# Transcript: Student Session 5 | Sep 15, 1998

The opening slate pops up with a countdown timer from 5 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.

(music plays)

Lorraine sits in the studio. She’s in her early thirties, with long slightly wavy red hair with bangs in a low ponytail. She wears an olive green blouse and small earrings.

She says GOOD AFTERNOON, AND WELCOME

TO TVO'S VIRTUAL CLASSROOM.

I'M LORRAINE GOWER AND, AS

YOU CAN TELL, STEWART IS

NOT HERE TODAY.

YESTERDAY, STEWART AND MYSELF

GAVE YOU A BREAK AS FAR AS

THE MATHEMATICS, BUT STARTING

THIS MONDAY, AS WELL AS ALL

OTHER MONDAYS, WE WILL BE

MAKING YOU WORK MUCH HARDER

IN THE MATHEMATICAL DEPARTMENT.

SO BE READY FOR THAT.

FOR TODAY'S LESSON, THIS

IS WHAT WE WILL BE DOING:

A slate appears on screen with the words “ratio,” “proportion” and “rate” on it.

Lorraine says TO START OFF, I'M GOING

TO HAVE YOU LOOK AT

A FEW CHECKERS.

AND YOU ARE TO TELL ME WHAT IS

THE RATIO OF BLACK CHECKERS

TO WHITE CHECKERS.

Three white checkers and 6 black checkers appear on screen.

Lorraine says CALL ME BY PRESSING

POUND NINE.

WHAT IS THE RATIO OF BLACK

CHECKERS TO WHITE CHECKERS?

OKAY, WELL, AT THIS POINT,

WE'RE NOT ABLE TO GET TO THE

CALLS RIGHT AT THE MOMENT,

SO SOON AS WE DO

WE'LL LET YOU KNOW.

OKAY, AND WE'LL TALK ABOUT

THIS PARTICULAR ONE.

IF YOU LOOK AT IT, THE THING

TO DO IS TO COUNT HOW MANY

BLACK ONES YOU SEE, AS WELL

AS HOW MANY WHITE ONES.

AND IF YOU WERE TO COUNT THEM,

AND THINK ABOUT THE BLACK

CHECKERS TO THE

WHITE CHECKERS.

IT WOULD BE ONE, TWO, THREE,

FOUR, FIVE, SIX BLACK.

THAT'S THE FIRST THING

THAT'S BEING ASKED.

FOLLOWED BY HOW MANY WHITE?

ONE, TWO, THREE.

SO THEN YOU WOULD PUT THREE.

AND THAT WOULD THEN

BE REDUCED TO...

WE KNOW THE NUMBER THREE GOES

IN BOTH NUMBERS, TWO TO ONE.

NOW, I'M GOING TO HAVE

YOU LOOK AT THIS POINT AT

ANOTHER RATIO.

BUT THIS TIME

WITH SUCKERS.

SO YOU'RE GOING TO BE LOOKING

AT THEM AND SHARING WITH ME

WHAT IS THE RATIO OF

YELLOW SUCKERS TO ORANGE,

TO THE ORANGE SUCKERS?

SO IF YOU CAN LOOK AT THIS.

Three yellow suckers and 6 orange suckers appear on screen.

Lorraine says WRITE IT DOWN ON A PIECE

OF PAPER, AND WE'LL BE

CONSIDERING YELLOW

SUCKERS TO ORANGE.

AND ONCE AGAIN, SINCE WE ARE

REQUIRING THE YELLOW SUCKERS

FIRST, WE HAVE TO COUNT THEM.

SO IT WOULD BE

ONE, TWO, THREE.

SO WE SHOULD PUT THAT

ON OUR PAPERS, THREE.

FOLLOWED BY THE

ORANGE SUCKERS.

AND IF WE COUNT THEM,

WE GO, ONE, TWO, THREE,

FOUR, FIVE, SIX.

AND AGAIN, IF WE ARE ABLE TO

REDUCE THE RATIO, WE CAN DO SO

BY THE NUMBER THREE

GOING IN BOTH NUMBERS.

THREE GOES INTO THREE ONCE,

AND THREE GOES INTO SIX TWICE.

AND ONE WAY OF SEEING THAT

AGAIN IS IF WE PLACE THEM

IN A PARTICULAR ORDER.

I PURPOSELY DIDN'T WANT IT TO

BE IN AN ORDER TO MAKE IT A

LITTLE BIT HARDER FOR YOU.

She rearranges the order lining up all the yellow suckers below all the orange suckers.

Lorraine says AND IF WE PUT THE YELLOW ONES

BELOW WE CAN SEE THERE IS

EXACTLY ONE-HALF OF THE

AMOUNT OF ORANGE THERE.

THAT'S WHY WE ARE ABLE TO

SAY FOR EVERY ONE YELLOW,

THERE ARE TWO ORANGES.

SO IF YOU PUT THEM

DOWN LIKE THIS.

FOR EVERY YELLOW,

THERE ARE TWO, OKAY?

She places a yellow sucker below every two orange suckers.

Lorraine says AND THAT'S HOW COME YOU ARE

ABLE TO REDUCE IT LIKE THAT.

GREAT.

NOW, I HAVE A QUESTION FOR

YOU THAT FOLLOWS AS SUCH.

AND IT LOOKS LIKE THIS.

SO ONCE AGAIN, IF YOU CAN USE

A PAGE AND PENCIL TO DO THIS.

WE'RE MISSING A LITTLE

BIT OF THAT ONE WORD.

She shows a sheet of paper that reads “3. Charles ran 10 kilometres. Linda ran 30 kilometres. Ratio? Linda’s distance to Charles’ distance.”

Lorraine says THEREFORE, ON YOUR PAPERS YOU

SHOULD HAVE LINDA'S FIRST,

WHICH WOULD BE 30 KILOMETRES.

AND THEN FOLLOWED BY CHARLES',

WHICH IS 10 KILOMETRES.

AND ONCE AGAIN,

CAN WE REDUCE THIS?

YES.

SO THE REDUCTION BEING TRY AND

FIND THE NUMBER, SOME OF YOU

MAY NOTICE, YEAH TWO GOES IN

THERE CORRECT, AND GO ON FROM

THERE AND REDUCE IT UNTIL

YOU REALIZE THAT THE NUMBER

TEN GOES INTO BOTH NUMBERS.

SO TEN GOES INTO

30 THREE TIMES.

JUST LIKE THE NUMBER

TEN GOES INTO TEN ONCE.

SO FOR EVERY THREE

KILOMETRES LINDA HAS DONE,

CHARLES HAS DONE ONE.

THAT'S ALL THAT MEANS.

OKAY?

I HAVE ANOTHER ONE

OVER HERE AS WELL.

THIS ONE I REALLY LIKE.

IT'S A RECTANGLE.

AND IT'S ASKING WHAT'S

THE RATIO OF THE WIDTH

TO THE LENGTH, OKAY?

AND WHENEVER I SEE A

RECTANGLE, I TEND TO THINK

OF A RUNWAY.

AND THE REASON FOR THAT, I'M A

GLIDER PILOT, AND THEREFORE,

WHEN WE'RE COMING TO LAND, THE

PART THAT'S NARROW IS ALWAYS

THE WIDTH.

She shows another sheet of paper with a rectangle of 12 centimetres of length and 3 centimetres of width.

Lorraine says AND THE PART THAT'S LONGER

IS ALWAYS THE LENGTH.

IF I'M GOING TO ADD, LET'S

SAY, THE HEIGHT BECAUSE SOME

PEOPLE TEND TO THINK OF THIS

AS THE HEIGHT, YOU CAN.

BUT USUALLY HEIGHT MEANS,

IF YOU BRING THIS UP A BIT,

IT'S A THIRD DIMENSION, THEN

IT BECOMES A BUILDING, OKAY?

SO WE'D HAVE THREE DIMENSIONS.

IN THIS CASE, WE JUST

WANT WIDTH AND LENGTH.

IF YOU WERE TO LOOK AT THAT,

YOU WOULD THEN HAVE TO PUT IT

OVER HERE ONTO YOUR PAPER.

AND JUST TO LET YOU KNOW AT

THIS POINT, WE ARE WORKING ON

GETTING THE PHONES WORKING.

WE'D NORMALLY HAVE YOU

ANSWERING THIS, BUT SINCE WE

ARE STILL FORTUNATE TO BE ABLE

TO TALK TO YOU, YOU CAN WRITE

DOWN THE INFORMATION

YOU ARE SEEING HERE.

AND I APPRECIATE THAT.

THANK YOU.

AND IF YOU NOTICE THE WIDTH,

WELL, YOU'RE GOING TO LOOK AT

THE MORE NARROW PART.

IF YOU THINK OF A RUNWAY,

THE PLANE LANDING, AND IT IS

THREE CENTIMETRES, AND THE

LENGTH BEING 12 CENTIMETRES.

NOW, CAN THIS BE REDUCED?

ONCE AGAIN, YOU THINK IS THERE

A NUMBER BOTH THESE CAN GO INTO?

WE KNOW THREE IS A PRIME

NUMBER, THEREFORE, WE THINK

THERE IS NOTHING OTHER

THAN ONE AND ITSELF.

SO WE THINK DOES

THREE GO INTO 12?

AHA.

SO THREE GOES INTO THE PRIME

NUMBER THREE ONCE, AND THREE

GOES INTO 12 FOUR TIMES.

VERY GOOD.

SO FOR EVERY ONE CENTIMETRE,

THERE'S FOUR CENTIMETRES

OVER HERE, AND SO ON.

GREAT.

HOPEFULLY YOU ARE

UNDERSTANDING THIS WELL AT

THIS POINT.

WE'RE GOING TO TRY ONE MORE.

THIS ONE I'M GOING TO GIVE

YOU A FEW MINUTES TO THINK ABOUT

BEFORE I GIVE YOU THE ANSWER.

THEN I'LL ACTUALLY GIVE YOU

SOME VISUALS SO YOU CAN SEE

IF YOU ARE THINKING ON

THE RIGHT TRACK HERE.

WHAT IS THE RATIO OF THE

LIQUID VOLUMES, SO THERE'S

LIQUID IN THESE BOTTLES, OF

A HALF-LITRE BOTTLE TO A

TWO-LITRE BOTTLE?

TAKE A FEW MINUTES TO

THINK ABOUT THAT ONE.

TRY AND VISUALIZE WHAT A

HALF-LITRE LOOKS LIKE

TO A TWO-LITRE.

AND AT THIS POINT YOU PROBABLY

SHOULD HAVE NOTICED THE

EASIEST THING TO DO IS SAY THE

HALF-LITRE TO THE TWO-LITRE,

RIGHT?

AND THE RATIO NOW CAN WE PUT

THAT DIFFERENTLY WHERE IT

BECOMES WHOLE NUMBERS?

I PURPOSELY DIDN'T PUT

A WHOLE NUMBER HERE.

COULD WE MAKE THAT

INTO A WHOLE NUMBER?

WELL, THEN IT COULD BE LIKE

ONE LITRE TO FOUR LITRES.

AND ONE WAY OF DOING THAT,

TO MAKE THIS ONE WE HAD TO

MULTIPLY HERE BY TWO TO

MAKE IT A ONE LITRE,

SO THEREFORE YOU'VE GOT

TO MULTIPLY THIS BY TWO.

AND IF WE WANT TO VISUALIZE

THAT, I HAVE HERE A HALF-LITRE

BOTTLE AND A

TWO-LITRE BOTTLE.

AND THAT'S WHAT WE

WERE TALKING ABOUT.

SO CAN YOU VISUAL HOW THIS

IS ONE-FOURTH OF THIS?

SO FOR EVERY ONE OF THESE,

YOU HAVE TO PUT FOUR OF THESE

INTO THIS TWO LITRE.

AND YOU CAN TELL IT'S NOT A

HALF, IT'S ACTUALLY A QUARTER

OF THIS SO.

THERE ARE FOUR OF THESE

TO MAKE ONE OF THESE.

OKAY?

GREAT.

NOW, PUT THAT ASIDE.

AT THIS POINT, YOU CAN BE

CONSIDERING THIS QUESTION JUST

IN CASE WE HAVE AN OPPORTUNITY

TO GET BACK TO YOU AND TALK

TO YOU, THE QUESTION WE

ARE WANTING TO CONSIDER,

HOW ABOUT IN YOUR CLASSROOM?

TRY AND CONSIDER THE RATIO OF

GIRLS TO BOYS IN YOUR CLASS.

OKAY?

SO YOU'LL WRITE THIS DOWN.

SO LATER IN THE CLASS WE CAN

CALL YOU WHEN THINGS WORK OUT,

AND WE'LL GET THE ANSWERS.

SO WE'RE GOING TO WANT TO

HAVE IT FROM ALL YOUR SCHOOLS

HERE, THE RATIOS OF GIRLS

TO BOYS IN YOUR CLASS.

AND THAT'S FOR TODAY,

THE GIRLS AND BOYS.

SOMETIMES SOME OF

YOU ARE ABSENT.

SO IF YOU CAN TAKE 30 SECONDS

THERE TO CONSIDER THE RATIO

OF GIRLS TO BOYS.

She shows a sheet of paper that reads “6- Ratio? Girls to boys in your class. Usborne Central, Saint John Brebeuf, Flamborough Centre, The Pines Senior Public School, Jack Miner P.S, Elgin Avenue P.S, Homelands P.S, College Avenue P.S.”

Lorraine says NOW, WHILE YOU'RE DOING THAT,

AND IF YOU HAPPEN TO BE

FINISHED, YOU CAN

CONSIDER WHAT IS A RATIO?

WELL, HOPEFULLY AT THIS POINT

YOU'VE FIGURED OUT THE RATIO

OF GIRLS TO BOYS, AND WE'LL

BE CALLING YOU, HOPEFULLY

SHORTLY, TO FIND OUT WHAT

IT IS SO WE CAN SHARE IT

WITH THE REST OF THE SCHOOLS.

NOW, AT THIS POINT,

WHAT IS A RATIO?

THINK ABOUT THAT.

AND I WILL HELP YOU OUT.

A slate pops up with the caption “Ratio. A comparison of two or more quantities with the same units. Example: 5 white marbles (5W), 3 red marbles (3R). W to R = 5 to 3.”

Lorraine says NOW, IF WE'RE ASKING THE

RATIO OF WHITE TO RED,

IT WOULD BE FIVE TO THREE.

AND AS FAR AS IF WE WERE TO

DO RED TO WHITE, WHAT DO YOU

THINK WILL HAPPEN

TO THE NUMBERS?

THAT'S RIGHT, THEY

JUST FLIP-FLOP, OKAY?

AND THERE'S ANOTHER

METHOD OF WRITING RATIOS,

AND IT'S AS FOLLOWS:

YOU COULD WRITE THE WHITE TO

RED LIKE THAT IN A FRACTION,

AND YOU WOULD GET

THE SAME RESULTS.

JUST TO KEEP THAT IN

MIND, IT'S A CHOICE.

AT THIS POINT, I'M NOTICING

I'M ABLE TO CALL YOU, WHICH IS

WONDERFUL, AS WELL AS YOU

ARE ABLE TO CALL, AS WELL,

BY PRESSING POUND NINE.

WHAT I WOULD LIKE TO ASK

ALL OF YOU IS TO PRESS

POUND EIGHT SO WE HAVE AN

IDEA OF THE PERCENTAGE

THAT ARE ON THE LINES.

GREAT.

She looks at a computer screen.

She says WELL, WE'RE PLEASED TO SEE

THE NUMBERS GOING UP, UP, UP.

GOOD.

WELL, THANKS VERY MUCH.

NOW, WE WILL BE ASKING YOU

TO PRESS POUND NINE SEVERAL

TIMES IN THE NEXT PART OF THE

LESSON, SO KEEP THEM HANDY.

NOW, MAYBE WE'LL GO BACK TO

THE QUESTION HERE OF THE RATIO

GIRLS TO BOYS IN YOUR CLASS.

AND I'D LOVE TO HEAR.

SO WE ARE GOING TO START

OFF WITH COLLEGE AVENUE.

I BELIEVE I HAVE

SHANNON ON THE LINE.

HELLO?

Shannon says HELLO?

Lorraine says HI.

AND YOU'RE FROM

COLLEGE AVENUE?

Shannon says YES.

Lorraine says OKAY, CAN YOU GIVE ME THE

RATIO OF GIRLS TO BOYS?

Shannon says 4 TO 11.

Lorraine says NOW, CAN YOU REDUCE THAT?

Shannon says NO.

Lorraine says HOW COME?

Shannon says BECAUSE FOUR

DOESN'T DIVIDE INTO 11.

Lorraine says PERFECT.

THANKS VERY MUCH.

Shannon says YOU'RE WELCOME.

Lorraine says OKAY, NOW WE HAVE...

SOMEONE HERE...

OKAY, AND AT THIS POINT, WE

HAVE FOR COLLEGE AVENUE, AND

THEREFORE, WE'LL COME AROUND

LATER TO PUT DOWN THE RATIO

OF BOYS TO GIRLS IN THE

REST OF THE SHEET THERE.

TO CONTINUE, WE'VE BEEN

TALKING ABOUT TWO-TERM RATIOS.

AT THIS POINT, WE ARE GOING TO

TALK ABOUT A THREE-TERM RATIO.

NOW, I HAVE THERE WHITE,

YELLOW, ORANGE THERE FOR A

PURPOSE BECAUSE I'M GOING TO

NOW ADD SOME SUCKERS, AND YOU

ARE GOING TO TELL ME WHAT IS

THE RATIO OF WHITE SUCKERS

TO YELLOW, TO ORANGE?

She lays 2 white suckers, three yellow suckers and 6 orange suckers down on the table.

Lorraine says SO WRITE THIS DOWN

ON A PIECE OF PAPER

AND SEE IF YOU ARE CORRECT.

WHITE TO YELLOW TO ORANGE.

OKAY, SO AT THIS POINT, IF

WE WERE TO LOOK AT THE THREE

COLOURS, AGAIN, WHITE, YELLOW,

ORANGE, LET'S LOOK AT THE WHITE.

WE HAVE HOW MANY?

TWO.

SO YOU SHOULD HAVE THERE TWO.

AND YOU MIGHT WANT TO

WRITE THEM DOWN LIKE THIS.

She writes the ratios in fraction form with the names of the callers as denominators and the numbers as numerators.

Lorraine says BECAUSE THIS MAY SEEM VERY

EASY AT THIS POINT, BUT WE ARE

GOING TO GET MUCH MORE

DIFFICULT COMING UP.

SO KEEP THIS IN MIND.

AND YELLOW, WELL,

WE'RE GOING TO COUNT.

ONE, TWO, THREE.

SO WE PUT THAT DOWN.

AND ONCE AGAIN ORANGE.

ONE, TWO, THREE,

FOUR, FIVE, SIX.

NOW, LOOKING AT THESE THREE

NUMBERS, TWO, THREE, AND SIX,

CAN WE REDUCE THEM?

AND AS WAS MENTIONED EARLIER,

NO BECAUSE YOU CANNOT DIVIDE

TWO INTO THE NUMBER

THREE, AND SO ON.

AND THESE TWO BEING PRIME

NUMBERS, IT WON'T WORK.

OKAY?

NOW, KEEPING THAT IN MIND,

LET'S SHOW YOU AN EXAMPLE OF

A THREE-TERM RATIO

ON A COMPUTER.

SUCKERS.

THREE ARE YELLOW, SIX ARE

GREEN, AND 12 ARE ORANGE.

SO WHAT DO YOU THINK

IS THE RATIO THERE?

LOOK AT YOUR SCREEN AND IF

IT WAS THE MOST OBVIOUS,

IT WOULD LOOK LIKE THIS.

3, 6, 12.

CAN WE REDUCE THAT?

REDUCE IT ON YOUR OWN PAPERS

AND SEE IF YOU ARE GOING

TO BE CORRECT.

I'LL PUT THE ANSWERS DOWN.

NOW, LET'S SEE, IF YOU HAD

ONE, TWO AND FOUR, YOU'RE

CORRECT BECAUSE WE DIVIDED THE

THREE NUMBERS, THREE, SIX AND

12 WITH THE NUMBER THREE.

SO FOR EVERY ONE YELLOW

THERE ARE TWO GREENS,

AND FOUR ORANGE, OKAY?

NOW, I BELIEVE WE HAVE

SOMEONE ON THE LINE HERE.

HELLO?

HI.

YOU'RE FROM USBORNE, CORRECT?

SO HOW ABOUT IF WE GO

BACK TO OUR QUESTION HERE.

CAN YOU LET US KNOW THE

GIRLS TO BOYS IN YOUR CLASS?

The caller says IT'S 18 GIRLS TO 13 BOYS.

Lorraine says 18 TO 13?

GREAT.

AND CAN WE REDUCE THAT?

The caller says NO.

Lorraine says WHY?

The caller says BECAUSE 13 IS A PRIME NUMBER.

Lorraine says VERY GOOD.

13 IS A PRIME NUMBER.

THANKS.

AND DID YOU HAVE

A QUESTION FOR ME?

The caller says NO, THAT WAS IT.

Lorraine says OKAY, THANKS.

AND NOW, AT THIS POINT, IF YOU

CAN CALL IN, ESPECIALLY FROM

THE OTHER SCHOOLS, SAINT

JOHN BREBEUF, FLAMBOROUGH,

THE PINES, JACK MINER, ELGIN,

AND HOMELAND, WE WOULD LOVE

TO HEAR, AS WELL, THE

RATIO OF GIRLS TO BOYS.

AND WE'LL KEEP THAT ON THE

SCREEN SO YOU KNOW WHICH

SCHOOLS WE STILL REQUIRE.

INTERESTING HERE AT THE

COLLEGE, THERE ARE VERY FEW

GIRLS FOR EVERY BOYS.

I'M SURE THE GIRLS DON'T MIND.

IT'S A LITTLE MORE EVENED OUT.

AND WE ARE TRYING SOMEONE

HERE FROM SAINT JOHN.

IF YOUR PHONE IS RINGING AT

SAINT JOHN BREBEUF, LIFT UP THE

RECEIVER, PLEASE.

HELLO?

The caller says HI.

Lorraine says HI, CAN YOU LET US KNOW

THE RATIO OF GIRLS TO BOYS?

The caller says YEAH, WE HAVE 17 TO 12.

Lorraine says AND HOW ABOUT... ARE

YOU ABLE TO REDUCE IT?

The caller says NO, BECAUSE 17 IS

A PRIME NUMBER.

Lorraine says EXCELLENT.

THANKS VERY MUCH.

AND LET'S TRY NOW CONNECTING

HERE WITH HOMELAND.

HELLO.

The caller says HI.

Lorraine says CAN YOU LET US KNOW THE

GIRLS TO BOYS AT YOUR SCHOOL?

The caller says 12 TO 13.

Lorraine says OH, INTERESTING.

VERY CLOSE.

AND CAN YOU PUT

THAT SMALLER?

The caller says NO.

Lorraine says WHY?

The caller says BECAUSE ONE OF THEM IS ODD.

Lorraine says THAT'S RIGHT.

AND BEING A PRIME

NUMBER AT THAT AS WELL.

OKAY, THANKS VERY MUCH.

The caller says OKAY, BYE.

Lorraine says BYE.

AND WE NEED ONE,

TWO, THREE, FOUR.

FOUR MORE SCHOOLS.

OKAY, WE'LL CONNECT

TO FLAMBOROUGH.

QUITE INTERESTING HERE.

WE'RE NOTICING, THIS IS THE

MOST EVENED OUT AT THIS POINT.

The caller says HELLO?

Lorraine says HI.

AND YOU'RE FROM FLAMBOROUGH?

The caller says YEAH.

Lorraine says HI, SO CAN YOU LET ME KNOW

THE RATIO OF GIRLS TO BOYS?

The caller says 15 TO 14.

Lorraine says 15?

The caller says YEAH.

Lorraine says OOH, A CLOSE SECOND

TO OUR HOMELAND.

VERY CLOSE.

SO MORE GIRLS HERE THAN BOYS,

YET THIS ONE WAS MORE BOYS

TO GIRLS.

OKAY, INTERESTING.

AND CAN YOU REDUCE THAT?

The caller says NO.

Lorraine says NO, AND WHY IS THAT?

The caller says I DON'T KNOW.

Lorraine says OKAY BECAUSE THERE'S NO

NUMBER ACTUALLY THAT CAN BE

DIVIDED INTO BOTH.

AND PLUS THE NUMBERS ARE SO

CLOSE, YOU WOULDN'T HAVE TO.

OKAY, THANKS.

LET'S TRY MAYBE ONE MORE, THEN

WE'LL GO ON WITH THE LESSON

AFTER THAT.

AND IF WE CAN FINISH THIS OFF.

THIS IS GOOD RESTING TIME

BECAUSE YOUR BRAINS WILL BE

REQUIRED AT GREAT

DETAIL IN A FEW MINUTES.

WE'RE CONNECTING TO THE PINES.

HELLO?

The caller says HI.

Lorraine says CAN YOU LET US KNOW

THE GIRLS TO BOYS?

The caller says SIX TO THREE.

Lorraine says THAT'S A SMALLER CLASS.

YOU GET LOTS OF ATTENTION.

THAT'S GREAT.

SO CAN YOU REDUCE THAT?

The caller says YES.

Lorraine says RIGHT.

INTO WHAT?

The caller says TWO TO ONE.

Lorraine says SO FOR EVERY -- OOPS, FOR EVERY

TWO GIRLS, THERE'S ONE BOY.

AND YOU BEING A BOY,

DO YOU LIKE THAT?

The caller says NOT REALLY.

Lorraine says NOT REALLY.

OKAY, THANKS VERY MUCH.

ALL RIGHT, WELL, THANKS

VERY MUCH FOR YOUR CALLS.

WE'RE GOING TO CONTINUE ON

HERE WITH A FOUR-TERM RATIO.

AND JUST TO LET YOU KNOW,

I HAVE HERE SOME CARDS.

OKAY?

I HAVE DIAMONDS, I HAVE

SOME SPADES, I HAVE CLUBS,

AND HEARTS.

ALL RIGHT?

AND ONE VERY IMPORTANT

INFORMATION, I DON'T HAVE

A COMPLETE DECK.

THEREFORE, WHAT I WANT TO KNOW

FROM YOU IS THE FOLLOWING:

She shows an assignment sheet with the title “4 term ratio” and ratios in fraction form with every poker card suit symbols as denominators.

She says WHAT IS THE RATIO OF HEARTS TO

CLUBS TO DIAMONDS TO SPADES?

WHAT DO I DO?

I HAVE THE CARDS.

HOW DO I FIGURE THAT OUT?

CALL ME AND LET ME

KNOW AT THIS POINT.

AND I HAVE... GOING TO BE

CALLING COLLEGE AVENUE.

SO IF YOUR PHONE IS RINGING.

The caller says HELLO?

Lorraine says HI.

SO HOW AM I GOING TO

SOLVE THIS PROBLEM?

The caller says DIVIDE 52 BY FOUR.

Lorraine says BUT I DON'T HAVE A FULL DECK.

SO HOW DO I FIGURE

OUT THE RATIO?

The caller says COUNT THE CARDS.

Lorraine says VERY GOOD.

SO IF I PUT THE CARDS OVER

HERE IN FRONT SO EVERY CAN SEE

THEM, AND I'LL GET OUT OF THE

PICTURE SO YOU CAN SEE BETTER.

I HAVE HERE WHAT, WHAT

KIND OF CARD IS THIS?

She lays down the cards in 4 piles.

The caller says THOSE ARE CLUBS.

Lorraine says THEY ARE CLUBS.

SO WHAT AM I

SUPPOSED TO DO NOW?

I'VE MADE YOUR LIFE

A LITTLE EASIER.

I'VE ACTUALLY SEPARATED

THE CATEGORIES.

SO WHAT SHOULD I DO?

The caller says COUNT.

Lorraine says OKAY, SO CAN YOU

HELP ME COUNT?

TELL ME HOW MANY?

The caller says ONE, TWO, THREE.

Lorraine says SO IF YOU COULD DO THIS ON

YOUR OWN PAPER, ALL OF YOU.

YOU COULD PUT DOWN OVER

HERE THERE ARE THREE CLUBS.

OKAY?

AND WE'LL PUT THE CLUBS

OFF TO THE TOP LEFT HERE.

AND WHAT NEXT ONE DO

YOU WANT TO COUNT?

The caller says HEARTS.

Lorraine says OKAY, COUNT OUT LOUD, PLEASE.

The caller says ONE, TWO, THREE, FOUR, FIVE,

SIX, SEVEN, EIGHT, NINE.

Lorraine says GREAT, NINE.

OKAY, SO WE'LL GO TO THE

HEARTS AND PUT NINE.

THANK YOU VERY MUCH.

LET'S HAVE SOMEONE ELSE COUNT.

I'M GOING TO GO TO JACK

MINER TO HELP US OUT.

SO FAR WE'RE NOTICING

THERE'S NINE HEARTS TO

THREE CLUBS, AND I'M

GOING TO HOMELAND.

HI, CAN YOU CONTINUE

COUNTING HERE?

WE'LL DO THE DIAMONDS.

OKAY, READY?

The caller says ONE, TWO, THREE, FOUR, FIVE,

SIX, SEVEN, EIGHT, NINE, TEN,

11, 12.

Lorraine says GREAT.

SO WHAT DO I DO NOW?

He caller says PUT THE 12 ON TOP OF

THE DIAMOND SYMBOL.

Lorraine says OKAY, KEEP GOING.

WE'VE GOT ONE MORE TYPE.

WHAT IS THIS AGAIN?

The caller says SPADES.

Lorraine says OKAY, COUNT, QUICKLY.

The caller says ONE, TWO, THREE,

FOUR, FIVE, SIX.

Lorraine says AND WHERE DO I PUT THE SIX?

The caller says ON TOP OF THE SPADES.

Lorraine says THAT'S RIGHT.

SO NOW WE KNOW THERE'S A

RATIO, AND STAY ON THE LINE,

PLEASE, IF YOU DON'T MIND.

WE HAVE A RATIO OF NINE

HEARTS TO THREE CLUBS TO

12 DIAMONDS, TO SIX SPADES.

CAN I REDUCE THAT?

The caller says YES.

Lorraine says HOW DO I REDUCE IT?

The caller says WELL, THREE GOES INTO NINE.

Lorraine says SO YOU'RE CHOOSING TO

PUT THE NUMBER THREE, WHY?

Lorraine says IT GOES INTO ALL.

Lorraine says VERY GOOD.

AND WHY DID YOU CHOOSE THREE?

WHY NOT SOMETHING LESS?

The caller says WELL, THREE CAN BE

DIVIDED INTO ITSELF.

Lorraine says THAT'S IT.

AND IT'S THE SMALLEST NUMBER

AS WELL AS BEING A PRIME NUMBER.

SO VERY GOOD.

SO THREE GOES INTO

NINE HOW MANY TIMES?

THREE.

WHAT DOES THAT MEAN?

The caller says YOU HAVE THREE HEARTS, OKAY,

ONE CLUB, FOUR DIAMONDS,

AND TWO SPADES.

Lorraine says THAT'S RIGHT.

FOR EVERY ONE CLUB, THERE ARE

THREE HEARTS, FOUR DIAMONDS,

AND TWO SPADES.

DO YOU SEE THAT?

AND FOR EVERY THREE CLUBS IS

OBVIOUSLY GOING TO BE NINE

HEARTS, AND SO ON.

SO IF YOU CAN VISUALIZE

THAT, THAT HELPS.

GREAT.

THANKS VERY MUCH.

AND YOUR NAME IS?

The caller says MATTHEW.

Lorraine says THANKS, MATTHEW.

YOU DID VERY WELL.

OKAY, AND AT THIS POINT, WE

ARE GOING TO CONSIDER THAT

SAME QUESTION THAT MATTHEW

ANSWERED, AND ASK YOU, BY

LOOKING AT IT ONE MORE TIME,

IF YOU WANT TO LOOK AT THE TOP

OR THE BOTTOM, WHAT IS THE

RATIO, NOW, OF BLACK CARDS

TO RED CARDS?

HOW CAN I DETERMINE THAT?

THERE'S TWO POSSIBILITIES.

HELP ME OUT.

WHAT DO I NEED TO KNOW TO

FIGURE OUT THE RATIO OF BLACK

TO RED ON THE CARDS

WE JUST LOOKED AT?

AND WE HAVE SOMEONE

FROM USBORNE.

AND YOU MAY WANT TO LOOK AT

THIS WHILE WE ARE WAITING FOR

THE ANSWERS SO YOU CAN COME UP

WITH THE SOLUTION YOURSELF.

HI.

The caller says HI.

Lorraine says WHAT DO I HAVE TO DO HERE

TO FIGURE OUT THE AMOUNT OF

BLACK CARDS TO RED CARDS?

The caller says YOU HAVE TO ADD UP

THE BLACK AND THE RED.

Lorraine says HOW CAN I DO THAT?

WHAT DO I NEED TO DO?

WHAT DO I NEED TO SEE?

The caller says YOU HAVE TO ADD THE

CLUBS AND THE SPADES.

Lorraine says THAT'S RIGHT.

THERE ARE TWO

METHODS OF DOING IT.

YOU COULD EITHER COUNT THEM,

OR WHAT COULD WE DO WITH THIS?

The caller says ADD UP THE NINE AND THE 12.

Lorraine says THAT'S RIGHT.

YOU'RE SELLING ME, THIS

ONE, IS IT RED OR BLACK?

The caller says RED.

She writes an “R” inside the hearts symbol.

Lorraine says THIS ONE, IS IT RED OR BLACK?

The caller says BLACK.

She writes a “B” inside the clubs symbol.

Lorraine says THEN CONTINUE.

RED OR BLACK?

The caller says RED.

She writes an “R” inside the diamonds symbol.

Lorraine says AND FINALLY?

The caller says BLACK.

She writes a “B” inside the spades symbol.

Lorraine says SO WE'RE ASKING

FOR BLACK TO RED.

SO YOU'RE TELLING ME, YOU'RE

GOING TO COUNT, WHAT IS GOING

TO BE THE BLACK?

The caller says NINE.

THAT'S RIGHT.

THREE, PLUS SIX.

LET'S PUT THAT IN HERE SO

WE DON'T GET TOO CONFUSED.

AND HOW ABOUT RED?

HOW ABOUT RED?

21.

AND AT THAT POINT, WE CHECK,

AND AT THIS POINT WE CAN

VERIFY, CAN WE REDUCE IT?

YES, BECAUSE THE NUMBER

THREE GOES INTO BOTH.

AND ONE OTHER METHOD -- SO

THREE GOES INTO NINE THREE

TIMES, AND THREE GOES

INTO 21 SEVEN TIMES.

SO FOR EVERY THREE BLACK

CARDS, THERE WILL BE SEVEN

BLACK CARDS, OKAY?

AND ONE WAY OF DOING THAT, IF

WE WANTED TO GO RIGHT AWAY TO

THE REDUCTION OF THREE TO

SEVEN, WE COULD HAVE LOOKED

RIGHT HERE.

SO IF WE WERE TO ADD THE BLACK

ONES THAT WERE REDUCED,

IT WAS THREE, AND THE RED

ONES REDUCED WAS SEVEN.

SO THAT WAS ONE POSSIBILITY OF

GIVING YOU THE ANSWERS THERE.

ALL RIGHT, YOU DID VERY WELL.

THANK YOU VERY MUCH.

NOW, I'M GOING TO GIVE YOU A

PROBLEM WHERE IT'S GOING TO

REQUIRE A FEW STEPS.

AND I BELIEVE YOU ARE READY

FOR THIS NOW BECAUSE YOU ARE

UNDERSTANDING WELL THE RATIOS,

WHICH CAN BE QUITE BASIC.

NOW, WE'RE GOING TO

COMPLICATE THINGS A TAD.

BUT IT'S FUN.

AND IT GOES AS FOLLOWS:

She shows a sheet of paper with a problem on it. It reads “Raquel, Amin and Hamish bought lottery tickets together. Raquel, 10 dollars; Amin, 20 dollars and Hamish, 30 dollars. They won 600 dollars. How do they split the winnings?”

Lorraine says TALK ABOUT THAT WITH YOUR

FRIENDS, TRY AND FIGURE IT OUT,

AND WE WILL DISCUSS

IT ON THE SCREEN.

AND, REMEMBER, YOUR

TEACHER'S ALWAYS HANDY,

SO THEY CAN HELP

YOU OUT AS WELL.

OKAY, WELL I NOTICE AT THIS

POINT WE CAN CALL YOU,

THEREFORE I'D LOVE TO HEAR

WHAT IT IS YOU CAN COME UP WITH

AS FAR AS AN ANSWER.

SO CALL BY PRESSING POUND

NINE, AND LET US KNOW HOW DO

THEY SPLIT THE WINNINGS?

HELLO?

THAT'S OKAY.

WE'RE NOTICING WE CAN'T GET

TO YOU JUST YET, SO WE'LL

PRETEND LIKE I CAN HEAR

WHAT'S GOING ON IN YOUR

BRAINS, AND WE'LL

WORK IT OUT.

SO HERE WE GO.

IF YOU HAVE THIS INFORMATION,

TO SOLVE THE PROBLEM YOU HAVE

TO THINK, AGAIN, RATIO BECAUSE

THAT'S WHAT WE'RE TALKING

ABOUT, A RATIO.

WE HAVE A RATIO HERE OF THE

AMOUNT OF MONEY THE THREE

PEOPLE HAVE GIVEN US.

SO THE RATIO BEING: 10 TO 20 TO 30.

AND WE CAN REDUCE THAT BY...

WHAT NUMBER GOES IN ALL THREE?

10.

THEREFORE: 10 GOES INTO 10 ONCE, 20 GOES INTO 10 TWICE

AND 30 GOES INTO 10 3 TIMES.

SO YOU HAVE TO CONSIDER

THESE AS PARTS OF MONEY THAT

RAQUEL, AMIN AND HAMISH

HAVE PARTICIPATED IN.

SO IF WE COUNT THE PARTS, IT

WOULD THEN BE ONE PLUS TWO

PLUS THREE.

SO HOW MANY PARTS DO WE HAVE?

SIX PARTS.

OKAY?

AND KEEPING THIS IN MIND, WE

HAVE EXACTLY SIX PARTS, WE'LL

CALL IT X, OR WE COULD PUT A

P, WHATEVER, WHICH REPRESENTS,

AND HOW MUCH DID

THEY WIN AGAIN?

LET'S LOOK AT OUR PAPER?

WE'VE REDUCED THE REDUCTIONS

THAT MAKES INTO PARTS,

THEY'VE WON 600 DOLLARS.

WE'RE TRYING TO FIGURE OUT HOW

MANY TO SPLIT, SO HERE WE PUT

600 DOLLARS, THEREFORE, X IN MATH,

WHICH I'M SURE YOU'RE ALL

AWARE OF, SOMETIMES YOU CAN

PUT THIS, WHICH IS THEREFORE,

THE THREE CIRCULAR THINGS, X

EQUALS, IF YOU DIVIDE BY 6,

100 DOLLARS.

OKAY?

NOW, THE QUESTION BEING ONCE

AGAIN, HOW DO THEY SPLIT

THE WINNINGS?

WELL, FOR EACH PART, YOU

ARE GOING TO GET 100 DOLLARS.

WE KNOW RAQUEL GAVE ONE PART,

SO SHE'S GOING TO GET 100 DOLLARS.

SO FOR RAQUEL, IT'S 100 DOLLARS.

FOR AMIN, HE GAVE TWO PARTS,

THEREFORE IT'S TWO TIMES X,

WHICH MEANS 200 DOLLARS.

AND LET'S PUT HIS NAME THERE.

AND HAMISH, SINCE HE PUT MORE

MONEY TOWARDS THE TICKETS,

HE'S QUITE FORTUNATE, HE GAVE

THREE PARTS, THEREFORE THREE

TIMES X, HE GETS 300 DOLLARS.

OKAY?

AND IF YOU DO CALCULATE ALL

THREE, IT DOES MAKE 600, SO

ALL THREE DO GET A NICE

WINNING THERE, AND THEY ARE

VERY HAPPY FOR PUTTING

THEIR MONEY TOGETHER.

OUR NEXT STAGE OF PROBLEMS

HERE IS ON PROPORTIONS.

AND TO LET YOU KNOW WHAT A

PROPORTION IS, HAVE A LOOK AT

THE SCREEN, AND YOU MAY WANT

TO WRITE THIS DOWN SO YOU HAVE

IT HANDY FOR FUTURE REFERENCE.

A slate pops up with the caption “Proportion. A comparison of two or more ratios. Example: 6 candies for every 2 wrappers so for 3 candies you have X amount of wrappers.”

Lorraine says WHAT DO YOU NEED TO

DO TO FIND OUT X?

TRY IT, AND THEN I WILL

PUT DOWN THE ANSWER

IN A FEW SECONDS.

AND THE ANSWER BEING ONE.

VERY GOOD IF YOU DID GET THAT.

IF YOU DIDN'T, ONE THING TO

CONSIDER WOULD BE OVER HERE IS

WHERE YOU SAID SIX FOR EVERY

THREE, SIX FOR EVERY, SORRY,

TWO WRAPPERS.

PUT A W THERE.

SIX CANDIES FOR

EVERY TWO WRAPPERS.

THEN WE ASKED YOU THREE CANDIES

FOR X AMOUNT OF WRAPPERS?

WELL, WHAT DID YOU HAVE

TO DO TO SIX TO GET THREE?

WELL, YOU DIVIDED IT BY TWO.

SO WHATEVER YOU UP HERE, YOU

HAVE TO DO THE SAME DOWN HERE.

SO TWO DIVIDED BY TWO

GIVES YOU THE ONE.

SO X EQUALS ONE.

OKAY?

SO IF YOU DID THINK ABOUT

IT THAT WAY, THAT'S GREAT.

AND AT THIS POINT, I'M

GOING TO ASK YOU TO DO

A FEW MORE PROPORTIONS.

SO IF YOU WANT TO TRY AND

FIGURE OUT THE X, AND THEN

WE'LL TALK ABOUT

IT VERY QUICKLY.

She shows a sheet of paper with the word “Proportion” on it and the fractions “9 centimetres over 3 centimetres equals 3 centimetres over X centimetres.”

Lorraine says AND LET'S TRY ONE MORE HERE.

SO IF YOU CAN CALL IN BY

PRESSING POUND NINE TO LET

ME KNOW.

She shows another sheet of paper with the fractions “100 dogs over 10 cats equals 10 dogs over X cats.”

Lorraine says WELL, THIS IS FAIRLY EASY.

SO WE'LL GIVE YOU SOMETHING

A LITTLE MORE CHALLENGING,

AND GRADUALLY GET THAT

MUCH MORE CHALLENGING.

HERE YOU HAVE:

She shows another sheet of paper with the fractions “600 kilometres over 5 hours equals X kilometres over 50 hours.”

Lorraine says WHO DO WE HAVE ON THE LINE?

The caller says MATTHEW.

Lorraine says HOMELAND?

Matthew says MATTHEW.

Lorraine says HI, MATTHEW.

CAN YOU SHARE WITH US,

HOW WOULD YOU FIND X?

Matthew says TIMES IT BY TEN.

Lorraine says OKAY, AND WHAT ARE

YOU TIMESING BY TEN?

Matthew says FIVE TIMES TEN EQUALS 50.

Lorraine says THAT'S RIGHT.

AND YOU'VE GOT TO

DO THE SAME UP HERE.

SO WHAT IS YOUR X?

Matthew says 6,000.

Lorraine says VERY GOOD.

OKAY, 6,000.

EXCELLENT.

SINCE I HAVE YOU ON THE LINE,

I'M GOING TO HAVE YOU THINK

ABOUT THIS QUESTION,

AS WELL AS OTHERS.

She shows another sheet of paper with the fractions “half a litter bottle over 2 litre bottle equals 2 litres over X litres.”

Matthew says UM, TWO.

NO, FOUR.

Lorraine says WELL, TALK OUT LOUD.

WHAT'S GOING ON IN YOUR HEAD?

Matthew says FOUR.

Lorraine says WHY?

Matthew says ONE.

WAIT.

Lorraine says IT'S OKAY.

IT'S NORMAL TO QUESTION THAT.

WHAT DO I HAVE TO DO

TO THIS NUMBER TO GET...?

Matthew says TIMES HALF BY TWO.

Lorraine says PARDON ME?

Matthew says YOU TIMES HALF BY FOUR.

Lorraine says IF I TIMES IT BY

FOUR, WHAT HAPPENS?

IT'S LIKE FOUR OVER TWO,

WHICH IS THE SAME AS...

Matthew says ONE OVER TWO.

Lorraine says FOUR OVER TWO IS THE SAME AS?

Matthew says TWO OVER ONE.

Lorraine says YEAH, TWO OVER ONE, WHICH

IS THE SAME AS TWO, RIGHT?

SO YOU'RE SAYING IF I MULTIPLY

IT BY FOUR, I GET MY TWO LITRES.

THEREFORE, WHAT DO I HAVE

TO DO TO THIS NUMBER?

She points at number 2 in the denominator of the first fraction.

Matthew says YOU DIVIDE IT?

Lorraine says WELL, I'VE JUST DONE THIS.

Matthew says NO, YOU TIMES IT.

Lorraine says THAT'S RIGHT.

SO I TIMES IT BY THE

SAME THING, RIGHT?

FOUR.

SO WHAT HAPPENS TO YOUR X?

The caller says PARDON ME?

Lorraine says WHAT IS YOUR X THEN?

The caller says EIGHT.

Lorraine says YEAH, VERY GOOD.

I PURPOSELY PUT A

TRICKIER ONE THERE.

AND IF YOU THINK ABOUT THAT,

EARLIER WE SAID A HALF-LITRE

IS TO THE TWO-LITRE, LIKE

A TWO LITRE WOULD BE TO A

BIG FOUR LITRE.

SO THAT'S WHAT THE QUESTION

WAS TRYING TO COMPARE.

THIS IS TO THIS, LIKE THIS,

THE TWO LITRE, WOULD BE TO A

REALLY LARGE FOUR LITRE.

OKAY, SO KEEP THAT IN MIND.

THAT'S GREAT.

IT'S HARD TO VISUALIZE

SOMETIMES, SO IT HELPS.

NOW, THE NEXT QUESTION HERE,

OR THE NEXT THING IS A POWER

POINT TO SHOW YOU WHAT IT

IS, WHAT IS RATE, OKAY?

AND I REALIZE WE HAVE

SOMEONE ON THE LINE.

HELLO?

DO YOU WANT TO GUESS

AT WHAT THE RATE MEANS?

The caller says HELLO?

Lorraine says HI.

DO YOU WANT TO LET US

KNOW WHAT YOU MIGHT THINK

THE WORD RATE MEANS?

The caller says COMPARING TWO

DIFFERENT TERMS.

Lorraine says OKAY, WELL LET'S SEE:

IT’S A COMPOSITE OF TWO QUANTITIES WITH DIFFERENT UNITS.

THE UNITS DEAL

SPECIFICALLY WITH TIME.

SO I'M GOING TO GIVE

YOU ONE EXAMPLE.

A KILOMETRES PER HOUR.

DO YOU WANT TO GIVE

ME ANOTHER ONE?

SOMETHING WITH TIME THAT

HAS TWO DIFFERENT UNITS.

LIKE KILOMETRES AND HOUR.

SO SOMETHING?

ANYBODY WANT TO

HELP YOU IN CLASS?

The caller says DOLLARS.

Lorraine says IT'S GOT TO BE WITH TIME.

OKAY, SO HOW MANY

DOLLARS A PERSON MAKES?

The caller says PER HOUR?

Lorraine says YEAH, EXCELLENT.

OR I HAVE ANOTHER ONE HERE.

VERY GOOD.

THANKS VERY MUCH.

ANOTHER ONE HERE I HAVE

IS METRES PER SECOND.

SO THE KEY HERE WITH THE RATE

IS YOU DO WANT TO RELATE IT

WITH TIME.

NOW, BOY, THAT WAS QUITE EASY,

SO LET'S QUICKLY GO TO A

PROBLEM HERE AND SEE

IF YOU CAN SOLVE IT.

AND SOON AS YOU DO, CALL

ME BY PRESSING POUND NINE.

WHAT WE HAVE:

A problem appears on screen. It reads “John ran 6 kilometres in 2 hours. How many kilometres did he run in one hour?”

Lorraine says SHOW ME THE MATHEMATICS TO IT.

SO YOU NEED TO CALL ME

BY PRESSING POUND NINE.

HELLO.

The caller says HELLO.

Lorraine says SO WHAT WOULD I

HAVE TO DO HERE?

The caller says I DON'T KNOW.

DO YOU WANT TO

TALK TO REBECCA?

Lorraine says WHY DON'T YOU TRY.

CAN YOU STAY ON THE LINE?

The caller says SURE.

Lorraine says OKAY, GOOD.

SO I HAVE HERE JOHN RAN SIX

KILOMETRES IN TWO HOURS.

HOW CAN I WRITE THAT LIKE

HOW WE HAVE BEEN DOING IT,

AS FAR AS A RATIO?

I COULD PUT SIX KILOMETRES,

RIGHT, IN TWO HOURS.

HOW DOES THAT LOOK?

DOES THAT MAKE SENSE?

The caller says YEAH.

Lorraine says OKAY, NOW I WANT TO KNOW HOW

MANY KILOMETRES, SO HERE IT'S

GOING TO BE X KILOMETRES

BECAUSE WE DON'T KNOW.

I'M NOT PUTTING THAT VERY BIG.

SORRY ABOUT THAT.

FOR HOW MANY HOURS?

The caller says ONE HOUR.

Lorraine says ONE, OKAY.

SO IF WE WANT TO PUT THAT A

TAD BIGGER, WHICH WE HAVE 6 OVER 2 AND THERE’S X AMOUNT OF KILOMETRES FOR 1 HOUR.

NOW, WHAT DO I HAVE TO DO TO

THE TWO HERE TO GET A ONE?

The caller says DIVIDE IT.

Lorraine says YEAH, BY...?

The caller says BY TWO.

Lorraine says DIVIDE BY TWO.

SO IF I DIVIDE HERE BY TWO,

TWO DIVIDED BY TWO GIVES YOU

ONE, RIGHT?

The caller says YEAH.

Lorraine says SO SINCE I DIVIDED THE BOTTOM

BY TWO, WHAT DO I NEED

TO DO HERE?

The caller says DIVIDE IT BY TWO.

Lorraine says YEAH.

SO SIX DIVIDED

BY TWO GIVES YOU?

The caller says THREE.

Lorraine says THAT'S RIGHT.

SO X IS EQUAL TO

THREE KILOMETRES.

SO IF WE GO BACK

TO OUR QUESTION:

WELL, NOW WE KNOW.

HE RAN THREE.

OKAY?

THANKS VERY MUCH.

The caller says OKAY, BYE.

Lorraine says BYE.

I'M GOING TO GIVE YOU ONE MORE

QUESTION LIKE THIS WHERE YOU

ARE GOING TO REQUIRE TO DO

SOMETHING A LITTLE BIT FURTHER

IN DETAIL.

IF YOUR TEACHERS ARE THERE

AS WELL, THEY ARE MORE THAN

WELCOME TO GIVE YOU A HAND.

THIS IS THE QUESTION.

A question appears on screen. It reads “A car engine rotates at 3000 revolutions in one minute. How many rotations in 1 second?”

Lorraine says WHAT HAVE I DONE HERE?

I'VE CHANGED

MINUTES TO SECONDS.

HELLO?

ROTATIONS AND REVOLUTIONS

ARE THE SAME THING.

The caller says HELLO?

Lorraine says HI.

GIVE ME INFORMATION YOU ARE

SURE ABOUT IN THIS QUESTION

HERE.

The caller says PARDON?

Lorraine says GIVE ME INFORMATION, TELL US

THE INFORMATION THAT YOU ARE

SURE ABOUT IN THIS QUESTION.

The caller says 3,000 OVER 1 MINUTE.

Lorraine says THAT'S RIGHT.

SO YOU'RE SAYING, 3,000

REVOLUTIONS FOR ONE MINUTE,

RIGHT?

NOW, WE'RE TRYING TO FIND

OUT HOW MANY ROTATIONS,

SO WE DON'T KNOW, HOW MANY

ROTATIONS FOR, WHAT?

The caller says ONE SECOND.

Lorraine says FOR ONE SECOND.

EXACTLY.

WHAT DID WE DO TO THE

MINUTES HERE TO GET SECONDS?

The caller says DIVIDE BY 60.

Lorraine says DIVIDE BY 60.

SO IF I DID THAT DOWN HERE,

WHAT DO I NEED TO DO UP THERE?

The caller says DIVIDE BY 60.

Lorraine says PERFECT.

AND GIVE ME THE ANSWER.

The caller says 50.

Lorraine says YOU ARE GOOD.

The caller says I KNOW.

Lorraine says THAT'S RIGHT.

YOU SHOULD BE PROUD.

GREAT, THANKS.

SO OBVIOUSLY WE KNOW IT'S

50 REVOLUTIONS PER SECOND.

NOW, TO KEEP IN MIND, CAN

YOU COUNT 50 REVOLUTIONS

IN ONE SECOND?

CAN YOU COUNT, ONE, TWO,

THREE, SAY, 50 IN ONE SECOND?

NO.

BUT YOUR ENGINE CAN.

SO THE ENGINE IS ACTUALLY

ROTATING 50 OF THOSE IN ONE

SECOND.

THAT'S VERY FAST.

SO IT'S FASTER THAN WE ARE

CAPABLE OF ACTUALLY SAYING,

OKAY?

AT THIS POINT, I AM GOING TO

HAVE YOU WRITE DOWN A COUPLE

OF THESE QUESTIONS.

YOU ARE GOING TO TRY AND

ANSWER THEM FOR THURSDAY, AND

WE ARE GOING TO BE TALKING

ABOUT THAT AS WELL ON THURSDAY.

AND IT'S TO MAKE YOU THINK

ABOUT HOW FAST A CAR ACTUALLY

TRAVELS IN A SECOND.

AND TO KEEP THIS IN MIND WHEN

YOU ARE CROSSING THE ROAD.

SO IF YOU COULD WRITE THIS

QUESTION DOWN, PLEASE.

IT SAYS:

The question appears on screen. It reads “A car travels 60 kilometres an hour on a city street. How many meters per minute does it travel?”

Lorraine says I'VE COMPLICATED THINGS.

I'M CHANGING KILOMETRES TO

METRES, HOUR TO MINUTES.

SO KEEP THAT IN MIND.

WRITE IT DOWN, PLEASE.

I'M GOING TO WANT YOU TO

SOLVE THAT FOR THURSDAY.

SO THAT'S ONE SECTION

OF YOUR HOMEWORK.

WHEN YOU'VE FINISHED WRITING

THE QUESTION, COULD YOU

PLEASE PRESS POUND EIGHT SO

I HAVE AN IDEA OF WHO'S DONE

WHAT HERE?

SO PLEASE PRESS POUND EIGHT

WHEN YOU HAVE COMPLETED

THE QUESTION.

OKAY, KEEPING THAT IN MIND,

YOUR HOMEWORK, AS WELL, WILL

BE EXERCISES TWO AND THREE,

AS WE MENTIONED YESTERDAY IN

OUR LESSON, AND THAT WILL

BE CORRECTED ON THURSDAY.

SO BE READY, ALL OF YOU, TO

ANSWER THOSE QUESTIONS THAT

ARE IN EXERCISE TWO AND THREE,

AS WELL AS THE QUESTION THAT

WAS GIVEN TO YOU, AND WE

WILL CORRECT THAT THURSDAY.

SO HAVE A GREAT FEW DAYS,

AND WE'LL LOOK FORWARD

TO SEEING YOU THEN.

BYE-BYE.

A slate appears on screen. It reads “Please remember to log off! Pick up handset. Press number 7. Press 1 to confirm. Hang up handset. See you next time!”