0@Loc: CarlaJim/pat1.cha1@PID: 11312/t-00001782-12@Begin3@Languages: eng4@Participants: D Student, G Student, J Student, K Student5@ID: eng|CarlaJim|D|||||Student|||6@ID: eng|CarlaJim|G|||||Student|||7@ID: eng|CarlaJim|J|||||Student|||8@ID: eng|CarlaJim|K|||||Student|||9@Media: pat1, video10@Date: 15-OCT-200211@Comment: Transcript from Greeno & van de Sande, Garden Lap Problem12Perspective, 8th grade algebra13*J: thank you very much. ▶14*D: okay, let's do it. ▶15*K: I'm waiting for xxx. ▶16*D: okay, well we can you can put down the answers and see how . ▶17*D: gosh dohdidadoohah . ▶18*G: kay guys, so, let's start with function one. ▶19*D: Function uno. ▶20*D: For the, um, how many'd be in step ten what'd you get? ▶21*D: I got nineteen. ▶22%gpx: unless noted all students are looking at homework throughout. This23is particularly true for K.24*G: &=frown I got twenty two. ▶25*D: let's see: . ▶26*J: &=look:D I got twenty one. ▶27*D: Nineteen, twenty, one, twenty two (.) shoot. ▶28*J: what are you guys talking about? ▶29%gpx: looking up at G30*D: function one. ▶31%gpx: not looking up32*J: oh that? ▶33%gpx: looking up at G34*J: I got twenty one on that. ▶35*D: okay, it's one two [//] and we add two more . ▶36*D: then you have two more. ▶37%gpx: looking at homework38*D: you keep adding two each time. ▶39*D: so then (.) one two (.) we have one two. ▶40*J: &=looks:D's_paper . ▶41*G: ten eleven. ▶42*D: one two. ▶43%gpx: looking at her work and tapping as she counts each toothpick44*J: &=looks:G . ▶45*G: twelve, thirteen, fourteen, fifteen . ▶46*G: wait, what? ▶47*G: no. ▶48*D: three four five six seven eight nine ten eleven, and then, that'd49be ▶50eleven for five. ▶51%gpx: tapping once for each pair.52*D: six it would be: thirteen, seven it would be: fifteen. ▶53%gpx: looks at K54*J: &=looks:D . ▶55*K: you know if you kept your last night homework ▶56you would have had no problem. ▶57*D: &=looking:at_J . ▶58*D: Eight would be seventeen. ▶59*D: Nine would be nineteen. ▶60*D: Yeah, and ten'll be twenty one. ▶61*J: &=nodding . ▶62%gpx: slightly and mouthing, "yeah"63*K: &=Bends_back_down_over_her_homework . ▶64*G: &=looks_down_at_her_homework ▶65Twenty one? ▶66*D: Yeah. ▶67*G: I must have been off by one. ▶68*D: Yeah, I think I counted it. ▶69%gpx: erasing something on her paper70*G: I [/] I did three plus n minus one, times two. ▶71%gpx: looking down at her paper, resting her cheek on her right hand72*J: &=looking:homework well, if you would have just ▶73thought of five. ▶74*D: Wait, multiply the step number by (.) then add one. ▶75*J: and the next one, eleven plus eleven. ▶76%gpx: stops talking, looks annoyed, then looks over at G, holding her77left hand palm up78*G: &=looking:homework &=writing . ▶79*G: &=looking:homework that wouldn't work though, because you start ▶80with one two three. ▶81*G: And then you go one two, one two, one two. ▶82%gpx: looking at J83*D: Wait. ▶84%gpx: looking at G, pointing towards her with her pencil85*D: Take the step number, multiply by two, and add one. ▶86*J: &=look:G &=pointing it worked with xxx xxx ▶87xxx. ▶88%gpx: turning back to her homework89*G: &=looking:homework . ▶90*J: &=writing . ▶91*G: take the what? ▶92%gpx: pushing her hair behind her ear, looking at D93*D: Step number. ▶94*D: Multiply it by two and add one. ▶95*G: multiply. ▶96*D: &=leans_across_the_desk_and_points_to_Gs_homework . ▶97*D: So three times two is six .98*D: one, two, three, four, five, six ▶99and add one. ▶100*D: Seven. ▶101%gpx: pulls her hand back to her own desk102*D: And it works for each one. ▶103*G: &=looking_down_at_her_homework . ▶104*D: &=looks:G . ▶105*G: It does? ▶106%gpx: looking at her homework107*D: Yeah. ▶108*D: &=looks:G . ▶109*G: &=writing so it would be step number ten, times . ▶110%gpx: looks up at D111*D: Two is twenty. ▶112*G: twenty . ▶113%gpx: writing on her paper114*K: &=looks:G . ▶115*D: And then plus one is twenty one. ▶116*G: Oh, ok. ▶117*D: You can tell it's right by do number five, times two is one two ▶118three yeah . ▶119*G: n times two, plus one . ▶120*G: I didn't see that coming. ▶121*K: &=bends_back_over_her_homework . ▶122*D: Oh waiwait. ▶123*D: Yeah. ▶124*D: Oh, I'm stupid! ▶125*D: Function one. ▶126*D: I had that right here! ▶127%gpx: looks over at K128*K: So the answer's Twenty one? ▶129%gpx: looks up from her homework that she's been completing; to D130*D: Yeah, twenty one. ▶131%gpx: looking down at her homework132*G: Were we supposed to put functions? ▶133%gpx: tucking her hair behind her ear, looking at her homework,134which she is holding up135*K: &=bends_back_over_her_homework . ▶136*D: For where?137*D: For this one?138%gpx: tapping to a place on her paper, and looking up at G139*D: For the graph? ▶140*G: &=Looks:D . ▶141*G: Yeah. ▶142*D: okay, for the graph, all you do is like ▶143For number one it's three, five. ▶144*G: &=Looking_down_at_her_homework . ▶145*G: Yeah, yeah, yeah . ▶146*G: I know I know I know . ▶147%gpx: looking up at D148*D: And then you just write what the thing is +... ▶149*G: &=looking_back_down_at_her_homework . ▶150*G: I got twenty one, and then what was seventeen. ▶151%gpx: looking at D's paper152*G: Thirty four? ▶153%gpx: looks back down at her homework154*G: Thirty five, right? ▶155*D: &=looking_at_her_homework_and_pointing_to_it_as_she_talks . ▶156*D: Yeah, (be)cause n times two plus one. ▶157*D: Yeah, thirty five. ▶158*G: &=Looks:D . ▶159*K: &=sits_up &=stops_writing . ▶160*J: &=looks_up_quickly_then_looks_back_down . ▶161*G: Two n, plus one. ▶162%gpx: finishes writing163*G: Ok, now function two? ▶164*D: I got forty one. ▶165%gpx: looking at her homework166*G: Same here. ▶167%gpx: looking at her homework168*G: It goes up by four each time? ▶169*G: And my function was (.) five plus [/] plus n minus one, times four.170▶171*K: &=starts_writing_on_her_homework_again . ▶172*D: Wait. ▶173*D: I got four n plus one. ▶174*G: &=looks:D four n@l plus one? ▶175*D: Yeah. ▶176*D: (be)cause of ten, you do ten times four. ▶177*G: It's the same thing, isn't it? ▶178*D: Wait. ▶179*D: What'd you say again? ▶180*G: Four, um (.) I did n@l minus one times four +... ▶181*D: Yeah. ▶182*D: same thing. ▶183*G: plus five. ▶184*D: Plus five? ▶185*G: Five from the beginning. ▶186%gpx: tapping the problem with her eraser and counting under her breath187*G: Because there's five in the beginning and then it goes up by four.188▶189%gpx: tapping between the pictures190*D: Yeah, I guess that should work. ▶191*D: Just like, I guess mine's sort of like more simplified or ▶192something. ▶193*D: Uhhhh (.) function three. ▶194*D: I got thirty two for ten. ▶195*G: yeah. ▶196*G: I got thirty six. ▶197*D: I did the pattern is the step number, multiply it by three, plus ▶198two. ▶199*D: Multiply three, then add two. ▶200*D: Because you have five, go one, two, three, four +... ▶201*D: Wait, times three. ▶202*G: Wait, it goes five? ▶203*G: And then you get one, two, three? ▶204*G: And then five, ▶205and then one, two, three, one, two three? ▶206*G: So, I thought it was five ▶207plus three, times n minus one. ▶208*K: &=glancing_at_G's_paper &=writing . ▶209*D: Well, ok. ▶210*D: Can I see something her first? ▶211%gpx: demonstrates on her paper for G212*D: Here's one multiply it by three (.) one, two, three . ▶213*D: and then add two and that's five. ▶214*D: And then two times three is one, ▶215two, three, four, five, six, and then add two. ▶216*D: And then three is times three (.) one, two, three, four, five, six217▶218seven, eight, nine, and then add two. ▶219%gpx: looking up at G220*D: So, like that works for each one each time, if you notice. ▶221*G: Yeah, this [//] the other thing works too, cuz five plus, see cuz ▶222if you do um n@l minus one it's zero, so three times zero is zero. ▶223*D: uhhuh. ▶224*G: And you still have the five . ▶225%gpx: looks up at D226*D: Uhhuh. ▶227*G: &=looking_back_down_at_her_homework ▶228for two, you do um, fiv(e) [/] uh you do n is two, minus one is ▶229one, one times three is three plus five. ▶230*G: And that works. ▶231%gpx: looks up at D232*D: You get eight? ▶233%gpx: checking G's equation on her paper234*D: yeah, ok, yours ▶235works, too. ▶236*G: So it works. ▶237*G: I must have done bad calculations on ten, though. ▶238*G: I did five plus (.) so it's ten minus. ▶239*D: one is nine. ▶240*G: nine times three is +... ▶241%gpx: looking at D242*D: Twenty seven. ▶243*G: plus five is +... ▶244*D: Thirty two. ▶245*G: It is? ▶246*D: Yeah. ▶247*G: That's where I went wrong then. ▶248%gpx: erasing her answer249*D: I got thirty six instead of +... ▶250*K: &=glancing_up_at_G's_paper . ▶251*K: So, is it thirty two? ▶252%gpx: turning her paper back to that page of the253homework and writing down the answer254*D: Yeah. ▶255*D: These took me forever. ▶256*D: But then also like you know how it ▶257says homework two? ▶258*D: Leila she said like do you only do Homework One ▶259and then save that for tomorrow, but I didn't want to get marked ▶260off, so I did the whole +... ▶261*G: Wait. ▶262*G: Are we [//] were we supposed to do the ▶263graphing functions? ▶264*D: Yeah. ▶265*D: You did them, right? ▶266*G: Yeah (.) I just did it wrong. ▶267@End