do? Student: Go to the doctor. Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right?",0 2225,"Student: Try a new brand. Teacher: Maybe buy a new brand. Teacher: What about the sickness? [TARGET]Teacher: What could you do?[/TARGET] Student: Go to the doctor. Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right? Teacher: You're not going to go, ""Ah, who cares.""",0 2226,"Teacher: What about the sickness? Teacher: What could you do? Student: Go to the doctor. [TARGET]Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right?[/TARGET] Teacher: You're not going to go, ""Ah, who cares."" Teacher: So here's what we're going to do today. Teacher: I'm going to need to you to get with a partner.",0 2227,"Teacher: What could you do? Student: Go to the doctor. Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right? [TARGET]Teacher: You're not going to go, ""Ah, who cares.""[/TARGET] Teacher: So here's what we're going to do today. Teacher: I'm going to need to you to get with a partner. Teacher: I'm going to count down by 1.",0 2228,"Student: Go to the doctor. Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right? Teacher: You're not going to go, ""Ah, who cares."" [TARGET]Teacher: So here's what we're going to do today.[/TARGET] Teacher: I'm going to need to you to get with a partner. Teacher: I'm going to count down by 1. Teacher: You have to have a partner.",1 2229,"Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right? Teacher: You're not going to go, ""Ah, who cares."" Teacher: So here's what we're going to do today. [TARGET]Teacher: I'm going to need to you to get with a partner.[/TARGET] Teacher: I'm going to count down by 1. Teacher: You have to have a partner. Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1.",1 2230,"Teacher: You're not going to go, ""Ah, who cares."" Teacher: So here's what we're going to do today. Teacher: I'm going to need to you to get with a partner. [TARGET]Teacher: I'm going to count down by 1.[/TARGET] Teacher: You have to have a partner. Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1. Teacher: Thank you.",1 2231,"Teacher: So here's what we're going to do today. Teacher: I'm going to need to you to get with a partner. Teacher: I'm going to count down by 1. [TARGET]Teacher: You have to have a partner.[/TARGET] Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1. Teacher: Thank you. Teacher: You're not going to need your whiteboard for this.",1 2232,"Teacher: I'm going to need to you to get with a partner. Teacher: I'm going to count down by 1. Teacher: You have to have a partner. [TARGET]Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1.[/TARGET] Teacher: Thank you. Teacher: You're not going to need your whiteboard for this. Teacher: Can you remember - you can just put it on the side.",1 2233,"Teacher: I'm going to count down by 1. Teacher: You have to have a partner. Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1. [TARGET]Teacher: Thank you.[/TARGET] Teacher: You're not going to need your whiteboard for this. Teacher: Can you remember - you can just put it on the side. Teacher: You don't need to put it away.",1 2234,"Teacher: You have to have a partner. Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1. Teacher: Thank you. [TARGET]Teacher: You're not going to need your whiteboard for this.[/TARGET] Teacher: Can you remember - you can just put it on the side. Teacher: You don't need to put it away. Teacher: Do you remember the case we were talking about Mc Donald's?",1 2235,"Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1. Teacher: Thank you. Teacher: You're not going to need your whiteboard for this. [TARGET]Teacher: Can you remember - you can just put it on the side.[/TARGET] Teacher: You don't need to put it away. Teacher: Do you remember the case we were talking about Mc Donald's? Multiple Students: Yes.",1 2236,Teacher: Thank you. Teacher: You're not going to need your whiteboard for this. Teacher: Can you remember - you can just put it on the side. [TARGET]Teacher: You don't need to put it away.[/TARGET] Teacher: Do you remember the case we were talking about Mc Donald's? Multiple Students: Yes. Teacher: And how Mc Donald's wanted to what - what would you want it to do?,1 2237,Teacher: You're not going to need your whiteboard for this. Teacher: Can you remember - you can just put it on the side. Teacher: You don't need to put it away. [TARGET]Teacher: Do you remember the case we were talking about Mc Donald's?[/TARGET] Multiple Students: Yes. Teacher: And how Mc Donald's wanted to what - what would you want it to do? Student: You want it to sell more burgers.,0 2238,Teacher: You don't need to put it away. Teacher: Do you remember the case we were talking about Mc Donald's? Multiple Students: Yes. [TARGET]Teacher: And how Mc Donald's wanted to what - what would you want it to do?[/TARGET] Student: You want it to sell more burgers. Teacher: Remember the Mc Donald's case where you were the CEO and you decided you wanted to build a Mc Donald's in China? Teacher: This is the second part to our problem.,0 2239,Multiple Students: Yes. Teacher: And how Mc Donald's wanted to what - what would you want it to do? Student: You want it to sell more burgers. [TARGET]Teacher: Remember the Mc Donald's case where you were the CEO and you decided you wanted to build a Mc Donald's in China?[/TARGET] Teacher: This is the second part to our problem. Teacher: The new Mc Donald's case. Teacher: You ready?,0 2240,Teacher: And how Mc Donald's wanted to what - what would you want it to do? Student: You want it to sell more burgers. Teacher: Remember the Mc Donald's case where you were the CEO and you decided you wanted to build a Mc Donald's in China? [TARGET]Teacher: This is the second part to our problem.[/TARGET] Teacher: The new Mc Donald's case. Teacher: You ready? Multiple Students: Yes.,0 2241,"Student: You want it to sell more burgers. Teacher: Remember the Mc Donald's case where you were the CEO and you decided you wanted to build a Mc Donald's in China? Teacher: This is the second part to our problem. [TARGET]Teacher: The new Mc Donald's case.[/TARGET] Teacher: You ready? Multiple Students: Yes. Teacher: Well, you weren't here?",0 2242,"Teacher: Remember the Mc Donald's case where you were the CEO and you decided you wanted to build a Mc Donald's in China? Teacher: This is the second part to our problem. Teacher: The new Mc Donald's case. [TARGET]Teacher: You ready?[/TARGET] Multiple Students: Yes. Teacher: Well, you weren't here? Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China.",1 2243,"Teacher: The new Mc Donald's case. Teacher: You ready? Multiple Students: Yes. [TARGET]Teacher: Well, you weren't here?[/TARGET] Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China. Teacher: Some of you said, ""No, they're not going to build this."" Teacher: Some of you said, ""Yeah, they'll probably build it for younger people.""",1 2244,"Teacher: You ready? Multiple Students: Yes. Teacher: Well, you weren't here? [TARGET]Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China.[/TARGET] Teacher: Some of you said, ""No, they're not going to build this."" Teacher: Some of you said, ""Yeah, they'll probably build it for younger people."" Teacher: Because most of the younger people like hamburgers, right?",0 2245,"Multiple Students: Yes. Teacher: Well, you weren't here? Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China. [TARGET]Teacher: Some of you said, ""No, they're not going to build this.""[/TARGET] Teacher: Some of you said, ""Yeah, they'll probably build it for younger people."" Teacher: Because most of the younger people like hamburgers, right? Teacher: So here's the next case, okay?",0 2246,"Teacher: Well, you weren't here? Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China. Teacher: Some of you said, ""No, they're not going to build this."" [TARGET]Teacher: Some of you said, ""Yeah, they'll probably build it for younger people.""[/TARGET] Teacher: Because most of the younger people like hamburgers, right? Teacher: So here's the next case, okay? Teacher: Pay attention to the details, because it's going to help you with your decision making later.",0 2247,"Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China. Teacher: Some of you said, ""No, they're not going to build this."" Teacher: Some of you said, ""Yeah, they'll probably build it for younger people."" [TARGET]Teacher: Because most of the younger people like hamburgers, right?[/TARGET] Teacher: So here's the next case, okay? Teacher: Pay attention to the details, because it's going to help you with your decision making later. Teacher: All right.",0 2248,"Teacher: Some of you said, ""No, they're not going to build this."" Teacher: Some of you said, ""Yeah, they'll probably build it for younger people."" Teacher: Because most of the younger people like hamburgers, right? [TARGET]Teacher: So here's the next case, okay?[/TARGET] Teacher: Pay attention to the details, because it's going to help you with your decision making later. Teacher: All right. Teacher: The CEO of Mc Donald's has finally decided to build a new & in Beijing, China, and you, you're not the CEO anymore.",0 2249,"Teacher: Some of you said, ""Yeah, they'll probably build it for younger people."" Teacher: Because most of the younger people like hamburgers, right? Teacher: So here's the next case, okay? [TARGET]Teacher: Pay attention to the details, because it's going to help you with your decision making later.[/TARGET] Teacher: All right. Teacher: The CEO of Mc Donald's has finally decided to build a new & in Beijing, China, and you, you're not the CEO anymore. Teacher: You were hired to be the manager of this & restaurant.",0 2250,"Teacher: So here's the next case, okay? Teacher: Pay attention to the details, because it's going to help you with your decision making later. Teacher: All right. [TARGET]Teacher: The CEO of Mc Donald's has finally decided to build a new & in Beijing, China, and you, you're not the CEO anymore.[/TARGET] Teacher: You were hired to be the manager of this & restaurant. Teacher: You're kind of like the boss. Teacher: At the end of the first six weeks of opening, you sat down and reviewed the weekly sales report, and the numbers show that changes must be made if you want to improve yourselves and keep your job.",0 2251,"Teacher: Pay attention to the details, because it's going to help you with your decision making later. Teacher: All right. Teacher: The CEO of Mc Donald's has finally decided to build a new & in Beijing, China, and you, you're not the CEO anymore. [TARGET]Teacher: You were hired to be the manager of this & restaurant.[/TARGET] Teacher: You're kind of like the boss. Teacher: At the end of the first six weeks of opening, you sat down and reviewed the weekly sales report, and the numbers show that changes must be made if you want to improve yourselves and keep your job. Teacher: The manager watches the store, makes sure that everyone's doing their job, making sure the food is ready, making sure that people are liking the food, right?",0 2252,"Teacher: All right. Teacher: The CEO of Mc Donald's has finally decided to build a new & in Beijing, China, and you, you're not the CEO anymore. Teacher: You were hired to be the manager of this & restaurant. [TARGET]Teacher: You're kind of like the boss.[/TARGET] Teacher: At the end of the first six weeks of opening, you sat down and reviewed the weekly sales report, and the numbers show that changes must be made if you want to improve yourselves and keep your job. Teacher: The manager watches the store, makes sure that everyone's doing their job, making sure the food is ready, making sure that people are liking the food, right? Teacher: So now based on these weekly reports, how many weeks?",0 2253,"Teacher: The CEO of Mc Donald's has finally decided to build a new & in Beijing, China, and you, you're not the CEO anymore. Teacher: You were hired to be the manager of this & restaurant. Teacher: You're kind of like the boss. [TARGET]Teacher: At the end of the first six weeks of opening, you sat down and reviewed the weekly sales report, and the numbers show that changes must be made if you want to improve yourselves and keep your job.[/TARGET] Teacher: The manager watches the store, makes sure that everyone's doing their job, making sure the food is ready, making sure that people are liking the food, right? Teacher: So now based on these weekly reports, how many weeks? Multiple Students: Six.",0 2254,"Teacher: You were hired to be the manager of this & restaurant. Teacher: You're kind of like the boss. Teacher: At the end of the first six weeks of opening, you sat down and reviewed the weekly sales report, and the numbers show that changes must be made if you want to improve yourselves and keep your job. [TARGET]Teacher: The manager watches the store, makes sure that everyone's doing their job, making sure the food is ready, making sure that people are liking the food, right?[/TARGET] Teacher: So now based on these weekly reports, how many weeks? Multiple Students: Six. Teacher: The first six weeks of opening.",0 2255,"Teacher: You're kind of like the boss. Teacher: At the end of the first six weeks of opening, you sat down and reviewed the weekly sales report, and the numbers show that changes must be made if you want to improve yourselves and keep your job. Teacher: The manager watches the store, makes sure that everyone's doing their job, making sure the food is ready, making sure that people are liking the food, right? [TARGET]Teacher: So now based on these weekly reports, how many weeks?[/TARGET] Multiple Students: Six. Teacher: The first six weeks of opening. Teacher: Let's see if people like the store or not.",0 2256,"Teacher: The manager watches the store, makes sure that everyone's doing their job, making sure the food is ready, making sure that people are liking the food, right? Teacher: So now based on these weekly reports, how many weeks? Multiple Students: Six. [TARGET]Teacher: The first six weeks of opening.[/TARGET] Teacher: Let's see if people like the store or not. Teacher: Based on the numbers, what I want you to do today is with your partner you're going to create a graph based on the report, and you are going to tell me if you were the manager, what would you do? Teacher: Last time we made a double bar graph because we asked a different age group, but this is going to be different.",0 2257,"Teacher: So now based on these weekly reports, how many weeks? Multiple Students: Six. Teacher: The first six weeks of opening. [TARGET]Teacher: Let's see if people like the store or not.[/TARGET] Teacher: Based on the numbers, what I want you to do today is with your partner you're going to create a graph based on the report, and you are going to tell me if you were the manager, what would you do? Teacher: Last time we made a double bar graph because we asked a different age group, but this is going to be different. Teacher: You have to decide what kind of graph you're going to use.",0 2258,"Multiple Students: Six. Teacher: The first six weeks of opening. Teacher: Let's see if people like the store or not. [TARGET]Teacher: Based on the numbers, what I want you to do today is with your partner you're going to create a graph based on the report, and you are going to tell me if you were the manager, what would you do?[/TARGET] Teacher: Last time we made a double bar graph because we asked a different age group, but this is going to be different. Teacher: You have to decide what kind of graph you're going to use. Teacher: Okay.",0 2259,"Teacher: The first six weeks of opening. Teacher: Let's see if people like the store or not. Teacher: Based on the numbers, what I want you to do today is with your partner you're going to create a graph based on the report, and you are going to tell me if you were the manager, what would you do? [TARGET]Teacher: Last time we made a double bar graph because we asked a different age group, but this is going to be different.[/TARGET] Teacher: You have to decide what kind of graph you're going to use. Teacher: Okay. Teacher: So this is the report that you got for the first week of opening the store, report.",0 2260,"Teacher: Let's see if people like the store or not. Teacher: Based on the numbers, what I want you to do today is with your partner you're going to create a graph based on the report, and you are going to tell me if you were the manager, what would you do? Teacher: Last time we made a double bar graph because we asked a different age group, but this is going to be different. [TARGET]Teacher: You have to decide what kind of graph you're going to use.[/TARGET] Teacher: Okay. Teacher: So this is the report that you got for the first week of opening the store, report. Teacher: You're going to create a graph based on this information, and you're going to tell me, if you were the managers, you and your partner are the manager at the Beijing store, or restaurant, what are you going to do?",0 2261,"Teacher: Last time we made a double bar graph because we asked a different age group, but this is going to be different. Teacher: You have to decide what kind of graph you're going to use. Teacher: Okay. [TARGET]Teacher: So this is the report that you got for the first week of opening the store, report.[/TARGET] Teacher: You're going to create a graph based on this information, and you're going to tell me, if you were the managers, you and your partner are the manager at the Beijing store, or restaurant, what are you going to do? Teacher: Before you start writing on the little piece of paper I give you, you might want to kind of make a plan first and talk about it, or remember, choose your intervals. Teacher: Choose your scale.",0 2262,"Teacher: You have to decide what kind of graph you're going to use. Teacher: Okay. Teacher: So this is the report that you got for the first week of opening the store, report. [TARGET]Teacher: You're going to create a graph based on this information, and you're going to tell me, if you were the managers, you and your partner are the manager at the Beijing store, or restaurant, what are you going to do?[/TARGET] Teacher: Before you start writing on the little piece of paper I give you, you might want to kind of make a plan first and talk about it, or remember, choose your intervals. Teacher: Choose your scale. Teacher: Which one is appropriate?",0 2263,"Teacher: Okay. Teacher: So this is the report that you got for the first week of opening the store, report. Teacher: You're going to create a graph based on this information, and you're going to tell me, if you were the managers, you and your partner are the manager at the Beijing store, or restaurant, what are you going to do? [TARGET]Teacher: Before you start writing on the little piece of paper I give you, you might want to kind of make a plan first and talk about it, or remember, choose your intervals.[/TARGET] Teacher: Choose your scale. Teacher: Which one is appropriate? Teacher: What else do you need on a graph?",0 2264,"Teacher: So this is the report that you got for the first week of opening the store, report. Teacher: You're going to create a graph based on this information, and you're going to tell me, if you were the managers, you and your partner are the manager at the Beijing store, or restaurant, what are you going to do? Teacher: Before you start writing on the little piece of paper I give you, you might want to kind of make a plan first and talk about it, or remember, choose your intervals. [TARGET]Teacher: Choose your scale.[/TARGET] Teacher: Which one is appropriate? Teacher: What else do you need on a graph? Student: Y and X axis.",0 2265,"Teacher: You're going to create a graph based on this information, and you're going to tell me, if you were the managers, you and your partner are the manager at the Beijing store, or restaurant, what are you going to do? Teacher: Before you start writing on the little piece of paper I give you, you might want to kind of make a plan first and talk about it, or remember, choose your intervals. Teacher: Choose your scale. [TARGET]Teacher: Which one is appropriate?[/TARGET] Teacher: What else do you need on a graph? Student: Y and X axis. Teacher: Axis labels, right, and a title.",0 2266,"Teacher: Before you start writing on the little piece of paper I give you, you might want to kind of make a plan first and talk about it, or remember, choose your intervals. Teacher: Choose your scale. Teacher: Which one is appropriate? [TARGET]Teacher: What else do you need on a graph?[/TARGET] Student: Y and X axis. Teacher: Axis labels, right, and a title. Teacher: Choose an appropriate title for your graph.",0 2267,"Teacher: Which one is appropriate? Teacher: What else do you need on a graph? Student: Y and X axis. [TARGET]Teacher: Axis labels, right, and a title.[/TARGET] Teacher: Choose an appropriate title for your graph. Teacher: You may get started. Teacher: I'm going to come give you your paper.",0 2268,"Teacher: What else do you need on a graph? Student: Y and X axis. Teacher: Axis labels, right, and a title. [TARGET]Teacher: Choose an appropriate title for your graph.[/TARGET] Teacher: You may get started. Teacher: I'm going to come give you your paper. Teacher: If you need a ruler, you can just get one or two.",0 2269,"Student: Y and X axis. Teacher: Axis labels, right, and a title. Teacher: Choose an appropriate title for your graph. [TARGET]Teacher: You may get started.[/TARGET] Teacher: I'm going to come give you your paper. Teacher: If you need a ruler, you can just get one or two. Teacher: Do you need me to turn off the lights, or are you okay with it?",1 2270,"Teacher: Axis labels, right, and a title. Teacher: Choose an appropriate title for your graph. Teacher: You may get started. [TARGET]Teacher: I'm going to come give you your paper.[/TARGET] Teacher: If you need a ruler, you can just get one or two. Teacher: Do you need me to turn off the lights, or are you okay with it? Teacher: I would probably start with what do we know based on that chart, or report, and a ruler.",1 2271,"Teacher: Choose an appropriate title for your graph. Teacher: You may get started. Teacher: I'm going to come give you your paper. [TARGET]Teacher: If you need a ruler, you can just get one or two.[/TARGET] Teacher: Do you need me to turn off the lights, or are you okay with it? Teacher: I would probably start with what do we know based on that chart, or report, and a ruler. Teacher: Just today?",1 2272,"Teacher: You may get started. Teacher: I'm going to come give you your paper. Teacher: If you need a ruler, you can just get one or two. [TARGET]Teacher: Do you need me to turn off the lights, or are you okay with it?[/TARGET] Teacher: I would probably start with what do we know based on that chart, or report, and a ruler. Teacher: Just today? Teacher: Okay.",1 2273,"Teacher: I'm going to come give you your paper. Teacher: If you need a ruler, you can just get one or two. Teacher: Do you need me to turn off the lights, or are you okay with it? [TARGET]Teacher: I would probably start with what do we know based on that chart, or report, and a ruler.[/TARGET] Teacher: Just today? Teacher: Okay. Teacher: Sorry.",0 2274,"Teacher: If you need a ruler, you can just get one or two. Teacher: Do you need me to turn off the lights, or are you okay with it? Teacher: I would probably start with what do we know based on that chart, or report, and a ruler. [TARGET]Teacher: Just today?[/TARGET] Teacher: Okay. Teacher: Sorry. Teacher: All right.",1 2275,"Teacher: I would probably start with what do we know based on that chart, or report, and a ruler. Teacher: Just today? Teacher: Okay. [TARGET]Teacher: Sorry.[/TARGET] Teacher: All right. Teacher: Remember, there were a lot of mistakes the first time we did this months back, so think about what kind of problems you encountered. Teacher: Look at the chart first.",0 2276,"Teacher: Okay. Teacher: Sorry. Teacher: All right. [TARGET]Teacher: Remember, there were a lot of mistakes the first time we did this months back, so think about what kind of problems you encountered.[/TARGET] Teacher: Look at the chart first. Teacher: I wouldn't worry about the graph yet. Teacher: Look at the chart and see what it says.",0 2277,"Teacher: Sorry. Teacher: All right. Teacher: Remember, there were a lot of mistakes the first time we did this months back, so think about what kind of problems you encountered. [TARGET]Teacher: Look at the chart first.[/TARGET] Teacher: I wouldn't worry about the graph yet. Teacher: Look at the chart and see what it says. Student: Is that the people?",0 2278,"Teacher: All right. Teacher: Remember, there were a lot of mistakes the first time we did this months back, so think about what kind of problems you encountered. Teacher: Look at the chart first. [TARGET]Teacher: I wouldn't worry about the graph yet.[/TARGET] Teacher: Look at the chart and see what it says. Student: Is that the people? Teacher: It's not people.",0 2279,"Teacher: Remember, there were a lot of mistakes the first time we did this months back, so think about what kind of problems you encountered. Teacher: Look at the chart first. Teacher: I wouldn't worry about the graph yet. [TARGET]Teacher: Look at the chart and see what it says.[/TARGET] Student: Is that the people? Teacher: It's not people. Teacher: It's the sales.",0 2280,Teacher: I wouldn't worry about the graph yet. Teacher: Look at the chart and see what it says. Student: Is that the people? [TARGET]Teacher: It's not people.[/TARGET] Teacher: It's the sales. Teacher: Look at it. Student: Is this the same as a triple bar graph?,0 2281,Teacher: Look at the chart and see what it says. Student: Is that the people? Teacher: It's not people. [TARGET]Teacher: It's the sales.[/TARGET] Teacher: Look at it. Student: Is this the same as a triple bar graph? Teacher: You're not comparing three things really.,0 2282,"Student: Is that the people? Teacher: It's not people. Teacher: It's the sales. [TARGET]Teacher: Look at it.[/TARGET] Student: Is this the same as a triple bar graph? Teacher: You're not comparing three things really. Teacher: Well, you are.",0 2283,"Teacher: It's the sales. Teacher: Look at it. Student: Is this the same as a triple bar graph? [TARGET]Teacher: You're not comparing three things really.[/TARGET] Teacher: Well, you are. Teacher: Yeah. Student: Can we use a triple bar graph?",0 2284,"Teacher: Look at it. Student: Is this the same as a triple bar graph? Teacher: You're not comparing three things really. [TARGET]Teacher: Well, you are.[/TARGET] Teacher: Yeah. Student: Can we use a triple bar graph? Teacher: Yes, you can.",0 2285,"Student: Is this the same as a triple bar graph? Teacher: You're not comparing three things really. Teacher: Well, you are. [TARGET]Teacher: Yeah.[/TARGET] Student: Can we use a triple bar graph? Teacher: Yes, you can. Student: [Inaudible]?",0 2286,"Teacher: Well, you are. Teacher: Yeah. Student: Can we use a triple bar graph? [TARGET]Teacher: Yes, you can.[/TARGET] Student: [Inaudible]? Teacher: Yes. Teacher: You don't need to be using that ruler.",0 2287,"Student: Can we use a triple bar graph? Teacher: Yes, you can. Student: [Inaudible]? [TARGET]Teacher: Yes.[/TARGET] Teacher: You don't need to be using that ruler. Teacher: Go get the one everyone else is using. Student: Is it okay if we do it this way?",0 2288,"Teacher: Yes, you can. Student: [Inaudible]? Teacher: Yes. [TARGET]Teacher: You don't need to be using that ruler.[/TARGET] Teacher: Go get the one everyone else is using. Student: Is it okay if we do it this way? Teacher: It's you and your partner.",1 2289,Student: [Inaudible]? Teacher: Yes. Teacher: You don't need to be using that ruler. [TARGET]Teacher: Go get the one everyone else is using.[/TARGET] Student: Is it okay if we do it this way? Teacher: It's you and your partner. Teacher: You show me what you guys decide.,1 2290,"Teacher: You don't need to be using that ruler. Teacher: Go get the one everyone else is using. Student: Is it okay if we do it this way? [TARGET]Teacher: It's you and your partner.[/TARGET] Teacher: You show me what you guys decide. Teacher: Like I said, you might want to do a plan before you start doing anything. Teacher: Have you discussed the graph?",1 2291,"Teacher: Go get the one everyone else is using. Student: Is it okay if we do it this way? Teacher: It's you and your partner. [TARGET]Teacher: You show me what you guys decide.[/TARGET] Teacher: Like I said, you might want to do a plan before you start doing anything. Teacher: Have you discussed the graph? Teacher: Have you discussed the chart and what you see?",1 2292,"Student: Is it okay if we do it this way? Teacher: It's you and your partner. Teacher: You show me what you guys decide. [TARGET]Teacher: Like I said, you might want to do a plan before you start doing anything.[/TARGET] Teacher: Have you discussed the graph? Teacher: Have you discussed the chart and what you see? Teacher: I want to know the trends that you see, or what your decisions will be based on that trend.",0 2293,"Teacher: It's you and your partner. Teacher: You show me what you guys decide. Teacher: Like I said, you might want to do a plan before you start doing anything. [TARGET]Teacher: Have you discussed the graph?[/TARGET] Teacher: Have you discussed the chart and what you see? Teacher: I want to know the trends that you see, or what your decisions will be based on that trend. Teacher: Let's get to work.",0 2294,"Teacher: You show me what you guys decide. Teacher: Like I said, you might want to do a plan before you start doing anything. Teacher: Have you discussed the graph? [TARGET]Teacher: Have you discussed the chart and what you see?[/TARGET] Teacher: I want to know the trends that you see, or what your decisions will be based on that trend. Teacher: Let's get to work. Teacher: I'm going to give you 15 minutes, so you need to hurry up.",0 2295,"Teacher: Like I said, you might want to do a plan before you start doing anything. Teacher: Have you discussed the graph? Teacher: Have you discussed the chart and what you see? [TARGET]Teacher: I want to know the trends that you see, or what your decisions will be based on that trend.[/TARGET] Teacher: Let's get to work. Teacher: I'm going to give you 15 minutes, so you need to hurry up. Teacher: Based on the numbers, what will your interval be?",0 2296,"Teacher: Have you discussed the graph? Teacher: Have you discussed the chart and what you see? Teacher: I want to know the trends that you see, or what your decisions will be based on that trend. [TARGET]Teacher: Let's get to work.[/TARGET] Teacher: I'm going to give you 15 minutes, so you need to hurry up. Teacher: Based on the numbers, what will your interval be? Teacher: All right.",1 2297,"Teacher: Have you discussed the chart and what you see? Teacher: I want to know the trends that you see, or what your decisions will be based on that trend. Teacher: Let's get to work. [TARGET]Teacher: I'm going to give you 15 minutes, so you need to hurry up.[/TARGET] Teacher: Based on the numbers, what will your interval be? Teacher: All right. Teacher: One, two, three, eyes on me.",1 2298,"Teacher: I want to know the trends that you see, or what your decisions will be based on that trend. Teacher: Let's get to work. Teacher: I'm going to give you 15 minutes, so you need to hurry up. [TARGET]Teacher: Based on the numbers, what will your interval be?[/TARGET] Teacher: All right. Teacher: One, two, three, eyes on me. Student: One, two, eyes on you.",0 2299,"Teacher: I'm going to give you 15 minutes, so you need to hurry up. Teacher: Based on the numbers, what will your interval be? Teacher: All right. [TARGET]Teacher: One, two, three, eyes on me.[/TARGET] Student: One, two, eyes on you. Teacher: You do not need to draft a graph here. Teacher: What you need to do here is you make a plan.",1 2300,"Teacher: All right. Teacher: One, two, three, eyes on me. Student: One, two, eyes on you. [TARGET]Teacher: You do not need to draft a graph here.[/TARGET] Teacher: What you need to do here is you make a plan. Teacher: You're going to decide what's the interval you're going to use, the scale that you would use, what kind of graph you would use, and what do you notice about that chart or that report? Teacher: Okay.",0 2301,"Teacher: One, two, three, eyes on me. Student: One, two, eyes on you. Teacher: You do not need to draft a graph here. [TARGET]Teacher: What you need to do here is you make a plan.[/TARGET] Teacher: You're going to decide what's the interval you're going to use, the scale that you would use, what kind of graph you would use, and what do you notice about that chart or that report? Teacher: Okay. Teacher: So don't waste your time making a graph here and then making a graph here.",0 2302,"Student: One, two, eyes on you. Teacher: You do not need to draft a graph here. Teacher: What you need to do here is you make a plan. [TARGET]Teacher: You're going to decide what's the interval you're going to use, the scale that you would use, what kind of graph you would use, and what do you notice about that chart or that report?[/TARGET] Teacher: Okay. Teacher: So don't waste your time making a graph here and then making a graph here. Teacher: I don't think Student S is by herself, is she?",0 2303,"Teacher: What you need to do here is you make a plan. Teacher: You're going to decide what's the interval you're going to use, the scale that you would use, what kind of graph you would use, and what do you notice about that chart or that report? Teacher: Okay. [TARGET]Teacher: So don't waste your time making a graph here and then making a graph here.[/TARGET] Teacher: I don't think Student S is by herself, is she? Teacher: You have 15 minutes. Teacher: I don't think we should be wasting time right now.",0 2304,"Teacher: You're going to decide what's the interval you're going to use, the scale that you would use, what kind of graph you would use, and what do you notice about that chart or that report? Teacher: Okay. Teacher: So don't waste your time making a graph here and then making a graph here. [TARGET]Teacher: I don't think Student S is by herself, is she?[/TARGET] Teacher: You have 15 minutes. Teacher: I don't think we should be wasting time right now. Teacher: Your plan should be here.",1 2305,"Teacher: Okay. Teacher: So don't waste your time making a graph here and then making a graph here. Teacher: I don't think Student S is by herself, is she? [TARGET]Teacher: You have 15 minutes.[/TARGET] Teacher: I don't think we should be wasting time right now. Teacher: Your plan should be here. Teacher: You might want to look up there first, right?",1 2306,"Teacher: So don't waste your time making a graph here and then making a graph here. Teacher: I don't think Student S is by herself, is she? Teacher: You have 15 minutes. [TARGET]Teacher: I don't think we should be wasting time right now.[/TARGET] Teacher: Your plan should be here. Teacher: You might want to look up there first, right? Teacher: What do you notice?",1 2307,"Teacher: I don't think Student S is by herself, is she? Teacher: You have 15 minutes. Teacher: I don't think we should be wasting time right now. [TARGET]Teacher: Your plan should be here.[/TARGET] Teacher: You might want to look up there first, right? Teacher: What do you notice? Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use?",1 2308,"Teacher: You have 15 minutes. Teacher: I don't think we should be wasting time right now. Teacher: Your plan should be here. [TARGET]Teacher: You might want to look up there first, right?[/TARGET] Teacher: What do you notice? Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use? Teacher: Should you go by 1, 2, 3, 4, 5, 6?",0 2309,"Teacher: I don't think we should be wasting time right now. Teacher: Your plan should be here. Teacher: You might want to look up there first, right? [TARGET]Teacher: What do you notice?[/TARGET] Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use? Teacher: Should you go by 1, 2, 3, 4, 5, 6? Teacher: Talk about it.",0 2310,"Teacher: Your plan should be here. Teacher: You might want to look up there first, right? Teacher: What do you notice? [TARGET]Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use?[/TARGET] Teacher: Should you go by 1, 2, 3, 4, 5, 6? Teacher: Talk about it. Teacher: You two talk about it.",0 2311,"Teacher: You might want to look up there first, right? Teacher: What do you notice? Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use? [TARGET]Teacher: Should you go by 1, 2, 3, 4, 5, 6?[/TARGET] Teacher: Talk about it. Teacher: You two talk about it. Teacher: What would be the best choice for you?",0 2312,"Teacher: What do you notice? Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use? Teacher: Should you go by 1, 2, 3, 4, 5, 6? [TARGET]Teacher: Talk about it.[/TARGET] Teacher: You two talk about it. Teacher: What would be the best choice for you? Teacher: Let's just look.",1 2313,"Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use? Teacher: Should you go by 1, 2, 3, 4, 5, 6? Teacher: Talk about it. [TARGET]Teacher: You two talk about it.[/TARGET] Teacher: What would be the best choice for you? Teacher: Let's just look. Teacher: What's the highest number?",1 2314,"Teacher: Should you go by 1, 2, 3, 4, 5, 6? Teacher: Talk about it. Teacher: You two talk about it. [TARGET]Teacher: What would be the best choice for you?[/TARGET] Teacher: Let's just look. Teacher: What's the highest number? Teacher: What's the lowest number?",0 2315,"Teacher: Talk about it. Teacher: You two talk about it. Teacher: What would be the best choice for you? [TARGET]Teacher: Let's just look.[/TARGET] Teacher: What's the highest number? Teacher: What's the lowest number? Student: It's at 50, and then it's going to go to 300.",0 2316,"Teacher: You two talk about it. Teacher: What would be the best choice for you? Teacher: Let's just look. [TARGET]Teacher: What's the highest number?[/TARGET] Teacher: What's the lowest number? Student: It's at 50, and then it's going to go to 300. Student: The most is 280.",0 2317,"Teacher: What would be the best choice for you? Teacher: Let's just look. Teacher: What's the highest number? [TARGET]Teacher: What's the lowest number?[/TARGET] Student: It's at 50, and then it's going to go to 300. Student: The most is 280. Teacher: What are you starting at though?",0 2318,"Teacher: What's the lowest number? Student: It's at 50, and then it's going to go to 300. Student: The most is 280. [TARGET]Teacher: What are you starting at though?[/TARGET] Teacher: Your scale would be from what to what? Teacher: 50 to 300? Teacher: Okay.",0 2319,"Student: It's at 50, and then it's going to go to 300. Student: The most is 280. Teacher: What are you starting at though? [TARGET]Teacher: Your scale would be from what to what?[/TARGET] Teacher: 50 to 300? Teacher: Okay. Student: Because we don't want it to be [Inaudible].",0 2320,Student: The most is 280. Teacher: What are you starting at though? Teacher: Your scale would be from what to what? [TARGET]Teacher: 50 to 300?[/TARGET] Teacher: Okay. Student: Because we don't want it to be [Inaudible]. Teacher: Don't forget you need a key for your graph too.,0 2321,"Teacher: 50 to 300? Teacher: Okay. Student: Because we don't want it to be [Inaudible]. [TARGET]Teacher: Don't forget you need a key for your graph too.[/TARGET] Teacher: D-a-l. A-l. What are you going by, 40? Teacher: 4 times 5 is- Student: 20",0 2322,"Teacher: Okay. Student: Because we don't want it to be [Inaudible]. Teacher: Don't forget you need a key for your graph too. [TARGET]Teacher: D-a-l. A-l. What are you going by, 40?[/TARGET] Teacher: 4 times 5 is- Student: 20 Teacher: Add a 0 and it would be?",0 2323,"Student: Because we don't want it to be [Inaudible]. Teacher: Don't forget you need a key for your graph too. Teacher: D-a-l. A-l. What are you going by, 40? [TARGET]Teacher: 4 times 5 is-[/TARGET] Student: 20 Teacher: Add a 0 and it would be? Student: 200",0 2324,"Teacher: D-a-l. A-l. What are you going by, 40? Teacher: 4 times 5 is- Student: 20 [TARGET]Teacher: Add a 0 and it would be?[/TARGET] Student: 200 Teacher: Just pretend it's going by fours. Teacher: 4, 8, 12, 16, 20, up to 200.",0 2325,"Student: 20 Teacher: Add a 0 and it would be? Student: 200 [TARGET]Teacher: Just pretend it's going by fours.[/TARGET] Teacher: 4, 8, 12, 16, 20, up to 200. Teacher: Yes sir? Teacher: What are you going to do?",0 2326,"Teacher: Add a 0 and it would be? Student: 200 Teacher: Just pretend it's going by fours. [TARGET]Teacher: 4, 8, 12, 16, 20, up to 200.[/TARGET] Teacher: Yes sir? Teacher: What are you going to do? Teacher: You are the managers.",0 2327,"Student: 200 Teacher: Just pretend it's going by fours. Teacher: 4, 8, 12, 16, 20, up to 200. [TARGET]Teacher: Yes sir?[/TARGET] Teacher: What are you going to do? Teacher: You are the managers. Teacher: Let me see.",0 2328,"Teacher: Just pretend it's going by fours. Teacher: 4, 8, 12, 16, 20, up to 200. Teacher: Yes sir? [TARGET]Teacher: What are you going to do?[/TARGET] Teacher: You are the managers. Teacher: Let me see. Teacher: So your scale, the scale is the number you're starting at, and the number you're going to end at.",0 2329,"Teacher: 4, 8, 12, 16, 20, up to 200. Teacher: Yes sir? Teacher: What are you going to do? [TARGET]Teacher: You are the managers.[/TARGET] Teacher: Let me see. Teacher: So your scale, the scale is the number you're starting at, and the number you're going to end at. Teacher: Okay.",1 2330,"Teacher: Yes sir? Teacher: What are you going to do? Teacher: You are the managers. [TARGET]Teacher: Let me see.[/TARGET] Teacher: So your scale, the scale is the number you're starting at, and the number you're going to end at. Teacher: Okay. Teacher: What number are you going to start at?",1 2331,"Teacher: What are you going to do? Teacher: You are the managers. Teacher: Let me see. [TARGET]Teacher: So your scale, the scale is the number you're starting at, and the number you're going to end at.[/TARGET] Teacher: Okay. Teacher: What number are you going to start at? Student: 50",0 2332,"Teacher: Let me see. Teacher: So your scale, the scale is the number you're starting at, and the number you're going to end at. Teacher: Okay. [TARGET]Teacher: What number are you going to start at?[/TARGET] Student: 50 Teacher: But what are you going to end at? Teacher: You didn't tell me what you're ending at.",0 2333,Teacher: Okay. Teacher: What number are you going to start at? Student: 50 [TARGET]Teacher: But what are you going to end at?[/TARGET] Teacher: You didn't tell me what you're ending at. Student: 300 Teacher: Why?,0 2334,"Teacher: What number are you going to start at? Student: 50 Teacher: But what are you going to end at? [TARGET]Teacher: You didn't tell me what you're ending at.[/TARGET] Student: 300 Teacher: Why? Student: Because if you do it like to 250, it's not going to be enough, so you have to go to 300.",0 2335,"Teacher: But what are you going to end at? Teacher: You didn't tell me what you're ending at. Student: 300 [TARGET]Teacher: Why?[/TARGET] Student: Because if you do it like to 250, it's not going to be enough, so you have to go to 300. Teacher: Why 300? Teacher: What made you decide that you're going to go up to 300?",0 2336,"Student: 300 Teacher: Why? Student: Because if you do it like to 250, it's not going to be enough, so you have to go to 300. [TARGET]Teacher: Why 300?[/TARGET] Teacher: What made you decide that you're going to go up to 300? Student: Because 280 is close to 300. Teacher: Okay.",0 2337,"Teacher: Why? Student: Because if you do it like to 250, it's not going to be enough, so you have to go to 300. Teacher: Why 300? [TARGET]Teacher: What made you decide that you're going to go up to 300?[/TARGET] Student: Because 280 is close to 300. Teacher: Okay. Teacher: That's your highest.",0 2338,Teacher: What made you decide that you're going to go up to 300? Student: Because 280 is close to 300. Teacher: Okay. [TARGET]Teacher: That's your highest.[/TARGET] Teacher: Okay. Teacher: You're going to go by 10? Teacher: What are you going to go by with interval?,0 2339,"Teacher: Okay. Teacher: That's your highest. Teacher: Okay. [TARGET]Teacher: You're going to go by 10?[/TARGET] Teacher: What are you going to go by with interval? Teacher: You've got to look at the numbers, right? Teacher: What would be a good or close interval you could use?",0 2340,"Teacher: That's your highest. Teacher: Okay. Teacher: You're going to go by 10? [TARGET]Teacher: What are you going to go by with interval?[/TARGET] Teacher: You've got to look at the numbers, right? Teacher: What would be a good or close interval you could use? Student: 50",0 2341,"Teacher: Okay. Teacher: You're going to go by 10? Teacher: What are you going to go by with interval? [TARGET]Teacher: You've got to look at the numbers, right?[/TARGET] Teacher: What would be a good or close interval you could use? Student: 50 Teacher: Maybe 50?",0 2342,"Teacher: You're going to go by 10? Teacher: What are you going to go by with interval? Teacher: You've got to look at the numbers, right? [TARGET]Teacher: What would be a good or close interval you could use?[/TARGET] Student: 50 Teacher: Maybe 50? Teacher: Why?",0 2343,"Teacher: You've got to look at the numbers, right? Teacher: What would be a good or close interval you could use? Student: 50 [TARGET]Teacher: Maybe 50?[/TARGET] Teacher: Why? Student: Because they are close to the tens. Teacher: They are close to the tens, but are they going 10, 20, 30, 40?",0 2344,"Teacher: What would be a good or close interval you could use? Student: 50 Teacher: Maybe 50? [TARGET]Teacher: Why?[/TARGET] Student: Because they are close to the tens. Teacher: They are close to the tens, but are they going 10, 20, 30, 40? Student: No.",0 2345,"Teacher: Maybe 50? Teacher: Why? Student: Because they are close to the tens. [TARGET]Teacher: They are close to the tens, but are they going 10, 20, 30, 40?[/TARGET] Student: No. Teacher: 50 would be good. Teacher: I think 10 would be okay too, but you would probably start at maybe 70 would be your scale.",0 2346,"Student: Because they are close to the tens. Teacher: They are close to the tens, but are they going 10, 20, 30, 40? Student: No. [TARGET]Teacher: 50 would be good.[/TARGET] Teacher: I think 10 would be okay too, but you would probably start at maybe 70 would be your scale. Teacher: 10 would be okay, but that means your graph would be what? Student: Taller.",0 2347,"Teacher: They are close to the tens, but are they going 10, 20, 30, 40? Student: No. Teacher: 50 would be good. [TARGET]Teacher: I think 10 would be okay too, but you would probably start at maybe 70 would be your scale.[/TARGET] Teacher: 10 would be okay, but that means your graph would be what? Student: Taller. Teacher: Longer or something.",0 2348,"Student: No. Teacher: 50 would be good. Teacher: I think 10 would be okay too, but you would probably start at maybe 70 would be your scale. [TARGET]Teacher: 10 would be okay, but that means your graph would be what?[/TARGET] Student: Taller. Teacher: Longer or something. Teacher: Have you decided what kind of graph you're graphing?",0 2349,"Teacher: I think 10 would be okay too, but you would probably start at maybe 70 would be your scale. Teacher: 10 would be okay, but that means your graph would be what? Student: Taller. [TARGET]Teacher: Longer or something.[/TARGET] Teacher: Have you decided what kind of graph you're graphing? Student: Line graph. Teacher: Does it show growth over time?",0 2350,"Teacher: 10 would be okay, but that means your graph would be what? Student: Taller. Teacher: Longer or something. [TARGET]Teacher: Have you decided what kind of graph you're graphing?[/TARGET] Student: Line graph. Teacher: Does it show growth over time? Student: No.",0 2351,"Teacher: Longer or something. Teacher: Have you decided what kind of graph you're graphing? Student: Line graph. [TARGET]Teacher: Does it show growth over time?[/TARGET] Student: No. Teacher: It's showing hamburgers, French fries, and salads. Teacher: So that's three different things.",0 2352,"Student: Line graph. Teacher: Does it show growth over time? Student: No. [TARGET]Teacher: It's showing hamburgers, French fries, and salads.[/TARGET] Teacher: So that's three different things. Teacher: What kind of graph? Student: Bar graph.",0 2353,"Teacher: Does it show growth over time? Student: No. Teacher: It's showing hamburgers, French fries, and salads. [TARGET]Teacher: So that's three different things.[/TARGET] Teacher: What kind of graph? Student: Bar graph. Student: Double.",0 2354,"Student: No. Teacher: It's showing hamburgers, French fries, and salads. Teacher: So that's three different things. [TARGET]Teacher: What kind of graph?[/TARGET] Student: Bar graph. Student: Double. Teacher: There's only two things up there?",0 2355,"Teacher: What kind of graph? Student: Bar graph. Student: Double. [TARGET]Teacher: There's only two things up there?[/TARGET] Teacher: Probably a triple, because it's showing three different sales. Teacher: Okay. Teacher: That means you're going to have to decide the colors of each, right?",0 2356,"Student: Bar graph. Student: Double. Teacher: There's only two things up there? [TARGET]Teacher: Probably a triple, because it's showing three different sales.[/TARGET] Teacher: Okay. Teacher: That means you're going to have to decide the colors of each, right? Teacher: Each of your bars.",0 2357,"Teacher: There's only two things up there? Teacher: Probably a triple, because it's showing three different sales. Teacher: Okay. [TARGET]Teacher: That means you're going to have to decide the colors of each, right?[/TARGET] Teacher: Each of your bars. Teacher: All right. Teacher: Let's figure this out to each other as partners.",0 2358,"Teacher: Probably a triple, because it's showing three different sales. Teacher: Okay. Teacher: That means you're going to have to decide the colors of each, right? [TARGET]Teacher: Each of your bars.[/TARGET] Teacher: All right. Teacher: Let's figure this out to each other as partners. Teacher: She's not going to sit here and talk to herself.",0 2359,"Teacher: That means you're going to have to decide the colors of each, right? Teacher: Each of your bars. Teacher: All right. [TARGET]Teacher: Let's figure this out to each other as partners.[/TARGET] Teacher: She's not going to sit here and talk to herself. Teacher: Let's put this on the side and focus on this as a group rather than individually, okay? Teacher: Your interval will be 55?",1 2360,"Teacher: Each of your bars. Teacher: All right. Teacher: Let's figure this out to each other as partners. [TARGET]Teacher: She's not going to sit here and talk to herself.[/TARGET] Teacher: Let's put this on the side and focus on this as a group rather than individually, okay? Teacher: Your interval will be 55? Teacher: So you're going to start at 50, 55.",1 2361,"Teacher: All right. Teacher: Let's figure this out to each other as partners. Teacher: She's not going to sit here and talk to herself. [TARGET]Teacher: Let's put this on the side and focus on this as a group rather than individually, okay?[/TARGET] Teacher: Your interval will be 55? Teacher: So you're going to start at 50, 55. Teacher: What's the next number?",1 2362,"Teacher: Let's figure this out to each other as partners. Teacher: She's not going to sit here and talk to herself. Teacher: Let's put this on the side and focus on this as a group rather than individually, okay? [TARGET]Teacher: Your interval will be 55?[/TARGET] Teacher: So you're going to start at 50, 55. Teacher: What's the next number? Teacher: Is that the easiest number to go by?",0 2363,"Teacher: She's not going to sit here and talk to herself. Teacher: Let's put this on the side and focus on this as a group rather than individually, okay? Teacher: Your interval will be 55? [TARGET]Teacher: So you're going to start at 50, 55.[/TARGET] Teacher: What's the next number? Teacher: Is that the easiest number to go by? Teacher: Which one is easier for you to figure out?",0 2364,"Teacher: Let's put this on the side and focus on this as a group rather than individually, okay? Teacher: Your interval will be 55? Teacher: So you're going to start at 50, 55. [TARGET]Teacher: What's the next number?[/TARGET] Teacher: Is that the easiest number to go by? Teacher: Which one is easier for you to figure out? Student: 50",0 2365,"Teacher: Your interval will be 55? Teacher: So you're going to start at 50, 55. Teacher: What's the next number? [TARGET]Teacher: Is that the easiest number to go by?[/TARGET] Teacher: Which one is easier for you to figure out? Student: 50 Teacher: [Inaudible].",0 2366,"Teacher: So you're going to start at 50, 55. Teacher: What's the next number? Teacher: Is that the easiest number to go by? [TARGET]Teacher: Which one is easier for you to figure out?[/TARGET] Student: 50 Teacher: [Inaudible]. Teacher: You have plenty of space.",0 2367,"Teacher: Which one is easier for you to figure out? Student: 50 Teacher: [Inaudible]. [TARGET]Teacher: You have plenty of space.[/TARGET] Teacher: You can do the back, that way you don't have to worry about - you can see the numbers. Teacher: Where's your pencil? Teacher: On your desk, or in your desk?",1 2368,"Student: 50 Teacher: [Inaudible]. Teacher: You have plenty of space. [TARGET]Teacher: You can do the back, that way you don't have to worry about - you can see the numbers.[/TARGET] Teacher: Where's your pencil? Teacher: On your desk, or in your desk? Teacher: I don't have an eraser.",1 2369,"Teacher: [Inaudible]. Teacher: You have plenty of space. Teacher: You can do the back, that way you don't have to worry about - you can see the numbers. [TARGET]Teacher: Where's your pencil?[/TARGET] Teacher: On your desk, or in your desk? Teacher: I don't have an eraser. Teacher: So what is this called?",1 2370,"Teacher: You have plenty of space. Teacher: You can do the back, that way you don't have to worry about - you can see the numbers. Teacher: Where's your pencil? [TARGET]Teacher: On your desk, or in your desk?[/TARGET] Teacher: I don't have an eraser. Teacher: So what is this called? Teacher: Each one is 50.",1 2371,"Teacher: You can do the back, that way you don't have to worry about - you can see the numbers. Teacher: Where's your pencil? Teacher: On your desk, or in your desk? [TARGET]Teacher: I don't have an eraser.[/TARGET] Teacher: So what is this called? Teacher: Each one is 50. Teacher: What is it?",1 2372,"Teacher: Where's your pencil? Teacher: On your desk, or in your desk? Teacher: I don't have an eraser. [TARGET]Teacher: So what is this called?[/TARGET] Teacher: Each one is 50. Teacher: What is it? Teacher: Is that a scale or an interval?",0 2373,"Teacher: On your desk, or in your desk? Teacher: I don't have an eraser. Teacher: So what is this called? [TARGET]Teacher: Each one is 50.[/TARGET] Teacher: What is it? Teacher: Is that a scale or an interval? Student: Interval.",0 2374,"Teacher: I don't have an eraser. Teacher: So what is this called? Teacher: Each one is 50. [TARGET]Teacher: What is it?[/TARGET] Teacher: Is that a scale or an interval? Student: Interval. Teacher: An interval, but what is your scale going to be?",0 2375,"Teacher: So what is this called? Teacher: Each one is 50. Teacher: What is it? [TARGET]Teacher: Is that a scale or an interval?[/TARGET] Student: Interval. Teacher: An interval, but what is your scale going to be? Teacher: What number are you going to start at, and what number are you going to end at?",0 2376,"Teacher: What is it? Teacher: Is that a scale or an interval? Student: Interval. [TARGET]Teacher: An interval, but what is your scale going to be?[/TARGET] Teacher: What number are you going to start at, and what number are you going to end at? Student: We're going to end at 300. Student: No, 250.",0 2377,"Teacher: Is that a scale or an interval? Student: Interval. Teacher: An interval, but what is your scale going to be? [TARGET]Teacher: What number are you going to start at, and what number are you going to end at?[/TARGET] Student: We're going to end at 300. Student: No, 250. Student: But our highest number is 280.",0 2378,"Student: No, 250. Student: But our highest number is 280. Student: Oh yeah. [TARGET]Teacher: But what are you going to start with?[/TARGET] Student: 0 Teacher: You're going to start at 0? Student: We'll start with 0.",0 2379,"Student: Oh yeah. Teacher: But what are you going to start with? Student: 0 [TARGET]Teacher: You're going to start at 0?[/TARGET] Student: We'll start with 0. Teacher: No, 50. Teacher: You could start at 50.",0 2380,"Student: 0 Teacher: You're going to start at 0? Student: We'll start with 0. [TARGET]Teacher: No, 50.[/TARGET] Teacher: You could start at 50. Teacher: Come on. Teacher: Let's get started.",0 2381,"Teacher: You're going to start at 0? Student: We'll start with 0. Teacher: No, 50. [TARGET]Teacher: You could start at 50.[/TARGET] Teacher: Come on. Teacher: Let's get started. Teacher: Don't worry about this, because you don't have time to do this and this and this, okay?",0 2382,"Student: We'll start with 0. Teacher: No, 50. Teacher: You could start at 50. [TARGET]Teacher: Come on.[/TARGET] Teacher: Let's get started. Teacher: Don't worry about this, because you don't have time to do this and this and this, okay? Student: The reason we do this is because we have the three topics.",1 2383,"Teacher: No, 50. Teacher: You could start at 50. Teacher: Come on. [TARGET]Teacher: Let's get started.[/TARGET] Teacher: Don't worry about this, because you don't have time to do this and this and this, okay? Student: The reason we do this is because we have the three topics. Teacher: Last time we only had two.",1 2384,"Teacher: You could start at 50. Teacher: Come on. Teacher: Let's get started. [TARGET]Teacher: Don't worry about this, because you don't have time to do this and this and this, okay?[/TARGET] Student: The reason we do this is because we have the three topics. Teacher: Last time we only had two. Teacher: Now we have three.",1 2385,"Teacher: Let's get started. Teacher: Don't worry about this, because you don't have time to do this and this and this, okay? Student: The reason we do this is because we have the three topics. [TARGET]Teacher: Last time we only had two.[/TARGET] Teacher: Now we have three. Teacher: What does that tell you? Student: It's harder.",0 2386,"Teacher: Don't worry about this, because you don't have time to do this and this and this, okay? Student: The reason we do this is because we have the three topics. Teacher: Last time we only had two. [TARGET]Teacher: Now we have three.[/TARGET] Teacher: What does that tell you? Student: It's harder. Teacher: Not necessarily harder.",0 2387,Student: The reason we do this is because we have the three topics. Teacher: Last time we only had two. Teacher: Now we have three. [TARGET]Teacher: What does that tell you?[/TARGET] Student: It's harder. Teacher: Not necessarily harder. Teacher: How many bars am I going to see for each week?,0 2388,Teacher: Now we have three. Teacher: What does that tell you? Student: It's harder. [TARGET]Teacher: Not necessarily harder.[/TARGET] Teacher: How many bars am I going to see for each week? Multiple Students: Three. Teacher: Three.,0 2389,Teacher: What does that tell you? Student: It's harder. Teacher: Not necessarily harder. [TARGET]Teacher: How many bars am I going to see for each week?[/TARGET] Multiple Students: Three. Teacher: Three. Teacher: You're going to make a triple bar graph.,0 2390,"Teacher: Not necessarily harder. Teacher: How many bars am I going to see for each week? Multiple Students: Three. [TARGET]Teacher: Three.[/TARGET] Teacher: You're going to make a triple bar graph. Teacher: That means you have a key with three colors. Teacher: That tells me which ones represent what, right?",0 2391,"Teacher: How many bars am I going to see for each week? Multiple Students: Three. Teacher: Three. [TARGET]Teacher: You're going to make a triple bar graph.[/TARGET] Teacher: That means you have a key with three colors. Teacher: That tells me which ones represent what, right? Teacher: That should be enough, Student C, because you're going to need a title too.",0 2392,"Multiple Students: Three. Teacher: Three. Teacher: You're going to make a triple bar graph. [TARGET]Teacher: That means you have a key with three colors.[/TARGET] Teacher: That tells me which ones represent what, right? Teacher: That should be enough, Student C, because you're going to need a title too. Teacher: I would not start with a marker yet.",0 2393,"Teacher: Three. Teacher: You're going to make a triple bar graph. Teacher: That means you have a key with three colors. [TARGET]Teacher: That tells me which ones represent what, right?[/TARGET] Teacher: That should be enough, Student C, because you're going to need a title too. Teacher: I would not start with a marker yet. Student: But when we go to [Inaudible] the bar.",0 2394,"Teacher: You're going to make a triple bar graph. Teacher: That means you have a key with three colors. Teacher: That tells me which ones represent what, right? [TARGET]Teacher: That should be enough, Student C, because you're going to need a title too.[/TARGET] Teacher: I would not start with a marker yet. Student: But when we go to [Inaudible] the bar. Teacher: You're not going to have enough.",0 2395,"Teacher: That means you have a key with three colors. Teacher: That tells me which ones represent what, right? Teacher: That should be enough, Student C, because you're going to need a title too. [TARGET]Teacher: I would not start with a marker yet.[/TARGET] Student: But when we go to [Inaudible] the bar. Teacher: You're not going to have enough. Teacher: I don't know if the markers will last.",1 2396,"Teacher: That should be enough, Student C, because you're going to need a title too. Teacher: I would not start with a marker yet. Student: But when we go to [Inaudible] the bar. [TARGET]Teacher: You're not going to have enough.[/TARGET] Teacher: I don't know if the markers will last. Student: [Inaudible]. Teacher: Okay.",1 2397,"Teacher: I would not start with a marker yet. Student: But when we go to [Inaudible] the bar. Teacher: You're not going to have enough. [TARGET]Teacher: I don't know if the markers will last.[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: Make sure you have space to label it, because you're going to have to put numbers and labels, right?",1 2398,"Teacher: I don't know if the markers will last. Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: Make sure you have space to label it, because you're going to have to put numbers and labels, right?[/TARGET] Teacher: Is it daily? Teacher: Does that say day? Teacher: What does that say?",0 2399,"Student: [Inaudible]. Teacher: Okay. Teacher: Make sure you have space to label it, because you're going to have to put numbers and labels, right? [TARGET]Teacher: Is it daily?[/TARGET] Teacher: Does that say day? Teacher: What does that say? Teacher: Is it a survey, or what is it showing you each week?",0 2400,"Teacher: Okay. Teacher: Make sure you have space to label it, because you're going to have to put numbers and labels, right? Teacher: Is it daily? [TARGET]Teacher: Does that say day?[/TARGET] Teacher: What does that say? Teacher: Is it a survey, or what is it showing you each week? Student: [Inaudible].",0 2401,"Teacher: Make sure you have space to label it, because you're going to have to put numbers and labels, right? Teacher: Is it daily? Teacher: Does that say day? [TARGET]Teacher: What does that say?[/TARGET] Teacher: Is it a survey, or what is it showing you each week? Student: [Inaudible]. Teacher: What is it showing you each of the weeks?",0 2402,"Teacher: Is it daily? Teacher: Does that say day? Teacher: What does that say? [TARGET]Teacher: Is it a survey, or what is it showing you each week?[/TARGET] Student: [Inaudible]. Teacher: What is it showing you each of the weeks? Teacher: Are they asking people if they like it?",0 2403,"Teacher: What does that say? Teacher: Is it a survey, or what is it showing you each week? Student: [Inaudible]. [TARGET]Teacher: What is it showing you each of the weeks?[/TARGET] Teacher: Are they asking people if they like it? Teacher: What does it say? Teacher: Hamburger what?",0 2404,"Teacher: Is it a survey, or what is it showing you each week? Student: [Inaudible]. Teacher: What is it showing you each of the weeks? [TARGET]Teacher: Are they asking people if they like it?[/TARGET] Teacher: What does it say? Teacher: Hamburger what? Teacher: What's the next one?",0 2405,Student: [Inaudible]. Teacher: What is it showing you each of the weeks? Teacher: Are they asking people if they like it? [TARGET]Teacher: What does it say?[/TARGET] Teacher: Hamburger what? Teacher: What's the next one? Teacher: French fries sale.,0 2406,Teacher: What is it showing you each of the weeks? Teacher: Are they asking people if they like it? Teacher: What does it say? [TARGET]Teacher: Hamburger what?[/TARGET] Teacher: What's the next one? Teacher: French fries sale. Teacher: So what is the report showing?,0 2407,"Teacher: Are they asking people if they like it? Teacher: What does it say? Teacher: Hamburger what? [TARGET]Teacher: What's the next one?[/TARGET] Teacher: French fries sale. Teacher: So what is the report showing? Teacher: Is it showing you a survey, or is it showing you the number of sales?",0 2408,"Teacher: What does it say? Teacher: Hamburger what? Teacher: What's the next one? [TARGET]Teacher: French fries sale.[/TARGET] Teacher: So what is the report showing? Teacher: Is it showing you a survey, or is it showing you the number of sales? Student: The number of sales.",0 2409,"Teacher: Hamburger what? Teacher: What's the next one? Teacher: French fries sale. [TARGET]Teacher: So what is the report showing?[/TARGET] Teacher: Is it showing you a survey, or is it showing you the number of sales? Student: The number of sales. Teacher: So what are you going to call it?",0 2410,"Teacher: What's the next one? Teacher: French fries sale. Teacher: So what is the report showing? [TARGET]Teacher: Is it showing you a survey, or is it showing you the number of sales?[/TARGET] Student: The number of sales. Teacher: So what are you going to call it? Student: [Inaudible].",0 2411,"Teacher: So what is the report showing? Teacher: Is it showing you a survey, or is it showing you the number of sales? Student: The number of sales. [TARGET]Teacher: So what are you going to call it?[/TARGET] Student: [Inaudible]. Teacher: Is it daily? Teacher: What are you going to call it?",0 2412,Student: The number of sales. Teacher: So what are you going to call it? Student: [Inaudible]. [TARGET]Teacher: Is it daily?[/TARGET] Teacher: What are you going to call it? Teacher: Mc Donald's- Student: Weekly sales.,0 2413,Teacher: So what are you going to call it? Student: [Inaudible]. Teacher: Is it daily? [TARGET]Teacher: What are you going to call it?[/TARGET] Teacher: Mc Donald's- Student: Weekly sales. Teacher: Okay.,0 2414,"Student: [Inaudible]. Teacher: Is it daily? Teacher: What are you going to call it? [TARGET]Teacher: Mc Donald's-[/TARGET] Student: Weekly sales. Teacher: Okay. Teacher: I would not color it in yet, because if you don't have enough space, you're not going to be able to erase it.",0 2415,"Teacher: Mc Donald's- Student: Weekly sales. Teacher: Okay. [TARGET]Teacher: I would not color it in yet, because if you don't have enough space, you're not going to be able to erase it.[/TARGET] Student: How do you spell Mc Donald's? Teacher: You eat at Mc Donald's and you can't even spell it? Student: I just like the food.",0 2416,"Teacher: Okay. Teacher: I would not color it in yet, because if you don't have enough space, you're not going to be able to erase it. Student: How do you spell Mc Donald's? [TARGET]Teacher: You eat at Mc Donald's and you can't even spell it?[/TARGET] Student: I just like the food. Teacher: Capital D - Student W, I think you're done. Teacher: Did you guys decide?",0 2417,"Student: How do you spell Mc Donald's? Teacher: You eat at Mc Donald's and you can't even spell it? Student: I just like the food. [TARGET]Teacher: Capital D - Student W, I think you're done.[/TARGET] Teacher: Did you guys decide? Student: Yes. Teacher: You're going on 40?",1 2418,"Teacher: You eat at Mc Donald's and you can't even spell it? Student: I just like the food. Teacher: Capital D - Student W, I think you're done. [TARGET]Teacher: Did you guys decide?[/TARGET] Student: Yes. Teacher: You're going on 40? Teacher: I see a line graph.",0 2419,"Teacher: Capital D - Student W, I think you're done. Teacher: Did you guys decide? Student: Yes. [TARGET]Teacher: You're going on 40?[/TARGET] Teacher: I see a line graph. Teacher: Why? Student: We're going to do bar graphs.",0 2420,Teacher: Did you guys decide? Student: Yes. Teacher: You're going on 40? [TARGET]Teacher: I see a line graph.[/TARGET] Teacher: Why? Student: We're going to do bar graphs. Teacher: Why are you going to do a bar graph?,0 2421,"Student: Yes. Teacher: You're going on 40? Teacher: I see a line graph. [TARGET]Teacher: Why?[/TARGET] Student: We're going to do bar graphs. Teacher: Why are you going to do a bar graph? Student: Because you can't show a triple bar graph, I mean three different things on a line graph.",0 2422,"Teacher: I see a line graph. Teacher: Why? Student: We're going to do bar graphs. [TARGET]Teacher: Why are you going to do a bar graph?[/TARGET] Student: Because you can't show a triple bar graph, I mean three different things on a line graph. Teacher: You could, but - what are you doing here? Teacher: What is a bar graph showing?",0 2423,"Student: We're going to do bar graphs. Teacher: Why are you going to do a bar graph? Student: Because you can't show a triple bar graph, I mean three different things on a line graph. [TARGET]Teacher: You could, but - what are you doing here?[/TARGET] Teacher: What is a bar graph showing? Teacher: What would a line graph show? Student: A line graph would show [Inaudible].",0 2424,"Teacher: Why are you going to do a bar graph? Student: Because you can't show a triple bar graph, I mean three different things on a line graph. Teacher: You could, but - what are you doing here? [TARGET]Teacher: What is a bar graph showing?[/TARGET] Teacher: What would a line graph show? Student: A line graph would show [Inaudible]. Teacher: I want to know what a bar graph would show you.",0 2425,"Student: Because you can't show a triple bar graph, I mean three different things on a line graph. Teacher: You could, but - what are you doing here? Teacher: What is a bar graph showing? [TARGET]Teacher: What would a line graph show?[/TARGET] Student: A line graph would show [Inaudible]. Teacher: I want to know what a bar graph would show you. Teacher: We forgot.",0 2426,"Teacher: What is a bar graph showing? Teacher: What would a line graph show? Student: A line graph would show [Inaudible]. [TARGET]Teacher: I want to know what a bar graph would show you.[/TARGET] Teacher: We forgot. Teacher: Hamburgers, French fries, salad. Teacher: It's three different things.",0 2427,"Teacher: What would a line graph show? Student: A line graph would show [Inaudible]. Teacher: I want to know what a bar graph would show you. [TARGET]Teacher: We forgot.[/TARGET] Teacher: Hamburgers, French fries, salad. Teacher: It's three different things. Teacher: So what does a bar graph do?",0 2428,"Student: A line graph would show [Inaudible]. Teacher: I want to know what a bar graph would show you. Teacher: We forgot. [TARGET]Teacher: Hamburgers, French fries, salad.[/TARGET] Teacher: It's three different things. Teacher: So what does a bar graph do? Teacher: The word is compare.",0 2429,"Teacher: I want to know what a bar graph would show you. Teacher: We forgot. Teacher: Hamburgers, French fries, salad. [TARGET]Teacher: It's three different things.[/TARGET] Teacher: So what does a bar graph do? Teacher: The word is compare. Teacher: It compares different things, right?",0 2430,"Teacher: We forgot. Teacher: Hamburgers, French fries, salad. Teacher: It's three different things. [TARGET]Teacher: So what does a bar graph do?[/TARGET] Teacher: The word is compare. Teacher: It compares different things, right? Teacher: You're doing hamburgers, French fries, and salads.",0 2431,"Teacher: Hamburgers, French fries, salad. Teacher: It's three different things. Teacher: So what does a bar graph do? [TARGET]Teacher: The word is compare.[/TARGET] Teacher: It compares different things, right? Teacher: You're doing hamburgers, French fries, and salads. Teacher: Those are three different things.",0 2432,"Teacher: It's three different things. Teacher: So what does a bar graph do? Teacher: The word is compare. [TARGET]Teacher: It compares different things, right?[/TARGET] Teacher: You're doing hamburgers, French fries, and salads. Teacher: Those are three different things. Teacher: So a bar graph would show you that you're comparing the three different sales, right?",0 2433,"Teacher: So what does a bar graph do? Teacher: The word is compare. Teacher: It compares different things, right? [TARGET]Teacher: You're doing hamburgers, French fries, and salads.[/TARGET] Teacher: Those are three different things. Teacher: So a bar graph would show you that you're comparing the three different sales, right? Teacher: It's not really showing growth or anything.",0 2434,"Teacher: The word is compare. Teacher: It compares different things, right? Teacher: You're doing hamburgers, French fries, and salads. [TARGET]Teacher: Those are three different things.[/TARGET] Teacher: So a bar graph would show you that you're comparing the three different sales, right? Teacher: It's not really showing growth or anything. Teacher: You're comparing, but you're also showing if there's more sales or [Inaudible].",0 2435,"Teacher: It compares different things, right? Teacher: You're doing hamburgers, French fries, and salads. Teacher: Those are three different things. [TARGET]Teacher: So a bar graph would show you that you're comparing the three different sales, right?[/TARGET] Teacher: It's not really showing growth or anything. Teacher: You're comparing, but you're also showing if there's more sales or [Inaudible]. Student: This is our title.",0 2436,"Teacher: You're doing hamburgers, French fries, and salads. Teacher: Those are three different things. Teacher: So a bar graph would show you that you're comparing the three different sales, right? [TARGET]Teacher: It's not really showing growth or anything.[/TARGET] Teacher: You're comparing, but you're also showing if there's more sales or [Inaudible]. Student: This is our title. Student: What are those numbers again?",0 2437,"Teacher: Those are three different things. Teacher: So a bar graph would show you that you're comparing the three different sales, right? Teacher: It's not really showing growth or anything. [TARGET]Teacher: You're comparing, but you're also showing if there's more sales or [Inaudible].[/TARGET] Student: This is our title. Student: What are those numbers again? Teacher: The numbers they sold, like how many hamburgers they sold in week one.",0 2438,"Teacher: You're comparing, but you're also showing if there's more sales or [Inaudible]. Student: This is our title. Student: What are those numbers again? [TARGET]Teacher: The numbers they sold, like how many hamburgers they sold in week one.[/TARGET] Student: Number of food sold. Teacher: Okay. Teacher: Why don't you do this instead of just sitting there?",0 2439,"Teacher: The numbers they sold, like how many hamburgers they sold in week one. Student: Number of food sold. Teacher: Okay. [TARGET]Teacher: Why don't you do this instead of just sitting there?[/TARGET] Teacher: What's your interval that you chose again? Teacher: Student T, by the time you're done drawing the line, it's time to go home. Teacher: Come on.",1 2440,"Student: Number of food sold. Teacher: Okay. Teacher: Why don't you do this instead of just sitting there? [TARGET]Teacher: What's your interval that you chose again?[/TARGET] Teacher: Student T, by the time you're done drawing the line, it's time to go home. Teacher: Come on. Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can.",0 2441,"Teacher: Okay. Teacher: Why don't you do this instead of just sitting there? Teacher: What's your interval that you chose again? [TARGET]Teacher: Student T, by the time you're done drawing the line, it's time to go home.[/TARGET] Teacher: Come on. Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can. Teacher: [Inaudible].",1 2442,"Teacher: Why don't you do this instead of just sitting there? Teacher: What's your interval that you chose again? Teacher: Student T, by the time you're done drawing the line, it's time to go home. [TARGET]Teacher: Come on.[/TARGET] Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can. Teacher: [Inaudible]. Teacher: This is your partner over here, right?",1 2443,"Teacher: What's your interval that you chose again? Teacher: Student T, by the time you're done drawing the line, it's time to go home. Teacher: Come on. [TARGET]Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can.[/TARGET] Teacher: [Inaudible]. Teacher: This is your partner over here, right? Teacher: That's very smart.",0 2444,"Teacher: Come on. Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can. Teacher: [Inaudible]. [TARGET]Teacher: This is your partner over here, right?[/TARGET] Teacher: That's very smart. Teacher: Use your ruler. Teacher: I see you made your plan.",1 2445,"Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can. Teacher: [Inaudible]. Teacher: This is your partner over here, right? [TARGET]Teacher: That's very smart.[/TARGET] Teacher: Use your ruler. Teacher: I see you made your plan. Student: We made it messy.",1 2446,"Teacher: [Inaudible]. Teacher: This is your partner over here, right? Teacher: That's very smart. [TARGET]Teacher: Use your ruler.[/TARGET] Teacher: I see you made your plan. Student: We made it messy. Teacher: That's okay.",1 2447,"Teacher: This is your partner over here, right? Teacher: That's very smart. Teacher: Use your ruler. [TARGET]Teacher: I see you made your plan.[/TARGET] Student: We made it messy. Teacher: That's okay. Teacher: This is all I need to see.",1 2448,"Teacher: Use your ruler. Teacher: I see you made your plan. Student: We made it messy. [TARGET]Teacher: That's okay.[/TARGET] Teacher: This is all I need to see. Teacher: Why don't you get another ruler and make the intervals while she does the week? Teacher: You might want to space this out even more, because remember, you're doing three bars.",0 2449,"Teacher: I see you made your plan. Student: We made it messy. Teacher: That's okay. [TARGET]Teacher: This is all I need to see.[/TARGET] Teacher: Why don't you get another ruler and make the intervals while she does the week? Teacher: You might want to space this out even more, because remember, you're doing three bars. Teacher: You're going to need space, right?",1 2450,"Student: We made it messy. Teacher: That's okay. Teacher: This is all I need to see. [TARGET]Teacher: Why don't you get another ruler and make the intervals while she does the week?[/TARGET] Teacher: You might want to space this out even more, because remember, you're doing three bars. Teacher: You're going to need space, right? Teacher: Can you hold these?",1 2451,"Teacher: That's okay. Teacher: This is all I need to see. Teacher: Why don't you get another ruler and make the intervals while she does the week? [TARGET]Teacher: You might want to space this out even more, because remember, you're doing three bars.[/TARGET] Teacher: You're going to need space, right? Teacher: Can you hold these? Student: Mm-hmm.",0 2452,"Teacher: This is all I need to see. Teacher: Why don't you get another ruler and make the intervals while she does the week? Teacher: You might want to space this out even more, because remember, you're doing three bars. [TARGET]Teacher: You're going to need space, right?[/TARGET] Teacher: Can you hold these? Student: Mm-hmm. Teacher: Why don't you get a regular ruler instead of an angled ruler?",0 2453,"Teacher: Why don't you get another ruler and make the intervals while she does the week? Teacher: You might want to space this out even more, because remember, you're doing three bars. Teacher: You're going to need space, right? [TARGET]Teacher: Can you hold these?[/TARGET] Student: Mm-hmm. Teacher: Why don't you get a regular ruler instead of an angled ruler? Teacher: I mean, why don't you try using a regular ruler?",1 2454,"Teacher: You're going to need space, right? Teacher: Can you hold these? Student: Mm-hmm. [TARGET]Teacher: Why don't you get a regular ruler instead of an angled ruler?[/TARGET] Teacher: I mean, why don't you try using a regular ruler? Teacher: Thank you, Student K. What is that? Teacher: What are you using as your X axis?",1 2455,"Teacher: Can you hold these? Student: Mm-hmm. Teacher: Why don't you get a regular ruler instead of an angled ruler? [TARGET]Teacher: I mean, why don't you try using a regular ruler?[/TARGET] Teacher: Thank you, Student K. What is that? Teacher: What are you using as your X axis? Teacher: Think about it.",1 2456,"Student: Mm-hmm. Teacher: Why don't you get a regular ruler instead of an angled ruler? Teacher: I mean, why don't you try using a regular ruler? [TARGET]Teacher: Thank you, Student K. What is that?[/TARGET] Teacher: What are you using as your X axis? Teacher: Think about it. Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right?",0 2457,"Teacher: Why don't you get a regular ruler instead of an angled ruler? Teacher: I mean, why don't you try using a regular ruler? Teacher: Thank you, Student K. What is that? [TARGET]Teacher: What are you using as your X axis?[/TARGET] Teacher: Think about it. Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right? Teacher: How are you going to show the week?",0 2458,"Teacher: I mean, why don't you try using a regular ruler? Teacher: Thank you, Student K. What is that? Teacher: What are you using as your X axis? [TARGET]Teacher: Think about it.[/TARGET] Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right? Teacher: How are you going to show the week? Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right?",0 2459,"Teacher: Thank you, Student K. What is that? Teacher: What are you using as your X axis? Teacher: Think about it. [TARGET]Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right?[/TARGET] Teacher: How are you going to show the week? Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right? Teacher: There's six weeks, right?",0 2460,"Teacher: What are you using as your X axis? Teacher: Think about it. Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right? [TARGET]Teacher: How are you going to show the week?[/TARGET] Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right? Teacher: There's six weeks, right? Teacher: How are you going to show the weeks?",0 2461,"Teacher: Think about it. Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right? Teacher: How are you going to show the week? [TARGET]Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right?[/TARGET] Teacher: There's six weeks, right? Teacher: How are you going to show the weeks? Teacher: What should your X axis show?",0 2462,"Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right? Teacher: How are you going to show the week? Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right? [TARGET]Teacher: There's six weeks, right?[/TARGET] Teacher: How are you going to show the weeks? Teacher: What should your X axis show? Student: The week.",0 2463,"Teacher: How are you going to show the week? Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right? Teacher: There's six weeks, right? [TARGET]Teacher: How are you going to show the weeks?[/TARGET] Teacher: What should your X axis show? Student: The week. Teacher: Probably the week, right?",0 2464,"Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right? Teacher: There's six weeks, right? Teacher: How are you going to show the weeks? [TARGET]Teacher: What should your X axis show?[/TARGET] Student: The week. Teacher: Probably the week, right? Teacher: Then you can do the triple bar graph, the hamburger graph, the French fry graph, and the salad graph, right?",0 2465,"Teacher: How are you going to show the weeks? Teacher: What should your X axis show? Student: The week. [TARGET]Teacher: Probably the week, right?[/TARGET] Teacher: Then you can do the triple bar graph, the hamburger graph, the French fry graph, and the salad graph, right? Teacher: Since there's six weeks, you might want to spread it out a little bit, because you're going to be doing three graphs, three bars for each week. Teacher: You're fine.",0 2466,"Teacher: What should your X axis show? Student: The week. Teacher: Probably the week, right? [TARGET]Teacher: Then you can do the triple bar graph, the hamburger graph, the French fry graph, and the salad graph, right?[/TARGET] Teacher: Since there's six weeks, you might want to spread it out a little bit, because you're going to be doing three graphs, three bars for each week. Teacher: You're fine. Teacher: Why are you erasing that?",0 2467,"Student: The week. Teacher: Probably the week, right? Teacher: Then you can do the triple bar graph, the hamburger graph, the French fry graph, and the salad graph, right? [TARGET]Teacher: Since there's six weeks, you might want to spread it out a little bit, because you're going to be doing three graphs, three bars for each week.[/TARGET] Teacher: You're fine. Teacher: Why are you erasing that? Student: [Inaudible].",0 2468,"Teacher: Probably the week, right? Teacher: Then you can do the triple bar graph, the hamburger graph, the French fry graph, and the salad graph, right? Teacher: Since there's six weeks, you might want to spread it out a little bit, because you're going to be doing three graphs, three bars for each week. [TARGET]Teacher: You're fine.[/TARGET] Teacher: Why are you erasing that? Student: [Inaudible]. Teacher: You need this.",0 2469,"Teacher: Then you can do the triple bar graph, the hamburger graph, the French fry graph, and the salad graph, right? Teacher: Since there's six weeks, you might want to spread it out a little bit, because you're going to be doing three graphs, three bars for each week. Teacher: You're fine. [TARGET]Teacher: Why are you erasing that?[/TARGET] Student: [Inaudible]. Teacher: You need this. Teacher: This is your number of sales.",0 2470,Teacher: You're fine. Teacher: Why are you erasing that? Student: [Inaudible]. [TARGET]Teacher: You need this.[/TARGET] Teacher: This is your number of sales. Teacher: This will be your weeks. Student: How do you spell Mc Donald's?,0 2471,Teacher: Why are you erasing that? Student: [Inaudible]. Teacher: You need this. [TARGET]Teacher: This is your number of sales.[/TARGET] Teacher: This will be your weeks. Student: How do you spell Mc Donald's? Teacher: It's on the board.,0 2472,Student: [Inaudible]. Teacher: You need this. Teacher: This is your number of sales. [TARGET]Teacher: This will be your weeks.[/TARGET] Student: How do you spell Mc Donald's? Teacher: It's on the board. Student: Why do they call them French fries?,0 2473,Teacher: This is your number of sales. Teacher: This will be your weeks. Student: How do you spell Mc Donald's? [TARGET]Teacher: It's on the board.[/TARGET] Student: Why do they call them French fries? Student: They're not even French. Student: How did they come up with the name?,1 2474,Student: Why do they call them French fries? Student: They're not even French. Student: How did they come up with the name? [TARGET]Teacher: Go find it on a search engine or encyclopedia.[/TARGET] Teacher: You might find it. Student: I don't have a computer at home. Student: What do I do?,0 2475,Student: They're not even French. Student: How did they come up with the name? Teacher: Go find it on a search engine or encyclopedia. [TARGET]Teacher: You might find it.[/TARGET] Student: I don't have a computer at home. Student: What do I do? Teacher: Good question to ask your mom.,0 2476,Teacher: You might find it. Student: I don't have a computer at home. Student: What do I do? [TARGET]Teacher: Good question to ask your mom.[/TARGET] Teacher: Improvement? Teacher: Why are you doing improvement? Teacher: What is your graph going to be showing?,0 2477,"Student: I don't have a computer at home. Student: What do I do? Teacher: Good question to ask your mom. [TARGET]Teacher: Improvement?[/TARGET] Teacher: Why are you doing improvement? Teacher: What is your graph going to be showing? Teacher: Does it say hamburger improvement, French fries improvement, salad improvement?",0 2478,"Student: What do I do? Teacher: Good question to ask your mom. Teacher: Improvement? [TARGET]Teacher: Why are you doing improvement?[/TARGET] Teacher: What is your graph going to be showing? Teacher: Does it say hamburger improvement, French fries improvement, salad improvement? Student: Sales, because only one is in those.",0 2479,"Teacher: Good question to ask your mom. Teacher: Improvement? Teacher: Why are you doing improvement? [TARGET]Teacher: What is your graph going to be showing?[/TARGET] Teacher: Does it say hamburger improvement, French fries improvement, salad improvement? Student: Sales, because only one is in those. Student: Only salad sales go down.",0 2480,"Teacher: Improvement? Teacher: Why are you doing improvement? Teacher: What is your graph going to be showing? [TARGET]Teacher: Does it say hamburger improvement, French fries improvement, salad improvement?[/TARGET] Student: Sales, because only one is in those. Student: Only salad sales go down. Student: The hamburger and French fries goes up.",0 2481,"Student: Sales, because only one is in those. Student: Only salad sales go down. Student: The hamburger and French fries goes up. [TARGET]Teacher: What do you mean start from the bottom?[/TARGET] Student: If you start from week six in the salads sales, it goes down. Teacher: But when you're opening, it doesn't start at week six. Teacher: So what is that really showing you?",0 2482,"Student: The hamburger and French fries goes up. Teacher: What do you mean start from the bottom? Student: If you start from week six in the salads sales, it goes down. [TARGET]Teacher: But when you're opening, it doesn't start at week six.[/TARGET] Teacher: So what is that really showing you? Teacher: What does it show with the sales, the hamburger sales? Student: It's increasing.",0 2483,"Teacher: What do you mean start from the bottom? Student: If you start from week six in the salads sales, it goes down. Teacher: But when you're opening, it doesn't start at week six. [TARGET]Teacher: So what is that really showing you?[/TARGET] Teacher: What does it show with the sales, the hamburger sales? Student: It's increasing. Teacher: Guys, we might not finish this today.",0 2484,"Student: If you start from week six in the salads sales, it goes down. Teacher: But when you're opening, it doesn't start at week six. Teacher: So what is that really showing you? [TARGET]Teacher: What does it show with the sales, the hamburger sales?[/TARGET] Student: It's increasing. Teacher: Guys, we might not finish this today. Teacher: We might have some time tomorrow, but keep working.",0 2485,"Teacher: So what is that really showing you? Teacher: What does it show with the sales, the hamburger sales? Student: It's increasing. [TARGET]Teacher: Guys, we might not finish this today.[/TARGET] Teacher: We might have some time tomorrow, but keep working. Teacher: Are you doing one and a half? Teacher: Here's the half, and here's one whole, so where should it end?",1 2486,"Teacher: What does it show with the sales, the hamburger sales? Student: It's increasing. Teacher: Guys, we might not finish this today. [TARGET]Teacher: We might have some time tomorrow, but keep working.[/TARGET] Teacher: Are you doing one and a half? Teacher: Here's the half, and here's one whole, so where should it end? Teacher: 3?",1 2487,"Student: It's increasing. Teacher: Guys, we might not finish this today. Teacher: We might have some time tomorrow, but keep working. [TARGET]Teacher: Are you doing one and a half?[/TARGET] Teacher: Here's the half, and here's one whole, so where should it end? Teacher: 3? Teacher: Okay.",0 2488,"Teacher: Guys, we might not finish this today. Teacher: We might have some time tomorrow, but keep working. Teacher: Are you doing one and a half? [TARGET]Teacher: Here's the half, and here's one whole, so where should it end?[/TARGET] Teacher: 3? Teacher: Okay. Teacher: Here's the whole and half more.",0 2489,"Teacher: We might have some time tomorrow, but keep working. Teacher: Are you doing one and a half? Teacher: Here's the half, and here's one whole, so where should it end? [TARGET]Teacher: 3?[/TARGET] Teacher: Okay. Teacher: Here's the whole and half more. Teacher: You're going to make a triple bar graph, right?",0 2490,"Teacher: Here's the half, and here's one whole, so where should it end? Teacher: 3? Teacher: Okay. [TARGET]Teacher: Here's the whole and half more.[/TARGET] Teacher: You're going to make a triple bar graph, right? Teacher: You're going to show the key that each bar is a different color, right? Teacher: Good.",0 2491,"Teacher: 3? Teacher: Okay. Teacher: Here's the whole and half more. [TARGET]Teacher: You're going to make a triple bar graph, right?[/TARGET] Teacher: You're going to show the key that each bar is a different color, right? Teacher: Good. Teacher: What's orange?",0 2492,"Teacher: Okay. Teacher: Here's the whole and half more. Teacher: You're going to make a triple bar graph, right? [TARGET]Teacher: You're going to show the key that each bar is a different color, right?[/TARGET] Teacher: Good. Teacher: What's orange? Student: [Inaudible].",0 2493,"Teacher: Here's the whole and half more. Teacher: You're going to make a triple bar graph, right? Teacher: You're going to show the key that each bar is a different color, right? [TARGET]Teacher: Good.[/TARGET] Teacher: What's orange? Student: [Inaudible]. Teacher: Okay.",0 2494,"Teacher: You're going to make a triple bar graph, right? Teacher: You're going to show the key that each bar is a different color, right? Teacher: Good. [TARGET]Teacher: What's orange?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: Are you leaving it white?",0 2495,Teacher: What's orange? Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: Are you leaving it white?[/TARGET] Student: No. Student: We're going to use yellow. Teacher: You're going to use yellow?,0 2496,"Teacher: Are you leaving it white? Student: No. Student: We're going to use yellow. [TARGET]Teacher: You're going to use yellow?[/TARGET] Teacher: Okay. Student: As long as we make the bars thin, [Inaudible]. Teacher: It doesn't necessarily have to be that thin.",0 2497,"Teacher: You're going to use yellow? Teacher: Okay. Student: As long as we make the bars thin, [Inaudible]. [TARGET]Teacher: It doesn't necessarily have to be that thin.[/TARGET] Teacher: You're fitting how many of them? Student: Three. Teacher: Three for each week.",0 2498,"Teacher: Okay. Student: As long as we make the bars thin, [Inaudible]. Teacher: It doesn't necessarily have to be that thin. [TARGET]Teacher: You're fitting how many of them?[/TARGET] Student: Three. Teacher: Three for each week. Teacher: All right guys.",0 2499,"Teacher: It doesn't necessarily have to be that thin. Teacher: You're fitting how many of them? Student: Three. [TARGET]Teacher: Three for each week.[/TARGET] Teacher: All right guys. Teacher: One, two, three, eyes on me. Multiple Students: One, two, eyes on you.",0 2500,"Student: Three. Teacher: Three for each week. Teacher: All right guys. [TARGET]Teacher: One, two, three, eyes on me.[/TARGET] Multiple Students: One, two, eyes on you. Teacher: We're not going to be able to finish today. Teacher: So you need to put your names in the back, and we'll finish this tomorrow.",1 2501,"Teacher: All right guys. Teacher: One, two, three, eyes on me. Multiple Students: One, two, eyes on you. [TARGET]Teacher: We're not going to be able to finish today.[/TARGET] Teacher: So you need to put your names in the back, and we'll finish this tomorrow. Student: We did another graph on the back because we thought we were going to mess up. Teacher: Make sure your names are on the back, and go ahead and put your poster, construction paper in the back.",1 2502,"Teacher: One, two, three, eyes on me. Multiple Students: One, two, eyes on you. Teacher: We're not going to be able to finish today. [TARGET]Teacher: So you need to put your names in the back, and we'll finish this tomorrow.[/TARGET] Student: We did another graph on the back because we thought we were going to mess up. Teacher: Make sure your names are on the back, and go ahead and put your poster, construction paper in the back. Teacher: [End of Audio]",1 2503,"Teacher: We're not going to be able to finish today. Teacher: So you need to put your names in the back, and we'll finish this tomorrow. Student: We did another graph on the back because we thought we were going to mess up. [TARGET]Teacher: Make sure your names are on the back, and go ahead and put your poster, construction paper in the back.[/TARGET] Teacher: [End of Audio]",1 2504, [TARGET]Teacher: Please number your paper from 1 to 10.[/TARGET] Teacher: I said everyone number your paper 1 to 10. Teacher: I just gave you guys three slips. Teacher: Where are they?,1 2505,Teacher: Please number your paper from 1 to 10. [TARGET]Teacher: I said everyone number your paper 1 to 10.[/TARGET] Teacher: I just gave you guys three slips. Teacher: Where are they? Teacher: They weren't just for you.,1 2506,"Teacher: Please number your paper from 1 to 10. Teacher: I said everyone number your paper 1 to 10. [TARGET]Teacher: I just gave you guys three slips.[/TARGET] Teacher: Where are they? Teacher: They weren't just for you. Teacher: Get them out, distribute.",1 2507,"Teacher: Please number your paper from 1 to 10. Teacher: I said everyone number your paper 1 to 10. Teacher: I just gave you guys three slips. [TARGET]Teacher: Where are they?[/TARGET] Teacher: They weren't just for you. Teacher: Get them out, distribute. Teacher: We're going to start today with some Mental Math.",1 2508,"Teacher: I said everyone number your paper 1 to 10. Teacher: I just gave you guys three slips. Teacher: Where are they? [TARGET]Teacher: They weren't just for you.[/TARGET] Teacher: Get them out, distribute. Teacher: We're going to start today with some Mental Math. Teacher: I know we haven't done this for a while, but you remember the procedure.",1 2509,"Teacher: I just gave you guys three slips. Teacher: Where are they? Teacher: They weren't just for you. [TARGET]Teacher: Get them out, distribute.[/TARGET] Teacher: We're going to start today with some Mental Math. Teacher: I know we haven't done this for a while, but you remember the procedure. Teacher: I will say each problem twice.",1 2510,"Teacher: Where are they? Teacher: They weren't just for you. Teacher: Get them out, distribute. [TARGET]Teacher: We're going to start today with some Mental Math.[/TARGET] Teacher: I know we haven't done this for a while, but you remember the procedure. Teacher: I will say each problem twice. Teacher: These ones are not too hard.",0 2511,"Teacher: They weren't just for you. Teacher: Get them out, distribute. Teacher: We're going to start today with some Mental Math. [TARGET]Teacher: I know we haven't done this for a while, but you remember the procedure.[/TARGET] Teacher: I will say each problem twice. Teacher: These ones are not too hard. Teacher: I'll say each one twice and then you will write down the answers.",1 2512,"Teacher: Get them out, distribute. Teacher: We're going to start today with some Mental Math. Teacher: I know we haven't done this for a while, but you remember the procedure. [TARGET]Teacher: I will say each problem twice.[/TARGET] Teacher: These ones are not too hard. Teacher: I'll say each one twice and then you will write down the answers. Teacher: Please don't ask me if you didn't hear.",1 2513,"Teacher: We're going to start today with some Mental Math. Teacher: I know we haven't done this for a while, but you remember the procedure. Teacher: I will say each problem twice. [TARGET]Teacher: These ones are not too hard.[/TARGET] Teacher: I'll say each one twice and then you will write down the answers. Teacher: Please don't ask me if you didn't hear. Teacher: Make sure you're listening and paying attention so that you do hear me.",0 2514,"Teacher: I know we haven't done this for a while, but you remember the procedure. Teacher: I will say each problem twice. Teacher: These ones are not too hard. [TARGET]Teacher: I'll say each one twice and then you will write down the answers.[/TARGET] Teacher: Please don't ask me if you didn't hear. Teacher: Make sure you're listening and paying attention so that you do hear me. Teacher: And then at the end, if you need one repeated you may raise your hand and I will repeat what you need repeated.",1 2515,"Teacher: I will say each problem twice. Teacher: These ones are not too hard. Teacher: I'll say each one twice and then you will write down the answers. [TARGET]Teacher: Please don't ask me if you didn't hear.[/TARGET] Teacher: Make sure you're listening and paying attention so that you do hear me. Teacher: And then at the end, if you need one repeated you may raise your hand and I will repeat what you need repeated. Teacher: Any questions about Mental Math?",1 2516,"Teacher: These ones are not too hard. Teacher: I'll say each one twice and then you will write down the answers. Teacher: Please don't ask me if you didn't hear. [TARGET]Teacher: Make sure you're listening and paying attention so that you do hear me.[/TARGET] Teacher: And then at the end, if you need one repeated you may raise your hand and I will repeat what you need repeated. Teacher: Any questions about Mental Math? Multiple Students: No.",1 2517,"Teacher: I'll say each one twice and then you will write down the answers. Teacher: Please don't ask me if you didn't hear. Teacher: Make sure you're listening and paying attention so that you do hear me. [TARGET]Teacher: And then at the end, if you need one repeated you may raise your hand and I will repeat what you need repeated.[/TARGET] Teacher: Any questions about Mental Math? Multiple Students: No. Teacher: All right.",1 2518,"Teacher: Please don't ask me if you didn't hear. Teacher: Make sure you're listening and paying attention so that you do hear me. Teacher: And then at the end, if you need one repeated you may raise your hand and I will repeat what you need repeated. [TARGET]Teacher: Any questions about Mental Math?[/TARGET] Multiple Students: No. Teacher: All right. Teacher: Everyone has a pencil and is ready to go?",0 2519,Teacher: Any questions about Mental Math? Multiple Students: No. Teacher: All right. [TARGET]Teacher: Everyone has a pencil and is ready to go?[/TARGET] Multiple Students: Yes. Multiple Students: [Crosstalk] Teacher: Show me you're ready by closing your mouths and opening your ears.,1 2520,"Teacher: Everyone has a pencil and is ready to go? Multiple Students: Yes. Multiple Students: [Crosstalk] [TARGET]Teacher: Show me you're ready by closing your mouths and opening your ears.[/TARGET] Student: What did she just say? Teacher: Show me you're ready. Teacher: Number one, how many 2s are there in 10?",1 2521,"Multiple Students: [Crosstalk] Teacher: Show me you're ready by closing your mouths and opening your ears. Student: What did she just say? [TARGET]Teacher: Show me you're ready.[/TARGET] Teacher: Number one, how many 2s are there in 10? Teacher: How many 2s are there in 10? Teacher: Number one, how many 2s are there in 10?",1 2522,"Teacher: Show me you're ready by closing your mouths and opening your ears. Student: What did she just say? Teacher: Show me you're ready. [TARGET]Teacher: Number one, how many 2s are there in 10?[/TARGET] Teacher: How many 2s are there in 10? Teacher: Number one, how many 2s are there in 10? Teacher: Please write down the answer.",0 2523,"Student: What did she just say? Teacher: Show me you're ready. Teacher: Number one, how many 2s are there in 10? [TARGET]Teacher: How many 2s are there in 10?[/TARGET] Teacher: Number one, how many 2s are there in 10? Teacher: Please write down the answer. Teacher: Number two, how many 3s are there in 24?",0 2524,"Teacher: Show me you're ready. Teacher: Number one, how many 2s are there in 10? Teacher: How many 2s are there in 10? [TARGET]Teacher: Number one, how many 2s are there in 10?[/TARGET] Teacher: Please write down the answer. Teacher: Number two, how many 3s are there in 24? Teacher: How many 3s are there in 24?",0 2525,"Teacher: Number one, how many 2s are there in 10? Teacher: How many 2s are there in 10? Teacher: Number one, how many 2s are there in 10? [TARGET]Teacher: Please write down the answer.[/TARGET] Teacher: Number two, how many 3s are there in 24? Teacher: How many 3s are there in 24? Teacher: Do I need to take it or can you put it away?",0 2526,"Teacher: How many 2s are there in 10? Teacher: Number one, how many 2s are there in 10? Teacher: Please write down the answer. [TARGET]Teacher: Number two, how many 3s are there in 24?[/TARGET] Teacher: How many 3s are there in 24? Teacher: Do I need to take it or can you put it away? Teacher: Join us.",0 2527,"Teacher: Number one, how many 2s are there in 10? Teacher: Please write down the answer. Teacher: Number two, how many 3s are there in 24? [TARGET]Teacher: How many 3s are there in 24?[/TARGET] Teacher: Do I need to take it or can you put it away? Teacher: Join us. Teacher: How many 3s are there in 24?",0 2528,"Teacher: Please write down the answer. Teacher: Number two, how many 3s are there in 24? Teacher: How many 3s are there in 24? [TARGET]Teacher: Do I need to take it or can you put it away?[/TARGET] Teacher: Join us. Teacher: How many 3s are there in 24? Teacher: Just write down your answer.",1 2529,"Teacher: Number two, how many 3s are there in 24? Teacher: How many 3s are there in 24? Teacher: Do I need to take it or can you put it away? [TARGET]Teacher: Join us.[/TARGET] Teacher: How many 3s are there in 24? Teacher: Just write down your answer. Teacher: Number 3, how many 6s are in 24?",1 2530,"Teacher: How many 3s are there in 24? Teacher: Do I need to take it or can you put it away? Teacher: Join us. [TARGET]Teacher: How many 3s are there in 24?[/TARGET] Teacher: Just write down your answer. Teacher: Number 3, how many 6s are in 24? Teacher: How many 6s are in 24?",0 2531,"Teacher: Do I need to take it or can you put it away? Teacher: Join us. Teacher: How many 3s are there in 24? [TARGET]Teacher: Just write down your answer.[/TARGET] Teacher: Number 3, how many 6s are in 24? Teacher: How many 6s are in 24? Teacher: What are you doing?",1 2532,"Teacher: Join us. Teacher: How many 3s are there in 24? Teacher: Just write down your answer. [TARGET]Teacher: Number 3, how many 6s are in 24?[/TARGET] Teacher: How many 6s are in 24? Teacher: What are you doing? Teacher: How many 6s are in 24?",0 2533,"Teacher: How many 3s are there in 24? Teacher: Just write down your answer. Teacher: Number 3, how many 6s are in 24? [TARGET]Teacher: How many 6s are in 24?[/TARGET] Teacher: What are you doing? Teacher: How many 6s are in 24? Teacher: Number 4, how many 10s in 100?",0 2534,"Teacher: Just write down your answer. Teacher: Number 3, how many 6s are in 24? Teacher: How many 6s are in 24? [TARGET]Teacher: What are you doing?[/TARGET] Teacher: How many 6s are in 24? Teacher: Number 4, how many 10s in 100? Teacher: How many 10s in 100?",1 2535,"Teacher: Number 3, how many 6s are in 24? Teacher: How many 6s are in 24? Teacher: What are you doing? [TARGET]Teacher: How many 6s are in 24?[/TARGET] Teacher: Number 4, how many 10s in 100? Teacher: How many 10s in 100? Teacher: How many 10s in 100?",0 2536,"Teacher: How many 6s are in 24? Teacher: What are you doing? Teacher: How many 6s are in 24? [TARGET]Teacher: Number 4, how many 10s in 100?[/TARGET] Teacher: How many 10s in 100? Teacher: How many 10s in 100? Teacher: Number 5, how many 7s in 42?",0 2537,"Teacher: What are you doing? Teacher: How many 6s are in 24? Teacher: Number 4, how many 10s in 100? [TARGET]Teacher: How many 10s in 100?[/TARGET] Teacher: How many 10s in 100? Teacher: Number 5, how many 7s in 42? Teacher: How many 7s in 42?",0 2538,"Teacher: How many 6s are in 24? Teacher: Number 4, how many 10s in 100? Teacher: How many 10s in 100? [TARGET]Teacher: How many 10s in 100?[/TARGET] Teacher: Number 5, how many 7s in 42? Teacher: How many 7s in 42? Student: [Inaudible].",0 2539,"Teacher: Number 4, how many 10s in 100? Teacher: How many 10s in 100? Teacher: How many 10s in 100? [TARGET]Teacher: Number 5, how many 7s in 42?[/TARGET] Teacher: How many 7s in 42? Student: [Inaudible]. Teacher: I will take questions at the end.",0 2540,"Teacher: How many 10s in 100? Teacher: How many 10s in 100? Teacher: Number 5, how many 7s in 42? [TARGET]Teacher: How many 7s in 42?[/TARGET] Student: [Inaudible]. Teacher: I will take questions at the end. Teacher: How many 7s in 42?",0 2541,"Teacher: Number 5, how many 7s in 42? Teacher: How many 7s in 42? Student: [Inaudible]. [TARGET]Teacher: I will take questions at the end.[/TARGET] Teacher: How many 7s in 42? Teacher: Just join us for the [inaudible]. Teacher: Number 8 - excuse me, number 6, how many 3s in 21?",1 2542,"Teacher: How many 7s in 42? Student: [Inaudible]. Teacher: I will take questions at the end. [TARGET]Teacher: How many 7s in 42?[/TARGET] Teacher: Just join us for the [inaudible]. Teacher: Number 8 - excuse me, number 6, how many 3s in 21? Teacher: Number 6, how many 3s in 21?",0 2543,"Student: [Inaudible]. Teacher: I will take questions at the end. Teacher: How many 7s in 42? [TARGET]Teacher: Just join us for the [inaudible].[/TARGET] Teacher: Number 8 - excuse me, number 6, how many 3s in 21? Teacher: Number 6, how many 3s in 21? Teacher: Join us at number 6, and if you need some repeated we'll go back at the end.",1 2544,"Teacher: I will take questions at the end. Teacher: How many 7s in 42? Teacher: Just join us for the [inaudible]. [TARGET]Teacher: Number 8 - excuse me, number 6, how many 3s in 21?[/TARGET] Teacher: Number 6, how many 3s in 21? Teacher: Join us at number 6, and if you need some repeated we'll go back at the end. Teacher: Number 6, how many 3s in 21?",0 2545,"Teacher: How many 7s in 42? Teacher: Just join us for the [inaudible]. Teacher: Number 8 - excuse me, number 6, how many 3s in 21? [TARGET]Teacher: Number 6, how many 3s in 21?[/TARGET] Teacher: Join us at number 6, and if you need some repeated we'll go back at the end. Teacher: Number 6, how many 3s in 21? Teacher: Number 7, how many 5s in 30?",0 2546,"Teacher: Just join us for the [inaudible]. Teacher: Number 8 - excuse me, number 6, how many 3s in 21? Teacher: Number 6, how many 3s in 21? [TARGET]Teacher: Join us at number 6, and if you need some repeated we'll go back at the end.[/TARGET] Teacher: Number 6, how many 3s in 21? Teacher: Number 7, how many 5s in 30? Teacher: How many 5s in 30?",1 2547,"Teacher: Number 8 - excuse me, number 6, how many 3s in 21? Teacher: Number 6, how many 3s in 21? Teacher: Join us at number 6, and if you need some repeated we'll go back at the end. [TARGET]Teacher: Number 6, how many 3s in 21?[/TARGET] Teacher: Number 7, how many 5s in 30? Teacher: How many 5s in 30? Teacher: Number 7, how many 5s in 30?",0 2548,"Teacher: Number 6, how many 3s in 21? Teacher: Join us at number 6, and if you need some repeated we'll go back at the end. Teacher: Number 6, how many 3s in 21? [TARGET]Teacher: Number 7, how many 5s in 30?[/TARGET] Teacher: How many 5s in 30? Teacher: Number 7, how many 5s in 30? Teacher: Number 8, how many 4s in 32?",0 2549,"Teacher: Join us at number 6, and if you need some repeated we'll go back at the end. Teacher: Number 6, how many 3s in 21? Teacher: Number 7, how many 5s in 30? [TARGET]Teacher: How many 5s in 30?[/TARGET] Teacher: Number 7, how many 5s in 30? Teacher: Number 8, how many 4s in 32? Teacher: How many 4s in 32?",0 2550,"Teacher: Number 6, how many 3s in 21? Teacher: Number 7, how many 5s in 30? Teacher: How many 5s in 30? [TARGET]Teacher: Number 7, how many 5s in 30?[/TARGET] Teacher: Number 8, how many 4s in 32? Teacher: How many 4s in 32? Teacher: Number 8, how many 4s in 32?",0 2551,"Teacher: Number 7, how many 5s in 30? Teacher: How many 5s in 30? Teacher: Number 7, how many 5s in 30? [TARGET]Teacher: Number 8, how many 4s in 32?[/TARGET] Teacher: How many 4s in 32? Teacher: Number 8, how many 4s in 32? Teacher: Number 9, how many 9s in 81?",0 2552,"Teacher: How many 5s in 30? Teacher: Number 7, how many 5s in 30? Teacher: Number 8, how many 4s in 32? [TARGET]Teacher: How many 4s in 32?[/TARGET] Teacher: Number 8, how many 4s in 32? Teacher: Number 9, how many 9s in 81? Teacher: How many 9s in 81?",0 2553,"Teacher: Number 7, how many 5s in 30? Teacher: Number 8, how many 4s in 32? Teacher: How many 4s in 32? [TARGET]Teacher: Number 8, how many 4s in 32?[/TARGET] Teacher: Number 9, how many 9s in 81? Teacher: How many 9s in 81? Teacher: Number 9, how many 9s in 81?",0 2554,"Teacher: Number 8, how many 4s in 32? Teacher: How many 4s in 32? Teacher: Number 8, how many 4s in 32? [TARGET]Teacher: Number 9, how many 9s in 81?[/TARGET] Teacher: How many 9s in 81? Teacher: Number 9, how many 9s in 81? Teacher: And the last one, this one is our bonus tricky challenge question, how many halves are there in 3?",0 2555,"Teacher: How many 4s in 32? Teacher: Number 8, how many 4s in 32? Teacher: Number 9, how many 9s in 81? [TARGET]Teacher: How many 9s in 81?[/TARGET] Teacher: Number 9, how many 9s in 81? Teacher: And the last one, this one is our bonus tricky challenge question, how many halves are there in 3? Teacher: How many halves are there in 3?",0 2556,"Teacher: Number 8, how many 4s in 32? Teacher: Number 9, how many 9s in 81? Teacher: How many 9s in 81? [TARGET]Teacher: Number 9, how many 9s in 81?[/TARGET] Teacher: And the last one, this one is our bonus tricky challenge question, how many halves are there in 3? Teacher: How many halves are there in 3? Teacher: That is your bonus question.",0 2557,"Teacher: Number 9, how many 9s in 81? Teacher: How many 9s in 81? Teacher: Number 9, how many 9s in 81? [TARGET]Teacher: And the last one, this one is our bonus tricky challenge question, how many halves are there in 3?[/TARGET] Teacher: How many halves are there in 3? Teacher: That is your bonus question. Teacher: How many halves are there in 3?",0 2558,"Teacher: How many 9s in 81? Teacher: Number 9, how many 9s in 81? Teacher: And the last one, this one is our bonus tricky challenge question, how many halves are there in 3? [TARGET]Teacher: How many halves are there in 3?[/TARGET] Teacher: That is your bonus question. Teacher: How many halves are there in 3? Teacher: Raising your hand, does anyone need one repeated?",0 2559,"Teacher: Number 9, how many 9s in 81? Teacher: And the last one, this one is our bonus tricky challenge question, how many halves are there in 3? Teacher: How many halves are there in 3? [TARGET]Teacher: That is your bonus question.[/TARGET] Teacher: How many halves are there in 3? Teacher: Raising your hand, does anyone need one repeated? Teacher: [Crosstalk]",0 2560,"Teacher: And the last one, this one is our bonus tricky challenge question, how many halves are there in 3? Teacher: How many halves are there in 3? Teacher: That is your bonus question. [TARGET]Teacher: How many halves are there in 3?[/TARGET] Teacher: Raising your hand, does anyone need one repeated? Teacher: [Crosstalk] Teacher: How many 4s in 32?",0 2561,"Teacher: How many halves are there in 3? Teacher: That is your bonus question. Teacher: How many halves are there in 3? [TARGET]Teacher: Raising your hand, does anyone need one repeated?[/TARGET] Teacher: [Crosstalk] Teacher: How many 4s in 32? Teacher: Student P.",1 2562,"Teacher: How many halves are there in 3? Teacher: Raising your hand, does anyone need one repeated? Teacher: [Crosstalk] [TARGET]Teacher: How many 4s in 32?[/TARGET] Teacher: Student P. Student: [Inaudible]. Teacher: Yeah.",0 2563,"Teacher: Raising your hand, does anyone need one repeated? Teacher: [Crosstalk] Teacher: How many 4s in 32? [TARGET]Teacher: Student P.[/TARGET] Student: [Inaudible]. Teacher: Yeah. Teacher: Student E.",0 2564,"Teacher: How many 4s in 32? Teacher: Student P. Student: [Inaudible]. [TARGET]Teacher: Yeah.[/TARGET] Teacher: Student E. Student: [Inaudible]. Teacher: Number 5, how many 7s in 42?",0 2565,"Teacher: Student P. Student: [Inaudible]. Teacher: Yeah. [TARGET]Teacher: Student E.[/TARGET] Student: [Inaudible]. Teacher: Number 5, how many 7s in 42? Teacher: [Crosstalk]",0 2566,"Teacher: Yeah. Teacher: Student E. Student: [Inaudible]. [TARGET]Teacher: Number 5, how many 7s in 42?[/TARGET] Teacher: [Crosstalk] Teacher: Anybody else? Teacher: Number 2, how many 3s in 24?",0 2567,"Student: [Inaudible]. Teacher: Number 5, how many 7s in 42? Teacher: [Crosstalk] [TARGET]Teacher: Anybody else?[/TARGET] Teacher: Number 2, how many 3s in 24? Teacher: [Crosstalk and background noise] Teacher: He joined us late, huh.",0 2568,"Teacher: Number 5, how many 7s in 42? Teacher: [Crosstalk] Teacher: Anybody else? [TARGET]Teacher: Number 2, how many 3s in 24?[/TARGET] Teacher: [Crosstalk and background noise] Teacher: He joined us late, huh. Teacher: Number 3, how many 6s in 24?",0 2569,"Teacher: Anybody else? Teacher: Number 2, how many 3s in 24? Teacher: [Crosstalk and background noise] [TARGET]Teacher: He joined us late, huh.[/TARGET] Teacher: Number 3, how many 6s in 24? Teacher: [Excessive background noise] Teacher: [Inaudible] we've got to move on without you.",1 2570,"Teacher: Number 2, how many 3s in 24? Teacher: [Crosstalk and background noise] Teacher: He joined us late, huh. [TARGET]Teacher: Number 3, how many 6s in 24?[/TARGET] Teacher: [Excessive background noise] Teacher: [Inaudible] we've got to move on without you. Teacher: How many halves in 3?",0 2571,"Teacher: He joined us late, huh. Teacher: Number 3, how many 6s in 24? Teacher: [Excessive background noise] [TARGET]Teacher: [Inaudible] we've got to move on without you.[/TARGET] Teacher: How many halves in 3? Teacher: No, let me get you a new pencil 'cause we need to keep moving. Teacher: All right, boys and girls, please remember the procedure for going over - shh.",1 2572,"Teacher: Number 3, how many 6s in 24? Teacher: [Excessive background noise] Teacher: [Inaudible] we've got to move on without you. [TARGET]Teacher: How many halves in 3?[/TARGET] Teacher: No, let me get you a new pencil 'cause we need to keep moving. Teacher: All right, boys and girls, please remember the procedure for going over - shh. Teacher: [Crosstalk]",0 2573,"Teacher: [Excessive background noise] Teacher: [Inaudible] we've got to move on without you. Teacher: How many halves in 3? [TARGET]Teacher: No, let me get you a new pencil 'cause we need to keep moving.[/TARGET] Teacher: All right, boys and girls, please remember the procedure for going over - shh. Teacher: [Crosstalk] Teacher: We're silent please in 5, 4, 3, 2, 1.",1 2574,"Teacher: [Inaudible] we've got to move on without you. Teacher: How many halves in 3? Teacher: No, let me get you a new pencil 'cause we need to keep moving. [TARGET]Teacher: All right, boys and girls, please remember the procedure for going over - shh.[/TARGET] Teacher: [Crosstalk] Teacher: We're silent please in 5, 4, 3, 2, 1. Teacher: Thank you.",1 2575,"Teacher: No, let me get you a new pencil 'cause we need to keep moving. Teacher: All right, boys and girls, please remember the procedure for going over - shh. Teacher: [Crosstalk] [TARGET]Teacher: We're silent please in 5, 4, 3, 2, 1.[/TARGET] Teacher: Thank you. Teacher: The procedure for going over, I will repeat the question and then I will give you the signal and you will say the answer. Teacher: Number one - excuse me, Student [inaudible], too much going on.",1 2576,"Teacher: All right, boys and girls, please remember the procedure for going over - shh. Teacher: [Crosstalk] Teacher: We're silent please in 5, 4, 3, 2, 1. [TARGET]Teacher: Thank you.[/TARGET] Teacher: The procedure for going over, I will repeat the question and then I will give you the signal and you will say the answer. Teacher: Number one - excuse me, Student [inaudible], too much going on. Teacher: Number one, how many 2s are there in 10?",1 2577,"Teacher: [Crosstalk] Teacher: We're silent please in 5, 4, 3, 2, 1. Teacher: Thank you. [TARGET]Teacher: The procedure for going over, I will repeat the question and then I will give you the signal and you will say the answer.[/TARGET] Teacher: Number one - excuse me, Student [inaudible], too much going on. Teacher: Number one, how many 2s are there in 10? Multiple Students: 5",0 2578,"Teacher: We're silent please in 5, 4, 3, 2, 1. Teacher: Thank you. Teacher: The procedure for going over, I will repeat the question and then I will give you the signal and you will say the answer. [TARGET]Teacher: Number one - excuse me, Student [inaudible], too much going on.[/TARGET] Teacher: Number one, how many 2s are there in 10? Multiple Students: 5 Teacher: 5",1 2579,"Teacher: Thank you. Teacher: The procedure for going over, I will repeat the question and then I will give you the signal and you will say the answer. Teacher: Number one - excuse me, Student [inaudible], too much going on. [TARGET]Teacher: Number one, how many 2s are there in 10?[/TARGET] Multiple Students: 5 Teacher: 5 Teacher: How many 2s in 10?",0 2580,"Teacher: Number one - excuse me, Student [inaudible], too much going on. Teacher: Number one, how many 2s are there in 10? Multiple Students: 5 [TARGET]Teacher: 5[/TARGET] Teacher: How many 2s in 10? Teacher: 5 Teacher: How many 3s in 24?",0 2581,"Teacher: Number one, how many 2s are there in 10? Multiple Students: 5 Teacher: 5 [TARGET]Teacher: How many 2s in 10?[/TARGET] Teacher: 5 Teacher: How many 3s in 24? Multiple Students: 8",0 2582,Multiple Students: 5 Teacher: 5 Teacher: How many 2s in 10? [TARGET]Teacher: 5[/TARGET] Teacher: How many 3s in 24? Multiple Students: 8 Teacher: How many 6s in 24?,0 2583,Teacher: 5 Teacher: How many 2s in 10? Teacher: 5 [TARGET]Teacher: How many 3s in 24?[/TARGET] Multiple Students: 8 Teacher: How many 6s in 24? Multiple Students: 4,0 2584,Teacher: 5 Teacher: How many 3s in 24? Multiple Students: 8 [TARGET]Teacher: How many 6s in 24?[/TARGET] Multiple Students: 4 Teacher: How many 10s in - don't say it before I give the signal. Teacher: How many 10s in 100?,0 2585,"Multiple Students: 8 Teacher: How many 6s in 24? Multiple Students: 4 [TARGET]Teacher: How many 10s in - don't say it before I give the signal.[/TARGET] Teacher: How many 10s in 100? Multiple Students: 10 Teacher: Number 5, how many 7s in 42?",1 2586,"Teacher: How many 6s in 24? Multiple Students: 4 Teacher: How many 10s in - don't say it before I give the signal. [TARGET]Teacher: How many 10s in 100?[/TARGET] Multiple Students: 10 Teacher: Number 5, how many 7s in 42? Multiple Students: 6",0 2587,"Teacher: How many 10s in - don't say it before I give the signal. Teacher: How many 10s in 100? Multiple Students: 10 [TARGET]Teacher: Number 5, how many 7s in 42?[/TARGET] Multiple Students: 6 Teacher: Nice, I heard a lot more people that time. Teacher: Number 6, how many 3s in 21?",0 2588,"Multiple Students: 10 Teacher: Number 5, how many 7s in 42? Multiple Students: 6 [TARGET]Teacher: Nice, I heard a lot more people that time.[/TARGET] Teacher: Number 6, how many 3s in 21? Multiple Students: 7 Teacher: Good.",1 2589,"Teacher: Number 5, how many 7s in 42? Multiple Students: 6 Teacher: Nice, I heard a lot more people that time. [TARGET]Teacher: Number 6, how many 3s in 21?[/TARGET] Multiple Students: 7 Teacher: Good. Teacher: Number 7, how many 5s in 30?",0 2590,"Teacher: Nice, I heard a lot more people that time. Teacher: Number 6, how many 3s in 21? Multiple Students: 7 [TARGET]Teacher: Good.[/TARGET] Teacher: Number 7, how many 5s in 30? Multiple Students: 6 Teacher: Number 8, how many 4s in 32?",0 2591,"Teacher: Number 6, how many 3s in 21? Multiple Students: 7 Teacher: Good. [TARGET]Teacher: Number 7, how many 5s in 30?[/TARGET] Multiple Students: 6 Teacher: Number 8, how many 4s in 32? Multiple Students: 8",0 2592,"Teacher: Good. Teacher: Number 7, how many 5s in 30? Multiple Students: 6 [TARGET]Teacher: Number 8, how many 4s in 32?[/TARGET] Multiple Students: 8 Teacher: Brilliant. Teacher: My marker is running out.",0 2593,"Multiple Students: 6 Teacher: Number 8, how many 4s in 32? Multiple Students: 8 [TARGET]Teacher: Brilliant.[/TARGET] Teacher: My marker is running out. Teacher: I'll have to get another one. Teacher: Number 9 -",0 2594,"Teacher: Number 8, how many 4s in 32? Multiple Students: 8 Teacher: Brilliant. [TARGET]Teacher: My marker is running out.[/TARGET] Teacher: I'll have to get another one. Teacher: Number 9 - Teacher: [Crosstalk]",1 2595,Multiple Students: 8 Teacher: Brilliant. Teacher: My marker is running out. [TARGET]Teacher: I'll have to get another one.[/TARGET] Teacher: Number 9 - Teacher: [Crosstalk] Teacher: This is not the signal.,1 2596,Teacher: Brilliant. Teacher: My marker is running out. Teacher: I'll have to get another one. [TARGET]Teacher: Number 9 -[/TARGET] Teacher: [Crosstalk] Teacher: This is not the signal. Teacher: This is the signal for - please.,0 2597,Teacher: I'll have to get another one. Teacher: Number 9 - Teacher: [Crosstalk] [TARGET]Teacher: This is not the signal.[/TARGET] Teacher: This is the signal for - please. Teacher: How many 9s in 81? Multiple Students: 9,1 2598,Teacher: Number 9 - Teacher: [Crosstalk] Teacher: This is not the signal. [TARGET]Teacher: This is the signal for - please.[/TARGET] Teacher: How many 9s in 81? Multiple Students: 9 Teacher: This is a tricky one.,1 2599,Teacher: [Crosstalk] Teacher: This is not the signal. Teacher: This is the signal for - please. [TARGET]Teacher: How many 9s in 81?[/TARGET] Multiple Students: 9 Teacher: This is a tricky one. Teacher: I want to see how many people got this.,0 2600,Teacher: This is the signal for - please. Teacher: How many 9s in 81? Multiple Students: 9 [TARGET]Teacher: This is a tricky one.[/TARGET] Teacher: I want to see how many people got this. Teacher: I might get some different answers. Multiple Students: 6,0 2601,Teacher: How many 9s in 81? Multiple Students: 9 Teacher: This is a tricky one. [TARGET]Teacher: I want to see how many people got this.[/TARGET] Teacher: I might get some different answers. Multiple Students: 6 Teacher: How many halves in 3?,0 2602,Multiple Students: 9 Teacher: This is a tricky one. Teacher: I want to see how many people got this. [TARGET]Teacher: I might get some different answers.[/TARGET] Multiple Students: 6 Teacher: How many halves in 3? Teacher: [Crosstalk - excessive noise],0 2603,"Teacher: I want to see how many people got this. Teacher: I might get some different answers. Multiple Students: 6 [TARGET]Teacher: How many halves in 3?[/TARGET] Teacher: [Crosstalk - excessive noise] Teacher: Hold on, hold on. Teacher: I know that was exciting.",0 2604,"Multiple Students: 6 Teacher: How many halves in 3? Teacher: [Crosstalk - excessive noise] [TARGET]Teacher: Hold on, hold on.[/TARGET] Teacher: I know that was exciting. Teacher: I do need you back with silence in 5, 4, 3, 2, 1. Teacher: If you remember from yesterday what we said working on our goal is that you will know how to divide fractions.",1 2605,"Teacher: How many halves in 3? Teacher: [Crosstalk - excessive noise] Teacher: Hold on, hold on. [TARGET]Teacher: I know that was exciting.[/TARGET] Teacher: I do need you back with silence in 5, 4, 3, 2, 1. Teacher: If you remember from yesterday what we said working on our goal is that you will know how to divide fractions. Teacher: Okay.",1 2606,"Teacher: [Crosstalk - excessive noise] Teacher: Hold on, hold on. Teacher: I know that was exciting. [TARGET]Teacher: I do need you back with silence in 5, 4, 3, 2, 1.[/TARGET] Teacher: If you remember from yesterday what we said working on our goal is that you will know how to divide fractions. Teacher: Okay. Teacher: If you understood number 10, that there are 6 halves in 3, you just divided fractions.",1 2607,"Teacher: Hold on, hold on. Teacher: I know that was exciting. Teacher: I do need you back with silence in 5, 4, 3, 2, 1. [TARGET]Teacher: If you remember from yesterday what we said working on our goal is that you will know how to divide fractions.[/TARGET] Teacher: Okay. Teacher: If you understood number 10, that there are 6 halves in 3, you just divided fractions. Teacher: It's not that difficult.",0 2608,"Teacher: I do need you back with silence in 5, 4, 3, 2, 1. Teacher: If you remember from yesterday what we said working on our goal is that you will know how to divide fractions. Teacher: Okay. [TARGET]Teacher: If you understood number 10, that there are 6 halves in 3, you just divided fractions.[/TARGET] Teacher: It's not that difficult. Teacher: It seems kind of crazy and out there, but it's not that difficult. Teacher: You are going to know how to do this by the end of today.",0 2609,"Teacher: If you remember from yesterday what we said working on our goal is that you will know how to divide fractions. Teacher: Okay. Teacher: If you understood number 10, that there are 6 halves in 3, you just divided fractions. [TARGET]Teacher: It's not that difficult.[/TARGET] Teacher: It seems kind of crazy and out there, but it's not that difficult. Teacher: You are going to know how to do this by the end of today. Teacher: I need you listening and paying attention and not playing.",0 2610,"Teacher: Okay. Teacher: If you understood number 10, that there are 6 halves in 3, you just divided fractions. Teacher: It's not that difficult. [TARGET]Teacher: It seems kind of crazy and out there, but it's not that difficult.[/TARGET] Teacher: You are going to know how to do this by the end of today. Teacher: I need you listening and paying attention and not playing. Teacher: Student E, do you want to come up and show us how you understood that?",0 2611,"Teacher: If you understood number 10, that there are 6 halves in 3, you just divided fractions. Teacher: It's not that difficult. Teacher: It seems kind of crazy and out there, but it's not that difficult. [TARGET]Teacher: You are going to know how to do this by the end of today.[/TARGET] Teacher: I need you listening and paying attention and not playing. Teacher: Student E, do you want to come up and show us how you understood that? Teacher: We'll let you all show and then I have some things that we're gonna do and you're gonna understand the fractions.",0 2612,"Teacher: It's not that difficult. Teacher: It seems kind of crazy and out there, but it's not that difficult. Teacher: You are going to know how to do this by the end of today. [TARGET]Teacher: I need you listening and paying attention and not playing.[/TARGET] Teacher: Student E, do you want to come up and show us how you understood that? Teacher: We'll let you all show and then I have some things that we're gonna do and you're gonna understand the fractions. Teacher: [Crosstalk]",1 2613,"Teacher: It seems kind of crazy and out there, but it's not that difficult. Teacher: You are going to know how to do this by the end of today. Teacher: I need you listening and paying attention and not playing. [TARGET]Teacher: Student E, do you want to come up and show us how you understood that?[/TARGET] Teacher: We'll let you all show and then I have some things that we're gonna do and you're gonna understand the fractions. Teacher: [Crosstalk] Student: [Inaudible].",1 2614,"Teacher: You are going to know how to do this by the end of today. Teacher: I need you listening and paying attention and not playing. Teacher: Student E, do you want to come up and show us how you understood that? [TARGET]Teacher: We'll let you all show and then I have some things that we're gonna do and you're gonna understand the fractions.[/TARGET] Teacher: [Crosstalk] Student: [Inaudible]. Teacher: So you have your three wholes represented by circles.",1 2615,"Teacher: We'll let you all show and then I have some things that we're gonna do and you're gonna understand the fractions. Teacher: [Crosstalk] Student: [Inaudible]. [TARGET]Teacher: So you have your three wholes represented by circles.[/TARGET] Teacher: You have cut them all in half, and then if you count your halves you've got six. Teacher: So we just divided our three in half. Teacher: Now when I say: how many 2s in 10, what are we really doing?",0 2616,"Teacher: [Crosstalk] Student: [Inaudible]. Teacher: So you have your three wholes represented by circles. [TARGET]Teacher: You have cut them all in half, and then if you count your halves you've got six.[/TARGET] Teacher: So we just divided our three in half. Teacher: Now when I say: how many 2s in 10, what are we really doing? Student: Dividing.",0 2617,"Student: [Inaudible]. Teacher: So you have your three wholes represented by circles. Teacher: You have cut them all in half, and then if you count your halves you've got six. [TARGET]Teacher: So we just divided our three in half.[/TARGET] Teacher: Now when I say: how many 2s in 10, what are we really doing? Student: Dividing. Teacher: We're dividing.",0 2618,"Teacher: So you have your three wholes represented by circles. Teacher: You have cut them all in half, and then if you count your halves you've got six. Teacher: So we just divided our three in half. [TARGET]Teacher: Now when I say: how many 2s in 10, what are we really doing?[/TARGET] Student: Dividing. Teacher: We're dividing. Teacher: We're dividing 10 into how many parts of 2?",0 2619,"Teacher: So we just divided our three in half. Teacher: Now when I say: how many 2s in 10, what are we really doing? Student: Dividing. [TARGET]Teacher: We're dividing.[/TARGET] Teacher: We're dividing 10 into how many parts of 2? Teacher: I'm sorry. Teacher: Excuse me.",0 2620,"Teacher: Now when I say: how many 2s in 10, what are we really doing? Student: Dividing. Teacher: We're dividing. [TARGET]Teacher: We're dividing 10 into how many parts of 2?[/TARGET] Teacher: I'm sorry. Teacher: Excuse me. Teacher: I have people continuing to disrespect me during this lesson.",0 2621,"Student: Dividing. Teacher: We're dividing. Teacher: We're dividing 10 into how many parts of 2? [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Excuse me. Teacher: I have people continuing to disrespect me during this lesson. Teacher: Student S, this is your last chance.",1 2622,"Teacher: We're dividing. Teacher: We're dividing 10 into how many parts of 2? Teacher: I'm sorry. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I have people continuing to disrespect me during this lesson. Teacher: Student S, this is your last chance. Teacher: Turn around and sit at your desk.",1 2623,"Teacher: We're dividing 10 into how many parts of 2? Teacher: I'm sorry. Teacher: Excuse me. [TARGET]Teacher: I have people continuing to disrespect me during this lesson.[/TARGET] Teacher: Student S, this is your last chance. Teacher: Turn around and sit at your desk. Teacher: My next step is to ask you to leave the room.",1 2624,"Teacher: I'm sorry. Teacher: Excuse me. Teacher: I have people continuing to disrespect me during this lesson. [TARGET]Teacher: Student S, this is your last chance.[/TARGET] Teacher: Turn around and sit at your desk. Teacher: My next step is to ask you to leave the room. Teacher: We're here to learn right now.",1 2625,"Teacher: Excuse me. Teacher: I have people continuing to disrespect me during this lesson. Teacher: Student S, this is your last chance. [TARGET]Teacher: Turn around and sit at your desk.[/TARGET] Teacher: My next step is to ask you to leave the room. Teacher: We're here to learn right now. Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn.",1 2626,"Teacher: I have people continuing to disrespect me during this lesson. Teacher: Student S, this is your last chance. Teacher: Turn around and sit at your desk. [TARGET]Teacher: My next step is to ask you to leave the room.[/TARGET] Teacher: We're here to learn right now. Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn. Teacher: That is not fair to your classmates.",1 2627,"Teacher: Student S, this is your last chance. Teacher: Turn around and sit at your desk. Teacher: My next step is to ask you to leave the room. [TARGET]Teacher: We're here to learn right now.[/TARGET] Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn. Teacher: That is not fair to your classmates. Teacher: Hopefully you have a little bit of extra room on your paper.",1 2628,"Teacher: Turn around and sit at your desk. Teacher: My next step is to ask you to leave the room. Teacher: We're here to learn right now. [TARGET]Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn.[/TARGET] Teacher: That is not fair to your classmates. Teacher: Hopefully you have a little bit of extra room on your paper. Teacher: I have a few word problems that we're going to do together real quick.",1 2629,"Teacher: My next step is to ask you to leave the room. Teacher: We're here to learn right now. Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn. [TARGET]Teacher: That is not fair to your classmates.[/TARGET] Teacher: Hopefully you have a little bit of extra room on your paper. Teacher: I have a few word problems that we're going to do together real quick. Teacher: Let me post this on the board and we'll talk about them.",1 2630,"Teacher: We're here to learn right now. Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn. Teacher: That is not fair to your classmates. [TARGET]Teacher: Hopefully you have a little bit of extra room on your paper.[/TARGET] Teacher: I have a few word problems that we're going to do together real quick. Teacher: Let me post this on the board and we'll talk about them. Teacher: Student D, you and I have already talked several times today.",1 2631,"Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn. Teacher: That is not fair to your classmates. Teacher: Hopefully you have a little bit of extra room on your paper. [TARGET]Teacher: I have a few word problems that we're going to do together real quick.[/TARGET] Teacher: Let me post this on the board and we'll talk about them. Teacher: Student D, you and I have already talked several times today. Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy?",1 2632,"Teacher: That is not fair to your classmates. Teacher: Hopefully you have a little bit of extra room on your paper. Teacher: I have a few word problems that we're going to do together real quick. [TARGET]Teacher: Let me post this on the board and we'll talk about them.[/TARGET] Teacher: Student D, you and I have already talked several times today. Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy? Multiple Students: 5",1 2633,"Teacher: Hopefully you have a little bit of extra room on your paper. Teacher: I have a few word problems that we're going to do together real quick. Teacher: Let me post this on the board and we'll talk about them. [TARGET]Teacher: Student D, you and I have already talked several times today.[/TARGET] Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy? Multiple Students: 5 Teacher: Important information, we want to make two-pound boxes.",1 2634,"Teacher: I have a few word problems that we're going to do together real quick. Teacher: Let me post this on the board and we'll talk about them. Teacher: Student D, you and I have already talked several times today. [TARGET]Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy?[/TARGET] Multiple Students: 5 Teacher: Important information, we want to make two-pound boxes. Teacher: We have 10 pounds total.",0 2635,"Teacher: Student D, you and I have already talked several times today. Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy? Multiple Students: 5 [TARGET]Teacher: Important information, we want to make two-pound boxes.[/TARGET] Teacher: We have 10 pounds total. Teacher: Somebody raise your hand and walk me through. Teacher: How do we solve this?",0 2636,"Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy? Multiple Students: 5 Teacher: Important information, we want to make two-pound boxes. [TARGET]Teacher: We have 10 pounds total.[/TARGET] Teacher: Somebody raise your hand and walk me through. Teacher: How do we solve this? Teacher: Student D.",0 2637,"Multiple Students: 5 Teacher: Important information, we want to make two-pound boxes. Teacher: We have 10 pounds total. [TARGET]Teacher: Somebody raise your hand and walk me through.[/TARGET] Teacher: How do we solve this? Teacher: Student D. Student: [Inaudible].",1 2638,"Teacher: Important information, we want to make two-pound boxes. Teacher: We have 10 pounds total. Teacher: Somebody raise your hand and walk me through. [TARGET]Teacher: How do we solve this?[/TARGET] Teacher: Student D. Student: [Inaudible]. Teacher: Okay, good.",0 2639,"Teacher: We have 10 pounds total. Teacher: Somebody raise your hand and walk me through. Teacher: How do we solve this? [TARGET]Teacher: Student D.[/TARGET] Student: [Inaudible]. Teacher: Okay, good. Teacher: We see how many 2s can go into 10.",0 2640,"Teacher: How do we solve this? Teacher: Student D. Student: [Inaudible]. [TARGET]Teacher: Okay, good.[/TARGET] Teacher: We see how many 2s can go into 10. Teacher: If we had, say, each one of these squares was a pound, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, okay, that is 10 pounds. Teacher: We want to split them into two-pound boxes.",0 2641,"Teacher: Student D. Student: [Inaudible]. Teacher: Okay, good. [TARGET]Teacher: We see how many 2s can go into 10.[/TARGET] Teacher: If we had, say, each one of these squares was a pound, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, okay, that is 10 pounds. Teacher: We want to split them into two-pound boxes. Teacher: So here's one box, two boxes, three boxes, four boxes, five.",0 2642,"Student: [Inaudible]. Teacher: Okay, good. Teacher: We see how many 2s can go into 10. [TARGET]Teacher: If we had, say, each one of these squares was a pound, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, okay, that is 10 pounds.[/TARGET] Teacher: We want to split them into two-pound boxes. Teacher: So here's one box, two boxes, three boxes, four boxes, five. Teacher: A shortcut way, we could just divide.",0 2643,"Teacher: Okay, good. Teacher: We see how many 2s can go into 10. Teacher: If we had, say, each one of these squares was a pound, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, okay, that is 10 pounds. [TARGET]Teacher: We want to split them into two-pound boxes.[/TARGET] Teacher: So here's one box, two boxes, three boxes, four boxes, five. Teacher: A shortcut way, we could just divide. Teacher: We could say 10 divided by 2 is -",0 2644,"Teacher: We see how many 2s can go into 10. Teacher: If we had, say, each one of these squares was a pound, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, okay, that is 10 pounds. Teacher: We want to split them into two-pound boxes. [TARGET]Teacher: So here's one box, two boxes, three boxes, four boxes, five.[/TARGET] Teacher: A shortcut way, we could just divide. Teacher: We could say 10 divided by 2 is - Multiple Students: 5",0 2645,"Teacher: If we had, say, each one of these squares was a pound, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, okay, that is 10 pounds. Teacher: We want to split them into two-pound boxes. Teacher: So here's one box, two boxes, three boxes, four boxes, five. [TARGET]Teacher: A shortcut way, we could just divide.[/TARGET] Teacher: We could say 10 divided by 2 is - Multiple Students: 5 Teacher: Okay.",0 2646,"Teacher: We want to split them into two-pound boxes. Teacher: So here's one box, two boxes, three boxes, four boxes, five. Teacher: A shortcut way, we could just divide. [TARGET]Teacher: We could say 10 divided by 2 is -[/TARGET] Multiple Students: 5 Teacher: Okay. Teacher: These numbers should look familiar.",0 2647,"Teacher: We could say 10 divided by 2 is - Multiple Students: 5 Teacher: Okay. [TARGET]Teacher: These numbers should look familiar.[/TARGET] Teacher: Again, I have a few people who are having side conversations. Teacher: I need your eyes up here. Teacher: Thank you.",0 2648,"Multiple Students: 5 Teacher: Okay. Teacher: These numbers should look familiar. [TARGET]Teacher: Again, I have a few people who are having side conversations.[/TARGET] Teacher: I need your eyes up here. Teacher: Thank you. Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please.",1 2649,"Teacher: Okay. Teacher: These numbers should look familiar. Teacher: Again, I have a few people who are having side conversations. [TARGET]Teacher: I need your eyes up here.[/TARGET] Teacher: Thank you. Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please. Teacher: Thank you.",1 2650,"Teacher: These numbers should look familiar. Teacher: Again, I have a few people who are having side conversations. Teacher: I need your eyes up here. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please. Teacher: Thank you. Teacher: Thank you, Student P. Student J, I need your eyes please.",1 2651,"Teacher: Again, I have a few people who are having side conversations. Teacher: I need your eyes up here. Teacher: Thank you. [TARGET]Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please.[/TARGET] Teacher: Thank you. Teacher: Thank you, Student P. Student J, I need your eyes please. Teacher: Thank you, Student M.",1 2652,"Teacher: I need your eyes up here. Teacher: Thank you. Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Thank you, Student P. Student J, I need your eyes please. Teacher: Thank you, Student M. Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy?",1 2653,"Teacher: Thank you. Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please. Teacher: Thank you. [TARGET]Teacher: Thank you, Student P. Student J, I need your eyes please.[/TARGET] Teacher: Thank you, Student M. Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy? Teacher: Again, this should look familiar.",1 2654,"Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C. Student A, I'm going to need you to turn your chair around please. Teacher: Thank you. Teacher: Thank you, Student P. Student J, I need your eyes please. [TARGET]Teacher: Thank you, Student M.[/TARGET] Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy? Teacher: Again, this should look familiar. Teacher: Think about what you do.",1 2655,"Teacher: Thank you. Teacher: Thank you, Student P. Student J, I need your eyes please. Teacher: Thank you, Student M. [TARGET]Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy?[/TARGET] Teacher: Again, this should look familiar. Teacher: Think about what you do. Teacher: Three pounds, 1, 2, 3, and we're splitting them in half.",0 2656,"Teacher: Thank you, Student P. Student J, I need your eyes please. Teacher: Thank you, Student M. Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy? [TARGET]Teacher: Again, this should look familiar.[/TARGET] Teacher: Think about what you do. Teacher: Three pounds, 1, 2, 3, and we're splitting them in half. Teacher: We have a total of -",0 2657,"Teacher: Thank you, Student M. Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy? Teacher: Again, this should look familiar. [TARGET]Teacher: Think about what you do.[/TARGET] Teacher: Three pounds, 1, 2, 3, and we're splitting them in half. Teacher: We have a total of - Multiple Students: 6",0 2658,"Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy? Teacher: Again, this should look familiar. Teacher: Think about what you do. [TARGET]Teacher: Three pounds, 1, 2, 3, and we're splitting them in half.[/TARGET] Teacher: We have a total of - Multiple Students: 6 Multiple Students: [Crosstalk]",0 2659,"Teacher: Again, this should look familiar. Teacher: Think about what you do. Teacher: Three pounds, 1, 2, 3, and we're splitting them in half. [TARGET]Teacher: We have a total of -[/TARGET] Multiple Students: 6 Multiple Students: [Crosstalk] Teacher: This one I want you to work out on your own.",0 2660,Teacher: We have a total of - Multiple Students: 6 Multiple Students: [Crosstalk] [TARGET]Teacher: This one I want you to work out on your own.[/TARGET] Teacher: Do not use these numbers. Teacher: Yes? Student: [Inaudible].,1 2661,Multiple Students: 6 Multiple Students: [Crosstalk] Teacher: This one I want you to work out on your own. [TARGET]Teacher: Do not use these numbers.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy?,1 2662,Multiple Students: [Crosstalk] Teacher: This one I want you to work out on your own. Teacher: Do not use these numbers. [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible]. Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy?,0 2663,Teacher: Do not use these numbers. Teacher: Yes? Student: [Inaudible]. [TARGET]Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy?[/TARGET] Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: Try and draw a picture for yourself to solve this. Teacher: Everyone should be trying to solve this problem right now.,0 2664,"Teacher: Yes? Student: [Inaudible]. Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? [TARGET]Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy?[/TARGET] Teacher: Try and draw a picture for yourself to solve this. Teacher: Everyone should be trying to solve this problem right now. Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy?",0 2665,"Student: [Inaudible]. Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? [TARGET]Teacher: Try and draw a picture for yourself to solve this.[/TARGET] Teacher: Everyone should be trying to solve this problem right now. Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy? Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know.",0 2666,"Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: Try and draw a picture for yourself to solve this. [TARGET]Teacher: Everyone should be trying to solve this problem right now.[/TARGET] Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy? Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know. Teacher: Let me see you working on this problem please.",1 2667,"Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: Try and draw a picture for yourself to solve this. Teacher: Everyone should be trying to solve this problem right now. [TARGET]Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy?[/TARGET] Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know. Teacher: Let me see you working on this problem please. Teacher: [Crosstalk]",0 2668,"Teacher: Try and draw a picture for yourself to solve this. Teacher: Everyone should be trying to solve this problem right now. Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy? [TARGET]Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know.[/TARGET] Teacher: Let me see you working on this problem please. Teacher: [Crosstalk] Teacher: Think about how we solved our first on by splitting in halves.",1 2669,"Teacher: Everyone should be trying to solve this problem right now. Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy? Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know. [TARGET]Teacher: Let me see you working on this problem please.[/TARGET] Teacher: [Crosstalk] Teacher: Think about how we solved our first on by splitting in halves. Teacher: How can we do this?",1 2670,"Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know. Teacher: Let me see you working on this problem please. Teacher: [Crosstalk] [TARGET]Teacher: Think about how we solved our first on by splitting in halves.[/TARGET] Teacher: How can we do this? Teacher: [Crosstalk] Teacher: Try and draw a picture, folks.",0 2671,"Teacher: Let me see you working on this problem please. Teacher: [Crosstalk] Teacher: Think about how we solved our first on by splitting in halves. [TARGET]Teacher: How can we do this?[/TARGET] Teacher: [Crosstalk] Teacher: Try and draw a picture, folks. Teacher: [Crosstalk]",0 2672,"Teacher: Think about how we solved our first on by splitting in halves. Teacher: How can we do this? Teacher: [Crosstalk] [TARGET]Teacher: Try and draw a picture, folks.[/TARGET] Teacher: [Crosstalk] Teacher: The conversations I'm hearing should be about this problem. Teacher: I know we're not talking about other things.",0 2673,"Teacher: [Crosstalk] Teacher: Try and draw a picture, folks. Teacher: [Crosstalk] [TARGET]Teacher: The conversations I'm hearing should be about this problem.[/TARGET] Teacher: I know we're not talking about other things. Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy. Teacher: Here's six of them.",1 2674,"Teacher: Try and draw a picture, folks. Teacher: [Crosstalk] Teacher: The conversations I'm hearing should be about this problem. [TARGET]Teacher: I know we're not talking about other things.[/TARGET] Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy. Teacher: Here's six of them. Teacher: We want to split our pounds of candy, our six pounds of candy into boxes that each have three-quarters of a pound.",1 2675,"Teacher: [Crosstalk] Teacher: The conversations I'm hearing should be about this problem. Teacher: I know we're not talking about other things. [TARGET]Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy.[/TARGET] Teacher: Here's six of them. Teacher: We want to split our pounds of candy, our six pounds of candy into boxes that each have three-quarters of a pound. Teacher: Student S and Student J, are you with me?",0 2676,"Teacher: The conversations I'm hearing should be about this problem. Teacher: I know we're not talking about other things. Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy. [TARGET]Teacher: Here's six of them.[/TARGET] Teacher: We want to split our pounds of candy, our six pounds of candy into boxes that each have three-quarters of a pound. Teacher: Student S and Student J, are you with me? Student: Yes.",0 2677,"Teacher: I know we're not talking about other things. Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy. Teacher: Here's six of them. [TARGET]Teacher: We want to split our pounds of candy, our six pounds of candy into boxes that each have three-quarters of a pound.[/TARGET] Teacher: Student S and Student J, are you with me? Student: Yes. Student: [Crosstalk]",0 2678,"Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy. Teacher: Here's six of them. Teacher: We want to split our pounds of candy, our six pounds of candy into boxes that each have three-quarters of a pound. [TARGET]Teacher: Student S and Student J, are you with me?[/TARGET] Student: Yes. Student: [Crosstalk] Teacher: What I would do is split each of my six pounds into quarters, into fourths.",1 2679,"Teacher: Student S and Student J, are you with me? Student: Yes. Student: [Crosstalk] [TARGET]Teacher: What I would do is split each of my six pounds into quarters, into fourths.[/TARGET] Teacher: You follow me so far? Student: Yeah. Teacher: I want to put 1, 2, 3 quarters of a pound into each box.",0 2680,"Student: Yes. Student: [Crosstalk] Teacher: What I would do is split each of my six pounds into quarters, into fourths. [TARGET]Teacher: You follow me so far?[/TARGET] Student: Yeah. Teacher: I want to put 1, 2, 3 quarters of a pound into each box. Teacher: So would you agree that, 1, 2, 3, three-quarters, that that would fill one box?",0 2681,"Teacher: What I would do is split each of my six pounds into quarters, into fourths. Teacher: You follow me so far? Student: Yeah. [TARGET]Teacher: I want to put 1, 2, 3 quarters of a pound into each box.[/TARGET] Teacher: So would you agree that, 1, 2, 3, three-quarters, that that would fill one box? Student: Yes. Teacher: We're trying to make three-quarter pound boxes.",0 2682,"Teacher: You follow me so far? Student: Yeah. Teacher: I want to put 1, 2, 3 quarters of a pound into each box. [TARGET]Teacher: So would you agree that, 1, 2, 3, three-quarters, that that would fill one box?[/TARGET] Student: Yes. Teacher: We're trying to make three-quarter pound boxes. Student: Yes.",0 2683,"Teacher: I want to put 1, 2, 3 quarters of a pound into each box. Teacher: So would you agree that, 1, 2, 3, three-quarters, that that would fill one box? Student: Yes. [TARGET]Teacher: We're trying to make three-quarter pound boxes.[/TARGET] Student: Yes. Teacher: So I'm gonna have at least six boxes filled, right. Teacher: What about these leftover pieces?",0 2684,"Student: Yes. Teacher: We're trying to make three-quarter pound boxes. Student: Yes. [TARGET]Teacher: So I'm gonna have at least six boxes filled, right.[/TARGET] Teacher: What about these leftover pieces? Teacher: Do you think we could pack those up in some boxes? Multiple Students: Yes.",0 2685,"Teacher: We're trying to make three-quarter pound boxes. Student: Yes. Teacher: So I'm gonna have at least six boxes filled, right. [TARGET]Teacher: What about these leftover pieces?[/TARGET] Teacher: Do you think we could pack those up in some boxes? Multiple Students: Yes. Teacher: Why not, right?",0 2686,"Student: Yes. Teacher: So I'm gonna have at least six boxes filled, right. Teacher: What about these leftover pieces? [TARGET]Teacher: Do you think we could pack those up in some boxes?[/TARGET] Multiple Students: Yes. Teacher: Why not, right? Teacher: There's 1, 2, 3.",0 2687,"Teacher: What about these leftover pieces? Teacher: Do you think we could pack those up in some boxes? Multiple Students: Yes. [TARGET]Teacher: Why not, right?[/TARGET] Teacher: There's 1, 2, 3. Teacher: That's gonna make a new box. Teacher: 1, 2, 3.",0 2688,"Teacher: Do you think we could pack those up in some boxes? Multiple Students: Yes. Teacher: Why not, right? [TARGET]Teacher: There's 1, 2, 3.[/TARGET] Teacher: That's gonna make a new box. Teacher: 1, 2, 3. Student: Two wholes.",0 2689,"Multiple Students: Yes. Teacher: Why not, right? Teacher: There's 1, 2, 3. [TARGET]Teacher: That's gonna make a new box.[/TARGET] Teacher: 1, 2, 3. Student: Two wholes. Teacher: So I've got 1, 2, 3, 4, 5, 6, 7, 8 three-quarter pound boxes that we created out of our six pounds of candy.",0 2690,"Teacher: Why not, right? Teacher: There's 1, 2, 3. Teacher: That's gonna make a new box. [TARGET]Teacher: 1, 2, 3.[/TARGET] Student: Two wholes. Teacher: So I've got 1, 2, 3, 4, 5, 6, 7, 8 three-quarter pound boxes that we created out of our six pounds of candy. Teacher: [Crosstalk]",0 2691,"Teacher: That's gonna make a new box. Teacher: 1, 2, 3. Student: Two wholes. [TARGET]Teacher: So I've got 1, 2, 3, 4, 5, 6, 7, 8 three-quarter pound boxes that we created out of our six pounds of candy.[/TARGET] Teacher: [Crosstalk] Teacher: I can tell who's with me by whose eyes are with me here and whose voices are off. Teacher: Thank you those of you who are paying attention and are still trying to learn.",0 2692,"Student: Two wholes. Teacher: So I've got 1, 2, 3, 4, 5, 6, 7, 8 three-quarter pound boxes that we created out of our six pounds of candy. Teacher: [Crosstalk] [TARGET]Teacher: I can tell who's with me by whose eyes are with me here and whose voices are off.[/TARGET] Teacher: Thank you those of you who are paying attention and are still trying to learn. Teacher: Those are the people who are ready for sixth grade; I can tell. Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet.",1 2693,"Teacher: So I've got 1, 2, 3, 4, 5, 6, 7, 8 three-quarter pound boxes that we created out of our six pounds of candy. Teacher: [Crosstalk] Teacher: I can tell who's with me by whose eyes are with me here and whose voices are off. [TARGET]Teacher: Thank you those of you who are paying attention and are still trying to learn.[/TARGET] Teacher: Those are the people who are ready for sixth grade; I can tell. Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet. Teacher: So again, this would be one box.",1 2694,"Teacher: [Crosstalk] Teacher: I can tell who's with me by whose eyes are with me here and whose voices are off. Teacher: Thank you those of you who are paying attention and are still trying to learn. [TARGET]Teacher: Those are the people who are ready for sixth grade; I can tell.[/TARGET] Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet. Teacher: So again, this would be one box. Teacher: We split it in quarters.",1 2695,"Teacher: I can tell who's with me by whose eyes are with me here and whose voices are off. Teacher: Thank you those of you who are paying attention and are still trying to learn. Teacher: Those are the people who are ready for sixth grade; I can tell. [TARGET]Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet.[/TARGET] Teacher: So again, this would be one box. Teacher: We split it in quarters. Teacher: Then we took three quarters and that fills one box.",1 2696,"Teacher: Thank you those of you who are paying attention and are still trying to learn. Teacher: Those are the people who are ready for sixth grade; I can tell. Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet. [TARGET]Teacher: So again, this would be one box.[/TARGET] Teacher: We split it in quarters. Teacher: Then we took three quarters and that fills one box. Teacher: So here's one box that we just filled.",0 2697,"Teacher: Those are the people who are ready for sixth grade; I can tell. Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet. Teacher: So again, this would be one box. [TARGET]Teacher: We split it in quarters.[/TARGET] Teacher: Then we took three quarters and that fills one box. Teacher: So here's one box that we just filled. Teacher: We did that six times and we were left with one quarter left over in each.",0 2698,"Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet. Teacher: So again, this would be one box. Teacher: We split it in quarters. [TARGET]Teacher: Then we took three quarters and that fills one box.[/TARGET] Teacher: So here's one box that we just filled. Teacher: We did that six times and we were left with one quarter left over in each. Teacher: So we combined those quarters from three different pounds to make another box.",0 2699,"Teacher: So again, this would be one box. Teacher: We split it in quarters. Teacher: Then we took three quarters and that fills one box. [TARGET]Teacher: So here's one box that we just filled.[/TARGET] Teacher: We did that six times and we were left with one quarter left over in each. Teacher: So we combined those quarters from three different pounds to make another box. Teacher: So we have 1, 2, 3, 4, 5, 6 boxes and then 7, 8 created from our leftover quarters.",0 2700,"Teacher: We split it in quarters. Teacher: Then we took three quarters and that fills one box. Teacher: So here's one box that we just filled. [TARGET]Teacher: We did that six times and we were left with one quarter left over in each.[/TARGET] Teacher: So we combined those quarters from three different pounds to make another box. Teacher: So we have 1, 2, 3, 4, 5, 6 boxes and then 7, 8 created from our leftover quarters. Teacher: Could anyone raise their hand and explain that back to us?",0 2701,"Teacher: Then we took three quarters and that fills one box. Teacher: So here's one box that we just filled. Teacher: We did that six times and we were left with one quarter left over in each. [TARGET]Teacher: So we combined those quarters from three different pounds to make another box.[/TARGET] Teacher: So we have 1, 2, 3, 4, 5, 6 boxes and then 7, 8 created from our leftover quarters. Teacher: Could anyone raise their hand and explain that back to us? Teacher: Does someone feel like they understand and could repeat it to the class?",0 2702,"Teacher: So here's one box that we just filled. Teacher: We did that six times and we were left with one quarter left over in each. Teacher: So we combined those quarters from three different pounds to make another box. [TARGET]Teacher: So we have 1, 2, 3, 4, 5, 6 boxes and then 7, 8 created from our leftover quarters.[/TARGET] Teacher: Could anyone raise their hand and explain that back to us? Teacher: Does someone feel like they understand and could repeat it to the class? Teacher: [Crosstalk]",0 2703,"Teacher: We did that six times and we were left with one quarter left over in each. Teacher: So we combined those quarters from three different pounds to make another box. Teacher: So we have 1, 2, 3, 4, 5, 6 boxes and then 7, 8 created from our leftover quarters. [TARGET]Teacher: Could anyone raise their hand and explain that back to us?[/TARGET] Teacher: Does someone feel like they understand and could repeat it to the class? Teacher: [Crosstalk] Teacher: No snacks for four days.",1 2704,"Teacher: So we combined those quarters from three different pounds to make another box. Teacher: So we have 1, 2, 3, 4, 5, 6 boxes and then 7, 8 created from our leftover quarters. Teacher: Could anyone raise their hand and explain that back to us? [TARGET]Teacher: Does someone feel like they understand and could repeat it to the class?[/TARGET] Teacher: [Crosstalk] Teacher: No snacks for four days. Teacher: This is day number one.",0 2705,Teacher: Could anyone raise their hand and explain that back to us? Teacher: Does someone feel like they understand and could repeat it to the class? Teacher: [Crosstalk] [TARGET]Teacher: No snacks for four days.[/TARGET] Teacher: This is day number one. Teacher: Student D. Student D is gonna try. Teacher: You don't want to explain it?,1 2706,Teacher: Does someone feel like they understand and could repeat it to the class? Teacher: [Crosstalk] Teacher: No snacks for four days. [TARGET]Teacher: This is day number one.[/TARGET] Teacher: Student D. Student D is gonna try. Teacher: You don't want to explain it? Teacher: [Crosstalk],1 2707,Teacher: [Crosstalk] Teacher: No snacks for four days. Teacher: This is day number one. [TARGET]Teacher: Student D. Student D is gonna try.[/TARGET] Teacher: You don't want to explain it? Teacher: [Crosstalk] Teacher: You're trying to get it?,1 2708,Teacher: No snacks for four days. Teacher: This is day number one. Teacher: Student D. Student D is gonna try. [TARGET]Teacher: You don't want to explain it?[/TARGET] Teacher: [Crosstalk] Teacher: You're trying to get it? Teacher: Do you want to try and explain it back to us?,0 2709,Teacher: Student D. Student D is gonna try. Teacher: You don't want to explain it? Teacher: [Crosstalk] [TARGET]Teacher: You're trying to get it?[/TARGET] Teacher: Do you want to try and explain it back to us? Teacher: You think you get it? Teacher: [Inaudible].,0 2710,Teacher: You don't want to explain it? Teacher: [Crosstalk] Teacher: You're trying to get it? [TARGET]Teacher: Do you want to try and explain it back to us?[/TARGET] Teacher: You think you get it? Teacher: [Inaudible]. Teacher: This says that I have six pounds of candy.,0 2711,Teacher: [Crosstalk] Teacher: You're trying to get it? Teacher: Do you want to try and explain it back to us? [TARGET]Teacher: You think you get it?[/TARGET] Teacher: [Inaudible]. Teacher: This says that I have six pounds of candy. Teacher: Student A.,0 2712,Teacher: Do you want to try and explain it back to us? Teacher: You think you get it? Teacher: [Inaudible]. [TARGET]Teacher: This says that I have six pounds of candy.[/TARGET] Teacher: Student A. Teacher: [Crosstalk] Teacher: Excuse me.,0 2713,Teacher: You think you get it? Teacher: [Inaudible]. Teacher: This says that I have six pounds of candy. [TARGET]Teacher: Student A.[/TARGET] Teacher: [Crosstalk] Teacher: Excuse me. Teacher: Put your chair here.,0 2714,"Teacher: This says that I have six pounds of candy. Teacher: Student A. Teacher: [Crosstalk] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Put your chair here. Teacher: Student D, move to the back table. Teacher: [Crosstalk]",1 2715,"Teacher: Student A. Teacher: [Crosstalk] Teacher: Excuse me. [TARGET]Teacher: Put your chair here.[/TARGET] Teacher: Student D, move to the back table. Teacher: [Crosstalk] Student: [Inaudible].",1 2716,"Teacher: [Crosstalk] Teacher: Excuse me. Teacher: Put your chair here. [TARGET]Teacher: Student D, move to the back table.[/TARGET] Teacher: [Crosstalk] Student: [Inaudible]. Teacher: Okay, so we took our boxes and we split them to fours.",1 2717,"Teacher: Student D, move to the back table. Teacher: [Crosstalk] Student: [Inaudible]. [TARGET]Teacher: Okay, so we took our boxes and we split them to fours.[/TARGET] Teacher: Student E, do you want to take it from there? Student: [Inaudible]. Student: We made one box out of three of them.",0 2718,"Teacher: [Crosstalk] Student: [Inaudible]. Teacher: Okay, so we took our boxes and we split them to fours. [TARGET]Teacher: Student E, do you want to take it from there?[/TARGET] Student: [Inaudible]. Student: We made one box out of three of them. Teacher: Yeah.",1 2719,"Teacher: Student E, do you want to take it from there? Student: [Inaudible]. Student: We made one box out of three of them. [TARGET]Teacher: Yeah.[/TARGET] Teacher: So here's three-quarters of a pound. Teacher: Maybe if I shade it in you can see. Teacher: Does everybody agree that right now I've shaded three-quarters of a pound of candy?",0 2720,Student: [Inaudible]. Student: We made one box out of three of them. Teacher: Yeah. [TARGET]Teacher: So here's three-quarters of a pound.[/TARGET] Teacher: Maybe if I shade it in you can see. Teacher: Does everybody agree that right now I've shaded three-quarters of a pound of candy? Student: Yes.,0 2721,"Student: We made one box out of three of them. Teacher: Yeah. Teacher: So here's three-quarters of a pound. [TARGET]Teacher: Maybe if I shade it in you can see.[/TARGET] Teacher: Does everybody agree that right now I've shaded three-quarters of a pound of candy? Student: Yes. Teacher: Okay, so that's how much we want to put in one box.",0 2722,"Teacher: Yeah. Teacher: So here's three-quarters of a pound. Teacher: Maybe if I shade it in you can see. [TARGET]Teacher: Does everybody agree that right now I've shaded three-quarters of a pound of candy?[/TARGET] Student: Yes. Teacher: Okay, so that's how much we want to put in one box. Teacher: So this shaded piece, that's one box of candy that we've boxed up.",0 2723,"Teacher: Maybe if I shade it in you can see. Teacher: Does everybody agree that right now I've shaded three-quarters of a pound of candy? Student: Yes. [TARGET]Teacher: Okay, so that's how much we want to put in one box.[/TARGET] Teacher: So this shaded piece, that's one box of candy that we've boxed up. Teacher: Pretend we're a shipping company. Teacher: We make candy.",0 2724,"Teacher: Does everybody agree that right now I've shaded three-quarters of a pound of candy? Student: Yes. Teacher: Okay, so that's how much we want to put in one box. [TARGET]Teacher: So this shaded piece, that's one box of candy that we've boxed up.[/TARGET] Teacher: Pretend we're a shipping company. Teacher: We make candy. Teacher: Student A, the point was to have your eyes up here.",0 2725,"Student: Yes. Teacher: Okay, so that's how much we want to put in one box. Teacher: So this shaded piece, that's one box of candy that we've boxed up. [TARGET]Teacher: Pretend we're a shipping company.[/TARGET] Teacher: We make candy. Teacher: Student A, the point was to have your eyes up here. Teacher: Turn it around.",0 2726,"Teacher: Okay, so that's how much we want to put in one box. Teacher: So this shaded piece, that's one box of candy that we've boxed up. Teacher: Pretend we're a shipping company. [TARGET]Teacher: We make candy.[/TARGET] Teacher: Student A, the point was to have your eyes up here. Teacher: Turn it around. Teacher: So our three-quarters of a pound, we put it in a box.",0 2727,"Teacher: So this shaded piece, that's one box of candy that we've boxed up. Teacher: Pretend we're a shipping company. Teacher: We make candy. [TARGET]Teacher: Student A, the point was to have your eyes up here.[/TARGET] Teacher: Turn it around. Teacher: So our three-quarters of a pound, we put it in a box. Teacher: We set it aside.",1 2728,"Teacher: Pretend we're a shipping company. Teacher: We make candy. Teacher: Student A, the point was to have your eyes up here. [TARGET]Teacher: Turn it around.[/TARGET] Teacher: So our three-quarters of a pound, we put it in a box. Teacher: We set it aside. Teacher: There it is, one box, okay.",1 2729,"Teacher: We make candy. Teacher: Student A, the point was to have your eyes up here. Teacher: Turn it around. [TARGET]Teacher: So our three-quarters of a pound, we put it in a box.[/TARGET] Teacher: We set it aside. Teacher: There it is, one box, okay. Teacher: We do it again here.",0 2730,"Teacher: Student A, the point was to have your eyes up here. Teacher: Turn it around. Teacher: So our three-quarters of a pound, we put it in a box. [TARGET]Teacher: We set it aside.[/TARGET] Teacher: There it is, one box, okay. Teacher: We do it again here. Teacher: There's another box, boom, one box, two boxes.",0 2731,"Teacher: Turn it around. Teacher: So our three-quarters of a pound, we put it in a box. Teacher: We set it aside. [TARGET]Teacher: There it is, one box, okay.[/TARGET] Teacher: We do it again here. Teacher: There's another box, boom, one box, two boxes. Teacher: I package this one up.",0 2732,"Teacher: So our three-quarters of a pound, we put it in a box. Teacher: We set it aside. Teacher: There it is, one box, okay. [TARGET]Teacher: We do it again here.[/TARGET] Teacher: There's another box, boom, one box, two boxes. Teacher: I package this one up. Teacher: That's three.",0 2733,"Teacher: We set it aside. Teacher: There it is, one box, okay. Teacher: We do it again here. [TARGET]Teacher: There's another box, boom, one box, two boxes.[/TARGET] Teacher: I package this one up. Teacher: That's three. Student: You can make six.",0 2734,"Teacher: There it is, one box, okay. Teacher: We do it again here. Teacher: There's another box, boom, one box, two boxes. [TARGET]Teacher: I package this one up.[/TARGET] Teacher: That's three. Student: You can make six. Teacher: Yeah, so I'm gonna make at least six.",0 2735,"Teacher: We do it again here. Teacher: There's another box, boom, one box, two boxes. Teacher: I package this one up. [TARGET]Teacher: That's three.[/TARGET] Student: You can make six. Teacher: Yeah, so I'm gonna make at least six. Teacher: Here's our fourth box [inaudible] boxes, six boxes.",0 2736,"Teacher: I package this one up. Teacher: That's three. Student: You can make six. [TARGET]Teacher: Yeah, so I'm gonna make at least six.[/TARGET] Teacher: Here's our fourth box [inaudible] boxes, six boxes. Teacher: Now I've got all this candy left over because I've only boxed up four of my pounds of candy so far. Student: You need an extra box.",0 2737,"Teacher: That's three. Student: You can make six. Teacher: Yeah, so I'm gonna make at least six. [TARGET]Teacher: Here's our fourth box [inaudible] boxes, six boxes.[/TARGET] Teacher: Now I've got all this candy left over because I've only boxed up four of my pounds of candy so far. Student: You need an extra box. Student: [Crosstalk]",0 2738,"Student: You can make six. Teacher: Yeah, so I'm gonna make at least six. Teacher: Here's our fourth box [inaudible] boxes, six boxes. [TARGET]Teacher: Now I've got all this candy left over because I've only boxed up four of my pounds of candy so far.[/TARGET] Student: You need an extra box. Student: [Crosstalk] Teacher: I know you know how to act.",0 2739,"Teacher: Now I've got all this candy left over because I've only boxed up four of my pounds of candy so far. Student: You need an extra box. Student: [Crosstalk] [TARGET]Teacher: I know you know how to act.[/TARGET] Teacher: So now we take our leftover quarters. Teacher: We need 1, 2, 3, and those are all gonna combine to make our sixth box of candy. Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8.",1 2740,"Student: You need an extra box. Student: [Crosstalk] Teacher: I know you know how to act. [TARGET]Teacher: So now we take our leftover quarters.[/TARGET] Teacher: We need 1, 2, 3, and those are all gonna combine to make our sixth box of candy. Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8. Teacher: Thank you for the correction.",0 2741,"Student: [Crosstalk] Teacher: I know you know how to act. Teacher: So now we take our leftover quarters. [TARGET]Teacher: We need 1, 2, 3, and those are all gonna combine to make our sixth box of candy.[/TARGET] Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8. Teacher: Thank you for the correction. Teacher: In this way we have this divided by a fraction.",0 2742,"Teacher: I know you know how to act. Teacher: So now we take our leftover quarters. Teacher: We need 1, 2, 3, and those are all gonna combine to make our sixth box of candy. [TARGET]Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8.[/TARGET] Teacher: Thank you for the correction. Teacher: In this way we have this divided by a fraction. Teacher: It was a little hard.",0 2743,"Teacher: So now we take our leftover quarters. Teacher: We need 1, 2, 3, and those are all gonna combine to make our sixth box of candy. Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8. [TARGET]Teacher: Thank you for the correction.[/TARGET] Teacher: In this way we have this divided by a fraction. Teacher: It was a little hard. Teacher: Now remember when we did multiplication?",0 2744,"Teacher: We need 1, 2, 3, and those are all gonna combine to make our sixth box of candy. Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8. Teacher: Thank you for the correction. [TARGET]Teacher: In this way we have this divided by a fraction.[/TARGET] Teacher: It was a little hard. Teacher: Now remember when we did multiplication? Teacher: We did the crazy hard picture way and then I said, ""Who wants to know a shortcut?"" Who would like to know the shortcut to this?",0 2745,"Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8. Teacher: Thank you for the correction. Teacher: In this way we have this divided by a fraction. [TARGET]Teacher: It was a little hard.[/TARGET] Teacher: Now remember when we did multiplication? Teacher: We did the crazy hard picture way and then I said, ""Who wants to know a shortcut?"" Who would like to know the shortcut to this? Student: Me.",0 2746,"Teacher: Thank you for the correction. Teacher: In this way we have this divided by a fraction. Teacher: It was a little hard. [TARGET]Teacher: Now remember when we did multiplication?[/TARGET] Teacher: We did the crazy hard picture way and then I said, ""Who wants to know a shortcut?"" Who would like to know the shortcut to this? Student: Me. Student: Me.",0 2747,"Teacher: In this way we have this divided by a fraction. Teacher: It was a little hard. Teacher: Now remember when we did multiplication? [TARGET]Teacher: We did the crazy hard picture way and then I said, ""Who wants to know a shortcut?"" Who would like to know the shortcut to this?[/TARGET] Student: Me. Student: Me. Student: Me.",0 2748,"Student: Me. Student: Me. Student: Me. [TARGET]Teacher: So basically - let me make sure I do this right.[/TARGET] Teacher: So each one of these boxes is one, but we can represent that as the fraction 4 over 4. Teacher: Do you agree? Student: Yeah.",0 2749,"Student: Me. Student: Me. Teacher: So basically - let me make sure I do this right. [TARGET]Teacher: So each one of these boxes is one, but we can represent that as the fraction 4 over 4.[/TARGET] Teacher: Do you agree? Student: Yeah. Teacher: Do you agree that we can represent one whole - you've got to be down so people can see you.",0 2750,"Student: Me. Teacher: So basically - let me make sure I do this right. Teacher: So each one of these boxes is one, but we can represent that as the fraction 4 over 4. [TARGET]Teacher: Do you agree?[/TARGET] Student: Yeah. Teacher: Do you agree that we can represent one whole - you've got to be down so people can see you. Teacher: [Crosstalk]",0 2751,"Teacher: So each one of these boxes is one, but we can represent that as the fraction 4 over 4. Teacher: Do you agree? Student: Yeah. [TARGET]Teacher: Do you agree that we can represent one whole - you've got to be down so people can see you.[/TARGET] Teacher: [Crosstalk] Teacher: One whole would be the same as saying 4 over 4. Teacher: Now we have how many wholes?",1 2752,"Student: Yeah. Teacher: Do you agree that we can represent one whole - you've got to be down so people can see you. Teacher: [Crosstalk] [TARGET]Teacher: One whole would be the same as saying 4 over 4.[/TARGET] Teacher: Now we have how many wholes? Multiple Students: 6 Teacher: So remember, yesterday we talked about turning a whole number into a fraction.",0 2753,"Teacher: Do you agree that we can represent one whole - you've got to be down so people can see you. Teacher: [Crosstalk] Teacher: One whole would be the same as saying 4 over 4. [TARGET]Teacher: Now we have how many wholes?[/TARGET] Multiple Students: 6 Teacher: So remember, yesterday we talked about turning a whole number into a fraction. Teacher: So 6 wholes would equal how many fourths?",0 2754,"Teacher: One whole would be the same as saying 4 over 4. Teacher: Now we have how many wholes? Multiple Students: 6 [TARGET]Teacher: So remember, yesterday we talked about turning a whole number into a fraction.[/TARGET] Teacher: So 6 wholes would equal how many fourths? Student: 24 Teacher: How do you know?",0 2755,"Teacher: Now we have how many wholes? Multiple Students: 6 Teacher: So remember, yesterday we talked about turning a whole number into a fraction. [TARGET]Teacher: So 6 wholes would equal how many fourths?[/TARGET] Student: 24 Teacher: How do you know? Student: 'Cause 6 times 4 is 24.",0 2756,"Teacher: So remember, yesterday we talked about turning a whole number into a fraction. Teacher: So 6 wholes would equal how many fourths? Student: 24 [TARGET]Teacher: How do you know?[/TARGET] Student: 'Cause 6 times 4 is 24. Teacher: We multiply. Teacher: So multiplying we get 24 over 4.",0 2757,"Student: 24 Teacher: How do you know? Student: 'Cause 6 times 4 is 24. [TARGET]Teacher: We multiply.[/TARGET] Teacher: So multiplying we get 24 over 4. Teacher: And if we wanted to count them, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 34, 6 times 4 is 24. Teacher: Now this is where the magic comes in.",0 2758,"Teacher: How do you know? Student: 'Cause 6 times 4 is 24. Teacher: We multiply. [TARGET]Teacher: So multiplying we get 24 over 4.[/TARGET] Teacher: And if we wanted to count them, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 34, 6 times 4 is 24. Teacher: Now this is where the magic comes in. Teacher: I'm still hearing side conversations.",0 2759,"Student: 'Cause 6 times 4 is 24. Teacher: We multiply. Teacher: So multiplying we get 24 over 4. [TARGET]Teacher: And if we wanted to count them, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 34, 6 times 4 is 24.[/TARGET] Teacher: Now this is where the magic comes in. Teacher: I'm still hearing side conversations. Teacher: [Crosstalk]",0 2760,"Teacher: We multiply. Teacher: So multiplying we get 24 over 4. Teacher: And if we wanted to count them, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 34, 6 times 4 is 24. [TARGET]Teacher: Now this is where the magic comes in.[/TARGET] Teacher: I'm still hearing side conversations. Teacher: [Crosstalk] Teacher: Did I or did I not say that if you're distracting us from learning that you could leave?",0 2761,"Teacher: So multiplying we get 24 over 4. Teacher: And if we wanted to count them, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 34, 6 times 4 is 24. Teacher: Now this is where the magic comes in. [TARGET]Teacher: I'm still hearing side conversations.[/TARGET] Teacher: [Crosstalk] Teacher: Did I or did I not say that if you're distracting us from learning that you could leave? Teacher: Student A has been following my directions when I've asked him to move.",1 2762,Teacher: Now this is where the magic comes in. Teacher: I'm still hearing side conversations. Teacher: [Crosstalk] [TARGET]Teacher: Did I or did I not say that if you're distracting us from learning that you could leave?[/TARGET] Teacher: Student A has been following my directions when I've asked him to move. Teacher: Look at how you're sitting. Teacher: Look at how you are sitting right now.,1 2763,Teacher: I'm still hearing side conversations. Teacher: [Crosstalk] Teacher: Did I or did I not say that if you're distracting us from learning that you could leave? [TARGET]Teacher: Student A has been following my directions when I've asked him to move.[/TARGET] Teacher: Look at how you're sitting. Teacher: Look at how you are sitting right now. Teacher: Are you trying to learn?,1 2764,Teacher: [Crosstalk] Teacher: Did I or did I not say that if you're distracting us from learning that you could leave? Teacher: Student A has been following my directions when I've asked him to move. [TARGET]Teacher: Look at how you're sitting.[/TARGET] Teacher: Look at how you are sitting right now. Teacher: Are you trying to learn? Teacher: Are you being a student right now?,1 2765,Teacher: Did I or did I not say that if you're distracting us from learning that you could leave? Teacher: Student A has been following my directions when I've asked him to move. Teacher: Look at how you're sitting. [TARGET]Teacher: Look at how you are sitting right now.[/TARGET] Teacher: Are you trying to learn? Teacher: Are you being a student right now? Teacher: [Crosstalk],1 2766,Teacher: Student A has been following my directions when I've asked him to move. Teacher: Look at how you're sitting. Teacher: Look at how you are sitting right now. [TARGET]Teacher: Are you trying to learn?[/TARGET] Teacher: Are you being a student right now? Teacher: [Crosstalk] Teacher: What we do now is we can set up.,1 2767,Teacher: Look at how you're sitting. Teacher: Look at how you are sitting right now. Teacher: Are you trying to learn? [TARGET]Teacher: Are you being a student right now?[/TARGET] Teacher: [Crosstalk] Teacher: What we do now is we can set up. Teacher: We can divide by -,1 2768,Teacher: Are you trying to learn? Teacher: Are you being a student right now? Teacher: [Crosstalk] [TARGET]Teacher: What we do now is we can set up.[/TARGET] Teacher: We can divide by - Multiple Students: Three-fourths. Teacher: Now watch this.,0 2769,"Teacher: Are you being a student right now? Teacher: [Crosstalk] Teacher: What we do now is we can set up. [TARGET]Teacher: We can divide by -[/TARGET] Multiple Students: Three-fourths. Teacher: Now watch this. Teacher: Just like when we multiplied across, we're going to divide across.",0 2770,"Teacher: What we do now is we can set up. Teacher: We can divide by - Multiple Students: Three-fourths. [TARGET]Teacher: Now watch this.[/TARGET] Teacher: Just like when we multiplied across, we're going to divide across. Teacher: 24 divided by 3 is - Student: 6",0 2771,"Teacher: We can divide by - Multiple Students: Three-fourths. Teacher: Now watch this. [TARGET]Teacher: Just like when we multiplied across, we're going to divide across.[/TARGET] Teacher: 24 divided by 3 is - Student: 6 Student: 4",0 2772,"Multiple Students: Three-fourths. Teacher: Now watch this. Teacher: Just like when we multiplied across, we're going to divide across. [TARGET]Teacher: 24 divided by 3 is -[/TARGET] Student: 6 Student: 4 Teacher: 24 divided by 3 is -",0 2773,Teacher: 24 divided by 3 is - Student: 6 Student: 4 [TARGET]Teacher: 24 divided by 3 is -[/TARGET] Multiple Students: 8 Teacher: 4 divided by 4 is - Student: 1,0 2774,Student: 4 Teacher: 24 divided by 3 is - Multiple Students: 8 [TARGET]Teacher: 4 divided by 4 is -[/TARGET] Student: 1 Student: 8 over 1. Teacher: 8 over 1 is -,0 2775,"Teacher: 4 divided by 4 is - Student: 1 Student: 8 over 1. [TARGET]Teacher: 8 over 1 is -[/TARGET] Student: 8 Teacher: It's improper, so we would divide and we would get - Student: 8",0 2776,"Student: 8 over 1. Teacher: 8 over 1 is - Student: 8 [TARGET]Teacher: It's improper, so we would divide and we would get -[/TARGET] Student: 8 Teacher: 8 Teacher: I kind of ran out of room there, but the answer is the whole number 8.",0 2777,"Student: 8 Teacher: It's improper, so we would divide and we would get - Student: 8 [TARGET]Teacher: 8[/TARGET] Teacher: I kind of ran out of room there, but the answer is the whole number 8. Teacher: Is that what we figured out with pictures? Teacher: Yes.",0 2778,"Teacher: It's improper, so we would divide and we would get - Student: 8 Teacher: 8 [TARGET]Teacher: I kind of ran out of room there, but the answer is the whole number 8.[/TARGET] Teacher: Is that what we figured out with pictures? Teacher: Yes. Teacher: Was that a lot easier?",0 2779,"Student: 8 Teacher: 8 Teacher: I kind of ran out of room there, but the answer is the whole number 8. [TARGET]Teacher: Is that what we figured out with pictures?[/TARGET] Teacher: Yes. Teacher: Was that a lot easier? Multiple Students: Yes.",0 2780,"Teacher: 8 Teacher: I kind of ran out of room there, but the answer is the whole number 8. Teacher: Is that what we figured out with pictures? [TARGET]Teacher: Yes.[/TARGET] Teacher: Was that a lot easier? Multiple Students: Yes. Multiple Students: [Crosstalk]",0 2781,"Teacher: I kind of ran out of room there, but the answer is the whole number 8. Teacher: Is that what we figured out with pictures? Teacher: Yes. [TARGET]Teacher: Was that a lot easier?[/TARGET] Multiple Students: Yes. Multiple Students: [Crosstalk] Teacher: Yeah, that was a lot faster.",0 2782,"Teacher: Was that a lot easier? Multiple Students: Yes. Multiple Students: [Crosstalk] [TARGET]Teacher: Yeah, that was a lot faster.[/TARGET] Student: That's too many numbers. Teacher: Well it is a lot of numbers and you do have to do some thinking, but it is shorter than doing all that extra stuff. Teacher: [Crosstalk]",0 2783,"Multiple Students: [Crosstalk] Teacher: Yeah, that was a lot faster. Student: That's too many numbers. [TARGET]Teacher: Well it is a lot of numbers and you do have to do some thinking, but it is shorter than doing all that extra stuff.[/TARGET] Teacher: [Crosstalk] Teacher: [Announcement over loudspeaker] Teacher: Right here I have an assignment and I'm gonna make this two ways.",0 2784,"Teacher: Well it is a lot of numbers and you do have to do some thinking, but it is shorter than doing all that extra stuff. Teacher: [Crosstalk] Teacher: [Announcement over loudspeaker] [TARGET]Teacher: Right here I have an assignment and I'm gonna make this two ways.[/TARGET] Teacher: You're gonna solve 4 divided by two-thirds. Teacher: You can show it with pictures in your circles. Teacher: And then you can solve it in math on the bottom like we did up here.",1 2785,Teacher: [Crosstalk] Teacher: [Announcement over loudspeaker] Teacher: Right here I have an assignment and I'm gonna make this two ways. [TARGET]Teacher: You're gonna solve 4 divided by two-thirds.[/TARGET] Teacher: You can show it with pictures in your circles. Teacher: And then you can solve it in math on the bottom like we did up here. Teacher: Okay.,0 2786,Teacher: [Announcement over loudspeaker] Teacher: Right here I have an assignment and I'm gonna make this two ways. Teacher: You're gonna solve 4 divided by two-thirds. [TARGET]Teacher: You can show it with pictures in your circles.[/TARGET] Teacher: And then you can solve it in math on the bottom like we did up here. Teacher: Okay. Teacher: If you're not sure what to do you can ask me.,0 2787,Teacher: Right here I have an assignment and I'm gonna make this two ways. Teacher: You're gonna solve 4 divided by two-thirds. Teacher: You can show it with pictures in your circles. [TARGET]Teacher: And then you can solve it in math on the bottom like we did up here.[/TARGET] Teacher: Okay. Teacher: If you're not sure what to do you can ask me. Teacher: You can ask a partner at your table.,0 2788,"Teacher: You can show it with pictures in your circles. Teacher: And then you can solve it in math on the bottom like we did up here. Teacher: Okay. [TARGET]Teacher: If you're not sure what to do you can ask me.[/TARGET] Teacher: You can ask a partner at your table. Teacher: Let's take the next three minutes and see how you do on this, three minutes. Teacher: Do you get it?",1 2789,"Teacher: And then you can solve it in math on the bottom like we did up here. Teacher: Okay. Teacher: If you're not sure what to do you can ask me. [TARGET]Teacher: You can ask a partner at your table.[/TARGET] Teacher: Let's take the next three minutes and see how you do on this, three minutes. Teacher: Do you get it? Student: Yeah.",1 2790,"Teacher: Okay. Teacher: If you're not sure what to do you can ask me. Teacher: You can ask a partner at your table. [TARGET]Teacher: Let's take the next three minutes and see how you do on this, three minutes.[/TARGET] Teacher: Do you get it? Student: Yeah. Teacher: There's one here for you.",1 2791,"Teacher: If you're not sure what to do you can ask me. Teacher: You can ask a partner at your table. Teacher: Let's take the next three minutes and see how you do on this, three minutes. [TARGET]Teacher: Do you get it?[/TARGET] Student: Yeah. Teacher: There's one here for you. Teacher: I would really appreciate it if you would join us.",0 2792,"Teacher: Let's take the next three minutes and see how you do on this, three minutes. Teacher: Do you get it? Student: Yeah. [TARGET]Teacher: There's one here for you.[/TARGET] Teacher: I would really appreciate it if you would join us. Teacher: Did you check out entirely back here? Student: Who, me?",1 2793,"Teacher: Do you get it? Student: Yeah. Teacher: There's one here for you. [TARGET]Teacher: I would really appreciate it if you would join us.[/TARGET] Teacher: Did you check out entirely back here? Student: Who, me? Teacher: Were you paying attention to [inaudible]?",1 2794,"Student: Yeah. Teacher: There's one here for you. Teacher: I would really appreciate it if you would join us. [TARGET]Teacher: Did you check out entirely back here?[/TARGET] Student: Who, me? Teacher: Were you paying attention to [inaudible]? Student: Yes.",1 2795,"Teacher: I would really appreciate it if you would join us. Teacher: Did you check out entirely back here? Student: Who, me? [TARGET]Teacher: Were you paying attention to [inaudible]?[/TARGET] Student: Yes. Teacher: How would you solve this [inaudible]? Student: I know how to do this.",1 2796,"Student: Who, me? Teacher: Were you paying attention to [inaudible]? Student: Yes. [TARGET]Teacher: How would you solve this [inaudible]?[/TARGET] Student: I know how to do this. Student: [Crosstalk] Teacher: So we're dividing our four, this 1, 2, 3, 4 into two-thirds.",0 2797,"Teacher: How would you solve this [inaudible]? Student: I know how to do this. Student: [Crosstalk] [TARGET]Teacher: So we're dividing our four, this 1, 2, 3, 4 into two-thirds.[/TARGET] Teacher: How many times would two-thirds go into this? Student: [Inaudible]. Student: Excessive background noise]",0 2798,"Student: I know how to do this. Student: [Crosstalk] Teacher: So we're dividing our four, this 1, 2, 3, 4 into two-thirds. [TARGET]Teacher: How many times would two-thirds go into this?[/TARGET] Student: [Inaudible]. Student: Excessive background noise] Teacher: Let's put this into a third.",0 2799,Teacher: How many times would two-thirds go into this? Student: [Inaudible]. Student: Excessive background noise] [TARGET]Teacher: Let's put this into a third.[/TARGET] Teacher: So that's one. Teacher: How many of those [inaudible] out of those circles? Teacher: [Crosstalk - excessive background noise],0 2800,Student: [Inaudible]. Student: Excessive background noise] Teacher: Let's put this into a third. [TARGET]Teacher: So that's one.[/TARGET] Teacher: How many of those [inaudible] out of those circles? Teacher: [Crosstalk - excessive background noise] Teacher: How we doing?,0 2801,Student: Excessive background noise] Teacher: Let's put this into a third. Teacher: So that's one. [TARGET]Teacher: How many of those [inaudible] out of those circles?[/TARGET] Teacher: [Crosstalk - excessive background noise] Teacher: How we doing? Teacher: You can start with the math if you want to.,0 2802,Teacher: So that's one. Teacher: How many of those [inaudible] out of those circles? Teacher: [Crosstalk - excessive background noise] [TARGET]Teacher: How we doing?[/TARGET] Teacher: You can start with the math if you want to. Teacher: You can start with the pictures. Teacher: Everybody has a picture?,1 2803,Teacher: How many of those [inaudible] out of those circles? Teacher: [Crosstalk - excessive background noise] Teacher: How we doing? [TARGET]Teacher: You can start with the math if you want to.[/TARGET] Teacher: You can start with the pictures. Teacher: Everybody has a picture? Teacher: [Crosstalk],0 2804,Teacher: [Crosstalk - excessive background noise] Teacher: How we doing? Teacher: You can start with the math if you want to. [TARGET]Teacher: You can start with the pictures.[/TARGET] Teacher: Everybody has a picture? Teacher: [Crosstalk] Teacher: I have a question.,0 2805,Teacher: How we doing? Teacher: You can start with the math if you want to. Teacher: You can start with the pictures. [TARGET]Teacher: Everybody has a picture?[/TARGET] Teacher: [Crosstalk] Teacher: I have a question. Teacher: How did we get from three-quarters to [12]?,0 2806,"Teacher: You can start with the pictures. Teacher: Everybody has a picture? Teacher: [Crosstalk] [TARGET]Teacher: I have a question.[/TARGET] Teacher: How did we get from three-quarters to [12]? Student: [Inaudible]. Teacher: You're only gonna do the top, so 4 wholes is gonna become -",0 2807,"Teacher: Everybody has a picture? Teacher: [Crosstalk] Teacher: I have a question. [TARGET]Teacher: How did we get from three-quarters to [12]?[/TARGET] Student: [Inaudible]. Teacher: You're only gonna do the top, so 4 wholes is gonna become - Student: Oh, not I get it.",0 2808,"Teacher: I have a question. Teacher: How did we get from three-quarters to [12]? Student: [Inaudible]. [TARGET]Teacher: You're only gonna do the top, so 4 wholes is gonna become -[/TARGET] Student: Oh, not I get it. Student: [Crosstalk] Teacher: Some people are doing a great job of starting out by splitting their circles into thirds.",0 2809,"Teacher: You're only gonna do the top, so 4 wholes is gonna become - Student: Oh, not I get it. Student: [Crosstalk] [TARGET]Teacher: Some people are doing a great job of starting out by splitting their circles into thirds.[/TARGET] Teacher: It's a little bit like the peace sign. Teacher: [Crosstalk] Teacher: Student D, check it again.",0 2810,"Student: Oh, not I get it. Student: [Crosstalk] Teacher: Some people are doing a great job of starting out by splitting their circles into thirds. [TARGET]Teacher: It's a little bit like the peace sign.[/TARGET] Teacher: [Crosstalk] Teacher: Student D, check it again. Teacher: Your math is off.",0 2811,"Teacher: Some people are doing a great job of starting out by splitting their circles into thirds. Teacher: It's a little bit like the peace sign. Teacher: [Crosstalk] [TARGET]Teacher: Student D, check it again.[/TARGET] Teacher: Your math is off. Teacher: What did you divide be? Student: [Inaudible].",0 2812,"Teacher: It's a little bit like the peace sign. Teacher: [Crosstalk] Teacher: Student D, check it again. [TARGET]Teacher: Your math is off.[/TARGET] Teacher: What did you divide be? Student: [Inaudible]. Teacher: What are we dividing by on this one?",0 2813,"Teacher: [Crosstalk] Teacher: Student D, check it again. Teacher: Your math is off. [TARGET]Teacher: What did you divide be?[/TARGET] Student: [Inaudible]. Teacher: What are we dividing by on this one? Teacher: The last one, the example on the board, we divided by three-quarters.",0 2814,"Teacher: Your math is off. Teacher: What did you divide be? Student: [Inaudible]. [TARGET]Teacher: What are we dividing by on this one?[/TARGET] Teacher: The last one, the example on the board, we divided by three-quarters. Teacher: [Inaudible]. Teacher: Try again.",0 2815,"Teacher: What did you divide be? Student: [Inaudible]. Teacher: What are we dividing by on this one? [TARGET]Teacher: The last one, the example on the board, we divided by three-quarters.[/TARGET] Teacher: [Inaudible]. Teacher: Try again. Teacher: See what you're doing.",0 2816,"Teacher: What are we dividing by on this one? Teacher: The last one, the example on the board, we divided by three-quarters. Teacher: [Inaudible]. [TARGET]Teacher: Try again.[/TARGET] Teacher: See what you're doing. Student: Yeah. Teacher: Okay.",0 2817,"Teacher: The last one, the example on the board, we divided by three-quarters. Teacher: [Inaudible]. Teacher: Try again. [TARGET]Teacher: See what you're doing.[/TARGET] Student: Yeah. Teacher: Okay. Teacher: So how many did you get?",0 2818,Teacher: See what you're doing. Student: Yeah. Teacher: Okay. [TARGET]Teacher: So how many did you get?[/TARGET] Teacher: Let's see what you're doing. Teacher: Let's see what you're doing. Student: [Inaudible].,0 2819,Student: Yeah. Teacher: Okay. Teacher: So how many did you get? [TARGET]Teacher: Let's see what you're doing.[/TARGET] Teacher: Let's see what you're doing. Student: [Inaudible]. Student: [Crosstalk -excessive noise],0 2820,"Teacher: Okay. Teacher: So how many did you get? Teacher: Let's see what you're doing. [TARGET]Teacher: Let's see what you're doing.[/TARGET] Student: [Inaudible]. Student: [Crosstalk -excessive noise] Teacher: I need your eyes and ears up here please [inaudible] in 5, 4, 3, 2, 1.",0 2821,"Teacher: Let's see what you're doing. Student: [Inaudible]. Student: [Crosstalk -excessive noise] [TARGET]Teacher: I need your eyes and ears up here please [inaudible] in 5, 4, 3, 2, 1.[/TARGET] Teacher: [Crosstalk] Teacher: We have split our four wholes into thirds, similarly as we did here. Teacher: Since we're dividing by two-thirds, we can do 1, 2.",1 2822,"Student: [Crosstalk -excessive noise] Teacher: I need your eyes and ears up here please [inaudible] in 5, 4, 3, 2, 1. Teacher: [Crosstalk] [TARGET]Teacher: We have split our four wholes into thirds, similarly as we did here.[/TARGET] Teacher: Since we're dividing by two-thirds, we can do 1, 2. Teacher: I thought this group did that really well. Teacher: So this would be one set of two-thirds.",0 2823,"Teacher: I need your eyes and ears up here please [inaudible] in 5, 4, 3, 2, 1. Teacher: [Crosstalk] Teacher: We have split our four wholes into thirds, similarly as we did here. [TARGET]Teacher: Since we're dividing by two-thirds, we can do 1, 2.[/TARGET] Teacher: I thought this group did that really well. Teacher: So this would be one set of two-thirds. Teacher: Agreed?",0 2824,"Teacher: [Crosstalk] Teacher: We have split our four wholes into thirds, similarly as we did here. Teacher: Since we're dividing by two-thirds, we can do 1, 2. [TARGET]Teacher: I thought this group did that really well.[/TARGET] Teacher: So this would be one set of two-thirds. Teacher: Agreed? Teacher: We can do that in each one.",0 2825,"Teacher: We have split our four wholes into thirds, similarly as we did here. Teacher: Since we're dividing by two-thirds, we can do 1, 2. Teacher: I thought this group did that really well. [TARGET]Teacher: So this would be one set of two-thirds.[/TARGET] Teacher: Agreed? Teacher: We can do that in each one. Teacher: So there's 1, 2, 3, 4 sets of 5.",0 2826,"Teacher: Since we're dividing by two-thirds, we can do 1, 2. Teacher: I thought this group did that really well. Teacher: So this would be one set of two-thirds. [TARGET]Teacher: Agreed?[/TARGET] Teacher: We can do that in each one. Teacher: So there's 1, 2, 3, 4 sets of 5. Teacher: Here's our leftover piles.",0 2827,"Teacher: I thought this group did that really well. Teacher: So this would be one set of two-thirds. Teacher: Agreed? [TARGET]Teacher: We can do that in each one.[/TARGET] Teacher: So there's 1, 2, 3, 4 sets of 5. Teacher: Here's our leftover piles. Teacher: So we have 1, 2, 3, 4, 5, 6.",0 2828,"Teacher: So this would be one set of two-thirds. Teacher: Agreed? Teacher: We can do that in each one. [TARGET]Teacher: So there's 1, 2, 3, 4 sets of 5.[/TARGET] Teacher: Here's our leftover piles. Teacher: So we have 1, 2, 3, 4, 5, 6. Student: [Inaudible].",0 2829,"Teacher: Agreed? Teacher: We can do that in each one. Teacher: So there's 1, 2, 3, 4 sets of 5. [TARGET]Teacher: Here's our leftover piles.[/TARGET] Teacher: So we have 1, 2, 3, 4, 5, 6. Student: [Inaudible]. Student: [Crosstalk]",0 2830,"Teacher: We can do that in each one. Teacher: So there's 1, 2, 3, 4 sets of 5. Teacher: Here's our leftover piles. [TARGET]Teacher: So we have 1, 2, 3, 4, 5, 6.[/TARGET] Student: [Inaudible]. Student: [Crosstalk] Teacher: Right now the class, which you are members of, is reviewing the answer on the board.",0 2831,"Teacher: So we have 1, 2, 3, 4, 5, 6. Student: [Inaudible]. Student: [Crosstalk] [TARGET]Teacher: Right now the class, which you are members of, is reviewing the answer on the board.[/TARGET] Student: [Inaudible]. Teacher: This is why I need you paying attention. Teacher: Student S, please bring your eyes to the board.",1 2832,"Student: [Crosstalk] Teacher: Right now the class, which you are members of, is reviewing the answer on the board. Student: [Inaudible]. [TARGET]Teacher: This is why I need you paying attention.[/TARGET] Teacher: Student S, please bring your eyes to the board. Teacher: Student S, so we split it into thirds, yes? Teacher: So we can do 1, 2, that's two-thirds.",1 2833,"Teacher: Right now the class, which you are members of, is reviewing the answer on the board. Student: [Inaudible]. Teacher: This is why I need you paying attention. [TARGET]Teacher: Student S, please bring your eyes to the board.[/TARGET] Teacher: Student S, so we split it into thirds, yes? Teacher: So we can do 1, 2, that's two-thirds. Teacher: Agreed?",1 2834,"Student: [Inaudible]. Teacher: This is why I need you paying attention. Teacher: Student S, please bring your eyes to the board. [TARGET]Teacher: Student S, so we split it into thirds, yes?[/TARGET] Teacher: So we can do 1, 2, that's two-thirds. Teacher: Agreed? Teacher: Two-thirds, agreed, [inaudible] two-thirds.",0 2835,"Teacher: This is why I need you paying attention. Teacher: Student S, please bring your eyes to the board. Teacher: Student S, so we split it into thirds, yes? [TARGET]Teacher: So we can do 1, 2, that's two-thirds.[/TARGET] Teacher: Agreed? Teacher: Two-thirds, agreed, [inaudible] two-thirds. Teacher: So there's one.",0 2836,"Teacher: Student S, please bring your eyes to the board. Teacher: Student S, so we split it into thirds, yes? Teacher: So we can do 1, 2, that's two-thirds. [TARGET]Teacher: Agreed?[/TARGET] Teacher: Two-thirds, agreed, [inaudible] two-thirds. Teacher: So there's one. Teacher: Here's another group of two-thirds.",0 2837,"Teacher: Student S, so we split it into thirds, yes? Teacher: So we can do 1, 2, that's two-thirds. Teacher: Agreed? [TARGET]Teacher: Two-thirds, agreed, [inaudible] two-thirds.[/TARGET] Teacher: So there's one. Teacher: Here's another group of two-thirds. Teacher: That is two.",0 2838,"Teacher: So we can do 1, 2, that's two-thirds. Teacher: Agreed? Teacher: Two-thirds, agreed, [inaudible] two-thirds. [TARGET]Teacher: So there's one.[/TARGET] Teacher: Here's another group of two-thirds. Teacher: That is two. Teacher: Here's another group of two-thirds.",0 2839,"Teacher: Agreed? Teacher: Two-thirds, agreed, [inaudible] two-thirds. Teacher: So there's one. [TARGET]Teacher: Here's another group of two-thirds.[/TARGET] Teacher: That is two. Teacher: Here's another group of two-thirds. Teacher: That is three.",0 2840,"Teacher: Two-thirds, agreed, [inaudible] two-thirds. Teacher: So there's one. Teacher: Here's another group of two-thirds. [TARGET]Teacher: That is two.[/TARGET] Teacher: Here's another group of two-thirds. Teacher: That is three. Teacher: Another group of two-thirds.",0 2841,Teacher: So there's one. Teacher: Here's another group of two-thirds. Teacher: That is two. [TARGET]Teacher: Here's another group of two-thirds.[/TARGET] Teacher: That is three. Teacher: Another group of two-thirds. Teacher: That's four.,0 2842,"Teacher: Here's another group of two-thirds. Teacher: That is two. Teacher: Here's another group of two-thirds. [TARGET]Teacher: That is three.[/TARGET] Teacher: Another group of two-thirds. Teacher: That's four. Teacher: Now I go to my leftover 5s, 1, 2, that's a fifth.",0 2843,"Teacher: That is two. Teacher: Here's another group of two-thirds. Teacher: That is three. [TARGET]Teacher: Another group of two-thirds.[/TARGET] Teacher: That's four. Teacher: Now I go to my leftover 5s, 1, 2, that's a fifth. Teacher: 1,2, that's a sixth.",0 2844,"Teacher: Here's another group of two-thirds. Teacher: That is three. Teacher: Another group of two-thirds. [TARGET]Teacher: That's four.[/TARGET] Teacher: Now I go to my leftover 5s, 1, 2, that's a fifth. Teacher: 1,2, that's a sixth. Teacher: Student D, could you come up and show us how you did this mathematically?",0 2845,"Teacher: That is three. Teacher: Another group of two-thirds. Teacher: That's four. [TARGET]Teacher: Now I go to my leftover 5s, 1, 2, that's a fifth.[/TARGET] Teacher: 1,2, that's a sixth. Teacher: Student D, could you come up and show us how you did this mathematically? Student: [Inaudible].",0 2846,"Teacher: Another group of two-thirds. Teacher: That's four. Teacher: Now I go to my leftover 5s, 1, 2, that's a fifth. [TARGET]Teacher: 1,2, that's a sixth.[/TARGET] Teacher: Student D, could you come up and show us how you did this mathematically? Student: [Inaudible]. Teacher: Yes, using the numbers, using the fractions.",0 2847,"Teacher: That's four. Teacher: Now I go to my leftover 5s, 1, 2, that's a fifth. Teacher: 1,2, that's a sixth. [TARGET]Teacher: Student D, could you come up and show us how you did this mathematically?[/TARGET] Student: [Inaudible]. Teacher: Yes, using the numbers, using the fractions. Teacher: [Crosstalk]",1 2848,"Teacher: 1,2, that's a sixth. Teacher: Student D, could you come up and show us how you did this mathematically? Student: [Inaudible]. [TARGET]Teacher: Yes, using the numbers, using the fractions.[/TARGET] Teacher: [Crosstalk] Teacher: Student D, what do you have going? Student: [40 plus 9].",0 2849,"Student: [Inaudible]. Teacher: Yes, using the numbers, using the fractions. Teacher: [Crosstalk] [TARGET]Teacher: Student D, what do you have going?[/TARGET] Student: [40 plus 9]. Teacher: Guys, can we put the pencil sharpening on pause please. Teacher: Right now all we need to do is listen.",1 2850,"Teacher: [Crosstalk] Teacher: Student D, what do you have going? Student: [40 plus 9]. [TARGET]Teacher: Guys, can we put the pencil sharpening on pause please.[/TARGET] Teacher: Right now all we need to do is listen. Teacher: You don't need to write anything. Teacher: [Crosstalk]",1 2851,"Teacher: Student D, what do you have going? Student: [40 plus 9]. Teacher: Guys, can we put the pencil sharpening on pause please. [TARGET]Teacher: Right now all we need to do is listen.[/TARGET] Teacher: You don't need to write anything. Teacher: [Crosstalk] Teacher: So we're trying to divide four by two-thirds.",1 2852,"Student: [40 plus 9]. Teacher: Guys, can we put the pencil sharpening on pause please. Teacher: Right now all we need to do is listen. [TARGET]Teacher: You don't need to write anything.[/TARGET] Teacher: [Crosstalk] Teacher: So we're trying to divide four by two-thirds. Teacher: So Student D is figuring out how many thirds there are in 4 wholes.",1 2853,Teacher: Right now all we need to do is listen. Teacher: You don't need to write anything. Teacher: [Crosstalk] [TARGET]Teacher: So we're trying to divide four by two-thirds.[/TARGET] Teacher: So Student D is figuring out how many thirds there are in 4 wholes. Teacher: So you're multiplying 3 times 4 and you get how many thirds? Student: I forgot how I did it on my paper.,0 2854,Teacher: You don't need to write anything. Teacher: [Crosstalk] Teacher: So we're trying to divide four by two-thirds. [TARGET]Teacher: So Student D is figuring out how many thirds there are in 4 wholes.[/TARGET] Teacher: So you're multiplying 3 times 4 and you get how many thirds? Student: I forgot how I did it on my paper. Teacher: You should have brought your paper up.,0 2855,Teacher: [Crosstalk] Teacher: So we're trying to divide four by two-thirds. Teacher: So Student D is figuring out how many thirds there are in 4 wholes. [TARGET]Teacher: So you're multiplying 3 times 4 and you get how many thirds?[/TARGET] Student: I forgot how I did it on my paper. Teacher: You should have brought your paper up. Student: I know.,0 2856,Teacher: So Student D is figuring out how many thirds there are in 4 wholes. Teacher: So you're multiplying 3 times 4 and you get how many thirds? Student: I forgot how I did it on my paper. [TARGET]Teacher: You should have brought your paper up.[/TARGET] Student: I know. Student: [Crosstalk] Teacher: 1 equals 3 over 3.,1 2857,"Teacher: You should have brought your paper up. Student: I know. Student: [Crosstalk] [TARGET]Teacher: 1 equals 3 over 3.[/TARGET] Teacher: We want to know how many 4 equals. Teacher: [Crosstalk - excessive noise] Teacher: So you may be asking, ""When would you ever -?"" Student M, are you interested?",0 2858,"Student: I know. Student: [Crosstalk] Teacher: 1 equals 3 over 3. [TARGET]Teacher: We want to know how many 4 equals.[/TARGET] Teacher: [Crosstalk - excessive noise] Teacher: So you may be asking, ""When would you ever -?"" Student M, are you interested? Teacher: Because if you're not interested I can just put this away.",0 2859,"Teacher: 1 equals 3 over 3. Teacher: We want to know how many 4 equals. Teacher: [Crosstalk - excessive noise] [TARGET]Teacher: So you may be asking, ""When would you ever -?"" Student M, are you interested?[/TARGET] Teacher: Because if you're not interested I can just put this away. Teacher: You may be asking yourself, ""When would I ever be doing this in real life"" dividing something into fractions. Teacher: Well [inaudible] received their 500 point [inaudible] yesterday.",1 2860,"Teacher: We want to know how many 4 equals. Teacher: [Crosstalk - excessive noise] Teacher: So you may be asking, ""When would you ever -?"" Student M, are you interested? [TARGET]Teacher: Because if you're not interested I can just put this away.[/TARGET] Teacher: You may be asking yourself, ""When would I ever be doing this in real life"" dividing something into fractions. Teacher: Well [inaudible] received their 500 point [inaudible] yesterday. Teacher: They chose a bag of candy.",1 2861,"Teacher: [Crosstalk - excessive noise] Teacher: So you may be asking, ""When would you ever -?"" Student M, are you interested? Teacher: Because if you're not interested I can just put this away. [TARGET]Teacher: You may be asking yourself, ""When would I ever be doing this in real life"" dividing something into fractions.[/TARGET] Teacher: Well [inaudible] received their 500 point [inaudible] yesterday. Teacher: They chose a bag of candy. Teacher: They wanted a mixed bag of sugary candy, and the only one they had at the store was kind of lame.",0 2862,"Teacher: So you may be asking, ""When would you ever -?"" Student M, are you interested? Teacher: Because if you're not interested I can just put this away. Teacher: You may be asking yourself, ""When would I ever be doing this in real life"" dividing something into fractions. [TARGET]Teacher: Well [inaudible] received their 500 point [inaudible] yesterday.[/TARGET] Teacher: They chose a bag of candy. Teacher: They wanted a mixed bag of sugary candy, and the only one they had at the store was kind of lame. Teacher: It was all Smarties, so I bought four bags of different candies that they are now going to divide.",0 2863,"Teacher: Because if you're not interested I can just put this away. Teacher: You may be asking yourself, ""When would I ever be doing this in real life"" dividing something into fractions. Teacher: Well [inaudible] received their 500 point [inaudible] yesterday. [TARGET]Teacher: They chose a bag of candy.[/TARGET] Teacher: They wanted a mixed bag of sugary candy, and the only one they had at the store was kind of lame. Teacher: It was all Smarties, so I bought four bags of different candies that they are now going to divide. Teacher: Okay.",0 2864,"Teacher: You may be asking yourself, ""When would I ever be doing this in real life"" dividing something into fractions. Teacher: Well [inaudible] received their 500 point [inaudible] yesterday. Teacher: They chose a bag of candy. [TARGET]Teacher: They wanted a mixed bag of sugary candy, and the only one they had at the store was kind of lame.[/TARGET] Teacher: It was all Smarties, so I bought four bags of different candies that they are now going to divide. Teacher: Okay. Teacher: So we need to divide each of these bags into fourths.",0 2865,"Teacher: Well [inaudible] received their 500 point [inaudible] yesterday. Teacher: They chose a bag of candy. Teacher: They wanted a mixed bag of sugary candy, and the only one they had at the store was kind of lame. [TARGET]Teacher: It was all Smarties, so I bought four bags of different candies that they are now going to divide.[/TARGET] Teacher: Okay. Teacher: So we need to divide each of these bags into fourths. Teacher: [Crosstalk]",0 2866,"Teacher: They wanted a mixed bag of sugary candy, and the only one they had at the store was kind of lame. Teacher: It was all Smarties, so I bought four bags of different candies that they are now going to divide. Teacher: Okay. [TARGET]Teacher: So we need to divide each of these bags into fourths.[/TARGET] Teacher: [Crosstalk] Teacher: We have to divide each bag into fourths so that everyone gets equal amounts. Teacher: Now the trick for you guys is going to be that there's different amounts in each bag.",0 2867,"Teacher: Okay. Teacher: So we need to divide each of these bags into fourths. Teacher: [Crosstalk] [TARGET]Teacher: We have to divide each bag into fourths so that everyone gets equal amounts.[/TARGET] Teacher: Now the trick for you guys is going to be that there's different amounts in each bag. Teacher: There's 9 of these, 10 of these. Teacher: So you're gonna have to figure out how to do it fair and some people will have to compromise.",0 2868,"Teacher: So we need to divide each of these bags into fourths. Teacher: [Crosstalk] Teacher: We have to divide each bag into fourths so that everyone gets equal amounts. [TARGET]Teacher: Now the trick for you guys is going to be that there's different amounts in each bag.[/TARGET] Teacher: There's 9 of these, 10 of these. Teacher: So you're gonna have to figure out how to do it fair and some people will have to compromise. Student: We'll multiply.",0 2869,"Teacher: [Crosstalk] Teacher: We have to divide each bag into fourths so that everyone gets equal amounts. Teacher: Now the trick for you guys is going to be that there's different amounts in each bag. [TARGET]Teacher: There's 9 of these, 10 of these.[/TARGET] Teacher: So you're gonna have to figure out how to do it fair and some people will have to compromise. Student: We'll multiply. Teacher: You'll find a fair way to divide those equally amongst yourselves.",0 2870,"Teacher: We have to divide each bag into fourths so that everyone gets equal amounts. Teacher: Now the trick for you guys is going to be that there's different amounts in each bag. Teacher: There's 9 of these, 10 of these. [TARGET]Teacher: So you're gonna have to figure out how to do it fair and some people will have to compromise.[/TARGET] Student: We'll multiply. Teacher: You'll find a fair way to divide those equally amongst yourselves. Teacher: [Crosstalk -excessive background noise]",0 2871,"Teacher: There's 9 of these, 10 of these. Teacher: So you're gonna have to figure out how to do it fair and some people will have to compromise. Student: We'll multiply. [TARGET]Teacher: You'll find a fair way to divide those equally amongst yourselves.[/TARGET] Teacher: [Crosstalk -excessive background noise] Teacher: [End of Audio]",0 2872," [TARGET]Teacher: Whoever's whistling, please stop.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay, thank you, Student S. Thank you, Student C. Thank you, Student C and Student A. Teacher: Thank you, Student W. Student M, face forward.",1 2873,"Teacher: Whoever's whistling, please stop. Multiple Students: [inaudible chatter] [TARGET]Teacher: Okay, thank you, Student S. Thank you, Student C. Thank you, Student C and Student A.[/TARGET] Teacher: Thank you, Student W. Student M, face forward. Multiple Students: [inaudible chatter] Teacher: Okay.",1 2874,"Teacher: Whoever's whistling, please stop. Multiple Students: [inaudible chatter] Teacher: Okay, thank you, Student S. Thank you, Student C. Thank you, Student C and Student A. [TARGET]Teacher: Thank you, Student W. Student M, face forward.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay. Teacher: I have an extra one.",1 2875,"Teacher: Thank you, Student W. Student M, face forward. Multiple Students: [inaudible chatter] Teacher: Okay. [TARGET]Teacher: I have an extra one.[/TARGET] Teacher: If you need it, I'll give it to you. Teacher: But, just for the time being, don't stress it. Teacher: Don't stress it.",1 2876,"Multiple Students: [inaudible chatter] Teacher: Okay. Teacher: I have an extra one. [TARGET]Teacher: If you need it, I'll give it to you.[/TARGET] Teacher: But, just for the time being, don't stress it. Teacher: Don't stress it. Teacher: Student C, you're gonna need to share this sheet with Student D. So, if you wanna scoot your chair over.",1 2877,"Teacher: Okay. Teacher: I have an extra one. Teacher: If you need it, I'll give it to you. [TARGET]Teacher: But, just for the time being, don't stress it.[/TARGET] Teacher: Don't stress it. Teacher: Student C, you're gonna need to share this sheet with Student D. So, if you wanna scoot your chair over. Teacher: Or he could scoot it over to you.",1 2878,"Teacher: I have an extra one. Teacher: If you need it, I'll give it to you. Teacher: But, just for the time being, don't stress it. [TARGET]Teacher: Don't stress it.[/TARGET] Teacher: Student C, you're gonna need to share this sheet with Student D. So, if you wanna scoot your chair over. Teacher: Or he could scoot it over to you. Teacher: Student D, for the third time, go to your seat.",1 2879,"Teacher: If you need it, I'll give it to you. Teacher: But, just for the time being, don't stress it. Teacher: Don't stress it. [TARGET]Teacher: Student C, you're gonna need to share this sheet with Student D. So, if you wanna scoot your chair over.[/TARGET] Teacher: Or he could scoot it over to you. Teacher: Student D, for the third time, go to your seat. Student: [Inaudible]",1 2880,"Teacher: But, just for the time being, don't stress it. Teacher: Don't stress it. Teacher: Student C, you're gonna need to share this sheet with Student D. So, if you wanna scoot your chair over. [TARGET]Teacher: Or he could scoot it over to you.[/TARGET] Teacher: Student D, for the third time, go to your seat. Student: [Inaudible] Teacher: Then, take your stuff, get a board, and sit on the carpet.",1 2881,"Teacher: Don't stress it. Teacher: Student C, you're gonna need to share this sheet with Student D. So, if you wanna scoot your chair over. Teacher: Or he could scoot it over to you. [TARGET]Teacher: Student D, for the third time, go to your seat.[/TARGET] Student: [Inaudible] Teacher: Then, take your stuff, get a board, and sit on the carpet. Teacher: You're not sitting over there.",1 2882,"Teacher: Or he could scoot it over to you. Teacher: Student D, for the third time, go to your seat. Student: [Inaudible] [TARGET]Teacher: Then, take your stuff, get a board, and sit on the carpet.[/TARGET] Teacher: You're not sitting over there. Multiple Students: [Inaudible chatter] Teacher: It's Student R's seat.",1 2883,"Teacher: Student D, for the third time, go to your seat. Student: [Inaudible] Teacher: Then, take your stuff, get a board, and sit on the carpet. [TARGET]Teacher: You're not sitting over there.[/TARGET] Multiple Students: [Inaudible chatter] Teacher: It's Student R's seat. Teacher: Take your sheet, take a board, sit on the carpet, or sit at your desk.",1 2884,"Teacher: Then, take your stuff, get a board, and sit on the carpet. Teacher: You're not sitting over there. Multiple Students: [Inaudible chatter] [TARGET]Teacher: It's Student R's seat.[/TARGET] Teacher: Take your sheet, take a board, sit on the carpet, or sit at your desk. Teacher: Those are your two options. Student: [Inaudible chatter]",1 2885,"Teacher: You're not sitting over there. Multiple Students: [Inaudible chatter] Teacher: It's Student R's seat. [TARGET]Teacher: Take your sheet, take a board, sit on the carpet, or sit at your desk.[/TARGET] Teacher: Those are your two options. Student: [Inaudible chatter] Teacher: All right.",1 2886,"Multiple Students: [Inaudible chatter] Teacher: It's Student R's seat. Teacher: Take your sheet, take a board, sit on the carpet, or sit at your desk. [TARGET]Teacher: Those are your two options.[/TARGET] Student: [Inaudible chatter] Teacher: All right. Teacher: Sit down.",1 2887,"Teacher: Those are your two options. Student: [Inaudible chatter] Teacher: All right. [TARGET]Teacher: Sit down.[/TARGET] Student: I'm sitting right here. Multiple Students: [inaudible chatter] Teacher: [inaudible whisper] All right, all right.",1 2888,"Teacher: Sit down. Student: I'm sitting right here. Multiple Students: [inaudible chatter] [TARGET]Teacher: [inaudible whisper] All right, all right.[/TARGET] Teacher: I want to thank the people who came in quietly, that opened their notebooks up. Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson. Student: [inaudible]",1 2889,"Student: I'm sitting right here. Multiple Students: [inaudible chatter] Teacher: [inaudible whisper] All right, all right. [TARGET]Teacher: I want to thank the people who came in quietly, that opened their notebooks up.[/TARGET] Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson. Student: [inaudible] Teacher: You're gonna need it.",1 2890,"Multiple Students: [inaudible chatter] Teacher: [inaudible whisper] All right, all right. Teacher: I want to thank the people who came in quietly, that opened their notebooks up. [TARGET]Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson.[/TARGET] Student: [inaudible] Teacher: You're gonna need it. Teacher: It shouldn't be under your seat, it should be in front of you.",1 2891,"Teacher: I want to thank the people who came in quietly, that opened their notebooks up. Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson. Student: [inaudible] [TARGET]Teacher: You're gonna need it.[/TARGET] Teacher: It shouldn't be under your seat, it should be in front of you. Teacher: You're gonna need it. Student: Okay, I'll put it in front of me.",1 2892,"Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson. Student: [inaudible] Teacher: You're gonna need it. [TARGET]Teacher: It shouldn't be under your seat, it should be in front of you.[/TARGET] Teacher: You're gonna need it. Student: Okay, I'll put it in front of me. Teacher: Thank you.",1 2893,"Student: [inaudible] Teacher: You're gonna need it. Teacher: It shouldn't be under your seat, it should be in front of you. [TARGET]Teacher: You're gonna need it.[/TARGET] Student: Okay, I'll put it in front of me. Teacher: Thank you. Teacher: Good job.",1 2894,"Teacher: It shouldn't be under your seat, it should be in front of you. Teacher: You're gonna need it. Student: Okay, I'll put it in front of me. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Good job. Teacher: All right. Teacher: So, in case you forgot what I said this morning.",1 2895,"Teacher: You're gonna need it. Student: Okay, I'll put it in front of me. Teacher: Thank you. [TARGET]Teacher: Good job.[/TARGET] Teacher: All right. Teacher: So, in case you forgot what I said this morning. Teacher: We're gonna be doing division today.",1 2896,"Teacher: Thank you. Teacher: Good job. Teacher: All right. [TARGET]Teacher: So, in case you forgot what I said this morning.[/TARGET] Teacher: We're gonna be doing division today. Teacher: Division tomorrow. Teacher: Division next week.",0 2897,"Teacher: Good job. Teacher: All right. Teacher: So, in case you forgot what I said this morning. [TARGET]Teacher: We're gonna be doing division today.[/TARGET] Teacher: Division tomorrow. Teacher: Division next week. Teacher: So, we're gonna get pretty good at it.",0 2898,"Teacher: All right. Teacher: So, in case you forgot what I said this morning. Teacher: We're gonna be doing division today. [TARGET]Teacher: Division tomorrow.[/TARGET] Teacher: Division next week. Teacher: So, we're gonna get pretty good at it. Teacher: We're gonna not gonna, basically, this is gonna look easy for us by this time next week.",0 2899,"Teacher: So, in case you forgot what I said this morning. Teacher: We're gonna be doing division today. Teacher: Division tomorrow. [TARGET]Teacher: Division next week.[/TARGET] Teacher: So, we're gonna get pretty good at it. Teacher: We're gonna not gonna, basically, this is gonna look easy for us by this time next week. Multiple Students: [inaudible chatter]",0 2900,"Teacher: We're gonna be doing division today. Teacher: Division tomorrow. Teacher: Division next week. [TARGET]Teacher: So, we're gonna get pretty good at it.[/TARGET] Teacher: We're gonna not gonna, basically, this is gonna look easy for us by this time next week. Multiple Students: [inaudible chatter] Teacher: Right now, I look at this, and this is a tough problem.",0 2901,"Teacher: Division tomorrow. Teacher: Division next week. Teacher: So, we're gonna get pretty good at it. [TARGET]Teacher: We're gonna not gonna, basically, this is gonna look easy for us by this time next week.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Right now, I look at this, and this is a tough problem. Teacher: But, by next week, we'll know the strategies to solve it.",0 2902,"Teacher: So, we're gonna get pretty good at it. Teacher: We're gonna not gonna, basically, this is gonna look easy for us by this time next week. Multiple Students: [inaudible chatter] [TARGET]Teacher: Right now, I look at this, and this is a tough problem.[/TARGET] Teacher: But, by next week, we'll know the strategies to solve it. Teacher: Everybody, everybody on the desk should have a strip of paper, right? Multiple Students: Yeah.",0 2903,"Teacher: We're gonna not gonna, basically, this is gonna look easy for us by this time next week. Multiple Students: [inaudible chatter] Teacher: Right now, I look at this, and this is a tough problem. [TARGET]Teacher: But, by next week, we'll know the strategies to solve it.[/TARGET] Teacher: Everybody, everybody on the desk should have a strip of paper, right? Multiple Students: Yeah. Teacher: That's taped to it?",0 2904,"Multiple Students: [inaudible chatter] Teacher: Right now, I look at this, and this is a tough problem. Teacher: But, by next week, we'll know the strategies to solve it. [TARGET]Teacher: Everybody, everybody on the desk should have a strip of paper, right?[/TARGET] Multiple Students: Yeah. Teacher: That's taped to it? Multiple Students: Yeah.",1 2905,"Teacher: But, by next week, we'll know the strategies to solve it. Teacher: Everybody, everybody on the desk should have a strip of paper, right? Multiple Students: Yeah. [TARGET]Teacher: That's taped to it?[/TARGET] Multiple Students: Yeah. Teacher: It's very important you follow my direction. Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay?",1 2906,"Multiple Students: Yeah. Teacher: That's taped to it? Multiple Students: Yeah. [TARGET]Teacher: It's very important you follow my direction.[/TARGET] Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay? Teacher: The strip. Teacher: We think with our brains.",1 2907,"Teacher: That's taped to it? Multiple Students: Yeah. Teacher: It's very important you follow my direction. [TARGET]Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay?[/TARGET] Teacher: The strip. Teacher: We think with our brains. Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us.",1 2908,"Multiple Students: Yeah. Teacher: It's very important you follow my direction. Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay? [TARGET]Teacher: The strip.[/TARGET] Teacher: We think with our brains. Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us. Teacher: And, if you're in Just Words, you know what I'm talking about.",1 2909,"Teacher: It's very important you follow my direction. Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay? Teacher: The strip. [TARGET]Teacher: We think with our brains.[/TARGET] Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us. Teacher: And, if you're in Just Words, you know what I'm talking about. Teacher: Because sometimes in Just Words, we write with our fingers, right?",0 2910,"Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay? Teacher: The strip. Teacher: We think with our brains. [TARGET]Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us.[/TARGET] Teacher: And, if you're in Just Words, you know what I'm talking about. Teacher: Because sometimes in Just Words, we write with our fingers, right? Teacher: Instead of with a pencil.",0 2911,"Teacher: The strip. Teacher: We think with our brains. Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us. [TARGET]Teacher: And, if you're in Just Words, you know what I'm talking about.[/TARGET] Teacher: Because sometimes in Just Words, we write with our fingers, right? Teacher: Instead of with a pencil. Student: Right.",0 2912,"Teacher: We think with our brains. Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us. Teacher: And, if you're in Just Words, you know what I'm talking about. [TARGET]Teacher: Because sometimes in Just Words, we write with our fingers, right?[/TARGET] Teacher: Instead of with a pencil. Student: Right. Teacher: So, we're gonna try to do something - we're gonna do something a little similar.",0 2913,"Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us. Teacher: And, if you're in Just Words, you know what I'm talking about. Teacher: Because sometimes in Just Words, we write with our fingers, right? [TARGET]Teacher: Instead of with a pencil.[/TARGET] Student: Right. Teacher: So, we're gonna try to do something - we're gonna do something a little similar. Teacher: We're gonna use our finger to help us say something.",0 2914,"Teacher: Because sometimes in Just Words, we write with our fingers, right? Teacher: Instead of with a pencil. Student: Right. [TARGET]Teacher: So, we're gonna try to do something - we're gonna do something a little similar.[/TARGET] Teacher: We're gonna use our finger to help us say something. Teacher: All right, this right here. Teacher: Yes or no, is this what I have written on that strip of paper?",0 2915,"Teacher: Instead of with a pencil. Student: Right. Teacher: So, we're gonna try to do something - we're gonna do something a little similar. [TARGET]Teacher: We're gonna use our finger to help us say something.[/TARGET] Teacher: All right, this right here. Teacher: Yes or no, is this what I have written on that strip of paper? Multiple Students: No.",0 2916,"Student: Right. Teacher: So, we're gonna try to do something - we're gonna do something a little similar. Teacher: We're gonna use our finger to help us say something. [TARGET]Teacher: All right, this right here.[/TARGET] Teacher: Yes or no, is this what I have written on that strip of paper? Multiple Students: No. Multiple Students: Yes.",0 2917,"Teacher: So, we're gonna try to do something - we're gonna do something a little similar. Teacher: We're gonna use our finger to help us say something. Teacher: All right, this right here. [TARGET]Teacher: Yes or no, is this what I have written on that strip of paper?[/TARGET] Multiple Students: No. Multiple Students: Yes. Multiple Students: Yes.",0 2918,"Multiple Students: Yes. Multiple Students: It doesn't say the division. Multiple Students: Yes. [TARGET]Teacher: Right, it doesn't - I didn't write the division script, that's what you have.[/TARGET] Teacher: It's a script. Teacher: Actors read a script. Teacher: They memorize it.",0 2919,"Multiple Students: It doesn't say the division. Multiple Students: Yes. Teacher: Right, it doesn't - I didn't write the division script, that's what you have. [TARGET]Teacher: It's a script.[/TARGET] Teacher: Actors read a script. Teacher: They memorize it. Teacher: And, it helps them know their part.",0 2920,"Multiple Students: Yes. Teacher: Right, it doesn't - I didn't write the division script, that's what you have. Teacher: It's a script. [TARGET]Teacher: Actors read a script.[/TARGET] Teacher: They memorize it. Teacher: And, it helps them know their part. Teacher: You guys, and you actually should be able to recognize this when I read it out loud.",0 2921,"Teacher: Right, it doesn't - I didn't write the division script, that's what you have. Teacher: It's a script. Teacher: Actors read a script. [TARGET]Teacher: They memorize it.[/TARGET] Teacher: And, it helps them know their part. Teacher: You guys, and you actually should be able to recognize this when I read it out loud. Teacher: This is what you guys need to memorize and say to yourself, when you solve a division problem.",0 2922,"Teacher: It's a script. Teacher: Actors read a script. Teacher: They memorize it. [TARGET]Teacher: And, it helps them know their part.[/TARGET] Teacher: You guys, and you actually should be able to recognize this when I read it out loud. Teacher: This is what you guys need to memorize and say to yourself, when you solve a division problem. Teacher: Okay?",0 2923,"Teacher: Actors read a script. Teacher: They memorize it. Teacher: And, it helps them know their part. [TARGET]Teacher: You guys, and you actually should be able to recognize this when I read it out loud.[/TARGET] Teacher: This is what you guys need to memorize and say to yourself, when you solve a division problem. Teacher: Okay? Teacher: First of all, this number outside is a divisor.",0 2924,"Teacher: They memorize it. Teacher: And, it helps them know their part. Teacher: You guys, and you actually should be able to recognize this when I read it out loud. [TARGET]Teacher: This is what you guys need to memorize and say to yourself, when you solve a division problem.[/TARGET] Teacher: Okay? Teacher: First of all, this number outside is a divisor. Teacher: All right, it's important to know that that's a divisor.",0 2925,"Teacher: You guys, and you actually should be able to recognize this when I read it out loud. Teacher: This is what you guys need to memorize and say to yourself, when you solve a division problem. Teacher: Okay? [TARGET]Teacher: First of all, this number outside is a divisor.[/TARGET] Teacher: All right, it's important to know that that's a divisor. Teacher: The number inside, is a dividend. Student: [inaudible]",0 2926,"Teacher: This is what you guys need to memorize and say to yourself, when you solve a division problem. Teacher: Okay? Teacher: First of all, this number outside is a divisor. [TARGET]Teacher: All right, it's important to know that that's a divisor.[/TARGET] Teacher: The number inside, is a dividend. Student: [inaudible] Teacher: Dividend is on the inside, divisor on the outside.",0 2927,"Teacher: Okay? Teacher: First of all, this number outside is a divisor. Teacher: All right, it's important to know that that's a divisor. [TARGET]Teacher: The number inside, is a dividend.[/TARGET] Student: [inaudible] Teacher: Dividend is on the inside, divisor on the outside. Teacher: Everybody, or you're sharing, should have fact families for certain number.",0 2928,"Teacher: All right, it's important to know that that's a divisor. Teacher: The number inside, is a dividend. Student: [inaudible] [TARGET]Teacher: Dividend is on the inside, divisor on the outside.[/TARGET] Teacher: Everybody, or you're sharing, should have fact families for certain number. Teacher: I didn't write them all, because there's -- Student: There's 12 --",0 2929,"Teacher: The number inside, is a dividend. Student: [inaudible] Teacher: Dividend is on the inside, divisor on the outside. [TARGET]Teacher: Everybody, or you're sharing, should have fact families for certain number.[/TARGET] Teacher: I didn't write them all, because there's -- Student: There's 12 -- Teacher: 12, the 15s.",1 2930,"Student: [inaudible] Teacher: Dividend is on the inside, divisor on the outside. Teacher: Everybody, or you're sharing, should have fact families for certain number. [TARGET]Teacher: I didn't write them all, because there's --[/TARGET] Student: There's 12 -- Teacher: 12, the 15s. Teacher: The 75s and 90s.",0 2931,"Teacher: Everybody, or you're sharing, should have fact families for certain number. Teacher: I didn't write them all, because there's -- Student: There's 12 -- [TARGET]Teacher: 12, the 15s.[/TARGET] Teacher: The 75s and 90s. Teacher: Wow. Teacher: I know my twelve's.",0 2932,"Teacher: I didn't write them all, because there's -- Student: There's 12 -- Teacher: 12, the 15s. [TARGET]Teacher: The 75s and 90s.[/TARGET] Teacher: Wow. Teacher: I know my twelve's. Teacher: I kind of know my fifteens.",0 2933,"Student: There's 12 -- Teacher: 12, the 15s. Teacher: The 75s and 90s. [TARGET]Teacher: Wow.[/TARGET] Teacher: I know my twelve's. Teacher: I kind of know my fifteens. Teacher: I don't know my nineties.",0 2934,"Teacher: 12, the 15s. Teacher: The 75s and 90s. Teacher: Wow. [TARGET]Teacher: I know my twelve's.[/TARGET] Teacher: I kind of know my fifteens. Teacher: I don't know my nineties. Teacher: I definitely don't know my seventy-fives.",0 2935,"Teacher: The 75s and 90s. Teacher: Wow. Teacher: I know my twelve's. [TARGET]Teacher: I kind of know my fifteens.[/TARGET] Teacher: I don't know my nineties. Teacher: I definitely don't know my seventy-fives. Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself.",0 2936,"Teacher: Wow. Teacher: I know my twelve's. Teacher: I kind of know my fifteens. [TARGET]Teacher: I don't know my nineties.[/TARGET] Teacher: I definitely don't know my seventy-fives. Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself. Teacher: Today, I did it for you.",0 2937,"Teacher: I know my twelve's. Teacher: I kind of know my fifteens. Teacher: I don't know my nineties. [TARGET]Teacher: I definitely don't know my seventy-fives.[/TARGET] Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself. Teacher: Today, I did it for you. Teacher: Tomorrow, you guys are gonna start doing it.",0 2938,"Teacher: I kind of know my fifteens. Teacher: I don't know my nineties. Teacher: I definitely don't know my seventy-fives. [TARGET]Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself.[/TARGET] Teacher: Today, I did it for you. Teacher: Tomorrow, you guys are gonna start doing it. Teacher: The fact family.",0 2939,"Teacher: I don't know my nineties. Teacher: I definitely don't know my seventy-fives. Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself. [TARGET]Teacher: Today, I did it for you.[/TARGET] Teacher: Tomorrow, you guys are gonna start doing it. Teacher: The fact family. Teacher: Trust me, do the work now, so you can coast later.",0 2940,"Teacher: I definitely don't know my seventy-fives. Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself. Teacher: Today, I did it for you. [TARGET]Teacher: Tomorrow, you guys are gonna start doing it.[/TARGET] Teacher: The fact family. Teacher: Trust me, do the work now, so you can coast later. Teacher: So, here we go.",0 2941,"Teacher: So, whenever you see a division problem like this, first thing you should do is fact family, write it yourself. Teacher: Today, I did it for you. Teacher: Tomorrow, you guys are gonna start doing it. [TARGET]Teacher: The fact family.[/TARGET] Teacher: Trust me, do the work now, so you can coast later. Teacher: So, here we go. Student: [inaudible]",0 2942,"Teacher: Today, I did it for you. Teacher: Tomorrow, you guys are gonna start doing it. Teacher: The fact family. [TARGET]Teacher: Trust me, do the work now, so you can coast later.[/TARGET] Teacher: So, here we go. Student: [inaudible] Teacher: Look what I do with my finger, okay?",0 2943,"Teacher: Tomorrow, you guys are gonna start doing it. Teacher: The fact family. Teacher: Trust me, do the work now, so you can coast later. [TARGET]Teacher: So, here we go.[/TARGET] Student: [inaudible] Teacher: Look what I do with my finger, okay? Teacher: What's the divisor for this problem?",1 2944,"Teacher: Trust me, do the work now, so you can coast later. Teacher: So, here we go. Student: [inaudible] [TARGET]Teacher: Look what I do with my finger, okay?[/TARGET] Teacher: What's the divisor for this problem? Student: 12 Teacher: 12",1 2945,"Teacher: So, here we go. Student: [inaudible] Teacher: Look what I do with my finger, okay? [TARGET]Teacher: What's the divisor for this problem?[/TARGET] Student: 12 Teacher: 12 Teacher: So, I'm gonna write 12 right here.",0 2946,"Teacher: Look what I do with my finger, okay? Teacher: What's the divisor for this problem? Student: 12 [TARGET]Teacher: 12[/TARGET] Teacher: So, I'm gonna write 12 right here. Teacher: Don't write 12 on yours, okay? Teacher: I'm gonna write 12.",0 2947,"Teacher: What's the divisor for this problem? Student: 12 Teacher: 12 [TARGET]Teacher: So, I'm gonna write 12 right here.[/TARGET] Teacher: Don't write 12 on yours, okay? Teacher: I'm gonna write 12. Teacher: All right.",0 2948,"Student: 12 Teacher: 12 Teacher: So, I'm gonna write 12 right here. [TARGET]Teacher: Don't write 12 on yours, okay?[/TARGET] Teacher: I'm gonna write 12. Teacher: All right. Teacher: Look what I do with my finger, okay?",1 2949,"Teacher: 12 Teacher: So, I'm gonna write 12 right here. Teacher: Don't write 12 on yours, okay? [TARGET]Teacher: I'm gonna write 12.[/TARGET] Teacher: All right. Teacher: Look what I do with my finger, okay? Teacher: Does 12 go into 1?",0 2950,"Teacher: Don't write 12 on yours, okay? Teacher: I'm gonna write 12. Teacher: All right. [TARGET]Teacher: Look what I do with my finger, okay?[/TARGET] Teacher: Does 12 go into 1? Multiple Students: No. Teacher: Why not, Student S?",1 2951,"Teacher: I'm gonna write 12. Teacher: All right. Teacher: Look what I do with my finger, okay? [TARGET]Teacher: Does 12 go into 1?[/TARGET] Multiple Students: No. Teacher: Why not, Student S? Student: Because, it's a lower number.",0 2952,"Teacher: Look what I do with my finger, okay? Teacher: Does 12 go into 1? Multiple Students: No. [TARGET]Teacher: Why not, Student S?[/TARGET] Student: Because, it's a lower number. Teacher: It's what? Student: Because, it's a lower number.",0 2953,"Multiple Students: No. Teacher: Why not, Student S? Student: Because, it's a lower number. [TARGET]Teacher: It's what?[/TARGET] Student: Because, it's a lower number. Teacher: Which is a lower number? Student: One.",0 2954,"Student: Because, it's a lower number. Teacher: It's what? Student: Because, it's a lower number. [TARGET]Teacher: Which is a lower number?[/TARGET] Student: One. Teacher: That's correct. Teacher: 12 is bigger.",0 2955,"Student: Because, it's a lower number. Teacher: Which is a lower number? Student: One. [TARGET]Teacher: That's correct.[/TARGET] Teacher: 12 is bigger. Teacher: So, this is what I put. Teacher: You guys should copy this also.",0 2956,"Teacher: Which is a lower number? Student: One. Teacher: That's correct. [TARGET]Teacher: 12 is bigger.[/TARGET] Teacher: So, this is what I put. Teacher: You guys should copy this also. Student: Oh.",0 2957,"Student: One. Teacher: That's correct. Teacher: 12 is bigger. [TARGET]Teacher: So, this is what I put.[/TARGET] Teacher: You guys should copy this also. Student: Oh. Teacher: Yeah.",0 2958,"Teacher: That's correct. Teacher: 12 is bigger. Teacher: So, this is what I put. [TARGET]Teacher: You guys should copy this also.[/TARGET] Student: Oh. Teacher: Yeah. Teacher: Sorry I didn't say that ahead.",1 2959,"Teacher: So, this is what I put. Teacher: You guys should copy this also. Student: Oh. [TARGET]Teacher: Yeah.[/TARGET] Teacher: Sorry I didn't say that ahead. Teacher: Just start copying. Student: On paper or in the notebook?",0 2960,Teacher: You guys should copy this also. Student: Oh. Teacher: Yeah. [TARGET]Teacher: Sorry I didn't say that ahead.[/TARGET] Teacher: Just start copying. Student: On paper or in the notebook? Teacher: In your notebook.,1 2961,"Student: Oh. Teacher: Yeah. Teacher: Sorry I didn't say that ahead. [TARGET]Teacher: Just start copying.[/TARGET] Student: On paper or in the notebook? Teacher: In your notebook. Teacher: So, first thing I did, didn't take a lot of math.",1 2962,"Teacher: Sorry I didn't say that ahead. Teacher: Just start copying. Student: On paper or in the notebook? [TARGET]Teacher: In your notebook.[/TARGET] Teacher: So, first thing I did, didn't take a lot of math. Teacher: 12 doesn't go into 1. Teacher: It's bigger than one.",1 2963,"Teacher: Just start copying. Student: On paper or in the notebook? Teacher: In your notebook. [TARGET]Teacher: So, first thing I did, didn't take a lot of math.[/TARGET] Teacher: 12 doesn't go into 1. Teacher: It's bigger than one. Teacher: That didn't take any math.",0 2964,"Student: On paper or in the notebook? Teacher: In your notebook. Teacher: So, first thing I did, didn't take a lot of math. [TARGET]Teacher: 12 doesn't go into 1.[/TARGET] Teacher: It's bigger than one. Teacher: That didn't take any math. Teacher: It's just looking.",0 2965,"Teacher: In your notebook. Teacher: So, first thing I did, didn't take a lot of math. Teacher: 12 doesn't go into 1. [TARGET]Teacher: It's bigger than one.[/TARGET] Teacher: That didn't take any math. Teacher: It's just looking. Teacher: 12 is bigger than 1.",0 2966,"Teacher: So, first thing I did, didn't take a lot of math. Teacher: 12 doesn't go into 1. Teacher: It's bigger than one. [TARGET]Teacher: That didn't take any math.[/TARGET] Teacher: It's just looking. Teacher: 12 is bigger than 1. Teacher: So, put a zero right above the one.",0 2967,"Teacher: 12 doesn't go into 1. Teacher: It's bigger than one. Teacher: That didn't take any math. [TARGET]Teacher: It's just looking.[/TARGET] Teacher: 12 is bigger than 1. Teacher: So, put a zero right above the one. Teacher: Don't put a zero about the three.",0 2968,"Teacher: It's bigger than one. Teacher: That didn't take any math. Teacher: It's just looking. [TARGET]Teacher: 12 is bigger than 1.[/TARGET] Teacher: So, put a zero right above the one. Teacher: Don't put a zero about the three. Teacher: Put it above the one, because we're just dealing with the one.",0 2969,"Teacher: That didn't take any math. Teacher: It's just looking. Teacher: 12 is bigger than 1. [TARGET]Teacher: So, put a zero right above the one.[/TARGET] Teacher: Don't put a zero about the three. Teacher: Put it above the one, because we're just dealing with the one. Teacher: That digit and the dividend.",0 2970,"Teacher: It's just looking. Teacher: 12 is bigger than 1. Teacher: So, put a zero right above the one. [TARGET]Teacher: Don't put a zero about the three.[/TARGET] Teacher: Put it above the one, because we're just dealing with the one. Teacher: That digit and the dividend. Teacher: Okay?",0 2971,"Teacher: 12 is bigger than 1. Teacher: So, put a zero right above the one. Teacher: Don't put a zero about the three. [TARGET]Teacher: Put it above the one, because we're just dealing with the one.[/TARGET] Teacher: That digit and the dividend. Teacher: Okay? Teacher: Now, 12 goes into 1 zero times.",0 2972,"Teacher: So, put a zero right above the one. Teacher: Don't put a zero about the three. Teacher: Put it above the one, because we're just dealing with the one. [TARGET]Teacher: That digit and the dividend.[/TARGET] Teacher: Okay? Teacher: Now, 12 goes into 1 zero times. Teacher: Take your two fingers.",0 2973,"Teacher: Put it above the one, because we're just dealing with the one. Teacher: That digit and the dividend. Teacher: Okay? [TARGET]Teacher: Now, 12 goes into 1 zero times.[/TARGET] Teacher: Take your two fingers. Teacher: 12 goes into 13? Multiple Students: One time.",0 2974,"Teacher: That digit and the dividend. Teacher: Okay? Teacher: Now, 12 goes into 1 zero times. [TARGET]Teacher: Take your two fingers.[/TARGET] Teacher: 12 goes into 13? Multiple Students: One time. Teacher: One time.",0 2975,"Teacher: Okay? Teacher: Now, 12 goes into 1 zero times. Teacher: Take your two fingers. [TARGET]Teacher: 12 goes into 13?[/TARGET] Multiple Students: One time. Teacher: One time. Teacher: Another way to do it is using this.",0 2976,"Teacher: Take your two fingers. Teacher: 12 goes into 13? Multiple Students: One time. [TARGET]Teacher: One time.[/TARGET] Teacher: Another way to do it is using this. Teacher: 12 multiplied by what number is equal to, close to, but not past 13? Teacher: Look at your - yeah, you can write it really lightly.",0 2977,"Teacher: 12 goes into 13? Multiple Students: One time. Teacher: One time. [TARGET]Teacher: Another way to do it is using this.[/TARGET] Teacher: 12 multiplied by what number is equal to, close to, but not past 13? Teacher: Look at your - yeah, you can write it really lightly. Teacher: Write it really lightly.",0 2978,"Multiple Students: One time. Teacher: One time. Teacher: Another way to do it is using this. [TARGET]Teacher: 12 multiplied by what number is equal to, close to, but not past 13?[/TARGET] Teacher: Look at your - yeah, you can write it really lightly. Teacher: Write it really lightly. Student: Times one.",0 2979,"Teacher: One time. Teacher: Another way to do it is using this. Teacher: 12 multiplied by what number is equal to, close to, but not past 13? [TARGET]Teacher: Look at your - yeah, you can write it really lightly.[/TARGET] Teacher: Write it really lightly. Student: Times one. Teacher: 12 times 1?",1 2980,"Teacher: Another way to do it is using this. Teacher: 12 multiplied by what number is equal to, close to, but not past 13? Teacher: Look at your - yeah, you can write it really lightly. [TARGET]Teacher: Write it really lightly.[/TARGET] Student: Times one. Teacher: 12 times 1? Teacher: You're correct.",1 2981,"Teacher: Look at your - yeah, you can write it really lightly. Teacher: Write it really lightly. Student: Times one. [TARGET]Teacher: 12 times 1?[/TARGET] Teacher: You're correct. Teacher: If you look at your fact family, 12 times 1 is close to 13. Teacher: 12 times 2 is that past 13?",0 2982,"Teacher: Write it really lightly. Student: Times one. Teacher: 12 times 1? [TARGET]Teacher: You're correct.[/TARGET] Teacher: If you look at your fact family, 12 times 1 is close to 13. Teacher: 12 times 2 is that past 13? Student: Yeah.",0 2983,"Student: Times one. Teacher: 12 times 1? Teacher: You're correct. [TARGET]Teacher: If you look at your fact family, 12 times 1 is close to 13.[/TARGET] Teacher: 12 times 2 is that past 13? Student: Yeah. Teacher: Yeah, so it's one.",0 2984,"Teacher: 12 times 1? Teacher: You're correct. Teacher: If you look at your fact family, 12 times 1 is close to 13. [TARGET]Teacher: 12 times 2 is that past 13?[/TARGET] Student: Yeah. Teacher: Yeah, so it's one. Teacher: Look at your fact family.",0 2985,"Teacher: If you look at your fact family, 12 times 1 is close to 13. Teacher: 12 times 2 is that past 13? Student: Yeah. [TARGET]Teacher: Yeah, so it's one.[/TARGET] Teacher: Look at your fact family. Teacher: What's 1 times 12? Multiple Students: 12",0 2986,"Teacher: 12 times 2 is that past 13? Student: Yeah. Teacher: Yeah, so it's one. [TARGET]Teacher: Look at your fact family.[/TARGET] Teacher: What's 1 times 12? Multiple Students: 12 Teacher: Now, do subtraction.",0 2987,"Student: Yeah. Teacher: Yeah, so it's one. Teacher: Look at your fact family. [TARGET]Teacher: What's 1 times 12?[/TARGET] Multiple Students: 12 Teacher: Now, do subtraction. Teacher: Very simple.",0 2988,"Teacher: Look at your fact family. Teacher: What's 1 times 12? Multiple Students: 12 [TARGET]Teacher: Now, do subtraction.[/TARGET] Teacher: Very simple. Teacher: You can cross this out, too. Student: 13 subtract 12.",0 2989,"Teacher: What's 1 times 12? Multiple Students: 12 Teacher: Now, do subtraction. [TARGET]Teacher: Very simple.[/TARGET] Teacher: You can cross this out, too. Student: 13 subtract 12. Teacher: Just look at what I have, 12 and 13.",0 2990,"Multiple Students: 12 Teacher: Now, do subtraction. Teacher: Very simple. [TARGET]Teacher: You can cross this out, too.[/TARGET] Student: 13 subtract 12. Teacher: Just look at what I have, 12 and 13. Teacher: Okay, we're done with that.",0 2991,"Teacher: Very simple. Teacher: You can cross this out, too. Student: 13 subtract 12. [TARGET]Teacher: Just look at what I have, 12 and 13.[/TARGET] Teacher: Okay, we're done with that. Teacher: Now, and this opportunity you drop the 15. Student: [inaudible]",0 2992,"Teacher: You can cross this out, too. Student: 13 subtract 12. Teacher: Just look at what I have, 12 and 13. [TARGET]Teacher: Okay, we're done with that.[/TARGET] Teacher: Now, and this opportunity you drop the 15. Student: [inaudible] Teacher: So, I'm gonna write 15 here as my new dividend.",1 2993,"Student: 13 subtract 12. Teacher: Just look at what I have, 12 and 13. Teacher: Okay, we're done with that. [TARGET]Teacher: Now, and this opportunity you drop the 15.[/TARGET] Student: [inaudible] Teacher: So, I'm gonna write 15 here as my new dividend. Teacher: Using my finger, I want you guys to use your finger, too, okay?",0 2994,"Teacher: Okay, we're done with that. Teacher: Now, and this opportunity you drop the 15. Student: [inaudible] [TARGET]Teacher: So, I'm gonna write 15 here as my new dividend.[/TARGET] Teacher: Using my finger, I want you guys to use your finger, too, okay? Teacher: And, repeat it after me. Teacher: I'll wait a second.",0 2995,"Teacher: Now, and this opportunity you drop the 15. Student: [inaudible] Teacher: So, I'm gonna write 15 here as my new dividend. [TARGET]Teacher: Using my finger, I want you guys to use your finger, too, okay?[/TARGET] Teacher: And, repeat it after me. Teacher: I'll wait a second. Teacher: I'm going a little too fast.",0 2996,"Student: [inaudible] Teacher: So, I'm gonna write 15 here as my new dividend. Teacher: Using my finger, I want you guys to use your finger, too, okay? [TARGET]Teacher: And, repeat it after me.[/TARGET] Teacher: I'll wait a second. Teacher: I'm going a little too fast. Teacher: Let me wait.",1 2997,"Teacher: So, I'm gonna write 15 here as my new dividend. Teacher: Using my finger, I want you guys to use your finger, too, okay? Teacher: And, repeat it after me. [TARGET]Teacher: I'll wait a second.[/TARGET] Teacher: I'm going a little too fast. Teacher: Let me wait. Student: Let everybody copy.",1 2998,"Teacher: Using my finger, I want you guys to use your finger, too, okay? Teacher: And, repeat it after me. Teacher: I'll wait a second. [TARGET]Teacher: I'm going a little too fast.[/TARGET] Teacher: Let me wait. Student: Let everybody copy. Teacher: Yeah, let everybody copy.",1 2999,"Teacher: And, repeat it after me. Teacher: I'll wait a second. Teacher: I'm going a little too fast. [TARGET]Teacher: Let me wait.[/TARGET] Student: Let everybody copy. Teacher: Yeah, let everybody copy. Teacher: When you're ready, just put your pencils down.",1 3000,"Teacher: I'm going a little too fast. Teacher: Let me wait. Student: Let everybody copy. [TARGET]Teacher: Yeah, let everybody copy.[/TARGET] Teacher: When you're ready, just put your pencils down. Teacher: Because, you're not gonna need them in a second. Teacher: Thank you, Student J.",1 3001,"Teacher: Let me wait. Student: Let everybody copy. Teacher: Yeah, let everybody copy. [TARGET]Teacher: When you're ready, just put your pencils down.[/TARGET] Teacher: Because, you're not gonna need them in a second. Teacher: Thank you, Student J. Teacher: Thank you, Student D. Thank you, Student D and Student C. ",1 3002,"Student: Let everybody copy. Teacher: Yeah, let everybody copy. Teacher: When you're ready, just put your pencils down. [TARGET]Teacher: Because, you're not gonna need them in a second.[/TARGET] Teacher: Thank you, Student J. Teacher: Thank you, Student D. Thank you, Student D and Student C. Student: I see what everybody else is doing.",1 3003,"Teacher: Yeah, let everybody copy. Teacher: When you're ready, just put your pencils down. Teacher: Because, you're not gonna need them in a second. [TARGET]Teacher: Thank you, Student J.[/TARGET] Teacher: Thank you, Student D. Thank you, Student D and Student C. Student: I see what everybody else is doing. Teacher: Good thinking.",1 3004,"Teacher: When you're ready, just put your pencils down. Teacher: Because, you're not gonna need them in a second. Teacher: Thank you, Student J. [TARGET]Teacher: Thank you, Student D. Thank you, Student D and Student C. [/TARGET] Student: I see what everybody else is doing. Teacher: Good thinking. Teacher: All right, now take your finger, okay?",1 3005,"Teacher: Thank you, Student J. Teacher: Thank you, Student D. Thank you, Student D and Student C. Student: I see what everybody else is doing. [TARGET]Teacher: Good thinking.[/TARGET] Teacher: All right, now take your finger, okay? Teacher: I want you to repeat after me on your strip, okay? Teacher: I want you to go 12.",0 3006,"Teacher: Thank you, Student D. Thank you, Student D and Student C. Student: I see what everybody else is doing. Teacher: Good thinking. [TARGET]Teacher: All right, now take your finger, okay?[/TARGET] Teacher: I want you to repeat after me on your strip, okay? Teacher: I want you to go 12. Multiple Students: 12",1 3007,"Student: I see what everybody else is doing. Teacher: Good thinking. Teacher: All right, now take your finger, okay? [TARGET]Teacher: I want you to repeat after me on your strip, okay?[/TARGET] Teacher: I want you to go 12. Multiple Students: 12 Teacher: Multiplied by.",1 3008,"Teacher: Good thinking. Teacher: All right, now take your finger, okay? Teacher: I want you to repeat after me on your strip, okay? [TARGET]Teacher: I want you to go 12.[/TARGET] Multiple Students: 12 Teacher: Multiplied by. Multiple Students: Multiplied by.",0 3009,"Teacher: I want you to repeat after me on your strip, okay? Teacher: I want you to go 12. Multiple Students: 12 [TARGET]Teacher: Multiplied by.[/TARGET] Multiple Students: Multiplied by. Teacher: What number? Multiple Students: What number?",0 3010,Multiple Students: 12 Teacher: Multiplied by. Multiple Students: Multiplied by. [TARGET]Teacher: What number?[/TARGET] Multiple Students: What number? Teacher: Is. Multiple Students: Is.,0 3011,Multiple Students: Multiplied by. Teacher: What number? Multiple Students: What number? [TARGET]Teacher: Is.[/TARGET] Multiple Students: Is. Teacher: Equal to. Multiple Students: Equal to.,0 3012,Multiple Students: What number? Teacher: Is. Multiple Students: Is. [TARGET]Teacher: Equal to.[/TARGET] Multiple Students: Equal to. Teacher: Close to. Multiple Students: Close to.,0 3013,"Multiple Students: Is. Teacher: Equal to. Multiple Students: Equal to. [TARGET]Teacher: Close to.[/TARGET] Multiple Students: Close to. Teacher: But, not past -- Multiple Students: Buy, not past --",0 3014,"Multiple Students: Equal to. Teacher: Close to. Multiple Students: Close to. [TARGET]Teacher: But, not past --[/TARGET] Multiple Students: Buy, not past -- Teacher: 15 Multiple Students: 15",0 3015,"Multiple Students: Close to. Teacher: But, not past -- Multiple Students: Buy, not past -- [TARGET]Teacher: 15[/TARGET] Multiple Students: 15 Teacher: What is it, class? Multiple Students: One.",0 3016,"Multiple Students: Buy, not past -- Teacher: 15 Multiple Students: 15 [TARGET]Teacher: What is it, class?[/TARGET] Multiple Students: One. Teacher: One. Teacher: And, you could look at your fact families.",0 3017,"Multiple Students: 15 Teacher: What is it, class? Multiple Students: One. [TARGET]Teacher: One.[/TARGET] Teacher: And, you could look at your fact families. Teacher: You don't need to memorize it. Teacher: It's right there.",0 3018,"Teacher: What is it, class? Multiple Students: One. Teacher: One. [TARGET]Teacher: And, you could look at your fact families.[/TARGET] Teacher: You don't need to memorize it. Teacher: It's right there. Teacher: What's 1 times 12?",0 3019,"Multiple Students: One. Teacher: One. Teacher: And, you could look at your fact families. [TARGET]Teacher: You don't need to memorize it.[/TARGET] Teacher: It's right there. Teacher: What's 1 times 12? Multiple Students: 12",0 3020,"Teacher: One. Teacher: And, you could look at your fact families. Teacher: You don't need to memorize it. [TARGET]Teacher: It's right there.[/TARGET] Teacher: What's 1 times 12? Multiple Students: 12 Teacher: You are gonna drop that zero.",0 3021,"Teacher: And, you could look at your fact families. Teacher: You don't need to memorize it. Teacher: It's right there. [TARGET]Teacher: What's 1 times 12?[/TARGET] Multiple Students: 12 Teacher: You are gonna drop that zero. Multiple Students: [inaudible chatter]",0 3022,"Teacher: It's right there. Teacher: What's 1 times 12? Multiple Students: 12 [TARGET]Teacher: You are gonna drop that zero.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay, we already got the 15. Teacher: My next dividend is what?",0 3023,"Multiple Students: 12 Teacher: You are gonna drop that zero. Multiple Students: [inaudible chatter] [TARGET]Teacher: Okay, we already got the 15.[/TARGET] Teacher: My next dividend is what? Multiple Students: 30 Teacher: 30",0 3024,"Teacher: You are gonna drop that zero. Multiple Students: [inaudible chatter] Teacher: Okay, we already got the 15. [TARGET]Teacher: My next dividend is what?[/TARGET] Multiple Students: 30 Teacher: 30 Student: That would be two.",0 3025,"Teacher: Okay, we already got the 15. Teacher: My next dividend is what? Multiple Students: 30 [TARGET]Teacher: 30[/TARGET] Student: That would be two. Multiple Students: [inaudible chatter] Teacher: All right, when you're done copying, pencil's down.",0 3026,"Teacher: 30 Student: That would be two. Multiple Students: [inaudible chatter] [TARGET]Teacher: All right, when you're done copying, pencil's down.[/TARGET] Teacher: Because, you're gonna be using those fingers again. Student: [inaudible] 30 over here? Teacher: Do you see what I did?",1 3027,"Student: That would be two. Multiple Students: [inaudible chatter] Teacher: All right, when you're done copying, pencil's down. [TARGET]Teacher: Because, you're gonna be using those fingers again.[/TARGET] Student: [inaudible] 30 over here? Teacher: Do you see what I did? Teacher: I dropped the zero?",0 3028,"Teacher: All right, when you're done copying, pencil's down. Teacher: Because, you're gonna be using those fingers again. Student: [inaudible] 30 over here? [TARGET]Teacher: Do you see what I did?[/TARGET] Teacher: I dropped the zero? Student: That's right. Teacher: Because, 15 minus 2 is 3.",0 3029,"Teacher: Because, you're gonna be using those fingers again. Student: [inaudible] 30 over here? Teacher: Do you see what I did? [TARGET]Teacher: I dropped the zero?[/TARGET] Student: That's right. Teacher: Because, 15 minus 2 is 3. Teacher: And, I dropped the zero.",0 3030,"Teacher: Do you see what I did? Teacher: I dropped the zero? Student: That's right. [TARGET]Teacher: Because, 15 minus 2 is 3.[/TARGET] Teacher: And, I dropped the zero. Teacher: Okay. Teacher: When you're done, you're pencils are gonna be down, just so I know.",0 3031,"Teacher: I dropped the zero? Student: That's right. Teacher: Because, 15 minus 2 is 3. [TARGET]Teacher: And, I dropped the zero.[/TARGET] Teacher: Okay. Teacher: When you're done, you're pencils are gonna be down, just so I know. Student: I don't got my own paper.",0 3032,"Teacher: Because, 15 minus 2 is 3. Teacher: And, I dropped the zero. Teacher: Okay. [TARGET]Teacher: When you're done, you're pencils are gonna be down, just so I know.[/TARGET] Student: I don't got my own paper. Teacher: All right, you need to share with somebody. Teacher: I didn't have enough.",1 3033,"Teacher: Okay. Teacher: When you're done, you're pencils are gonna be down, just so I know. Student: I don't got my own paper. [TARGET]Teacher: All right, you need to share with somebody.[/TARGET] Teacher: I didn't have enough. Teacher: Share with Student M this time. Teacher: All right, okay, get your pinkie.",1 3034,"Teacher: When you're done, you're pencils are gonna be down, just so I know. Student: I don't got my own paper. Teacher: All right, you need to share with somebody. [TARGET]Teacher: I didn't have enough.[/TARGET] Teacher: Share with Student M this time. Teacher: All right, okay, get your pinkie. Teacher: I mean, get your index fingers again.",1 3035,"Student: I don't got my own paper. Teacher: All right, you need to share with somebody. Teacher: I didn't have enough. [TARGET]Teacher: Share with Student M this time.[/TARGET] Teacher: All right, okay, get your pinkie. Teacher: I mean, get your index fingers again. Student: Or, that's how you do [inaudible]",1 3036,"Teacher: All right, you need to share with somebody. Teacher: I didn't have enough. Teacher: Share with Student M this time. [TARGET]Teacher: All right, okay, get your pinkie.[/TARGET] Teacher: I mean, get your index fingers again. Student: Or, that's how you do [inaudible] Teacher: All right, you're gonna tap on that sheet again.",0 3037,"Teacher: I didn't have enough. Teacher: Share with Student M this time. Teacher: All right, okay, get your pinkie. [TARGET]Teacher: I mean, get your index fingers again.[/TARGET] Student: Or, that's how you do [inaudible] Teacher: All right, you're gonna tap on that sheet again. Teacher: And, you repeat after me.",0 3038,"Teacher: All right, okay, get your pinkie. Teacher: I mean, get your index fingers again. Student: Or, that's how you do [inaudible] [TARGET]Teacher: All right, you're gonna tap on that sheet again.[/TARGET] Teacher: And, you repeat after me. Teacher: Ready? Teacher: 12",0 3039,"Teacher: I mean, get your index fingers again. Student: Or, that's how you do [inaudible] Teacher: All right, you're gonna tap on that sheet again. [TARGET]Teacher: And, you repeat after me.[/TARGET] Teacher: Ready? Teacher: 12 Multiple Students: 12",0 3040,"Student: Or, that's how you do [inaudible] Teacher: All right, you're gonna tap on that sheet again. Teacher: And, you repeat after me. [TARGET]Teacher: Ready?[/TARGET] Teacher: 12 Multiple Students: 12 Teacher: Multiplied by.",0 3041,"Teacher: All right, you're gonna tap on that sheet again. Teacher: And, you repeat after me. Teacher: Ready? [TARGET]Teacher: 12[/TARGET] Multiple Students: 12 Teacher: Multiplied by. Multiple Students: Multiplied by.",0 3042,Teacher: Ready? Teacher: 12 Multiple Students: 12 [TARGET]Teacher: Multiplied by.[/TARGET] Multiple Students: Multiplied by. Teacher: What number is equal to -- Multiple Students: What number is equal to --,0 3043,Multiple Students: 12 Teacher: Multiplied by. Multiple Students: Multiplied by. [TARGET]Teacher: What number is equal to --[/TARGET] Multiple Students: What number is equal to -- Teacher: Close to -- Multiple Students: Close to --,0 3044,"Multiple Students: Multiplied by. Teacher: What number is equal to -- Multiple Students: What number is equal to -- [TARGET]Teacher: Close to --[/TARGET] Multiple Students: Close to -- Teacher: But, not past -- Multiple Students: But, not past --",0 3045,"Multiple Students: What number is equal to -- Teacher: Close to -- Multiple Students: Close to -- [TARGET]Teacher: But, not past --[/TARGET] Multiple Students: But, not past -- Teacher: 30 Multiple Students: 30",0 3046,"Multiple Students: Close to -- Teacher: But, not past -- Multiple Students: But, not past -- [TARGET]Teacher: 30[/TARGET] Multiple Students: 30 Student: That'd be two! Teacher: That'd be two.",0 3047,Teacher: 30 Multiple Students: 30 Student: That'd be two! [TARGET]Teacher: That'd be two.[/TARGET] Teacher: I would agree with you. Teacher: You could list 12 times 3. Student: 12 times 3 is 36.,0 3048,"Multiple Students: 30 Student: That'd be two! Teacher: That'd be two. [TARGET]Teacher: I would agree with you.[/TARGET] Teacher: You could list 12 times 3. Student: 12 times 3 is 36. Teacher: It's 36, and that is past.",0 3049,"Student: That'd be two! Teacher: That'd be two. Teacher: I would agree with you. [TARGET]Teacher: You could list 12 times 3.[/TARGET] Student: 12 times 3 is 36. Teacher: It's 36, and that is past. Student: Way past 30, right?",0 3050,"Teacher: I would agree with you. Teacher: You could list 12 times 3. Student: 12 times 3 is 36. [TARGET]Teacher: It's 36, and that is past.[/TARGET] Student: Way past 30, right? Teacher: So, what's 2 times 12? Teacher: Or 12 times 2?",0 3051,"Student: 12 times 3 is 36. Teacher: It's 36, and that is past. Student: Way past 30, right? [TARGET]Teacher: So, what's 2 times 12?[/TARGET] Teacher: Or 12 times 2? Multiple Students: 24 Multiple Students: Oh, what?",0 3052,"Teacher: It's 36, and that is past. Student: Way past 30, right? Teacher: So, what's 2 times 12? [TARGET]Teacher: Or 12 times 2?[/TARGET] Multiple Students: 24 Multiple Students: Oh, what? Teacher: If this was third grade, we would just say remainder six and we would be done.",0 3053,"Teacher: Or 12 times 2? Multiple Students: 24 Multiple Students: Oh, what? [TARGET]Teacher: If this was third grade, we would just say remainder six and we would be done.[/TARGET] Teacher: Right? Teacher: It's not third grade. Multiple Students: [inaudible chatter]",0 3054,"Multiple Students: 24 Multiple Students: Oh, what? Teacher: If this was third grade, we would just say remainder six and we would be done. [TARGET]Teacher: Right?[/TARGET] Teacher: It's not third grade. Multiple Students: [inaudible chatter] Teacher: Okay, I can make this a little clearer.",0 3055,"Multiple Students: Oh, what? Teacher: If this was third grade, we would just say remainder six and we would be done. Teacher: Right? [TARGET]Teacher: It's not third grade.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay, I can make this a little clearer. Student: No, I said, not that.",0 3056,"Teacher: Right? Teacher: It's not third grade. Multiple Students: [inaudible chatter] [TARGET]Teacher: Okay, I can make this a little clearer.[/TARGET] Student: No, I said, not that. Teacher: Where's Student C? Student: I don't know.",0 3057,"Multiple Students: [inaudible chatter] Teacher: Okay, I can make this a little clearer. Student: No, I said, not that. [TARGET]Teacher: Where's Student C?[/TARGET] Student: I don't know. Student: [inaudible] Teacher: All right.",1 3058,"Student: I don't know. Student: [inaudible] Teacher: All right. [TARGET]Teacher: Now, what should I do now?[/TARGET] Teacher: What should I do now? Teacher: Derrick, what should I do next? Student: Down dropping.",0 3059,"Student: [inaudible] Teacher: All right. Teacher: Now, what should I do now? [TARGET]Teacher: What should I do now?[/TARGET] Teacher: Derrick, what should I do next? Student: Down dropping. Teacher: Down dropping.",0 3060,"Teacher: All right. Teacher: Now, what should I do now? Teacher: What should I do now? [TARGET]Teacher: Derrick, what should I do next?[/TARGET] Student: Down dropping. Teacher: Down dropping. Teacher: What I want you guys to do is go the hundredths spot.",0 3061,"Teacher: What should I do now? Teacher: Derrick, what should I do next? Student: Down dropping. [TARGET]Teacher: Down dropping.[/TARGET] Teacher: What I want you guys to do is go the hundredths spot. Teacher: Hundredths. Teacher: We need two more please, guys.",0 3062,"Teacher: Derrick, what should I do next? Student: Down dropping. Teacher: Down dropping. [TARGET]Teacher: What I want you guys to do is go the hundredths spot.[/TARGET] Teacher: Hundredths. Teacher: We need two more please, guys. Teacher: To dot.",0 3063,"Student: Down dropping. Teacher: Down dropping. Teacher: What I want you guys to do is go the hundredths spot. [TARGET]Teacher: Hundredths.[/TARGET] Teacher: We need two more please, guys. Teacher: To dot. Student: And drop.",0 3064,"Teacher: Down dropping. Teacher: What I want you guys to do is go the hundredths spot. Teacher: Hundredths. [TARGET]Teacher: We need two more please, guys.[/TARGET] Teacher: To dot. Student: And drop. Teacher: And drop another.",1 3065,"Teacher: What I want you guys to do is go the hundredths spot. Teacher: Hundredths. Teacher: We need two more please, guys. [TARGET]Teacher: To dot.[/TARGET] Student: And drop. Teacher: And drop another. Teacher: Now, ____ I'm gonna put a 60 here, okay?",0 3066,"Teacher: We need two more please, guys. Teacher: To dot. Student: And drop. [TARGET]Teacher: And drop another.[/TARGET] Teacher: Now, ____ I'm gonna put a 60 here, okay? Teacher: With your fingers. Teacher: I'll wait a second.",0 3067,"Teacher: To dot. Student: And drop. Teacher: And drop another. [TARGET]Teacher: Now, ____ I'm gonna put a 60 here, okay?[/TARGET] Teacher: With your fingers. Teacher: I'll wait a second. Multiple Students: [inaudible chatter]",0 3068,"Student: And drop. Teacher: And drop another. Teacher: Now, ____ I'm gonna put a 60 here, okay? [TARGET]Teacher: With your fingers.[/TARGET] Teacher: I'll wait a second. Multiple Students: [inaudible chatter] Teacher: I want you to copy this down, and then you can work on your own, sure.",0 3069,"Teacher: And drop another. Teacher: Now, ____ I'm gonna put a 60 here, okay? Teacher: With your fingers. [TARGET]Teacher: I'll wait a second.[/TARGET] Multiple Students: [inaudible chatter] Teacher: I want you to copy this down, and then you can work on your own, sure. Multiple Students: [inaudible chatter]",1 3070,"Teacher: With your fingers. Teacher: I'll wait a second. Multiple Students: [inaudible chatter] [TARGET]Teacher: I want you to copy this down, and then you can work on your own, sure.[/TARGET] Multiple Students: [inaudible chatter] Teacher: I'll wait for you guys to have your pencils down. Multiple Students: [inaudible chatter]",1 3071,"Multiple Students: [inaudible chatter] Teacher: I want you to copy this down, and then you can work on your own, sure. Multiple Students: [inaudible chatter] [TARGET]Teacher: I'll wait for you guys to have your pencils down.[/TARGET] Multiple Students: [inaudible chatter] Teacher: You ready? Teacher: All right.",1 3072,"Multiple Students: [inaudible chatter] Teacher: I'll wait for you guys to have your pencils down. Multiple Students: [inaudible chatter] [TARGET]Teacher: You ready?[/TARGET] Teacher: All right. Teacher: With your fingers. Teacher: I saw Student C and Student D doing it, let me see the rest of you guys put your fingers on the strip.",1 3073,"Multiple Students: [inaudible chatter] Teacher: You ready? Teacher: All right. [TARGET]Teacher: With your fingers.[/TARGET] Teacher: I saw Student C and Student D doing it, let me see the rest of you guys put your fingers on the strip. Teacher: 12 multiplied by -- Multiple Students: 12 multiplied by --",0 3074,"Teacher: You ready? Teacher: All right. Teacher: With your fingers. [TARGET]Teacher: I saw Student C and Student D doing it, let me see the rest of you guys put your fingers on the strip.[/TARGET] Teacher: 12 multiplied by -- Multiple Students: 12 multiplied by -- Teacher: What number is --",1 3075,"Teacher: All right. Teacher: With your fingers. Teacher: I saw Student C and Student D doing it, let me see the rest of you guys put your fingers on the strip. [TARGET]Teacher: 12 multiplied by --[/TARGET] Multiple Students: 12 multiplied by -- Teacher: What number is -- Multiple Students: What number is --",0 3076,"Teacher: I saw Student C and Student D doing it, let me see the rest of you guys put your fingers on the strip. Teacher: 12 multiplied by -- Multiple Students: 12 multiplied by -- [TARGET]Teacher: What number is --[/TARGET] Multiple Students: What number is -- Teacher: Equal to, close to, but not past 60. Multiple Students: Equal to, close to, but not past 60.",0 3077,"Multiple Students: 12 multiplied by -- Teacher: What number is -- Multiple Students: What number is -- [TARGET]Teacher: Equal to, close to, but not past 60.[/TARGET] Multiple Students: Equal to, close to, but not past 60. Teacher: And, what's the answer? Multiple Students: 5 times 12.",0 3078,"Multiple Students: What number is -- Teacher: Equal to, close to, but not past 60. Multiple Students: Equal to, close to, but not past 60. [TARGET]Teacher: And, what's the answer?[/TARGET] Multiple Students: 5 times 12. Teacher: Ah, beautiful. Teacher: And what's 5 times 12?",0 3079,"Multiple Students: Equal to, close to, but not past 60. Teacher: And, what's the answer? Multiple Students: 5 times 12. [TARGET]Teacher: Ah, beautiful.[/TARGET] Teacher: And what's 5 times 12? Multiple Students: 60 Teacher: And 60 minus 60 is?",0 3080,"Teacher: And, what's the answer? Multiple Students: 5 times 12. Teacher: Ah, beautiful. [TARGET]Teacher: And what's 5 times 12?[/TARGET] Multiple Students: 60 Teacher: And 60 minus 60 is? Multiple Students: Zero.",0 3081,"Teacher: Ah, beautiful. Teacher: And what's 5 times 12? Multiple Students: 60 [TARGET]Teacher: And 60 minus 60 is?[/TARGET] Multiple Students: Zero. Teacher: You know we add zero and a decimal, I'm actually done. Student: That's all.",0 3082,"Multiple Students: 60 Teacher: And 60 minus 60 is? Multiple Students: Zero. [TARGET]Teacher: You know we add zero and a decimal, I'm actually done.[/TARGET] Student: That's all. Teacher: I can drop another zero. Teacher: And, we know 12 goes into zero, zero times.",0 3083,"Multiple Students: Zero. Teacher: You know we add zero and a decimal, I'm actually done. Student: That's all. [TARGET]Teacher: I can drop another zero.[/TARGET] Teacher: And, we know 12 goes into zero, zero times. Teacher: So, either answer's fine. Teacher: That's your answer.",0 3084,"Teacher: You know we add zero and a decimal, I'm actually done. Student: That's all. Teacher: I can drop another zero. [TARGET]Teacher: And, we know 12 goes into zero, zero times.[/TARGET] Teacher: So, either answer's fine. Teacher: That's your answer. Student: [Inaudible] make your answer a little bigger?",0 3085,"Student: That's all. Teacher: I can drop another zero. Teacher: And, we know 12 goes into zero, zero times. [TARGET]Teacher: So, either answer's fine.[/TARGET] Teacher: That's your answer. Student: [Inaudible] make your answer a little bigger? Teacher: No, this is the same.",0 3086,"Teacher: I can drop another zero. Teacher: And, we know 12 goes into zero, zero times. Teacher: So, either answer's fine. [TARGET]Teacher: That's your answer.[/TARGET] Student: [Inaudible] make your answer a little bigger? Teacher: No, this is the same. Teacher: It's the same.",0 3087,"Teacher: So, either answer's fine. Teacher: That's your answer. Student: [Inaudible] make your answer a little bigger? [TARGET]Teacher: No, this is the same.[/TARGET] Teacher: It's the same. Teacher: I could - this answer's correct. Teacher: This answer's correct.",0 3088,"Teacher: That's your answer. Student: [Inaudible] make your answer a little bigger? Teacher: No, this is the same. [TARGET]Teacher: It's the same.[/TARGET] Teacher: I could - this answer's correct. Teacher: This answer's correct. Teacher: That's correct.",0 3089,"Student: [Inaudible] make your answer a little bigger? Teacher: No, this is the same. Teacher: It's the same. [TARGET]Teacher: I could - this answer's correct.[/TARGET] Teacher: This answer's correct. Teacher: That's correct. Teacher: It's all the same.",0 3090,"Teacher: No, this is the same. Teacher: It's the same. Teacher: I could - this answer's correct. [TARGET]Teacher: This answer's correct.[/TARGET] Teacher: That's correct. Teacher: It's all the same. Student: But, you would stop.",0 3091,"Teacher: It's the same. Teacher: I could - this answer's correct. Teacher: This answer's correct. [TARGET]Teacher: That's correct.[/TARGET] Teacher: It's all the same. Student: But, you would stop. Teacher: Yeah, I would stop.",0 3092,"Teacher: I could - this answer's correct. Teacher: This answer's correct. Teacher: That's correct. [TARGET]Teacher: It's all the same.[/TARGET] Student: But, you would stop. Teacher: Yeah, I would stop. Teacher: That's why I added a zero.",0 3093,"Teacher: That's correct. Teacher: It's all the same. Student: But, you would stop. [TARGET]Teacher: Yeah, I would stop.[/TARGET] Teacher: That's why I added a zero. Teacher: I just wanted to stop at the hundredths spot, just to get us in the habit. Teacher: Yes, Student D?",0 3094,"Teacher: It's all the same. Student: But, you would stop. Teacher: Yeah, I would stop. [TARGET]Teacher: That's why I added a zero.[/TARGET] Teacher: I just wanted to stop at the hundredths spot, just to get us in the habit. Teacher: Yes, Student D? Student: [inaudible]",0 3095,"Student: But, you would stop. Teacher: Yeah, I would stop. Teacher: That's why I added a zero. [TARGET]Teacher: I just wanted to stop at the hundredths spot, just to get us in the habit.[/TARGET] Teacher: Yes, Student D? Student: [inaudible] Teacher: You can write, as long as you erase it.",0 3096,"Teacher: Yeah, I would stop. Teacher: That's why I added a zero. Teacher: I just wanted to stop at the hundredths spot, just to get us in the habit. [TARGET]Teacher: Yes, Student D?[/TARGET] Student: [inaudible] Teacher: You can write, as long as you erase it. Teacher: Because, I'm just doing it to help you guys with it.",0 3097,"Teacher: I just wanted to stop at the hundredths spot, just to get us in the habit. Teacher: Yes, Student D? Student: [inaudible] [TARGET]Teacher: You can write, as long as you erase it.[/TARGET] Teacher: Because, I'm just doing it to help you guys with it. Teacher: But, really, this is something you should be saying out loud. Teacher: Okay, example two, copy this down.",1 3098,"Teacher: Yes, Student D? Student: [inaudible] Teacher: You can write, as long as you erase it. [TARGET]Teacher: Because, I'm just doing it to help you guys with it.[/TARGET] Teacher: But, really, this is something you should be saying out loud. Teacher: Okay, example two, copy this down. Teacher: You could write it, just erase it.",0 3099,"Student: [inaudible] Teacher: You can write, as long as you erase it. Teacher: Because, I'm just doing it to help you guys with it. [TARGET]Teacher: But, really, this is something you should be saying out loud.[/TARGET] Teacher: Okay, example two, copy this down. Teacher: You could write it, just erase it. Teacher: You have enough room.",0 3100,"Teacher: You can write, as long as you erase it. Teacher: Because, I'm just doing it to help you guys with it. Teacher: But, really, this is something you should be saying out loud. [TARGET]Teacher: Okay, example two, copy this down.[/TARGET] Teacher: You could write it, just erase it. Teacher: You have enough room. Teacher: You have enough room to keep going.",1 3101,"Teacher: Because, I'm just doing it to help you guys with it. Teacher: But, really, this is something you should be saying out loud. Teacher: Okay, example two, copy this down. [TARGET]Teacher: You could write it, just erase it.[/TARGET] Teacher: You have enough room. Teacher: You have enough room to keep going. Teacher: That's fine.",1 3102,"Teacher: But, really, this is something you should be saying out loud. Teacher: Okay, example two, copy this down. Teacher: You could write it, just erase it. [TARGET]Teacher: You have enough room.[/TARGET] Teacher: You have enough room to keep going. Teacher: That's fine. Teacher: Cross out what you - look, you can cross out this and do another one.",1 3103,"Teacher: Okay, example two, copy this down. Teacher: You could write it, just erase it. Teacher: You have enough room. [TARGET]Teacher: You have enough room to keep going.[/TARGET] Teacher: That's fine. Teacher: Cross out what you - look, you can cross out this and do another one. Teacher: Or you could just erase them all.",1 3104,"Teacher: You could write it, just erase it. Teacher: You have enough room. Teacher: You have enough room to keep going. [TARGET]Teacher: That's fine.[/TARGET] Teacher: Cross out what you - look, you can cross out this and do another one. Teacher: Or you could just erase them all. Multiple Students: [inaudible chatter]",1 3105,"Teacher: You have enough room. Teacher: You have enough room to keep going. Teacher: That's fine. [TARGET]Teacher: Cross out what you - look, you can cross out this and do another one.[/TARGET] Teacher: Or you could just erase them all. Multiple Students: [inaudible chatter] Teacher: So, that example two, 990 divided by 15.",1 3106,"Teacher: You have enough room to keep going. Teacher: That's fine. Teacher: Cross out what you - look, you can cross out this and do another one. [TARGET]Teacher: Or you could just erase them all.[/TARGET] Multiple Students: [inaudible chatter] Teacher: So, that example two, 990 divided by 15. Teacher: Michael, for this problem, what value is the divisor?",1 3107,"Teacher: Cross out what you - look, you can cross out this and do another one. Teacher: Or you could just erase them all. Multiple Students: [inaudible chatter] [TARGET]Teacher: So, that example two, 990 divided by 15.[/TARGET] Teacher: Michael, for this problem, what value is the divisor? Teacher: Which one's the divisor, Student M? Teacher: And, Student M only.",0 3108,"Teacher: Or you could just erase them all. Multiple Students: [inaudible chatter] Teacher: So, that example two, 990 divided by 15. [TARGET]Teacher: Michael, for this problem, what value is the divisor?[/TARGET] Teacher: Which one's the divisor, Student M? Teacher: And, Student M only. Teacher: Which one's the divisor?",0 3109,"Multiple Students: [inaudible chatter] Teacher: So, that example two, 990 divided by 15. Teacher: Michael, for this problem, what value is the divisor? [TARGET]Teacher: Which one's the divisor, Student M?[/TARGET] Teacher: And, Student M only. Teacher: Which one's the divisor? Student: [inaudible]",0 3110,"Teacher: So, that example two, 990 divided by 15. Teacher: Michael, for this problem, what value is the divisor? Teacher: Which one's the divisor, Student M? [TARGET]Teacher: And, Student M only.[/TARGET] Teacher: Which one's the divisor? Student: [inaudible] Teacher: I can't hear you.",1 3111,"Teacher: Michael, for this problem, what value is the divisor? Teacher: Which one's the divisor, Student M? Teacher: And, Student M only. [TARGET]Teacher: Which one's the divisor?[/TARGET] Student: [inaudible] Teacher: I can't hear you. Teacher: You have to say it, you can't point.",0 3112,"Teacher: And, Student M only. Teacher: Which one's the divisor? Student: [inaudible] [TARGET]Teacher: I can't hear you.[/TARGET] Teacher: You have to say it, you can't point. Teacher: You have to say it? Teacher: What?",1 3113,"Teacher: Which one's the divisor? Student: [inaudible] Teacher: I can't hear you. [TARGET]Teacher: You have to say it, you can't point.[/TARGET] Teacher: You have to say it? Teacher: What? Student: 15",1 3114,"Student: [inaudible] Teacher: I can't hear you. Teacher: You have to say it, you can't point. [TARGET]Teacher: You have to say it?[/TARGET] Teacher: What? Student: 15 Teacher: What?",1 3115,"Teacher: I can't hear you. Teacher: You have to say it, you can't point. Teacher: You have to say it? [TARGET]Teacher: What?[/TARGET] Student: 15 Teacher: What? Teacher: 15 is the divisor, correct.",0 3116,"Teacher: You have to say it? Teacher: What? Student: 15 [TARGET]Teacher: What?[/TARGET] Teacher: 15 is the divisor, correct. Teacher: So, I'll put 15 right here. Teacher: All right, here we go.",0 3117,"Teacher: What? Student: 15 Teacher: What? [TARGET]Teacher: 15 is the divisor, correct.[/TARGET] Teacher: So, I'll put 15 right here. Teacher: All right, here we go. Teacher: First part shouldn't be that tough.",0 3118,"Student: 15 Teacher: What? Teacher: 15 is the divisor, correct. [TARGET]Teacher: So, I'll put 15 right here.[/TARGET] Teacher: All right, here we go. Teacher: First part shouldn't be that tough. Teacher: Do you have it copied down?",0 3119,"Teacher: What? Teacher: 15 is the divisor, correct. Teacher: So, I'll put 15 right here. [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: First part shouldn't be that tough. Teacher: Do you have it copied down? Student: No, that's answer's easy.",1 3120,"Teacher: 15 is the divisor, correct. Teacher: So, I'll put 15 right here. Teacher: All right, here we go. [TARGET]Teacher: First part shouldn't be that tough.[/TARGET] Teacher: Do you have it copied down? Student: No, that's answer's easy. Teacher: Okay.",0 3121,"Teacher: So, I'll put 15 right here. Teacher: All right, here we go. Teacher: First part shouldn't be that tough. [TARGET]Teacher: Do you have it copied down?[/TARGET] Student: No, that's answer's easy. Teacher: Okay. Student: It's not even that much.",1 3122,"Student: No, that's answer's easy. Teacher: Okay. Student: It's not even that much. [TARGET]Teacher: It shouldn't be.[/TARGET] Teacher: 15 goes into 9 how many times? Multiple Students: [inaudible chatter] Teacher: One time?",0 3123,Teacher: Okay. Student: It's not even that much. Teacher: It shouldn't be. [TARGET]Teacher: 15 goes into 9 how many times?[/TARGET] Multiple Students: [inaudible chatter] Teacher: One time? Student: Six times.,0 3124,Teacher: It shouldn't be. Teacher: 15 goes into 9 how many times? Multiple Students: [inaudible chatter] [TARGET]Teacher: One time?[/TARGET] Student: Six times. Teacher: Six times? Multiple Students: Zero times.,0 3125,"Multiple Students: [inaudible chatter] Teacher: One time? Student: Six times. [TARGET]Teacher: Six times?[/TARGET] Multiple Students: Zero times. Teacher: Zero times. Teacher: All right, again, this really isn't a high calculating math.",0 3126,"Student: Six times. Teacher: Six times? Multiple Students: Zero times. [TARGET]Teacher: Zero times.[/TARGET] Teacher: All right, again, this really isn't a high calculating math. Teacher: 15's a bigger number than 9. Teacher: So, zero.",0 3127,"Teacher: Six times? Multiple Students: Zero times. Teacher: Zero times. [TARGET]Teacher: All right, again, this really isn't a high calculating math.[/TARGET] Teacher: 15's a bigger number than 9. Teacher: So, zero. Student: I thought you were saying, how many it goes into 99.",0 3128,"Multiple Students: Zero times. Teacher: Zero times. Teacher: All right, again, this really isn't a high calculating math. [TARGET]Teacher: 15's a bigger number than 9.[/TARGET] Teacher: So, zero. Student: I thought you were saying, how many it goes into 99. Teacher: Now, now, now.",0 3129,"Teacher: Zero times. Teacher: All right, again, this really isn't a high calculating math. Teacher: 15's a bigger number than 9. [TARGET]Teacher: So, zero.[/TARGET] Student: I thought you were saying, how many it goes into 99. Teacher: Now, now, now. Teacher: 15 goes into 99.",0 3130,"Teacher: 15's a bigger number than 9. Teacher: So, zero. Student: I thought you were saying, how many it goes into 99. [TARGET]Teacher: Now, now, now.[/TARGET] Teacher: 15 goes into 99. Teacher: So, this is what I'm gonna do. Teacher: Once I put 99 right now.",0 3131,"Teacher: So, zero. Student: I thought you were saying, how many it goes into 99. Teacher: Now, now, now. [TARGET]Teacher: 15 goes into 99.[/TARGET] Teacher: So, this is what I'm gonna do. Teacher: Once I put 99 right now. Teacher: So, let's do this out loud, okay?",0 3132,"Student: I thought you were saying, how many it goes into 99. Teacher: Now, now, now. Teacher: 15 goes into 99. [TARGET]Teacher: So, this is what I'm gonna do.[/TARGET] Teacher: Once I put 99 right now. Teacher: So, let's do this out loud, okay? Teacher: Thank you, Student N. Let's do this out loud, ready?",0 3133,"Teacher: Now, now, now. Teacher: 15 goes into 99. Teacher: So, this is what I'm gonna do. [TARGET]Teacher: Once I put 99 right now.[/TARGET] Teacher: So, let's do this out loud, okay? Teacher: Thank you, Student N. Let's do this out loud, ready? Multiple Students: Thank you, Student D.",0 3134,"Teacher: 15 goes into 99. Teacher: So, this is what I'm gonna do. Teacher: Once I put 99 right now. [TARGET]Teacher: So, let's do this out loud, okay?[/TARGET] Teacher: Thank you, Student N. Let's do this out loud, ready? Multiple Students: Thank you, Student D. Teacher: Thank you, Student D. Thank you.",1 3135,"Teacher: So, this is what I'm gonna do. Teacher: Once I put 99 right now. Teacher: So, let's do this out loud, okay? [TARGET]Teacher: Thank you, Student N. Let's do this out loud, ready?[/TARGET] Multiple Students: Thank you, Student D. Teacher: Thank you, Student D. Thank you. Student: Multiply.",1 3136,"Teacher: So, let's do this out loud, okay? Teacher: Thank you, Student N. Let's do this out loud, ready? Multiple Students: Thank you, Student D. [TARGET]Teacher: Thank you, Student D. Thank you.[/TARGET] Student: Multiply. Teacher: 15 multiplied by -- Multiple Students: 15 multiplied by --",1 3137,"Multiple Students: Thank you, Student D. Teacher: Thank you, Student D. Thank you. Student: Multiply. [TARGET]Teacher: 15 multiplied by --[/TARGET] Multiple Students: 15 multiplied by -- Teacher: What number is equal to, close to, but not past 99? Multiple Students: What number is equal to, close to, but no past 99?",0 3138,"Student: Multiply. Teacher: 15 multiplied by -- Multiple Students: 15 multiplied by -- [TARGET]Teacher: What number is equal to, close to, but not past 99?[/TARGET] Multiple Students: What number is equal to, close to, but no past 99? Teacher: What is it? Multiple Students: Six.",0 3139,"Multiple Students: 15 multiplied by -- Teacher: What number is equal to, close to, but not past 99? Multiple Students: What number is equal to, close to, but no past 99? [TARGET]Teacher: What is it?[/TARGET] Multiple Students: Six. Teacher: Six. Teacher: Okay.",0 3140,"Multiple Students: What number is equal to, close to, but no past 99? Teacher: What is it? Multiple Students: Six. [TARGET]Teacher: Six.[/TARGET] Teacher: Okay. Teacher: So, what is 6 times 15? Multiple Students: 90",0 3141,"Multiple Students: Six. Teacher: Six. Teacher: Okay. [TARGET]Teacher: So, what is 6 times 15?[/TARGET] Multiple Students: 90 Teacher: 90 Teacher: All right, thumbs up if you like having that fact family done already.",0 3142,"Teacher: Okay. Teacher: So, what is 6 times 15? Multiple Students: 90 [TARGET]Teacher: 90[/TARGET] Teacher: All right, thumbs up if you like having that fact family done already. Teacher: Doesn't that make it easier just having it done before? Teacher: You're spent time doing it, but you're not stressed out about it.",0 3143,"Teacher: So, what is 6 times 15? Multiple Students: 90 Teacher: 90 [TARGET]Teacher: All right, thumbs up if you like having that fact family done already.[/TARGET] Teacher: Doesn't that make it easier just having it done before? Teacher: You're spent time doing it, but you're not stressed out about it. Teacher: Thank you, you can put your hands down.",1 3144,"Multiple Students: 90 Teacher: 90 Teacher: All right, thumbs up if you like having that fact family done already. [TARGET]Teacher: Doesn't that make it easier just having it done before?[/TARGET] Teacher: You're spent time doing it, but you're not stressed out about it. Teacher: Thank you, you can put your hands down. Teacher: So, there should be nine.",0 3145,"Teacher: 90 Teacher: All right, thumbs up if you like having that fact family done already. Teacher: Doesn't that make it easier just having it done before? [TARGET]Teacher: You're spent time doing it, but you're not stressed out about it.[/TARGET] Teacher: Thank you, you can put your hands down. Teacher: So, there should be nine. Teacher: And, I just drop a zero, and 90.",0 3146,"Teacher: All right, thumbs up if you like having that fact family done already. Teacher: Doesn't that make it easier just having it done before? Teacher: You're spent time doing it, but you're not stressed out about it. [TARGET]Teacher: Thank you, you can put your hands down.[/TARGET] Teacher: So, there should be nine. Teacher: And, I just drop a zero, and 90. Teacher: And, you know what?",1 3147,"Teacher: Doesn't that make it easier just having it done before? Teacher: You're spent time doing it, but you're not stressed out about it. Teacher: Thank you, you can put your hands down. [TARGET]Teacher: So, there should be nine.[/TARGET] Teacher: And, I just drop a zero, and 90. Teacher: And, you know what? Teacher: I mean, let's do it, why not?",0 3148,"Teacher: You're spent time doing it, but you're not stressed out about it. Teacher: Thank you, you can put your hands down. Teacher: So, there should be nine. [TARGET]Teacher: And, I just drop a zero, and 90.[/TARGET] Teacher: And, you know what? Teacher: I mean, let's do it, why not? Teacher: So, what am I putting here?",0 3149,"Teacher: Thank you, you can put your hands down. Teacher: So, there should be nine. Teacher: And, I just drop a zero, and 90. [TARGET]Teacher: And, you know what?[/TARGET] Teacher: I mean, let's do it, why not? Teacher: So, what am I putting here? Multiple Students: 90",0 3150,"Teacher: So, there should be nine. Teacher: And, I just drop a zero, and 90. Teacher: And, you know what? [TARGET]Teacher: I mean, let's do it, why not?[/TARGET] Teacher: So, what am I putting here? Multiple Students: 90 Teacher: 90",1 3151,"Teacher: And, I just drop a zero, and 90. Teacher: And, you know what? Teacher: I mean, let's do it, why not? [TARGET]Teacher: So, what am I putting here?[/TARGET] Multiple Students: 90 Teacher: 90 Teacher: Let's do it again with our fingers.",0 3152,"Teacher: I mean, let's do it, why not? Teacher: So, what am I putting here? Multiple Students: 90 [TARGET]Teacher: 90[/TARGET] Teacher: Let's do it again with our fingers. Teacher: I love how Student C was doing it. Teacher: And, I saw some people over there doing it.",0 3153,"Teacher: So, what am I putting here? Multiple Students: 90 Teacher: 90 [TARGET]Teacher: Let's do it again with our fingers.[/TARGET] Teacher: I love how Student C was doing it. Teacher: And, I saw some people over there doing it. Teacher: 15",1 3154,"Multiple Students: 90 Teacher: 90 Teacher: Let's do it again with our fingers. [TARGET]Teacher: I love how Student C was doing it.[/TARGET] Teacher: And, I saw some people over there doing it. Teacher: 15 Student: 15",1 3155,"Teacher: 90 Teacher: Let's do it again with our fingers. Teacher: I love how Student C was doing it. [TARGET]Teacher: And, I saw some people over there doing it.[/TARGET] Teacher: 15 Student: 15 Teacher: Multiplied by what number --",1 3156,"Teacher: Let's do it again with our fingers. Teacher: I love how Student C was doing it. Teacher: And, I saw some people over there doing it. [TARGET]Teacher: 15[/TARGET] Student: 15 Teacher: Multiplied by what number -- Multiple Students: Multiplied by what number --",0 3157,"Teacher: And, I saw some people over there doing it. Teacher: 15 Student: 15 [TARGET]Teacher: Multiplied by what number --[/TARGET] Multiple Students: Multiplied by what number -- Teacher: Is equal to, close to, but not past 90? Multiple Students: Is equal to, close to, but not past 90?",0 3158,"Student: 15 Teacher: Multiplied by what number -- Multiple Students: Multiplied by what number -- [TARGET]Teacher: Is equal to, close to, but not past 90?[/TARGET] Multiple Students: Is equal to, close to, but not past 90? Teacher: What is it? Multiple Students: That will be six.",0 3159,"Multiple Students: Multiplied by what number -- Teacher: Is equal to, close to, but not past 90? Multiple Students: Is equal to, close to, but not past 90? [TARGET]Teacher: What is it?[/TARGET] Multiple Students: That will be six. Teacher: Six. Teacher: And, what's 6 times 15?",0 3160,"Multiple Students: Is equal to, close to, but not past 90? Teacher: What is it? Multiple Students: That will be six. [TARGET]Teacher: Six.[/TARGET] Teacher: And, what's 6 times 15? Multiple Students: 90 Teacher: 90",0 3161,"Teacher: What is it? Multiple Students: That will be six. Teacher: Six. [TARGET]Teacher: And, what's 6 times 15?[/TARGET] Multiple Students: 90 Teacher: 90 Teacher: And, you know what?",0 3162,"Teacher: Six. Teacher: And, what's 6 times 15? Multiple Students: 90 [TARGET]Teacher: 90[/TARGET] Teacher: And, you know what? Teacher: Now, that I add a zero, there's no more dividends to drop. Teacher: The answer's 66.",0 3163,"Teacher: And, what's 6 times 15? Multiple Students: 90 Teacher: 90 [TARGET]Teacher: And, you know what?[/TARGET] Teacher: Now, that I add a zero, there's no more dividends to drop. Teacher: The answer's 66. Student: Oh.",0 3164,"Multiple Students: 90 Teacher: 90 Teacher: And, you know what? [TARGET]Teacher: Now, that I add a zero, there's no more dividends to drop.[/TARGET] Teacher: The answer's 66. Student: Oh. Teacher: Yeah, there's no more dividends to drop.",0 3165,"Teacher: 90 Teacher: And, you know what? Teacher: Now, that I add a zero, there's no more dividends to drop. [TARGET]Teacher: The answer's 66.[/TARGET] Student: Oh. Teacher: Yeah, there's no more dividends to drop. Teacher: And, this is zero and 66.",0 3166,"Teacher: Now, that I add a zero, there's no more dividends to drop. Teacher: The answer's 66. Student: Oh. [TARGET]Teacher: Yeah, there's no more dividends to drop.[/TARGET] Teacher: And, this is zero and 66. Student: [inaudible] Teacher: Okay?",0 3167,"Teacher: The answer's 66. Student: Oh. Teacher: Yeah, there's no more dividends to drop. [TARGET]Teacher: And, this is zero and 66.[/TARGET] Student: [inaudible] Teacher: Okay? Teacher: Raise your hand if you thought you'd be dividing by 75 and fifth grade?",0 3168,"Teacher: And, this is zero and 66. Student: [inaudible] Teacher: Okay? [TARGET]Teacher: Raise your hand if you thought you'd be dividing by 75 and fifth grade?[/TARGET] Student: 35 divided by -- Teacher: Nadine, you thought so? Teacher: Okay, good.",0 3169,"Teacher: Okay? Teacher: Raise your hand if you thought you'd be dividing by 75 and fifth grade? Student: 35 divided by -- [TARGET]Teacher: Nadine, you thought so?[/TARGET] Teacher: Okay, good. Teacher: All right. Teacher: Let's copy down example three.",0 3170,"Teacher: Raise your hand if you thought you'd be dividing by 75 and fifth grade? Student: 35 divided by -- Teacher: Nadine, you thought so? [TARGET]Teacher: Okay, good.[/TARGET] Teacher: All right. Teacher: Let's copy down example three. Multiple Students: [inaudible chatter]",0 3171,"Teacher: Nadine, you thought so? Teacher: Okay, good. Teacher: All right. [TARGET]Teacher: Let's copy down example three.[/TARGET] Multiple Students: [inaudible chatter] Teacher: All right, and when you're done just put your pencil down. Multiple Students: [inaudible chatter]",1 3172,"Teacher: All right. Teacher: Let's copy down example three. Multiple Students: [inaudible chatter] [TARGET]Teacher: All right, and when you're done just put your pencil down.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Right, 1010 wouldn't be on that. Teacher: It doesn't go that far.",1 3173,"Multiple Students: [inaudible chatter] Teacher: All right, and when you're done just put your pencil down. Multiple Students: [inaudible chatter] [TARGET]Teacher: Right, 1010 wouldn't be on that.[/TARGET] Teacher: It doesn't go that far. Teacher: It's just a factors of 75, the multiples of 75 up to the 10s. Teacher: Okay --",0 3174,"Teacher: All right, and when you're done just put your pencil down. Multiple Students: [inaudible chatter] Teacher: Right, 1010 wouldn't be on that. [TARGET]Teacher: It doesn't go that far.[/TARGET] Teacher: It's just a factors of 75, the multiples of 75 up to the 10s. Teacher: Okay -- Multiple Students: [inaudible chatter]",0 3175,"Multiple Students: [inaudible chatter] Teacher: Right, 1010 wouldn't be on that. Teacher: It doesn't go that far. [TARGET]Teacher: It's just a factors of 75, the multiples of 75 up to the 10s.[/TARGET] Teacher: Okay -- Multiple Students: [inaudible chatter] Teacher: Student D, 75 goes into 1 how many times?",0 3176,"Teacher: It's just a factors of 75, the multiples of 75 up to the 10s. Teacher: Okay -- Multiple Students: [inaudible chatter] [TARGET]Teacher: Student D, 75 goes into 1 how many times?[/TARGET] Student: It can't. Teacher: Yeah, why did you say that? Student: [inaudible]",0 3177,"Multiple Students: [inaudible chatter] Teacher: Student D, 75 goes into 1 how many times? Student: It can't. [TARGET]Teacher: Yeah, why did you say that?[/TARGET] Student: [inaudible] Teacher: What's that? Teacher: It is zero.",0 3178,"Student: It can't. Teacher: Yeah, why did you say that? Student: [inaudible] [TARGET]Teacher: What's that?[/TARGET] Teacher: It is zero. Teacher: 75 goes into 1 zero times. Teacher: Why'd you say zero, though?",0 3179,"Teacher: Yeah, why did you say that? Student: [inaudible] Teacher: What's that? [TARGET]Teacher: It is zero.[/TARGET] Teacher: 75 goes into 1 zero times. Teacher: Why'd you say zero, though? Student: Zero.",0 3180,"Student: [inaudible] Teacher: What's that? Teacher: It is zero. [TARGET]Teacher: 75 goes into 1 zero times.[/TARGET] Teacher: Why'd you say zero, though? Student: Zero. Student: Because, it's a lower number.",0 3181,"Teacher: What's that? Teacher: It is zero. Teacher: 75 goes into 1 zero times. [TARGET]Teacher: Why'd you say zero, though?[/TARGET] Student: Zero. Student: Because, it's a lower number. Teacher: It's a lower number.",0 3182,"Teacher: Why'd you say zero, though? Student: Zero. Student: Because, it's a lower number. [TARGET]Teacher: It's a lower number.[/TARGET] Teacher: It's a lot smaller. Teacher: So, I put a zero here. Teacher: Okay?",0 3183,"Student: Zero. Student: Because, it's a lower number. Teacher: It's a lower number. [TARGET]Teacher: It's a lot smaller.[/TARGET] Teacher: So, I put a zero here. Teacher: Okay? Teacher: Now --",0 3184,"Student: Because, it's a lower number. Teacher: It's a lower number. Teacher: It's a lot smaller. [TARGET]Teacher: So, I put a zero here.[/TARGET] Teacher: Okay? Teacher: Now -- Student: 75 goes into 10?",0 3185,"Teacher: It's a lot smaller. Teacher: So, I put a zero here. Teacher: Okay? [TARGET]Teacher: Now --[/TARGET] Student: 75 goes into 10? Teacher: Now, 75 goes into 10? Student: Zero times.",0 3186,"Teacher: Okay? Teacher: Now -- Student: 75 goes into 10? [TARGET]Teacher: Now, 75 goes into 10?[/TARGET] Student: Zero times. Teacher: Zero. Teacher: Why zero times, Will?",0 3187,"Student: 75 goes into 10? Teacher: Now, 75 goes into 10? Student: Zero times. [TARGET]Teacher: Zero.[/TARGET] Teacher: Why zero times, Will? Student: Because, 75's bigger. Teacher: Yeah, 75's a lot bigger than 10.",0 3188,"Teacher: Now, 75 goes into 10? Student: Zero times. Teacher: Zero. [TARGET]Teacher: Why zero times, Will?[/TARGET] Student: Because, 75's bigger. Teacher: Yeah, 75's a lot bigger than 10. Teacher: All right, so you put a zero above that.",0 3189,"Teacher: Zero. Teacher: Why zero times, Will? Student: Because, 75's bigger. [TARGET]Teacher: Yeah, 75's a lot bigger than 10.[/TARGET] Teacher: All right, so you put a zero above that. Teacher: All right? Student: [inaudible]",0 3190,"Teacher: Why zero times, Will? Student: Because, 75's bigger. Teacher: Yeah, 75's a lot bigger than 10. [TARGET]Teacher: All right, so you put a zero above that.[/TARGET] Teacher: All right? Student: [inaudible] Teacher: Huh?",0 3191,"Teacher: All right, so you put a zero above that. Teacher: All right? Student: [inaudible] [TARGET]Teacher: Huh?[/TARGET] Teacher: 101? Teacher: 101? Teacher: So --",0 3192,Teacher: All right? Student: [inaudible] Teacher: Huh? [TARGET]Teacher: 101?[/TARGET] Teacher: 101? Teacher: So -- Student: That'd be [inaudible],0 3193,"Student: [inaudible] Teacher: Huh? Teacher: 101? [TARGET]Teacher: 101?[/TARGET] Teacher: So -- Student: That'd be [inaudible] Teacher: Wait, it's not.",0 3194,"Teacher: Huh? Teacher: 101? Teacher: 101? [TARGET]Teacher: So --[/TARGET] Student: That'd be [inaudible] Teacher: Wait, it's not. Teacher: Student D, what's my divisor for example three?",0 3195,"Teacher: 101? Teacher: So -- Student: That'd be [inaudible] [TARGET]Teacher: Wait, it's not.[/TARGET] Teacher: Student D, what's my divisor for example three? Student: [inaudible] Teacher: Correct.",0 3196,"Teacher: So -- Student: That'd be [inaudible] Teacher: Wait, it's not. [TARGET]Teacher: Student D, what's my divisor for example three?[/TARGET] Student: [inaudible] Teacher: Correct. Teacher: And, what am I gonna put right here?",0 3197,"Teacher: Wait, it's not. Teacher: Student D, what's my divisor for example three? Student: [inaudible] [TARGET]Teacher: Correct.[/TARGET] Teacher: And, what am I gonna put right here? Student: 101 Teacher: 101",0 3198,"Teacher: Student D, what's my divisor for example three? Student: [inaudible] Teacher: Correct. [TARGET]Teacher: And, what am I gonna put right here?[/TARGET] Student: 101 Teacher: 101 Teacher: Thank you, Student A, let's do it together.",0 3199,"Teacher: Correct. Teacher: And, what am I gonna put right here? Student: 101 [TARGET]Teacher: 101[/TARGET] Teacher: Thank you, Student A, let's do it together. Teacher: You guys are great. Teacher: 75",0 3200,"Teacher: And, what am I gonna put right here? Student: 101 Teacher: 101 [TARGET]Teacher: Thank you, Student A, let's do it together.[/TARGET] Teacher: You guys are great. Teacher: 75 Multiple Students: 75",1 3201,"Student: 101 Teacher: 101 Teacher: Thank you, Student A, let's do it together. [TARGET]Teacher: You guys are great.[/TARGET] Teacher: 75 Multiple Students: 75 Teacher: Multiplied by what number is equal to, close to, but not past 101?",0 3202,"Teacher: 101 Teacher: Thank you, Student A, let's do it together. Teacher: You guys are great. [TARGET]Teacher: 75[/TARGET] Multiple Students: 75 Teacher: Multiplied by what number is equal to, close to, but not past 101? Multiple Students: Multiplied by what number is equal to, close to, but not past 101?",0 3203,"Teacher: You guys are great. Teacher: 75 Multiple Students: 75 [TARGET]Teacher: Multiplied by what number is equal to, close to, but not past 101?[/TARGET] Multiple Students: Multiplied by what number is equal to, close to, but not past 101? Teacher: Right? Multiple Students: That would one!",0 3204,"Multiple Students: 75 Teacher: Multiplied by what number is equal to, close to, but not past 101? Multiple Students: Multiplied by what number is equal to, close to, but not past 101? [TARGET]Teacher: Right?[/TARGET] Multiple Students: That would one! Teacher: One. Teacher: Okay.",0 3205,"Multiple Students: Multiplied by what number is equal to, close to, but not past 101? Teacher: Right? Multiple Students: That would one! [TARGET]Teacher: One.[/TARGET] Teacher: Okay. Teacher: So, what's one times 75? Multiple Students: 75",0 3206,"Multiple Students: That would one! Teacher: One. Teacher: Okay. [TARGET]Teacher: So, what's one times 75?[/TARGET] Multiple Students: 75 Teacher: And, notice where I put the 75. Teacher: I'm not putting it right here.",0 3207,"Teacher: Okay. Teacher: So, what's one times 75? Multiple Students: 75 [TARGET]Teacher: And, notice where I put the 75.[/TARGET] Teacher: I'm not putting it right here. Teacher: I put it right here. Teacher: And, I'll erase this, so it's easier.",0 3208,"Teacher: So, what's one times 75? Multiple Students: 75 Teacher: And, notice where I put the 75. [TARGET]Teacher: I'm not putting it right here.[/TARGET] Teacher: I put it right here. Teacher: And, I'll erase this, so it's easier. Teacher: Okay, and this requires regrouping.",0 3209,"Multiple Students: 75 Teacher: And, notice where I put the 75. Teacher: I'm not putting it right here. [TARGET]Teacher: I put it right here.[/TARGET] Teacher: And, I'll erase this, so it's easier. Teacher: Okay, and this requires regrouping. Student: [inaudible]",0 3210,"Teacher: And, notice where I put the 75. Teacher: I'm not putting it right here. Teacher: I put it right here. [TARGET]Teacher: And, I'll erase this, so it's easier.[/TARGET] Teacher: Okay, and this requires regrouping. Student: [inaudible] Teacher: Okay, because there's more on the floor in both cases.",1 3211,"Teacher: I'm not putting it right here. Teacher: I put it right here. Teacher: And, I'll erase this, so it's easier. [TARGET]Teacher: Okay, and this requires regrouping.[/TARGET] Student: [inaudible] Teacher: Okay, because there's more on the floor in both cases. Teacher: Regroup.",0 3212,"Teacher: And, I'll erase this, so it's easier. Teacher: Okay, and this requires regrouping. Student: [inaudible] [TARGET]Teacher: Okay, because there's more on the floor in both cases.[/TARGET] Teacher: Regroup. Teacher: Because, a 10 - then this needs to borrow from that. Teacher: That becomes a nine.",0 3213,"Teacher: Okay, and this requires regrouping. Student: [inaudible] Teacher: Okay, because there's more on the floor in both cases. [TARGET]Teacher: Regroup.[/TARGET] Teacher: Because, a 10 - then this needs to borrow from that. Teacher: That becomes a nine. Teacher: That becomes 11.",0 3214,"Student: [inaudible] Teacher: Okay, because there's more on the floor in both cases. Teacher: Regroup. [TARGET]Teacher: Because, a 10 - then this needs to borrow from that.[/TARGET] Teacher: That becomes a nine. Teacher: That becomes 11. Teacher: 11 minus 5 is 6.",0 3215,"Teacher: Okay, because there's more on the floor in both cases. Teacher: Regroup. Teacher: Because, a 10 - then this needs to borrow from that. [TARGET]Teacher: That becomes a nine.[/TARGET] Teacher: That becomes 11. Teacher: 11 minus 5 is 6. Teacher: That's a two.",0 3216,"Teacher: Regroup. Teacher: Because, a 10 - then this needs to borrow from that. Teacher: That becomes a nine. [TARGET]Teacher: That becomes 11.[/TARGET] Teacher: 11 minus 5 is 6. Teacher: That's a two. Student: 310 divided by 90 [inaudible]",0 3217,"Teacher: Because, a 10 - then this needs to borrow from that. Teacher: That becomes a nine. Teacher: That becomes 11. [TARGET]Teacher: 11 minus 5 is 6.[/TARGET] Teacher: That's a two. Student: 310 divided by 90 [inaudible] Teacher: Well, first of all, you're only going up the hundredths.",0 3218,"Teacher: That becomes a nine. Teacher: That becomes 11. Teacher: 11 minus 5 is 6. [TARGET]Teacher: That's a two.[/TARGET] Student: 310 divided by 90 [inaudible] Teacher: Well, first of all, you're only going up the hundredths. Student: I know.",0 3219,"Teacher: 11 minus 5 is 6. Teacher: That's a two. Student: 310 divided by 90 [inaudible] [TARGET]Teacher: Well, first of all, you're only going up the hundredths.[/TARGET] Student: I know. Student: It's remainder 40, though. Teacher: So, it shouldn't be remainders.",0 3220,"Teacher: Well, first of all, you're only going up the hundredths. Student: I know. Student: It's remainder 40, though. [TARGET]Teacher: So, it shouldn't be remainders.[/TARGET] Teacher: Point. Teacher: Point four zero? Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to.",0 3221,"Student: I know. Student: It's remainder 40, though. Teacher: So, it shouldn't be remainders. [TARGET]Teacher: Point.[/TARGET] Teacher: Point four zero? Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to. Teacher: But, I'm still working on this with the class.",0 3222,"Student: It's remainder 40, though. Teacher: So, it shouldn't be remainders. Teacher: Point. [TARGET]Teacher: Point four zero?[/TARGET] Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to. Teacher: But, I'm still working on this with the class. Teacher: All right, so 75 can't go into 26.",0 3223,"Teacher: So, it shouldn't be remainders. Teacher: Point. Teacher: Point four zero? [TARGET]Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to.[/TARGET] Teacher: But, I'm still working on this with the class. Teacher: All right, so 75 can't go into 26. Teacher: So, we drop the zero.",1 3224,"Teacher: Point. Teacher: Point four zero? Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to. [TARGET]Teacher: But, I'm still working on this with the class.[/TARGET] Teacher: All right, so 75 can't go into 26. Teacher: So, we drop the zero. Teacher: And, cross that out.",1 3225,"Teacher: Point four zero? Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to. Teacher: But, I'm still working on this with the class. [TARGET]Teacher: All right, so 75 can't go into 26.[/TARGET] Teacher: So, we drop the zero. Teacher: And, cross that out. Teacher: What do I put as my dividend?",0 3226,"Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to. Teacher: But, I'm still working on this with the class. Teacher: All right, so 75 can't go into 26. [TARGET]Teacher: So, we drop the zero.[/TARGET] Teacher: And, cross that out. Teacher: What do I put as my dividend? Student: 26",0 3227,"Teacher: But, I'm still working on this with the class. Teacher: All right, so 75 can't go into 26. Teacher: So, we drop the zero. [TARGET]Teacher: And, cross that out.[/TARGET] Teacher: What do I put as my dividend? Student: 26 Teacher: No.",0 3228,"Teacher: All right, so 75 can't go into 26. Teacher: So, we drop the zero. Teacher: And, cross that out. [TARGET]Teacher: What do I put as my dividend?[/TARGET] Student: 26 Teacher: No. Teacher: 260",0 3229,"Teacher: And, cross that out. Teacher: What do I put as my dividend? Student: 26 [TARGET]Teacher: No.[/TARGET] Teacher: 260 Teacher: Thank you, Student N. Student: That will be [inaudible]",0 3230,"Teacher: What do I put as my dividend? Student: 26 Teacher: No. [TARGET]Teacher: 260[/TARGET] Teacher: Thank you, Student N. Student: That will be [inaudible] Teacher: So, 75.",0 3231,"Student: 26 Teacher: No. Teacher: 260 [TARGET]Teacher: Thank you, Student N.[/TARGET] Student: That will be [inaudible] Teacher: So, 75. Teacher: Are you guys with me?",0 3232,"Teacher: 260 Teacher: Thank you, Student N. Student: That will be [inaudible] [TARGET]Teacher: So, 75.[/TARGET] Teacher: Are you guys with me? Multiple Students: 75 Teacher: Multiplied by what number is equal to --",0 3233,"Teacher: Thank you, Student N. Student: That will be [inaudible] Teacher: So, 75. [TARGET]Teacher: Are you guys with me?[/TARGET] Multiple Students: 75 Teacher: Multiplied by what number is equal to -- Multiple Students: Multiplied by what number is equal to --",0 3234,"Teacher: So, 75. Teacher: Are you guys with me? Multiple Students: 75 [TARGET]Teacher: Multiplied by what number is equal to --[/TARGET] Multiple Students: Multiplied by what number is equal to -- Teacher: Thank you, Will. Teacher: Close to, but not past 260?",0 3235,"Multiple Students: 75 Teacher: Multiplied by what number is equal to -- Multiple Students: Multiplied by what number is equal to -- [TARGET]Teacher: Thank you, Will.[/TARGET] Teacher: Close to, but not past 260? Multiple Students: Close to, but not past 260? Student: That would be three!",0 3236,"Teacher: Multiplied by what number is equal to -- Multiple Students: Multiplied by what number is equal to -- Teacher: Thank you, Will. [TARGET]Teacher: Close to, but not past 260?[/TARGET] Multiple Students: Close to, but not past 260? Student: That would be three! Teacher: Three?",0 3237,"Teacher: Close to, but not past 260? Multiple Students: Close to, but not past 260? Student: That would be three! [TARGET]Teacher: Three?[/TARGET] Teacher: What's three times 75, Will? Student: Three times 75 is 225. Teacher: 225",0 3238,"Multiple Students: Close to, but not past 260? Student: That would be three! Teacher: Three? [TARGET]Teacher: What's three times 75, Will?[/TARGET] Student: Three times 75 is 225. Teacher: 225 Teacher: Okay, do some subtraction.",0 3239,"Teacher: Three? Teacher: What's three times 75, Will? Student: Three times 75 is 225. [TARGET]Teacher: 225[/TARGET] Teacher: Okay, do some subtraction. Teacher: You're gonna have to regroup again. Teacher: Student S, am I done?",0 3240,"Teacher: What's three times 75, Will? Student: Three times 75 is 225. Teacher: 225 [TARGET]Teacher: Okay, do some subtraction.[/TARGET] Teacher: You're gonna have to regroup again. Teacher: Student S, am I done? Multiple Students: No.",0 3241,"Student: Three times 75 is 225. Teacher: 225 Teacher: Okay, do some subtraction. [TARGET]Teacher: You're gonna have to regroup again.[/TARGET] Teacher: Student S, am I done? Multiple Students: No. Teacher: No, why not?",0 3242,"Teacher: 225 Teacher: Okay, do some subtraction. Teacher: You're gonna have to regroup again. [TARGET]Teacher: Student S, am I done?[/TARGET] Multiple Students: No. Teacher: No, why not? Student: [inaudible]",0 3243,"Teacher: You're gonna have to regroup again. Teacher: Student S, am I done? Multiple Students: No. [TARGET]Teacher: No, why not?[/TARGET] Student: [inaudible] Teacher: I wanted Student S to answer. Teacher: Hold on.",0 3244,"Multiple Students: No. Teacher: No, why not? Student: [inaudible] [TARGET]Teacher: I wanted Student S to answer.[/TARGET] Teacher: Hold on. Teacher: Okay, if you're right, I can't check it right now. Multiple Students: [inaudible chatter]",1 3245,"Teacher: No, why not? Student: [inaudible] Teacher: I wanted Student S to answer. [TARGET]Teacher: Hold on.[/TARGET] Teacher: Okay, if you're right, I can't check it right now. Multiple Students: [inaudible chatter] Teacher: Because, hundredths, Student S, hundredths.",1 3246,"Student: [inaudible] Teacher: I wanted Student S to answer. Teacher: Hold on. [TARGET]Teacher: Okay, if you're right, I can't check it right now.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Because, hundredths, Student S, hundredths. Student: [inaudible]",1 3247,"Teacher: Hold on. Teacher: Okay, if you're right, I can't check it right now. Multiple Students: [inaudible chatter] [TARGET]Teacher: Because, hundredths, Student S, hundredths.[/TARGET] Student: [inaudible] Teacher: Okay, so what do I do, Shantiz, to keep going? Teacher: How do I keep going?",0 3248,"Multiple Students: [inaudible chatter] Teacher: Because, hundredths, Student S, hundredths. Student: [inaudible] [TARGET]Teacher: Okay, so what do I do, Shantiz, to keep going?[/TARGET] Teacher: How do I keep going? Student: 75 Teacher: Student S?",0 3249,"Teacher: Because, hundredths, Student S, hundredths. Student: [inaudible] Teacher: Okay, so what do I do, Shantiz, to keep going? [TARGET]Teacher: How do I keep going?[/TARGET] Student: 75 Teacher: Student S? Student: [inaudible]",0 3250,"Teacher: Okay, so what do I do, Shantiz, to keep going? Teacher: How do I keep going? Student: 75 [TARGET]Teacher: Student S?[/TARGET] Student: [inaudible] Teacher: Andrea? Teacher: What do I do to keep going?",0 3251,"Student: 75 Teacher: Student S? Student: [inaudible] [TARGET]Teacher: Andrea?[/TARGET] Teacher: What do I do to keep going? Teacher: So, I can solve this? Teacher: Up to the hundredths?",0 3252,"Teacher: Student S? Student: [inaudible] Teacher: Andrea? [TARGET]Teacher: What do I do to keep going?[/TARGET] Teacher: So, I can solve this? Teacher: Up to the hundredths? Teacher: Wow.",0 3253,"Student: [inaudible] Teacher: Andrea? Teacher: What do I do to keep going? [TARGET]Teacher: So, I can solve this?[/TARGET] Teacher: Up to the hundredths? Teacher: Wow. Teacher: Student A, Student A?",0 3254,"Teacher: Andrea? Teacher: What do I do to keep going? Teacher: So, I can solve this? [TARGET]Teacher: Up to the hundredths?[/TARGET] Teacher: Wow. Teacher: Student A, Student A? Teacher: What do I do to keep going?",0 3255,"Teacher: What do I do to keep going? Teacher: So, I can solve this? Teacher: Up to the hundredths? [TARGET]Teacher: Wow.[/TARGET] Teacher: Student A, Student A? Teacher: What do I do to keep going? Multiple Students: [inaudible chatter]",0 3256,"Teacher: So, I can solve this? Teacher: Up to the hundredths? Teacher: Wow. [TARGET]Teacher: Student A, Student A?[/TARGET] Teacher: What do I do to keep going? Multiple Students: [inaudible chatter] Teacher: I don't have any more dividends.",1 3257,"Teacher: Up to the hundredths? Teacher: Wow. Teacher: Student A, Student A? [TARGET]Teacher: What do I do to keep going?[/TARGET] Multiple Students: [inaudible chatter] Teacher: I don't have any more dividends. Teacher: What do I do?",0 3258,"Teacher: Student A, Student A? Teacher: What do I do to keep going? Multiple Students: [inaudible chatter] [TARGET]Teacher: I don't have any more dividends.[/TARGET] Teacher: What do I do? Teacher: I still wanna keep going, this isn't to zero. Student: Dot and drop.",0 3259,"Teacher: What do I do to keep going? Multiple Students: [inaudible chatter] Teacher: I don't have any more dividends. [TARGET]Teacher: What do I do?[/TARGET] Teacher: I still wanna keep going, this isn't to zero. Student: Dot and drop. Teacher: Dot and drop.",0 3260,"Multiple Students: [inaudible chatter] Teacher: I don't have any more dividends. Teacher: What do I do? [TARGET]Teacher: I still wanna keep going, this isn't to zero.[/TARGET] Student: Dot and drop. Teacher: Dot and drop. Teacher: Shantiz, you add a decimal and you drop a zero if you wanna keep going.",0 3261,"Teacher: What do I do? Teacher: I still wanna keep going, this isn't to zero. Student: Dot and drop. [TARGET]Teacher: Dot and drop.[/TARGET] Teacher: Shantiz, you add a decimal and you drop a zero if you wanna keep going. Student: That's what I'm doing. Multiple Students: [inaudible chatter]",0 3262,"Teacher: I still wanna keep going, this isn't to zero. Student: Dot and drop. Teacher: Dot and drop. [TARGET]Teacher: Shantiz, you add a decimal and you drop a zero if you wanna keep going.[/TARGET] Student: That's what I'm doing. Multiple Students: [inaudible chatter] Student: What number is equal to --",0 3263,"Student: That's what I'm doing. Multiple Students: [inaudible chatter] Student: What number is equal to -- [TARGET]Teacher: Thank you, Will.[/TARGET] Student: Close to, but not past 350. Teacher: 350 Student: Thank you.",0 3264,"Student: What number is equal to -- Teacher: Thank you, Will. Student: Close to, but not past 350. [TARGET]Teacher: 350[/TARGET] Student: Thank you. Teacher: I should write that in here, 350. Student: It will be four.",0 3265,"Student: Close to, but not past 350. Teacher: 350 Student: Thank you. [TARGET]Teacher: I should write that in here, 350.[/TARGET] Student: It will be four. Teacher: Is it four? Teacher: Is Will right?",0 3266,"Student: Thank you. Teacher: I should write that in here, 350. Student: It will be four. [TARGET]Teacher: Is it four?[/TARGET] Teacher: Is Will right? Teacher: Is it four? Multiple Students: Yeah.",0 3267,"Teacher: I should write that in here, 350. Student: It will be four. Teacher: Is it four? [TARGET]Teacher: Is Will right?[/TARGET] Teacher: Is it four? Multiple Students: Yeah. Teacher: Yeah?",0 3268,"Student: It will be four. Teacher: Is it four? Teacher: Is Will right? [TARGET]Teacher: Is it four?[/TARGET] Multiple Students: Yeah. Teacher: Yeah? Teacher: Will, what's 4 times 75?",0 3269,"Teacher: Is Will right? Teacher: Is it four? Multiple Students: Yeah. [TARGET]Teacher: Yeah?[/TARGET] Teacher: Will, what's 4 times 75? Student: 4 times 75 is 300. Teacher: Very good.",0 3270,"Teacher: Is it four? Multiple Students: Yeah. Teacher: Yeah? [TARGET]Teacher: Will, what's 4 times 75?[/TARGET] Student: 4 times 75 is 300. Teacher: Very good. Teacher: If you do subtraction, you get 50.",0 3271,"Teacher: Yeah? Teacher: Will, what's 4 times 75? Student: 4 times 75 is 300. [TARGET]Teacher: Very good.[/TARGET] Teacher: If you do subtraction, you get 50. Teacher: I'm on my tenths spot, I want to be in my hundredths. Teacher: So, what do I have to do?",0 3272,"Teacher: Will, what's 4 times 75? Student: 4 times 75 is 300. Teacher: Very good. [TARGET]Teacher: If you do subtraction, you get 50.[/TARGET] Teacher: I'm on my tenths spot, I want to be in my hundredths. Teacher: So, what do I have to do? Teacher: What do I have to do?",0 3273,"Student: 4 times 75 is 300. Teacher: Very good. Teacher: If you do subtraction, you get 50. [TARGET]Teacher: I'm on my tenths spot, I want to be in my hundredths.[/TARGET] Teacher: So, what do I have to do? Teacher: What do I have to do? Multiple Students: [inaudible chatter]",0 3274,"Teacher: Very good. Teacher: If you do subtraction, you get 50. Teacher: I'm on my tenths spot, I want to be in my hundredths. [TARGET]Teacher: So, what do I have to do?[/TARGET] Teacher: What do I have to do? Multiple Students: [inaudible chatter] Teacher: I wanna keep going, just so I can solve.",0 3275,"Teacher: If you do subtraction, you get 50. Teacher: I'm on my tenths spot, I want to be in my hundredths. Teacher: So, what do I have to do? [TARGET]Teacher: What do I have to do?[/TARGET] Multiple Students: [inaudible chatter] Teacher: I wanna keep going, just so I can solve. Student: Drop a zero.",0 3276,"Teacher: So, what do I have to do? Teacher: What do I have to do? Multiple Students: [inaudible chatter] [TARGET]Teacher: I wanna keep going, just so I can solve.[/TARGET] Student: Drop a zero. Teacher: Drop a zero, yeah. Teacher: We're almost done.",0 3277,"Multiple Students: [inaudible chatter] Teacher: I wanna keep going, just so I can solve. Student: Drop a zero. [TARGET]Teacher: Drop a zero, yeah.[/TARGET] Teacher: We're almost done. Teacher: I mean, it's a long process, but it's worth it. Teacher: So, what do I put right here?",0 3278,"Teacher: I wanna keep going, just so I can solve. Student: Drop a zero. Teacher: Drop a zero, yeah. [TARGET]Teacher: We're almost done.[/TARGET] Teacher: I mean, it's a long process, but it's worth it. Teacher: So, what do I put right here? Student: You put 500.",0 3279,"Student: Drop a zero. Teacher: Drop a zero, yeah. Teacher: We're almost done. [TARGET]Teacher: I mean, it's a long process, but it's worth it.[/TARGET] Teacher: So, what do I put right here? Student: You put 500. Teacher: 500, yeah.",0 3280,"Teacher: Drop a zero, yeah. Teacher: We're almost done. Teacher: I mean, it's a long process, but it's worth it. [TARGET]Teacher: So, what do I put right here?[/TARGET] Student: You put 500. Teacher: 500, yeah. Teacher: So, Student M, can you help me with this?",0 3281,"Teacher: I mean, it's a long process, but it's worth it. Teacher: So, what do I put right here? Student: You put 500. [TARGET]Teacher: 500, yeah.[/TARGET] Teacher: So, Student M, can you help me with this? Student: I know you got to put a zero first. Teacher: 75 multiplied by what number is --",0 3282,"Teacher: So, what do I put right here? Student: You put 500. Teacher: 500, yeah. [TARGET]Teacher: So, Student M, can you help me with this?[/TARGET] Student: I know you got to put a zero first. Teacher: 75 multiplied by what number is -- Multiple Students: 75 multiplied by what number is --",1 3283,"Teacher: 500, yeah. Teacher: So, Student M, can you help me with this? Student: I know you got to put a zero first. [TARGET]Teacher: 75 multiplied by what number is --[/TARGET] Multiple Students: 75 multiplied by what number is -- Teacher: Equal to, close to, but not past 500? Multiple Students: Equal to, close to, but not past 500?",0 3284,"Student: I know you got to put a zero first. Teacher: 75 multiplied by what number is -- Multiple Students: 75 multiplied by what number is -- [TARGET]Teacher: Equal to, close to, but not past 500?[/TARGET] Multiple Students: Equal to, close to, but not past 500? Teacher: Will? Student: And, that will be six.",0 3285,"Multiple Students: 75 multiplied by what number is -- Teacher: Equal to, close to, but not past 500? Multiple Students: Equal to, close to, but not past 500? [TARGET]Teacher: Will?[/TARGET] Student: And, that will be six. Teacher: Is that right? Teacher: Is it six?",0 3286,"Multiple Students: Equal to, close to, but not past 500? Teacher: Will? Student: And, that will be six. [TARGET]Teacher: Is that right?[/TARGET] Teacher: Is it six? Teacher: Okay, what's 6 times 75? Student: That would be 145.",0 3287,"Teacher: Will? Student: And, that will be six. Teacher: Is that right? [TARGET]Teacher: Is it six?[/TARGET] Teacher: Okay, what's 6 times 75? Student: That would be 145. Teacher: 4,500 is four thousand five hundred.",0 3288,"Student: And, that will be six. Teacher: Is that right? Teacher: Is it six? [TARGET]Teacher: Okay, what's 6 times 75?[/TARGET] Student: That would be 145. Teacher: 4,500 is four thousand five hundred. Student: No, 450.",0 3289,"Teacher: Is it six? Teacher: Okay, what's 6 times 75? Student: That would be 145. [TARGET]Teacher: 4,500 is four thousand five hundred.[/TARGET] Student: No, 450. Teacher: So, 450? Student: Yeah, 450.",0 3290,"Student: That would be 145. Teacher: 4,500 is four thousand five hundred. Student: No, 450. [TARGET]Teacher: So, 450?[/TARGET] Student: Yeah, 450. Multiple Students: [inaudible chatter] Teacher: You're welcome.",0 3291,"Teacher: So, 450? Student: Yeah, 450. Multiple Students: [inaudible chatter] [TARGET]Teacher: You're welcome.[/TARGET] Teacher: So, if you look here. Teacher: We could actually keep going forever. Teacher: Because, this will be another 500.",0 3292,"Student: Yeah, 450. Multiple Students: [inaudible chatter] Teacher: You're welcome. [TARGET]Teacher: So, if you look here.[/TARGET] Teacher: We could actually keep going forever. Teacher: Because, this will be another 500. Teacher: So, this - that's why I say, just go up to the hundredths.",0 3293,"Multiple Students: [inaudible chatter] Teacher: You're welcome. Teacher: So, if you look here. [TARGET]Teacher: We could actually keep going forever.[/TARGET] Teacher: Because, this will be another 500. Teacher: So, this - that's why I say, just go up to the hundredths. Teacher: So, that's the answer.",0 3294,"Teacher: You're welcome. Teacher: So, if you look here. Teacher: We could actually keep going forever. [TARGET]Teacher: Because, this will be another 500.[/TARGET] Teacher: So, this - that's why I say, just go up to the hundredths. Teacher: So, that's the answer. Teacher: The answer is 13.46.",0 3295,"Teacher: So, if you look here. Teacher: We could actually keep going forever. Teacher: Because, this will be another 500. [TARGET]Teacher: So, this - that's why I say, just go up to the hundredths.[/TARGET] Teacher: So, that's the answer. Teacher: The answer is 13.46. Teacher: That's your answer.",0 3296,"Teacher: We could actually keep going forever. Teacher: Because, this will be another 500. Teacher: So, this - that's why I say, just go up to the hundredths. [TARGET]Teacher: So, that's the answer.[/TARGET] Teacher: The answer is 13.46. Teacher: That's your answer. Multiple Students: [inaudible chatter]",0 3297,"Teacher: Because, this will be another 500. Teacher: So, this - that's why I say, just go up to the hundredths. Teacher: So, that's the answer. [TARGET]Teacher: The answer is 13.46.[/TARGET] Teacher: That's your answer. Multiple Students: [inaudible chatter] Teacher: For the next --",0 3298,"Teacher: So, this - that's why I say, just go up to the hundredths. Teacher: So, that's the answer. Teacher: The answer is 13.46. [TARGET]Teacher: That's your answer.[/TARGET] Multiple Students: [inaudible chatter] Teacher: For the next -- Student: No, it's 13.",0 3299,"Teacher: The answer is 13.46. Teacher: That's your answer. Multiple Students: [inaudible chatter] [TARGET]Teacher: For the next --[/TARGET] Student: No, it's 13. Teacher: Next, 15 minutes work on these right here. Student: We already doing it.",1 3300,"Multiple Students: [inaudible chatter] Teacher: For the next -- Student: No, it's 13. [TARGET]Teacher: Next, 15 minutes work on these right here.[/TARGET] Student: We already doing it. Teacher: Okay. Teacher: That's your work.",1 3301,"Teacher: Next, 15 minutes work on these right here. Student: We already doing it. Teacher: Okay. [TARGET]Teacher: That's your work.[/TARGET] Teacher: I'm gonna be walking around. Teacher: This is math. Teacher: No, until we're done with this in 10 minutes.",1 3302,"Student: We already doing it. Teacher: Okay. Teacher: That's your work. [TARGET]Teacher: I'm gonna be walking around.[/TARGET] Teacher: This is math. Teacher: No, until we're done with this in 10 minutes. Student: And, then we do some more math.",1 3303,"Teacher: Okay. Teacher: That's your work. Teacher: I'm gonna be walking around. [TARGET]Teacher: This is math.[/TARGET] Teacher: No, until we're done with this in 10 minutes. Student: And, then we do some more math. Teacher: Do something else.",1 3304,"Teacher: That's your work. Teacher: I'm gonna be walking around. Teacher: This is math. [TARGET]Teacher: No, until we're done with this in 10 minutes.[/TARGET] Student: And, then we do some more math. Teacher: Do something else. Student: Science?",1 3305,"Teacher: This is math. Teacher: No, until we're done with this in 10 minutes. Student: And, then we do some more math. [TARGET]Teacher: Do something else.[/TARGET] Student: Science? Student: No, no, no. Teacher: I like how the boys in the front are working, and Student D. Careful with that.",1 3306,"Teacher: Do something else. Student: Science? Student: No, no, no. [TARGET]Teacher: I like how the boys in the front are working, and Student D. Careful with that.[/TARGET] Teacher: I like how the ladies are working at the table. Multiple Students: [inaudible chatter] Teacher: What's that?",1 3307,"Student: Science? Student: No, no, no. Teacher: I like how the boys in the front are working, and Student D. Careful with that. [TARGET]Teacher: I like how the ladies are working at the table.[/TARGET] Multiple Students: [inaudible chatter] Teacher: What's that? Teacher: Okay, so you're 90?",1 3308,"Teacher: I like how the boys in the front are working, and Student D. Careful with that. Teacher: I like how the ladies are working at the table. Multiple Students: [inaudible chatter] [TARGET]Teacher: What's that?[/TARGET] Teacher: Okay, so you're 90? Teacher: First of all, write it if you can. Multiple Students: [inaudible chatter]",0 3309,"Teacher: I like how the ladies are working at the table. Multiple Students: [inaudible chatter] Teacher: What's that? [TARGET]Teacher: Okay, so you're 90?[/TARGET] Teacher: First of all, write it if you can. Multiple Students: [inaudible chatter] Teacher: Okay, where's your fact family sheet?",0 3310,"Multiple Students: [inaudible chatter] Teacher: What's that? Teacher: Okay, so you're 90? [TARGET]Teacher: First of all, write it if you can.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay, where's your fact family sheet? Teacher: No, no, the sheet with the facts.",1 3311,"Teacher: Okay, so you're 90? Teacher: First of all, write it if you can. Multiple Students: [inaudible chatter] [TARGET]Teacher: Okay, where's your fact family sheet?[/TARGET] Teacher: No, no, the sheet with the facts. Student: I need that. Teacher: Okay, that's why I had you guys - I don't have enough.",1 3312,"Teacher: First of all, write it if you can. Multiple Students: [inaudible chatter] Teacher: Okay, where's your fact family sheet? [TARGET]Teacher: No, no, the sheet with the facts.[/TARGET] Student: I need that. Teacher: Okay, that's why I had you guys - I don't have enough. Teacher: You guys need to share.",1 3313,"Teacher: Okay, where's your fact family sheet? Teacher: No, no, the sheet with the facts. Student: I need that. [TARGET]Teacher: Okay, that's why I had you guys - I don't have enough.[/TARGET] Teacher: You guys need to share. Teacher: Okay, so these are the fact families for 90. Multiple Students: [inaudible chatter]",1 3314,"Teacher: No, no, the sheet with the facts. Student: I need that. Teacher: Okay, that's why I had you guys - I don't have enough. [TARGET]Teacher: You guys need to share.[/TARGET] Teacher: Okay, so these are the fact families for 90. Multiple Students: [inaudible chatter] Teacher: Okay, this is where you're gonna be looking.",1 3315,"Student: I need that. Teacher: Okay, that's why I had you guys - I don't have enough. Teacher: You guys need to share. [TARGET]Teacher: Okay, so these are the fact families for 90.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay, this is where you're gonna be looking. Teacher: All right, so first thing is you look at 90 goes into 3.",0 3316,"Teacher: You guys need to share. Teacher: Okay, so these are the fact families for 90. Multiple Students: [inaudible chatter] [TARGET]Teacher: Okay, this is where you're gonna be looking.[/TARGET] Teacher: All right, so first thing is you look at 90 goes into 3. Teacher: How many times does 90 go into 3? Student: Zero.",1 3317,"Teacher: Okay, so these are the fact families for 90. Multiple Students: [inaudible chatter] Teacher: Okay, this is where you're gonna be looking. [TARGET]Teacher: All right, so first thing is you look at 90 goes into 3.[/TARGET] Teacher: How many times does 90 go into 3? Student: Zero. Teacher: Yeah, it goes in - so you put zero right on top of it.",0 3318,"Multiple Students: [inaudible chatter] Teacher: Okay, this is where you're gonna be looking. Teacher: All right, so first thing is you look at 90 goes into 3. [TARGET]Teacher: How many times does 90 go into 3?[/TARGET] Student: Zero. Teacher: Yeah, it goes in - so you put zero right on top of it. Teacher: You're gonna get it.",0 3319,"Teacher: All right, so first thing is you look at 90 goes into 3. Teacher: How many times does 90 go into 3? Student: Zero. [TARGET]Teacher: Yeah, it goes in - so you put zero right on top of it.[/TARGET] Teacher: You're gonna get it. Teacher: Now, you look at these two numbers. Teacher: So, 90 goes into 31 how many times?",0 3320,"Teacher: How many times does 90 go into 3? Student: Zero. Teacher: Yeah, it goes in - so you put zero right on top of it. [TARGET]Teacher: You're gonna get it.[/TARGET] Teacher: Now, you look at these two numbers. Teacher: So, 90 goes into 31 how many times? Teacher: Which number's bigger, 90 or 31?",0 3321,"Student: Zero. Teacher: Yeah, it goes in - so you put zero right on top of it. Teacher: You're gonna get it. [TARGET]Teacher: Now, you look at these two numbers.[/TARGET] Teacher: So, 90 goes into 31 how many times? Teacher: Which number's bigger, 90 or 31? Student: 90",0 3322,"Teacher: Yeah, it goes in - so you put zero right on top of it. Teacher: You're gonna get it. Teacher: Now, you look at these two numbers. [TARGET]Teacher: So, 90 goes into 31 how many times?[/TARGET] Teacher: Which number's bigger, 90 or 31? Student: 90 Teacher: Yeah, so it'll be zero.",0 3323,"Teacher: You're gonna get it. Teacher: Now, you look at these two numbers. Teacher: So, 90 goes into 31 how many times? [TARGET]Teacher: Which number's bigger, 90 or 31?[/TARGET] Student: 90 Teacher: Yeah, so it'll be zero. Teacher: Any time it's a bigger number, zero.",0 3324,"Teacher: So, 90 goes into 31 how many times? Teacher: Which number's bigger, 90 or 31? Student: 90 [TARGET]Teacher: Yeah, so it'll be zero.[/TARGET] Teacher: Any time it's a bigger number, zero. Teacher: Now, how many times does 90 go into 310? Teacher: So, look at this, okay?",0 3325,"Teacher: Which number's bigger, 90 or 31? Student: 90 Teacher: Yeah, so it'll be zero. [TARGET]Teacher: Any time it's a bigger number, zero.[/TARGET] Teacher: Now, how many times does 90 go into 310? Teacher: So, look at this, okay? Teacher: So, the divisor is 90 and this is 310, okay?",0 3326,"Student: 90 Teacher: Yeah, so it'll be zero. Teacher: Any time it's a bigger number, zero. [TARGET]Teacher: Now, how many times does 90 go into 310?[/TARGET] Teacher: So, look at this, okay? Teacher: So, the divisor is 90 and this is 310, okay? Teacher: So, 90 multiplied by what number --",0 3327,"Teacher: Yeah, so it'll be zero. Teacher: Any time it's a bigger number, zero. Teacher: Now, how many times does 90 go into 310? [TARGET]Teacher: So, look at this, okay?[/TARGET] Teacher: So, the divisor is 90 and this is 310, okay? Teacher: So, 90 multiplied by what number -- Student: 90 multiplied by what number --",0 3328,"Teacher: Any time it's a bigger number, zero. Teacher: Now, how many times does 90 go into 310? Teacher: So, look at this, okay? [TARGET]Teacher: So, the divisor is 90 and this is 310, okay?[/TARGET] Teacher: So, 90 multiplied by what number -- Student: 90 multiplied by what number -- Teacher: Is equal to, close to, but not past 310?",0 3329,"Teacher: Now, how many times does 90 go into 310? Teacher: So, look at this, okay? Teacher: So, the divisor is 90 and this is 310, okay? [TARGET]Teacher: So, 90 multiplied by what number --[/TARGET] Student: 90 multiplied by what number -- Teacher: Is equal to, close to, but not past 310? Student: Is equal to, close to, but not past 310?",0 3330,"Teacher: So, the divisor is 90 and this is 310, okay? Teacher: So, 90 multiplied by what number -- Student: 90 multiplied by what number -- [TARGET]Teacher: Is equal to, close to, but not past 310?[/TARGET] Student: Is equal to, close to, but not past 310? Teacher: So, look here. Teacher: Yeah, I agree, I think that's pretty close.",0 3331,"Student: 90 multiplied by what number -- Teacher: Is equal to, close to, but not past 310? Student: Is equal to, close to, but not past 310? [TARGET]Teacher: So, look here.[/TARGET] Teacher: Yeah, I agree, I think that's pretty close. Teacher: Because, that's past it, so you can put a three right on top. Student: Zero.",0 3332,"Teacher: Is equal to, close to, but not past 310? Student: Is equal to, close to, but not past 310? Teacher: So, look here. [TARGET]Teacher: Yeah, I agree, I think that's pretty close.[/TARGET] Teacher: Because, that's past it, so you can put a three right on top. Student: Zero. Teacher: And, then 3 times 90?",0 3333,"Student: Is equal to, close to, but not past 310? Teacher: So, look here. Teacher: Yeah, I agree, I think that's pretty close. [TARGET]Teacher: Because, that's past it, so you can put a three right on top.[/TARGET] Student: Zero. Teacher: And, then 3 times 90? Teacher: Uh-huh, good.",0 3334,"Teacher: Yeah, I agree, I think that's pretty close. Teacher: Because, that's past it, so you can put a three right on top. Student: Zero. [TARGET]Teacher: And, then 3 times 90?[/TARGET] Teacher: Uh-huh, good. Teacher: It's right there. Student: 27?",0 3335,"Teacher: Because, that's past it, so you can put a three right on top. Student: Zero. Teacher: And, then 3 times 90? [TARGET]Teacher: Uh-huh, good.[/TARGET] Teacher: It's right there. Student: 27? Teacher: No, it's 270.",0 3336,"Student: Zero. Teacher: And, then 3 times 90? Teacher: Uh-huh, good. [TARGET]Teacher: It's right there.[/TARGET] Student: 27? Teacher: No, it's 270. Teacher: You just put it right under the 310.",0 3337,"Teacher: Uh-huh, good. Teacher: It's right there. Student: 27? [TARGET]Teacher: No, it's 270.[/TARGET] Teacher: You just put it right under the 310. Teacher: Yeah, just like that. Teacher: Okay?",0 3338,"Teacher: It's right there. Student: 27? Teacher: No, it's 270. [TARGET]Teacher: You just put it right under the 310.[/TARGET] Teacher: Yeah, just like that. Teacher: Okay? Multiple Students: [inaudible chatter]",0 3339,"Student: 27? Teacher: No, it's 270. Teacher: You just put it right under the 310. [TARGET]Teacher: Yeah, just like that.[/TARGET] Teacher: Okay? Multiple Students: [inaudible chatter] Teacher: Okay, so first is 90 into 3, which is zero.",0 3340,"Teacher: Yeah, just like that. Teacher: Okay? Multiple Students: [inaudible chatter] [TARGET]Teacher: Okay, so first is 90 into 3, which is zero.[/TARGET] Teacher: Then, 90 into 31. Teacher: So, how did you plug it in? Student: I said 90, this and then I tried --",0 3341,"Teacher: Okay? Multiple Students: [inaudible chatter] Teacher: Okay, so first is 90 into 3, which is zero. [TARGET]Teacher: Then, 90 into 31.[/TARGET] Teacher: So, how did you plug it in? Student: I said 90, this and then I tried -- Teacher: No, you would do 310 first.",0 3342,"Multiple Students: [inaudible chatter] Teacher: Okay, so first is 90 into 3, which is zero. Teacher: Then, 90 into 31. [TARGET]Teacher: So, how did you plug it in?[/TARGET] Student: I said 90, this and then I tried -- Teacher: No, you would do 310 first. Teacher: So, 310 - this would be the answer though.",0 3343,"Teacher: Then, 90 into 31. Teacher: So, how did you plug it in? Student: I said 90, this and then I tried -- [TARGET]Teacher: No, you would do 310 first.[/TARGET] Teacher: So, 310 - this would be the answer though. Teacher: 310 divided by 90, okay? Teacher: It's 3.44.",0 3344,"Teacher: So, how did you plug it in? Student: I said 90, this and then I tried -- Teacher: No, you would do 310 first. [TARGET]Teacher: So, 310 - this would be the answer though.[/TARGET] Teacher: 310 divided by 90, okay? Teacher: It's 3.44. Teacher: But --",0 3345,"Student: I said 90, this and then I tried -- Teacher: No, you would do 310 first. Teacher: So, 310 - this would be the answer though. [TARGET]Teacher: 310 divided by 90, okay?[/TARGET] Teacher: It's 3.44. Teacher: But -- Student: 3.44?",0 3346,"Teacher: No, you would do 310 first. Teacher: So, 310 - this would be the answer though. Teacher: 310 divided by 90, okay? [TARGET]Teacher: It's 3.44.[/TARGET] Teacher: But -- Student: 3.44? Teacher: Yeah.",0 3347,"Teacher: So, 310 - this would be the answer though. Teacher: 310 divided by 90, okay? Teacher: It's 3.44. [TARGET]Teacher: But --[/TARGET] Student: 3.44? Teacher: Yeah. Teacher: 3.44.",0 3348,"Teacher: It's 3.44. Teacher: But -- Student: 3.44? [TARGET]Teacher: Yeah.[/TARGET] Teacher: 3.44. Teacher: You just go up to the hundredths, you don't - you go up to the hundredths. Teacher: Two spaces after the decimal.",0 3349,"Teacher: But -- Student: 3.44? Teacher: Yeah. [TARGET]Teacher: 3.44.[/TARGET] Teacher: You just go up to the hundredths, you don't - you go up to the hundredths. Teacher: Two spaces after the decimal. Teacher: So, that's as far as you go.",0 3350,"Student: 3.44? Teacher: Yeah. Teacher: 3.44. [TARGET]Teacher: You just go up to the hundredths, you don't - you go up to the hundredths.[/TARGET] Teacher: Two spaces after the decimal. Teacher: So, that's as far as you go. Teacher: You don't - you can go on forever.",0 3351,"Teacher: Yeah. Teacher: 3.44. Teacher: You just go up to the hundredths, you don't - you go up to the hundredths. [TARGET]Teacher: Two spaces after the decimal.[/TARGET] Teacher: So, that's as far as you go. Teacher: You don't - you can go on forever. Teacher: But, that's not what I'm trying to teach you.",0 3352,"Teacher: 3.44. Teacher: You just go up to the hundredths, you don't - you go up to the hundredths. Teacher: Two spaces after the decimal. [TARGET]Teacher: So, that's as far as you go.[/TARGET] Teacher: You don't - you can go on forever. Teacher: But, that's not what I'm trying to teach you. Teacher: I'm trying to teach you to just look at this.",0 3353,"Teacher: You just go up to the hundredths, you don't - you go up to the hundredths. Teacher: Two spaces after the decimal. Teacher: So, that's as far as you go. [TARGET]Teacher: You don't - you can go on forever.[/TARGET] Teacher: But, that's not what I'm trying to teach you. Teacher: I'm trying to teach you to just look at this. Teacher: You have your fact families for 90s right here.",0 3354,"Teacher: Two spaces after the decimal. Teacher: So, that's as far as you go. Teacher: You don't - you can go on forever. [TARGET]Teacher: But, that's not what I'm trying to teach you.[/TARGET] Teacher: I'm trying to teach you to just look at this. Teacher: You have your fact families for 90s right here. Teacher: Okay?",0 3355,"Teacher: So, that's as far as you go. Teacher: You don't - you can go on forever. Teacher: But, that's not what I'm trying to teach you. [TARGET]Teacher: I'm trying to teach you to just look at this.[/TARGET] Teacher: You have your fact families for 90s right here. Teacher: Okay? Teacher: You have this.",0 3356,"Teacher: You don't - you can go on forever. Teacher: But, that's not what I'm trying to teach you. Teacher: I'm trying to teach you to just look at this. [TARGET]Teacher: You have your fact families for 90s right here.[/TARGET] Teacher: Okay? Teacher: You have this. Teacher: You can put a 90 right here if you want.",0 3357,"Teacher: I'm trying to teach you to just look at this. Teacher: You have your fact families for 90s right here. Teacher: Okay? [TARGET]Teacher: You have this.[/TARGET] Teacher: You can put a 90 right here if you want. Teacher: So, 90 goes into 31 how many times? Student: [inaudible]",0 3358,"Teacher: You have your fact families for 90s right here. Teacher: Okay? Teacher: You have this. [TARGET]Teacher: You can put a 90 right here if you want.[/TARGET] Teacher: So, 90 goes into 31 how many times? Student: [inaudible] Teacher: Which number's bigger?",0 3359,"Teacher: Okay? Teacher: You have this. Teacher: You can put a 90 right here if you want. [TARGET]Teacher: So, 90 goes into 31 how many times?[/TARGET] Student: [inaudible] Teacher: Which number's bigger? Teacher: Which number's bigger, the 90 or the 31?",0 3360,"Teacher: You can put a 90 right here if you want. Teacher: So, 90 goes into 31 how many times? Student: [inaudible] [TARGET]Teacher: Which number's bigger?[/TARGET] Teacher: Which number's bigger, the 90 or the 31? Student: 90 Teacher: Yeah.",0 3361,"Teacher: So, 90 goes into 31 how many times? Student: [inaudible] Teacher: Which number's bigger? [TARGET]Teacher: Which number's bigger, the 90 or the 31?[/TARGET] Student: 90 Teacher: Yeah. Teacher: So, it's gonna be a zero then.",0 3362,"Teacher: Which number's bigger? Teacher: Which number's bigger, the 90 or the 31? Student: 90 [TARGET]Teacher: Yeah.[/TARGET] Teacher: So, it's gonna be a zero then. Teacher: It can't go into it. Teacher: It's zero.",0 3363,"Teacher: Which number's bigger, the 90 or the 31? Student: 90 Teacher: Yeah. [TARGET]Teacher: So, it's gonna be a zero then.[/TARGET] Teacher: It can't go into it. Teacher: It's zero. Teacher: Then, 90 goes into 310.",0 3364,"Student: 90 Teacher: Yeah. Teacher: So, it's gonna be a zero then. [TARGET]Teacher: It can't go into it.[/TARGET] Teacher: It's zero. Teacher: Then, 90 goes into 310. Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310?",0 3365,"Teacher: Yeah. Teacher: So, it's gonna be a zero then. Teacher: It can't go into it. [TARGET]Teacher: It's zero.[/TARGET] Teacher: Then, 90 goes into 310. Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310? Teacher: Look here.",0 3366,"Teacher: So, it's gonna be a zero then. Teacher: It can't go into it. Teacher: It's zero. [TARGET]Teacher: Then, 90 goes into 310.[/TARGET] Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310? Teacher: Look here. Teacher: Look here.",0 3367,"Teacher: It can't go into it. Teacher: It's zero. Teacher: Then, 90 goes into 310. [TARGET]Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310?[/TARGET] Teacher: Look here. Teacher: Look here. Teacher: Please, whisper it in my ear.",0 3368,"Teacher: It's zero. Teacher: Then, 90 goes into 310. Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310? [TARGET]Teacher: Look here.[/TARGET] Teacher: Look here. Teacher: Please, whisper it in my ear. Student: [inaudible]",1 3369,"Teacher: Then, 90 goes into 310. Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310? Teacher: Look here. [TARGET]Teacher: Look here.[/TARGET] Teacher: Please, whisper it in my ear. Student: [inaudible] Teacher: Are you sure?",1 3370,"Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310? Teacher: Look here. Teacher: Look here. [TARGET]Teacher: Please, whisper it in my ear.[/TARGET] Student: [inaudible] Teacher: Are you sure? Teacher: I'm just asking you.",1 3371,"Teacher: Look here. Teacher: Please, whisper it in my ear. Student: [inaudible] [TARGET]Teacher: Are you sure?[/TARGET] Teacher: I'm just asking you. Student: I don't know. Student: Maybe.",0 3372,"Teacher: Please, whisper it in my ear. Student: [inaudible] Teacher: Are you sure? [TARGET]Teacher: I'm just asking you.[/TARGET] Student: I don't know. Student: Maybe. Teacher: Is it, no.",0 3373,"Teacher: I'm just asking you. Student: I don't know. Student: Maybe. [TARGET]Teacher: Is it, no.[/TARGET] Teacher: Times what number. Teacher: Multiplied by what number? Teacher: 90 times 300 - yeah, that's the right answer.",0 3374,"Student: I don't know. Student: Maybe. Teacher: Is it, no. [TARGET]Teacher: Times what number.[/TARGET] Teacher: Multiplied by what number? Teacher: 90 times 300 - yeah, that's the right answer. Teacher: It's three.",0 3375,"Student: Maybe. Teacher: Is it, no. Teacher: Times what number. [TARGET]Teacher: Multiplied by what number?[/TARGET] Teacher: 90 times 300 - yeah, that's the right answer. Teacher: It's three. Teacher: It's three.",0 3376,"Teacher: Is it, no. Teacher: Times what number. Teacher: Multiplied by what number? [TARGET]Teacher: 90 times 300 - yeah, that's the right answer.[/TARGET] Teacher: It's three. Teacher: It's three. Teacher: 90 multiplied by 3 is close to 310.",0 3377,"Teacher: Times what number. Teacher: Multiplied by what number? Teacher: 90 times 300 - yeah, that's the right answer. [TARGET]Teacher: It's three.[/TARGET] Teacher: It's three. Teacher: 90 multiplied by 3 is close to 310. Teacher: So, you would put a three right here.",0 3378,"Teacher: Multiplied by what number? Teacher: 90 times 300 - yeah, that's the right answer. Teacher: It's three. [TARGET]Teacher: It's three.[/TARGET] Teacher: 90 multiplied by 3 is close to 310. Teacher: So, you would put a three right here. Teacher: 3 times 90 is what?",0 3379,"Teacher: 90 times 300 - yeah, that's the right answer. Teacher: It's three. Teacher: It's three. [TARGET]Teacher: 90 multiplied by 3 is close to 310.[/TARGET] Teacher: So, you would put a three right here. Teacher: 3 times 90 is what? Student: [inaudible]",0 3380,"Teacher: It's three. Teacher: It's three. Teacher: 90 multiplied by 3 is close to 310. [TARGET]Teacher: So, you would put a three right here.[/TARGET] Teacher: 3 times 90 is what? Student: [inaudible] Teacher: It's right there, you don't even have to think.",0 3381,"Teacher: It's three. Teacher: 90 multiplied by 3 is close to 310. Teacher: So, you would put a three right here. [TARGET]Teacher: 3 times 90 is what?[/TARGET] Student: [inaudible] Teacher: It's right there, you don't even have to think. Teacher: It's right there.",0 3382,"Teacher: So, you would put a three right here. Teacher: 3 times 90 is what? Student: [inaudible] [TARGET]Teacher: It's right there, you don't even have to think.[/TARGET] Teacher: It's right there. Teacher: I'll be with you in a moment. Student: 3 times 90 is 270.",0 3383,"Teacher: 3 times 90 is what? Student: [inaudible] Teacher: It's right there, you don't even have to think. [TARGET]Teacher: It's right there.[/TARGET] Teacher: I'll be with you in a moment. Student: 3 times 90 is 270. Teacher: 270, yeah.",0 3384,"Student: [inaudible] Teacher: It's right there, you don't even have to think. Teacher: It's right there. [TARGET]Teacher: I'll be with you in a moment.[/TARGET] Student: 3 times 90 is 270. Teacher: 270, yeah. Teacher: Okay, then you do subtraction.",1 3385,"Teacher: It's right there. Teacher: I'll be with you in a moment. Student: 3 times 90 is 270. [TARGET]Teacher: 270, yeah.[/TARGET] Teacher: Okay, then you do subtraction. Student: You said, 3 times 90. Teacher: It's the same.",0 3386,"Teacher: I'll be with you in a moment. Student: 3 times 90 is 270. Teacher: 270, yeah. [TARGET]Teacher: Okay, then you do subtraction.[/TARGET] Student: You said, 3 times 90. Teacher: It's the same. Teacher: One plus two is the same as two plus one.",0 3387,"Teacher: 270, yeah. Teacher: Okay, then you do subtraction. Student: You said, 3 times 90. [TARGET]Teacher: It's the same.[/TARGET] Teacher: One plus two is the same as two plus one. Teacher: It's relationship. Teacher: Multiplication and addition have a relationship where it doesn't matter what order you say it in, it's the same sum.",0 3388,"Teacher: Okay, then you do subtraction. Student: You said, 3 times 90. Teacher: It's the same. [TARGET]Teacher: One plus two is the same as two plus one.[/TARGET] Teacher: It's relationship. Teacher: Multiplication and addition have a relationship where it doesn't matter what order you say it in, it's the same sum. Student: Mr. H?",0 3389,"Student: You said, 3 times 90. Teacher: It's the same. Teacher: One plus two is the same as two plus one. [TARGET]Teacher: It's relationship.[/TARGET] Teacher: Multiplication and addition have a relationship where it doesn't matter what order you say it in, it's the same sum. Student: Mr. H? Teacher: Yeah.",0 3390,"Teacher: It's the same. Teacher: One plus two is the same as two plus one. Teacher: It's relationship. [TARGET]Teacher: Multiplication and addition have a relationship where it doesn't matter what order you say it in, it's the same sum.[/TARGET] Student: Mr. H? Teacher: Yeah. Student: Do you have [inaudible]",0 3391,"Teacher: It's relationship. Teacher: Multiplication and addition have a relationship where it doesn't matter what order you say it in, it's the same sum. Student: Mr. H? [TARGET]Teacher: Yeah.[/TARGET] Student: Do you have [inaudible] Teacher: Will, I heard you calling my name. Teacher: What's up?",0 3392,"Student: Mr. H? Teacher: Yeah. Student: Do you have [inaudible] [TARGET]Teacher: Will, I heard you calling my name.[/TARGET] Teacher: What's up? Student: [inaudible] Teacher: Which one?",0 3393,"Teacher: Yeah. Student: Do you have [inaudible] Teacher: Will, I heard you calling my name. [TARGET]Teacher: What's up?[/TARGET] Student: [inaudible] Teacher: Which one? Teacher: Is that one or two?",0 3394,"Teacher: Will, I heard you calling my name. Teacher: What's up? Student: [inaudible] [TARGET]Teacher: Which one?[/TARGET] Teacher: Is that one or two? Student: 90 goes into 310. Teacher: Yeah.",0 3395,Teacher: What's up? Student: [inaudible] Teacher: Which one? [TARGET]Teacher: Is that one or two?[/TARGET] Student: 90 goes into 310. Teacher: Yeah. Student: Would be three.,0 3396,"Teacher: Which one? Teacher: Is that one or two? Student: 90 goes into 310. [TARGET]Teacher: Yeah.[/TARGET] Student: Would be three. Teacher: Yeah. Teacher: So, what didn't you get about it?",0 3397,"Student: 90 goes into 310. Teacher: Yeah. Student: Would be three. [TARGET]Teacher: Yeah.[/TARGET] Teacher: So, what didn't you get about it? Student: Well, I got it -- Teacher: You put a three right here.",0 3398,"Teacher: Yeah. Student: Would be three. Teacher: Yeah. [TARGET]Teacher: So, what didn't you get about it?[/TARGET] Student: Well, I got it -- Teacher: You put a three right here. Student: And, a three.",0 3399,"Teacher: Yeah. Teacher: So, what didn't you get about it? Student: Well, I got it -- [TARGET]Teacher: You put a three right here.[/TARGET] Student: And, a three. Teacher: And, then 3 times 90. Student: 3 times 90, that would be 270.",0 3400,"Student: Well, I got it -- Teacher: You put a three right here. Student: And, a three. [TARGET]Teacher: And, then 3 times 90.[/TARGET] Student: 3 times 90, that would be 270. Teacher: Yeah, you put 270 right under the 310. Teacher: There you go.",0 3401,"Student: And, a three. Teacher: And, then 3 times 90. Student: 3 times 90, that would be 270. [TARGET]Teacher: Yeah, you put 270 right under the 310.[/TARGET] Teacher: There you go. Teacher: Yes. Teacher: Not right now.",0 3402,"Teacher: And, then 3 times 90. Student: 3 times 90, that would be 270. Teacher: Yeah, you put 270 right under the 310. [TARGET]Teacher: There you go.[/TARGET] Teacher: Yes. Teacher: Not right now. Teacher: [inaudible]",0 3403,"Student: 3 times 90, that would be 270. Teacher: Yeah, you put 270 right under the 310. Teacher: There you go. [TARGET]Teacher: Yes.[/TARGET] Teacher: Not right now. Teacher: [inaudible] Multiple Students: [inaudible chatter]",0 3404,"Teacher: Yeah, you put 270 right under the 310. Teacher: There you go. Teacher: Yes. [TARGET]Teacher: Not right now.[/TARGET] Teacher: [inaudible] Multiple Students: [inaudible chatter] Teacher: For a moment.",1 3405,Teacher: Not right now. Teacher: [inaudible] Multiple Students: [inaudible chatter] [TARGET]Teacher: For a moment.[/TARGET] Teacher: Yeah? Teacher: Okay. Multiple Students: [inaudible chatter],1 3406,"Teacher: [inaudible] Multiple Students: [inaudible chatter] Teacher: For a moment. [TARGET]Teacher: Yeah?[/TARGET] Teacher: Okay. Multiple Students: [inaudible chatter] Teacher: Oh, no, what you do is - so you ended up, sorry --",0 3407,"Teacher: Yeah? Teacher: Okay. Multiple Students: [inaudible chatter] [TARGET]Teacher: Oh, no, what you do is - so you ended up, sorry --[/TARGET] Student: [inaudible] Teacher: Okay, it doesn't go into 160. Teacher: So, you got to drop.",0 3408,"Multiple Students: [inaudible chatter] Teacher: Oh, no, what you do is - so you ended up, sorry -- Student: [inaudible] [TARGET]Teacher: Okay, it doesn't go into 160.[/TARGET] Teacher: So, you got to drop. Teacher: It's 1,600. Teacher: Actually, no, wait - yeah.",0 3409,"Teacher: Oh, no, what you do is - so you ended up, sorry -- Student: [inaudible] Teacher: Okay, it doesn't go into 160. [TARGET]Teacher: So, you got to drop.[/TARGET] Teacher: It's 1,600. Teacher: Actually, no, wait - yeah. Teacher: So, look at - you might need a calculator to figure it out to 1,600.",0 3410,"Student: [inaudible] Teacher: Okay, it doesn't go into 160. Teacher: So, you got to drop. [TARGET]Teacher: It's 1,600.[/TARGET] Teacher: Actually, no, wait - yeah. Teacher: So, look at - you might need a calculator to figure it out to 1,600. Teacher: I'm only going up to 10 right here.",0 3411,"Teacher: Okay, it doesn't go into 160. Teacher: So, you got to drop. Teacher: It's 1,600. [TARGET]Teacher: Actually, no, wait - yeah.[/TARGET] Teacher: So, look at - you might need a calculator to figure it out to 1,600. Teacher: I'm only going up to 10 right here. Teacher: You math is wrong.",0 3412,"Teacher: So, you got to drop. Teacher: It's 1,600. Teacher: Actually, no, wait - yeah. [TARGET]Teacher: So, look at - you might need a calculator to figure it out to 1,600.[/TARGET] Teacher: I'm only going up to 10 right here. Teacher: You math is wrong. Teacher: That's why I'm having a problem with this.",0 3413,"Teacher: It's 1,600. Teacher: Actually, no, wait - yeah. Teacher: So, look at - you might need a calculator to figure it out to 1,600. [TARGET]Teacher: I'm only going up to 10 right here.[/TARGET] Teacher: You math is wrong. Teacher: That's why I'm having a problem with this. Teacher: Okay.",0 3414,"Teacher: Actually, no, wait - yeah. Teacher: So, look at - you might need a calculator to figure it out to 1,600. Teacher: I'm only going up to 10 right here. [TARGET]Teacher: You math is wrong.[/TARGET] Teacher: That's why I'm having a problem with this. Teacher: Okay. Multiple Students: [inaudible chatter]",0 3415,"Teacher: So, look at - you might need a calculator to figure it out to 1,600. Teacher: I'm only going up to 10 right here. Teacher: You math is wrong. [TARGET]Teacher: That's why I'm having a problem with this.[/TARGET] Teacher: Okay. Multiple Students: [inaudible chatter] Teacher: 2, it's 11.",0 3416,"Teacher: That's why I'm having a problem with this. Teacher: Okay. Multiple Students: [inaudible chatter] [TARGET]Teacher: 2, it's 11.[/TARGET] Teacher: So, zero and four. Teacher: And, then you drop the zero. Teacher: There you go.",0 3417,"Teacher: Okay. Multiple Students: [inaudible chatter] Teacher: 2, it's 11. [TARGET]Teacher: So, zero and four.[/TARGET] Teacher: And, then you drop the zero. Teacher: There you go. Teacher: So, 90 goes into 400 how many times?",0 3418,"Multiple Students: [inaudible chatter] Teacher: 2, it's 11. Teacher: So, zero and four. [TARGET]Teacher: And, then you drop the zero.[/TARGET] Teacher: There you go. Teacher: So, 90 goes into 400 how many times? Teacher: It should be?",0 3419,"Teacher: 2, it's 11. Teacher: So, zero and four. Teacher: And, then you drop the zero. [TARGET]Teacher: There you go.[/TARGET] Teacher: So, 90 goes into 400 how many times? Teacher: It should be? Student: Oh, that's why that don't go right.",0 3420,"Teacher: So, zero and four. Teacher: And, then you drop the zero. Teacher: There you go. [TARGET]Teacher: So, 90 goes into 400 how many times?[/TARGET] Teacher: It should be? Student: Oh, that's why that don't go right. Teacher: Yeah.",0 3421,"Teacher: And, then you drop the zero. Teacher: There you go. Teacher: So, 90 goes into 400 how many times? [TARGET]Teacher: It should be?[/TARGET] Student: Oh, that's why that don't go right. Teacher: Yeah. Student: Mr. H?",0 3422,"Teacher: So, 90 goes into 400 how many times? Teacher: It should be? Student: Oh, that's why that don't go right. [TARGET]Teacher: Yeah.[/TARGET] Student: Mr. H? Teacher: Ask Student A where she put that extra one. Teacher: Yes, sir?",0 3423,"Student: Oh, that's why that don't go right. Teacher: Yeah. Student: Mr. H? [TARGET]Teacher: Ask Student A where she put that extra one.[/TARGET] Teacher: Yes, sir? Student: Look. Student: I dropped down the year.",1 3424,"Teacher: Yeah. Student: Mr. H? Teacher: Ask Student A where she put that extra one. [TARGET]Teacher: Yes, sir?[/TARGET] Student: Look. Student: I dropped down the year. Teacher: Yeah, you did 40, then now you got to drop.",0 3425,"Teacher: Yes, sir? Student: Look. Student: I dropped down the year. [TARGET]Teacher: Yeah, you did 40, then now you got to drop.[/TARGET] Student: So, that is dropped. Student: [inaudible chatter] Multiple Students: [inaudible chatter]",0 3426,"Student: So, that is dropped. Student: [inaudible chatter] Multiple Students: [inaudible chatter] [TARGET]Teacher: So, 90 goes into 400 how many times?[/TARGET] Student: 360 Teacher: No, no, not 360. Student: It's four times.",0 3427,"Multiple Students: [inaudible chatter] Teacher: So, 90 goes into 400 how many times? Student: 360 [TARGET]Teacher: No, no, not 360.[/TARGET] Student: It's four times. Teacher: Yeah, four times. Teacher: Yeah.",0 3428,"Student: 360 Teacher: No, no, not 360. Student: It's four times. [TARGET]Teacher: Yeah, four times.[/TARGET] Teacher: Yeah. Multiple Students: [inaudible chatter] Teacher: No problem, I got it.",0 3429,"Teacher: No, no, not 360. Student: It's four times. Teacher: Yeah, four times. [TARGET]Teacher: Yeah.[/TARGET] Multiple Students: [inaudible chatter] Teacher: No problem, I got it. Other Adult: You gonna get it?",0 3430,"Teacher: Yeah, four times. Teacher: Yeah. Multiple Students: [inaudible chatter] [TARGET]Teacher: No problem, I got it.[/TARGET] Other Adult: You gonna get it? Teacher: Yeah, I'll get it. Teacher: So, I'll just give it to her on Friday or Thursday?",1 3431,"Multiple Students: [inaudible chatter] Teacher: No problem, I got it. Other Adult: You gonna get it? [TARGET]Teacher: Yeah, I'll get it.[/TARGET] Teacher: So, I'll just give it to her on Friday or Thursday? Other Adult: I'll do it tomorrow. Teacher: That's fine.",1 3432,"Teacher: No problem, I got it. Other Adult: You gonna get it? Teacher: Yeah, I'll get it. [TARGET]Teacher: So, I'll just give it to her on Friday or Thursday?[/TARGET] Other Adult: I'll do it tomorrow. Teacher: That's fine. Teacher: Thank you.",1 3433,"Teacher: Yeah, I'll get it. Teacher: So, I'll just give it to her on Friday or Thursday? Other Adult: I'll do it tomorrow. [TARGET]Teacher: That's fine.[/TARGET] Teacher: Thank you. Teacher: And, Student C, where were you? Multiple Students: [inaudible chatter]",1 3434,"Teacher: So, I'll just give it to her on Friday or Thursday? Other Adult: I'll do it tomorrow. Teacher: That's fine. [TARGET]Teacher: Thank you.[/TARGET] Teacher: And, Student C, where were you? Multiple Students: [inaudible chatter] Teacher: You don't get not telling me where you are?",1 3435,"Other Adult: I'll do it tomorrow. Teacher: That's fine. Teacher: Thank you. [TARGET]Teacher: And, Student C, where were you?[/TARGET] Multiple Students: [inaudible chatter] Teacher: You don't get not telling me where you are? Student: Oh, I didn't see where you was, I was writing this down.",1 3436,"Teacher: Thank you. Teacher: And, Student C, where were you? Multiple Students: [inaudible chatter] [TARGET]Teacher: You don't get not telling me where you are?[/TARGET] Student: Oh, I didn't see where you was, I was writing this down. Teacher: I didn't - Yes? Multiple Students: [inaudible chatter]",1 3437,"Multiple Students: [inaudible chatter] Teacher: You don't get not telling me where you are? Student: Oh, I didn't see where you was, I was writing this down. [TARGET]Teacher: I didn't - Yes?[/TARGET] Multiple Students: [inaudible chatter] Teacher: Oh, we're done with math, that's why. Teacher: All right.",0 3438,"Student: Oh, I didn't see where you was, I was writing this down. Teacher: I didn't - Yes? Multiple Students: [inaudible chatter] [TARGET]Teacher: Oh, we're done with math, that's why.[/TARGET] Teacher: All right. Teacher: Did you use a calculator to solve this, because this isn't right? Teacher: It should be 40.",1 3439,"Multiple Students: [inaudible chatter] Teacher: Oh, we're done with math, that's why. Teacher: All right. [TARGET]Teacher: Did you use a calculator to solve this, because this isn't right?[/TARGET] Teacher: It should be 40. Teacher: It should be 40. Student: That's 40?",0 3440,"Teacher: Oh, we're done with math, that's why. Teacher: All right. Teacher: Did you use a calculator to solve this, because this isn't right? [TARGET]Teacher: It should be 40.[/TARGET] Teacher: It should be 40. Student: That's 40? Teacher: Yeah, that's 40.",0 3441,"Teacher: All right. Teacher: Did you use a calculator to solve this, because this isn't right? Teacher: It should be 40. [TARGET]Teacher: It should be 40.[/TARGET] Student: That's 40? Teacher: Yeah, that's 40. Teacher: Okay.",0 3442,"Teacher: It should be 40. Teacher: It should be 40. Student: That's 40? [TARGET]Teacher: Yeah, that's 40.[/TARGET] Teacher: Okay. Multiple Students: [inaudible chatter] Teacher: Clap three times if you hear me.",0 3443,"Teacher: Yeah, that's 40. Teacher: Okay. Multiple Students: [inaudible chatter] [TARGET]Teacher: Clap three times if you hear me.[/TARGET] Teacher: Snap twice if you can hear me. Teacher: Snap six times if you can hear me. Teacher: Okay.",1 3444,Teacher: Okay. Multiple Students: [inaudible chatter] Teacher: Clap three times if you hear me. [TARGET]Teacher: Snap twice if you can hear me.[/TARGET] Teacher: Snap six times if you can hear me. Teacher: Okay. Teacher: Your eyes should be on me.,1 3445,"Multiple Students: [inaudible chatter] Teacher: Clap three times if you hear me. Teacher: Snap twice if you can hear me. [TARGET]Teacher: Snap six times if you can hear me.[/TARGET] Teacher: Okay. Teacher: Your eyes should be on me. Teacher: First of all, boys, put your shoes on.",1 3446,"Teacher: Snap twice if you can hear me. Teacher: Snap six times if you can hear me. Teacher: Okay. [TARGET]Teacher: Your eyes should be on me.[/TARGET] Teacher: First of all, boys, put your shoes on. Teacher: Second, I got a question. Teacher: Raise your hand if you can tell me what we were just doing in math.",1 3447,"Teacher: Snap six times if you can hear me. Teacher: Okay. Teacher: Your eyes should be on me. [TARGET]Teacher: First of all, boys, put your shoes on.[/TARGET] Teacher: Second, I got a question. Teacher: Raise your hand if you can tell me what we were just doing in math. Teacher: And, just listen, just listen.",1 3448,"Teacher: Okay. Teacher: Your eyes should be on me. Teacher: First of all, boys, put your shoes on. [TARGET]Teacher: Second, I got a question.[/TARGET] Teacher: Raise your hand if you can tell me what we were just doing in math. Teacher: And, just listen, just listen. Teacher: First hand I saw was Will.",0 3449,"Teacher: Your eyes should be on me. Teacher: First of all, boys, put your shoes on. Teacher: Second, I got a question. [TARGET]Teacher: Raise your hand if you can tell me what we were just doing in math.[/TARGET] Teacher: And, just listen, just listen. Teacher: First hand I saw was Will. Teacher: So, Will, what were we doing?",1 3450,"Teacher: First of all, boys, put your shoes on. Teacher: Second, I got a question. Teacher: Raise your hand if you can tell me what we were just doing in math. [TARGET]Teacher: And, just listen, just listen.[/TARGET] Teacher: First hand I saw was Will. Teacher: So, Will, what were we doing? Student: Today in math we was doing division by two digits.",1 3451,"Teacher: Second, I got a question. Teacher: Raise your hand if you can tell me what we were just doing in math. Teacher: And, just listen, just listen. [TARGET]Teacher: First hand I saw was Will.[/TARGET] Teacher: So, Will, what were we doing? Student: Today in math we was doing division by two digits. Teacher: Wow, okay.",1 3452,"Teacher: Raise your hand if you can tell me what we were just doing in math. Teacher: And, just listen, just listen. Teacher: First hand I saw was Will. [TARGET]Teacher: So, Will, what were we doing?[/TARGET] Student: Today in math we was doing division by two digits. Teacher: Wow, okay. Teacher: I probably will.",0 3453,"Teacher: First hand I saw was Will. Teacher: So, Will, what were we doing? Student: Today in math we was doing division by two digits. [TARGET]Teacher: Wow, okay.[/TARGET] Teacher: I probably will. Teacher: We divided by two digits. Teacher: That's what I was looking for.",0 3454,"Teacher: So, Will, what were we doing? Student: Today in math we was doing division by two digits. Teacher: Wow, okay. [TARGET]Teacher: I probably will.[/TARGET] Teacher: We divided by two digits. Teacher: That's what I was looking for. Teacher: We divided by two digits today.",0 3455,"Student: Today in math we was doing division by two digits. Teacher: Wow, okay. Teacher: I probably will. [TARGET]Teacher: We divided by two digits.[/TARGET] Teacher: That's what I was looking for. Teacher: We divided by two digits today. Teacher: Thank you.",0 3456,"Teacher: Wow, okay. Teacher: I probably will. Teacher: We divided by two digits. [TARGET]Teacher: That's what I was looking for.[/TARGET] Teacher: We divided by two digits today. Teacher: Thank you. Teacher: Close your math books.",0 3457,Teacher: I probably will. Teacher: We divided by two digits. Teacher: That's what I was looking for. [TARGET]Teacher: We divided by two digits today.[/TARGET] Teacher: Thank you. Teacher: Close your math books. Teacher: Put them away.,0 3458,"Teacher: We divided by two digits. Teacher: That's what I was looking for. Teacher: We divided by two digits today. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Close your math books. Teacher: Put them away. Teacher: Go back to your normal seats, okay.",0 3459,"Teacher: That's what I was looking for. Teacher: We divided by two digits today. Teacher: Thank you. [TARGET]Teacher: Close your math books.[/TARGET] Teacher: Put them away. Teacher: Go back to your normal seats, okay. Teacher: Now, whatever, Student M, and Student D, you're different.",1 3460,"Teacher: We divided by two digits today. Teacher: Thank you. Teacher: Close your math books. [TARGET]Teacher: Put them away.[/TARGET] Teacher: Go back to your normal seats, okay. Teacher: Now, whatever, Student M, and Student D, you're different. Student: [inaudible chatter]",1 3461,"Teacher: Thank you. Teacher: Close your math books. Teacher: Put them away. [TARGET]Teacher: Go back to your normal seats, okay.[/TARGET] Teacher: Now, whatever, Student M, and Student D, you're different. Student: [inaudible chatter] Student: [End of Audio]",1 3462,"Teacher: Close your math books. Teacher: Put them away. Teacher: Go back to your normal seats, okay. [TARGET]Teacher: Now, whatever, Student M, and Student D, you're different.[/TARGET] Student: [inaudible chatter] Student: [End of Audio]",1 3463," [TARGET]Teacher: I need, let's see, how about Student A. I'm not used to having you right up front.[/TARGET] Teacher: Pass these papers out to everybody please. Student: Teacher A? Teacher: Yes.",1 3464,"Teacher: I need, let's see, how about Student A. I'm not used to having you right up front. [TARGET]Teacher: Pass these papers out to everybody please.[/TARGET] Student: Teacher A? Teacher: Yes. Student: When the Harvard people get our tape back, are they gonna zoom it up so they can see us really?",1 3465,"Teacher: I need, let's see, how about Student A. I'm not used to having you right up front. Teacher: Pass these papers out to everybody please. Student: Teacher A? [TARGET]Teacher: Yes.[/TARGET] Student: When the Harvard people get our tape back, are they gonna zoom it up so they can see us really? Teacher: Yes, they will be able to see you clearly, full size if they want to. Teacher: All right.",0 3466,"Student: Teacher A? Teacher: Yes. Student: When the Harvard people get our tape back, are they gonna zoom it up so they can see us really? [TARGET]Teacher: Yes, they will be able to see you clearly, full size if they want to.[/TARGET] Teacher: All right. Teacher: Here we go. Teacher: We're filming right now.",1 3467,"Student: When the Harvard people get our tape back, are they gonna zoom it up so they can see us really? Teacher: Yes, they will be able to see you clearly, full size if they want to. Teacher: All right. [TARGET]Teacher: Here we go.[/TARGET] Teacher: We're filming right now. Teacher: The camera is on. Teacher: All right.",1 3468,"Teacher: Yes, they will be able to see you clearly, full size if they want to. Teacher: All right. Teacher: Here we go. [TARGET]Teacher: We're filming right now.[/TARGET] Teacher: The camera is on. Teacher: All right. Teacher: What do you call this rectangular box with all the blocks in it?",1 3469,Teacher: All right. Teacher: Here we go. Teacher: We're filming right now. [TARGET]Teacher: The camera is on.[/TARGET] Teacher: All right. Teacher: What do you call this rectangular box with all the blocks in it? Teacher: What do we call that?,1 3470,Teacher: We're filming right now. Teacher: The camera is on. Teacher: All right. [TARGET]Teacher: What do you call this rectangular box with all the blocks in it?[/TARGET] Teacher: What do we call that? Student: A grid. Teacher: A grid or we could make a -,0 3471,Teacher: The camera is on. Teacher: All right. Teacher: What do you call this rectangular box with all the blocks in it? [TARGET]Teacher: What do we call that?[/TARGET] Student: A grid. Teacher: A grid or we could make a - Student: A hundred cubes.,0 3472,Teacher: What do you call this rectangular box with all the blocks in it? Teacher: What do we call that? Student: A grid. [TARGET]Teacher: A grid or we could make a -[/TARGET] Student: A hundred cubes. Teacher: It has 100 squares in it. Teacher: Student A.,0 3473,Student: A grid. Teacher: A grid or we could make a - Student: A hundred cubes. [TARGET]Teacher: It has 100 squares in it.[/TARGET] Teacher: Student A. Student: Lattice. Teacher: We wouldn't probably do a problem that big on Lattice.,0 3474,Teacher: A grid or we could make a - Student: A hundred cubes. Teacher: It has 100 squares in it. [TARGET]Teacher: Student A.[/TARGET] Student: Lattice. Teacher: We wouldn't probably do a problem that big on Lattice. Teacher: What else?,0 3475,"Teacher: It has 100 squares in it. Teacher: Student A. Student: Lattice. [TARGET]Teacher: We wouldn't probably do a problem that big on Lattice.[/TARGET] Teacher: What else? Teacher: But you could. Teacher: Is that what you mean, to do a Lattice multiplication?",0 3476,"Teacher: Student A. Student: Lattice. Teacher: We wouldn't probably do a problem that big on Lattice. [TARGET]Teacher: What else?[/TARGET] Teacher: But you could. Teacher: Is that what you mean, to do a Lattice multiplication? Teacher: [Crosstalk]",0 3477,"Student: Lattice. Teacher: We wouldn't probably do a problem that big on Lattice. Teacher: What else? [TARGET]Teacher: But you could.[/TARGET] Teacher: Is that what you mean, to do a Lattice multiplication? Teacher: [Crosstalk] Teacher: [0:01:00]",0 3478,"Teacher: We wouldn't probably do a problem that big on Lattice. Teacher: What else? Teacher: But you could. [TARGET]Teacher: Is that what you mean, to do a Lattice multiplication?[/TARGET] Teacher: [Crosstalk] Teacher: [0:01:00] Teacher: Yeah.",0 3479,"Teacher: Is that what you mean, to do a Lattice multiplication? Teacher: [Crosstalk] Teacher: [0:01:00] [TARGET]Teacher: Yeah.[/TARGET] Teacher: If you did a 10 digit number times a 10 digit number, and it's possible, but we just usually don't. Student: It would be fun. Teacher: It would be fun.",0 3480,"Teacher: [Crosstalk] Teacher: [0:01:00] Teacher: Yeah. [TARGET]Teacher: If you did a 10 digit number times a 10 digit number, and it's possible, but we just usually don't.[/TARGET] Student: It would be fun. Teacher: It would be fun. Teacher: Student S.",0 3481,"Teacher: Yeah. Teacher: If you did a 10 digit number times a 10 digit number, and it's possible, but we just usually don't. Student: It would be fun. [TARGET]Teacher: It would be fun.[/TARGET] Teacher: Student S. Student: Couldn't it also be sort of like a cube, like a rectangle or a square? Teacher: Yes.",0 3482,"Teacher: If you did a 10 digit number times a 10 digit number, and it's possible, but we just usually don't. Student: It would be fun. Teacher: It would be fun. [TARGET]Teacher: Student S.[/TARGET] Student: Couldn't it also be sort of like a cube, like a rectangle or a square? Teacher: Yes. Teacher: A square is a rectangle.",0 3483,"Teacher: It would be fun. Teacher: Student S. Student: Couldn't it also be sort of like a cube, like a rectangle or a square? [TARGET]Teacher: Yes.[/TARGET] Teacher: A square is a rectangle. Teacher: Today we're gonna use it for multiplication. Teacher: So what can we draw in this square that would help us solve a multiplication problem?",0 3484,"Teacher: Student S. Student: Couldn't it also be sort of like a cube, like a rectangle or a square? Teacher: Yes. [TARGET]Teacher: A square is a rectangle.[/TARGET] Teacher: Today we're gonna use it for multiplication. Teacher: So what can we draw in this square that would help us solve a multiplication problem? Student: We could draw a box.",0 3485,"Student: Couldn't it also be sort of like a cube, like a rectangle or a square? Teacher: Yes. Teacher: A square is a rectangle. [TARGET]Teacher: Today we're gonna use it for multiplication.[/TARGET] Teacher: So what can we draw in this square that would help us solve a multiplication problem? Student: We could draw a box. Teacher: We could draw a box.",0 3486,Teacher: Yes. Teacher: A square is a rectangle. Teacher: Today we're gonna use it for multiplication. [TARGET]Teacher: So what can we draw in this square that would help us solve a multiplication problem?[/TARGET] Student: We could draw a box. Teacher: We could draw a box. Teacher: And what could we draw?,0 3487,Teacher: Today we're gonna use it for multiplication. Teacher: So what can we draw in this square that would help us solve a multiplication problem? Student: We could draw a box. [TARGET]Teacher: We could draw a box.[/TARGET] Teacher: And what could we draw? Teacher: Student K. Student: [Inaudible].,0 3488,"Teacher: So what can we draw in this square that would help us solve a multiplication problem? Student: We could draw a box. Teacher: We could draw a box. [TARGET]Teacher: And what could we draw?[/TARGET] Teacher: Student K. Student: [Inaudible]. Teacher: We could draw an array to solve a multiplication problem, right.",0 3489,"Student: We could draw a box. Teacher: We could draw a box. Teacher: And what could we draw? [TARGET]Teacher: Student K.[/TARGET] Student: [Inaudible]. Teacher: We could draw an array to solve a multiplication problem, right. Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier.",0 3490,"Teacher: And what could we draw? Teacher: Student K. Student: [Inaudible]. [TARGET]Teacher: We could draw an array to solve a multiplication problem, right.[/TARGET] Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier. Teacher: So you guys have all done arrays, starting in second grade I believe. Teacher: You have some crayons there, so you can use the crayons.",0 3491,"Teacher: Student K. Student: [Inaudible]. Teacher: We could draw an array to solve a multiplication problem, right. [TARGET]Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier.[/TARGET] Teacher: So you guys have all done arrays, starting in second grade I believe. Teacher: You have some crayons there, so you can use the crayons. Teacher: Before you start coloring though, it doesn't matter which color you use.",0 3492,"Student: [Inaudible]. Teacher: We could draw an array to solve a multiplication problem, right. Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier. [TARGET]Teacher: So you guys have all done arrays, starting in second grade I believe.[/TARGET] Teacher: You have some crayons there, so you can use the crayons. Teacher: Before you start coloring though, it doesn't matter which color you use. Student: I thought these were for fifth grade.",0 3493,"Teacher: We could draw an array to solve a multiplication problem, right. Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier. Teacher: So you guys have all done arrays, starting in second grade I believe. [TARGET]Teacher: You have some crayons there, so you can use the crayons.[/TARGET] Teacher: Before you start coloring though, it doesn't matter which color you use. Student: I thought these were for fifth grade. Teacher: No, they're for you.",1 3494,"Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier. Teacher: So you guys have all done arrays, starting in second grade I believe. Teacher: You have some crayons there, so you can use the crayons. [TARGET]Teacher: Before you start coloring though, it doesn't matter which color you use.[/TARGET] Student: I thought these were for fifth grade. Teacher: No, they're for you. Student: What color is this?",1 3495,"Teacher: You have some crayons there, so you can use the crayons. Teacher: Before you start coloring though, it doesn't matter which color you use. Student: I thought these were for fifth grade. [TARGET]Teacher: No, they're for you.[/TARGET] Student: What color is this? Student: Made in China. Student: [Crosstalk]",1 3496,"Student: What color is this? Student: Made in China. Student: [Crosstalk] [TARGET]Teacher: So pick your crayons in 3, 2, 1, all right, two colors.[/TARGET] Teacher: You just need two colors. Teacher: [Crosstalk] Teacher: Let me count again.",1 3497,"Student: Made in China. Student: [Crosstalk] Teacher: So pick your crayons in 3, 2, 1, all right, two colors. [TARGET]Teacher: You just need two colors.[/TARGET] Teacher: [Crosstalk] Teacher: Let me count again. Teacher: You need two crayons in 3, 2, 1.",1 3498,"Teacher: So pick your crayons in 3, 2, 1, all right, two colors. Teacher: You just need two colors. Teacher: [Crosstalk] [TARGET]Teacher: Let me count again.[/TARGET] Teacher: You need two crayons in 3, 2, 1. Teacher: Now before you start drawing this array, I want you to think about when we write a math multiplication problem. Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns?",1 3499,"Teacher: You just need two colors. Teacher: [Crosstalk] Teacher: Let me count again. [TARGET]Teacher: You need two crayons in 3, 2, 1.[/TARGET] Teacher: Now before you start drawing this array, I want you to think about when we write a math multiplication problem. Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns? Teacher: Student H.",1 3500,"Teacher: [Crosstalk] Teacher: Let me count again. Teacher: You need two crayons in 3, 2, 1. [TARGET]Teacher: Now before you start drawing this array, I want you to think about when we write a math multiplication problem.[/TARGET] Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns? Teacher: Student H. Student: This one is for rows, the last one -",0 3501,"Teacher: Let me count again. Teacher: You need two crayons in 3, 2, 1. Teacher: Now before you start drawing this array, I want you to think about when we write a math multiplication problem. [TARGET]Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns?[/TARGET] Teacher: Student H. Student: This one is for rows, the last one - Teacher: The first one is for rows.",0 3502,"Teacher: You need two crayons in 3, 2, 1. Teacher: Now before you start drawing this array, I want you to think about when we write a math multiplication problem. Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns? [TARGET]Teacher: Student H.[/TARGET] Student: This one is for rows, the last one - Teacher: The first one is for rows. Teacher: So I need three rows of seven in each row, right.",0 3503,"Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns? Teacher: Student H. Student: This one is for rows, the last one - [TARGET]Teacher: The first one is for rows.[/TARGET] Teacher: So I need three rows of seven in each row, right. Teacher: Okay, go ahead and color it. Student: Any color?",0 3504,"Teacher: Student H. Student: This one is for rows, the last one - Teacher: The first one is for rows. [TARGET]Teacher: So I need three rows of seven in each row, right.[/TARGET] Teacher: Okay, go ahead and color it. Student: Any color? Teacher: Whatever color you want.",0 3505,"Student: This one is for rows, the last one - Teacher: The first one is for rows. Teacher: So I need three rows of seven in each row, right. [TARGET]Teacher: Okay, go ahead and color it.[/TARGET] Student: Any color? Teacher: Whatever color you want. Student: So three rows of seven.",1 3506,"Teacher: So I need three rows of seven in each row, right. Teacher: Okay, go ahead and color it. Student: Any color? [TARGET]Teacher: Whatever color you want.[/TARGET] Student: So three rows of seven. Teacher: Three rows of seven. Teacher: Three rows of seven.",0 3507,"Student: Any color? Teacher: Whatever color you want. Student: So three rows of seven. [TARGET]Teacher: Three rows of seven.[/TARGET] Teacher: Three rows of seven. Teacher: [Crosstalk] Teacher: You would color in three rows of seven to show an array of 3 times 7, right.",0 3508,"Teacher: Whatever color you want. Student: So three rows of seven. Teacher: Three rows of seven. [TARGET]Teacher: Three rows of seven.[/TARGET] Teacher: [Crosstalk] Teacher: You would color in three rows of seven to show an array of 3 times 7, right. Student: Are rows a different color than our column is?",0 3509,"Teacher: Three rows of seven. Teacher: Three rows of seven. Teacher: [Crosstalk] [TARGET]Teacher: You would color in three rows of seven to show an array of 3 times 7, right.[/TARGET] Student: Are rows a different color than our column is? Teacher: Well the rows can't be a different color than the columns. Student: Do you want us to use the same color?",0 3510,"Teacher: [Crosstalk] Teacher: You would color in three rows of seven to show an array of 3 times 7, right. Student: Are rows a different color than our column is? [TARGET]Teacher: Well the rows can't be a different color than the columns.[/TARGET] Student: Do you want us to use the same color? Teacher: Use the same color for the whole thing, the whole array. Teacher: You can use the same color.",0 3511,"Student: Are rows a different color than our column is? Teacher: Well the rows can't be a different color than the columns. Student: Do you want us to use the same color? [TARGET]Teacher: Use the same color for the whole thing, the whole array.[/TARGET] Teacher: You can use the same color. Student: For the whole cube and then the next cube it could be a different color. Teacher: We'll do something different, yeah.",0 3512,"Teacher: Well the rows can't be a different color than the columns. Student: Do you want us to use the same color? Teacher: Use the same color for the whole thing, the whole array. [TARGET]Teacher: You can use the same color.[/TARGET] Student: For the whole cube and then the next cube it could be a different color. Teacher: We'll do something different, yeah. Student: Do we have to use the same color?",0 3513,"Teacher: Use the same color for the whole thing, the whole array. Teacher: You can use the same color. Student: For the whole cube and then the next cube it could be a different color. [TARGET]Teacher: We'll do something different, yeah.[/TARGET] Student: Do we have to use the same color? Teacher: No, just color it. Teacher: I'm not worried about the color so much, but show three rows of seven.",0 3514,"Student: For the whole cube and then the next cube it could be a different color. Teacher: We'll do something different, yeah. Student: Do we have to use the same color? [TARGET]Teacher: No, just color it.[/TARGET] Teacher: I'm not worried about the color so much, but show three rows of seven. Student: That would be like seven rows of three for this array. Teacher: Yeah, seven rows of three would be the other way.",1 3515,"Teacher: We'll do something different, yeah. Student: Do we have to use the same color? Teacher: No, just color it. [TARGET]Teacher: I'm not worried about the color so much, but show three rows of seven.[/TARGET] Student: That would be like seven rows of three for this array. Teacher: Yeah, seven rows of three would be the other way. Teacher: [Crosstalk]",0 3516,"Teacher: No, just color it. Teacher: I'm not worried about the color so much, but show three rows of seven. Student: That would be like seven rows of three for this array. [TARGET]Teacher: Yeah, seven rows of three would be the other way.[/TARGET] Teacher: [Crosstalk] Teacher: You actually have seven rows of three, don't you? Student: Yep.",0 3517,"Student: That would be like seven rows of three for this array. Teacher: Yeah, seven rows of three would be the other way. Teacher: [Crosstalk] [TARGET]Teacher: You actually have seven rows of three, don't you?[/TARGET] Student: Yep. Teacher: That's all right. Teacher: [Crosstalk]",0 3518,"Teacher: [Crosstalk] Teacher: You actually have seven rows of three, don't you? Student: Yep. [TARGET]Teacher: That's all right.[/TARGET] Teacher: [Crosstalk] Teacher: Turn it the other way. Teacher: Write the problem that way.",0 3519,"Student: Yep. Teacher: That's all right. Teacher: [Crosstalk] [TARGET]Teacher: Turn it the other way.[/TARGET] Teacher: Write the problem that way. Teacher: All right. Teacher: Student B, slide to the other seat please.",0 3520,"Teacher: That's all right. Teacher: [Crosstalk] Teacher: Turn it the other way. [TARGET]Teacher: Write the problem that way.[/TARGET] Teacher: All right. Teacher: Student B, slide to the other seat please. Teacher: Thank you.",0 3521,"Teacher: Turn it the other way. Teacher: Write the problem that way. Teacher: All right. [TARGET]Teacher: Student B, slide to the other seat please.[/TARGET] Teacher: Thank you. Teacher: If I didn't have the problem there and I just showed you the array, what would you have to do to solve this problem or to figure out what the problem was? Teacher: Student M.",1 3522,"Teacher: Write the problem that way. Teacher: All right. Teacher: Student B, slide to the other seat please. [TARGET]Teacher: Thank you.[/TARGET] Teacher: If I didn't have the problem there and I just showed you the array, what would you have to do to solve this problem or to figure out what the problem was? Teacher: Student M. Student: If you look at the stuff that's colored in and you count how many rows there are.",1 3523,"Teacher: All right. Teacher: Student B, slide to the other seat please. Teacher: Thank you. [TARGET]Teacher: If I didn't have the problem there and I just showed you the array, what would you have to do to solve this problem or to figure out what the problem was?[/TARGET] Teacher: Student M. Student: If you look at the stuff that's colored in and you count how many rows there are. Teacher: So we're gonna count how many you're going down.",0 3524,"Teacher: Student B, slide to the other seat please. Teacher: Thank you. Teacher: If I didn't have the problem there and I just showed you the array, what would you have to do to solve this problem or to figure out what the problem was? [TARGET]Teacher: Student M.[/TARGET] Student: If you look at the stuff that's colored in and you count how many rows there are. Teacher: So we're gonna count how many you're going down. Teacher: It's 1, 2, 3.",0 3525,"Teacher: If I didn't have the problem there and I just showed you the array, what would you have to do to solve this problem or to figure out what the problem was? Teacher: Student M. Student: If you look at the stuff that's colored in and you count how many rows there are. [TARGET]Teacher: So we're gonna count how many you're going down.[/TARGET] Teacher: It's 1, 2, 3. Student: I'm going to count cubes. Teacher: You could.",0 3526,"Teacher: Student M. Student: If you look at the stuff that's colored in and you count how many rows there are. Teacher: So we're gonna count how many you're going down. [TARGET]Teacher: It's 1, 2, 3.[/TARGET] Student: I'm going to count cubes. Teacher: You could. Teacher: Then you could count the columns.",0 3527,"Teacher: So we're gonna count how many you're going down. Teacher: It's 1, 2, 3. Student: I'm going to count cubes. [TARGET]Teacher: You could.[/TARGET] Teacher: Then you could count the columns. Teacher: So we know the problem is 3 rows of seven. Teacher: So how do we figure out the answer?",0 3528,"Teacher: It's 1, 2, 3. Student: I'm going to count cubes. Teacher: You could. [TARGET]Teacher: Then you could count the columns.[/TARGET] Teacher: So we know the problem is 3 rows of seven. Teacher: So how do we figure out the answer? Teacher: Student J.",0 3529,Student: I'm going to count cubes. Teacher: You could. Teacher: Then you could count the columns. [TARGET]Teacher: So we know the problem is 3 rows of seven.[/TARGET] Teacher: So how do we figure out the answer? Teacher: Student J. Student: You put all of the first row and the first column and you multiply them.,0 3530,"Teacher: You could. Teacher: Then you could count the columns. Teacher: So we know the problem is 3 rows of seven. [TARGET]Teacher: So how do we figure out the answer?[/TARGET] Teacher: Student J. Student: You put all of the first row and the first column and you multiply them. Teacher: Just multiply them, right.",0 3531,"Teacher: Then you could count the columns. Teacher: So we know the problem is 3 rows of seven. Teacher: So how do we figure out the answer? [TARGET]Teacher: Student J.[/TARGET] Student: You put all of the first row and the first column and you multiply them. Teacher: Just multiply them, right. Teacher: Now this is a simple one.",0 3532,"Teacher: So how do we figure out the answer? Teacher: Student J. Student: You put all of the first row and the first column and you multiply them. [TARGET]Teacher: Just multiply them, right.[/TARGET] Teacher: Now this is a simple one. Teacher: We're gonna do a hard one in a minute. Teacher: Student S.",0 3533,"Teacher: Student J. Student: You put all of the first row and the first column and you multiply them. Teacher: Just multiply them, right. [TARGET]Teacher: Now this is a simple one.[/TARGET] Teacher: We're gonna do a hard one in a minute. Teacher: Student S. Student: You can also count all the cubes that are colored.",0 3534,"Student: You put all of the first row and the first column and you multiply them. Teacher: Just multiply them, right. Teacher: Now this is a simple one. [TARGET]Teacher: We're gonna do a hard one in a minute.[/TARGET] Teacher: Student S. Student: You can also count all the cubes that are colored. Teacher: You could count all the cubes, but if it was a big problem that would take a lot of time, but that's possible.",1 3535,"Teacher: Just multiply them, right. Teacher: Now this is a simple one. Teacher: We're gonna do a hard one in a minute. [TARGET]Teacher: Student S.[/TARGET] Student: You can also count all the cubes that are colored. Teacher: You could count all the cubes, but if it was a big problem that would take a lot of time, but that's possible. Teacher: So we're gonna count the rows going down, multiply it by the rows going across and get the answer.",0 3536,"Teacher: We're gonna do a hard one in a minute. Teacher: Student S. Student: You can also count all the cubes that are colored. [TARGET]Teacher: You could count all the cubes, but if it was a big problem that would take a lot of time, but that's possible.[/TARGET] Teacher: So we're gonna count the rows going down, multiply it by the rows going across and get the answer. Teacher: So we're gonna do one more easy one. Teacher: Draw an array that is 7 times 8.",0 3537,"Teacher: Student S. Student: You can also count all the cubes that are colored. Teacher: You could count all the cubes, but if it was a big problem that would take a lot of time, but that's possible. [TARGET]Teacher: So we're gonna count the rows going down, multiply it by the rows going across and get the answer.[/TARGET] Teacher: So we're gonna do one more easy one. Teacher: Draw an array that is 7 times 8. Student: In the same box?",0 3538,"Student: You can also count all the cubes that are colored. Teacher: You could count all the cubes, but if it was a big problem that would take a lot of time, but that's possible. Teacher: So we're gonna count the rows going down, multiply it by the rows going across and get the answer. [TARGET]Teacher: So we're gonna do one more easy one.[/TARGET] Teacher: Draw an array that is 7 times 8. Student: In the same box? Teacher: No, in the other box.",0 3539,"Teacher: You could count all the cubes, but if it was a big problem that would take a lot of time, but that's possible. Teacher: So we're gonna count the rows going down, multiply it by the rows going across and get the answer. Teacher: So we're gonna do one more easy one. [TARGET]Teacher: Draw an array that is 7 times 8.[/TARGET] Student: In the same box? Teacher: No, in the other box. Student: Can we do it in a different color?",0 3540,"Teacher: So we're gonna do one more easy one. Teacher: Draw an array that is 7 times 8. Student: In the same box? [TARGET]Teacher: No, in the other box.[/TARGET] Student: Can we do it in a different color? Teacher: You can use another color. Student: Okay.",0 3541,"Student: In the same box? Teacher: No, in the other box. Student: Can we do it in a different color? [TARGET]Teacher: You can use another color.[/TARGET] Student: Okay. Teacher: Seven rows of eight. Student: If you guys use the blue color that's fine.",0 3542,"Student: Can we do it in a different color? Teacher: You can use another color. Student: Okay. [TARGET]Teacher: Seven rows of eight.[/TARGET] Student: If you guys use the blue color that's fine. Student: [Crosstalk] Teacher: That's okay, just turn the paper.",0 3543,"Teacher: Seven rows of eight. Student: If you guys use the blue color that's fine. Student: [Crosstalk] [TARGET]Teacher: That's okay, just turn the paper.[/TARGET] Teacher: Seven rows of eight. Teacher: [Crosstalk] Student: That's like another cube, right?",0 3544,"Student: If you guys use the blue color that's fine. Student: [Crosstalk] Teacher: That's okay, just turn the paper. [TARGET]Teacher: Seven rows of eight.[/TARGET] Teacher: [Crosstalk] Student: That's like another cube, right? Student: Wouldn't it be like another cube?",0 3545,"Teacher: [Crosstalk] Student: That's like another cube, right? Student: Wouldn't it be like another cube? [TARGET]Teacher: Is it gonna be a square?[/TARGET] Student: No. Teacher: Why? Student: Because one side is only seven and the other side is eight.",0 3546,Student: Wouldn't it be like another cube? Teacher: Is it gonna be a square? Student: No. [TARGET]Teacher: Why?[/TARGET] Student: Because one side is only seven and the other side is eight. Teacher: The other side is eight. Student: Isn't the top eight and the bottom seven?,0 3547,"Student: No. Teacher: Why? Student: Because one side is only seven and the other side is eight. [TARGET]Teacher: The other side is eight.[/TARGET] Student: Isn't the top eight and the bottom seven? Teacher: Oh yeah, thanks. Teacher: It should be eight this way.",0 3548,"Student: Because one side is only seven and the other side is eight. Teacher: The other side is eight. Student: Isn't the top eight and the bottom seven? [TARGET]Teacher: Oh yeah, thanks.[/TARGET] Teacher: It should be eight this way. Student: But doesn't it almost look like a cube? Teacher: It almost does.",0 3549,"Teacher: The other side is eight. Student: Isn't the top eight and the bottom seven? Teacher: Oh yeah, thanks. [TARGET]Teacher: It should be eight this way.[/TARGET] Student: But doesn't it almost look like a cube? Teacher: It almost does. Teacher: [Crosstalk]",0 3550,"Teacher: Oh yeah, thanks. Teacher: It should be eight this way. Student: But doesn't it almost look like a cube? [TARGET]Teacher: It almost does.[/TARGET] Teacher: [Crosstalk] Teacher: All right, seven rows of eight. Teacher: Does your array make a square?",0 3551,"Student: But doesn't it almost look like a cube? Teacher: It almost does. Teacher: [Crosstalk] [TARGET]Teacher: All right, seven rows of eight.[/TARGET] Teacher: Does your array make a square? Student: Yes. Multiple Students: No.",0 3552,"Teacher: It almost does. Teacher: [Crosstalk] Teacher: All right, seven rows of eight. [TARGET]Teacher: Does your array make a square?[/TARGET] Student: Yes. Multiple Students: No. Teacher: No.",0 3553,Teacher: Does your array make a square? Student: Yes. Multiple Students: No. [TARGET]Teacher: No.[/TARGET] Student: It makes a rectangle. Teacher: It makes a rectangle. Teacher: [Crosstalk],0 3554,"Multiple Students: No. Teacher: No. Student: It makes a rectangle. [TARGET]Teacher: It makes a rectangle.[/TARGET] Teacher: [Crosstalk] Teacher: Guys, shhh. Teacher: Yes.",0 3555,"Student: It makes a rectangle. Teacher: It makes a rectangle. Teacher: [Crosstalk] [TARGET]Teacher: Guys, shhh.[/TARGET] Teacher: Yes. Teacher: [Crosstalk] Teacher: Yes, it does kind of look like a square, but it's not.",0 3556,"Teacher: It makes a rectangle. Teacher: [Crosstalk] Teacher: Guys, shhh. [TARGET]Teacher: Yes.[/TARGET] Teacher: [Crosstalk] Teacher: Yes, it does kind of look like a square, but it's not. Teacher: Nope, it's not.",0 3557,"Teacher: Guys, shhh. Teacher: Yes. Teacher: [Crosstalk] [TARGET]Teacher: Yes, it does kind of look like a square, but it's not.[/TARGET] Teacher: Nope, it's not. Teacher: [Crosstalk] Teacher: Everybody look up here.",0 3558,"Teacher: Yes. Teacher: [Crosstalk] Teacher: Yes, it does kind of look like a square, but it's not. [TARGET]Teacher: Nope, it's not.[/TARGET] Teacher: [Crosstalk] Teacher: Everybody look up here. Teacher: All right.",0 3559,"Teacher: Yes, it does kind of look like a square, but it's not. Teacher: Nope, it's not. Teacher: [Crosstalk] [TARGET]Teacher: Everybody look up here.[/TARGET] Teacher: All right. Teacher: So is this a square or not? Multiple Students: No.",1 3560,"Teacher: [Crosstalk] Teacher: Everybody look up here. Teacher: All right. [TARGET]Teacher: So is this a square or not?[/TARGET] Multiple Students: No. Teacher: No. Teacher: It looks kind of like a square, doesn't it?",0 3561,"Teacher: All right. Teacher: So is this a square or not? Multiple Students: No. [TARGET]Teacher: No.[/TARGET] Teacher: It looks kind of like a square, doesn't it? Teacher: But what's true about squares? Teacher: Student A.",0 3562,"Teacher: So is this a square or not? Multiple Students: No. Teacher: No. [TARGET]Teacher: It looks kind of like a square, doesn't it?[/TARGET] Teacher: But what's true about squares? Teacher: Student A. Student: All sides of the square are equal, and the difference between a rectangle is two sides are equal.",0 3563,"Multiple Students: No. Teacher: No. Teacher: It looks kind of like a square, doesn't it? [TARGET]Teacher: But what's true about squares?[/TARGET] Teacher: Student A. Student: All sides of the square are equal, and the difference between a rectangle is two sides are equal. Student: These two sides are equal and -",0 3564,"Teacher: No. Teacher: It looks kind of like a square, doesn't it? Teacher: But what's true about squares? [TARGET]Teacher: Student A.[/TARGET] Student: All sides of the square are equal, and the difference between a rectangle is two sides are equal. Student: These two sides are equal and - Teacher: Those two sides are equal.",0 3565,"Teacher: Student A. Student: All sides of the square are equal, and the difference between a rectangle is two sides are equal. Student: These two sides are equal and - [TARGET]Teacher: Those two sides are equal.[/TARGET] Teacher: Yes. Student: Your things are backwards. Student: It's seven rows.",0 3566,"Student: All sides of the square are equal, and the difference between a rectangle is two sides are equal. Student: These two sides are equal and - Teacher: Those two sides are equal. [TARGET]Teacher: Yes.[/TARGET] Student: Your things are backwards. Student: It's seven rows. Teacher: Right.",0 3567,"Teacher: Yes. Student: Your things are backwards. Student: It's seven rows. [TARGET]Teacher: Right.[/TARGET] Teacher: So that's what I have. Teacher: At first I didn't, but then I fixed it 'cause [inaudible], because it's seven rows. Teacher: Rows go across and columns go up and down.",0 3568,"Student: Your things are backwards. Student: It's seven rows. Teacher: Right. [TARGET]Teacher: So that's what I have.[/TARGET] Teacher: At first I didn't, but then I fixed it 'cause [inaudible], because it's seven rows. Teacher: Rows go across and columns go up and down. Teacher: So that's seven rows and there's eight in each row.",0 3569,"Student: It's seven rows. Teacher: Right. Teacher: So that's what I have. [TARGET]Teacher: At first I didn't, but then I fixed it 'cause [inaudible], because it's seven rows.[/TARGET] Teacher: Rows go across and columns go up and down. Teacher: So that's seven rows and there's eight in each row. Student: Oh, okay.",0 3570,"Teacher: Right. Teacher: So that's what I have. Teacher: At first I didn't, but then I fixed it 'cause [inaudible], because it's seven rows. [TARGET]Teacher: Rows go across and columns go up and down.[/TARGET] Teacher: So that's seven rows and there's eight in each row. Student: Oh, okay. Teacher: Seven rows of eight.",0 3571,"Teacher: So that's what I have. Teacher: At first I didn't, but then I fixed it 'cause [inaudible], because it's seven rows. Teacher: Rows go across and columns go up and down. [TARGET]Teacher: So that's seven rows and there's eight in each row.[/TARGET] Student: Oh, okay. Teacher: Seven rows of eight. Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row.",0 3572,"Teacher: Rows go across and columns go up and down. Teacher: So that's seven rows and there's eight in each row. Student: Oh, okay. [TARGET]Teacher: Seven rows of eight.[/TARGET] Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row. Teacher: We're gonna try something a little bit trickier. Teacher: I'm gonna give you a paper like this.",0 3573,"Teacher: So that's seven rows and there's eight in each row. Student: Oh, okay. Teacher: Seven rows of eight. [TARGET]Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row.[/TARGET] Teacher: We're gonna try something a little bit trickier. Teacher: I'm gonna give you a paper like this. Teacher: Can somebody turn off one light?",0 3574,"Student: Oh, okay. Teacher: Seven rows of eight. Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row. [TARGET]Teacher: We're gonna try something a little bit trickier.[/TARGET] Teacher: I'm gonna give you a paper like this. Teacher: Can somebody turn off one light? Student: I'll do it.",1 3575,"Teacher: Seven rows of eight. Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row. Teacher: We're gonna try something a little bit trickier. [TARGET]Teacher: I'm gonna give you a paper like this.[/TARGET] Teacher: Can somebody turn off one light? Student: I'll do it. Teacher: Somebody close to the door.",1 3576,"Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row. Teacher: We're gonna try something a little bit trickier. Teacher: I'm gonna give you a paper like this. [TARGET]Teacher: Can somebody turn off one light?[/TARGET] Student: I'll do it. Teacher: Somebody close to the door. Teacher: Come on.",1 3577,Teacher: I'm gonna give you a paper like this. Teacher: Can somebody turn off one light? Student: I'll do it. [TARGET]Teacher: Somebody close to the door.[/TARGET] Teacher: Come on. Student: That would be me. Teacher: Sit.,1 3578,Teacher: Can somebody turn off one light? Student: I'll do it. Teacher: Somebody close to the door. [TARGET]Teacher: Come on.[/TARGET] Student: That would be me. Teacher: Sit. Teacher: Thank you.,1 3579,Teacher: Somebody close to the door. Teacher: Come on. Student: That would be me. [TARGET]Teacher: Sit.[/TARGET] Teacher: Thank you. Teacher: Now this is a grid that has what on it? Teacher: Everybody put your crayons down.,1 3580,Teacher: Come on. Student: That would be me. Teacher: Sit. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Now this is a grid that has what on it? Teacher: Everybody put your crayons down. Teacher: [Crosstalk],1 3581,Student: That would be me. Teacher: Sit. Teacher: Thank you. [TARGET]Teacher: Now this is a grid that has what on it?[/TARGET] Teacher: Everybody put your crayons down. Teacher: [Crosstalk] Teacher: Just a minute.,0 3582,Teacher: Sit. Teacher: Thank you. Teacher: Now this is a grid that has what on it? [TARGET]Teacher: Everybody put your crayons down.[/TARGET] Teacher: [Crosstalk] Teacher: Just a minute. Teacher: Put your crayons down.,1 3583,Teacher: Now this is a grid that has what on it? Teacher: Everybody put your crayons down. Teacher: [Crosstalk] [TARGET]Teacher: Just a minute.[/TARGET] Teacher: Put your crayons down. Teacher: Look up here. Teacher: What do you notice is different about this grid than the other one?,1 3584,Teacher: Everybody put your crayons down. Teacher: [Crosstalk] Teacher: Just a minute. [TARGET]Teacher: Put your crayons down.[/TARGET] Teacher: Look up here. Teacher: What do you notice is different about this grid than the other one? Student: Bigger.,1 3585,"Teacher: [Crosstalk] Teacher: Just a minute. Teacher: Put your crayons down. [TARGET]Teacher: Look up here.[/TARGET] Teacher: What do you notice is different about this grid than the other one? Student: Bigger. Teacher: Okay, it's bigger.",1 3586,"Teacher: Just a minute. Teacher: Put your crayons down. Teacher: Look up here. [TARGET]Teacher: What do you notice is different about this grid than the other one?[/TARGET] Student: Bigger. Teacher: Okay, it's bigger. Student: It has lines on the side and it has numbers which are tens.",0 3587,"Teacher: Look up here. Teacher: What do you notice is different about this grid than the other one? Student: Bigger. [TARGET]Teacher: Okay, it's bigger.[/TARGET] Student: It has lines on the side and it has numbers which are tens. Teacher: All right. Student: Or you just turned it into bigger tens.",0 3588,"Student: It has lines on the side and it has numbers which are tens. Teacher: All right. Student: Or you just turned it into bigger tens. [TARGET]Teacher: So instead of having one grid that's ten by ten, I have a lot of ten by ten grids put together don't I. That's a ten by ten grid.[/TARGET] Teacher: Here's another one. Student: But it's smaller though. Teacher: Yeah, they're smaller, but each one of these squares that I'm drawing has how many boxes in it?",0 3589,"Teacher: All right. Student: Or you just turned it into bigger tens. Teacher: So instead of having one grid that's ten by ten, I have a lot of ten by ten grids put together don't I. That's a ten by ten grid. [TARGET]Teacher: Here's another one.[/TARGET] Student: But it's smaller though. Teacher: Yeah, they're smaller, but each one of these squares that I'm drawing has how many boxes in it? Student: How many are there?",0 3590,"Teacher: So instead of having one grid that's ten by ten, I have a lot of ten by ten grids put together don't I. That's a ten by ten grid. Teacher: Here's another one. Student: But it's smaller though. [TARGET]Teacher: Yeah, they're smaller, but each one of these squares that I'm drawing has how many boxes in it?[/TARGET] Student: How many are there? Teacher: A hundred. Teacher: In each one of these boxes is a ten by ten grid and there's 100 squares in it.",0 3591,"Student: But it's smaller though. Teacher: Yeah, they're smaller, but each one of these squares that I'm drawing has how many boxes in it? Student: How many are there? [TARGET]Teacher: A hundred.[/TARGET] Teacher: In each one of these boxes is a ten by ten grid and there's 100 squares in it. Teacher: Student A, I need you to go pick up everybody's paper 'cause everybody is still coloring and messing with that. Teacher: Student A.",0 3592,"Teacher: Yeah, they're smaller, but each one of these squares that I'm drawing has how many boxes in it? Student: How many are there? Teacher: A hundred. [TARGET]Teacher: In each one of these boxes is a ten by ten grid and there's 100 squares in it.[/TARGET] Teacher: Student A, I need you to go pick up everybody's paper 'cause everybody is still coloring and messing with that. Teacher: Student A. Student: Should we put our names on them?",0 3593,"Student: How many are there? Teacher: A hundred. Teacher: In each one of these boxes is a ten by ten grid and there's 100 squares in it. [TARGET]Teacher: Student A, I need you to go pick up everybody's paper 'cause everybody is still coloring and messing with that.[/TARGET] Teacher: Student A. Student: Should we put our names on them? Teacher: Put the crayons back in the box, in the bowls.",1 3594,"Teacher: A hundred. Teacher: In each one of these boxes is a ten by ten grid and there's 100 squares in it. Teacher: Student A, I need you to go pick up everybody's paper 'cause everybody is still coloring and messing with that. [TARGET]Teacher: Student A.[/TARGET] Student: Should we put our names on them? Teacher: Put the crayons back in the box, in the bowls. Teacher: Pick up your papers.",1 3595,"Teacher: Student A, I need you to go pick up everybody's paper 'cause everybody is still coloring and messing with that. Teacher: Student A. Student: Should we put our names on them? [TARGET]Teacher: Put the crayons back in the box, in the bowls.[/TARGET] Teacher: Pick up your papers. Teacher: Get them ready to hand to Student A. Teacher: She shouldn't have to come and pick it up off the table for you.",1 3596,"Teacher: Student A. Student: Should we put our names on them? Teacher: Put the crayons back in the box, in the bowls. [TARGET]Teacher: Pick up your papers.[/TARGET] Teacher: Get them ready to hand to Student A. Teacher: She shouldn't have to come and pick it up off the table for you. Teacher: We're gonna make an array on here.",1 3597,"Student: Should we put our names on them? Teacher: Put the crayons back in the box, in the bowls. Teacher: Pick up your papers. [TARGET]Teacher: Get them ready to hand to Student A.[/TARGET] Teacher: She shouldn't have to come and pick it up off the table for you. Teacher: We're gonna make an array on here. Student: We didn't have to put our names on it, right?",1 3598,"Teacher: Put the crayons back in the box, in the bowls. Teacher: Pick up your papers. Teacher: Get them ready to hand to Student A. [TARGET]Teacher: She shouldn't have to come and pick it up off the table for you.[/TARGET] Teacher: We're gonna make an array on here. Student: We didn't have to put our names on it, right? Teacher: But remember, we're gonna make a bigger problem on this one.",1 3599,"Teacher: Pick up your papers. Teacher: Get them ready to hand to Student A. Teacher: She shouldn't have to come and pick it up off the table for you. [TARGET]Teacher: We're gonna make an array on here.[/TARGET] Student: We didn't have to put our names on it, right? Teacher: But remember, we're gonna make a bigger problem on this one. Teacher: Just set them over there on my desk or in the basket.",0 3600,"Teacher: She shouldn't have to come and pick it up off the table for you. Teacher: We're gonna make an array on here. Student: We didn't have to put our names on it, right? [TARGET]Teacher: But remember, we're gonna make a bigger problem on this one.[/TARGET] Teacher: Just set them over there on my desk or in the basket. Teacher: What if I wanted to make an array that would show 12 times 5? Teacher: So how many rows down would I have to go?",0 3601,"Teacher: We're gonna make an array on here. Student: We didn't have to put our names on it, right? Teacher: But remember, we're gonna make a bigger problem on this one. [TARGET]Teacher: Just set them over there on my desk or in the basket.[/TARGET] Teacher: What if I wanted to make an array that would show 12 times 5? Teacher: So how many rows down would I have to go? Student: 12",1 3602,"Student: We didn't have to put our names on it, right? Teacher: But remember, we're gonna make a bigger problem on this one. Teacher: Just set them over there on my desk or in the basket. [TARGET]Teacher: What if I wanted to make an array that would show 12 times 5?[/TARGET] Teacher: So how many rows down would I have to go? Student: 12 Teacher: You have to go down 12 and over what?",0 3603,"Teacher: But remember, we're gonna make a bigger problem on this one. Teacher: Just set them over there on my desk or in the basket. Teacher: What if I wanted to make an array that would show 12 times 5? [TARGET]Teacher: So how many rows down would I have to go?[/TARGET] Student: 12 Teacher: You have to go down 12 and over what? Multiple Students: 5",0 3604,Teacher: What if I wanted to make an array that would show 12 times 5? Teacher: So how many rows down would I have to go? Student: 12 [TARGET]Teacher: You have to go down 12 and over what?[/TARGET] Multiple Students: 5 Teacher: 5 Teacher: So we're gonna go down.,0 3605,Student: 12 Teacher: You have to go down 12 and over what? Multiple Students: 5 [TARGET]Teacher: 5[/TARGET] Teacher: So we're gonna go down. Teacher: Here's 10. Teacher: They're marked off in darker blocks.,0 3606,"Teacher: You have to go down 12 and over what? Multiple Students: 5 Teacher: 5 [TARGET]Teacher: So we're gonna go down.[/TARGET] Teacher: Here's 10. Teacher: They're marked off in darker blocks. Teacher: Down 12 and we're gonna go over 1, 2, 3, 4, 5 and that would be your array.",0 3607,"Multiple Students: 5 Teacher: 5 Teacher: So we're gonna go down. [TARGET]Teacher: Here's 10.[/TARGET] Teacher: They're marked off in darker blocks. Teacher: Down 12 and we're gonna go over 1, 2, 3, 4, 5 and that would be your array. Student: That's 4.",0 3608,"Teacher: 5 Teacher: So we're gonna go down. Teacher: Here's 10. [TARGET]Teacher: They're marked off in darker blocks.[/TARGET] Teacher: Down 12 and we're gonna go over 1, 2, 3, 4, 5 and that would be your array. Student: That's 4. Teacher: Sorry.",0 3609,"Teacher: So we're gonna go down. Teacher: Here's 10. Teacher: They're marked off in darker blocks. [TARGET]Teacher: Down 12 and we're gonna go over 1, 2, 3, 4, 5 and that would be your array.[/TARGET] Student: That's 4. Teacher: Sorry. Student: It's 60.",0 3610,"Teacher: They're marked off in darker blocks. Teacher: Down 12 and we're gonna go over 1, 2, 3, 4, 5 and that would be your array. Student: That's 4. [TARGET]Teacher: Sorry.[/TARGET] Student: It's 60. Teacher: Okay. Teacher: So if I go down 12 and over 5, how many rows of 10 do I have here?",0 3611,"Teacher: Sorry. Student: It's 60. Teacher: Okay. [TARGET]Teacher: So if I go down 12 and over 5, how many rows of 10 do I have here?[/TARGET] Teacher: Columns I mean. Student: 5 Teacher: 5",0 3612,"Student: It's 60. Teacher: Okay. Teacher: So if I go down 12 and over 5, how many rows of 10 do I have here? [TARGET]Teacher: Columns I mean.[/TARGET] Student: 5 Teacher: 5 Teacher: So this area has 50 in it, and here I have two rows with how many in each row?",0 3613,"Teacher: So if I go down 12 and over 5, how many rows of 10 do I have here? Teacher: Columns I mean. Student: 5 [TARGET]Teacher: 5[/TARGET] Teacher: So this area has 50 in it, and here I have two rows with how many in each row? Student: 20 - no, 10. Student: [Crosstalk]",0 3614,"Teacher: Columns I mean. Student: 5 Teacher: 5 [TARGET]Teacher: So this area has 50 in it, and here I have two rows with how many in each row?[/TARGET] Student: 20 - no, 10. Student: [Crosstalk] Teacher: 2, 5 in each row.",0 3615,"Teacher: So this area has 50 in it, and here I have two rows with how many in each row? Student: 20 - no, 10. Student: [Crosstalk] [TARGET]Teacher: 2, 5 in each row.[/TARGET] Teacher: So this - Student: 60 Teacher: This area down here has 10, so the answer is -",0 3616,"Student: 20 - no, 10. Student: [Crosstalk] Teacher: 2, 5 in each row. [TARGET]Teacher: So this -[/TARGET] Student: 60 Teacher: This area down here has 10, so the answer is - Student: 60",0 3617,"Teacher: 2, 5 in each row. Teacher: So this - Student: 60 [TARGET]Teacher: This area down here has 10, so the answer is -[/TARGET] Student: 60 Teacher: 60 Teacher: All right, I'm gonna show you one just a little bigger.",0 3618,"Student: 60 Teacher: This area down here has 10, so the answer is - Student: 60 [TARGET]Teacher: 60[/TARGET] Teacher: All right, I'm gonna show you one just a little bigger. Teacher: I don't see my spray bottle of water. Student: It's just 12 times 5.",0 3619,"Teacher: This area down here has 10, so the answer is - Student: 60 Teacher: 60 [TARGET]Teacher: All right, I'm gonna show you one just a little bigger.[/TARGET] Teacher: I don't see my spray bottle of water. Student: It's just 12 times 5. Student: [Crosstalk]",0 3620,"Student: 60 Teacher: 60 Teacher: All right, I'm gonna show you one just a little bigger. [TARGET]Teacher: I don't see my spray bottle of water.[/TARGET] Student: It's just 12 times 5. Student: [Crosstalk] Teacher: Shh.",1 3621,"Teacher: I don't see my spray bottle of water. Student: It's just 12 times 5. Student: [Crosstalk] [TARGET]Teacher: Shh.[/TARGET] 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",1 3622,"Student: It's just 12 times 5. Student: [Crosstalk] Teacher: Shh. [TARGET]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. Student: 35 Teacher: Okay, 35.",1 3623,"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.",0 3624,"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?",0 3625,"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].",0 3626,"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.",0 3627,"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.",0 3628,"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].",0 3629,"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?",0 3630,"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",0 3631,"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.",0 3632,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.,0 3633,"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.",0 3634,"Student: 23 Teacher: Times 23. Teacher: We're gonna draw an array that shows a picture of that. [TARGET]Teacher: Give me that paper.[/TARGET] Teacher: That's it right there. Teacher: All right, 35 times 23. Teacher: So how many rows do I need to -?",1 3635,"Teacher: Times 23. Teacher: We're gonna draw an array that shows a picture of that. Teacher: Give me that paper. [TARGET]Teacher: That's it right there.[/TARGET] Teacher: All right, 35 times 23. Teacher: So how many rows do I need to -? Teacher: A problem.",1 3636,"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.",0 3637,"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?",0 3638,"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.",0 3639,"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.",0 3640,"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.",0 3641,"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 -",0 3642,"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.",0 3643,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.,0 3644,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.,0 3645,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.,0 3646,"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?",0 3647,"Teacher: Because I only have 30 rows going down. Teacher: I can't do 35 on that paper. Teacher: So we're gonna count down 23. [TARGET]Teacher: Now you guys are gonna do a problem in just a minute.[/TARGET] Teacher: I do have 35 that way. Teacher: So I don't have to count every little box, do I? Student: No.",1 3648,"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.",0 3649,"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.",0 3650,"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.",0 3651,"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.",0 3652,"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?",0 3653,"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.",0 3654,"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?",0 3655,"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.",0 3656,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.,0 3657,"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.",0 3658,"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?",0 3659,"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",0 3660,"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",0 3661,"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",0 3662,"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.",0 3663,"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.",0 3664,"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",0 3665,"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?",0 3666,"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]",0 3667,"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.",0 3668,"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]",0 3669,"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.",0 3670,"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.",0 3671,"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.",0 3672,"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.",0 3673,"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",0 3674,"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.",0 3675,"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.",0 3676,"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.",0 3677,Teacher: 805 Teacher: [Crosstalk] Teacher: All right. [TARGET]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? Multiple Students: Yes. Teacher: So this is not the traditional way where we write something down and carry.,1 3678,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.,0 3679,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.,0 3680,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?,0 3681,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?,0 3682,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: 10,0 3683,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: 100,0 3684,"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",0 3685,"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",0 3686,"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?",0 3687,"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.",0 3688,"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 -",0 3689,"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",0 3690,"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",0 3691,"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.",0 3692,"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].",0 3693,"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?",0 3694,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].,0 3695,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.,0 3696,"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.",0 3697,"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: 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.[/TARGET] 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.",1 3698,"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. [TARGET]Teacher: There's room on the front and the back.[/TARGET] Teacher: Student E, give me a number. 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.",1 3699,"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",0 3700,"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.",0 3701,"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?",0 3702,"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.",0 3703,"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.",0 3704,"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.",0 3705,"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.",0 3706,"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.",0 3707,"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.",0 3708,"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.",0 3709,"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.",0 3710,"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?",0 3711,"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.",0 3712,"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",0 3713,"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",0 3714,"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?",0 3715,"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 -",0 3716,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],0 3717,Multiple Students: 90 Teacher: 90 Teacher: So what's the answer? [TARGET]Teacher: 600[/TARGET] Student: 600 plus - Student: [Crosstalk] Teacher: 270,0 3718,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.,0 3719,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.,0 3720,Teacher: [Crosstalk] Student: All you have to do is add the zero. Student: You can do 3 times 9 and then add the zero. [TARGET]Teacher: Shh.[/TARGET] Teacher: What if we do 29 times 30? Teacher: Zero times 9 is zero. Teacher: Zero times 2 is zero.,1 3721,"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.",0 3722,"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.",0 3723,"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.",0 3724,"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.",0 3725,"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 -",0 3726,"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.",0 3727,"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.",0 3728,"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 -",0 3729,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.,0 3730,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.,0 3731,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.,0 3732,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.,0 3733,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.,0 3734,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.,0 3735,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.,0 3736,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.,0 3737,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.,0 3738,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.,0 3739,"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. [TARGET]Teacher: I'm gonna give you each a piece of paper.[/TARGET] 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.",1 3740,"Teacher: So it's just another way to do multiplication. Teacher: All right. Teacher: I'm gonna give you each a piece of paper. [TARGET]Teacher: There's a front and a back.[/TARGET] 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. Teacher: Make it look like a rectangle, and then start blocking off the groups of 100 and groups of 10.",1 3741,"Teacher: All right. Teacher: I'm gonna give you each a piece of paper. Teacher: There's a front and a back. [TARGET]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. 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]?",1 3742,"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.",0 3743,"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.",0 3744,"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.",0 3745,"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. [TARGET]Teacher: Pass them out.[/TARGET] Student: Is it a grade? Teacher: It's just practice. Teacher: Student A.",1 3746,"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.",0 3747,"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?",0 3748,"Teacher: It's just practice. Teacher: Student A. Student: [Inaudible]. [TARGET]Teacher: Yeah, I'm gonna give you the problem.[/TARGET] Teacher: Can you pass them out please? Teacher: [Crosstalk] Teacher: Well this is called a picture.",1 3749,"Teacher: Student A. Student: [Inaudible]. Teacher: Yeah, I'm gonna give you the problem. [TARGET]Teacher: Can you pass them out please?[/TARGET] Teacher: [Crosstalk] Teacher: Well this is called a picture. Teacher: The rectangles colored in are pictures.",1 3750,"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.",0 3751,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],0 3752,"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.",0 3753,"Student: I know a good one. Teacher: Now let me think. Teacher: [Crosstalk] [TARGET]Teacher: No, guys, I'm giving you the problems.[/TARGET] Teacher: I'm giving you the problems. Student: Can I use my pencil to do it? Teacher: Yes.",1 3754,"Teacher: Now let me think. Teacher: [Crosstalk] Teacher: No, guys, I'm giving you the problems. [TARGET]Teacher: I'm giving you the problems.[/TARGET] Student: Can I use my pencil to do it? Teacher: Yes. Teacher: 18 times 27 is the first problem.",1 3755,"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.",0 3756,"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.",0 3757,"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.",0 3758,"Teacher: Yes. Teacher: 18 times 27 is the first problem. Teacher: Remember, 18 is the rows and the 27 goes across. [TARGET]Teacher: You can just set them on my desk.[/TARGET] Teacher: That's problem number one. Teacher: The second problem is - let me think. Teacher: I'll think of one.",1 3759,"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.",0 3760,"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.",0 3761,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?,0 3762,"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.",0 3763,"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.",0 3764,"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.",0 3765,"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.",0 3766,"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.",0 3767,"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.",0 3768,"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.",0 3769,"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?",0 3770,"Student: [Inaudible]. Teacher: Yes. 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.[/TARGET] Teacher: You can do a pencil for some of it, but then write the 100s. Student: [Inaudible] those markers? Teacher: No.",1 3771,"Teacher: Yes. 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. [TARGET]Teacher: You can do a pencil for some of it, but then write the 100s.[/TARGET] Student: [Inaudible] those markers? Teacher: No. Teacher: It's a lot easier to see if you use a crayon.",1 3772,"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? [TARGET]Teacher: No.[/TARGET] Teacher: It's a lot easier to see if you use a crayon. Teacher: Then your pencil lines don't get mixed up with the grid paper. Student: I need a ruler.",1 3773,"Teacher: You can do a pencil for some of it, but then write the 100s. Student: [Inaudible] those markers? Teacher: No. [TARGET]Teacher: It's a lot easier to see if you use a crayon.[/TARGET] Teacher: Then your pencil lines don't get mixed up with the grid paper. Student: I need a ruler. Teacher: You can go get a ruler.",1 3774,Student: [Inaudible] those markers? Teacher: No. Teacher: It's a lot easier to see if you use a crayon. [TARGET]Teacher: Then your pencil lines don't get mixed up with the grid paper.[/TARGET] Student: I need a ruler. Teacher: You can go get a ruler. Teacher: You know where they are.,1 3775,Teacher: It's a lot easier to see if you use a crayon. Teacher: Then your pencil lines don't get mixed up with the grid paper. Student: I need a ruler. [TARGET]Teacher: You can go get a ruler.[/TARGET] Teacher: You know where they are. Teacher: [Crosstalk] Student: Can we use a compass?,1 3776,Teacher: Then your pencil lines don't get mixed up with the grid paper. Student: I need a ruler. Teacher: You can go get a ruler. [TARGET]Teacher: You know where they are.[/TARGET] Teacher: [Crosstalk] Student: Can we use a compass? Teacher: No.,1 3777,Teacher: You know where they are. Teacher: [Crosstalk] Student: Can we use a compass? [TARGET]Teacher: No.[/TARGET] Teacher: You don't need a compass for anything. Teacher: [Crosstalk] Student: I'd just use a pencil if you can't use a crayon.,1 3778,Teacher: [Crosstalk] Student: Can we use a compass? Teacher: No. [TARGET]Teacher: You don't need a compass for anything.[/TARGET] Teacher: [Crosstalk] Student: I'd just use a pencil if you can't use a crayon. Student: She said you can use a pencil.,1 3779,"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.",0 3780,"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.",0 3781,"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.",0 3782,"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 -",0 3783,"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",0 3784,"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.",0 3785,"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.",0 3786,"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.",0 3787,"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.",0 3788,"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]",0 3789,"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.",0 3790,"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.",0 3791,"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?",0 3792,"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.",0 3793,"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.",0 3794,"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.",0 3795,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?,0 3796,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.,0 3797,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.,0 3798,"Teacher: Show me. Teacher: Show that this is 100. Student: Can I use brown? [TARGET]Teacher: I don't care.[/TARGET] Teacher: You can use brown if you want to. Teacher: 100, 100, good job. Student: I get this.",1 3799,"Teacher: Show that this is 100. Student: Can I use brown? Teacher: I don't care. [TARGET]Teacher: You can use brown if you want to.[/TARGET] Teacher: 100, 100, good job. Student: I get this. Teacher: Okay.",1 3800,"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.",0 3801,"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.",0 3802,"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.",0 3803,"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.",0 3804,"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?",0 3805,"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.",0 3806,"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?",0 3807,"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?",0 3808,"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.",0 3809,"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.",0 3810,"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.",0 3811,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.,0 3812,"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.",0 3813,"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?",0 3814,"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]",0 3815,"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? [TARGET]Teacher: Mm-hmm.[/TARGET] Teacher: [Crosstalk] Student: Can I get some water. Teacher: Yeah.",1 3816,"Teacher: Mm-hmm. Teacher: [Crosstalk] Student: Can I get some water. [TARGET]Teacher: Yeah.[/TARGET] Teacher: Guys, after you draw your grid and add it up, go ahead and do the multiplication problem any way you want. Teacher: You can do - Teacher: [Crosstalk]",1 3817,"Teacher: [Crosstalk] Student: Can I get some water. Teacher: Yeah. [TARGET]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 - Teacher: [Crosstalk] Teacher: Listen.",1 3818,"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.",0 3819,"Teacher: Guys, after you draw your grid and add it up, go ahead and do the multiplication problem any way you want. Teacher: You can do - Teacher: [Crosstalk] [TARGET]Teacher: Listen.[/TARGET] Teacher: I want you to check your answer. Teacher: After you draw the grids out, go ahead and do the problem. Teacher: You can do Lattice or partial product.",1 3820,"Teacher: You can do - Teacher: [Crosstalk] Teacher: Listen. [TARGET]Teacher: I want you to check your answer.[/TARGET] Teacher: After you draw the grids out, go ahead and do the problem. Teacher: You can do Lattice or partial product. Student: [Inaudible].",1 3821,"Teacher: [Crosstalk] Teacher: Listen. Teacher: I want you to check your answer. [TARGET]Teacher: After you draw the grids out, go ahead and do the problem.[/TARGET] 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.",1 3822,"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.",0 3823,"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.",0 3824,"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?",0 3825,"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.",0 3826,"Student: Would the last one be 70? Teacher: Yes, the last one would be 70. Student: Can we do traditional? [TARGET]Teacher: Yeah.[/TARGET] Teacher: Do anything you want to check it and make sure that your answer, that that two answers match. Student: Okay. Teacher: You can use traditional or Lattice.",1 3827,"Teacher: Yes, the last one would be 70. Student: Can we do traditional? Teacher: Yeah. [TARGET]Teacher: Do anything you want to check it and make sure that your answer, that that two answers match.[/TARGET] Student: Okay. Teacher: You can use traditional or Lattice. Teacher: This is not 100 though because that only goes down - wait.",1 3828,"Teacher: Yeah. Teacher: Do anything you want to check it and make sure that your answer, that that two answers match. Student: Okay. [TARGET]Teacher: You can use traditional or Lattice.[/TARGET] Teacher: This is not 100 though because that only goes down - wait. Teacher: What's this problem? Teacher: Oh yeah, sorry.",0 3829,"Teacher: Do anything you want to check it and make sure that your answer, that that two answers match. Student: Okay. Teacher: You can use traditional or Lattice. [TARGET]Teacher: This is not 100 though because that only goes down - wait.[/TARGET] Teacher: What's this problem? Teacher: Oh yeah, sorry. Teacher: That is 100, sorry, my bad.",0 3830,"Student: Okay. Teacher: You can use traditional or Lattice. Teacher: This is not 100 though because that only goes down - wait. [TARGET]Teacher: What's this problem?[/TARGET] Teacher: Oh yeah, sorry. Teacher: That is 100, sorry, my bad. Teacher: All right, good job.",0 3831,"Teacher: You can use traditional or Lattice. Teacher: This is not 100 though because that only goes down - wait. Teacher: What's this problem? [TARGET]Teacher: Oh yeah, sorry.[/TARGET] Teacher: That is 100, sorry, my bad. Teacher: All right, good job. Teacher: [Crosstalk]",0 3832,"Teacher: This is not 100 though because that only goes down - wait. Teacher: What's this problem? Teacher: Oh yeah, sorry. [TARGET]Teacher: That is 100, sorry, my bad.[/TARGET] Teacher: All right, good job. Teacher: [Crosstalk] Teacher: This though, if you have this column going all the way down to here, because it comes over and it goes all the way down to that dark line.",0 3833,"Teacher: What's this problem? Teacher: Oh yeah, sorry. Teacher: That is 100, sorry, my bad. [TARGET]Teacher: All right, good job.[/TARGET] Teacher: [Crosstalk] Teacher: This though, if you have this column going all the way down to here, because it comes over and it goes all the way down to that dark line. Teacher: So how many is in there?",0 3834,"Teacher: That is 100, sorry, my bad. Teacher: All right, good job. Teacher: [Crosstalk] [TARGET]Teacher: This though, if you have this column going all the way down to here, because it comes over and it goes all the way down to that dark line.[/TARGET] Teacher: So how many is in there? Student: [Inaudible]. Teacher: Do you have a 10 written there?",0 3835,"Teacher: All right, good job. Teacher: [Crosstalk] Teacher: This though, if you have this column going all the way down to here, because it comes over and it goes all the way down to that dark line. [TARGET]Teacher: So how many is in there?[/TARGET] Student: [Inaudible]. Teacher: Do you have a 10 written there? Teacher: It looks like a 5.",0 3836,"Teacher: This though, if you have this column going all the way down to here, because it comes over and it goes all the way down to that dark line. Teacher: So how many is in there? Student: [Inaudible]. [TARGET]Teacher: Do you have a 10 written there?[/TARGET] Teacher: It looks like a 5. Teacher: Did you have 10 written there? Student: Yes.",0 3837,Teacher: So how many is in there? Student: [Inaudible]. Teacher: Do you have a 10 written there? [TARGET]Teacher: It looks like a 5.[/TARGET] Teacher: Did you have 10 written there? Student: Yes. Teacher: Okay.,0 3838,"Student: [Inaudible]. Teacher: Do you have a 10 written there? Teacher: It looks like a 5. [TARGET]Teacher: Did you have 10 written there?[/TARGET] Student: Yes. Teacher: Okay. Teacher: Sorry, it looked like a 5 'cause it's written so small.",0 3839,"Teacher: Did you have 10 written there? Student: Yes. Teacher: Okay. [TARGET]Teacher: Sorry, it looked like a 5 'cause it's written so small.[/TARGET] Teacher: [Crosstalk] Teacher: Just hang on to it for just a minute. Teacher: Wait, something's gone wrong because, look, this is a row of 10 here, too.",0 3840,"Teacher: Okay. Teacher: Sorry, it looked like a 5 'cause it's written so small. Teacher: [Crosstalk] [TARGET]Teacher: Just hang on to it for just a minute.[/TARGET] Teacher: Wait, something's gone wrong because, look, this is a row of 10 here, too. Teacher: The 10 is only that much and that's the extra column right there. Teacher: So that's another row of 10.",1 3841,"Teacher: Sorry, it looked like a 5 'cause it's written so small. Teacher: [Crosstalk] Teacher: Just hang on to it for just a minute. [TARGET]Teacher: Wait, something's gone wrong because, look, this is a row of 10 here, too.[/TARGET] Teacher: The 10 is only that much and that's the extra column right there. Teacher: So that's another row of 10. Student: So this is -",0 3842,"Teacher: [Crosstalk] Teacher: Just hang on to it for just a minute. Teacher: Wait, something's gone wrong because, look, this is a row of 10 here, too. [TARGET]Teacher: The 10 is only that much and that's the extra column right there.[/TARGET] Teacher: So that's another row of 10. Student: So this is - Teacher: That's 10.",0 3843,"Teacher: Just hang on to it for just a minute. Teacher: Wait, something's gone wrong because, look, this is a row of 10 here, too. Teacher: The 10 is only that much and that's the extra column right there. [TARGET]Teacher: So that's another row of 10.[/TARGET] Student: So this is - Teacher: That's 10. Student: Can they hear us?",0 3844,Teacher: The 10 is only that much and that's the extra column right there. Teacher: So that's another row of 10. Student: So this is - [TARGET]Teacher: That's 10.[/TARGET] Student: Can they hear us? Teacher: Mm-hmm. Student: Is that the -,0 3845,Student: So this is - Teacher: That's 10. Student: Can they hear us? [TARGET]Teacher: Mm-hmm.[/TARGET] Student: Is that the - Teacher: That's the microphone right there. Student: Oh wait.,1 3846,Student: Can they hear us? Teacher: Mm-hmm. Student: Is that the - [TARGET]Teacher: That's the microphone right there.[/TARGET] Student: Oh wait. Student: They can't hear us. Teacher: They can hear you.,1 3847,"Teacher: That's the microphone right there. Student: Oh wait. Student: They can't hear us. [TARGET]Teacher: They can hear you.[/TARGET] Student: Is this live? Teacher: No, it's recorded. Student: So when you wear that they can hear everybody?",1 3848,"Student: They can't hear us. Teacher: They can hear you. Student: Is this live? [TARGET]Teacher: No, it's recorded.[/TARGET] Student: So when you wear that they can hear everybody? Teacher: There's a microphone on there and there's also a microphone on here. Teacher: So when you talk to me and I have this on they can hear everything you're saying.",1 3849,"Student: Is this live? Teacher: No, it's recorded. Student: So when you wear that they can hear everybody? [TARGET]Teacher: There's a microphone on there and there's also a microphone on here.[/TARGET] Teacher: So when you talk to me and I have this on they can hear everything you're saying. Student: You mean this? Student: They [inaudible] kindergarten?",1 3850,"Teacher: No, it's recorded. Student: So when you wear that they can hear everybody? Teacher: There's a microphone on there and there's also a microphone on here. [TARGET]Teacher: So when you talk to me and I have this on they can hear everything you're saying.[/TARGET] Student: You mean this? Student: They [inaudible] kindergarten? Teacher: No, it's not that sensitive.",1 3851,"Teacher: So when you talk to me and I have this on they can hear everything you're saying. Student: You mean this? Student: They [inaudible] kindergarten? [TARGET]Teacher: No, it's not that sensitive.[/TARGET] Teacher: [Crosstalk] Teacher: So did you fix this to go over 7? Teacher: Oh, you're starting over, okay.",1 3852,"Student: They [inaudible] kindergarten? Teacher: No, it's not that sensitive. Teacher: [Crosstalk] [TARGET]Teacher: So did you fix this to go over 7?[/TARGET] Teacher: Oh, you're starting over, okay. Teacher: [Crosstalk] Teacher: So there's 100, 100, 100, 300, 300, 80, 80, 80, and then this is a group of 10 and a group of 8.",0 3853,"Teacher: No, it's not that sensitive. Teacher: [Crosstalk] Teacher: So did you fix this to go over 7? [TARGET]Teacher: Oh, you're starting over, okay.[/TARGET] Teacher: [Crosstalk] Teacher: So there's 100, 100, 100, 300, 300, 80, 80, 80, and then this is a group of 10 and a group of 8. Teacher: [Crosstalk]",0 3854,"Teacher: So did you fix this to go over 7? Teacher: Oh, you're starting over, okay. Teacher: [Crosstalk] [TARGET]Teacher: So there's 100, 100, 100, 300, 300, 80, 80, 80, and then this is a group of 10 and a group of 8.[/TARGET] Teacher: [Crosstalk] Teacher: You were thinking of the first problem because on this picture you have 18 times 31 instead of 22, because I was trying to figure out how this came out to be an 8 because if you did the regular problem, 1 time 2, this answer has to end in a 2 and you have an 8. Teacher: So you actually did 18 times 31.",0 3855,"Teacher: [Crosstalk] Teacher: So there's 100, 100, 100, 300, 300, 80, 80, 80, and then this is a group of 10 and a group of 8. Teacher: [Crosstalk] [TARGET]Teacher: You were thinking of the first problem because on this picture you have 18 times 31 instead of 22, because I was trying to figure out how this came out to be an 8 because if you did the regular problem, 1 time 2, this answer has to end in a 2 and you have an 8.[/TARGET] Teacher: So you actually did 18 times 31. Teacher: So you can just change the problem, okay, since you wrote the wrong number. Student: Is this right?",0 3856,"Teacher: So there's 100, 100, 100, 300, 300, 80, 80, 80, and then this is a group of 10 and a group of 8. Teacher: [Crosstalk] Teacher: You were thinking of the first problem because on this picture you have 18 times 31 instead of 22, because I was trying to figure out how this came out to be an 8 because if you did the regular problem, 1 time 2, this answer has to end in a 2 and you have an 8. [TARGET]Teacher: So you actually did 18 times 31.[/TARGET] Teacher: So you can just change the problem, okay, since you wrote the wrong number. Student: Is this right? Teacher: Okay, but you should split it up like this, so it's 100, 100.",0 3857,"Teacher: [Crosstalk] Teacher: You were thinking of the first problem because on this picture you have 18 times 31 instead of 22, because I was trying to figure out how this came out to be an 8 because if you did the regular problem, 1 time 2, this answer has to end in a 2 and you have an 8. Teacher: So you actually did 18 times 31. [TARGET]Teacher: So you can just change the problem, okay, since you wrote the wrong number.[/TARGET] Student: Is this right? Teacher: Okay, but you should split it up like this, so it's 100, 100. Teacher: We're looking for groups of 100.",0 3858,"Teacher: So you actually did 18 times 31. Teacher: So you can just change the problem, okay, since you wrote the wrong number. Student: Is this right? [TARGET]Teacher: Okay, but you should split it up like this, so it's 100, 100.[/TARGET] Teacher: We're looking for groups of 100. Teacher: And then this would be 20, 20, 20. Teacher: What would this be over here though?",0 3859,"Teacher: So you can just change the problem, okay, since you wrote the wrong number. Student: Is this right? Teacher: Okay, but you should split it up like this, so it's 100, 100. [TARGET]Teacher: We're looking for groups of 100.[/TARGET] Teacher: And then this would be 20, 20, 20. Teacher: What would this be over here though? Teacher: And this blue one there is 10 and this blue one there is 10, and then this little section there is -",0 3860,"Student: Is this right? Teacher: Okay, but you should split it up like this, so it's 100, 100. Teacher: We're looking for groups of 100. [TARGET]Teacher: And then this would be 20, 20, 20.[/TARGET] Teacher: What would this be over here though? Teacher: And this blue one there is 10 and this blue one there is 10, and then this little section there is - Student: 10",0 3861,"Teacher: Okay, but you should split it up like this, so it's 100, 100. Teacher: We're looking for groups of 100. Teacher: And then this would be 20, 20, 20. [TARGET]Teacher: What would this be over here though?[/TARGET] Teacher: And this blue one there is 10 and this blue one there is 10, and then this little section there is - Student: 10 Student: Wait, there's 2.",0 3862,"Teacher: We're looking for groups of 100. Teacher: And then this would be 20, 20, 20. Teacher: What would this be over here though? [TARGET]Teacher: And this blue one there is 10 and this blue one there is 10, and then this little section there is -[/TARGET] Student: 10 Student: Wait, there's 2. Teacher: 2",0 3863,"Teacher: And this blue one there is 10 and this blue one there is 10, and then this little section there is - Student: 10 Student: Wait, there's 2. [TARGET]Teacher: 2[/TARGET] Teacher: So add it up. Teacher: [Crosstalk] Teacher: 200, 360.",0 3864,"Student: 10 Student: Wait, there's 2. Teacher: 2 [TARGET]Teacher: So add it up.[/TARGET] Teacher: [Crosstalk] Teacher: 200, 360. Teacher: Yeah, 486.",0 3865,"Teacher: 2 Teacher: So add it up. Teacher: [Crosstalk] [TARGET]Teacher: 200, 360.[/TARGET] Teacher: Yeah, 486. Teacher: [Crosstalk] Teacher: All right, guys, let's go ahead and check these.",0 3866,"Teacher: So add it up. Teacher: [Crosstalk] Teacher: 200, 360. [TARGET]Teacher: Yeah, 486.[/TARGET] Teacher: [Crosstalk] Teacher: All right, guys, let's go ahead and check these. Student: No, I'm not done.",0 3867,"Teacher: 200, 360. Teacher: Yeah, 486. Teacher: [Crosstalk] [TARGET]Teacher: All right, guys, let's go ahead and check these.[/TARGET] Student: No, I'm not done. Teacher: Listen. Teacher: Student A, Student J.",1 3868,"Teacher: [Crosstalk] Teacher: All right, guys, let's go ahead and check these. Student: No, I'm not done. [TARGET]Teacher: Listen.[/TARGET] Teacher: Student A, Student J. Teacher: So 18 times 27, most of the pictures look right to me. Teacher: Student H, are you ready?",1 3869,"Teacher: All right, guys, let's go ahead and check these. Student: No, I'm not done. Teacher: Listen. [TARGET]Teacher: Student A, Student J.[/TARGET] Teacher: So 18 times 27, most of the pictures look right to me. Teacher: Student H, are you ready? Teacher: 7 times 8, 56, carry the 5.",1 3870,"Student: No, I'm not done. Teacher: Listen. Teacher: Student A, Student J. [TARGET]Teacher: So 18 times 27, most of the pictures look right to me.[/TARGET] Teacher: Student H, are you ready? Teacher: 7 times 8, 56, carry the 5. Teacher: What method am I doing here?",0 3871,"Teacher: Listen. Teacher: Student A, Student J. Teacher: So 18 times 27, most of the pictures look right to me. [TARGET]Teacher: Student H, are you ready?[/TARGET] Teacher: 7 times 8, 56, carry the 5. Teacher: What method am I doing here? Multiple Students: Traditional.",1 3872,"Teacher: Student A, Student J. Teacher: So 18 times 27, most of the pictures look right to me. Teacher: Student H, are you ready? [TARGET]Teacher: 7 times 8, 56, carry the 5.[/TARGET] Teacher: What method am I doing here? Multiple Students: Traditional. Teacher: The traditional.",0 3873,"Teacher: So 18 times 27, most of the pictures look right to me. Teacher: Student H, are you ready? Teacher: 7 times 8, 56, carry the 5. [TARGET]Teacher: What method am I doing here?[/TARGET] Multiple Students: Traditional. Teacher: The traditional. Teacher: 2 times 8, 16, carry the 1, 2, 3, 486 for the first problem.",0 3874,"Teacher: 7 times 8, 56, carry the 5. Teacher: What method am I doing here? Multiple Students: Traditional. [TARGET]Teacher: The traditional.[/TARGET] Teacher: 2 times 8, 16, carry the 1, 2, 3, 486 for the first problem. Teacher: [Crosstalk] Student: I got 540.",0 3875,"Teacher: What method am I doing here? Multiple Students: Traditional. Teacher: The traditional. [TARGET]Teacher: 2 times 8, 16, carry the 1, 2, 3, 486 for the first problem.[/TARGET] Teacher: [Crosstalk] Student: I got 540. Student: I got 550.",0 3876,Student: I got 540. Student: I got 550. Student: [Crosstalk] [TARGET]Teacher: Are you sure?[/TARGET] Teacher: [Crosstalk] Teacher: I'm not gonna have time today. Student: You're not gonna have time for what?,0 3877,Student: [Crosstalk] Teacher: Are you sure? Teacher: [Crosstalk] [TARGET]Teacher: I'm not gonna have time today.[/TARGET] Student: You're not gonna have time for what? Teacher: 18 times 27. Teacher: [Crosstalk],1 3878,"Teacher: [Crosstalk] Teacher: I'm not gonna have time today. Student: You're not gonna have time for what? [TARGET]Teacher: 18 times 27.[/TARGET] Teacher: [Crosstalk] Teacher: Okay, 18 rows of 27, 10, 18. Teacher: I'm gonna start going over.",0 3879,"Student: You're not gonna have time for what? Teacher: 18 times 27. Teacher: [Crosstalk] [TARGET]Teacher: Okay, 18 rows of 27, 10, 18.[/TARGET] Teacher: I'm gonna start going over. Teacher: I have to go 10, 20, 27. Teacher: Finish up the rectangle.",0 3880,"Teacher: 18 times 27. Teacher: [Crosstalk] Teacher: Okay, 18 rows of 27, 10, 18. [TARGET]Teacher: I'm gonna start going over.[/TARGET] Teacher: I have to go 10, 20, 27. Teacher: Finish up the rectangle. Teacher: I have a 10 by 10, so there's 100, 100.",0 3881,"Teacher: [Crosstalk] Teacher: Okay, 18 rows of 27, 10, 18. Teacher: I'm gonna start going over. [TARGET]Teacher: I have to go 10, 20, 27.[/TARGET] Teacher: Finish up the rectangle. Teacher: I have a 10 by 10, so there's 100, 100. Teacher: There's 10 rows of 7, so that's 70.",0 3882,"Teacher: Okay, 18 rows of 27, 10, 18. Teacher: I'm gonna start going over. Teacher: I have to go 10, 20, 27. [TARGET]Teacher: Finish up the rectangle.[/TARGET] Teacher: I have a 10 by 10, so there's 100, 100. Teacher: There's 10 rows of 7, so that's 70. Teacher: There's 8 rows of 10, so that's 80.",0 3883,"Teacher: I'm gonna start going over. Teacher: I have to go 10, 20, 27. Teacher: Finish up the rectangle. [TARGET]Teacher: I have a 10 by 10, so there's 100, 100.[/TARGET] Teacher: There's 10 rows of 7, so that's 70. Teacher: There's 8 rows of 10, so that's 80. Teacher: 8 rows of 10 is 80.",0 3884,"Teacher: I have to go 10, 20, 27. Teacher: Finish up the rectangle. Teacher: I have a 10 by 10, so there's 100, 100. [TARGET]Teacher: There's 10 rows of 7, so that's 70.[/TARGET] Teacher: There's 8 rows of 10, so that's 80. Teacher: 8 rows of 10 is 80. Student: Yeah, that's what I got.",0 3885,"Teacher: Finish up the rectangle. Teacher: I have a 10 by 10, so there's 100, 100. Teacher: There's 10 rows of 7, so that's 70. [TARGET]Teacher: There's 8 rows of 10, so that's 80.[/TARGET] Teacher: 8 rows of 10 is 80. Student: Yeah, that's what I got. Teacher: And 8 rows of 7, that's the right answer.",0 3886,"Teacher: I have a 10 by 10, so there's 100, 100. Teacher: There's 10 rows of 7, so that's 70. Teacher: There's 8 rows of 10, so that's 80. [TARGET]Teacher: 8 rows of 10 is 80.[/TARGET] Student: Yeah, that's what I got. Teacher: And 8 rows of 7, that's the right answer. Student: Yes.",0 3887,"Teacher: There's 8 rows of 10, so that's 80. Teacher: 8 rows of 10 is 80. Student: Yeah, that's what I got. [TARGET]Teacher: And 8 rows of 7, that's the right answer.[/TARGET] Student: Yes. Teacher: Is 56. Teacher: It is.",0 3888,"Student: Yeah, that's what I got. Teacher: And 8 rows of 7, that's the right answer. Student: Yes. [TARGET]Teacher: Is 56.[/TARGET] Teacher: It is. Teacher: So when I had this up I have 270 here and I have 80 and 80 is 160 plus 56. Student: That's exactly what I got.",0 3889,"Teacher: And 8 rows of 7, that's the right answer. Student: Yes. Teacher: Is 56. [TARGET]Teacher: It is.[/TARGET] Teacher: So when I had this up I have 270 here and I have 80 and 80 is 160 plus 56. Student: That's exactly what I got. Teacher: It's 486.",0 3890,"Student: Yes. Teacher: Is 56. Teacher: It is. [TARGET]Teacher: So when I had this up I have 270 here and I have 80 and 80 is 160 plus 56.[/TARGET] Student: That's exactly what I got. Teacher: It's 486. Student: Yeah, that's exactly what I got.",0 3891,"Teacher: It is. Teacher: So when I had this up I have 270 here and I have 80 and 80 is 160 plus 56. Student: That's exactly what I got. [TARGET]Teacher: It's 486.[/TARGET] Student: Yeah, that's exactly what I got. Student: I checked it and I got it right. Teacher: What was the other problem?",0 3892,"Teacher: It's 486. Student: Yeah, that's exactly what I got. Student: I checked it and I got it right. [TARGET]Teacher: What was the other problem?[/TARGET] Teacher: [Crosstalk] Teacher: 22 times 31. Teacher: [Crosstalk]",0 3893,"Student: I checked it and I got it right. Teacher: What was the other problem? Teacher: [Crosstalk] [TARGET]Teacher: 22 times 31.[/TARGET] Teacher: [Crosstalk] Teacher: Guys, just a minute. Teacher: I can't hear the question.",0 3894,"Teacher: [Crosstalk] Teacher: 22 times 31. Teacher: [Crosstalk] [TARGET]Teacher: Guys, just a minute.[/TARGET] Teacher: I can't hear the question. Teacher: Student S. Student: How could the last one be 80?",1 3895,"Teacher: 22 times 31. Teacher: [Crosstalk] Teacher: Guys, just a minute. [TARGET]Teacher: I can't hear the question.[/TARGET] Teacher: Student S. Student: How could the last one be 80? Teacher: The last one in the right corner at the bottom is 56 'cause it's 8 rows of 7.",1 3896,"Teacher: [Crosstalk] Teacher: Guys, just a minute. Teacher: I can't hear the question. [TARGET]Teacher: Student S.[/TARGET] Student: How could the last one be 80? Teacher: The last one in the right corner at the bottom is 56 'cause it's 8 rows of 7. Student: [Inaudible].",1 3897,"Teacher: I can't hear the question. Teacher: Student S. Student: How could the last one be 80? [TARGET]Teacher: The last one in the right corner at the bottom is 56 'cause it's 8 rows of 7.[/TARGET] Student: [Inaudible]. Teacher: At the bottom, because it's 8 rows or 10. Teacher: I'll show you in a minute.",0 3898,"Student: How could the last one be 80? Teacher: The last one in the right corner at the bottom is 56 'cause it's 8 rows of 7. Student: [Inaudible]. [TARGET]Teacher: At the bottom, because it's 8 rows or 10.[/TARGET] Teacher: I'll show you in a minute. Teacher: Let's try this one. Teacher: Look up here.",0 3899,"Teacher: The last one in the right corner at the bottom is 56 'cause it's 8 rows of 7. Student: [Inaudible]. Teacher: At the bottom, because it's 8 rows or 10. [TARGET]Teacher: I'll show you in a minute.[/TARGET] Teacher: Let's try this one. Teacher: Look up here. Teacher: This one was a little tricky because I put 1 and that gets kind of crowded.",1 3900,"Student: [Inaudible]. Teacher: At the bottom, because it's 8 rows or 10. Teacher: I'll show you in a minute. [TARGET]Teacher: Let's try this one.[/TARGET] Teacher: Look up here. Teacher: This one was a little tricky because I put 1 and that gets kind of crowded. Teacher: It's 10, 22 times 10, 20, 31.",1 3901,"Teacher: At the bottom, because it's 8 rows or 10. Teacher: I'll show you in a minute. Teacher: Let's try this one. [TARGET]Teacher: Look up here.[/TARGET] Teacher: This one was a little tricky because I put 1 and that gets kind of crowded. Teacher: It's 10, 22 times 10, 20, 31. Teacher: So I've got to complete my rectangle.",1 3902,"Teacher: I'll show you in a minute. Teacher: Let's try this one. Teacher: Look up here. [TARGET]Teacher: This one was a little tricky because I put 1 and that gets kind of crowded.[/TARGET] Teacher: It's 10, 22 times 10, 20, 31. Teacher: So I've got to complete my rectangle. Student: You never connected it.",0 3903,"Teacher: Let's try this one. Teacher: Look up here. Teacher: This one was a little tricky because I put 1 and that gets kind of crowded. [TARGET]Teacher: It's 10, 22 times 10, 20, 31.[/TARGET] Teacher: So I've got to complete my rectangle. Student: You never connected it. Teacher: I know.",0 3904,"Teacher: Look up here. Teacher: This one was a little tricky because I put 1 and that gets kind of crowded. Teacher: It's 10, 22 times 10, 20, 31. [TARGET]Teacher: So I've got to complete my rectangle.[/TARGET] Student: You never connected it. Teacher: I know. Teacher: I just wanted to make sure I went over 1.",0 3905,"Teacher: It's 10, 22 times 10, 20, 31. Teacher: So I've got to complete my rectangle. Student: You never connected it. [TARGET]Teacher: I know.[/TARGET] Teacher: I just wanted to make sure I went over 1. Teacher: So I'm gonna block off my groups of 100. Student: You have another group of 100 [inaudible].",0 3906,"Teacher: So I've got to complete my rectangle. Student: You never connected it. Teacher: I know. [TARGET]Teacher: I just wanted to make sure I went over 1.[/TARGET] Teacher: So I'm gonna block off my groups of 100. Student: You have another group of 100 [inaudible]. Teacher: Okay, my line isn't very straight there.",0 3907,"Student: You never connected it. Teacher: I know. Teacher: I just wanted to make sure I went over 1. [TARGET]Teacher: So I'm gonna block off my groups of 100.[/TARGET] Student: You have another group of 100 [inaudible]. Teacher: Okay, my line isn't very straight there. Teacher: Okay.",0 3908,"Teacher: I just wanted to make sure I went over 1. Teacher: So I'm gonna block off my groups of 100. Student: You have another group of 100 [inaudible]. [TARGET]Teacher: Okay, my line isn't very straight there.[/TARGET] Teacher: Okay. Teacher: So how many groups of 100 do we have? Student: 6",0 3909,"Student: You have another group of 100 [inaudible]. Teacher: Okay, my line isn't very straight there. Teacher: Okay. [TARGET]Teacher: So how many groups of 100 do we have?[/TARGET] Student: 6 Teacher: 6 Teacher: I have 100, 100, 100, 100, 100, 100.",0 3910,"Teacher: Okay. Teacher: So how many groups of 100 do we have? Student: 6 [TARGET]Teacher: 6[/TARGET] Teacher: I have 100, 100, 100, 100, 100, 100. Teacher: Now what do I have at the bottom? Multiple Students: 20s.",0 3911,"Teacher: So how many groups of 100 do we have? Student: 6 Teacher: 6 [TARGET]Teacher: I have 100, 100, 100, 100, 100, 100.[/TARGET] Teacher: Now what do I have at the bottom? Multiple Students: 20s. Teacher: 2 rows of 10.",0 3912,"Student: 6 Teacher: 6 Teacher: I have 100, 100, 100, 100, 100, 100. [TARGET]Teacher: Now what do I have at the bottom?[/TARGET] Multiple Students: 20s. Teacher: 2 rows of 10. Teacher: So there's 20, 20, 20.",0 3913,"Teacher: I have 100, 100, 100, 100, 100, 100. Teacher: Now what do I have at the bottom? Multiple Students: 20s. [TARGET]Teacher: 2 rows of 10.[/TARGET] Teacher: So there's 20, 20, 20. Teacher: What about this little strip right here? Student: 10",0 3914,"Teacher: Now what do I have at the bottom? Multiple Students: 20s. Teacher: 2 rows of 10. [TARGET]Teacher: So there's 20, 20, 20.[/TARGET] Teacher: What about this little strip right here? Student: 10 Teacher: 10",0 3915,"Multiple Students: 20s. Teacher: 2 rows of 10. Teacher: So there's 20, 20, 20. [TARGET]Teacher: What about this little strip right here?[/TARGET] Student: 10 Teacher: 10 Teacher: [Crosstalk]",0 3916,"Teacher: So there's 20, 20, 20. Teacher: What about this little strip right here? Student: 10 [TARGET]Teacher: 10[/TARGET] Teacher: [Crosstalk] Teacher: Just a minute. Teacher: This little strip right here is 10 and this is -",0 3917,Student: 10 Teacher: 10 Teacher: [Crosstalk] [TARGET]Teacher: Just a minute.[/TARGET] Teacher: This little strip right here is 10 and this is - Student: 2 Teacher: 2,1 3918,Teacher: 10 Teacher: [Crosstalk] Teacher: Just a minute. [TARGET]Teacher: This little strip right here is 10 and this is -[/TARGET] Student: 2 Teacher: 2 Teacher: Now let's add it up.,0 3919,Teacher: Just a minute. Teacher: This little strip right here is 10 and this is - Student: 2 [TARGET]Teacher: 2[/TARGET] Teacher: Now let's add it up. Student: 22 Teacher: Just a minute.,0 3920,Teacher: This little strip right here is 10 and this is - Student: 2 Teacher: 2 [TARGET]Teacher: Now let's add it up.[/TARGET] Student: 22 Teacher: Just a minute. Student: That's 22.,0 3921,"Teacher: 2 Teacher: Now let's add it up. Student: 22 [TARGET]Teacher: Just a minute.[/TARGET] Student: That's 22. Teacher: Okay, just a second. Teacher: There's 600.",1 3922,"Student: 22 Teacher: Just a minute. Student: That's 22. [TARGET]Teacher: Okay, just a second.[/TARGET] Teacher: There's 600. Teacher: 20, 20, 20 is 60. Teacher: These 2 tens are 20, right, and then the little piece at the bottom is 2, 2, 8 6, 682.",1 3923,"Teacher: Just a minute. Student: That's 22. Teacher: Okay, just a second. [TARGET]Teacher: There's 600.[/TARGET] Teacher: 20, 20, 20 is 60. Teacher: These 2 tens are 20, right, and then the little piece at the bottom is 2, 2, 8 6, 682. Student: I got them all right.",0 3924,"Student: That's 22. Teacher: Okay, just a second. Teacher: There's 600. [TARGET]Teacher: 20, 20, 20 is 60.[/TARGET] Teacher: These 2 tens are 20, right, and then the little piece at the bottom is 2, 2, 8 6, 682. Student: I got them all right. Student: Yes.",0 3925,"Teacher: Okay, just a second. Teacher: There's 600. Teacher: 20, 20, 20 is 60. [TARGET]Teacher: These 2 tens are 20, right, and then the little piece at the bottom is 2, 2, 8 6, 682.[/TARGET] Student: I got them all right. Student: Yes. Teacher: All right.",0 3926,"Student: Yes. Teacher: All right. Teacher: [Crosstalk] [TARGET]Teacher: 22 times 31.[/TARGET] Teacher: Tomorrow we have a multiplication test. Teacher: Remember, it'll be - Student: Will it be easier than the quiz?",0 3927,"Teacher: All right. Teacher: [Crosstalk] Teacher: 22 times 31. [TARGET]Teacher: Tomorrow we have a multiplication test.[/TARGET] Teacher: Remember, it'll be - Student: Will it be easier than the quiz? Teacher: It'll be -",0 3928,"Teacher: [Crosstalk] Teacher: 22 times 31. Teacher: Tomorrow we have a multiplication test. [TARGET]Teacher: Remember, it'll be -[/TARGET] Student: Will it be easier than the quiz? Teacher: It'll be - Student: Harder.",0 3929,"Teacher: Tomorrow we have a multiplication test. Teacher: Remember, it'll be - Student: Will it be easier than the quiz? [TARGET]Teacher: It'll be -[/TARGET] Student: Harder. Teacher: No, not any harder. Teacher: It'll be the same or easier than the quiz, and you can use any kind of multiplication you want to.",0 3930,"Student: Will it be easier than the quiz? Teacher: It'll be - Student: Harder. [TARGET]Teacher: No, not any harder.[/TARGET] Teacher: It'll be the same or easier than the quiz, and you can use any kind of multiplication you want to. Teacher: You can do the Lattice. Teacher: You could do the traditional.",0 3931,"Teacher: It'll be - Student: Harder. Teacher: No, not any harder. [TARGET]Teacher: It'll be the same or easier than the quiz, and you can use any kind of multiplication you want to.[/TARGET] Teacher: You can do the Lattice. Teacher: You could do the traditional. Teacher: You could do the partial product.",0 3932,"Student: Harder. Teacher: No, not any harder. Teacher: It'll be the same or easier than the quiz, and you can use any kind of multiplication you want to. [TARGET]Teacher: You can do the Lattice.[/TARGET] Teacher: You could do the traditional. Teacher: You could do the partial product. Teacher: Last year I had some people who could do this way faster than anything else.",0 3933,"Teacher: No, not any harder. Teacher: It'll be the same or easier than the quiz, and you can use any kind of multiplication you want to. Teacher: You can do the Lattice. [TARGET]Teacher: You could do the traditional.[/TARGET] Teacher: You could do the partial product. Teacher: Last year I had some people who could do this way faster than anything else. Teacher: They could draw out these grids quicker than anything.",0 3934,"Teacher: It'll be the same or easier than the quiz, and you can use any kind of multiplication you want to. Teacher: You can do the Lattice. Teacher: You could do the traditional. [TARGET]Teacher: You could do the partial product.[/TARGET] Teacher: Last year I had some people who could do this way faster than anything else. Teacher: They could draw out these grids quicker than anything. Student: Really?",0 3935,Teacher: You can do the Lattice. Teacher: You could do the traditional. Teacher: You could do the partial product. [TARGET]Teacher: Last year I had some people who could do this way faster than anything else.[/TARGET] Teacher: They could draw out these grids quicker than anything. Student: Really? Teacher: Mm-hmm.,0 3936,Teacher: You could do the traditional. Teacher: You could do the partial product. Teacher: Last year I had some people who could do this way faster than anything else. [TARGET]Teacher: They could draw out these grids quicker than anything.[/TARGET] Student: Really? Teacher: Mm-hmm. Teacher: So you could draw out these grids.,0 3937,"Teacher: Last year I had some people who could do this way faster than anything else. Teacher: They could draw out these grids quicker than anything. Student: Really? [TARGET]Teacher: Mm-hmm.[/TARGET] Teacher: So you could draw out these grids. Teacher: I'll have paper if you want to use this to draw the problem out and count it up. Teacher: So we have 4, 5, 6 different ways to multiply.",0 3938,"Teacher: They could draw out these grids quicker than anything. Student: Really? Teacher: Mm-hmm. [TARGET]Teacher: So you could draw out these grids.[/TARGET] Teacher: I'll have paper if you want to use this to draw the problem out and count it up. Teacher: So we have 4, 5, 6 different ways to multiply. Student: Six different ways?",0 3939,"Student: Really? Teacher: Mm-hmm. Teacher: So you could draw out these grids. [TARGET]Teacher: I'll have paper if you want to use this to draw the problem out and count it up.[/TARGET] Teacher: So we have 4, 5, 6 different ways to multiply. Student: Six different ways? Student: I thought it was 5.",0 3940,"Teacher: Mm-hmm. Teacher: So you could draw out these grids. Teacher: I'll have paper if you want to use this to draw the problem out and count it up. [TARGET]Teacher: So we have 4, 5, 6 different ways to multiply.[/TARGET] Student: Six different ways? Student: I thought it was 5. Teacher: Maybe it's 5.",0 3941,"Teacher: So we have 4, 5, 6 different ways to multiply. Student: Six different ways? Student: I thought it was 5. [TARGET]Teacher: Maybe it's 5.[/TARGET] Teacher: Student S. Student: That's a lot of different ways. Student: That's really a lot of different ways.",0 3942,Student: Six different ways? Student: I thought it was 5. Teacher: Maybe it's 5. [TARGET]Teacher: Student S.[/TARGET] Student: That's a lot of different ways. Student: That's really a lot of different ways. Teacher: Student H.,0 3943,Teacher: Student S. Student: That's a lot of different ways. Student: That's really a lot of different ways. [TARGET]Teacher: Student H.[/TARGET] Student: [Inaudible]. Teacher: It has something like that on it. Teacher: Let's see.,0 3944,Student: That's really a lot of different ways. Teacher: Student H. Student: [Inaudible]. [TARGET]Teacher: It has something like that on it.[/TARGET] Teacher: Let's see. Teacher: What have we done? Teacher: We've done Lattice and traditional and the crash box or we call it grid.,0 3945,Teacher: Student H. Student: [Inaudible]. Teacher: It has something like that on it. [TARGET]Teacher: Let's see.[/TARGET] Teacher: What have we done? Teacher: We've done Lattice and traditional and the crash box or we call it grid. Teacher: [Crosstalk],0 3946,Student: [Inaudible]. Teacher: It has something like that on it. Teacher: Let's see. [TARGET]Teacher: What have we done?[/TARGET] Teacher: We've done Lattice and traditional and the crash box or we call it grid. Teacher: [Crosstalk] Teacher: This partial product.,0 3947,Teacher: It has something like that on it. Teacher: Let's see. Teacher: What have we done? [TARGET]Teacher: We've done Lattice and traditional and the crash box or we call it grid.[/TARGET] Teacher: [Crosstalk] Teacher: This partial product. Teacher: Now I call this decimal grid because it's - I don't know what we should call this.,0 3948,Teacher: What have we done? Teacher: We've done Lattice and traditional and the crash box or we call it grid. Teacher: [Crosstalk] [TARGET]Teacher: This partial product.[/TARGET] Teacher: Now I call this decimal grid because it's - I don't know what we should call this. Student: Decimal grid. Teacher: We'll call the other way crash box.,0 3949,Teacher: We've done Lattice and traditional and the crash box or we call it grid. Teacher: [Crosstalk] Teacher: This partial product. [TARGET]Teacher: Now I call this decimal grid because it's - I don't know what we should call this.[/TARGET] Student: Decimal grid. Teacher: We'll call the other way crash box. Teacher: We'll call this the grid.,0 3950,"Teacher: This partial product. Teacher: Now I call this decimal grid because it's - I don't know what we should call this. Student: Decimal grid. [TARGET]Teacher: We'll call the other way crash box.[/TARGET] Teacher: We'll call this the grid. Teacher: This is the array. Teacher: That's right, the grid array.",0 3951,"Teacher: Now I call this decimal grid because it's - I don't know what we should call this. Student: Decimal grid. Teacher: We'll call the other way crash box. [TARGET]Teacher: We'll call this the grid.[/TARGET] Teacher: This is the array. Teacher: That's right, the grid array. Student: The grid array.",0 3952,"Student: Decimal grid. Teacher: We'll call the other way crash box. Teacher: We'll call this the grid. [TARGET]Teacher: This is the array.[/TARGET] Teacher: That's right, the grid array. Student: The grid array. Teacher: The grid array.",0 3953,"Teacher: We'll call the other way crash box. Teacher: We'll call this the grid. Teacher: This is the array. [TARGET]Teacher: That's right, the grid array.[/TARGET] Student: The grid array. Teacher: The grid array. Teacher: And I guess if you wanted to do 22 times 31 and you wanted to do repeated addition you could have 22 31 times.",0 3954,"Teacher: This is the array. Teacher: That's right, the grid array. Student: The grid array. [TARGET]Teacher: The grid array.[/TARGET] Teacher: And I guess if you wanted to do 22 times 31 and you wanted to do repeated addition you could have 22 31 times. Teacher: If you wanted to do repeated addition that would take a lot of time, but you could do that. Teacher: [Crosstalk]",0 3955,"Teacher: That's right, the grid array. Student: The grid array. Teacher: The grid array. [TARGET]Teacher: And I guess if you wanted to do 22 times 31 and you wanted to do repeated addition you could have 22 31 times.[/TARGET] Teacher: If you wanted to do repeated addition that would take a lot of time, but you could do that. Teacher: [Crosstalk] Teacher: So we know six ways to multiply.",0 3956,"Student: The grid array. Teacher: The grid array. Teacher: And I guess if you wanted to do 22 times 31 and you wanted to do repeated addition you could have 22 31 times. [TARGET]Teacher: If you wanted to do repeated addition that would take a lot of time, but you could do that.[/TARGET] Teacher: [Crosstalk] Teacher: So we know six ways to multiply. Student: That is a lot.",0 3957,"Teacher: And I guess if you wanted to do 22 times 31 and you wanted to do repeated addition you could have 22 31 times. Teacher: If you wanted to do repeated addition that would take a lot of time, but you could do that. Teacher: [Crosstalk] [TARGET]Teacher: So we know six ways to multiply.[/TARGET] Student: That is a lot. Teacher: Six ways, so I think you guys will do fine on the test. Student: Repeated is spelled wrong.",0 3958,"Teacher: [Crosstalk] Teacher: So we know six ways to multiply. Student: That is a lot. [TARGET]Teacher: Six ways, so I think you guys will do fine on the test.[/TARGET] Student: Repeated is spelled wrong. Teacher: That's all right. Teacher: You know what it means.",0 3959,"Student: That is a lot. Teacher: Six ways, so I think you guys will do fine on the test. Student: Repeated is spelled wrong. [TARGET]Teacher: That's all right.[/TARGET] Teacher: You know what it means. Student: Isn't repeated - Teacher: Oh yeah, E-A-T-E-D.",0 3960,"Teacher: Six ways, so I think you guys will do fine on the test. Student: Repeated is spelled wrong. Teacher: That's all right. [TARGET]Teacher: You know what it means.[/TARGET] Student: Isn't repeated - Teacher: Oh yeah, E-A-T-E-D. Student: Isn't repeated addition multiplication?",0 3961,"Teacher: That's all right. Teacher: You know what it means. Student: Isn't repeated - [TARGET]Teacher: Oh yeah, E-A-T-E-D.[/TARGET] Student: Isn't repeated addition multiplication? Teacher: Mm-hmm. Teacher: Yes.",0 3962,"Student: Isn't repeated - Teacher: Oh yeah, E-A-T-E-D. Student: Isn't repeated addition multiplication? [TARGET]Teacher: Mm-hmm.[/TARGET] Teacher: Yes. Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go. Teacher: So all the crayons back in the bowl, all the pencils back in the baskets.",0 3963,"Teacher: Oh yeah, E-A-T-E-D. Student: Isn't repeated addition multiplication? Teacher: Mm-hmm. [TARGET]Teacher: Yes.[/TARGET] Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go. Teacher: So all the crayons back in the bowl, all the pencils back in the baskets. Teacher: Student E is gonna collect the papers.",0 3964,"Student: Isn't repeated addition multiplication? Teacher: Mm-hmm. Teacher: Yes. [TARGET]Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go.[/TARGET] Teacher: So all the crayons back in the bowl, all the pencils back in the baskets. Teacher: Student E is gonna collect the papers. Teacher: Stand by your chair.",1 3965,"Teacher: Mm-hmm. Teacher: Yes. Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go. [TARGET]Teacher: So all the crayons back in the bowl, all the pencils back in the baskets.[/TARGET] Teacher: Student E is gonna collect the papers. Teacher: Stand by your chair. Teacher: [Crosstalk]",1 3966,"Teacher: Yes. Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go. Teacher: So all the crayons back in the bowl, all the pencils back in the baskets. [TARGET]Teacher: Student E is gonna collect the papers.[/TARGET] Teacher: Stand by your chair. Teacher: [Crosstalk] Teacher: So everybody in your seat.",1 3967,"Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go. Teacher: So all the crayons back in the bowl, all the pencils back in the baskets. Teacher: Student E is gonna collect the papers. [TARGET]Teacher: Stand by your chair.[/TARGET] Teacher: [Crosstalk] Teacher: So everybody in your seat. Student: I thought you said stand behind your seat.",1 3968,"Teacher: Student E is gonna collect the papers. Teacher: Stand by your chair. Teacher: [Crosstalk] [TARGET]Teacher: So everybody in your seat.[/TARGET] Student: I thought you said stand behind your seat. Teacher: Stand behind your seat. Teacher: Thank you, Student E. Student H, Student M, can I have your papers?",1 3969,"Teacher: [Crosstalk] Teacher: So everybody in your seat. Student: I thought you said stand behind your seat. [TARGET]Teacher: Stand behind your seat.[/TARGET] Teacher: Thank you, Student E. Student H, Student M, can I have your papers? Teacher: Stand behind your seat. Teacher: [Crosstalk]",1 3970,"Teacher: So everybody in your seat. Student: I thought you said stand behind your seat. Teacher: Stand behind your seat. [TARGET]Teacher: Thank you, Student E. Student H, Student M, can I have your papers?[/TARGET] Teacher: Stand behind your seat. Teacher: [Crosstalk] Teacher: All right, listen up.",1 3971,"Student: I thought you said stand behind your seat. Teacher: Stand behind your seat. Teacher: Thank you, Student E. Student H, Student M, can I have your papers? [TARGET]Teacher: Stand behind your seat.[/TARGET] Teacher: [Crosstalk] Teacher: All right, listen up. Teacher: Sit.",1 3972,"Teacher: Thank you, Student E. Student H, Student M, can I have your papers? Teacher: Stand behind your seat. Teacher: [Crosstalk] [TARGET]Teacher: All right, listen up.[/TARGET] Teacher: Sit. Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer. Teacher: So don't yell it out.",1 3973,"Teacher: Stand behind your seat. Teacher: [Crosstalk] Teacher: All right, listen up. [TARGET]Teacher: Sit.[/TARGET] Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer. Teacher: So don't yell it out. Teacher: After you answer your question correctly you may go.",1 3974,"Teacher: [Crosstalk] Teacher: All right, listen up. Teacher: Sit. [TARGET]Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer.[/TARGET] Teacher: So don't yell it out. Teacher: After you answer your question correctly you may go. Teacher: Student A, what is 30 times 10?",1 3975,"Teacher: All right, listen up. Teacher: Sit. Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer. [TARGET]Teacher: So don't yell it out.[/TARGET] Teacher: After you answer your question correctly you may go. Teacher: Student A, what is 30 times 10? Student: 300",1 3976,"Teacher: Sit. Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer. Teacher: So don't yell it out. [TARGET]Teacher: After you answer your question correctly you may go.[/TARGET] Teacher: Student A, what is 30 times 10? Student: 300 Teacher: 300, yes, very good.",1 3977,"Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer. Teacher: So don't yell it out. Teacher: After you answer your question correctly you may go. [TARGET]Teacher: Student A, what is 30 times 10?[/TARGET] Student: 300 Teacher: 300, yes, very good. Teacher: Student A, what's 3 times 1,000?",0 3978,"Teacher: After you answer your question correctly you may go. Teacher: Student A, what is 30 times 10? Student: 300 [TARGET]Teacher: 300, yes, very good.[/TARGET] Teacher: Student A, what's 3 times 1,000? Student: 3000 Teacher: 3,000, all right.",0 3979,"Teacher: Student A, what is 30 times 10? Student: 300 Teacher: 300, yes, very good. [TARGET]Teacher: Student A, what's 3 times 1,000?[/TARGET] Student: 3000 Teacher: 3,000, all right. Teacher: Can you turn on the light when you go out?",0 3980,"Teacher: 300, yes, very good. Teacher: Student A, what's 3 times 1,000? Student: 3000 [TARGET]Teacher: 3,000, all right.[/TARGET] Teacher: Can you turn on the light when you go out? Teacher: Student S, what is 17 times 10? Student: That would be 170.",0 3981,"Teacher: Student A, what's 3 times 1,000? Student: 3000 Teacher: 3,000, all right. [TARGET]Teacher: Can you turn on the light when you go out?[/TARGET] Teacher: Student S, what is 17 times 10? Student: That would be 170. Teacher: Yes.",1 3982,"Student: 3000 Teacher: 3,000, all right. Teacher: Can you turn on the light when you go out? [TARGET]Teacher: Student S, what is 17 times 10?[/TARGET] Student: That would be 170. Teacher: Yes. Teacher: Student A, what's 23 times 10?",0 3983,"Teacher: Can you turn on the light when you go out? Teacher: Student S, what is 17 times 10? Student: That would be 170. [TARGET]Teacher: Yes.[/TARGET] Teacher: Student A, what's 23 times 10? Student: 230 Teacher: 230",0 3984,"Teacher: Student S, what is 17 times 10? Student: That would be 170. Teacher: Yes. [TARGET]Teacher: Student A, what's 23 times 10?[/TARGET] Student: 230 Teacher: 230 Teacher: Student E, what's 23 times 100?",0 3985,"Teacher: Yes. Teacher: Student A, what's 23 times 10? Student: 230 [TARGET]Teacher: 230[/TARGET] Teacher: Student E, what's 23 times 100? Student: 23000 Teacher: 23 times 100.",0 3986,"Teacher: Student A, what's 23 times 10? Student: 230 Teacher: 230 [TARGET]Teacher: Student E, what's 23 times 100?[/TARGET] Student: 23000 Teacher: 23 times 100. Student: It's easy.",0 3987,"Teacher: 230 Teacher: Student E, what's 23 times 100? Student: 23000 [TARGET]Teacher: 23 times 100.[/TARGET] Student: It's easy. Student: 2300 Teacher: Yes.",0 3988,"Teacher: 23 times 100. Student: It's easy. Student: 2300 [TARGET]Teacher: Yes.[/TARGET] Teacher: Student A, what's 13 times 10? Student: 130 Teacher: Okay.",0 3989,"Student: It's easy. Student: 2300 Teacher: Yes. [TARGET]Teacher: Student A, what's 13 times 10?[/TARGET] Student: 130 Teacher: Okay. Teacher: 23 times 10?",0 3990,"Teacher: Student A, what's 13 times 10? Student: 130 Teacher: Okay. [TARGET]Teacher: 23 times 10?[/TARGET] Student: 23 times 10 is [inaudible]. Teacher: 230 Teacher: Student B, what's 17 times 100?",0 3991,"Teacher: Okay. Teacher: 23 times 10? Student: 23 times 10 is [inaudible]. [TARGET]Teacher: 230[/TARGET] Teacher: Student B, what's 17 times 100? Student: 1700 Teacher: Good.",0 3992,"Teacher: 23 times 10? Student: 23 times 10 is [inaudible]. Teacher: 230 [TARGET]Teacher: Student B, what's 17 times 100?[/TARGET] Student: 1700 Teacher: Good. Teacher: Student E, what's 31 times 10?",0 3993,"Teacher: 230 Teacher: Student B, what's 17 times 100? Student: 1700 [TARGET]Teacher: Good.[/TARGET] Teacher: Student E, what's 31 times 10? Student: 310 Teacher: Good.",0 3994,"Teacher: Student B, what's 17 times 100? Student: 1700 Teacher: Good. [TARGET]Teacher: Student E, what's 31 times 10?[/TARGET] Student: 310 Teacher: Good. Teacher: Student K, what is 27 times 100?",0 3995,"Teacher: Good. Teacher: Student E, what's 31 times 10? Student: 310 [TARGET]Teacher: Good.[/TARGET] Teacher: Student K, what is 27 times 100? Student: 2700 Teacher: Okay.",0 3996,"Teacher: Student E, what's 31 times 10? Student: 310 Teacher: Good. [TARGET]Teacher: Student K, what is 27 times 100?[/TARGET] Student: 2700 Teacher: Okay. Teacher: What's 15 times 10, Student A?",0 3997,"Teacher: Student K, what is 27 times 100? Student: 2700 Teacher: Okay. [TARGET]Teacher: What's 15 times 10, Student A?[/TARGET] Student: 150 Teacher: Good. Teacher: 13 times 10.",0 3998,"Teacher: Okay. Teacher: What's 15 times 10, Student A? Student: 150 [TARGET]Teacher: Good.[/TARGET] Teacher: 13 times 10. Student: 1300 Teacher: 13 times 10, no.",0 3999,"Teacher: What's 15 times 10, Student A? Student: 150 Teacher: Good. [TARGET]Teacher: 13 times 10.[/TARGET] Student: 1300 Teacher: 13 times 10, no. Teacher: Just times 10.",0 4000,"Teacher: Good. Teacher: 13 times 10. Student: 1300 [TARGET]Teacher: 13 times 10, no.[/TARGET] Teacher: Just times 10. Student: 130 Teacher: 130",0 4001,"Teacher: 13 times 10. Student: 1300 Teacher: 13 times 10, no. [TARGET]Teacher: Just times 10.[/TARGET] Student: 130 Teacher: 130 Teacher: 17 times 100.",0 4002,"Teacher: 13 times 10, no. Teacher: Just times 10. Student: 130 [TARGET]Teacher: 130[/TARGET] Teacher: 17 times 100. Student: 170 Teacher: That must be my favorite number today.",0 4003,"Teacher: Just times 10. Student: 130 Teacher: 130 [TARGET]Teacher: 17 times 100.[/TARGET] Student: 170 Teacher: That must be my favorite number today. Teacher: No, 17 times 100.",0 4004,"Teacher: 130 Teacher: 17 times 100. Student: 170 [TARGET]Teacher: That must be my favorite number today.[/TARGET] Teacher: No, 17 times 100. Student: 1700 Teacher: Yes.",0 4005,"Teacher: 17 times 100. Student: 170 Teacher: That must be my favorite number today. [TARGET]Teacher: No, 17 times 100.[/TARGET] Student: 1700 Teacher: Yes. Teacher: 25 times 100, Student J.",0 4006,"Teacher: That must be my favorite number today. Teacher: No, 17 times 100. Student: 1700 [TARGET]Teacher: Yes.[/TARGET] Teacher: 25 times 100, Student J. Student: 2500 Teacher: Yes.",0 4007,"Teacher: No, 17 times 100. Student: 1700 Teacher: Yes. [TARGET]Teacher: 25 times 100, Student J.[/TARGET] Student: 2500 Teacher: Yes. Teacher: 12 times 10.",0 4008,"Teacher: Yes. Teacher: 25 times 100, Student J. Student: 2500 [TARGET]Teacher: Yes.[/TARGET] Teacher: 12 times 10. Student: 120 Teacher: Good.",0 4009,"Teacher: 25 times 100, Student J. Student: 2500 Teacher: Yes. [TARGET]Teacher: 12 times 10.[/TARGET] Student: 120 Teacher: Good. Teacher: 35 times 10.",0 4010,Teacher: Yes. Teacher: 12 times 10. Student: 120 [TARGET]Teacher: Good.[/TARGET] Teacher: 35 times 10. Student: 350 Teacher: Good.,0 4011,Teacher: 12 times 10. Student: 120 Teacher: Good. [TARGET]Teacher: 35 times 10.[/TARGET] Student: 350 Teacher: Good. Teacher: 35 times 100.,0 4012,Teacher: Good. Teacher: 35 times 10. Student: 350 [TARGET]Teacher: Good.[/TARGET] Teacher: 35 times 100. Student: 35000 Teacher: 35 -,0 4013,Teacher: 35 times 10. Student: 350 Teacher: Good. [TARGET]Teacher: 35 times 100.[/TARGET] Student: 35000 Teacher: 35 - Student: Hundred.,0 4014,"Teacher: Good. Teacher: 35 times 100. Student: 35000 [TARGET]Teacher: 35 -[/TARGET] Student: Hundred. Teacher: Hundred or 3,500. Teacher: Student H, stay here for a minute.",0 4015,"Student: 35000 Teacher: 35 - Student: Hundred. [TARGET]Teacher: Hundred or 3,500.[/TARGET] Teacher: Student H, stay here for a minute. Teacher: [End of Audio]",0 4016,"Teacher: 35 - Student: Hundred. Teacher: Hundred or 3,500. [TARGET]Teacher: Student H, stay here for a minute.[/TARGET] Teacher: [End of Audio]",1 4017," [TARGET]Teacher: Oh, now.[/TARGET] Teacher: Don't let me be the second. Teacher: All set? Teacher: Okay.",1 4018,"Teacher: Oh, now. [TARGET]Teacher: Don't let me be the second.[/TARGET] Teacher: All set? Teacher: Okay. Teacher: This is a microphone, so they can hear exactly what I'm saying.",1 4019,"Teacher: Oh, now. Teacher: Don't let me be the second. [TARGET]Teacher: All set?[/TARGET] Teacher: Okay. Teacher: This is a microphone, so they can hear exactly what I'm saying. Teacher: Thank you.",1 4020,"Teacher: Don't let me be the second. Teacher: All set? Teacher: Okay. [TARGET]Teacher: This is a microphone, so they can hear exactly what I'm saying.[/TARGET] Teacher: Thank you. Teacher: Okay. Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year.",1 4021,"Teacher: All set? Teacher: Okay. Teacher: This is a microphone, so they can hear exactly what I'm saying. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Okay. Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year. Teacher: Just like you took it last year.",1 4022,"Teacher: This is a microphone, so they can hear exactly what I'm saying. Teacher: Thank you. Teacher: Okay. [TARGET]Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year.[/TARGET] Teacher: Just like you took it last year. Teacher: You took the MCAS for math. Teacher: The MCAS for 4th grade looks almost identical.",0 4023,"Teacher: Thank you. Teacher: Okay. Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year. [TARGET]Teacher: Just like you took it last year.[/TARGET] Teacher: You took the MCAS for math. Teacher: The MCAS for 4th grade looks almost identical. Student: Is the question that we're doing now going to be in our MCAS's that we get this year?",0 4024,"Teacher: Okay. Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year. Teacher: Just like you took it last year. [TARGET]Teacher: You took the MCAS for math.[/TARGET] Teacher: The MCAS for 4th grade looks almost identical. Student: Is the question that we're doing now going to be in our MCAS's that we get this year? Teacher: No.",0 4025,"Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year. Teacher: Just like you took it last year. Teacher: You took the MCAS for math. [TARGET]Teacher: The MCAS for 4th grade looks almost identical.[/TARGET] Student: Is the question that we're doing now going to be in our MCAS's that we get this year? Teacher: No. Teacher: The question that we practice today will not be on it this year.",0 4026,"Teacher: You took the MCAS for math. Teacher: The MCAS for 4th grade looks almost identical. Student: Is the question that we're doing now going to be in our MCAS's that we get this year? [TARGET]Teacher: No.[/TARGET] Teacher: The question that we practice today will not be on it this year. Teacher: So, when you take your math MCAS's you're going to have a few different types of questions. Teacher: One will be multiple choice, which everyone knows how to answer.",0 4027,"Teacher: The MCAS for 4th grade looks almost identical. Student: Is the question that we're doing now going to be in our MCAS's that we get this year? Teacher: No. [TARGET]Teacher: The question that we practice today will not be on it this year.[/TARGET] Teacher: So, when you take your math MCAS's you're going to have a few different types of questions. Teacher: One will be multiple choice, which everyone knows how to answer. Teacher: And the other will be an open response.",0 4028,"Student: Is the question that we're doing now going to be in our MCAS's that we get this year? Teacher: No. Teacher: The question that we practice today will not be on it this year. [TARGET]Teacher: So, when you take your math MCAS's you're going to have a few different types of questions.[/TARGET] Teacher: One will be multiple choice, which everyone knows how to answer. Teacher: And the other will be an open response. Teacher: That's where you get a lot of points.",0 4029,"Teacher: No. Teacher: The question that we practice today will not be on it this year. Teacher: So, when you take your math MCAS's you're going to have a few different types of questions. [TARGET]Teacher: One will be multiple choice, which everyone knows how to answer.[/TARGET] Teacher: And the other will be an open response. Teacher: That's where you get a lot of points. Teacher: In an open response, you can get four different answer scores.",0 4030,"Teacher: The question that we practice today will not be on it this year. Teacher: So, when you take your math MCAS's you're going to have a few different types of questions. Teacher: One will be multiple choice, which everyone knows how to answer. [TARGET]Teacher: And the other will be an open response.[/TARGET] Teacher: That's where you get a lot of points. Teacher: In an open response, you can get four different answer scores. Teacher: You can get a four, which is the highest score.",0 4031,"Teacher: So, when you take your math MCAS's you're going to have a few different types of questions. Teacher: One will be multiple choice, which everyone knows how to answer. Teacher: And the other will be an open response. [TARGET]Teacher: That's where you get a lot of points.[/TARGET] Teacher: In an open response, you can get four different answer scores. Teacher: You can get a four, which is the highest score. Teacher: A three.",0 4032,"Teacher: One will be multiple choice, which everyone knows how to answer. Teacher: And the other will be an open response. Teacher: That's where you get a lot of points. [TARGET]Teacher: In an open response, you can get four different answer scores.[/TARGET] Teacher: You can get a four, which is the highest score. Teacher: A three. Teacher: A two.",0 4033,"Teacher: And the other will be an open response. Teacher: That's where you get a lot of points. Teacher: In an open response, you can get four different answer scores. [TARGET]Teacher: You can get a four, which is the highest score.[/TARGET] Teacher: A three. Teacher: A two. Teacher: A one.",0 4034,"Teacher: That's where you get a lot of points. Teacher: In an open response, you can get four different answer scores. Teacher: You can get a four, which is the highest score. [TARGET]Teacher: A three.[/TARGET] Teacher: A two. Teacher: A one. Teacher: And if you skip it, or if you don't really do anything, you'll get a zero.",0 4035,"Teacher: In an open response, you can get four different answer scores. Teacher: You can get a four, which is the highest score. Teacher: A three. [TARGET]Teacher: A two.[/TARGET] Teacher: A one. Teacher: And if you skip it, or if you don't really do anything, you'll get a zero. Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one.",0 4036,"Teacher: You can get a four, which is the highest score. Teacher: A three. Teacher: A two. [TARGET]Teacher: A one.[/TARGET] Teacher: And if you skip it, or if you don't really do anything, you'll get a zero. Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one. Teacher: Our goal is definitely to get a four.",0 4037,"Teacher: A three. Teacher: A two. Teacher: A one. [TARGET]Teacher: And if you skip it, or if you don't really do anything, you'll get a zero.[/TARGET] Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one. Teacher: Our goal is definitely to get a four. Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them.",0 4038,"Teacher: A two. Teacher: A one. Teacher: And if you skip it, or if you don't really do anything, you'll get a zero. [TARGET]Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one.[/TARGET] Teacher: Our goal is definitely to get a four. Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them. Teacher: They would never let us look at one, and then use it again.",0 4039,"Teacher: A one. Teacher: And if you skip it, or if you don't really do anything, you'll get a zero. Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one. [TARGET]Teacher: Our goal is definitely to get a four.[/TARGET] Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them. Teacher: They would never let us look at one, and then use it again. Teacher: So, you won't be having this one again on your real MCAS test.",0 4040,"Teacher: And if you skip it, or if you don't really do anything, you'll get a zero. Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one. Teacher: Our goal is definitely to get a four. [TARGET]Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them.[/TARGET] Teacher: They would never let us look at one, and then use it again. Teacher: So, you won't be having this one again on your real MCAS test. Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay?",0 4041,"Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one. Teacher: Our goal is definitely to get a four. Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them. [TARGET]Teacher: They would never let us look at one, and then use it again.[/TARGET] Teacher: So, you won't be having this one again on your real MCAS test. Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay? Teacher: It's usually something you have to think about.",0 4042,"Teacher: Our goal is definitely to get a four. Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them. Teacher: They would never let us look at one, and then use it again. [TARGET]Teacher: So, you won't be having this one again on your real MCAS test.[/TARGET] Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay? Teacher: It's usually something you have to think about. Teacher: You have to go back in the question.",0 4043,"Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them. Teacher: They would never let us look at one, and then use it again. Teacher: So, you won't be having this one again on your real MCAS test. [TARGET]Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay?[/TARGET] Teacher: It's usually something you have to think about. Teacher: You have to go back in the question. Teacher: Look at the wording.",0 4044,"Teacher: They would never let us look at one, and then use it again. Teacher: So, you won't be having this one again on your real MCAS test. Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay? [TARGET]Teacher: It's usually something you have to think about.[/TARGET] Teacher: You have to go back in the question. Teacher: Look at the wording. Teacher: It's usually something that takes some thought.",0 4045,"Teacher: So, you won't be having this one again on your real MCAS test. Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay? Teacher: It's usually something you have to think about. [TARGET]Teacher: You have to go back in the question.[/TARGET] Teacher: Look at the wording. Teacher: It's usually something that takes some thought. Teacher: It's not going to be a multiple choice, ""What shape is this?"" Okay.",0 4046,"Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay? Teacher: It's usually something you have to think about. Teacher: You have to go back in the question. [TARGET]Teacher: Look at the wording.[/TARGET] Teacher: It's usually something that takes some thought. Teacher: It's not going to be a multiple choice, ""What shape is this?"" Okay. Teacher: It won't be anything like that.",0 4047,"Teacher: It's usually something you have to think about. Teacher: You have to go back in the question. Teacher: Look at the wording. [TARGET]Teacher: It's usually something that takes some thought.[/TARGET] Teacher: It's not going to be a multiple choice, ""What shape is this?"" Okay. Teacher: It won't be anything like that. Teacher: I want all eyes up here on our scoring rubric.",0 4048,"Teacher: You have to go back in the question. Teacher: Look at the wording. Teacher: It's usually something that takes some thought. [TARGET]Teacher: It's not going to be a multiple choice, ""What shape is this?"" Okay.[/TARGET] Teacher: It won't be anything like that. Teacher: I want all eyes up here on our scoring rubric. Teacher: Before we even look at our question, let's just see how we are going to get a four.",0 4049,"Teacher: Look at the wording. Teacher: It's usually something that takes some thought. Teacher: It's not going to be a multiple choice, ""What shape is this?"" Okay. [TARGET]Teacher: It won't be anything like that.[/TARGET] Teacher: I want all eyes up here on our scoring rubric. Teacher: Before we even look at our question, let's just see how we are going to get a four. Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions.",0 4050,"Teacher: It's usually something that takes some thought. Teacher: It's not going to be a multiple choice, ""What shape is this?"" Okay. Teacher: It won't be anything like that. [TARGET]Teacher: I want all eyes up here on our scoring rubric.[/TARGET] Teacher: Before we even look at our question, let's just see how we are going to get a four. Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions. Teacher: Let's look at four.",1 4051,"Teacher: It's not going to be a multiple choice, ""What shape is this?"" Okay. Teacher: It won't be anything like that. Teacher: I want all eyes up here on our scoring rubric. [TARGET]Teacher: Before we even look at our question, let's just see how we are going to get a four.[/TARGET] Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions. Teacher: Let's look at four. Teacher: Actually, let's look at zero.",0 4052,"Teacher: It won't be anything like that. Teacher: I want all eyes up here on our scoring rubric. Teacher: Before we even look at our question, let's just see how we are going to get a four. [TARGET]Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions.[/TARGET] Teacher: Let's look at four. Teacher: Actually, let's look at zero. Teacher: Down here at the bottom.",0 4053,"Teacher: I want all eyes up here on our scoring rubric. Teacher: Before we even look at our question, let's just see how we are going to get a four. Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions. [TARGET]Teacher: Let's look at four.[/TARGET] Teacher: Actually, let's look at zero. Teacher: Down here at the bottom. Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero.",0 4054,"Teacher: Before we even look at our question, let's just see how we are going to get a four. Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions. Teacher: Let's look at four. [TARGET]Teacher: Actually, let's look at zero.[/TARGET] Teacher: Down here at the bottom. Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero. Teacher: A zero says no explanation - I'll read it to you if you can't see it.",0 4055,"Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions. Teacher: Let's look at four. Teacher: Actually, let's look at zero. [TARGET]Teacher: Down here at the bottom.[/TARGET] Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero. Teacher: A zero says no explanation - I'll read it to you if you can't see it. Teacher: ""The answer is not related to the question, there is no work, or it's blank."" I don't think anyone in here would ever do that.",0 4056,"Teacher: Let's look at four. Teacher: Actually, let's look at zero. Teacher: Down here at the bottom. [TARGET]Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero.[/TARGET] Teacher: A zero says no explanation - I'll read it to you if you can't see it. Teacher: ""The answer is not related to the question, there is no work, or it's blank."" I don't think anyone in here would ever do that. Teacher: So, let's move up to number one.",0 4057,"Teacher: Actually, let's look at zero. Teacher: Down here at the bottom. Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero. [TARGET]Teacher: A zero says no explanation - I'll read it to you if you can't see it.[/TARGET] Teacher: ""The answer is not related to the question, there is no work, or it's blank."" I don't think anyone in here would ever do that. Teacher: So, let's move up to number one. Teacher: Number one says, ""There is no explanation of thinking."" Usually on all the questions it says explain how you got your answer.",1 4058,"Teacher: Down here at the bottom. Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero. Teacher: A zero says no explanation - I'll read it to you if you can't see it. [TARGET]Teacher: ""The answer is not related to the question, there is no work, or it's blank."" I don't think anyone in here would ever do that.[/TARGET] Teacher: So, let's move up to number one. Teacher: Number one says, ""There is no explanation of thinking."" Usually on all the questions it says explain how you got your answer. Teacher: So, they want you to explain your work.",0 4059,"Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero. Teacher: A zero says no explanation - I'll read it to you if you can't see it. Teacher: ""The answer is not related to the question, there is no work, or it's blank."" I don't think anyone in here would ever do that. [TARGET]Teacher: So, let's move up to number one.[/TARGET] Teacher: Number one says, ""There is no explanation of thinking."" Usually on all the questions it says explain how you got your answer. Teacher: So, they want you to explain your work. Teacher: Tell them how you figured it out.",0 4060,"Teacher: A zero says no explanation - I'll read it to you if you can't see it. Teacher: ""The answer is not related to the question, there is no work, or it's blank."" I don't think anyone in here would ever do that. Teacher: So, let's move up to number one. [TARGET]Teacher: Number one says, ""There is no explanation of thinking."" Usually on all the questions it says explain how you got your answer.[/TARGET] Teacher: So, they want you to explain your work. Teacher: Tell them how you figured it out. Teacher: So, one, you didn't explain anything.",0 4061,"Teacher: ""The answer is not related to the question, there is no work, or it's blank."" I don't think anyone in here would ever do that. Teacher: So, let's move up to number one. Teacher: Number one says, ""There is no explanation of thinking."" Usually on all the questions it says explain how you got your answer. [TARGET]Teacher: So, they want you to explain your work.[/TARGET] Teacher: Tell them how you figured it out. Teacher: So, one, you didn't explain anything. Teacher: ""There is no math vocabulary used."" They want you to use words like addition.",0 4062,"Teacher: So, let's move up to number one. Teacher: Number one says, ""There is no explanation of thinking."" Usually on all the questions it says explain how you got your answer. Teacher: So, they want you to explain your work. [TARGET]Teacher: Tell them how you figured it out.[/TARGET] Teacher: So, one, you didn't explain anything. Teacher: ""There is no math vocabulary used."" They want you to use words like addition. Teacher: Subtraction.",0 4063,"Teacher: Number one says, ""There is no explanation of thinking."" Usually on all the questions it says explain how you got your answer. Teacher: So, they want you to explain your work. Teacher: Tell them how you figured it out. [TARGET]Teacher: So, one, you didn't explain anything.[/TARGET] Teacher: ""There is no math vocabulary used."" They want you to use words like addition. Teacher: Subtraction. Teacher: Multiplication.",0 4064,"Teacher: So, they want you to explain your work. Teacher: Tell them how you figured it out. Teacher: So, one, you didn't explain anything. [TARGET]Teacher: ""There is no math vocabulary used."" They want you to use words like addition.[/TARGET] Teacher: Subtraction. Teacher: Multiplication. Teacher: Division.",0 4065,"Teacher: Tell them how you figured it out. Teacher: So, one, you didn't explain anything. Teacher: ""There is no math vocabulary used."" They want you to use words like addition. [TARGET]Teacher: Subtraction.[/TARGET] Teacher: Multiplication. Teacher: Division. Teacher: They want to hear that you know what you're talking about.",0 4066,"Teacher: So, one, you didn't explain anything. Teacher: ""There is no math vocabulary used."" They want you to use words like addition. Teacher: Subtraction. [TARGET]Teacher: Multiplication.[/TARGET] Teacher: Division. Teacher: They want to hear that you know what you're talking about. Teacher: ""Does not follow directions.",0 4067,"Teacher: ""There is no math vocabulary used."" They want you to use words like addition. Teacher: Subtraction. Teacher: Multiplication. [TARGET]Teacher: Division.[/TARGET] Teacher: They want to hear that you know what you're talking about. Teacher: ""Does not follow directions. Teacher: And the computation or the answer is incorrect."" Okay?",0 4068,"Teacher: Subtraction. Teacher: Multiplication. Teacher: Division. [TARGET]Teacher: They want to hear that you know what you're talking about.[/TARGET] Teacher: ""Does not follow directions. Teacher: And the computation or the answer is incorrect."" Okay? Teacher: I don't think anyone in here will get a one, but I guess it could happen.",0 4069,"Teacher: Multiplication. Teacher: Division. Teacher: They want to hear that you know what you're talking about. [TARGET]Teacher: ""Does not follow directions.[/TARGET] Teacher: And the computation or the answer is incorrect."" Okay? Teacher: I don't think anyone in here will get a one, but I guess it could happen. Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay?",0 4070,"Teacher: Division. Teacher: They want to hear that you know what you're talking about. Teacher: ""Does not follow directions. [TARGET]Teacher: And the computation or the answer is incorrect."" Okay?[/TARGET] Teacher: I don't think anyone in here will get a one, but I guess it could happen. Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay? Teacher: So, it won't be a surprise once the real one comes.",0 4071,"Teacher: They want to hear that you know what you're talking about. Teacher: ""Does not follow directions. Teacher: And the computation or the answer is incorrect."" Okay? [TARGET]Teacher: I don't think anyone in here will get a one, but I guess it could happen.[/TARGET] Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay? Teacher: So, it won't be a surprise once the real one comes. Teacher: Number two.",0 4072,"Teacher: ""Does not follow directions. Teacher: And the computation or the answer is incorrect."" Okay? Teacher: I don't think anyone in here will get a one, but I guess it could happen. [TARGET]Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay?[/TARGET] Teacher: So, it won't be a surprise once the real one comes. Teacher: Number two. Teacher: In order to score a two, the explanation is not clear, or there is little writing.",0 4073,"Teacher: And the computation or the answer is incorrect."" Okay? Teacher: I don't think anyone in here will get a one, but I guess it could happen. Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay? [TARGET]Teacher: So, it won't be a surprise once the real one comes.[/TARGET] Teacher: Number two. Teacher: In order to score a two, the explanation is not clear, or there is little writing. Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted.",0 4074,"Teacher: I don't think anyone in here will get a one, but I guess it could happen. Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay? Teacher: So, it won't be a surprise once the real one comes. [TARGET]Teacher: Number two.[/TARGET] Teacher: In order to score a two, the explanation is not clear, or there is little writing. Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted. Teacher: We'll wait for you to be ready.",0 4075,"Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay? Teacher: So, it won't be a surprise once the real one comes. Teacher: Number two. [TARGET]Teacher: In order to score a two, the explanation is not clear, or there is little writing.[/TARGET] Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted. Teacher: We'll wait for you to be ready. Teacher: There is no math vocabulary for a two.",0 4076,"Teacher: So, it won't be a surprise once the real one comes. Teacher: Number two. Teacher: In order to score a two, the explanation is not clear, or there is little writing. [TARGET]Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted.[/TARGET] Teacher: We'll wait for you to be ready. Teacher: There is no math vocabulary for a two. Teacher: ""Does not show work, or the work is difficult to follow."" Meaning, you didn't show how you figured it out.",0 4077,"Teacher: Number two. Teacher: In order to score a two, the explanation is not clear, or there is little writing. Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted. [TARGET]Teacher: We'll wait for you to be ready.[/TARGET] Teacher: There is no math vocabulary for a two. Teacher: ""Does not show work, or the work is difficult to follow."" Meaning, you didn't show how you figured it out. Teacher: Or, all of your work might be there, but it doesn't really make sense.",1 4078,"Teacher: In order to score a two, the explanation is not clear, or there is little writing. Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted. Teacher: We'll wait for you to be ready. [TARGET]Teacher: There is no math vocabulary for a two.[/TARGET] Teacher: ""Does not show work, or the work is difficult to follow."" Meaning, you didn't show how you figured it out. Teacher: Or, all of your work might be there, but it doesn't really make sense. Teacher: It's kind of jumbled, and all over the place.",0 4079,"Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted. Teacher: We'll wait for you to be ready. Teacher: There is no math vocabulary for a two. [TARGET]Teacher: ""Does not show work, or the work is difficult to follow."" Meaning, you didn't show how you figured it out.[/TARGET] Teacher: Or, all of your work might be there, but it doesn't really make sense. Teacher: It's kind of jumbled, and all over the place. Teacher: ""The answer is not labeled A, or B."" A lot of times when you have an open response question, there'll be two parts.",0 4080,"Teacher: We'll wait for you to be ready. Teacher: There is no math vocabulary for a two. Teacher: ""Does not show work, or the work is difficult to follow."" Meaning, you didn't show how you figured it out. [TARGET]Teacher: Or, all of your work might be there, but it doesn't really make sense.[/TARGET] Teacher: It's kind of jumbled, and all over the place. Teacher: ""The answer is not labeled A, or B."" A lot of times when you have an open response question, there'll be two parts. Teacher: Sometimes there'll even be three parts.",0 4081,"Teacher: There is no math vocabulary for a two. Teacher: ""Does not show work, or the work is difficult to follow."" Meaning, you didn't show how you figured it out. Teacher: Or, all of your work might be there, but it doesn't really make sense. [TARGET]Teacher: It's kind of jumbled, and all over the place.[/TARGET] Teacher: ""The answer is not labeled A, or B."" A lot of times when you have an open response question, there'll be two parts. Teacher: Sometimes there'll even be three parts. Teacher: Meaning, it will say, ""Part A, do this, this, and this.",0 4082,"Teacher: ""Does not show work, or the work is difficult to follow."" Meaning, you didn't show how you figured it out. Teacher: Or, all of your work might be there, but it doesn't really make sense. Teacher: It's kind of jumbled, and all over the place. [TARGET]Teacher: ""The answer is not labeled A, or B."" A lot of times when you have an open response question, there'll be two parts.[/TARGET] Teacher: Sometimes there'll even be three parts. Teacher: Meaning, it will say, ""Part A, do this, this, and this. Teacher: Part B, do this, this, and this.",0 4083,"Teacher: Or, all of your work might be there, but it doesn't really make sense. Teacher: It's kind of jumbled, and all over the place. Teacher: ""The answer is not labeled A, or B."" A lot of times when you have an open response question, there'll be two parts. [TARGET]Teacher: Sometimes there'll even be three parts.[/TARGET] Teacher: Meaning, it will say, ""Part A, do this, this, and this. Teacher: Part B, do this, this, and this. Teacher: Part C. Do this, this, and this."" And what they want you to do on your paper is label, ""A.",0 4084,"Teacher: It's kind of jumbled, and all over the place. Teacher: ""The answer is not labeled A, or B."" A lot of times when you have an open response question, there'll be two parts. Teacher: Sometimes there'll even be three parts. [TARGET]Teacher: Meaning, it will say, ""Part A, do this, this, and this.[/TARGET] Teacher: Part B, do this, this, and this. Teacher: Part C. Do this, this, and this."" And what they want you to do on your paper is label, ""A. Teacher: Here is my work and my explanation.",0 4085,"Teacher: ""The answer is not labeled A, or B."" A lot of times when you have an open response question, there'll be two parts. Teacher: Sometimes there'll even be three parts. Teacher: Meaning, it will say, ""Part A, do this, this, and this. [TARGET]Teacher: Part B, do this, this, and this.[/TARGET] Teacher: Part C. Do this, this, and this."" And what they want you to do on your paper is label, ""A. Teacher: Here is my work and my explanation. Teacher: B.",0 4086,"Teacher: Sometimes there'll even be three parts. Teacher: Meaning, it will say, ""Part A, do this, this, and this. Teacher: Part B, do this, this, and this. [TARGET]Teacher: Part C. Do this, this, and this."" And what they want you to do on your paper is label, ""A.[/TARGET] Teacher: Here is my work and my explanation. Teacher: B. Teacher: Here is my work and my explanation.",0 4087,"Teacher: Meaning, it will say, ""Part A, do this, this, and this. Teacher: Part B, do this, this, and this. Teacher: Part C. Do this, this, and this."" And what they want you to do on your paper is label, ""A. [TARGET]Teacher: Here is my work and my explanation.[/TARGET] Teacher: B. Teacher: Here is my work and my explanation. Teacher: C. Here is my work and my explanation.""",0 4088,"Teacher: Part B, do this, this, and this. Teacher: Part C. Do this, this, and this."" And what they want you to do on your paper is label, ""A. Teacher: Here is my work and my explanation. [TARGET]Teacher: B.[/TARGET] Teacher: Here is my work and my explanation. Teacher: C. Here is my work and my explanation."" Teacher: Did not answer all parts of the question.",0 4089,"Teacher: Part C. Do this, this, and this."" And what they want you to do on your paper is label, ""A. Teacher: Here is my work and my explanation. Teacher: B. [TARGET]Teacher: Here is my work and my explanation.[/TARGET] Teacher: C. Here is my work and my explanation."" Teacher: Did not answer all parts of the question. Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C. And the last one.",0 4090,"Teacher: Here is my work and my explanation. Teacher: B. Teacher: Here is my work and my explanation. [TARGET]Teacher: C. Here is my work and my explanation.""[/TARGET] Teacher: Did not answer all parts of the question. Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C. And the last one. Teacher: Again, computation of the answer is incorrect.",0 4091,"Teacher: B. Teacher: Here is my work and my explanation. Teacher: C. Here is my work and my explanation."" [TARGET]Teacher: Did not answer all parts of the question.[/TARGET] Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C. And the last one. Teacher: Again, computation of the answer is incorrect. Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three.",0 4092,"Teacher: Here is my work and my explanation. Teacher: C. Here is my work and my explanation."" Teacher: Did not answer all parts of the question. [TARGET]Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C. And the last one.[/TARGET] Teacher: Again, computation of the answer is incorrect. Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three. Teacher: A three.",0 4093,"Teacher: C. Here is my work and my explanation."" Teacher: Did not answer all parts of the question. Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C. And the last one. [TARGET]Teacher: Again, computation of the answer is incorrect.[/TARGET] Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three. Teacher: A three. Teacher: ""It clearly explains your thinking."" Meaning you explained your thinking very well.",0 4094,"Teacher: Did not answer all parts of the question. Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C. And the last one. Teacher: Again, computation of the answer is incorrect. [TARGET]Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three.[/TARGET] Teacher: A three. Teacher: ""It clearly explains your thinking."" Meaning you explained your thinking very well. Teacher: ""You described the steps it took to figure it out.",0 4095,"Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C. And the last one. Teacher: Again, computation of the answer is incorrect. Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three. [TARGET]Teacher: A three.[/TARGET] Teacher: ""It clearly explains your thinking."" Meaning you explained your thinking very well. Teacher: ""You described the steps it took to figure it out. Teacher: You included some math vocabulary."" Not a lot.",0 4096,"Teacher: Again, computation of the answer is incorrect. Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three. Teacher: A three. [TARGET]Teacher: ""It clearly explains your thinking."" Meaning you explained your thinking very well.[/TARGET] Teacher: ""You described the steps it took to figure it out. Teacher: You included some math vocabulary."" Not a lot. Teacher: Maybe only one or two words.",0 4097,"Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three. Teacher: A three. Teacher: ""It clearly explains your thinking."" Meaning you explained your thinking very well. [TARGET]Teacher: ""You described the steps it took to figure it out.[/TARGET] Teacher: You included some math vocabulary."" Not a lot. Teacher: Maybe only one or two words. Teacher: ""And you included words from the question."" So, if it said something like how much does each elephant weigh?",0 4098,"Teacher: A three. Teacher: ""It clearly explains your thinking."" Meaning you explained your thinking very well. Teacher: ""You described the steps it took to figure it out. [TARGET]Teacher: You included some math vocabulary."" Not a lot.[/TARGET] Teacher: Maybe only one or two words. Teacher: ""And you included words from the question."" So, if it said something like how much does each elephant weigh? Teacher: You turn the question around and you wrote, ""Each elephant weighed this amount."" So, you want to use words from the actual question.",0 4099,"Teacher: ""It clearly explains your thinking."" Meaning you explained your thinking very well. Teacher: ""You described the steps it took to figure it out. Teacher: You included some math vocabulary."" Not a lot. [TARGET]Teacher: Maybe only one or two words.[/TARGET] Teacher: ""And you included words from the question."" So, if it said something like how much does each elephant weigh? Teacher: You turn the question around and you wrote, ""Each elephant weighed this amount."" So, you want to use words from the actual question. Teacher: Do you have a question on that?",0 4100,"Teacher: ""You described the steps it took to figure it out. Teacher: You included some math vocabulary."" Not a lot. Teacher: Maybe only one or two words. [TARGET]Teacher: ""And you included words from the question."" So, if it said something like how much does each elephant weigh?[/TARGET] Teacher: You turn the question around and you wrote, ""Each elephant weighed this amount."" So, you want to use words from the actual question. Teacher: Do you have a question on that? Student: No.",0 4101,"Teacher: You included some math vocabulary."" Not a lot. Teacher: Maybe only one or two words. Teacher: ""And you included words from the question."" So, if it said something like how much does each elephant weigh? [TARGET]Teacher: You turn the question around and you wrote, ""Each elephant weighed this amount."" So, you want to use words from the actual question.[/TARGET] Teacher: Do you have a question on that? Student: No. Student: I was telling you that we did something like that in past third grade.",0 4102,"Teacher: Maybe only one or two words. Teacher: ""And you included words from the question."" So, if it said something like how much does each elephant weigh? Teacher: You turn the question around and you wrote, ""Each elephant weighed this amount."" So, you want to use words from the actual question. [TARGET]Teacher: Do you have a question on that?[/TARGET] Student: No. Student: I was telling you that we did something like that in past third grade. Teacher: In third grade?",0 4103,Teacher: Do you have a question on that? Student: No. Student: I was telling you that we did something like that in past third grade. [TARGET]Teacher: In third grade?[/TARGET] Student: No. Teacher: This year? Student: Yeah.,0 4104,"Student: I was telling you that we did something like that in past third grade. Teacher: In third grade? Student: No. [TARGET]Teacher: This year?[/TARGET] Student: Yeah. Teacher: Oh, turn the question around? Student: Yeah.",0 4105,"Student: No. Teacher: This year? Student: Yeah. [TARGET]Teacher: Oh, turn the question around?[/TARGET] Student: Yeah. Teacher: Turning the question around is a great strategy. Teacher: We're going to talk about that in a few minutes.",0 4106,"Student: Yeah. Teacher: Oh, turn the question around? Student: Yeah. [TARGET]Teacher: Turning the question around is a great strategy.[/TARGET] Teacher: We're going to talk about that in a few minutes. Teacher: Student T? Student: Teacher T is teaching us turn -",0 4107,"Teacher: Oh, turn the question around? Student: Yeah. Teacher: Turning the question around is a great strategy. [TARGET]Teacher: We're going to talk about that in a few minutes.[/TARGET] Teacher: Student T? Student: Teacher T is teaching us turn - Teacher: TTQA?",0 4108,Student: Yeah. Teacher: Turning the question around is a great strategy. Teacher: We're going to talk about that in a few minutes. [TARGET]Teacher: Student T?[/TARGET] Student: Teacher T is teaching us turn - Teacher: TTQA? Teacher: Yeah.,0 4109,Teacher: We're going to talk about that in a few minutes. Teacher: Student T? Student: Teacher T is teaching us turn - [TARGET]Teacher: TTQA?[/TARGET] Teacher: Yeah. Student: Teaching us that in her class. Teacher: Good.,0 4110,"Teacher: Student T? Student: Teacher T is teaching us turn - Teacher: TTQA? [TARGET]Teacher: Yeah.[/TARGET] Student: Teaching us that in her class. Teacher: Good. Teacher: So, you can use it in reading, and you can use it in math.",0 4111,"Teacher: TTQA? Teacher: Yeah. Student: Teaching us that in her class. [TARGET]Teacher: Good.[/TARGET] Teacher: So, you can use it in reading, and you can use it in math. Teacher: So, don't just think of a TTQA as just a reading activity. Teacher: It's definitely a math one, too.",0 4112,"Teacher: Yeah. Student: Teaching us that in her class. Teacher: Good. [TARGET]Teacher: So, you can use it in reading, and you can use it in math.[/TARGET] Teacher: So, don't just think of a TTQA as just a reading activity. Teacher: It's definitely a math one, too. Teacher: And then it says, ""You showed some work through charts, diagrams, or computation."" Depending on what the question is, it might say, ""Make a line-plot."" Then you wouldn't have a lot of computation.",0 4113,"Student: Teaching us that in her class. Teacher: Good. Teacher: So, you can use it in reading, and you can use it in math. [TARGET]Teacher: So, don't just think of a TTQA as just a reading activity.[/TARGET] Teacher: It's definitely a math one, too. Teacher: And then it says, ""You showed some work through charts, diagrams, or computation."" Depending on what the question is, it might say, ""Make a line-plot."" Then you wouldn't have a lot of computation. Teacher: You would be drawing a line-plot.",0 4114,"Teacher: Good. Teacher: So, you can use it in reading, and you can use it in math. Teacher: So, don't just think of a TTQA as just a reading activity. [TARGET]Teacher: It's definitely a math one, too.[/TARGET] Teacher: And then it says, ""You showed some work through charts, diagrams, or computation."" Depending on what the question is, it might say, ""Make a line-plot."" Then you wouldn't have a lot of computation. Teacher: You would be drawing a line-plot. Teacher: It also says, ""A label is part of the answer, A, B, C."" Whatever part you're working on, you clearly show this is my work for part A.",0 4115,"Teacher: So, you can use it in reading, and you can use it in math. Teacher: So, don't just think of a TTQA as just a reading activity. Teacher: It's definitely a math one, too. [TARGET]Teacher: And then it says, ""You showed some work through charts, diagrams, or computation."" Depending on what the question is, it might say, ""Make a line-plot."" Then you wouldn't have a lot of computation.[/TARGET] Teacher: You would be drawing a line-plot. Teacher: It also says, ""A label is part of the answer, A, B, C."" Whatever part you're working on, you clearly show this is my work for part A. Teacher: This is my work and my answer for part B.",0 4116,"Teacher: So, don't just think of a TTQA as just a reading activity. Teacher: It's definitely a math one, too. Teacher: And then it says, ""You showed some work through charts, diagrams, or computation."" Depending on what the question is, it might say, ""Make a line-plot."" Then you wouldn't have a lot of computation. [TARGET]Teacher: You would be drawing a line-plot.[/TARGET] Teacher: It also says, ""A label is part of the answer, A, B, C."" Whatever part you're working on, you clearly show this is my work for part A. Teacher: This is my work and my answer for part B. Teacher: This is my work and my answer for part C. And then, again, to get a three, your computation and your answer have to be correct.",0 4117,"Teacher: It's definitely a math one, too. Teacher: And then it says, ""You showed some work through charts, diagrams, or computation."" Depending on what the question is, it might say, ""Make a line-plot."" Then you wouldn't have a lot of computation. Teacher: You would be drawing a line-plot. [TARGET]Teacher: It also says, ""A label is part of the answer, A, B, C."" Whatever part you're working on, you clearly show this is my work for part A.[/TARGET] Teacher: This is my work and my answer for part B. Teacher: This is my work and my answer for part C. And then, again, to get a three, your computation and your answer have to be correct. Teacher: So, if you come up with the wrong answer, can you get a three?",0 4118,"Teacher: And then it says, ""You showed some work through charts, diagrams, or computation."" Depending on what the question is, it might say, ""Make a line-plot."" Then you wouldn't have a lot of computation. Teacher: You would be drawing a line-plot. Teacher: It also says, ""A label is part of the answer, A, B, C."" Whatever part you're working on, you clearly show this is my work for part A. [TARGET]Teacher: This is my work and my answer for part B.[/TARGET] Teacher: This is my work and my answer for part C. And then, again, to get a three, your computation and your answer have to be correct. Teacher: So, if you come up with the wrong answer, can you get a three? Student: No.",0 4119,"Teacher: You would be drawing a line-plot. Teacher: It also says, ""A label is part of the answer, A, B, C."" Whatever part you're working on, you clearly show this is my work for part A. Teacher: This is my work and my answer for part B. [TARGET]Teacher: This is my work and my answer for part C. And then, again, to get a three, your computation and your answer have to be correct.[/TARGET] Teacher: So, if you come up with the wrong answer, can you get a three? Student: No. Teacher: If you come up with the wrong answer, it's going to be a two, or below.",0 4120,"Teacher: It also says, ""A label is part of the answer, A, B, C."" Whatever part you're working on, you clearly show this is my work for part A. Teacher: This is my work and my answer for part B. Teacher: This is my work and my answer for part C. And then, again, to get a three, your computation and your answer have to be correct. [TARGET]Teacher: So, if you come up with the wrong answer, can you get a three?[/TARGET] Student: No. Teacher: If you come up with the wrong answer, it's going to be a two, or below. Teacher: Let's see how to get a four.",0 4121,"Teacher: This is my work and my answer for part C. And then, again, to get a three, your computation and your answer have to be correct. Teacher: So, if you come up with the wrong answer, can you get a three? Student: No. [TARGET]Teacher: If you come up with the wrong answer, it's going to be a two, or below.[/TARGET] Teacher: Let's see how to get a four. Teacher: Who can read the first step in getting a four. Teacher: Because this is going to be our goal for everyone in here is to get a four, today.",0 4122,"Teacher: So, if you come up with the wrong answer, can you get a three? Student: No. Teacher: If you come up with the wrong answer, it's going to be a two, or below. [TARGET]Teacher: Let's see how to get a four.[/TARGET] Teacher: Who can read the first step in getting a four. Teacher: Because this is going to be our goal for everyone in here is to get a four, today. Teacher: Student B?",0 4123,"Student: No. Teacher: If you come up with the wrong answer, it's going to be a two, or below. Teacher: Let's see how to get a four. [TARGET]Teacher: Who can read the first step in getting a four.[/TARGET] Teacher: Because this is going to be our goal for everyone in here is to get a four, today. Teacher: Student B? Teacher: what's the first thing that has to happen for a four?",0 4124,"Teacher: If you come up with the wrong answer, it's going to be a two, or below. Teacher: Let's see how to get a four. Teacher: Who can read the first step in getting a four. [TARGET]Teacher: Because this is going to be our goal for everyone in here is to get a four, today.[/TARGET] Teacher: Student B? Teacher: what's the first thing that has to happen for a four? Student: ""Clearly explains thinking.""",0 4125,"Teacher: Let's see how to get a four. Teacher: Who can read the first step in getting a four. Teacher: Because this is going to be our goal for everyone in here is to get a four, today. [TARGET]Teacher: Student B?[/TARGET] Teacher: what's the first thing that has to happen for a four? Student: ""Clearly explains thinking."" Teacher: Very good.",0 4126,"Teacher: Who can read the first step in getting a four. Teacher: Because this is going to be our goal for everyone in here is to get a four, today. Teacher: Student B? [TARGET]Teacher: what's the first thing that has to happen for a four?[/TARGET] Student: ""Clearly explains thinking."" Teacher: Very good. Teacher: So, you need to explain your thinking.",0 4127,"Teacher: Student B? Teacher: what's the first thing that has to happen for a four? Student: ""Clearly explains thinking."" [TARGET]Teacher: Very good.[/TARGET] Teacher: So, you need to explain your thinking. Teacher: Explain means words. Teacher: Pictures.",0 4128,"Teacher: what's the first thing that has to happen for a four? Student: ""Clearly explains thinking."" Teacher: Very good. [TARGET]Teacher: So, you need to explain your thinking.[/TARGET] Teacher: Explain means words. Teacher: Pictures. Teacher: Numbers.",0 4129,"Student: ""Clearly explains thinking."" Teacher: Very good. Teacher: So, you need to explain your thinking. [TARGET]Teacher: Explain means words.[/TARGET] Teacher: Pictures. Teacher: Numbers. Teacher: Okay?",0 4130,"Teacher: Very good. Teacher: So, you need to explain your thinking. Teacher: Explain means words. [TARGET]Teacher: Pictures.[/TARGET] Teacher: Numbers. Teacher: Okay? Teacher: Tell the person who's scoring.",0 4131,"Teacher: So, you need to explain your thinking. Teacher: Explain means words. Teacher: Pictures. [TARGET]Teacher: Numbers.[/TARGET] Teacher: Okay? Teacher: Tell the person who's scoring. Teacher: They don't know who Student C is.",0 4132,"Teacher: Pictures. Teacher: Numbers. Teacher: Okay? [TARGET]Teacher: Tell the person who's scoring.[/TARGET] Teacher: They don't know who Student C is. Teacher: They don't know who Student K is. Teacher: I might know, ""Oh, yeah, he got it.",0 4133,"Teacher: Numbers. Teacher: Okay? Teacher: Tell the person who's scoring. [TARGET]Teacher: They don't know who Student C is.[/TARGET] Teacher: They don't know who Student K is. Teacher: I might know, ""Oh, yeah, he got it. Teacher: I understand that.",0 4134,"Teacher: Okay? Teacher: Tell the person who's scoring. Teacher: They don't know who Student C is. [TARGET]Teacher: They don't know who Student K is.[/TARGET] Teacher: I might know, ""Oh, yeah, he got it. Teacher: I understand that. Teacher: He got that."" But it's going to be a complete stranger.",0 4135,"Teacher: Tell the person who's scoring. Teacher: They don't know who Student C is. Teacher: They don't know who Student K is. [TARGET]Teacher: I might know, ""Oh, yeah, he got it.[/TARGET] Teacher: I understand that. Teacher: He got that."" But it's going to be a complete stranger. Teacher: It's not going to be your teacher scoring it, who says, ""Oh, I know Student K knows how to do that.",0 4136,"Teacher: They don't know who Student C is. Teacher: They don't know who Student K is. Teacher: I might know, ""Oh, yeah, he got it. [TARGET]Teacher: I understand that.[/TARGET] Teacher: He got that."" But it's going to be a complete stranger. Teacher: It's not going to be your teacher scoring it, who says, ""Oh, I know Student K knows how to do that. Teacher: I'm going to give him a four.",0 4137,"Teacher: They don't know who Student K is. Teacher: I might know, ""Oh, yeah, he got it. Teacher: I understand that. [TARGET]Teacher: He got that."" But it's going to be a complete stranger.[/TARGET] Teacher: It's not going to be your teacher scoring it, who says, ""Oh, I know Student K knows how to do that. Teacher: I'm going to give him a four. Teacher: He gets it.",0 4138,"Teacher: I might know, ""Oh, yeah, he got it. Teacher: I understand that. Teacher: He got that."" But it's going to be a complete stranger. [TARGET]Teacher: It's not going to be your teacher scoring it, who says, ""Oh, I know Student K knows how to do that.[/TARGET] Teacher: I'm going to give him a four. Teacher: He gets it. Teacher: I know he didn't explain it, but he really gets this."" It's not going to be that case.",0 4139,"Teacher: I understand that. Teacher: He got that."" But it's going to be a complete stranger. Teacher: It's not going to be your teacher scoring it, who says, ""Oh, I know Student K knows how to do that. [TARGET]Teacher: I'm going to give him a four.[/TARGET] Teacher: He gets it. Teacher: I know he didn't explain it, but he really gets this."" It's not going to be that case. Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible].",0 4140,"Teacher: He got that."" But it's going to be a complete stranger. Teacher: It's not going to be your teacher scoring it, who says, ""Oh, I know Student K knows how to do that. Teacher: I'm going to give him a four. [TARGET]Teacher: He gets it.[/TARGET] Teacher: I know he didn't explain it, but he really gets this."" It's not going to be that case. Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible]. Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math.",0 4141,"Teacher: It's not going to be your teacher scoring it, who says, ""Oh, I know Student K knows how to do that. Teacher: I'm going to give him a four. Teacher: He gets it. [TARGET]Teacher: I know he didn't explain it, but he really gets this."" It's not going to be that case.[/TARGET] Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible]. Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math. Teacher: Okay, so in the explanation, it says you must describe the steps.",0 4142,"Teacher: I'm going to give him a four. Teacher: He gets it. Teacher: I know he didn't explain it, but he really gets this."" It's not going to be that case. [TARGET]Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible].[/TARGET] Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math. Teacher: Okay, so in the explanation, it says you must describe the steps. Teacher: You must include math vocabulary.",0 4143,"Teacher: He gets it. Teacher: I know he didn't explain it, but he really gets this."" It's not going to be that case. Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible]. [TARGET]Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math.[/TARGET] Teacher: Okay, so in the explanation, it says you must describe the steps. Teacher: You must include math vocabulary. Teacher: And you must include words from the question.",0 4144,"Teacher: I know he didn't explain it, but he really gets this."" It's not going to be that case. Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible]. Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math. [TARGET]Teacher: Okay, so in the explanation, it says you must describe the steps.[/TARGET] Teacher: You must include math vocabulary. Teacher: And you must include words from the question. Teacher: Okay?",0 4145,"Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible]. Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math. Teacher: Okay, so in the explanation, it says you must describe the steps. [TARGET]Teacher: You must include math vocabulary.[/TARGET] Teacher: And you must include words from the question. Teacher: Okay? Teacher: What's the next big thing you have to do?",0 4146,"Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math. Teacher: Okay, so in the explanation, it says you must describe the steps. Teacher: You must include math vocabulary. [TARGET]Teacher: And you must include words from the question.[/TARGET] Teacher: Okay? Teacher: What's the next big thing you have to do? Teacher: Student S?",0 4147,"Teacher: You must include math vocabulary. Teacher: And you must include words from the question. Teacher: Okay? [TARGET]Teacher: What's the next big thing you have to do?[/TARGET] Teacher: Student S? Student: ""Shows work through charts, diagrams, and/or computation."" Teacher: Computation.",0 4148,"Teacher: And you must include words from the question. Teacher: Okay? Teacher: What's the next big thing you have to do? [TARGET]Teacher: Student S?[/TARGET] Student: ""Shows work through charts, diagrams, and/or computation."" Teacher: Computation. Teacher: Very good.",0 4149,"Teacher: What's the next big thing you have to do? Teacher: Student S? Student: ""Shows work through charts, diagrams, and/or computation."" [TARGET]Teacher: Computation.[/TARGET] Teacher: Very good. Teacher: So, you need to show your work. Teacher: You can't just write the answer is 12 elephants.",0 4150,"Teacher: Student S? Student: ""Shows work through charts, diagrams, and/or computation."" Teacher: Computation. [TARGET]Teacher: Very good.[/TARGET] Teacher: So, you need to show your work. Teacher: You can't just write the answer is 12 elephants. Teacher: You can't just wildly put something down.",0 4151,"Student: ""Shows work through charts, diagrams, and/or computation."" Teacher: Computation. Teacher: Very good. [TARGET]Teacher: So, you need to show your work.[/TARGET] Teacher: You can't just write the answer is 12 elephants. Teacher: You can't just wildly put something down. Teacher: You can't figure out in your head, and then write the answer down.",0 4152,"Teacher: Computation. Teacher: Very good. Teacher: So, you need to show your work. [TARGET]Teacher: You can't just write the answer is 12 elephants.[/TARGET] Teacher: You can't just wildly put something down. Teacher: You can't figure out in your head, and then write the answer down. Teacher: You have to show it.",0 4153,"Teacher: Very good. Teacher: So, you need to show your work. Teacher: You can't just write the answer is 12 elephants. [TARGET]Teacher: You can't just wildly put something down.[/TARGET] Teacher: You can't figure out in your head, and then write the answer down. Teacher: You have to show it. Teacher: If you did addition, show your addition work.",0 4154,"Teacher: So, you need to show your work. Teacher: You can't just write the answer is 12 elephants. Teacher: You can't just wildly put something down. [TARGET]Teacher: You can't figure out in your head, and then write the answer down.[/TARGET] Teacher: You have to show it. Teacher: If you did addition, show your addition work. Teacher: If you did multiplication, show your multiplication work.",0 4155,"Teacher: You can't just write the answer is 12 elephants. Teacher: You can't just wildly put something down. Teacher: You can't figure out in your head, and then write the answer down. [TARGET]Teacher: You have to show it.[/TARGET] Teacher: If you did addition, show your addition work. Teacher: If you did multiplication, show your multiplication work. Teacher: Even if it's something as simple as three plus three, but that helped you get to your answer, you have to write down three plus three equals six.",0 4156,"Teacher: You can't just wildly put something down. Teacher: You can't figure out in your head, and then write the answer down. Teacher: You have to show it. [TARGET]Teacher: If you did addition, show your addition work.[/TARGET] Teacher: If you did multiplication, show your multiplication work. Teacher: Even if it's something as simple as three plus three, but that helped you get to your answer, you have to write down three plus three equals six. Teacher: You have to write down every single step that your brain took to figure out the answer.",0 4157,"Teacher: You can't figure out in your head, and then write the answer down. Teacher: You have to show it. Teacher: If you did addition, show your addition work. [TARGET]Teacher: If you did multiplication, show your multiplication work.[/TARGET] Teacher: Even if it's something as simple as three plus three, but that helped you get to your answer, you have to write down three plus three equals six. Teacher: You have to write down every single step that your brain took to figure out the answer. Teacher: There is no mental math on this.",0 4158,"Teacher: You have to show it. Teacher: If you did addition, show your addition work. Teacher: If you did multiplication, show your multiplication work. [TARGET]Teacher: Even if it's something as simple as three plus three, but that helped you get to your answer, you have to write down three plus three equals six.[/TARGET] Teacher: You have to write down every single step that your brain took to figure out the answer. Teacher: There is no mental math on this. Student: Can we use scrap paper?",0 4159,"Teacher: If you did addition, show your addition work. Teacher: If you did multiplication, show your multiplication work. Teacher: Even if it's something as simple as three plus three, but that helped you get to your answer, you have to write down three plus three equals six. [TARGET]Teacher: You have to write down every single step that your brain took to figure out the answer.[/TARGET] Teacher: There is no mental math on this. Student: Can we use scrap paper? Teacher: We're going to talk about where we're going to write our answer in just a second, okay?",0 4160,"Teacher: If you did multiplication, show your multiplication work. Teacher: Even if it's something as simple as three plus three, but that helped you get to your answer, you have to write down three plus three equals six. Teacher: You have to write down every single step that your brain took to figure out the answer. [TARGET]Teacher: There is no mental math on this.[/TARGET] Student: Can we use scrap paper? Teacher: We're going to talk about where we're going to write our answer in just a second, okay? Teacher: Student C?",0 4161,"Teacher: You have to write down every single step that your brain took to figure out the answer. Teacher: There is no mental math on this. Student: Can we use scrap paper? [TARGET]Teacher: We're going to talk about where we're going to write our answer in just a second, okay?[/TARGET] Teacher: Student C? Teacher: Okay, go ahead. Teacher: You were going to ask me, what?",1 4162,"Teacher: There is no mental math on this. Student: Can we use scrap paper? Teacher: We're going to talk about where we're going to write our answer in just a second, okay? [TARGET]Teacher: Student C?[/TARGET] Teacher: Okay, go ahead. Teacher: You were going to ask me, what? Student: If I could read the -",0 4163,"Student: Can we use scrap paper? Teacher: We're going to talk about where we're going to write our answer in just a second, okay? Teacher: Student C? [TARGET]Teacher: Okay, go ahead.[/TARGET] Teacher: You were going to ask me, what? Student: If I could read the - Teacher: Yes, go ahead.",1 4164,"Teacher: We're going to talk about where we're going to write our answer in just a second, okay? Teacher: Student C? Teacher: Okay, go ahead. [TARGET]Teacher: You were going to ask me, what?[/TARGET] Student: If I could read the - Teacher: Yes, go ahead. Teacher: Read the third one, please.",0 4165,"Teacher: Okay, go ahead. Teacher: You were going to ask me, what? Student: If I could read the - [TARGET]Teacher: Yes, go ahead.[/TARGET] Teacher: Read the third one, please. Student: ""Labels part of answers A B."" Teacher: Very good.",1 4166,"Teacher: You were going to ask me, what? Student: If I could read the - Teacher: Yes, go ahead. [TARGET]Teacher: Read the third one, please.[/TARGET] Student: ""Labels part of answers A B."" Teacher: Very good. Teacher: So, on your question, you might have a part A, and a part B. on your answer, you need to label it, A, B.",1 4167,"Teacher: Yes, go ahead. Teacher: Read the third one, please. Student: ""Labels part of answers A B."" [TARGET]Teacher: Very good.[/TARGET] Teacher: So, on your question, you might have a part A, and a part B. on your answer, you need to label it, A, B. Teacher: That way, the person that's reading it won't get confused. Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, ""Okay, where's part A?",0 4168,"Teacher: Read the third one, please. Student: ""Labels part of answers A B."" Teacher: Very good. [TARGET]Teacher: So, on your question, you might have a part A, and a part B. on your answer, you need to label it, A, B.[/TARGET] Teacher: That way, the person that's reading it won't get confused. Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, ""Okay, where's part A? Teacher: Where's part B?",0 4169,"Student: ""Labels part of answers A B."" Teacher: Very good. Teacher: So, on your question, you might have a part A, and a part B. on your answer, you need to label it, A, B. [TARGET]Teacher: That way, the person that's reading it won't get confused.[/TARGET] Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, ""Okay, where's part A? Teacher: Where's part B? Teacher: What's go on here?"" You're showing them all of my work for A is here.",0 4170,"Teacher: Very good. Teacher: So, on your question, you might have a part A, and a part B. on your answer, you need to label it, A, B. Teacher: That way, the person that's reading it won't get confused. [TARGET]Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, ""Okay, where's part A?[/TARGET] Teacher: Where's part B? Teacher: What's go on here?"" You're showing them all of my work for A is here. Teacher: All of my work for B is here.",0 4171,"Teacher: So, on your question, you might have a part A, and a part B. on your answer, you need to label it, A, B. Teacher: That way, the person that's reading it won't get confused. Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, ""Okay, where's part A? [TARGET]Teacher: Where's part B?[/TARGET] Teacher: What's go on here?"" You're showing them all of my work for A is here. Teacher: All of my work for B is here. Teacher: And what's the last thing that has to happen in order to get a four?",0 4172,"Teacher: That way, the person that's reading it won't get confused. Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, ""Okay, where's part A? Teacher: Where's part B? [TARGET]Teacher: What's go on here?"" You're showing them all of my work for A is here.[/TARGET] Teacher: All of my work for B is here. Teacher: And what's the last thing that has to happen in order to get a four? Student: Competition.",0 4173,"Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, ""Okay, where's part A? Teacher: Where's part B? Teacher: What's go on here?"" You're showing them all of my work for A is here. [TARGET]Teacher: All of my work for B is here.[/TARGET] Teacher: And what's the last thing that has to happen in order to get a four? Student: Competition. Teacher: No.",0 4174,"Teacher: Where's part B? Teacher: What's go on here?"" You're showing them all of my work for A is here. Teacher: All of my work for B is here. [TARGET]Teacher: And what's the last thing that has to happen in order to get a four?[/TARGET] Student: Competition. Teacher: No. Teacher: Computation.",0 4175,Teacher: All of my work for B is here. Teacher: And what's the last thing that has to happen in order to get a four? Student: Competition. [TARGET]Teacher: No.[/TARGET] Teacher: Computation. Teacher: Everyone say computation. Multiple Students: Computation.,0 4176,Teacher: And what's the last thing that has to happen in order to get a four? Student: Competition. Teacher: No. [TARGET]Teacher: Computation.[/TARGET] Teacher: Everyone say computation. Multiple Students: Computation. Teacher: Thank you.,0 4177,Student: Competition. Teacher: No. Teacher: Computation. [TARGET]Teacher: Everyone say computation.[/TARGET] Multiple Students: Computation. Teacher: Thank you. Student: Computation answer is correct.,0 4178,Teacher: Computation. Teacher: Everyone say computation. Multiple Students: Computation. [TARGET]Teacher: Thank you.[/TARGET] Student: Computation answer is correct. Teacher: Very good. Teacher: Computation is your math work.,0 4179,"Multiple Students: Computation. Teacher: Thank you. Student: Computation answer is correct. [TARGET]Teacher: Very good.[/TARGET] Teacher: Computation is your math work. Teacher: If you write five times five, what does your answer have to be? Multiple Students: Twenty-five.",0 4180,"Teacher: Thank you. Student: Computation answer is correct. Teacher: Very good. [TARGET]Teacher: Computation is your math work.[/TARGET] Teacher: If you write five times five, what does your answer have to be? Multiple Students: Twenty-five. Teacher: Student C?",0 4181,"Student: Computation answer is correct. Teacher: Very good. Teacher: Computation is your math work. [TARGET]Teacher: If you write five times five, what does your answer have to be?[/TARGET] Multiple Students: Twenty-five. Teacher: Student C? Student: Twenty-five.",0 4182,"Teacher: Computation is your math work. Teacher: If you write five times five, what does your answer have to be? Multiple Students: Twenty-five. [TARGET]Teacher: Student C?[/TARGET] Student: Twenty-five. Teacher: Twenty-five. Teacher: It can't be twenty-four.",0 4183,Multiple Students: Twenty-five. Teacher: Student C? Student: Twenty-five. [TARGET]Teacher: Twenty-five.[/TARGET] Teacher: It can't be twenty-four. Teacher: Okay? Teacher: You have to get the right answer in order to get a four.,0 4184,"Teacher: Student C? Student: Twenty-five. Teacher: Twenty-five. [TARGET]Teacher: It can't be twenty-four.[/TARGET] Teacher: Okay? Teacher: You have to get the right answer in order to get a four. Teacher: So, it's pretty tough to get a four, but it's definitely possible.",0 4185,"Teacher: Twenty-five. Teacher: It can't be twenty-four. Teacher: Okay? [TARGET]Teacher: You have to get the right answer in order to get a four.[/TARGET] Teacher: So, it's pretty tough to get a four, but it's definitely possible. Teacher: I know you guys can definitely do it. Teacher: [Side comment about sitting].",0 4186,"Teacher: It can't be twenty-four. Teacher: Okay? Teacher: You have to get the right answer in order to get a four. [TARGET]Teacher: So, it's pretty tough to get a four, but it's definitely possible.[/TARGET] Teacher: I know you guys can definitely do it. Teacher: [Side comment about sitting]. Teacher: I need one person to pass out your rubric.",0 4187,"Teacher: Okay? Teacher: You have to get the right answer in order to get a four. Teacher: So, it's pretty tough to get a four, but it's definitely possible. [TARGET]Teacher: I know you guys can definitely do it.[/TARGET] Teacher: [Side comment about sitting]. Teacher: I need one person to pass out your rubric. Teacher: I have this whole thing copied out on a piece of paper for you to keep.",0 4188,"Teacher: So, it's pretty tough to get a four, but it's definitely possible. Teacher: I know you guys can definitely do it. Teacher: [Side comment about sitting]. [TARGET]Teacher: I need one person to pass out your rubric.[/TARGET] Teacher: I have this whole thing copied out on a piece of paper for you to keep. Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever. Teacher: I'll just do a quick - thank you.",1 4189,"Teacher: I know you guys can definitely do it. Teacher: [Side comment about sitting]. Teacher: I need one person to pass out your rubric. [TARGET]Teacher: I have this whole thing copied out on a piece of paper for you to keep.[/TARGET] Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever. Teacher: I'll just do a quick - thank you. Teacher: So, take one and put your name on it, please.",1 4190,"Teacher: [Side comment about sitting]. Teacher: I need one person to pass out your rubric. Teacher: I have this whole thing copied out on a piece of paper for you to keep. [TARGET]Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever.[/TARGET] Teacher: I'll just do a quick - thank you. Teacher: So, take one and put your name on it, please. Teacher: So, again, you don't need to read this.",1 4191,"Teacher: I need one person to pass out your rubric. Teacher: I have this whole thing copied out on a piece of paper for you to keep. Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever. [TARGET]Teacher: I'll just do a quick - thank you.[/TARGET] Teacher: So, take one and put your name on it, please. Teacher: So, again, you don't need to read this. Teacher: It's just what we went over.",1 4192,"Teacher: I have this whole thing copied out on a piece of paper for you to keep. Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever. Teacher: I'll just do a quick - thank you. [TARGET]Teacher: So, take one and put your name on it, please.[/TARGET] Teacher: So, again, you don't need to read this. Teacher: It's just what we went over. Teacher: I don't know why I'm hearing voices over here.",1 4193,"Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever. Teacher: I'll just do a quick - thank you. Teacher: So, take one and put your name on it, please. [TARGET]Teacher: So, again, you don't need to read this.[/TARGET] Teacher: It's just what we went over. Teacher: I don't know why I'm hearing voices over here. Student: Teacher S?",1 4194,"Teacher: I'll just do a quick - thank you. Teacher: So, take one and put your name on it, please. Teacher: So, again, you don't need to read this. [TARGET]Teacher: It's just what we went over.[/TARGET] Teacher: I don't know why I'm hearing voices over here. Student: Teacher S? Student: Can the camera see us?",1 4195,"Teacher: So, take one and put your name on it, please. Teacher: So, again, you don't need to read this. Teacher: It's just what we went over. [TARGET]Teacher: I don't know why I'm hearing voices over here.[/TARGET] Student: Teacher S? Student: Can the camera see us? Teacher: Yes.",1 4196,"Teacher: I don't know why I'm hearing voices over here. Student: Teacher S? Student: Can the camera see us? [TARGET]Teacher: Yes.[/TARGET] Student: Teacher, do we have [inaudible]. Teacher: Yes. Teacher: So, this is the rubric that we just talked about.",0 4197,"Student: Can the camera see us? Teacher: Yes. Student: Teacher, do we have [inaudible]. [TARGET]Teacher: Yes.[/TARGET] Teacher: So, this is the rubric that we just talked about. Teacher: Where do you think I want you to focus on this page? Teacher: Do you think I want you to focus on zero?",0 4198,"Teacher: Yes. Student: Teacher, do we have [inaudible]. Teacher: Yes. [TARGET]Teacher: So, this is the rubric that we just talked about.[/TARGET] Teacher: Where do you think I want you to focus on this page? Teacher: Do you think I want you to focus on zero? Multiple Students: No.",0 4199,"Student: Teacher, do we have [inaudible]. Teacher: Yes. Teacher: So, this is the rubric that we just talked about. [TARGET]Teacher: Where do you think I want you to focus on this page?[/TARGET] Teacher: Do you think I want you to focus on zero? Multiple Students: No. Teacher: No.",0 4200,"Teacher: Yes. Teacher: So, this is the rubric that we just talked about. Teacher: Where do you think I want you to focus on this page? [TARGET]Teacher: Do you think I want you to focus on zero?[/TARGET] Multiple Students: No. Teacher: No. Teacher: Where do I want you to always be looking?",0 4201,"Teacher: Where do you think I want you to focus on this page? Teacher: Do you think I want you to focus on zero? Multiple Students: No. [TARGET]Teacher: No.[/TARGET] Teacher: Where do I want you to always be looking? Multiple Students: Four. Teacher: At a four, okay?",0 4202,"Teacher: Do you think I want you to focus on zero? Multiple Students: No. Teacher: No. [TARGET]Teacher: Where do I want you to always be looking?[/TARGET] Multiple Students: Four. Teacher: At a four, okay? Teacher: So, whenever we do our open responses, always go back to the four and say, ""Did I do this?",0 4203,"Teacher: No. Teacher: Where do I want you to always be looking? Multiple Students: Four. [TARGET]Teacher: At a four, okay?[/TARGET] Teacher: So, whenever we do our open responses, always go back to the four and say, ""Did I do this? Teacher: Did I do this? Teacher: Did I do this?"" And if you can say, ""Yes, I did all of these things perfectly, then you're probably going to get a four.",0 4204,"Teacher: Where do I want you to always be looking? Multiple Students: Four. Teacher: At a four, okay? [TARGET]Teacher: So, whenever we do our open responses, always go back to the four and say, ""Did I do this?[/TARGET] Teacher: Did I do this? Teacher: Did I do this?"" And if you can say, ""Yes, I did all of these things perfectly, then you're probably going to get a four. Teacher: But they'll also show you, ""Oh, I need to go back and do this."" Yes?",0 4205,"Multiple Students: Four. Teacher: At a four, okay? Teacher: So, whenever we do our open responses, always go back to the four and say, ""Did I do this? [TARGET]Teacher: Did I do this?[/TARGET] Teacher: Did I do this?"" And if you can say, ""Yes, I did all of these things perfectly, then you're probably going to get a four. Teacher: But they'll also show you, ""Oh, I need to go back and do this."" Yes? Student: [Inaudible].",0 4206,"Teacher: At a four, okay? Teacher: So, whenever we do our open responses, always go back to the four and say, ""Did I do this? Teacher: Did I do this? [TARGET]Teacher: Did I do this?"" And if you can say, ""Yes, I did all of these things perfectly, then you're probably going to get a four.[/TARGET] Teacher: But they'll also show you, ""Oh, I need to go back and do this."" Yes? Student: [Inaudible]. Teacher: You can use that.",0 4207,"Teacher: So, whenever we do our open responses, always go back to the four and say, ""Did I do this? Teacher: Did I do this? Teacher: Did I do this?"" And if you can say, ""Yes, I did all of these things perfectly, then you're probably going to get a four. [TARGET]Teacher: But they'll also show you, ""Oh, I need to go back and do this."" Yes?[/TARGET] Student: [Inaudible]. Teacher: You can use that. Teacher: That's a great question, Student M. Student M asks can we use this rubric.",0 4208,"Teacher: Did I do this?"" And if you can say, ""Yes, I did all of these things perfectly, then you're probably going to get a four. Teacher: But they'll also show you, ""Oh, I need to go back and do this."" Yes? Student: [Inaudible]. [TARGET]Teacher: You can use that.[/TARGET] Teacher: That's a great question, Student M. Student M asks can we use this rubric. Teacher: It's called a rubric. Teacher: Everyone say rubric.",1 4209,"Teacher: But they'll also show you, ""Oh, I need to go back and do this."" Yes? Student: [Inaudible]. Teacher: You can use that. [TARGET]Teacher: That's a great question, Student M. Student M asks can we use this rubric.[/TARGET] Teacher: It's called a rubric. Teacher: Everyone say rubric. Multiple Students: Rubric.",0 4210,"Student: [Inaudible]. Teacher: You can use that. Teacher: That's a great question, Student M. Student M asks can we use this rubric. [TARGET]Teacher: It's called a rubric.[/TARGET] Teacher: Everyone say rubric. Multiple Students: Rubric. Teacher: A rubric helps you score things.",0 4211,"Teacher: You can use that. Teacher: That's a great question, Student M. Student M asks can we use this rubric. Teacher: It's called a rubric. [TARGET]Teacher: Everyone say rubric.[/TARGET] Multiple Students: Rubric. Teacher: A rubric helps you score things. Teacher: This is what I will use to give you your score.",0 4212,"Teacher: It's called a rubric. Teacher: Everyone say rubric. Multiple Students: Rubric. [TARGET]Teacher: A rubric helps you score things.[/TARGET] Teacher: This is what I will use to give you your score. Teacher: So, now you and I will use the same exact paper to give you a score. Teacher: So, there shouldn't be a surprise when I give your paper back.",0 4213,"Teacher: Everyone say rubric. Multiple Students: Rubric. Teacher: A rubric helps you score things. [TARGET]Teacher: This is what I will use to give you your score.[/TARGET] Teacher: So, now you and I will use the same exact paper to give you a score. Teacher: So, there shouldn't be a surprise when I give your paper back. Teacher: If you have nothing on your paper, what would that score be?",0 4214,"Multiple Students: Rubric. Teacher: A rubric helps you score things. Teacher: This is what I will use to give you your score. [TARGET]Teacher: So, now you and I will use the same exact paper to give you a score.[/TARGET] Teacher: So, there shouldn't be a surprise when I give your paper back. Teacher: If you have nothing on your paper, what would that score be? Multiple Students: Zero.",0 4215,"Teacher: A rubric helps you score things. Teacher: This is what I will use to give you your score. Teacher: So, now you and I will use the same exact paper to give you a score. [TARGET]Teacher: So, there shouldn't be a surprise when I give your paper back.[/TARGET] Teacher: If you have nothing on your paper, what would that score be? Multiple Students: Zero. Teacher: Zero.",0 4216,"Teacher: This is what I will use to give you your score. Teacher: So, now you and I will use the same exact paper to give you a score. Teacher: So, there shouldn't be a surprise when I give your paper back. [TARGET]Teacher: If you have nothing on your paper, what would that score be?[/TARGET] Multiple Students: Zero. Teacher: Zero. Teacher: You should know when you finish it, exactly what your score will be.",0 4217,"Teacher: So, there shouldn't be a surprise when I give your paper back. Teacher: If you have nothing on your paper, what would that score be? Multiple Students: Zero. [TARGET]Teacher: Zero.[/TARGET] Teacher: You should know when you finish it, exactly what your score will be. Teacher: So once I give you your score and your feedback on it, you shouldn't be surprised. Teacher: If I say there is no explanation, you should say, ""Oh, yeah, I forgot.",0 4218,"Teacher: If you have nothing on your paper, what would that score be? Multiple Students: Zero. Teacher: Zero. [TARGET]Teacher: You should know when you finish it, exactly what your score will be.[/TARGET] Teacher: So once I give you your score and your feedback on it, you shouldn't be surprised. Teacher: If I say there is no explanation, you should say, ""Oh, yeah, I forgot. Teacher: I didn't put an explanation.""",0 4219,"Multiple Students: Zero. Teacher: Zero. Teacher: You should know when you finish it, exactly what your score will be. [TARGET]Teacher: So once I give you your score and your feedback on it, you shouldn't be surprised.[/TARGET] Teacher: If I say there is no explanation, you should say, ""Oh, yeah, I forgot. Teacher: I didn't put an explanation."" Student: So would three and four be a good score?",0 4220,"Teacher: Zero. Teacher: You should know when you finish it, exactly what your score will be. Teacher: So once I give you your score and your feedback on it, you shouldn't be surprised. [TARGET]Teacher: If I say there is no explanation, you should say, ""Oh, yeah, I forgot.[/TARGET] Teacher: I didn't put an explanation."" Student: So would three and four be a good score? Teacher: Three and four would be great.",0 4221,"Teacher: You should know when you finish it, exactly what your score will be. Teacher: So once I give you your score and your feedback on it, you shouldn't be surprised. Teacher: If I say there is no explanation, you should say, ""Oh, yeah, I forgot. [TARGET]Teacher: I didn't put an explanation.""[/TARGET] Student: So would three and four be a good score? Teacher: Three and four would be great. Teacher: Four would be what I think everyone in here is definitely capable of.",0 4222,"Teacher: If I say there is no explanation, you should say, ""Oh, yeah, I forgot. Teacher: I didn't put an explanation."" Student: So would three and four be a good score? [TARGET]Teacher: Three and four would be great.[/TARGET] Teacher: Four would be what I think everyone in here is definitely capable of. Teacher: Okay? Teacher: Now, there are some steps that we are going to start training ourselves to do.",0 4223,"Teacher: I didn't put an explanation."" Student: So would three and four be a good score? Teacher: Three and four would be great. [TARGET]Teacher: Four would be what I think everyone in here is definitely capable of.[/TARGET] Teacher: Okay? Teacher: Now, there are some steps that we are going to start training ourselves to do. Teacher: Please take one.",0 4224,"Teacher: Three and four would be great. Teacher: Four would be what I think everyone in here is definitely capable of. Teacher: Okay? [TARGET]Teacher: Now, there are some steps that we are going to start training ourselves to do.[/TARGET] Teacher: Please take one. Teacher: That help people get a better score on these open responses. Teacher: Please put your name on this paper, also.",0 4225,"Teacher: Four would be what I think everyone in here is definitely capable of. Teacher: Okay? Teacher: Now, there are some steps that we are going to start training ourselves to do. [TARGET]Teacher: Please take one.[/TARGET] Teacher: That help people get a better score on these open responses. Teacher: Please put your name on this paper, also. Teacher: [Handing out papers].",1 4226,"Teacher: Okay? Teacher: Now, there are some steps that we are going to start training ourselves to do. Teacher: Please take one. [TARGET]Teacher: That help people get a better score on these open responses.[/TARGET] Teacher: Please put your name on this paper, also. Teacher: [Handing out papers]. Teacher: And again, this is going to be a paper that stays in your green math folder forever.",0 4227,"Teacher: Now, there are some steps that we are going to start training ourselves to do. Teacher: Please take one. Teacher: That help people get a better score on these open responses. [TARGET]Teacher: Please put your name on this paper, also.[/TARGET] Teacher: [Handing out papers]. Teacher: And again, this is going to be a paper that stays in your green math folder forever. Teacher: Shh.",1 4228,"Teacher: That help people get a better score on these open responses. Teacher: Please put your name on this paper, also. Teacher: [Handing out papers]. [TARGET]Teacher: And again, this is going to be a paper that stays in your green math folder forever.[/TARGET] Teacher: Shh. Teacher: So, please take one and read it to yourself silently. Teacher: Student C?",1 4229,"Teacher: Please put your name on this paper, also. Teacher: [Handing out papers]. Teacher: And again, this is going to be a paper that stays in your green math folder forever. [TARGET]Teacher: Shh.[/TARGET] Teacher: So, please take one and read it to yourself silently. Teacher: Student C? Student: Should we write our names on -",1 4230,"Teacher: [Handing out papers]. Teacher: And again, this is going to be a paper that stays in your green math folder forever. Teacher: Shh. [TARGET]Teacher: So, please take one and read it to yourself silently.[/TARGET] Teacher: Student C? Student: Should we write our names on - Teacher: I've already said put your name on it.",1 4231,"Teacher: And again, this is going to be a paper that stays in your green math folder forever. Teacher: Shh. Teacher: So, please take one and read it to yourself silently. [TARGET]Teacher: Student C?[/TARGET] Student: Should we write our names on - Teacher: I've already said put your name on it. Teacher: And it's something that goes in your folder and it stays there, forever.",0 4232,"Teacher: So, please take one and read it to yourself silently. Teacher: Student C? Student: Should we write our names on - [TARGET]Teacher: I've already said put your name on it.[/TARGET] Teacher: And it's something that goes in your folder and it stays there, forever. Teacher: So, please read this. Teacher: It's your steps to problem solving.",1 4233,"Teacher: Student C? Student: Should we write our names on - Teacher: I've already said put your name on it. [TARGET]Teacher: And it's something that goes in your folder and it stays there, forever.[/TARGET] Teacher: So, please read this. Teacher: It's your steps to problem solving. Teacher: [Students reading].",1 4234,"Student: Should we write our names on - Teacher: I've already said put your name on it. Teacher: And it's something that goes in your folder and it stays there, forever. [TARGET]Teacher: So, please read this.[/TARGET] Teacher: It's your steps to problem solving. Teacher: [Students reading]. Teacher: And let's read these steps to problem solving.",0 4235,"Teacher: I've already said put your name on it. Teacher: And it's something that goes in your folder and it stays there, forever. Teacher: So, please read this. [TARGET]Teacher: It's your steps to problem solving.[/TARGET] Teacher: [Students reading]. Teacher: And let's read these steps to problem solving. Teacher: How many steps are there?",0 4236,"Teacher: So, please read this. Teacher: It's your steps to problem solving. Teacher: [Students reading]. [TARGET]Teacher: And let's read these steps to problem solving.[/TARGET] Teacher: How many steps are there? Teacher: Who can tell me how many steps there are? Teacher: Every answer that's on that little slip of paper.",0 4237,Teacher: It's your steps to problem solving. Teacher: [Students reading]. Teacher: And let's read these steps to problem solving. [TARGET]Teacher: How many steps are there?[/TARGET] Teacher: Who can tell me how many steps there are? Teacher: Every answer that's on that little slip of paper. Teacher: Count how many steps there are.,0 4238,Teacher: [Students reading]. Teacher: And let's read these steps to problem solving. Teacher: How many steps are there? [TARGET]Teacher: Who can tell me how many steps there are?[/TARGET] Teacher: Every answer that's on that little slip of paper. Teacher: Count how many steps there are. Teacher: Student J?,0 4239,Teacher: And let's read these steps to problem solving. Teacher: How many steps are there? Teacher: Who can tell me how many steps there are? [TARGET]Teacher: Every answer that's on that little slip of paper.[/TARGET] Teacher: Count how many steps there are. Teacher: Student J? Student: Five.,0 4240,Teacher: How many steps are there? Teacher: Who can tell me how many steps there are? Teacher: Every answer that's on that little slip of paper. [TARGET]Teacher: Count how many steps there are.[/TARGET] Teacher: Student J? Student: Five. Teacher: Five steps.,0 4241,Teacher: Who can tell me how many steps there are? Teacher: Every answer that's on that little slip of paper. Teacher: Count how many steps there are. [TARGET]Teacher: Student J?[/TARGET] Student: Five. Teacher: Five steps. Teacher: I'm going to read them to you in order.,0 4242,Teacher: Count how many steps there are. Teacher: Student J? Student: Five. [TARGET]Teacher: Five steps.[/TARGET] Teacher: I'm going to read them to you in order. Teacher: Number one. Teacher: Your first step.,0 4243,"Teacher: Student J? Student: Five. Teacher: Five steps. [TARGET]Teacher: I'm going to read them to you in order.[/TARGET] Teacher: Number one. Teacher: Your first step. Teacher: When you get your open response, what is the first thing you do?",0 4244,"Student: Five. Teacher: Five steps. Teacher: I'm going to read them to you in order. [TARGET]Teacher: Number one.[/TARGET] Teacher: Your first step. Teacher: When you get your open response, what is the first thing you do? Teacher: You're going to read it, and then you're going to re-read it.",0 4245,"Teacher: Five steps. Teacher: I'm going to read them to you in order. Teacher: Number one. [TARGET]Teacher: Your first step.[/TARGET] Teacher: When you get your open response, what is the first thing you do? Teacher: You're going to read it, and then you're going to re-read it. Teacher: So, how many times does that mean?",0 4246,"Teacher: I'm going to read them to you in order. Teacher: Number one. Teacher: Your first step. [TARGET]Teacher: When you get your open response, what is the first thing you do?[/TARGET] Teacher: You're going to read it, and then you're going to re-read it. Teacher: So, how many times does that mean? Multiple Students: Two.",0 4247,"Teacher: Number one. Teacher: Your first step. Teacher: When you get your open response, what is the first thing you do? [TARGET]Teacher: You're going to read it, and then you're going to re-read it.[/TARGET] Teacher: So, how many times does that mean? Multiple Students: Two. Teacher: Two.",0 4248,"Teacher: Your first step. Teacher: When you get your open response, what is the first thing you do? Teacher: You're going to read it, and then you're going to re-read it. [TARGET]Teacher: So, how many times does that mean?[/TARGET] Multiple Students: Two. Teacher: Two. Teacher: At least two.",0 4249,"Teacher: You're going to read it, and then you're going to re-read it. Teacher: So, how many times does that mean? Multiple Students: Two. [TARGET]Teacher: Two.[/TARGET] Teacher: At least two. Teacher: Okay? Teacher: Sometimes when you read it the first time, you think you know what they're asking you to do.",0 4250,"Teacher: So, how many times does that mean? Multiple Students: Two. Teacher: Two. [TARGET]Teacher: At least two.[/TARGET] Teacher: Okay? Teacher: Sometimes when you read it the first time, you think you know what they're asking you to do. Teacher: But if you read it again, you might say, ""Oh, I didn't realize they were asking me to do this.",0 4251,"Teacher: Two. Teacher: At least two. Teacher: Okay? [TARGET]Teacher: Sometimes when you read it the first time, you think you know what they're asking you to do.[/TARGET] Teacher: But if you read it again, you might say, ""Oh, I didn't realize they were asking me to do this. Teacher: I thought they were asking me to do that."" So, read and re-read. Teacher: Part two.",0 4252,"Teacher: At least two. Teacher: Okay? Teacher: Sometimes when you read it the first time, you think you know what they're asking you to do. [TARGET]Teacher: But if you read it again, you might say, ""Oh, I didn't realize they were asking me to do this.[/TARGET] Teacher: I thought they were asking me to do that."" So, read and re-read. Teacher: Part two. Teacher: Step two.",0 4253,"Teacher: Okay? Teacher: Sometimes when you read it the first time, you think you know what they're asking you to do. Teacher: But if you read it again, you might say, ""Oh, I didn't realize they were asking me to do this. [TARGET]Teacher: I thought they were asking me to do that."" So, read and re-read.[/TARGET] Teacher: Part two. Teacher: Step two. Teacher: Sorry.",0 4254,"Teacher: Sometimes when you read it the first time, you think you know what they're asking you to do. Teacher: But if you read it again, you might say, ""Oh, I didn't realize they were asking me to do this. Teacher: I thought they were asking me to do that."" So, read and re-read. [TARGET]Teacher: Part two.[/TARGET] Teacher: Step two. Teacher: Sorry. Teacher: Step two.",0 4255,"Teacher: But if you read it again, you might say, ""Oh, I didn't realize they were asking me to do this. Teacher: I thought they were asking me to do that."" So, read and re-read. Teacher: Part two. [TARGET]Teacher: Step two.[/TARGET] Teacher: Sorry. Teacher: Step two. Teacher: Underline important information.",0 4256,"Teacher: I thought they were asking me to do that."" So, read and re-read. Teacher: Part two. Teacher: Step two. [TARGET]Teacher: Sorry.[/TARGET] Teacher: Step two. Teacher: Underline important information. Teacher: So after you read all of the question, you're going to go back and underline anything that is important.",0 4257,"Teacher: Part two. Teacher: Step two. Teacher: Sorry. [TARGET]Teacher: Step two.[/TARGET] Teacher: Underline important information. Teacher: So after you read all of the question, you're going to go back and underline anything that is important. Student: They mean anything that you write down that's really important to the selection then you underline it.",0 4258,"Teacher: Step two. Teacher: Sorry. Teacher: Step two. [TARGET]Teacher: Underline important information.[/TARGET] Teacher: So after you read all of the question, you're going to go back and underline anything that is important. Student: They mean anything that you write down that's really important to the selection then you underline it. Teacher: We're going to be underlining parts of the question that will help us answer the question.",0 4259,"Teacher: Sorry. Teacher: Step two. Teacher: Underline important information. [TARGET]Teacher: So after you read all of the question, you're going to go back and underline anything that is important.[/TARGET] Student: They mean anything that you write down that's really important to the selection then you underline it. Teacher: We're going to be underlining parts of the question that will help us answer the question. Teacher: We're going to do all of this together.",0 4260,"Teacher: Underline important information. Teacher: So after you read all of the question, you're going to go back and underline anything that is important. Student: They mean anything that you write down that's really important to the selection then you underline it. [TARGET]Teacher: We're going to be underlining parts of the question that will help us answer the question.[/TARGET] Teacher: We're going to do all of this together. Teacher: Student M? Student: We underlined the important information on the tests that we did.",0 4261,"Teacher: So after you read all of the question, you're going to go back and underline anything that is important. Student: They mean anything that you write down that's really important to the selection then you underline it. Teacher: We're going to be underlining parts of the question that will help us answer the question. [TARGET]Teacher: We're going to do all of this together.[/TARGET] Teacher: Student M? Student: We underlined the important information on the tests that we did. Teacher: Yeah.",0 4262,"Student: They mean anything that you write down that's really important to the selection then you underline it. Teacher: We're going to be underlining parts of the question that will help us answer the question. Teacher: We're going to do all of this together. [TARGET]Teacher: Student M?[/TARGET] Student: We underlined the important information on the tests that we did. Teacher: Yeah. Teacher: It's just going to be just like reading, boys and girls, where you go back and you underline the important parts.",0 4263,"Teacher: We're going to do all of this together. Teacher: Student M? Student: We underlined the important information on the tests that we did. [TARGET]Teacher: Yeah.[/TARGET] Teacher: It's just going to be just like reading, boys and girls, where you go back and you underline the important parts. Teacher: Exactly what you do in reading, we're going to be doing in math. Teacher: Number three.",0 4264,"Teacher: Student M? Student: We underlined the important information on the tests that we did. Teacher: Yeah. [TARGET]Teacher: It's just going to be just like reading, boys and girls, where you go back and you underline the important parts.[/TARGET] Teacher: Exactly what you do in reading, we're going to be doing in math. Teacher: Number three. Teacher: This is the third thing you do.",0 4265,"Student: We underlined the important information on the tests that we did. Teacher: Yeah. Teacher: It's just going to be just like reading, boys and girls, where you go back and you underline the important parts. [TARGET]Teacher: Exactly what you do in reading, we're going to be doing in math.[/TARGET] Teacher: Number three. Teacher: This is the third thing you do. Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked.",0 4266,"Teacher: Yeah. Teacher: It's just going to be just like reading, boys and girls, where you go back and you underline the important parts. Teacher: Exactly what you do in reading, we're going to be doing in math. [TARGET]Teacher: Number three.[/TARGET] Teacher: This is the third thing you do. Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked. Teacher: So, they might give you a lot of writing.",0 4267,"Teacher: It's just going to be just like reading, boys and girls, where you go back and you underline the important parts. Teacher: Exactly what you do in reading, we're going to be doing in math. Teacher: Number three. [TARGET]Teacher: This is the third thing you do.[/TARGET] Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked. Teacher: So, they might give you a lot of writing. Teacher: They might just give you a description of something.",0 4268,"Teacher: Exactly what you do in reading, we're going to be doing in math. Teacher: Number three. Teacher: This is the third thing you do. [TARGET]Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked.[/TARGET] Teacher: So, they might give you a lot of writing. Teacher: They might just give you a description of something. Teacher: And then at the very end they'll ask you the actual question.",0 4269,"Teacher: Number three. Teacher: This is the third thing you do. Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked. [TARGET]Teacher: So, they might give you a lot of writing.[/TARGET] Teacher: They might just give you a description of something. Teacher: And then at the very end they'll ask you the actual question. Teacher: They might say, ""What time did Suzie go to bed?"" And you'll have to figure out what time she went to bed.",0 4270,"Teacher: This is the third thing you do. Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked. Teacher: So, they might give you a lot of writing. [TARGET]Teacher: They might just give you a description of something.[/TARGET] Teacher: And then at the very end they'll ask you the actual question. Teacher: They might say, ""What time did Suzie go to bed?"" And you'll have to figure out what time she went to bed. Teacher: But the end of the question, whatever the question is, we're going to circle.",0 4271,"Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked. Teacher: So, they might give you a lot of writing. Teacher: They might just give you a description of something. [TARGET]Teacher: And then at the very end they'll ask you the actual question.[/TARGET] Teacher: They might say, ""What time did Suzie go to bed?"" And you'll have to figure out what time she went to bed. Teacher: But the end of the question, whatever the question is, we're going to circle. Teacher: Because that's what they want to know.",0 4272,"Teacher: So, they might give you a lot of writing. Teacher: They might just give you a description of something. Teacher: And then at the very end they'll ask you the actual question. [TARGET]Teacher: They might say, ""What time did Suzie go to bed?"" And you'll have to figure out what time she went to bed.[/TARGET] Teacher: But the end of the question, whatever the question is, we're going to circle. Teacher: Because that's what they want to know. Teacher: That's what you have to figure out.",0 4273,"Teacher: They might just give you a description of something. Teacher: And then at the very end they'll ask you the actual question. Teacher: They might say, ""What time did Suzie go to bed?"" And you'll have to figure out what time she went to bed. [TARGET]Teacher: But the end of the question, whatever the question is, we're going to circle.[/TARGET] Teacher: Because that's what they want to know. Teacher: That's what you have to figure out. Teacher: In order to have a four, that's what you have to answer.",0 4274,"Teacher: And then at the very end they'll ask you the actual question. Teacher: They might say, ""What time did Suzie go to bed?"" And you'll have to figure out what time she went to bed. Teacher: But the end of the question, whatever the question is, we're going to circle. [TARGET]Teacher: Because that's what they want to know.[/TARGET] Teacher: That's what you have to figure out. Teacher: In order to have a four, that's what you have to answer. Student: Can I read number four?",0 4275,"Teacher: They might say, ""What time did Suzie go to bed?"" And you'll have to figure out what time she went to bed. Teacher: But the end of the question, whatever the question is, we're going to circle. Teacher: Because that's what they want to know. [TARGET]Teacher: That's what you have to figure out.[/TARGET] Teacher: In order to have a four, that's what you have to answer. Student: Can I read number four? Teacher: I'm going to read them for now.",0 4276,"Teacher: But the end of the question, whatever the question is, we're going to circle. Teacher: Because that's what they want to know. Teacher: That's what you have to figure out. [TARGET]Teacher: In order to have a four, that's what you have to answer.[/TARGET] Student: Can I read number four? Teacher: I'm going to read them for now. Teacher: Number for.",0 4277,"Teacher: That's what you have to figure out. Teacher: In order to have a four, that's what you have to answer. Student: Can I read number four? [TARGET]Teacher: I'm going to read them for now.[/TARGET] Teacher: Number for. Teacher: TTQA. Teacher: Turn the question into an answer.",0 4278,"Teacher: In order to have a four, that's what you have to answer. Student: Can I read number four? Teacher: I'm going to read them for now. [TARGET]Teacher: Number for.[/TARGET] Teacher: TTQA. Teacher: Turn the question into an answer. Teacher: So, whatever they - we just circled, we're going to turn that into an answer.",0 4279,"Student: Can I read number four? Teacher: I'm going to read them for now. Teacher: Number for. [TARGET]Teacher: TTQA.[/TARGET] Teacher: Turn the question into an answer. Teacher: So, whatever they - we just circled, we're going to turn that into an answer. Teacher: So, if it says, ""What time did Suzie go to bed?"" Who can turn that around for us?",0 4280,"Teacher: I'm going to read them for now. Teacher: Number for. Teacher: TTQA. [TARGET]Teacher: Turn the question into an answer.[/TARGET] Teacher: So, whatever they - we just circled, we're going to turn that into an answer. Teacher: So, if it says, ""What time did Suzie go to bed?"" Who can turn that around for us? Teacher: Who is getting good at TTQA?",0 4281,"Teacher: Number for. Teacher: TTQA. Teacher: Turn the question into an answer. [TARGET]Teacher: So, whatever they - we just circled, we're going to turn that into an answer.[/TARGET] Teacher: So, if it says, ""What time did Suzie go to bed?"" Who can turn that around for us? Teacher: Who is getting good at TTQA? Teacher: The question is, ""What time did Suzie go to bed?"" Student N?",0 4282,"Teacher: TTQA. Teacher: Turn the question into an answer. Teacher: So, whatever they - we just circled, we're going to turn that into an answer. [TARGET]Teacher: So, if it says, ""What time did Suzie go to bed?"" Who can turn that around for us?[/TARGET] Teacher: Who is getting good at TTQA? Teacher: The question is, ""What time did Suzie go to bed?"" Student N? Student: She -",0 4283,"Teacher: Turn the question into an answer. Teacher: So, whatever they - we just circled, we're going to turn that into an answer. Teacher: So, if it says, ""What time did Suzie go to bed?"" Who can turn that around for us? [TARGET]Teacher: Who is getting good at TTQA?[/TARGET] Teacher: The question is, ""What time did Suzie go to bed?"" Student N? Student: She - Teacher: I wouldn't use the word ""she"".",0 4284,"Teacher: So, whatever they - we just circled, we're going to turn that into an answer. Teacher: So, if it says, ""What time did Suzie go to bed?"" Who can turn that around for us? Teacher: Who is getting good at TTQA? [TARGET]Teacher: The question is, ""What time did Suzie go to bed?"" Student N?[/TARGET] Student: She - Teacher: I wouldn't use the word ""she"". Teacher: The question was, ""What time did Suzie go to bed?"" Student C, can you help him?",0 4285,"Teacher: Who is getting good at TTQA? Teacher: The question is, ""What time did Suzie go to bed?"" Student N? Student: She - [TARGET]Teacher: I wouldn't use the word ""she"".[/TARGET] Teacher: The question was, ""What time did Suzie go to bed?"" Student C, can you help him? Student: Suzie went to bed at this time. Teacher: Perfect.",0 4286,"Teacher: The question is, ""What time did Suzie go to bed?"" Student N? Student: She - Teacher: I wouldn't use the word ""she"". [TARGET]Teacher: The question was, ""What time did Suzie go to bed?"" Student C, can you help him?[/TARGET] Student: Suzie went to bed at this time. Teacher: Perfect. Teacher: Suzie went to bed at - and then give the answer.",0 4287,"Teacher: I wouldn't use the word ""she"". Teacher: The question was, ""What time did Suzie go to bed?"" Student C, can you help him? Student: Suzie went to bed at this time. [TARGET]Teacher: Perfect.[/TARGET] Teacher: Suzie went to bed at - and then give the answer. Teacher: Perfect. Teacher: Step number five.",0 4288,"Teacher: The question was, ""What time did Suzie go to bed?"" Student C, can you help him? Student: Suzie went to bed at this time. Teacher: Perfect. [TARGET]Teacher: Suzie went to bed at - and then give the answer.[/TARGET] Teacher: Perfect. Teacher: Step number five. Teacher: Solve the problem.",0 4289,Student: Suzie went to bed at this time. Teacher: Perfect. Teacher: Suzie went to bed at - and then give the answer. [TARGET]Teacher: Perfect.[/TARGET] Teacher: Step number five. Teacher: Solve the problem. Teacher: Show your work.,0 4290,Teacher: Perfect. Teacher: Suzie went to bed at - and then give the answer. Teacher: Perfect. [TARGET]Teacher: Step number five.[/TARGET] Teacher: Solve the problem. Teacher: Show your work. Teacher: And Label all the steps.,0 4291,Teacher: Suzie went to bed at - and then give the answer. Teacher: Perfect. Teacher: Step number five. [TARGET]Teacher: Solve the problem.[/TARGET] Teacher: Show your work. Teacher: And Label all the steps. Teacher: [Inaudible].,0 4292,Teacher: Perfect. Teacher: Step number five. Teacher: Solve the problem. [TARGET]Teacher: Show your work.[/TARGET] Teacher: And Label all the steps. Teacher: [Inaudible]. Teacher: You need to solve the problem.,0 4293,"Teacher: Step number five. Teacher: Solve the problem. Teacher: Show your work. [TARGET]Teacher: And Label all the steps.[/TARGET] Teacher: [Inaudible]. Teacher: You need to solve the problem. Teacher: So, figure it out.",0 4294,"Teacher: Show your work. Teacher: And Label all the steps. Teacher: [Inaudible]. [TARGET]Teacher: You need to solve the problem.[/TARGET] Teacher: So, figure it out. Teacher: She went to bed at 5:00. Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps.",0 4295,"Teacher: And Label all the steps. Teacher: [Inaudible]. Teacher: You need to solve the problem. [TARGET]Teacher: So, figure it out.[/TARGET] Teacher: She went to bed at 5:00. Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps. Teacher: This is step A, and this is part B, okay?",0 4296,"Teacher: [Inaudible]. Teacher: You need to solve the problem. Teacher: So, figure it out. [TARGET]Teacher: She went to bed at 5:00.[/TARGET] Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps. Teacher: This is step A, and this is part B, okay? Teacher: Make sure that your answer includes the words from the question.",0 4297,"Teacher: You need to solve the problem. Teacher: So, figure it out. Teacher: She went to bed at 5:00. [TARGET]Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps.[/TARGET] Teacher: This is step A, and this is part B, okay? Teacher: Make sure that your answer includes the words from the question. Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay?",0 4298,"Teacher: So, figure it out. Teacher: She went to bed at 5:00. Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps. [TARGET]Teacher: This is step A, and this is part B, okay?[/TARGET] Teacher: Make sure that your answer includes the words from the question. Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay? Teacher: We've talked about that when we were talking about our rubric.",0 4299,"Teacher: She went to bed at 5:00. Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps. Teacher: This is step A, and this is part B, okay? [TARGET]Teacher: Make sure that your answer includes the words from the question.[/TARGET] Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay? Teacher: We've talked about that when we were talking about our rubric. Teacher: Including words from the question.",0 4300,"Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps. Teacher: This is step A, and this is part B, okay? Teacher: Make sure that your answer includes the words from the question. [TARGET]Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay?[/TARGET] Teacher: We've talked about that when we were talking about our rubric. Teacher: Including words from the question. Teacher: That's doing the TTQA.",0 4301,"Teacher: This is step A, and this is part B, okay? Teacher: Make sure that your answer includes the words from the question. Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay? [TARGET]Teacher: We've talked about that when we were talking about our rubric.[/TARGET] Teacher: Including words from the question. Teacher: That's doing the TTQA. Teacher: That Will use the words from the question.",0 4302,"Teacher: Make sure that your answer includes the words from the question. Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay? Teacher: We've talked about that when we were talking about our rubric. [TARGET]Teacher: Including words from the question.[/TARGET] Teacher: That's doing the TTQA. Teacher: That Will use the words from the question. Teacher: So, you are going to keep both of these papers on your desk, today, when we go to do our open response question for today.",0 4303,"Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay? Teacher: We've talked about that when we were talking about our rubric. Teacher: Including words from the question. [TARGET]Teacher: That's doing the TTQA.[/TARGET] Teacher: That Will use the words from the question. Teacher: So, you are going to keep both of these papers on your desk, today, when we go to do our open response question for today. Teacher: Are we ready to continue?",0 4304,"Teacher: We've talked about that when we were talking about our rubric. Teacher: Including words from the question. Teacher: That's doing the TTQA. [TARGET]Teacher: That Will use the words from the question.[/TARGET] Teacher: So, you are going to keep both of these papers on your desk, today, when we go to do our open response question for today. Teacher: Are we ready to continue? Multiple Students: Yes.",0 4305,"Teacher: Including words from the question. Teacher: That's doing the TTQA. Teacher: That Will use the words from the question. [TARGET]Teacher: So, you are going to keep both of these papers on your desk, today, when we go to do our open response question for today.[/TARGET] Teacher: Are we ready to continue? Multiple Students: Yes. Teacher: Okay.",0 4306,"Teacher: That's doing the TTQA. Teacher: That Will use the words from the question. Teacher: So, you are going to keep both of these papers on your desk, today, when we go to do our open response question for today. [TARGET]Teacher: Are we ready to continue?[/TARGET] Multiple Students: Yes. Teacher: Okay. Teacher: Before we move on let's look at our objectives for today.",1 4307,Teacher: Are we ready to continue? Multiple Students: Yes. Teacher: Okay. [TARGET]Teacher: Before we move on let's look at our objectives for today.[/TARGET] Teacher: Our content objective. Teacher: Who can read what we are doing today? Teacher: Nice and loud.,1 4308,Multiple Students: Yes. Teacher: Okay. Teacher: Before we move on let's look at our objectives for today. [TARGET]Teacher: Our content objective.[/TARGET] Teacher: Who can read what we are doing today? Teacher: Nice and loud. Teacher: Student S?,0 4309,Teacher: Okay. Teacher: Before we move on let's look at our objectives for today. Teacher: Our content objective. [TARGET]Teacher: Who can read what we are doing today?[/TARGET] Teacher: Nice and loud. Teacher: Student S? Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely.,1 4310,Teacher: Before we move on let's look at our objectives for today. Teacher: Our content objective. Teacher: Who can read what we are doing today? [TARGET]Teacher: Nice and loud.[/TARGET] Teacher: Student S? Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely. Teacher: Perfect.,1 4311,Teacher: Our content objective. Teacher: Who can read what we are doing today? Teacher: Nice and loud. [TARGET]Teacher: Student S?[/TARGET] Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely. Teacher: Perfect. Teacher: Important words.,0 4312,"Teacher: Nice and loud. Teacher: Student S? Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely. [TARGET]Teacher: Perfect.[/TARGET] Teacher: Important words. Teacher: Correctly, and completely. Teacher: I don't want to know just the answer.",0 4313,"Teacher: Student S? Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely. Teacher: Perfect. [TARGET]Teacher: Important words.[/TARGET] Teacher: Correctly, and completely. Teacher: I don't want to know just the answer. Teacher: I don't want you to write triangle if they want you to show the work.",0 4314,"Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely. Teacher: Perfect. Teacher: Important words. [TARGET]Teacher: Correctly, and completely.[/TARGET] Teacher: I don't want to know just the answer. Teacher: I don't want you to write triangle if they want you to show the work. Teacher: So, you need to show the work completely.",0 4315,"Teacher: Perfect. Teacher: Important words. Teacher: Correctly, and completely. [TARGET]Teacher: I don't want to know just the answer.[/TARGET] Teacher: I don't want you to write triangle if they want you to show the work. Teacher: So, you need to show the work completely. Teacher: Who can read how we are going to do this?",0 4316,"Teacher: Important words. Teacher: Correctly, and completely. Teacher: I don't want to know just the answer. [TARGET]Teacher: I don't want you to write triangle if they want you to show the work.[/TARGET] Teacher: So, you need to show the work completely. Teacher: Who can read how we are going to do this? Teacher: This is what we're going to do.",0 4317,"Teacher: Correctly, and completely. Teacher: I don't want to know just the answer. Teacher: I don't want you to write triangle if they want you to show the work. [TARGET]Teacher: So, you need to show the work completely.[/TARGET] Teacher: Who can read how we are going to do this? Teacher: This is what we're going to do. Teacher: Who can read how we are going to do it?",0 4318,"Teacher: I don't want to know just the answer. Teacher: I don't want you to write triangle if they want you to show the work. Teacher: So, you need to show the work completely. [TARGET]Teacher: Who can read how we are going to do this?[/TARGET] Teacher: This is what we're going to do. Teacher: Who can read how we are going to do it? Teacher: Student S?",1 4319,"Teacher: I don't want you to write triangle if they want you to show the work. Teacher: So, you need to show the work completely. Teacher: Who can read how we are going to do this? [TARGET]Teacher: This is what we're going to do.[/TARGET] Teacher: Who can read how we are going to do it? Teacher: Student S? Student: I will apply five-step strategy to help solve the math open response question correctly and completely to score a four, according to the rubric.",0 4320,"Teacher: So, you need to show the work completely. Teacher: Who can read how we are going to do this? Teacher: This is what we're going to do. [TARGET]Teacher: Who can read how we are going to do it?[/TARGET] Teacher: Student S? Student: I will apply five-step strategy to help solve the math open response question correctly and completely to score a four, according to the rubric. Teacher: Rubric",1 4321,"Teacher: Who can read how we are going to do this? Teacher: This is what we're going to do. Teacher: Who can read how we are going to do it? [TARGET]Teacher: Student S?[/TARGET] Student: I will apply five-step strategy to help solve the math open response question correctly and completely to score a four, according to the rubric. Teacher: Rubric Student: Rubric.",0 4322,"Teacher: Who can read how we are going to do it? Teacher: Student S? Student: I will apply five-step strategy to help solve the math open response question correctly and completely to score a four, according to the rubric. [TARGET]Teacher: Rubric[/TARGET] Student: Rubric. Teacher: So I will apply the five-step strategy. Teacher: That's this page.",0 4323,"Student: I will apply five-step strategy to help solve the math open response question correctly and completely to score a four, according to the rubric. Teacher: Rubric Student: Rubric. [TARGET]Teacher: So I will apply the five-step strategy.[/TARGET] Teacher: That's this page. Teacher: You're going to use this in order to score a four, okay? Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this.",0 4324,"Teacher: Rubric Student: Rubric. Teacher: So I will apply the five-step strategy. [TARGET]Teacher: That's this page.[/TARGET] Teacher: You're going to use this in order to score a four, okay? Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this. Teacher: They give you a paper similar to this.",0 4325,"Student: Rubric. Teacher: So I will apply the five-step strategy. Teacher: That's this page. [TARGET]Teacher: You're going to use this in order to score a four, okay?[/TARGET] Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this. Teacher: They give you a paper similar to this. Teacher: Now, there is a spot down here that looks like a graph.",0 4326,"Teacher: So I will apply the five-step strategy. Teacher: That's this page. Teacher: You're going to use this in order to score a four, okay? [TARGET]Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this.[/TARGET] Teacher: They give you a paper similar to this. Teacher: Now, there is a spot down here that looks like a graph. Teacher: Some of you will have open responses where it says create a graph on the grid.",0 4327,"Teacher: That's this page. Teacher: You're going to use this in order to score a four, okay? Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this. [TARGET]Teacher: They give you a paper similar to this.[/TARGET] Teacher: Now, there is a spot down here that looks like a graph. Teacher: Some of you will have open responses where it says create a graph on the grid. Teacher: Some of you will not.",0 4328,"Teacher: You're going to use this in order to score a four, okay? Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this. Teacher: They give you a paper similar to this. [TARGET]Teacher: Now, there is a spot down here that looks like a graph.[/TARGET] Teacher: Some of you will have open responses where it says create a graph on the grid. Teacher: Some of you will not. Teacher: If you do not need the graph, you can write right over it.",0 4329,"Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this. Teacher: They give you a paper similar to this. Teacher: Now, there is a spot down here that looks like a graph. [TARGET]Teacher: Some of you will have open responses where it says create a graph on the grid.[/TARGET] Teacher: Some of you will not. Teacher: If you do not need the graph, you can write right over it. Teacher: You can do your math work over here.",0 4330,"Teacher: They give you a paper similar to this. Teacher: Now, there is a spot down here that looks like a graph. Teacher: Some of you will have open responses where it says create a graph on the grid. [TARGET]Teacher: Some of you will not.[/TARGET] Teacher: If you do not need the graph, you can write right over it. Teacher: You can do your math work over here. Teacher: You can use this however you want, okay?",0 4331,"Teacher: Now, there is a spot down here that looks like a graph. Teacher: Some of you will have open responses where it says create a graph on the grid. Teacher: Some of you will not. [TARGET]Teacher: If you do not need the graph, you can write right over it.[/TARGET] Teacher: You can do your math work over here. Teacher: You can use this however you want, okay? Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation.",0 4332,"Teacher: Some of you will have open responses where it says create a graph on the grid. Teacher: Some of you will not. Teacher: If you do not need the graph, you can write right over it. [TARGET]Teacher: You can do your math work over here.[/TARGET] Teacher: You can use this however you want, okay? Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation. Teacher: B.",0 4333,"Teacher: Some of you will not. Teacher: If you do not need the graph, you can write right over it. Teacher: You can do your math work over here. [TARGET]Teacher: You can use this however you want, okay?[/TARGET] Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation. Teacher: B. Teacher: My work and my explanation.",0 4334,"Teacher: If you do not need the graph, you can write right over it. Teacher: You can do your math work over here. Teacher: You can use this however you want, okay? [TARGET]Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation.[/TARGET] Teacher: B. Teacher: My work and my explanation. Teacher: C. If there is one.",0 4335,"Teacher: You can do your math work over here. Teacher: You can use this however you want, okay? Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation. [TARGET]Teacher: B.[/TARGET] Teacher: My work and my explanation. Teacher: C. If there is one. Teacher: My work and my explanation, okay?",0 4336,"Teacher: You can use this however you want, okay? Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation. Teacher: B. [TARGET]Teacher: My work and my explanation.[/TARGET] Teacher: C. If there is one. Teacher: My work and my explanation, okay? Teacher: That's what they mean when they say label each part.",0 4337,"Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation. Teacher: B. Teacher: My work and my explanation. [TARGET]Teacher: C. If there is one.[/TARGET] Teacher: My work and my explanation, okay? Teacher: That's what they mean when they say label each part. Teacher: Does everyone understand?",0 4338,"Teacher: B. Teacher: My work and my explanation. Teacher: C. If there is one. [TARGET]Teacher: My work and my explanation, okay?[/TARGET] Teacher: That's what they mean when they say label each part. Teacher: Does everyone understand? Multiple Students: Yes.",0 4339,"Teacher: My work and my explanation. Teacher: C. If there is one. Teacher: My work and my explanation, okay? [TARGET]Teacher: That's what they mean when they say label each part.[/TARGET] Teacher: Does everyone understand? Multiple Students: Yes. Teacher: So, this is what your answer sheet looks like when you do your open response rubric.",0 4340,"Teacher: C. If there is one. Teacher: My work and my explanation, okay? Teacher: That's what they mean when they say label each part. [TARGET]Teacher: Does everyone understand?[/TARGET] Multiple Students: Yes. Teacher: So, this is what your answer sheet looks like when you do your open response rubric. Teacher: I think we are ready to look at our question.",0 4341,"Teacher: That's what they mean when they say label each part. Teacher: Does everyone understand? Multiple Students: Yes. [TARGET]Teacher: So, this is what your answer sheet looks like when you do your open response rubric.[/TARGET] Teacher: I think we are ready to look at our question. Teacher: Here's our question that we are all going to work on today. Teacher: The top part is just telling the teacher who printed this out where this came from.",0 4342,"Teacher: Does everyone understand? Multiple Students: Yes. Teacher: So, this is what your answer sheet looks like when you do your open response rubric. [TARGET]Teacher: I think we are ready to look at our question.[/TARGET] Teacher: Here's our question that we are all going to work on today. Teacher: The top part is just telling the teacher who printed this out where this came from. Teacher: So, this came from the 1006 Math MCAS, okay?",1 4343,"Multiple Students: Yes. Teacher: So, this is what your answer sheet looks like when you do your open response rubric. Teacher: I think we are ready to look at our question. [TARGET]Teacher: Here's our question that we are all going to work on today.[/TARGET] Teacher: The top part is just telling the teacher who printed this out where this came from. Teacher: So, this came from the 1006 Math MCAS, okay? Teacher: So, from a few years ago.",1 4344,"Teacher: So, this is what your answer sheet looks like when you do your open response rubric. Teacher: I think we are ready to look at our question. Teacher: Here's our question that we are all going to work on today. [TARGET]Teacher: The top part is just telling the teacher who printed this out where this came from.[/TARGET] Teacher: So, this came from the 1006 Math MCAS, okay? Teacher: So, from a few years ago. Teacher: So, let's just do the reading and re-reading right now.",0 4345,"Teacher: I think we are ready to look at our question. Teacher: Here's our question that we are all going to work on today. Teacher: The top part is just telling the teacher who printed this out where this came from. [TARGET]Teacher: So, this came from the 1006 Math MCAS, okay?[/TARGET] Teacher: So, from a few years ago. Teacher: So, let's just do the reading and re-reading right now. Teacher: We'll actually do the first readings right now.",0 4346,"Teacher: Here's our question that we are all going to work on today. Teacher: The top part is just telling the teacher who printed this out where this came from. Teacher: So, this came from the 1006 Math MCAS, okay? [TARGET]Teacher: So, from a few years ago.[/TARGET] Teacher: So, let's just do the reading and re-reading right now. Teacher: We'll actually do the first readings right now. Teacher: Here it is.",0 4347,"Teacher: The top part is just telling the teacher who printed this out where this came from. Teacher: So, this came from the 1006 Math MCAS, okay? Teacher: So, from a few years ago. [TARGET]Teacher: So, let's just do the reading and re-reading right now.[/TARGET] Teacher: We'll actually do the first readings right now. Teacher: Here it is. Teacher: I'll read it to you.",1 4348,"Teacher: So, this came from the 1006 Math MCAS, okay? Teacher: So, from a few years ago. Teacher: So, let's just do the reading and re-reading right now. [TARGET]Teacher: We'll actually do the first readings right now.[/TARGET] Teacher: Here it is. Teacher: I'll read it to you. Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on.",1 4349,"Teacher: So, from a few years ago. Teacher: So, let's just do the reading and re-reading right now. Teacher: We'll actually do the first readings right now. [TARGET]Teacher: Here it is.[/TARGET] Teacher: I'll read it to you. Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on. Teacher: ""The pictures below show how two different groups of shapes balance a scale."" So what is this called?",1 4350,"Teacher: So, let's just do the reading and re-reading right now. Teacher: We'll actually do the first readings right now. Teacher: Here it is. [TARGET]Teacher: I'll read it to you.[/TARGET] Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on. Teacher: ""The pictures below show how two different groups of shapes balance a scale."" So what is this called? Multiple Students: A scale.",1 4351,"Teacher: We'll actually do the first readings right now. Teacher: Here it is. Teacher: I'll read it to you. [TARGET]Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on.[/TARGET] Teacher: ""The pictures below show how two different groups of shapes balance a scale."" So what is this called? Multiple Students: A scale. Teacher: A scale.",1 4352,"Teacher: Here it is. Teacher: I'll read it to you. Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on. [TARGET]Teacher: ""The pictures below show how two different groups of shapes balance a scale."" So what is this called?[/TARGET] Multiple Students: A scale. Teacher: A scale. Teacher: And there are two different groups.",0 4353,"Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on. Teacher: ""The pictures below show how two different groups of shapes balance a scale."" So what is this called? Multiple Students: A scale. [TARGET]Teacher: A scale.[/TARGET] Teacher: And there are two different groups. Teacher: ""If a block,"" now let's look at this one, ""One block balances two balls."" So, one block is what to two balls? Student: Balances two balls?",0 4354,"Teacher: ""The pictures below show how two different groups of shapes balance a scale."" So what is this called? Multiple Students: A scale. Teacher: A scale. [TARGET]Teacher: And there are two different groups.[/TARGET] Teacher: ""If a block,"" now let's look at this one, ""One block balances two balls."" So, one block is what to two balls? Student: Balances two balls? Student: Equal?",0 4355,"Multiple Students: A scale. Teacher: A scale. Teacher: And there are two different groups. [TARGET]Teacher: ""If a block,"" now let's look at this one, ""One block balances two balls."" So, one block is what to two balls?[/TARGET] Student: Balances two balls? Student: Equal? Teacher: Equal.",0 4356,"Teacher: ""If a block,"" now let's look at this one, ""One block balances two balls."" So, one block is what to two balls? Student: Balances two balls? Student: Equal? [TARGET]Teacher: Equal.[/TARGET] Teacher: Great job, Student K. Move your clothespin up. Teacher: She's thinking. Teacher: She knows that if these two are the same, they must be?",0 4357,"Student: Balances two balls? Student: Equal? Teacher: Equal. [TARGET]Teacher: Great job, Student K. Move your clothespin up.[/TARGET] Teacher: She's thinking. Teacher: She knows that if these two are the same, they must be? Multiple Students: Equal.",1 4358,"Student: Equal? Teacher: Equal. Teacher: Great job, Student K. Move your clothespin up. [TARGET]Teacher: She's thinking.[/TARGET] Teacher: She knows that if these two are the same, they must be? Multiple Students: Equal. Teacher: Equal.",0 4359,"Teacher: Equal. Teacher: Great job, Student K. Move your clothespin up. Teacher: She's thinking. [TARGET]Teacher: She knows that if these two are the same, they must be?[/TARGET] Multiple Students: Equal. Teacher: Equal. Teacher: That's a great math word to use.",0 4360,"Teacher: She's thinking. Teacher: She knows that if these two are the same, they must be? Multiple Students: Equal. [TARGET]Teacher: Equal.[/TARGET] Teacher: That's a great math word to use. Teacher: Nice vocabulary Student E. Let's look at this one. Teacher: ""Two blocks balance ten cans."" So, we know that two blocks must be what to ten cans?",0 4361,"Teacher: She knows that if these two are the same, they must be? Multiple Students: Equal. Teacher: Equal. [TARGET]Teacher: That's a great math word to use.[/TARGET] Teacher: Nice vocabulary Student E. Let's look at this one. Teacher: ""Two blocks balance ten cans."" So, we know that two blocks must be what to ten cans? Teacher: Student R?",0 4362,"Multiple Students: Equal. Teacher: Equal. Teacher: That's a great math word to use. [TARGET]Teacher: Nice vocabulary Student E. Let's look at this one.[/TARGET] Teacher: ""Two blocks balance ten cans."" So, we know that two blocks must be what to ten cans? Teacher: Student R? Student: Equals.",1 4363,"Teacher: Equal. Teacher: That's a great math word to use. Teacher: Nice vocabulary Student E. Let's look at this one. [TARGET]Teacher: ""Two blocks balance ten cans."" So, we know that two blocks must be what to ten cans?[/TARGET] Teacher: Student R? Student: Equals. Teacher: Equals.",0 4364,"Teacher: That's a great math word to use. Teacher: Nice vocabulary Student E. Let's look at this one. Teacher: ""Two blocks balance ten cans."" So, we know that two blocks must be what to ten cans? [TARGET]Teacher: Student R?[/TARGET] Student: Equals. Teacher: Equals. Teacher: Very good.",0 4365,"Teacher: ""Two blocks balance ten cans."" So, we know that two blocks must be what to ten cans? Teacher: Student R? Student: Equals. [TARGET]Teacher: Equals.[/TARGET] Teacher: Very good. Teacher: Let's move on. Teacher: Have we even gotten to the question, yet?",0 4366,"Teacher: Student R? Student: Equals. Teacher: Equals. [TARGET]Teacher: Very good.[/TARGET] Teacher: Let's move on. Teacher: Have we even gotten to the question, yet? Student: No.",0 4367,"Student: Equals. Teacher: Equals. Teacher: Very good. [TARGET]Teacher: Let's move on.[/TARGET] Teacher: Have we even gotten to the question, yet? Student: No. Teacher: No.",1 4368,"Teacher: Equals. Teacher: Very good. Teacher: Let's move on. [TARGET]Teacher: Have we even gotten to the question, yet?[/TARGET] Student: No. Teacher: No. Teacher: This is just information that they're giving you.",0 4369,"Teacher: Let's move on. Teacher: Have we even gotten to the question, yet? Student: No. [TARGET]Teacher: No.[/TARGET] Teacher: This is just information that they're giving you. Teacher: You have to read all of the information, and then we're going to go to our questioning. Teacher: How many parts are in this question?",0 4370,"Teacher: Have we even gotten to the question, yet? Student: No. Teacher: No. [TARGET]Teacher: This is just information that they're giving you.[/TARGET] Teacher: You have to read all of the information, and then we're going to go to our questioning. Teacher: How many parts are in this question? Teacher: I see the same hands.",0 4371,"Student: No. Teacher: No. Teacher: This is just information that they're giving you. [TARGET]Teacher: You have to read all of the information, and then we're going to go to our questioning.[/TARGET] Teacher: How many parts are in this question? Teacher: I see the same hands. Teacher: Let's see some new hands.",0 4372,"Teacher: No. Teacher: This is just information that they're giving you. Teacher: You have to read all of the information, and then we're going to go to our questioning. [TARGET]Teacher: How many parts are in this question?[/TARGET] Teacher: I see the same hands. Teacher: Let's see some new hands. Teacher: How many parts are in this question?",0 4373,"Teacher: This is just information that they're giving you. Teacher: You have to read all of the information, and then we're going to go to our questioning. Teacher: How many parts are in this question? [TARGET]Teacher: I see the same hands.[/TARGET] Teacher: Let's see some new hands. Teacher: How many parts are in this question? Teacher: Remember, it said label part A, part B, part C?",1 4374,"Teacher: You have to read all of the information, and then we're going to go to our questioning. Teacher: How many parts are in this question? Teacher: I see the same hands. [TARGET]Teacher: Let's see some new hands.[/TARGET] Teacher: How many parts are in this question? Teacher: Remember, it said label part A, part B, part C? Teacher: How many parts do we have this time?",1 4375,"Teacher: How many parts are in this question? Teacher: I see the same hands. Teacher: Let's see some new hands. [TARGET]Teacher: How many parts are in this question?[/TARGET] Teacher: Remember, it said label part A, part B, part C? Teacher: How many parts do we have this time? Teacher: Student J?",0 4376,"Teacher: I see the same hands. Teacher: Let's see some new hands. Teacher: How many parts are in this question? [TARGET]Teacher: Remember, it said label part A, part B, part C?[/TARGET] Teacher: How many parts do we have this time? Teacher: Student J? Student: Three?",0 4377,"Teacher: Let's see some new hands. Teacher: How many parts are in this question? Teacher: Remember, it said label part A, part B, part C? [TARGET]Teacher: How many parts do we have this time?[/TARGET] Teacher: Student J? Student: Three? Teacher: Three.",0 4378,"Teacher: How many parts are in this question? Teacher: Remember, it said label part A, part B, part C? Teacher: How many parts do we have this time? [TARGET]Teacher: Student J?[/TARGET] Student: Three? Teacher: Three. Teacher: A, B, and C. Did everyone see that?",0 4379,"Teacher: How many parts do we have this time? Teacher: Student J? Student: Three? [TARGET]Teacher: Three.[/TARGET] Teacher: A, B, and C. Did everyone see that? Multiple Students: Yes. Teacher: There's A. There's B.",0 4380,"Teacher: Student J? Student: Three? Teacher: Three. [TARGET]Teacher: A, B, and C. Did everyone see that?[/TARGET] Multiple Students: Yes. Teacher: There's A. There's B. Teacher: And There's C. Let's read part A.",0 4381,"Teacher: Three. Teacher: A, B, and C. Did everyone see that? Multiple Students: Yes. [TARGET]Teacher: There's A. There's B.[/TARGET] Teacher: And There's C. Let's read part A. Teacher: ""If a block weighs ten pounds, what is the weight in pounds of one ball? Teacher: Show or explain how you got your answer."" We're not doing it, yet.",0 4382,"Teacher: A, B, and C. Did everyone see that? Multiple Students: Yes. Teacher: There's A. There's B. [TARGET]Teacher: And There's C. Let's read part A.[/TARGET] Teacher: ""If a block weighs ten pounds, what is the weight in pounds of one ball? Teacher: Show or explain how you got your answer."" We're not doing it, yet. Teacher: So, they're saying one block weighs ten pounds.",0 4383,"Multiple Students: Yes. Teacher: There's A. There's B. Teacher: And There's C. Let's read part A. [TARGET]Teacher: ""If a block weighs ten pounds, what is the weight in pounds of one ball?[/TARGET] Teacher: Show or explain how you got your answer."" We're not doing it, yet. Teacher: So, they're saying one block weighs ten pounds. Teacher: So, they're saying this block weighs?",0 4384,"Teacher: There's A. There's B. Teacher: And There's C. Let's read part A. Teacher: ""If a block weighs ten pounds, what is the weight in pounds of one ball? [TARGET]Teacher: Show or explain how you got your answer."" We're not doing it, yet.[/TARGET] Teacher: So, they're saying one block weighs ten pounds. Teacher: So, they're saying this block weighs? Multiple Students: Ten pounds.",0 4385,"Teacher: And There's C. Let's read part A. Teacher: ""If a block weighs ten pounds, what is the weight in pounds of one ball? Teacher: Show or explain how you got your answer."" We're not doing it, yet. [TARGET]Teacher: So, they're saying one block weighs ten pounds.[/TARGET] Teacher: So, they're saying this block weighs? Multiple Students: Ten pounds. Teacher: What is the weight in pounds of one of these balls?",0 4386,"Teacher: ""If a block weighs ten pounds, what is the weight in pounds of one ball? Teacher: Show or explain how you got your answer."" We're not doing it, yet. Teacher: So, they're saying one block weighs ten pounds. [TARGET]Teacher: So, they're saying this block weighs?[/TARGET] Multiple Students: Ten pounds. Teacher: What is the weight in pounds of one of these balls? Teacher: Don't give me the answer.",0 4387,"Teacher: So, they're saying one block weighs ten pounds. Teacher: So, they're saying this block weighs? Multiple Students: Ten pounds. [TARGET]Teacher: What is the weight in pounds of one of these balls?[/TARGET] Teacher: Don't give me the answer. Teacher: Show, or explain how you got your answer. Teacher: You can start thinking.",0 4388,"Teacher: So, they're saying this block weighs? Multiple Students: Ten pounds. Teacher: What is the weight in pounds of one of these balls? [TARGET]Teacher: Don't give me the answer.[/TARGET] Teacher: Show, or explain how you got your answer. Teacher: You can start thinking. Teacher: We're not doing the work, yet.",0 4389,"Multiple Students: Ten pounds. Teacher: What is the weight in pounds of one of these balls? Teacher: Don't give me the answer. [TARGET]Teacher: Show, or explain how you got your answer.[/TARGET] Teacher: You can start thinking. Teacher: We're not doing the work, yet. Teacher: No writing yet.",0 4390,"Teacher: What is the weight in pounds of one of these balls? Teacher: Don't give me the answer. Teacher: Show, or explain how you got your answer. [TARGET]Teacher: You can start thinking.[/TARGET] Teacher: We're not doing the work, yet. Teacher: No writing yet. Teacher: Pencils down.",1 4391,"Teacher: Don't give me the answer. Teacher: Show, or explain how you got your answer. Teacher: You can start thinking. [TARGET]Teacher: We're not doing the work, yet.[/TARGET] Teacher: No writing yet. Teacher: Pencils down. Teacher: Part B says, ""What is the total number of blocks needed to balanced six balls?"" So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal?",1 4392,"Teacher: Show, or explain how you got your answer. Teacher: You can start thinking. Teacher: We're not doing the work, yet. [TARGET]Teacher: No writing yet.[/TARGET] Teacher: Pencils down. Teacher: Part B says, ""What is the total number of blocks needed to balanced six balls?"" So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal? Teacher: You'll have to show or explain how you got your answer.",1 4393,"Teacher: You can start thinking. Teacher: We're not doing the work, yet. Teacher: No writing yet. [TARGET]Teacher: Pencils down.[/TARGET] Teacher: Part B says, ""What is the total number of blocks needed to balanced six balls?"" So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal? Teacher: You'll have to show or explain how you got your answer. Teacher: And part C, ""What is the total number of balls needed to balance ten cans?"" So, now they want to know how many balls would be equal to carry these ten cans, okay?",1 4394,"Teacher: We're not doing the work, yet. Teacher: No writing yet. Teacher: Pencils down. [TARGET]Teacher: Part B says, ""What is the total number of blocks needed to balanced six balls?"" So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal?[/TARGET] Teacher: You'll have to show or explain how you got your answer. Teacher: And part C, ""What is the total number of balls needed to balance ten cans?"" So, now they want to know how many balls would be equal to carry these ten cans, okay? Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay?",0 4395,"Teacher: No writing yet. Teacher: Pencils down. Teacher: Part B says, ""What is the total number of blocks needed to balanced six balls?"" So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal? [TARGET]Teacher: You'll have to show or explain how you got your answer.[/TARGET] Teacher: And part C, ""What is the total number of balls needed to balance ten cans?"" So, now they want to know how many balls would be equal to carry these ten cans, okay? Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay? Teacher: So, do you see how it's a lot of thinking?",0 4396,"Teacher: Pencils down. Teacher: Part B says, ""What is the total number of blocks needed to balanced six balls?"" So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal? Teacher: You'll have to show or explain how you got your answer. [TARGET]Teacher: And part C, ""What is the total number of balls needed to balance ten cans?"" So, now they want to know how many balls would be equal to carry these ten cans, okay?[/TARGET] Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay? Teacher: So, do you see how it's a lot of thinking? Teacher: You can't just give an answer right now.",0 4397,"Teacher: Part B says, ""What is the total number of blocks needed to balanced six balls?"" So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal? Teacher: You'll have to show or explain how you got your answer. Teacher: And part C, ""What is the total number of balls needed to balance ten cans?"" So, now they want to know how many balls would be equal to carry these ten cans, okay? [TARGET]Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay?[/TARGET] Teacher: So, do you see how it's a lot of thinking? Teacher: You can't just give an answer right now. Teacher: You might have to draw a picture.",0 4398,"Teacher: You'll have to show or explain how you got your answer. Teacher: And part C, ""What is the total number of balls needed to balance ten cans?"" So, now they want to know how many balls would be equal to carry these ten cans, okay? Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay? [TARGET]Teacher: So, do you see how it's a lot of thinking?[/TARGET] Teacher: You can't just give an answer right now. Teacher: You might have to draw a picture. Teacher: You might have to make some math work on your paper.",0 4399,"Teacher: And part C, ""What is the total number of balls needed to balance ten cans?"" So, now they want to know how many balls would be equal to carry these ten cans, okay? Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay? Teacher: So, do you see how it's a lot of thinking? [TARGET]Teacher: You can't just give an answer right now.[/TARGET] Teacher: You might have to draw a picture. Teacher: You might have to make some math work on your paper. Teacher: You can't just figure it out and go ahead.",0 4400,"Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay? Teacher: So, do you see how it's a lot of thinking? Teacher: You can't just give an answer right now. [TARGET]Teacher: You might have to draw a picture.[/TARGET] Teacher: You might have to make some math work on your paper. Teacher: You can't just figure it out and go ahead. Teacher: Does everyone understand?",0 4401,"Teacher: So, do you see how it's a lot of thinking? Teacher: You can't just give an answer right now. Teacher: You might have to draw a picture. [TARGET]Teacher: You might have to make some math work on your paper.[/TARGET] Teacher: You can't just figure it out and go ahead. Teacher: Does everyone understand? Teacher: So, an open response is something that takes a lot of thought.",0 4402,"Teacher: You can't just give an answer right now. Teacher: You might have to draw a picture. Teacher: You might have to make some math work on your paper. [TARGET]Teacher: You can't just figure it out and go ahead.[/TARGET] Teacher: Does everyone understand? Teacher: So, an open response is something that takes a lot of thought. Student: [Inaudible].",0 4403,"Teacher: You might have to draw a picture. Teacher: You might have to make some math work on your paper. Teacher: You can't just figure it out and go ahead. [TARGET]Teacher: Does everyone understand?[/TARGET] Teacher: So, an open response is something that takes a lot of thought. Student: [Inaudible]. Teacher: You're going to have to figure that out as part of the problem.",0 4404,"Teacher: You might have to make some math work on your paper. Teacher: You can't just figure it out and go ahead. Teacher: Does everyone understand? [TARGET]Teacher: So, an open response is something that takes a lot of thought.[/TARGET] Student: [Inaudible]. Teacher: You're going to have to figure that out as part of the problem. Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies.",0 4405,"Teacher: Does everyone understand? Teacher: So, an open response is something that takes a lot of thought. Student: [Inaudible]. [TARGET]Teacher: You're going to have to figure that out as part of the problem.[/TARGET] Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies. Teacher: Could the person whose desk I put it on take out the white envelope? Teacher: So, the person whose desk I put it on, just take out just the white envelope.",0 4406,"Teacher: So, an open response is something that takes a lot of thought. Student: [Inaudible]. Teacher: You're going to have to figure that out as part of the problem. [TARGET]Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies.[/TARGET] Teacher: Could the person whose desk I put it on take out the white envelope? Teacher: So, the person whose desk I put it on, just take out just the white envelope. Teacher: Could you please stop doing that?",1 4407,"Student: [Inaudible]. Teacher: You're going to have to figure that out as part of the problem. Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies. [TARGET]Teacher: Could the person whose desk I put it on take out the white envelope?[/TARGET] Teacher: So, the person whose desk I put it on, just take out just the white envelope. Teacher: Could you please stop doing that? Teacher: Hold up the white envelope, so I know you have it out.",1 4408,"Teacher: You're going to have to figure that out as part of the problem. Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies. Teacher: Could the person whose desk I put it on take out the white envelope? [TARGET]Teacher: So, the person whose desk I put it on, just take out just the white envelope.[/TARGET] Teacher: Could you please stop doing that? Teacher: Hold up the white envelope, so I know you have it out. Teacher: Okay.",1 4409,"Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies. Teacher: Could the person whose desk I put it on take out the white envelope? Teacher: So, the person whose desk I put it on, just take out just the white envelope. [TARGET]Teacher: Could you please stop doing that?[/TARGET] Teacher: Hold up the white envelope, so I know you have it out. Teacher: Okay. Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role.",1 4410,"Teacher: Could the person whose desk I put it on take out the white envelope? Teacher: So, the person whose desk I put it on, just take out just the white envelope. Teacher: Could you please stop doing that? [TARGET]Teacher: Hold up the white envelope, so I know you have it out.[/TARGET] Teacher: Okay. Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role. Teacher: These are going to be your role cards that tell you what your job is, today.",1 4411,"Teacher: Could you please stop doing that? Teacher: Hold up the white envelope, so I know you have it out. Teacher: Okay. [TARGET]Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role.[/TARGET] Teacher: These are going to be your role cards that tell you what your job is, today. Teacher: Take out one. Teacher: You only have one job, okay?",1 4412,"Teacher: Hold up the white envelope, so I know you have it out. Teacher: Okay. Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role. [TARGET]Teacher: These are going to be your role cards that tell you what your job is, today.[/TARGET] Teacher: Take out one. Teacher: You only have one job, okay? Teacher: Put it on your desk.",1 4413,"Teacher: Okay. Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role. Teacher: These are going to be your role cards that tell you what your job is, today. [TARGET]Teacher: Take out one.[/TARGET] Teacher: You only have one job, okay? Teacher: Put it on your desk. Teacher: That's your job today.",1 4414,"Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role. Teacher: These are going to be your role cards that tell you what your job is, today. Teacher: Take out one. [TARGET]Teacher: You only have one job, okay?[/TARGET] Teacher: Put it on your desk. Teacher: That's your job today. Teacher: Then pass the envelope to someone next to you, and they're going to do the same.",1 4415,"Teacher: These are going to be your role cards that tell you what your job is, today. Teacher: Take out one. Teacher: You only have one job, okay? [TARGET]Teacher: Put it on your desk.[/TARGET] Teacher: That's your job today. Teacher: Then pass the envelope to someone next to you, and they're going to do the same. Teacher: Pass the envelope to the next person, and they're going to do the same thing.",1 4416,"Teacher: Take out one. Teacher: You only have one job, okay? Teacher: Put it on your desk. [TARGET]Teacher: That's your job today.[/TARGET] Teacher: Then pass the envelope to someone next to you, and they're going to do the same. Teacher: Pass the envelope to the next person, and they're going to do the same thing. Teacher: Take out one card for yourself.",1 4417,"Teacher: You only have one job, okay? Teacher: Put it on your desk. Teacher: That's your job today. [TARGET]Teacher: Then pass the envelope to someone next to you, and they're going to do the same.[/TARGET] Teacher: Pass the envelope to the next person, and they're going to do the same thing. Teacher: Take out one card for yourself. Teacher: There's no need to have any kind of discussion.",1 4418,"Teacher: Put it on your desk. Teacher: That's your job today. Teacher: Then pass the envelope to someone next to you, and they're going to do the same. [TARGET]Teacher: Pass the envelope to the next person, and they're going to do the same thing.[/TARGET] Teacher: Take out one card for yourself. Teacher: There's no need to have any kind of discussion. Teacher: And then pass it along until everyone has a job.",1 4419,"Teacher: That's your job today. Teacher: Then pass the envelope to someone next to you, and they're going to do the same. Teacher: Pass the envelope to the next person, and they're going to do the same thing. [TARGET]Teacher: Take out one card for yourself.[/TARGET] Teacher: There's no need to have any kind of discussion. Teacher: And then pass it along until everyone has a job. Teacher: You took out two cards.",1 4420,"Teacher: Then pass the envelope to someone next to you, and they're going to do the same. Teacher: Pass the envelope to the next person, and they're going to do the same thing. Teacher: Take out one card for yourself. [TARGET]Teacher: There's no need to have any kind of discussion.[/TARGET] Teacher: And then pass it along until everyone has a job. Teacher: You took out two cards. Teacher: You need to take out one.",1 4421,"Teacher: Pass the envelope to the next person, and they're going to do the same thing. Teacher: Take out one card for yourself. Teacher: There's no need to have any kind of discussion. [TARGET]Teacher: And then pass it along until everyone has a job.[/TARGET] Teacher: You took out two cards. Teacher: You need to take out one. Teacher: What did we decide we were going to do the double job for?",1 4422,Teacher: Take out one card for yourself. Teacher: There's no need to have any kind of discussion. Teacher: And then pass it along until everyone has a job. [TARGET]Teacher: You took out two cards.[/TARGET] Teacher: You need to take out one. Teacher: What did we decide we were going to do the double job for? Student: Supplies and quiet.,1 4423,"Teacher: There's no need to have any kind of discussion. Teacher: And then pass it along until everyone has a job. Teacher: You took out two cards. [TARGET]Teacher: You need to take out one.[/TARGET] Teacher: What did we decide we were going to do the double job for? Student: Supplies and quiet. Teacher: Supply monitor, and noise monitor.",1 4424,"Teacher: And then pass it along until everyone has a job. Teacher: You took out two cards. Teacher: You need to take out one. [TARGET]Teacher: What did we decide we were going to do the double job for?[/TARGET] Student: Supplies and quiet. Teacher: Supply monitor, and noise monitor. Teacher: So, you can give her your noise monitor.",1 4425,"Teacher: You need to take out one. Teacher: What did we decide we were going to do the double job for? Student: Supplies and quiet. [TARGET]Teacher: Supply monitor, and noise monitor.[/TARGET] Teacher: So, you can give her your noise monitor. Teacher: And then, you're going to be the time keeper, now. Teacher: Okay, does everyone have a job?",0 4426,"Teacher: What did we decide we were going to do the double job for? Student: Supplies and quiet. Teacher: Supply monitor, and noise monitor. [TARGET]Teacher: So, you can give her your noise monitor.[/TARGET] Teacher: And then, you're going to be the time keeper, now. Teacher: Okay, does everyone have a job? Student: Yes.",1 4427,"Student: Supplies and quiet. Teacher: Supply monitor, and noise monitor. Teacher: So, you can give her your noise monitor. [TARGET]Teacher: And then, you're going to be the time keeper, now.[/TARGET] Teacher: Okay, does everyone have a job? Student: Yes. Teacher: Raise your hand if you are the task manager.",1 4428,"Teacher: Supply monitor, and noise monitor. Teacher: So, you can give her your noise monitor. Teacher: And then, you're going to be the time keeper, now. [TARGET]Teacher: Okay, does everyone have a job?[/TARGET] Student: Yes. Teacher: Raise your hand if you are the task manager. Teacher: Okay, so my task manager, you've got an important job today, okay?",1 4429,"Teacher: And then, you're going to be the time keeper, now. Teacher: Okay, does everyone have a job? Student: Yes. [TARGET]Teacher: Raise your hand if you are the task manager.[/TARGET] Teacher: Okay, so my task manager, you've got an important job today, okay? Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay? Teacher: Who is my noise control person?",1 4430,"Teacher: Okay, does everyone have a job? Student: Yes. Teacher: Raise your hand if you are the task manager. [TARGET]Teacher: Okay, so my task manager, you've got an important job today, okay?[/TARGET] Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay? Teacher: Who is my noise control person? Teacher: Okay.",1 4431,"Student: Yes. Teacher: Raise your hand if you are the task manager. Teacher: Okay, so my task manager, you've got an important job today, okay? [TARGET]Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay?[/TARGET] Teacher: Who is my noise control person? Teacher: Okay. Teacher: Keep it down in here, okay?",1 4432,"Teacher: Raise your hand if you are the task manager. Teacher: Okay, so my task manager, you've got an important job today, okay? Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay? [TARGET]Teacher: Who is my noise control person?[/TARGET] Teacher: Okay. Teacher: Keep it down in here, okay? Teacher: That's your job.",1 4433,"Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay? Teacher: Who is my noise control person? Teacher: Okay. [TARGET]Teacher: Keep it down in here, okay?[/TARGET] Teacher: That's your job. Teacher: Motivator. Teacher: Rah.",1 4434,"Teacher: Who is my noise control person? Teacher: Okay. Teacher: Keep it down in here, okay? [TARGET]Teacher: That's your job.[/TARGET] Teacher: Motivator. Teacher: Rah. Teacher: Rah.",1 4435,"Teacher: Okay. Teacher: Keep it down in here, okay? Teacher: That's your job. [TARGET]Teacher: Motivator.[/TARGET] Teacher: Rah. Teacher: Rah. Teacher: Rah.",1 4436,"Teacher: Keep it down in here, okay? Teacher: That's your job. Teacher: Motivator. [TARGET]Teacher: Rah.[/TARGET] Teacher: Rah. Teacher: Rah. Teacher: Who's my rah-rah person?",1 4437,Teacher: That's your job. Teacher: Motivator. Teacher: Rah. [TARGET]Teacher: Rah.[/TARGET] Teacher: Rah. Teacher: Who's my rah-rah person? Teacher: Student B?,1 4438,Teacher: Motivator. Teacher: Rah. Teacher: Rah. [TARGET]Teacher: Rah.[/TARGET] Teacher: Who's my rah-rah person? Teacher: Student B? Teacher: Nice.,1 4439,Teacher: Rah. Teacher: Rah. Teacher: Rah. [TARGET]Teacher: Who's my rah-rah person?[/TARGET] Teacher: Student B? Teacher: Nice. Teacher: Student B?,1 4440,Teacher: Rah. Teacher: Rah. Teacher: Who's my rah-rah person? [TARGET]Teacher: Student B?[/TARGET] Teacher: Nice. Teacher: Student B? Teacher: Awesome.,1 4441,Teacher: Rah. Teacher: Who's my rah-rah person? Teacher: Student B? [TARGET]Teacher: Nice.[/TARGET] Teacher: Student B? Teacher: Awesome. Teacher: I think you're going to make a great motivator.,0 4442,"Teacher: Who's my rah-rah person? Teacher: Student B? Teacher: Nice. [TARGET]Teacher: Student B?[/TARGET] Teacher: Awesome. Teacher: I think you're going to make a great motivator. Teacher: You've got nice things to say about people, don't you?",1 4443,"Teacher: Student B? Teacher: Nice. Teacher: Student B? [TARGET]Teacher: Awesome.[/TARGET] Teacher: I think you're going to make a great motivator. Teacher: You've got nice things to say about people, don't you? Teacher: Yes, or no.",0 4444,"Teacher: Nice. Teacher: Student B? Teacher: Awesome. [TARGET]Teacher: I think you're going to make a great motivator.[/TARGET] Teacher: You've got nice things to say about people, don't you? Teacher: Yes, or no. Teacher: Okay, great to hear.",0 4445,"Teacher: Student B? Teacher: Awesome. Teacher: I think you're going to make a great motivator. [TARGET]Teacher: You've got nice things to say about people, don't you?[/TARGET] Teacher: Yes, or no. Teacher: Okay, great to hear. Teacher: Okay, who is my timekeeper?",0 4446,"Teacher: Awesome. Teacher: I think you're going to make a great motivator. Teacher: You've got nice things to say about people, don't you? [TARGET]Teacher: Yes, or no.[/TARGET] Teacher: Okay, great to hear. Teacher: Okay, who is my timekeeper? Teacher: Then keep an eye on that clock.",0 4447,"Teacher: I think you're going to make a great motivator. Teacher: You've got nice things to say about people, don't you? Teacher: Yes, or no. [TARGET]Teacher: Okay, great to hear.[/TARGET] Teacher: Okay, who is my timekeeper? Teacher: Then keep an eye on that clock. Teacher: Okay.",0 4448,"Teacher: You've got nice things to say about people, don't you? Teacher: Yes, or no. Teacher: Okay, great to hear. [TARGET]Teacher: Okay, who is my timekeeper?[/TARGET] Teacher: Then keep an eye on that clock. Teacher: Okay. Teacher: And then my other job is supply monitor.",1 4449,"Teacher: Yes, or no. Teacher: Okay, great to hear. Teacher: Okay, who is my timekeeper? [TARGET]Teacher: Then keep an eye on that clock.[/TARGET] Teacher: Okay. Teacher: And then my other job is supply monitor. Teacher: Okay, very good.",1 4450,"Teacher: Okay, who is my timekeeper? Teacher: Then keep an eye on that clock. Teacher: Okay. [TARGET]Teacher: And then my other job is supply monitor.[/TARGET] Teacher: Okay, very good. Teacher: Alright. Teacher: As my supply monitor, I need you to do something.",1 4451,"Teacher: Then keep an eye on that clock. Teacher: Okay. Teacher: And then my other job is supply monitor. [TARGET]Teacher: Okay, very good.[/TARGET] Teacher: Alright. Teacher: As my supply monitor, I need you to do something. Teacher: I need you to take this white envelope and put it in your group folder.",1 4452,"Teacher: And then my other job is supply monitor. Teacher: Okay, very good. Teacher: Alright. [TARGET]Teacher: As my supply monitor, I need you to do something.[/TARGET] Teacher: I need you to take this white envelope and put it in your group folder. Teacher: You are responsible for the group folder. Student: What about the recording?",1 4453,"Teacher: Okay, very good. Teacher: Alright. Teacher: As my supply monitor, I need you to do something. [TARGET]Teacher: I need you to take this white envelope and put it in your group folder.[/TARGET] Teacher: You are responsible for the group folder. Student: What about the recording? Teacher: The recorder.",1 4454,"Teacher: Alright. Teacher: As my supply monitor, I need you to do something. Teacher: I need you to take this white envelope and put it in your group folder. [TARGET]Teacher: You are responsible for the group folder.[/TARGET] Student: What about the recording? Teacher: The recorder. Teacher: Oh, yeah.",1 4455,"Teacher: I need you to take this white envelope and put it in your group folder. Teacher: You are responsible for the group folder. Student: What about the recording? [TARGET]Teacher: The recorder.[/TARGET] Teacher: Oh, yeah. Teacher: Sorry. Teacher: Who is the recorder.",1 4456,"Teacher: You are responsible for the group folder. Student: What about the recording? Teacher: The recorder. [TARGET]Teacher: Oh, yeah.[/TARGET] Teacher: Sorry. Teacher: Who is the recorder. Teacher: Your job is going to be super important in a few minutes, okay?",0 4457,"Student: What about the recording? Teacher: The recorder. Teacher: Oh, yeah. [TARGET]Teacher: Sorry.[/TARGET] Teacher: Who is the recorder. Teacher: Your job is going to be super important in a few minutes, okay? Teacher: Not quite yet, but at the very end of our activity it's going to be all on the recorder.",0 4458,"Teacher: The recorder. Teacher: Oh, yeah. Teacher: Sorry. [TARGET]Teacher: Who is the recorder.[/TARGET] Teacher: Your job is going to be super important in a few minutes, okay? Teacher: Not quite yet, but at the very end of our activity it's going to be all on the recorder. Teacher: Okay, supply monitor, you have all the supplies?",1 4459,"Teacher: Oh, yeah. Teacher: Sorry. Teacher: Who is the recorder. [TARGET]Teacher: Your job is going to be super important in a few minutes, okay?[/TARGET] Teacher: Not quite yet, but at the very end of our activity it's going to be all on the recorder. Teacher: Okay, supply monitor, you have all the supplies? Student: Yes.",1 4460,"Teacher: Sorry. Teacher: Who is the recorder. Teacher: Your job is going to be super important in a few minutes, okay? [TARGET]Teacher: Not quite yet, but at the very end of our activity it's going to be all on the recorder.[/TARGET] Teacher: Okay, supply monitor, you have all the supplies? Student: Yes. Teacher: Okay.",1 4461,"Teacher: Who is the recorder. Teacher: Your job is going to be super important in a few minutes, okay? Teacher: Not quite yet, but at the very end of our activity it's going to be all on the recorder. [TARGET]Teacher: Okay, supply monitor, you have all the supplies?[/TARGET] Student: Yes. Teacher: Okay. Teacher: I need the supply monitor.",1 4462,"Teacher: Okay, supply monitor, you have all the supplies? Student: Yes. Teacher: Okay. [TARGET]Teacher: I need the supply monitor.[/TARGET] Teacher: Now, let's take out all of the papers that are in there. Teacher: Student T, you need to do it sitting down, though. Teacher: No, don't pass anything, yet.",1 4463,"Student: Yes. Teacher: Okay. Teacher: I need the supply monitor. [TARGET]Teacher: Now, let's take out all of the papers that are in there.[/TARGET] Teacher: Student T, you need to do it sitting down, though. Teacher: No, don't pass anything, yet. Teacher: Wait for me to give the directions.",1 4464,"Teacher: Okay. Teacher: I need the supply monitor. Teacher: Now, let's take out all of the papers that are in there. [TARGET]Teacher: Student T, you need to do it sitting down, though.[/TARGET] Teacher: No, don't pass anything, yet. Teacher: Wait for me to give the directions. Teacher: Supply monitor.",1 4465,"Teacher: I need the supply monitor. Teacher: Now, let's take out all of the papers that are in there. Teacher: Student T, you need to do it sitting down, though. [TARGET]Teacher: No, don't pass anything, yet.[/TARGET] Teacher: Wait for me to give the directions. Teacher: Supply monitor. Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay?",1 4466,"Teacher: Now, let's take out all of the papers that are in there. Teacher: Student T, you need to do it sitting down, though. Teacher: No, don't pass anything, yet. [TARGET]Teacher: Wait for me to give the directions.[/TARGET] Teacher: Supply monitor. Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay? Teacher: Yes?",1 4467,"Teacher: Student T, you need to do it sitting down, though. Teacher: No, don't pass anything, yet. Teacher: Wait for me to give the directions. [TARGET]Teacher: Supply monitor.[/TARGET] Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay? Teacher: Yes? Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet.",1 4468,"Teacher: No, don't pass anything, yet. Teacher: Wait for me to give the directions. Teacher: Supply monitor. [TARGET]Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay?[/TARGET] Teacher: Yes? Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. Teacher: And your recorder needs two answer sheets.",1 4469,"Teacher: Wait for me to give the directions. Teacher: Supply monitor. Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay? [TARGET]Teacher: Yes?[/TARGET] Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. Teacher: And your recorder needs two answer sheets. Teacher: So, please do that now.",1 4470,"Teacher: Supply monitor. Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay? Teacher: Yes? [TARGET]Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet.[/TARGET] Teacher: And your recorder needs two answer sheets. Teacher: So, please do that now. Teacher: Please put your cards in your desks, so everyone at your group knows what your job is.",1 4471,"Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay? Teacher: Yes? Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. [TARGET]Teacher: And your recorder needs two answer sheets.[/TARGET] Teacher: So, please do that now. Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. Teacher: Put it like at the corner of your desk.",1 4472,"Teacher: Yes? Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. Teacher: And your recorder needs two answer sheets. [TARGET]Teacher: So, please do that now.[/TARGET] Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. Teacher: Put it like at the corner of your desk. Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who.",1 4473,"Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. Teacher: And your recorder needs two answer sheets. Teacher: So, please do that now. [TARGET]Teacher: Please put your cards in your desks, so everyone at your group knows what your job is.[/TARGET] Teacher: Put it like at the corner of your desk. Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who. Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet.",1 4474,"Teacher: And your recorder needs two answer sheets. Teacher: So, please do that now. Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. [TARGET]Teacher: Put it like at the corner of your desk.[/TARGET] Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who. Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet. Teacher: Student B, please move your clothespin down, I don't like the way - ",1 4475,"Teacher: So, please do that now. Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. Teacher: Put it like at the corner of your desk. [TARGET]Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who.[/TARGET] Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet. Teacher: Student B, please move your clothespin down, I don't like the way - Student: [Inaudible].",1 4476,"Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. Teacher: Put it like at the corner of your desk. Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who. [TARGET]Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet.[/TARGET] Teacher: Student B, please move your clothespin down, I don't like the way - Student: [Inaudible]. Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now.",1 4477,"Teacher: Put it like at the corner of your desk. Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who. Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet. [TARGET]Teacher: Student B, please move your clothespin down, I don't like the way - [/TARGET] Student: [Inaudible]. Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now. Student: But he keeps [inaudible] at me.",1 4478,"Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet. Teacher: Student B, please move your clothespin down, I don't like the way - Student: [Inaudible]. [TARGET]Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now.[/TARGET] Student: But he keeps [inaudible] at me. Teacher: Give me a thumbs-up task manager, if your group is ready. Teacher: Task manager.",1 4479,"Student: [Inaudible]. Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now. Student: But he keeps [inaudible] at me. [TARGET]Teacher: Give me a thumbs-up task manager, if your group is ready.[/TARGET] Teacher: Task manager. Teacher: Team two is ready. Teacher: Who is the task manager, over here?",1 4480,"Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now. Student: But he keeps [inaudible] at me. Teacher: Give me a thumbs-up task manager, if your group is ready. [TARGET]Teacher: Task manager.[/TARGET] Teacher: Team two is ready. Teacher: Who is the task manager, over here? Teacher: Okay, is your group all set?",1 4481,"Student: But he keeps [inaudible] at me. Teacher: Give me a thumbs-up task manager, if your group is ready. Teacher: Task manager. [TARGET]Teacher: Team two is ready.[/TARGET] Teacher: Who is the task manager, over here? Teacher: Okay, is your group all set? Teacher: Give me a thumbs-up if your group is all set.",1 4482,"Teacher: Give me a thumbs-up task manager, if your group is ready. Teacher: Task manager. Teacher: Team two is ready. [TARGET]Teacher: Who is the task manager, over here?[/TARGET] Teacher: Okay, is your group all set? Teacher: Give me a thumbs-up if your group is all set. Teacher: Who is the task manager of team four?",1 4483,"Teacher: Task manager. Teacher: Team two is ready. Teacher: Who is the task manager, over here? [TARGET]Teacher: Okay, is your group all set?[/TARGET] Teacher: Give me a thumbs-up if your group is all set. Teacher: Who is the task manager of team four? Teacher: Waiting to find out if your group is all set.",1 4484,"Teacher: Team two is ready. Teacher: Who is the task manager, over here? Teacher: Okay, is your group all set? [TARGET]Teacher: Give me a thumbs-up if your group is all set.[/TARGET] Teacher: Who is the task manager of team four? Teacher: Waiting to find out if your group is all set. Teacher: Give me a thumbs-up if your group is all set, please.",1 4485,"Teacher: Who is the task manager, over here? Teacher: Okay, is your group all set? Teacher: Give me a thumbs-up if your group is all set. [TARGET]Teacher: Who is the task manager of team four?[/TARGET] Teacher: Waiting to find out if your group is all set. Teacher: Give me a thumbs-up if your group is all set, please. Teacher: Who is the task manager at team three?",1 4486,"Teacher: Okay, is your group all set? Teacher: Give me a thumbs-up if your group is all set. Teacher: Who is the task manager of team four? [TARGET]Teacher: Waiting to find out if your group is all set.[/TARGET] Teacher: Give me a thumbs-up if your group is all set, please. Teacher: Who is the task manager at team three? Teacher: Is your group all set?",1 4487,"Teacher: Give me a thumbs-up if your group is all set. Teacher: Who is the task manager of team four? Teacher: Waiting to find out if your group is all set. [TARGET]Teacher: Give me a thumbs-up if your group is all set, please.[/TARGET] Teacher: Who is the task manager at team three? Teacher: Is your group all set? Teacher: Check out your group.",1 4488,"Teacher: Who is the task manager of team four? Teacher: Waiting to find out if your group is all set. Teacher: Give me a thumbs-up if your group is all set, please. [TARGET]Teacher: Who is the task manager at team three?[/TARGET] Teacher: Is your group all set? Teacher: Check out your group. Teacher: Make sure everyone's all set.",1 4489,"Teacher: Waiting to find out if your group is all set. Teacher: Give me a thumbs-up if your group is all set, please. Teacher: Who is the task manager at team three? [TARGET]Teacher: Is your group all set?[/TARGET] Teacher: Check out your group. Teacher: Make sure everyone's all set. Teacher: Supply monitors, if you have extra papers, put them right back in you folder.",1 4490,"Teacher: Give me a thumbs-up if your group is all set, please. Teacher: Who is the task manager at team three? Teacher: Is your group all set? [TARGET]Teacher: Check out your group.[/TARGET] Teacher: Make sure everyone's all set. Teacher: Supply monitors, if you have extra papers, put them right back in you folder. Teacher: Nice job, Student H. You can move your clothespin.",1 4491,"Teacher: Who is the task manager at team three? Teacher: Is your group all set? Teacher: Check out your group. [TARGET]Teacher: Make sure everyone's all set.[/TARGET] Teacher: Supply monitors, if you have extra papers, put them right back in you folder. Teacher: Nice job, Student H. You can move your clothespin. Teacher: You're doing a nice job with your supplies.",1 4492,"Teacher: Is your group all set? Teacher: Check out your group. Teacher: Make sure everyone's all set. [TARGET]Teacher: Supply monitors, if you have extra papers, put them right back in you folder.[/TARGET] Teacher: Nice job, Student H. You can move your clothespin. Teacher: You're doing a nice job with your supplies. Teacher: Okay, so from the task managers, they told me everyone is all set on what they need.",1 4493,"Teacher: Check out your group. Teacher: Make sure everyone's all set. Teacher: Supply monitors, if you have extra papers, put them right back in you folder. [TARGET]Teacher: Nice job, Student H. You can move your clothespin.[/TARGET] Teacher: You're doing a nice job with your supplies. Teacher: Okay, so from the task managers, they told me everyone is all set on what they need. Teacher: Yes?",1 4494,"Teacher: Make sure everyone's all set. Teacher: Supply monitors, if you have extra papers, put them right back in you folder. Teacher: Nice job, Student H. You can move your clothespin. [TARGET]Teacher: You're doing a nice job with your supplies.[/TARGET] Teacher: Okay, so from the task managers, they told me everyone is all set on what they need. Teacher: Yes? Student: Yes.",1 4495,"Teacher: Supply monitors, if you have extra papers, put them right back in you folder. Teacher: Nice job, Student H. You can move your clothespin. Teacher: You're doing a nice job with your supplies. [TARGET]Teacher: Okay, so from the task managers, they told me everyone is all set on what they need.[/TARGET] Teacher: Yes? Student: Yes. Teacher: Okay, let's move on.",1 4496,"Teacher: Nice job, Student H. You can move your clothespin. Teacher: You're doing a nice job with your supplies. Teacher: Okay, so from the task managers, they told me everyone is all set on what they need. [TARGET]Teacher: Yes?[/TARGET] Student: Yes. Teacher: Okay, let's move on. Teacher: I need everyone to take out that steps to problem-solving, that little half sheet.",1 4497,"Teacher: Okay, so from the task managers, they told me everyone is all set on what they need. Teacher: Yes? Student: Yes. [TARGET]Teacher: Okay, let's move on.[/TARGET] Teacher: I need everyone to take out that steps to problem-solving, that little half sheet. Teacher: That little cheat sheet that's going to help us. Teacher: And get your pencil ready, because we're going to be doing some writing.",1 4498,"Teacher: Yes? Student: Yes. Teacher: Okay, let's move on. [TARGET]Teacher: I need everyone to take out that steps to problem-solving, that little half sheet.[/TARGET] Teacher: That little cheat sheet that's going to help us. Teacher: And get your pencil ready, because we're going to be doing some writing. Teacher: I've already read it to you, once.",1 4499,"Student: Yes. Teacher: Okay, let's move on. Teacher: I need everyone to take out that steps to problem-solving, that little half sheet. [TARGET]Teacher: That little cheat sheet that's going to help us.[/TARGET] Teacher: And get your pencil ready, because we're going to be doing some writing. Teacher: I've already read it to you, once. Teacher: What's the step after you read?",0 4500,"Teacher: Okay, let's move on. Teacher: I need everyone to take out that steps to problem-solving, that little half sheet. Teacher: That little cheat sheet that's going to help us. [TARGET]Teacher: And get your pencil ready, because we're going to be doing some writing.[/TARGET] Teacher: I've already read it to you, once. Teacher: What's the step after you read? Student: Re-read.",1 4501,"Teacher: I need everyone to take out that steps to problem-solving, that little half sheet. Teacher: That little cheat sheet that's going to help us. Teacher: And get your pencil ready, because we're going to be doing some writing. [TARGET]Teacher: I've already read it to you, once.[/TARGET] Teacher: What's the step after you read? Student: Re-read. Teacher: So, now everyone, right now, you're doing your re-reading.",0 4502,"Teacher: That little cheat sheet that's going to help us. Teacher: And get your pencil ready, because we're going to be doing some writing. Teacher: I've already read it to you, once. [TARGET]Teacher: What's the step after you read?[/TARGET] Student: Re-read. Teacher: So, now everyone, right now, you're doing your re-reading. Teacher: Go ahead.",0 4503,"Teacher: I've already read it to you, once. Teacher: What's the step after you read? Student: Re-read. [TARGET]Teacher: So, now everyone, right now, you're doing your re-reading.[/TARGET] Teacher: Go ahead. Teacher: [Inaudible] together, okay? Teacher: You're the motivator.",1 4504,"Teacher: What's the step after you read? Student: Re-read. Teacher: So, now everyone, right now, you're doing your re-reading. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: [Inaudible] together, okay? Teacher: You're the motivator. Teacher: Go ahead and re-read.",1 4505,"Student: Re-read. Teacher: So, now everyone, right now, you're doing your re-reading. Teacher: Go ahead. [TARGET]Teacher: [Inaudible] together, okay?[/TARGET] Teacher: You're the motivator. Teacher: Go ahead and re-read. Teacher: Yes?",1 4506,"Teacher: So, now everyone, right now, you're doing your re-reading. Teacher: Go ahead. Teacher: [Inaudible] together, okay? [TARGET]Teacher: You're the motivator.[/TARGET] Teacher: Go ahead and re-read. Teacher: Yes? Student: Which one?",1 4507,"Teacher: Go ahead. Teacher: [Inaudible] together, okay? Teacher: You're the motivator. [TARGET]Teacher: Go ahead and re-read.[/TARGET] Teacher: Yes? Student: Which one? Teacher: You're re-reading the problem.",1 4508,"Teacher: [Inaudible] together, okay? Teacher: You're the motivator. Teacher: Go ahead and re-read. [TARGET]Teacher: Yes?[/TARGET] Student: Which one? Teacher: You're re-reading the problem. Student: [Inaudible].",0 4509,Teacher: Go ahead and re-read. Teacher: Yes? Student: Which one? [TARGET]Teacher: You're re-reading the problem.[/TARGET] Student: [Inaudible]. Teacher: You're re-reading the whole problem. Teacher: Not just part A.,1 4510,Student: Which one? Teacher: You're re-reading the problem. Student: [Inaudible]. [TARGET]Teacher: You're re-reading the whole problem.[/TARGET] Teacher: Not just part A. Teacher: Not just part B. Teacher: The whole thing.,1 4511,"Teacher: You're re-reading the problem. Student: [Inaudible]. Teacher: You're re-reading the whole problem. [TARGET]Teacher: Not just part A.[/TARGET] Teacher: Not just part B. Teacher: The whole thing. Teacher: Student K, push your chair in, please.",0 4512,"Student: [Inaudible]. Teacher: You're re-reading the whole problem. Teacher: Not just part A. [TARGET]Teacher: Not just part B.[/TARGET] Teacher: The whole thing. Teacher: Student K, push your chair in, please. Teacher: Put both feet on the floor.",0 4513,"Teacher: You're re-reading the whole problem. Teacher: Not just part A. Teacher: Not just part B. [TARGET]Teacher: The whole thing.[/TARGET] Teacher: Student K, push your chair in, please. Teacher: Put both feet on the floor. Teacher: Hand on your head when you're finished re-reading the whole thing.",0 4514,"Teacher: Not just part A. Teacher: Not just part B. Teacher: The whole thing. [TARGET]Teacher: Student K, push your chair in, please.[/TARGET] Teacher: Put both feet on the floor. Teacher: Hand on your head when you're finished re-reading the whole thing. Teacher: A, B, and C. Student B, I need you to sit up, okay?",1 4515,"Teacher: Not just part B. Teacher: The whole thing. Teacher: Student K, push your chair in, please. [TARGET]Teacher: Put both feet on the floor.[/TARGET] Teacher: Hand on your head when you're finished re-reading the whole thing. Teacher: A, B, and C. Student B, I need you to sit up, okay? Teacher: Thank you.",1 4516,"Teacher: The whole thing. Teacher: Student K, push your chair in, please. Teacher: Put both feet on the floor. [TARGET]Teacher: Hand on your head when you're finished re-reading the whole thing.[/TARGET] Teacher: A, B, and C. Student B, I need you to sit up, okay? Teacher: Thank you. Teacher: [Students reading].",1 4517,"Teacher: Student K, push your chair in, please. Teacher: Put both feet on the floor. Teacher: Hand on your head when you're finished re-reading the whole thing. [TARGET]Teacher: A, B, and C. Student B, I need you to sit up, okay?[/TARGET] Teacher: Thank you. Teacher: [Students reading]. Teacher: Okay, it looks like everyone has had a chance to do their re-reading.",1 4518,"Teacher: Put both feet on the floor. Teacher: Hand on your head when you're finished re-reading the whole thing. Teacher: A, B, and C. Student B, I need you to sit up, okay? [TARGET]Teacher: Thank you.[/TARGET] Teacher: [Students reading]. Teacher: Okay, it looks like everyone has had a chance to do their re-reading. Teacher: Who can read part two?",1 4519,"Teacher: A, B, and C. Student B, I need you to sit up, okay? Teacher: Thank you. Teacher: [Students reading]. [TARGET]Teacher: Okay, it looks like everyone has had a chance to do their re-reading.[/TARGET] Teacher: Who can read part two? Teacher: You've already done number one. Teacher: Read, and re-read.",1 4520,"Teacher: Thank you. Teacher: [Students reading]. Teacher: Okay, it looks like everyone has had a chance to do their re-reading. [TARGET]Teacher: Who can read part two?[/TARGET] Teacher: You've already done number one. Teacher: Read, and re-read. Teacher: Who can read part two?",1 4521,"Teacher: [Students reading]. Teacher: Okay, it looks like everyone has had a chance to do their re-reading. Teacher: Who can read part two? [TARGET]Teacher: You've already done number one.[/TARGET] Teacher: Read, and re-read. Teacher: Who can read part two? Teacher: What's our next step?",1 4522,"Teacher: Okay, it looks like everyone has had a chance to do their re-reading. Teacher: Who can read part two? Teacher: You've already done number one. [TARGET]Teacher: Read, and re-read.[/TARGET] Teacher: Who can read part two? Teacher: What's our next step? Teacher: Remember, our goal is to use all five steps.",1 4523,"Teacher: Who can read part two? Teacher: You've already done number one. Teacher: Read, and re-read. [TARGET]Teacher: Who can read part two?[/TARGET] Teacher: What's our next step? Teacher: Remember, our goal is to use all five steps. Teacher: So, we've done step one, yes.",1 4524,"Teacher: You've already done number one. Teacher: Read, and re-read. Teacher: Who can read part two? [TARGET]Teacher: What's our next step?[/TARGET] Teacher: Remember, our goal is to use all five steps. Teacher: So, we've done step one, yes. Teacher: Step two.",0 4525,"Teacher: Read, and re-read. Teacher: Who can read part two? Teacher: What's our next step? [TARGET]Teacher: Remember, our goal is to use all five steps.[/TARGET] Teacher: So, we've done step one, yes. Teacher: Step two. Teacher: What do we need to do?",0 4526,"Teacher: Who can read part two? Teacher: What's our next step? Teacher: Remember, our goal is to use all five steps. [TARGET]Teacher: So, we've done step one, yes.[/TARGET] Teacher: Step two. Teacher: What do we need to do? Teacher: Student R?",0 4527,"Teacher: What's our next step? Teacher: Remember, our goal is to use all five steps. Teacher: So, we've done step one, yes. [TARGET]Teacher: Step two.[/TARGET] Teacher: What do we need to do? Teacher: Student R? Student: Underline important information.",0 4528,"Teacher: Remember, our goal is to use all five steps. Teacher: So, we've done step one, yes. Teacher: Step two. [TARGET]Teacher: What do we need to do?[/TARGET] Teacher: Student R? Student: Underline important information. Teacher: Underline important information.",0 4529,"Teacher: So, we've done step one, yes. Teacher: Step two. Teacher: What do we need to do? [TARGET]Teacher: Student R?[/TARGET] Student: Underline important information. Teacher: Underline important information. Teacher: So, let's go.",0 4530,"Teacher: What do we need to do? Teacher: Student R? Student: Underline important information. [TARGET]Teacher: Underline important information.[/TARGET] Teacher: So, let's go. Teacher: Pencil ready. Teacher: Okay, let's look at part A.",0 4531,"Teacher: Student R? Student: Underline important information. Teacher: Underline important information. [TARGET]Teacher: So, let's go.[/TARGET] Teacher: Pencil ready. Teacher: Okay, let's look at part A. Teacher: ""If one block weighs ten pounds, what is the weight in pounds, of one ball?"" So, what's important in that sentence?",1 4532,"Student: Underline important information. Teacher: Underline important information. Teacher: So, let's go. [TARGET]Teacher: Pencil ready.[/TARGET] Teacher: Okay, let's look at part A. Teacher: ""If one block weighs ten pounds, what is the weight in pounds, of one ball?"" So, what's important in that sentence? Teacher: Was there any information they gave us that's important?",1 4533,"Teacher: Underline important information. Teacher: So, let's go. Teacher: Pencil ready. [TARGET]Teacher: Okay, let's look at part A.[/TARGET] Teacher: ""If one block weighs ten pounds, what is the weight in pounds, of one ball?"" So, what's important in that sentence? Teacher: Was there any information they gave us that's important? Teacher: Student C?",1 4534,"Teacher: So, let's go. Teacher: Pencil ready. Teacher: Okay, let's look at part A. [TARGET]Teacher: ""If one block weighs ten pounds, what is the weight in pounds, of one ball?"" So, what's important in that sentence?[/TARGET] Teacher: Was there any information they gave us that's important? Teacher: Student C? Student: That one block equals ten pounds.",0 4535,"Teacher: Pencil ready. Teacher: Okay, let's look at part A. Teacher: ""If one block weighs ten pounds, what is the weight in pounds, of one ball?"" So, what's important in that sentence? [TARGET]Teacher: Was there any information they gave us that's important?[/TARGET] Teacher: Student C? Student: That one block equals ten pounds. Teacher: Perfect.",0 4536,"Teacher: Okay, let's look at part A. Teacher: ""If one block weighs ten pounds, what is the weight in pounds, of one ball?"" So, what's important in that sentence? Teacher: Was there any information they gave us that's important? [TARGET]Teacher: Student C?[/TARGET] Student: That one block equals ten pounds. Teacher: Perfect. Teacher: I want everyone to underline that.",0 4537,"Teacher: Was there any information they gave us that's important? Teacher: Student C? Student: That one block equals ten pounds. [TARGET]Teacher: Perfect.[/TARGET] Teacher: I want everyone to underline that. Teacher: Great choice, Student C. You're underlining one block weighs ten pounds. Teacher: That's important information, definitely.",0 4538,"Teacher: Student C? Student: That one block equals ten pounds. Teacher: Perfect. [TARGET]Teacher: I want everyone to underline that.[/TARGET] Teacher: Great choice, Student C. You're underlining one block weighs ten pounds. Teacher: That's important information, definitely. Teacher: Anything else that's important?",0 4539,"Student: That one block equals ten pounds. Teacher: Perfect. Teacher: I want everyone to underline that. [TARGET]Teacher: Great choice, Student C. You're underlining one block weighs ten pounds.[/TARGET] Teacher: That's important information, definitely. Teacher: Anything else that's important? Teacher: Student A?",0 4540,"Teacher: Perfect. Teacher: I want everyone to underline that. Teacher: Great choice, Student C. You're underlining one block weighs ten pounds. [TARGET]Teacher: That's important information, definitely.[/TARGET] Teacher: Anything else that's important? Teacher: Student A? Student: [Inaudible].",0 4541,"Teacher: I want everyone to underline that. Teacher: Great choice, Student C. You're underlining one block weighs ten pounds. Teacher: That's important information, definitely. [TARGET]Teacher: Anything else that's important?[/TARGET] Teacher: Student A? Student: [Inaudible]. Teacher: Great job.",0 4542,"Teacher: Great choice, Student C. You're underlining one block weighs ten pounds. Teacher: That's important information, definitely. Teacher: Anything else that's important? [TARGET]Teacher: Student A?[/TARGET] Student: [Inaudible]. Teacher: Great job. Teacher: It's important that they're telling you, show or explain how you got your answer.",0 4543,"Teacher: Anything else that's important? Teacher: Student A? Student: [Inaudible]. [TARGET]Teacher: Great job.[/TARGET] Teacher: It's important that they're telling you, show or explain how you got your answer. Teacher: Let's move on to part B. Teacher: Part B says, ""What is the total number of blocks needed to balance six balls?"" Show, or explain how you got your answer.",0 4544,"Teacher: Student A? Student: [Inaudible]. Teacher: Great job. [TARGET]Teacher: It's important that they're telling you, show or explain how you got your answer.[/TARGET] Teacher: Let's move on to part B. Teacher: Part B says, ""What is the total number of blocks needed to balance six balls?"" Show, or explain how you got your answer. Teacher: What's important in that statement?",0 4545,"Student: [Inaudible]. Teacher: Great job. Teacher: It's important that they're telling you, show or explain how you got your answer. [TARGET]Teacher: Let's move on to part B.[/TARGET] Teacher: Part B says, ""What is the total number of blocks needed to balance six balls?"" Show, or explain how you got your answer. Teacher: What's important in that statement? Teacher: Let's have some new hands.",1 4546,"Teacher: Great job. Teacher: It's important that they're telling you, show or explain how you got your answer. Teacher: Let's move on to part B. [TARGET]Teacher: Part B says, ""What is the total number of blocks needed to balance six balls?"" Show, or explain how you got your answer.[/TARGET] Teacher: What's important in that statement? Teacher: Let's have some new hands. Teacher: Whose voices haven't I heard yet, today?",0 4547,"Teacher: It's important that they're telling you, show or explain how you got your answer. Teacher: Let's move on to part B. Teacher: Part B says, ""What is the total number of blocks needed to balance six balls?"" Show, or explain how you got your answer. [TARGET]Teacher: What's important in that statement?[/TARGET] Teacher: Let's have some new hands. Teacher: Whose voices haven't I heard yet, today? Teacher: Student R.",0 4548,"Teacher: Let's move on to part B. Teacher: Part B says, ""What is the total number of blocks needed to balance six balls?"" Show, or explain how you got your answer. Teacher: What's important in that statement? [TARGET]Teacher: Let's have some new hands.[/TARGET] Teacher: Whose voices haven't I heard yet, today? Teacher: Student R. Student: What is the total number - what is the total number of blocks to get to balance the balls?",1 4549,"Teacher: Part B says, ""What is the total number of blocks needed to balance six balls?"" Show, or explain how you got your answer. Teacher: What's important in that statement? Teacher: Let's have some new hands. [TARGET]Teacher: Whose voices haven't I heard yet, today?[/TARGET] Teacher: Student R. Student: What is the total number - what is the total number of blocks to get to balance the balls? Teacher: Okay.",1 4550,"Teacher: What's important in that statement? Teacher: Let's have some new hands. Teacher: Whose voices haven't I heard yet, today? [TARGET]Teacher: Student R.[/TARGET] Student: What is the total number - what is the total number of blocks to get to balance the balls? Teacher: Okay. Teacher: So, you should underline that whole thing?",0 4551,"Teacher: Student R. Student: What is the total number - what is the total number of blocks to get to balance the balls? Teacher: Okay. [TARGET]Teacher: So, you should underline that whole thing?[/TARGET] Teacher: Who wants to help her out? Teacher: Student C? Teacher: Okay, we can come back to you.",0 4552,"Student: What is the total number - what is the total number of blocks to get to balance the balls? Teacher: Okay. Teacher: So, you should underline that whole thing? [TARGET]Teacher: Who wants to help her out?[/TARGET] Teacher: Student C? Teacher: Okay, we can come back to you. Teacher: Student C?",1 4553,"Teacher: Okay. Teacher: So, you should underline that whole thing? Teacher: Who wants to help her out? [TARGET]Teacher: Student C?[/TARGET] Teacher: Okay, we can come back to you. Teacher: Student C? Student: What is the total number of blocks needed?",0 4554,"Teacher: So, you should underline that whole thing? Teacher: Who wants to help her out? Teacher: Student C? [TARGET]Teacher: Okay, we can come back to you.[/TARGET] Teacher: Student C? Student: What is the total number of blocks needed? Teacher: Okay.",1 4555,"Teacher: Who wants to help her out? Teacher: Student C? Teacher: Okay, we can come back to you. [TARGET]Teacher: Student C?[/TARGET] Student: What is the total number of blocks needed? Teacher: Okay. Teacher: But I don't think we underline the question.",0 4556,Teacher: Student C? Student: What is the total number of blocks needed? Teacher: Okay. [TARGET]Teacher: But I don't think we underline the question.[/TARGET] Teacher: Don't we talk about the question later on? Teacher: That's part of the question. Teacher: Student T?,0 4557,Student: What is the total number of blocks needed? Teacher: Okay. Teacher: But I don't think we underline the question. [TARGET]Teacher: Don't we talk about the question later on?[/TARGET] Teacher: That's part of the question. Teacher: Student T? Student: The amount needed to balance six balls.,0 4558,Teacher: Okay. Teacher: But I don't think we underline the question. Teacher: Don't we talk about the question later on? [TARGET]Teacher: That's part of the question.[/TARGET] Teacher: Student T? Student: The amount needed to balance six balls. Teacher: Okay.,0 4559,"Teacher: But I don't think we underline the question. Teacher: Don't we talk about the question later on? Teacher: That's part of the question. [TARGET]Teacher: Student T?[/TARGET] Student: The amount needed to balance six balls. Teacher: Okay. Teacher: I'm going to underline total number of blocks, and then six balls.",0 4560,"Teacher: Student T? Student: The amount needed to balance six balls. Teacher: Okay. [TARGET]Teacher: I'm going to underline total number of blocks, and then six balls.[/TARGET] Teacher: Very good. Teacher: And balance. Teacher: That's an important word.",0 4561,"Student: The amount needed to balance six balls. Teacher: Okay. Teacher: I'm going to underline total number of blocks, and then six balls. [TARGET]Teacher: Very good.[/TARGET] Teacher: And balance. Teacher: That's an important word. Teacher: Balance.",0 4562,"Teacher: Okay. Teacher: I'm going to underline total number of blocks, and then six balls. Teacher: Very good. [TARGET]Teacher: And balance.[/TARGET] Teacher: That's an important word. Teacher: Balance. Teacher: And again, just like Student A said before, I'm going to underline tell myself, show, or explain how you got that answer.",0 4563,"Teacher: I'm going to underline total number of blocks, and then six balls. Teacher: Very good. Teacher: And balance. [TARGET]Teacher: That's an important word.[/TARGET] Teacher: Balance. Teacher: And again, just like Student A said before, I'm going to underline tell myself, show, or explain how you got that answer. Teacher: Student R?",0 4564,"Teacher: Very good. Teacher: And balance. Teacher: That's an important word. [TARGET]Teacher: Balance.[/TARGET] Teacher: And again, just like Student A said before, I'm going to underline tell myself, show, or explain how you got that answer. Teacher: Student R? Student: [Inaudible].",0 4565,"Teacher: And balance. Teacher: That's an important word. Teacher: Balance. [TARGET]Teacher: And again, just like Student A said before, I'm going to underline tell myself, show, or explain how you got that answer.[/TARGET] Teacher: Student R? Student: [Inaudible]. Teacher: Yes.",0 4566,"Teacher: That's an important word. Teacher: Balance. Teacher: And again, just like Student A said before, I'm going to underline tell myself, show, or explain how you got that answer. [TARGET]Teacher: Student R?[/TARGET] Student: [Inaudible]. Teacher: Yes. Teacher: Part C. What is the total number of balls needed to balance ten cans?",0 4567,"Teacher: And again, just like Student A said before, I'm going to underline tell myself, show, or explain how you got that answer. Teacher: Student R? Student: [Inaudible]. [TARGET]Teacher: Yes.[/TARGET] Teacher: Part C. What is the total number of balls needed to balance ten cans? Teacher: So, I'm going to underline total number of balls needed to balance ten cans. Teacher: That's important.",0 4568,"Teacher: Student R? Student: [Inaudible]. Teacher: Yes. [TARGET]Teacher: Part C. What is the total number of balls needed to balance ten cans?[/TARGET] Teacher: So, I'm going to underline total number of balls needed to balance ten cans. Teacher: That's important. Teacher: They want to know how many balls will equal ten cans.",0 4569,"Student: [Inaudible]. Teacher: Yes. Teacher: Part C. What is the total number of balls needed to balance ten cans? [TARGET]Teacher: So, I'm going to underline total number of balls needed to balance ten cans.[/TARGET] Teacher: That's important. Teacher: They want to know how many balls will equal ten cans. Teacher: And again, show or explain how you got your answer.",0 4570,"Teacher: Yes. Teacher: Part C. What is the total number of balls needed to balance ten cans? Teacher: So, I'm going to underline total number of balls needed to balance ten cans. [TARGET]Teacher: That's important.[/TARGET] Teacher: They want to know how many balls will equal ten cans. Teacher: And again, show or explain how you got your answer. Teacher: Now, we need to go back.",0 4571,"Teacher: Part C. What is the total number of balls needed to balance ten cans? Teacher: So, I'm going to underline total number of balls needed to balance ten cans. Teacher: That's important. [TARGET]Teacher: They want to know how many balls will equal ten cans.[/TARGET] Teacher: And again, show or explain how you got your answer. Teacher: Now, we need to go back. Teacher: What step three.",0 4572,"Teacher: So, I'm going to underline total number of balls needed to balance ten cans. Teacher: That's important. Teacher: They want to know how many balls will equal ten cans. [TARGET]Teacher: And again, show or explain how you got your answer.[/TARGET] Teacher: Now, we need to go back. Teacher: What step three. Teacher: We did step two.",0 4573,"Teacher: That's important. Teacher: They want to know how many balls will equal ten cans. Teacher: And again, show or explain how you got your answer. [TARGET]Teacher: Now, we need to go back.[/TARGET] Teacher: What step three. Teacher: We did step two. Teacher: That was just underline.",0 4574,"Teacher: They want to know how many balls will equal ten cans. Teacher: And again, show or explain how you got your answer. Teacher: Now, we need to go back. [TARGET]Teacher: What step three.[/TARGET] Teacher: We did step two. Teacher: That was just underline. Teacher: What is step three?",0 4575,"Teacher: And again, show or explain how you got your answer. Teacher: Now, we need to go back. Teacher: What step three. [TARGET]Teacher: We did step two.[/TARGET] Teacher: That was just underline. Teacher: What is step three? Teacher: Student B?",0 4576,"Teacher: Now, we need to go back. Teacher: What step three. Teacher: We did step two. [TARGET]Teacher: That was just underline.[/TARGET] Teacher: What is step three? Teacher: Student B? Student: Circle the question what is being asked.",0 4577,Teacher: What step three. Teacher: We did step two. Teacher: That was just underline. [TARGET]Teacher: What is step three?[/TARGET] Teacher: Student B? Student: Circle the question what is being asked. Teacher: Very good.,0 4578,Teacher: We did step two. Teacher: That was just underline. Teacher: What is step three? [TARGET]Teacher: Student B?[/TARGET] Student: Circle the question what is being asked. Teacher: Very good. Teacher: Circle the question.,0 4579,Teacher: What is step three? Teacher: Student B? Student: Circle the question what is being asked. [TARGET]Teacher: Very good.[/TARGET] Teacher: Circle the question. Teacher: Look for your question mark. Teacher: Put your finger on it.,0 4580,"Teacher: Student B? Student: Circle the question what is being asked. Teacher: Very good. [TARGET]Teacher: Circle the question.[/TARGET] Teacher: Look for your question mark. Teacher: Put your finger on it. Teacher: So, this whole first part is our question.",0 4581,"Student: Circle the question what is being asked. Teacher: Very good. Teacher: Circle the question. [TARGET]Teacher: Look for your question mark.[/TARGET] Teacher: Put your finger on it. Teacher: So, this whole first part is our question. Teacher: We're going to circle it.",0 4582,"Teacher: Very good. Teacher: Circle the question. Teacher: Look for your question mark. [TARGET]Teacher: Put your finger on it.[/TARGET] Teacher: So, this whole first part is our question. Teacher: We're going to circle it. Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball?",0 4583,"Teacher: Circle the question. Teacher: Look for your question mark. Teacher: Put your finger on it. [TARGET]Teacher: So, this whole first part is our question.[/TARGET] Teacher: We're going to circle it. Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball? Teacher: That's what they're asking you to do.",0 4584,"Teacher: Look for your question mark. Teacher: Put your finger on it. Teacher: So, this whole first part is our question. [TARGET]Teacher: We're going to circle it.[/TARGET] Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball? Teacher: That's what they're asking you to do. Teacher: That's the important thing.",0 4585,"Teacher: Put your finger on it. Teacher: So, this whole first part is our question. Teacher: We're going to circle it. [TARGET]Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball?[/TARGET] Teacher: That's what they're asking you to do. Teacher: That's the important thing. Teacher: You have to answer that question.",0 4586,"Teacher: So, this whole first part is our question. Teacher: We're going to circle it. Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball? [TARGET]Teacher: That's what they're asking you to do.[/TARGET] Teacher: That's the important thing. Teacher: You have to answer that question. Teacher: So, go ahead and circle that whole question.",0 4587,"Teacher: We're going to circle it. Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball? Teacher: That's what they're asking you to do. [TARGET]Teacher: That's the important thing.[/TARGET] Teacher: You have to answer that question. Teacher: So, go ahead and circle that whole question. Teacher: Part B.",0 4588,"Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball? Teacher: That's what they're asking you to do. Teacher: That's the important thing. [TARGET]Teacher: You have to answer that question.[/TARGET] Teacher: So, go ahead and circle that whole question. Teacher: Part B. Teacher: Who can read the question?",0 4589,"Teacher: That's what they're asking you to do. Teacher: That's the important thing. Teacher: You have to answer that question. [TARGET]Teacher: So, go ahead and circle that whole question.[/TARGET] Teacher: Part B. Teacher: Who can read the question? Teacher: Student C?",0 4590,"Teacher: That's the important thing. Teacher: You have to answer that question. Teacher: So, go ahead and circle that whole question. [TARGET]Teacher: Part B.[/TARGET] Teacher: Who can read the question? Teacher: Student C? Student: What is the total number of blocks needed to balance six balls?",0 4591,"Teacher: You have to answer that question. Teacher: So, go ahead and circle that whole question. Teacher: Part B. [TARGET]Teacher: Who can read the question?[/TARGET] Teacher: Student C? Student: What is the total number of blocks needed to balance six balls? Teacher: Perfect.",1 4592,"Teacher: So, go ahead and circle that whole question. Teacher: Part B. Teacher: Who can read the question? [TARGET]Teacher: Student C?[/TARGET] Student: What is the total number of blocks needed to balance six balls? Teacher: Perfect. Teacher: Everyone circle that.",0 4593,Teacher: Who can read the question? Teacher: Student C? Student: What is the total number of blocks needed to balance six balls? [TARGET]Teacher: Perfect.[/TARGET] Teacher: Everyone circle that. Teacher: That's what they want to know. Teacher: That's what you have to answer.,0 4594,"Teacher: Student C? Student: What is the total number of blocks needed to balance six balls? Teacher: Perfect. [TARGET]Teacher: Everyone circle that.[/TARGET] Teacher: That's what they want to know. Teacher: That's what you have to answer. Teacher: That's what you're going to turn around, eventually.",0 4595,"Student: What is the total number of blocks needed to balance six balls? Teacher: Perfect. Teacher: Everyone circle that. [TARGET]Teacher: That's what they want to know.[/TARGET] Teacher: That's what you have to answer. Teacher: That's what you're going to turn around, eventually. Teacher: And part C?",0 4596,"Teacher: Perfect. Teacher: Everyone circle that. Teacher: That's what they want to know. [TARGET]Teacher: That's what you have to answer.[/TARGET] Teacher: That's what you're going to turn around, eventually. Teacher: And part C? Teacher: What is the question they are asking you?",0 4597,"Teacher: Everyone circle that. Teacher: That's what they want to know. Teacher: That's what you have to answer. [TARGET]Teacher: That's what you're going to turn around, eventually.[/TARGET] Teacher: And part C? Teacher: What is the question they are asking you? Teacher: Student K?",0 4598,"Teacher: That's what they want to know. Teacher: That's what you have to answer. Teacher: That's what you're going to turn around, eventually. [TARGET]Teacher: And part C?[/TARGET] Teacher: What is the question they are asking you? Teacher: Student K? Student: What is the total number of [inaudible].",0 4599,"Teacher: That's what you have to answer. Teacher: That's what you're going to turn around, eventually. Teacher: And part C? [TARGET]Teacher: What is the question they are asking you?[/TARGET] Teacher: Student K? Student: What is the total number of [inaudible]. Teacher: Perfect.",0 4600,"Teacher: That's what you're going to turn around, eventually. Teacher: And part C? Teacher: What is the question they are asking you? [TARGET]Teacher: Student K?[/TARGET] Student: What is the total number of [inaudible]. Teacher: Perfect. Teacher: What is the total number of balls needed to balance ten cans?",0 4601,Teacher: What is the question they are asking you? Teacher: Student K? Student: What is the total number of [inaudible]. [TARGET]Teacher: Perfect.[/TARGET] Teacher: What is the total number of balls needed to balance ten cans? Teacher: That is the question. Teacher: That is what you have to answer.,0 4602,Teacher: Student K? Student: What is the total number of [inaudible]. Teacher: Perfect. [TARGET]Teacher: What is the total number of balls needed to balance ten cans?[/TARGET] Teacher: That is the question. Teacher: That is what you have to answer. Teacher: Does everyone understand?,0 4603,Student: What is the total number of [inaudible]. Teacher: Perfect. Teacher: What is the total number of balls needed to balance ten cans? [TARGET]Teacher: That is the question.[/TARGET] Teacher: That is what you have to answer. Teacher: Does everyone understand? Multiple Students: Yes.,0 4604,Teacher: Perfect. Teacher: What is the total number of balls needed to balance ten cans? Teacher: That is the question. [TARGET]Teacher: That is what you have to answer.[/TARGET] Teacher: Does everyone understand? Multiple Students: Yes. Teacher: Okay.,0 4605,Teacher: What is the total number of balls needed to balance ten cans? Teacher: That is the question. Teacher: That is what you have to answer. [TARGET]Teacher: Does everyone understand?[/TARGET] Multiple Students: Yes. Teacher: Okay. Teacher: Who can tell us what part four is?,0 4606,Teacher: Does everyone understand? Multiple Students: Yes. Teacher: Okay. [TARGET]Teacher: Who can tell us what part four is?[/TARGET] Teacher: Nice and loud. Teacher: Student R? Student: [Inaudible].,1 4607,Multiple Students: Yes. Teacher: Okay. Teacher: Who can tell us what part four is? [TARGET]Teacher: Nice and loud.[/TARGET] Teacher: Student R? Student: [Inaudible]. Teacher: Very good.,1 4608,Teacher: Okay. Teacher: Who can tell us what part four is? Teacher: Nice and loud. [TARGET]Teacher: Student R?[/TARGET] Student: [Inaudible]. Teacher: Very good. Teacher: And let's see if we can do that.,0 4609,"Teacher: Nice and loud. Teacher: Student R? Student: [Inaudible]. [TARGET]Teacher: Very good.[/TARGET] Teacher: And let's see if we can do that. Teacher: Part A says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" Who can turn that into an answer? Teacher: Without giving us the answer.",0 4610,"Teacher: Student R? Student: [Inaudible]. Teacher: Very good. [TARGET]Teacher: And let's see if we can do that.[/TARGET] Teacher: Part A says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" Who can turn that into an answer? Teacher: Without giving us the answer. Teacher: We'll just fill in the blank after.",0 4611,"Student: [Inaudible]. Teacher: Very good. Teacher: And let's see if we can do that. [TARGET]Teacher: Part A says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" Who can turn that into an answer?[/TARGET] Teacher: Without giving us the answer. Teacher: We'll just fill in the blank after. Teacher: Who can turn this around?",1 4612,"Teacher: Very good. Teacher: And let's see if we can do that. Teacher: Part A says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" Who can turn that into an answer? [TARGET]Teacher: Without giving us the answer.[/TARGET] Teacher: We'll just fill in the blank after. Teacher: Who can turn this around? Teacher: Student S?",0 4613,"Teacher: And let's see if we can do that. Teacher: Part A says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" Who can turn that into an answer? Teacher: Without giving us the answer. [TARGET]Teacher: We'll just fill in the blank after.[/TARGET] Teacher: Who can turn this around? Teacher: Student S? Student: One ball weighs blank pounds.",0 4614,"Teacher: Part A says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" Who can turn that into an answer? Teacher: Without giving us the answer. Teacher: We'll just fill in the blank after. [TARGET]Teacher: Who can turn this around?[/TARGET] Teacher: Student S? Student: One ball weighs blank pounds. Teacher: That would be great.",1 4615,"Teacher: Without giving us the answer. Teacher: We'll just fill in the blank after. Teacher: Who can turn this around? [TARGET]Teacher: Student S?[/TARGET] Student: One ball weighs blank pounds. Teacher: That would be great. Teacher: You could also say, ""If one block weighs ten pounds, then one ball weighs blank pounds."" If you wanted to include the top part, okay?",0 4616,"Teacher: Who can turn this around? Teacher: Student S? Student: One ball weighs blank pounds. [TARGET]Teacher: That would be great.[/TARGET] Teacher: You could also say, ""If one block weighs ten pounds, then one ball weighs blank pounds."" If you wanted to include the top part, okay? Teacher: What is the total number of blocks needed to balance six balls? Teacher: Who can turn that part around?",0 4617,"Teacher: Student S? Student: One ball weighs blank pounds. Teacher: That would be great. [TARGET]Teacher: You could also say, ""If one block weighs ten pounds, then one ball weighs blank pounds."" If you wanted to include the top part, okay?[/TARGET] Teacher: What is the total number of blocks needed to balance six balls? Teacher: Who can turn that part around? Teacher: The question is, what is the total number of blocks needed to balance six balls?",0 4618,"Student: One ball weighs blank pounds. Teacher: That would be great. Teacher: You could also say, ""If one block weighs ten pounds, then one ball weighs blank pounds."" If you wanted to include the top part, okay? [TARGET]Teacher: What is the total number of blocks needed to balance six balls?[/TARGET] Teacher: Who can turn that part around? Teacher: The question is, what is the total number of blocks needed to balance six balls? Teacher: And remember, underlined words are going to give us bonus points if we have that in our answer.",0 4619,"Teacher: That would be great. Teacher: You could also say, ""If one block weighs ten pounds, then one ball weighs blank pounds."" If you wanted to include the top part, okay? Teacher: What is the total number of blocks needed to balance six balls? [TARGET]Teacher: Who can turn that part around?[/TARGET] Teacher: The question is, what is the total number of blocks needed to balance six balls? Teacher: And remember, underlined words are going to give us bonus points if we have that in our answer. Teacher: Student S?",1 4620,"Teacher: You could also say, ""If one block weighs ten pounds, then one ball weighs blank pounds."" If you wanted to include the top part, okay? Teacher: What is the total number of blocks needed to balance six balls? Teacher: Who can turn that part around? [TARGET]Teacher: The question is, what is the total number of blocks needed to balance six balls?[/TARGET] Teacher: And remember, underlined words are going to give us bonus points if we have that in our answer. Teacher: Student S? Student: The total number of blank blocks need to be equal to the balance of six balls.",0 4621,"Teacher: What is the total number of blocks needed to balance six balls? Teacher: Who can turn that part around? Teacher: The question is, what is the total number of blocks needed to balance six balls? [TARGET]Teacher: And remember, underlined words are going to give us bonus points if we have that in our answer.[/TARGET] Teacher: Student S? Student: The total number of blank blocks need to be equal to the balance of six balls. Teacher: That doesn't really make much sense.",0 4622,"Teacher: Who can turn that part around? Teacher: The question is, what is the total number of blocks needed to balance six balls? Teacher: And remember, underlined words are going to give us bonus points if we have that in our answer. [TARGET]Teacher: Student S?[/TARGET] Student: The total number of blank blocks need to be equal to the balance of six balls. Teacher: That doesn't really make much sense. Teacher: Can you re-word it for us?",0 4623,"Teacher: And remember, underlined words are going to give us bonus points if we have that in our answer. Teacher: Student S? Student: The total number of blank blocks need to be equal to the balance of six balls. [TARGET]Teacher: That doesn't really make much sense.[/TARGET] Teacher: Can you re-word it for us? Student: The total number of blank blocks are equal to the balance of six balls. Teacher: Okay.",0 4624,"Teacher: Student S? Student: The total number of blank blocks need to be equal to the balance of six balls. Teacher: That doesn't really make much sense. [TARGET]Teacher: Can you re-word it for us?[/TARGET] Student: The total number of blank blocks are equal to the balance of six balls. Teacher: Okay. Teacher: Or we could say something like, ""To balance six balls, the total number of blocks is ...,"" and then fill in the blank.",0 4625,"Teacher: Can you re-word it for us? Student: The total number of blank blocks are equal to the balance of six balls. Teacher: Okay. [TARGET]Teacher: Or we could say something like, ""To balance six balls, the total number of blocks is ...,"" and then fill in the blank.[/TARGET] Teacher: Okay. Teacher: Student C, you have one for that one? Teacher: Go ahead.",0 4626,"Teacher: Okay. Teacher: Or we could say something like, ""To balance six balls, the total number of blocks is ...,"" and then fill in the blank. Teacher: Okay. [TARGET]Teacher: Student C, you have one for that one?[/TARGET] Teacher: Go ahead. Student: The total number of six blocks - Teacher: Not six, yet.",0 4627,"Teacher: Or we could say something like, ""To balance six balls, the total number of blocks is ...,"" and then fill in the blank. Teacher: Okay. Teacher: Student C, you have one for that one? [TARGET]Teacher: Go ahead.[/TARGET] Student: The total number of six blocks - Teacher: Not six, yet. Teacher: We're not there.",0 4628,"Teacher: Student C, you have one for that one? Teacher: Go ahead. Student: The total number of six blocks - [TARGET]Teacher: Not six, yet.[/TARGET] Teacher: We're not there. Student: [Inaudible] blocks of blank balls. Teacher: No, that wouldn't be what they're asking you.",0 4629,"Teacher: Go ahead. Student: The total number of six blocks - Teacher: Not six, yet. [TARGET]Teacher: We're not there.[/TARGET] Student: [Inaudible] blocks of blank balls. Teacher: No, that wouldn't be what they're asking you. Teacher: They're not asking you - they're asking you how many blocks.",0 4630,"Teacher: Not six, yet. Teacher: We're not there. Student: [Inaudible] blocks of blank balls. [TARGET]Teacher: No, that wouldn't be what they're asking you.[/TARGET] Teacher: They're not asking you - they're asking you how many blocks. Student: You would use the blank balls to equal the six blocks. Teacher: Are they asking you how many balls?",0 4631,"Teacher: We're not there. Student: [Inaudible] blocks of blank balls. Teacher: No, that wouldn't be what they're asking you. [TARGET]Teacher: They're not asking you - they're asking you how many blocks.[/TARGET] Student: You would use the blank balls to equal the six blocks. Teacher: Are they asking you how many balls? Student: No.",0 4632,"Teacher: No, that wouldn't be what they're asking you. Teacher: They're not asking you - they're asking you how many blocks. Student: You would use the blank balls to equal the six blocks. [TARGET]Teacher: Are they asking you how many balls?[/TARGET] Student: No. Teacher: No. Teacher: So, we don't want to give them the amount of balls.",0 4633,"Student: You would use the blank balls to equal the six blocks. Teacher: Are they asking you how many balls? Student: No. [TARGET]Teacher: No.[/TARGET] Teacher: So, we don't want to give them the amount of balls. Teacher: We want to give them the amount of what? Student: Blocks.",0 4634,"Teacher: Are they asking you how many balls? Student: No. Teacher: No. [TARGET]Teacher: So, we don't want to give them the amount of balls.[/TARGET] Teacher: We want to give them the amount of what? Student: Blocks. Teacher: Blocks.",0 4635,"Student: No. Teacher: No. Teacher: So, we don't want to give them the amount of balls. [TARGET]Teacher: We want to give them the amount of what?[/TARGET] Student: Blocks. Teacher: Blocks. Teacher: You might just write the total number of blocks needed to balance six balls is?",0 4636,"Teacher: So, we don't want to give them the amount of balls. Teacher: We want to give them the amount of what? Student: Blocks. [TARGET]Teacher: Blocks.[/TARGET] Teacher: You might just write the total number of blocks needed to balance six balls is? Teacher: That would be a very easy way to do that one. Teacher: Part C. ""What is the total number of balls needed to balance ten cans?"" Same thing.",0 4637,"Teacher: We want to give them the amount of what? Student: Blocks. Teacher: Blocks. [TARGET]Teacher: You might just write the total number of blocks needed to balance six balls is?[/TARGET] Teacher: That would be a very easy way to do that one. Teacher: Part C. ""What is the total number of balls needed to balance ten cans?"" Same thing. Teacher: ""The total number of balls needed to balance ten cans is,"" okay?",0 4638,"Student: Blocks. Teacher: Blocks. Teacher: You might just write the total number of blocks needed to balance six balls is? [TARGET]Teacher: That would be a very easy way to do that one.[/TARGET] Teacher: Part C. ""What is the total number of balls needed to balance ten cans?"" Same thing. Teacher: ""The total number of balls needed to balance ten cans is,"" okay? Teacher: So, you need to have that - in order to get to the four it says, ""Includes words in the question."" So, you turn the question around.",0 4639,"Teacher: Blocks. Teacher: You might just write the total number of blocks needed to balance six balls is? Teacher: That would be a very easy way to do that one. [TARGET]Teacher: Part C. ""What is the total number of balls needed to balance ten cans?"" Same thing.[/TARGET] Teacher: ""The total number of balls needed to balance ten cans is,"" okay? Teacher: So, you need to have that - in order to get to the four it says, ""Includes words in the question."" So, you turn the question around. Teacher: You're using that question in your answer.",0 4640,"Teacher: You might just write the total number of blocks needed to balance six balls is? Teacher: That would be a very easy way to do that one. Teacher: Part C. ""What is the total number of balls needed to balance ten cans?"" Same thing. [TARGET]Teacher: ""The total number of balls needed to balance ten cans is,"" okay?[/TARGET] Teacher: So, you need to have that - in order to get to the four it says, ""Includes words in the question."" So, you turn the question around. Teacher: You're using that question in your answer. Teacher: Does everyone understand?",0 4641,"Teacher: That would be a very easy way to do that one. Teacher: Part C. ""What is the total number of balls needed to balance ten cans?"" Same thing. Teacher: ""The total number of balls needed to balance ten cans is,"" okay? [TARGET]Teacher: So, you need to have that - in order to get to the four it says, ""Includes words in the question."" So, you turn the question around.[/TARGET] Teacher: You're using that question in your answer. Teacher: Does everyone understand? Multiple Students: Yes.",0 4642,"Teacher: Part C. ""What is the total number of balls needed to balance ten cans?"" Same thing. Teacher: ""The total number of balls needed to balance ten cans is,"" okay? Teacher: So, you need to have that - in order to get to the four it says, ""Includes words in the question."" So, you turn the question around. [TARGET]Teacher: You're using that question in your answer.[/TARGET] Teacher: Does everyone understand? Multiple Students: Yes. Teacher: Okay.",0 4643,"Teacher: ""The total number of balls needed to balance ten cans is,"" okay? Teacher: So, you need to have that - in order to get to the four it says, ""Includes words in the question."" So, you turn the question around. Teacher: You're using that question in your answer. [TARGET]Teacher: Does everyone understand?[/TARGET] Multiple Students: Yes. Teacher: Okay. Teacher: And step five?",0 4644,Teacher: Does everyone understand? Multiple Students: Yes. Teacher: Okay. [TARGET]Teacher: And step five?[/TARGET] Teacher: You're going to solve the problem. Teacher: Show your work. Teacher: And label all your steps.,0 4645,Multiple Students: Yes. Teacher: Okay. Teacher: And step five? [TARGET]Teacher: You're going to solve the problem.[/TARGET] Teacher: Show your work. Teacher: And label all your steps. Teacher: I am going to give you - let's see.,0 4646,"Teacher: Okay. Teacher: And step five? Teacher: You're going to solve the problem. [TARGET]Teacher: Show your work.[/TARGET] Teacher: And label all your steps. Teacher: I am going to give you - let's see. Teacher: I'll give you ten minutes, now, to work on this question by yourself.",0 4647,"Teacher: And step five? Teacher: You're going to solve the problem. Teacher: Show your work. [TARGET]Teacher: And label all your steps.[/TARGET] Teacher: I am going to give you - let's see. Teacher: I'll give you ten minutes, now, to work on this question by yourself. Teacher: We're going to do think, pair, share, today.",0 4648,"Teacher: You're going to solve the problem. Teacher: Show your work. Teacher: And label all your steps. [TARGET]Teacher: I am going to give you - let's see.[/TARGET] Teacher: I'll give you ten minutes, now, to work on this question by yourself. Teacher: We're going to do think, pair, share, today. Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself.",1 4649,"Teacher: Show your work. Teacher: And label all your steps. Teacher: I am going to give you - let's see. [TARGET]Teacher: I'll give you ten minutes, now, to work on this question by yourself.[/TARGET] Teacher: We're going to do think, pair, share, today. Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. Teacher: Then pair.",1 4650,"Teacher: And label all your steps. Teacher: I am going to give you - let's see. Teacher: I'll give you ten minutes, now, to work on this question by yourself. [TARGET]Teacher: We're going to do think, pair, share, today.[/TARGET] Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. Teacher: Then pair. Teacher: We're not going to do it with a pair, though.",1 4651,"Teacher: I am going to give you - let's see. Teacher: I'll give you ten minutes, now, to work on this question by yourself. Teacher: We're going to do think, pair, share, today. [TARGET]Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself.[/TARGET] Teacher: Then pair. Teacher: We're not going to do it with a pair, though. Teacher: We're going to do it in our small group.",1 4652,"Teacher: I'll give you ten minutes, now, to work on this question by yourself. Teacher: We're going to do think, pair, share, today. Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. [TARGET]Teacher: Then pair.[/TARGET] Teacher: We're not going to do it with a pair, though. Teacher: We're going to do it in our small group. Teacher: We're going to share all our answers.",1 4653,"Teacher: We're going to do think, pair, share, today. Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. Teacher: Then pair. [TARGET]Teacher: We're not going to do it with a pair, though.[/TARGET] Teacher: We're going to do it in our small group. Teacher: We're going to share all our answers. Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me.",1 4654,"Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. Teacher: Then pair. Teacher: We're not going to do it with a pair, though. [TARGET]Teacher: We're going to do it in our small group.[/TARGET] Teacher: We're going to share all our answers. Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me. Teacher: And then as a class, we're going to score them together, okay?",1 4655,"Teacher: Then pair. Teacher: We're not going to do it with a pair, though. Teacher: We're going to do it in our small group. [TARGET]Teacher: We're going to share all our answers.[/TARGET] Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me. Teacher: And then as a class, we're going to score them together, okay? Teacher: Does everyone understand?",1 4656,"Teacher: We're not going to do it with a pair, though. Teacher: We're going to do it in our small group. Teacher: We're going to share all our answers. [TARGET]Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me.[/TARGET] Teacher: And then as a class, we're going to score them together, okay? Teacher: Does everyone understand? Teacher: Okay.",1 4657,"Teacher: We're going to do it in our small group. Teacher: We're going to share all our answers. Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me. [TARGET]Teacher: And then as a class, we're going to score them together, okay?[/TARGET] Teacher: Does everyone understand? Teacher: Okay. Teacher: So, right now is your individual part?",1 4658,"Teacher: We're going to share all our answers. Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me. Teacher: And then as a class, we're going to score them together, okay? [TARGET]Teacher: Does everyone understand?[/TARGET] Teacher: Okay. Teacher: So, right now is your individual part? Teacher: Yes?",0 4659,"Teacher: And then as a class, we're going to score them together, okay? Teacher: Does everyone understand? Teacher: Okay. [TARGET]Teacher: So, right now is your individual part?[/TARGET] Teacher: Yes? Student: How will we get [inaudible]? Teacher: You have to think.",1 4660,"Teacher: Does everyone understand? Teacher: Okay. Teacher: So, right now is your individual part? [TARGET]Teacher: Yes?[/TARGET] Student: How will we get [inaudible]? Teacher: You have to think. Teacher: Read, and re-read.",0 4661,"Teacher: So, right now is your individual part? Teacher: Yes? Student: How will we get [inaudible]? [TARGET]Teacher: You have to think.[/TARGET] Teacher: Read, and re-read. Teacher: I'm starting the timer, now. Teacher: How long did I say?",0 4662,"Teacher: Yes? Student: How will we get [inaudible]? Teacher: You have to think. [TARGET]Teacher: Read, and re-read.[/TARGET] Teacher: I'm starting the timer, now. Teacher: How long did I say? Multiple Students: Ten minutes.",0 4663,"Student: How will we get [inaudible]? Teacher: You have to think. Teacher: Read, and re-read. [TARGET]Teacher: I'm starting the timer, now.[/TARGET] Teacher: How long did I say? Multiple Students: Ten minutes. Teacher: Ten minutes.",1 4664,"Teacher: You have to think. Teacher: Read, and re-read. Teacher: I'm starting the timer, now. [TARGET]Teacher: How long did I say?[/TARGET] Multiple Students: Ten minutes. Teacher: Ten minutes. Teacher: People who are the timers, you'll know it's ten minutes when it gets to be what time?",1 4665,"Teacher: I'm starting the timer, now. Teacher: How long did I say? Multiple Students: Ten minutes. [TARGET]Teacher: Ten minutes.[/TARGET] Teacher: People who are the timers, you'll know it's ten minutes when it gets to be what time? Student: 3:00, I think. Multiple Students: 2:30.",1 4666,"Teacher: How long did I say? Multiple Students: Ten minutes. Teacher: Ten minutes. [TARGET]Teacher: People who are the timers, you'll know it's ten minutes when it gets to be what time?[/TARGET] Student: 3:00, I think. Multiple Students: 2:30. Teacher: 2:30.",1 4667,"Teacher: People who are the timers, you'll know it's ten minutes when it gets to be what time? Student: 3:00, I think. Multiple Students: 2:30. [TARGET]Teacher: 2:30.[/TARGET] Teacher: Very good. Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning. Teacher: Say, ""Hey guys, we have five minutes left."" That's the only voice I might here is that timer.",1 4668,"Student: 3:00, I think. Multiple Students: 2:30. Teacher: 2:30. [TARGET]Teacher: Very good.[/TARGET] Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning. Teacher: Say, ""Hey guys, we have five minutes left."" That's the only voice I might here is that timer. Teacher: Everyone else, you're doing it by yourself.",0 4669,"Multiple Students: 2:30. Teacher: 2:30. Teacher: Very good. [TARGET]Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning.[/TARGET] Teacher: Say, ""Hey guys, we have five minutes left."" That's the only voice I might here is that timer. Teacher: Everyone else, you're doing it by yourself. Teacher: Go ahead.",1 4670,"Teacher: 2:30. Teacher: Very good. Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning. [TARGET]Teacher: Say, ""Hey guys, we have five minutes left."" That's the only voice I might here is that timer.[/TARGET] Teacher: Everyone else, you're doing it by yourself. Teacher: Go ahead. Teacher: You're answering all three parts.",1 4671,"Teacher: Very good. Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning. Teacher: Say, ""Hey guys, we have five minutes left."" That's the only voice I might here is that timer. [TARGET]Teacher: Everyone else, you're doing it by yourself.[/TARGET] Teacher: Go ahead. Teacher: You're answering all three parts. Student: Are we supposed to do it all on the back?",1 4672,"Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning. Teacher: Say, ""Hey guys, we have five minutes left."" That's the only voice I might here is that timer. Teacher: Everyone else, you're doing it by yourself. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: You're answering all three parts. Student: Are we supposed to do it all on the back? Teacher: Where are we supposed to write our answer?",1 4673,"Teacher: Say, ""Hey guys, we have five minutes left."" That's the only voice I might here is that timer. Teacher: Everyone else, you're doing it by yourself. Teacher: Go ahead. [TARGET]Teacher: You're answering all three parts.[/TARGET] Student: Are we supposed to do it all on the back? Teacher: Where are we supposed to write our answer? Student: On the answer sheet.",1 4674,Teacher: Go ahead. Teacher: You're answering all three parts. Student: Are we supposed to do it all on the back? [TARGET]Teacher: Where are we supposed to write our answer?[/TARGET] Student: On the answer sheet. Teacher: On the answer sheet. Teacher: Very good.,1 4675,Student: Are we supposed to do it all on the back? Teacher: Where are we supposed to write our answer? Student: On the answer sheet. [TARGET]Teacher: On the answer sheet.[/TARGET] Teacher: Very good. Teacher: Go ahead and get started. Student: [Inaudible] plain piece of paper?,1 4676,Teacher: Where are we supposed to write our answer? Student: On the answer sheet. Teacher: On the answer sheet. [TARGET]Teacher: Very good.[/TARGET] Teacher: Go ahead and get started. Student: [Inaudible] plain piece of paper? Teacher: No.,0 4677,"Student: On the answer sheet. Teacher: On the answer sheet. Teacher: Very good. [TARGET]Teacher: Go ahead and get started.[/TARGET] Student: [Inaudible] plain piece of paper? Teacher: No. Teacher: You're using this paper, right here.",1 4678,"Teacher: Very good. Teacher: Go ahead and get started. Student: [Inaudible] plain piece of paper? [TARGET]Teacher: No.[/TARGET] Teacher: You're using this paper, right here. Teacher: If you need to do any work, you can put it on this paper as well, okay? Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time.",0 4679,"Teacher: Go ahead and get started. Student: [Inaudible] plain piece of paper? Teacher: No. [TARGET]Teacher: You're using this paper, right here.[/TARGET] Teacher: If you need to do any work, you can put it on this paper as well, okay? Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time. Teacher: On your real MCAS, remember, you won't have a time.",1 4680,"Student: [Inaudible] plain piece of paper? Teacher: No. Teacher: You're using this paper, right here. [TARGET]Teacher: If you need to do any work, you can put it on this paper as well, okay?[/TARGET] Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time. Teacher: On your real MCAS, remember, you won't have a time. Teacher: There won't be a time limit.",1 4681,"Teacher: No. Teacher: You're using this paper, right here. Teacher: If you need to do any work, you can put it on this paper as well, okay? [TARGET]Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time.[/TARGET] Teacher: On your real MCAS, remember, you won't have a time. Teacher: There won't be a time limit. Multiple Students: [Students working on problem].",1 4682,"Teacher: You're using this paper, right here. Teacher: If you need to do any work, you can put it on this paper as well, okay? Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time. [TARGET]Teacher: On your real MCAS, remember, you won't have a time.[/TARGET] Teacher: There won't be a time limit. Multiple Students: [Students working on problem]. Teacher: So, you're doing part A, part B, and part C. And you're looking at your rubric to make sure you're getting a four.",0 4683,"Teacher: If you need to do any work, you can put it on this paper as well, okay? Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time. Teacher: On your real MCAS, remember, you won't have a time. [TARGET]Teacher: There won't be a time limit.[/TARGET] Multiple Students: [Students working on problem]. Teacher: So, you're doing part A, part B, and part C. And you're looking at your rubric to make sure you're getting a four. Teacher: Go ahead.",0 4684,"Teacher: On your real MCAS, remember, you won't have a time. Teacher: There won't be a time limit. Multiple Students: [Students working on problem]. [TARGET]Teacher: So, you're doing part A, part B, and part C. And you're looking at your rubric to make sure you're getting a four.[/TARGET] Teacher: Go ahead. Teacher: Are you figuring out what they're asking you to do yet? Teacher: Okay.",1 4685,"Teacher: There won't be a time limit. Multiple Students: [Students working on problem]. Teacher: So, you're doing part A, part B, and part C. And you're looking at your rubric to make sure you're getting a four. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: Are you figuring out what they're asking you to do yet? Teacher: Okay. Teacher: How much does this block weigh?",1 4686,"Multiple Students: [Students working on problem]. Teacher: So, you're doing part A, part B, and part C. And you're looking at your rubric to make sure you're getting a four. Teacher: Go ahead. [TARGET]Teacher: Are you figuring out what they're asking you to do yet?[/TARGET] Teacher: Okay. Teacher: How much does this block weigh? Student: Ten.",0 4687,"Teacher: Go ahead. Teacher: Are you figuring out what they're asking you to do yet? Teacher: Okay. [TARGET]Teacher: How much does this block weigh?[/TARGET] Student: Ten. Teacher: Ten. Teacher: So, why don't you put that [inaudible]?",0 4688,"Teacher: Okay. Teacher: How much does this block weigh? Student: Ten. [TARGET]Teacher: Ten.[/TARGET] Teacher: So, why don't you put that [inaudible]? Teacher: Give yourself a little note. Teacher: Good.",0 4689,"Teacher: How much does this block weigh? Student: Ten. Teacher: Ten. [TARGET]Teacher: So, why don't you put that [inaudible]?[/TARGET] Teacher: Give yourself a little note. Teacher: Good. Teacher: And they want to know how much must one ball be.",0 4690,"Student: Ten. Teacher: Ten. Teacher: So, why don't you put that [inaudible]? [TARGET]Teacher: Give yourself a little note.[/TARGET] Teacher: Good. Teacher: And they want to know how much must one ball be. Teacher: How much would one ball have to be?",0 4691,"Teacher: Ten. Teacher: So, why don't you put that [inaudible]? Teacher: Give yourself a little note. [TARGET]Teacher: Good.[/TARGET] Teacher: And they want to know how much must one ball be. Teacher: How much would one ball have to be? Teacher: If both of them together equal this, one must have to equal?",0 4692,"Teacher: So, why don't you put that [inaudible]? Teacher: Give yourself a little note. Teacher: Good. [TARGET]Teacher: And they want to know how much must one ball be.[/TARGET] Teacher: How much would one ball have to be? Teacher: If both of them together equal this, one must have to equal? Student: Five?",0 4693,"Teacher: Give yourself a little note. Teacher: Good. Teacher: And they want to know how much must one ball be. [TARGET]Teacher: How much would one ball have to be?[/TARGET] Teacher: If both of them together equal this, one must have to equal? Student: Five? Teacher: Yes.",0 4694,"Teacher: Good. Teacher: And they want to know how much must one ball be. Teacher: How much would one ball have to be? [TARGET]Teacher: If both of them together equal this, one must have to equal?[/TARGET] Student: Five? Teacher: Yes. Teacher: [Inaudible] in a [inaudible].",0 4695,"Teacher: How much would one ball have to be? Teacher: If both of them together equal this, one must have to equal? Student: Five? [TARGET]Teacher: Yes.[/TARGET] Teacher: [Inaudible] in a [inaudible]. Teacher: And now, you did all the work, and you need to write all your work over here, and you need to explain it, okay? Teacher: You're on your own?",0 4696,"Teacher: If both of them together equal this, one must have to equal? Student: Five? Teacher: Yes. [TARGET]Teacher: [Inaudible] in a [inaudible].[/TARGET] Teacher: And now, you did all the work, and you need to write all your work over here, and you need to explain it, okay? Teacher: You're on your own? Teacher: You ready to go?",0 4697,"Student: Five? Teacher: Yes. Teacher: [Inaudible] in a [inaudible]. [TARGET]Teacher: And now, you did all the work, and you need to write all your work over here, and you need to explain it, okay?[/TARGET] Teacher: You're on your own? Teacher: You ready to go? Teacher: Okay.",0 4698,"Teacher: Yes. Teacher: [Inaudible] in a [inaudible]. Teacher: And now, you did all the work, and you need to write all your work over here, and you need to explain it, okay? [TARGET]Teacher: You're on your own?[/TARGET] Teacher: You ready to go? Teacher: Okay. Teacher: Boys and girls, how much is that first square?",1 4699,"Teacher: [Inaudible] in a [inaudible]. Teacher: And now, you did all the work, and you need to write all your work over here, and you need to explain it, okay? Teacher: You're on your own? [TARGET]Teacher: You ready to go?[/TARGET] Teacher: Okay. Teacher: Boys and girls, how much is that first square? Teacher: How much is this one worth?",1 4700,"Teacher: You're on your own? Teacher: You ready to go? Teacher: Okay. [TARGET]Teacher: Boys and girls, how much is that first square?[/TARGET] Teacher: How much is this one worth? Student: Ten. Teacher: Ten.",0 4701,"Teacher: You ready to go? Teacher: Okay. Teacher: Boys and girls, how much is that first square? [TARGET]Teacher: How much is this one worth?[/TARGET] Student: Ten. Teacher: Ten. Teacher: So, you can write ten right above that if that helps you.",0 4702,"Teacher: Boys and girls, how much is that first square? Teacher: How much is this one worth? Student: Ten. [TARGET]Teacher: Ten.[/TARGET] Teacher: So, you can write ten right above that if that helps you. Teacher: That might help you when you're doing your work. Teacher: You can write all over this if you want.",0 4703,"Teacher: How much is this one worth? Student: Ten. Teacher: Ten. [TARGET]Teacher: So, you can write ten right above that if that helps you.[/TARGET] Teacher: That might help you when you're doing your work. Teacher: You can write all over this if you want. Teacher: So, I might just write that, because they said one block weighs ten.",0 4704,"Student: Ten. Teacher: Ten. Teacher: So, you can write ten right above that if that helps you. [TARGET]Teacher: That might help you when you're doing your work.[/TARGET] Teacher: You can write all over this if you want. Teacher: So, I might just write that, because they said one block weighs ten. Teacher: I might just write that right there.",0 4705,"Teacher: Ten. Teacher: So, you can write ten right above that if that helps you. Teacher: That might help you when you're doing your work. [TARGET]Teacher: You can write all over this if you want.[/TARGET] Teacher: So, I might just write that, because they said one block weighs ten. Teacher: I might just write that right there. Teacher: Ten.",0 4706,"Teacher: So, you can write ten right above that if that helps you. Teacher: That might help you when you're doing your work. Teacher: You can write all over this if you want. [TARGET]Teacher: So, I might just write that, because they said one block weighs ten.[/TARGET] Teacher: I might just write that right there. Teacher: Ten. Teacher: And the question is, how much must one ball be?",0 4707,"Teacher: That might help you when you're doing your work. Teacher: You can write all over this if you want. Teacher: So, I might just write that, because they said one block weighs ten. [TARGET]Teacher: I might just write that right there.[/TARGET] Teacher: Ten. Teacher: And the question is, how much must one ball be? Teacher: If this is worth ten, how much must one ball be?",0 4708,"Teacher: You can write all over this if you want. Teacher: So, I might just write that, because they said one block weighs ten. Teacher: I might just write that right there. [TARGET]Teacher: Ten.[/TARGET] Teacher: And the question is, how much must one ball be? Teacher: If this is worth ten, how much must one ball be? Teacher: Don't give me the answer.",0 4709,"Teacher: So, I might just write that, because they said one block weighs ten. Teacher: I might just write that right there. Teacher: Ten. [TARGET]Teacher: And the question is, how much must one ball be?[/TARGET] Teacher: If this is worth ten, how much must one ball be? Teacher: Don't give me the answer. Teacher: You're writing your answer on your sheet for part A.",0 4710,"Teacher: I might just write that right there. Teacher: Ten. Teacher: And the question is, how much must one ball be? [TARGET]Teacher: If this is worth ten, how much must one ball be?[/TARGET] Teacher: Don't give me the answer. Teacher: You're writing your answer on your sheet for part A. Student: A brilliant way to help you is on the, below the scale things.",0 4711,"Teacher: Ten. Teacher: And the question is, how much must one ball be? Teacher: If this is worth ten, how much must one ball be? [TARGET]Teacher: Don't give me the answer.[/TARGET] Teacher: You're writing your answer on your sheet for part A. Student: A brilliant way to help you is on the, below the scale things. Teacher: Oh, yeah.",1 4712,"Teacher: And the question is, how much must one ball be? Teacher: If this is worth ten, how much must one ball be? Teacher: Don't give me the answer. [TARGET]Teacher: You're writing your answer on your sheet for part A.[/TARGET] Student: A brilliant way to help you is on the, below the scale things. Teacher: Oh, yeah. Teacher: That gives you a huge.",1 4713,"Teacher: Don't give me the answer. Teacher: You're writing your answer on your sheet for part A. Student: A brilliant way to help you is on the, below the scale things. [TARGET]Teacher: Oh, yeah.[/TARGET] Teacher: That gives you a huge. Teacher: Yeah, that's a huge hint, right there, right, Student H? Teacher: Student H is saying pay attention to this part, right here.",0 4714,"Teacher: You're writing your answer on your sheet for part A. Student: A brilliant way to help you is on the, below the scale things. Teacher: Oh, yeah. [TARGET]Teacher: That gives you a huge.[/TARGET] Teacher: Yeah, that's a huge hint, right there, right, Student H? Teacher: Student H is saying pay attention to this part, right here. Teacher: That gives you a huge clue.",0 4715,"Student: A brilliant way to help you is on the, below the scale things. Teacher: Oh, yeah. Teacher: That gives you a huge. [TARGET]Teacher: Yeah, that's a huge hint, right there, right, Student H?[/TARGET] Teacher: Student H is saying pay attention to this part, right here. Teacher: That gives you a huge clue. Student: [Inaudible].",0 4716,"Teacher: Oh, yeah. Teacher: That gives you a huge. Teacher: Yeah, that's a huge hint, right there, right, Student H? [TARGET]Teacher: Student H is saying pay attention to this part, right here.[/TARGET] Teacher: That gives you a huge clue. Student: [Inaudible]. Teacher: Yes?",0 4717,"Teacher: That gives you a huge. Teacher: Yeah, that's a huge hint, right there, right, Student H? Teacher: Student H is saying pay attention to this part, right here. [TARGET]Teacher: That gives you a huge clue.[/TARGET] Student: [Inaudible]. Teacher: Yes? Student: Can I do these?",0 4718,"Teacher: Student H is saying pay attention to this part, right here. Teacher: That gives you a huge clue. Student: [Inaudible]. [TARGET]Teacher: Yes?[/TARGET] Student: Can I do these? Teacher: No, I don't see anywhere where it says ounces, or anything. Teacher: I think you're making up an amount.",0 4719,"Student: [Inaudible]. Teacher: Yes? Student: Can I do these? [TARGET]Teacher: No, I don't see anywhere where it says ounces, or anything.[/TARGET] Teacher: I think you're making up an amount. Teacher: If this equals ten pounds, each of these balls must be what? Student: Ten.",0 4720,"Teacher: Yes? Student: Can I do these? Teacher: No, I don't see anywhere where it says ounces, or anything. [TARGET]Teacher: I think you're making up an amount.[/TARGET] Teacher: If this equals ten pounds, each of these balls must be what? Student: Ten. Teacher: So, ten, and ten?",0 4721,"Student: Can I do these? Teacher: No, I don't see anywhere where it says ounces, or anything. Teacher: I think you're making up an amount. [TARGET]Teacher: If this equals ten pounds, each of these balls must be what?[/TARGET] Student: Ten. Teacher: So, ten, and ten? Teacher: Does ten plus ten equal ten?",0 4722,"Teacher: I think you're making up an amount. Teacher: If this equals ten pounds, each of these balls must be what? Student: Ten. [TARGET]Teacher: So, ten, and ten?[/TARGET] Teacher: Does ten plus ten equal ten? Student: [Inaudible]. Teacher: Right.",0 4723,"Teacher: If this equals ten pounds, each of these balls must be what? Student: Ten. Teacher: So, ten, and ten? [TARGET]Teacher: Does ten plus ten equal ten?[/TARGET] Student: [Inaudible]. Teacher: Right. Teacher: So, they can't be ten each.",0 4724,"Teacher: So, ten, and ten? Teacher: Does ten plus ten equal ten? Student: [Inaudible]. [TARGET]Teacher: Right.[/TARGET] Teacher: So, they can't be ten each. Teacher: They must be what each? Student: [Inaudible].",0 4725,"Teacher: Does ten plus ten equal ten? Student: [Inaudible]. Teacher: Right. [TARGET]Teacher: So, they can't be ten each.[/TARGET] Teacher: They must be what each? Student: [Inaudible]. Teacher: So, you're saying that ten and ten, again?",0 4726,"Student: [Inaudible]. Teacher: Right. Teacher: So, they can't be ten each. [TARGET]Teacher: They must be what each?[/TARGET] Student: [Inaudible]. Teacher: So, you're saying that ten and ten, again? Teacher: No, that can't be it.",0 4727,"Teacher: So, they can't be ten each. Teacher: They must be what each? Student: [Inaudible]. [TARGET]Teacher: So, you're saying that ten and ten, again?[/TARGET] Teacher: No, that can't be it. Teacher: So, they must be what? Teacher: What plus what equals ten?",0 4728,"Teacher: They must be what each? Student: [Inaudible]. Teacher: So, you're saying that ten and ten, again? [TARGET]Teacher: No, that can't be it.[/TARGET] Teacher: So, they must be what? Teacher: What plus what equals ten? Student: Five plus five?",0 4729,"Student: [Inaudible]. Teacher: So, you're saying that ten and ten, again? Teacher: No, that can't be it. [TARGET]Teacher: So, they must be what?[/TARGET] Teacher: What plus what equals ten? Student: Five plus five? Teacher: Very good.",0 4730,"Teacher: So, you're saying that ten and ten, again? Teacher: No, that can't be it. Teacher: So, they must be what? [TARGET]Teacher: What plus what equals ten?[/TARGET] Student: Five plus five? Teacher: Very good. Teacher: So, I'd put a five above each one.",0 4731,"Teacher: So, they must be what? Teacher: What plus what equals ten? Student: Five plus five? [TARGET]Teacher: Very good.[/TARGET] Teacher: So, I'd put a five above each one. Teacher: And now you have to figure out how to put all of this where you just did. Teacher: So, one ball equals how much?",0 4732,"Teacher: What plus what equals ten? Student: Five plus five? Teacher: Very good. [TARGET]Teacher: So, I'd put a five above each one.[/TARGET] Teacher: And now you have to figure out how to put all of this where you just did. Teacher: So, one ball equals how much? Student: One ball equals five?",0 4733,"Student: Five plus five? Teacher: Very good. Teacher: So, I'd put a five above each one. [TARGET]Teacher: And now you have to figure out how to put all of this where you just did.[/TARGET] Teacher: So, one ball equals how much? Student: One ball equals five? Teacher: Five what?",0 4734,"Teacher: Very good. Teacher: So, I'd put a five above each one. Teacher: And now you have to figure out how to put all of this where you just did. [TARGET]Teacher: So, one ball equals how much?[/TARGET] Student: One ball equals five? Teacher: Five what? Teacher: Go back and look at your question.",0 4735,"Teacher: And now you have to figure out how to put all of this where you just did. Teacher: So, one ball equals how much? Student: One ball equals five? [TARGET]Teacher: Five what?[/TARGET] Teacher: Go back and look at your question. Student: Five pounds. Teacher: Very good, Student S. You're answer was over here.",0 4736,"Teacher: So, one ball equals how much? Student: One ball equals five? Teacher: Five what? [TARGET]Teacher: Go back and look at your question.[/TARGET] Student: Five pounds. Teacher: Very good, Student S. You're answer was over here. Teacher: Are they asking you how much two balls weigh?",0 4737,"Teacher: Five what? Teacher: Go back and look at your question. Student: Five pounds. [TARGET]Teacher: Very good, Student S. You're answer was over here.[/TARGET] Teacher: Are they asking you how much two balls weigh? Teacher: Or are they asking you how much one ball weighs? Student: One ball.",0 4738,"Teacher: Go back and look at your question. Student: Five pounds. Teacher: Very good, Student S. You're answer was over here. [TARGET]Teacher: Are they asking you how much two balls weigh?[/TARGET] Teacher: Or are they asking you how much one ball weighs? Student: One ball. Teacher: One.",0 4739,"Student: Five pounds. Teacher: Very good, Student S. You're answer was over here. Teacher: Are they asking you how much two balls weigh? [TARGET]Teacher: Or are they asking you how much one ball weighs?[/TARGET] Student: One ball. Teacher: One. Teacher: So, I would put one.",0 4740,"Teacher: Are they asking you how much two balls weigh? Teacher: Or are they asking you how much one ball weighs? Student: One ball. [TARGET]Teacher: One.[/TARGET] Teacher: So, I would put one. Teacher: Make sure you're using that question. Teacher: It says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" They want to know one ball.",0 4741,"Teacher: Or are they asking you how much one ball weighs? Student: One ball. Teacher: One. [TARGET]Teacher: So, I would put one.[/TARGET] Teacher: Make sure you're using that question. Teacher: It says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" They want to know one ball. Teacher: They don't want to know how much two balls.",0 4742,"Student: One ball. Teacher: One. Teacher: So, I would put one. [TARGET]Teacher: Make sure you're using that question.[/TARGET] Teacher: It says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" They want to know one ball. Teacher: They don't want to know how much two balls. Teacher: They want to know one ball.",0 4743,"Teacher: One. Teacher: So, I would put one. Teacher: Make sure you're using that question. [TARGET]Teacher: It says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" They want to know one ball.[/TARGET] Teacher: They don't want to know how much two balls. Teacher: They want to know one ball. Student: I'm stuck on this part.",0 4744,"Teacher: So, I would put one. Teacher: Make sure you're using that question. Teacher: It says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" They want to know one ball. [TARGET]Teacher: They don't want to know how much two balls.[/TARGET] Teacher: They want to know one ball. Student: I'm stuck on this part. Student: [Inaudible] circle.",0 4745,"Teacher: Make sure you're using that question. Teacher: It says, ""If one block weighs ten pounds, what is the weight in pounds of one ball?"" They want to know one ball. Teacher: They don't want to know how much two balls. [TARGET]Teacher: They want to know one ball.[/TARGET] Student: I'm stuck on this part. Student: [Inaudible] circle. Teacher: Okay, so how much does one ball weigh?",0 4746,"Teacher: They want to know one ball. Student: I'm stuck on this part. Student: [Inaudible] circle. [TARGET]Teacher: Okay, so how much does one ball weigh?[/TARGET] Teacher: Did you get the answer? Teacher: Okay, so write that. Teacher: One ball.",0 4747,"Student: I'm stuck on this part. Student: [Inaudible] circle. Teacher: Okay, so how much does one ball weigh? [TARGET]Teacher: Did you get the answer?[/TARGET] Teacher: Okay, so write that. Teacher: One ball. Teacher: Write a sentence.",0 4748,"Student: [Inaudible] circle. Teacher: Okay, so how much does one ball weigh? Teacher: Did you get the answer? [TARGET]Teacher: Okay, so write that.[/TARGET] Teacher: One ball. Teacher: Write a sentence. Teacher: The question was, ""What is the weight of one ball?"" So, how can you turn that around?",0 4749,"Teacher: Okay, so how much does one ball weigh? Teacher: Did you get the answer? Teacher: Okay, so write that. [TARGET]Teacher: One ball.[/TARGET] Teacher: Write a sentence. Teacher: The question was, ""What is the weight of one ball?"" So, how can you turn that around? Teacher: The weight of one ball is, think.",0 4750,"Teacher: Did you get the answer? Teacher: Okay, so write that. Teacher: One ball. [TARGET]Teacher: Write a sentence.[/TARGET] Teacher: The question was, ""What is the weight of one ball?"" So, how can you turn that around? Teacher: The weight of one ball is, think. Teacher: And then show, explain how you got your work.",0 4751,"Teacher: Okay, so write that. Teacher: One ball. Teacher: Write a sentence. [TARGET]Teacher: The question was, ""What is the weight of one ball?"" So, how can you turn that around?[/TARGET] Teacher: The weight of one ball is, think. Teacher: And then show, explain how you got your work. Teacher: What's the problem?",0 4752,"Teacher: One ball. Teacher: Write a sentence. Teacher: The question was, ""What is the weight of one ball?"" So, how can you turn that around? [TARGET]Teacher: The weight of one ball is, think.[/TARGET] Teacher: And then show, explain how you got your work. Teacher: What's the problem? Teacher: How come you look frustrated?",0 4753,"Teacher: Write a sentence. Teacher: The question was, ""What is the weight of one ball?"" So, how can you turn that around? Teacher: The weight of one ball is, think. [TARGET]Teacher: And then show, explain how you got your work.[/TARGET] Teacher: What's the problem? Teacher: How come you look frustrated? Teacher: Let's look at it.",0 4754,"Teacher: The question was, ""What is the weight of one ball?"" So, how can you turn that around? Teacher: The weight of one ball is, think. Teacher: And then show, explain how you got your work. [TARGET]Teacher: What's the problem?[/TARGET] Teacher: How come you look frustrated? Teacher: Let's look at it. Student: I forgot what to do.",0 4755,"Teacher: The weight of one ball is, think. Teacher: And then show, explain how you got your work. Teacher: What's the problem? [TARGET]Teacher: How come you look frustrated?[/TARGET] Teacher: Let's look at it. Student: I forgot what to do. Teacher: This is ten, right?",0 4756,"Teacher: And then show, explain how you got your work. Teacher: What's the problem? Teacher: How come you look frustrated? [TARGET]Teacher: Let's look at it.[/TARGET] Student: I forgot what to do. Teacher: This is ten, right? Teacher: So, how much, if you think about it, would each ball have to be?",0 4757,"Teacher: How come you look frustrated? Teacher: Let's look at it. Student: I forgot what to do. [TARGET]Teacher: This is ten, right?[/TARGET] Teacher: So, how much, if you think about it, would each ball have to be? Student: [Inaudible]. Teacher: Yeah.",0 4758,"Teacher: Let's look at it. Student: I forgot what to do. Teacher: This is ten, right? [TARGET]Teacher: So, how much, if you think about it, would each ball have to be?[/TARGET] Student: [Inaudible]. Teacher: Yeah. Teacher: So, put one of those numbers by each one.",0 4759,"Teacher: This is ten, right? Teacher: So, how much, if you think about it, would each ball have to be? Student: [Inaudible]. [TARGET]Teacher: Yeah.[/TARGET] Teacher: So, put one of those numbers by each one. Teacher: Because we know five plus five equals ten. Teacher: And you're all done.",0 4760,"Teacher: So, how much, if you think about it, would each ball have to be? Student: [Inaudible]. Teacher: Yeah. [TARGET]Teacher: So, put one of those numbers by each one.[/TARGET] Teacher: Because we know five plus five equals ten. Teacher: And you're all done. Teacher: That's all.",0 4761,"Student: [Inaudible]. Teacher: Yeah. Teacher: So, put one of those numbers by each one. [TARGET]Teacher: Because we know five plus five equals ten.[/TARGET] Teacher: And you're all done. Teacher: That's all. Teacher: Part A is already done.",0 4762,"Teacher: Yeah. Teacher: So, put one of those numbers by each one. Teacher: Because we know five plus five equals ten. [TARGET]Teacher: And you're all done.[/TARGET] Teacher: That's all. Teacher: Part A is already done. Teacher: That's all they want to know.",0 4763,"Teacher: So, put one of those numbers by each one. Teacher: Because we know five plus five equals ten. Teacher: And you're all done. [TARGET]Teacher: That's all.[/TARGET] Teacher: Part A is already done. Teacher: That's all they want to know. Teacher: They want to know how much is one ball.",0 4764,Teacher: Because we know five plus five equals ten. Teacher: And you're all done. Teacher: That's all. [TARGET]Teacher: Part A is already done.[/TARGET] Teacher: That's all they want to know. Teacher: They want to know how much is one ball. Teacher: Did you just figure that out?,0 4765,Teacher: And you're all done. Teacher: That's all. Teacher: Part A is already done. [TARGET]Teacher: That's all they want to know.[/TARGET] Teacher: They want to know how much is one ball. Teacher: Did you just figure that out? Teacher: Yeah.,0 4766,"Teacher: That's all. Teacher: Part A is already done. Teacher: That's all they want to know. [TARGET]Teacher: They want to know how much is one ball.[/TARGET] Teacher: Did you just figure that out? Teacher: Yeah. Teacher: Now, all you have to do is change that over to an answer over here, in a sentence.",0 4767,"Teacher: Part A is already done. Teacher: That's all they want to know. Teacher: They want to know how much is one ball. [TARGET]Teacher: Did you just figure that out?[/TARGET] Teacher: Yeah. Teacher: Now, all you have to do is change that over to an answer over here, in a sentence. Teacher: Go back and see what they wrote.",0 4768,"Teacher: That's all they want to know. Teacher: They want to know how much is one ball. Teacher: Did you just figure that out? [TARGET]Teacher: Yeah.[/TARGET] Teacher: Now, all you have to do is change that over to an answer over here, in a sentence. Teacher: Go back and see what they wrote. Student: It's frustrating.",0 4769,"Teacher: They want to know how much is one ball. Teacher: Did you just figure that out? Teacher: Yeah. [TARGET]Teacher: Now, all you have to do is change that over to an answer over here, in a sentence.[/TARGET] Teacher: Go back and see what they wrote. Student: It's frustrating. Teacher: Turn the question around.",0 4770,"Teacher: Did you just figure that out? Teacher: Yeah. Teacher: Now, all you have to do is change that over to an answer over here, in a sentence. [TARGET]Teacher: Go back and see what they wrote.[/TARGET] Student: It's frustrating. Teacher: Turn the question around. Teacher: It's frustrating?",0 4771,"Teacher: Now, all you have to do is change that over to an answer over here, in a sentence. Teacher: Go back and see what they wrote. Student: It's frustrating. [TARGET]Teacher: Turn the question around.[/TARGET] Teacher: It's frustrating? Teacher: Okay, let me help you with it. Teacher: What is the weight in pounds of one ball?",0 4772,"Teacher: Go back and see what they wrote. Student: It's frustrating. Teacher: Turn the question around. [TARGET]Teacher: It's frustrating?[/TARGET] Teacher: Okay, let me help you with it. Teacher: What is the weight in pounds of one ball? Teacher: So, you can write the weight of one ball is, what?",0 4773,"Student: It's frustrating. Teacher: Turn the question around. Teacher: It's frustrating? [TARGET]Teacher: Okay, let me help you with it.[/TARGET] Teacher: What is the weight in pounds of one ball? Teacher: So, you can write the weight of one ball is, what? Student: Five.",0 4774,"Teacher: Turn the question around. Teacher: It's frustrating? Teacher: Okay, let me help you with it. [TARGET]Teacher: What is the weight in pounds of one ball?[/TARGET] Teacher: So, you can write the weight of one ball is, what? Student: Five. Teacher: Five what?",0 4775,"Teacher: It's frustrating? Teacher: Okay, let me help you with it. Teacher: What is the weight in pounds of one ball? [TARGET]Teacher: So, you can write the weight of one ball is, what?[/TARGET] Student: Five. Teacher: Five what? Student: Five pounds.",0 4776,"Teacher: What is the weight in pounds of one ball? Teacher: So, you can write the weight of one ball is, what? Student: Five. [TARGET]Teacher: Five what?[/TARGET] Student: Five pounds. Teacher: Perfect. Teacher: Part A. Label it A.",0 4777,"Student: Five. Teacher: Five what? Student: Five pounds. [TARGET]Teacher: Perfect.[/TARGET] Teacher: Part A. Label it A. Teacher: Make sure you label it A, B, C. That's how you get your four points. Student: And does it have to be done [inaudible]?",0 4778,"Teacher: Five what? Student: Five pounds. Teacher: Perfect. [TARGET]Teacher: Part A. Label it A.[/TARGET] Teacher: Make sure you label it A, B, C. That's how you get your four points. Student: And does it have to be done [inaudible]? Teacher: I would skip a line before you go to B to kind of break it apart.",0 4779,"Student: Five pounds. Teacher: Perfect. Teacher: Part A. Label it A. [TARGET]Teacher: Make sure you label it A, B, C. That's how you get your four points.[/TARGET] Student: And does it have to be done [inaudible]? Teacher: I would skip a line before you go to B to kind of break it apart. Student: [Inaudible].",0 4780,"Teacher: Part A. Label it A. Teacher: Make sure you label it A, B, C. That's how you get your four points. Student: And does it have to be done [inaudible]? [TARGET]Teacher: I would skip a line before you go to B to kind of break it apart.[/TARGET] Student: [Inaudible]. Teacher: You're doing A, B, and C, yes. Teacher: Move on.",0 4781,"Student: And does it have to be done [inaudible]? Teacher: I would skip a line before you go to B to kind of break it apart. Student: [Inaudible]. [TARGET]Teacher: You're doing A, B, and C, yes.[/TARGET] Teacher: Move on. Teacher: If you have A done, move onto B. Teacher: Did the timers give you a little warning, yet?",1 4782,"Teacher: I would skip a line before you go to B to kind of break it apart. Student: [Inaudible]. Teacher: You're doing A, B, and C, yes. [TARGET]Teacher: Move on.[/TARGET] Teacher: If you have A done, move onto B. Teacher: Did the timers give you a little warning, yet? Student: Yes.",1 4783,"Student: [Inaudible]. Teacher: You're doing A, B, and C, yes. Teacher: Move on. [TARGET]Teacher: If you have A done, move onto B.[/TARGET] Teacher: Did the timers give you a little warning, yet? Student: Yes. Teacher: Your timer did?",1 4784,"Teacher: You're doing A, B, and C, yes. Teacher: Move on. Teacher: If you have A done, move onto B. [TARGET]Teacher: Did the timers give you a little warning, yet?[/TARGET] Student: Yes. Teacher: Your timer did? Teacher: Who was your timer?",1 4785,"Teacher: If you have A done, move onto B. Teacher: Did the timers give you a little warning, yet? Student: Yes. [TARGET]Teacher: Your timer did?[/TARGET] Teacher: Who was your timer? Teacher: Nice job, Student D, move your clothespin up. Teacher: Nice job.",1 4786,"Teacher: Did the timers give you a little warning, yet? Student: Yes. Teacher: Your timer did? [TARGET]Teacher: Who was your timer?[/TARGET] Teacher: Nice job, Student D, move your clothespin up. Teacher: Nice job. Teacher: Any other timers give their group a warning?",1 4787,"Student: Yes. Teacher: Your timer did? Teacher: Who was your timer? [TARGET]Teacher: Nice job, Student D, move your clothespin up.[/TARGET] Teacher: Nice job. Teacher: Any other timers give their group a warning? Student: Mine did.",1 4788,"Teacher: Your timer did? Teacher: Who was your timer? Teacher: Nice job, Student D, move your clothespin up. [TARGET]Teacher: Nice job.[/TARGET] Teacher: Any other timers give their group a warning? Student: Mine did. Teacher: Nice job, Student R, you can move your clothespin up.",0 4789,"Teacher: Who was your timer? Teacher: Nice job, Student D, move your clothespin up. Teacher: Nice job. [TARGET]Teacher: Any other timers give their group a warning?[/TARGET] Student: Mine did. Teacher: Nice job, Student R, you can move your clothespin up. Teacher: I'll let everyone know you have about three, four minutes.",1 4790,"Teacher: Nice job. Teacher: Any other timers give their group a warning? Student: Mine did. [TARGET]Teacher: Nice job, Student R, you can move your clothespin up.[/TARGET] Teacher: I'll let everyone know you have about three, four minutes. Teacher: Remember, you have to show or explain how you got your answer. Teacher: So, you can't just tell me it's equal to this amount of pounds.",1 4791,"Teacher: Any other timers give their group a warning? Student: Mine did. Teacher: Nice job, Student R, you can move your clothespin up. [TARGET]Teacher: I'll let everyone know you have about three, four minutes.[/TARGET] Teacher: Remember, you have to show or explain how you got your answer. Teacher: So, you can't just tell me it's equal to this amount of pounds. Teacher: You have to tell me how you figured that out.",1 4792,"Student: Mine did. Teacher: Nice job, Student R, you can move your clothespin up. Teacher: I'll let everyone know you have about three, four minutes. [TARGET]Teacher: Remember, you have to show or explain how you got your answer.[/TARGET] Teacher: So, you can't just tell me it's equal to this amount of pounds. Teacher: You have to tell me how you figured that out. Teacher: You can't just tell me what the answer is, you have to tell me how you figured it out.",0 4793,"Teacher: Nice job, Student R, you can move your clothespin up. Teacher: I'll let everyone know you have about three, four minutes. Teacher: Remember, you have to show or explain how you got your answer. [TARGET]Teacher: So, you can't just tell me it's equal to this amount of pounds.[/TARGET] Teacher: You have to tell me how you figured that out. Teacher: You can't just tell me what the answer is, you have to tell me how you figured it out. Teacher: You need to explain it.",0 4794,"Teacher: I'll let everyone know you have about three, four minutes. Teacher: Remember, you have to show or explain how you got your answer. Teacher: So, you can't just tell me it's equal to this amount of pounds. [TARGET]Teacher: You have to tell me how you figured that out.[/TARGET] Teacher: You can't just tell me what the answer is, you have to tell me how you figured it out. Teacher: You need to explain it. Student: [Inaudible].",0 4795,"Teacher: Remember, you have to show or explain how you got your answer. Teacher: So, you can't just tell me it's equal to this amount of pounds. Teacher: You have to tell me how you figured that out. [TARGET]Teacher: You can't just tell me what the answer is, you have to tell me how you figured it out.[/TARGET] Teacher: You need to explain it. Student: [Inaudible]. Teacher: Yeah, you can write the answer in one sentence, and then explain it in another.",0 4796,"Teacher: So, you can't just tell me it's equal to this amount of pounds. Teacher: You have to tell me how you figured that out. Teacher: You can't just tell me what the answer is, you have to tell me how you figured it out. [TARGET]Teacher: You need to explain it.[/TARGET] Student: [Inaudible]. Teacher: Yeah, you can write the answer in one sentence, and then explain it in another. Teacher: That's perfectly fine.",0 4797,"Teacher: You can't just tell me what the answer is, you have to tell me how you figured it out. Teacher: You need to explain it. Student: [Inaudible]. [TARGET]Teacher: Yeah, you can write the answer in one sentence, and then explain it in another.[/TARGET] Teacher: That's perfectly fine. Teacher: You can draw a picture for your explanation. Teacher: As long as the person reading your test says, ""Yeah, this person really gets it.",0 4798,"Teacher: You need to explain it. Student: [Inaudible]. Teacher: Yeah, you can write the answer in one sentence, and then explain it in another. [TARGET]Teacher: That's perfectly fine.[/TARGET] Teacher: You can draw a picture for your explanation. Teacher: As long as the person reading your test says, ""Yeah, this person really gets it. Teacher: They explained it to me.",0 4799,"Student: [Inaudible]. Teacher: Yeah, you can write the answer in one sentence, and then explain it in another. Teacher: That's perfectly fine. [TARGET]Teacher: You can draw a picture for your explanation.[/TARGET] Teacher: As long as the person reading your test says, ""Yeah, this person really gets it. Teacher: They explained it to me. Teacher: They showed it to me."" Don't just give me an answer, because I might just think that you just took a guess.",0 4800,"Teacher: Yeah, you can write the answer in one sentence, and then explain it in another. Teacher: That's perfectly fine. Teacher: You can draw a picture for your explanation. [TARGET]Teacher: As long as the person reading your test says, ""Yeah, this person really gets it.[/TARGET] Teacher: They explained it to me. Teacher: They showed it to me."" Don't just give me an answer, because I might just think that you just took a guess. Teacher: You have to show or explain.",0 4801,"Teacher: That's perfectly fine. Teacher: You can draw a picture for your explanation. Teacher: As long as the person reading your test says, ""Yeah, this person really gets it. [TARGET]Teacher: They explained it to me.[/TARGET] Teacher: They showed it to me."" Don't just give me an answer, because I might just think that you just took a guess. Teacher: You have to show or explain. Teacher: Prove how you figured it out.",0 4802,"Teacher: You can draw a picture for your explanation. Teacher: As long as the person reading your test says, ""Yeah, this person really gets it. Teacher: They explained it to me. [TARGET]Teacher: They showed it to me."" Don't just give me an answer, because I might just think that you just took a guess.[/TARGET] Teacher: You have to show or explain. Teacher: Prove how you figured it out. Teacher: Student C?",0 4803,"Teacher: As long as the person reading your test says, ""Yeah, this person really gets it. Teacher: They explained it to me. Teacher: They showed it to me."" Don't just give me an answer, because I might just think that you just took a guess. [TARGET]Teacher: You have to show or explain.[/TARGET] Teacher: Prove how you figured it out. Teacher: Student C? Student: Can we write like, how we got the answer?",0 4804,"Teacher: They explained it to me. Teacher: They showed it to me."" Don't just give me an answer, because I might just think that you just took a guess. Teacher: You have to show or explain. [TARGET]Teacher: Prove how you figured it out.[/TARGET] Teacher: Student C? Student: Can we write like, how we got the answer? Student: Like how much it weighs?",0 4805,"Teacher: They showed it to me."" Don't just give me an answer, because I might just think that you just took a guess. Teacher: You have to show or explain. Teacher: Prove how you figured it out. [TARGET]Teacher: Student C?[/TARGET] Student: Can we write like, how we got the answer? Student: Like how much it weighs? Teacher: Yeah.",0 4806,"Teacher: Student C? Student: Can we write like, how we got the answer? Student: Like how much it weighs? [TARGET]Teacher: Yeah.[/TARGET] Teacher: I figured this out by doing. Teacher: And yeah, I definitely would use some math vocabulary. Student: How do you spell [inaudible]?",0 4807,"Student: Can we write like, how we got the answer? Student: Like how much it weighs? Teacher: Yeah. [TARGET]Teacher: I figured this out by doing.[/TARGET] Teacher: And yeah, I definitely would use some math vocabulary. Student: How do you spell [inaudible]? Teacher: Try your best.",0 4808,"Student: Like how much it weighs? Teacher: Yeah. Teacher: I figured this out by doing. [TARGET]Teacher: And yeah, I definitely would use some math vocabulary.[/TARGET] Student: How do you spell [inaudible]? Teacher: Try your best. Teacher: Spelling does not count on this, okay?",0 4809,"Teacher: I figured this out by doing. Teacher: And yeah, I definitely would use some math vocabulary. Student: How do you spell [inaudible]? [TARGET]Teacher: Try your best.[/TARGET] Teacher: Spelling does not count on this, okay? Teacher: So, if you're trying to spell addition, or if you're trying to spell something else, try your best. Teacher: Okay.",0 4810,"Teacher: And yeah, I definitely would use some math vocabulary. Student: How do you spell [inaudible]? Teacher: Try your best. [TARGET]Teacher: Spelling does not count on this, okay?[/TARGET] Teacher: So, if you're trying to spell addition, or if you're trying to spell something else, try your best. Teacher: Okay. Teacher: Now you're ready for part B.",0 4811,"Student: How do you spell [inaudible]? Teacher: Try your best. Teacher: Spelling does not count on this, okay? [TARGET]Teacher: So, if you're trying to spell addition, or if you're trying to spell something else, try your best.[/TARGET] Teacher: Okay. Teacher: Now you're ready for part B. Teacher: Student R?",0 4812,"Teacher: Spelling does not count on this, okay? Teacher: So, if you're trying to spell addition, or if you're trying to spell something else, try your best. Teacher: Okay. [TARGET]Teacher: Now you're ready for part B.[/TARGET] Teacher: Student R? Student: If someone needed to spell addition and subtraction and someone, they would - Teacher: Yeah, but none of that will be here when the MCAS comes, so I don't want you to rely on that kind of stuff, because it will be gone.",0 4813,"Teacher: So, if you're trying to spell addition, or if you're trying to spell something else, try your best. Teacher: Okay. Teacher: Now you're ready for part B. [TARGET]Teacher: Student R?[/TARGET] Student: If someone needed to spell addition and subtraction and someone, they would - Teacher: Yeah, but none of that will be here when the MCAS comes, so I don't want you to rely on that kind of stuff, because it will be gone. Teacher: Now, read what you wrote to me.",0 4814,"Teacher: Now you're ready for part B. Teacher: Student R? Student: If someone needed to spell addition and subtraction and someone, they would - [TARGET]Teacher: Yeah, but none of that will be here when the MCAS comes, so I don't want you to rely on that kind of stuff, because it will be gone.[/TARGET] Teacher: Now, read what you wrote to me. Student: One ball is ... Teacher: Keep going.",0 4815,"Teacher: Student R? Student: If someone needed to spell addition and subtraction and someone, they would - Teacher: Yeah, but none of that will be here when the MCAS comes, so I don't want you to rely on that kind of stuff, because it will be gone. [TARGET]Teacher: Now, read what you wrote to me.[/TARGET] Student: One ball is ... Teacher: Keep going. Teacher: One ball is?",0 4816,"Teacher: Yeah, but none of that will be here when the MCAS comes, so I don't want you to rely on that kind of stuff, because it will be gone. Teacher: Now, read what you wrote to me. Student: One ball is ... [TARGET]Teacher: Keep going.[/TARGET] Teacher: One ball is? Student: Five pounds, because it's half of two balls. Teacher: Does that make sense to you?",0 4817,"Teacher: Now, read what you wrote to me. Student: One ball is ... Teacher: Keep going. [TARGET]Teacher: One ball is?[/TARGET] Student: Five pounds, because it's half of two balls. Teacher: Does that make sense to you? Student: No.",0 4818,"Teacher: Keep going. Teacher: One ball is? Student: Five pounds, because it's half of two balls. [TARGET]Teacher: Does that make sense to you?[/TARGET] Student: No. Teacher: That it's half of two balls? Teacher: You need to explain it a little bit more, okay?",0 4819,"Student: Five pounds, because it's half of two balls. Teacher: Does that make sense to you? Student: No. [TARGET]Teacher: That it's half of two balls?[/TARGET] Teacher: You need to explain it a little bit more, okay? Teacher: I think I can feel where you're going, but it doesn't give me all of your answer. Teacher: I think in part A you should probably be talking with the block a little bit, all right?",0 4820,"Teacher: Does that make sense to you? Student: No. Teacher: That it's half of two balls? [TARGET]Teacher: You need to explain it a little bit more, okay?[/TARGET] Teacher: I think I can feel where you're going, but it doesn't give me all of your answer. Teacher: I think in part A you should probably be talking with the block a little bit, all right? Teacher: Just because they want the answer of a ball.",0 4821,"Student: No. Teacher: That it's half of two balls? Teacher: You need to explain it a little bit more, okay? [TARGET]Teacher: I think I can feel where you're going, but it doesn't give me all of your answer.[/TARGET] Teacher: I think in part A you should probably be talking with the block a little bit, all right? Teacher: Just because they want the answer of a ball. Teacher: You need to do, in your explanation, I would include how you figured it out.",0 4822,"Teacher: That it's half of two balls? Teacher: You need to explain it a little bit more, okay? Teacher: I think I can feel where you're going, but it doesn't give me all of your answer. [TARGET]Teacher: I think in part A you should probably be talking with the block a little bit, all right?[/TARGET] Teacher: Just because they want the answer of a ball. Teacher: You need to do, in your explanation, I would include how you figured it out. Teacher: And then only way that you figured out how much this weighs, is because they told you how much this weighs.",0 4823,"Teacher: You need to explain it a little bit more, okay? Teacher: I think I can feel where you're going, but it doesn't give me all of your answer. Teacher: I think in part A you should probably be talking with the block a little bit, all right? [TARGET]Teacher: Just because they want the answer of a ball.[/TARGET] Teacher: You need to do, in your explanation, I would include how you figured it out. Teacher: And then only way that you figured out how much this weighs, is because they told you how much this weighs. Teacher: So, I would include that in your answer.",0 4824,"Teacher: I think I can feel where you're going, but it doesn't give me all of your answer. Teacher: I think in part A you should probably be talking with the block a little bit, all right? Teacher: Just because they want the answer of a ball. [TARGET]Teacher: You need to do, in your explanation, I would include how you figured it out.[/TARGET] Teacher: And then only way that you figured out how much this weighs, is because they told you how much this weighs. Teacher: So, I would include that in your answer. Teacher: Let me see.",0 4825,"Teacher: I think in part A you should probably be talking with the block a little bit, all right? Teacher: Just because they want the answer of a ball. Teacher: You need to do, in your explanation, I would include how you figured it out. [TARGET]Teacher: And then only way that you figured out how much this weighs, is because they told you how much this weighs.[/TARGET] Teacher: So, I would include that in your answer. Teacher: Let me see. Teacher: Read it to me.",0 4826,"Teacher: Just because they want the answer of a ball. Teacher: You need to do, in your explanation, I would include how you figured it out. Teacher: And then only way that you figured out how much this weighs, is because they told you how much this weighs. [TARGET]Teacher: So, I would include that in your answer.[/TARGET] Teacher: Let me see. Teacher: Read it to me. Student: [Inaudible].",0 4827,"Teacher: You need to do, in your explanation, I would include how you figured it out. Teacher: And then only way that you figured out how much this weighs, is because they told you how much this weighs. Teacher: So, I would include that in your answer. [TARGET]Teacher: Let me see.[/TARGET] Teacher: Read it to me. Student: [Inaudible]. Teacher: Great.",0 4828,"Teacher: And then only way that you figured out how much this weighs, is because they told you how much this weighs. Teacher: So, I would include that in your answer. Teacher: Let me see. [TARGET]Teacher: Read it to me.[/TARGET] Student: [Inaudible]. Teacher: Great. Student: I know because [inaudible].",0 4829,Teacher: Let me see. Teacher: Read it to me. Student: [Inaudible]. [TARGET]Teacher: Great.[/TARGET] Student: I know because [inaudible]. Teacher: That's beautiful. Student: [Inaudible].,0 4830,Student: [Inaudible]. Teacher: Great. Student: I know because [inaudible]. [TARGET]Teacher: That's beautiful.[/TARGET] Student: [Inaudible]. Teacher: Perfect. Teacher: Absolutely perfect.,0 4831,Student: I know because [inaudible]. Teacher: That's beautiful. Student: [Inaudible]. [TARGET]Teacher: Perfect.[/TARGET] Teacher: Absolutely perfect. Teacher: Go on to part B. Teacher: Perfect.,0 4832,Teacher: That's beautiful. Student: [Inaudible]. Teacher: Perfect. [TARGET]Teacher: Absolutely perfect.[/TARGET] Teacher: Go on to part B. Teacher: Perfect. Teacher: Perfect.,0 4833,Student: [Inaudible]. Teacher: Perfect. Teacher: Absolutely perfect. [TARGET]Teacher: Go on to part B.[/TARGET] Teacher: Perfect. Teacher: Perfect. Student: [Inaudible].,1 4834,Teacher: Perfect. Teacher: Absolutely perfect. Teacher: Go on to part B. [TARGET]Teacher: Perfect.[/TARGET] Teacher: Perfect. Student: [Inaudible]. Teacher: Can you what?,0 4835,Teacher: Absolutely perfect. Teacher: Go on to part B. Teacher: Perfect. [TARGET]Teacher: Perfect.[/TARGET] Student: [Inaudible]. Teacher: Can you what? Student: [Inaudible].,0 4836,Teacher: Perfect. Teacher: Perfect. Student: [Inaudible]. [TARGET]Teacher: Can you what?[/TARGET] Student: [Inaudible]. Teacher: Five plus five equals ten. Teacher: Okay.,0 4837,"Student: [Inaudible]. Teacher: Can you what? Student: [Inaudible]. [TARGET]Teacher: Five plus five equals ten.[/TARGET] Teacher: Okay. Teacher: Go on to part B, now. Teacher: Let's go.",0 4838,"Student: [Inaudible]. Teacher: Five plus five equals ten. Teacher: Okay. [TARGET]Teacher: Go on to part B, now.[/TARGET] Teacher: Let's go. Teacher: Yes? Teacher: Hurry up.",1 4839,"Teacher: Five plus five equals ten. Teacher: Okay. Teacher: Go on to part B, now. [TARGET]Teacher: Let's go.[/TARGET] Teacher: Yes? Teacher: Hurry up. Teacher: Student A, do you need help?",1 4840,"Teacher: Okay. Teacher: Go on to part B, now. Teacher: Let's go. [TARGET]Teacher: Yes?[/TARGET] Teacher: Hurry up. Teacher: Student A, do you need help? Teacher: Okay.",0 4841,"Teacher: Go on to part B, now. Teacher: Let's go. Teacher: Yes? [TARGET]Teacher: Hurry up.[/TARGET] Teacher: Student A, do you need help? Teacher: Okay. Student: I finished part A, but-",1 4842,"Teacher: Let's go. Teacher: Yes? Teacher: Hurry up. [TARGET]Teacher: Student A, do you need help?[/TARGET] Teacher: Okay. Student: I finished part A, but- Teacher: But you have to figure out how to explain it?",0 4843,"Teacher: Student A, do you need help? Teacher: Okay. Student: I finished part A, but- [TARGET]Teacher: But you have to figure out how to explain it?[/TARGET] Student: Yeah. Teacher: Okay. Teacher: So, put a period here.",0 4844,"Teacher: But you have to figure out how to explain it? Student: Yeah. Teacher: Okay. [TARGET]Teacher: So, put a period here.[/TARGET] Teacher: So, that's perfect for your answer. Teacher: You turned the question around. Teacher: Perfect.",0 4845,"Student: Yeah. Teacher: Okay. Teacher: So, put a period here. [TARGET]Teacher: So, that's perfect for your answer.[/TARGET] Teacher: You turned the question around. Teacher: Perfect. Teacher: Now, how did you figure it out?",0 4846,"Teacher: Okay. Teacher: So, put a period here. Teacher: So, that's perfect for your answer. [TARGET]Teacher: You turned the question around.[/TARGET] Teacher: Perfect. Teacher: Now, how did you figure it out? Teacher: How did you know that?",0 4847,"Teacher: So, put a period here. Teacher: So, that's perfect for your answer. Teacher: You turned the question around. [TARGET]Teacher: Perfect.[/TARGET] Teacher: Now, how did you figure it out? Teacher: How did you know that? Teacher: Tell me in words.",0 4848,"Teacher: So, that's perfect for your answer. Teacher: You turned the question around. Teacher: Perfect. [TARGET]Teacher: Now, how did you figure it out?[/TARGET] Teacher: How did you know that? Teacher: Tell me in words. Student: [Inaudible].",0 4849,"Teacher: You turned the question around. Teacher: Perfect. Teacher: Now, how did you figure it out? [TARGET]Teacher: How did you know that?[/TARGET] Teacher: Tell me in words. Student: [Inaudible]. Teacher: All right.",0 4850,"Teacher: Perfect. Teacher: Now, how did you figure it out? Teacher: How did you know that? [TARGET]Teacher: Tell me in words.[/TARGET] Student: [Inaudible]. Teacher: All right. Teacher: So, why don't you write that.",0 4851,"Teacher: Tell me in words. Student: [Inaudible]. Teacher: All right. [TARGET]Teacher: So, why don't you write that.[/TARGET] Teacher: ""I know this, because the two balls have to equal ten."" And ten split into two would be? Teacher: Five each. Teacher: Yeah.",0 4852,"Student: [Inaudible]. Teacher: All right. Teacher: So, why don't you write that. [TARGET]Teacher: ""I know this, because the two balls have to equal ten."" And ten split into two would be?[/TARGET] Teacher: Five each. Teacher: Yeah. Teacher: All right.",0 4853,"Teacher: All right. Teacher: So, why don't you write that. Teacher: ""I know this, because the two balls have to equal ten."" And ten split into two would be? [TARGET]Teacher: Five each.[/TARGET] Teacher: Yeah. Teacher: All right. Teacher: Timers, let me know that the time is now up.",0 4854,"Teacher: So, why don't you write that. Teacher: ""I know this, because the two balls have to equal ten."" And ten split into two would be? Teacher: Five each. [TARGET]Teacher: Yeah.[/TARGET] Teacher: All right. Teacher: Timers, let me know that the time is now up. Teacher: [Inaudible] if you need more time.",0 4855,"Teacher: Five each. Teacher: Yeah. Teacher: All right. [TARGET]Teacher: Timers, let me know that the time is now up.[/TARGET] Teacher: [Inaudible] if you need more time. Teacher: Okay. Teacher: Everyone.",1 4856,"Teacher: Yeah. Teacher: All right. Teacher: Timers, let me know that the time is now up. [TARGET]Teacher: [Inaudible] if you need more time.[/TARGET] Teacher: Okay. Teacher: Everyone. Teacher: I'm going to give you a bonus five minutes.",1 4857,"Teacher: Timers, let me know that the time is now up. Teacher: [Inaudible] if you need more time. Teacher: Okay. [TARGET]Teacher: Everyone.[/TARGET] Teacher: I'm going to give you a bonus five minutes. Teacher: Use those five minutes wisely. Teacher: Student A?",1 4858,Teacher: [Inaudible] if you need more time. Teacher: Okay. Teacher: Everyone. [TARGET]Teacher: I'm going to give you a bonus five minutes.[/TARGET] Teacher: Use those five minutes wisely. Teacher: Student A? Student: [Inaudible].,1 4859,Teacher: Okay. Teacher: Everyone. Teacher: I'm going to give you a bonus five minutes. [TARGET]Teacher: Use those five minutes wisely.[/TARGET] Teacher: Student A? Student: [Inaudible]. Teacher: Okay.,1 4860,Teacher: Everyone. Teacher: I'm going to give you a bonus five minutes. Teacher: Use those five minutes wisely. [TARGET]Teacher: Student A?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: One block equals to two balls.,0 4861,"Teacher: Student A? Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: One block equals to two balls.[/TARGET] Teacher: Yeah, so keep going. Teacher: So, tell me how much it must be. Teacher: Let's see.",0 4862,"Student: [Inaudible]. Teacher: Okay. Teacher: One block equals to two balls. [TARGET]Teacher: Yeah, so keep going.[/TARGET] Teacher: So, tell me how much it must be. Teacher: Let's see. Teacher: I think we're getting confused, here.",0 4863,"Teacher: Okay. Teacher: One block equals to two balls. Teacher: Yeah, so keep going. [TARGET]Teacher: So, tell me how much it must be.[/TARGET] Teacher: Let's see. Teacher: I think we're getting confused, here. Teacher: We're making it harder than what it is.",0 4864,"Teacher: One block equals to two balls. Teacher: Yeah, so keep going. Teacher: So, tell me how much it must be. [TARGET]Teacher: Let's see.[/TARGET] Teacher: I think we're getting confused, here. Teacher: We're making it harder than what it is. Teacher: That's ten, right?",0 4865,"Teacher: Yeah, so keep going. Teacher: So, tell me how much it must be. Teacher: Let's see. [TARGET]Teacher: I think we're getting confused, here.[/TARGET] Teacher: We're making it harder than what it is. Teacher: That's ten, right? Teacher: So, together, these two must equal how much?",0 4866,"Teacher: So, tell me how much it must be. Teacher: Let's see. Teacher: I think we're getting confused, here. [TARGET]Teacher: We're making it harder than what it is.[/TARGET] Teacher: That's ten, right? Teacher: So, together, these two must equal how much? Student: Twenty.",0 4867,"Teacher: Let's see. Teacher: I think we're getting confused, here. Teacher: We're making it harder than what it is. [TARGET]Teacher: That's ten, right?[/TARGET] Teacher: So, together, these two must equal how much? Student: Twenty. Teacher: Would ten equal twenty?",0 4868,"Teacher: I think we're getting confused, here. Teacher: We're making it harder than what it is. Teacher: That's ten, right? [TARGET]Teacher: So, together, these two must equal how much?[/TARGET] Student: Twenty. Teacher: Would ten equal twenty? Teacher: Remember the scale.",0 4869,"Teacher: That's ten, right? Teacher: So, together, these two must equal how much? Student: Twenty. [TARGET]Teacher: Would ten equal twenty?[/TARGET] Teacher: Remember the scale. Teacher: So, whatever's on this side has to be the same as on this side. Student: Oh.",0 4870,"Teacher: So, together, these two must equal how much? Student: Twenty. Teacher: Would ten equal twenty? [TARGET]Teacher: Remember the scale.[/TARGET] Teacher: So, whatever's on this side has to be the same as on this side. Student: Oh. Teacher: So, if this side is ten, then this side must be?",0 4871,"Student: Twenty. Teacher: Would ten equal twenty? Teacher: Remember the scale. [TARGET]Teacher: So, whatever's on this side has to be the same as on this side.[/TARGET] Student: Oh. Teacher: So, if this side is ten, then this side must be? Student: Ten.",0 4872,"Teacher: Remember the scale. Teacher: So, whatever's on this side has to be the same as on this side. Student: Oh. [TARGET]Teacher: So, if this side is ten, then this side must be?[/TARGET] Student: Ten. Teacher: Ten. Teacher: So, if this side has to be ten, then each ball needs to be?",0 4873,"Student: Oh. Teacher: So, if this side is ten, then this side must be? Student: Ten. [TARGET]Teacher: Ten.[/TARGET] Teacher: So, if this side has to be ten, then each ball needs to be? Student: Five? Teacher: Five.",0 4874,"Teacher: So, if this side is ten, then this side must be? Student: Ten. Teacher: Ten. [TARGET]Teacher: So, if this side has to be ten, then each ball needs to be?[/TARGET] Student: Five? Teacher: Five. Teacher: Yeah.",0 4875,"Teacher: Ten. Teacher: So, if this side has to be ten, then each ball needs to be? Student: Five? [TARGET]Teacher: Five.[/TARGET] Teacher: Yeah. Teacher: So, now try to explain your thinking with that. Teacher: Student R?",0 4876,"Teacher: So, if this side has to be ten, then each ball needs to be? Student: Five? Teacher: Five. [TARGET]Teacher: Yeah.[/TARGET] Teacher: So, now try to explain your thinking with that. Teacher: Student R? Teacher: Okay.",0 4877,"Student: Five? Teacher: Five. Teacher: Yeah. [TARGET]Teacher: So, now try to explain your thinking with that.[/TARGET] Teacher: Student R? Teacher: Okay. Teacher: You've explained all of your things, Student R?",0 4878,"Teacher: Five. Teacher: Yeah. Teacher: So, now try to explain your thinking with that. [TARGET]Teacher: Student R?[/TARGET] Teacher: Okay. Teacher: You've explained all of your things, Student R? Teacher: You have a great explanation for each one?",0 4879,"Teacher: So, now try to explain your thinking with that. Teacher: Student R? Teacher: Okay. [TARGET]Teacher: You've explained all of your things, Student R?[/TARGET] Teacher: You have a great explanation for each one? Teacher: Remember, you have to explain. Teacher: You have to turn the question around.",1 4880,"Teacher: Student R? Teacher: Okay. Teacher: You've explained all of your things, Student R? [TARGET]Teacher: You have a great explanation for each one?[/TARGET] Teacher: Remember, you have to explain. Teacher: You have to turn the question around. Teacher: You have a lot of stuff to do.",1 4881,"Teacher: Okay. Teacher: You've explained all of your things, Student R? Teacher: You have a great explanation for each one? [TARGET]Teacher: Remember, you have to explain.[/TARGET] Teacher: You have to turn the question around. Teacher: You have a lot of stuff to do. Teacher: First you need to label it A, because I don't know what we're working on.",0 4882,"Teacher: You've explained all of your things, Student R? Teacher: You have a great explanation for each one? Teacher: Remember, you have to explain. [TARGET]Teacher: You have to turn the question around.[/TARGET] Teacher: You have a lot of stuff to do. Teacher: First you need to label it A, because I don't know what we're working on. Teacher: Is A finished?",0 4883,"Teacher: You have a great explanation for each one? Teacher: Remember, you have to explain. Teacher: You have to turn the question around. [TARGET]Teacher: You have a lot of stuff to do.[/TARGET] Teacher: First you need to label it A, because I don't know what we're working on. Teacher: Is A finished? Teacher: So, you're on part B?",0 4884,"Teacher: Remember, you have to explain. Teacher: You have to turn the question around. Teacher: You have a lot of stuff to do. [TARGET]Teacher: First you need to label it A, because I don't know what we're working on.[/TARGET] Teacher: Is A finished? Teacher: So, you're on part B? Teacher: Okay, you read it to me.",0 4885,"Teacher: You have to turn the question around. Teacher: You have a lot of stuff to do. Teacher: First you need to label it A, because I don't know what we're working on. [TARGET]Teacher: Is A finished?[/TARGET] Teacher: So, you're on part B? Teacher: Okay, you read it to me. Student: What is the total number of blocks needed to balance six balls?",1 4886,"Teacher: You have a lot of stuff to do. Teacher: First you need to label it A, because I don't know what we're working on. Teacher: Is A finished? [TARGET]Teacher: So, you're on part B?[/TARGET] Teacher: Okay, you read it to me. Student: What is the total number of blocks needed to balance six balls? Teacher: Okay.",1 4887,"Teacher: First you need to label it A, because I don't know what we're working on. Teacher: Is A finished? Teacher: So, you're on part B? [TARGET]Teacher: Okay, you read it to me.[/TARGET] Student: What is the total number of blocks needed to balance six balls? Teacher: Okay. Teacher: So, now they're saying pretend there are six balls over here.",0 4888,"Teacher: Okay, you read it to me. Student: What is the total number of blocks needed to balance six balls? Teacher: Okay. [TARGET]Teacher: So, now they're saying pretend there are six balls over here.[/TARGET] Teacher: How many blocks have to be over there in order to make it balanced? Teacher: So, you could even draw the picture. Teacher: Draw four more balls, so it would be six and then look at the other side and see what you need to do for the other side.",0 4889,"Student: What is the total number of blocks needed to balance six balls? Teacher: Okay. Teacher: So, now they're saying pretend there are six balls over here. [TARGET]Teacher: How many blocks have to be over there in order to make it balanced?[/TARGET] Teacher: So, you could even draw the picture. Teacher: Draw four more balls, so it would be six and then look at the other side and see what you need to do for the other side. Teacher: Remember, when you have a scale, whatever you do to one side, you need to do to the other.",0 4890,"Teacher: Okay. Teacher: So, now they're saying pretend there are six balls over here. Teacher: How many blocks have to be over there in order to make it balanced? [TARGET]Teacher: So, you could even draw the picture.[/TARGET] Teacher: Draw four more balls, so it would be six and then look at the other side and see what you need to do for the other side. Teacher: Remember, when you have a scale, whatever you do to one side, you need to do to the other. Teacher: [Students working on problem].",0 4891,"Teacher: So, now they're saying pretend there are six balls over here. Teacher: How many blocks have to be over there in order to make it balanced? Teacher: So, you could even draw the picture. [TARGET]Teacher: Draw four more balls, so it would be six and then look at the other side and see what you need to do for the other side.[/TARGET] Teacher: Remember, when you have a scale, whatever you do to one side, you need to do to the other. Teacher: [Students working on problem]. Teacher: Okay, go back and think about this.",0 4892,"Teacher: How many blocks have to be over there in order to make it balanced? Teacher: So, you could even draw the picture. Teacher: Draw four more balls, so it would be six and then look at the other side and see what you need to do for the other side. [TARGET]Teacher: Remember, when you have a scale, whatever you do to one side, you need to do to the other.[/TARGET] Teacher: [Students working on problem]. Teacher: Okay, go back and think about this. Teacher: You're telling me that if I have one, two, three, four, five, six, I would need 30 over here?",0 4893,"Teacher: Draw four more balls, so it would be six and then look at the other side and see what you need to do for the other side. Teacher: Remember, when you have a scale, whatever you do to one side, you need to do to the other. Teacher: [Students working on problem]. [TARGET]Teacher: Okay, go back and think about this.[/TARGET] Teacher: You're telling me that if I have one, two, three, four, five, six, I would need 30 over here? Teacher: Thirty blocks? Teacher: Does that make sense?",0 4894,"Teacher: Remember, when you have a scale, whatever you do to one side, you need to do to the other. Teacher: [Students working on problem]. Teacher: Okay, go back and think about this. [TARGET]Teacher: You're telling me that if I have one, two, three, four, five, six, I would need 30 over here?[/TARGET] Teacher: Thirty blocks? Teacher: Does that make sense? Teacher: Every time I have two blocks I have how many - I mean, every time I have two balls, I have to have how many blocks?",0 4895,"Teacher: [Students working on problem]. Teacher: Okay, go back and think about this. Teacher: You're telling me that if I have one, two, three, four, five, six, I would need 30 over here? [TARGET]Teacher: Thirty blocks?[/TARGET] Teacher: Does that make sense? Teacher: Every time I have two blocks I have how many - I mean, every time I have two balls, I have to have how many blocks? Student: One?",0 4896,"Teacher: Okay, go back and think about this. Teacher: You're telling me that if I have one, two, three, four, five, six, I would need 30 over here? Teacher: Thirty blocks? [TARGET]Teacher: Does that make sense?[/TARGET] Teacher: Every time I have two blocks I have how many - I mean, every time I have two balls, I have to have how many blocks? Student: One? Teacher: One.",0 4897,"Teacher: You're telling me that if I have one, two, three, four, five, six, I would need 30 over here? Teacher: Thirty blocks? Teacher: Does that make sense? [TARGET]Teacher: Every time I have two blocks I have how many - I mean, every time I have two balls, I have to have how many blocks?[/TARGET] Student: One? Teacher: One. Teacher: So, here are two more balls.",0 4898,"Teacher: Does that make sense? Teacher: Every time I have two blocks I have how many - I mean, every time I have two balls, I have to have how many blocks? Student: One? [TARGET]Teacher: One.[/TARGET] Teacher: So, here are two more balls. Teacher: So, we're going to add how many more blocks? Student: One?",0 4899,"Teacher: Every time I have two blocks I have how many - I mean, every time I have two balls, I have to have how many blocks? Student: One? Teacher: One. [TARGET]Teacher: So, here are two more balls.[/TARGET] Teacher: So, we're going to add how many more blocks? Student: One? Teacher: One.",0 4900,"Student: One? Teacher: One. Teacher: So, here are two more balls. [TARGET]Teacher: So, we're going to add how many more blocks?[/TARGET] Student: One? Teacher: One. Teacher: And if I added two more balls?",0 4901,"Teacher: So, here are two more balls. Teacher: So, we're going to add how many more blocks? Student: One? [TARGET]Teacher: One.[/TARGET] Teacher: And if I added two more balls? Student: Three. Teacher: Okay.",0 4902,"Teacher: So, we're going to add how many more blocks? Student: One? Teacher: One. [TARGET]Teacher: And if I added two more balls?[/TARGET] Student: Three. Teacher: Okay. Student: I think I miscounted.",0 4903,"Student: I think I miscounted. Teacher: Okay. Student: I did ten and - [TARGET]Teacher: Oh, you were counting by tens, maybe?[/TARGET] Teacher: [Announcement over speaker]. Teacher: Everyone's working on track? Teacher: You have one minute left.",0 4904,"Student: I did ten and - Teacher: Oh, you were counting by tens, maybe? Teacher: [Announcement over speaker]. [TARGET]Teacher: Everyone's working on track?[/TARGET] Teacher: You have one minute left. Teacher: Student A? Student: [Inaudible].",1 4905,"Teacher: Oh, you were counting by tens, maybe? Teacher: [Announcement over speaker]. Teacher: Everyone's working on track? [TARGET]Teacher: You have one minute left.[/TARGET] Teacher: Student A? Student: [Inaudible]. Teacher: You're not sure what?",1 4906,Teacher: [Announcement over speaker]. Teacher: Everyone's working on track? Teacher: You have one minute left. [TARGET]Teacher: Student A?[/TARGET] Student: [Inaudible]. Teacher: You're not sure what? Student: If I finished part A.,0 4907,Teacher: You have one minute left. Teacher: Student A? Student: [Inaudible]. [TARGET]Teacher: You're not sure what?[/TARGET] Student: If I finished part A. Teacher: Okay. Teacher: One [mumbling].,0 4908,"Teacher: You're not sure what? Student: If I finished part A. Teacher: Okay. [TARGET]Teacher: One [mumbling].[/TARGET] Teacher: That's perfect. Teacher: Great explanation. Teacher: How are you doing, Student H?",0 4909,"Student: If I finished part A. Teacher: Okay. Teacher: One [mumbling]. [TARGET]Teacher: That's perfect.[/TARGET] Teacher: Great explanation. Teacher: How are you doing, Student H? Student: Good.",0 4910,"Teacher: Okay. Teacher: One [mumbling]. Teacher: That's perfect. [TARGET]Teacher: Great explanation.[/TARGET] Teacher: How are you doing, Student H? Student: Good. Teacher: Good?",0 4911,"Teacher: One [mumbling]. Teacher: That's perfect. Teacher: Great explanation. [TARGET]Teacher: How are you doing, Student H?[/TARGET] Student: Good. Teacher: Good? Teacher: Great.",1 4912,"Teacher: Great explanation. Teacher: How are you doing, Student H? Student: Good. [TARGET]Teacher: Good?[/TARGET] Teacher: Great. Teacher: I love seeing math work. Teacher: That's great.",0 4913,"Teacher: How are you doing, Student H? Student: Good. Teacher: Good? [TARGET]Teacher: Great.[/TARGET] Teacher: I love seeing math work. Teacher: That's great. Teacher: I like seeing that.",0 4914,"Student: Good. Teacher: Good? Teacher: Great. [TARGET]Teacher: I love seeing math work.[/TARGET] Teacher: That's great. Teacher: I like seeing that. Teacher: How are you doing, Student B?",0 4915,"Teacher: Good? Teacher: Great. Teacher: I love seeing math work. [TARGET]Teacher: That's great.[/TARGET] Teacher: I like seeing that. Teacher: How are you doing, Student B? Student: Good.",0 4916,"Teacher: Great. Teacher: I love seeing math work. Teacher: That's great. [TARGET]Teacher: I like seeing that.[/TARGET] Teacher: How are you doing, Student B? Student: Good. Teacher: A is done?",0 4917,"Teacher: I love seeing math work. Teacher: That's great. Teacher: I like seeing that. [TARGET]Teacher: How are you doing, Student B?[/TARGET] Student: Good. Teacher: A is done? Teacher: Okay, then let's go.",1 4918,"Teacher: I like seeing that. Teacher: How are you doing, Student B? Student: Good. [TARGET]Teacher: A is done?[/TARGET] Teacher: Okay, then let's go. Teacher: B. Teacher: Come on.",1 4919,"Teacher: How are you doing, Student B? Student: Good. Teacher: A is done? [TARGET]Teacher: Okay, then let's go.[/TARGET] Teacher: B. Teacher: Come on. Student: I'm trying to think of one.",1 4920,"Student: Good. Teacher: A is done? Teacher: Okay, then let's go. [TARGET]Teacher: B.[/TARGET] Teacher: Come on. Student: I'm trying to think of one. Student: I know a good one, but I just can't seem to think of a sentence.",1 4921,"Teacher: A is done? Teacher: Okay, then let's go. Teacher: B. [TARGET]Teacher: Come on.[/TARGET] Student: I'm trying to think of one. Student: I know a good one, but I just can't seem to think of a sentence. Teacher: Okay.",1 4922,"Student: I'm trying to think of one. Student: I know a good one, but I just can't seem to think of a sentence. Teacher: Okay. [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: Read it to me.",0 4923,"Teacher: Yes? Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: Read it to me.[/TARGET] Student: [Inaudible] of blocks needed to balance six balls? Teacher: Okay. Teacher: So, how many balls do then you have?",0 4924,"Teacher: Read it to me. Student: [Inaudible] of blocks needed to balance six balls? Teacher: Okay. [TARGET]Teacher: So, how many balls do then you have?[/TARGET] Student: Six. Teacher: So, let's just draw the six. Teacher: Sometimes drawing is a great strategy.",0 4925,"Teacher: Okay. Teacher: So, how many balls do then you have? Student: Six. [TARGET]Teacher: So, let's just draw the six.[/TARGET] Teacher: Sometimes drawing is a great strategy. Teacher: One. Teacher: Two.",0 4926,"Teacher: So, how many balls do then you have? Student: Six. Teacher: So, let's just draw the six. [TARGET]Teacher: Sometimes drawing is a great strategy.[/TARGET] Teacher: One. Teacher: Two. Teacher: Three.",0 4927,"Student: Six. Teacher: So, let's just draw the six. Teacher: Sometimes drawing is a great strategy. [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: Three. Teacher: Four.",0 4928,"Teacher: So, let's just draw the six. Teacher: Sometimes drawing is a great strategy. Teacher: One. [TARGET]Teacher: Two.[/TARGET] Teacher: Three. Teacher: Four. Teacher: Five.",0 4929,Teacher: Sometimes drawing is a great strategy. Teacher: One. Teacher: Two. [TARGET]Teacher: Three.[/TARGET] Teacher: Four. Teacher: Five. Teacher: Six.,0 4930,"Teacher: One. Teacher: Two. Teacher: Three. [TARGET]Teacher: Four.[/TARGET] Teacher: Five. Teacher: Six. Teacher: So, you agree that's what they want you to do?",0 4931,"Teacher: Two. Teacher: Three. Teacher: Four. [TARGET]Teacher: Five.[/TARGET] Teacher: Six. Teacher: So, you agree that's what they want you to do? Teacher: Okay.",0 4932,"Teacher: Three. Teacher: Four. Teacher: Five. [TARGET]Teacher: Six.[/TARGET] Teacher: So, you agree that's what they want you to do? Teacher: Okay. Teacher: Every time I have two balls over here, I need to have how many blocks?",0 4933,"Teacher: Four. Teacher: Five. Teacher: Six. [TARGET]Teacher: So, you agree that's what they want you to do?[/TARGET] Teacher: Okay. Teacher: Every time I have two balls over here, I need to have how many blocks? Student: Three.",0 4934,"Teacher: Six. Teacher: So, you agree that's what they want you to do? Teacher: Okay. [TARGET]Teacher: Every time I have two balls over here, I need to have how many blocks?[/TARGET] Student: Three. Teacher: No. Teacher: Do you see three blocks, there?",0 4935,"Teacher: Okay. Teacher: Every time I have two balls over here, I need to have how many blocks? Student: Three. [TARGET]Teacher: No.[/TARGET] Teacher: Do you see three blocks, there? Student: One. Teacher: One.",0 4936,"Teacher: Every time I have two balls over here, I need to have how many blocks? Student: Three. Teacher: No. [TARGET]Teacher: Do you see three blocks, there?[/TARGET] Student: One. Teacher: One. Teacher: So, now I'm going to add one.",0 4937,"Teacher: No. Teacher: Do you see three blocks, there? Student: One. [TARGET]Teacher: One.[/TARGET] Teacher: So, now I'm going to add one. Teacher: So, how many blocks do I need to add? Student: Two.",0 4938,"Teacher: Do you see three blocks, there? Student: One. Teacher: One. [TARGET]Teacher: So, now I'm going to add one.[/TARGET] Teacher: So, how many blocks do I need to add? Student: Two. Teacher: Every time I have two balls, I add one block.",0 4939,"Student: One. Teacher: One. Teacher: So, now I'm going to add one. [TARGET]Teacher: So, how many blocks do I need to add?[/TARGET] Student: Two. Teacher: Every time I have two balls, I add one block. Student: One?",0 4940,"Teacher: So, now I'm going to add one. Teacher: So, how many blocks do I need to add? Student: Two. [TARGET]Teacher: Every time I have two balls, I add one block.[/TARGET] Student: One? Teacher: One. Teacher: So add a block.",0 4941,"Student: Two. Teacher: Every time I have two balls, I add one block. Student: One? [TARGET]Teacher: One.[/TARGET] Teacher: So add a block. Teacher: Okay. Teacher: Then I add another two balls.",0 4942,"Teacher: Every time I have two balls, I add one block. Student: One? Teacher: One. [TARGET]Teacher: So add a block.[/TARGET] Teacher: Okay. Teacher: Then I add another two balls. Teacher: So, what are you going to do?",0 4943,"Teacher: One. Teacher: So add a block. Teacher: Okay. [TARGET]Teacher: Then I add another two balls.[/TARGET] Teacher: So, what are you going to do? Student: This one. Teacher: Good.",0 4944,"Teacher: So add a block. Teacher: Okay. Teacher: Then I add another two balls. [TARGET]Teacher: So, what are you going to do?[/TARGET] Student: This one. Teacher: Good. Teacher: Thank you very much.",0 4945,"Teacher: Then I add another two balls. Teacher: So, what are you going to do? Student: This one. [TARGET]Teacher: Good.[/TARGET] Teacher: Thank you very much. Teacher: Student J is on top of things. Teacher: Stop what you're doing.",0 4946,"Teacher: So, what are you going to do? Student: This one. Teacher: Good. [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: Student J is on top of things. Teacher: Stop what you're doing. Teacher: So how many blocks do you need?",0 4947,Student: This one. Teacher: Good. Teacher: Thank you very much. [TARGET]Teacher: Student J is on top of things.[/TARGET] Teacher: Stop what you're doing. Teacher: So how many blocks do you need? Student: Three?,1 4948,Teacher: Good. Teacher: Thank you very much. Teacher: Student J is on top of things. [TARGET]Teacher: Stop what you're doing.[/TARGET] Teacher: So how many blocks do you need? Student: Three? Teacher: Three.,1 4949,"Teacher: Thank you very much. Teacher: Student J is on top of things. Teacher: Stop what you're doing. [TARGET]Teacher: So how many blocks do you need?[/TARGET] Student: Three? Teacher: Three. Teacher: Okay, so now you need to explain your thinking for that.",0 4950,"Teacher: Stop what you're doing. Teacher: So how many blocks do you need? Student: Three? [TARGET]Teacher: Three.[/TARGET] Teacher: Okay, so now you need to explain your thinking for that. Teacher: Okay, the next step. Teacher: We've just ran out of time, so I have to speed this up.",0 4951,"Teacher: So how many blocks do you need? Student: Three? Teacher: Three. [TARGET]Teacher: Okay, so now you need to explain your thinking for that.[/TARGET] Teacher: Okay, the next step. Teacher: We've just ran out of time, so I have to speed this up. Teacher: We'll have to have more time.",0 4952,"Student: Three? Teacher: Three. Teacher: Okay, so now you need to explain your thinking for that. [TARGET]Teacher: Okay, the next step.[/TARGET] Teacher: We've just ran out of time, so I have to speed this up. Teacher: We'll have to have more time. Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response.",1 4953,"Teacher: Three. Teacher: Okay, so now you need to explain your thinking for that. Teacher: Okay, the next step. [TARGET]Teacher: We've just ran out of time, so I have to speed this up.[/TARGET] Teacher: We'll have to have more time. Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response. Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay?",1 4954,"Teacher: Okay, so now you need to explain your thinking for that. Teacher: Okay, the next step. Teacher: We've just ran out of time, so I have to speed this up. [TARGET]Teacher: We'll have to have more time.[/TARGET] Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response. Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay? Teacher: So, today we have a shortened amount of time for your individual work.",1 4955,"Teacher: Okay, the next step. Teacher: We've just ran out of time, so I have to speed this up. Teacher: We'll have to have more time. [TARGET]Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response.[/TARGET] Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay? Teacher: So, today we have a shortened amount of time for your individual work. Teacher: But now we're going to go to group work.",0 4956,"Teacher: We've just ran out of time, so I have to speed this up. Teacher: We'll have to have more time. Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response. [TARGET]Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay?[/TARGET] Teacher: So, today we have a shortened amount of time for your individual work. Teacher: But now we're going to go to group work. Teacher: So, everyone has their pencil down for now.",0 4957,"Teacher: We'll have to have more time. Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response. Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay? [TARGET]Teacher: So, today we have a shortened amount of time for your individual work.[/TARGET] Teacher: But now we're going to go to group work. Teacher: So, everyone has their pencil down for now. Teacher: Recorder, have your pencil up.",1 4958,"Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response. Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay? Teacher: So, today we have a shortened amount of time for your individual work. [TARGET]Teacher: But now we're going to go to group work.[/TARGET] Teacher: So, everyone has their pencil down for now. Teacher: Recorder, have your pencil up. Student: [Inaudible].",1 4959,"Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay? Teacher: So, today we have a shortened amount of time for your individual work. Teacher: But now we're going to go to group work. [TARGET]Teacher: So, everyone has their pencil down for now.[/TARGET] Teacher: Recorder, have your pencil up. Student: [Inaudible]. Student: Three and [inaudible].",1 4960,"Teacher: So, today we have a shortened amount of time for your individual work. Teacher: But now we're going to go to group work. Teacher: So, everyone has their pencil down for now. [TARGET]Teacher: Recorder, have your pencil up.[/TARGET] Student: [Inaudible]. Student: Three and [inaudible]. Teacher: You can figure it out?",1 4961,"Teacher: Recorder, have your pencil up. Student: [Inaudible]. Student: Three and [inaudible]. [TARGET]Teacher: You can figure it out?[/TARGET] Teacher: Good. Teacher: Recorders are ready? Teacher: Recorders, take that blank paper.",0 4962,"Student: [Inaudible]. Student: Three and [inaudible]. Teacher: You can figure it out? [TARGET]Teacher: Good.[/TARGET] Teacher: Recorders are ready? Teacher: Recorders, take that blank paper. Teacher: That extra one that you had.",0 4963,"Student: Three and [inaudible]. Teacher: You can figure it out? Teacher: Good. [TARGET]Teacher: Recorders are ready?[/TARGET] Teacher: Recorders, take that blank paper. Teacher: That extra one that you had. Teacher: That extra answer sheet.",1 4964,"Teacher: You can figure it out? Teacher: Good. Teacher: Recorders are ready? [TARGET]Teacher: Recorders, take that blank paper.[/TARGET] Teacher: That extra one that you had. Teacher: That extra answer sheet. Teacher: Write the name of your group at the top.",1 4965,"Teacher: Good. Teacher: Recorders are ready? Teacher: Recorders, take that blank paper. [TARGET]Teacher: That extra one that you had.[/TARGET] Teacher: That extra answer sheet. Teacher: Write the name of your group at the top. Teacher: So, group one.",1 4966,"Teacher: Recorders are ready? Teacher: Recorders, take that blank paper. Teacher: That extra one that you had. [TARGET]Teacher: That extra answer sheet.[/TARGET] Teacher: Write the name of your group at the top. Teacher: So, group one. Teacher: Group two.",1 4967,"Teacher: Recorders, take that blank paper. Teacher: That extra one that you had. Teacher: That extra answer sheet. [TARGET]Teacher: Write the name of your group at the top.[/TARGET] Teacher: So, group one. Teacher: Group two. Teacher: Group three.",1 4968,"Teacher: That extra one that you had. Teacher: That extra answer sheet. Teacher: Write the name of your group at the top. [TARGET]Teacher: So, group one.[/TARGET] Teacher: Group two. Teacher: Group three. Teacher: Group four.",1 4969,"Teacher: That extra answer sheet. Teacher: Write the name of your group at the top. Teacher: So, group one. [TARGET]Teacher: Group two.[/TARGET] Teacher: Group three. Teacher: Group four. Teacher: Whatever you guys are.",1 4970,"Teacher: Write the name of your group at the top. Teacher: So, group one. Teacher: Group two. [TARGET]Teacher: Group three.[/TARGET] Teacher: Group four. Teacher: Whatever you guys are. Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand.",1 4971,"Teacher: So, group one. Teacher: Group two. Teacher: Group three. [TARGET]Teacher: Group four.[/TARGET] Teacher: Whatever you guys are. Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand. Teacher: You're the boss, remember.",1 4972,"Teacher: Group two. Teacher: Group three. Teacher: Group four. [TARGET]Teacher: Whatever you guys are.[/TARGET] Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand. Teacher: You're the boss, remember. Teacher: That's you.",1 4973,"Teacher: Group three. Teacher: Group four. Teacher: Whatever you guys are. [TARGET]Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand.[/TARGET] Teacher: You're the boss, remember. Teacher: That's you. Teacher: I would say, okay, everyone.",1 4974,"Teacher: Group four. Teacher: Whatever you guys are. Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand. [TARGET]Teacher: You're the boss, remember.[/TARGET] Teacher: That's you. Teacher: I would say, okay, everyone. Teacher: Let's look at what we have for part A.",1 4975,"Teacher: Whatever you guys are. Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand. Teacher: You're the boss, remember. [TARGET]Teacher: That's you.[/TARGET] Teacher: I would say, okay, everyone. Teacher: Let's look at what we have for part A. Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers.",1 4976,"Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C. So, what I would do, task manager, raise your hand. Teacher: You're the boss, remember. Teacher: That's you. [TARGET]Teacher: I would say, okay, everyone.[/TARGET] Teacher: Let's look at what we have for part A. Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers. Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay?",1 4977,"Teacher: You're the boss, remember. Teacher: That's you. Teacher: I would say, okay, everyone. [TARGET]Teacher: Let's look at what we have for part A.[/TARGET] Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers. Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay? Teacher: I will give you guys fifteen minutes for this.",1 4978,"Teacher: That's you. Teacher: I would say, okay, everyone. Teacher: Let's look at what we have for part A. [TARGET]Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers.[/TARGET] Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay? Teacher: I will give you guys fifteen minutes for this. Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group.",1 4979,"Teacher: I would say, okay, everyone. Teacher: Let's look at what we have for part A. Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers. [TARGET]Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay?[/TARGET] Teacher: I will give you guys fifteen minutes for this. Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. Teacher: You're getting a group grade, today, okay?",1 4980,"Teacher: Let's look at what we have for part A. Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers. Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay? [TARGET]Teacher: I will give you guys fifteen minutes for this.[/TARGET] Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. Teacher: You're getting a group grade, today, okay? Teacher: Noise control, this is where you come in.",1 4981,"Teacher: And then everyone read their part A. and then you guys decide what do you think were the best parts of people's answers. Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay? Teacher: I will give you guys fifteen minutes for this. [TARGET]Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group.[/TARGET] Teacher: You're getting a group grade, today, okay? Teacher: Noise control, this is where you come in. Teacher: Timers, this is where you come in.",1 4982,"Teacher: Combine them to make one great answer for your group product, and tell recorder, ""Write this."" Okay? Teacher: I will give you guys fifteen minutes for this. Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. [TARGET]Teacher: You're getting a group grade, today, okay?[/TARGET] Teacher: Noise control, this is where you come in. Teacher: Timers, this is where you come in. Teacher: Yes?",1 4983,"Teacher: I will give you guys fifteen minutes for this. Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. Teacher: You're getting a group grade, today, okay? [TARGET]Teacher: Noise control, this is where you come in.[/TARGET] Teacher: Timers, this is where you come in. Teacher: Yes? Student: What time does recess start?",1 4984,"Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. Teacher: You're getting a group grade, today, okay? Teacher: Noise control, this is where you come in. [TARGET]Teacher: Timers, this is where you come in.[/TARGET] Teacher: Yes? Student: What time does recess start? Teacher: We're not worrying about recess, right now.",1 4985,"Teacher: You're getting a group grade, today, okay? Teacher: Noise control, this is where you come in. Teacher: Timers, this is where you come in. [TARGET]Teacher: Yes?[/TARGET] Student: What time does recess start? Teacher: We're not worrying about recess, right now. Teacher: This is our goal right now, to get our math finished.",0 4986,"Teacher: Timers, this is where you come in. Teacher: Yes? Student: What time does recess start? [TARGET]Teacher: We're not worrying about recess, right now.[/TARGET] Teacher: This is our goal right now, to get our math finished. Student: [Inaudible]. Teacher: Is it what?",1 4987,"Teacher: Yes? Student: What time does recess start? Teacher: We're not worrying about recess, right now. [TARGET]Teacher: This is our goal right now, to get our math finished.[/TARGET] Student: [Inaudible]. Teacher: Is it what? Student: Is it the motivator's time?",1 4988,"Teacher: We're not worrying about recess, right now. Teacher: This is our goal right now, to get our math finished. Student: [Inaudible]. [TARGET]Teacher: Is it what?[/TARGET] Student: Is it the motivator's time? Teacher: Yeah. Teacher: Motivators.",1 4989,"Student: [Inaudible]. Teacher: Is it what? Student: Is it the motivator's time? [TARGET]Teacher: Yeah.[/TARGET] Teacher: Motivators. Teacher: I want to hear you, too. Teacher: Okay, everyone is working hard as a group.",0 4990,"Teacher: Is it what? Student: Is it the motivator's time? Teacher: Yeah. [TARGET]Teacher: Motivators.[/TARGET] Teacher: I want to hear you, too. Teacher: Okay, everyone is working hard as a group. Teacher: Fifteen minutes on the clock.",1 4991,"Student: Is it the motivator's time? Teacher: Yeah. Teacher: Motivators. [TARGET]Teacher: I want to hear you, too.[/TARGET] Teacher: Okay, everyone is working hard as a group. Teacher: Fifteen minutes on the clock. Teacher: Go ahead.",1 4992,"Teacher: Yeah. Teacher: Motivators. Teacher: I want to hear you, too. [TARGET]Teacher: Okay, everyone is working hard as a group.[/TARGET] Teacher: Fifteen minutes on the clock. Teacher: Go ahead. Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check.",1 4993,"Teacher: Motivators. Teacher: I want to hear you, too. Teacher: Okay, everyone is working hard as a group. [TARGET]Teacher: Fifteen minutes on the clock.[/TARGET] Teacher: Go ahead. Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. Teacher: Who's the task manager?",1 4994,"Teacher: I want to hear you, too. Teacher: Okay, everyone is working hard as a group. Teacher: Fifteen minutes on the clock. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. Teacher: Who's the task manager? Teacher: Okay, let him decide.",1 4995,"Teacher: Okay, everyone is working hard as a group. Teacher: Fifteen minutes on the clock. Teacher: Go ahead. [TARGET]Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check.[/TARGET] Teacher: Who's the task manager? Teacher: Okay, let him decide. Teacher: How would you like everyone to share their answers?",1 4996,"Teacher: Fifteen minutes on the clock. Teacher: Go ahead. Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. [TARGET]Teacher: Who's the task manager?[/TARGET] Teacher: Okay, let him decide. Teacher: How would you like everyone to share their answers? Teacher: Okay, so everyone is going to do part A first?",1 4997,"Teacher: Go ahead. Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. Teacher: Who's the task manager? [TARGET]Teacher: Okay, let him decide.[/TARGET] Teacher: How would you like everyone to share their answers? Teacher: Okay, so everyone is going to do part A first? Teacher: Okay.",1 4998,"Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. Teacher: Who's the task manager? Teacher: Okay, let him decide. [TARGET]Teacher: How would you like everyone to share their answers?[/TARGET] Teacher: Okay, so everyone is going to do part A first? Teacher: Okay. Teacher: Okay, so tell them what to do.",1 4999,"Teacher: Who's the task manager? Teacher: Okay, let him decide. Teacher: How would you like everyone to share their answers? [TARGET]Teacher: Okay, so everyone is going to do part A first?[/TARGET] Teacher: Okay. Teacher: Okay, so tell them what to do. Teacher: Who's the recorder?",1 5000,"Teacher: How would you like everyone to share their answers? Teacher: Okay, so everyone is going to do part A first? Teacher: Okay. [TARGET]Teacher: Okay, so tell them what to do.[/TARGET] Teacher: Who's the recorder? Teacher: You got to listen carefully, okay? Teacher: And they'll let you know when to write something.",1 5001,"Teacher: Okay, so everyone is going to do part A first? Teacher: Okay. Teacher: Okay, so tell them what to do. [TARGET]Teacher: Who's the recorder?[/TARGET] Teacher: You got to listen carefully, okay? Teacher: And they'll let you know when to write something. Student: [Inaudible].",1 5002,"Teacher: Okay. Teacher: Okay, so tell them what to do. Teacher: Who's the recorder? [TARGET]Teacher: You got to listen carefully, okay?[/TARGET] Teacher: And they'll let you know when to write something. Student: [Inaudible]. Teacher: That's up to you.",1 5003,"Teacher: Okay, so tell them what to do. Teacher: Who's the recorder? Teacher: You got to listen carefully, okay? [TARGET]Teacher: And they'll let you know when to write something.[/TARGET] Student: [Inaudible]. Teacher: That's up to you. Teacher: So, say something like, ""Here's what I wrote for A.""",1 5004,"Teacher: You got to listen carefully, okay? Teacher: And they'll let you know when to write something. Student: [Inaudible]. [TARGET]Teacher: That's up to you.[/TARGET] Teacher: So, say something like, ""Here's what I wrote for A."" Student: Here's what I wrote for A. Teacher: Good.",1 5005,"Teacher: And they'll let you know when to write something. Student: [Inaudible]. Teacher: That's up to you. [TARGET]Teacher: So, say something like, ""Here's what I wrote for A.""[/TARGET] Student: Here's what I wrote for A. Teacher: Good. Teacher: Are you the noise monitor, Student B?",1 5006,"Teacher: That's up to you. Teacher: So, say something like, ""Here's what I wrote for A."" Student: Here's what I wrote for A. [TARGET]Teacher: Good.[/TARGET] Teacher: Are you the noise monitor, Student B? Teacher: Go move your clothespin, please. Teacher: That's Student J's job.",0 5007,"Teacher: So, say something like, ""Here's what I wrote for A."" Student: Here's what I wrote for A. Teacher: Good. [TARGET]Teacher: Are you the noise monitor, Student B?[/TARGET] Teacher: Go move your clothespin, please. Teacher: That's Student J's job. Teacher: She can handle that herself.",1 5008,"Student: Here's what I wrote for A. Teacher: Good. Teacher: Are you the noise monitor, Student B? [TARGET]Teacher: Go move your clothespin, please.[/TARGET] Teacher: That's Student J's job. Teacher: She can handle that herself. Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them.",1 5009,"Teacher: Good. Teacher: Are you the noise monitor, Student B? Teacher: Go move your clothespin, please. [TARGET]Teacher: That's Student J's job.[/TARGET] Teacher: She can handle that herself. Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them. Teacher: He's the writer.",1 5010,"Teacher: Are you the noise monitor, Student B? Teacher: Go move your clothespin, please. Teacher: That's Student J's job. [TARGET]Teacher: She can handle that herself.[/TARGET] Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them. Teacher: He's the writer. Teacher: He's the recorder, right?",1 5011,"Teacher: Go move your clothespin, please. Teacher: That's Student J's job. Teacher: She can handle that herself. [TARGET]Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them.[/TARGET] Teacher: He's the writer. Teacher: He's the recorder, right? Teacher: Come on Student R, you're the recorder.",1 5012,"Teacher: That's Student J's job. Teacher: She can handle that herself. Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them. [TARGET]Teacher: He's the writer.[/TARGET] Teacher: He's the recorder, right? Teacher: Come on Student R, you're the recorder. Teacher: Your group needs you now.",1 5013,"Teacher: She can handle that herself. Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them. Teacher: He's the writer. [TARGET]Teacher: He's the recorder, right?[/TARGET] Teacher: Come on Student R, you're the recorder. Teacher: Your group needs you now. Teacher: Okay, you didn't even have your group name on the paper, yet.",1 5014,"Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them. Teacher: He's the writer. Teacher: He's the recorder, right? [TARGET]Teacher: Come on Student R, you're the recorder.[/TARGET] Teacher: Your group needs you now. Teacher: Okay, you didn't even have your group name on the paper, yet. Teacher: [End of Audio].",1 5015,"Teacher: He's the writer. Teacher: He's the recorder, right? Teacher: Come on Student R, you're the recorder. [TARGET]Teacher: Your group needs you now.[/TARGET] Teacher: Okay, you didn't even have your group name on the paper, yet. Teacher: [End of Audio].",1 5016,"Teacher: He's the recorder, right? Teacher: Come on Student R, you're the recorder. Teacher: Your group needs you now. [TARGET]Teacher: Okay, you didn't even have your group name on the paper, yet.[/TARGET] Teacher: [End of Audio].",1 5017," [TARGET]Teacher: Hello?[/TARGET] Teacher: Number 730, take three. Teacher: [Just kidding]. Teacher: Okay.",1 5018,"Teacher: Hello? [TARGET]Teacher: Number 730, take three.[/TARGET] Teacher: [Just kidding]. Teacher: Okay. Teacher: All right, guys, we're going to go ahead and get started because we're going to do these together because we have got to get to some of our groups today so we can really understand division, because next week we are going to start some more division stuff and we're also going to do some order of operations and different things that we're going to have to be really familiar with division.",1 5019,"Teacher: Number 730, take three. Teacher: [Just kidding]. Teacher: Okay. [TARGET]Teacher: All right, guys, we're going to go ahead and get started because we're going to do these together because we have got to get to some of our groups today so we can really understand division, because next week we are going to start some more division stuff and we're also going to do some order of operations and different things that we're going to have to be really familiar with division.[/TARGET] Teacher: Now, these are some division problems. Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them. Teacher: So if you've not worked them, that's perfectly all right.",1 5020,"Teacher: [Just kidding]. Teacher: Okay. Teacher: All right, guys, we're going to go ahead and get started because we're going to do these together because we have got to get to some of our groups today so we can really understand division, because next week we are going to start some more division stuff and we're also going to do some order of operations and different things that we're going to have to be really familiar with division. [TARGET]Teacher: Now, these are some division problems.[/TARGET] Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them. Teacher: So if you've not worked them, that's perfectly all right. Teacher: We're going to work them together as part of our whole group this morning.",0 5021,"Teacher: Okay. Teacher: All right, guys, we're going to go ahead and get started because we're going to do these together because we have got to get to some of our groups today so we can really understand division, because next week we are going to start some more division stuff and we're also going to do some order of operations and different things that we're going to have to be really familiar with division. Teacher: Now, these are some division problems. [TARGET]Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them.[/TARGET] Teacher: So if you've not worked them, that's perfectly all right. Teacher: We're going to work them together as part of our whole group this morning. Teacher: But then what we'll do is we're gonna go back and go over them.",1 5022,"Teacher: All right, guys, we're going to go ahead and get started because we're going to do these together because we have got to get to some of our groups today so we can really understand division, because next week we are going to start some more division stuff and we're also going to do some order of operations and different things that we're going to have to be really familiar with division. Teacher: Now, these are some division problems. Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them. [TARGET]Teacher: So if you've not worked them, that's perfectly all right.[/TARGET] Teacher: We're going to work them together as part of our whole group this morning. Teacher: But then what we'll do is we're gonna go back and go over them. Teacher: I want to show you something.",1 5023,"Teacher: Now, these are some division problems. Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them. Teacher: So if you've not worked them, that's perfectly all right. [TARGET]Teacher: We're going to work them together as part of our whole group this morning.[/TARGET] Teacher: But then what we'll do is we're gonna go back and go over them. Teacher: I want to show you something. Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught.",1 5024,"Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them. Teacher: So if you've not worked them, that's perfectly all right. Teacher: We're going to work them together as part of our whole group this morning. [TARGET]Teacher: But then what we'll do is we're gonna go back and go over them.[/TARGET] Teacher: I want to show you something. Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught. Teacher: So I want to be - I want to be able to show you guys today.",1 5025,"Teacher: So if you've not worked them, that's perfectly all right. Teacher: We're going to work them together as part of our whole group this morning. Teacher: But then what we'll do is we're gonna go back and go over them. [TARGET]Teacher: I want to show you something.[/TARGET] Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught. Teacher: So I want to be - I want to be able to show you guys today. Teacher: All right, so does everybody have those three problems written down?",0 5026,"Teacher: We're going to work them together as part of our whole group this morning. Teacher: But then what we'll do is we're gonna go back and go over them. Teacher: I want to show you something. [TARGET]Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught.[/TARGET] Teacher: So I want to be - I want to be able to show you guys today. Teacher: All right, so does everybody have those three problems written down? Multiple Students: Yes.",0 5027,"Teacher: But then what we'll do is we're gonna go back and go over them. Teacher: I want to show you something. Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught. [TARGET]Teacher: So I want to be - I want to be able to show you guys today.[/TARGET] Teacher: All right, so does everybody have those three problems written down? Multiple Students: Yes. Teacher: We are filming today, so please make sure that - yes.",0 5028,"Teacher: I want to show you something. Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught. Teacher: So I want to be - I want to be able to show you guys today. [TARGET]Teacher: All right, so does everybody have those three problems written down?[/TARGET] Multiple Students: Yes. Teacher: We are filming today, so please make sure that - yes. Teacher: All right, [inaudible] please.",1 5029,"Teacher: So I want to be - I want to be able to show you guys today. Teacher: All right, so does everybody have those three problems written down? Multiple Students: Yes. [TARGET]Teacher: We are filming today, so please make sure that - yes.[/TARGET] Teacher: All right, [inaudible] please. Teacher: Okay. Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work.",1 5030,"Teacher: All right, so does everybody have those three problems written down? Multiple Students: Yes. Teacher: We are filming today, so please make sure that - yes. [TARGET]Teacher: All right, [inaudible] please.[/TARGET] Teacher: Okay. Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work. Teacher: Yesterday this board was in its own world and it just did not want to cooperate with me.",0 5031,"Teacher: We are filming today, so please make sure that - yes. Teacher: All right, [inaudible] please. Teacher: Okay. [TARGET]Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work.[/TARGET] Teacher: Yesterday this board was in its own world and it just did not want to cooperate with me. Teacher: Some days it's like that, and I feel like this is going to be one of those days. Teacher: Paper.",1 5032,"Teacher: All right, [inaudible] please. Teacher: Okay. Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work. [TARGET]Teacher: Yesterday this board was in its own world and it just did not want to cooperate with me.[/TARGET] Teacher: Some days it's like that, and I feel like this is going to be one of those days. Teacher: Paper. Teacher: [Inaudible] I need it to go the other way.",0 5033,"Teacher: Okay. Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work. Teacher: Yesterday this board was in its own world and it just did not want to cooperate with me. [TARGET]Teacher: Some days it's like that, and I feel like this is going to be one of those days.[/TARGET] Teacher: Paper. Teacher: [Inaudible] I need it to go the other way. Teacher: Let's see.",0 5034,"Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work. Teacher: Yesterday this board was in its own world and it just did not want to cooperate with me. Teacher: Some days it's like that, and I feel like this is going to be one of those days. [TARGET]Teacher: Paper.[/TARGET] Teacher: [Inaudible] I need it to go the other way. Teacher: Let's see. Teacher: [Inaudible] my pattern.",1 5035,"Teacher: Yesterday this board was in its own world and it just did not want to cooperate with me. Teacher: Some days it's like that, and I feel like this is going to be one of those days. Teacher: Paper. [TARGET]Teacher: [Inaudible] I need it to go the other way.[/TARGET] Teacher: Let's see. Teacher: [Inaudible] my pattern. Teacher: I want my paper to go the other way.",1 5036,"Teacher: Some days it's like that, and I feel like this is going to be one of those days. Teacher: Paper. Teacher: [Inaudible] I need it to go the other way. [TARGET]Teacher: Let's see.[/TARGET] Teacher: [Inaudible] my pattern. Teacher: I want my paper to go the other way. Teacher: All right, here we go.",1 5037,"Teacher: Paper. Teacher: [Inaudible] I need it to go the other way. Teacher: Let's see. [TARGET]Teacher: [Inaudible] my pattern.[/TARGET] Teacher: I want my paper to go the other way. Teacher: All right, here we go. Teacher: Student C?",1 5038,"Teacher: [Inaudible] I need it to go the other way. Teacher: Let's see. Teacher: [Inaudible] my pattern. [TARGET]Teacher: I want my paper to go the other way.[/TARGET] Teacher: All right, here we go. Teacher: Student C? Student: Why do they all start with P?",1 5039,"Teacher: Let's see. Teacher: [Inaudible] my pattern. Teacher: I want my paper to go the other way. [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: Student C? Student: Why do they all start with P? Student: [Inaudible].",1 5040,"Teacher: [Inaudible] my pattern. Teacher: I want my paper to go the other way. Teacher: All right, here we go. [TARGET]Teacher: Student C?[/TARGET] Student: Why do they all start with P? Student: [Inaudible]. Teacher: Ah.",0 5041,"Teacher: Student C? Student: Why do they all start with P? Student: [Inaudible]. [TARGET]Teacher: Ah.[/TARGET] Teacher: All right, there we go. Teacher: Sometimes it takes awhile. Teacher: But right now, this is a - this is a technique that I taught the second math group.",1 5042,"Student: Why do they all start with P? Student: [Inaudible]. Teacher: Ah. [TARGET]Teacher: All right, there we go.[/TARGET] Teacher: Sometimes it takes awhile. Teacher: But right now, this is a - this is a technique that I taught the second math group. Teacher: So if you were the first guided math group yesterday, you didn't get this.",1 5043,"Student: [Inaudible]. Teacher: Ah. Teacher: All right, there we go. [TARGET]Teacher: Sometimes it takes awhile.[/TARGET] Teacher: But right now, this is a - this is a technique that I taught the second math group. Teacher: So if you were the first guided math group yesterday, you didn't get this. Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here.",0 5044,"Teacher: Ah. Teacher: All right, there we go. Teacher: Sometimes it takes awhile. [TARGET]Teacher: But right now, this is a - this is a technique that I taught the second math group.[/TARGET] Teacher: So if you were the first guided math group yesterday, you didn't get this. Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here. Teacher: Student J has it right here.",0 5045,"Teacher: All right, there we go. Teacher: Sometimes it takes awhile. Teacher: But right now, this is a - this is a technique that I taught the second math group. [TARGET]Teacher: So if you were the first guided math group yesterday, you didn't get this.[/TARGET] Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here. Teacher: Student J has it right here. Teacher: And now this keeps all of our math thinking in line, okay?",0 5046,"Teacher: Sometimes it takes awhile. Teacher: But right now, this is a - this is a technique that I taught the second math group. Teacher: So if you were the first guided math group yesterday, you didn't get this. [TARGET]Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here.[/TARGET] Teacher: Student J has it right here. Teacher: And now this keeps all of our math thinking in line, okay? Teacher: I did teach my math group, second math group yesterday.",1 5047,"Teacher: But right now, this is a - this is a technique that I taught the second math group. Teacher: So if you were the first guided math group yesterday, you didn't get this. Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here. [TARGET]Teacher: Student J has it right here.[/TARGET] Teacher: And now this keeps all of our math thinking in line, okay? Teacher: I did teach my math group, second math group yesterday. Teacher: The first math group that came to me did not get this.",0 5048,"Teacher: So if you were the first guided math group yesterday, you didn't get this. Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here. Teacher: Student J has it right here. [TARGET]Teacher: And now this keeps all of our math thinking in line, okay?[/TARGET] Teacher: I did teach my math group, second math group yesterday. Teacher: The first math group that came to me did not get this. Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine.",0 5049,"Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here. Teacher: Student J has it right here. Teacher: And now this keeps all of our math thinking in line, okay? [TARGET]Teacher: I did teach my math group, second math group yesterday.[/TARGET] Teacher: The first math group that came to me did not get this. Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine. Teacher: Look how I've lined it up, okay?",0 5050,"Teacher: Student J has it right here. Teacher: And now this keeps all of our math thinking in line, okay? Teacher: I did teach my math group, second math group yesterday. [TARGET]Teacher: The first math group that came to me did not get this.[/TARGET] Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine. Teacher: Look how I've lined it up, okay? Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay?",0 5051,"Teacher: And now this keeps all of our math thinking in line, okay? Teacher: I did teach my math group, second math group yesterday. Teacher: The first math group that came to me did not get this. [TARGET]Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine.[/TARGET] Teacher: Look how I've lined it up, okay? Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay? Teacher: This is still place value.",1 5052,"Teacher: I did teach my math group, second math group yesterday. Teacher: The first math group that came to me did not get this. Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine. [TARGET]Teacher: Look how I've lined it up, okay?[/TARGET] Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay? Teacher: This is still place value. Teacher: Ones, tens, hundreds, okay?",0 5053,"Teacher: The first math group that came to me did not get this. Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine. Teacher: Look how I've lined it up, okay? [TARGET]Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay?[/TARGET] Teacher: This is still place value. Teacher: Ones, tens, hundreds, okay? Teacher: Each of these have its own place.",0 5054,"Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine. Teacher: Look how I've lined it up, okay? Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay? [TARGET]Teacher: This is still place value.[/TARGET] Teacher: Ones, tens, hundreds, okay? Teacher: Each of these have its own place. Teacher: Same thing, you have to stay in its proper place.",0 5055,"Teacher: Look how I've lined it up, okay? Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay? Teacher: This is still place value. [TARGET]Teacher: Ones, tens, hundreds, okay?[/TARGET] Teacher: Each of these have its own place. Teacher: Same thing, you have to stay in its proper place. Teacher: All right, so when we start with our division, we always start with this first number, okay?",0 5056,"Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay? Teacher: This is still place value. Teacher: Ones, tens, hundreds, okay? [TARGET]Teacher: Each of these have its own place.[/TARGET] Teacher: Same thing, you have to stay in its proper place. Teacher: All right, so when we start with our division, we always start with this first number, okay? Teacher: Can nine go into this first number, meaning - hold up eight fingers.",0 5057,"Teacher: This is still place value. Teacher: Ones, tens, hundreds, okay? Teacher: Each of these have its own place. [TARGET]Teacher: Same thing, you have to stay in its proper place.[/TARGET] Teacher: All right, so when we start with our division, we always start with this first number, okay? Teacher: Can nine go into this first number, meaning - hold up eight fingers. Teacher: Everybody hold up eight fingers.",0 5058,"Teacher: Ones, tens, hundreds, okay? Teacher: Each of these have its own place. Teacher: Same thing, you have to stay in its proper place. [TARGET]Teacher: All right, so when we start with our division, we always start with this first number, okay?[/TARGET] Teacher: Can nine go into this first number, meaning - hold up eight fingers. Teacher: Everybody hold up eight fingers. Teacher: Okay, can I physically come around and get nine from your eight fingers?",0 5059,"Teacher: Each of these have its own place. Teacher: Same thing, you have to stay in its proper place. Teacher: All right, so when we start with our division, we always start with this first number, okay? [TARGET]Teacher: Can nine go into this first number, meaning - hold up eight fingers.[/TARGET] Teacher: Everybody hold up eight fingers. Teacher: Okay, can I physically come around and get nine from your eight fingers? Multiple Students: No.",0 5060,"Teacher: Same thing, you have to stay in its proper place. Teacher: All right, so when we start with our division, we always start with this first number, okay? Teacher: Can nine go into this first number, meaning - hold up eight fingers. [TARGET]Teacher: Everybody hold up eight fingers.[/TARGET] Teacher: Okay, can I physically come around and get nine from your eight fingers? Multiple Students: No. Teacher: No.",0 5061,"Teacher: All right, so when we start with our division, we always start with this first number, okay? Teacher: Can nine go into this first number, meaning - hold up eight fingers. Teacher: Everybody hold up eight fingers. [TARGET]Teacher: Okay, can I physically come around and get nine from your eight fingers?[/TARGET] Multiple Students: No. Teacher: No. Teacher: I can?",0 5062,"Teacher: Everybody hold up eight fingers. Teacher: Okay, can I physically come around and get nine from your eight fingers? Multiple Students: No. [TARGET]Teacher: No.[/TARGET] Teacher: I can? Teacher: Who said yes? Student: No, I said no.",0 5063,"Teacher: Okay, can I physically come around and get nine from your eight fingers? Multiple Students: No. Teacher: No. [TARGET]Teacher: I can?[/TARGET] Teacher: Who said yes? Student: No, I said no. Teacher: Okay, so I was gonna say do you have some alien fingers in there?",0 5064,"Multiple Students: No. Teacher: No. Teacher: I can? [TARGET]Teacher: Who said yes?[/TARGET] Student: No, I said no. Teacher: Okay, so I was gonna say do you have some alien fingers in there? Teacher: All right, so I know that - well, you know, a lot of times people don't put zero, but until you really, truly get the technique, just go ahead and just put a zero and that lets you know, hey, I need to move to the big chunk, okay?",0 5065,"Teacher: I can? Teacher: Who said yes? Student: No, I said no. [TARGET]Teacher: Okay, so I was gonna say do you have some alien fingers in there?[/TARGET] Teacher: All right, so I know that - well, you know, a lot of times people don't put zero, but until you really, truly get the technique, just go ahead and just put a zero and that lets you know, hey, I need to move to the big chunk, okay? Teacher: Remember I talked about that yesterday in our guided math group. Teacher: So now I'm no longer looking for just eight, but now I'm looking for the number - the whole number 85.",0 5066,"Teacher: Who said yes? Student: No, I said no. Teacher: Okay, so I was gonna say do you have some alien fingers in there? [TARGET]Teacher: All right, so I know that - well, you know, a lot of times people don't put zero, but until you really, truly get the technique, just go ahead and just put a zero and that lets you know, hey, I need to move to the big chunk, okay?[/TARGET] Teacher: Remember I talked about that yesterday in our guided math group. Teacher: So now I'm no longer looking for just eight, but now I'm looking for the number - the whole number 85. Teacher: So then I have to think in my head, holy cow, 85 is a big, huge number.",0 5067,"Student: No, I said no. Teacher: Okay, so I was gonna say do you have some alien fingers in there? Teacher: All right, so I know that - well, you know, a lot of times people don't put zero, but until you really, truly get the technique, just go ahead and just put a zero and that lets you know, hey, I need to move to the big chunk, okay? [TARGET]Teacher: Remember I talked about that yesterday in our guided math group.[/TARGET] Teacher: So now I'm no longer looking for just eight, but now I'm looking for the number - the whole number 85. Teacher: So then I have to think in my head, holy cow, 85 is a big, huge number. Teacher: I'm gonna think, okay, how many times can I multiply by nine - multiplication and division are both what?",0 5068,"Teacher: Okay, so I was gonna say do you have some alien fingers in there? Teacher: All right, so I know that - well, you know, a lot of times people don't put zero, but until you really, truly get the technique, just go ahead and just put a zero and that lets you know, hey, I need to move to the big chunk, okay? Teacher: Remember I talked about that yesterday in our guided math group. [TARGET]Teacher: So now I'm no longer looking for just eight, but now I'm looking for the number - the whole number 85.[/TARGET] Teacher: So then I have to think in my head, holy cow, 85 is a big, huge number. Teacher: I'm gonna think, okay, how many times can I multiply by nine - multiplication and division are both what? Student: The same.",0 5069,"Teacher: All right, so I know that - well, you know, a lot of times people don't put zero, but until you really, truly get the technique, just go ahead and just put a zero and that lets you know, hey, I need to move to the big chunk, okay? Teacher: Remember I talked about that yesterday in our guided math group. Teacher: So now I'm no longer looking for just eight, but now I'm looking for the number - the whole number 85. [TARGET]Teacher: So then I have to think in my head, holy cow, 85 is a big, huge number.[/TARGET] Teacher: I'm gonna think, okay, how many times can I multiply by nine - multiplication and division are both what? Student: The same. Teacher: The same.",0 5070,"Teacher: Remember I talked about that yesterday in our guided math group. Teacher: So now I'm no longer looking for just eight, but now I'm looking for the number - the whole number 85. Teacher: So then I have to think in my head, holy cow, 85 is a big, huge number. [TARGET]Teacher: I'm gonna think, okay, how many times can I multiply by nine - multiplication and division are both what?[/TARGET] Student: The same. Teacher: The same. Teacher: They're kind of like opposites.",0 5071,"Teacher: So then I have to think in my head, holy cow, 85 is a big, huge number. Teacher: I'm gonna think, okay, how many times can I multiply by nine - multiplication and division are both what? Student: The same. [TARGET]Teacher: The same.[/TARGET] Teacher: They're kind of like opposites. Teacher: They're kind of like addition and subtraction. Teacher: So you're gonna think, okay -",0 5072,"Teacher: I'm gonna think, okay, how many times can I multiply by nine - multiplication and division are both what? Student: The same. Teacher: The same. [TARGET]Teacher: They're kind of like opposites.[/TARGET] Teacher: They're kind of like addition and subtraction. Teacher: So you're gonna think, okay - Student: Nine times nine.",0 5073,"Student: The same. Teacher: The same. Teacher: They're kind of like opposites. [TARGET]Teacher: They're kind of like addition and subtraction.[/TARGET] Teacher: So you're gonna think, okay - Student: Nine times nine. Teacher: Hold on.",0 5074,"Teacher: The same. Teacher: They're kind of like opposites. Teacher: They're kind of like addition and subtraction. [TARGET]Teacher: So you're gonna think, okay -[/TARGET] Student: Nine times nine. Teacher: Hold on. Teacher: You're not - we're not - you're not - we're not going through our thinking process.",0 5075,"Teacher: They're kind of like addition and subtraction. Teacher: So you're gonna think, okay - Student: Nine times nine. [TARGET]Teacher: Hold on.[/TARGET] Teacher: You're not - we're not - you're not - we're not going through our thinking process. Teacher: You have to think it through. Teacher: In my mind, I think how many groups of nine can I get?",0 5076,"Teacher: So you're gonna think, okay - Student: Nine times nine. Teacher: Hold on. [TARGET]Teacher: You're not - we're not - you're not - we're not going through our thinking process.[/TARGET] Teacher: You have to think it through. Teacher: In my mind, I think how many groups of nine can I get? Teacher: How many times can I multiply by nine and get as close to 85 as possible without going over?",0 5077,"Student: Nine times nine. Teacher: Hold on. Teacher: You're not - we're not - you're not - we're not going through our thinking process. [TARGET]Teacher: You have to think it through.[/TARGET] Teacher: In my mind, I think how many groups of nine can I get? Teacher: How many times can I multiply by nine and get as close to 85 as possible without going over? Multiple Students: Nine.",0 5078,"Teacher: Hold on. Teacher: You're not - we're not - you're not - we're not going through our thinking process. Teacher: You have to think it through. [TARGET]Teacher: In my mind, I think how many groups of nine can I get?[/TARGET] Teacher: How many times can I multiply by nine and get as close to 85 as possible without going over? Multiple Students: Nine. Teacher: Nine.",0 5079,"Teacher: You're not - we're not - you're not - we're not going through our thinking process. Teacher: You have to think it through. Teacher: In my mind, I think how many groups of nine can I get? [TARGET]Teacher: How many times can I multiply by nine and get as close to 85 as possible without going over?[/TARGET] Multiple Students: Nine. Teacher: Nine. Teacher: And if I put nine, where would I put my nine?",0 5080,"Teacher: In my mind, I think how many groups of nine can I get? Teacher: How many times can I multiply by nine and get as close to 85 as possible without going over? Multiple Students: Nine. [TARGET]Teacher: Nine.[/TARGET] Teacher: And if I put nine, where would I put my nine? Teacher: Over the zero or over the five? Multiple Students: Over the five.",0 5081,"Teacher: How many times can I multiply by nine and get as close to 85 as possible without going over? Multiple Students: Nine. Teacher: Nine. [TARGET]Teacher: And if I put nine, where would I put my nine?[/TARGET] Teacher: Over the zero or over the five? Multiple Students: Over the five. Teacher: Okay, good.",0 5082,"Multiple Students: Nine. Teacher: Nine. Teacher: And if I put nine, where would I put my nine? [TARGET]Teacher: Over the zero or over the five?[/TARGET] Multiple Students: Over the five. Teacher: Okay, good. Teacher: And then I have to what?",0 5083,"Teacher: And if I put nine, where would I put my nine? Teacher: Over the zero or over the five? Multiple Students: Over the five. [TARGET]Teacher: Okay, good.[/TARGET] Teacher: And then I have to what? Teacher: Multiply nine times nine is what? Multiple Students: 81",0 5084,"Teacher: Over the zero or over the five? Multiple Students: Over the five. Teacher: Okay, good. [TARGET]Teacher: And then I have to what?[/TARGET] Teacher: Multiply nine times nine is what? Multiple Students: 81 Teacher: 81, okay, and then I'm going to what?",0 5085,"Multiple Students: Over the five. Teacher: Okay, good. Teacher: And then I have to what? [TARGET]Teacher: Multiply nine times nine is what?[/TARGET] Multiple Students: 81 Teacher: 81, okay, and then I'm going to what? Teacher: Subtract, because over here I know divide, multiply, subtract and bring down.",0 5086,"Teacher: And then I have to what? Teacher: Multiply nine times nine is what? Multiple Students: 81 [TARGET]Teacher: 81, okay, and then I'm going to what?[/TARGET] Teacher: Subtract, because over here I know divide, multiply, subtract and bring down. Teacher: Dirty monkeys smell bad, okay? Teacher: So next I'm on here and I'm [Inaudible], I'm going to what?",0 5087,"Teacher: Multiply nine times nine is what? Multiple Students: 81 Teacher: 81, okay, and then I'm going to what? [TARGET]Teacher: Subtract, because over here I know divide, multiply, subtract and bring down.[/TARGET] Teacher: Dirty monkeys smell bad, okay? Teacher: So next I'm on here and I'm [Inaudible], I'm going to what? Teacher: Subtract.",0 5088,"Multiple Students: 81 Teacher: 81, okay, and then I'm going to what? Teacher: Subtract, because over here I know divide, multiply, subtract and bring down. [TARGET]Teacher: Dirty monkeys smell bad, okay?[/TARGET] Teacher: So next I'm on here and I'm [Inaudible], I'm going to what? Teacher: Subtract. Teacher: So 85 minus 81 is?",0 5089,"Teacher: 81, okay, and then I'm going to what? Teacher: Subtract, because over here I know divide, multiply, subtract and bring down. Teacher: Dirty monkeys smell bad, okay? [TARGET]Teacher: So next I'm on here and I'm [Inaudible], I'm going to what?[/TARGET] Teacher: Subtract. Teacher: So 85 minus 81 is? Multiple Students: Four.",0 5090,"Teacher: Subtract, because over here I know divide, multiply, subtract and bring down. Teacher: Dirty monkeys smell bad, okay? Teacher: So next I'm on here and I'm [Inaudible], I'm going to what? [TARGET]Teacher: Subtract.[/TARGET] Teacher: So 85 minus 81 is? Multiple Students: Four. Teacher: Four.",0 5091,"Teacher: Dirty monkeys smell bad, okay? Teacher: So next I'm on here and I'm [Inaudible], I'm going to what? Teacher: Subtract. [TARGET]Teacher: So 85 minus 81 is?[/TARGET] Multiple Students: Four. Teacher: Four. Teacher: Notice I'm keeping everything in my line, okay, so I'm not gonna be confused.",0 5092,"Teacher: Subtract. Teacher: So 85 minus 81 is? Multiple Students: Four. [TARGET]Teacher: Four.[/TARGET] Teacher: Notice I'm keeping everything in my line, okay, so I'm not gonna be confused. Teacher: Okay, well, I know that I'm gonna have to do what, because I did just subtract. Teacher: What's the next thing I do?",0 5093,"Teacher: So 85 minus 81 is? Multiple Students: Four. Teacher: Four. [TARGET]Teacher: Notice I'm keeping everything in my line, okay, so I'm not gonna be confused.[/TARGET] Teacher: Okay, well, I know that I'm gonna have to do what, because I did just subtract. Teacher: What's the next thing I do? Multiple Students: Bring down.",0 5094,"Multiple Students: Four. Teacher: Four. Teacher: Notice I'm keeping everything in my line, okay, so I'm not gonna be confused. [TARGET]Teacher: Okay, well, I know that I'm gonna have to do what, because I did just subtract.[/TARGET] Teacher: What's the next thing I do? Multiple Students: Bring down. Teacher: Bring down, and I've got 42 now.",0 5095,"Teacher: Four. Teacher: Notice I'm keeping everything in my line, okay, so I'm not gonna be confused. Teacher: Okay, well, I know that I'm gonna have to do what, because I did just subtract. [TARGET]Teacher: What's the next thing I do?[/TARGET] Multiple Students: Bring down. Teacher: Bring down, and I've got 42 now. Teacher: Now I start the whole process over again.",0 5096,"Teacher: Okay, well, I know that I'm gonna have to do what, because I did just subtract. Teacher: What's the next thing I do? Multiple Students: Bring down. [TARGET]Teacher: Bring down, and I've got 42 now.[/TARGET] Teacher: Now I start the whole process over again. Teacher: So I go all the back up to divide. Teacher: Now, in my head I've got to think, okay, what multiplication fact can I use to get as close to 42 as I possibly can without going over?",0 5097,"Teacher: What's the next thing I do? Multiple Students: Bring down. Teacher: Bring down, and I've got 42 now. [TARGET]Teacher: Now I start the whole process over again.[/TARGET] Teacher: So I go all the back up to divide. Teacher: Now, in my head I've got to think, okay, what multiplication fact can I use to get as close to 42 as I possibly can without going over? Teacher: So you have to think oh, gosh, nine times - well, I know nine times five is 45, but that's over.",0 5098,"Multiple Students: Bring down. Teacher: Bring down, and I've got 42 now. Teacher: Now I start the whole process over again. [TARGET]Teacher: So I go all the back up to divide.[/TARGET] Teacher: Now, in my head I've got to think, okay, what multiplication fact can I use to get as close to 42 as I possibly can without going over? Teacher: So you have to think oh, gosh, nine times - well, I know nine times five is 45, but that's over. Teacher: So what would it be?",0 5099,"Teacher: Bring down, and I've got 42 now. Teacher: Now I start the whole process over again. Teacher: So I go all the back up to divide. [TARGET]Teacher: Now, in my head I've got to think, okay, what multiplication fact can I use to get as close to 42 as I possibly can without going over?[/TARGET] Teacher: So you have to think oh, gosh, nine times - well, I know nine times five is 45, but that's over. Teacher: So what would it be? Multiple Students: Nine times four.",0 5100,"Teacher: Now I start the whole process over again. Teacher: So I go all the back up to divide. Teacher: Now, in my head I've got to think, okay, what multiplication fact can I use to get as close to 42 as I possibly can without going over? [TARGET]Teacher: So you have to think oh, gosh, nine times - well, I know nine times five is 45, but that's over.[/TARGET] Teacher: So what would it be? Multiple Students: Nine times four. Teacher: And where would that be?",0 5101,"Teacher: So I go all the back up to divide. Teacher: Now, in my head I've got to think, okay, what multiplication fact can I use to get as close to 42 as I possibly can without going over? Teacher: So you have to think oh, gosh, nine times - well, I know nine times five is 45, but that's over. [TARGET]Teacher: So what would it be?[/TARGET] Multiple Students: Nine times four. Teacher: And where would that be? Teacher: Where would the four be?",0 5102,"Teacher: So you have to think oh, gosh, nine times - well, I know nine times five is 45, but that's over. Teacher: So what would it be? Multiple Students: Nine times four. [TARGET]Teacher: And where would that be?[/TARGET] Teacher: Where would the four be? Teacher: At top, so nine - and look, I divided, so nine times four is what? Teacher: 36, so then what do I do next?",0 5103,"Teacher: So what would it be? Multiple Students: Nine times four. Teacher: And where would that be? [TARGET]Teacher: Where would the four be?[/TARGET] Teacher: At top, so nine - and look, I divided, so nine times four is what? Teacher: 36, so then what do I do next? Student: Subtract.",0 5104,"Multiple Students: Nine times four. Teacher: And where would that be? Teacher: Where would the four be? [TARGET]Teacher: At top, so nine - and look, I divided, so nine times four is what?[/TARGET] Teacher: 36, so then what do I do next? Student: Subtract. Teacher: Subtract.",0 5105,"Teacher: And where would that be? Teacher: Where would the four be? Teacher: At top, so nine - and look, I divided, so nine times four is what? [TARGET]Teacher: 36, so then what do I do next?[/TARGET] Student: Subtract. Teacher: Subtract. Teacher: Okay, so now I'm going to subtract, so I say three, 12, 12 minus six is?",0 5106,"Teacher: At top, so nine - and look, I divided, so nine times four is what? Teacher: 36, so then what do I do next? Student: Subtract. [TARGET]Teacher: Subtract.[/TARGET] Teacher: Okay, so now I'm going to subtract, so I say three, 12, 12 minus six is? Multiple Students: Six. Teacher: Six.",0 5107,"Teacher: 36, so then what do I do next? Student: Subtract. Teacher: Subtract. [TARGET]Teacher: Okay, so now I'm going to subtract, so I say three, 12, 12 minus six is?[/TARGET] Multiple Students: Six. Teacher: Six. Teacher: Okay, here is a hint.",0 5108,"Teacher: Subtract. Teacher: Okay, so now I'm going to subtract, so I say three, 12, 12 minus six is? Multiple Students: Six. [TARGET]Teacher: Six.[/TARGET] Teacher: Okay, here is a hint. Teacher: I'm gonna have a remainder of six. Teacher: If your remainder is smaller than this number, it's correct.",0 5109,"Teacher: Okay, so now I'm going to subtract, so I say three, 12, 12 minus six is? Multiple Students: Six. Teacher: Six. [TARGET]Teacher: Okay, here is a hint.[/TARGET] Teacher: I'm gonna have a remainder of six. Teacher: If your remainder is smaller than this number, it's correct. Teacher: You can't have a remainder of 12 if it's not - do you see what I'm saying?",0 5110,"Multiple Students: Six. Teacher: Six. Teacher: Okay, here is a hint. [TARGET]Teacher: I'm gonna have a remainder of six.[/TARGET] Teacher: If your remainder is smaller than this number, it's correct. Teacher: You can't have a remainder of 12 if it's not - do you see what I'm saying? Student: Yeah.",0 5111,"Teacher: Six. Teacher: Okay, here is a hint. Teacher: I'm gonna have a remainder of six. [TARGET]Teacher: If your remainder is smaller than this number, it's correct.[/TARGET] Teacher: You can't have a remainder of 12 if it's not - do you see what I'm saying? Student: Yeah. Teacher: The remainder can't be bigger than the number that you - the divisor.",0 5112,"Teacher: Okay, here is a hint. Teacher: I'm gonna have a remainder of six. Teacher: If your remainder is smaller than this number, it's correct. [TARGET]Teacher: You can't have a remainder of 12 if it's not - do you see what I'm saying?[/TARGET] Student: Yeah. Teacher: The remainder can't be bigger than the number that you - the divisor. Teacher: [Crosstalk]",0 5113,"Teacher: If your remainder is smaller than this number, it's correct. Teacher: You can't have a remainder of 12 if it's not - do you see what I'm saying? Student: Yeah. [TARGET]Teacher: The remainder can't be bigger than the number that you - the divisor.[/TARGET] Teacher: [Crosstalk] Teacher: That's right. Teacher: It always has to be smaller than the divisor.",0 5114,"Student: Yeah. Teacher: The remainder can't be bigger than the number that you - the divisor. Teacher: [Crosstalk] [TARGET]Teacher: That's right.[/TARGET] Teacher: It always has to be smaller than the divisor. Teacher: Looking at this number, let's work through it. Teacher: Somebody tell me right now which one is the quotient?",0 5115,"Teacher: The remainder can't be bigger than the number that you - the divisor. Teacher: [Crosstalk] Teacher: That's right. [TARGET]Teacher: It always has to be smaller than the divisor.[/TARGET] Teacher: Looking at this number, let's work through it. Teacher: Somebody tell me right now which one is the quotient? Teacher: What is the quotient in this problem right here?",0 5116,"Teacher: [Crosstalk] Teacher: That's right. Teacher: It always has to be smaller than the divisor. [TARGET]Teacher: Looking at this number, let's work through it.[/TARGET] Teacher: Somebody tell me right now which one is the quotient? Teacher: What is the quotient in this problem right here? Teacher: Which one is the quotient?",1 5117,"Teacher: That's right. Teacher: It always has to be smaller than the divisor. Teacher: Looking at this number, let's work through it. [TARGET]Teacher: Somebody tell me right now which one is the quotient?[/TARGET] Teacher: What is the quotient in this problem right here? Teacher: Which one is the quotient? Teacher: I did not call on [inaudible].",1 5118,"Teacher: It always has to be smaller than the divisor. Teacher: Looking at this number, let's work through it. Teacher: Somebody tell me right now which one is the quotient? [TARGET]Teacher: What is the quotient in this problem right here?[/TARGET] Teacher: Which one is the quotient? Teacher: I did not call on [inaudible]. Teacher: Which one is the quotient?",0 5119,"Teacher: Looking at this number, let's work through it. Teacher: Somebody tell me right now which one is the quotient? Teacher: What is the quotient in this problem right here? [TARGET]Teacher: Which one is the quotient?[/TARGET] Teacher: I did not call on [inaudible]. Teacher: Which one is the quotient? Student: 94",0 5120,"Teacher: Somebody tell me right now which one is the quotient? Teacher: What is the quotient in this problem right here? Teacher: Which one is the quotient? [TARGET]Teacher: I did not call on [inaudible].[/TARGET] Teacher: Which one is the quotient? Student: 94 Teacher: 94, okay.",1 5121,"Teacher: What is the quotient in this problem right here? Teacher: Which one is the quotient? Teacher: I did not call on [inaudible]. [TARGET]Teacher: Which one is the quotient?[/TARGET] Student: 94 Teacher: 94, okay. Teacher: Which one is the - which one is the divisor?",0 5122,"Teacher: I did not call on [inaudible]. Teacher: Which one is the quotient? Student: 94 [TARGET]Teacher: 94, okay.[/TARGET] Teacher: Which one is the - which one is the divisor? Teacher: Which one's the divisor? Student: Five.",0 5123,"Teacher: Which one is the quotient? Student: 94 Teacher: 94, okay. [TARGET]Teacher: Which one is the - which one is the divisor?[/TARGET] Teacher: Which one's the divisor? Student: Five. Student: Oh, [inaudible].",0 5124,"Student: 94 Teacher: 94, okay. Teacher: Which one is the - which one is the divisor? [TARGET]Teacher: Which one's the divisor?[/TARGET] Student: Five. Student: Oh, [inaudible]. Teacher: Which one is the dividend?",0 5125,"Teacher: Which one's the divisor? Student: Five. Student: Oh, [inaudible]. [TARGET]Teacher: Which one is the dividend?[/TARGET] Teacher: What? Teacher: What's the number? Teacher: How do you say that?",0 5126,"Student: Five. Student: Oh, [inaudible]. Teacher: Which one is the dividend? [TARGET]Teacher: What?[/TARGET] Teacher: What's the number? Teacher: How do you say that? Student: 855",0 5127,"Student: Oh, [inaudible]. Teacher: Which one is the dividend? Teacher: What? [TARGET]Teacher: What's the number?[/TARGET] Teacher: How do you say that? Student: 855 Teacher: Thank you.",0 5128,"Teacher: Which one is the dividend? Teacher: What? Teacher: What's the number? [TARGET]Teacher: How do you say that?[/TARGET] Student: 855 Teacher: Thank you. Teacher: All right, what is the next problem?",0 5129,"Teacher: What's the number? Teacher: How do you say that? Student: 855 [TARGET]Teacher: Thank you.[/TARGET] Teacher: All right, what is the next problem? Teacher: [Crosstalk] Student: Three times two [inaudible].",0 5130,"Teacher: How do you say that? Student: 855 Teacher: Thank you. [TARGET]Teacher: All right, what is the next problem?[/TARGET] Teacher: [Crosstalk] Student: Three times two [inaudible]. Teacher: I know, but I want a clear -",1 5131,"Teacher: All right, what is the next problem? Teacher: [Crosstalk] Student: Three times two [inaudible]. [TARGET]Teacher: I know, but I want a clear -[/TARGET] Teacher: [Crosstalk] Student: That's clear grid. Student: It's clear grid.",0 5132,"Student: [Crosstalk] Student: It's clear. Student: Clear, clear. [TARGET]Teacher: How about we just do this?[/TARGET] Teacher: All right, I don't [Inaudible]. Teacher: This is math class. Teacher: We're not at recess.",1 5133,"Student: It's clear. Student: Clear, clear. Teacher: How about we just do this? [TARGET]Teacher: All right, I don't [Inaudible].[/TARGET] Teacher: This is math class. Teacher: We're not at recess. Teacher: Stop.",1 5134,"Student: Clear, clear. Teacher: How about we just do this? Teacher: All right, I don't [Inaudible]. [TARGET]Teacher: This is math class.[/TARGET] Teacher: We're not at recess. Teacher: Stop. Teacher: All right, what is the next problem?",1 5135,"Teacher: How about we just do this? Teacher: All right, I don't [Inaudible]. Teacher: This is math class. [TARGET]Teacher: We're not at recess.[/TARGET] Teacher: Stop. Teacher: All right, what is the next problem? Multiple Students: Three divided by 219.",1 5136,"Teacher: All right, I don't [Inaudible]. Teacher: This is math class. Teacher: We're not at recess. [TARGET]Teacher: Stop.[/TARGET] Teacher: All right, what is the next problem? Multiple Students: Three divided by 219. Teacher: 219",1 5137,"Teacher: This is math class. Teacher: We're not at recess. Teacher: Stop. [TARGET]Teacher: All right, what is the next problem?[/TARGET] Multiple Students: Three divided by 219. Teacher: 219 Teacher: 219",1 5138,"Teacher: Stop. Teacher: All right, what is the next problem? Multiple Students: Three divided by 219. [TARGET]Teacher: 219[/TARGET] Teacher: 219 Teacher: Okay, so notice how I have it lined up. Teacher: Everybody is in its proper place.",0 5139,"Teacher: All right, what is the next problem? Multiple Students: Three divided by 219. Teacher: 219 [TARGET]Teacher: 219[/TARGET] Teacher: Okay, so notice how I have it lined up. Teacher: Everybody is in its proper place. Teacher: Does everybody see that?",0 5140,"Multiple Students: Three divided by 219. Teacher: 219 Teacher: 219 [TARGET]Teacher: Okay, so notice how I have it lined up.[/TARGET] Teacher: Everybody is in its proper place. Teacher: Does everybody see that? Multiple Students: Yes.",0 5141,"Teacher: 219 Teacher: 219 Teacher: Okay, so notice how I have it lined up. [TARGET]Teacher: Everybody is in its proper place.[/TARGET] Teacher: Does everybody see that? Multiple Students: Yes. Teacher: Okay.",0 5142,"Teacher: 219 Teacher: Okay, so notice how I have it lined up. Teacher: Everybody is in its proper place. [TARGET]Teacher: Does everybody see that?[/TARGET] Multiple Students: Yes. Teacher: Okay. Teacher: Hold up two fingers.",0 5143,"Teacher: Does everybody see that? Multiple Students: Yes. Teacher: Okay. [TARGET]Teacher: Hold up two fingers.[/TARGET] Teacher: Can I get three from those two fingers? Multiple Students: No Teacher: No, so I need to go to the next section.",0 5144,"Multiple Students: Yes. Teacher: Okay. Teacher: Hold up two fingers. [TARGET]Teacher: Can I get three from those two fingers?[/TARGET] Multiple Students: No Teacher: No, so I need to go to the next section. Teacher: I can put a zero there if I want.",0 5145,"Teacher: Hold up two fingers. Teacher: Can I get three from those two fingers? Multiple Students: No [TARGET]Teacher: No, so I need to go to the next section.[/TARGET] Teacher: I can put a zero there if I want. Teacher: How many times will three - can you multiply by three to get as close to 21 as you possibly can? Multiple Students: Seven.",0 5146,"Teacher: Can I get three from those two fingers? Multiple Students: No Teacher: No, so I need to go to the next section. [TARGET]Teacher: I can put a zero there if I want.[/TARGET] Teacher: How many times will three - can you multiply by three to get as close to 21 as you possibly can? Multiple Students: Seven. Teacher: Seven, and what is seven times three?",0 5147,"Multiple Students: No Teacher: No, so I need to go to the next section. Teacher: I can put a zero there if I want. [TARGET]Teacher: How many times will three - can you multiply by three to get as close to 21 as you possibly can?[/TARGET] Multiple Students: Seven. Teacher: Seven, and what is seven times three? Multiple Students: 21",0 5148,"Teacher: I can put a zero there if I want. Teacher: How many times will three - can you multiply by three to get as close to 21 as you possibly can? Multiple Students: Seven. [TARGET]Teacher: Seven, and what is seven times three?[/TARGET] Multiple Students: 21 Teacher: 21 Teacher: And I subtract.",0 5149,"Multiple Students: Seven. Teacher: Seven, and what is seven times three? Multiple Students: 21 [TARGET]Teacher: 21[/TARGET] Teacher: And I subtract. Teacher: 21 minus 21 is - Multiple Students: Zero.",0 5150,"Teacher: Seven, and what is seven times three? Multiple Students: 21 Teacher: 21 [TARGET]Teacher: And I subtract.[/TARGET] Teacher: 21 minus 21 is - Multiple Students: Zero. Teacher: What do I do?",0 5151,Multiple Students: 21 Teacher: 21 Teacher: And I subtract. [TARGET]Teacher: 21 minus 21 is -[/TARGET] Multiple Students: Zero. Teacher: What do I do? Teacher: Bring -,0 5152,Teacher: And I subtract. Teacher: 21 minus 21 is - Multiple Students: Zero. [TARGET]Teacher: What do I do?[/TARGET] Teacher: Bring - Multiple Students: Bring down. Teacher: Bring down.,0 5153,"Teacher: 21 minus 21 is - Multiple Students: Zero. Teacher: What do I do? [TARGET]Teacher: Bring -[/TARGET] Multiple Students: Bring down. Teacher: Bring down. Teacher: Okay, what can I do to get as close to nine as possible?",0 5154,"Teacher: What do I do? Teacher: Bring - Multiple Students: Bring down. [TARGET]Teacher: Bring down.[/TARGET] Teacher: Okay, what can I do to get as close to nine as possible? Teacher: What would I multiply to be as close to nine as possible? Multiple Students: Three.",0 5155,"Teacher: Bring - Multiple Students: Bring down. Teacher: Bring down. [TARGET]Teacher: Okay, what can I do to get as close to nine as possible?[/TARGET] Teacher: What would I multiply to be as close to nine as possible? Multiple Students: Three. Student: Three times three.",0 5156,"Multiple Students: Bring down. Teacher: Bring down. Teacher: Okay, what can I do to get as close to nine as possible? [TARGET]Teacher: What would I multiply to be as close to nine as possible?[/TARGET] Multiple Students: Three. Student: Three times three. Teacher: Three times three.",0 5157,Teacher: What would I multiply to be as close to nine as possible? Multiple Students: Three. Student: Three times three. [TARGET]Teacher: Three times three.[/TARGET] Teacher: What is three times three? Multiple Students: Nine. Teacher: Does this one have a remainder?,0 5158,Multiple Students: Three. Student: Three times three. Teacher: Three times three. [TARGET]Teacher: What is three times three?[/TARGET] Multiple Students: Nine. Teacher: Does this one have a remainder? Multiple Students: No.,0 5159,Teacher: Three times three. Teacher: What is three times three? Multiple Students: Nine. [TARGET]Teacher: Does this one have a remainder?[/TARGET] Multiple Students: No. Teacher: So then you don't have to write anything. Teacher: [Crosstalk],0 5160,Multiple Students: Nine. Teacher: Does this one have a remainder? Multiple Students: No. [TARGET]Teacher: So then you don't have to write anything.[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Last chance.,0 5161,"Teacher: So then you don't have to write anything. Teacher: [Crosstalk] Teacher: [Inaudible]. [TARGET]Teacher: Last chance.[/TARGET] Teacher: I hate to be ugly, but that's the last chance. Teacher: I'm excited that you're learning math and you're excited about it. Teacher: You need to get control.",1 5162,"Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Last chance. [TARGET]Teacher: I hate to be ugly, but that's the last chance.[/TARGET] Teacher: I'm excited that you're learning math and you're excited about it. Teacher: You need to get control. Teacher: That's it.",1 5163,"Teacher: [Inaudible]. Teacher: Last chance. Teacher: I hate to be ugly, but that's the last chance. [TARGET]Teacher: I'm excited that you're learning math and you're excited about it.[/TARGET] Teacher: You need to get control. Teacher: That's it. Teacher: One more time.",1 5164,"Teacher: Last chance. Teacher: I hate to be ugly, but that's the last chance. Teacher: I'm excited that you're learning math and you're excited about it. [TARGET]Teacher: You need to get control.[/TARGET] Teacher: That's it. Teacher: One more time. Teacher: We will not go over this, we will not do centers.",1 5165,"Teacher: I hate to be ugly, but that's the last chance. Teacher: I'm excited that you're learning math and you're excited about it. Teacher: You need to get control. [TARGET]Teacher: That's it.[/TARGET] Teacher: One more time. Teacher: We will not go over this, we will not do centers. Teacher: You will set at your desk and we will do book work and I will call people back there.",1 5166,"Teacher: I'm excited that you're learning math and you're excited about it. Teacher: You need to get control. Teacher: That's it. [TARGET]Teacher: One more time.[/TARGET] Teacher: We will not go over this, we will not do centers. Teacher: You will set at your desk and we will do book work and I will call people back there. Teacher: That's your last chance.",1 5167,"Teacher: You need to get control. Teacher: That's it. Teacher: One more time. [TARGET]Teacher: We will not go over this, we will not do centers.[/TARGET] Teacher: You will set at your desk and we will do book work and I will call people back there. Teacher: That's your last chance. Teacher: I'm not gonna go over it again.",1 5168,"Teacher: That's it. Teacher: One more time. Teacher: We will not go over this, we will not do centers. [TARGET]Teacher: You will set at your desk and we will do book work and I will call people back there.[/TARGET] Teacher: That's your last chance. Teacher: I'm not gonna go over it again. Teacher: What is the last problem?",1 5169,"Teacher: One more time. Teacher: We will not go over this, we will not do centers. Teacher: You will set at your desk and we will do book work and I will call people back there. [TARGET]Teacher: That's your last chance.[/TARGET] Teacher: I'm not gonna go over it again. Teacher: What is the last problem? Student: Six divided by 204.",1 5170,"Teacher: We will not go over this, we will not do centers. Teacher: You will set at your desk and we will do book work and I will call people back there. Teacher: That's your last chance. [TARGET]Teacher: I'm not gonna go over it again.[/TARGET] Teacher: What is the last problem? Student: Six divided by 204. Teacher: Okay, 204?",1 5171,"Teacher: You will set at your desk and we will do book work and I will call people back there. Teacher: That's your last chance. Teacher: I'm not gonna go over it again. [TARGET]Teacher: What is the last problem?[/TARGET] Student: Six divided by 204. Teacher: Okay, 204? Teacher: Is that what you said?",1 5172,"Teacher: I'm not gonna go over it again. Teacher: What is the last problem? Student: Six divided by 204. [TARGET]Teacher: Okay, 204?[/TARGET] Teacher: Is that what you said? Student: Yes. Teacher: Divided by six.",0 5173,"Teacher: What is the last problem? Student: Six divided by 204. Teacher: Okay, 204? [TARGET]Teacher: Is that what you said?[/TARGET] Student: Yes. Teacher: Divided by six. Teacher: Okay, this one I want you to try to do.",0 5174,"Teacher: Okay, 204? Teacher: Is that what you said? Student: Yes. [TARGET]Teacher: Divided by six.[/TARGET] Teacher: Okay, this one I want you to try to do. Teacher: I'm gonna give you a few minutes. Teacher: Some of you all didn't have time.",0 5175,"Teacher: Is that what you said? Student: Yes. Teacher: Divided by six. [TARGET]Teacher: Okay, this one I want you to try to do.[/TARGET] Teacher: I'm gonna give you a few minutes. Teacher: Some of you all didn't have time. Teacher: Now that we've gone over it, I want some of you to try to do that one.",1 5176,"Student: Yes. Teacher: Divided by six. Teacher: Okay, this one I want you to try to do. [TARGET]Teacher: I'm gonna give you a few minutes.[/TARGET] Teacher: Some of you all didn't have time. Teacher: Now that we've gone over it, I want some of you to try to do that one. Teacher: Go.",1 5177,"Teacher: Divided by six. Teacher: Okay, this one I want you to try to do. Teacher: I'm gonna give you a few minutes. [TARGET]Teacher: Some of you all didn't have time.[/TARGET] Teacher: Now that we've gone over it, I want some of you to try to do that one. Teacher: Go. Student: [Inaudible].",1 5178,"Teacher: Okay, this one I want you to try to do. Teacher: I'm gonna give you a few minutes. Teacher: Some of you all didn't have time. [TARGET]Teacher: Now that we've gone over it, I want some of you to try to do that one.[/TARGET] Teacher: Go. Student: [Inaudible]. Teacher: Well, good, but some of you didn't get it yesterday.",1 5179,"Teacher: I'm gonna give you a few minutes. Teacher: Some of you all didn't have time. Teacher: Now that we've gone over it, I want some of you to try to do that one. [TARGET]Teacher: Go.[/TARGET] Student: [Inaudible]. Teacher: Well, good, but some of you didn't get it yesterday. Teacher: Some of you still haven't gotten it today.",1 5180,"Teacher: Now that we've gone over it, I want some of you to try to do that one. Teacher: Go. Student: [Inaudible]. [TARGET]Teacher: Well, good, but some of you didn't get it yesterday.[/TARGET] Teacher: Some of you still haven't gotten it today. Teacher: [Long pause] Student: Teacher?",0 5181,"Teacher: Go. Student: [Inaudible]. Teacher: Well, good, but some of you didn't get it yesterday. [TARGET]Teacher: Some of you still haven't gotten it today.[/TARGET] Teacher: [Long pause] Student: Teacher? Teacher: Uh-huh?",0 5182,"Teacher: Some of you still haven't gotten it today. Teacher: [Long pause] Student: Teacher? [TARGET]Teacher: Uh-huh?[/TARGET] Student: I got the answer [inaudible]. Teacher: Student T, you need to have a seat. Teacher: [Long pause]",0 5183,"Student: Teacher? Teacher: Uh-huh? Student: I got the answer [inaudible]. [TARGET]Teacher: Student T, you need to have a seat.[/TARGET] Teacher: [Long pause] Teacher: [Inaudible]. Teacher: There you go.",1 5184,"Teacher: Student T, you need to have a seat. Teacher: [Long pause] Teacher: [Inaudible]. [TARGET]Teacher: There you go.[/TARGET] Teacher: Six times six is 36. Teacher: [Inaudible]. Teacher: Why would you have that?",0 5185,"Teacher: [Long pause] Teacher: [Inaudible]. Teacher: There you go. [TARGET]Teacher: Six times six is 36.[/TARGET] Teacher: [Inaudible]. Teacher: Why would you have that? Teacher: This is - no, no.",0 5186,"Teacher: There you go. Teacher: Six times six is 36. Teacher: [Inaudible]. [TARGET]Teacher: Why would you have that?[/TARGET] Teacher: This is - no, no. Teacher: Two and a four, six would go into 24. Student: Teacher?",0 5187,"Teacher: Six times six is 36. Teacher: [Inaudible]. Teacher: Why would you have that? [TARGET]Teacher: This is - no, no.[/TARGET] Teacher: Two and a four, six would go into 24. Student: Teacher? Student: [Inaudible].",0 5188,"Teacher: [Inaudible]. Teacher: Why would you have that? Teacher: This is - no, no. [TARGET]Teacher: Two and a four, six would go into 24.[/TARGET] Student: Teacher? Student: [Inaudible]. Teacher: All right.",0 5189,"Student: [Inaudible]. Teacher: All right. Teacher: [Crosstalk] [TARGET]Teacher: You made the same mistake Student W did.[/TARGET] Student: Wait, it's my turn. Teacher: Student C, did you already meet with me yesterday? Student: Yeah.",0 5190,"Teacher: [Crosstalk] Teacher: You made the same mistake Student W did. Student: Wait, it's my turn. [TARGET]Teacher: Student C, did you already meet with me yesterday?[/TARGET] Student: Yeah. Teacher: You met with me yesterday? Teacher: [Crosstalk]",1 5191,"Student: Wait, it's my turn. Teacher: Student C, did you already meet with me yesterday? Student: Yeah. [TARGET]Teacher: You met with me yesterday?[/TARGET] Teacher: [Crosstalk] Teacher: Five, four. Teacher: Student A, the only way to actually learn something is you have to physically try it.",1 5192,"Student: Yeah. Teacher: You met with me yesterday? Teacher: [Crosstalk] [TARGET]Teacher: Five, four.[/TARGET] Teacher: Student A, the only way to actually learn something is you have to physically try it. Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers. Teacher: The numbers are not going to solve themselves.",0 5193,"Teacher: You met with me yesterday? Teacher: [Crosstalk] Teacher: Five, four. [TARGET]Teacher: Student A, the only way to actually learn something is you have to physically try it.[/TARGET] Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers. Teacher: The numbers are not going to solve themselves. Teacher: You have to try, okay?",1 5194,"Teacher: [Crosstalk] Teacher: Five, four. Teacher: Student A, the only way to actually learn something is you have to physically try it. [TARGET]Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers.[/TARGET] Teacher: The numbers are not going to solve themselves. Teacher: You have to try, okay? Teacher: Even if it's wrong, you still have to try.",1 5195,"Teacher: Five, four. Teacher: Student A, the only way to actually learn something is you have to physically try it. Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers. [TARGET]Teacher: The numbers are not going to solve themselves.[/TARGET] Teacher: You have to try, okay? Teacher: Even if it's wrong, you still have to try. Teacher: Okay, there's nothing wrong with trying and getting it wrong.",1 5196,"Teacher: Student A, the only way to actually learn something is you have to physically try it. Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers. Teacher: The numbers are not going to solve themselves. [TARGET]Teacher: You have to try, okay?[/TARGET] Teacher: Even if it's wrong, you still have to try. Teacher: Okay, there's nothing wrong with trying and getting it wrong. Teacher: That's actually pretty good.",1 5197,"Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers. Teacher: The numbers are not going to solve themselves. Teacher: You have to try, okay? [TARGET]Teacher: Even if it's wrong, you still have to try.[/TARGET] Teacher: Okay, there's nothing wrong with trying and getting it wrong. Teacher: That's actually pretty good. Teacher: That means that you - I can at least see what steps you know and what steps you don't know.",1 5198,"Teacher: The numbers are not going to solve themselves. Teacher: You have to try, okay? Teacher: Even if it's wrong, you still have to try. [TARGET]Teacher: Okay, there's nothing wrong with trying and getting it wrong.[/TARGET] Teacher: That's actually pretty good. Teacher: That means that you - I can at least see what steps you know and what steps you don't know. Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you.",1 5199,"Teacher: You have to try, okay? Teacher: Even if it's wrong, you still have to try. Teacher: Okay, there's nothing wrong with trying and getting it wrong. [TARGET]Teacher: That's actually pretty good.[/TARGET] Teacher: That means that you - I can at least see what steps you know and what steps you don't know. Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay?",1 5200,"Teacher: Even if it's wrong, you still have to try. Teacher: Okay, there's nothing wrong with trying and getting it wrong. Teacher: That's actually pretty good. [TARGET]Teacher: That means that you - I can at least see what steps you know and what steps you don't know.[/TARGET] Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay?",1 5201,"Teacher: Okay, there's nothing wrong with trying and getting it wrong. Teacher: That's actually pretty good. Teacher: That means that you - I can at least see what steps you know and what steps you don't know. [TARGET]Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you.[/TARGET] Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? Teacher: You have to at least try.",1 5202,"Teacher: That's actually pretty good. Teacher: That means that you - I can at least see what steps you know and what steps you don't know. Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. [TARGET]Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay?[/TARGET] Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? Teacher: You have to at least try. Teacher: You can't just keep sitting there, and I know math is tough for you.",1 5203,"Teacher: That means that you - I can at least see what steps you know and what steps you don't know. Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? [TARGET]Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay?[/TARGET] Teacher: You have to at least try. Teacher: You can't just keep sitting there, and I know math is tough for you. Teacher: We can get through it together if you show me what you don't know.",1 5204,"Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? [TARGET]Teacher: You have to at least try.[/TARGET] Teacher: You can't just keep sitting there, and I know math is tough for you. Teacher: We can get through it together if you show me what you don't know. Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do.",1 5205,"Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? Teacher: You have to at least try. [TARGET]Teacher: You can't just keep sitting there, and I know math is tough for you.[/TARGET] Teacher: We can get through it together if you show me what you don't know. Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do. Teacher: Now think about what we do next.",1 5206,"Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? Teacher: You have to at least try. Teacher: You can't just keep sitting there, and I know math is tough for you. [TARGET]Teacher: We can get through it together if you show me what you don't know.[/TARGET] Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do. Teacher: Now think about what we do next. Teacher: When you can't put it in there, we go to the next two digits.",1 5207,"Teacher: You have to at least try. Teacher: You can't just keep sitting there, and I know math is tough for you. Teacher: We can get through it together if you show me what you don't know. [TARGET]Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do.[/TARGET] Teacher: Now think about what we do next. Teacher: When you can't put it in there, we go to the next two digits. Teacher: What's the next two digits?",1 5208,"Teacher: You can't just keep sitting there, and I know math is tough for you. Teacher: We can get through it together if you show me what you don't know. Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do. [TARGET]Teacher: Now think about what we do next.[/TARGET] Teacher: When you can't put it in there, we go to the next two digits. Teacher: What's the next two digits? Teacher: 20, okay.",1 5209,"Teacher: We can get through it together if you show me what you don't know. Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do. Teacher: Now think about what we do next. [TARGET]Teacher: When you can't put it in there, we go to the next two digits.[/TARGET] Teacher: What's the next two digits? Teacher: 20, okay. Teacher: What do you multiply by six to get as close to 20 as you possibly can?",0 5210,"Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do. Teacher: Now think about what we do next. Teacher: When you can't put it in there, we go to the next two digits. [TARGET]Teacher: What's the next two digits?[/TARGET] Teacher: 20, okay. Teacher: What do you multiply by six to get as close to 20 as you possibly can? Teacher: Six, 12 - six, 12, 18.",0 5211,"Teacher: Now think about what we do next. Teacher: When you can't put it in there, we go to the next two digits. Teacher: What's the next two digits? [TARGET]Teacher: 20, okay.[/TARGET] Teacher: What do you multiply by six to get as close to 20 as you possibly can? Teacher: Six, 12 - six, 12, 18. Teacher: What did we just multiply by?",0 5212,"Teacher: When you can't put it in there, we go to the next two digits. Teacher: What's the next two digits? Teacher: 20, okay. [TARGET]Teacher: What do you multiply by six to get as close to 20 as you possibly can?[/TARGET] Teacher: Six, 12 - six, 12, 18. Teacher: What did we just multiply by? Student: Three.",0 5213,"Teacher: What's the next two digits? Teacher: 20, okay. Teacher: What do you multiply by six to get as close to 20 as you possibly can? [TARGET]Teacher: Six, 12 - six, 12, 18.[/TARGET] Teacher: What did we just multiply by? Student: Three. Teacher: Three.",0 5214,"Teacher: 20, okay. Teacher: What do you multiply by six to get as close to 20 as you possibly can? Teacher: Six, 12 - six, 12, 18. [TARGET]Teacher: What did we just multiply by?[/TARGET] Student: Three. Teacher: Three. Teacher: Where should you put the three?",0 5215,"Teacher: Six, 12 - six, 12, 18. Teacher: What did we just multiply by? Student: Three. [TARGET]Teacher: Three.[/TARGET] Teacher: Where should you put the three? Student: Here. Teacher: Uh-huh.",0 5216,Teacher: What did we just multiply by? Student: Three. Teacher: Three. [TARGET]Teacher: Where should you put the three?[/TARGET] Student: Here. Teacher: Uh-huh. Teacher: Where should you put the 18?,0 5217,"Teacher: Three. Teacher: Where should you put the three? Student: Here. [TARGET]Teacher: Uh-huh.[/TARGET] Teacher: Where should you put the 18? Teacher: Right here. Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something.",0 5218,"Teacher: Where should you put the three? Student: Here. Teacher: Uh-huh. [TARGET]Teacher: Where should you put the 18?[/TARGET] Teacher: Right here. Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something. Teacher: When was the last time I ever yelled at you for not knowing something?",0 5219,"Student: Here. Teacher: Uh-huh. Teacher: Where should you put the 18? [TARGET]Teacher: Right here.[/TARGET] Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something. Teacher: When was the last time I ever yelled at you for not knowing something? Student: Never.",0 5220,"Teacher: Uh-huh. Teacher: Where should you put the 18? Teacher: Right here. [TARGET]Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something.[/TARGET] Teacher: When was the last time I ever yelled at you for not knowing something? Student: Never. Teacher: When?",1 5221,"Teacher: Where should you put the 18? Teacher: Right here. Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something. [TARGET]Teacher: When was the last time I ever yelled at you for not knowing something?[/TARGET] Student: Never. Teacher: When? Student: Never.",1 5222,"Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something. Teacher: When was the last time I ever yelled at you for not knowing something? Student: Never. [TARGET]Teacher: When?[/TARGET] Student: Never. Teacher: Uh-huh, that's right. Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class.",1 5223,"Student: Never. Teacher: When? Student: Never. [TARGET]Teacher: Uh-huh, that's right.[/TARGET] Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class. Teacher: Stop crying. Teacher: Okay.",1 5224,"Teacher: When? Student: Never. Teacher: Uh-huh, that's right. [TARGET]Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class.[/TARGET] Teacher: Stop crying. Teacher: Okay. Teacher: All right, very good.",1 5225,"Student: Never. Teacher: Uh-huh, that's right. Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class. [TARGET]Teacher: Stop crying.[/TARGET] Teacher: Okay. Teacher: All right, very good. Teacher: Let's all work through this together.",1 5226,"Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class. Teacher: Stop crying. Teacher: Okay. [TARGET]Teacher: All right, very good.[/TARGET] Teacher: Let's all work through this together. Teacher: Remember, it is a learning experience. Teacher: This is something new.",1 5227,"Teacher: Stop crying. Teacher: Okay. Teacher: All right, very good. [TARGET]Teacher: Let's all work through this together.[/TARGET] Teacher: Remember, it is a learning experience. Teacher: This is something new. Teacher: I don't expect you to know it perfectly.",1 5228,"Teacher: Okay. Teacher: All right, very good. Teacher: Let's all work through this together. [TARGET]Teacher: Remember, it is a learning experience.[/TARGET] Teacher: This is something new. Teacher: I don't expect you to know it perfectly. Teacher: I didn't know it perfectly in the fourth grade.",0 5229,"Teacher: All right, very good. Teacher: Let's all work through this together. Teacher: Remember, it is a learning experience. [TARGET]Teacher: This is something new.[/TARGET] Teacher: I don't expect you to know it perfectly. Teacher: I didn't know it perfectly in the fourth grade. Teacher: I think I learned it lie, in fifth grade, honestly.",0 5230,"Teacher: Let's all work through this together. Teacher: Remember, it is a learning experience. Teacher: This is something new. [TARGET]Teacher: I don't expect you to know it perfectly.[/TARGET] Teacher: I didn't know it perfectly in the fourth grade. Teacher: I think I learned it lie, in fifth grade, honestly. Teacher: But you guys have to work through it so I can see.",0 5231,"Teacher: Remember, it is a learning experience. Teacher: This is something new. Teacher: I don't expect you to know it perfectly. [TARGET]Teacher: I didn't know it perfectly in the fourth grade.[/TARGET] Teacher: I think I learned it lie, in fifth grade, honestly. Teacher: But you guys have to work through it so I can see. Teacher: I know that Student W and Student I both can't do it past the second step.",0 5232,"Teacher: This is something new. Teacher: I don't expect you to know it perfectly. Teacher: I didn't know it perfectly in the fourth grade. [TARGET]Teacher: I think I learned it lie, in fifth grade, honestly.[/TARGET] Teacher: But you guys have to work through it so I can see. Teacher: I know that Student W and Student I both can't do it past the second step. Teacher: How do I know that?",0 5233,"Teacher: I don't expect you to know it perfectly. Teacher: I didn't know it perfectly in the fourth grade. Teacher: I think I learned it lie, in fifth grade, honestly. [TARGET]Teacher: But you guys have to work through it so I can see.[/TARGET] Teacher: I know that Student W and Student I both can't do it past the second step. Teacher: How do I know that? Teacher: Because they both worked it through and they both messed up at the second step.",1 5234,"Teacher: I didn't know it perfectly in the fourth grade. Teacher: I think I learned it lie, in fifth grade, honestly. Teacher: But you guys have to work through it so I can see. [TARGET]Teacher: I know that Student W and Student I both can't do it past the second step.[/TARGET] Teacher: How do I know that? Teacher: Because they both worked it through and they both messed up at the second step. Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay?",1 5235,"Teacher: I think I learned it lie, in fifth grade, honestly. Teacher: But you guys have to work through it so I can see. Teacher: I know that Student W and Student I both can't do it past the second step. [TARGET]Teacher: How do I know that?[/TARGET] Teacher: Because they both worked it through and they both messed up at the second step. Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? Teacher: You both had the same answer, which cracks me up.",1 5236,"Teacher: But you guys have to work through it so I can see. Teacher: I know that Student W and Student I both can't do it past the second step. Teacher: How do I know that? [TARGET]Teacher: Because they both worked it through and they both messed up at the second step.[/TARGET] Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? Teacher: You both had the same answer, which cracks me up. Teacher: Student M, watch.",1 5237,"Teacher: I know that Student W and Student I both can't do it past the second step. Teacher: How do I know that? Teacher: Because they both worked it through and they both messed up at the second step. [TARGET]Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay?[/TARGET] Teacher: You both had the same answer, which cracks me up. Teacher: Student M, watch. Teacher: Six goes into two - stop, you're fine.",1 5238,"Teacher: How do I know that? Teacher: Because they both worked it through and they both messed up at the second step. Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? [TARGET]Teacher: You both had the same answer, which cracks me up.[/TARGET] Teacher: Student M, watch. Teacher: Six goes into two - stop, you're fine. Teacher: You're fine.",1 5239,"Teacher: Because they both worked it through and they both messed up at the second step. Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? Teacher: You both had the same answer, which cracks me up. [TARGET]Teacher: Student M, watch.[/TARGET] Teacher: Six goes into two - stop, you're fine. Teacher: You're fine. Teacher: This is a non-threatening environment.",1 5240,"Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? Teacher: You both had the same answer, which cracks me up. Teacher: Student M, watch. [TARGET]Teacher: Six goes into two - stop, you're fine.[/TARGET] Teacher: You're fine. Teacher: This is a non-threatening environment. Teacher: Stop.",1 5241,"Teacher: You both had the same answer, which cracks me up. Teacher: Student M, watch. Teacher: Six goes into two - stop, you're fine. [TARGET]Teacher: You're fine.[/TARGET] Teacher: This is a non-threatening environment. Teacher: Stop. Teacher: Six goes into two how many times?",1 5242,"Teacher: Student M, watch. Teacher: Six goes into two - stop, you're fine. Teacher: You're fine. [TARGET]Teacher: This is a non-threatening environment.[/TARGET] Teacher: Stop. Teacher: Six goes into two how many times? Multiple Students: Zero.",1 5243,"Teacher: Six goes into two - stop, you're fine. Teacher: You're fine. Teacher: This is a non-threatening environment. [TARGET]Teacher: Stop.[/TARGET] Teacher: Six goes into two how many times? Multiple Students: Zero. Teacher: Zero.",1 5244,"Teacher: You're fine. Teacher: This is a non-threatening environment. Teacher: Stop. [TARGET]Teacher: Six goes into two how many times?[/TARGET] Multiple Students: Zero. Teacher: Zero. Teacher: Okay, we know that.",0 5245,"Teacher: Stop. Teacher: Six goes into two how many times? Multiple Students: Zero. [TARGET]Teacher: Zero.[/TARGET] Teacher: Okay, we know that. Teacher: So then what do we do if it can't go in the first half and we [bump] it to make it a bigger number, so we go into the next two numbers, which is the tens. Teacher: So now we have to do 20.",0 5246,"Teacher: Six goes into two how many times? Multiple Students: Zero. Teacher: Zero. [TARGET]Teacher: Okay, we know that.[/TARGET] Teacher: So then what do we do if it can't go in the first half and we [bump] it to make it a bigger number, so we go into the next two numbers, which is the tens. Teacher: So now we have to do 20. Teacher: Okay, what can we multiply by six to get close to 20, but we cannot go over 20.",0 5247,"Multiple Students: Zero. Teacher: Zero. Teacher: Okay, we know that. [TARGET]Teacher: So then what do we do if it can't go in the first half and we [bump] it to make it a bigger number, so we go into the next two numbers, which is the tens.[/TARGET] Teacher: So now we have to do 20. Teacher: Okay, what can we multiply by six to get close to 20, but we cannot go over 20. Student: Three.",0 5248,"Teacher: Zero. Teacher: Okay, we know that. Teacher: So then what do we do if it can't go in the first half and we [bump] it to make it a bigger number, so we go into the next two numbers, which is the tens. [TARGET]Teacher: So now we have to do 20.[/TARGET] Teacher: Okay, what can we multiply by six to get close to 20, but we cannot go over 20. Student: Three. Teacher: Three.",0 5249,"Teacher: Okay, we know that. Teacher: So then what do we do if it can't go in the first half and we [bump] it to make it a bigger number, so we go into the next two numbers, which is the tens. Teacher: So now we have to do 20. [TARGET]Teacher: Okay, what can we multiply by six to get close to 20, but we cannot go over 20.[/TARGET] Student: Three. Teacher: Three. Teacher: And what is six times three?",0 5250,"Teacher: So now we have to do 20. Teacher: Okay, what can we multiply by six to get close to 20, but we cannot go over 20. Student: Three. [TARGET]Teacher: Three.[/TARGET] Teacher: And what is six times three? Multiple Students: 18 Teacher: Here - this step right here, Student I and Student W, this is where you messed up, so you two pay close attention.",0 5251,"Teacher: Okay, what can we multiply by six to get close to 20, but we cannot go over 20. Student: Three. Teacher: Three. [TARGET]Teacher: And what is six times three?[/TARGET] Multiple Students: 18 Teacher: Here - this step right here, Student I and Student W, this is where you messed up, so you two pay close attention. Multiple Students: Attention.",0 5252,"Teacher: Three. Teacher: And what is six times three? Multiple Students: 18 [TARGET]Teacher: Here - this step right here, Student I and Student W, this is where you messed up, so you two pay close attention.[/TARGET] Multiple Students: Attention. Student: I messed up too. Teacher: Right here, 20 minus 18 is two, correct?",1 5253,"Teacher: Here - this step right here, Student I and Student W, this is where you messed up, so you two pay close attention. Multiple Students: Attention. Student: I messed up too. [TARGET]Teacher: Right here, 20 minus 18 is two, correct?[/TARGET] Teacher: You all had that. Teacher: Then for some reason you all added another zero. Teacher: You went here and you said six won't go into two, but you skipped this step right here.",0 5254,"Multiple Students: Attention. Student: I messed up too. Teacher: Right here, 20 minus 18 is two, correct? [TARGET]Teacher: You all had that.[/TARGET] Teacher: Then for some reason you all added another zero. Teacher: You went here and you said six won't go into two, but you skipped this step right here. Teacher: [Crosstalk]",0 5255,"Student: I messed up too. Teacher: Right here, 20 minus 18 is two, correct? Teacher: You all had that. [TARGET]Teacher: Then for some reason you all added another zero.[/TARGET] Teacher: You went here and you said six won't go into two, but you skipped this step right here. Teacher: [Crosstalk] Teacher: You must bring it down [to even] have that.",0 5256,"Teacher: Right here, 20 minus 18 is two, correct? Teacher: You all had that. Teacher: Then for some reason you all added another zero. [TARGET]Teacher: You went here and you said six won't go into two, but you skipped this step right here.[/TARGET] Teacher: [Crosstalk] Teacher: You must bring it down [to even] have that. Student: I had that.",0 5257,"Teacher: Then for some reason you all added another zero. Teacher: You went here and you said six won't go into two, but you skipped this step right here. Teacher: [Crosstalk] [TARGET]Teacher: You must bring it down [to even] have that.[/TARGET] Student: I had that. Teacher: No, you had a 20. Teacher: But see, [inaudible].",0 5258,"Teacher: [Crosstalk] Teacher: You must bring it down [to even] have that. Student: I had that. [TARGET]Teacher: No, you had a 20.[/TARGET] Teacher: But see, [inaudible]. Student: He brought down - Teacher: You brought it down like five times.",0 5259,"Teacher: You must bring it down [to even] have that. Student: I had that. Teacher: No, you had a 20. [TARGET]Teacher: But see, [inaudible].[/TARGET] Student: He brought down - Teacher: You brought it down like five times. Teacher: [Crosstalk]",0 5260,"Teacher: No, you had a 20. Teacher: But see, [inaudible]. Student: He brought down - [TARGET]Teacher: You brought it down like five times.[/TARGET] Teacher: [Crosstalk] Teacher: All right, here we go. Teacher: So I brought it down and now right here -",0 5261,"Student: He brought down - Teacher: You brought it down like five times. Teacher: [Crosstalk] [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: So I brought it down and now right here - Student: This is what I got. Student: [Crosstalk]",1 5262,"Teacher: You brought it down like five times. Teacher: [Crosstalk] Teacher: All right, here we go. [TARGET]Teacher: So I brought it down and now right here -[/TARGET] Student: This is what I got. Student: [Crosstalk] Teacher: Let me show you something.",0 5263,"Teacher: So I brought it down and now right here - Student: This is what I got. Student: [Crosstalk] [TARGET]Teacher: Let me show you something.[/TARGET] Teacher: Student I, Student W, look. Teacher: You and him, do you all have the exact same thing, 24 minus four? Teacher: 24 minus four?",1 5264,"Student: This is what I got. Student: [Crosstalk] Teacher: Let me show you something. [TARGET]Teacher: Student I, Student W, look.[/TARGET] Teacher: You and him, do you all have the exact same thing, 24 minus four? Teacher: 24 minus four? Teacher: Is that - wasn't that right?",1 5265,"Student: [Crosstalk] Teacher: Let me show you something. Teacher: Student I, Student W, look. [TARGET]Teacher: You and him, do you all have the exact same thing, 24 minus four?[/TARGET] Teacher: 24 minus four? Teacher: Is that - wasn't that right? Teacher: All right.",0 5266,"Teacher: Let me show you something. Teacher: Student I, Student W, look. Teacher: You and him, do you all have the exact same thing, 24 minus four? [TARGET]Teacher: 24 minus four?[/TARGET] Teacher: Is that - wasn't that right? Teacher: All right. Teacher: I don't know why you all had minus four.",0 5267,"Teacher: Student I, Student W, look. Teacher: You and him, do you all have the exact same thing, 24 minus four? Teacher: 24 minus four? [TARGET]Teacher: Is that - wasn't that right?[/TARGET] Teacher: All right. Teacher: I don't know why you all had minus four. Teacher: It has nothing to do with it, so that's what I'm trying to say to you.",0 5268,"Teacher: 24 minus four? Teacher: Is that - wasn't that right? Teacher: All right. [TARGET]Teacher: I don't know why you all had minus four.[/TARGET] Teacher: It has nothing to do with it, so that's what I'm trying to say to you. Teacher: We brought it down. Teacher: We don't minus it.",0 5269,"Teacher: Is that - wasn't that right? Teacher: All right. Teacher: I don't know why you all had minus four. [TARGET]Teacher: It has nothing to do with it, so that's what I'm trying to say to you.[/TARGET] Teacher: We brought it down. Teacher: We don't minus it. Teacher: [Inaudible] that over here?",0 5270,"Teacher: All right. Teacher: I don't know why you all had minus four. Teacher: It has nothing to do with it, so that's what I'm trying to say to you. [TARGET]Teacher: We brought it down.[/TARGET] Teacher: We don't minus it. Teacher: [Inaudible] that over here? Teacher: We subtracted and then we brought it down.",0 5271,"Teacher: I don't know why you all had minus four. Teacher: It has nothing to do with it, so that's what I'm trying to say to you. Teacher: We brought it down. [TARGET]Teacher: We don't minus it.[/TARGET] Teacher: [Inaudible] that over here? Teacher: We subtracted and then we brought it down. Teacher: You added an extra step.",0 5272,"Teacher: It has nothing to do with it, so that's what I'm trying to say to you. Teacher: We brought it down. Teacher: We don't minus it. [TARGET]Teacher: [Inaudible] that over here?[/TARGET] Teacher: We subtracted and then we brought it down. Teacher: You added an extra step. Teacher: So what is six into 24?",0 5273,Teacher: We brought it down. Teacher: We don't minus it. Teacher: [Inaudible] that over here? [TARGET]Teacher: We subtracted and then we brought it down.[/TARGET] Teacher: You added an extra step. Teacher: So what is six into 24? Multiple Students: Four.,0 5274,Teacher: We don't minus it. Teacher: [Inaudible] that over here? Teacher: We subtracted and then we brought it down. [TARGET]Teacher: You added an extra step.[/TARGET] Teacher: So what is six into 24? Multiple Students: Four. Teacher: Four.,0 5275,Teacher: [Inaudible] that over here? Teacher: We subtracted and then we brought it down. Teacher: You added an extra step. [TARGET]Teacher: So what is six into 24?[/TARGET] Multiple Students: Four. Teacher: Four. Teacher: [Crosstalk],0 5276,Teacher: You added an extra step. Teacher: So what is six into 24? Multiple Students: Four. [TARGET]Teacher: Four.[/TARGET] Teacher: [Crosstalk] Teacher: Six times four is 24. Teacher: [Crosstalk],0 5277,"Multiple Students: Four. Teacher: Four. Teacher: [Crosstalk] [TARGET]Teacher: Six times four is 24.[/TARGET] Teacher: [Crosstalk] Teacher: You, honey, are not listening to me. Teacher: You put 24 minus four.",0 5278,"Teacher: [Crosstalk] Teacher: Six times four is 24. Teacher: [Crosstalk] [TARGET]Teacher: You, honey, are not listening to me.[/TARGET] Teacher: You put 24 minus four. Teacher: I don't even know where you get this [theory]. Teacher: [Crosstalk]",1 5279,"Teacher: Six times four is 24. Teacher: [Crosstalk] Teacher: You, honey, are not listening to me. [TARGET]Teacher: You put 24 minus four.[/TARGET] Teacher: I don't even know where you get this [theory]. Teacher: [Crosstalk] Teacher: Okay.",0 5280,"Teacher: [Crosstalk] Teacher: You, honey, are not listening to me. Teacher: You put 24 minus four. [TARGET]Teacher: I don't even know where you get this [theory].[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: How many of you got that one correct?",0 5281,Teacher: I don't even know where you get this [theory]. Teacher: [Crosstalk] Teacher: Okay. [TARGET]Teacher: How many of you got that one correct?[/TARGET] Student: I got that correct. Teacher: How many of you got that one correct? Teacher: Raise your hand.,0 5282,"Teacher: Okay. Teacher: How many of you got that one correct? Student: I got that correct. [TARGET]Teacher: How many of you got that one correct?[/TARGET] Teacher: Raise your hand. Teacher: Okay. Teacher: Please sit up, Student A. That's inappropriate.",0 5283,"Teacher: How many of you got that one correct? Student: I got that correct. Teacher: How many of you got that one correct? [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: Okay. Teacher: Please sit up, Student A. That's inappropriate. Teacher: All right, here we go.",1 5284,"Teacher: How many of you got that one correct? Teacher: Raise your hand. Teacher: Okay. [TARGET]Teacher: Please sit up, Student A. That's inappropriate.[/TARGET] Teacher: All right, here we go. Teacher: No, we're going to groups. Teacher: Sorry.",1 5285,"Teacher: Raise your hand. Teacher: Okay. Teacher: Please sit up, Student A. That's inappropriate. [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: No, we're going to groups. Teacher: Sorry. Teacher: [Crosstalk]",1 5286,"Teacher: Okay. Teacher: Please sit up, Student A. That's inappropriate. Teacher: All right, here we go. [TARGET]Teacher: No, we're going to groups.[/TARGET] Teacher: Sorry. Teacher: [Crosstalk] Teacher: So this group, we're on rotation three.",1 5287,"Teacher: Please sit up, Student A. That's inappropriate. Teacher: All right, here we go. Teacher: No, we're going to groups. [TARGET]Teacher: Sorry.[/TARGET] Teacher: [Crosstalk] Teacher: So this group, we're on rotation three. Teacher: We didn't get into that yesterday.",0 5288,"Teacher: No, we're going to groups. Teacher: Sorry. Teacher: [Crosstalk] [TARGET]Teacher: So this group, we're on rotation three.[/TARGET] Teacher: We didn't get into that yesterday. Teacher: So I want to see Student J, Student T, Student W, Student J, Student T and Student V. Teacher: [Crosstalk]",1 5289,"Teacher: Sorry. Teacher: [Crosstalk] Teacher: So this group, we're on rotation three. [TARGET]Teacher: We didn't get into that yesterday.[/TARGET] Teacher: So I want to see Student J, Student T, Student W, Student J, Student T and Student V. Teacher: [Crosstalk] Teacher: Just bring your notebooks.",0 5290,"Teacher: [Crosstalk] Teacher: So this group, we're on rotation three. Teacher: We didn't get into that yesterday. [TARGET]Teacher: So I want to see Student J, Student T, Student W, Student J, Student T and Student V.[/TARGET] Teacher: [Crosstalk] Teacher: Just bring your notebooks. Teacher: [Crosstalk]",1 5291,"Teacher: We didn't get into that yesterday. Teacher: So I want to see Student J, Student T, Student W, Student J, Student T and Student V. Teacher: [Crosstalk] [TARGET]Teacher: Just bring your notebooks.[/TARGET] Teacher: [Crosstalk] Student: Teacher? Student: I'm running out of paper in my notebook.",1 5292,"Student: Teacher? Student: I'm running out of paper in my notebook. Student: I have no other pages that I haven't used yet. [TARGET]Teacher: Now, if you're at the computer center, look what it says.[/TARGET] Teacher: Where must you go? Multiple Students: [Inaudible]. Teacher: And what was the game you had to play?",1 5293,"Student: I'm running out of paper in my notebook. Student: I have no other pages that I haven't used yet. Teacher: Now, if you're at the computer center, look what it says. [TARGET]Teacher: Where must you go?[/TARGET] Multiple Students: [Inaudible]. Teacher: And what was the game you had to play? Teacher: [Inaudible].",1 5294,"Teacher: Now, if you're at the computer center, look what it says. Teacher: Where must you go? Multiple Students: [Inaudible]. [TARGET]Teacher: And what was the game you had to play?[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: You have the pages right now what you're supposed to do.",1 5295,Teacher: And what was the game you had to play? Teacher: [Inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: You have the pages right now what you're supposed to do.[/TARGET] Teacher: [Crosstalk] Student: Teacher? Student: [Crosstalk],1 5296,Teacher: [Crosstalk] Student: Teacher? Student: [Crosstalk] [TARGET]Teacher: In the fourth grade?[/TARGET] Teacher: Under Teacher? Teacher: Where are you from? Student: [Inaudible].,1 5297,Student: Teacher? Student: [Crosstalk] Teacher: In the fourth grade? [TARGET]Teacher: Under Teacher?[/TARGET] Teacher: Where are you from? Student: [Inaudible]. Teacher: We don't [talk] that way.,1 5298,"Student: [Crosstalk] Teacher: In the fourth grade? Teacher: Under Teacher? [TARGET]Teacher: Where are you from?[/TARGET] Student: [Inaudible]. Teacher: We don't [talk] that way. Teacher: You go to - then you go to math with science, you go to math with science and then you will see -",1 5299,"Teacher: Under Teacher? Teacher: Where are you from? Student: [Inaudible]. [TARGET]Teacher: We don't [talk] that way.[/TARGET] Teacher: You go to - then you go to math with science, you go to math with science and then you will see - Student: Oh. Teacher: Oh.",1 5300,"Teacher: Where are you from? Student: [Inaudible]. Teacher: We don't [talk] that way. [TARGET]Teacher: You go to - then you go to math with science, you go to math with science and then you will see -[/TARGET] Student: Oh. Teacher: Oh. Teacher: So take your [yeahs] back.",1 5301,"Teacher: We don't [talk] that way. Teacher: You go to - then you go to math with science, you go to math with science and then you will see - Student: Oh. [TARGET]Teacher: Oh.[/TARGET] Teacher: So take your [yeahs] back. Student: Okay. Teacher: All right.",0 5302,"Teacher: You go to - then you go to math with science, you go to math with science and then you will see - Student: Oh. Teacher: Oh. [TARGET]Teacher: So take your [yeahs] back.[/TARGET] Student: Okay. Teacher: All right. Student: [Inaudible], because all the other [inaudible].",0 5303,"Teacher: All right. Student: [Inaudible], because all the other [inaudible]. Student: [Crosstalk] [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Student M, would you like to come sit over here beside me? Teacher: I didn't think so. Teacher: [Crosstalk]",1 5304,"Student: [Inaudible], because all the other [inaudible]. Student: [Crosstalk] Teacher: I'm sorry. [TARGET]Teacher: Student M, would you like to come sit over here beside me?[/TARGET] Teacher: I didn't think so. Teacher: [Crosstalk] Teacher: You can [write] on the back.",1 5305,"Student: [Crosstalk] Teacher: I'm sorry. Teacher: Student M, would you like to come sit over here beside me? [TARGET]Teacher: I didn't think so.[/TARGET] Teacher: [Crosstalk] Teacher: You can [write] on the back. Teacher: [Crosstalk]",1 5306,"Teacher: Student M, would you like to come sit over here beside me? Teacher: I didn't think so. Teacher: [Crosstalk] [TARGET]Teacher: You can [write] on the back.[/TARGET] Teacher: [Crosstalk] Teacher: Computer. Teacher: You're about to shut the computer and go back and do some seat work.",1 5307,"Teacher: [Crosstalk] Teacher: You can [write] on the back. Teacher: [Crosstalk] [TARGET]Teacher: Computer.[/TARGET] Teacher: You're about to shut the computer and go back and do some seat work. Teacher: If you're doing guided math, you're on a computer and you are quiet. Student: Do we have to do [inaudible]?",1 5308,"Teacher: You can [write] on the back. Teacher: [Crosstalk] Teacher: Computer. [TARGET]Teacher: You're about to shut the computer and go back and do some seat work.[/TARGET] Teacher: If you're doing guided math, you're on a computer and you are quiet. Student: Do we have to do [inaudible]? Teacher: That's what I said.",1 5309,"Teacher: [Crosstalk] Teacher: Computer. Teacher: You're about to shut the computer and go back and do some seat work. [TARGET]Teacher: If you're doing guided math, you're on a computer and you are quiet.[/TARGET] Student: Do we have to do [inaudible]? Teacher: That's what I said. Student: I can't believe it.",1 5310,"Teacher: You're about to shut the computer and go back and do some seat work. Teacher: If you're doing guided math, you're on a computer and you are quiet. Student: Do we have to do [inaudible]? [TARGET]Teacher: That's what I said.[/TARGET] Student: I can't believe it. Student: It's only the second quarter. Teacher: All right, here we go.",1 5311,"Teacher: That's what I said. Student: I can't believe it. Student: It's only the second quarter. [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: So turn your papers to the sides. Teacher: But yours could look like it looked like over there. Teacher: All right, turn your paper to the side, that way.",1 5312,"Student: I can't believe it. Student: It's only the second quarter. Teacher: All right, here we go. [TARGET]Teacher: So turn your papers to the sides.[/TARGET] Teacher: But yours could look like it looked like over there. Teacher: All right, turn your paper to the side, that way. Student: Oh.",1 5313,"Student: It's only the second quarter. Teacher: All right, here we go. Teacher: So turn your papers to the sides. [TARGET]Teacher: But yours could look like it looked like over there.[/TARGET] Teacher: All right, turn your paper to the side, that way. Student: Oh. Teacher: All right, I'm gonna give you a couple of them just to start off with.",0 5314,"Teacher: All right, here we go. Teacher: So turn your papers to the sides. Teacher: But yours could look like it looked like over there. [TARGET]Teacher: All right, turn your paper to the side, that way.[/TARGET] Student: Oh. Teacher: All right, I'm gonna give you a couple of them just to start off with. Teacher: Let's see.",1 5315,"Teacher: But yours could look like it looked like over there. Teacher: All right, turn your paper to the side, that way. Student: Oh. [TARGET]Teacher: All right, I'm gonna give you a couple of them just to start off with.[/TARGET] Teacher: Let's see. Teacher: I want you all to [try these]. Teacher: Five and three, four.",1 5316,"Teacher: All right, turn your paper to the side, that way. Student: Oh. Teacher: All right, I'm gonna give you a couple of them just to start off with. [TARGET]Teacher: Let's see.[/TARGET] Teacher: I want you all to [try these]. Teacher: Five and three, four. Teacher: Now, okay, Student W, make sure that each of yours stays in a line so it's like this on that page.",1 5317,"Student: Oh. Teacher: All right, I'm gonna give you a couple of them just to start off with. Teacher: Let's see. [TARGET]Teacher: I want you all to [try these].[/TARGET] Teacher: Five and three, four. Teacher: Now, okay, Student W, make sure that each of yours stays in a line so it's like this on that page. Teacher: [Crosstalk]",1 5318,"Teacher: All right, I'm gonna give you a couple of them just to start off with. Teacher: Let's see. Teacher: I want you all to [try these]. [TARGET]Teacher: Five and three, four.[/TARGET] Teacher: Now, okay, Student W, make sure that each of yours stays in a line so it's like this on that page. Teacher: [Crosstalk] Teacher: No, look, you have the line free.",0 5319,"Teacher: Let's see. Teacher: I want you all to [try these]. Teacher: Five and three, four. [TARGET]Teacher: Now, okay, Student W, make sure that each of yours stays in a line so it's like this on that page.[/TARGET] Teacher: [Crosstalk] Teacher: No, look, you have the line free. Teacher: [Crosstalk]",0 5320,"Teacher: Five and three, four. Teacher: Now, okay, Student W, make sure that each of yours stays in a line so it's like this on that page. Teacher: [Crosstalk] [TARGET]Teacher: No, look, you have the line free.[/TARGET] Teacher: [Crosstalk] Teacher: Five, and just write small. Teacher: 345",0 5321,"Teacher: [Crosstalk] Teacher: No, look, you have the line free. Teacher: [Crosstalk] [TARGET]Teacher: Five, and just write small.[/TARGET] Teacher: 345 Teacher: Both of them. Teacher: Write both of them.",0 5322,"Teacher: No, look, you have the line free. Teacher: [Crosstalk] Teacher: Five, and just write small. [TARGET]Teacher: 345[/TARGET] Teacher: Both of them. Teacher: Write both of them. Student: Okay.",0 5323,"Teacher: [Crosstalk] Teacher: Five, and just write small. Teacher: 345 [TARGET]Teacher: Both of them.[/TARGET] Teacher: Write both of them. Student: Okay. Student: Oh, I got it right.",1 5324,"Teacher: Five, and just write small. Teacher: 345 Teacher: Both of them. [TARGET]Teacher: Write both of them.[/TARGET] Student: Okay. Student: Oh, I got it right. Student: [Crosstalk]",1 5325,"Student: Okay. Student: Oh, I got it right. Student: [Crosstalk] [TARGET]Teacher: [Inaudible], stop.[/TARGET] Teacher: All right. Teacher: Let's see how you did. Teacher: Okay, so I have three right here.",1 5326,"Student: [Crosstalk] Teacher: [Inaudible], stop. Teacher: All right. [TARGET]Teacher: Let's see how you did.[/TARGET] Teacher: Okay, so I have three right here. Teacher: I have three. Teacher: That means you don't understand it.",1 5327,"Teacher: [Inaudible], stop. Teacher: All right. Teacher: Let's see how you did. [TARGET]Teacher: Okay, so I have three right here.[/TARGET] Teacher: I have three. Teacher: That means you don't understand it. Student: Yeah.",0 5328,"Teacher: All right. Teacher: Let's see how you did. Teacher: Okay, so I have three right here. [TARGET]Teacher: I have three.[/TARGET] Teacher: That means you don't understand it. Student: Yeah. Teacher: Yes.",0 5329,"Teacher: Let's see how you did. Teacher: Okay, so I have three right here. Teacher: I have three. [TARGET]Teacher: That means you don't understand it.[/TARGET] Student: Yeah. Teacher: Yes. Student: I forgot about the same thing.",0 5330,"Teacher: I have three. Teacher: That means you don't understand it. Student: Yeah. [TARGET]Teacher: Yes.[/TARGET] Student: I forgot about the same thing. Teacher: Okay, I love you, I really do, but today you have got to zip it, lock it, put it in your pocket, okay? Teacher: I love it, but today we're a little too chatty.",0 5331,"Student: Yeah. Teacher: Yes. Student: I forgot about the same thing. [TARGET]Teacher: Okay, I love you, I really do, but today you have got to zip it, lock it, put it in your pocket, okay?[/TARGET] Teacher: I love it, but today we're a little too chatty. Teacher: Here we go. Teacher: So we have three right here.",1 5332,"Teacher: Yes. Student: I forgot about the same thing. Teacher: Okay, I love you, I really do, but today you have got to zip it, lock it, put it in your pocket, okay? [TARGET]Teacher: I love it, but today we're a little too chatty.[/TARGET] Teacher: Here we go. Teacher: So we have three right here. Teacher: Can I get five out of that three?",1 5333,"Student: I forgot about the same thing. Teacher: Okay, I love you, I really do, but today you have got to zip it, lock it, put it in your pocket, okay? Teacher: I love it, but today we're a little too chatty. [TARGET]Teacher: Here we go.[/TARGET] Teacher: So we have three right here. Teacher: Can I get five out of that three? Multiple Students: No.",1 5334,"Teacher: Okay, I love you, I really do, but today you have got to zip it, lock it, put it in your pocket, okay? Teacher: I love it, but today we're a little too chatty. Teacher: Here we go. [TARGET]Teacher: So we have three right here.[/TARGET] Teacher: Can I get five out of that three? Multiple Students: No. Teacher: No.",0 5335,"Teacher: I love it, but today we're a little too chatty. Teacher: Here we go. Teacher: So we have three right here. [TARGET]Teacher: Can I get five out of that three?[/TARGET] Multiple Students: No. Teacher: No. Teacher: So I know I need to move it over to the - like that, because it's already four, okay?",0 5336,"Teacher: So we have three right here. Teacher: Can I get five out of that three? Multiple Students: No. [TARGET]Teacher: No.[/TARGET] Teacher: So I know I need to move it over to the - like that, because it's already four, okay? Teacher: Does everybody understand why I had to do that? Student: Yes.",0 5337,"Teacher: Can I get five out of that three? Multiple Students: No. Teacher: No. [TARGET]Teacher: So I know I need to move it over to the - like that, because it's already four, okay?[/TARGET] Teacher: Does everybody understand why I had to do that? Student: Yes. Teacher: Okay, I couldn't take it from that - from this first number.",0 5338,"Multiple Students: No. Teacher: No. Teacher: So I know I need to move it over to the - like that, because it's already four, okay? [TARGET]Teacher: Does everybody understand why I had to do that?[/TARGET] Student: Yes. Teacher: Okay, I couldn't take it from that - from this first number. Teacher: All right, so then I go into - what's my next number now?",1 5339,"Teacher: So I know I need to move it over to the - like that, because it's already four, okay? Teacher: Does everybody understand why I had to do that? Student: Yes. [TARGET]Teacher: Okay, I couldn't take it from that - from this first number.[/TARGET] Teacher: All right, so then I go into - what's my next number now? Student: 30 Student: [Inaudible].",0 5340,"Teacher: Does everybody understand why I had to do that? Student: Yes. Teacher: Okay, I couldn't take it from that - from this first number. [TARGET]Teacher: All right, so then I go into - what's my next number now?[/TARGET] Student: 30 Student: [Inaudible]. Teacher: Yeah, what did you think it was?",0 5341,"Teacher: All right, so then I go into - what's my next number now? Student: 30 Student: [Inaudible]. [TARGET]Teacher: Yeah, what did you think it was?[/TARGET] Student: I thought it was just three. Teacher: Oh. Teacher: All right, so now what's my next number?",0 5342,"Student: [Inaudible]. Teacher: Yeah, what did you think it was? Student: I thought it was just three. [TARGET]Teacher: Oh.[/TARGET] Teacher: All right, so now what's my next number? Teacher: 34 Teacher: So I know I can put a little zero there, because that kind of helps me out.",0 5343,"Teacher: Yeah, what did you think it was? Student: I thought it was just three. Teacher: Oh. [TARGET]Teacher: All right, so now what's my next number?[/TARGET] Teacher: 34 Teacher: So I know I can put a little zero there, because that kind of helps me out. Teacher: Then what is five into 34?",0 5344,"Student: I thought it was just three. Teacher: Oh. Teacher: All right, so now what's my next number? [TARGET]Teacher: 34[/TARGET] Teacher: So I know I can put a little zero there, because that kind of helps me out. Teacher: Then what is five into 34? Teacher: How many times can I multiply by five to get close to 30.",0 5345,"Teacher: Oh. Teacher: All right, so now what's my next number? Teacher: 34 [TARGET]Teacher: So I know I can put a little zero there, because that kind of helps me out.[/TARGET] Teacher: Then what is five into 34? Teacher: How many times can I multiply by five to get close to 30. Teacher: It should be pretty easy.",0 5346,"Teacher: All right, so now what's my next number? Teacher: 34 Teacher: So I know I can put a little zero there, because that kind of helps me out. [TARGET]Teacher: Then what is five into 34?[/TARGET] Teacher: How many times can I multiply by five to get close to 30. Teacher: It should be pretty easy. Teacher: What?",0 5347,"Teacher: 34 Teacher: So I know I can put a little zero there, because that kind of helps me out. Teacher: Then what is five into 34? [TARGET]Teacher: How many times can I multiply by five to get close to 30.[/TARGET] Teacher: It should be pretty easy. Teacher: What? Multiple Students: Six.",0 5348,"Teacher: So I know I can put a little zero there, because that kind of helps me out. Teacher: Then what is five into 34? Teacher: How many times can I multiply by five to get close to 30. [TARGET]Teacher: It should be pretty easy.[/TARGET] Teacher: What? Multiple Students: Six. Teacher: Six.",0 5349,"Teacher: Then what is five into 34? Teacher: How many times can I multiply by five to get close to 30. Teacher: It should be pretty easy. [TARGET]Teacher: What?[/TARGET] Multiple Students: Six. Teacher: Six. Teacher: All right, so I put a six there and I write my what?",0 5350,"Teacher: It should be pretty easy. Teacher: What? Multiple Students: Six. [TARGET]Teacher: Six.[/TARGET] Teacher: All right, so I put a six there and I write my what? Student: Four. Student: Of the -",0 5351,"Teacher: What? Multiple Students: Six. Teacher: Six. [TARGET]Teacher: All right, so I put a six there and I write my what?[/TARGET] Student: Four. Student: Of the - Teacher: 30, okay?",0 5352,"Teacher: All right, so I put a six there and I write my what? Student: Four. Student: Of the - [TARGET]Teacher: 30, okay?[/TARGET] Teacher: Okay, so then I subtract. Teacher: All right, so I subtract. Teacher: What is the next step after subtracting?",0 5353,"Student: Four. Student: Of the - Teacher: 30, okay? [TARGET]Teacher: Okay, so then I subtract.[/TARGET] Teacher: All right, so I subtract. Teacher: What is the next step after subtracting? Student: Bring down.",0 5354,"Student: Of the - Teacher: 30, okay? Teacher: Okay, so then I subtract. [TARGET]Teacher: All right, so I subtract.[/TARGET] Teacher: What is the next step after subtracting? Student: Bring down. Teacher: Bring down.",0 5355,"Teacher: 30, okay? Teacher: Okay, so then I subtract. Teacher: All right, so I subtract. [TARGET]Teacher: What is the next step after subtracting?[/TARGET] Student: Bring down. Teacher: Bring down. Teacher: Okay, so everybody should be here, and let's stop.",0 5356,"Teacher: All right, so I subtract. Teacher: What is the next step after subtracting? Student: Bring down. [TARGET]Teacher: Bring down.[/TARGET] Teacher: Okay, so everybody should be here, and let's stop. Teacher: So the next thing that we see is 49, okay? Teacher: Does everybody see that?",0 5357,"Teacher: What is the next step after subtracting? Student: Bring down. Teacher: Bring down. [TARGET]Teacher: Okay, so everybody should be here, and let's stop.[/TARGET] Teacher: So the next thing that we see is 49, okay? Teacher: Does everybody see that? Teacher: So here is step one, we did that one.",1 5358,"Student: Bring down. Teacher: Bring down. Teacher: Okay, so everybody should be here, and let's stop. [TARGET]Teacher: So the next thing that we see is 49, okay?[/TARGET] Teacher: Does everybody see that? Teacher: So here is step one, we did that one. Teacher: Now we're on step two.",0 5359,"Teacher: Bring down. Teacher: Okay, so everybody should be here, and let's stop. Teacher: So the next thing that we see is 49, okay? [TARGET]Teacher: Does everybody see that?[/TARGET] Teacher: So here is step one, we did that one. Teacher: Now we're on step two. Teacher: Do it again.",1 5360,"Teacher: Okay, so everybody should be here, and let's stop. Teacher: So the next thing that we see is 49, okay? Teacher: Does everybody see that? [TARGET]Teacher: So here is step one, we did that one.[/TARGET] Teacher: Now we're on step two. Teacher: Do it again. Teacher: Divide, okay.",1 5361,"Teacher: So the next thing that we see is 49, okay? Teacher: Does everybody see that? Teacher: So here is step one, we did that one. [TARGET]Teacher: Now we're on step two.[/TARGET] Teacher: Do it again. Teacher: Divide, okay. Teacher: So five will go into 49 how many times?",1 5362,"Teacher: Does everybody see that? Teacher: So here is step one, we did that one. Teacher: Now we're on step two. [TARGET]Teacher: Do it again.[/TARGET] Teacher: Divide, okay. Teacher: So five will go into 49 how many times? Teacher: Nine, and what is nine times five?",0 5363,"Teacher: So here is step one, we did that one. Teacher: Now we're on step two. Teacher: Do it again. [TARGET]Teacher: Divide, okay.[/TARGET] Teacher: So five will go into 49 how many times? Teacher: Nine, and what is nine times five? Multiple Students: 45",0 5364,"Teacher: Now we're on step two. Teacher: Do it again. Teacher: Divide, okay. [TARGET]Teacher: So five will go into 49 how many times?[/TARGET] Teacher: Nine, and what is nine times five? Multiple Students: 45 Teacher: 45",0 5365,"Teacher: Do it again. Teacher: Divide, okay. Teacher: So five will go into 49 how many times? [TARGET]Teacher: Nine, and what is nine times five?[/TARGET] Multiple Students: 45 Teacher: 45 Teacher: Geniuses, I tell you.",0 5366,"Teacher: So five will go into 49 how many times? Teacher: Nine, and what is nine times five? Multiple Students: 45 [TARGET]Teacher: 45[/TARGET] Teacher: Geniuses, I tell you. Teacher: Okay, now I have my daddy, mother, sister, brother, so I need to do what? Teacher: Subtract.",0 5367,"Teacher: Nine, and what is nine times five? Multiple Students: 45 Teacher: 45 [TARGET]Teacher: Geniuses, I tell you.[/TARGET] Teacher: Okay, now I have my daddy, mother, sister, brother, so I need to do what? Teacher: Subtract. Student: Four.",0 5368,"Multiple Students: 45 Teacher: 45 Teacher: Geniuses, I tell you. [TARGET]Teacher: Okay, now I have my daddy, mother, sister, brother, so I need to do what?[/TARGET] Teacher: Subtract. Student: Four. Teacher: So four.",0 5369,"Teacher: 45 Teacher: Geniuses, I tell you. Teacher: Okay, now I have my daddy, mother, sister, brother, so I need to do what? [TARGET]Teacher: Subtract.[/TARGET] Student: Four. Teacher: So four. Teacher: Is four smaller than the five?",0 5370,"Teacher: Okay, now I have my daddy, mother, sister, brother, so I need to do what? Teacher: Subtract. Student: Four. [TARGET]Teacher: So four.[/TARGET] Teacher: Is four smaller than the five? Multiple Students: Yes. Teacher: Yes, okay.",0 5371,"Teacher: Subtract. Student: Four. Teacher: So four. [TARGET]Teacher: Is four smaller than the five?[/TARGET] Multiple Students: Yes. Teacher: Yes, okay. Teacher: So I'm just gonna say remainder four.",0 5372,"Teacher: So four. Teacher: Is four smaller than the five? Multiple Students: Yes. [TARGET]Teacher: Yes, okay.[/TARGET] Teacher: So I'm just gonna say remainder four. Teacher: How do I know that I'm finished? Teacher: Is there any more over here to bring down?",0 5373,"Teacher: Is four smaller than the five? Multiple Students: Yes. Teacher: Yes, okay. [TARGET]Teacher: So I'm just gonna say remainder four.[/TARGET] Teacher: How do I know that I'm finished? Teacher: Is there any more over here to bring down? Student: No.",0 5374,"Multiple Students: Yes. Teacher: Yes, okay. Teacher: So I'm just gonna say remainder four. [TARGET]Teacher: How do I know that I'm finished?[/TARGET] Teacher: Is there any more over here to bring down? Student: No. Teacher: No.",0 5375,"Teacher: Yes, okay. Teacher: So I'm just gonna say remainder four. Teacher: How do I know that I'm finished? [TARGET]Teacher: Is there any more over here to bring down?[/TARGET] Student: No. Teacher: No. Teacher: So I pretty much know, hey, it's the end of the road.",0 5376,"Teacher: How do I know that I'm finished? Teacher: Is there any more over here to bring down? Student: No. [TARGET]Teacher: No.[/TARGET] Teacher: So I pretty much know, hey, it's the end of the road. Teacher: I don't have to create other numbers over here. Teacher: There's no more numbers to bring down.",0 5377,"Teacher: Is there any more over here to bring down? Student: No. Teacher: No. [TARGET]Teacher: So I pretty much know, hey, it's the end of the road.[/TARGET] Teacher: I don't have to create other numbers over here. Teacher: There's no more numbers to bring down. Teacher: How many times did I bring something down?",0 5378,"Student: No. Teacher: No. Teacher: So I pretty much know, hey, it's the end of the road. [TARGET]Teacher: I don't have to create other numbers over here.[/TARGET] Teacher: There's no more numbers to bring down. Teacher: How many times did I bring something down? Teacher: How many times did I bring something down?",0 5379,"Teacher: No. Teacher: So I pretty much know, hey, it's the end of the road. Teacher: I don't have to create other numbers over here. [TARGET]Teacher: There's no more numbers to bring down.[/TARGET] Teacher: How many times did I bring something down? Teacher: How many times did I bring something down? Teacher: Once.",0 5380,"Teacher: So I pretty much know, hey, it's the end of the road. Teacher: I don't have to create other numbers over here. Teacher: There's no more numbers to bring down. [TARGET]Teacher: How many times did I bring something down?[/TARGET] Teacher: How many times did I bring something down? Teacher: Once. Teacher: Student M, stop, please.",0 5381,"Teacher: I don't have to create other numbers over here. Teacher: There's no more numbers to bring down. Teacher: How many times did I bring something down? [TARGET]Teacher: How many times did I bring something down?[/TARGET] Teacher: Once. Teacher: Student M, stop, please. Teacher: All right, let's try another one.",0 5382,"Teacher: There's no more numbers to bring down. Teacher: How many times did I bring something down? Teacher: How many times did I bring something down? [TARGET]Teacher: Once.[/TARGET] Teacher: Student M, stop, please. Teacher: All right, let's try another one. Teacher: You've got to bring down twice.",0 5383,"Teacher: How many times did I bring something down? Teacher: How many times did I bring something down? Teacher: Once. [TARGET]Teacher: Student M, stop, please.[/TARGET] Teacher: All right, let's try another one. Teacher: You've got to bring down twice. Teacher: Watch.",1 5384,"Teacher: How many times did I bring something down? Teacher: Once. Teacher: Student M, stop, please. [TARGET]Teacher: All right, let's try another one.[/TARGET] Teacher: You've got to bring down twice. Teacher: Watch. Teacher: [Crosstalk]",1 5385,"Teacher: Once. Teacher: Student M, stop, please. Teacher: All right, let's try another one. [TARGET]Teacher: You've got to bring down twice.[/TARGET] Teacher: Watch. Teacher: [Crosstalk] Teacher: Five, three, two, four.",0 5386,"Teacher: Student M, stop, please. Teacher: All right, let's try another one. Teacher: You've got to bring down twice. [TARGET]Teacher: Watch.[/TARGET] Teacher: [Crosstalk] Teacher: Five, three, two, four. Teacher: Student M, that's your second chance.",1 5387,"Teacher: You've got to bring down twice. Teacher: Watch. Teacher: [Crosstalk] [TARGET]Teacher: Five, three, two, four.[/TARGET] Teacher: Student M, that's your second chance. Teacher: If I get on to you one more time no popcorn and a movie later. Teacher: That's all I'm gonna say.",0 5388,"Teacher: Watch. Teacher: [Crosstalk] Teacher: Five, three, two, four. [TARGET]Teacher: Student M, that's your second chance.[/TARGET] Teacher: If I get on to you one more time no popcorn and a movie later. Teacher: That's all I'm gonna say. Student: Yes, ma'am.",1 5389,"Teacher: [Crosstalk] Teacher: Five, three, two, four. Teacher: Student M, that's your second chance. [TARGET]Teacher: If I get on to you one more time no popcorn and a movie later.[/TARGET] Teacher: That's all I'm gonna say. Student: Yes, ma'am. Student: [Crosstalk]",1 5390,"Teacher: Five, three, two, four. Teacher: Student M, that's your second chance. Teacher: If I get on to you one more time no popcorn and a movie later. [TARGET]Teacher: That's all I'm gonna say.[/TARGET] Student: Yes, ma'am. Student: [Crosstalk] Teacher: Not at one time.",1 5391,"Teacher: That's all I'm gonna say. Student: Yes, ma'am. Student: [Crosstalk] [TARGET]Teacher: Not at one time.[/TARGET] Teacher: All right, let's do it together so we can understand. Teacher: Watch. Teacher: Take four -",1 5392,"Student: Yes, ma'am. Student: [Crosstalk] Teacher: Not at one time. [TARGET]Teacher: All right, let's do it together so we can understand.[/TARGET] Teacher: Watch. Teacher: Take four - Student: Do you only do the something once?",1 5393,"Student: [Crosstalk] Teacher: Not at one time. Teacher: All right, let's do it together so we can understand. [TARGET]Teacher: Watch.[/TARGET] Teacher: Take four - Student: Do you only do the something once? Teacher: No, you do it a couple times and you can move on.",1 5394,"Teacher: Not at one time. Teacher: All right, let's do it together so we can understand. Teacher: Watch. [TARGET]Teacher: Take four -[/TARGET] Student: Do you only do the something once? Teacher: No, you do it a couple times and you can move on. Teacher: [Inaudible].",0 5395,"Teacher: Watch. Teacher: Take four - Student: Do you only do the something once? [TARGET]Teacher: No, you do it a couple times and you can move on.[/TARGET] Teacher: [Inaudible]. Teacher: That's pretty easy. Teacher: There's one, and what else with my one?",1 5396,"Student: Do you only do the something once? Teacher: No, you do it a couple times and you can move on. Teacher: [Inaudible]. [TARGET]Teacher: That's pretty easy.[/TARGET] Teacher: There's one, and what else with my one? Teacher: Four here and what do I must do next? Teacher: Subtract.",1 5397,"Teacher: No, you do it a couple times and you can move on. Teacher: [Inaudible]. Teacher: That's pretty easy. [TARGET]Teacher: There's one, and what else with my one?[/TARGET] Teacher: Four here and what do I must do next? Teacher: Subtract. Teacher: Okay, so what's five minus four.",0 5398,"Teacher: [Inaudible]. Teacher: That's pretty easy. Teacher: There's one, and what else with my one? [TARGET]Teacher: Four here and what do I must do next?[/TARGET] Teacher: Subtract. Teacher: Okay, so what's five minus four. Student: Zero.",0 5399,"Teacher: That's pretty easy. Teacher: There's one, and what else with my one? Teacher: Four here and what do I must do next? [TARGET]Teacher: Subtract.[/TARGET] Teacher: Okay, so what's five minus four. Student: Zero. Teacher: Five minus four is one.",0 5400,"Teacher: There's one, and what else with my one? Teacher: Four here and what do I must do next? Teacher: Subtract. [TARGET]Teacher: Okay, so what's five minus four.[/TARGET] Student: Zero. Teacher: Five minus four is one. Teacher: Okay, now I need to bring down.",0 5401,"Teacher: Subtract. Teacher: Okay, so what's five minus four. Student: Zero. [TARGET]Teacher: Five minus four is one.[/TARGET] Teacher: Okay, now I need to bring down. Teacher: I don't bring down two numbers. Teacher: How many numbers do I bring down?",0 5402,"Teacher: Okay, so what's five minus four. Student: Zero. Teacher: Five minus four is one. [TARGET]Teacher: Okay, now I need to bring down.[/TARGET] Teacher: I don't bring down two numbers. Teacher: How many numbers do I bring down? Teacher: One number.",0 5403,"Student: Zero. Teacher: Five minus four is one. Teacher: Okay, now I need to bring down. [TARGET]Teacher: I don't bring down two numbers.[/TARGET] Teacher: How many numbers do I bring down? Teacher: One number. Teacher: So that would be 13.",0 5404,"Teacher: Five minus four is one. Teacher: Okay, now I need to bring down. Teacher: I don't bring down two numbers. [TARGET]Teacher: How many numbers do I bring down?[/TARGET] Teacher: One number. Teacher: So that would be 13. Teacher: I don't do anything with the two yet.",0 5405,"Teacher: Okay, now I need to bring down. Teacher: I don't bring down two numbers. Teacher: How many numbers do I bring down? [TARGET]Teacher: One number.[/TARGET] Teacher: So that would be 13. Teacher: I don't do anything with the two yet. Teacher: I only bring down one number.",0 5406,Teacher: I don't bring down two numbers. Teacher: How many numbers do I bring down? Teacher: One number. [TARGET]Teacher: So that would be 13.[/TARGET] Teacher: I don't do anything with the two yet. Teacher: I only bring down one number. Teacher: [Crosstalk],0 5407,Teacher: How many numbers do I bring down? Teacher: One number. Teacher: So that would be 13. [TARGET]Teacher: I don't do anything with the two yet.[/TARGET] Teacher: I only bring down one number. Teacher: [Crosstalk] Teacher: There you go.,0 5408,Teacher: One number. Teacher: So that would be 13. Teacher: I don't do anything with the two yet. [TARGET]Teacher: I only bring down one number.[/TARGET] Teacher: [Crosstalk] Teacher: There you go. Teacher: So here is step - we're still on step one.,0 5409,"Teacher: I don't do anything with the two yet. Teacher: I only bring down one number. Teacher: [Crosstalk] [TARGET]Teacher: There you go.[/TARGET] Teacher: So here is step - we're still on step one. Teacher: There was step one, here is step two. Teacher: How many times will four go into 13?",0 5410,"Teacher: I only bring down one number. Teacher: [Crosstalk] Teacher: There you go. [TARGET]Teacher: So here is step - we're still on step one.[/TARGET] Teacher: There was step one, here is step two. Teacher: How many times will four go into 13? Multiple Students: Two times.",0 5411,"Teacher: [Crosstalk] Teacher: There you go. Teacher: So here is step - we're still on step one. [TARGET]Teacher: There was step one, here is step two.[/TARGET] Teacher: How many times will four go into 13? Multiple Students: Two times. Teacher: Okay.",0 5412,"Teacher: There you go. Teacher: So here is step - we're still on step one. Teacher: There was step one, here is step two. [TARGET]Teacher: How many times will four go into 13?[/TARGET] Multiple Students: Two times. Teacher: Okay. Teacher: Four times three is what?",0 5413,Teacher: How many times will four go into 13? Multiple Students: Two times. Teacher: Okay. [TARGET]Teacher: Four times three is what?[/TARGET] Multiple Students: 12 Teacher: I need to write smaller. Teacher: 13 minus 12.,0 5414,Teacher: Okay. Teacher: Four times three is what? Multiple Students: 12 [TARGET]Teacher: I need to write smaller.[/TARGET] Teacher: 13 minus 12. Teacher: What's the answer? Multiple Students: One.,0 5415,Teacher: Four times three is what? Multiple Students: 12 Teacher: I need to write smaller. [TARGET]Teacher: 13 minus 12.[/TARGET] Teacher: What's the answer? Multiple Students: One. Teacher: But then I need to go all the way here and bring what?,0 5416,Multiple Students: 12 Teacher: I need to write smaller. Teacher: 13 minus 12. [TARGET]Teacher: What's the answer?[/TARGET] Multiple Students: One. Teacher: But then I need to go all the way here and bring what? Student: A two.,0 5417,"Teacher: 13 minus 12. Teacher: What's the answer? Multiple Students: One. [TARGET]Teacher: But then I need to go all the way here and bring what?[/TARGET] Student: A two. Teacher: Bring my two down. Teacher: So I have to use all of my numbers, right?",0 5418,"Multiple Students: One. Teacher: But then I need to go all the way here and bring what? Student: A two. [TARGET]Teacher: Bring my two down.[/TARGET] Teacher: So I have to use all of my numbers, right? Teacher: How many times will four go into 12? Student: Three.",0 5419,"Teacher: But then I need to go all the way here and bring what? Student: A two. Teacher: Bring my two down. [TARGET]Teacher: So I have to use all of my numbers, right?[/TARGET] Teacher: How many times will four go into 12? Student: Three. Student: You have to do [inaudible], then you can move on.",0 5420,"Student: A two. Teacher: Bring my two down. Teacher: So I have to use all of my numbers, right? [TARGET]Teacher: How many times will four go into 12?[/TARGET] Student: Three. Student: You have to do [inaudible], then you can move on. Teacher: What's the answer?",0 5421,"Teacher: How many times will four go into 12? Student: Three. Student: You have to do [inaudible], then you can move on. [TARGET]Teacher: What's the answer?[/TARGET] Student: 133 Teacher: 133 Student: [Inaudible].",0 5422,"Student: You have to do [inaudible], then you can move on. Teacher: What's the answer? Student: 133 [TARGET]Teacher: 133[/TARGET] Student: [Inaudible]. Student: [Crosstalk] Teacher: It just takes some practice.",0 5423,"Teacher: 133 Student: [Inaudible]. Student: [Crosstalk] [TARGET]Teacher: It just takes some practice.[/TARGET] Teacher: It's kind of difficult, but you'll get it. Teacher: Okay, I'm gonna - seven - Teacher: [Crosstalk]",0 5424,"Student: [Inaudible]. Student: [Crosstalk] Teacher: It just takes some practice. [TARGET]Teacher: It's kind of difficult, but you'll get it.[/TARGET] Teacher: Okay, I'm gonna - seven - Teacher: [Crosstalk] Teacher: You have to do your multiplication website, yes.",0 5425,"Student: [Crosstalk] Teacher: It just takes some practice. Teacher: It's kind of difficult, but you'll get it. [TARGET]Teacher: Okay, I'm gonna - seven -[/TARGET] Teacher: [Crosstalk] Teacher: You have to do your multiplication website, yes. Student: Okay.",0 5426,"Teacher: It's kind of difficult, but you'll get it. Teacher: Okay, I'm gonna - seven - Teacher: [Crosstalk] [TARGET]Teacher: You have to do your multiplication website, yes.[/TARGET] Student: Okay. Student: But do we have to stay on that one game? Teacher: No.",1 5427,"Teacher: You have to do your multiplication website, yes. Student: Okay. Student: But do we have to stay on that one game? [TARGET]Teacher: No.[/TARGET] Teacher: Check your multiplication website. Student: Okay. Teacher: All right, try to work this one.",1 5428,"Student: Okay. Student: But do we have to stay on that one game? Teacher: No. [TARGET]Teacher: Check your multiplication website.[/TARGET] Student: Okay. Teacher: All right, try to work this one. Teacher: It's the same as the one that we just did together.",1 5429,"Teacher: No. Teacher: Check your multiplication website. Student: Okay. [TARGET]Teacher: All right, try to work this one.[/TARGET] Teacher: It's the same as the one that we just did together. Teacher: You're gonna have two bring downs, so use the one that we just did as a model or a help for this one. Teacher: You're not a turkey.",1 5430,"Teacher: Check your multiplication website. Student: Okay. Teacher: All right, try to work this one. [TARGET]Teacher: It's the same as the one that we just did together.[/TARGET] Teacher: You're gonna have two bring downs, so use the one that we just did as a model or a help for this one. Teacher: You're not a turkey. Teacher: You're finished.",0 5431,"Student: Okay. Teacher: All right, try to work this one. Teacher: It's the same as the one that we just did together. [TARGET]Teacher: You're gonna have two bring downs, so use the one that we just did as a model or a help for this one.[/TARGET] Teacher: You're not a turkey. Teacher: You're finished. Teacher: [Crosstalk]",0 5432,"Teacher: All right, try to work this one. Teacher: It's the same as the one that we just did together. Teacher: You're gonna have two bring downs, so use the one that we just did as a model or a help for this one. [TARGET]Teacher: You're not a turkey.[/TARGET] Teacher: You're finished. Teacher: [Crosstalk] Teacher: No, you're right.",1 5433,"Teacher: It's the same as the one that we just did together. Teacher: You're gonna have two bring downs, so use the one that we just did as a model or a help for this one. Teacher: You're not a turkey. [TARGET]Teacher: You're finished.[/TARGET] Teacher: [Crosstalk] Teacher: No, you're right. Teacher: You're right so far.",1 5434,"Teacher: You're not a turkey. Teacher: You're finished. Teacher: [Crosstalk] [TARGET]Teacher: No, you're right.[/TARGET] Teacher: You're right so far. Teacher: There you go. Teacher: Put it underneath it, seven times three.",0 5435,"Teacher: You're finished. Teacher: [Crosstalk] Teacher: No, you're right. [TARGET]Teacher: You're right so far.[/TARGET] Teacher: There you go. Teacher: Put it underneath it, seven times three. Teacher: Bring it all the way down now.",0 5436,"Teacher: [Crosstalk] Teacher: No, you're right. Teacher: You're right so far. [TARGET]Teacher: There you go.[/TARGET] Teacher: Put it underneath it, seven times three. Teacher: Bring it all the way down now. Teacher: You're good.",0 5437,"Teacher: No, you're right. Teacher: You're right so far. Teacher: There you go. [TARGET]Teacher: Put it underneath it, seven times three.[/TARGET] Teacher: Bring it all the way down now. Teacher: You're good. Teacher: Bring it down, bring it down.",0 5438,"Teacher: You're right so far. Teacher: There you go. Teacher: Put it underneath it, seven times three. [TARGET]Teacher: Bring it all the way down now.[/TARGET] Teacher: You're good. Teacher: Bring it down, bring it down. Teacher: Uh-huh.",0 5439,"Teacher: There you go. Teacher: Put it underneath it, seven times three. Teacher: Bring it all the way down now. [TARGET]Teacher: You're good.[/TARGET] Teacher: Bring it down, bring it down. Teacher: Uh-huh. Teacher: No, you've got to do it.",0 5440,"Teacher: Put it underneath it, seven times three. Teacher: Bring it all the way down now. Teacher: You're good. [TARGET]Teacher: Bring it down, bring it down.[/TARGET] Teacher: Uh-huh. Teacher: No, you've got to do it. Teacher: Seven is 14, [Inaudible].",0 5441,"Teacher: Bring it all the way down now. Teacher: You're good. Teacher: Bring it down, bring it down. [TARGET]Teacher: Uh-huh.[/TARGET] Teacher: No, you've got to do it. Teacher: Seven is 14, [Inaudible]. Teacher: Finish it out.",0 5442,"Teacher: You're good. Teacher: Bring it down, bring it down. Teacher: Uh-huh. [TARGET]Teacher: No, you've got to do it.[/TARGET] Teacher: Seven is 14, [Inaudible]. Teacher: Finish it out. Teacher: How many times does seven go into 14?",0 5443,"Teacher: Bring it down, bring it down. Teacher: Uh-huh. Teacher: No, you've got to do it. [TARGET]Teacher: Seven is 14, [Inaudible].[/TARGET] Teacher: Finish it out. Teacher: How many times does seven go into 14? Teacher: No, see, that's - that's where you're messing up.",0 5444,"Teacher: Uh-huh. Teacher: No, you've got to do it. Teacher: Seven is 14, [Inaudible]. [TARGET]Teacher: Finish it out.[/TARGET] Teacher: How many times does seven go into 14? Teacher: No, see, that's - that's where you're messing up. Teacher: That's - I got it, I figured it out.",0 5445,"Teacher: No, you've got to do it. Teacher: Seven is 14, [Inaudible]. Teacher: Finish it out. [TARGET]Teacher: How many times does seven go into 14?[/TARGET] Teacher: No, see, that's - that's where you're messing up. Teacher: That's - I got it, I figured it out. Teacher: You're putting the answer that you multiply down here.",0 5446,"Teacher: Seven is 14, [Inaudible]. Teacher: Finish it out. Teacher: How many times does seven go into 14? [TARGET]Teacher: No, see, that's - that's where you're messing up.[/TARGET] Teacher: That's - I got it, I figured it out. Teacher: You're putting the answer that you multiply down here. Teacher: Your two goes up here.",0 5447,"Teacher: Finish it out. Teacher: How many times does seven go into 14? Teacher: No, see, that's - that's where you're messing up. [TARGET]Teacher: That's - I got it, I figured it out.[/TARGET] Teacher: You're putting the answer that you multiply down here. Teacher: Your two goes up here. Teacher: Your 14 goes down here.",0 5448,"Teacher: How many times does seven go into 14? Teacher: No, see, that's - that's where you're messing up. Teacher: That's - I got it, I figured it out. [TARGET]Teacher: You're putting the answer that you multiply down here.[/TARGET] Teacher: Your two goes up here. Teacher: Your 14 goes down here. Teacher: I knew once I watched you do it I'd find - figure out what you were doing wrong.",0 5449,"Teacher: No, see, that's - that's where you're messing up. Teacher: That's - I got it, I figured it out. Teacher: You're putting the answer that you multiply down here. [TARGET]Teacher: Your two goes up here.[/TARGET] Teacher: Your 14 goes down here. Teacher: I knew once I watched you do it I'd find - figure out what you were doing wrong. Teacher: This is what you did.",0 5450,"Teacher: That's - I got it, I figured it out. Teacher: You're putting the answer that you multiply down here. Teacher: Your two goes up here. [TARGET]Teacher: Your 14 goes down here.[/TARGET] Teacher: I knew once I watched you do it I'd find - figure out what you were doing wrong. Teacher: This is what you did. Teacher: You're putting what you're supposed to be multiply - what you're putting down here, that's your quotient up here.",0 5451,"Teacher: You're putting the answer that you multiply down here. Teacher: Your two goes up here. Teacher: Your 14 goes down here. [TARGET]Teacher: I knew once I watched you do it I'd find - figure out what you were doing wrong.[/TARGET] Teacher: This is what you did. Teacher: You're putting what you're supposed to be multiply - what you're putting down here, that's your quotient up here. Teacher: [Inaudible].",0 5452,"Teacher: Your two goes up here. Teacher: Your 14 goes down here. Teacher: I knew once I watched you do it I'd find - figure out what you were doing wrong. [TARGET]Teacher: This is what you did.[/TARGET] Teacher: You're putting what you're supposed to be multiply - what you're putting down here, that's your quotient up here. Teacher: [Inaudible]. Student: So what's supposed to go down here?",0 5453,"Teacher: Your 14 goes down here. Teacher: I knew once I watched you do it I'd find - figure out what you were doing wrong. Teacher: This is what you did. [TARGET]Teacher: You're putting what you're supposed to be multiply - what you're putting down here, that's your quotient up here.[/TARGET] Teacher: [Inaudible]. Student: So what's supposed to go down here? Teacher: Seven times two is what?",0 5454,"Teacher: You're putting what you're supposed to be multiply - what you're putting down here, that's your quotient up here. Teacher: [Inaudible]. Student: So what's supposed to go down here? [TARGET]Teacher: Seven times two is what?[/TARGET] Student: 14 Teacher: So what should be there? Student: 14",0 5455,Student: So what's supposed to go down here? Teacher: Seven times two is what? Student: 14 [TARGET]Teacher: So what should be there?[/TARGET] Student: 14 Teacher: There you go. Student: Oh.,0 5456,"Student: 14 Teacher: So what should be there? Student: 14 [TARGET]Teacher: There you go.[/TARGET] Student: Oh. Teacher: All right, so let's go through this. Teacher: All right, what is seven into nine?",0 5457,"Student: 14 Teacher: There you go. Student: Oh. [TARGET]Teacher: All right, so let's go through this.[/TARGET] Teacher: All right, what is seven into nine? Teacher: How many times [will that] go? Student: One.",0 5458,"Teacher: There you go. Student: Oh. Teacher: All right, so let's go through this. [TARGET]Teacher: All right, what is seven into nine?[/TARGET] Teacher: How many times [will that] go? Student: One. Teacher: One.",0 5459,"Student: Oh. Teacher: All right, so let's go through this. Teacher: All right, what is seven into nine? [TARGET]Teacher: How many times [will that] go?[/TARGET] Student: One. Teacher: One. Teacher: So I put a what?",0 5460,"Teacher: All right, what is seven into nine? Teacher: How many times [will that] go? Student: One. [TARGET]Teacher: One.[/TARGET] Teacher: So I put a what? Teacher: Seven, and I need to what? Teacher: Subtract.",0 5461,"Teacher: How many times [will that] go? Student: One. Teacher: One. [TARGET]Teacher: So I put a what?[/TARGET] Teacher: Seven, and I need to what? Teacher: Subtract. Teacher: Who is that?",0 5462,"Student: One. Teacher: One. Teacher: So I put a what? [TARGET]Teacher: Seven, and I need to what?[/TARGET] Teacher: Subtract. Teacher: Who is that? Student: Who?",0 5463,"Teacher: One. Teacher: So I put a what? Teacher: Seven, and I need to what? [TARGET]Teacher: Subtract.[/TARGET] Teacher: Who is that? Student: Who? Teacher: Who is that [inaudible]?",0 5464,"Teacher: So I put a what? Teacher: Seven, and I need to what? Teacher: Subtract. [TARGET]Teacher: Who is that?[/TARGET] Student: Who? Teacher: Who is that [inaudible]? Student: She was just pressing on his notebook.",1 5465,Teacher: Subtract. Teacher: Who is that? Student: Who? [TARGET]Teacher: Who is that [inaudible]?[/TARGET] Student: She was just pressing on his notebook. Teacher: Who was it? Student: Student M.,1 5466,"Student: Who? Teacher: Who is that [inaudible]? Student: She was just pressing on his notebook. [TARGET]Teacher: Who was it?[/TARGET] Student: Student M. Teacher: Student M, that's enough. Teacher: You can come have a seat right over here.",1 5467,"Student: She was just pressing on his notebook. Teacher: Who was it? Student: Student M. [TARGET]Teacher: Student M, that's enough.[/TARGET] Teacher: You can come have a seat right over here. Teacher: Your time is up. Teacher: [Crosstalk]",1 5468,"Teacher: Who was it? Student: Student M. Teacher: Student M, that's enough. [TARGET]Teacher: You can come have a seat right over here.[/TARGET] Teacher: Your time is up. Teacher: [Crosstalk] Teacher: Quickly.",1 5469,"Student: Student M. Teacher: Student M, that's enough. Teacher: You can come have a seat right over here. [TARGET]Teacher: Your time is up.[/TARGET] Teacher: [Crosstalk] Teacher: Quickly. Teacher: Your time is up.",1 5470,"Teacher: You can come have a seat right over here. Teacher: Your time is up. Teacher: [Crosstalk] [TARGET]Teacher: Quickly.[/TARGET] Teacher: Your time is up. Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances. Teacher: Sit.",1 5471,"Teacher: Your time is up. Teacher: [Crosstalk] Teacher: Quickly. [TARGET]Teacher: Your time is up.[/TARGET] Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances. Teacher: Sit. Teacher: So sad that you've lost your own learning time because you could not get it together.",1 5472,"Teacher: [Crosstalk] Teacher: Quickly. Teacher: Your time is up. [TARGET]Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances.[/TARGET] Teacher: Sit. Teacher: So sad that you've lost your own learning time because you could not get it together. Teacher: All right, so we have nine minus seven is what?",1 5473,"Teacher: Quickly. Teacher: Your time is up. Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances. [TARGET]Teacher: Sit.[/TARGET] Teacher: So sad that you've lost your own learning time because you could not get it together. Teacher: All right, so we have nine minus seven is what? Multiple Students: Two.",1 5474,"Teacher: Your time is up. Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances. Teacher: Sit. [TARGET]Teacher: So sad that you've lost your own learning time because you could not get it together.[/TARGET] Teacher: All right, so we have nine minus seven is what? Multiple Students: Two. Teacher: Two.",1 5475,"Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances. Teacher: Sit. Teacher: So sad that you've lost your own learning time because you could not get it together. [TARGET]Teacher: All right, so we have nine minus seven is what?[/TARGET] Multiple Students: Two. Teacher: Two. Teacher: Then what do I do?",0 5476,"Teacher: So sad that you've lost your own learning time because you could not get it together. Teacher: All right, so we have nine minus seven is what? Multiple Students: Two. [TARGET]Teacher: Two.[/TARGET] Teacher: Then what do I do? Teacher: Bring - Multiple Students: Down.",0 5477,"Teacher: All right, so we have nine minus seven is what? Multiple Students: Two. Teacher: Two. [TARGET]Teacher: Then what do I do?[/TARGET] Teacher: Bring - Multiple Students: Down. Teacher: Down.",0 5478,Multiple Students: Two. Teacher: Two. Teacher: Then what do I do? [TARGET]Teacher: Bring -[/TARGET] Multiple Students: Down. Teacher: Down. Teacher: So I'm gonna have - what's my next thing to know?,0 5479,Teacher: Then what do I do? Teacher: Bring - Multiple Students: Down. [TARGET]Teacher: Down.[/TARGET] Teacher: So I'm gonna have - what's my next thing to know? Student: 22 Teacher: 22,0 5480,Teacher: Bring - Multiple Students: Down. Teacher: Down. [TARGET]Teacher: So I'm gonna have - what's my next thing to know?[/TARGET] Student: 22 Teacher: 22 Teacher: How many times will seven go into 22?,0 5481,Teacher: Down. Teacher: So I'm gonna have - what's my next thing to know? Student: 22 [TARGET]Teacher: 22[/TARGET] Teacher: How many times will seven go into 22? Student: Three. Teacher: Three.,0 5482,Teacher: So I'm gonna have - what's my next thing to know? Student: 22 Teacher: 22 [TARGET]Teacher: How many times will seven go into 22?[/TARGET] Student: Three. Teacher: Three. Teacher: What's seven times three?,0 5483,Teacher: 22 Teacher: How many times will seven go into 22? Student: Three. [TARGET]Teacher: Three.[/TARGET] Teacher: What's seven times three? Multiple Students: 21 Teacher: 21,0 5484,"Teacher: How many times will seven go into 22? Student: Three. Teacher: Three. [TARGET]Teacher: What's seven times three?[/TARGET] Multiple Students: 21 Teacher: 21 Teacher: Okay, so now I've got to subtract that.",0 5485,"Teacher: Three. Teacher: What's seven times three? Multiple Students: 21 [TARGET]Teacher: 21[/TARGET] Teacher: Okay, so now I've got to subtract that. Teacher: What is 22 minus 21? Student: One.",0 5486,"Teacher: What's seven times three? Multiple Students: 21 Teacher: 21 [TARGET]Teacher: Okay, so now I've got to subtract that.[/TARGET] Teacher: What is 22 minus 21? Student: One. Teacher: One.",0 5487,"Multiple Students: 21 Teacher: 21 Teacher: Okay, so now I've got to subtract that. [TARGET]Teacher: What is 22 minus 21?[/TARGET] Student: One. Teacher: One. Teacher: But I have one more number up there.",0 5488,"Teacher: Okay, so now I've got to subtract that. Teacher: What is 22 minus 21? Student: One. [TARGET]Teacher: One.[/TARGET] Teacher: But I have one more number up there. Teacher: What do I must do? Student: Bring it down.",0 5489,Teacher: What is 22 minus 21? Student: One. Teacher: One. [TARGET]Teacher: But I have one more number up there.[/TARGET] Teacher: What do I must do? Student: Bring it down. Teacher: Bring it all the way down.,0 5490,Student: One. Teacher: One. Teacher: But I have one more number up there. [TARGET]Teacher: What do I must do?[/TARGET] Student: Bring it down. Teacher: Bring it all the way down. Teacher: So now I have 14.,0 5491,"Teacher: But I have one more number up there. Teacher: What do I must do? Student: Bring it down. [TARGET]Teacher: Bring it all the way down.[/TARGET] Teacher: So now I have 14. Teacher: See, this is where you put the two. Teacher: Where should that two have gone?",0 5492,"Teacher: What do I must do? Student: Bring it down. Teacher: Bring it all the way down. [TARGET]Teacher: So now I have 14.[/TARGET] Teacher: See, this is where you put the two. Teacher: Where should that two have gone? Teacher: Yeah, all the way up here.",0 5493,"Student: Bring it down. Teacher: Bring it all the way down. Teacher: So now I have 14. [TARGET]Teacher: See, this is where you put the two.[/TARGET] Teacher: Where should that two have gone? Teacher: Yeah, all the way up here. Teacher: That's what you were doing wrong with that four.",0 5494,"Teacher: Bring it all the way down. Teacher: So now I have 14. Teacher: See, this is where you put the two. [TARGET]Teacher: Where should that two have gone?[/TARGET] Teacher: Yeah, all the way up here. Teacher: That's what you were doing wrong with that four. Teacher: Seven times two is what?",0 5495,"Teacher: So now I have 14. Teacher: See, this is where you put the two. Teacher: Where should that two have gone? [TARGET]Teacher: Yeah, all the way up here.[/TARGET] Teacher: That's what you were doing wrong with that four. Teacher: Seven times two is what? Teacher: 14",0 5496,"Teacher: See, this is where you put the two. Teacher: Where should that two have gone? Teacher: Yeah, all the way up here. [TARGET]Teacher: That's what you were doing wrong with that four.[/TARGET] Teacher: Seven times two is what? Teacher: 14 Teacher: Zero.",0 5497,"Teacher: Where should that two have gone? Teacher: Yeah, all the way up here. Teacher: That's what you were doing wrong with that four. [TARGET]Teacher: Seven times two is what?[/TARGET] Teacher: 14 Teacher: Zero. Student: Can we do another one?",0 5498,"Teacher: Yeah, all the way up here. Teacher: That's what you were doing wrong with that four. Teacher: Seven times two is what? [TARGET]Teacher: 14[/TARGET] Teacher: Zero. Student: Can we do another one? Teacher: We'll do one more, then we've got to switch groups.",0 5499,"Teacher: That's what you were doing wrong with that four. Teacher: Seven times two is what? Teacher: 14 [TARGET]Teacher: Zero.[/TARGET] Student: Can we do another one? Teacher: We'll do one more, then we've got to switch groups. Teacher: [Crosstalk]",0 5500,"Teacher: 14 Teacher: Zero. Student: Can we do another one? [TARGET]Teacher: We'll do one more, then we've got to switch groups.[/TARGET] Teacher: [Crosstalk] Teacher: Please stop saying that. Teacher: Good.",1 5501,"Student: Can we do another one? Teacher: We'll do one more, then we've got to switch groups. Teacher: [Crosstalk] [TARGET]Teacher: Please stop saying that.[/TARGET] Teacher: Good. Teacher: You all, when you're finished, stop, because other people need concentration and it distracts them when you are done, finished - good. Teacher: You've brought down, now start over.",1 5502,"Teacher: We'll do one more, then we've got to switch groups. Teacher: [Crosstalk] Teacher: Please stop saying that. [TARGET]Teacher: Good.[/TARGET] Teacher: You all, when you're finished, stop, because other people need concentration and it distracts them when you are done, finished - good. Teacher: You've brought down, now start over. Teacher: Start over at the top.",0 5503,"Teacher: [Crosstalk] Teacher: Please stop saying that. Teacher: Good. [TARGET]Teacher: You all, when you're finished, stop, because other people need concentration and it distracts them when you are done, finished - good.[/TARGET] Teacher: You've brought down, now start over. Teacher: Start over at the top. Teacher: [Bring] that into that number.",1 5504,"Teacher: Please stop saying that. Teacher: Good. Teacher: You all, when you're finished, stop, because other people need concentration and it distracts them when you are done, finished - good. [TARGET]Teacher: You've brought down, now start over.[/TARGET] Teacher: Start over at the top. Teacher: [Bring] that into that number. Teacher: How many times - how many times will two go into 14?",0 5505,"Teacher: Good. Teacher: You all, when you're finished, stop, because other people need concentration and it distracts them when you are done, finished - good. Teacher: You've brought down, now start over. [TARGET]Teacher: Start over at the top.[/TARGET] Teacher: [Bring] that into that number. Teacher: How many times - how many times will two go into 14? Teacher: Don't put the seven down here.",0 5506,"Teacher: You all, when you're finished, stop, because other people need concentration and it distracts them when you are done, finished - good. Teacher: You've brought down, now start over. Teacher: Start over at the top. [TARGET]Teacher: [Bring] that into that number.[/TARGET] Teacher: How many times - how many times will two go into 14? Teacher: Don't put the seven down here. Teacher: There you go.",0 5507,"Teacher: You've brought down, now start over. Teacher: Start over at the top. Teacher: [Bring] that into that number. [TARGET]Teacher: How many times - how many times will two go into 14?[/TARGET] Teacher: Don't put the seven down here. Teacher: There you go. Teacher: What are you gonna put?",0 5508,Teacher: Start over at the top. Teacher: [Bring] that into that number. Teacher: How many times - how many times will two go into 14? [TARGET]Teacher: Don't put the seven down here.[/TARGET] Teacher: There you go. Teacher: What are you gonna put? Teacher: After you - then you have to multiply.,0 5509,Teacher: [Bring] that into that number. Teacher: How many times - how many times will two go into 14? Teacher: Don't put the seven down here. [TARGET]Teacher: There you go.[/TARGET] Teacher: What are you gonna put? Teacher: After you - then you have to multiply. Teacher: Three times seven is what?,0 5510,Teacher: How many times - how many times will two go into 14? Teacher: Don't put the seven down here. Teacher: There you go. [TARGET]Teacher: What are you gonna put?[/TARGET] Teacher: After you - then you have to multiply. Teacher: Three times seven is what? Teacher: Then you bring it all the way down.,0 5511,"Teacher: Don't put the seven down here. Teacher: There you go. Teacher: What are you gonna put? [TARGET]Teacher: After you - then you have to multiply.[/TARGET] Teacher: Three times seven is what? Teacher: Then you bring it all the way down. Teacher: All right, here we go.",0 5512,"Teacher: There you go. Teacher: What are you gonna put? Teacher: After you - then you have to multiply. [TARGET]Teacher: Three times seven is what?[/TARGET] Teacher: Then you bring it all the way down. Teacher: All right, here we go. Teacher: What is your problem?",0 5513,"Teacher: What are you gonna put? Teacher: After you - then you have to multiply. Teacher: Three times seven is what? [TARGET]Teacher: Then you bring it all the way down.[/TARGET] Teacher: All right, here we go. Teacher: What is your problem? Teacher: All right, so here we go.",0 5514,"Teacher: After you - then you have to multiply. Teacher: Three times seven is what? Teacher: Then you bring it all the way down. [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: What is your problem? Teacher: All right, so here we go. Teacher: What did you get?",1 5515,"Teacher: Three times seven is what? Teacher: Then you bring it all the way down. Teacher: All right, here we go. [TARGET]Teacher: What is your problem?[/TARGET] Teacher: All right, so here we go. Teacher: What did you get? Teacher: I can't see that.",0 5516,"Teacher: Then you bring it all the way down. Teacher: All right, here we go. Teacher: What is your problem? [TARGET]Teacher: All right, so here we go.[/TARGET] Teacher: What did you get? Teacher: I can't see that. Teacher: Yeah, but you didn't bring down the [inaudible].",1 5517,"Teacher: All right, here we go. Teacher: What is your problem? Teacher: All right, so here we go. [TARGET]Teacher: What did you get?[/TARGET] Teacher: I can't see that. Teacher: Yeah, but you didn't bring down the [inaudible]. Student: Darn it.",0 5518,"Teacher: What is your problem? Teacher: All right, so here we go. Teacher: What did you get? [TARGET]Teacher: I can't see that.[/TARGET] Teacher: Yeah, but you didn't bring down the [inaudible]. Student: Darn it. Teacher: You didn't bring down that last two.",0 5519,"Teacher: All right, so here we go. Teacher: What did you get? Teacher: I can't see that. [TARGET]Teacher: Yeah, but you didn't bring down the [inaudible].[/TARGET] Student: Darn it. Teacher: You didn't bring down that last two. Teacher: You have one more step.",0 5520,"Teacher: I can't see that. Teacher: Yeah, but you didn't bring down the [inaudible]. Student: Darn it. [TARGET]Teacher: You didn't bring down that last two.[/TARGET] Teacher: You have one more step. Student: Is this the right one? Teacher: I don't know.",0 5521,"Teacher: Yeah, but you didn't bring down the [inaudible]. Student: Darn it. Teacher: You didn't bring down that last two. [TARGET]Teacher: You have one more step.[/TARGET] Student: Is this the right one? Teacher: I don't know. Teacher: Watch.",0 5522,Teacher: You didn't bring down that last two. Teacher: You have one more step. Student: Is this the right one? [TARGET]Teacher: I don't know.[/TARGET] Teacher: Watch. Teacher: So what would it be then? Teacher: How many times will two go into that two?,1 5523,Teacher: You have one more step. Student: Is this the right one? Teacher: I don't know. [TARGET]Teacher: Watch.[/TARGET] Teacher: So what would it be then? Teacher: How many times will two go into that two? Teacher: There you go.,1 5524,"Student: Is this the right one? Teacher: I don't know. Teacher: Watch. [TARGET]Teacher: So what would it be then?[/TARGET] Teacher: How many times will two go into that two? Teacher: There you go. Teacher: All right, watch.",0 5525,"Teacher: I don't know. Teacher: Watch. Teacher: So what would it be then? [TARGET]Teacher: How many times will two go into that two?[/TARGET] Teacher: There you go. Teacher: All right, watch. Teacher: If you missed that last step, you're gonna miss it.",0 5526,"Teacher: Watch. Teacher: So what would it be then? Teacher: How many times will two go into that two? [TARGET]Teacher: There you go.[/TARGET] Teacher: All right, watch. Teacher: If you missed that last step, you're gonna miss it. Teacher: So we have two will go into five how many times?",1 5527,"Teacher: So what would it be then? Teacher: How many times will two go into that two? Teacher: There you go. [TARGET]Teacher: All right, watch.[/TARGET] Teacher: If you missed that last step, you're gonna miss it. Teacher: So we have two will go into five how many times? Multiple Students: Two.",1 5528,"Teacher: How many times will two go into that two? Teacher: There you go. Teacher: All right, watch. [TARGET]Teacher: If you missed that last step, you're gonna miss it.[/TARGET] Teacher: So we have two will go into five how many times? Multiple Students: Two. Teacher: Two.",1 5529,"Teacher: There you go. Teacher: All right, watch. Teacher: If you missed that last step, you're gonna miss it. [TARGET]Teacher: So we have two will go into five how many times?[/TARGET] Multiple Students: Two. Teacher: Two. Teacher: Two times two is what?",0 5530,"Teacher: If you missed that last step, you're gonna miss it. Teacher: So we have two will go into five how many times? Multiple Students: Two. [TARGET]Teacher: Two.[/TARGET] Teacher: Two times two is what? Multiple Students: Four. Teacher: Four.",0 5531,Teacher: So we have two will go into five how many times? Multiple Students: Two. Teacher: Two. [TARGET]Teacher: Two times two is what?[/TARGET] Multiple Students: Four. Teacher: Four. Teacher: Five minus four is -,0 5532,Teacher: Two. Teacher: Two times two is what? Multiple Students: Four. [TARGET]Teacher: Four.[/TARGET] Teacher: Five minus four is - Multiple Students: One. Teacher: One.,0 5533,Teacher: Two times two is what? Multiple Students: Four. Teacher: Four. [TARGET]Teacher: Five minus four is -[/TARGET] Multiple Students: One. Teacher: One. Teacher: Bring down the -,0 5534,Teacher: Four. Teacher: Five minus four is - Multiple Students: One. [TARGET]Teacher: One.[/TARGET] Teacher: Bring down the - Multiple Students: Four. Teacher: Four.,0 5535,"Teacher: Five minus four is - Multiple Students: One. Teacher: One. [TARGET]Teacher: Bring down the -[/TARGET] Multiple Students: Four. Teacher: Four. Teacher: Okay, two times what will get 14?",0 5536,"Teacher: One. Teacher: Bring down the - Multiple Students: Four. [TARGET]Teacher: Four.[/TARGET] Teacher: Okay, two times what will get 14? Multiple Students: Seven. Teacher: This is where you all stopped.",0 5537,"Teacher: Bring down the - Multiple Students: Four. Teacher: Four. [TARGET]Teacher: Okay, two times what will get 14?[/TARGET] Multiple Students: Seven. Teacher: This is where you all stopped. Teacher: You all said, ""Oh, I got a zero.",0 5538,"Teacher: Four. Teacher: Okay, two times what will get 14? Multiple Students: Seven. [TARGET]Teacher: This is where you all stopped.[/TARGET] Teacher: You all said, ""Oh, I got a zero. Teacher: I'm done."" That's what you said. Teacher: But you have to do what?",0 5539,"Teacher: Okay, two times what will get 14? Multiple Students: Seven. Teacher: This is where you all stopped. [TARGET]Teacher: You all said, ""Oh, I got a zero.[/TARGET] Teacher: I'm done."" That's what you said. Teacher: But you have to do what? Teacher: We have to go all the way down.",0 5540,"Multiple Students: Seven. Teacher: This is where you all stopped. Teacher: You all said, ""Oh, I got a zero. [TARGET]Teacher: I'm done."" That's what you said.[/TARGET] Teacher: But you have to do what? Teacher: We have to go all the way down. Teacher: We have to drag down all of the last numbers.",0 5541,"Teacher: This is where you all stopped. Teacher: You all said, ""Oh, I got a zero. Teacher: I'm done."" That's what you said. [TARGET]Teacher: But you have to do what?[/TARGET] Teacher: We have to go all the way down. Teacher: We have to drag down all of the last numbers. Teacher: The two into two will go how many times?",0 5542,"Teacher: You all said, ""Oh, I got a zero. Teacher: I'm done."" That's what you said. Teacher: But you have to do what? [TARGET]Teacher: We have to go all the way down.[/TARGET] Teacher: We have to drag down all of the last numbers. Teacher: The two into two will go how many times? Multiple Students: One.",0 5543,"Teacher: I'm done."" That's what you said. Teacher: But you have to do what? Teacher: We have to go all the way down. [TARGET]Teacher: We have to drag down all of the last numbers.[/TARGET] Teacher: The two into two will go how many times? Multiple Students: One. Teacher: One.",0 5544,Teacher: But you have to do what? Teacher: We have to go all the way down. Teacher: We have to drag down all of the last numbers. [TARGET]Teacher: The two into two will go how many times?[/TARGET] Multiple Students: One. Teacher: One. Teacher: So the correct answer is 271.,0 5545,Teacher: We have to drag down all of the last numbers. Teacher: The two into two will go how many times? Multiple Students: One. [TARGET]Teacher: One.[/TARGET] Teacher: So the correct answer is 271. Student: Yes. Teacher: All right.,0 5546,Teacher: The two into two will go how many times? Multiple Students: One. Teacher: One. [TARGET]Teacher: So the correct answer is 271.[/TARGET] Student: Yes. Teacher: All right. Teacher: Please pack up this center.,0 5547,Teacher: So the correct answer is 271. Student: Yes. Teacher: All right. [TARGET]Teacher: Please pack up this center.[/TARGET] Teacher: Everybody pack up this center. Teacher: Everybody pack up this center. Teacher: Seat work.,1 5548,Student: Yes. Teacher: All right. Teacher: Please pack up this center. [TARGET]Teacher: Everybody pack up this center.[/TARGET] Teacher: Everybody pack up this center. Teacher: Seat work. Teacher: I know.,1 5549,Teacher: All right. Teacher: Please pack up this center. Teacher: Everybody pack up this center. [TARGET]Teacher: Everybody pack up this center.[/TARGET] Teacher: Seat work. Teacher: I know. Teacher: Everyone get back to a seat.,1 5550,Teacher: Please pack up this center. Teacher: Everybody pack up this center. Teacher: Everybody pack up this center. [TARGET]Teacher: Seat work.[/TARGET] Teacher: I know. Teacher: Everyone get back to a seat. Teacher: We're about to take our multiplication test.,1 5551,Teacher: Everybody pack up this center. Teacher: Everybody pack up this center. Teacher: Seat work. [TARGET]Teacher: I know.[/TARGET] Teacher: Everyone get back to a seat. Teacher: We're about to take our multiplication test. Multiple Students: Yes.,1 5552,Teacher: Everybody pack up this center. Teacher: Seat work. Teacher: I know. [TARGET]Teacher: Everyone get back to a seat.[/TARGET] Teacher: We're about to take our multiplication test. Multiple Students: Yes. Multiple Students: [Crosstalk],1 5553,"Teacher: Seat work. Teacher: I know. Teacher: Everyone get back to a seat. [TARGET]Teacher: We're about to take our multiplication test.[/TARGET] Multiple Students: Yes. Multiple Students: [Crosstalk] Teacher: Why are you talking, though?",1 5554,"Teacher: We're about to take our multiplication test. Multiple Students: Yes. Multiple Students: [Crosstalk] [TARGET]Teacher: Why are you talking, though?[/TARGET] Teacher: [Crosstalk] Teacher: All right, I've got two separate sheets. Teacher: [Crosstalk]",1 5555,"Multiple Students: [Crosstalk] Teacher: Why are you talking, though? Teacher: [Crosstalk] [TARGET]Teacher: All right, I've got two separate sheets.[/TARGET] Teacher: [Crosstalk] Teacher: I have two separate sheets. Teacher: [Crosstalk]",1 5556,"Teacher: [Crosstalk] Teacher: All right, I've got two separate sheets. Teacher: [Crosstalk] [TARGET]Teacher: I have two separate sheets.[/TARGET] Teacher: [Crosstalk] Teacher: Why are you talking? Teacher: [Crosstalk]",1 5557,"Teacher: [Crosstalk] Teacher: I have two separate sheets. Teacher: [Crosstalk] [TARGET]Teacher: Why are you talking?[/TARGET] Teacher: [Crosstalk] Student: Teacher, can I move from this laptop? Student: [Crosstalk]",1 5558,"Teacher: [Crosstalk] Student: Teacher, can I move from this laptop? Student: [Crosstalk] [TARGET]Teacher: I have two separate sheets, and I've got a side A and a B.[/TARGET] Teacher: Remember that my first [inaudible] is I say flip when I say go. Teacher: Why do you think it's important that we - that we understand and know our math facts? Teacher: What would it help us with?",1 5559,"Student: Teacher, can I move from this laptop? Student: [Crosstalk] Teacher: I have two separate sheets, and I've got a side A and a B. [TARGET]Teacher: Remember that my first [inaudible] is I say flip when I say go.[/TARGET] Teacher: Why do you think it's important that we - that we understand and know our math facts? Teacher: What would it help us with? Student: Basic facts.",1 5560,"Student: [Crosstalk] Teacher: I have two separate sheets, and I've got a side A and a B. Teacher: Remember that my first [inaudible] is I say flip when I say go. [TARGET]Teacher: Why do you think it's important that we - that we understand and know our math facts?[/TARGET] Teacher: What would it help us with? Student: Basic facts. Teacher: Basic facts.",0 5561,"Teacher: I have two separate sheets, and I've got a side A and a B. Teacher: Remember that my first [inaudible] is I say flip when I say go. Teacher: Why do you think it's important that we - that we understand and know our math facts? [TARGET]Teacher: What would it help us with?[/TARGET] Student: Basic facts. Teacher: Basic facts. Teacher: What would it help us with?",0 5562,"Teacher: Why do you think it's important that we - that we understand and know our math facts? Teacher: What would it help us with? Student: Basic facts. [TARGET]Teacher: Basic facts.[/TARGET] Teacher: What would it help us with? Teacher: [Crosstalk] Teacher: [Inaudible], powers of 10.",0 5563,"Teacher: What would it help us with? Student: Basic facts. Teacher: Basic facts. [TARGET]Teacher: What would it help us with?[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible], powers of 10. Teacher: It would help us with a lot of things, yes.",0 5564,"Teacher: Basic facts. Teacher: What would it help us with? Teacher: [Crosstalk] [TARGET]Teacher: [Inaudible], powers of 10.[/TARGET] Teacher: It would help us with a lot of things, yes. Teacher: On your mark, get set, flip. Teacher: Go.",0 5565,"Teacher: What would it help us with? Teacher: [Crosstalk] Teacher: [Inaudible], powers of 10. [TARGET]Teacher: It would help us with a lot of things, yes.[/TARGET] Teacher: On your mark, get set, flip. Teacher: Go. Teacher: [Long pause]",0 5566,"Teacher: [Crosstalk] Teacher: [Inaudible], powers of 10. Teacher: It would help us with a lot of things, yes. [TARGET]Teacher: On your mark, get set, flip.[/TARGET] Teacher: Go. Teacher: [Long pause] Teacher: You've got two minutes.",1 5567,"Teacher: [Inaudible], powers of 10. Teacher: It would help us with a lot of things, yes. Teacher: On your mark, get set, flip. [TARGET]Teacher: Go.[/TARGET] Teacher: [Long pause] Teacher: You've got two minutes. Teacher: [Long pause]",1 5568,"Teacher: On your mark, get set, flip. Teacher: Go. Teacher: [Long pause] [TARGET]Teacher: You've got two minutes.[/TARGET] Teacher: [Long pause] Teacher: You've got one minute. Teacher: [Long pause]",1 5569,Teacher: [Long pause] Teacher: You've got two minutes. Teacher: [Long pause] [TARGET]Teacher: You've got one minute.[/TARGET] Teacher: [Long pause] Teacher: 30 seconds. Teacher: 20 seconds.,1 5570,"Teacher: [Long pause] Teacher: You've got one minute. Teacher: [Long pause] [TARGET]Teacher: 30 seconds.[/TARGET] Teacher: 20 seconds. Teacher: 10 seconds. Teacher: Three, two, one, drop your pencil.",1 5571,"Teacher: You've got one minute. Teacher: [Long pause] Teacher: 30 seconds. [TARGET]Teacher: 20 seconds.[/TARGET] Teacher: 10 seconds. Teacher: Three, two, one, drop your pencil. Teacher: [Crosstalk]",1 5572,"Teacher: [Long pause] Teacher: 30 seconds. Teacher: 20 seconds. [TARGET]Teacher: 10 seconds.[/TARGET] Teacher: Three, two, one, drop your pencil. Teacher: [Crosstalk] Teacher: All right.",1 5573,"Teacher: 30 seconds. Teacher: 20 seconds. Teacher: 10 seconds. [TARGET]Teacher: Three, two, one, drop your pencil.[/TARGET] Teacher: [Crosstalk] Teacher: All right. Teacher: [Crosstalk]",1 5574,"Teacher: All right. Teacher: [Crosstalk] Teacher: All right. [TARGET]Teacher: I have two sheets.[/TARGET] Teacher: The first sheet that I have is the seven times three. Teacher: So if you have seven times three, pay attention. Teacher: If you have the eight times four, just hold tight.",1 5575,"Teacher: [Crosstalk] Teacher: All right. Teacher: I have two sheets. [TARGET]Teacher: The first sheet that I have is the seven times three.[/TARGET] Teacher: So if you have seven times three, pay attention. Teacher: If you have the eight times four, just hold tight. Teacher: Remember that I go straight down the columns like this to check your work.",0 5576,"Teacher: All right. Teacher: I have two sheets. Teacher: The first sheet that I have is the seven times three. [TARGET]Teacher: So if you have seven times three, pay attention.[/TARGET] Teacher: If you have the eight times four, just hold tight. Teacher: Remember that I go straight down the columns like this to check your work. Teacher: Here we go.",1 5577,"Teacher: I have two sheets. Teacher: The first sheet that I have is the seven times three. Teacher: So if you have seven times three, pay attention. [TARGET]Teacher: If you have the eight times four, just hold tight.[/TARGET] Teacher: Remember that I go straight down the columns like this to check your work. Teacher: Here we go. Teacher: I just tell you the answers.",0 5578,"Teacher: The first sheet that I have is the seven times three. Teacher: So if you have seven times three, pay attention. Teacher: If you have the eight times four, just hold tight. [TARGET]Teacher: Remember that I go straight down the columns like this to check your work.[/TARGET] Teacher: Here we go. Teacher: I just tell you the answers. Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14.",0 5579,"Teacher: So if you have seven times three, pay attention. Teacher: If you have the eight times four, just hold tight. Teacher: Remember that I go straight down the columns like this to check your work. [TARGET]Teacher: Here we go.[/TARGET] Teacher: I just tell you the answers. Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14. Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28.",1 5580,"Teacher: If you have the eight times four, just hold tight. Teacher: Remember that I go straight down the columns like this to check your work. Teacher: Here we go. [TARGET]Teacher: I just tell you the answers.[/TARGET] Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14. Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28. Teacher: Column three, 32, 18, 72, six, 72, 40, five, eight, seven, three, 48, two, eight, 16, 90.",1 5581,"Teacher: Remember that I go straight down the columns like this to check your work. Teacher: Here we go. Teacher: I just tell you the answers. [TARGET]Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14.[/TARGET] Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28. Teacher: Column three, 32, 18, 72, six, 72, 40, five, eight, seven, three, 48, two, eight, 16, 90. Teacher: Column four, last column on this page.",0 5582,"Teacher: Here we go. Teacher: I just tell you the answers. Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14. [TARGET]Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28.[/TARGET] Teacher: Column three, 32, 18, 72, six, 72, 40, five, eight, seven, three, 48, two, eight, 16, 90. Teacher: Column four, last column on this page. Teacher: Nine times three, 27, 30, eight, three, four, 24, 15, 24, 60, 28, 21, two, 20, 12, 30.",0 5583,"Teacher: I just tell you the answers. Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14. Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28. [TARGET]Teacher: Column three, 32, 18, 72, six, 72, 40, five, eight, seven, three, 48, two, eight, 16, 90.[/TARGET] Teacher: Column four, last column on this page. Teacher: Nine times three, 27, 30, eight, three, four, 24, 15, 24, 60, 28, 21, two, 20, 12, 30. Teacher: [Crosstalk]",0 5584,"Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14. Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28. Teacher: Column three, 32, 18, 72, six, 72, 40, five, eight, seven, three, 48, two, eight, 16, 90. [TARGET]Teacher: Column four, last column on this page.[/TARGET] Teacher: Nine times three, 27, 30, eight, three, four, 24, 15, 24, 60, 28, 21, two, 20, 12, 30. Teacher: [Crosstalk] Teacher: Who's is this?",0 5585,"Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28. Teacher: Column three, 32, 18, 72, six, 72, 40, five, eight, seven, three, 48, two, eight, 16, 90. Teacher: Column four, last column on this page. [TARGET]Teacher: Nine times three, 27, 30, eight, three, four, 24, 15, 24, 60, 28, 21, two, 20, 12, 30.[/TARGET] Teacher: [Crosstalk] Teacher: Who's is this? Teacher: Student J, you got them all right.",0 5586,"Teacher: Column four, last column on this page. Teacher: Nine times three, 27, 30, eight, three, four, 24, 15, 24, 60, 28, 21, two, 20, 12, 30. Teacher: [Crosstalk] [TARGET]Teacher: Who's is this?[/TARGET] Teacher: Student J, you got them all right. Teacher: All right, here we go. Teacher: This is the eight times four sheet.",0 5587,"Teacher: Nine times three, 27, 30, eight, three, four, 24, 15, 24, 60, 28, 21, two, 20, 12, 30. Teacher: [Crosstalk] Teacher: Who's is this? [TARGET]Teacher: Student J, you got them all right.[/TARGET] Teacher: All right, here we go. Teacher: This is the eight times four sheet. Teacher: Please - you are not writing answers, are you?",0 5588,"Teacher: [Crosstalk] Teacher: Who's is this? Teacher: Student J, you got them all right. [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: This is the eight times four sheet. Teacher: Please - you are not writing answers, are you? Teacher: Because that would be considered cheating.",1 5589,"Teacher: Who's is this? Teacher: Student J, you got them all right. Teacher: All right, here we go. [TARGET]Teacher: This is the eight times four sheet.[/TARGET] Teacher: Please - you are not writing answers, are you? Teacher: Because that would be considered cheating. Teacher: Okay.",0 5590,"Teacher: Student J, you got them all right. Teacher: All right, here we go. Teacher: This is the eight times four sheet. [TARGET]Teacher: Please - you are not writing answers, are you?[/TARGET] Teacher: Because that would be considered cheating. Teacher: Okay. Teacher: If you're finished, [inaudible] your sheet.",1 5591,"Teacher: All right, here we go. Teacher: This is the eight times four sheet. Teacher: Please - you are not writing answers, are you? [TARGET]Teacher: Because that would be considered cheating.[/TARGET] Teacher: Okay. Teacher: If you're finished, [inaudible] your sheet. Teacher: You better count out so that we can go look at the board.",1 5592,"Teacher: Please - you are not writing answers, are you? Teacher: Because that would be considered cheating. Teacher: Okay. [TARGET]Teacher: If you're finished, [inaudible] your sheet.[/TARGET] Teacher: You better count out so that we can go look at the board. Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two. Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42.",1 5593,"Teacher: Because that would be considered cheating. Teacher: Okay. Teacher: If you're finished, [inaudible] your sheet. [TARGET]Teacher: You better count out so that we can go look at the board.[/TARGET] Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two. Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42. Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63.",1 5594,"Teacher: Okay. Teacher: If you're finished, [inaudible] your sheet. Teacher: You better count out so that we can go look at the board. [TARGET]Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two.[/TARGET] Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42. Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63. Teacher: Last column - honey, you can't write the answers.",0 5595,"Teacher: If you're finished, [inaudible] your sheet. Teacher: You better count out so that we can go look at the board. Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two. [TARGET]Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42.[/TARGET] Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63. Teacher: Last column - honey, you can't write the answers. Teacher: That's considered cheating.",0 5596,"Teacher: You better count out so that we can go look at the board. Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two. Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42. [TARGET]Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63.[/TARGET] Teacher: Last column - honey, you can't write the answers. Teacher: That's considered cheating. Student: Oh.",0 5597,"Teacher: Here we go, column one, 32, three, seven, two, 2, five, 10, zero, four, four, 36, zero, 28, 10, two. Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42. Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63. [TARGET]Teacher: Last column - honey, you can't write the answers.[/TARGET] Teacher: That's considered cheating. Student: Oh. Teacher: What were you erasing?",1 5598,"Teacher: Column two, 15, 30, 54, 30, 16, 48, 32, 12, 18, 49, 14, 56, 56, 50, 42. Teacher: Column three, zero, 18, 24, 20, one, 70, 36, 20, 16, 48, six, 25, 40, zero, 63. Teacher: Last column - honey, you can't write the answers. [TARGET]Teacher: That's considered cheating.[/TARGET] Student: Oh. Teacher: What were you erasing? Student: [Inaudible].",1 5599,"Teacher: Last column - honey, you can't write the answers. Teacher: That's considered cheating. Student: Oh. [TARGET]Teacher: What were you erasing?[/TARGET] Student: [Inaudible]. Teacher: Okay, that's - you cannot do that. Teacher: Do you understand me?",1 5600,"Student: Oh. Teacher: What were you erasing? Student: [Inaudible]. [TARGET]Teacher: Okay, that's - you cannot do that.[/TARGET] Teacher: Do you understand me? Teacher: That's cheating. Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six.",1 5601,"Teacher: What were you erasing? Student: [Inaudible]. Teacher: Okay, that's - you cannot do that. [TARGET]Teacher: Do you understand me?[/TARGET] Teacher: That's cheating. Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six. Multiple Students: Yes.",1 5602,"Student: [Inaudible]. Teacher: Okay, that's - you cannot do that. Teacher: Do you understand me? [TARGET]Teacher: That's cheating.[/TARGET] Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six. Multiple Students: Yes. Teacher: Here we go.",1 5603,"Teacher: Okay, that's - you cannot do that. Teacher: Do you understand me? Teacher: That's cheating. [TARGET]Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six.[/TARGET] Multiple Students: Yes. Teacher: Here we go. Teacher: [Crosstalk]",0 5604,"Teacher: That's cheating. Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six. Multiple Students: Yes. [TARGET]Teacher: Here we go.[/TARGET] Teacher: [Crosstalk] Teacher: All right, here we go. Teacher: I need to change my color.",1 5605,"Multiple Students: Yes. Teacher: Here we go. Teacher: [Crosstalk] [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: I need to change my color. Teacher: [Crosstalk] Teacher: I'll wait.",1 5606,"Teacher: Here we go. Teacher: [Crosstalk] Teacher: All right, here we go. [TARGET]Teacher: I need to change my color.[/TARGET] Teacher: [Crosstalk] Teacher: I'll wait. Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait.",1 5607,"Teacher: All right, here we go. Teacher: I need to change my color. Teacher: [Crosstalk] [TARGET]Teacher: I'll wait.[/TARGET] Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait. Teacher: Student K? Student: You said this was our test for [inaudible].",1 5608,"Teacher: I need to change my color. Teacher: [Crosstalk] Teacher: I'll wait. [TARGET]Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait.[/TARGET] Teacher: Student K? Student: You said this was our test for [inaudible]. Teacher: It is a test.",1 5609,"Teacher: [Crosstalk] Teacher: I'll wait. Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait. [TARGET]Teacher: Student K?[/TARGET] Student: You said this was our test for [inaudible]. Teacher: It is a test. Teacher: So here we go.",1 5610,"Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait. Teacher: Student K? Student: You said this was our test for [inaudible]. [TARGET]Teacher: It is a test.[/TARGET] Teacher: So here we go. Teacher: If you missed zero to six, raise your hand. Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13.",1 5611,"Teacher: Student K? Student: You said this was our test for [inaudible]. Teacher: It is a test. [TARGET]Teacher: So here we go.[/TARGET] Teacher: If you missed zero to six, raise your hand. Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: [Crosstalk]",1 5612,"Student: You said this was our test for [inaudible]. Teacher: It is a test. Teacher: So here we go. [TARGET]Teacher: If you missed zero to six, raise your hand.[/TARGET] Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: [Crosstalk] Teacher: Oh, we [haven't got under 13].",1 5613,"Teacher: It is a test. Teacher: So here we go. Teacher: If you missed zero to six, raise your hand. [TARGET]Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13.[/TARGET] Teacher: [Crosstalk] Teacher: Oh, we [haven't got under 13]. Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13.",0 5614,"Teacher: If you missed zero to six, raise your hand. Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: [Crosstalk] [TARGET]Teacher: Oh, we [haven't got under 13].[/TARGET] Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: Those people put an A on your paper, on the back. Teacher: Put an A on the back by your name so I'll know.",0 5615,"Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: [Crosstalk] Teacher: Oh, we [haven't got under 13]. [TARGET]Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13.[/TARGET] Teacher: Those people put an A on your paper, on the back. Teacher: Put an A on the back by your name so I'll know. Teacher: Just put A.",0 5616,"Teacher: [Crosstalk] Teacher: Oh, we [haven't got under 13]. Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. [TARGET]Teacher: Those people put an A on your paper, on the back.[/TARGET] Teacher: Put an A on the back by your name so I'll know. Teacher: Just put A. Teacher: If you missed seven to 12 - Student K, I'm so proud of you.",1 5617,"Teacher: Oh, we [haven't got under 13]. Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: Those people put an A on your paper, on the back. [TARGET]Teacher: Put an A on the back by your name so I'll know.[/TARGET] Teacher: Just put A. Teacher: If you missed seven to 12 - Student K, I'm so proud of you. Teacher: Raise your hand.",1 5618,"Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: Those people put an A on your paper, on the back. Teacher: Put an A on the back by your name so I'll know. [TARGET]Teacher: Just put A.[/TARGET] Teacher: If you missed seven to 12 - Student K, I'm so proud of you. Teacher: Raise your hand. Teacher: Oh, Student J. That's awesome.",1 5619,"Teacher: Those people put an A on your paper, on the back. Teacher: Put an A on the back by your name so I'll know. Teacher: Just put A. [TARGET]Teacher: If you missed seven to 12 - Student K, I'm so proud of you.[/TARGET] Teacher: Raise your hand. Teacher: Oh, Student J. That's awesome. Teacher: One, two, three, four.",1 5620,"Teacher: Put an A on the back by your name so I'll know. Teacher: Just put A. Teacher: If you missed seven to 12 - Student K, I'm so proud of you. [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: Oh, Student J. That's awesome. Teacher: One, two, three, four. Teacher: Okay, those people please put a B on the back of your paper for [inaudible].",1 5621,"Teacher: Just put A. Teacher: If you missed seven to 12 - Student K, I'm so proud of you. Teacher: Raise your hand. [TARGET]Teacher: Oh, Student J. That's awesome.[/TARGET] Teacher: One, two, three, four. Teacher: Okay, those people please put a B on the back of your paper for [inaudible]. Teacher: [Crosstalk]",0 5622,"Teacher: If you missed seven to 12 - Student K, I'm so proud of you. Teacher: Raise your hand. Teacher: Oh, Student J. That's awesome. [TARGET]Teacher: One, two, three, four.[/TARGET] Teacher: Okay, those people please put a B on the back of your paper for [inaudible]. Teacher: [Crosstalk] Teacher: D to a C to a B.",0 5623,"Teacher: Raise your hand. Teacher: Oh, Student J. That's awesome. Teacher: One, two, three, four. [TARGET]Teacher: Okay, those people please put a B on the back of your paper for [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: D to a C to a B. Teacher: What about 13 through 15?",1 5624,"Teacher: One, two, three, four. Teacher: Okay, those people please put a B on the back of your paper for [inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: D to a C to a B.[/TARGET] Teacher: What about 13 through 15? Teacher: You're getting better. Teacher: What about 16 through 18?",0 5625,"Teacher: Okay, those people please put a B on the back of your paper for [inaudible]. Teacher: [Crosstalk] Teacher: D to a C to a B. [TARGET]Teacher: What about 13 through 15?[/TARGET] Teacher: You're getting better. Teacher: What about 16 through 18? Teacher: Yes, nobody down here?",0 5626,"Teacher: [Crosstalk] Teacher: D to a C to a B. Teacher: What about 13 through 15? [TARGET]Teacher: You're getting better.[/TARGET] Teacher: What about 16 through 18? Teacher: Yes, nobody down here? Teacher: Nope.",0 5627,"Teacher: D to a C to a B. Teacher: What about 13 through 15? Teacher: You're getting better. [TARGET]Teacher: What about 16 through 18?[/TARGET] Teacher: Yes, nobody down here? Teacher: Nope. Teacher: [Crosstalk]",0 5628,"Teacher: What about 13 through 15? Teacher: You're getting better. Teacher: What about 16 through 18? [TARGET]Teacher: Yes, nobody down here?[/TARGET] Teacher: Nope. Teacher: [Crosstalk] Teacher: All right, so make sure you have your grade.",0 5629,"Teacher: You're getting better. Teacher: What about 16 through 18? Teacher: Yes, nobody down here? [TARGET]Teacher: Nope.[/TARGET] Teacher: [Crosstalk] Teacher: All right, so make sure you have your grade. Teacher: Go ahead and keep - bring me your tests right now.",0 5630,"Teacher: Yes, nobody down here? Teacher: Nope. Teacher: [Crosstalk] [TARGET]Teacher: All right, so make sure you have your grade.[/TARGET] Teacher: Go ahead and keep - bring me your tests right now. Teacher: [Crosstalk] Teacher: What I'm gonna do next week is I'm gonna start decreasing the time.",1 5631,"Teacher: Nope. Teacher: [Crosstalk] Teacher: All right, so make sure you have your grade. [TARGET]Teacher: Go ahead and keep - bring me your tests right now.[/TARGET] Teacher: [Crosstalk] Teacher: What I'm gonna do next week is I'm gonna start decreasing the time. Teacher: Three minutes to two.",1 5632,"Teacher: All right, so make sure you have your grade. Teacher: Go ahead and keep - bring me your tests right now. Teacher: [Crosstalk] [TARGET]Teacher: What I'm gonna do next week is I'm gonna start decreasing the time.[/TARGET] Teacher: Three minutes to two. Teacher: [Crosstalk] Teacher: [End of Audio]",0 5633,Teacher: Go ahead and keep - bring me your tests right now. Teacher: [Crosstalk] Teacher: What I'm gonna do next week is I'm gonna start decreasing the time. [TARGET]Teacher: Three minutes to two.[/TARGET] Teacher: [Crosstalk] Teacher: [End of Audio],0 5634," [TARGET]Teacher: Boys and girls, today we're going to take information we have been studying with percentages, and we are going to show you how to use that in a graph.[/TARGET] Teacher: I have a protractor for each one of you. Teacher: 2, 4, 6, 8, 10. Teacher: Is that right for your side?",0 5635,"Teacher: Boys and girls, today we're going to take information we have been studying with percentages, and we are going to show you how to use that in a graph. [TARGET]Teacher: I have a protractor for each one of you.[/TARGET] Teacher: 2, 4, 6, 8, 10. Teacher: Is that right for your side? Teacher: I want you to take a look at the protractor.",1 5636,"Teacher: Boys and girls, today we're going to take information we have been studying with percentages, and we are going to show you how to use that in a graph. Teacher: I have a protractor for each one of you. [TARGET]Teacher: 2, 4, 6, 8, 10.[/TARGET] Teacher: Is that right for your side? Teacher: I want you to take a look at the protractor. Teacher: I have given you one sheet of white paper.",1 5637,"Teacher: Boys and girls, today we're going to take information we have been studying with percentages, and we are going to show you how to use that in a graph. Teacher: I have a protractor for each one of you. Teacher: 2, 4, 6, 8, 10. [TARGET]Teacher: Is that right for your side?[/TARGET] Teacher: I want you to take a look at the protractor. Teacher: I have given you one sheet of white paper. Teacher: I just want you to figure out how you should draw a circle using a protractor.",1 5638,"Teacher: I have a protractor for each one of you. Teacher: 2, 4, 6, 8, 10. Teacher: Is that right for your side? [TARGET]Teacher: I want you to take a look at the protractor.[/TARGET] Teacher: I have given you one sheet of white paper. Teacher: I just want you to figure out how you should draw a circle using a protractor. Teacher: How would you draw a circle using a protractor?",0 5639,"Teacher: 2, 4, 6, 8, 10. Teacher: Is that right for your side? Teacher: I want you to take a look at the protractor. [TARGET]Teacher: I have given you one sheet of white paper.[/TARGET] Teacher: I just want you to figure out how you should draw a circle using a protractor. Teacher: How would you draw a circle using a protractor? Teacher: How would you do it?",1 5640,"Teacher: Is that right for your side? Teacher: I want you to take a look at the protractor. Teacher: I have given you one sheet of white paper. [TARGET]Teacher: I just want you to figure out how you should draw a circle using a protractor.[/TARGET] Teacher: How would you draw a circle using a protractor? Teacher: How would you do it? Teacher: You would actually have a flip, wouldn't you?",0 5641,"Teacher: I want you to take a look at the protractor. Teacher: I have given you one sheet of white paper. Teacher: I just want you to figure out how you should draw a circle using a protractor. [TARGET]Teacher: How would you draw a circle using a protractor?[/TARGET] Teacher: How would you do it? Teacher: You would actually have a flip, wouldn't you? Teacher: I would like for you to take just a moment to practice drawing a circle.",0 5642,"Teacher: I have given you one sheet of white paper. Teacher: I just want you to figure out how you should draw a circle using a protractor. Teacher: How would you draw a circle using a protractor? [TARGET]Teacher: How would you do it?[/TARGET] Teacher: You would actually have a flip, wouldn't you? Teacher: I would like for you to take just a moment to practice drawing a circle. Teacher: Thank you.",0 5643,"Teacher: I just want you to figure out how you should draw a circle using a protractor. Teacher: How would you draw a circle using a protractor? Teacher: How would you do it? [TARGET]Teacher: You would actually have a flip, wouldn't you?[/TARGET] Teacher: I would like for you to take just a moment to practice drawing a circle. Teacher: Thank you. Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle.",0 5644,"Teacher: How would you draw a circle using a protractor? Teacher: How would you do it? Teacher: You would actually have a flip, wouldn't you? [TARGET]Teacher: I would like for you to take just a moment to practice drawing a circle.[/TARGET] Teacher: Thank you. Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle. Teacher: Give it a try.",0 5645,"Teacher: How would you do it? Teacher: You would actually have a flip, wouldn't you? Teacher: I would like for you to take just a moment to practice drawing a circle. [TARGET]Teacher: Thank you.[/TARGET] Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle. Teacher: Give it a try. Teacher: Good.",0 5646,"Teacher: You would actually have a flip, wouldn't you? Teacher: I would like for you to take just a moment to practice drawing a circle. Teacher: Thank you. [TARGET]Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle.[/TARGET] Teacher: Give it a try. Teacher: Good. Teacher: Yeah.",0 5647,"Teacher: I would like for you to take just a moment to practice drawing a circle. Teacher: Thank you. Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle. [TARGET]Teacher: Give it a try.[/TARGET] Teacher: Good. Teacher: Yeah. Teacher: Go ahead and try drawing a circle.",1 5648,"Teacher: Thank you. Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle. Teacher: Give it a try. [TARGET]Teacher: Good.[/TARGET] Teacher: Yeah. Teacher: Go ahead and try drawing a circle. Teacher: That's the very first thing.",0 5649,"Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle. Teacher: Give it a try. Teacher: Good. [TARGET]Teacher: Yeah.[/TARGET] Teacher: Go ahead and try drawing a circle. Teacher: That's the very first thing. Teacher: Just like that.",0 5650,Teacher: Give it a try. Teacher: Good. Teacher: Yeah. [TARGET]Teacher: Go ahead and try drawing a circle.[/TARGET] Teacher: That's the very first thing. Teacher: Just like that. Teacher: Good.,1 5651,Teacher: Good. Teacher: Yeah. Teacher: Go ahead and try drawing a circle. [TARGET]Teacher: That's the very first thing.[/TARGET] Teacher: Just like that. Teacher: Good. Teacher: Do you need a pencil?,0 5652,Teacher: Yeah. Teacher: Go ahead and try drawing a circle. Teacher: That's the very first thing. [TARGET]Teacher: Just like that.[/TARGET] Teacher: Good. Teacher: Do you need a pencil? Teacher: Okay.,0 5653,Teacher: Go ahead and try drawing a circle. Teacher: That's the very first thing. Teacher: Just like that. [TARGET]Teacher: Good.[/TARGET] Teacher: Do you need a pencil? Teacher: Okay. Teacher: Now this is a mathematical tool.,0 5654,Teacher: That's the very first thing. Teacher: Just like that. Teacher: Good. [TARGET]Teacher: Do you need a pencil?[/TARGET] Teacher: Okay. Teacher: Now this is a mathematical tool. Teacher: It's not a toy.,1 5655,Teacher: Good. Teacher: Do you need a pencil? Teacher: Okay. [TARGET]Teacher: Now this is a mathematical tool.[/TARGET] Teacher: It's not a toy. Teacher: It's a tool. Teacher: Be very careful with it.,1 5656,Teacher: Do you need a pencil? Teacher: Okay. Teacher: Now this is a mathematical tool. [TARGET]Teacher: It's not a toy.[/TARGET] Teacher: It's a tool. Teacher: Be very careful with it. Teacher: I want you to draw all the way around.,1 5657,Teacher: Okay. Teacher: Now this is a mathematical tool. Teacher: It's not a toy. [TARGET]Teacher: It's a tool.[/TARGET] Teacher: Be very careful with it. Teacher: I want you to draw all the way around. Teacher: Here's what I'd like for you to do next.,1 5658,"Teacher: Now this is a mathematical tool. Teacher: It's not a toy. Teacher: It's a tool. [TARGET]Teacher: Be very careful with it.[/TARGET] Teacher: I want you to draw all the way around. Teacher: Here's what I'd like for you to do next. Teacher: Where you have drawn, I'm just going to use the semi-circle part.",1 5659,"Teacher: It's not a toy. Teacher: It's a tool. Teacher: Be very careful with it. [TARGET]Teacher: I want you to draw all the way around.[/TARGET] Teacher: Here's what I'd like for you to do next. Teacher: Where you have drawn, I'm just going to use the semi-circle part. Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it?",0 5660,"Teacher: It's a tool. Teacher: Be very careful with it. Teacher: I want you to draw all the way around. [TARGET]Teacher: Here's what I'd like for you to do next.[/TARGET] Teacher: Where you have drawn, I'm just going to use the semi-circle part. Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it? Teacher: I want you to put the dot right underneath it.",1 5661,"Teacher: Be very careful with it. Teacher: I want you to draw all the way around. Teacher: Here's what I'd like for you to do next. [TARGET]Teacher: Where you have drawn, I'm just going to use the semi-circle part.[/TARGET] Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it? Teacher: I want you to put the dot right underneath it. Teacher: This is probably going to smear when I move it.",0 5662,"Teacher: I want you to draw all the way around. Teacher: Here's what I'd like for you to do next. Teacher: Where you have drawn, I'm just going to use the semi-circle part. [TARGET]Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it?[/TARGET] Teacher: I want you to put the dot right underneath it. Teacher: This is probably going to smear when I move it. Teacher: Right in the middle I would like you to make a dot.",0 5663,"Teacher: Here's what I'd like for you to do next. Teacher: Where you have drawn, I'm just going to use the semi-circle part. Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it? [TARGET]Teacher: I want you to put the dot right underneath it.[/TARGET] Teacher: This is probably going to smear when I move it. Teacher: Right in the middle I would like you to make a dot. Teacher: That's going to be our point where we connect.",0 5664,"Teacher: Where you have drawn, I'm just going to use the semi-circle part. Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it? Teacher: I want you to put the dot right underneath it. [TARGET]Teacher: This is probably going to smear when I move it.[/TARGET] Teacher: Right in the middle I would like you to make a dot. Teacher: That's going to be our point where we connect. Teacher: Right there in the middle, that's perfect.",0 5665,"Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it? Teacher: I want you to put the dot right underneath it. Teacher: This is probably going to smear when I move it. [TARGET]Teacher: Right in the middle I would like you to make a dot.[/TARGET] Teacher: That's going to be our point where we connect. Teacher: Right there in the middle, that's perfect. Teacher: Right in the middle.",0 5666,"Teacher: I want you to put the dot right underneath it. Teacher: This is probably going to smear when I move it. Teacher: Right in the middle I would like you to make a dot. [TARGET]Teacher: That's going to be our point where we connect.[/TARGET] Teacher: Right there in the middle, that's perfect. Teacher: Right in the middle. Teacher: Do you see that dot right in the middle?",0 5667,"Teacher: This is probably going to smear when I move it. Teacher: Right in the middle I would like you to make a dot. Teacher: That's going to be our point where we connect. [TARGET]Teacher: Right there in the middle, that's perfect.[/TARGET] Teacher: Right in the middle. Teacher: Do you see that dot right in the middle? Teacher: That's where we're going to base - it's okay.",0 5668,"Teacher: Right in the middle I would like you to make a dot. Teacher: That's going to be our point where we connect. Teacher: Right there in the middle, that's perfect. [TARGET]Teacher: Right in the middle.[/TARGET] Teacher: Do you see that dot right in the middle? Teacher: That's where we're going to base - it's okay. Teacher: Did you use the middle?",0 5669,"Teacher: That's going to be our point where we connect. Teacher: Right there in the middle, that's perfect. Teacher: Right in the middle. [TARGET]Teacher: Do you see that dot right in the middle?[/TARGET] Teacher: That's where we're going to base - it's okay. Teacher: Did you use the middle? Teacher: Don't use the middle of the protractor.",0 5670,"Teacher: Right there in the middle, that's perfect. Teacher: Right in the middle. Teacher: Do you see that dot right in the middle? [TARGET]Teacher: That's where we're going to base - it's okay.[/TARGET] Teacher: Did you use the middle? Teacher: Don't use the middle of the protractor. Teacher: Let me get you another sheet of paper.",0 5671,"Teacher: Right in the middle. Teacher: Do you see that dot right in the middle? Teacher: That's where we're going to base - it's okay. [TARGET]Teacher: Did you use the middle?[/TARGET] Teacher: Don't use the middle of the protractor. Teacher: Let me get you another sheet of paper. Teacher: Use the outside of the protractor, yes.",0 5672,"Teacher: Do you see that dot right in the middle? Teacher: That's where we're going to base - it's okay. Teacher: Did you use the middle? [TARGET]Teacher: Don't use the middle of the protractor.[/TARGET] Teacher: Let me get you another sheet of paper. Teacher: Use the outside of the protractor, yes. Teacher: That's why we experiment.",0 5673,"Teacher: That's where we're going to base - it's okay. Teacher: Did you use the middle? Teacher: Don't use the middle of the protractor. [TARGET]Teacher: Let me get you another sheet of paper.[/TARGET] Teacher: Use the outside of the protractor, yes. Teacher: That's why we experiment. Teacher: Here we go.",1 5674,"Teacher: Did you use the middle? Teacher: Don't use the middle of the protractor. Teacher: Let me get you another sheet of paper. [TARGET]Teacher: Use the outside of the protractor, yes.[/TARGET] Teacher: That's why we experiment. Teacher: Here we go. Teacher: Go all the way around.",0 5675,"Teacher: Don't use the middle of the protractor. Teacher: Let me get you another sheet of paper. Teacher: Use the outside of the protractor, yes. [TARGET]Teacher: That's why we experiment.[/TARGET] Teacher: Here we go. Teacher: Go all the way around. Teacher: Look it over and draw the rest of your circle.",0 5676,"Teacher: Let me get you another sheet of paper. Teacher: Use the outside of the protractor, yes. Teacher: That's why we experiment. [TARGET]Teacher: Here we go.[/TARGET] Teacher: Go all the way around. Teacher: Look it over and draw the rest of your circle. Teacher: Once you've done that, if you'll take a look back at the board.",0 5677,"Teacher: Use the outside of the protractor, yes. Teacher: That's why we experiment. Teacher: Here we go. [TARGET]Teacher: Go all the way around.[/TARGET] Teacher: Look it over and draw the rest of your circle. Teacher: Once you've done that, if you'll take a look back at the board. Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph.",0 5678,"Teacher: That's why we experiment. Teacher: Here we go. Teacher: Go all the way around. [TARGET]Teacher: Look it over and draw the rest of your circle.[/TARGET] Teacher: Once you've done that, if you'll take a look back at the board. Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph. Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right?",0 5679,"Teacher: Here we go. Teacher: Go all the way around. Teacher: Look it over and draw the rest of your circle. [TARGET]Teacher: Once you've done that, if you'll take a look back at the board.[/TARGET] Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph. Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right? Teacher: When you are there, please put your protractor down to the side and take a look at page 276.",1 5680,"Teacher: Go all the way around. Teacher: Look it over and draw the rest of your circle. Teacher: Once you've done that, if you'll take a look back at the board. [TARGET]Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph.[/TARGET] Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right? Teacher: When you are there, please put your protractor down to the side and take a look at page 276. Teacher: This particular page, we're given information about a family that's planning on taking a trip up to Gainesville, Georgia.",0 5681,"Teacher: Look it over and draw the rest of your circle. Teacher: Once you've done that, if you'll take a look back at the board. Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph. [TARGET]Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right?[/TARGET] Teacher: When you are there, please put your protractor down to the side and take a look at page 276. Teacher: This particular page, we're given information about a family that's planning on taking a trip up to Gainesville, Georgia. Teacher: That family is very conscientious about the money that they spend.",0 5682,"Teacher: Once you've done that, if you'll take a look back at the board. Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph. Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right? [TARGET]Teacher: When you are there, please put your protractor down to the side and take a look at page 276.[/TARGET] Teacher: This particular page, we're given information about a family that's planning on taking a trip up to Gainesville, Georgia. Teacher: That family is very conscientious about the money that they spend. Teacher: Is that a situation that can be real to our lives?",1 5683,"Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph. Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right? Teacher: When you are there, please put your protractor down to the side and take a look at page 276. [TARGET]Teacher: This particular page, we're given information about a family that's planning on taking a trip up to Gainesville, Georgia.[/TARGET] Teacher: That family is very conscientious about the money that they spend. Teacher: Is that a situation that can be real to our lives? Multiple Students: Yes.",0 5684,"Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right? Teacher: When you are there, please put your protractor down to the side and take a look at page 276. Teacher: This particular page, we're given information about a family that's planning on taking a trip up to Gainesville, Georgia. [TARGET]Teacher: That family is very conscientious about the money that they spend.[/TARGET] Teacher: Is that a situation that can be real to our lives? Multiple Students: Yes. Teacher: Yes, which means a circle or pie graph can actually be important in our own lives, and we use this kind of graph, boys and girls, so as soon as we look at it, we can see very quickly, if you're looking on page 276, it's step four, you can just eyeball and see where a good portions of their money was spent.",0 5685,"Teacher: When you are there, please put your protractor down to the side and take a look at page 276. Teacher: This particular page, we're given information about a family that's planning on taking a trip up to Gainesville, Georgia. Teacher: That family is very conscientious about the money that they spend. [TARGET]Teacher: Is that a situation that can be real to our lives?[/TARGET] Multiple Students: Yes. Teacher: Yes, which means a circle or pie graph can actually be important in our own lives, and we use this kind of graph, boys and girls, so as soon as we look at it, we can see very quickly, if you're looking on page 276, it's step four, you can just eyeball and see where a good portions of their money was spent. Teacher: So a pie graph or a circle graph is a very useful graph for us to use to look at lots of different data at one point and be able to make determinations from that.",0 5686,"Teacher: That family is very conscientious about the money that they spend. Teacher: Is that a situation that can be real to our lives? Multiple Students: Yes. [TARGET]Teacher: Yes, which means a circle or pie graph can actually be important in our own lives, and we use this kind of graph, boys and girls, so as soon as we look at it, we can see very quickly, if you're looking on page 276, it's step four, you can just eyeball and see where a good portions of their money was spent.[/TARGET] Teacher: So a pie graph or a circle graph is a very useful graph for us to use to look at lots of different data at one point and be able to make determinations from that. Teacher: So let's look. Teacher: Up at the top it says the family is planning a trip to Gainesville.",0 5687,"Teacher: Is that a situation that can be real to our lives? Multiple Students: Yes. Teacher: Yes, which means a circle or pie graph can actually be important in our own lives, and we use this kind of graph, boys and girls, so as soon as we look at it, we can see very quickly, if you're looking on page 276, it's step four, you can just eyeball and see where a good portions of their money was spent. [TARGET]Teacher: So a pie graph or a circle graph is a very useful graph for us to use to look at lots of different data at one point and be able to make determinations from that.[/TARGET] Teacher: So let's look. Teacher: Up at the top it says the family is planning a trip to Gainesville. Teacher: They planned this at the Northeast Georgia History Center.",0 5688,"Multiple Students: Yes. Teacher: Yes, which means a circle or pie graph can actually be important in our own lives, and we use this kind of graph, boys and girls, so as soon as we look at it, we can see very quickly, if you're looking on page 276, it's step four, you can just eyeball and see where a good portions of their money was spent. Teacher: So a pie graph or a circle graph is a very useful graph for us to use to look at lots of different data at one point and be able to make determinations from that. [TARGET]Teacher: So let's look.[/TARGET] Teacher: Up at the top it says the family is planning a trip to Gainesville. Teacher: They planned this at the Northeast Georgia History Center. Teacher: The table shows the budget they made for their expenses.",1 5689,"Teacher: Yes, which means a circle or pie graph can actually be important in our own lives, and we use this kind of graph, boys and girls, so as soon as we look at it, we can see very quickly, if you're looking on page 276, it's step four, you can just eyeball and see where a good portions of their money was spent. Teacher: So a pie graph or a circle graph is a very useful graph for us to use to look at lots of different data at one point and be able to make determinations from that. Teacher: So let's look. [TARGET]Teacher: Up at the top it says the family is planning a trip to Gainesville.[/TARGET] Teacher: They planned this at the Northeast Georgia History Center. Teacher: The table shows the budget they made for their expenses. Teacher: So before they ever left, they planned out how they wanted to spend their money.",0 5690,"Teacher: So a pie graph or a circle graph is a very useful graph for us to use to look at lots of different data at one point and be able to make determinations from that. Teacher: So let's look. Teacher: Up at the top it says the family is planning a trip to Gainesville. [TARGET]Teacher: They planned this at the Northeast Georgia History Center.[/TARGET] Teacher: The table shows the budget they made for their expenses. Teacher: So before they ever left, they planned out how they wanted to spend their money. Teacher: Take a look where it says expense.",0 5691,"Teacher: So let's look. Teacher: Up at the top it says the family is planning a trip to Gainesville. Teacher: They planned this at the Northeast Georgia History Center. [TARGET]Teacher: The table shows the budget they made for their expenses.[/TARGET] Teacher: So before they ever left, they planned out how they wanted to spend their money. Teacher: Take a look where it says expense. Teacher: One of the things that they have to allot their money to is gasoline.",0 5692,"Teacher: Up at the top it says the family is planning a trip to Gainesville. Teacher: They planned this at the Northeast Georgia History Center. Teacher: The table shows the budget they made for their expenses. [TARGET]Teacher: So before they ever left, they planned out how they wanted to spend their money.[/TARGET] Teacher: Take a look where it says expense. Teacher: One of the things that they have to allot their money to is gasoline. Teacher: How much money have they budgeted to spend on gas?",0 5693,"Teacher: They planned this at the Northeast Georgia History Center. Teacher: The table shows the budget they made for their expenses. Teacher: So before they ever left, they planned out how they wanted to spend their money. [TARGET]Teacher: Take a look where it says expense.[/TARGET] Teacher: One of the things that they have to allot their money to is gasoline. Teacher: How much money have they budgeted to spend on gas? Teacher: 30 percent of their money.",0 5694,"Teacher: The table shows the budget they made for their expenses. Teacher: So before they ever left, they planned out how they wanted to spend their money. Teacher: Take a look where it says expense. [TARGET]Teacher: One of the things that they have to allot their money to is gasoline.[/TARGET] Teacher: How much money have they budgeted to spend on gas? Teacher: 30 percent of their money. Teacher: The next thing they take a look at is the amount of money they needed to spend on food.",0 5695,"Teacher: So before they ever left, they planned out how they wanted to spend their money. Teacher: Take a look where it says expense. Teacher: One of the things that they have to allot their money to is gasoline. [TARGET]Teacher: How much money have they budgeted to spend on gas?[/TARGET] Teacher: 30 percent of their money. Teacher: The next thing they take a look at is the amount of money they needed to spend on food. Teacher: How much are they going to spend?",0 5696,Teacher: Take a look where it says expense. Teacher: One of the things that they have to allot their money to is gasoline. Teacher: How much money have they budgeted to spend on gas? [TARGET]Teacher: 30 percent of their money.[/TARGET] Teacher: The next thing they take a look at is the amount of money they needed to spend on food. Teacher: How much are they going to spend? Multiple Students: 40 percent.,0 5697,Teacher: One of the things that they have to allot their money to is gasoline. Teacher: How much money have they budgeted to spend on gas? Teacher: 30 percent of their money. [TARGET]Teacher: The next thing they take a look at is the amount of money they needed to spend on food.[/TARGET] Teacher: How much are they going to spend? Multiple Students: 40 percent. Teacher: Good.,0 5698,"Teacher: How much money have they budgeted to spend on gas? Teacher: 30 percent of their money. Teacher: The next thing they take a look at is the amount of money they needed to spend on food. [TARGET]Teacher: How much are they going to spend?[/TARGET] Multiple Students: 40 percent. Teacher: Good. Teacher: Admissions, in order to get into the historical center, 10 percent of their total money is going to go to admissions, and then souvenirs, they're going to buy something to take back home.",0 5699,"Teacher: The next thing they take a look at is the amount of money they needed to spend on food. Teacher: How much are they going to spend? Multiple Students: 40 percent. [TARGET]Teacher: Good.[/TARGET] Teacher: Admissions, in order to get into the historical center, 10 percent of their total money is going to go to admissions, and then souvenirs, they're going to buy something to take back home. Teacher: 20 percent. Teacher: Now whenever we have a circle or pie graph, when you have all of the percents added up, what would you guess it's going to equal?",0 5700,"Teacher: How much are they going to spend? Multiple Students: 40 percent. Teacher: Good. [TARGET]Teacher: Admissions, in order to get into the historical center, 10 percent of their total money is going to go to admissions, and then souvenirs, they're going to buy something to take back home.[/TARGET] Teacher: 20 percent. Teacher: Now whenever we have a circle or pie graph, when you have all of the percents added up, what would you guess it's going to equal? Multiple Students: 100",0 5701,"Multiple Students: 40 percent. Teacher: Good. Teacher: Admissions, in order to get into the historical center, 10 percent of their total money is going to go to admissions, and then souvenirs, they're going to buy something to take back home. [TARGET]Teacher: 20 percent.[/TARGET] Teacher: Now whenever we have a circle or pie graph, when you have all of the percents added up, what would you guess it's going to equal? Multiple Students: 100 Teacher: Because we're talking about percent, and we talked about cent stands for 100.",0 5702,"Teacher: Good. Teacher: Admissions, in order to get into the historical center, 10 percent of their total money is going to go to admissions, and then souvenirs, they're going to buy something to take back home. Teacher: 20 percent. [TARGET]Teacher: Now whenever we have a circle or pie graph, when you have all of the percents added up, what would you guess it's going to equal?[/TARGET] Multiple Students: 100 Teacher: Because we're talking about percent, and we talked about cent stands for 100. Teacher: So per 100.",0 5703,"Teacher: 20 percent. Teacher: Now whenever we have a circle or pie graph, when you have all of the percents added up, what would you guess it's going to equal? Multiple Students: 100 [TARGET]Teacher: Because we're talking about percent, and we talked about cent stands for 100.[/TARGET] Teacher: So per 100. Teacher: In order for us to actually complete our pie graph though, we have to break down that information. Teacher: So look at step one.",0 5704,"Teacher: Now whenever we have a circle or pie graph, when you have all of the percents added up, what would you guess it's going to equal? Multiple Students: 100 Teacher: Because we're talking about percent, and we talked about cent stands for 100. [TARGET]Teacher: So per 100.[/TARGET] Teacher: In order for us to actually complete our pie graph though, we have to break down that information. Teacher: So look at step one. Teacher: It says they have to write the percent as a decimal.",0 5705,"Multiple Students: 100 Teacher: Because we're talking about percent, and we talked about cent stands for 100. Teacher: So per 100. [TARGET]Teacher: In order for us to actually complete our pie graph though, we have to break down that information.[/TARGET] Teacher: So look at step one. Teacher: It says they have to write the percent as a decimal. Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal?",0 5706,"Teacher: Because we're talking about percent, and we talked about cent stands for 100. Teacher: So per 100. Teacher: In order for us to actually complete our pie graph though, we have to break down that information. [TARGET]Teacher: So look at step one.[/TARGET] Teacher: It says they have to write the percent as a decimal. Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal? Teacher: 0.30.",0 5707,"Teacher: So per 100. Teacher: In order for us to actually complete our pie graph though, we have to break down that information. Teacher: So look at step one. [TARGET]Teacher: It says they have to write the percent as a decimal.[/TARGET] Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal? Teacher: 0.30. Teacher: That's right.",0 5708,"Teacher: In order for us to actually complete our pie graph though, we have to break down that information. Teacher: So look at step one. Teacher: It says they have to write the percent as a decimal. [TARGET]Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal?[/TARGET] Teacher: 0.30. Teacher: That's right. Teacher: We've converted that to a decimal.",0 5709,"Teacher: So look at step one. Teacher: It says they have to write the percent as a decimal. Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal? [TARGET]Teacher: 0.30.[/TARGET] Teacher: That's right. Teacher: We've converted that to a decimal. Teacher: Now look at the food.",0 5710,"Teacher: It says they have to write the percent as a decimal. Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal? Teacher: 0.30. [TARGET]Teacher: That's right.[/TARGET] Teacher: We've converted that to a decimal. Teacher: Now look at the food. Teacher: It was 40 percent.",0 5711,"Teacher: For gas, they are going to budget 30 percent, and how do we write that as a decimal? Teacher: 0.30. Teacher: That's right. [TARGET]Teacher: We've converted that to a decimal.[/TARGET] Teacher: Now look at the food. Teacher: It was 40 percent. Teacher: 0.40.",0 5712,"Teacher: 0.30. Teacher: That's right. Teacher: We've converted that to a decimal. [TARGET]Teacher: Now look at the food.[/TARGET] Teacher: It was 40 percent. Teacher: 0.40. Teacher: Okay, good.",0 5713,"Teacher: That's right. Teacher: We've converted that to a decimal. Teacher: Now look at the food. [TARGET]Teacher: It was 40 percent.[/TARGET] Teacher: 0.40. Teacher: Okay, good. Teacher: For admissions, 10 percent, 0.10, and then for souvenirs.",0 5714,"Teacher: We've converted that to a decimal. Teacher: Now look at the food. Teacher: It was 40 percent. [TARGET]Teacher: 0.40.[/TARGET] Teacher: Okay, good. Teacher: For admissions, 10 percent, 0.10, and then for souvenirs. Teacher: 20 percent, 0.20.",0 5715,"Teacher: Now look at the food. Teacher: It was 40 percent. Teacher: 0.40. [TARGET]Teacher: Okay, good.[/TARGET] Teacher: For admissions, 10 percent, 0.10, and then for souvenirs. Teacher: 20 percent, 0.20. Teacher: So we have the first step completed, but then we're still not finished, because after that we're going to translate it from decimals to degrees, and the reason why we did that is throughout the chapter, these numbers - take a look at the top.",0 5716,"Teacher: It was 40 percent. Teacher: 0.40. Teacher: Okay, good. [TARGET]Teacher: For admissions, 10 percent, 0.10, and then for souvenirs.[/TARGET] Teacher: 20 percent, 0.20. Teacher: So we have the first step completed, but then we're still not finished, because after that we're going to translate it from decimals to degrees, and the reason why we did that is throughout the chapter, these numbers - take a look at the top. Teacher: Those are degrees, and halfway around that circle, we're starting at the corner, you move all the way around, how many degrees are in half the circle?",0 5717,"Teacher: 0.40. Teacher: Okay, good. Teacher: For admissions, 10 percent, 0.10, and then for souvenirs. [TARGET]Teacher: 20 percent, 0.20.[/TARGET] Teacher: So we have the first step completed, but then we're still not finished, because after that we're going to translate it from decimals to degrees, and the reason why we did that is throughout the chapter, these numbers - take a look at the top. Teacher: Those are degrees, and halfway around that circle, we're starting at the corner, you move all the way around, how many degrees are in half the circle? Multiple Students: 180",0 5718,"Teacher: Okay, good. Teacher: For admissions, 10 percent, 0.10, and then for souvenirs. Teacher: 20 percent, 0.20. [TARGET]Teacher: So we have the first step completed, but then we're still not finished, because after that we're going to translate it from decimals to degrees, and the reason why we did that is throughout the chapter, these numbers - take a look at the top.[/TARGET] Teacher: Those are degrees, and halfway around that circle, we're starting at the corner, you move all the way around, how many degrees are in half the circle? Multiple Students: 180 Teacher: Good job, which means if they're traveling all the way around the circle, how many degrees are we talking about?",0 5719,"Teacher: For admissions, 10 percent, 0.10, and then for souvenirs. Teacher: 20 percent, 0.20. Teacher: So we have the first step completed, but then we're still not finished, because after that we're going to translate it from decimals to degrees, and the reason why we did that is throughout the chapter, these numbers - take a look at the top. [TARGET]Teacher: Those are degrees, and halfway around that circle, we're starting at the corner, you move all the way around, how many degrees are in half the circle?[/TARGET] Multiple Students: 180 Teacher: Good job, which means if they're traveling all the way around the circle, how many degrees are we talking about? Teacher: 360 degrees.",0 5720,"Teacher: So we have the first step completed, but then we're still not finished, because after that we're going to translate it from decimals to degrees, and the reason why we did that is throughout the chapter, these numbers - take a look at the top. Teacher: Those are degrees, and halfway around that circle, we're starting at the corner, you move all the way around, how many degrees are in half the circle? Multiple Students: 180 [TARGET]Teacher: Good job, which means if they're traveling all the way around the circle, how many degrees are we talking about?[/TARGET] Teacher: 360 degrees. Teacher: So in order for us to fill in this chart, we have to translate from percent to decimal to degrees, all right? Teacher: Take a look at step two.",0 5721,"Teacher: Those are degrees, and halfway around that circle, we're starting at the corner, you move all the way around, how many degrees are in half the circle? Multiple Students: 180 Teacher: Good job, which means if they're traveling all the way around the circle, how many degrees are we talking about? [TARGET]Teacher: 360 degrees.[/TARGET] Teacher: So in order for us to fill in this chart, we have to translate from percent to decimal to degrees, all right? Teacher: Take a look at step two. Teacher: To find the number of degrees for each category, we have to know there are 360 degrees in a circle.",0 5722,"Multiple Students: 180 Teacher: Good job, which means if they're traveling all the way around the circle, how many degrees are we talking about? Teacher: 360 degrees. [TARGET]Teacher: So in order for us to fill in this chart, we have to translate from percent to decimal to degrees, all right?[/TARGET] Teacher: Take a look at step two. Teacher: To find the number of degrees for each category, we have to know there are 360 degrees in a circle. Teacher: Will that ever change?",0 5723,"Teacher: Good job, which means if they're traveling all the way around the circle, how many degrees are we talking about? Teacher: 360 degrees. Teacher: So in order for us to fill in this chart, we have to translate from percent to decimal to degrees, all right? [TARGET]Teacher: Take a look at step two.[/TARGET] Teacher: To find the number of degrees for each category, we have to know there are 360 degrees in a circle. Teacher: Will that ever change? Multiple Students: No.",0 5724,"Teacher: 360 degrees. Teacher: So in order for us to fill in this chart, we have to translate from percent to decimal to degrees, all right? Teacher: Take a look at step two. [TARGET]Teacher: To find the number of degrees for each category, we have to know there are 360 degrees in a circle.[/TARGET] Teacher: Will that ever change? Multiple Students: No. Teacher: That's the good news.",0 5725,"Teacher: So in order for us to fill in this chart, we have to translate from percent to decimal to degrees, all right? Teacher: Take a look at step two. Teacher: To find the number of degrees for each category, we have to know there are 360 degrees in a circle. [TARGET]Teacher: Will that ever change?[/TARGET] Multiple Students: No. Teacher: That's the good news. Teacher: So the formula is we will take 360 degrees, and we're going to multiply that times 0.30, and then we're changing that to degrees which is going to equal 108 degrees.",0 5726,"Teacher: To find the number of degrees for each category, we have to know there are 360 degrees in a circle. Teacher: Will that ever change? Multiple Students: No. [TARGET]Teacher: That's the good news.[/TARGET] Teacher: So the formula is we will take 360 degrees, and we're going to multiply that times 0.30, and then we're changing that to degrees which is going to equal 108 degrees. Teacher: Does that mean anything to us right now? Multiple Students: No.",0 5727,"Teacher: Will that ever change? Multiple Students: No. Teacher: That's the good news. [TARGET]Teacher: So the formula is we will take 360 degrees, and we're going to multiply that times 0.30, and then we're changing that to degrees which is going to equal 108 degrees.[/TARGET] Teacher: Does that mean anything to us right now? Multiple Students: No. Teacher: It really doesn't, but it will in just a few minutes.",0 5728,"Multiple Students: No. Teacher: That's the good news. Teacher: So the formula is we will take 360 degrees, and we're going to multiply that times 0.30, and then we're changing that to degrees which is going to equal 108 degrees. [TARGET]Teacher: Does that mean anything to us right now?[/TARGET] Multiple Students: No. Teacher: It really doesn't, but it will in just a few minutes. Teacher: The food, when we multiplied 360 times 40, we get 144 degrees.",0 5729,"Teacher: So the formula is we will take 360 degrees, and we're going to multiply that times 0.30, and then we're changing that to degrees which is going to equal 108 degrees. Teacher: Does that mean anything to us right now? Multiple Students: No. [TARGET]Teacher: It really doesn't, but it will in just a few minutes.[/TARGET] Teacher: The food, when we multiplied 360 times 40, we get 144 degrees. Teacher: Look at what's interesting here. Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right?",0 5730,"Teacher: Does that mean anything to us right now? Multiple Students: No. Teacher: It really doesn't, but it will in just a few minutes. [TARGET]Teacher: The food, when we multiplied 360 times 40, we get 144 degrees.[/TARGET] Teacher: Look at what's interesting here. Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right? Teacher: Take a look.",0 5731,"Multiple Students: No. Teacher: It really doesn't, but it will in just a few minutes. Teacher: The food, when we multiplied 360 times 40, we get 144 degrees. [TARGET]Teacher: Look at what's interesting here.[/TARGET] Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right? Teacher: Take a look. Teacher: So now let's translate 10 percent, 36 degrees, and 72 percent when we multiply 360 times that decimal number.",0 5732,"Teacher: It really doesn't, but it will in just a few minutes. Teacher: The food, when we multiplied 360 times 40, we get 144 degrees. Teacher: Look at what's interesting here. [TARGET]Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right?[/TARGET] Teacher: Take a look. Teacher: So now let's translate 10 percent, 36 degrees, and 72 percent when we multiply 360 times that decimal number. Teacher: Yes?",0 5733,"Teacher: The food, when we multiplied 360 times 40, we get 144 degrees. Teacher: Look at what's interesting here. Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right? [TARGET]Teacher: Take a look.[/TARGET] Teacher: So now let's translate 10 percent, 36 degrees, and 72 percent when we multiply 360 times that decimal number. Teacher: Yes? Student: [Inaudible].",1 5734,"Teacher: Look at what's interesting here. Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right? Teacher: Take a look. [TARGET]Teacher: So now let's translate 10 percent, 36 degrees, and 72 percent when we multiply 360 times that decimal number.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: You are not.",0 5735,"Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right? Teacher: Take a look. Teacher: So now let's translate 10 percent, 36 degrees, and 72 percent when we multiply 360 times that decimal number. [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible]. Teacher: You are not. Teacher: Right now I just want you to watch, all right?",0 5736,"Teacher: So now let's translate 10 percent, 36 degrees, and 72 percent when we multiply 360 times that decimal number. Teacher: Yes? Student: [Inaudible]. [TARGET]Teacher: You are not.[/TARGET] Teacher: Right now I just want you to watch, all right? Teacher: The main thing is I want you to understand the steps. Teacher: Go from percent, to decimal, to degrees, and this is when we've multiplied it times 360 degrees.",1 5737,"Teacher: Yes? Student: [Inaudible]. Teacher: You are not. [TARGET]Teacher: Right now I just want you to watch, all right?[/TARGET] Teacher: The main thing is I want you to understand the steps. Teacher: Go from percent, to decimal, to degrees, and this is when we've multiplied it times 360 degrees. Teacher: We multiplied this number, okay?",1 5738,"Student: [Inaudible]. Teacher: You are not. Teacher: Right now I just want you to watch, all right? [TARGET]Teacher: The main thing is I want you to understand the steps.[/TARGET] Teacher: Go from percent, to decimal, to degrees, and this is when we've multiplied it times 360 degrees. Teacher: We multiplied this number, okay? Teacher: Take a look now at step three.",0 5739,"Teacher: You are not. Teacher: Right now I just want you to watch, all right? Teacher: The main thing is I want you to understand the steps. [TARGET]Teacher: Go from percent, to decimal, to degrees, and this is when we've multiplied it times 360 degrees.[/TARGET] Teacher: We multiplied this number, okay? Teacher: Take a look now at step three. Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money.",0 5740,"Teacher: Right now I just want you to watch, all right? Teacher: The main thing is I want you to understand the steps. Teacher: Go from percent, to decimal, to degrees, and this is when we've multiplied it times 360 degrees. [TARGET]Teacher: We multiplied this number, okay?[/TARGET] Teacher: Take a look now at step three. Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money. Teacher: Take a look.",0 5741,"Teacher: The main thing is I want you to understand the steps. Teacher: Go from percent, to decimal, to degrees, and this is when we've multiplied it times 360 degrees. Teacher: We multiplied this number, okay? [TARGET]Teacher: Take a look now at step three.[/TARGET] Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money. Teacher: Take a look. Teacher: It says begin by marking off 108 degrees on the circle.",0 5742,"Teacher: Go from percent, to decimal, to degrees, and this is when we've multiplied it times 360 degrees. Teacher: We multiplied this number, okay? Teacher: Take a look now at step three. [TARGET]Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money.[/TARGET] Teacher: Take a look. Teacher: It says begin by marking off 108 degrees on the circle. Teacher: Please watch.",0 5743,"Teacher: We multiplied this number, okay? Teacher: Take a look now at step three. Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money. [TARGET]Teacher: Take a look.[/TARGET] Teacher: It says begin by marking off 108 degrees on the circle. Teacher: Please watch. Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens.",1 5744,"Teacher: Take a look now at step three. Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money. Teacher: Take a look. [TARGET]Teacher: It says begin by marking off 108 degrees on the circle.[/TARGET] Teacher: Please watch. Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens. Teacher: Do you see that on your protractor?",0 5745,"Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money. Teacher: Take a look. Teacher: It says begin by marking off 108 degrees on the circle. [TARGET]Teacher: Please watch.[/TARGET] Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens. Teacher: Do you see that on your protractor? Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide.",1 5746,"Teacher: Take a look. Teacher: It says begin by marking off 108 degrees on the circle. Teacher: Please watch. [TARGET]Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens.[/TARGET] Teacher: Do you see that on your protractor? Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide. Teacher: I apologize.",0 5747,"Teacher: It says begin by marking off 108 degrees on the circle. Teacher: Please watch. Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens. [TARGET]Teacher: Do you see that on your protractor?[/TARGET] Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide. Teacher: I apologize. Teacher: It's taking it up.",0 5748,"Teacher: Please watch. Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens. Teacher: Do you see that on your protractor? [TARGET]Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide.[/TARGET] Teacher: I apologize. Teacher: It's taking it up. Teacher: Do you see where I made this circle in the middle?",0 5749,"Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens. Teacher: Do you see that on your protractor? Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide. [TARGET]Teacher: I apologize.[/TARGET] Teacher: It's taking it up. Teacher: Do you see where I made this circle in the middle? Teacher: Do you see where I made the circle where 108 would go?",0 5750,"Teacher: Do you see that on your protractor? Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide. Teacher: I apologize. [TARGET]Teacher: It's taking it up.[/TARGET] Teacher: Do you see where I made this circle in the middle? Teacher: Do you see where I made the circle where 108 would go? Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent.",0 5751,"Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide. Teacher: I apologize. Teacher: It's taking it up. [TARGET]Teacher: Do you see where I made this circle in the middle?[/TARGET] Teacher: Do you see where I made the circle where 108 would go? Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent. Teacher: That would stand for the gas that I used.",0 5752,"Teacher: I apologize. Teacher: It's taking it up. Teacher: Do you see where I made this circle in the middle? [TARGET]Teacher: Do you see where I made the circle where 108 would go?[/TARGET] Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent. Teacher: That would stand for the gas that I used. Teacher: Take a look at step four on page 276.",0 5753,"Teacher: It's taking it up. Teacher: Do you see where I made this circle in the middle? Teacher: Do you see where I made the circle where 108 would go? [TARGET]Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent.[/TARGET] Teacher: That would stand for the gas that I used. Teacher: Take a look at step four on page 276. Teacher: In just a second, that's 30 percent.",0 5754,"Teacher: Do you see where I made this circle in the middle? Teacher: Do you see where I made the circle where 108 would go? Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent. [TARGET]Teacher: That would stand for the gas that I used.[/TARGET] Teacher: Take a look at step four on page 276. Teacher: In just a second, that's 30 percent. Teacher: Do you see where we also made this a semi-circle?",0 5755,"Teacher: Do you see where I made the circle where 108 would go? Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent. Teacher: That would stand for the gas that I used. [TARGET]Teacher: Take a look at step four on page 276.[/TARGET] Teacher: In just a second, that's 30 percent. Teacher: Do you see where we also made this a semi-circle? Teacher: If this is 30 percent, what's left right here?",0 5756,"Teacher: I made the lines for those circles using the edge of my protractor to draw my line, and all of the sudden, from there to there, that's 30 percent. Teacher: That would stand for the gas that I used. Teacher: Take a look at step four on page 276. [TARGET]Teacher: In just a second, that's 30 percent.[/TARGET] Teacher: Do you see where we also made this a semi-circle? Teacher: If this is 30 percent, what's left right here? Teacher: 20 percent, and that's what we used for souvenirs.",0 5757,"Teacher: That would stand for the gas that I used. Teacher: Take a look at step four on page 276. Teacher: In just a second, that's 30 percent. [TARGET]Teacher: Do you see where we also made this a semi-circle?[/TARGET] Teacher: If this is 30 percent, what's left right here? Teacher: 20 percent, and that's what we used for souvenirs. Teacher: Do you see that?",0 5758,"Teacher: Take a look at step four on page 276. Teacher: In just a second, that's 30 percent. Teacher: Do you see where we also made this a semi-circle? [TARGET]Teacher: If this is 30 percent, what's left right here?[/TARGET] Teacher: 20 percent, and that's what we used for souvenirs. Teacher: Do you see that? Multiple Students: Yes.",0 5759,"Teacher: In just a second, that's 30 percent. Teacher: Do you see where we also made this a semi-circle? Teacher: If this is 30 percent, what's left right here? [TARGET]Teacher: 20 percent, and that's what we used for souvenirs.[/TARGET] Teacher: Do you see that? Multiple Students: Yes. Teacher: Let's take a look for just a minute.",0 5760,"Teacher: Do you see where we also made this a semi-circle? Teacher: If this is 30 percent, what's left right here? Teacher: 20 percent, and that's what we used for souvenirs. [TARGET]Teacher: Do you see that?[/TARGET] Multiple Students: Yes. Teacher: Let's take a look for just a minute. Teacher: I actually want you to try it on yours.",0 5761,"Teacher: 20 percent, and that's what we used for souvenirs. Teacher: Do you see that? Multiple Students: Yes. [TARGET]Teacher: Let's take a look for just a minute.[/TARGET] Teacher: I actually want you to try it on yours. Teacher: Mark off 108 percent, and label - I'm sorry, not 108 percent, then label just like in the book, the amount of money spent on gas. Teacher: Please label just like right here.",1 5762,"Teacher: Do you see that? Multiple Students: Yes. Teacher: Let's take a look for just a minute. [TARGET]Teacher: I actually want you to try it on yours.[/TARGET] Teacher: Mark off 108 percent, and label - I'm sorry, not 108 percent, then label just like in the book, the amount of money spent on gas. Teacher: Please label just like right here. Teacher: Try step three on your own.",0 5763,"Multiple Students: Yes. Teacher: Let's take a look for just a minute. Teacher: I actually want you to try it on yours. [TARGET]Teacher: Mark off 108 percent, and label - I'm sorry, not 108 percent, then label just like in the book, the amount of money spent on gas.[/TARGET] Teacher: Please label just like right here. Teacher: Try step three on your own. Teacher: Move your finger, please.",0 5764,"Teacher: Let's take a look for just a minute. Teacher: I actually want you to try it on yours. Teacher: Mark off 108 percent, and label - I'm sorry, not 108 percent, then label just like in the book, the amount of money spent on gas. [TARGET]Teacher: Please label just like right here.[/TARGET] Teacher: Try step three on your own. Teacher: Move your finger, please. Teacher: 108 is going to be right there.",0 5765,"Teacher: I actually want you to try it on yours. Teacher: Mark off 108 percent, and label - I'm sorry, not 108 percent, then label just like in the book, the amount of money spent on gas. Teacher: Please label just like right here. [TARGET]Teacher: Try step three on your own.[/TARGET] Teacher: Move your finger, please. Teacher: 108 is going to be right there. Teacher: Do you see 100?",0 5766,"Teacher: Mark off 108 percent, and label - I'm sorry, not 108 percent, then label just like in the book, the amount of money spent on gas. Teacher: Please label just like right here. Teacher: Try step three on your own. [TARGET]Teacher: Move your finger, please.[/TARGET] Teacher: 108 is going to be right there. Teacher: Do you see 100? Teacher: There's 100, 105, so you'd move about three degrees right there.",0 5767,"Teacher: Please label just like right here. Teacher: Try step three on your own. Teacher: Move your finger, please. [TARGET]Teacher: 108 is going to be right there.[/TARGET] Teacher: Do you see 100? Teacher: There's 100, 105, so you'd move about three degrees right there. Teacher: Take a look on this side.",0 5768,"Teacher: Try step three on your own. Teacher: Move your finger, please. Teacher: 108 is going to be right there. [TARGET]Teacher: Do you see 100?[/TARGET] Teacher: There's 100, 105, so you'd move about three degrees right there. Teacher: Take a look on this side. Teacher: Move your fingers, please.",0 5769,"Teacher: Move your finger, please. Teacher: 108 is going to be right there. Teacher: Do you see 100? [TARGET]Teacher: There's 100, 105, so you'd move about three degrees right there.[/TARGET] Teacher: Take a look on this side. Teacher: Move your fingers, please. Teacher: 108 is going to be right here.",0 5770,"Teacher: 108 is going to be right there. Teacher: Do you see 100? Teacher: There's 100, 105, so you'd move about three degrees right there. [TARGET]Teacher: Take a look on this side.[/TARGET] Teacher: Move your fingers, please. Teacher: 108 is going to be right here. Teacher: Good.",0 5771,"Teacher: Do you see 100? Teacher: There's 100, 105, so you'd move about three degrees right there. Teacher: Take a look on this side. [TARGET]Teacher: Move your fingers, please.[/TARGET] Teacher: 108 is going to be right here. Teacher: Good. Teacher: Now write gas in that particular area, because that's where you measured 108.",0 5772,"Teacher: There's 100, 105, so you'd move about three degrees right there. Teacher: Take a look on this side. Teacher: Move your fingers, please. [TARGET]Teacher: 108 is going to be right here.[/TARGET] Teacher: Good. Teacher: Now write gas in that particular area, because that's where you measured 108. Teacher: Do you see how to do that?",0 5773,"Teacher: Take a look on this side. Teacher: Move your fingers, please. Teacher: 108 is going to be right here. [TARGET]Teacher: Good.[/TARGET] Teacher: Now write gas in that particular area, because that's where you measured 108. Teacher: Do you see how to do that? Teacher: 108 is right there.",0 5774,"Teacher: Move your fingers, please. Teacher: 108 is going to be right here. Teacher: Good. [TARGET]Teacher: Now write gas in that particular area, because that's where you measured 108.[/TARGET] Teacher: Do you see how to do that? Teacher: 108 is right there. Teacher: Good for you.",0 5775,"Teacher: 108 is going to be right here. Teacher: Good. Teacher: Now write gas in that particular area, because that's where you measured 108. [TARGET]Teacher: Do you see how to do that?[/TARGET] Teacher: 108 is right there. Teacher: Good for you. Teacher: Now Ms. B, I'm not sure if I went on the right side or not.",0 5776,"Teacher: Good. Teacher: Now write gas in that particular area, because that's where you measured 108. Teacher: Do you see how to do that? [TARGET]Teacher: 108 is right there.[/TARGET] Teacher: Good for you. Teacher: Now Ms. B, I'm not sure if I went on the right side or not. Teacher: Well here's a good way to take a look at this.",0 5777,"Teacher: Now write gas in that particular area, because that's where you measured 108. Teacher: Do you see how to do that? Teacher: 108 is right there. [TARGET]Teacher: Good for you.[/TARGET] Teacher: Now Ms. B, I'm not sure if I went on the right side or not. Teacher: Well here's a good way to take a look at this. Teacher: I'm going to cheat for just a minute.",0 5778,"Teacher: Do you see how to do that? Teacher: 108 is right there. Teacher: Good for you. [TARGET]Teacher: Now Ms. B, I'm not sure if I went on the right side or not.[/TARGET] Teacher: Well here's a good way to take a look at this. Teacher: I'm going to cheat for just a minute. Teacher: If I had just to measure this part and this part, we know that this is the fraction one half, don't we?",0 5779,"Teacher: 108 is right there. Teacher: Good for you. Teacher: Now Ms. B, I'm not sure if I went on the right side or not. [TARGET]Teacher: Well here's a good way to take a look at this.[/TARGET] Teacher: I'm going to cheat for just a minute. Teacher: If I had just to measure this part and this part, we know that this is the fraction one half, don't we? Multiple Students: Yes.",0 5780,"Teacher: Good for you. Teacher: Now Ms. B, I'm not sure if I went on the right side or not. Teacher: Well here's a good way to take a look at this. [TARGET]Teacher: I'm going to cheat for just a minute.[/TARGET] Teacher: If I had just to measure this part and this part, we know that this is the fraction one half, don't we? Multiple Students: Yes. Teacher: And that would be a fraction one half, and what does that equal as a percent?",0 5781,"Teacher: Now Ms. B, I'm not sure if I went on the right side or not. Teacher: Well here's a good way to take a look at this. Teacher: I'm going to cheat for just a minute. [TARGET]Teacher: If I had just to measure this part and this part, we know that this is the fraction one half, don't we?[/TARGET] Multiple Students: Yes. Teacher: And that would be a fraction one half, and what does that equal as a percent? Multiple Students: 50 percent.",0 5782,"Teacher: I'm going to cheat for just a minute. Teacher: If I had just to measure this part and this part, we know that this is the fraction one half, don't we? Multiple Students: Yes. [TARGET]Teacher: And that would be a fraction one half, and what does that equal as a percent?[/TARGET] Multiple Students: 50 percent. Teacher: That's half, right? Teacher: So if you had the whole top half, that would be 50 percent.",0 5783,"Multiple Students: Yes. Teacher: And that would be a fraction one half, and what does that equal as a percent? Multiple Students: 50 percent. [TARGET]Teacher: That's half, right?[/TARGET] Teacher: So if you had the whole top half, that would be 50 percent. Teacher: Would you agree? Multiple Students: Yes.",0 5784,"Teacher: And that would be a fraction one half, and what does that equal as a percent? Multiple Students: 50 percent. Teacher: That's half, right? [TARGET]Teacher: So if you had the whole top half, that would be 50 percent.[/TARGET] Teacher: Would you agree? Multiple Students: Yes. Teacher: What if I cut it down this way, and I had it cut into one fourths?",0 5785,"Multiple Students: 50 percent. Teacher: That's half, right? Teacher: So if you had the whole top half, that would be 50 percent. [TARGET]Teacher: Would you agree?[/TARGET] Multiple Students: Yes. Teacher: What if I cut it down this way, and I had it cut into one fourths? Teacher: What percent is that?",0 5786,"Teacher: So if you had the whole top half, that would be 50 percent. Teacher: Would you agree? Multiple Students: Yes. [TARGET]Teacher: What if I cut it down this way, and I had it cut into one fourths?[/TARGET] Teacher: What percent is that? Teacher: Let's look at it. Teacher: To change this one fourth into a percent, you divide 4 into 1.",0 5787,"Teacher: Would you agree? Multiple Students: Yes. Teacher: What if I cut it down this way, and I had it cut into one fourths? [TARGET]Teacher: What percent is that?[/TARGET] Teacher: Let's look at it. Teacher: To change this one fourth into a percent, you divide 4 into 1. Teacher: Do you remember?",0 5788,"Multiple Students: Yes. Teacher: What if I cut it down this way, and I had it cut into one fourths? Teacher: What percent is that? [TARGET]Teacher: Let's look at it.[/TARGET] Teacher: To change this one fourth into a percent, you divide 4 into 1. Teacher: Do you remember? Teacher: Bring that up.",0 5789,"Teacher: What if I cut it down this way, and I had it cut into one fourths? Teacher: What percent is that? Teacher: Let's look at it. [TARGET]Teacher: To change this one fourth into a percent, you divide 4 into 1.[/TARGET] Teacher: Do you remember? Teacher: Bring that up. Teacher: 2, add a 0, bring it down.",0 5790,"Teacher: What percent is that? Teacher: Let's look at it. Teacher: To change this one fourth into a percent, you divide 4 into 1. [TARGET]Teacher: Do you remember?[/TARGET] Teacher: Bring that up. Teacher: 2, add a 0, bring it down. Teacher: It's going to be 25 percent.",0 5791,"Teacher: Let's look at it. Teacher: To change this one fourth into a percent, you divide 4 into 1. Teacher: Do you remember? [TARGET]Teacher: Bring that up.[/TARGET] Teacher: 2, add a 0, bring it down. Teacher: It's going to be 25 percent. Teacher: For your 30 percent here, it should be a little bit bigger than this.",0 5792,"Teacher: To change this one fourth into a percent, you divide 4 into 1. Teacher: Do you remember? Teacher: Bring that up. [TARGET]Teacher: 2, add a 0, bring it down.[/TARGET] Teacher: It's going to be 25 percent. Teacher: For your 30 percent here, it should be a little bit bigger than this. Teacher: Is yours just a little bit bigger than the 30 percent?",0 5793,"Teacher: Do you remember? Teacher: Bring that up. Teacher: 2, add a 0, bring it down. [TARGET]Teacher: It's going to be 25 percent.[/TARGET] Teacher: For your 30 percent here, it should be a little bit bigger than this. Teacher: Is yours just a little bit bigger than the 30 percent? Teacher: It is.",0 5794,"Teacher: Bring that up. Teacher: 2, add a 0, bring it down. Teacher: It's going to be 25 percent. [TARGET]Teacher: For your 30 percent here, it should be a little bit bigger than this.[/TARGET] Teacher: Is yours just a little bit bigger than the 30 percent? Teacher: It is. Teacher: All right.",0 5795,"Teacher: 2, add a 0, bring it down. Teacher: It's going to be 25 percent. Teacher: For your 30 percent here, it should be a little bit bigger than this. [TARGET]Teacher: Is yours just a little bit bigger than the 30 percent?[/TARGET] Teacher: It is. Teacher: All right. Teacher: Do you understand that?",0 5796,"Teacher: It's going to be 25 percent. Teacher: For your 30 percent here, it should be a little bit bigger than this. Teacher: Is yours just a little bit bigger than the 30 percent? [TARGET]Teacher: It is.[/TARGET] Teacher: All right. Teacher: Do you understand that? Multiple Students: Yes.",0 5797,"Teacher: Is yours just a little bit bigger than the 30 percent? Teacher: It is. Teacher: All right. [TARGET]Teacher: Do you understand that?[/TARGET] Multiple Students: Yes. Teacher: Take a look at the next one. Teacher: When you look at the 30 percent here, just by looking at your list, your food is 30 percent.",0 5798,"Teacher: All right. Teacher: Do you understand that? Multiple Students: Yes. [TARGET]Teacher: Take a look at the next one.[/TARGET] Teacher: When you look at the 30 percent here, just by looking at your list, your food is 30 percent. Teacher: I want you to reason this in your brain. Teacher: This is now tilting more towards this, so can that be 40 percent?",1 5799,"Teacher: Do you understand that? Multiple Students: Yes. Teacher: Take a look at the next one. [TARGET]Teacher: When you look at the 30 percent here, just by looking at your list, your food is 30 percent.[/TARGET] Teacher: I want you to reason this in your brain. Teacher: This is now tilting more towards this, so can that be 40 percent? Multiple Students: No.",0 5800,"Multiple Students: Yes. Teacher: Take a look at the next one. Teacher: When you look at the 30 percent here, just by looking at your list, your food is 30 percent. [TARGET]Teacher: I want you to reason this in your brain.[/TARGET] Teacher: This is now tilting more towards this, so can that be 40 percent? Multiple Students: No. Teacher: Look back at your list.",0 5801,"Teacher: Take a look at the next one. Teacher: When you look at the 30 percent here, just by looking at your list, your food is 30 percent. Teacher: I want you to reason this in your brain. [TARGET]Teacher: This is now tilting more towards this, so can that be 40 percent?[/TARGET] Multiple Students: No. Teacher: Look back at your list. Teacher: Admissions would be 10 percent.",0 5802,"Teacher: I want you to reason this in your brain. Teacher: This is now tilting more towards this, so can that be 40 percent? Multiple Students: No. [TARGET]Teacher: Look back at your list.[/TARGET] Teacher: Admissions would be 10 percent. Teacher: Do you think that would be 10 percent? Multiple Students: No.",0 5803,"Teacher: This is now tilting more towards this, so can that be 40 percent? Multiple Students: No. Teacher: Look back at your list. [TARGET]Teacher: Admissions would be 10 percent.[/TARGET] Teacher: Do you think that would be 10 percent? Multiple Students: No. Teacher: So what's the only one left?",0 5804,Multiple Students: No. Teacher: Look back at your list. Teacher: Admissions would be 10 percent. [TARGET]Teacher: Do you think that would be 10 percent?[/TARGET] Multiple Students: No. Teacher: So what's the only one left? Teacher: 20 percent for souvenirs.,0 5805,Teacher: Admissions would be 10 percent. Teacher: Do you think that would be 10 percent? Multiple Students: No. [TARGET]Teacher: So what's the only one left?[/TARGET] Teacher: 20 percent for souvenirs. Teacher: Go back and I want you to measure. Student: Also you can think about quarters.,0 5806,"Teacher: Do you think that would be 10 percent? Multiple Students: No. Teacher: So what's the only one left? [TARGET]Teacher: 20 percent for souvenirs.[/TARGET] Teacher: Go back and I want you to measure. Student: Also you can think about quarters. Teacher: Yes, exactly.",0 5807,"Multiple Students: No. Teacher: So what's the only one left? Teacher: 20 percent for souvenirs. [TARGET]Teacher: Go back and I want you to measure.[/TARGET] Student: Also you can think about quarters. Teacher: Yes, exactly. Teacher: Your souvenirs will be 20 percent.",0 5808,"Teacher: 20 percent for souvenirs. Teacher: Go back and I want you to measure. Student: Also you can think about quarters. [TARGET]Teacher: Yes, exactly.[/TARGET] Teacher: Your souvenirs will be 20 percent. Teacher: I want you to take a moment to figure out the degrees for 20 percent would be 72 degrees. Teacher: Use your protractor and figure out what you must do to your protractor to get 70 degrees there.",0 5809,"Teacher: Go back and I want you to measure. Student: Also you can think about quarters. Teacher: Yes, exactly. [TARGET]Teacher: Your souvenirs will be 20 percent.[/TARGET] Teacher: I want you to take a moment to figure out the degrees for 20 percent would be 72 degrees. Teacher: Use your protractor and figure out what you must do to your protractor to get 70 degrees there. Teacher: How could you do it so that it would actually be 72 degrees?",0 5810,"Student: Also you can think about quarters. Teacher: Yes, exactly. Teacher: Your souvenirs will be 20 percent. [TARGET]Teacher: I want you to take a moment to figure out the degrees for 20 percent would be 72 degrees.[/TARGET] Teacher: Use your protractor and figure out what you must do to your protractor to get 70 degrees there. Teacher: How could you do it so that it would actually be 72 degrees? Teacher: How can you make that work so that souvenirs would be 72 degrees when you measure it to see if you're right?",0 5811,"Teacher: Yes, exactly. Teacher: Your souvenirs will be 20 percent. Teacher: I want you to take a moment to figure out the degrees for 20 percent would be 72 degrees. [TARGET]Teacher: Use your protractor and figure out what you must do to your protractor to get 70 degrees there.[/TARGET] Teacher: How could you do it so that it would actually be 72 degrees? Teacher: How can you make that work so that souvenirs would be 72 degrees when you measure it to see if you're right? Teacher: Okay.",0 5812,Teacher: Your souvenirs will be 20 percent. Teacher: I want you to take a moment to figure out the degrees for 20 percent would be 72 degrees. Teacher: Use your protractor and figure out what you must do to your protractor to get 70 degrees there. [TARGET]Teacher: How could you do it so that it would actually be 72 degrees?[/TARGET] Teacher: How can you make that work so that souvenirs would be 72 degrees when you measure it to see if you're right? Teacher: Okay. Teacher: You have to write the 108 degrees.,0 5813,Teacher: I want you to take a moment to figure out the degrees for 20 percent would be 72 degrees. Teacher: Use your protractor and figure out what you must do to your protractor to get 70 degrees there. Teacher: How could you do it so that it would actually be 72 degrees? [TARGET]Teacher: How can you make that work so that souvenirs would be 72 degrees when you measure it to see if you're right?[/TARGET] Teacher: Okay. Teacher: You have to write the 108 degrees. Teacher: Now we have to add 72 degrees.,0 5814,"Teacher: How could you do it so that it would actually be 72 degrees? Teacher: How can you make that work so that souvenirs would be 72 degrees when you measure it to see if you're right? Teacher: Okay. [TARGET]Teacher: You have to write the 108 degrees.[/TARGET] Teacher: Now we have to add 72 degrees. Teacher: How do you know that's 72 degrees? Student: You measure it right here, and then you say - you go up to 72-",0 5815,"Teacher: How can you make that work so that souvenirs would be 72 degrees when you measure it to see if you're right? Teacher: Okay. Teacher: You have to write the 108 degrees. [TARGET]Teacher: Now we have to add 72 degrees.[/TARGET] Teacher: How do you know that's 72 degrees? Student: You measure it right here, and then you say - you go up to 72- Teacher: Right, use this bottom number now.",0 5816,"Teacher: Okay. Teacher: You have to write the 108 degrees. Teacher: Now we have to add 72 degrees. [TARGET]Teacher: How do you know that's 72 degrees?[/TARGET] Student: You measure it right here, and then you say - you go up to 72- Teacher: Right, use this bottom number now. Teacher: Do you see that?",0 5817,"Teacher: Now we have to add 72 degrees. Teacher: How do you know that's 72 degrees? Student: You measure it right here, and then you say - you go up to 72- [TARGET]Teacher: Right, use this bottom number now.[/TARGET] Teacher: Do you see that? Teacher: Does that come out? Teacher: Is that bout 72 degrees?",0 5818,"Teacher: How do you know that's 72 degrees? Student: You measure it right here, and then you say - you go up to 72- Teacher: Right, use this bottom number now. [TARGET]Teacher: Do you see that?[/TARGET] Teacher: Does that come out? Teacher: Is that bout 72 degrees? Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees?",0 5819,"Student: You measure it right here, and then you say - you go up to 72- Teacher: Right, use this bottom number now. Teacher: Do you see that? [TARGET]Teacher: Does that come out?[/TARGET] Teacher: Is that bout 72 degrees? Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees? Teacher: If it's off just a little bit the first time, that's okay.",0 5820,"Teacher: Right, use this bottom number now. Teacher: Do you see that? Teacher: Does that come out? [TARGET]Teacher: Is that bout 72 degrees?[/TARGET] Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees? Teacher: If it's off just a little bit the first time, that's okay. Teacher: Just make sure it's right the next time.",0 5821,"Teacher: Do you see that? Teacher: Does that come out? Teacher: Is that bout 72 degrees? [TARGET]Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees?[/TARGET] Teacher: If it's off just a little bit the first time, that's okay. Teacher: Just make sure it's right the next time. Teacher: [Announcement] All right.",0 5822,"Teacher: Does that come out? Teacher: Is that bout 72 degrees? Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees? [TARGET]Teacher: If it's off just a little bit the first time, that's okay.[/TARGET] Teacher: Just make sure it's right the next time. Teacher: [Announcement] All right. Teacher: What did you figure out by using your protractor?",0 5823,"Teacher: Is that bout 72 degrees? Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees? Teacher: If it's off just a little bit the first time, that's okay. [TARGET]Teacher: Just make sure it's right the next time.[/TARGET] Teacher: [Announcement] All right. Teacher: What did you figure out by using your protractor? Teacher: How could you put 72 degrees?",0 5824,"Teacher: You were off just a little bit on the second one, but if you use the bottom number, does that look about 72 degrees? Teacher: If it's off just a little bit the first time, that's okay. Teacher: Just make sure it's right the next time. [TARGET]Teacher: [Announcement] All right.[/TARGET] Teacher: What did you figure out by using your protractor? Teacher: How could you put 72 degrees? Student: You make two lines down there.",0 5825,"Teacher: If it's off just a little bit the first time, that's okay. Teacher: Just make sure it's right the next time. Teacher: [Announcement] All right. [TARGET]Teacher: What did you figure out by using your protractor?[/TARGET] Teacher: How could you put 72 degrees? Student: You make two lines down there. Student: You put the bottom line because it goes from 10 and then to 80 on the bottom, then you stick it on the line where it was, and you look at the 70 on the bottom.",0 5826,"Teacher: Just make sure it's right the next time. Teacher: [Announcement] All right. Teacher: What did you figure out by using your protractor? [TARGET]Teacher: How could you put 72 degrees?[/TARGET] Student: You make two lines down there. Student: You put the bottom line because it goes from 10 and then to 80 on the bottom, then you stick it on the line where it was, and you look at the 70 on the bottom. Teacher: Right.",0 5827,"Teacher: How could you put 72 degrees? Student: You make two lines down there. Student: You put the bottom line because it goes from 10 and then to 80 on the bottom, then you stick it on the line where it was, and you look at the 70 on the bottom. [TARGET]Teacher: Right.[/TARGET] Student: You go down to the second line, then count over two. Student: You count over two. Teacher: Right.",0 5828,"Teacher: Right. Student: You go down to the second line, then count over two. Student: You count over two. [TARGET]Teacher: Right.[/TARGET] Teacher: So what you did was you used the top for 108. Teacher: To get the 72 you used those numbers on this bottom row. Teacher: Do you see that?",0 5829,"Student: You go down to the second line, then count over two. Student: You count over two. Teacher: Right. [TARGET]Teacher: So what you did was you used the top for 108.[/TARGET] Teacher: To get the 72 you used those numbers on this bottom row. Teacher: Do you see that? Teacher: That's how you can figure out the 72.",0 5830,Student: You count over two. Teacher: Right. Teacher: So what you did was you used the top for 108. [TARGET]Teacher: To get the 72 you used those numbers on this bottom row.[/TARGET] Teacher: Do you see that? Teacher: That's how you can figure out the 72. Teacher: What are we going to do to get to the bottom part of the semi-circle?,0 5831,Teacher: Right. Teacher: So what you did was you used the top for 108. Teacher: To get the 72 you used those numbers on this bottom row. [TARGET]Teacher: Do you see that?[/TARGET] Teacher: That's how you can figure out the 72. Teacher: What are we going to do to get to the bottom part of the semi-circle? Teacher: What do we need to do?,0 5832,Teacher: So what you did was you used the top for 108. Teacher: To get the 72 you used those numbers on this bottom row. Teacher: Do you see that? [TARGET]Teacher: That's how you can figure out the 72.[/TARGET] Teacher: What are we going to do to get to the bottom part of the semi-circle? Teacher: What do we need to do? Teacher: Yes?,0 5833,Teacher: To get the 72 you used those numbers on this bottom row. Teacher: Do you see that? Teacher: That's how you can figure out the 72. [TARGET]Teacher: What are we going to do to get to the bottom part of the semi-circle?[/TARGET] Teacher: What do we need to do? Teacher: Yes? Student: [Inaudible].,0 5834,"Teacher: Do you see that? Teacher: That's how you can figure out the 72. Teacher: What are we going to do to get to the bottom part of the semi-circle? [TARGET]Teacher: What do we need to do?[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: While I'm helping him, try to figure out what you should do to the bottom in order to get 144 degrees for your food.",0 5835,"Teacher: That's how you can figure out the 72. Teacher: What are we going to do to get to the bottom part of the semi-circle? Teacher: What do we need to do? [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible]. Teacher: While I'm helping him, try to figure out what you should do to the bottom in order to get 144 degrees for your food. Student: I used the bottom for 110.",0 5836,"Teacher: What do we need to do? Teacher: Yes? Student: [Inaudible]. [TARGET]Teacher: While I'm helping him, try to figure out what you should do to the bottom in order to get 144 degrees for your food.[/TARGET] Student: I used the bottom for 110. Teacher: You used the bottom one? Student: Mm-hmm.",1 5837,"Student: [Inaudible]. Teacher: While I'm helping him, try to figure out what you should do to the bottom in order to get 144 degrees for your food. Student: I used the bottom for 110. [TARGET]Teacher: You used the bottom one?[/TARGET] Student: Mm-hmm. Teacher: That's fine. Teacher: That actually works because yours is opposite of mine.",0 5838,"Student: I used the bottom for 110. Teacher: You used the bottom one? Student: Mm-hmm. [TARGET]Teacher: That's fine.[/TARGET] Teacher: That actually works because yours is opposite of mine. Teacher: Do you see what mine looked like, how I have the numbers on the top? Teacher: That's fine.",0 5839,"Teacher: You used the bottom one? Student: Mm-hmm. Teacher: That's fine. [TARGET]Teacher: That actually works because yours is opposite of mine.[/TARGET] Teacher: Do you see what mine looked like, how I have the numbers on the top? Teacher: That's fine. Teacher: Some of your protractors, you may have the numbers reversed, and that's fine.",0 5840,"Student: Mm-hmm. Teacher: That's fine. Teacher: That actually works because yours is opposite of mine. [TARGET]Teacher: Do you see what mine looked like, how I have the numbers on the top?[/TARGET] Teacher: That's fine. Teacher: Some of your protractors, you may have the numbers reversed, and that's fine. Teacher: Yes?",0 5841,"Teacher: That's fine. Teacher: That actually works because yours is opposite of mine. Teacher: Do you see what mine looked like, how I have the numbers on the top? [TARGET]Teacher: That's fine.[/TARGET] Teacher: Some of your protractors, you may have the numbers reversed, and that's fine. Teacher: Yes? Student: My circle line is over here.",0 5842,"Teacher: That actually works because yours is opposite of mine. Teacher: Do you see what mine looked like, how I have the numbers on the top? Teacher: That's fine. [TARGET]Teacher: Some of your protractors, you may have the numbers reversed, and that's fine.[/TARGET] Teacher: Yes? Student: My circle line is over here. Teacher: All right.",0 5843,"Teacher: Do you see what mine looked like, how I have the numbers on the top? Teacher: That's fine. Teacher: Some of your protractors, you may have the numbers reversed, and that's fine. [TARGET]Teacher: Yes?[/TARGET] Student: My circle line is over here. Teacher: All right. Teacher: We're trying to measure which one now?",0 5844,Teacher: Yes? Student: My circle line is over here. Teacher: All right. [TARGET]Teacher: We're trying to measure which one now?[/TARGET] Student: 144 Teacher: Where is that? Teacher: Is it over here?,0 5845,"Teacher: All right. Teacher: We're trying to measure which one now? Student: 144 [TARGET]Teacher: Where is that?[/TARGET] Teacher: Is it over here? Teacher: 144 is over here, see? Teacher: That's fine.",0 5846,"Teacher: We're trying to measure which one now? Student: 144 Teacher: Where is that? [TARGET]Teacher: Is it over here?[/TARGET] Teacher: 144 is over here, see? Teacher: That's fine. Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions.",0 5847,"Student: 144 Teacher: Where is that? Teacher: Is it over here? [TARGET]Teacher: 144 is over here, see?[/TARGET] Teacher: That's fine. Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions. Teacher: Good.",0 5848,"Teacher: Where is that? Teacher: Is it over here? Teacher: 144 is over here, see? [TARGET]Teacher: That's fine.[/TARGET] Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions. Teacher: Good. Teacher: You did it right.",0 5849,"Teacher: Is it over here? Teacher: 144 is over here, see? Teacher: That's fine. [TARGET]Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions.[/TARGET] Teacher: Good. Teacher: You did it right. Teacher: That looks good.",0 5850,"Teacher: 144 is over here, see? Teacher: That's fine. Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions. [TARGET]Teacher: Good.[/TARGET] Teacher: You did it right. Teacher: That looks good. Teacher: Compare the slices of your pie chart to the page 276 and see if they're fairly close.",0 5851,"Teacher: That's fine. Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions. Teacher: Good. [TARGET]Teacher: You did it right.[/TARGET] Teacher: That looks good. Teacher: Compare the slices of your pie chart to the page 276 and see if they're fairly close. Teacher: Yes ma'am?",0 5852,"Teacher: Put your dot right here for 144, because what's going to be left is going to be the 36 for your admissions. Teacher: Good. Teacher: You did it right. [TARGET]Teacher: That looks good.[/TARGET] Teacher: Compare the slices of your pie chart to the page 276 and see if they're fairly close. Teacher: Yes ma'am? Student: [Inaudible].",0 5853,"Teacher: Good. Teacher: You did it right. Teacher: That looks good. [TARGET]Teacher: Compare the slices of your pie chart to the page 276 and see if they're fairly close.[/TARGET] Teacher: Yes ma'am? Student: [Inaudible]. Teacher: Yes, you can.",0 5854,"Teacher: You did it right. Teacher: That looks good. Teacher: Compare the slices of your pie chart to the page 276 and see if they're fairly close. [TARGET]Teacher: Yes ma'am?[/TARGET] Student: [Inaudible]. Teacher: Yes, you can. Teacher: Take a look to see if yours matches.",0 5855,"Teacher: Compare the slices of your pie chart to the page 276 and see if they're fairly close. Teacher: Yes ma'am? Student: [Inaudible]. [TARGET]Teacher: Yes, you can.[/TARGET] Teacher: Take a look to see if yours matches. Teacher: That's good. Teacher: Measure your admissions slice.",0 5856,"Teacher: Yes ma'am? Student: [Inaudible]. Teacher: Yes, you can. [TARGET]Teacher: Take a look to see if yours matches.[/TARGET] Teacher: That's good. Teacher: Measure your admissions slice. Teacher: Good.",0 5857,"Student: [Inaudible]. Teacher: Yes, you can. Teacher: Take a look to see if yours matches. [TARGET]Teacher: That's good.[/TARGET] Teacher: Measure your admissions slice. Teacher: Good. Teacher: Very nice.",0 5858,"Teacher: Yes, you can. Teacher: Take a look to see if yours matches. Teacher: That's good. [TARGET]Teacher: Measure your admissions slice.[/TARGET] Teacher: Good. Teacher: Very nice. Teacher: Label them and see if it matches up to how it looks in the book.",0 5859,Teacher: Take a look to see if yours matches. Teacher: That's good. Teacher: Measure your admissions slice. [TARGET]Teacher: Good.[/TARGET] Teacher: Very nice. Teacher: Label them and see if it matches up to how it looks in the book. Teacher: Yes?,0 5860,Teacher: That's good. Teacher: Measure your admissions slice. Teacher: Good. [TARGET]Teacher: Very nice.[/TARGET] Teacher: Label them and see if it matches up to how it looks in the book. Teacher: Yes? Teacher: Good job.,0 5861,Teacher: Measure your admissions slice. Teacher: Good. Teacher: Very nice. [TARGET]Teacher: Label them and see if it matches up to how it looks in the book.[/TARGET] Teacher: Yes? Teacher: Good job. Teacher: Good.,0 5862,"Teacher: Good. Teacher: Very nice. Teacher: Label them and see if it matches up to how it looks in the book. [TARGET]Teacher: Yes?[/TARGET] Teacher: Good job. Teacher: Good. Teacher: So now taking a look at your chart, do you see how a family can find this useful?",0 5863,"Teacher: Very nice. Teacher: Label them and see if it matches up to how it looks in the book. Teacher: Yes? [TARGET]Teacher: Good job.[/TARGET] Teacher: Good. Teacher: So now taking a look at your chart, do you see how a family can find this useful? Teacher: In the real world, people do the same thing all the time, and I want to share with you a video I found about this very same thing, and Student D, you'll like this.",0 5864,"Teacher: Label them and see if it matches up to how it looks in the book. Teacher: Yes? Teacher: Good job. [TARGET]Teacher: Good.[/TARGET] Teacher: So now taking a look at your chart, do you see how a family can find this useful? Teacher: In the real world, people do the same thing all the time, and I want to share with you a video I found about this very same thing, and Student D, you'll like this. Teacher: This is all about cruise liners, and how businesses end up using pie charts to help them.",0 5865,"Teacher: Yes? Teacher: Good job. Teacher: Good. [TARGET]Teacher: So now taking a look at your chart, do you see how a family can find this useful?[/TARGET] Teacher: In the real world, people do the same thing all the time, and I want to share with you a video I found about this very same thing, and Student D, you'll like this. Teacher: This is all about cruise liners, and how businesses end up using pie charts to help them. Teacher: All right.",0 5866,"Teacher: Good job. Teacher: Good. Teacher: So now taking a look at your chart, do you see how a family can find this useful? [TARGET]Teacher: In the real world, people do the same thing all the time, and I want to share with you a video I found about this very same thing, and Student D, you'll like this.[/TARGET] Teacher: This is all about cruise liners, and how businesses end up using pie charts to help them. Teacher: All right. Teacher: Yes ma'am?",0 5867,"Teacher: Good. Teacher: So now taking a look at your chart, do you see how a family can find this useful? Teacher: In the real world, people do the same thing all the time, and I want to share with you a video I found about this very same thing, and Student D, you'll like this. [TARGET]Teacher: This is all about cruise liners, and how businesses end up using pie charts to help them.[/TARGET] Teacher: All right. Teacher: Yes ma'am? Student: Isn't that easy?",0 5868,"Teacher: In the real world, people do the same thing all the time, and I want to share with you a video I found about this very same thing, and Student D, you'll like this. Teacher: This is all about cruise liners, and how businesses end up using pie charts to help them. Teacher: All right. [TARGET]Teacher: Yes ma'am?[/TARGET] Student: Isn't that easy? Teacher: It is. Student: I thought it was hard.",0 5869,"Teacher: All right. Teacher: Yes ma'am? Student: Isn't that easy? [TARGET]Teacher: It is.[/TARGET] Student: I thought it was hard. Teacher: They actually decided that it was okay for us to use easy, not for everything, but for instructional purposes. Teacher: Take your work.",0 5870,"Student: Isn't that easy? Teacher: It is. Student: I thought it was hard. [TARGET]Teacher: They actually decided that it was okay for us to use easy, not for everything, but for instructional purposes.[/TARGET] Teacher: Take your work. Teacher: Just erase that, right there. Teacher: Souvenirs, we already have.",0 5871,"Teacher: It is. Student: I thought it was hard. Teacher: They actually decided that it was okay for us to use easy, not for everything, but for instructional purposes. [TARGET]Teacher: Take your work.[/TARGET] Teacher: Just erase that, right there. Teacher: Souvenirs, we already have. Teacher: Food, 144.",1 5872,"Student: I thought it was hard. Teacher: They actually decided that it was okay for us to use easy, not for everything, but for instructional purposes. Teacher: Take your work. [TARGET]Teacher: Just erase that, right there.[/TARGET] Teacher: Souvenirs, we already have. Teacher: Food, 144. Teacher: I'm just going to put that right there.",0 5873,"Teacher: They actually decided that it was okay for us to use easy, not for everything, but for instructional purposes. Teacher: Take your work. Teacher: Just erase that, right there. [TARGET]Teacher: Souvenirs, we already have.[/TARGET] Teacher: Food, 144. Teacher: I'm just going to put that right there. Teacher: Would you agree?",0 5874,"Teacher: Take your work. Teacher: Just erase that, right there. Teacher: Souvenirs, we already have. [TARGET]Teacher: Food, 144.[/TARGET] Teacher: I'm just going to put that right there. Teacher: Would you agree? Teacher: Put your dot right there.",0 5875,"Teacher: Just erase that, right there. Teacher: Souvenirs, we already have. Teacher: Food, 144. [TARGET]Teacher: I'm just going to put that right there.[/TARGET] Teacher: Would you agree? Teacher: Put your dot right there. Teacher: 144",0 5876,"Teacher: Souvenirs, we already have. Teacher: Food, 144. Teacher: I'm just going to put that right there. [TARGET]Teacher: Would you agree?[/TARGET] Teacher: Put your dot right there. Teacher: 144 Teacher: Okay.",0 5877,"Teacher: Food, 144. Teacher: I'm just going to put that right there. Teacher: Would you agree? [TARGET]Teacher: Put your dot right there.[/TARGET] Teacher: 144 Teacher: Okay. Teacher: Now draw that from there to there, and the rest will be the 10 percent.",0 5878,"Teacher: I'm just going to put that right there. Teacher: Would you agree? Teacher: Put your dot right there. [TARGET]Teacher: 144[/TARGET] Teacher: Okay. Teacher: Now draw that from there to there, and the rest will be the 10 percent. Teacher: Food, admissions.",0 5879,"Teacher: Put your dot right there. Teacher: 144 Teacher: Okay. [TARGET]Teacher: Now draw that from there to there, and the rest will be the 10 percent.[/TARGET] Teacher: Food, admissions. Teacher: You drew an extra line somewhere. Teacher: Let's go back to your data in just a moment, okay?",0 5880,"Teacher: 144 Teacher: Okay. Teacher: Now draw that from there to there, and the rest will be the 10 percent. [TARGET]Teacher: Food, admissions.[/TARGET] Teacher: You drew an extra line somewhere. Teacher: Let's go back to your data in just a moment, okay? Teacher: Take a look right here.",0 5881,"Teacher: Okay. Teacher: Now draw that from there to there, and the rest will be the 10 percent. Teacher: Food, admissions. [TARGET]Teacher: You drew an extra line somewhere.[/TARGET] Teacher: Let's go back to your data in just a moment, okay? Teacher: Take a look right here. Teacher: You know what you did?",0 5882,"Teacher: Now draw that from there to there, and the rest will be the 10 percent. Teacher: Food, admissions. Teacher: You drew an extra line somewhere. [TARGET]Teacher: Let's go back to your data in just a moment, okay?[/TARGET] Teacher: Take a look right here. Teacher: You know what you did? Teacher: You did 180, then 108.",0 5883,"Teacher: Food, admissions. Teacher: You drew an extra line somewhere. Teacher: Let's go back to your data in just a moment, okay? [TARGET]Teacher: Take a look right here.[/TARGET] Teacher: You know what you did? Teacher: You did 180, then 108. Teacher: Let's take a look.",0 5884,"Teacher: You drew an extra line somewhere. Teacher: Let's go back to your data in just a moment, okay? Teacher: Take a look right here. [TARGET]Teacher: You know what you did?[/TARGET] Teacher: You did 180, then 108. Teacher: Let's take a look. Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise.",0 5885,"Teacher: Let's go back to your data in just a moment, okay? Teacher: Take a look right here. Teacher: You know what you did? [TARGET]Teacher: You did 180, then 108.[/TARGET] Teacher: Let's take a look. Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise. Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales.",0 5886,"Teacher: Take a look right here. Teacher: You know what you did? Teacher: You did 180, then 108. [TARGET]Teacher: Let's take a look.[/TARGET] Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise. Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales. Teacher: Now this cruise company - take a look.",0 5887,"Teacher: You know what you did? Teacher: You did 180, then 108. Teacher: Let's take a look. [TARGET]Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise.[/TARGET] Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales. Teacher: Now this cruise company - take a look. Teacher: They collected data for a long time.",0 5888,"Teacher: You did 180, then 108. Teacher: Let's take a look. Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise. [TARGET]Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales.[/TARGET] Teacher: Now this cruise company - take a look. Teacher: They collected data for a long time. Teacher: It took them a year to collect all this information.",0 5889,"Teacher: Let's take a look. Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise. Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales. [TARGET]Teacher: Now this cruise company - take a look.[/TARGET] Teacher: They collected data for a long time. Teacher: It took them a year to collect all this information. Teacher: The family going to Gainesville, how long do you think it took them to put together their data?",0 5890,"Teacher: It says for the past year the travel agency has collected data for the individual tickets that it sells for signature product, a Mediterranean cruise. Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales. Teacher: Now this cruise company - take a look. [TARGET]Teacher: They collected data for a long time.[/TARGET] Teacher: It took them a year to collect all this information. Teacher: The family going to Gainesville, how long do you think it took them to put together their data? Teacher: Maybe a week?",0 5891,"Teacher: The monthly data on ticket sales is shown below, the best and worse months for cruise sales. Teacher: Now this cruise company - take a look. Teacher: They collected data for a long time. [TARGET]Teacher: It took them a year to collect all this information.[/TARGET] Teacher: The family going to Gainesville, how long do you think it took them to put together their data? Teacher: Maybe a week? Teacher: How much are we going to spend on this particular trip?",0 5892,"Teacher: Now this cruise company - take a look. Teacher: They collected data for a long time. Teacher: It took them a year to collect all this information. [TARGET]Teacher: The family going to Gainesville, how long do you think it took them to put together their data?[/TARGET] Teacher: Maybe a week? Teacher: How much are we going to spend on this particular trip? Teacher: Did they give us a dollar amount?",0 5893,"Teacher: They collected data for a long time. Teacher: It took them a year to collect all this information. Teacher: The family going to Gainesville, how long do you think it took them to put together their data? [TARGET]Teacher: Maybe a week?[/TARGET] Teacher: How much are we going to spend on this particular trip? Teacher: Did they give us a dollar amount? Multiple Students: No.",0 5894,"Teacher: It took them a year to collect all this information. Teacher: The family going to Gainesville, how long do you think it took them to put together their data? Teacher: Maybe a week? [TARGET]Teacher: How much are we going to spend on this particular trip?[/TARGET] Teacher: Did they give us a dollar amount? Multiple Students: No. Teacher: They didn't.",0 5895,"Teacher: The family going to Gainesville, how long do you think it took them to put together their data? Teacher: Maybe a week? Teacher: How much are we going to spend on this particular trip? [TARGET]Teacher: Did they give us a dollar amount?[/TARGET] Multiple Students: No. Teacher: They didn't. Teacher: We went back and decided we were going to do that.",0 5896,Teacher: How much are we going to spend on this particular trip? Teacher: Did they give us a dollar amount? Multiple Students: No. [TARGET]Teacher: They didn't.[/TARGET] Teacher: We went back and decided we were going to do that. Teacher: There's $100.00. Teacher: At first they wanted to take a look at what they were planning on spending in each area.,0 5897,"Teacher: Did they give us a dollar amount? Multiple Students: No. Teacher: They didn't. [TARGET]Teacher: We went back and decided we were going to do that.[/TARGET] Teacher: There's $100.00. Teacher: At first they wanted to take a look at what they were planning on spending in each area. Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip.",0 5898,"Multiple Students: No. Teacher: They didn't. Teacher: We went back and decided we were going to do that. [TARGET]Teacher: There's $100.00.[/TARGET] Teacher: At first they wanted to take a look at what they were planning on spending in each area. Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip. Teacher: We can figure that out.",0 5899,"Teacher: They didn't. Teacher: We went back and decided we were going to do that. Teacher: There's $100.00. [TARGET]Teacher: At first they wanted to take a look at what they were planning on spending in each area.[/TARGET] Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip. Teacher: We can figure that out. Teacher: So let's take a look at how this information helps to make a pie chart.",0 5900,"Teacher: We went back and decided we were going to do that. Teacher: There's $100.00. Teacher: At first they wanted to take a look at what they were planning on spending in each area. [TARGET]Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip.[/TARGET] Teacher: We can figure that out. Teacher: So let's take a look at how this information helps to make a pie chart. Teacher: [Video Playing] All right.",0 5901,"Teacher: There's $100.00. Teacher: At first they wanted to take a look at what they were planning on spending in each area. Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip. [TARGET]Teacher: We can figure that out.[/TARGET] Teacher: So let's take a look at how this information helps to make a pie chart. Teacher: [Video Playing] All right. Teacher: Please turn the lights back on.",0 5902,"Teacher: At first they wanted to take a look at what they were planning on spending in each area. Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip. Teacher: We can figure that out. [TARGET]Teacher: So let's take a look at how this information helps to make a pie chart.[/TARGET] Teacher: [Video Playing] All right. Teacher: Please turn the lights back on. Teacher: All right.",0 5903,"Teacher: We can go back and add a dollar amount to that to see if they were spending $100.00 on that trip, or $500.00 on that trip. Teacher: We can figure that out. Teacher: So let's take a look at how this information helps to make a pie chart. [TARGET]Teacher: [Video Playing] All right.[/TARGET] Teacher: Please turn the lights back on. Teacher: All right. Teacher: So taking note that a business can actually make decisions on when to make their schedules, I would imagine that more cruises are going out during the winter months.",0 5904,"Teacher: We can figure that out. Teacher: So let's take a look at how this information helps to make a pie chart. Teacher: [Video Playing] All right. [TARGET]Teacher: Please turn the lights back on.[/TARGET] Teacher: All right. Teacher: So taking note that a business can actually make decisions on when to make their schedules, I would imagine that more cruises are going out during the winter months. Teacher: You took your cruise for Thanksgiving.",1 5905,"Teacher: [Video Playing] All right. Teacher: Please turn the lights back on. Teacher: All right. [TARGET]Teacher: So taking note that a business can actually make decisions on when to make their schedules, I would imagine that more cruises are going out during the winter months.[/TARGET] Teacher: You took your cruise for Thanksgiving. Teacher: I took my cruise a couple years ago for Christmas because I wanted to be able to go out on the open, beautiful water, and get away from it all, and go swimming in Mexico when it was really cold here. Teacher: So that works out really well for a business.",0 5906,"Teacher: Please turn the lights back on. Teacher: All right. Teacher: So taking note that a business can actually make decisions on when to make their schedules, I would imagine that more cruises are going out during the winter months. [TARGET]Teacher: You took your cruise for Thanksgiving.[/TARGET] Teacher: I took my cruise a couple years ago for Christmas because I wanted to be able to go out on the open, beautiful water, and get away from it all, and go swimming in Mexico when it was really cold here. Teacher: So that works out really well for a business. Teacher: It can work out really well for a class too.",0 5907,"Teacher: All right. Teacher: So taking note that a business can actually make decisions on when to make their schedules, I would imagine that more cruises are going out during the winter months. Teacher: You took your cruise for Thanksgiving. [TARGET]Teacher: I took my cruise a couple years ago for Christmas because I wanted to be able to go out on the open, beautiful water, and get away from it all, and go swimming in Mexico when it was really cold here.[/TARGET] Teacher: So that works out really well for a business. Teacher: It can work out really well for a class too. Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart.",0 5908,"Teacher: So taking note that a business can actually make decisions on when to make their schedules, I would imagine that more cruises are going out during the winter months. Teacher: You took your cruise for Thanksgiving. Teacher: I took my cruise a couple years ago for Christmas because I wanted to be able to go out on the open, beautiful water, and get away from it all, and go swimming in Mexico when it was really cold here. [TARGET]Teacher: So that works out really well for a business.[/TARGET] Teacher: It can work out really well for a class too. Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart. Teacher: There's a young lady doing a report.",0 5909,"Teacher: You took your cruise for Thanksgiving. Teacher: I took my cruise a couple years ago for Christmas because I wanted to be able to go out on the open, beautiful water, and get away from it all, and go swimming in Mexico when it was really cold here. Teacher: So that works out really well for a business. [TARGET]Teacher: It can work out really well for a class too.[/TARGET] Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart. Teacher: There's a young lady doing a report. Teacher: Yes?",0 5910,"Teacher: I took my cruise a couple years ago for Christmas because I wanted to be able to go out on the open, beautiful water, and get away from it all, and go swimming in Mexico when it was really cold here. Teacher: So that works out really well for a business. Teacher: It can work out really well for a class too. [TARGET]Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart.[/TARGET] Teacher: There's a young lady doing a report. Teacher: Yes? Teacher: On the back of - you don't have to worry about this.",1 5911,"Teacher: So that works out really well for a business. Teacher: It can work out really well for a class too. Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart. [TARGET]Teacher: There's a young lady doing a report.[/TARGET] Teacher: Yes? Teacher: On the back of - you don't have to worry about this. Teacher: I'm writing this for you.",0 5912,"Teacher: It can work out really well for a class too. Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart. Teacher: There's a young lady doing a report. [TARGET]Teacher: Yes?[/TARGET] Teacher: On the back of - you don't have to worry about this. Teacher: I'm writing this for you. Teacher: Sorry about that.",0 5913,"Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart. Teacher: There's a young lady doing a report. Teacher: Yes? [TARGET]Teacher: On the back of - you don't have to worry about this.[/TARGET] Teacher: I'm writing this for you. Teacher: Sorry about that. Teacher: It says Ramona has been working on a project for school.",1 5914,Teacher: There's a young lady doing a report. Teacher: Yes? Teacher: On the back of - you don't have to worry about this. [TARGET]Teacher: I'm writing this for you.[/TARGET] Teacher: Sorry about that. Teacher: It says Ramona has been working on a project for school. Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project.,1 5915,Teacher: Yes? Teacher: On the back of - you don't have to worry about this. Teacher: I'm writing this for you. [TARGET]Teacher: Sorry about that.[/TARGET] Teacher: It says Ramona has been working on a project for school. Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project. Teacher: The table shows the different amounts of time she has spent working on parts of the project.,0 5916,Teacher: On the back of - you don't have to worry about this. Teacher: I'm writing this for you. Teacher: Sorry about that. [TARGET]Teacher: It says Ramona has been working on a project for school.[/TARGET] Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project. Teacher: The table shows the different amounts of time she has spent working on parts of the project. Teacher: Her activity was research.,0 5917,Teacher: I'm writing this for you. Teacher: Sorry about that. Teacher: It says Ramona has been working on a project for school. [TARGET]Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project.[/TARGET] Teacher: The table shows the different amounts of time she has spent working on parts of the project. Teacher: Her activity was research. Teacher: Please copy this down.,0 5918,Teacher: Sorry about that. Teacher: It says Ramona has been working on a project for school. Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project. [TARGET]Teacher: The table shows the different amounts of time she has spent working on parts of the project.[/TARGET] Teacher: Her activity was research. Teacher: Please copy this down. Teacher: Another part of the project was the report that she needed to write after she completed her research.,0 5919,Teacher: It says Ramona has been working on a project for school. Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project. Teacher: The table shows the different amounts of time she has spent working on parts of the project. [TARGET]Teacher: Her activity was research.[/TARGET] Teacher: Please copy this down. Teacher: Another part of the project was the report that she needed to write after she completed her research. Teacher: Then she needed to finish the artwork.,0 5920,Teacher: Part of her assignment is to complete a document about how much time she has spent working on a project. Teacher: The table shows the different amounts of time she has spent working on parts of the project. Teacher: Her activity was research. [TARGET]Teacher: Please copy this down.[/TARGET] Teacher: Another part of the project was the report that she needed to write after she completed her research. Teacher: Then she needed to finish the artwork. Teacher: Finally she had to write a bibliography where she cited her sources.,1 5921,"Teacher: The table shows the different amounts of time she has spent working on parts of the project. Teacher: Her activity was research. Teacher: Please copy this down. [TARGET]Teacher: Another part of the project was the report that she needed to write after she completed her research.[/TARGET] Teacher: Then she needed to finish the artwork. Teacher: Finally she had to write a bibliography where she cited her sources. Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report.",0 5922,"Teacher: Her activity was research. Teacher: Please copy this down. Teacher: Another part of the project was the report that she needed to write after she completed her research. [TARGET]Teacher: Then she needed to finish the artwork.[/TARGET] Teacher: Finally she had to write a bibliography where she cited her sources. Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report. Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography.",0 5923,"Teacher: Please copy this down. Teacher: Another part of the project was the report that she needed to write after she completed her research. Teacher: Then she needed to finish the artwork. [TARGET]Teacher: Finally she had to write a bibliography where she cited her sources.[/TARGET] Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report. Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography. Teacher: I need for you to copy down what is written on the board, sweetie.",0 5924,"Teacher: Another part of the project was the report that she needed to write after she completed her research. Teacher: Then she needed to finish the artwork. Teacher: Finally she had to write a bibliography where she cited her sources. [TARGET]Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report.[/TARGET] Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography. Teacher: I need for you to copy down what is written on the board, sweetie. Teacher: Thank you.",0 5925,"Teacher: Then she needed to finish the artwork. Teacher: Finally she had to write a bibliography where she cited her sources. Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report. [TARGET]Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography.[/TARGET] Teacher: I need for you to copy down what is written on the board, sweetie. Teacher: Thank you. Teacher: Once again, if we add these together, what percent of the time should we have now?",0 5926,"Teacher: Finally she had to write a bibliography where she cited her sources. Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report. Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography. [TARGET]Teacher: I need for you to copy down what is written on the board, sweetie.[/TARGET] Teacher: Thank you. Teacher: Once again, if we add these together, what percent of the time should we have now? Teacher: 100 percent of the time she spent on this particular project.",1 5927,"Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report. Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography. Teacher: I need for you to copy down what is written on the board, sweetie. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Once again, if we add these together, what percent of the time should we have now? Teacher: 100 percent of the time she spent on this particular project. Teacher: Once you have copied down that data, what do we need to do next?",0 5928,"Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography. Teacher: I need for you to copy down what is written on the board, sweetie. Teacher: Thank you. [TARGET]Teacher: Once again, if we add these together, what percent of the time should we have now?[/TARGET] Teacher: 100 percent of the time she spent on this particular project. Teacher: Once you have copied down that data, what do we need to do next? Teacher: We have the percent of the time, but what information do we need to complete in order to do our circle or pie chart?",0 5929,"Teacher: I need for you to copy down what is written on the board, sweetie. Teacher: Thank you. Teacher: Once again, if we add these together, what percent of the time should we have now? [TARGET]Teacher: 100 percent of the time she spent on this particular project.[/TARGET] Teacher: Once you have copied down that data, what do we need to do next? Teacher: We have the percent of the time, but what information do we need to complete in order to do our circle or pie chart? Teacher: Yes?",0 5930,"Teacher: Thank you. Teacher: Once again, if we add these together, what percent of the time should we have now? Teacher: 100 percent of the time she spent on this particular project. [TARGET]Teacher: Once you have copied down that data, what do we need to do next?[/TARGET] Teacher: We have the percent of the time, but what information do we need to complete in order to do our circle or pie chart? Teacher: Yes? Student: The fraction.",1 5931,"Teacher: Once again, if we add these together, what percent of the time should we have now? Teacher: 100 percent of the time she spent on this particular project. Teacher: Once you have copied down that data, what do we need to do next? [TARGET]Teacher: We have the percent of the time, but what information do we need to complete in order to do our circle or pie chart?[/TARGET] Teacher: Yes? Student: The fraction. Teacher: Not the fraction.",0 5932,"Teacher: 100 percent of the time she spent on this particular project. Teacher: Once you have copied down that data, what do we need to do next? Teacher: We have the percent of the time, but what information do we need to complete in order to do our circle or pie chart? [TARGET]Teacher: Yes?[/TARGET] Student: The fraction. Teacher: Not the fraction. Student: The decimal.",0 5933,"Teacher: We have the percent of the time, but what information do we need to complete in order to do our circle or pie chart? Teacher: Yes? Student: The fraction. [TARGET]Teacher: Not the fraction.[/TARGET] Student: The decimal. Teacher: Not the decimal. Teacher: We skipped that.",0 5934,Student: The fraction. Teacher: Not the fraction. Student: The decimal. [TARGET]Teacher: Not the decimal.[/TARGET] Teacher: We skipped that. Teacher: We got the percent. Teacher: What do we have to do next?,0 5935,Teacher: Not the fraction. Student: The decimal. Teacher: Not the decimal. [TARGET]Teacher: We skipped that.[/TARGET] Teacher: We got the percent. Teacher: What do we have to do next? Teacher: What does it show on your paper?,0 5936,"Student: The decimal. Teacher: Not the decimal. Teacher: We skipped that. [TARGET]Teacher: We got the percent.[/TARGET] Teacher: What do we have to do next? Teacher: What does it show on your paper? Student: Not percent, the-",0 5937,"Teacher: Not the decimal. Teacher: We skipped that. Teacher: We got the percent. [TARGET]Teacher: What do we have to do next?[/TARGET] Teacher: What does it show on your paper? Student: Not percent, the- Teacher: Right before that.",0 5938,"Teacher: We skipped that. Teacher: We got the percent. Teacher: What do we have to do next? [TARGET]Teacher: What does it show on your paper?[/TARGET] Student: Not percent, the- Teacher: Right before that. Student: Multiply it.",0 5939,"Teacher: What do we have to do next? Teacher: What does it show on your paper? Student: Not percent, the- [TARGET]Teacher: Right before that.[/TARGET] Student: Multiply it. Teacher: Multiply what? Teacher: 360 times - we did have to do the decimal.",0 5940,"Student: Not percent, the- Teacher: Right before that. Student: Multiply it. [TARGET]Teacher: Multiply what?[/TARGET] Teacher: 360 times - we did have to do the decimal. Teacher: I'm very sorry, boys and girls. Teacher: You're right.",0 5941,"Teacher: Right before that. Student: Multiply it. Teacher: Multiply what? [TARGET]Teacher: 360 times - we did have to do the decimal.[/TARGET] Teacher: I'm very sorry, boys and girls. Teacher: You're right. Teacher: The decimal.",0 5942,"Student: Multiply it. Teacher: Multiply what? Teacher: 360 times - we did have to do the decimal. [TARGET]Teacher: I'm very sorry, boys and girls.[/TARGET] Teacher: You're right. Teacher: The decimal. Teacher: Let's do that.",0 5943,"Teacher: Multiply what? Teacher: 360 times - we did have to do the decimal. Teacher: I'm very sorry, boys and girls. [TARGET]Teacher: You're right.[/TARGET] Teacher: The decimal. Teacher: Let's do that. Teacher: You're right.",0 5944,"Teacher: 360 times - we did have to do the decimal. Teacher: I'm very sorry, boys and girls. Teacher: You're right. [TARGET]Teacher: The decimal.[/TARGET] Teacher: Let's do that. Teacher: You're right. Teacher: What is the decimal for 20 percent?",0 5945,"Teacher: I'm very sorry, boys and girls. Teacher: You're right. Teacher: The decimal. [TARGET]Teacher: Let's do that.[/TARGET] Teacher: You're right. Teacher: What is the decimal for 20 percent? Teacher: 0.20.",0 5946,Teacher: You're right. Teacher: The decimal. Teacher: Let's do that. [TARGET]Teacher: You're right.[/TARGET] Teacher: What is the decimal for 20 percent? Teacher: 0.20. Teacher: What is the decimal for 50 percent?,0 5947,Teacher: The decimal. Teacher: Let's do that. Teacher: You're right. [TARGET]Teacher: What is the decimal for 20 percent?[/TARGET] Teacher: 0.20. Teacher: What is the decimal for 50 percent? Teacher: 0.50.,0 5948,Teacher: Let's do that. Teacher: You're right. Teacher: What is the decimal for 20 percent? [TARGET]Teacher: 0.20.[/TARGET] Teacher: What is the decimal for 50 percent? Teacher: 0.50. Teacher: The decimal for 20 percent?,0 5949,"Teacher: You're right. Teacher: What is the decimal for 20 percent? Teacher: 0.20. [TARGET]Teacher: What is the decimal for 50 percent?[/TARGET] Teacher: 0.50. Teacher: The decimal for 20 percent? Teacher: 0.20, then 0.10.",0 5950,"Teacher: What is the decimal for 20 percent? Teacher: 0.20. Teacher: What is the decimal for 50 percent? [TARGET]Teacher: 0.50.[/TARGET] Teacher: The decimal for 20 percent? Teacher: 0.20, then 0.10. Teacher: Sorry we forgot that.",0 5951,"Teacher: 0.20. Teacher: What is the decimal for 50 percent? Teacher: 0.50. [TARGET]Teacher: The decimal for 20 percent?[/TARGET] Teacher: 0.20, then 0.10. Teacher: Sorry we forgot that. Teacher: Now what do we have to convert this to?",0 5952,"Teacher: What is the decimal for 50 percent? Teacher: 0.50. Teacher: The decimal for 20 percent? [TARGET]Teacher: 0.20, then 0.10.[/TARGET] Teacher: Sorry we forgot that. Teacher: Now what do we have to convert this to? Student: Multiplying 360.",0 5953,"Teacher: 0.50. Teacher: The decimal for 20 percent? Teacher: 0.20, then 0.10. [TARGET]Teacher: Sorry we forgot that.[/TARGET] Teacher: Now what do we have to convert this to? Student: Multiplying 360. Teacher: 360 times 0.20.",0 5954,"Teacher: The decimal for 20 percent? Teacher: 0.20, then 0.10. Teacher: Sorry we forgot that. [TARGET]Teacher: Now what do we have to convert this to?[/TARGET] Student: Multiplying 360. Teacher: 360 times 0.20. Teacher: What is that going to give us?",0 5955,Teacher: Sorry we forgot that. Teacher: Now what do we have to convert this to? Student: Multiplying 360. [TARGET]Teacher: 360 times 0.20.[/TARGET] Teacher: What is that going to give us? Teacher: What do we call that? Teacher: The degree.,0 5956,"Teacher: Now what do we have to convert this to? Student: Multiplying 360. Teacher: 360 times 0.20. [TARGET]Teacher: What is that going to give us?[/TARGET] Teacher: What do we call that? Teacher: The degree. Teacher: So we're going to need to multiply there, 360 times 0.50.",0 5957,"Student: Multiplying 360. Teacher: 360 times 0.20. Teacher: What is that going to give us? [TARGET]Teacher: What do we call that?[/TARGET] Teacher: The degree. Teacher: So we're going to need to multiply there, 360 times 0.50. Teacher: 360 times 0.20, then 360 times 0.10.",0 5958,"Teacher: 360 times 0.20. Teacher: What is that going to give us? Teacher: What do we call that? [TARGET]Teacher: The degree.[/TARGET] Teacher: So we're going to need to multiply there, 360 times 0.50. Teacher: 360 times 0.20, then 360 times 0.10. Student: Why 360?",0 5959,"Teacher: What is that going to give us? Teacher: What do we call that? Teacher: The degree. [TARGET]Teacher: So we're going to need to multiply there, 360 times 0.50.[/TARGET] Teacher: 360 times 0.20, then 360 times 0.10. Student: Why 360? Teacher: Because remember what we said about a circle?",0 5960,"Teacher: What do we call that? Teacher: The degree. Teacher: So we're going to need to multiply there, 360 times 0.50. [TARGET]Teacher: 360 times 0.20, then 360 times 0.10.[/TARGET] Student: Why 360? Teacher: Because remember what we said about a circle? Teacher: How many degrees are there in a complete circle?",0 5961,"Teacher: So we're going to need to multiply there, 360 times 0.50. Teacher: 360 times 0.20, then 360 times 0.10. Student: Why 360? [TARGET]Teacher: Because remember what we said about a circle?[/TARGET] Teacher: How many degrees are there in a complete circle? Student: 360 Teacher: Mm-hmm.",0 5962,"Teacher: 360 times 0.20, then 360 times 0.10. Student: Why 360? Teacher: Because remember what we said about a circle? [TARGET]Teacher: How many degrees are there in a complete circle?[/TARGET] Student: 360 Teacher: Mm-hmm. Teacher: So if you'll take a moment, go ahead and fill in that information.",0 5963,"Teacher: Because remember what we said about a circle? Teacher: How many degrees are there in a complete circle? Student: 360 [TARGET]Teacher: Mm-hmm.[/TARGET] Teacher: So if you'll take a moment, go ahead and fill in that information. Teacher: That would be perfect. Teacher: Multiply 360 times those decimal numbers.",0 5964,"Teacher: How many degrees are there in a complete circle? Student: 360 Teacher: Mm-hmm. [TARGET]Teacher: So if you'll take a moment, go ahead and fill in that information.[/TARGET] Teacher: That would be perfect. Teacher: Multiply 360 times those decimal numbers. Teacher: Go ahead and multiply those.",1 5965,"Student: 360 Teacher: Mm-hmm. Teacher: So if you'll take a moment, go ahead and fill in that information. [TARGET]Teacher: That would be perfect.[/TARGET] Teacher: Multiply 360 times those decimal numbers. Teacher: Go ahead and multiply those. Teacher: Multiply them.",0 5966,"Teacher: Mm-hmm. Teacher: So if you'll take a moment, go ahead and fill in that information. Teacher: That would be perfect. [TARGET]Teacher: Multiply 360 times those decimal numbers.[/TARGET] Teacher: Go ahead and multiply those. Teacher: Multiply them. Teacher: You're using a decimal.",0 5967,"Teacher: So if you'll take a moment, go ahead and fill in that information. Teacher: That would be perfect. Teacher: Multiply 360 times those decimal numbers. [TARGET]Teacher: Go ahead and multiply those.[/TARGET] Teacher: Multiply them. Teacher: You're using a decimal. Teacher: I need for you to multiply.",1 5968,Teacher: That would be perfect. Teacher: Multiply 360 times those decimal numbers. Teacher: Go ahead and multiply those. [TARGET]Teacher: Multiply them.[/TARGET] Teacher: You're using a decimal. Teacher: I need for you to multiply. Teacher: Please put the decimal in front of those and multiply them.,1 5969,Teacher: Multiply 360 times those decimal numbers. Teacher: Go ahead and multiply those. Teacher: Multiply them. [TARGET]Teacher: You're using a decimal.[/TARGET] Teacher: I need for you to multiply. Teacher: Please put the decimal in front of those and multiply them. Teacher: You need a quick review on how to multiply with decimals.,0 5970,"Teacher: Go ahead and multiply those. Teacher: Multiply them. Teacher: You're using a decimal. [TARGET]Teacher: I need for you to multiply.[/TARGET] Teacher: Please put the decimal in front of those and multiply them. Teacher: You need a quick review on how to multiply with decimals. Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6.",1 5971,"Teacher: Multiply them. Teacher: You're using a decimal. Teacher: I need for you to multiply. [TARGET]Teacher: Please put the decimal in front of those and multiply them.[/TARGET] Teacher: You need a quick review on how to multiply with decimals. Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6. Teacher: 2 times 3 is 6 plus one more is 7.",0 5972,"Teacher: You're using a decimal. Teacher: I need for you to multiply. Teacher: Please put the decimal in front of those and multiply them. [TARGET]Teacher: You need a quick review on how to multiply with decimals.[/TARGET] Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6. Teacher: 2 times 3 is 6 plus one more is 7. Teacher: 00, 27.",0 5973,"Teacher: I need for you to multiply. Teacher: Please put the decimal in front of those and multiply them. Teacher: You need a quick review on how to multiply with decimals. [TARGET]Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6.[/TARGET] Teacher: 2 times 3 is 6 plus one more is 7. Teacher: 00, 27. Teacher: It's going to be 72 degrees.",0 5974,"Teacher: Please put the decimal in front of those and multiply them. Teacher: You need a quick review on how to multiply with decimals. Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6. [TARGET]Teacher: 2 times 3 is 6 plus one more is 7.[/TARGET] Teacher: 00, 27. Teacher: It's going to be 72 degrees. Teacher: So by that one, you would write 72 degrees.",0 5975,"Teacher: You need a quick review on how to multiply with decimals. Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6. Teacher: 2 times 3 is 6 plus one more is 7. [TARGET]Teacher: 00, 27.[/TARGET] Teacher: It's going to be 72 degrees. Teacher: So by that one, you would write 72 degrees. Teacher: Now if that one's 72 degrees, what can we determine about down the line?",0 5976,"Teacher: 360 times 0.20, 000, place holder, 2 times 00, 2 times 6. Teacher: 2 times 3 is 6 plus one more is 7. Teacher: 00, 27. [TARGET]Teacher: It's going to be 72 degrees.[/TARGET] Teacher: So by that one, you would write 72 degrees. Teacher: Now if that one's 72 degrees, what can we determine about down the line? Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be?",0 5977,"Teacher: 2 times 3 is 6 plus one more is 7. Teacher: 00, 27. Teacher: It's going to be 72 degrees. [TARGET]Teacher: So by that one, you would write 72 degrees.[/TARGET] Teacher: Now if that one's 72 degrees, what can we determine about down the line? Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be? Teacher: 36 degrees.",0 5978,"Teacher: 00, 27. Teacher: It's going to be 72 degrees. Teacher: So by that one, you would write 72 degrees. [TARGET]Teacher: Now if that one's 72 degrees, what can we determine about down the line?[/TARGET] Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be? Teacher: 36 degrees. Teacher: This is the same thing as half.",0 5979,"Teacher: It's going to be 72 degrees. Teacher: So by that one, you would write 72 degrees. Teacher: Now if that one's 72 degrees, what can we determine about down the line? [TARGET]Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be?[/TARGET] Teacher: 36 degrees. Teacher: This is the same thing as half. Teacher: You need to do half of this.",0 5980,"Teacher: So by that one, you would write 72 degrees. Teacher: Now if that one's 72 degrees, what can we determine about down the line? Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be? [TARGET]Teacher: 36 degrees.[/TARGET] Teacher: This is the same thing as half. Teacher: You need to do half of this. Teacher: How many degrees would that be?",0 5981,"Teacher: Now if that one's 72 degrees, what can we determine about down the line? Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be? Teacher: 36 degrees. [TARGET]Teacher: This is the same thing as half.[/TARGET] Teacher: You need to do half of this. Teacher: How many degrees would that be? Teacher: Half of this, half of 360, halfway around.",0 5982,"Teacher: This is going to be 72 degrees, and if this is half of that, what is this going to be? Teacher: 36 degrees. Teacher: This is the same thing as half. [TARGET]Teacher: You need to do half of this.[/TARGET] Teacher: How many degrees would that be? Teacher: Half of this, half of 360, halfway around. Teacher: 180 degrees.",0 5983,"Teacher: 36 degrees. Teacher: This is the same thing as half. Teacher: You need to do half of this. [TARGET]Teacher: How many degrees would that be?[/TARGET] Teacher: Half of this, half of 360, halfway around. Teacher: 180 degrees. Teacher: Here you go.",0 5984,"Teacher: This is the same thing as half. Teacher: You need to do half of this. Teacher: How many degrees would that be? [TARGET]Teacher: Half of this, half of 360, halfway around.[/TARGET] Teacher: 180 degrees. Teacher: Here you go. Teacher: Now you have all of the information you need to complete your pie graph.",0 5985,"Teacher: You need to do half of this. Teacher: How many degrees would that be? Teacher: Half of this, half of 360, halfway around. [TARGET]Teacher: 180 degrees.[/TARGET] Teacher: Here you go. Teacher: Now you have all of the information you need to complete your pie graph. Teacher: Once you have all those numbers filled in, I would like for you once again to trace your protractor, drawing the line halfway through and put the dot halfway in.",0 5986,"Teacher: How many degrees would that be? Teacher: Half of this, half of 360, halfway around. Teacher: 180 degrees. [TARGET]Teacher: Here you go.[/TARGET] Teacher: Now you have all of the information you need to complete your pie graph. Teacher: Once you have all those numbers filled in, I would like for you once again to trace your protractor, drawing the line halfway through and put the dot halfway in. Teacher: See if you can complete this particular pie chart.",0 5987,"Teacher: Half of this, half of 360, halfway around. Teacher: 180 degrees. Teacher: Here you go. [TARGET]Teacher: Now you have all of the information you need to complete your pie graph.[/TARGET] Teacher: Once you have all those numbers filled in, I would like for you once again to trace your protractor, drawing the line halfway through and put the dot halfway in. Teacher: See if you can complete this particular pie chart. Student: Can we do it on the back?",0 5988,"Teacher: 180 degrees. Teacher: Here you go. Teacher: Now you have all of the information you need to complete your pie graph. [TARGET]Teacher: Once you have all those numbers filled in, I would like for you once again to trace your protractor, drawing the line halfway through and put the dot halfway in.[/TARGET] Teacher: See if you can complete this particular pie chart. Student: Can we do it on the back? Teacher: Absolutely.",0 5989,"Teacher: Here you go. Teacher: Now you have all of the information you need to complete your pie graph. Teacher: Once you have all those numbers filled in, I would like for you once again to trace your protractor, drawing the line halfway through and put the dot halfway in. [TARGET]Teacher: See if you can complete this particular pie chart.[/TARGET] Student: Can we do it on the back? Teacher: Absolutely. Student: 180 is exactly on the line.",1 5990,"Teacher: Once you have all those numbers filled in, I would like for you once again to trace your protractor, drawing the line halfway through and put the dot halfway in. Teacher: See if you can complete this particular pie chart. Student: Can we do it on the back? [TARGET]Teacher: Absolutely.[/TARGET] Student: 180 is exactly on the line. Student: That's exactly right. Student: Half of this, 180, is going to be spent on the research.",0 5991,"Student: Half of this, 180, is going to be spent on the research. Student: That's this whole part. Student: The report. [TARGET]Teacher: You're right, report.[/TARGET] Student: Then you have to do everything else. Teacher: Everything else has to go on the bottom. Teacher: That's a good thing for you to realize.",0 5992,"Student: The report. Teacher: You're right, report. Student: Then you have to do everything else. [TARGET]Teacher: Everything else has to go on the bottom.[/TARGET] Teacher: That's a good thing for you to realize. Teacher: Student D has realized that one whole part of the semi-circle is going to be for the report. Teacher: That's exactly right.",0 5993,"Teacher: You're right, report. Student: Then you have to do everything else. Teacher: Everything else has to go on the bottom. [TARGET]Teacher: That's a good thing for you to realize.[/TARGET] Teacher: Student D has realized that one whole part of the semi-circle is going to be for the report. Teacher: That's exactly right. Teacher: Yes?",0 5994,Student: Then you have to do everything else. Teacher: Everything else has to go on the bottom. Teacher: That's a good thing for you to realize. [TARGET]Teacher: Student D has realized that one whole part of the semi-circle is going to be for the report.[/TARGET] Teacher: That's exactly right. Teacher: Yes? Student: So if you [inaudible].,0 5995,Teacher: Everything else has to go on the bottom. Teacher: That's a good thing for you to realize. Teacher: Student D has realized that one whole part of the semi-circle is going to be for the report. [TARGET]Teacher: That's exactly right.[/TARGET] Teacher: Yes? Student: So if you [inaudible]. Teacher: You know the top part is going to be for the report.,0 5996,Teacher: That's a good thing for you to realize. Teacher: Student D has realized that one whole part of the semi-circle is going to be for the report. Teacher: That's exactly right. [TARGET]Teacher: Yes?[/TARGET] Student: So if you [inaudible]. Teacher: You know the top part is going to be for the report. Teacher: I'm on my way.,0 5997,Teacher: That's exactly right. Teacher: Yes? Student: So if you [inaudible]. [TARGET]Teacher: You know the top part is going to be for the report.[/TARGET] Teacher: I'm on my way. Student: I don't get it. Teacher: Which one do you do next?,0 5998,Teacher: Yes? Student: So if you [inaudible]. Teacher: You know the top part is going to be for the report. [TARGET]Teacher: I'm on my way.[/TARGET] Student: I don't get it. Teacher: Which one do you do next? Student: No.,0 5999,"Teacher: You know the top part is going to be for the report. Teacher: I'm on my way. Student: I don't get it. [TARGET]Teacher: Which one do you do next?[/TARGET] Student: No. Student: Which one do you do? Student: This one, or that one?",0 6000,"Student: No. Student: Which one do you do? Student: This one, or that one? [TARGET]Teacher: You're using the degrees, not the percent.[/TARGET] Teacher: You use the degrees to fill in the information. Teacher: So if this is your report, would you agree? Teacher: Write report right there.",0 6001,"Student: Which one do you do? Student: This one, or that one? Teacher: You're using the degrees, not the percent. [TARGET]Teacher: You use the degrees to fill in the information.[/TARGET] Teacher: So if this is your report, would you agree? Teacher: Write report right there. Teacher: Now let's measure any others.",0 6002,"Student: This one, or that one? Teacher: You're using the degrees, not the percent. Teacher: You use the degrees to fill in the information. [TARGET]Teacher: So if this is your report, would you agree?[/TARGET] Teacher: Write report right there. Teacher: Now let's measure any others. Teacher: You have two 20 percents and one 10 percent.",0 6003,"Teacher: You're using the degrees, not the percent. Teacher: You use the degrees to fill in the information. Teacher: So if this is your report, would you agree? [TARGET]Teacher: Write report right there.[/TARGET] Teacher: Now let's measure any others. Teacher: You have two 20 percents and one 10 percent. Teacher: Put your protractor down.",0 6004,"Teacher: You use the degrees to fill in the information. Teacher: So if this is your report, would you agree? Teacher: Write report right there. [TARGET]Teacher: Now let's measure any others.[/TARGET] Teacher: You have two 20 percents and one 10 percent. Teacher: Put your protractor down. Teacher: One of them is going to 20 degrees.",0 6005,"Teacher: So if this is your report, would you agree? Teacher: Write report right there. Teacher: Now let's measure any others. [TARGET]Teacher: You have two 20 percents and one 10 percent.[/TARGET] Teacher: Put your protractor down. Teacher: One of them is going to 20 degrees. Teacher: Where is that?",0 6006,Teacher: Write report right there. Teacher: Now let's measure any others. Teacher: You have two 20 percents and one 10 percent. [TARGET]Teacher: Put your protractor down.[/TARGET] Teacher: One of them is going to 20 degrees. Teacher: Where is that? Student: I did it right here.,1 6007,Teacher: Now let's measure any others. Teacher: You have two 20 percents and one 10 percent. Teacher: Put your protractor down. [TARGET]Teacher: One of them is going to 20 degrees.[/TARGET] Teacher: Where is that? Student: I did it right here. Teacher: You did it for the top?,0 6008,Teacher: You have two 20 percents and one 10 percent. Teacher: Put your protractor down. Teacher: One of them is going to 20 degrees. [TARGET]Teacher: Where is that?[/TARGET] Student: I did it right here. Teacher: You did it for the top? Student: Yes.,0 6009,Teacher: One of them is going to 20 degrees. Teacher: Where is that? Student: I did it right here. [TARGET]Teacher: You did it for the top?[/TARGET] Student: Yes. Teacher: Very good. Teacher: Take a look at that again.,0 6010,"Student: I did it right here. Teacher: You did it for the top? Student: Yes. [TARGET]Teacher: Very good.[/TARGET] Teacher: Take a look at that again. Teacher: That's your 10 degrees, right there. Teacher: Move that over just a little bit.",0 6011,"Teacher: You did it for the top? Student: Yes. Teacher: Very good. [TARGET]Teacher: Take a look at that again.[/TARGET] Teacher: That's your 10 degrees, right there. Teacher: Move that over just a little bit. Teacher: Good job.",0 6012,"Student: Yes. Teacher: Very good. Teacher: Take a look at that again. [TARGET]Teacher: That's your 10 degrees, right there.[/TARGET] Teacher: Move that over just a little bit. Teacher: Good job. Teacher: Would you help him for the next one, sweetie?",0 6013,"Teacher: Very good. Teacher: Take a look at that again. Teacher: That's your 10 degrees, right there. [TARGET]Teacher: Move that over just a little bit.[/TARGET] Teacher: Good job. Teacher: Would you help him for the next one, sweetie? Student: Do we use this one for this, or that one?",0 6014,"Teacher: Take a look at that again. Teacher: That's your 10 degrees, right there. Teacher: Move that over just a little bit. [TARGET]Teacher: Good job.[/TARGET] Teacher: Would you help him for the next one, sweetie? Student: Do we use this one for this, or that one? Teacher: Use the degrees.",0 6015,"Teacher: That's your 10 degrees, right there. Teacher: Move that over just a little bit. Teacher: Good job. [TARGET]Teacher: Would you help him for the next one, sweetie?[/TARGET] Student: Do we use this one for this, or that one? Teacher: Use the degrees. Teacher: It's going to end up being 20 percent, but use the degrees in order to get there.",1 6016,"Teacher: Good job. Teacher: Would you help him for the next one, sweetie? Student: Do we use this one for this, or that one? [TARGET]Teacher: Use the degrees.[/TARGET] Teacher: It's going to end up being 20 percent, but use the degrees in order to get there. Teacher: Actually, you're going to 72 degrees. Teacher: Do you understand that?",0 6017,"Teacher: Would you help him for the next one, sweetie? Student: Do we use this one for this, or that one? Teacher: Use the degrees. [TARGET]Teacher: It's going to end up being 20 percent, but use the degrees in order to get there.[/TARGET] Teacher: Actually, you're going to 72 degrees. Teacher: Do you understand that? Teacher: You're not going to 20 degrees.",0 6018,"Student: Do we use this one for this, or that one? Teacher: Use the degrees. Teacher: It's going to end up being 20 percent, but use the degrees in order to get there. [TARGET]Teacher: Actually, you're going to 72 degrees.[/TARGET] Teacher: Do you understand that? Teacher: You're not going to 20 degrees. Teacher: It was 20 percent, but you need to go to 72 degrees.",0 6019,"Teacher: Use the degrees. Teacher: It's going to end up being 20 percent, but use the degrees in order to get there. Teacher: Actually, you're going to 72 degrees. [TARGET]Teacher: Do you understand that?[/TARGET] Teacher: You're not going to 20 degrees. Teacher: It was 20 percent, but you need to go to 72 degrees. Teacher: Okay.",0 6020,"Teacher: It's going to end up being 20 percent, but use the degrees in order to get there. Teacher: Actually, you're going to 72 degrees. Teacher: Do you understand that? [TARGET]Teacher: You're not going to 20 degrees.[/TARGET] Teacher: It was 20 percent, but you need to go to 72 degrees. Teacher: Okay. Teacher: While you're finishing that, I'm going to bring to you tonight's homework.",0 6021,"Teacher: Actually, you're going to 72 degrees. Teacher: Do you understand that? Teacher: You're not going to 20 degrees. [TARGET]Teacher: It was 20 percent, but you need to go to 72 degrees.[/TARGET] Teacher: Okay. Teacher: While you're finishing that, I'm going to bring to you tonight's homework. Teacher: There are questions about a pie graph.",0 6022,"Teacher: You're not going to 20 degrees. Teacher: It was 20 percent, but you need to go to 72 degrees. Teacher: Okay. [TARGET]Teacher: While you're finishing that, I'm going to bring to you tonight's homework.[/TARGET] Teacher: There are questions about a pie graph. Teacher: They are shown in fractions, and since you know what those fractions are as far as halves and fourths, this should be pretty easy to figure out. Teacher: Yes?",1 6023,"Teacher: It was 20 percent, but you need to go to 72 degrees. Teacher: Okay. Teacher: While you're finishing that, I'm going to bring to you tonight's homework. [TARGET]Teacher: There are questions about a pie graph.[/TARGET] Teacher: They are shown in fractions, and since you know what those fractions are as far as halves and fourths, this should be pretty easy to figure out. Teacher: Yes? Student: 72 degrees?",0 6024,"Teacher: Okay. Teacher: While you're finishing that, I'm going to bring to you tonight's homework. Teacher: There are questions about a pie graph. [TARGET]Teacher: They are shown in fractions, and since you know what those fractions are as far as halves and fourths, this should be pretty easy to figure out.[/TARGET] Teacher: Yes? Student: 72 degrees? Teacher: Yes, 72 degrees.",0 6025,"Teacher: While you're finishing that, I'm going to bring to you tonight's homework. Teacher: There are questions about a pie graph. Teacher: They are shown in fractions, and since you know what those fractions are as far as halves and fourths, this should be pretty easy to figure out. [TARGET]Teacher: Yes?[/TARGET] Student: 72 degrees? Teacher: Yes, 72 degrees. Teacher: I'll be right there to show you.",0 6026,"Teacher: They are shown in fractions, and since you know what those fractions are as far as halves and fourths, this should be pretty easy to figure out. Teacher: Yes? Student: 72 degrees? [TARGET]Teacher: Yes, 72 degrees.[/TARGET] Teacher: I'll be right there to show you. Teacher: Student M, would you like to show her? Teacher: Would you like me to show her?",0 6027,"Teacher: Yes? Student: 72 degrees? Teacher: Yes, 72 degrees. [TARGET]Teacher: I'll be right there to show you.[/TARGET] Teacher: Student M, would you like to show her? Teacher: Would you like me to show her? Teacher: Yes.",0 6028,"Student: 72 degrees? Teacher: Yes, 72 degrees. Teacher: I'll be right there to show you. [TARGET]Teacher: Student M, would you like to show her?[/TARGET] Teacher: Would you like me to show her? Teacher: Yes. Teacher: That's the other 20 percent.",1 6029,"Teacher: Yes, 72 degrees. Teacher: I'll be right there to show you. Teacher: Student M, would you like to show her? [TARGET]Teacher: Would you like me to show her?[/TARGET] Teacher: Yes. Teacher: That's the other 20 percent. Teacher: Good for you.",1 6030,"Teacher: I'll be right there to show you. Teacher: Student M, would you like to show her? Teacher: Would you like me to show her? [TARGET]Teacher: Yes.[/TARGET] Teacher: That's the other 20 percent. Teacher: Good for you. Teacher: That leads that last piece to be what percent?",0 6031,"Teacher: Student M, would you like to show her? Teacher: Would you like me to show her? Teacher: Yes. [TARGET]Teacher: That's the other 20 percent.[/TARGET] Teacher: Good for you. Teacher: That leads that last piece to be what percent? Student: [Inaudible].",0 6032,Teacher: Would you like me to show her? Teacher: Yes. Teacher: That's the other 20 percent. [TARGET]Teacher: Good for you.[/TARGET] Teacher: That leads that last piece to be what percent? Student: [Inaudible]. Teacher: Yes.,0 6033,Teacher: Yes. Teacher: That's the other 20 percent. Teacher: Good for you. [TARGET]Teacher: That leads that last piece to be what percent?[/TARGET] Student: [Inaudible]. Teacher: Yes. Teacher: I'm proud of you.,0 6034,Teacher: Good for you. Teacher: That leads that last piece to be what percent? Student: [Inaudible]. [TARGET]Teacher: Yes.[/TARGET] Teacher: I'm proud of you. Teacher: It shows you how to measure it off. Teacher: Have you done it yet?,0 6035,Teacher: That leads that last piece to be what percent? Student: [Inaudible]. Teacher: Yes. [TARGET]Teacher: I'm proud of you.[/TARGET] Teacher: It shows you how to measure it off. Teacher: Have you done it yet? Teacher: That's okay.,0 6036,Student: [Inaudible]. Teacher: Yes. Teacher: I'm proud of you. [TARGET]Teacher: It shows you how to measure it off.[/TARGET] Teacher: Have you done it yet? Teacher: That's okay. Teacher: Go back 72 degrees.,0 6037,Teacher: Yes. Teacher: I'm proud of you. Teacher: It shows you how to measure it off. [TARGET]Teacher: Have you done it yet?[/TARGET] Teacher: That's okay. Teacher: Go back 72 degrees. Teacher: Where's your protractor?,1 6038,"Teacher: I'm proud of you. Teacher: It shows you how to measure it off. Teacher: Have you done it yet? [TARGET]Teacher: That's okay.[/TARGET] Teacher: Go back 72 degrees. Teacher: Where's your protractor? Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent.",1 6039,"Teacher: It shows you how to measure it off. Teacher: Have you done it yet? Teacher: That's okay. [TARGET]Teacher: Go back 72 degrees.[/TARGET] Teacher: Where's your protractor? Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent. Teacher: Do you need some help measuring your degrees, or are you okay?",0 6040,"Teacher: Have you done it yet? Teacher: That's okay. Teacher: Go back 72 degrees. [TARGET]Teacher: Where's your protractor?[/TARGET] Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent. Teacher: Do you need some help measuring your degrees, or are you okay? Student: I'm okay.",1 6041,"Teacher: That's okay. Teacher: Go back 72 degrees. Teacher: Where's your protractor? [TARGET]Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent.[/TARGET] Teacher: Do you need some help measuring your degrees, or are you okay? Student: I'm okay. Teacher: Let's put those away.",0 6042,"Teacher: Go back 72 degrees. Teacher: Where's your protractor? Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent. [TARGET]Teacher: Do you need some help measuring your degrees, or are you okay?[/TARGET] Student: I'm okay. Teacher: Let's put those away. Teacher: Put 180.",1 6043,"Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent. Teacher: Do you need some help measuring your degrees, or are you okay? Student: I'm okay. [TARGET]Teacher: Let's put those away.[/TARGET] Teacher: Put 180. Teacher: That's inappropriate. Teacher: For the 180, that's going to do the whole top part.",1 6044,"Teacher: Do you need some help measuring your degrees, or are you okay? Student: I'm okay. Teacher: Let's put those away. [TARGET]Teacher: Put 180.[/TARGET] Teacher: That's inappropriate. Teacher: For the 180, that's going to do the whole top part. Teacher: Would you agree?",0 6045,"Student: I'm okay. Teacher: Let's put those away. Teacher: Put 180. [TARGET]Teacher: That's inappropriate.[/TARGET] Teacher: For the 180, that's going to do the whole top part. Teacher: Would you agree? Student: Mm-hmm.",1 6046,"Teacher: Let's put those away. Teacher: Put 180. Teacher: That's inappropriate. [TARGET]Teacher: For the 180, that's going to do the whole top part.[/TARGET] Teacher: Would you agree? Student: Mm-hmm. Teacher: So we know that one's done.",0 6047,"Teacher: Put 180. Teacher: That's inappropriate. Teacher: For the 180, that's going to do the whole top part. [TARGET]Teacher: Would you agree?[/TARGET] Student: Mm-hmm. Teacher: So we know that one's done. Teacher: You need to check off, and then we'll look at the bottom in just a minute.",0 6048,"Teacher: For the 180, that's going to do the whole top part. Teacher: Would you agree? Student: Mm-hmm. [TARGET]Teacher: So we know that one's done.[/TARGET] Teacher: You need to check off, and then we'll look at the bottom in just a minute. Teacher: When you have finished measuring off the degrees, go ahead and fill in your pie chart with the information. Teacher: Good.",0 6049,"Teacher: Would you agree? Student: Mm-hmm. Teacher: So we know that one's done. [TARGET]Teacher: You need to check off, and then we'll look at the bottom in just a minute.[/TARGET] Teacher: When you have finished measuring off the degrees, go ahead and fill in your pie chart with the information. Teacher: Good. Teacher: So now let's take a look at this one.",0 6050,"Student: Mm-hmm. Teacher: So we know that one's done. Teacher: You need to check off, and then we'll look at the bottom in just a minute. [TARGET]Teacher: When you have finished measuring off the degrees, go ahead and fill in your pie chart with the information.[/TARGET] Teacher: Good. Teacher: So now let's take a look at this one. Teacher: You have to measure to 72 degrees to get your research.",0 6051,"Teacher: So we know that one's done. Teacher: You need to check off, and then we'll look at the bottom in just a minute. Teacher: When you have finished measuring off the degrees, go ahead and fill in your pie chart with the information. [TARGET]Teacher: Good.[/TARGET] Teacher: So now let's take a look at this one. Teacher: You have to measure to 72 degrees to get your research. Teacher: Go ahead and figure that one out.",0 6052,"Teacher: You need to check off, and then we'll look at the bottom in just a minute. Teacher: When you have finished measuring off the degrees, go ahead and fill in your pie chart with the information. Teacher: Good. [TARGET]Teacher: So now let's take a look at this one.[/TARGET] Teacher: You have to measure to 72 degrees to get your research. Teacher: Go ahead and figure that one out. Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography.",0 6053,"Teacher: When you have finished measuring off the degrees, go ahead and fill in your pie chart with the information. Teacher: Good. Teacher: So now let's take a look at this one. [TARGET]Teacher: You have to measure to 72 degrees to get your research.[/TARGET] Teacher: Go ahead and figure that one out. Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography. Teacher: Got it?",0 6054,"Teacher: Good. Teacher: So now let's take a look at this one. Teacher: You have to measure to 72 degrees to get your research. [TARGET]Teacher: Go ahead and figure that one out.[/TARGET] Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography. Teacher: Got it? Teacher: We can do the 20 percent.",1 6055,"Teacher: So now let's take a look at this one. Teacher: You have to measure to 72 degrees to get your research. Teacher: Go ahead and figure that one out. [TARGET]Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography.[/TARGET] Teacher: Got it? Teacher: We can do the 20 percent. Teacher: Are you finished?",0 6056,"Teacher: You have to measure to 72 degrees to get your research. Teacher: Go ahead and figure that one out. Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography. [TARGET]Teacher: Got it?[/TARGET] Teacher: We can do the 20 percent. Teacher: Are you finished? Teacher: Are you finished with this?",0 6057,"Teacher: Go ahead and figure that one out. Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography. Teacher: Got it? [TARGET]Teacher: We can do the 20 percent.[/TARGET] Teacher: Are you finished? Teacher: Are you finished with this? Student: Oh yeah, I'm finished with that.",0 6058,"Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography. Teacher: Got it? Teacher: We can do the 20 percent. [TARGET]Teacher: Are you finished?[/TARGET] Teacher: Are you finished with this? Student: Oh yeah, I'm finished with that. Teacher: That's fine.",1 6059,"Teacher: Got it? Teacher: We can do the 20 percent. Teacher: Are you finished? [TARGET]Teacher: Are you finished with this?[/TARGET] Student: Oh yeah, I'm finished with that. Teacher: That's fine. Teacher: Yes?",1 6060,"Teacher: Are you finished? Teacher: Are you finished with this? Student: Oh yeah, I'm finished with that. [TARGET]Teacher: That's fine.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: Oh.",1 6061,"Teacher: Are you finished with this? Student: Oh yeah, I'm finished with that. Teacher: That's fine. [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible]. Teacher: Oh. Teacher: That would be good.",0 6062,"Teacher: That's fine. Teacher: Yes? Student: [Inaudible]. [TARGET]Teacher: Oh.[/TARGET] Teacher: That would be good. Teacher: You might want to suggest that to Ms. T. Let me ask again as we wrap this up, when do you think you will ever use this in your own life? Teacher: Give me an example, please.",0 6063,"Teacher: Yes? Student: [Inaudible]. Teacher: Oh. [TARGET]Teacher: That would be good.[/TARGET] Teacher: You might want to suggest that to Ms. T. Let me ask again as we wrap this up, when do you think you will ever use this in your own life? Teacher: Give me an example, please. Teacher: On your pizzas?",0 6064,"Student: [Inaudible]. Teacher: Oh. Teacher: That would be good. [TARGET]Teacher: You might want to suggest that to Ms. T. Let me ask again as we wrap this up, when do you think you will ever use this in your own life?[/TARGET] Teacher: Give me an example, please. Teacher: On your pizzas? Teacher: Very good.",1 6065,"Teacher: Oh. Teacher: That would be good. Teacher: You might want to suggest that to Ms. T. Let me ask again as we wrap this up, when do you think you will ever use this in your own life? [TARGET]Teacher: Give me an example, please.[/TARGET] Teacher: On your pizzas? Teacher: Very good. Teacher: Student D?",0 6066,"Teacher: That would be good. Teacher: You might want to suggest that to Ms. T. Let me ask again as we wrap this up, when do you think you will ever use this in your own life? Teacher: Give me an example, please. [TARGET]Teacher: On your pizzas?[/TARGET] Teacher: Very good. Teacher: Student D? Teacher: The question was, when are you ever going to use this in your life.",0 6067,"Teacher: You might want to suggest that to Ms. T. Let me ask again as we wrap this up, when do you think you will ever use this in your own life? Teacher: Give me an example, please. Teacher: On your pizzas? [TARGET]Teacher: Very good.[/TARGET] Teacher: Student D? Teacher: The question was, when are you ever going to use this in your life. Student: [Inaudible].",0 6068,"Teacher: Give me an example, please. Teacher: On your pizzas? Teacher: Very good. [TARGET]Teacher: Student D?[/TARGET] Teacher: The question was, when are you ever going to use this in your life. Student: [Inaudible]. Teacher: If you are talking about 75 percent off of something, you might not use a pie chart.",0 6069,"Teacher: On your pizzas? Teacher: Very good. Teacher: Student D? [TARGET]Teacher: The question was, when are you ever going to use this in your life.[/TARGET] Student: [Inaudible]. Teacher: If you are talking about 75 percent off of something, you might not use a pie chart. Teacher: This is more about the time you spent, the money you spent.",0 6070,"Teacher: Student D? Teacher: The question was, when are you ever going to use this in your life. Student: [Inaudible]. [TARGET]Teacher: If you are talking about 75 percent off of something, you might not use a pie chart.[/TARGET] Teacher: This is more about the time you spent, the money you spent. Teacher: We're looking at that 75 percent to get the final cost of something, unless - you know what? Teacher: You might be able to do that if you were buying a couple of pairs of tennis shoes, and you got 75 percent off at one store, and got 20 percent off at one store, and you spent $100.00, you can maybe make it work that way.",0 6071,"Teacher: The question was, when are you ever going to use this in your life. Student: [Inaudible]. Teacher: If you are talking about 75 percent off of something, you might not use a pie chart. [TARGET]Teacher: This is more about the time you spent, the money you spent.[/TARGET] Teacher: We're looking at that 75 percent to get the final cost of something, unless - you know what? Teacher: You might be able to do that if you were buying a couple of pairs of tennis shoes, and you got 75 percent off at one store, and got 20 percent off at one store, and you spent $100.00, you can maybe make it work that way. Teacher: All right.",0 6072,"Student: [Inaudible]. Teacher: If you are talking about 75 percent off of something, you might not use a pie chart. Teacher: This is more about the time you spent, the money you spent. [TARGET]Teacher: We're looking at that 75 percent to get the final cost of something, unless - you know what?[/TARGET] Teacher: You might be able to do that if you were buying a couple of pairs of tennis shoes, and you got 75 percent off at one store, and got 20 percent off at one store, and you spent $100.00, you can maybe make it work that way. Teacher: All right. Teacher: At a hospital?",0 6073,"Teacher: If you are talking about 75 percent off of something, you might not use a pie chart. Teacher: This is more about the time you spent, the money you spent. Teacher: We're looking at that 75 percent to get the final cost of something, unless - you know what? [TARGET]Teacher: You might be able to do that if you were buying a couple of pairs of tennis shoes, and you got 75 percent off at one store, and got 20 percent off at one store, and you spent $100.00, you can maybe make it work that way.[/TARGET] Teacher: All right. Teacher: At a hospital? Teacher: How would you use it at a hospital?",0 6074,"Teacher: We're looking at that 75 percent to get the final cost of something, unless - you know what? Teacher: You might be able to do that if you were buying a couple of pairs of tennis shoes, and you got 75 percent off at one store, and got 20 percent off at one store, and you spent $100.00, you can maybe make it work that way. Teacher: All right. [TARGET]Teacher: At a hospital?[/TARGET] Teacher: How would you use it at a hospital? Student: [Inaudible]. Teacher: Oh wow, tracking the different kinds of illnesses going around at a hospital?",0 6075,"Teacher: You might be able to do that if you were buying a couple of pairs of tennis shoes, and you got 75 percent off at one store, and got 20 percent off at one store, and you spent $100.00, you can maybe make it work that way. Teacher: All right. Teacher: At a hospital? [TARGET]Teacher: How would you use it at a hospital?[/TARGET] Student: [Inaudible]. Teacher: Oh wow, tracking the different kinds of illnesses going around at a hospital? Teacher: That would be pretty difficult.",0 6076,"Teacher: At a hospital? Teacher: How would you use it at a hospital? Student: [Inaudible]. [TARGET]Teacher: Oh wow, tracking the different kinds of illnesses going around at a hospital?[/TARGET] Teacher: That would be pretty difficult. Teacher: Okay. Teacher: Student M?",0 6077,"Teacher: How would you use it at a hospital? Student: [Inaudible]. Teacher: Oh wow, tracking the different kinds of illnesses going around at a hospital? [TARGET]Teacher: That would be pretty difficult.[/TARGET] Teacher: Okay. Teacher: Student M? Student: Businesses.",0 6078,"Teacher: Oh wow, tracking the different kinds of illnesses going around at a hospital? Teacher: That would be pretty difficult. Teacher: Okay. [TARGET]Teacher: Student M?[/TARGET] Student: Businesses. Teacher: How would you use it at businesses? Teacher: How would your dad use it at Arby's?",0 6079,"Teacher: Okay. Teacher: Student M? Student: Businesses. [TARGET]Teacher: How would you use it at businesses?[/TARGET] Teacher: How would your dad use it at Arby's? Student: [Inaudible]. Teacher: To build an Arby's Beef and Cheddar, how much of each particular thing they use in a day?",0 6080,"Teacher: Student M? Student: Businesses. Teacher: How would you use it at businesses? [TARGET]Teacher: How would your dad use it at Arby's?[/TARGET] Student: [Inaudible]. Teacher: To build an Arby's Beef and Cheddar, how much of each particular thing they use in a day? Teacher: Maybe something like that.",0 6081,"Teacher: How would you use it at businesses? Teacher: How would your dad use it at Arby's? Student: [Inaudible]. [TARGET]Teacher: To build an Arby's Beef and Cheddar, how much of each particular thing they use in a day?[/TARGET] Teacher: Maybe something like that. Teacher: You can get creative with it. Teacher: Student K?",0 6082,"Teacher: How would your dad use it at Arby's? Student: [Inaudible]. Teacher: To build an Arby's Beef and Cheddar, how much of each particular thing they use in a day? [TARGET]Teacher: Maybe something like that.[/TARGET] Teacher: You can get creative with it. Teacher: Student K? Student: In a video game.",0 6083,"Student: [Inaudible]. Teacher: To build an Arby's Beef and Cheddar, how much of each particular thing they use in a day? Teacher: Maybe something like that. [TARGET]Teacher: You can get creative with it.[/TARGET] Teacher: Student K? Student: In a video game. Teacher: How would you use it in a video game?",0 6084,"Teacher: To build an Arby's Beef and Cheddar, how much of each particular thing they use in a day? Teacher: Maybe something like that. Teacher: You can get creative with it. [TARGET]Teacher: Student K?[/TARGET] Student: In a video game. Teacher: How would you use it in a video game? Student: In story mode, like, [inaudible].",0 6085,"Teacher: You can get creative with it. Teacher: Student K? Student: In a video game. [TARGET]Teacher: How would you use it in a video game?[/TARGET] Student: In story mode, like, [inaudible]. Teacher: Student A, please pay attention. Teacher: Thank you.",0 6086,"Student: In a video game. Teacher: How would you use it in a video game? Student: In story mode, like, [inaudible]. [TARGET]Teacher: Student A, please pay attention.[/TARGET] Teacher: Thank you. Student: In the beginning, the winter seasons, then there's summer- Teacher: So the amount of time you spend playing in each season?",1 6087,"Teacher: How would you use it in a video game? Student: In story mode, like, [inaudible]. Teacher: Student A, please pay attention. [TARGET]Teacher: Thank you.[/TARGET] Student: In the beginning, the winter seasons, then there's summer- Teacher: So the amount of time you spend playing in each season? Student: No.",1 6088,"Teacher: Student A, please pay attention. Teacher: Thank you. Student: In the beginning, the winter seasons, then there's summer- [TARGET]Teacher: So the amount of time you spend playing in each season?[/TARGET] Student: No. Student: Like, each story, 10 for winter, and 10 for summer. Teacher: Got you.",0 6089,"Teacher: So the amount of time you spend playing in each season? Student: No. Student: Like, each story, 10 for winter, and 10 for summer. [TARGET]Teacher: Got you.[/TARGET] Teacher: Boys and girls, listen carefully. Teacher: We will be using the protractors later, so would you put those in your desk? Teacher: Would you please put your paper in your blue folder for homework tonight?",0 6090,"Student: No. Student: Like, each story, 10 for winter, and 10 for summer. Teacher: Got you. [TARGET]Teacher: Boys and girls, listen carefully.[/TARGET] Teacher: We will be using the protractors later, so would you put those in your desk? Teacher: Would you please put your paper in your blue folder for homework tonight? Teacher: Thank you oh so much.",1 6091,"Student: Like, each story, 10 for winter, and 10 for summer. Teacher: Got you. Teacher: Boys and girls, listen carefully. [TARGET]Teacher: We will be using the protractors later, so would you put those in your desk?[/TARGET] Teacher: Would you please put your paper in your blue folder for homework tonight? Teacher: Thank you oh so much. Teacher: Yes?",1 6092,"Teacher: Got you. Teacher: Boys and girls, listen carefully. Teacher: We will be using the protractors later, so would you put those in your desk? [TARGET]Teacher: Would you please put your paper in your blue folder for homework tonight?[/TARGET] Teacher: Thank you oh so much. Teacher: Yes? Student: You can also use it for like, chocolate.",1 6093,"Teacher: Boys and girls, listen carefully. Teacher: We will be using the protractors later, so would you put those in your desk? Teacher: Would you please put your paper in your blue folder for homework tonight? [TARGET]Teacher: Thank you oh so much.[/TARGET] Teacher: Yes? Student: You can also use it for like, chocolate. Student: The bigger one is what kind of chocolate they sell the best, and what kind they sell the worst.",0 6094,"Teacher: We will be using the protractors later, so would you put those in your desk? Teacher: Would you please put your paper in your blue folder for homework tonight? Teacher: Thank you oh so much. [TARGET]Teacher: Yes?[/TARGET] Student: You can also use it for like, chocolate. Student: The bigger one is what kind of chocolate they sell the best, and what kind they sell the worst. Teacher: Thank you so much.",0 6095,"Teacher: Yes? Student: You can also use it for like, chocolate. Student: The bigger one is what kind of chocolate they sell the best, and what kind they sell the worst. [TARGET]Teacher: Thank you so much.[/TARGET] Teacher: Good job. Teacher: [End of Audio]",0 6096,"Student: You can also use it for like, chocolate. Student: The bigger one is what kind of chocolate they sell the best, and what kind they sell the worst. Teacher: Thank you so much. [TARGET]Teacher: Good job.[/TARGET] Teacher: [End of Audio]",0 6097, [TARGET]Teacher: Last week we did multiplication of - ready?[/TARGET] Teacher: Last week we did multiplication of two digit numbers by one digit numbers. Teacher: Today we're going to do two sets of math. Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number.,0 6098,Teacher: Last week we did multiplication of - ready? [TARGET]Teacher: Last week we did multiplication of two digit numbers by one digit numbers.[/TARGET] Teacher: Today we're going to do two sets of math. Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number. Teacher: We are also going to look at what we are doing this week which says how far is a mile.,0 6099,Teacher: Last week we did multiplication of - ready? Teacher: Last week we did multiplication of two digit numbers by one digit numbers. [TARGET]Teacher: Today we're going to do two sets of math.[/TARGET] Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number. Teacher: We are also going to look at what we are doing this week which says how far is a mile. Teacher: This is what you've been doing this week.,0 6100,"Teacher: Last week we did multiplication of - ready? Teacher: Last week we did multiplication of two digit numbers by one digit numbers. Teacher: Today we're going to do two sets of math. [TARGET]Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number.[/TARGET] Teacher: We are also going to look at what we are doing this week which says how far is a mile. Teacher: This is what you've been doing this week. Teacher: Looking at what we have so far 75 times 8, can somebody volunteer to solve this math for me?",0 6101,"Teacher: Last week we did multiplication of two digit numbers by one digit numbers. Teacher: Today we're going to do two sets of math. Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number. [TARGET]Teacher: We are also going to look at what we are doing this week which says how far is a mile.[/TARGET] Teacher: This is what you've been doing this week. Teacher: Looking at what we have so far 75 times 8, can somebody volunteer to solve this math for me? Student: I will.",0 6102,"Teacher: Today we're going to do two sets of math. Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number. Teacher: We are also going to look at what we are doing this week which says how far is a mile. [TARGET]Teacher: This is what you've been doing this week.[/TARGET] Teacher: Looking at what we have so far 75 times 8, can somebody volunteer to solve this math for me? Student: I will. Student: Teacher, I will.",0 6103,"Teacher: We're going to review what we did last week by doing works on multiplying two digit number by one digit number. Teacher: We are also going to look at what we are doing this week which says how far is a mile. Teacher: This is what you've been doing this week. [TARGET]Teacher: Looking at what we have so far 75 times 8, can somebody volunteer to solve this math for me?[/TARGET] Student: I will. Student: Teacher, I will. Student: Please?",0 6104,"Student: I will. Student: Teacher, I will. Student: Please? [TARGET]Teacher: Student T.[/TARGET] Student: Thank you. Student: So I know what 75 times 2 is, right? Student: Everybody know that?",0 6105,"Student: Just add 100. Student: Am I right? Student: No. [TARGET]Teacher: Are you sure?[/TARGET] Student: Yes, I'm sure. Student: No. Student: Who's saying no?",0 6106,"Student: Who's saying no? Student: Me? Student: Anybody else? [TARGET]Teacher: Okay, let's look at how you got - let's look at how you got 175 by multiplying - can we not call out please?[/TARGET] Student: [Inaudible]. Teacher: Seventy-five times two, what is it? Teacher: Is it - let Student X help.",1 6107,"Student: Anybody else? Teacher: Okay, let's look at how you got - let's look at how you got 175 by multiplying - can we not call out please? Student: [Inaudible]. [TARGET]Teacher: Seventy-five times two, what is it?[/TARGET] Teacher: Is it - let Student X help. Teacher: You sit down. Teacher: [Crosstalk]",0 6108,"Teacher: Okay, let's look at how you got - let's look at how you got 175 by multiplying - can we not call out please? Student: [Inaudible]. Teacher: Seventy-five times two, what is it? [TARGET]Teacher: Is it - let Student X help.[/TARGET] Teacher: You sit down. Teacher: [Crosstalk] Teacher: Sit down.",1 6109,"Student: [Inaudible]. Teacher: Seventy-five times two, what is it? Teacher: Is it - let Student X help. [TARGET]Teacher: You sit down.[/TARGET] Teacher: [Crosstalk] Teacher: Sit down. Teacher: Sit down please.",1 6110,"Teacher: Is it - let Student X help. Teacher: You sit down. Teacher: [Crosstalk] [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit down please. Student: I'm doing Student T's number, 75 times 2. Student: Nobody knows that?",1 6111,"Teacher: You sit down. Teacher: [Crosstalk] Teacher: Sit down. [TARGET]Teacher: Sit down please.[/TARGET] Student: I'm doing Student T's number, 75 times 2. Student: Nobody knows that? Student: Just figure it out.",1 6112,"Student: It's two, four, six, eight. Student: Two times five. Student: Teacher, you're blocking him. [TARGET]Teacher: Oh, I'm sorry.[/TARGET] Student: Since nobody knows that number, let's do 75, 75, 14, 13 and that will give you 130. Teacher: Are you saying that 7 plus 7 is 10? Student: It' 150.",1 6113,"Student: Teacher, you're blocking him. Teacher: Oh, I'm sorry. Student: Since nobody knows that number, let's do 75, 75, 14, 13 and that will give you 130. [TARGET]Teacher: Are you saying that 7 plus 7 is 10?[/TARGET] Student: It' 150. Student: I said five plus five. Teacher: Is 10, I agree.",0 6114,"Teacher: Are you saying that 7 plus 7 is 10? Student: It' 150. Student: I said five plus five. [TARGET]Teacher: Is 10, I agree.[/TARGET] Student: Seven plus seven equals fourteen. Student: Fourteen, fifteen. Student: One fifty.",0 6115,"Student: And then we know that two times four equals eight. Student: Eight, so we got to do that. Student: [Inaudible]. [TARGET]Teacher: Which other way can we do that instead of doing that?[/TARGET] Teacher: Allow him. Teacher: Let him do his work. Student: Look like Ss and Zs.",0 6116,"Student: Eight, so we got to do that. Student: [Inaudible]. Teacher: Which other way can we do that instead of doing that? [TARGET]Teacher: Allow him.[/TARGET] Teacher: Let him do his work. Student: Look like Ss and Zs. Student: Look like Ss and Zs.",1 6117,Student: [Inaudible]. Teacher: Which other way can we do that instead of doing that? Teacher: Allow him. [TARGET]Teacher: Let him do his work.[/TARGET] Student: Look like Ss and Zs. Student: Look like Ss and Zs. Teacher: Let's look at what you did here.,1 6118,Teacher: Let him do his work. Student: Look like Ss and Zs. Student: Look like Ss and Zs. [TARGET]Teacher: Let's look at what you did here.[/TARGET] Teacher: He said he knows that he can do his multiples of two easily. Teacher: And he knows that 75 times 2 is 150. Teacher: And this is the way he can get it easily.,0 6119,Student: Look like Ss and Zs. Student: Look like Ss and Zs. Teacher: Let's look at what you did here. [TARGET]Teacher: He said he knows that he can do his multiples of two easily.[/TARGET] Teacher: And he knows that 75 times 2 is 150. Teacher: And this is the way he can get it easily. Teacher: He said there are four.,0 6120,Student: Look like Ss and Zs. Teacher: Let's look at what you did here. Teacher: He said he knows that he can do his multiples of two easily. [TARGET]Teacher: And he knows that 75 times 2 is 150.[/TARGET] Teacher: And this is the way he can get it easily. Teacher: He said there are four. Teacher: Look at what he did here.,0 6121,Teacher: Let's look at what you did here. Teacher: He said he knows that he can do his multiples of two easily. Teacher: And he knows that 75 times 2 is 150. [TARGET]Teacher: And this is the way he can get it easily.[/TARGET] Teacher: He said there are four. Teacher: Look at what he did here. Teacher: Two times four.,0 6122,Teacher: He said he knows that he can do his multiples of two easily. Teacher: And he knows that 75 times 2 is 150. Teacher: And this is the way he can get it easily. [TARGET]Teacher: He said there are four.[/TARGET] Teacher: Look at what he did here. Teacher: Two times four. Teacher: So there are four sets of two in eight.,0 6123,Teacher: And he knows that 75 times 2 is 150. Teacher: And this is the way he can get it easily. Teacher: He said there are four. [TARGET]Teacher: Look at what he did here.[/TARGET] Teacher: Two times four. Teacher: So there are four sets of two in eight. Teacher: So what he's going to do is break this number in a way that he can do it.,0 6124,"Teacher: And this is the way he can get it easily. Teacher: He said there are four. Teacher: Look at what he did here. [TARGET]Teacher: Two times four.[/TARGET] Teacher: So there are four sets of two in eight. Teacher: So what he's going to do is break this number in a way that he can do it. Teacher: He says 75 times 2 is 150, 75 times 2 is 150, 75 times 2 is 150 up to four places.",0 6125,"Teacher: He said there are four. Teacher: Look at what he did here. Teacher: Two times four. [TARGET]Teacher: So there are four sets of two in eight.[/TARGET] Teacher: So what he's going to do is break this number in a way that he can do it. Teacher: He says 75 times 2 is 150, 75 times 2 is 150, 75 times 2 is 150 up to four places. Teacher: Then he added it and got 600.",0 6126,"Teacher: Look at what he did here. Teacher: Two times four. Teacher: So there are four sets of two in eight. [TARGET]Teacher: So what he's going to do is break this number in a way that he can do it.[/TARGET] Teacher: He says 75 times 2 is 150, 75 times 2 is 150, 75 times 2 is 150 up to four places. Teacher: Then he added it and got 600. Teacher: Is it a very good strategy?",0 6127,"Teacher: Two times four. Teacher: So there are four sets of two in eight. Teacher: So what he's going to do is break this number in a way that he can do it. [TARGET]Teacher: He says 75 times 2 is 150, 75 times 2 is 150, 75 times 2 is 150 up to four places.[/TARGET] Teacher: Then he added it and got 600. Teacher: Is it a very good strategy? Student: Yes.",0 6128,"Teacher: So there are four sets of two in eight. Teacher: So what he's going to do is break this number in a way that he can do it. Teacher: He says 75 times 2 is 150, 75 times 2 is 150, 75 times 2 is 150 up to four places. [TARGET]Teacher: Then he added it and got 600.[/TARGET] Teacher: Is it a very good strategy? Student: Yes. Teacher: Yes, it's a very good strategy because he started with what he knew.",0 6129,"Teacher: So what he's going to do is break this number in a way that he can do it. Teacher: He says 75 times 2 is 150, 75 times 2 is 150, 75 times 2 is 150 up to four places. Teacher: Then he added it and got 600. [TARGET]Teacher: Is it a very good strategy?[/TARGET] Student: Yes. Teacher: Yes, it's a very good strategy because he started with what he knew. Teacher: And he attempted to solve what he didn't know.",0 6130,"Teacher: Then he added it and got 600. Teacher: Is it a very good strategy? Student: Yes. [TARGET]Teacher: Yes, it's a very good strategy because he started with what he knew.[/TARGET] Teacher: And he attempted to solve what he didn't know. Teacher: I agree. Teacher: This is good.",0 6131,"Teacher: Is it a very good strategy? Student: Yes. Teacher: Yes, it's a very good strategy because he started with what he knew. [TARGET]Teacher: And he attempted to solve what he didn't know.[/TARGET] Teacher: I agree. Teacher: This is good. Teacher: Can somebody else solve this math in a different way?",0 6132,"Student: Yes. Teacher: Yes, it's a very good strategy because he started with what he knew. Teacher: And he attempted to solve what he didn't know. [TARGET]Teacher: I agree.[/TARGET] Teacher: This is good. Teacher: Can somebody else solve this math in a different way? Teacher: You may, Student J.",0 6133,"Teacher: Yes, it's a very good strategy because he started with what he knew. Teacher: And he attempted to solve what he didn't know. Teacher: I agree. [TARGET]Teacher: This is good.[/TARGET] Teacher: Can somebody else solve this math in a different way? Teacher: You may, Student J. Student: Can I go after he goes back?",0 6134,"Teacher: And he attempted to solve what he didn't know. Teacher: I agree. Teacher: This is good. [TARGET]Teacher: Can somebody else solve this math in a different way?[/TARGET] Teacher: You may, Student J. Student: Can I go after he goes back? Teacher: Yes.",0 6135,"Teacher: I agree. Teacher: This is good. Teacher: Can somebody else solve this math in a different way? [TARGET]Teacher: You may, Student J.[/TARGET] Student: Can I go after he goes back? Teacher: Yes. Teacher: Student C, sit down please.",1 6136,"Teacher: Can somebody else solve this math in a different way? Teacher: You may, Student J. Student: Can I go after he goes back? [TARGET]Teacher: Yes.[/TARGET] Teacher: Student C, sit down please. Student: Is that the answer? Teacher: Don't erase.",1 6137,"Teacher: You may, Student J. Student: Can I go after he goes back? Teacher: Yes. [TARGET]Teacher: Student C, sit down please.[/TARGET] Student: Is that the answer? Teacher: Don't erase. Teacher: Do it here.",1 6138,"Teacher: Yes. Teacher: Student C, sit down please. Student: Is that the answer? [TARGET]Teacher: Don't erase.[/TARGET] Teacher: Do it here. Student: Ain't the answer 240? Teacher: No, it's 600.",1 6139,"Teacher: Student C, sit down please. Student: Is that the answer? Teacher: Don't erase. [TARGET]Teacher: Do it here.[/TARGET] Student: Ain't the answer 240? Teacher: No, it's 600. Teacher: [Crosstalk]",1 6140,"Teacher: Don't erase. Teacher: Do it here. Student: Ain't the answer 240? [TARGET]Teacher: No, it's 600.[/TARGET] Teacher: [Crosstalk] Teacher: This is another strategy. Teacher: I love what he did too.",0 6141,"Student: Ain't the answer 240? Teacher: No, it's 600. Teacher: [Crosstalk] [TARGET]Teacher: This is another strategy.[/TARGET] Teacher: I love what he did too. Teacher: He said I know that 75 times 4 plus 75 times 4 is the same thing as 75 times 8. Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300.",0 6142,"Teacher: No, it's 600. Teacher: [Crosstalk] Teacher: This is another strategy. [TARGET]Teacher: I love what he did too.[/TARGET] Teacher: He said I know that 75 times 4 plus 75 times 4 is the same thing as 75 times 8. Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300. Teacher: Then he added the top and he got his 600.",0 6143,"Teacher: [Crosstalk] Teacher: This is another strategy. Teacher: I love what he did too. [TARGET]Teacher: He said I know that 75 times 4 plus 75 times 4 is the same thing as 75 times 8.[/TARGET] Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300. Teacher: Then he added the top and he got his 600. Teacher: Excellent.",0 6144,"Teacher: This is another strategy. Teacher: I love what he did too. Teacher: He said I know that 75 times 4 plus 75 times 4 is the same thing as 75 times 8. [TARGET]Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300.[/TARGET] Teacher: Then he added the top and he got his 600. Teacher: Excellent. Teacher: Now this is one way to solve this math, two ways we can use to solve this math.",0 6145,"Teacher: I love what he did too. Teacher: He said I know that 75 times 4 plus 75 times 4 is the same thing as 75 times 8. Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300. [TARGET]Teacher: Then he added the top and he got his 600.[/TARGET] Teacher: Excellent. Teacher: Now this is one way to solve this math, two ways we can use to solve this math. Teacher: Let's look at what we have also.",0 6146,"Teacher: He said I know that 75 times 4 plus 75 times 4 is the same thing as 75 times 8. Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300. Teacher: Then he added the top and he got his 600. [TARGET]Teacher: Excellent.[/TARGET] Teacher: Now this is one way to solve this math, two ways we can use to solve this math. Teacher: Let's look at what we have also. Teacher: Can somebody read this for me and tell me what I need to do?",0 6147,"Teacher: So what he did here was to do and he got 75 times 4 and he knows is 300, 75 times 4 he knows is 300. Teacher: Then he added the top and he got his 600. Teacher: Excellent. [TARGET]Teacher: Now this is one way to solve this math, two ways we can use to solve this math.[/TARGET] Teacher: Let's look at what we have also. Teacher: Can somebody read this for me and tell me what I need to do? Teacher: [Crosstalk]",0 6148,"Teacher: Then he added the top and he got his 600. Teacher: Excellent. Teacher: Now this is one way to solve this math, two ways we can use to solve this math. [TARGET]Teacher: Let's look at what we have also.[/TARGET] Teacher: Can somebody read this for me and tell me what I need to do? Teacher: [Crosstalk] Teacher: What?",0 6149,"Teacher: Excellent. Teacher: Now this is one way to solve this math, two ways we can use to solve this math. Teacher: Let's look at what we have also. [TARGET]Teacher: Can somebody read this for me and tell me what I need to do?[/TARGET] Teacher: [Crosstalk] Teacher: What? Student: Number of miles so far, 632 miles.",0 6150,"Teacher: Let's look at what we have also. Teacher: Can somebody read this for me and tell me what I need to do? Teacher: [Crosstalk] [TARGET]Teacher: What?[/TARGET] Student: Number of miles so far, 632 miles. Student: The goal, 1,000 miles. Student: How many more miles?",0 6151,"Student: Number of miles so far, 632 miles. Student: The goal, 1,000 miles. Student: How many more miles? [TARGET]Teacher: What operation do we need to solve this math?[/TARGET] Teacher: Can somebody change this into a story problem? Student: I can. Teacher: Yes, tell me.",0 6152,"Student: The goal, 1,000 miles. Student: How many more miles? Teacher: What operation do we need to solve this math? [TARGET]Teacher: Can somebody change this into a story problem?[/TARGET] Student: I can. Teacher: Yes, tell me. Student: Number of miles.",0 6153,"Teacher: What operation do we need to solve this math? Teacher: Can somebody change this into a story problem? Student: I can. [TARGET]Teacher: Yes, tell me.[/TARGET] Student: Number of miles. Teacher: Change this into a story problem. Student: You want me to change all of it?",0 6154,"Student: I can. Teacher: Yes, tell me. Student: Number of miles. [TARGET]Teacher: Change this into a story problem.[/TARGET] Student: You want me to change all of it? Teacher: Yes, into a story problem. Teacher: Change it from here to here.",0 6155,"Student: Number of miles. Teacher: Change this into a story problem. Student: You want me to change all of it? [TARGET]Teacher: Yes, into a story problem.[/TARGET] Teacher: Change it from here to here. Student: Okay. Student: There are - wait up.",0 6156,"Teacher: Change this into a story problem. Student: You want me to change all of it? Teacher: Yes, into a story problem. [TARGET]Teacher: Change it from here to here.[/TARGET] Student: Okay. Student: There are - wait up. Student: Wait actually, me and my family drove -",0 6157,"Student: Okay. Student: There are - wait up. Student: Wait actually, me and my family drove - [TARGET]Teacher: My family -[/TARGET] Student: I said me and my family - Student: nan Teacher: - and I.",0 6158,Teacher: My family - Student: I said me and my family - Student: nan [TARGET]Teacher: - and I.[/TARGET] Student: - and I drove 632 miles. Teacher: My family and I drove - Student: Up to 632 miles.,0 6159,"Student: nan Teacher: - and I. Student: - and I drove 632 miles. [TARGET]Teacher: My family and I drove -[/TARGET] Student: Up to 632 miles. Teacher: - 632 miles. Student: In order to get to 1,000 miles, how many more miles do we need to go?",0 6160,"Student: - and I drove 632 miles. Teacher: My family and I drove - Student: Up to 632 miles. [TARGET]Teacher: - 632 miles.[/TARGET] Student: In order to get to 1,000 miles, how many more miles do we need to go? Teacher: We need to get - Student: To a thousand.",0 6161,"Student: Up to 632 miles. Teacher: - 632 miles. Student: In order to get to 1,000 miles, how many more miles do we need to go? [TARGET]Teacher: We need to get -[/TARGET] Student: To a thousand. Teacher: - to our - Teacher: [Crosstalk]",0 6162,"Student: In order to get to 1,000 miles, how many more miles do we need to go? Teacher: We need to get - Student: To a thousand. [TARGET]Teacher: - to our -[/TARGET] Teacher: [Crosstalk] Teacher: My family and I drove 632 miles. Teacher: We need to get to our destination by driving - driving what?",0 6163,Student: To a thousand. Teacher: - to our - Teacher: [Crosstalk] [TARGET]Teacher: My family and I drove 632 miles.[/TARGET] Teacher: We need to get to our destination by driving - driving what? Teacher: By driving up? Student: One thousand miles.,0 6164,"Teacher: - to our - Teacher: [Crosstalk] Teacher: My family and I drove 632 miles. [TARGET]Teacher: We need to get to our destination by driving - driving what?[/TARGET] Teacher: By driving up? Student: One thousand miles. Teacher: Driving up to 1,000 miles.",0 6165,"Teacher: [Crosstalk] Teacher: My family and I drove 632 miles. Teacher: We need to get to our destination by driving - driving what? [TARGET]Teacher: By driving up?[/TARGET] Student: One thousand miles. Teacher: Driving up to 1,000 miles. Teacher: Or we could say my family and I have driven.",0 6166,"Teacher: We need to get to our destination by driving - driving what? Teacher: By driving up? Student: One thousand miles. [TARGET]Teacher: Driving up to 1,000 miles.[/TARGET] Teacher: Or we could say my family and I have driven. Student: I said driven. Student: You wrote drove.",0 6167,"Teacher: By driving up? Student: One thousand miles. Teacher: Driving up to 1,000 miles. [TARGET]Teacher: Or we could say my family and I have driven.[/TARGET] Student: I said driven. Student: You wrote drove. Teacher: Have driven.",0 6168,Teacher: Or we could say my family and I have driven. Student: I said driven. Student: You wrote drove. [TARGET]Teacher: Have driven.[/TARGET] Teacher: Thank you. Teacher: I wrote what you said. Teacher: My family and I have driven 632 miles.,0 6169,"Student: I said driven. Student: You wrote drove. Teacher: Have driven. [TARGET]Teacher: Thank you.[/TARGET] Teacher: I wrote what you said. Teacher: My family and I have driven 632 miles. Teacher: We need to get to our destination by driving up to 1,000 miles.",0 6170,"Student: You wrote drove. Teacher: Have driven. Teacher: Thank you. [TARGET]Teacher: I wrote what you said.[/TARGET] Teacher: My family and I have driven 632 miles. Teacher: We need to get to our destination by driving up to 1,000 miles. Teacher: How many more miles?",0 6171,"Teacher: Have driven. Teacher: Thank you. Teacher: I wrote what you said. [TARGET]Teacher: My family and I have driven 632 miles.[/TARGET] Teacher: We need to get to our destination by driving up to 1,000 miles. Teacher: How many more miles? Teacher: Excellent.",0 6172,"Teacher: Thank you. Teacher: I wrote what you said. Teacher: My family and I have driven 632 miles. [TARGET]Teacher: We need to get to our destination by driving up to 1,000 miles.[/TARGET] Teacher: How many more miles? Teacher: Excellent. Teacher: Excellent.",0 6173,"Teacher: I wrote what you said. Teacher: My family and I have driven 632 miles. Teacher: We need to get to our destination by driving up to 1,000 miles. [TARGET]Teacher: How many more miles?[/TARGET] Teacher: Excellent. Teacher: Excellent. Teacher: What do we need to do to solve this math?",0 6174,"Teacher: My family and I have driven 632 miles. Teacher: We need to get to our destination by driving up to 1,000 miles. Teacher: How many more miles? [TARGET]Teacher: Excellent.[/TARGET] Teacher: Excellent. Teacher: What do we need to do to solve this math? Teacher: What operation do we need?",0 6175,"Teacher: We need to get to our destination by driving up to 1,000 miles. Teacher: How many more miles? Teacher: Excellent. [TARGET]Teacher: Excellent.[/TARGET] Teacher: What do we need to do to solve this math? Teacher: What operation do we need? Student: Minus.",0 6176,Teacher: How many more miles? Teacher: Excellent. Teacher: Excellent. [TARGET]Teacher: What do we need to do to solve this math?[/TARGET] Teacher: What operation do we need? Student: Minus. Teacher: Student C said minus.,0 6177,"Teacher: Excellent. Teacher: Excellent. Teacher: What do we need to do to solve this math? [TARGET]Teacher: What operation do we need?[/TARGET] Student: Minus. Teacher: Student C said minus. Teacher: Student C, can you help us to solve this math, please?",0 6178,"Teacher: What do we need to do to solve this math? Teacher: What operation do we need? Student: Minus. [TARGET]Teacher: Student C said minus.[/TARGET] Teacher: Student C, can you help us to solve this math, please? Student: I said plus. Teacher: Do it here please.",0 6179,"Teacher: What operation do we need? Student: Minus. Teacher: Student C said minus. [TARGET]Teacher: Student C, can you help us to solve this math, please?[/TARGET] Student: I said plus. Teacher: Do it here please. Teacher: [Crosstalk]",0 6180,"Teacher: Student C said minus. Teacher: Student C, can you help us to solve this math, please? Student: I said plus. [TARGET]Teacher: Do it here please.[/TARGET] Teacher: [Crosstalk] Student: Did you hear Student J? Teacher: Huh?",1 6181,"Teacher: Do it here please. Teacher: [Crosstalk] Student: Did you hear Student J? [TARGET]Teacher: Huh?[/TARGET] Student: [Inaudible]. Teacher: No, not yet. Student: Nine hundred?",1 6182,"Student: Did you hear Student J? Teacher: Huh? Student: [Inaudible]. [TARGET]Teacher: No, not yet.[/TARGET] Student: Nine hundred? Teacher: No, continue what you're doing please. Teacher: Student J, sit down.",0 6183,"Student: [Inaudible]. Teacher: No, not yet. Student: Nine hundred? [TARGET]Teacher: No, continue what you're doing please.[/TARGET] Teacher: Student J, sit down. Teacher: Student J, sit down. Teacher: Everybody look at the board and see what he's doing.",1 6184,"Teacher: No, not yet. Student: Nine hundred? Teacher: No, continue what you're doing please. [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Student J, sit down. Teacher: Everybody look at the board and see what he's doing. Teacher: Where'd you get seven from?",1 6185,"Student: Nine hundred? Teacher: No, continue what you're doing please. Teacher: Student J, sit down. [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Everybody look at the board and see what he's doing. Teacher: Where'd you get seven from? Student: Can I help you, bro?",1 6186,"Teacher: No, continue what you're doing please. Teacher: Student J, sit down. Teacher: Student J, sit down. [TARGET]Teacher: Everybody look at the board and see what he's doing.[/TARGET] Teacher: Where'd you get seven from? Student: Can I help you, bro? Teacher: No, sit down.",1 6187,"Teacher: Student J, sit down. Teacher: Student J, sit down. Teacher: Everybody look at the board and see what he's doing. [TARGET]Teacher: Where'd you get seven from?[/TARGET] Student: Can I help you, bro? Teacher: No, sit down. Teacher: He's trying.",0 6188,"Teacher: Everybody look at the board and see what he's doing. Teacher: Where'd you get seven from? Student: Can I help you, bro? [TARGET]Teacher: No, sit down.[/TARGET] Teacher: He's trying. Teacher: Sit down, thank you. Teacher: Is this answer right?",1 6189,"Teacher: Where'd you get seven from? Student: Can I help you, bro? Teacher: No, sit down. [TARGET]Teacher: He's trying.[/TARGET] Teacher: Sit down, thank you. Teacher: Is this answer right? Student: No.",1 6190,"Student: Can I help you, bro? Teacher: No, sit down. Teacher: He's trying. [TARGET]Teacher: Sit down, thank you.[/TARGET] Teacher: Is this answer right? Student: No. Teacher: Student C, can you help us, please?",1 6191,"Teacher: No, sit down. Teacher: He's trying. Teacher: Sit down, thank you. [TARGET]Teacher: Is this answer right?[/TARGET] Student: No. Teacher: Student C, can you help us, please? Student: Can I do it?",0 6192,"Teacher: Sit down, thank you. Teacher: Is this answer right? Student: No. [TARGET]Teacher: Student C, can you help us, please?[/TARGET] Student: Can I do it? Student: I want to do it. Teacher: You've done one.",0 6193,"Teacher: Student C, can you help us, please? Student: Can I do it? Student: I want to do it. [TARGET]Teacher: You've done one.[/TARGET] Teacher: Let him do it. Student: No, if he gets it wrong, can I do it? Teacher: You may not use this way.",1 6194,"Student: Can I do it? Student: I want to do it. Teacher: You've done one. [TARGET]Teacher: Let him do it.[/TARGET] Student: No, if he gets it wrong, can I do it? Teacher: You may not use this way. Teacher: You may use another way to solve this math.",1 6195,"Teacher: You've done one. Teacher: Let him do it. Student: No, if he gets it wrong, can I do it? [TARGET]Teacher: You may not use this way.[/TARGET] Teacher: You may use another way to solve this math. Student: Oh yeah, that was the answer I wrote. Student: Why are you writing so sloppy?",0 6196,"Teacher: Let him do it. Student: No, if he gets it wrong, can I do it? Teacher: You may not use this way. [TARGET]Teacher: You may use another way to solve this math.[/TARGET] Student: Oh yeah, that was the answer I wrote. Student: Why are you writing so sloppy? Teacher: So what is your answer?",0 6197,"Teacher: You may use another way to solve this math. Student: Oh yeah, that was the answer I wrote. Student: Why are you writing so sloppy? [TARGET]Teacher: So what is your answer?[/TARGET] Student: Three sixty-eight. Teacher: Good job. Teacher: This is another strategy Student C used.",0 6198,"Student: Why are you writing so sloppy? Teacher: So what is your answer? Student: Three sixty-eight. [TARGET]Teacher: Good job.[/TARGET] Teacher: This is another strategy Student C used. Teacher: I'm gonna rewrite what he wrote here so that everybody can see. Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700.",0 6199,"Teacher: So what is your answer? Student: Three sixty-eight. Teacher: Good job. [TARGET]Teacher: This is another strategy Student C used.[/TARGET] Teacher: I'm gonna rewrite what he wrote here so that everybody can see. Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700. Teacher: Student C said, okay, I know that I am already at 700.",0 6200,"Student: Three sixty-eight. Teacher: Good job. Teacher: This is another strategy Student C used. [TARGET]Teacher: I'm gonna rewrite what he wrote here so that everybody can see.[/TARGET] Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700. Teacher: Student C said, okay, I know that I am already at 700. Teacher: Student S, can you look here at me, please?",0 6201,"Teacher: Good job. Teacher: This is another strategy Student C used. Teacher: I'm gonna rewrite what he wrote here so that everybody can see. [TARGET]Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700.[/TARGET] Teacher: Student C said, okay, I know that I am already at 700. Teacher: Student S, can you look here at me, please? Teacher: He's using addition strategy.",0 6202,"Teacher: This is another strategy Student C used. Teacher: I'm gonna rewrite what he wrote here so that everybody can see. Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700. [TARGET]Teacher: Student C said, okay, I know that I am already at 700.[/TARGET] Teacher: Student S, can you look here at me, please? Teacher: He's using addition strategy. Teacher: He knows when he adds 68 to 32 that is going to be 100.",0 6203,"Teacher: I'm gonna rewrite what he wrote here so that everybody can see. Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700. Teacher: Student C said, okay, I know that I am already at 700. [TARGET]Teacher: Student S, can you look here at me, please?[/TARGET] Teacher: He's using addition strategy. Teacher: He knows when he adds 68 to 32 that is going to be 100. Teacher: And that will make him to have 700.",1 6204,"Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700. Teacher: Student C said, okay, I know that I am already at 700. Teacher: Student S, can you look here at me, please? [TARGET]Teacher: He's using addition strategy.[/TARGET] Teacher: He knows when he adds 68 to 32 that is going to be 100. Teacher: And that will make him to have 700. Teacher: So now he has a hundred.",0 6205,"Teacher: Student C said, okay, I know that I am already at 700. Teacher: Student S, can you look here at me, please? Teacher: He's using addition strategy. [TARGET]Teacher: He knows when he adds 68 to 32 that is going to be 100.[/TARGET] Teacher: And that will make him to have 700. Teacher: So now he has a hundred. Teacher: He is looking for what will add to 700 to get 1,000.",0 6206,"Teacher: Student S, can you look here at me, please? Teacher: He's using addition strategy. Teacher: He knows when he adds 68 to 32 that is going to be 100. [TARGET]Teacher: And that will make him to have 700.[/TARGET] Teacher: So now he has a hundred. Teacher: He is looking for what will add to 700 to get 1,000. Teacher: Student C said here and said 700 plus 300, it was 1,000.",0 6207,"Teacher: He's using addition strategy. Teacher: He knows when he adds 68 to 32 that is going to be 100. Teacher: And that will make him to have 700. [TARGET]Teacher: So now he has a hundred.[/TARGET] Teacher: He is looking for what will add to 700 to get 1,000. Teacher: Student C said here and said 700 plus 300, it was 1,000. Teacher: Then I asked him, what do you think is your answer?",0 6208,"Teacher: He knows when he adds 68 to 32 that is going to be 100. Teacher: And that will make him to have 700. Teacher: So now he has a hundred. [TARGET]Teacher: He is looking for what will add to 700 to get 1,000.[/TARGET] Teacher: Student C said here and said 700 plus 300, it was 1,000. Teacher: Then I asked him, what do you think is your answer? Teacher: Was able to add the 68 he added and the 300 he added to get himself to saying 300 plus 68, he said was 368, which is the answer.",0 6209,"Teacher: And that will make him to have 700. Teacher: So now he has a hundred. Teacher: He is looking for what will add to 700 to get 1,000. [TARGET]Teacher: Student C said here and said 700 plus 300, it was 1,000.[/TARGET] Teacher: Then I asked him, what do you think is your answer? Teacher: Was able to add the 68 he added and the 300 he added to get himself to saying 300 plus 68, he said was 368, which is the answer. Teacher: I agree.",0 6210,"Teacher: So now he has a hundred. Teacher: He is looking for what will add to 700 to get 1,000. Teacher: Student C said here and said 700 plus 300, it was 1,000. [TARGET]Teacher: Then I asked him, what do you think is your answer?[/TARGET] Teacher: Was able to add the 68 he added and the 300 he added to get himself to saying 300 plus 68, he said was 368, which is the answer. Teacher: I agree. Teacher: Let's try using number line to solve this math.",0 6211,"Teacher: He is looking for what will add to 700 to get 1,000. Teacher: Student C said here and said 700 plus 300, it was 1,000. Teacher: Then I asked him, what do you think is your answer? [TARGET]Teacher: Was able to add the 68 he added and the 300 he added to get himself to saying 300 plus 68, he said was 368, which is the answer.[/TARGET] Teacher: I agree. Teacher: Let's try using number line to solve this math. Student: Can I do it, Teacher?",0 6212,"Teacher: Student C said here and said 700 plus 300, it was 1,000. Teacher: Then I asked him, what do you think is your answer? Teacher: Was able to add the 68 he added and the 300 he added to get himself to saying 300 plus 68, he said was 368, which is the answer. [TARGET]Teacher: I agree.[/TARGET] Teacher: Let's try using number line to solve this math. Student: Can I do it, Teacher? Teacher: Sure.",0 6213,"Teacher: Then I asked him, what do you think is your answer? Teacher: Was able to add the 68 he added and the 300 he added to get himself to saying 300 plus 68, he said was 368, which is the answer. Teacher: I agree. [TARGET]Teacher: Let's try using number line to solve this math.[/TARGET] Student: Can I do it, Teacher? Teacher: Sure. Teacher: Let's try using number line.",0 6214,"Teacher: I agree. Teacher: Let's try using number line to solve this math. Student: Can I do it, Teacher? [TARGET]Teacher: Sure.[/TARGET] Teacher: Let's try using number line. Teacher: Eraser down. Teacher: I want to correct Student C. Student C, you were right to some extent here, but you got confused.",0 6215,"Teacher: Let's try using number line to solve this math. Student: Can I do it, Teacher? Teacher: Sure. [TARGET]Teacher: Let's try using number line.[/TARGET] Teacher: Eraser down. Teacher: I want to correct Student C. Student C, you were right to some extent here, but you got confused. Teacher: I am going to erase this little one so that I can write it boldly where you will see it.",0 6216,"Student: Can I do it, Teacher? Teacher: Sure. Teacher: Let's try using number line. [TARGET]Teacher: Eraser down.[/TARGET] Teacher: I want to correct Student C. Student C, you were right to some extent here, but you got confused. Teacher: I am going to erase this little one so that I can write it boldly where you will see it. Student: Are we supposed to right this down somewhere?",1 6217,"Teacher: Sure. Teacher: Let's try using number line. Teacher: Eraser down. [TARGET]Teacher: I want to correct Student C. Student C, you were right to some extent here, but you got confused.[/TARGET] Teacher: I am going to erase this little one so that I can write it boldly where you will see it. Student: Are we supposed to right this down somewhere? Teacher: We're going to use it as example for the math you are going to do.",0 6218,"Teacher: Let's try using number line. Teacher: Eraser down. Teacher: I want to correct Student C. Student C, you were right to some extent here, but you got confused. [TARGET]Teacher: I am going to erase this little one so that I can write it boldly where you will see it.[/TARGET] Student: Are we supposed to right this down somewhere? Teacher: We're going to use it as example for the math you are going to do. Teacher: We're going to solve this math here by saying from what Student C said.",0 6219,"Teacher: I want to correct Student C. Student C, you were right to some extent here, but you got confused. Teacher: I am going to erase this little one so that I can write it boldly where you will see it. Student: Are we supposed to right this down somewhere? [TARGET]Teacher: We're going to use it as example for the math you are going to do.[/TARGET] Teacher: We're going to solve this math here by saying from what Student C said. Teacher: He said 1,000 take away 632. Teacher: And what do I do to solve this math?",0 6220,"Teacher: I am going to erase this little one so that I can write it boldly where you will see it. Student: Are we supposed to right this down somewhere? Teacher: We're going to use it as example for the math you are going to do. [TARGET]Teacher: We're going to solve this math here by saying from what Student C said.[/TARGET] Teacher: He said 1,000 take away 632. Teacher: And what do I do to solve this math? Teacher: Yes, Student J?",0 6221,"Student: Are we supposed to right this down somewhere? Teacher: We're going to use it as example for the math you are going to do. Teacher: We're going to solve this math here by saying from what Student C said. [TARGET]Teacher: He said 1,000 take away 632.[/TARGET] Teacher: And what do I do to solve this math? Teacher: Yes, Student J? Student: Solve it.",0 6222,"Teacher: We're going to use it as example for the math you are going to do. Teacher: We're going to solve this math here by saying from what Student C said. Teacher: He said 1,000 take away 632. [TARGET]Teacher: And what do I do to solve this math?[/TARGET] Teacher: Yes, Student J? Student: Solve it. Teacher: Huh?",0 6223,"Teacher: We're going to solve this math here by saying from what Student C said. Teacher: He said 1,000 take away 632. Teacher: And what do I do to solve this math? [TARGET]Teacher: Yes, Student J?[/TARGET] Student: Solve it. Teacher: Huh? Student: Take away.",0 6224,"Teacher: And what do I do to solve this math? Teacher: Yes, Student J? Student: Solve it. [TARGET]Teacher: Huh?[/TARGET] Student: Take away. Teacher: we know you take away, but look at what you have here. Teacher: Are we going to take away two from zero?",0 6225,"Student: Solve it. Teacher: Huh? Student: Take away. [TARGET]Teacher: we know you take away, but look at what you have here.[/TARGET] Teacher: Are we going to take away two from zero? Student: No. Teacher: What do we do?",0 6226,"Teacher: Huh? Student: Take away. Teacher: we know you take away, but look at what you have here. [TARGET]Teacher: Are we going to take away two from zero?[/TARGET] Student: No. Teacher: What do we do? Student: You borrow the one.",0 6227,"Teacher: we know you take away, but look at what you have here. Teacher: Are we going to take away two from zero? Student: No. [TARGET]Teacher: What do we do?[/TARGET] Student: You borrow the one. Teacher: We borrow the one? Teacher: This one is what?",0 6228,Student: No. Teacher: What do we do? Student: You borrow the one. [TARGET]Teacher: We borrow the one?[/TARGET] Teacher: This one is what? Student: Zero. Teacher: What is this one?,0 6229,Teacher: What do we do? Student: You borrow the one. Teacher: We borrow the one? [TARGET]Teacher: This one is what?[/TARGET] Student: Zero. Teacher: What is this one? Student: a ten.,0 6230,Teacher: We borrow the one? Teacher: This one is what? Student: Zero. [TARGET]Teacher: What is this one?[/TARGET] Student: a ten. Teacher: Is this one a 10? Student: I mean one.,0 6231,Student: Zero. Teacher: What is this one? Student: a ten. [TARGET]Teacher: Is this one a 10?[/TARGET] Student: I mean one. Student: It's a zero. Student: Twelve.,0 6232,"Student: I mean one. Student: It's a zero. Student: Twelve. [TARGET]Teacher: Let's look at what a thousand is.[/TARGET] Student: Three. Teacher: A thousand means no ones. Teacher: Student B, sit down.",0 6233,"Student: Twelve. Teacher: Let's look at what a thousand is. Student: Three. [TARGET]Teacher: A thousand means no ones.[/TARGET] Teacher: Student B, sit down. Teacher: No ones. Teacher: No tens.",0 6234,"Teacher: Let's look at what a thousand is. Student: Three. Teacher: A thousand means no ones. [TARGET]Teacher: Student B, sit down.[/TARGET] Teacher: No ones. Teacher: No tens. Teacher: No hundreds.",1 6235,"Student: Three. Teacher: A thousand means no ones. Teacher: Student B, sit down. [TARGET]Teacher: No ones.[/TARGET] Teacher: No tens. Teacher: No hundreds. Teacher: One thousand.",0 6236,"Teacher: A thousand means no ones. Teacher: Student B, sit down. Teacher: No ones. [TARGET]Teacher: No tens.[/TARGET] Teacher: No hundreds. Teacher: One thousand. Teacher: That's what it means.",0 6237,"Teacher: Student B, sit down. Teacher: No ones. Teacher: No tens. [TARGET]Teacher: No hundreds.[/TARGET] Teacher: One thousand. Teacher: That's what it means. Teacher: And 1,000 is what?",0 6238,"Teacher: No ones. Teacher: No tens. Teacher: No hundreds. [TARGET]Teacher: One thousand.[/TARGET] Teacher: That's what it means. Teacher: And 1,000 is what? Teacher: What is 1,000?",0 6239,"Teacher: No tens. Teacher: No hundreds. Teacher: One thousand. [TARGET]Teacher: That's what it means.[/TARGET] Teacher: And 1,000 is what? Teacher: What is 1,000? Student: Ten thousand.",0 6240,"Teacher: No hundreds. Teacher: One thousand. Teacher: That's what it means. [TARGET]Teacher: And 1,000 is what?[/TARGET] Teacher: What is 1,000? Student: Ten thousand. Student: Ten hundreds.",0 6241,"Teacher: One thousand. Teacher: That's what it means. Teacher: And 1,000 is what? [TARGET]Teacher: What is 1,000?[/TARGET] Student: Ten thousand. Student: Ten hundreds. Teacher: Ten hundred.",0 6242,"Teacher: What is 1,000? Student: Ten thousand. Student: Ten hundreds. [TARGET]Teacher: Ten hundred.[/TARGET] Teacher: Ten hundred is one thousand. Teacher: So if we take this 1,000, we're taking 10 hundreds. Teacher: We're taking 10 hundreds.",0 6243,"Student: Ten thousand. Student: Ten hundreds. Teacher: Ten hundred. [TARGET]Teacher: Ten hundred is one thousand.[/TARGET] Teacher: So if we take this 1,000, we're taking 10 hundreds. Teacher: We're taking 10 hundreds. Teacher: That's what it means.",0 6244,"Student: Ten hundreds. Teacher: Ten hundred. Teacher: Ten hundred is one thousand. [TARGET]Teacher: So if we take this 1,000, we're taking 10 hundreds.[/TARGET] Teacher: We're taking 10 hundreds. Teacher: That's what it means. Teacher: And we're going to make this one here.",0 6245,"Teacher: Ten hundred. Teacher: Ten hundred is one thousand. Teacher: So if we take this 1,000, we're taking 10 hundreds. [TARGET]Teacher: We're taking 10 hundreds.[/TARGET] Teacher: That's what it means. Teacher: And we're going to make this one here. Teacher: We have 10 hundreds.",0 6246,"Teacher: Ten hundred is one thousand. Teacher: So if we take this 1,000, we're taking 10 hundreds. Teacher: We're taking 10 hundreds. [TARGET]Teacher: That's what it means.[/TARGET] Teacher: And we're going to make this one here. Teacher: We have 10 hundreds. Teacher: So on that tens column, if we put here and make this 10, this 10 means 10 hundreds.",0 6247,"Teacher: So if we take this 1,000, we're taking 10 hundreds. Teacher: We're taking 10 hundreds. Teacher: That's what it means. [TARGET]Teacher: And we're going to make this one here.[/TARGET] Teacher: We have 10 hundreds. Teacher: So on that tens column, if we put here and make this 10, this 10 means 10 hundreds. Teacher: So if we take one, one 10.",0 6248,"Teacher: We're taking 10 hundreds. Teacher: That's what it means. Teacher: And we're going to make this one here. [TARGET]Teacher: We have 10 hundreds.[/TARGET] Teacher: So on that tens column, if we put here and make this 10, this 10 means 10 hundreds. Teacher: So if we take one, one 10. Student: It will be nine.",0 6249,"Teacher: That's what it means. Teacher: And we're going to make this one here. Teacher: We have 10 hundreds. [TARGET]Teacher: So on that tens column, if we put here and make this 10, this 10 means 10 hundreds.[/TARGET] Teacher: So if we take one, one 10. Student: It will be nine. Teacher: Nine.",0 6250,"Teacher: And we're going to make this one here. Teacher: We have 10 hundreds. Teacher: So on that tens column, if we put here and make this 10, this 10 means 10 hundreds. [TARGET]Teacher: So if we take one, one 10.[/TARGET] Student: It will be nine. Teacher: Nine. Teacher: It's going to be -",0 6251,"Teacher: So on that tens column, if we put here and make this 10, this 10 means 10 hundreds. Teacher: So if we take one, one 10. Student: It will be nine. [TARGET]Teacher: Nine.[/TARGET] Teacher: It's going to be - Student: And the next one becomes a 10. Teacher: this is going to be a 900.",0 6252,"Teacher: So if we take one, one 10. Student: It will be nine. Teacher: Nine. [TARGET]Teacher: It's going to be -[/TARGET] Student: And the next one becomes a 10. Teacher: this is going to be a 900. Teacher: So this is 10.",0 6253,"Teacher: Nine. Teacher: It's going to be - Student: And the next one becomes a 10. [TARGET]Teacher: this is going to be a 900.[/TARGET] Teacher: So this is 10. Teacher: This time we're taking from here. Teacher: This one 10, we're taking from here.",0 6254,"Teacher: It's going to be - Student: And the next one becomes a 10. Teacher: this is going to be a 900. [TARGET]Teacher: So this is 10.[/TARGET] Teacher: This time we're taking from here. Teacher: This one 10, we're taking from here. Teacher: Now we're going to put it in the tens column.",0 6255,"Student: And the next one becomes a 10. Teacher: this is going to be a 900. Teacher: So this is 10. [TARGET]Teacher: This time we're taking from here.[/TARGET] Teacher: This one 10, we're taking from here. Teacher: Now we're going to put it in the tens column. Teacher: And the tens column here is going to be 10.",0 6256,"Teacher: this is going to be a 900. Teacher: So this is 10. Teacher: This time we're taking from here. [TARGET]Teacher: This one 10, we're taking from here.[/TARGET] Teacher: Now we're going to put it in the tens column. Teacher: And the tens column here is going to be 10. Teacher: This is 10.",0 6257,"Teacher: So this is 10. Teacher: This time we're taking from here. Teacher: This one 10, we're taking from here. [TARGET]Teacher: Now we're going to put it in the tens column.[/TARGET] Teacher: And the tens column here is going to be 10. Teacher: This is 10. Student: That looks like 110, kind of, doesn't it?",0 6258,"Teacher: This time we're taking from here. Teacher: This one 10, we're taking from here. Teacher: Now we're going to put it in the tens column. [TARGET]Teacher: And the tens column here is going to be 10.[/TARGET] Teacher: This is 10. Student: That looks like 110, kind of, doesn't it? Teacher: It's not.",0 6259,"Teacher: This one 10, we're taking from here. Teacher: Now we're going to put it in the tens column. Teacher: And the tens column here is going to be 10. [TARGET]Teacher: This is 10.[/TARGET] Student: That looks like 110, kind of, doesn't it? Teacher: It's not. Student: Can you put an X on the circle?",0 6260,"Teacher: And the tens column here is going to be 10. Teacher: This is 10. Student: That looks like 110, kind of, doesn't it? [TARGET]Teacher: It's not.[/TARGET] Student: Can you put an X on the circle? Teacher: No, we're not going to put X on the circle. Teacher: We're just going to leave it 10.",0 6261,"Student: That looks like 110, kind of, doesn't it? Teacher: It's not. Student: Can you put an X on the circle? [TARGET]Teacher: No, we're not going to put X on the circle.[/TARGET] Teacher: We're just going to leave it 10. Teacher: One we borrowed from there is one 10 which is this. Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones.",0 6262,"Teacher: It's not. Student: Can you put an X on the circle? Teacher: No, we're not going to put X on the circle. [TARGET]Teacher: We're just going to leave it 10.[/TARGET] Teacher: One we borrowed from there is one 10 which is this. Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones. Teacher: Student C, look here.",0 6263,"Student: Can you put an X on the circle? Teacher: No, we're not going to put X on the circle. Teacher: We're just going to leave it 10. [TARGET]Teacher: One we borrowed from there is one 10 which is this.[/TARGET] Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones. Teacher: Student C, look here. Teacher: Ten ones, and ten ones is the same thing as one 10.",0 6264,"Teacher: No, we're not going to put X on the circle. Teacher: We're just going to leave it 10. Teacher: One we borrowed from there is one 10 which is this. [TARGET]Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones.[/TARGET] Teacher: Student C, look here. Teacher: Ten ones, and ten ones is the same thing as one 10. Teacher: So this can enable us now to solve.",0 6265,"Teacher: We're just going to leave it 10. Teacher: One we borrowed from there is one 10 which is this. Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones. [TARGET]Teacher: Student C, look here.[/TARGET] Teacher: Ten ones, and ten ones is the same thing as one 10. Teacher: So this can enable us now to solve. Teacher: Student C, look here.",1 6266,"Teacher: One we borrowed from there is one 10 which is this. Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones. Teacher: Student C, look here. [TARGET]Teacher: Ten ones, and ten ones is the same thing as one 10.[/TARGET] Teacher: So this can enable us now to solve. Teacher: Student C, look here. Teacher: This is where your confusion was.",0 6267,"Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones. Teacher: Student C, look here. Teacher: Ten ones, and ten ones is the same thing as one 10. [TARGET]Teacher: So this can enable us now to solve.[/TARGET] Teacher: Student C, look here. Teacher: This is where your confusion was. Teacher: Now we have 10 here.",0 6268,"Teacher: Student C, look here. Teacher: Ten ones, and ten ones is the same thing as one 10. Teacher: So this can enable us now to solve. [TARGET]Teacher: Student C, look here.[/TARGET] Teacher: This is where your confusion was. Teacher: Now we have 10 here. Teacher: Ten take away two is going to be what?",1 6269,"Teacher: Ten ones, and ten ones is the same thing as one 10. Teacher: So this can enable us now to solve. Teacher: Student C, look here. [TARGET]Teacher: This is where your confusion was.[/TARGET] Teacher: Now we have 10 here. Teacher: Ten take away two is going to be what? Student: Eight.",0 6270,"Teacher: So this can enable us now to solve. Teacher: Student C, look here. Teacher: This is where your confusion was. [TARGET]Teacher: Now we have 10 here.[/TARGET] Teacher: Ten take away two is going to be what? Student: Eight. Teacher: Eight.",0 6271,"Teacher: Student C, look here. Teacher: This is where your confusion was. Teacher: Now we have 10 here. [TARGET]Teacher: Ten take away two is going to be what?[/TARGET] Student: Eight. Teacher: Eight. Teacher: That's how you got the eight you got.",0 6272,Teacher: Now we have 10 here. Teacher: Ten take away two is going to be what? Student: Eight. [TARGET]Teacher: Eight.[/TARGET] Teacher: That's how you got the eight you got. Teacher: And here we have 9 tens. Teacher: This 9 tens is the same thing as what?,0 6273,Teacher: Ten take away two is going to be what? Student: Eight. Teacher: Eight. [TARGET]Teacher: That's how you got the eight you got.[/TARGET] Teacher: And here we have 9 tens. Teacher: This 9 tens is the same thing as what? Student: Six.,0 6274,Student: Eight. Teacher: Eight. Teacher: That's how you got the eight you got. [TARGET]Teacher: And here we have 9 tens.[/TARGET] Teacher: This 9 tens is the same thing as what? Student: Six. Teacher: Nine tens is the same as what?,0 6275,Teacher: Eight. Teacher: That's how you got the eight you got. Teacher: And here we have 9 tens. [TARGET]Teacher: This 9 tens is the same thing as what?[/TARGET] Student: Six. Teacher: Nine tens is the same as what? Student: Nine hundred?,0 6276,Teacher: And here we have 9 tens. Teacher: This 9 tens is the same thing as what? Student: Six. [TARGET]Teacher: Nine tens is the same as what?[/TARGET] Student: Nine hundred? Student: Ninety. Teacher: Ninety.,0 6277,"Teacher: Nine tens is the same as what? Student: Nine hundred? Student: Ninety. [TARGET]Teacher: Ninety.[/TARGET] Teacher: Now 90 take away 30 is going to be what? Student: Six. Teacher: Mm-hmm, 60.",0 6278,"Student: Nine hundred? Student: Ninety. Teacher: Ninety. [TARGET]Teacher: Now 90 take away 30 is going to be what?[/TARGET] Student: Six. Teacher: Mm-hmm, 60. Teacher: So because it under the tens column, we write 60 because we know that this 6 here is 60.",0 6279,"Teacher: Ninety. Teacher: Now 90 take away 30 is going to be what? Student: Six. [TARGET]Teacher: Mm-hmm, 60.[/TARGET] Teacher: So because it under the tens column, we write 60 because we know that this 6 here is 60. Teacher: Now we have nine. Teacher: What is the value of this nine here?",0 6280,"Teacher: Now 90 take away 30 is going to be what? Student: Six. Teacher: Mm-hmm, 60. [TARGET]Teacher: So because it under the tens column, we write 60 because we know that this 6 here is 60.[/TARGET] Teacher: Now we have nine. Teacher: What is the value of this nine here? Student: Nine hundred.",0 6281,"Student: Six. Teacher: Mm-hmm, 60. Teacher: So because it under the tens column, we write 60 because we know that this 6 here is 60. [TARGET]Teacher: Now we have nine.[/TARGET] Teacher: What is the value of this nine here? Student: Nine hundred. Teacher: Nine hundred.",0 6282,"Teacher: Mm-hmm, 60. Teacher: So because it under the tens column, we write 60 because we know that this 6 here is 60. Teacher: Now we have nine. [TARGET]Teacher: What is the value of this nine here?[/TARGET] Student: Nine hundred. Teacher: Nine hundred. Teacher: Student M, sit up.",0 6283,"Teacher: Now we have nine. Teacher: What is the value of this nine here? Student: Nine hundred. [TARGET]Teacher: Nine hundred.[/TARGET] Teacher: Student M, sit up. Teacher: Nine hundred take away six hundred, what we have left? Multiple Students: Three hundred.",0 6284,"Teacher: What is the value of this nine here? Student: Nine hundred. Teacher: Nine hundred. [TARGET]Teacher: Student M, sit up.[/TARGET] Teacher: Nine hundred take away six hundred, what we have left? Multiple Students: Three hundred. Teacher: Three hundred.",1 6285,"Student: Nine hundred. Teacher: Nine hundred. Teacher: Student M, sit up. [TARGET]Teacher: Nine hundred take away six hundred, what we have left?[/TARGET] Multiple Students: Three hundred. Teacher: Three hundred. Teacher: So we have this.",0 6286,"Teacher: Student M, sit up. Teacher: Nine hundred take away six hundred, what we have left? Multiple Students: Three hundred. [TARGET]Teacher: Three hundred.[/TARGET] Teacher: So we have this. Teacher: This is exactly what you were doing before, what you were trying to do. Teacher: And I will use another way to solve this math.",0 6287,"Teacher: Nine hundred take away six hundred, what we have left? Multiple Students: Three hundred. Teacher: Three hundred. [TARGET]Teacher: So we have this.[/TARGET] Teacher: This is exactly what you were doing before, what you were trying to do. Teacher: And I will use another way to solve this math. Teacher: We've used the addition.",0 6288,"Multiple Students: Three hundred. Teacher: Three hundred. Teacher: So we have this. [TARGET]Teacher: This is exactly what you were doing before, what you were trying to do.[/TARGET] Teacher: And I will use another way to solve this math. Teacher: We've used the addition. Teacher: We've used the subtraction, the traditional algorithm.",0 6289,"Teacher: Three hundred. Teacher: So we have this. Teacher: This is exactly what you were doing before, what you were trying to do. [TARGET]Teacher: And I will use another way to solve this math.[/TARGET] Teacher: We've used the addition. Teacher: We've used the subtraction, the traditional algorithm. Teacher: Now we're gonna use another way to solve this math.",0 6290,"Teacher: So we have this. Teacher: This is exactly what you were doing before, what you were trying to do. Teacher: And I will use another way to solve this math. [TARGET]Teacher: We've used the addition.[/TARGET] Teacher: We've used the subtraction, the traditional algorithm. Teacher: Now we're gonna use another way to solve this math. Student: [Inaudible].",0 6291,"Teacher: This is exactly what you were doing before, what you were trying to do. Teacher: And I will use another way to solve this math. Teacher: We've used the addition. [TARGET]Teacher: We've used the subtraction, the traditional algorithm.[/TARGET] Teacher: Now we're gonna use another way to solve this math. Student: [Inaudible]. Teacher: Let's look at the number line here.",0 6292,"Teacher: And I will use another way to solve this math. Teacher: We've used the addition. Teacher: We've used the subtraction, the traditional algorithm. [TARGET]Teacher: Now we're gonna use another way to solve this math.[/TARGET] Student: [Inaudible]. Teacher: Let's look at the number line here. Teacher: The family has traveled from here is the zero, which is the beginning point of where they traveled.",1 6293,"Teacher: We've used the subtraction, the traditional algorithm. Teacher: Now we're gonna use another way to solve this math. Student: [Inaudible]. [TARGET]Teacher: Let's look at the number line here.[/TARGET] Teacher: The family has traveled from here is the zero, which is the beginning point of where they traveled. Teacher: They have traveled all the way down here to 632. Teacher: Looking at what Student C did, look at what Student C did here.",0 6294,"Teacher: Now we're gonna use another way to solve this math. Student: [Inaudible]. Teacher: Let's look at the number line here. [TARGET]Teacher: The family has traveled from here is the zero, which is the beginning point of where they traveled.[/TARGET] Teacher: They have traveled all the way down here to 632. Teacher: Looking at what Student C did, look at what Student C did here. Teacher: He wanted to form a landmark that would be easy for him.",0 6295,"Student: [Inaudible]. Teacher: Let's look at the number line here. Teacher: The family has traveled from here is the zero, which is the beginning point of where they traveled. [TARGET]Teacher: They have traveled all the way down here to 632.[/TARGET] Teacher: Looking at what Student C did, look at what Student C did here. Teacher: He wanted to form a landmark that would be easy for him. Teacher: What can I add to 632 to get to 700?",0 6296,"Teacher: Let's look at the number line here. Teacher: The family has traveled from here is the zero, which is the beginning point of where they traveled. Teacher: They have traveled all the way down here to 632. [TARGET]Teacher: Looking at what Student C did, look at what Student C did here.[/TARGET] Teacher: He wanted to form a landmark that would be easy for him. Teacher: What can I add to 632 to get to 700? Student: Wait, you said that jump to big to 100.",0 6297,"Teacher: The family has traveled from here is the zero, which is the beginning point of where they traveled. Teacher: They have traveled all the way down here to 632. Teacher: Looking at what Student C did, look at what Student C did here. [TARGET]Teacher: He wanted to form a landmark that would be easy for him.[/TARGET] Teacher: What can I add to 632 to get to 700? Student: Wait, you said that jump to big to 100. Teacher: That is what they have already traveled.",0 6298,"Teacher: They have traveled all the way down here to 632. Teacher: Looking at what Student C did, look at what Student C did here. Teacher: He wanted to form a landmark that would be easy for him. [TARGET]Teacher: What can I add to 632 to get to 700?[/TARGET] Student: Wait, you said that jump to big to 100. Teacher: That is what they have already traveled. Student: Still it's too big.",0 6299,"Teacher: He wanted to form a landmark that would be easy for him. Teacher: What can I add to 632 to get to 700? Student: Wait, you said that jump to big to 100. [TARGET]Teacher: That is what they have already traveled.[/TARGET] Student: Still it's too big. Student: Sixty-eight. Teacher: Sixty-eight.",0 6300,"Teacher: That is what they have already traveled. Student: Still it's too big. Student: Sixty-eight. [TARGET]Teacher: Sixty-eight.[/TARGET] Teacher: Because they added this 68 to their journey, where are they gonna land? Student: Seven hundred. Teacher: Seven hundred.",0 6301,"Student: Still it's too big. Student: Sixty-eight. Teacher: Sixty-eight. [TARGET]Teacher: Because they added this 68 to their journey, where are they gonna land?[/TARGET] Student: Seven hundred. Teacher: Seven hundred. Student: Do we copy this?",0 6302,"Teacher: Sixty-eight. Teacher: Because they added this 68 to their journey, where are they gonna land? Student: Seven hundred. [TARGET]Teacher: Seven hundred.[/TARGET] Student: Do we copy this? Teacher: Now their journey is going to end here at 1,000. Student: Add 300.",0 6303,"Student: Seven hundred. Teacher: Seven hundred. Student: Do we copy this? [TARGET]Teacher: Now their journey is going to end here at 1,000.[/TARGET] Student: Add 300. Student: Add 300. Teacher: I can add 300 making a very big jump of 300 or I can start adding - this would give me now to - I add up this and this, it will give me 368.",0 6304,"Teacher: Now their journey is going to end here at 1,000. Student: Add 300. Student: Add 300. [TARGET]Teacher: I can add 300 making a very big jump of 300 or I can start adding - this would give me now to - I add up this and this, it will give me 368.[/TARGET] Teacher: But I can, if I do not know what to do, I can add another from here to here. Teacher: I said 800, which would give me 100 here. Teacher: I add another one here which would give me 900.",0 6305,"Student: Add 300. Student: Add 300. Teacher: I can add 300 making a very big jump of 300 or I can start adding - this would give me now to - I add up this and this, it will give me 368. [TARGET]Teacher: But I can, if I do not know what to do, I can add another from here to here.[/TARGET] Teacher: I said 800, which would give me 100 here. Teacher: I add another one here which would give me 900. Teacher: By adding another 100 here, then I can add the rest here.",0 6306,"Student: Add 300. Teacher: I can add 300 making a very big jump of 300 or I can start adding - this would give me now to - I add up this and this, it will give me 368. Teacher: But I can, if I do not know what to do, I can add another from here to here. [TARGET]Teacher: I said 800, which would give me 100 here.[/TARGET] Teacher: I add another one here which would give me 900. Teacher: By adding another 100 here, then I can add the rest here. Teacher: Separating this.",0 6307,"Teacher: I can add 300 making a very big jump of 300 or I can start adding - this would give me now to - I add up this and this, it will give me 368. Teacher: But I can, if I do not know what to do, I can add another from here to here. Teacher: I said 800, which would give me 100 here. [TARGET]Teacher: I add another one here which would give me 900.[/TARGET] Teacher: By adding another 100 here, then I can add the rest here. Teacher: Separating this. Student: Okay, Teacher, we get it.",0 6308,"Teacher: But I can, if I do not know what to do, I can add another from here to here. Teacher: I said 800, which would give me 100 here. Teacher: I add another one here which would give me 900. [TARGET]Teacher: By adding another 100 here, then I can add the rest here.[/TARGET] Teacher: Separating this. Student: Okay, Teacher, we get it. Teacher: To this, to this, to this, adding another 100, which if I say 100 plus 100 plus 100 is this 300 plus 68.",0 6309,"Teacher: I said 800, which would give me 100 here. Teacher: I add another one here which would give me 900. Teacher: By adding another 100 here, then I can add the rest here. [TARGET]Teacher: Separating this.[/TARGET] Student: Okay, Teacher, we get it. Teacher: To this, to this, to this, adding another 100, which if I say 100 plus 100 plus 100 is this 300 plus 68. Teacher: Does anybody that is confused now?",0 6310,"Teacher: By adding another 100 here, then I can add the rest here. Teacher: Separating this. Student: Okay, Teacher, we get it. [TARGET]Teacher: To this, to this, to this, adding another 100, which if I say 100 plus 100 plus 100 is this 300 plus 68.[/TARGET] Teacher: Does anybody that is confused now? Student: No. Student: No, we get it.",0 6311,"Teacher: Separating this. Student: Okay, Teacher, we get it. Teacher: To this, to this, to this, adding another 100, which if I say 100 plus 100 plus 100 is this 300 plus 68. [TARGET]Teacher: Does anybody that is confused now?[/TARGET] Student: No. Student: No, we get it. Teacher: Just asking any person.",0 6312,"Teacher: Does anybody that is confused now? Student: No. Student: No, we get it. [TARGET]Teacher: Just asking any person.[/TARGET] Student: We good. Teacher: Thank you. Teacher: Is there anybody that has not got a paper.",0 6313,"Student: No, we get it. Teacher: Just asking any person. Student: We good. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Is there anybody that has not got a paper. Student: Student J. Student: [Crosstalk]",0 6314,Teacher: Just asking any person. Student: We good. Teacher: Thank you. [TARGET]Teacher: Is there anybody that has not got a paper.[/TARGET] Student: Student J. Student: [Crosstalk] Teacher: You need a pencil.,1 6315,Teacher: Is there anybody that has not got a paper. Student: Student J. Student: [Crosstalk] [TARGET]Teacher: You need a pencil.[/TARGET] Teacher: What's the problem? Teacher: Sit here. Teacher: You want to work with me?,1 6316,"Student: Student J. Student: [Crosstalk] Teacher: You need a pencil. [TARGET]Teacher: What's the problem?[/TARGET] Teacher: Sit here. Teacher: You want to work with me? Teacher: Let's work with me, come on.",1 6317,"Student: [Crosstalk] Teacher: You need a pencil. Teacher: What's the problem? [TARGET]Teacher: Sit here.[/TARGET] Teacher: You want to work with me? Teacher: Let's work with me, come on. Teacher: Come on, work with me.",1 6318,"Teacher: You need a pencil. Teacher: What's the problem? Teacher: Sit here. [TARGET]Teacher: You want to work with me?[/TARGET] Teacher: Let's work with me, come on. Teacher: Come on, work with me. Teacher: Come on, work with me here.",1 6319,"Teacher: What's the problem? Teacher: Sit here. Teacher: You want to work with me? [TARGET]Teacher: Let's work with me, come on.[/TARGET] Teacher: Come on, work with me. Teacher: Come on, work with me here. Teacher: Student A, come on.",1 6320,"Teacher: Sit here. Teacher: You want to work with me? Teacher: Let's work with me, come on. [TARGET]Teacher: Come on, work with me.[/TARGET] Teacher: Come on, work with me here. Teacher: Student A, come on. Teacher: Excuse me.",1 6321,"Teacher: You want to work with me? Teacher: Let's work with me, come on. Teacher: Come on, work with me. [TARGET]Teacher: Come on, work with me here.[/TARGET] Teacher: Student A, come on. Teacher: Excuse me. Teacher: Mind your own business.",1 6322,"Teacher: Let's work with me, come on. Teacher: Come on, work with me. Teacher: Come on, work with me here. [TARGET]Teacher: Student A, come on.[/TARGET] Teacher: Excuse me. Teacher: Mind your own business. Teacher: Nobody is coming to you.",1 6323,"Teacher: Come on, work with me. Teacher: Come on, work with me here. Teacher: Student A, come on. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Mind your own business. Teacher: Nobody is coming to you. Teacher: Sit down.",1 6324,"Teacher: Come on, work with me here. Teacher: Student A, come on. Teacher: Excuse me. [TARGET]Teacher: Mind your own business.[/TARGET] Teacher: Nobody is coming to you. Teacher: Sit down. Teacher: Excuse me.",1 6325,"Teacher: Student A, come on. Teacher: Excuse me. Teacher: Mind your own business. [TARGET]Teacher: Nobody is coming to you.[/TARGET] Teacher: Sit down. Teacher: Excuse me. Teacher: Make a change for Student A. I told him to make change for you.",1 6326,Teacher: Excuse me. Teacher: Mind your own business. Teacher: Nobody is coming to you. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Excuse me. Teacher: Make a change for Student A. I told him to make change for you. Student: What'd you say?,1 6327,Teacher: Mind your own business. Teacher: Nobody is coming to you. Teacher: Sit down. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Make a change for Student A. I told him to make change for you. Student: What'd you say? Teacher: Let's make change for you.,1 6328,Teacher: Nobody is coming to you. Teacher: Sit down. Teacher: Excuse me. [TARGET]Teacher: Make a change for Student A. I told him to make change for you.[/TARGET] Student: What'd you say? Teacher: Let's make change for you. Student: Have him make what?,1 6329,Teacher: Excuse me. Teacher: Make a change for Student A. I told him to make change for you. Student: What'd you say? [TARGET]Teacher: Let's make change for you.[/TARGET] Student: Have him make what? Teacher: Make change. Teacher: Yes.,1 6330,"Student: What'd you say? Teacher: Let's make change for you. Student: Have him make what? [TARGET]Teacher: Make change.[/TARGET] Teacher: Yes. Teacher: Let's look at, you dear, let's look at this first. Teacher: We're going to do 57 times 5.",1 6331,"Teacher: Let's make change for you. Student: Have him make what? Teacher: Make change. [TARGET]Teacher: Yes.[/TARGET] Teacher: Let's look at, you dear, let's look at this first. Teacher: We're going to do 57 times 5. Teacher: Which number are we breaking here?",1 6332,"Student: Have him make what? Teacher: Make change. Teacher: Yes. [TARGET]Teacher: Let's look at, you dear, let's look at this first.[/TARGET] Teacher: We're going to do 57 times 5. Teacher: Which number are we breaking here? Teacher: You want to break 57?",1 6333,"Teacher: Make change. Teacher: Yes. Teacher: Let's look at, you dear, let's look at this first. [TARGET]Teacher: We're going to do 57 times 5.[/TARGET] Teacher: Which number are we breaking here? Teacher: You want to break 57? Teacher: Okay, break it how you want it.",0 6334,"Teacher: Yes. Teacher: Let's look at, you dear, let's look at this first. Teacher: We're going to do 57 times 5. [TARGET]Teacher: Which number are we breaking here?[/TARGET] Teacher: You want to break 57? Teacher: Okay, break it how you want it. Teacher: Let's look.",0 6335,"Teacher: Let's look at, you dear, let's look at this first. Teacher: We're going to do 57 times 5. Teacher: Which number are we breaking here? [TARGET]Teacher: You want to break 57?[/TARGET] Teacher: Okay, break it how you want it. Teacher: Let's look. Teacher: What are you going to do here?",0 6336,"Teacher: We're going to do 57 times 5. Teacher: Which number are we breaking here? Teacher: You want to break 57? [TARGET]Teacher: Okay, break it how you want it.[/TARGET] Teacher: Let's look. Teacher: What are you going to do here? Teacher: Huh?",0 6337,"Teacher: Which number are we breaking here? Teacher: You want to break 57? Teacher: Okay, break it how you want it. [TARGET]Teacher: Let's look.[/TARGET] Teacher: What are you going to do here? Teacher: Huh? Student: [Inaudible].",0 6338,"Teacher: You want to break 57? Teacher: Okay, break it how you want it. Teacher: Let's look. [TARGET]Teacher: What are you going to do here?[/TARGET] Teacher: Huh? Student: [Inaudible]. Teacher: What's the problem?",0 6339,"Teacher: Okay, break it how you want it. Teacher: Let's look. Teacher: What are you going to do here? [TARGET]Teacher: Huh?[/TARGET] Student: [Inaudible]. Teacher: What's the problem? Teacher: Let's write this.",0 6340,"Teacher: What are you going to do here? Teacher: Huh? Student: [Inaudible]. [TARGET]Teacher: What's the problem?[/TARGET] Teacher: Let's write this. Teacher: What are we going to break? Student: Oh, 21.",0 6341,"Teacher: Huh? Student: [Inaudible]. Teacher: What's the problem? [TARGET]Teacher: Let's write this.[/TARGET] Teacher: What are we going to break? Student: Oh, 21. Teacher: Twenty-seven into?",1 6342,"Student: [Inaudible]. Teacher: What's the problem? Teacher: Let's write this. [TARGET]Teacher: What are we going to break?[/TARGET] Student: Oh, 21. Teacher: Twenty-seven into? Student: Two.",0 6343,"Teacher: Let's write this. Teacher: What are we going to break? Student: Oh, 21. [TARGET]Teacher: Twenty-seven into?[/TARGET] Student: Two. Teacher: Break into two? Student: Hundreds.",0 6344,"Student: Oh, 21. Teacher: Twenty-seven into? Student: Two. [TARGET]Teacher: Break into two?[/TARGET] Student: Hundreds. Teacher: Into 20? Teacher: Times five plus seven times five.",0 6345,"Student: Two. Teacher: Break into two? Student: Hundreds. [TARGET]Teacher: Into 20?[/TARGET] Teacher: Times five plus seven times five. Teacher: Student T, I would advise you to follow this group so you know where we are. Teacher: It doesn't call for that, please.",0 6346,"Teacher: Break into two? Student: Hundreds. Teacher: Into 20? [TARGET]Teacher: Times five plus seven times five.[/TARGET] Teacher: Student T, I would advise you to follow this group so you know where we are. Teacher: It doesn't call for that, please. Teacher: So what is 20 times 5?",0 6347,"Student: Hundreds. Teacher: Into 20? Teacher: Times five plus seven times five. [TARGET]Teacher: Student T, I would advise you to follow this group so you know where we are.[/TARGET] Teacher: It doesn't call for that, please. Teacher: So what is 20 times 5? Student: One hundred.",1 6348,"Teacher: Into 20? Teacher: Times five plus seven times five. Teacher: Student T, I would advise you to follow this group so you know where we are. [TARGET]Teacher: It doesn't call for that, please.[/TARGET] Teacher: So what is 20 times 5? Student: One hundred. Teacher: It's times.",1 6349,"Teacher: Times five plus seven times five. Teacher: Student T, I would advise you to follow this group so you know where we are. Teacher: It doesn't call for that, please. [TARGET]Teacher: So what is 20 times 5?[/TARGET] Student: One hundred. Teacher: It's times. Teacher: Let's start with this.",0 6350,"Teacher: It doesn't call for that, please. Teacher: So what is 20 times 5? Student: One hundred. [TARGET]Teacher: It's times.[/TARGET] Teacher: Let's start with this. Student: By 60? Teacher: No, count by 20.",0 6351,"Teacher: So what is 20 times 5? Student: One hundred. Teacher: It's times. [TARGET]Teacher: Let's start with this.[/TARGET] Student: By 60? Teacher: No, count by 20. Teacher: It's like you're counting by twos.",0 6352,"Teacher: It's times. Teacher: Let's start with this. Student: By 60? [TARGET]Teacher: No, count by 20.[/TARGET] Teacher: It's like you're counting by twos. Student: What do you think I'm doing. Student: You said 5, 20, 30, 40, 50.",0 6353,"Teacher: Let's start with this. Student: By 60? Teacher: No, count by 20. [TARGET]Teacher: It's like you're counting by twos.[/TARGET] Student: What do you think I'm doing. Student: You said 5, 20, 30, 40, 50. Student: No, I didn't.",0 6354,"Student: What do you think I'm doing. Student: You said 5, 20, 30, 40, 50. Student: No, I didn't. [TARGET]Teacher: No, I was the one that said 20.[/TARGET] Teacher: Let's count by 20. Teacher: It's like counting by twos - 20, 40? Student: Sixty.",0 6355,"Student: You said 5, 20, 30, 40, 50. Student: No, I didn't. Teacher: No, I was the one that said 20. [TARGET]Teacher: Let's count by 20.[/TARGET] Teacher: It's like counting by twos - 20, 40? Student: Sixty. Teacher: Sixty.",0 6356,"Student: No, I didn't. Teacher: No, I was the one that said 20. Teacher: Let's count by 20. [TARGET]Teacher: It's like counting by twos - 20, 40?[/TARGET] Student: Sixty. Teacher: Sixty. Student: Eighty.",0 6357,"Teacher: Let's count by 20. Teacher: It's like counting by twos - 20, 40? Student: Sixty. [TARGET]Teacher: Sixty.[/TARGET] Student: Eighty. Teacher: Eighty. Student: A hundred.",0 6358,Student: Sixty. Teacher: Sixty. Student: Eighty. [TARGET]Teacher: Eighty.[/TARGET] Student: A hundred. Teacher: A hundred. Teacher: So 20 times 5 is what?,0 6359,Student: Eighty. Teacher: Eighty. Student: A hundred. [TARGET]Teacher: A hundred.[/TARGET] Teacher: So 20 times 5 is what? Student: A hundred. Teacher: Write that in.,0 6360,"Teacher: Eighty. Student: A hundred. Teacher: A hundred. [TARGET]Teacher: So 20 times 5 is what?[/TARGET] Student: A hundred. Teacher: Write that in. Teacher: A hundred, okay?",0 6361,"Teacher: A hundred. Teacher: So 20 times 5 is what? Student: A hundred. [TARGET]Teacher: Write that in.[/TARGET] Teacher: A hundred, okay? Teacher: What is seven times five? Student: Thirty-five.",0 6362,"Teacher: So 20 times 5 is what? Student: A hundred. Teacher: Write that in. [TARGET]Teacher: A hundred, okay?[/TARGET] Teacher: What is seven times five? Student: Thirty-five. Teacher: Write it down.",0 6363,"Student: A hundred. Teacher: Write that in. Teacher: A hundred, okay? [TARGET]Teacher: What is seven times five?[/TARGET] Student: Thirty-five. Teacher: Write it down. Teacher: Now add it up together.",0 6364,"Teacher: A hundred, okay? Teacher: What is seven times five? Student: Thirty-five. [TARGET]Teacher: Write it down.[/TARGET] Teacher: Now add it up together. Teacher: Write it where you have - write it here. Teacher: Excellent.",0 6365,Teacher: What is seven times five? Student: Thirty-five. Teacher: Write it down. [TARGET]Teacher: Now add it up together.[/TARGET] Teacher: Write it where you have - write it here. Teacher: Excellent. Teacher: Now let's do number two.,0 6366,"Student: Thirty-five. Teacher: Write it down. Teacher: Now add it up together. [TARGET]Teacher: Write it where you have - write it here.[/TARGET] Teacher: Excellent. Teacher: Now let's do number two. Student: Oh, I get it.",0 6367,"Teacher: Write it down. Teacher: Now add it up together. Teacher: Write it where you have - write it here. [TARGET]Teacher: Excellent.[/TARGET] Teacher: Now let's do number two. Student: Oh, I get it. Student: I get it.",0 6368,"Teacher: Now add it up together. Teacher: Write it where you have - write it here. Teacher: Excellent. [TARGET]Teacher: Now let's do number two.[/TARGET] Student: Oh, I get it. Student: I get it. Student: Like 40 times 4 and then plus 3 times 5.",1 6369,"Student: Oh, I get it. Student: I get it. Student: Like 40 times 4 and then plus 3 times 5. [TARGET]Teacher: Three times four.[/TARGET] Student: Oh, three times four. Teacher: Excellent. Teacher: Put it in here, honey.",0 6370,"Student: Like 40 times 4 and then plus 3 times 5. Teacher: Three times four. Student: Oh, three times four. [TARGET]Teacher: Excellent.[/TARGET] Teacher: Put it in here, honey. Teacher: So I want you to do this now by yourself. Teacher: If you do not know, you can now - you can break it in two.",0 6371,"Teacher: Three times four. Student: Oh, three times four. Teacher: Excellent. [TARGET]Teacher: Put it in here, honey.[/TARGET] Teacher: So I want you to do this now by yourself. Teacher: If you do not know, you can now - you can break it in two. Teacher: I know you know how to break four into two plus two.",1 6372,"Student: Oh, three times four. Teacher: Excellent. Teacher: Put it in here, honey. [TARGET]Teacher: So I want you to do this now by yourself.[/TARGET] Teacher: If you do not know, you can now - you can break it in two. Teacher: I know you know how to break four into two plus two. Teacher: So in that case, you're going to do 33 times 2.",1 6373,"Teacher: Excellent. Teacher: Put it in here, honey. Teacher: So I want you to do this now by yourself. [TARGET]Teacher: If you do not know, you can now - you can break it in two.[/TARGET] Teacher: I know you know how to break four into two plus two. Teacher: So in that case, you're going to do 33 times 2. Teacher: Two plus thirty-three times - what do you add to two to get four?",0 6374,"Teacher: Put it in here, honey. Teacher: So I want you to do this now by yourself. Teacher: If you do not know, you can now - you can break it in two. [TARGET]Teacher: I know you know how to break four into two plus two.[/TARGET] Teacher: So in that case, you're going to do 33 times 2. Teacher: Two plus thirty-three times - what do you add to two to get four? Student: Two.",0 6375,"Teacher: So I want you to do this now by yourself. Teacher: If you do not know, you can now - you can break it in two. Teacher: I know you know how to break four into two plus two. [TARGET]Teacher: So in that case, you're going to do 33 times 2.[/TARGET] Teacher: Two plus thirty-three times - what do you add to two to get four? Student: Two. Teacher: Two.",0 6376,"Teacher: If you do not know, you can now - you can break it in two. Teacher: I know you know how to break four into two plus two. Teacher: So in that case, you're going to do 33 times 2. [TARGET]Teacher: Two plus thirty-three times - what do you add to two to get four?[/TARGET] Student: Two. Teacher: Two. Teacher: So it's going to be 33 times 2 two.",0 6377,"Teacher: So in that case, you're going to do 33 times 2. Teacher: Two plus thirty-three times - what do you add to two to get four? Student: Two. [TARGET]Teacher: Two.[/TARGET] Teacher: So it's going to be 33 times 2 two. Teacher: To so you know how to do it, you can do 33 plus 33. Teacher: Then continue.",0 6378,"Teacher: Two plus thirty-three times - what do you add to two to get four? Student: Two. Teacher: Two. [TARGET]Teacher: So it's going to be 33 times 2 two.[/TARGET] Teacher: To so you know how to do it, you can do 33 plus 33. Teacher: Then continue. Teacher: Where are you?",0 6379,"Student: Two. Teacher: Two. Teacher: So it's going to be 33 times 2 two. [TARGET]Teacher: To so you know how to do it, you can do 33 plus 33.[/TARGET] Teacher: Then continue. Teacher: Where are you? Teacher: You did?",0 6380,"Teacher: Two. Teacher: So it's going to be 33 times 2 two. Teacher: To so you know how to do it, you can do 33 plus 33. [TARGET]Teacher: Then continue.[/TARGET] Teacher: Where are you? Teacher: You did? Teacher: I don't get what you did here.",1 6381,"Teacher: So it's going to be 33 times 2 two. Teacher: To so you know how to do it, you can do 33 plus 33. Teacher: Then continue. [TARGET]Teacher: Where are you?[/TARGET] Teacher: You did? Teacher: I don't get what you did here. Teacher: This is not correct.",1 6382,"Teacher: To so you know how to do it, you can do 33 plus 33. Teacher: Then continue. Teacher: Where are you? [TARGET]Teacher: You did?[/TARGET] Teacher: I don't get what you did here. Teacher: This is not correct. Teacher: You need help?",0 6383,Teacher: Then continue. Teacher: Where are you? Teacher: You did? [TARGET]Teacher: I don't get what you did here.[/TARGET] Teacher: This is not correct. Teacher: You need help? Student: Do 40 until you get to 100.,0 6384,Teacher: Where are you? Teacher: You did? Teacher: I don't get what you did here. [TARGET]Teacher: This is not correct.[/TARGET] Teacher: You need help? Student: Do 40 until you get to 100. Teacher: Come over here and let me help you.,0 6385,Teacher: You did? Teacher: I don't get what you did here. Teacher: This is not correct. [TARGET]Teacher: You need help?[/TARGET] Student: Do 40 until you get to 100. Teacher: Come over here and let me help you. Teacher: So we're going to - you know what to do.,1 6386,Teacher: This is not correct. Teacher: You need help? Student: Do 40 until you get to 100. [TARGET]Teacher: Come over here and let me help you.[/TARGET] Teacher: So we're going to - you know what to do. Teacher: Keep going. Student: I don't know what to do.,1 6387,Teacher: You need help? Student: Do 40 until you get to 100. Teacher: Come over here and let me help you. [TARGET]Teacher: So we're going to - you know what to do.[/TARGET] Teacher: Keep going. Student: I don't know what to do. Teacher: You know what to do.,0 6388,Student: Do 40 until you get to 100. Teacher: Come over here and let me help you. Teacher: So we're going to - you know what to do. [TARGET]Teacher: Keep going.[/TARGET] Student: I don't know what to do. Teacher: You know what to do. Teacher: Any number you multiply by zero is what?,1 6389,Teacher: So we're going to - you know what to do. Teacher: Keep going. Student: I don't know what to do. [TARGET]Teacher: You know what to do.[/TARGET] Teacher: Any number you multiply by zero is what? Student: Forty times four equals - Teacher: What?,0 6390,Teacher: Keep going. Student: I don't know what to do. Teacher: You know what to do. [TARGET]Teacher: Any number you multiply by zero is what?[/TARGET] Student: Forty times four equals - Teacher: What? Student: The numbers of zero is zero.,0 6391,Teacher: You know what to do. Teacher: Any number you multiply by zero is what? Student: Forty times four equals - [TARGET]Teacher: What?[/TARGET] Student: The numbers of zero is zero. Teacher: Yes. Teacher: Do your own here.,0 6392,Student: Forty times four equals - Teacher: What? Student: The numbers of zero is zero. [TARGET]Teacher: Yes.[/TARGET] Teacher: Do your own here. Teacher: Do your own. Teacher: Start with 33 plus 33.,0 6393,Teacher: What? Student: The numbers of zero is zero. Teacher: Yes. [TARGET]Teacher: Do your own here.[/TARGET] Teacher: Do your own. Teacher: Start with 33 plus 33. Teacher: It's the same things as 33 times 2.,1 6394,Student: The numbers of zero is zero. Teacher: Yes. Teacher: Do your own here. [TARGET]Teacher: Do your own.[/TARGET] Teacher: Start with 33 plus 33. Teacher: It's the same things as 33 times 2. Teacher: So start using it.,1 6395,Teacher: Yes. Teacher: Do your own here. Teacher: Do your own. [TARGET]Teacher: Start with 33 plus 33.[/TARGET] Teacher: It's the same things as 33 times 2. Teacher: So start using it. Student: Eight plus eight is sixteen.,0 6396,Teacher: Do your own here. Teacher: Do your own. Teacher: Start with 33 plus 33. [TARGET]Teacher: It's the same things as 33 times 2.[/TARGET] Teacher: So start using it. Student: Eight plus eight is sixteen. Teacher: Yes.,0 6397,Teacher: Do your own. Teacher: Start with 33 plus 33. Teacher: It's the same things as 33 times 2. [TARGET]Teacher: So start using it.[/TARGET] Student: Eight plus eight is sixteen. Teacher: Yes. Teacher: Thirty-three times two.,0 6398,Teacher: It's the same things as 33 times 2. Teacher: So start using it. Student: Eight plus eight is sixteen. [TARGET]Teacher: Yes.[/TARGET] Teacher: Thirty-three times two. Teacher: Mm-hmm. Student: [Inaudible].,0 6399,Teacher: So start using it. Student: Eight plus eight is sixteen. Teacher: Yes. [TARGET]Teacher: Thirty-three times two.[/TARGET] Teacher: Mm-hmm. Student: [Inaudible]. Teacher: Two times three?,0 6400,Student: Eight plus eight is sixteen. Teacher: Yes. Teacher: Thirty-three times two. [TARGET]Teacher: Mm-hmm.[/TARGET] Student: [Inaudible]. Teacher: Two times three? Student: Two times?,0 6401,Teacher: Thirty-three times two. Teacher: Mm-hmm. Student: [Inaudible]. [TARGET]Teacher: Two times three?[/TARGET] Student: Two times? Teacher: Three. Teacher: Excellent.,0 6402,"Student: [Inaudible]. Teacher: Two times three? Student: Two times? [TARGET]Teacher: Three.[/TARGET] Teacher: Excellent. Student: [Inaudible]. Teacher: Yeah, I agree.",0 6403,"Teacher: Two times three? Student: Two times? Teacher: Three. [TARGET]Teacher: Excellent.[/TARGET] Student: [Inaudible]. Teacher: Yeah, I agree. Student: That's what I did.",0 6404,"Teacher: Three. Teacher: Excellent. Student: [Inaudible]. [TARGET]Teacher: Yeah, I agree.[/TARGET] Student: That's what I did. Teacher: So we're going to do two times four. Teacher: So what is two times four?",0 6405,"Student: [Inaudible]. Teacher: Yeah, I agree. Student: That's what I did. [TARGET]Teacher: So we're going to do two times four.[/TARGET] Teacher: So what is two times four? Teacher: Let's count. Teacher: Counting to 10.",0 6406,"Teacher: Yeah, I agree. Student: That's what I did. Teacher: So we're going to do two times four. [TARGET]Teacher: So what is two times four?[/TARGET] Teacher: Let's count. Teacher: Counting to 10. Teacher: Okay, now you're going to double this to get the answer, 56 plus 56.",0 6407,"Student: That's what I did. Teacher: So we're going to do two times four. Teacher: So what is two times four? [TARGET]Teacher: Let's count.[/TARGET] Teacher: Counting to 10. Teacher: Okay, now you're going to double this to get the answer, 56 plus 56. Student: I don't get this one.",0 6408,"Teacher: So we're going to do two times four. Teacher: So what is two times four? Teacher: Let's count. [TARGET]Teacher: Counting to 10.[/TARGET] Teacher: Okay, now you're going to double this to get the answer, 56 plus 56. Student: I don't get this one. Student: Do it backwards?",0 6409,"Teacher: So what is two times four? Teacher: Let's count. Teacher: Counting to 10. [TARGET]Teacher: Okay, now you're going to double this to get the answer, 56 plus 56.[/TARGET] Student: I don't get this one. Student: Do it backwards? Teacher: This is not 60.",0 6410,"Teacher: Okay, now you're going to double this to get the answer, 56 plus 56. Student: I don't get this one. Student: Do it backwards? [TARGET]Teacher: This is not 60.[/TARGET] Teacher: It's 29 times 6. Teacher: Twenty-nine. Teacher: What did you get for 43 plus 43?",0 6411,Student: I don't get this one. Student: Do it backwards? Teacher: This is not 60. [TARGET]Teacher: It's 29 times 6.[/TARGET] Teacher: Twenty-nine. Teacher: What did you get for 43 plus 43? Student: Forty-three plus forty-three?,0 6412,"Student: Do it backwards? Teacher: This is not 60. Teacher: It's 29 times 6. [TARGET]Teacher: Twenty-nine.[/TARGET] Teacher: What did you get for 43 plus 43? Student: Forty-three plus forty-three? Teacher: Yes, three plus three is what?",0 6413,"Teacher: This is not 60. Teacher: It's 29 times 6. Teacher: Twenty-nine. [TARGET]Teacher: What did you get for 43 plus 43?[/TARGET] Student: Forty-three plus forty-three? Teacher: Yes, three plus three is what? Teacher: Four plus four?",0 6414,"Teacher: Twenty-nine. Teacher: What did you get for 43 plus 43? Student: Forty-three plus forty-three? [TARGET]Teacher: Yes, three plus three is what?[/TARGET] Teacher: Four plus four? Teacher: Twenty-nine times six is the same thing as twenty-nine times six. Teacher: Six times twenty-nine is the same thing as twenty-nine times six.",0 6415,"Teacher: What did you get for 43 plus 43? Student: Forty-three plus forty-three? Teacher: Yes, three plus three is what? [TARGET]Teacher: Four plus four?[/TARGET] Teacher: Twenty-nine times six is the same thing as twenty-nine times six. Teacher: Six times twenty-nine is the same thing as twenty-nine times six. Teacher: So break it.",0 6416,"Student: Forty-three plus forty-three? Teacher: Yes, three plus three is what? Teacher: Four plus four? [TARGET]Teacher: Twenty-nine times six is the same thing as twenty-nine times six.[/TARGET] Teacher: Six times twenty-nine is the same thing as twenty-nine times six. Teacher: So break it. Teacher: It does not matter.",0 6417,"Teacher: Yes, three plus three is what? Teacher: Four plus four? Teacher: Twenty-nine times six is the same thing as twenty-nine times six. [TARGET]Teacher: Six times twenty-nine is the same thing as twenty-nine times six.[/TARGET] Teacher: So break it. Teacher: It does not matter. Teacher: You still have space to work.",0 6418,Teacher: Four plus four? Teacher: Twenty-nine times six is the same thing as twenty-nine times six. Teacher: Six times twenty-nine is the same thing as twenty-nine times six. [TARGET]Teacher: So break it.[/TARGET] Teacher: It does not matter. Teacher: You still have space to work. Teacher: Okay?,0 6419,Teacher: Twenty-nine times six is the same thing as twenty-nine times six. Teacher: Six times twenty-nine is the same thing as twenty-nine times six. Teacher: So break it. [TARGET]Teacher: It does not matter.[/TARGET] Teacher: You still have space to work. Teacher: Okay? Teacher: You're doing a great job.,0 6420,Teacher: Six times twenty-nine is the same thing as twenty-nine times six. Teacher: So break it. Teacher: It does not matter. [TARGET]Teacher: You still have space to work.[/TARGET] Teacher: Okay? Teacher: You're doing a great job. Student: [Inaudible].,1 6421,"Teacher: It does not matter. Teacher: You still have space to work. Teacher: Okay? [TARGET]Teacher: You're doing a great job.[/TARGET] Student: [Inaudible]. Teacher: How did we practice? Teacher: How do we break this, honey?",0 6422,"Teacher: Okay? Teacher: You're doing a great job. Student: [Inaudible]. [TARGET]Teacher: How did we practice?[/TARGET] Teacher: How do we break this, honey? Teacher: Let's look here. Teacher: What do we have here?",0 6423,"Teacher: You're doing a great job. Student: [Inaudible]. Teacher: How did we practice? [TARGET]Teacher: How do we break this, honey?[/TARGET] Teacher: Let's look here. Teacher: What do we have here? Teacher: Talk to me.",0 6424,"Student: [Inaudible]. Teacher: How did we practice? Teacher: How do we break this, honey? [TARGET]Teacher: Let's look here.[/TARGET] Teacher: What do we have here? Teacher: Talk to me. Teacher: We would break this into 20 times what?",0 6425,"Teacher: How did we practice? Teacher: How do we break this, honey? Teacher: Let's look here. [TARGET]Teacher: What do we have here?[/TARGET] Teacher: Talk to me. Teacher: We would break this into 20 times what? Student: Six.",0 6426,"Teacher: How do we break this, honey? Teacher: Let's look here. Teacher: What do we have here? [TARGET]Teacher: Talk to me.[/TARGET] Teacher: We would break this into 20 times what? Student: Six. Teacher: That's right.",0 6427,"Teacher: Let's look here. Teacher: What do we have here? Teacher: Talk to me. [TARGET]Teacher: We would break this into 20 times what?[/TARGET] Student: Six. Teacher: That's right. Student: No, 86.",0 6428,"Teacher: Talk to me. Teacher: We would break this into 20 times what? Student: Six. [TARGET]Teacher: That's right.[/TARGET] Student: No, 86. Student: Shut up. Teacher: Plus?",0 6429,"Teacher: That's right. Student: No, 86. Student: Shut up. [TARGET]Teacher: Plus?[/TARGET] Teacher: Nine times six. Teacher: That's it. Teacher: [Room noise]",0 6430,"Student: No, 86. Student: Shut up. Teacher: Plus? [TARGET]Teacher: Nine times six.[/TARGET] Teacher: That's it. Teacher: [Room noise] Teacher: Excellent.",0 6431,Student: Shut up. Teacher: Plus? Teacher: Nine times six. [TARGET]Teacher: That's it.[/TARGET] Teacher: [Room noise] Teacher: Excellent. Teacher: What did you get here?,0 6432,Teacher: Nine times six. Teacher: That's it. Teacher: [Room noise] [TARGET]Teacher: Excellent.[/TARGET] Teacher: What did you get here? Student: Fifty and sixty. Teacher: What is here?,0 6433,"Teacher: That's it. Teacher: [Room noise] Teacher: Excellent. [TARGET]Teacher: What did you get here?[/TARGET] Student: Fifty and sixty. Teacher: What is here? Student: Five, four.",0 6434,"Teacher: Excellent. Teacher: What did you get here? Student: Fifty and sixty. [TARGET]Teacher: What is here?[/TARGET] Student: Five, four. Teacher: Put your plus sign. Student: No, I don't know.",0 6435,"Student: Fifty and sixty. Teacher: What is here? Student: Five, four. [TARGET]Teacher: Put your plus sign.[/TARGET] Student: No, I don't know. Teacher: Now add it up. Teacher: [Crosstalk]",0 6436,"Student: Five, four. Teacher: Put your plus sign. Student: No, I don't know. [TARGET]Teacher: Now add it up.[/TARGET] Teacher: [Crosstalk] Teacher: I like what you did here. Teacher: Let me see.",0 6437,"Student: No, I don't know. Teacher: Now add it up. Teacher: [Crosstalk] [TARGET]Teacher: I like what you did here.[/TARGET] Teacher: Let me see. Student: He just copied that. Teacher: No, he didn't copy you.",0 6438,"Teacher: Now add it up. Teacher: [Crosstalk] Teacher: I like what you did here. [TARGET]Teacher: Let me see.[/TARGET] Student: He just copied that. Teacher: No, he didn't copy you. Student: Shut up.",1 6439,"Teacher: I like what you did here. Teacher: Let me see. Student: He just copied that. [TARGET]Teacher: No, he didn't copy you.[/TARGET] Student: Shut up. Teacher: So you're going to write. Teacher: I thought you did it.",1 6440,"Student: He just copied that. Teacher: No, he didn't copy you. Student: Shut up. [TARGET]Teacher: So you're going to write.[/TARGET] Teacher: I thought you did it. Teacher: Let's try. Teacher: Four times zero is what?",0 6441,"Teacher: No, he didn't copy you. Student: Shut up. Teacher: So you're going to write. [TARGET]Teacher: I thought you did it.[/TARGET] Teacher: Let's try. Teacher: Four times zero is what? Teacher: What is four times zero?",0 6442,Student: Shut up. Teacher: So you're going to write. Teacher: I thought you did it. [TARGET]Teacher: Let's try.[/TARGET] Teacher: Four times zero is what? Teacher: What is four times zero? Teacher: Zero.,0 6443,Teacher: So you're going to write. Teacher: I thought you did it. Teacher: Let's try. [TARGET]Teacher: Four times zero is what?[/TARGET] Teacher: What is four times zero? Teacher: Zero. Teacher: Put zero.,0 6444,Teacher: I thought you did it. Teacher: Let's try. Teacher: Four times zero is what? [TARGET]Teacher: What is four times zero?[/TARGET] Teacher: Zero. Teacher: Put zero. Teacher: Down here.,0 6445,Teacher: Let's try. Teacher: Four times zero is what? Teacher: What is four times zero? [TARGET]Teacher: Zero.[/TARGET] Teacher: Put zero. Teacher: Down here. Teacher: Down here.,0 6446,Teacher: Four times zero is what? Teacher: What is four times zero? Teacher: Zero. [TARGET]Teacher: Put zero.[/TARGET] Teacher: Down here. Teacher: Down here. Teacher: What is four times four?,0 6447,"Teacher: What is four times zero? Teacher: Zero. Teacher: Put zero. [TARGET]Teacher: Down here.[/TARGET] Teacher: Down here. Teacher: What is four times four? Student: Eight, nine, ten, eleven, twelve, sixteen.",0 6448,"Teacher: Zero. Teacher: Put zero. Teacher: Down here. [TARGET]Teacher: Down here.[/TARGET] Teacher: What is four times four? Student: Eight, nine, ten, eleven, twelve, sixteen. Teacher: Sixteen, excellent.",0 6449,"Teacher: Put zero. Teacher: Down here. Teacher: Down here. [TARGET]Teacher: What is four times four?[/TARGET] Student: Eight, nine, ten, eleven, twelve, sixteen. Teacher: Sixteen, excellent. Teacher: Right here.",0 6450,"Teacher: Down here. Teacher: What is four times four? Student: Eight, nine, ten, eleven, twelve, sixteen. [TARGET]Teacher: Sixteen, excellent.[/TARGET] Teacher: Right here. Teacher: You're doing great. Teacher: I'm so proud of you.",0 6451,"Teacher: What is four times four? Student: Eight, nine, ten, eleven, twelve, sixteen. Teacher: Sixteen, excellent. [TARGET]Teacher: Right here.[/TARGET] Teacher: You're doing great. Teacher: I'm so proud of you. Student: Can I have this?",0 6452,"Student: Eight, nine, ten, eleven, twelve, sixteen. Teacher: Sixteen, excellent. Teacher: Right here. [TARGET]Teacher: You're doing great.[/TARGET] Teacher: I'm so proud of you. Student: Can I have this? Teacher: Three.",0 6453,"Teacher: Sixteen, excellent. Teacher: Right here. Teacher: You're doing great. [TARGET]Teacher: I'm so proud of you.[/TARGET] Student: Can I have this? Teacher: Three. Teacher: Now do four times three here.",0 6454,Teacher: You're doing great. Teacher: I'm so proud of you. Student: Can I have this? [TARGET]Teacher: Three.[/TARGET] Teacher: Now do four times three here. Teacher: How much is four times three? Teacher: Just think about it.,0 6455,Teacher: I'm so proud of you. Student: Can I have this? Teacher: Three. [TARGET]Teacher: Now do four times three here.[/TARGET] Teacher: How much is four times three? Teacher: Just think about it. Teacher: What is four times three.,0 6456,Student: Can I have this? Teacher: Three. Teacher: Now do four times three here. [TARGET]Teacher: How much is four times three?[/TARGET] Teacher: Just think about it. Teacher: What is four times three. Student: Eight?,0 6457,"Teacher: Three. Teacher: Now do four times three here. Teacher: How much is four times three? [TARGET]Teacher: Just think about it.[/TARGET] Teacher: What is four times three. Student: Eight? Teacher: No, four times two is eight plus another?",0 6458,"Teacher: Now do four times three here. Teacher: How much is four times three? Teacher: Just think about it. [TARGET]Teacher: What is four times three.[/TARGET] Student: Eight? Teacher: No, four times two is eight plus another? Teacher: [Inaudible].",0 6459,"Teacher: Just think about it. Teacher: What is four times three. Student: Eight? [TARGET]Teacher: No, four times two is eight plus another?[/TARGET] Teacher: [Inaudible]. Student: Eight. Teacher: You have eight, now add four.",0 6460,"Teacher: No, four times two is eight plus another? Teacher: [Inaudible]. Student: Eight. [TARGET]Teacher: You have eight, now add four.[/TARGET] Teacher: Eight? Student: Nine, ten, eleven, twelve. Teacher: Twelve.",0 6461,"Teacher: [Inaudible]. Student: Eight. Teacher: You have eight, now add four. [TARGET]Teacher: Eight?[/TARGET] Student: Nine, ten, eleven, twelve. Teacher: Twelve. Teacher: It's 12.",0 6462,"Teacher: You have eight, now add four. Teacher: Eight? Student: Nine, ten, eleven, twelve. [TARGET]Teacher: Twelve.[/TARGET] Teacher: It's 12. Teacher: Write 12 right there. Teacher: Under here.",0 6463,"Teacher: Eight? Student: Nine, ten, eleven, twelve. Teacher: Twelve. [TARGET]Teacher: It's 12.[/TARGET] Teacher: Write 12 right there. Teacher: Under here. Teacher: Now I want you to add 160 plus 12.",0 6464,"Student: Nine, ten, eleven, twelve. Teacher: Twelve. Teacher: It's 12. [TARGET]Teacher: Write 12 right there.[/TARGET] Teacher: Under here. Teacher: Now I want you to add 160 plus 12. Teacher: Put your addition sign there.",0 6465,Teacher: Twelve. Teacher: It's 12. Teacher: Write 12 right there. [TARGET]Teacher: Under here.[/TARGET] Teacher: Now I want you to add 160 plus 12. Teacher: Put your addition sign there. Teacher: Yes.,0 6466,Teacher: It's 12. Teacher: Write 12 right there. Teacher: Under here. [TARGET]Teacher: Now I want you to add 160 plus 12.[/TARGET] Teacher: Put your addition sign there. Teacher: Yes. Teacher: Yes.,0 6467,Teacher: Write 12 right there. Teacher: Under here. Teacher: Now I want you to add 160 plus 12. [TARGET]Teacher: Put your addition sign there.[/TARGET] Teacher: Yes. Teacher: Yes. Teacher: Excellent.,0 6468,Teacher: Under here. Teacher: Now I want you to add 160 plus 12. Teacher: Put your addition sign there. [TARGET]Teacher: Yes.[/TARGET] Teacher: Yes. Teacher: Excellent. Teacher: Parentheses too.,0 6469,Teacher: Now I want you to add 160 plus 12. Teacher: Put your addition sign there. Teacher: Yes. [TARGET]Teacher: Yes.[/TARGET] Teacher: Excellent. Teacher: Parentheses too. Teacher: Now put plus here.,0 6470,"Teacher: Put your addition sign there. Teacher: Yes. Teacher: Yes. [TARGET]Teacher: Excellent.[/TARGET] Teacher: Parentheses too. Teacher: Now put plus here. Teacher: One sixty - this is how you got 172, 160 plus 12 is this.",0 6471,"Teacher: Yes. Teacher: Yes. Teacher: Excellent. [TARGET]Teacher: Parentheses too.[/TARGET] Teacher: Now put plus here. Teacher: One sixty - this is how you got 172, 160 plus 12 is this. Teacher: So you're going to put this.",0 6472,"Teacher: Yes. Teacher: Excellent. Teacher: Parentheses too. [TARGET]Teacher: Now put plus here.[/TARGET] Teacher: One sixty - this is how you got 172, 160 plus 12 is this. Teacher: So you're going to put this. Teacher: Let me see where you are.",0 6473,"Teacher: Excellent. Teacher: Parentheses too. Teacher: Now put plus here. [TARGET]Teacher: One sixty - this is how you got 172, 160 plus 12 is this.[/TARGET] Teacher: So you're going to put this. Teacher: Let me see where you are. Student: Teacher, can I have this?",0 6474,"Teacher: Parentheses too. Teacher: Now put plus here. Teacher: One sixty - this is how you got 172, 160 plus 12 is this. [TARGET]Teacher: So you're going to put this.[/TARGET] Teacher: Let me see where you are. Student: Teacher, can I have this? Teacher: I said I will give it to you, but not now.",0 6475,"Teacher: Now put plus here. Teacher: One sixty - this is how you got 172, 160 plus 12 is this. Teacher: So you're going to put this. [TARGET]Teacher: Let me see where you are.[/TARGET] Student: Teacher, can I have this? Teacher: I said I will give it to you, but not now. Teacher: When you finish with your math.",1 6476,"Teacher: So you're going to put this. Teacher: Let me see where you are. Student: Teacher, can I have this? [TARGET]Teacher: I said I will give it to you, but not now.[/TARGET] Teacher: When you finish with your math. Teacher: So we're going to do this 29 times - Student: [Inaudible].",1 6477,"Teacher: Let me see where you are. Student: Teacher, can I have this? Teacher: I said I will give it to you, but not now. [TARGET]Teacher: When you finish with your math.[/TARGET] Teacher: So we're going to do this 29 times - Student: [Inaudible]. Teacher: Which other way can you do this?",1 6478,"Student: Teacher, can I have this? Teacher: I said I will give it to you, but not now. Teacher: When you finish with your math. [TARGET]Teacher: So we're going to do this 29 times -[/TARGET] Student: [Inaudible]. Teacher: Which other way can you do this? Teacher: Let's think about 6 times 30.",0 6479,"Teacher: When you finish with your math. Teacher: So we're going to do this 29 times - Student: [Inaudible]. [TARGET]Teacher: Which other way can you do this?[/TARGET] Teacher: Let's think about 6 times 30. Student: Times 30? Teacher: Yes, let's think about it.",0 6480,"Teacher: So we're going to do this 29 times - Student: [Inaudible]. Teacher: Which other way can you do this? [TARGET]Teacher: Let's think about 6 times 30.[/TARGET] Student: Times 30? Teacher: Yes, let's think about it. Student: Is that a marker?",0 6481,"Teacher: Which other way can you do this? Teacher: Let's think about 6 times 30. Student: Times 30? [TARGET]Teacher: Yes, let's think about it.[/TARGET] Student: Is that a marker? Student: [Inaudible]. Teacher: You have to use it.",0 6482,"Teacher: Yes, let's think about it. Student: Is that a marker? Student: [Inaudible]. [TARGET]Teacher: You have to use it.[/TARGET] Teacher: Oh, you got it here. Teacher: Student A, I'm waiting for you. Student: I got mine.",1 6483,"Student: Is that a marker? Student: [Inaudible]. Teacher: You have to use it. [TARGET]Teacher: Oh, you got it here.[/TARGET] Teacher: Student A, I'm waiting for you. Student: I got mine. Student: Shut up.",1 6484,"Student: [Inaudible]. Teacher: You have to use it. Teacher: Oh, you got it here. [TARGET]Teacher: Student A, I'm waiting for you.[/TARGET] Student: I got mine. Student: Shut up. Teacher: Let's go.",1 6485,"Teacher: Student A, I'm waiting for you. Student: I got mine. Student: Shut up. [TARGET]Teacher: Let's go.[/TARGET] Teacher: He's doing a good job. Teacher: Can we stop, please? Teacher: You're doing a good job.",1 6486,"Student: I got mine. Student: Shut up. Teacher: Let's go. [TARGET]Teacher: He's doing a good job.[/TARGET] Teacher: Can we stop, please? Teacher: You're doing a good job. Teacher: Excellent.",0 6487,"Student: Shut up. Teacher: Let's go. Teacher: He's doing a good job. [TARGET]Teacher: Can we stop, please?[/TARGET] Teacher: You're doing a good job. Teacher: Excellent. Teacher: You're doing a good job.",1 6488,"Teacher: Let's go. Teacher: He's doing a good job. Teacher: Can we stop, please? [TARGET]Teacher: You're doing a good job.[/TARGET] Teacher: Excellent. Teacher: You're doing a good job. Teacher: Twenty times six, good.",0 6489,"Teacher: He's doing a good job. Teacher: Can we stop, please? Teacher: You're doing a good job. [TARGET]Teacher: Excellent.[/TARGET] Teacher: You're doing a good job. Teacher: Twenty times six, good. Teacher: Twenty times six.",0 6490,"Teacher: Can we stop, please? Teacher: You're doing a good job. Teacher: Excellent. [TARGET]Teacher: You're doing a good job.[/TARGET] Teacher: Twenty times six, good. Teacher: Twenty times six. Teacher: Plus?",0 6491,"Teacher: You're doing a good job. Teacher: Excellent. Teacher: You're doing a good job. [TARGET]Teacher: Twenty times six, good.[/TARGET] Teacher: Twenty times six. Teacher: Plus? Student: That was nine times six.",0 6492,"Teacher: Excellent. Teacher: You're doing a good job. Teacher: Twenty times six, good. [TARGET]Teacher: Twenty times six.[/TARGET] Teacher: Plus? Student: That was nine times six. Teacher: Nine times six.",0 6493,"Teacher: You're doing a good job. Teacher: Twenty times six, good. Teacher: Twenty times six. [TARGET]Teacher: Plus?[/TARGET] Student: That was nine times six. Teacher: Nine times six. Student: What do you need?",0 6494,Teacher: Twenty times six. Teacher: Plus? Student: That was nine times six. [TARGET]Teacher: Nine times six.[/TARGET] Student: What do you need? Teacher: So we're going to do here now. Teacher: Let's see.,0 6495,"Student: That was nine times six. Teacher: Nine times six. Student: What do you need? [TARGET]Teacher: So we're going to do here now.[/TARGET] Teacher: Let's see. Teacher: We're going to do six times three. Student: Oh, it doesn't go up to 29.",0 6496,"Teacher: Nine times six. Student: What do you need? Teacher: So we're going to do here now. [TARGET]Teacher: Let's see.[/TARGET] Teacher: We're going to do six times three. Student: Oh, it doesn't go up to 29. Student: Six times what, Teacher?",0 6497,"Student: What do you need? Teacher: So we're going to do here now. Teacher: Let's see. [TARGET]Teacher: We're going to do six times three.[/TARGET] Student: Oh, it doesn't go up to 29. Student: Six times what, Teacher? Student: Six times twenty.",0 6498,"Student: Six times what, Teacher? Student: Six times twenty. Student: I mean 29 times what? [TARGET]Teacher: Break it up.[/TARGET] Teacher: See how you break it. Student: You said 29. Teacher: Look what we did here.",0 6499,Student: Six times twenty. Student: I mean 29 times what? Teacher: Break it up. [TARGET]Teacher: See how you break it.[/TARGET] Student: You said 29. Teacher: Look what we did here. Student: Twenty-nine times what?,0 6500,Teacher: Break it up. Teacher: See how you break it. Student: You said 29. [TARGET]Teacher: Look what we did here.[/TARGET] Student: Twenty-nine times what? Teacher: Six. Teacher: Look at this.,0 6501,Student: You said 29. Teacher: Look what we did here. Student: Twenty-nine times what? [TARGET]Teacher: Six.[/TARGET] Teacher: Look at this. Teacher: The six here. Teacher: I want you to break it up.,0 6502,Teacher: Look what we did here. Student: Twenty-nine times what? Teacher: Six. [TARGET]Teacher: Look at this.[/TARGET] Teacher: The six here. Teacher: I want you to break it up. Teacher: See what we did here?,0 6503,Student: Twenty-nine times what? Teacher: Six. Teacher: Look at this. [TARGET]Teacher: The six here.[/TARGET] Teacher: I want you to break it up. Teacher: See what we did here? Teacher: Break it in that order.,0 6504,Teacher: Six. Teacher: Look at this. Teacher: The six here. [TARGET]Teacher: I want you to break it up.[/TARGET] Teacher: See what we did here? Teacher: Break it in that order. Teacher: Now I know you know the multiples.,0 6505,Teacher: Look at this. Teacher: The six here. Teacher: I want you to break it up. [TARGET]Teacher: See what we did here?[/TARGET] Teacher: Break it in that order. Teacher: Now I know you know the multiples. Teacher: Excellent.,0 6506,Teacher: The six here. Teacher: I want you to break it up. Teacher: See what we did here? [TARGET]Teacher: Break it in that order.[/TARGET] Teacher: Now I know you know the multiples. Teacher: Excellent. Teacher: Now find out what is 6 times 20.,0 6507,Teacher: I want you to break it up. Teacher: See what we did here? Teacher: Break it in that order. [TARGET]Teacher: Now I know you know the multiples.[/TARGET] Teacher: Excellent. Teacher: Now find out what is 6 times 20. Teacher: Look at what you did here.,0 6508,Teacher: See what we did here? Teacher: Break it in that order. Teacher: Now I know you know the multiples. [TARGET]Teacher: Excellent.[/TARGET] Teacher: Now find out what is 6 times 20. Teacher: Look at what you did here. Teacher: See what we did here?,0 6509,Teacher: Break it in that order. Teacher: Now I know you know the multiples. Teacher: Excellent. [TARGET]Teacher: Now find out what is 6 times 20.[/TARGET] Teacher: Look at what you did here. Teacher: See what we did here? Teacher: We're going to use the same thing to do it here.,0 6510,"Teacher: Now I know you know the multiples. Teacher: Excellent. Teacher: Now find out what is 6 times 20. [TARGET]Teacher: Look at what you did here.[/TARGET] Teacher: See what we did here? Teacher: We're going to use the same thing to do it here. Teacher: So we're going to say six times zero, right?",0 6511,"Teacher: Excellent. Teacher: Now find out what is 6 times 20. Teacher: Look at what you did here. [TARGET]Teacher: See what we did here?[/TARGET] Teacher: We're going to use the same thing to do it here. Teacher: So we're going to say six times zero, right? Teacher: Write what it is.",0 6512,"Teacher: Now find out what is 6 times 20. Teacher: Look at what you did here. Teacher: See what we did here? [TARGET]Teacher: We're going to use the same thing to do it here.[/TARGET] Teacher: So we're going to say six times zero, right? Teacher: Write what it is. Teacher: Now we're going to say - no, not times again.",0 6513,"Teacher: Look at what you did here. Teacher: See what we did here? Teacher: We're going to use the same thing to do it here. [TARGET]Teacher: So we're going to say six times zero, right?[/TARGET] Teacher: Write what it is. Teacher: Now we're going to say - no, not times again. Student: [Inaudible].",0 6514,"Teacher: See what we did here? Teacher: We're going to use the same thing to do it here. Teacher: So we're going to say six times zero, right? [TARGET]Teacher: Write what it is.[/TARGET] Teacher: Now we're going to say - no, not times again. Student: [Inaudible]. Teacher: You're multiplying this.",0 6515,"Teacher: We're going to use the same thing to do it here. Teacher: So we're going to say six times zero, right? Teacher: Write what it is. [TARGET]Teacher: Now we're going to say - no, not times again.[/TARGET] Student: [Inaudible]. Teacher: You're multiplying this. Teacher: Times zero is zero.",0 6516,"Teacher: Write what it is. Teacher: Now we're going to say - no, not times again. Student: [Inaudible]. [TARGET]Teacher: You're multiplying this.[/TARGET] Teacher: Times zero is zero. Teacher: What is six times two? Teacher: You have this here.",0 6517,"Teacher: Now we're going to say - no, not times again. Student: [Inaudible]. Teacher: You're multiplying this. [TARGET]Teacher: Times zero is zero.[/TARGET] Teacher: What is six times two? Teacher: You have this here. Teacher: Take it.",0 6518,Student: [Inaudible]. Teacher: You're multiplying this. Teacher: Times zero is zero. [TARGET]Teacher: What is six times two?[/TARGET] Teacher: You have this here. Teacher: Take it. Teacher: Six times two.,0 6519,Teacher: You're multiplying this. Teacher: Times zero is zero. Teacher: What is six times two? [TARGET]Teacher: You have this here.[/TARGET] Teacher: Take it. Teacher: Six times two. Teacher: Two groups of six?,0 6520,Teacher: Times zero is zero. Teacher: What is six times two? Teacher: You have this here. [TARGET]Teacher: Take it.[/TARGET] Teacher: Six times two. Teacher: Two groups of six? Teacher: So this is the first group of six.,0 6521,Teacher: What is six times two? Teacher: You have this here. Teacher: Take it. [TARGET]Teacher: Six times two.[/TARGET] Teacher: Two groups of six? Teacher: So this is the first group of six. Teacher: Count another group of six.,0 6522,Teacher: You have this here. Teacher: Take it. Teacher: Six times two. [TARGET]Teacher: Two groups of six?[/TARGET] Teacher: So this is the first group of six. Teacher: Count another group of six. Teacher: You're not counting these.,0 6523,Teacher: Take it. Teacher: Six times two. Teacher: Two groups of six? [TARGET]Teacher: So this is the first group of six.[/TARGET] Teacher: Count another group of six. Teacher: You're not counting these. Teacher: So it's 12.,0 6524,Teacher: Six times two. Teacher: Two groups of six? Teacher: So this is the first group of six. [TARGET]Teacher: Count another group of six.[/TARGET] Teacher: You're not counting these. Teacher: So it's 12. Teacher: So you write 12 here.,0 6525,Teacher: Two groups of six? Teacher: So this is the first group of six. Teacher: Count another group of six. [TARGET]Teacher: You're not counting these.[/TARGET] Teacher: So it's 12. Teacher: So you write 12 here. Teacher: So 20 times 6 is what?,0 6526,Teacher: So this is the first group of six. Teacher: Count another group of six. Teacher: You're not counting these. [TARGET]Teacher: So it's 12.[/TARGET] Teacher: So you write 12 here. Teacher: So 20 times 6 is what? Teacher: Look at it here.,0 6527,Teacher: Count another group of six. Teacher: You're not counting these. Teacher: So it's 12. [TARGET]Teacher: So you write 12 here.[/TARGET] Teacher: So 20 times 6 is what? Teacher: Look at it here. Student: Twelve.,0 6528,Teacher: You're not counting these. Teacher: So it's 12. Teacher: So you write 12 here. [TARGET]Teacher: So 20 times 6 is what?[/TARGET] Teacher: Look at it here. Student: Twelve. Teacher: Is this 12 you have here?,0 6529,Teacher: So it's 12. Teacher: So you write 12 here. Teacher: So 20 times 6 is what? [TARGET]Teacher: Look at it here.[/TARGET] Student: Twelve. Teacher: Is this 12 you have here? Teacher: One six zero is what?,0 6530,"Teacher: So 20 times 6 is what? Teacher: Look at it here. Student: Twelve. [TARGET]Teacher: Is this 12 you have here?[/TARGET] Teacher: One six zero is what? Teacher: One two zero is what? Student: Oh, 600.",0 6531,"Teacher: Look at it here. Student: Twelve. Teacher: Is this 12 you have here? [TARGET]Teacher: One six zero is what?[/TARGET] Teacher: One two zero is what? Student: Oh, 600. Student: You said two zeroes.",0 6532,"Student: Twelve. Teacher: Is this 12 you have here? Teacher: One six zero is what? [TARGET]Teacher: One two zero is what?[/TARGET] Student: Oh, 600. Student: You said two zeroes. Teacher: You counted one two zero.",0 6533,"Teacher: One two zero is what? Student: Oh, 600. Student: You said two zeroes. [TARGET]Teacher: You counted one two zero.[/TARGET] Teacher: What is this word? Teacher: What is this number? Teacher: What is this number?",0 6534,"Student: Oh, 600. Student: You said two zeroes. Teacher: You counted one two zero. [TARGET]Teacher: What is this word?[/TARGET] Teacher: What is this number? Teacher: What is this number? Student: Twelve.",0 6535,"Student: You said two zeroes. Teacher: You counted one two zero. Teacher: What is this word? [TARGET]Teacher: What is this number?[/TARGET] Teacher: What is this number? Student: Twelve. Teacher: Student C, what is this number.",0 6536,"Teacher: You counted one two zero. Teacher: What is this word? Teacher: What is this number? [TARGET]Teacher: What is this number?[/TARGET] Student: Twelve. Teacher: Student C, what is this number. Teacher: Look at.",0 6537,"Teacher: What is this number? Teacher: What is this number? Student: Twelve. [TARGET]Teacher: Student C, what is this number.[/TARGET] Teacher: Look at. Teacher: One hundred twenty. Teacher: That's what it is, 120.",0 6538,"Teacher: What is this number? Student: Twelve. Teacher: Student C, what is this number. [TARGET]Teacher: Look at.[/TARGET] Teacher: One hundred twenty. Teacher: That's what it is, 120. Teacher: Now I want you to count 9 six times.",0 6539,"Student: Twelve. Teacher: Student C, what is this number. Teacher: Look at. [TARGET]Teacher: One hundred twenty.[/TARGET] Teacher: That's what it is, 120. Teacher: Now I want you to count 9 six times. Teacher: Use the marker.",0 6540,"Teacher: Student C, what is this number. Teacher: Look at. Teacher: One hundred twenty. [TARGET]Teacher: That's what it is, 120.[/TARGET] Teacher: Now I want you to count 9 six times. Teacher: Use the marker. Teacher: Use the marker to help you.",0 6541,"Teacher: Look at. Teacher: One hundred twenty. Teacher: That's what it is, 120. [TARGET]Teacher: Now I want you to count 9 six times.[/TARGET] Teacher: Use the marker. Teacher: Use the marker to help you. Student: I stink at this.",0 6542,"Teacher: One hundred twenty. Teacher: That's what it is, 120. Teacher: Now I want you to count 9 six times. [TARGET]Teacher: Use the marker.[/TARGET] Teacher: Use the marker to help you. Student: I stink at this. Teacher: Here.",1 6543,"Teacher: That's what it is, 120. Teacher: Now I want you to count 9 six times. Teacher: Use the marker. [TARGET]Teacher: Use the marker to help you.[/TARGET] Student: I stink at this. Teacher: Here. Teacher: We're here.",1 6544,"Teacher: Use the marker. Teacher: Use the marker to help you. Student: I stink at this. [TARGET]Teacher: Here.[/TARGET] Teacher: We're here. Student: Yeah, we're here. Teacher: Student J, we're here.",1 6545,"Teacher: Use the marker to help you. Student: I stink at this. Teacher: Here. [TARGET]Teacher: We're here.[/TARGET] Student: Yeah, we're here. Teacher: Student J, we're here. Teacher: You're going to multiply - no, erase this.",1 6546,"Teacher: Here. Teacher: We're here. Student: Yeah, we're here. [TARGET]Teacher: Student J, we're here.[/TARGET] Teacher: You're going to multiply - no, erase this. Teacher: This is not many. Teacher: Erase this one.",1 6547,"Teacher: We're here. Student: Yeah, we're here. Teacher: Student J, we're here. [TARGET]Teacher: You're going to multiply - no, erase this.[/TARGET] Teacher: This is not many. Teacher: Erase this one. Student: What am I doing again?",0 6548,"Student: Yeah, we're here. Teacher: Student J, we're here. Teacher: You're going to multiply - no, erase this. [TARGET]Teacher: This is not many.[/TARGET] Teacher: Erase this one. Student: What am I doing again? Student: I forgot?",0 6549,"Teacher: Student J, we're here. Teacher: You're going to multiply - no, erase this. Teacher: This is not many. [TARGET]Teacher: Erase this one.[/TARGET] Student: What am I doing again? Student: I forgot? Teacher: Nine times six.",0 6550,Teacher: Erase this one. Student: What am I doing again? Student: I forgot? [TARGET]Teacher: Nine times six.[/TARGET] Teacher: Look at this here. Teacher: Nine times six. Teacher: Student J.,0 6551,Student: What am I doing again? Student: I forgot? Teacher: Nine times six. [TARGET]Teacher: Look at this here.[/TARGET] Teacher: Nine times six. Teacher: Student J. Student: Do we get to bring this home?,0 6552,Student: I forgot? Teacher: Nine times six. Teacher: Look at this here. [TARGET]Teacher: Nine times six.[/TARGET] Teacher: Student J. Student: Do we get to bring this home? Teacher: Yes.,0 6553,"Teacher: Nine times six. Teacher: Look at this here. Teacher: Nine times six. [TARGET]Teacher: Student J.[/TARGET] Student: Do we get to bring this home? Teacher: Yes. Teacher: Student J, erase this.",0 6554,"Teacher: Nine times six. Teacher: Student J. Student: Do we get to bring this home? [TARGET]Teacher: Yes.[/TARGET] Teacher: Student J, erase this. Teacher: This is a nine. Teacher: This is your first nine.",1 6555,"Teacher: Student J. Student: Do we get to bring this home? Teacher: Yes. [TARGET]Teacher: Student J, erase this.[/TARGET] Teacher: This is a nine. Teacher: This is your first nine. Teacher: Mark it here.",0 6556,"Student: Do we get to bring this home? Teacher: Yes. Teacher: Student J, erase this. [TARGET]Teacher: This is a nine.[/TARGET] Teacher: This is your first nine. Teacher: Mark it here. Teacher: Okay, count another nine.",0 6557,"Teacher: Yes. Teacher: Student J, erase this. Teacher: This is a nine. [TARGET]Teacher: This is your first nine.[/TARGET] Teacher: Mark it here. Teacher: Okay, count another nine. Student: One, two, three, four, five, six, seven, eight, nine.",0 6558,"Teacher: Student J, erase this. Teacher: This is a nine. Teacher: This is your first nine. [TARGET]Teacher: Mark it here.[/TARGET] Teacher: Okay, count another nine. Student: One, two, three, four, five, six, seven, eight, nine. Teacher: Mark it.",0 6559,"Teacher: This is a nine. Teacher: This is your first nine. Teacher: Mark it here. [TARGET]Teacher: Okay, count another nine.[/TARGET] Student: One, two, three, four, five, six, seven, eight, nine. Teacher: Mark it. Teacher: Continue.",0 6560,"Teacher: Mark it here. Teacher: Okay, count another nine. Student: One, two, three, four, five, six, seven, eight, nine. [TARGET]Teacher: Mark it.[/TARGET] Teacher: Continue. Teacher: Student J, we're going to look at it. Teacher: How do you want to break this?",0 6561,"Teacher: Okay, count another nine. Student: One, two, three, four, five, six, seven, eight, nine. Teacher: Mark it. [TARGET]Teacher: Continue.[/TARGET] Teacher: Student J, we're going to look at it. Teacher: How do you want to break this? Student: [Inaudible].",1 6562,"Student: One, two, three, four, five, six, seven, eight, nine. Teacher: Mark it. Teacher: Continue. [TARGET]Teacher: Student J, we're going to look at it.[/TARGET] Teacher: How do you want to break this? Student: [Inaudible]. Teacher: I agree.",1 6563,"Teacher: Mark it. Teacher: Continue. Teacher: Student J, we're going to look at it. [TARGET]Teacher: How do you want to break this?[/TARGET] Student: [Inaudible]. Teacher: I agree. Teacher: Ten times would.",0 6564,"Teacher: Student J, we're going to look at it. Teacher: How do you want to break this? Student: [Inaudible]. [TARGET]Teacher: I agree.[/TARGET] Teacher: Ten times would. Student: no, two times six. Teacher: Mm-hmm, plus?",0 6565,"Teacher: How do you want to break this? Student: [Inaudible]. Teacher: I agree. [TARGET]Teacher: Ten times would.[/TARGET] Student: no, two times six. Teacher: Mm-hmm, plus? Student: Plus?",0 6566,"Teacher: I agree. Teacher: Ten times would. Student: no, two times six. [TARGET]Teacher: Mm-hmm, plus?[/TARGET] Student: Plus? Teacher: Times. Teacher: Plus.",0 6567,"Student: no, two times six. Teacher: Mm-hmm, plus? Student: Plus? [TARGET]Teacher: Times.[/TARGET] Teacher: Plus. Student: Ten times. Teacher: Okay.",0 6568,"Teacher: Mm-hmm, plus? Student: Plus? Teacher: Times. [TARGET]Teacher: Plus.[/TARGET] Student: Ten times. Teacher: Okay. Teacher: I'm not sure what you're doing there.",0 6569,Teacher: Plus. Student: Ten times. Teacher: Okay. [TARGET]Teacher: I'm not sure what you're doing there.[/TARGET] Student: You can't trick me. Teacher: How many have you counted? Student: Six.,1 6570,"Teacher: Okay. Teacher: I'm not sure what you're doing there. Student: You can't trick me. [TARGET]Teacher: How many have you counted?[/TARGET] Student: Six. Teacher: Okay, what did you get? Student: Fifty-four.",0 6571,"Student: You can't trick me. Teacher: How many have you counted? Student: Six. [TARGET]Teacher: Okay, what did you get?[/TARGET] Student: Fifty-four. Teacher: Fifty-four. Teacher: So 9 times 6 is 54.",0 6572,"Student: Six. Teacher: Okay, what did you get? Student: Fifty-four. [TARGET]Teacher: Fifty-four.[/TARGET] Teacher: So 9 times 6 is 54. Teacher: You write your 54 here. Student: Okay, I've got that one.",0 6573,"Teacher: Okay, what did you get? Student: Fifty-four. Teacher: Fifty-four. [TARGET]Teacher: So 9 times 6 is 54.[/TARGET] Teacher: You write your 54 here. Student: Okay, I've got that one. Teacher: Give him his pencil.",0 6574,"Student: Fifty-four. Teacher: Fifty-four. Teacher: So 9 times 6 is 54. [TARGET]Teacher: You write your 54 here.[/TARGET] Student: Okay, I've got that one. Teacher: Give him his pencil. Teacher: Oh, I took it.",0 6575,"Teacher: So 9 times 6 is 54. Teacher: You write your 54 here. Student: Okay, I've got that one. [TARGET]Teacher: Give him his pencil.[/TARGET] Teacher: Oh, I took it. Teacher: Here's your pencil. Teacher: I don't know what is really going on there.",1 6576,"Teacher: You write your 54 here. Student: Okay, I've got that one. Teacher: Give him his pencil. [TARGET]Teacher: Oh, I took it.[/TARGET] Teacher: Here's your pencil. Teacher: I don't know what is really going on there. Teacher: Student C, go back to your seat please.",1 6577,"Student: Okay, I've got that one. Teacher: Give him his pencil. Teacher: Oh, I took it. [TARGET]Teacher: Here's your pencil.[/TARGET] Teacher: I don't know what is really going on there. Teacher: Student C, go back to your seat please. Student: What am I doing?",1 6578,"Teacher: Give him his pencil. Teacher: Oh, I took it. Teacher: Here's your pencil. [TARGET]Teacher: I don't know what is really going on there.[/TARGET] Teacher: Student C, go back to your seat please. Student: What am I doing? Teacher: Banging the desk and not working.",1 6579,"Teacher: Oh, I took it. Teacher: Here's your pencil. Teacher: I don't know what is really going on there. [TARGET]Teacher: Student C, go back to your seat please.[/TARGET] Student: What am I doing? Teacher: Banging the desk and not working. Teacher: Now add this and this together.",1 6580,"Teacher: I don't know what is really going on there. Teacher: Student C, go back to your seat please. Student: What am I doing? [TARGET]Teacher: Banging the desk and not working.[/TARGET] Teacher: Now add this and this together. Teacher: Let me see the people that are really working now. Teacher: [Crosstalk]",1 6581,"Teacher: Student C, go back to your seat please. Student: What am I doing? Teacher: Banging the desk and not working. [TARGET]Teacher: Now add this and this together.[/TARGET] Teacher: Let me see the people that are really working now. Teacher: [Crosstalk] Teacher: Let me see people that are really working.",0 6582,Student: What am I doing? Teacher: Banging the desk and not working. Teacher: Now add this and this together. [TARGET]Teacher: Let me see the people that are really working now.[/TARGET] Teacher: [Crosstalk] Teacher: Let me see people that are really working. Teacher: Student K is doing a good job being on task.,1 6583,Teacher: Now add this and this together. Teacher: Let me see the people that are really working now. Teacher: [Crosstalk] [TARGET]Teacher: Let me see people that are really working.[/TARGET] Teacher: Student K is doing a good job being on task. Teacher: Student X being on task. Teacher: Student C being on task.,1 6584,Teacher: Let me see the people that are really working now. Teacher: [Crosstalk] Teacher: Let me see people that are really working. [TARGET]Teacher: Student K is doing a good job being on task.[/TARGET] Teacher: Student X being on task. Teacher: Student C being on task. Teacher: Student T being on task.,1 6585,Teacher: [Crosstalk] Teacher: Let me see people that are really working. Teacher: Student K is doing a good job being on task. [TARGET]Teacher: Student X being on task.[/TARGET] Teacher: Student C being on task. Teacher: Student T being on task. Teacher: Student J being on task.,1 6586,Teacher: Let me see people that are really working. Teacher: Student K is doing a good job being on task. Teacher: Student X being on task. [TARGET]Teacher: Student C being on task.[/TARGET] Teacher: Student T being on task. Teacher: Student J being on task. Teacher: Student A being on task.,1 6587,Teacher: Student K is doing a good job being on task. Teacher: Student X being on task. Teacher: Student C being on task. [TARGET]Teacher: Student T being on task.[/TARGET] Teacher: Student J being on task. Teacher: Student A being on task. Teacher: [Room noise],1 6588,Teacher: Student X being on task. Teacher: Student C being on task. Teacher: Student T being on task. [TARGET]Teacher: Student J being on task.[/TARGET] Teacher: Student A being on task. Teacher: [Room noise] Student: This one.,1 6589,Teacher: Student C being on task. Teacher: Student T being on task. Teacher: Student J being on task. [TARGET]Teacher: Student A being on task.[/TARGET] Teacher: [Room noise] Student: This one. Teacher: Look at what we did here on this one.,1 6590,"Teacher: Student A being on task. Teacher: [Room noise] Student: This one. [TARGET]Teacher: Look at what we did here on this one.[/TARGET] Teacher: We said if you get this story today. Student: No, I didn't. Teacher: Were you not the person that said my family and I traveled?",0 6591,"Teacher: [Room noise] Student: This one. Teacher: Look at what we did here on this one. [TARGET]Teacher: We said if you get this story today.[/TARGET] Student: No, I didn't. Teacher: Were you not the person that said my family and I traveled? Student: [Inaudible].",0 6592,"Teacher: Look at what we did here on this one. Teacher: We said if you get this story today. Student: No, I didn't. [TARGET]Teacher: Were you not the person that said my family and I traveled?[/TARGET] Student: [Inaudible]. Teacher: I want you to - Student: I know how to do it.",0 6593,"Student: No, I didn't. Teacher: Were you not the person that said my family and I traveled? Student: [Inaudible]. [TARGET]Teacher: I want you to -[/TARGET] Student: I know how to do it. Teacher: Let's look here. Teacher: Let's read the story first.",0 6594,"Student: [Inaudible]. Teacher: I want you to - Student: I know how to do it. [TARGET]Teacher: Let's look here.[/TARGET] Teacher: Let's read the story first. Teacher: Student E, stop. Student: He's doing this.",0 6595,"Teacher: I want you to - Student: I know how to do it. Teacher: Let's look here. [TARGET]Teacher: Let's read the story first.[/TARGET] Teacher: Student E, stop. Student: He's doing this. Student: He doing that.",0 6596,"Student: I know how to do it. Teacher: Let's look here. Teacher: Let's read the story first. [TARGET]Teacher: Student E, stop.[/TARGET] Student: He's doing this. Student: He doing that. Teacher: In the first week of their trip, the Jones family drove how many miles?",1 6597,"Teacher: Student E, stop. Student: He's doing this. Student: He doing that. [TARGET]Teacher: In the first week of their trip, the Jones family drove how many miles?[/TARGET] Student: Four hundred. Teacher: Four hundred miles from their home in Ohio to Mount Cave in Kentucky. Teacher: After their visit, they drove again.",0 6598,"Student: He doing that. Teacher: In the first week of their trip, the Jones family drove how many miles? Student: Four hundred. [TARGET]Teacher: Four hundred miles from their home in Ohio to Mount Cave in Kentucky.[/TARGET] Teacher: After their visit, they drove again. Student: Seven hundred thirty-three. Teacher: What did it ask you?",0 6599,"Teacher: In the first week of their trip, the Jones family drove how many miles? Student: Four hundred. Teacher: Four hundred miles from their home in Ohio to Mount Cave in Kentucky. [TARGET]Teacher: After their visit, they drove again.[/TARGET] Student: Seven hundred thirty-three. Teacher: What did it ask you? Student: How many miles did they drive together?",0 6600,"Teacher: Four hundred miles from their home in Ohio to Mount Cave in Kentucky. Teacher: After their visit, they drove again. Student: Seven hundred thirty-three. [TARGET]Teacher: What did it ask you?[/TARGET] Student: How many miles did they drive together? Teacher: What do we need to do here? Student: add it up.",0 6601,Student: Seven hundred thirty-three. Teacher: What did it ask you? Student: How many miles did they drive together? [TARGET]Teacher: What do we need to do here?[/TARGET] Student: add it up. Teacher: Do it. Student: so write the one like this?,0 6602,Student: How many miles did they drive together? Teacher: What do we need to do here? Student: add it up. [TARGET]Teacher: Do it.[/TARGET] Student: so write the one like this? Teacher: So what is 10 times 6? Student: Ten times six?,0 6603,Student: add it up. Teacher: Do it. Student: so write the one like this? [TARGET]Teacher: So what is 10 times 6?[/TARGET] Student: Ten times six? Student: Sixty. Teacher: Write it.,0 6604,Teacher: So what is 10 times 6? Student: Ten times six? Student: Sixty. [TARGET]Teacher: Write it.[/TARGET] Teacher: What were you waiting for? Student: [Inaudible]. Teacher: What is nine times six?,1 6605,Student: Ten times six? Student: Sixty. Teacher: Write it. [TARGET]Teacher: What were you waiting for?[/TARGET] Student: [Inaudible]. Teacher: What is nine times six? Student: I should know that.,0 6606,Teacher: Write it. Teacher: What were you waiting for? Student: [Inaudible]. [TARGET]Teacher: What is nine times six?[/TARGET] Student: I should know that. Teacher: Leave that on your desk. Teacher: You're here.,0 6607,Student: [Inaudible]. Teacher: What is nine times six? Student: I should know that. [TARGET]Teacher: Leave that on your desk.[/TARGET] Teacher: You're here. Teacher: Find out what nine times six is? Teacher: This is good.,1 6608,Teacher: What is nine times six? Student: I should know that. Teacher: Leave that on your desk. [TARGET]Teacher: You're here.[/TARGET] Teacher: Find out what nine times six is? Teacher: This is good. Teacher: I love this.,1 6609,Student: I should know that. Teacher: Leave that on your desk. Teacher: You're here. [TARGET]Teacher: Find out what nine times six is?[/TARGET] Teacher: This is good. Teacher: I love this. Teacher: This is correct.,0 6610,Teacher: Leave that on your desk. Teacher: You're here. Teacher: Find out what nine times six is? [TARGET]Teacher: This is good.[/TARGET] Teacher: I love this. Teacher: This is correct. Teacher: Excellent.,0 6611,Teacher: You're here. Teacher: Find out what nine times six is? Teacher: This is good. [TARGET]Teacher: I love this.[/TARGET] Teacher: This is correct. Teacher: Excellent. Teacher: I love this.,0 6612,Teacher: Find out what nine times six is? Teacher: This is good. Teacher: I love this. [TARGET]Teacher: This is correct.[/TARGET] Teacher: Excellent. Teacher: I love this. Teacher: How did you get 112 here by multiplying 20 times 6?,0 6613,"Teacher: This is good. Teacher: I love this. Teacher: This is correct. [TARGET]Teacher: Excellent.[/TARGET] Teacher: I love this. Teacher: How did you get 112 here by multiplying 20 times 6? Teacher: Student C, are you done?",0 6614,"Teacher: I love this. Teacher: This is correct. Teacher: Excellent. [TARGET]Teacher: I love this.[/TARGET] Teacher: How did you get 112 here by multiplying 20 times 6? Teacher: Student C, are you done? Student: Yes.",0 6615,"Teacher: This is correct. Teacher: Excellent. Teacher: I love this. [TARGET]Teacher: How did you get 112 here by multiplying 20 times 6?[/TARGET] Teacher: Student C, are you done? Student: Yes. Teacher: Okay, I have something for you.",0 6616,"Teacher: Excellent. Teacher: I love this. Teacher: How did you get 112 here by multiplying 20 times 6? [TARGET]Teacher: Student C, are you done?[/TARGET] Student: Yes. Teacher: Okay, I have something for you. Teacher: I want you to check this.",1 6617,"Teacher: How did you get 112 here by multiplying 20 times 6? Teacher: Student C, are you done? Student: Yes. [TARGET]Teacher: Okay, I have something for you.[/TARGET] Teacher: I want you to check this. Teacher: This is not correct. Teacher: I'm coming.",1 6618,"Teacher: Student C, are you done? Student: Yes. Teacher: Okay, I have something for you. [TARGET]Teacher: I want you to check this.[/TARGET] Teacher: This is not correct. Teacher: I'm coming. Teacher: Let me give Student C something.",1 6619,"Student: Yes. Teacher: Okay, I have something for you. Teacher: I want you to check this. [TARGET]Teacher: This is not correct.[/TARGET] Teacher: I'm coming. Teacher: Let me give Student C something. Student: It's 110.",0 6620,"Teacher: Okay, I have something for you. Teacher: I want you to check this. Teacher: This is not correct. [TARGET]Teacher: I'm coming.[/TARGET] Teacher: Let me give Student C something. Student: It's 110. Teacher: Twenty times six?",1 6621,Teacher: I want you to check this. Teacher: This is not correct. Teacher: I'm coming. [TARGET]Teacher: Let me give Student C something.[/TARGET] Student: It's 110. Teacher: Twenty times six? Student: One ten.,1 6622,Teacher: I'm coming. Teacher: Let me give Student C something. Student: It's 110. [TARGET]Teacher: Twenty times six?[/TARGET] Student: One ten. Teacher: Think about it. Student: One twenty.,0 6623,"Student: It's 110. Teacher: Twenty times six? Student: One ten. [TARGET]Teacher: Think about it.[/TARGET] Student: One twenty. Student: One twenty. Teacher: Okay, now write it.",0 6624,"Teacher: Think about it. Student: One twenty. Student: One twenty. [TARGET]Teacher: Okay, now write it.[/TARGET] Teacher: You wrote 112. Student: Where's my pencil? Teacher: Okay, this is supposed to be today's homework.",0 6625,"Student: One twenty. Student: One twenty. Teacher: Okay, now write it. [TARGET]Teacher: You wrote 112.[/TARGET] Student: Where's my pencil? Teacher: Okay, this is supposed to be today's homework. Student: [Inaudible].",0 6626,"Teacher: Okay, now write it. Teacher: You wrote 112. Student: Where's my pencil? [TARGET]Teacher: Okay, this is supposed to be today's homework.[/TARGET] Student: [Inaudible]. Teacher: Supposed to have had it. Student: I don't want to do homework now.",0 6627,"Student: Where's my pencil? Teacher: Okay, this is supposed to be today's homework. Student: [Inaudible]. [TARGET]Teacher: Supposed to have had it.[/TARGET] Student: I don't want to do homework now. Teacher: Let's do it now since you finished your math. Teacher: Did you write 172 here?",0 6628,"Student: [Inaudible]. Teacher: Supposed to have had it. Student: I don't want to do homework now. [TARGET]Teacher: Let's do it now since you finished your math.[/TARGET] Teacher: Did you write 172 here? Teacher: Did you? Teacher: How do we break this number, 29 times 6?",1 6629,"Teacher: Supposed to have had it. Student: I don't want to do homework now. Teacher: Let's do it now since you finished your math. [TARGET]Teacher: Did you write 172 here?[/TARGET] Teacher: Did you? Teacher: How do we break this number, 29 times 6? Teacher: What do you want to break it into?",0 6630,"Student: I don't want to do homework now. Teacher: Let's do it now since you finished your math. Teacher: Did you write 172 here? [TARGET]Teacher: Did you?[/TARGET] Teacher: How do we break this number, 29 times 6? Teacher: What do you want to break it into? Teacher: What do you want to?",0 6631,"Teacher: Let's do it now since you finished your math. Teacher: Did you write 172 here? Teacher: Did you? [TARGET]Teacher: How do we break this number, 29 times 6?[/TARGET] Teacher: What do you want to break it into? Teacher: What do you want to? Teacher: We're not playing now.",0 6632,"Teacher: Did you write 172 here? Teacher: Did you? Teacher: How do we break this number, 29 times 6? [TARGET]Teacher: What do you want to break it into?[/TARGET] Teacher: What do you want to? Teacher: We're not playing now. Teacher: We're looking at this.",0 6633,"Teacher: Did you? Teacher: How do we break this number, 29 times 6? Teacher: What do you want to break it into? [TARGET]Teacher: What do you want to?[/TARGET] Teacher: We're not playing now. Teacher: We're looking at this. Teacher: What do you want to break this into?",0 6634,"Teacher: How do we break this number, 29 times 6? Teacher: What do you want to break it into? Teacher: What do you want to? [TARGET]Teacher: We're not playing now.[/TARGET] Teacher: We're looking at this. Teacher: What do you want to break this into? Teacher: Student J, add up this.",1 6635,"Teacher: What do you want to break it into? Teacher: What do you want to? Teacher: We're not playing now. [TARGET]Teacher: We're looking at this.[/TARGET] Teacher: What do you want to break this into? Teacher: Student J, add up this. Teacher: Leave your binder please.",1 6636,"Teacher: What do you want to? Teacher: We're not playing now. Teacher: We're looking at this. [TARGET]Teacher: What do you want to break this into?[/TARGET] Teacher: Student J, add up this. Teacher: Leave your binder please. Student: Why do they get this and I don't?",0 6637,"Teacher: We're not playing now. Teacher: We're looking at this. Teacher: What do you want to break this into? [TARGET]Teacher: Student J, add up this.[/TARGET] Teacher: Leave your binder please. Student: Why do they get this and I don't? Teacher: Keep in touch, please.",0 6638,"Teacher: We're looking at this. Teacher: What do you want to break this into? Teacher: Student J, add up this. [TARGET]Teacher: Leave your binder please.[/TARGET] Student: Why do they get this and I don't? Teacher: Keep in touch, please. Teacher: Add up these.",1 6639,"Teacher: Student J, add up this. Teacher: Leave your binder please. Student: Why do they get this and I don't? [TARGET]Teacher: Keep in touch, please.[/TARGET] Teacher: Add up these. Teacher: You have your own. Teacher: It's here.",1 6640,"Teacher: Leave your binder please. Student: Why do they get this and I don't? Teacher: Keep in touch, please. [TARGET]Teacher: Add up these.[/TARGET] Teacher: You have your own. Teacher: It's here. Teacher: But this is not what you're doing now.",0 6641,"Student: Why do they get this and I don't? Teacher: Keep in touch, please. Teacher: Add up these. [TARGET]Teacher: You have your own.[/TARGET] Teacher: It's here. Teacher: But this is not what you're doing now. Student: Thirty times six and I do -",1 6642,"Teacher: Keep in touch, please. Teacher: Add up these. Teacher: You have your own. [TARGET]Teacher: It's here.[/TARGET] Teacher: But this is not what you're doing now. Student: Thirty times six and I do - Teacher: Thirty times six, uh-huh.",1 6643,"Teacher: Add up these. Teacher: You have your own. Teacher: It's here. [TARGET]Teacher: But this is not what you're doing now.[/TARGET] Student: Thirty times six and I do - Teacher: Thirty times six, uh-huh. Student: Zero times six or three times six or do two times six?",1 6644,"Teacher: It's here. Teacher: But this is not what you're doing now. Student: Thirty times six and I do - [TARGET]Teacher: Thirty times six, uh-huh.[/TARGET] Student: Zero times six or three times six or do two times six? Teacher: Said 30 times 6. Teacher: I love what you did here.",0 6645,"Student: Thirty times six and I do - Teacher: Thirty times six, uh-huh. Student: Zero times six or three times six or do two times six? [TARGET]Teacher: Said 30 times 6.[/TARGET] Teacher: I love what you did here. Teacher: This is six. Teacher: This one is what?",0 6646,"Teacher: Thirty times six, uh-huh. Student: Zero times six or three times six or do two times six? Teacher: Said 30 times 6. [TARGET]Teacher: I love what you did here.[/TARGET] Teacher: This is six. Teacher: This one is what? Student: Oh wait.",0 6647,Student: Zero times six or three times six or do two times six? Teacher: Said 30 times 6. Teacher: I love what you did here. [TARGET]Teacher: This is six.[/TARGET] Teacher: This one is what? Student: Oh wait. Student: This zero times two.,0 6648,Teacher: Said 30 times 6. Teacher: I love what you did here. Teacher: This is six. [TARGET]Teacher: This one is what?[/TARGET] Student: Oh wait. Student: This zero times two. Student: Four times six.,0 6649,Student: Oh wait. Student: This zero times two. Student: Four times six. [TARGET]Teacher: I love what you did here.[/TARGET] Teacher: You said 30 times 6. Teacher: This is the six. Teacher: You've used this six.,0 6650,Student: This zero times two. Student: Four times six. Teacher: I love what you did here. [TARGET]Teacher: You said 30 times 6.[/TARGET] Teacher: This is the six. Teacher: You've used this six. Teacher: You got this too.,0 6651,Student: Four times six. Teacher: I love what you did here. Teacher: You said 30 times 6. [TARGET]Teacher: This is the six.[/TARGET] Teacher: You've used this six. Teacher: You got this too. Teacher: What is the value of this two?,0 6652,Teacher: I love what you did here. Teacher: You said 30 times 6. Teacher: This is the six. [TARGET]Teacher: You've used this six.[/TARGET] Teacher: You got this too. Teacher: What is the value of this two? Student: [Inaudible].,0 6653,Teacher: You said 30 times 6. Teacher: This is the six. Teacher: You've used this six. [TARGET]Teacher: You got this too.[/TARGET] Teacher: What is the value of this two? Student: [Inaudible]. Teacher: What does two here -,0 6654,Teacher: This is the six. Teacher: You've used this six. Teacher: You got this too. [TARGET]Teacher: What is the value of this two?[/TARGET] Student: [Inaudible]. Teacher: What does two here - Student: Times six.,0 6655,Teacher: You got this too. Teacher: What is the value of this two? Student: [Inaudible]. [TARGET]Teacher: What does two here -[/TARGET] Student: Times six. Teacher: What does two here stand for? Teacher: This is 26.,0 6656,Student: [Inaudible]. Teacher: What does two here - Student: Times six. [TARGET]Teacher: What does two here stand for?[/TARGET] Teacher: This is 26. Teacher: This is six. Teacher: What is two?,0 6657,Teacher: What does two here - Student: Times six. Teacher: What does two here stand for? [TARGET]Teacher: This is 26.[/TARGET] Teacher: This is six. Teacher: What is two? Student: Two times zero.,0 6658,Student: Times six. Teacher: What does two here stand for? Teacher: This is 26. [TARGET]Teacher: This is six.[/TARGET] Teacher: What is two? Student: Two times zero. Teacher: I want you to put that down.,0 6659,Teacher: What does two here stand for? Teacher: This is 26. Teacher: This is six. [TARGET]Teacher: What is two?[/TARGET] Student: Two times zero. Teacher: I want you to put that down. Teacher: That's enough.,0 6660,Teacher: This is six. Teacher: What is two? Student: Two times zero. [TARGET]Teacher: I want you to put that down.[/TARGET] Teacher: That's enough. Student: I don't know. Teacher: You have it here.,1 6661,Teacher: What is two? Student: Two times zero. Teacher: I want you to put that down. [TARGET]Teacher: That's enough.[/TARGET] Student: I don't know. Teacher: You have it here. Teacher: Five times six is what?,1 6662,Teacher: I want you to put that down. Teacher: That's enough. Student: I don't know. [TARGET]Teacher: You have it here.[/TARGET] Teacher: Five times six is what? Teacher: Look here. Teacher: Look here.,0 6663,Teacher: That's enough. Student: I don't know. Teacher: You have it here. [TARGET]Teacher: Five times six is what?[/TARGET] Teacher: Look here. Teacher: Look here. Student: It's hard.,0 6664,Student: I don't know. Teacher: You have it here. Teacher: Five times six is what? [TARGET]Teacher: Look here.[/TARGET] Teacher: Look here. Student: It's hard. Teacher: It's not.,0 6665,Teacher: You have it here. Teacher: Five times six is what? Teacher: Look here. [TARGET]Teacher: Look here.[/TARGET] Student: It's hard. Teacher: It's not. Teacher: Just listen to me for a second.,0 6666,"Teacher: Look here. Teacher: Look here. Student: It's hard. [TARGET]Teacher: It's not.[/TARGET] Teacher: Just listen to me for a second. Student: I don't know what you're talking about. Teacher: Okay, listen to me for a second.",0 6667,"Teacher: Look here. Student: It's hard. Teacher: It's not. [TARGET]Teacher: Just listen to me for a second.[/TARGET] Student: I don't know what you're talking about. Teacher: Okay, listen to me for a second. Teacher: If I have got a six - Student A, look here.",1 6668,"Teacher: It's not. Teacher: Just listen to me for a second. Student: I don't know what you're talking about. [TARGET]Teacher: Okay, listen to me for a second.[/TARGET] Teacher: If I have got a six - Student A, look here. Teacher: This is six. Teacher: This would be 30 because this 30 plus 6 is 36.",1 6669,"Teacher: Just listen to me for a second. Student: I don't know what you're talking about. Teacher: Okay, listen to me for a second. [TARGET]Teacher: If I have got a six - Student A, look here.[/TARGET] Teacher: This is six. Teacher: This would be 30 because this 30 plus 6 is 36. Teacher: So if this is 6 and this is 30.",1 6670,"Student: I don't know what you're talking about. Teacher: Okay, listen to me for a second. Teacher: If I have got a six - Student A, look here. [TARGET]Teacher: This is six.[/TARGET] Teacher: This would be 30 because this 30 plus 6 is 36. Teacher: So if this is 6 and this is 30. Teacher: So if we add 26.",0 6671,"Teacher: Okay, listen to me for a second. Teacher: If I have got a six - Student A, look here. Teacher: This is six. [TARGET]Teacher: This would be 30 because this 30 plus 6 is 36.[/TARGET] Teacher: So if this is 6 and this is 30. Teacher: So if we add 26. Teacher: This is six.",0 6672,"Teacher: If I have got a six - Student A, look here. Teacher: This is six. Teacher: This would be 30 because this 30 plus 6 is 36. [TARGET]Teacher: So if this is 6 and this is 30.[/TARGET] Teacher: So if we add 26. Teacher: This is six. Teacher: This would be what?",0 6673,Teacher: This is six. Teacher: This would be 30 because this 30 plus 6 is 36. Teacher: So if this is 6 and this is 30. [TARGET]Teacher: So if we add 26.[/TARGET] Teacher: This is six. Teacher: This would be what? Student: Two.,0 6674,Teacher: This would be 30 because this 30 plus 6 is 36. Teacher: So if this is 6 and this is 30. Teacher: So if we add 26. [TARGET]Teacher: This is six.[/TARGET] Teacher: This would be what? Student: Two. Teacher: This is 30.,0 6675,Teacher: So if this is 6 and this is 30. Teacher: So if we add 26. Teacher: This is six. [TARGET]Teacher: This would be what?[/TARGET] Student: Two. Teacher: This is 30. Teacher: This will be what?,0 6676,"Teacher: This is six. Teacher: This would be what? Student: Two. [TARGET]Teacher: This is 30.[/TARGET] Teacher: This will be what? Student: Three. Student: Zero, six times.",0 6677,"Teacher: This would be what? Student: Two. Teacher: This is 30. [TARGET]Teacher: This will be what?[/TARGET] Student: Three. Student: Zero, six times. Student: We went through this.",0 6678,"Student: Three. Student: Zero, six times. Student: We went through this. [TARGET]Teacher: This is not going to happen.[/TARGET] Teacher: Come back and let me help you. Teacher: Come around, Student A. Teacher: Turn around.",1 6679,"Student: Zero, six times. Student: We went through this. Teacher: This is not going to happen. [TARGET]Teacher: Come back and let me help you.[/TARGET] Teacher: Come around, Student A. Teacher: Turn around. Teacher: No frustration.",1 6680,"Student: We went through this. Teacher: This is not going to happen. Teacher: Come back and let me help you. [TARGET]Teacher: Come around, Student A.[/TARGET] Teacher: Turn around. Teacher: No frustration. Teacher: Come on.",1 6681,"Teacher: This is not going to happen. Teacher: Come back and let me help you. Teacher: Come around, Student A. [TARGET]Teacher: Turn around.[/TARGET] Teacher: No frustration. Teacher: Come on. Teacher: There's no frustration in this.",1 6682,"Teacher: Come back and let me help you. Teacher: Come around, Student A. Teacher: Turn around. [TARGET]Teacher: No frustration.[/TARGET] Teacher: Come on. Teacher: There's no frustration in this. Teacher: I will help you.",1 6683,"Teacher: Come around, Student A. Teacher: Turn around. Teacher: No frustration. [TARGET]Teacher: Come on.[/TARGET] Teacher: There's no frustration in this. Teacher: I will help you. Teacher: You're doing a great job.",1 6684,Teacher: Turn around. Teacher: No frustration. Teacher: Come on. [TARGET]Teacher: There's no frustration in this.[/TARGET] Teacher: I will help you. Teacher: You're doing a great job. Teacher: Look at all the math you've done.,1 6685,Teacher: No frustration. Teacher: Come on. Teacher: There's no frustration in this. [TARGET]Teacher: I will help you.[/TARGET] Teacher: You're doing a great job. Teacher: Look at all the math you've done. Teacher: You've done a good job.,1 6686,Teacher: Come on. Teacher: There's no frustration in this. Teacher: I will help you. [TARGET]Teacher: You're doing a great job.[/TARGET] Teacher: Look at all the math you've done. Teacher: You've done a good job. Student: It's too hard.,0 6687,"Teacher: There's no frustration in this. Teacher: I will help you. Teacher: You're doing a great job. [TARGET]Teacher: Look at all the math you've done.[/TARGET] Teacher: You've done a good job. Student: It's too hard. Teacher: No, it's not.",0 6688,"Teacher: I will help you. Teacher: You're doing a great job. Teacher: Look at all the math you've done. [TARGET]Teacher: You've done a good job.[/TARGET] Student: It's too hard. Teacher: No, it's not. Teacher: Student A, you know how to do this.",0 6689,"Teacher: Look at all the math you've done. Teacher: You've done a good job. Student: It's too hard. [TARGET]Teacher: No, it's not.[/TARGET] Teacher: Student A, you know how to do this. Teacher: This is 20 times 30. Teacher: This is easy for you.",0 6690,"Teacher: You've done a good job. Student: It's too hard. Teacher: No, it's not. [TARGET]Teacher: Student A, you know how to do this.[/TARGET] Teacher: This is 20 times 30. Teacher: This is easy for you. Teacher: So you know that when you said 20 times 0 is going to be 0, then 20 times 3, you write it.",0 6691,"Student: It's too hard. Teacher: No, it's not. Teacher: Student A, you know how to do this. [TARGET]Teacher: This is 20 times 30.[/TARGET] Teacher: This is easy for you. Teacher: So you know that when you said 20 times 0 is going to be 0, then 20 times 3, you write it. Teacher: That's what you need to do.",0 6692,"Teacher: No, it's not. Teacher: Student A, you know how to do this. Teacher: This is 20 times 30. [TARGET]Teacher: This is easy for you.[/TARGET] Teacher: So you know that when you said 20 times 0 is going to be 0, then 20 times 3, you write it. Teacher: That's what you need to do. Student: This is hard.",0 6693,"Teacher: Student A, you know how to do this. Teacher: This is 20 times 30. Teacher: This is easy for you. [TARGET]Teacher: So you know that when you said 20 times 0 is going to be 0, then 20 times 3, you write it.[/TARGET] Teacher: That's what you need to do. Student: This is hard. Teacher: How are we going to break this number.",0 6694,"Teacher: This is 20 times 30. Teacher: This is easy for you. Teacher: So you know that when you said 20 times 0 is going to be 0, then 20 times 3, you write it. [TARGET]Teacher: That's what you need to do.[/TARGET] Student: This is hard. Teacher: How are we going to break this number. Teacher: You need to add this number up.",0 6695,"Teacher: So you know that when you said 20 times 0 is going to be 0, then 20 times 3, you write it. Teacher: That's what you need to do. Student: This is hard. [TARGET]Teacher: How are we going to break this number.[/TARGET] Teacher: You need to add this number up. Teacher: Plus, plus all of them. Teacher: How do you want to break to it?",0 6696,"Teacher: That's what you need to do. Student: This is hard. Teacher: How are we going to break this number. [TARGET]Teacher: You need to add this number up.[/TARGET] Teacher: Plus, plus all of them. Teacher: How do you want to break to it? Teacher: Student X and C, the noise is too much.",0 6697,"Student: This is hard. Teacher: How are we going to break this number. Teacher: You need to add this number up. [TARGET]Teacher: Plus, plus all of them.[/TARGET] Teacher: How do you want to break to it? Teacher: Student X and C, the noise is too much. Student: [Inaudible].",0 6698,"Teacher: How are we going to break this number. Teacher: You need to add this number up. Teacher: Plus, plus all of them. [TARGET]Teacher: How do you want to break to it?[/TARGET] Teacher: Student X and C, the noise is too much. Student: [Inaudible]. Teacher: Uh-huh, how do you want to break this?",0 6699,"Teacher: You need to add this number up. Teacher: Plus, plus all of them. Teacher: How do you want to break to it? [TARGET]Teacher: Student X and C, the noise is too much.[/TARGET] Student: [Inaudible]. Teacher: Uh-huh, how do you want to break this? Teacher: Okay, see as I know you know how to do that each time.",1 6700,"Teacher: How do you want to break to it? Teacher: Student X and C, the noise is too much. Student: [Inaudible]. [TARGET]Teacher: Uh-huh, how do you want to break this?[/TARGET] Teacher: Okay, see as I know you know how to do that each time. Teacher: Let's break this like this. Teacher: To be 29 times 3.",0 6701,"Teacher: Student X and C, the noise is too much. Student: [Inaudible]. Teacher: Uh-huh, how do you want to break this? [TARGET]Teacher: Okay, see as I know you know how to do that each time.[/TARGET] Teacher: Let's break this like this. Teacher: To be 29 times 3. Student: Stop erasing my lines.",0 6702,"Student: [Inaudible]. Teacher: Uh-huh, how do you want to break this? Teacher: Okay, see as I know you know how to do that each time. [TARGET]Teacher: Let's break this like this.[/TARGET] Teacher: To be 29 times 3. Student: Stop erasing my lines. Teacher: Twenty-nine times three plus twenty-nine times three.",0 6703,"Teacher: Uh-huh, how do you want to break this? Teacher: Okay, see as I know you know how to do that each time. Teacher: Let's break this like this. [TARGET]Teacher: To be 29 times 3.[/TARGET] Student: Stop erasing my lines. Teacher: Twenty-nine times three plus twenty-nine times three. Teacher: So we're going to add it up.",0 6704,Teacher: Let's break this like this. Teacher: To be 29 times 3. Student: Stop erasing my lines. [TARGET]Teacher: Twenty-nine times three plus twenty-nine times three.[/TARGET] Teacher: So we're going to add it up. Teacher: I'm going to give you - Student: What are we adding?,0 6705,Teacher: To be 29 times 3. Student: Stop erasing my lines. Teacher: Twenty-nine times three plus twenty-nine times three. [TARGET]Teacher: So we're going to add it up.[/TARGET] Teacher: I'm going to give you - Student: What are we adding? Teacher: Let's try.,0 6706,Student: Stop erasing my lines. Teacher: Twenty-nine times three plus twenty-nine times three. Teacher: So we're going to add it up. [TARGET]Teacher: I'm going to give you -[/TARGET] Student: What are we adding? Teacher: Let's try. Teacher: Let's try.,0 6707,"Teacher: So we're going to add it up. Teacher: I'm going to give you - Student: What are we adding? [TARGET]Teacher: Let's try.[/TARGET] Teacher: Let's try. Teacher: See, I want you to do this math here like 29 plus 29 is the same thing as 29 times 2. Teacher: Just go.",0 6708,"Teacher: I'm going to give you - Student: What are we adding? Teacher: Let's try. [TARGET]Teacher: Let's try.[/TARGET] Teacher: See, I want you to do this math here like 29 plus 29 is the same thing as 29 times 2. Teacher: Just go. Teacher: I'm not sure what you're doing there.",0 6709,"Student: What are we adding? Teacher: Let's try. Teacher: Let's try. [TARGET]Teacher: See, I want you to do this math here like 29 plus 29 is the same thing as 29 times 2.[/TARGET] Teacher: Just go. Teacher: I'm not sure what you're doing there. Student: I don't know.",0 6710,"Teacher: Let's try. Teacher: Let's try. Teacher: See, I want you to do this math here like 29 plus 29 is the same thing as 29 times 2. [TARGET]Teacher: Just go.[/TARGET] Teacher: I'm not sure what you're doing there. Student: I don't know. Teacher: So you have four here.",1 6711,"Teacher: Let's try. Teacher: See, I want you to do this math here like 29 plus 29 is the same thing as 29 times 2. Teacher: Just go. [TARGET]Teacher: I'm not sure what you're doing there.[/TARGET] Student: I don't know. Teacher: So you have four here. Teacher: This plus this plus this plus this is 12.",0 6712,Teacher: Just go. Teacher: I'm not sure what you're doing there. Student: I don't know. [TARGET]Teacher: So you have four here.[/TARGET] Teacher: This plus this plus this plus this is 12. Teacher: Twelve plus seven is what? Student: Twelve plus seven?,0 6713,Teacher: I'm not sure what you're doing there. Student: I don't know. Teacher: So you have four here. [TARGET]Teacher: This plus this plus this plus this is 12.[/TARGET] Teacher: Twelve plus seven is what? Student: Twelve plus seven? Teacher: Twelve plus five is seventeen.,0 6714,Student: I don't know. Teacher: So you have four here. Teacher: This plus this plus this plus this is 12. [TARGET]Teacher: Twelve plus seven is what?[/TARGET] Student: Twelve plus seven? Teacher: Twelve plus five is seventeen. Teacher: You carry one.,0 6715,"Teacher: This plus this plus this plus this is 12. Teacher: Twelve plus seven is what? Student: Twelve plus seven? [TARGET]Teacher: Twelve plus five is seventeen.[/TARGET] Teacher: You carry one. Teacher: So now you got this as a - this is 17, right? Teacher: You have gotten this.",0 6716,"Teacher: Twelve plus seven is what? Student: Twelve plus seven? Teacher: Twelve plus five is seventeen. [TARGET]Teacher: You carry one.[/TARGET] Teacher: So now you got this as a - this is 17, right? Teacher: You have gotten this. Teacher: Now do this.",0 6717,"Student: Twelve plus seven? Teacher: Twelve plus five is seventeen. Teacher: You carry one. [TARGET]Teacher: So now you got this as a - this is 17, right?[/TARGET] Teacher: You have gotten this. Teacher: Now do this. Teacher: You're doing good.",0 6718,"Teacher: Twelve plus five is seventeen. Teacher: You carry one. Teacher: So now you got this as a - this is 17, right? [TARGET]Teacher: You have gotten this.[/TARGET] Teacher: Now do this. Teacher: You're doing good. Teacher: Excellent.",0 6719,"Teacher: You carry one. Teacher: So now you got this as a - this is 17, right? Teacher: You have gotten this. [TARGET]Teacher: Now do this.[/TARGET] Teacher: You're doing good. Teacher: Excellent. Teacher: Now you have this.",0 6720,"Teacher: So now you got this as a - this is 17, right? Teacher: You have gotten this. Teacher: Now do this. [TARGET]Teacher: You're doing good.[/TARGET] Teacher: Excellent. Teacher: Now you have this. Teacher: Now you're going to add another 29 to do this.",0 6721,Teacher: You have gotten this. Teacher: Now do this. Teacher: You're doing good. [TARGET]Teacher: Excellent.[/TARGET] Teacher: Now you have this. Teacher: Now you're going to add another 29 to do this. Teacher: For you to get 29 times 3 is good.,0 6722,Teacher: Now do this. Teacher: You're doing good. Teacher: Excellent. [TARGET]Teacher: Now you have this.[/TARGET] Teacher: Now you're going to add another 29 to do this. Teacher: For you to get 29 times 3 is good. Teacher: Remember you're doing 29 times that.,0 6723,Teacher: You're doing good. Teacher: Excellent. Teacher: Now you have this. [TARGET]Teacher: Now you're going to add another 29 to do this.[/TARGET] Teacher: For you to get 29 times 3 is good. Teacher: Remember you're doing 29 times that. Teacher: So you add on from here.,0 6724,Teacher: Excellent. Teacher: Now you have this. Teacher: Now you're going to add another 29 to do this. [TARGET]Teacher: For you to get 29 times 3 is good.[/TARGET] Teacher: Remember you're doing 29 times that. Teacher: So you add on from here. Teacher: Eight plus nine.,0 6725,Teacher: Now you have this. Teacher: Now you're going to add another 29 to do this. Teacher: For you to get 29 times 3 is good. [TARGET]Teacher: Remember you're doing 29 times that.[/TARGET] Teacher: So you add on from here. Teacher: Eight plus nine. Teacher: What is Student C doing?,0 6726,Teacher: Now you're going to add another 29 to do this. Teacher: For you to get 29 times 3 is good. Teacher: Remember you're doing 29 times that. [TARGET]Teacher: So you add on from here.[/TARGET] Teacher: Eight plus nine. Teacher: What is Student C doing? Student: He check mine just because you didn't check.,0 6727,"Teacher: For you to get 29 times 3 is good. Teacher: Remember you're doing 29 times that. Teacher: So you add on from here. [TARGET]Teacher: Eight plus nine.[/TARGET] Teacher: What is Student C doing? Student: He check mine just because you didn't check. Teacher: No, we're not doing this.",0 6728,"Teacher: Remember you're doing 29 times that. Teacher: So you add on from here. Teacher: Eight plus nine. [TARGET]Teacher: What is Student C doing?[/TARGET] Student: He check mine just because you didn't check. Teacher: No, we're not doing this. Teacher: We're only adding from here.",1 6729,"Teacher: Eight plus nine. Teacher: What is Student C doing? Student: He check mine just because you didn't check. [TARGET]Teacher: No, we're not doing this.[/TARGET] Teacher: We're only adding from here. Student: That's too easy, Teacher. Teacher: What are you going to add from here?",0 6730,"Teacher: What is Student C doing? Student: He check mine just because you didn't check. Teacher: No, we're not doing this. [TARGET]Teacher: We're only adding from here.[/TARGET] Student: That's too easy, Teacher. Teacher: What are you going to add from here? Teacher: Go ahead.",0 6731,"Teacher: No, we're not doing this. Teacher: We're only adding from here. Student: That's too easy, Teacher. [TARGET]Teacher: What are you going to add from here?[/TARGET] Teacher: Go ahead. Student: No, that's two. Teacher: What is it?",0 6732,"Teacher: We're only adding from here. Student: That's too easy, Teacher. Teacher: What are you going to add from here? [TARGET]Teacher: Go ahead.[/TARGET] Student: No, that's two. Teacher: What is it? Student: Seventy-two.",1 6733,"Teacher: What are you going to add from here? Teacher: Go ahead. Student: No, that's two. [TARGET]Teacher: What is it?[/TARGET] Student: Seventy-two. Teacher: What is eight plus nine? Teacher: Not multiplying.",0 6734,"Student: No, that's two. Teacher: What is it? Student: Seventy-two. [TARGET]Teacher: What is eight plus nine?[/TARGET] Teacher: Not multiplying. Teacher: We're not multiplying. Teacher: We're adding.",0 6735,Teacher: What is it? Student: Seventy-two. Teacher: What is eight plus nine? [TARGET]Teacher: Not multiplying.[/TARGET] Teacher: We're not multiplying. Teacher: We're adding. Teacher: Eight plus nine.,0 6736,Student: Seventy-two. Teacher: What is eight plus nine? Teacher: Not multiplying. [TARGET]Teacher: We're not multiplying.[/TARGET] Teacher: We're adding. Teacher: Eight plus nine. Teacher: Adding.,0 6737,Teacher: What is eight plus nine? Teacher: Not multiplying. Teacher: We're not multiplying. [TARGET]Teacher: We're adding.[/TARGET] Teacher: Eight plus nine. Teacher: Adding. Student: Eight plus nine is eleven.,0 6738,Teacher: Not multiplying. Teacher: We're not multiplying. Teacher: We're adding. [TARGET]Teacher: Eight plus nine.[/TARGET] Teacher: Adding. Student: Eight plus nine is eleven. Teacher: Eight plus nine.,0 6739,Teacher: We're not multiplying. Teacher: We're adding. Teacher: Eight plus nine. [TARGET]Teacher: Adding.[/TARGET] Student: Eight plus nine is eleven. Teacher: Eight plus nine. Teacher: Put nine in the head and add seven.,0 6740,"Teacher: Eight plus nine. Teacher: Adding. Student: Eight plus nine is eleven. [TARGET]Teacher: Eight plus nine.[/TARGET] Teacher: Put nine in the head and add seven. Teacher: I'm waiting for you, sir. Teacher: You do have work to do.",0 6741,"Teacher: Adding. Student: Eight plus nine is eleven. Teacher: Eight plus nine. [TARGET]Teacher: Put nine in the head and add seven.[/TARGET] Teacher: I'm waiting for you, sir. Teacher: You do have work to do. Teacher: Get a book and read.",0 6742,"Student: Eight plus nine is eleven. Teacher: Eight plus nine. Teacher: Put nine in the head and add seven. [TARGET]Teacher: I'm waiting for you, sir.[/TARGET] Teacher: You do have work to do. Teacher: Get a book and read. Student: It's almost lunchtime?",1 6743,"Teacher: Eight plus nine. Teacher: Put nine in the head and add seven. Teacher: I'm waiting for you, sir. [TARGET]Teacher: You do have work to do.[/TARGET] Teacher: Get a book and read. Student: It's almost lunchtime? Teacher: Yeah, it's almost lunchtime.",1 6744,"Teacher: Put nine in the head and add seven. Teacher: I'm waiting for you, sir. Teacher: You do have work to do. [TARGET]Teacher: Get a book and read.[/TARGET] Student: It's almost lunchtime? Teacher: Yeah, it's almost lunchtime. Student: After this it's lunchtime?",1 6745,"Teacher: You do have work to do. Teacher: Get a book and read. Student: It's almost lunchtime? [TARGET]Teacher: Yeah, it's almost lunchtime.[/TARGET] Student: After this it's lunchtime? Teacher: Mm-hmm. Student: Seventeen.",1 6746,"Student: It's almost lunchtime? Teacher: Yeah, it's almost lunchtime. Student: After this it's lunchtime? [TARGET]Teacher: Mm-hmm.[/TARGET] Student: Seventeen. Teacher: Seventeen. Teacher: So write that here.",1 6747,Student: After this it's lunchtime? Teacher: Mm-hmm. Student: Seventeen. [TARGET]Teacher: Seventeen.[/TARGET] Teacher: So write that here. Teacher: Are you don't with your math? Teacher: [Room noise],0 6748,Teacher: Mm-hmm. Student: Seventeen. Teacher: Seventeen. [TARGET]Teacher: So write that here.[/TARGET] Teacher: Are you don't with your math? Teacher: [Room noise] Student: I'm finished.,1 6749,"Student: Seventeen. Teacher: Seventeen. Teacher: So write that here. [TARGET]Teacher: Are you don't with your math?[/TARGET] Teacher: [Room noise] Student: I'm finished. Teacher: Student J, sit down.",1 6750,"Teacher: Are you don't with your math? Teacher: [Room noise] Student: I'm finished. [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Student J, sit down. Teacher: Are you done? Student: Yep.",1 6751,"Teacher: [Room noise] Student: I'm finished. Teacher: Student J, sit down. [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Are you done? Student: Yep. Teacher: Student A, are you done?",1 6752,"Student: I'm finished. Teacher: Student J, sit down. Teacher: Student J, sit down. [TARGET]Teacher: Are you done?[/TARGET] Student: Yep. Teacher: Student A, are you done? Teacher: Where are you?",1 6753,"Teacher: Student J, sit down. Teacher: Are you done? Student: Yep. [TARGET]Teacher: Student A, are you done?[/TARGET] Teacher: Where are you? Student: On six. Teacher: What do you want?",1 6754,"Teacher: Are you done? Student: Yep. Teacher: Student A, are you done? [TARGET]Teacher: Where are you?[/TARGET] Student: On six. Teacher: What do you want? Teacher: [Room noise]",1 6755,"Teacher: Student A, are you done? Teacher: Where are you? Student: On six. [TARGET]Teacher: What do you want?[/TARGET] Teacher: [Room noise] Teacher: Student N, sit down. Teacher: You have seven.",1 6756,"Student: On six. Teacher: What do you want? Teacher: [Room noise] [TARGET]Teacher: Student N, sit down.[/TARGET] Teacher: You have seven. Teacher: No, you've used the bathroom. Teacher: You have 17 here.",1 6757,"Teacher: What do you want? Teacher: [Room noise] Teacher: Student N, sit down. [TARGET]Teacher: You have seven.[/TARGET] Teacher: No, you've used the bathroom. Teacher: You have 17 here. Teacher: You've got a one.",0 6758,"Teacher: [Room noise] Teacher: Student N, sit down. Teacher: You have seven. [TARGET]Teacher: No, you've used the bathroom.[/TARGET] Teacher: You have 17 here. Teacher: You've got a one. Teacher: What did you get from this?",1 6759,"Teacher: Student N, sit down. Teacher: You have seven. Teacher: No, you've used the bathroom. [TARGET]Teacher: You have 17 here.[/TARGET] Teacher: You've got a one. Teacher: What did you get from this? Teacher: One plus five is what?",0 6760,"Teacher: You have seven. Teacher: No, you've used the bathroom. Teacher: You have 17 here. [TARGET]Teacher: You've got a one.[/TARGET] Teacher: What did you get from this? Teacher: One plus five is what? Student: Six.",0 6761,"Teacher: No, you've used the bathroom. Teacher: You have 17 here. Teacher: You've got a one. [TARGET]Teacher: What did you get from this?[/TARGET] Teacher: One plus five is what? Student: Six. Teacher: Write it.",0 6762,Teacher: You have 17 here. Teacher: You've got a one. Teacher: What did you get from this? [TARGET]Teacher: One plus five is what?[/TARGET] Student: Six. Teacher: Write it. Teacher: Write it.,0 6763,Teacher: What did you get from this? Teacher: One plus five is what? Student: Six. [TARGET]Teacher: Write it.[/TARGET] Teacher: Write it. Teacher: Sh. Teacher: [Room noise],1 6764,Teacher: One plus five is what? Student: Six. Teacher: Write it. [TARGET]Teacher: Write it.[/TARGET] Teacher: Sh. Teacher: [Room noise] Teacher: Now use your - where is your math.,1 6765,Student: Six. Teacher: Write it. Teacher: Write it. [TARGET]Teacher: Sh.[/TARGET] Teacher: [Room noise] Teacher: Now use your - where is your math. Teacher: That's not what we're talking about now.,1 6766,Teacher: Write it. Teacher: Sh. Teacher: [Room noise] [TARGET]Teacher: Now use your - where is your math.[/TARGET] Teacher: That's not what we're talking about now. Student: [Inaudible]. Teacher: So where do you do 87 plus 87?,1 6767,Teacher: Sh. Teacher: [Room noise] Teacher: Now use your - where is your math. [TARGET]Teacher: That's not what we're talking about now.[/TARGET] Student: [Inaudible]. Teacher: So where do you do 87 plus 87? Teacher: I gave you something to do.,1 6768,Teacher: Now use your - where is your math. Teacher: That's not what we're talking about now. Student: [Inaudible]. [TARGET]Teacher: So where do you do 87 plus 87?[/TARGET] Teacher: I gave you something to do. Teacher: I want you to break this number apart. Teacher: There's your number.,0 6769,Teacher: That's not what we're talking about now. Student: [Inaudible]. Teacher: So where do you do 87 plus 87? [TARGET]Teacher: I gave you something to do.[/TARGET] Teacher: I want you to break this number apart. Teacher: There's your number. Teacher: What are you going to do here?,1 6770,Student: [Inaudible]. Teacher: So where do you do 87 plus 87? Teacher: I gave you something to do. [TARGET]Teacher: I want you to break this number apart.[/TARGET] Teacher: There's your number. Teacher: What are you going to do here? Teacher: What do you want to do here?,0 6771,"Teacher: So where do you do 87 plus 87? Teacher: I gave you something to do. Teacher: I want you to break this number apart. [TARGET]Teacher: There's your number.[/TARGET] Teacher: What are you going to do here? Teacher: What do you want to do here? Teacher: Student A, are you done?",0 6772,"Teacher: I gave you something to do. Teacher: I want you to break this number apart. Teacher: There's your number. [TARGET]Teacher: What are you going to do here?[/TARGET] Teacher: What do you want to do here? Teacher: Student A, are you done? Teacher: Where is the work?",0 6773,"Teacher: I want you to break this number apart. Teacher: There's your number. Teacher: What are you going to do here? [TARGET]Teacher: What do you want to do here?[/TARGET] Teacher: Student A, are you done? Teacher: Where is the work? Teacher: Where is your work?",0 6774,"Teacher: There's your number. Teacher: What are you going to do here? Teacher: What do you want to do here? [TARGET]Teacher: Student A, are you done?[/TARGET] Teacher: Where is the work? Teacher: Where is your work? Student: Right there.",1 6775,"Teacher: What are you going to do here? Teacher: What do you want to do here? Teacher: Student A, are you done? [TARGET]Teacher: Where is the work?[/TARGET] Teacher: Where is your work? Student: Right there. Student: [Inaudible].",1 6776,"Teacher: What do you want to do here? Teacher: Student A, are you done? Teacher: Where is the work? [TARGET]Teacher: Where is your work?[/TARGET] Student: Right there. Student: [Inaudible]. Teacher: Mm-hmm.",1 6777,"Teacher: Where is your work? Student: Right there. Student: [Inaudible]. [TARGET]Teacher: Mm-hmm.[/TARGET] Teacher: Here, do this one. Teacher: You're doing a good job. Teacher: I'm so proud of you today.",0 6778,"Student: Right there. Student: [Inaudible]. Teacher: Mm-hmm. [TARGET]Teacher: Here, do this one.[/TARGET] Teacher: You're doing a good job. Teacher: I'm so proud of you today. Teacher: I told you that you know math.",1 6779,"Student: [Inaudible]. Teacher: Mm-hmm. Teacher: Here, do this one. [TARGET]Teacher: You're doing a good job.[/TARGET] Teacher: I'm so proud of you today. Teacher: I told you that you know math. Teacher: You said, no.",0 6780,"Teacher: Mm-hmm. Teacher: Here, do this one. Teacher: You're doing a good job. [TARGET]Teacher: I'm so proud of you today.[/TARGET] Teacher: I told you that you know math. Teacher: You said, no. Teacher: See, you're doing our work in here.",0 6781,"Teacher: Here, do this one. Teacher: You're doing a good job. Teacher: I'm so proud of you today. [TARGET]Teacher: I told you that you know math.[/TARGET] Teacher: You said, no. Teacher: See, you're doing our work in here. Student: Where's my pen?",0 6782,"Teacher: You're doing a good job. Teacher: I'm so proud of you today. Teacher: I told you that you know math. [TARGET]Teacher: You said, no.[/TARGET] Teacher: See, you're doing our work in here. Student: Where's my pen? Teacher: I need you to add 87 plus 87.",0 6783,"Teacher: I'm so proud of you today. Teacher: I told you that you know math. Teacher: You said, no. [TARGET]Teacher: See, you're doing our work in here.[/TARGET] Student: Where's my pen? Teacher: I need you to add 87 plus 87. Teacher: What do you want to do here?",0 6784,"Teacher: You said, no. Teacher: See, you're doing our work in here. Student: Where's my pen? [TARGET]Teacher: I need you to add 87 plus 87.[/TARGET] Teacher: What do you want to do here? Teacher: Do what you're doing here. Teacher: It's good.",0 6785,"Teacher: See, you're doing our work in here. Student: Where's my pen? Teacher: I need you to add 87 plus 87. [TARGET]Teacher: What do you want to do here?[/TARGET] Teacher: Do what you're doing here. Teacher: It's good. Student: Ten times five.",0 6786,"Student: Where's my pen? Teacher: I need you to add 87 plus 87. Teacher: What do you want to do here? [TARGET]Teacher: Do what you're doing here.[/TARGET] Teacher: It's good. Student: Ten times five. Teacher: Mm-hmm, continue.",0 6787,"Teacher: I need you to add 87 plus 87. Teacher: What do you want to do here? Teacher: Do what you're doing here. [TARGET]Teacher: It's good.[/TARGET] Student: Ten times five. Teacher: Mm-hmm, continue. Teacher: Student C, look at your folder here.",0 6788,"Teacher: Do what you're doing here. Teacher: It's good. Student: Ten times five. [TARGET]Teacher: Mm-hmm, continue.[/TARGET] Teacher: Student C, look at your folder here. Teacher: [Inaudible]. Teacher: Your folder here.",1 6789,"Teacher: It's good. Student: Ten times five. Teacher: Mm-hmm, continue. [TARGET]Teacher: Student C, look at your folder here.[/TARGET] Teacher: [Inaudible]. Teacher: Your folder here. Teacher: Be quiet.",1 6790,"Teacher: Mm-hmm, continue. Teacher: Student C, look at your folder here. Teacher: [Inaudible]. [TARGET]Teacher: Your folder here.[/TARGET] Teacher: Be quiet. Teacher: How did you know? Student: I just guessed.",1 6791,"Teacher: Student C, look at your folder here. Teacher: [Inaudible]. Teacher: Your folder here. [TARGET]Teacher: Be quiet.[/TARGET] Teacher: How did you know? Student: I just guessed. Teacher: Don't guess.",1 6792,Teacher: [Inaudible]. Teacher: Your folder here. Teacher: Be quiet. [TARGET]Teacher: How did you know?[/TARGET] Student: I just guessed. Teacher: Don't guess. Teacher: I want you to start the math.,0 6793,Teacher: Be quiet. Teacher: How did you know? Student: I just guessed. [TARGET]Teacher: Don't guess.[/TARGET] Teacher: I want you to start the math. Teacher: Do 32 times 10. Teacher: Mm-hmm.,0 6794,Teacher: How did you know? Student: I just guessed. Teacher: Don't guess. [TARGET]Teacher: I want you to start the math.[/TARGET] Teacher: Do 32 times 10. Teacher: Mm-hmm. Teacher: Where did you get the nine?,1 6795,Student: I just guessed. Teacher: Don't guess. Teacher: I want you to start the math. [TARGET]Teacher: Do 32 times 10.[/TARGET] Teacher: Mm-hmm. Teacher: Where did you get the nine? Teacher: Where did you get the nine?,0 6796,Teacher: Don't guess. Teacher: I want you to start the math. Teacher: Do 32 times 10. [TARGET]Teacher: Mm-hmm.[/TARGET] Teacher: Where did you get the nine? Teacher: Where did you get the nine? Teacher: [Room noise],0 6797,Teacher: I want you to start the math. Teacher: Do 32 times 10. Teacher: Mm-hmm. [TARGET]Teacher: Where did you get the nine?[/TARGET] Teacher: Where did you get the nine? Teacher: [Room noise] Teacher: Look at what you're doing here.,0 6798,Teacher: Do 32 times 10. Teacher: Mm-hmm. Teacher: Where did you get the nine? [TARGET]Teacher: Where did you get the nine?[/TARGET] Teacher: [Room noise] Teacher: Look at what you're doing here. Teacher: How many times do you have 30?,0 6799,Teacher: Where did you get the nine? Teacher: Where did you get the nine? Teacher: [Room noise] [TARGET]Teacher: Look at what you're doing here.[/TARGET] Teacher: How many times do you have 30? Student: Three. Teacher: Three.,0 6800,Teacher: Where did you get the nine? Teacher: [Room noise] Teacher: Look at what you're doing here. [TARGET]Teacher: How many times do you have 30?[/TARGET] Student: Three. Teacher: Three. Teacher: That's all you're doing is three.,0 6801,Teacher: Look at what you're doing here. Teacher: How many times do you have 30? Student: Three. [TARGET]Teacher: Three.[/TARGET] Teacher: That's all you're doing is three. Teacher: You still have four. Teacher: Say four times five.,0 6802,Teacher: How many times do you have 30? Student: Three. Teacher: Three. [TARGET]Teacher: That's all you're doing is three.[/TARGET] Teacher: You still have four. Teacher: Say four times five. Teacher: Now do it.,0 6803,Student: Three. Teacher: Three. Teacher: That's all you're doing is three. [TARGET]Teacher: You still have four.[/TARGET] Teacher: Say four times five. Teacher: Now do it. Teacher: And add up.,0 6804,"Teacher: Three. Teacher: That's all you're doing is three. Teacher: You still have four. [TARGET]Teacher: Say four times five.[/TARGET] Teacher: Now do it. Teacher: And add up. Teacher: I don't know what you're doing there, Student D. Sit down.",0 6805,"Teacher: That's all you're doing is three. Teacher: You still have four. Teacher: Say four times five. [TARGET]Teacher: Now do it.[/TARGET] Teacher: And add up. Teacher: I don't know what you're doing there, Student D. Sit down. Teacher: Teacher S is still helping you.",0 6806,"Teacher: You still have four. Teacher: Say four times five. Teacher: Now do it. [TARGET]Teacher: And add up.[/TARGET] Teacher: I don't know what you're doing there, Student D. Sit down. Teacher: Teacher S is still helping you. Student: Is this times?",0 6807,"Teacher: Say four times five. Teacher: Now do it. Teacher: And add up. [TARGET]Teacher: I don't know what you're doing there, Student D. Sit down.[/TARGET] Teacher: Teacher S is still helping you. Student: Is this times? Teacher: Add.",1 6808,"Teacher: Now do it. Teacher: And add up. Teacher: I don't know what you're doing there, Student D. Sit down. [TARGET]Teacher: Teacher S is still helping you.[/TARGET] Student: Is this times? Teacher: Add. Teacher: Plus.",1 6809,"Teacher: I don't know what you're doing there, Student D. Sit down. Teacher: Teacher S is still helping you. Student: Is this times? [TARGET]Teacher: Add.[/TARGET] Teacher: Plus. Teacher: Put together. Student: I hate this pen.",0 6810,Teacher: Teacher S is still helping you. Student: Is this times? Teacher: Add. [TARGET]Teacher: Plus.[/TARGET] Teacher: Put together. Student: I hate this pen. Teacher: Hurry up.,0 6811,Student: Is this times? Teacher: Add. Teacher: Plus. [TARGET]Teacher: Put together.[/TARGET] Student: I hate this pen. Teacher: Hurry up. Teacher: You still have a lot to do.,0 6812,Teacher: Plus. Teacher: Put together. Student: I hate this pen. [TARGET]Teacher: Hurry up.[/TARGET] Teacher: You still have a lot to do. Teacher: Why don't you use pencil? Teacher: Why don't you use pencil?,1 6813,Teacher: Put together. Student: I hate this pen. Teacher: Hurry up. [TARGET]Teacher: You still have a lot to do.[/TARGET] Teacher: Why don't you use pencil? Teacher: Why don't you use pencil? Student: I don't like pencil.,1 6814,Student: I hate this pen. Teacher: Hurry up. Teacher: You still have a lot to do. [TARGET]Teacher: Why don't you use pencil?[/TARGET] Teacher: Why don't you use pencil? Student: I don't like pencil. Teacher: Excellent.,1 6815,"Teacher: Hurry up. Teacher: You still have a lot to do. Teacher: Why don't you use pencil? [TARGET]Teacher: Why don't you use pencil?[/TARGET] Student: I don't like pencil. Teacher: Excellent. Teacher: See, you know how to do it.",1 6816,"Teacher: Why don't you use pencil? Teacher: Why don't you use pencil? Student: I don't like pencil. [TARGET]Teacher: Excellent.[/TARGET] Teacher: See, you know how to do it. Teacher: It doesn't matter. Teacher: You shouldn't copy other people's work.",0 6817,"Teacher: Why don't you use pencil? Student: I don't like pencil. Teacher: Excellent. [TARGET]Teacher: See, you know how to do it.[/TARGET] Teacher: It doesn't matter. Teacher: You shouldn't copy other people's work. Teacher: Give your work here.",0 6818,"Student: I don't like pencil. Teacher: Excellent. Teacher: See, you know how to do it. [TARGET]Teacher: It doesn't matter.[/TARGET] Teacher: You shouldn't copy other people's work. Teacher: Give your work here. Teacher: Let me give you the next one.",1 6819,"Teacher: Excellent. Teacher: See, you know how to do it. Teacher: It doesn't matter. [TARGET]Teacher: You shouldn't copy other people's work.[/TARGET] Teacher: Give your work here. Teacher: Let me give you the next one. Teacher: Get two math books there.",1 6820,"Teacher: See, you know how to do it. Teacher: It doesn't matter. Teacher: You shouldn't copy other people's work. [TARGET]Teacher: Give your work here.[/TARGET] Teacher: Let me give you the next one. Teacher: Get two math books there. Teacher: No, you don't have to erase it.",1 6821,"Teacher: It doesn't matter. Teacher: You shouldn't copy other people's work. Teacher: Give your work here. [TARGET]Teacher: Let me give you the next one.[/TARGET] Teacher: Get two math books there. Teacher: No, you don't have to erase it. Teacher: Leave it.",1 6822,"Teacher: You shouldn't copy other people's work. Teacher: Give your work here. Teacher: Let me give you the next one. [TARGET]Teacher: Get two math books there.[/TARGET] Teacher: No, you don't have to erase it. Teacher: Leave it. Teacher: I like the way you did it here.",1 6823,"Teacher: Give your work here. Teacher: Let me give you the next one. Teacher: Get two math books there. [TARGET]Teacher: No, you don't have to erase it.[/TARGET] Teacher: Leave it. Teacher: I like the way you did it here. Student: This one?",1 6824,"Teacher: Let me give you the next one. Teacher: Get two math books there. Teacher: No, you don't have to erase it. [TARGET]Teacher: Leave it.[/TARGET] Teacher: I like the way you did it here. Student: This one? Teacher: Yeah, it doesn't matter.",1 6825,"Teacher: Get two math books there. Teacher: No, you don't have to erase it. Teacher: Leave it. [TARGET]Teacher: I like the way you did it here.[/TARGET] Student: This one? Teacher: Yeah, it doesn't matter. Teacher: Student A, do this one.",0 6826,"Teacher: Leave it. Teacher: I like the way you did it here. Student: This one? [TARGET]Teacher: Yeah, it doesn't matter.[/TARGET] Teacher: Student A, do this one. Teacher: This one is easy. Teacher: Do that one.",1 6827,"Teacher: I like the way you did it here. Student: This one? Teacher: Yeah, it doesn't matter. [TARGET]Teacher: Student A, do this one.[/TARGET] Teacher: This one is easy. Teacher: Do that one. Teacher: Do this.",1 6828,"Student: This one? Teacher: Yeah, it doesn't matter. Teacher: Student A, do this one. [TARGET]Teacher: This one is easy.[/TARGET] Teacher: Do that one. Teacher: Do this. Teacher: This is addition.",0 6829,"Teacher: Yeah, it doesn't matter. Teacher: Student A, do this one. Teacher: This one is easy. [TARGET]Teacher: Do that one.[/TARGET] Teacher: Do this. Teacher: This is addition. Teacher: Add it.",1 6830,"Teacher: Student A, do this one. Teacher: This one is easy. Teacher: Do that one. [TARGET]Teacher: Do this.[/TARGET] Teacher: This is addition. Teacher: Add it. Student: It doesn't matter.",1 6831,Teacher: This one is easy. Teacher: Do that one. Teacher: Do this. [TARGET]Teacher: This is addition.[/TARGET] Teacher: Add it. Student: It doesn't matter. Teacher: I don't think what you're doing now is the right thing to do because I know that you're comfortable of doing it.,0 6832,Teacher: Do that one. Teacher: Do this. Teacher: This is addition. [TARGET]Teacher: Add it.[/TARGET] Student: It doesn't matter. Teacher: I don't think what you're doing now is the right thing to do because I know that you're comfortable of doing it. Teacher: I don't think what you're doing now is the right thing to do.,0 6833,"Teacher: This is addition. Teacher: Add it. Student: It doesn't matter. [TARGET]Teacher: I don't think what you're doing now is the right thing to do because I know that you're comfortable of doing it.[/TARGET] Teacher: I don't think what you're doing now is the right thing to do. Teacher: Student A, come over here. Teacher: I'll help you.",0 6834,"Teacher: Add it. Student: It doesn't matter. Teacher: I don't think what you're doing now is the right thing to do because I know that you're comfortable of doing it. [TARGET]Teacher: I don't think what you're doing now is the right thing to do.[/TARGET] Teacher: Student A, come over here. Teacher: I'll help you. Student: What is this?",0 6835,"Student: It doesn't matter. Teacher: I don't think what you're doing now is the right thing to do because I know that you're comfortable of doing it. Teacher: I don't think what you're doing now is the right thing to do. [TARGET]Teacher: Student A, come over here.[/TARGET] Teacher: I'll help you. Student: What is this? Teacher: Bring it.",1 6836,"Teacher: I don't think what you're doing now is the right thing to do because I know that you're comfortable of doing it. Teacher: I don't think what you're doing now is the right thing to do. Teacher: Student A, come over here. [TARGET]Teacher: I'll help you.[/TARGET] Student: What is this? Teacher: Bring it. Teacher: Let me help you.",1 6837,"Teacher: Student A, come over here. Teacher: I'll help you. Student: What is this? [TARGET]Teacher: Bring it.[/TARGET] Teacher: Let me help you. Teacher: Give me. Teacher: Let me give you a piece of foam.",1 6838,"Teacher: I'll help you. Student: What is this? Teacher: Bring it. [TARGET]Teacher: Let me help you.[/TARGET] Teacher: Give me. Teacher: Let me give you a piece of foam. Teacher: Student C, sit down.",1 6839,"Student: What is this? Teacher: Bring it. Teacher: Let me help you. [TARGET]Teacher: Give me.[/TARGET] Teacher: Let me give you a piece of foam. Teacher: Student C, sit down. Teacher: Get to your workbook, this folder.",1 6840,"Teacher: Bring it. Teacher: Let me help you. Teacher: Give me. [TARGET]Teacher: Let me give you a piece of foam.[/TARGET] Teacher: Student C, sit down. Teacher: Get to your workbook, this folder. Teacher: Look and see.",1 6841,"Teacher: Let me help you. Teacher: Give me. Teacher: Let me give you a piece of foam. [TARGET]Teacher: Student C, sit down.[/TARGET] Teacher: Get to your workbook, this folder. Teacher: Look and see. Teacher: Go there.",1 6842,"Teacher: Give me. Teacher: Let me give you a piece of foam. Teacher: Student C, sit down. [TARGET]Teacher: Get to your workbook, this folder.[/TARGET] Teacher: Look and see. Teacher: Go there. Teacher: Go there.",1 6843,"Teacher: Let me give you a piece of foam. Teacher: Student C, sit down. Teacher: Get to your workbook, this folder. [TARGET]Teacher: Look and see.[/TARGET] Teacher: Go there. Teacher: Go there. Teacher: Go to the folder.",1 6844,"Teacher: Student C, sit down. Teacher: Get to your workbook, this folder. Teacher: Look and see. [TARGET]Teacher: Go there.[/TARGET] Teacher: Go there. Teacher: Go to the folder. Teacher: You see here?",1 6845,"Teacher: Get to your workbook, this folder. Teacher: Look and see. Teacher: Go there. [TARGET]Teacher: Go there.[/TARGET] Teacher: Go to the folder. Teacher: You see here? Teacher: Pick your work.",1 6846,Teacher: Look and see. Teacher: Go there. Teacher: Go there. [TARGET]Teacher: Go to the folder.[/TARGET] Teacher: You see here? Teacher: Pick your work. Student: Teacher?,1 6847,Teacher: Go there. Teacher: Go there. Teacher: Go to the folder. [TARGET]Teacher: You see here?[/TARGET] Teacher: Pick your work. Student: Teacher? Teacher: It's time for you to write it.,0 6848,Teacher: Go there. Teacher: Go to the folder. Teacher: You see here? [TARGET]Teacher: Pick your work.[/TARGET] Student: Teacher? Teacher: It's time for you to write it. Teacher: You can rewrite it.,0 6849,Teacher: You see here? Teacher: Pick your work. Student: Teacher? [TARGET]Teacher: It's time for you to write it.[/TARGET] Teacher: You can rewrite it. Student: Is this? Student: Teacher?,1 6850,Teacher: Pick your work. Student: Teacher? Teacher: It's time for you to write it. [TARGET]Teacher: You can rewrite it.[/TARGET] Student: Is this? Student: Teacher? Teacher: I'm here.,1 6851,Teacher: You can rewrite it. Student: Is this? Student: Teacher? [TARGET]Teacher: I'm here.[/TARGET] Student: That's my dice. Teacher: What is? Student: It is for your information.,0 6852,"Student: Teacher? Teacher: I'm here. Student: That's my dice. [TARGET]Teacher: What is?[/TARGET] Student: It is for your information. Teacher: Yeah, but you were playing with it. Teacher: Let's do this.",0 6853,"Student: That's my dice. Teacher: What is? Student: It is for your information. [TARGET]Teacher: Yeah, but you were playing with it.[/TARGET] Teacher: Let's do this. Teacher: Let's do this again. Teacher: Uh-huh.",1 6854,"Teacher: What is? Student: It is for your information. Teacher: Yeah, but you were playing with it. [TARGET]Teacher: Let's do this.[/TARGET] Teacher: Let's do this again. Teacher: Uh-huh. Teacher: Let's go.",1 6855,"Student: It is for your information. Teacher: Yeah, but you were playing with it. Teacher: Let's do this. [TARGET]Teacher: Let's do this again.[/TARGET] Teacher: Uh-huh. Teacher: Let's go. Student: Fifty-six?",1 6856,"Teacher: Yeah, but you were playing with it. Teacher: Let's do this. Teacher: Let's do this again. [TARGET]Teacher: Uh-huh.[/TARGET] Teacher: Let's go. Student: Fifty-six? Teacher: Yeah.",0 6857,Teacher: Let's do this. Teacher: Let's do this again. Teacher: Uh-huh. [TARGET]Teacher: Let's go.[/TARGET] Student: Fifty-six? Teacher: Yeah. Student: Times what?,1 6858,Teacher: Uh-huh. Teacher: Let's go. Student: Fifty-six? [TARGET]Teacher: Yeah.[/TARGET] Student: Times what? Teacher: Fifty-six. Teacher: Uh-huh.,0 6859,Student: Fifty-six? Teacher: Yeah. Student: Times what? [TARGET]Teacher: Fifty-six.[/TARGET] Teacher: Uh-huh. Teacher: Continue. Teacher: Are you done with this?,0 6860,Teacher: Yeah. Student: Times what? Teacher: Fifty-six. [TARGET]Teacher: Uh-huh.[/TARGET] Teacher: Continue. Teacher: Are you done with this? Teacher: Get to your next workshop please.,0 6861,"Student: Times what? Teacher: Fifty-six. Teacher: Uh-huh. [TARGET]Teacher: Continue.[/TARGET] Teacher: Are you done with this? Teacher: Get to your next workshop please. Teacher: Continue, Student C. We have five more minutes.",1 6862,"Teacher: Fifty-six. Teacher: Uh-huh. Teacher: Continue. [TARGET]Teacher: Are you done with this?[/TARGET] Teacher: Get to your next workshop please. Teacher: Continue, Student C. We have five more minutes. Student: [Inaudible].",1 6863,"Teacher: Uh-huh. Teacher: Continue. Teacher: Are you done with this? [TARGET]Teacher: Get to your next workshop please.[/TARGET] Teacher: Continue, Student C. We have five more minutes. Student: [Inaudible]. Teacher: I don't know.",1 6864,"Teacher: Continue. Teacher: Are you done with this? Teacher: Get to your next workshop please. [TARGET]Teacher: Continue, Student C. We have five more minutes.[/TARGET] Student: [Inaudible]. Teacher: I don't know. Teacher: Find out what it is.",1 6865,"Teacher: Get to your next workshop please. Teacher: Continue, Student C. We have five more minutes. Student: [Inaudible]. [TARGET]Teacher: I don't know.[/TARGET] Teacher: Find out what it is. Teacher: We're going to do this one now. Student: It's 87.",0 6866,"Teacher: Continue, Student C. We have five more minutes. Student: [Inaudible]. Teacher: I don't know. [TARGET]Teacher: Find out what it is.[/TARGET] Teacher: We're going to do this one now. Student: It's 87. Teacher: Did you solve that?",0 6867,Student: [Inaudible]. Teacher: I don't know. Teacher: Find out what it is. [TARGET]Teacher: We're going to do this one now.[/TARGET] Student: It's 87. Teacher: Did you solve that? Student: It's 87.,1 6868,Teacher: Find out what it is. Teacher: We're going to do this one now. Student: It's 87. [TARGET]Teacher: Did you solve that?[/TARGET] Student: It's 87. Teacher: It's not. Teacher: You added 87 plus 87.,0 6869,Student: It's 87. Teacher: Did you solve that? Student: It's 87. [TARGET]Teacher: It's not.[/TARGET] Teacher: You added 87 plus 87. Teacher: It can't be 87. Teacher: Think.,0 6870,Teacher: Did you solve that? Student: It's 87. Teacher: It's not. [TARGET]Teacher: You added 87 plus 87.[/TARGET] Teacher: It can't be 87. Teacher: Think. Teacher: Here.,0 6871,Student: It's 87. Teacher: It's not. Teacher: You added 87 plus 87. [TARGET]Teacher: It can't be 87.[/TARGET] Teacher: Think. Teacher: Here. Teacher: here.,0 6872,Teacher: It's not. Teacher: You added 87 plus 87. Teacher: It can't be 87. [TARGET]Teacher: Think.[/TARGET] Teacher: Here. Teacher: here. Teacher: Here.,0 6873,Teacher: You added 87 plus 87. Teacher: It can't be 87. Teacher: Think. [TARGET]Teacher: Here.[/TARGET] Teacher: here. Teacher: Here. Teacher: So what is it?,0 6874,Teacher: It can't be 87. Teacher: Think. Teacher: Here. [TARGET]Teacher: here.[/TARGET] Teacher: Here. Teacher: So what is it? Teacher: What is six times this?,0 6875,Teacher: Think. Teacher: Here. Teacher: here. [TARGET]Teacher: Here.[/TARGET] Teacher: So what is it? Teacher: What is six times this? Teacher: It's of course?,0 6876,Teacher: Here. Teacher: here. Teacher: Here. [TARGET]Teacher: So what is it?[/TARGET] Teacher: What is six times this? Teacher: It's of course? Student: Twenty.,0 6877,Teacher: here. Teacher: Here. Teacher: So what is it? [TARGET]Teacher: What is six times this?[/TARGET] Teacher: It's of course? Student: Twenty. Teacher: Look at what you did here.,0 6878,Teacher: Here. Teacher: So what is it? Teacher: What is six times this? [TARGET]Teacher: It's of course?[/TARGET] Student: Twenty. Teacher: Look at what you did here. Teacher: Do the same here.,0 6879,Teacher: What is six times this? Teacher: It's of course? Student: Twenty. [TARGET]Teacher: Look at what you did here.[/TARGET] Teacher: Do the same here. Student: That's 20. Teacher: Twenty?,0 6880,Teacher: It's of course? Student: Twenty. Teacher: Look at what you did here. [TARGET]Teacher: Do the same here.[/TARGET] Student: That's 20. Teacher: Twenty? Student: No.,0 6881,Teacher: Look at what you did here. Teacher: Do the same here. Student: That's 20. [TARGET]Teacher: Twenty?[/TARGET] Student: No. Student: All right. Teacher: What is that number called?,0 6882,Teacher: Twenty? Student: No. Student: All right. [TARGET]Teacher: What is that number called?[/TARGET] Student: Two hundred sixty. Teacher: I'm waiting for you. Student: Wait.,0 6883,"Student: All right. Teacher: What is that number called? Student: Two hundred sixty. [TARGET]Teacher: I'm waiting for you.[/TARGET] Student: Wait. Teacher: Okay, now you know the answer. Teacher: You write it here.",1 6884,"Student: Two hundred sixty. Teacher: I'm waiting for you. Student: Wait. [TARGET]Teacher: Okay, now you know the answer.[/TARGET] Teacher: You write it here. Teacher: You left what you have now. Teacher: You write a different one.",0 6885,"Teacher: I'm waiting for you. Student: Wait. Teacher: Okay, now you know the answer. [TARGET]Teacher: You write it here.[/TARGET] Teacher: You left what you have now. Teacher: You write a different one. Teacher: What is this number called.",0 6886,"Student: Wait. Teacher: Okay, now you know the answer. Teacher: You write it here. [TARGET]Teacher: You left what you have now.[/TARGET] Teacher: You write a different one. Teacher: What is this number called. Student: One hundred.",0 6887,"Teacher: Okay, now you know the answer. Teacher: You write it here. Teacher: You left what you have now. [TARGET]Teacher: You write a different one.[/TARGET] Teacher: What is this number called. Student: One hundred. Teacher: One hundred what?",0 6888,Teacher: You write it here. Teacher: You left what you have now. Teacher: You write a different one. [TARGET]Teacher: What is this number called.[/TARGET] Student: One hundred. Teacher: One hundred what? Student: One hundred seventy-four.,0 6889,Teacher: You write a different one. Teacher: What is this number called. Student: One hundred. [TARGET]Teacher: One hundred what?[/TARGET] Student: One hundred seventy-four. Teacher: Now let's do this one. Student: Oh my gosh.,0 6890,Student: One hundred. Teacher: One hundred what? Student: One hundred seventy-four. [TARGET]Teacher: Now let's do this one.[/TARGET] Student: Oh my gosh. Teacher: How many tens do you have in 30? Student: What?,1 6891,Student: One hundred seventy-four. Teacher: Now let's do this one. Student: Oh my gosh. [TARGET]Teacher: How many tens do you have in 30?[/TARGET] Student: What? Teacher: How many tens do you have in 30? Student: Three?,0 6892,"Student: Oh my gosh. Teacher: How many tens do you have in 30? Student: What? [TARGET]Teacher: How many tens do you have in 30?[/TARGET] Student: Three? Teacher: Three. Teacher: So we can try to do this 26 times 10, 26 times 10, 26 times 10 because you know how to do.",0 6893,"Student: What? Teacher: How many tens do you have in 30? Student: Three? [TARGET]Teacher: Three.[/TARGET] Teacher: So we can try to do this 26 times 10, 26 times 10, 26 times 10 because you know how to do. Teacher: Four more minutes. Teacher: I am waiting for you, Student A.",0 6894,"Teacher: How many tens do you have in 30? Student: Three? Teacher: Three. [TARGET]Teacher: So we can try to do this 26 times 10, 26 times 10, 26 times 10 because you know how to do.[/TARGET] Teacher: Four more minutes. Teacher: I am waiting for you, Student A. Teacher: Zero.",0 6895,"Student: Three? Teacher: Three. Teacher: So we can try to do this 26 times 10, 26 times 10, 26 times 10 because you know how to do. [TARGET]Teacher: Four more minutes.[/TARGET] Teacher: I am waiting for you, Student A. Teacher: Zero. Teacher: Two thirty-one.",1 6896,"Teacher: Three. Teacher: So we can try to do this 26 times 10, 26 times 10, 26 times 10 because you know how to do. Teacher: Four more minutes. [TARGET]Teacher: I am waiting for you, Student A.[/TARGET] Teacher: Zero. Teacher: Two thirty-one. Teacher: You got it.",1 6897,"Teacher: So we can try to do this 26 times 10, 26 times 10, 26 times 10 because you know how to do. Teacher: Four more minutes. Teacher: I am waiting for you, Student A. [TARGET]Teacher: Zero.[/TARGET] Teacher: Two thirty-one. Teacher: You got it. Teacher: Now you're doing this.",0 6898,"Teacher: Four more minutes. Teacher: I am waiting for you, Student A. Teacher: Zero. [TARGET]Teacher: Two thirty-one.[/TARGET] Teacher: You got it. Teacher: Now you're doing this. Teacher: Give me five.",0 6899,"Teacher: I am waiting for you, Student A. Teacher: Zero. Teacher: Two thirty-one. [TARGET]Teacher: You got it.[/TARGET] Teacher: Now you're doing this. Teacher: Give me five. Teacher: You're doing good job today.",0 6900,Teacher: Zero. Teacher: Two thirty-one. Teacher: You got it. [TARGET]Teacher: Now you're doing this.[/TARGET] Teacher: Give me five. Teacher: You're doing good job today. Teacher: I'm so proud of you.,0 6901,Teacher: Two thirty-one. Teacher: You got it. Teacher: Now you're doing this. [TARGET]Teacher: Give me five.[/TARGET] Teacher: You're doing good job today. Teacher: I'm so proud of you. Teacher: So we're going to do this one.,0 6902,Teacher: You got it. Teacher: Now you're doing this. Teacher: Give me five. [TARGET]Teacher: You're doing good job today.[/TARGET] Teacher: I'm so proud of you. Teacher: So we're going to do this one. Teacher: We're going to do 51 times 10 plus 51 times 2.,0 6903,Teacher: Now you're doing this. Teacher: Give me five. Teacher: You're doing good job today. [TARGET]Teacher: I'm so proud of you.[/TARGET] Teacher: So we're going to do this one. Teacher: We're going to do 51 times 10 plus 51 times 2. Teacher: So?,0 6904,Teacher: Give me five. Teacher: You're doing good job today. Teacher: I'm so proud of you. [TARGET]Teacher: So we're going to do this one.[/TARGET] Teacher: We're going to do 51 times 10 plus 51 times 2. Teacher: So? Teacher: [Inaudible].,1 6905,"Teacher: You're doing good job today. Teacher: I'm so proud of you. Teacher: So we're going to do this one. [TARGET]Teacher: We're going to do 51 times 10 plus 51 times 2.[/TARGET] Teacher: So? Teacher: [Inaudible]. Student: Okay, 51 times 10 equals 951.",0 6906,"Teacher: I'm so proud of you. Teacher: So we're going to do this one. Teacher: We're going to do 51 times 10 plus 51 times 2. [TARGET]Teacher: So?[/TARGET] Teacher: [Inaudible]. Student: Okay, 51 times 10 equals 951. Teacher: Write it out first.",0 6907,"Teacher: So? Teacher: [Inaudible]. Student: Okay, 51 times 10 equals 951. [TARGET]Teacher: Write it out first.[/TARGET] Teacher: That will help you to find out. Student: What? Teacher: Just write what it is first to help you to know what it is.",0 6908,"Teacher: [Inaudible]. Student: Okay, 51 times 10 equals 951. Teacher: Write it out first. [TARGET]Teacher: That will help you to find out.[/TARGET] Student: What? Teacher: Just write what it is first to help you to know what it is. Teacher: Okay, I'm coming.",0 6909,"Teacher: Write it out first. Teacher: That will help you to find out. Student: What? [TARGET]Teacher: Just write what it is first to help you to know what it is.[/TARGET] Teacher: Okay, I'm coming. Teacher: Why did you put one five one? Teacher: What does that mean.",0 6910,"Teacher: That will help you to find out. Student: What? Teacher: Just write what it is first to help you to know what it is. [TARGET]Teacher: Okay, I'm coming.[/TARGET] Teacher: Why did you put one five one? Teacher: What does that mean. Teacher: When you multiplied 26 by, what did you get?",0 6911,"Student: What? Teacher: Just write what it is first to help you to know what it is. Teacher: Okay, I'm coming. [TARGET]Teacher: Why did you put one five one?[/TARGET] Teacher: What does that mean. Teacher: When you multiplied 26 by, what did you get? Teacher: So how can 51 times 10 give you 151?",0 6912,"Teacher: Just write what it is first to help you to know what it is. Teacher: Okay, I'm coming. Teacher: Why did you put one five one? [TARGET]Teacher: What does that mean.[/TARGET] Teacher: When you multiplied 26 by, what did you get? Teacher: So how can 51 times 10 give you 151? Student: Five hundred and fifty.",0 6913,"Teacher: Okay, I'm coming. Teacher: Why did you put one five one? Teacher: What does that mean. [TARGET]Teacher: When you multiplied 26 by, what did you get?[/TARGET] Teacher: So how can 51 times 10 give you 151? Student: Five hundred and fifty. Student: No?",0 6914,"Teacher: Why did you put one five one? Teacher: What does that mean. Teacher: When you multiplied 26 by, what did you get? [TARGET]Teacher: So how can 51 times 10 give you 151?[/TARGET] Student: Five hundred and fifty. Student: No? Teacher: What is five plus five?",0 6915,Teacher: So how can 51 times 10 give you 151? Student: Five hundred and fifty. Student: No? [TARGET]Teacher: What is five plus five?[/TARGET] Student: Ten. Teacher: So 500 and? Teacher: Ten.,0 6916,Student: No? Teacher: What is five plus five? Student: Ten. [TARGET]Teacher: So 500 and?[/TARGET] Teacher: Ten. Teacher: Five hundred and ten. Student: can I have this?,0 6917,Teacher: What is five plus five? Student: Ten. Teacher: So 500 and? [TARGET]Teacher: Ten.[/TARGET] Teacher: Five hundred and ten. Student: can I have this? Student: Can I have it?,0 6918,"Student: Ten. Teacher: So 500 and? Teacher: Ten. [TARGET]Teacher: Five hundred and ten.[/TARGET] Student: can I have this? Student: Can I have it? Teacher: If Teacher A doesn't want it, maybe she will give it to you.",0 6919,"Teacher: Five hundred and ten. Student: can I have this? Student: Can I have it? [TARGET]Teacher: If Teacher A doesn't want it, maybe she will give it to you.[/TARGET] Teacher: Okay, I need everybody now to stop writing. Student: No. Teacher: What you've got.",1 6920,"Student: can I have this? Student: Can I have it? Teacher: If Teacher A doesn't want it, maybe she will give it to you. [TARGET]Teacher: Okay, I need everybody now to stop writing.[/TARGET] Student: No. Teacher: What you've got. Teacher: No, you continue.",1 6921,"Teacher: If Teacher A doesn't want it, maybe she will give it to you. Teacher: Okay, I need everybody now to stop writing. Student: No. [TARGET]Teacher: What you've got.[/TARGET] Teacher: No, you continue. Teacher: Yeah. Teacher: Let's look at what we have done so far.",0 6922,"Teacher: Okay, I need everybody now to stop writing. Student: No. Teacher: What you've got. [TARGET]Teacher: No, you continue.[/TARGET] Teacher: Yeah. Teacher: Let's look at what we have done so far. Teacher: Go back to your seats.",1 6923,"Student: No. Teacher: What you've got. Teacher: No, you continue. [TARGET]Teacher: Yeah.[/TARGET] Teacher: Let's look at what we have done so far. Teacher: Go back to your seats. Teacher: If you have not finished, this will help you to finish up your work.",0 6924,"Teacher: What you've got. Teacher: No, you continue. Teacher: Yeah. [TARGET]Teacher: Let's look at what we have done so far.[/TARGET] Teacher: Go back to your seats. Teacher: If you have not finished, this will help you to finish up your work. Teacher: Sh.",1 6925,"Teacher: No, you continue. Teacher: Yeah. Teacher: Let's look at what we have done so far. [TARGET]Teacher: Go back to your seats.[/TARGET] Teacher: If you have not finished, this will help you to finish up your work. Teacher: Sh. Teacher: Let's stop.",1 6926,"Teacher: Yeah. Teacher: Let's look at what we have done so far. Teacher: Go back to your seats. [TARGET]Teacher: If you have not finished, this will help you to finish up your work.[/TARGET] Teacher: Sh. Teacher: Let's stop. Teacher: I'm waiting for you Teacher S.",0 6927,"Teacher: Let's look at what we have done so far. Teacher: Go back to your seats. Teacher: If you have not finished, this will help you to finish up your work. [TARGET]Teacher: Sh.[/TARGET] Teacher: Let's stop. Teacher: I'm waiting for you Teacher S. Teacher: Sorry.",1 6928,"Teacher: Go back to your seats. Teacher: If you have not finished, this will help you to finish up your work. Teacher: Sh. [TARGET]Teacher: Let's stop.[/TARGET] Teacher: I'm waiting for you Teacher S. Teacher: Sorry. Teacher: We were doing multiplication.",1 6929,"Teacher: If you have not finished, this will help you to finish up your work. Teacher: Sh. Teacher: Let's stop. [TARGET]Teacher: I'm waiting for you Teacher S.[/TARGET] Teacher: Sorry. Teacher: We were doing multiplication. Teacher: I know.",1 6930,Teacher: Sh. Teacher: Let's stop. Teacher: I'm waiting for you Teacher S. [TARGET]Teacher: Sorry.[/TARGET] Teacher: We were doing multiplication. Teacher: I know. Teacher: Just like what I have over there.,0 6931,Teacher: Let's stop. Teacher: I'm waiting for you Teacher S. Teacher: Sorry. [TARGET]Teacher: We were doing multiplication.[/TARGET] Teacher: I know. Teacher: Just like what I have over there. Teacher: [Crosstalk and laughter],0 6932,Teacher: I'm waiting for you Teacher S. Teacher: Sorry. Teacher: We were doing multiplication. [TARGET]Teacher: I know.[/TARGET] Teacher: Just like what I have over there. Teacher: [Crosstalk and laughter] Teacher: Yes.,0 6933,Teacher: Sorry. Teacher: We were doing multiplication. Teacher: I know. [TARGET]Teacher: Just like what I have over there.[/TARGET] Teacher: [Crosstalk and laughter] Teacher: Yes. Teacher: [Room noise],0 6934,Teacher: I know. Teacher: Just like what I have over there. Teacher: [Crosstalk and laughter] [TARGET]Teacher: Yes.[/TARGET] Teacher: [Room noise] Teacher: In the first one we have 27 times 5. Teacher: Can somebody tell me how to solve this problem?,0 6935,Teacher: [Crosstalk and laughter] Teacher: Yes. Teacher: [Room noise] [TARGET]Teacher: In the first one we have 27 times 5.[/TARGET] Teacher: Can somebody tell me how to solve this problem? Teacher: Yes? Teacher: Student T?,0 6936,Teacher: Yes. Teacher: [Room noise] Teacher: In the first one we have 27 times 5. [TARGET]Teacher: Can somebody tell me how to solve this problem?[/TARGET] Teacher: Yes? Teacher: Student T? Teacher: I have the cover.,0 6937,Teacher: [Room noise] Teacher: In the first one we have 27 times 5. Teacher: Can somebody tell me how to solve this problem? [TARGET]Teacher: Yes?[/TARGET] Teacher: Student T? Teacher: I have the cover. Teacher: I have the cover.,0 6938,Teacher: In the first one we have 27 times 5. Teacher: Can somebody tell me how to solve this problem? Teacher: Yes? [TARGET]Teacher: Student T?[/TARGET] Teacher: I have the cover. Teacher: I have the cover. Teacher: Continue.,0 6939,"Teacher: Can somebody tell me how to solve this problem? Teacher: Yes? Teacher: Student T? [TARGET]Teacher: I have the cover.[/TARGET] Teacher: I have the cover. Teacher: Continue. Student: By 20, 40.",1 6940,"Teacher: Yes? Teacher: Student T? Teacher: I have the cover. [TARGET]Teacher: I have the cover.[/TARGET] Teacher: Continue. Student: By 20, 40. Teacher: It's five.",1 6941,"Teacher: Student T? Teacher: I have the cover. Teacher: I have the cover. [TARGET]Teacher: Continue.[/TARGET] Student: By 20, 40. Teacher: It's five. Teacher: Can everybody sit down.",1 6942,"Teacher: I have the cover. Teacher: Continue. Student: By 20, 40. [TARGET]Teacher: It's five.[/TARGET] Teacher: Can everybody sit down. Teacher: This is too much. Teacher: Don't do this.",0 6943,"Teacher: Continue. Student: By 20, 40. Teacher: It's five. [TARGET]Teacher: Can everybody sit down.[/TARGET] Teacher: This is too much. Teacher: Don't do this. Teacher: One.",1 6944,"Student: By 20, 40. Teacher: It's five. Teacher: Can everybody sit down. [TARGET]Teacher: This is too much.[/TARGET] Teacher: Don't do this. Teacher: One. Teacher: Two.",1 6945,Teacher: It's five. Teacher: Can everybody sit down. Teacher: This is too much. [TARGET]Teacher: Don't do this.[/TARGET] Teacher: One. Teacher: Two. Teacher: That's fine.,1 6946,Teacher: Can everybody sit down. Teacher: This is too much. Teacher: Don't do this. [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: That's fine. Teacher: Three.,1 6947,Teacher: This is too much. Teacher: Don't do this. Teacher: One. [TARGET]Teacher: Two.[/TARGET] Teacher: That's fine. Teacher: Three. Teacher: [Crosstalk],1 6948,Teacher: Don't do this. Teacher: One. Teacher: Two. [TARGET]Teacher: That's fine.[/TARGET] Teacher: Three. Teacher: [Crosstalk] Teacher: Sh.,1 6949,"Teacher: One. Teacher: Two. Teacher: That's fine. [TARGET]Teacher: Three.[/TARGET] Teacher: [Crosstalk] Teacher: Sh. Teacher: We're watching Student T, right?",1 6950,"Teacher: That's fine. Teacher: Three. Teacher: [Crosstalk] [TARGET]Teacher: Sh.[/TARGET] Teacher: We're watching Student T, right? Teacher: Mm-hmm. Teacher: All eyes here.",1 6951,"Teacher: Three. Teacher: [Crosstalk] Teacher: Sh. [TARGET]Teacher: We're watching Student T, right?[/TARGET] Teacher: Mm-hmm. Teacher: All eyes here. Teacher: You don't have homework today.",1 6952,"Teacher: [Crosstalk] Teacher: Sh. Teacher: We're watching Student T, right? [TARGET]Teacher: Mm-hmm.[/TARGET] Teacher: All eyes here. Teacher: You don't have homework today. Teacher: We're going to do it here.",1 6953,"Teacher: Sh. Teacher: We're watching Student T, right? Teacher: Mm-hmm. [TARGET]Teacher: All eyes here.[/TARGET] Teacher: You don't have homework today. Teacher: We're going to do it here. Teacher: Is Student T right?",1 6954,"Teacher: We're watching Student T, right? Teacher: Mm-hmm. Teacher: All eyes here. [TARGET]Teacher: You don't have homework today.[/TARGET] Teacher: We're going to do it here. Teacher: Is Student T right? Student: Yes.",0 6955,"Teacher: Mm-hmm. Teacher: All eyes here. Teacher: You don't have homework today. [TARGET]Teacher: We're going to do it here.[/TARGET] Teacher: Is Student T right? Student: Yes. Student: No, not right.",1 6956,"Teacher: All eyes here. Teacher: You don't have homework today. Teacher: We're going to do it here. [TARGET]Teacher: Is Student T right?[/TARGET] Student: Yes. Student: No, not right. Teacher: Excellent.",0 6957,"Teacher: Is Student T right? Student: Yes. Student: No, not right. [TARGET]Teacher: Excellent.[/TARGET] Teacher: I love this. Teacher: Did anybody solve it a different way? Teacher: Turn around, Student J.",0 6958,"Student: Yes. Student: No, not right. Teacher: Excellent. [TARGET]Teacher: I love this.[/TARGET] Teacher: Did anybody solve it a different way? Teacher: Turn around, Student J. Student: Me.",0 6959,"Student: No, not right. Teacher: Excellent. Teacher: I love this. [TARGET]Teacher: Did anybody solve it a different way?[/TARGET] Teacher: Turn around, Student J. Student: Me. Student: Me.",0 6960,"Teacher: Excellent. Teacher: I love this. Teacher: Did anybody solve it a different way? [TARGET]Teacher: Turn around, Student J.[/TARGET] Student: Me. Student: Me. Student: Me.",1 6961,"Student: Me. Student: Me. Student: Me. [TARGET]Teacher: Show me how you solved your problem.[/TARGET] Teacher: Sit down, Student T. Student T, stop. Teacher: Sit down. Teacher: Sit down.",0 6962,"Student: Me. Student: Me. Teacher: Show me how you solved your problem. [TARGET]Teacher: Sit down, Student T. Student T, stop.[/TARGET] Teacher: Sit down. Teacher: Sit down. Teacher: What is the problem?",1 6963,"Student: Me. Teacher: Show me how you solved your problem. Teacher: Sit down, Student T. Student T, stop. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit down. Teacher: What is the problem? Teacher: Go back and sit down.",1 6964,"Teacher: Show me how you solved your problem. Teacher: Sit down, Student T. Student T, stop. Teacher: Sit down. [TARGET]Teacher: Sit down.[/TARGET] Teacher: What is the problem? Teacher: Go back and sit down. Student: [Inaudible].",1 6965,"Teacher: Sit down, Student T. Student T, stop. Teacher: Sit down. Teacher: Sit down. [TARGET]Teacher: What is the problem?[/TARGET] Teacher: Go back and sit down. Student: [Inaudible]. Teacher: Student T, what are you doing?",1 6966,"Teacher: Sit down. Teacher: Sit down. Teacher: What is the problem? [TARGET]Teacher: Go back and sit down.[/TARGET] Student: [Inaudible]. Teacher: Student T, what are you doing? Student: he hit me first.",1 6967,"Teacher: What is the problem? Teacher: Go back and sit down. Student: [Inaudible]. [TARGET]Teacher: Student T, what are you doing?[/TARGET] Student: he hit me first. Student: I didn't hit him. Student: Yes, you did.",1 6968,"Student: he hit me first. Student: I didn't hit him. Student: Yes, you did. [TARGET]Teacher: Do you need a warning?[/TARGET] Student: That's what makes him do anything he wants to because he get away with it. Student: Teacher, I have five checks. Student: No, you don't.",1 6969,"Student: Teacher, I have five checks. Student: No, you don't. Student: Isn't it plus four? [TARGET]Teacher: You're saying - what are you breaking?[/TARGET] Student: I'm breaking it up lower. Teacher: Twenty-five times three? Teacher: Seventy-five?",0 6970,Student: Isn't it plus four? Teacher: You're saying - what are you breaking? Student: I'm breaking it up lower. [TARGET]Teacher: Twenty-five times three?[/TARGET] Teacher: Seventy-five? Teacher: One. Teacher: Two.,0 6971,Teacher: You're saying - what are you breaking? Student: I'm breaking it up lower. Teacher: Twenty-five times three? [TARGET]Teacher: Seventy-five?[/TARGET] Teacher: One. Teacher: Two. Student: Can I do my way next?,0 6972,Student: I'm breaking it up lower. Teacher: Twenty-five times three? Teacher: Seventy-five? [TARGET]Teacher: One.[/TARGET] Teacher: Two. Student: Can I do my way next? Teacher: Sit down.,0 6973,Teacher: Twenty-five times three? Teacher: Seventy-five? Teacher: One. [TARGET]Teacher: Two.[/TARGET] Student: Can I do my way next? Teacher: Sit down. Teacher: Yes.,0 6974,"Teacher: One. Teacher: Two. Student: Can I do my way next? [TARGET]Teacher: Sit down.[/TARGET] Teacher: Yes. Teacher: Sit down, please. Student: Who me?",1 6975,"Teacher: Two. Student: Can I do my way next? Teacher: Sit down. [TARGET]Teacher: Yes.[/TARGET] Teacher: Sit down, please. Student: Who me? Teacher: No, not you.",0 6976,"Student: Can I do my way next? Teacher: Sit down. Teacher: Yes. [TARGET]Teacher: Sit down, please.[/TARGET] Student: Who me? Teacher: No, not you. Teacher: [Room noise]",1 6977,"Teacher: Yes. Teacher: Sit down, please. Student: Who me? [TARGET]Teacher: No, not you.[/TARGET] Teacher: [Room noise] Teacher: All eyes here please. Teacher: Student C, stop.",1 6978,"Student: Who me? Teacher: No, not you. Teacher: [Room noise] [TARGET]Teacher: All eyes here please.[/TARGET] Teacher: Student C, stop. Teacher: Turn around and look at the board please. Student: I'm finishing my work.",1 6979,"Teacher: No, not you. Teacher: [Room noise] Teacher: All eyes here please. [TARGET]Teacher: Student C, stop.[/TARGET] Teacher: Turn around and look at the board please. Student: I'm finishing my work. Teacher: He's doing something here.",1 6980,"Teacher: [Room noise] Teacher: All eyes here please. Teacher: Student C, stop. [TARGET]Teacher: Turn around and look at the board please.[/TARGET] Student: I'm finishing my work. Teacher: He's doing something here. Teacher: Student T is warning.",1 6981,"Teacher: Student C, stop. Teacher: Turn around and look at the board please. Student: I'm finishing my work. [TARGET]Teacher: He's doing something here.[/TARGET] Teacher: Student T is warning. Teacher: [Crosstalk] Teacher: We're not sure how you got six plus four.",1 6982,Teacher: Turn around and look at the board please. Student: I'm finishing my work. Teacher: He's doing something here. [TARGET]Teacher: Student T is warning.[/TARGET] Teacher: [Crosstalk] Teacher: We're not sure how you got six plus four. Teacher: Where did you get it from?,1 6983,"Teacher: He's doing something here. Teacher: Student T is warning. Teacher: [Crosstalk] [TARGET]Teacher: We're not sure how you got six plus four.[/TARGET] Teacher: Where did you get it from? Student: See this 27 times 5, right? Student: I put -",0 6984,"Teacher: Student T is warning. Teacher: [Crosstalk] Teacher: We're not sure how you got six plus four. [TARGET]Teacher: Where did you get it from?[/TARGET] Student: See this 27 times 5, right? Student: I put - Teacher: All eyes look here and see what he did.",0 6985,"Teacher: Where did you get it from? Student: See this 27 times 5, right? Student: I put - [TARGET]Teacher: All eyes look here and see what he did.[/TARGET] Student: I count two down. Student: So if put 25 it will be easier. Student: Then 3 times I'm supposed to have 27 so that's plus 2 is 6 so I'll have to plus six to a number that is close.",1 6986,"Student: So if put 25 it will be easier. Student: Then 3 times I'm supposed to have 27 so that's plus 2 is 6 so I'll have to plus six to a number that is close. Student: [Crosstalk] [TARGET]Teacher: Turn around, Student T. Turn around, Student C, and let him - yes, we'll go back to it.[/TARGET] Teacher: People are trying to share how they are solving their math. Teacher: We want to learn from them. Teacher: Turn around.",1 6987,"Student: Then 3 times I'm supposed to have 27 so that's plus 2 is 6 so I'll have to plus six to a number that is close. Student: [Crosstalk] Teacher: Turn around, Student T. Turn around, Student C, and let him - yes, we'll go back to it. [TARGET]Teacher: People are trying to share how they are solving their math.[/TARGET] Teacher: We want to learn from them. Teacher: Turn around. Student: What math?",1 6988,"Student: [Crosstalk] Teacher: Turn around, Student T. Turn around, Student C, and let him - yes, we'll go back to it. Teacher: People are trying to share how they are solving their math. [TARGET]Teacher: We want to learn from them.[/TARGET] Teacher: Turn around. Student: What math? Student: This is like show and tell.",1 6989,"Teacher: Turn around, Student T. Turn around, Student C, and let him - yes, we'll go back to it. Teacher: People are trying to share how they are solving their math. Teacher: We want to learn from them. [TARGET]Teacher: Turn around.[/TARGET] Student: What math? Student: This is like show and tell. Teacher: If you can hear me, clap once.",1 6990,"Teacher: Turn around. Student: What math? Student: This is like show and tell. [TARGET]Teacher: If you can hear me, clap once.[/TARGET] Teacher: If you can hear me, clap two times. Teacher: Give me the marker, please. Teacher: Thank you.",1 6991,"Student: What math? Student: This is like show and tell. Teacher: If you can hear me, clap once. [TARGET]Teacher: If you can hear me, clap two times.[/TARGET] Teacher: Give me the marker, please. Teacher: Thank you. Teacher: There's a strategy Student C is showing me here that I, myself, I do not know.",1 6992,"Student: This is like show and tell. Teacher: If you can hear me, clap once. Teacher: If you can hear me, clap two times. [TARGET]Teacher: Give me the marker, please.[/TARGET] Teacher: Thank you. Teacher: There's a strategy Student C is showing me here that I, myself, I do not know. Teacher: I do want to learn from him, please.",1 6993,"Teacher: If you can hear me, clap once. Teacher: If you can hear me, clap two times. Teacher: Give me the marker, please. [TARGET]Teacher: Thank you.[/TARGET] Teacher: There's a strategy Student C is showing me here that I, myself, I do not know. Teacher: I do want to learn from him, please. Teacher: I do want to learn from him.",1 6994,"Teacher: If you can hear me, clap two times. Teacher: Give me the marker, please. Teacher: Thank you. [TARGET]Teacher: There's a strategy Student C is showing me here that I, myself, I do not know.[/TARGET] Teacher: I do want to learn from him, please. Teacher: I do want to learn from him. Student: Go on then.",1 6995,"Teacher: Give me the marker, please. Teacher: Thank you. Teacher: There's a strategy Student C is showing me here that I, myself, I do not know. [TARGET]Teacher: I do want to learn from him, please.[/TARGET] Teacher: I do want to learn from him. Student: Go on then. Teacher: He said 25 times 3 -",1 6996,"Teacher: Thank you. Teacher: There's a strategy Student C is showing me here that I, myself, I do not know. Teacher: I do want to learn from him, please. [TARGET]Teacher: I do want to learn from him.[/TARGET] Student: Go on then. Teacher: He said 25 times 3 - Student: Equals 75.",1 6997,"Teacher: I do want to learn from him, please. Teacher: I do want to learn from him. Student: Go on then. [TARGET]Teacher: He said 25 times 3 -[/TARGET] Student: Equals 75. Teacher: - is 75 plus 6. Student: Is 81.",0 6998,Student: Go on then. Teacher: He said 25 times 3 - Student: Equals 75. [TARGET]Teacher: - is 75 plus 6.[/TARGET] Student: Is 81. Teacher: We do not know where he got six from. Teacher: Where is this six coming from?,0 6999,Student: Equals 75. Teacher: - is 75 plus 6. Student: Is 81. [TARGET]Teacher: We do not know where he got six from.[/TARGET] Teacher: Where is this six coming from? Student: I just told you. Teacher: Uh-huh.,0 7000,"Teacher: - is 75 plus 6. Student: Is 81. Teacher: We do not know where he got six from. [TARGET]Teacher: Where is this six coming from?[/TARGET] Student: I just told you. Teacher: Uh-huh. Student: See, it's supposed to be 27 times 5, but I broke it down and I minus 2.",0 7001,"Teacher: We do not know where he got six from. Teacher: Where is this six coming from? Student: I just told you. [TARGET]Teacher: Uh-huh.[/TARGET] Student: See, it's supposed to be 27 times 5, but I broke it down and I minus 2. Student: So it could be easier. Student: And 25 times 3 equals 75 and 3 - it was supposed to be plus 2 to get to 27.",0 7002,"Student: And for this one it's the same but it's two times four. Student: Yeah, two - wait. Student: Basically two times two equals four. [TARGET]Teacher: Allow him.[/TARGET] Student: Two times two equals four so if you plus it it equals - Teacher: This is a very excellent strategy that I'm learning for the first time now. Teacher: Sit down.",1 7003,"Student: Basically two times two equals four. Teacher: Allow him. Student: Two times two equals four so if you plus it it equals - [TARGET]Teacher: This is a very excellent strategy that I'm learning for the first time now.[/TARGET] Teacher: Sit down. Student: Can I show my way? Teacher: Student C, go back to your seat.",0 7004,"Teacher: Allow him. Student: Two times two equals four so if you plus it it equals - Teacher: This is a very excellent strategy that I'm learning for the first time now. [TARGET]Teacher: Sit down.[/TARGET] Student: Can I show my way? Teacher: Student C, go back to your seat. Student: Why?",1 7005,"Teacher: This is a very excellent strategy that I'm learning for the first time now. Teacher: Sit down. Student: Can I show my way? [TARGET]Teacher: Student C, go back to your seat.[/TARGET] Student: Why? Teacher: Please, go back to your seat. Teacher: Student C, go back to your seat.",1 7006,"Student: Can I show my way? Teacher: Student C, go back to your seat. Student: Why? [TARGET]Teacher: Please, go back to your seat.[/TARGET] Teacher: Student C, go back to your seat. Teacher: We're waiting for you, Student C. Student: What the hell?",1 7007,"Teacher: Student C, go back to your seat. Student: Why? Teacher: Please, go back to your seat. [TARGET]Teacher: Student C, go back to your seat.[/TARGET] Teacher: We're waiting for you, Student C. Student: What the hell? Student: Can I go now?",1 7008,"Student: Why? Teacher: Please, go back to your seat. Teacher: Student C, go back to your seat. [TARGET]Teacher: We're waiting for you, Student C.[/TARGET] Student: What the hell? Student: Can I go now? Student: Dang, Student C.",1 7009,"Student: What the hell? Student: Can I go now? Student: Dang, Student C. [TARGET]Teacher: Back to your seat.[/TARGET] Student: Oh my gosh, you're giving me all this. Student: I swear in here. Teacher: Put your leg down, Student C, please.",1 7010,"Teacher: Back to your seat. Student: Oh my gosh, you're giving me all this. Student: I swear in here. [TARGET]Teacher: Put your leg down, Student C, please.[/TARGET] Teacher: Student T, turn around and face me and leave him alone. Student: [Inaudible]. Student: Shut up, Student T.",1 7011,"Student: Oh my gosh, you're giving me all this. Student: I swear in here. Teacher: Put your leg down, Student C, please. [TARGET]Teacher: Student T, turn around and face me and leave him alone.[/TARGET] Student: [Inaudible]. Student: Shut up, Student T. Teacher: It's not your business right now.",1 7012,"Teacher: Student T, turn around and face me and leave him alone. Student: [Inaudible]. Student: Shut up, Student T. [TARGET]Teacher: It's not your business right now.[/TARGET] Teacher: Sit down here. Teacher: I didn't ask you to go out. Teacher: That's somebody's art piece.",1 7013,"Student: [Inaudible]. Student: Shut up, Student T. Teacher: It's not your business right now. [TARGET]Teacher: Sit down here.[/TARGET] Teacher: I didn't ask you to go out. Teacher: That's somebody's art piece. Teacher: [Crosstalk]",1 7014,"Student: Shut up, Student T. Teacher: It's not your business right now. Teacher: Sit down here. [TARGET]Teacher: I didn't ask you to go out.[/TARGET] Teacher: That's somebody's art piece. Teacher: [Crosstalk] Teacher: Thank you for ignoring him.",1 7015,Teacher: It's not your business right now. Teacher: Sit down here. Teacher: I didn't ask you to go out. [TARGET]Teacher: That's somebody's art piece.[/TARGET] Teacher: [Crosstalk] Teacher: Thank you for ignoring him. Teacher: Thank you so much.,1 7016,Teacher: I didn't ask you to go out. Teacher: That's somebody's art piece. Teacher: [Crosstalk] [TARGET]Teacher: Thank you for ignoring him.[/TARGET] Teacher: Thank you so much. Teacher: I appreciate the way you ignored him. Teacher: Thank you so much.,1 7017,Teacher: That's somebody's art piece. Teacher: [Crosstalk] Teacher: Thank you for ignoring him. [TARGET]Teacher: Thank you so much.[/TARGET] Teacher: I appreciate the way you ignored him. Teacher: Thank you so much. Teacher: Let's all look here again.,1 7018,Teacher: [Crosstalk] Teacher: Thank you for ignoring him. Teacher: Thank you so much. [TARGET]Teacher: I appreciate the way you ignored him.[/TARGET] Teacher: Thank you so much. Teacher: Let's all look here again. Teacher: Look at what Student C did.,1 7019,Teacher: Thank you for ignoring him. Teacher: Thank you so much. Teacher: I appreciate the way you ignored him. [TARGET]Teacher: Thank you so much.[/TARGET] Teacher: Let's all look here again. Teacher: Look at what Student C did. Teacher: Look at.,1 7020,Teacher: Thank you so much. Teacher: I appreciate the way you ignored him. Teacher: Thank you so much. [TARGET]Teacher: Let's all look here again.[/TARGET] Teacher: Look at what Student C did. Teacher: Look at. Teacher: He said that he knows that this is 25 times 3.,1 7021,Teacher: I appreciate the way you ignored him. Teacher: Thank you so much. Teacher: Let's all look here again. [TARGET]Teacher: Look at what Student C did.[/TARGET] Teacher: Look at. Teacher: He said that he knows that this is 25 times 3. Teacher: That he counted two down.,1 7022,"Teacher: Thank you so much. Teacher: Let's all look here again. Teacher: Look at what Student C did. [TARGET]Teacher: Look at.[/TARGET] Teacher: He said that he knows that this is 25 times 3. Teacher: That he counted two down. Teacher: And he knows that, sorry, 25 times 3 is 75.",1 7023,"Teacher: Let's all look here again. Teacher: Look at what Student C did. Teacher: Look at. [TARGET]Teacher: He said that he knows that this is 25 times 3.[/TARGET] Teacher: That he counted two down. Teacher: And he knows that, sorry, 25 times 3 is 75. Teacher: He knows that very well.",0 7024,"Teacher: Look at what Student C did. Teacher: Look at. Teacher: He said that he knows that this is 25 times 3. [TARGET]Teacher: That he counted two down.[/TARGET] Teacher: And he knows that, sorry, 25 times 3 is 75. Teacher: He knows that very well. Teacher: That's his landmark.",0 7025,"Teacher: Look at. Teacher: He said that he knows that this is 25 times 3. Teacher: That he counted two down. [TARGET]Teacher: And he knows that, sorry, 25 times 3 is 75.[/TARGET] Teacher: He knows that very well. Teacher: That's his landmark. Teacher: And he now knew that what he did was count down, which he said he counted down, that he still have two left.",0 7026,"Teacher: He said that he knows that this is 25 times 3. Teacher: That he counted two down. Teacher: And he knows that, sorry, 25 times 3 is 75. [TARGET]Teacher: He knows that very well.[/TARGET] Teacher: That's his landmark. Teacher: And he now knew that what he did was count down, which he said he counted down, that he still have two left. Teacher: Then he multiplied the same number two that he left by three to get six.",0 7027,"Teacher: That he counted two down. Teacher: And he knows that, sorry, 25 times 3 is 75. Teacher: He knows that very well. [TARGET]Teacher: That's his landmark.[/TARGET] Teacher: And he now knew that what he did was count down, which he said he counted down, that he still have two left. Teacher: Then he multiplied the same number two that he left by three to get six. Teacher: And he added it and got 81.",0 7028,"Teacher: And he knows that, sorry, 25 times 3 is 75. Teacher: He knows that very well. Teacher: That's his landmark. [TARGET]Teacher: And he now knew that what he did was count down, which he said he counted down, that he still have two left.[/TARGET] Teacher: Then he multiplied the same number two that he left by three to get six. Teacher: And he added it and got 81. Teacher: All eyes here, please.",0 7029,"Teacher: He knows that very well. Teacher: That's his landmark. Teacher: And he now knew that what he did was count down, which he said he counted down, that he still have two left. [TARGET]Teacher: Then he multiplied the same number two that he left by three to get six.[/TARGET] Teacher: And he added it and got 81. Teacher: All eyes here, please. Teacher: This one he also said 25 times 2, the same thing.",0 7030,"Teacher: That's his landmark. Teacher: And he now knew that what he did was count down, which he said he counted down, that he still have two left. Teacher: Then he multiplied the same number two that he left by three to get six. [TARGET]Teacher: And he added it and got 81.[/TARGET] Teacher: All eyes here, please. Teacher: This one he also said 25 times 2, the same thing. Teacher: And he knew that - you know what, I still have two more and he multiplied that he had by two again and got four.",0 7031,"Teacher: And he now knew that what he did was count down, which he said he counted down, that he still have two left. Teacher: Then he multiplied the same number two that he left by three to get six. Teacher: And he added it and got 81. [TARGET]Teacher: All eyes here, please.[/TARGET] Teacher: This one he also said 25 times 2, the same thing. Teacher: And he knew that - you know what, I still have two more and he multiplied that he had by two again and got four. Teacher: Then he added and got 105.",1 7032,"Teacher: Then he multiplied the same number two that he left by three to get six. Teacher: And he added it and got 81. Teacher: All eyes here, please. [TARGET]Teacher: This one he also said 25 times 2, the same thing.[/TARGET] Teacher: And he knew that - you know what, I still have two more and he multiplied that he had by two again and got four. Teacher: Then he added and got 105. Teacher: This is a good strategy.",0 7033,"Teacher: And he added it and got 81. Teacher: All eyes here, please. Teacher: This one he also said 25 times 2, the same thing. [TARGET]Teacher: And he knew that - you know what, I still have two more and he multiplied that he had by two again and got four.[/TARGET] Teacher: Then he added and got 105. Teacher: This is a good strategy. Teacher: I've never thought of this before.",0 7034,"Teacher: All eyes here, please. Teacher: This one he also said 25 times 2, the same thing. Teacher: And he knew that - you know what, I still have two more and he multiplied that he had by two again and got four. [TARGET]Teacher: Then he added and got 105.[/TARGET] Teacher: This is a good strategy. Teacher: I've never thought of this before. Teacher: [Inaudible].",0 7035,"Teacher: This one he also said 25 times 2, the same thing. Teacher: And he knew that - you know what, I still have two more and he multiplied that he had by two again and got four. Teacher: Then he added and got 105. [TARGET]Teacher: This is a good strategy.[/TARGET] Teacher: I've never thought of this before. Teacher: [Inaudible]. Teacher: Sit.",0 7036,"Teacher: And he knew that - you know what, I still have two more and he multiplied that he had by two again and got four. Teacher: Then he added and got 105. Teacher: This is a good strategy. [TARGET]Teacher: I've never thought of this before.[/TARGET] Teacher: [Inaudible]. Teacher: Sit. Teacher: Sit.",0 7037,Teacher: This is a good strategy. Teacher: I've never thought of this before. Teacher: [Inaudible]. [TARGET]Teacher: Sit.[/TARGET] Teacher: Sit. Teacher: Is that the same way you said 27 times 3. Teacher: Sit down.,1 7038,Teacher: I've never thought of this before. Teacher: [Inaudible]. Teacher: Sit. [TARGET]Teacher: Sit.[/TARGET] Teacher: Is that the same way you said 27 times 3. Teacher: Sit down. Teacher: Plus 27 times 2.,1 7039,Teacher: [Inaudible]. Teacher: Sit. Teacher: Sit. [TARGET]Teacher: Is that the same way you said 27 times 3.[/TARGET] Teacher: Sit down. Teacher: Plus 27 times 2. Teacher: That's exactly what he did here.,0 7040,"Teacher: Sit. Teacher: Sit. Teacher: Is that the same way you said 27 times 3. [TARGET]Teacher: Sit down.[/TARGET] Teacher: Plus 27 times 2. Teacher: That's exactly what he did here. Teacher: Sit down, please.",1 7041,"Teacher: Sit. Teacher: Is that the same way you said 27 times 3. Teacher: Sit down. [TARGET]Teacher: Plus 27 times 2.[/TARGET] Teacher: That's exactly what he did here. Teacher: Sit down, please. Teacher: Student A, come here.",0 7042,"Teacher: Is that the same way you said 27 times 3. Teacher: Sit down. Teacher: Plus 27 times 2. [TARGET]Teacher: That's exactly what he did here.[/TARGET] Teacher: Sit down, please. Teacher: Student A, come here. Teacher: You solve this one.",0 7043,"Teacher: Sit down. Teacher: Plus 27 times 2. Teacher: That's exactly what he did here. [TARGET]Teacher: Sit down, please.[/TARGET] Teacher: Student A, come here. Teacher: You solve this one. Teacher: This is good.",1 7044,"Teacher: Plus 27 times 2. Teacher: That's exactly what he did here. Teacher: Sit down, please. [TARGET]Teacher: Student A, come here.[/TARGET] Teacher: You solve this one. Teacher: This is good. Student: Different strategy.",1 7045,"Teacher: That's exactly what he did here. Teacher: Sit down, please. Teacher: Student A, come here. [TARGET]Teacher: You solve this one.[/TARGET] Teacher: This is good. Student: Different strategy. Teacher: This is 31 plus 54.",0 7046,"Teacher: Sit down, please. Teacher: Student A, come here. Teacher: You solve this one. [TARGET]Teacher: This is good.[/TARGET] Student: Different strategy. Teacher: This is 31 plus 54. Teacher: Thank you.",0 7047,Teacher: You solve this one. Teacher: This is good. Student: Different strategy. [TARGET]Teacher: This is 31 plus 54.[/TARGET] Teacher: Thank you. Teacher: Let's look at another question here that was a big problem to so many people and that was 29 times 6. Teacher: Can somebody solve it for me?,0 7048,"Teacher: This is good. Student: Different strategy. Teacher: This is 31 plus 54. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Let's look at another question here that was a big problem to so many people and that was 29 times 6. Teacher: Can somebody solve it for me? Teacher: Student J, come and solve it in your own way.",0 7049,"Student: Different strategy. Teacher: This is 31 plus 54. Teacher: Thank you. [TARGET]Teacher: Let's look at another question here that was a big problem to so many people and that was 29 times 6.[/TARGET] Teacher: Can somebody solve it for me? Teacher: Student J, come and solve it in your own way. Student: What?",0 7050,"Teacher: This is 31 plus 54. Teacher: Thank you. Teacher: Let's look at another question here that was a big problem to so many people and that was 29 times 6. [TARGET]Teacher: Can somebody solve it for me?[/TARGET] Teacher: Student J, come and solve it in your own way. Student: What? Teacher: Twenty-nine times six.",0 7051,"Teacher: Thank you. Teacher: Let's look at another question here that was a big problem to so many people and that was 29 times 6. Teacher: Can somebody solve it for me? [TARGET]Teacher: Student J, come and solve it in your own way.[/TARGET] Student: What? Teacher: Twenty-nine times six. Student: Twenty-nine times six.",1 7052,"Teacher: Can somebody solve it for me? Teacher: Student J, come and solve it in your own way. Student: What? [TARGET]Teacher: Twenty-nine times six.[/TARGET] Student: Twenty-nine times six. Teacher: You can come with your paper. Teacher: No problem.",0 7053,Student: What? Teacher: Twenty-nine times six. Student: Twenty-nine times six. [TARGET]Teacher: You can come with your paper.[/TARGET] Teacher: No problem. Student: [Inaudible]. Teacher: Who has a dry eraser?,1 7054,Teacher: Twenty-nine times six. Student: Twenty-nine times six. Teacher: You can come with your paper. [TARGET]Teacher: No problem.[/TARGET] Student: [Inaudible]. Teacher: Who has a dry eraser? Student: [Inaudible].,0 7055,Teacher: You can come with your paper. Teacher: No problem. Student: [Inaudible]. [TARGET]Teacher: Who has a dry eraser?[/TARGET] Student: [Inaudible]. Teacher: Yeah. Teacher: Who has a dry eraser?,1 7056,"Student: [Inaudible]. Teacher: Who has a dry eraser? Student: [Inaudible]. [TARGET]Teacher: Yeah.[/TARGET] Teacher: Who has a dry eraser? Student: Student T threw it somewhere. Student: No, I didn't.",1 7057,"Teacher: Who has a dry eraser? Student: [Inaudible]. Teacher: Yeah. [TARGET]Teacher: Who has a dry eraser?[/TARGET] Student: Student T threw it somewhere. Student: No, I didn't. Student: Yes, you did.",1 7058,"Student: Oh. Student: It's under the table. Student: Oh, on the desk. [TARGET]Teacher: Leave it.[/TARGET] Teacher: Come out. Teacher: Student A, leave it. Student: I don't care.",1 7059,"Student: It's under the table. Student: Oh, on the desk. Teacher: Leave it. [TARGET]Teacher: Come out.[/TARGET] Teacher: Student A, leave it. Student: I don't care. Student: I heard you.",1 7060,"Student: Oh, on the desk. Teacher: Leave it. Teacher: Come out. [TARGET]Teacher: Student A, leave it.[/TARGET] Student: I don't care. Student: I heard you. Teacher: Student N, sit down.",1 7061,"Teacher: Student A, leave it. Student: I don't care. Student: I heard you. [TARGET]Teacher: Student N, sit down.[/TARGET] Teacher: You're calling out, please. Teacher: [Crosstalk] Teacher: Student C, don't worry.",1 7062,"Student: I don't care. Student: I heard you. Teacher: Student N, sit down. [TARGET]Teacher: You're calling out, please.[/TARGET] Teacher: [Crosstalk] Teacher: Student C, don't worry. Teacher: Thank you.",1 7063,"Teacher: Student N, sit down. Teacher: You're calling out, please. Teacher: [Crosstalk] [TARGET]Teacher: Student C, don't worry.[/TARGET] Teacher: Thank you. Teacher: I'll find where it is. Teacher: This is another way Student J did his homework.",1 7064,"Teacher: You're calling out, please. Teacher: [Crosstalk] Teacher: Student C, don't worry. [TARGET]Teacher: Thank you.[/TARGET] Teacher: I'll find where it is. Teacher: This is another way Student J did his homework. Teacher: Student J is really - all eyes here.",1 7065,"Teacher: [Crosstalk] Teacher: Student C, don't worry. Teacher: Thank you. [TARGET]Teacher: I'll find where it is.[/TARGET] Teacher: This is another way Student J did his homework. Teacher: Student J is really - all eyes here. Teacher: All eyes here.",1 7066,"Teacher: Student C, don't worry. Teacher: Thank you. Teacher: I'll find where it is. [TARGET]Teacher: This is another way Student J did his homework.[/TARGET] Teacher: Student J is really - all eyes here. Teacher: All eyes here. Teacher: All eyes here.",0 7067,"Teacher: Thank you. Teacher: I'll find where it is. Teacher: This is another way Student J did his homework. [TARGET]Teacher: Student J is really - all eyes here.[/TARGET] Teacher: All eyes here. Teacher: All eyes here. Teacher: Student X, put your chair legs down.",1 7068,"Teacher: I'll find where it is. Teacher: This is another way Student J did his homework. Teacher: Student J is really - all eyes here. [TARGET]Teacher: All eyes here.[/TARGET] Teacher: All eyes here. Teacher: Student X, put your chair legs down. Teacher: Student J said that he wasn't really sure but he knows all the multiples of - when you multiply by 10.",1 7069,"Teacher: This is another way Student J did his homework. Teacher: Student J is really - all eyes here. Teacher: All eyes here. [TARGET]Teacher: All eyes here.[/TARGET] Teacher: Student X, put your chair legs down. Teacher: Student J said that he wasn't really sure but he knows all the multiples of - when you multiply by 10. Teacher: So he did 10 times 6 is 60, 10 times 6 is 60, 9 times 6 is 54.",1 7070,"Teacher: Student J is really - all eyes here. Teacher: All eyes here. Teacher: All eyes here. [TARGET]Teacher: Student X, put your chair legs down.[/TARGET] Teacher: Student J said that he wasn't really sure but he knows all the multiples of - when you multiply by 10. Teacher: So he did 10 times 6 is 60, 10 times 6 is 60, 9 times 6 is 54. Teacher: Then he added and got this.",1 7071,"Teacher: All eyes here. Teacher: All eyes here. Teacher: Student X, put your chair legs down. [TARGET]Teacher: Student J said that he wasn't really sure but he knows all the multiples of - when you multiply by 10.[/TARGET] Teacher: So he did 10 times 6 is 60, 10 times 6 is 60, 9 times 6 is 54. Teacher: Then he added and got this. Teacher: This is a good strategy too.",0 7072,"Teacher: All eyes here. Teacher: Student X, put your chair legs down. Teacher: Student J said that he wasn't really sure but he knows all the multiples of - when you multiply by 10. [TARGET]Teacher: So he did 10 times 6 is 60, 10 times 6 is 60, 9 times 6 is 54.[/TARGET] Teacher: Then he added and got this. Teacher: This is a good strategy too. Teacher: Let's move on to the next one where we have the word problem.",0 7073,"Teacher: Student X, put your chair legs down. Teacher: Student J said that he wasn't really sure but he knows all the multiples of - when you multiply by 10. Teacher: So he did 10 times 6 is 60, 10 times 6 is 60, 9 times 6 is 54. [TARGET]Teacher: Then he added and got this.[/TARGET] Teacher: This is a good strategy too. Teacher: Let's move on to the next one where we have the word problem. Teacher: Go and sit down.",0 7074,"Teacher: Student J said that he wasn't really sure but he knows all the multiples of - when you multiply by 10. Teacher: So he did 10 times 6 is 60, 10 times 6 is 60, 9 times 6 is 54. Teacher: Then he added and got this. [TARGET]Teacher: This is a good strategy too.[/TARGET] Teacher: Let's move on to the next one where we have the word problem. Teacher: Go and sit down. Teacher: Go and sit down.",0 7075,"Teacher: So he did 10 times 6 is 60, 10 times 6 is 60, 9 times 6 is 54. Teacher: Then he added and got this. Teacher: This is a good strategy too. [TARGET]Teacher: Let's move on to the next one where we have the word problem.[/TARGET] Teacher: Go and sit down. Teacher: Go and sit down. Student: [Inaudible].",0 7076,Teacher: Then he added and got this. Teacher: This is a good strategy too. Teacher: Let's move on to the next one where we have the word problem. [TARGET]Teacher: Go and sit down.[/TARGET] Teacher: Go and sit down. Student: [Inaudible]. Teacher: We're going to look at where we have the problem here.,1 7077,"Teacher: This is a good strategy too. Teacher: Let's move on to the next one where we have the word problem. Teacher: Go and sit down. [TARGET]Teacher: Go and sit down.[/TARGET] Student: [Inaudible]. Teacher: We're going to look at where we have the problem here. Teacher: It says in the first week of their trip, the Jones family drove 427.",1 7078,"Teacher: Go and sit down. Teacher: Go and sit down. Student: [Inaudible]. [TARGET]Teacher: We're going to look at where we have the problem here.[/TARGET] Teacher: It says in the first week of their trip, the Jones family drove 427. Teacher: What operation did you use in solving this math? Teacher: Sit down, Student T. We need to hurry up and go, please.",0 7079,"Teacher: Go and sit down. Student: [Inaudible]. Teacher: We're going to look at where we have the problem here. [TARGET]Teacher: It says in the first week of their trip, the Jones family drove 427.[/TARGET] Teacher: What operation did you use in solving this math? Teacher: Sit down, Student T. We need to hurry up and go, please. Student: No.",0 7080,"Student: [Inaudible]. Teacher: We're going to look at where we have the problem here. Teacher: It says in the first week of their trip, the Jones family drove 427. [TARGET]Teacher: What operation did you use in solving this math?[/TARGET] Teacher: Sit down, Student T. We need to hurry up and go, please. Student: No. Teacher: What operation do we need to solve this math?",0 7081,"Teacher: We're going to look at where we have the problem here. Teacher: It says in the first week of their trip, the Jones family drove 427. Teacher: What operation did you use in solving this math? [TARGET]Teacher: Sit down, Student T. We need to hurry up and go, please.[/TARGET] Student: No. Teacher: What operation do we need to solve this math? Student: [Inaudible].",1 7082,"Teacher: What operation did you use in solving this math? Teacher: Sit down, Student T. We need to hurry up and go, please. Student: No. [TARGET]Teacher: What operation do we need to solve this math?[/TARGET] Student: [Inaudible]. Teacher: Yes. Teacher: Addition.",0 7083,Student: No. Teacher: What operation do we need to solve this math? Student: [Inaudible]. [TARGET]Teacher: Yes.[/TARGET] Teacher: Addition. Teacher: What are we adding? Teacher: Seven twenty-seven plus seven thirty-three.,0 7084,Teacher: What operation do we need to solve this math? Student: [Inaudible]. Teacher: Yes. [TARGET]Teacher: Addition.[/TARGET] Teacher: What are we adding? Teacher: Seven twenty-seven plus seven thirty-three. Teacher: Can somebody -,0 7085,Student: [Inaudible]. Teacher: Yes. Teacher: Addition. [TARGET]Teacher: What are we adding?[/TARGET] Teacher: Seven twenty-seven plus seven thirty-three. Teacher: Can somebody - Student: [Inaudible].,0 7086,Teacher: Yes. Teacher: Addition. Teacher: What are we adding? [TARGET]Teacher: Seven twenty-seven plus seven thirty-three.[/TARGET] Teacher: Can somebody - Student: [Inaudible]. Teacher: Yes.,0 7087,Teacher: Addition. Teacher: What are we adding? Teacher: Seven twenty-seven plus seven thirty-three. [TARGET]Teacher: Can somebody -[/TARGET] Student: [Inaudible]. Teacher: Yes. Teacher: [Crosstalk],0 7088,"Teacher: Seven twenty-seven plus seven thirty-three. Teacher: Can somebody - Student: [Inaudible]. [TARGET]Teacher: Yes.[/TARGET] Teacher: [Crosstalk] Student: What are we supposed to do? Teacher: No, not you.",0 7089,"Teacher: Yes. Teacher: [Crosstalk] Student: What are we supposed to do? [TARGET]Teacher: No, not you.[/TARGET] Teacher: It's okay. Teacher: Solve this math. Teacher: Let me give you your papers.",1 7090,"Teacher: [Crosstalk] Student: What are we supposed to do? Teacher: No, not you. [TARGET]Teacher: It's okay.[/TARGET] Teacher: Solve this math. Teacher: Let me give you your papers. Student: Why are you coughing?",1 7091,"Student: What are we supposed to do? Teacher: No, not you. Teacher: It's okay. [TARGET]Teacher: Solve this math.[/TARGET] Teacher: Let me give you your papers. Student: Why are you coughing? Teacher: I don't know.",1 7092,"Teacher: No, not you. Teacher: It's okay. Teacher: Solve this math. [TARGET]Teacher: Let me give you your papers.[/TARGET] Student: Why are you coughing? Teacher: I don't know. Student: You're not sick?",1 7093,"Teacher: Solve this math. Teacher: Let me give you your papers. Student: Why are you coughing? [TARGET]Teacher: I don't know.[/TARGET] Student: You're not sick? Teacher: I'm not sure why you're up, Student C? Student: What?",0 7094,"Student: Why are you coughing? Teacher: I don't know. Student: You're not sick? [TARGET]Teacher: I'm not sure why you're up, Student C?[/TARGET] Student: What? Student: Really? Student: [Crosstalk]",1 7095,"Student: What? Student: Really? Student: [Crosstalk] [TARGET]Teacher: Go and sit down.[/TARGET] Student: No, you're ignoring me. Teacher: I'm not ignoring you, but I want you to sit down. Teacher: When we finish, we're rounding up.",1 7096,"Student: [Crosstalk] Teacher: Go and sit down. Student: No, you're ignoring me. [TARGET]Teacher: I'm not ignoring you, but I want you to sit down.[/TARGET] Teacher: When we finish, we're rounding up. Teacher: [Crosstalk] Teacher: Sit down please.",1 7097,"Teacher: Go and sit down. Student: No, you're ignoring me. Teacher: I'm not ignoring you, but I want you to sit down. [TARGET]Teacher: When we finish, we're rounding up.[/TARGET] Teacher: [Crosstalk] Teacher: Sit down please. Teacher: [Crosstalk]",0 7098,"Teacher: I'm not ignoring you, but I want you to sit down. Teacher: When we finish, we're rounding up. Teacher: [Crosstalk] [TARGET]Teacher: Sit down please.[/TARGET] Teacher: [Crosstalk] Teacher: Hm, that's another strategy that is really good. Teacher: All eyes here.",1 7099,"Teacher: [Crosstalk] Teacher: Sit down please. Teacher: [Crosstalk] [TARGET]Teacher: Hm, that's another strategy that is really good.[/TARGET] Teacher: All eyes here. Teacher: All eyes. Teacher: All eyes here.",0 7100,"Teacher: Sit down please. Teacher: [Crosstalk] Teacher: Hm, that's another strategy that is really good. [TARGET]Teacher: All eyes here.[/TARGET] Teacher: All eyes. Teacher: All eyes here. Teacher: Oh wow, this is very good strategy too.",1 7101,"Teacher: [Crosstalk] Teacher: Hm, that's another strategy that is really good. Teacher: All eyes here. [TARGET]Teacher: All eyes.[/TARGET] Teacher: All eyes here. Teacher: Oh wow, this is very good strategy too. Student: I wasn't laughing this bad last year.",1 7102,"Teacher: Hm, that's another strategy that is really good. Teacher: All eyes here. Teacher: All eyes. [TARGET]Teacher: All eyes here.[/TARGET] Teacher: Oh wow, this is very good strategy too. Student: I wasn't laughing this bad last year. Teacher: Can you stop calling out?",1 7103,"Teacher: All eyes here. Teacher: All eyes. Teacher: All eyes here. [TARGET]Teacher: Oh wow, this is very good strategy too.[/TARGET] Student: I wasn't laughing this bad last year. Teacher: Can you stop calling out? Student: I'm talking about the math.",0 7104,"Teacher: All eyes here. Teacher: Oh wow, this is very good strategy too. Student: I wasn't laughing this bad last year. [TARGET]Teacher: Can you stop calling out?[/TARGET] Student: I'm talking about the math. Teacher: Excellent. Teacher: This how he explained himself.",1 7105,"Student: I wasn't laughing this bad last year. Teacher: Can you stop calling out? Student: I'm talking about the math. [TARGET]Teacher: Excellent.[/TARGET] Teacher: This how he explained himself. Teacher: He did all the hundreds together, the tens together, and the ones together. Teacher: He added it up and got 1,006 - 1,160.",0 7106,"Teacher: Can you stop calling out? Student: I'm talking about the math. Teacher: Excellent. [TARGET]Teacher: This how he explained himself.[/TARGET] Teacher: He did all the hundreds together, the tens together, and the ones together. Teacher: He added it up and got 1,006 - 1,160. Teacher: Was there any other problem in this math that many people had a lot of challenges solving?",0 7107,"Student: I'm talking about the math. Teacher: Excellent. Teacher: This how he explained himself. [TARGET]Teacher: He did all the hundreds together, the tens together, and the ones together.[/TARGET] Teacher: He added it up and got 1,006 - 1,160. Teacher: Was there any other problem in this math that many people had a lot of challenges solving? Teacher: Anyone here?",0 7108,"Teacher: Excellent. Teacher: This how he explained himself. Teacher: He did all the hundreds together, the tens together, and the ones together. [TARGET]Teacher: He added it up and got 1,006 - 1,160.[/TARGET] Teacher: Was there any other problem in this math that many people had a lot of challenges solving? Teacher: Anyone here? Teacher: Sit down.",0 7109,"Teacher: This how he explained himself. Teacher: He did all the hundreds together, the tens together, and the ones together. Teacher: He added it up and got 1,006 - 1,160. [TARGET]Teacher: Was there any other problem in this math that many people had a lot of challenges solving?[/TARGET] Teacher: Anyone here? Teacher: Sit down. Teacher: Was there any other problem in this math that anybody had any challenges solving.",0 7110,"Teacher: He did all the hundreds together, the tens together, and the ones together. Teacher: He added it up and got 1,006 - 1,160. Teacher: Was there any other problem in this math that many people had a lot of challenges solving? [TARGET]Teacher: Anyone here?[/TARGET] Teacher: Sit down. Teacher: Was there any other problem in this math that anybody had any challenges solving. Teacher: Sit.",0 7111,"Teacher: He added it up and got 1,006 - 1,160. Teacher: Was there any other problem in this math that many people had a lot of challenges solving? Teacher: Anyone here? [TARGET]Teacher: Sit down.[/TARGET] Teacher: Was there any other problem in this math that anybody had any challenges solving. Teacher: Sit. Student: No.",1 7112,Teacher: Was there any other problem in this math that many people had a lot of challenges solving? Teacher: Anyone here? Teacher: Sit down. [TARGET]Teacher: Was there any other problem in this math that anybody had any challenges solving.[/TARGET] Teacher: Sit. Student: No. Student: [Crosstalk],0 7113,"Teacher: Anyone here? Teacher: Sit down. Teacher: Was there any other problem in this math that anybody had any challenges solving. [TARGET]Teacher: Sit.[/TARGET] Student: No. Student: [Crosstalk] Teacher: Okay, I'm going to give another example.",1 7114,"Teacher: Sit. Student: No. Student: [Crosstalk] [TARGET]Teacher: Okay, I'm going to give another example.[/TARGET] Teacher: In the last one we did here, it says here 255 plus blank equals 1,000. Teacher: Yes, you may. Teacher: Plus eight?",0 7115,"Student: No. Student: [Crosstalk] Teacher: Okay, I'm going to give another example. [TARGET]Teacher: In the last one we did here, it says here 255 plus blank equals 1,000.[/TARGET] Teacher: Yes, you may. Teacher: Plus eight? Teacher: [End of Audio]",0 7116,"Student: [Crosstalk] Teacher: Okay, I'm going to give another example. Teacher: In the last one we did here, it says here 255 plus blank equals 1,000. [TARGET]Teacher: Yes, you may.[/TARGET] Teacher: Plus eight? Teacher: [End of Audio]",1 7117,"Teacher: Okay, I'm going to give another example. Teacher: In the last one we did here, it says here 255 plus blank equals 1,000. Teacher: Yes, you may. [TARGET]Teacher: Plus eight?[/TARGET] Teacher: [End of Audio]",0 7118," [TARGET]Teacher: Come on.[/TARGET] Teacher: You don't have a pencil? Student: [Inaudible]. Teacher: Okay, you're working in groups.",1 7119,"Teacher: Come on. [TARGET]Teacher: You don't have a pencil?[/TARGET] Student: [Inaudible]. Teacher: Okay, you're working in groups. Teacher: I need you all two to move down.",1 7120,"Teacher: Come on. Teacher: You don't have a pencil? Student: [Inaudible]. [TARGET]Teacher: Okay, you're working in groups.[/TARGET] Teacher: I need you all two to move down. Teacher: You're working in groups. Teacher: Student S, move up.",1 7121,"Teacher: You don't have a pencil? Student: [Inaudible]. Teacher: Okay, you're working in groups. [TARGET]Teacher: I need you all two to move down.[/TARGET] Teacher: You're working in groups. Teacher: Student S, move up. Teacher: Get your data [inaudible] book.",1 7122,"Student: [Inaudible]. Teacher: Okay, you're working in groups. Teacher: I need you all two to move down. [TARGET]Teacher: You're working in groups.[/TARGET] Teacher: Student S, move up. Teacher: Get your data [inaudible] book. Teacher: Don't you see the camera is on, Student S?",1 7123,"Teacher: Okay, you're working in groups. Teacher: I need you all two to move down. Teacher: You're working in groups. [TARGET]Teacher: Student S, move up.[/TARGET] Teacher: Get your data [inaudible] book. Teacher: Don't you see the camera is on, Student S? Teacher: Where's - where's your book?",1 7124,"Teacher: I need you all two to move down. Teacher: You're working in groups. Teacher: Student S, move up. [TARGET]Teacher: Get your data [inaudible] book.[/TARGET] Teacher: Don't you see the camera is on, Student S? Teacher: Where's - where's your book? Teacher: Turn around straight.",1 7125,"Teacher: You're working in groups. Teacher: Student S, move up. Teacher: Get your data [inaudible] book. [TARGET]Teacher: Don't you see the camera is on, Student S?[/TARGET] Teacher: Where's - where's your book? Teacher: Turn around straight. Teacher: What are you doing, Student C?",1 7126,"Teacher: Student S, move up. Teacher: Get your data [inaudible] book. Teacher: Don't you see the camera is on, Student S? [TARGET]Teacher: Where's - where's your book?[/TARGET] Teacher: Turn around straight. Teacher: What are you doing, Student C? Teacher: I didn't tell anybody what to do.",1 7127,"Teacher: Get your data [inaudible] book. Teacher: Don't you see the camera is on, Student S? Teacher: Where's - where's your book? [TARGET]Teacher: Turn around straight.[/TARGET] Teacher: What are you doing, Student C? Teacher: I didn't tell anybody what to do. Student: [Inaudible].",1 7128,"Teacher: Don't you see the camera is on, Student S? Teacher: Where's - where's your book? Teacher: Turn around straight. [TARGET]Teacher: What are you doing, Student C?[/TARGET] Teacher: I didn't tell anybody what to do. Student: [Inaudible]. Teacher: [Inaudible].",1 7129,"Teacher: Where's - where's your book? Teacher: Turn around straight. Teacher: What are you doing, Student C? [TARGET]Teacher: I didn't tell anybody what to do.[/TARGET] Student: [Inaudible]. Teacher: [Inaudible]. Teacher: All right.",1 7130,Student: [Inaudible]. Teacher: [Inaudible]. Teacher: All right. [TARGET]Teacher: Close the book This is a group [inaudible].[/TARGET] Student: [Inaudible]. Teacher: You need it now. Teacher: Okay.,1 7131,"Teacher: All right. Teacher: Close the book This is a group [inaudible]. Student: [Inaudible]. [TARGET]Teacher: You need it now.[/TARGET] Teacher: Okay. Teacher: I would like to show how smart you are, today. Teacher: You're being taped.",1 7132,"Student: [Inaudible]. Teacher: You need it now. Teacher: Okay. [TARGET]Teacher: I would like to show how smart you are, today.[/TARGET] Teacher: You're being taped. Teacher: We're going to do data. Teacher: Data about us.",1 7133,"Teacher: You need it now. Teacher: Okay. Teacher: I would like to show how smart you are, today. [TARGET]Teacher: You're being taped.[/TARGET] Teacher: We're going to do data. Teacher: Data about us. Teacher: What's data?",1 7134,"Teacher: Okay. Teacher: I would like to show how smart you are, today. Teacher: You're being taped. [TARGET]Teacher: We're going to do data.[/TARGET] Teacher: Data about us. Teacher: What's data? Teacher: Can anybody tell me what data is?",0 7135,"Teacher: I would like to show how smart you are, today. Teacher: You're being taped. Teacher: We're going to do data. [TARGET]Teacher: Data about us.[/TARGET] Teacher: What's data? Teacher: Can anybody tell me what data is? Teacher: Student S?",0 7136,Teacher: You're being taped. Teacher: We're going to do data. Teacher: Data about us. [TARGET]Teacher: What's data?[/TARGET] Teacher: Can anybody tell me what data is? Teacher: Student S? Student: I think data is something where you - like on a number line.,0 7137,"Teacher: We're going to do data. Teacher: Data about us. Teacher: What's data? [TARGET]Teacher: Can anybody tell me what data is?[/TARGET] Teacher: Student S? Student: I think data is something where you - like on a number line. Student: Like when you're taking a test, or something like that, and you - ",0 7138,"Teacher: Data about us. Teacher: What's data? Teacher: Can anybody tell me what data is? [TARGET]Teacher: Student S?[/TARGET] Student: I think data is something where you - like on a number line. Student: Like when you're taking a test, or something like that, and you - Teacher: They can share [inaudible].",0 7139,"Teacher: Student S? Student: I think data is something where you - like on a number line. Student: Like when you're taking a test, or something like that, and you - [TARGET]Teacher: They can share [inaudible].[/TARGET] Teacher: Or they can [inaudible] whatever you want them to do. Teacher: Okay. Teacher: Anybody else?",0 7140,"Student: I think data is something where you - like on a number line. Student: Like when you're taking a test, or something like that, and you - Teacher: They can share [inaudible]. [TARGET]Teacher: Or they can [inaudible] whatever you want them to do.[/TARGET] Teacher: Okay. Teacher: Anybody else? Teacher: Student M?",0 7141,Teacher: They can share [inaudible]. Teacher: Or they can [inaudible] whatever you want them to do. Teacher: Okay. [TARGET]Teacher: Anybody else?[/TARGET] Teacher: Student M? Student: Information about someone. Teacher: Exactly.,0 7142,Teacher: Or they can [inaudible] whatever you want them to do. Teacher: Okay. Teacher: Anybody else? [TARGET]Teacher: Student M?[/TARGET] Student: Information about someone. Teacher: Exactly. Teacher: Information.,0 7143,"Teacher: Anybody else? Teacher: Student M? Student: Information about someone. [TARGET]Teacher: Exactly.[/TARGET] Teacher: Information. Teacher: Yes? Student: It's like - data is like - I think data is like - it's like information, that's math or [inaudible].",0 7144,"Teacher: Student M? Student: Information about someone. Teacher: Exactly. [TARGET]Teacher: Information.[/TARGET] Teacher: Yes? Student: It's like - data is like - I think data is like - it's like information, that's math or [inaudible]. Teacher: [Inaudible].",0 7145,"Student: Information about someone. Teacher: Exactly. Teacher: Information. [TARGET]Teacher: Yes?[/TARGET] Student: It's like - data is like - I think data is like - it's like information, that's math or [inaudible]. Teacher: [Inaudible]. Student: And it just puts together to show something.",0 7146,Student: And it just puts together to show something. Teacher: Okay. Student: Data is - data is a graph of information. [TARGET]Teacher: That's good.[/TARGET] Teacher: Yes? Student: Data is something you keep track of. Teacher: You know what?,0 7147,Teacher: Okay. Student: Data is - data is a graph of information. Teacher: That's good. [TARGET]Teacher: Yes?[/TARGET] Student: Data is something you keep track of. Teacher: You know what? Teacher: That's very good.,0 7148,Teacher: That's good. Teacher: Yes? Student: Data is something you keep track of. [TARGET]Teacher: You know what?[/TARGET] Teacher: That's very good. Teacher: Data is what you keep track of. Teacher: Yes?,0 7149,Teacher: Yes? Student: Data is something you keep track of. Teacher: You know what? [TARGET]Teacher: That's very good.[/TARGET] Teacher: Data is what you keep track of. Teacher: Yes? Student: Data is like a timeline?,0 7150,Student: Data is something you keep track of. Teacher: You know what? Teacher: That's very good. [TARGET]Teacher: Data is what you keep track of.[/TARGET] Teacher: Yes? Student: Data is like a timeline? Teacher: Almost.,0 7151,Teacher: You know what? Teacher: That's very good. Teacher: Data is what you keep track of. [TARGET]Teacher: Yes?[/TARGET] Student: Data is like a timeline? Teacher: Almost. Teacher: Almost.,0 7152,Teacher: Data is what you keep track of. Teacher: Yes? Student: Data is like a timeline? [TARGET]Teacher: Almost.[/TARGET] Teacher: Almost. Teacher: Not quite. Teacher: Yes?,0 7153,"Teacher: Yes? Student: Data is like a timeline? Teacher: Almost. [TARGET]Teacher: Almost.[/TARGET] Teacher: Not quite. Teacher: Yes? Student: Data is just like, anything that you [inaudible] it's information [inaudible].",0 7154,"Student: Data is like a timeline? Teacher: Almost. Teacher: Almost. [TARGET]Teacher: Not quite.[/TARGET] Teacher: Yes? Student: Data is just like, anything that you [inaudible] it's information [inaudible]. Teacher: That's right.",0 7155,"Teacher: Almost. Teacher: Almost. Teacher: Not quite. [TARGET]Teacher: Yes?[/TARGET] Student: Data is just like, anything that you [inaudible] it's information [inaudible]. Teacher: That's right. Teacher: It's gathering information.",0 7156,"Teacher: Not quite. Teacher: Yes? Student: Data is just like, anything that you [inaudible] it's information [inaudible]. [TARGET]Teacher: That's right.[/TARGET] Teacher: It's gathering information. Teacher: So we're going to gather information. Teacher: Today you're going to learn how to keep track of data.",0 7157,"Teacher: Yes? Student: Data is just like, anything that you [inaudible] it's information [inaudible]. Teacher: That's right. [TARGET]Teacher: It's gathering information.[/TARGET] Teacher: So we're going to gather information. Teacher: Today you're going to learn how to keep track of data. Teacher: Who had [inaudible]?",0 7158,"Student: Data is just like, anything that you [inaudible] it's information [inaudible]. Teacher: That's right. Teacher: It's gathering information. [TARGET]Teacher: So we're going to gather information.[/TARGET] Teacher: Today you're going to learn how to keep track of data. Teacher: Who had [inaudible]? Teacher: Let's do this again.",0 7159,Teacher: That's right. Teacher: It's gathering information. Teacher: So we're going to gather information. [TARGET]Teacher: Today you're going to learn how to keep track of data.[/TARGET] Teacher: Who had [inaudible]? Teacher: Let's do this again. Teacher: This is not good.,0 7160,Teacher: It's gathering information. Teacher: So we're going to gather information. Teacher: Today you're going to learn how to keep track of data. [TARGET]Teacher: Who had [inaudible]?[/TARGET] Teacher: Let's do this again. Teacher: This is not good. Teacher: [Inaudible] you're going to learn data.,0 7161,Teacher: So we're going to gather information. Teacher: Today you're going to learn how to keep track of data. Teacher: Who had [inaudible]? [TARGET]Teacher: Let's do this again.[/TARGET] Teacher: This is not good. Teacher: [Inaudible] you're going to learn data. Teacher: How many kids in our class?,1 7162,Teacher: Today you're going to learn how to keep track of data. Teacher: Who had [inaudible]? Teacher: Let's do this again. [TARGET]Teacher: This is not good.[/TARGET] Teacher: [Inaudible] you're going to learn data. Teacher: How many kids in our class? Multiple Students: Twenty-eight.,1 7163,Teacher: Who had [inaudible]? Teacher: Let's do this again. Teacher: This is not good. [TARGET]Teacher: [Inaudible] you're going to learn data.[/TARGET] Teacher: How many kids in our class? Multiple Students: Twenty-eight. Teacher: Twenty-eight.,0 7164,Teacher: Let's do this again. Teacher: This is not good. Teacher: [Inaudible] you're going to learn data. [TARGET]Teacher: How many kids in our class?[/TARGET] Multiple Students: Twenty-eight. Teacher: Twenty-eight. Teacher: So we're going to do a line plot.,0 7165,Teacher: [Inaudible] you're going to learn data. Teacher: How many kids in our class? Multiple Students: Twenty-eight. [TARGET]Teacher: Twenty-eight.[/TARGET] Teacher: So we're going to do a line plot. Teacher: [Pause]. Teacher: So you start it off with numbers.,0 7166,Teacher: How many kids in our class? Multiple Students: Twenty-eight. Teacher: Twenty-eight. [TARGET]Teacher: So we're going to do a line plot.[/TARGET] Teacher: [Pause]. Teacher: So you start it off with numbers. Teacher: With data.,0 7167,Teacher: Twenty-eight. Teacher: So we're going to do a line plot. Teacher: [Pause]. [TARGET]Teacher: So you start it off with numbers.[/TARGET] Teacher: With data. Teacher: So it's 28 people. Teacher: Correct?,0 7168,Teacher: So we're going to do a line plot. Teacher: [Pause]. Teacher: So you start it off with numbers. [TARGET]Teacher: With data.[/TARGET] Teacher: So it's 28 people. Teacher: Correct? Student: Yes.,0 7169,Teacher: [Pause]. Teacher: So you start it off with numbers. Teacher: With data. [TARGET]Teacher: So it's 28 people.[/TARGET] Teacher: Correct? Student: Yes. Teacher: So under the ladder is one.,0 7170,Teacher: So you start it off with numbers. Teacher: With data. Teacher: So it's 28 people. [TARGET]Teacher: Correct?[/TARGET] Student: Yes. Teacher: So under the ladder is one. Teacher: Two.,0 7171,Teacher: So it's 28 people. Teacher: Correct? Student: Yes. [TARGET]Teacher: So under the ladder is one.[/TARGET] Teacher: Two. Teacher: Come one. Teacher: Three.,0 7172,Teacher: Correct? Student: Yes. Teacher: So under the ladder is one. [TARGET]Teacher: Two.[/TARGET] Teacher: Come one. Teacher: Three. Teacher: Four.,0 7173,Student: Yes. Teacher: So under the ladder is one. Teacher: Two. [TARGET]Teacher: Come one.[/TARGET] Teacher: Three. Teacher: Four. Multiple Students: Five.,0 7174,Teacher: So under the ladder is one. Teacher: Two. Teacher: Come one. [TARGET]Teacher: Three.[/TARGET] Teacher: Four. Multiple Students: Five. Multiple Students: Six.,0 7175,Teacher: Two. Teacher: Come one. Teacher: Three. [TARGET]Teacher: Four.[/TARGET] Multiple Students: Five. Multiple Students: Six. Multiple Students: Seven.,0 7176,Multiple Students: Twenty-nine. Student: That's it. Student: Twenty-eight. [TARGET]Teacher: Twenty-nine.[/TARGET] Teacher: Twenty-eight would be it. Teacher: Twenty-eight. Teacher: Okay.,0 7177,Student: That's it. Student: Twenty-eight. Teacher: Twenty-nine. [TARGET]Teacher: Twenty-eight would be it.[/TARGET] Teacher: Twenty-eight. Teacher: Okay. Teacher: This.,0 7178,Student: Twenty-eight. Teacher: Twenty-nine. Teacher: Twenty-eight would be it. [TARGET]Teacher: Twenty-eight.[/TARGET] Teacher: Okay. Teacher: This. Teacher: Twenty-eight.,0 7179,Teacher: Twenty-eight would be it. Teacher: Twenty-eight. Teacher: Okay. [TARGET]Teacher: This.[/TARGET] Teacher: Twenty-eight. Teacher: Now let's do your neighbor. Teacher: [Pause].,0 7180,Teacher: Twenty-eight. Teacher: Okay. Teacher: This. [TARGET]Teacher: Twenty-eight.[/TARGET] Teacher: Now let's do your neighbor. Teacher: [Pause]. Teacher: Let's go around the room and see how many letters are in your name.,0 7181,Teacher: Okay. Teacher: This. Teacher: Twenty-eight. [TARGET]Teacher: Now let's do your neighbor.[/TARGET] Teacher: [Pause]. Teacher: Let's go around the room and see how many letters are in your name. Teacher: First name only.,0 7182,Teacher: Twenty-eight. Teacher: Now let's do your neighbor. Teacher: [Pause]. [TARGET]Teacher: Let's go around the room and see how many letters are in your name.[/TARGET] Teacher: First name only. Student: Seven. Student: Five.,0 7183,Teacher: Now let's do your neighbor. Teacher: [Pause]. Teacher: Let's go around the room and see how many letters are in your name. [TARGET]Teacher: First name only.[/TARGET] Student: Seven. Student: Five. Student: Six.,0 7184,Student: Seven. Student: Five. Student: Six. [TARGET]Teacher: Your name?[/TARGET] Student: Six. Student: Six. Student: Seven.,0 7185,Student: Eight. Student: Seven. Student: Five. [TARGET]Teacher: Go ahead.[/TARGET] Student: Five. Student: [Inaudible]. Teacher: [Inaudible].,0 7186,Teacher: [Inaudible]. Student: Five. Student: Five. [TARGET]Teacher: What's the highest number?[/TARGET] Multiple Students: [Inaudible]. Teacher: What's the second highest? Multiple Students: Seven.,0 7187,Student: Five. Teacher: What's the highest number? Multiple Students: [Inaudible]. [TARGET]Teacher: What's the second highest?[/TARGET] Multiple Students: Seven. Multiple Students: Six. Teacher: Okay.,0 7188,"Multiple Students: Seven. Multiple Students: Six. Teacher: Okay. [TARGET]Teacher: So that's how you collect data.[/TARGET] Teacher: This is how you collect data. Teacher: So now we're going to do an exercise, and I want you to explain your graph. Teacher: We have 28 students in the class.",0 7189,"Multiple Students: Six. Teacher: Okay. Teacher: So that's how you collect data. [TARGET]Teacher: This is how you collect data.[/TARGET] Teacher: So now we're going to do an exercise, and I want you to explain your graph. Teacher: We have 28 students in the class. Teacher: Correct?",0 7190,"Teacher: Okay. Teacher: So that's how you collect data. Teacher: This is how you collect data. [TARGET]Teacher: So now we're going to do an exercise, and I want you to explain your graph.[/TARGET] Teacher: We have 28 students in the class. Teacher: Correct? Multiple Students: Yes.",0 7191,"Teacher: So that's how you collect data. Teacher: This is how you collect data. Teacher: So now we're going to do an exercise, and I want you to explain your graph. [TARGET]Teacher: We have 28 students in the class.[/TARGET] Teacher: Correct? Multiple Students: Yes. Teacher: And you have to figure out what's their favorite food between chicken and shrimp.",0 7192,"Teacher: This is how you collect data. Teacher: So now we're going to do an exercise, and I want you to explain your graph. Teacher: We have 28 students in the class. [TARGET]Teacher: Correct?[/TARGET] Multiple Students: Yes. Teacher: And you have to figure out what's their favorite food between chicken and shrimp. Teacher: So how do you think you go about figuring that out.",0 7193,"Teacher: We have 28 students in the class. Teacher: Correct? Multiple Students: Yes. [TARGET]Teacher: And you have to figure out what's their favorite food between chicken and shrimp.[/TARGET] Teacher: So how do you think you go about figuring that out. Teacher: Student G? Student: Instead of putting one through 28, I think you'd put 1, 2, 3, until you get to 28.",0 7194,"Teacher: Correct? Multiple Students: Yes. Teacher: And you have to figure out what's their favorite food between chicken and shrimp. [TARGET]Teacher: So how do you think you go about figuring that out.[/TARGET] Teacher: Student G? Student: Instead of putting one through 28, I think you'd put 1, 2, 3, until you get to 28. Student: Then you put all the [inaudible].",0 7195,"Multiple Students: Yes. Teacher: And you have to figure out what's their favorite food between chicken and shrimp. Teacher: So how do you think you go about figuring that out. [TARGET]Teacher: Student G?[/TARGET] Student: Instead of putting one through 28, I think you'd put 1, 2, 3, until you get to 28. Student: Then you put all the [inaudible]. Teacher: Almost.",0 7196,"Teacher: Student G? Student: Instead of putting one through 28, I think you'd put 1, 2, 3, until you get to 28. Student: Then you put all the [inaudible]. [TARGET]Teacher: Almost.[/TARGET] Student: Instead of putting a number, put chicken and shrimp in parenthesis [inaudible]. Teacher: Exactly. Teacher: Okay.",0 7197,"Student: Then you put all the [inaudible]. Teacher: Almost. Student: Instead of putting a number, put chicken and shrimp in parenthesis [inaudible]. [TARGET]Teacher: Exactly.[/TARGET] Teacher: Okay. Teacher: So how you gonna - how you gonna figure out who like shrimp, who likes chicken, and who likes [inaudible]? Student: You can just put [inaudible].",0 7198,"Student: Instead of putting a number, put chicken and shrimp in parenthesis [inaudible]. Teacher: Exactly. Teacher: Okay. [TARGET]Teacher: So how you gonna - how you gonna figure out who like shrimp, who likes chicken, and who likes [inaudible]?[/TARGET] Student: You can just put [inaudible]. Teacher: But how are you going to get the information? Student: Oh, you ask.",0 7199,"Teacher: Okay. Teacher: So how you gonna - how you gonna figure out who like shrimp, who likes chicken, and who likes [inaudible]? Student: You can just put [inaudible]. [TARGET]Teacher: But how are you going to get the information?[/TARGET] Student: Oh, you ask. Teacher: You ask. Teacher: You ask.",0 7200,"Student: You can just put [inaudible]. Teacher: But how are you going to get the information? Student: Oh, you ask. [TARGET]Teacher: You ask.[/TARGET] Teacher: You ask. Teacher: You go around and you ask questions. Teacher: Okay.",0 7201,"Teacher: But how are you going to get the information? Student: Oh, you ask. Teacher: You ask. [TARGET]Teacher: You ask.[/TARGET] Teacher: You go around and you ask questions. Teacher: Okay. Teacher: Now all you all are going to do - that's my data.",0 7202,"Student: Oh, you ask. Teacher: You ask. Teacher: You ask. [TARGET]Teacher: You go around and you ask questions.[/TARGET] Teacher: Okay. Teacher: Now all you all are going to do - that's my data. Teacher: I just told you one.",0 7203,Teacher: You ask. Teacher: You go around and you ask questions. Teacher: Okay. [TARGET]Teacher: Now all you all are going to do - that's my data.[/TARGET] Teacher: I just told you one. Teacher: Now I want you to make up a data. Teacher: I want you to get up.,0 7204,Teacher: You go around and you ask questions. Teacher: Okay. Teacher: Now all you all are going to do - that's my data. [TARGET]Teacher: I just told you one.[/TARGET] Teacher: Now I want you to make up a data. Teacher: I want you to get up. Teacher: Collaborate.,0 7205,Teacher: Okay. Teacher: Now all you all are going to do - that's my data. Teacher: I just told you one. [TARGET]Teacher: Now I want you to make up a data.[/TARGET] Teacher: I want you to get up. Teacher: Collaborate. Teacher: Work with your team.,0 7206,Teacher: Now all you all are going to do - that's my data. Teacher: I just told you one. Teacher: Now I want you to make up a data. [TARGET]Teacher: I want you to get up.[/TARGET] Teacher: Collaborate. Teacher: Work with your team. Teacher: I'm going to make the same.,1 7207,Teacher: I just told you one. Teacher: Now I want you to make up a data. Teacher: I want you to get up. [TARGET]Teacher: Collaborate.[/TARGET] Teacher: Work with your team. Teacher: I'm going to make the same. Teacher: Work with your team.,1 7208,Teacher: Now I want you to make up a data. Teacher: I want you to get up. Teacher: Collaborate. [TARGET]Teacher: Work with your team.[/TARGET] Teacher: I'm going to make the same. Teacher: Work with your team. Teacher: One person has to gather what?,1 7209,Teacher: I want you to get up. Teacher: Collaborate. Teacher: Work with your team. [TARGET]Teacher: I'm going to make the same.[/TARGET] Teacher: Work with your team. Teacher: One person has to gather what? Student: Information.,1 7210,Teacher: Collaborate. Teacher: Work with your team. Teacher: I'm going to make the same. [TARGET]Teacher: Work with your team.[/TARGET] Teacher: One person has to gather what? Student: Information. Teacher: Gather information.,1 7211,"Teacher: Work with your team. Teacher: I'm going to make the same. Teacher: Work with your team. [TARGET]Teacher: One person has to gather what?[/TARGET] Student: Information. Teacher: Gather information. Teacher: Then I want you to introduce - so you're going to do, ""Who wants my favorite food?"" ""Who wants my favorite ice cream?"" ",0 7212,"Teacher: Work with your team. Teacher: One person has to gather what? Student: Information. [TARGET]Teacher: Gather information.[/TARGET] Teacher: Then I want you to introduce - so you're going to do, ""Who wants my favorite food?"" ""Who wants my favorite ice cream?"" Student: [Inaudible] can't vote twice. Teacher: Okay.",0 7213,"Teacher: One person has to gather what? Student: Information. Teacher: Gather information. [TARGET]Teacher: Then I want you to introduce - so you're going to do, ""Who wants my favorite food?"" ""Who wants my favorite ice cream?"" [/TARGET] Student: [Inaudible] can't vote twice. Teacher: Okay. Teacher: [Inaudible] side groups.",0 7214,"Teacher: Then I want you to introduce - so you're going to do, ""Who wants my favorite food?"" ""Who wants my favorite ice cream?"" Student: [Inaudible] can't vote twice. Teacher: Okay. [TARGET]Teacher: [Inaudible] side groups.[/TARGET] Teacher: This group has, ""My favorite foods."" This group has, ""My favorite ice cream."" So that should be the name of your graph. Teacher: This group has, ""My favorite desserts."" You got to have that on there. Teacher: This group has, ""My favorite fruits."" So you have to get up.",1 7215,"Student: [Inaudible] can't vote twice. Teacher: Okay. Teacher: [Inaudible] side groups. [TARGET]Teacher: This group has, ""My favorite foods."" This group has, ""My favorite ice cream."" So that should be the name of your graph.[/TARGET] Teacher: This group has, ""My favorite desserts."" You got to have that on there. Teacher: This group has, ""My favorite fruits."" So you have to get up. Teacher: Gather information from each other, what?",0 7216,"Teacher: Okay. Teacher: [Inaudible] side groups. Teacher: This group has, ""My favorite foods."" This group has, ""My favorite ice cream."" So that should be the name of your graph. [TARGET]Teacher: This group has, ""My favorite desserts."" You got to have that on there.[/TARGET] Teacher: This group has, ""My favorite fruits."" So you have to get up. Teacher: Gather information from each other, what? Teacher: Quietly.",0 7217,"Teacher: [Inaudible] side groups. Teacher: This group has, ""My favorite foods."" This group has, ""My favorite ice cream."" So that should be the name of your graph. Teacher: This group has, ""My favorite desserts."" You got to have that on there. [TARGET]Teacher: This group has, ""My favorite fruits."" So you have to get up.[/TARGET] Teacher: Gather information from each other, what? Teacher: Quietly. Teacher: You pick three things.",1 7218,"Teacher: This group has, ""My favorite foods."" This group has, ""My favorite ice cream."" So that should be the name of your graph. Teacher: This group has, ""My favorite desserts."" You got to have that on there. Teacher: This group has, ""My favorite fruits."" So you have to get up. [TARGET]Teacher: Gather information from each other, what?[/TARGET] Teacher: Quietly. Teacher: You pick three things. Student: Including [inaudible]?",1 7219,"Teacher: This group has, ""My favorite desserts."" You got to have that on there. Teacher: This group has, ""My favorite fruits."" So you have to get up. Teacher: Gather information from each other, what? [TARGET]Teacher: Quietly.[/TARGET] Teacher: You pick three things. Student: Including [inaudible]? Teacher: Yes.",1 7220,"Teacher: This group has, ""My favorite fruits."" So you have to get up. Teacher: Gather information from each other, what? Teacher: Quietly. [TARGET]Teacher: You pick three things.[/TARGET] Student: Including [inaudible]? Teacher: Yes. Teacher: You choose three things to choose from.",0 7221,"Teacher: Quietly. Teacher: You pick three things. Student: Including [inaudible]? [TARGET]Teacher: Yes.[/TARGET] Teacher: You choose three things to choose from. Teacher: [Students talking with each other]. Teacher: All, you all are working together.",0 7222,"Teacher: You pick three things. Student: Including [inaudible]? Teacher: Yes. [TARGET]Teacher: You choose three things to choose from.[/TARGET] Teacher: [Students talking with each other]. Teacher: All, you all are working together. Teacher: What are you doing?",0 7223,"Teacher: Yes. Teacher: You choose three things to choose from. Teacher: [Students talking with each other]. [TARGET]Teacher: All, you all are working together.[/TARGET] Teacher: What are you doing? Student: [Inaudible]. Teacher: It's the - I don't see anybody asking - walking around and asking somebody.",1 7224,"Teacher: You choose three things to choose from. Teacher: [Students talking with each other]. Teacher: All, you all are working together. [TARGET]Teacher: What are you doing?[/TARGET] Student: [Inaudible]. Teacher: It's the - I don't see anybody asking - walking around and asking somebody. Teacher: You have to ask.",1 7225,"Teacher: All, you all are working together. Teacher: What are you doing? Student: [Inaudible]. [TARGET]Teacher: It's the - I don't see anybody asking - walking around and asking somebody.[/TARGET] Teacher: You have to ask. Teacher: We have 28 people in the room. Teacher: [Students talking with each other].",1 7226,Teacher: What are you doing? Student: [Inaudible]. Teacher: It's the - I don't see anybody asking - walking around and asking somebody. [TARGET]Teacher: You have to ask.[/TARGET] Teacher: We have 28 people in the room. Teacher: [Students talking with each other]. Teacher: You have one data sheet.,1 7227,Student: [Inaudible]. Teacher: It's the - I don't see anybody asking - walking around and asking somebody. Teacher: You have to ask. [TARGET]Teacher: We have 28 people in the room.[/TARGET] Teacher: [Students talking with each other]. Teacher: You have one data sheet. Teacher: [Students talking with each other].,0 7228,"Teacher: You have to ask. Teacher: We have 28 people in the room. Teacher: [Students talking with each other]. [TARGET]Teacher: You have one data sheet.[/TARGET] Teacher: [Students talking with each other]. Teacher: No, but that's for you to figure out how to do it right. Teacher: What Student G is doing is wrong.",0 7229,"Teacher: [Students talking with each other]. Teacher: You have one data sheet. Teacher: [Students talking with each other]. [TARGET]Teacher: No, but that's for you to figure out how to do it right.[/TARGET] Teacher: What Student G is doing is wrong. Teacher: Look. Teacher: You have it over here.",0 7230,"Teacher: You have one data sheet. Teacher: [Students talking with each other]. Teacher: No, but that's for you to figure out how to do it right. [TARGET]Teacher: What Student G is doing is wrong.[/TARGET] Teacher: Look. Teacher: You have it over here. Teacher: Give me your books.",1 7231,"Teacher: [Students talking with each other]. Teacher: No, but that's for you to figure out how to do it right. Teacher: What Student G is doing is wrong. [TARGET]Teacher: Look.[/TARGET] Teacher: You have it over here. Teacher: Give me your books. Teacher: Student L's is right.",1 7232,"Teacher: No, but that's for you to figure out how to do it right. Teacher: What Student G is doing is wrong. Teacher: Look. [TARGET]Teacher: You have it over here.[/TARGET] Teacher: Give me your books. Teacher: Student L's is right. Teacher: Student S's is right.",1 7233,"Teacher: What Student G is doing is wrong. Teacher: Look. Teacher: You have it over here. [TARGET]Teacher: Give me your books.[/TARGET] Teacher: Student L's is right. Teacher: Student S's is right. Teacher: ""My favorite food."" [Students talking with each other].",1 7234,"Teacher: Look. Teacher: You have it over here. Teacher: Give me your books. [TARGET]Teacher: Student L's is right.[/TARGET] Teacher: Student S's is right. Teacher: ""My favorite food."" [Students talking with each other]. Teacher: Okay.",1 7235,"Teacher: You have it over here. Teacher: Give me your books. Teacher: Student L's is right. [TARGET]Teacher: Student S's is right.[/TARGET] Teacher: ""My favorite food."" [Students talking with each other]. Teacher: Okay. Teacher: [Inaudible], ""My favorite foods."" This side you have chicken.",1 7236,"Teacher: Give me your books. Teacher: Student L's is right. Teacher: Student S's is right. [TARGET]Teacher: ""My favorite food."" [Students talking with each other].[/TARGET] Teacher: Okay. Teacher: [Inaudible], ""My favorite foods."" This side you have chicken. Teacher: Excuse me.",0 7237,"Teacher: Student S's is right. Teacher: ""My favorite food."" [Students talking with each other]. Teacher: Okay. [TARGET]Teacher: [Inaudible], ""My favorite foods."" This side you have chicken.[/TARGET] Teacher: Excuse me. Teacher: Look. Teacher: Shrimp.",0 7238,"Teacher: ""My favorite food."" [Students talking with each other]. Teacher: Okay. Teacher: [Inaudible], ""My favorite foods."" This side you have chicken. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Look. Teacher: Shrimp. Teacher: [Inaudible].",1 7239,"Teacher: Okay. Teacher: [Inaudible], ""My favorite foods."" This side you have chicken. Teacher: Excuse me. [TARGET]Teacher: Look.[/TARGET] Teacher: Shrimp. Teacher: [Inaudible]. Teacher: Are we looking?",1 7240,"Teacher: [Inaudible], ""My favorite foods."" This side you have chicken. Teacher: Excuse me. Teacher: Look. [TARGET]Teacher: Shrimp.[/TARGET] Teacher: [Inaudible]. Teacher: Are we looking? Student: Yes.",0 7241,Teacher: Look. Teacher: Shrimp. Teacher: [Inaudible]. [TARGET]Teacher: Are we looking?[/TARGET] Student: Yes. Teacher: Are we looking? Teacher: Okay.,1 7242,Teacher: [Inaudible]. Teacher: Are we looking? Student: Yes. [TARGET]Teacher: Are we looking?[/TARGET] Teacher: Okay. Teacher: So you draw a line. Student: That's what I did.,1 7243,Student: Yes. Teacher: Are we looking? Teacher: Okay. [TARGET]Teacher: So you draw a line.[/TARGET] Student: That's what I did. Student: But I just did [inaudible]. Teacher: Put the numbers from one to 28 going down the sides.,0 7244,"Teacher: So you draw a line. Student: That's what I did. Student: But I just did [inaudible]. [TARGET]Teacher: Put the numbers from one to 28 going down the sides.[/TARGET] Student: Oh. Student: So one, two, three four [inaudible]. Student: [Students talking with each other].",0 7245,"Student: Oh. Student: So one, two, three four [inaudible]. Student: [Students talking with each other]. [TARGET]Teacher: You go around and ask your ... excuse me.[/TARGET] Teacher: [Inaudible]. Teacher: Focus. Teacher: You go around.",1 7246,"Student: [Students talking with each other]. Teacher: You go around and ask your ... excuse me. Teacher: [Inaudible]. [TARGET]Teacher: Focus.[/TARGET] Teacher: You go around. Teacher: Excuse me. Teacher: Oh, [inaudible].",1 7247,"Teacher: You go around and ask your ... excuse me. Teacher: [Inaudible]. Teacher: Focus. [TARGET]Teacher: You go around.[/TARGET] Teacher: Excuse me. Teacher: Oh, [inaudible]. Teacher: [Inaudible].",1 7248,"Teacher: [Inaudible]. Teacher: Focus. Teacher: You go around. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Oh, [inaudible]. Teacher: [Inaudible]. Teacher: Everybody to your seat.",1 7249,"Teacher: Focus. Teacher: You go around. Teacher: Excuse me. [TARGET]Teacher: Oh, [inaudible].[/TARGET] Teacher: [Inaudible]. Teacher: Everybody to your seat. Teacher: [Teacher yelling].",1 7250,"Teacher: Excuse me. Teacher: Oh, [inaudible]. Teacher: [Inaudible]. [TARGET]Teacher: Everybody to your seat.[/TARGET] Teacher: [Teacher yelling]. Teacher: Didn't I say [inaudible]? Teacher: You don't know [inaudible] and you move it.",1 7251,Teacher: [Inaudible]. Teacher: Everybody to your seat. Teacher: [Teacher yelling]. [TARGET]Teacher: Didn't I say [inaudible]?[/TARGET] Teacher: You don't know [inaudible] and you move it. Teacher: You're going to make it into one. Teacher: After you - over here.,1 7252,Teacher: Everybody to your seat. Teacher: [Teacher yelling]. Teacher: Didn't I say [inaudible]? [TARGET]Teacher: You don't know [inaudible] and you move it.[/TARGET] Teacher: You're going to make it into one. Teacher: After you - over here. Teacher: After you get the information - Student J.,1 7253,Teacher: [Teacher yelling]. Teacher: Didn't I say [inaudible]? Teacher: You don't know [inaudible] and you move it. [TARGET]Teacher: You're going to make it into one.[/TARGET] Teacher: After you - over here. Teacher: After you get the information - Student J. Teacher: [Teacher with calmer voice].,0 7254,"Teacher: Didn't I say [inaudible]? Teacher: You don't know [inaudible] and you move it. Teacher: You're going to make it into one. [TARGET]Teacher: After you - over here.[/TARGET] Teacher: After you get the information - Student J. Teacher: [Teacher with calmer voice]. Teacher: After you get the information, then you got to get it into your graph.",1 7255,"Teacher: You don't know [inaudible] and you move it. Teacher: You're going to make it into one. Teacher: After you - over here. [TARGET]Teacher: After you get the information - Student J.[/TARGET] Teacher: [Teacher with calmer voice]. Teacher: After you get the information, then you got to get it into your graph. Student: It was.",1 7256,"Teacher: After you - over here. Teacher: After you get the information - Student J. Teacher: [Teacher with calmer voice]. [TARGET]Teacher: After you get the information, then you got to get it into your graph.[/TARGET] Student: It was. Teacher: After you gather the information, Student K, Student S - because if I ask you what to do, you're not even listening. Teacher: After you get ... after you gather the information, you have to turn it into a graph.",0 7257,"Teacher: [Teacher with calmer voice]. Teacher: After you get the information, then you got to get it into your graph. Student: It was. [TARGET]Teacher: After you gather the information, Student K, Student S - because if I ask you what to do, you're not even listening.[/TARGET] Teacher: After you get ... after you gather the information, you have to turn it into a graph. Teacher: You walk around. Teacher: You ask people, quietly, how many people like - you all have favorite foods.",1 7258,"Teacher: After you get the information, then you got to get it into your graph. Student: It was. Teacher: After you gather the information, Student K, Student S - because if I ask you what to do, you're not even listening. [TARGET]Teacher: After you get ... after you gather the information, you have to turn it into a graph.[/TARGET] Teacher: You walk around. Teacher: You ask people, quietly, how many people like - you all have favorite foods. Teacher: How many people like chicken?",0 7259,"Student: It was. Teacher: After you gather the information, Student K, Student S - because if I ask you what to do, you're not even listening. Teacher: After you get ... after you gather the information, you have to turn it into a graph. [TARGET]Teacher: You walk around.[/TARGET] Teacher: You ask people, quietly, how many people like - you all have favorite foods. Teacher: How many people like chicken? Teacher: How many people like -",0 7260,"Teacher: After you gather the information, Student K, Student S - because if I ask you what to do, you're not even listening. Teacher: After you get ... after you gather the information, you have to turn it into a graph. Teacher: You walk around. [TARGET]Teacher: You ask people, quietly, how many people like - you all have favorite foods.[/TARGET] Teacher: How many people like chicken? Teacher: How many people like - Student: Shrimp.",0 7261,"Teacher: After you get ... after you gather the information, you have to turn it into a graph. Teacher: You walk around. Teacher: You ask people, quietly, how many people like - you all have favorite foods. [TARGET]Teacher: How many people like chicken?[/TARGET] Teacher: How many people like - Student: Shrimp. Teacher: But you're only doing it with this group, so your answer is not going to be one through 28, it's going to be only the people that's here.",0 7262,"Teacher: You walk around. Teacher: You ask people, quietly, how many people like - you all have favorite foods. Teacher: How many people like chicken? [TARGET]Teacher: How many people like -[/TARGET] Student: Shrimp. Teacher: But you're only doing it with this group, so your answer is not going to be one through 28, it's going to be only the people that's here. Teacher: Only the people that's in class.",0 7263,"Teacher: How many people like chicken? Teacher: How many people like - Student: Shrimp. [TARGET]Teacher: But you're only doing it with this group, so your answer is not going to be one through 28, it's going to be only the people that's here.[/TARGET] Teacher: Only the people that's in class. Student: [Inaudible]. Teacher: But you have to turn it into a graph.",0 7264,"Teacher: How many people like - Student: Shrimp. Teacher: But you're only doing it with this group, so your answer is not going to be one through 28, it's going to be only the people that's here. [TARGET]Teacher: Only the people that's in class.[/TARGET] Student: [Inaudible]. Teacher: But you have to turn it into a graph. Teacher: It's 18 people.",0 7265,"Teacher: But you're only doing it with this group, so your answer is not going to be one through 28, it's going to be only the people that's here. Teacher: Only the people that's in class. Student: [Inaudible]. [TARGET]Teacher: But you have to turn it into a graph.[/TARGET] Teacher: It's 18 people. Teacher: So now you may get up, and move, and gather information quietly. Teacher: [Students talking with each other].",0 7266,"Teacher: Only the people that's in class. Student: [Inaudible]. Teacher: But you have to turn it into a graph. [TARGET]Teacher: It's 18 people.[/TARGET] Teacher: So now you may get up, and move, and gather information quietly. Teacher: [Students talking with each other]. Teacher: [Inaudible].",0 7267,"Student: [Inaudible]. Teacher: But you have to turn it into a graph. Teacher: It's 18 people. [TARGET]Teacher: So now you may get up, and move, and gather information quietly.[/TARGET] Teacher: [Students talking with each other]. Teacher: [Inaudible]. Teacher: Okay.",1 7268,Teacher: [Students talking with each other]. Teacher: [Inaudible]. Teacher: Okay. [TARGET]Teacher: Let's do it [inaudible].[/TARGET] Teacher: Shh. Teacher: They're asking you. Teacher: Okay.,1 7269,Teacher: [Inaudible]. Teacher: Okay. Teacher: Let's do it [inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: They're asking you. Teacher: Okay. Teacher: Excuse me.,1 7270,Teacher: Okay. Teacher: Let's do it [inaudible]. Teacher: Shh. [TARGET]Teacher: They're asking you.[/TARGET] Teacher: Okay. Teacher: Excuse me. Teacher: Excuse me.,0 7271,"Teacher: Shh. Teacher: They're asking you. Teacher: Okay. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: Teacher L, can you fix your board to [inaudible] crayon. Teacher: Student D, you and Student D are not doing anything.",1 7272,"Teacher: They're asking you. Teacher: Okay. Teacher: Excuse me. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Teacher L, can you fix your board to [inaudible] crayon. Teacher: Student D, you and Student D are not doing anything. Teacher: [Students talking with each other].",1 7273,"Teacher: Okay. Teacher: Excuse me. Teacher: Excuse me. [TARGET]Teacher: Teacher L, can you fix your board to [inaudible] crayon.[/TARGET] Teacher: Student D, you and Student D are not doing anything. Teacher: [Students talking with each other]. Teacher: Okay, now go - after you [inaudible] it - Teacher L, can you fix the board?",1 7274,"Teacher: Excuse me. Teacher: Excuse me. Teacher: Teacher L, can you fix your board to [inaudible] crayon. [TARGET]Teacher: Student D, you and Student D are not doing anything.[/TARGET] Teacher: [Students talking with each other]. Teacher: Okay, now go - after you [inaudible] it - Teacher L, can you fix the board? Teacher: [Students talking with each other].",1 7275,"Teacher: Teacher L, can you fix your board to [inaudible] crayon. Teacher: Student D, you and Student D are not doing anything. Teacher: [Students talking with each other]. [TARGET]Teacher: Okay, now go - after you [inaudible] it - Teacher L, can you fix the board?[/TARGET] Teacher: [Students talking with each other]. Teacher: Okay. Teacher: All right.",1 7276,Teacher: [Students talking with each other]. Teacher: Okay. Teacher: All right. [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: Three. Teacher: Clap [inaudible].,1 7277,Teacher: Okay. Teacher: All right. Teacher: One. [TARGET]Teacher: Two.[/TARGET] Teacher: Three. Teacher: Clap [inaudible]. Teacher: [Clapping].,1 7278,"Teacher: All right. Teacher: One. Teacher: Two. [TARGET]Teacher: Three.[/TARGET] Teacher: Clap [inaudible]. Teacher: [Clapping]. Teacher: Oh, but that was [inaudible].",1 7279,"Teacher: One. Teacher: Two. Teacher: Three. [TARGET]Teacher: Clap [inaudible].[/TARGET] Teacher: [Clapping]. Teacher: Oh, but that was [inaudible]. Teacher: Go back to your seat.",1 7280,"Teacher: Three. Teacher: Clap [inaudible]. Teacher: [Clapping]. [TARGET]Teacher: Oh, but that was [inaudible].[/TARGET] Teacher: Go back to your seat. Teacher: Ladies. Teacher: Ladies.",1 7281,"Teacher: Clap [inaudible]. Teacher: [Clapping]. Teacher: Oh, but that was [inaudible]. [TARGET]Teacher: Go back to your seat.[/TARGET] Teacher: Ladies. Teacher: Ladies. Teacher: Young girls.",1 7282,"Teacher: [Clapping]. Teacher: Oh, but that was [inaudible]. Teacher: Go back to your seat. [TARGET]Teacher: Ladies.[/TARGET] Teacher: Ladies. Teacher: Young girls. Teacher: Okay.",1 7283,"Teacher: Oh, but that was [inaudible]. Teacher: Go back to your seat. Teacher: Ladies. [TARGET]Teacher: Ladies.[/TARGET] Teacher: Young girls. Teacher: Okay. Teacher: Excuse me.",1 7284,Teacher: Go back to your seat. Teacher: Ladies. Teacher: Ladies. [TARGET]Teacher: Young girls.[/TARGET] Teacher: Okay. Teacher: Excuse me. Teacher: Are you listening?,1 7285,"Teacher: Ladies. Teacher: Young girls. Teacher: Okay. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Are you listening? Teacher: Student S, hand me the spray for my board. Teacher: Excuse me.",1 7286,"Teacher: Young girls. Teacher: Okay. Teacher: Excuse me. [TARGET]Teacher: Are you listening?[/TARGET] Teacher: Student S, hand me the spray for my board. Teacher: Excuse me. Teacher: And that's not how you do it.",1 7287,"Teacher: Okay. Teacher: Excuse me. Teacher: Are you listening? [TARGET]Teacher: Student S, hand me the spray for my board.[/TARGET] Teacher: Excuse me. Teacher: And that's not how you do it. Teacher: Now part two.",1 7288,"Teacher: Excuse me. Teacher: Are you listening? Teacher: Student S, hand me the spray for my board. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: And that's not how you do it. Teacher: Now part two. Teacher: Only one person's going to help write it.",1 7289,"Teacher: Are you listening? Teacher: Student S, hand me the spray for my board. Teacher: Excuse me. [TARGET]Teacher: And that's not how you do it.[/TARGET] Teacher: Now part two. Teacher: Only one person's going to help write it. Teacher: You give them information, and you're going to start making your data.",1 7290,"Teacher: Student S, hand me the spray for my board. Teacher: Excuse me. Teacher: And that's not how you do it. [TARGET]Teacher: Now part two.[/TARGET] Teacher: Only one person's going to help write it. Teacher: You give them information, and you're going to start making your data. Teacher: You're getting ready to make your graph.",1 7291,"Teacher: Excuse me. Teacher: And that's not how you do it. Teacher: Now part two. [TARGET]Teacher: Only one person's going to help write it.[/TARGET] Teacher: You give them information, and you're going to start making your data. Teacher: You're getting ready to make your graph. Teacher: One person.",1 7292,"Teacher: And that's not how you do it. Teacher: Now part two. Teacher: Only one person's going to help write it. [TARGET]Teacher: You give them information, and you're going to start making your data.[/TARGET] Teacher: You're getting ready to make your graph. Teacher: One person. Teacher: Can I have the spray, Student S?",0 7293,"Teacher: Now part two. Teacher: Only one person's going to help write it. Teacher: You give them information, and you're going to start making your data. [TARGET]Teacher: You're getting ready to make your graph.[/TARGET] Teacher: One person. Teacher: Can I have the spray, Student S? Teacher: Decide who's going to do it.",0 7294,"Teacher: Only one person's going to help write it. Teacher: You give them information, and you're going to start making your data. Teacher: You're getting ready to make your graph. [TARGET]Teacher: One person.[/TARGET] Teacher: Can I have the spray, Student S? Teacher: Decide who's going to do it. Teacher: You need your book.",1 7295,"Teacher: You give them information, and you're going to start making your data. Teacher: You're getting ready to make your graph. Teacher: One person. [TARGET]Teacher: Can I have the spray, Student S?[/TARGET] Teacher: Decide who's going to do it. Teacher: You need your book. Teacher: Turn around.",1 7296,"Teacher: You're getting ready to make your graph. Teacher: One person. Teacher: Can I have the spray, Student S? [TARGET]Teacher: Decide who's going to do it.[/TARGET] Teacher: You need your book. Teacher: Turn around. Teacher: Student L, your board fell apart.",1 7297,"Teacher: One person. Teacher: Can I have the spray, Student S? Teacher: Decide who's going to do it. [TARGET]Teacher: You need your book.[/TARGET] Teacher: Turn around. Teacher: Student L, your board fell apart. Student: [Inaudible].",1 7298,"Teacher: Can I have the spray, Student S? Teacher: Decide who's going to do it. Teacher: You need your book. [TARGET]Teacher: Turn around.[/TARGET] Teacher: Student L, your board fell apart. Student: [Inaudible]. Teacher: [Inaudible].",1 7299,"Teacher: Decide who's going to do it. Teacher: You need your book. Teacher: Turn around. [TARGET]Teacher: Student L, your board fell apart.[/TARGET] Student: [Inaudible]. Teacher: [Inaudible]. Student: [Inaudible].",1 7300,Teacher: [Inaudible]. Student: [Inaudible]. Teacher: [Inaudible]. [TARGET]Teacher: Now ... [Students talking quietly].[/TARGET] Teacher: Excuse me. Teacher: We're gathering information. Teacher: Now before - we're going to gather information.,0 7301,Student: [Inaudible]. Teacher: [Inaudible]. Teacher: Now ... [Students talking quietly]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We're gathering information. Teacher: Now before - we're going to gather information. Teacher: How to make your data.,1 7302,Teacher: [Inaudible]. Teacher: Now ... [Students talking quietly]. Teacher: Excuse me. [TARGET]Teacher: We're gathering information.[/TARGET] Teacher: Now before - we're going to gather information. Teacher: How to make your data. Teacher: You have a book.,0 7303,Teacher: Now ... [Students talking quietly]. Teacher: Excuse me. Teacher: We're gathering information. [TARGET]Teacher: Now before - we're going to gather information.[/TARGET] Teacher: How to make your data. Teacher: You have a book. Teacher: Sit down.,0 7304,Teacher: Excuse me. Teacher: We're gathering information. Teacher: Now before - we're going to gather information. [TARGET]Teacher: How to make your data.[/TARGET] Teacher: You have a book. Teacher: Sit down. Teacher: One person.,0 7305,Teacher: We're gathering information. Teacher: Now before - we're going to gather information. Teacher: How to make your data. [TARGET]Teacher: You have a book.[/TARGET] Teacher: Sit down. Teacher: One person. Teacher: Give me a paper towel.,1 7306,Teacher: Now before - we're going to gather information. Teacher: How to make your data. Teacher: You have a book. [TARGET]Teacher: Sit down.[/TARGET] Teacher: One person. Teacher: Give me a paper towel. Teacher: One person is going - excuse me.,1 7307,Teacher: How to make your data. Teacher: You have a book. Teacher: Sit down. [TARGET]Teacher: One person.[/TARGET] Teacher: Give me a paper towel. Teacher: One person is going - excuse me. Teacher: Your data is not correct.,1 7308,Teacher: You have a book. Teacher: Sit down. Teacher: One person. [TARGET]Teacher: Give me a paper towel.[/TARGET] Teacher: One person is going - excuse me. Teacher: Your data is not correct. Teacher: What are you doing?,1 7309,Teacher: Sit down. Teacher: One person. Teacher: Give me a paper towel. [TARGET]Teacher: One person is going - excuse me.[/TARGET] Teacher: Your data is not correct. Teacher: What are you doing? Teacher: One person is going to do it.,1 7310,Teacher: One person. Teacher: Give me a paper towel. Teacher: One person is going - excuse me. [TARGET]Teacher: Your data is not correct.[/TARGET] Teacher: What are you doing? Teacher: One person is going to do it. Teacher: That's where the crayons come in.,0 7311,Teacher: Give me a paper towel. Teacher: One person is going - excuse me. Teacher: Your data is not correct. [TARGET]Teacher: What are you doing?[/TARGET] Teacher: One person is going to do it. Teacher: That's where the crayons come in. Teacher: Excuse me.,1 7312,Teacher: One person is going - excuse me. Teacher: Your data is not correct. Teacher: What are you doing? [TARGET]Teacher: One person is going to do it.[/TARGET] Teacher: That's where the crayons come in. Teacher: Excuse me. Teacher: Excuse me.,1 7313,Teacher: Your data is not correct. Teacher: What are you doing? Teacher: One person is going to do it. [TARGET]Teacher: That's where the crayons come in.[/TARGET] Teacher: Excuse me. Teacher: Excuse me. Teacher: Just stay focused.,1 7314,Teacher: What are you doing? Teacher: One person is going to do it. Teacher: That's where the crayons come in. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: Just stay focused. Teacher: Now what kind of - look through your book.,1 7315,Teacher: One person is going to do it. Teacher: That's where the crayons come in. Teacher: Excuse me. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Just stay focused. Teacher: Now what kind of - look through your book. Teacher: What kind of graph should we do?,1 7316,Teacher: That's where the crayons come in. Teacher: Excuse me. Teacher: Excuse me. [TARGET]Teacher: Just stay focused.[/TARGET] Teacher: Now what kind of - look through your book. Teacher: What kind of graph should we do? Student: What kind of graph should we do [inaudible]?,1 7317,Teacher: Excuse me. Teacher: Excuse me. Teacher: Just stay focused. [TARGET]Teacher: Now what kind of - look through your book.[/TARGET] Teacher: What kind of graph should we do? Student: What kind of graph should we do [inaudible]? Teacher: We could do a line plot.,0 7318,Teacher: Excuse me. Teacher: Just stay focused. Teacher: Now what kind of - look through your book. [TARGET]Teacher: What kind of graph should we do?[/TARGET] Student: What kind of graph should we do [inaudible]? Teacher: We could do a line plot. Teacher: I did not ask you that.,0 7319,Teacher: Now what kind of - look through your book. Teacher: What kind of graph should we do? Student: What kind of graph should we do [inaudible]? [TARGET]Teacher: We could do a line plot.[/TARGET] Teacher: I did not ask you that. Teacher: What kind - you have to tell me what kind. Student: [Inaudible].,0 7320,Teacher: What kind of graph should we do? Student: What kind of graph should we do [inaudible]? Teacher: We could do a line plot. [TARGET]Teacher: I did not ask you that.[/TARGET] Teacher: What kind - you have to tell me what kind. Student: [Inaudible]. Teacher: We can do a bar graph.,0 7321,Student: What kind of graph should we do [inaudible]? Teacher: We could do a line plot. Teacher: I did not ask you that. [TARGET]Teacher: What kind - you have to tell me what kind.[/TARGET] Student: [Inaudible]. Teacher: We can do a bar graph. Student: I like bar graphs.,0 7322,Teacher: I did not ask you that. Teacher: What kind - you have to tell me what kind. Student: [Inaudible]. [TARGET]Teacher: We can do a bar graph.[/TARGET] Student: I like bar graphs. Student: [Inaudible]. Student: [Inaudible] bar graph.,0 7323,Student: [Inaudible]. Student: [Inaudible] bar graph. Student: Or we could to a line [inaudible]. [TARGET]Teacher: Or you could do a line plot.[/TARGET] Student: A bar graph. Student: A pictograph. Student: Yeah.,0 7324,"Student: A pictograph. Student: Yeah. Student: You could do a pictograph. [TARGET]Teacher: No, we're not doing a -[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: So you decide.",0 7325,"Teacher: No, we're not doing a - Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: So you decide.[/TARGET] Teacher: One person. Teacher: Student C, stay focused. Teacher: Now you decide what type of graph you're going to do.",1 7326,"Student: [Inaudible]. Teacher: Okay. Teacher: So you decide. [TARGET]Teacher: One person.[/TARGET] Teacher: Student C, stay focused. Teacher: Now you decide what type of graph you're going to do. Teacher: Decide what type of graph you're going to do.",1 7327,"Teacher: Okay. Teacher: So you decide. Teacher: One person. [TARGET]Teacher: Student C, stay focused.[/TARGET] Teacher: Now you decide what type of graph you're going to do. Teacher: Decide what type of graph you're going to do. Teacher: Make your graph [inaudible].",1 7328,"Teacher: So you decide. Teacher: One person. Teacher: Student C, stay focused. [TARGET]Teacher: Now you decide what type of graph you're going to do.[/TARGET] Teacher: Decide what type of graph you're going to do. Teacher: Make your graph [inaudible]. Teacher: Interesting.",0 7329,"Teacher: One person. Teacher: Student C, stay focused. Teacher: Now you decide what type of graph you're going to do. [TARGET]Teacher: Decide what type of graph you're going to do.[/TARGET] Teacher: Make your graph [inaudible]. Teacher: Interesting. Teacher: And after you do a graph I want a constructive response.",0 7330,"Teacher: Student C, stay focused. Teacher: Now you decide what type of graph you're going to do. Teacher: Decide what type of graph you're going to do. [TARGET]Teacher: Make your graph [inaudible].[/TARGET] Teacher: Interesting. Teacher: And after you do a graph I want a constructive response. Teacher: Excuse me.",0 7331,Teacher: Now you decide what type of graph you're going to do. Teacher: Decide what type of graph you're going to do. Teacher: Make your graph [inaudible]. [TARGET]Teacher: Interesting.[/TARGET] Teacher: And after you do a graph I want a constructive response. Teacher: Excuse me. Teacher: What [beep] does this graph - right - show you?,0 7332,"Teacher: Decide what type of graph you're going to do. Teacher: Make your graph [inaudible]. Teacher: Interesting. [TARGET]Teacher: And after you do a graph I want a constructive response.[/TARGET] Teacher: Excuse me. Teacher: What [beep] does this graph - right - show you? Teacher: What does this graph ... you all ready to explain, since you like to talk?",0 7333,"Teacher: Make your graph [inaudible]. Teacher: Interesting. Teacher: And after you do a graph I want a constructive response. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: What [beep] does this graph - right - show you? Teacher: What does this graph ... you all ready to explain, since you like to talk? Teacher: What does this graph show you?",1 7334,"Teacher: Interesting. Teacher: And after you do a graph I want a constructive response. Teacher: Excuse me. [TARGET]Teacher: What [beep] does this graph - right - show you?[/TARGET] Teacher: What does this graph ... you all ready to explain, since you like to talk? Teacher: What does this graph show you? Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write.",0 7335,"Teacher: And after you do a graph I want a constructive response. Teacher: Excuse me. Teacher: What [beep] does this graph - right - show you? [TARGET]Teacher: What does this graph ... you all ready to explain, since you like to talk?[/TARGET] Teacher: What does this graph show you? Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write. Teacher: You're going to present your graph.",1 7336,"Teacher: Excuse me. Teacher: What [beep] does this graph - right - show you? Teacher: What does this graph ... you all ready to explain, since you like to talk? [TARGET]Teacher: What does this graph show you?[/TARGET] Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write. Teacher: You're going to present your graph. Teacher: You're going to give me a constructive response and tell me what does this graph show you?",0 7337,"Teacher: What [beep] does this graph - right - show you? Teacher: What does this graph ... you all ready to explain, since you like to talk? Teacher: What does this graph show you? [TARGET]Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write.[/TARGET] Teacher: You're going to present your graph. Teacher: You're going to give me a constructive response and tell me what does this graph show you? Teacher: [Ring].",1 7338,"Teacher: What does this graph ... you all ready to explain, since you like to talk? Teacher: What does this graph show you? Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write. [TARGET]Teacher: You're going to present your graph.[/TARGET] Teacher: You're going to give me a constructive response and tell me what does this graph show you? Teacher: [Ring]. Teacher: [Announcement over speaker].",0 7339,"Teacher: What does this graph show you? Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write. Teacher: You're going to present your graph. [TARGET]Teacher: You're going to give me a constructive response and tell me what does this graph show you?[/TARGET] Teacher: [Ring]. Teacher: [Announcement over speaker]. Teacher: What does it - what does - what does it tell?",0 7340,"Teacher: You're going to give me a constructive response and tell me what does this graph show you? Teacher: [Ring]. Teacher: [Announcement over speaker]. [TARGET]Teacher: What does it - what does - what does it tell?[/TARGET] Teacher: What does it tell you? Teacher: Write the story of your graph. Teacher: So in a constructive response, how would you - you're over here.",0 7341,"Teacher: [Ring]. Teacher: [Announcement over speaker]. Teacher: What does it - what does - what does it tell? [TARGET]Teacher: What does it tell you?[/TARGET] Teacher: Write the story of your graph. Teacher: So in a constructive response, how would you - you're over here. Teacher: In a constructive - move your chair, please.",0 7342,"Teacher: [Announcement over speaker]. Teacher: What does it - what does - what does it tell? Teacher: What does it tell you? [TARGET]Teacher: Write the story of your graph.[/TARGET] Teacher: So in a constructive response, how would you - you're over here. Teacher: In a constructive - move your chair, please. Teacher: Student L, you too.",0 7343,"Teacher: What does it - what does - what does it tell? Teacher: What does it tell you? Teacher: Write the story of your graph. [TARGET]Teacher: So in a constructive response, how would you - you're over here.[/TARGET] Teacher: In a constructive - move your chair, please. Teacher: Student L, you too. Teacher: In a constructive response how would you start out telling me about your graph.",1 7344,"Teacher: What does it tell you? Teacher: Write the story of your graph. Teacher: So in a constructive response, how would you - you're over here. [TARGET]Teacher: In a constructive - move your chair, please.[/TARGET] Teacher: Student L, you too. Teacher: In a constructive response how would you start out telling me about your graph. Teacher: In a constructive response - nobody knows?",1 7345,"Teacher: Write the story of your graph. Teacher: So in a constructive response, how would you - you're over here. Teacher: In a constructive - move your chair, please. [TARGET]Teacher: Student L, you too.[/TARGET] Teacher: In a constructive response how would you start out telling me about your graph. Teacher: In a constructive response - nobody knows? Teacher: You don't know either?",1 7346,"Teacher: So in a constructive response, how would you - you're over here. Teacher: In a constructive - move your chair, please. Teacher: Student L, you too. [TARGET]Teacher: In a constructive response how would you start out telling me about your graph.[/TARGET] Teacher: In a constructive response - nobody knows? Teacher: You don't know either? Teacher: Nobody knows how to write a constructive response.",0 7347,"Teacher: In a constructive - move your chair, please. Teacher: Student L, you too. Teacher: In a constructive response how would you start out telling me about your graph. [TARGET]Teacher: In a constructive response - nobody knows?[/TARGET] Teacher: You don't know either? Teacher: Nobody knows how to write a constructive response. Teacher: In a constructive response you have to tell me what your graph shows you.",0 7348,"Teacher: Student L, you too. Teacher: In a constructive response how would you start out telling me about your graph. Teacher: In a constructive response - nobody knows? [TARGET]Teacher: You don't know either?[/TARGET] Teacher: Nobody knows how to write a constructive response. Teacher: In a constructive response you have to tell me what your graph shows you. Teacher: What does it tell you?",0 7349,Teacher: In a constructive response how would you start out telling me about your graph. Teacher: In a constructive response - nobody knows? Teacher: You don't know either? [TARGET]Teacher: Nobody knows how to write a constructive response.[/TARGET] Teacher: In a constructive response you have to tell me what your graph shows you. Teacher: What does it tell you? Teacher: Write the story of your graph.,0 7350,Teacher: In a constructive response - nobody knows? Teacher: You don't know either? Teacher: Nobody knows how to write a constructive response. [TARGET]Teacher: In a constructive response you have to tell me what your graph shows you.[/TARGET] Teacher: What does it tell you? Teacher: Write the story of your graph. Teacher: How would you start out writing about the graph?,0 7351,Teacher: You don't know either? Teacher: Nobody knows how to write a constructive response. Teacher: In a constructive response you have to tell me what your graph shows you. [TARGET]Teacher: What does it tell you?[/TARGET] Teacher: Write the story of your graph. Teacher: How would you start out writing about the graph? Student: My graph shows me -,0 7352,Teacher: Nobody knows how to write a constructive response. Teacher: In a constructive response you have to tell me what your graph shows you. Teacher: What does it tell you? [TARGET]Teacher: Write the story of your graph.[/TARGET] Teacher: How would you start out writing about the graph? Student: My graph shows me - Teacher: No I showed you.,0 7353,Teacher: In a constructive response you have to tell me what your graph shows you. Teacher: What does it tell you? Teacher: Write the story of your graph. [TARGET]Teacher: How would you start out writing about the graph?[/TARGET] Student: My graph shows me - Teacher: No I showed you. Teacher: It's just a constructive response.,0 7354,"Teacher: Write the story of your graph. Teacher: How would you start out writing about the graph? Student: My graph shows me - [TARGET]Teacher: No I showed you.[/TARGET] Teacher: It's just a constructive response. Teacher: Yes? Student: First, my graph - first I will show you my graph is a bar graph.",0 7355,"Teacher: How would you start out writing about the graph? Student: My graph shows me - Teacher: No I showed you. [TARGET]Teacher: It's just a constructive response.[/TARGET] Teacher: Yes? Student: First, my graph - first I will show you my graph is a bar graph. Teacher: No.",0 7356,"Student: My graph shows me - Teacher: No I showed you. Teacher: It's just a constructive response. [TARGET]Teacher: Yes?[/TARGET] Student: First, my graph - first I will show you my graph is a bar graph. Teacher: No. Teacher: Not first.",0 7357,"Teacher: It's just a constructive response. Teacher: Yes? Student: First, my graph - first I will show you my graph is a bar graph. [TARGET]Teacher: No.[/TARGET] Teacher: Not first. Student: The name of my graph is, ""My favorite ice cream."" Teacher: Exactly.",0 7358,"Teacher: Yes? Student: First, my graph - first I will show you my graph is a bar graph. Teacher: No. [TARGET]Teacher: Not first.[/TARGET] Student: The name of my graph is, ""My favorite ice cream."" Teacher: Exactly. Teacher: And?",0 7359,"Teacher: No. Teacher: Not first. Student: The name of my graph is, ""My favorite ice cream."" [TARGET]Teacher: Exactly.[/TARGET] Teacher: And? Student: And. Teacher: What else?",0 7360,"Teacher: Not first. Student: The name of my graph is, ""My favorite ice cream."" Teacher: Exactly. [TARGET]Teacher: And?[/TARGET] Student: And. Teacher: What else? Student: [Inaudible].",0 7361,Teacher: Exactly. Teacher: And? Student: And. [TARGET]Teacher: What else?[/TARGET] Student: [Inaudible]. Teacher: Right. Teacher: You write what does this graph show you?,0 7362,Student: And. Teacher: What else? Student: [Inaudible]. [TARGET]Teacher: Right.[/TARGET] Teacher: You write what does this graph show you? Teacher: You have to know. Teacher: It shows you the name of it.,0 7363,Teacher: What else? Student: [Inaudible]. Teacher: Right. [TARGET]Teacher: You write what does this graph show you?[/TARGET] Teacher: You have to know. Teacher: It shows you the name of it. Teacher: The name of your graph is what?,0 7364,Student: [Inaudible]. Teacher: Right. Teacher: You write what does this graph show you? [TARGET]Teacher: You have to know.[/TARGET] Teacher: It shows you the name of it. Teacher: The name of your graph is what? Student: A bar graph?,0 7365,Teacher: Right. Teacher: You write what does this graph show you? Teacher: You have to know. [TARGET]Teacher: It shows you the name of it.[/TARGET] Teacher: The name of your graph is what? Student: A bar graph? Teacher: The name of your graph is your favorite -,0 7366,Teacher: You write what does this graph show you? Teacher: You have to know. Teacher: It shows you the name of it. [TARGET]Teacher: The name of your graph is what?[/TARGET] Student: A bar graph? Teacher: The name of your graph is your favorite - Student: Food.,0 7367,Teacher: It shows you the name of it. Teacher: The name of your graph is what? Student: A bar graph? [TARGET]Teacher: The name of your graph is your favorite -[/TARGET] Student: Food. Teacher: Ice cream. Teacher: Food.,0 7368,Student: A bar graph? Teacher: The name of your graph is your favorite - Student: Food. [TARGET]Teacher: Ice cream.[/TARGET] Teacher: Food. Teacher: What desserts. Teacher: Fruit.,0 7369,Teacher: The name of your graph is your favorite - Student: Food. Teacher: Ice cream. [TARGET]Teacher: Food.[/TARGET] Teacher: What desserts. Teacher: Fruit. Teacher: Right?,0 7370,Student: Food. Teacher: Ice cream. Teacher: Food. [TARGET]Teacher: What desserts.[/TARGET] Teacher: Fruit. Teacher: Right? Student: Yes.,0 7371,Teacher: Ice cream. Teacher: Food. Teacher: What desserts. [TARGET]Teacher: Fruit.[/TARGET] Teacher: Right? Student: Yes. Teacher: You write down your constructive response.,0 7372,"Teacher: Food. Teacher: What desserts. Teacher: Fruit. [TARGET]Teacher: Right?[/TARGET] Student: Yes. Teacher: You write down your constructive response. Teacher: It is in my opinion as it's stated on the graph - it's not an opinion, because it's going to be a true what?",0 7373,"Teacher: Fruit. Teacher: Right? Student: Yes. [TARGET]Teacher: You write down your constructive response.[/TARGET] Teacher: It is in my opinion as it's stated on the graph - it's not an opinion, because it's going to be a true what? Student: Fact. Teacher: Fact.",0 7374,"Teacher: Right? Student: Yes. Teacher: You write down your constructive response. [TARGET]Teacher: It is in my opinion as it's stated on the graph - it's not an opinion, because it's going to be a true what?[/TARGET] Student: Fact. Teacher: Fact. Teacher: What's a fact.",0 7375,"Teacher: You write down your constructive response. Teacher: It is in my opinion as it's stated on the graph - it's not an opinion, because it's going to be a true what? Student: Fact. [TARGET]Teacher: Fact.[/TARGET] Teacher: What's a fact. Student: It's something that [inaudible]. Teacher: Something that's true.",0 7376,"Teacher: It is in my opinion as it's stated on the graph - it's not an opinion, because it's going to be a true what? Student: Fact. Teacher: Fact. [TARGET]Teacher: What's a fact.[/TARGET] Student: It's something that [inaudible]. Teacher: Something that's true. Teacher: You got up.",0 7377,Teacher: Fact. Teacher: What's a fact. Student: It's something that [inaudible]. [TARGET]Teacher: Something that's true.[/TARGET] Teacher: You got up. Teacher: You gathered your information. Teacher: Correct?,0 7378,Teacher: What's a fact. Student: It's something that [inaudible]. Teacher: Something that's true. [TARGET]Teacher: You got up.[/TARGET] Teacher: You gathered your information. Teacher: Correct? Multiple Students: Yes.,0 7379,Student: It's something that [inaudible]. Teacher: Something that's true. Teacher: You got up. [TARGET]Teacher: You gathered your information.[/TARGET] Teacher: Correct? Multiple Students: Yes. Teacher: Did you get up to gather your information?,0 7380,Teacher: Something that's true. Teacher: You got up. Teacher: You gathered your information. [TARGET]Teacher: Correct?[/TARGET] Multiple Students: Yes. Teacher: Did you get up to gather your information? Multiple Students: Yes.,0 7381,Teacher: You gathered your information. Teacher: Correct? Multiple Students: Yes. [TARGET]Teacher: Did you get up to gather your information?[/TARGET] Multiple Students: Yes. Teacher: Yes. Teacher: What are you talking about?,0 7382,"Multiple Students: Yes. Teacher: Did you get up to gather your information? Multiple Students: Yes. [TARGET]Teacher: Yes.[/TARGET] Teacher: What are you talking about? Teacher: So you know what it is, correct? Multiple Students: Yes.",0 7383,"Teacher: Did you get up to gather your information? Multiple Students: Yes. Teacher: Yes. [TARGET]Teacher: What are you talking about?[/TARGET] Teacher: So you know what it is, correct? Multiple Students: Yes. Teacher: So now you going to write - make your graph attractive.",0 7384,"Multiple Students: Yes. Teacher: Yes. Teacher: What are you talking about? [TARGET]Teacher: So you know what it is, correct?[/TARGET] Multiple Students: Yes. Teacher: So now you going to write - make your graph attractive. Teacher: One person does the graph.",0 7385,"Teacher: What are you talking about? Teacher: So you know what it is, correct? Multiple Students: Yes. [TARGET]Teacher: So now you going to write - make your graph attractive.[/TARGET] Teacher: One person does the graph. Teacher: One person. Teacher: [Side comment about crayons].",0 7386,"Teacher: So you know what it is, correct? Multiple Students: Yes. Teacher: So now you going to write - make your graph attractive. [TARGET]Teacher: One person does the graph.[/TARGET] Teacher: One person. Teacher: [Side comment about crayons]. Teacher: One person is doing the graph.",1 7387,"Multiple Students: Yes. Teacher: So now you going to write - make your graph attractive. Teacher: One person does the graph. [TARGET]Teacher: One person.[/TARGET] Teacher: [Side comment about crayons]. Teacher: One person is doing the graph. Teacher: Now you didn't - you all are keep showing me, ""I did it.",1 7388,"Teacher: One person does the graph. Teacher: One person. Teacher: [Side comment about crayons]. [TARGET]Teacher: One person is doing the graph.[/TARGET] Teacher: Now you didn't - you all are keep showing me, ""I did it. Teacher: I did it."" I don't see anything. Teacher: I don't need six graphs.",1 7389,"Teacher: One person. Teacher: [Side comment about crayons]. Teacher: One person is doing the graph. [TARGET]Teacher: Now you didn't - you all are keep showing me, ""I did it.[/TARGET] Teacher: I did it."" I don't see anything. Teacher: I don't need six graphs. Teacher: One graph and write down your constructive response underneath it as it's stated in the graph.",1 7390,"Teacher: [Side comment about crayons]. Teacher: One person is doing the graph. Teacher: Now you didn't - you all are keep showing me, ""I did it. [TARGET]Teacher: I did it."" I don't see anything.[/TARGET] Teacher: I don't need six graphs. Teacher: One graph and write down your constructive response underneath it as it's stated in the graph. Teacher: As it's stated in the graph.",1 7391,"Teacher: One person is doing the graph. Teacher: Now you didn't - you all are keep showing me, ""I did it. Teacher: I did it."" I don't see anything. [TARGET]Teacher: I don't need six graphs.[/TARGET] Teacher: One graph and write down your constructive response underneath it as it's stated in the graph. Teacher: As it's stated in the graph. Student: I don't know what you're talking about because [inaudible].",1 7392,"Teacher: Now you didn't - you all are keep showing me, ""I did it. Teacher: I did it."" I don't see anything. Teacher: I don't need six graphs. [TARGET]Teacher: One graph and write down your constructive response underneath it as it's stated in the graph.[/TARGET] Teacher: As it's stated in the graph. Student: I don't know what you're talking about because [inaudible]. Teacher: Who is doing your graph, here?",0 7393,"Teacher: I did it."" I don't see anything. Teacher: I don't need six graphs. Teacher: One graph and write down your constructive response underneath it as it's stated in the graph. [TARGET]Teacher: As it's stated in the graph.[/TARGET] Student: I don't know what you're talking about because [inaudible]. Teacher: Who is doing your graph, here? Student: She's [inaudible].",0 7394,"Teacher: One graph and write down your constructive response underneath it as it's stated in the graph. Teacher: As it's stated in the graph. Student: I don't know what you're talking about because [inaudible]. [TARGET]Teacher: Who is doing your graph, here?[/TARGET] Student: She's [inaudible]. Teacher: No. Teacher: No.",1 7395,"Student: I don't know what you're talking about because [inaudible]. Teacher: Who is doing your graph, here? Student: She's [inaudible]. [TARGET]Teacher: No.[/TARGET] Teacher: No. Teacher: No. Teacher: Who is doing the graph?",1 7396,"Teacher: Who is doing your graph, here? Student: She's [inaudible]. Teacher: No. [TARGET]Teacher: No.[/TARGET] Teacher: No. Teacher: Who is doing the graph? Student: [Inaudible].",1 7397,Student: She's [inaudible]. Teacher: No. Teacher: No. [TARGET]Teacher: No.[/TARGET] Teacher: Who is doing the graph? Student: [Inaudible]. Teacher: Did they vote you?,1 7398,Teacher: No. Teacher: No. Teacher: No. [TARGET]Teacher: Who is doing the graph?[/TARGET] Student: [Inaudible]. Teacher: Did they vote you? Student: No.,1 7399,Teacher: No. Teacher: Who is doing the graph? Student: [Inaudible]. [TARGET]Teacher: Did they vote you?[/TARGET] Student: No. Teacher: Who's doing it? Student: She was -,1 7400,Student: [Inaudible]. Teacher: Did they vote you? Student: No. [TARGET]Teacher: Who's doing it?[/TARGET] Student: She was - Teacher: Student C. Student: She was writing it.,1 7401,"Student: No. Teacher: Who's doing it? Student: She was - [TARGET]Teacher: Student C.[/TARGET] Student: She was writing it. Teacher: Okay, so who's going to give her the information? Teacher: One person does the graph.",1 7402,"Student: She was - Teacher: Student C. Student: She was writing it. [TARGET]Teacher: Okay, so who's going to give her the information?[/TARGET] Teacher: One person does the graph. Teacher: You all get together and give him information of the graph. Teacher: [Inaudible] how many people chose cookies?",1 7403,"Teacher: Student C. Student: She was writing it. Teacher: Okay, so who's going to give her the information? [TARGET]Teacher: One person does the graph.[/TARGET] Teacher: You all get together and give him information of the graph. Teacher: [Inaudible] how many people chose cookies? Teacher: So you all give him information.",1 7404,"Student: She was writing it. Teacher: Okay, so who's going to give her the information? Teacher: One person does the graph. [TARGET]Teacher: You all get together and give him information of the graph.[/TARGET] Teacher: [Inaudible] how many people chose cookies? Teacher: So you all give him information. Student: She wants to do what she wants to do.",1 7405,"Teacher: Okay, so who's going to give her the information? Teacher: One person does the graph. Teacher: You all get together and give him information of the graph. [TARGET]Teacher: [Inaudible] how many people chose cookies?[/TARGET] Teacher: So you all give him information. Student: She wants to do what she wants to do. Student: [Students talking with each other].",0 7406,Teacher: One person does the graph. Teacher: You all get together and give him information of the graph. Teacher: [Inaudible] how many people chose cookies? [TARGET]Teacher: So you all give him information.[/TARGET] Student: She wants to do what she wants to do. Student: [Students talking with each other]. Teacher: Who is doing the graph here?,1 7407,Teacher: So you all give him information. Student: She wants to do what she wants to do. Student: [Students talking with each other]. [TARGET]Teacher: Who is doing the graph here?[/TARGET] Teacher: [Inaudible]. Teacher: And you have to write your constructive response. Student: [Inaudible].,1 7408,Student: [Students talking with each other]. Teacher: Who is doing the graph here? Teacher: [Inaudible]. [TARGET]Teacher: And you have to write your constructive response.[/TARGET] Student: [Inaudible]. Teacher: You have exactly 15 minutes for your graph. Teacher: You have to write your constructive - who's doing the graph?,0 7409,Teacher: [Inaudible]. Teacher: And you have to write your constructive response. Student: [Inaudible]. [TARGET]Teacher: You have exactly 15 minutes for your graph.[/TARGET] Teacher: You have to write your constructive - who's doing the graph? Student: Me. Student: [Crosstalk].,1 7410,Teacher: And you have to write your constructive response. Student: [Inaudible]. Teacher: You have exactly 15 minutes for your graph. [TARGET]Teacher: You have to write your constructive - who's doing the graph?[/TARGET] Student: Me. Student: [Crosstalk]. Teacher: One graph.,1 7411,"Teacher: You have to write your constructive - who's doing the graph? Student: Me. Student: [Crosstalk]. [TARGET]Teacher: One graph.[/TARGET] Teacher: You write the constructive response underneath. Student: She said she was going to write the constructive response. Student: I know, but nobody going to [inaudible].",0 7412,"Student: Me. Student: [Crosstalk]. Teacher: One graph. [TARGET]Teacher: You write the constructive response underneath.[/TARGET] Student: She said she was going to write the constructive response. Student: I know, but nobody going to [inaudible]. Student: [Speaker announcement].",0 7413,"Student: I know, but nobody going to [inaudible]. Student: [Speaker announcement]. Student: [Students talking with each other]. [TARGET]Teacher: Who wants Student R to do it?[/TARGET] Student: [Inaudible]. Teacher: Okay, Student R, but you have to decide on what type of graph. Student: [Inaudible] graph.",1 7414,"Student: [Students talking with each other]. Teacher: Who wants Student R to do it? Student: [Inaudible]. [TARGET]Teacher: Okay, Student R, but you have to decide on what type of graph.[/TARGET] Student: [Inaudible] graph. Teacher: Soon our principal's going to come in and he's going to show us how to do a bar graph. Teacher: Principal D, they're doing a bar graph.",0 7415,"Student: [Inaudible]. Teacher: Okay, Student R, but you have to decide on what type of graph. Student: [Inaudible] graph. [TARGET]Teacher: Soon our principal's going to come in and he's going to show us how to do a bar graph.[/TARGET] Teacher: Principal D, they're doing a bar graph. Teacher: Well their doing graphs. Teacher: Data.",0 7416,"Teacher: Okay, Student R, but you have to decide on what type of graph. Student: [Inaudible] graph. Teacher: Soon our principal's going to come in and he's going to show us how to do a bar graph. [TARGET]Teacher: Principal D, they're doing a bar graph.[/TARGET] Teacher: Well their doing graphs. Teacher: Data. Teacher: Could someone tell Principal D what is data?",0 7417,"Student: [Inaudible] graph. Teacher: Soon our principal's going to come in and he's going to show us how to do a bar graph. Teacher: Principal D, they're doing a bar graph. [TARGET]Teacher: Well their doing graphs.[/TARGET] Teacher: Data. Teacher: Could someone tell Principal D what is data? Student: Data is [inaudible].",0 7418,"Teacher: Soon our principal's going to come in and he's going to show us how to do a bar graph. Teacher: Principal D, they're doing a bar graph. Teacher: Well their doing graphs. [TARGET]Teacher: Data.[/TARGET] Teacher: Could someone tell Principal D what is data? Student: Data is [inaudible]. Other Adult: Data is gathering information.",0 7419,"Teacher: Principal D, they're doing a bar graph. Teacher: Well their doing graphs. Teacher: Data. [TARGET]Teacher: Could someone tell Principal D what is data?[/TARGET] Student: Data is [inaudible]. Other Adult: Data is gathering information. Other Adult: Anybody else got anything to add?",0 7420,"Other Adult: Fair enough. Other Adult: All of those are correct. Other Adult: So now what are we doing next? [TARGET]Teacher: Tell Principal D what your group is doing now.[/TARGET] Other Adult: [Inaudible]. Student: Each group [inaudible]. Student: One group is, ""My favorite [inaudible]."" And one group is, ""My favorite [inaudible]."" [Inaudible].",1 7421,Other Adult: [Inaudible] students? Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: Now.[/TARGET] Teacher: So right now. Teacher: So pretty much in gathering data [inaudible]. Teacher: Your finding out specific data.,0 7422,"Student: [Inaudible]. Teacher: Okay. Teacher: Now. [TARGET]Teacher: So right now.[/TARGET] Teacher: So pretty much in gathering data [inaudible]. Teacher: Your finding out specific data. Teacher: All of our foods, right?",0 7423,"Teacher: Okay. Teacher: Now. Teacher: So right now. [TARGET]Teacher: So pretty much in gathering data [inaudible].[/TARGET] Teacher: Your finding out specific data. Teacher: All of our foods, right? Teacher: Who has a favorite ice cream?",0 7424,"Teacher: Now. Teacher: So right now. Teacher: So pretty much in gathering data [inaudible]. [TARGET]Teacher: Your finding out specific data.[/TARGET] Teacher: All of our foods, right? Teacher: Who has a favorite ice cream? Teacher: Who has that one?",0 7425,"Teacher: So right now. Teacher: So pretty much in gathering data [inaudible]. Teacher: Your finding out specific data. [TARGET]Teacher: All of our foods, right?[/TARGET] Teacher: Who has a favorite ice cream? Teacher: Who has that one? Other Adult: Okay, now you have two sets of [inaudible].",0 7426,"Teacher: So pretty much in gathering data [inaudible]. Teacher: Your finding out specific data. Teacher: All of our foods, right? [TARGET]Teacher: Who has a favorite ice cream?[/TARGET] Teacher: Who has that one? Other Adult: Okay, now you have two sets of [inaudible]. Teacher: You don't do ice cream.",0 7427,"Teacher: Your finding out specific data. Teacher: All of our foods, right? Teacher: Who has a favorite ice cream? [TARGET]Teacher: Who has that one?[/TARGET] Other Adult: Okay, now you have two sets of [inaudible]. Teacher: You don't do ice cream. Student: Oh.",0 7428,"Teacher: Who has a favorite ice cream? Teacher: Who has that one? Other Adult: Okay, now you have two sets of [inaudible]. [TARGET]Teacher: You don't do ice cream.[/TARGET] Student: Oh. Other Adult: Okay, what's this group over here? Student: Favorite dessert.",0 7429,Student: Crab. Other Adult: Okay. Other Adult: So you all have different data? [TARGET]Teacher: No.[/TARGET] Teacher: They're doing the same thing. Other Adult: They all got to have the same set of data. Teacher: Yes.,0 7430,Other Adult: Okay. Other Adult: So you all have different data? Teacher: No. [TARGET]Teacher: They're doing the same thing.[/TARGET] Other Adult: They all got to have the same set of data. Teacher: Yes. Teacher: [Inaudible].,0 7431,Teacher: No. Teacher: They're doing the same thing. Other Adult: They all got to have the same set of data. [TARGET]Teacher: Yes.[/TARGET] Teacher: [Inaudible]. Other Adult: Come on. Other Adult: Make your change.,0 7432,Other Adult: Okay. Other Adult: Talk to me. Student: And then we put [inaudible]. [TARGET]Teacher: So what are we going to do?[/TARGET] Teacher: Write the story of the graph. Other Adult: That's correct. Other Adult: Now is the total number of people in your group determined on what type of foods you like or dislike?,0 7433,Other Adult: Talk to me. Student: And then we put [inaudible]. Teacher: So what are we going to do? [TARGET]Teacher: Write the story of the graph.[/TARGET] Other Adult: That's correct. Other Adult: Now is the total number of people in your group determined on what type of foods you like or dislike? Teacher: What's the total number?,0 7434,Teacher: Write the story of the graph. Other Adult: That's correct. Other Adult: Now is the total number of people in your group determined on what type of foods you like or dislike? [TARGET]Teacher: What's the total number?[/TARGET] Multiple Students: Eighteen. Student: Twenty. Teacher: [Inaudible].,0 7435,Student: Nineteen. Other Adult: So is it eighteen? Other Adult: Your [inaudible] of food? [TARGET]Teacher: Is it 18 different sets?[/TARGET] Student: No. Student: No. Other Adult: [Inaudible] favorite fruits group.,0 7436,"Other Adult: That's a good data set. Other Adult: So now I see you all are starting to create your graphs. Other Adult: You're using two sets of - two types of graphs to - [TARGET]Teacher: One [inaudible].[/TARGET] Other Adult: You got a bar graph going that way, then you got these little [inaudible] in this direction. Teacher: They're supposed to collaborate. Teacher: One person does the what?",0 7437,"Other Adult: You're using two sets of - two types of graphs to - Teacher: One [inaudible]. Other Adult: You got a bar graph going that way, then you got these little [inaudible] in this direction. [TARGET]Teacher: They're supposed to collaborate.[/TARGET] Teacher: One person does the what? Student: [Inaudible]. Teacher: And then together you do the constructive [inaudible].",1 7438,"Teacher: One [inaudible]. Other Adult: You got a bar graph going that way, then you got these little [inaudible] in this direction. Teacher: They're supposed to collaborate. [TARGET]Teacher: One person does the what?[/TARGET] Student: [Inaudible]. Teacher: And then together you do the constructive [inaudible]. Other Adult: Wait a minute.",1 7439,Teacher: They're supposed to collaborate. Teacher: One person does the what? Student: [Inaudible]. [TARGET]Teacher: And then together you do the constructive [inaudible].[/TARGET] Other Adult: Wait a minute. Other Adult: Hold on. Other Adult: We got one more set of ice cream [inaudible].,1 7440,Student: [Inaudible]. Student: [Students talking to each other]. Student: [Crosstalk]. [TARGET]Teacher: We already did that.[/TARGET] Teacher: [Students talking to each other]. Teacher: Okay. Teacher: All eyes on me.,0 7441,"Teacher: We already did that. Teacher: [Students talking to each other]. Teacher: Okay. [TARGET]Teacher: All eyes on me.[/TARGET] Teacher: You have to - you already gathered your data. Teacher: Wait a minute. Teacher: Excuse - I'll wait, Student D. ",1 7442,"Teacher: [Students talking to each other]. Teacher: Okay. Teacher: All eyes on me. [TARGET]Teacher: You have to - you already gathered your data.[/TARGET] Teacher: Wait a minute. Teacher: Excuse - I'll wait, Student D. Student: [Inaudible].",0 7443,"Teacher: Okay. Teacher: All eyes on me. Teacher: You have to - you already gathered your data. [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: Excuse - I'll wait, Student D. Student: [Inaudible]. Teacher: I'll wait.",1 7444,"Teacher: All eyes on me. Teacher: You have to - you already gathered your data. Teacher: Wait a minute. [TARGET]Teacher: Excuse - I'll wait, Student D. [/TARGET] Student: [Inaudible]. Teacher: I'll wait. Teacher: Listen.",1 7445,"Teacher: Wait a minute. Teacher: Excuse - I'll wait, Student D. Student: [Inaudible]. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Listen. Teacher: You already - student R and Student B, stop. Teacher: Everybody stop.",1 7446,"Teacher: Excuse - I'll wait, Student D. Student: [Inaudible]. Teacher: I'll wait. [TARGET]Teacher: Listen.[/TARGET] Teacher: You already - student R and Student B, stop. Teacher: Everybody stop. Teacher: I'm ready to tell - now stop.",1 7447,"Student: [Inaudible]. Teacher: I'll wait. Teacher: Listen. [TARGET]Teacher: You already - student R and Student B, stop.[/TARGET] Teacher: Everybody stop. Teacher: I'm ready to tell - now stop. Teacher: You already gathered your information, right?",1 7448,"Teacher: I'll wait. Teacher: Listen. Teacher: You already - student R and Student B, stop. [TARGET]Teacher: Everybody stop.[/TARGET] Teacher: I'm ready to tell - now stop. Teacher: You already gathered your information, right? Multiple Students: Yes.",1 7449,"Teacher: Listen. Teacher: You already - student R and Student B, stop. Teacher: Everybody stop. [TARGET]Teacher: I'm ready to tell - now stop.[/TARGET] Teacher: You already gathered your information, right? Multiple Students: Yes. Teacher: So you know how much everybody chose.",1 7450,"Teacher: You already - student R and Student B, stop. Teacher: Everybody stop. Teacher: I'm ready to tell - now stop. [TARGET]Teacher: You already gathered your information, right?[/TARGET] Multiple Students: Yes. Teacher: So you know how much everybody chose. Teacher: Okay.",0 7451,"Teacher: I'm ready to tell - now stop. Teacher: You already gathered your information, right? Multiple Students: Yes. [TARGET]Teacher: So you know how much everybody chose.[/TARGET] Teacher: Okay. Teacher: One person - you will all decide what type of graph. Teacher: The one person will draw the graph.",0 7452,"Multiple Students: Yes. Teacher: So you know how much everybody chose. Teacher: Okay. [TARGET]Teacher: One person - you will all decide what type of graph.[/TARGET] Teacher: The one person will draw the graph. Teacher: Then the constructive response comes in - what does this graph show you? Teacher: It says, ""What does [inaudible]?",1 7453,"Teacher: So you know how much everybody chose. Teacher: Okay. Teacher: One person - you will all decide what type of graph. [TARGET]Teacher: The one person will draw the graph.[/TARGET] Teacher: Then the constructive response comes in - what does this graph show you? Teacher: It says, ""What does [inaudible]? Teacher: Write the story."" Write the graph to tell a story.",1 7454,"Teacher: Okay. Teacher: One person - you will all decide what type of graph. Teacher: The one person will draw the graph. [TARGET]Teacher: Then the constructive response comes in - what does this graph show you?[/TARGET] Teacher: It says, ""What does [inaudible]? Teacher: Write the story."" Write the graph to tell a story. Teacher: So somebody could automatically go up to it and say, ""Oh.",0 7455,"Teacher: One person - you will all decide what type of graph. Teacher: The one person will draw the graph. Teacher: Then the constructive response comes in - what does this graph show you? [TARGET]Teacher: It says, ""What does [inaudible]?[/TARGET] Teacher: Write the story."" Write the graph to tell a story. Teacher: So somebody could automatically go up to it and say, ""Oh. Teacher: Okay, seven people chose vanilla ice cream."" Do you understand?",0 7456,"Teacher: The one person will draw the graph. Teacher: Then the constructive response comes in - what does this graph show you? Teacher: It says, ""What does [inaudible]? [TARGET]Teacher: Write the story."" Write the graph to tell a story.[/TARGET] Teacher: So somebody could automatically go up to it and say, ""Oh. Teacher: Okay, seven people chose vanilla ice cream."" Do you understand? Multiple Students: Yes.",0 7457,"Teacher: Then the constructive response comes in - what does this graph show you? Teacher: It says, ""What does [inaudible]? Teacher: Write the story."" Write the graph to tell a story. [TARGET]Teacher: So somebody could automatically go up to it and say, ""Oh.[/TARGET] Teacher: Okay, seven people chose vanilla ice cream."" Do you understand? Multiple Students: Yes. Teacher: Do you understand?",0 7458,"Teacher: It says, ""What does [inaudible]? Teacher: Write the story."" Write the graph to tell a story. Teacher: So somebody could automatically go up to it and say, ""Oh. [TARGET]Teacher: Okay, seven people chose vanilla ice cream."" Do you understand?[/TARGET] Multiple Students: Yes. Teacher: Do you understand? Multiple Students: Yes.",0 7459,"Teacher: So somebody could automatically go up to it and say, ""Oh. Teacher: Okay, seven people chose vanilla ice cream."" Do you understand? Multiple Students: Yes. [TARGET]Teacher: Do you understand?[/TARGET] Multiple Students: Yes. Teacher: Begin. Teacher: [Students working loudly in groups].",0 7460,"Multiple Students: Yes. Teacher: Do you understand? Multiple Students: Yes. [TARGET]Teacher: Begin.[/TARGET] Teacher: [Students working loudly in groups]. Teacher: [Inaudible]. Teacher: I said [inaudible] you weren't' here, but you [inaudible].",1 7461,"Teacher: Begin. Teacher: [Students working loudly in groups]. Teacher: [Inaudible]. [TARGET]Teacher: I said [inaudible] you weren't' here, but you [inaudible].[/TARGET] Teacher: Why are you up, Student D? Teacher: We did that part. Student: I told you.",1 7462,"Teacher: [Students working loudly in groups]. Teacher: [Inaudible]. Teacher: I said [inaudible] you weren't' here, but you [inaudible]. [TARGET]Teacher: Why are you up, Student D?[/TARGET] Teacher: We did that part. Student: I told you. Teacher: Now let's decide.",1 7463,"Teacher: [Inaudible]. Teacher: I said [inaudible] you weren't' here, but you [inaudible]. Teacher: Why are you up, Student D? [TARGET]Teacher: We did that part.[/TARGET] Student: I told you. Teacher: Now let's decide. Teacher: Excuse me.",1 7464,"Teacher: Why are you up, Student D? Teacher: We did that part. Student: I told you. [TARGET]Teacher: Now let's decide.[/TARGET] Teacher: Excuse me. Teacher: Everything is not an argument. Teacher: Let's decide - you all decided for Student B to draw the graph, correct?",1 7465,"Teacher: We did that part. Student: I told you. Teacher: Now let's decide. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Everything is not an argument. Teacher: Let's decide - you all decided for Student B to draw the graph, correct? Student: [Inaudible].",1 7466,"Student: I told you. Teacher: Now let's decide. Teacher: Excuse me. [TARGET]Teacher: Everything is not an argument.[/TARGET] Teacher: Let's decide - you all decided for Student B to draw the graph, correct? Student: [Inaudible]. Teacher: Student D, what are you doing?",1 7467,"Teacher: Now let's decide. Teacher: Excuse me. Teacher: Everything is not an argument. [TARGET]Teacher: Let's decide - you all decided for Student B to draw the graph, correct?[/TARGET] Student: [Inaudible]. Teacher: Student D, what are you doing? Student: [Inaudible].",1 7468,"Teacher: Everything is not an argument. Teacher: Let's decide - you all decided for Student B to draw the graph, correct? Student: [Inaudible]. [TARGET]Teacher: Student D, what are you doing?[/TARGET] Student: [Inaudible]. Teacher: Well, it doesn't start. Teacher: It's a group [inaudible].",1 7469,"Student: [Inaudible]. Teacher: Student D, what are you doing? Student: [Inaudible]. [TARGET]Teacher: Well, it doesn't start.[/TARGET] Teacher: It's a group [inaudible]. Student: [Inaudible]. Teacher: Student R, we already - see Student R, you are wrong.",1 7470,"Teacher: Student D, what are you doing? Student: [Inaudible]. Teacher: Well, it doesn't start. [TARGET]Teacher: It's a group [inaudible].[/TARGET] Student: [Inaudible]. Teacher: Student R, we already - see Student R, you are wrong. Teacher: [Inaudible] and you were not here.",1 7471,"Teacher: Well, it doesn't start. Teacher: It's a group [inaudible]. Student: [Inaudible]. [TARGET]Teacher: Student R, we already - see Student R, you are wrong.[/TARGET] Teacher: [Inaudible] and you were not here. Teacher: They already got the data. Teacher: How many people chose cakes?",0 7472,"Teacher: It's a group [inaudible]. Student: [Inaudible]. Teacher: Student R, we already - see Student R, you are wrong. [TARGET]Teacher: [Inaudible] and you were not here.[/TARGET] Teacher: They already got the data. Teacher: How many people chose cakes? Teacher: Cookies?",1 7473,"Student: [Inaudible]. Teacher: Student R, we already - see Student R, you are wrong. Teacher: [Inaudible] and you were not here. [TARGET]Teacher: They already got the data.[/TARGET] Teacher: How many people chose cakes? Teacher: Cookies? Teacher: And all of that.",1 7474,"Teacher: Student R, we already - see Student R, you are wrong. Teacher: [Inaudible] and you were not here. Teacher: They already got the data. [TARGET]Teacher: How many people chose cakes?[/TARGET] Teacher: Cookies? Teacher: And all of that. Teacher: On the top of your graph should be the name of your graph.",0 7475,"Teacher: [Inaudible] and you were not here. Teacher: They already got the data. Teacher: How many people chose cakes? [TARGET]Teacher: Cookies?[/TARGET] Teacher: And all of that. Teacher: On the top of your graph should be the name of your graph. Teacher: ""My Favorite Desserts."" That should be up top, straight across.",0 7476,"Teacher: They already got the data. Teacher: How many people chose cakes? Teacher: Cookies? [TARGET]Teacher: And all of that.[/TARGET] Teacher: On the top of your graph should be the name of your graph. Teacher: ""My Favorite Desserts."" That should be up top, straight across. Teacher: Then you decide on what type of data or graph you're going to do.",0 7477,"Teacher: How many people chose cakes? Teacher: Cookies? Teacher: And all of that. [TARGET]Teacher: On the top of your graph should be the name of your graph.[/TARGET] Teacher: ""My Favorite Desserts."" That should be up top, straight across. Teacher: Then you decide on what type of data or graph you're going to do. Student: [Inaudible] everybody have a different [inaudible].",0 7478,"Teacher: Cookies? Teacher: And all of that. Teacher: On the top of your graph should be the name of your graph. [TARGET]Teacher: ""My Favorite Desserts."" That should be up top, straight across.[/TARGET] Teacher: Then you decide on what type of data or graph you're going to do. Student: [Inaudible] everybody have a different [inaudible]. Teacher: You [inaudible] write it in.",0 7479,"Teacher: And all of that. Teacher: On the top of your graph should be the name of your graph. Teacher: ""My Favorite Desserts."" That should be up top, straight across. [TARGET]Teacher: Then you decide on what type of data or graph you're going to do.[/TARGET] Student: [Inaudible] everybody have a different [inaudible]. Teacher: You [inaudible] write it in. Teacher: You don't know.",0 7480,"Teacher: ""My Favorite Desserts."" That should be up top, straight across. Teacher: Then you decide on what type of data or graph you're going to do. Student: [Inaudible] everybody have a different [inaudible]. [TARGET]Teacher: You [inaudible] write it in.[/TARGET] Teacher: You don't know. Teacher: [Students loudly in groups]. Teacher: [Inaudible].",1 7481,"Teacher: Then you decide on what type of data or graph you're going to do. Student: [Inaudible] everybody have a different [inaudible]. Teacher: You [inaudible] write it in. [TARGET]Teacher: You don't know.[/TARGET] Teacher: [Students loudly in groups]. Teacher: [Inaudible]. Teacher: You know what the problem you all are having, right here [inaudible].",1 7482,"Teacher: You don't know. Teacher: [Students loudly in groups]. Teacher: [Inaudible]. [TARGET]Teacher: You know what the problem you all are having, right here [inaudible].[/TARGET] Teacher: It's sad. Teacher: And I don't know what you're doing with the board up to 12. Teacher: What are you doing?",1 7483,"Teacher: [Students loudly in groups]. Teacher: [Inaudible]. Teacher: You know what the problem you all are having, right here [inaudible]. [TARGET]Teacher: It's sad.[/TARGET] Teacher: And I don't know what you're doing with the board up to 12. Teacher: What are you doing? Teacher: That's - why are you copying something that doesn't describe your graph?",1 7484,"Teacher: [Inaudible]. Teacher: You know what the problem you all are having, right here [inaudible]. Teacher: It's sad. [TARGET]Teacher: And I don't know what you're doing with the board up to 12.[/TARGET] Teacher: What are you doing? Teacher: That's - why are you copying something that doesn't describe your graph? Student: [Inaudible].",1 7485,"Teacher: You know what the problem you all are having, right here [inaudible]. Teacher: It's sad. Teacher: And I don't know what you're doing with the board up to 12. [TARGET]Teacher: What are you doing?[/TARGET] Teacher: That's - why are you copying something that doesn't describe your graph? Student: [Inaudible]. Teacher: Number one.",1 7486,Teacher: It's sad. Teacher: And I don't know what you're doing with the board up to 12. Teacher: What are you doing? [TARGET]Teacher: That's - why are you copying something that doesn't describe your graph?[/TARGET] Student: [Inaudible]. Teacher: Number one. Teacher: Your graph doesn't go up to [inaudible].,1 7487,Teacher: What are you doing? Teacher: That's - why are you copying something that doesn't describe your graph? Student: [Inaudible]. [TARGET]Teacher: Number one.[/TARGET] Teacher: Your graph doesn't go up to [inaudible]. Student: [Inaudible]. Teacher: You have 19.,0 7488,Teacher: That's - why are you copying something that doesn't describe your graph? Student: [Inaudible]. Teacher: Number one. [TARGET]Teacher: Your graph doesn't go up to [inaudible].[/TARGET] Student: [Inaudible]. Teacher: You have 19. Teacher: Then you going to have - you're going straight down.,0 7489,"Teacher: Number one. Teacher: Your graph doesn't go up to [inaudible]. Student: [Inaudible]. [TARGET]Teacher: You have 19.[/TARGET] Teacher: Then you going to have - you're going straight down. Teacher: You're going to have numbers this way, and you're going to have numbers that way. Teacher: Now let's decide on - no [inaudible].",0 7490,"Teacher: Your graph doesn't go up to [inaudible]. Student: [Inaudible]. Teacher: You have 19. [TARGET]Teacher: Then you going to have - you're going straight down.[/TARGET] Teacher: You're going to have numbers this way, and you're going to have numbers that way. Teacher: Now let's decide on - no [inaudible]. Teacher: See, right here?",0 7491,"Student: [Inaudible]. Teacher: You have 19. Teacher: Then you going to have - you're going straight down. [TARGET]Teacher: You're going to have numbers this way, and you're going to have numbers that way.[/TARGET] Teacher: Now let's decide on - no [inaudible]. Teacher: See, right here? Teacher: That's the top.",0 7492,"Teacher: You have 19. Teacher: Then you going to have - you're going straight down. Teacher: You're going to have numbers this way, and you're going to have numbers that way. [TARGET]Teacher: Now let's decide on - no [inaudible].[/TARGET] Teacher: See, right here? Teacher: That's the top. Teacher: That's the top.",1 7493,"Teacher: Then you going to have - you're going straight down. Teacher: You're going to have numbers this way, and you're going to have numbers that way. Teacher: Now let's decide on - no [inaudible]. [TARGET]Teacher: See, right here?[/TARGET] Teacher: That's the top. Teacher: That's the top. Teacher: That's the top.",0 7494,"Teacher: You're going to have numbers this way, and you're going to have numbers that way. Teacher: Now let's decide on - no [inaudible]. Teacher: See, right here? [TARGET]Teacher: That's the top.[/TARGET] Teacher: That's the top. Teacher: That's the top. Teacher: One.",0 7495,"Teacher: Now let's decide on - no [inaudible]. Teacher: See, right here? Teacher: That's the top. [TARGET]Teacher: That's the top.[/TARGET] Teacher: That's the top. Teacher: One. Teacher: [Inaudible].",0 7496,"Teacher: See, right here? Teacher: That's the top. Teacher: That's the top. [TARGET]Teacher: That's the top.[/TARGET] Teacher: One. Teacher: [Inaudible]. Student: [Inaudible].",0 7497,Teacher: That's the top. Teacher: That's the top. Teacher: That's the top. [TARGET]Teacher: One.[/TARGET] Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Watch what I do.,0 7498,"Teacher: One. Teacher: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: Watch what I do.[/TARGET] Teacher: Student R, you need to watch. Teacher: [Inaudible]. Teacher: Five.",1 7499,"Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Watch what I do. [TARGET]Teacher: Student R, you need to watch.[/TARGET] Teacher: [Inaudible]. Teacher: Five. Teacher: Six.",1 7500,"Teacher: Watch what I do. Teacher: Student R, you need to watch. Teacher: [Inaudible]. [TARGET]Teacher: Five.[/TARGET] Teacher: Six. Teacher: [Inaudible]. Teacher: One.",0 7501,"Teacher: Student R, you need to watch. Teacher: [Inaudible]. Teacher: Five. [TARGET]Teacher: Six.[/TARGET] Teacher: [Inaudible]. Teacher: One. Teacher: Zero.",0 7502,Teacher: Five. Teacher: Six. Teacher: [Inaudible]. [TARGET]Teacher: One.[/TARGET] Teacher: Zero. Teacher: Now watch this. Teacher: There's your graph.,0 7503,Teacher: Six. Teacher: [Inaudible]. Teacher: One. [TARGET]Teacher: Zero.[/TARGET] Teacher: Now watch this. Teacher: There's your graph. Teacher: [Inaudible] a line under here.,0 7504,Teacher: [Inaudible]. Teacher: One. Teacher: Zero. [TARGET]Teacher: Now watch this.[/TARGET] Teacher: There's your graph. Teacher: [Inaudible] a line under here. Teacher: Watch.,1 7505,Teacher: One. Teacher: Zero. Teacher: Now watch this. [TARGET]Teacher: There's your graph.[/TARGET] Teacher: [Inaudible] a line under here. Teacher: Watch. Teacher: Watch.,0 7506,Teacher: Zero. Teacher: Now watch this. Teacher: There's your graph. [TARGET]Teacher: [Inaudible] a line under here.[/TARGET] Teacher: Watch. Teacher: Watch. Teacher: Zero.,0 7507,Teacher: Now watch this. Teacher: There's your graph. Teacher: [Inaudible] a line under here. [TARGET]Teacher: Watch.[/TARGET] Teacher: Watch. Teacher: Zero. Teacher: One.,1 7508,Teacher: There's your graph. Teacher: [Inaudible] a line under here. Teacher: Watch. [TARGET]Teacher: Watch.[/TARGET] Teacher: Zero. Teacher: One. Teacher: [Inaudible].,1 7509,Teacher: [Inaudible] a line under here. Teacher: Watch. Teacher: Watch. [TARGET]Teacher: Zero.[/TARGET] Teacher: One. Teacher: [Inaudible]. Teacher: Nine.,0 7510,Teacher: Watch. Teacher: Watch. Teacher: Zero. [TARGET]Teacher: One.[/TARGET] Teacher: [Inaudible]. Teacher: Nine. Teacher: Ten.,0 7511,Teacher: Zero. Teacher: One. Teacher: [Inaudible]. [TARGET]Teacher: Nine.[/TARGET] Teacher: Ten. Teacher: Eleven. Teacher: Twelve.,0 7512,Teacher: One. Teacher: [Inaudible]. Teacher: Nine. [TARGET]Teacher: Ten.[/TARGET] Teacher: Eleven. Teacher: Twelve. Teacher: Thirteen.,0 7513,Teacher: [Inaudible]. Teacher: Nine. Teacher: Ten. [TARGET]Teacher: Eleven.[/TARGET] Teacher: Twelve. Teacher: Thirteen. Teacher: Fourteen.,0 7514,Teacher: Nine. Teacher: Ten. Teacher: Eleven. [TARGET]Teacher: Twelve.[/TARGET] Teacher: Thirteen. Teacher: Fourteen. Teacher: Fifteen.,0 7515,Teacher: Ten. Teacher: Eleven. Teacher: Twelve. [TARGET]Teacher: Thirteen.[/TARGET] Teacher: Fourteen. Teacher: Fifteen. Teacher: Sixteen.,0 7516,Teacher: Eleven. Teacher: Twelve. Teacher: Thirteen. [TARGET]Teacher: Fourteen.[/TARGET] Teacher: Fifteen. Teacher: Sixteen. Teacher: [Inaudible].,0 7517,Teacher: Twelve. Teacher: Thirteen. Teacher: Fourteen. [TARGET]Teacher: Fifteen.[/TARGET] Teacher: Sixteen. Teacher: [Inaudible]. Teacher: Twenty-four.,0 7518,Teacher: Thirteen. Teacher: Fourteen. Teacher: Fifteen. [TARGET]Teacher: Sixteen.[/TARGET] Teacher: [Inaudible]. Teacher: Twenty-four. Teacher: Twenty-five.,0 7519,Teacher: Fifteen. Teacher: Sixteen. Teacher: [Inaudible]. [TARGET]Teacher: Twenty-four.[/TARGET] Teacher: Twenty-five. Teacher: Twenty-six. Teacher: Twenty-seven.,0 7520,Teacher: Sixteen. Teacher: [Inaudible]. Teacher: Twenty-four. [TARGET]Teacher: Twenty-five.[/TARGET] Teacher: Twenty-six. Teacher: Twenty-seven. Teacher: Twenty-eight.,0 7521,Teacher: [Inaudible]. Teacher: Twenty-four. Teacher: Twenty-five. [TARGET]Teacher: Twenty-six.[/TARGET] Teacher: Twenty-seven. Teacher: Twenty-eight. Teacher: Now how many people chose [inaudible]?,0 7522,Teacher: Twenty-four. Teacher: Twenty-five. Teacher: Twenty-six. [TARGET]Teacher: Twenty-seven.[/TARGET] Teacher: Twenty-eight. Teacher: Now how many people chose [inaudible]? Teacher: Then you do this.,0 7523,"Teacher: Twenty-five. Teacher: Twenty-six. Teacher: Twenty-seven. [TARGET]Teacher: Twenty-eight.[/TARGET] Teacher: Now how many people chose [inaudible]? Teacher: Then you do this. Teacher: Cookies, right?",0 7524,"Teacher: Twenty-six. Teacher: Twenty-seven. Teacher: Twenty-eight. [TARGET]Teacher: Now how many people chose [inaudible]?[/TARGET] Teacher: Then you do this. Teacher: Cookies, right? Student: Yes.",0 7525,"Teacher: Twenty-seven. Teacher: Twenty-eight. Teacher: Now how many people chose [inaudible]? [TARGET]Teacher: Then you do this.[/TARGET] Teacher: Cookies, right? Student: Yes. Teacher: Cake.",0 7526,"Teacher: Twenty-eight. Teacher: Now how many people chose [inaudible]? Teacher: Then you do this. [TARGET]Teacher: Cookies, right?[/TARGET] Student: Yes. Teacher: Cake. Teacher: Ice cream.",0 7527,"Teacher: Then you do this. Teacher: Cookies, right? Student: Yes. [TARGET]Teacher: Cake.[/TARGET] Teacher: Ice cream. Teacher: [Pause]. Teacher: Brownies.",0 7528,"Teacher: Cookies, right? Student: Yes. Teacher: Cake. [TARGET]Teacher: Ice cream.[/TARGET] Teacher: [Pause]. Teacher: Brownies. Teacher: Now look at this.",0 7529,Teacher: Cake. Teacher: Ice cream. Teacher: [Pause]. [TARGET]Teacher: Brownies.[/TARGET] Teacher: Now look at this. Teacher: One. Teacher: Two.,0 7530,Teacher: Ice cream. Teacher: [Pause]. Teacher: Brownies. [TARGET]Teacher: Now look at this.[/TARGET] Teacher: One. Teacher: Two. Teacher: Watch this.,1 7531,Teacher: [Pause]. Teacher: Brownies. Teacher: Now look at this. [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: Watch this. Teacher: The title is going to go on this line.,0 7532,Teacher: Brownies. Teacher: Now look at this. Teacher: One. [TARGET]Teacher: Two.[/TARGET] Teacher: Watch this. Teacher: The title is going to go on this line. Teacher: Now you - are you looking?,0 7533,Teacher: Now look at this. Teacher: One. Teacher: Two. [TARGET]Teacher: Watch this.[/TARGET] Teacher: The title is going to go on this line. Teacher: Now you - are you looking? Teacher: Because you don't know what you're doing.,1 7534,Teacher: One. Teacher: Two. Teacher: Watch this. [TARGET]Teacher: The title is going to go on this line.[/TARGET] Teacher: Now you - are you looking? Teacher: Because you don't know what you're doing. Teacher: You really don't.,0 7535,Teacher: Two. Teacher: Watch this. Teacher: The title is going to go on this line. [TARGET]Teacher: Now you - are you looking?[/TARGET] Teacher: Because you don't know what you're doing. Teacher: You really don't. Teacher: You're not learning because [inaudible] just want to do.,1 7536,Teacher: Watch this. Teacher: The title is going to go on this line. Teacher: Now you - are you looking? [TARGET]Teacher: Because you don't know what you're doing.[/TARGET] Teacher: You really don't. Teacher: You're not learning because [inaudible] just want to do. Teacher: How many people on your graph chose cookies?,1 7537,Teacher: The title is going to go on this line. Teacher: Now you - are you looking? Teacher: Because you don't know what you're doing. [TARGET]Teacher: You really don't.[/TARGET] Teacher: You're not learning because [inaudible] just want to do. Teacher: How many people on your graph chose cookies? Student: Six.,1 7538,Teacher: Now you - are you looking? Teacher: Because you don't know what you're doing. Teacher: You really don't. [TARGET]Teacher: You're not learning because [inaudible] just want to do.[/TARGET] Teacher: How many people on your graph chose cookies? Student: Six. Teacher: Six?,1 7539,Teacher: Because you don't know what you're doing. Teacher: You really don't. Teacher: You're not learning because [inaudible] just want to do. [TARGET]Teacher: How many people on your graph chose cookies?[/TARGET] Student: Six. Teacher: Six? Teacher: [Inaudible].,0 7540,Teacher: You're not learning because [inaudible] just want to do. Teacher: How many people on your graph chose cookies? Student: Six. [TARGET]Teacher: Six?[/TARGET] Teacher: [Inaudible]. Teacher: How many people chose cake? Student: [Inaudible].,0 7541,Student: Six. Teacher: Six? Teacher: [Inaudible]. [TARGET]Teacher: How many people chose cake?[/TARGET] Student: [Inaudible]. Teacher: Huh? Student: [Inaudible].,0 7542,Teacher: [Inaudible]. Teacher: How many people chose cake? Student: [Inaudible]. [TARGET]Teacher: Huh?[/TARGET] Student: [Inaudible]. Teacher: Wait a minute. Teacher: I just need right now how many people chose [inaudible].,0 7543,Student: [Inaudible]. Teacher: Huh? Student: [Inaudible]. [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: I just need right now how many people chose [inaudible]. Student: Six. Student: Seven.,1 7544,Teacher: Huh? Student: [Inaudible]. Teacher: Wait a minute. [TARGET]Teacher: I just need right now how many people chose [inaudible].[/TARGET] Student: Six. Student: Seven. Student: [Inaudible] we got different answers.,0 7545,Student: Six. Student: Seven. Student: [Inaudible] we got different answers. [TARGET]Teacher: We'll we're going to see.[/TARGET] Teacher: We already have six here. Teacher: Okay. Teacher: Ice cream.,0 7546,Student: Seven. Student: [Inaudible] we got different answers. Teacher: We'll we're going to see. [TARGET]Teacher: We already have six here.[/TARGET] Teacher: Okay. Teacher: Ice cream. Teacher: How many people chose ice cream?,0 7547,Teacher: We'll we're going to see. Teacher: We already have six here. Teacher: Okay. [TARGET]Teacher: Ice cream.[/TARGET] Teacher: How many people chose ice cream? Student: Two. Teacher: Okay.,0 7548,Teacher: We already have six here. Teacher: Okay. Teacher: Ice cream. [TARGET]Teacher: How many people chose ice cream?[/TARGET] Student: Two. Teacher: Okay. Teacher: So we go right here.,0 7549,Teacher: How many people chose ice cream? Student: Two. Teacher: Okay. [TARGET]Teacher: So we go right here.[/TARGET] Teacher: See? Teacher: How many people chose brownies? Multiple Students: Eight.,0 7550,Student: Two. Teacher: Okay. Teacher: So we go right here. [TARGET]Teacher: See?[/TARGET] Teacher: How many people chose brownies? Multiple Students: Eight. Teacher: [Inaudible] eight.,0 7551,Teacher: Okay. Teacher: So we go right here. Teacher: See? [TARGET]Teacher: How many people chose brownies?[/TARGET] Multiple Students: Eight. Teacher: [Inaudible] eight. Teacher: Now automatically just tell me your graph.,0 7552,Teacher: How many people chose brownies? Multiple Students: Eight. Teacher: [Inaudible] eight. [TARGET]Teacher: Now automatically just tell me your graph.[/TARGET] Teacher: Some. Teacher: That's eight. Teacher: How many people chose -,0 7553,Multiple Students: Eight. Teacher: [Inaudible] eight. Teacher: Now automatically just tell me your graph. [TARGET]Teacher: Some.[/TARGET] Teacher: That's eight. Teacher: How many people chose - Student: [Inaudible].,0 7554,Teacher: [Inaudible] eight. Teacher: Now automatically just tell me your graph. Teacher: Some. [TARGET]Teacher: That's eight.[/TARGET] Teacher: How many people chose - Student: [Inaudible]. Student: Cake.,0 7555,Teacher: Now automatically just tell me your graph. Teacher: Some. Teacher: That's eight. [TARGET]Teacher: How many people chose -[/TARGET] Student: [Inaudible]. Student: Cake. Student: Two.,0 7556,Student: Okay. Student: I got seven. Teacher: Okay. [TARGET]Teacher: Let's [inaudible].[/TARGET] Student: I got four. Teacher: Excuse me. Teacher: You have six people already for cookies.,0 7557,Teacher: Okay. Teacher: Let's [inaudible]. Student: I got four. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You have six people already for cookies. Teacher: You have two people already - you have two people already for what? Teacher: Ice cream.,1 7558,Teacher: Let's [inaudible]. Student: I got four. Teacher: Excuse me. [TARGET]Teacher: You have six people already for cookies.[/TARGET] Teacher: You have two people already - you have two people already for what? Teacher: Ice cream. Teacher: Six and two is what?,0 7559,Student: I got four. Teacher: Excuse me. Teacher: You have six people already for cookies. [TARGET]Teacher: You have two people already - you have two people already for what?[/TARGET] Teacher: Ice cream. Teacher: Six and two is what? Student: Eight.,0 7560,Teacher: Excuse me. Teacher: You have six people already for cookies. Teacher: You have two people already - you have two people already for what? [TARGET]Teacher: Ice cream.[/TARGET] Teacher: Six and two is what? Student: Eight. Teacher: Then you have eight people for brownies.,0 7561,Teacher: You have six people already for cookies. Teacher: You have two people already - you have two people already for what? Teacher: Ice cream. [TARGET]Teacher: Six and two is what?[/TARGET] Student: Eight. Teacher: Then you have eight people for brownies. Teacher: Eight and eight?,0 7562,Teacher: Ice cream. Teacher: Six and two is what? Student: Eight. [TARGET]Teacher: Then you have eight people for brownies.[/TARGET] Teacher: Eight and eight? Student: Sixteen. Student: Seventeen.,0 7563,"Teacher: Six and two is what? Student: Eight. Teacher: Then you have eight people for brownies. [TARGET]Teacher: Eight and eight?[/TARGET] Student: Sixteen. Student: Seventeen. Student: I got one, two -",0 7564,"Student: Sixteen. Student: Seventeen. Student: I got one, two - [TARGET]Teacher: Eight and eight is what?[/TARGET] Student: Fifteen. Student: Sixteen. Teacher: So how many people could have chosen [inaudible]?",0 7565,Teacher: Eight and eight is what? Student: Fifteen. Student: Sixteen. [TARGET]Teacher: So how many people could have chosen [inaudible]?[/TARGET] Student: Sixteen. Teacher: What is [inaudible]. Teacher: You have eighteen people in your [inaudible].,0 7566,Student: Sixteen. Teacher: So how many people could have chosen [inaudible]? Student: Sixteen. [TARGET]Teacher: What is [inaudible].[/TARGET] Teacher: You have eighteen people in your [inaudible]. Teacher: You already have 16 things. Teacher: How many - what number - how many [inaudible]?,0 7567,Teacher: So how many people could have chosen [inaudible]? Student: Sixteen. Teacher: What is [inaudible]. [TARGET]Teacher: You have eighteen people in your [inaudible].[/TARGET] Teacher: You already have 16 things. Teacher: How many - what number - how many [inaudible]? Student: [Inaudible].,0 7568,Student: Sixteen. Teacher: What is [inaudible]. Teacher: You have eighteen people in your [inaudible]. [TARGET]Teacher: You already have 16 things.[/TARGET] Teacher: How many - what number - how many [inaudible]? Student: [Inaudible]. Teacher: That's your data.,0 7569,"Teacher: What is [inaudible]. Teacher: You have eighteen people in your [inaudible]. Teacher: You already have 16 things. [TARGET]Teacher: How many - what number - how many [inaudible]?[/TARGET] Student: [Inaudible]. Teacher: That's your data. Student: See, I told you [inaudible].",0 7570,"Teacher: You already have 16 things. Teacher: How many - what number - how many [inaudible]? Student: [Inaudible]. [TARGET]Teacher: That's your data.[/TARGET] Student: See, I told you [inaudible]. Teacher: That's your data, right here. Teacher: So if I wanted to do your data - let me show you.",0 7571,"Student: [Inaudible]. Teacher: That's your data. Student: See, I told you [inaudible]. [TARGET]Teacher: That's your data, right here.[/TARGET] Teacher: So if I wanted to do your data - let me show you. Teacher: Give me a crayon. Teacher: This is how you do it.",0 7572,"Teacher: That's your data. Student: See, I told you [inaudible]. Teacher: That's your data, right here. [TARGET]Teacher: So if I wanted to do your data - let me show you.[/TARGET] Teacher: Give me a crayon. Teacher: This is how you do it. Teacher: Say right here.",0 7573,"Student: See, I told you [inaudible]. Teacher: That's your data, right here. Teacher: So if I wanted to do your data - let me show you. [TARGET]Teacher: Give me a crayon.[/TARGET] Teacher: This is how you do it. Teacher: Say right here. Teacher: Under cookies.",1 7574,"Teacher: That's your data, right here. Teacher: So if I wanted to do your data - let me show you. Teacher: Give me a crayon. [TARGET]Teacher: This is how you do it.[/TARGET] Teacher: Say right here. Teacher: Under cookies. Teacher: This six.",0 7575,Teacher: So if I wanted to do your data - let me show you. Teacher: Give me a crayon. Teacher: This is how you do it. [TARGET]Teacher: Say right here.[/TARGET] Teacher: Under cookies. Teacher: This six. Teacher: So my bar is going to go directly under the six.,0 7576,Teacher: Give me a crayon. Teacher: This is how you do it. Teacher: Say right here. [TARGET]Teacher: Under cookies.[/TARGET] Teacher: This six. Teacher: So my bar is going to go directly under the six. Teacher: See?,0 7577,Teacher: This is how you do it. Teacher: Say right here. Teacher: Under cookies. [TARGET]Teacher: This six.[/TARGET] Teacher: So my bar is going to go directly under the six. Teacher: See? Teacher: Look at that.,0 7578,Teacher: Say right here. Teacher: Under cookies. Teacher: This six. [TARGET]Teacher: So my bar is going to go directly under the six.[/TARGET] Teacher: See? Teacher: Look at that. Teacher: Now how many people we said to chose cake?,0 7579,Teacher: Under cookies. Teacher: This six. Teacher: So my bar is going to go directly under the six. [TARGET]Teacher: See?[/TARGET] Teacher: Look at that. Teacher: Now how many people we said to chose cake? Multiple Students: Two.,0 7580,Teacher: This six. Teacher: So my bar is going to go directly under the six. Teacher: See? [TARGET]Teacher: Look at that.[/TARGET] Teacher: Now how many people we said to chose cake? Multiple Students: Two. Teacher: So my graph is going to be right here.,1 7581,Teacher: So my bar is going to go directly under the six. Teacher: See? Teacher: Look at that. [TARGET]Teacher: Now how many people we said to chose cake?[/TARGET] Multiple Students: Two. Teacher: So my graph is going to be right here. Teacher: So you could see that's [inaudible] for that.,0 7582,Teacher: Look at that. Teacher: Now how many people we said to chose cake? Multiple Students: Two. [TARGET]Teacher: So my graph is going to be right here.[/TARGET] Teacher: So you could see that's [inaudible] for that. Teacher: Now how many people chose ice cream? Student: Two.,0 7583,Teacher: Now how many people we said to chose cake? Multiple Students: Two. Teacher: So my graph is going to be right here. [TARGET]Teacher: So you could see that's [inaudible] for that.[/TARGET] Teacher: Now how many people chose ice cream? Student: Two. Student: Two.,0 7584,Multiple Students: Two. Teacher: So my graph is going to be right here. Teacher: So you could see that's [inaudible] for that. [TARGET]Teacher: Now how many people chose ice cream?[/TARGET] Student: Two. Student: Two. Teacher: So we're going to make that [inaudible].,0 7585,Teacher: Now how many people chose ice cream? Student: Two. Student: Two. [TARGET]Teacher: So we're going to make that [inaudible].[/TARGET] Teacher: So - excuse me. Teacher: Pay attention. Teacher: Now [inaudible] you are.,0 7586,Student: Two. Student: Two. Teacher: So we're going to make that [inaudible]. [TARGET]Teacher: So - excuse me.[/TARGET] Teacher: Pay attention. Teacher: Now [inaudible] you are. Teacher: How many people chose brownies?,1 7587,Student: Two. Teacher: So we're going to make that [inaudible]. Teacher: So - excuse me. [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Now [inaudible] you are. Teacher: How many people chose brownies? Multiple Students: Eight.,1 7588,Teacher: So we're going to make that [inaudible]. Teacher: So - excuse me. Teacher: Pay attention. [TARGET]Teacher: Now [inaudible] you are.[/TARGET] Teacher: How many people chose brownies? Multiple Students: Eight. Teacher: They were really creamy.,0 7589,Teacher: So - excuse me. Teacher: Pay attention. Teacher: Now [inaudible] you are. [TARGET]Teacher: How many people chose brownies?[/TARGET] Multiple Students: Eight. Teacher: They were really creamy. Teacher: [Inaudible] all the way up.,0 7590,Teacher: Now [inaudible] you are. Teacher: How many people chose brownies? Multiple Students: Eight. [TARGET]Teacher: They were really creamy.[/TARGET] Teacher: [Inaudible] all the way up. Teacher: This is what the data is. Teacher: [Inaudible].,0 7591,Teacher: How many people chose brownies? Multiple Students: Eight. Teacher: They were really creamy. [TARGET]Teacher: [Inaudible] all the way up.[/TARGET] Teacher: This is what the data is. Teacher: [Inaudible]. Student: [Inaudible].,0 7592,Multiple Students: Eight. Teacher: They were really creamy. Teacher: [Inaudible] all the way up. [TARGET]Teacher: This is what the data is.[/TARGET] Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Now look at it.,0 7593,Teacher: This is what the data is. Teacher: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: Now look at it.[/TARGET] Teacher: Could you read this data? Multiple Students: Yes. Teacher: [Inaudible]?,1 7594,Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Now look at it. [TARGET]Teacher: Could you read this data?[/TARGET] Multiple Students: Yes. Teacher: [Inaudible]? Student: [Inaudible].,0 7595,"Teacher: [Inaudible]? Student: [Inaudible]. Teacher: All right. [TARGET]Teacher: Now you can look.[/TARGET] Teacher: How you follow this data is this. Teacher: You go all the way over here. Teacher: You [inaudible] - Student R, you really need to pay attention.",1 7596,"Student: [Inaudible]. Teacher: All right. Teacher: Now you can look. [TARGET]Teacher: How you follow this data is this.[/TARGET] Teacher: You go all the way over here. Teacher: You [inaudible] - Student R, you really need to pay attention. Teacher: You do not know everything.",0 7597,"Teacher: All right. Teacher: Now you can look. Teacher: How you follow this data is this. [TARGET]Teacher: You go all the way over here.[/TARGET] Teacher: You [inaudible] - Student R, you really need to pay attention. Teacher: You do not know everything. Teacher: Over here.",0 7598,"Teacher: Now you can look. Teacher: How you follow this data is this. Teacher: You go all the way over here. [TARGET]Teacher: You [inaudible] - Student R, you really need to pay attention.[/TARGET] Teacher: You do not know everything. Teacher: Over here. Teacher: You can read this data.",1 7599,"Teacher: How you follow this data is this. Teacher: You go all the way over here. Teacher: You [inaudible] - Student R, you really need to pay attention. [TARGET]Teacher: You do not know everything.[/TARGET] Teacher: Over here. Teacher: You can read this data. Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies?",1 7600,"Teacher: You go all the way over here. Teacher: You [inaudible] - Student R, you really need to pay attention. Teacher: You do not know everything. [TARGET]Teacher: Over here.[/TARGET] Teacher: You can read this data. Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies? Teacher: Can't you see it's two, here?",1 7601,"Teacher: You [inaudible] - Student R, you really need to pay attention. Teacher: You do not know everything. Teacher: Over here. [TARGET]Teacher: You can read this data.[/TARGET] Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies? Teacher: Can't you see it's two, here? Teacher: Two here?",0 7602,"Teacher: You do not know everything. Teacher: Over here. Teacher: You can read this data. [TARGET]Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies?[/TARGET] Teacher: Can't you see it's two, here? Teacher: Two here? Teacher: Can't you see that's eight up there?",0 7603,"Teacher: Over here. Teacher: You can read this data. Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies? [TARGET]Teacher: Can't you see it's two, here?[/TARGET] Teacher: Two here? Teacher: Can't you see that's eight up there? Teacher: Now -",0 7604,"Teacher: You can read this data. Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies? Teacher: Can't you see it's two, here? [TARGET]Teacher: Two here?[/TARGET] Teacher: Can't you see that's eight up there? Teacher: Now - Student: Why is it [inaudible]?",0 7605,"Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies? Teacher: Can't you see it's two, here? Teacher: Two here? [TARGET]Teacher: Can't you see that's eight up there?[/TARGET] Teacher: Now - Student: Why is it [inaudible]? Teacher: You need to title it, ""My favorite desserts.""",0 7606,"Teacher: Can't you see it's two, here? Teacher: Two here? Teacher: Can't you see that's eight up there? [TARGET]Teacher: Now -[/TARGET] Student: Why is it [inaudible]? Teacher: You need to title it, ""My favorite desserts."" Student: [Inaudible] the bar.",0 7607,"Teacher: Can't you see that's eight up there? Teacher: Now - Student: Why is it [inaudible]? [TARGET]Teacher: You need to title it, ""My favorite desserts.""[/TARGET] Student: [Inaudible] the bar. Teacher: You already did your graph. Teacher: Now your data has to tell you a story.",0 7608,"Student: Why is it [inaudible]? Teacher: You need to title it, ""My favorite desserts."" Student: [Inaudible] the bar. [TARGET]Teacher: You already did your graph.[/TARGET] Teacher: Now your data has to tell you a story. Teacher: What story do you see by the data. Teacher: Look at [inaudible]",0 7609,"Teacher: You need to title it, ""My favorite desserts."" Student: [Inaudible] the bar. Teacher: You already did your graph. [TARGET]Teacher: Now your data has to tell you a story.[/TARGET] Teacher: What story do you see by the data. Teacher: Look at [inaudible] Student: I see [inaudible].",0 7610,Student: [Inaudible] the bar. Teacher: You already did your graph. Teacher: Now your data has to tell you a story. [TARGET]Teacher: What story do you see by the data.[/TARGET] Teacher: Look at [inaudible] Student: I see [inaudible]. Student: [Crosstalk].,0 7611,Teacher: You already did your graph. Teacher: Now your data has to tell you a story. Teacher: What story do you see by the data. [TARGET]Teacher: Look at [inaudible][/TARGET] Student: I see [inaudible]. Student: [Crosstalk]. Teacher: So how would you write this?,1 7612,Teacher: Look at [inaudible] Student: I see [inaudible]. Student: [Crosstalk]. [TARGET]Teacher: So how would you write this?[/TARGET] Student: I see six of my classmates - six of my classmates ... Teacher: Six of my classmates chose - Student: Chosen - chosen [inaudible].,0 7613,"Student: [Crosstalk]. Teacher: So how would you write this? Student: I see six of my classmates - six of my classmates ... [TARGET]Teacher: Six of my classmates chose -[/TARGET] Student: Chosen - chosen [inaudible]. Teacher: Now you write it out, ""As I stated in my graph. Teacher: My graph shows favorite desserts."" Go ahead.",0 7614,"Student: I see six of my classmates - six of my classmates ... Teacher: Six of my classmates chose - Student: Chosen - chosen [inaudible]. [TARGET]Teacher: Now you write it out, ""As I stated in my graph.[/TARGET] Teacher: My graph shows favorite desserts."" Go ahead. Teacher: So what does your graph - sit up [inaudible] - what does your graph tell you? Teacher: You should be down to your constructive response.",0 7615,"Teacher: Six of my classmates chose - Student: Chosen - chosen [inaudible]. Teacher: Now you write it out, ""As I stated in my graph. [TARGET]Teacher: My graph shows favorite desserts."" Go ahead.[/TARGET] Teacher: So what does your graph - sit up [inaudible] - what does your graph tell you? Teacher: You should be down to your constructive response. Teacher: It's 2:00.",0 7616,"Student: Chosen - chosen [inaudible]. Teacher: Now you write it out, ""As I stated in my graph. Teacher: My graph shows favorite desserts."" Go ahead. [TARGET]Teacher: So what does your graph - sit up [inaudible] - what does your graph tell you?[/TARGET] Teacher: You should be down to your constructive response. Teacher: It's 2:00. Teacher: [Inaudible] how many people you have ... okay.",0 7617,"Teacher: Now you write it out, ""As I stated in my graph. Teacher: My graph shows favorite desserts."" Go ahead. Teacher: So what does your graph - sit up [inaudible] - what does your graph tell you? [TARGET]Teacher: You should be down to your constructive response.[/TARGET] Teacher: It's 2:00. Teacher: [Inaudible] how many people you have ... okay. Teacher: [Students working on graphs in groups].",0 7618,"Teacher: My graph shows favorite desserts."" Go ahead. Teacher: So what does your graph - sit up [inaudible] - what does your graph tell you? Teacher: You should be down to your constructive response. [TARGET]Teacher: It's 2:00.[/TARGET] Teacher: [Inaudible] how many people you have ... okay. Teacher: [Students working on graphs in groups]. Teacher: Sit up, Student C. Okay, it's time to share.",0 7619,"Teacher: So what does your graph - sit up [inaudible] - what does your graph tell you? Teacher: You should be down to your constructive response. Teacher: It's 2:00. [TARGET]Teacher: [Inaudible] how many people you have ... okay.[/TARGET] Teacher: [Students working on graphs in groups]. Teacher: Sit up, Student C. Okay, it's time to share. Student: But we need to finish.",0 7620,"Teacher: It's 2:00. Teacher: [Inaudible] how many people you have ... okay. Teacher: [Students working on graphs in groups]. [TARGET]Teacher: Sit up, Student C. Okay, it's time to share.[/TARGET] Student: But we need to finish. Teacher: Okay. Teacher: Your favorite dessert.",1 7621,"Teacher: Sit up, Student C. Okay, it's time to share. Student: But we need to finish. Teacher: Okay. [TARGET]Teacher: Your favorite dessert.[/TARGET] Teacher: It's 2:00. Teacher: [Inaudible] it go back. Teacher: [Inaudible] your gloves.",0 7622,Student: But we need to finish. Teacher: Okay. Teacher: Your favorite dessert. [TARGET]Teacher: It's 2:00.[/TARGET] Teacher: [Inaudible] it go back. Teacher: [Inaudible] your gloves. Teacher: Listen.,1 7623,Teacher: Okay. Teacher: Your favorite dessert. Teacher: It's 2:00. [TARGET]Teacher: [Inaudible] it go back.[/TARGET] Teacher: [Inaudible] your gloves. Teacher: Listen. Teacher: What are you doing?,1 7624,Teacher: Your favorite dessert. Teacher: It's 2:00. Teacher: [Inaudible] it go back. [TARGET]Teacher: [Inaudible] your gloves.[/TARGET] Teacher: Listen. Teacher: What are you doing? Teacher: For what?,1 7625,Teacher: It's 2:00. Teacher: [Inaudible] it go back. Teacher: [Inaudible] your gloves. [TARGET]Teacher: Listen.[/TARGET] Teacher: What are you doing? Teacher: For what? Teacher: She didn't - it's not - go back over there.,1 7626,Teacher: [Inaudible] it go back. Teacher: [Inaudible] your gloves. Teacher: Listen. [TARGET]Teacher: What are you doing?[/TARGET] Teacher: For what? Teacher: She didn't - it's not - go back over there. Student: [Inaudible] some boxes.,1 7627,Teacher: [Inaudible] your gloves. Teacher: Listen. Teacher: What are you doing? [TARGET]Teacher: For what?[/TARGET] Teacher: She didn't - it's not - go back over there. Student: [Inaudible] some boxes. Teacher: She's not here and you weren't [inaudible].,1 7628,Teacher: Listen. Teacher: What are you doing? Teacher: For what? [TARGET]Teacher: She didn't - it's not - go back over there.[/TARGET] Student: [Inaudible] some boxes. Teacher: She's not here and you weren't [inaudible]. Teacher: Sit down.,1 7629,Teacher: For what? Teacher: She didn't - it's not - go back over there. Student: [Inaudible] some boxes. [TARGET]Teacher: She's not here and you weren't [inaudible].[/TARGET] Teacher: Sit down. Student: See you Teacher B. Teacher: See you.,1 7630,Teacher: She didn't - it's not - go back over there. Student: [Inaudible] some boxes. Teacher: She's not here and you weren't [inaudible]. [TARGET]Teacher: Sit down.[/TARGET] Student: See you Teacher B. Teacher: See you. Teacher: [Inaudible]?,1 7631,Teacher: She's not here and you weren't [inaudible]. Teacher: Sit down. Student: See you Teacher B. [TARGET]Teacher: See you.[/TARGET] Teacher: [Inaudible]? Student: [Inaudible]. Teacher: Sit up.,0 7632,"Teacher: See you. Teacher: [Inaudible]? Student: [Inaudible]. [TARGET]Teacher: Sit up.[/TARGET] Teacher: Okay, what does your graph show? Teacher: Out of 18 people. Student: Out of 18 -",1 7633,"Teacher: [Inaudible]? Student: [Inaudible]. Teacher: Sit up. [TARGET]Teacher: Okay, what does your graph show?[/TARGET] Teacher: Out of 18 people. Student: Out of 18 - Teacher: Students in my class, [inaudible] like brownies?",0 7634,"Student: [Inaudible]. Teacher: Sit up. Teacher: Okay, what does your graph show? [TARGET]Teacher: Out of 18 people.[/TARGET] Student: Out of 18 - Teacher: Students in my class, [inaudible] like brownies? Teacher: [Inaudible].",0 7635,"Teacher: Okay, what does your graph show? Teacher: Out of 18 people. Student: Out of 18 - [TARGET]Teacher: Students in my class, [inaudible] like brownies?[/TARGET] Teacher: [Inaudible]. Teacher: [Students working on graphs in groups]. Teacher: All right.",0 7636,Teacher: [Inaudible]. Teacher: [Students working on graphs in groups]. Teacher: All right. [TARGET]Teacher: It's time to share.[/TARGET] Teacher: Hurry up. Teacher: Write your [inaudible]. Teacher: It's time to share.,1 7637,Teacher: [Students working on graphs in groups]. Teacher: All right. Teacher: It's time to share. [TARGET]Teacher: Hurry up.[/TARGET] Teacher: Write your [inaudible]. Teacher: It's time to share. Teacher: Put down your crayons.,1 7638,Teacher: All right. Teacher: It's time to share. Teacher: Hurry up. [TARGET]Teacher: Write your [inaudible].[/TARGET] Teacher: It's time to share. Teacher: Put down your crayons. Teacher: It's time.,1 7639,Teacher: It's time to share. Teacher: Hurry up. Teacher: Write your [inaudible]. [TARGET]Teacher: It's time to share.[/TARGET] Teacher: Put down your crayons. Teacher: It's time. Student: [Inaudible].,1 7640,Teacher: Hurry up. Teacher: Write your [inaudible]. Teacher: It's time to share. [TARGET]Teacher: Put down your crayons.[/TARGET] Teacher: It's time. Student: [Inaudible]. Teacher: It's time to share.,1 7641,Teacher: Write your [inaudible]. Teacher: It's time to share. Teacher: Put down your crayons. [TARGET]Teacher: It's time.[/TARGET] Student: [Inaudible]. Teacher: It's time to share. Teacher: Excuse me.,1 7642,"Teacher: Put down your crayons. Teacher: It's time. Student: [Inaudible]. [TARGET]Teacher: It's time to share.[/TARGET] Teacher: Excuse me. Teacher: It's time to share. Teacher: Student C, we're not doing that.",1 7643,"Teacher: It's time. Student: [Inaudible]. Teacher: It's time to share. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: It's time to share. Teacher: Student C, we're not doing that. Teacher: We're sharing.",1 7644,"Student: [Inaudible]. Teacher: It's time to share. Teacher: Excuse me. [TARGET]Teacher: It's time to share.[/TARGET] Teacher: Student C, we're not doing that. Teacher: We're sharing. Teacher: One.",1 7645,"Teacher: It's time to share. Teacher: Excuse me. Teacher: It's time to share. [TARGET]Teacher: Student C, we're not doing that.[/TARGET] Teacher: We're sharing. Teacher: One. Teacher: Two.",1 7646,"Teacher: Excuse me. Teacher: It's time to share. Teacher: Student C, we're not doing that. [TARGET]Teacher: We're sharing.[/TARGET] Teacher: One. Teacher: Two. Teacher: Everybody should be finished.",1 7647,"Teacher: It's time to share. Teacher: Student C, we're not doing that. Teacher: We're sharing. [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: Everybody should be finished. Teacher: Student D, are you through?",1 7648,"Teacher: Student C, we're not doing that. Teacher: We're sharing. Teacher: One. [TARGET]Teacher: Two.[/TARGET] Teacher: Everybody should be finished. Teacher: Student D, are you through? Student: [Inaudible].",1 7649,"Teacher: We're sharing. Teacher: One. Teacher: Two. [TARGET]Teacher: Everybody should be finished.[/TARGET] Teacher: Student D, are you through? Student: [Inaudible]. Teacher: [Inaudible] telling the story.",1 7650,"Teacher: One. Teacher: Two. Teacher: Everybody should be finished. [TARGET]Teacher: Student D, are you through?[/TARGET] Student: [Inaudible]. Teacher: [Inaudible] telling the story. Teacher: Put the crayons up.",1 7651,"Teacher: Everybody should be finished. Teacher: Student D, are you through? Student: [Inaudible]. [TARGET]Teacher: [Inaudible] telling the story.[/TARGET] Teacher: Put the crayons up. Teacher: Put the crayons up. Teacher: Okay.",0 7652,"Teacher: Student D, are you through? Student: [Inaudible]. Teacher: [Inaudible] telling the story. [TARGET]Teacher: Put the crayons up.[/TARGET] Teacher: Put the crayons up. Teacher: Okay. Teacher: One.",1 7653,Student: [Inaudible]. Teacher: [Inaudible] telling the story. Teacher: Put the crayons up. [TARGET]Teacher: Put the crayons up.[/TARGET] Teacher: Okay. Teacher: One. Teacher: Two.,1 7654,Teacher: Put the crayons up. Teacher: Put the crayons up. Teacher: Okay. [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: Three. Teacher: Crayons up.,1 7655,"Teacher: Put the crayons up. Teacher: Okay. Teacher: One. [TARGET]Teacher: Two.[/TARGET] Teacher: Three. Teacher: Crayons up. Teacher: First group come up, please.",1 7656,"Teacher: Okay. Teacher: One. Teacher: Two. [TARGET]Teacher: Three.[/TARGET] Teacher: Crayons up. Teacher: First group come up, please. Teacher: Over here.",1 7657,"Teacher: One. Teacher: Two. Teacher: Three. [TARGET]Teacher: Crayons up.[/TARGET] Teacher: First group come up, please. Teacher: Over here. Student: Okay.",1 7658,"Teacher: Two. Teacher: Three. Teacher: Crayons up. [TARGET]Teacher: First group come up, please.[/TARGET] Teacher: Over here. Student: Okay. Teacher: [Inaudible] crayons.",1 7659,"Teacher: Three. Teacher: Crayons up. Teacher: First group come up, please. [TARGET]Teacher: Over here.[/TARGET] Student: Okay. Teacher: [Inaudible] crayons. Teacher: No.",1 7660,"Teacher: Over here. Student: Okay. Teacher: [Inaudible] crayons. [TARGET]Teacher: No.[/TARGET] Teacher: You always do the [inaudible] one. Teacher: Teacher L, get the [inaudible]. Teacher: Excuse me.",1 7661,"Student: Okay. Teacher: [Inaudible] crayons. Teacher: No. [TARGET]Teacher: You always do the [inaudible] one.[/TARGET] Teacher: Teacher L, get the [inaudible]. Teacher: Excuse me. Teacher: Let them share.",1 7662,"Teacher: [Inaudible] crayons. Teacher: No. Teacher: You always do the [inaudible] one. [TARGET]Teacher: Teacher L, get the [inaudible].[/TARGET] Teacher: Excuse me. Teacher: Let them share. Student: Okay.",1 7663,"Teacher: No. Teacher: You always do the [inaudible] one. Teacher: Teacher L, get the [inaudible]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Let them share. Student: Okay. Teacher: So now all eyes on the speaker.",1 7664,"Teacher: You always do the [inaudible] one. Teacher: Teacher L, get the [inaudible]. Teacher: Excuse me. [TARGET]Teacher: Let them share.[/TARGET] Student: Okay. Teacher: So now all eyes on the speaker. Teacher: Whoever is not finished.",1 7665,Teacher: Excuse me. Teacher: Let them share. Student: Okay. [TARGET]Teacher: So now all eyes on the speaker.[/TARGET] Teacher: Whoever is not finished. Teacher: Speak loud. Teacher: [Inaudible] you not listen.,1 7666,Teacher: Let them share. Student: Okay. Teacher: So now all eyes on the speaker. [TARGET]Teacher: Whoever is not finished.[/TARGET] Teacher: Speak loud. Teacher: [Inaudible] you not listen. Teacher: Listening.,1 7667,"Student: Okay. Teacher: So now all eyes on the speaker. Teacher: Whoever is not finished. [TARGET]Teacher: Speak loud.[/TARGET] Teacher: [Inaudible] you not listen. Teacher: Listening. Student: The title of - the title of my graph is, ""Favorite Food."" The research shows that people like spaghetti, chicken, and crabs.",1 7668,"Teacher: So now all eyes on the speaker. Teacher: Whoever is not finished. Teacher: Speak loud. [TARGET]Teacher: [Inaudible] you not listen.[/TARGET] Teacher: Listening. Student: The title of - the title of my graph is, ""Favorite Food."" The research shows that people like spaghetti, chicken, and crabs. Student: [Inaudible] is it?",1 7669,"Teacher: Whoever is not finished. Teacher: Speak loud. Teacher: [Inaudible] you not listen. [TARGET]Teacher: Listening.[/TARGET] Student: The title of - the title of my graph is, ""Favorite Food."" The research shows that people like spaghetti, chicken, and crabs. Student: [Inaudible] is it? Teacher: Underneath the [inaudible].",1 7670,"Teacher: Listening. Student: The title of - the title of my graph is, ""Favorite Food."" The research shows that people like spaghetti, chicken, and crabs. Student: [Inaudible] is it? [TARGET]Teacher: Underneath the [inaudible].[/TARGET] Teacher: Underneath. Teacher: [Crosstalk]. Student: We decided to do a [inaudible] graph [inaudible] to get extra credit.",1 7671,"Student: The title of - the title of my graph is, ""Favorite Food."" The research shows that people like spaghetti, chicken, and crabs. Student: [Inaudible] is it? Teacher: Underneath the [inaudible]. [TARGET]Teacher: Underneath.[/TARGET] Teacher: [Crosstalk]. Student: We decided to do a [inaudible] graph [inaudible] to get extra credit. Teacher: Okay so what story is it showing?",1 7672,"Teacher: Underneath. Teacher: [Crosstalk]. Student: We decided to do a [inaudible] graph [inaudible] to get extra credit. [TARGET]Teacher: Okay so what story is it showing?[/TARGET] Student: It's showing how many people like chicken, crabs, and spaghetti. Teacher: So if I look at your graph, that dark [inaudible] shows me chicken. Student: Uh-huh.",0 7673,"Student: We decided to do a [inaudible] graph [inaudible] to get extra credit. Teacher: Okay so what story is it showing? Student: It's showing how many people like chicken, crabs, and spaghetti. [TARGET]Teacher: So if I look at your graph, that dark [inaudible] shows me chicken.[/TARGET] Student: Uh-huh. Teacher: And the green shows me spaghetti. Student: Mm-hmm.",0 7674,"Student: It's showing how many people like chicken, crabs, and spaghetti. Teacher: So if I look at your graph, that dark [inaudible] shows me chicken. Student: Uh-huh. [TARGET]Teacher: And the green shows me spaghetti.[/TARGET] Student: Mm-hmm. Teacher: Very good. Student: I divide by three to get thirty-three.",0 7675,"Student: Uh-huh. Teacher: And the green shows me spaghetti. Student: Mm-hmm. [TARGET]Teacher: Very good.[/TARGET] Student: I divide by three to get thirty-three. Student: And then we had some leftovers, so we - Student: It was point three, because it equaled nine, and we just [inaudible], because everybody picked six.",0 7676,"Student: And then we had some leftovers, so we - Student: It was point three, because it equaled nine, and we just [inaudible], because everybody picked six. Student: Everyone picked six for chicken, six for crabs, and six for spaghetti. [TARGET]Teacher: That's excellent.[/TARGET] Teacher: Any questions? Student: [Inaudible]? Student: I wanted to like, to get extra credit for like, for dividing, I [inaudible].",0 7677,"Student: It was point three, because it equaled nine, and we just [inaudible], because everybody picked six. Student: Everyone picked six for chicken, six for crabs, and six for spaghetti. Teacher: That's excellent. [TARGET]Teacher: Any questions?[/TARGET] Student: [Inaudible]? Student: I wanted to like, to get extra credit for like, for dividing, I [inaudible]. Student: And [inaudible] to take a challenge, because we're going to a higher grade next year.",0 7678,"Student: They equals 19 people, and this is the bar [inaudible]. Student: Sixteen. Student: Twenty-four plus [inaudible]. [TARGET]Teacher: Student G. Student G.[/TARGET] Student: I have [inaudible]. Student: I didn't ask that. Student: I said what ice cream do you like most?",1 7679,"Student: Eighteen. Student: Nineteen. Student: When that was coming around, how come - how come [inaudible] cookies and cream. [TARGET]Teacher: Oh, stay on track.[/TARGET] Student: Some people only have [inaudible]. Student: [Students talking to each other]. Student: Side comment about camera.",1 7680,Student: Some people only have [inaudible]. Student: [Students talking to each other]. Student: Side comment about camera. [TARGET]Teacher: Side comment about camera.[/TARGET] Teacher: [Students talking to each other]. Student: We did it as a group. Teacher: Okay.,1 7681,Teacher: [Students talking to each other]. Student: We did it as a group. Teacher: Okay. [TARGET]Teacher: Did you come together as a group?[/TARGET] Multiple Students: Yes. Teacher: That's great teamwork. Teacher: [Clapping].,0 7682,Teacher: Okay. Teacher: Did you come together as a group? Multiple Students: Yes. [TARGET]Teacher: That's great teamwork.[/TARGET] Teacher: [Clapping]. Teacher: [Students returning to seats]. Teacher: Excuse me.,0 7683,Teacher: That's great teamwork. Teacher: [Clapping]. Teacher: [Students returning to seats]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: The next group. Teacher: Let's go.,1 7684,Teacher: [Clapping]. Teacher: [Students returning to seats]. Teacher: Excuse me. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: The next group. Teacher: Let's go. Teacher: The next group.,1 7685,Teacher: [Students returning to seats]. Teacher: Excuse me. Teacher: Excuse me. [TARGET]Teacher: The next group.[/TARGET] Teacher: Let's go. Teacher: The next group. Teacher: Excuse me.,1 7686,Teacher: Excuse me. Teacher: Excuse me. Teacher: The next group. [TARGET]Teacher: Let's go.[/TARGET] Teacher: The next group. Teacher: Excuse me. Teacher: Why are you talking?,1 7687,Teacher: Excuse me. Teacher: The next group. Teacher: Let's go. [TARGET]Teacher: The next group.[/TARGET] Teacher: Excuse me. Teacher: Why are you talking? Teacher: Stay focused.,1 7688,Teacher: The next group. Teacher: Let's go. Teacher: The next group. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Why are you talking? Teacher: Stay focused. Teacher: [End of Audio].,1 7689,Teacher: Let's go. Teacher: The next group. Teacher: Excuse me. [TARGET]Teacher: Why are you talking?[/TARGET] Teacher: Stay focused. Teacher: [End of Audio].,1 7690,Teacher: The next group. Teacher: Excuse me. Teacher: Why are you talking? [TARGET]Teacher: Stay focused.[/TARGET] Teacher: [End of Audio].,1 7691, [TARGET]Teacher: Jaguars?[/TARGET] Teacher: Does it have the lead in it? Teacher: You can use it. Teacher: [Inaudible].,0 7692,Teacher: Jaguars? [TARGET]Teacher: Does it have the lead in it?[/TARGET] Teacher: You can use it. Teacher: [Inaudible]. Teacher: We've covered technically all the skills you need to know for next week.,1 7693,Teacher: Jaguars? Teacher: Does it have the lead in it? [TARGET]Teacher: You can use it.[/TARGET] Teacher: [Inaudible]. Teacher: We've covered technically all the skills you need to know for next week. Teacher: You're going to be spending part of the time - I will.,1 7694,Teacher: Does it have the lead in it? Teacher: You can use it. Teacher: [Inaudible]. [TARGET]Teacher: We've covered technically all the skills you need to know for next week.[/TARGET] Teacher: You're going to be spending part of the time - I will. Teacher: Have a seat right now. Teacher: You're going to be reviewing today and part of tomorrow.,0 7695,Teacher: You can use it. Teacher: [Inaudible]. Teacher: We've covered technically all the skills you need to know for next week. [TARGET]Teacher: You're going to be spending part of the time - I will.[/TARGET] Teacher: Have a seat right now. Teacher: You're going to be reviewing today and part of tomorrow. Teacher: There is one skill though that I want to reintroduce.,0 7696,Teacher: [Inaudible]. Teacher: We've covered technically all the skills you need to know for next week. Teacher: You're going to be spending part of the time - I will. [TARGET]Teacher: Have a seat right now.[/TARGET] Teacher: You're going to be reviewing today and part of tomorrow. Teacher: There is one skill though that I want to reintroduce. Teacher: We already covered it from the last unit.,1 7697,"Teacher: We've covered technically all the skills you need to know for next week. Teacher: You're going to be spending part of the time - I will. Teacher: Have a seat right now. [TARGET]Teacher: You're going to be reviewing today and part of tomorrow.[/TARGET] Teacher: There is one skill though that I want to reintroduce. Teacher: We already covered it from the last unit. Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals.",0 7698,"Teacher: You're going to be spending part of the time - I will. Teacher: Have a seat right now. Teacher: You're going to be reviewing today and part of tomorrow. [TARGET]Teacher: There is one skill though that I want to reintroduce.[/TARGET] Teacher: We already covered it from the last unit. Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals. Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone.",0 7699,"Teacher: Have a seat right now. Teacher: You're going to be reviewing today and part of tomorrow. Teacher: There is one skill though that I want to reintroduce. [TARGET]Teacher: We already covered it from the last unit.[/TARGET] Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals. Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone. Teacher: We already got an iPad.",0 7700,"Teacher: You're going to be reviewing today and part of tomorrow. Teacher: There is one skill though that I want to reintroduce. Teacher: We already covered it from the last unit. [TARGET]Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals.[/TARGET] Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone. Teacher: We already got an iPad. Teacher: Now we want to get an iPhone.",0 7701,"Teacher: There is one skill though that I want to reintroduce. Teacher: We already covered it from the last unit. Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals. [TARGET]Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone.[/TARGET] Teacher: We already got an iPad. Teacher: Now we want to get an iPhone. Teacher: The phone is let's say $392.68.",0 7702,"Teacher: We already covered it from the last unit. Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals. Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone. [TARGET]Teacher: We already got an iPad.[/TARGET] Teacher: Now we want to get an iPhone. Teacher: The phone is let's say $392.68. Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it.",0 7703,"Teacher: I want to review it quickly so you guys can be refreshed going in, and it has to do with multiplying using decimals and dividing using decimals. Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone. Teacher: We already got an iPad. [TARGET]Teacher: Now we want to get an iPhone.[/TARGET] Teacher: The phone is let's say $392.68. Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it. Teacher: We can divide it by 4.",0 7704,"Teacher: So if we - let's say we went to the store, Best Buy, and we wanted to get an iPhone. Teacher: We already got an iPad. Teacher: Now we want to get an iPhone. [TARGET]Teacher: The phone is let's say $392.68.[/TARGET] Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it. Teacher: We can divide it by 4. Teacher: We have to determine here how do we do division that involves a decimal.",0 7705,"Teacher: We already got an iPad. Teacher: Now we want to get an iPhone. Teacher: The phone is let's say $392.68. [TARGET]Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it.[/TARGET] Teacher: We can divide it by 4. Teacher: We have to determine here how do we do division that involves a decimal. Teacher: We can do it just like we would do any kind of problem.",0 7706,"Teacher: Now we want to get an iPhone. Teacher: The phone is let's say $392.68. Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it. [TARGET]Teacher: We can divide it by 4.[/TARGET] Teacher: We have to determine here how do we do division that involves a decimal. Teacher: We can do it just like we would do any kind of problem. Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone.",0 7707,"Teacher: The phone is let's say $392.68. Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it. Teacher: We can divide it by 4. [TARGET]Teacher: We have to determine here how do we do division that involves a decimal.[/TARGET] Teacher: We can do it just like we would do any kind of problem. Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone. Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything.",0 7708,"Teacher: We're going to buy that iPhone but only, let's say, four of you guys can buy it. Teacher: We can divide it by 4. Teacher: We have to determine here how do we do division that involves a decimal. [TARGET]Teacher: We can do it just like we would do any kind of problem.[/TARGET] Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone. Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything. Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal.",0 7709,"Teacher: We can divide it by 4. Teacher: We have to determine here how do we do division that involves a decimal. Teacher: We can do it just like we would do any kind of problem. [TARGET]Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone.[/TARGET] Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything. Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal. Teacher: We did have to worry about it here.",0 7710,"Teacher: We have to determine here how do we do division that involves a decimal. Teacher: We can do it just like we would do any kind of problem. Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone. [TARGET]Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything.[/TARGET] Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal. Teacher: We did have to worry about it here. Teacher: Before you worry about anything or get confused, just place the decimal point directly above where it should be.",0 7711,"Teacher: We can do it just like we would do any kind of problem. Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone. Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything. [TARGET]Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal.[/TARGET] Teacher: We did have to worry about it here. Teacher: Before you worry about anything or get confused, just place the decimal point directly above where it should be. Teacher: You have a question?",0 7712,"Teacher: Our divisor is going to be 4, and our dividend will be the price of the iPhone. Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything. Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal. [TARGET]Teacher: We did have to worry about it here.[/TARGET] Teacher: Before you worry about anything or get confused, just place the decimal point directly above where it should be. Teacher: You have a question? Student: Yes.",0 7713,"Teacher: We're going to be asking ourselves the same questions, but before we do that we have got to make sure we place our decimal point where it should be before we do anything. Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal. Teacher: We did have to worry about it here. [TARGET]Teacher: Before you worry about anything or get confused, just place the decimal point directly above where it should be.[/TARGET] Teacher: You have a question? Student: Yes. Student: I remember how to multiply decimals.",0 7714,"Teacher: Obviously with our other problems where we had a whole number, we didn't have to worry about the decimal. Teacher: We did have to worry about it here. Teacher: Before you worry about anything or get confused, just place the decimal point directly above where it should be. [TARGET]Teacher: You have a question?[/TARGET] Student: Yes. Student: I remember how to multiply decimals. Student: Now I remember.",0 7715,"Student: I remember how to multiply decimals. Student: Now I remember. Student: On the first day, I forgot that we did it, but now I remember. [TARGET]Teacher: Exactly.[/TARGET] Teacher: We've already done this, but I just want to refresh your memory and it's just going to give us a chance to reinforce long division as well. Teacher: We're just going to go through the same process. Teacher: How many fours are there in 3?",0 7716,"Student: Now I remember. Student: On the first day, I forgot that we did it, but now I remember. Teacher: Exactly. [TARGET]Teacher: We've already done this, but I just want to refresh your memory and it's just going to give us a chance to reinforce long division as well.[/TARGET] Teacher: We're just going to go through the same process. Teacher: How many fours are there in 3? Student: Zero.",0 7717,"Student: On the first day, I forgot that we did it, but now I remember. Teacher: Exactly. Teacher: We've already done this, but I just want to refresh your memory and it's just going to give us a chance to reinforce long division as well. [TARGET]Teacher: We're just going to go through the same process.[/TARGET] Teacher: How many fours are there in 3? Student: Zero. Teacher: How many fours are there now in 39, Student R?",0 7718,"Teacher: Exactly. Teacher: We've already done this, but I just want to refresh your memory and it's just going to give us a chance to reinforce long division as well. Teacher: We're just going to go through the same process. [TARGET]Teacher: How many fours are there in 3?[/TARGET] Student: Zero. Teacher: How many fours are there now in 39, Student R? Teacher: You're asking yourself, 4 times what comes closest to 39 without going over?",0 7719,"Teacher: We're just going to go through the same process. Teacher: How many fours are there in 3? Student: Zero. [TARGET]Teacher: How many fours are there now in 39, Student R?[/TARGET] Teacher: You're asking yourself, 4 times what comes closest to 39 without going over? Teacher: 4 times 7 is 28. Teacher: Can you go any higher than that without going over?",0 7720,"Teacher: How many fours are there in 3? Student: Zero. Teacher: How many fours are there now in 39, Student R? [TARGET]Teacher: You're asking yourself, 4 times what comes closest to 39 without going over?[/TARGET] Teacher: 4 times 7 is 28. Teacher: Can you go any higher than that without going over? Teacher: 4 times 9.",0 7721,"Student: Zero. Teacher: How many fours are there now in 39, Student R? Teacher: You're asking yourself, 4 times what comes closest to 39 without going over? [TARGET]Teacher: 4 times 7 is 28.[/TARGET] Teacher: Can you go any higher than that without going over? Teacher: 4 times 9. Teacher: That will work.",0 7722,"Teacher: How many fours are there now in 39, Student R? Teacher: You're asking yourself, 4 times what comes closest to 39 without going over? Teacher: 4 times 7 is 28. [TARGET]Teacher: Can you go any higher than that without going over?[/TARGET] Teacher: 4 times 9. Teacher: That will work. Teacher: What is 4 times 9?",0 7723,"Teacher: You're asking yourself, 4 times what comes closest to 39 without going over? Teacher: 4 times 7 is 28. Teacher: Can you go any higher than that without going over? [TARGET]Teacher: 4 times 9.[/TARGET] Teacher: That will work. Teacher: What is 4 times 9? Teacher: I'm asking one person.",0 7724,Teacher: 4 times 7 is 28. Teacher: Can you go any higher than that without going over? Teacher: 4 times 9. [TARGET]Teacher: That will work.[/TARGET] Teacher: What is 4 times 9? Teacher: I'm asking one person. Teacher: What was that?,0 7725,Teacher: Can you go any higher than that without going over? Teacher: 4 times 9. Teacher: That will work. [TARGET]Teacher: What is 4 times 9?[/TARGET] Teacher: I'm asking one person. Teacher: What was that? Teacher: 4 times 9.,0 7726,Teacher: 4 times 9. Teacher: That will work. Teacher: What is 4 times 9? [TARGET]Teacher: I'm asking one person.[/TARGET] Teacher: What was that? Teacher: 4 times 9. Teacher: Student M?,1 7727,Teacher: That will work. Teacher: What is 4 times 9? Teacher: I'm asking one person. [TARGET]Teacher: What was that?[/TARGET] Teacher: 4 times 9. Teacher: Student M? Teacher: Remember these from math facts.,0 7728,Teacher: What is 4 times 9? Teacher: I'm asking one person. Teacher: What was that? [TARGET]Teacher: 4 times 9.[/TARGET] Teacher: Student M? Teacher: Remember these from math facts. Teacher: This is something you guys should be working on every day.,0 7729,Teacher: I'm asking one person. Teacher: What was that? Teacher: 4 times 9. [TARGET]Teacher: Student M?[/TARGET] Teacher: Remember these from math facts. Teacher: This is something you guys should be working on every day. Teacher: It's part of your newsletter.,0 7730,Teacher: What was that? Teacher: 4 times 9. Teacher: Student M? [TARGET]Teacher: Remember these from math facts.[/TARGET] Teacher: This is something you guys should be working on every day. Teacher: It's part of your newsletter. Teacher: It says to practice your math facts.,0 7731,Teacher: 4 times 9. Teacher: Student M? Teacher: Remember these from math facts. [TARGET]Teacher: This is something you guys should be working on every day.[/TARGET] Teacher: It's part of your newsletter. Teacher: It says to practice your math facts. Teacher: 4 times 9.,0 7732,"Teacher: Student M? Teacher: Remember these from math facts. Teacher: This is something you guys should be working on every day. [TARGET]Teacher: It's part of your newsletter.[/TARGET] Teacher: It says to practice your math facts. Teacher: 4 times 9. Teacher: What is it, Student M?",0 7733,"Teacher: Remember these from math facts. Teacher: This is something you guys should be working on every day. Teacher: It's part of your newsletter. [TARGET]Teacher: It says to practice your math facts.[/TARGET] Teacher: 4 times 9. Teacher: What is it, Student M? Student: 32",0 7734,"Teacher: This is something you guys should be working on every day. Teacher: It's part of your newsletter. Teacher: It says to practice your math facts. [TARGET]Teacher: 4 times 9.[/TARGET] Teacher: What is it, Student M? Student: 32 Teacher: I'm glad you guys are all - I love your enthusiasm.",0 7735,"Teacher: It's part of your newsletter. Teacher: It says to practice your math facts. Teacher: 4 times 9. [TARGET]Teacher: What is it, Student M?[/TARGET] Student: 32 Teacher: I'm glad you guys are all - I love your enthusiasm. Teacher: We just have to make sure we're working within the rules.",0 7736,"Teacher: 4 times 9. Teacher: What is it, Student M? Student: 32 [TARGET]Teacher: I'm glad you guys are all - I love your enthusiasm.[/TARGET] Teacher: We just have to make sure we're working within the rules. Teacher: So after we multiply this, you're going to subtract it just like you always do. Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8?",1 7737,"Teacher: What is it, Student M? Student: 32 Teacher: I'm glad you guys are all - I love your enthusiasm. [TARGET]Teacher: We just have to make sure we're working within the rules.[/TARGET] Teacher: So after we multiply this, you're going to subtract it just like you always do. Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8? Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers.",1 7738,"Student: 32 Teacher: I'm glad you guys are all - I love your enthusiasm. Teacher: We just have to make sure we're working within the rules. [TARGET]Teacher: So after we multiply this, you're going to subtract it just like you always do.[/TARGET] Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8? Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers. Teacher: We've multiplied and got a 36.",0 7739,"Teacher: I'm glad you guys are all - I love your enthusiasm. Teacher: We just have to make sure we're working within the rules. Teacher: So after we multiply this, you're going to subtract it just like you always do. [TARGET]Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8?[/TARGET] Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers. Teacher: We've multiplied and got a 36. Teacher: That's the M. We subtracted 36 from 39.",0 7740,"Teacher: We just have to make sure we're working within the rules. Teacher: So after we multiply this, you're going to subtract it just like you always do. Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8? [TARGET]Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers.[/TARGET] Teacher: We've multiplied and got a 36. Teacher: That's the M. We subtracted 36 from 39. Teacher: That's the S, and then we brought down the 8.",0 7741,"Teacher: So after we multiply this, you're going to subtract it just like you always do. Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8? Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers. [TARGET]Teacher: We've multiplied and got a 36.[/TARGET] Teacher: That's the M. We subtracted 36 from 39. Teacher: That's the S, and then we brought down the 8. Teacher: That's the B, bring down.",0 7742,"Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8? Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers. Teacher: We've multiplied and got a 36. [TARGET]Teacher: That's the M. We subtracted 36 from 39.[/TARGET] Teacher: That's the S, and then we brought down the 8. Teacher: That's the B, bring down. Teacher: So we're going to start the process all over again.",0 7743,"Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers. Teacher: We've multiplied and got a 36. Teacher: That's the M. We subtracted 36 from 39. [TARGET]Teacher: That's the S, and then we brought down the 8.[/TARGET] Teacher: That's the B, bring down. Teacher: So we're going to start the process all over again. Teacher: You have a question?",0 7744,"Teacher: We've multiplied and got a 36. Teacher: That's the M. We subtracted 36 from 39. Teacher: That's the S, and then we brought down the 8. [TARGET]Teacher: That's the B, bring down.[/TARGET] Teacher: So we're going to start the process all over again. Teacher: You have a question? Student: [Inaudible].",0 7745,"Teacher: That's the M. We subtracted 36 from 39. Teacher: That's the S, and then we brought down the 8. Teacher: That's the B, bring down. [TARGET]Teacher: So we're going to start the process all over again.[/TARGET] Teacher: You have a question? Student: [Inaudible]. Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you.",0 7746,"Teacher: That's the S, and then we brought down the 8. Teacher: That's the B, bring down. Teacher: So we're going to start the process all over again. [TARGET]Teacher: You have a question?[/TARGET] Student: [Inaudible]. Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you. Teacher: Student M, stop talking while he's talking.",0 7747,"Teacher: So we're going to start the process all over again. Teacher: You have a question? Student: [Inaudible]. [TARGET]Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you.[/TARGET] Teacher: Student M, stop talking while he's talking. Teacher: Can you turn around completely with your back off the wall? Teacher: Move to the side so you can see.",1 7748,"Teacher: You have a question? Student: [Inaudible]. Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you. [TARGET]Teacher: Student M, stop talking while he's talking.[/TARGET] Teacher: Can you turn around completely with your back off the wall? Teacher: Move to the side so you can see. Student: [Inaudible].",1 7749,"Student: [Inaudible]. Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you. Teacher: Student M, stop talking while he's talking. [TARGET]Teacher: Can you turn around completely with your back off the wall?[/TARGET] Teacher: Move to the side so you can see. Student: [Inaudible]. Teacher: I can do this in my head.",1 7750,"Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you. Teacher: Student M, stop talking while he's talking. Teacher: Can you turn around completely with your back off the wall? [TARGET]Teacher: Move to the side so you can see.[/TARGET] Student: [Inaudible]. Teacher: I can do this in my head. Teacher: 9 minus 3 is 6.",1 7751,Teacher: Can you turn around completely with your back off the wall? Teacher: Move to the side so you can see. Student: [Inaudible]. [TARGET]Teacher: I can do this in my head.[/TARGET] Teacher: 9 minus 3 is 6. Teacher: Do we have to borrow anything? Teacher: So we're going to start the process all over again.,0 7752,"Teacher: Move to the side so you can see. Student: [Inaudible]. Teacher: I can do this in my head. [TARGET]Teacher: 9 minus 3 is 6.[/TARGET] Teacher: Do we have to borrow anything? Teacher: So we're going to start the process all over again. Teacher: Student G, how many fours are there in 38?",0 7753,"Student: [Inaudible]. Teacher: I can do this in my head. Teacher: 9 minus 3 is 6. [TARGET]Teacher: Do we have to borrow anything?[/TARGET] Teacher: So we're going to start the process all over again. Teacher: Student G, how many fours are there in 38? Teacher: Your math facts.",0 7754,"Teacher: I can do this in my head. Teacher: 9 minus 3 is 6. Teacher: Do we have to borrow anything? [TARGET]Teacher: So we're going to start the process all over again.[/TARGET] Teacher: Student G, how many fours are there in 38? Teacher: Your math facts. Teacher: We don't want to go over 38, but we want to get close to it.",0 7755,"Teacher: 9 minus 3 is 6. Teacher: Do we have to borrow anything? Teacher: So we're going to start the process all over again. [TARGET]Teacher: Student G, how many fours are there in 38?[/TARGET] Teacher: Your math facts. Teacher: We don't want to go over 38, but we want to get close to it. Teacher: 4 times what will get us close to 38?",0 7756,"Teacher: Do we have to borrow anything? Teacher: So we're going to start the process all over again. Teacher: Student G, how many fours are there in 38? [TARGET]Teacher: Your math facts.[/TARGET] Teacher: We don't want to go over 38, but we want to get close to it. Teacher: 4 times what will get us close to 38? Teacher: Try it again.",0 7757,"Teacher: So we're going to start the process all over again. Teacher: Student G, how many fours are there in 38? Teacher: Your math facts. [TARGET]Teacher: We don't want to go over 38, but we want to get close to it.[/TARGET] Teacher: 4 times what will get us close to 38? Teacher: Try it again. Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over?",0 7758,"Teacher: Student G, how many fours are there in 38? Teacher: Your math facts. Teacher: We don't want to go over 38, but we want to get close to it. [TARGET]Teacher: 4 times what will get us close to 38?[/TARGET] Teacher: Try it again. Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over? Teacher: Hold on for a second.",0 7759,"Teacher: Your math facts. Teacher: We don't want to go over 38, but we want to get close to it. Teacher: 4 times what will get us close to 38? [TARGET]Teacher: Try it again.[/TARGET] Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over? Teacher: Hold on for a second. Teacher: What I am a little disappointed in is that you have to call on someone for your math facts.",0 7760,"Teacher: We don't want to go over 38, but we want to get close to it. Teacher: 4 times what will get us close to 38? Teacher: Try it again. [TARGET]Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over?[/TARGET] Teacher: Hold on for a second. Teacher: What I am a little disappointed in is that you have to call on someone for your math facts. Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them.",0 7761,"Teacher: 4 times what will get us close to 38? Teacher: Try it again. Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over? [TARGET]Teacher: Hold on for a second.[/TARGET] Teacher: What I am a little disappointed in is that you have to call on someone for your math facts. Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them. Teacher: You should know 4 times what is going to get you close to 38?",1 7762,"Teacher: Try it again. Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over? Teacher: Hold on for a second. [TARGET]Teacher: What I am a little disappointed in is that you have to call on someone for your math facts.[/TARGET] Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them. Teacher: You should know 4 times what is going to get you close to 38? Teacher: Student G, am I correct?",1 7763,"Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over? Teacher: Hold on for a second. Teacher: What I am a little disappointed in is that you have to call on someone for your math facts. [TARGET]Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them.[/TARGET] Teacher: You should know 4 times what is going to get you close to 38? Teacher: Student G, am I correct? Teacher: So you're calling on someone.",1 7764,"Teacher: Hold on for a second. Teacher: What I am a little disappointed in is that you have to call on someone for your math facts. Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them. [TARGET]Teacher: You should know 4 times what is going to get you close to 38?[/TARGET] Teacher: Student G, am I correct? Teacher: So you're calling on someone. Teacher: I want to make sure that the rest of the week you want to go back and make sure you know the 4 times tables and what the rest of them are going to be.",0 7765,"Teacher: What I am a little disappointed in is that you have to call on someone for your math facts. Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them. Teacher: You should know 4 times what is going to get you close to 38? [TARGET]Teacher: Student G, am I correct?[/TARGET] Teacher: So you're calling on someone. Teacher: I want to make sure that the rest of the week you want to go back and make sure you know the 4 times tables and what the rest of them are going to be. Student: 4 times 9 is 36.",0 7766,"Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them. Teacher: You should know 4 times what is going to get you close to 38? Teacher: Student G, am I correct? [TARGET]Teacher: So you're calling on someone.[/TARGET] Teacher: I want to make sure that the rest of the week you want to go back and make sure you know the 4 times tables and what the rest of them are going to be. Student: 4 times 9 is 36. Teacher: That 9 goes directly over the 8.",1 7767,"Teacher: You should know 4 times what is going to get you close to 38? Teacher: Student G, am I correct? Teacher: So you're calling on someone. [TARGET]Teacher: I want to make sure that the rest of the week you want to go back and make sure you know the 4 times tables and what the rest of them are going to be.[/TARGET] Student: 4 times 9 is 36. Teacher: That 9 goes directly over the 8. Teacher: He said it was 36.",0 7768,"Teacher: So you're calling on someone. Teacher: I want to make sure that the rest of the week you want to go back and make sure you know the 4 times tables and what the rest of them are going to be. Student: 4 times 9 is 36. [TARGET]Teacher: That 9 goes directly over the 8.[/TARGET] Teacher: He said it was 36. Teacher: We're going to do our S, subtract. Teacher: So Student M, what are we going to do next?",0 7769,"Teacher: I want to make sure that the rest of the week you want to go back and make sure you know the 4 times tables and what the rest of them are going to be. Student: 4 times 9 is 36. Teacher: That 9 goes directly over the 8. [TARGET]Teacher: He said it was 36.[/TARGET] Teacher: We're going to do our S, subtract. Teacher: So Student M, what are we going to do next? Teacher: We've already subtracted.",0 7770,"Student: 4 times 9 is 36. Teacher: That 9 goes directly over the 8. Teacher: He said it was 36. [TARGET]Teacher: We're going to do our S, subtract.[/TARGET] Teacher: So Student M, what are we going to do next? Teacher: We've already subtracted. Student: Bring down the 6.",0 7771,"Teacher: That 9 goes directly over the 8. Teacher: He said it was 36. Teacher: We're going to do our S, subtract. [TARGET]Teacher: So Student M, what are we going to do next?[/TARGET] Teacher: We've already subtracted. Student: Bring down the 6. Teacher: Okay.",0 7772,"Teacher: He said it was 36. Teacher: We're going to do our S, subtract. Teacher: So Student M, what are we going to do next? [TARGET]Teacher: We've already subtracted.[/TARGET] Student: Bring down the 6. Teacher: Okay. Teacher: So just because the decimal point is there doesn't mean we don't bring it down.",0 7773,"Teacher: We've already subtracted. Student: Bring down the 6. Teacher: Okay. [TARGET]Teacher: So just because the decimal point is there doesn't mean we don't bring it down.[/TARGET] Teacher: We're trying to find out how many fours are there in this entire number, not just enough of a whole part of a number, but in the decimal part as well. Teacher: Good. Teacher: We're going to bring down the 6 and now we have 26.",0 7774,"Student: Bring down the 6. Teacher: Okay. Teacher: So just because the decimal point is there doesn't mean we don't bring it down. [TARGET]Teacher: We're trying to find out how many fours are there in this entire number, not just enough of a whole part of a number, but in the decimal part as well.[/TARGET] Teacher: Good. Teacher: We're going to bring down the 6 and now we have 26. Teacher: Student L, what are we going to do next?",0 7775,"Teacher: Okay. Teacher: So just because the decimal point is there doesn't mean we don't bring it down. Teacher: We're trying to find out how many fours are there in this entire number, not just enough of a whole part of a number, but in the decimal part as well. [TARGET]Teacher: Good.[/TARGET] Teacher: We're going to bring down the 6 and now we have 26. Teacher: Student L, what are we going to do next? Student: I think you're going to [inaudible].",0 7776,"Teacher: So just because the decimal point is there doesn't mean we don't bring it down. Teacher: We're trying to find out how many fours are there in this entire number, not just enough of a whole part of a number, but in the decimal part as well. Teacher: Good. [TARGET]Teacher: We're going to bring down the 6 and now we have 26.[/TARGET] Teacher: Student L, what are we going to do next? Student: I think you're going to [inaudible]. Teacher: Excellent.",0 7777,"Teacher: We're trying to find out how many fours are there in this entire number, not just enough of a whole part of a number, but in the decimal part as well. Teacher: Good. Teacher: We're going to bring down the 6 and now we have 26. [TARGET]Teacher: Student L, what are we going to do next?[/TARGET] Student: I think you're going to [inaudible]. Teacher: Excellent. Teacher: What question are we going to ask ourselves?",0 7778,"Teacher: We're going to bring down the 6 and now we have 26. Teacher: Student L, what are we going to do next? Student: I think you're going to [inaudible]. [TARGET]Teacher: Excellent.[/TARGET] Teacher: What question are we going to ask ourselves? Student: How many fours go into 26. Teacher: Exactly, and Student K, want to help us out with that one?",0 7779,"Teacher: Student L, what are we going to do next? Student: I think you're going to [inaudible]. Teacher: Excellent. [TARGET]Teacher: What question are we going to ask ourselves?[/TARGET] Student: How many fours go into 26. Teacher: Exactly, and Student K, want to help us out with that one? Student: What was the question?",0 7780,"Teacher: Excellent. Teacher: What question are we going to ask ourselves? Student: How many fours go into 26. [TARGET]Teacher: Exactly, and Student K, want to help us out with that one?[/TARGET] Student: What was the question? Teacher: You shouldn't even have to hear it because you should know what the next step is. Teacher: How many fours are there in 26 without going over?",1 7781,"Student: How many fours go into 26. Teacher: Exactly, and Student K, want to help us out with that one? Student: What was the question? [TARGET]Teacher: You shouldn't even have to hear it because you should know what the next step is.[/TARGET] Teacher: How many fours are there in 26 without going over? Student: 4 times 26- Teacher: You're saying 4 times 26 is 26?",1 7782,"Teacher: Exactly, and Student K, want to help us out with that one? Student: What was the question? Teacher: You shouldn't even have to hear it because you should know what the next step is. [TARGET]Teacher: How many fours are there in 26 without going over?[/TARGET] Student: 4 times 26- Teacher: You're saying 4 times 26 is 26? Teacher: 4 times what gets us closest to 26 without going over?",0 7783,Teacher: You shouldn't even have to hear it because you should know what the next step is. Teacher: How many fours are there in 26 without going over? Student: 4 times 26- [TARGET]Teacher: You're saying 4 times 26 is 26?[/TARGET] Teacher: 4 times what gets us closest to 26 without going over? Student: 6 Teacher: Good.,0 7784,Teacher: How many fours are there in 26 without going over? Student: 4 times 26- Teacher: You're saying 4 times 26 is 26? [TARGET]Teacher: 4 times what gets us closest to 26 without going over?[/TARGET] Student: 6 Teacher: Good. Teacher: 4 times 7 is 28 and that goes over.,0 7785,Teacher: You're saying 4 times 26 is 26? Teacher: 4 times what gets us closest to 26 without going over? Student: 6 [TARGET]Teacher: Good.[/TARGET] Teacher: 4 times 7 is 28 and that goes over. Teacher: Good. Student: I have a question.,0 7786,Teacher: 4 times what gets us closest to 26 without going over? Student: 6 Teacher: Good. [TARGET]Teacher: 4 times 7 is 28 and that goes over.[/TARGET] Teacher: Good. Student: I have a question. Teacher: 4 times 6.,0 7787,Student: 6 Teacher: Good. Teacher: 4 times 7 is 28 and that goes over. [TARGET]Teacher: Good.[/TARGET] Student: I have a question. Teacher: 4 times 6. Teacher: That is going to be 24.,0 7788,"Teacher: 4 times 7 is 28 and that goes over. Teacher: Good. Student: I have a question. [TARGET]Teacher: 4 times 6.[/TARGET] Teacher: That is going to be 24. Teacher: Hold on. Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts.",0 7789,"Teacher: Good. Student: I have a question. Teacher: 4 times 6. [TARGET]Teacher: That is going to be 24.[/TARGET] Teacher: Hold on. Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts. Teacher: How many fours are there in 22 without going over?",0 7790,"Student: I have a question. Teacher: 4 times 6. Teacher: That is going to be 24. [TARGET]Teacher: Hold on.[/TARGET] Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts. Teacher: How many fours are there in 22 without going over? Teacher: Subtract.",1 7791,"Teacher: 4 times 6. Teacher: That is going to be 24. Teacher: Hold on. [TARGET]Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts.[/TARGET] Teacher: How many fours are there in 22 without going over? Teacher: Subtract. Teacher: There's a 2 here.",0 7792,"Teacher: That is going to be 24. Teacher: Hold on. Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts. [TARGET]Teacher: How many fours are there in 22 without going over?[/TARGET] Teacher: Subtract. Teacher: There's a 2 here. Teacher: We all know now there's going to be a 2, and that would be 0 always on the end.",0 7793,"Teacher: Hold on. Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts. Teacher: How many fours are there in 22 without going over? [TARGET]Teacher: Subtract.[/TARGET] Teacher: There's a 2 here. Teacher: We all know now there's going to be a 2, and that would be 0 always on the end. Teacher: Remember, this is 2, and then I'll bring that.",0 7794,"Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts. Teacher: How many fours are there in 22 without going over? Teacher: Subtract. [TARGET]Teacher: There's a 2 here.[/TARGET] Teacher: We all know now there's going to be a 2, and that would be 0 always on the end. Teacher: Remember, this is 2, and then I'll bring that. Teacher: How many fours are there in 20?",0 7795,"Teacher: How many fours are there in 22 without going over? Teacher: Subtract. Teacher: There's a 2 here. [TARGET]Teacher: We all know now there's going to be a 2, and that would be 0 always on the end.[/TARGET] Teacher: Remember, this is 2, and then I'll bring that. Teacher: How many fours are there in 20? Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655.",0 7796,"Teacher: Subtract. Teacher: There's a 2 here. Teacher: We all know now there's going to be a 2, and that would be 0 always on the end. [TARGET]Teacher: Remember, this is 2, and then I'll bring that.[/TARGET] Teacher: How many fours are there in 20? Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655. Teacher: It was even.",0 7797,"Teacher: There's a 2 here. Teacher: We all know now there's going to be a 2, and that would be 0 always on the end. Teacher: Remember, this is 2, and then I'll bring that. [TARGET]Teacher: How many fours are there in 20?[/TARGET] Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655. Teacher: It was even. Teacher: So hold on.",0 7798,"Teacher: We all know now there's going to be a 2, and that would be 0 always on the end. Teacher: Remember, this is 2, and then I'll bring that. Teacher: How many fours are there in 20? [TARGET]Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655.[/TARGET] Teacher: It was even. Teacher: So hold on. Teacher: Let's go back.",0 7799,"Teacher: Remember, this is 2, and then I'll bring that. Teacher: How many fours are there in 20? Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655. [TARGET]Teacher: It was even.[/TARGET] Teacher: So hold on. Teacher: Let's go back. Teacher: You don't actually know.",0 7800,"Teacher: How many fours are there in 20? Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655. Teacher: It was even. [TARGET]Teacher: So hold on.[/TARGET] Teacher: Let's go back. Teacher: You don't actually know. Teacher: There aren't two decimals.",1 7801,"Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655. Teacher: It was even. Teacher: So hold on. [TARGET]Teacher: Let's go back.[/TARGET] Teacher: You don't actually know. Teacher: There aren't two decimals. Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6.",1 7802,"Teacher: It was even. Teacher: So hold on. Teacher: Let's go back. [TARGET]Teacher: You don't actually know.[/TARGET] Teacher: There aren't two decimals. Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6. Teacher: The reason - hold on.",0 7803,"Teacher: So hold on. Teacher: Let's go back. Teacher: You don't actually know. [TARGET]Teacher: There aren't two decimals.[/TARGET] Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6. Teacher: The reason - hold on. Teacher: Two things, and then we're going to go back to our seats.",0 7804,"Teacher: Let's go back. Teacher: You don't actually know. Teacher: There aren't two decimals. [TARGET]Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6.[/TARGET] Teacher: The reason - hold on. Teacher: Two things, and then we're going to go back to our seats. Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait.",0 7805,"Teacher: You don't actually know. Teacher: There aren't two decimals. Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6. [TARGET]Teacher: The reason - hold on.[/TARGET] Teacher: Two things, and then we're going to go back to our seats. Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait. Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod.",1 7806,"Teacher: There aren't two decimals. Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6. Teacher: The reason - hold on. [TARGET]Teacher: Two things, and then we're going to go back to our seats.[/TARGET] Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait. Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod. Teacher: You all understand that?",1 7807,"Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6. Teacher: The reason - hold on. Teacher: Two things, and then we're going to go back to our seats. [TARGET]Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait.[/TARGET] Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod. Teacher: You all understand that? Teacher: Okay.",1 7808,"Teacher: The reason - hold on. Teacher: Two things, and then we're going to go back to our seats. Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait. [TARGET]Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod.[/TARGET] Teacher: You all understand that? Teacher: Okay. Teacher: Make an arrangement to figure out who is going to buy - I'm sorry, the iPhone.",0 7809,"Teacher: Two things, and then we're going to go back to our seats. Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait. Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod. [TARGET]Teacher: You all understand that?[/TARGET] Teacher: Okay. Teacher: Make an arrangement to figure out who is going to buy - I'm sorry, the iPhone. Teacher: Student S brought up a question.",1 7810,"Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod. Teacher: You all understand that? Teacher: Okay. [TARGET]Teacher: Make an arrangement to figure out who is going to buy - I'm sorry, the iPhone.[/TARGET] Teacher: Student S brought up a question. Teacher: Isn't this 900 and something? Teacher: One way to mentally check this is you know this number times this number equals our dividend.",0 7811,"Teacher: You all understand that? Teacher: Okay. Teacher: Make an arrangement to figure out who is going to buy - I'm sorry, the iPhone. [TARGET]Teacher: Student S brought up a question.[/TARGET] Teacher: Isn't this 900 and something? Teacher: One way to mentally check this is you know this number times this number equals our dividend. Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380?",0 7812,"Teacher: Okay. Teacher: Make an arrangement to figure out who is going to buy - I'm sorry, the iPhone. Teacher: Student S brought up a question. [TARGET]Teacher: Isn't this 900 and something?[/TARGET] Teacher: One way to mentally check this is you know this number times this number equals our dividend. Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380? Student: Because I thought when we were working on prices is what would happen is-",0 7813,"Teacher: Make an arrangement to figure out who is going to buy - I'm sorry, the iPhone. Teacher: Student S brought up a question. Teacher: Isn't this 900 and something? [TARGET]Teacher: One way to mentally check this is you know this number times this number equals our dividend.[/TARGET] Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380? Student: Because I thought when we were working on prices is what would happen is- Teacher: That's okay.",0 7814,"Teacher: Student S brought up a question. Teacher: Isn't this 900 and something? Teacher: One way to mentally check this is you know this number times this number equals our dividend. [TARGET]Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380?[/TARGET] Student: Because I thought when we were working on prices is what would happen is- Teacher: That's okay. Teacher: Go ahead.",0 7815,"Teacher: One way to mentally check this is you know this number times this number equals our dividend. Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380? Student: Because I thought when we were working on prices is what would happen is- [TARGET]Teacher: That's okay.[/TARGET] Teacher: Go ahead. Teacher: Finish. Student: You could only have two past the decimal point for the prices.",1 7816,"Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380? Student: Because I thought when we were working on prices is what would happen is- Teacher: That's okay. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: Finish. Student: You could only have two past the decimal point for the prices. Student: That's usually - and then you can only have two numbers past the prices and that would be 996.65.",1 7817,Student: Because I thought when we were working on prices is what would happen is- Teacher: That's okay. Teacher: Go ahead. [TARGET]Teacher: Finish.[/TARGET] Student: You could only have two past the decimal point for the prices. Student: That's usually - and then you can only have two numbers past the prices and that would be 996.65. Teacher: No.,1 7818,"Teacher: Finish. Student: You could only have two past the decimal point for the prices. Student: That's usually - and then you can only have two numbers past the prices and that would be 996.65. [TARGET]Teacher: No.[/TARGET] Teacher: This number after the decimal point can go on as long as you want, as long as you know - this is partly what set the scene - that you can round up. Teacher: I wanted to do this all the way to the end, because I knew it would be an even number over here and not have a remainder or fraction. Teacher: This would be 66 cents.",0 7819,"Student: You could only have two past the decimal point for the prices. Student: That's usually - and then you can only have two numbers past the prices and that would be 996.65. Teacher: No. [TARGET]Teacher: This number after the decimal point can go on as long as you want, as long as you know - this is partly what set the scene - that you can round up.[/TARGET] Teacher: I wanted to do this all the way to the end, because I knew it would be an even number over here and not have a remainder or fraction. Teacher: This would be 66 cents. Teacher: Not an even number, meaning that you don't have a remainder.",0 7820,"Student: That's usually - and then you can only have two numbers past the prices and that would be 996.65. Teacher: No. Teacher: This number after the decimal point can go on as long as you want, as long as you know - this is partly what set the scene - that you can round up. [TARGET]Teacher: I wanted to do this all the way to the end, because I knew it would be an even number over here and not have a remainder or fraction.[/TARGET] Teacher: This would be 66 cents. Teacher: Not an even number, meaning that you don't have a remainder. Teacher: Any questions about what we just did here in dividing a number that has a decimal point?",0 7821,"Teacher: No. Teacher: This number after the decimal point can go on as long as you want, as long as you know - this is partly what set the scene - that you can round up. Teacher: I wanted to do this all the way to the end, because I knew it would be an even number over here and not have a remainder or fraction. [TARGET]Teacher: This would be 66 cents.[/TARGET] Teacher: Not an even number, meaning that you don't have a remainder. Teacher: Any questions about what we just did here in dividing a number that has a decimal point? Teacher: Student R?",0 7822,"Teacher: This number after the decimal point can go on as long as you want, as long as you know - this is partly what set the scene - that you can round up. Teacher: I wanted to do this all the way to the end, because I knew it would be an even number over here and not have a remainder or fraction. Teacher: This would be 66 cents. [TARGET]Teacher: Not an even number, meaning that you don't have a remainder.[/TARGET] Teacher: Any questions about what we just did here in dividing a number that has a decimal point? Teacher: Student R? Student: [Inaudible].",0 7823,"Teacher: I wanted to do this all the way to the end, because I knew it would be an even number over here and not have a remainder or fraction. Teacher: This would be 66 cents. Teacher: Not an even number, meaning that you don't have a remainder. [TARGET]Teacher: Any questions about what we just did here in dividing a number that has a decimal point?[/TARGET] Teacher: Student R? Student: [Inaudible]. Student: When we started dividing - not dividing, subtracting, I noticed that when the first digits in a number are 3 and 9 - actually, if you just put that there it's 39, and when you asked how many [inaudible], it was 9 and it kept going.",0 7824,"Teacher: This would be 66 cents. Teacher: Not an even number, meaning that you don't have a remainder. Teacher: Any questions about what we just did here in dividing a number that has a decimal point? [TARGET]Teacher: Student R?[/TARGET] Student: [Inaudible]. Student: When we started dividing - not dividing, subtracting, I noticed that when the first digits in a number are 3 and 9 - actually, if you just put that there it's 39, and when you asked how many [inaudible], it was 9 and it kept going. Student: It's weird.",0 7825,"Student: When we started dividing - not dividing, subtracting, I noticed that when the first digits in a number are 3 and 9 - actually, if you just put that there it's 39, and when you asked how many [inaudible], it was 9 and it kept going. Student: It's weird. Student: It's like a pattern. [TARGET]Teacher: You mean this and these two?[/TARGET] Student: No. Student: It's like- Teacher: Can you just explain from the beginning?",0 7826,"Teacher: You mean this and these two? Student: No. Student: It's like- [TARGET]Teacher: Can you just explain from the beginning?[/TARGET] Student: You know how the first two digits are whole numbers- Teacher: Hold on a second. Teacher: Student M, will you have a seat?",0 7827,"Student: It's like- Teacher: Can you just explain from the beginning? Student: You know how the first two digits are whole numbers- [TARGET]Teacher: Hold on a second.[/TARGET] Teacher: Student M, will you have a seat? Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39. Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern.",1 7828,"Teacher: Can you just explain from the beginning? Student: You know how the first two digits are whole numbers- Teacher: Hold on a second. [TARGET]Teacher: Student M, will you have a seat?[/TARGET] Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39. Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern. Teacher: We're going to move on.",1 7829,"Teacher: Hold on a second. Teacher: Student M, will you have a seat? Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39. [TARGET]Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern.[/TARGET] Teacher: We're going to move on. Teacher: Question about this? Student: Kind of.",0 7830,"Teacher: Student M, will you have a seat? Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39. Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern. [TARGET]Teacher: We're going to move on.[/TARGET] Teacher: Question about this? Student: Kind of. Teacher: It has to be about this because I want to move on.",1 7831,"Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39. Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern. Teacher: We're going to move on. [TARGET]Teacher: Question about this?[/TARGET] Student: Kind of. Teacher: It has to be about this because I want to move on. Student: How did you get this?",1 7832,"Teacher: We're going to move on. Teacher: Question about this? Student: Kind of. [TARGET]Teacher: It has to be about this because I want to move on.[/TARGET] Student: How did you get this? Teacher: We just continued the process. Teacher: Remember, we started all over again.",1 7833,"Student: Kind of. Teacher: It has to be about this because I want to move on. Student: How did you get this? [TARGET]Teacher: We just continued the process.[/TARGET] Teacher: Remember, we started all over again. Teacher: So here when we add 26, we asked how many fours were in 26 and we got 6. Teacher: We started.",0 7834,"Teacher: It has to be about this because I want to move on. Student: How did you get this? Teacher: We just continued the process. [TARGET]Teacher: Remember, we started all over again.[/TARGET] Teacher: So here when we add 26, we asked how many fours were in 26 and we got 6. Teacher: We started. Teacher: It's really repetitive.",0 7835,"Student: How did you get this? Teacher: We just continued the process. Teacher: Remember, we started all over again. [TARGET]Teacher: So here when we add 26, we asked how many fours were in 26 and we got 6.[/TARGET] Teacher: We started. Teacher: It's really repetitive. Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder.",0 7836,"Teacher: We just continued the process. Teacher: Remember, we started all over again. Teacher: So here when we add 26, we asked how many fours were in 26 and we got 6. [TARGET]Teacher: We started.[/TARGET] Teacher: It's really repetitive. Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder. Teacher: Student N, question about this?",0 7837,"Teacher: Remember, we started all over again. Teacher: So here when we add 26, we asked how many fours were in 26 and we got 6. Teacher: We started. [TARGET]Teacher: It's really repetitive.[/TARGET] Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder. Teacher: Student N, question about this? Teacher: Otherwise you can ask me a little bit later.",0 7838,"Teacher: So here when we add 26, we asked how many fours were in 26 and we got 6. Teacher: We started. Teacher: It's really repetitive. [TARGET]Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder.[/TARGET] Teacher: Student N, question about this? Teacher: Otherwise you can ask me a little bit later. Student: It's mainly about, why do they call it rounding?",0 7839,"Teacher: We started. Teacher: It's really repetitive. Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder. [TARGET]Teacher: Student N, question about this?[/TARGET] Teacher: Otherwise you can ask me a little bit later. Student: It's mainly about, why do they call it rounding? Teacher: That has nothing to do right now particularly with how we got this.",1 7840,"Teacher: It's really repetitive. Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder. Teacher: Student N, question about this? [TARGET]Teacher: Otherwise you can ask me a little bit later.[/TARGET] Student: It's mainly about, why do they call it rounding? Teacher: That has nothing to do right now particularly with how we got this. Teacher: About this?",1 7841,"Teacher: Student N, question about this? Teacher: Otherwise you can ask me a little bit later. Student: It's mainly about, why do they call it rounding? [TARGET]Teacher: That has nothing to do right now particularly with how we got this.[/TARGET] Teacher: About this? Student: Yes. Student: I think you could do two of the people paying $99.66 and two of the people paying $99.65.",1 7842,"Teacher: Otherwise you can ask me a little bit later. Student: It's mainly about, why do they call it rounding? Teacher: That has nothing to do right now particularly with how we got this. [TARGET]Teacher: About this?[/TARGET] Student: Yes. Student: I think you could do two of the people paying $99.66 and two of the people paying $99.65. Teacher: You could always work it out, but this is the answer here.",1 7843,"Teacher: About this? Student: Yes. Student: I think you could do two of the people paying $99.66 and two of the people paying $99.65. [TARGET]Teacher: You could always work it out, but this is the answer here.[/TARGET] Teacher: Go ahead, Student M. What's your question? Student: [Inaudible]. Teacher: We're going to do that at our seats because I want you to go to your desks at this point.",0 7844,"Student: Yes. Student: I think you could do two of the people paying $99.66 and two of the people paying $99.65. Teacher: You could always work it out, but this is the answer here. [TARGET]Teacher: Go ahead, Student M. What's your question?[/TARGET] Student: [Inaudible]. Teacher: We're going to do that at our seats because I want you to go to your desks at this point. Teacher: Can you all stand up?",1 7845,"Teacher: You could always work it out, but this is the answer here. Teacher: Go ahead, Student M. What's your question? Student: [Inaudible]. [TARGET]Teacher: We're going to do that at our seats because I want you to go to your desks at this point.[/TARGET] Teacher: Can you all stand up? Teacher: Be quiet and go back to our desks. Teacher: 1, 2, 3.",1 7846,"Teacher: Go ahead, Student M. What's your question? Student: [Inaudible]. Teacher: We're going to do that at our seats because I want you to go to your desks at this point. [TARGET]Teacher: Can you all stand up?[/TARGET] Teacher: Be quiet and go back to our desks. Teacher: 1, 2, 3. Teacher: So [inaudible].",1 7847,"Student: [Inaudible]. Teacher: We're going to do that at our seats because I want you to go to your desks at this point. Teacher: Can you all stand up? [TARGET]Teacher: Be quiet and go back to our desks.[/TARGET] Teacher: 1, 2, 3. Teacher: So [inaudible]. Teacher: What we're going to do right now is use our folders to go over some review questions.",1 7848,"Teacher: We're going to do that at our seats because I want you to go to your desks at this point. Teacher: Can you all stand up? Teacher: Be quiet and go back to our desks. [TARGET]Teacher: 1, 2, 3.[/TARGET] Teacher: So [inaudible]. Teacher: What we're going to do right now is use our folders to go over some review questions. Teacher: We're going to answer the questions at our table.",1 7849,"Teacher: Can you all stand up? Teacher: Be quiet and go back to our desks. Teacher: 1, 2, 3. [TARGET]Teacher: So [inaudible].[/TARGET] Teacher: What we're going to do right now is use our folders to go over some review questions. Teacher: We're going to answer the questions at our table. Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score.",1 7850,"Teacher: Be quiet and go back to our desks. Teacher: 1, 2, 3. Teacher: So [inaudible]. [TARGET]Teacher: What we're going to do right now is use our folders to go over some review questions.[/TARGET] Teacher: We're going to answer the questions at our table. Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score. Teacher: We will go over whether or not each table is correct.",0 7851,"Teacher: 1, 2, 3. Teacher: So [inaudible]. Teacher: What we're going to do right now is use our folders to go over some review questions. [TARGET]Teacher: We're going to answer the questions at our table.[/TARGET] Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score. Teacher: We will go over whether or not each table is correct. Teacher: Part of the questions will involve our recap of dividing decimals.",0 7852,"Teacher: So [inaudible]. Teacher: What we're going to do right now is use our folders to go over some review questions. Teacher: We're going to answer the questions at our table. [TARGET]Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score.[/TARGET] Teacher: We will go over whether or not each table is correct. Teacher: Part of the questions will involve our recap of dividing decimals. Teacher: I can wait.",0 7853,"Teacher: What we're going to do right now is use our folders to go over some review questions. Teacher: We're going to answer the questions at our table. Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score. [TARGET]Teacher: We will go over whether or not each table is correct.[/TARGET] Teacher: Part of the questions will involve our recap of dividing decimals. Teacher: I can wait. Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor.",0 7854,"Teacher: We're going to answer the questions at our table. Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score. Teacher: We will go over whether or not each table is correct. [TARGET]Teacher: Part of the questions will involve our recap of dividing decimals.[/TARGET] Teacher: I can wait. Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor. Teacher: Student M, do you want to pass out the whiteboards for us?",0 7855,"Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score. Teacher: We will go over whether or not each table is correct. Teacher: Part of the questions will involve our recap of dividing decimals. [TARGET]Teacher: I can wait.[/TARGET] Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor. Teacher: Student M, do you want to pass out the whiteboards for us? Teacher: I don't want to use the [inaudible] right now.",1 7856,"Teacher: We will go over whether or not each table is correct. Teacher: Part of the questions will involve our recap of dividing decimals. Teacher: I can wait. [TARGET]Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor.[/TARGET] Teacher: Student M, do you want to pass out the whiteboards for us? Teacher: I don't want to use the [inaudible] right now. Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D. You are passing out markers, whiteboards, and [inaudible].",0 7857,"Teacher: Part of the questions will involve our recap of dividing decimals. Teacher: I can wait. Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor. [TARGET]Teacher: Student M, do you want to pass out the whiteboards for us?[/TARGET] Teacher: I don't want to use the [inaudible] right now. Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D. You are passing out markers, whiteboards, and [inaudible]. Teacher: 3, 2, 1.",1 7858,"Teacher: I can wait. Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor. Teacher: Student M, do you want to pass out the whiteboards for us? [TARGET]Teacher: I don't want to use the [inaudible] right now.[/TARGET] Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D. You are passing out markers, whiteboards, and [inaudible]. Teacher: 3, 2, 1. Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1.",1 7859,"Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor. Teacher: Student M, do you want to pass out the whiteboards for us? Teacher: I don't want to use the [inaudible] right now. [TARGET]Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D. You are passing out markers, whiteboards, and [inaudible].[/TARGET] Teacher: 3, 2, 1. Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now.",1 7860,"Teacher: Student M, do you want to pass out the whiteboards for us? Teacher: I don't want to use the [inaudible] right now. Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D. You are passing out markers, whiteboards, and [inaudible]. [TARGET]Teacher: 3, 2, 1.[/TARGET] Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now. Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths.",1 7861,"Teacher: I don't want to use the [inaudible] right now. Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D. You are passing out markers, whiteboards, and [inaudible]. Teacher: 3, 2, 1. [TARGET]Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1.[/TARGET] Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now. Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths. Teacher: Yes?",1 7862,"Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D. You are passing out markers, whiteboards, and [inaudible]. Teacher: 3, 2, 1. Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. [TARGET]Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now.[/TARGET] Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths. Teacher: Yes? Student: [Inaudible].",1 7863,"Teacher: 3, 2, 1. Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now. [TARGET]Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: Markers and boards.",1 7864,"Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now. Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths. [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible]. Teacher: Markers and boards. Teacher: We've already gone over do not call me if you want to tattle tale.",1 7865,"Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths. Teacher: Yes? Student: [Inaudible]. [TARGET]Teacher: Markers and boards.[/TARGET] Teacher: We've already gone over do not call me if you want to tattle tale. Teacher: If the person is doing something to you that you have to go to the nurse for, let me know. Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker.",1 7866,"Teacher: Yes? Student: [Inaudible]. Teacher: Markers and boards. [TARGET]Teacher: We've already gone over do not call me if you want to tattle tale.[/TARGET] Teacher: If the person is doing something to you that you have to go to the nurse for, let me know. Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. Teacher: Raise your hand if the marker is not doing what you need it to do.",1 7867,"Student: [Inaudible]. Teacher: Markers and boards. Teacher: We've already gone over do not call me if you want to tattle tale. [TARGET]Teacher: If the person is doing something to you that you have to go to the nurse for, let me know.[/TARGET] Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. Teacher: Raise your hand if the marker is not doing what you need it to do. Teacher: Yes?",1 7868,"Teacher: Markers and boards. Teacher: We've already gone over do not call me if you want to tattle tale. Teacher: If the person is doing something to you that you have to go to the nurse for, let me know. [TARGET]Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker.[/TARGET] Teacher: Raise your hand if the marker is not doing what you need it to do. Teacher: Yes? Teacher: So let's see who's going to be going first for us.",1 7869,"Teacher: We've already gone over do not call me if you want to tattle tale. Teacher: If the person is doing something to you that you have to go to the nurse for, let me know. Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. [TARGET]Teacher: Raise your hand if the marker is not doing what you need it to do.[/TARGET] Teacher: Yes? Teacher: So let's see who's going to be going first for us. Teacher: Can you [inaudible]?",1 7870,"Teacher: If the person is doing something to you that you have to go to the nurse for, let me know. Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. Teacher: Raise your hand if the marker is not doing what you need it to do. [TARGET]Teacher: Yes?[/TARGET] Teacher: So let's see who's going to be going first for us. Teacher: Can you [inaudible]? Teacher: I'm going to put up a problem.",1 7871,"Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. Teacher: Raise your hand if the marker is not doing what you need it to do. Teacher: Yes? [TARGET]Teacher: So let's see who's going to be going first for us.[/TARGET] Teacher: Can you [inaudible]? Teacher: I'm going to put up a problem. Teacher: These are actual real life problems.",1 7872,Teacher: Raise your hand if the marker is not doing what you need it to do. Teacher: Yes? Teacher: So let's see who's going to be going first for us. [TARGET]Teacher: Can you [inaudible]?[/TARGET] Teacher: I'm going to put up a problem. Teacher: These are actual real life problems. Teacher: We're going clockwise.,1 7873,Teacher: Yes? Teacher: So let's see who's going to be going first for us. Teacher: Can you [inaudible]? [TARGET]Teacher: I'm going to put up a problem.[/TARGET] Teacher: These are actual real life problems. Teacher: We're going clockwise. Teacher: Yes?,0 7874,Teacher: So let's see who's going to be going first for us. Teacher: Can you [inaudible]? Teacher: I'm going to put up a problem. [TARGET]Teacher: These are actual real life problems.[/TARGET] Teacher: We're going clockwise. Teacher: Yes? Teacher: It is a game but we're not keeping score.,0 7875,"Teacher: Can you [inaudible]? Teacher: I'm going to put up a problem. Teacher: These are actual real life problems. [TARGET]Teacher: We're going clockwise.[/TARGET] Teacher: Yes? Teacher: It is a game but we're not keeping score. Teacher: When I say not keeping score I mean there's not going to be a winner, per se.",1 7876,"Teacher: I'm going to put up a problem. Teacher: These are actual real life problems. Teacher: We're going clockwise. [TARGET]Teacher: Yes?[/TARGET] Teacher: It is a game but we're not keeping score. Teacher: When I say not keeping score I mean there's not going to be a winner, per se. Teacher: Right now no one is talking because we're all looking up here at the problem, and everyone is doing the problem.",1 7877,"Teacher: These are actual real life problems. Teacher: We're going clockwise. Teacher: Yes? [TARGET]Teacher: It is a game but we're not keeping score.[/TARGET] Teacher: When I say not keeping score I mean there's not going to be a winner, per se. Teacher: Right now no one is talking because we're all looking up here at the problem, and everyone is doing the problem. Teacher: So the problem is Tommy has a set of 8 pillows.",0 7878,"Teacher: We're going clockwise. Teacher: Yes? Teacher: It is a game but we're not keeping score. [TARGET]Teacher: When I say not keeping score I mean there's not going to be a winner, per se.[/TARGET] Teacher: Right now no one is talking because we're all looking up here at the problem, and everyone is doing the problem. Teacher: So the problem is Tommy has a set of 8 pillows. Teacher: 3 of the pillows are round and 5 are square.",0 7879,"Teacher: Yes? Teacher: It is a game but we're not keeping score. Teacher: When I say not keeping score I mean there's not going to be a winner, per se. [TARGET]Teacher: Right now no one is talking because we're all looking up here at the problem, and everyone is doing the problem.[/TARGET] Teacher: So the problem is Tommy has a set of 8 pillows. Teacher: 3 of the pillows are round and 5 are square. Teacher: What fraction of the set are square?",1 7880,"Teacher: It is a game but we're not keeping score. Teacher: When I say not keeping score I mean there's not going to be a winner, per se. Teacher: Right now no one is talking because we're all looking up here at the problem, and everyone is doing the problem. [TARGET]Teacher: So the problem is Tommy has a set of 8 pillows.[/TARGET] Teacher: 3 of the pillows are round and 5 are square. Teacher: What fraction of the set are square? Teacher: I'm going to give you guys one minute.",0 7881,"Teacher: When I say not keeping score I mean there's not going to be a winner, per se. Teacher: Right now no one is talking because we're all looking up here at the problem, and everyone is doing the problem. Teacher: So the problem is Tommy has a set of 8 pillows. [TARGET]Teacher: 3 of the pillows are round and 5 are square.[/TARGET] Teacher: What fraction of the set are square? Teacher: I'm going to give you guys one minute. Teacher: Excellent.",0 7882,"Teacher: Right now no one is talking because we're all looking up here at the problem, and everyone is doing the problem. Teacher: So the problem is Tommy has a set of 8 pillows. Teacher: 3 of the pillows are round and 5 are square. [TARGET]Teacher: What fraction of the set are square?[/TARGET] Teacher: I'm going to give you guys one minute. Teacher: Excellent. Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se.",0 7883,"Teacher: So the problem is Tommy has a set of 8 pillows. Teacher: 3 of the pillows are round and 5 are square. Teacher: What fraction of the set are square? [TARGET]Teacher: I'm going to give you guys one minute.[/TARGET] Teacher: Excellent. Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se. Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it.",1 7884,"Teacher: 3 of the pillows are round and 5 are square. Teacher: What fraction of the set are square? Teacher: I'm going to give you guys one minute. [TARGET]Teacher: Excellent.[/TARGET] Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se. Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it. Teacher: You guys are ready and let's have Student T come up for the group.",1 7885,"Teacher: What fraction of the set are square? Teacher: I'm going to give you guys one minute. Teacher: Excellent. [TARGET]Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se.[/TARGET] Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it. Teacher: You guys are ready and let's have Student T come up for the group. Teacher: What's the answer?",0 7886,"Teacher: I'm going to give you guys one minute. Teacher: Excellent. Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se. [TARGET]Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it.[/TARGET] Teacher: You guys are ready and let's have Student T come up for the group. Teacher: What's the answer? Teacher: And explain.",0 7887,"Teacher: Excellent. Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se. Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it. [TARGET]Teacher: You guys are ready and let's have Student T come up for the group.[/TARGET] Teacher: What's the answer? Teacher: And explain. Student: [Inaudible].",1 7888,"Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se. Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it. Teacher: You guys are ready and let's have Student T come up for the group. [TARGET]Teacher: What's the answer?[/TARGET] Teacher: And explain. Student: [Inaudible]. Teacher: I like the way that the Leopard Champions are focused up here.",0 7889,"Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it. Teacher: You guys are ready and let's have Student T come up for the group. Teacher: What's the answer? [TARGET]Teacher: And explain.[/TARGET] Student: [Inaudible]. Teacher: I like the way that the Leopard Champions are focused up here. Teacher: I'm not too happy with the Jaguars right now.",0 7890,Teacher: What's the answer? Teacher: And explain. Student: [Inaudible]. [TARGET]Teacher: I like the way that the Leopard Champions are focused up here.[/TARGET] Teacher: I'm not too happy with the Jaguars right now. Teacher: Okay. Teacher: So the answer is five eighths.,1 7891,Teacher: And explain. Student: [Inaudible]. Teacher: I like the way that the Leopard Champions are focused up here. [TARGET]Teacher: I'm not too happy with the Jaguars right now.[/TARGET] Teacher: Okay. Teacher: So the answer is five eighths. Teacher: Would you raise your hand if you got five eighths?,1 7892,Teacher: I like the way that the Leopard Champions are focused up here. Teacher: I'm not too happy with the Jaguars right now. Teacher: Okay. [TARGET]Teacher: So the answer is five eighths.[/TARGET] Teacher: Would you raise your hand if you got five eighths? Teacher: Hands down. Teacher: Raise your hand if you think he's a little bit off.,0 7893,Teacher: I'm not too happy with the Jaguars right now. Teacher: Okay. Teacher: So the answer is five eighths. [TARGET]Teacher: Would you raise your hand if you got five eighths?[/TARGET] Teacher: Hands down. Teacher: Raise your hand if you think he's a little bit off. Teacher: How many of you are not sure how he came up with five eighths?,1 7894,Teacher: Okay. Teacher: So the answer is five eighths. Teacher: Would you raise your hand if you got five eighths? [TARGET]Teacher: Hands down.[/TARGET] Teacher: Raise your hand if you think he's a little bit off. Teacher: How many of you are not sure how he came up with five eighths? Teacher: Good.,1 7895,Teacher: So the answer is five eighths. Teacher: Would you raise your hand if you got five eighths? Teacher: Hands down. [TARGET]Teacher: Raise your hand if you think he's a little bit off.[/TARGET] Teacher: How many of you are not sure how he came up with five eighths? Teacher: Good. Teacher: Will you explain to us how you got five eighths?,1 7896,Teacher: Would you raise your hand if you got five eighths? Teacher: Hands down. Teacher: Raise your hand if you think he's a little bit off. [TARGET]Teacher: How many of you are not sure how he came up with five eighths?[/TARGET] Teacher: Good. Teacher: Will you explain to us how you got five eighths? Student: I got five eighths because all I had to do is read the question and it says Tommy has a set of 8 pillows.,0 7897,"Teacher: Hands down. Teacher: Raise your hand if you think he's a little bit off. Teacher: How many of you are not sure how he came up with five eighths? [TARGET]Teacher: Good.[/TARGET] Teacher: Will you explain to us how you got five eighths? Student: I got five eighths because all I had to do is read the question and it says Tommy has a set of 8 pillows. Student: 3 of the pillows are round, 5 are square.",0 7898,"Teacher: Raise your hand if you think he's a little bit off. Teacher: How many of you are not sure how he came up with five eighths? Teacher: Good. [TARGET]Teacher: Will you explain to us how you got five eighths?[/TARGET] Student: I got five eighths because all I had to do is read the question and it says Tommy has a set of 8 pillows. Student: 3 of the pillows are round, 5 are square. Teacher: So we all read that, but how did you come up with five eighths?",0 7899,"Teacher: Will you explain to us how you got five eighths? Student: I got five eighths because all I had to do is read the question and it says Tommy has a set of 8 pillows. Student: 3 of the pillows are round, 5 are square. [TARGET]Teacher: So we all read that, but how did you come up with five eighths?[/TARGET] Teacher: It could have been any number. Teacher: It could have been 5 as a numerator and 8 as a denominator. Student: [Inaudible].",0 7900,"Student: I got five eighths because all I had to do is read the question and it says Tommy has a set of 8 pillows. Student: 3 of the pillows are round, 5 are square. Teacher: So we all read that, but how did you come up with five eighths? [TARGET]Teacher: It could have been any number.[/TARGET] Teacher: It could have been 5 as a numerator and 8 as a denominator. Student: [Inaudible]. Teacher: Why don't we do it this way?",0 7901,"Student: 3 of the pillows are round, 5 are square. Teacher: So we all read that, but how did you come up with five eighths? Teacher: It could have been any number. [TARGET]Teacher: It could have been 5 as a numerator and 8 as a denominator.[/TARGET] Student: [Inaudible]. Teacher: Why don't we do it this way? Teacher: What does the 8, the denominator, what does that represent?",0 7902,"Teacher: It could have been any number. Teacher: It could have been 5 as a numerator and 8 as a denominator. Student: [Inaudible]. [TARGET]Teacher: Why don't we do it this way?[/TARGET] Teacher: What does the 8, the denominator, what does that represent? Teacher: The total number of pillows. Teacher: Jaguars, up here.",0 7903,"Teacher: It could have been 5 as a numerator and 8 as a denominator. Student: [Inaudible]. Teacher: Why don't we do it this way? [TARGET]Teacher: What does the 8, the denominator, what does that represent?[/TARGET] Teacher: The total number of pillows. Teacher: Jaguars, up here. Student: I'm listening.",0 7904,"Student: [Inaudible]. Teacher: Why don't we do it this way? Teacher: What does the 8, the denominator, what does that represent? [TARGET]Teacher: The total number of pillows.[/TARGET] Teacher: Jaguars, up here. Student: I'm listening. Teacher: You're not looking though.",0 7905,"Teacher: Why don't we do it this way? Teacher: What does the 8, the denominator, what does that represent? Teacher: The total number of pillows. [TARGET]Teacher: Jaguars, up here.[/TARGET] Student: I'm listening. Teacher: You're not looking though. Teacher: 8 represents the total number of pillows.",1 7906,"Teacher: The total number of pillows. Teacher: Jaguars, up here. Student: I'm listening. [TARGET]Teacher: You're not looking though.[/TARGET] Teacher: 8 represents the total number of pillows. Teacher: This is a probability problem. Teacher: [Inaudible].",1 7907,"Teacher: Jaguars, up here. Student: I'm listening. Teacher: You're not looking though. [TARGET]Teacher: 8 represents the total number of pillows.[/TARGET] Teacher: This is a probability problem. Teacher: [Inaudible]. Teacher: The 5 represents what?",0 7908,Student: I'm listening. Teacher: You're not looking though. Teacher: 8 represents the total number of pillows. [TARGET]Teacher: This is a probability problem.[/TARGET] Teacher: [Inaudible]. Teacher: The 5 represents what? Teacher: So the number of square pillows.,0 7909,"Teacher: 8 represents the total number of pillows. Teacher: This is a probability problem. Teacher: [Inaudible]. [TARGET]Teacher: The 5 represents what?[/TARGET] Teacher: So the number of square pillows. Teacher: So five eighths would be the probability of getting 5, if this were set up as a probability problem. Teacher: Do we all see how this is related to what we did earlier?",0 7910,"Teacher: This is a probability problem. Teacher: [Inaudible]. Teacher: The 5 represents what? [TARGET]Teacher: So the number of square pillows.[/TARGET] Teacher: So five eighths would be the probability of getting 5, if this were set up as a probability problem. Teacher: Do we all see how this is related to what we did earlier? Teacher: That's correct.",0 7911,"Teacher: [Inaudible]. Teacher: The 5 represents what? Teacher: So the number of square pillows. [TARGET]Teacher: So five eighths would be the probability of getting 5, if this were set up as a probability problem.[/TARGET] Teacher: Do we all see how this is related to what we did earlier? Teacher: That's correct. Teacher: Thank you.",0 7912,"Teacher: The 5 represents what? Teacher: So the number of square pillows. Teacher: So five eighths would be the probability of getting 5, if this were set up as a probability problem. [TARGET]Teacher: Do we all see how this is related to what we did earlier?[/TARGET] Teacher: That's correct. Teacher: Thank you. Teacher: That was a good job.",0 7913,"Teacher: So the number of square pillows. Teacher: So five eighths would be the probability of getting 5, if this were set up as a probability problem. Teacher: Do we all see how this is related to what we did earlier? [TARGET]Teacher: That's correct.[/TARGET] Teacher: Thank you. Teacher: That was a good job. Teacher: Okay.",0 7914,"Teacher: So five eighths would be the probability of getting 5, if this were set up as a probability problem. Teacher: Do we all see how this is related to what we did earlier? Teacher: That's correct. [TARGET]Teacher: Thank you.[/TARGET] Teacher: That was a good job. Teacher: Okay. Teacher: This is a good one.",0 7915,"Teacher: Do we all see how this is related to what we did earlier? Teacher: That's correct. Teacher: Thank you. [TARGET]Teacher: That was a good job.[/TARGET] Teacher: Okay. Teacher: This is a good one. Teacher: You guys will have to think a little bit about this, but it's something we've already done.",0 7916,"Teacher: Thank you. Teacher: That was a good job. Teacher: Okay. [TARGET]Teacher: This is a good one.[/TARGET] Teacher: You guys will have to think a little bit about this, but it's something we've already done. Teacher: Yes it is. Teacher: [Inaudible].",0 7917,"Teacher: That was a good job. Teacher: Okay. Teacher: This is a good one. [TARGET]Teacher: You guys will have to think a little bit about this, but it's something we've already done.[/TARGET] Teacher: Yes it is. Teacher: [Inaudible]. Teacher: Stop talking.",0 7918,"Teacher: Okay. Teacher: This is a good one. Teacher: You guys will have to think a little bit about this, but it's something we've already done. [TARGET]Teacher: Yes it is.[/TARGET] Teacher: [Inaudible]. Teacher: Stop talking. Teacher: So I'm going to ask you guys to make this assumption.",0 7919,"Teacher: You guys will have to think a little bit about this, but it's something we've already done. Teacher: Yes it is. Teacher: [Inaudible]. [TARGET]Teacher: Stop talking.[/TARGET] Teacher: So I'm going to ask you guys to make this assumption. Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these. Teacher: Just make that assumption.",1 7920,"Teacher: Yes it is. Teacher: [Inaudible]. Teacher: Stop talking. [TARGET]Teacher: So I'm going to ask you guys to make this assumption.[/TARGET] Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these. Teacher: Just make that assumption. Teacher: What number is represented by - I can wait.",0 7921,"Teacher: [Inaudible]. Teacher: Stop talking. Teacher: So I'm going to ask you guys to make this assumption. [TARGET]Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these.[/TARGET] Teacher: Just make that assumption. Teacher: What number is represented by - I can wait. Teacher: What number is represented by point Z on the number line?",0 7922,"Teacher: Stop talking. Teacher: So I'm going to ask you guys to make this assumption. Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these. [TARGET]Teacher: Just make that assumption.[/TARGET] Teacher: What number is represented by - I can wait. Teacher: What number is represented by point Z on the number line? Teacher: I'll give you guys one minute to do that.",0 7923,"Teacher: So I'm going to ask you guys to make this assumption. Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these. Teacher: Just make that assumption. [TARGET]Teacher: What number is represented by - I can wait.[/TARGET] Teacher: What number is represented by point Z on the number line? Teacher: I'll give you guys one minute to do that. Teacher: Everybody is doing it.",1 7924,"Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these. Teacher: Just make that assumption. Teacher: What number is represented by - I can wait. [TARGET]Teacher: What number is represented by point Z on the number line?[/TARGET] Teacher: I'll give you guys one minute to do that. Teacher: Everybody is doing it. Teacher: Student S, put it back.",0 7925,"Teacher: Just make that assumption. Teacher: What number is represented by - I can wait. Teacher: What number is represented by point Z on the number line? [TARGET]Teacher: I'll give you guys one minute to do that.[/TARGET] Teacher: Everybody is doing it. Teacher: Student S, put it back. Teacher: You're going to be doing this problem as well.",1 7926,"Teacher: What number is represented by - I can wait. Teacher: What number is represented by point Z on the number line? Teacher: I'll give you guys one minute to do that. [TARGET]Teacher: Everybody is doing it.[/TARGET] Teacher: Student S, put it back. Teacher: You're going to be doing this problem as well. Teacher: I can take a point back.",1 7927,"Teacher: What number is represented by point Z on the number line? Teacher: I'll give you guys one minute to do that. Teacher: Everybody is doing it. [TARGET]Teacher: Student S, put it back.[/TARGET] Teacher: You're going to be doing this problem as well. Teacher: I can take a point back. Teacher: Whatever you think.",1 7928,"Teacher: I'll give you guys one minute to do that. Teacher: Everybody is doing it. Teacher: Student S, put it back. [TARGET]Teacher: You're going to be doing this problem as well.[/TARGET] Teacher: I can take a point back. Teacher: Whatever you think. Teacher: You are working as a team.",1 7929,"Teacher: Everybody is doing it. Teacher: Student S, put it back. Teacher: You're going to be doing this problem as well. [TARGET]Teacher: I can take a point back.[/TARGET] Teacher: Whatever you think. Teacher: You are working as a team. Teacher: I'm going to choose who is going to explain it.",1 7930,"Teacher: Student S, put it back. Teacher: You're going to be doing this problem as well. Teacher: I can take a point back. [TARGET]Teacher: Whatever you think.[/TARGET] Teacher: You are working as a team. Teacher: I'm going to choose who is going to explain it. Teacher: [Inaudible].",1 7931,Teacher: You're going to be doing this problem as well. Teacher: I can take a point back. Teacher: Whatever you think. [TARGET]Teacher: You are working as a team.[/TARGET] Teacher: I'm going to choose who is going to explain it. Teacher: [Inaudible]. Teacher: Time.,1 7932,Teacher: I can take a point back. Teacher: Whatever you think. Teacher: You are working as a team. [TARGET]Teacher: I'm going to choose who is going to explain it.[/TARGET] Teacher: [Inaudible]. Teacher: Time. Teacher: Focus.,1 7933,"Teacher: You are working as a team. Teacher: I'm going to choose who is going to explain it. Teacher: [Inaudible]. [TARGET]Teacher: Time.[/TARGET] Teacher: Focus. Teacher: Everybody up here. Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer.",1 7934,"Teacher: I'm going to choose who is going to explain it. Teacher: [Inaudible]. Teacher: Time. [TARGET]Teacher: Focus.[/TARGET] Teacher: Everybody up here. Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer. Teacher: Can we have with this one, Student J come up.",1 7935,"Teacher: [Inaudible]. Teacher: Time. Teacher: Focus. [TARGET]Teacher: Everybody up here.[/TARGET] Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer. Teacher: Can we have with this one, Student J come up. Student: Mr. J, [inaudible].",1 7936,"Teacher: Time. Teacher: Focus. Teacher: Everybody up here. [TARGET]Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer.[/TARGET] Teacher: Can we have with this one, Student J come up. Student: Mr. J, [inaudible]. Teacher: If you don't get the correct answer I'll call on someone else.",1 7937,"Teacher: Focus. Teacher: Everybody up here. Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer. [TARGET]Teacher: Can we have with this one, Student J come up.[/TARGET] Student: Mr. J, [inaudible]. Teacher: If you don't get the correct answer I'll call on someone else. Teacher: You guys have one minute and if you can you can and if you can't you can't.",1 7938,"Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer. Teacher: Can we have with this one, Student J come up. Student: Mr. J, [inaudible]. [TARGET]Teacher: If you don't get the correct answer I'll call on someone else.[/TARGET] Teacher: You guys have one minute and if you can you can and if you can't you can't. Teacher: Remember, I want to know why you got it correct. Teacher: You said two and one fourth.",1 7939,"Teacher: Can we have with this one, Student J come up. Student: Mr. J, [inaudible]. Teacher: If you don't get the correct answer I'll call on someone else. [TARGET]Teacher: You guys have one minute and if you can you can and if you can't you can't.[/TARGET] Teacher: Remember, I want to know why you got it correct. Teacher: You said two and one fourth. Teacher: How many of you got two and one fourth as your answer?",1 7940,"Student: Mr. J, [inaudible]. Teacher: If you don't get the correct answer I'll call on someone else. Teacher: You guys have one minute and if you can you can and if you can't you can't. [TARGET]Teacher: Remember, I want to know why you got it correct.[/TARGET] Teacher: You said two and one fourth. Teacher: How many of you got two and one fourth as your answer? Teacher: Raise your hand if you did.",0 7941,"Teacher: If you don't get the correct answer I'll call on someone else. Teacher: You guys have one minute and if you can you can and if you can't you can't. Teacher: Remember, I want to know why you got it correct. [TARGET]Teacher: You said two and one fourth.[/TARGET] Teacher: How many of you got two and one fourth as your answer? Teacher: Raise your hand if you did. Teacher: How many of you think there is another answer to this problem, that she's wrong?",0 7942,"Teacher: You guys have one minute and if you can you can and if you can't you can't. Teacher: Remember, I want to know why you got it correct. Teacher: You said two and one fourth. [TARGET]Teacher: How many of you got two and one fourth as your answer?[/TARGET] Teacher: Raise your hand if you did. Teacher: How many of you think there is another answer to this problem, that she's wrong? Teacher: We only have one person.",0 7943,"Teacher: Remember, I want to know why you got it correct. Teacher: You said two and one fourth. Teacher: How many of you got two and one fourth as your answer? [TARGET]Teacher: Raise your hand if you did.[/TARGET] Teacher: How many of you think there is another answer to this problem, that she's wrong? Teacher: We only have one person. Teacher: You think she's wrong?",1 7944,"Teacher: You said two and one fourth. Teacher: How many of you got two and one fourth as your answer? Teacher: Raise your hand if you did. [TARGET]Teacher: How many of you think there is another answer to this problem, that she's wrong?[/TARGET] Teacher: We only have one person. Teacher: You think she's wrong? Teacher: How many of you are not quite sure what the answer is?",0 7945,"Teacher: How many of you got two and one fourth as your answer? Teacher: Raise your hand if you did. Teacher: How many of you think there is another answer to this problem, that she's wrong? [TARGET]Teacher: We only have one person.[/TARGET] Teacher: You think she's wrong? Teacher: How many of you are not quite sure what the answer is? Teacher: So that is the correct answer.",0 7946,"Teacher: Raise your hand if you did. Teacher: How many of you think there is another answer to this problem, that she's wrong? Teacher: We only have one person. [TARGET]Teacher: You think she's wrong?[/TARGET] Teacher: How many of you are not quite sure what the answer is? Teacher: So that is the correct answer. Teacher: Can you explain to us how you got it?",0 7947,"Teacher: How many of you think there is another answer to this problem, that she's wrong? Teacher: We only have one person. Teacher: You think she's wrong? [TARGET]Teacher: How many of you are not quite sure what the answer is?[/TARGET] Teacher: So that is the correct answer. Teacher: Can you explain to us how you got it? Teacher: It's not a matter of you telling her.",0 7948,Teacher: We only have one person. Teacher: You think she's wrong? Teacher: How many of you are not quite sure what the answer is? [TARGET]Teacher: So that is the correct answer.[/TARGET] Teacher: Can you explain to us how you got it? Teacher: It's not a matter of you telling her. Teacher: She needs to know for herself.,0 7949,Teacher: You think she's wrong? Teacher: How many of you are not quite sure what the answer is? Teacher: So that is the correct answer. [TARGET]Teacher: Can you explain to us how you got it?[/TARGET] Teacher: It's not a matter of you telling her. Teacher: She needs to know for herself. Teacher: Okay.,0 7950,Teacher: How many of you are not quite sure what the answer is? Teacher: So that is the correct answer. Teacher: Can you explain to us how you got it? [TARGET]Teacher: It's not a matter of you telling her.[/TARGET] Teacher: She needs to know for herself. Teacher: Okay. Teacher: We have to go on.,1 7951,Teacher: So that is the correct answer. Teacher: Can you explain to us how you got it? Teacher: It's not a matter of you telling her. [TARGET]Teacher: She needs to know for herself.[/TARGET] Teacher: Okay. Teacher: We have to go on. Teacher: You get partial credit.,1 7952,"Teacher: It's not a matter of you telling her. Teacher: She needs to know for herself. Teacher: Okay. [TARGET]Teacher: We have to go on.[/TARGET] Teacher: You get partial credit. Teacher: Have a seat. Teacher: Remember guys, this is my way to know - Student N, I am talking.",1 7953,"Teacher: She needs to know for herself. Teacher: Okay. Teacher: We have to go on. [TARGET]Teacher: You get partial credit.[/TARGET] Teacher: Have a seat. Teacher: Remember guys, this is my way to know - Student N, I am talking. Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer.",0 7954,"Teacher: Okay. Teacher: We have to go on. Teacher: You get partial credit. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Remember guys, this is my way to know - Student N, I am talking. Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer. Teacher: There's a big different.",1 7955,"Teacher: We have to go on. Teacher: You get partial credit. Teacher: Have a seat. [TARGET]Teacher: Remember guys, this is my way to know - Student N, I am talking.[/TARGET] Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer. Teacher: There's a big different. Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't.",1 7956,"Teacher: You get partial credit. Teacher: Have a seat. Teacher: Remember guys, this is my way to know - Student N, I am talking. [TARGET]Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer.[/TARGET] Teacher: There's a big different. Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't. Teacher: So we have a [inaudible].",0 7957,"Teacher: Have a seat. Teacher: Remember guys, this is my way to know - Student N, I am talking. Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer. [TARGET]Teacher: There's a big different.[/TARGET] Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't. Teacher: So we have a [inaudible]. Teacher: Let's see.",0 7958,"Teacher: Remember guys, this is my way to know - Student N, I am talking. Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer. Teacher: There's a big different. [TARGET]Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't.[/TARGET] Teacher: So we have a [inaudible]. Teacher: Let's see. Teacher: Student M, do you want to go up there?",0 7959,"Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer. Teacher: There's a big different. Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't. [TARGET]Teacher: So we have a [inaudible].[/TARGET] Teacher: Let's see. Teacher: Student M, do you want to go up there? Student: [Inaudible].",1 7960,"Teacher: There's a big different. Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't. Teacher: So we have a [inaudible]. [TARGET]Teacher: Let's see.[/TARGET] Teacher: Student M, do you want to go up there? Student: [Inaudible]. Teacher: Jaguars, stop talking.",1 7961,"Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't. Teacher: So we have a [inaudible]. Teacher: Let's see. [TARGET]Teacher: Student M, do you want to go up there?[/TARGET] Student: [Inaudible]. Teacher: Jaguars, stop talking. Student: [Inaudible].",1 7962,"Teacher: Let's see. Teacher: Student M, do you want to go up there? Student: [Inaudible]. [TARGET]Teacher: Jaguars, stop talking.[/TARGET] Student: [Inaudible]. Teacher: How did you get the whole number in this? Student: It's [inaudible].",1 7963,"Student: [Inaudible]. Teacher: Jaguars, stop talking. Student: [Inaudible]. [TARGET]Teacher: How did you get the whole number in this?[/TARGET] Student: It's [inaudible]. Teacher: Very good. Teacher: You did a good job with that.",0 7964,"Student: [Inaudible]. Teacher: How did you get the whole number in this? Student: It's [inaudible]. [TARGET]Teacher: Very good.[/TARGET] Teacher: You did a good job with that. Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood. Teacher: You should be quiet.",0 7965,"Teacher: How did you get the whole number in this? Student: It's [inaudible]. Teacher: Very good. [TARGET]Teacher: You did a good job with that.[/TARGET] Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood. Teacher: You should be quiet. Teacher: For you, Student T, that means a call is going home.",0 7966,"Student: It's [inaudible]. Teacher: Very good. Teacher: You did a good job with that. [TARGET]Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood.[/TARGET] Teacher: You should be quiet. Teacher: For you, Student T, that means a call is going home. Teacher: It has nothing to do with the team.",0 7967,"Teacher: Very good. Teacher: You did a good job with that. Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood. [TARGET]Teacher: You should be quiet.[/TARGET] Teacher: For you, Student T, that means a call is going home. Teacher: It has nothing to do with the team. Teacher: What Student M said here is she got her whole number by looking at the number line.",1 7968,"Teacher: You did a good job with that. Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood. Teacher: You should be quiet. [TARGET]Teacher: For you, Student T, that means a call is going home.[/TARGET] Teacher: It has nothing to do with the team. Teacher: What Student M said here is she got her whole number by looking at the number line. Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number?",1 7969,"Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood. Teacher: You should be quiet. Teacher: For you, Student T, that means a call is going home. [TARGET]Teacher: It has nothing to do with the team.[/TARGET] Teacher: What Student M said here is she got her whole number by looking at the number line. Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number? Teacher: 1, 2.",1 7970,"Teacher: You should be quiet. Teacher: For you, Student T, that means a call is going home. Teacher: It has nothing to do with the team. [TARGET]Teacher: What Student M said here is she got her whole number by looking at the number line.[/TARGET] Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number? Teacher: 1, 2. Teacher: Then what she did is she saw one slash mark here represents one quarter.",0 7971,"Teacher: For you, Student T, that means a call is going home. Teacher: It has nothing to do with the team. Teacher: What Student M said here is she got her whole number by looking at the number line. [TARGET]Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number?[/TARGET] Teacher: 1, 2. Teacher: Then what she did is she saw one slash mark here represents one quarter. Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today.",0 7972,"Teacher: It has nothing to do with the team. Teacher: What Student M said here is she got her whole number by looking at the number line. Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number? [TARGET]Teacher: 1, 2.[/TARGET] Teacher: Then what she did is she saw one slash mark here represents one quarter. Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today. Teacher: If these are broken up into four equal parts, each part has to be a quarter.",0 7973,"Teacher: What Student M said here is she got her whole number by looking at the number line. Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number? Teacher: 1, 2. [TARGET]Teacher: Then what she did is she saw one slash mark here represents one quarter.[/TARGET] Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today. Teacher: If these are broken up into four equal parts, each part has to be a quarter. Teacher: Two and one fourth is the answer.",0 7974,"Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number? Teacher: 1, 2. Teacher: Then what she did is she saw one slash mark here represents one quarter. [TARGET]Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today.[/TARGET] Teacher: If these are broken up into four equal parts, each part has to be a quarter. Teacher: Two and one fourth is the answer. Teacher: Hold on for a second.",1 7975,"Teacher: 1, 2. Teacher: Then what she did is she saw one slash mark here represents one quarter. Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today. [TARGET]Teacher: If these are broken up into four equal parts, each part has to be a quarter.[/TARGET] Teacher: Two and one fourth is the answer. Teacher: Hold on for a second. Teacher: Student S, she used a mixed number.",0 7976,"Teacher: Then what she did is she saw one slash mark here represents one quarter. Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today. Teacher: If these are broken up into four equal parts, each part has to be a quarter. [TARGET]Teacher: Two and one fourth is the answer.[/TARGET] Teacher: Hold on for a second. Teacher: Student S, she used a mixed number. Teacher: Can you also give us what this would be in decimals?",0 7977,"Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today. Teacher: If these are broken up into four equal parts, each part has to be a quarter. Teacher: Two and one fourth is the answer. [TARGET]Teacher: Hold on for a second.[/TARGET] Teacher: Student S, she used a mixed number. Teacher: Can you also give us what this would be in decimals? Teacher: What is two and one fourth equivalent to in decimals.",1 7978,"Teacher: If these are broken up into four equal parts, each part has to be a quarter. Teacher: Two and one fourth is the answer. Teacher: Hold on for a second. [TARGET]Teacher: Student S, she used a mixed number.[/TARGET] Teacher: Can you also give us what this would be in decimals? Teacher: What is two and one fourth equivalent to in decimals. Student: If the 2 is a whole, it would be before the decimal point?",0 7979,"Teacher: Two and one fourth is the answer. Teacher: Hold on for a second. Teacher: Student S, she used a mixed number. [TARGET]Teacher: Can you also give us what this would be in decimals?[/TARGET] Teacher: What is two and one fourth equivalent to in decimals. Student: If the 2 is a whole, it would be before the decimal point? Teacher: Yes, it would be.",0 7980,"Teacher: Hold on for a second. Teacher: Student S, she used a mixed number. Teacher: Can you also give us what this would be in decimals? [TARGET]Teacher: What is two and one fourth equivalent to in decimals.[/TARGET] Student: If the 2 is a whole, it would be before the decimal point? Teacher: Yes, it would be. Student: Then one fourth - is it 25?",0 7981,"Teacher: Can you also give us what this would be in decimals? Teacher: What is two and one fourth equivalent to in decimals. Student: If the 2 is a whole, it would be before the decimal point? [TARGET]Teacher: Yes, it would be.[/TARGET] Student: Then one fourth - is it 25? Teacher: Yes. Teacher: There are some fractions that you guys really just memorized to know automatically what their decimal is.",0 7982,"Student: If the 2 is a whole, it would be before the decimal point? Teacher: Yes, it would be. Student: Then one fourth - is it 25? [TARGET]Teacher: Yes.[/TARGET] Teacher: There are some fractions that you guys really just memorized to know automatically what their decimal is. Teacher: We know you can use long division to come up with it that way. Student: All I did was I thought about what goes into 100, 4 times, and then what's one of them, so we can count by 25.",0 7983,"Teacher: Yes, it would be. Student: Then one fourth - is it 25? Teacher: Yes. [TARGET]Teacher: There are some fractions that you guys really just memorized to know automatically what their decimal is.[/TARGET] Teacher: We know you can use long division to come up with it that way. Student: All I did was I thought about what goes into 100, 4 times, and then what's one of them, so we can count by 25. Student: 25, 50, 75, 100.",0 7984,"Student: Then one fourth - is it 25? Teacher: Yes. Teacher: There are some fractions that you guys really just memorized to know automatically what their decimal is. [TARGET]Teacher: We know you can use long division to come up with it that way.[/TARGET] Student: All I did was I thought about what goes into 100, 4 times, and then what's one of them, so we can count by 25. Student: 25, 50, 75, 100. Student: If it was one fourth, it would be 25.",0 7985,"Student: 25, 50, 75, 100. Student: If it was one fourth, it would be 25. Student: If was two fourths, then it would be 50. [TARGET]Teacher: Good.[/TARGET] Teacher: Excellent. Teacher: You guys can also start to memorize one fourth is always equivalent to 0.25, and as Student S mentioned, one half is always equal to 0.50. Teacher: Three fourths is always equal to 0.75.",0 7986,"Student: If it was one fourth, it would be 25. Student: If was two fourths, then it would be 50. Teacher: Good. [TARGET]Teacher: Excellent.[/TARGET] Teacher: You guys can also start to memorize one fourth is always equivalent to 0.25, and as Student S mentioned, one half is always equal to 0.50. Teacher: Three fourths is always equal to 0.75. Teacher: That way you don't have to do long division, and you don't even have to break them up as she's saying.",0 7987,"Student: If was two fourths, then it would be 50. Teacher: Good. Teacher: Excellent. [TARGET]Teacher: You guys can also start to memorize one fourth is always equivalent to 0.25, and as Student S mentioned, one half is always equal to 0.50.[/TARGET] Teacher: Three fourths is always equal to 0.75. Teacher: That way you don't have to do long division, and you don't even have to break them up as she's saying. Teacher: Some of you should just memorize.",0 7988,"Teacher: Good. Teacher: Excellent. Teacher: You guys can also start to memorize one fourth is always equivalent to 0.25, and as Student S mentioned, one half is always equal to 0.50. [TARGET]Teacher: Three fourths is always equal to 0.75.[/TARGET] Teacher: That way you don't have to do long division, and you don't even have to break them up as she's saying. Teacher: Some of you should just memorize. Teacher: Put the boards down, otherwise I'm taking them away from both of you.",0 7989,"Teacher: Excellent. Teacher: You guys can also start to memorize one fourth is always equivalent to 0.25, and as Student S mentioned, one half is always equal to 0.50. Teacher: Three fourths is always equal to 0.75. [TARGET]Teacher: That way you don't have to do long division, and you don't even have to break them up as she's saying.[/TARGET] Teacher: Some of you should just memorize. Teacher: Put the boards down, otherwise I'm taking them away from both of you. Student: I said I know the mixed fraction.",0 7990,"Teacher: You guys can also start to memorize one fourth is always equivalent to 0.25, and as Student S mentioned, one half is always equal to 0.50. Teacher: Three fourths is always equal to 0.75. Teacher: That way you don't have to do long division, and you don't even have to break them up as she's saying. [TARGET]Teacher: Some of you should just memorize.[/TARGET] Teacher: Put the boards down, otherwise I'm taking them away from both of you. Student: I said I know the mixed fraction. Teacher: This is the mixed number here.",0 7991,"Teacher: Three fourths is always equal to 0.75. Teacher: That way you don't have to do long division, and you don't even have to break them up as she's saying. Teacher: Some of you should just memorize. [TARGET]Teacher: Put the boards down, otherwise I'm taking them away from both of you.[/TARGET] Student: I said I know the mixed fraction. Teacher: This is the mixed number here. Student: Not the mixed number, the [inaudible].",1 7992,"Teacher: Some of you should just memorize. Teacher: Put the boards down, otherwise I'm taking them away from both of you. Student: I said I know the mixed fraction. [TARGET]Teacher: This is the mixed number here.[/TARGET] Student: Not the mixed number, the [inaudible]. Teacher: What's the improper fraction? Student: The improper fraction is six fourths.",0 7993,"Student: I said I know the mixed fraction. Teacher: This is the mixed number here. Student: Not the mixed number, the [inaudible]. [TARGET]Teacher: What's the improper fraction?[/TARGET] Student: The improper fraction is six fourths. Teacher: Not quite. Teacher: I didn't ask that, but since Student S introduced it, what would this be equivalent to if it were an improper fraction?",0 7994,"Student: Not the mixed number, the [inaudible]. Teacher: What's the improper fraction? Student: The improper fraction is six fourths. [TARGET]Teacher: Not quite.[/TARGET] Teacher: I didn't ask that, but since Student S introduced it, what would this be equivalent to if it were an improper fraction? Teacher: I'm going to move on because it's time to move on, but I'm glad you brought up the point though. Teacher: So Student S, you were I think looking in the right direction.",0 7995,"Teacher: What's the improper fraction? Student: The improper fraction is six fourths. Teacher: Not quite. [TARGET]Teacher: I didn't ask that, but since Student S introduced it, what would this be equivalent to if it were an improper fraction?[/TARGET] Teacher: I'm going to move on because it's time to move on, but I'm glad you brought up the point though. Teacher: So Student S, you were I think looking in the right direction. Teacher: Denominator times the whole number is what?",0 7996,"Student: The improper fraction is six fourths. Teacher: Not quite. Teacher: I didn't ask that, but since Student S introduced it, what would this be equivalent to if it were an improper fraction? [TARGET]Teacher: I'm going to move on because it's time to move on, but I'm glad you brought up the point though.[/TARGET] Teacher: So Student S, you were I think looking in the right direction. Teacher: Denominator times the whole number is what? Teacher: 4 times 2 is 9?",1 7997,"Teacher: Not quite. Teacher: I didn't ask that, but since Student S introduced it, what would this be equivalent to if it were an improper fraction? Teacher: I'm going to move on because it's time to move on, but I'm glad you brought up the point though. [TARGET]Teacher: So Student S, you were I think looking in the right direction.[/TARGET] Teacher: Denominator times the whole number is what? Teacher: 4 times 2 is 9? Student: No, 8.",0 7998,"Teacher: I didn't ask that, but since Student S introduced it, what would this be equivalent to if it were an improper fraction? Teacher: I'm going to move on because it's time to move on, but I'm glad you brought up the point though. Teacher: So Student S, you were I think looking in the right direction. [TARGET]Teacher: Denominator times the whole number is what?[/TARGET] Teacher: 4 times 2 is 9? Student: No, 8. Teacher: Then you add the numerator of the fraction, and that's how you get the 9, and you are correct.",0 7999,"Teacher: I'm going to move on because it's time to move on, but I'm glad you brought up the point though. Teacher: So Student S, you were I think looking in the right direction. Teacher: Denominator times the whole number is what? [TARGET]Teacher: 4 times 2 is 9?[/TARGET] Student: No, 8. Teacher: Then you add the numerator of the fraction, and that's how you get the 9, and you are correct. Teacher: That's how you get that.",0 8000,"Teacher: Denominator times the whole number is what? Teacher: 4 times 2 is 9? Student: No, 8. [TARGET]Teacher: Then you add the numerator of the fraction, and that's how you get the 9, and you are correct.[/TARGET] Teacher: That's how you get that. Teacher: Let's move on. Teacher: We are going to get [inaudible].",0 8001,"Teacher: 4 times 2 is 9? Student: No, 8. Teacher: Then you add the numerator of the fraction, and that's how you get the 9, and you are correct. [TARGET]Teacher: That's how you get that.[/TARGET] Teacher: Let's move on. Teacher: We are going to get [inaudible]. Teacher: Very good.",0 8002,"Student: No, 8. Teacher: Then you add the numerator of the fraction, and that's how you get the 9, and you are correct. Teacher: That's how you get that. [TARGET]Teacher: Let's move on.[/TARGET] Teacher: We are going to get [inaudible]. Teacher: Very good. Teacher: Really briefly, the reason I'm not going to come up with the winner is we always have a habit of finding fault with who wins.",1 8003,"Teacher: Then you add the numerator of the fraction, and that's how you get the 9, and you are correct. Teacher: That's how you get that. Teacher: Let's move on. [TARGET]Teacher: We are going to get [inaudible].[/TARGET] Teacher: Very good. Teacher: Really briefly, the reason I'm not going to come up with the winner is we always have a habit of finding fault with who wins. Teacher: So now we're just going to worry about getting the questions correct and explaining them.",1 8004,"Teacher: That's how you get that. Teacher: Let's move on. Teacher: We are going to get [inaudible]. [TARGET]Teacher: Very good.[/TARGET] Teacher: Really briefly, the reason I'm not going to come up with the winner is we always have a habit of finding fault with who wins. Teacher: So now we're just going to worry about getting the questions correct and explaining them. Teacher: We're not going to make it into a winner, loser situation.",0 8005,"Teacher: Let's move on. Teacher: We are going to get [inaudible]. Teacher: Very good. [TARGET]Teacher: Really briefly, the reason I'm not going to come up with the winner is we always have a habit of finding fault with who wins.[/TARGET] Teacher: So now we're just going to worry about getting the questions correct and explaining them. Teacher: We're not going to make it into a winner, loser situation. Teacher: When we get to the point as a group that we can be really great losers and winners, then we will go back to finding winners and losers.",1 8006,"Teacher: We are going to get [inaudible]. Teacher: Very good. Teacher: Really briefly, the reason I'm not going to come up with the winner is we always have a habit of finding fault with who wins. [TARGET]Teacher: So now we're just going to worry about getting the questions correct and explaining them.[/TARGET] Teacher: We're not going to make it into a winner, loser situation. Teacher: When we get to the point as a group that we can be really great losers and winners, then we will go back to finding winners and losers. Student: I have a question.",1 8007,"Teacher: Very good. Teacher: Really briefly, the reason I'm not going to come up with the winner is we always have a habit of finding fault with who wins. Teacher: So now we're just going to worry about getting the questions correct and explaining them. [TARGET]Teacher: We're not going to make it into a winner, loser situation.[/TARGET] Teacher: When we get to the point as a group that we can be really great losers and winners, then we will go back to finding winners and losers. Student: I have a question. Student: [Inaudible].",1 8008,"Teacher: Really briefly, the reason I'm not going to come up with the winner is we always have a habit of finding fault with who wins. Teacher: So now we're just going to worry about getting the questions correct and explaining them. Teacher: We're not going to make it into a winner, loser situation. [TARGET]Teacher: When we get to the point as a group that we can be really great losers and winners, then we will go back to finding winners and losers.[/TARGET] Student: I have a question. Student: [Inaudible]. Student: Say someone wins.",1 8009,"Student: [Inaudible]. Student: Say someone wins. Student: How do you find out if we can do it over again if you don't try? [TARGET]Teacher: I'm going to know because it's going to cross over into everything you guys do.[/TARGET] Teacher: That means you guys are going to be more positive when someone does something great, because you guys weren't doing that for a while, congratulating each other. Teacher: When you start back to doing that, then I know you respect each other. Teacher: When we start to do other things and no one is saying, ""He did this and you didn't say that about him.""",0 8010,"Student: Say someone wins. Student: How do you find out if we can do it over again if you don't try? Teacher: I'm going to know because it's going to cross over into everything you guys do. [TARGET]Teacher: That means you guys are going to be more positive when someone does something great, because you guys weren't doing that for a while, congratulating each other.[/TARGET] Teacher: When you start back to doing that, then I know you respect each other. Teacher: When we start to do other things and no one is saying, ""He did this and you didn't say that about him."" Teacher: Then I will know you're ready to be more of a sport.",1 8011,"Student: How do you find out if we can do it over again if you don't try? Teacher: I'm going to know because it's going to cross over into everything you guys do. Teacher: That means you guys are going to be more positive when someone does something great, because you guys weren't doing that for a while, congratulating each other. [TARGET]Teacher: When you start back to doing that, then I know you respect each other.[/TARGET] Teacher: When we start to do other things and no one is saying, ""He did this and you didn't say that about him."" Teacher: Then I will know you're ready to be more of a sport. Teacher: I will know immediately when things have changed.",1 8012,"Teacher: I'm going to know because it's going to cross over into everything you guys do. Teacher: That means you guys are going to be more positive when someone does something great, because you guys weren't doing that for a while, congratulating each other. Teacher: When you start back to doing that, then I know you respect each other. [TARGET]Teacher: When we start to do other things and no one is saying, ""He did this and you didn't say that about him.""[/TARGET] Teacher: Then I will know you're ready to be more of a sport. Teacher: I will know immediately when things have changed. Teacher: Okay.",1 8013,"Teacher: That means you guys are going to be more positive when someone does something great, because you guys weren't doing that for a while, congratulating each other. Teacher: When you start back to doing that, then I know you respect each other. Teacher: When we start to do other things and no one is saying, ""He did this and you didn't say that about him."" [TARGET]Teacher: Then I will know you're ready to be more of a sport.[/TARGET] Teacher: I will know immediately when things have changed. Teacher: Okay. Teacher: So I'm going to give you guys a minute for this, and you may begin.",1 8014,"Teacher: When you start back to doing that, then I know you respect each other. Teacher: When we start to do other things and no one is saying, ""He did this and you didn't say that about him."" Teacher: Then I will know you're ready to be more of a sport. [TARGET]Teacher: I will know immediately when things have changed.[/TARGET] Teacher: Okay. Teacher: So I'm going to give you guys a minute for this, and you may begin. Teacher: Okay.",0 8015,"Teacher: Then I will know you're ready to be more of a sport. Teacher: I will know immediately when things have changed. Teacher: Okay. [TARGET]Teacher: So I'm going to give you guys a minute for this, and you may begin.[/TARGET] Teacher: Okay. Teacher: Time is up. Teacher: So we're going to have Student B.",1 8016,"Teacher: Okay. Teacher: So I'm going to give you guys a minute for this, and you may begin. Teacher: Okay. [TARGET]Teacher: Time is up.[/TARGET] Teacher: So we're going to have Student B. Teacher: So what is the rule that we would use so that if we apply that rule to each of these input output situations, we would get the same number every time? Student: [Inaudible].",1 8017,"Teacher: So I'm going to give you guys a minute for this, and you may begin. Teacher: Okay. Teacher: Time is up. [TARGET]Teacher: So we're going to have Student B.[/TARGET] Teacher: So what is the rule that we would use so that if we apply that rule to each of these input output situations, we would get the same number every time? Student: [Inaudible]. Teacher: Your question?",1 8018,"Teacher: Okay. Teacher: Time is up. Teacher: So we're going to have Student B. [TARGET]Teacher: So what is the rule that we would use so that if we apply that rule to each of these input output situations, we would get the same number every time?[/TARGET] Student: [Inaudible]. Teacher: Your question? Teacher: Remember guys, at the table level, everybody may not know what the answer is.",0 8019,"Teacher: So we're going to have Student B. Teacher: So what is the rule that we would use so that if we apply that rule to each of these input output situations, we would get the same number every time? Student: [Inaudible]. [TARGET]Teacher: Your question?[/TARGET] Teacher: Remember guys, at the table level, everybody may not know what the answer is. Teacher: Everybody may not know how they got the answer, but that's the purpose of discussion at the table, so that at some point if you didn't know what the answer is, or you know what the answer is, and maybe someone at your table has explained it, and you understand it, you can come up here. Teacher: Don't be discouraged if you do not understand it immediately.",0 8020,"Teacher: So what is the rule that we would use so that if we apply that rule to each of these input output situations, we would get the same number every time? Student: [Inaudible]. Teacher: Your question? [TARGET]Teacher: Remember guys, at the table level, everybody may not know what the answer is.[/TARGET] Teacher: Everybody may not know how they got the answer, but that's the purpose of discussion at the table, so that at some point if you didn't know what the answer is, or you know what the answer is, and maybe someone at your table has explained it, and you understand it, you can come up here. Teacher: Don't be discouraged if you do not understand it immediately. Teacher: You guys have a chance to steal.",1 8021,"Student: [Inaudible]. Teacher: Your question? Teacher: Remember guys, at the table level, everybody may not know what the answer is. [TARGET]Teacher: Everybody may not know how they got the answer, but that's the purpose of discussion at the table, so that at some point if you didn't know what the answer is, or you know what the answer is, and maybe someone at your table has explained it, and you understand it, you can come up here.[/TARGET] Teacher: Don't be discouraged if you do not understand it immediately. Teacher: You guys have a chance to steal. Teacher: Yes, you do.",1 8022,"Teacher: Your question? Teacher: Remember guys, at the table level, everybody may not know what the answer is. Teacher: Everybody may not know how they got the answer, but that's the purpose of discussion at the table, so that at some point if you didn't know what the answer is, or you know what the answer is, and maybe someone at your table has explained it, and you understand it, you can come up here. [TARGET]Teacher: Don't be discouraged if you do not understand it immediately.[/TARGET] Teacher: You guys have a chance to steal. Teacher: Yes, you do. Teacher: I didn't call you.",0 8023,"Teacher: Remember guys, at the table level, everybody may not know what the answer is. Teacher: Everybody may not know how they got the answer, but that's the purpose of discussion at the table, so that at some point if you didn't know what the answer is, or you know what the answer is, and maybe someone at your table has explained it, and you understand it, you can come up here. Teacher: Don't be discouraged if you do not understand it immediately. [TARGET]Teacher: You guys have a chance to steal.[/TARGET] Teacher: Yes, you do. Teacher: I didn't call you. Teacher: Raise your hand if you have a question.",1 8024,"Teacher: Everybody may not know how they got the answer, but that's the purpose of discussion at the table, so that at some point if you didn't know what the answer is, or you know what the answer is, and maybe someone at your table has explained it, and you understand it, you can come up here. Teacher: Don't be discouraged if you do not understand it immediately. Teacher: You guys have a chance to steal. [TARGET]Teacher: Yes, you do.[/TARGET] Teacher: I didn't call you. Teacher: Raise your hand if you have a question. Teacher: Can you raise your hand?",1 8025,"Teacher: Don't be discouraged if you do not understand it immediately. Teacher: You guys have a chance to steal. Teacher: Yes, you do. [TARGET]Teacher: I didn't call you.[/TARGET] Teacher: Raise your hand if you have a question. Teacher: Can you raise your hand? Teacher: [Inaudible].",1 8026,"Teacher: You guys have a chance to steal. Teacher: Yes, you do. Teacher: I didn't call you. [TARGET]Teacher: Raise your hand if you have a question.[/TARGET] Teacher: Can you raise your hand? Teacher: [Inaudible]. Teacher: Student L, do you want to try it?",1 8027,"Teacher: Yes, you do. Teacher: I didn't call you. Teacher: Raise your hand if you have a question. [TARGET]Teacher: Can you raise your hand?[/TARGET] Teacher: [Inaudible]. Teacher: Student L, do you want to try it? Teacher: So tell us the rule.",1 8028,"Teacher: Raise your hand if you have a question. Teacher: Can you raise your hand? Teacher: [Inaudible]. [TARGET]Teacher: Student L, do you want to try it?[/TARGET] Teacher: So tell us the rule. Teacher: I'm not quite sure why you're doing that. Teacher: You can tell us.",1 8029,"Teacher: Can you raise your hand? Teacher: [Inaudible]. Teacher: Student L, do you want to try it? [TARGET]Teacher: So tell us the rule.[/TARGET] Teacher: I'm not quite sure why you're doing that. Teacher: You can tell us. Teacher: You don't need to write it.",0 8030,"Teacher: [Inaudible]. Teacher: Student L, do you want to try it? Teacher: So tell us the rule. [TARGET]Teacher: I'm not quite sure why you're doing that.[/TARGET] Teacher: You can tell us. Teacher: You don't need to write it. Student: [Inaudible].",0 8031,"Teacher: Student L, do you want to try it? Teacher: So tell us the rule. Teacher: I'm not quite sure why you're doing that. [TARGET]Teacher: You can tell us.[/TARGET] Teacher: You don't need to write it. Student: [Inaudible]. Teacher: Student S. Hold on a second.",1 8032,"Teacher: So tell us the rule. Teacher: I'm not quite sure why you're doing that. Teacher: You can tell us. [TARGET]Teacher: You don't need to write it.[/TARGET] Student: [Inaudible]. Teacher: Student S. Hold on a second. Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated.",1 8033,"Teacher: You can tell us. Teacher: You don't need to write it. Student: [Inaudible]. [TARGET]Teacher: Student S. Hold on a second.[/TARGET] Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated. Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation. Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them.",1 8034,"Teacher: You don't need to write it. Student: [Inaudible]. Teacher: Student S. Hold on a second. [TARGET]Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated.[/TARGET] Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation. Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them. Teacher: Don't tell me.",1 8035,"Student: [Inaudible]. Teacher: Student S. Hold on a second. Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated. [TARGET]Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation.[/TARGET] Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them. Teacher: Don't tell me. Teacher: Just ignore them and I will find the person breaking the rule.",1 8036,"Teacher: Student S. Hold on a second. Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated. Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation. [TARGET]Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them.[/TARGET] Teacher: Don't tell me. Teacher: Just ignore them and I will find the person breaking the rule. Teacher: Sorry.",1 8037,"Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated. Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation. Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them. [TARGET]Teacher: Don't tell me.[/TARGET] Teacher: Just ignore them and I will find the person breaking the rule. Teacher: Sorry. Teacher: Go ahead.",1 8038,"Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation. Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them. Teacher: Don't tell me. [TARGET]Teacher: Just ignore them and I will find the person breaking the rule.[/TARGET] Teacher: Sorry. Teacher: Go ahead. Student: You divide.",1 8039,"Teacher: Stop the talking, and if you see someone breaking the rule, ignore them, because I will catch them. Teacher: Don't tell me. Teacher: Just ignore them and I will find the person breaking the rule. [TARGET]Teacher: Sorry.[/TARGET] Teacher: Go ahead. Student: You divide. Teacher: When you say to divide, what is being divided?",1 8040,"Teacher: Don't tell me. Teacher: Just ignore them and I will find the person breaking the rule. Teacher: Sorry. [TARGET]Teacher: Go ahead.[/TARGET] Student: You divide. Teacher: When you say to divide, what is being divided? Teacher: What numbers are involved?",1 8041,"Teacher: Sorry. Teacher: Go ahead. Student: You divide. [TARGET]Teacher: When you say to divide, what is being divided?[/TARGET] Teacher: What numbers are involved? Student: [Inaudible]. Student: You divide by 7.",0 8042,"Teacher: Go ahead. Student: You divide. Teacher: When you say to divide, what is being divided? [TARGET]Teacher: What numbers are involved?[/TARGET] Student: [Inaudible]. Student: You divide by 7. Teacher: So you're saying 1 divided by 7 is equal to 10?",0 8043,"Teacher: What numbers are involved? Student: [Inaudible]. Student: You divide by 7. [TARGET]Teacher: So you're saying 1 divided by 7 is equal to 10?[/TARGET] Teacher: 2 divided by 7 is equal to 17? Teacher: That rule doesn't work, so you know that's the wrong answer. Teacher: That's okay.",0 8044,"Student: [Inaudible]. Student: You divide by 7. Teacher: So you're saying 1 divided by 7 is equal to 10? [TARGET]Teacher: 2 divided by 7 is equal to 17?[/TARGET] Teacher: That rule doesn't work, so you know that's the wrong answer. Teacher: That's okay. Teacher: You tried.",0 8045,"Student: You divide by 7. Teacher: So you're saying 1 divided by 7 is equal to 10? Teacher: 2 divided by 7 is equal to 17? [TARGET]Teacher: That rule doesn't work, so you know that's the wrong answer.[/TARGET] Teacher: That's okay. Teacher: You tried. Teacher: Remember, the rule was to work for each line.",0 8046,"Teacher: So you're saying 1 divided by 7 is equal to 10? Teacher: 2 divided by 7 is equal to 17? Teacher: That rule doesn't work, so you know that's the wrong answer. [TARGET]Teacher: That's okay.[/TARGET] Teacher: You tried. Teacher: Remember, the rule was to work for each line. Teacher: So now let's see if the Blue Wolves can come up and help us.",0 8047,"Teacher: 2 divided by 7 is equal to 17? Teacher: That rule doesn't work, so you know that's the wrong answer. Teacher: That's okay. [TARGET]Teacher: You tried.[/TARGET] Teacher: Remember, the rule was to work for each line. Teacher: So now let's see if the Blue Wolves can come up and help us. Teacher: 3, 2, 1.",0 8048,"Teacher: That rule doesn't work, so you know that's the wrong answer. Teacher: That's okay. Teacher: You tried. [TARGET]Teacher: Remember, the rule was to work for each line.[/TARGET] Teacher: So now let's see if the Blue Wolves can come up and help us. Teacher: 3, 2, 1. Teacher: If you feel like they are not listening to you, respecting you-",0 8049,"Teacher: That's okay. Teacher: You tried. Teacher: Remember, the rule was to work for each line. [TARGET]Teacher: So now let's see if the Blue Wolves can come up and help us.[/TARGET] Teacher: 3, 2, 1. Teacher: If you feel like they are not listening to you, respecting you- Student: They're trying to say that they're trying to help me and they're not.",1 8050,"Teacher: You tried. Teacher: Remember, the rule was to work for each line. Teacher: So now let's see if the Blue Wolves can come up and help us. [TARGET]Teacher: 3, 2, 1.[/TARGET] Teacher: If you feel like they are not listening to you, respecting you- Student: They're trying to say that they're trying to help me and they're not. Student: They didn't even say one thing to help me.",1 8051,"Teacher: Remember, the rule was to work for each line. Teacher: So now let's see if the Blue Wolves can come up and help us. Teacher: 3, 2, 1. [TARGET]Teacher: If you feel like they are not listening to you, respecting you-[/TARGET] Student: They're trying to say that they're trying to help me and they're not. Student: They didn't even say one thing to help me. Teacher: It is a group effort.",1 8052,"Teacher: If you feel like they are not listening to you, respecting you- Student: They're trying to say that they're trying to help me and they're not. Student: They didn't even say one thing to help me. [TARGET]Teacher: It is a group effort.[/TARGET] Teacher: I like what Student S is doing. Teacher: She is raising her hand to talk. Teacher: She will be the last person to speak before we move on.",1 8053,Student: They're trying to say that they're trying to help me and they're not. Student: They didn't even say one thing to help me. Teacher: It is a group effort. [TARGET]Teacher: I like what Student S is doing.[/TARGET] Teacher: She is raising her hand to talk. Teacher: She will be the last person to speak before we move on. Student: Okay.,1 8054,"Student: They didn't even say one thing to help me. Teacher: It is a group effort. Teacher: I like what Student S is doing. [TARGET]Teacher: She is raising her hand to talk.[/TARGET] Teacher: She will be the last person to speak before we move on. Student: Okay. Student: One, Student S is over there drawing random things on her board when we're saying Student S, come on, can you help us?",1 8055,"Teacher: It is a group effort. Teacher: I like what Student S is doing. Teacher: She is raising her hand to talk. [TARGET]Teacher: She will be the last person to speak before we move on.[/TARGET] Student: Okay. Student: One, Student S is over there drawing random things on her board when we're saying Student S, come on, can you help us? Student: Can you work with us?",1 8056,"Student: Can you work with us? Student: I erased it and then I tried to help. Student: You don't need to raise your voice, little girl. [TARGET]Teacher: Neither one of you need to talk like that.[/TARGET] Teacher: In fact, will both of you stand up? Teacher: Would you both step outside? Teacher: I'll call you back in when you're ready, and you've cooled down.",1 8057,"Student: I erased it and then I tried to help. Student: You don't need to raise your voice, little girl. Teacher: Neither one of you need to talk like that. [TARGET]Teacher: In fact, will both of you stand up?[/TARGET] Teacher: Would you both step outside? Teacher: I'll call you back in when you're ready, and you've cooled down. Teacher: Student S, you stand outside the door and Student S, you stand by the locker.",1 8058,"Student: You don't need to raise your voice, little girl. Teacher: Neither one of you need to talk like that. Teacher: In fact, will both of you stand up? [TARGET]Teacher: Would you both step outside?[/TARGET] Teacher: I'll call you back in when you're ready, and you've cooled down. Teacher: Student S, you stand outside the door and Student S, you stand by the locker. Teacher: Did you guys have an answer at all?",1 8059,"Teacher: Neither one of you need to talk like that. Teacher: In fact, will both of you stand up? Teacher: Would you both step outside? [TARGET]Teacher: I'll call you back in when you're ready, and you've cooled down.[/TARGET] Teacher: Student S, you stand outside the door and Student S, you stand by the locker. Teacher: Did you guys have an answer at all? Teacher: Leave it alone.",1 8060,"Teacher: In fact, will both of you stand up? Teacher: Would you both step outside? Teacher: I'll call you back in when you're ready, and you've cooled down. [TARGET]Teacher: Student S, you stand outside the door and Student S, you stand by the locker.[/TARGET] Teacher: Did you guys have an answer at all? Teacher: Leave it alone. Teacher: Go ahead.",1 8061,"Teacher: Would you both step outside? Teacher: I'll call you back in when you're ready, and you've cooled down. Teacher: Student S, you stand outside the door and Student S, you stand by the locker. [TARGET]Teacher: Did you guys have an answer at all?[/TARGET] Teacher: Leave it alone. Teacher: Go ahead. Teacher: Don't worry about writing the rule.",0 8062,"Teacher: I'll call you back in when you're ready, and you've cooled down. Teacher: Student S, you stand outside the door and Student S, you stand by the locker. Teacher: Did you guys have an answer at all? [TARGET]Teacher: Leave it alone.[/TARGET] Teacher: Go ahead. Teacher: Don't worry about writing the rule. Teacher: Just tell us what it is.",1 8063,"Teacher: Student S, you stand outside the door and Student S, you stand by the locker. Teacher: Did you guys have an answer at all? Teacher: Leave it alone. [TARGET]Teacher: Go ahead.[/TARGET] Teacher: Don't worry about writing the rule. Teacher: Just tell us what it is. Teacher: So what is it?",1 8064,Teacher: Did you guys have an answer at all? Teacher: Leave it alone. Teacher: Go ahead. [TARGET]Teacher: Don't worry about writing the rule.[/TARGET] Teacher: Just tell us what it is. Teacher: So what is it? Student: [Inaudible].,1 8065,"Teacher: Leave it alone. Teacher: Go ahead. Teacher: Don't worry about writing the rule. [TARGET]Teacher: Just tell us what it is.[/TARGET] Teacher: So what is it? Student: [Inaudible]. Teacher: This group says if we multiply the input by 7 and we add 3 to whatever that number is, then we get the output number.",1 8066,"Teacher: Go ahead. Teacher: Don't worry about writing the rule. Teacher: Just tell us what it is. [TARGET]Teacher: So what is it?[/TARGET] Student: [Inaudible]. Teacher: This group says if we multiply the input by 7 and we add 3 to whatever that number is, then we get the output number. Teacher: How many agree with that?",0 8067,"Teacher: Just tell us what it is. Teacher: So what is it? Student: [Inaudible]. [TARGET]Teacher: This group says if we multiply the input by 7 and we add 3 to whatever that number is, then we get the output number.[/TARGET] Teacher: How many agree with that? Teacher: Raise your hand. Teacher: You can leave it there.",0 8068,"Teacher: So what is it? Student: [Inaudible]. Teacher: This group says if we multiply the input by 7 and we add 3 to whatever that number is, then we get the output number. [TARGET]Teacher: How many agree with that?[/TARGET] Teacher: Raise your hand. Teacher: You can leave it there. Teacher: If you multiply the input number by 7, and whatever that number product is, you add 3 to it, then you're going to get the output number?",0 8069,"Student: [Inaudible]. Teacher: This group says if we multiply the input by 7 and we add 3 to whatever that number is, then we get the output number. Teacher: How many agree with that? [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: You can leave it there. Teacher: If you multiply the input number by 7, and whatever that number product is, you add 3 to it, then you're going to get the output number? Teacher: Raise your hand.",1 8070,"Teacher: This group says if we multiply the input by 7 and we add 3 to whatever that number is, then we get the output number. Teacher: How many agree with that? Teacher: Raise your hand. [TARGET]Teacher: You can leave it there.[/TARGET] Teacher: If you multiply the input number by 7, and whatever that number product is, you add 3 to it, then you're going to get the output number? Teacher: Raise your hand. Teacher: Hands down.",1 8071,"Teacher: How many agree with that? Teacher: Raise your hand. Teacher: You can leave it there. [TARGET]Teacher: If you multiply the input number by 7, and whatever that number product is, you add 3 to it, then you're going to get the output number?[/TARGET] Teacher: Raise your hand. Teacher: Hands down. Teacher: How many of you disagree with that?",0 8072,"Teacher: Raise your hand. Teacher: You can leave it there. Teacher: If you multiply the input number by 7, and whatever that number product is, you add 3 to it, then you're going to get the output number? [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: Hands down. Teacher: How many of you disagree with that? Teacher: Hands down.",1 8073,"Teacher: You can leave it there. Teacher: If you multiply the input number by 7, and whatever that number product is, you add 3 to it, then you're going to get the output number? Teacher: Raise your hand. [TARGET]Teacher: Hands down.[/TARGET] Teacher: How many of you disagree with that? Teacher: Hands down. Teacher: How many are not sure?",1 8074,"Teacher: If you multiply the input number by 7, and whatever that number product is, you add 3 to it, then you're going to get the output number? Teacher: Raise your hand. Teacher: Hands down. [TARGET]Teacher: How many of you disagree with that?[/TARGET] Teacher: Hands down. Teacher: How many are not sure? Teacher: Good job guys.",0 8075,Teacher: Raise your hand. Teacher: Hands down. Teacher: How many of you disagree with that? [TARGET]Teacher: Hands down.[/TARGET] Teacher: How many are not sure? Teacher: Good job guys. Teacher: That's the answer.,1 8076,Teacher: Hands down. Teacher: How many of you disagree with that? Teacher: Hands down. [TARGET]Teacher: How many are not sure?[/TARGET] Teacher: Good job guys. Teacher: That's the answer. Teacher: What was that?,0 8077,Teacher: How many of you disagree with that? Teacher: Hands down. Teacher: How many are not sure? [TARGET]Teacher: Good job guys.[/TARGET] Teacher: That's the answer. Teacher: What was that? Student: [Inaudible].,0 8078,"Teacher: Hands down. Teacher: How many are not sure? Teacher: Good job guys. [TARGET]Teacher: That's the answer.[/TARGET] Teacher: What was that? Student: [Inaudible]. Teacher: I kind of explained, but go ahead.",0 8079,"Teacher: How many are not sure? Teacher: Good job guys. Teacher: That's the answer. [TARGET]Teacher: What was that?[/TARGET] Student: [Inaudible]. Teacher: I kind of explained, but go ahead. Student: [Inaudible].",1 8080,"Teacher: That's the answer. Teacher: What was that? Student: [Inaudible]. [TARGET]Teacher: I kind of explained, but go ahead.[/TARGET] Student: [Inaudible]. Teacher: Which one was that one? Student: [Inaudible].",0 8081,"Student: [Inaudible]. Teacher: I kind of explained, but go ahead. Student: [Inaudible]. [TARGET]Teacher: Which one was that one?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: You did it with just this one.",0 8082,"Teacher: Which one was that one? Student: [Inaudible]. Teacher: Okay. [TARGET]Teacher: You did it with just this one.[/TARGET] Teacher: Did you try it out with any of the others? Teacher: Remember guys, just because you detect one answer here, that is not a pattern. Teacher: Input, output, is a pattern.",0 8083,"Student: [Inaudible]. Teacher: Okay. Teacher: You did it with just this one. [TARGET]Teacher: Did you try it out with any of the others?[/TARGET] Teacher: Remember guys, just because you detect one answer here, that is not a pattern. Teacher: Input, output, is a pattern. Teacher: He started with 5 and then tested it with all the others and it's true.",0 8084,"Teacher: Okay. Teacher: You did it with just this one. Teacher: Did you try it out with any of the others? [TARGET]Teacher: Remember guys, just because you detect one answer here, that is not a pattern.[/TARGET] Teacher: Input, output, is a pattern. Teacher: He started with 5 and then tested it with all the others and it's true. Teacher: It has to be true with each line.",0 8085,"Teacher: You did it with just this one. Teacher: Did you try it out with any of the others? Teacher: Remember guys, just because you detect one answer here, that is not a pattern. [TARGET]Teacher: Input, output, is a pattern.[/TARGET] Teacher: He started with 5 and then tested it with all the others and it's true. Teacher: It has to be true with each line. Teacher: Excellent job.",0 8086,"Teacher: Did you try it out with any of the others? Teacher: Remember guys, just because you detect one answer here, that is not a pattern. Teacher: Input, output, is a pattern. [TARGET]Teacher: He started with 5 and then tested it with all the others and it's true.[/TARGET] Teacher: It has to be true with each line. Teacher: Excellent job. Teacher: You guys were able to make that point.",0 8087,"Teacher: Remember guys, just because you detect one answer here, that is not a pattern. Teacher: Input, output, is a pattern. Teacher: He started with 5 and then tested it with all the others and it's true. [TARGET]Teacher: It has to be true with each line.[/TARGET] Teacher: Excellent job. Teacher: You guys were able to make that point. Teacher: Whose turn is it?",0 8088,"Teacher: Input, output, is a pattern. Teacher: He started with 5 and then tested it with all the others and it's true. Teacher: It has to be true with each line. [TARGET]Teacher: Excellent job.[/TARGET] Teacher: You guys were able to make that point. Teacher: Whose turn is it? Teacher: That was really good.",0 8089,Teacher: He started with 5 and then tested it with all the others and it's true. Teacher: It has to be true with each line. Teacher: Excellent job. [TARGET]Teacher: You guys were able to make that point.[/TARGET] Teacher: Whose turn is it? Teacher: That was really good. Teacher: Do we all understand it now?,0 8090,Teacher: It has to be true with each line. Teacher: Excellent job. Teacher: You guys were able to make that point. [TARGET]Teacher: Whose turn is it?[/TARGET] Teacher: That was really good. Teacher: Do we all understand it now? Multiple Students: Yes.,1 8091,Teacher: Excellent job. Teacher: You guys were able to make that point. Teacher: Whose turn is it? [TARGET]Teacher: That was really good.[/TARGET] Teacher: Do we all understand it now? Multiple Students: Yes. Teacher: It was over here that they got it wrong.,0 8092,Teacher: You guys were able to make that point. Teacher: Whose turn is it? Teacher: That was really good. [TARGET]Teacher: Do we all understand it now?[/TARGET] Multiple Students: Yes. Teacher: It was over here that they got it wrong. Teacher: Remember?,0 8093,Teacher: That was really good. Teacher: Do we all understand it now? Multiple Students: Yes. [TARGET]Teacher: It was over here that they got it wrong.[/TARGET] Teacher: Remember? Teacher: They got it wrong. Teacher: That was their original turn and they got it wrong.,0 8094,Teacher: Do we all understand it now? Multiple Students: Yes. Teacher: It was over here that they got it wrong. [TARGET]Teacher: Remember?[/TARGET] Teacher: They got it wrong. Teacher: That was their original turn and they got it wrong. Student: We didn't get a turn.,0 8095,Multiple Students: Yes. Teacher: It was over here that they got it wrong. Teacher: Remember? [TARGET]Teacher: They got it wrong.[/TARGET] Teacher: That was their original turn and they got it wrong. Student: We didn't get a turn. Teacher: You're going to get it now.,0 8096,Teacher: It was over here that they got it wrong. Teacher: Remember? Teacher: They got it wrong. [TARGET]Teacher: That was their original turn and they got it wrong.[/TARGET] Student: We didn't get a turn. Teacher: You're going to get it now. Teacher: Stop the singing.,0 8097,"Teacher: They got it wrong. Teacher: That was their original turn and they got it wrong. Student: We didn't get a turn. [TARGET]Teacher: You're going to get it now.[/TARGET] Teacher: Stop the singing. Teacher: You guys, I will give you one minute. Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation.",1 8098,"Teacher: That was their original turn and they got it wrong. Student: We didn't get a turn. Teacher: You're going to get it now. [TARGET]Teacher: Stop the singing.[/TARGET] Teacher: You guys, I will give you one minute. Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. Teacher: I want to see if all of you can do all of the problems.",1 8099,"Student: We didn't get a turn. Teacher: You're going to get it now. Teacher: Stop the singing. [TARGET]Teacher: You guys, I will give you one minute.[/TARGET] Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. Teacher: I want to see if all of you can do all of the problems. Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem.",1 8100,"Teacher: You're going to get it now. Teacher: Stop the singing. Teacher: You guys, I will give you one minute. [TARGET]Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation.[/TARGET] Teacher: I want to see if all of you can do all of the problems. Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem. Teacher: Time is up and Student S, have a seat.",1 8101,"Teacher: Stop the singing. Teacher: You guys, I will give you one minute. Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. [TARGET]Teacher: I want to see if all of you can do all of the problems.[/TARGET] Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem. Teacher: Time is up and Student S, have a seat. Teacher: Student D, can you help us out with the problem?",1 8102,"Teacher: You guys, I will give you one minute. Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. Teacher: I want to see if all of you can do all of the problems. [TARGET]Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem.[/TARGET] Teacher: Time is up and Student S, have a seat. Teacher: Student D, can you help us out with the problem? Teacher: Student S, please do not come into the classroom.",1 8103,"Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. Teacher: I want to see if all of you can do all of the problems. Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem. [TARGET]Teacher: Time is up and Student S, have a seat.[/TARGET] Teacher: Student D, can you help us out with the problem? Teacher: Student S, please do not come into the classroom. Teacher: Stop talking about it.",1 8104,"Teacher: I want to see if all of you can do all of the problems. Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem. Teacher: Time is up and Student S, have a seat. [TARGET]Teacher: Student D, can you help us out with the problem?[/TARGET] Teacher: Student S, please do not come into the classroom. Teacher: Stop talking about it. Teacher: Do not say anything more about Student S.",1 8105,"Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem. Teacher: Time is up and Student S, have a seat. Teacher: Student D, can you help us out with the problem? [TARGET]Teacher: Student S, please do not come into the classroom.[/TARGET] Teacher: Stop talking about it. Teacher: Do not say anything more about Student S. Teacher: [End of Audio]",1 8106,"Teacher: Time is up and Student S, have a seat. Teacher: Student D, can you help us out with the problem? Teacher: Student S, please do not come into the classroom. [TARGET]Teacher: Stop talking about it.[/TARGET] Teacher: Do not say anything more about Student S. Teacher: [End of Audio]",1 8107,"Teacher: Student D, can you help us out with the problem? Teacher: Student S, please do not come into the classroom. Teacher: Stop talking about it. [TARGET]Teacher: Do not say anything more about Student S.[/TARGET] Teacher: [End of Audio]",1 8108,"Multiple Students: [Crosstalk]. Teacher: All right. [TARGET]Teacher: I need you to focus.[/TARGET] Teacher: Student W, and Student D. Student: Yes? Teacher: I need you to focus.",1 8109,"Multiple Students: [Crosstalk]. Teacher: All right. Teacher: I need you to focus. [TARGET]Teacher: Student W, and Student D. [/TARGET] Student: Yes? Teacher: I need you to focus. Teacher: I need it quiet, now.",1 8110,"Teacher: I need you to focus. Teacher: Student W, and Student D. Student: Yes? [TARGET]Teacher: I need you to focus.[/TARGET] Teacher: I need it quiet, now. Teacher: I need it quiet. Teacher: [Inaudible] up here.",1 8111,"Teacher: Student W, and Student D. Student: Yes? Teacher: I need you to focus. [TARGET]Teacher: I need it quiet, now.[/TARGET] Teacher: I need it quiet. Teacher: [Inaudible] up here. Teacher: Today we're going to talk about the order of operations.",1 8112,"Student: Yes? Teacher: I need you to focus. Teacher: I need it quiet, now. [TARGET]Teacher: I need it quiet.[/TARGET] Teacher: [Inaudible] up here. Teacher: Today we're going to talk about the order of operations. Teacher: Mathematicians ... mathematicians solve problems by using the order of operations.",1 8113,"Teacher: I need you to focus. Teacher: I need it quiet, now. Teacher: I need it quiet. [TARGET]Teacher: [Inaudible] up here.[/TARGET] Teacher: Today we're going to talk about the order of operations. Teacher: Mathematicians ... mathematicians solve problems by using the order of operations. Teacher: Before I begin with the order of operations, Student A, [inaudible].",1 8114,"Teacher: I need it quiet, now. Teacher: I need it quiet. Teacher: [Inaudible] up here. [TARGET]Teacher: Today we're going to talk about the order of operations.[/TARGET] Teacher: Mathematicians ... mathematicians solve problems by using the order of operations. Teacher: Before I begin with the order of operations, Student A, [inaudible]. Teacher: [Laughter].",0 8115,"Teacher: I need it quiet. Teacher: [Inaudible] up here. Teacher: Today we're going to talk about the order of operations. [TARGET]Teacher: Mathematicians ... mathematicians solve problems by using the order of operations.[/TARGET] Teacher: Before I begin with the order of operations, Student A, [inaudible]. Teacher: [Laughter]. Multiple Students: [Crosstalk].",0 8116,"Teacher: [Inaudible] up here. Teacher: Today we're going to talk about the order of operations. Teacher: Mathematicians ... mathematicians solve problems by using the order of operations. [TARGET]Teacher: Before I begin with the order of operations, Student A, [inaudible].[/TARGET] Teacher: [Laughter]. Multiple Students: [Crosstalk]. Teacher: Student J, I need you to focus.",0 8117,"Teacher: Before I begin with the order of operations, Student A, [inaudible]. Teacher: [Laughter]. Multiple Students: [Crosstalk]. [TARGET]Teacher: Student J, I need you to focus.[/TARGET] Student: Yes? Teacher: The order of operations. Teacher: It [inaudible] in which order we solve problems, so it's going to tell you how to solve an expression or an equation.",1 8118,"Multiple Students: [Crosstalk]. Teacher: Student J, I need you to focus. Student: Yes? [TARGET]Teacher: The order of operations.[/TARGET] Teacher: It [inaudible] in which order we solve problems, so it's going to tell you how to solve an expression or an equation. Teacher: Today we're going to focus on, we're going to focus on what [inaudible] of the order of operations. Teacher: We're going to focus on the parenthesis.",0 8119,"Teacher: Student J, I need you to focus. Student: Yes? Teacher: The order of operations. [TARGET]Teacher: It [inaudible] in which order we solve problems, so it's going to tell you how to solve an expression or an equation.[/TARGET] Teacher: Today we're going to focus on, we're going to focus on what [inaudible] of the order of operations. Teacher: We're going to focus on the parenthesis. Teacher: We're going to look at and determine how the parenthesis affects the value of the expression.",0 8120,"Student: Yes? Teacher: The order of operations. Teacher: It [inaudible] in which order we solve problems, so it's going to tell you how to solve an expression or an equation. [TARGET]Teacher: Today we're going to focus on, we're going to focus on what [inaudible] of the order of operations.[/TARGET] Teacher: We're going to focus on the parenthesis. Teacher: We're going to look at and determine how the parenthesis affects the value of the expression. Teacher: So again, we're looking at how the parenthesis will affect the value of the expression.",0 8121,"Teacher: The order of operations. Teacher: It [inaudible] in which order we solve problems, so it's going to tell you how to solve an expression or an equation. Teacher: Today we're going to focus on, we're going to focus on what [inaudible] of the order of operations. [TARGET]Teacher: We're going to focus on the parenthesis.[/TARGET] Teacher: We're going to look at and determine how the parenthesis affects the value of the expression. Teacher: So again, we're looking at how the parenthesis will affect the value of the expression. Teacher: So I have two [inaudible] with the order.",0 8122,"Teacher: It [inaudible] in which order we solve problems, so it's going to tell you how to solve an expression or an equation. Teacher: Today we're going to focus on, we're going to focus on what [inaudible] of the order of operations. Teacher: We're going to focus on the parenthesis. [TARGET]Teacher: We're going to look at and determine how the parenthesis affects the value of the expression.[/TARGET] Teacher: So again, we're looking at how the parenthesis will affect the value of the expression. Teacher: So I have two [inaudible] with the order. Teacher: Three, Student M?",0 8123,"Teacher: Today we're going to focus on, we're going to focus on what [inaudible] of the order of operations. Teacher: We're going to focus on the parenthesis. Teacher: We're going to look at and determine how the parenthesis affects the value of the expression. [TARGET]Teacher: So again, we're looking at how the parenthesis will affect the value of the expression.[/TARGET] Teacher: So I have two [inaudible] with the order. Teacher: Three, Student M? Student: Yes?",0 8124,"Teacher: We're going to focus on the parenthesis. Teacher: We're going to look at and determine how the parenthesis affects the value of the expression. Teacher: So again, we're looking at how the parenthesis will affect the value of the expression. [TARGET]Teacher: So I have two [inaudible] with the order.[/TARGET] Teacher: Three, Student M? Student: Yes? Teacher: I have three once.",0 8125,"Teacher: We're going to look at and determine how the parenthesis affects the value of the expression. Teacher: So again, we're looking at how the parenthesis will affect the value of the expression. Teacher: So I have two [inaudible] with the order. [TARGET]Teacher: Three, Student M?[/TARGET] Student: Yes? Teacher: I have three once. Teacher: In parenthesis five minus two.",1 8126,"Teacher: So I have two [inaudible] with the order. Teacher: Three, Student M? Student: Yes? [TARGET]Teacher: I have three once.[/TARGET] Teacher: In parenthesis five minus two. Teacher: And [inaudible] the same numbers [inaudible] another problem, Student M? Student: Yes.",0 8127,"Teacher: Three, Student M? Student: Yes? Teacher: I have three once. [TARGET]Teacher: In parenthesis five minus two.[/TARGET] Teacher: And [inaudible] the same numbers [inaudible] another problem, Student M? Student: Yes. Teacher: Three plus five in parenthesis, minus two.",0 8128,"Student: Yes? Teacher: I have three once. Teacher: In parenthesis five minus two. [TARGET]Teacher: And [inaudible] the same numbers [inaudible] another problem, Student M?[/TARGET] Student: Yes. Teacher: Three plus five in parenthesis, minus two. Teacher: So our order of operations.",1 8129,"Teacher: In parenthesis five minus two. Teacher: And [inaudible] the same numbers [inaudible] another problem, Student M? Student: Yes. [TARGET]Teacher: Three plus five in parenthesis, minus two.[/TARGET] Teacher: So our order of operations. Teacher: The first thing you're going to do [inaudible] your number is the sentence. Teacher: You remember the sentence, ""Please excuse my dear Aunt Sally."" ",0 8130,"Teacher: And [inaudible] the same numbers [inaudible] another problem, Student M? Student: Yes. Teacher: Three plus five in parenthesis, minus two. [TARGET]Teacher: So our order of operations.[/TARGET] Teacher: The first thing you're going to do [inaudible] your number is the sentence. Teacher: You remember the sentence, ""Please excuse my dear Aunt Sally."" Teacher: That's going to be our sentence.",0 8131,"Student: Yes. Teacher: Three plus five in parenthesis, minus two. Teacher: So our order of operations. [TARGET]Teacher: The first thing you're going to do [inaudible] your number is the sentence.[/TARGET] Teacher: You remember the sentence, ""Please excuse my dear Aunt Sally."" Teacher: That's going to be our sentence. Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade.",0 8132,"Teacher: Three plus five in parenthesis, minus two. Teacher: So our order of operations. Teacher: The first thing you're going to do [inaudible] your number is the sentence. [TARGET]Teacher: You remember the sentence, ""Please excuse my dear Aunt Sally."" [/TARGET] Teacher: That's going to be our sentence. Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade. Teacher: The rest of middle school, high school, and college, and after college.",0 8133,"Teacher: So our order of operations. Teacher: The first thing you're going to do [inaudible] your number is the sentence. Teacher: You remember the sentence, ""Please excuse my dear Aunt Sally."" [TARGET]Teacher: That's going to be our sentence.[/TARGET] Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade. Teacher: The rest of middle school, high school, and college, and after college. Teacher: This is probably the most important sentence to learn in math.",0 8134,"Teacher: The first thing you're going to do [inaudible] your number is the sentence. Teacher: You remember the sentence, ""Please excuse my dear Aunt Sally."" Teacher: That's going to be our sentence. [TARGET]Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade.[/TARGET] Teacher: The rest of middle school, high school, and college, and after college. Teacher: This is probably the most important sentence to learn in math. Teacher: It tells you how to solve the problems.",0 8135,"Teacher: You remember the sentence, ""Please excuse my dear Aunt Sally."" Teacher: That's going to be our sentence. Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade. [TARGET]Teacher: The rest of middle school, high school, and college, and after college.[/TARGET] Teacher: This is probably the most important sentence to learn in math. Teacher: It tells you how to solve the problems. Teacher: The P stands for -",0 8136,"Teacher: That's going to be our sentence. Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade. Teacher: The rest of middle school, high school, and college, and after college. [TARGET]Teacher: This is probably the most important sentence to learn in math.[/TARGET] Teacher: It tells you how to solve the problems. Teacher: The P stands for - Student: Parenthesis.",0 8137,"Teacher: If you remember it, that will be the sentence to help you solve problems the rest of fifth grade. Teacher: The rest of middle school, high school, and college, and after college. Teacher: This is probably the most important sentence to learn in math. [TARGET]Teacher: It tells you how to solve the problems.[/TARGET] Teacher: The P stands for - Student: Parenthesis. Teacher: Parenthesis, so that means - shh, you're going to take everything in the parenthesis.",0 8138,"Teacher: The rest of middle school, high school, and college, and after college. Teacher: This is probably the most important sentence to learn in math. Teacher: It tells you how to solve the problems. [TARGET]Teacher: The P stands for -[/TARGET] Student: Parenthesis. Teacher: Parenthesis, so that means - shh, you're going to take everything in the parenthesis. Teacher: You're going to do everything in parenthesis first.",0 8139,"Teacher: It tells you how to solve the problems. Teacher: The P stands for - Student: Parenthesis. [TARGET]Teacher: Parenthesis, so that means - shh, you're going to take everything in the parenthesis.[/TARGET] Teacher: You're going to do everything in parenthesis first. Student: [Inaudible] five minus [inaudible]. Teacher: And then you're going to do the [inaudible] if you have [inaudible].",1 8140,"Teacher: The P stands for - Student: Parenthesis. Teacher: Parenthesis, so that means - shh, you're going to take everything in the parenthesis. [TARGET]Teacher: You're going to do everything in parenthesis first.[/TARGET] Student: [Inaudible] five minus [inaudible]. Teacher: And then you're going to do the [inaudible] if you have [inaudible]. Teacher: If you don't, just skip this step.",0 8141,"Teacher: Parenthesis, so that means - shh, you're going to take everything in the parenthesis. Teacher: You're going to do everything in parenthesis first. Student: [Inaudible] five minus [inaudible]. [TARGET]Teacher: And then you're going to do the [inaudible] if you have [inaudible].[/TARGET] Teacher: If you don't, just skip this step. Teacher: After your exponents, you will do - after the exponents you will do step three or step four. Teacher: If you notice, step three and step four - they're the inverse.",0 8142,"Teacher: You're going to do everything in parenthesis first. Student: [Inaudible] five minus [inaudible]. Teacher: And then you're going to do the [inaudible] if you have [inaudible]. [TARGET]Teacher: If you don't, just skip this step.[/TARGET] Teacher: After your exponents, you will do - after the exponents you will do step three or step four. Teacher: If you notice, step three and step four - they're the inverse. Teacher: The opposites.",0 8143,"Student: [Inaudible] five minus [inaudible]. Teacher: And then you're going to do the [inaudible] if you have [inaudible]. Teacher: If you don't, just skip this step. [TARGET]Teacher: After your exponents, you will do - after the exponents you will do step three or step four.[/TARGET] Teacher: If you notice, step three and step four - they're the inverse. Teacher: The opposites. Teacher: So multiplication comes first -",0 8144,"Teacher: And then you're going to do the [inaudible] if you have [inaudible]. Teacher: If you don't, just skip this step. Teacher: After your exponents, you will do - after the exponents you will do step three or step four. [TARGET]Teacher: If you notice, step three and step four - they're the inverse.[/TARGET] Teacher: The opposites. Teacher: So multiplication comes first - Student: Division.",0 8145,"Teacher: If you don't, just skip this step. Teacher: After your exponents, you will do - after the exponents you will do step three or step four. Teacher: If you notice, step three and step four - they're the inverse. [TARGET]Teacher: The opposites.[/TARGET] Teacher: So multiplication comes first - Student: Division. Teacher: From left to right, you do that first.",0 8146,"Teacher: After your exponents, you will do - after the exponents you will do step three or step four. Teacher: If you notice, step three and step four - they're the inverse. Teacher: The opposites. [TARGET]Teacher: So multiplication comes first -[/TARGET] Student: Division. Teacher: From left to right, you do that first. Teacher: If division comes first from left to right, you do that one, first.",0 8147,"Teacher: The opposites. Teacher: So multiplication comes first - Student: Division. [TARGET]Teacher: From left to right, you do that first.[/TARGET] Teacher: If division comes first from left to right, you do that one, first. Teacher: These two steps are the same. Teacher: They're the same level, so you would do whichever one comes first.",0 8148,"Teacher: So multiplication comes first - Student: Division. Teacher: From left to right, you do that first. [TARGET]Teacher: If division comes first from left to right, you do that one, first.[/TARGET] Teacher: These two steps are the same. Teacher: They're the same level, so you would do whichever one comes first. Teacher: Either multiplication or division.",0 8149,"Student: Division. Teacher: From left to right, you do that first. Teacher: If division comes first from left to right, you do that one, first. [TARGET]Teacher: These two steps are the same.[/TARGET] Teacher: They're the same level, so you would do whichever one comes first. Teacher: Either multiplication or division. Teacher: Step six - step five and six, you would do addition and subtraction last.",0 8150,"Teacher: From left to right, you do that first. Teacher: If division comes first from left to right, you do that one, first. Teacher: These two steps are the same. [TARGET]Teacher: They're the same level, so you would do whichever one comes first.[/TARGET] Teacher: Either multiplication or division. Teacher: Step six - step five and six, you would do addition and subtraction last. Teacher: You would do addition if addition comes first from left to right.",0 8151,"Teacher: If division comes first from left to right, you do that one, first. Teacher: These two steps are the same. Teacher: They're the same level, so you would do whichever one comes first. [TARGET]Teacher: Either multiplication or division.[/TARGET] Teacher: Step six - step five and six, you would do addition and subtraction last. Teacher: You would do addition if addition comes first from left to right. Teacher: You would do subtraction if subtraction if subtraction comes first from left to right.",0 8152,"Teacher: These two steps are the same. Teacher: They're the same level, so you would do whichever one comes first. Teacher: Either multiplication or division. [TARGET]Teacher: Step six - step five and six, you would do addition and subtraction last.[/TARGET] Teacher: You would do addition if addition comes first from left to right. Teacher: You would do subtraction if subtraction if subtraction comes first from left to right. Teacher: So you follow this order.",0 8153,"Teacher: They're the same level, so you would do whichever one comes first. Teacher: Either multiplication or division. Teacher: Step six - step five and six, you would do addition and subtraction last. [TARGET]Teacher: You would do addition if addition comes first from left to right.[/TARGET] Teacher: You would do subtraction if subtraction if subtraction comes first from left to right. Teacher: So you follow this order. Teacher: So looking at this, [inaudible] problem.",0 8154,"Teacher: Either multiplication or division. Teacher: Step six - step five and six, you would do addition and subtraction last. Teacher: You would do addition if addition comes first from left to right. [TARGET]Teacher: You would do subtraction if subtraction if subtraction comes first from left to right.[/TARGET] Teacher: So you follow this order. Teacher: So looking at this, [inaudible] problem. Teacher: Three plus five [inaudible] parenthesis.",0 8155,"Teacher: Step six - step five and six, you would do addition and subtraction last. Teacher: You would do addition if addition comes first from left to right. Teacher: You would do subtraction if subtraction if subtraction comes first from left to right. [TARGET]Teacher: So you follow this order.[/TARGET] Teacher: So looking at this, [inaudible] problem. Teacher: Three plus five [inaudible] parenthesis. Student: [Inaudible].",0 8156,"Teacher: You would do addition if addition comes first from left to right. Teacher: You would do subtraction if subtraction if subtraction comes first from left to right. Teacher: So you follow this order. [TARGET]Teacher: So looking at this, [inaudible] problem.[/TARGET] Teacher: Three plus five [inaudible] parenthesis. Student: [Inaudible]. Teacher: Step [inaudible] like that.",0 8157,"Teacher: You would do subtraction if subtraction if subtraction comes first from left to right. Teacher: So you follow this order. Teacher: So looking at this, [inaudible] problem. [TARGET]Teacher: Three plus five [inaudible] parenthesis.[/TARGET] Student: [Inaudible]. Teacher: Step [inaudible] like that. Teacher: So look at my first problem.",0 8158,"Teacher: So looking at this, [inaudible] problem. Teacher: Three plus five [inaudible] parenthesis. Student: [Inaudible]. [TARGET]Teacher: Step [inaudible] like that.[/TARGET] Teacher: So look at my first problem. Teacher: How do I solve it. Teacher: Three plus five minus [inaudible] parenthesis.",0 8159,Teacher: Three plus five [inaudible] parenthesis. Student: [Inaudible]. Teacher: Step [inaudible] like that. [TARGET]Teacher: So look at my first problem.[/TARGET] Teacher: How do I solve it. Teacher: Three plus five minus [inaudible] parenthesis. Teacher: So three plus five -,0 8160,Student: [Inaudible]. Teacher: Step [inaudible] like that. Teacher: So look at my first problem. [TARGET]Teacher: How do I solve it.[/TARGET] Teacher: Three plus five minus [inaudible] parenthesis. Teacher: So three plus five - Student: Eight.,0 8161,Teacher: Step [inaudible] like that. Teacher: So look at my first problem. Teacher: How do I solve it. [TARGET]Teacher: Three plus five minus [inaudible] parenthesis.[/TARGET] Teacher: So three plus five - Student: Eight. Teacher: Plus two in parenthesis.,0 8162,"Teacher: So look at my first problem. Teacher: How do I solve it. Teacher: Three plus five minus [inaudible] parenthesis. [TARGET]Teacher: So three plus five -[/TARGET] Student: Eight. Teacher: Plus two in parenthesis. Teacher: Five minus two is three, so I just solved five minus two is three, so this is gone.",0 8163,"Teacher: Three plus five minus [inaudible] parenthesis. Teacher: So three plus five - Student: Eight. [TARGET]Teacher: Plus two in parenthesis.[/TARGET] Teacher: Five minus two is three, so I just solved five minus two is three, so this is gone. Teacher: What I have left is three and my plus sign, and the value of this in parenthesis, three. Teacher: So three plus three equals six, so the value of this expression is six.",0 8164,"Teacher: So three plus five - Student: Eight. Teacher: Plus two in parenthesis. [TARGET]Teacher: Five minus two is three, so I just solved five minus two is three, so this is gone.[/TARGET] Teacher: What I have left is three and my plus sign, and the value of this in parenthesis, three. Teacher: So three plus three equals six, so the value of this expression is six. Teacher: Look at the same numbers.",0 8165,"Student: Eight. Teacher: Plus two in parenthesis. Teacher: Five minus two is three, so I just solved five minus two is three, so this is gone. [TARGET]Teacher: What I have left is three and my plus sign, and the value of this in parenthesis, three.[/TARGET] Teacher: So three plus three equals six, so the value of this expression is six. Teacher: Look at the same numbers. Teacher: We [inaudible] the value of the express.",0 8166,"Teacher: Plus two in parenthesis. Teacher: Five minus two is three, so I just solved five minus two is three, so this is gone. Teacher: What I have left is three and my plus sign, and the value of this in parenthesis, three. [TARGET]Teacher: So three plus three equals six, so the value of this expression is six.[/TARGET] Teacher: Look at the same numbers. Teacher: We [inaudible] the value of the express. Teacher: [Inaudible] place the parenthesis?",0 8167,"Teacher: Five minus two is three, so I just solved five minus two is three, so this is gone. Teacher: What I have left is three and my plus sign, and the value of this in parenthesis, three. Teacher: So three plus three equals six, so the value of this expression is six. [TARGET]Teacher: Look at the same numbers.[/TARGET] Teacher: We [inaudible] the value of the express. Teacher: [Inaudible] place the parenthesis? Teacher: Here we have three plus five minus two.",0 8168,"Teacher: What I have left is three and my plus sign, and the value of this in parenthesis, three. Teacher: So three plus three equals six, so the value of this expression is six. Teacher: Look at the same numbers. [TARGET]Teacher: We [inaudible] the value of the express.[/TARGET] Teacher: [Inaudible] place the parenthesis? Teacher: Here we have three plus five minus two. Teacher: [Inaudible] three plus five is eight minus two is six, so this example you get the same value, okay?",0 8169,"Teacher: So three plus three equals six, so the value of this expression is six. Teacher: Look at the same numbers. Teacher: We [inaudible] the value of the express. [TARGET]Teacher: [Inaudible] place the parenthesis?[/TARGET] Teacher: Here we have three plus five minus two. Teacher: [Inaudible] three plus five is eight minus two is six, so this example you get the same value, okay? Teacher: In this example we'll get the same value.",0 8170,"Teacher: Look at the same numbers. Teacher: We [inaudible] the value of the express. Teacher: [Inaudible] place the parenthesis? [TARGET]Teacher: Here we have three plus five minus two.[/TARGET] Teacher: [Inaudible] three plus five is eight minus two is six, so this example you get the same value, okay? Teacher: In this example we'll get the same value. Teacher: What?",0 8171,"Teacher: We [inaudible] the value of the express. Teacher: [Inaudible] place the parenthesis? Teacher: Here we have three plus five minus two. [TARGET]Teacher: [Inaudible] three plus five is eight minus two is six, so this example you get the same value, okay?[/TARGET] Teacher: In this example we'll get the same value. Teacher: What? Student: [Inaudible].",0 8172,"Teacher: [Inaudible] place the parenthesis? Teacher: Here we have three plus five minus two. Teacher: [Inaudible] three plus five is eight minus two is six, so this example you get the same value, okay? [TARGET]Teacher: In this example we'll get the same value.[/TARGET] Teacher: What? Student: [Inaudible]. Teacher: So watch this.",0 8173,"Teacher: Here we have three plus five minus two. Teacher: [Inaudible] three plus five is eight minus two is six, so this example you get the same value, okay? Teacher: In this example we'll get the same value. [TARGET]Teacher: What?[/TARGET] Student: [Inaudible]. Teacher: So watch this. Teacher: [Inaudible] we do.",0 8174,Teacher: In this example we'll get the same value. Teacher: What? Student: [Inaudible]. [TARGET]Teacher: So watch this.[/TARGET] Teacher: [Inaudible] we do. Teacher: I'm going to give you two problems. Teacher: I want you to write it down.,1 8175,Teacher: What? Student: [Inaudible]. Teacher: So watch this. [TARGET]Teacher: [Inaudible] we do.[/TARGET] Teacher: I'm going to give you two problems. Teacher: I want you to write it down. Teacher: Follow the steps in this order.,1 8176,Student: [Inaudible]. Teacher: So watch this. Teacher: [Inaudible] we do. [TARGET]Teacher: I'm going to give you two problems.[/TARGET] Teacher: I want you to write it down. Teacher: Follow the steps in this order. Teacher: Parenthesis.,1 8177,Teacher: So watch this. Teacher: [Inaudible] we do. Teacher: I'm going to give you two problems. [TARGET]Teacher: I want you to write it down.[/TARGET] Teacher: Follow the steps in this order. Teacher: Parenthesis. Teacher: Exponents.,1 8178,Teacher: [Inaudible] we do. Teacher: I'm going to give you two problems. Teacher: I want you to write it down. [TARGET]Teacher: Follow the steps in this order.[/TARGET] Teacher: Parenthesis. Teacher: Exponents. Teacher: Multiplication.,0 8179,"Teacher: I'm going to give you two problems. Teacher: I want you to write it down. Teacher: Follow the steps in this order. [TARGET]Teacher: Parenthesis.[/TARGET] Teacher: Exponents. Teacher: Multiplication. Teacher: Division or Division, multiplication, whichever comes first.",0 8180,"Teacher: I want you to write it down. Teacher: Follow the steps in this order. Teacher: Parenthesis. [TARGET]Teacher: Exponents.[/TARGET] Teacher: Multiplication. Teacher: Division or Division, multiplication, whichever comes first. Teacher: Then you got to do addition, subtraction, or subtraction, addition, whichever one comes first from left to right [inaudible] read.",0 8181,"Teacher: Follow the steps in this order. Teacher: Parenthesis. Teacher: Exponents. [TARGET]Teacher: Multiplication.[/TARGET] Teacher: Division or Division, multiplication, whichever comes first. Teacher: Then you got to do addition, subtraction, or subtraction, addition, whichever one comes first from left to right [inaudible] read. Teacher: Read from left to right.",0 8182,"Teacher: Parenthesis. Teacher: Exponents. Teacher: Multiplication. [TARGET]Teacher: Division or Division, multiplication, whichever comes first.[/TARGET] Teacher: Then you got to do addition, subtraction, or subtraction, addition, whichever one comes first from left to right [inaudible] read. Teacher: Read from left to right. Teacher: [Inaudible] problem on the board.",0 8183,"Teacher: Exponents. Teacher: Multiplication. Teacher: Division or Division, multiplication, whichever comes first. [TARGET]Teacher: Then you got to do addition, subtraction, or subtraction, addition, whichever one comes first from left to right [inaudible] read.[/TARGET] Teacher: Read from left to right. Teacher: [Inaudible] problem on the board. Teacher: [Inaudible].",0 8184,"Teacher: Multiplication. Teacher: Division or Division, multiplication, whichever comes first. Teacher: Then you got to do addition, subtraction, or subtraction, addition, whichever one comes first from left to right [inaudible] read. [TARGET]Teacher: Read from left to right.[/TARGET] Teacher: [Inaudible] problem on the board. Teacher: [Inaudible]. Teacher: [Inaudible].",0 8185,"Teacher: Division or Division, multiplication, whichever comes first. Teacher: Then you got to do addition, subtraction, or subtraction, addition, whichever one comes first from left to right [inaudible] read. Teacher: Read from left to right. [TARGET]Teacher: [Inaudible] problem on the board.[/TARGET] Teacher: [Inaudible]. Teacher: [Inaudible]. Student: [Inaudible].",0 8186,Teacher: [Inaudible]. Teacher: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: So you're going to have two problems.[/TARGET] Teacher: There's two problems on the board. Teacher: Problem one. Teacher: Seventeen minus four in parenthesis.,1 8187,Teacher: [Inaudible]. Student: [Inaudible]. Teacher: So you're going to have two problems. [TARGET]Teacher: There's two problems on the board.[/TARGET] Teacher: Problem one. Teacher: Seventeen minus four in parenthesis. Teacher: [Inaudible] three.,1 8188,Student: [Inaudible]. Teacher: So you're going to have two problems. Teacher: There's two problems on the board. [TARGET]Teacher: Problem one.[/TARGET] Teacher: Seventeen minus four in parenthesis. Teacher: [Inaudible] three. Teacher: The next problem.,0 8189,Teacher: So you're going to have two problems. Teacher: There's two problems on the board. Teacher: Problem one. [TARGET]Teacher: Seventeen minus four in parenthesis.[/TARGET] Teacher: [Inaudible] three. Teacher: The next problem. Teacher: Do the same problems.,0 8190,"Teacher: Problem one. Teacher: Seventeen minus four in parenthesis. Teacher: [Inaudible] three. [TARGET]Teacher: The next problem.[/TARGET] Teacher: Do the same problems. Teacher: Seventeen minus four times three in parenthesis. Teacher: Even though these have the same numbers, the same operations, they're different problems.",0 8191,"Teacher: Seventeen minus four in parenthesis. Teacher: [Inaudible] three. Teacher: The next problem. [TARGET]Teacher: Do the same problems.[/TARGET] Teacher: Seventeen minus four times three in parenthesis. Teacher: Even though these have the same numbers, the same operations, they're different problems. Teacher: Get started.",0 8192,"Teacher: [Inaudible] three. Teacher: The next problem. Teacher: Do the same problems. [TARGET]Teacher: Seventeen minus four times three in parenthesis.[/TARGET] Teacher: Even though these have the same numbers, the same operations, they're different problems. Teacher: Get started. Teacher: Once you have the value [inaudible], raise your hand and I'll look at it.",0 8193,"Teacher: The next problem. Teacher: Do the same problems. Teacher: Seventeen minus four times three in parenthesis. [TARGET]Teacher: Even though these have the same numbers, the same operations, they're different problems.[/TARGET] Teacher: Get started. Teacher: Once you have the value [inaudible], raise your hand and I'll look at it. Teacher: Student M, get started.",0 8194,"Teacher: Do the same problems. Teacher: Seventeen minus four times three in parenthesis. Teacher: Even though these have the same numbers, the same operations, they're different problems. [TARGET]Teacher: Get started.[/TARGET] Teacher: Once you have the value [inaudible], raise your hand and I'll look at it. Teacher: Student M, get started. Teacher: [Inaudible].",1 8195,"Teacher: Seventeen minus four times three in parenthesis. Teacher: Even though these have the same numbers, the same operations, they're different problems. Teacher: Get started. [TARGET]Teacher: Once you have the value [inaudible], raise your hand and I'll look at it.[/TARGET] Teacher: Student M, get started. Teacher: [Inaudible]. Teacher: Come on Student M, do number one, then do number two.",1 8196,"Teacher: Even though these have the same numbers, the same operations, they're different problems. Teacher: Get started. Teacher: Once you have the value [inaudible], raise your hand and I'll look at it. [TARGET]Teacher: Student M, get started.[/TARGET] Teacher: [Inaudible]. Teacher: Come on Student M, do number one, then do number two. Teacher: Once you have number one and number two raise your hand, please.",1 8197,"Teacher: Once you have the value [inaudible], raise your hand and I'll look at it. Teacher: Student M, get started. Teacher: [Inaudible]. [TARGET]Teacher: Come on Student M, do number one, then do number two.[/TARGET] Teacher: Once you have number one and number two raise your hand, please. Teacher: Remember, we're looking at ... we're looking at how the parenthesis affect the value of the expression. Teacher: [Inaudible].",1 8198,"Teacher: Student M, get started. Teacher: [Inaudible]. Teacher: Come on Student M, do number one, then do number two. [TARGET]Teacher: Once you have number one and number two raise your hand, please.[/TARGET] Teacher: Remember, we're looking at ... we're looking at how the parenthesis affect the value of the expression. Teacher: [Inaudible]. Teacher: Student M, come around.",1 8199,"Teacher: [Inaudible]. Teacher: Come on Student M, do number one, then do number two. Teacher: Once you have number one and number two raise your hand, please. [TARGET]Teacher: Remember, we're looking at ... we're looking at how the parenthesis affect the value of the expression.[/TARGET] Teacher: [Inaudible]. Teacher: Student M, come around. Student: [Inaudible].",0 8200,"Teacher: Once you have number one and number two raise your hand, please. Teacher: Remember, we're looking at ... we're looking at how the parenthesis affect the value of the expression. Teacher: [Inaudible]. [TARGET]Teacher: Student M, come around.[/TARGET] Student: [Inaudible]. Teacher: No one [inaudible]. Teacher: [Inaudible] you got one problem?",1 8201,"Teacher: [Inaudible]. Teacher: Student M, come around. Student: [Inaudible]. [TARGET]Teacher: No one [inaudible].[/TARGET] Teacher: [Inaudible] you got one problem? Teacher: What's the second problem. Teacher: When both of them are done - raise your hands when both of them are done.",0 8202,"Teacher: Student M, come around. Student: [Inaudible]. Teacher: No one [inaudible]. [TARGET]Teacher: [Inaudible] you got one problem?[/TARGET] Teacher: What's the second problem. Teacher: When both of them are done - raise your hands when both of them are done. Student: Oh, both of them.",0 8203,"Student: [Inaudible]. Teacher: No one [inaudible]. Teacher: [Inaudible] you got one problem? [TARGET]Teacher: What's the second problem.[/TARGET] Teacher: When both of them are done - raise your hands when both of them are done. Student: Oh, both of them. Multiple Students: [Crosstalk].",0 8204,"Teacher: No one [inaudible]. Teacher: [Inaudible] you got one problem? Teacher: What's the second problem. [TARGET]Teacher: When both of them are done - raise your hands when both of them are done.[/TARGET] Student: Oh, both of them. Multiple Students: [Crosstalk]. Teacher: Look at the chart.",1 8205,"Teacher: When both of them are done - raise your hands when both of them are done. Student: Oh, both of them. Multiple Students: [Crosstalk]. [TARGET]Teacher: Look at the chart.[/TARGET] Teacher: [Inaudible]. Teacher: [Inaudible] problem. Teacher: [Inaudible] problem.",1 8206,"Teacher: [Inaudible]. Teacher: [Inaudible] problem. Teacher: [Inaudible] problem. [TARGET]Teacher: [Inaudible] two of them, together.[/TARGET] Teacher: I want to see number one and number two. Student: Number one and number two. Student: I don't get it.",0 8207,"Teacher: [Inaudible] problem. Teacher: [Inaudible] problem. Teacher: [Inaudible] two of them, together. [TARGET]Teacher: I want to see number one and number two.[/TARGET] Student: Number one and number two. Student: I don't get it. Teacher: What don't you get?",1 8208,"Teacher: I want to see number one and number two. Student: Number one and number two. Student: I don't get it. [TARGET]Teacher: What don't you get?[/TARGET] Teacher: [Inaudible] solve it. Teacher: What do you want to solve, first? Teacher: Look at this chart.",0 8209,"Student: Number one and number two. Student: I don't get it. Teacher: What don't you get? [TARGET]Teacher: [Inaudible] solve it.[/TARGET] Teacher: What do you want to solve, first? Teacher: Look at this chart. Teacher: What's first in this chart that you see?",0 8210,"Student: I don't get it. Teacher: What don't you get? Teacher: [Inaudible] solve it. [TARGET]Teacher: What do you want to solve, first?[/TARGET] Teacher: Look at this chart. Teacher: What's first in this chart that you see? Student: [Inaudible].",0 8211,"Teacher: What don't you get? Teacher: [Inaudible] solve it. Teacher: What do you want to solve, first? [TARGET]Teacher: Look at this chart.[/TARGET] Teacher: What's first in this chart that you see? Student: [Inaudible]. Teacher: Are you sure?",1 8212,"Teacher: [Inaudible] solve it. Teacher: What do you want to solve, first? Teacher: Look at this chart. [TARGET]Teacher: What's first in this chart that you see?[/TARGET] Student: [Inaudible]. Teacher: Are you sure? Multiple Students: [Crosstalk].",0 8213,"Teacher: Look at this chart. Teacher: What's first in this chart that you see? Student: [Inaudible]. [TARGET]Teacher: Are you sure?[/TARGET] Multiple Students: [Crosstalk]. Teacher: No. Teacher: So what's number one, looking at your char?",0 8214,"Student: [Inaudible]. Teacher: Are you sure? Multiple Students: [Crosstalk]. [TARGET]Teacher: No.[/TARGET] Teacher: So what's number one, looking at your char? Teacher: Okay, so do what's in the parenthesis, first. Teacher: What's inside your parenthesis?",0 8215,"Teacher: Are you sure? Multiple Students: [Crosstalk]. Teacher: No. [TARGET]Teacher: So what's number one, looking at your char?[/TARGET] Teacher: Okay, so do what's in the parenthesis, first. Teacher: What's inside your parenthesis? Student: Seventeen.",0 8216,"Multiple Students: [Crosstalk]. Teacher: No. Teacher: So what's number one, looking at your char? [TARGET]Teacher: Okay, so do what's in the parenthesis, first.[/TARGET] Teacher: What's inside your parenthesis? Student: Seventeen. Teacher: What?",0 8217,"Teacher: No. Teacher: So what's number one, looking at your char? Teacher: Okay, so do what's in the parenthesis, first. [TARGET]Teacher: What's inside your parenthesis?[/TARGET] Student: Seventeen. Teacher: What? Student: Seventeen [inaudible].",0 8218,"Teacher: Okay, so do what's in the parenthesis, first. Teacher: What's inside your parenthesis? Student: Seventeen. [TARGET]Teacher: What?[/TARGET] Student: Seventeen [inaudible]. Teacher: No. Teacher: What's [inaudible] parenthesis?",0 8219,"Student: Seventeen. Teacher: What? Student: Seventeen [inaudible]. [TARGET]Teacher: No.[/TARGET] Teacher: What's [inaudible] parenthesis? Student: [Inaudible]. Teacher: Okay, so [inaudible] first.",0 8220,"Teacher: What? Student: Seventeen [inaudible]. Teacher: No. [TARGET]Teacher: What's [inaudible] parenthesis?[/TARGET] Student: [Inaudible]. Teacher: Okay, so [inaudible] first. Teacher: [Inaudible].",0 8221,"Teacher: No. Teacher: What's [inaudible] parenthesis? Student: [Inaudible]. [TARGET]Teacher: Okay, so [inaudible] first.[/TARGET] Teacher: [Inaudible]. Teacher: You sure? Teacher: Seventeen minus four.",0 8222,"Student: [Inaudible]. Teacher: Okay, so [inaudible] first. Teacher: [Inaudible]. [TARGET]Teacher: You sure?[/TARGET] Teacher: Seventeen minus four. Student: That's number two. Teacher: [Inaudible] carefully.",0 8223,"Teacher: Okay, so [inaudible] first. Teacher: [Inaudible]. Teacher: You sure? [TARGET]Teacher: Seventeen minus four.[/TARGET] Student: That's number two. Teacher: [Inaudible] carefully. Teacher: [Inaudible].",0 8224,"Teacher: [Students working on problem]. Teacher: [Crosstalk]. Teacher: [Inaudible]. [TARGET]Teacher: I'll be right there, [inaudible].[/TARGET] Multiple Students: [Students working on problem]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].",1 8225,"Multiple Students: [Students working on problem]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. [TARGET]Teacher: All right, focus.[/TARGET] Teacher: Eyes back up here. Teacher: Student C, shh. Teacher: Eyes back up here.",1 8226,"Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: All right, focus. [TARGET]Teacher: Eyes back up here.[/TARGET] Teacher: Student C, shh. Teacher: Eyes back up here. Teacher: Student L, what [inaudible] do you have?",1 8227,"Multiple Students: [Inaudible]. Teacher: All right, focus. Teacher: Eyes back up here. [TARGET]Teacher: Student C, shh.[/TARGET] Teacher: Eyes back up here. Teacher: Student L, what [inaudible] do you have? Teacher: [Inaudible]?",1 8228,"Teacher: All right, focus. Teacher: Eyes back up here. Teacher: Student C, shh. [TARGET]Teacher: Eyes back up here.[/TARGET] Teacher: Student L, what [inaudible] do you have? Teacher: [Inaudible]? Teacher: Focus.",1 8229,"Teacher: Eyes back up here. Teacher: Student C, shh. Teacher: Eyes back up here. [TARGET]Teacher: Student L, what [inaudible] do you have?[/TARGET] Teacher: [Inaudible]? Teacher: Focus. Teacher: Student L. Student W. Number one.",0 8230,"Teacher: Eyes back up here. Teacher: Student L, what [inaudible] do you have? Teacher: [Inaudible]? [TARGET]Teacher: Focus.[/TARGET] Teacher: Student L. Student W. Number one. Teacher: I need all eyes up here. Teacher: [Inaudible].",1 8231,"Teacher: Student L, what [inaudible] do you have? Teacher: [Inaudible]? Teacher: Focus. [TARGET]Teacher: Student L. Student W. Number one.[/TARGET] Teacher: I need all eyes up here. Teacher: [Inaudible]. Teacher: Number one, in parenthesis.",1 8232,"Teacher: [Inaudible]? Teacher: Focus. Teacher: Student L. Student W. Number one. [TARGET]Teacher: I need all eyes up here.[/TARGET] Teacher: [Inaudible]. Teacher: Number one, in parenthesis. Teacher: Seventeen minus four, so [inaudible] times three.",1 8233,"Teacher: Student L. Student W. Number one. Teacher: I need all eyes up here. Teacher: [Inaudible]. [TARGET]Teacher: Number one, in parenthesis.[/TARGET] Teacher: Seventeen minus four, so [inaudible] times three. Teacher: [Inaudible] first. Teacher: I see parenthesis, number one.",0 8234,"Teacher: I need all eyes up here. Teacher: [Inaudible]. Teacher: Number one, in parenthesis. [TARGET]Teacher: Seventeen minus four, so [inaudible] times three.[/TARGET] Teacher: [Inaudible] first. Teacher: I see parenthesis, number one. Teacher: I have parenthesis right here.",0 8235,"Teacher: Number one, in parenthesis. Teacher: Seventeen minus four, so [inaudible] times three. Teacher: [Inaudible] first. [TARGET]Teacher: I see parenthesis, number one.[/TARGET] Teacher: I have parenthesis right here. Teacher: So seventeen minus four gives me thirteen. Teacher: Seventeen minus four equals thirteen.",0 8236,"Teacher: Seventeen minus four, so [inaudible] times three. Teacher: [Inaudible] first. Teacher: I see parenthesis, number one. [TARGET]Teacher: I have parenthesis right here.[/TARGET] Teacher: So seventeen minus four gives me thirteen. Teacher: Seventeen minus four equals thirteen. Teacher: And then I have [inaudible], parenthesis times three.",0 8237,"Teacher: [Inaudible] first. Teacher: I see parenthesis, number one. Teacher: I have parenthesis right here. [TARGET]Teacher: So seventeen minus four gives me thirteen.[/TARGET] Teacher: Seventeen minus four equals thirteen. Teacher: And then I have [inaudible], parenthesis times three. Teacher: Shh.",0 8238,"Teacher: I see parenthesis, number one. Teacher: I have parenthesis right here. Teacher: So seventeen minus four gives me thirteen. [TARGET]Teacher: Seventeen minus four equals thirteen.[/TARGET] Teacher: And then I have [inaudible], parenthesis times three. Teacher: Shh. Teacher: I'll wait.",0 8239,"Teacher: I have parenthesis right here. Teacher: So seventeen minus four gives me thirteen. Teacher: Seventeen minus four equals thirteen. [TARGET]Teacher: And then I have [inaudible], parenthesis times three.[/TARGET] Teacher: Shh. Teacher: I'll wait. Teacher: Do we need to wait like we did, yesterday?",0 8240,"Teacher: So seventeen minus four gives me thirteen. Teacher: Seventeen minus four equals thirteen. Teacher: And then I have [inaudible], parenthesis times three. [TARGET]Teacher: Shh.[/TARGET] Teacher: I'll wait. Teacher: Do we need to wait like we did, yesterday? Multiple Students: No.",1 8241,"Teacher: Seventeen minus four equals thirteen. Teacher: And then I have [inaudible], parenthesis times three. Teacher: Shh. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Do we need to wait like we did, yesterday? Multiple Students: No. Student: N-O.",1 8242,"Teacher: And then I have [inaudible], parenthesis times three. Teacher: Shh. Teacher: I'll wait. [TARGET]Teacher: Do we need to wait like we did, yesterday?[/TARGET] Multiple Students: No. Student: N-O. Teacher: If you notice, I have one, two, three.",1 8243,"Teacher: Do we need to wait like we did, yesterday? Multiple Students: No. Student: N-O. [TARGET]Teacher: If you notice, I have one, two, three.[/TARGET] Teacher: Three numbers right here on the top line. Teacher: On the second line I have two numbers. Teacher: So as you saw, we should do it like this.",0 8244,"Multiple Students: No. Student: N-O. Teacher: If you notice, I have one, two, three. [TARGET]Teacher: Three numbers right here on the top line.[/TARGET] Teacher: On the second line I have two numbers. Teacher: So as you saw, we should do it like this. Teacher: [Inaudible] the value of the parenthesis under it.",0 8245,"Student: N-O. Teacher: If you notice, I have one, two, three. Teacher: Three numbers right here on the top line. [TARGET]Teacher: On the second line I have two numbers.[/TARGET] Teacher: So as you saw, we should do it like this. Teacher: [Inaudible] the value of the parenthesis under it. Teacher: I want to see it like this, boys and girls, just like it is on the chart.",0 8246,"Teacher: If you notice, I have one, two, three. Teacher: Three numbers right here on the top line. Teacher: On the second line I have two numbers. [TARGET]Teacher: So as you saw, we should do it like this.[/TARGET] Teacher: [Inaudible] the value of the parenthesis under it. Teacher: I want to see it like this, boys and girls, just like it is on the chart. Teacher: Now I have thirteen times three.",0 8247,"Teacher: Three numbers right here on the top line. Teacher: On the second line I have two numbers. Teacher: So as you saw, we should do it like this. [TARGET]Teacher: [Inaudible] the value of the parenthesis under it.[/TARGET] Teacher: I want to see it like this, boys and girls, just like it is on the chart. Teacher: Now I have thirteen times three. Teacher: Thirteen times three equals thirty-nine.",0 8248,"Teacher: On the second line I have two numbers. Teacher: So as you saw, we should do it like this. Teacher: [Inaudible] the value of the parenthesis under it. [TARGET]Teacher: I want to see it like this, boys and girls, just like it is on the chart.[/TARGET] Teacher: Now I have thirteen times three. Teacher: Thirteen times three equals thirty-nine. Student: Yes.",0 8249,"Teacher: So as you saw, we should do it like this. Teacher: [Inaudible] the value of the parenthesis under it. Teacher: I want to see it like this, boys and girls, just like it is on the chart. [TARGET]Teacher: Now I have thirteen times three.[/TARGET] Teacher: Thirteen times three equals thirty-nine. Student: Yes. Teacher: That's the value of this expression.",0 8250,"Teacher: [Inaudible] the value of the parenthesis under it. Teacher: I want to see it like this, boys and girls, just like it is on the chart. Teacher: Now I have thirteen times three. [TARGET]Teacher: Thirteen times three equals thirty-nine.[/TARGET] Student: Yes. Teacher: That's the value of this expression. Student: Yes.",0 8251,Teacher: Now I have thirteen times three. Teacher: Thirteen times three equals thirty-nine. Student: Yes. [TARGET]Teacher: That's the value of this expression.[/TARGET] Student: Yes. Student: Yes. Teacher: Now I'm going to look at the second expression.,0 8252,"Teacher: That's the value of this expression. Student: Yes. Student: Yes. [TARGET]Teacher: Now I'm going to look at the second expression.[/TARGET] Teacher: Student M, get back in the row, please. Teacher: Student A. Teacher: Now the second one.",0 8253,"Student: Yes. Student: Yes. Teacher: Now I'm going to look at the second expression. [TARGET]Teacher: Student M, get back in the row, please.[/TARGET] Teacher: Student A. Teacher: Now the second one. Teacher: Seventeen minus four, times three.",1 8254,"Student: Yes. Teacher: Now I'm going to look at the second expression. Teacher: Student M, get back in the row, please. [TARGET]Teacher: Student A.[/TARGET] Teacher: Now the second one. Teacher: Seventeen minus four, times three. Teacher: Student A, look up here, please.",1 8255,"Teacher: Now I'm going to look at the second expression. Teacher: Student M, get back in the row, please. Teacher: Student A. [TARGET]Teacher: Now the second one.[/TARGET] Teacher: Seventeen minus four, times three. Teacher: Student A, look up here, please. Teacher: In partnethesis I have four times three.",0 8256,"Teacher: Student M, get back in the row, please. Teacher: Student A. Teacher: Now the second one. [TARGET]Teacher: Seventeen minus four, times three.[/TARGET] Teacher: Student A, look up here, please. Teacher: In partnethesis I have four times three. Teacher: The order of operations says do eht parenthesis first, Student L, so what do we have in parenthesis.",0 8257,"Teacher: Student A. Teacher: Now the second one. Teacher: Seventeen minus four, times three. [TARGET]Teacher: Student A, look up here, please.[/TARGET] Teacher: In partnethesis I have four times three. Teacher: The order of operations says do eht parenthesis first, Student L, so what do we have in parenthesis. Multiple Students: [Multiple answers].",1 8258,"Teacher: Now the second one. Teacher: Seventeen minus four, times three. Teacher: Student A, look up here, please. [TARGET]Teacher: In partnethesis I have four times three.[/TARGET] Teacher: The order of operations says do eht parenthesis first, Student L, so what do we have in parenthesis. Multiple Students: [Multiple answers]. Teacher: Four times three, so we do that, first.",0 8259,"Teacher: Seventeen minus four, times three. Teacher: Student A, look up here, please. Teacher: In partnethesis I have four times three. [TARGET]Teacher: The order of operations says do eht parenthesis first, Student L, so what do we have in parenthesis.[/TARGET] Multiple Students: [Multiple answers]. Teacher: Four times three, so we do that, first. Teacher: What does four time three equal?",0 8260,"Teacher: In partnethesis I have four times three. Teacher: The order of operations says do eht parenthesis first, Student L, so what do we have in parenthesis. Multiple Students: [Multiple answers]. [TARGET]Teacher: Four times three, so we do that, first.[/TARGET] Teacher: What does four time three equal? Multiple Students: [Inaudible]. Teacher: All right, so I'm done with this in parenthesis, now I come down to the second line [inaudible] parenthesis.",0 8261,"Teacher: The order of operations says do eht parenthesis first, Student L, so what do we have in parenthesis. Multiple Students: [Multiple answers]. Teacher: Four times three, so we do that, first. [TARGET]Teacher: What does four time three equal?[/TARGET] Multiple Students: [Inaudible]. Teacher: All right, so I'm done with this in parenthesis, now I come down to the second line [inaudible] parenthesis. Student: Five.",0 8262,"Teacher: Four times three, so we do that, first. Teacher: What does four time three equal? Multiple Students: [Inaudible]. [TARGET]Teacher: All right, so I'm done with this in parenthesis, now I come down to the second line [inaudible] parenthesis.[/TARGET] Student: Five. Teacher: Twelve. Teacher: So now I have 17 minus 12.",0 8263,"Multiple Students: [Inaudible]. Teacher: All right, so I'm done with this in parenthesis, now I come down to the second line [inaudible] parenthesis. Student: Five. [TARGET]Teacher: Twelve.[/TARGET] Teacher: So now I have 17 minus 12. Student: Five. Teacher: I would get five.",0 8264,"Teacher: All right, so I'm done with this in parenthesis, now I come down to the second line [inaudible] parenthesis. Student: Five. Teacher: Twelve. [TARGET]Teacher: So now I have 17 minus 12.[/TARGET] Student: Five. Teacher: I would get five. Multiple Students: [Crosstalk].",0 8265,"Teacher: Twelve. Teacher: So now I have 17 minus 12. Student: Five. [TARGET]Teacher: I would get five.[/TARGET] Multiple Students: [Crosstalk]. Teacher: Now [inaudible] look like, [inaudible]. Teacher: Notice how we have the same three numbers in different problems.",0 8266,"Student: Five. Teacher: I would get five. Multiple Students: [Crosstalk]. [TARGET]Teacher: Now [inaudible] look like, [inaudible].[/TARGET] Teacher: Notice how we have the same three numbers in different problems. Teacher: We got different answers. Teacher: The reason we got different answer is again, because - ",0 8267,"Teacher: I would get five. Multiple Students: [Crosstalk]. Teacher: Now [inaudible] look like, [inaudible]. [TARGET]Teacher: Notice how we have the same three numbers in different problems.[/TARGET] Teacher: We got different answers. Teacher: The reason we got different answer is again, because - Student: The parenthesis.",0 8268,"Multiple Students: [Crosstalk]. Teacher: Now [inaudible] look like, [inaudible]. Teacher: Notice how we have the same three numbers in different problems. [TARGET]Teacher: We got different answers.[/TARGET] Teacher: The reason we got different answer is again, because - Student: The parenthesis. Teacher: The parenthesis.",0 8269,"Teacher: Now [inaudible] look like, [inaudible]. Teacher: Notice how we have the same three numbers in different problems. Teacher: We got different answers. [TARGET]Teacher: The reason we got different answer is again, because - [/TARGET] Student: The parenthesis. Teacher: The parenthesis. Teacher: Student M, [inaudible] which operation to do first.",0 8270,"Teacher: We got different answers. Teacher: The reason we got different answer is again, because - Student: The parenthesis. [TARGET]Teacher: The parenthesis.[/TARGET] Teacher: Student M, [inaudible] which operation to do first. Student: [Inaudible]. Teacher: [Inaudible] about two more problems.",0 8271,"Teacher: The reason we got different answer is again, because - Student: The parenthesis. Teacher: The parenthesis. [TARGET]Teacher: Student M, [inaudible] which operation to do first.[/TARGET] Student: [Inaudible]. Teacher: [Inaudible] about two more problems. Teacher: How about number three?",0 8272,"Teacher: The parenthesis. Teacher: Student M, [inaudible] which operation to do first. Student: [Inaudible]. [TARGET]Teacher: [Inaudible] about two more problems.[/TARGET] Teacher: How about number three? Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].",0 8273,"Teacher: Student M, [inaudible] which operation to do first. Student: [Inaudible]. Teacher: [Inaudible] about two more problems. [TARGET]Teacher: How about number three?[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: Okay, [inaudible] two problems on the board.",0 8274,"Teacher: How about number three? Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. [TARGET]Teacher: Okay, [inaudible] two problems on the board.[/TARGET] Teacher: Shh. Teacher: Quiet. Teacher: [Inaudible].",0 8275,"Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: Okay, [inaudible] two problems on the board. [TARGET]Teacher: Shh.[/TARGET] Teacher: Quiet. Teacher: [Inaudible]. Teacher: [Inaudible] before.",1 8276,"Multiple Students: [Inaudible]. Teacher: Okay, [inaudible] two problems on the board. Teacher: Shh. [TARGET]Teacher: Quiet.[/TARGET] Teacher: [Inaudible]. Teacher: [Inaudible] before. Teacher: [Inaudible].",1 8277,"Teacher: [Inaudible]. Student: We didn't work [inaudible]. Student: We didn't work [inaudible]. [TARGET]Teacher: Yes, you had.[/TARGET] Student: I forgot how to do it. Teacher: Yes, [inaudible] for me. Student: Oh, [inaudible].",1 8278,"Student: We didn't work [inaudible]. Teacher: Yes, you had. Student: I forgot how to do it. [TARGET]Teacher: Yes, [inaudible] for me.[/TARGET] Student: Oh, [inaudible]. Teacher: [Inaudible]. Student: [Inaudible].",0 8279,"Student: Oh, [inaudible]. Teacher: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: You got both of them?[/TARGET] Teacher: Looks like it. Teacher: I want to see [inaudible] when you got both of them done. Teacher: Good job, Student K, you're on fire today.",1 8280,"Teacher: [Inaudible]. Student: [Inaudible]. Teacher: You got both of them? [TARGET]Teacher: Looks like it.[/TARGET] Teacher: I want to see [inaudible] when you got both of them done. Teacher: Good job, Student K, you're on fire today. Teacher: Good job.",1 8281,"Student: [Inaudible]. Teacher: You got both of them? Teacher: Looks like it. [TARGET]Teacher: I want to see [inaudible] when you got both of them done.[/TARGET] Teacher: Good job, Student K, you're on fire today. Teacher: Good job. Teacher: [Inaudible].",1 8282,"Teacher: You got both of them? Teacher: Looks like it. Teacher: I want to see [inaudible] when you got both of them done. [TARGET]Teacher: Good job, Student K, you're on fire today.[/TARGET] Teacher: Good job. Teacher: [Inaudible]. Student: [Inaudible].",0 8283,"Teacher: Looks like it. Teacher: I want to see [inaudible] when you got both of them done. Teacher: Good job, Student K, you're on fire today. [TARGET]Teacher: Good job.[/TARGET] Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Looks like it.",0 8284,"Teacher: Good job. Teacher: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: Looks like it.[/TARGET] Teacher: [Inaudible]. Teacher: [Students working on problem]. Teacher: No, Student C. Shh.",0 8285,"Teacher: Looks like it. Teacher: [Inaudible]. Teacher: [Students working on problem]. [TARGET]Teacher: No, Student C. Shh.[/TARGET] Teacher: [Inaudible] first. Teacher: [Inaudible]. Multiple Students: [Crosstalk].",1 8286,Teacher: [Students working on problem]. Teacher: [Crosstalk]. Teacher: [Inaudible]. [TARGET]Teacher: Eyes up here.[/TARGET] Teacher: [Students loudly working on problem]. Teacher: All right. Teacher: Shh.,1 8287,"Teacher: Eyes up here. Teacher: [Students loudly working on problem]. Teacher: All right. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, be quiet. Teacher: Focus. Teacher: [Inaudible].",1 8288,"Teacher: [Students loudly working on problem]. Teacher: All right. Teacher: Shh. [TARGET]Teacher: All right, be quiet.[/TARGET] Teacher: Focus. Teacher: [Inaudible]. Teacher: Listen up.",1 8289,"Teacher: All right. Teacher: Shh. Teacher: All right, be quiet. [TARGET]Teacher: Focus.[/TARGET] Teacher: [Inaudible]. Teacher: Listen up. Teacher: Student S, look.",1 8290,"Teacher: All right, be quiet. Teacher: Focus. Teacher: [Inaudible]. [TARGET]Teacher: Listen up.[/TARGET] Teacher: Student S, look. Student: Student S. Teacher: All right.",1 8291,"Teacher: Focus. Teacher: [Inaudible]. Teacher: Listen up. [TARGET]Teacher: Student S, look.[/TARGET] Student: Student S. Teacher: All right. Teacher: Number three.",1 8292,"Teacher: Student S, look. Student: Student S. Teacher: All right. [TARGET]Teacher: Number three.[/TARGET] Teacher: Number three. Teacher: That's not important right now. Teacher: Number three.",0 8293,Student: Student S. Teacher: All right. Teacher: Number three. [TARGET]Teacher: Number three.[/TARGET] Teacher: That's not important right now. Teacher: Number three. Teacher: In parenthesis I had two to the second power times zero in parenthesis plus five.,0 8294,Teacher: All right. Teacher: Number three. Teacher: Number three. [TARGET]Teacher: That's not important right now.[/TARGET] Teacher: Number three. Teacher: In parenthesis I had two to the second power times zero in parenthesis plus five. Teacher: So if I use this chart I'm going to do everything in parenthesis first.,1 8295,Teacher: Number three. Teacher: Number three. Teacher: That's not important right now. [TARGET]Teacher: Number three.[/TARGET] Teacher: In parenthesis I had two to the second power times zero in parenthesis plus five. Teacher: So if I use this chart I'm going to do everything in parenthesis first. Teacher: [Inaudible].,0 8296,"Teacher: Number three. Teacher: That's not important right now. Teacher: Number three. [TARGET]Teacher: In parenthesis I had two to the second power times zero in parenthesis plus five.[/TARGET] Teacher: So if I use this chart I'm going to do everything in parenthesis first. Teacher: [Inaudible]. Teacher: So in this I have, in my parenthesis I see exponents.",0 8297,"Teacher: That's not important right now. Teacher: Number three. Teacher: In parenthesis I had two to the second power times zero in parenthesis plus five. [TARGET]Teacher: So if I use this chart I'm going to do everything in parenthesis first.[/TARGET] Teacher: [Inaudible]. Teacher: So in this I have, in my parenthesis I see exponents. Teacher: This raised two is an exponent.",0 8298,"Teacher: In parenthesis I had two to the second power times zero in parenthesis plus five. Teacher: So if I use this chart I'm going to do everything in parenthesis first. Teacher: [Inaudible]. [TARGET]Teacher: So in this I have, in my parenthesis I see exponents.[/TARGET] Teacher: This raised two is an exponent. Teacher: Student C, do you remember [inaudible] two to the second power? Student: Mm-hmm.",0 8299,"Teacher: So if I use this chart I'm going to do everything in parenthesis first. Teacher: [Inaudible]. Teacher: So in this I have, in my parenthesis I see exponents. [TARGET]Teacher: This raised two is an exponent.[/TARGET] Teacher: Student C, do you remember [inaudible] two to the second power? Student: Mm-hmm. Teacher: Remember, do exponents -",0 8300,"Teacher: [Inaudible]. Teacher: So in this I have, in my parenthesis I see exponents. Teacher: This raised two is an exponent. [TARGET]Teacher: Student C, do you remember [inaudible] two to the second power?[/TARGET] Student: Mm-hmm. Teacher: Remember, do exponents - Student: [Inaudible].",0 8301,"Teacher: This raised two is an exponent. Teacher: Student C, do you remember [inaudible] two to the second power? Student: Mm-hmm. [TARGET]Teacher: Remember, do exponents -[/TARGET] Student: [Inaudible]. Teacher: The whole number or the bigger number inside. Teacher: Shh.",0 8302,"Student: Mm-hmm. Teacher: Remember, do exponents - Student: [Inaudible]. [TARGET]Teacher: The whole number or the bigger number inside.[/TARGET] Teacher: Shh. Teacher: Student A, [inaudible]. Student: What?",0 8303,"Teacher: Remember, do exponents - Student: [Inaudible]. Teacher: The whole number or the bigger number inside. [TARGET]Teacher: Shh.[/TARGET] Teacher: Student A, [inaudible]. Student: What? Student: [Inaudible].",1 8304,"Student: [Inaudible]. Teacher: The whole number or the bigger number inside. Teacher: Shh. [TARGET]Teacher: Student A, [inaudible].[/TARGET] Student: What? Student: [Inaudible]. Teacher: Student A, [inaudible].",1 8305,"Teacher: Student A, [inaudible]. Student: What? Student: [Inaudible]. [TARGET]Teacher: Student A, [inaudible].[/TARGET] Teacher: Shh. Teacher: This is an exponent. Teacher: Two to the second power [inaudible].",1 8306,"Student: What? Student: [Inaudible]. Teacher: Student A, [inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: This is an exponent. Teacher: Two to the second power [inaudible]. Teacher: Student A.",1 8307,"Student: [Inaudible]. Teacher: Student A, [inaudible]. Teacher: Shh. [TARGET]Teacher: This is an exponent.[/TARGET] Teacher: Two to the second power [inaudible]. Teacher: Student A. Teacher: [Inaudible] two to the second power [inaudible].",0 8308,"Teacher: Student A, [inaudible]. Teacher: Shh. Teacher: This is an exponent. [TARGET]Teacher: Two to the second power [inaudible].[/TARGET] Teacher: Student A. Teacher: [Inaudible] two to the second power [inaudible]. Teacher: Quiet.",0 8309,"Teacher: Shh. Teacher: This is an exponent. Teacher: Two to the second power [inaudible]. [TARGET]Teacher: Student A.[/TARGET] Teacher: [Inaudible] two to the second power [inaudible]. Teacher: Quiet. Teacher: I'll wait, Student A.",1 8310,"Teacher: This is an exponent. Teacher: Two to the second power [inaudible]. Teacher: Student A. [TARGET]Teacher: [Inaudible] two to the second power [inaudible].[/TARGET] Teacher: Quiet. Teacher: I'll wait, Student A. Teacher: Student J, which one should we be [inaudible] boys, and girls?",0 8311,"Teacher: Two to the second power [inaudible]. Teacher: Student A. Teacher: [Inaudible] two to the second power [inaudible]. [TARGET]Teacher: Quiet.[/TARGET] Teacher: I'll wait, Student A. Teacher: Student J, which one should we be [inaudible] boys, and girls? Multiple Students: [Multiple answers].",1 8312,"Teacher: Student A. Teacher: [Inaudible] two to the second power [inaudible]. Teacher: Quiet. [TARGET]Teacher: I'll wait, Student A.[/TARGET] Teacher: Student J, which one should we be [inaudible] boys, and girls? Multiple Students: [Multiple answers]. Teacher: Everyone [inaudible].",1 8313,"Teacher: [Inaudible] two to the second power [inaudible]. Teacher: Quiet. Teacher: I'll wait, Student A. [TARGET]Teacher: Student J, which one should we be [inaudible] boys, and girls?[/TARGET] Multiple Students: [Multiple answers]. Teacher: Everyone [inaudible]. Teacher: [Inaudible] guess.",0 8314,"Teacher: I'll wait, Student A. Teacher: Student J, which one should we be [inaudible] boys, and girls? Multiple Students: [Multiple answers]. [TARGET]Teacher: Everyone [inaudible].[/TARGET] Teacher: [Inaudible] guess. Teacher: Shh. Teacher: All right.",0 8315,Multiple Students: [Multiple answers]. Teacher: Everyone [inaudible]. Teacher: [Inaudible] guess. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right. Student: [Inaudible]. Student: [Inaudible].,1 8316,Teacher: All right. Student: [Inaudible]. Student: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: I'll wait.,1 8317,"Student: [Inaudible]. Student: [Inaudible]. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: I'll wait. Teacher: Student J, you're keeping us from our proceedings.",1 8318,"Student: [Inaudible]. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: Shh.[/TARGET] Teacher: I'll wait. Teacher: Student J, you're keeping us from our proceedings. Student: [Inaudible].",1 8319,"Teacher: Shh. Teacher: Shh. Teacher: Shh. [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Student J, you're keeping us from our proceedings. Student: [Inaudible]. Teacher: This two to the second power means two times two.",1 8320,"Teacher: Shh. Teacher: Shh. Teacher: I'll wait. [TARGET]Teacher: Student J, you're keeping us from our proceedings.[/TARGET] Student: [Inaudible]. Teacher: This two to the second power means two times two. Teacher: The exponent or the raised two means how many times to multiply the number, so this is two times two.",1 8321,"Teacher: I'll wait. Teacher: Student J, you're keeping us from our proceedings. Student: [Inaudible]. [TARGET]Teacher: This two to the second power means two times two.[/TARGET] Teacher: The exponent or the raised two means how many times to multiply the number, so this is two times two. Student: Four. Teacher: So I'm going to do two times two.",0 8322,"Teacher: Student J, you're keeping us from our proceedings. Student: [Inaudible]. Teacher: This two to the second power means two times two. [TARGET]Teacher: The exponent or the raised two means how many times to multiply the number, so this is two times two.[/TARGET] Student: Four. Teacher: So I'm going to do two times two. Student: Four.",0 8323,"Teacher: This two to the second power means two times two. Teacher: The exponent or the raised two means how many times to multiply the number, so this is two times two. Student: Four. [TARGET]Teacher: So I'm going to do two times two.[/TARGET] Student: Four. Teacher: Times zero, plus five. Teacher: This may help you to write the exponent like this.",0 8324,"Student: Four. Teacher: So I'm going to do two times two. Student: Four. [TARGET]Teacher: Times zero, plus five.[/TARGET] Teacher: This may help you to write the exponent like this. Teacher: To break it down, this says I need to multiply two by itself twice, [inaudible] two times two [inaudible]. Teacher: So two times two in parenthesis, times zero will be four time zero.",0 8325,"Teacher: So I'm going to do two times two. Student: Four. Teacher: Times zero, plus five. [TARGET]Teacher: This may help you to write the exponent like this.[/TARGET] Teacher: To break it down, this says I need to multiply two by itself twice, [inaudible] two times two [inaudible]. Teacher: So two times two in parenthesis, times zero will be four time zero. Student: Is zero.",0 8326,"Student: Four. Teacher: Times zero, plus five. Teacher: This may help you to write the exponent like this. [TARGET]Teacher: To break it down, this says I need to multiply two by itself twice, [inaudible] two times two [inaudible].[/TARGET] Teacher: So two times two in parenthesis, times zero will be four time zero. Student: Is zero. Teacher: [Inaudible] parenthesis, plus -",0 8327,"Teacher: Times zero, plus five. Teacher: This may help you to write the exponent like this. Teacher: To break it down, this says I need to multiply two by itself twice, [inaudible] two times two [inaudible]. [TARGET]Teacher: So two times two in parenthesis, times zero will be four time zero.[/TARGET] Student: Is zero. Teacher: [Inaudible] parenthesis, plus - Student: Five.",0 8328,"Teacher: To break it down, this says I need to multiply two by itself twice, [inaudible] two times two [inaudible]. Teacher: So two times two in parenthesis, times zero will be four time zero. Student: Is zero. [TARGET]Teacher: [Inaudible] parenthesis, plus -[/TARGET] Student: Five. Teacher: Five. Teacher: I wrote down my exponent.",0 8329,"Student: Is zero. Teacher: [Inaudible] parenthesis, plus - Student: Five. [TARGET]Teacher: Five.[/TARGET] Teacher: I wrote down my exponent. Teacher: Now I still have in parenthesis, Student A, four times zero. Teacher: Four times zero is zero.",0 8330,"Teacher: [Inaudible] parenthesis, plus - Student: Five. Teacher: Five. [TARGET]Teacher: I wrote down my exponent.[/TARGET] Teacher: Now I still have in parenthesis, Student A, four times zero. Teacher: Four times zero is zero. Teacher: We know anything times zero is going to be zero.",0 8331,"Student: Five. Teacher: Five. Teacher: I wrote down my exponent. [TARGET]Teacher: Now I still have in parenthesis, Student A, four times zero.[/TARGET] Teacher: Four times zero is zero. Teacher: We know anything times zero is going to be zero. Teacher: [Inaudible] five.",0 8332,"Teacher: Five. Teacher: I wrote down my exponent. Teacher: Now I still have in parenthesis, Student A, four times zero. [TARGET]Teacher: Four times zero is zero.[/TARGET] Teacher: We know anything times zero is going to be zero. Teacher: [Inaudible] five. Teacher: My parenthesis went away, Student W, do you want to sit n the back?",0 8333,"Teacher: I wrote down my exponent. Teacher: Now I still have in parenthesis, Student A, four times zero. Teacher: Four times zero is zero. [TARGET]Teacher: We know anything times zero is going to be zero.[/TARGET] Teacher: [Inaudible] five. Teacher: My parenthesis went away, Student W, do you want to sit n the back? Student: No.",0 8334,"Teacher: Four times zero is zero. Teacher: We know anything times zero is going to be zero. Teacher: [Inaudible] five. [TARGET]Teacher: My parenthesis went away, Student W, do you want to sit n the back?[/TARGET] Student: No. Teacher: [Inaudible]. Teacher: Now look forward.",1 8335,"Teacher: My parenthesis went away, Student W, do you want to sit n the back? Student: No. Teacher: [Inaudible]. [TARGET]Teacher: Now look forward.[/TARGET] Teacher: So now I have zero plus five equals five. Teacher: Five is the value of this expression. Teacher: Number four.",1 8336,"Student: No. Teacher: [Inaudible]. Teacher: Now look forward. [TARGET]Teacher: So now I have zero plus five equals five.[/TARGET] Teacher: Five is the value of this expression. Teacher: Number four. Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five.",0 8337,"Teacher: [Inaudible]. Teacher: Now look forward. Teacher: So now I have zero plus five equals five. [TARGET]Teacher: Five is the value of this expression.[/TARGET] Teacher: Number four. Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five. Teacher: Using my order of operations, I have parenthesis.",0 8338,"Teacher: Now look forward. Teacher: So now I have zero plus five equals five. Teacher: Five is the value of this expression. [TARGET]Teacher: Number four.[/TARGET] Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five. Teacher: Using my order of operations, I have parenthesis. Teacher: I have zero plus five in parenthesis, so I'm going to solve that.",0 8339,"Teacher: So now I have zero plus five equals five. Teacher: Five is the value of this expression. Teacher: Number four. [TARGET]Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five.[/TARGET] Teacher: Using my order of operations, I have parenthesis. Teacher: I have zero plus five in parenthesis, so I'm going to solve that. Teacher: Zero plus five equals five, so my parenthesis went away.",0 8340,"Teacher: Five is the value of this expression. Teacher: Number four. Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five. [TARGET]Teacher: Using my order of operations, I have parenthesis.[/TARGET] Teacher: I have zero plus five in parenthesis, so I'm going to solve that. Teacher: Zero plus five equals five, so my parenthesis went away. Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign.",0 8341,"Teacher: Number four. Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five. Teacher: Using my order of operations, I have parenthesis. [TARGET]Teacher: I have zero plus five in parenthesis, so I'm going to solve that.[/TARGET] Teacher: Zero plus five equals five, so my parenthesis went away. Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign. Teacher: I'll do my exponent first, because that comes second on the chart.",0 8342,"Teacher: Number four I have again two squared, or two to the second power times, in parenthesis, zero plus five. Teacher: Using my order of operations, I have parenthesis. Teacher: I have zero plus five in parenthesis, so I'm going to solve that. [TARGET]Teacher: Zero plus five equals five, so my parenthesis went away.[/TARGET] Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign. Teacher: I'll do my exponent first, because that comes second on the chart. Teacher: Exponents come before multiplication.",0 8343,"Teacher: Using my order of operations, I have parenthesis. Teacher: I have zero plus five in parenthesis, so I'm going to solve that. Teacher: Zero plus five equals five, so my parenthesis went away. [TARGET]Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign.[/TARGET] Teacher: I'll do my exponent first, because that comes second on the chart. Teacher: Exponents come before multiplication. Teacher: So two times two, or two to the second power equals four.",0 8344,"Teacher: I have zero plus five in parenthesis, so I'm going to solve that. Teacher: Zero plus five equals five, so my parenthesis went away. Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign. [TARGET]Teacher: I'll do my exponent first, because that comes second on the chart.[/TARGET] Teacher: Exponents come before multiplication. Teacher: So two times two, or two to the second power equals four. Teacher: [Inaudible] two times two is [inaudible].",0 8345,"Teacher: Zero plus five equals five, so my parenthesis went away. Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign. Teacher: I'll do my exponent first, because that comes second on the chart. [TARGET]Teacher: Exponents come before multiplication.[/TARGET] Teacher: So two times two, or two to the second power equals four. Teacher: [Inaudible] two times two is [inaudible]. Teacher: I broke it down.",0 8346,"Teacher: Now what I'm going to do [inaudible] the exponent and the multiplication sign. Teacher: I'll do my exponent first, because that comes second on the chart. Teacher: Exponents come before multiplication. [TARGET]Teacher: So two times two, or two to the second power equals four.[/TARGET] Teacher: [Inaudible] two times two is [inaudible]. Teacher: I broke it down. Teacher: So I'm going to do two times two, which is four times five.",0 8347,"Teacher: I'll do my exponent first, because that comes second on the chart. Teacher: Exponents come before multiplication. Teacher: So two times two, or two to the second power equals four. [TARGET]Teacher: [Inaudible] two times two is [inaudible].[/TARGET] Teacher: I broke it down. Teacher: So I'm going to do two times two, which is four times five. Teacher: Four times five is what, boys and girls?",0 8348,"Teacher: Exponents come before multiplication. Teacher: So two times two, or two to the second power equals four. Teacher: [Inaudible] two times two is [inaudible]. [TARGET]Teacher: I broke it down.[/TARGET] Teacher: So I'm going to do two times two, which is four times five. Teacher: Four times five is what, boys and girls? Multiple Students: Twenty.",0 8349,"Teacher: So two times two, or two to the second power equals four. Teacher: [Inaudible] two times two is [inaudible]. Teacher: I broke it down. [TARGET]Teacher: So I'm going to do two times two, which is four times five.[/TARGET] Teacher: Four times five is what, boys and girls? Multiple Students: Twenty. Teacher: That's the value of this expression.",0 8350,"Teacher: [Inaudible] two times two is [inaudible]. Teacher: I broke it down. Teacher: So I'm going to do two times two, which is four times five. [TARGET]Teacher: Four times five is what, boys and girls?[/TARGET] Multiple Students: Twenty. Teacher: That's the value of this expression. Teacher: Does everyone understand how the parenthesis can affect the value of the expression?",0 8351,"Teacher: So I'm going to do two times two, which is four times five. Teacher: Four times five is what, boys and girls? Multiple Students: Twenty. [TARGET]Teacher: That's the value of this expression.[/TARGET] Teacher: Does everyone understand how the parenthesis can affect the value of the expression? Multiple Students: Yes. Student: Yes.",0 8352,"Teacher: Four times five is what, boys and girls? Multiple Students: Twenty. Teacher: That's the value of this expression. [TARGET]Teacher: Does everyone understand how the parenthesis can affect the value of the expression?[/TARGET] Multiple Students: Yes. Student: Yes. Teacher: Or [inaudible] you do?",0 8353,"Teacher: Does everyone understand how the parenthesis can affect the value of the expression? Multiple Students: Yes. Student: Yes. [TARGET]Teacher: Or [inaudible] you do?[/TARGET] Student: Yes. Teacher: You have to do the same thing. Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around.",0 8354,"Student: Yes. Teacher: Or [inaudible] you do? Student: Yes. [TARGET]Teacher: You have to do the same thing.[/TARGET] Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around. Teacher: It's going to be just like this. Teacher: So we'll go to your desk.",0 8355,"Teacher: Or [inaudible] you do? Student: Yes. Teacher: You have to do the same thing. [TARGET]Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around.[/TARGET] Teacher: It's going to be just like this. Teacher: So we'll go to your desk. Teacher: Copy the chart down.",0 8356,"Student: Yes. Teacher: You have to do the same thing. Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around. [TARGET]Teacher: It's going to be just like this.[/TARGET] Teacher: So we'll go to your desk. Teacher: Copy the chart down. Teacher: After you copy the chart down [inaudible] you do.",0 8357,"Teacher: You have to do the same thing. Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around. Teacher: It's going to be just like this. [TARGET]Teacher: So we'll go to your desk.[/TARGET] Teacher: Copy the chart down. Teacher: After you copy the chart down [inaudible] you do. Student: [Inaudible].",1 8358,"Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around. Teacher: It's going to be just like this. Teacher: So we'll go to your desk. [TARGET]Teacher: Copy the chart down.[/TARGET] Teacher: After you copy the chart down [inaudible] you do. Student: [Inaudible]. Teacher: Any questions?",1 8359,Teacher: It's going to be just like this. Teacher: So we'll go to your desk. Teacher: Copy the chart down. [TARGET]Teacher: After you copy the chart down [inaudible] you do.[/TARGET] Student: [Inaudible]. Teacher: Any questions? Student: Nope.,1 8360,Teacher: Copy the chart down. Teacher: After you copy the chart down [inaudible] you do. Student: [Inaudible]. [TARGET]Teacher: Any questions?[/TARGET] Student: Nope. Teacher: [Inaudible]. Teacher: Any questions?,0 8361,Teacher: Any questions? Student: Nope. Teacher: [Inaudible]. [TARGET]Teacher: Any questions?[/TARGET] Teacher: Sure? Student: [Inaudible]. Teacher: It's about this.,0 8362,Student: Nope. Teacher: [Inaudible]. Teacher: Any questions? [TARGET]Teacher: Sure?[/TARGET] Student: [Inaudible]. Teacher: It's about this. Teacher: Okay.,0 8363,Teacher: Any questions? Teacher: Sure? Student: [Inaudible]. [TARGET]Teacher: It's about this.[/TARGET] Teacher: Okay. Teacher: Any questions about this? Student: [Inaudible].,1 8364,Student: [Inaudible]. Teacher: It's about this. Teacher: Okay. [TARGET]Teacher: Any questions about this?[/TARGET] Student: [Inaudible]. Teacher: [Inaudible]. Multiple Students: [Crosstalk].,0 8365,"Teacher: [Inaudible]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. [TARGET]Teacher: All right, I want you to have - shh.[/TARGET] Teacher: If you sit at this first table, [inaudible], if you sit at the first table. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].",1 8366,"Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: All right, I want you to have - shh. [TARGET]Teacher: If you sit at this first table, [inaudible], if you sit at the first table.[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Student: If you sit at the first table.",1 8367,"Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Student: If you sit at the first table. [TARGET]Teacher: Student J, Student L, please follow directions.[/TARGET] Teacher: Follow directions. Teacher: No one [inaudible] should be up. Teacher: [Inaudible] that first table.",1 8368,"Multiple Students: [Inaudible]. Student: If you sit at the first table. Teacher: Student J, Student L, please follow directions. [TARGET]Teacher: Follow directions.[/TARGET] Teacher: No one [inaudible] should be up. Teacher: [Inaudible] that first table. Teacher: If you sit at this table, [inaudible].",1 8369,"Student: If you sit at the first table. Teacher: Student J, Student L, please follow directions. Teacher: Follow directions. [TARGET]Teacher: No one [inaudible] should be up.[/TARGET] Teacher: [Inaudible] that first table. Teacher: If you sit at this table, [inaudible]. Teacher: Student M, [inaudible] sit there.",1 8370,"Teacher: Student J, Student L, please follow directions. Teacher: Follow directions. Teacher: No one [inaudible] should be up. [TARGET]Teacher: [Inaudible] that first table.[/TARGET] Teacher: If you sit at this table, [inaudible]. Teacher: Student M, [inaudible] sit there. Teacher: If you sit at this table, [inaudible].",1 8371,"Teacher: Follow directions. Teacher: No one [inaudible] should be up. Teacher: [Inaudible] that first table. [TARGET]Teacher: If you sit at this table, [inaudible].[/TARGET] Teacher: Student M, [inaudible] sit there. Teacher: If you sit at this table, [inaudible]. Teacher: [Whistling sound].",1 8372,"Teacher: No one [inaudible] should be up. Teacher: [Inaudible] that first table. Teacher: If you sit at this table, [inaudible]. [TARGET]Teacher: Student M, [inaudible] sit there.[/TARGET] Teacher: If you sit at this table, [inaudible]. Teacher: [Whistling sound]. Teacher: At this table.",1 8373,"Teacher: [Inaudible] that first table. Teacher: If you sit at this table, [inaudible]. Teacher: Student M, [inaudible] sit there. [TARGET]Teacher: If you sit at this table, [inaudible].[/TARGET] Teacher: [Whistling sound]. Teacher: At this table. Student: [Inaudible].",1 8374,"Teacher: Student M, [inaudible] sit there. Teacher: If you sit at this table, [inaudible]. Teacher: [Whistling sound]. [TARGET]Teacher: At this table.[/TARGET] Student: [Inaudible]. Teacher: I know [inaudible]. Teacher: Student M, [inaudible].",1 8375,"Teacher: [Whistling sound]. Teacher: At this table. Student: [Inaudible]. [TARGET]Teacher: I know [inaudible].[/TARGET] Teacher: Student M, [inaudible]. Teacher: [Whistling sound]. Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet.",0 8376,"Teacher: At this table. Student: [Inaudible]. Teacher: I know [inaudible]. [TARGET]Teacher: Student M, [inaudible].[/TARGET] Teacher: [Whistling sound]. Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet. Teacher: Follow directions.",1 8377,"Teacher: I know [inaudible]. Teacher: Student M, [inaudible]. Teacher: [Whistling sound]. [TARGET]Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet.[/TARGET] Teacher: Follow directions. Teacher: If you sit right here, right here - [inaudible]. Teacher: Student M, follow directions.",1 8378,"Teacher: Student M, [inaudible]. Teacher: [Whistling sound]. Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet. [TARGET]Teacher: Follow directions.[/TARGET] Teacher: If you sit right here, right here - [inaudible]. Teacher: Student M, follow directions. Teacher: Student M, [inaudible] have a seat.",1 8379,"Teacher: [Whistling sound]. Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet. Teacher: Follow directions. [TARGET]Teacher: If you sit right here, right here - [inaudible].[/TARGET] Teacher: Student M, follow directions. Teacher: Student M, [inaudible] have a seat. Teacher: Student M, sit right here.",1 8380,"Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet. Teacher: Follow directions. Teacher: If you sit right here, right here - [inaudible]. [TARGET]Teacher: Student M, follow directions.[/TARGET] Teacher: Student M, [inaudible] have a seat. Teacher: Student M, sit right here. Teacher: Walk around the [inaudible].",1 8381,"Teacher: Follow directions. Teacher: If you sit right here, right here - [inaudible]. Teacher: Student M, follow directions. [TARGET]Teacher: Student M, [inaudible] have a seat.[/TARGET] Teacher: Student M, sit right here. Teacher: Walk around the [inaudible]. Student: [Inaudible].",1 8382,"Teacher: If you sit right here, right here - [inaudible]. Teacher: Student M, follow directions. Teacher: Student M, [inaudible] have a seat. [TARGET]Teacher: Student M, sit right here.[/TARGET] Teacher: Walk around the [inaudible]. Student: [Inaudible]. Teacher: Student C, [inaudible].",1 8383,"Teacher: Student M, follow directions. Teacher: Student M, [inaudible] have a seat. Teacher: Student M, sit right here. [TARGET]Teacher: Walk around the [inaudible].[/TARGET] Student: [Inaudible]. Teacher: Student C, [inaudible]. Teacher: [Inaudible] camera [inaudible].",1 8384,"Teacher: Student M, sit right here. Teacher: Walk around the [inaudible]. Student: [Inaudible]. [TARGET]Teacher: Student C, [inaudible].[/TARGET] Teacher: [Inaudible] camera [inaudible]. Teacher: Student M, [inaudible]. Multiple Students: [Crosstalk].",1 8385,"Teacher: Walk around the [inaudible]. Student: [Inaudible]. Teacher: Student C, [inaudible]. [TARGET]Teacher: [Inaudible] camera [inaudible].[/TARGET] Teacher: Student M, [inaudible]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible].",1 8386,"Student: [Inaudible]. Teacher: Student C, [inaudible]. Teacher: [Inaudible] camera [inaudible]. [TARGET]Teacher: Student M, [inaudible].[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Multiple Students: [Whistling sound].",1 8387,"Multiple Students: [Inaudible]. Multiple Students: [Whistling sound]. Multiple Students: [Students loudly moving around room and talking]. [TARGET]Teacher: Student S, [inaudible] please.[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Multiple Students: [Whistling sound].",1 8388,Multiple Students: [Whistling sound]. Multiple Students: [Students loudly moving around room and talking]. Multiple Students: [Whistling noise]. [TARGET]Teacher: [Inaudible] chart [inaudible].[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: Shh.,0 8389,Teacher: [Inaudible] chart [inaudible]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. [TARGET]Teacher: Shh.[/TARGET] Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Multiple Students: [Students loudly working on problem].,1 8390,"Multiple Students: [Students loudly working on problem]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. [TARGET]Teacher: [Inaudible] chart [inaudible].[/TARGET] Teacher: After you finish the chart, do the problems. Student: Okay. Teacher: Write down the title.",0 8391,"Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: [Inaudible] chart [inaudible]. [TARGET]Teacher: After you finish the chart, do the problems.[/TARGET] Student: Okay. Teacher: Write down the title. Teacher: [Inaudible].",1 8392,"Teacher: [Inaudible] chart [inaudible]. Teacher: After you finish the chart, do the problems. Student: Okay. [TARGET]Teacher: Write down the title.[/TARGET] Teacher: [Inaudible]. Teacher: [Students working on problem]. Multiple Students: [Students loudly working on problem].",1 8393,Multiple Students: [Students loudly working on problem]. Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. [TARGET]Teacher: You done?[/TARGET] Student: [Inaudible]. Teacher: [Inaudible]. Teacher: [Students loudly working on problem].,1 8394,Multiple Students: [Crosstalk]. Multiple Students: [Inaudible]. Teacher: All right. [TARGET]Teacher: Listen up.[/TARGET] Teacher: Quiet. Teacher: Stop working. Teacher: Stop working.,1 8395,Multiple Students: [Inaudible]. Teacher: All right. Teacher: Listen up. [TARGET]Teacher: Quiet.[/TARGET] Teacher: Stop working. Teacher: Stop working. Teacher: Excuse me.,1 8396,Teacher: All right. Teacher: Listen up. Teacher: Quiet. [TARGET]Teacher: Stop working.[/TARGET] Teacher: Stop working. Teacher: Excuse me. Teacher: Stop working.,1 8397,Teacher: Listen up. Teacher: Quiet. Teacher: Stop working. [TARGET]Teacher: Stop working.[/TARGET] Teacher: Excuse me. Teacher: Stop working. Teacher: Look up here.,1 8398,Teacher: Quiet. Teacher: Stop working. Teacher: Stop working. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Stop working. Teacher: Look up here. Student: Okay.,1 8399,Teacher: Stop working. Teacher: Stop working. Teacher: Excuse me. [TARGET]Teacher: Stop working.[/TARGET] Teacher: Look up here. Student: Okay. Student: I'm looking now.,1 8400,Teacher: Stop working. Teacher: Excuse me. Teacher: Stop working. [TARGET]Teacher: Look up here.[/TARGET] Student: Okay. Student: I'm looking now. Teacher: This exponent is to the fourth power.,1 8401,"Teacher: Look up here. Student: Okay. Student: I'm looking now. [TARGET]Teacher: This exponent is to the fourth power.[/TARGET] Teacher: Student E, just [inaudible]. Teacher: [Inaudible] to the fourth power. Teacher: [Inaudible] this.",0 8402,"Student: Okay. Student: I'm looking now. Teacher: This exponent is to the fourth power. [TARGET]Teacher: Student E, just [inaudible].[/TARGET] Teacher: [Inaudible] to the fourth power. Teacher: [Inaudible] this. Teacher: [Inaudible].",1 8403,"Student: I'm looking now. Teacher: This exponent is to the fourth power. Teacher: Student E, just [inaudible]. [TARGET]Teacher: [Inaudible] to the fourth power.[/TARGET] Teacher: [Inaudible] this. Teacher: [Inaudible]. Teacher: This is two to the fourth power.",0 8404,Teacher: [Inaudible] to the fourth power. Teacher: [Inaudible] this. Teacher: [Inaudible]. [TARGET]Teacher: This is two to the fourth power.[/TARGET] Teacher: [Inaudible]. Teacher: This tells you - the exponent tells you need. Teacher: I need four twos so it looks like this.,0 8405,Teacher: [Inaudible]. Teacher: This is two to the fourth power. Teacher: [Inaudible]. [TARGET]Teacher: This tells you - the exponent tells you need.[/TARGET] Teacher: I need four twos so it looks like this. Teacher: Two times two times two times two. Student: Oh.,0 8406,"Teacher: This is two to the fourth power. Teacher: [Inaudible]. Teacher: This tells you - the exponent tells you need. [TARGET]Teacher: I need four twos so it looks like this.[/TARGET] Teacher: Two times two times two times two. Student: Oh. Teacher: Very few people did this, so [inaudible].",0 8407,"Teacher: [Inaudible]. Teacher: This tells you - the exponent tells you need. Teacher: I need four twos so it looks like this. [TARGET]Teacher: Two times two times two times two.[/TARGET] Student: Oh. Teacher: Very few people did this, so [inaudible]. Student: [Inaudible] two times four.",0 8408,"Teacher: I need four twos so it looks like this. Teacher: Two times two times two times two. Student: Oh. [TARGET]Teacher: Very few people did this, so [inaudible].[/TARGET] Student: [Inaudible] two times four. Teacher: It's not two times four. Teacher: It's two times two times two times two.",0 8409,"Student: Oh. Teacher: Very few people did this, so [inaudible]. Student: [Inaudible] two times four. [TARGET]Teacher: It's not two times four.[/TARGET] Teacher: It's two times two times two times two. Student: Oh. Student: Oh.",0 8410,"Teacher: Very few people did this, so [inaudible]. Student: [Inaudible] two times four. Teacher: It's not two times four. [TARGET]Teacher: It's two times two times two times two.[/TARGET] Student: Oh. Student: Oh. Student: [Students working on problem].",0 8411,Student: [Crosstalk]. Student: [Inaudible]. Teacher: [Inaudible]. [TARGET]Teacher: No.[/TARGET] Student: Two. Student: Two times two. Teacher: [Inaudible].,0 8412,Student: Two. Student: Two times two. Teacher: [Inaudible]. [TARGET]Teacher: Write it [inaudible].[/TARGET] Student: Oh. Student: Write thirty-two. Teacher: [Inaudible] percent.,0 8413," [TARGET]Teacher: Good morning, everyone.[/TARGET] Multiple Students: Good morning, Teacher. Teacher: Now, listen carefully, listen again. Teacher: All right, this morning we will continue exploring - exploring fractions, all right?",0 8414,"Teacher: Good morning, everyone. Multiple Students: Good morning, Teacher. [TARGET]Teacher: Now, listen carefully, listen again.[/TARGET] Teacher: All right, this morning we will continue exploring - exploring fractions, all right? Teacher: And - fractions. Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice.",1 8415,"Teacher: Good morning, everyone. Multiple Students: Good morning, Teacher. Teacher: Now, listen carefully, listen again. [TARGET]Teacher: All right, this morning we will continue exploring - exploring fractions, all right?[/TARGET] Teacher: And - fractions. Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice. Teacher: We've been exploring these fractions.",0 8416,"Multiple Students: Good morning, Teacher. Teacher: Now, listen carefully, listen again. Teacher: All right, this morning we will continue exploring - exploring fractions, all right? [TARGET]Teacher: And - fractions.[/TARGET] Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice. Teacher: We've been exploring these fractions. Teacher: Now, Student F, could you tell us something about fractions?",0 8417,"Teacher: Now, listen carefully, listen again. Teacher: All right, this morning we will continue exploring - exploring fractions, all right? Teacher: And - fractions. [TARGET]Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice.[/TARGET] Teacher: We've been exploring these fractions. Teacher: Now, Student F, could you tell us something about fractions? Teacher: When you're thinking fractions.",0 8418,"Teacher: All right, this morning we will continue exploring - exploring fractions, all right? Teacher: And - fractions. Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice. [TARGET]Teacher: We've been exploring these fractions.[/TARGET] Teacher: Now, Student F, could you tell us something about fractions? Teacher: When you're thinking fractions. Teacher: Yes?",0 8419,"Teacher: And - fractions. Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice. Teacher: We've been exploring these fractions. [TARGET]Teacher: Now, Student F, could you tell us something about fractions?[/TARGET] Teacher: When you're thinking fractions. Teacher: Yes? Student: One half is the biggest.",0 8420,"Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice. Teacher: We've been exploring these fractions. Teacher: Now, Student F, could you tell us something about fractions? [TARGET]Teacher: When you're thinking fractions.[/TARGET] Teacher: Yes? Student: One half is the biggest. Teacher: One half is the biggest fraction.",0 8421,"Teacher: We've been exploring these fractions. Teacher: Now, Student F, could you tell us something about fractions? Teacher: When you're thinking fractions. [TARGET]Teacher: Yes?[/TARGET] Student: One half is the biggest. Teacher: One half is the biggest fraction. Teacher: That's good.",0 8422,"Teacher: When you're thinking fractions. Teacher: Yes? Student: One half is the biggest. [TARGET]Teacher: One half is the biggest fraction.[/TARGET] Teacher: That's good. Teacher: So we put the word biggest, greatest, larger, bigger, greater, larger. Teacher: This is comparing.",0 8423,"Teacher: Yes? Student: One half is the biggest. Teacher: One half is the biggest fraction. [TARGET]Teacher: That's good.[/TARGET] Teacher: So we put the word biggest, greatest, larger, bigger, greater, larger. Teacher: This is comparing. Teacher: So we're kind of comparing or ordering.",0 8424,"Student: One half is the biggest. Teacher: One half is the biggest fraction. Teacher: That's good. [TARGET]Teacher: So we put the word biggest, greatest, larger, bigger, greater, larger.[/TARGET] Teacher: This is comparing. Teacher: So we're kind of comparing or ordering. Teacher: Now, that's one thing.",0 8425,"Teacher: One half is the biggest fraction. Teacher: That's good. Teacher: So we put the word biggest, greatest, larger, bigger, greater, larger. [TARGET]Teacher: This is comparing.[/TARGET] Teacher: So we're kind of comparing or ordering. Teacher: Now, that's one thing. Teacher: Another one.",0 8426,"Teacher: That's good. Teacher: So we put the word biggest, greatest, larger, bigger, greater, larger. Teacher: This is comparing. [TARGET]Teacher: So we're kind of comparing or ordering.[/TARGET] Teacher: Now, that's one thing. Teacher: Another one. Student: One eighth is the smallest one.",0 8427,"Teacher: So we put the word biggest, greatest, larger, bigger, greater, larger. Teacher: This is comparing. Teacher: So we're kind of comparing or ordering. [TARGET]Teacher: Now, that's one thing.[/TARGET] Teacher: Another one. Student: One eighth is the smallest one. Teacher: For which one?",0 8428,"Teacher: This is comparing. Teacher: So we're kind of comparing or ordering. Teacher: Now, that's one thing. [TARGET]Teacher: Another one.[/TARGET] Student: One eighth is the smallest one. Teacher: For which one? Teacher: Now, for what we did - and we're gonna look at this.",0 8429,"Teacher: Now, that's one thing. Teacher: Another one. Student: One eighth is the smallest one. [TARGET]Teacher: For which one?[/TARGET] Teacher: Now, for what we did - and we're gonna look at this. Teacher: One eighth was the smallest, but that's not the smallest fraction. Teacher: There's more.",0 8430,"Teacher: Another one. Student: One eighth is the smallest one. Teacher: For which one? [TARGET]Teacher: Now, for what we did - and we're gonna look at this.[/TARGET] Teacher: One eighth was the smallest, but that's not the smallest fraction. Teacher: There's more. Teacher: Fractions could go down low, low, low.",0 8431,"Student: One eighth is the smallest one. Teacher: For which one? Teacher: Now, for what we did - and we're gonna look at this. [TARGET]Teacher: One eighth was the smallest, but that's not the smallest fraction.[/TARGET] Teacher: There's more. Teacher: Fractions could go down low, low, low. Teacher: But one eighth was the one we did for this set.",0 8432,"Teacher: For which one? Teacher: Now, for what we did - and we're gonna look at this. Teacher: One eighth was the smallest, but that's not the smallest fraction. [TARGET]Teacher: There's more.[/TARGET] Teacher: Fractions could go down low, low, low. Teacher: But one eighth was the one we did for this set. Teacher: Remember, it's about a set.",0 8433,"Teacher: Now, for what we did - and we're gonna look at this. Teacher: One eighth was the smallest, but that's not the smallest fraction. Teacher: There's more. [TARGET]Teacher: Fractions could go down low, low, low.[/TARGET] Teacher: But one eighth was the one we did for this set. Teacher: Remember, it's about a set. Teacher: So we did fraction of an area, fraction of a set, fraction of a group.",0 8434,"Teacher: One eighth was the smallest, but that's not the smallest fraction. Teacher: There's more. Teacher: Fractions could go down low, low, low. [TARGET]Teacher: But one eighth was the one we did for this set.[/TARGET] Teacher: Remember, it's about a set. Teacher: So we did fraction of an area, fraction of a set, fraction of a group. Teacher: These are the things we've been working on.",0 8435,"Teacher: There's more. Teacher: Fractions could go down low, low, low. Teacher: But one eighth was the one we did for this set. [TARGET]Teacher: Remember, it's about a set.[/TARGET] Teacher: So we did fraction of an area, fraction of a set, fraction of a group. Teacher: These are the things we've been working on. Teacher: We're going to revise a few minutes, for two minutes.",0 8436,"Teacher: Fractions could go down low, low, low. Teacher: But one eighth was the one we did for this set. Teacher: Remember, it's about a set. [TARGET]Teacher: So we did fraction of an area, fraction of a set, fraction of a group.[/TARGET] Teacher: These are the things we've been working on. Teacher: We're going to revise a few minutes, for two minutes. Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice.",0 8437,"Teacher: But one eighth was the one we did for this set. Teacher: Remember, it's about a set. Teacher: So we did fraction of an area, fraction of a set, fraction of a group. [TARGET]Teacher: These are the things we've been working on.[/TARGET] Teacher: We're going to revise a few minutes, for two minutes. Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice. Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish.",0 8438,"Teacher: Remember, it's about a set. Teacher: So we did fraction of an area, fraction of a set, fraction of a group. Teacher: These are the things we've been working on. [TARGET]Teacher: We're going to revise a few minutes, for two minutes.[/TARGET] Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice. Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish. Teacher: Some people - no, no.",1 8439,"Teacher: So we did fraction of an area, fraction of a set, fraction of a group. Teacher: These are the things we've been working on. Teacher: We're going to revise a few minutes, for two minutes. [TARGET]Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice.[/TARGET] Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish. Teacher: Some people - no, no. Teacher: Some - no.",0 8440,"Teacher: These are the things we've been working on. Teacher: We're going to revise a few minutes, for two minutes. Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice. [TARGET]Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish.[/TARGET] Teacher: Some people - no, no. Teacher: Some - no. Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions.",1 8441,"Teacher: We're going to revise a few minutes, for two minutes. Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice. Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish. [TARGET]Teacher: Some people - no, no.[/TARGET] Teacher: Some - no. Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions. Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right?",1 8442,"Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice. Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish. Teacher: Some people - no, no. [TARGET]Teacher: Some - no.[/TARGET] Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions. Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right? Teacher: Somebody?",1 8443,"Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish. Teacher: Some people - no, no. Teacher: Some - no. [TARGET]Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions.[/TARGET] Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right? Teacher: Somebody? Teacher: Yeah.",0 8444,"Teacher: Some people - no, no. Teacher: Some - no. Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions. [TARGET]Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right?[/TARGET] Teacher: Somebody? Teacher: Yeah. Student: Numerator.",0 8445,"Teacher: Some - no. Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions. Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right? [TARGET]Teacher: Somebody?[/TARGET] Teacher: Yeah. Student: Numerator. Teacher: Numerator and a denominator.",0 8446,"Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions. Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right? Teacher: Somebody? [TARGET]Teacher: Yeah.[/TARGET] Student: Numerator. Teacher: Numerator and a denominator. Multiple Students: Denominator.",0 8447,Teacher: Somebody? Teacher: Yeah. Student: Numerator. [TARGET]Teacher: Numerator and a denominator.[/TARGET] Multiple Students: Denominator. Teacher: There is always. Teacher: And what did we learn?,0 8448,"Student: Numerator. Teacher: Numerator and a denominator. Multiple Students: Denominator. [TARGET]Teacher: There is always.[/TARGET] Teacher: And what did we learn? Teacher: I'm gonna pick on one person. Teacher: Student N, when we say - can I see you sit - yes.",0 8449,"Teacher: Numerator and a denominator. Multiple Students: Denominator. Teacher: There is always. [TARGET]Teacher: And what did we learn?[/TARGET] Teacher: I'm gonna pick on one person. Teacher: Student N, when we say - can I see you sit - yes. Teacher: When we say numerator or denominator, tell me something about denominator.",0 8450,"Multiple Students: Denominator. Teacher: There is always. Teacher: And what did we learn? [TARGET]Teacher: I'm gonna pick on one person.[/TARGET] Teacher: Student N, when we say - can I see you sit - yes. Teacher: When we say numerator or denominator, tell me something about denominator. Teacher: Student N, Student N, something about denominator.",1 8451,"Teacher: There is always. Teacher: And what did we learn? Teacher: I'm gonna pick on one person. [TARGET]Teacher: Student N, when we say - can I see you sit - yes.[/TARGET] Teacher: When we say numerator or denominator, tell me something about denominator. Teacher: Student N, Student N, something about denominator. Teacher: What is it you present?",1 8452,"Teacher: And what did we learn? Teacher: I'm gonna pick on one person. Teacher: Student N, when we say - can I see you sit - yes. [TARGET]Teacher: When we say numerator or denominator, tell me something about denominator.[/TARGET] Teacher: Student N, Student N, something about denominator. Teacher: What is it you present? Teacher: What does - when you say the denominator, what do I have in mind?",0 8453,"Teacher: I'm gonna pick on one person. Teacher: Student N, when we say - can I see you sit - yes. Teacher: When we say numerator or denominator, tell me something about denominator. [TARGET]Teacher: Student N, Student N, something about denominator.[/TARGET] Teacher: What is it you present? Teacher: What does - when you say the denominator, what do I have in mind? Student: The whole fraction.",1 8454,"Teacher: Student N, when we say - can I see you sit - yes. Teacher: When we say numerator or denominator, tell me something about denominator. Teacher: Student N, Student N, something about denominator. [TARGET]Teacher: What is it you present?[/TARGET] Teacher: What does - when you say the denominator, what do I have in mind? Student: The whole fraction. Teacher: The whole thing.",0 8455,"Teacher: When we say numerator or denominator, tell me something about denominator. Teacher: Student N, Student N, something about denominator. Teacher: What is it you present? [TARGET]Teacher: What does - when you say the denominator, what do I have in mind?[/TARGET] Student: The whole fraction. Teacher: The whole thing. Student: Everything.",0 8456,"Teacher: What is it you present? Teacher: What does - when you say the denominator, what do I have in mind? Student: The whole fraction. [TARGET]Teacher: The whole thing.[/TARGET] Student: Everything. Teacher: Everything of the fraction. Teacher: That is the whole area or the whole group or the whole set.",0 8457,"Student: The whole fraction. Teacher: The whole thing. Student: Everything. [TARGET]Teacher: Everything of the fraction.[/TARGET] Teacher: That is the whole area or the whole group or the whole set. Teacher: How many is in it is the denominator. Teacher: Like, I have three fractions up there.",0 8458,"Teacher: The whole thing. Student: Everything. Teacher: Everything of the fraction. [TARGET]Teacher: That is the whole area or the whole group or the whole set.[/TARGET] Teacher: How many is in it is the denominator. Teacher: Like, I have three fractions up there. Teacher: I have three, I have -",0 8459,"Student: Everything. Teacher: Everything of the fraction. Teacher: That is the whole area or the whole group or the whole set. [TARGET]Teacher: How many is in it is the denominator.[/TARGET] Teacher: Like, I have three fractions up there. Teacher: I have three, I have - Teacher: [Crosstalk]",0 8460,"Teacher: Everything of the fraction. Teacher: That is the whole area or the whole group or the whole set. Teacher: How many is in it is the denominator. [TARGET]Teacher: Like, I have three fractions up there.[/TARGET] Teacher: I have three, I have - Teacher: [Crosstalk] Teacher: Hold on.",0 8461,"Teacher: That is the whole area or the whole group or the whole set. Teacher: How many is in it is the denominator. Teacher: Like, I have three fractions up there. [TARGET]Teacher: I have three, I have -[/TARGET] Teacher: [Crosstalk] Teacher: Hold on. Teacher: I have a half and I have five eights - I mean, five tenths and I have two fourths, and they're all halves.",0 8462,"Teacher: Like, I have three fractions up there. Teacher: I have three, I have - Teacher: [Crosstalk] [TARGET]Teacher: Hold on.[/TARGET] Teacher: I have a half and I have five eights - I mean, five tenths and I have two fourths, and they're all halves. Teacher: But we could tell five tents and ten is the - Multiple Students: Denominator.",1 8463,"Teacher: I have three, I have - Teacher: [Crosstalk] Teacher: Hold on. [TARGET]Teacher: I have a half and I have five eights - I mean, five tenths and I have two fourths, and they're all halves.[/TARGET] Teacher: But we could tell five tents and ten is the - Multiple Students: Denominator. Teacher: And it's divided - it's divided into -",0 8464,"Teacher: [Crosstalk] Teacher: Hold on. Teacher: I have a half and I have five eights - I mean, five tenths and I have two fourths, and they're all halves. [TARGET]Teacher: But we could tell five tents and ten is the -[/TARGET] Multiple Students: Denominator. Teacher: And it's divided - it's divided into - Multiple Students: 10",0 8465,"Teacher: I have a half and I have five eights - I mean, five tenths and I have two fourths, and they're all halves. Teacher: But we could tell five tents and ten is the - Multiple Students: Denominator. [TARGET]Teacher: And it's divided - it's divided into -[/TARGET] Multiple Students: 10 Teacher: 10 pieces. Teacher: That's the big idea, all right?",0 8466,"Multiple Students: Denominator. Teacher: And it's divided - it's divided into - Multiple Students: 10 [TARGET]Teacher: 10 pieces.[/TARGET] Teacher: That's the big idea, all right? Teacher: Now, I bring this part too. Teacher: I bring - I bring this part.",0 8467,"Teacher: And it's divided - it's divided into - Multiple Students: 10 Teacher: 10 pieces. [TARGET]Teacher: That's the big idea, all right?[/TARGET] Teacher: Now, I bring this part too. Teacher: I bring - I bring this part. Teacher: That shows you the whole - the fraction, how many - how many in this fraction?",0 8468,"Multiple Students: 10 Teacher: 10 pieces. Teacher: That's the big idea, all right? [TARGET]Teacher: Now, I bring this part too.[/TARGET] Teacher: I bring - I bring this part. Teacher: That shows you the whole - the fraction, how many - how many in this fraction? Student: One half.",0 8469,"Teacher: 10 pieces. Teacher: That's the big idea, all right? Teacher: Now, I bring this part too. [TARGET]Teacher: I bring - I bring this part.[/TARGET] Teacher: That shows you the whole - the fraction, how many - how many in this fraction? Student: One half. Teacher: Two whole.",0 8470,"Teacher: That's the big idea, all right? Teacher: Now, I bring this part too. Teacher: I bring - I bring this part. [TARGET]Teacher: That shows you the whole - the fraction, how many - how many in this fraction?[/TARGET] Student: One half. Teacher: Two whole. Teacher: See?",0 8471,"Teacher: I bring - I bring this part. Teacher: That shows you the whole - the fraction, how many - how many in this fraction? Student: One half. [TARGET]Teacher: Two whole.[/TARGET] Teacher: See? Teacher: It's two, but it's two halves, right? Teacher: And then we have the whole again, from zero.",0 8472,"Teacher: That shows you the whole - the fraction, how many - how many in this fraction? Student: One half. Teacher: Two whole. [TARGET]Teacher: See?[/TARGET] Teacher: It's two, but it's two halves, right? Teacher: And then we have the whole again, from zero. Teacher: It's a fraction line from zero, half, to one half -",0 8473,"Student: One half. Teacher: Two whole. Teacher: See? [TARGET]Teacher: It's two, but it's two halves, right?[/TARGET] Teacher: And then we have the whole again, from zero. Teacher: It's a fraction line from zero, half, to one half - Multiple Students: And two.",0 8474,"Teacher: Two whole. Teacher: See? Teacher: It's two, but it's two halves, right? [TARGET]Teacher: And then we have the whole again, from zero.[/TARGET] Teacher: It's a fraction line from zero, half, to one half - Multiple Students: And two. Teacher: Two halves.",0 8475,"Teacher: See? Teacher: It's two, but it's two halves, right? Teacher: And then we have the whole again, from zero. [TARGET]Teacher: It's a fraction line from zero, half, to one half -[/TARGET] Multiple Students: And two. Teacher: Two halves. Student: Two halves.",0 8476,"Teacher: And then we have the whole again, from zero. Teacher: It's a fraction line from zero, half, to one half - Multiple Students: And two. [TARGET]Teacher: Two halves.[/TARGET] Student: Two halves. Teacher: Yes, two halves. Teacher: All right, see?",0 8477,"Multiple Students: And two. Teacher: Two halves. Student: Two halves. [TARGET]Teacher: Yes, two halves.[/TARGET] Teacher: All right, see? Teacher: All right, next one. Teacher: If we want to divide it, the whole thing, in - let me wait for Student O and Student N and Student M, and Student M. Yes, and Student M. So if I want to divide by whole into halves, or if I want to divide my whole in four people -",0 8478,"Teacher: Two halves. Student: Two halves. Teacher: Yes, two halves. [TARGET]Teacher: All right, see?[/TARGET] Teacher: All right, next one. Teacher: If we want to divide it, the whole thing, in - let me wait for Student O and Student N and Student M, and Student M. Yes, and Student M. So if I want to divide by whole into halves, or if I want to divide my whole in four people - Student: Your whole - [inaudible].",0 8479,"Student: Two halves. Teacher: Yes, two halves. Teacher: All right, see? [TARGET]Teacher: All right, next one.[/TARGET] Teacher: If we want to divide it, the whole thing, in - let me wait for Student O and Student N and Student M, and Student M. Yes, and Student M. So if I want to divide by whole into halves, or if I want to divide my whole in four people - Student: Your whole - [inaudible]. Teacher: Yeah.",0 8480,"Teacher: Yes, two halves. Teacher: All right, see? Teacher: All right, next one. [TARGET]Teacher: If we want to divide it, the whole thing, in - let me wait for Student O and Student N and Student M, and Student M. Yes, and Student M. So if I want to divide by whole into halves, or if I want to divide my whole in four people -[/TARGET] Student: Your whole - [inaudible]. Teacher: Yeah. Teacher: So this is my whole.",1 8481,"Teacher: All right, next one. Teacher: If we want to divide it, the whole thing, in - let me wait for Student O and Student N and Student M, and Student M. Yes, and Student M. So if I want to divide by whole into halves, or if I want to divide my whole in four people - Student: Your whole - [inaudible]. [TARGET]Teacher: Yeah.[/TARGET] Teacher: So this is my whole. Teacher: This is one fourth. Student: Two.",0 8482,"Teacher: If we want to divide it, the whole thing, in - let me wait for Student O and Student N and Student M, and Student M. Yes, and Student M. So if I want to divide by whole into halves, or if I want to divide my whole in four people - Student: Your whole - [inaudible]. Teacher: Yeah. [TARGET]Teacher: So this is my whole.[/TARGET] Teacher: This is one fourth. Student: Two. Teacher: Two fourth, which is the same as -",0 8483,"Student: Your whole - [inaudible]. Teacher: Yeah. Teacher: So this is my whole. [TARGET]Teacher: This is one fourth.[/TARGET] Student: Two. Teacher: Two fourth, which is the same as - Multiple Students: One half.",0 8484,"Teacher: So this is my whole. Teacher: This is one fourth. Student: Two. [TARGET]Teacher: Two fourth, which is the same as -[/TARGET] Multiple Students: One half. Teacher: Thank you. Teacher: And I have three fourths, which is the same as -",0 8485,"Student: Two. Teacher: Two fourth, which is the same as - Multiple Students: One half. [TARGET]Teacher: Thank you.[/TARGET] Teacher: And I have three fourths, which is the same as - Multiple Students: One half. Student: Two fourths.",0 8486,"Teacher: Two fourth, which is the same as - Multiple Students: One half. Teacher: Thank you. [TARGET]Teacher: And I have three fourths, which is the same as -[/TARGET] Multiple Students: One half. Student: Two fourths. Student: Yeah, one fourth.",0 8487,"Multiple Students: One half. Student: Two fourths. Student: Yeah, one fourth. [TARGET]Teacher: Mm-mm.[/TARGET] Teacher: I'm going like this. Student: One half. Student: One third.",0 8488,"Student: Two fourths. Student: Yeah, one fourth. Teacher: Mm-mm. [TARGET]Teacher: I'm going like this.[/TARGET] Student: One half. Student: One third. Teacher: Kind of close to one third, but it's kind of - well, wait a minute.",0 8489,"Teacher: I'm going like this. Student: One half. Student: One third. [TARGET]Teacher: Kind of close to one third, but it's kind of - well, wait a minute.[/TARGET] Teacher: What you said is fine. Teacher: It's kind of close. Teacher: Three fourths is kind of almost -",0 8490,"Student: One half. Student: One third. Teacher: Kind of close to one third, but it's kind of - well, wait a minute. [TARGET]Teacher: What you said is fine.[/TARGET] Teacher: It's kind of close. Teacher: Three fourths is kind of almost - Student: Four fourths.",0 8491,"Student: One third. Teacher: Kind of close to one third, but it's kind of - well, wait a minute. Teacher: What you said is fine. [TARGET]Teacher: It's kind of close.[/TARGET] Teacher: Three fourths is kind of almost - Student: Four fourths. Teacher: Almost.",0 8492,"Teacher: Kind of close to one third, but it's kind of - well, wait a minute. Teacher: What you said is fine. Teacher: It's kind of close. [TARGET]Teacher: Three fourths is kind of almost -[/TARGET] Student: Four fourths. Teacher: Almost. Teacher: So it's very close to four fourths, which is the whole thing, because I break it into four pieces, and I can do the same here for five.",0 8493,"Teacher: It's kind of close. Teacher: Three fourths is kind of almost - Student: Four fourths. [TARGET]Teacher: Almost.[/TARGET] Teacher: So it's very close to four fourths, which is the whole thing, because I break it into four pieces, and I can do the same here for five. Teacher: And if I have my whole and I go into - I break my whole into - Student: Five.",0 8494,"Teacher: Three fourths is kind of almost - Student: Four fourths. Teacher: Almost. [TARGET]Teacher: So it's very close to four fourths, which is the whole thing, because I break it into four pieces, and I can do the same here for five.[/TARGET] Teacher: And if I have my whole and I go into - I break my whole into - Student: Five. Teacher: Five pieces, what happens?",0 8495,"Student: Four fourths. Teacher: Almost. Teacher: So it's very close to four fourths, which is the whole thing, because I break it into four pieces, and I can do the same here for five. [TARGET]Teacher: And if I have my whole and I go into - I break my whole into -[/TARGET] Student: Five. Teacher: Five pieces, what happens? Teacher: So I have one fifth.",0 8496,"Teacher: So it's very close to four fourths, which is the whole thing, because I break it into four pieces, and I can do the same here for five. Teacher: And if I have my whole and I go into - I break my whole into - Student: Five. [TARGET]Teacher: Five pieces, what happens?[/TARGET] Teacher: So I have one fifth. Multiple Students: Two fifths. Teacher: Two fifths.",0 8497,"Teacher: And if I have my whole and I go into - I break my whole into - Student: Five. Teacher: Five pieces, what happens? [TARGET]Teacher: So I have one fifth.[/TARGET] Multiple Students: Two fifths. Teacher: Two fifths. Multiple Students: Three fifths, four fifths, five fifths.",0 8498,"Teacher: Five pieces, what happens? Teacher: So I have one fifth. Multiple Students: Two fifths. [TARGET]Teacher: Two fifths.[/TARGET] Multiple Students: Three fifths, four fifths, five fifths. Teacher: So which is closer? Teacher: Excuse me.",0 8499,"Multiple Students: Two fifths. Teacher: Two fifths. Multiple Students: Three fifths, four fifths, five fifths. [TARGET]Teacher: So which is closer?[/TARGET] Teacher: Excuse me. Teacher: Which is closer? Teacher: Three fourth and four fifths, or three fourths and three fifths?",0 8500,"Teacher: Two fifths. Multiple Students: Three fifths, four fifths, five fifths. Teacher: So which is closer? [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Which is closer? Teacher: Three fourth and four fifths, or three fourths and three fifths? Teacher: Which one is closer?",0 8501,"Multiple Students: Three fifths, four fifths, five fifths. Teacher: So which is closer? Teacher: Excuse me. [TARGET]Teacher: Which is closer?[/TARGET] Teacher: Three fourth and four fifths, or three fourths and three fifths? Teacher: Which one is closer? Student: Three fourths.",0 8502,"Teacher: So which is closer? Teacher: Excuse me. Teacher: Which is closer? [TARGET]Teacher: Three fourth and four fifths, or three fourths and three fifths?[/TARGET] Teacher: Which one is closer? Student: Three fourths. Teacher: Which one is closer together?",0 8503,"Teacher: Excuse me. Teacher: Which is closer? Teacher: Three fourth and four fifths, or three fourths and three fifths? [TARGET]Teacher: Which one is closer?[/TARGET] Student: Three fourths. Teacher: Which one is closer together? Teacher: I mean, which one is kind of similar, closer to -",0 8504,"Teacher: Three fourth and four fifths, or three fourths and three fifths? Teacher: Which one is closer? Student: Three fourths. [TARGET]Teacher: Which one is closer together?[/TARGET] Teacher: I mean, which one is kind of similar, closer to - Student: Three fifths. Student: Three fourths.",0 8505,"Teacher: Which one is closer? Student: Three fourths. Teacher: Which one is closer together? [TARGET]Teacher: I mean, which one is kind of similar, closer to -[/TARGET] Student: Three fifths. Student: Three fourths. Teacher: Could you move it - that's it.",0 8506,"Teacher: I mean, which one is kind of similar, closer to - Student: Three fifths. Student: Three fourths. [TARGET]Teacher: Could you move it - that's it.[/TARGET] Student: Three fourths and three fifths. Teacher: Three fourths and three fifths or three fourths and four fifths? Teacher: Are they almost both - both of them almost a whole?",1 8507,"Student: Three fourths. Teacher: Could you move it - that's it. Student: Three fourths and three fifths. [TARGET]Teacher: Three fourths and three fifths or three fourths and four fifths?[/TARGET] Teacher: Are they almost both - both of them almost a whole? Student: Yes. Teacher: They kind of almost, right?",0 8508,"Teacher: Could you move it - that's it. Student: Three fourths and three fifths. Teacher: Three fourths and three fifths or three fourths and four fifths? [TARGET]Teacher: Are they almost both - both of them almost a whole?[/TARGET] Student: Yes. Teacher: They kind of almost, right? Teacher: And then we're looking into eighth.",0 8509,"Teacher: Three fourths and three fifths or three fourths and four fifths? Teacher: Are they almost both - both of them almost a whole? Student: Yes. [TARGET]Teacher: They kind of almost, right?[/TARGET] Teacher: And then we're looking into eighth. Teacher: That's the eighth. Teacher: And then three fourths, that's what we did.",0 8510,"Teacher: Are they almost both - both of them almost a whole? Student: Yes. Teacher: They kind of almost, right? [TARGET]Teacher: And then we're looking into eighth.[/TARGET] Teacher: That's the eighth. Teacher: And then three fourths, that's what we did. Teacher: Half become fourth, fourth -",0 8511,"Student: Yes. Teacher: They kind of almost, right? Teacher: And then we're looking into eighth. [TARGET]Teacher: That's the eighth.[/TARGET] Teacher: And then three fourths, that's what we did. Teacher: Half become fourth, fourth - Student: Becomes eighth.",0 8512,"Teacher: They kind of almost, right? Teacher: And then we're looking into eighth. Teacher: That's the eighth. [TARGET]Teacher: And then three fourths, that's what we did.[/TARGET] Teacher: Half become fourth, fourth - Student: Becomes eighth. Teacher: Listen.",0 8513,"Teacher: And then we're looking into eighth. Teacher: That's the eighth. Teacher: And then three fourths, that's what we did. [TARGET]Teacher: Half become fourth, fourth -[/TARGET] Student: Becomes eighth. Teacher: Listen. Teacher: Fourth becomes - becomes eighth.",0 8514,"Teacher: And then three fourths, that's what we did. Teacher: Half become fourth, fourth - Student: Becomes eighth. [TARGET]Teacher: Listen.[/TARGET] Teacher: Fourth becomes - becomes eighth. Teacher: If I want to put my whole into smaller fractions. Student: Eighth.",1 8515,"Teacher: Half become fourth, fourth - Student: Becomes eighth. Teacher: Listen. [TARGET]Teacher: Fourth becomes - becomes eighth.[/TARGET] Teacher: If I want to put my whole into smaller fractions. Student: Eighth. Teacher: Right.",0 8516,"Student: Becomes eighth. Teacher: Listen. Teacher: Fourth becomes - becomes eighth. [TARGET]Teacher: If I want to put my whole into smaller fractions.[/TARGET] Student: Eighth. Teacher: Right. Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing?",0 8517,"Teacher: Fourth becomes - becomes eighth. Teacher: If I want to put my whole into smaller fractions. Student: Eighth. [TARGET]Teacher: Right.[/TARGET] Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing? Teacher: When I'm looking right here - excuse me, excuse me. Teacher: When I'm looking right here - look, look, look.",0 8518,"Teacher: If I want to put my whole into smaller fractions. Student: Eighth. Teacher: Right. [TARGET]Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing?[/TARGET] Teacher: When I'm looking right here - excuse me, excuse me. Teacher: When I'm looking right here - look, look, look. Teacher: I put that fife fifths right here.",0 8519,"Student: Eighth. Teacher: Right. Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing? [TARGET]Teacher: When I'm looking right here - excuse me, excuse me.[/TARGET] Teacher: When I'm looking right here - look, look, look. Teacher: I put that fife fifths right here. Teacher: Five fifths and I'm lining it up with the -",1 8520,"Teacher: Right. Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing? Teacher: When I'm looking right here - excuse me, excuse me. [TARGET]Teacher: When I'm looking right here - look, look, look.[/TARGET] Teacher: I put that fife fifths right here. Teacher: Five fifths and I'm lining it up with the - Multiple Students: Half.",1 8521,"Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing? Teacher: When I'm looking right here - excuse me, excuse me. Teacher: When I'm looking right here - look, look, look. [TARGET]Teacher: I put that fife fifths right here.[/TARGET] Teacher: Five fifths and I'm lining it up with the - Multiple Students: Half. Teacher: So what are we doing?",0 8522,"Teacher: When I'm looking right here - excuse me, excuse me. Teacher: When I'm looking right here - look, look, look. Teacher: I put that fife fifths right here. [TARGET]Teacher: Five fifths and I'm lining it up with the -[/TARGET] Multiple Students: Half. Teacher: So what are we doing? Student: A pattern.",0 8523,Teacher: I put that fife fifths right here. Teacher: Five fifths and I'm lining it up with the - Multiple Students: Half. [TARGET]Teacher: So what are we doing?[/TARGET] Student: A pattern. Student: Equivalent - Teacher: Thank you.,0 8524,"Teacher: So what are we doing? Student: A pattern. Student: Equivalent - [TARGET]Teacher: Thank you.[/TARGET] Teacher: That's another word we're gonna - so we looking - see, I look - we have the vocabulary up there, equivalent, small group. Teacher: Now, let's look at the group. Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute.",0 8525,"Student: A pattern. Student: Equivalent - Teacher: Thank you. [TARGET]Teacher: That's another word we're gonna - so we looking - see, I look - we have the vocabulary up there, equivalent, small group.[/TARGET] Teacher: Now, let's look at the group. Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute. Teacher: Now, look at me, look at me.",0 8526,"Student: Equivalent - Teacher: Thank you. Teacher: That's another word we're gonna - so we looking - see, I look - we have the vocabulary up there, equivalent, small group. [TARGET]Teacher: Now, let's look at the group.[/TARGET] Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute. Teacher: Now, look at me, look at me. Teacher: You may go [inaudible], please.",1 8527,"Teacher: Thank you. Teacher: That's another word we're gonna - so we looking - see, I look - we have the vocabulary up there, equivalent, small group. Teacher: Now, let's look at the group. [TARGET]Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute.[/TARGET] Teacher: Now, look at me, look at me. Teacher: You may go [inaudible], please. Student: What?",1 8528,"Teacher: That's another word we're gonna - so we looking - see, I look - we have the vocabulary up there, equivalent, small group. Teacher: Now, let's look at the group. Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute. [TARGET]Teacher: Now, look at me, look at me.[/TARGET] Teacher: You may go [inaudible], please. Student: What? Student: [Crosstalk]",1 8529,"Teacher: Now, let's look at the group. Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute. Teacher: Now, look at me, look at me. [TARGET]Teacher: You may go [inaudible], please.[/TARGET] Student: What? Student: [Crosstalk] Teacher: Thank you, thank you.",1 8530,"Teacher: You may go [inaudible], please. Student: What? Student: [Crosstalk] [TARGET]Teacher: Thank you, thank you.[/TARGET] Teacher: Thanks. Teacher: Good job. Teacher: You did a good job, guys.",1 8531,"Student: What? Student: [Crosstalk] Teacher: Thank you, thank you. [TARGET]Teacher: Thanks.[/TARGET] Teacher: Good job. Teacher: You did a good job, guys. Teacher: Can it go further up?",1 8532,"Student: [Crosstalk] Teacher: Thank you, thank you. Teacher: Thanks. [TARGET]Teacher: Good job.[/TARGET] Teacher: You did a good job, guys. Teacher: Can it go further up? Teacher: That's it.",0 8533,"Teacher: Thank you, thank you. Teacher: Thanks. Teacher: Good job. [TARGET]Teacher: You did a good job, guys.[/TARGET] Teacher: Can it go further up? Teacher: That's it. Teacher: Thanks.",0 8534,"Teacher: Thanks. Teacher: Good job. Teacher: You did a good job, guys. [TARGET]Teacher: Can it go further up?[/TARGET] Teacher: That's it. Teacher: Thanks. Teacher: All right, now, listen.",1 8535,"Teacher: Good job. Teacher: You did a good job, guys. Teacher: Can it go further up? [TARGET]Teacher: That's it.[/TARGET] Teacher: Thanks. Teacher: All right, now, listen. Teacher: May I have your attention - attention again?",1 8536,"Teacher: You did a good job, guys. Teacher: Can it go further up? Teacher: That's it. [TARGET]Teacher: Thanks.[/TARGET] Teacher: All right, now, listen. Teacher: May I have your attention - attention again? Teacher: Student K, need your attention.",1 8537,"Teacher: Can it go further up? Teacher: That's it. Teacher: Thanks. [TARGET]Teacher: All right, now, listen.[/TARGET] Teacher: May I have your attention - attention again? Teacher: Student K, need your attention. Teacher: The day before, this is what we did, and that's why we'll revise it on the poster.",1 8538,"Teacher: That's it. Teacher: Thanks. Teacher: All right, now, listen. [TARGET]Teacher: May I have your attention - attention again?[/TARGET] Teacher: Student K, need your attention. Teacher: The day before, this is what we did, and that's why we'll revise it on the poster. Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this.",1 8539,"Teacher: Thanks. Teacher: All right, now, listen. Teacher: May I have your attention - attention again? [TARGET]Teacher: Student K, need your attention.[/TARGET] Teacher: The day before, this is what we did, and that's why we'll revise it on the poster. Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this. Teacher: But we're gonna do it for a group, all right?",1 8540,"Teacher: All right, now, listen. Teacher: May I have your attention - attention again? Teacher: Student K, need your attention. [TARGET]Teacher: The day before, this is what we did, and that's why we'll revise it on the poster.[/TARGET] Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this. Teacher: But we're gonna do it for a group, all right? Teacher: [Crosstalk]",0 8541,"Teacher: May I have your attention - attention again? Teacher: Student K, need your attention. Teacher: The day before, this is what we did, and that's why we'll revise it on the poster. [TARGET]Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this.[/TARGET] Teacher: But we're gonna do it for a group, all right? Teacher: [Crosstalk] Teacher: Look again, look, look.",0 8542,"Teacher: Student K, need your attention. Teacher: The day before, this is what we did, and that's why we'll revise it on the poster. Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this. [TARGET]Teacher: But we're gonna do it for a group, all right?[/TARGET] Teacher: [Crosstalk] Teacher: Look again, look, look. Teacher: This is -",0 8543,"Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this. Teacher: But we're gonna do it for a group, all right? Teacher: [Crosstalk] [TARGET]Teacher: Look again, look, look.[/TARGET] Teacher: This is - Student: [Inaudible]. Teacher: Huh?",1 8544,"Teacher: But we're gonna do it for a group, all right? Teacher: [Crosstalk] Teacher: Look again, look, look. [TARGET]Teacher: This is -[/TARGET] Student: [Inaudible]. Teacher: Huh? Student: [Inaudible].",0 8545,"Teacher: Look again, look, look. Teacher: This is - Student: [Inaudible]. [TARGET]Teacher: Huh?[/TARGET] Student: [Inaudible]. Teacher: Thank you. Teacher: Look again.",1 8546,"Student: [Inaudible]. Teacher: Huh? Student: [Inaudible]. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Look again. Teacher: See, this is what we did. Teacher: We are kind of revising it.",0 8547,"Teacher: Huh? Student: [Inaudible]. Teacher: Thank you. [TARGET]Teacher: Look again.[/TARGET] Teacher: See, this is what we did. Teacher: We are kind of revising it. Teacher: See, we take the group and we will remember we had a half.",1 8548,"Student: [Inaudible]. Teacher: Thank you. Teacher: Look again. [TARGET]Teacher: See, this is what we did.[/TARGET] Teacher: We are kind of revising it. Teacher: See, we take the group and we will remember we had a half. Teacher: We put the group in half.",0 8549,"Teacher: Thank you. Teacher: Look again. Teacher: See, this is what we did. [TARGET]Teacher: We are kind of revising it.[/TARGET] Teacher: See, we take the group and we will remember we had a half. Teacher: We put the group in half. Student: In half.",0 8550,"Teacher: Look again. Teacher: See, this is what we did. Teacher: We are kind of revising it. [TARGET]Teacher: See, we take the group and we will remember we had a half.[/TARGET] Teacher: We put the group in half. Student: In half. Teacher: All right.",0 8551,"Teacher: See, this is what we did. Teacher: We are kind of revising it. Teacher: See, we take the group and we will remember we had a half. [TARGET]Teacher: We put the group in half.[/TARGET] Student: In half. Teacher: All right. Teacher: Then we said half of this group we did the half this way and we did it that way also.",0 8552,"Teacher: We put the group in half. Student: In half. Teacher: All right. [TARGET]Teacher: Then we said half of this group we did the half this way and we did it that way also.[/TARGET] Teacher: This is half again. Teacher: We did half that way, all right, we did half the two different ways. Teacher: We did it this way, we did it that way, and we decided - we decided we call it half two ways.",0 8553,"Student: In half. Teacher: All right. Teacher: Then we said half of this group we did the half this way and we did it that way also. [TARGET]Teacher: This is half again.[/TARGET] Teacher: We did half that way, all right, we did half the two different ways. Teacher: We did it this way, we did it that way, and we decided - we decided we call it half two ways. Teacher: Half, all, all -",0 8554,"Teacher: All right. Teacher: Then we said half of this group we did the half this way and we did it that way also. Teacher: This is half again. [TARGET]Teacher: We did half that way, all right, we did half the two different ways.[/TARGET] Teacher: We did it this way, we did it that way, and we decided - we decided we call it half two ways. Teacher: Half, all, all - Multiple Students: 12",0 8555,"Teacher: Then we said half of this group we did the half this way and we did it that way also. Teacher: This is half again. Teacher: We did half that way, all right, we did half the two different ways. [TARGET]Teacher: We did it this way, we did it that way, and we decided - we decided we call it half two ways.[/TARGET] Teacher: Half, all, all - Multiple Students: 12 Teacher: 12, 24, because we know for -",0 8556,"Teacher: This is half again. Teacher: We did half that way, all right, we did half the two different ways. Teacher: We did it this way, we did it that way, and we decided - we decided we call it half two ways. [TARGET]Teacher: Half, all, all -[/TARGET] Multiple Students: 12 Teacher: 12, 24, because we know for - Student: [Inaudible].",0 8557,"Teacher: We did it this way, we did it that way, and we decided - we decided we call it half two ways. Teacher: Half, all, all - Multiple Students: 12 [TARGET]Teacher: 12, 24, because we know for -[/TARGET] Student: [Inaudible]. Teacher: [Inaudible]. Teacher: And we also go with the equivalent, all right?",0 8558,"Teacher: 12, 24, because we know for - Student: [Inaudible]. Teacher: [Inaudible]. [TARGET]Teacher: And we also go with the equivalent, all right?[/TARGET] Teacher: So 12, 24 is half of this fraction, or this set, or this group. Student: Or this group. Teacher: Let me wait for Student L. Yeah.",0 8559,"Student: [Inaudible]. Teacher: [Inaudible]. Teacher: And we also go with the equivalent, all right? [TARGET]Teacher: So 12, 24 is half of this fraction, or this set, or this group.[/TARGET] Student: Or this group. Teacher: Let me wait for Student L. Yeah. Teacher: Student L, yeah.",0 8560,"Teacher: And we also go with the equivalent, all right? Teacher: So 12, 24 is half of this fraction, or this set, or this group. Student: Or this group. [TARGET]Teacher: Let me wait for Student L. Yeah.[/TARGET] Teacher: Student L, yeah. Teacher: Show me. Teacher: Thank you.",1 8561,"Teacher: So 12, 24 is half of this fraction, or this set, or this group. Student: Or this group. Teacher: Let me wait for Student L. Yeah. [TARGET]Teacher: Student L, yeah.[/TARGET] Teacher: Show me. Teacher: Thank you. Teacher: All right, next one, Student C. All right, next one, we're going to one fourth, one fourth, of that half.",1 8562,"Student: Or this group. Teacher: Let me wait for Student L. Yeah. Teacher: Student L, yeah. [TARGET]Teacher: Show me.[/TARGET] Teacher: Thank you. Teacher: All right, next one, Student C. All right, next one, we're going to one fourth, one fourth, of that half. Teacher: Or we could decide - we decided - we decided fourth of fourth of that same set -",1 8563,"Teacher: Let me wait for Student L. Yeah. Teacher: Student L, yeah. Teacher: Show me. [TARGET]Teacher: Thank you.[/TARGET] Teacher: All right, next one, Student C. All right, next one, we're going to one fourth, one fourth, of that half. Teacher: Or we could decide - we decided - we decided fourth of fourth of that same set - Student: Is sixth.",1 8564,"Teacher: Student L, yeah. Teacher: Show me. Teacher: Thank you. [TARGET]Teacher: All right, next one, Student C. All right, next one, we're going to one fourth, one fourth, of that half.[/TARGET] Teacher: Or we could decide - we decided - we decided fourth of fourth of that same set - Student: Is sixth. Teacher: Is -",0 8565,"Teacher: Show me. Teacher: Thank you. Teacher: All right, next one, Student C. All right, next one, we're going to one fourth, one fourth, of that half. [TARGET]Teacher: Or we could decide - we decided - we decided fourth of fourth of that same set -[/TARGET] Student: Is sixth. Teacher: Is - Student: Sixth.",0 8566,"Teacher: All right, next one, Student C. All right, next one, we're going to one fourth, one fourth, of that half. Teacher: Or we could decide - we decided - we decided fourth of fourth of that same set - Student: Is sixth. [TARGET]Teacher: Is -[/TARGET] Student: Sixth. Teacher: Six pieces, and it is out of the whole thing, which is 24, and one fourth, we put it right there, the equivalent of - for this [inaudible] 24. Student: Is -",0 8567,"Student: Is sixth. Teacher: Is - Student: Sixth. [TARGET]Teacher: Six pieces, and it is out of the whole thing, which is 24, and one fourth, we put it right there, the equivalent of - for this [inaudible] 24.[/TARGET] Student: Is - Teacher: Thank you. Teacher: Yeah.",0 8568,"Student: Sixth. Teacher: Six pieces, and it is out of the whole thing, which is 24, and one fourth, we put it right there, the equivalent of - for this [inaudible] 24. Student: Is - [TARGET]Teacher: Thank you.[/TARGET] Teacher: Yeah. Teacher: So one fourth. Teacher: How many - how many of these - how many fourths is of half?",0 8569,"Teacher: Six pieces, and it is out of the whole thing, which is 24, and one fourth, we put it right there, the equivalent of - for this [inaudible] 24. Student: Is - Teacher: Thank you. [TARGET]Teacher: Yeah.[/TARGET] Teacher: So one fourth. Teacher: How many - how many of these - how many fourths is of half? Multiple Students: Six.",0 8570,Student: Is - Teacher: Thank you. Teacher: Yeah. [TARGET]Teacher: So one fourth.[/TARGET] Teacher: How many - how many of these - how many fourths is of half? Multiple Students: Six. Teacher: But another word for this fourth is what?,0 8571,Teacher: Thank you. Teacher: Yeah. Teacher: So one fourth. [TARGET]Teacher: How many - how many of these - how many fourths is of half?[/TARGET] Multiple Students: Six. Teacher: But another word for this fourth is what? Teacher: Half - half of the -,0 8572,Teacher: So one fourth. Teacher: How many - how many of these - how many fourths is of half? Multiple Students: Six. [TARGET]Teacher: But another word for this fourth is what?[/TARGET] Teacher: Half - half of the - Student: [Inaudible]. Teacher: Half of the -,0 8573,Teacher: How many - how many of these - how many fourths is of half? Multiple Students: Six. Teacher: But another word for this fourth is what? [TARGET]Teacher: Half - half of the -[/TARGET] Student: [Inaudible]. Teacher: Half of the - Student: [Inaudible].,0 8574,"Teacher: But another word for this fourth is what? Teacher: Half - half of the - Student: [Inaudible]. [TARGET]Teacher: Half of the -[/TARGET] Student: [Inaudible]. Teacher: Half. Teacher: Half of the half is six, half of the half is one fourth.",0 8575,"Student: [Inaudible]. Teacher: Half of the - Student: [Inaudible]. [TARGET]Teacher: Half.[/TARGET] Teacher: Half of the half is six, half of the half is one fourth. Teacher: That's what we're looking into again. Teacher: And let's continue.",0 8576,"Teacher: Half of the - Student: [Inaudible]. Teacher: Half. [TARGET]Teacher: Half of the half is six, half of the half is one fourth.[/TARGET] Teacher: That's what we're looking into again. Teacher: And let's continue. Teacher: What is this here?",0 8577,"Student: [Inaudible]. Teacher: Half. Teacher: Half of the half is six, half of the half is one fourth. [TARGET]Teacher: That's what we're looking into again.[/TARGET] Teacher: And let's continue. Teacher: What is this here? Teacher: Look at this.",0 8578,"Teacher: Half. Teacher: Half of the half is six, half of the half is one fourth. Teacher: That's what we're looking into again. [TARGET]Teacher: And let's continue.[/TARGET] Teacher: What is this here? Teacher: Look at this. Teacher: Anybody, anybody, anybody.",1 8579,"Teacher: Half of the half is six, half of the half is one fourth. Teacher: That's what we're looking into again. Teacher: And let's continue. [TARGET]Teacher: What is this here?[/TARGET] Teacher: Look at this. Teacher: Anybody, anybody, anybody. Teacher: You need to raise - raise your hand, please.",0 8580,"Teacher: That's what we're looking into again. Teacher: And let's continue. Teacher: What is this here? [TARGET]Teacher: Look at this.[/TARGET] Teacher: Anybody, anybody, anybody. Teacher: You need to raise - raise your hand, please. Teacher: Let me go to Student L. Student L, what is this here?",0 8581,"Teacher: And let's continue. Teacher: What is this here? Teacher: Look at this. [TARGET]Teacher: Anybody, anybody, anybody.[/TARGET] Teacher: You need to raise - raise your hand, please. Teacher: Let me go to Student L. Student L, what is this here? Teacher: Can you read this fraction?",0 8582,"Teacher: What is this here? Teacher: Look at this. Teacher: Anybody, anybody, anybody. [TARGET]Teacher: You need to raise - raise your hand, please.[/TARGET] Teacher: Let me go to Student L. Student L, what is this here? Teacher: Can you read this fraction? Student: Yes.",1 8583,"Teacher: Look at this. Teacher: Anybody, anybody, anybody. Teacher: You need to raise - raise your hand, please. [TARGET]Teacher: Let me go to Student L. Student L, what is this here?[/TARGET] Teacher: Can you read this fraction? Student: Yes. Teacher: Only Student L. Thank you.",0 8584,"Teacher: Anybody, anybody, anybody. Teacher: You need to raise - raise your hand, please. Teacher: Let me go to Student L. Student L, what is this here? [TARGET]Teacher: Can you read this fraction?[/TARGET] Student: Yes. Teacher: Only Student L. Thank you. Teacher: Thanks for your help.",0 8585,"Teacher: Let me go to Student L. Student L, what is this here? Teacher: Can you read this fraction? Student: Yes. [TARGET]Teacher: Only Student L. Thank you.[/TARGET] Teacher: Thanks for your help. Teacher: We're looking into this fraction here. Teacher: We can leave this one, which is one fourth.",1 8586,"Teacher: Can you read this fraction? Student: Yes. Teacher: Only Student L. Thank you. [TARGET]Teacher: Thanks for your help.[/TARGET] Teacher: We're looking into this fraction here. Teacher: We can leave this one, which is one fourth. Teacher: Now, how many fourths of this one, Student L?",1 8587,"Student: Yes. Teacher: Only Student L. Thank you. Teacher: Thanks for your help. [TARGET]Teacher: We're looking into this fraction here.[/TARGET] Teacher: We can leave this one, which is one fourth. Teacher: Now, how many fourths of this one, Student L? Teacher: How many fourths?",0 8588,"Teacher: Only Student L. Thank you. Teacher: Thanks for your help. Teacher: We're looking into this fraction here. [TARGET]Teacher: We can leave this one, which is one fourth.[/TARGET] Teacher: Now, how many fourths of this one, Student L? Teacher: How many fourths? Teacher: Hmm.",0 8589,"Teacher: Thanks for your help. Teacher: We're looking into this fraction here. Teacher: We can leave this one, which is one fourth. [TARGET]Teacher: Now, how many fourths of this one, Student L?[/TARGET] Teacher: How many fourths? Teacher: Hmm. Student: Four.",0 8590,"Teacher: We're looking into this fraction here. Teacher: We can leave this one, which is one fourth. Teacher: Now, how many fourths of this one, Student L? [TARGET]Teacher: How many fourths?[/TARGET] Teacher: Hmm. Student: Four. Teacher: Wait a minute.",0 8591,"Teacher: We can leave this one, which is one fourth. Teacher: Now, how many fourths of this one, Student L? Teacher: How many fourths? [TARGET]Teacher: Hmm.[/TARGET] Student: Four. Teacher: Wait a minute. Teacher: One, two - ",0 8592,"Teacher: How many fourths? Teacher: Hmm. Student: Four. [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: One, two - Student: Three fourths. Teacher: Three fourths.",0 8593,"Teacher: Hmm. Student: Four. Teacher: Wait a minute. [TARGET]Teacher: One, two - [/TARGET] Student: Three fourths. Teacher: Three fourths. Student: Equals -",0 8594,"Teacher: Wait a minute. Teacher: One, two - Student: Three fourths. [TARGET]Teacher: Three fourths.[/TARGET] Student: Equals - Teacher: Is this one fourth, two fourth, three fourth, or I could do it this way. Teacher: One fourth, two fourth, three fourth, and what I have here that is shaded?",0 8595,"Student: Three fourths. Teacher: Three fourths. Student: Equals - [TARGET]Teacher: Is this one fourth, two fourth, three fourth, or I could do it this way.[/TARGET] Teacher: One fourth, two fourth, three fourth, and what I have here that is shaded? Teacher: Three fourths. Teacher: And that - this is not two fourths, but this is three fourths.",0 8596,"Teacher: Three fourths. Student: Equals - Teacher: Is this one fourth, two fourth, three fourth, or I could do it this way. [TARGET]Teacher: One fourth, two fourth, three fourth, and what I have here that is shaded?[/TARGET] Teacher: Three fourths. Teacher: And that - this is not two fourths, but this is three fourths. Teacher: Three fourths of the whole set is shaded, and that three fourths - I put right here.",0 8597,"Student: Equals - Teacher: Is this one fourth, two fourth, three fourth, or I could do it this way. Teacher: One fourth, two fourth, three fourth, and what I have here that is shaded? [TARGET]Teacher: Three fourths.[/TARGET] Teacher: And that - this is not two fourths, but this is three fourths. Teacher: Three fourths of the whole set is shaded, and that three fourths - I put right here. Teacher: I had it right here.",0 8598,"Teacher: Is this one fourth, two fourth, three fourth, or I could do it this way. Teacher: One fourth, two fourth, three fourth, and what I have here that is shaded? Teacher: Three fourths. [TARGET]Teacher: And that - this is not two fourths, but this is three fourths.[/TARGET] Teacher: Three fourths of the whole set is shaded, and that three fourths - I put right here. Teacher: I had it right here. Teacher: That three fourths is how many?",0 8599,"Teacher: One fourth, two fourth, three fourth, and what I have here that is shaded? Teacher: Three fourths. Teacher: And that - this is not two fourths, but this is three fourths. [TARGET]Teacher: Three fourths of the whole set is shaded, and that three fourths - I put right here.[/TARGET] Teacher: I had it right here. Teacher: That three fourths is how many? Student: 12",0 8600,"Teacher: Three fourths. Teacher: And that - this is not two fourths, but this is three fourths. Teacher: Three fourths of the whole set is shaded, and that three fourths - I put right here. [TARGET]Teacher: I had it right here.[/TARGET] Teacher: That three fourths is how many? Student: 12 Teacher: If I was six for one fourth, how many is it for three fourths?",0 8601,"Teacher: And that - this is not two fourths, but this is three fourths. Teacher: Three fourths of the whole set is shaded, and that three fourths - I put right here. Teacher: I had it right here. [TARGET]Teacher: That three fourths is how many?[/TARGET] Student: 12 Teacher: If I was six for one fourth, how many is it for three fourths? Student: Eight.",0 8602,"Teacher: I had it right here. Teacher: That three fourths is how many? Student: 12 [TARGET]Teacher: If I was six for one fourth, how many is it for three fourths?[/TARGET] Student: Eight. Teacher: How many is it for three fourths? Teacher: Look at that.",0 8603,"Student: 12 Teacher: If I was six for one fourth, how many is it for three fourths? Student: Eight. [TARGET]Teacher: How many is it for three fourths?[/TARGET] Teacher: Look at that. Teacher: This was six. Teacher: But I have three of these.",0 8604,"Teacher: If I was six for one fourth, how many is it for three fourths? Student: Eight. Teacher: How many is it for three fourths? [TARGET]Teacher: Look at that.[/TARGET] Teacher: This was six. Teacher: But I have three of these. Teacher: How many is it?",0 8605,Student: Eight. Teacher: How many is it for three fourths? Teacher: Look at that. [TARGET]Teacher: This was six.[/TARGET] Teacher: But I have three of these. Teacher: How many is it? Student: 12,0 8606,Teacher: How many is it for three fourths? Teacher: Look at that. Teacher: This was six. [TARGET]Teacher: But I have three of these.[/TARGET] Teacher: How many is it? Student: 12 Teacher: She is not even looking.,0 8607,Teacher: Look at that. Teacher: This was six. Teacher: But I have three of these. [TARGET]Teacher: How many is it?[/TARGET] Student: 12 Teacher: She is not even looking. Teacher: You're not even looking up there.,0 8608,"Teacher: But I have three of these. Teacher: How many is it? Student: 12 [TARGET]Teacher: She is not even looking.[/TARGET] Teacher: You're not even looking up there. Student: Three. Teacher: Look, look, look, look.",1 8609,"Teacher: How many is it? Student: 12 Teacher: She is not even looking. [TARGET]Teacher: You're not even looking up there.[/TARGET] Student: Three. Teacher: Look, look, look, look. Teacher: Some people are not looking.",1 8610,"Teacher: She is not even looking. Teacher: You're not even looking up there. Student: Three. [TARGET]Teacher: Look, look, look, look.[/TARGET] Teacher: Some people are not looking. Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me. Teacher: If you were paying attention, and I'm looking for your attention.",1 8611,"Teacher: You're not even looking up there. Student: Three. Teacher: Look, look, look, look. [TARGET]Teacher: Some people are not looking.[/TARGET] Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me. Teacher: If you were paying attention, and I'm looking for your attention. Teacher: Student S, where are you?",1 8612,"Student: Three. Teacher: Look, look, look, look. Teacher: Some people are not looking. [TARGET]Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me.[/TARGET] Teacher: If you were paying attention, and I'm looking for your attention. Teacher: Student S, where are you? Teacher: Student L?",1 8613,"Teacher: Look, look, look, look. Teacher: Some people are not looking. Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me. [TARGET]Teacher: If you were paying attention, and I'm looking for your attention.[/TARGET] Teacher: Student S, where are you? Teacher: Student L? Teacher: Student C. Student C, can you?",1 8614,"Teacher: Some people are not looking. Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me. Teacher: If you were paying attention, and I'm looking for your attention. [TARGET]Teacher: Student S, where are you?[/TARGET] Teacher: Student L? Teacher: Student C. Student C, can you? Teacher: Yeah, thank you.",1 8615,"Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me. Teacher: If you were paying attention, and I'm looking for your attention. Teacher: Student S, where are you? [TARGET]Teacher: Student L?[/TARGET] Teacher: Student C. Student C, can you? Teacher: Yeah, thank you. Teacher: Now, Student C, I have one fourth here, which is six twenty fourths.",1 8616,"Teacher: If you were paying attention, and I'm looking for your attention. Teacher: Student S, where are you? Teacher: Student L? [TARGET]Teacher: Student C. Student C, can you?[/TARGET] Teacher: Yeah, thank you. Teacher: Now, Student C, I have one fourth here, which is six twenty fourths. Teacher: Now, three fourths must be how many pieces, Student C?",1 8617,"Teacher: Student S, where are you? Teacher: Student L? Teacher: Student C. Student C, can you? [TARGET]Teacher: Yeah, thank you.[/TARGET] Teacher: Now, Student C, I have one fourth here, which is six twenty fourths. Teacher: Now, three fourths must be how many pieces, Student C? Student: 12",1 8618,"Teacher: Student L? Teacher: Student C. Student C, can you? Teacher: Yeah, thank you. [TARGET]Teacher: Now, Student C, I have one fourth here, which is six twenty fourths.[/TARGET] Teacher: Now, three fourths must be how many pieces, Student C? Student: 12 Teacher: Yeah, now I have you back.",0 8619,"Teacher: Student C. Student C, can you? Teacher: Yeah, thank you. Teacher: Now, Student C, I have one fourth here, which is six twenty fourths. [TARGET]Teacher: Now, three fourths must be how many pieces, Student C?[/TARGET] Student: 12 Teacher: Yeah, now I have you back. Teacher: Three fourths must be how many pieces, Student L. Student L, look up there.",0 8620,"Teacher: Now, Student C, I have one fourth here, which is six twenty fourths. Teacher: Now, three fourths must be how many pieces, Student C? Student: 12 [TARGET]Teacher: Yeah, now I have you back.[/TARGET] Teacher: Three fourths must be how many pieces, Student L. Student L, look up there. Teacher: I have one fourth - look, one fourth is six pieces of the whole set. Teacher: Three fourths must be how many pieces?",1 8621,"Teacher: Now, three fourths must be how many pieces, Student C? Student: 12 Teacher: Yeah, now I have you back. [TARGET]Teacher: Three fourths must be how many pieces, Student L. Student L, look up there.[/TARGET] Teacher: I have one fourth - look, one fourth is six pieces of the whole set. Teacher: Three fourths must be how many pieces? Teacher: Thank you.",1 8622,"Student: 12 Teacher: Yeah, now I have you back. Teacher: Three fourths must be how many pieces, Student L. Student L, look up there. [TARGET]Teacher: I have one fourth - look, one fourth is six pieces of the whole set.[/TARGET] Teacher: Three fourths must be how many pieces? Teacher: Thank you. Teacher: Three fourths is how many of the whole set?",0 8623,"Teacher: Yeah, now I have you back. Teacher: Three fourths must be how many pieces, Student L. Student L, look up there. Teacher: I have one fourth - look, one fourth is six pieces of the whole set. [TARGET]Teacher: Three fourths must be how many pieces?[/TARGET] Teacher: Thank you. Teacher: Three fourths is how many of the whole set? Student: 18",0 8624,"Teacher: Three fourths must be how many pieces, Student L. Student L, look up there. Teacher: I have one fourth - look, one fourth is six pieces of the whole set. Teacher: Three fourths must be how many pieces? [TARGET]Teacher: Thank you.[/TARGET] Teacher: Three fourths is how many of the whole set? Student: 18 Teacher: 18",0 8625,"Teacher: I have one fourth - look, one fourth is six pieces of the whole set. Teacher: Three fourths must be how many pieces? Teacher: Thank you. [TARGET]Teacher: Three fourths is how many of the whole set?[/TARGET] Student: 18 Teacher: 18 Teacher: Oh, my God.",0 8626,"Teacher: Thank you. Teacher: Three fourths is how many of the whole set? Student: 18 [TARGET]Teacher: 18[/TARGET] Teacher: Oh, my God. Teacher: [Crosstalk] Student: But I said it.",0 8627,"Teacher: Three fourths is how many of the whole set? Student: 18 Teacher: 18 [TARGET]Teacher: Oh, my God.[/TARGET] Teacher: [Crosstalk] Student: But I said it. Teacher: You said that?",0 8628,"Teacher: Oh, my God. Teacher: [Crosstalk] Student: But I said it. [TARGET]Teacher: You said that?[/TARGET] Student: Yes. Teacher: Well, okay, but they didn't get it. Teacher: But they didn't get it.",0 8629,"Student: But I said it. Teacher: You said that? Student: Yes. [TARGET]Teacher: Well, okay, but they didn't get it.[/TARGET] Teacher: But they didn't get it. Teacher: I need them to get it too. Teacher: See, you were able to get it, but some -",0 8630,"Teacher: You said that? Student: Yes. Teacher: Well, okay, but they didn't get it. [TARGET]Teacher: But they didn't get it.[/TARGET] Teacher: I need them to get it too. Teacher: See, you were able to get it, but some - Student: I said 18.",0 8631,"Student: Yes. Teacher: Well, okay, but they didn't get it. Teacher: But they didn't get it. [TARGET]Teacher: I need them to get it too.[/TARGET] Teacher: See, you were able to get it, but some - Student: I said 18. Teacher: Wait a minute.",0 8632,"Teacher: Well, okay, but they didn't get it. Teacher: But they didn't get it. Teacher: I need them to get it too. [TARGET]Teacher: See, you were able to get it, but some -[/TARGET] Student: I said 18. Teacher: Wait a minute. Teacher: Student L, Student L, yes, your attention is on me.",0 8633,"Teacher: I need them to get it too. Teacher: See, you were able to get it, but some - Student: I said 18. [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: Student L, Student L, yes, your attention is on me. Teacher: All right, so next one. Student: Yes.",1 8634,"Teacher: See, you were able to get it, but some - Student: I said 18. Teacher: Wait a minute. [TARGET]Teacher: Student L, Student L, yes, your attention is on me.[/TARGET] Teacher: All right, so next one. Student: Yes. Teacher: Student C, the question is for you.",1 8635,"Student: I said 18. Teacher: Wait a minute. Teacher: Student L, Student L, yes, your attention is on me. [TARGET]Teacher: All right, so next one.[/TARGET] Student: Yes. Teacher: Student C, the question is for you. Teacher: Now, look at me, what I've done.",1 8636,"Teacher: Student L, Student L, yes, your attention is on me. Teacher: All right, so next one. Student: Yes. [TARGET]Teacher: Student C, the question is for you.[/TARGET] Teacher: Now, look at me, what I've done. Teacher: Yes, if anybody want to help me out, they can raise their hand. Teacher: Now, what am I doing?",0 8637,"Teacher: All right, so next one. Student: Yes. Teacher: Student C, the question is for you. [TARGET]Teacher: Now, look at me, what I've done.[/TARGET] Teacher: Yes, if anybody want to help me out, they can raise their hand. Teacher: Now, what am I doing? Teacher: I'm going down.",1 8638,"Student: Yes. Teacher: Student C, the question is for you. Teacher: Now, look at me, what I've done. [TARGET]Teacher: Yes, if anybody want to help me out, they can raise their hand.[/TARGET] Teacher: Now, what am I doing? Teacher: I'm going down. Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes -",1 8639,"Teacher: Student C, the question is for you. Teacher: Now, look at me, what I've done. Teacher: Yes, if anybody want to help me out, they can raise their hand. [TARGET]Teacher: Now, what am I doing?[/TARGET] Teacher: I'm going down. Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes - Student: One, three -",0 8640,"Teacher: Now, look at me, what I've done. Teacher: Yes, if anybody want to help me out, they can raise their hand. Teacher: Now, what am I doing? [TARGET]Teacher: I'm going down.[/TARGET] Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes - Student: One, three - Teacher: Excuse me.",0 8641,"Teacher: Yes, if anybody want to help me out, they can raise their hand. Teacher: Now, what am I doing? Teacher: I'm going down. [TARGET]Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes -[/TARGET] Student: One, three - Teacher: Excuse me. Teacher: Of the whole set, the whole set, what do I read this fraction?",0 8642,"Teacher: I'm going down. Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes - Student: One, three - [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Of the whole set, the whole set, what do I read this fraction? Teacher: It's half of one fourth. Teacher: It's three pieces.",1 8643,"Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes - Student: One, three - Teacher: Excuse me. [TARGET]Teacher: Of the whole set, the whole set, what do I read this fraction?[/TARGET] Teacher: It's half of one fourth. Teacher: It's three pieces. Teacher: You people are not really paying attention.",0 8644,"Student: One, three - Teacher: Excuse me. Teacher: Of the whole set, the whole set, what do I read this fraction? [TARGET]Teacher: It's half of one fourth.[/TARGET] Teacher: It's three pieces. Teacher: You people are not really paying attention. Teacher: The same word or numbers, but they're not really looking.",0 8645,"Teacher: Excuse me. Teacher: Of the whole set, the whole set, what do I read this fraction? Teacher: It's half of one fourth. [TARGET]Teacher: It's three pieces.[/TARGET] Teacher: You people are not really paying attention. Teacher: The same word or numbers, but they're not really looking. Teacher: Like, Student G is not really - yeah.",0 8646,"Teacher: Of the whole set, the whole set, what do I read this fraction? Teacher: It's half of one fourth. Teacher: It's three pieces. [TARGET]Teacher: You people are not really paying attention.[/TARGET] Teacher: The same word or numbers, but they're not really looking. Teacher: Like, Student G is not really - yeah. Teacher: Okay, Student J. I know it's one and -",1 8647,"Teacher: It's half of one fourth. Teacher: It's three pieces. Teacher: You people are not really paying attention. [TARGET]Teacher: The same word or numbers, but they're not really looking.[/TARGET] Teacher: Like, Student G is not really - yeah. Teacher: Okay, Student J. I know it's one and - Student: One eighth.",1 8648,"Teacher: It's three pieces. Teacher: You people are not really paying attention. Teacher: The same word or numbers, but they're not really looking. [TARGET]Teacher: Like, Student G is not really - yeah.[/TARGET] Teacher: Okay, Student J. I know it's one and - Student: One eighth. Teacher: One eighth.",1 8649,"Teacher: You people are not really paying attention. Teacher: The same word or numbers, but they're not really looking. Teacher: Like, Student G is not really - yeah. [TARGET]Teacher: Okay, Student J. I know it's one and -[/TARGET] Student: One eighth. Teacher: One eighth. Teacher: Who said that?",0 8650,"Teacher: Like, Student G is not really - yeah. Teacher: Okay, Student J. I know it's one and - Student: One eighth. [TARGET]Teacher: One eighth.[/TARGET] Teacher: Who said that? Teacher: [Crosstalk] Teacher: Oh, Student S is really there.",0 8651,"Teacher: Okay, Student J. I know it's one and - Student: One eighth. Teacher: One eighth. [TARGET]Teacher: Who said that?[/TARGET] Teacher: [Crosstalk] Teacher: Oh, Student S is really there. Teacher: We've done this before.",1 8652,"Teacher: One eighth. Teacher: Who said that? Teacher: [Crosstalk] [TARGET]Teacher: Oh, Student S is really there.[/TARGET] Teacher: We've done this before. Teacher: We are revising. Student: Yes.",1 8653,"Teacher: Who said that? Teacher: [Crosstalk] Teacher: Oh, Student S is really there. [TARGET]Teacher: We've done this before.[/TARGET] Teacher: We are revising. Student: Yes. Teacher: All right.",0 8654,"Teacher: [Crosstalk] Teacher: Oh, Student S is really there. Teacher: We've done this before. [TARGET]Teacher: We are revising.[/TARGET] Student: Yes. Teacher: All right. Teacher: Now, excuse me, now somebody - now I have Student N back.",0 8655,"Teacher: We are revising. Student: Yes. Teacher: All right. [TARGET]Teacher: Now, excuse me, now somebody - now I have Student N back.[/TARGET] Teacher: Now, Student N, can you explain why do we call this one eighth? Teacher: Yeah, why do we call this one eighth? Student: Because it's [inaudible].",1 8656,"Student: Yes. Teacher: All right. Teacher: Now, excuse me, now somebody - now I have Student N back. [TARGET]Teacher: Now, Student N, can you explain why do we call this one eighth?[/TARGET] Teacher: Yeah, why do we call this one eighth? Student: Because it's [inaudible]. Teacher: Look at this one and look at this one.",0 8657,"Teacher: All right. Teacher: Now, excuse me, now somebody - now I have Student N back. Teacher: Now, Student N, can you explain why do we call this one eighth? [TARGET]Teacher: Yeah, why do we call this one eighth?[/TARGET] Student: Because it's [inaudible]. Teacher: Look at this one and look at this one. Teacher: Why do we call this one eighth?",0 8658,"Teacher: Now, Student N, can you explain why do we call this one eighth? Teacher: Yeah, why do we call this one eighth? Student: Because it's [inaudible]. [TARGET]Teacher: Look at this one and look at this one.[/TARGET] Teacher: Why do we call this one eighth? Teacher: Okay. Teacher: Why do we call this one eighth?",0 8659,"Teacher: Yeah, why do we call this one eighth? Student: Because it's [inaudible]. Teacher: Look at this one and look at this one. [TARGET]Teacher: Why do we call this one eighth?[/TARGET] Teacher: Okay. Teacher: Why do we call this one eighth? Teacher: Oh, somebody's ready.",0 8660,"Teacher: Look at this one and look at this one. Teacher: Why do we call this one eighth? Teacher: Okay. [TARGET]Teacher: Why do we call this one eighth?[/TARGET] Teacher: Oh, somebody's ready. Teacher: Student N, can you explain? Teacher: Yes.",0 8661,"Teacher: Why do we call this one eighth? Teacher: Okay. Teacher: Why do we call this one eighth? [TARGET]Teacher: Oh, somebody's ready.[/TARGET] Teacher: Student N, can you explain? Teacher: Yes. Teacher: Wait.",1 8662,"Teacher: Okay. Teacher: Why do we call this one eighth? Teacher: Oh, somebody's ready. [TARGET]Teacher: Student N, can you explain?[/TARGET] Teacher: Yes. Teacher: Wait. Student: [Inaudible].",0 8663,"Teacher: Why do we call this one eighth? Teacher: Oh, somebody's ready. Teacher: Student N, can you explain? [TARGET]Teacher: Yes.[/TARGET] Teacher: Wait. Student: [Inaudible]. Teacher: Thank you.",0 8664,"Teacher: Oh, somebody's ready. Teacher: Student N, can you explain? Teacher: Yes. [TARGET]Teacher: Wait.[/TARGET] Student: [Inaudible]. Teacher: Thank you. Teacher: So three and - that's why we call it - another name, an equivalent of this one.",1 8665,"Teacher: Yes. Teacher: Wait. Student: [Inaudible]. [TARGET]Teacher: Thank you.[/TARGET] Teacher: So three and - that's why we call it - another name, an equivalent of this one. Teacher: Excuse me, of this set, an equivalent of this - Student: [Inaudible].",0 8666,"Teacher: Wait. Student: [Inaudible]. Teacher: Thank you. [TARGET]Teacher: So three and - that's why we call it - another name, an equivalent of this one.[/TARGET] Teacher: Excuse me, of this set, an equivalent of this - Student: [Inaudible]. Teacher: Look at it.",0 8667,"Student: [Inaudible]. Teacher: Thank you. Teacher: So three and - that's why we call it - another name, an equivalent of this one. [TARGET]Teacher: Excuse me, of this set, an equivalent of this -[/TARGET] Student: [Inaudible]. Teacher: Look at it. Teacher: So it's three twenty fourths, which is equivalent to one eighth.",0 8668,"Teacher: So three and - that's why we call it - another name, an equivalent of this one. Teacher: Excuse me, of this set, an equivalent of this - Student: [Inaudible]. [TARGET]Teacher: Look at it.[/TARGET] Teacher: So it's three twenty fourths, which is equivalent to one eighth. Student: One eighth. Teacher: One eighth.",0 8669,"Teacher: Excuse me, of this set, an equivalent of this - Student: [Inaudible]. Teacher: Look at it. [TARGET]Teacher: So it's three twenty fourths, which is equivalent to one eighth.[/TARGET] Student: One eighth. Teacher: One eighth. Teacher: Okay, all right.",0 8670,"Teacher: Look at it. Teacher: So it's three twenty fourths, which is equivalent to one eighth. Student: One eighth. [TARGET]Teacher: One eighth.[/TARGET] Teacher: Okay, all right. Teacher: Now, listen, I'm going to erase this and I need people's attention, because I'm going to ask you another question we've never talked about before. Teacher: We have one third, we have one third - I mean, we have one half, we have one fourth.",0 8671,"Teacher: So it's three twenty fourths, which is equivalent to one eighth. Student: One eighth. Teacher: One eighth. [TARGET]Teacher: Okay, all right.[/TARGET] Teacher: Now, listen, I'm going to erase this and I need people's attention, because I'm going to ask you another question we've never talked about before. Teacher: We have one third, we have one third - I mean, we have one half, we have one fourth. Student: And we have one eighth.",0 8672,"Student: One eighth. Teacher: One eighth. Teacher: Okay, all right. [TARGET]Teacher: Now, listen, I'm going to erase this and I need people's attention, because I'm going to ask you another question we've never talked about before.[/TARGET] Teacher: We have one third, we have one third - I mean, we have one half, we have one fourth. Student: And we have one eighth. Student: And we have -",1 8673,"Teacher: One eighth. Teacher: Okay, all right. Teacher: Now, listen, I'm going to erase this and I need people's attention, because I'm going to ask you another question we've never talked about before. [TARGET]Teacher: We have one third, we have one third - I mean, we have one half, we have one fourth.[/TARGET] Student: And we have one eighth. Student: And we have - Teacher: Now, this same set - look at me.",0 8674,"Teacher: We have one third, we have one third - I mean, we have one half, we have one fourth. Student: And we have one eighth. Student: And we have - [TARGET]Teacher: Now, this same set - look at me.[/TARGET] Teacher: That same set and how many is in this set? Multiple Students: 24 Teacher: So we know three pieces is how many - what fraction?",0 8675,"Student: And we have one eighth. Student: And we have - Teacher: Now, this same set - look at me. [TARGET]Teacher: That same set and how many is in this set?[/TARGET] Multiple Students: 24 Teacher: So we know three pieces is how many - what fraction? Student: Three pieces.",0 8676,"Teacher: Now, this same set - look at me. Teacher: That same set and how many is in this set? Multiple Students: 24 [TARGET]Teacher: So we know three pieces is how many - what fraction?[/TARGET] Student: Three pieces. Teacher: Three pieces is what fraction? Student: One eighth.",0 8677,"Multiple Students: 24 Teacher: So we know three pieces is how many - what fraction? Student: Three pieces. [TARGET]Teacher: Three pieces is what fraction?[/TARGET] Student: One eighth. Teacher: One eighth of the whole set, and that is three twenty fourths. Teacher: You [inaudible].",0 8678,"Student: Three pieces. Teacher: Three pieces is what fraction? Student: One eighth. [TARGET]Teacher: One eighth of the whole set, and that is three twenty fourths.[/TARGET] Teacher: You [inaudible]. Teacher: Thank you. Teacher: It's hard to - it's hard to keep it up.",0 8679,"Teacher: Three pieces is what fraction? Student: One eighth. Teacher: One eighth of the whole set, and that is three twenty fourths. [TARGET]Teacher: You [inaudible].[/TARGET] Teacher: Thank you. Teacher: It's hard to - it's hard to keep it up. Teacher: Next one, listen.",0 8680,"Student: One eighth. Teacher: One eighth of the whole set, and that is three twenty fourths. Teacher: You [inaudible]. [TARGET]Teacher: Thank you.[/TARGET] Teacher: It's hard to - it's hard to keep it up. Teacher: Next one, listen. Teacher: What did we learn?",0 8681,"Teacher: One eighth of the whole set, and that is three twenty fourths. Teacher: You [inaudible]. Teacher: Thank you. [TARGET]Teacher: It's hard to - it's hard to keep it up.[/TARGET] Teacher: Next one, listen. Teacher: What did we learn? Teacher: [Crosstalk]",0 8682,"Teacher: You [inaudible]. Teacher: Thank you. Teacher: It's hard to - it's hard to keep it up. [TARGET]Teacher: Next one, listen.[/TARGET] Teacher: What did we learn? Teacher: [Crosstalk] Teacher: [Inaudible].",1 8683,"Teacher: Thank you. Teacher: It's hard to - it's hard to keep it up. Teacher: Next one, listen. [TARGET]Teacher: What did we learn?[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: All right.",0 8684,"Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: All right. [TARGET]Teacher: Student M, what else did we learn?[/TARGET] Teacher: We learned one eighth. Teacher: Let's go back. Teacher: We are revising a little bit.",0 8685,"Teacher: [Inaudible]. Teacher: All right. Teacher: Student M, what else did we learn? [TARGET]Teacher: We learned one eighth.[/TARGET] Teacher: Let's go back. Teacher: We are revising a little bit. Teacher: Let's go back, one more fraction we learned.",0 8686,"Teacher: All right. Teacher: Student M, what else did we learn? Teacher: We learned one eighth. [TARGET]Teacher: Let's go back.[/TARGET] Teacher: We are revising a little bit. Teacher: Let's go back, one more fraction we learned. Teacher: With the whole set, the whole set.",1 8687,"Teacher: Student M, what else did we learn? Teacher: We learned one eighth. Teacher: Let's go back. [TARGET]Teacher: We are revising a little bit.[/TARGET] Teacher: Let's go back, one more fraction we learned. Teacher: With the whole set, the whole set. Teacher: Student C, what is one more fraction we learned besides one eighth?",0 8688,"Teacher: We learned one eighth. Teacher: Let's go back. Teacher: We are revising a little bit. [TARGET]Teacher: Let's go back, one more fraction we learned.[/TARGET] Teacher: With the whole set, the whole set. Teacher: Student C, what is one more fraction we learned besides one eighth? Student: One fourth.",1 8689,"Teacher: Let's go back. Teacher: We are revising a little bit. Teacher: Let's go back, one more fraction we learned. [TARGET]Teacher: With the whole set, the whole set.[/TARGET] Teacher: Student C, what is one more fraction we learned besides one eighth? Student: One fourth. Student: [Crosstalk]",0 8690,"Teacher: We are revising a little bit. Teacher: Let's go back, one more fraction we learned. Teacher: With the whole set, the whole set. [TARGET]Teacher: Student C, what is one more fraction we learned besides one eighth?[/TARGET] Student: One fourth. Student: [Crosstalk] Teacher: Wow, I call one person's name.",0 8691,"Teacher: Student C, what is one more fraction we learned besides one eighth? Student: One fourth. Student: [Crosstalk] [TARGET]Teacher: Wow, I call one person's name.[/TARGET] Teacher: Listening. Teacher: Wow. Teacher: Okay, half, we put one half and one half must be - ",1 8692,"Student: One fourth. Student: [Crosstalk] Teacher: Wow, I call one person's name. [TARGET]Teacher: Listening.[/TARGET] Teacher: Wow. Teacher: Okay, half, we put one half and one half must be - Teacher: [Crosstalk]",1 8693,"Student: [Crosstalk] Teacher: Wow, I call one person's name. Teacher: Listening. [TARGET]Teacher: Wow.[/TARGET] Teacher: Okay, half, we put one half and one half must be - Teacher: [Crosstalk] Teacher: Okay.",1 8694,"Teacher: Wow, I call one person's name. Teacher: Listening. Teacher: Wow. [TARGET]Teacher: Okay, half, we put one half and one half must be - [/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: Oh, that one half is twelve twenty fourths.",0 8695,"Teacher: Okay, half, we put one half and one half must be - Teacher: [Crosstalk] Teacher: Okay. [TARGET]Teacher: Oh, that one half is twelve twenty fourths.[/TARGET] Teacher: All right, another fraction we learned for the set? Teacher: Now I have you back. Teacher: Okay.",0 8696,"Teacher: [Crosstalk] Teacher: Okay. Teacher: Oh, that one half is twelve twenty fourths. [TARGET]Teacher: All right, another fraction we learned for the set?[/TARGET] Teacher: Now I have you back. Teacher: Okay. Teacher: Yes?",0 8697,"Teacher: Okay. Teacher: Oh, that one half is twelve twenty fourths. Teacher: All right, another fraction we learned for the set? [TARGET]Teacher: Now I have you back.[/TARGET] Teacher: Okay. Teacher: Yes? Student: One fourth.",1 8698,"Teacher: All right, another fraction we learned for the set? Teacher: Now I have you back. Teacher: Okay. [TARGET]Teacher: Yes?[/TARGET] Student: One fourth. Teacher: One fourth, and we put them in order. Teacher: And that one fourth must be - mm, mm, mm.",0 8699,"Teacher: Okay. Teacher: Yes? Student: One fourth. [TARGET]Teacher: One fourth, and we put them in order.[/TARGET] Teacher: And that one fourth must be - mm, mm, mm. Teacher: Okay. Teacher: All right, so that's what?",0 8700,"Teacher: Yes? Student: One fourth. Teacher: One fourth, and we put them in order. [TARGET]Teacher: And that one fourth must be - mm, mm, mm.[/TARGET] Teacher: Okay. Teacher: All right, so that's what? Teacher: What do we call - what's the equivalent?",0 8701,"Teacher: One fourth, and we put them in order. Teacher: And that one fourth must be - mm, mm, mm. Teacher: Okay. [TARGET]Teacher: All right, so that's what?[/TARGET] Teacher: What do we call - what's the equivalent? Student: Six and three - Multiple Students: Six twenty fourths.",0 8702,"Teacher: And that one fourth must be - mm, mm, mm. Teacher: Okay. Teacher: All right, so that's what? [TARGET]Teacher: What do we call - what's the equivalent?[/TARGET] Student: Six and three - Multiple Students: Six twenty fourths. Teacher: I have you back.",0 8703,"Teacher: What do we call - what's the equivalent? Student: Six and three - Multiple Students: Six twenty fourths. [TARGET]Teacher: I have you back.[/TARGET] Teacher: Six twenty fourths. Teacher: Now, listen, this is the new question and people need to think. Teacher: People need to think.",1 8704,"Student: Six and three - Multiple Students: Six twenty fourths. Teacher: I have you back. [TARGET]Teacher: Six twenty fourths.[/TARGET] Teacher: Now, listen, this is the new question and people need to think. Teacher: People need to think. Teacher: This is my sandwich.",0 8705,"Multiple Students: Six twenty fourths. Teacher: I have you back. Teacher: Six twenty fourths. [TARGET]Teacher: Now, listen, this is the new question and people need to think.[/TARGET] Teacher: People need to think. Teacher: This is my sandwich. Teacher: Half of my sandwich is twelve pieces out of -",1 8706,"Teacher: I have you back. Teacher: Six twenty fourths. Teacher: Now, listen, this is the new question and people need to think. [TARGET]Teacher: People need to think.[/TARGET] Teacher: This is my sandwich. Teacher: Half of my sandwich is twelve pieces out of - Multiple Students: 24",0 8707,"Teacher: Six twenty fourths. Teacher: Now, listen, this is the new question and people need to think. Teacher: People need to think. [TARGET]Teacher: This is my sandwich.[/TARGET] Teacher: Half of my sandwich is twelve pieces out of - Multiple Students: 24 Teacher: That's half of my sandwich here.",0 8708,"Teacher: Now, listen, this is the new question and people need to think. Teacher: People need to think. Teacher: This is my sandwich. [TARGET]Teacher: Half of my sandwich is twelve pieces out of -[/TARGET] Multiple Students: 24 Teacher: That's half of my sandwich here. Teacher: Remember, we said this is considered as a sandwich that I'm eating.",0 8709,"Teacher: This is my sandwich. Teacher: Half of my sandwich is twelve pieces out of - Multiple Students: 24 [TARGET]Teacher: That's half of my sandwich here.[/TARGET] Teacher: Remember, we said this is considered as a sandwich that I'm eating. Teacher: Now, one fourth, if I decide to eat a fourth of my sandwich, it would be six pieces out of 24. Teacher: Now, if I decide to eat one third of my sandwich, how many pieces would that be?",0 8710,"Teacher: Half of my sandwich is twelve pieces out of - Multiple Students: 24 Teacher: That's half of my sandwich here. [TARGET]Teacher: Remember, we said this is considered as a sandwich that I'm eating.[/TARGET] Teacher: Now, one fourth, if I decide to eat a fourth of my sandwich, it would be six pieces out of 24. Teacher: Now, if I decide to eat one third of my sandwich, how many pieces would that be? Teacher: You need to think, and I'm letting people think.",0 8711,"Multiple Students: 24 Teacher: That's half of my sandwich here. Teacher: Remember, we said this is considered as a sandwich that I'm eating. [TARGET]Teacher: Now, one fourth, if I decide to eat a fourth of my sandwich, it would be six pieces out of 24.[/TARGET] Teacher: Now, if I decide to eat one third of my sandwich, how many pieces would that be? Teacher: You need to think, and I'm letting people think. Teacher: I'm letting people think, and then [inaudible].",0 8712,"Teacher: That's half of my sandwich here. Teacher: Remember, we said this is considered as a sandwich that I'm eating. Teacher: Now, one fourth, if I decide to eat a fourth of my sandwich, it would be six pieces out of 24. [TARGET]Teacher: Now, if I decide to eat one third of my sandwich, how many pieces would that be?[/TARGET] Teacher: You need to think, and I'm letting people think. Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk]",0 8713,"Teacher: Remember, we said this is considered as a sandwich that I'm eating. Teacher: Now, one fourth, if I decide to eat a fourth of my sandwich, it would be six pieces out of 24. Teacher: Now, if I decide to eat one third of my sandwich, how many pieces would that be? [TARGET]Teacher: You need to think, and I'm letting people think.[/TARGET] Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk] Teacher: Hold on.",1 8714,"Teacher: Now, one fourth, if I decide to eat a fourth of my sandwich, it would be six pieces out of 24. Teacher: Now, if I decide to eat one third of my sandwich, how many pieces would that be? Teacher: You need to think, and I'm letting people think. [TARGET]Teacher: I'm letting people think, and then [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: Hold on. Teacher: Excuse me.",1 8715,"Teacher: You need to think, and I'm letting people think. Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Hold on.[/TARGET] Teacher: Excuse me. Teacher: We said one fourth is six pieces out of 24 and we put it here, right? Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number.",1 8716,"Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk] Teacher: Hold on. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We said one fourth is six pieces out of 24 and we put it here, right? Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number. Teacher: All right.",1 8717,"Teacher: [Crosstalk] Teacher: Hold on. Teacher: Excuse me. [TARGET]Teacher: We said one fourth is six pieces out of 24 and we put it here, right?[/TARGET] Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number. Teacher: All right. Teacher: Now, I'm asking you a question and I'm going to give you a chance to talk, talk to your friend and say I want one third of my - one third of my mm pieces.",0 8718,"Teacher: Hold on. Teacher: Excuse me. Teacher: We said one fourth is six pieces out of 24 and we put it here, right? [TARGET]Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number.[/TARGET] Teacher: All right. Teacher: Now, I'm asking you a question and I'm going to give you a chance to talk, talk to your friend and say I want one third of my - one third of my mm pieces. Teacher: All right, excuse me.",0 8719,"Teacher: We said one fourth is six pieces out of 24 and we put it here, right? Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number. Teacher: All right. [TARGET]Teacher: Now, I'm asking you a question and I'm going to give you a chance to talk, talk to your friend and say I want one third of my - one third of my mm pieces.[/TARGET] Teacher: All right, excuse me. Teacher: One third of my 24 pieces. Teacher: You can talk to your friend for a minute.",1 8720,"Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number. Teacher: All right. Teacher: Now, I'm asking you a question and I'm going to give you a chance to talk, talk to your friend and say I want one third of my - one third of my mm pieces. [TARGET]Teacher: All right, excuse me.[/TARGET] Teacher: One third of my 24 pieces. Teacher: You can talk to your friend for a minute. Teacher: [Inaudible] not talking.",0 8721,"Teacher: All right. Teacher: Now, I'm asking you a question and I'm going to give you a chance to talk, talk to your friend and say I want one third of my - one third of my mm pieces. Teacher: All right, excuse me. [TARGET]Teacher: One third of my 24 pieces.[/TARGET] Teacher: You can talk to your friend for a minute. Teacher: [Inaudible] not talking. Teacher: Three are talking.",0 8722,"Teacher: Now, I'm asking you a question and I'm going to give you a chance to talk, talk to your friend and say I want one third of my - one third of my mm pieces. Teacher: All right, excuse me. Teacher: One third of my 24 pieces. [TARGET]Teacher: You can talk to your friend for a minute.[/TARGET] Teacher: [Inaudible] not talking. Teacher: Three are talking. Teacher: Good job.",1 8723,"Teacher: All right, excuse me. Teacher: One third of my 24 pieces. Teacher: You can talk to your friend for a minute. [TARGET]Teacher: [Inaudible] not talking.[/TARGET] Teacher: Three are talking. Teacher: Good job. Teacher: Let me see.",1 8724,Teacher: One third of my 24 pieces. Teacher: You can talk to your friend for a minute. Teacher: [Inaudible] not talking. [TARGET]Teacher: Three are talking.[/TARGET] Teacher: Good job. Teacher: Let me see. Teacher: Let me see.,1 8725,Teacher: You can talk to your friend for a minute. Teacher: [Inaudible] not talking. Teacher: Three are talking. [TARGET]Teacher: Good job.[/TARGET] Teacher: Let me see. Teacher: Let me see. Teacher: [Crosstalk],0 8726,Teacher: [Inaudible] not talking. Teacher: Three are talking. Teacher: Good job. [TARGET]Teacher: Let me see.[/TARGET] Teacher: Let me see. Teacher: [Crosstalk] Teacher: Student L is talking over there.,1 8727,Teacher: Three are talking. Teacher: Good job. Teacher: Let me see. [TARGET]Teacher: Let me see.[/TARGET] Teacher: [Crosstalk] Teacher: Student L is talking over there. Teacher: I'm looking for one third.,1 8728,Teacher: Let me see. Teacher: Let me see. Teacher: [Crosstalk] [TARGET]Teacher: Student L is talking over there.[/TARGET] Teacher: I'm looking for one third. Teacher: I want to eat one third. Teacher: How many pieces would that be?,1 8729,Teacher: Let me see. Teacher: [Crosstalk] Teacher: Student L is talking over there. [TARGET]Teacher: I'm looking for one third.[/TARGET] Teacher: I want to eat one third. Teacher: How many pieces would that be? Teacher: Good job.,0 8730,Teacher: [Crosstalk] Teacher: Student L is talking over there. Teacher: I'm looking for one third. [TARGET]Teacher: I want to eat one third.[/TARGET] Teacher: How many pieces would that be? Teacher: Good job. Teacher: How many pieces?,0 8731,Teacher: Student L is talking over there. Teacher: I'm looking for one third. Teacher: I want to eat one third. [TARGET]Teacher: How many pieces would that be?[/TARGET] Teacher: Good job. Teacher: How many pieces? Teacher: [Crosstalk],0 8732,"Teacher: I'm looking for one third. Teacher: I want to eat one third. Teacher: How many pieces would that be? [TARGET]Teacher: Good job.[/TARGET] Teacher: How many pieces? Teacher: [Crosstalk] Teacher: Student J, you may talk to anyone.",0 8733,"Teacher: I want to eat one third. Teacher: How many pieces would that be? Teacher: Good job. [TARGET]Teacher: How many pieces?[/TARGET] Teacher: [Crosstalk] Teacher: Student J, you may talk to anyone. Teacher: Yeah, talk to someone.",0 8734,"Teacher: Good job. Teacher: How many pieces? Teacher: [Crosstalk] [TARGET]Teacher: Student J, you may talk to anyone.[/TARGET] Teacher: Yeah, talk to someone. Teacher: Student N, yeah, [inaudible], you may get into that talking. Teacher: Yes.",1 8735,"Teacher: How many pieces? Teacher: [Crosstalk] Teacher: Student J, you may talk to anyone. [TARGET]Teacher: Yeah, talk to someone.[/TARGET] Teacher: Student N, yeah, [inaudible], you may get into that talking. Teacher: Yes. Teacher: Listen to them.",1 8736,"Teacher: [Crosstalk] Teacher: Student J, you may talk to anyone. Teacher: Yeah, talk to someone. [TARGET]Teacher: Student N, yeah, [inaudible], you may get into that talking.[/TARGET] Teacher: Yes. Teacher: Listen to them. Teacher: Listen to what they're saying.",1 8737,"Teacher: Student J, you may talk to anyone. Teacher: Yeah, talk to someone. Teacher: Student N, yeah, [inaudible], you may get into that talking. [TARGET]Teacher: Yes.[/TARGET] Teacher: Listen to them. Teacher: Listen to what they're saying. Teacher: When I raise my hand - I'm gonna raise my hand in a minute.",1 8738,"Teacher: Yeah, talk to someone. Teacher: Student N, yeah, [inaudible], you may get into that talking. Teacher: Yes. [TARGET]Teacher: Listen to them.[/TARGET] Teacher: Listen to what they're saying. Teacher: When I raise my hand - I'm gonna raise my hand in a minute. Teacher: One third, how many pieces?",1 8739,"Teacher: Student N, yeah, [inaudible], you may get into that talking. Teacher: Yes. Teacher: Listen to them. [TARGET]Teacher: Listen to what they're saying.[/TARGET] Teacher: When I raise my hand - I'm gonna raise my hand in a minute. Teacher: One third, how many pieces? Teacher: One third.",1 8740,"Teacher: Yes. Teacher: Listen to them. Teacher: Listen to what they're saying. [TARGET]Teacher: When I raise my hand - I'm gonna raise my hand in a minute.[/TARGET] Teacher: One third, how many pieces? Teacher: One third. Teacher: Yeah, a third of my sandwich.",1 8741,"Teacher: Listen to them. Teacher: Listen to what they're saying. Teacher: When I raise my hand - I'm gonna raise my hand in a minute. [TARGET]Teacher: One third, how many pieces?[/TARGET] Teacher: One third. Teacher: Yeah, a third of my sandwich. Teacher: I'm eating only a third.",0 8742,"Teacher: Listen to what they're saying. Teacher: When I raise my hand - I'm gonna raise my hand in a minute. Teacher: One third, how many pieces? [TARGET]Teacher: One third.[/TARGET] Teacher: Yeah, a third of my sandwich. Teacher: I'm eating only a third. Teacher: How many pieces would that be?",0 8743,"Teacher: When I raise my hand - I'm gonna raise my hand in a minute. Teacher: One third, how many pieces? Teacher: One third. [TARGET]Teacher: Yeah, a third of my sandwich.[/TARGET] Teacher: I'm eating only a third. Teacher: How many pieces would that be? Teacher: [Crosstalk]",0 8744,"Teacher: One third, how many pieces? Teacher: One third. Teacher: Yeah, a third of my sandwich. [TARGET]Teacher: I'm eating only a third.[/TARGET] Teacher: How many pieces would that be? Teacher: [Crosstalk] Teacher: Okay.",0 8745,"Teacher: One third. Teacher: Yeah, a third of my sandwich. Teacher: I'm eating only a third. [TARGET]Teacher: How many pieces would that be?[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: That - let's get back.",0 8746,Teacher: How many pieces would that be? Teacher: [Crosstalk] Teacher: Okay. [TARGET]Teacher: That - let's get back.[/TARGET] Teacher: Good job. Teacher: I'm back. Teacher: [Crosstalk],1 8747,"Teacher: [Crosstalk] Teacher: Okay. Teacher: That - let's get back. [TARGET]Teacher: Good job.[/TARGET] Teacher: I'm back. Teacher: [Crosstalk] Teacher: No, no, no.",0 8748,"Teacher: Okay. Teacher: That - let's get back. Teacher: Good job. [TARGET]Teacher: I'm back.[/TARGET] Teacher: [Crosstalk] Teacher: No, no, no. Teacher: Let them - let them.",1 8749,"Teacher: Good job. Teacher: I'm back. Teacher: [Crosstalk] [TARGET]Teacher: No, no, no.[/TARGET] Teacher: Let them - let them. Teacher: [Crosstalk] Teacher: Somebody is ready.",1 8750,"Teacher: I'm back. Teacher: [Crosstalk] Teacher: No, no, no. [TARGET]Teacher: Let them - let them.[/TARGET] Teacher: [Crosstalk] Teacher: Somebody is ready. Teacher: Student M, Student O.",1 8751,"Teacher: No, no, no. Teacher: Let them - let them. Teacher: [Crosstalk] [TARGET]Teacher: Somebody is ready.[/TARGET] Teacher: Student M, Student O. Teacher: Student O, Student D, good job. Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer.",1 8752,"Teacher: Let them - let them. Teacher: [Crosstalk] Teacher: Somebody is ready. [TARGET]Teacher: Student M, Student O.[/TARGET] Teacher: Student O, Student D, good job. Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer. Teacher: Do not tell me what to do, please, all right?",1 8753,"Teacher: [Crosstalk] Teacher: Somebody is ready. Teacher: Student M, Student O. [TARGET]Teacher: Student O, Student D, good job.[/TARGET] Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer. Teacher: Do not tell me what to do, please, all right? Teacher: Now, if it's - listen.",1 8754,"Teacher: Somebody is ready. Teacher: Student M, Student O. Teacher: Student O, Student D, good job. [TARGET]Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer.[/TARGET] Teacher: Do not tell me what to do, please, all right? Teacher: Now, if it's - listen. Teacher: I'm going to show you one thing.",1 8755,"Teacher: Student M, Student O. Teacher: Student O, Student D, good job. Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer. [TARGET]Teacher: Do not tell me what to do, please, all right?[/TARGET] Teacher: Now, if it's - listen. Teacher: I'm going to show you one thing. Teacher: Student D. Now, if it's the same answer [inaudible] person, what do we do?",1 8756,"Teacher: Student O, Student D, good job. Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer. Teacher: Do not tell me what to do, please, all right? [TARGET]Teacher: Now, if it's - listen.[/TARGET] Teacher: I'm going to show you one thing. Teacher: Student D. Now, if it's the same answer [inaudible] person, what do we do? Teacher: [Crosstalk]",1 8757,"Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer. Teacher: Do not tell me what to do, please, all right? Teacher: Now, if it's - listen. [TARGET]Teacher: I'm going to show you one thing.[/TARGET] Teacher: Student D. Now, if it's the same answer [inaudible] person, what do we do? Teacher: [Crosstalk] Teacher: Yes.",1 8758,"Teacher: Do not tell me what to do, please, all right? Teacher: Now, if it's - listen. Teacher: I'm going to show you one thing. [TARGET]Teacher: Student D. Now, if it's the same answer [inaudible] person, what do we do?[/TARGET] Teacher: [Crosstalk] Teacher: Yes. Teacher: Right.",0 8759,"Teacher: I'm going to show you one thing. Teacher: Student D. Now, if it's the same answer [inaudible] person, what do we do? Teacher: [Crosstalk] [TARGET]Teacher: Yes.[/TARGET] Teacher: Right. Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes. Teacher: All right, now, what was the answer?",0 8760,"Teacher: Student D. Now, if it's the same answer [inaudible] person, what do we do? Teacher: [Crosstalk] Teacher: Yes. [TARGET]Teacher: Right.[/TARGET] Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes. Teacher: All right, now, what was the answer? Teacher: How many pieces would it be and what fraction - numerator and denominator.",0 8761,"Teacher: [Crosstalk] Teacher: Yes. Teacher: Right. [TARGET]Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes.[/TARGET] Teacher: All right, now, what was the answer? Teacher: How many pieces would it be and what fraction - numerator and denominator. Teacher: Now, let me wait for Student C. Student C, how many pieces?",1 8762,"Teacher: Yes. Teacher: Right. Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes. [TARGET]Teacher: All right, now, what was the answer?[/TARGET] Teacher: How many pieces would it be and what fraction - numerator and denominator. Teacher: Now, let me wait for Student C. Student C, how many pieces? Student: [Inaudible].",0 8763,"Teacher: Right. Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes. Teacher: All right, now, what was the answer? [TARGET]Teacher: How many pieces would it be and what fraction - numerator and denominator.[/TARGET] Teacher: Now, let me wait for Student C. Student C, how many pieces? Student: [Inaudible]. Teacher: We said one third of this set.",0 8764,"Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes. Teacher: All right, now, what was the answer? Teacher: How many pieces would it be and what fraction - numerator and denominator. [TARGET]Teacher: Now, let me wait for Student C. Student C, how many pieces?[/TARGET] Student: [Inaudible]. Teacher: We said one third of this set. Teacher: How many pieces would it be?",1 8765,"Teacher: How many pieces would it be and what fraction - numerator and denominator. Teacher: Now, let me wait for Student C. Student C, how many pieces? Student: [Inaudible]. [TARGET]Teacher: We said one third of this set.[/TARGET] Teacher: How many pieces would it be? Student: Oh. Teacher: One, one -",0 8766,"Teacher: Now, let me wait for Student C. Student C, how many pieces? Student: [Inaudible]. Teacher: We said one third of this set. [TARGET]Teacher: How many pieces would it be?[/TARGET] Student: Oh. Teacher: One, one - Student: Eight.",0 8767,"Teacher: We said one third of this set. Teacher: How many pieces would it be? Student: Oh. [TARGET]Teacher: One, one -[/TARGET] Student: Eight. Student: No. Teacher: Some people are not really - some people weren't listening.",0 8768,"Teacher: One, one - Student: Eight. Student: No. [TARGET]Teacher: Some people are not really - some people weren't listening.[/TARGET] Teacher: I heard some people who were talking. Student: Me. Teacher: Excuse me, Student N, do not do that.",1 8769,"Student: Eight. Student: No. Teacher: Some people are not really - some people weren't listening. [TARGET]Teacher: I heard some people who were talking.[/TARGET] Student: Me. Teacher: Excuse me, Student N, do not do that. Teacher: Thank you.",0 8770,"Teacher: Some people are not really - some people weren't listening. Teacher: I heard some people who were talking. Student: Me. [TARGET]Teacher: Excuse me, Student N, do not do that.[/TARGET] Teacher: Thank you. Teacher: Student N. So I heard three people who were talking and I heard the answer kind of, but I was not sure. Teacher: All right, Student N, what did you talk in your group?",1 8771,"Teacher: I heard some people who were talking. Student: Me. Teacher: Excuse me, Student N, do not do that. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Student N. So I heard three people who were talking and I heard the answer kind of, but I was not sure. Teacher: All right, Student N, what did you talk in your group? Student: I said -",0 8772,"Student: Me. Teacher: Excuse me, Student N, do not do that. Teacher: Thank you. [TARGET]Teacher: Student N. So I heard three people who were talking and I heard the answer kind of, but I was not sure.[/TARGET] Teacher: All right, Student N, what did you talk in your group? Student: I said - Teacher: We said, we said, we talked about.",0 8773,"Teacher: Excuse me, Student N, do not do that. Teacher: Thank you. Teacher: Student N. So I heard three people who were talking and I heard the answer kind of, but I was not sure. [TARGET]Teacher: All right, Student N, what did you talk in your group?[/TARGET] Student: I said - Teacher: We said, we said, we talked about. Teacher: Yeah.",0 8774,"Teacher: Student N. So I heard three people who were talking and I heard the answer kind of, but I was not sure. Teacher: All right, Student N, what did you talk in your group? Student: I said - [TARGET]Teacher: We said, we said, we talked about.[/TARGET] Teacher: Yeah. Student: We talked about - Teacher: Listen, listen.",0 8775,"Teacher: All right, Student N, what did you talk in your group? Student: I said - Teacher: We said, we said, we talked about. [TARGET]Teacher: Yeah.[/TARGET] Student: We talked about - Teacher: Listen, listen. Teacher: Girls, girls.",0 8776,"Teacher: We said, we said, we talked about. Teacher: Yeah. Student: We talked about - [TARGET]Teacher: Listen, listen.[/TARGET] Teacher: Girls, girls. Teacher: Yeah. Student: We said 12 of 24 -",1 8777,"Teacher: Yeah. Student: We talked about - Teacher: Listen, listen. [TARGET]Teacher: Girls, girls.[/TARGET] Teacher: Yeah. Student: We said 12 of 24 - Teacher: Is half.",1 8778,"Student: We talked about - Teacher: Listen, listen. Teacher: Girls, girls. [TARGET]Teacher: Yeah.[/TARGET] Student: We said 12 of 24 - Teacher: Is half. Student: Yes.",0 8779,"Teacher: Girls, girls. Teacher: Yeah. Student: We said 12 of 24 - [TARGET]Teacher: Is half.[/TARGET] Student: Yes. Teacher: Yep. Student: And then [inaudible] one third.",0 8780,"Student: We said 12 of 24 - Teacher: Is half. Student: Yes. [TARGET]Teacher: Yep.[/TARGET] Student: And then [inaudible] one third. Teacher: Yeah, one third must be - one third must be - one third of this set must be - Student: One third, I'm [inaudible].",0 8781,"Student: Yes. Teacher: Yep. Student: And then [inaudible] one third. [TARGET]Teacher: Yeah, one third must be - one third must be - one third of this set must be -[/TARGET] Student: One third, I'm [inaudible]. Teacher: Hmm. Teacher: Okay, that's what you talked about, right?",0 8782,"Student: And then [inaudible] one third. Teacher: Yeah, one third must be - one third must be - one third of this set must be - Student: One third, I'm [inaudible]. [TARGET]Teacher: Hmm.[/TARGET] Teacher: Okay, that's what you talked about, right? Student: Yeah. Teacher: Now, let me go to another group.",0 8783,"Teacher: Yeah, one third must be - one third must be - one third of this set must be - Student: One third, I'm [inaudible]. Teacher: Hmm. [TARGET]Teacher: Okay, that's what you talked about, right?[/TARGET] Student: Yeah. Teacher: Now, let me go to another group. Teacher: Let me go to another group.",0 8784,"Teacher: Hmm. Teacher: Okay, that's what you talked about, right? Student: Yeah. [TARGET]Teacher: Now, let me go to another group.[/TARGET] Teacher: Let me go to another group. Teacher: Excuse me. Teacher: Now you need to listen.",1 8785,"Teacher: Okay, that's what you talked about, right? Student: Yeah. Teacher: Now, let me go to another group. [TARGET]Teacher: Let me go to another group.[/TARGET] Teacher: Excuse me. Teacher: Now you need to listen. Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how.",1 8786,"Student: Yeah. Teacher: Now, let me go to another group. Teacher: Let me go to another group. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Now you need to listen. Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how. Teacher: [Crosstalk]",1 8787,"Teacher: Now, let me go to another group. Teacher: Let me go to another group. Teacher: Excuse me. [TARGET]Teacher: Now you need to listen.[/TARGET] Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how. Teacher: [Crosstalk] Teacher: Hold on.",1 8788,"Teacher: Let me go to another group. Teacher: Excuse me. Teacher: Now you need to listen. [TARGET]Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how.[/TARGET] Teacher: [Crosstalk] Teacher: Hold on. Teacher: Student D, listen.",1 8789,"Teacher: Now you need to listen. Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how. Teacher: [Crosstalk] [TARGET]Teacher: Hold on.[/TARGET] Teacher: Student D, listen. Teacher: Listen to another group. Teacher: Thank you.",1 8790,"Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how. Teacher: [Crosstalk] Teacher: Hold on. [TARGET]Teacher: Student D, listen.[/TARGET] Teacher: Listen to another group. Teacher: Thank you. Teacher: Yeah, what - what -",1 8791,"Teacher: [Crosstalk] Teacher: Hold on. Teacher: Student D, listen. [TARGET]Teacher: Listen to another group.[/TARGET] Teacher: Thank you. Teacher: Yeah, what - what - Student: One eighth.",1 8792,"Teacher: Hold on. Teacher: Student D, listen. Teacher: Listen to another group. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Yeah, what - what - Student: One eighth. Teacher: We know one eighth is three pieces.",0 8793,"Teacher: Student D, listen. Teacher: Listen to another group. Teacher: Thank you. [TARGET]Teacher: Yeah, what - what -[/TARGET] Student: One eighth. Teacher: We know one eighth is three pieces. Teacher: See, one eighth is three pieces.",0 8794,"Teacher: Thank you. Teacher: Yeah, what - what - Student: One eighth. [TARGET]Teacher: We know one eighth is three pieces.[/TARGET] Teacher: See, one eighth is three pieces. Teacher: Now, listen to me. Teacher: Listen.",0 8795,"Teacher: Yeah, what - what - Student: One eighth. Teacher: We know one eighth is three pieces. [TARGET]Teacher: See, one eighth is three pieces.[/TARGET] Teacher: Now, listen to me. Teacher: Listen. Teacher: We're looking for how many pieces would be one third.",0 8796,"Student: One eighth. Teacher: We know one eighth is three pieces. Teacher: See, one eighth is three pieces. [TARGET]Teacher: Now, listen to me.[/TARGET] Teacher: Listen. Teacher: We're looking for how many pieces would be one third. Teacher: How many pieces would be one third?",1 8797,"Teacher: We know one eighth is three pieces. Teacher: See, one eighth is three pieces. Teacher: Now, listen to me. [TARGET]Teacher: Listen.[/TARGET] Teacher: We're looking for how many pieces would be one third. Teacher: How many pieces would be one third? Teacher: Why do you say one eighth?",1 8798,"Teacher: See, one eighth is three pieces. Teacher: Now, listen to me. Teacher: Listen. [TARGET]Teacher: We're looking for how many pieces would be one third.[/TARGET] Teacher: How many pieces would be one third? Teacher: Why do you say one eighth? Teacher: We already know one eighth is three pieces.",0 8799,"Teacher: Now, listen to me. Teacher: Listen. Teacher: We're looking for how many pieces would be one third. [TARGET]Teacher: How many pieces would be one third?[/TARGET] Teacher: Why do you say one eighth? Teacher: We already know one eighth is three pieces. Student: Oh, six.",0 8800,"Teacher: Listen. Teacher: We're looking for how many pieces would be one third. Teacher: How many pieces would be one third? [TARGET]Teacher: Why do you say one eighth?[/TARGET] Teacher: We already know one eighth is three pieces. Student: Oh, six. Teacher: Is three pieces.",0 8801,"Teacher: We're looking for how many pieces would be one third. Teacher: How many pieces would be one third? Teacher: Why do you say one eighth? [TARGET]Teacher: We already know one eighth is three pieces.[/TARGET] Student: Oh, six. Teacher: Is three pieces. Teacher: One, two, three.",0 8802,"Teacher: Why do you say one eighth? Teacher: We already know one eighth is three pieces. Student: Oh, six. [TARGET]Teacher: Is three pieces.[/TARGET] Teacher: One, two, three. Teacher: And [inaudible] is six pieces. Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out.",0 8803,"Teacher: We already know one eighth is three pieces. Student: Oh, six. Teacher: Is three pieces. [TARGET]Teacher: One, two, three.[/TARGET] Teacher: And [inaudible] is six pieces. Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out. Teacher: All right, listen.",0 8804,"Student: Oh, six. Teacher: Is three pieces. Teacher: One, two, three. [TARGET]Teacher: And [inaudible] is six pieces.[/TARGET] Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out. Teacher: All right, listen. Teacher: Why it's one eighth, somebody was telling me yesterday eight times three is 24.",0 8805,"Teacher: Is three pieces. Teacher: One, two, three. Teacher: And [inaudible] is six pieces. [TARGET]Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out.[/TARGET] Teacher: All right, listen. Teacher: Why it's one eighth, somebody was telling me yesterday eight times three is 24. Multiple Students: 24 -",1 8806,"Teacher: One, two, three. Teacher: And [inaudible] is six pieces. Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out. [TARGET]Teacher: All right, listen.[/TARGET] Teacher: Why it's one eighth, somebody was telling me yesterday eight times three is 24. Multiple Students: 24 - Teacher: Hold on.",1 8807,"Teacher: And [inaudible] is six pieces. Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out. Teacher: All right, listen. [TARGET]Teacher: Why it's one eighth, somebody was telling me yesterday eight times three is 24.[/TARGET] Multiple Students: 24 - Teacher: Hold on. Teacher: [Crosstalk]",0 8808,"Teacher: All right, listen. Teacher: Why it's one eighth, somebody was telling me yesterday eight times three is 24. Multiple Students: 24 - [TARGET]Teacher: Hold on.[/TARGET] Teacher: [Crosstalk] Teacher: I remember it was you. Teacher: That's okay.",1 8809,"Multiple Students: 24 - Teacher: Hold on. Teacher: [Crosstalk] [TARGET]Teacher: I remember it was you.[/TARGET] Teacher: That's okay. Teacher: All right, so eight times three is 24. Teacher: Very good.",0 8810,"Teacher: Hold on. Teacher: [Crosstalk] Teacher: I remember it was you. [TARGET]Teacher: That's okay.[/TARGET] Teacher: All right, so eight times three is 24. Teacher: Very good. Teacher: Hold on, I'm showing you something very important.",0 8811,"Teacher: [Crosstalk] Teacher: I remember it was you. Teacher: That's okay. [TARGET]Teacher: All right, so eight times three is 24.[/TARGET] Teacher: Very good. Teacher: Hold on, I'm showing you something very important. Teacher: [Interruption - Announcement]",0 8812,"Teacher: I remember it was you. Teacher: That's okay. Teacher: All right, so eight times three is 24. [TARGET]Teacher: Very good.[/TARGET] Teacher: Hold on, I'm showing you something very important. Teacher: [Interruption - Announcement] Teacher: Four times six is 24, and that's why we see, oh, this is one fourth.",0 8813,"Teacher: That's okay. Teacher: All right, so eight times three is 24. Teacher: Very good. [TARGET]Teacher: Hold on, I'm showing you something very important.[/TARGET] Teacher: [Interruption - Announcement] Teacher: Four times six is 24, and that's why we see, oh, this is one fourth. Teacher: We transfer what we have learned before into the fraction.",1 8814,"Teacher: Very good. Teacher: Hold on, I'm showing you something very important. Teacher: [Interruption - Announcement] [TARGET]Teacher: Four times six is 24, and that's why we see, oh, this is one fourth.[/TARGET] Teacher: We transfer what we have learned before into the fraction. Teacher: All right. Teacher: Another one.",0 8815,"Teacher: Hold on, I'm showing you something very important. Teacher: [Interruption - Announcement] Teacher: Four times six is 24, and that's why we see, oh, this is one fourth. [TARGET]Teacher: We transfer what we have learned before into the fraction.[/TARGET] Teacher: All right. Teacher: Another one. Teacher: Two times 12 is 24 and that's how we know half is 24.",0 8816,"Teacher: Four times six is 24, and that's why we see, oh, this is one fourth. Teacher: We transfer what we have learned before into the fraction. Teacher: All right. [TARGET]Teacher: Another one.[/TARGET] Teacher: Two times 12 is 24 and that's how we know half is 24. Teacher: Now, can we use that strategy to get one third? Student: Yes.",0 8817,"Teacher: We transfer what we have learned before into the fraction. Teacher: All right. Teacher: Another one. [TARGET]Teacher: Two times 12 is 24 and that's how we know half is 24.[/TARGET] Teacher: Now, can we use that strategy to get one third? Student: Yes. Student: Maybe.",0 8818,"Teacher: All right. Teacher: Another one. Teacher: Two times 12 is 24 and that's how we know half is 24. [TARGET]Teacher: Now, can we use that strategy to get one third?[/TARGET] Student: Yes. Student: Maybe. Teacher: What can we do to get one third?",0 8819,"Teacher: Now, can we use that strategy to get one third? Student: Yes. Student: Maybe. [TARGET]Teacher: What can we do to get one third?[/TARGET] Teacher: What can we times? Teacher: [Crosstalk] Teacher: Three times -",0 8820,Student: Yes. Student: Maybe. Teacher: What can we do to get one third? [TARGET]Teacher: What can we times?[/TARGET] Teacher: [Crosstalk] Teacher: Three times - Multiple Students: Eight.,0 8821,Teacher: What can we do to get one third? Teacher: What can we times? Teacher: [Crosstalk] [TARGET]Teacher: Three times -[/TARGET] Multiple Students: Eight. Teacher: Equals? Multiple Students: 24,0 8822,Teacher: [Crosstalk] Teacher: Three times - Multiple Students: Eight. [TARGET]Teacher: Equals?[/TARGET] Multiple Students: 24 Teacher: That tells us how many pieces? Multiple Students: Eight.,0 8823,"Multiple Students: Eight. Teacher: Equals? Multiple Students: 24 [TARGET]Teacher: That tells us how many pieces?[/TARGET] Multiple Students: Eight. Teacher: Eight pieces. Teacher: Not one eighth, eight pieces.",0 8824,"Multiple Students: 24 Teacher: That tells us how many pieces? Multiple Students: Eight. [TARGET]Teacher: Eight pieces.[/TARGET] Teacher: Not one eighth, eight pieces. Teacher: That's what I ask you. Teacher: How many pieces would be one third - hold on.",0 8825,"Teacher: That tells us how many pieces? Multiple Students: Eight. Teacher: Eight pieces. [TARGET]Teacher: Not one eighth, eight pieces.[/TARGET] Teacher: That's what I ask you. Teacher: How many pieces would be one third - hold on. Teacher: I heard you were saying that, but you missed, kind of.",0 8826,"Multiple Students: Eight. Teacher: Eight pieces. Teacher: Not one eighth, eight pieces. [TARGET]Teacher: That's what I ask you.[/TARGET] Teacher: How many pieces would be one third - hold on. Teacher: I heard you were saying that, but you missed, kind of. Teacher: You go with one eighth.",0 8827,"Teacher: Eight pieces. Teacher: Not one eighth, eight pieces. Teacher: That's what I ask you. [TARGET]Teacher: How many pieces would be one third - hold on.[/TARGET] Teacher: I heard you were saying that, but you missed, kind of. Teacher: You go with one eighth. Teacher: One eighth is something different.",0 8828,"Teacher: Not one eighth, eight pieces. Teacher: That's what I ask you. Teacher: How many pieces would be one third - hold on. [TARGET]Teacher: I heard you were saying that, but you missed, kind of.[/TARGET] Teacher: You go with one eighth. Teacher: One eighth is something different. Teacher: You know what?",0 8829,"Teacher: That's what I ask you. Teacher: How many pieces would be one third - hold on. Teacher: I heard you were saying that, but you missed, kind of. [TARGET]Teacher: You go with one eighth.[/TARGET] Teacher: One eighth is something different. Teacher: You know what? Teacher: Listen, I'm trying to kind of help you understand.",0 8830,"Teacher: How many pieces would be one third - hold on. Teacher: I heard you were saying that, but you missed, kind of. Teacher: You go with one eighth. [TARGET]Teacher: One eighth is something different.[/TARGET] Teacher: You know what? Teacher: Listen, I'm trying to kind of help you understand. Teacher: The way you said it and the way you told me is different.",0 8831,"Teacher: I heard you were saying that, but you missed, kind of. Teacher: You go with one eighth. Teacher: One eighth is something different. [TARGET]Teacher: You know what?[/TARGET] Teacher: Listen, I'm trying to kind of help you understand. Teacher: The way you said it and the way you told me is different. Teacher: So one third must be, let me see, one, two, three, four -",1 8832,"Teacher: You go with one eighth. Teacher: One eighth is something different. Teacher: You know what? [TARGET]Teacher: Listen, I'm trying to kind of help you understand.[/TARGET] Teacher: The way you said it and the way you told me is different. Teacher: So one third must be, let me see, one, two, three, four - Student: Five.",1 8833,"Teacher: One eighth is something different. Teacher: You know what? Teacher: Listen, I'm trying to kind of help you understand. [TARGET]Teacher: The way you said it and the way you told me is different.[/TARGET] Teacher: So one third must be, let me see, one, two, three, four - Student: Five. Teacher: Six, seven, eight.",0 8834,"Teacher: You know what? Teacher: Listen, I'm trying to kind of help you understand. Teacher: The way you said it and the way you told me is different. [TARGET]Teacher: So one third must be, let me see, one, two, three, four -[/TARGET] Student: Five. Teacher: Six, seven, eight. Teacher: So let's see.",0 8835,"Teacher: The way you said it and the way you told me is different. Teacher: So one third must be, let me see, one, two, three, four - Student: Five. [TARGET]Teacher: Six, seven, eight.[/TARGET] Teacher: So let's see. Teacher: Look at that. Teacher: Look, look, look.",0 8836,"Teacher: So one third must be, let me see, one, two, three, four - Student: Five. Teacher: Six, seven, eight. [TARGET]Teacher: So let's see.[/TARGET] Teacher: Look at that. Teacher: Look, look, look. Teacher: Before we go into our book.",0 8837,"Student: Five. Teacher: Six, seven, eight. Teacher: So let's see. [TARGET]Teacher: Look at that.[/TARGET] Teacher: Look, look, look. Teacher: Before we go into our book. Teacher: So this is what we call one third, and how many pieces is that?",1 8838,"Teacher: Six, seven, eight. Teacher: So let's see. Teacher: Look at that. [TARGET]Teacher: Look, look, look.[/TARGET] Teacher: Before we go into our book. Teacher: So this is what we call one third, and how many pieces is that? Multiple Students: Eight.",1 8839,"Teacher: So let's see. Teacher: Look at that. Teacher: Look, look, look. [TARGET]Teacher: Before we go into our book.[/TARGET] Teacher: So this is what we call one third, and how many pieces is that? Multiple Students: Eight. Teacher: [Inaudible].",1 8840,"Teacher: Look at that. Teacher: Look, look, look. Teacher: Before we go into our book. [TARGET]Teacher: So this is what we call one third, and how many pieces is that?[/TARGET] Multiple Students: Eight. Teacher: [Inaudible]. Teacher: So, now, how many - look.",0 8841,"Teacher: So this is what we call one third, and how many pieces is that? Multiple Students: Eight. Teacher: [Inaudible]. [TARGET]Teacher: So, now, how many - look.[/TARGET] Teacher: She is not looking. Teacher: She is not looking. Teacher: She's - thank you.",1 8842,"Multiple Students: Eight. Teacher: [Inaudible]. Teacher: So, now, how many - look. [TARGET]Teacher: She is not looking.[/TARGET] Teacher: She is not looking. Teacher: She's - thank you. Teacher: Yes.",1 8843,"Teacher: [Inaudible]. Teacher: So, now, how many - look. Teacher: She is not looking. [TARGET]Teacher: She is not looking.[/TARGET] Teacher: She's - thank you. Teacher: Yes. Teacher: So one eighth, one eighth, one eighth.",1 8844,"Teacher: So, now, how many - look. Teacher: She is not looking. Teacher: She is not looking. [TARGET]Teacher: She's - thank you.[/TARGET] Teacher: Yes. Teacher: So one eighth, one eighth, one eighth. Teacher: How many eighths?",1 8845,"Teacher: She is not looking. Teacher: She is not looking. Teacher: She's - thank you. [TARGET]Teacher: Yes.[/TARGET] Teacher: So one eighth, one eighth, one eighth. Teacher: How many eighths? Teacher: How many eighths?",0 8846,"Teacher: She is not looking. Teacher: She's - thank you. Teacher: Yes. [TARGET]Teacher: So one eighth, one eighth, one eighth.[/TARGET] Teacher: How many eighths? Teacher: How many eighths? Student: Six.",0 8847,"Teacher: She's - thank you. Teacher: Yes. Teacher: So one eighth, one eighth, one eighth. [TARGET]Teacher: How many eighths?[/TARGET] Teacher: How many eighths? Student: Six. Teacher: You are not looking.",0 8848,"Teacher: Yes. Teacher: So one eighth, one eighth, one eighth. Teacher: How many eighths? [TARGET]Teacher: How many eighths?[/TARGET] Student: Six. Teacher: You are not looking. Teacher: See, one eighth, one eighth, one eighth.",0 8849,"Teacher: How many eighths? Teacher: How many eighths? Student: Six. [TARGET]Teacher: You are not looking.[/TARGET] Teacher: See, one eighth, one eighth, one eighth. Teacher: How many eighths? Multiple Students: Three.",1 8850,"Teacher: How many eighths? Student: Six. Teacher: You are not looking. [TARGET]Teacher: See, one eighth, one eighth, one eighth.[/TARGET] Teacher: How many eighths? Multiple Students: Three. Teacher: Three times eight?",0 8851,"Student: Six. Teacher: You are not looking. Teacher: See, one eighth, one eighth, one eighth. [TARGET]Teacher: How many eighths?[/TARGET] Multiple Students: Three. Teacher: Three times eight? Multiple Students: Is 24.",0 8852,"Teacher: See, one eighth, one eighth, one eighth. Teacher: How many eighths? Multiple Students: Three. [TARGET]Teacher: Three times eight?[/TARGET] Multiple Students: Is 24. Teacher: So the fraction for one eighth, another way an equivalent fraction would be - is it three twenty four or eight - Multiple Students: 24",0 8853,"Multiple Students: Three. Teacher: Three times eight? Multiple Students: Is 24. [TARGET]Teacher: So the fraction for one eighth, another way an equivalent fraction would be - is it three twenty four or eight -[/TARGET] Multiple Students: 24 Teacher: Because it's eight pieces, we call it - Teacher: [Crosstalk]",0 8854,"Multiple Students: Is 24. Teacher: So the fraction for one eighth, another way an equivalent fraction would be - is it three twenty four or eight - Multiple Students: 24 [TARGET]Teacher: Because it's eight pieces, we call it -[/TARGET] Teacher: [Crosstalk] Teacher: How many pieces? Student: 24",0 8855,"Multiple Students: 24 Teacher: Because it's eight pieces, we call it - Teacher: [Crosstalk] [TARGET]Teacher: How many pieces?[/TARGET] Student: 24 Teacher: Now, but if I had the whole thing, it's 24. Multiple Students: Three.",0 8856,"Teacher: [Crosstalk] Teacher: How many pieces? Student: 24 [TARGET]Teacher: Now, but if I had the whole thing, it's 24.[/TARGET] Multiple Students: Three. Teacher: Look, look. Teacher: We said one third is six twenty fourths, so this one must be how many pieces?",0 8857,"Student: 24 Teacher: Now, but if I had the whole thing, it's 24. Multiple Students: Three. [TARGET]Teacher: Look, look.[/TARGET] Teacher: We said one third is six twenty fourths, so this one must be how many pieces? Multiple Students: Eight. Teacher: So eight twenty fourths is the same equivalent to -",1 8858,"Teacher: Now, but if I had the whole thing, it's 24. Multiple Students: Three. Teacher: Look, look. [TARGET]Teacher: We said one third is six twenty fourths, so this one must be how many pieces?[/TARGET] Multiple Students: Eight. Teacher: So eight twenty fourths is the same equivalent to - Student: Three.",0 8859,"Teacher: Look, look. Teacher: We said one third is six twenty fourths, so this one must be how many pieces? Multiple Students: Eight. [TARGET]Teacher: So eight twenty fourths is the same equivalent to -[/TARGET] Student: Three. Student: Eight. Student: Four.",0 8860,"Student: Three. Student: Eight. Student: Four. [TARGET]Teacher: Is the same equivalent to one third of this -[/TARGET] Student: Set. Teacher: Thank you. Teacher: All right, now, any questions?",0 8861,"Student: Four. Teacher: Is the same equivalent to one third of this - Student: Set. [TARGET]Teacher: Thank you.[/TARGET] Teacher: All right, now, any questions? Teacher: Let me see, people that ask questions regarding - regarding - Student: Regarding -",0 8862,"Teacher: Is the same equivalent to one third of this - Student: Set. Teacher: Thank you. [TARGET]Teacher: All right, now, any questions?[/TARGET] Teacher: Let me see, people that ask questions regarding - regarding - Student: Regarding - Teacher: Regarding the fraction of this set.",0 8863,"Student: Set. Teacher: Thank you. Teacher: All right, now, any questions? [TARGET]Teacher: Let me see, people that ask questions regarding - regarding -[/TARGET] Student: Regarding - Teacher: Regarding the fraction of this set. Teacher: Fraction of this set.",0 8864,"Teacher: All right, now, any questions? Teacher: Let me see, people that ask questions regarding - regarding - Student: Regarding - [TARGET]Teacher: Regarding the fraction of this set.[/TARGET] Teacher: Fraction of this set. Teacher: Now, if I want one sixth, I mean, one third, one third becomes one sixth, because half of three is six. Teacher: So one sixth, how many pieces would that be?",0 8865,"Teacher: Let me see, people that ask questions regarding - regarding - Student: Regarding - Teacher: Regarding the fraction of this set. [TARGET]Teacher: Fraction of this set.[/TARGET] Teacher: Now, if I want one sixth, I mean, one third, one third becomes one sixth, because half of three is six. Teacher: So one sixth, how many pieces would that be? Teacher: The smart people, let me call, see the smart people.",0 8866,"Student: Regarding - Teacher: Regarding the fraction of this set. Teacher: Fraction of this set. [TARGET]Teacher: Now, if I want one sixth, I mean, one third, one third becomes one sixth, because half of three is six.[/TARGET] Teacher: So one sixth, how many pieces would that be? Teacher: The smart people, let me call, see the smart people. Teacher: Excuse - one sixth - one third is eight pieces, or eight twenty fourth.",0 8867,"Teacher: Regarding the fraction of this set. Teacher: Fraction of this set. Teacher: Now, if I want one sixth, I mean, one third, one third becomes one sixth, because half of three is six. [TARGET]Teacher: So one sixth, how many pieces would that be?[/TARGET] Teacher: The smart people, let me call, see the smart people. Teacher: Excuse - one sixth - one third is eight pieces, or eight twenty fourth. Teacher: One sixth must be -",0 8868,"Teacher: Fraction of this set. Teacher: Now, if I want one sixth, I mean, one third, one third becomes one sixth, because half of three is six. Teacher: So one sixth, how many pieces would that be? [TARGET]Teacher: The smart people, let me call, see the smart people.[/TARGET] Teacher: Excuse - one sixth - one third is eight pieces, or eight twenty fourth. Teacher: One sixth must be - Multiple Students: Four.",1 8869,"Teacher: Now, if I want one sixth, I mean, one third, one third becomes one sixth, because half of three is six. Teacher: So one sixth, how many pieces would that be? Teacher: The smart people, let me call, see the smart people. [TARGET]Teacher: Excuse - one sixth - one third is eight pieces, or eight twenty fourth.[/TARGET] Teacher: One sixth must be - Multiple Students: Four. Multiple Students: [Crosstalk]",0 8870,"Teacher: So one sixth, how many pieces would that be? Teacher: The smart people, let me call, see the smart people. Teacher: Excuse - one sixth - one third is eight pieces, or eight twenty fourth. [TARGET]Teacher: One sixth must be -[/TARGET] Multiple Students: Four. Multiple Students: [Crosstalk] Teacher: Now you're getting it.",0 8871,Teacher: One sixth must be - Multiple Students: Four. Multiple Students: [Crosstalk] [TARGET]Teacher: Now you're getting it.[/TARGET] Teacher: So it - Student: 24 Teacher: [Inaudible].,0 8872,Multiple Students: Four. Multiple Students: [Crosstalk] Teacher: Now you're getting it. [TARGET]Teacher: So it -[/TARGET] Student: 24 Teacher: [Inaudible]. Teacher: Now I get you back.,0 8873,"Teacher: So it - Student: 24 Teacher: [Inaudible]. [TARGET]Teacher: Now I get you back.[/TARGET] Student: Yeah, you get me back. Teacher: Yeah, I get you back, yes. Teacher: All right.",1 8874,"Teacher: [Inaudible]. Teacher: Now I get you back. Student: Yeah, you get me back. [TARGET]Teacher: Yeah, I get you back, yes.[/TARGET] Teacher: All right. Teacher: See, now this one is equal, same thing as four twenty fourth, because four times six is 24. Teacher: Now, I get you.",1 8875,"Student: Yeah, you get me back. Teacher: Yeah, I get you back, yes. Teacher: All right. [TARGET]Teacher: See, now this one is equal, same thing as four twenty fourth, because four times six is 24.[/TARGET] Teacher: Now, I get you. Teacher: Student L, do I really get you back? Student: Yes.",0 8876,"Teacher: Yeah, I get you back, yes. Teacher: All right. Teacher: See, now this one is equal, same thing as four twenty fourth, because four times six is 24. [TARGET]Teacher: Now, I get you.[/TARGET] Teacher: Student L, do I really get you back? Student: Yes. Teacher: You get this piece?",1 8877,"Teacher: All right. Teacher: See, now this one is equal, same thing as four twenty fourth, because four times six is 24. Teacher: Now, I get you. [TARGET]Teacher: Student L, do I really get you back?[/TARGET] Student: Yes. Teacher: You get this piece? Student: Yes.",1 8878,"Teacher: Now, I get you. Teacher: Student L, do I really get you back? Student: Yes. [TARGET]Teacher: You get this piece?[/TARGET] Student: Yes. Teacher: When I say one sixth must be, because one third is eight twenty fourth. Teacher: So if I go - one sixth must be mm times mm.",0 8879,"Student: Yes. Teacher: You get this piece? Student: Yes. [TARGET]Teacher: When I say one sixth must be, because one third is eight twenty fourth.[/TARGET] Teacher: So if I go - one sixth must be mm times mm. Teacher: See, what we're doing, we're matching facts times factors - Student: Factors equal products.",0 8880,"Teacher: You get this piece? Student: Yes. Teacher: When I say one sixth must be, because one third is eight twenty fourth. [TARGET]Teacher: So if I go - one sixth must be mm times mm.[/TARGET] Teacher: See, what we're doing, we're matching facts times factors - Student: Factors equal products. Teacher: We're kind of combining a lot of the learning we've done before, all right, of the whole dimension, the whole area.",0 8881,"Student: Yes. Teacher: When I say one sixth must be, because one third is eight twenty fourth. Teacher: So if I go - one sixth must be mm times mm. [TARGET]Teacher: See, what we're doing, we're matching facts times factors -[/TARGET] Student: Factors equal products. Teacher: We're kind of combining a lot of the learning we've done before, all right, of the whole dimension, the whole area. Student: [Inaudible].",0 8882,"Teacher: So if I go - one sixth must be mm times mm. Teacher: See, what we're doing, we're matching facts times factors - Student: Factors equal products. [TARGET]Teacher: We're kind of combining a lot of the learning we've done before, all right, of the whole dimension, the whole area.[/TARGET] Student: [Inaudible]. Teacher: I see some people are not paying attention. Teacher: So what I'm gonna do, and I'm gonna go to one third, one sixth and one -",0 8883,"Student: Factors equal products. Teacher: We're kind of combining a lot of the learning we've done before, all right, of the whole dimension, the whole area. Student: [Inaudible]. [TARGET]Teacher: I see some people are not paying attention.[/TARGET] Teacher: So what I'm gonna do, and I'm gonna go to one third, one sixth and one - Student: And one eighth. Teacher: One -",1 8884,"Teacher: We're kind of combining a lot of the learning we've done before, all right, of the whole dimension, the whole area. Student: [Inaudible]. Teacher: I see some people are not paying attention. [TARGET]Teacher: So what I'm gonna do, and I'm gonna go to one third, one sixth and one -[/TARGET] Student: And one eighth. Teacher: One - Multiple Students: One half.",0 8885,"Teacher: I see some people are not paying attention. Teacher: So what I'm gonna do, and I'm gonna go to one third, one sixth and one - Student: And one eighth. [TARGET]Teacher: One -[/TARGET] Multiple Students: One half. Teacher: No, no. Student: One fourth.",0 8886,"Student: And one eighth. Teacher: One - Multiple Students: One half. [TARGET]Teacher: No, no.[/TARGET] Student: One fourth. Student: One third. Student: [Crosstalk]",0 8887,"Student: One fourth. Student: One third. Student: [Crosstalk] [TARGET]Teacher: Why do you say one twelfth?[/TARGET] Teacher: If I'm going down one third, one sixth, one twelfth, what would it be? Teacher: [Crosstalk] Teacher: No, wait a minute.",0 8888,"Student: One third. Student: [Crosstalk] Teacher: Why do you say one twelfth? [TARGET]Teacher: If I'm going down one third, one sixth, one twelfth, what would it be?[/TARGET] Teacher: [Crosstalk] Teacher: No, wait a minute. Teacher: This is what we had.",0 8889,"Teacher: Why do you say one twelfth? Teacher: If I'm going down one third, one sixth, one twelfth, what would it be? Teacher: [Crosstalk] [TARGET]Teacher: No, wait a minute.[/TARGET] Teacher: This is what we had. Student: Six times two. Teacher: Eight, four -",0 8890,"Teacher: If I'm going down one third, one sixth, one twelfth, what would it be? Teacher: [Crosstalk] Teacher: No, wait a minute. [TARGET]Teacher: This is what we had.[/TARGET] Student: Six times two. Teacher: Eight, four - Teacher: [Crosstalk]",0 8891,"Teacher: No, wait a minute. Teacher: This is what we had. Student: Six times two. [TARGET]Teacher: Eight, four -[/TARGET] Teacher: [Crosstalk] Teacher: Yeah, she gets it. Teacher: It becomes two - if I go one twelfth equals two twelfth - oh, sorry.",0 8892,"Student: Six times two. Teacher: Eight, four - Teacher: [Crosstalk] [TARGET]Teacher: Yeah, she gets it.[/TARGET] Teacher: It becomes two - if I go one twelfth equals two twelfth - oh, sorry. Teacher: Two twenty fourth. Teacher: [Crosstalk]",0 8893,"Teacher: Eight, four - Teacher: [Crosstalk] Teacher: Yeah, she gets it. [TARGET]Teacher: It becomes two - if I go one twelfth equals two twelfth - oh, sorry.[/TARGET] Teacher: Two twenty fourth. Teacher: [Crosstalk] Teacher: Is what?",0 8894,"Teacher: [Crosstalk] Teacher: Yeah, she gets it. Teacher: It becomes two - if I go one twelfth equals two twelfth - oh, sorry. [TARGET]Teacher: Two twenty fourth.[/TARGET] Teacher: [Crosstalk] Teacher: Is what? Student: 148",0 8895,"Teacher: It becomes two - if I go one twelfth equals two twelfth - oh, sorry. Teacher: Two twenty fourth. Teacher: [Crosstalk] [TARGET]Teacher: Is what?[/TARGET] Student: 148 Teacher: 148, okay. Teacher: Now -",0 8896,"Teacher: [Crosstalk] Teacher: Is what? Student: 148 [TARGET]Teacher: 148, okay.[/TARGET] Teacher: Now - Student: I get it. Teacher: You get it now?",0 8897,"Teacher: Is what? Student: 148 Teacher: 148, okay. [TARGET]Teacher: Now -[/TARGET] Student: I get it. Teacher: You get it now? Student: Yes.",0 8898,"Teacher: 148, okay. Teacher: Now - Student: I get it. [TARGET]Teacher: You get it now?[/TARGET] Student: Yes. Teacher: Good job. Teacher: I like that.",0 8899,"Student: I get it. Teacher: You get it now? Student: Yes. [TARGET]Teacher: Good job.[/TARGET] Teacher: I like that. Teacher: All right. Teacher: Now, another one and then we'll go into our book and practice, and practice.",0 8900,"Teacher: You get it now? Student: Yes. Teacher: Good job. [TARGET]Teacher: I like that.[/TARGET] Teacher: All right. Teacher: Now, another one and then we'll go into our book and practice, and practice. Teacher: Now, remember, we went into a different - different set.",0 8901,"Teacher: Good job. Teacher: I like that. Teacher: All right. [TARGET]Teacher: Now, another one and then we'll go into our book and practice, and practice.[/TARGET] Teacher: Now, remember, we went into a different - different set. Teacher: We went into a different set. Teacher: We went into one third for this set.",1 8902,"Teacher: I like that. Teacher: All right. Teacher: Now, another one and then we'll go into our book and practice, and practice. [TARGET]Teacher: Now, remember, we went into a different - different set.[/TARGET] Teacher: We went into a different set. Teacher: We went into one third for this set. Teacher: One - two thirds for this set.",0 8903,"Teacher: All right. Teacher: Now, another one and then we'll go into our book and practice, and practice. Teacher: Now, remember, we went into a different - different set. [TARGET]Teacher: We went into a different set.[/TARGET] Teacher: We went into one third for this set. Teacher: One - two thirds for this set. Teacher: People that are looking with me.",0 8904,"Teacher: Now, another one and then we'll go into our book and practice, and practice. Teacher: Now, remember, we went into a different - different set. Teacher: We went into a different set. [TARGET]Teacher: We went into one third for this set.[/TARGET] Teacher: One - two thirds for this set. Teacher: People that are looking with me. Teacher: See?",0 8905,"Teacher: Now, remember, we went into a different - different set. Teacher: We went into a different set. Teacher: We went into one third for this set. [TARGET]Teacher: One - two thirds for this set.[/TARGET] Teacher: People that are looking with me. Teacher: See? Teacher: One third of this set is - let me see one third.",0 8906,Teacher: We went into a different set. Teacher: We went into one third for this set. Teacher: One - two thirds for this set. [TARGET]Teacher: People that are looking with me.[/TARGET] Teacher: See? Teacher: One third of this set is - let me see one third. Teacher: Let me make it one third.,1 8907,"Teacher: We went into one third for this set. Teacher: One - two thirds for this set. Teacher: People that are looking with me. [TARGET]Teacher: See?[/TARGET] Teacher: One third of this set is - let me see one third. Teacher: Let me make it one third. Teacher: Some people, those guys on my left -",0 8908,"Teacher: One - two thirds for this set. Teacher: People that are looking with me. Teacher: See? [TARGET]Teacher: One third of this set is - let me see one third.[/TARGET] Teacher: Let me make it one third. Teacher: Some people, those guys on my left - Student: Are good.",0 8909,"Teacher: People that are looking with me. Teacher: See? Teacher: One third of this set is - let me see one third. [TARGET]Teacher: Let me make it one third.[/TARGET] Teacher: Some people, those guys on my left - Student: Are good. Teacher: Are good?",0 8910,"Teacher: See? Teacher: One third of this set is - let me see one third. Teacher: Let me make it one third. [TARGET]Teacher: Some people, those guys on my left -[/TARGET] Student: Are good. Teacher: Are good? Student: [Inaudible].",1 8911,"Teacher: Let me make it one third. Teacher: Some people, those guys on my left - Student: Are good. [TARGET]Teacher: Are good?[/TARGET] Student: [Inaudible]. Teacher: Are smart, are getting smarter every day. Student: I'm always smart.",0 8912,"Student: Are good. Teacher: Are good? Student: [Inaudible]. [TARGET]Teacher: Are smart, are getting smarter every day.[/TARGET] Student: I'm always smart. Teacher: I'm always smart. Student: They're getting me bad.",0 8913,"Student: [Inaudible]. Teacher: Are smart, are getting smarter every day. Student: I'm always smart. [TARGET]Teacher: I'm always smart.[/TARGET] Student: They're getting me bad. Teacher: Getting me bad. Teacher: All right, now, listen carefully, listen.",0 8914,"Student: I'm always smart. Teacher: I'm always smart. Student: They're getting me bad. [TARGET]Teacher: Getting me bad.[/TARGET] Teacher: All right, now, listen carefully, listen. Teacher: We have a different - different set, which is we were looking for - Student: One third.",0 8915,"Teacher: I'm always smart. Student: They're getting me bad. Teacher: Getting me bad. [TARGET]Teacher: All right, now, listen carefully, listen.[/TARGET] Teacher: We have a different - different set, which is we were looking for - Student: One third. Teacher: How many in this set?",1 8916,"Student: They're getting me bad. Teacher: Getting me bad. Teacher: All right, now, listen carefully, listen. [TARGET]Teacher: We have a different - different set, which is we were looking for -[/TARGET] Student: One third. Teacher: How many in this set? Student: Three.",0 8917,"Teacher: All right, now, listen carefully, listen. Teacher: We have a different - different set, which is we were looking for - Student: One third. [TARGET]Teacher: How many in this set?[/TARGET] Student: Three. Student: One third. Student: Three.",0 8918,Student: Three. Student: One third. Student: Three. [TARGET]Teacher: Wait a minute.[/TARGET] Student: Let me see. Teacher: This one tells us how many [inaudible]. Teacher: It's an area.,0 8919,Student: Three. Teacher: Wait a minute. Student: Let me see. [TARGET]Teacher: This one tells us how many [inaudible].[/TARGET] Teacher: It's an area. Student: 100 - Student: 60,0 8920,Teacher: Wait a minute. Student: Let me see. Teacher: This one tells us how many [inaudible]. [TARGET]Teacher: It's an area.[/TARGET] Student: 100 - Student: 60 Teacher: So it's 60.,0 8921,"Teacher: It's an area. Student: 100 - Student: 60 [TARGET]Teacher: So it's 60.[/TARGET] Teacher: We did that - we did that the day before, or yesterday. Teacher: So one third must be - Teacher: [Crosstalk]",0 8922,"Student: 100 - Student: 60 Teacher: So it's 60. [TARGET]Teacher: We did that - we did that the day before, or yesterday.[/TARGET] Teacher: So one third must be - Teacher: [Crosstalk] Teacher: So it's - one third is mm, mm, mm.",0 8923,"Student: 60 Teacher: So it's 60. Teacher: We did that - we did that the day before, or yesterday. [TARGET]Teacher: So one third must be -[/TARGET] Teacher: [Crosstalk] Teacher: So it's - one third is mm, mm, mm. Teacher: So I have [inaudible] three -",0 8924,"Teacher: We did that - we did that the day before, or yesterday. Teacher: So one third must be - Teacher: [Crosstalk] [TARGET]Teacher: So it's - one third is mm, mm, mm.[/TARGET] Teacher: So I have [inaudible] three - Teacher: [Crosstalk] Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible].",0 8925,"Teacher: So one third must be - Teacher: [Crosstalk] Teacher: So it's - one third is mm, mm, mm. [TARGET]Teacher: So I have [inaudible] three -[/TARGET] Teacher: [Crosstalk] Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible]. Teacher: All right, hold on, hold on.",0 8926,"Teacher: So it's - one third is mm, mm, mm. Teacher: So I have [inaudible] three - Teacher: [Crosstalk] [TARGET]Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible].[/TARGET] Teacher: All right, hold on, hold on. Teacher: Let's wait for the talking so I can do a little bit of it and [inaudible] explain. Teacher: My favorite, Student N, good job.",1 8927,"Teacher: So I have [inaudible] three - Teacher: [Crosstalk] Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible]. [TARGET]Teacher: All right, hold on, hold on.[/TARGET] Teacher: Let's wait for the talking so I can do a little bit of it and [inaudible] explain. Teacher: My favorite, Student N, good job. Teacher: So one third - see, this is a third, another third, which is right there.",1 8928,"Teacher: [Crosstalk] Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible]. Teacher: All right, hold on, hold on. [TARGET]Teacher: Let's wait for the talking so I can do a little bit of it and [inaudible] explain.[/TARGET] Teacher: My favorite, Student N, good job. Teacher: So one third - see, this is a third, another third, which is right there. Teacher: [Crosstalk]",1 8929,"Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible]. Teacher: All right, hold on, hold on. Teacher: Let's wait for the talking so I can do a little bit of it and [inaudible] explain. [TARGET]Teacher: My favorite, Student N, good job.[/TARGET] Teacher: So one third - see, this is a third, another third, which is right there. Teacher: [Crosstalk] Teacher: So that's three.",1 8930,"Teacher: All right, hold on, hold on. Teacher: Let's wait for the talking so I can do a little bit of it and [inaudible] explain. Teacher: My favorite, Student N, good job. [TARGET]Teacher: So one third - see, this is a third, another third, which is right there.[/TARGET] Teacher: [Crosstalk] Teacher: So that's three. Teacher: But one third of this.",0 8931,"Teacher: My favorite, Student N, good job. Teacher: So one third - see, this is a third, another third, which is right there. Teacher: [Crosstalk] [TARGET]Teacher: So that's three.[/TARGET] Teacher: But one third of this. Student: One third - Teacher: And I put two together, so I had one third plus one third equals -",0 8932,"Teacher: So one third - see, this is a third, another third, which is right there. Teacher: [Crosstalk] Teacher: So that's three. [TARGET]Teacher: But one third of this.[/TARGET] Student: One third - Teacher: And I put two together, so I had one third plus one third equals - Multiple Students: Two thirds.",0 8933,"Teacher: So that's three. Teacher: But one third of this. Student: One third - [TARGET]Teacher: And I put two together, so I had one third plus one third equals -[/TARGET] Multiple Students: Two thirds. Teacher: Thank you. Teacher: So two thirds must be how many pieces?",0 8934,"Student: One third - Teacher: And I put two together, so I had one third plus one third equals - Multiple Students: Two thirds. [TARGET]Teacher: Thank you.[/TARGET] Teacher: So two thirds must be how many pieces? Multiple Students: 40 Teacher: Thank you very much.",0 8935,"Teacher: And I put two together, so I had one third plus one third equals - Multiple Students: Two thirds. Teacher: Thank you. [TARGET]Teacher: So two thirds must be how many pieces?[/TARGET] Multiple Students: 40 Teacher: Thank you very much. Teacher: [Crosstalk]",0 8936,"Teacher: Thank you. Teacher: So two thirds must be how many pieces? Multiple Students: 40 [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: [Crosstalk] Teacher: See, and I have one third plus one third equals - Teacher: [Crosstalk]",0 8937,"Multiple Students: 40 Teacher: Thank you very much. Teacher: [Crosstalk] [TARGET]Teacher: See, and I have one third plus one third equals -[/TARGET] Teacher: [Crosstalk] Teacher: Hold on. Teacher: That's right, one third plus one third equals two - and two thirds of the whole set.",0 8938,"Teacher: [Crosstalk] Teacher: See, and I have one third plus one third equals - Teacher: [Crosstalk] [TARGET]Teacher: Hold on.[/TARGET] Teacher: That's right, one third plus one third equals two - and two thirds of the whole set. Student: Of the whole piece. Teacher: Of the whole set, of the whole area.",1 8939,"Teacher: See, and I have one third plus one third equals - Teacher: [Crosstalk] Teacher: Hold on. [TARGET]Teacher: That's right, one third plus one third equals two - and two thirds of the whole set.[/TARGET] Student: Of the whole piece. Teacher: Of the whole set, of the whole area. Teacher: Hold on, let's wait for these guys.",0 8940,"Teacher: Hold on. Teacher: That's right, one third plus one third equals two - and two thirds of the whole set. Student: Of the whole piece. [TARGET]Teacher: Of the whole set, of the whole area.[/TARGET] Teacher: Hold on, let's wait for these guys. Teacher: And they call themselves the smartest. Teacher: [Crosstalk]",0 8941,"Teacher: That's right, one third plus one third equals two - and two thirds of the whole set. Student: Of the whole piece. Teacher: Of the whole set, of the whole area. [TARGET]Teacher: Hold on, let's wait for these guys.[/TARGET] Teacher: And they call themselves the smartest. Teacher: [Crosstalk] Teacher: Thank you.",1 8942,"Student: Of the whole piece. Teacher: Of the whole set, of the whole area. Teacher: Hold on, let's wait for these guys. [TARGET]Teacher: And they call themselves the smartest.[/TARGET] Teacher: [Crosstalk] Teacher: Thank you. Teacher: Now, listen, one third, two thirds.",1 8943,"Teacher: Hold on, let's wait for these guys. Teacher: And they call themselves the smartest. Teacher: [Crosstalk] [TARGET]Teacher: Thank you.[/TARGET] Teacher: Now, listen, one third, two thirds. Teacher: Can I have one sixth? Student: Yeah.",1 8944,"Teacher: And they call themselves the smartest. Teacher: [Crosstalk] Teacher: Thank you. [TARGET]Teacher: Now, listen, one third, two thirds.[/TARGET] Teacher: Can I have one sixth? Student: Yeah. Teacher: One sixth.",1 8945,"Teacher: [Crosstalk] Teacher: Thank you. Teacher: Now, listen, one third, two thirds. [TARGET]Teacher: Can I have one sixth?[/TARGET] Student: Yeah. Teacher: One sixth. Student: One sixth, yes.",0 8946,"Teacher: Now, listen, one third, two thirds. Teacher: Can I have one sixth? Student: Yeah. [TARGET]Teacher: One sixth.[/TARGET] Student: One sixth, yes. Teacher: Of this one, yeah. Teacher: [Crosstalk]",0 8947,"Student: Yeah. Teacher: One sixth. Student: One sixth, yes. [TARGET]Teacher: Of this one, yeah.[/TARGET] Teacher: [Crosstalk] Teacher: We need people to think first. Teacher: See, if you start shouting, it's not good.",0 8948,"Student: One sixth, yes. Teacher: Of this one, yeah. Teacher: [Crosstalk] [TARGET]Teacher: We need people to think first.[/TARGET] Teacher: See, if you start shouting, it's not good. Teacher: See, now he is talking. Teacher: One sixth - now, see, we have one third.",1 8949,"Teacher: Of this one, yeah. Teacher: [Crosstalk] Teacher: We need people to think first. [TARGET]Teacher: See, if you start shouting, it's not good.[/TARGET] Teacher: See, now he is talking. Teacher: One sixth - now, see, we have one third. Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter.",1 8950,"Teacher: [Crosstalk] Teacher: We need people to think first. Teacher: See, if you start shouting, it's not good. [TARGET]Teacher: See, now he is talking.[/TARGET] Teacher: One sixth - now, see, we have one third. Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter. Teacher: [Inaudible].",1 8951,"Teacher: We need people to think first. Teacher: See, if you start shouting, it's not good. Teacher: See, now he is talking. [TARGET]Teacher: One sixth - now, see, we have one third.[/TARGET] Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter. Teacher: [Inaudible]. Teacher: Let me see.",0 8952,"Teacher: See, if you start shouting, it's not good. Teacher: See, now he is talking. Teacher: One sixth - now, see, we have one third. [TARGET]Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter.[/TARGET] Teacher: [Inaudible]. Teacher: Let me see. Teacher: They're talking together.",0 8953,"Teacher: One sixth - now, see, we have one third. Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter. Teacher: [Inaudible]. [TARGET]Teacher: Let me see.[/TARGET] Teacher: They're talking together. Teacher: Student C, Student L and Student N. Teacher: [Crosstalk]",1 8954,"Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter. Teacher: [Inaudible]. Teacher: Let me see. [TARGET]Teacher: They're talking together.[/TARGET] Teacher: Student C, Student L and Student N. Teacher: [Crosstalk] Teacher: One sixth.",1 8955,"Teacher: [Inaudible]. Teacher: Let me see. Teacher: They're talking together. [TARGET]Teacher: Student C, Student L and Student N.[/TARGET] Teacher: [Crosstalk] Teacher: One sixth. Student: That would be one five -",1 8956,"Teacher: They're talking together. Teacher: Student C, Student L and Student N. Teacher: [Crosstalk] [TARGET]Teacher: One sixth.[/TARGET] Student: That would be one five - Teacher: One sixth. Teacher: If we have one third, we could have one sixth.",0 8957,"Teacher: [Crosstalk] Teacher: One sixth. Student: That would be one five - [TARGET]Teacher: One sixth.[/TARGET] Teacher: If we have one third, we could have one sixth. Teacher: Yeah. Teacher: So what - how many pieces would that be?",0 8958,"Teacher: One sixth. Student: That would be one five - Teacher: One sixth. [TARGET]Teacher: If we have one third, we could have one sixth.[/TARGET] Teacher: Yeah. Teacher: So what - how many pieces would that be? Teacher: That one sixth must be how many?",0 8959,"Student: That would be one five - Teacher: One sixth. Teacher: If we have one third, we could have one sixth. [TARGET]Teacher: Yeah.[/TARGET] Teacher: So what - how many pieces would that be? Teacher: That one sixth must be how many? Teacher: Remember, [inaudible] that's one part.",0 8960,"Teacher: One sixth. Teacher: If we have one third, we could have one sixth. Teacher: Yeah. [TARGET]Teacher: So what - how many pieces would that be?[/TARGET] Teacher: That one sixth must be how many? Teacher: Remember, [inaudible] that's one part. Teacher: One third.",0 8961,"Teacher: If we have one third, we could have one sixth. Teacher: Yeah. Teacher: So what - how many pieces would that be? [TARGET]Teacher: That one sixth must be how many?[/TARGET] Teacher: Remember, [inaudible] that's one part. Teacher: One third. Teacher: One sixth must be what?",0 8962,"Teacher: Yeah. Teacher: So what - how many pieces would that be? Teacher: That one sixth must be how many? [TARGET]Teacher: Remember, [inaudible] that's one part.[/TARGET] Teacher: One third. Teacher: One sixth must be what? Teacher: You know, if you shout, if you're talking, then it's not my thing.",0 8963,"Teacher: So what - how many pieces would that be? Teacher: That one sixth must be how many? Teacher: Remember, [inaudible] that's one part. [TARGET]Teacher: One third.[/TARGET] Teacher: One sixth must be what? Teacher: You know, if you shout, if you're talking, then it's not my thing. Teacher: I'm not [inaudible].",0 8964,"Teacher: That one sixth must be how many? Teacher: Remember, [inaudible] that's one part. Teacher: One third. [TARGET]Teacher: One sixth must be what?[/TARGET] Teacher: You know, if you shout, if you're talking, then it's not my thing. Teacher: I'm not [inaudible]. Teacher: Because you're talking.",0 8965,"Teacher: Remember, [inaudible] that's one part. Teacher: One third. Teacher: One sixth must be what? [TARGET]Teacher: You know, if you shout, if you're talking, then it's not my thing.[/TARGET] Teacher: I'm not [inaudible]. Teacher: Because you're talking. Teacher: See?",1 8966,"Teacher: One third. Teacher: One sixth must be what? Teacher: You know, if you shout, if you're talking, then it's not my thing. [TARGET]Teacher: I'm not [inaudible].[/TARGET] Teacher: Because you're talking. Teacher: See? Teacher: [Inaudible].",1 8967,"Teacher: One sixth must be what? Teacher: You know, if you shout, if you're talking, then it's not my thing. Teacher: I'm not [inaudible]. [TARGET]Teacher: Because you're talking.[/TARGET] Teacher: See? Teacher: [Inaudible]. Teacher: Now, how many people agree with this group over here?",1 8968,"Teacher: You know, if you shout, if you're talking, then it's not my thing. Teacher: I'm not [inaudible]. Teacher: Because you're talking. [TARGET]Teacher: See?[/TARGET] Teacher: [Inaudible]. Teacher: Now, how many people agree with this group over here? Teacher: All right, look, look, what did they say?",0 8969,"Teacher: Because you're talking. Teacher: See? Teacher: [Inaudible]. [TARGET]Teacher: Now, how many people agree with this group over here?[/TARGET] Teacher: All right, look, look, what did they say? Teacher: One sixth must be - must be what? Student: One tenth.",0 8970,"Teacher: See? Teacher: [Inaudible]. Teacher: Now, how many people agree with this group over here? [TARGET]Teacher: All right, look, look, what did they say?[/TARGET] Teacher: One sixth must be - must be what? Student: One tenth. Teacher: He said one tenth.",0 8971,"Teacher: [Inaudible]. Teacher: Now, how many people agree with this group over here? Teacher: All right, look, look, what did they say? [TARGET]Teacher: One sixth must be - must be what?[/TARGET] Student: One tenth. Teacher: He said one tenth. Teacher: [Crosstalk]",0 8972,"Teacher: All right, look, look, what did they say? Teacher: One sixth must be - must be what? Student: One tenth. [TARGET]Teacher: He said one tenth.[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible], six and 10. Teacher: [Crosstalk]",0 8973,"Student: One tenth. Teacher: He said one tenth. Teacher: [Crosstalk] [TARGET]Teacher: [Inaudible], six and 10.[/TARGET] Teacher: [Crosstalk] Teacher: And let me see, two, four, six - Teacher: [Crosstalk]",0 8974,"Teacher: [Crosstalk] Teacher: [Inaudible], six and 10. Teacher: [Crosstalk] [TARGET]Teacher: And let me see, two, four, six -[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible]. Student: You got me back, Teacher.",0 8975,"Teacher: [Crosstalk] Teacher: [Inaudible]. Student: You got me back, Teacher. [TARGET]Teacher: I got you back?[/TARGET] Student: You got me back. Teacher: I got you back. Teacher: Yeah, I got you back.",1 8976,"Student: You got me back, Teacher. Teacher: I got you back? Student: You got me back. [TARGET]Teacher: I got you back.[/TARGET] Teacher: Yeah, I got you back. Teacher: All right, listen - listen. Teacher: How many tenths are in here?",1 8977,"Teacher: I got you back? Student: You got me back. Teacher: I got you back. [TARGET]Teacher: Yeah, I got you back.[/TARGET] Teacher: All right, listen - listen. Teacher: How many tenths are in here? Teacher: One.",1 8978,"Student: You got me back. Teacher: I got you back. Teacher: Yeah, I got you back. [TARGET]Teacher: All right, listen - listen.[/TARGET] Teacher: How many tenths are in here? Teacher: One. Teacher: One tenth.",1 8979,"Teacher: I got you back. Teacher: Yeah, I got you back. Teacher: All right, listen - listen. [TARGET]Teacher: How many tenths are in here?[/TARGET] Teacher: One. Teacher: One tenth. Teacher: Look, look.",0 8980,"Teacher: Yeah, I got you back. Teacher: All right, listen - listen. Teacher: How many tenths are in here? [TARGET]Teacher: One.[/TARGET] Teacher: One tenth. Teacher: Look, look. Student: One tenth, yeah.",0 8981,"Teacher: All right, listen - listen. Teacher: How many tenths are in here? Teacher: One. [TARGET]Teacher: One tenth.[/TARGET] Teacher: Look, look. Student: One tenth, yeah. Teacher: One tenth.",0 8982,"Teacher: How many tenths are in here? Teacher: One. Teacher: One tenth. [TARGET]Teacher: Look, look.[/TARGET] Student: One tenth, yeah. Teacher: One tenth. Student: Two tenths.",0 8983,"Teacher: One tenth. Teacher: Look, look. Student: One tenth, yeah. [TARGET]Teacher: One tenth.[/TARGET] Student: Two tenths. Teacher: No, how many sixths are in here? Student: Two sixths.",0 8984,"Student: One tenth, yeah. Teacher: One tenth. Student: Two tenths. [TARGET]Teacher: No, how many sixths are in here?[/TARGET] Student: Two sixths. Teacher: One sixth. Student: One sixth.",0 8985,"Student: Two tenths. Teacher: No, how many sixths are in here? Student: Two sixths. [TARGET]Teacher: One sixth.[/TARGET] Student: One sixth. Multiple Students: Two sixths, three sixths. Teacher: Let me see.",0 8986,"Teacher: One sixth. Student: One sixth. Multiple Students: Two sixths, three sixths. [TARGET]Teacher: Let me see.[/TARGET] Teacher: This is - oh, one sixth and that's - Student: Two sixths. Student: That's two.",0 8987,"Student: One sixth. Multiple Students: Two sixths, three sixths. Teacher: Let me see. [TARGET]Teacher: This is - oh, one sixth and that's -[/TARGET] Student: Two sixths. Student: That's two. Teacher: That's -",0 8988,"Teacher: This is - oh, one sixth and that's - Student: Two sixths. Student: That's two. [TARGET]Teacher: That's -[/TARGET] Student: That's two. Teacher: Two sixths. Teacher: Three sixths.",0 8989,"Student: That's two. Teacher: That's - Student: That's two. [TARGET]Teacher: Two sixths.[/TARGET] Teacher: Three sixths. Multiple Students: Three sixths, four sixths. Teacher: Am I halfway?",0 8990,"Teacher: That's - Student: That's two. Teacher: Two sixths. [TARGET]Teacher: Three sixths.[/TARGET] Multiple Students: Three sixths, four sixths. Teacher: Am I halfway? Teacher: [Crosstalk]",0 8991,"Teacher: Two sixths. Teacher: Three sixths. Multiple Students: Three sixths, four sixths. [TARGET]Teacher: Am I halfway?[/TARGET] Teacher: [Crosstalk] Teacher: Listen - oh, I cannot - [inaudible]. Teacher: Turn around.",0 8992,"Multiple Students: Three sixths, four sixths. Teacher: Am I halfway? Teacher: [Crosstalk] [TARGET]Teacher: Listen - oh, I cannot - [inaudible].[/TARGET] Teacher: Turn around. Teacher: When we're doing it, now you're talking to someone else. Teacher: Now, look at me.",1 8993,"Teacher: Am I halfway? Teacher: [Crosstalk] Teacher: Listen - oh, I cannot - [inaudible]. [TARGET]Teacher: Turn around.[/TARGET] Teacher: When we're doing it, now you're talking to someone else. Teacher: Now, look at me. Teacher: Now, am I halfway here?",1 8994,"Teacher: [Crosstalk] Teacher: Listen - oh, I cannot - [inaudible]. Teacher: Turn around. [TARGET]Teacher: When we're doing it, now you're talking to someone else.[/TARGET] Teacher: Now, look at me. Teacher: Now, am I halfway here? Multiple Students: Yes.",1 8995,"Teacher: Listen - oh, I cannot - [inaudible]. Teacher: Turn around. Teacher: When we're doing it, now you're talking to someone else. [TARGET]Teacher: Now, look at me.[/TARGET] Teacher: Now, am I halfway here? Multiple Students: Yes. Teacher: So three sixths must be?",1 8996,"Teacher: Turn around. Teacher: When we're doing it, now you're talking to someone else. Teacher: Now, look at me. [TARGET]Teacher: Now, am I halfway here?[/TARGET] Multiple Students: Yes. Teacher: So three sixths must be? Multiple Students: Half.",0 8997,"Teacher: Now, look at me. Teacher: Now, am I halfway here? Multiple Students: Yes. [TARGET]Teacher: So three sixths must be?[/TARGET] Multiple Students: Half. Teacher: How many? Student: 30",0 8998,"Multiple Students: Yes. Teacher: So three sixths must be? Multiple Students: Half. [TARGET]Teacher: How many?[/TARGET] Student: 30 Teacher: 30, 60 is the same equivalent. Student: Yes.",0 8999,"Multiple Students: Half. Teacher: How many? Student: 30 [TARGET]Teacher: 30, 60 is the same equivalent.[/TARGET] Student: Yes. Teacher: And then we go [inaudible]. Teacher: No, am I right?",0 9000,"Student: 30 Teacher: 30, 60 is the same equivalent. Student: Yes. [TARGET]Teacher: And then we go [inaudible].[/TARGET] Teacher: No, am I right? Teacher: Look, look. Teacher: One sixth.",0 9001,"Teacher: 30, 60 is the same equivalent. Student: Yes. Teacher: And then we go [inaudible]. [TARGET]Teacher: No, am I right?[/TARGET] Teacher: Look, look. Teacher: One sixth. Multiple Students: Two sixths, three sixths.",0 9002,"Student: Yes. Teacher: And then we go [inaudible]. Teacher: No, am I right? [TARGET]Teacher: Look, look.[/TARGET] Teacher: One sixth. Multiple Students: Two sixths, three sixths. Teacher: Four sixths.",0 9003,"Teacher: And then we go [inaudible]. Teacher: No, am I right? Teacher: Look, look. [TARGET]Teacher: One sixth.[/TARGET] Multiple Students: Two sixths, three sixths. Teacher: Four sixths. Multiple Students: Four sixths -",0 9004,"Teacher: Look, look. Teacher: One sixth. Multiple Students: Two sixths, three sixths. [TARGET]Teacher: Four sixths.[/TARGET] Multiple Students: Four sixths - Multiple Students: [Crosstalk] Teacher: Five sixths.",0 9005,Teacher: Four sixths. Multiple Students: Four sixths - Multiple Students: [Crosstalk] [TARGET]Teacher: Five sixths.[/TARGET] Multiple Students: Six sixths. Teacher: And six sixths. Student: A whole.,0 9006,"Multiple Students: [Crosstalk] Teacher: Five sixths. Multiple Students: Six sixths. [TARGET]Teacher: And six sixths.[/TARGET] Student: A whole. Teacher: Six sixths, or 60 over - Student: 60",0 9007,"Multiple Students: Six sixths. Teacher: And six sixths. Student: A whole. [TARGET]Teacher: Six sixths, or 60 over -[/TARGET] Student: 60 Teacher: Or 60. Teacher: 60, yes.",0 9008,"Student: A whole. Teacher: Six sixths, or 60 over - Student: 60 [TARGET]Teacher: Or 60.[/TARGET] Teacher: 60, yes. Teacher: All right, now, wow, we learned a lot. Teacher: [Crosstalk]",0 9009,"Teacher: Six sixths, or 60 over - Student: 60 Teacher: Or 60. [TARGET]Teacher: 60, yes.[/TARGET] Teacher: All right, now, wow, we learned a lot. Teacher: [Crosstalk] Teacher: No, no, no.",0 9010,"Student: 60 Teacher: Or 60. Teacher: 60, yes. [TARGET]Teacher: All right, now, wow, we learned a lot.[/TARGET] Teacher: [Crosstalk] Teacher: No, no, no. Teacher: [Inaudible].",0 9011,"Teacher: 60, yes. Teacher: All right, now, wow, we learned a lot. Teacher: [Crosstalk] [TARGET]Teacher: No, no, no.[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: [Inaudible].",1 9012,"Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: [Inaudible]. [TARGET]Teacher: Leave it, leave it, leave it.[/TARGET] Teacher: Now, let me see people who are paying attention to me. Teacher: My students, my learners. Teacher: Hold on.",1 9013,"Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Leave it, leave it, leave it. [TARGET]Teacher: Now, let me see people who are paying attention to me.[/TARGET] Teacher: My students, my learners. Teacher: Hold on. Teacher: [Crosstalk]",1 9014,"Teacher: [Inaudible]. Teacher: Leave it, leave it, leave it. Teacher: Now, let me see people who are paying attention to me. [TARGET]Teacher: My students, my learners.[/TARGET] Teacher: Hold on. Teacher: [Crosstalk] Teacher: [Inaudible].",1 9015,"Teacher: Leave it, leave it, leave it. Teacher: Now, let me see people who are paying attention to me. Teacher: My students, my learners. [TARGET]Teacher: Hold on.[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Student E. Student M, Student M, Student M. Student M, you're not listening for directions.",1 9016,"Teacher: Hold on. Teacher: [Crosstalk] Teacher: [Inaudible]. [TARGET]Teacher: Student E. Student M, Student M, Student M. Student M, you're not listening for directions.[/TARGET] Teacher: Listen. Teacher: Student L, good job. Teacher: Student O, thank you.",1 9017,"Teacher: [Crosstalk] Teacher: [Inaudible]. Teacher: Student E. Student M, Student M, Student M. Student M, you're not listening for directions. [TARGET]Teacher: Listen.[/TARGET] Teacher: Student L, good job. Teacher: Student O, thank you. Teacher: Leave it, because we need this.",1 9018,"Teacher: [Inaudible]. Teacher: Student E. Student M, Student M, Student M. Student M, you're not listening for directions. Teacher: Listen. [TARGET]Teacher: Student L, good job.[/TARGET] Teacher: Student O, thank you. Teacher: Leave it, because we need this. Teacher: Student O, you're not sitting and listening for directions.",1 9019,"Teacher: Student E. Student M, Student M, Student M. Student M, you're not listening for directions. Teacher: Listen. Teacher: Student L, good job. [TARGET]Teacher: Student O, thank you.[/TARGET] Teacher: Leave it, because we need this. Teacher: Student O, you're not sitting and listening for directions. Teacher: Now Student M is not listening.",1 9020,"Teacher: Listen. Teacher: Student L, good job. Teacher: Student O, thank you. [TARGET]Teacher: Leave it, because we need this.[/TARGET] Teacher: Student O, you're not sitting and listening for directions. Teacher: Now Student M is not listening. Teacher: I'm losing you.",1 9021,"Teacher: Student L, good job. Teacher: Student O, thank you. Teacher: Leave it, because we need this. [TARGET]Teacher: Student O, you're not sitting and listening for directions.[/TARGET] Teacher: Now Student M is not listening. Teacher: I'm losing you. Teacher: See, I'm losing them.",1 9022,"Teacher: Student O, thank you. Teacher: Leave it, because we need this. Teacher: Student O, you're not sitting and listening for directions. [TARGET]Teacher: Now Student M is not listening.[/TARGET] Teacher: I'm losing you. Teacher: See, I'm losing them. Teacher: Yes, that's the way.",1 9023,"Teacher: Leave it, because we need this. Teacher: Student O, you're not sitting and listening for directions. Teacher: Now Student M is not listening. [TARGET]Teacher: I'm losing you.[/TARGET] Teacher: See, I'm losing them. Teacher: Yes, that's the way. Teacher: All right, listen.",1 9024,"Teacher: Student O, you're not sitting and listening for directions. Teacher: Now Student M is not listening. Teacher: I'm losing you. [TARGET]Teacher: See, I'm losing them.[/TARGET] Teacher: Yes, that's the way. Teacher: All right, listen. Teacher: Good job.",1 9025,"Teacher: Now Student M is not listening. Teacher: I'm losing you. Teacher: See, I'm losing them. [TARGET]Teacher: Yes, that's the way.[/TARGET] Teacher: All right, listen. Teacher: Good job. Teacher: Now, that's how I need it.",1 9026,"Teacher: I'm losing you. Teacher: See, I'm losing them. Teacher: Yes, that's the way. [TARGET]Teacher: All right, listen.[/TARGET] Teacher: Good job. Teacher: Now, that's how I need it. Teacher: Now, I'm gonna have these three people - listen to what you're gonna do.",1 9027,"Teacher: See, I'm losing them. Teacher: Yes, that's the way. Teacher: All right, listen. [TARGET]Teacher: Good job.[/TARGET] Teacher: Now, that's how I need it. Teacher: Now, I'm gonna have these three people - listen to what you're gonna do. Teacher: [Inaudible].",1 9028,"Teacher: Yes, that's the way. Teacher: All right, listen. Teacher: Good job. [TARGET]Teacher: Now, that's how I need it.[/TARGET] Teacher: Now, I'm gonna have these three people - listen to what you're gonna do. Teacher: [Inaudible]. Teacher: [Crosstalk]",1 9029,"Teacher: All right, listen. Teacher: Good job. Teacher: Now, that's how I need it. [TARGET]Teacher: Now, I'm gonna have these three people - listen to what you're gonna do.[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: Now, see - see, people are not really listening.",1 9030,"Teacher: Now, I'm gonna have these three people - listen to what you're gonna do. Teacher: [Inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Now, see - see, people are not really listening.[/TARGET] Teacher: [Crosstalk] Teacher: Thank you. Teacher: Student C, thank you.",1 9031,"Teacher: [Crosstalk] Teacher: Now, see - see, people are not really listening. Teacher: [Crosstalk] [TARGET]Teacher: Thank you.[/TARGET] Teacher: Student C, thank you. Teacher: We're going into your book, and in that book I want you to work - I want you to work on page - page one - Teacher: [Crosstalk]",1 9032,"Teacher: Now, see - see, people are not really listening. Teacher: [Crosstalk] Teacher: Thank you. [TARGET]Teacher: Student C, thank you.[/TARGET] Teacher: We're going into your book, and in that book I want you to work - I want you to work on page - page one - Teacher: [Crosstalk] Teacher: Listen.",1 9033,"Teacher: [Crosstalk] Teacher: Thank you. Teacher: Student C, thank you. [TARGET]Teacher: We're going into your book, and in that book I want you to work - I want you to work on page - page one -[/TARGET] Teacher: [Crosstalk] Teacher: Listen. Teacher: I'll tell you what page.",1 9034,"Teacher: Student C, thank you. Teacher: We're going into your book, and in that book I want you to work - I want you to work on page - page one - Teacher: [Crosstalk] [TARGET]Teacher: Listen.[/TARGET] Teacher: I'll tell you what page. Teacher: Page one, three - I'm gonna put them on the board. Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10.",1 9035,"Teacher: We're going into your book, and in that book I want you to work - I want you to work on page - page one - Teacher: [Crosstalk] Teacher: Listen. [TARGET]Teacher: I'll tell you what page.[/TARGET] Teacher: Page one, three - I'm gonna put them on the board. Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10. Teacher: But we'll do about three.",1 9036,"Teacher: [Crosstalk] Teacher: Listen. Teacher: I'll tell you what page. [TARGET]Teacher: Page one, three - I'm gonna put them on the board.[/TARGET] Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10. Teacher: But we'll do about three. Teacher: All right, five -",1 9037,"Teacher: Listen. Teacher: I'll tell you what page. Teacher: Page one, three - I'm gonna put them on the board. [TARGET]Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10.[/TARGET] Teacher: But we'll do about three. Teacher: All right, five - Student: And six.",1 9038,"Teacher: I'll tell you what page. Teacher: Page one, three - I'm gonna put them on the board. Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10. [TARGET]Teacher: But we'll do about three.[/TARGET] Teacher: All right, five - Student: And six. Teacher: And six.",1 9039,"Teacher: Page one, three - I'm gonna put them on the board. Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10. Teacher: But we'll do about three. [TARGET]Teacher: All right, five -[/TARGET] Student: And six. Teacher: And six. Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them.",1 9040,"Teacher: But we'll do about three. Teacher: All right, five - Student: And six. [TARGET]Teacher: And six.[/TARGET] Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them. Teacher: Yeah, some people. Teacher: You need six, that's the one, and some people already did a few.",1 9041,"Teacher: All right, five - Student: And six. Teacher: And six. [TARGET]Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them.[/TARGET] Teacher: Yeah, some people. Teacher: You need six, that's the one, and some people already did a few. Teacher: They understand.",1 9042,"Student: And six. Teacher: And six. Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them. [TARGET]Teacher: Yeah, some people.[/TARGET] Teacher: You need six, that's the one, and some people already did a few. Teacher: They understand. Teacher: But now I know they're gonna kind of be mm.",1 9043,"Teacher: And six. Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them. Teacher: Yeah, some people. [TARGET]Teacher: You need six, that's the one, and some people already did a few.[/TARGET] Teacher: They understand. Teacher: But now I know they're gonna kind of be mm. Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody.",1 9044,"Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them. Teacher: Yeah, some people. Teacher: You need six, that's the one, and some people already did a few. [TARGET]Teacher: They understand.[/TARGET] Teacher: But now I know they're gonna kind of be mm. Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody. Teacher: All right, Student M, you may go back, Student O, Student O you may work with Student M if you want to.",0 9045,"Teacher: Yeah, some people. Teacher: You need six, that's the one, and some people already did a few. Teacher: They understand. [TARGET]Teacher: But now I know they're gonna kind of be mm.[/TARGET] Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody. Teacher: All right, Student M, you may go back, Student O, Student O you may work with Student M if you want to. Teacher: But if you - now, I'm gonna walk around and see.",0 9046,"Teacher: You need six, that's the one, and some people already did a few. Teacher: They understand. Teacher: But now I know they're gonna kind of be mm. [TARGET]Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody.[/TARGET] Teacher: All right, Student M, you may go back, Student O, Student O you may work with Student M if you want to. Teacher: But if you - now, I'm gonna walk around and see. Teacher: All right.",1 9047,"Teacher: They understand. Teacher: But now I know they're gonna kind of be mm. Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody. [TARGET]Teacher: All right, Student M, you may go back, Student O, Student O you may work with Student M if you want to.[/TARGET] Teacher: But if you - now, I'm gonna walk around and see. Teacher: All right. Student: I started -",1 9048,"Teacher: But now I know they're gonna kind of be mm. Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody. Teacher: All right, Student M, you may go back, Student O, Student O you may work with Student M if you want to. [TARGET]Teacher: But if you - now, I'm gonna walk around and see.[/TARGET] Teacher: All right. Student: I started - Teacher: I know.",1 9049,"Teacher: But if you - now, I'm gonna walk around and see. Teacher: All right. Student: I started - [TARGET]Teacher: I know.[/TARGET] Teacher: [Crosstalk] Teacher: Student L, you're going back to your seat and I'm gonna send you someone to work with. Teacher: Excuse me?",0 9050,"Student: I started - Teacher: I know. Teacher: [Crosstalk] [TARGET]Teacher: Student L, you're going back to your seat and I'm gonna send you someone to work with.[/TARGET] Teacher: Excuse me? Teacher: Now, you stay in your seat, in your seat. Teacher: Student E, in your seat, please.",1 9051,"Teacher: I know. Teacher: [Crosstalk] Teacher: Student L, you're going back to your seat and I'm gonna send you someone to work with. [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Now, you stay in your seat, in your seat. Teacher: Student E, in your seat, please. Student: [Crosstalk]",1 9052,"Teacher: [Crosstalk] Teacher: Student L, you're going back to your seat and I'm gonna send you someone to work with. Teacher: Excuse me? [TARGET]Teacher: Now, you stay in your seat, in your seat.[/TARGET] Teacher: Student E, in your seat, please. Student: [Crosstalk] Teacher: Page one.",1 9053,"Teacher: Student L, you're going back to your seat and I'm gonna send you someone to work with. Teacher: Excuse me? Teacher: Now, you stay in your seat, in your seat. [TARGET]Teacher: Student E, in your seat, please.[/TARGET] Student: [Crosstalk] Teacher: Page one. Teacher: Page one, we're gonna omit page one.",1 9054,"Teacher: Now, you stay in your seat, in your seat. Teacher: Student E, in your seat, please. Student: [Crosstalk] [TARGET]Teacher: Page one.[/TARGET] Teacher: Page one, we're gonna omit page one. Teacher: Page one we're gonna omit. Teacher: Page one.",0 9055,"Teacher: Student E, in your seat, please. Student: [Crosstalk] Teacher: Page one. [TARGET]Teacher: Page one, we're gonna omit page one.[/TARGET] Teacher: Page one we're gonna omit. Teacher: Page one. Teacher: Omit means leave it.",1 9056,"Student: [Crosstalk] Teacher: Page one. Teacher: Page one, we're gonna omit page one. [TARGET]Teacher: Page one we're gonna omit.[/TARGET] Teacher: Page one. Teacher: Omit means leave it. Teacher: [Crosstalk]",1 9057,"Teacher: Page one. Teacher: Page one, we're gonna omit page one. Teacher: Page one we're gonna omit. [TARGET]Teacher: Page one.[/TARGET] Teacher: Omit means leave it. Teacher: [Crosstalk] Teacher: Yeah, because we've done that before.",0 9058,"Teacher: Page one, we're gonna omit page one. Teacher: Page one we're gonna omit. Teacher: Page one. [TARGET]Teacher: Omit means leave it.[/TARGET] Teacher: [Crosstalk] Teacher: Yeah, because we've done that before. Teacher: We've done page one.",0 9059,"Teacher: Page one. Teacher: Omit means leave it. Teacher: [Crosstalk] [TARGET]Teacher: Yeah, because we've done that before.[/TARGET] Teacher: We've done page one. Teacher: You did page one. Teacher: We did page one, so we're not gonna do page one.",1 9060,"Teacher: Omit means leave it. Teacher: [Crosstalk] Teacher: Yeah, because we've done that before. [TARGET]Teacher: We've done page one.[/TARGET] Teacher: You did page one. Teacher: We did page one, so we're not gonna do page one. Teacher: Wait a minute.",1 9061,"Teacher: [Crosstalk] Teacher: Yeah, because we've done that before. Teacher: We've done page one. [TARGET]Teacher: You did page one.[/TARGET] Teacher: We did page one, so we're not gonna do page one. Teacher: Wait a minute. Teacher: We did page one.",1 9062,"Teacher: Yeah, because we've done that before. Teacher: We've done page one. Teacher: You did page one. [TARGET]Teacher: We did page one, so we're not gonna do page one.[/TARGET] Teacher: Wait a minute. Teacher: We did page one. Teacher: Excuse me.",1 9063,"Teacher: We've done page one. Teacher: You did page one. Teacher: We did page one, so we're not gonna do page one. [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: We did page one. Teacher: Excuse me. Teacher: You did page one.",1 9064,"Teacher: You did page one. Teacher: We did page one, so we're not gonna do page one. Teacher: Wait a minute. [TARGET]Teacher: We did page one.[/TARGET] Teacher: Excuse me. Teacher: You did page one. Teacher: So I want you to go on to page - hold on, he's not listening.",1 9065,"Teacher: We did page one, so we're not gonna do page one. Teacher: Wait a minute. Teacher: We did page one. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You did page one. Teacher: So I want you to go on to page - hold on, he's not listening. Teacher: Page - part of a rectangle.",1 9066,"Teacher: Wait a minute. Teacher: We did page one. Teacher: Excuse me. [TARGET]Teacher: You did page one.[/TARGET] Teacher: So I want you to go on to page - hold on, he's not listening. Teacher: Page - part of a rectangle. Student: What page?",1 9067,"Teacher: We did page one. Teacher: Excuse me. Teacher: You did page one. [TARGET]Teacher: So I want you to go on to page - hold on, he's not listening.[/TARGET] Teacher: Page - part of a rectangle. Student: What page? Teacher: Page five.",1 9068,"Teacher: Excuse me. Teacher: You did page one. Teacher: So I want you to go on to page - hold on, he's not listening. [TARGET]Teacher: Page - part of a rectangle.[/TARGET] Student: What page? Teacher: Page five. Student: Oh, page five?",0 9069,"Teacher: So I want you to go on to page - hold on, he's not listening. Teacher: Page - part of a rectangle. Student: What page? [TARGET]Teacher: Page five.[/TARGET] Student: Oh, page five? Teacher: Page five. Teacher: [Crosstalk]",1 9070,"Student: What page? Teacher: Page five. Student: Oh, page five? [TARGET]Teacher: Page five.[/TARGET] Teacher: [Crosstalk] Teacher: All right, yeah, page five. Teacher: Yeah, page five.",1 9071,"Student: Oh, page five? Teacher: Page five. Teacher: [Crosstalk] [TARGET]Teacher: All right, yeah, page five.[/TARGET] Teacher: Yeah, page five. Teacher: Hold on. Teacher: Now, let's see.",1 9072,"Teacher: Page five. Teacher: [Crosstalk] Teacher: All right, yeah, page five. [TARGET]Teacher: Yeah, page five.[/TARGET] Teacher: Hold on. Teacher: Now, let's see. Teacher: Some people - page five.",1 9073,"Teacher: [Crosstalk] Teacher: All right, yeah, page five. Teacher: Yeah, page five. [TARGET]Teacher: Hold on.[/TARGET] Teacher: Now, let's see. Teacher: Some people - page five. Teacher: Yes, six.",1 9074,"Teacher: All right, yeah, page five. Teacher: Yeah, page five. Teacher: Hold on. [TARGET]Teacher: Now, let's see.[/TARGET] Teacher: Some people - page five. Teacher: Yes, six. Teacher: Now, let's look at page five, page five together.",1 9075,"Teacher: Yeah, page five. Teacher: Hold on. Teacher: Now, let's see. [TARGET]Teacher: Some people - page five.[/TARGET] Teacher: Yes, six. Teacher: Now, let's look at page five, page five together. Teacher: Student O, yes, page five.",1 9076,"Teacher: Hold on. Teacher: Now, let's see. Teacher: Some people - page five. [TARGET]Teacher: Yes, six.[/TARGET] Teacher: Now, let's look at page five, page five together. Teacher: Student O, yes, page five. Teacher: And some people have done it and it's easy, right?",1 9077,"Teacher: Now, let's see. Teacher: Some people - page five. Teacher: Yes, six. [TARGET]Teacher: Now, let's look at page five, page five together.[/TARGET] Teacher: Student O, yes, page five. Teacher: And some people have done it and it's easy, right? Multiple Students: Yes.",1 9078,"Teacher: Some people - page five. Teacher: Yes, six. Teacher: Now, let's look at page five, page five together. [TARGET]Teacher: Student O, yes, page five.[/TARGET] Teacher: And some people have done it and it's easy, right? Multiple Students: Yes. Teacher: Page five.",1 9079,"Teacher: Yes, six. Teacher: Now, let's look at page five, page five together. Teacher: Student O, yes, page five. [TARGET]Teacher: And some people have done it and it's easy, right?[/TARGET] Multiple Students: Yes. Teacher: Page five. Teacher: Five.",0 9080,"Teacher: Student O, yes, page five. Teacher: And some people have done it and it's easy, right? Multiple Students: Yes. [TARGET]Teacher: Page five.[/TARGET] Teacher: Five. Teacher: Good job. Teacher: Now, let's go to page five.",1 9081,"Teacher: And some people have done it and it's easy, right? Multiple Students: Yes. Teacher: Page five. [TARGET]Teacher: Five.[/TARGET] Teacher: Good job. Teacher: Now, let's go to page five. Teacher: Student N, number one, please.",1 9082,"Multiple Students: Yes. Teacher: Page five. Teacher: Five. [TARGET]Teacher: Good job.[/TARGET] Teacher: Now, let's go to page five. Teacher: Student N, number one, please. Student: One -",0 9083,"Teacher: Page five. Teacher: Five. Teacher: Good job. [TARGET]Teacher: Now, let's go to page five.[/TARGET] Teacher: Student N, number one, please. Student: One - Teacher: Page five.",1 9084,"Teacher: Five. Teacher: Good job. Teacher: Now, let's go to page five. [TARGET]Teacher: Student N, number one, please.[/TARGET] Student: One - Teacher: Page five. Teacher: Student F, Student F, five, five.",1 9085,"Teacher: Now, let's go to page five. Teacher: Student N, number one, please. Student: One - [TARGET]Teacher: Page five.[/TARGET] Teacher: Student F, Student F, five, five. Teacher: Unit six, page five. Teacher: Good job.",1 9086,"Teacher: Student N, number one, please. Student: One - Teacher: Page five. [TARGET]Teacher: Student F, Student F, five, five.[/TARGET] Teacher: Unit six, page five. Teacher: Good job. Teacher: He is not on that - in that unit.",1 9087,"Student: One - Teacher: Page five. Teacher: Student F, Student F, five, five. [TARGET]Teacher: Unit six, page five.[/TARGET] Teacher: Good job. Teacher: He is not on that - in that unit. Teacher: Page five, unit six.",1 9088,"Teacher: Page five. Teacher: Student F, Student F, five, five. Teacher: Unit six, page five. [TARGET]Teacher: Good job.[/TARGET] Teacher: He is not on that - in that unit. Teacher: Page five, unit six. Teacher: Okay, Student E, number two, please.",0 9089,"Teacher: Student F, Student F, five, five. Teacher: Unit six, page five. Teacher: Good job. [TARGET]Teacher: He is not on that - in that unit.[/TARGET] Teacher: Page five, unit six. Teacher: Okay, Student E, number two, please. Teacher: Student E. What fraction is that?",0 9090,"Teacher: Unit six, page five. Teacher: Good job. Teacher: He is not on that - in that unit. [TARGET]Teacher: Page five, unit six.[/TARGET] Teacher: Okay, Student E, number two, please. Teacher: Student E. What fraction is that? Student: One fourth.",1 9091,"Teacher: Good job. Teacher: He is not on that - in that unit. Teacher: Page five, unit six. [TARGET]Teacher: Okay, Student E, number two, please.[/TARGET] Teacher: Student E. What fraction is that? Student: One fourth. Student: What?",1 9092,"Teacher: He is not on that - in that unit. Teacher: Page five, unit six. Teacher: Okay, Student E, number two, please. [TARGET]Teacher: Student E. What fraction is that?[/TARGET] Student: One fourth. Student: What? Teacher: Is your name Student E?",0 9093,"Teacher: Student E. What fraction is that? Student: One fourth. Student: What? [TARGET]Teacher: Is your name Student E?[/TARGET] Teacher: No. Teacher: Student E, what fraction? Teacher: On page five, number two is what fraction?",1 9094,"Student: One fourth. Student: What? Teacher: Is your name Student E? [TARGET]Teacher: No.[/TARGET] Teacher: Student E, what fraction? Teacher: On page five, number two is what fraction? Teacher: What do we call it?",0 9095,"Student: What? Teacher: Is your name Student E? Teacher: No. [TARGET]Teacher: Student E, what fraction?[/TARGET] Teacher: On page five, number two is what fraction? Teacher: What do we call it? Teacher: What fraction is shaded?",0 9096,"Teacher: Is your name Student E? Teacher: No. Teacher: Student E, what fraction? [TARGET]Teacher: On page five, number two is what fraction?[/TARGET] Teacher: What do we call it? Teacher: What fraction is shaded? Student: One sixth.",0 9097,"Teacher: No. Teacher: Student E, what fraction? Teacher: On page five, number two is what fraction? [TARGET]Teacher: What do we call it?[/TARGET] Teacher: What fraction is shaded? Student: One sixth. Teacher: Wow, some people are really not listening.",0 9098,"Teacher: Student E, what fraction? Teacher: On page five, number two is what fraction? Teacher: What do we call it? [TARGET]Teacher: What fraction is shaded?[/TARGET] Student: One sixth. Teacher: Wow, some people are really not listening. Teacher: That's the thing.",0 9099,"Teacher: What do we call it? Teacher: What fraction is shaded? Student: One sixth. [TARGET]Teacher: Wow, some people are really not listening.[/TARGET] Teacher: That's the thing. Teacher: I know some people can even look at it and read it. Teacher: What do we look - how many - what's the denominator?",1 9100,"Teacher: What fraction is shaded? Student: One sixth. Teacher: Wow, some people are really not listening. [TARGET]Teacher: That's the thing.[/TARGET] Teacher: I know some people can even look at it and read it. Teacher: What do we look - how many - what's the denominator? Student: The whole thing.",1 9101,"Student: One sixth. Teacher: Wow, some people are really not listening. Teacher: That's the thing. [TARGET]Teacher: I know some people can even look at it and read it.[/TARGET] Teacher: What do we look - how many - what's the denominator? Student: The whole thing. Teacher: The whole thing.",1 9102,"Teacher: Wow, some people are really not listening. Teacher: That's the thing. Teacher: I know some people can even look at it and read it. [TARGET]Teacher: What do we look - how many - what's the denominator?[/TARGET] Student: The whole thing. Teacher: The whole thing. Teacher: How many pieces?",0 9103,Teacher: I know some people can even look at it and read it. Teacher: What do we look - how many - what's the denominator? Student: The whole thing. [TARGET]Teacher: The whole thing.[/TARGET] Teacher: How many pieces? Teacher: [Crosstalk] Teacher: Can you look at how many pieces?,0 9104,Teacher: What do we look - how many - what's the denominator? Student: The whole thing. Teacher: The whole thing. [TARGET]Teacher: How many pieces?[/TARGET] Teacher: [Crosstalk] Teacher: Can you look at how many pieces? Student: Denominator.,0 9105,Teacher: The whole thing. Teacher: How many pieces? Teacher: [Crosstalk] [TARGET]Teacher: Can you look at how many pieces?[/TARGET] Student: Denominator. Student: [Crosstalk] Teacher: No.,0 9106,"Teacher: Can you look at how many pieces? Student: Denominator. Student: [Crosstalk] [TARGET]Teacher: No.[/TARGET] Teacher: It's - number two, yeah, how many pieces? Student: [Inaudible]. Teacher: So the denominator is eight.",0 9107,"Student: Denominator. Student: [Crosstalk] Teacher: No. [TARGET]Teacher: It's - number two, yeah, how many pieces?[/TARGET] Student: [Inaudible]. Teacher: So the denominator is eight. Teacher: So how many is shaded?",0 9108,"Teacher: No. Teacher: It's - number two, yeah, how many pieces? Student: [Inaudible]. [TARGET]Teacher: So the denominator is eight.[/TARGET] Teacher: So how many is shaded? Teacher: One eighth. Teacher: All right, now, let's look at another person that is really good at it.",0 9109,"Teacher: It's - number two, yeah, how many pieces? Student: [Inaudible]. Teacher: So the denominator is eight. [TARGET]Teacher: So how many is shaded?[/TARGET] Teacher: One eighth. Teacher: All right, now, let's look at another person that is really good at it. Teacher: Somebody.",0 9110,"Student: [Inaudible]. Teacher: So the denominator is eight. Teacher: So how many is shaded? [TARGET]Teacher: One eighth.[/TARGET] Teacher: All right, now, let's look at another person that is really good at it. Teacher: Somebody. Teacher: Now, I see hands up.",0 9111,"Teacher: So the denominator is eight. Teacher: So how many is shaded? Teacher: One eighth. [TARGET]Teacher: All right, now, let's look at another person that is really good at it.[/TARGET] Teacher: Somebody. Teacher: Now, I see hands up. Teacher: Good job.",1 9112,"Teacher: So how many is shaded? Teacher: One eighth. Teacher: All right, now, let's look at another person that is really good at it. [TARGET]Teacher: Somebody.[/TARGET] Teacher: Now, I see hands up. Teacher: Good job. Teacher: Hands up.",0 9113,"Teacher: One eighth. Teacher: All right, now, let's look at another person that is really good at it. Teacher: Somebody. [TARGET]Teacher: Now, I see hands up.[/TARGET] Teacher: Good job. Teacher: Hands up. Teacher: Student C, hands up.",1 9114,"Teacher: All right, now, let's look at another person that is really good at it. Teacher: Somebody. Teacher: Now, I see hands up. [TARGET]Teacher: Good job.[/TARGET] Teacher: Hands up. Teacher: Student C, hands up. Teacher: [Crosstalk]",0 9115,"Teacher: Somebody. Teacher: Now, I see hands up. Teacher: Good job. [TARGET]Teacher: Hands up.[/TARGET] Teacher: Student C, hands up. Teacher: [Crosstalk] Teacher: Now, number three is too easy.",1 9116,"Teacher: Now, I see hands up. Teacher: Good job. Teacher: Hands up. [TARGET]Teacher: Student C, hands up.[/TARGET] Teacher: [Crosstalk] Teacher: Now, number three is too easy. Teacher: Yeah, number three -",1 9117,"Teacher: Hands up. Teacher: Student C, hands up. Teacher: [Crosstalk] [TARGET]Teacher: Now, number three is too easy.[/TARGET] Teacher: Yeah, number three - Student: It's one third. Teacher: Thank you.",0 9118,"Teacher: Student C, hands up. Teacher: [Crosstalk] Teacher: Now, number three is too easy. [TARGET]Teacher: Yeah, number three -[/TARGET] Student: It's one third. Teacher: Thank you. Teacher: Now, number four.",0 9119,"Teacher: Now, number three is too easy. Teacher: Yeah, number three - Student: It's one third. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Now, number four. Multiple Students: One sixth. Teacher: Number five.",0 9120,"Teacher: Yeah, number three - Student: It's one third. Teacher: Thank you. [TARGET]Teacher: Now, number four.[/TARGET] Multiple Students: One sixth. Teacher: Number five. Teacher: Thank you very much.",0 9121,"Teacher: Thank you. Teacher: Now, number four. Multiple Students: One sixth. [TARGET]Teacher: Number five.[/TARGET] Teacher: Thank you very much. Teacher: [Crosstalk] Teacher: Now people are messing it up.",0 9122,"Teacher: Now, number four. Multiple Students: One sixth. Teacher: Number five. [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: [Crosstalk] Teacher: Now people are messing it up. Teacher: My learners.",0 9123,Teacher: Number five. Teacher: Thank you very much. Teacher: [Crosstalk] [TARGET]Teacher: Now people are messing it up.[/TARGET] Teacher: My learners. Teacher: You're messing it up. Teacher: [Crosstalk],0 9124,"Teacher: Thank you very much. Teacher: [Crosstalk] Teacher: Now people are messing it up. [TARGET]Teacher: My learners.[/TARGET] Teacher: You're messing it up. Teacher: [Crosstalk] Teacher: Now, you did so well in this.",0 9125,"Teacher: [Crosstalk] Teacher: Now people are messing it up. Teacher: My learners. [TARGET]Teacher: You're messing it up.[/TARGET] Teacher: [Crosstalk] Teacher: Now, you did so well in this. Teacher: Now let me go into one of the problems on page nine - oh, no.",0 9126,"Teacher: My learners. Teacher: You're messing it up. Teacher: [Crosstalk] [TARGET]Teacher: Now, you did so well in this.[/TARGET] Teacher: Now let me go into one of the problems on page nine - oh, no. Teacher: No, let's go - Student: Page six.",0 9127,"Teacher: You're messing it up. Teacher: [Crosstalk] Teacher: Now, you did so well in this. [TARGET]Teacher: Now let me go into one of the problems on page nine - oh, no.[/TARGET] Teacher: No, let's go - Student: Page six. Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with.",1 9128,"Teacher: [Crosstalk] Teacher: Now, you did so well in this. Teacher: Now let me go into one of the problems on page nine - oh, no. [TARGET]Teacher: No, let's go -[/TARGET] Student: Page six. Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with. Teacher: One of the problems.",1 9129,"Teacher: Now let me go into one of the problems on page nine - oh, no. Teacher: No, let's go - Student: Page six. [TARGET]Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with.[/TARGET] Teacher: One of the problems. Teacher: Student D, okay. Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six.",1 9130,"Teacher: No, let's go - Student: Page six. Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with. [TARGET]Teacher: One of the problems.[/TARGET] Teacher: Student D, okay. Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six. Teacher: She is on page six.",0 9131,"Student: Page six. Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with. Teacher: One of the problems. [TARGET]Teacher: Student D, okay.[/TARGET] Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six. Teacher: She is on page six. Teacher: On page six.",0 9132,"Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with. Teacher: One of the problems. Teacher: Student D, okay. [TARGET]Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six.[/TARGET] Teacher: She is on page six. Teacher: On page six. Teacher: Six.",1 9133,"Teacher: One of the problems. Teacher: Student D, okay. Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six. [TARGET]Teacher: She is on page six.[/TARGET] Teacher: On page six. Teacher: Six. Student: [Inaudible].",1 9134,"Teacher: Student D, okay. Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six. Teacher: She is on page six. [TARGET]Teacher: On page six.[/TARGET] Teacher: Six. Student: [Inaudible]. Teacher: Student L, six.",1 9135,"Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six. Teacher: She is on page six. Teacher: On page six. [TARGET]Teacher: Six.[/TARGET] Student: [Inaudible]. Teacher: Student L, six. Teacher: Student M, six.",1 9136,"Teacher: On page six. Teacher: Six. Student: [Inaudible]. [TARGET]Teacher: Student L, six.[/TARGET] Teacher: Student M, six. Teacher: Yes, good job. Teacher: Student E, six.",1 9137,"Teacher: Six. Student: [Inaudible]. Teacher: Student L, six. [TARGET]Teacher: Student M, six.[/TARGET] Teacher: Yes, good job. Teacher: Student E, six. Teacher: Very good.",1 9138,"Student: [Inaudible]. Teacher: Student L, six. Teacher: Student M, six. [TARGET]Teacher: Yes, good job.[/TARGET] Teacher: Student E, six. Teacher: Very good. Teacher: How about Student C, six?",0 9139,"Teacher: Student L, six. Teacher: Student M, six. Teacher: Yes, good job. [TARGET]Teacher: Student E, six.[/TARGET] Teacher: Very good. Teacher: How about Student C, six? Teacher: All right.",1 9140,"Teacher: Student M, six. Teacher: Yes, good job. Teacher: Student E, six. [TARGET]Teacher: Very good.[/TARGET] Teacher: How about Student C, six? Teacher: All right. Teacher: He is gonna read the problem for us.",0 9141,"Teacher: Yes, good job. Teacher: Student E, six. Teacher: Very good. [TARGET]Teacher: How about Student C, six?[/TARGET] Teacher: All right. Teacher: He is gonna read the problem for us. Student: Ethan has 24 marbles.",1 9142,"Teacher: Very good. Teacher: How about Student C, six? Teacher: All right. [TARGET]Teacher: He is gonna read the problem for us.[/TARGET] Student: Ethan has 24 marbles. Teacher: Thank you, that's the set. Teacher: That's the set we're talking about.",1 9143,"Teacher: All right. Teacher: He is gonna read the problem for us. Student: Ethan has 24 marbles. [TARGET]Teacher: Thank you, that's the set.[/TARGET] Teacher: That's the set we're talking about. Student: He gives two eighths of his collection to his sister, Ruby. Student: How many marbles does Ruby get?",0 9144,"Teacher: He is gonna read the problem for us. Student: Ethan has 24 marbles. Teacher: Thank you, that's the set. [TARGET]Teacher: That's the set we're talking about.[/TARGET] Student: He gives two eighths of his collection to his sister, Ruby. Student: How many marbles does Ruby get? Teacher: See, the question is always they give you the set and they give you the fraction and they ask you how many pieces.",0 9145,"Teacher: That's the set we're talking about. Student: He gives two eighths of his collection to his sister, Ruby. Student: How many marbles does Ruby get? [TARGET]Teacher: See, the question is always they give you the set and they give you the fraction and they ask you how many pieces.[/TARGET] Teacher: That's what I've been asking you. Teacher: Now, I want people - and I'm gonna walk around and see people who [inaudible] of the set is 24 and how many pieces. Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here.",0 9146,"Student: He gives two eighths of his collection to his sister, Ruby. Student: How many marbles does Ruby get? Teacher: See, the question is always they give you the set and they give you the fraction and they ask you how many pieces. [TARGET]Teacher: That's what I've been asking you.[/TARGET] Teacher: Now, I want people - and I'm gonna walk around and see people who [inaudible] of the set is 24 and how many pieces. Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here. Teacher: Or they just know, oh, 24.",0 9147,"Student: How many marbles does Ruby get? Teacher: See, the question is always they give you the set and they give you the fraction and they ask you how many pieces. Teacher: That's what I've been asking you. [TARGET]Teacher: Now, I want people - and I'm gonna walk around and see people who [inaudible] of the set is 24 and how many pieces.[/TARGET] Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here. Teacher: Or they just know, oh, 24. Teacher: Let me see.",0 9148,"Teacher: See, the question is always they give you the set and they give you the fraction and they ask you how many pieces. Teacher: That's what I've been asking you. Teacher: Now, I want people - and I'm gonna walk around and see people who [inaudible] of the set is 24 and how many pieces. [TARGET]Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here.[/TARGET] Teacher: Or they just know, oh, 24. Teacher: Let me see. Teacher: Let me see the fraction.",0 9149,"Teacher: That's what I've been asking you. Teacher: Now, I want people - and I'm gonna walk around and see people who [inaudible] of the set is 24 and how many pieces. Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here. [TARGET]Teacher: Or they just know, oh, 24.[/TARGET] Teacher: Let me see. Teacher: Let me see the fraction. Teacher: Fraction.",0 9150,"Teacher: Now, I want people - and I'm gonna walk around and see people who [inaudible] of the set is 24 and how many pieces. Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here. Teacher: Or they just know, oh, 24. [TARGET]Teacher: Let me see.[/TARGET] Teacher: Let me see the fraction. Teacher: Fraction. Teacher: Show it - how many?",0 9151,"Teacher: [Inaudible] see people and I see some people are drawing the 24, just like we did it here. Teacher: Or they just know, oh, 24. Teacher: Let me see. [TARGET]Teacher: Let me see the fraction.[/TARGET] Teacher: Fraction. Teacher: Show it - how many? Teacher: [Crosstalk]",0 9152,"Teacher: Or they just know, oh, 24. Teacher: Let me see. Teacher: Let me see the fraction. [TARGET]Teacher: Fraction.[/TARGET] Teacher: Show it - how many? Teacher: [Crosstalk] Teacher: Two eighths.",0 9153,Teacher: Let me see. Teacher: Let me see the fraction. Teacher: Fraction. [TARGET]Teacher: Show it - how many?[/TARGET] Teacher: [Crosstalk] Teacher: Two eighths. Teacher: What did we do when - what did we do when we need to find a fraction of a set?,0 9154,Teacher: Fraction. Teacher: Show it - how many? Teacher: [Crosstalk] [TARGET]Teacher: Two eighths.[/TARGET] Teacher: What did we do when - what did we do when we need to find a fraction of a set? Teacher: Remember what we just did? Teacher: She's trying and the set has 24.,0 9155,Teacher: Show it - how many? Teacher: [Crosstalk] Teacher: Two eighths. [TARGET]Teacher: What did we do when - what did we do when we need to find a fraction of a set?[/TARGET] Teacher: Remember what we just did? Teacher: She's trying and the set has 24. Teacher: How did we use - can we use this?,0 9156,Teacher: [Crosstalk] Teacher: Two eighths. Teacher: What did we do when - what did we do when we need to find a fraction of a set? [TARGET]Teacher: Remember what we just did?[/TARGET] Teacher: She's trying and the set has 24. Teacher: How did we use - can we use this? Teacher: That's why I needed you to keep it up.,0 9157,"Teacher: Two eighths. Teacher: What did we do when - what did we do when we need to find a fraction of a set? Teacher: Remember what we just did? [TARGET]Teacher: She's trying and the set has 24.[/TARGET] Teacher: How did we use - can we use this? Teacher: That's why I needed you to keep it up. Teacher: See, I said keep it up.",0 9158,"Teacher: What did we do when - what did we do when we need to find a fraction of a set? Teacher: Remember what we just did? Teacher: She's trying and the set has 24. [TARGET]Teacher: How did we use - can we use this?[/TARGET] Teacher: That's why I needed you to keep it up. Teacher: See, I said keep it up. Teacher: All right.",0 9159,"Teacher: Remember what we just did? Teacher: She's trying and the set has 24. Teacher: How did we use - can we use this? [TARGET]Teacher: That's why I needed you to keep it up.[/TARGET] Teacher: See, I said keep it up. Teacher: All right. Teacher: So that's why I needed you to keep it up.",0 9160,"Teacher: She's trying and the set has 24. Teacher: How did we use - can we use this? Teacher: That's why I needed you to keep it up. [TARGET]Teacher: See, I said keep it up.[/TARGET] Teacher: All right. Teacher: So that's why I needed you to keep it up. Teacher: Remember what we did here?",0 9161,"Teacher: That's why I needed you to keep it up. Teacher: See, I said keep it up. Teacher: All right. [TARGET]Teacher: So that's why I needed you to keep it up.[/TARGET] Teacher: Remember what we did here? Teacher: Okay, so let's go back to the set of 24. Teacher: All right.",0 9162,"Teacher: See, I said keep it up. Teacher: All right. Teacher: So that's why I needed you to keep it up. [TARGET]Teacher: Remember what we did here?[/TARGET] Teacher: Okay, so let's go back to the set of 24. Teacher: All right. Teacher: Hold on, look, look, look in here.",0 9163,"Teacher: All right. Teacher: So that's why I needed you to keep it up. Teacher: Remember what we did here? [TARGET]Teacher: Okay, so let's go back to the set of 24.[/TARGET] Teacher: All right. Teacher: Hold on, look, look, look in here. Student: Can I go to the bathroom?",0 9164,"Teacher: Remember what we did here? Teacher: Okay, so let's go back to the set of 24. Teacher: All right. [TARGET]Teacher: Hold on, look, look, look in here.[/TARGET] Student: Can I go to the bathroom? Student: I feel like throwing up. Teacher: All right, hold on, hold on.",1 9165,"Teacher: Hold on, look, look, look in here. Student: Can I go to the bathroom? Student: I feel like throwing up. [TARGET]Teacher: All right, hold on, hold on.[/TARGET] Teacher: We - I have a pencil for people that need to borrow a pencil. Teacher: But listen, can - I'm gonna see if this one can help you, Student F. Student F. What we did here. Teacher: We had 24.",1 9166,"Student: Can I go to the bathroom? Student: I feel like throwing up. Teacher: All right, hold on, hold on. [TARGET]Teacher: We - I have a pencil for people that need to borrow a pencil.[/TARGET] Teacher: But listen, can - I'm gonna see if this one can help you, Student F. Student F. What we did here. Teacher: We had 24. Teacher: We had half, we had one fourth and we had - excuse me - one eighth.",1 9167,"Student: I feel like throwing up. Teacher: All right, hold on, hold on. Teacher: We - I have a pencil for people that need to borrow a pencil. [TARGET]Teacher: But listen, can - I'm gonna see if this one can help you, Student F. Student F. What we did here.[/TARGET] Teacher: We had 24. Teacher: We had half, we had one fourth and we had - excuse me - one eighth. Teacher: One eighth.",1 9168,"Teacher: All right, hold on, hold on. Teacher: We - I have a pencil for people that need to borrow a pencil. Teacher: But listen, can - I'm gonna see if this one can help you, Student F. Student F. What we did here. [TARGET]Teacher: We had 24.[/TARGET] Teacher: We had half, we had one fourth and we had - excuse me - one eighth. Teacher: One eighth. Teacher: You're not looking.",0 9169,"Teacher: We - I have a pencil for people that need to borrow a pencil. Teacher: But listen, can - I'm gonna see if this one can help you, Student F. Student F. What we did here. Teacher: We had 24. [TARGET]Teacher: We had half, we had one fourth and we had - excuse me - one eighth.[/TARGET] Teacher: One eighth. Teacher: You're not looking. Teacher: You are not looking.",0 9170,"Teacher: But listen, can - I'm gonna see if this one can help you, Student F. Student F. What we did here. Teacher: We had 24. Teacher: We had half, we had one fourth and we had - excuse me - one eighth. [TARGET]Teacher: One eighth.[/TARGET] Teacher: You're not looking. Teacher: You are not looking. Teacher: [Crosstalk]",0 9171,"Teacher: We had 24. Teacher: We had half, we had one fourth and we had - excuse me - one eighth. Teacher: One eighth. [TARGET]Teacher: You're not looking.[/TARGET] Teacher: You are not looking. Teacher: [Crosstalk] Teacher: See, I get you back.",1 9172,"Teacher: We had half, we had one fourth and we had - excuse me - one eighth. Teacher: One eighth. Teacher: You're not looking. [TARGET]Teacher: You are not looking.[/TARGET] Teacher: [Crosstalk] Teacher: See, I get you back. Teacher: All right, see, one eighth and two eighths.",1 9173,"Teacher: You're not looking. Teacher: You are not looking. Teacher: [Crosstalk] [TARGET]Teacher: See, I get you back.[/TARGET] Teacher: All right, see, one eighth and two eighths. Teacher: What do you think two eighths might be? Teacher: Oh, I'll take it back.",1 9174,"Teacher: You are not looking. Teacher: [Crosstalk] Teacher: See, I get you back. [TARGET]Teacher: All right, see, one eighth and two eighths.[/TARGET] Teacher: What do you think two eighths might be? Teacher: Oh, I'll take it back. Teacher: That's okay.",0 9175,"Teacher: [Crosstalk] Teacher: See, I get you back. Teacher: All right, see, one eighth and two eighths. [TARGET]Teacher: What do you think two eighths might be?[/TARGET] Teacher: Oh, I'll take it back. Teacher: That's okay. Teacher: What do you think two eighths might be?",0 9176,"Teacher: See, I get you back. Teacher: All right, see, one eighth and two eighths. Teacher: What do you think two eighths might be? [TARGET]Teacher: Oh, I'll take it back.[/TARGET] Teacher: That's okay. Teacher: What do you think two eighths might be? Student: Six.",0 9177,"Teacher: All right, see, one eighth and two eighths. Teacher: What do you think two eighths might be? Teacher: Oh, I'll take it back. [TARGET]Teacher: That's okay.[/TARGET] Teacher: What do you think two eighths might be? Student: Six. Teacher: Two -",0 9178,"Teacher: What do you think two eighths might be? Teacher: Oh, I'll take it back. Teacher: That's okay. [TARGET]Teacher: What do you think two eighths might be?[/TARGET] Student: Six. Teacher: Two - Student: Would be the [inaudible].",0 9179,Teacher: That's okay. Teacher: What do you think two eighths might be? Student: Six. [TARGET]Teacher: Two -[/TARGET] Student: Would be the [inaudible]. Teacher: So two eighths might be the same - Student: Six over 24.,0 9180,Student: Six. Teacher: Two - Student: Would be the [inaudible]. [TARGET]Teacher: So two eighths might be the same -[/TARGET] Student: Six over 24. Teacher: How do you know that? Student: Because -,0 9181,"Student: Would be the [inaudible]. Teacher: So two eighths might be the same - Student: Six over 24. [TARGET]Teacher: How do you know that?[/TARGET] Student: Because - Teacher: Because if I know one eighth is three, two eighths might be another three. Student: And that would be six.",0 9182,"Student: Six over 24. Teacher: How do you know that? Student: Because - [TARGET]Teacher: Because if I know one eighth is three, two eighths might be another three.[/TARGET] Student: And that would be six. Student: Six. Student: So now you've got me back.",0 9183,"Student: And that would be six. Student: Six. Student: So now you've got me back. [TARGET]Teacher: I've got you?[/TARGET] Student: Yeah. Teacher: So one eighth is three twenty fourths, so two eighths must be - Student: Six twenty fourths.",1 9184,"Student: So now you've got me back. Teacher: I've got you? Student: Yeah. [TARGET]Teacher: So one eighth is three twenty fourths, so two eighths must be -[/TARGET] Student: Six twenty fourths. Teacher: So two eighths might be - might be - two eighths. Student: Might be six twenty fourths.",0 9185,"Student: Yeah. Teacher: So one eighth is three twenty fourths, so two eighths must be - Student: Six twenty fourths. [TARGET]Teacher: So two eighths might be - might be - two eighths.[/TARGET] Student: Might be six twenty fourths. Teacher: Six twenty fourths. Teacher: And do I have six up here?",0 9186,"Student: Six twenty fourths. Teacher: So two eighths might be - might be - two eighths. Student: Might be six twenty fourths. [TARGET]Teacher: Six twenty fourths.[/TARGET] Teacher: And do I have six up here? Student: Mm-hmm. Student: No, you have three.",0 9187,"Teacher: So two eighths might be - might be - two eighths. Student: Might be six twenty fourths. Teacher: Six twenty fourths. [TARGET]Teacher: And do I have six up here?[/TARGET] Student: Mm-hmm. Student: No, you have three. Teacher: So two eighths is the same as -",0 9188,"Teacher: And do I have six up here? Student: Mm-hmm. Student: No, you have three. [TARGET]Teacher: So two eighths is the same as -[/TARGET] Student: Two eighths is the same as - Teacher: Look at these two. Teacher: Look at these two.",0 9189,"Student: No, you have three. Teacher: So two eighths is the same as - Student: Two eighths is the same as - [TARGET]Teacher: Look at these two.[/TARGET] Teacher: Look at these two. Teacher: Some people are not looking. Teacher: They don't get it.",1 9190,Teacher: So two eighths is the same as - Student: Two eighths is the same as - Teacher: Look at these two. [TARGET]Teacher: Look at these two.[/TARGET] Teacher: Some people are not looking. Teacher: They don't get it. Teacher: She is not getting it.,1 9191,"Student: Two eighths is the same as - Teacher: Look at these two. Teacher: Look at these two. [TARGET]Teacher: Some people are not looking.[/TARGET] Teacher: They don't get it. Teacher: She is not getting it. Teacher: See, we did it up here.",1 9192,"Teacher: Look at these two. Teacher: Look at these two. Teacher: Some people are not looking. [TARGET]Teacher: They don't get it.[/TARGET] Teacher: She is not getting it. Teacher: See, we did it up here. Teacher: We said two eighths must be another one eighth.",1 9193,"Teacher: Look at these two. Teacher: Some people are not looking. Teacher: They don't get it. [TARGET]Teacher: She is not getting it.[/TARGET] Teacher: See, we did it up here. Teacher: We said two eighths must be another one eighth. Teacher: One eighth plus one eighth equals two eighths, and then one eighth - and when I'm looking at one fourth and one eighth, what do I see?",1 9194,"Teacher: Some people are not looking. Teacher: They don't get it. Teacher: She is not getting it. [TARGET]Teacher: See, we did it up here.[/TARGET] Teacher: We said two eighths must be another one eighth. Teacher: One eighth plus one eighth equals two eighths, and then one eighth - and when I'm looking at one fourth and one eighth, what do I see? Student: There's only one -",0 9195,"Teacher: They don't get it. Teacher: She is not getting it. Teacher: See, we did it up here. [TARGET]Teacher: We said two eighths must be another one eighth.[/TARGET] Teacher: One eighth plus one eighth equals two eighths, and then one eighth - and when I'm looking at one fourth and one eighth, what do I see? Student: There's only one - Teacher: No, no.",0 9196,"Teacher: She is not getting it. Teacher: See, we did it up here. Teacher: We said two eighths must be another one eighth. [TARGET]Teacher: One eighth plus one eighth equals two eighths, and then one eighth - and when I'm looking at one fourth and one eighth, what do I see?[/TARGET] Student: There's only one - Teacher: No, no. Teacher: Wait a minute.",0 9197,"Teacher: We said two eighths must be another one eighth. Teacher: One eighth plus one eighth equals two eighths, and then one eighth - and when I'm looking at one fourth and one eighth, what do I see? Student: There's only one - [TARGET]Teacher: No, no.[/TARGET] Teacher: Wait a minute. Teacher: What do I see? Teacher: When I'm looking at one fourth and one eighth, what do I see?",0 9198,"Teacher: One eighth plus one eighth equals two eighths, and then one eighth - and when I'm looking at one fourth and one eighth, what do I see? Student: There's only one - Teacher: No, no. [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: What do I see? Teacher: When I'm looking at one fourth and one eighth, what do I see? Teacher: People are not looking.",0 9199,"Student: There's only one - Teacher: No, no. Teacher: Wait a minute. [TARGET]Teacher: What do I see?[/TARGET] Teacher: When I'm looking at one fourth and one eighth, what do I see? Teacher: People are not looking. Student: Wait.",0 9200,"Teacher: No, no. Teacher: Wait a minute. Teacher: What do I see? [TARGET]Teacher: When I'm looking at one fourth and one eighth, what do I see?[/TARGET] Teacher: People are not looking. Student: Wait. Teacher: Yeah.",0 9201,"Teacher: Wait a minute. Teacher: What do I see? Teacher: When I'm looking at one fourth and one eighth, what do I see? [TARGET]Teacher: People are not looking.[/TARGET] Student: Wait. Teacher: Yeah. Teacher: One fourth and two eighths.",1 9202,"Teacher: When I'm looking at one fourth and one eighth, what do I see? Teacher: People are not looking. Student: Wait. [TARGET]Teacher: Yeah.[/TARGET] Teacher: One fourth and two eighths. Teacher: What do I see? Student: The same amount.",0 9203,Teacher: People are not looking. Student: Wait. Teacher: Yeah. [TARGET]Teacher: One fourth and two eighths.[/TARGET] Teacher: What do I see? Student: The same amount. Teacher: The same amount.,0 9204,Student: Wait. Teacher: Yeah. Teacher: One fourth and two eighths. [TARGET]Teacher: What do I see?[/TARGET] Student: The same amount. Teacher: The same amount. Teacher: So what do we call?,0 9205,Teacher: One fourth and two eighths. Teacher: What do I see? Student: The same amount. [TARGET]Teacher: The same amount.[/TARGET] Teacher: So what do we call? Teacher: Two eighths and one fourth is - Multiple Students: Equivalent.,0 9206,Teacher: What do I see? Student: The same amount. Teacher: The same amount. [TARGET]Teacher: So what do we call?[/TARGET] Teacher: Two eighths and one fourth is - Multiple Students: Equivalent. Teacher: Thank you very much.,0 9207,Student: The same amount. Teacher: The same amount. Teacher: So what do we call? [TARGET]Teacher: Two eighths and one fourth is -[/TARGET] Multiple Students: Equivalent. Teacher: Thank you very much. Teacher: So do you see the number?,0 9208,Teacher: So what do we call? Teacher: Two eighths and one fourth is - Multiple Students: Equivalent. [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: So do you see the number? Teacher: How many pieces - Student: 24,0 9209,"Teacher: Two eighths and one fourth is - Multiple Students: Equivalent. Teacher: Thank you very much. [TARGET]Teacher: So do you see the number?[/TARGET] Teacher: How many pieces - Student: 24 Teacher: Now, what do we write down for the problem - problem?",0 9210,"Multiple Students: Equivalent. Teacher: Thank you very much. Teacher: So do you see the number? [TARGET]Teacher: How many pieces -[/TARGET] Student: 24 Teacher: Now, what do we write down for the problem - problem? Teacher: [Crosstalk]",0 9211,"Teacher: So do you see the number? Teacher: How many pieces - Student: 24 [TARGET]Teacher: Now, what do we write down for the problem - problem?[/TARGET] Teacher: [Crosstalk] Student: Ruby gets six marbles. Teacher: Do you write a sentence?",0 9212,"Teacher: Now, what do we write down for the problem - problem? Teacher: [Crosstalk] Student: Ruby gets six marbles. [TARGET]Teacher: Do you write a sentence?[/TARGET] Teacher: Let me see people write a sentence. Teacher: The sentence is - how many marbles does Ruby get? Teacher: Ruby gets -",0 9213,Teacher: [Crosstalk] Student: Ruby gets six marbles. Teacher: Do you write a sentence? [TARGET]Teacher: Let me see people write a sentence.[/TARGET] Teacher: The sentence is - how many marbles does Ruby get? Teacher: Ruby gets - Student: Six marbles.,1 9214,"Student: Ruby gets six marbles. Teacher: Do you write a sentence? Teacher: Let me see people write a sentence. [TARGET]Teacher: The sentence is - how many marbles does Ruby get?[/TARGET] Teacher: Ruby gets - Student: Six marbles. Teacher: No, that's a U. Ruby - let me see, Ruby.",0 9215,"Teacher: Do you write a sentence? Teacher: Let me see people write a sentence. Teacher: The sentence is - how many marbles does Ruby get? [TARGET]Teacher: Ruby gets -[/TARGET] Student: Six marbles. Teacher: No, that's a U. Ruby - let me see, Ruby. Teacher: Ruby gets -",0 9216,"Teacher: The sentence is - how many marbles does Ruby get? Teacher: Ruby gets - Student: Six marbles. [TARGET]Teacher: No, that's a U. Ruby - let me see, Ruby.[/TARGET] Teacher: Ruby gets - Student: Six marbles. Teacher: Did you write it down?",0 9217,"Teacher: Ruby gets - Student: Six marbles. Teacher: No, that's a U. Ruby - let me see, Ruby. [TARGET]Teacher: Ruby gets -[/TARGET] Student: Six marbles. Teacher: Did you write it down? Teacher: Ruby gets - Ruby gets - Ruby gets - I like when people put the S. Ruby gets -",0 9218,"Teacher: No, that's a U. Ruby - let me see, Ruby. Teacher: Ruby gets - Student: Six marbles. [TARGET]Teacher: Did you write it down?[/TARGET] Teacher: Ruby gets - Ruby gets - Ruby gets - I like when people put the S. Ruby gets - Teacher: [Crosstalk] Teacher: If you know you can do the second one - yeah, you could use [inaudible].",1 9219,"Teacher: Ruby gets - Student: Six marbles. Teacher: Did you write it down? [TARGET]Teacher: Ruby gets - Ruby gets - Ruby gets - I like when people put the S. Ruby gets -[/TARGET] Teacher: [Crosstalk] Teacher: If you know you can do the second one - yeah, you could use [inaudible]. Teacher: You could do the second one, those who know, because we are about to finish and then I will let you go back tomorrow.",0 9220,"Teacher: Did you write it down? Teacher: Ruby gets - Ruby gets - Ruby gets - I like when people put the S. Ruby gets - Teacher: [Crosstalk] [TARGET]Teacher: If you know you can do the second one - yeah, you could use [inaudible].[/TARGET] Teacher: You could do the second one, those who know, because we are about to finish and then I will let you go back tomorrow. Teacher: [Crosstalk] Student: [Inaudible] like half of twelve and [inaudible] I would know it.",1 9221,"Teacher: Ruby gets - Ruby gets - Ruby gets - I like when people put the S. Ruby gets - Teacher: [Crosstalk] Teacher: If you know you can do the second one - yeah, you could use [inaudible]. [TARGET]Teacher: You could do the second one, those who know, because we are about to finish and then I will let you go back tomorrow.[/TARGET] Teacher: [Crosstalk] Student: [Inaudible] like half of twelve and [inaudible] I would know it. Teacher: Thank you.",1 9222,"Teacher: You could do the second one, those who know, because we are about to finish and then I will let you go back tomorrow. Teacher: [Crosstalk] Student: [Inaudible] like half of twelve and [inaudible] I would know it. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Thank you. Teacher: See, I know whenever she gets is, she explains it. Teacher: I get you back.",0 9223,"Teacher: [Crosstalk] Student: [Inaudible] like half of twelve and [inaudible] I would know it. Teacher: Thank you. [TARGET]Teacher: Thank you.[/TARGET] Teacher: See, I know whenever she gets is, she explains it. Teacher: I get you back. Teacher: I get her back.",0 9224,"Student: [Inaudible] like half of twelve and [inaudible] I would know it. Teacher: Thank you. Teacher: Thank you. [TARGET]Teacher: See, I know whenever she gets is, she explains it.[/TARGET] Teacher: I get you back. Teacher: I get her back. Teacher: So now look at that.",0 9225,"Teacher: Thank you. Teacher: Thank you. Teacher: See, I know whenever she gets is, she explains it. [TARGET]Teacher: I get you back.[/TARGET] Teacher: I get her back. Teacher: So now look at that. Teacher: She's doing number two.",1 9226,"Teacher: Thank you. Teacher: See, I know whenever she gets is, she explains it. Teacher: I get you back. [TARGET]Teacher: I get her back.[/TARGET] Teacher: So now look at that. Teacher: She's doing number two. Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set.",1 9227,"Teacher: See, I know whenever she gets is, she explains it. Teacher: I get you back. Teacher: I get her back. [TARGET]Teacher: So now look at that.[/TARGET] Teacher: She's doing number two. Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set. Teacher: Good job.",1 9228,"Teacher: I get you back. Teacher: I get her back. Teacher: So now look at that. [TARGET]Teacher: She's doing number two.[/TARGET] Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set. Teacher: Good job. Teacher: We're doing the second one, number two.",0 9229,"Teacher: I get her back. Teacher: So now look at that. Teacher: She's doing number two. [TARGET]Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set.[/TARGET] Teacher: Good job. Teacher: We're doing the second one, number two. Student: Marbles.",1 9230,"Teacher: So now look at that. Teacher: She's doing number two. Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set. [TARGET]Teacher: Good job.[/TARGET] Teacher: We're doing the second one, number two. Student: Marbles. Teacher: Number two, and then we are about to finish and say what did we learn.",0 9231,"Teacher: She's doing number two. Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set. Teacher: Good job. [TARGET]Teacher: We're doing the second one, number two.[/TARGET] Student: Marbles. Teacher: Number two, and then we are about to finish and say what did we learn. Teacher: All right, hold on.",1 9232,"Teacher: Good job. Teacher: We're doing the second one, number two. Student: Marbles. [TARGET]Teacher: Number two, and then we are about to finish and say what did we learn.[/TARGET] Teacher: All right, hold on. Teacher: Somebody already do number two. Student: Three fourths.",1 9233,"Teacher: We're doing the second one, number two. Student: Marbles. Teacher: Number two, and then we are about to finish and say what did we learn. [TARGET]Teacher: All right, hold on.[/TARGET] Teacher: Somebody already do number two. Student: Three fourths. Teacher: Some people already do number two.",1 9234,"Student: Marbles. Teacher: Number two, and then we are about to finish and say what did we learn. Teacher: All right, hold on. [TARGET]Teacher: Somebody already do number two.[/TARGET] Student: Three fourths. Teacher: Some people already do number two. Teacher: Ruby gets how many pieces?",1 9235,"Teacher: All right, hold on. Teacher: Somebody already do number two. Student: Three fourths. [TARGET]Teacher: Some people already do number two.[/TARGET] Teacher: Ruby gets how many pieces? Teacher: Were you looking when I- Student: Yeah.",1 9236,Teacher: Somebody already do number two. Student: Three fourths. Teacher: Some people already do number two. [TARGET]Teacher: Ruby gets how many pieces?[/TARGET] Teacher: Were you looking when I- Student: Yeah. Teacher: Yeah.,0 9237,Student: Three fourths. Teacher: Some people already do number two. Teacher: Ruby gets how many pieces? [TARGET]Teacher: Were you looking when I-[/TARGET] Student: Yeah. Teacher: Yeah. Teacher: How many pieces did Ruby get?,0 9238,Teacher: Ruby gets how many pieces? Teacher: Were you looking when I- Student: Yeah. [TARGET]Teacher: Yeah.[/TARGET] Teacher: How many pieces did Ruby get? Student: Six. Teacher: Six.,0 9239,Teacher: Were you looking when I- Student: Yeah. Teacher: Yeah. [TARGET]Teacher: How many pieces did Ruby get?[/TARGET] Student: Six. Teacher: Six. Teacher: All right.,0 9240,"Teacher: Yeah. Teacher: How many pieces did Ruby get? Student: Six. [TARGET]Teacher: Six.[/TARGET] Teacher: All right. Teacher: Now, do the second one. Teacher: Let's see you do the second one.",0 9241,"Student: Six. Teacher: Six. Teacher: All right. [TARGET]Teacher: Now, do the second one.[/TARGET] Teacher: Let's see you do the second one. Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk]",1 9242,"Teacher: Six. Teacher: All right. Teacher: Now, do the second one. [TARGET]Teacher: Let's see you do the second one.[/TARGET] Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk] Teacher: [Inaudible] too loud.",1 9243,"Teacher: All right. Teacher: Now, do the second one. Teacher: Let's see you do the second one. [TARGET]Teacher: See, people who do the second one quick, later on I have mm for you.[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible] too loud. Teacher: Now, let's see.",1 9244,"Teacher: Let's see you do the second one. Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk] [TARGET]Teacher: [Inaudible] too loud.[/TARGET] Teacher: Now, let's see. Teacher: He's working. Teacher: She's working.",1 9245,"Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk] Teacher: [Inaudible] too loud. [TARGET]Teacher: Now, let's see.[/TARGET] Teacher: He's working. Teacher: She's working. Teacher: She's thinking.",1 9246,"Teacher: [Crosstalk] Teacher: [Inaudible] too loud. Teacher: Now, let's see. [TARGET]Teacher: He's working.[/TARGET] Teacher: She's working. Teacher: She's thinking. Teacher: He's doing it.",1 9247,"Teacher: [Inaudible] too loud. Teacher: Now, let's see. Teacher: He's working. [TARGET]Teacher: She's working.[/TARGET] Teacher: She's thinking. Teacher: He's doing it. Teacher: He's already done.",1 9248,"Teacher: Now, let's see. Teacher: He's working. Teacher: She's working. [TARGET]Teacher: She's thinking.[/TARGET] Teacher: He's doing it. Teacher: He's already done. Teacher: Maybe he's not good.",1 9249,"Teacher: He's working. Teacher: She's working. Teacher: She's thinking. [TARGET]Teacher: He's doing it.[/TARGET] Teacher: He's already done. Teacher: Maybe he's not good. Teacher: Maybe - oh, [inaudible] check it.",1 9250,"Teacher: She's working. Teacher: She's thinking. Teacher: He's doing it. [TARGET]Teacher: He's already done.[/TARGET] Teacher: Maybe he's not good. Teacher: Maybe - oh, [inaudible] check it. Teacher: Check it out.",1 9251,"Teacher: She's thinking. Teacher: He's doing it. Teacher: He's already done. [TARGET]Teacher: Maybe he's not good.[/TARGET] Teacher: Maybe - oh, [inaudible] check it. Teacher: Check it out. Teacher: Yes.",0 9252,"Teacher: He's doing it. Teacher: He's already done. Teacher: Maybe he's not good. [TARGET]Teacher: Maybe - oh, [inaudible] check it.[/TARGET] Teacher: Check it out. Teacher: Yes. Teacher: [Crosstalk]",1 9253,"Teacher: He's already done. Teacher: Maybe he's not good. Teacher: Maybe - oh, [inaudible] check it. [TARGET]Teacher: Check it out.[/TARGET] Teacher: Yes. Teacher: [Crosstalk] Teacher: Done?",1 9254,"Teacher: Maybe he's not good. Teacher: Maybe - oh, [inaudible] check it. Teacher: Check it out. [TARGET]Teacher: Yes.[/TARGET] Teacher: [Crosstalk] Teacher: Done? Teacher: So did you write a sentence?",0 9255,"Teacher: Check it out. Teacher: Yes. Teacher: [Crosstalk] [TARGET]Teacher: Done?[/TARGET] Teacher: So did you write a sentence? Teacher: Did you write - oh, I'm glad I told you. Teacher: See.",1 9256,"Teacher: Yes. Teacher: [Crosstalk] Teacher: Done? [TARGET]Teacher: So did you write a sentence?[/TARGET] Teacher: Did you write - oh, I'm glad I told you. Teacher: See. Teacher: [Crosstalk]",1 9257,"Teacher: [Crosstalk] Teacher: Done? Teacher: So did you write a sentence? [TARGET]Teacher: Did you write - oh, I'm glad I told you.[/TARGET] Teacher: See. Teacher: [Crosstalk] Teacher: You all ready?",1 9258,"Teacher: Done? Teacher: So did you write a sentence? Teacher: Did you write - oh, I'm glad I told you. [TARGET]Teacher: See.[/TARGET] Teacher: [Crosstalk] Teacher: You all ready? Teacher: Wait a minute.",0 9259,"Teacher: Did you write - oh, I'm glad I told you. Teacher: See. Teacher: [Crosstalk] [TARGET]Teacher: You all ready?[/TARGET] Teacher: Wait a minute. Teacher: Eight and three fourths - three fourths of 24? Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that?",1 9260,"Teacher: See. Teacher: [Crosstalk] Teacher: You all ready? [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: Eight and three fourths - three fourths of 24? Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that? Student: Divided by three.",1 9261,"Teacher: [Crosstalk] Teacher: You all ready? Teacher: Wait a minute. [TARGET]Teacher: Eight and three fourths - three fourths of 24?[/TARGET] Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that? Student: Divided by three. Teacher: We did half - look, look.",0 9262,"Teacher: You all ready? Teacher: Wait a minute. Teacher: Eight and three fourths - three fourths of 24? [TARGET]Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that?[/TARGET] Student: Divided by three. Teacher: We did half - look, look. Teacher: Look.",0 9263,"Teacher: Eight and three fourths - three fourths of 24? Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that? Student: Divided by three. [TARGET]Teacher: We did half - look, look.[/TARGET] Teacher: Look. Teacher: People that are looking. Student: Yes.",1 9264,"Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that? Student: Divided by three. Teacher: We did half - look, look. [TARGET]Teacher: Look.[/TARGET] Teacher: People that are looking. Student: Yes. Teacher: I'm glad you're looking.",1 9265,"Student: Divided by three. Teacher: We did half - look, look. Teacher: Look. [TARGET]Teacher: People that are looking.[/TARGET] Student: Yes. Teacher: I'm glad you're looking. Teacher: See, that's one fourth, that's two fourths.",1 9266,"Teacher: Look. Teacher: People that are looking. Student: Yes. [TARGET]Teacher: I'm glad you're looking.[/TARGET] Teacher: See, that's one fourth, that's two fourths. Teacher: How many pieces? Teacher: That's half.",1 9267,"Teacher: People that are looking. Student: Yes. Teacher: I'm glad you're looking. [TARGET]Teacher: See, that's one fourth, that's two fourths.[/TARGET] Teacher: How many pieces? Teacher: That's half. Teacher: Two fourths is half, and three fourths - three fourths is how many?",0 9268,"Student: Yes. Teacher: I'm glad you're looking. Teacher: See, that's one fourth, that's two fourths. [TARGET]Teacher: How many pieces?[/TARGET] Teacher: That's half. Teacher: Two fourths is half, and three fourths - three fourths is how many? Teacher: Three fourths is how many?",0 9269,"Teacher: I'm glad you're looking. Teacher: See, that's one fourth, that's two fourths. Teacher: How many pieces? [TARGET]Teacher: That's half.[/TARGET] Teacher: Two fourths is half, and three fourths - three fourths is how many? Teacher: Three fourths is how many? Student: Three fourths is -",0 9270,"Teacher: See, that's one fourth, that's two fourths. Teacher: How many pieces? Teacher: That's half. [TARGET]Teacher: Two fourths is half, and three fourths - three fourths is how many?[/TARGET] Teacher: Three fourths is how many? Student: Three fourths is - Teacher: How many pieces?",0 9271,"Teacher: How many pieces? Teacher: That's half. Teacher: Two fourths is half, and three fourths - three fourths is how many? [TARGET]Teacher: Three fourths is how many?[/TARGET] Student: Three fourths is - Teacher: How many pieces? Student: [Inaudible].",0 9272,"Teacher: Two fourths is half, and three fourths - three fourths is how many? Teacher: Three fourths is how many? Student: Three fourths is - [TARGET]Teacher: How many pieces?[/TARGET] Student: [Inaudible]. Teacher: Wait a minute. Teacher: One fourth, two fourth, three fourths.",0 9273,"Student: Three fourths is - Teacher: How many pieces? Student: [Inaudible]. [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: One fourth, two fourth, three fourths. Multiple Students: 18 pieces. Multiple Students: [Crosstalk]",1 9274,"Teacher: How many pieces? Student: [Inaudible]. Teacher: Wait a minute. [TARGET]Teacher: One fourth, two fourth, three fourths.[/TARGET] Multiple Students: 18 pieces. Multiple Students: [Crosstalk] Teacher: We've done that before.",0 9275,"Teacher: One fourth, two fourth, three fourths. Multiple Students: 18 pieces. Multiple Students: [Crosstalk] [TARGET]Teacher: We've done that before.[/TARGET] Teacher: I don't know why you - you said [inaudible]. Teacher: [Crosstalk] Teacher: [Inaudible] said it.",0 9276,Multiple Students: 18 pieces. Multiple Students: [Crosstalk] Teacher: We've done that before. [TARGET]Teacher: I don't know why you - you said [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible] said it. Teacher: They [inaudible] the sentence.,0 9277,Teacher: We've done that before. Teacher: I don't know why you - you said [inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: [Inaudible] said it.[/TARGET] Teacher: They [inaudible] the sentence. Teacher: Let me see the sentence. Teacher: Let me see the sentence.,0 9278,Teacher: I don't know why you - you said [inaudible]. Teacher: [Crosstalk] Teacher: [Inaudible] said it. [TARGET]Teacher: They [inaudible] the sentence.[/TARGET] Teacher: Let me see the sentence. Teacher: Let me see the sentence. Teacher: Let me see - [inaudible] how many.,0 9279,Teacher: [Crosstalk] Teacher: [Inaudible] said it. Teacher: They [inaudible] the sentence. [TARGET]Teacher: Let me see the sentence.[/TARGET] Teacher: Let me see the sentence. Teacher: Let me see - [inaudible] how many. Teacher: She gives - okay.,1 9280,"Teacher: [Inaudible] said it. Teacher: They [inaudible] the sentence. Teacher: Let me see the sentence. [TARGET]Teacher: Let me see the sentence.[/TARGET] Teacher: Let me see - [inaudible] how many. Teacher: She gives - okay. Student: Teacher, you got me back.",1 9281,"Teacher: They [inaudible] the sentence. Teacher: Let me see the sentence. Teacher: Let me see the sentence. [TARGET]Teacher: Let me see - [inaudible] how many.[/TARGET] Teacher: She gives - okay. Student: Teacher, you got me back. Student: [Crosstalk]",1 9282,"Teacher: Let me see the sentence. Teacher: Let me see the sentence. Teacher: Let me see - [inaudible] how many. [TARGET]Teacher: She gives - okay.[/TARGET] Student: Teacher, you got me back. Student: [Crosstalk] Teacher: The sentence, sentence.",0 9283,"Teacher: She gives - okay. Student: Teacher, you got me back. Student: [Crosstalk] [TARGET]Teacher: The sentence, sentence.[/TARGET] Teacher: Did you write a sentence? Teacher: Ethan gets [inaudible] - Multiple Students: [Inaudible].",1 9284,"Student: Teacher, you got me back. Student: [Crosstalk] Teacher: The sentence, sentence. [TARGET]Teacher: Did you write a sentence?[/TARGET] Teacher: Ethan gets [inaudible] - Multiple Students: [Inaudible]. Teacher: Thank you very much.",1 9285,"Student: [Crosstalk] Teacher: The sentence, sentence. Teacher: Did you write a sentence? [TARGET]Teacher: Ethan gets [inaudible] -[/TARGET] Multiple Students: [Inaudible]. Teacher: Thank you very much. Teacher: What did you write down?",0 9286,"Teacher: Did you write a sentence? Teacher: Ethan gets [inaudible] - Multiple Students: [Inaudible]. [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: What did you write down? Student: I know [inaudible], Student: [Crosstalk]",0 9287,"Teacher: Ethan gets [inaudible] - Multiple Students: [Inaudible]. Teacher: Thank you very much. [TARGET]Teacher: What did you write down?[/TARGET] Student: I know [inaudible], Student: [Crosstalk] Student: 18",1 9288,"Student: 18 Teacher: [Inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: We will let you do more problems, yes.[/TARGET] Teacher: We'll let you do more problems. Teacher: Somebody - Teacher: [Crosstalk]",1 9289,"Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: We will let you do more problems, yes. [TARGET]Teacher: We'll let you do more problems.[/TARGET] Teacher: Somebody - Teacher: [Crosstalk] Student: One more, one more.",1 9290,"Teacher: [Crosstalk] Teacher: We will let you do more problems, yes. Teacher: We'll let you do more problems. [TARGET]Teacher: Somebody -[/TARGET] Teacher: [Crosstalk] Student: One more, one more. Student: [Crosstalk]",0 9291,"Teacher: [Crosstalk] Student: One more, one more. Student: [Crosstalk] [TARGET]Teacher: Hold on, hold on.[/TARGET] Teacher: Let me - let me - stop for a minute. Teacher: Look at Student D's. Teacher: Thank you.",1 9292,"Student: One more, one more. Student: [Crosstalk] Teacher: Hold on, hold on. [TARGET]Teacher: Let me - let me - stop for a minute.[/TARGET] Teacher: Look at Student D's. Teacher: Thank you. Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention.",1 9293,"Student: [Crosstalk] Teacher: Hold on, hold on. Teacher: Let me - let me - stop for a minute. [TARGET]Teacher: Look at Student D's.[/TARGET] Teacher: Thank you. Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention. Teacher: Do I have you back?",1 9294,"Teacher: Hold on, hold on. Teacher: Let me - let me - stop for a minute. Teacher: Look at Student D's. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention. Teacher: Do I have you back? Teacher: Student C, do I have you back?",1 9295,"Teacher: Let me - let me - stop for a minute. Teacher: Look at Student D's. Teacher: Thank you. [TARGET]Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention.[/TARGET] Teacher: Do I have you back? Teacher: Student C, do I have you back? Teacher: Yes.",1 9296,"Teacher: Look at Student D's. Teacher: Thank you. Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention. [TARGET]Teacher: Do I have you back?[/TARGET] Teacher: Student C, do I have you back? Teacher: Yes. Teacher: Yes, Student M, I have you back.",1 9297,"Teacher: Thank you. Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention. Teacher: Do I have you back? [TARGET]Teacher: Student C, do I have you back?[/TARGET] Teacher: Yes. Teacher: Yes, Student M, I have you back. Teacher: Student F, I have you back?",1 9298,"Teacher: Now, I'm going to ask a simple question, a simple question to Student D. Student D, [inaudible] give me your attention. Teacher: Do I have you back? Teacher: Student C, do I have you back? [TARGET]Teacher: Yes.[/TARGET] Teacher: Yes, Student M, I have you back. Teacher: Student F, I have you back? Student: Yes.",1 9299,"Teacher: Do I have you back? Teacher: Student C, do I have you back? Teacher: Yes. [TARGET]Teacher: Yes, Student M, I have you back.[/TARGET] Teacher: Student F, I have you back? Student: Yes. Teacher: Okay.",1 9300,"Teacher: Student C, do I have you back? Teacher: Yes. Teacher: Yes, Student M, I have you back. [TARGET]Teacher: Student F, I have you back?[/TARGET] Student: Yes. Teacher: Okay. Teacher: All right.",1 9301,"Student: Yes. Teacher: Okay. Teacher: All right. [TARGET]Teacher: See, he is talking.[/TARGET] Teacher: If I have you back, then you are listening, not talking. Teacher: Nice. Teacher: Now, Student O, give me one thing we learned during this time of math this morning.",1 9302,"Teacher: Okay. Teacher: All right. Teacher: See, he is talking. [TARGET]Teacher: If I have you back, then you are listening, not talking.[/TARGET] Teacher: Nice. Teacher: Now, Student O, give me one thing we learned during this time of math this morning. Teacher: What did we learn?",1 9303,"Teacher: All right. Teacher: See, he is talking. Teacher: If I have you back, then you are listening, not talking. [TARGET]Teacher: Nice.[/TARGET] Teacher: Now, Student O, give me one thing we learned during this time of math this morning. Teacher: What did we learn? Teacher: Remember what we learned.",0 9304,"Teacher: See, he is talking. Teacher: If I have you back, then you are listening, not talking. Teacher: Nice. [TARGET]Teacher: Now, Student O, give me one thing we learned during this time of math this morning.[/TARGET] Teacher: What did we learn? Teacher: Remember what we learned. Teacher: You know, remember, our objective for the week -",0 9305,"Teacher: If I have you back, then you are listening, not talking. Teacher: Nice. Teacher: Now, Student O, give me one thing we learned during this time of math this morning. [TARGET]Teacher: What did we learn?[/TARGET] Teacher: Remember what we learned. Teacher: You know, remember, our objective for the week - Student: For the week.",0 9306,"Teacher: Nice. Teacher: Now, Student O, give me one thing we learned during this time of math this morning. Teacher: What did we learn? [TARGET]Teacher: Remember what we learned.[/TARGET] Teacher: You know, remember, our objective for the week - Student: For the week. Teacher: For the week.",0 9307,"Teacher: Now, Student O, give me one thing we learned during this time of math this morning. Teacher: What did we learn? Teacher: Remember what we learned. [TARGET]Teacher: You know, remember, our objective for the week -[/TARGET] Student: For the week. Teacher: For the week. Teacher: Remember, this one here?",0 9308,"Teacher: Remember what we learned. Teacher: You know, remember, our objective for the week - Student: For the week. [TARGET]Teacher: For the week.[/TARGET] Teacher: Remember, this one here? Teacher: Five and - sit up. Teacher: [Inaudible] student will be able to find fractions [inaudible] group of any area -",0 9309,"Teacher: You know, remember, our objective for the week - Student: For the week. Teacher: For the week. [TARGET]Teacher: Remember, this one here?[/TARGET] Teacher: Five and - sit up. Teacher: [Inaudible] student will be able to find fractions [inaudible] group of any area - Teacher: [Crosstalk]",0 9310,"Student: For the week. Teacher: For the week. Teacher: Remember, this one here? [TARGET]Teacher: Five and - sit up.[/TARGET] Teacher: [Inaudible] student will be able to find fractions [inaudible] group of any area - Teacher: [Crosstalk] Teacher: The new meaning of numerator and denominator.",1 9311,"Teacher: For the week. Teacher: Remember, this one here? Teacher: Five and - sit up. [TARGET]Teacher: [Inaudible] student will be able to find fractions [inaudible] group of any area -[/TARGET] Teacher: [Crosstalk] Teacher: The new meaning of numerator and denominator. Multiple Students: Denominator.",0 9312,"Teacher: Five and - sit up. Teacher: [Inaudible] student will be able to find fractions [inaudible] group of any area - Teacher: [Crosstalk] [TARGET]Teacher: The new meaning of numerator and denominator.[/TARGET] Multiple Students: Denominator. Teacher: Thank you very much. Teacher: Now, I see Student M really listening, but maybe he could tell me one thing.",0 9313,"Teacher: [Crosstalk] Teacher: The new meaning of numerator and denominator. Multiple Students: Denominator. [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: Now, I see Student M really listening, but maybe he could tell me one thing. Teacher: Now - Student: [Inaudible].",0 9314,"Teacher: The new meaning of numerator and denominator. Multiple Students: Denominator. Teacher: Thank you very much. [TARGET]Teacher: Now, I see Student M really listening, but maybe he could tell me one thing.[/TARGET] Teacher: Now - Student: [Inaudible]. Teacher: One thing, one thing.",1 9315,"Multiple Students: Denominator. Teacher: Thank you very much. Teacher: Now, I see Student M really listening, but maybe he could tell me one thing. [TARGET]Teacher: Now -[/TARGET] Student: [Inaudible]. Teacher: One thing, one thing. Teacher: If you were to say one thing that we learned this morning that you feel strong, you feel very strong and I could explain it, I could write it in my learner's notebook and I could take it home with me.",0 9316,"Teacher: Now, I see Student M really listening, but maybe he could tell me one thing. Teacher: Now - Student: [Inaudible]. [TARGET]Teacher: One thing, one thing.[/TARGET] Teacher: If you were to say one thing that we learned this morning that you feel strong, you feel very strong and I could explain it, I could write it in my learner's notebook and I could take it home with me. Teacher: It could be any of these. Teacher: It could be any of - 24.",0 9317,"Teacher: Now - Student: [Inaudible]. Teacher: One thing, one thing. [TARGET]Teacher: If you were to say one thing that we learned this morning that you feel strong, you feel very strong and I could explain it, I could write it in my learner's notebook and I could take it home with me.[/TARGET] Teacher: It could be any of these. Teacher: It could be any of - 24. Teacher: It could be something.",0 9318,"Student: [Inaudible]. Teacher: One thing, one thing. Teacher: If you were to say one thing that we learned this morning that you feel strong, you feel very strong and I could explain it, I could write it in my learner's notebook and I could take it home with me. [TARGET]Teacher: It could be any of these.[/TARGET] Teacher: It could be any of - 24. Teacher: It could be something. Teacher: But - all right.",0 9319,"Teacher: One thing, one thing. Teacher: If you were to say one thing that we learned this morning that you feel strong, you feel very strong and I could explain it, I could write it in my learner's notebook and I could take it home with me. Teacher: It could be any of these. [TARGET]Teacher: It could be any of - 24.[/TARGET] Teacher: It could be something. Teacher: But - all right. Teacher: Shh.",0 9320,"Teacher: If you were to say one thing that we learned this morning that you feel strong, you feel very strong and I could explain it, I could write it in my learner's notebook and I could take it home with me. Teacher: It could be any of these. Teacher: It could be any of - 24. [TARGET]Teacher: It could be something.[/TARGET] Teacher: But - all right. Teacher: Shh. Teacher: All right, it could be out of the set.",0 9321,"Teacher: It could be any of these. Teacher: It could be any of - 24. Teacher: It could be something. [TARGET]Teacher: But - all right.[/TARGET] Teacher: Shh. Teacher: All right, it could be out of the set. Teacher: It could be mm, any fraction, anything.",0 9322,"Teacher: It could be any of - 24. Teacher: It could be something. Teacher: But - all right. [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, it could be out of the set. Teacher: It could be mm, any fraction, anything. Teacher: All right, now, one thing.",1 9323,"Teacher: It could be something. Teacher: But - all right. Teacher: Shh. [TARGET]Teacher: All right, it could be out of the set.[/TARGET] Teacher: It could be mm, any fraction, anything. Teacher: All right, now, one thing. Student: Today in math I learned that -",0 9324,"Teacher: But - all right. Teacher: Shh. Teacher: All right, it could be out of the set. [TARGET]Teacher: It could be mm, any fraction, anything.[/TARGET] Teacher: All right, now, one thing. Student: Today in math I learned that - Teacher: Some people are not listening.",0 9325,"Teacher: Shh. Teacher: All right, it could be out of the set. Teacher: It could be mm, any fraction, anything. [TARGET]Teacher: All right, now, one thing.[/TARGET] Student: Today in math I learned that - Teacher: Some people are not listening. Teacher: Somebody is sharing.",0 9326,"Teacher: It could be mm, any fraction, anything. Teacher: All right, now, one thing. Student: Today in math I learned that - [TARGET]Teacher: Some people are not listening.[/TARGET] Teacher: Somebody is sharing. Teacher: Some people are not - [inaudible] listening. Teacher: Student M is not listening and Student A is not listening.",1 9327,"Teacher: All right, now, one thing. Student: Today in math I learned that - Teacher: Some people are not listening. [TARGET]Teacher: Somebody is sharing.[/TARGET] Teacher: Some people are not - [inaudible] listening. Teacher: Student M is not listening and Student A is not listening. Student: I am.",1 9328,Student: Today in math I learned that - Teacher: Some people are not listening. Teacher: Somebody is sharing. [TARGET]Teacher: Some people are not - [inaudible] listening.[/TARGET] Teacher: Student M is not listening and Student A is not listening. Student: I am. Teacher: We are about to finish.,1 9329,Teacher: Some people are not listening. Teacher: Somebody is sharing. Teacher: Some people are not - [inaudible] listening. [TARGET]Teacher: Student M is not listening and Student A is not listening.[/TARGET] Student: I am. Teacher: We are about to finish. Teacher: Thank you.,1 9330,Teacher: Some people are not - [inaudible] listening. Teacher: Student M is not listening and Student A is not listening. Student: I am. [TARGET]Teacher: We are about to finish.[/TARGET] Teacher: Thank you. Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned. Teacher: Simple.,1 9331,"Teacher: Student M is not listening and Student A is not listening. Student: I am. Teacher: We are about to finish. [TARGET]Teacher: Thank you.[/TARGET] Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned. Teacher: Simple. Teacher: Now, let's - one, two.",0 9332,"Student: I am. Teacher: We are about to finish. Teacher: Thank you. [TARGET]Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned.[/TARGET] Teacher: Simple. Teacher: Now, let's - one, two. Teacher: Yeah, go ahead.",1 9333,"Teacher: We are about to finish. Teacher: Thank you. Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned. [TARGET]Teacher: Simple.[/TARGET] Teacher: Now, let's - one, two. Teacher: Yeah, go ahead. Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction.",0 9334,"Teacher: Thank you. Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned. Teacher: Simple. [TARGET]Teacher: Now, let's - one, two.[/TARGET] Teacher: Yeah, go ahead. Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction. Teacher: Thank you very much.",1 9335,"Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned. Teacher: Simple. Teacher: Now, let's - one, two. [TARGET]Teacher: Yeah, go ahead.[/TARGET] Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction. Teacher: Thank you very much. Teacher: That's one thing, one fact about fractions what we learned.",1 9336,"Teacher: Now, let's - one, two. Teacher: Yeah, go ahead. Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction. [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: That's one thing, one fact about fractions what we learned. Teacher: Denominator is the whole set number, or the number in the set. Teacher: All right, now, can I - I'll come to you because I know you have something nice, but I don't know if Student L - Student L, if you're going to write at home about math, tomorrow I'm gonna read it in your - ",0 9337,"Teacher: Yeah, go ahead. Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction. Teacher: Thank you very much. [TARGET]Teacher: That's one thing, one fact about fractions what we learned.[/TARGET] Teacher: Denominator is the whole set number, or the number in the set. Teacher: All right, now, can I - I'll come to you because I know you have something nice, but I don't know if Student L - Student L, if you're going to write at home about math, tomorrow I'm gonna read it in your - Student: [Inaudible].",0 9338,"Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction. Teacher: Thank you very much. Teacher: That's one thing, one fact about fractions what we learned. [TARGET]Teacher: Denominator is the whole set number, or the number in the set.[/TARGET] Teacher: All right, now, can I - I'll come to you because I know you have something nice, but I don't know if Student L - Student L, if you're going to write at home about math, tomorrow I'm gonna read it in your - Student: [Inaudible]. Teacher: Yeah, what is it?",0 9339,"Teacher: Thank you very much. Teacher: That's one thing, one fact about fractions what we learned. Teacher: Denominator is the whole set number, or the number in the set. [TARGET]Teacher: All right, now, can I - I'll come to you because I know you have something nice, but I don't know if Student L - Student L, if you're going to write at home about math, tomorrow I'm gonna read it in your - [/TARGET] Student: [Inaudible]. Teacher: Yeah, what is it? Teacher: What would you tell your mom or dad about what we learned today?",1 9340,"Teacher: Denominator is the whole set number, or the number in the set. Teacher: All right, now, can I - I'll come to you because I know you have something nice, but I don't know if Student L - Student L, if you're going to write at home about math, tomorrow I'm gonna read it in your - Student: [Inaudible]. [TARGET]Teacher: Yeah, what is it?[/TARGET] Teacher: What would you tell your mom or dad about what we learned today? Teacher: See, he's not listening. Teacher: Thank you.",0 9341,"Teacher: All right, now, can I - I'll come to you because I know you have something nice, but I don't know if Student L - Student L, if you're going to write at home about math, tomorrow I'm gonna read it in your - Student: [Inaudible]. Teacher: Yeah, what is it? [TARGET]Teacher: What would you tell your mom or dad about what we learned today?[/TARGET] Teacher: See, he's not listening. Teacher: Thank you. Teacher: Yes?",0 9342,"Student: [Inaudible]. Teacher: Yeah, what is it? Teacher: What would you tell your mom or dad about what we learned today? [TARGET]Teacher: See, he's not listening.[/TARGET] Teacher: Thank you. Teacher: Yes? Student: I learned -",1 9343,"Teacher: Yeah, what is it? Teacher: What would you tell your mom or dad about what we learned today? Teacher: See, he's not listening. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Yes? Student: I learned - Teacher: So let's -",0 9344,"Teacher: What would you tell your mom or dad about what we learned today? Teacher: See, he's not listening. Teacher: Thank you. [TARGET]Teacher: Yes?[/TARGET] Student: I learned - Teacher: So let's - Student: Today I learned that a set of fractions could be divided into many pieces.",0 9345,Teacher: Thank you. Teacher: Yes? Student: I learned - [TARGET]Teacher: So let's -[/TARGET] Student: Today I learned that a set of fractions could be divided into many pieces. Teacher: Thank you. Student: We also learned -,0 9346,"Student: I learned - Teacher: So let's - Student: Today I learned that a set of fractions could be divided into many pieces. [TARGET]Teacher: Thank you.[/TARGET] Student: We also learned - Teacher: No, hold on. Teacher: One fact.",0 9347,"Student: Today I learned that a set of fractions could be divided into many pieces. Teacher: Thank you. Student: We also learned - [TARGET]Teacher: No, hold on.[/TARGET] Teacher: One fact. Teacher: A set of fractions could be learned into many - Multiple Students: Pieces.",0 9348,"Teacher: Thank you. Student: We also learned - Teacher: No, hold on. [TARGET]Teacher: One fact.[/TARGET] Teacher: A set of fractions could be learned into many - Multiple Students: Pieces. Teacher: Many -",0 9349,"Student: We also learned - Teacher: No, hold on. Teacher: One fact. [TARGET]Teacher: A set of fractions could be learned into many -[/TARGET] Multiple Students: Pieces. Teacher: Many - Multiple Students: Pieces.",0 9350,"Teacher: One fact. Teacher: A set of fractions could be learned into many - Multiple Students: Pieces. [TARGET]Teacher: Many -[/TARGET] Multiple Students: Pieces. Teacher: Pieces, and who could tell the fraction - the fraction pieces. Teacher: See, you're not really listening.",0 9351,"Multiple Students: Pieces. Teacher: Many - Multiple Students: Pieces. [TARGET]Teacher: Pieces, and who could tell the fraction - the fraction pieces.[/TARGET] Teacher: See, you're not really listening. Teacher: All right, next one, Student D. Student D. Student D. Student D. Student: That's -",0 9352,"Teacher: Many - Multiple Students: Pieces. Teacher: Pieces, and who could tell the fraction - the fraction pieces. [TARGET]Teacher: See, you're not really listening.[/TARGET] Teacher: All right, next one, Student D. Student D. Student D. Student D. Student: That's - Teacher: Yeah.",1 9353,"Multiple Students: Pieces. Teacher: Pieces, and who could tell the fraction - the fraction pieces. Teacher: See, you're not really listening. [TARGET]Teacher: All right, next one, Student D. Student D. Student D. Student D.[/TARGET] Student: That's - Teacher: Yeah. Teacher: Okay, go ahead now.",1 9354,"Teacher: See, you're not really listening. Teacher: All right, next one, Student D. Student D. Student D. Student D. Student: That's - [TARGET]Teacher: Yeah.[/TARGET] Teacher: Okay, go ahead now. Student: Today I learned that - Teacher: Now, say it loud.",0 9355,"Teacher: All right, next one, Student D. Student D. Student D. Student D. Student: That's - Teacher: Yeah. [TARGET]Teacher: Okay, go ahead now.[/TARGET] Student: Today I learned that - Teacher: Now, say it loud. Teacher: Yeah.",1 9356,"Teacher: Yeah. Teacher: Okay, go ahead now. Student: Today I learned that - [TARGET]Teacher: Now, say it loud.[/TARGET] Teacher: Yeah. Student: Today I learned how to add fractions. Teacher: Add.",1 9357,"Teacher: Okay, go ahead now. Student: Today I learned that - Teacher: Now, say it loud. [TARGET]Teacher: Yeah.[/TARGET] Student: Today I learned how to add fractions. Teacher: Add. Teacher: We also learned one half plus one half equals -",0 9358,"Teacher: Now, say it loud. Teacher: Yeah. Student: Today I learned how to add fractions. [TARGET]Teacher: Add.[/TARGET] Teacher: We also learned one half plus one half equals - Multiple Students: A whole. Teacher: Thank you.",0 9359,Teacher: Yeah. Student: Today I learned how to add fractions. Teacher: Add. [TARGET]Teacher: We also learned one half plus one half equals -[/TARGET] Multiple Students: A whole. Teacher: Thank you. Teacher: A half plus one half.,0 9360,Teacher: Add. Teacher: We also learned one half plus one half equals - Multiple Students: A whole. [TARGET]Teacher: Thank you.[/TARGET] Teacher: A half plus one half. Teacher: But what if the set - it could be a set of one half of the set plus one half of the set is equal to the whole thing. Teacher: How about a word -,0 9361,Teacher: We also learned one half plus one half equals - Multiple Students: A whole. Teacher: Thank you. [TARGET]Teacher: A half plus one half.[/TARGET] Teacher: But what if the set - it could be a set of one half of the set plus one half of the set is equal to the whole thing. Teacher: How about a word - Multiple Students: Equivalent.,0 9362,Multiple Students: A whole. Teacher: Thank you. Teacher: A half plus one half. [TARGET]Teacher: But what if the set - it could be a set of one half of the set plus one half of the set is equal to the whole thing.[/TARGET] Teacher: How about a word - Multiple Students: Equivalent. Teacher: Anybody pick up anything?,0 9363,Teacher: Thank you. Teacher: A half plus one half. Teacher: But what if the set - it could be a set of one half of the set plus one half of the set is equal to the whole thing. [TARGET]Teacher: How about a word -[/TARGET] Multiple Students: Equivalent. Teacher: Anybody pick up anything? Teacher: What is equal?,0 9364,"Teacher: But what if the set - it could be a set of one half of the set plus one half of the set is equal to the whole thing. Teacher: How about a word - Multiple Students: Equivalent. [TARGET]Teacher: Anybody pick up anything?[/TARGET] Teacher: What is equal? Teacher: What fraction is equivalent? Teacher: Equivalent, equal.",0 9365,"Teacher: How about a word - Multiple Students: Equivalent. Teacher: Anybody pick up anything? [TARGET]Teacher: What is equal?[/TARGET] Teacher: What fraction is equivalent? Teacher: Equivalent, equal. Teacher: [Crosstalk]",0 9366,"Multiple Students: Equivalent. Teacher: Anybody pick up anything? Teacher: What is equal? [TARGET]Teacher: What fraction is equivalent?[/TARGET] Teacher: Equivalent, equal. Teacher: [Crosstalk] Teacher: See, I'm losing you.",0 9367,"Teacher: Anybody pick up anything? Teacher: What is equal? Teacher: What fraction is equivalent? [TARGET]Teacher: Equivalent, equal.[/TARGET] Teacher: [Crosstalk] Teacher: See, I'm losing you. Teacher: Yeah.",0 9368,"Teacher: What fraction is equivalent? Teacher: Equivalent, equal. Teacher: [Crosstalk] [TARGET]Teacher: See, I'm losing you.[/TARGET] Teacher: Yeah. Teacher: Student D, tell me something about equal, equivalent. Teacher: Yeah.",1 9369,"Teacher: Equivalent, equal. Teacher: [Crosstalk] Teacher: See, I'm losing you. [TARGET]Teacher: Yeah.[/TARGET] Teacher: Student D, tell me something about equal, equivalent. Teacher: Yeah. Teacher: Okay, [inaudible].",0 9370,"Teacher: [Crosstalk] Teacher: See, I'm losing you. Teacher: Yeah. [TARGET]Teacher: Student D, tell me something about equal, equivalent.[/TARGET] Teacher: Yeah. Teacher: Okay, [inaudible]. Teacher: [Crosstalk]",0 9371,"Teacher: See, I'm losing you. Teacher: Yeah. Teacher: Student D, tell me something about equal, equivalent. [TARGET]Teacher: Yeah.[/TARGET] Teacher: Okay, [inaudible]. Teacher: [Crosstalk] Teacher: Student N, Student N, do not talk to him.",0 9372,"Teacher: Yeah. Teacher: Student D, tell me something about equal, equivalent. Teacher: Yeah. [TARGET]Teacher: Okay, [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: Student N, Student N, do not talk to him. Teacher: See, he's really - well -",0 9373,"Teacher: Yeah. Teacher: Okay, [inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Student N, Student N, do not talk to him.[/TARGET] Teacher: See, he's really - well - Student: My stuff fell on the floor. Teacher: See, we could - we have to ignore him.",1 9374,"Teacher: Okay, [inaudible]. Teacher: [Crosstalk] Teacher: Student N, Student N, do not talk to him. [TARGET]Teacher: See, he's really - well -[/TARGET] Student: My stuff fell on the floor. Teacher: See, we could - we have to ignore him. Teacher: Yeah, let's go.",1 9375,"Teacher: Student N, Student N, do not talk to him. Teacher: See, he's really - well - Student: My stuff fell on the floor. [TARGET]Teacher: See, we could - we have to ignore him.[/TARGET] Teacher: Yeah, let's go. Teacher: [Crosstalk] Teacher: Seven half is seven fourteenths, is a -",1 9376,"Teacher: See, he's really - well - Student: My stuff fell on the floor. Teacher: See, we could - we have to ignore him. [TARGET]Teacher: Yeah, let's go.[/TARGET] Teacher: [Crosstalk] Teacher: Seven half is seven fourteenths, is a - Student: Equal.",1 9377,"Teacher: See, we could - we have to ignore him. Teacher: Yeah, let's go. Teacher: [Crosstalk] [TARGET]Teacher: Seven half is seven fourteenths, is a -[/TARGET] Student: Equal. Teacher: It's equal to - Student: Equal -",0 9378,"Teacher: [Crosstalk] Teacher: Seven half is seven fourteenths, is a - Student: Equal. [TARGET]Teacher: It's equal to -[/TARGET] Student: Equal - Teacher: Half. Teacher: Same thing.",0 9379,"Student: Equal. Teacher: It's equal to - Student: Equal - [TARGET]Teacher: Half.[/TARGET] Teacher: Same thing. Teacher: Now, anything about equal - Student: Equal.",0 9380,"Teacher: It's equal to - Student: Equal - Teacher: Half. [TARGET]Teacher: Same thing.[/TARGET] Teacher: Now, anything about equal - Student: Equal. Teacher: Equal, equivalent.",0 9381,"Student: Equal - Teacher: Half. Teacher: Same thing. [TARGET]Teacher: Now, anything about equal -[/TARGET] Student: Equal. Teacher: Equal, equivalent. Teacher: She said seven fourteenths is equivalent to -",0 9382,"Teacher: Same thing. Teacher: Now, anything about equal - Student: Equal. [TARGET]Teacher: Equal, equivalent.[/TARGET] Teacher: She said seven fourteenths is equivalent to - Multiple Students: Half. Teacher: Half.",0 9383,"Teacher: Now, anything about equal - Student: Equal. Teacher: Equal, equivalent. [TARGET]Teacher: She said seven fourteenths is equivalent to -[/TARGET] Multiple Students: Half. Teacher: Half. Student: I got one.",0 9384,"Teacher: Equal, equivalent. Teacher: She said seven fourteenths is equivalent to - Multiple Students: Half. [TARGET]Teacher: Half.[/TARGET] Student: I got one. Student: I got one. Student: One -",0 9385,Student: I got one. Student: I got one. Student: One - [TARGET]Teacher: Seven fourteenths is equivalent to -[/TARGET] Student: Half. Teacher: Half. Student: One half.,0 9386,"Student: One - Teacher: Seven fourteenths is equivalent to - Student: Half. [TARGET]Teacher: Half.[/TARGET] Student: One half. Student: One half is - I mean, 12 over 24 - Teacher: Twelve twenty fourths is equivalent to -",0 9387,"Teacher: Half. Student: One half. Student: One half is - I mean, 12 over 24 - [TARGET]Teacher: Twelve twenty fourths is equivalent to -[/TARGET] Student: A half. Teacher: Thank you. Teacher: Six twelfths is equal to -",0 9388,"Student: One half is - I mean, 12 over 24 - Teacher: Twelve twenty fourths is equivalent to - Student: A half. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Six twelfths is equal to - Multiple Students: Half. Teacher: Half.",0 9389,Teacher: Twelve twenty fourths is equivalent to - Student: A half. Teacher: Thank you. [TARGET]Teacher: Six twelfths is equal to -[/TARGET] Multiple Students: Half. Teacher: Half. Student: And one third is equivalent -,0 9390,"Teacher: Thank you. Teacher: Six twelfths is equal to - Multiple Students: Half. [TARGET]Teacher: Half.[/TARGET] Student: And one third is equivalent - Teacher: Hold on, hold on, let's finish with half. Teacher: Now, one third.",0 9391,"Multiple Students: Half. Teacher: Half. Student: And one third is equivalent - [TARGET]Teacher: Hold on, hold on, let's finish with half.[/TARGET] Teacher: Now, one third. Student: One third is equivalent to - Teacher: Equivalent.",0 9392,"Teacher: Half. Student: And one third is equivalent - Teacher: Hold on, hold on, let's finish with half. [TARGET]Teacher: Now, one third.[/TARGET] Student: One third is equivalent to - Teacher: Equivalent. Student: To two sixths.",0 9393,"Teacher: Hold on, hold on, let's finish with half. Teacher: Now, one third. Student: One third is equivalent to - [TARGET]Teacher: Equivalent.[/TARGET] Student: To two sixths. Teacher: Two sixths. Teacher: One third is equivalent to two sixths, two pieces out of six pieces.",0 9394,"Student: One third is equivalent to - Teacher: Equivalent. Student: To two sixths. [TARGET]Teacher: Two sixths.[/TARGET] Teacher: One third is equivalent to two sixths, two pieces out of six pieces. Student: You got me back. Teacher: All right, I get you back.",0 9395,"Teacher: Equivalent. Student: To two sixths. Teacher: Two sixths. [TARGET]Teacher: One third is equivalent to two sixths, two pieces out of six pieces.[/TARGET] Student: You got me back. Teacher: All right, I get you back. Teacher: All right.",0 9396,"Teacher: Two sixths. Teacher: One third is equivalent to two sixths, two pieces out of six pieces. Student: You got me back. [TARGET]Teacher: All right, I get you back.[/TARGET] Teacher: All right. Teacher: Now, listen carefully. Teacher: Listen.",1 9397,"Student: You got me back. Teacher: All right, I get you back. Teacher: All right. [TARGET]Teacher: Now, listen carefully.[/TARGET] Teacher: Listen. Teacher: Listen. Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me.",1 9398,"Teacher: All right, I get you back. Teacher: All right. Teacher: Now, listen carefully. [TARGET]Teacher: Listen.[/TARGET] Teacher: Listen. Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me. Teacher: She said, oh, I can do the rest.",1 9399,"Teacher: All right. Teacher: Now, listen carefully. Teacher: Listen. [TARGET]Teacher: Listen.[/TARGET] Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me. Teacher: She said, oh, I can do the rest. Teacher: Can I do more?",1 9400,"Teacher: Now, listen carefully. Teacher: Listen. Teacher: Listen. [TARGET]Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me.[/TARGET] Teacher: She said, oh, I can do the rest. Teacher: Can I do more? Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today.",1 9401,"Teacher: Listen. Teacher: Listen. Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me. [TARGET]Teacher: She said, oh, I can do the rest.[/TARGET] Teacher: Can I do more? Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today. Teacher: But tomorrow we'll go in the book and just work in the problem and see people who really are [inaudible], all right?",0 9402,"Teacher: Listen. Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me. Teacher: She said, oh, I can do the rest. [TARGET]Teacher: Can I do more?[/TARGET] Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today. Teacher: But tomorrow we'll go in the book and just work in the problem and see people who really are [inaudible], all right? Teacher: Yeah.",0 9403,"Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me. Teacher: She said, oh, I can do the rest. Teacher: Can I do more? [TARGET]Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today.[/TARGET] Teacher: But tomorrow we'll go in the book and just work in the problem and see people who really are [inaudible], all right? Teacher: Yeah. Teacher: [End of Audio]",1 9404,"Teacher: She said, oh, I can do the rest. Teacher: Can I do more? Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today. [TARGET]Teacher: But tomorrow we'll go in the book and just work in the problem and see people who really are [inaudible], all right?[/TARGET] Teacher: Yeah. Teacher: [End of Audio]",1 9405,"Teacher: Can I do more? Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today. Teacher: But tomorrow we'll go in the book and just work in the problem and see people who really are [inaudible], all right? [TARGET]Teacher: Yeah.[/TARGET] Teacher: [End of Audio]",0 9406," [TARGET]Teacher: One and two and three.[/TARGET] Teacher: We are going to begin the lesson today. Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do. Teacher: So, everybody, take your -",1 9407,"Teacher: One and two and three. [TARGET]Teacher: We are going to begin the lesson today.[/TARGET] Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do. Teacher: So, everybody, take your - Teacher: [Crosstalk]",1 9408,"Teacher: One and two and three. Teacher: We are going to begin the lesson today. [TARGET]Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do.[/TARGET] Teacher: So, everybody, take your - Teacher: [Crosstalk] Teacher: Excuse me, one -",1 9409,"Teacher: One and two and three. Teacher: We are going to begin the lesson today. Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do. [TARGET]Teacher: So, everybody, take your -[/TARGET] Teacher: [Crosstalk] Teacher: Excuse me, one - Teacher: [Crosstalk]",1 9410,"Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do. Teacher: So, everybody, take your - Teacher: [Crosstalk] [TARGET]Teacher: Excuse me, one -[/TARGET] Teacher: [Crosstalk] Teacher: The second one to you in the classroom, the second one. Teacher: All the A's, you're gonna take the side that has the answer and you read to -",1 9411,"Teacher: [Crosstalk] Teacher: Excuse me, one - Teacher: [Crosstalk] [TARGET]Teacher: The second one to you in the classroom, the second one.[/TARGET] Teacher: All the A's, you're gonna take the side that has the answer and you read to - Teacher: [Crosstalk] Teacher: Everybody should have a letter now, A and B.",1 9412,"Teacher: Excuse me, one - Teacher: [Crosstalk] Teacher: The second one to you in the classroom, the second one. [TARGET]Teacher: All the A's, you're gonna take the side that has the answer and you read to -[/TARGET] Teacher: [Crosstalk] Teacher: Everybody should have a letter now, A and B. Teacher: If you are in a group of three, you have C. Right now we have an equal number and everybody should have A and B.",1 9413,"Teacher: The second one to you in the classroom, the second one. Teacher: All the A's, you're gonna take the side that has the answer and you read to - Teacher: [Crosstalk] [TARGET]Teacher: Everybody should have a letter now, A and B.[/TARGET] Teacher: If you are in a group of three, you have C. Right now we have an equal number and everybody should have A and B. Teacher: We have to move now. Teacher: Who's A here?",1 9414,"Teacher: All the A's, you're gonna take the side that has the answer and you read to - Teacher: [Crosstalk] Teacher: Everybody should have a letter now, A and B. [TARGET]Teacher: If you are in a group of three, you have C. Right now we have an equal number and everybody should have A and B.[/TARGET] Teacher: We have to move now. Teacher: Who's A here? Student: Me.",1 9415,"Teacher: [Crosstalk] Teacher: Everybody should have a letter now, A and B. Teacher: If you are in a group of three, you have C. Right now we have an equal number and everybody should have A and B. [TARGET]Teacher: We have to move now.[/TARGET] Teacher: Who's A here? Student: Me. Teacher: Who's A and who's B?",1 9416,"Teacher: Everybody should have a letter now, A and B. Teacher: If you are in a group of three, you have C. Right now we have an equal number and everybody should have A and B. Teacher: We have to move now. [TARGET]Teacher: Who's A here?[/TARGET] Student: Me. Teacher: Who's A and who's B? Teacher: You join them over here please.",1 9417,Teacher: We have to move now. Teacher: Who's A here? Student: Me. [TARGET]Teacher: Who's A and who's B?[/TARGET] Teacher: You join them over here please. Teacher: You are C. Student: Do we have to do the test again?,1 9418,"Teacher: Who's A here? Student: Me. Teacher: Who's A and who's B? [TARGET]Teacher: You join them over here please.[/TARGET] Teacher: You are C. Student: Do we have to do the test again? Teacher: So let's start now, two minutes.",1 9419,"Student: Me. Teacher: Who's A and who's B? Teacher: You join them over here please. [TARGET]Teacher: You are C.[/TARGET] Student: Do we have to do the test again? Teacher: So let's start now, two minutes. Teacher: [Crosstalk]",1 9420,"Teacher: You join them over here please. Teacher: You are C. Student: Do we have to do the test again? [TARGET]Teacher: So let's start now, two minutes.[/TARGET] Teacher: [Crosstalk] Teacher: Now it is time for you to switch. Teacher: B will start reading the questions now, and A will now answer the questions.",1 9421,"Student: Do we have to do the test again? Teacher: So let's start now, two minutes. Teacher: [Crosstalk] [TARGET]Teacher: Now it is time for you to switch.[/TARGET] Teacher: B will start reading the questions now, and A will now answer the questions. Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now. Teacher: [Crosstalk]",1 9422,"Teacher: So let's start now, two minutes. Teacher: [Crosstalk] Teacher: Now it is time for you to switch. [TARGET]Teacher: B will start reading the questions now, and A will now answer the questions.[/TARGET] Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now. Teacher: [Crosstalk] Teacher: B is reading the questions.",1 9423,"Teacher: [Crosstalk] Teacher: Now it is time for you to switch. Teacher: B will start reading the questions now, and A will now answer the questions. [TARGET]Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now.[/TARGET] Teacher: [Crosstalk] Teacher: B is reading the questions. Teacher: B is reading the questions and A is answering the questions right now.",1 9424,"Teacher: B will start reading the questions now, and A will now answer the questions. Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now. Teacher: [Crosstalk] [TARGET]Teacher: B is reading the questions.[/TARGET] Teacher: B is reading the questions and A is answering the questions right now. Teacher: B is reading the questions from the paper and A is answering the questions right now. Teacher: [Crosstalk]",1 9425,"Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now. Teacher: [Crosstalk] Teacher: B is reading the questions. [TARGET]Teacher: B is reading the questions and A is answering the questions right now.[/TARGET] Teacher: B is reading the questions from the paper and A is answering the questions right now. Teacher: [Crosstalk] Teacher: Everybody stop at this time.",1 9426,"Teacher: [Crosstalk] Teacher: B is reading the questions. Teacher: B is reading the questions and A is answering the questions right now. [TARGET]Teacher: B is reading the questions from the paper and A is answering the questions right now.[/TARGET] Teacher: [Crosstalk] Teacher: Everybody stop at this time. Teacher: Everybody stop, 1 and 2.",1 9427,"Teacher: B is reading the questions and A is answering the questions right now. Teacher: B is reading the questions from the paper and A is answering the questions right now. Teacher: [Crosstalk] [TARGET]Teacher: Everybody stop at this time.[/TARGET] Teacher: Everybody stop, 1 and 2. Teacher: We should get our pencils now. Teacher: [Crosstalk]",1 9428,"Teacher: B is reading the questions from the paper and A is answering the questions right now. Teacher: [Crosstalk] Teacher: Everybody stop at this time. [TARGET]Teacher: Everybody stop, 1 and 2.[/TARGET] Teacher: We should get our pencils now. Teacher: [Crosstalk] Teacher: [Crosstalk]",1 9429,"Teacher: [Crosstalk] Teacher: Everybody stop at this time. Teacher: Everybody stop, 1 and 2. [TARGET]Teacher: We should get our pencils now.[/TARGET] Teacher: [Crosstalk] Teacher: [Crosstalk] Teacher: [Inaudible].",1 9430,"Teacher: [Crosstalk] Teacher: [Crosstalk] Teacher: [Inaudible]. [TARGET]Teacher: Excuse me, table 4.[/TARGET] Student: Can you be quiet? Teacher: The second warning for you. Teacher: You don't tell anybody to be quiet in the classroom.",1 9431,"Teacher: [Inaudible]. Teacher: Excuse me, table 4. Student: Can you be quiet? [TARGET]Teacher: The second warning for you.[/TARGET] Teacher: You don't tell anybody to be quiet in the classroom. Teacher: That is why I am here. Teacher: You just write your name and wait until I give you the go ahead.",1 9432,"Teacher: Excuse me, table 4. Student: Can you be quiet? Teacher: The second warning for you. [TARGET]Teacher: You don't tell anybody to be quiet in the classroom.[/TARGET] Teacher: That is why I am here. Teacher: You just write your name and wait until I give you the go ahead. Teacher: You just wait until I give you the go ahead.",1 9433,Student: Can you be quiet? Teacher: The second warning for you. Teacher: You don't tell anybody to be quiet in the classroom. [TARGET]Teacher: That is why I am here.[/TARGET] Teacher: You just write your name and wait until I give you the go ahead. Teacher: You just wait until I give you the go ahead. Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes.,1 9434,"Teacher: The second warning for you. Teacher: You don't tell anybody to be quiet in the classroom. Teacher: That is why I am here. [TARGET]Teacher: You just write your name and wait until I give you the go ahead.[/TARGET] Teacher: You just wait until I give you the go ahead. Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes. Teacher: Class, get ready to begin.",1 9435,"Teacher: You don't tell anybody to be quiet in the classroom. Teacher: That is why I am here. Teacher: You just write your name and wait until I give you the go ahead. [TARGET]Teacher: You just wait until I give you the go ahead.[/TARGET] Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes. Teacher: Class, get ready to begin. Teacher: You're gonna three minutes.",1 9436,"Teacher: That is why I am here. Teacher: You just write your name and wait until I give you the go ahead. Teacher: You just wait until I give you the go ahead. [TARGET]Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes.[/TARGET] Teacher: Class, get ready to begin. Teacher: You're gonna three minutes. Teacher: [Students silently working]",1 9437,"Teacher: You just write your name and wait until I give you the go ahead. Teacher: You just wait until I give you the go ahead. Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes. [TARGET]Teacher: Class, get ready to begin.[/TARGET] Teacher: You're gonna three minutes. Teacher: [Students silently working] Teacher: Everybody stop at this time.",1 9438,"Teacher: You just wait until I give you the go ahead. Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes. Teacher: Class, get ready to begin. [TARGET]Teacher: You're gonna three minutes.[/TARGET] Teacher: [Students silently working] Teacher: Everybody stop at this time. Teacher: All pencils down.",1 9439,"Teacher: Class, get ready to begin. Teacher: You're gonna three minutes. Teacher: [Students silently working] [TARGET]Teacher: Everybody stop at this time.[/TARGET] Teacher: All pencils down. Teacher: I hope you have written your names. Teacher: [Crosstalk]",1 9440,"Teacher: You're gonna three minutes. Teacher: [Students silently working] Teacher: Everybody stop at this time. [TARGET]Teacher: All pencils down.[/TARGET] Teacher: I hope you have written your names. Teacher: [Crosstalk] Teacher: Now let's look at it, the whole class.",1 9441,"Teacher: [Students silently working] Teacher: Everybody stop at this time. Teacher: All pencils down. [TARGET]Teacher: I hope you have written your names.[/TARGET] Teacher: [Crosstalk] Teacher: Now let's look at it, the whole class. Teacher: Student V, you still need some time.",1 9442,"Teacher: All pencils down. Teacher: I hope you have written your names. Teacher: [Crosstalk] [TARGET]Teacher: Now let's look at it, the whole class.[/TARGET] Teacher: Student V, you still need some time. Teacher: Student G, you still need to get improved in your multiplication facts. Teacher: You still need to spend some more time.",1 9443,"Teacher: I hope you have written your names. Teacher: [Crosstalk] Teacher: Now let's look at it, the whole class. [TARGET]Teacher: Student V, you still need some time.[/TARGET] Teacher: Student G, you still need to get improved in your multiplication facts. Teacher: You still need to spend some more time. Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts.",1 9444,"Teacher: [Crosstalk] Teacher: Now let's look at it, the whole class. Teacher: Student V, you still need some time. [TARGET]Teacher: Student G, you still need to get improved in your multiplication facts.[/TARGET] Teacher: You still need to spend some more time. Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts. Teacher: So at this time, everybody, you move to the front.",0 9445,"Teacher: Now let's look at it, the whole class. Teacher: Student V, you still need some time. Teacher: Student G, you still need to get improved in your multiplication facts. [TARGET]Teacher: You still need to spend some more time.[/TARGET] Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts. Teacher: So at this time, everybody, you move to the front. Teacher: Everybody move to the front right now and sit by your partner.",0 9446,"Teacher: Student V, you still need some time. Teacher: Student G, you still need to get improved in your multiplication facts. Teacher: You still need to spend some more time. [TARGET]Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts.[/TARGET] Teacher: So at this time, everybody, you move to the front. Teacher: Everybody move to the front right now and sit by your partner. Teacher: [Classroom noise]",0 9447,"Teacher: Student G, you still need to get improved in your multiplication facts. Teacher: You still need to spend some more time. Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts. [TARGET]Teacher: So at this time, everybody, you move to the front.[/TARGET] Teacher: Everybody move to the front right now and sit by your partner. Teacher: [Classroom noise] Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on.",1 9448,"Teacher: You still need to spend some more time. Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts. Teacher: So at this time, everybody, you move to the front. [TARGET]Teacher: Everybody move to the front right now and sit by your partner.[/TARGET] Teacher: [Classroom noise] Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on. Teacher: I don't see any skirts right now in the class.",1 9449,"Teacher: So at this time, everybody, you move to the front. Teacher: Everybody move to the front right now and sit by your partner. Teacher: [Classroom noise] [TARGET]Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on.[/TARGET] Teacher: I don't see any skirts right now in the class. Teacher: Everybody, legs crossed and the rules of the class always apply. Teacher: Everybody should quickly solve the warm-up question.",1 9450,"Teacher: Everybody move to the front right now and sit by your partner. Teacher: [Classroom noise] Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on. [TARGET]Teacher: I don't see any skirts right now in the class.[/TARGET] Teacher: Everybody, legs crossed and the rules of the class always apply. Teacher: Everybody should quickly solve the warm-up question. Teacher: Everybody should quickly solve that in two minutes.",1 9451,"Teacher: [Classroom noise] Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on. Teacher: I don't see any skirts right now in the class. [TARGET]Teacher: Everybody, legs crossed and the rules of the class always apply.[/TARGET] Teacher: Everybody should quickly solve the warm-up question. Teacher: Everybody should quickly solve that in two minutes. Teacher: I'm gonna give you one more minute and everybody will stop.",1 9452,"Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on. Teacher: I don't see any skirts right now in the class. Teacher: Everybody, legs crossed and the rules of the class always apply. [TARGET]Teacher: Everybody should quickly solve the warm-up question.[/TARGET] Teacher: Everybody should quickly solve that in two minutes. Teacher: I'm gonna give you one more minute and everybody will stop. Teacher: Stop.",1 9453,"Teacher: I don't see any skirts right now in the class. Teacher: Everybody, legs crossed and the rules of the class always apply. Teacher: Everybody should quickly solve the warm-up question. [TARGET]Teacher: Everybody should quickly solve that in two minutes.[/TARGET] Teacher: I'm gonna give you one more minute and everybody will stop. Teacher: Stop. Teacher: Now, we're gonna keep the question of the game.",1 9454,"Teacher: Everybody, legs crossed and the rules of the class always apply. Teacher: Everybody should quickly solve the warm-up question. Teacher: Everybody should quickly solve that in two minutes. [TARGET]Teacher: I'm gonna give you one more minute and everybody will stop.[/TARGET] Teacher: Stop. Teacher: Now, we're gonna keep the question of the game. Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions.",1 9455,"Teacher: Everybody should quickly solve the warm-up question. Teacher: Everybody should quickly solve that in two minutes. Teacher: I'm gonna give you one more minute and everybody will stop. [TARGET]Teacher: Stop.[/TARGET] Teacher: Now, we're gonna keep the question of the game. Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions. Teacher: What we're gonna do is let's look and let's look if you got the question right.",1 9456,"Teacher: Everybody should quickly solve that in two minutes. Teacher: I'm gonna give you one more minute and everybody will stop. Teacher: Stop. [TARGET]Teacher: Now, we're gonna keep the question of the game.[/TARGET] Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions. Teacher: What we're gonna do is let's look and let's look if you got the question right. Teacher: Out of the few that are here right now, there are four of you that did not get the question right.",0 9457,"Teacher: I'm gonna give you one more minute and everybody will stop. Teacher: Stop. Teacher: Now, we're gonna keep the question of the game. [TARGET]Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions.[/TARGET] Teacher: What we're gonna do is let's look and let's look if you got the question right. Teacher: Out of the few that are here right now, there are four of you that did not get the question right. Teacher: So let's look again.",0 9458,"Teacher: Stop. Teacher: Now, we're gonna keep the question of the game. Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions. [TARGET]Teacher: What we're gonna do is let's look and let's look if you got the question right.[/TARGET] Teacher: Out of the few that are here right now, there are four of you that did not get the question right. Teacher: So let's look again. Teacher: What should be your objective today?",0 9459,"Teacher: Now, we're gonna keep the question of the game. Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions. Teacher: What we're gonna do is let's look and let's look if you got the question right. [TARGET]Teacher: Out of the few that are here right now, there are four of you that did not get the question right.[/TARGET] Teacher: So let's look again. Teacher: What should be your objective today? Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson.",0 9460,"Teacher: I'm gonna come back to the question because a good percent of you did not get the question right, so we're gonna come back again because we're gonna devote more time to this lesson today, division of fractions. Teacher: What we're gonna do is let's look and let's look if you got the question right. Teacher: Out of the few that are here right now, there are four of you that did not get the question right. [TARGET]Teacher: So let's look again.[/TARGET] Teacher: What should be your objective today? Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson. Teacher: This teaching point, like I always say, comes from the standard.",0 9461,"Teacher: What we're gonna do is let's look and let's look if you got the question right. Teacher: Out of the few that are here right now, there are four of you that did not get the question right. Teacher: So let's look again. [TARGET]Teacher: What should be your objective today?[/TARGET] Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson. Teacher: This teaching point, like I always say, comes from the standard. Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers.",0 9462,"Teacher: Out of the few that are here right now, there are four of you that did not get the question right. Teacher: So let's look again. Teacher: What should be your objective today? [TARGET]Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson.[/TARGET] Teacher: This teaching point, like I always say, comes from the standard. Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers. Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions.",0 9463,"Teacher: So let's look again. Teacher: What should be your objective today? Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson. [TARGET]Teacher: This teaching point, like I always say, comes from the standard.[/TARGET] Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers. Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions. Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction.",0 9464,"Teacher: What should be your objective today? Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson. Teacher: This teaching point, like I always say, comes from the standard. [TARGET]Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers.[/TARGET] Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions. Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction. Teacher: At this time everybody should start writing and everybody should be listening right now.",0 9465,"Teacher: You should be able to solve at least four questions on division of fractions and mixed numbers with 90 percent accuracy by the end of the lesson. Teacher: This teaching point, like I always say, comes from the standard. Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers. [TARGET]Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions.[/TARGET] Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction. Teacher: At this time everybody should start writing and everybody should be listening right now. Teacher: Student D, you have the time.",0 9466,"Teacher: This teaching point, like I always say, comes from the standard. Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers. Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions. [TARGET]Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction.[/TARGET] Teacher: At this time everybody should start writing and everybody should be listening right now. Teacher: Student D, you have the time. Teacher: You look at the time.",0 9467,"Teacher: This [DPS] standard says that all students should be able to show understanding of multiplication and division of fractions, and should be able to multiply positive fractions with whole, what, numbers. Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions. Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction. [TARGET]Teacher: At this time everybody should start writing and everybody should be listening right now.[/TARGET] Teacher: Student D, you have the time. Teacher: You look at the time. Teacher: You should stop me at 15 minutes.",1 9468,"Teacher: The vocabulary words are right here, mixed numbers, proper fractions, improper fractions. Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction. Teacher: At this time everybody should start writing and everybody should be listening right now. [TARGET]Teacher: Student D, you have the time.[/TARGET] Teacher: You look at the time. Teacher: You should stop me at 15 minutes. Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction.",1 9469,"Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction. Teacher: At this time everybody should start writing and everybody should be listening right now. Teacher: Student D, you have the time. [TARGET]Teacher: You look at the time.[/TARGET] Teacher: You should stop me at 15 minutes. Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction. Teacher: You have a proper fraction.",1 9470,"Teacher: At this time everybody should start writing and everybody should be listening right now. Teacher: Student D, you have the time. Teacher: You look at the time. [TARGET]Teacher: You should stop me at 15 minutes.[/TARGET] Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction. Teacher: You have a proper fraction. Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator.",1 9471,"Teacher: Student D, you have the time. Teacher: You look at the time. Teacher: You should stop me at 15 minutes. [TARGET]Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction.[/TARGET] Teacher: You have a proper fraction. Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator. Teacher: And you have an improper fraction.",0 9472,"Teacher: You look at the time. Teacher: You should stop me at 15 minutes. Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction. [TARGET]Teacher: You have a proper fraction.[/TARGET] Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator. Teacher: And you have an improper fraction. Teacher: It's defined two ways.",0 9473,"Teacher: You should stop me at 15 minutes. Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction. Teacher: You have a proper fraction. [TARGET]Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator.[/TARGET] Teacher: And you have an improper fraction. Teacher: It's defined two ways. Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator.",0 9474,"Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction. Teacher: You have a proper fraction. Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator. [TARGET]Teacher: And you have an improper fraction.[/TARGET] Teacher: It's defined two ways. Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator. Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4.",0 9475,"Teacher: You have a proper fraction. Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator. Teacher: And you have an improper fraction. [TARGET]Teacher: It's defined two ways.[/TARGET] Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator. Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4. Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than.",0 9476,"Teacher: A proper fraction is defined as number that has a numerator, for example, [inaudible], the denominator. Teacher: And you have an improper fraction. Teacher: It's defined two ways. [TARGET]Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator.[/TARGET] Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4. Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than. Teacher: You may have, for example, 7 over 3.",0 9477,"Teacher: And you have an improper fraction. Teacher: It's defined two ways. Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator. [TARGET]Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4.[/TARGET] Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than. Teacher: You may have, for example, 7 over 3. Teacher: So in those two conditions, those fractions are referred to as improper fractions.",0 9478,"Teacher: It's defined two ways. Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator. Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4. [TARGET]Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than.[/TARGET] Teacher: You may have, for example, 7 over 3. Teacher: So in those two conditions, those fractions are referred to as improper fractions. Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps.",0 9479,"Teacher: One, if the numerator is equal to the what, the denominator or if the numerator is greater than the denominator. Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4. Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than. [TARGET]Teacher: You may have, for example, 7 over 3.[/TARGET] Teacher: So in those two conditions, those fractions are referred to as improper fractions. Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps. Teacher: We have to follow those steps - in the English language they say religiously.",0 9480,"Teacher: An example of the first one where the n is equal to d, where n stands for numerator and d stands for denominator, for example it will be like 4 over 4. Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than. Teacher: You may have, for example, 7 over 3. [TARGET]Teacher: So in those two conditions, those fractions are referred to as improper fractions.[/TARGET] Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps. Teacher: We have to follow those steps - in the English language they say religiously. Teacher: What does that mean?",0 9481,"Teacher: Then the other one where n stands, again, for numerator and d stands for denominator, but in this case greater than. Teacher: You may have, for example, 7 over 3. Teacher: So in those two conditions, those fractions are referred to as improper fractions. [TARGET]Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps.[/TARGET] Teacher: We have to follow those steps - in the English language they say religiously. Teacher: What does that mean? Teacher: You follow all the steps from one, two, three, until you get to four.",0 9482,"Teacher: You may have, for example, 7 over 3. Teacher: So in those two conditions, those fractions are referred to as improper fractions. Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps. [TARGET]Teacher: We have to follow those steps - in the English language they say religiously.[/TARGET] Teacher: What does that mean? Teacher: You follow all the steps from one, two, three, until you get to four. Teacher: And when you follow these steps it is most likely that your answer is gonna be right.",0 9483,"Teacher: So in those two conditions, those fractions are referred to as improper fractions. Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps. Teacher: We have to follow those steps - in the English language they say religiously. [TARGET]Teacher: What does that mean?[/TARGET] Teacher: You follow all the steps from one, two, three, until you get to four. Teacher: And when you follow these steps it is most likely that your answer is gonna be right. Teacher: So what is the first step?",0 9484,"Teacher: Now we're going to look at the teaching point we have today, where [my students] are able to divide fractions by following these steps. Teacher: We have to follow those steps - in the English language they say religiously. Teacher: What does that mean? [TARGET]Teacher: You follow all the steps from one, two, three, until you get to four.[/TARGET] Teacher: And when you follow these steps it is most likely that your answer is gonna be right. Teacher: So what is the first step? Teacher: My students are able to divide fractions by what?",0 9485,"Teacher: We have to follow those steps - in the English language they say religiously. Teacher: What does that mean? Teacher: You follow all the steps from one, two, three, until you get to four. [TARGET]Teacher: And when you follow these steps it is most likely that your answer is gonna be right.[/TARGET] Teacher: So what is the first step? Teacher: My students are able to divide fractions by what? Teacher: First, they are able to tell the type of fraction that it is.",0 9486,"Teacher: What does that mean? Teacher: You follow all the steps from one, two, three, until you get to four. Teacher: And when you follow these steps it is most likely that your answer is gonna be right. [TARGET]Teacher: So what is the first step?[/TARGET] Teacher: My students are able to divide fractions by what? Teacher: First, they are able to tell the type of fraction that it is. Teacher: If it is a whole number, they will be able to tell.",0 9487,"Teacher: You follow all the steps from one, two, three, until you get to four. Teacher: And when you follow these steps it is most likely that your answer is gonna be right. Teacher: So what is the first step? [TARGET]Teacher: My students are able to divide fractions by what?[/TARGET] Teacher: First, they are able to tell the type of fraction that it is. Teacher: If it is a whole number, they will be able to tell. Teacher: For example, you will be able to tell if what I have is a mixed number.",0 9488,"Teacher: And when you follow these steps it is most likely that your answer is gonna be right. Teacher: So what is the first step? Teacher: My students are able to divide fractions by what? [TARGET]Teacher: First, they are able to tell the type of fraction that it is.[/TARGET] Teacher: If it is a whole number, they will be able to tell. Teacher: For example, you will be able to tell if what I have is a mixed number. Teacher: You will be able to tell if what I have is a proper fraction.",0 9489,"Teacher: So what is the first step? Teacher: My students are able to divide fractions by what? Teacher: First, they are able to tell the type of fraction that it is. [TARGET]Teacher: If it is a whole number, they will be able to tell.[/TARGET] Teacher: For example, you will be able to tell if what I have is a mixed number. Teacher: You will be able to tell if what I have is a proper fraction. Teacher: And you will be able to tell if what I have is also an improper fraction.",0 9490,"Teacher: My students are able to divide fractions by what? Teacher: First, they are able to tell the type of fraction that it is. Teacher: If it is a whole number, they will be able to tell. [TARGET]Teacher: For example, you will be able to tell if what I have is a mixed number.[/TARGET] Teacher: You will be able to tell if what I have is a proper fraction. Teacher: And you will be able to tell if what I have is also an improper fraction. Teacher: So we have to be able to follow the steps.",0 9491,"Teacher: First, they are able to tell the type of fraction that it is. Teacher: If it is a whole number, they will be able to tell. Teacher: For example, you will be able to tell if what I have is a mixed number. [TARGET]Teacher: You will be able to tell if what I have is a proper fraction.[/TARGET] Teacher: And you will be able to tell if what I have is also an improper fraction. Teacher: So we have to be able to follow the steps. Student: [Inaudible].",0 9492,"Teacher: If it is a whole number, they will be able to tell. Teacher: For example, you will be able to tell if what I have is a mixed number. Teacher: You will be able to tell if what I have is a proper fraction. [TARGET]Teacher: And you will be able to tell if what I have is also an improper fraction.[/TARGET] Teacher: So we have to be able to follow the steps. Student: [Inaudible]. Teacher: I think you will come back around 10:10, because I'm temporary right now.",0 9493,"Teacher: For example, you will be able to tell if what I have is a mixed number. Teacher: You will be able to tell if what I have is a proper fraction. Teacher: And you will be able to tell if what I have is also an improper fraction. [TARGET]Teacher: So we have to be able to follow the steps.[/TARGET] Student: [Inaudible]. Teacher: I think you will come back around 10:10, because I'm temporary right now. Teacher: The second step is [inaudible].",0 9494,"Teacher: And you will be able to tell if what I have is also an improper fraction. Teacher: So we have to be able to follow the steps. Student: [Inaudible]. [TARGET]Teacher: I think you will come back around 10:10, because I'm temporary right now.[/TARGET] Teacher: The second step is [inaudible]. Teacher: So the first step is being able to determine the actual fraction. Teacher: The second step is to rewrite the fractions with a multiplication sign.",1 9495,"Teacher: So we have to be able to follow the steps. Student: [Inaudible]. Teacher: I think you will come back around 10:10, because I'm temporary right now. [TARGET]Teacher: The second step is [inaudible].[/TARGET] Teacher: So the first step is being able to determine the actual fraction. Teacher: The second step is to rewrite the fractions with a multiplication sign. Teacher: What do I mean by rewrite?",0 9496,"Student: [Inaudible]. Teacher: I think you will come back around 10:10, because I'm temporary right now. Teacher: The second step is [inaudible]. [TARGET]Teacher: So the first step is being able to determine the actual fraction.[/TARGET] Teacher: The second step is to rewrite the fractions with a multiplication sign. Teacher: What do I mean by rewrite? Teacher: I'm going to show you what I mean by that.",0 9497,"Teacher: I think you will come back around 10:10, because I'm temporary right now. Teacher: The second step is [inaudible]. Teacher: So the first step is being able to determine the actual fraction. [TARGET]Teacher: The second step is to rewrite the fractions with a multiplication sign.[/TARGET] Teacher: What do I mean by rewrite? Teacher: I'm going to show you what I mean by that. Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it.",0 9498,"Teacher: The second step is [inaudible]. Teacher: So the first step is being able to determine the actual fraction. Teacher: The second step is to rewrite the fractions with a multiplication sign. [TARGET]Teacher: What do I mean by rewrite?[/TARGET] Teacher: I'm going to show you what I mean by that. Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it. Teacher: So it's like your head turns upside-down.",0 9499,"Teacher: So the first step is being able to determine the actual fraction. Teacher: The second step is to rewrite the fractions with a multiplication sign. Teacher: What do I mean by rewrite? [TARGET]Teacher: I'm going to show you what I mean by that.[/TARGET] Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it. Teacher: So it's like your head turns upside-down. Teacher: You get a flip of the second fraction, emphasize, not the first one.",0 9500,"Teacher: The second step is to rewrite the fractions with a multiplication sign. Teacher: What do I mean by rewrite? Teacher: I'm going to show you what I mean by that. [TARGET]Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it.[/TARGET] Teacher: So it's like your head turns upside-down. Teacher: You get a flip of the second fraction, emphasize, not the first one. Teacher: You leave the first fraction alone.",0 9501,"Teacher: What do I mean by rewrite? Teacher: I'm going to show you what I mean by that. Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it. [TARGET]Teacher: So it's like your head turns upside-down.[/TARGET] Teacher: You get a flip of the second fraction, emphasize, not the first one. Teacher: You leave the first fraction alone. Teacher: Then after that you multiply your numerators.",0 9502,"Teacher: I'm going to show you what I mean by that. Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it. Teacher: So it's like your head turns upside-down. [TARGET]Teacher: You get a flip of the second fraction, emphasize, not the first one.[/TARGET] Teacher: You leave the first fraction alone. Teacher: Then after that you multiply your numerators. Teacher: You multiply the denominators, and you look at what you have now.",0 9503,"Teacher: Then when you rewrite the division sign with a multiplication sign, you get what we say in math is the reciprocal, the inverse, and in very simple language the flip of it. Teacher: So it's like your head turns upside-down. Teacher: You get a flip of the second fraction, emphasize, not the first one. [TARGET]Teacher: You leave the first fraction alone.[/TARGET] Teacher: Then after that you multiply your numerators. Teacher: You multiply the denominators, and you look at what you have now. Teacher: You look at your new numerator and you look at your new denominator.",0 9504,"Teacher: So it's like your head turns upside-down. Teacher: You get a flip of the second fraction, emphasize, not the first one. Teacher: You leave the first fraction alone. [TARGET]Teacher: Then after that you multiply your numerators.[/TARGET] Teacher: You multiply the denominators, and you look at what you have now. Teacher: You look at your new numerator and you look at your new denominator. Teacher: Do they have a common factor?",0 9505,"Teacher: You get a flip of the second fraction, emphasize, not the first one. Teacher: You leave the first fraction alone. Teacher: Then after that you multiply your numerators. [TARGET]Teacher: You multiply the denominators, and you look at what you have now.[/TARGET] Teacher: You look at your new numerator and you look at your new denominator. Teacher: Do they have a common factor? Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one.",0 9506,"Teacher: You leave the first fraction alone. Teacher: Then after that you multiply your numerators. Teacher: You multiply the denominators, and you look at what you have now. [TARGET]Teacher: You look at your new numerator and you look at your new denominator.[/TARGET] Teacher: Do they have a common factor? Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one. Teacher: If there's not, then you keep your answer that way.",0 9507,"Teacher: Then after that you multiply your numerators. Teacher: You multiply the denominators, and you look at what you have now. Teacher: You look at your new numerator and you look at your new denominator. [TARGET]Teacher: Do they have a common factor?[/TARGET] Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one. Teacher: If there's not, then you keep your answer that way. Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer.",0 9508,"Teacher: You multiply the denominators, and you look at what you have now. Teacher: You look at your new numerator and you look at your new denominator. Teacher: Do they have a common factor? [TARGET]Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one.[/TARGET] Teacher: If there's not, then you keep your answer that way. Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer. Teacher: So let's take, for example, a question and let's try to follow the steps.",0 9509,"Teacher: You look at your new numerator and you look at your new denominator. Teacher: Do they have a common factor? Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one. [TARGET]Teacher: If there's not, then you keep your answer that way.[/TARGET] Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer. Teacher: So let's take, for example, a question and let's try to follow the steps. Teacher: One, 2 over 5 divided by 1 over 4.",0 9510,"Teacher: Do they have a common factor? Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one. Teacher: If there's not, then you keep your answer that way. [TARGET]Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer.[/TARGET] Teacher: So let's take, for example, a question and let's try to follow the steps. Teacher: One, 2 over 5 divided by 1 over 4. Teacher: You look at the problem.",0 9511,"Teacher: And what I mean by common factor is there a number that they divide the numerator and the denominator, other than one. Teacher: If there's not, then you keep your answer that way. Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer. [TARGET]Teacher: So let's take, for example, a question and let's try to follow the steps.[/TARGET] Teacher: One, 2 over 5 divided by 1 over 4. Teacher: You look at the problem. Teacher: What kind of fraction do we have?",0 9512,"Teacher: If there's not, then you keep your answer that way. Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer. Teacher: So let's take, for example, a question and let's try to follow the steps. [TARGET]Teacher: One, 2 over 5 divided by 1 over 4.[/TARGET] Teacher: You look at the problem. Teacher: What kind of fraction do we have? Student: Proper.",0 9513,"Teacher: But if you look at your answer, even though you cannot reduce, but the numerator is greater than the denominator, you have to divide and get a mixed number as your answer. Teacher: So let's take, for example, a question and let's try to follow the steps. Teacher: One, 2 over 5 divided by 1 over 4. [TARGET]Teacher: You look at the problem.[/TARGET] Teacher: What kind of fraction do we have? Student: Proper. Teacher: We have, what, a proper fraction because the 2 is smaller than the numerator and the 1 is smaller than the denominator.",0 9514,"Teacher: So let's take, for example, a question and let's try to follow the steps. Teacher: One, 2 over 5 divided by 1 over 4. Teacher: You look at the problem. [TARGET]Teacher: What kind of fraction do we have?[/TARGET] Student: Proper. Teacher: We have, what, a proper fraction because the 2 is smaller than the numerator and the 1 is smaller than the denominator. Teacher: Now I'm gonna go to the next step.",0 9515,"Teacher: You look at the problem. Teacher: What kind of fraction do we have? Student: Proper. [TARGET]Teacher: We have, what, a proper fraction because the 2 is smaller than the numerator and the 1 is smaller than the denominator.[/TARGET] Teacher: Now I'm gonna go to the next step. Teacher: The next step says rewrite the fractions with a multiplication sign. Teacher: I'm gonna take now 2 over 5.",0 9516,"Teacher: What kind of fraction do we have? Student: Proper. Teacher: We have, what, a proper fraction because the 2 is smaller than the numerator and the 1 is smaller than the denominator. [TARGET]Teacher: Now I'm gonna go to the next step.[/TARGET] Teacher: The next step says rewrite the fractions with a multiplication sign. Teacher: I'm gonna take now 2 over 5. Teacher: When you change the multiplication sign flip the second fraction.",0 9517,"Student: Proper. Teacher: We have, what, a proper fraction because the 2 is smaller than the numerator and the 1 is smaller than the denominator. Teacher: Now I'm gonna go to the next step. [TARGET]Teacher: The next step says rewrite the fractions with a multiplication sign.[/TARGET] Teacher: I'm gonna take now 2 over 5. Teacher: When you change the multiplication sign flip the second fraction. Teacher: I put my multiplication sign here.",0 9518,"Teacher: We have, what, a proper fraction because the 2 is smaller than the numerator and the 1 is smaller than the denominator. Teacher: Now I'm gonna go to the next step. Teacher: The next step says rewrite the fractions with a multiplication sign. [TARGET]Teacher: I'm gonna take now 2 over 5.[/TARGET] Teacher: When you change the multiplication sign flip the second fraction. Teacher: I put my multiplication sign here. Teacher: I'm now going to get the reciprocal or the reverse of that.",0 9519,"Teacher: Now I'm gonna go to the next step. Teacher: The next step says rewrite the fractions with a multiplication sign. Teacher: I'm gonna take now 2 over 5. [TARGET]Teacher: When you change the multiplication sign flip the second fraction.[/TARGET] Teacher: I put my multiplication sign here. Teacher: I'm now going to get the reciprocal or the reverse of that. Teacher: So now the 4 is gonna go up, so it will now be 4 over 1.",0 9520,"Teacher: The next step says rewrite the fractions with a multiplication sign. Teacher: I'm gonna take now 2 over 5. Teacher: When you change the multiplication sign flip the second fraction. [TARGET]Teacher: I put my multiplication sign here.[/TARGET] Teacher: I'm now going to get the reciprocal or the reverse of that. Teacher: So now the 4 is gonna go up, so it will now be 4 over 1. Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators.",0 9521,"Teacher: I'm gonna take now 2 over 5. Teacher: When you change the multiplication sign flip the second fraction. Teacher: I put my multiplication sign here. [TARGET]Teacher: I'm now going to get the reciprocal or the reverse of that.[/TARGET] Teacher: So now the 4 is gonna go up, so it will now be 4 over 1. Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators. Teacher: So what are my numerators?",0 9522,"Teacher: When you change the multiplication sign flip the second fraction. Teacher: I put my multiplication sign here. Teacher: I'm now going to get the reciprocal or the reverse of that. [TARGET]Teacher: So now the 4 is gonna go up, so it will now be 4 over 1.[/TARGET] Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators. Teacher: So what are my numerators? Teacher: These ones here.",0 9523,"Teacher: I put my multiplication sign here. Teacher: I'm now going to get the reciprocal or the reverse of that. Teacher: So now the 4 is gonna go up, so it will now be 4 over 1. [TARGET]Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators.[/TARGET] Teacher: So what are my numerators? Teacher: These ones here. Teacher: What are my denominators?",0 9524,"Teacher: I'm now going to get the reciprocal or the reverse of that. Teacher: So now the 4 is gonna go up, so it will now be 4 over 1. Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators. [TARGET]Teacher: So what are my numerators?[/TARGET] Teacher: These ones here. Teacher: What are my denominators? Teacher: These ones here.",0 9525,"Teacher: So now the 4 is gonna go up, so it will now be 4 over 1. Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators. Teacher: So what are my numerators? [TARGET]Teacher: These ones here.[/TARGET] Teacher: What are my denominators? Teacher: These ones here. Teacher: So I'm going to multiply 2 times 4, which is 8.",0 9526,"Teacher: Now I'm ready to go to the next step, which is multiply the numerators and multiply the denominators. Teacher: So what are my numerators? Teacher: These ones here. [TARGET]Teacher: What are my denominators?[/TARGET] Teacher: These ones here. Teacher: So I'm going to multiply 2 times 4, which is 8. Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5.",0 9527,"Teacher: So what are my numerators? Teacher: These ones here. Teacher: What are my denominators? [TARGET]Teacher: These ones here.[/TARGET] Teacher: So I'm going to multiply 2 times 4, which is 8. Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5. Teacher: Then I'm going to look at the new fraction that I have.",0 9528,"Teacher: These ones here. Teacher: What are my denominators? Teacher: These ones here. [TARGET]Teacher: So I'm going to multiply 2 times 4, which is 8.[/TARGET] Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5. Teacher: Then I'm going to look at the new fraction that I have. Teacher: Do they have a common factor?",0 9529,"Teacher: What are my denominators? Teacher: These ones here. Teacher: So I'm going to multiply 2 times 4, which is 8. [TARGET]Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5.[/TARGET] Teacher: Then I'm going to look at the new fraction that I have. Teacher: Do they have a common factor? Teacher: I will ask, ""Do they have a common factor, because the first step says reduce the answer or change it into a mixed number.",0 9530,"Teacher: These ones here. Teacher: So I'm going to multiply 2 times 4, which is 8. Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5. [TARGET]Teacher: Then I'm going to look at the new fraction that I have.[/TARGET] Teacher: Do they have a common factor? Teacher: I will ask, ""Do they have a common factor, because the first step says reduce the answer or change it into a mixed number. Teacher: So I cannot reduce here, but I can change it into a mixed number.",0 9531,"Teacher: So I'm going to multiply 2 times 4, which is 8. Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5. Teacher: Then I'm going to look at the new fraction that I have. [TARGET]Teacher: Do they have a common factor?[/TARGET] Teacher: I will ask, ""Do they have a common factor, because the first step says reduce the answer or change it into a mixed number. Teacher: So I cannot reduce here, but I can change it into a mixed number. Teacher: How do I change it to a mixed number?",0 9532,"Teacher: Then I'm going to multiply my denominators, 5 times 1, which is 5. Teacher: Then I'm going to look at the new fraction that I have. Teacher: Do they have a common factor? [TARGET]Teacher: I will ask, ""Do they have a common factor, because the first step says reduce the answer or change it into a mixed number.[/TARGET] Teacher: So I cannot reduce here, but I can change it into a mixed number. Teacher: How do I change it to a mixed number? Teacher: I'm going to divide the 8 by 5.",0 9533,"Teacher: Then I'm going to look at the new fraction that I have. Teacher: Do they have a common factor? Teacher: I will ask, ""Do they have a common factor, because the first step says reduce the answer or change it into a mixed number. [TARGET]Teacher: So I cannot reduce here, but I can change it into a mixed number.[/TARGET] Teacher: How do I change it to a mixed number? Teacher: I'm going to divide the 8 by 5. Teacher: So 8 divided by 5 is 1.",0 9534,"Teacher: Do they have a common factor? Teacher: I will ask, ""Do they have a common factor, because the first step says reduce the answer or change it into a mixed number. Teacher: So I cannot reduce here, but I can change it into a mixed number. [TARGET]Teacher: How do I change it to a mixed number?[/TARGET] Teacher: I'm going to divide the 8 by 5. Teacher: So 8 divided by 5 is 1. Teacher: 5 times 1 is 5.",0 9535,"Teacher: I will ask, ""Do they have a common factor, because the first step says reduce the answer or change it into a mixed number. Teacher: So I cannot reduce here, but I can change it into a mixed number. Teacher: How do I change it to a mixed number? [TARGET]Teacher: I'm going to divide the 8 by 5.[/TARGET] Teacher: So 8 divided by 5 is 1. Teacher: 5 times 1 is 5. Teacher: I'm gonna subtract.",0 9536,"Teacher: So I cannot reduce here, but I can change it into a mixed number. Teacher: How do I change it to a mixed number? Teacher: I'm going to divide the 8 by 5. [TARGET]Teacher: So 8 divided by 5 is 1.[/TARGET] Teacher: 5 times 1 is 5. Teacher: I'm gonna subtract. Teacher: I'm gonna have 3.",0 9537,"Teacher: How do I change it to a mixed number? Teacher: I'm going to divide the 8 by 5. Teacher: So 8 divided by 5 is 1. [TARGET]Teacher: 5 times 1 is 5.[/TARGET] Teacher: I'm gonna subtract. Teacher: I'm gonna have 3. Teacher: To write this as a mixed number you're gonna take your quotient, which is 1.",0 9538,"Teacher: I'm going to divide the 8 by 5. Teacher: So 8 divided by 5 is 1. Teacher: 5 times 1 is 5. [TARGET]Teacher: I'm gonna subtract.[/TARGET] Teacher: I'm gonna have 3. Teacher: To write this as a mixed number you're gonna take your quotient, which is 1. Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths.",0 9539,"Teacher: So 8 divided by 5 is 1. Teacher: 5 times 1 is 5. Teacher: I'm gonna subtract. [TARGET]Teacher: I'm gonna have 3.[/TARGET] Teacher: To write this as a mixed number you're gonna take your quotient, which is 1. Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths. Teacher: And you can always check it.",0 9540,"Teacher: 5 times 1 is 5. Teacher: I'm gonna subtract. Teacher: I'm gonna have 3. [TARGET]Teacher: To write this as a mixed number you're gonna take your quotient, which is 1.[/TARGET] Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths. Teacher: And you can always check it. Teacher: 5 times 1 is 5, and 5 plus 3 is 8.",0 9541,"Teacher: I'm gonna subtract. Teacher: I'm gonna have 3. Teacher: To write this as a mixed number you're gonna take your quotient, which is 1. [TARGET]Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths.[/TARGET] Teacher: And you can always check it. Teacher: 5 times 1 is 5, and 5 plus 3 is 8. Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths.",0 9542,"Teacher: I'm gonna have 3. Teacher: To write this as a mixed number you're gonna take your quotient, which is 1. Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths. [TARGET]Teacher: And you can always check it.[/TARGET] Teacher: 5 times 1 is 5, and 5 plus 3 is 8. Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths. Teacher: So that is following all the steps that we have now.",0 9543,"Teacher: To write this as a mixed number you're gonna take your quotient, which is 1. Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths. Teacher: And you can always check it. [TARGET]Teacher: 5 times 1 is 5, and 5 plus 3 is 8.[/TARGET] Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths. Teacher: So that is following all the steps that we have now. Teacher: We just followed all of these steps that we have now to be able to arrive at that.",0 9544,"Teacher: You're gonna take your remainder, and you always keep your divisor, which is 3, and your answer becomes 1 and 3-fifths. Teacher: And you can always check it. Teacher: 5 times 1 is 5, and 5 plus 3 is 8. [TARGET]Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths.[/TARGET] Teacher: So that is following all the steps that we have now. Teacher: We just followed all of these steps that we have now to be able to arrive at that. Teacher: Now supposing we had a question that has a whole number.",0 9545,"Teacher: And you can always check it. Teacher: 5 times 1 is 5, and 5 plus 3 is 8. Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths. [TARGET]Teacher: So that is following all the steps that we have now.[/TARGET] Teacher: We just followed all of these steps that we have now to be able to arrive at that. Teacher: Now supposing we had a question that has a whole number. Teacher: For example, it is almost the same.",0 9546,"Teacher: 5 times 1 is 5, and 5 plus 3 is 8. Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths. Teacher: So that is following all the steps that we have now. [TARGET]Teacher: We just followed all of these steps that we have now to be able to arrive at that.[/TARGET] Teacher: Now supposing we had a question that has a whole number. Teacher: For example, it is almost the same. Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here.",0 9547,"Teacher: So now your answer is now in the form of a mixed number, and your answer is 1 and 3-fifths. Teacher: So that is following all the steps that we have now. Teacher: We just followed all of these steps that we have now to be able to arrive at that. [TARGET]Teacher: Now supposing we had a question that has a whole number.[/TARGET] Teacher: For example, it is almost the same. Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here. Teacher: But right now what we do here is abstract.",0 9548,"Teacher: So that is following all the steps that we have now. Teacher: We just followed all of these steps that we have now to be able to arrive at that. Teacher: Now supposing we had a question that has a whole number. [TARGET]Teacher: For example, it is almost the same.[/TARGET] Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here. Teacher: But right now what we do here is abstract. Teacher: What we do here, we're going to change the 4 into an improper fraction.",0 9549,"Teacher: We just followed all of these steps that we have now to be able to arrive at that. Teacher: Now supposing we had a question that has a whole number. Teacher: For example, it is almost the same. [TARGET]Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here.[/TARGET] Teacher: But right now what we do here is abstract. Teacher: What we do here, we're going to change the 4 into an improper fraction. Teacher: How do we do that?",0 9550,"Teacher: Now supposing we had a question that has a whole number. Teacher: For example, it is almost the same. Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here. [TARGET]Teacher: But right now what we do here is abstract.[/TARGET] Teacher: What we do here, we're going to change the 4 into an improper fraction. Teacher: How do we do that? Teacher: We divide 4 by 1.",0 9551,"Teacher: For example, it is almost the same. Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here. Teacher: But right now what we do here is abstract. [TARGET]Teacher: What we do here, we're going to change the 4 into an improper fraction.[/TARGET] Teacher: How do we do that? Teacher: We divide 4 by 1. Teacher: If you divide 4 by 1 it is 4.",0 9552,"Teacher: If you have 4 divided by one-half - later I'm going to do some activities that really show how you can divide this by looking at specific [inaudible] activities that tell you what is really happening here. Teacher: But right now what we do here is abstract. Teacher: What we do here, we're going to change the 4 into an improper fraction. [TARGET]Teacher: How do we do that?[/TARGET] Teacher: We divide 4 by 1. Teacher: If you divide 4 by 1 it is 4. Teacher: You have not changed anything.",0 9553,"Teacher: But right now what we do here is abstract. Teacher: What we do here, we're going to change the 4 into an improper fraction. Teacher: How do we do that? [TARGET]Teacher: We divide 4 by 1.[/TARGET] Teacher: If you divide 4 by 1 it is 4. Teacher: You have not changed anything. Teacher: The only thing is that you make it a fraction.",0 9554,"Teacher: What we do here, we're going to change the 4 into an improper fraction. Teacher: How do we do that? Teacher: We divide 4 by 1. [TARGET]Teacher: If you divide 4 by 1 it is 4.[/TARGET] Teacher: You have not changed anything. Teacher: The only thing is that you make it a fraction. Teacher: You make it a fraction because you want to multiply a fraction times 4.",0 9555,Teacher: How do we do that? Teacher: We divide 4 by 1. Teacher: If you divide 4 by 1 it is 4. [TARGET]Teacher: You have not changed anything.[/TARGET] Teacher: The only thing is that you make it a fraction. Teacher: You make it a fraction because you want to multiply a fraction times 4. Teacher: So now you have 4 over 1 divided by one-half.,0 9556,"Teacher: We divide 4 by 1. Teacher: If you divide 4 by 1 it is 4. Teacher: You have not changed anything. [TARGET]Teacher: The only thing is that you make it a fraction.[/TARGET] Teacher: You make it a fraction because you want to multiply a fraction times 4. Teacher: So now you have 4 over 1 divided by one-half. Teacher: Are you confused, Student T?",0 9557,"Teacher: If you divide 4 by 1 it is 4. Teacher: You have not changed anything. Teacher: The only thing is that you make it a fraction. [TARGET]Teacher: You make it a fraction because you want to multiply a fraction times 4.[/TARGET] Teacher: So now you have 4 over 1 divided by one-half. Teacher: Are you confused, Student T? Student: Yes.",0 9558,"Teacher: You have not changed anything. Teacher: The only thing is that you make it a fraction. Teacher: You make it a fraction because you want to multiply a fraction times 4. [TARGET]Teacher: So now you have 4 over 1 divided by one-half.[/TARGET] Teacher: Are you confused, Student T? Student: Yes. Teacher: So what you're going to do now, you're going to rewrite, we're going to rewrite the fractions.",0 9559,"Teacher: The only thing is that you make it a fraction. Teacher: You make it a fraction because you want to multiply a fraction times 4. Teacher: So now you have 4 over 1 divided by one-half. [TARGET]Teacher: Are you confused, Student T?[/TARGET] Student: Yes. Teacher: So what you're going to do now, you're going to rewrite, we're going to rewrite the fractions. Teacher: Now we put the multiplication what?",0 9560,"Teacher: So now you have 4 over 1 divided by one-half. Teacher: Are you confused, Student T? Student: Yes. [TARGET]Teacher: So what you're going to do now, you're going to rewrite, we're going to rewrite the fractions.[/TARGET] Teacher: Now we put the multiplication what? Student: Sign. Teacher: Sign.",0 9561,"Teacher: Are you confused, Student T? Student: Yes. Teacher: So what you're going to do now, you're going to rewrite, we're going to rewrite the fractions. [TARGET]Teacher: Now we put the multiplication what?[/TARGET] Student: Sign. Teacher: Sign. Teacher: So you have 4 over 1.",0 9562,"Teacher: So what you're going to do now, you're going to rewrite, we're going to rewrite the fractions. Teacher: Now we put the multiplication what? Student: Sign. [TARGET]Teacher: Sign.[/TARGET] Teacher: So you have 4 over 1. Teacher: You change this now into multiplication. Teacher: At the same time you go back.",0 9563,"Teacher: Now we put the multiplication what? Student: Sign. Teacher: Sign. [TARGET]Teacher: So you have 4 over 1.[/TARGET] Teacher: You change this now into multiplication. Teacher: At the same time you go back. Teacher: This is the second fraction with the reciprocal of it or the flip of it, so the one-half become 2 over 1.",0 9564,"Student: Sign. Teacher: Sign. Teacher: So you have 4 over 1. [TARGET]Teacher: You change this now into multiplication.[/TARGET] Teacher: At the same time you go back. Teacher: This is the second fraction with the reciprocal of it or the flip of it, so the one-half become 2 over 1. Teacher: Now you multiply your numerators according to your first step.",0 9565,"Teacher: Sign. Teacher: So you have 4 over 1. Teacher: You change this now into multiplication. [TARGET]Teacher: At the same time you go back.[/TARGET] Teacher: This is the second fraction with the reciprocal of it or the flip of it, so the one-half become 2 over 1. Teacher: Now you multiply your numerators according to your first step. Teacher: 4 times 2 is what?",0 9566,"Teacher: So you have 4 over 1. Teacher: You change this now into multiplication. Teacher: At the same time you go back. [TARGET]Teacher: This is the second fraction with the reciprocal of it or the flip of it, so the one-half become 2 over 1.[/TARGET] Teacher: Now you multiply your numerators according to your first step. Teacher: 4 times 2 is what? Student: 8",0 9567,"Teacher: You change this now into multiplication. Teacher: At the same time you go back. Teacher: This is the second fraction with the reciprocal of it or the flip of it, so the one-half become 2 over 1. [TARGET]Teacher: Now you multiply your numerators according to your first step.[/TARGET] Teacher: 4 times 2 is what? Student: 8 Teacher: 8",0 9568,"Teacher: At the same time you go back. Teacher: This is the second fraction with the reciprocal of it or the flip of it, so the one-half become 2 over 1. Teacher: Now you multiply your numerators according to your first step. [TARGET]Teacher: 4 times 2 is what?[/TARGET] Student: 8 Teacher: 8 Teacher: And you have 1 [inaudible] which is 1.",0 9569,Teacher: Now you multiply your numerators according to your first step. Teacher: 4 times 2 is what? Student: 8 [TARGET]Teacher: 8[/TARGET] Teacher: And you have 1 [inaudible] which is 1. Teacher: [Inaudible]. Student: No.,0 9570,Teacher: 4 times 2 is what? Student: 8 Teacher: 8 [TARGET]Teacher: And you have 1 [inaudible] which is 1.[/TARGET] Teacher: [Inaudible]. Student: No. Teacher: The answer is now 8 divided by 1.,0 9571,Teacher: And you have 1 [inaudible] which is 1. Teacher: [Inaudible]. Student: No. [TARGET]Teacher: The answer is now 8 divided by 1.[/TARGET] Teacher: And what is 8 divided by 1? Multiple Students: 8 Teacher: 8,0 9572,"Teacher: [Inaudible]. Student: No. Teacher: The answer is now 8 divided by 1. [TARGET]Teacher: And what is 8 divided by 1?[/TARGET] Multiple Students: 8 Teacher: 8 Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction.",0 9573,"Teacher: The answer is now 8 divided by 1. Teacher: And what is 8 divided by 1? Multiple Students: 8 [TARGET]Teacher: 8[/TARGET] Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction. Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction. Teacher: So now let's do one problem together, everybody.",0 9574,"Teacher: And what is 8 divided by 1? Multiple Students: 8 Teacher: 8 [TARGET]Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction.[/TARGET] Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction. Teacher: So now let's do one problem together, everybody. Teacher: Let's do one problem.",0 9575,"Multiple Students: 8 Teacher: 8 Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction. [TARGET]Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction.[/TARGET] Teacher: So now let's do one problem together, everybody. Teacher: Let's do one problem. Teacher: Go to your slate.",0 9576,"Teacher: 8 Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction. Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction. [TARGET]Teacher: So now let's do one problem together, everybody.[/TARGET] Teacher: Let's do one problem. Teacher: Go to your slate. Teacher: Let's do one problem together, everyone.",1 9577,"Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction. Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction. Teacher: So now let's do one problem together, everybody. [TARGET]Teacher: Let's do one problem.[/TARGET] Teacher: Go to your slate. Teacher: Let's do one problem together, everyone. Teacher: I'm going to be asking you some question, what we should be doing.",1 9578,"Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction. Teacher: So now let's do one problem together, everybody. Teacher: Let's do one problem. [TARGET]Teacher: Go to your slate.[/TARGET] Teacher: Let's do one problem together, everyone. Teacher: I'm going to be asking you some question, what we should be doing. Teacher: Let's do this together.",1 9579,"Teacher: So now let's do one problem together, everybody. Teacher: Let's do one problem. Teacher: Go to your slate. [TARGET]Teacher: Let's do one problem together, everyone.[/TARGET] Teacher: I'm going to be asking you some question, what we should be doing. Teacher: Let's do this together. Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3.",1 9580,"Teacher: Let's do one problem. Teacher: Go to your slate. Teacher: Let's do one problem together, everyone. [TARGET]Teacher: I'm going to be asking you some question, what we should be doing.[/TARGET] Teacher: Let's do this together. Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3. Teacher: Now we're going to do the first step.",1 9581,"Teacher: Go to your slate. Teacher: Let's do one problem together, everyone. Teacher: I'm going to be asking you some question, what we should be doing. [TARGET]Teacher: Let's do this together.[/TARGET] Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3. Teacher: Now we're going to do the first step. Teacher: Excuse me.",1 9582,"Teacher: Let's do one problem together, everyone. Teacher: I'm going to be asking you some question, what we should be doing. Teacher: Let's do this together. [TARGET]Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3.[/TARGET] Teacher: Now we're going to do the first step. Teacher: Excuse me. Teacher: Student D, what is the first step here?",0 9583,"Teacher: I'm going to be asking you some question, what we should be doing. Teacher: Let's do this together. Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3. [TARGET]Teacher: Now we're going to do the first step.[/TARGET] Teacher: Excuse me. Teacher: Student D, what is the first step here? Student: What's the number?",0 9584,"Teacher: Let's do this together. Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3. Teacher: Now we're going to do the first step. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student D, what is the first step here? Student: What's the number? Teacher: Look at the steps.",1 9585,"Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3. Teacher: Now we're going to do the first step. Teacher: Excuse me. [TARGET]Teacher: Student D, what is the first step here?[/TARGET] Student: What's the number? Teacher: Look at the steps. Teacher: What is the first step?",0 9586,"Teacher: Excuse me. Teacher: Student D, what is the first step here? Student: What's the number? [TARGET]Teacher: Look at the steps.[/TARGET] Teacher: What is the first step? Student: To determine the type of fractions. Teacher: And what does that mean?",0 9587,"Teacher: Student D, what is the first step here? Student: What's the number? Teacher: Look at the steps. [TARGET]Teacher: What is the first step?[/TARGET] Student: To determine the type of fractions. Teacher: And what does that mean? Student: What kind of fraction.",0 9588,"Teacher: Look at the steps. Teacher: What is the first step? Student: To determine the type of fractions. [TARGET]Teacher: And what does that mean?[/TARGET] Student: What kind of fraction. Teacher: So what type of fraction do we have, Student G? Student: Proper.",0 9589,"Student: To determine the type of fractions. Teacher: And what does that mean? Student: What kind of fraction. [TARGET]Teacher: So what type of fraction do we have, Student G?[/TARGET] Student: Proper. Teacher: Proper fractions. Teacher: So we now move to the next one, the next step.",0 9590,"Student: What kind of fraction. Teacher: So what type of fraction do we have, Student G? Student: Proper. [TARGET]Teacher: Proper fractions.[/TARGET] Teacher: So we now move to the next one, the next step. Teacher: Read the next step. Student: Rewrite the fraction with a multiplication sign.",0 9591,"Teacher: So what type of fraction do we have, Student G? Student: Proper. Teacher: Proper fractions. [TARGET]Teacher: So we now move to the next one, the next step.[/TARGET] Teacher: Read the next step. Student: Rewrite the fraction with a multiplication sign. Teacher: Read the second step.",0 9592,"Student: Proper. Teacher: Proper fractions. Teacher: So we now move to the next one, the next step. [TARGET]Teacher: Read the next step.[/TARGET] Student: Rewrite the fraction with a multiplication sign. Teacher: Read the second step. Student: Rewrite the fraction with a -",0 9593,"Teacher: So we now move to the next one, the next step. Teacher: Read the next step. Student: Rewrite the fraction with a multiplication sign. [TARGET]Teacher: Read the second step.[/TARGET] Student: Rewrite the fraction with a - Teacher: Excuse me. Teacher: You -",0 9594,Student: Rewrite the fraction with a multiplication sign. Teacher: Read the second step. Student: Rewrite the fraction with a - [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You - Student: I'm saying it. Student: Rewrite the fraction with a multiplication sign.,1 9595,Teacher: Read the second step. Student: Rewrite the fraction with a - Teacher: Excuse me. [TARGET]Teacher: You -[/TARGET] Student: I'm saying it. Student: Rewrite the fraction with a multiplication sign. Student: Read the whole.,1 9596,"Student: I'm saying it. Student: Rewrite the fraction with a multiplication sign. Student: Read the whole. [TARGET]Teacher: Can you read the whole thing please?[/TARGET] Student: [Inaudible] a flip of the second fraction. Teacher: Do you know what that means? Teacher: What that means is now we're gonna rewrite, so you do not change the first one, the fraction.",1 9597,"Student: Read the whole. Teacher: Can you read the whole thing please? Student: [Inaudible] a flip of the second fraction. [TARGET]Teacher: Do you know what that means?[/TARGET] Teacher: What that means is now we're gonna rewrite, so you do not change the first one, the fraction. Teacher: You do not change the first fraction. Teacher: Now the second step says rewrite the fractions with a multiplication sign.",0 9598,"Teacher: Can you read the whole thing please? Student: [Inaudible] a flip of the second fraction. Teacher: Do you know what that means? [TARGET]Teacher: What that means is now we're gonna rewrite, so you do not change the first one, the fraction.[/TARGET] Teacher: You do not change the first fraction. Teacher: Now the second step says rewrite the fractions with a multiplication sign. Teacher: So we're gonna put a multiplication sign here.",0 9599,"Student: [Inaudible] a flip of the second fraction. Teacher: Do you know what that means? Teacher: What that means is now we're gonna rewrite, so you do not change the first one, the fraction. [TARGET]Teacher: You do not change the first fraction.[/TARGET] Teacher: Now the second step says rewrite the fractions with a multiplication sign. Teacher: So we're gonna put a multiplication sign here. Teacher: What we do now - excuse me.",0 9600,"Teacher: Do you know what that means? Teacher: What that means is now we're gonna rewrite, so you do not change the first one, the fraction. Teacher: You do not change the first fraction. [TARGET]Teacher: Now the second step says rewrite the fractions with a multiplication sign.[/TARGET] Teacher: So we're gonna put a multiplication sign here. Teacher: What we do now - excuse me. Teacher: Student J, what do we do now?",0 9601,"Teacher: What that means is now we're gonna rewrite, so you do not change the first one, the fraction. Teacher: You do not change the first fraction. Teacher: Now the second step says rewrite the fractions with a multiplication sign. [TARGET]Teacher: So we're gonna put a multiplication sign here.[/TARGET] Teacher: What we do now - excuse me. Teacher: Student J, what do we do now? Student: Now we multiply the numerator and the denominator.",0 9602,"Teacher: You do not change the first fraction. Teacher: Now the second step says rewrite the fractions with a multiplication sign. Teacher: So we're gonna put a multiplication sign here. [TARGET]Teacher: What we do now - excuse me.[/TARGET] Teacher: Student J, what do we do now? Student: Now we multiply the numerator and the denominator. Teacher: Excuse me.",1 9603,"Teacher: Now the second step says rewrite the fractions with a multiplication sign. Teacher: So we're gonna put a multiplication sign here. Teacher: What we do now - excuse me. [TARGET]Teacher: Student J, what do we do now?[/TARGET] Student: Now we multiply the numerator and the denominator. Teacher: Excuse me. Teacher: Where are we right now in the question?",0 9604,"Teacher: What we do now - excuse me. Teacher: Student J, what do we do now? Student: Now we multiply the numerator and the denominator. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Where are we right now in the question? Teacher: We just wrote the multiplication sign. Teacher: What do we do now?",1 9605,"Teacher: Student J, what do we do now? Student: Now we multiply the numerator and the denominator. Teacher: Excuse me. [TARGET]Teacher: Where are we right now in the question?[/TARGET] Teacher: We just wrote the multiplication sign. Teacher: What do we do now? Student: They write the flip, the second fraction.",0 9606,"Student: Now we multiply the numerator and the denominator. Teacher: Excuse me. Teacher: Where are we right now in the question? [TARGET]Teacher: We just wrote the multiplication sign.[/TARGET] Teacher: What do we do now? Student: They write the flip, the second fraction. Teacher: So what is the flip of the second fraction?",0 9607,"Teacher: Excuse me. Teacher: Where are we right now in the question? Teacher: We just wrote the multiplication sign. [TARGET]Teacher: What do we do now?[/TARGET] Student: They write the flip, the second fraction. Teacher: So what is the flip of the second fraction? Student: It's gonna be 3 over 2.",0 9608,"Teacher: We just wrote the multiplication sign. Teacher: What do we do now? Student: They write the flip, the second fraction. [TARGET]Teacher: So what is the flip of the second fraction?[/TARGET] Student: It's gonna be 3 over 2. Teacher: 3 over 2. Teacher: Student V, what do we do now?",0 9609,"Student: They write the flip, the second fraction. Teacher: So what is the flip of the second fraction? Student: It's gonna be 3 over 2. [TARGET]Teacher: 3 over 2.[/TARGET] Teacher: Student V, what do we do now? Student: Now you times the numerators and the denominator and that will equal 15 over 12. Teacher: Very good.",0 9610,"Teacher: So what is the flip of the second fraction? Student: It's gonna be 3 over 2. Teacher: 3 over 2. [TARGET]Teacher: Student V, what do we do now?[/TARGET] Student: Now you times the numerators and the denominator and that will equal 15 over 12. Teacher: Very good. Teacher: So now we multiply the numerators, which is 5 times 3, which is 15.",0 9611,"Teacher: 3 over 2. Teacher: Student V, what do we do now? Student: Now you times the numerators and the denominator and that will equal 15 over 12. [TARGET]Teacher: Very good.[/TARGET] Teacher: So now we multiply the numerators, which is 5 times 3, which is 15. Teacher: And 6 times 2 which is what? Student: 12",0 9612,"Teacher: Student V, what do we do now? Student: Now you times the numerators and the denominator and that will equal 15 over 12. Teacher: Very good. [TARGET]Teacher: So now we multiply the numerators, which is 5 times 3, which is 15.[/TARGET] Teacher: And 6 times 2 which is what? Student: 12 Teacher: 6 times 2 which is 12.",0 9613,"Student: Now you times the numerators and the denominator and that will equal 15 over 12. Teacher: Very good. Teacher: So now we multiply the numerators, which is 5 times 3, which is 15. [TARGET]Teacher: And 6 times 2 which is what?[/TARGET] Student: 12 Teacher: 6 times 2 which is 12. Teacher: You added two numbers having a common factor of - Student D, what is the common factor for 15 and 12?",0 9614,"Teacher: So now we multiply the numerators, which is 5 times 3, which is 15. Teacher: And 6 times 2 which is what? Student: 12 [TARGET]Teacher: 6 times 2 which is 12.[/TARGET] Teacher: You added two numbers having a common factor of - Student D, what is the common factor for 15 and 12? Student: 3 Teacher: 3",0 9615,"Teacher: And 6 times 2 which is what? Student: 12 Teacher: 6 times 2 which is 12. [TARGET]Teacher: You added two numbers having a common factor of - Student D, what is the common factor for 15 and 12?[/TARGET] Student: 3 Teacher: 3 Teacher: So we divide 15 by 3.",0 9616,"Teacher: 6 times 2 which is 12. Teacher: You added two numbers having a common factor of - Student D, what is the common factor for 15 and 12? Student: 3 [TARGET]Teacher: 3[/TARGET] Teacher: So we divide 15 by 3. Teacher: I will divide 12 by 3. Teacher: Excuse me.",0 9617,"Teacher: You added two numbers having a common factor of - Student D, what is the common factor for 15 and 12? Student: 3 Teacher: 3 [TARGET]Teacher: So we divide 15 by 3.[/TARGET] Teacher: I will divide 12 by 3. Teacher: Excuse me. Teacher: Student M, what is 15 divided by 3?",0 9618,"Student: 3 Teacher: 3 Teacher: So we divide 15 by 3. [TARGET]Teacher: I will divide 12 by 3.[/TARGET] Teacher: Excuse me. Teacher: Student M, what is 15 divided by 3? Student: 5",0 9619,"Teacher: 3 Teacher: So we divide 15 by 3. Teacher: I will divide 12 by 3. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student M, what is 15 divided by 3? Student: 5 Teacher: 5",1 9620,"Teacher: So we divide 15 by 3. Teacher: I will divide 12 by 3. Teacher: Excuse me. [TARGET]Teacher: Student M, what is 15 divided by 3?[/TARGET] Student: 5 Teacher: 5 Teacher: And, Student J, what is -",0 9621,"Teacher: Excuse me. Teacher: Student M, what is 15 divided by 3? Student: 5 [TARGET]Teacher: 5[/TARGET] Teacher: And, Student J, what is - Teacher: [Crosstalk] Teacher: Student J, what do we do now?",0 9622,"Teacher: Student M, what is 15 divided by 3? Student: 5 Teacher: 5 [TARGET]Teacher: And, Student J, what is -[/TARGET] Teacher: [Crosstalk] Teacher: Student J, what do we do now? Teacher: Do we leave the answer at 4 over 5?",0 9623,"Teacher: 5 Teacher: And, Student J, what is - Teacher: [Crosstalk] [TARGET]Teacher: Student J, what do we do now?[/TARGET] Teacher: Do we leave the answer at 4 over 5? Student: No. Teacher: What do we do?",0 9624,"Teacher: And, Student J, what is - Teacher: [Crosstalk] Teacher: Student J, what do we do now? [TARGET]Teacher: Do we leave the answer at 4 over 5?[/TARGET] Student: No. Teacher: What do we do? Student: We divide.",0 9625,"Teacher: Student J, what do we do now? Teacher: Do we leave the answer at 4 over 5? Student: No. [TARGET]Teacher: What do we do?[/TARGET] Student: We divide. Teacher: Divide what? Student: 5 divided by 4.",0 9626,Student: No. Teacher: What do we do? Student: We divide. [TARGET]Teacher: Divide what?[/TARGET] Student: 5 divided by 4. Teacher: 5 divided by 4. Teacher: And what is 5 divided by 4?,0 9627,"Student: We divide. Teacher: Divide what? Student: 5 divided by 4. [TARGET]Teacher: 5 divided by 4.[/TARGET] Teacher: And what is 5 divided by 4? Teacher: 5 divided into 4, Student A, 5 is what? Student: 1",0 9628,"Teacher: Divide what? Student: 5 divided by 4. Teacher: 5 divided by 4. [TARGET]Teacher: And what is 5 divided by 4?[/TARGET] Teacher: 5 divided into 4, Student A, 5 is what? Student: 1 Teacher: 4 times 1 is 4 and we have 1 left.",0 9629,"Student: 5 divided by 4. Teacher: 5 divided by 4. Teacher: And what is 5 divided by 4? [TARGET]Teacher: 5 divided into 4, Student A, 5 is what?[/TARGET] Student: 1 Teacher: 4 times 1 is 4 and we have 1 left. Teacher: So how do we write this as a mixed number, Student J?",0 9630,"Teacher: And what is 5 divided by 4? Teacher: 5 divided into 4, Student A, 5 is what? Student: 1 [TARGET]Teacher: 4 times 1 is 4 and we have 1 left.[/TARGET] Teacher: So how do we write this as a mixed number, Student J? Student: 4 and one-fourth. Teacher: We take the quotient, which is what?",0 9631,"Teacher: 5 divided into 4, Student A, 5 is what? Student: 1 Teacher: 4 times 1 is 4 and we have 1 left. [TARGET]Teacher: So how do we write this as a mixed number, Student J?[/TARGET] Student: 4 and one-fourth. Teacher: We take the quotient, which is what? Student: 1",0 9632,"Teacher: 4 times 1 is 4 and we have 1 left. Teacher: So how do we write this as a mixed number, Student J? Student: 4 and one-fourth. [TARGET]Teacher: We take the quotient, which is what?[/TARGET] Student: 1 Teacher: And we take the remainder and you keep your - Student: Divisor.",0 9633,"Student: 4 and one-fourth. Teacher: We take the quotient, which is what? Student: 1 [TARGET]Teacher: And we take the remainder and you keep your -[/TARGET] Student: Divisor. Teacher: Divisor. Teacher: And the answer becomes 1 and one-fourth.",0 9634,Student: 1 Teacher: And we take the remainder and you keep your - Student: Divisor. [TARGET]Teacher: Divisor.[/TARGET] Teacher: And the answer becomes 1 and one-fourth. Teacher: Excuse me. Teacher: Do we still have time?,0 9635,Teacher: And we take the remainder and you keep your - Student: Divisor. Teacher: Divisor. [TARGET]Teacher: And the answer becomes 1 and one-fourth.[/TARGET] Teacher: Excuse me. Teacher: Do we still have time? Student: No.,0 9636,Student: Divisor. Teacher: Divisor. Teacher: And the answer becomes 1 and one-fourth. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Do we still have time? Student: No. Teacher: So you were not keeping the time?,1 9637,Teacher: Divisor. Teacher: And the answer becomes 1 and one-fourth. Teacher: Excuse me. [TARGET]Teacher: Do we still have time?[/TARGET] Student: No. Teacher: So you were not keeping the time? Student: I was.,1 9638,Teacher: Excuse me. Teacher: Do we still have time? Student: No. [TARGET]Teacher: So you were not keeping the time?[/TARGET] Student: I was. Teacher: Did you tell me when it was 15 minutes? Teacher: Okay.,1 9639,"Student: No. Teacher: So you were not keeping the time? Student: I was. [TARGET]Teacher: Did you tell me when it was 15 minutes?[/TARGET] Teacher: Okay. Teacher: Now you're gonna go back to your seats with your slates. Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps.",1 9640,"Student: I was. Teacher: Did you tell me when it was 15 minutes? Teacher: Okay. [TARGET]Teacher: Now you're gonna go back to your seats with your slates.[/TARGET] Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps. Teacher: You must follow all the steps. Teacher: A will read all the steps before you proceed into answering the questions.",1 9641,"Teacher: Did you tell me when it was 15 minutes? Teacher: Okay. Teacher: Now you're gonna go back to your seats with your slates. [TARGET]Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps.[/TARGET] Teacher: You must follow all the steps. Teacher: A will read all the steps before you proceed into answering the questions. Student: I'm working by myself.",1 9642,"Teacher: Okay. Teacher: Now you're gonna go back to your seats with your slates. Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps. [TARGET]Teacher: You must follow all the steps.[/TARGET] Teacher: A will read all the steps before you proceed into answering the questions. Student: I'm working by myself. Student: [Crosstalk]",1 9643,"Teacher: Now you're gonna go back to your seats with your slates. Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps. Teacher: You must follow all the steps. [TARGET]Teacher: A will read all the steps before you proceed into answering the questions.[/TARGET] Student: I'm working by myself. Student: [Crosstalk] Student: [Crosstalk]",1 9644,"Student: I'm working by myself. Student: [Crosstalk] Student: [Crosstalk] [TARGET]Teacher: Now I'm going to continue.[/TARGET] Teacher: Move over here please, over here. Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps. Teacher: We start from question one right now.",1 9645,"Student: [Crosstalk] Student: [Crosstalk] Teacher: Now I'm going to continue. [TARGET]Teacher: Move over here please, over here.[/TARGET] Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps. Teacher: We start from question one right now. Teacher: [Crosstalk]",1 9646,"Student: [Crosstalk] Teacher: Now I'm going to continue. Teacher: Move over here please, over here. [TARGET]Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps.[/TARGET] Teacher: We start from question one right now. Teacher: [Crosstalk] Teacher: Do not destroy that.",1 9647,"Teacher: Now I'm going to continue. Teacher: Move over here please, over here. Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps. [TARGET]Teacher: We start from question one right now.[/TARGET] Teacher: [Crosstalk] Teacher: Do not destroy that. Teacher: We've been using that now for more than five years.",1 9648,"Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps. Teacher: We start from question one right now. Teacher: [Crosstalk] [TARGET]Teacher: Do not destroy that.[/TARGET] Teacher: We've been using that now for more than five years. Teacher: Now let's do question six, question seven and question eight together. Teacher: I want to hear some discussion, some sharing of ideas.",1 9649,"Teacher: We start from question one right now. Teacher: [Crosstalk] Teacher: Do not destroy that. [TARGET]Teacher: We've been using that now for more than five years.[/TARGET] Teacher: Now let's do question six, question seven and question eight together. Teacher: I want to hear some discussion, some sharing of ideas. Teacher: A, we read over the steps; A reads the steps now.",1 9650,"Teacher: [Crosstalk] Teacher: Do not destroy that. Teacher: We've been using that now for more than five years. [TARGET]Teacher: Now let's do question six, question seven and question eight together.[/TARGET] Teacher: I want to hear some discussion, some sharing of ideas. Teacher: A, we read over the steps; A reads the steps now. Teacher: Excuse me.",1 9651,"Teacher: Do not destroy that. Teacher: We've been using that now for more than five years. Teacher: Now let's do question six, question seven and question eight together. [TARGET]Teacher: I want to hear some discussion, some sharing of ideas.[/TARGET] Teacher: A, we read over the steps; A reads the steps now. Teacher: Excuse me. Teacher: A reads the steps before we proceed.",1 9652,"Teacher: We've been using that now for more than five years. Teacher: Now let's do question six, question seven and question eight together. Teacher: I want to hear some discussion, some sharing of ideas. [TARGET]Teacher: A, we read over the steps; A reads the steps now.[/TARGET] Teacher: Excuse me. Teacher: A reads the steps before we proceed. Teacher: [Crosstalk]",1 9653,"Teacher: Now let's do question six, question seven and question eight together. Teacher: I want to hear some discussion, some sharing of ideas. Teacher: A, we read over the steps; A reads the steps now. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: A reads the steps before we proceed. Teacher: [Crosstalk] Teacher: A reads all the steps.",1 9654,"Teacher: I want to hear some discussion, some sharing of ideas. Teacher: A, we read over the steps; A reads the steps now. Teacher: Excuse me. [TARGET]Teacher: A reads the steps before we proceed.[/TARGET] Teacher: [Crosstalk] Teacher: A reads all the steps. Teacher: [Crosstalk]",1 9655,"Teacher: Excuse me. Teacher: A reads the steps before we proceed. Teacher: [Crosstalk] [TARGET]Teacher: A reads all the steps.[/TARGET] Teacher: [Crosstalk] Teacher: B, what do we mean by the first step there? Student: [Inaudible].",1 9656,"Teacher: [Crosstalk] Teacher: A reads all the steps. Teacher: [Crosstalk] [TARGET]Teacher: B, what do we mean by the first step there?[/TARGET] Student: [Inaudible]. Teacher: Who is B? Student: She is.",0 9657,"Teacher: [Crosstalk] Teacher: B, what do we mean by the first step there? Student: [Inaudible]. [TARGET]Teacher: Who is B?[/TARGET] Student: She is. Teacher: Okay. Teacher: [Crosstalk]",1 9658,"Student: She is. Teacher: Okay. Teacher: [Crosstalk] [TARGET]Teacher: Very good.[/TARGET] Teacher: What does step two say, C? Teacher: Are you C? Student: Yes.",0 9659,"Teacher: Okay. Teacher: [Crosstalk] Teacher: Very good. [TARGET]Teacher: What does step two say, C?[/TARGET] Teacher: Are you C? Student: Yes. Teacher: What does step C say?",0 9660,"Teacher: [Crosstalk] Teacher: Very good. Teacher: What does step two say, C? [TARGET]Teacher: Are you C?[/TARGET] Student: Yes. Teacher: What does step C say? Student: [Inaudible].",1 9661,"Teacher: What does step two say, C? Teacher: Are you C? Student: Yes. [TARGET]Teacher: What does step C say?[/TARGET] Student: [Inaudible]. Student: [Crosstalk] Teacher: Is that flipping?",0 9662,Teacher: What does step C say? Student: [Inaudible]. Student: [Crosstalk] [TARGET]Teacher: Is that flipping?[/TARGET] Teacher: Do you do flipping first or is there something else you have to do before the flipping? Student: You've got to [inaudible]. Student: [Crosstalk],0 9663,"Student: [Inaudible]. Student: [Crosstalk] Teacher: Is that flipping? [TARGET]Teacher: Do you do flipping first or is there something else you have to do before the flipping?[/TARGET] Student: You've got to [inaudible]. Student: [Crosstalk] Teacher: No, no, read it.",0 9664,"Teacher: Do you do flipping first or is there something else you have to do before the flipping? Student: You've got to [inaudible]. Student: [Crosstalk] [TARGET]Teacher: No, no, read it.[/TARGET] Teacher: [Crosstalk] Teacher: Very good. Teacher: Then you flip.",1 9665,"Student: [Crosstalk] Teacher: No, no, read it. Teacher: [Crosstalk] [TARGET]Teacher: Very good.[/TARGET] Teacher: Then you flip. Teacher: Excuse me, Student D. Excuse me. Teacher: [Inaudible].",0 9666,"Teacher: No, no, read it. Teacher: [Crosstalk] Teacher: Very good. [TARGET]Teacher: Then you flip.[/TARGET] Teacher: Excuse me, Student D. Excuse me. Teacher: [Inaudible]. Teacher: What does number three say?",0 9667,"Teacher: [Crosstalk] Teacher: Very good. Teacher: Then you flip. [TARGET]Teacher: Excuse me, Student D. Excuse me.[/TARGET] Teacher: [Inaudible]. Teacher: What does number three say? Student: Rewrite the fractions -",1 9668,"Teacher: Then you flip. Teacher: Excuse me, Student D. Excuse me. Teacher: [Inaudible]. [TARGET]Teacher: What does number three say?[/TARGET] Student: Rewrite the fractions - Teacher: Number three. Student: Multiply [inaudible].",0 9669,Teacher: [Inaudible]. Teacher: What does number three say? Student: Rewrite the fractions - [TARGET]Teacher: Number three.[/TARGET] Student: Multiply [inaudible]. Student: [Crosstalk] Teacher: Okay.,0 9670,Student: Multiply [inaudible]. Student: [Crosstalk] Teacher: Okay. [TARGET]Teacher: Did we do that?[/TARGET] Student: Yes. Teacher: Are you B? Teacher: What does B say now - I mean step 4?,0 9671,Teacher: Okay. Teacher: Did we do that? Student: Yes. [TARGET]Teacher: Are you B?[/TARGET] Teacher: What does B say now - I mean step 4? Teacher: What does step 4 say? Teacher: [Crosstalk],1 9672,Teacher: Did we do that? Student: Yes. Teacher: Are you B? [TARGET]Teacher: What does B say now - I mean step 4?[/TARGET] Teacher: What does step 4 say? Teacher: [Crosstalk] Teacher: What does step 4 say?,0 9673,Student: Yes. Teacher: Are you B? Teacher: What does B say now - I mean step 4? [TARGET]Teacher: What does step 4 say?[/TARGET] Teacher: [Crosstalk] Teacher: What does step 4 say? Student: You've got to reduce the -,0 9674,"Teacher: What does B say now - I mean step 4? Teacher: What does step 4 say? Teacher: [Crosstalk] [TARGET]Teacher: What does step 4 say?[/TARGET] Student: You've got to reduce the - Student: [Inaudible]. Student: You've got to reduce the problem, reduce the fraction [inaudible].",0 9675,"Student: You've got to reduce the - Student: [Inaudible]. Student: You've got to reduce the problem, reduce the fraction [inaudible]. [TARGET]Teacher: Now you follow all the steps.[/TARGET] Teacher: A will make sure that everybody follows the steps 1, 2, 3 to the final answer. Teacher: So let's move on with the steps. Teacher: You were doing question 6, 7 and 8.",1 9676,"Student: [Inaudible]. Student: You've got to reduce the problem, reduce the fraction [inaudible]. Teacher: Now you follow all the steps. [TARGET]Teacher: A will make sure that everybody follows the steps 1, 2, 3 to the final answer.[/TARGET] Teacher: So let's move on with the steps. Teacher: You were doing question 6, 7 and 8. Teacher: [Crosstalk]",1 9677,"Student: You've got to reduce the problem, reduce the fraction [inaudible]. Teacher: Now you follow all the steps. Teacher: A will make sure that everybody follows the steps 1, 2, 3 to the final answer. [TARGET]Teacher: So let's move on with the steps.[/TARGET] Teacher: You were doing question 6, 7 and 8. Teacher: [Crosstalk] Teacher: What did you all do here?",1 9678,"Teacher: Now you follow all the steps. Teacher: A will make sure that everybody follows the steps 1, 2, 3 to the final answer. Teacher: So let's move on with the steps. [TARGET]Teacher: You were doing question 6, 7 and 8.[/TARGET] Teacher: [Crosstalk] Teacher: What did you all do here? Teacher: Who read the steps?",1 9679,"Teacher: So let's move on with the steps. Teacher: You were doing question 6, 7 and 8. Teacher: [Crosstalk] [TARGET]Teacher: What did you all do here?[/TARGET] Teacher: Who read the steps? Student: [Inaudible]. Teacher: What does step one say you should do?",1 9680,"Teacher: You were doing question 6, 7 and 8. Teacher: [Crosstalk] Teacher: What did you all do here? [TARGET]Teacher: Who read the steps?[/TARGET] Student: [Inaudible]. Teacher: What does step one say you should do? Teacher: [Crosstalk]",1 9681,Teacher: What did you all do here? Teacher: Who read the steps? Student: [Inaudible]. [TARGET]Teacher: What does step one say you should do?[/TARGET] Teacher: [Crosstalk] Teacher: What does that mean? Teacher: [Crosstalk],0 9682,Student: [Inaudible]. Teacher: What does step one say you should do? Teacher: [Crosstalk] [TARGET]Teacher: What does that mean?[/TARGET] Teacher: [Crosstalk] Teacher: Excuse me. Teacher: What does step two say you should do?,0 9683,Teacher: [Crosstalk] Teacher: What does that mean? Teacher: [Crosstalk] [TARGET]Teacher: Excuse me.[/TARGET] Teacher: What does step two say you should do? Student: [Inaudible]. Student: [Crosstalk],1 9684,Teacher: What does that mean? Teacher: [Crosstalk] Teacher: Excuse me. [TARGET]Teacher: What does step two say you should do?[/TARGET] Student: [Inaudible]. Student: [Crosstalk] Student: I done with it.,0 9685,Student: I done with it. Student: I got 5 over 8 to 8 over 5. Student: I had rewrote it and then I [inaudible]. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You sit down here. Teacher: You sit over here. Teacher: You finished question six?,1 9686,Student: I got 5 over 8 to 8 over 5. Student: I had rewrote it and then I [inaudible]. Teacher: Excuse me. [TARGET]Teacher: You sit down here.[/TARGET] Teacher: You sit over here. Teacher: You finished question six? Student: Yes.,1 9687,Student: I had rewrote it and then I [inaudible]. Teacher: Excuse me. Teacher: You sit down here. [TARGET]Teacher: You sit over here.[/TARGET] Teacher: You finished question six? Student: Yes. Teacher: You finished question seven?,1 9688,Teacher: Excuse me. Teacher: You sit down here. Teacher: You sit over here. [TARGET]Teacher: You finished question six?[/TARGET] Student: Yes. Teacher: You finished question seven? Student: You didn't say question seven.,1 9689,Teacher: You sit over here. Teacher: You finished question six? Student: Yes. [TARGET]Teacher: You finished question seven?[/TARGET] Student: You didn't say question seven. Student: [Crosstalk] Teacher: What is the question?,1 9690,Teacher: You finished question seven? Student: You didn't say question seven. Student: [Crosstalk] [TARGET]Teacher: What is the question?[/TARGET] Student: [Inaudible]. Teacher: And does that mean? Student: That means that you didn't know what type of fraction it is that you're about to divide.,0 9691,Student: [Crosstalk] Teacher: What is the question? Student: [Inaudible]. [TARGET]Teacher: And does that mean?[/TARGET] Student: That means that you didn't know what type of fraction it is that you're about to divide. Teacher: What are the types of fractions? Teacher: What are the types of fractions?,0 9692,"Student: [Inaudible]. Teacher: And does that mean? Student: That means that you didn't know what type of fraction it is that you're about to divide. [TARGET]Teacher: What are the types of fractions?[/TARGET] Teacher: What are the types of fractions? Student: Proper, mixed numbers - Student: [Inaudible].",0 9693,"Teacher: And does that mean? Student: That means that you didn't know what type of fraction it is that you're about to divide. Teacher: What are the types of fractions? [TARGET]Teacher: What are the types of fractions?[/TARGET] Student: Proper, mixed numbers - Student: [Inaudible]. Student: And that's it.",0 9694,"Student: Proper, mixed numbers - Student: [Inaudible]. Student: And that's it. [TARGET]Teacher: Is there a possibility of [inaudible] a whole number in a question like this?[/TARGET] Student: Yes it is a possibility. Teacher: Okay. Teacher: Now, what does step two say?",0 9695,"Teacher: Is there a possibility of [inaudible] a whole number in a question like this? Student: Yes it is a possibility. Teacher: Okay. [TARGET]Teacher: Now, what does step two say?[/TARGET] Student: Step two says rewrite the fraction and multiplication sign and reciprocal, and in parentheses, a flip of - Teacher: When they put parentheses there like this, what does that mean? Teacher: He's saying reciprocal or what?",0 9696,"Teacher: Okay. Teacher: Now, what does step two say? Student: Step two says rewrite the fraction and multiplication sign and reciprocal, and in parentheses, a flip of - [TARGET]Teacher: When they put parentheses there like this, what does that mean?[/TARGET] Teacher: He's saying reciprocal or what? Student: Flip. Teacher: Flip.",0 9697,"Teacher: Now, what does step two say? Student: Step two says rewrite the fraction and multiplication sign and reciprocal, and in parentheses, a flip of - Teacher: When they put parentheses there like this, what does that mean? [TARGET]Teacher: He's saying reciprocal or what?[/TARGET] Student: Flip. Teacher: Flip. Teacher: And after that, of what, of the second what, fraction?",0 9698,"Teacher: When they put parentheses there like this, what does that mean? Teacher: He's saying reciprocal or what? Student: Flip. [TARGET]Teacher: Flip.[/TARGET] Teacher: And after that, of what, of the second what, fraction? Teacher: Let me see what you did in question 6. Teacher: Rewrite question 6 right here.",0 9699,"Teacher: He's saying reciprocal or what? Student: Flip. Teacher: Flip. [TARGET]Teacher: And after that, of what, of the second what, fraction?[/TARGET] Teacher: Let me see what you did in question 6. Teacher: Rewrite question 6 right here. Teacher: [Crosstalk]",0 9700,"Student: Flip. Teacher: Flip. Teacher: And after that, of what, of the second what, fraction? [TARGET]Teacher: Let me see what you did in question 6.[/TARGET] Teacher: Rewrite question 6 right here. Teacher: [Crosstalk] Teacher: What is your answer to question number six?",1 9701,"Teacher: Flip. Teacher: And after that, of what, of the second what, fraction? Teacher: Let me see what you did in question 6. [TARGET]Teacher: Rewrite question 6 right here.[/TARGET] Teacher: [Crosstalk] Teacher: What is your answer to question number six? Teacher: [Crosstalk]",1 9702,Teacher: Let me see what you did in question 6. Teacher: Rewrite question 6 right here. Teacher: [Crosstalk] [TARGET]Teacher: What is your answer to question number six?[/TARGET] Teacher: [Crosstalk] Teacher: Did everybody get that answer here? Student: Yep.,0 9703,Teacher: [Crosstalk] Teacher: What is your answer to question number six? Teacher: [Crosstalk] [TARGET]Teacher: Did everybody get that answer here?[/TARGET] Student: Yep. Student: Yeah. Teacher: Did you get it?,1 9704,Teacher: Did everybody get that answer here? Student: Yep. Student: Yeah. [TARGET]Teacher: Did you get it?[/TARGET] Teacher: Did you get the answer over there? Student: Mm-hmm. Teacher: Did everybody finish question number seven?,1 9705,Student: Yep. Student: Yeah. Teacher: Did you get it? [TARGET]Teacher: Did you get the answer over there?[/TARGET] Student: Mm-hmm. Teacher: Did everybody finish question number seven? Multiple Students: [Crosstalk],1 9706,Teacher: Did you get it? Teacher: Did you get the answer over there? Student: Mm-hmm. [TARGET]Teacher: Did everybody finish question number seven?[/TARGET] Multiple Students: [Crosstalk] Teacher: Are you following the steps here? Teacher: Is A reading the steps?,1 9707,Student: Mm-hmm. Teacher: Did everybody finish question number seven? Multiple Students: [Crosstalk] [TARGET]Teacher: Are you following the steps here?[/TARGET] Teacher: Is A reading the steps? Teacher: Are you reading the steps and making sure that everybody follows? Teacher: Any time you are doing a question you go back to the steps.,1 9708,Teacher: Did everybody finish question number seven? Multiple Students: [Crosstalk] Teacher: Are you following the steps here? [TARGET]Teacher: Is A reading the steps?[/TARGET] Teacher: Are you reading the steps and making sure that everybody follows? Teacher: Any time you are doing a question you go back to the steps. Teacher: [Crosstalk],1 9709,Multiple Students: [Crosstalk] Teacher: Are you following the steps here? Teacher: Is A reading the steps? [TARGET]Teacher: Are you reading the steps and making sure that everybody follows?[/TARGET] Teacher: Any time you are doing a question you go back to the steps. Teacher: [Crosstalk] Teacher: Why doesn't Student D just read the question?,1 9710,Teacher: Are you following the steps here? Teacher: Is A reading the steps? Teacher: Are you reading the steps and making sure that everybody follows? [TARGET]Teacher: Any time you are doing a question you go back to the steps.[/TARGET] Teacher: [Crosstalk] Teacher: Why doesn't Student D just read the question? Teacher: [Inaudible] he's not supposed to go step-by-step.,1 9711,Teacher: Are you reading the steps and making sure that everybody follows? Teacher: Any time you are doing a question you go back to the steps. Teacher: [Crosstalk] [TARGET]Teacher: Why doesn't Student D just read the question?[/TARGET] Teacher: [Inaudible] he's not supposed to go step-by-step. Teacher: [Crosstalk] Teacher: Then you wait.,1 9712,"Teacher: Any time you are doing a question you go back to the steps. Teacher: [Crosstalk] Teacher: Why doesn't Student D just read the question? [TARGET]Teacher: [Inaudible] he's not supposed to go step-by-step.[/TARGET] Teacher: [Crosstalk] Teacher: Then you wait. Teacher: That is the essence of working together, so the two of you can share ideas.",1 9713,"Teacher: Why doesn't Student D just read the question? Teacher: [Inaudible] he's not supposed to go step-by-step. Teacher: [Crosstalk] [TARGET]Teacher: Then you wait.[/TARGET] Teacher: That is the essence of working together, so the two of you can share ideas. Teacher: [Crosstalk] Teacher: Did you read the step before you did question number seven?",1 9714,"Teacher: [Inaudible] he's not supposed to go step-by-step. Teacher: [Crosstalk] Teacher: Then you wait. [TARGET]Teacher: That is the essence of working together, so the two of you can share ideas.[/TARGET] Teacher: [Crosstalk] Teacher: Did you read the step before you did question number seven? Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps.",1 9715,"Teacher: Then you wait. Teacher: That is the essence of working together, so the two of you can share ideas. Teacher: [Crosstalk] [TARGET]Teacher: Did you read the step before you did question number seven?[/TARGET] Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps. Teacher: You erase everything that you have now and go to question eight. Teacher: I want A to lead the discussion.",1 9716,"Teacher: That is the essence of working together, so the two of you can share ideas. Teacher: [Crosstalk] Teacher: Did you read the step before you did question number seven? [TARGET]Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps.[/TARGET] Teacher: You erase everything that you have now and go to question eight. Teacher: I want A to lead the discussion. Teacher: [Crosstalk]",1 9717,"Teacher: [Crosstalk] Teacher: Did you read the step before you did question number seven? Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps. [TARGET]Teacher: You erase everything that you have now and go to question eight.[/TARGET] Teacher: I want A to lead the discussion. Teacher: [Crosstalk] Teacher: Write this question please, Student D. You may want to write it on the top.",1 9718,"Teacher: Did you read the step before you did question number seven? Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps. Teacher: You erase everything that you have now and go to question eight. [TARGET]Teacher: I want A to lead the discussion.[/TARGET] Teacher: [Crosstalk] Teacher: Write this question please, Student D. You may want to write it on the top. Teacher: Write it on the top so you have more space to work down.",1 9719,"Teacher: You erase everything that you have now and go to question eight. Teacher: I want A to lead the discussion. Teacher: [Crosstalk] [TARGET]Teacher: Write this question please, Student D. You may want to write it on the top.[/TARGET] Teacher: Write it on the top so you have more space to work down. Teacher: Very good. Teacher: Why were you expecting him to get a different answer?",1 9720,"Teacher: I want A to lead the discussion. Teacher: [Crosstalk] Teacher: Write this question please, Student D. You may want to write it on the top. [TARGET]Teacher: Write it on the top so you have more space to work down.[/TARGET] Teacher: Very good. Teacher: Why were you expecting him to get a different answer? Teacher: What is wrong if you got the same answer?",0 9721,"Teacher: [Crosstalk] Teacher: Write this question please, Student D. You may want to write it on the top. Teacher: Write it on the top so you have more space to work down. [TARGET]Teacher: Very good.[/TARGET] Teacher: Why were you expecting him to get a different answer? Teacher: What is wrong if you got the same answer? Student: [Inaudible].",0 9722,"Teacher: Write this question please, Student D. You may want to write it on the top. Teacher: Write it on the top so you have more space to work down. Teacher: Very good. [TARGET]Teacher: Why were you expecting him to get a different answer?[/TARGET] Teacher: What is wrong if you got the same answer? Student: [Inaudible]. Teacher: Okay.",0 9723,Teacher: Write it on the top so you have more space to work down. Teacher: Very good. Teacher: Why were you expecting him to get a different answer? [TARGET]Teacher: What is wrong if you got the same answer?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: [Crosstalk],0 9724,"Teacher: Okay. Teacher: [Crosstalk] Teacher: Okay. [TARGET]Teacher: 1 and 2.[/TARGET] Teacher: I'm going to call on A, one A to share from here. Teacher: I'm gonna call on one B to share from here. Student: I'm a B.",0 9725,"Teacher: [Crosstalk] Teacher: Okay. Teacher: 1 and 2. [TARGET]Teacher: I'm going to call on A, one A to share from here.[/TARGET] Teacher: I'm gonna call on one B to share from here. Student: I'm a B. Teacher: You do question number six on the board.",1 9726,"Teacher: Okay. Teacher: 1 and 2. Teacher: I'm going to call on A, one A to share from here. [TARGET]Teacher: I'm gonna call on one B to share from here.[/TARGET] Student: I'm a B. Teacher: You do question number six on the board. Teacher: And everybody should see what - all erasers, all [inaudible] should be [inaudible].",1 9727,"Teacher: I'm going to call on A, one A to share from here. Teacher: I'm gonna call on one B to share from here. Student: I'm a B. [TARGET]Teacher: You do question number six on the board.[/TARGET] Teacher: And everybody should see what - all erasers, all [inaudible] should be [inaudible]. Teacher: Let us listen please. Student: First, I thought of the steps.",1 9728,"Teacher: I'm gonna call on one B to share from here. Student: I'm a B. Teacher: You do question number six on the board. [TARGET]Teacher: And everybody should see what - all erasers, all [inaudible] should be [inaudible].[/TARGET] Teacher: Let us listen please. Student: First, I thought of the steps. Student: Mathematicians are to divide fractions by being able to determine the type of fractions.",1 9729,"Student: I'm a B. Teacher: You do question number six on the board. Teacher: And everybody should see what - all erasers, all [inaudible] should be [inaudible]. [TARGET]Teacher: Let us listen please.[/TARGET] Student: First, I thought of the steps. Student: Mathematicians are to divide fractions by being able to determine the type of fractions. Student: This I'm doing number six, this is an improper fraction.",1 9730,"Student: So 6 divided by 5 is 1. Student: So now I have a fraction. Student: Then I flipped my 8, so now it looks like 8 - [TARGET]Teacher: I don't think we are paying attention please.[/TARGET] Teacher: Everybody should be observing what she is doing. Student: Next, for step number three I multiplied the numerators and the denominators. Student: So 6 times 8.",1 9731,"Student: So now I have a fraction. Student: Then I flipped my 8, so now it looks like 8 - Teacher: I don't think we are paying attention please. [TARGET]Teacher: Everybody should be observing what she is doing.[/TARGET] Student: Next, for step number three I multiplied the numerators and the denominators. Student: So 6 times 8. Student: Next, 6 times 8 is 48 and 1 times 5 is 5.",1 9732,"Student: Yes. Student: [Applause] Student: [Crosstalk] [TARGET]Teacher: 1 and 2 and 3.[/TARGET] Teacher: [Inaudible] what, a roller coaster? Teacher: [Inaudible]. Teacher: [Crosstalk]",1 9733,"Student: [Applause] Student: [Crosstalk] Teacher: 1 and 2 and 3. [TARGET]Teacher: [Inaudible] what, a roller coaster?[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: Everybody ready?",0 9734,"Teacher: [Inaudible] what, a roller coaster? Teacher: [Inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Everybody ready?[/TARGET] Teacher: [Crosstalk] Multiple Students: Clickety-clack, clickety-clack [inaudible], whoo. Teacher: Thank you.",1 9735,"Teacher: Everybody ready? Teacher: [Crosstalk] Multiple Students: Clickety-clack, clickety-clack [inaudible], whoo. [TARGET]Teacher: Thank you.[/TARGET] Teacher: [Crosstalk] Teacher: That was really, really good, and you can see that she followed all the steps. Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right.",0 9736,"Multiple Students: Clickety-clack, clickety-clack [inaudible], whoo. Teacher: Thank you. Teacher: [Crosstalk] [TARGET]Teacher: That was really, really good, and you can see that she followed all the steps.[/TARGET] Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right. Teacher: Now, everybody, we go back now to the first question that I put on the board. Teacher: I know some of you got it right and we'll just quickly do that.",0 9737,"Teacher: Thank you. Teacher: [Crosstalk] Teacher: That was really, really good, and you can see that she followed all the steps. [TARGET]Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right.[/TARGET] Teacher: Now, everybody, we go back now to the first question that I put on the board. Teacher: I know some of you got it right and we'll just quickly do that. Teacher: Excuse me.",0 9738,"Teacher: [Crosstalk] Teacher: That was really, really good, and you can see that she followed all the steps. Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right. [TARGET]Teacher: Now, everybody, we go back now to the first question that I put on the board.[/TARGET] Teacher: I know some of you got it right and we'll just quickly do that. Teacher: Excuse me. Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody.",1 9739,"Teacher: That was really, really good, and you can see that she followed all the steps. Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right. Teacher: Now, everybody, we go back now to the first question that I put on the board. [TARGET]Teacher: I know some of you got it right and we'll just quickly do that.[/TARGET] Teacher: Excuse me. Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody. Teacher: [Crosstalk]",1 9740,"Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right. Teacher: Now, everybody, we go back now to the first question that I put on the board. Teacher: I know some of you got it right and we'll just quickly do that. [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody. Teacher: [Crosstalk] Teacher: Erase the board and do the question that some of us could not do at the beginning of the lesson, to see if you can get it right now.",1 9741,"Teacher: Now, everybody, we go back now to the first question that I put on the board. Teacher: I know some of you got it right and we'll just quickly do that. Teacher: Excuse me. [TARGET]Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody.[/TARGET] Teacher: [Crosstalk] Teacher: Erase the board and do the question that some of us could not do at the beginning of the lesson, to see if you can get it right now. Teacher: [Crosstalk]",1 9742,"Teacher: Excuse me. Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody. Teacher: [Crosstalk] [TARGET]Teacher: Erase the board and do the question that some of us could not do at the beginning of the lesson, to see if you can get it right now.[/TARGET] Teacher: [Crosstalk] Teacher: [End of Audio]",1 9743," [TARGET]Teacher: All right, remember yesterday, boys and girls, we started off with the patterns that we used.[/TARGET] Teacher: We identified the numbers in a series from one of our patterns. Teacher: We also looked at the shapes. Teacher: Some of them made different shapes.",0 9744,"Teacher: All right, remember yesterday, boys and girls, we started off with the patterns that we used. [TARGET]Teacher: We identified the numbers in a series from one of our patterns.[/TARGET] Teacher: We also looked at the shapes. Teacher: Some of them made different shapes. Teacher: Today we're gonna talk about patterns in a particular position.",0 9745,"Teacher: All right, remember yesterday, boys and girls, we started off with the patterns that we used. Teacher: We identified the numbers in a series from one of our patterns. [TARGET]Teacher: We also looked at the shapes.[/TARGET] Teacher: Some of them made different shapes. Teacher: Today we're gonna talk about patterns in a particular position. Teacher: We're also gonna talk about using a certain rule to find a certain number.",0 9746,"Teacher: All right, remember yesterday, boys and girls, we started off with the patterns that we used. Teacher: We identified the numbers in a series from one of our patterns. Teacher: We also looked at the shapes. [TARGET]Teacher: Some of them made different shapes.[/TARGET] Teacher: Today we're gonna talk about patterns in a particular position. Teacher: We're also gonna talk about using a certain rule to find a certain number. Teacher: So what do I do?",0 9747,"Teacher: We identified the numbers in a series from one of our patterns. Teacher: We also looked at the shapes. Teacher: Some of them made different shapes. [TARGET]Teacher: Today we're gonna talk about patterns in a particular position.[/TARGET] Teacher: We're also gonna talk about using a certain rule to find a certain number. Teacher: So what do I do? Teacher: I have three ""I dos,"" and then we have three ""we dos."" Then I'm gonna send you to your desk to do the ""we do."" Pay attention.",0 9748,"Teacher: We also looked at the shapes. Teacher: Some of them made different shapes. Teacher: Today we're gonna talk about patterns in a particular position. [TARGET]Teacher: We're also gonna talk about using a certain rule to find a certain number.[/TARGET] Teacher: So what do I do? Teacher: I have three ""I dos,"" and then we have three ""we dos."" Then I'm gonna send you to your desk to do the ""we do."" Pay attention. Teacher: The first one is this.",0 9749,"Teacher: Some of them made different shapes. Teacher: Today we're gonna talk about patterns in a particular position. Teacher: We're also gonna talk about using a certain rule to find a certain number. [TARGET]Teacher: So what do I do?[/TARGET] Teacher: I have three ""I dos,"" and then we have three ""we dos."" Then I'm gonna send you to your desk to do the ""we do."" Pay attention. Teacher: The first one is this. Teacher: In a [inaudible], which shape would be the 99th?",0 9750,"Teacher: Today we're gonna talk about patterns in a particular position. Teacher: We're also gonna talk about using a certain rule to find a certain number. Teacher: So what do I do? [TARGET]Teacher: I have three ""I dos,"" and then we have three ""we dos."" Then I'm gonna send you to your desk to do the ""we do."" Pay attention.[/TARGET] Teacher: The first one is this. Teacher: In a [inaudible], which shape would be the 99th? Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond.",1 9751,"Teacher: We're also gonna talk about using a certain rule to find a certain number. Teacher: So what do I do? Teacher: I have three ""I dos,"" and then we have three ""we dos."" Then I'm gonna send you to your desk to do the ""we do."" Pay attention. [TARGET]Teacher: The first one is this.[/TARGET] Teacher: In a [inaudible], which shape would be the 99th? Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond. Teacher: So the pattern repeats itself and it goes on and on.",0 9752,"Teacher: So what do I do? Teacher: I have three ""I dos,"" and then we have three ""we dos."" Then I'm gonna send you to your desk to do the ""we do."" Pay attention. Teacher: The first one is this. [TARGET]Teacher: In a [inaudible], which shape would be the 99th?[/TARGET] Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond. Teacher: So the pattern repeats itself and it goes on and on. Teacher: Which shape, Student L, will be in the 99th position?",0 9753,"Teacher: I have three ""I dos,"" and then we have three ""we dos."" Then I'm gonna send you to your desk to do the ""we do."" Pay attention. Teacher: The first one is this. Teacher: In a [inaudible], which shape would be the 99th? [TARGET]Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond.[/TARGET] Teacher: So the pattern repeats itself and it goes on and on. Teacher: Which shape, Student L, will be in the 99th position? Teacher: So [according to this] [inaudible], we can use math to solve it.",0 9754,"Teacher: The first one is this. Teacher: In a [inaudible], which shape would be the 99th? Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond. [TARGET]Teacher: So the pattern repeats itself and it goes on and on.[/TARGET] Teacher: Which shape, Student L, will be in the 99th position? Teacher: So [according to this] [inaudible], we can use math to solve it. Teacher: Shhh.",0 9755,"Teacher: In a [inaudible], which shape would be the 99th? Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond. Teacher: So the pattern repeats itself and it goes on and on. [TARGET]Teacher: Which shape, Student L, will be in the 99th position?[/TARGET] Teacher: So [according to this] [inaudible], we can use math to solve it. Teacher: Shhh. Teacher: Pay attention.",0 9756,"Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond. Teacher: So the pattern repeats itself and it goes on and on. Teacher: Which shape, Student L, will be in the 99th position? [TARGET]Teacher: So [according to this] [inaudible], we can use math to solve it.[/TARGET] Teacher: Shhh. Teacher: Pay attention. Teacher: So step one, what you're gonna do is identify one set.",0 9757,"Teacher: So the pattern repeats itself and it goes on and on. Teacher: Which shape, Student L, will be in the 99th position? Teacher: So [according to this] [inaudible], we can use math to solve it. [TARGET]Teacher: Shhh.[/TARGET] Teacher: Pay attention. Teacher: So step one, what you're gonna do is identify one set. Teacher: That means identify one complete set.",1 9758,"Teacher: Which shape, Student L, will be in the 99th position? Teacher: So [according to this] [inaudible], we can use math to solve it. Teacher: Shhh. [TARGET]Teacher: Pay attention.[/TARGET] Teacher: So step one, what you're gonna do is identify one set. Teacher: That means identify one complete set. Teacher: One complete set is square, circle, triangle, diamond.",1 9759,"Teacher: So [according to this] [inaudible], we can use math to solve it. Teacher: Shhh. Teacher: Pay attention. [TARGET]Teacher: So step one, what you're gonna do is identify one set.[/TARGET] Teacher: That means identify one complete set. Teacher: One complete set is square, circle, triangle, diamond. Teacher: So this is one complete set.",0 9760,"Teacher: Shhh. Teacher: Pay attention. Teacher: So step one, what you're gonna do is identify one set. [TARGET]Teacher: That means identify one complete set.[/TARGET] Teacher: One complete set is square, circle, triangle, diamond. Teacher: So this is one complete set. Teacher: You see the other set, same thing.",0 9761,"Teacher: Pay attention. Teacher: So step one, what you're gonna do is identify one set. Teacher: That means identify one complete set. [TARGET]Teacher: One complete set is square, circle, triangle, diamond.[/TARGET] Teacher: So this is one complete set. Teacher: You see the other set, same thing. Teacher: It repeats.",0 9762,"Teacher: So step one, what you're gonna do is identify one set. Teacher: That means identify one complete set. Teacher: One complete set is square, circle, triangle, diamond. [TARGET]Teacher: So this is one complete set.[/TARGET] Teacher: You see the other set, same thing. Teacher: It repeats. Teacher: Now step two says: count the number of shapes in the set.",0 9763,"Teacher: That means identify one complete set. Teacher: One complete set is square, circle, triangle, diamond. Teacher: So this is one complete set. [TARGET]Teacher: You see the other set, same thing.[/TARGET] Teacher: It repeats. Teacher: Now step two says: count the number of shapes in the set. Teacher: So I have one, two, three, four.",0 9764,"Teacher: One complete set is square, circle, triangle, diamond. Teacher: So this is one complete set. Teacher: You see the other set, same thing. [TARGET]Teacher: It repeats.[/TARGET] Teacher: Now step two says: count the number of shapes in the set. Teacher: So I have one, two, three, four. Teacher: In a complete set, I have four shapes in a complete set.",0 9765,"Teacher: So this is one complete set. Teacher: You see the other set, same thing. Teacher: It repeats. [TARGET]Teacher: Now step two says: count the number of shapes in the set.[/TARGET] Teacher: So I have one, two, three, four. Teacher: In a complete set, I have four shapes in a complete set. Teacher: Student C, we're watching right now.",0 9766,"Teacher: You see the other set, same thing. Teacher: It repeats. Teacher: Now step two says: count the number of shapes in the set. [TARGET]Teacher: So I have one, two, three, four.[/TARGET] Teacher: In a complete set, I have four shapes in a complete set. Teacher: Student C, we're watching right now. Teacher: Student L, we're watching.",0 9767,"Teacher: It repeats. Teacher: Now step two says: count the number of shapes in the set. Teacher: So I have one, two, three, four. [TARGET]Teacher: In a complete set, I have four shapes in a complete set.[/TARGET] Teacher: Student C, we're watching right now. Teacher: Student L, we're watching. Teacher: Put the pencil down.",0 9768,"Teacher: Now step two says: count the number of shapes in the set. Teacher: So I have one, two, three, four. Teacher: In a complete set, I have four shapes in a complete set. [TARGET]Teacher: Student C, we're watching right now.[/TARGET] Teacher: Student L, we're watching. Teacher: Put the pencil down. Teacher: So we've got the number in the set.",1 9769,"Teacher: So I have one, two, three, four. Teacher: In a complete set, I have four shapes in a complete set. Teacher: Student C, we're watching right now. [TARGET]Teacher: Student L, we're watching.[/TARGET] Teacher: Put the pencil down. Teacher: So we've got the number in the set. Teacher: You're going to do step three.",1 9770,"Teacher: In a complete set, I have four shapes in a complete set. Teacher: Student C, we're watching right now. Teacher: Student L, we're watching. [TARGET]Teacher: Put the pencil down.[/TARGET] Teacher: So we've got the number in the set. Teacher: You're going to do step three. Teacher: You're going to divide the number or the position you're looking for by the number of items in your set.",1 9771,"Teacher: Student C, we're watching right now. Teacher: Student L, we're watching. Teacher: Put the pencil down. [TARGET]Teacher: So we've got the number in the set.[/TARGET] Teacher: You're going to do step three. Teacher: You're going to divide the number or the position you're looking for by the number of items in your set. Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set.",0 9772,"Teacher: Student L, we're watching. Teacher: Put the pencil down. Teacher: So we've got the number in the set. [TARGET]Teacher: You're going to do step three.[/TARGET] Teacher: You're going to divide the number or the position you're looking for by the number of items in your set. Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set. Teacher: So if we divide 99 divided by 4 we will get - hold on.",1 9773,"Teacher: Put the pencil down. Teacher: So we've got the number in the set. Teacher: You're going to do step three. [TARGET]Teacher: You're going to divide the number or the position you're looking for by the number of items in your set.[/TARGET] Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set. Teacher: So if we divide 99 divided by 4 we will get - hold on. Teacher: We're looking for the 99th position or 99th shape, divided by 4.",0 9774,"Teacher: So we've got the number in the set. Teacher: You're going to do step three. Teacher: You're going to divide the number or the position you're looking for by the number of items in your set. [TARGET]Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set.[/TARGET] Teacher: So if we divide 99 divided by 4 we will get - hold on. Teacher: We're looking for the 99th position or 99th shape, divided by 4. Teacher: So 4 goes into 9 twice.",0 9775,"Teacher: You're going to do step three. Teacher: You're going to divide the number or the position you're looking for by the number of items in your set. Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set. [TARGET]Teacher: So if we divide 99 divided by 4 we will get - hold on.[/TARGET] Teacher: We're looking for the 99th position or 99th shape, divided by 4. Teacher: So 4 goes into 9 twice. Teacher: 2 times 4 is 8.",0 9776,"Teacher: You're going to divide the number or the position you're looking for by the number of items in your set. Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set. Teacher: So if we divide 99 divided by 4 we will get - hold on. [TARGET]Teacher: We're looking for the 99th position or 99th shape, divided by 4.[/TARGET] Teacher: So 4 goes into 9 twice. Teacher: 2 times 4 is 8. Teacher: 9 minus 8 is 1.",0 9777,"Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set. Teacher: So if we divide 99 divided by 4 we will get - hold on. Teacher: We're looking for the 99th position or 99th shape, divided by 4. [TARGET]Teacher: So 4 goes into 9 twice.[/TARGET] Teacher: 2 times 4 is 8. Teacher: 9 minus 8 is 1. Teacher: Bring down the 9.",0 9778,"Teacher: So if we divide 99 divided by 4 we will get - hold on. Teacher: We're looking for the 99th position or 99th shape, divided by 4. Teacher: So 4 goes into 9 twice. [TARGET]Teacher: 2 times 4 is 8.[/TARGET] Teacher: 9 minus 8 is 1. Teacher: Bring down the 9. Teacher: This becomes 19.",0 9779,"Teacher: We're looking for the 99th position or 99th shape, divided by 4. Teacher: So 4 goes into 9 twice. Teacher: 2 times 4 is 8. [TARGET]Teacher: 9 minus 8 is 1.[/TARGET] Teacher: Bring down the 9. Teacher: This becomes 19. Teacher: So 4 goes into 19 -",0 9780,Teacher: So 4 goes into 9 twice. Teacher: 2 times 4 is 8. Teacher: 9 minus 8 is 1. [TARGET]Teacher: Bring down the 9.[/TARGET] Teacher: This becomes 19. Teacher: So 4 goes into 19 - Multiple Students: 4 times.,0 9781,Teacher: 2 times 4 is 8. Teacher: 9 minus 8 is 1. Teacher: Bring down the 9. [TARGET]Teacher: This becomes 19.[/TARGET] Teacher: So 4 goes into 19 - Multiple Students: 4 times. Teacher: 4 times.,0 9782,Teacher: 9 minus 8 is 1. Teacher: Bring down the 9. Teacher: This becomes 19. [TARGET]Teacher: So 4 goes into 19 -[/TARGET] Multiple Students: 4 times. Teacher: 4 times. Teacher: 4 times 4 is 16.,0 9783,Teacher: This becomes 19. Teacher: So 4 goes into 19 - Multiple Students: 4 times. [TARGET]Teacher: 4 times.[/TARGET] Teacher: 4 times 4 is 16. Teacher: 19 minus 16 is 3. Teacher: This is remainder three.,0 9784,Teacher: So 4 goes into 19 - Multiple Students: 4 times. Teacher: 4 times. [TARGET]Teacher: 4 times 4 is 16.[/TARGET] Teacher: 19 minus 16 is 3. Teacher: This is remainder three. Teacher: Now this says your remainder is the position answer.,0 9785,Multiple Students: 4 times. Teacher: 4 times. Teacher: 4 times 4 is 16. [TARGET]Teacher: 19 minus 16 is 3.[/TARGET] Teacher: This is remainder three. Teacher: Now this says your remainder is the position answer. Teacher: So the remainder is 3.,0 9786,"Teacher: 4 times. Teacher: 4 times 4 is 16. Teacher: 19 minus 16 is 3. [TARGET]Teacher: This is remainder three.[/TARGET] Teacher: Now this says your remainder is the position answer. Teacher: So the remainder is 3. Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3.",0 9787,"Teacher: 4 times 4 is 16. Teacher: 19 minus 16 is 3. Teacher: This is remainder three. [TARGET]Teacher: Now this says your remainder is the position answer.[/TARGET] Teacher: So the remainder is 3. Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3. Teacher: So I'm at the triangle.",0 9788,"Teacher: 19 minus 16 is 3. Teacher: This is remainder three. Teacher: Now this says your remainder is the position answer. [TARGET]Teacher: So the remainder is 3.[/TARGET] Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3. Teacher: So I'm at the triangle. Teacher: So the 99th position or the 99th shape will be the triangle.",0 9789,"Teacher: This is remainder three. Teacher: Now this says your remainder is the position answer. Teacher: So the remainder is 3. [TARGET]Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3.[/TARGET] Teacher: So I'm at the triangle. Teacher: So the 99th position or the 99th shape will be the triangle. Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible].",0 9790,"Teacher: Now this says your remainder is the position answer. Teacher: So the remainder is 3. Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3. [TARGET]Teacher: So I'm at the triangle.[/TARGET] Teacher: So the 99th position or the 99th shape will be the triangle. Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible]. Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here.",0 9791,"Teacher: So the remainder is 3. Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3. Teacher: So I'm at the triangle. [TARGET]Teacher: So the 99th position or the 99th shape will be the triangle.[/TARGET] Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible]. Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here. Teacher: 4 is your divisor.",0 9792,"Teacher: So what I'm going to do, I'm going to count to the third shape, 1, 2, 3. Teacher: So I'm at the triangle. Teacher: So the 99th position or the 99th shape will be the triangle. [TARGET]Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible].[/TARGET] Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here. Teacher: 4 is your divisor. Teacher: Just like if we had a 5.",0 9793,"Teacher: So I'm at the triangle. Teacher: So the 99th position or the 99th shape will be the triangle. Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible]. [TARGET]Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here.[/TARGET] Teacher: 4 is your divisor. Teacher: Just like if we had a 5. Teacher: If this was a 5 and the remainder was zero, then it would be the fifth item in the pattern.",0 9794,"Teacher: So the 99th position or the 99th shape will be the triangle. Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible]. Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here. [TARGET]Teacher: 4 is your divisor.[/TARGET] Teacher: Just like if we had a 5. Teacher: If this was a 5 and the remainder was zero, then it would be the fifth item in the pattern. Teacher: [Crosstalk]",0 9795,"Teacher: Now if you did this and you did not have a remainder - it's important - if you don't have a remainder then your answer is the last item, because remember, a whole set, this whole set is [inaudible]. Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here. Teacher: 4 is your divisor. [TARGET]Teacher: Just like if we had a 5.[/TARGET] Teacher: If this was a 5 and the remainder was zero, then it would be the fifth item in the pattern. Teacher: [Crosstalk] Teacher: If you have a remainder zero, your item is always the last item [inaudible].",0 9796,"Teacher: So we cannot have a remainder 4, Student G, because this is 4 right here. Teacher: 4 is your divisor. Teacher: Just like if we had a 5. [TARGET]Teacher: If this was a 5 and the remainder was zero, then it would be the fifth item in the pattern.[/TARGET] Teacher: [Crosstalk] Teacher: If you have a remainder zero, your item is always the last item [inaudible]. Teacher: [Crosstalk]",0 9797,"Teacher: Just like if we had a 5. Teacher: If this was a 5 and the remainder was zero, then it would be the fifth item in the pattern. Teacher: [Crosstalk] [TARGET]Teacher: If you have a remainder zero, your item is always the last item [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: Do you understand? Multiple Students: Yes.",0 9798,"Teacher: [Crosstalk] Teacher: If you have a remainder zero, your item is always the last item [inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Do you understand?[/TARGET] Multiple Students: Yes. Teacher: Any questions? Multiple Students: No.",0 9799,Teacher: [Crosstalk] Teacher: Do you understand? Multiple Students: Yes. [TARGET]Teacher: Any questions?[/TARGET] Multiple Students: No. Teacher: All right. Teacher: The next thing we're gonna do - look up here.,0 9800,"Teacher: Any questions? Multiple Students: No. Teacher: All right. [TARGET]Teacher: The next thing we're gonna do - look up here.[/TARGET] Teacher: [Crosstalk] Teacher: Listen up please. Teacher: Can you see, Student M?",1 9801,"Teacher: All right. Teacher: The next thing we're gonna do - look up here. Teacher: [Crosstalk] [TARGET]Teacher: Listen up please.[/TARGET] Teacher: Can you see, Student M? Student: Yes. Teacher: This one.",1 9802,"Teacher: The next thing we're gonna do - look up here. Teacher: [Crosstalk] Teacher: Listen up please. [TARGET]Teacher: Can you see, Student M?[/TARGET] Student: Yes. Teacher: This one. Student: Yes.",1 9803,"Teacher: Listen up please. Teacher: Can you see, Student M? Student: Yes. [TARGET]Teacher: This one.[/TARGET] Student: Yes. Teacher: Can everyone see? Multiple Students: Yes.",1 9804,Student: Yes. Teacher: This one. Student: Yes. [TARGET]Teacher: Can everyone see?[/TARGET] Multiple Students: Yes. Teacher: So today we're gonna talk about input and output tables. Teacher: Here's an input chart.,1 9805,"Student: Yes. Teacher: Can everyone see? Multiple Students: Yes. [TARGET]Teacher: So today we're gonna talk about input and output tables.[/TARGET] Teacher: Here's an input chart. Teacher: My inputs are 1, 2, 3 and 4. Teacher: The outputs are 5, 9, 13, 17.",0 9806,"Teacher: Can everyone see? Multiple Students: Yes. Teacher: So today we're gonna talk about input and output tables. [TARGET]Teacher: Here's an input chart.[/TARGET] Teacher: My inputs are 1, 2, 3 and 4. Teacher: The outputs are 5, 9, 13, 17. Teacher: So if you input 1, the output is 5.",0 9807,"Multiple Students: Yes. Teacher: So today we're gonna talk about input and output tables. Teacher: Here's an input chart. [TARGET]Teacher: My inputs are 1, 2, 3 and 4.[/TARGET] Teacher: The outputs are 5, 9, 13, 17. Teacher: So if you input 1, the output is 5. Teacher: If you input 2, the output is 9.",0 9808,"Teacher: So today we're gonna talk about input and output tables. Teacher: Here's an input chart. Teacher: My inputs are 1, 2, 3 and 4. [TARGET]Teacher: The outputs are 5, 9, 13, 17.[/TARGET] Teacher: So if you input 1, the output is 5. Teacher: If you input 2, the output is 9. Teacher: If the input is 3, the output is 13.",0 9809,"Teacher: Here's an input chart. Teacher: My inputs are 1, 2, 3 and 4. Teacher: The outputs are 5, 9, 13, 17. [TARGET]Teacher: So if you input 1, the output is 5.[/TARGET] Teacher: If you input 2, the output is 9. Teacher: If the input is 3, the output is 13. Teacher: If you input 4, the output is 17.",0 9810,"Teacher: My inputs are 1, 2, 3 and 4. Teacher: The outputs are 5, 9, 13, 17. Teacher: So if you input 1, the output is 5. [TARGET]Teacher: If you input 2, the output is 9.[/TARGET] Teacher: If the input is 3, the output is 13. Teacher: If you input 4, the output is 17. Teacher: So what we are going to do today, we are going to determine the rule.",0 9811,"Teacher: The outputs are 5, 9, 13, 17. Teacher: So if you input 1, the output is 5. Teacher: If you input 2, the output is 9. [TARGET]Teacher: If the input is 3, the output is 13.[/TARGET] Teacher: If you input 4, the output is 17. Teacher: So what we are going to do today, we are going to determine the rule. Teacher: What rule does this follow?",0 9812,"Teacher: So if you input 1, the output is 5. Teacher: If you input 2, the output is 9. Teacher: If the input is 3, the output is 13. [TARGET]Teacher: If you input 4, the output is 17.[/TARGET] Teacher: So what we are going to do today, we are going to determine the rule. Teacher: What rule does this follow? Teacher: This follows a simple mathematical rule.",0 9813,"Teacher: If you input 2, the output is 9. Teacher: If the input is 3, the output is 13. Teacher: If you input 4, the output is 17. [TARGET]Teacher: So what we are going to do today, we are going to determine the rule.[/TARGET] Teacher: What rule does this follow? Teacher: This follows a simple mathematical rule. Teacher: So step one says start with the first input, which is 1.",0 9814,"Teacher: If the input is 3, the output is 13. Teacher: If you input 4, the output is 17. Teacher: So what we are going to do today, we are going to determine the rule. [TARGET]Teacher: What rule does this follow?[/TARGET] Teacher: This follows a simple mathematical rule. Teacher: So step one says start with the first input, which is 1. Teacher: The first input was the 1.",0 9815,"Teacher: If you input 4, the output is 17. Teacher: So what we are going to do today, we are going to determine the rule. Teacher: What rule does this follow? [TARGET]Teacher: This follows a simple mathematical rule.[/TARGET] Teacher: So step one says start with the first input, which is 1. Teacher: The first input was the 1. Teacher: Do you understand?",0 9816,"Teacher: So what we are going to do today, we are going to determine the rule. Teacher: What rule does this follow? Teacher: This follows a simple mathematical rule. [TARGET]Teacher: So step one says start with the first input, which is 1.[/TARGET] Teacher: The first input was the 1. Teacher: Do you understand? Multiple Students: Yes.",0 9817,"Teacher: What rule does this follow? Teacher: This follows a simple mathematical rule. Teacher: So step one says start with the first input, which is 1. [TARGET]Teacher: The first input was the 1.[/TARGET] Teacher: Do you understand? Multiple Students: Yes. Teacher: Student T, pencil down, you're just watching right now.",0 9818,"Teacher: This follows a simple mathematical rule. Teacher: So step one says start with the first input, which is 1. Teacher: The first input was the 1. [TARGET]Teacher: Do you understand?[/TARGET] Multiple Students: Yes. Teacher: Student T, pencil down, you're just watching right now. Teacher: Step two, get an idea or [inaudible] to go from the input to the output.",0 9819,"Teacher: The first input was the 1. Teacher: Do you understand? Multiple Students: Yes. [TARGET]Teacher: Student T, pencil down, you're just watching right now.[/TARGET] Teacher: Step two, get an idea or [inaudible] to go from the input to the output. Teacher: So we're going from 1 to 5. Teacher: One way to go from 1 to 5 is to add 4.",1 9820,"Teacher: Do you understand? Multiple Students: Yes. Teacher: Student T, pencil down, you're just watching right now. [TARGET]Teacher: Step two, get an idea or [inaudible] to go from the input to the output.[/TARGET] Teacher: So we're going from 1 to 5. Teacher: One way to go from 1 to 5 is to add 4. Teacher: 1 plus 4 equals 5.",0 9821,"Multiple Students: Yes. Teacher: Student T, pencil down, you're just watching right now. Teacher: Step two, get an idea or [inaudible] to go from the input to the output. [TARGET]Teacher: So we're going from 1 to 5.[/TARGET] Teacher: One way to go from 1 to 5 is to add 4. Teacher: 1 plus 4 equals 5. Teacher: Student W, please pay attention.",0 9822,"Teacher: Student T, pencil down, you're just watching right now. Teacher: Step two, get an idea or [inaudible] to go from the input to the output. Teacher: So we're going from 1 to 5. [TARGET]Teacher: One way to go from 1 to 5 is to add 4.[/TARGET] Teacher: 1 plus 4 equals 5. Teacher: Student W, please pay attention. Teacher: So my idea is adding 4 to it.",0 9823,"Teacher: Step two, get an idea or [inaudible] to go from the input to the output. Teacher: So we're going from 1 to 5. Teacher: One way to go from 1 to 5 is to add 4. [TARGET]Teacher: 1 plus 4 equals 5.[/TARGET] Teacher: Student W, please pay attention. Teacher: So my idea is adding 4 to it. Teacher: Step three says [inaudible] with the input/output numbers.",0 9824,"Teacher: So we're going from 1 to 5. Teacher: One way to go from 1 to 5 is to add 4. Teacher: 1 plus 4 equals 5. [TARGET]Teacher: Student W, please pay attention.[/TARGET] Teacher: So my idea is adding 4 to it. Teacher: Step three says [inaudible] with the input/output numbers. Teacher: If the idea does not work, go back to step two and try another idea.",1 9825,"Teacher: One way to go from 1 to 5 is to add 4. Teacher: 1 plus 4 equals 5. Teacher: Student W, please pay attention. [TARGET]Teacher: So my idea is adding 4 to it.[/TARGET] Teacher: Step three says [inaudible] with the input/output numbers. Teacher: If the idea does not work, go back to step two and try another idea. Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer.",0 9826,"Teacher: 1 plus 4 equals 5. Teacher: Student W, please pay attention. Teacher: So my idea is adding 4 to it. [TARGET]Teacher: Step three says [inaudible] with the input/output numbers.[/TARGET] Teacher: If the idea does not work, go back to step two and try another idea. Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer. Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4.",0 9827,"Teacher: Student W, please pay attention. Teacher: So my idea is adding 4 to it. Teacher: Step three says [inaudible] with the input/output numbers. [TARGET]Teacher: If the idea does not work, go back to step two and try another idea.[/TARGET] Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer. Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4. Teacher: So I'm gonna try the second input, 2 to 9.",0 9828,"Teacher: So my idea is adding 4 to it. Teacher: Step three says [inaudible] with the input/output numbers. Teacher: If the idea does not work, go back to step two and try another idea. [TARGET]Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer.[/TARGET] Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4. Teacher: So I'm gonna try the second input, 2 to 9. Teacher: 2 plus 4 would give me 8.",0 9829,"Teacher: Step three says [inaudible] with the input/output numbers. Teacher: If the idea does not work, go back to step two and try another idea. Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer. [TARGET]Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4.[/TARGET] Teacher: So I'm gonna try the second input, 2 to 9. Teacher: 2 plus 4 would give me 8. Teacher: It does not give me - I'm sorry.",0 9830,"Teacher: If the idea does not work, go back to step two and try another idea. Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer. Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4. [TARGET]Teacher: So I'm gonna try the second input, 2 to 9.[/TARGET] Teacher: 2 plus 4 would give me 8. Teacher: It does not give me - I'm sorry. Teacher: 2 plus 4 gives me -",0 9831,"Teacher: If the idea does work, then [inaudible] that fits all these, it's your answer. Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4. Teacher: So I'm gonna try the second input, 2 to 9. [TARGET]Teacher: 2 plus 4 would give me 8.[/TARGET] Teacher: It does not give me - I'm sorry. Teacher: 2 plus 4 gives me - Student: 6",0 9832,"Teacher: So my idea right now is plus 4 because I want from 1 to 5 and I did plus 4. Teacher: So I'm gonna try the second input, 2 to 9. Teacher: 2 plus 4 would give me 8. [TARGET]Teacher: It does not give me - I'm sorry.[/TARGET] Teacher: 2 plus 4 gives me - Student: 6 Teacher: 6, not 9.",0 9833,"Teacher: So I'm gonna try the second input, 2 to 9. Teacher: 2 plus 4 would give me 8. Teacher: It does not give me - I'm sorry. [TARGET]Teacher: 2 plus 4 gives me -[/TARGET] Student: 6 Teacher: 6, not 9. Teacher: So that means plus 4 does not work.",0 9834,"Teacher: It does not give me - I'm sorry. Teacher: 2 plus 4 gives me - Student: 6 [TARGET]Teacher: 6, not 9.[/TARGET] Teacher: So that means plus 4 does not work. Teacher: So we have to think of another way to go from 1 to 5. Teacher: It doesn't work.",0 9835,"Teacher: 2 plus 4 gives me - Student: 6 Teacher: 6, not 9. [TARGET]Teacher: So that means plus 4 does not work.[/TARGET] Teacher: So we have to think of another way to go from 1 to 5. Teacher: It doesn't work. Teacher: Sometimes you may need to try more than one operation.",0 9836,"Student: 6 Teacher: 6, not 9. Teacher: So that means plus 4 does not work. [TARGET]Teacher: So we have to think of another way to go from 1 to 5.[/TARGET] Teacher: It doesn't work. Teacher: Sometimes you may need to try more than one operation. Teacher: Sometimes you may try more than one operation.",0 9837,"Teacher: 6, not 9. Teacher: So that means plus 4 does not work. Teacher: So we have to think of another way to go from 1 to 5. [TARGET]Teacher: It doesn't work.[/TARGET] Teacher: Sometimes you may need to try more than one operation. Teacher: Sometimes you may try more than one operation. Teacher: So what else can I do to get from 1 to 5?",0 9838,Teacher: So that means plus 4 does not work. Teacher: So we have to think of another way to go from 1 to 5. Teacher: It doesn't work. [TARGET]Teacher: Sometimes you may need to try more than one operation.[/TARGET] Teacher: Sometimes you may try more than one operation. Teacher: So what else can I do to get from 1 to 5? Teacher: I can try doing multiplication.,0 9839,Teacher: So we have to think of another way to go from 1 to 5. Teacher: It doesn't work. Teacher: Sometimes you may need to try more than one operation. [TARGET]Teacher: Sometimes you may try more than one operation.[/TARGET] Teacher: So what else can I do to get from 1 to 5? Teacher: I can try doing multiplication. Teacher: 1 times 4 -,0 9840,Teacher: It doesn't work. Teacher: Sometimes you may need to try more than one operation. Teacher: Sometimes you may try more than one operation. [TARGET]Teacher: So what else can I do to get from 1 to 5?[/TARGET] Teacher: I can try doing multiplication. Teacher: 1 times 4 - Student: Plus 1.,0 9841,Teacher: Sometimes you may need to try more than one operation. Teacher: Sometimes you may try more than one operation. Teacher: So what else can I do to get from 1 to 5? [TARGET]Teacher: I can try doing multiplication.[/TARGET] Teacher: 1 times 4 - Student: Plus 1. Teacher: Plus 1.,0 9842,Teacher: Sometimes you may try more than one operation. Teacher: So what else can I do to get from 1 to 5? Teacher: I can try doing multiplication. [TARGET]Teacher: 1 times 4 -[/TARGET] Student: Plus 1. Teacher: Plus 1. Teacher: I'm gonna try that.,0 9843,Teacher: I can try doing multiplication. Teacher: 1 times 4 - Student: Plus 1. [TARGET]Teacher: Plus 1.[/TARGET] Teacher: I'm gonna try that. Teacher: Let's see if this works. Teacher: 1 times 4.,0 9844,Teacher: 1 times 4 - Student: Plus 1. Teacher: Plus 1. [TARGET]Teacher: I'm gonna try that.[/TARGET] Teacher: Let's see if this works. Teacher: 1 times 4. Teacher: [Crosstalk],0 9845,Student: Plus 1. Teacher: Plus 1. Teacher: I'm gonna try that. [TARGET]Teacher: Let's see if this works.[/TARGET] Teacher: 1 times 4. Teacher: [Crosstalk] Teacher: Watch me.,0 9846,Teacher: Plus 1. Teacher: I'm gonna try that. Teacher: Let's see if this works. [TARGET]Teacher: 1 times 4.[/TARGET] Teacher: [Crosstalk] Teacher: Watch me. Teacher: [Crosstalk],0 9847,Teacher: Let's see if this works. Teacher: 1 times 4. Teacher: [Crosstalk] [TARGET]Teacher: Watch me.[/TARGET] Teacher: [Crosstalk] Teacher: So we're doing 1 times 4 plus 1. Teacher: We're gonna see if this idea works.,1 9848,Teacher: [Crosstalk] Teacher: Watch me. Teacher: [Crosstalk] [TARGET]Teacher: So we're doing 1 times 4 plus 1.[/TARGET] Teacher: We're gonna see if this idea works. Teacher: So I'm gonna test it with the 2. Teacher: 2 times 4 is what?,0 9849,Teacher: Watch me. Teacher: [Crosstalk] Teacher: So we're doing 1 times 4 plus 1. [TARGET]Teacher: We're gonna see if this idea works.[/TARGET] Teacher: So I'm gonna test it with the 2. Teacher: 2 times 4 is what? Student: 8,0 9850,Teacher: [Crosstalk] Teacher: So we're doing 1 times 4 plus 1. Teacher: We're gonna see if this idea works. [TARGET]Teacher: So I'm gonna test it with the 2.[/TARGET] Teacher: 2 times 4 is what? Student: 8 Teacher: 8 plus 1.,0 9851,Teacher: So we're doing 1 times 4 plus 1. Teacher: We're gonna see if this idea works. Teacher: So I'm gonna test it with the 2. [TARGET]Teacher: 2 times 4 is what?[/TARGET] Student: 8 Teacher: 8 plus 1. Multiple Students: Is 9.,0 9852,Teacher: So I'm gonna test it with the 2. Teacher: 2 times 4 is what? Student: 8 [TARGET]Teacher: 8 plus 1.[/TARGET] Multiple Students: Is 9. Teacher: So far it's working. Teacher: 3 times 4 is how much?,0 9853,"Student: 8 Teacher: 8 plus 1. Multiple Students: Is 9. [TARGET]Teacher: So far it's working.[/TARGET] Teacher: 3 times 4 is how much? Student: 7 Student: No, 12.",0 9854,"Teacher: 8 plus 1. Multiple Students: Is 9. Teacher: So far it's working. [TARGET]Teacher: 3 times 4 is how much?[/TARGET] Student: 7 Student: No, 12. Teacher: 3 times 4.",0 9855,"Teacher: 3 times 4 is how much? Student: 7 Student: No, 12. [TARGET]Teacher: 3 times 4.[/TARGET] Multiple Students: 12 Teacher: Remember, my idea is 1 is the input times 4 plus 1. Teacher: So 3 times 4 is how much?",0 9856,"Student: No, 12. Teacher: 3 times 4. Multiple Students: 12 [TARGET]Teacher: Remember, my idea is 1 is the input times 4 plus 1.[/TARGET] Teacher: So 3 times 4 is how much? Multiple Students: 12 Teacher: Plus 1 more.",0 9857,"Teacher: 3 times 4. Multiple Students: 12 Teacher: Remember, my idea is 1 is the input times 4 plus 1. [TARGET]Teacher: So 3 times 4 is how much?[/TARGET] Multiple Students: 12 Teacher: Plus 1 more. Multiple Students: 13",0 9858,"Teacher: Remember, my idea is 1 is the input times 4 plus 1. Teacher: So 3 times 4 is how much? Multiple Students: 12 [TARGET]Teacher: Plus 1 more.[/TARGET] Multiple Students: 13 Teacher: So far it works. Teacher: 4 times 4 is how much?",0 9859,Multiple Students: 12 Teacher: Plus 1 more. Multiple Students: 13 [TARGET]Teacher: So far it works.[/TARGET] Teacher: 4 times 4 is how much? Multiple Students: 16 Teacher: Plus 1.,0 9860,Teacher: Plus 1 more. Multiple Students: 13 Teacher: So far it works. [TARGET]Teacher: 4 times 4 is how much?[/TARGET] Multiple Students: 16 Teacher: Plus 1. Multiple Students: 17,0 9861,Teacher: So far it works. Teacher: 4 times 4 is how much? Multiple Students: 16 [TARGET]Teacher: Plus 1.[/TARGET] Multiple Students: 17 Teacher: So my rule is - Multiple Students: Times 4 plus 1.,0 9862,Multiple Students: 16 Teacher: Plus 1. Multiple Students: 17 [TARGET]Teacher: So my rule is -[/TARGET] Multiple Students: Times 4 plus 1. Multiple Students: [Crosstalk] Teacher: So this is the rule.,0 9863,"Teacher: So my rule is - Multiple Students: Times 4 plus 1. Multiple Students: [Crosstalk] [TARGET]Teacher: So this is the rule.[/TARGET] 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.",0 9864,"Multiple Students: Times 4 plus 1. Multiple Students: [Crosstalk] Teacher: So this is the rule. [TARGET]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. 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.",0 9865,"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?",0 9866,"Teacher: So this is the rule. 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. [TARGET]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. Teacher: Can you all see this chart? Multiple Students: Yes.",1 9867,"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.",0 9868,"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. Teacher: The last thing we are going to do, we are going to follow. [TARGET]Teacher: Can you all see this chart?[/TARGET] 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.",1 9869,"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.",0 9870,"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.",0 9871,"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.",0 9872,"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.",0 9873,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.,0 9874,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.,0 9875,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.,0 9876,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.,0 9877,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.,0 9878,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.,0 9879,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.,0 9880,"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.",0 9881,"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.",0 9882,"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.",0 9883,"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.",0 9884,"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.",0 9885,"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.",0 9886,"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. [TARGET]Teacher: Student A, you're not paying attention.[/TARGET] 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.",1 9887,"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.",0 9888,"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.",0 9889,"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.",0 9890,"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.",0 9891,"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.",0 9892,"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.",0 9893,"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.",0 9894,"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?",0 9895,"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.",0 9896,"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?",0 9897,"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.",0 9898,"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].",0 9899,"Teacher: The shapes, input/output or determining the number from last position? Multiple Students: No. Teacher: Okay. [TARGET]Teacher: Now it's time for [inaudible].[/TARGET] Teacher: This goes with the first chart. Teacher: [Crosstalk] Teacher: This one, your first one will go with this chart.",1 9900,"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?",0 9901,"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.",0 9902,"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]",0 9903,"Teacher: This one, your first one will go with this chart. Teacher: This says: what is the [inaudible] first shape? Teacher: [Crosstalk] [TARGET]Teacher: Follow the steps.[/TARGET] Teacher: [Crosstalk] Teacher: Remember, step one is identify the set in that pattern. Teacher: Go to step two.",1 9904,"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.",0 9905,"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.",0 9906,"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]",0 9907,"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.",0 9908,"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.",0 9909,"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] [TARGET]Teacher: Student K, you're not doing that.[/TARGET] Teacher: Have a seat. Teacher: [Crosstalk] Teacher: [Students doing group work]",1 9910,"Teacher: If there's no remainder, the last shape is your answer. Teacher: [Crosstalk] Teacher: Student K, you're not doing that. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: [Crosstalk] Teacher: [Students doing group work] Teacher: I need your attention.",1 9911,Teacher: Have a seat. Teacher: [Crosstalk] Teacher: [Students doing group work] [TARGET]Teacher: I need your attention.[/TARGET] Teacher: [Crosstalk] Teacher: Who did not get it? Teacher: This is the way Student J did it.,1 9912,"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.",0 9913,"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.",0 9914,"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.",0 9915,"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.",0 9916,"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. [TARGET]Teacher: Student M, eyes up here please.[/TARGET] 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.",1 9917,"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.",0 9918,"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]",0 9919,"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].",0 9920,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.,0 9921,"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] [TARGET]Teacher: This is your second [inaudible].[/TARGET] Teacher: Copy the chart down. Teacher: Use this chart [inaudible]. Teacher: Do step one, then go to step two.",1 9922,"Teacher: The first shape is your answer and it is a remainder of 1. Teacher: [Crosstalk] Teacher: This is your second [inaudible]. [TARGET]Teacher: Copy the chart down.[/TARGET] Teacher: Use this chart [inaudible]. Teacher: Do step one, then go to step two. Teacher: [Crosstalk]",1 9923,"Teacher: [Crosstalk] Teacher: This is your second [inaudible]. Teacher: Copy the chart down. [TARGET]Teacher: Use this chart [inaudible].[/TARGET] Teacher: Do step one, then go to step two. Teacher: [Crosstalk] Teacher: Follow the steps.",1 9924,"Teacher: This is your second [inaudible]. Teacher: Copy the chart down. Teacher: Use this chart [inaudible]. [TARGET]Teacher: Do step one, then go to step two.[/TARGET] Teacher: [Crosstalk] Teacher: Follow the steps. Teacher: Student W, the chart right there, copy it down.",1 9925,"Teacher: Use this chart [inaudible]. Teacher: Do step one, then go to step two. Teacher: [Crosstalk] [TARGET]Teacher: Follow the steps.[/TARGET] Teacher: Student W, the chart right there, copy it down. Teacher: [Crosstalk] Teacher: You use this chart to solve it, these steps to solve it.",1 9926,"Teacher: Do step one, then go to step two. Teacher: [Crosstalk] Teacher: Follow the steps. [TARGET]Teacher: Student W, the chart right there, copy it down.[/TARGET] Teacher: [Crosstalk] Teacher: You use this chart to solve it, these steps to solve it. Teacher: [Crosstalk]",1 9927,"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?",0 9928,"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.",0 9929,"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.",0 9930,"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.",0 9931,"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.",0 9932,"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?",0 9933,"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",0 9934,"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.",0 9935,"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",0 9936,"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.",0 9937,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.,0 9938,Teacher: Plus one more. Multiple Students: 22 Teacher: Good. [TARGET]Teacher: 4 times 7.[/TARGET] Multiple Students: 28 Teacher: Plus one more. Multiple Students: 29,0 9939,Teacher: Good. Teacher: 4 times 7. Multiple Students: 28 [TARGET]Teacher: Plus one more.[/TARGET] Multiple Students: 29 Teacher: Good. Teacher: [Crosstalk],0 9940,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.,0 9941,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].,0 9942,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.,0 9943,"Teacher: Use this chart to figure it out. Teacher: [Inaudible]. Teacher: [Crosstalk - excessive noise] [TARGET]Teacher: Write the problem down.[/TARGET] Teacher: Write the problem down. Teacher: Student M, I'm talking. Teacher: [Crosstalk]",1 9944,"Teacher: [Inaudible]. Teacher: [Crosstalk - excessive noise] Teacher: Write the problem down. [TARGET]Teacher: Write the problem down.[/TARGET] Teacher: Student M, I'm talking. Teacher: [Crosstalk] Teacher: [Crosstalk]",1 9945,"Teacher: [Crosstalk - excessive noise] Teacher: Write the problem down. Teacher: Write the problem down. [TARGET]Teacher: Student M, I'm talking.[/TARGET] Teacher: [Crosstalk] Teacher: [Crosstalk] Teacher: Go on.",1 9946,"Teacher: Student M, I'm talking. Teacher: [Crosstalk] Teacher: [Crosstalk] [TARGET]Teacher: Go on.[/TARGET] Teacher: Write the problem down quickly. Student: I'm trying to. Student: Student J, hurry up.",1 9947,"Teacher: [Crosstalk] Teacher: [Crosstalk] Teacher: Go on. [TARGET]Teacher: Write the problem down quickly.[/TARGET] Student: I'm trying to. Student: Student J, hurry up. Student: Student W, go to your desk over there please.",1 9948,"Student: Student J, hurry up. Student: Student W, go to your desk over there please. Student: [Crosstalk] [TARGET]Teacher: Student C, do you need to go to your desk?[/TARGET] Student: No. Teacher: If I have to call your name one more time to be quiet, you're going to your desk. Teacher: [Crosstalk]",1 9949,"Student: [Crosstalk] Teacher: Student C, do you need to go to your desk? Student: No. [TARGET]Teacher: If I have to call your name one more time to be quiet, you're going to your desk.[/TARGET] Teacher: [Crosstalk] Student: Do we have to work it out? Teacher: Yes, you have to work it out.",1 9950,"Teacher: If I have to call your name one more time to be quiet, you're going to your desk. Teacher: [Crosstalk] Student: Do we have to work it out? [TARGET]Teacher: Yes, you have to work it out.[/TARGET] Teacher: Follow the chart right there. Teacher: Write your numbers out. Teacher: [Inaudible].",1 9951,"Teacher: [Crosstalk] Student: Do we have to work it out? Teacher: Yes, you have to work it out. [TARGET]Teacher: Follow the chart right there.[/TARGET] Teacher: Write your numbers out. Teacher: [Inaudible]. Teacher: [Crosstalk]",1 9952,"Student: Do we have to work it out? Teacher: Yes, you have to work it out. Teacher: Follow the chart right there. [TARGET]Teacher: Write your numbers out.[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: Student W, can you please keep your comments to yourself.",1 9953,"Teacher: Write your numbers out. Teacher: [Inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Student W, can you please keep your comments to yourself.[/TARGET] Teacher: Copy the problem down. Teacher: [Crosstalk] Teacher: Pay attention.",1 9954,"Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: Student W, can you please keep your comments to yourself. [TARGET]Teacher: Copy the problem down.[/TARGET] Teacher: [Crosstalk] Teacher: Pay attention. Teacher: This pattern, let's say that the first number is four.",1 9955,"Teacher: Student W, can you please keep your comments to yourself. Teacher: Copy the problem down. Teacher: [Crosstalk] [TARGET]Teacher: Pay attention.[/TARGET] Teacher: This pattern, let's say that the first number is four. Teacher: [Crosstalk] Teacher: Student L, go sit down, please.",1 9956,"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.",0 9957,"Teacher: Pay attention. Teacher: This pattern, let's say that the first number is four. Teacher: [Crosstalk] [TARGET]Teacher: Student L, go sit down, please.[/TARGET] 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.",1 9958,"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].",0 9959,"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].",0 9960,"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]",0 9961,"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.",0 9962,"Teacher: The number given is 4. Teacher: So we're gonna begin with 4. Teacher: Now, we're going to [inaudible]. [TARGET]Teacher: Pay attention [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: Please go back to your seat. Teacher: [Inaudible].",1 9963,"Teacher: Now, we're going to [inaudible]. Teacher: Pay attention [inaudible]. Teacher: [Crosstalk] [TARGET]Teacher: Please go back to your seat.[/TARGET] Teacher: [Inaudible]. Teacher: Multiply by 3, then add 1. Teacher: So I'm gonna do this to the 4.",1 9964,"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",0 9965,"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.",0 9966,"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?",0 9967,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],0 9968,"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.",0 9969,"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",0 9970,"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.",0 9971,"Student: [Crosstalk] Teacher: So this must [inaudible] number, 13. Teacher: Now I'm gonna do the same thing, Student J, to 13. [TARGET]Teacher: What is 13 times 3?[/TARGET] Student: 39 Student: Plus 1 equals 40. Teacher: So 40 is my third number.",0 9972,"Teacher: What is 13 times 3? Student: 39 Student: Plus 1 equals 40. [TARGET]Teacher: So 40 is my third number.[/TARGET] Teacher: Now I'm gonna do the same thing for 40, Student M. Student M, I'm gonna do the same thing for the third number. Teacher: What is 40 times 3? Student: 120",0 9973,"Student: 39 Student: Plus 1 equals 40. Teacher: So 40 is my third number. [TARGET]Teacher: Now I'm gonna do the same thing for 40, Student M. Student M, I'm gonna do the same thing for the third number.[/TARGET] Teacher: What is 40 times 3? Student: 120 Teacher: Plus one more.",0 9974,"Student: Plus 1 equals 40. Teacher: So 40 is my third number. Teacher: Now I'm gonna do the same thing for 40, Student M. Student M, I'm gonna do the same thing for the third number. [TARGET]Teacher: What is 40 times 3?[/TARGET] Student: 120 Teacher: Plus one more. Student: 121",0 9975,"Teacher: Now I'm gonna do the same thing for 40, Student M. Student M, I'm gonna do the same thing for the third number. Teacher: What is 40 times 3? Student: 120 [TARGET]Teacher: Plus one more.[/TARGET] Student: 121 Teacher: 121 is my fourth number. Teacher: Now I'm gonna do the same thing to 121.",0 9976,Student: 120 Teacher: Plus one more. Student: 121 [TARGET]Teacher: 121 is my fourth number.[/TARGET] Teacher: Now I'm gonna do the same thing to 121. Teacher: 121 times 3 is how much? Student: 363,0 9977,Teacher: Plus one more. Student: 121 Teacher: 121 is my fourth number. [TARGET]Teacher: Now I'm gonna do the same thing to 121.[/TARGET] Teacher: 121 times 3 is how much? Student: 363 Teacher: 363,0 9978,Student: 121 Teacher: 121 is my fourth number. Teacher: Now I'm gonna do the same thing to 121. [TARGET]Teacher: 121 times 3 is how much?[/TARGET] Student: 363 Teacher: 363 Teacher: Plus one more.,0 9979,Teacher: Now I'm gonna do the same thing to 121. Teacher: 121 times 3 is how much? Student: 363 [TARGET]Teacher: 363[/TARGET] Teacher: Plus one more. Teacher: 364 Teacher: [Crosstalk - excessive background noise],0 9980,"Teacher: 121 times 3 is how much? Student: 363 Teacher: 363 [TARGET]Teacher: Plus one more.[/TARGET] Teacher: 364 Teacher: [Crosstalk - excessive background noise] Teacher: Student J, go to your seat please.",0 9981,"Student: 363 Teacher: 363 Teacher: Plus one more. [TARGET]Teacher: 364[/TARGET] Teacher: [Crosstalk - excessive background noise] Teacher: Student J, go to your seat please. Teacher: I've asked all of you [inaudible] three times already.",0 9982,"Teacher: Plus one more. Teacher: 364 Teacher: [Crosstalk - excessive background noise] [TARGET]Teacher: Student J, go to your seat please.[/TARGET] Teacher: I've asked all of you [inaudible] three times already. Teacher: Go to your seat please. Teacher: So what number is the fifth?",1 9983,"Teacher: 364 Teacher: [Crosstalk - excessive background noise] Teacher: Student J, go to your seat please. [TARGET]Teacher: I've asked all of you [inaudible] three times already.[/TARGET] Teacher: Go to your seat please. Teacher: So what number is the fifth? Teacher: What number is the fifth one?",1 9984,"Teacher: [Crosstalk - excessive background noise] Teacher: Student J, go to your seat please. Teacher: I've asked all of you [inaudible] three times already. [TARGET]Teacher: Go to your seat please.[/TARGET] Teacher: So what number is the fifth? Teacher: What number is the fifth one? Teacher: [Crosstalk]",1 9985,"Teacher: Student J, go to your seat please. Teacher: I've asked all of you [inaudible] three times already. Teacher: Go to your seat please. [TARGET]Teacher: So what number is the fifth?[/TARGET] Teacher: What number is the fifth one? Teacher: [Crosstalk] Teacher: The back row, go to your seats.",0 9986,"Teacher: I've asked all of you [inaudible] three times already. Teacher: Go to your seat please. Teacher: So what number is the fifth? [TARGET]Teacher: What number is the fifth one?[/TARGET] Teacher: [Crosstalk] Teacher: The back row, go to your seats. Teacher: [Crosstalk]",0 9987,"Teacher: So what number is the fifth? Teacher: What number is the fifth one? Teacher: [Crosstalk] [TARGET]Teacher: The back row, go to your seats.[/TARGET] Teacher: [Crosstalk] Teacher: The fifth row, go back to your seats. Teacher: [Crosstalk]",1 9988,"Teacher: [Crosstalk] Teacher: The back row, go to your seats. Teacher: [Crosstalk] [TARGET]Teacher: The fifth row, go back to your seats.[/TARGET] Teacher: [Crosstalk] Teacher: The fourth row, go back to your seats. Teacher: Third row, go back to your seats.",1 9989,"Teacher: [Crosstalk] Teacher: The fifth row, go back to your seats. Teacher: [Crosstalk] [TARGET]Teacher: The fourth row, go back to your seats.[/TARGET] Teacher: Third row, go back to your seats. Teacher: [Crosstalk - excessive noise] Teacher: When you finish, copy it down.",1 9990,"Teacher: The fifth row, go back to your seats. Teacher: [Crosstalk] Teacher: The fourth row, go back to your seats. [TARGET]Teacher: Third row, go back to your seats.[/TARGET] Teacher: [Crosstalk - excessive noise] Teacher: When you finish, copy it down. Teacher: When you finish, copy the chart down.",1 9991,"Teacher: The fourth row, go back to your seats. Teacher: Third row, go back to your seats. Teacher: [Crosstalk - excessive noise] [TARGET]Teacher: When you finish, copy it down.[/TARGET] Teacher: When you finish, copy the chart down. Teacher: [Crosstalk] Teacher: [End of Audio]",1 9992,"Teacher: Third row, go back to your seats. Teacher: [Crosstalk - excessive noise] Teacher: When you finish, copy it down. [TARGET]Teacher: When you finish, copy the chart down.[/TARGET] Teacher: [Crosstalk] Teacher: [End of Audio]",1 9993," [TARGET]Teacher: Okay, five, four, three, sh.[/TARGET] Teacher: Student T, I need you had your seat. Teacher: Student S, I need you in your seat now. Teacher: We moved a couple of people because they were in the way of the camera.",1 9994,"Teacher: Okay, five, four, three, sh. [TARGET]Teacher: Student T, I need you had your seat.[/TARGET] Teacher: Student S, I need you in your seat now. Teacher: We moved a couple of people because they were in the way of the camera. Teacher: So I need everybody back to their original seat unless I personally moved you.",1 9995,"Teacher: Okay, five, four, three, sh. Teacher: Student T, I need you had your seat. [TARGET]Teacher: Student S, I need you in your seat now.[/TARGET] Teacher: We moved a couple of people because they were in the way of the camera. Teacher: So I need everybody back to their original seat unless I personally moved you. Teacher: All right, you need out colored pencils, blue and yellow.",1 9996,"Teacher: Okay, five, four, three, sh. Teacher: Student T, I need you had your seat. Teacher: Student S, I need you in your seat now. [TARGET]Teacher: We moved a couple of people because they were in the way of the camera.[/TARGET] Teacher: So I need everybody back to their original seat unless I personally moved you. Teacher: All right, you need out colored pencils, blue and yellow. Teacher: You need your math journal and you need a pencil.",1 9997,"Teacher: Student T, I need you had your seat. Teacher: Student S, I need you in your seat now. Teacher: We moved a couple of people because they were in the way of the camera. [TARGET]Teacher: So I need everybody back to their original seat unless I personally moved you.[/TARGET] Teacher: All right, you need out colored pencils, blue and yellow. Teacher: You need your math journal and you need a pencil. Teacher: So if you will get those things really quickly while I set the computer up.",1 9998,"Teacher: Student S, I need you in your seat now. Teacher: We moved a couple of people because they were in the way of the camera. Teacher: So I need everybody back to their original seat unless I personally moved you. [TARGET]Teacher: All right, you need out colored pencils, blue and yellow.[/TARGET] Teacher: You need your math journal and you need a pencil. Teacher: So if you will get those things really quickly while I set the computer up. Teacher: I am looking for the group that's ready.",1 9999,"Teacher: We moved a couple of people because they were in the way of the camera. Teacher: So I need everybody back to their original seat unless I personally moved you. Teacher: All right, you need out colored pencils, blue and yellow. [TARGET]Teacher: You need your math journal and you need a pencil.[/TARGET] Teacher: So if you will get those things really quickly while I set the computer up. Teacher: I am looking for the group that's ready. Teacher: Could you get me a poster board?",1 10000,"Teacher: So I need everybody back to their original seat unless I personally moved you. Teacher: All right, you need out colored pencils, blue and yellow. Teacher: You need your math journal and you need a pencil. [TARGET]Teacher: So if you will get those things really quickly while I set the computer up.[/TARGET] Teacher: I am looking for the group that's ready. Teacher: Could you get me a poster board? Teacher: Can you use highlighters?",1 10001,"Teacher: All right, you need out colored pencils, blue and yellow. Teacher: You need your math journal and you need a pencil. Teacher: So if you will get those things really quickly while I set the computer up. [TARGET]Teacher: I am looking for the group that's ready.[/TARGET] Teacher: Could you get me a poster board? Teacher: Can you use highlighters? Teacher: If they're blue and yellow you may.",1 10002,"Teacher: You need your math journal and you need a pencil. Teacher: So if you will get those things really quickly while I set the computer up. Teacher: I am looking for the group that's ready. [TARGET]Teacher: Could you get me a poster board?[/TARGET] Teacher: Can you use highlighters? Teacher: If they're blue and yellow you may. Teacher: Okay, the computer's not working.",1 10003,"Teacher: So if you will get those things really quickly while I set the computer up. Teacher: I am looking for the group that's ready. Teacher: Could you get me a poster board? [TARGET]Teacher: Can you use highlighters?[/TARGET] Teacher: If they're blue and yellow you may. Teacher: Okay, the computer's not working. Teacher: It's going slow.",1 10004,"Teacher: I am looking for the group that's ready. Teacher: Could you get me a poster board? Teacher: Can you use highlighters? [TARGET]Teacher: If they're blue and yellow you may.[/TARGET] Teacher: Okay, the computer's not working. Teacher: It's going slow. Teacher: All right, you should be ready.",1 10005,"Teacher: Could you get me a poster board? Teacher: Can you use highlighters? Teacher: If they're blue and yellow you may. [TARGET]Teacher: Okay, the computer's not working.[/TARGET] Teacher: It's going slow. Teacher: All right, you should be ready. Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need.",1 10006,"Teacher: Can you use highlighters? Teacher: If they're blue and yellow you may. Teacher: Okay, the computer's not working. [TARGET]Teacher: It's going slow.[/TARGET] Teacher: All right, you should be ready. Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need. Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction.",1 10007,"Teacher: If they're blue and yellow you may. Teacher: Okay, the computer's not working. Teacher: It's going slow. [TARGET]Teacher: All right, you should be ready.[/TARGET] Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need. Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction. Teacher: How do we multiply a fraction by a fraction.",1 10008,"Teacher: Okay, the computer's not working. Teacher: It's going slow. Teacher: All right, you should be ready. [TARGET]Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need.[/TARGET] Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction. Teacher: How do we multiply a fraction by a fraction. Teacher: Everybody should have their essential question.",1 10009,"Teacher: It's going slow. Teacher: All right, you should be ready. Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need. [TARGET]Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction.[/TARGET] Teacher: How do we multiply a fraction by a fraction. Teacher: Everybody should have their essential question. Teacher: How do you multiply a fraction by a fraction.",0 10010,"Teacher: All right, you should be ready. Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need. Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction. [TARGET]Teacher: How do we multiply a fraction by a fraction.[/TARGET] Teacher: Everybody should have their essential question. Teacher: How do you multiply a fraction by a fraction. Teacher: Everybody should have a white sheet of paper.",0 10011,"Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need. Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction. Teacher: How do we multiply a fraction by a fraction. [TARGET]Teacher: Everybody should have their essential question.[/TARGET] Teacher: How do you multiply a fraction by a fraction. Teacher: Everybody should have a white sheet of paper. Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one.",1 10012,"Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction. Teacher: How do we multiply a fraction by a fraction. Teacher: Everybody should have their essential question. [TARGET]Teacher: How do you multiply a fraction by a fraction.[/TARGET] Teacher: Everybody should have a white sheet of paper. Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one. Teacher: I want you to write one fourth times two thirds on your paper.",0 10013,"Teacher: How do we multiply a fraction by a fraction. Teacher: Everybody should have their essential question. Teacher: How do you multiply a fraction by a fraction. [TARGET]Teacher: Everybody should have a white sheet of paper.[/TARGET] Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one. Teacher: I want you to write one fourth times two thirds on your paper. Teacher: You should have your essential question, how do you multiply a fraction by a fraction.",1 10014,"Teacher: Everybody should have their essential question. Teacher: How do you multiply a fraction by a fraction. Teacher: Everybody should have a white sheet of paper. [TARGET]Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one.[/TARGET] Teacher: I want you to write one fourth times two thirds on your paper. Teacher: You should have your essential question, how do you multiply a fraction by a fraction. Teacher: We are going to model an example first.",1 10015,"Teacher: How do you multiply a fraction by a fraction. Teacher: Everybody should have a white sheet of paper. Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one. [TARGET]Teacher: I want you to write one fourth times two thirds on your paper.[/TARGET] Teacher: You should have your essential question, how do you multiply a fraction by a fraction. Teacher: We are going to model an example first. Teacher: We're going to model one fourth times two thirds.",0 10016,"Teacher: Everybody should have a white sheet of paper. Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one. Teacher: I want you to write one fourth times two thirds on your paper. [TARGET]Teacher: You should have your essential question, how do you multiply a fraction by a fraction.[/TARGET] Teacher: We are going to model an example first. Teacher: We're going to model one fourth times two thirds. Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box.",0 10017,"Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one. Teacher: I want you to write one fourth times two thirds on your paper. Teacher: You should have your essential question, how do you multiply a fraction by a fraction. [TARGET]Teacher: We are going to model an example first.[/TARGET] Teacher: We're going to model one fourth times two thirds. Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box. Teacher: This box - your piece of paper is going to represent this box in a few minutes.",0 10018,"Teacher: I want you to write one fourth times two thirds on your paper. Teacher: You should have your essential question, how do you multiply a fraction by a fraction. Teacher: We are going to model an example first. [TARGET]Teacher: We're going to model one fourth times two thirds.[/TARGET] Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box. Teacher: This box - your piece of paper is going to represent this box in a few minutes. Teacher: So you're gonna take your paper and we are going to represent the number.",0 10019,"Teacher: You should have your essential question, how do you multiply a fraction by a fraction. Teacher: We are going to model an example first. Teacher: We're going to model one fourth times two thirds. [TARGET]Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box.[/TARGET] Teacher: This box - your piece of paper is going to represent this box in a few minutes. Teacher: So you're gonna take your paper and we are going to represent the number. Teacher: Which number do you think we're going to represent first?",0 10020,Teacher: We are going to model an example first. Teacher: We're going to model one fourth times two thirds. Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box. [TARGET]Teacher: This box - your piece of paper is going to represent this box in a few minutes.[/TARGET] Teacher: So you're gonna take your paper and we are going to represent the number. Teacher: Which number do you think we're going to represent first? Teacher: One what?,0 10021,Teacher: We're going to model one fourth times two thirds. Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box. Teacher: This box - your piece of paper is going to represent this box in a few minutes. [TARGET]Teacher: So you're gonna take your paper and we are going to represent the number.[/TARGET] Teacher: Which number do you think we're going to represent first? Teacher: One what? Student: Fourth.,0 10022,Teacher: I want you to go ahead and write this on your paper and I want you to draw just a box. Teacher: This box - your piece of paper is going to represent this box in a few minutes. Teacher: So you're gonna take your paper and we are going to represent the number. [TARGET]Teacher: Which number do you think we're going to represent first?[/TARGET] Teacher: One what? Student: Fourth. Teacher: One fourth.,0 10023,"Teacher: This box - your piece of paper is going to represent this box in a few minutes. Teacher: So you're gonna take your paper and we are going to represent the number. Teacher: Which number do you think we're going to represent first? [TARGET]Teacher: One what?[/TARGET] Student: Fourth. Teacher: One fourth. Teacher: Okay, so I want you to divide your paper into fourths.",0 10024,"Teacher: Which number do you think we're going to represent first? Teacher: One what? Student: Fourth. [TARGET]Teacher: One fourth.[/TARGET] Teacher: Okay, so I want you to divide your paper into fourths. Teacher: Fold your paper horizontally. Teacher: This is horizontal, right?",0 10025,"Teacher: One what? Student: Fourth. Teacher: One fourth. [TARGET]Teacher: Okay, so I want you to divide your paper into fourths.[/TARGET] Teacher: Fold your paper horizontally. Teacher: This is horizontal, right? Teacher: What is this?",0 10026,"Student: Fourth. Teacher: One fourth. Teacher: Okay, so I want you to divide your paper into fourths. [TARGET]Teacher: Fold your paper horizontally.[/TARGET] Teacher: This is horizontal, right? Teacher: What is this? Multiple Students: Vertical.",0 10027,"Teacher: One fourth. Teacher: Okay, so I want you to divide your paper into fourths. Teacher: Fold your paper horizontally. [TARGET]Teacher: This is horizontal, right?[/TARGET] Teacher: What is this? Multiple Students: Vertical. Teacher: So horizontally we're gonna make four parts.",0 10028,"Teacher: Okay, so I want you to divide your paper into fourths. Teacher: Fold your paper horizontally. Teacher: This is horizontal, right? [TARGET]Teacher: What is this?[/TARGET] Multiple Students: Vertical. Teacher: So horizontally we're gonna make four parts. Teacher: The easiest way is to make what first?",0 10029,"Teacher: This is horizontal, right? Teacher: What is this? Multiple Students: Vertical. [TARGET]Teacher: So horizontally we're gonna make four parts.[/TARGET] Teacher: The easiest way is to make what first? Teacher: A half. Teacher: Then fold it again to another half and when you open it back up, what do you have?",0 10030,"Teacher: What is this? Multiple Students: Vertical. Teacher: So horizontally we're gonna make four parts. [TARGET]Teacher: The easiest way is to make what first?[/TARGET] Teacher: A half. Teacher: Then fold it again to another half and when you open it back up, what do you have? Multiple Students: Fourths.",0 10031,"Multiple Students: Vertical. Teacher: So horizontally we're gonna make four parts. Teacher: The easiest way is to make what first? [TARGET]Teacher: A half.[/TARGET] Teacher: Then fold it again to another half and when you open it back up, what do you have? Multiple Students: Fourths. Teacher: Fourths.",0 10032,"Teacher: So horizontally we're gonna make four parts. Teacher: The easiest way is to make what first? Teacher: A half. [TARGET]Teacher: Then fold it again to another half and when you open it back up, what do you have?[/TARGET] Multiple Students: Fourths. Teacher: Fourths. Teacher: I want you to shade in one fourth.",0 10033,"Teacher: A half. Teacher: Then fold it again to another half and when you open it back up, what do you have? Multiple Students: Fourths. [TARGET]Teacher: Fourths.[/TARGET] Teacher: I want you to shade in one fourth. Teacher: So you're gonna take your blue and shade in one fourth. Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth.",0 10034,"Teacher: Then fold it again to another half and when you open it back up, what do you have? Multiple Students: Fourths. Teacher: Fourths. [TARGET]Teacher: I want you to shade in one fourth.[/TARGET] Teacher: So you're gonna take your blue and shade in one fourth. Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth. Teacher: When I shade in one fourth, what am I shading in?",0 10035,"Multiple Students: Fourths. Teacher: Fourths. Teacher: I want you to shade in one fourth. [TARGET]Teacher: So you're gonna take your blue and shade in one fourth.[/TARGET] Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth. Teacher: When I shade in one fourth, what am I shading in? Teacher: One what?",0 10036,"Teacher: Fourths. Teacher: I want you to shade in one fourth. Teacher: So you're gonna take your blue and shade in one fourth. [TARGET]Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth.[/TARGET] Teacher: When I shade in one fourth, what am I shading in? Teacher: One what? Teacher: One part of the four.",0 10037,"Teacher: I want you to shade in one fourth. Teacher: So you're gonna take your blue and shade in one fourth. Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth. [TARGET]Teacher: When I shade in one fourth, what am I shading in?[/TARGET] Teacher: One what? Teacher: One part of the four. Teacher: So this is a fourth.",0 10038,"Teacher: So you're gonna take your blue and shade in one fourth. Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth. Teacher: When I shade in one fourth, what am I shading in? [TARGET]Teacher: One what?[/TARGET] Teacher: One part of the four. Teacher: So this is a fourth. Teacher: Okay, you didn't follow directions.",0 10039,"Teacher: So horizontally you folded your paper into fourth and you're shading in one fourth. Teacher: When I shade in one fourth, what am I shading in? Teacher: One what? [TARGET]Teacher: One part of the four.[/TARGET] Teacher: So this is a fourth. Teacher: Okay, you didn't follow directions. Teacher: You've got to fold it horizontally.",0 10040,"Teacher: When I shade in one fourth, what am I shading in? Teacher: One what? Teacher: One part of the four. [TARGET]Teacher: So this is a fourth.[/TARGET] Teacher: Okay, you didn't follow directions. Teacher: You've got to fold it horizontally. Teacher: You're folding it in half and then you're folding it in half again so you have four parts.",0 10041,"Teacher: One what? Teacher: One part of the four. Teacher: So this is a fourth. [TARGET]Teacher: Okay, you didn't follow directions.[/TARGET] Teacher: You've got to fold it horizontally. Teacher: You're folding it in half and then you're folding it in half again so you have four parts. Teacher: You need a new sheet of paper.",1 10042,"Teacher: One part of the four. Teacher: So this is a fourth. Teacher: Okay, you didn't follow directions. [TARGET]Teacher: You've got to fold it horizontally.[/TARGET] Teacher: You're folding it in half and then you're folding it in half again so you have four parts. Teacher: You need a new sheet of paper. Teacher: Let's get a new sheet of paper so you can start over.",0 10043,"Teacher: So this is a fourth. Teacher: Okay, you didn't follow directions. Teacher: You've got to fold it horizontally. [TARGET]Teacher: You're folding it in half and then you're folding it in half again so you have four parts.[/TARGET] Teacher: You need a new sheet of paper. Teacher: Let's get a new sheet of paper so you can start over. Teacher: Okay, what do you need, Student A?",0 10044,"Teacher: Okay, you didn't follow directions. Teacher: You've got to fold it horizontally. Teacher: You're folding it in half and then you're folding it in half again so you have four parts. [TARGET]Teacher: You need a new sheet of paper.[/TARGET] Teacher: Let's get a new sheet of paper so you can start over. Teacher: Okay, what do you need, Student A? Teacher: What are you looking for?",1 10045,"Teacher: You've got to fold it horizontally. Teacher: You're folding it in half and then you're folding it in half again so you have four parts. Teacher: You need a new sheet of paper. [TARGET]Teacher: Let's get a new sheet of paper so you can start over.[/TARGET] Teacher: Okay, what do you need, Student A? Teacher: What are you looking for? Student: [Inaudible].",1 10046,"Teacher: You're folding it in half and then you're folding it in half again so you have four parts. Teacher: You need a new sheet of paper. Teacher: Let's get a new sheet of paper so you can start over. [TARGET]Teacher: Okay, what do you need, Student A?[/TARGET] Teacher: What are you looking for? Student: [Inaudible]. Teacher: You're gonna have to - if you don't have them, borrow from people around you.",1 10047,"Teacher: You need a new sheet of paper. Teacher: Let's get a new sheet of paper so you can start over. Teacher: Okay, what do you need, Student A? [TARGET]Teacher: What are you looking for?[/TARGET] Student: [Inaudible]. Teacher: You're gonna have to - if you don't have them, borrow from people around you. Teacher: The next one we're gonna model is what?",1 10048,"Teacher: Okay, what do you need, Student A? Teacher: What are you looking for? Student: [Inaudible]. [TARGET]Teacher: You're gonna have to - if you don't have them, borrow from people around you.[/TARGET] Teacher: The next one we're gonna model is what? Teacher: You've got one fourth. Teacher: Everybody should have shaded in already.",1 10049,"Teacher: What are you looking for? Student: [Inaudible]. Teacher: You're gonna have to - if you don't have them, borrow from people around you. [TARGET]Teacher: The next one we're gonna model is what?[/TARGET] Teacher: You've got one fourth. Teacher: Everybody should have shaded in already. Teacher: It doesn't take long to shade in.",0 10050,"Student: [Inaudible]. Teacher: You're gonna have to - if you don't have them, borrow from people around you. Teacher: The next one we're gonna model is what? [TARGET]Teacher: You've got one fourth.[/TARGET] Teacher: Everybody should have shaded in already. Teacher: It doesn't take long to shade in. Teacher: That has to be shaded in this way.",0 10051,"Teacher: You're gonna have to - if you don't have them, borrow from people around you. Teacher: The next one we're gonna model is what? Teacher: You've got one fourth. [TARGET]Teacher: Everybody should have shaded in already.[/TARGET] Teacher: It doesn't take long to shade in. Teacher: That has to be shaded in this way. Teacher: One fourth horizontally.",1 10052,Teacher: The next one we're gonna model is what? Teacher: You've got one fourth. Teacher: Everybody should have shaded in already. [TARGET]Teacher: It doesn't take long to shade in.[/TARGET] Teacher: That has to be shaded in this way. Teacher: One fourth horizontally. Teacher: There you go.,1 10053,"Teacher: You've got one fourth. Teacher: Everybody should have shaded in already. Teacher: It doesn't take long to shade in. [TARGET]Teacher: That has to be shaded in this way.[/TARGET] Teacher: One fourth horizontally. Teacher: There you go. Teacher: Have you shaded, Student K?",1 10054,"Teacher: Everybody should have shaded in already. Teacher: It doesn't take long to shade in. Teacher: That has to be shaded in this way. [TARGET]Teacher: One fourth horizontally.[/TARGET] Teacher: There you go. Teacher: Have you shaded, Student K? Teacher: Okay, shade in one fourth, Student R. Student Q, do you have yours one fourth?",0 10055,"Teacher: It doesn't take long to shade in. Teacher: That has to be shaded in this way. Teacher: One fourth horizontally. [TARGET]Teacher: There you go.[/TARGET] Teacher: Have you shaded, Student K? Teacher: Okay, shade in one fourth, Student R. Student Q, do you have yours one fourth? Teacher: Folding it in half, folding it in half again.",0 10056,"Teacher: That has to be shaded in this way. Teacher: One fourth horizontally. Teacher: There you go. [TARGET]Teacher: Have you shaded, Student K?[/TARGET] Teacher: Okay, shade in one fourth, Student R. Student Q, do you have yours one fourth? Teacher: Folding it in half, folding it in half again. Teacher: You're getting fourths.",1 10057,"Teacher: One fourth horizontally. Teacher: There you go. Teacher: Have you shaded, Student K? [TARGET]Teacher: Okay, shade in one fourth, Student R. Student Q, do you have yours one fourth?[/TARGET] Teacher: Folding it in half, folding it in half again. Teacher: You're getting fourths. Teacher: Then to show one fourth you shade in what?",1 10058,"Teacher: There you go. Teacher: Have you shaded, Student K? Teacher: Okay, shade in one fourth, Student R. Student Q, do you have yours one fourth? [TARGET]Teacher: Folding it in half, folding it in half again.[/TARGET] Teacher: You're getting fourths. Teacher: Then to show one fourth you shade in what? Teacher: One section.",0 10059,"Teacher: Have you shaded, Student K? Teacher: Okay, shade in one fourth, Student R. Student Q, do you have yours one fourth? Teacher: Folding it in half, folding it in half again. [TARGET]Teacher: You're getting fourths.[/TARGET] Teacher: Then to show one fourth you shade in what? Teacher: One section. Teacher: On your paper, we're going to model what we're doing on our paper what we're doing in our hands, so I'm gonna divide my square into what?",0 10060,"Teacher: Okay, shade in one fourth, Student R. Student Q, do you have yours one fourth? Teacher: Folding it in half, folding it in half again. Teacher: You're getting fourths. [TARGET]Teacher: Then to show one fourth you shade in what?[/TARGET] Teacher: One section. Teacher: On your paper, we're going to model what we're doing on our paper what we're doing in our hands, so I'm gonna divide my square into what? Teacher: What am I gonna divide this into?",0 10061,"Teacher: Folding it in half, folding it in half again. Teacher: You're getting fourths. Teacher: Then to show one fourth you shade in what? [TARGET]Teacher: One section.[/TARGET] Teacher: On your paper, we're going to model what we're doing on our paper what we're doing in our hands, so I'm gonna divide my square into what? Teacher: What am I gonna divide this into? Student: Thirds.",0 10062,"Teacher: You're getting fourths. Teacher: Then to show one fourth you shade in what? Teacher: One section. [TARGET]Teacher: On your paper, we're going to model what we're doing on our paper what we're doing in our hands, so I'm gonna divide my square into what?[/TARGET] Teacher: What am I gonna divide this into? Student: Thirds. Teacher: No, fourths.",0 10063,"Teacher: Then to show one fourth you shade in what? Teacher: One section. Teacher: On your paper, we're going to model what we're doing on our paper what we're doing in our hands, so I'm gonna divide my square into what? [TARGET]Teacher: What am I gonna divide this into?[/TARGET] Student: Thirds. Teacher: No, fourths. Teacher: So I have one, two.",0 10064,"Teacher: On your paper, we're going to model what we're doing on our paper what we're doing in our hands, so I'm gonna divide my square into what? Teacher: What am I gonna divide this into? Student: Thirds. [TARGET]Teacher: No, fourths.[/TARGET] Teacher: So I have one, two. Teacher: I have fourths. Teacher: I'm shading in a fourth.",0 10065,"Teacher: What am I gonna divide this into? Student: Thirds. Teacher: No, fourths. [TARGET]Teacher: So I have one, two.[/TARGET] Teacher: I have fourths. Teacher: I'm shading in a fourth. Teacher: So the next one we're gonna have to fold in the opposite direction and do what?",0 10066,"Student: Thirds. Teacher: No, fourths. Teacher: So I have one, two. [TARGET]Teacher: I have fourths.[/TARGET] Teacher: I'm shading in a fourth. Teacher: So the next one we're gonna have to fold in the opposite direction and do what? Student: Thirds.",0 10067,"Teacher: No, fourths. Teacher: So I have one, two. Teacher: I have fourths. [TARGET]Teacher: I'm shading in a fourth.[/TARGET] Teacher: So the next one we're gonna have to fold in the opposite direction and do what? Student: Thirds. Teacher: We folded it this way, horizontally, to start with, right?",0 10068,"Teacher: So I have one, two. Teacher: I have fourths. Teacher: I'm shading in a fourth. [TARGET]Teacher: So the next one we're gonna have to fold in the opposite direction and do what?[/TARGET] Student: Thirds. Teacher: We folded it this way, horizontally, to start with, right? Teacher: So now we have to fold it how?",0 10069,"Teacher: I'm shading in a fourth. Teacher: So the next one we're gonna have to fold in the opposite direction and do what? Student: Thirds. [TARGET]Teacher: We folded it this way, horizontally, to start with, right?[/TARGET] Teacher: So now we have to fold it how? Multiple Students: Vertically. Teacher: Vertically into what?",0 10070,"Teacher: So the next one we're gonna have to fold in the opposite direction and do what? Student: Thirds. Teacher: We folded it this way, horizontally, to start with, right? [TARGET]Teacher: So now we have to fold it how?[/TARGET] Multiple Students: Vertically. Teacher: Vertically into what? Student: Eights.",0 10071,"Teacher: We folded it this way, horizontally, to start with, right? Teacher: So now we have to fold it how? Multiple Students: Vertically. [TARGET]Teacher: Vertically into what?[/TARGET] Student: Eights. Teacher: Thirds. Teacher: So thirds I'm gonna do one, so now I have two columns.",0 10072,"Multiple Students: Vertically. Teacher: Vertically into what? Student: Eights. [TARGET]Teacher: Thirds.[/TARGET] Teacher: So thirds I'm gonna do one, so now I have two columns. Teacher: Just kind of roll it. Teacher: So now I have thirds.",0 10073,"Teacher: Vertically into what? Student: Eights. Teacher: Thirds. [TARGET]Teacher: So thirds I'm gonna do one, so now I have two columns.[/TARGET] Teacher: Just kind of roll it. Teacher: So now I have thirds. Teacher: I'm multiplying by what?",0 10074,"Student: Eights. Teacher: Thirds. Teacher: So thirds I'm gonna do one, so now I have two columns. [TARGET]Teacher: Just kind of roll it.[/TARGET] Teacher: So now I have thirds. Teacher: I'm multiplying by what? Teacher: What am I multiplying by?",0 10075,"Teacher: Thirds. Teacher: So thirds I'm gonna do one, so now I have two columns. Teacher: Just kind of roll it. [TARGET]Teacher: So now I have thirds.[/TARGET] Teacher: I'm multiplying by what? Teacher: What am I multiplying by? Teacher: Two what?",0 10076,"Teacher: So thirds I'm gonna do one, so now I have two columns. Teacher: Just kind of roll it. Teacher: So now I have thirds. [TARGET]Teacher: I'm multiplying by what?[/TARGET] Teacher: What am I multiplying by? Teacher: Two what? Student: Two thirds.",0 10077,Teacher: Just kind of roll it. Teacher: So now I have thirds. Teacher: I'm multiplying by what? [TARGET]Teacher: What am I multiplying by?[/TARGET] Teacher: Two what? Student: Two thirds. Teacher: Two thirds.,0 10078,Teacher: So now I have thirds. Teacher: I'm multiplying by what? Teacher: What am I multiplying by? [TARGET]Teacher: Two what?[/TARGET] Student: Two thirds. Teacher: Two thirds. Teacher: Now I have to shade in two thirds.,0 10079,Teacher: What am I multiplying by? Teacher: Two what? Student: Two thirds. [TARGET]Teacher: Two thirds.[/TARGET] Teacher: Now I have to shade in two thirds. Teacher: Don't get confused with your columns. Teacher: You may have to do the original ones.,0 10080,"Teacher: Two what? Student: Two thirds. Teacher: Two thirds. [TARGET]Teacher: Now I have to shade in two thirds.[/TARGET] Teacher: Don't get confused with your columns. Teacher: You may have to do the original ones. Teacher: Here is your original fourths, right?",0 10081,"Student: Two thirds. Teacher: Two thirds. Teacher: Now I have to shade in two thirds. [TARGET]Teacher: Don't get confused with your columns.[/TARGET] Teacher: You may have to do the original ones. Teacher: Here is your original fourths, right? Teacher: So then I rolled it and I got thirds.",0 10082,"Teacher: Two thirds. Teacher: Now I have to shade in two thirds. Teacher: Don't get confused with your columns. [TARGET]Teacher: You may have to do the original ones.[/TARGET] Teacher: Here is your original fourths, right? Teacher: So then I rolled it and I got thirds. Teacher: How many am I shading in?",0 10083,"Teacher: Now I have to shade in two thirds. Teacher: Don't get confused with your columns. Teacher: You may have to do the original ones. [TARGET]Teacher: Here is your original fourths, right?[/TARGET] Teacher: So then I rolled it and I got thirds. Teacher: How many am I shading in? Teacher: Two what?",0 10084,"Teacher: Don't get confused with your columns. Teacher: You may have to do the original ones. Teacher: Here is your original fourths, right? [TARGET]Teacher: So then I rolled it and I got thirds.[/TARGET] Teacher: How many am I shading in? Teacher: Two what? Teacher: Two thirds.",0 10085,"Teacher: You may have to do the original ones. Teacher: Here is your original fourths, right? Teacher: So then I rolled it and I got thirds. [TARGET]Teacher: How many am I shading in?[/TARGET] Teacher: Two what? Teacher: Two thirds. Teacher: Now I'm shading in two thirds.",0 10086,"Teacher: Here is your original fourths, right? Teacher: So then I rolled it and I got thirds. Teacher: How many am I shading in? [TARGET]Teacher: Two what?[/TARGET] Teacher: Two thirds. Teacher: Now I'm shading in two thirds. Teacher: Okay, so shade in two thirds.",0 10087,"Teacher: So then I rolled it and I got thirds. Teacher: How many am I shading in? Teacher: Two what? [TARGET]Teacher: Two thirds.[/TARGET] Teacher: Now I'm shading in two thirds. Teacher: Okay, so shade in two thirds. Teacher: You're shading in this column and this column, right?",0 10088,"Teacher: How many am I shading in? Teacher: Two what? Teacher: Two thirds. [TARGET]Teacher: Now I'm shading in two thirds.[/TARGET] Teacher: Okay, so shade in two thirds. Teacher: You're shading in this column and this column, right? Teacher: Three, yeah three sections.",0 10089,"Teacher: Two what? Teacher: Two thirds. Teacher: Now I'm shading in two thirds. [TARGET]Teacher: Okay, so shade in two thirds.[/TARGET] Teacher: You're shading in this column and this column, right? Teacher: Three, yeah three sections. Teacher: On my chart I'm gonna now break my graph into what?",0 10090,"Teacher: Two thirds. Teacher: Now I'm shading in two thirds. Teacher: Okay, so shade in two thirds. [TARGET]Teacher: You're shading in this column and this column, right?[/TARGET] Teacher: Three, yeah three sections. Teacher: On my chart I'm gonna now break my graph into what? Student: Thirds.",0 10091,"Teacher: Now I'm shading in two thirds. Teacher: Okay, so shade in two thirds. Teacher: You're shading in this column and this column, right? [TARGET]Teacher: Three, yeah three sections.[/TARGET] Teacher: On my chart I'm gonna now break my graph into what? Student: Thirds. Teacher: Thirds and I'm gonna shade in what?",0 10092,"Teacher: Okay, so shade in two thirds. Teacher: You're shading in this column and this column, right? Teacher: Three, yeah three sections. [TARGET]Teacher: On my chart I'm gonna now break my graph into what?[/TARGET] Student: Thirds. Teacher: Thirds and I'm gonna shade in what? Teacher: Two thirds.",0 10093,"Teacher: Three, yeah three sections. Teacher: On my chart I'm gonna now break my graph into what? Student: Thirds. [TARGET]Teacher: Thirds and I'm gonna shade in what?[/TARGET] Teacher: Two thirds. Teacher: Okay, so I want you to think about how many parts do you have now - all the parts you have - and how many are shaded that are overlapping. Teacher: Think about what your answer to this problem would be.",0 10094,"Teacher: On my chart I'm gonna now break my graph into what? Student: Thirds. Teacher: Thirds and I'm gonna shade in what? [TARGET]Teacher: Two thirds.[/TARGET] Teacher: Okay, so I want you to think about how many parts do you have now - all the parts you have - and how many are shaded that are overlapping. Teacher: Think about what your answer to this problem would be. Teacher: You didn't shade it from the first one.",0 10095,"Student: Thirds. Teacher: Thirds and I'm gonna shade in what? Teacher: Two thirds. [TARGET]Teacher: Okay, so I want you to think about how many parts do you have now - all the parts you have - and how many are shaded that are overlapping.[/TARGET] Teacher: Think about what your answer to this problem would be. Teacher: You didn't shade it from the first one. Teacher: Where was your fourth?",0 10096,"Teacher: Thirds and I'm gonna shade in what? Teacher: Two thirds. Teacher: Okay, so I want you to think about how many parts do you have now - all the parts you have - and how many are shaded that are overlapping. [TARGET]Teacher: Think about what your answer to this problem would be.[/TARGET] Teacher: You didn't shade it from the first one. Teacher: Where was your fourth? Teacher: Here is your fourth.",0 10097,"Teacher: Two thirds. Teacher: Okay, so I want you to think about how many parts do you have now - all the parts you have - and how many are shaded that are overlapping. Teacher: Think about what your answer to this problem would be. [TARGET]Teacher: You didn't shade it from the first one.[/TARGET] Teacher: Where was your fourth? Teacher: Here is your fourth. Teacher: Now you have to shade your thirds, so one, two - there's three.",0 10098,"Teacher: Okay, so I want you to think about how many parts do you have now - all the parts you have - and how many are shaded that are overlapping. Teacher: Think about what your answer to this problem would be. Teacher: You didn't shade it from the first one. [TARGET]Teacher: Where was your fourth?[/TARGET] Teacher: Here is your fourth. Teacher: Now you have to shade your thirds, so one, two - there's three. Teacher: So now shade in thirds.",0 10099,"Teacher: Think about what your answer to this problem would be. Teacher: You didn't shade it from the first one. Teacher: Where was your fourth? [TARGET]Teacher: Here is your fourth.[/TARGET] Teacher: Now you have to shade your thirds, so one, two - there's three. Teacher: So now shade in thirds. Teacher: This was your original fourths.",0 10100,"Teacher: You didn't shade it from the first one. Teacher: Where was your fourth? Teacher: Here is your fourth. [TARGET]Teacher: Now you have to shade your thirds, so one, two - there's three.[/TARGET] Teacher: So now shade in thirds. Teacher: This was your original fourths. Teacher: Here's your thirds.",0 10101,"Teacher: Where was your fourth? Teacher: Here is your fourth. Teacher: Now you have to shade your thirds, so one, two - there's three. [TARGET]Teacher: So now shade in thirds.[/TARGET] Teacher: This was your original fourths. Teacher: Here's your thirds. Teacher: Shade.",0 10102,"Teacher: Here is your fourth. Teacher: Now you have to shade your thirds, so one, two - there's three. Teacher: So now shade in thirds. [TARGET]Teacher: This was your original fourths.[/TARGET] Teacher: Here's your thirds. Teacher: Shade. Teacher: Make sure your colors overlap.",0 10103,"Teacher: Now you have to shade your thirds, so one, two - there's three. Teacher: So now shade in thirds. Teacher: This was your original fourths. [TARGET]Teacher: Here's your thirds.[/TARGET] Teacher: Shade. Teacher: Make sure your colors overlap. Teacher: You want your colors to overlap.",0 10104,"Teacher: So now shade in thirds. Teacher: This was your original fourths. Teacher: Here's your thirds. [TARGET]Teacher: Shade.[/TARGET] Teacher: Make sure your colors overlap. Teacher: You want your colors to overlap. Teacher: How many whole parts do you have now, Student S?",0 10105,"Teacher: This was your original fourths. Teacher: Here's your thirds. Teacher: Shade. [TARGET]Teacher: Make sure your colors overlap.[/TARGET] Teacher: You want your colors to overlap. Teacher: How many whole parts do you have now, Student S? Student: Nine.",0 10106,"Teacher: Here's your thirds. Teacher: Shade. Teacher: Make sure your colors overlap. [TARGET]Teacher: You want your colors to overlap.[/TARGET] Teacher: How many whole parts do you have now, Student S? Student: Nine. Teacher: You have nine equal parts?",0 10107,"Teacher: Shade. Teacher: Make sure your colors overlap. Teacher: You want your colors to overlap. [TARGET]Teacher: How many whole parts do you have now, Student S?[/TARGET] Student: Nine. Teacher: You have nine equal parts? Teacher: Are you sure?",0 10108,"Teacher: You want your colors to overlap. Teacher: How many whole parts do you have now, Student S? Student: Nine. [TARGET]Teacher: You have nine equal parts?[/TARGET] Teacher: Are you sure? Teacher: Look at that. Teacher: How many parts do you have all together?",0 10109,"Teacher: How many whole parts do you have now, Student S? Student: Nine. Teacher: You have nine equal parts? [TARGET]Teacher: Are you sure?[/TARGET] Teacher: Look at that. Teacher: How many parts do you have all together? Multiple Students: Twelve.",0 10110,Student: Nine. Teacher: You have nine equal parts? Teacher: Are you sure? [TARGET]Teacher: Look at that.[/TARGET] Teacher: How many parts do you have all together? Multiple Students: Twelve. Teacher: Twelve.,0 10111,Teacher: You have nine equal parts? Teacher: Are you sure? Teacher: Look at that. [TARGET]Teacher: How many parts do you have all together?[/TARGET] Multiple Students: Twelve. Teacher: Twelve. Teacher: So what is my denominator?,0 10112,Teacher: Look at that. Teacher: How many parts do you have all together? Multiple Students: Twelve. [TARGET]Teacher: Twelve.[/TARGET] Teacher: So what is my denominator? Student: Twelve. Teacher: Twelve.,0 10113,Teacher: How many parts do you have all together? Multiple Students: Twelve. Teacher: Twelve. [TARGET]Teacher: So what is my denominator?[/TARGET] Student: Twelve. Teacher: Twelve. Teacher: How many parts do I have shaded that are overlapping?,0 10114,Teacher: Twelve. Teacher: So what is my denominator? Student: Twelve. [TARGET]Teacher: Twelve.[/TARGET] Teacher: How many parts do I have shaded that are overlapping? Student: Two. Teacher: Two.,0 10115,Teacher: So what is my denominator? Student: Twelve. Teacher: Twelve. [TARGET]Teacher: How many parts do I have shaded that are overlapping?[/TARGET] Student: Two. Teacher: Two. Teacher: So what is one fourth times two thirds?,0 10116,Teacher: Twelve. Teacher: How many parts do I have shaded that are overlapping? Student: Two. [TARGET]Teacher: Two.[/TARGET] Teacher: So what is one fourth times two thirds? Multiple Students: Two twelfths. Teacher: Can I reduce two twelfths?,0 10117,Teacher: How many parts do I have shaded that are overlapping? Student: Two. Teacher: Two. [TARGET]Teacher: So what is one fourth times two thirds?[/TARGET] Multiple Students: Two twelfths. Teacher: Can I reduce two twelfths? Student: One sixth.,0 10118,"Teacher: Two. Teacher: So what is one fourth times two thirds? Multiple Students: Two twelfths. [TARGET]Teacher: Can I reduce two twelfths?[/TARGET] Student: One sixth. Teacher: One sixth. Teacher: So there's my final answer, right, one sixth.",0 10119,"Multiple Students: Two twelfths. Teacher: Can I reduce two twelfths? Student: One sixth. [TARGET]Teacher: One sixth.[/TARGET] Teacher: So there's my final answer, right, one sixth. Teacher: Grab another sheet of paper. Teacher: I put some white paper in the middle of your tables.",0 10120,"Teacher: Can I reduce two twelfths? Student: One sixth. Teacher: One sixth. [TARGET]Teacher: So there's my final answer, right, one sixth.[/TARGET] Teacher: Grab another sheet of paper. Teacher: I put some white paper in the middle of your tables. Teacher: Grab another one.",0 10121,"Student: One sixth. Teacher: One sixth. Teacher: So there's my final answer, right, one sixth. [TARGET]Teacher: Grab another sheet of paper.[/TARGET] Teacher: I put some white paper in the middle of your tables. Teacher: Grab another one. Teacher: Sh.",1 10122,"Teacher: One sixth. Teacher: So there's my final answer, right, one sixth. Teacher: Grab another sheet of paper. [TARGET]Teacher: I put some white paper in the middle of your tables.[/TARGET] Teacher: Grab another one. Teacher: Sh. Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds.",1 10123,"Teacher: So there's my final answer, right, one sixth. Teacher: Grab another sheet of paper. Teacher: I put some white paper in the middle of your tables. [TARGET]Teacher: Grab another one.[/TARGET] Teacher: Sh. Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds. Teacher: Sh.",1 10124,"Teacher: Grab another sheet of paper. Teacher: I put some white paper in the middle of your tables. Teacher: Grab another one. [TARGET]Teacher: Sh.[/TARGET] Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds. Teacher: Sh. Teacher: You're shading two thirds.",1 10125,"Teacher: I put some white paper in the middle of your tables. Teacher: Grab another one. Teacher: Sh. [TARGET]Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds.[/TARGET] Teacher: Sh. Teacher: You're shading two thirds. Teacher: This is one.",0 10126,"Teacher: Grab another one. Teacher: Sh. Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds. [TARGET]Teacher: Sh.[/TARGET] Teacher: You're shading two thirds. Teacher: This is one. Teacher: You've got to do two.",1 10127,"Teacher: Sh. Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds. Teacher: Sh. [TARGET]Teacher: You're shading two thirds.[/TARGET] Teacher: This is one. Teacher: You've got to do two. Teacher: You're behind.",0 10128,"Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds. Teacher: Sh. Teacher: You're shading two thirds. [TARGET]Teacher: This is one.[/TARGET] Teacher: You've got to do two. Teacher: You're behind. Teacher: Okay, good.",0 10129,"Teacher: Sh. Teacher: You're shading two thirds. Teacher: This is one. [TARGET]Teacher: You've got to do two.[/TARGET] Teacher: You're behind. Teacher: Okay, good. Teacher: Student J's journal looks great.",0 10130,"Teacher: You're shading two thirds. Teacher: This is one. Teacher: You've got to do two. [TARGET]Teacher: You're behind.[/TARGET] Teacher: Okay, good. Teacher: Student J's journal looks great. Teacher: She's drawn her model.",1 10131,"Teacher: This is one. Teacher: You've got to do two. Teacher: You're behind. [TARGET]Teacher: Okay, good.[/TARGET] Teacher: Student J's journal looks great. Teacher: She's drawn her model. Teacher: She's written her problem, she wrote her answer, she wrote when it simplified.",0 10132,"Teacher: You've got to do two. Teacher: You're behind. Teacher: Okay, good. [TARGET]Teacher: Student J's journal looks great.[/TARGET] Teacher: She's drawn her model. Teacher: She's written her problem, she wrote her answer, she wrote when it simplified. Teacher: You should have a model.",0 10133,"Teacher: You're behind. Teacher: Okay, good. Teacher: Student J's journal looks great. [TARGET]Teacher: She's drawn her model.[/TARGET] Teacher: She's written her problem, she wrote her answer, she wrote when it simplified. Teacher: You should have a model. Student: Like this?",0 10134,"Teacher: Okay, good. Teacher: Student J's journal looks great. Teacher: She's drawn her model. [TARGET]Teacher: She's written her problem, she wrote her answer, she wrote when it simplified.[/TARGET] Teacher: You should have a model. Student: Like this? Teacher: Yes, like that.",0 10135,"Teacher: Student J's journal looks great. Teacher: She's drawn her model. Teacher: She's written her problem, she wrote her answer, she wrote when it simplified. [TARGET]Teacher: You should have a model.[/TARGET] Student: Like this? Teacher: Yes, like that. Teacher: Okay, in your journal I want you to write one fourth times one third.",0 10136,"Teacher: She's written her problem, she wrote her answer, she wrote when it simplified. Teacher: You should have a model. Student: Like this? [TARGET]Teacher: Yes, like that.[/TARGET] Teacher: Okay, in your journal I want you to write one fourth times one third. Teacher: Draw a box. Teacher: Two thirds times one third.",0 10137,"Teacher: You should have a model. Student: Like this? Teacher: Yes, like that. [TARGET]Teacher: Okay, in your journal I want you to write one fourth times one third.[/TARGET] Teacher: Draw a box. Teacher: Two thirds times one third. Teacher: Draw a box.",0 10138,"Student: Like this? Teacher: Yes, like that. Teacher: Okay, in your journal I want you to write one fourth times one third. [TARGET]Teacher: Draw a box.[/TARGET] Teacher: Two thirds times one third. Teacher: Draw a box. Teacher: Student A, do you have that written down in your journal?",0 10139,"Teacher: Yes, like that. Teacher: Okay, in your journal I want you to write one fourth times one third. Teacher: Draw a box. [TARGET]Teacher: Two thirds times one third.[/TARGET] Teacher: Draw a box. Teacher: Student A, do you have that written down in your journal? Teacher: Let's think about one fourth times one third.",0 10140,"Teacher: Okay, in your journal I want you to write one fourth times one third. Teacher: Draw a box. Teacher: Two thirds times one third. [TARGET]Teacher: Draw a box.[/TARGET] Teacher: Student A, do you have that written down in your journal? Teacher: Let's think about one fourth times one third. Teacher: No, sir.",0 10141,"Teacher: Draw a box. Teacher: Two thirds times one third. Teacher: Draw a box. [TARGET]Teacher: Student A, do you have that written down in your journal?[/TARGET] Teacher: Let's think about one fourth times one third. Teacher: No, sir. Teacher: Have a seat.",1 10142,"Teacher: Two thirds times one third. Teacher: Draw a box. Teacher: Student A, do you have that written down in your journal? [TARGET]Teacher: Let's think about one fourth times one third.[/TARGET] Teacher: No, sir. Teacher: Have a seat. Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram.",0 10143,"Teacher: Draw a box. Teacher: Student A, do you have that written down in your journal? Teacher: Let's think about one fourth times one third. [TARGET]Teacher: No, sir.[/TARGET] Teacher: Have a seat. Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram. Student: You're going to make it [Inaudible] or?",1 10144,"Teacher: Student A, do you have that written down in your journal? Teacher: Let's think about one fourth times one third. Teacher: No, sir. [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram. Student: You're going to make it [Inaudible] or? Teacher: Sure, you can do that.",1 10145,"Teacher: Let's think about one fourth times one third. Teacher: No, sir. Teacher: Have a seat. [TARGET]Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram.[/TARGET] Student: You're going to make it [Inaudible] or? Teacher: Sure, you can do that. Teacher: How am I gonna divide one fourth up to model that?",0 10146,"Teacher: Have a seat. Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram. Student: You're going to make it [Inaudible] or? [TARGET]Teacher: Sure, you can do that.[/TARGET] Teacher: How am I gonna divide one fourth up to model that? Teacher: You're shading in what to model one fourth? Student: One.",0 10147,"Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram. Student: You're going to make it [Inaudible] or? Teacher: Sure, you can do that. [TARGET]Teacher: How am I gonna divide one fourth up to model that?[/TARGET] Teacher: You're shading in what to model one fourth? Student: One. Teacher: One.",0 10148,"Student: You're going to make it [Inaudible] or? Teacher: Sure, you can do that. Teacher: How am I gonna divide one fourth up to model that? [TARGET]Teacher: You're shading in what to model one fourth?[/TARGET] Student: One. Teacher: One. Teacher: Now - they're not working great.",0 10149,"Teacher: How am I gonna divide one fourth up to model that? Teacher: You're shading in what to model one fourth? Student: One. [TARGET]Teacher: One.[/TARGET] Teacher: Now - they're not working great. Teacher: Here, use this one. Teacher: Use this blue and then we'll do red.",0 10150,"Teacher: You're shading in what to model one fourth? Student: One. Teacher: One. [TARGET]Teacher: Now - they're not working great.[/TARGET] Teacher: Here, use this one. Teacher: Use this blue and then we'll do red. Teacher: Okay, so we have one fourth times one third.",1 10151,"Student: One. Teacher: One. Teacher: Now - they're not working great. [TARGET]Teacher: Here, use this one.[/TARGET] Teacher: Use this blue and then we'll do red. Teacher: Okay, so we have one fourth times one third. Teacher: That's modeling what?",1 10152,"Teacher: One. Teacher: Now - they're not working great. Teacher: Here, use this one. [TARGET]Teacher: Use this blue and then we'll do red.[/TARGET] Teacher: Okay, so we have one fourth times one third. Teacher: That's modeling what? Teacher: Student G, what does that model that we just did?",1 10153,"Teacher: Now - they're not working great. Teacher: Here, use this one. Teacher: Use this blue and then we'll do red. [TARGET]Teacher: Okay, so we have one fourth times one third.[/TARGET] Teacher: That's modeling what? Teacher: Student G, what does that model that we just did? Student: One fourth.",0 10154,"Teacher: Here, use this one. Teacher: Use this blue and then we'll do red. Teacher: Okay, so we have one fourth times one third. [TARGET]Teacher: That's modeling what?[/TARGET] Teacher: Student G, what does that model that we just did? Student: One fourth. Teacher: One fourth.",0 10155,"Teacher: Use this blue and then we'll do red. Teacher: Okay, so we have one fourth times one third. Teacher: That's modeling what? [TARGET]Teacher: Student G, what does that model that we just did?[/TARGET] Student: One fourth. Teacher: One fourth. Teacher: Show me one third, Student A.",0 10156,"Teacher: That's modeling what? Teacher: Student G, what does that model that we just did? Student: One fourth. [TARGET]Teacher: One fourth.[/TARGET] Teacher: Show me one third, Student A. Teacher: What would I do to show one third? Teacher: Everybody should be drawing this in your math journal.",0 10157,"Teacher: Student G, what does that model that we just did? Student: One fourth. Teacher: One fourth. [TARGET]Teacher: Show me one third, Student A.[/TARGET] Teacher: What would I do to show one third? Teacher: Everybody should be drawing this in your math journal. Teacher: Okay, so I'm doing the opposite direction.",0 10158,"Student: One fourth. Teacher: One fourth. Teacher: Show me one third, Student A. [TARGET]Teacher: What would I do to show one third?[/TARGET] Teacher: Everybody should be drawing this in your math journal. Teacher: Okay, so I'm doing the opposite direction. Teacher: Now how do I get my answer?",0 10159,"Teacher: One fourth. Teacher: Show me one third, Student A. Teacher: What would I do to show one third? [TARGET]Teacher: Everybody should be drawing this in your math journal.[/TARGET] Teacher: Okay, so I'm doing the opposite direction. Teacher: Now how do I get my answer? Teacher: How do I read that graph to get an answer?",1 10160,"Teacher: Show me one third, Student A. Teacher: What would I do to show one third? Teacher: Everybody should be drawing this in your math journal. [TARGET]Teacher: Okay, so I'm doing the opposite direction.[/TARGET] Teacher: Now how do I get my answer? Teacher: How do I read that graph to get an answer? Teacher: One becomes what?",0 10161,"Teacher: What would I do to show one third? Teacher: Everybody should be drawing this in your math journal. Teacher: Okay, so I'm doing the opposite direction. [TARGET]Teacher: Now how do I get my answer?[/TARGET] Teacher: How do I read that graph to get an answer? Teacher: One becomes what? Teacher: What is the one?",0 10162,"Teacher: Everybody should be drawing this in your math journal. Teacher: Okay, so I'm doing the opposite direction. Teacher: Now how do I get my answer? [TARGET]Teacher: How do I read that graph to get an answer?[/TARGET] Teacher: One becomes what? Teacher: What is the one? Student: The overlapping.",0 10163,"Teacher: Okay, so I'm doing the opposite direction. Teacher: Now how do I get my answer? Teacher: How do I read that graph to get an answer? [TARGET]Teacher: One becomes what?[/TARGET] Teacher: What is the one? Student: The overlapping. Teacher: The overlapping, so that becomes my new what?",0 10164,"Teacher: Now how do I get my answer? Teacher: How do I read that graph to get an answer? Teacher: One becomes what? [TARGET]Teacher: What is the one?[/TARGET] Student: The overlapping. Teacher: The overlapping, so that becomes my new what? Teacher: My numerator.",0 10165,"Teacher: One becomes what? Teacher: What is the one? Student: The overlapping. [TARGET]Teacher: The overlapping, so that becomes my new what?[/TARGET] Teacher: My numerator. Teacher: And then everything else, all these little parts, becomes what? Multiple Students: The denominator.",0 10166,"Teacher: What is the one? Student: The overlapping. Teacher: The overlapping, so that becomes my new what? [TARGET]Teacher: My numerator.[/TARGET] Teacher: And then everything else, all these little parts, becomes what? Multiple Students: The denominator. Teacher: The denominator.",0 10167,"Student: The overlapping. Teacher: The overlapping, so that becomes my new what? Teacher: My numerator. [TARGET]Teacher: And then everything else, all these little parts, becomes what?[/TARGET] Multiple Students: The denominator. Teacher: The denominator. Teacher: So the answer is what?",0 10168,"Teacher: My numerator. Teacher: And then everything else, all these little parts, becomes what? Multiple Students: The denominator. [TARGET]Teacher: The denominator.[/TARGET] Teacher: So the answer is what? Student: One twelfth. Teacher: On your paper show two thirds times one third.",0 10169,"Teacher: And then everything else, all these little parts, becomes what? Multiple Students: The denominator. Teacher: The denominator. [TARGET]Teacher: So the answer is what?[/TARGET] Student: One twelfth. Teacher: On your paper show two thirds times one third. Teacher: Model two thirds times one third.",0 10170,Teacher: The denominator. Teacher: So the answer is what? Student: One twelfth. [TARGET]Teacher: On your paper show two thirds times one third.[/TARGET] Teacher: Model two thirds times one third. Student: On a piece of paper? Teacher: On your journal.,0 10171,"Teacher: So the answer is what? Student: One twelfth. Teacher: On your paper show two thirds times one third. [TARGET]Teacher: Model two thirds times one third.[/TARGET] Student: On a piece of paper? Teacher: On your journal. Teacher: Who can show me the model on the board, two thirds and one third?",0 10172,"Teacher: On your paper show two thirds times one third. Teacher: Model two thirds times one third. Student: On a piece of paper? [TARGET]Teacher: On your journal.[/TARGET] Teacher: Who can show me the model on the board, two thirds and one third? Teacher: All right, Student Q, show me two thirds. Teacher: Okay, is that two thirds?",0 10173,"Teacher: Model two thirds times one third. Student: On a piece of paper? Teacher: On your journal. [TARGET]Teacher: Who can show me the model on the board, two thirds and one third?[/TARGET] Teacher: All right, Student Q, show me two thirds. Teacher: Okay, is that two thirds? Teacher: Who can show me one third, Student A?",0 10174,"Student: On a piece of paper? Teacher: On your journal. Teacher: Who can show me the model on the board, two thirds and one third? [TARGET]Teacher: All right, Student Q, show me two thirds.[/TARGET] Teacher: Okay, is that two thirds? Teacher: Who can show me one third, Student A? Teacher: What is my answer?",0 10175,"Teacher: On your journal. Teacher: Who can show me the model on the board, two thirds and one third? Teacher: All right, Student Q, show me two thirds. [TARGET]Teacher: Okay, is that two thirds?[/TARGET] Teacher: Who can show me one third, Student A? Teacher: What is my answer? Teacher: Where do I find my answer at?",0 10176,"Teacher: Who can show me the model on the board, two thirds and one third? Teacher: All right, Student Q, show me two thirds. Teacher: Okay, is that two thirds? [TARGET]Teacher: Who can show me one third, Student A?[/TARGET] Teacher: What is my answer? Teacher: Where do I find my answer at? Student: The overlaps.",0 10177,"Teacher: All right, Student Q, show me two thirds. Teacher: Okay, is that two thirds? Teacher: Who can show me one third, Student A? [TARGET]Teacher: What is my answer?[/TARGET] Teacher: Where do I find my answer at? Student: The overlaps. Teacher: Show me my answer.",0 10178,"Teacher: Okay, is that two thirds? Teacher: Who can show me one third, Student A? Teacher: What is my answer? [TARGET]Teacher: Where do I find my answer at?[/TARGET] Student: The overlaps. Teacher: Show me my answer. Teacher: Two ninths, is that correct?",0 10179,"Teacher: What is my answer? Teacher: Where do I find my answer at? Student: The overlaps. [TARGET]Teacher: Show me my answer.[/TARGET] Teacher: Two ninths, is that correct? Teacher: Can we simplify two ninths? Multiple Students: No.",0 10180,"Teacher: Where do I find my answer at? Student: The overlaps. Teacher: Show me my answer. [TARGET]Teacher: Two ninths, is that correct?[/TARGET] Teacher: Can we simplify two ninths? Multiple Students: No. Teacher: No.",0 10181,"Student: The overlaps. Teacher: Show me my answer. Teacher: Two ninths, is that correct? [TARGET]Teacher: Can we simplify two ninths?[/TARGET] Multiple Students: No. Teacher: No. Teacher: There's nothing we can simplify by.",0 10182,"Teacher: Two ninths, is that correct? Teacher: Can we simplify two ninths? Multiple Students: No. [TARGET]Teacher: No.[/TARGET] Teacher: There's nothing we can simplify by. Teacher: We're gonna watch a video on multiplying a fraction by a fraction. Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff.",0 10183,Teacher: Can we simplify two ninths? Multiple Students: No. Teacher: No. [TARGET]Teacher: There's nothing we can simplify by.[/TARGET] Teacher: We're gonna watch a video on multiplying a fraction by a fraction. Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff. Teacher: Let me start it over.,0 10184,Multiple Students: No. Teacher: No. Teacher: There's nothing we can simplify by. [TARGET]Teacher: We're gonna watch a video on multiplying a fraction by a fraction.[/TARGET] Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff. Teacher: Let me start it over. Teacher: [Video plays],1 10185,"Teacher: No. Teacher: There's nothing we can simplify by. Teacher: We're gonna watch a video on multiplying a fraction by a fraction. [TARGET]Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff.[/TARGET] Teacher: Let me start it over. Teacher: [Video plays] Teacher: All right, did we do this already?",0 10186,"Teacher: There's nothing we can simplify by. Teacher: We're gonna watch a video on multiplying a fraction by a fraction. Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff. [TARGET]Teacher: Let me start it over.[/TARGET] Teacher: [Video plays] Teacher: All right, did we do this already? Teacher: We made the model?",1 10187,"Teacher: There's going to be a couple of things about the video that you're gonna stop and write down some stuff. Teacher: Let me start it over. Teacher: [Video plays] [TARGET]Teacher: All right, did we do this already?[/TARGET] Teacher: We made the model? Teacher: It's just taking you through the steps. Teacher: [Video plays]",0 10188,"Teacher: Let me start it over. Teacher: [Video plays] Teacher: All right, did we do this already? [TARGET]Teacher: We made the model?[/TARGET] Teacher: It's just taking you through the steps. Teacher: [Video plays] Teacher: Okay, so what's the relationship?",0 10189,"Teacher: [Video plays] Teacher: All right, did we do this already? Teacher: We made the model? [TARGET]Teacher: It's just taking you through the steps.[/TARGET] Teacher: [Video plays] Teacher: Okay, so what's the relationship? Teacher: What's the relationship between the numerators and the factors of the product?",0 10190,"Teacher: We made the model? Teacher: It's just taking you through the steps. Teacher: [Video plays] [TARGET]Teacher: Okay, so what's the relationship?[/TARGET] Teacher: What's the relationship between the numerators and the factors of the product? Teacher: What do you notice? Teacher: Student M?",0 10191,"Teacher: It's just taking you through the steps. Teacher: [Video plays] Teacher: Okay, so what's the relationship? [TARGET]Teacher: What's the relationship between the numerators and the factors of the product?[/TARGET] Teacher: What do you notice? Teacher: Student M? Student: They're factors?",0 10192,"Teacher: [Video plays] Teacher: Okay, so what's the relationship? Teacher: What's the relationship between the numerators and the factors of the product? [TARGET]Teacher: What do you notice?[/TARGET] Teacher: Student M? Student: They're factors? Teacher: They're factors of 12.",0 10193,"Teacher: Okay, so what's the relationship? Teacher: What's the relationship between the numerators and the factors of the product? Teacher: What do you notice? [TARGET]Teacher: Student M?[/TARGET] Student: They're factors? Teacher: They're factors of 12. Teacher: [Video plays]",0 10194,"Teacher: What do you notice? Teacher: Student M? Student: They're factors? [TARGET]Teacher: They're factors of 12.[/TARGET] Teacher: [Video plays] Teacher: Okay, so what does that tell you? Teacher: What does that mean?",0 10195,"Student: They're factors? Teacher: They're factors of 12. Teacher: [Video plays] [TARGET]Teacher: Okay, so what does that tell you?[/TARGET] Teacher: What does that mean? Teacher: If we didn't want to do a model, because sometimes you don't want to do a model when you multiply. Teacher: What could you do to solve that problem, Student S?",0 10196,"Teacher: They're factors of 12. Teacher: [Video plays] Teacher: Okay, so what does that tell you? [TARGET]Teacher: What does that mean?[/TARGET] Teacher: If we didn't want to do a model, because sometimes you don't want to do a model when you multiply. Teacher: What could you do to solve that problem, Student S? Student: Multiply vertically?",0 10197,"Teacher: [Video plays] Teacher: Okay, so what does that tell you? Teacher: What does that mean? [TARGET]Teacher: If we didn't want to do a model, because sometimes you don't want to do a model when you multiply.[/TARGET] Teacher: What could you do to solve that problem, Student S? Student: Multiply vertically? Teacher: Multiply straight across so when you multiply you multiply what?",0 10198,"Teacher: Okay, so what does that tell you? Teacher: What does that mean? Teacher: If we didn't want to do a model, because sometimes you don't want to do a model when you multiply. [TARGET]Teacher: What could you do to solve that problem, Student S?[/TARGET] Student: Multiply vertically? Teacher: Multiply straight across so when you multiply you multiply what? Teacher: Denominators.",0 10199,"Teacher: If we didn't want to do a model, because sometimes you don't want to do a model when you multiply. Teacher: What could you do to solve that problem, Student S? Student: Multiply vertically? [TARGET]Teacher: Multiply straight across so when you multiply you multiply what?[/TARGET] Teacher: Denominators. Teacher: Good. Teacher: All right, Student R, hit the red arrow for me on the computer.",0 10200,"Teacher: What could you do to solve that problem, Student S? Student: Multiply vertically? Teacher: Multiply straight across so when you multiply you multiply what? [TARGET]Teacher: Denominators.[/TARGET] Teacher: Good. Teacher: All right, Student R, hit the red arrow for me on the computer. Student: It's orange.",0 10201,"Student: Multiply vertically? Teacher: Multiply straight across so when you multiply you multiply what? Teacher: Denominators. [TARGET]Teacher: Good.[/TARGET] Teacher: All right, Student R, hit the red arrow for me on the computer. Student: It's orange. Teacher: It looks red from here.",0 10202,"Teacher: Multiply straight across so when you multiply you multiply what? Teacher: Denominators. Teacher: Good. [TARGET]Teacher: All right, Student R, hit the red arrow for me on the computer.[/TARGET] Student: It's orange. Teacher: It looks red from here. Teacher: [Video plays]",1 10203,"Teacher: Good. Teacher: All right, Student R, hit the red arrow for me on the computer. Student: It's orange. [TARGET]Teacher: It looks red from here.[/TARGET] Teacher: [Video plays] Teacher: What would my answer be to find the product, Student E? Student: Two twelfths?",0 10204,"Student: It's orange. Teacher: It looks red from here. Teacher: [Video plays] [TARGET]Teacher: What would my answer be to find the product, Student E?[/TARGET] Student: Two twelfths? Teacher: Two twelfths. Teacher: What did you do to get two twelfths?",0 10205,"Teacher: [Video plays] Teacher: What would my answer be to find the product, Student E? Student: Two twelfths? [TARGET]Teacher: Two twelfths.[/TARGET] Teacher: What did you do to get two twelfths? Student: Multiplied [Inaudible]. Teacher: Very good.",0 10206,"Teacher: What would my answer be to find the product, Student E? Student: Two twelfths? Teacher: Two twelfths. [TARGET]Teacher: What did you do to get two twelfths?[/TARGET] Student: Multiplied [Inaudible]. Teacher: Very good. Teacher: One times two is two, four times three is 12.",0 10207,"Teacher: Two twelfths. Teacher: What did you do to get two twelfths? Student: Multiplied [Inaudible]. [TARGET]Teacher: Very good.[/TARGET] Teacher: One times two is two, four times three is 12. Teacher: Okay, so which answer is it? Teacher: Two twelfths.",0 10208,"Teacher: What did you do to get two twelfths? Student: Multiplied [Inaudible]. Teacher: Very good. [TARGET]Teacher: One times two is two, four times three is 12.[/TARGET] Teacher: Okay, so which answer is it? Teacher: Two twelfths. Teacher: [Video plays]",0 10209,"Student: Multiplied [Inaudible]. Teacher: Very good. Teacher: One times two is two, four times three is 12. [TARGET]Teacher: Okay, so which answer is it?[/TARGET] Teacher: Two twelfths. Teacher: [Video plays] Teacher: What would my answer be to simplify this?",0 10210,"Teacher: Very good. Teacher: One times two is two, four times three is 12. Teacher: Okay, so which answer is it? [TARGET]Teacher: Two twelfths.[/TARGET] Teacher: [Video plays] Teacher: What would my answer be to simplify this? Teacher: Twelve divided by two is?",0 10211,"Teacher: Okay, so which answer is it? Teacher: Two twelfths. Teacher: [Video plays] [TARGET]Teacher: What would my answer be to simplify this?[/TARGET] Teacher: Twelve divided by two is? Student: Six. Teacher: Six.",0 10212,Teacher: Two twelfths. Teacher: [Video plays] Teacher: What would my answer be to simplify this? [TARGET]Teacher: Twelve divided by two is?[/TARGET] Student: Six. Teacher: Six. Teacher: So the answer is what?,0 10213,Teacher: What would my answer be to simplify this? Teacher: Twelve divided by two is? Student: Six. [TARGET]Teacher: Six.[/TARGET] Teacher: So the answer is what? Teacher: One sixth. Teacher: Good.,0 10214,Teacher: Twelve divided by two is? Student: Six. Teacher: Six. [TARGET]Teacher: So the answer is what?[/TARGET] Teacher: One sixth. Teacher: Good. Teacher: [Video plays],0 10215,Student: Six. Teacher: Six. Teacher: So the answer is what? [TARGET]Teacher: One sixth.[/TARGET] Teacher: Good. Teacher: [Video plays] Teacher: What is that answer?,0 10216,Teacher: Six. Teacher: So the answer is what? Teacher: One sixth. [TARGET]Teacher: Good.[/TARGET] Teacher: [Video plays] Teacher: What is that answer? Multiple Students: Two fifteenths.,0 10217,Teacher: One sixth. Teacher: Good. Teacher: [Video plays] [TARGET]Teacher: What is that answer?[/TARGET] Multiple Students: Two fifteenths. Teacher: Two fifteenths. Teacher: Good.,0 10218,"Teacher: [Video plays] Teacher: What is that answer? Multiple Students: Two fifteenths. [TARGET]Teacher: Two fifteenths.[/TARGET] Teacher: Good. Teacher: [Video plays] Teacher: All right, this is your math idea you're recording in your math journal.",0 10219,"Teacher: What is that answer? Multiple Students: Two fifteenths. Teacher: Two fifteenths. [TARGET]Teacher: Good.[/TARGET] Teacher: [Video plays] Teacher: All right, this is your math idea you're recording in your math journal. Teacher: I'm gonna make it bigger so you can see it.",0 10220,"Teacher: Two fifteenths. Teacher: Good. Teacher: [Video plays] [TARGET]Teacher: All right, this is your math idea you're recording in your math journal.[/TARGET] Teacher: I'm gonna make it bigger so you can see it. Teacher: Well, I thought I could make it bigger. Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form.",0 10221,"Teacher: Good. Teacher: [Video plays] Teacher: All right, this is your math idea you're recording in your math journal. [TARGET]Teacher: I'm gonna make it bigger so you can see it.[/TARGET] Teacher: Well, I thought I could make it bigger. Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form. Teacher: That's your rule for multiplying fractions.",0 10222,"Teacher: [Video plays] Teacher: All right, this is your math idea you're recording in your math journal. Teacher: I'm gonna make it bigger so you can see it. [TARGET]Teacher: Well, I thought I could make it bigger.[/TARGET] Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form. Teacher: That's your rule for multiplying fractions. Teacher: Pretty simple, right?",0 10223,"Teacher: All right, this is your math idea you're recording in your math journal. Teacher: I'm gonna make it bigger so you can see it. Teacher: Well, I thought I could make it bigger. [TARGET]Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form.[/TARGET] Teacher: That's your rule for multiplying fractions. Teacher: Pretty simple, right? Teacher: More simple than adding without like denominators.",0 10224,"Teacher: I'm gonna make it bigger so you can see it. Teacher: Well, I thought I could make it bigger. Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form. [TARGET]Teacher: That's your rule for multiplying fractions.[/TARGET] Teacher: Pretty simple, right? Teacher: More simple than adding without like denominators. Teacher: This is what you need to record in your journal.",0 10225,"Teacher: Well, I thought I could make it bigger. Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form. Teacher: That's your rule for multiplying fractions. [TARGET]Teacher: Pretty simple, right?[/TARGET] Teacher: More simple than adding without like denominators. Teacher: This is what you need to record in your journal. Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write.",0 10226,"Teacher: You're gonna write down to multiply a fraction by a fraction, multiply the numerators and then multiply the denominators and write the product in its simplest form. Teacher: That's your rule for multiplying fractions. Teacher: Pretty simple, right? [TARGET]Teacher: More simple than adding without like denominators.[/TARGET] Teacher: This is what you need to record in your journal. Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write. Teacher: They're all out of ink.",0 10227,"Teacher: That's your rule for multiplying fractions. Teacher: Pretty simple, right? Teacher: More simple than adding without like denominators. [TARGET]Teacher: This is what you need to record in your journal.[/TARGET] Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write. Teacher: They're all out of ink. Teacher: [Side conversation]",1 10228,"Teacher: Pretty simple, right? Teacher: More simple than adding without like denominators. Teacher: This is what you need to record in your journal. [TARGET]Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write.[/TARGET] Teacher: They're all out of ink. Teacher: [Side conversation] Teacher: It's the same thing.",1 10229,Teacher: More simple than adding without like denominators. Teacher: This is what you need to record in your journal. Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write. [TARGET]Teacher: They're all out of ink.[/TARGET] Teacher: [Side conversation] Teacher: It's the same thing. Teacher: I'm just putting it in bullets instead of sentences.,1 10230,Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write. Teacher: They're all out of ink. Teacher: [Side conversation] [TARGET]Teacher: It's the same thing.[/TARGET] Teacher: I'm just putting it in bullets instead of sentences. Teacher: So this is the rule for multiplying fractions. Teacher: You need to have it in your math journal so you have it.,0 10231,Teacher: They're all out of ink. Teacher: [Side conversation] Teacher: It's the same thing. [TARGET]Teacher: I'm just putting it in bullets instead of sentences.[/TARGET] Teacher: So this is the rule for multiplying fractions. Teacher: You need to have it in your math journal so you have it. Teacher: I'll move on when everybody has this written down.,0 10232,"Teacher: [Side conversation] Teacher: It's the same thing. Teacher: I'm just putting it in bullets instead of sentences. [TARGET]Teacher: So this is the rule for multiplying fractions.[/TARGET] Teacher: You need to have it in your math journal so you have it. Teacher: I'll move on when everybody has this written down. Teacher: Multiply the numerators, multiply the denominators, write in the simplest form.",0 10233,"Teacher: It's the same thing. Teacher: I'm just putting it in bullets instead of sentences. Teacher: So this is the rule for multiplying fractions. [TARGET]Teacher: You need to have it in your math journal so you have it.[/TARGET] Teacher: I'll move on when everybody has this written down. Teacher: Multiply the numerators, multiply the denominators, write in the simplest form. Teacher: Three easy steps.",1 10234,"Teacher: I'm just putting it in bullets instead of sentences. Teacher: So this is the rule for multiplying fractions. Teacher: You need to have it in your math journal so you have it. [TARGET]Teacher: I'll move on when everybody has this written down.[/TARGET] Teacher: Multiply the numerators, multiply the denominators, write in the simplest form. Teacher: Three easy steps. Teacher: [Side conversation]",1 10235,"Teacher: So this is the rule for multiplying fractions. Teacher: You need to have it in your math journal so you have it. Teacher: I'll move on when everybody has this written down. [TARGET]Teacher: Multiply the numerators, multiply the denominators, write in the simplest form.[/TARGET] Teacher: Three easy steps. Teacher: [Side conversation] Teacher: All right, next step.",0 10236,"Teacher: You need to have it in your math journal so you have it. Teacher: I'll move on when everybody has this written down. Teacher: Multiply the numerators, multiply the denominators, write in the simplest form. [TARGET]Teacher: Three easy steps.[/TARGET] Teacher: [Side conversation] Teacher: All right, next step. Teacher: Find the product - it's gonna talk for me.",0 10237,"Teacher: Multiply the numerators, multiply the denominators, write in the simplest form. Teacher: Three easy steps. Teacher: [Side conversation] [TARGET]Teacher: All right, next step.[/TARGET] Teacher: Find the product - it's gonna talk for me. Teacher: Find the product in its simplest form, so I want you to multiply on your paper one fourth times one third. Teacher: Find the answer in its simplest form.",0 10238,"Teacher: Three easy steps. Teacher: [Side conversation] Teacher: All right, next step. [TARGET]Teacher: Find the product - it's gonna talk for me.[/TARGET] Teacher: Find the product in its simplest form, so I want you to multiply on your paper one fourth times one third. Teacher: Find the answer in its simplest form. Teacher: You're gonna write number one and we'll check our answer in a minute.",0 10239,"Teacher: [Side conversation] Teacher: All right, next step. Teacher: Find the product - it's gonna talk for me. [TARGET]Teacher: Find the product in its simplest form, so I want you to multiply on your paper one fourth times one third.[/TARGET] Teacher: Find the answer in its simplest form. Teacher: You're gonna write number one and we'll check our answer in a minute. Teacher: You should have written one and the answer.",0 10240,"Teacher: All right, next step. Teacher: Find the product - it's gonna talk for me. Teacher: Find the product in its simplest form, so I want you to multiply on your paper one fourth times one third. [TARGET]Teacher: Find the answer in its simplest form.[/TARGET] Teacher: You're gonna write number one and we'll check our answer in a minute. Teacher: You should have written one and the answer. Student: [Inaudible]",0 10241,"Teacher: Find the product - it's gonna talk for me. Teacher: Find the product in its simplest form, so I want you to multiply on your paper one fourth times one third. Teacher: Find the answer in its simplest form. [TARGET]Teacher: You're gonna write number one and we'll check our answer in a minute.[/TARGET] Teacher: You should have written one and the answer. Student: [Inaudible] Teacher: Nope, just write your answer.",0 10242,"Teacher: Find the product in its simplest form, so I want you to multiply on your paper one fourth times one third. Teacher: Find the answer in its simplest form. Teacher: You're gonna write number one and we'll check our answer in a minute. [TARGET]Teacher: You should have written one and the answer.[/TARGET] Student: [Inaudible] Teacher: Nope, just write your answer. Teacher: That's not your answer.",1 10243,"Teacher: You're gonna write number one and we'll check our answer in a minute. Teacher: You should have written one and the answer. Student: [Inaudible] [TARGET]Teacher: Nope, just write your answer.[/TARGET] Teacher: That's not your answer. Teacher: One fourth times one third? Teacher: Rethink that.",1 10244,"Teacher: You should have written one and the answer. Student: [Inaudible] Teacher: Nope, just write your answer. [TARGET]Teacher: That's not your answer.[/TARGET] Teacher: One fourth times one third? Teacher: Rethink that. Teacher: All right, Student C, go click the right answer.",0 10245,"Student: [Inaudible] Teacher: Nope, just write your answer. Teacher: That's not your answer. [TARGET]Teacher: One fourth times one third?[/TARGET] Teacher: Rethink that. Teacher: All right, Student C, go click the right answer. Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer.",0 10246,"Teacher: Nope, just write your answer. Teacher: That's not your answer. Teacher: One fourth times one third? [TARGET]Teacher: Rethink that.[/TARGET] Teacher: All right, Student C, go click the right answer. Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer. Teacher: Finding the product in its simplest form.",0 10247,"Teacher: That's not your answer. Teacher: One fourth times one third? Teacher: Rethink that. [TARGET]Teacher: All right, Student C, go click the right answer.[/TARGET] Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer. Teacher: Finding the product in its simplest form. Teacher: Okay, click the arrow please.",1 10248,"Teacher: One fourth times one third? Teacher: Rethink that. Teacher: All right, Student C, go click the right answer. [TARGET]Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer.[/TARGET] Teacher: Finding the product in its simplest form. Teacher: Okay, click the arrow please. Teacher: Next problem.",0 10249,"Teacher: Rethink that. Teacher: All right, Student C, go click the right answer. Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer. [TARGET]Teacher: Finding the product in its simplest form.[/TARGET] Teacher: Okay, click the arrow please. Teacher: Next problem. Teacher: [Video plays]",0 10250,"Teacher: All right, Student C, go click the right answer. Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer. Teacher: Finding the product in its simplest form. [TARGET]Teacher: Okay, click the arrow please.[/TARGET] Teacher: Next problem. Teacher: [Video plays] Teacher: Now we have two thirds times one third.",1 10251,"Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer. Teacher: Finding the product in its simplest form. Teacher: Okay, click the arrow please. [TARGET]Teacher: Next problem.[/TARGET] Teacher: [Video plays] Teacher: Now we have two thirds times one third. Teacher: If you will write that on your paper and solve it.",1 10252,"Teacher: Okay, click the arrow please. Teacher: Next problem. Teacher: [Video plays] [TARGET]Teacher: Now we have two thirds times one third.[/TARGET] Teacher: If you will write that on your paper and solve it. Teacher: Two thirds times one third. Teacher: So you can choose from one ninth, you can choose from two ninths, you can choose from one sixth.",0 10253,"Teacher: Next problem. Teacher: [Video plays] Teacher: Now we have two thirds times one third. [TARGET]Teacher: If you will write that on your paper and solve it.[/TARGET] Teacher: Two thirds times one third. Teacher: So you can choose from one ninth, you can choose from two ninths, you can choose from one sixth. Teacher: Student M, do you know the answer?",1 10254,"Teacher: [Video plays] Teacher: Now we have two thirds times one third. Teacher: If you will write that on your paper and solve it. [TARGET]Teacher: Two thirds times one third.[/TARGET] Teacher: So you can choose from one ninth, you can choose from two ninths, you can choose from one sixth. Teacher: Student M, do you know the answer? Teacher: Why did you think it was one sixth?",0 10255,"Teacher: Now we have two thirds times one third. Teacher: If you will write that on your paper and solve it. Teacher: Two thirds times one third. [TARGET]Teacher: So you can choose from one ninth, you can choose from two ninths, you can choose from one sixth.[/TARGET] Teacher: Student M, do you know the answer? Teacher: Why did you think it was one sixth? Teacher: [Video plays]",0 10256,"Teacher: If you will write that on your paper and solve it. Teacher: Two thirds times one third. Teacher: So you can choose from one ninth, you can choose from two ninths, you can choose from one sixth. [TARGET]Teacher: Student M, do you know the answer?[/TARGET] Teacher: Why did you think it was one sixth? Teacher: [Video plays] Teacher: Did you try simplifying?",0 10257,"Teacher: Two thirds times one third. Teacher: So you can choose from one ninth, you can choose from two ninths, you can choose from one sixth. Teacher: Student M, do you know the answer? [TARGET]Teacher: Why did you think it was one sixth?[/TARGET] Teacher: [Video plays] Teacher: Did you try simplifying? Teacher: Okay, can you simplify your original answer?",0 10258,"Teacher: Student M, do you know the answer? Teacher: Why did you think it was one sixth? Teacher: [Video plays] [TARGET]Teacher: Did you try simplifying?[/TARGET] Teacher: Okay, can you simplify your original answer? Teacher: What was your original answer? Student: [Inaudible].",0 10259,"Teacher: Why did you think it was one sixth? Teacher: [Video plays] Teacher: Did you try simplifying? [TARGET]Teacher: Okay, can you simplify your original answer?[/TARGET] Teacher: What was your original answer? Student: [Inaudible]. Teacher: What was the original?",0 10260,"Teacher: [Video plays] Teacher: Did you try simplifying? Teacher: Okay, can you simplify your original answer? [TARGET]Teacher: What was your original answer?[/TARGET] Student: [Inaudible]. Teacher: What was the original? Teacher: Two ninths.",0 10261,"Teacher: Okay, can you simplify your original answer? Teacher: What was your original answer? Student: [Inaudible]. [TARGET]Teacher: What was the original?[/TARGET] Teacher: Two ninths. Teacher: Can we divide anything by two and nine and get a simple - no, we can't. Teacher: So click two ninths.",0 10262,"Teacher: What was your original answer? Student: [Inaudible]. Teacher: What was the original? [TARGET]Teacher: Two ninths.[/TARGET] Teacher: Can we divide anything by two and nine and get a simple - no, we can't. Teacher: So click two ninths. Teacher: Good.",0 10263,"Student: [Inaudible]. Teacher: What was the original? Teacher: Two ninths. [TARGET]Teacher: Can we divide anything by two and nine and get a simple - no, we can't.[/TARGET] Teacher: So click two ninths. Teacher: Good. Teacher: Thank you.",0 10264,"Teacher: What was the original? Teacher: Two ninths. Teacher: Can we divide anything by two and nine and get a simple - no, we can't. [TARGET]Teacher: So click two ninths.[/TARGET] Teacher: Good. Teacher: Thank you. Teacher: Click the arrow, please.",0 10265,"Teacher: Two ninths. Teacher: Can we divide anything by two and nine and get a simple - no, we can't. Teacher: So click two ninths. [TARGET]Teacher: Good.[/TARGET] Teacher: Thank you. Teacher: Click the arrow, please. Teacher: [Video plays]",0 10266,"Teacher: Can we divide anything by two and nine and get a simple - no, we can't. Teacher: So click two ninths. Teacher: Good. [TARGET]Teacher: Thank you.[/TARGET] Teacher: Click the arrow, please. Teacher: [Video plays] Teacher: So now we have one third times three fourths.",0 10267,"Teacher: So click two ninths. Teacher: Good. Teacher: Thank you. [TARGET]Teacher: Click the arrow, please.[/TARGET] Teacher: [Video plays] Teacher: So now we have one third times three fourths. Teacher: That's what you should be writing, one third times three fourths.",1 10268,"Teacher: Thank you. Teacher: Click the arrow, please. Teacher: [Video plays] [TARGET]Teacher: So now we have one third times three fourths.[/TARGET] Teacher: That's what you should be writing, one third times three fourths. Teacher: Okay, Student R, go click the answer. Teacher: Is that correct, one fourth?",0 10269,"Teacher: Click the arrow, please. Teacher: [Video plays] Teacher: So now we have one third times three fourths. [TARGET]Teacher: That's what you should be writing, one third times three fourths.[/TARGET] Teacher: Okay, Student R, go click the answer. Teacher: Is that correct, one fourth? Teacher: Yes.",0 10270,"Teacher: [Video plays] Teacher: So now we have one third times three fourths. Teacher: That's what you should be writing, one third times three fourths. [TARGET]Teacher: Okay, Student R, go click the answer.[/TARGET] Teacher: Is that correct, one fourth? Teacher: Yes. Teacher: What was the original answer before we simplified, Student E?",1 10271,"Teacher: So now we have one third times three fourths. Teacher: That's what you should be writing, one third times three fourths. Teacher: Okay, Student R, go click the answer. [TARGET]Teacher: Is that correct, one fourth?[/TARGET] Teacher: Yes. Teacher: What was the original answer before we simplified, Student E? Student: Three twelfths.",0 10272,"Teacher: That's what you should be writing, one third times three fourths. Teacher: Okay, Student R, go click the answer. Teacher: Is that correct, one fourth? [TARGET]Teacher: Yes.[/TARGET] Teacher: What was the original answer before we simplified, Student E? Student: Three twelfths. Teacher: Good.",0 10273,"Teacher: Okay, Student R, go click the answer. Teacher: Is that correct, one fourth? Teacher: Yes. [TARGET]Teacher: What was the original answer before we simplified, Student E?[/TARGET] Student: Three twelfths. Teacher: Good. Teacher: [Video plays]",0 10274,"Teacher: Yes. Teacher: What was the original answer before we simplified, Student E? Student: Three twelfths. [TARGET]Teacher: Good.[/TARGET] Teacher: [Video plays] Teacher: Now find the product of one fifth times two fifths. Teacher: So one fifth times two fifths.",0 10275,"Student: Three twelfths. Teacher: Good. Teacher: [Video plays] [TARGET]Teacher: Now find the product of one fifth times two fifths.[/TARGET] Teacher: So one fifth times two fifths. Teacher: All right, Student M, one fifth times two fifths. Teacher: That's right because one times two is what?",0 10276,"Teacher: Good. Teacher: [Video plays] Teacher: Now find the product of one fifth times two fifths. [TARGET]Teacher: So one fifth times two fifths.[/TARGET] Teacher: All right, Student M, one fifth times two fifths. Teacher: That's right because one times two is what? Teacher: Two.",0 10277,"Teacher: [Video plays] Teacher: Now find the product of one fifth times two fifths. Teacher: So one fifth times two fifths. [TARGET]Teacher: All right, Student M, one fifth times two fifths.[/TARGET] Teacher: That's right because one times two is what? Teacher: Two. Teacher: Five times five is?",0 10278,"Teacher: Now find the product of one fifth times two fifths. Teacher: So one fifth times two fifths. Teacher: All right, Student M, one fifth times two fifths. [TARGET]Teacher: That's right because one times two is what?[/TARGET] Teacher: Two. Teacher: Five times five is? Teacher: Can we simplify?",0 10279,"Teacher: So one fifth times two fifths. Teacher: All right, Student M, one fifth times two fifths. Teacher: That's right because one times two is what? [TARGET]Teacher: Two.[/TARGET] Teacher: Five times five is? Teacher: Can we simplify? Teacher: No.",0 10280,"Teacher: All right, Student M, one fifth times two fifths. Teacher: That's right because one times two is what? Teacher: Two. [TARGET]Teacher: Five times five is?[/TARGET] Teacher: Can we simplify? Teacher: No. Teacher: Okay, next answer - next problem.",0 10281,"Teacher: That's right because one times two is what? Teacher: Two. Teacher: Five times five is? [TARGET]Teacher: Can we simplify?[/TARGET] Teacher: No. Teacher: Okay, next answer - next problem. Teacher: [Video plays]",0 10282,"Teacher: Two. Teacher: Five times five is? Teacher: Can we simplify? [TARGET]Teacher: No.[/TARGET] Teacher: Okay, next answer - next problem. Teacher: [Video plays] Teacher: We have one fourth times two fifths.",0 10283,"Teacher: Five times five is? Teacher: Can we simplify? Teacher: No. [TARGET]Teacher: Okay, next answer - next problem.[/TARGET] Teacher: [Video plays] Teacher: We have one fourth times two fifths. Teacher: Can you simplify that?",0 10284,"Teacher: No. Teacher: Okay, next answer - next problem. Teacher: [Video plays] [TARGET]Teacher: We have one fourth times two fifths.[/TARGET] Teacher: Can you simplify that? Teacher: Make sure and see if you can simplify your answer. Teacher: All right, Student J?",0 10285,"Teacher: Okay, next answer - next problem. Teacher: [Video plays] Teacher: We have one fourth times two fifths. [TARGET]Teacher: Can you simplify that?[/TARGET] Teacher: Make sure and see if you can simplify your answer. Teacher: All right, Student J? Teacher: Is one tenth correct?",0 10286,"Teacher: [Video plays] Teacher: We have one fourth times two fifths. Teacher: Can you simplify that? [TARGET]Teacher: Make sure and see if you can simplify your answer.[/TARGET] Teacher: All right, Student J? Teacher: Is one tenth correct? Teacher: Yes.",0 10287,"Teacher: We have one fourth times two fifths. Teacher: Can you simplify that? Teacher: Make sure and see if you can simplify your answer. [TARGET]Teacher: All right, Student J?[/TARGET] Teacher: Is one tenth correct? Teacher: Yes. Teacher: Good.",0 10288,"Teacher: Can you simplify that? Teacher: Make sure and see if you can simplify your answer. Teacher: All right, Student J? [TARGET]Teacher: Is one tenth correct?[/TARGET] Teacher: Yes. Teacher: Good. Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for.",0 10289,"Teacher: Make sure and see if you can simplify your answer. Teacher: All right, Student J? Teacher: Is one tenth correct? [TARGET]Teacher: Yes.[/TARGET] Teacher: Good. Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for. Teacher: You're gonna draw them on a separate sheet of paper because I'm gonna collect this.",0 10290,"Teacher: All right, Student J? Teacher: Is one tenth correct? Teacher: Yes. [TARGET]Teacher: Good.[/TARGET] Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for. Teacher: You're gonna draw them on a separate sheet of paper because I'm gonna collect this. Student: Is it gonna be a grade?",0 10291,Teacher: Is one tenth correct? Teacher: Yes. Teacher: Good. [TARGET]Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for.[/TARGET] Teacher: You're gonna draw them on a separate sheet of paper because I'm gonna collect this. Student: Is it gonna be a grade? Teacher: It's gonna be I'm gonna look at it to see if you understand.,1 10292,Teacher: Yes. Teacher: Good. Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for. [TARGET]Teacher: You're gonna draw them on a separate sheet of paper because I'm gonna collect this.[/TARGET] Student: Is it gonna be a grade? Teacher: It's gonna be I'm gonna look at it to see if you understand. Teacher: [Side discussion],1 10293,Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for. Teacher: You're gonna draw them on a separate sheet of paper because I'm gonna collect this. Student: Is it gonna be a grade? [TARGET]Teacher: It's gonna be I'm gonna look at it to see if you understand.[/TARGET] Teacher: [Side discussion] Teacher: Everybody should be getting out a blank sheet of paper. Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes.,0 10294,Student: Is it gonna be a grade? Teacher: It's gonna be I'm gonna look at it to see if you understand. Teacher: [Side discussion] [TARGET]Teacher: Everybody should be getting out a blank sheet of paper.[/TARGET] Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes. Teacher: You need to take out your colored pencils. Teacher: You're gonna be modeling these.,1 10295,"Teacher: It's gonna be I'm gonna look at it to see if you understand. Teacher: [Side discussion] Teacher: Everybody should be getting out a blank sheet of paper. [TARGET]Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes.[/TARGET] Teacher: You need to take out your colored pencils. Teacher: You're gonna be modeling these. Teacher: You have to make a model, find the product and then write it in its simplest form.",1 10296,"Teacher: [Side discussion] Teacher: Everybody should be getting out a blank sheet of paper. Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes. [TARGET]Teacher: You need to take out your colored pencils.[/TARGET] Teacher: You're gonna be modeling these. Teacher: You have to make a model, find the product and then write it in its simplest form. Teacher: Number one is two thirds time one half.",1 10297,"Teacher: Everybody should be getting out a blank sheet of paper. Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes. Teacher: You need to take out your colored pencils. [TARGET]Teacher: You're gonna be modeling these.[/TARGET] Teacher: You have to make a model, find the product and then write it in its simplest form. Teacher: Number one is two thirds time one half. Teacher: Everybody should be working on two thirds time one half.",1 10298,"Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes. Teacher: You need to take out your colored pencils. Teacher: You're gonna be modeling these. [TARGET]Teacher: You have to make a model, find the product and then write it in its simplest form.[/TARGET] Teacher: Number one is two thirds time one half. Teacher: Everybody should be working on two thirds time one half. Teacher: You can use the blank paper I put in the middle of your table.",0 10299,"Teacher: You need to take out your colored pencils. Teacher: You're gonna be modeling these. Teacher: You have to make a model, find the product and then write it in its simplest form. [TARGET]Teacher: Number one is two thirds time one half.[/TARGET] Teacher: Everybody should be working on two thirds time one half. Teacher: You can use the blank paper I put in the middle of your table. Teacher: You have to draw it.",0 10300,"Teacher: You're gonna be modeling these. Teacher: You have to make a model, find the product and then write it in its simplest form. Teacher: Number one is two thirds time one half. [TARGET]Teacher: Everybody should be working on two thirds time one half.[/TARGET] Teacher: You can use the blank paper I put in the middle of your table. Teacher: You have to draw it. Teacher: You have to make a model.",1 10301,"Teacher: You have to make a model, find the product and then write it in its simplest form. Teacher: Number one is two thirds time one half. Teacher: Everybody should be working on two thirds time one half. [TARGET]Teacher: You can use the blank paper I put in the middle of your table.[/TARGET] Teacher: You have to draw it. Teacher: You have to make a model. Teacher: [Side discussion]",1 10302,Teacher: Number one is two thirds time one half. Teacher: Everybody should be working on two thirds time one half. Teacher: You can use the blank paper I put in the middle of your table. [TARGET]Teacher: You have to draw it.[/TARGET] Teacher: You have to make a model. Teacher: [Side discussion] Teacher: Two thirds times one half is what you should be modeling.,1 10303,Teacher: Everybody should be working on two thirds time one half. Teacher: You can use the blank paper I put in the middle of your table. Teacher: You have to draw it. [TARGET]Teacher: You have to make a model.[/TARGET] Teacher: [Side discussion] Teacher: Two thirds times one half is what you should be modeling. Teacher: Make sure if you have an answer that you simplify that answer.,1 10304,Teacher: You have to draw it. Teacher: You have to make a model. Teacher: [Side discussion] [TARGET]Teacher: Two thirds times one half is what you should be modeling.[/TARGET] Teacher: Make sure if you have an answer that you simplify that answer. Teacher: You're making the model you're not just writing the answer. Teacher: [Working quietly],0 10305,"Teacher: You have to make a model. Teacher: [Side discussion] Teacher: Two thirds times one half is what you should be modeling. [TARGET]Teacher: Make sure if you have an answer that you simplify that answer.[/TARGET] Teacher: You're making the model you're not just writing the answer. Teacher: [Working quietly] Teacher: Everybody should be on number two, one half times one fourth.",0 10306,"Teacher: [Side discussion] Teacher: Two thirds times one half is what you should be modeling. Teacher: Make sure if you have an answer that you simplify that answer. [TARGET]Teacher: You're making the model you're not just writing the answer.[/TARGET] Teacher: [Working quietly] Teacher: Everybody should be on number two, one half times one fourth. Teacher: [Side discussion]",0 10307,"Teacher: Make sure if you have an answer that you simplify that answer. Teacher: You're making the model you're not just writing the answer. Teacher: [Working quietly] [TARGET]Teacher: Everybody should be on number two, one half times one fourth.[/TARGET] Teacher: [Side discussion] Teacher: Yes, you have to simplify. Teacher: Okay, you should be on three, one third times three eighths.",1 10308,"Teacher: [Working quietly] Teacher: Everybody should be on number two, one half times one fourth. Teacher: [Side discussion] [TARGET]Teacher: Yes, you have to simplify.[/TARGET] Teacher: Okay, you should be on three, one third times three eighths. Teacher: I'm collecting this paper. Teacher: Remember, I'm collecting it.",0 10309,"Teacher: Everybody should be on number two, one half times one fourth. Teacher: [Side discussion] Teacher: Yes, you have to simplify. [TARGET]Teacher: Okay, you should be on three, one third times three eighths.[/TARGET] Teacher: I'm collecting this paper. Teacher: Remember, I'm collecting it. Teacher: Show me three eighths.",1 10310,"Teacher: [Side discussion] Teacher: Yes, you have to simplify. Teacher: Okay, you should be on three, one third times three eighths. [TARGET]Teacher: I'm collecting this paper.[/TARGET] Teacher: Remember, I'm collecting it. Teacher: Show me three eighths. Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions.",1 10311,"Teacher: Yes, you have to simplify. Teacher: Okay, you should be on three, one third times three eighths. Teacher: I'm collecting this paper. [TARGET]Teacher: Remember, I'm collecting it.[/TARGET] Teacher: Show me three eighths. Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions. Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions.",1 10312,"Teacher: Okay, you should be on three, one third times three eighths. Teacher: I'm collecting this paper. Teacher: Remember, I'm collecting it. [TARGET]Teacher: Show me three eighths.[/TARGET] Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions. Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions. Teacher: [Inaudible] see your answers.",0 10313,"Teacher: I'm collecting this paper. Teacher: Remember, I'm collecting it. Teacher: Show me three eighths. [TARGET]Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions.[/TARGET] Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions. Teacher: [Inaudible] see your answers. Teacher: Do you have answers on there?",1 10314,"Teacher: Remember, I'm collecting it. Teacher: Show me three eighths. Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions. [TARGET]Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions.[/TARGET] Teacher: [Inaudible] see your answers. Teacher: Do you have answers on there? Teacher: Yes.",1 10315,"Teacher: Show me three eighths. Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions. Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions. [TARGET]Teacher: [Inaudible] see your answers.[/TARGET] Teacher: Do you have answers on there? Teacher: Yes. Teacher: Wait.",0 10316,"Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions. Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions. Teacher: [Inaudible] see your answers. [TARGET]Teacher: Do you have answers on there?[/TARGET] Teacher: Yes. Teacher: Wait. Teacher: One half.",1 10317,"Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions. Teacher: [Inaudible] see your answers. Teacher: Do you have answers on there? [TARGET]Teacher: Yes.[/TARGET] Teacher: Wait. Teacher: One half. Teacher: You did one half and then you shaded in one fourth and you should have got one.",0 10318,Teacher: [Inaudible] see your answers. Teacher: Do you have answers on there? Teacher: Yes. [TARGET]Teacher: Wait.[/TARGET] Teacher: One half. Teacher: You did one half and then you shaded in one fourth and you should have got one. Teacher: One was overlapping.,0 10319,Teacher: Do you have answers on there? Teacher: Yes. Teacher: Wait. [TARGET]Teacher: One half.[/TARGET] Teacher: You did one half and then you shaded in one fourth and you should have got one. Teacher: One was overlapping. Teacher: One times one is one - so you just made a mistake there.,0 10320,"Teacher: Yes. Teacher: Wait. Teacher: One half. [TARGET]Teacher: You did one half and then you shaded in one fourth and you should have got one.[/TARGET] Teacher: One was overlapping. Teacher: One times one is one - so you just made a mistake there. Teacher: Okay, Student C, what do you need help with?",0 10321,"Teacher: Wait. Teacher: One half. Teacher: You did one half and then you shaded in one fourth and you should have got one. [TARGET]Teacher: One was overlapping.[/TARGET] Teacher: One times one is one - so you just made a mistake there. Teacher: Okay, Student C, what do you need help with? Teacher: You need to write out your problem.",0 10322,"Teacher: One half. Teacher: You did one half and then you shaded in one fourth and you should have got one. Teacher: One was overlapping. [TARGET]Teacher: One times one is one - so you just made a mistake there.[/TARGET] Teacher: Okay, Student C, what do you need help with? Teacher: You need to write out your problem. Teacher: That would help.",0 10323,"Teacher: You did one half and then you shaded in one fourth and you should have got one. Teacher: One was overlapping. Teacher: One times one is one - so you just made a mistake there. [TARGET]Teacher: Okay, Student C, what do you need help with?[/TARGET] Teacher: You need to write out your problem. Teacher: That would help. Teacher: Write out your problem that goes with number three.",0 10324,"Teacher: One was overlapping. Teacher: One times one is one - so you just made a mistake there. Teacher: Okay, Student C, what do you need help with? [TARGET]Teacher: You need to write out your problem.[/TARGET] Teacher: That would help. Teacher: Write out your problem that goes with number three. Student: Can we continue on the back?",0 10325,"Teacher: One times one is one - so you just made a mistake there. Teacher: Okay, Student C, what do you need help with? Teacher: You need to write out your problem. [TARGET]Teacher: That would help.[/TARGET] Teacher: Write out your problem that goes with number three. Student: Can we continue on the back? Teacher: Yeah, you can continue on the back.",0 10326,"Teacher: Okay, Student C, what do you need help with? Teacher: You need to write out your problem. Teacher: That would help. [TARGET]Teacher: Write out your problem that goes with number three.[/TARGET] Student: Can we continue on the back? Teacher: Yeah, you can continue on the back. Teacher: You should be close to being done.",0 10327,"Teacher: That would help. Teacher: Write out your problem that goes with number three. Student: Can we continue on the back? [TARGET]Teacher: Yeah, you can continue on the back.[/TARGET] Teacher: You should be close to being done. Teacher: I'll collect it in a minute. Teacher: Can you simplify - check that one?",1 10328,"Teacher: Write out your problem that goes with number three. Student: Can we continue on the back? Teacher: Yeah, you can continue on the back. [TARGET]Teacher: You should be close to being done.[/TARGET] Teacher: I'll collect it in a minute. Teacher: Can you simplify - check that one? Teacher: What is one times three?",1 10329,"Student: Can we continue on the back? Teacher: Yeah, you can continue on the back. Teacher: You should be close to being done. [TARGET]Teacher: I'll collect it in a minute.[/TARGET] Teacher: Can you simplify - check that one? Teacher: What is one times three? Teacher: Check your models to see if it matches your answer.",1 10330,"Teacher: Yeah, you can continue on the back. Teacher: You should be close to being done. Teacher: I'll collect it in a minute. [TARGET]Teacher: Can you simplify - check that one?[/TARGET] Teacher: What is one times three? Teacher: Check your models to see if it matches your answer. Teacher: Your model should match your answer, so be careful with your multiplication.",0 10331,"Teacher: You should be close to being done. Teacher: I'll collect it in a minute. Teacher: Can you simplify - check that one? [TARGET]Teacher: What is one times three?[/TARGET] Teacher: Check your models to see if it matches your answer. Teacher: Your model should match your answer, so be careful with your multiplication. Teacher: We have three minutes and then we'll start going over them.",0 10332,"Teacher: I'll collect it in a minute. Teacher: Can you simplify - check that one? Teacher: What is one times three? [TARGET]Teacher: Check your models to see if it matches your answer.[/TARGET] Teacher: Your model should match your answer, so be careful with your multiplication. Teacher: We have three minutes and then we'll start going over them. Teacher: Keep going.",0 10333,"Teacher: Can you simplify - check that one? Teacher: What is one times three? Teacher: Check your models to see if it matches your answer. [TARGET]Teacher: Your model should match your answer, so be careful with your multiplication.[/TARGET] Teacher: We have three minutes and then we'll start going over them. Teacher: Keep going. Teacher: Is this correct?",0 10334,"Teacher: What is one times three? Teacher: Check your models to see if it matches your answer. Teacher: Your model should match your answer, so be careful with your multiplication. [TARGET]Teacher: We have three minutes and then we'll start going over them.[/TARGET] Teacher: Keep going. Teacher: Is this correct? Teacher: What is five times three?",1 10335,"Teacher: Check your models to see if it matches your answer. Teacher: Your model should match your answer, so be careful with your multiplication. Teacher: We have three minutes and then we'll start going over them. [TARGET]Teacher: Keep going.[/TARGET] Teacher: Is this correct? Teacher: What is five times three? Student: Fifteen.",1 10336,"Teacher: Your model should match your answer, so be careful with your multiplication. Teacher: We have three minutes and then we'll start going over them. Teacher: Keep going. [TARGET]Teacher: Is this correct?[/TARGET] Teacher: What is five times three? Student: Fifteen. Teacher: What is six times four?",0 10337,Teacher: We have three minutes and then we'll start going over them. Teacher: Keep going. Teacher: Is this correct? [TARGET]Teacher: What is five times three?[/TARGET] Student: Fifteen. Teacher: What is six times four? Teacher: How many parts do you have all together there?,0 10338,Teacher: Is this correct? Teacher: What is five times three? Student: Fifteen. [TARGET]Teacher: What is six times four?[/TARGET] Teacher: How many parts do you have all together there? Student: [Inaudible]. Teacher: Six times four all together?,0 10339,Teacher: What is five times three? Student: Fifteen. Teacher: What is six times four? [TARGET]Teacher: How many parts do you have all together there?[/TARGET] Student: [Inaudible]. Teacher: Six times four all together? Teacher: How many boxes do you have?,0 10340,Teacher: What is six times four? Teacher: How many parts do you have all together there? Student: [Inaudible]. [TARGET]Teacher: Six times four all together?[/TARGET] Teacher: How many boxes do you have? Teacher: Check your answer. Teacher: Are you done?,0 10341,Teacher: How many parts do you have all together there? Student: [Inaudible]. Teacher: Six times four all together? [TARGET]Teacher: How many boxes do you have?[/TARGET] Teacher: Check your answer. Teacher: Are you done? Teacher: Did you tell me what you learned about multiplying fractions?,0 10342,Student: [Inaudible]. Teacher: Six times four all together? Teacher: How many boxes do you have? [TARGET]Teacher: Check your answer.[/TARGET] Teacher: Are you done? Teacher: Did you tell me what you learned about multiplying fractions? Teacher: I need an answer to that question.,0 10343,Teacher: Six times four all together? Teacher: How many boxes do you have? Teacher: Check your answer. [TARGET]Teacher: Are you done?[/TARGET] Teacher: Did you tell me what you learned about multiplying fractions? Teacher: I need an answer to that question. Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups.,1 10344,"Teacher: How many boxes do you have? Teacher: Check your answer. Teacher: Are you done? [TARGET]Teacher: Did you tell me what you learned about multiplying fractions?[/TARGET] Teacher: I need an answer to that question. Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups. Teacher: When writing what you learned, I would write more than a sentence.",1 10345,"Teacher: Check your answer. Teacher: Are you done? Teacher: Did you tell me what you learned about multiplying fractions? [TARGET]Teacher: I need an answer to that question.[/TARGET] Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups. Teacher: When writing what you learned, I would write more than a sentence. Teacher: Give me some good details.",1 10346,"Teacher: Are you done? Teacher: Did you tell me what you learned about multiplying fractions? Teacher: I need an answer to that question. [TARGET]Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups.[/TARGET] Teacher: When writing what you learned, I would write more than a sentence. Teacher: Give me some good details. Teacher: You have a writing test coming up.",0 10347,"Teacher: Did you tell me what you learned about multiplying fractions? Teacher: I need an answer to that question. Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups. [TARGET]Teacher: When writing what you learned, I would write more than a sentence.[/TARGET] Teacher: Give me some good details. Teacher: You have a writing test coming up. Teacher: You should know what details are all about.",1 10348,"Teacher: I need an answer to that question. Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups. Teacher: When writing what you learned, I would write more than a sentence. [TARGET]Teacher: Give me some good details.[/TARGET] Teacher: You have a writing test coming up. Teacher: You should know what details are all about. Teacher: [Side discussion]",0 10349,"Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups. Teacher: When writing what you learned, I would write more than a sentence. Teacher: Give me some good details. [TARGET]Teacher: You have a writing test coming up.[/TARGET] Teacher: You should know what details are all about. Teacher: [Side discussion] Teacher: Okay, we're gonna start going over the answers.",0 10350,"Teacher: When writing what you learned, I would write more than a sentence. Teacher: Give me some good details. Teacher: You have a writing test coming up. [TARGET]Teacher: You should know what details are all about.[/TARGET] Teacher: [Side discussion] Teacher: Okay, we're gonna start going over the answers. Teacher: Number one.",0 10351,"Teacher: You have a writing test coming up. Teacher: You should know what details are all about. Teacher: [Side discussion] [TARGET]Teacher: Okay, we're gonna start going over the answers.[/TARGET] Teacher: Number one. Teacher: Student F, do you want to come and do number one? Teacher: [End of Audio]",1 10352,"Teacher: You should know what details are all about. Teacher: [Side discussion] Teacher: Okay, we're gonna start going over the answers. [TARGET]Teacher: Number one.[/TARGET] Teacher: Student F, do you want to come and do number one? Teacher: [End of Audio]",0 10353,"Teacher: [Side discussion] Teacher: Okay, we're gonna start going over the answers. Teacher: Number one. [TARGET]Teacher: Student F, do you want to come and do number one?[/TARGET] Teacher: [End of Audio]",1