Transcript: Student Session 6 | Sep 15, 1998

(music plays)

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 black sheer blouse with pink flowers 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 on the front and suspenders.

Lorraine says HELLO, AND WELCOME BACK
TO THE VIRTUAL CLASSROOM
FOR PART SIX OF
OUR MATH MYSTERY.

Stewart says HI, LORRAINE,
HOW YOU DOING?
IT'S GREAT TO
BE BACK.

Lorraine says WELL, THANK
YOU VERY MUCH.
AND NICE TO SEE
YOU, STEWART.

Stewart says I'M CERTAINLY
PLEASED TO BE HERE.
HAVE YOU GOT AN
AGENDA FOR US TODAY?

Lorraine says CERTAINLY DO.
AND HERE IT IS.

A slate pops up with the caption “Agenda. 1- Exercises 2 and 3; 2- Special Math Lessons; 3- Homework.”

Stewart says WELL, I HOPE YOU'VE
GOT YOUR ASSIGNMENTS
IN FRONT OF YOU BECAUSE I'M
GOING TO GO RIGHT AWAY
TO ASKING A QUESTION OR TWO,
AND TRYING TO GET YOU
TO TELL ME WHAT
YOU'VE GOT SO FAR.
THE VERY FIRST QUESTION IS
ABOUT THE GOLDEN RATIO.
AND WHAT I DID IS
I'VE GOT GRAPHICS HERE
JUST TO SHOW YOU HOW
THE QUESTION STARTED.
IT STARTS WITH
SOMETHING, ONE PLUS
THE SQUARE ROOT OF FIVE
ALL DIVIDED BY TWO,
WHICH IS APPROXIMATELY
EQUAL TO 1.618.
AND THE QUESTION
IS, PHONE IN, CALL US
FROM YOU OUT THERE IS,
WHAT IS A RECIPROCAL,
AND WHAT IS THE
RECIPROCAL OF THIS
PARTICULAR NUMBER?
AND WHAT'S SO
SPECIAL ABOUT IT?
SO HOPEFULLY WE'VE GOT
SOME PEOPLE ONLINE.
WE'VE GOT SOMEBODY
WE CAN HOOK UP HERE?

Lorraine says YES.

Stewart says YEAH, IN THE MEANTIME,
THIS FORM IS A RATHER
INTERESTING ONE, AS
YOU DO MORE AND MORE
MATHEMATICS, YOU ARE GOING
TO SEE QUITE A FEW THINGS
WHICH IS SOME KIND OF
NUMBER PLUS THE SQUARE ROOT
OF SOMETHING ALL
DIVIDED BY SOMETHING.
AND IT ACTUALLY RELATES TO
A FORMULA THAT YOU WILL
DEAL WITH IN GRADE 11
CALLED THE QUADRATIC FORMULA.
AND THAT'S WHERE
IT CAME FROM.

Lorraine says JUST TO LET YOU KNOW,
I'M CALLING SOMEONE
FROM THE
HOMELAND SENIOR.
AND IF THEY CAN
LIFT UP THEIR PHONE,
MAYBE THEY CAN
HELP US OUT HERE.
AND I BELIEVE IT
IS SANDY.
SO, SANDY, IF YOU HEAR
YOUR PHONE RINGING,
IF YOU COULD LIFT
IT UP PLEASE.
FROM HOMELAND.
ALL RIGHT, LET'S TRY
ONE MORE PERSON HERE.
TRY SOMEONE ELSE FROM...

Stewart says WE'D CERTAINLY LIKE TO
HAVE A FEW MORE KIDS PHONE IN
AND GIVE US AN ANSWER
TO QUESTION NUMBER 1.
AS I SAY, THE WORD
RECIPROCAL IS A VERY,
VERY IMPORTANT
WORD IN MATHEMATICS.
IT WILL COME UP
OVER AND OVER AGAIN.
AND I'D CERTAINLY LIKE
TO HEAR SOMEBODY THAT
HAPPENS TO KNOW WHAT
RECIPROCAL MIGHT BE.

Lorraine says THERE, WE HAVE
A FEW HANDS.

Stewart says OH, THAT'S GREAT.
THAT'S WHAT WE NEED.

Lorraine says GLAD TO SEE YOU'VE
DONE YOUR WORK.
THAT'S GREAT.
HELLO.

Stewart says NOT QUITE
CONNECTED YET.

The caller says HI.

Lorraine says HI, AND YOU ARE?
KELLY?

Stewart says KELLY.

Stewart says HOW ARE YOU
DOING, KELLY?

The caller says GOOD.

Stewart says CAN YOU TELL ME WHAT THE
RECIPROCAL OF A FRACTION IS?
DO YOU KNOW?

The caller says YOU FLIP IT AROUND.

Stewart says AH, THAT'S IT.
IN OTHER WORDS, I'M
GOING TO DO A LITTLE
SIDE EXAMPLE
OVER HERE.
I'LL TRY TO
STAY ON.
IF YOU HAVE THE
FRACTION ONE-THIRD,
THE RECIPROCAL OF
ONE-THIRD IS THREE OVER ONE.
SO WHAT'S THE RECIPROCAL
OF THIS ONE, KELLY?
CAN YOU HELP ME
WITH THAT?

The caller says WHAT?

Stewart says WHAT'S THE RECIPROCAL OF
THIS FRACTION UP HERE?
IT'S KIND OF A
STRANGE FRACTION.
WHAT DO I DO?

The caller says YOU PUT THE
TWO OVER TOP.

Stewart says THE TWO OVER TOP, AND
YOU PUT THE OTHER STUFF
DOWN ON THE
BOTTOM, RIGHT?

The caller says YEAH.

Stewart says NOW, CAN YOU TELL ME, DID
YOU ACTUALLY CALCULATE
THE DECIMAL FOR THAT?
IF YOU DIDN'T,
IT'S OKAY.
DID YOU DO THAT?

The caller says NO.

Stewart says I'LL HELP YOU OUT.
THE INTERESTING SIDE ABOUT
THIS IS THAT THIS FRACTION,
I'LL JUST SLIDE
IT OVER A LITTLE BIT,
THIS DECIMAL
EQUIVALENT IS .618.
AND WHAT'S KIND OF SPECIAL
AT THIS ONE AND THIS ONE,
WHEN YOU FLIP IT, IT'S
EXACTLY A DIFFERENCE OF ONE.
SO IF YOU TAKE 1.618,
THIS IS THE ONLY ONE
IT WORKS WITH, AND
SUBJECT THE NUMBER ONE,
WE GET ITS RECIPROCAL.
THAT'S ONE OF THE REASONS
THIS IS A VERY SPECIAL RATIO.
AND IT'S CALLED THE
GOLDEN RATIO BECAUSE
OF THIS LITTLE
PROPERTY.
SO THAT'S KIND
OF SPECIAL.
THANK YOU VERY MUCH,
KELLY, THAT WAS GREAT.
NOW, WE'RE GOING TO MOVE
ALONG TO QUESTION NUMBER 2.
AND THAT HAS EVERYTHING IN
THE WORLD TO DO WITH THIS
DIAGRAM THAT I'M PUTTING
UNDER THE GRAPHICS CAMERA NOW.
AND ONE OF THE THINGS
THAT I ASKED YOU TO DO,
INITIALLY, WAS TO LABEL
THE DIAGRAM SO WE COULD
GET A LIST OF ALL THE
GOLDEN RECTANGLES HERE.

He shows a sheet of paper with a rectangle that includes several squares and rectangles of different sizes.

Stewart says AND I WAS JUST WONDERING
IF ANYBODY OUT THERE CAN
HELP ME WITH THE LABELING
OF THIS DIAGRAM IN SUCH
A WAY THAT I COULD
ACTUALLY FINISH OFF
THE QUESTION PART A.
WHO HAVE WE GOT?
HAVE WE GOT
SOMEBODY CONNECTED?

Lorraine says HELLO?
IS THIS JUSTIN?
HI.
OKAY, JUSTIN FROM JACK
MINER PUBLIC SCHOOL,
IF YOU COULD LIFT
UP YOUR PHONE PLEASE.

Stewart says HI, JUSTIN,
ARE YOU THERE?

The caller says HELLO?

Stewart says HI, IS THIS
JUSTIN?

The caller says YUP.

Stewart says NOW, IF YOU CAN SEE
THE DIAGRAM UNDER
THE GRAPHICS
CAMERA, CAN'T YOU?
YOU CAN SEE
THE DIAGRAM?
STILL THERE,
JUSTIN?

Justin says YES.
HELLO.

Stewart says HI, JUSTIN.

Justin says SORRY.

Stewart says CAN YOU SEE THE DIAGRAM
UNDER THE CAMERA NOW?

Justin says YUP.

Stewart says HOW DID YOU LABEL THIS
SO YOU COULD IDENTIFY
THE GOLDEN RECTANGLES?

Justin says WHERE THE NUMBER
ONE IS, I PUT A.

Stewart writes A on the upper left vertex of the larger rectangle.

Stewart says GREAT.
KEEP GOING.

Justin says THEN I PUT B RIGHT
LIKE ON THE NEXT LINE
OVER WHERE YOUR
HAND IS.

Stewart says RIGHT THERE?

Justin says YEAH.

Stewart says OH, GREAT.

Justin says THEN I PUT C -

Stewart says HERE?

Justin says YEAH.

Stewart says AND THEN DID YOU
CONTINUE IN THAT MANNER?

Justin says I WENT D, THEN
I WENT DOWN.

Stewart says YOU WENT DOWN.

Justin says THEN I WENT AROUND THE
PERIMETER, THEN I WENT IN.

He goes around the perimeter of the larger rectangle, placing each letter in the next vertex.

Stewart says WHERE DID YOUR I GO?

Justin says IT WENT RIGHT, I DON'T KNOW
HOW TO EXPLAIN IT TO YOU.

Stewart says WHICH LINE
SEGMENT IS IT?
IS IT ON THE
LINE SEGMENT B G?
I ACTUALLY GET YOUR
IDEA HERE, AND I THINK,
YOU KNOW
SOMETHING, JUSTIN,
I'M JUST GOING
TO CONTINUE.
EVEN IF IT'S NOT IDENTICAL
TO WHAT YOU DID,
YOU'VE DONE EXACTLY WHAT
I HOPED YOU WOULD DO.
SO THANK YOU VERY
MUCH, JUSTIN.

He continues to place the rest of the letters in all the inner vertices.

Justin says OKAY, BYE.

Stewart says I, J FOR INSTANCE.
THEN YOU COULD START
DOING THESE GUYS
OVER HERE, K, L, M.
AND THEN MAYBE
AN N HERE.
THEN IT REALLY GETS HARD
TO DO THIS IN THE CENTRE.
NOW, THE IDEA
WAS TO IDENTIFY
SOME GOLDEN
RECTANGLES.
AND I'M GOING TO BASICALLY
IDENTIFY A FEW OF THEM.
THEN I'VE GOT ANOTHER
QUESTION AFTER THAT.
I WANT TO GO TO
PART C AFTERWARDS.
SO I'M GOING TO
IDENTIFY ONE OF THEM.
ONE OF THEM IS THIS
BIG CHUNK HERE.

He outlines the larger rectangle.

Stewart says AND THAT WOULD BE
THE RECTANGLE:
ADFH.
AND THAT'S HOW YOU
WOULD LABEL THAT ONE.
LORRAINE, DON'T YOU
THINK THIS IS A GOLDEN
RECTANGLE AS WELL?

Lorraine says CERTAINLY IS.

Stewart says AND I THINK
IT IS AS WELL.
AND THAT ONE
WOULD BE LABELLED?

He outlines one of the third largest rectangle.

Lorraine says GBDF

Stewart says SURE.
NOW, CAN SOMEBODY IDENTIFY
ANOTHER ONE BASED ON THE
LETTERS I ALREADY
HAVE, PERHAPS?

Lorraine says AND I BELIEVE WE
HAVE BRAD FROM
JACK MINER
PUBLIC SCHOOL.
HELLO?

Stewart says HI, BRAD, ARE
YOU THERE?

Brad says YES.

Stewart says CAN YOU GIVE ME
ANOTHER EXAMPLE
OF THE GOLDEN RECTANGLE,
CAN YOU SEE IT?

Brad says HFDA.

Stewart says HF?

Brad says DA.

Stewart says OKAY.
LET ME SEE
WHERE THAT GOES.
HFDA.
NOW, WHAT YOU HAVE DONE
IS YOU HAVE LABELLED
THE SAME ONE I
HAVE OVER HERE,
BUT IN A DIFFERENT
DIRECTION.
THAT'S QUITE OKAY.
DO YOU SEE ANOTHER ONE,
MAYBE A SMALL ONE
UP HERE THAT YOU
COULD LABEL?

Brad says BGIM?

Stewart says OKAY, SO THAT WAS JIMK,
OR WAS IT A DIFFERENT ONE?
I DIDN'T QUITE
HEAR THAT.

Brad says BGMI.

Stewart says OH, YES, YES,
YOU GOT IT.
THANK YOU VERY
MUCH, BRAD.
THAT'S WELL DONE.

Brad says OKAY, BYE.

Stewart says AND WE'LL GO
FOR ONE MORE.
WE'LL GO FOR
ONE MORE.
WE'RE GETTING
CONNECTED THERE.

Lorraine says SO SO FAR WE'VE SHOWN
THAT THE LARGE ONE
RIGHT ACROSS, CORRECT?
AND THEN WHAT
WAS THE OTHER?

Stewart says WE GOT A COUPLE
OF SMALLER ONES.
WE'VE GOT ONE
OVER HERE.
AND WE GOT A
SMALL ONE HERE.
NOW, WHO HAVE
WE GOT?
HAVE WE GOT
JESSICA OR COREY?

The caller says THIS IS JACOB.

Stewart says OH, IT'S JACOB.
THAT'S JUST FINE.
JACOB, CAN YOU GIVE
ME ANOTHER EXAMPLE
OF A GOLDEN RECTANGLE?

Jacob says YEAH.
JKMI.

Stewart says OH, RIGHT ON.
THANK YOU VERY MUCH.
WELL DONE, FOLKS.
SO YOU GET THE IDEA
OF HOW THIS WORKS.

Jacob says OKAY, BYE.

THANK YOU.
NOW, I WANT TO GO TO
THAT LAST QUESTION.
AND I'LL ASK FOR AN
ANSWER FROM OUT THERE
AND SEE WHAT
PEOPLE SAY.
I CONSTRUCTED THIS
DIAGRAM WITH A BIG GOLDEN
RECTANGLE, THEN A SMALLER
ONE, THEN A SMALLER ONE.
HOW DID I DO IT?
DOES ANYBODY HAVE ANY IDEA
HOW I MIGHT HAVE DONE THAT?
WE GOT A CALL OR TWO
BY THE LOOKS OF IT.
AND WE'RE CONNECTING.
IT'S INTERESTING,
IT'S ACTUALLY VERY
SIMPLE TO CONSTRUCT THIS.
WHO HAVE WE GOT?

Lorraine says HELLO?

The caller says HI.

Lorraine says HI.
AND YOU ARE?

The caller says ADAM.

Stewart says HI, ADAM.
HOW DO YOU THINK I
MADE THIS DIAGRAM?
WHAT DO YOU THINK I
SORT OF DID TO DO IT?

Adam says YOU MADE THE BIGGEST
PERFECT SQUARE,
AND THE REST WAS A
GOLDEN RECTANGLE?

Stewart says OKAY.
SO YOU MEAN I
MADE THE BIG ONE,
LIKE THIS BIG
ONE RIGHT HERE?

Adam says YEAH.

Stewart says OKAY.
NOW, TO GET THIS
GOLDEN RECTANGLE HERE,
WHAT DID I DO
TO GET THIS?
DO YOU HAVE ANY IDEA?

Adam says YOU MADE THE BIGGEST
SQUARE YOU COULD.

Stewart says EXCELLENT.
IS THIS ADAM?
FROM USBORNE?
FANTASTIC.
SO IN OTHER WORDS,
WHAT I DID IS,
I GOT THE WIDTH
OF THIS.
NOTICE I'M USING A
COMPASS RIGHT NOW.
YOU COULD HAVE
DONE IT THIS WAY.
I DID IT ON THE
COMPUTER, ACTUALLY,
BUT I COULD USE THE
COMPASS AS WELL.
I USED THIS TO
GET THE WIDTH.
AND WHAT I DID IS
I MADE TWO MARKS.
ONE HERE, JUST
STRETCHING THIS OUT,
AND ANOTHER ONE HERE.
AND I CONNECTED
THOSE TWO DOTS.

He measures the width of the larger rectangle with a compass and places a mark on both length sides.

Stewart says AND WHEN I DID THAT, I
GOT A BIG SQUARE HERE,
BUT WHAT WAS LEFT
OVER, IT TURNS OUT,
IS A GOLDEN RECTANGLE.
I'LL SHOW YOU THAT ONE
MORE TIME WITH A SMALLER.
SO NEXT ONE I WANT TO
GET IS THIS ONE UP HERE.
SO WHAT I DID, I GOT THE
WIDTH BY DOING THIS.
AND THEN I TOOK THAT,
AND YOU CAN SEE
IT LINES UP
PRETTY WELL.
AND I MOVED HERE
AND DID THAT AGAIN.
I CONNECTED THOSE TWO,
AND I GOT THE NEXT
GOLDEN RECTANGLE.
SO IN OTHER WORDS,
WHAT HAPPENED HERE IS,
IT'S A SERIES OF SQUARE,
THEN GOLDEN RECTANGLE,
THEN SQUARE, THEN GOLDEN
RECTANGLE AND SO ON.
HAVE WE GOT ANOTHER CALL?

Lorraine says THANKS VERY MUCH, ADAM.
YES, WE DO, FROM USBORNE.
HELLO?

The caller says HELLO.

Stewart says HI, HAVE YOU GOT A
COMMENT OR A QUESTION?

The caller says NO, MY PHONE WAS
JUST LEFT ON.

Stewart says THAT'S QUITE FINE.
THANKS FOR
CALLING IN ANYWAY.
OKAY, I THINK WE
CAN MOVE ALONG.
I THINK WE KIND OF COVERED
THAT QUESTION RATHER WELL.
HOPE THAT YOU GUYS ARE
BEGINNING TO UNDERSTAND
SORT OF HOW THE GOLDEN
RECTANGLE WORKS.
NOW, LET'S SEE, WHAT'S
NEXT ON MY AGENDA
IN TERMS OF TAKING
UP SOME QUESTIONS?
ARE WE ON TO
QUESTION NUMBER 3 NOW?

Lorraine says OR SHALL WE SHOW
THEM THE SPIRAL?

Stewart says AH, YES OF
COURSE, THE SPIRAL.
THANK YOU VERY MUCH.
I'M GOING TO PUT A
BLANK ONE ON AGAIN.
AND ONE OF THE THINGS I
ASKED YOU TO DO WAS TO
SEE THE SEQUENCE, I
HAVE THE ONE,
THE TWO, THE THREE.
THAT WAS A FOUR UP
THERE, YOU CAN'T SEE IT.
AND I SAID,
CONNECT THOSE DOTS
WITH A REALLY
SMOOTH CURVE.
AND I'M GOING TO GET
LORRAINE TO HELP ME UP.

Lorraine says OKAY.

Stewart says SO WITH THE TELESTRATER,
LET'S SEE WHAT HAPPENS.
CURVED.

Lorraine says I'M NOT ALL THAT
STRAIGHT, AM I?

Stewart says NICE CURVE.
MAKE IT SMOOTH.
NOT STRAIGHT
LINES, CURVY.

Lorraine says OOPS.

Lorraine draws a spiral with the telestrater.
Stewart says THAT'S IT.
AND YOU KEEP GOING UNTIL
YOU GET RIGHT THERE
INTO THE CENTRE.
THAT'S REALLY
WELL DONE.

Lorraine says THANK YOU.

Stewart says THAT IS ONE OF THE
MOST BEAUTIFUL CURVES
IN MATHEMATICS.
AND YOU ACTUALLY
SEE IT IN REAL LIFE.
IF YOU'VE EVER
PICKED UP A SHELL,
NOT ALL SHELLS BUT THE
SHELLS THAT LOOK KIND OF
SPIRALLY, IT'S EXACTLY
THE SAME THING.

Lorraine says IT REMINDS ME
OOPS, SORRY,
IT REMINDS ME OF
A FRENCH HORN.

Stewart says ACTUALLY,
YOU'RE RIGHT.
YEAH, THAT'S GREAT.
NOW, WE'RE ON TO
OUR NEXT QUESTION.
SO WE'VE
LABELLED THAT.
AND LET'S SEE, WE
WERE TALKING ABOUT
THE GOLDEN RECTANGLE.
SO I'M GOING TO
PUT THIS UNDER.
YOU REMEMBER THIS DIAGRAM
FROM YOUR EXERCISE.
AND I THINK WE'VE GOT A
QUESTION, DON'T WE?

They shows a diagram that looks like the Parthenon building.

Lorraine says WELL, LET'S LOOK
AT THE DIAGRAM.
YOU'VE GOT TO REMEMBER
THIS DIAGRAM,
YOU'LL REQUIRE YOUR
PHONES TO ANSWER
A QUESTION TO DO WITH THIS
DIAGRAM YOU'VE JUST SEEN.

Question number 1 appears on screen. It reads “How many golden rectangles can you find in this ancient structure? 1- 8; 2-10; 4-13; 5-27.”

Stewart says 30 PERCENT
RESPONSES.
OH, WE'RE GROWING.
50 PERCENT.

Lorraine says THAT'S GREAT.

Stewart says WE'RE GETTING A
LOT OF RESPONSES.
A FEW MORE PEOPLE, THEN
WE'LL TAKE A LOOK
AT THIS AND SEE
WHAT IT IS.
YOU'RE GOING TO HAVE TO
HELP ME COUNT, YOU KNOW?

The bar graph shows the following results: 14 pressed option 1, 1 caller pressed option 2, 22 callers pressed option 3, 7 caller pressed option 4 and 1 caller pressed option 5.”

Lorraine says OKAY.
AND QUITE INTERESTING.

Stewart says SO THE MAJORITY
THINK THAT -
WHAT WAS THE ANSWER
FOR THAT MIDDLE ONE?
13.

Lorraine says YES, THE THIRD ONE.
THE MAJORITY
THINK IT WAS 13.

Stewart says AND THEN A GOOD NUMBER OF
PEOPLE THINK IT'S 8.
AND FOLLOWING
BEHIND THAT IS 14.
SO MAYBE THE BEST
THING WE CAN DO
IS THAT YOU CAN
HELP ME COUNT.
SO IF WE CAN PUT
THAT UNDER THE
GRAPHICS CAMERA AGAIN.

Lorraine says SURE.

Stewart says I'LL JUST POINT
AND YOU COUNT.

Lorraine says OKAY.
1, 2, 3, 4, 5, 6, 7,
8, 9 10, 11, 12.

Stewart says ARE THERE ANY MORE?

Lorraine says HOW ABOUT THE TOP?
13, 14.

Stewart says 14 WAS THE ANSWER
I WAS LOOKING FOR.
BUT I CERTAINLY
UNDERSTAND 13.
BECAUSE SOME PEOPLE
MIGHT HAVE TAKEN THE
TWO TRIANGLES AND
PUT IT TOGETHER.
SHALL WE TAKE A
QUESTION?
SURE.

Lorraine says CERTAINLY.

Stewart says I'M HAPPY TO
DO THAT.

Lorraine says SOMEBODY FROM
USBORNE CENTRE,
EITHER STEVE
OR KELLY.
HI.

The caller says IT'S STEVE.

Stewart says HI, STEVE.

The caller says FOR THE RECTANGLE THING,
DON'T YOU HAVE TO FOLD
THE RIGHT SIDE
ONTO THE LEFT SIDE?

Stewart says YOU CAN DO THAT.
AND YOU'RE
QUITE RIGHT.
IF YOU WANT TO INTERPRET
THAT AS ONE TOTAL RECTANGLE,
THEN YOUR INTERPRETATION
IS NOT BAD.
FACT IS, IF I WERE A
TEACHER IN THIS SITUATION,
I'D PROBABLY
ACCEPT BOTH ANSWERS
AS LONG AS YOU GAVE
ME AN EXPLANATION.
AND THAT EXPLANATION
IS CERTAINLY
QUITE A
REASONABLE ONE.
I WAS LOOKING FOR THE
ANSWER 14 BECAUSE AS YOU
VIEW THE BUILDING, YOU
CAN IMAGINE THESE
TWO RECTANGLES BEING
PART OF THE STRUCTURE.
SO YOU CAN TAKE
IT EITHER WAY.
BUT THAT'S VERY GOOD.
I THINK THAT'S QUITE
A LEGITIMATE COMMENT.
HAVE WE GOT SOMEBODY ELSE
WE'D LIKE TO TALK TO?

Lorraine says THANKS, STEVE.
LET'S TRY SOMEONE
FROM JACK MINER.
OOPS, AND HERE WE GO.

Stewart says WHO DO WE HAVE?

Lorraine says I THINK IT'S DEREK.

Derek says HELLO?

Lorraine says HI.

Stewart says HI, DEREK.

Derek says HI.

Stewart says HAVE YOU GOT A
COMMENT?

Derek says NO.

Stewart says YOU DON'T.
OKAY.
DID YOU PICK
13 OR 14?

Derek says 12.

Lorraine says YOU PICKED 12.

Stewart says YOU MISSED THOSE
TWO TRIANGLES
UP AT THE CORNER, EH?

Derek says YEAH, WE MISSED THAT.

THAT'S OKAY.
THIS IS PART OF THE
PROCESS OF SORT OF
LEARNING WHAT THE
VISION MIGHT BE.
NOW, I THINK WE'VE
GOT TO MOVE ALONG
TO THE NEXT QUESTION,
DON'T YOU THINK?

Lorraine says GREAT.
OKAY.

Stewart says THE NEXT QUESTION IS
ONE WHERE WE REALLY
ARE LOOKING FOR SOME
MORE PARTICIPATION
FROM YOU ANYWAY.
SO THE QUESTION BASICALLY
ASKS WHERE IN REAL LIFE
DO YOU FIND EXAMPLES
OF GOLDEN RECTANGLES,
LIKE STRUCTURES OR
PACKAGES OR WHATEVER.
AND MAYBE WE'VE GOT
A FEW SUGGESTIONS.

Lorraine says OKAY, LET'S TRY...
HERE'S SOMEONE FROM...
SAINT JOHN BREBEUF.

Stewart says OH, GREAT.
HELLO.
WHO ARE WE
TALKING TO NOW?

The caller says JACOB.

Stewart says HI, JACOB.
HAVE YOU GOT AN EXAMPLE
WHERE YOU MIGHT FIND
SOMETHING THAT HAS A
GOLDEN RECTANGLE IN IT?

Jacob says MY HOUSE.

Lorraine says VERY GOOD.

Stewart says LOCAL HOUSES.
HAVE YOU GOT ANY
OTHER SUGGESTIONS?

Jacob says A BUSINESS BUILDING?

Stewart says A BUSINESS BUILDING?
DO YOU KNOW ONE IN
PARTICULAR, OR JUST -

Jacob says THE CN TOWER.

Stewart says THE CN TOWER.
WHAT PART OF
THE CN TOWER?

Jacob syas THE BASE.

Stewart says MAYBE, I'M NOT SURE.
OKAY, I'LL PUT
THAT ON THE LIST.
THANK YOU VERY MUCH.
HAVE WE GOT SOMEBODY ELSE
WHO MIGHT HAVE AN ANSWER?

Lorraine says YES.
LET'S TRY SOMEONE
HERE FROM USBORNE.

Stewart says GREAT.

Lorraine says AND THEN NEXT WE'LL TRY
SOMEONE FROM COLLEGE.
OKAY, HELLO.

The caller says HELLO?

Stewart says HI.
HAVE YOU GOT AN EXAMPLE
OF A PLACE WHERE YOU
MIGHT FIND A
GOLDEN RECTANGLE?

The caller says A PICTURE FRAME.

Stewart says YES.
YOU KNOW SOMETHING,
I BET YOU A LOT
OF PICTURE
FRAMES ARE.
HAVE YOU GOT
ANY OTHER IDEAS?

The caller says A CASSETTE TAPE.

Stewart says YOU KNOW SOMETHING,
NOW THAT I THINK
ABOUT IT, THAT MIGHT
BE ONE AS WELL.
THANK YOU.
OKAY, HAVE WE GOT
ANOTHER CALLER?

Lorraine says YES, THANKS
VERY MUCH.
AND WE'RE CALLING
NOW, THE PINES.

Stewart says AH, THE PINES.

The caller says AT SCHOOL, POSTERS
AND BLACKBOARDS.

Stewart says I WOULDN'T BE
SURPRISED.
ANY OTHER IDEAS?

The caller says THE WINDOWS OR
SOMETIMES DOORS.

Stewart says SURE.
WINDOWS.
DOORS.
FANTASTIC, THANK
YOU VERY MUCH.

The caller says BYE.

Lorraine says BYE.

Stewart says BOY, WE'VE GOT A
WHOLE BUNCH OF THEM.
I WONDER IF ANYBODY KNOWS
OF A SPECIFIC LOCATION.
WE MIGHT BE ABLE TO
HELP THEM WITH THAT.
YOU NEVER KNOW.

Lorraine says OKAY, LET'S TRY
SOMEONE FROM USBORNE.

Stewart says OKAY.

The caller says HELLO?

Stewart says HELLO.

Stewart says HI, HOW ARE YOU DOING?

The caller says GOOD.

Stewart says AND YOUR NAME IS?

The caller says AMANDA.

HI, AMANDA.
CAN YOU GIVE ME
AN EXAMPLE...
OF A GOLDEN RECTANGLE?

Amanda says IN A HOUSE.

Stewart says OKAY.
HAVE YOU GOT
ANY OTHER IDEAS?

Amanda says IN A BARN.

Stewart says OKAY.

Amanda says IN A MALL.

Stewart says IN A LOT OF PLACES.
IN OTHER WORDS, WHAT YOU
ARE SAYING TO ME IS A LOT
OF STRUCTURES THAT ARE
BUILT ARCHITECTURALLY,
EMPLOY THEM.
AND YOU KNOW SOMETHING, I
THINK THIS IS A PERFECT
TIME TO LOOK AT
SOME REAL EXAMPLES,
SOME PICTURES
THAT I HAVE.
WHAT DO YOU THINK?

Lorraine says THANKS.
THAT'S A GREAT IDEA.

Stewart says SO LET'S START
WITH THIS ONE.

Lorraine says OKAY.

Stewart shows an old picture of the Cathedral Notre Dame.

Stewart says THIS IS THE CATHEDRAL
NOTRE DAME IN PARIS.

Lorraine says IS THIS YOUR CAR?

Stewart says IS THAT MY CAR?
EXCUSE ME!
ANYWAY, LET'S TAKE A
LOOK AT A COUPLE
OF THE GOLDEN RECTANGLES.
THERE'S A BIG
ONE RIGHT HERE.
GOT THAT
TELESTRATER GOING?

Lorraine says NOT THAT STRAIGHT.

Stewart says A LITTLE BIT STRAIGHTER.

Lorraine says SORRY ABOUT THAT.

Stewart says AND NOTICE IT'S DIVIDED
INTO THREE SMALLER
GOLDEN RECTANGLES.
THERE'S ONE, THERE'S
ANOTHER ONE.
IF YOU LOOK EVEN
MORE CLOSELY,
YOU WILL FIND WAY UP
HERE THESE TWO TOWERS
ARE ALSO GOLDEN
RECTANGLES.
WHOEVER WAS THE ARCHITECT
WHO DESIGNED NOTRE DAME
KNEW EXACTLY WHAT
THEY WERE DOING.
THEY WERE, IN FACT,
BUILDING THOSE GOLDEN
RECTANGLES ON PURPOSE.
CAN I SHOW YOU
ONE MORE?

Lorraine says CERTAINLY.

Stewart says THIS ONE IS A MORE
MODERN STRUCTURE.
SO EVEN TODAY THEY ARE
STILL USING - I WONDER
IF ANYBODY COULD PHONE
IN AND LET US KNOW
WHAT THAT BUILDING IS.
IT WOULD BE KIND
OF FUN TO FIND OUT.

He shows a picture of a very modern building.

Lorraine says OKAY, LET'S TRY
SOMEONE FROM THE PINES.

Stewart says OKAY, GREAT.

Lorraine says BRYDEN.

Stewart says AND WE'RE JUST WAITING
'TIL WE'VE GOT
A CONNECTION HERE, AND
THEN WE CAN FIND OUT.
ARE WE ALMOST THERE?

Lorraine says OKAY, WE'LL TRY SOMEONE
THAT WE'RE GOING
TO CALL IN, RATHER
THAN YOU CALLING US.
SOMEONE FROM
COLLEGE AVENUE.
SAMUEL.
IF YOUR PHONE IS
RINGING, LIFT IT UP.
FROM COLLEGE AVENUE.

Stewart says IT'S OBVIOUSLY A VERY
MODERN STRUCTURE,
ISN'T IT?

Lorraine says HELLO?
SOMEONE FROM
USBORNE CENTRE?

Stewart says WE'RE TRYING.

Lorraine says AND WHILE THE OTHERS
COULD BE LOOKING,
WHERE DO WE SEE
GOLDEN TRIANGLES.

Stewart says NOT ONLY WHAT THE NAME
OF THE BUSINESS IS -
WE'VE GOT
SOMEBODY, I THINK.

Lorraine says HELLO?

Stewart says HELLO, IS THERE
SOMEBODY ON THE LINE?

Lorraine says SAMUEL FROM COLLEGE, IF
YOUR PHONE IS RINGING -
HELLO?

The caller says HI.

Stewart says HI, IS THIS SAMUEL?

The caller says YEAH.

Stewart says GREAT.
WHAT'S THAT
BUILDING THERE,
AND DO YOU KNOW
WHERE IT IS?

Samuel says COULD YOU REPEAT
THE QUESTION PLEASE.

Stewart says THE BUILDING THAT, I
ASSUME IS ON YOUR MONITOR.
WHAT'S THE NAME
OF THAT BUILDING,
AND WHERE MIGHT
YOU FIND IT?

Samuel says I THINK I FORGOT
TO PUT MY HAND DOWN,
BUT CAN I TAKE
A GUESS?

Stewart says SURE YOU CAN.

Samuel says SOME PLACE IN CANADA?

Stewart says ALMOST, NOT QUITE.

Samuel says HOW ABOUT THE U.S.?

Stewart says YES, IT IS.

Lorraine AND I'LL HELP YOU OUT.
IS THAT HELPING?

Lorraine uses the telestrator to write U.N.

Someone on the background says UNITED NATIONS.

Stewart says I HEARD IT IN
THE BACKGROUND.
WHAT'S THE NAME
OF THE BUILDING?

Samuel says IT'S THE
UNITED NATIONS.

Stewart says RIGHT ON.

Lorraine says STAY ON THE LINE

Samuel says THANKS JUSTIN.

Stewart says NOW, THIS ONE IS
A MODERN BUILDING.
IF YOU WERE LOOKING
AT IT FROM THE SIDE,
WE'VE GOT A BUILD GOLDEN
RECTANGLE RIGHT HERE.

Samuel says OKAY.

Stewart says AND IT'S ACTUALLY
SUBDIVIDED INTO THREE
SMALLER ONES AGAIN.
HERE, HERE.
SO AGAIN, IN MODERN
ARCHITECTURE,
YOU FIND GOLDEN
RECTANGLES.

Lorraine says GREAT.
WELL THANKS VERY
MUCH FOR CALLING IN.

Samuel says OKAY.

Stewart says I THINK AT THIS POINT I'M
REALLY, REALLY, REALLY
PLEASED THIS MORNING THAT
WE GOT SOME FAXES
TO HELP US WITH
QUESTION NUMBER 4.

Lorraine says FROM USBORNE, CORRECT?

Stewart says THAT'S CORRECT.
FROM USBORNE.
AND THEY WERE DOING SOME
DRAWINGS OF STRUCTURES
THAT HAD GOLDEN
RECTANGLES IN THEM.
AND I'LL JUST SHOW THEM
TO YOU REALLY BRIEFLY.

Lorraine says THEY ARE FABULOUS.

Stewart says YOU'VE GOT TO REMEMBER,
THIS IS A FAX COPY.
IN FACT, THERE WAS
SOMETHING OVER HERE THAT
GAVE IT THE SYMMETRY
THAT YOU MIGHT EXPECT.
BUT SOME WONDERFUL
EXAMPLES OF GOLDEN
RECTANGLES IN THIS ONE.
NOW, THIS IS ONE I WAS
REALLY MOST FASCINATED WITH.

Lorraine says OH, MY.

Stewart says SOMEBODY IS QUITE
ARTISTIC HERE,
AND OBVIOUSLY GONE TO A
LOT OF TROUBLE
TO CREATE SOMETHING
THAT LOOKS LIKE A RUIN,
BUT HAS GOLDEN TRIANGLES
IN IT, AS WELL.

He shows a diagram of an ancient building and another one of some ruins.

Lorraine says I BELIEVE IT'S
JORDAN FROM USBORNE.

Stewart says FANTASTIC.
THIS IS A LITTLE BIT MORE
MODERN TYPE OF STRUCTURE,
BUT SOMEBODY AGAIN HAS
GONE TO GREAT TROUBLE TO
MAKE SURE THERE ARE SIX.
CHRIS, I BELIEVE IT IS.
OKAY, WE'VE GOT
ANOTHER ONE.
THIS ONE IS HARD TO SEE.
I THINK WE MIGHT HAVE A
COMMENT ABOUT THAT IN A MOMENT.
THIS IS A PYRAMID MADE
UP OF A WHOLE BUNCH OF
BRICKS THAT ARE
GOLDEN RECTANGLES.

He shows a drawing of a shop building with a dome roof and a pyramid made of bricks.

Lorraine says I IMAGINE IF THEY USED
A PEN INSTEAD OF PENCIL,
IT MIGHT COME OUT A
LITTLE CLEARER, CORRECT,

Stewart says YEAH, I THINK SO.
SO WHEN THE FAXES
COME THROUGH,
I'M INVITING FAXES
PROBABLY ALMOST EVERY WEEK
OR SOMETHING OR OTHER,
SO IF IT WAS DONE
IN A REALLY DARK
PEN AND VERY PICK,
IT WOULD MAKE IT
EASIER TO SEE.

Lorraine says STILL, WE'RE THRILLED
THAT YOU BROUGHT IT IN.

Stewart says AND ONE MORE, ONE MORE.
THIS IS IAN.
AND THAT'S A VERY
NICE ONE, AS WELL.
THAT ONE FEELS
MODERN, DOESN'T IT?

HE shows a diagram of an intricate building.

Lorraine says IT DOES.

Stewart says YEAH, IT DOES.
I THINK THAT'S
KIND OF NEAT.
THANK YOU GUYS.

Lorraine says EXCELLENT WORK.

Stewart says IT'S REALLY GOOD
TO SEE YOUR WORK.
AND IT ACTUALLY MAKES
US KIND OF EXCITED DOWN
AT THIS END, YOU KNOW?
I'M GOING TO GO
ON TO EXERCISE NUMBER 3
AT THIS POINT.
THIS IS VERY SMALL TO SEE,
BUT THE ONE I'M DEALING
WITH RIGHT NOW IS THE
ONE THAT HAS TO DO
WITH SOME RECTANGLES.
AND WHAT I NEED,
HOPEFULLY, IS THIS.
THAT'S IT.

He shows a sheet of paper that reads “Term number 1, term number 2, term number 3, term number 4 and term number N.”

Stewart says NOW, TO KEEP THINGS MOVING
ALONG HERE BECAUSE
WE WANT TO FINISH UP
IN REASONABLE TIME,
I'M GOING TO HELP
YOU WITH THAT ONE,
AND JUST ASK FOR ONE
RESPONSE FROM THE STUDENTS.
WHAT YOU'LL FIND
IS THE FIRST ONE
HAS ONE RECTANGLE.
THE SECOND ONE HAS THREE.
NOW REMEMBER A SQUARE
IS A RECTANGLE,
SO IT'S COUNTED AS WELL.
THIS ONE IS FIVE, AND
THIS ONE IS SEVEN.

He writes 5 under “Term number 3” and 7 under “Term number 4.”

Stewart says THE QUESTION
IS, WHAT IS N?
IN OTHER WORDS, IS THERE
A FORMULA INVOLVING N?
TERM NUMBER N, THAT
WOULD GIVE US THIS.
HAVE WE GOT SOMEBODY
ON THE LINE?

Lorraine says YES.

The caller says HELLO?

Lorraine says HI.

Stewart says HI, WHO AM I SPEAKING TO?

The caller says ADEEPA.

Stewart says CAN YOU HELP ME WITH
THIS LITTLE PROBLEM?

Adeepa says N PLUS TWO.

Stewart says N PLUS TWO.
NOW, LET'S SEE, I'VE GOT
TO THINK ABOUT
THIS FOR A WHILE.
I'M GOING TO PUT N
PLUS TWO OVER HERE.
N REMEMBER, IS
THIS TERM NUMBER.
SO IF I GOT
TERM NUMBER TWO,
THAT WOULD BE TWO
PLUS TWO IS FOUR.

Adeepa says N PLUS ITSELF MINUS ONE.

Stewart says N PLUS ITSELF MINUS ONE.
YOU KNOW SOMETHING,
RIGHT ON.
FANTASTIC.
THAT'S SOMETIMES WRITTEN
AS 2n MINUS ONE.
CAN I ASK ONE
MORE QUESTION?

Adeepa says WHAT?

Stewart says AND THAT IS, THE
QUESTIONNAIRE ITSELF ASKED
FOR TERM NUMBER 7
AND WHAT WAS IT,
TERM NUMBER 37?

Adeepa says TERM NUMBER 7 IS 13,
AND TERM NUMBER 37 IS 65.

Stewart says ARE YOU SURE
ABOUT THAT ONE?

Adeepa says 73, I MEAN.

Stewart says THANK YOU.
SO TERM NUMBER 37 IS 73.
HEY, GREAT GOING, GUYS.

Lorraine says THANK YOU VERY MUCH.

Stewart says NOW, THERE IS A
SECOND ONE THAT
I WANTED TO DEAL WITH.
AND THAT IS, I'M GOING
TO PUT THIS SEQUENCE
RIGHT ON HERE.
AND WHAT I'M GOING TO ASK
SOMEBODY OUT THERE
IS SOMEBODY TO PHONE IN AND
TELL ME WHAT THE RULE
IS FOR THIS SEQUENCE.

He writes down “1, 1, 2, 3, 5, 8, blank space, blank space.”

Stewart says I'M GOING TO PUT IN
AN EXTRA ONE AS WELL.
CAN SOMEBODY TELL ME WHAT
THE RULE IS TO GET
TERMS IN THIS SEQUENCE?

Lorraine says AND WE HAVE SOMEONE ON
THE LINE FROM JACK MINER.
HELLO?

Stewart says HI.

The caller says HELLO?

Stewart says HI, IS THIS STACIE?

The caller says YES.

Stewart says CAN YOU TELL ME WHAT THE
RULE IS TO GET THE NEXT TERM?

Stacie says YOU ADD TWO
NUMBERS TO --

Stewart says KEEP GOING.
YOU'RE RIGHT
ON THE BUZZER.
YOU ADD THE TWO
NUMBERS JUST BEFORE?
DO YOU KNOW WHAT THIS
TERM WILL BE THEN?

Stacie says HELLO?

Stewart says HI, YOU STILL THERE?
WHAT WAS THE RULE AGAIN?

Stacie says YOU HAVE TO ADD THE
TWO NUMBERS BEFORE IT.

Stewart says FANTASTIC.
SO WHAT'S THIS
NUMBER HERE THEN?

Stacie says 13.

Stewart says AND THE ONE AFTER IT?

Stacie says 21.

Stewart says EXCELLENT.
AND YOU KNOW THIS
IS A VERY, VERY
FAMOUS SEQUENCE.
AND WE ARE GOING TO COME
BACK TO THAT AS ONE OF
OUR EXERCISES IN THE
VIRTUAL CLASSROOM LATER ON.
I JUST WANTED TO START
AND GET US STARTED ON IT.

Lorraine says THANKS, STACIE.

Stewart says BUT WELL DONE.
NOW, I'M JUST GOING TO
PUT THIS UNDER HERE
FOR A MOMENT.
THIS ONE HAS TO DO
WITH THESE CIRCLES.
DO WE HAVE A
QUESTION HERE?

Stewart shows another assignment sheet.

Lorraine says WE CERTAINLY DO.

Stewart says I THINK WE BETTER DEAL
WITH THAT QUESTION.

Lorraine says OKAY.
SO WE'LL REQUIRE YOUR
PHONES AT THIS POINT.
INTERESTING.

Question number 2 appears on screen. It reads “From your Exercise 3 C, your answer for term number 7 is: 1- 19; 2-20; 3-22 or 4-23.”

Stewart says AND WE'VE GOT ALMOST
HALF THE STUDENTS IN NOW.
I LOVE WATCHING THAT
BAR GROW, DON'T YOU?

The answer bar starts rising.

Lorraine says WE'LL WAIT A FEW MINUTES
BEFORE PUTTING IT ON.

Stewart says WE'LL GET UP TO AT
LEAST 70 PERCENT.
LET'S GO FOR 70
PERCENT AT LEAST.
COME ON, FOLKS,
PUNCH IN.
THERE WE GO,
THERE WE GO.

Lorraine says YES, ALMOST.

Stewart says ALMOST, A
COUPLE MORE.
THERE, WE GOT IT.

Lorraine says GREAT.

Stewart says LET'S TAKE A
LOOK AT IT.

Lorraine says INTERESTING.

The results appear in a bar graph. 4 callers pressed option 1, 8 for each options 2 and 3 and 26 pressed option 26.

Lorraine says WE HAVE A GOLDEN
RECTANGLE IN THERE.
I HAVE THAT
IN MY MIND.

Stewart says MOST PEOPLE
THOUGHT IT WAS 22.
LET'S TAKE A LOOK AT
WHAT I HAVE UNDER
THE GRAPHICS CAMERA.
AND THE ANSWER
IS INDEED 22.
I'LL HELP YOU OUT.

He adds 1 to 1 in order to get term 2, then adds 2 to 2 to obtain term 3, and so on.

Stewart says THE RULE IS YOU ADDED
ONE TO GET THIS ONE,
THEN YOU ADDED TWO
TO GET THIS ONE,
THEN YOU ADDED THREE, IF
YOU CONTINUE THAT PROCESS
BY ADDING ONE MORE
THAN THE PREVIOUS ONE,
YOU'LL FIND
YOU'LL REACH 22.
HEY, THIS IS
REALLY GOOD.
I CAN SEE OUR STUDENTS
HAVE DONE VERY
GOOD, GOOD WORK.
NOW, I GUESS WE'RE
GETTING DOWN TO IT.
THAT LAST
QUESTION, PART D,
I'M GOING TO LEAVE WITH
YOU TO WORK OUT ON YOUR OWN.
AND I BELIEVE IT'S
TIME I DID A LITTLE
EXTRA LESSON, WHAT
DO YOU THINK?

Lorraine says SPECIAL LESSON, YES.

Stewart says NOW, WHAT I'M
ASKING FOR, AGAIN,
I'D LIKE SOME
AUDIENCE RESPONSE.
I'M GOING TO PUT A
SEQUENCE UNDER HERE
AND SEE IF WE CAN COME UP
WITH SOME KIND OF RULE.
SO LET'S SEE WHAT
WE CAN DO HERE.
TAKE A LOOK AT WHAT'S
UNDER THE GRAPHICS CAMERA.

He shows a sheet of paper with the sequence 1, 2, 4, 8, 16, blank space, blank space, and the caption “The rule for N is:.”

Stewart says WHAT I NEED TO KNOW IS
WHAT THE NEXT
TWO NUMBERS ARE, AND
MAYBE A SUGGESTION
FOR WHAT THE RULE IS.
HAVE WE GOT SOME
CALLS COMING IN?

Lorraine says YES, SOMEONE FROM
SAINT JOHN BREBEUF.

The caller says HELLO?

Lorraine says HI.

Stewart says HI, HOW YOU DOING?

The caller says GOOD.

Stewart says CAN YOU TELL ME WHAT
THE NEXT NUMBER IS?

The caller says 32.

Stewart says HEY.
AND THE ONE AFTER THAT?

The caller says 64.

Stewart says CAN YOU GIVE ME SOME
SENSE OF WHAT THE RULE IS?
HOW DID YOU GET
TO THOSE NUMBERS?

The caller says YOU'RE DOUBLING
THE NUMBER,
OR MULTIPLYING IT BY TWO.

Stewart says THAT'S RIGHT.
EVERY TIME YOU ARE
DOUBLING THE NUMBER.
SO THAT'S A VERY, VERY,
NICE LITTLE RULE.
CAN I SHOW YOU
SOMETHING?

The caller says OKAY.

Stewart says I'M GOING TO GO BACK
TO THIS KIND OF THING.
TERM NUMBER ONE, IF YOU
RECALL, THAT WAS ONE,
WASN'T IT?

He goes back to the paper with the terms.

The caller says YEAH.

Stewart says I'M GOING TO GO TO
TERM NUMBER TWO FIRST.
NOW, REMEMBER
THAT IT'S TWO.
WHICH IS TWO TO
THE EXPONENT ONE.
TERM NUMBER ONE IS
A BIT OF A PROBLEM.
REMEMBER THAT
THIS ONE IS FOUR,
SO IT'S TWO SQUARED.
AND THIS NEXT
TERM WAS EIGHT,
AND THAT'S
ACTUALLY TWO CUBED.
TWO CUBED MEANS, TWO
TIMES TWO TIMES TWO.
THIS MEANS TWO TIME TWO.
AND THAT MEANS TWO.

He writer 2 to the exponent 1 under Term number 2, 2 squared under Term number 3 and 2 cubed under Term number 4.

Stewart says YOU CAN SEE THERE'S
KIND OF A PATTERN HERE.
EACH TIME THIS
NUMBER HERE,
HOW DOES IT
RELATE TO THAT?
CAN YOU TELL ME?

He underlines the exponent 3 and the 4 in “Term number 4.”

The caller says IT'S ONE LESS, OR ONE
MORE THAN IT
IS BEING CUBED BY.

Stewart says ACTUALLY, YOU
SAID ONE LESS.
I REALLY LIKE THAT.
IF YOU COMPARE IT
TO THIS TERM NUMBER,
THIS NUMBER IS ONE LESS.
SO IF I WAS GOING
TO TERM NUMBER N,
CAN YOU HELP
ME WITH THIS?
THIS IS THE
64,000 DOLLAR QUESTION.
CAN YOU DO IT?

He points at the blank space for “Term number N.”

The caller says TWO TO THE
EXPONENT FOUR.

Stewart says WE'RE GOING
BEYOND THAT.
YOU'RE RIGHT THE NEXT ONE
IN THE SEQUENCE WOULD BE
TWO TO THE EXPONENT FOUR.
WHAT ABOUT TERM NUMBER N.
YOU TOLD ME ALREADY.

The caller says TWO TO THE EXPONENT
FOUR OR THEN.

Stewart says N.

The caller says N MINUS 1.

Stewart says YOU GOT IT.

Lorraine says THAT'S GREAT.

Stewart says THAT'S THE KIND OF THING
WE'RE LOOKING FOR
WHEN YOU GENERALIZE.
WHAT A GO.
THAT'S SUPER.
LET'S GO ON TO
ANOTHER ONE.

Lorraine says THANKS VERY MUCH.

Stewart says SEE WHAT WE'RE
HEADING TOWARDS,
KEEP LOOKING
FOR A RULE.
IF WE CAN GET A RULE,
WE'RE LOOKING REALLY GOOD.
BE NICE NOW TO GET
SOMEBODY TO CALL IN,
LET US KNOW WHAT THE
NEXT COUPLE OF NUMBERS
IN THIS ONE IS.

He shows a sheet of paper with the sequence 1, 2, 4, 8, 16, blank space, blank space, and the caption “The rule for N is:.”

Lorraine says OKAY.
WE SHOULD HAVE SOMEONE
FROM THE PINES.

Stewart says THE PINES, OH, GREAT.
I LOVE THE NAME
OF THAT SCHOOL.

The caller says HELLO?

Stewart says HI, ADAM, ARE YOU THERE?

Adam says YEAH.

Stewart says CAN YOU TELL ME WHAT
THE NEXT NUMBER IS?

Adam says I'M NOT REALLY SURE.

Stewart says I CAN HEAR SOME ADVICE
IN THE BACKGROUND.

Adam says MULTIPLY BY
TWO AND ADD ONE.
NO.
NO, I'M NOT SURE.

Lorraine says YOU'RE NOT SURE.

Stewart says OKAY, MAYBE WE CAN TAKE
A DIFFERENT CALL AND SEE
IF SOMEBODY ELSE
HAS AN IDEA.

Lorraine says SOMEONE FROM
COLLEGE AVENUE.

Stewart says OKAY, SOUNDS GOOD.

Lorraine says AND THE REST OF YOU
CAN BE LOOKING AT THAT.
GET SOME IDEAS.

The caller says HELLO?

Stewart says HELLO.

The caller says HI.

Stewart says IS THIS GABE?

Gabe says YEAH.

Stewart says OH, GREAT.
CAN YOU TELL ME WHAT
THE NEXT NUMBER IS?

Gabe says 25.

Stewart says AND THEN THE
ONE AFTER THAT?

Gabe says 36.

Stewart says THAT'S GREAT.
STAY ON THE LINE, GABE,
'COS I'M GOING
TO GET YOU TO HELP ME.
NOW, TERM NUMBER
ONE WAS ONE,
THEN THAT ONE WAS FOUR,
AND THAT ONE WAS NINE,
AND THAT ONE WAS 16.
WHAT'S SPECIAL
ABOUT THOSE NUMBERS?
DO YOU KNOW?

Gabe says THEY ARE ALL
PERFECT SQUARES.

Stewart says OKAY, THIS IS
ACTUALLY ONE SQUARED.
WHAT'S THIS ONE?

Gabe says TWO SQUARED.

Stewart says AND THE NEXT ONE?

Gabe says THREE SQUARED.

Stewart says AND THE NEXT ONE?

Gabe says FOUR SQUARED.

Stewart says NOW, TAKE A LOOK, THIS
THERE A RELATIONSHIP
BETWEEN THESE NUMBERS
HERE AND THE TERM NUMBER?

Gabe says YEAH.

Stewart says OKAY, CAN YOU
TELL ME WHAT N IS,
IF WE GENERALIZE?

Gabe says N SQUARED.

Lorraine says YES.

Stewart says RIGHT ON.
SUPER.
AND THAT'S, AGAIN,
A GENERALIZATION.
THE KID ARE JUST
DOING GREAT.

Lorraine says THANKS, GABE.

Stewart says THANKS, GABE.

Lorraine syas OKAY, NOW WE HAVE
STACIE, I BELIEVE,
FROM JACK MINER.

Stewart says STACIE, YOU THERE?

Stacie says HELLO?

Stewart says HI, STACIE.
I'M GOING TO PUT ANOTHER
ONE UNDER THE SCREEN.
I WANT YOU TO
LOOK AT IT.
I'LL GIVE YOU A MOMENT TO
THINK ABOUT IT
BECAUSE YOU ARE
JUST SEEING IT NOW.
YOU LOOK AT THAT, AND
YOU THINK ABOUT WHAT
SHOULD BE THE NEXT
NUMBER IN THIS ONE.
TAKE YOUR TIME.

He shows a sheet of paper with the sequence 2, 3, 5, 7, 11, blank space, blank space.

Stacie says OKAY, 13.

Stewart says EXCELLENT.
WHAT DO YOU THINK
THE NEXT ONE IS?

Stacie says 17.

Stewart says OH, YOU MUST
KNOW SOMETHING.
GREAT, STACIE.
NOW HOLD ON
THE LINE.
I'M GOING TO GO
BACK TO THIS ONE.
IF I RECALL
CORRECTLY:

He grabs the list of terms. He writes 2 under Term 1, 3 under Term 2, 5 under Term 3, 7 under Term 4.

He says RIGHT?

Stacie says YES.

Stewart says WHAT'S SPECIAL
ABOUT THOSE NUMBERS?

Stacie says HEY ARE PRIME
NUMBERS.

Stewart says THEY ARE PRIME
NUMBERS.
NOW, IS THERE A
RELATIONSHIP BETWEEN
THE TERM NUMBER AND A PRIME
NUMBER, DO YOU THINK?

Stacie says UM...

Stewart says THIS IS A
TOUGH QUESTION.

Stacie says I DON'T KNOW.

Stewart says YOUR I DON'T KNOW IS
PROBABLY A GOOD ANSWER.
AS IT TURNS OUT, THERE
IS NO REAL RELATIONSHIP
BETWEEN THE TERM NUMBER
AND THE PRIME NUMBER
THAT COMES NEXT.
SO IN OTHER WORDS, I
CAN'T ACTUALLY GET
A GENERAL TERM FOR
THIS PARTICULAR ONE.
WHAT I WANT YOU
TO SEE IS THAT YOU
DON'T ALWAYS GET A RULE.
THIS IS A GOOD EXAMPLE OF
ONE WHERE YOU KNOW
IT'S PRIME NUMBERS, BUT
YOU DON'T HAVE A RULE.

Lorraine says GREAT.
THANKS VERY
MUCH, STACIE.

Stacie says YOU'RE WELCOME, BYE.

Stewart says NOW, WHAT I'M
GOING TO DO,
I WANT ALL OF YOU TO
HAVE YOUR PENCILS READY.
I'M GOING TO PUT TWO
SEQUENCES UNDER.
I'M NOT GOING TO TAKE
ANY CALLS RIGHT NOW.

Lorraine says I JUST MADE A CALL.

Stewart says OH, WE'VE GOT A CALL?

Lorraine says YEAH, THAT'S OKAY.
THEY CAN BE READY
ON THE LINE.

Stewart says I'M NOT LOOKING FOR
ANSWERS YET BECAUSE
WHAT I'D REALLY, REALLY
LIKE YOU TO DO IS
TAKE THESE TWO SEQUENCES,
COPY THEM DOWN,
AND ON MONDAY WE
WILL TAKE THEM UP.
HERE'S THE FIRST ONE.

He shows a sheet of paper with the caption “Try these two for Monday” and the sequence O, T, T, F, F, S, S, blank space, blank space.

Stewart says A BUNCH OF
LETTERS THIS TIME.
A LITTLE BIT DIFFERENT.
I'M ASKING WHAT THE
NEXT TWO LETTERS ARE.
OKAY, AND ONE
MORE, THIS ONE.

He shows another sheet of paper with the sequence 1, 8, 11, 69, blank space, 96, 101, 111, etcetera.”

Stewart says AND IT'S ONE IN THE
MIDDLE HERE THAT WE WANT.
OKAY, I HOPE YOU'VE HAD
TIME TO GET THOSE DOWN.
AND I THINK WE'LL MOVE
ALONG FROM THERE.
I ONLY HAVE ONE QUESTION
NOW, AND THAT IS,
WHAT ARE THE MAGIC
COORDINATES?
WHAT ARE THE MAGIC
COORDINATES THAT
YOU GET FOR THE END
OF THE EXERCISE?

Lorraine says WE'RE CALLING OUT
TO USBORNE CENTRE.
HELLO.

The caller says HELLO?

Stewart says HI.
DO YOU KNOW WHAT THE
COORDINATES ARE FOR
THE NUMBER OF
COLUMNS AND ROWS?

The caller says JAPAN.

Stewart says OH, YOU THINK WE'RE
GOING TO JAPAN?
YOU THINK WE'RE
GOING TO JAPAN.
SO YOU'RE GIVING
ME A LOCATION.
DO YOU KNOW WHAT THE TWO
NUMBERS ARE THAT WE GOT?

The caller says 22 AND 140.

Stewart says 22 AND 140.
I'M GOING TO HAVE
TO ASK SOMEBODY
IF THEY HAVE A DIFFERENT
ANSWER FOR THIS.
ONE ANSWER IS 22, 140.
HAVE YOU GOT ANOTHER
CALL, PERHAPS?

Lorraine says OKAY, THANKS.
LET'S TRY SOMEONE
FROM COLLEGE AVENUE.
CINDY.

Stewart says SO WE'RE CONNECTING TO
COLLEGE AVENUE RIGHT NOW.
WHAT WE'RE LOOKING FOR
ARE A PAIR OF --

Cindy says HELLO?

Lorraine says HI.

Stewart says DID YOU HAVE SOME
COORDINATES HERE?

Cindy says YEAH, 73 AND 13.

Stewart says THE ONLY THING
I'M GOING TO DO IS,
I THINK IN THE
INSTRUCTIONS I SAID,
MAKE THEM NEGATIVE.

Cindy says OH, NEGATIVE 73
AND NEGATIVE 13.

Stewart says THAT'S GREAT.
THOSE NUMBERS
ARE PERFECT.
THEY'RE RIGHT ON.
DO YOU HAVE ANY IDEA WHERE
IN THE WORLD THAT IS?

Cindy says YEAH, LIMA, PERU.

Stewart says FANTASTIC.
YOU KNOW SOMETHING, I
THINK WE NEED AN ATLAS.
WHAT DO YOU THINK?

Lorraine says CERTAINLY.

Stewart says YOU KNOW, THESE
STUDENTS
ARE JUST DOING
FABULOUSLY.

He shows an atlas of Peru.

Lorraine says WE'RE PROUD OF THEM.

Stewart says THAT'S GREAT.
THANK YOU VERY MUCH.

Lorraine says HEY, LOOK STEWART,
HERE COMES MISSUS G.
AND MISTER C.
LET'S HOPE THEY HAVE
SOME NEW CLUES FOR US.

Stewart says YEAH.
YOU GUYS CAN
TAKE OUR SEATS.
HERE, MISSUS G., CAN
I HELP YOU GET
YOUR MICROPHONE ON?

Lorraine says SURE, THANKS.
MISTER C., YOU CAN
USE MY CHAIR.

Stewart says GOOD.
BYE, STEWART.

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

Missus G says BYE, LORRAINE,
BYE, STEWART.
BYE.
NO KIDDING, YOU MEAN YOU
WERE ACTUALLY BORN IN PERU?

Mister C says I ACTUALLY WAS.
YOU KNOW, I DIDN'T STAY
IN PERU FOR VERY LONG.
ABOUT A YEAR OR SO.
AND I REMEMBER
SOME THINGS SO VIVIDLY.

Missus G says WELL, SO YOU REMEMBER
THESE EXACT PLACES
THEY ARE MENTIONING?
THE COORDINATES
OF -73 AND -13?

Mister C says DEFINITELY IN PERU.
BUT YOU KNOW, IT'S NOT
QUITE WHERE LIMA IS.
THERE'S A PLACE
CALLED CUSCO,
AND I LOOKED
REALLY, REALLY
CAREFULLY AT THE MAP,
AND IT'S NOT CUSCO.
IN FACT, I THINK
IT'S MACHU PICCHU.
THE HOME OF THE ANCIENT
CIVILIZATION OF INCAS.

Missus G says OH, THE LOST CITY.

Mister C says YOU KNOW, IT SOUNDS SO
VERY, VERY MYSTERIOUS.
BUT IT'S REALLY QUITE
AN AMAZING PLACE.

Missus G says I GUESS IT'S A
REALLY OLD PLACE THEN?

Mister C says IT'S EVEN
OLDER THAN I AM.

Missus G says OH, WELL.

Mister C says IT'S AT LEAST
1,000 YEARS OLD.
IT DATES WELL BACK, BUT IT
LAY UNDISCOVERED UNTIL 1911.

Missus G says SO YOU MEAN IT JUST LAY
THERE ALL THAT TIME
AND NOBODY KNEW
ABOUT IT?

Mister C says NO.
IT SOUNDS REALLY WEIRD
BECAUSE IT'S NOT TOTALLY
BURIED, BUT IT'S WAY UP
IN THE ANDES MOUNTAINS,
WELL NEAR THE PEAKS.
AND THE ANDES ARE SOME OF
THE TALLEST MOUNTAINS
IN THE WORLD.
AND IT WAS JUST REALLY
HARD TO GET TO.
UNTIL AN EXPLORER
ACTUALLY FOUND IT.

Missus G says YOU KNOW, TRACKING THESE
CLUES FOR RENE AND ISAAC
IS REALLY GIVING
ME THE TRAVEL BUG.
LAST WEEK, I WAS ALL SET
TO PACK MY BAGS AND
HEAD OFF TO ATHENS, AND
NOW I WANT TO ADD PERU
TO MY LIST.
GEE, I HOPE WE DON'T
GET ANY MORE CLUES
FOR EXOTIC PLACES.
THIS COULD GET
VERY EXPENSIVE.

Mister C says BEFORE WE LEAVE FOR
MACHU PICCHU THOUGH,
I THINK WE'VE GOT A BIT
OF A QUIZ FOR ALL
YOU STUDENTS OUT THERE.
NOW, WE JUST SAID
MACHU PICCHU
WAS REDISCOVERED
IN 1911.
CAN YOU TELL US WHERE
THE EXPLORER CAME FROM?

Question number 3 appears on screen. It reads “The explorer who rediscovered Machu Picchu in 1911 was from: 1- America, 2- Great Britain; 3- Spain or 4- France.”

Mister C says IT'S INTERESTING,
YOU KNOW?
WE'VE GOT ALMOST
70 PERCENT.
WE'RE GETTING THERE.
OKAY, CAN YOU FLASH
UP OUR ANSWERS
AND SEE WHAT
WE'VE GOT?
WHAT DO YOU SEE?

The results appear in a bar graph. 1 caller pressed option 1, 15 callers pressed option 2, 24 caller pressed option 3 and 4 caller pressed option 4.

Missus G says LOOK AT THIS.
THE MAJORITY ARE
SAYING SPAIN.
THERE ARE A FEW
SAYING GREAT BRITAIN.
AND FROM THERE, FRANCE.
AND THE LAST ONE
BEING AMERICA.

Mister C says WELL, I'M NOT SURPRISED
SPAIN IS THE ANSWER
THAT MOST PEOPLE GAVE
BECAUSE AFTER ALL,
PIZARRO DISCOVERED THE
INCAN CIVILIZATION
WAY BACK IN THE 1400s,
I THINK IT WAS.
HOWEVER, IT WAS AN
AMERICAN NAMED HIRAM BINGHAM.
AND OF COURSE ALL
OF YOU KNEW THAT.

Missus G says TWO OF THEM, ANYWAY.

Mister C says AT LEAST TWO OF THEM.

Missus G says WELL, LAST WEEK, THERE
WERE SOME CALLS
ABOUT THE EMAIL FROM
RENE AND ISAAC,
CONCERNING THE
TIME IT WAS SENT.
AND IF WE LOOK
AT THAT AGAIN,
AND BRING IT UP
A TAD, LIKE THIS,
THIS NUMBER
HERE, THE 0300,
WE THOUGHT AT FIRST IT
MEANT THE EMAIL
HAD BEEN SENT AT 3 A.M.
BUT THEN WE DECIDED
THAT THE 7:07:41,
WAS PROBABLY REFERRING
TO THE TIME IT WAS SENT.
SO WHAT COULD
THE 0300 MEAN?
YOU NEED TO FIND OUT JUST
IN CASE WE ARE MISSING
A VITAL CLUE HERE.

Mister C says AND WHAT BETTER
WAY TO FIND OUT
THAN TO ASK AN EXPERT.
AND YOU KNOW SOMETHING, I
PHONED OUT JUST A MOMENT AGO,
AND WE HAVE MICHAEL
FROM OVT INTERNET
PROVIDERS TO HELP US OUT.

Missus G says GREAT.

Mister C says MICHAEL, ARE YOU THERE?

Missus G says I THINK WE'RE
CONNECTING RIGHT NOW.

Mister C says WE'RE CONNECTING TO
MICHAEL RIGHT NOW.
WE'VE GOT TO GET HIM
INTO THE STUDIO THERE.
THERE HE IS.
I CAN SEE HIM.
WE'RE MAKING
THE CONNECTION.
HI, MICHAEL,
ARE YOU THERE?

Michael says YEAH, I'M HERE.

Mister C says FANTASTIC.
I HEAR YOU'RE
AN EXPERT.

Michael says YEAH, WELL, I DON'T LIKE
TO CALL MYSELF THAT.

Mister C says WELL, YOU KNOW,
YOU'VE GOT TO
SAY IT LIKE IT IS.
THAT'S WHAT I HEAR.
YOU'RE AN ABSOLUTE EXPERT.
NOW, I HAVE UNDER THE
GRAPHICS CAMERA
RIGHT NOW, AN EXAMPLE
OF A HEADER.
WOULD YOU BE SO KIND AS TO
KIND OF EXPLAIN WHAT
ALL THIS MEANS?

The header reads “Date: Wednesday, 22 April, 1998. 02:01:37. -0400.”

Michael says SURE.
WELL, BASICALLY, WHENEVER
SOMEONE SENDS AN EMAIL,
INFORMATION THAT YOU WILL
ALWAYS SEE IN THAT EMAIL
MESSAGE IS THE DATE THAT
THE MESSAGE WAS SENT,
SO THE DAY OF THE WEEK,
THE ACTUALLY DATE,
THE MONTH, AND
THE YEAR; AS WELL,
YOU'LL SEE THE TIME
THAT IT WAS SENT,
ACCORDING TO THE
24 HOUR CLOCK.
NOW, THE NUMBER BESIDE IT,
AND I SEE IT CORRECTED
THERE, STEWART,
THE MINUS 0400,
REFERS TO THE TIME IT
WAS SENT RELATIVE
TO UNIVERSAL, OR
GREENWICH TIME.
SO THIS MESSAGE IS TELLING
YOU THAT IT WAS SENT IN
A TIME ZONE THAT IS FOUR
HOURS BEHIND GREENWICH TIME,
OR UNIVERSAL TIME.

Mister C says FANTASTIC, MICHAEL.
I'M GOING TO PUT ANOTHER
ONE UNDERNEATH THE CAMERA.
WHAT DOES THIS 18 MEAN?

The second header reads “Date: Wednesday, 29 April 1998. 18:52:23. -0400 (EDT).”

Michael says AGAIN BECAUSE WE'RE
LOOKING AT THE 24 HOUR CLOCK,
18 REFERS TO 6 P.M.

Mister C says AND THIS EDT.
IT'S A LITTLE DIFFERENT
THIS TIME THAN
THE OTHER ONE,
STILL MINUS FOUR.

Michael says EDT REFERS TO EASTERN
DAYLIGHT TIME.
SOMETIMES YOU'LL SEE
JUST THE NEGATIVE OR
THE PLUS NUMBER.
AND SOMETIMES YOU SEE THE
NEGATIVE OR PLUS NUMBER,
PLUS THE ACTUALLY TIME
ZONE THAT IT WAS FROM.
SO IT MAKES IT EASIER TO
FIND OUT WHAT TIME ZONE
IT WAS SENT FROM.

Mister C says EXCELLENT.
THANK YOU SO
MUCH, MICHAEL.

Michael says YOU'RE WELCOME.

Missus G says THANK YOU, MICHAEL.

Mister C says LET'S ASK SOME OF OUR
STUDENTS OUT THERE
IF THEY CAN INTERPRET THIS
PARTICULAR HEADER FOR US,
AND JUST TELL US
WHAT IT MEANS.
LOOKING FOR SOME CALLS.
GOT ANYBODY CALLING IN?

The third header reads “Date: Wednesday, 29 April 1998. 21:10:43. 0500 (CDT).”

Missus G says YES, SOMEONE
FROM JACK MINER.
WE'RE MAKING OUR
CONNECTION HERE.
BRAD, I BELIEVE.

The caller says HELLO?

Lorraine says HELLO.

Mister C says HELLO, IS THIS BRAD?

The caller says YES.

Mister C says CAN YOU TELL US WHAT THIS
HEADER MEANS ON AN EMAIL?

Brad says CENTRAL.

Mister C says CENTRAL DAYLIGHT TIME.
WHAT TIME IS IT?

Brad says 8:00.

Mister C says 8:00?

Brad says 9:00.

Mister C says 9:00. IS THAT IN THE MORNING
OR THE AFTERNOON?

Brad says P.M.

Mister C says THAT'S JUST GREAT.
THANK YOU VERY MUCH.

Brad says YOU'RE WELCOME.

Missus G says THANKS, BRAD.

Mister C says OH, GEE.
YOU KNOW, THIS IS KIND
OF HELPFUL INFORMATION.
BECAUSE I THINK WHEN WE
WERE LOOKING AT 0300,
THAT WAS BEFORE
DAYLIGHT TIME.
WHICH BASICALLY MEANS
THAT THIS MUST HAVE
ALL HAPPENED IN
THIS TIME ZONE.
WHERE WE ARE RIGHT NOW.
AND YOU KNOW, THOSE
KIDS LIVE IN BRAMPTON.
I BET YOU ANY MONEY THIS
WHOLE THING'S HAPPENED
IN BRAMPTON.

Missus G says YOU KNOW, COULD BE.
SUPPOSE WE DRAW A PLAN
OF THE NEIGHBOURHOOD
AND TRY TO FIGURE
OUT A FEW THINGS?

Mister C says WELL, I'VE JUST
STARTED ONE HERE,
AND WHAT KINDS OF
THINGS DO YOU THINK
WE SHOULD PUT IN?

Missus G says HOW ABOUT THE LIBRARY?

Mister C says OH, THE LIBRARY.
I KNOW WHERE THAT IS.
YOU KNOW, I LIVED IN
BRAMPTON FOR A LITTLE WHILE.
THE LIBRARY IS
RIGHT DOWN HERE
ON THIS STREET
RIGHT HERE.
AND I'LL LABEL THAT.

He draws a square representing the library in a handmade map of Brampton on a board.

Missus says ANOTHER NICE THING MIGHT
BE THE SCHOOL THAT
RENE AND ISAAC GO TO.

Mister C says THE SCHOOL RENE
AND ISAAC GO TO,
IT'S RIGHT ON THIS
CORNER UP HERE.
OKAY, GREAT.

Missus G says HOW ABOUT WHERE
RENE AND ISAAC LIVE?

Mister C says THEY LIVE IN THIS
LITTLE STREET UP HERE.
SO IT'S RENE AND ISAAC.
THEY LIVE IN A HOUSE
UP ON THIS STREET.
THAT'S RENE, AND ISAAC.
OKAY, YEAH, YEAH.
THIS IS BEGINNING
TO TAKE SHAPE NOW,
TO BE QUITE HONEST.
WE'RE BEGINNING
TO GET SOMEWHERE.

Missus G says WELL, AT LEAST THERE'S
ONE THING THAT'S
REALLY OBVIOUS.

Mister C says WHAT'S THAT?

Missus says THAT YOU DRAW PLANS ABOUT
AS WELL AS YOU BUILD
MODELS OF THE PARTHENON.

Mister C says I THINK THIS IS ABOUT
TIME WE SHOULD BE ON
OUR WAY, TO BE QUITE
HONEST, MISSUS G.
SO, SO LONG, STUDENTS.

Missus G says I THINK YOU'RE RIGHT.

Mister C says LOOKING FORWARD TO
SEEING YOU ON MONDAY.

Missus G says BYE FOR NOW.
WE'LL SEE YOU
ON MONDAY.

A slate pops up with the caption “Next Session. Monday, April 27. 1 PM to 2 PM.”

Mister C says NOW LOOK.
THAT DIAGRAM ISN'T
ALL THAT BAD.
IT REALLY ISN'T.
IT'S PRETTY DARN GOOD.

Missus G says I KNOW, YOU'RE RIGHT.
BUT PRACTICE DOES
MAKE PERFECT.

Watch: Student Session 6