Transcript Table

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Course Level Date Clip# Line Interlocutor Content
- - - 1 166 T all right, there's been basically two different sorts that have come out.
- - - 1 167 T all right, first of all most people are starting with a line of a certain length and lots of you are drawing, um another line here of a certain height
- - - 1 168 T I'll (.) probably make this cross first.
- - - 1 169 T you're saying how long that will be by drawing an arc from the point, and you're saying how long the second line will be by drawing another arc from the end of the other point.
- - - 1 170 T and you're joining it up.
- - - 1 171 T so you're defining the length of the three sides.
- - - 1 172 T okay?
- - - 1 173 T so three sides.
- - - 1 174 T and there's another one that a lot of people have been doing which is the one that Justine did.
- - - 1 175 T what's yours Justine?
- - - 1 176 UNK %xTEA:I used a student's work as the example on the board. This often helps the other students in the class to understand the concept better because it is in their own language. (I meant to do it for SSS too).
- - - 1 177 SN um, with a protractor.
- - - 1 178 T yeah.
- - - 1 179 S yeah.
- - - 1 180 T first of all you started with a line didn't you?
- - - 1 181 S oh yeah.
- - - 1 182 T yep.
- - - 1 183 S and then sixty degrees.
- - - 1 184 T right, so you draw a line sixty degrees here.
- - - 1 185 S and then that's six centimeters.