Transcript: Student Session 8 | Aug 24, 1998

(music plays)

The opening slate pops up with a countdown timer from 9 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 striped sweater, an olive green blazer and a pair of small earrings.

She says GOOD AFTERNOON, AND WELCOME
TO TVO'S VIRTUAL CLASSROOM.
TODAY IS SESSION EIGHT
OF OUR MATH MYSTERY,
AND I'M LORRAINE GOWER.
FOR OUR AGENDA TODAY, WE
ARE GOING TO BE LOOKING AT:

A slate pops up with the caption “Agenda: 1- Positive exponents; 2- Scientific notation and 3- Order of operations.”

She says NOW, WHEN WE MENTION
EXPONENTS, WHO CAN CALL ME
AND LET ME KNOW WHAT
DOES THAT MEAN?
WHEN DO WE USE EXPONENTS,
AND WHY TO WE USE THEM?
BY PRESSING POUND NINE,
AGAIN, YOU CAN SHARE WITH US
WHAT IS AN EXPONENT,
WHY DO WE USE THEM?
AND AS WE NOTICE HERE, WE
HAVE QUITE A FEW CALLS.
WE'RE GOING TO TRY
A FEW CALLS AGAIN.
IF YOU WANT TO PRESS POUND
NINE, LET US KNOW WHAT YOU
THINK IS AN EXPONENT.
AND IF YOU LOOK AT OUR SCREEN
HERE, WE'LL QUICKLY LET YOU
KNOW HERE AN EXPONENT IS ONE WAY TO
WRITE LARGE NUMBERS USING FEWER SYMBOLS.
AND WE PURPOSELY HAD A LITTLE
BIT OF FUN WITH THE WORD
EXPONENTS BY ACTUALLY PUTTING
THE 'S' HERE AS AN EXPONENT. IT WAS ONLY IN THE 1600S
THAT PEOPLE BEGAN TO USE EXPONENTS TO
WRITE LARGE NUMBERS.
AND AS WELL, A LITTLE BIT OF
HISTORY ABOUT THE EXPONENT.
OKAY, NOW THAT WE KNOW A
LITTLE BIT ABOUT THAT, IF WE
LOOK AT THE SCREEN OVER HERE,
WE HAVE TEN TO THE POWER
OF THREE.
AND IF YOU REMEMBER FROM
YESTERDAY'S LESSON,
WE MENTIONED THAT TEN
HERE IS YOUR BASE NUMBER.
OKAY?
AS WELL AS, AND WHEN WE TALK
ABOUT THE BASE, THAT TELLS THE
NUMBER THAT IS TO BE
MULTIPLIED REPEATEDLY.
THEN WE HAVE HERE
THE EXPONENT.
IN THIS CASE,
IT'S THREE.
SO YOU MAY WANT TO WRITE THIS
DOWN IF YOU HAVE FORGOTTEN
THE NAMES, AND THIS WAY WE CAN
ALL TALK IN THE NAME LANGUAGE.
AND THE EXPONENT THREE TELLS
THE NUMBER OF TENS THAT ARE
TO BE MULTIPLIED.
SO WHEN WE SEE THIS, WE THINK:
10 TIMES 10 TIMES 10, WHICH WE ALL KNOW
IS 1000.
AND WE SAY, WHEN WE SEE
THIS PARTICULAR TEN HERE,
WITH A THREE UP ABOVE,
EITHER, WE MIGHT SAY 10 CUBED OR 10 TO
THE POWER 3.
YOU MIGHT WANT TO WRITE THIS
DOWN BECAUSE THROUGHOUT THE
LESSON I'M GOING TO BE TALKING
ABOUT EITHER TEN TO THE POWER
OF THREE, OR I MIGHT USE
THE TERMINOLOGY TEN CUBED.
AND THIS WAY YOU'LL UNDERSTAND
WHAT IT IS I AM TALKING ABOUT.
NOW, LET'S TRY HERE A FEW
NUMBERS THAT YOU WILL SEE HERE.

A slate appears with the caption “Explain the meaning of each power. A- 10 to the power of 4.”

Lorraine says YOU MIGHT WANT TO WRITE
IT DOWN IN YOUR NOTEBOOK.
AND, AGAIN, WE HAVE TO
REMEMBER THAT TEN IS OUR BASE,
AND FOUR IS OUR EXPONENT.
SO WHEN WE THINK OF
IT MATHEMATICALLY,
YOU SHOULD HAVE WRITTEN DOWN 10 TIMES 10
TIMES 10 TIMES 10. AND THAT IS EQUAL TO 10000.
YOU WOULD SAY THAT
TEN TO THE POWER FOUR.
AND IF WE TRY ONE MORE.
WE'LL CLEAR THIS ONE OFF.

The caption changes to “B- 6 to the power of 3.”

Lorraine says SIX IS THE BASE,
AND THREE IS CUBED.
IT WOULD SAY: 6 TIMES 6 TIMES 6, WHICH
EQUALS 216.
OKAY, SO AT THIS POINT, I'M
GOING TO HAVE YOU TRY OUT
A FEW QUESTIONS.
I WANT ALL OF YOU TO
PARTICIPATE, SO YOU WILL NEED
A PENCIL AND PAPER, AND I
WOULD LIKE YOU TO TRY OUT
THIS PARTICULAR QUESTION.
WHICH IS THE GREATER NUMBER? WE HAVE 7 CUBED OR 3
TO THE POWER OF 7.DO YOU THINK IT’S 7 CUBED? OR DO YOU
THINK IT’S 3 TO THE SEVENTH OR ARE THEY BOTH EQUAL?
TRY IT OUT.
YOUR ANSWER AT THIS POINT
SHOULD HAVE BEEN TWO.
BECAUSE IF WE THINK OF THESE,
AND YOU TO WRITE THEM OUT
MATHEMATICALLY, IT WOULD BE:

She writes “7 times 7 times 7” next to 7 cubed, and “ 3 times 3 times 3 times 3 times 3 times 3 times 3” next to 3 to the power of 7.

She says AND WE CAN SEE VERY QUICKLY,
THIS NUMBER, IF WE WERE TO DO
THE FULL CALCULATIONS,
IS MUCH GREATER.
WITH A PENCIL AND PAPER,
TRY THIS PARTICULAR NUMBER.
WHICH IS THE GREATER?

She shows a sheet of paper with the caption “Which is the greater number: 2 to the power of 4 or 4 squared? 1- 2 to the power of 4, 2- 4 squared or 3-equal.”

Lorraine says OKAY, YOUR ANSWER
SHOULD HAVE BEEN EQUAL.
ONCE AGAIN, QUICKLY, IF YOU
WANT TO GO OVER THAT...
2 TIMES 2 IS 4, 4 TIMES 2 IS 8 AND 8 TIMES 2
IS 16 AND 4 TIMES 4 IS 16.
IT WILL GET MORE DIFFICULT

She shows another question that reads “Which is the greater number: 5 cubed or 3 to power of 5?

Lorraine says SO WE GOTTA MAKE SURE
YOU UNDERSTAND THESE STEPS.
TWO TIMES TWO IS FOUR,
FOUR TIMES TWO IS EIGHT,
AND EIGHT TIMES TWO IS SIXTEEN.
FOUR TIMES FOUR IS
SIXTEEN AS WELL.
SO YOU SHOULD HAVE HAD EQUAL.
ONE MORE BEFORE WE TALK ABOUT
THE SCIENTIFIC NOTATION.
WHICH IS THE GREATER NUMBER?
AND NOW THAT OUR PHONES ARE
WORKING, IF YOU THINK IT'S
FIVE CUBED, PRESS ONE, IF YOU
THINK IT'S THREE TO THE POWER
OF FIVE PRESS TWO, IF
YOU THINK THEY'RE EQUAL,
PRESS THREE.
THEN I WILL SHOW
YOU THE BAR GRAPH.
I CAN SEE THAT ABOUT 60
PERCENT OF YOU HAVE ANSWERED
AT THIS POINT.
I WILL WAIT UNTIL
ABOUT 75 PERCENT.
OH, WONDERFUL,
ALMOST 100 PERCENT.
WE HAVE 90 PERCENT
AT THIS POINT.
LET'S LOOK AT OUR BAR GRAPH.
THE MAJORITY OF YOU ARE
FEELING THE ANSWER IS THREE TO
THE POWER OF FIVE IS GREATER
THAN FIVE TO THE POWER OF THREE.
AND, YES, YOU ARE
DEFINITELY CORRECT.
SO IF WE GO BACK TO THIS
QUESTION HERE, IF YOU ANSWERED
THE TWO, THAT IS CORRECT.
SO YOU HAVE TO PUT IT OUT
IN FULL, AND IF YOU HAVE A
CALCULATOR, THAT'S GREAT, IF
NOT, YOU CAN PUT IT OUT IN
YOUR HEAD WHERE IT WOULD BE
FIVE TIMES FIVE TIMES FIVE.
AND THIS WOULD BE THREE TIMES
THREE TIMES THREE TIMES THREE
FIVE TIMES.
AND THAT ONE IS
DEFINITELY GREATER.
RIGHT, NOW WE'LL BE TALKING
ABOUT SCIENTIFIC NOTATION.
SO YOU MAY WANT TO PUT THIS
IN YOUR NOTEBOOK AS WELL.
IF YOU HAVE A NUMBER 28
MILLION, WHO CAN CALL ME BY
PRESSING POUND NINE AND LET
ME KNOW HOW DO I PUT THIS
PARTICULAR NUMBER IN
SCIENTIFIC NOTATION.
AND I'M CALLING DAN OR
JEFF FROM FLAMBOROUGH.
HI.

The caller says HELLO?

Lorraine says HI.
AND HOW DO YOU PUT THIS NUMBER
IN SCIENTIFIC NOTATION?

The caller says 28 TIMES SIX.

Lorraine says 28 TIMES SIX.
WHY ARE YOU SAYING THAT?
DO YOU KNOW WHAT IT IS
TO PUT A NUMBER IN
SCIENTIFIC NOTATION?

The caller says YEAH.

Lorraine says OKAY, DO YOU WANT
TO TRY IT AGAIN?

The caller says 28 TO THE POWER OF 6.

Lorraine says 28 TO THE POWER OF 6.
WHY ARE YOU SAYING THAT?
SO YOU'RE THINKING 28 TIMES 28
TIMES 28, SIX TIMES IS GOING
TO GIVE YOU THIS NUMBER?

The caller says BECAUSE THERE'S SIX ZEROS?

Lorraine says OKAY.
INSTEAD, YOU'RE PROBABLY
TRYING TO SAY 28 TIMES 10
TO THE POWER OF SIX.
DO YOU SEE THAT?
NOW, FOR SCIENTIFIC NOTATION,
IT'S VERY IMPORTANT YOU
REALIZE, IF YOU DON'T MIND
STAYING ON THE LINE, YOU HAVE
TO PLACE A DECIMAL POINT AFTER
THE FIRST NON-ZERO DIGIT.
WHERE IS THE FIRST
NON-ZERO DIGIT?
WHICH NUMBER HERE?

The caller says THE TWO.

Lorraine says YES.
USUALLY THE NUMBER IS
OBVIOUSLY BETWEEN ONE AND TEN.
SO THEY'RE TELLING YOU TO
PUT A DECIMAL, AND EVERYBODY
MIGHT WANT TO DO THIS TO
REMEMBER, RIGHT AFTER THAT,
AND THEN YOU FIND ANY NUMBER
THAT FALLS THAT ISN'T A ZERO,
YOU ALSO PUT IT.
THEN YOU MULTIPLY BY TEN.
AND IF, TO KNOW THE POWER
HERE, THE EXPONENT OF THE TEN,
YOU HAVE TO GO BACK HOW MANY
TIMES TO GET TO THE DECIMAL?
ONE, TWO, THREE,
FOUR, FIVE, SIX.

The caller says NINE.

Lorraine says LET'S TRY THAT AGAIN.
ONE, TWO, THREE,
FOUR, FIVE, SIX.

The caller says SEVEN.

Lorraine writes down “2.8 by 10 to the power of 7.

Lorraine says THAT'S IT.
JUST SEVEN.
SO THAT'S WHAT A
SCIENTIFIC NOTATION IS.
DO YOU WANT TO TRY ONE MORE,
NOW THAT YOU HAVE AN IDEA?

The caller says SURE.

Lorraine says BECAUSE I CAN TELL
YOU UNDERSTAND.
HOW ABOUT THIS NUMBER?
AND EVERYBODY ELSE YOU CAN BE
TRYING THIS AS WELL BECAUSE
IN A FEW MINUTES YOU'RE GOING
TO BE USING YOUR PHONES TO
ANSWER A FEW OF THEM.

She shows a slate with the number 67500000.

Lorraine says REMEMBER, YOU HAVE TO
PUT A DECIMAL WHERE?

The caller says PARDON?

Lorraine says WHERE DO YOU HAVE
TO PUT THAT DECIMAL?
DO YOU REMEMBER?
YOU HAVE TO PLACE A DECIMAL
POINT AFTER THE FIRST
NON-ZERO NUMBER.
WHERE IS THAT?

The caller says SIX.

Lorraine says YEAH.
SO YOU ARE GOING TO
HAVE SIX WITH A DECIMAL.
LOOK AT THIS NUMBER.
WHERE DOES IT STOP
BEFORE THE ZEROS?
WHAT ELSE DO I
HAVE TO ADD HERE?

The caller says SEVEN AND FIVE.

Lorraine says NOW, I'M GOING TO MULTIPLY
IT WITH THE BASE TEN.
AND HOW MANY EXPONENTS.
I HAVE TO GO RIGHT BACK TO
WHERE THE DECIMAL WOULD BE.
LET'S TRY THAT.
ONE, TWO...
COUNT FOR ME.

The caller says THREE, FOUR, FIVE,
SIX, SEVEN, EIGHT.

Lorraine says WHY ARE YOU GOING BACK
HERE, IS THE DECIMAL HERE?

The caller says NO.

Lorraine says WHERE IS IT?

The caller says AFTER THE SIX.

Lorraine says THAT'S RIGHT.
SO LET'S TRY THAT AGAIN.
IT WILL BE ONE, TWO,
THREE... CONTINUE.

The caller says FOUR, FIVE, SIX,
SEVEN, EIGHT.

Lorraine says WHY ARE YOU GOING
WAY BACK HERE?
YOU ONLY GO TO WHERE
THE DECIMAL WILL BE.
SO THEREFORE...?

The caller says IT'S SEVEN.

Lorraine writes down “6.75 by 10 to the power of 7.”

Lorraine says THAT'S RIGHT.
TEN TO THE POWER OF SEVEN.
OKAY?
GREAT, THANKS VERY MUCH.
NOW, I WOULD LIKE TO
HAVE ALL OF YOU TRY THIS.
AND THIS WILL GIVE ME AN
UNDERSTANDING IF YOU UNDERSTAND
THIS PARTICULAR QUESTION.
SO YOU WILL REQUIRE
YOUR PHONES FOR THIS.
AND LET ME GET
MY QUESTION HERE.
NUMBER FOUR.

She shows a slate with the caption “Which is the correct scientific notation for 3700000? 1- 3.7 by 10 to the power of 5; 2- 3.7 by 10 to the power of 6 or 3- 37 by 10 to the power of 5.”

Lorraine says OKAY, HAVE A LOOK AT THIS.
REMEMBER WHAT WE TALKED ABOUT.
ALL RIGHT, 90... ALMOST
100 PERCENT HAVE ANSWERED.
IF WE LOOK AT THE BAR GRAPH,
THE MAJORITY OF YOU ARE SAYING
THE NUMBER TWO IS CORRECT.
AND LET'S HAVE A LOOK AT THAT.
YOU ARE SAYING IT IS THIS.

She circles option 2, 3.7 by 10 to the power of 6.”

Lorraine says AND IF WE LOOK AT THAT, AS
WE MENTIONED EARLIER,
YOU'RE RIGHT.
WE'RE SUPPOSED TO PUT THE
DECIMAL AFTER THE FIRST
NON-ZERO DIGIT,
WHICH IS THE THREE.
SO THREE POINT, AND
GO RIGHT TO THE SEVEN.
TIMES TEN WOULD BE YOUR BASE.
AND THEN WE GO BACK HOW MANY?
AND YOU'RE CORRECT, SIX.
VERY GOOD.
NOW, LET'S TRY ANOTHER ONE.
THEY'RE GOING TO GET A
LITTLE BIT MORE DIFFICULT
AS WE GO ALONG.

She shows another stale with 3 options. 1- 1470000, 2- 31750000 and 3- 95870200.

Lorraine says AND HERE, WHAT I'D LIKE YOU
TO DO IS TAKE A FEW MINUTES,
WRITE THE THREE ANSWERS YOU
SEE THERE, AND WHAT I WANT YOU
TO DO, FOR EXAMPLE, IS WRITE
OUT THE ANSWERS IN SCIENTIFIC
NOTATION FOR THREE
THESE IN YOUR NOTEBOOK.
WHEN YOU'RE DONE, CALL ME
PRESSING POUND NINE READY
TO GIVE ME THE ANSWER.
SO EVERYBODY DOES
QUESTION ONE, TWO, THREE.
YOU DO NOT USE YOUR
PHONES FOR THIS.
WRITE ON A PIECE OF PAPER AND
FIND THE SCIENTIFIC NOTATION.
WHEN YOU ARE DONE,
PRESS POUND NINE.
I'M CALLING NADEPA
FROM COLLEGE AVENUE.
IF YOUR PHONE IS RINGING, IF
YOU CAN LIFT IT UP, PLEASE.

Nadepa says HELLO?

Lorraine says HI.
COULD YOU SHARE WITH US NUMBER
ONE WHAT YOU HAVE FOR AN ANSWER?

Nadepa says “1.47 times 10 to the power of 6.”

Lorraine says OKAY.
VERY GOOD.
CAN YOU GIVE ME
NUMBER TWO AS WELL?

Nadepa says “3.175 times 10 to the power of 7.”

Lorraine says EXCELLENT.
THANK YOU VERY MUCH.
AND LET'S TRY SOMEONE
FROM USBORNE CENTRE,
IF YOUR PHONE IS RINGING.

The caller says HELLO?

Lorraine says HI.
CAN YOU GIVE ME THE ANSWER
FOR NUMBER THREE, PLEASE?

The caller says “9.58702 times 10 to the power of 7.”

Lorraine says NOW, WHY DO YOU THINK THAT
ONE IS A LITTLE BIT TRICKIER
THAN ONE AND TWO?

The caller says BECAUSE OF THE ZERO.

Lorraine says THAT'S RIGHT.
I WAS WONDERING IF SOME OF YOU
WOULD STOP RIGHT HERE RATHER
THAN STOP AT THE TWO.
AND VERY IMPORTANT THAT YOU GO
RIGHT TO THE NUMBER, TO HERE.
EXCELLENT.
THANKS VERY MUCH.

The caller says ALL RIGHT.

Lorraine says NOW, WE HAVE THREE MORE HERE.
TRY THEM QUICKLY, AND CALL ME
BY PRESSING POUND NINE ONCE
YOU HAVE THE ANSWERS.

She shows a slate with the options 4- 680000, 5- 11800 and 6- 46985000000.

Lorraine says ALL RIGHT, SO I'M CALLING
PERRY FROM COLLEGE AVENUE.
HI.

Perry says HELLO.

Lorraine says CAN YOU GIVE ME THE ANSWER,
PLEASE, FOR NUMBER FOUR?

Perry says “It’s 6.8 times 10 to the fifth.”

Lorraine says WHY DO YOU SAY
TEN TO THE FIFTH?

Perry says BECAUSE HE SAID SO.

Lorraine says WHY DO YOU THINK?

Perry says BECAUSE IF YOU COUNT THE
DECIMAL PLACES FROM THE ZERO
TO BETWEEN THE SIX AND
EIGHT, THERE IS FIVE.

Lorraine says THAT'S RIGHT.
VERY GOOD.
HOW ABOUT THE NEXT QUESTION.
CAN YOU GIVE ME THAT, AS WELL?

Perry says SURE, IT'S...

Perry says “1.18 times 10 to the fourth.”

Lorraine says GREAT.
THANKS VERY MUCH.
BYE.
AND LET US TRY SOMEONE
ELSE FROM COLLEGE AVENUE.
DAVID.

David says HELLO?

Lorraine says HI.
CAN YOU GIVE US AN ANSWER
FOR NUMBER SIX, PLEASE?

David says “It’s 4.6985 times 10 to the ninth.”

Lorraine says OKAY, IT'S...
VERY GOOD.
BRAVO.
OKAY, NOW IF YOU NOTICE, I'M
GOING TO PUT UP THESE TWO.
WHAT HAVE I DONE DIFFERENTLY?
AND I STILL WANT YOU TO FIGURE
OUT THE SCIENTIFIC NOTATION.
ONCE YOU'VE FIGURED IT OUT,
CALL ME BY PRESSING POUND NINE.
DONE SOMETHING A
LITTLE DIFFERENTLY.

She shows a slate with the options 7 -452 times 10 cubed and 8- 93.1 times 10 to the fourth.

Lorraine says SEE IF YOU CAN FIGURE IT OUT.
I'M CALLING USBORNE CENTRE.

The caller says HELLO?

Lorraine says HI.
NOW, HOW WOULD I PUT THIS
NUMBER, THAT ALMOST LOOKS LIKE
A SCIENTIFIC NOTATION,
HOW CAN I PUT IT IN
SCIENTIFIC NOTATION?

The caller says YOU JUST PUT 452 AND COUNT
THREE SPACES AND ADD ZERO.

Lorraine says KAY, DO YOU REMEMBER WHEN
WE TALKED ABOUT SCIENTIFIC
NOTATION, IT HAS TO LOOK
LIKE ONE OF THESE, WHERE THE
DECIMAL IS AFTER
THE FIRST NUMBER.
SO WHAT IS MISSING
HERE IN NUMBER SEVEN?

The caller says A DECIMAL.

Lorraine says YES.
SO HOW CAN I CHANGE THIS NOW
TO BE A SCIENTIFIC NOTATION?

The caller says YOU COUNT OVER THREE
SPACES AND ADD A ZERO.

Lorraine says OKAY, CAN YOU MENTION
TO ME, WHAT DO I DO HERE?

The caller says PUT IT IN FRONT OF THE FOUR.

Lorraine says IN FRONT OF THE FOUR?

The caller says BEHIND THE FOUR.

Lorraine says THAT'S RIGHT, SO IT'S GOING
TO BE 4 DECIMAL WHAT?

The caller says FIVE TWO.

Lorraine says OKAY, NOW WE'VE MOVED THE
DECIMAL, 'COS NORMALLY THE
DECIMAL WAS RIGHT HERE.
WE'VE MOVED IT TWO.
SO WHAT DO WE HAVE TO
DO TO THE EXPONENT HERE?

The caller says CHANGE IT TO A TWO?
FIVE.

Lorraine says THAT'S RIGHT.
YOU HAVE TO ADD TWO, RIGHT?
BECAUSE WE'VE JUST
MOVED IT OVER.
SO NOW WE'VE GOT TO ADD TWO.
AND IF YOU TRY THAT TO GET
AN ANSWER HERE IS RIGHT NOW
THIS WHOLE NUMBER IS 452.
WHEN WE MULTIPLY IT BY TEN
CUBED, WHAT HAPPENS TO IT?
HOW MANY ZEROS
DO WE ADD TO IT?

The caller says THREE.

Lorraine says YEAH.
ONE, TWO, THREE, LIKE THIS.
SO IT'S 452,000
THIS WHOLE THING.
LET'S VERIFY THIS ONE.
IF WE DO 4.52 TIMES TEN TO THE
FIVE, WE'RE MOVING OVER THE
DECIMAL FIVE TIMES
BY MULTIPLYING.
SO IT WOULD BE HERE, GO ONE,
TWO, THREE, FOUR, FIVE,
SO IS IT THE SAME NUMBER?

The caller says YES.

Lorraine says YES.
SO CAN YOU TRY THIS ONE?
WHAT WOULD THIS BE,
FOR NUMBER EIGHT?

The caller says NINE POINT THREE ONE.

Lorraine says HOW MANY TIMES HAVE
YOU MOVED THE DECIMAL?

The caller says ONCE.

Lorraine says SO WHAT DO WE
HAVE TO DO HERE?

He caller says ADD FOUR TO ONE.
FIVE.

Lorraine says THANKS VERY MUCH.
IN ORDER FOR IT TO BE A
SCIENTIFIC NOTATION, YOU HAVE
TO REMEMBER THE DECIMAL IS
RIGHT AFTER THE FIRST WHOLE
NUMBER, OKAY, OTHER THAN ZERO.
GREAT.
WELL, IF YOU DO HAVE ANY
MORE QUESTIONS ABOUT THAT,
I'M SURE YOUR TEACHER CAN HELP
YOU OUT, OR YOU CAN ASK ME
AT THE END OF THE CLASS.
WE'RE GOING TO
CONTINUE ON HERE.
WHEN WE TALKED ABOUT ORDER
OF OPERATIONS, YESTERDAY,
SOMEONE CALLED IN AND SAID
A SPECIAL NAME FOR ORDER OF
OPERATION TO REMEMBER.
CAN YOU CALL ME AND LET ME
KNOW WHAT THAT WORD IS
TO HELP US KNOW THE
ORDER OF OPERATIONS?
AND I'M CALLING THE PINES.
WITH PAM, I BELIEVE.
HI.
PAM FROM THE PINES, IF YOU CAN
LIFT UP YOUR PHONE, PLEASE.
WELL, WE'RE NOT GETTING TOO
MUCH OF A RESPONSE THERE.
HOW ABOUT WE TRY
ONE MORE HERE?
PERRY FROM COLLEGE AVENUE.
HI, DO YOU REMEMBER THE WORD
YESTERDAY THAT WE USED TO
REMEMBER THE ORDER
OF OPERATIONS?

Perry says BEDMAS.

Lorraine says YES.
IF WE LOOK AT IT OVER HERE,
QUICKLY, COULD YOU TELL ME
WHAT EACH LETTER PRESENTS?
IF YOU DO NOT HAVE THIS, I
SUGGEST STRONGLY YOU WRITE IT
DOWN BECAUSE YOU ARE
DEFINITELY GOING TO NEED IT
FOR THE NEXT QUESTIONS
I'LL BE ASKING YOU.

Perry says B stands for “Brackets,” E stands for “Exponents, D for “Division,” M for “Multiplication,” A for “Addition and S for “Subtraction.”

Lorraine says AND THERE AGAIN, IF YOU DON'T
HAVE TIME TO WRITE IT DOWN,
YOU CAN ALWAYS
ASK YOUR TEACHER.
ALSO, YESTERDAY, WE TALKED
ABOUT WHEN THE BASES ARE THE
SAME NUMBER, IF YOU HAVE
SOMETHING LIKE THIS...

She writes down 10 to the sixth by 10 to the fifth.

Lorraine says CALL ME AND LET ME KNOW
HOW DO I WORK THIS OUT.
AND WE ARE CALLING SOMEONE
FROM SAINT JOHN BREBEUF.

The caller says HELLO?

Lorraine says HI.
CAN YOU SHARE WITH US HOW
WOULD YOU FIGURE OUT THIS
PARTICULAR QUESTION
ON THE SCREEN?

Lorraine says DO YOU ADD THE EXPONENTS?

Lorraine says THAT'S RIGHT.
WHENEVER THERE IS A
MULTIPLICATION AND THE BASES
HAVE TO BE THE SAME, YOU CAN
ADD THE EXPONENTS, OKAY?
AND THEREFORE,
WHAT'S THE ANSWER?

The caller says TEN TO THE POWER
OF ELEVEN.

Lorraine says THAT'S RIGHT.
AND THIS, IF WE CAN REMEMBER,
WILL HELP US FOR THE NEXT
QUESTIONS I'LL BE ASKING.
CAN YOU STAY ON
THE LINE, PLEASE?
WHAT DO WE NOTICE ABOUT THIS
THAT'S DIFFERENT THAN WHAT
WE'VE JUST SEEN?

She writes down 10 to the sixth divided by 10 to the fifth equals…

The caller says DO YOU SUBTRACT THEM?

Lorraine says WHY ARE YOU SUBTRACTING THEM?
WHAT'S DIFFERENT?

The caller says BECAUSE YOU'RE DIVIDING.

Lorraine says THAT'S RIGHT.
NOW IT'S A DIVISION.
AGAIN, WHEN THE BASES ARE
THE SAME, THEN WE TAKE THE
EXPONENTS AND WE SAY: 10 6 minus 5 which would give us…

The caller says 10 to the power of 1?

Lorraine says Yes. THANKS VERY MUCH.

The caller says BYE.

Lorraine says BYE.
NOW, EVERYBODY IN YOUR
CLASS, IF YOU CAN TRY THIS.
NOW, I'M PURPOSELY GIVING
YOU AN ORDER OF OPERATIONS.
IT'S A LITTLE BIT DIFFERENT
THAN WHAT I'VE MENTIONED NOW.
TRY AND FIGURE IT OUT.
ONCE YOU HAVE THE ANSWER, CALL
ME BY PRESSING POUND NINE.

She shows a slate with the caption “3 times 10 to the fifth divided by 5.”

Lorraine says AND I'M CALLING MEGAN FROM
JACK MINER, IF YOU CAN LIFT
UP YOUR PHONE, PLEASE.
HI.

The caller says HI.

Lorraine says CAN YOU HELP ME WITH
THIS PARTICULAR QUESTION?
IF WE'RE THINKING OF BEDMAS,
THE ORDER OF OPERATIONS,
WHAT SHOULD I DO FIRST?

The caller says THE EXPONENT.

Lorraine says OKAY, EXPONENT.
SO HELP ME OUT.
THIS IS THREE TIMES, IT SHOULD
BE A ONE WITH HOW MANY ZEROS?

The caller says FIVE.

Lorraine says ONCE YOU SEE IT,
MAYBE IT WILL HELP.
WHAT IS THAT?
I'LL PUT A COMMA,
DOES THAT HELP?
OKAY, WHAT IS THAT NUMBER?

The caller says 100,000.

Lorraine says YEAH.
AND I STILL PUT
DIVIDE BY FIVE.
WHAT'S THE NEXT
STEP I SHOULD DO?

The caller says MULTIPLY IT BY THREE.

Lorraine says OKAY, WHAT DO YOU GET?

The caller says 300,000.

Lorraine says AND DIVIDE IT BY FIVE.
AND I WILL GET OUT
OF THE PICTURE.
AND WHAT'S THE NEXT STEP?

The caller says YOU DIVIDE IT BY FIVE.

Lorraine says AND WHAT'S THE ANSWER?

The caller says 6,000.
60,000.

Lorraine says FIVE GOES INTO
30 HOW MANY TIMES?

The caller says SIX.

Lorraine says SO IT WOULD BE 60,000.
VERY GOOD.

The caller says THEY GAVE ME THE
WRONG ANSWER.

Lorraine says YOU CAN DO IT.
YOU CAN DO IT.
ALRIGHT, LET'S TRY
THIS VERY QUICKLY.
ONCE AGAIN, CALL ME, AND LET
ME KNOW HOW TO WORK THIS OUT.
AND SOON, YOU'LL BE USING
YOUR PHONES TO ANSWER
SOME QUESTIONS.

She shows a second slate with the operation 3 squared plus 5.”

Lorraine says BUT BEFORE THAT, I
WANT TO HEAR FROM YOU.
AND WE ARE CALLING
SOMEONE FROM FLAMBOROUGH.
HELLO.

The caller says HI.

Lorraine says HOW DO I WORK THIS OUT IF I
THINK OF ORDER OF OPERATIONS?

The caller says THREE.

Lorraine says WHAT DO I HAVE TO DO FIRST?

The caller says THREE TIMES THREE.

Lorraine says OKAY, SO IT'S
EXPONENTS FIRST.
SO THREE TIMES THREE, AND
WE STILL THINK OF THE FIVE.
SO WHAT IS THREE TIMES THREE?

The caller says NINE.

Lorraine says AND PLUS FIVE.

The caller says 14.

Lorraine says OKAY, HANG ON BECAUSE
THAT WAS A BIT EASY.
HOW ABOUT THIS ONE, WHILE
THE REST OF YOU ARE THINKING
OF IT, AS WELL.
WHAT DO I DO FIRST?

She shows another slate with the operation (4 plus 6) squared minus 3.

The caller says FOUR PLUS SIX.

Lorraine says WHY IS THAT?

The caller says BECAUSE IT'S IN BRACKETS.

Lorraine says THAT'S RIGHT.
SO YOU DO THE BRACKETS FIRST.
SO WHAT IS FOUR PLUS SIX?

The caller says TEN.

Lorraine says OKAY, WHAT'S NEXT?

The caller says THE EXPONENT SIGN.
SO A THOUSAND.
OR A HUNDRED.

Lorraine says A HUNDRED.
SO WHAT IS A HUNDRED
DIVIDED BY THREE?

The caller says 33.3.

Lorraine says IS IT JUST 33.3?

The caller says IT GOES ON FOREVER.

Lorraine says THAT'S RIGHT.
HOW DO I SHOW THAT?
DO YOU REMEMBER?

The caller says THE DOT AT THE TOP.

Lorraine says THAT'S RIGHT.
VERY GOOD.
THANKS VERY MUCH.
ONE MORE CALL, AND AFTER THAT
YOU ARE GOING TO BE USING
YOUR PHONES TO
ANSWER THE QUESTIONS.
HOW DO I DO THIS ONE?

She shows another slate with the operation 9 squared minus 7 sauqred.

Lorraine says JUST A REFRESHER,
A GOOD REVIEW.
NOW, LET'S TRY SOMEONE
FROM THE PINES.
BRYDEN.

Bryden says HI.

Lorraine says CAN YOU HELP ME
WITH THIS ONE?

Bryden says SURE, IT'S...

Bryden says “9 times 9 minus 7 squared. 81 minus 49 equals 32.”

Lorraine says THANKS VERY MUCH.
OKAY, AT THIS POINT, I'D
LIKE YOU TO USE YOUR PHONES.
I'M GOING TO GIVE YOU A FEW
EXAMPLES, AND YOU ARE GOING
TO BE ANSWERING THEM.
ONE MOMENT, PLEASE.
HERE WE GO.

She shows a slate that reads “2 to the fifth minus 3 squared. Answer? 1- 32; 2-23 or 3-16.”

Lorraine says WE HAVE ABOUT 50 PERCENT.
I'LL WAIT UNTIL THERE
IS ALMOST A HUNDRED.
70 PERCENT.
THERE'S MORE OF YOU
THAT NEED TO ANSWER.
OKAY, ABOUT ANOTHER TEN
PERCENT SHOULD ANSWER.
OKAY, LET'S SEE WHAT
YOU'VE PUT DOWN OVER HERE.
THE MAJORITY OF YOU ARE
FEELING THE ANSWER IS TWO.
THERE ARE STILL SOME
OF YOU UNCLEAR ABOUT THAT.
LET'S LOOK AT THE
QUESTION AGAIN.
AND YOU ARE CORRECT
IF YOU DID PUT TWO.
AND ONCE AGAIN, YOU HAVE TO
SAY, TWO TIMES TWO BECAUSE YOU
DO THE EXPONENTS FIRST, TWO
TIMES TWO TIMES TWO TIMES TWO
TIMES TWO, MINUS THREE TIMES
THREE, AND IT DOES GIVE YOU
AN ANSWER OF 28.
AND ONCE AGAIN, I WILL
GIVE YOU ANOTHER QUESTION.
AND YOU'LL REQUIRE YOUR
PHONES TO ANSWER THIS.

She shows another slate that reads “2 times 7 squared. Answers? 1- 98; 2- 196 or 3- 89.”

Lorraine says HAT'S A LITTLE
EASIER OF AN ANSWER.
THEN IT'S GOING TO
GET A LITTLE HARDER.
OKAY, WE HAVE 75 PERCENT
OF YOU HAVE ANSWERED.
A FEW MORE.
THAT'S GOOD.
I'M PLEASED WITH
WHAT I'M SEEING.
AND IF WE LOOK AT THE BAR
GRAPH, THERE'S A GREAT
MAJORITY OF YOU THAT FEEL
THE ANSWER IS NUMBER ONE.
SO LET'S GO BACK
TO OUR QUESTION.
IF WE THINK ABOUT WHAT WE ARE
SAYING HERE, WE FIRST HAVE
TO DO THE EXPONENTS.
SEVEN TIMES SEVEN IS 49, 49
TIMES TWO DOES GIVE YOU 98,
SO BRAVO.
THAT'S GREAT.
AND AGAIN, NOW THEY ARE
GOING TO GET A LITTLE MORE
DIFFICULT, THE QUESTIONS.
SO YOU'LL PROBABLY REQUIRE A
PENCIL AND PIECE OF PAPER TO
ANSWER THE NEXT QUESTION.
HERE IT IS.

She shows another slate with the caption “10 squared minus bracket nine minus 3 bracket squared. Answers? 1- 120; 2- 64 or 3-54.”

Lorraine says OKAY, WE HAVE 50 PERCENT
OF YOU HAVE ANSWERED.
WE'LL GIVE YOU A FEW MORE
MINUTES TO PUT THAT TOGETHER.
I THINK SOME OF YOU STILL NEED
TO WRITE IT ALL OUT BECAUSE
I'M NOT SEEING ALL
THE CORRECT ANSWERS.
OKAY, THERE'S STILL TEN PERCENT
OF YOU THAT NEED TO ANSWER.
GREAT.
NOW LET'S LOOK AT THE ANSWERS
HERE FROM THE BAR GRAPH.
THE MAJORITY OF YOU ARE
FEELING IT IS NUMBER TWO,
THE ANSWER.
LET'S GO BACK TO THE QUESTION.
SO THEREFORE, YOU
THINK IT'S 64.
WHO CAN CALL IN AND SHARE
WITH US WHY IT IS 64?
CALL ME NOW BY PRESSING POUND
NINE, AND SHARE WITH US WHY
YOU PUT DOWN 64.
I'M CALLING SOMEONE
FROM FLAMBOROUGH.
IF YOUR PHONE IS
RINGING -- HELLO?

The caller says HI.

Lorraine says CAN YOU TELL US
HOW WE GET TO 64?
WHAT DO WE NEED TO DO HERE?

The caller says YOU DO THE BRACKETS FIRST.

Lorraine says OKAY.
LET ME PUT THAT LIKE THIS
SO WE CAN WRITE UNDERNEATH.
TELL ME, HOW DO I DO
THE BRACKETS FIRST?

The caller says NINE MINUS THREE.

Lorraine says I'LL WRITE IT OUT IN FULL.
NINE MINUS THREE BEING?

The caller says SIX.

Lorraine says AND CONTINUE.

The caller says THEN YOU DO THE EXPONENTS.

Lorraine says THAT'S RIGHT.

The caller says 10 TO THE POWER
OF TWO IS 100.
AND SIX TO THE
EXPONENT OF TWO IS 36.

Lorraine says AND THEREFORE,
OUR ANSWER IS?

The caller says 64.

Lorraine says THAT'S GREAT.
THANKS VERY MUCH.

The caller says YOU'RE WELCOME.

Lorraine says OKAY, LET'S GIVE YOU ANOTHER
QUESTION AND SEE HOW YOU
ANSWER WITH YOUR PHONES.
AND THE QUESTION BEING:

She shows another slate with the question “10 minus two brackets squared. Answers? 1- 64; 2- 108 or 3- 48.”

Lorraine says THIS SHOULDN'T
TAKE YOU VERY LONG.
I'M PLEASED WITH
WHAT -- WELL...
I WAS HOPING TO GET
100 PERCENT OF YOU
WITH THE RIGHT ANSWER.
OKAY, 70 PERCENT
HAVE ANSWERED.
LET'S TRY FOR MORE THAN THAT.
OKAY, FIVE MORE PERCENT.
OKAY, IF WE LOOK AT OUR BAR
GRAPH, THE MAJORITY OF YOU ARE
FEELING IT IS NUMBER ONE.
SOME OF YOU ARE STILL
UNCLEAR ABOUT THIS.
SO EITHER IT'S AN ERROR ON
YOUR PART, OR YOU ARE NOT
WRITING IT OUT IN ORDER
TO FIGURE THE ANSWER.
SO IF WE LOOK AT THIS QUICKLY,
IF WE THINK OF THE BEDMAS,
WE HAVE TO FIRST DO THE
BRACKETS, SO TEN MINUS TWO
IS EIGHT, AND EIGHT SQUARED,
EIGHT TIMES EIGHT GIVES YOU 64.
SO IF THAT'S WHAT
YOU PUT DOWN, BRAVO.
LET'S TRY ONE MORE AGAIN.
PLEASE DON'T USE
YOUR PHONES JUST YET.
I WILL QUICKLY
GET THAT ONE ON.
AND HERE WE GO.

She shows another slate with the question “5 plus 6 squared divided by 3 squared. Answers? 1- 18; 2- 6 or 3- 9.”

Lorraine says PLEASE WRITE THIS ONE OUT.
I'D LIKE TO SEE 100
PERCENT CORRECT.
70 PERCENT OF YOU HAVE
ANSWERED, SO I'M STILL WAITING
FOR 30 PERCENT OF YOU.
DON'T FEEL RUSHED.
OKAY, LET'S LOOK
AT THE BAR GRAPH.
THE MAJORITY OF YOU ARE
FEELING IT IS THREE.
WE STILL DON'T HAVE 100
PERCENT OF YOU FEELING
THE ANSWER IS THREE.
LET'S LOOK BACK
AT OUR QUESTION.
WHO CAN CALL IN AND SHARE WITH
US WHY THE ANSWER IS NINE?
COULD YOU CALL IN PLEASE AND
EXPLAIN TO ME, AND TO THE
REST, WHY THAT IS.
SOMEONE FROM COLLEGE AVENUE.

The caller says HELLO?

Lorraine says HI.

The caller says HELLO.

Lorraine says HI, CAN YOU SHARE WITH US
HOW YOU PUT THAT TOGETHER?

The caller says OKAY.
36 DIVIDED BY NINE IS
FOUR, PLUS FIVE IS NINE.

Lorraine says OKAY.
BUT THIS IS NOT EQUAL
TO 36 DIVIDED BY NINE.
SO WHAT DO I NEED TO DO?
YOU'RE TELLING ME THIS IS
EQUAL TO 36 DIVIDED BY NINE.
AND THAT'S INCORRECT.
WHAT DO I NEED TO DO?

The caller says OH, FIVE.

Lorraine says YES.
AND YOU WERE SAYING THE
EXPONENT FIRST, GOOD.
DIVIDED BY NINE.
AND WHAT'S THE ANSWER HERE?
OOPS, SORRY.
FIVE PLUS, WHAT'S THIS?

The caller says FOUR.

Lorraine says THAT'S RIGHT.
AND THAT GIVES YOU?

The caller says NINE.

Lorraine says EXCELLENT.
AND THAT'S WHY WE HAD THE
ANSWER NINE OVER HERE.
GREAT, THANKS VERY MUCH.
OKAY, I CAN SEE AT THIS POINT
YOU ARE DOING VERY WELL.
A FEW OF YOU ARE STILL
UNCLEAR, SO THAT MIGHT BE A
GOOD CHANCE FOR YOU TO USE THE
SOFTWARE PLATO AND JUST GET A
BETTER UNDERSTANDING OF IT SO
IT CAN BE THAT MUCH EASIER.
YOU WILL REQUIRE THIS KIND
OF INFORMATION FOR YOUR
EXERCISES ONE AND TWO THAT
WILL BE DUE FOR THURSDAY.
I HAVE STILL A FEW MORE ORDERS
OF OPERATIONS I WOULD LIKE
YOU TO TRY ON YOUR PHONES.
AND IF I USE -- I NEED TO
GET TO MY QUESTION HERE.
HERE WE GO.

She shows another slate with the question “8 plus bracket 9 times 2 minus 6 bracket squared. Answer? 1- 46; 2- 94 or 3-152.”

Lorraine says LET'S SEE, LET'S TRY AND GET
A HUNDRED PERCENT OF YOU
GETTING CORRECT ANSWERS.
TAKE YOUR TIME.
INTERESTING.
VERY INTERESTING RESULTS.
TAKE YOUR TIME SOME OF YOU.
OKAY, FIFTY PERCENT
OF YOU HAVE ANSWERED.
WE'LL GIVE YOU A
FEW MORE SECONDS.
OKAY, GREAT.
NOW, WHAT DO WE SEE
HERE FROM THE BAR GRAPH?
THE MAJORITY OF YOU ARE
FEELING IT IS NUMBER THREE,
BUT WE CAN STILL TELL SOME OF
YOU ARE UNCLEAR ABOUT THAT.
IF WE LOOK AT THE QUESTION
HERE, YOU ARE SAYING
IT IS THREE.
COULD YOU CALL IN PLEASE AND
QUICKLY EXPLAIN TO US WHY
IT IS 152?
AND LET US TRY SOMEONE HERE
FROM JACK MINER PUBLIC SCHOOL.
BRANDY GOLDEN, I BELIEVE.
IF YOUR PHONE IS RINGING AT
JACK MINER, WOULD YOU PLEASE
LIFT IT UP.
HI.

Brandy says HI.

Lorraine says CAN YOU SHARE WITH US
HOW THIS BECOMES 152?
WHAT DO I NEED TO DO FIRST?

Brandy says NINE TIMES TWO.
THE ONES IN THE BRACKETS.

Lorraine says THAT'S RIGHT.
WE'VE GOT TO DO
THE BRACKET FIRST.
SO NINE TIMES TWO IS?

Brandy says 18.

Lorraine says AND 18 MINUS SIX IS?

Brandy says 12.

Lorraine says YEAH.
AND THAT WHOLE NUMBER
WILL BE SQUARED.
SO EIGHT PLUS...
WHAT'S 12 TIMES 12?

Brandy says 144.

Lorraine says YEAH.
AND ALL THAT EQUALS?

Brandy says 152.

Lorraine says GREAT.
THANKS VERY MUCH.

Brandy says OKAY.

Lorraine says BYE.
NOW, DO WE THINK WE CAN
GET 100 PERCENT OF YOU
ANSWERING CORRECTLY?
LET'S TRY IT OUT.
I'M GOING TO GIVE YOU
SOMETHING WE TALKED ABOUT A
LITTLE BIT EARLIER, WHERE
ONCE AGAIN YOU ARE GOING TO
REQUIRE YOUR
PHONES TO ANSWER.
AND HERE'S THE QUESTION:

She shows another question that reads “10 squared times 10 to the power of 1 plus 12. Answer? 1- 1012; 2- 898 or 3- 64.”

Lorraine says AND WE ALMOST HAVE A HUNDRED
PERCENT HERE WHO HAVE ANSWERED.
GIVE YOU A FEW MORE SECONDS.
OKAY, LET'S LOOK
AT OUR BAR GRAPH.
THE MAJORITY OF YOU ARE
FEELING IT IS ANSWER NUMBER ONE.
AND IF WE GO BACK TO THE
QUESTION, ONCE AGAIN, COULD
YOU CALL AND LET US KNOW
WHY YOU FEEL IT IS 1,012?
LET'S TRY SOMEONE
FROM JACK MINER.
MARCUS.
HI.

Marcus says HELLO.

Lorraine says CAN YOU SHARE WITH ME HOW
YOU PUT THIS ONE TOGETHER?

Marcus says YOU TAKE TEN TO THE EXPONENT
TWO, THAT'S 100, AND TIMES
10 TO THE POWER OF ONE.

Lorraine says OKAY, IS THERE A WAY WE
LEARNED EARLIER THAT WOULD BE
A LITTLE BIT FASTER WHEN YOU
HAVE THE SAME BASE NUMBER
THAT'S MULTIPLIED, WHAT CAN
WE DO WITH THE EXPONENTS?

Marcus says YOU CAN ADD THEM.

Lorraine says YEAH.
SO WE COULD HAVE TEN TO THE
CUBED PLUS 12, WHICH IS
SIMILAR TO WHAT YOU SAID.
SO THIS BECOMES WHAT?

Marcus says 1,000.

Lorraine says YEAH.
PLUS 12 GIVES YOU?

Marcus says 1,012.

Lorraine says YEAH.
SO IF WE LOOK OVER HERE,
THAT'S EXACTLY WHAT WE HAVE
AS THE ANSWER.
THANKS VERY MUCH.

Marcus says OKAY.

Lorraine says GREAT.
LET'S TRY THAT ONE MORE TIME.
JUST TO LET YOU KNOW, AT MY
END, WHEN YOU'RE CALLING IN
WITH YOUR PHONES AND SO ON, I
HAVE ACCESS TO LOOK INTO MY
DATABASE, AND KNOW EXACTLY
WHAT YOU'VE ANSWERED.
THIS WAY, IF I SEE YOU ARE
HAVING ABSOLUTELY NO PROBLEMS,
THAT'S WONDERFUL, WE
LET YOUR TEACHER KNOW.
AND IF THERE ARE DIFFICULTIES
AND YOUR TEACHER WANTS TO
KNOW THAT INFORMATION, WE
CAN LET THEM KNOW, AS WELL.
SO I JUST HAVE TO LOOK AT YOUR
NAME AND SEE WHAT YOU HAVE
BEEN ANSWERING.
SO LET'S TRY IT ONE MORE TIME.
AND IF YOU NEED A PENCIL AND
PAPER, THAT WOULD BE GREAT
BECAUSE WE'D LIKE TO SEE ALL
OF YOU UNDERSTANDING THIS
CONCEPT SO YOU CAN DO YOUR
HOMEWORK WITH NO DIFFICULTIES.
HERE IT IS.

She shows another slate with the question “10 to the power of 8 divided by 10 to the fifth plus 12. Answer? 1- 1002; 2-1012 or 3- 1010.”

Lorraine says OKAY, 50 PERCENT OF YOU HAVE
ANSWERED AT THIS POINT.
LET'S SEE IF WE CAN GET
ANOTHER 50 PERCENT TO ANSWER.
OKAY, IF WE LOOK AT OUR BAR
GRAPH, THE MAJORITY OF YOU
FEEL IT IS TWO.
AND, AS WE CAN SEE, THE NUMBERS
INCREASE THERE FOR TWO.
LET'S LOOK AT THE QUESTION.
AND YOU ARE CORRECT IF
THAT'S WHAT YOU PUT.
AND ONCE AGAIN, YOU WOULD HAVE
TO DO YOUR EXPONENTS FIRST.
BUT ONE NICE THING WE KNOW
BECAUSE THE BASES ARE THE
SAME, AND IT'S BEING DIVIDED,
WE JUST HAVE TO GO EIGHT
MINUS FIVE, SO TEN TO THE
POWER OF THREE, WHICH IS A
THOUSAND, PLUS 12,
GIVES YOU 1,012.
OKAY, NOW WE ARE GOING TO LET
YOU KNOW, FOR YOUR HOMEWORK,
AS YOU ARE ALL AWARE:

A slate pops up and reads “Homework. Exercise 1 and 2 for Thursday.”

Lorraine says AND STEWART AND MYSELF WILL BE
GOING OVER THOSE QUESTIONS TO
MAKE SURE YOU UNDERSTAND THEM.
AT THIS POINT, I'D LIKE
TO THANK YOU FOR ALL
YOUR PARTICIPATION.
YOU DID VERY WELL.
IF YOU HAVE ANY QUESTIONS,
I'LL BE HERE FOR THE NEXT FIVE
MINUTES, AND YOU MAY CALL
IN AND I WILL ANSWER
YOUR QUESTIONS.
AND I WILL JUST PUT
UP THE HOMEWORK AGAIN.
AND HAVE A NICE FEW DAYS, AND
WE'LL SEE YOU ON THURSDAY.
BYE.
HI, DO YOU HAVE A QUESTION?

The caller says HELLO?

Lorraine says HI, DO YOU HAVE A QUESTION?

The caller says NOT REALLY.

Lorraine says OKAY, THANKS, BYE-BYE.
HI, DO YOU HAVE A QUESTION?

The caller says HOW COME WITH THE SCIENTIFIC
NOTATION THEY DON'T JUST PUT --

Lorraine says THEY DON'T PUT WHAT?
OKAY, WELL, DAVID, MAYBE
WE'LL TRY YOU AGAIN, BUT
UNFORTUNATELY WE LOST PART
OF YOUR QUESTION THERE.
WE'RE GOING TO TRY SOMEONE
FROM SAINT JOHN BREBEUF.
HELLO?

The caller says HI.

Lorraine says YOU HAVE A QUESTION?

The caller says I DON'T UNDERSTAND
THE MAYAN NUMBERS.

Lorraine says THE MAYAN NUMBERS.
LET ME GET THAT HANDY HERE.
JUST TO MAKE SURE WE ARE
LOOKING AT THE SAME THING.
NOW, DO YOU KNOW EXACTLY
WHICH QUESTION IT IS?

The caller says YOU HAVE TO PUT IT
INTO OUR NUMERALS.

Lorraine says OKAY, IT'S EXERCISE...?

The caller says ONE.

Lorraine says NUMBER?

The caller says B.

She grabs an assignment sheet with the exercise on the Mayan numbers.

Lorraine says OH, I SEE.
WITHOUT SHOWING YOU
MY ANSWERS HERE.
OKAY, IF WE LOOK AT THAT,
AND I'LL BRING IT UP
JUST A TAD CLOSER.
WHEN YOU HAVE A NUMBER, YOU'RE
TALKING ABOUT THE NUMBER DOWN
HERE THAT WE'RE
SUPPOSED TO DO?
THE ONE BELOW.

The caller says YEAH, AND ON THE OTHER SHEET.

Lorraine says FOR THIS PARTICULAR ONE, YOU
HAD TO CONTINUE YOUR CHART
THAT LOOKS LIKE THIS.
DID YOU DO THAT?

The caller says YEAH.

Lorraine says OKAY.
WITH THAT CHART, WHEN YOU
LOOK AT, DO YOU KNOW WHAT
TWO DOTS MEAN?

The caller says TWO.

Lorraine says THAT'S RIGHT.
AND YOU KNOW THIS MEANS ZERO,
AND THIS MEANS 16 AND SO ON.
WHEN YOU LOOK AT THE BOTTOM
OVER HERE, JUST LIKE ANY OF
THESE DOWN HERE, IF YOU LOOK
AT THE BOTTOM, IT WILL, WHAT
DOES THIS REPRESENT
RIGHT HERE?

The caller says THAT'S 11.

Lorraine says THAT'S RIGHT, 11.
SO YOU MULTIPLY THE LOWEST
THING HERE WITH THE UNIT ONE.
SO IF YOU LOOK AT ONE DOWN
HERE, YOU ARE GOING TO
MULTIPLY WHATEVER
THAT IS WITH ONE.
OKAY?
THEN, IT GOES TO 20.
SO WHAT DOES THIS REPRESENT?

The caller says SEVEN.

Lorraine says SEVEN.
SO THEN YOU MULTIPLY BY 20.
REMEMBER, IT'S SUPPOSED TO
BE 20 TIMES 20, BUT WHY DID
THEY PUT 360?
DO YOU REMEMBER?

The caller says NO.

Lorraine says IF YOU READ IN YOUR STORY,
IT HAD SOMETHING TO DO WITH
THE CALENDAR.
REMEMBER, 18 MONTHS
IN THE CALENDAR YEAR.
SO THEY CHOSE TO GO 360.
SO WHAT DOES THIS MEAN?

The caller says 16.

Lorraine says YEAH, 16 TIMES 360.
AFTER THAT, YOU GO
TO THE NEXT ONE.
WHICH IS ZERO TIMES THIS.
AND THEN WHAT IS THIS?

The caller says TWO.

Lorraine says AND THEN YOU TAKE THE 144.
IF YOU ALWAYS FOLLOW THOSE
NUMBERS IN ORDER, YOU WILL DO
THE SAME HERE WITHOUT
SHOWING YOU MY ANSWERS.
YOU WILL TAKE THIS ONE, AND
YOU WILL MULTIPLY IT WITH WHAT?

The caller says ONE.

Lorraine says THEN YOU'LL TAKE THIS
ONE AND MULTIPLY IT WITH?

The caller says 20.

Lorraine says AND THEN?

The caller says 360.

Lorraine says AND THEN?

The caller says 7,200.

Lorraine says THAT'S RIGHT.
AND IF YOU HAVE MORE OF THEM
LIKE THIS ONE, YOU'LL HAVE TO
DO THE SAME AND
INCREASE IT FROM THAT.
DOES THAT ANSWER
YOUR QUESTION?

The caller says YEAH.

Lorraine says OKAY, GREAT.
THANKS.
AND FROM FLAMBOROUGH.

The caller says HELLO?

Lorraine says YOU HAVE A QUESTION?

The caller says NO.

Lorraine says YOU DON'T.
OKAY, THANKS.
TRY SOMEONE ELSE
FROM FLAMBOROUGH.

The caller says HELLO?

Lorraine says HI.
DO YOU HAVE A QUESTION?

The caller says NO.

Lorraine says YOU DON'T.
OKAY, GREAT.
THANKS.
AND LET'S TRY SOMEONE, BRYDEN,
I BELIEVE, FROM THE PINES.

The caller says HELLO?

Lorraine says DO YOU HAVE A QUESTION?

The caller says YES, ON EXERCISE TWO FOR THE
INCAS NUMBER SYSTEM, DO THE
NUMBERS START AT THE BEGINNING
OF THE ROPE NEAR THOSE LITTLE
CIRCLES AT THE TOP?

OH, OKAY.
I'LL SHOW IT TO YOU, IF THIS
IS THE ONE YOU ARE LOOKING AT,
TO MAKE SURE WE'RE TALKING --
THIS PAGE YOU ARE TALKING ABOUT?

She shows an assignment sheet with two quipus.

The caller says YUP.

Lorraine says OKAY, LET ME JUST
TAKE IT OUT A BIT HERE.

The caller says DO THE NUMBERS START
AT THE TOP OF THE ROPE?

Lorraine says NO, IT STARTS DOWN HERE.
SO THIS WOULD BE YOUR UNITS.
THEN YOU'LL HAVE TENS, THEN
HUNDREDS, AND THEN THOUSANDS.

The caller says OKAY.

Lorraine says OKAY?
THEN YOU COUNT IT FROM THERE.
GREAT.
BYE.
AND LET ME TRY HERE FROM
FLAMBOROUGH ONCE AGAIN,
ANY QUESTIONS FOR THURSDAY?

The caller says HELLO?

Lorraine says HI, DO YOU HAVE A QUESTION?

The caller says I HAVE SOMETHING TO SAY.
FOR THE EXPONENTS, ISN'T IT TO
THE EXPONENT, NOT TO THE POWER?

Lorraine says TO THE EXPONENT, YOU CAN SAY
EITHER ONE, OR TO THE POWER.
THEY ARE BOTH CORRECT.
OKAY?
YOU CAN SAY TEN TO THE
POWER OF SIX OR WHATEVER.
OKAY, THANKS.
AND ONE MORE CALL
FROM FLAMBOROUGH.
HI.
YOU'RE MY LAST
CALL FOR THE DAY.
DO YOU HAVE A QUESTION?

The caller says NO, MY QUESTION
WAS JUST ASKED.

Lorraine says OH, IT WAS JUST ANSWERED.
OKAY, GREAT.
WELL, HAVE A NICE
COUPLE OF DAYS.
BYE-BYE.
WE'LL SEE YOU ON THURSDAY.
BYE-BYE.

The slate with the homework assignment appears again.

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

Watch: Student Session 8