Transcript Table
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Results of Search: 176,291 lines — Showing 132741 - 132760.
| Course | Level | Date | Clip# | Line | Interlocutor | Content |
|---|---|---|---|---|---|---|
| Talkbank | - | - | 22 | 62 | SN | um, the lowest score, <the lower quartile> [>], the median the upper quartile and the highest score. |
| Talkbank | - | - | 22 | 63 | T | yes. |
| Talkbank | - | - | 22 | 64 | T | correct. |
| Talkbank | - | - | 22 | 65 | T | would you find those please. |
| Talkbank | - | - | 22 | 66 | SN | can we use our calculators? |
| Talkbank | - | - | 22 | 67 | T | certainly, yep. |
| Talkbank | - | - | 22 | 68 | SN | xxx I'm sort of stopped here. |
| Talkbank | - | - | 22 | 69 | T | all right. |
| Talkbank | - | - | 22 | 70 | T | finding the lower quartile. |
| Talkbank | - | - | 22 | 71 | UNK | %xTEA:While giving individual attention to a student, it goes without saying that other students will be listening to the instructions being given and if it becomes apparent that a significant number of students are listening and require assistance, the individual instruction would become a group or whole class explanation. |
| Talkbank | - | - | 22 | 72 | T | well, remember the lower quartile is going to be the midpoint of that lower range, yeah? |
| Talkbank | - | - | 22 | 73 | T | so have we used one of those pieces of data to obtain this median? |
| Talkbank | - | - | 22 | 74 | S | no. |
| Talkbank | - | - | 22 | 75 | T | no, so all pieces of data that are in that lower range are in play. |
| Talkbank | - | - | 22 | 76 | T | so how many pieces are there? |
| Talkbank | - | - | 22 | 77 | S | what do you mean? |
| Talkbank | - | - | 22 | 78 | T | well, how many pieces of data did I have all together? |
| Talkbank | - | - | 22 | 79 | S | forty three. |
| Talkbank | - | - | 22 | 80 | S | oh, twenty two. |
| Talkbank | - | - | 22 | 81 | T | how many pieces of data? |