Transcript Table

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Course Level Date Clip# Line Interlocutor Content
- - - 1 87 SN they got the answer.
- - - 1 88 T you right now then?
- - - 1 89 S yeah.
- - - 1 90 S xxx how come you have to get that microphone xxx.
- - - 1 91 T so they can listen to me talking to you.
- - - 1 92 S so they can't hear us but they can hear you.
- - - 1 93 T probably.
- - - 1 94 T yes.
- - - 1 95 SN how can I use this to bribe my mom to get me some Smarties?
- - - 1 96 T okay, there's only ten or so minutes to go.
- - - 1 98 T so what you can do is finish question one and two for homework.
- - - 1 99 T we'll do question three next class.
- - - 1 100 T you can start on the Smarties sheet and that can be completed for homework as well.
- - - 1 101 UNK %xTEA:In the original planning for this lesson I had organized slightly different work based on colors of chocolate candies, presuming we would have finished this ratio work. As we hadn't I altered it to fit in with ratio topics. The aim was to apply Mathematics as a decision making tool.
- - - 1 102 T all right?
- - - 1 103 SN I'll need I'll need a few
- - - 1 104 T so follow the instructions on the sheet.
- - - 1 105 T you can't eat the Smarties.
- - - 1 106 UNK %xNRC:Australia does not have a national mathematics curriculum. Each State and Territory has its own curriculum, typically consisting of five content strands: Space, Number, Measurement, Chance and Data, and Algebra. Activities such as this "Smarties" activity, with the emphasis on summarizing, displaying and interpreting data, are a popular means of "contextualizing" chance and data work.
- - - 1 107 SS oh.