Transcript Table

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Course Level Date Clip# Line Interlocutor Content
Talkbank - - 14 31 UNK %xTEA:I asked this question for two purposes- i) this section of work often has written problems and ii) the school has a cross-curriculum policy to develop literacy skills when we can.
Talkbank - - 14 32 T two to five.
Talkbank - - 14 33 T but I want to change two hundred and ten to something else.
Talkbank - - 14 34 T not dollars.
Talkbank - - 14 35 T enough now, thanks.
Talkbank - - 14 36 T Dan, Stephen.
Talkbank - - 14 37 T okay.
Talkbank - - 14 38 T I'll go with Smarties.
Talkbank - - 14 39 UNK %xNRC:"Smarties" are a confectionery similar to "m&m's".
Talkbank - - 14 40 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).
Talkbank - - 14 41 T you need to create for me a story to explain why I would want to divide Smarties in the ratio two to five.
Talkbank - - 14 42 T Nicole?
Talkbank - - 14 43 SN because you only need certain
Talkbank - - 14 44 SN because xxx.
Talkbank - - 14 45 T wait a second.
Talkbank - - 14 46 T Nicole first.
Talkbank - - 14 47 T thanks.
Talkbank - - 14 48 SN because you might only like a certain color.
Talkbank - - 14 49 T but that [//] how is that going to make a story?
Talkbank - - 14 50 T how is that going to make a story that says divide two hundred and ten Smarties into the ratio two to five.