0@Loc: CarlaJim/pat4.cha1@PID: 11312/t-00001783-12@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: pat4, video10@Date: 15-OCT-200211@Comment: Transcript from Greeno & van de Sande, Garden Lap Problem12Perspective, 8th grade algebra13*D: what did you get for number four [//] wait, number ten? ▶14*G: for number ten for what? ▶15*G: for four? ▶16*D: four, yeah. ▶17*G: For function four, I got uhhh (.) twenty six. ▶18*D: I got twenty two. ▶19*D: xxx thirty two, thirty six. ▶20*D: Twenty two, twenty six. ▶21*D: I got twenty two. ▶22*D: Let's see. ▶23*D: It's one, two, three +... ▶24*J: It adds on two each time. ▶25*D: Yeah. ▶26*D: It adds on two each time. ▶27*G: Wha'did you get? ▶28*G: Oh, you didn't +... ▶29*D: &=teacher_comes_over_to_stamp_homework . ▶30*D: Ok, let's see (.) number four. ▶31*D: You add on two each time, so that's one, two, three, four, five, ▶32six, seven, eight +... ▶33*D: That's six, add two is eight, and then two ▶34more is ten ▶35one, two, three, four. ▶36*J: &=working . ▶37%gpx: lifting left hand, continuing to work38*J: Shhh. ▶39*K: &=bent_over_working_on_homework . ▶40*D: Five, six, seven, eight, nine, ten, ▶41and then two more is going to be twelve. ▶42*J: ten, eleven +... ▶43%gpx: hands to temples44*J: okay. ▶45*D: Oh, sorry. ▶46*J: Quit talking out loud. ▶47*J: Sorry. ▶48*J: It's okay. ▶49*J: eight, nine, ten +... ▶50*D: 'k, that's twelve. ▶51*J: It's twenty four. ▶52%gpx: putting down her pencil and looking at D53*G: Ooh, I hope I get a game cube game. ▶54*D: I think this is right +... ▶55*J: &=looks:D . ▶56*J: It's twenty four. ▶57*D: (be)cause for this one, I got (.) um . ▶58%gpx: motioning to her paper59*J: &=Looks:D . ▶60*J: See, for five, I [//] you know how you add on two each time? ▶61%gpx: looking at D and pointing to her own paper62*D: Yeah. ▶63%gpx: Brief interaction with member of another group asking to see64her paper65*J: You add on two each time? ▶66*J: So when you've got [//] since you have four here you add two it'd67be ▶68six and then this'd be (.) eight, nine, ten, eleven, twelve +... ▶69*G: &=counting . ▶70*G: Sixteen. ▶71*J: &=looks:D &=gesturing and twelve, <half of &fi> [/] ▶72half of five, no half of ten is five, so twelve and twelve is ▶73twenty four. ▶74*G: Twenty. ▶75*G: xxx xxx it should be twenty? ▶76*G: Shouldn't it be twenty? ▶77*J: Twenty four. ▶78*G: Shouldn't it be twenty? ▶79*D: No (.) it's twenty two. ▶80*J: Twenty four. ▶81*D: Ok, the pattern grows by step number times two. ▶82*D: So, if you took the step number [//] so step number one times two83is ▶84one, two plus two is four, three, four. ▶85*D: Step number [//] okay, so step number is two times two is one, two,86▶87three, four and then add two is six. ▶88*D: And it works for each one. ▶89*J: &=Looks:D . ▶90*G: &=looking_down_at_her_homework . ▶91*G: No [/] no, no, no, no! ▶92*G: You just said that it's step number times two. ▶93*G: Mmm mmm. ▶94%gpx: shakes her head95*D: Why not? ▶96*J: &=counting_and_writing_on_her_homework . ▶97*G: Because it's [//] there's four in three. ▶98*G: There's (.) &=counting . ▶99*D: &=leaning_across_to_point_to_G's_sheet wait, okay, see, look, ▶100three times two is six, count six (.) one, two. ▶101*J: &=counting . ▶102*J: &=looks:D it goes by even numbers. ▶103*D: Three, four, five, six [//] Wait (.) five. ▶104%gpx: partially standing105*D: so, you have one, two, three, four +... ▶106*G: Yeah, but it started out like that. ▶107*J: It's twenty four. ▶108*D: Yeah, but it still works ▶109if you take step number times two. ▶110*D: (be)cause one times two is just two, ▶111and then if you add two you get four.112*G: Oh, wait, I know how I did this! ▶113*G: I did n@l minus [/] n@l minus one +... ▶114*J: But, then two times three is six and plus +... ▶115*D: Is eight. ▶116*G: I did n@l minus one times two! ▶117*G: (be)cause three minus [/] three minus one is two, times two is118four. ▶119*G: Plus four. ▶120*G: That's what I +/. ▶121*J: You guys are looking at formulas. ▶122*J: Why don't you just look at the little (.) things? ▶123*G: Cause that's the only way to do it properly. ▶124*D: Yeah, because if you don't think of formulas, we're going to end up125▶126having to count for when it goes all the way up to ten, and it's ▶127going to be hard to draw the picture of it. ▶128*K: &=looks:D and J . ▶129*G: &=to_herself_looking_at_her_sheet oh, I know how I did this +... ▶130*J: No, you don't have to count all the way to ten. ▶131*J: What's half of ten? ▶132*D: Five. ▶133*J: Five. ▶134*J: And the five one's right here. ▶135%gpx: pointing to her paper136*J: So, that's twelve. ▶137*J: Twelve plus twelve is what? ▶138*J: Twenty four? ▶139*D: But, it's not twenty four (.) it's twenty two. ▶140*J: &=smiling twenty four. ▶141*D: Twenty two. ▶142*J: Twenty four. ▶143*D: Twenty two. ▶144*J: Twenty four. ▶145*D: You're wrong. ▶146*D: I did it! ▶147*J: Twenty four. ▶148*G: It's forty. ▶149%gpx: D and J laugh150*K: I say it's twenty (.) D? ▶151@End