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Course Level Date Clip# Line Interlocutor Content
Talkbank - - 22 42 SN um, twenty eight.
Talkbank - - 22 43 T who used the cumulative frequency column to find it?
Talkbank - - 22 44 T good.
Talkbank - - 22 45 T so we came down to the seventh score and found it to be twenty eight, down to the eighth score, twenty nine.
Talkbank - - 22 46 T the &av average of twenty eight and twenty nine?
Talkbank - - 22 47 SS twenty eight point five.
Talkbank - - 22 48 T who had twenty eight point five as the median?
Talkbank - - 22 49 T good, and the mode.
Talkbank - - 22 50 T what is the mode?
Talkbank - - 22 51 SS the one with the highest frequency.
Talkbank - - 22 52 T okay, and what is that?
Talkbank - - 22 53 SS twenty five.
Talkbank - - 22 54 T twenty five.
Talkbank - - 22 55 T good.
Talkbank - - 22 56 T who had all three points correct?
Talkbank - - 22 57 T well done.
Talkbank - - 22 58 T all right, now let's look at that five number summary.
Talkbank - - 22 59 UNK %xRES:The students are led through an exercise in using their graphing calculators, although they do not have a chance to complete it during this lesson. A reliable estimate for the use of graphing calculators in Australian lessons could not be computed since they were used in less than three lessons (Video Report, chapter 5). This time-point also marks the beginning of the introduction of new content in this lesson. Up to this point, the students have been reviewing previously learned content. Therefore, 81% of the lesson time is spent reviewing and 19% is spent introducing new content. On average in the Australian data set, in a given lesson, reviewing accounted for 36% of the time, introducing new content accounted for 30% of the time, and practicing new content accounted for 26% of the time (Video Report, figure 3.8).
Talkbank - - 22 60 T all right?
Talkbank - - 22 61 T the five number summary, what is the five number summary, Tam?