Transcript Table

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Course Level Date Clip# Line Interlocutor Content
- - - 1 54 T but we don't really need a work column so
- - - 1 55 S look at these, they're very tempting.
- - - 1 56 S and now I've got to xxx.
- - - 1 57 T yes, I think so.
- - - 1 58 SN miss, can we eat this after we just calculate the frequency?
- - - 1 59 T yes.
- - - 1 60 T he's got thirteen.
- - - 1 61 SN what does it mean by frequency?
- - - 1 62 T frequency means how many.
- - - 1 63 SN how do you work out percentage?
- - - 1 64 T that's what I'm about to do.
- - - 1 65 UNK %xTEA:Students can have trouble turning frequency to relative frequency - particularly in percentage form. They needed this to complete the worksheet where they had to pretend they were in charge of production in the candy factory and make decisions.
- - - 1 66 T let's have a quick look at this.
- - - 1 67 T let's presume that I only had a total of three, four, five, six Smarties, and I only had blue, red and green.
- - - 1 68 T how would I work out the percentage of blue?
- - - 1 69 T well I have three out of six and to change a fraction to a percentage you must multiply by one hundred.
- - - 1 70 T that's a half so I really could just do that in my head, fifty percent.
- - - 1 71 T how would I work out this fraction?
- - - 1 72 T that would be two out of six, which is a third.
- - - 1 73 SN it's thirty three point three three.