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Course Level Date Clip# Line Interlocutor Content
- - - 1 31 T two to five.
- - - 1 32 T but I want to change two hundred and ten to something else.
- - - 1 33 T not dollars.
- - - 1 34 T enough now, thanks.
- - - 1 35 T Dan, Stephen.
- - - 1 36 T okay.
- - - 1 37 T I'll go with Smarties.
- - - 1 38 UNK %xNRC:"Smarties" are a confectionery similar to "m&m's".
- - - 1 39 UNK %xRES:This problem, in which students are asked to create a story about why they want to divide Smarties (a type of candy) in a given ratio, is the first one in the lesson that is set up with a real-life connection. (Several of the previous problems had a real-life connection brought in as they were solved, but they were not set up in a real-world context.) On average in the Australian data set, 27% of the problems per lesson were set up with a real-life connection (Video Report, figure 5.1).
- - - 1 40 T you need to create for me a story to explain why I would want to divide Smarties in the ratio two to five.
- - - 1 41 T Nicole?
- - - 1 42 SN because you only need certain
- - - 1 43 SN because xxx.
- - - 1 44 T wait a second.
- - - 1 45 T Nicole first.
- - - 1 46 T thanks.
- - - 1 47 SN because you might only like a certain color.
- - - 1 48 T but that [//] how is that going to make a story?
- - - 1 49 T how is that going to make a story that says divide two hundred and ten Smarties into the ratio two to five.
- - - 1 50 SN one person might want color and one wants the other color.