Transcript: Student Session 3 | Aug 24, 1998

The opening slate pops up with a countdown timer from 7 seconds and the title “TVO’s Virtual Classroom. Get connected.”
The “V” in “Virtual” is a tick, the “A” in “classroom” is an at sign with an extended loop that turns into a power cord with a plug at the end, and the first “O” in “classroom” is a spinning globe.

Lorraine and Stewart sit in the studio.

Lorraine is in her early thirties, with long wavy red hair with bangs in a low ponytail. She wears a white T-shirt with a print on the front that reads “American Eagle” and a pair of small earrings.

Stewart is in his early forties, with short wavy brown hair and a trimmed beard. He wears glasses, a white T-shirt with a print of a black hole in the front and suspenders.

Lorraine says HELLO, AND WELCOME BACK TO
TVO'S VIRTUAL CLASSROOM FOR
PART THREE OF
OUR MATH MYSTERY.
I'M LORRAINE GOWER.

Stewart says AND I'M STEWART CRAVEN, AND
I'M SO GLAD TO BE BACK.

Lorraine says CERTAINLY.
AND FOR OUR AGENDA FOR TODAY,
TO KNOW WHAT WE'RE DOING
DURING OUR CLASS,
WE HAVE HER…

A slate appears on screen. It reads “Agenda: 1- Take up exercises 2 and 3; 2- Math lessons: number of factors; 3- Analysing clues.”

Stewart says LET'S GET RIGHT DOWN TO
BUSINESS AND START TO DEAL
WITH THE AGENDA.
FIRST THING WE WANT TO DO, OF
COURSE, IS GET SOME ANSWERS
TO QUESTIONS TWO AND THREE.
HOWEVER, I THINK YOU'VE
GOT A BIT OF A START HERE.

Lorraine says YES, FOR THE NEXT QUESTION WE
WILL BE ASKING, YOU REQUIRE
THIS PAGE IN FRONT OF YOU,
WHICH LOOKS LIKE THIS.
SO IF YOU CAN MAKE
SURE YOU HAVE THAT.

A sheet of paper with 8 different shapes of rectangles on it appears on screen.

Lorraine says AS WELL, YOU WILL REQUIRE
YOUR PHONES TO ANSWER
THIS QUESTION.
ONE MOMENT.
THERE IT IS.

Question 1 appears on screen. It reads “Which of the following rectangles is the one closest to the shape of the Jumbotron? 3, 4, 5, 6 or 7?”

Stewart says THERE SEEMS TO BE QUITE A
NUMBER OF ANSWERS COMING
IN QUICKLY.
THIS IS GREAT.

A percentage bar next to the question starts filling up.

Lorraine says WE HAVE 50 PERCENT.

Stewart says CAN YOU PUT THE GRAPH UP FOR
ME, IF YOU WOULDN'T MIND?

Lorraine says CERTAINLY.

A bar graph appears with the results. 1 person said “3” was the correct answer, 2 people said “4,” 21 people said “5,” 25 people said “6” and 20 people said “7.”

Stewart says THE COLUMNS ARE GROWING.
YOU KNOW WHAT'S INTERESTING
HERE IS IT'S CLEAR MOST PEOPLE
DO NOT BELIEVE THAT IT'S
EITHER RECTANGLE THREE OR FOUR.
THE MAJORITY THINK IT'S
RECTANGLE NUMBER SIX.
AS IT TURNS OUT, THE CORRECT
ANSWER -- DO YOU WANT ME TO
GIVE AWAY THE CORRECT ANSWER?

Lorraine says SURE.

Stewart says WHAT THE HECK.
THE CORRECT ANSWER IS ACTUALLY
RECTANGLE NUMBER FIVE.
SO THAT IS THE THIRD ANSWER,
WHICH HAS NOW 21 PEOPLE.
SO LET'S GO ON FROM THERE.

Lorraine says SOUNDS GOOD.

Stewart says NOW, I THINK IT'S
COLLEGE AVENUE'S TURN.
I WOULD LIKE PEOPLE OR
STUDENTS FROM COLLEGE AVENUE
TO CALL IN, AND WE'RE LOOKING
FOR SOME RESPONSES TO
EXERCISE TWO,
QUESTION NUMBER TWO.

Lorraine says AND WE HAVE HERE, I BELIEVE,
SHAUN, FROM COLLEGE AVENUE.

Lorraine says HI, SHAUN.

Stewart says ARE YOU THERE, SHAUN?

Shaun says YEAH, I'M HERE.

Stewart says WELL, ONE OF THE THINGS I'M
LOOKING FOR IN QUESTION NUMBER
TWO HERE IS NOTICE YOU HAVE
A GRID WITH THE RECTANGLE,
THE WIDTH, THE LENGTH
AND THE PERIMETER.
CAN YOU TELL ME A LITTLE BIT
ABOUT RECTANGLE NUMBER ONE?
HAVE YOU WORKED
OUT THE PERIMETER?

Shaun says YEAH, IT'S 46 CENTIMETRES.

Stewart says OKAY, YOU'RE GOING TO
WORK IN CENTIMETRES.
THAT'S GREAT.
AND WHAT WAS THE AREA?

Shaun says 22 CENTIMETRES SQUARED.

Stewart writes down Shaun’s answers.

Stewart says 22 CENTIMETRES SQUARED.
NOW, I'M GOING TO ASK YOU TO
DO ONE MORE RECTANGLE FOR ME,
IF YOU DON'T MIND, THEN I'LL
GO TO SOMEBODY ELSE FROM
COLLEGE AVENUE.
SHAUN, YOU STILL THERE?

Shaun says YEAH.

Stewart says HOW ABOUT GIVING ME
RECTANGLE NUMBER FOUR?
PERIMETER FIRST.

Shaun says 21 CENTIMETRES.

Stewart says 21 CENTIMETRES.
AND WHAT'S THE AREA?

Shaun says 17 CENTIMETRES SQUARED.

Stewart says OKAY.
NOW, CAN WE GO TO SOMEBODY
ELSE AT COLLEGE AVENUE?
HAVE WE GOT ANOTHER CALL
WE COULD PERHAPS CONNECT?

Lorraine says WE CERTAINLY CAN.
WE HAVE GABE, I BELIEVE.

The caller says HELLO?

Stewart says HI, IS THIS GABE?

The caller says YEAH.

Stewart says CAN YOU TELL ME WHAT YOU
FOUND FOR THE PERIMETER OF
RECTANGLE NUMBER SIX?

Gabe says 18.6 CENTIMETRES.

Stewart says 18.6 CENTIMETRES.
AND CAN YOU TELL ME WHAT
THE AREA OF THAT ONE IS?

Gabe says 18.9 CENTIMETRES SQUARED.

Stewart says YOU KNOW WHAT I'M
REALLY IMPRESSED WITH?
EVERYBODY IS GETTING
THE UNITS RIGHT.
AND THAT'S FABULOUS.
HOW ABOUT -- WE'LL GO TO ONE
MORE RECTANGLE FROM YOU, GABE.
HOW ABOUT NUMBER FIVE?

Gabe says PERIMETER WAS 20 CENTIMETRES.

Stewart says 20 CENTIMETRES, YES.
AND THE AREA?

Gabe says 19.24 CENTIMETRES SQUARED.

Stewart says OKAY.
NOW, I'M GOING TO ASK THE
TOUGH QUESTION BEFORE I SHOW
YOU SOME OF MY OWN RESULTS.
AND THAT IS, MY OBSERVATIONS.
ANYBODY FROM COLLEGE AVENUE AT
ALL WHO WOULD LIKE TO PHONE
IN AND TELL ME WHAT THEY
OBSERVED WHEN THEY DID THAT
ENTIRE CHART.
IS THERE ANYTHING
THAT WAS COMMON?
ANYBODY FROM COLLEGE
AVENUE FOLLOWING?

Lorraine says WE HAVE SHAUN ONCE AGAIN.

Stewart says THAT'S GREAT.
HI, SHAUN.

Shaun says HELLO.

Stewart says DID YOU HAVE AN OBSERVATION
ABOUT YOUR ANSWERS?
WHAT DID YOU THINK?

Shaun says THE WIDTH KEEPS GETTING
BIGGER AS YOU GO DOWN.

Stewart says YES.

Shaun says LENGTH KEEPS GETTING
SMALLER AS YOU GO DOWN.
Stewart says
YES.

Shaun says THE PERIMETER GETS SMALLER AS
YOU GO DOWN FOR THE MOST PART.

Stewart says THAT'S RIGHT, GOOD.
WHAT ABOUT THE AREA?

Shaun says THE AREA, FOR THE MOST
PART, HAS DECIMALS AFTER.
I DON'T KNOW, I DIDN'T
REALLY GET ANYTHING.

Stewart says IS THERE ANYBODY ELSE FROM
COLLEGE AVENUE, THIS IS THE
LAST QUESTION I'LL ASK, WHO
HAS A COMMENT ABOUT THE AREA?
I REALLY LIKE WHAT SHAUN SAID.
EVERYTHING HE SAID
WAS JUST FINE.
THE PERIMETERS GET SMALLER AS
WE GO DOWN, BUT WHAT ABOUT
THOSE AREAS?

Lorraine says AND WE HAVE BRAD
FROM COLLEGE.

Stewart says HI, BRAD, ARE YOU THERE?
BRAD?

Brad says YEAH.

Stewart says WHAT DID YOU OBSERVE
ABOUT THE AREAS?

Brad says I HAD THE SAME AS SHAUN DID.

Stewart says YUP.

Brad says OH, THEY ARE ALL
CENTIMETRES SQUARED.

Stewart says THEY ARE ALL
CENTIMETRES SQUARED.
WHAT ELSE?

Brad says THEY ARE IN THE TEENS.

Stewart grabs an assignment sheet. It shows a chart for eight rectangles and the numbers for their width, length, perimeter and area.

He says OKAY, I'M GOING TO
TALK FOR JUST A MOMENT.
LAST NIGHT WHAT I DID
WAS I DID WHOLE CHART
AND I FILLED IT OUT.
WE'RE GOING TO ZOOM IN A
LITTLE BIT HERE JUST TO TAKE
A CLOSER LOOK AT THIS.
AND WE'LL GET THE FOCUS
HERE IN JUST A MOMENT.
AND WHAT YOU WILL NOTICE IS
EXACTLY WHAT SHAUN SAID,
I BELIEVE, THE PERIMETERS
KEEP GOING DOWN.
BY THE WAY, I DIDN'T PUT THE
UNITS IN FOR TWO GOOD REASONS.
NUMBER ONE, I WAS WORKING
THIS AS A SPREAD SHEET.
I GOT THE COMPUTER TO DO
ALL THE WORK FOR ME, AND IT
DOESN'T LIKE WRITING IN UNITS,
SO THAT'S THE REASON I GOT A
BIT LAZY TO BE QUITE HONEST.
BUT NOTICE THE PERIMETER,
THIS IS IN MILLIMETRES,
KEEPS GOING DOWN.
SO THESE ARE GOING DOWN.
BUT THESE NUMBERS HERE, WHICH
ARE THE AREAS, THEY ARE
PRETTY SIMILAR,
AREN'T THEY, LORRAINE?
THEY'RE QUITE SIMILAR.
THEY'RE NOT EXACTLY THE SAME,
BUT I CAN EXPLAIN THAT.
I TRIED TO MAKE THEM EXACTLY
THE SAME, BUT WHEN YOU'RE
DRAWING ON A COMPUTER, AND
YOU'VE GOT THE THICKNESS OF
LINES AND SO ON, IT'S NOT
GOING TO BE ABSOLUTELY EXACT
IN TERMS OF OUR
ABILITY TO MEASURE IT.
SO THE OBSERVATION I WAS
LOOKING AT IS YOU CAN HAVE
PRETTY MUCH THE SAME AREA FOR
A RECTANGLE, BUT AS YOU GO --
AT THE SAME TIME, THE PERIMETERS
CAN BE QUITE DIFFERENT.
SO THAT'S A KIND OF A
CONCLUSION TO DO WITH THAT ONE.
WELL, I THINK WE SHOULD
BE GOING ON TO QUESTION
NUMBER THREE.
THAT WAS GREAT, COLLEGE AVENUE.
YOU JUST DID A FANTASTIC JOB.
YOU WERE READY FOR ME.
NOW, WITH QUESTION NUMBER
THREE, PART A, I'M LOOKING
FOR ANSWERS FOR ANYBODY,
ANY SCHOOL RIGHT NOW.
WHAT I'M LOOKING FOR ARE THE
PAIRS OF RECTANGULAR NUMBERS
FOR A FEW OF THESE
DOWN HERE AT THE BOTTOM.
SO I'M LOOKING FOR ANYBODY
THAT WOULD LIKE TO CALL IN AT
ALL, AND HELP ME OUT, SAY
WITH THE NUMBER EIGHT.

He shows a question that reads “Start by writing all of the pairs of whole numbers which multiply to give (diagrams are not necessary): a- 6; b- 8; c- 12; d- 15; e- 17 and f- 24.”

Lorraine says OKAY, AND I BELIEVE IT'S
EITHER ASHLEY OR LINDSAY
ON THE LINE.

Stewart says FROM WHAT SCHOOL?

Lorraine says SAINT JOHN BREBEUF.

Stewart says IS IT LINDSAY OR ASHLEY?

Lorraine says HI?

Stewart says HI.

The caller says HELLO?

Stewart says HI.
IS IT LINDSAY OR ASHLEY?

The caller says LINDSAY.

Stewart says FANTASTIC.
LINDSAY, CAN YOU TELL ME WHAT
PAIRS OF FACTORS MULTIPLY TO
GET EIGHT?

Lindsay says ONE AND EIGHT.

Stewart says ONE TIMES EIGHT, GOOD.

Lindsay says I HAVE TWO AND FOUR.

Stewart says ARE THERE ANY OTHERS?

Lindsay says THAT'S ALL I HAVE.

Stewart says THAT'S GREAT.
HOW MANY TOTAL FACTORS
ARE THERE, LINDSAY?

Lindsay says TWO PAIRS OR FOUR.

Stewart says TWO PAIRS, OR FOUR.
I'M GOING TO MAKE
A NOTE OF THAT.
WOULD YOU MIND DOING
ONE MORE FOR ME?

Lindsay says SURE.

Stewart says HOW ABOUT 12?

Lindsay says I HAVE ONE AND 12.

Stewart says RIGHT.

Lindsay says TWO AND SIX.

Stewart says RIGHT.

Lindsay says THREE AND FOUR.

Stewart says HOW MANY FACTORS?

Lindsay says SIX ALTOGETHER.

Stewart says OKAY, LET'S GO TO ANOTHER
CALLER AND MAYBE GET SOME HELP
ON ANOTHER ONE.

Lorraine says PERRY FROM COLLEGE AVENUE.

Stewart says PERRY FROM COLLEGE AVENUE.
ARE YOU THERE?

Perry says YES.

Stewart says HI, PERRY.
CAN YOU HELP ME
WITH THE NUMBER 17?

Perry says OKAY, I'VE GOT ONE AND 17.

Stewart says THAT'S ALL?

Perry says YEAH.

Stewart says HOW MANY FACTORS?

Perry says JUST TWO.

Stewart says CAN YOU DO 24 FOR ME?
IT'S RIGHT AT THE
BOTTOM OF THE PAGE.

Perry says THERE'S ONE AND 24.
TWO AND 12.

Stewart says YEAH.

Perry says THREE AND EIGHT.
FOUR AND SIX.

Stewart says GREAT.
HOW MANY FACTORS?

Perry says EIGHT.

Stewart says LET'S GO FOR ONE MORE CALL.
WE'RE GOING TO GO
TO THE NEXT PAGE.
WE'RE GOING TO DO A COUPLE
OF THESE, BUT MAYBE NOT
THE BIGGIE.

HE shows an assignment sheet with numbers 84, 144, 1000 and 67,200.

Stewart says IS THERE SOMEBODY OUT
THERE WHO CAN HELP US?

Lorraine says SAINT JOHN DE BREBEUF.

WHO IS THAT?
WHO AM I SPEAKING TO?

The caller says HELLO.

Stewart says AND YOUR NAME IS?

The caller says MARK.

Stewart says MARK, CAN YOU HELP ME
OUT WITH THE NUMBER 84?

Mark says OKAY.

Stewart says OKAY, GO AHEAD.

Mark says I GOT ONE AND 84.
TWO AND 42.

Stewart says YES.

Mark says AND FOUR AND 24.

Stewart says FOUR AND 24?
ARE YOU SURE ABOUT THE 24?

Mark says OH, 21.

Stewart says THAT SOUNDS GOOD.
ARE THERE ANY OTHERS?

Mark says 3 AND 28?

Stewart says EXCELLENT.
ANY OTHERS?

Mark says 6 AND 14.

Stewart says SUPER.

Mark says SEVEN AND 12.
AND THAT'S IT.

Stewart says EXCELLENT.
HOW MANY TOTAL FACTORS
DID YOU FIND EVENTUALLY?

Mark says 12.

Stewart says VERY WELL DONE.
THAT'S WELL DONE.
I'LL LOOK FOR
ONE MORE CALL.
WE'LL GO FOR MAYBE
THE NUMBER 1,000.
HOW ABOUT THAT?

Lorraine says SOMEONE FROM HOMELAND.

Stewart says HOMELAND, EXCELLENT.
ANOTHER SCHOOL.

Lorraine says SENIOR, YES.
HELLO?

The caller says HELLO?

Stewart says HELLO, AND WHO
AM I SPEAKING TO?

The caller says MATTHEW.

Stewart says HI, MATTHEW.
HOW ABOUT 1,000?
CAN YOU DO THAT ONE FOR ME?
HAVE YOU GOT THEM ALL?

Matthew says YEAH.

Stewart says GO FOR IT.

Matthew says 1 and 1000, 2 and 500, 4 and 250, 5 and 200, 8 and 125, 10 and 100, 20 and 50, 25 and 40.

Stewart says HOW MANY TOTAL
FACTORS DID YOU GET?

Matthew says 16.

Stewart says WELL DONE.
NOW, I MEAN, I COULD ASK
SOMEBODY TO DO 67,200.
THE ONE THING I MIGHT ASK --
NO, THERE ARE A LOT OF FACTORS
FOR THIS ONE.
AND IN FACT, WHAT I'M GOING TO
DO, I'M GOING TO SHOW YOU
THE ANSWER.
DON'T EVEN TRY
TO COPY IT DOWN.
WHAT YOU WILL FIND IS THAT IF
YOU WANT TO SEE THE ANSWERS
AND COMPARE YOUR ANSWERS TO
THIS SHEET, I'VE ACTUALLY SENT
THIS SHEET OUT TO YOUR
TEACHERS AS WELL.
AND AFTER THE PROGRAM,
PERHAPS, YOU CAN DOUBLE CHECK
YOUR OWN ANSWERS.
BUT I'M GOING TO PUT THEM ON
THE SLATE HERE, SO AT LEAST
YOU CAN BEGIN TO SEE THERE
ARE A HECK OF A LOT OF THEM.
FACT IS, TO BE EXACT, THERE
ARE 96 FACTORS, OR 48 PAIRS.

Lorraine says WOW.

Stewart says SO THERE ARE A LOT
OF NUMBERS THERE.
OBVIOUSLY, PEOPLE HAVE DONE
SOME PRETTY NICE WORK ON THIS
SO FAR.
I'M GOING TO MOVE RIGHT ALONG.
AT THIS POINT, I WANTED TO
ADDRESS -- I'VE GOT QUESTIONS
3-A AND 3-C TO DO FIRST.
I'M LOOKING FOR ANSWERS
FROM SAINT JOHN BREBEUF.
IS THERE ANYBODY FROM
SAINT JOHN BREBEUF?

Lorraine says CERTAINLY IS.
AND WE'RE CONNECTING
RIGHT NOW.
HELLO?

The caller says HELLO?

Stewart says HELLO, WHO HAVE WE GOT?

Lorraine says OOPS, WE HAVE
SOMEBODY FROM ELGIN.
OH, WELL.

Stewart says FROM ELGIN, WE'LL
TAKE THE CALL.
WE'RE LOOKING AT EXERCISE
TWO, THREE PART B, AND THAT
QUESTION IS WHICH PAIR OF
FACTORS, MULTIPLY TO GIVE
67,200, AND REPRESENT THE
NUMBER OF ROWS AND COLUMNS
IN THE JUMBOTRON?
WHAT DO YOU THINK?

The caller says IT'S 150 TIMES 448.

Stewart says HEY, I'M THRILLED.
I'M GOING TO PUT THIS UP ON
THE SCREEN AND TAKE A LOOK.
IF YOU ZOOM RIGHT IN ON THIS
RIGHT HERE, LOCK AT THOSE
TWO NUMBERS.

The numbers read “150 by 448.”

Stewart says YOU KNOW, I ALMOST FEEL AS IF
CAN WE DO A POP QUESTION?

Lorraine says CERTAINLY.

Stewart says WHAT I'D LIKE TO KNOW IS
HOW MANY OF YOU CAME TO
THAT CONCLUSION?

Lorraine says PRESS POUND 8.

Stewart says YOU EXPLAIN HOW TO DO IT.

Lorraine says CERTAINLY.
TO DO A POLL QUESTION, AS
STEWART WAS JUST MENTIONING,
IF YOU WANT TO ANSWER THAT
QUESTION, YOU WOULD LIFT UP
YOUR RECEIVERS AND
PRESS POUND EIGHT.
MAYBE YOU WANT TO
REPEAT THAT QUESTION.

Stewart says THE QUESTION IS, HOW MANY
PEOPLE GOT THE ANSWER
150 TRINILIGHTS BY
448 TRINILIGHTS?

Lorraine says AND IF YOU DID, LIFT UP YOUR
RECEIVER AND PRESS POUND EIGHT.
AND THIS WAY, WE'LL KNOW HOW
MANY OF YOU WERE SUCCESSFUL.
AND WE KNOW YOU ARE
ALL GOING TO BE HONEST.

Stewart says SO WE'RE LOOKING
FOR A RESPONSE.
IT WOULD BE WONDERFUL TO SEE
VIRTUALLY EVERYBODY GET THAT
BECAUSE THAT'S THE KEY TO THIS
ENTIRE EXERCISE, I THINK.
IN THE LONG RUN.
LET'S SEE WHAT KIND OF
ANSWERS ARE WE GETTING?

Lorraine says WE'RE UP TO ABOUT 40 PERCENT.
EXCELLENT.
WELL, FROM WHAT WE CAN SEE HERE,
IT'S JUST ALMOST 50 PERCENT.

Stewart says 50 PERCENT?
WELL THAT'S NOT SO BAD.
I'M PLEASED TO HEAR THAT.
NOW, WE'RE GOING TO, AGAIN,
IF THERE IS A STUDENT FROM
SAINT JOHN BREBEUF, WE'VE ANSWERED
QUESTION PART B, BUT WE HAVE
NOT ANSWERED QUESTION PART C.

Lorraine says AND I BELIEVE WE DO HAVE
SOMEONE FROM SAINT JOHN BREBEUF
ON THE LINE.
HELLO?

The caller says HELLO.

Lorraine says HI.

Stewart says AND YOUR NAME IS?

The caller says MICHAEL.

Stewart says HI, MICHAEL.
I'M GOING TO ASK YOU THE
QUESTIONS IN PART C.
IF THE NUMBER'S COMPOSITE --
REMEMBER, I THINK ON TUESDAY,
YOU WENT THROUGH A VERY
CAREFUL EXPLANATION OF THE
MEANING OF THE WORD COMPOSITE.
HOW DO YOU KNOW THAT YOU HAVE
A COMPOSITE NUMBER WHEN YOU
COUNT THE PAIRS OF FACTORS?
IS THERE A CLUE THAT TELLS
YOU, IF I SHOWED YOU THE PAIRS
OF FACTORS FOR A NUMBER, IT
WOULD TELL YOU FOR SURE
IT WAS A COMPOSITE NUMBER?

Michael says I'M NOT SURE.

Stewart says OKAY, MAYBE I'LL
TRY IT THIS WAY.
I'LL GO TO PART TWO HERE, AND
ASK YOU, IF IT WAS A PRIME
NUMBER, HOW MANY PAIRS OF
FACTORS WOULD THERE BE?

Michael says TWO.

Stewart says TWO FACTORS, OR ONE PAIR,
IS THAT WHAT YOU MEAN?

Michael says YEAH.

Stewart says EXACTLY.
SO IN OTHER WORDS, YOU KNOW
THE ANSWER TO PART TWO HERE.
IT'S EXACTLY ONE PAIR OF
FACTORS, RIGHT, OR TWO
FACTORS, WHICHEVER WAY
YOU WANT TO LOOK AT THAT.
NOW, WHAT DO YOU THINK THE
ANSWER IS TO PART ONE?

Michael says MORE THAN ONE
PAIR OF FACTORS?

Stewart says EXACTLY, YOU GOT IT.
NOW, YOU WANT TO CARRY FORTH
AND DO THE FINAL QUESTION?

Michael says OKAY.

Stewart says FINAL QUESTION HERE IS IF
THE NUMBER HAS AN ODD NUMBER
OF FACTORS, WHAT KIND
OF A NUMBER IS IT?

Michael says I DON'T KNOW.

Stewart says OKAY.
IS THERE ANYBODY ELSE AT SAINT
JOHN, OR ANY OTHER SCHOOL FOR
THAT MATTER, THAT MIGHT
KNOW WHAT THE ANSWER
TO PART THREE IS?

Lorraine says LET'S TRY SOMEONE FROM ELGIN.
HELLO?

Stewart says HELLO?

The caller says HI.

Stewart says HI.
DO YOU KNOW WHAT'S SPECIAL ABOUT
A NUMBER, OR WHAT KIND OF A
NUMBER WOULD HAVE AN
ODD NUMBER OF FACTORS?

The caller says NO.

Stewart says DO YOU HAVE AN ANSWER?
IS THIS ERIC?

The caller says YEAH.

Stewart says WHAT DO YOU THINK, ERIC?

Eric says IT'S A PRIME NUMBER.

Stewart says NO, A PRIME NUMBER HAS
EXACTLY TWO FACTORS.
ONE AND ITSELF.
SO IT'S NOT A PRIME NUMBER.
CAN YOU THINK OF ANY OTHER
SPECIAL NUMBERS YOU'VE HEARD
OF BEFORE?

Eric says COMPOSITE?

Stewart says COMPOSITE IS TRUE.
IN FACT, WITH AN ODD NUMBER OF
FACTORS, IT WOULD BE COMPOSITE.
BUT IT'S SOMETHING ELSE, TOO.

Eric says SQUARE.

Stewart says SAY THAT AGAIN.

Eric says A SQUARE NUMBER.

Stewart says AND IN FACT YOU'RE RIGHT,
IT IS A PERFECT SQUARE.
WELL DONE.
THAT'S SOMETHING YOU MAY
WANT TO INVESTIGATE LATER.
OKAY, I THINK WE'VE
HANDLED QUESTION TWO.
YOU KNOW, JUST BEFORE WE GO ON
TO EXERCISE NUMBER THREE,
I WANT TO REITERATE A LITTLE
WEE BIT ABOUT THE IDEA OF
RECTANGULAR FORMS,
AND ROWS AND COLUMNS.
SO WHAT WE'VE LOADED ARE THREE
PHOTOGRAPHS OF BUILDINGS, OR
INTERIORS OF BUILDINGS THAT
REITERATE THERE ARE MANY
THINGS IN REAL LIFE OUT
THERE THAT ARE MADE OF ROWS
AND COLUMNS.
SO LET'S LOOK AT
THAT FIRST ONE.

Lorraine says SOUNDS GOOD.

A picture of a gallery’s ceiling appears.

Stewart says THIS IS A PICTURE TAKEN
IN THE NATIONAL GALLERY IN
OTTAWA, AND YOU CAN SEE THE
ROWS AND COLUMNS UP THERE IN
THE WINDOWS IN THE ROOF.
IT IS A VERY, VERY
STRONG PATTERN.
VERY TYPICAL OF WHAT YOU
SEE IN A LOT OF PLACES.

A glass roof in a steel grid pattern appears.

Stewart says LET'S LOOK AT THE SECOND
PHOTOGRAPH, PLEASE.
THIS IS ACTUALLY TAKEN INSIDE
THE NATIONAL GALLERY, AS WELL.
BUT LOOK AT THE
SHADOW OF THE WINDOWS.
THE ROWS AND COLUMNS ARE
REALLY QUITE OBVIOUS THERE.
AND, AGAIN, WHAT WE DO IN MATH
IS REFLECTED IN THE REAL WORLD.
LAST BUT NOT LEAST, WE HAVE
ONE MORE PHOTOGRAPH THAT'S
TAKEN IN DOWNTOWN TORONTO.
WHAT I LIKE ABOUT THE ROWS AND
COLUMNS IN THESE PARTICULAR
WINDOWS IS THE FACT, IT'S A
LITTLE BIT STRANGE, BUT THE
WINDOWS ARE ACTUALLY
ALMOST SQUARE.
YOU KNOW, THIS IS EXACTLY HOW
THE TRINILIGHTS ARE ARRANGED
IN THE JUMBOTRON.

Lorraine says THAT'S RIGHT.

Stewart says NOW, LET'S GO TO USBORNE.
ANYBODY FROM USBORNE THAT CAN
HELP US OUT WITH THE ANSWERS
TO QUESTIONS ONE TO
THREE IN EXERCISE THREE.

Lorraine says OKAY.
AT THIS PART, LET'S TRY...
USBORNE.

Stewart says OKAY.
HOW'RE WE DOING?
SOMEBODY'S ON -- WE'RE
CONNECTING TO USBORNE NOW,
I BELIEVE, AREN'T WE?

Lorraine says IF YOUR PHONE'S RINGING,
PLEASE LIFT IT UP.

Stewart says OKAY.
HELLO?

The caller says HI.

Stewart says WHO AM I TALKING TO?

The caller says AMANDA.

Stewart says IS IT LAYLA?

Lorraine says AMANDA.

Stewart shows an activity sheet with a diagram of the Jumbatron on. The diagram consists of a rectangle subdivided in 6 smaller rectangles, 4 of them horizontally placed in the center, in a window pane fashion, and the other two lie vertically on each side.

Stewart says AMANDA, SORRY.
NOW, I'M GOING TO ASK YOU
QUESTIONS TWO AND THREE FIRST,
AND THEN MAYBE COME BACK.
QUESTION TWO SAID DETERMINE
HOW MANY COLUMNS TO THE LEFT
OF THIS LINE.
DID YOU DETERMINE HOW MANY
COLUMNS OF TRINILIGHTS
THERE WERE?
DID YOU COME UP
WITH AN ANSWER?

Amanda says 182.9.

Stewart says HEY, 183, I'M GOING TO
TAKE IT AS AN EXACT NUMBER,
OR ROUND IT TO A WHOLE NUMBER.
HOW ABOUT NUMBER THREE?
HOW MANY COLUMNS
DID YOU FIND THERE?

Amanda says THE SAME.

Stewart says 183.
NOW, I'M GOING TO ASK YOU, I
THINK, THE 64,000 DOLLAR QUESTION,
WHICH IS GOING BACK
TO QUESTION ONE.
HOW MANY TRINILIGHTS TO THE
RIGHT, AND HOW MANY TRINILIGHTS
UP IS THAT SPOT RIGHT
AT THE END OF THE DOT?
WHAT DID YOU FIND?

He places a dot on the lower left corner of the upper right rectangle in the middle.

Stewart says HOW MANY TRINILIGHTS
FROM HERE TO HERE?

Amanda says 22.9.

Stewart says 22.9, WE'LL CALL IT 23.
AND HOW MANY UP?

Amanda says 37.

Stewart says HEY, THIS IS PHENOMENAL.
I WANT TO SHOW
YOU WHAT I FOUND.
I'M GOING TO PUT
MINE UNDER HERE.
YOU'VE GOT TO REALIZE THERE
WILL BE SLIGHT DIFFERENCES
IN ACCURACY.
SO I'M GOING TO JUST
RUN THROUGH HERE.

He shows the answer sheet.

He continues NOW GOING UP AND DOWN, I THINK
YOU SAID 37, DIDN'T YOU?
BUT I HAD 24.
WE'RE REALLY, REALLY CLOSE.
SO THE ANSWERS WE GOT FROM
AMANDA ARE JUST RIGHT
OUT OF THIS WORLD.
I CAN'T BELIEVE IT.

Lorraine says YES, I THINK YOU'VE
DONE VERY WELL.
AND AS WELL, I UNDERSTAND YOU
ARE GOING TO DO A SPECIAL
LESSON FOR US TODAY, STEWART.

Stewart says YES, I AM.
YOU WANT TO BET I'M
GOING TO DO ONE.
WE'LL SEE WHAT HAPPENS HERE.
ALL READY TO GO?

He grabs a sheet of paper with the numbers 6, 8, 12, 15 and 24 on it.

Stewart says ONE OF THE THINGS I WAS DOING
AS WE WERE GOING THROUGH IS
I WAS TALKING ABOUT, OR AS WE
WERE COLLECTING THE ANSWERS,
WE WERE LOOKING AT THE FACTORS
LIKE FOR INSTANCE, THIS ONE,
WHICH IS ONE TIMES SIX, AND
TWO TIMES THREE, AND THIS IS,
IN FACT, FOUR FACTORS.

He divides the paper in 3 sections.

Stewart says ONE OF THE THINGS I DIDN'T
TALK ABOUT UP TO THIS POINT IS
SOMETHING CALLED
PRIME FACTORS.
SO ONLY THE PRIME
NUMBERS, ACTUALLY.
IF THIS PARTICULAR NUMBER
SIX, THE PRIME NUMBERS THAT
MULTIPLY TO GIVE SIX ARE NOT
ONE AND SIX, BUT ACTUALLY JUST
TWO AND THREE.
OKAY?
NOW, THAT LITTLE ONE THAT'S UP
AT THE TOP, WHAT I'VE DRAWN
THERE IS ACTUALLY THE
EXPONENT FOR THE NUMBER.
TWO TO THE EXPONENT ONE
IS JUST PLAIN OLD TWO.
SO WE'LL GO FROM THERE.
LET'S TAKE A LOOK AT EIGHT.
IT'S ONE TIMES EIGHT,
TWO TIMES FOUR.
THE PRIME FACTORS FOR THIS ONE
ARE A LITTLE BIT DIFFERENT.
THERE ARE STILL FOUR TOTAL
FACTORS, BUT THE PRIME FACTORS
FOR THIS ARE TWO TIMES TWO
TIMES TWO OR TWO TO THE
EXPONENT THREE.
12.
WELL, WE GET ONE TIMES 12, TWO
TIMES SIX, THREE TIMES FOUR.
WE GET A TOTAL OF SIX FACTORS.
PRIME FACTORS FOR THIS ONE,
TWO TIMES TWO TIMES THREE,
WHICH IS TWO SQUARED,
TIMES THREE TO THE ONE.
OKAY?
NOW, NOTICE I KEEP
WRITING THOSE EXPONENTS.
I MUST HAVE A REASON
FOR DOING THAT.
15.
THAT'S AN EASY ONE.
ONE TIMES 15.
THIS HAS TWO FACTORS.
PRIME FACTORIZATION IS THREE
TIMES FIVE, NOTHING FANCY
THERE, JUST ONE AND ONE.
I'LL DO 24.
NOW, THE REASON I'M GOING
THROUGH SO MANY OF THESE IS
THAT I REALLY WANT YOU TO
TRY TO LOOK FOR A PATTERN.
BECAUSE WE ARE GOING TO PHONE
OUT IN A BIT, NOT YET, I WANT
TO DO A COUPLE MORE
BEFORE I DO THIS.
I WANT YOU TO LOOK FOR A
PATTERN THAT RELATES THIS
NUMBER HERE TO SOMETHING
TO DO WITH THESE EXPONENTS.

He points at the columns with the factors.

Stewart says YOU KEEP THINKING ABOUT IT,
AND I'LL KEEP DOING IT,
AND YOU'RE WATCHING.
THEN WE'LL PHONE OUT
AND SEE IF YOU CAN SEE
WHAT I HOPE YOU CAN SEE.
ONE TIMES 24, TWO TIMES 12,
THREE TIMES EIGHT, FOUR TIMES
SIX, FOR A TOTAL OF EIGHT.
AND THE PRIME FACTORS OF THIS
ONE ARE TWO CUBED TIMES
THREE TO THE EXPONENT ONE.
SO YOU'VE SEEN THESE, WE'RE
GOING TO GO ON TO THE NEXT
PAGE, AND I'LL JUST CONTINUE
A LITTLE BIT FURTHER.

He grabs a sheet of paper with the numbers 84, 144 and 1000 on it.

Stewart says I WON'T DO ALL OF THESE.
I'LL DO THIS ONE AND THIS ONE.
NOW, WE HAD SOMEBODY DO A
LOVELY JOB ON THIS ONE ALREADY.
IF I RECALL, THERE
WERE 16 FACTORS.

He points at the number 84.

Stewart says SO I'M NOT GOING
TO REPEAT THAT.
THE FACT IS, I'M GOING TO
GO BACK AND DOUBLE CHECK.
LORRAINE, WOULD YOU MIND JUST
GOING BACK AND DOUBLE CHECKING
TO MAKE SURE THERE WERE
16 FACTORS FOR 84?

Lorraine says SURE.

Stewart says SO THE PRIME
FACTORS FOR 84 ARE:
2 TIMES 2 TIMES 3 TIMES 7,
WHICH IS EQUAL TO 2 SQUARE TIMES 3 TO THE 1, TIMES 7.
IS THAT RIGHT? 16
EXCUSE ME, IT'S 12.

Lorraine says OF THE THOUSAND?
OH, YOU'RE DOING 84.

Stewart says IT'S ONLY 12.
I WAS THINKING OF A THOUSAND,
WHICH IS THE OTHER ONE
I'M GOING TO REFER TO.
IT HAS 16.
WHAT ARE THE PRIME
FACTORS OF A THOUSAND?
IF I RECALL CORRECTLY IT'S:
IT’S 2 TIMES 2 TIMES 2 TIMES 3 TIMES 3.

He crosses out 3 times 3.

He says TIMES 5 TIMES 5 TIMES 5,
WHICH IS EQUAL TO 2 CUBED TIMES 2 TO THE 5TH.
SOONER OR LATER YOU'RE GOING TO
SLIP UP, AND I LOST THE FLOW
THERE FOR A MOMENT.

He grabs another sheet of paper.

He says I'M GOING TO GO TO A NEW SLATE
AND PUT DOWN 1,000 HAS 16
FACTORS, WHICH IS EQUIVALENT
TO TWO CUBED TIMES FIVE CUBED.
I THINK I'VE GOT IT RIGHT NOW.
OKAY.
I WANT TO TAKE A MOMENT TO
DO ONE OTHER QUICK MESSAGE.
AND THAT IS HOW DO YOU FIND
THE PRIME FACTORS OF A NUMBER
FAIRLY QUICKLY?
I'M GOING TO DO THIS WITH
JUST A LITTLE ASIDE WITH THE
NUMBER 144.
THE FIRST PRIME NUMBER IS TWO.
SO I'M GOING TO SEE IF IT
DIVIDES BY TWO EVENLY.
IT OBVIOUSLY DOES.
SO I'LL MAKE THE DIVISION.
TWO INTO 144 IS 72.
WELL, TWO DIVIDES THAT AS
WELL, SO I'LL DO IT AGAIN.
TWO DIVIDES 36 AS WELL,
SO I'LL DO IT AGAIN.
WELL, CLEARLY TWO
DIVIDES INTO 18, AS WELL.
I'LL DO IT AGAIN.
AH, BUT TWO DOES NOT
DIVIDE INTO NINE.
THE NEXT PRIME FACTOR IS, IN
FACT, THREE, SO I'LL TRY THAT.
THREE GOES INTO NINE, AND I
END UP WITH A PRIME FACTOR
AT THE BOTTOM.
WHAT THAT MEANS IS 144
IS ACTUALLY EQUAL TO:
2 TIMES 2 TIMES 2 TIMES 2 TIMES 3 TIMES 3.
SO THAT WILL GIVE YOU SOME
SENSE OF HOW TO DO THAT.
NOW, LET'S GO OUT FOR SOME
CALLS AND SEE IF ANYBODY CAN
FIND A RELATIONSHIP BETWEEN
THE EXPONENTS AND THE NUMBER
OF FACTORS.

Lorraine says YES, AND I AM MAKING A
PHONE RING AT USBORNE.
IF YOU CAN LIFT UP
YOUR PHONE, PLEASE?
HI.
HELLO?

The caller says HI.

Stewart says WHO IS ON THE LINE NOW?

The caller says ADAM.

Stewart says HI, ADAM.
DO YOU SEE A RELATIONSHIP,
AND I'M GOING TO PUT THIS ONE
BACK ON BECAUSE IT'S GOT
THE MOST ANSWERS ON IT, A
RELATIONSHIP BETWEEN THIS
NUMBER AND THESE TWO LITTLE
GUYS HERE?
WHAT DO YOU THINK?
STILL THERE, ADAM?

He points at number four in the column of factors and 2 to the 1 times 3 to the 1 in the columns of primes for the number6.

Adam says HI.

Stewart says HELLO?

Adam says HI.

Stewart says I HEAR YOU.

Adam says WHAT'S THE QUESTION AGAIN?

Stewart says THE QUESTION IS, DO YOU SEE
A RELATIONSHIP BETWEEN THE
NUMBER OF FACTORS FOR THE
NUMBER SIX, AND THE EXPONENTS
IN THE PRIME FACTORS.
DO YOU SEE ANY
CONNECTION AT ALL?

Adam says TWO TIMES THREE IS SIX.

Stewart says TWO TIMES THREE IS INDEED
SIX, BUT THAT DOESN'T TELL
ME ABOUT THE NUMBER FOUR.
HAVE WE GOT ANY OTHER CALLS?
PERHAPS WE'LL TRY AGAIN,
ADAM, AND WE'LL CHECK OUT
SOMEBODY ELSE.
HAVE WE GOT ANOTHER
CALL, PERHAPS?

Lorraine says SURE.
ONE FROM COLLEGE AVENUE.

Stewart says AND WHO IS CALLING
FROM COLLEGE?

The caller says HI.

Stewart says HI, YOUR NAME IS?

The caller says PERRY.

Stewart says HI, PERRY.
CAN YOU SEE A CONNECTION
BETWEEN THESE TWO LITTLE
EXPONENTS AND THE NUMBER FOUR?

Perry says THEY ARE TWICE
AS SMALL AS FOUR.

Stewart says YOU SEE SOMETHING, PERRY?

Perry says ONE PLUS ONE IS TWO
AND IT'S HALF OF FOUR.

Stewart says POSSIBLE.
HOW ABOUT THE CONNECTION
BETWEEN THE NUMBER THREE AND
THE NUMBER FOUR HERE?
WHAT'S THE RELATIONSHIP
BETWEEN THOSE TWO NUMBERS?

He points at the factors and prime numbers for number 8.

Perry says THERE IS NO RELATIONSHIP.

Stewart says WELL, I THINK THERE IS.
WHAT'S THE DIFFERENCE
BETWEEN THREE AND FOUR?

Perry says WELL, I DON'T KNOW REALLY.

Stewart says ALL I'M ASKING FOR IS FOUR
MINUS THREE IS ONE, ISN'T IT?
THERE'S A RELATIONSHIP.
THERE'S A DIFFERENCE
OF ONE, RIGHT?

Perry says UH-HUH.

Stewart says OKAY, YOU WANT TO GO
ANY FURTHER WITH THIS?

Perry says NO.

Lorraine says THAT'S OKAY.

Stewart says HAVE WE GOT ANOTHER
CALL, PERHAPS?

Lorraine says SURE.

Stewart says THIS IS A TOUGH ONE.
THIS IS REALLY A STRETCH.

Lorraine says DON'T FEEL BADLY.
WE'LL TRY IT ONE MORE TIME,
AND IF NOT, THAT'S THE WHOLE
POINT OF THIS EXERCISE.
WE'LL LET YOU KNOW.
WE HAVE SOMEONE HERE
FROM JACK MINER.
IF YOUR PHONE IS RINGING,
YOU CAN LIFT IT UP, PLEASE.

The caller says HELLO?

Lorraine says HI.

Stewart says HELLO.
HOW ARE YOU DOING?

The caller says PRETTY GOOD.

Stewart says AND YOUR NAME IS?

The caller says KELLY.

Stewart says HI, KELLY.
CAN YOU TELL ME IF YOU SEE
A CONNECTION BETWEEN THESE
LITTLE NUMBERS AND
THE NUMBER OF FACTORS?

He points at the exponents in the “prime” caller and the number in the “factor” column for number 12.

Kelly says I CALLED IN BECAUSE 15
HAS MORE THAN TWO FACTORS.

Stewart says YOU ARE ABSOLUTELY RIGHT.
IT HAS FOUR.
THANK YOU FOR CORRECTING ME.
YOU ARE ABSOLUTELY RIGHT.
THREE TIMES FIVE.
I KIND OF MISSED
THAT, DIDN'T I?
THANK YOU VERY MUCH.
WELL, YOU KNOW, I THINK WE'RE
HAVING A LITTLE DIFFICULTY
FINDING THE PATTERN, AND I'M
GOING TO TRY TO ILLUSTRATE IT.
ONE OF THE THINGS I WAS ASKING
ONE STUDENT WAS WHAT'S THE
DIFFERENCE BETWEEN THIS AND
THIS BECAUSE THERE WAS ONLY
ONE PRIME FACTOR.
THE DIFFERENCE IS ONE.
BUT NOTICE, IF I TAKE THE
PRIME FACTORS FOR THIS ONE,
I'M GOING TO TAKE:

He takes the prime factors for number 8.

He says 2 TO THE 1 TIMES 3 TO THE 1. IF I TAKE ONE AND AD 1 TO IT. AND I’M GOING TO TAKE THIS ONE AND ADD 1 TO IT.

He points at the power in number 3.

He says I’LL MULTIPLY THOSE TWO QUANTITIES I GET 4. AS IT TURNS OUT FOR THE NUMBER 6, THERE ARE 4 FACTORS. IF I ADD 1 TO THIS AND 1 TO THAT, AND MULTIPLY THEM, I GET 4.

NOW LET'S TAKE THE SECOND
NUMBER IN MY CHART,
WHICH WAS THE NUMBER EIGHT.
FOUR FACTORS, TWO CUBED
WAS THE FACTORIZATION.
IF I TAKE THREE PLUS ONE,
THERE ARE NO OTHER FACTORS THERE
SO I DON'T MULTIPLY
IT BY ANYTHING.
SO THAT'S FOUR, AND
THAT'S THE SAME AS THIS.
LET'S TAKE THE NUMBER TWELVE.
THERE ARE 6 FACTORS.
FACTORIZATION IS 2 SQUARED
TIMES THREE TO THE ONE.
IF I TAKE THE NUMBER
TWO AND ADD ONE TO IT
AND MULTIPLY TO THE NUMBER
ONE, AND ADD ONE TO IT...
I GET THREE TIMES
TWO, WHICH IS 6.
WHICH IS THE SAME AS THIS.
SO, BASICALLY, THE RULE SEEMS
TO BE, OR THE PATTERN I WAS
SEEKING, IF YOU TAKE EACH
EXPONENT AND ADD ONE TO IT,
AND MULTIPLY THOSE NUMBERS
TOGETHER, YOU GET THE NUMBER
OF FACTORS, OKAY?
DOES THAT MAKE SENSE?
NOW, I THINK AT THIS POINT IN
THE GAME, WE WOULD KIND OF
LIKE YOU TO TRY THAT
OUT, BUT WITH A SOMEWHAT
BIGGER NUMBER, TO
BE QUITE HONEST.
LET'S GO BACK TO 67,200.
WHAT WE KNOW IS THAT THERE
ARE, AND I'LL ACTUALLY
UNDERLINE IT, THERE
ARE 96 FACTORS.

He shows a sheet of paper that reads “Find the prime factors of 67200 to verify that there are 96 divisors.”

S Stewart says O WHAT YOU NEED TO DO OVER
THE NEXT SHORT PERIOD OF TIME,
ABOUT TWO MINUTES, IS TO FIND
THE PRIME FACTORS FOR 67,200,
PUT THEM IN EXPONENTIAL FORM,
AND VERIFY, PROVE, THAT IN FACT,
THERE SHOULD
BE 96 DIVISORS.
AND OF COURSE THAT WILL TELL
YOU WHETHER YOU HAVE THE
CORRECT ANSWER OR NOT.
THAT WAS THE WHOLE
IDEA OF THIS.

Lorraine says THAT'S GREAT.
HMM.
I'M NOTICING...
[telephone ringing]

Stewart says I THINK WE ARE GOING TO TAKE
A LITTLE BIT OF A TIME OUT
HERE FOR ABOUT TWO MINUTES.

Lorraine says YES, BUT THERE'S A
FAX THAT JUST CAME IN.
I'VE GOT TO GO GET MISTER C.
AND MISSUS G.

Stewart says OH, OKAY.
I DIDN'T HEAR THE FAX.

Lorraine says ALL RIGHT, WELL, WE'LL
LET YOU FIGURE THIS OUT
WHILE WE GO GET
MISTER C. AND MISSUS G.

Lorraine says LOOK HERE, MISTER C,
ANOTHER FAX.

Stewart says RENE AND ISAAC HAVE DONE THE
MATH, BUT THEY'RE NOT QUITE
SURE WHAT THE ANSWER MEANS.
THEY FOUND THE
COORDINATES 2437.

Lorraine and Stewart put caps on to impersonate Missus G and Mister C.

Missus G says THAT'S RIGHT.
AND THEY SENT A DRAWING THAT
THEY TOOK AT THE JUMBOTRON AT
MONDAY NIGHT'S BASEBALL GAME.
HEY, LOOK DOWN HERE.
WHAT DO YOU THINK THE
INITIALS I.D. AND P.M. MEAN?
COULD THEY MEAN ANYTHING?

Mister C says I'VE NO IDEA.
BUT MAYBE WE CAN GET SOME HELP
FROM OUR STUDENTS OUT THERE.

Missus G says GREAT IDEA.
ANY OF YOU, IF YOU WANT TO
CALL AND LET US KNOW, WHAT
WOULD I.D. AND P.M. STAND FOR.
CALL IN BY PRESSING
POUND NINE.
HMM, WE MIGHT HAVE SOMEONE
HERE FROM ELGIN AVENUE.

Mister C says HELLO, ANDY, IS THAT YOU?

The caller says HELLO?

Mister C says HI, ANDY.
WHAT DO YOU THINK
I.D. AND P.M. MEAN?

Andy says PARDON?

Mister C says WHAT DO YOU THINK I.D.
AND P.M. MEAN?
WHAT ARE THOSE INITIALS AT
THE BOTTOM OF THIS DRAWING?
ARE YOU STILL THERE?

Andy says I DON'T KNOW.

Mister C says YOU'RE NOT SURE.

Andy says PRIME NUMBER.

Mister C says I'M GOING TO MAKE
A NOTE OF THAT.

Missus G says YOU NEVER KNOW.

Mister C says LET'S SEE IF WE CAN GET
SOME MORE IDEAS, PERHAPS.

Missus G says THANKS.
LET'S TRY SOMEONE HERE
FROM ELGIN AVENUE.
MAYBE YOU CAN HELP US OUT.
IF WE LOOK AT OUR SCREEN
HERE, WE HAVE I.D., P.M.
WE'VE GOT ONE SUGGESTION.

Mister C says WE'VE GOT PRIME NUMBER.
THAT COULD BE IT.
HAVE YOU GOT ANOTHER IDEA?

Missus G says HELLO.
WHAT DO YOU THINK I.D. OR
P.M. COULD STAND FOR?

The caller says COULD IT MEAN PERIMETER?

Mister C says PERIMETER.
THAT'S NOT BAD.
SO WE'VE GOT PRIME.
STILL NOT MAKING SENSE TO ME.
I DON'T KNOW HOW THE
I.D. GETS IN THERE.
WANT TO TRY ONE MORE PERSON?

Missus G says SURE.
THANKS.
AT THIS POINT, WE'RE GOING
TO TRY SOMEONE FROM...
ELGIN AVENUE AGAIN,
I BELIEVE.

Mister C says IT'S INTERESTING.
WE'RE GETTING CLOSER, I
THINK, BUT I'M NOT SURE.

Missus G says ANY IDEAS?

The caller syas HOW'S IT GOING?

Missus G says WE'RE DOING WELL, THANKS.
BUT WE NEED YOUR HELP.
CAN YOU COME UP WITH ANY
IDEAS FOR THE I.D. OR P.M.?

The caller says I.D. STANDS FOR INNING.

Mister C syas INNING.
IT IS A BASEBALL GAME.

Missus G says THAT'S RIGHT.
THAT'S WHY WE'RE
WEARING OUR CAPS.
THAT'S GOOD.

Mister C says WELL, YOU KNOW, IT STILL
DOESN'T MAKE SENSE BECAUSE
INNING, HOW DOES
THAT GO WITH PRIME?
PERIMETER, INNING,
I'M NOT SURE.
BUT YOU KNOW, LET'S
GO BACK TO THE MATH.
AFTER ALL, THEY HAVE
ALL THAT MATHEMATICS.

Missus G says YEAH, THAT'S RIGHT.

Mister C says GEE, I.D. IS 183, CALL IT
180 TRINILIGHTS TO THE LEFT.
AND TO THE RIGHT.
MAYBE SOMEBODY
ELSE CAN HELP US.

Missus G says I SEE SOMEBODY
FROM FLAMBOROUGH.
HELLO?

The caller says HELLO.

Missus G says CAN YOU HELP US?

Mister says WHAT DO YOU THINK
I.D. AND P.M. MEAN?

The caller says I.D. MIGHT MEAN
INTERNATIONAL DATE LINE,
AND P.M. MIGHT BE
PRIME MERIDIAN.

Mister C says HEY!

Missus G says ALL RIGHT!
AND WHO ARE YOU?
WHAT'S YOUR NAME?

The caller says BRIAN MACTAVISH.

Mister C says RIGHT.
THAT REALLY BEGINS
TO MAKE SOME SENSE.
I WAS JUST ABOUT TO SAY THIS
IS ABOUT 180 TRINILIGHTS
THIS WAY, AND 180
TRINILIGHTS LIKE THAT.
AND YOU KNOW, YOU WERE
KIND OF SPINNING THAT.
SO WHAT'S THAT?

He points at a globe on their desk.

Missus G says THAT'S RIGHT.

Mister C says IT'S CIRCLE.
AND A CIRCLE HAS
HOW MANY DEGREES?

Missus G says 360.

Mister C says SO WHAT DOES THAT MEAN
ABOUT THE JUMBOTRON THOUGH?

Missus G says I BET IT WOULD MEAN, WOULD
THE JUMBOTRON, IN THAT CASE,
BE LIKE A GIANT
MAP OF THE WORLD?

Mister says HEY, DOES THAT MEAN THE
COORDINATES ARE LIKE LATITUDE
AND LONGITUDE?
LET ME LOOK AT THE MAP.

Missus G says WHAT WERE THOSE COORDINATES?
24 AND 37.

Mister C looks for the coordinates on the globe.

Mister C says THIS IS NOT THE BIGGEST
GLOBE IN THE WORLD,
BUT I'M LOOKING.
24, LET'S SEE, 24, WE'RE
COMING ACROSS, COMING ACROSS,
THAT'S ABOUT 24 RIGHT THERE.
AND 37, IT'S HARD.

Missus G LET'S COME IN A TAD MORE.
CAN ANYBODY TAKE A GUESS
AT WHERE WE ARE HERE?
I DO SEE A FUNNY
LOOKING OBJECT.

Mister C says MAYBE WE CAN
TAKE ANOTHER CALL.
MAYBE SOMEBODY KNOWS
WHERE THIS IS.
WITH SUCH A SMALL MAP,
IT'S HARD TO TELL.

Missus G says YEAH, MAYBE WE'RE
COMPLICATING YOUR LIVES
HERE BEING A LITTLE
BIT UPSIDE DOWN.
LET'S TRY THAT AGAIN.
HELLO?

Mister C says HAVE WE GOT ANY CALLS
TO HELP US OUT WITH THAT?

The caller says HELLO?

Missus G says HI.
CAN YOU HELP US OUT?
WHAT DO YOU THINK MIGHT BE THE
AREA WHERE THE COORDINATES
24 AND 37 ARE?

The caller says ATHENS, GREECE.

Mister C says YOU KNOW SOMETHING, NOW THAT
I LOOK AT IT A LITTLE BIT
MORE CLOSELY, THAT'S REALLY,
REALLY, REALLY CLOSE.
ATHENS, GREECE.
I WONDER IF THAT IS A CLUE?

Missus G says THAT MIGHT JUST BE CLUE
NUMBER ONE THAT YOU MIGHT WANT
TO NOTE, BEING ATHENS, GREECE.

Mister C says WELL, WHY DON'T YOU PUT THAT
UP ON OUR GLOBE UP BEHIND US?

He gives Missus G a clue on a piece of paper. Missus G pins it on a map on a board.

Missus G says OKAY, WHO KNOWS, MAYBE ATHENS
COULD BE THE START OF A VERY
INTERESTING JOURNEY.

Mister C says YOU KNOW, AT THIS POINT, I
WOULD SORT OF LIKE TO -- I
UNDERSTAND A BUNCH OF STUDENTS
FROM FLAMBOROUGH PUBLIC SCHOOL,
IF I'M NOT MISTAKEN,
HAVE AGREED TO DO A LITTLE
BIT OF RESEARCH FOR US.
AND OVER THE WEEKEND, FIND
OUT ABOUT ATHENS, AND GREECE,
AND DO A REPORT FOR
US ON MONDAY MORNING.
THAT MIGHT HELP OUT, AS WELL.

Missus G says IT CERTAINLY WOULD.

Mister C says IT WOULD GIVE US A
SENSE OF WHAT'S GOING ON.

Missus G says WE'D APPRECIATE IT.
YOU KNOW, LOOKS LIKE MAYBE
RENE AND ISAAC MIGHT HAVE
A SUSPECT IN MIND.

Mister C says I'M GRABBING THE FAX AGAIN.
YOU KNOW, I THINK WE
DID MISS SOMETHING.
LOOKS LIKE RENE AND ISAAC MIGHT
EVEN HAVE A SUSPECT IN MIND.

Missus G says THAT'S RIGHT.
WHO DO YOU THINK IT MIGHT BE?

Mister C says THEY THINK IT MIGHT BE SPIKE.

Missus G says SPIKE?

Mister C says SPIKE.
WHO'S SPIKE?

A profile picture with a caption “Spike (a.k.a “Big Brother”)” appears on screen. Spike is in his thirties, clean-shaven and with very short black hair. He wears a blue sweater.

Missus UJ says AH, THE BIG BROTHER.

Mister C says HE BROTHER, OH YEAH.

Missus G says NOW, DO THEY HAVE ANY PROOF,
OR ARE THEY JUST GUESSING?

Mister C says WELL, BASED ON WHAT I'M
READING RIGHT HERE,
IT LOOKS LIKE IT'S
PRETTY CIRCUMSTANTIAL.
HE HAD ACCESS TO A COMPUTER.
HE HAD SOME FREE TIME AT
LUNCH, AND HE COULD BE
SENDING OUT EMAILS.

Missus G says THAT'S TRUE.

Mister C says SO WE KNOW HE
HAD OPPORTUNITY.

Missus G says BUT DID HE HAVE A MOTIVE?

Mister C says A MOTIVE?
WELL, YOU KNOW, RENE AND
ISAAC ALWAYS RECKONED HE WAS
A BIT OF A DORK.
SO MAYBE HE'S JUST GETTING
BACK ON THEM, AND HE'S PLAYING
A BIT OF A PRACTICAL JOKE.

Missus G says THAT COULD BE.
NOW, MAYBE AT THIS POINT
YOU GUYS CAN HELP US OUT.
YOU KNOW, IT WOULD BE REALLY
GREAT IF YOU COULD COME UP
WITH SOME KIND OF RECORD OF
THE INFORMATION THAT COMES
THROUGH AND, FOR INSTANCE,
CLUE NUMBER ONE BEING ATHENS,
AND NOW MAYBE OUR SUSPECT,
A SUSPECT BEING SPIKE.
SO IF YOU KEEP A NOTEPAD OF
THE MATH MYSTERY WITH THESE
DIFFERENT IDEAS, THAT
WOULD BE REALLY HELPFUL.

Mister C says YOU KNOW, THERE'S NO DOUBT
IT WOULD BE A GREAT HELP.
AND I WAS JUST SORT OF
THINKING ABOUT IT MYSELF,
AND I HAVE THREE THINGS THAT
PERHAPS SHOULD BE THE KEY
THINGS IN A MYSTERY NOTEBOOK.

Mister C shows a sheet of paper that reads “You will need to begin a mystery notebook to record: facts from the story, clues found in the math, observations made during the programmes.”

Mister C says EVERY SO OFTEN, WHEN WE ARE
DOING THE PROGRAM HERE,
I SUSPECT THERE ARE OBSERVATIONS
YOU CAN MAKE ABOUT WHAT
WE FOUND OUT WE MAY NOT EVEN
REALIZE WE MADE OURSELVES.
SO YOU SHOULD BE MAKING
OBSERVATIONS DURING THE
PROGRAMS, AS WELL.
SO I THINK WE'RE ON OUR
WAY TO ATHENS ON MONDAY.
WHAT DO YOU THINK?

Mister C says FABULOUS.
I'VE ALWAYS WANTED
TO GO THERE.
SEE YOU ON MONDAY.

Mister C says SEE YOU MONDAY.

A caption reads “Next Session. Monday, April 27. 1 PM to 2 PM.”

Watch: Student Session 3