Transcript Table
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Results of Search: 176,291 lines — Showing 130961 - 130980.
| Course | Level | Date | Clip# | Line | Interlocutor | Content |
|---|---|---|---|---|---|---|
| Talkbank | - | - | 10 | 4 | UNK | @Begin |
| Talkbank | - | - | 10 | 5 | UNK | anguages:eng |
| Talkbank | - | - | 10 | 6 | UNK | @Participants:T Teacher, SN Student, S Student |
| Talkbank | - | - | 10 | 7 | UNK | @ID:eng|Australia|T|||||Teacher||| |
| Talkbank | - | - | 10 | 8 | UNK | @ID:eng|Australia|SN|||||Student||| |
| Talkbank | - | - | 10 | 9 | UNK | @ID:eng|Australia|S|||||Student||| |
| Talkbank | - | - | 10 | 10 | UNK | @Media:1002lv05, video |
| Talkbank | - | - | 10 | 11 | UNK | @Comment:This eighth grade mathematics lesson focuses on developing student understanding of congruent triangles. It is the second lesson in a twelve-lesson unit of work focused on congruent triangles. The lesson is 47 minutes in duration. The lesson was taped in a girls' school. There are 26 students 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 | - | - | 10 | 12 | T | h for hypotenuse and s for side. |
| Talkbank | - | - | 10 | 13 | T | all right, it doesn't matter which side. |
| Talkbank | - | - | 10 | 14 | UNK | %TEA:The convention in Maths and in the textbook is to use SAA for side, angle, angle. I stated the correct terminology, but I wrote what the student said on the board, because she was correct. However, for the next lesson I used the standard terminology. |
| Talkbank | - | - | 10 | 15 | T | all right, I just want you to start activity +... |
| Talkbank | - | - | 10 | 16 | T | yeah uh by the way to finish this off, paste those triangles in here that match yours. |
| Talkbank | - | - | 10 | 17 | T | all right? |
| Talkbank | - | - | 10 | 18 | T | and +... |
| Talkbank | - | - | 10 | 19 | T | in your book +... |
| Talkbank | - | - | 10 | 20 | T | page three hundred and forty three +... |
| Talkbank | - | - | 10 | 21 | T | three hundred and forty three. |
| Talkbank | - | - | 10 | 22 | T | no, you did the other. |
| Talkbank | - | - | 10 | 23 | T | all right, page three hundred and forty three, this (.) number one, two, three and four explains what we've been doing. |