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!”

Watch: Student Session 5