Transcript Table
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Results of Search: 176,291 lines — Showing 131421 - 131440.
| Course | Level | Date | Clip# | Line | Interlocutor | Content |
|---|---|---|---|---|---|---|
| Talkbank | - | - | 13 | 10 | UNK | @ID:eng|Australia|SS|||||Student||| |
| Talkbank | - | - | 13 | 11 | UNK | @ID:eng|Australia|S|||||Student||| |
| Talkbank | - | - | 13 | 12 | UNK | @Media:1004lv103, video |
| Talkbank | - | - | 13 | 14 | T | and the amount. |
| Talkbank | - | - | 13 | 15 | T | have another little look at the numbers that I chose and see if you can see a pattern. |
| Talkbank | - | - | 13 | 16 | T | I'm not speaking about a pattern from this ratio to that ratio to that ratio. |
| Talkbank | - | - | 13 | 13 | UNK | @Comment:This eighth grade mathematics lesson focuses on simulation and data collection. It is an extension lesson following a nine-lesson unit of work focused on statistics. The lesson is 42 minutes in duration. There are 29 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 | - | - | 13 | 17 | T | I'm speaking about a pattern between ratios and amounts. |
| Talkbank | - | - | 13 | 18 | T | because I deliberately picked these numbers so that they would be relatively easy to work out. |
| Talkbank | - | - | 13 | 19 | T | so what numbers am I actually speaking of? |
| Talkbank | - | - | 13 | 20 | T | I'm speaking of one to three which is two hundred. |
| Talkbank | - | - | 13 | 21 | T | eight to three, which was sixty six and two to five which I chose two hundred and ten. |
| Talkbank | - | - | 13 | 22 | T | okay? |
| Talkbank | - | - | 13 | 23 | T | bobbie Jo? |
| Talkbank | - | - | 13 | 24 | SN | easily divisible by xxx. |
| Talkbank | - | - | 13 | 25 | UNK | %xTEA:The connection (66 is a multiple of 8+3) came out quite easily- a triumph for times tables. |
| Talkbank | - | - | 13 | 26 | T | exactly. |
| Talkbank | - | - | 13 | 27 | T | they are easily divisible by the? |
| Talkbank | - | - | 13 | 28 | T | total number of blocks you used to create them. |
| Talkbank | - | - | 13 | 29 | T | eight and three is eleven, and eleven goes into? |