Transcript Table
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Results of Search: 176,291 lines — Showing 129581 - 129600.
| Course | Level | Date | Clip# | Line | Interlocutor | Content |
|---|---|---|---|---|---|---|
| Talkbank | - | - | 4 | 23 | T | it's a good idea to save things. |
| Talkbank | - | - | 4 | 24 | T | call it Exterior_Angle_Pentagon. |
| Talkbank | - | - | 4 | 25 | T | so then if you do some other exterior angles, you can give it similar names. |
| Talkbank | - | - | 4 | 26 | T | okay. |
| Talkbank | - | - | 4 | 27 | T | so did they change? |
| Talkbank | - | - | 4 | 28 | SN | yeah, but xxx. |
| Talkbank | - | - | 4 | 29 | T | okay. |
| Talkbank | - | - | 4 | 30 | T | what about if you make it concave? |
| Talkbank | - | - | 4 | 10 | UNK | @Comment:This eighth grade mathematics lesson focuses on investigating exterior angles in polygons. It is the third lesson in a six-lesson unit of work related to "Working Mathematically with Space - Making and Testing Conjectures". The lesson is 45 minutes in duration. The lesson was taped in a computer laboratory. There are 32 students enrolled in the class.This is one of four lessons that were chosen to represent the Australia data set. No individual lesson can capture all typical features of teaching in a country. However, the four public release lessons as a collection illustrate many typical features. The teachers filmed in this set of lessons volunteered to have their lessons included in the TIMSS 1999 Video Study Public Release collection. Their significant contribution to the field of education should be acknowledged with appropriate respect.This collection of lessons was videotaped for the specific purpose of education research. Therefore, the videotaping technique used was designed to minimize classroom disruption, and editing of the lessons was minimal. This lesson data, including the video footage, should be used for teacher professional development and education research purposes only. |
| Talkbank | - | - | 4 | 31 | SN | it does but xxx. |
| Talkbank | - | - | 4 | 32 | T | yeah. |
| Talkbank | - | - | 4 | 33 | T | once it's concave it doesn't stay (.) yep. |
| Talkbank | - | - | 4 | 34 | T | point two? |
| Talkbank | - | - | 4 | 35 | SN | xxx it's weird if you move these two, it seems to xxx. |
| Talkbank | - | - | 4 | 36 | T | hmm, let's just (.) show all the labels. |
| Talkbank | - | - | 4 | 37 | T | a b c d e , a b c You've got angle d h d which is yeah 'cause you've actually measured angle d h e , which is that angle over there. |
| Talkbank | - | - | 4 | 38 | S | that's 'cause we drew the middle one in first. |
| Talkbank | - | - | 4 | 39 | S | oh. |
| Talkbank | - | - | 4 | 40 | T | you've got to go like that. |
| Talkbank | - | - | 4 | 41 | T | you can easily check up by the vertices 'cause you should have angles a b c d e look in the middle. |