Transcript Table
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Results of Search: 176,291 lines — Showing 71201 - 71220.
| Course | Level | Date | Clip# | Line | Interlocutor | Content |
|---|---|---|---|---|---|---|
| Talkbank | - | 1997-10-28 | 1 | 328 | UNK | from the purpose of the four-equal-groups graph and evidence that |
| Talkbank | - | 1997-10-28 | 1 | 329 | UNK | many students were unable to read this inscription. They needed |
| Talkbank | - | 1997-10-28 | 1 | 330 | UNK | practice in creating percentage distributions from raw scores. F&E: |
| Talkbank | - | 1997-10-28 | 1 | 331 | UNK | Agree with McClain. |
| Talkbank | - | 1997-10-28 | 1 | 332 | MAR | So then you have to sort of move it in. |
| Talkbank | - | 1997-10-28 | 1 | 333 | UNK | |
| Talkbank | - | 1997-10-28 | 1 | 334 | MAR | Like, I'm not trying to copy what Blake said. |
| Talkbank | - | 1997-10-28 | 1 | 335 | UNK | |
| Talkbank | - | 1997-10-28 | 1 | 336 | MAR | But it is good though. |
| Talkbank | - | 1997-10-28 | 1 | 337 | MAR | Any way, it shows it might help more if they had put the numbers in |
| Talkbank | - | 1997-10-28 | 1 | 338 | UNK | the groups so you have a better idea of what you're seeing. |
| Talkbank | - | 1997-10-28 | 1 | 339 | UNK | |
| Talkbank | - | 1997-10-28 | 1 | 340 | TEA | Put the numbers in here? |
| Talkbank | - | 1997-10-28 | 1 | 341 | MAR | In the, in like say the fourth group would be a twelve in there, |
| Talkbank | - | 1997-10-28 | 1 | 342 | UNK | and just write the number twelve in there so you know +... |
| Talkbank | - | 1997-10-28 | 1 | 343 | UNK | |
| Talkbank | - | 1997-10-28 | 1 | 344 | TEA | Alright, now if guys, if this is, if they divided it into four equal |
| Talkbank | - | 1997-10-28 | 1 | 345 | UNK | groups which is what Blake said, then is there some way for us to |
| Talkbank | - | 1997-10-28 | 1 | 346 | UNK | know how many are in each of those groups? |
| Talkbank | - | 1997-10-28 | 1 | 347 | UNK |