Transcript: Student Session 9 | Aug 24, 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.

When the countdown finishes a woman and a man in their thirties appear. She has auburn hair tied at the back and wears a green shirt. He has curly short hair, a full beard and wears a gray t-shirt with suspenders. He also wears glasses.

She smiles and says GOOD AFTERNOON, AND
WELCOME BACK TO
THE VIRTUAL CLASSROOM
FOR SESSION NINE
OF OUR MATH MYSTERY.
HI, STEWART.

Stewart answers HI, LORRAINE.
GOOD TO BE BACK.

She presses a button on a computer screen set in front of her and says NICE TO HAVE
YOU BACK.
OUR AGENDA FOR
TODAY IS AS FOLLOWS;

A blue slate appears. It reads “Agenda” as a title.
A list appears under it. It reads “1, exercises 1 and 2; 2, special math lesson; 3, homework.”

Stewart says WHILE I'M SITTING
UP HERE, LORRAINE,
COULD YOU GRAB
MY A PEN?

She hands it to him and he continues
I MAY HAVE TO WRITE
A COUPLE OF THINGS
AS WE GO ALONG.

She says CERTAINLY.

He looks at some papers in front of him.

He adds MAYBE EVEN A THICKER
ONE MIGHT HELP OUT.

She says OKAY.

He continues OKAY, THE FIRST THING I'M
GOING TO DO IS ADDRESS
THE VERY FIRST
QUESTION 1, PART A,
WHICH IS THE MAYAN
NUMBER SYSTEM.
AND WHAT I'D LIKE
TO DO RIGHT AWAY IS,
THIS SEEMS TO BE SOME DOTS
AND SOME STRAIGHT LINES.
I'D LIKE A LITTLE BIT OF
HELP FROM THE STUDENTS
OUT THERE TO LET ME KNOW
HOW I MIGHT FILL IN
SOME OF THESE BLANKS.

A chart appears on screen. It reads “Exercise 1” as a title. Below the title a caption reads “some of the first 19 symbols in the Mayan number system are given below. Use the pattern to fill in the missing symbols.”

Below the instructions, a chart appears with numbers from 1 to 19. Numbers 1 and 2 have 1 and 2 dots over them, 3,4,and 5 are blank. 6 has a long line with a dot over it. 7 is blank. 8 has a line and 3 dots over it. 9 is blank. 10 has 2 parallel lines over it. 11 is blank. 12 has two lines and 2 dots over them. 13 is blank. 14 has 2 lines and 4 dots over them. 15, 16, 17, 18 and 19 are blank.

Below the chart a caption reads “The Mayan’s calendar was extremely accurate. They calculated that there were 365 days in the year, the Mayas month was 20 days long and the year consisted of 18 months plus 5 religious holidays.

She says GREAT IDEA.
IF THEY CALL IN
BY PRESSING number sign 9.
WE HAVE A FEW HERE.
ONE FROM COLLEGE AVENUE
THAT WE ARE CALLING OUT.
GABE.
OKAY, SO WE'RE CALLING
GABE NESPOLI
FROM COLLEGE AVENUE.
HELLO?

Gabe answers HELLO?

She asks CAN YOU HELP US OUT
HERE WITH EXERCISE 1
THAT YOU SEE
ON THE SCREEN.
WHAT DID YOU
PUT FOR 3?

He says THREE DOTS.

Stewart says THAT SOUNDS GOOD.
THREE DOTS.
GOT THAT.

He writes down the 3 dots.

She suggests MAYBE YOU CAN
DO A FEW MORE.

Stewart says LET'S SORT OF HOP
AROUND A LITTLE BIT.
WHAT MIGHT YOU
DO FOR 9?

Gabe answers I PUT FOUR DOTS AND
A LINE UNDERNEATH IT.

Stewart writes down the line and dots and says OKAY.
NOW, THAT SOUNDS
REALLY GOOD BY ME.
WHY?
WHAT DO THE DOTS MEAN,
WHAT DOES THE LINE MEAN?

He answers THE DOTS MEAN THE
NUMBERS FROM ONE TO FOUR,
AND THEN A LINE
MEANS NUMBER FIVE.

Stewart says GREAT.
CAN I ASK YOU TO DO
ONE MORE THEN WE'LL
GO TO SOMEBODY ELSE.

Gabe says SURE.

Stewart suggests HOW ABOUT NUMBER 13.

Gabe says PARDON?

Stewart repeats 13.

Gabe says THREE DOTS WITH TWO
LINES UNDERNEATH.

He writes it down and comments THAT'S GREAT.
LET'S TAKE ANOTHER
CALL AND FILL IN.

Lorraine says THANK YOU VERY MUCH.
WE'RE CALLING SOMEONE
FROM SAINT JOHN BREBEUF.
HELLO?

Jacob says HI.

She says HI.

Stewart says WHO ARE WE
SPEAKING TO?

Jacob says THIS IS JACOB.

Stewart says HI, JACOB.
LET'S SEE, HOW
ABOUT THE NUMBER 16.
WHAT WOULD YOU
PUT FOR 16?

He answers ONE DOT OVER
THREE LINES.

Stewart writes down the answer and comments I THINK THESE
PEOPLE HAVE RIGHT.
LET'S DO ONE MORE WHILE
WE'VE GOT YOU ON THE LINE.
HOW ABOUT THE
NUMBER 5?

Jacob says I HAVE ONE LINE.

He says THAT'S SUPER.
THANK YOU VERY MUCH.

Jacob says BYE BYE.

Stewart says WE'LL DO ONE MORE.

Lorraine suggests LET'S CALL SOMEONE
HERE FROM HOMELAND.
HOMELAND SENIOR,
SANDY LU.

Stewart says WE'RE JUST
WAITING TO CONNECT.

She says IF YOUR PHONE IS RINGING
AT HOMELAND, PICK IT UP.

Stewart comments OOPS, I'VE GOT
TAPE ALL OVER ME.

Lorraine says HI.
CAN YOU TELL US
FOR THE NUMBER 11?

Sandy says IT'S A DOT
WITH TWO LINES.

Stewart writes it down and says AND WE'LL DO ONE MORE
WHILE YOU'RE ON THE LINE.
IT'S SANDY, RIGHT?
HOW ABOUT NUMBER 19?

She answers IT'S FOUR DOTS
WITH THREE LINES.

He says THANK YOU VERY MUCH.

Lorraine says AND NOW WE'RE CALLING
SOMEONE FROM FLAMBOROUGH.

Stewart writes down the answers and says WE'RE GETTING THIS
FILLED IN PRETTY QUICKLY.

Lorraine says I HAVE TWO
NAMES FOR THIS,
EITHER DREW OR DEREK.
WELL, I CAN SEE THE
STUDENTS ARE DOING VERY WELL.
HELLO?

Stewart says HELLO?

Drew says HELLO?

Lorraine says HI.

Drew says HI.

Stewart asks IS IT DREW OR DEREK?

He answers DREW.

He says OKAY, DREW.
LET'S DO TWO, THEN I'M
GOING TO DO A WRAP ON THIS.
HOW ABOUT 15?

Drew asks SORRY, NUMBER 15?

He says NUMBER 15.

Drew answers THREE LINES.

Stewart says AND LET'S DO NUMBER 18.

Drew answers THREE DOTS OVER
THREE LINES.

Stewart fills in the rest of the chart and says EXCELLENT.
SO FILLING IN THE LAST
COUPLE OF SPOTS HERE,
WE HAVE THAT,
AND WE HAVE THAT,
AND YOU HAVE THE
FIRST 19 NUMBERS IN
THE MAYAN
NUMBER SYSTEM.
YOU GUYS WERE GREAT.
THAT'S A NICE PATTERN.
AND YOU RECOGNIZED IT
AND HANDLED IT WELL.
LET'S MOVE TO THE
NEXT QUESTION,
WHICH IS THIS
ONE RIGHT HERE.

Another paper appears. It reads “Convert the following Mayan numerals into ours.”

Below it, two numerals appear. The first one consists from bottom to top of, four lines, one dot, one line, a symbol shaped like a shell, 2 lines and four dots.

The second consists of one dot, a shell, 3 lines, four dots, a shell, another shell, and 2 dots.

Stewart says WHAT I'M GOING TO ASK THE
PEOPLE OUT THERE
IS WHAT DID THEY FIGURE
OUT FOR THIS ONE?
THE VERY FIRST ONE.
NUMBER 1.
WHAT DOES THIS MEAN?
HOW DO I READ IT?

Lorraine says AND WE'RE CALLING
FLAMBOROUGH SCHOOL.
VERY ARTISTIC.

Stewart prepares his pen and comments OKAY.
IT'S KINDS OF AN
INTERESTING LOOKING
DESIGN, ISN'T IT?
IT WOULD BE INTERESTING
TO SEE WHAT IT ACTUALLY
WOULD HAVE LOOKED LIKE
ON THE SIDE OF A TEMPLE.
I'M SURE YOU WOULD HAVE
SEEN THESE NUMBERS
BUILT INTO THE TEMPLES.
I SEE WE'VE GOT SOMEBODY.

Lorraine says YES, HELLO.

A male voice answers HI.

She says HI.

Stewart adds CAN YOU HELP ME WITH
THE FIRST NUMBER HERE.
WHAT DOES THIS MEAN?
DID YOU GET A NUMBER?

He answers 14.

Stewart writes 14 at the top of the design and says OKAY, THAT'S 14.
14 WHATS?

He answers I DON'T KNOW.

Stewart runs his finger down the column of symbols and says OKAY.
DID YOU FIGURE OUT WHAT
THE TOTAL NUMBER MEANS YET?
OR WERE YOU NOT SURE?

He says I'M NOT SURE.

He points to the shell and asks WHAT DOES THIS
SYMBOL MEAN HERE?
DO YOU REMEMBER?

The boy says ZERO.

Stewart says YES, IT DOES.

He writes 0 next to it and points to the line below it as he asks WHAT DOES THIS MEAN?

The boy says 5.

He points to the 4 lines and dot and asks WHAT ABOUT THIS
THING AT THE BOTTOM?

The boy says 21.

Stewart says YEAH, WE CAN TAKE
IT AS 21, VERY GOOD.
NOW, ALL WE'VE GOT
TO DO IS FIGURE OUT
HOW THAT BECOMES
ONE BIG NUMBER.

Stewart writes 14, 0, 5, 21 next to the column.

Lorraine says WELL, WE HAVE A
FEW CALLS HERE.

Stewart says LET'S TAKE
ANOTHER CALL.

Lorraine says THANKS VERY MUCH.
OKAY, WE'LL TRY
SOMEONE FROM COLLEGE.
PERRY.

Perry says HELLO?

She says HI.

Stewart asks WHAT'S THE TOTAL
NUMBER FOR THIS ONE,
NOW THAT I'VE GOT
SOME INFORMATION?
DO YOU KNOW?

He answers 100,921.

Stewart writes down and says 100 thousand 921, YOU SAY?

Perry says YES.

He says LET'S SEE IF WE
CAN VERIFY THIS.
CAN WE GET SOME MORE
HELPS, PERHAPS?

Lorraine says CERTAINLY.
LET'S TRY SOMEONE
HERE FROM THE PINES.
WE HAVE CHELSEA WATSON.

Stewart says OKAY.

Lorraine says SURPRISE CALL.
HI.

Chelsea answers HI.

Lorraine asks WHAT NUMBER DID
YOU GET FOR THIS?

Stewart asks WHAT WAS YOUR
TOTAL FOR THIS ONE?

She answers 5,766,841.

Stewart looks at the second column of symbols and says I THINK YOU'VE GONE TO
THE NEXT QUESTION OVER HERE.
WHAT ABOUT THE
ONE BEFORE IT?

She answers 100 thousand 921.

He suggests OKAY, NOW LET'S SEE IF WE
CAN VERIFY THAT TOGETHER.
WHAT DOES THE
14 MEAN UP HERE?
14 TIMES WHAT?

She says 7 thousand 200.

He points to the second symbol and asks AND IT'S ZERO TIMES?

She says 360.

He says YOU'RE RIGHT ON.

He moves to the third symbol and asks 5 TIMES?

She says 20.

He points to the last symbol and asks AND 21 TIMES?

She says ONE.

Stewart asks AND IF WE ADD
THAT ALL UP?
IT SOUNDS LIKE EVERYBODY'S
GETTING 100 thousand 921.
THANK YOU VERY MUCH.

Lorraine says YES, THANK YOU, CHELSEA.

Stewart circles the second exercise and says WHY DON'T WE GO FOR A
QUESTION FOR THIS ONE.

Lorraine looks at the screen and says SOUNDS LIKE A GREAT IDEA.
SO YOU'LL REQUIRE YOUR PHONES
TO ANSWER THIS QUESTION.

A slate appears. It reads “Question number 1” as a title. A subtitle reads “The answer to the Mayan number question 1 B part 2 is?”
The four options below it read; 1. 5 million 766 thousand 841; 1. 7 million 568 thousand 418; 3. 6 million 756 thousand 148; 4. 5 million 667 thousand 481.
On the right of the slate a column appears. It shows the answers submitted by students.

Stewart says WE'RE ALREADY
BEYOND 70 PERCENT.
ANY TIME YOU'D LIKE
TO PUT THE GRAPH UP,
I'D BE QUITE HAPPY.

She puts the answer slate on screen and says OKAY, THERE WE GO.

The screen shows four columns representing the answers from 1 to 4. The first green column is labelled 38, the second pink one is labelled 8, the third blue one is labelled 6 and the last red one is labelled 4.

Stewart comments AND YOU KNOW, THE
CORRECT ANSWER IS
5 million 766 thousand 841.
AND THE VAST MAJORITY
OF PEOPLE CERTAINLY
GOT THAT, AS WELL.

Lorraine smiles and says THAT'S RIGHT.

Stewart says QUICK REVIEW.
IF I WORK FROM THE BOTTOM,
WHICH IS EASIER FOR ME,
THIS IS ONE TIMES
ONE, AND THIS IS 0 TIMES 20, 19 TIMES 360, 0 TIMES 7 THOUSAND 200, 0 TIMES 144 THOUSAND, AND 2 TIMES 2 MILLION 880 THOUSAND.

Lorraine suggests MIGHT WANT TO PUSH YOUR
PAGE A BIT TO THE LEFT.

He says WE'LL MOVE IT OVER A BIT.
AND IF YOU WERE
GETTING THAT ANSWER,

He circles the number 5 million 766 thousand 841 below the exercise and continues
YOU WERE CERTAINLY
DOING THAT RIGHT.
SO LET'S GO TO
THE NEXT QUESTION.
NOW, THIS ONE, WE GOT
A LITTLE WEE BIT
OF A PROBLEM WITH.

He sets a paper down on the desk. It reads #Exercise 1” as a title. Below it, it reads “1 B continued. Convert the following numbers into Mayan numerals.”
1. 1 thousand 492. 2. 58 thousand 242. 3. 2 million 574 thousand 208.

Stewart points to number 1 and says WE'VE GOT 1 thousand 492.
AND MAYBE I CAN GET A
LITTLE BIT OF HELP,
AT LEAST WITH THIS ONE,
TO TRY TO CREATE THIS NUMBER.

Lorraine says YES, WE'RE CALLING NADEEPA
FROM COLLEGE AVENUE.

Stewart says HELLO?

Nadeepa says HI.

He says NOW, YOU'RE GOING TO HAVE
TO HELP ME BY DESCRIBING
WHAT SYMBOL YOU PUT
HERE,

He points to the place under 1 thousand 492 and says AND I'LL DO THAT,
AND WHAT SYMBOL,
AND SO ON.
AND IF WE CAN SEE IF WE
CAN RECONSTRUCT THAT,
IT'LL BE KIND OF FUN.
YOU WILLING TO
TRY THAT WITH ME?

Nadeepa says I HAVE NO IDEA,
BUT I'LL TRY.
ONE DOT.

Stewart writes down a dot and says ONE DOT.

Nadeepa says FOUR DOTS.

Stewart writes down 4 dots under the first one and comments I SEE WHAT YOU'RE DOING.

He continues THEN FOUR DOTS
AND A LINE.

Stewart says I SEE.
NOW, YOU'RE ACTUALLY
MISINTERPRETING THE MAYAN
NUMBERS, BUT I KNOW WHAT
YOU'RE DOING ANY WAY.
AND THEN YOU HAD
TWO DOTS, RIGHT?

Nadeepa answers YEAH.

Stewart explains SO WHAT YOU DID,
YOU TOOK EACH NUMBER,
AND YOU SAID, OH, THAT'S
A ONE, SO YOU MADE ONE.
AND THIS ONE YOU
DID FOUR DOTS.
NOW, THAT'S NOT QUITE HOW
THE MAYAN NUMBERS WORKED.
WHAT THEY DID, THEY HAD
TO DO THIS LITTLE TRICK
WITH 20s, 360s,
AND SO ON.
I'M GOING TO TAKE
JUST A BLANK SLATE,
AND I'M GOING TO
HELP YOU OUT.

He changes the paper to start again, turns to Lorraine and continues
YOU GOT
SOMEBODY ELSE?

Lorraine says YES.
THANKS VERY MUCH
FOR YOUR CALL.
NOW WE'RE GOING TO CALL
ADAM FROM THE PINES.

Stewart writes down 1 thousand 492 and says MAYBE HE CAN HELP ME.
BRING IT DOWN JUST A BIT.

Lorraine says HI.

A boy answers HELLO.

Stewart asks CAN YOU HELP ME WITH
THE SYMBOLS ON THIS ONE?

He says YES.

Stewart says OKAY, GO FOR IT.

He answers FIRST IT'S FOUR DOTS.

Stewart writes down 4 dots and says FOUR DOTS.
THEN WHAT GOES
UNDERNEATH THAT?

The boy answers TWO DOTS TIMES 20.

Stewart writes down 2 dots and says OKAY.
AND I'LL WRITE THE
TIMES 20 IN A MOMENT.
AND?

He answers AND TWO LINES WITH
TWO DOTS OVER TOP.

Stewart says OKAY, NOW I'M GOING TO
REVIEW WITH YOU WHILE
YOU'RE ON THE LINE HERE.
THIS MEANS FOUR TIMES 360.

He writes 4 times 360 next to the 4 dots.

He answers YUP.

Stewart continues AND THAT'S A
TOTAL OF 1 thousand 440.
THIS MEANS 2 TIMES 20 WHICH IS 40

He writes 2 times 20 next to the 2 dots.

He continues AND THIS MEANS 12 TIMES ONE WHICH IS 12 AND THAT ADDS TO 1492.
IS THAT WHAT YOU MEANT?

The boy says YUP.

Stewart continues EXCELLENT.
MAYBE WE CAN TRY ONE OF
THESE OTHER NUMBERS.
LET'S GO FOR THE BIG ONE.

He changes the paper.

Lorraine says THANKS VERY MUCH.
NOW, LET'S TRY SOMEONE
FROM JACK MINER,
AND THE NUMBER
WILL BE -

Stewart smiles and says NO, I'M GOING TO GO
TO THE BIG ONE.
I'M GOING TO THE BIG ONE.

Lorraine says 2 million 574 thousand 208.
AND WE'RE CALLING ALEX
FROM JACK MINER
PUBLIC SCHOOL.

Stewart writes down the number on a sheet of paper and says OKAY.
NOW, WHO ARE
WE TALKING TO?
IS THIS ALEX?

Alex says HI.

Stewart says HI, ALEX.
CAN YOU HELP ME
WITH THIS ONE?
He answers YEAH.

Stewart asks OKAY.
WHAT SYMBOL DO I
PUT AT THE TOP?

Alex says THREE LINES WITH A DOT.

Stewart writes down the symbol as he says THREE LINES WITH
A DOT OVER TOP.
WHAT DO I DO NEXT?

Alex answers TWO DOTS AND THREE LINES.

Stewart says TWO DOTS AND THREE LINES.
YES.
AND WHAT ELSE?

Alex says TWO DOTS.

He writes them down and says TWO DOTS.

Alex says OH, NOT TWO
DOTS, TWO LINES.

Stewart says TWO LINES.
OKAY, AND ANYTHING MORE?

Alex answers TWO LINES AGAIN.

Stewart says OKAY.

Alex says THREE DOTS AND
A LINE OVER IT.

Stewart asks IS THAT IT?

Alex answers YUP.

Stewart writes it down and says AND A LINE.
LET'S TRY AND REINTERPRET
WHAT THIS MEANS.

He writes 8 times 1 next to the line and 3 dots and says THIS MEANS 8 TIMES 1.

He says THIS MEANS 2 TIMES 20.

Lorraine says LET'S SEE WHAT ALEX
THINKS THE NEXT ONE IS?

Stewart asks AM I DOING IT RIGHT?

Alex answers YEAH.

Stewart asks WHAT'S THE NEXT ONE?

Alex answers TWO TIMES 360.

Stewart says AND THIS ONE?

Alex says 17 TIMES 7 THOUSAND 200.

Stewart asks NOW DO YOU KNOW WHAT THIS
17 TIMES 7 thousand 200 IS?

Alex answers NO.

Stewart says THE GOOD NEWS IS I
BROUGHT MY HANDY DANDY
CALCULATOR IN WHICH
SOMETIMES COMES IN USEFUL.
AND I WILL GET 122 THOUSAND 400.
THE ONE AT THE TOP?

Alex answers 16 TIMES 1 thousand 44.

Stewart says IT'S A LITTLE BIT MORE
THAN THAT, ISN'T IT?
IT'S 144 thousand?

Alex answers YEAH.

Stewart says SO I'VE GOT TO
CHECK THAT OUT.
I'M GOING TO GET ON
THE CALCULATOR AGAIN.
16 TIMES 144 THOUSAND.
AND I GET A
TOTAL OF 2 MILLION 304 THOUSAND.

He points to the column of numbers and asks WHAT DO I DO
WITH ALL THESE?

Alex suggests ADD THEM UP.

Stewart says SO I'M GOING
TO DO THAT.
AND I GET A
TOTAL OF 2 MILLION 427 THOUSAND 168.

He writes the number obtained below the first one, 2 million 574 thousand 208.

He continues SO IN OTHER WORDS, I
GET A SLIGHTLY
DIFFERENT ANSWER.
YOU'VE GOT THE
RIGHT IDEA THOUGH.
I MEAN, THE WHOLE
BASIS OF THIS,
IF YOU KNOW THIS
IS THE STRUCTURE,
THEN YOU ARE A LONG WAY
TO UNDERSTANDING HOW
TO GET THE RIGHT ANSWER.
I'M NOT THAT WORRIED THAT
THERE MAY BE SOMETHING
MISSING IN HERE.
AND I THINK IF YOU WERE
TO PLAY WITH A LITTLE BIT
LONGER, YOU WOULD
PROBABLY GET IT.
I THINK THAT'S GOOD
ENOUGH, ACTUALLY.
WE'VE DONE MAYAN NUMBERS
FOR QUITE SOME TIME NOW.
I'D LET TO GET TO THOSE
EGYPTIAN HIEROGLYPHICS,
TO BE QUITE HONEST.

Lorraine smiles and says YES, I AGREE.

Stewart says THANK YOU VERY MUCH,
EVERYBODY FOR CALLING IN.

Lorraine says YES, THAT WAS EXCELLENT
PARTICIPATION, THANKS.

Stewart shows a sheet of paper and says LET'S TAKE A
QUICK LOOK HERE.
THESE ARE THE NUMBERS
AT THE BOTTOM,
AND WE'LL ZOOM
IN A LITTLE BIT.

The paper reads “Egyptian hieroglyphics were created in base 10. Look for the patterns in the numbers below to determine what quantities the hieroglyphics represent on the next page.
Below the instructions a series of symbols appear.
The first series shows 2 vertical lines followed by 4 semicircular lines and spiral equals 142.
The second shows 2 lines, 2 semicircles and 4 broken lines equals 40 thousand 22.
The third series shows 10 lines, 2 spirals, 3 flower shapes, 2 broken lines and 3 fish-like symbols equals 323 thousand 209.

Stewart says WHAT I WANT TO ASK YOU
IS WHAT'S STRANGE
ABOUT THESE NUMBERS
BESIDES THE SYMBOLS?
IS THERE SOMETHING KIND
OF STRANGE ABOUT THEM?

Lorraine says I'M GOING TO CALL
BRENDA FROM THE PINES.
I FIND IF I HAD THIS
IN MY LIVING ROOM,
IT WOULD LOOK
QUITE NICE.

He says VERY ARTISTIC,
INDEED.

Lorraine says HELLO, WE HAVE
BRENDA?

Brenda says HI.

Stewart asks WHAT'S KIND OF STRANGE
ABOUT THESE NUMBERS?

Brenda answers THEY GO BACKWARDS.

He says SO IN OTHER WORDS, WHEN
YOU ARE READING THIS,

He writes a 1 over the spiral, a 4 over the semicircles and a 2 over the lines as he says THIS IS ACTUALLY THE
1, THAT'S THE 4,
AND THAT'S THE
2, ISN'T IT?

She says YES.

He says OKAY.
NOW THAT WE'VE GOT THAT,
YOU WANT TO STAY ON
THE LINE FOR JUST A LITTLE
BIT LONGER AND MAYBE
WE'LL FIGURE OUT ONE OF
THESE NUMBERS UP HERE.
THIS ONE.
HAVE YOU GOT THAT
ANSWER IN FRONT OF YOU?

She says YEAH.

He changes the paper to show a new series of hieroglyphics that shows 4 lines, 4 semicircles, 2 human-like shapes, minus 6 lines, 4 spirals and 2 human-like shapes.

He asks SO WHAT IS THIS NUMBER?
THE VERY FIRST ONE
BEFORE THE MINUS SIGN.

She answers 2 thousand 44.

He repeats 2 thousand 44.

He writes a 2 over the 2 flowers, then a 0, then a 4 over the semicircles and a 4 over the lines and says SO THIS IS A 2, BUT THIS
MUST BE 10s SO THERE'S
NONE OF THOSE GUYS
THERE, AND 4 AND 4.

She says YUP.

He asks YOU WANT TO CARRY THIS
A LITTLE BIT FURTHER?
YOU'RE DOING SO WELL,
I WOULDN'T MIND
FINISHING THIS OUT.

He points to the symbols after the minus sign and asks WHAT'S THIS ONE?

She says OKAY, AND THE NEXT
NUMBER IS 2 thousand 406.

He says WONDERFUL.

He writes a 2 over the flowers, a 4 over the spirals, a 0 and a 6 over the lines and says SO THAT'S 2.
THIS TIME WE HAVE
100s, SO THAT'S 4,
BUT NONE OF THOSE GUYS,
AND 6 OF THOSE.
NOW, YOU HAVE
TO SUBTRACT.
WHAT IS YOUR
ANSWER HERE?

She says 362 NEGATIVE.

Stewart says I KIND OF THREW IN
A COUPLE OF NEGATIVE
NUMBERS ON PURPOSE,
AND THAT'S FABULOUS.
THANK YOU VERY,
VERY MUCH.
YOU DID A GREAT JOB.

She says THANKS.

Lorraine says NOW WE'RE GOING TO CALL
SOMEONE FROM JACK MINER.

Stewart says OKAY, WE'LL WORK ON
THIS ONE DOWN BELOW.
IT'S GOT MORE
SQUIGGLES IN IT.

The image shows 3 lines, 2 spirals, 1 human shape, 4 broken lines and a fish like figure plus 8 lines, 4 semicircles and 2 fish.

Stewart says SO WHO IS THERE
FROM JACK MINER?

Lorraine says HELLO?

Stewart says HELLO.

A female voice answers HI.

He asks WHO AM I SPEAKING TO?

She says VANESSA.

He asks CAN YOU HELP ME
WITH THE SECOND ONE?
WHAT'S THIS NUMBER?

She answers IT'S 140 thousand.
ONE MINUTE, WRONG ANSWER.
140 thousand 203.
141 thousand 203.

He writes it down and says GOT IT.
SO THERE'S THE 1,
I SEE THE 4,
THIS IS 1000s,
THIS IS 100s,
AND THERE'S A ZERO THERE
BECAUSE THERE IS NONE OF
THOSE UPSIDE DOWN
THINGS, AND 3 OF THOSE.

He writes the numbers over the hieroglyphics and asks
YOU WANT TO CARRY
FORWARD?
WHAT'S THIS NUMBER?

She says 200 thousand 048.

He says I GOT THAT.
WELL DONE.
SO YOU'VE GOT SOME
PLACE HOLDERS IN THERE.

He writes it down and says A BUNCH OF ZEROS BEFORE
YOU GET TO 10s AND THEN 8.
WELL, YOU CAN DO
THE SUM FOR ME.
WHAT'S THE GRAND TOTAL?

She answers 341 thousand 251.

He writes it down and says FANTASTIC.
THANK YOU VERY MUCH.
WELL DONE.
SHALL WE GO FOR
THE LAST QUESTION?

Lorraine says YES, WE HAVE SOMEONE
FROM FLAMBOROUGH.
EITHER CHRIS OR ADAM.

Steward says GREAT.

She says AND ONE MORE TO GO.
MAYBE IF WE PUT
IT UP A BIT.

Stewart says A LITTLE BIT FURTHER.
SO WE GETTING
SOMEBODY ON THE LINE?

Lorraine says HELLO?

A male voice says HI.

Stewart asks CAN YOU GO BACK TO THE
CONVERT THE FOLLOWING
NUMBERS TO
MAYAN NUMERALS.

He looks for the previous page and says I CAN DO THAT IF
YOU'VE GOT A QUESTION.
CONVERT THE
FOLLOWING NUMBERS.
THIS ONE UP HERE?

He answers YEAH.
WHEN YOU DID THE
2 million 574 thousand 208.

Stewart says YES?

The boy continues YEAH, FOR THE TWO
LINES, SHOULDN'T IT BE
TEN TIMES 20, NOT
TWO TIMES 20?
THAT'S WHY YOU
GOT 2 million 427 thousand 168.

Stewart asks WHICH ONE?
RIGHT HERE?

Lorraine says GOOD POINT.

The boy says AND THE ONE BELOW IT.

Stewart says YOU SEE, I'M THE ONE
MAKING ALL THE MISTAKES.
AND THE ONE BELOW
IT, AS WELL.
YOU'RE ABSOLUTELY RIGHT.

Lorraine says SO THAT WOULD CORRECT.

Stewart says THAT SHOULD CORRECT
FOR THE ERROR.
THANKS VERY MUCH
FOR THE CALL IN.

Lorraine asks AND YOUR NAME IS?

He says ADAM.

Lorraine says ADAM, WELL, THANKS
VERY MUCH, ADAM.
FROM FLAMBOROUGH.

Stewart says YOU GUYS HAVE GOT TO
BE SHARP OUT THERE,
KEEP ME IN LINE.
I'LL TELL YOU.

Lorraine laughs and says ACTUALLY, WE DID
IT ON PURPOSE,
WE WERE SEEING WHO WOULD
COME UP WITH THAT?
SO BONUS MARK FOR
YOU THERE, ADAM.

He says YEAH, RIGHT.
THANK YOU VERY MUCH.

She asks ADAM, DO YOU HAVE
YOU ON THE LINE STILL?
DO YOU WANT TO
ATTEMPT THIS?

Adam says I DIDN'T GET
THAT DONE.

Stewart says OKAY.
HEY, YOU'RE RIGHT
WITH US ANYWAY.
THAT'S GREAT.

She says OKAY, FROM JACK
MINER, BRANDY.

Brandy says HELLO?

Lorraine answers HI, BRANDY.

She says HI.

Lorraine asks CAN WE COME UP WITH
AN ANSWER THERE
FOR THE FIRST
PART OF THIS?

Stewart asks WHAT'S THIS NUMBER?

He points to 1 line, 1 semicircle, 1 spiral, 2 broken lines minus and then in parenthesis a spiral, 2 flowers a dot one more human shape and 2 broken lines.

She says 120 thousand 111.

Stewart writes down and says 120,111.
LET'S CHECK IT OUT.
THIS IS IN THE REALM OF
THE HUNDRED THOUSANDS,
THERE'S ONE OF THOSE, AND
THERE ARE TWO OF THESE.
NOW, WHAT PLACE

He points to the spiral and asks IS THIS ONE?
IS IT thousands
OR hundreds?
YOU'VE GOT TO BE REALLY
CAREFUL WITH THE SYMBOLS.
I THINK THIS ONE IS THE
thousands, ISN'T IT?
ONE OF THOSE FLOWER
TYPE THINGIES.
SO THIS MUST BE hundreds.
SO THERE MUST BE
A ZERO IN THERE.

Lorraine puts in WHICH SHE HAS.

Stewart continues AND THEN ONE, ONE, ONE.
FANTASTIC.

He points to the parenthesis and says NOW, THERE ARE TWO
LITTLE NUMBERS IN HERE.
WANT TO HELP
ME WITH THOSE?

She answers SURE.

He asks WHAT'S THIS ONE?

She says 2 thousand 100.

Stewart writes it down and says 2 thousand 100.
THAT LOOKS GOOD.

He writes over the flowers and says SO IT'S thousands,

Then over the spiral and says THEN A ONE,
THEN A COUPLE OF ZEROS.
THAT'S GOOD.
WHAT ABOUT THIS ONE?
TIMES?

She answers 21 thousand.

He says THIS IS A BIG ONE.
21,000.
NOW, I'VE GOT TO ASK
YOU THE $64 MILLION
QUESTION HERE.
BIG DOLLARS.

He points to the parenthesis again and asks WHAT DOES THIS
END UP BEING?
DO YOU HAVE A
FINAL ANSWER?

She says YEAH.

Stewart says GO FOR IT.
I'M HEARING PART OF IT.

She says I'VE GOT THE LETTERS.

Stewart says OKAY, MAYBE WE
CAN GET SOME HELP.

Lorraine says THANKS VERY
MUCH, BRANDY.
YOU DID VERY WELL.
WE'RE GOING TO GO TO
ANGELA FROM JACK MINER.

Angela says HELLO?

Lorraine answers HI.

She says 43 million 979 thousand 889.

Stewart asks AND WHAT'S SPECIAL
ABOUT THAT NUMBER?

He writes a negative sign before it and says IT'S GOT TO BE A
NEGATIVE, I THINK.

Angela says YES.

Stewart says BECAUSE THAT'S A MUCH
BIGGER NUMBER THAN THAT.
THAT'S GREAT IF
YOU GOT THAT.
THAT'S FABULOUS.
WELL DONE.
THANK YOU.
YOU KNOW, WE'RE JUST
GETTING TO THE NEXT PART.
REMEMBER THAT WE ASKED FOR
SOME FAXES, AND IN FACT,
WE GOT A COUPLE OF
FAXES IN THIS MORNING.

Lorraine says CERTAINLY DID.

He continues AND THE FIRST ONE IS FROM
COLLEGE AVENUE PUBLIC SCHOOL.
I WANT TO SHOW
YOU THE NUMBER
SYSTEM THEY CREATED.
THE NUMBER SYSTEM
IS IN BASE 4,

He shows a sheet of paper that reads “Number system, Base 4” as a title.

He says AND THEY'VE GOT THESE
FUNNY LOOKING SQUIGGLES HERE.
SO YOU'VE GOT THE ONES AND
THE 4s AND THE 16s,
AND SO ON.

Lorraine says AND I'M SURE OUR STUDENTS
ARE FAMILIAR WITH THAT.

Stewart says YOU MIGHT BE FAMILIAR,
I HAVE NO IDEA WHAT
THOSE SQUIGGLES MAY
HAVE COME FROM.
I WONDER IF SOMEBODY
OUT THERE CAN HELP US.
DO THEY RECOGNIZE
THOSE SYMBOLS?

She says LET'S CALL PERRY LAM
FROM COLLEGE AVENUE.
LET'S SEE IF YOU NOTICE
ANYTHING FAMILIAR
WITH THOSE SYMBOLS?
AND THIS CAME FROM
WHAT SCHOOL AGAIN?

Stewart says IT CAME FROM
COLLEGE AVENUE.

She comments FABULOUS.

Stewart says WE'VE GOT THE NAME OF
THE YOUNG PERSON
THAT DID THIS.
IT'S GABE.

She says WE ARE CALLING SOMEONE
FROM COLLEGE AVENUE.
HELLO.

Stewart says HI, PERRY.

Perry answers HI.

Stewart asks CAN YOU TELL ME WHAT'S
INTERESTING ABOUT
THESE SYMBOLS THAT WERE USED?

He explains YEAH, ALL OF THEM ARE
RELATED TO A MUSICAL VALUE.

He asks OH, CAN YOU TELL ME WHAT
MAYBE THIS FUNNY ONE
THAT LOOKS LIKE A
NUMBER SYMBOL IS?

He answers IT'S A SHARP.

Stewart says FANTASTIC.
WHAT'S THIS THING
DOWN AT THE BOTTOM?

Perry says THAT'S A TREBLE CLEF.

He says HEY, YOU KNOW A HECK
OF A LOT ABOUT MUSIC.
I SURE DON'T.
THAT'S JUST FABULOUS.
NOW, I'M GOING TO
SHOW YOU A COUPLE OF
THE NUMBERS GABE
WORKED OUT.

Lorraine says THANKS.

He shows a list of numbers converted to musical values.
47 3 beat signs, 3 crotchet signs, 2 minim signs.

Stewart says I STARTED TO CONFIRM
A COUPLE OF THEM TO
MAKE SURE IT WORKED.
AND IN FACT, I WENT
THROUGH HIS SYSTEM HERE.
I'M GOING TO DO THE
NUMBER 47 WITH YOU.
JUST BECAUSE YOU WOULDN'T
HAVE HAD THESE
IN FRONT OF YOU ANYWAY.
AND WHEN HE DID THE
NUMBER OF 47,

He writes 47 on a new sheet of paper and says HE HAD 2 TIMES 16, WHICH IS 32, AND THEN HE HAD 3 TIMES 4 WHICH IS 12,
AND THEN HE HAD
THREE MORE SYMBOLS,
WHICH ARE THE ONES.
LET'S SEE,
THAT'S THREE.
AND IF YOU ADD THAT UP,
I THINK, ISN'T THAT 47?

She says CERTAINLY IS.

Stewart says SO GABE'S SYSTEM IS RIGHT
ON THE BUZZER RIGHT THERE.

Lorraine says GOOD FOR GABE.

Stewart adds BUT YOU KNOW, HE
WENT FOR THE GOLD.
HE WENT FOR 7 million 769 thousand 3.
AND HE WENT THROUGH
QUITE THE SET OF NUMBERS.
HE STARTS WITH 1 TIMES 4 MILLION, 194 304
THEN HE HAD 13 TIMES 262 THOUSAND 144, THEN HE DOES 10 TIMES 16 THOUSAND 384 AND YOU KNOW WHAT IF I KEEP ON GOING ALONG THIS PATH IT’S 2 TIMES 1 THOUSAND 24. I DID CONFIRM THIS EARLIER ON, IF I HAD TO DO ALL THESE MULTIPLICATIONS FOR YOU RIGHT NOW IT’D TAKE QUITE A BIT OF TIME. BUT IN FACT GABE WAS RIGHT ON.

Lorraine says I'D LIKE TO SEE
HOW IT LOOKS LIKE
WITH ALL THE SYMBOLS.
MAYBE WE CAN SHOW
THE STUDENTS.
WHICH ONE WOULD THAT BE?

He points to a series of musical value symbols and says IT'S THIS ONE RIGHT HERE.
SO YOU CAN SEE HOW COMPLEX
THIS NUMBER LOOKS,
BUT IT WORKS!
AND THAT'S FABULOUS.
BUT WE DIDN'T JUST GET ONE
FAX, WE GOT ANOTHER ONE.

Lorraine asks OH, FROM WHAT SCHOOL?

He says JACK MINER.

She adds GREAT.
GOOD WORK.

Stewart shows another fax and says THIS TIME, WE'RE
WORKING IN BASE 8.

She asks THAT WOULD BE DOWN HERE?

The camera zooms in on the paper and he says DOWN HERE.

Lorraine comments INTERESTING SYMBOLS.

The symbols are formed by an oval, a square with 2 lines across it, a circle with 1 line across it and 4 lines.

He says YEAH, ALL BASED ON 8,
AND THIS IS OBVIOUSLY
THE SYMBOL FOR 64,

He points to the square with lines across it.

He then points to the lines and says AND THESE ARE ONES.

He points to the circle with 1 line across it and says THESE ARE THE
SYMBOLS FOR 8.

He then points to the oval and says AND THIS IS THE
SYMBOL FOR 512.

She says THAT'S THE SYMBOL
FOR 4, THAT'S FOR 6,
THAT'S FOR 12?

Stewart explains YEAH, HE'S USING STROKES
FOR THE ONES VALUES,
AND HE'S USING THESE
CIRCULAR THINGS FOR THE 6.
I THINK SO.
ANYWAY, LOOKING UP HERE,
I JUST GOT THIS FAX
ACTUALLY JUST BEFORE
WE CAME ON AIR,
SO I HAVEN'T BEEN ABLE
TO VERIFY THEM YET,
BUT YOU KNOW SOMETHING,
I SUSPECT
IT'S RIGHT ON THE BUZZER.

Number 47 is formed by a circle with 1 line across it and a single line.

She says OH, I AGREE.
VERY CLEVER ON
THEIR PART.

Stewart says WELL, THANK YOU
VERY MUCH, MEGAN.
THAT'S FROM YOU.

Lorraine says THAT'S RIGHT.
THANK YOU.

He says SO WE'VE INVENTED
OUR OWN SYSTEM.
WE'VE BEGUN TO UNDERSTAND
MAYAN NUMBERS,
EGYPTIAN NUMBERS, WE'RE
DOING PRETTY WELL.
LET'S GET TO THAT EXERCISE
NUMBER 2, THE QUIPU.
WE NEED A LOT OF
HELP RIGHT NOW.

A drawing shows 2 different quipus. They look like a short piece of wood with dangling threads and beads on them.

Stewart says WE NEED TO KNOW WHAT
THESE QUIPUS MEAN.
SO LET'S TAKE
SOME CALLS.

Lorraine says OKAY, LET'S CALL
ALEX FROM JACK MINER.
SO IF YOUR PHONE
IS RINGING, ALEX,
LIFT IT UP, PLEASE.

Stewart says OKAY, ALEX,
ARE YOU THERE?

Alex says YEAH.

Stewart says CAN YOU HELP ME WITH THE
MEANING OF EACH ONE
OF THE STRANDS
INDIVIDUALLY, AND WE'LL
KIND OF GO FROM THERE.
CAN YOU DO THAT?

Alex says I DIDN'T REALLY
CATCH ON TO IT.

Lorraine says WELL, MAYBE WE CAN
SLOWLY SHOW YOU,
AND YOU CAN
HELP US OUT.
HOW'S THAT?

Stewart says MAYBE IF WE SHOW
THE FIRST ONE,
MAYBE HE CAN HELP
WITH THE SECOND ONE.

She answers THAT'S A GREAT IDEA.

He explains THE UNITS ARE
AT THE BOTTOM,

He points to 2 knots at the bottom of the first strand and says AND YOU SEE THERE ARE TWO
KNOTS DOWN HERE AT THE BOTTOM?
SO THAT'S JUST SIMPLY 2.

He goes to the next knots on the strand and says THE NEXT GROUPING AFTER
THAT ARE THE 10s.
SO THIS WOULD BE
2 TIMES 10.
NOW, THERE IS A
BIT OF A GAP HERE,
BUT THAT'S BECAUSE
OF MY SYMBOLS.

He points to the four following knots and says THE NEXT WOULD
BE hundreds.
THEY DID WORK
IN BASE 10.
THERE ARE FOUR OF
THEM, SO THAT'S
4 TIMES 100.

He goes to the five knots at the top and continues AND UP HERE AT THE TOP,
WHAT DO YOU THINK THIS IS?
IF THESE WERE ONES,
THOSE WERE 10s -

Alex says thousands.

Stewart says FIVE OF THEM.
SO IF I WERE TO WORK
THAT OUT, THAT'S 5 thousand 422.
NOW, CAN YOU READ
THE ONE BESIDE IT?
HOW MANY thousands?

Alex says FOUR.

Stewart says RIGHT.
HOW MANY hundreds?

Alex says FOUR.

Stewart asks HOW MANY 10s?

He answers FIVE.

Stewart asks AND HOW MANY ONES?

He answers SIX.

Stewart says OKAY.
NOW, WHAT DO YOU THINK
THIS NEXT ONE IS?
IT'S TIMES, A VERY
SIMPLE NUMBER.

Alex says 3.

Stewart asks DIVIDED BY?

Alex says 21.

He says 21.
NOW, ALL WE NEED IS TO GET
SOMEBODY WHO HAS FINISHED
THE CALCULATION SO THEY
CAN TELL US WHAT
THAT NUMBER COMES OUT TO.

Lorraine says THANKS VERY MUCH, ALEX.
YOU DID WELL.
AND LET'S TRY.
OKAY, WE'LL TRY FROM
THE PINES, ADAM.
MAYBE THE OTHERS THAT
WEREN'T TOO CLEAR
ABOUT THIS COULD BE
STARTING THE ROWS.

Adam says HELLO?

Stewart says HELLO.
WHAT IS THIS
CALCULATION?
WHAT DOES IT
COME OUT TO?

He says 138.

Stewart says WONDERFUL.
GOOD FOR YOU.
I'M GOING TO KIND
OF GO BACKWARDS,
BECAUSE THIS IS THE
ONE THAT'S TRICKY.
IS IT ADAM WE'RE
TALKING TO?

He answers YES.

Stewart points to the second drawing and asks WHAT'S THIS NUMBER
OVER HERE, ADAM?

Adam says LET ME THINK.
60?

He says I DON'T THINK
IT'S QUITE 60.

Adam says NO, 6.

He points to the knots at the bottom and says THERE ARE SIX
DOWN HERE, RIGHT?
AND HOW MANY UP HERE?

Adam says FIVE.

Stewart says SO IT'S 56.

He points to the middle strand and asks HOW ABOUT THE LITTLE
NUMBER IN BETWEEN?
THEN I'LL GO TO
SOMEBODY ELSE.

Adam says 11.

Stewart says VERY GOOD.
SO WE'VE GOT THAT PART.
LET'S GO TO SOMEBODY ELSE
AND SEE IF WE CAN
FINDS OUT WHAT
THIS NUMBER IS.

He points to the first strand and says
BECAUSE I THINK
THAT'S THE ONE THAT
MIGHT BE CONFUSING.

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

Derek says HELLO.

Stewart says HI, DEREK.
WHAT'S THIS NUMBER?

He asks WHICH NUMBER?

Stewart points to the first strand and says THIS FIRST
ONE RIGHT HERE.

He answers OKAY, IT'S 2 thousand 692.

Stewart says NOW, THIS ONE
IS A BIT TRICKY.
YOU'VE GOT THE
RIGHT DIGITS.
WHAT DID YOU SAY?

Derek says 26 thousand 92.

Stewart says THANK YOU.
YOU'VE GOT IT.
NOW, WHAT'S HAPPENED HERE,
YOU'VE GOT TO SORT
OF LOOK ACROSS TO GET
SOME VISUAL CLUES.
THE ONES ARE KIND OF A
LITTLE BIT BIGGER KNOT,
THEN THESE KNOTS FOR THE
10s ARE ABOUT THE SAME.
THEN WHAT HAPPENED IS
I'M MISSING THESE
OBLONG KNOTS IN
THE MISSING.
SO THE hundreds ARE
KIND OF MISSING.
AND THERE'S A
BIG SPACE THERE.
SO THAT'S WHY
IT'S ZERO.
THEN YOU GET SMALL
KNOTS FOR THE thousands.
AND FOR THE 10 thousands,
YOU'VE GOT A DIFFERENT
KIND OF KNOT
ALTOGETHER.
IT'S A LITTLE
BIT BIGGER KNOT.
AND IN FACT, THAT'S THE
KIND OF THING THEY DID
WHEN THEY
CREATED A QUIPU.
NOW, I GUESS WHAT WE
REALLY NEED TO DO IS
ASK SOMEBODY ELSE, NOW THAT
WE KNOW THAT IT'S 26092,
IS TO FIND OUT WHAT
THAT WORKS OUT TO BE.

Lorraine says OKAY.
AND WE'LL TRY SOMEONE
HERE FROM USBORNE.

Stewart says I'LL BRING THAT
UP A LITTLE CLOSER.

A voice says HELLO?

Stewart says HI.
DID YOU DO THE
CALCULATION?

She says YEAH.

Stewart asks AND WHAT IS IT?

She answers 42.

He asks AND IS THAT
ROUNDED OFF?

She says YES.

He adds YES, IT IS.
IT CAME OUT TO SOMETHING
LIKE 42.4 MAYBE?

She says YES.

Stewart says WELL DONE.
WELL, I THINK IT'S ABOUT
TIME WE TRY TO FIGURE OUT
WHERE IN THE WORLD
THIS MIGHT BE?

Lorraine says THAT'S RIGHT.

Stewart says WE'LL HAVE TO ASK
THE STUDENTS AGAIN.
IF THEY GOT 138 AND 42.4,
WHERE DID YOU FIND IT?
DID YOU FIND OUT
WHERE THAT WAS?

Lorraine says AND LET'S TRY SOMEONE
FROM USBORNE AGAIN.
HE HAS NO NAME.
STUDENT NUMBER ONE.

Lorraine says HELLO?

A male voice says HI.

Stewart asks DO YOU KNOW WHERE THAT IS?

He answers NO.

Stewart says HAVE YOU GOT AN
ATLAS OR ANYTHING,
OR HAVE YOU
TAKEN A LOOK?

Lorraine says I HEARD SOMETHING.
OH, SOMEBODY WAS
IN THE BACKGROUND.

She points to a piece of paper and adds MAYBE IF YOU PUT THE
COORDINATES ON THERE.

Stewart says OKAY, I'LL PUT
THE COORDINATES.

Lorraine asks AND DIDN'T YOU
SAY SOMETHING?

Stewart says WHO ARE WE
SPEAKING TO?

Stewart writes down “138, 424.”

A voice says PARDON?
JAPAN.

He answers IT'S AROUND
JAPAN, ISN'T IT?
ANY CITY IN JAPAN
IT IS CLOSE TO?
YOU KNOW, I THINK WE'RE
GOING TO NEED THE ATLAS.

Lorraine hands Stewart an Atlas and says WELL, WE'RE GOING TO
HELP YOU OUT, HOW'S THAT?
WE HAVE AN ATLAS RIGHT
HERE, IT JUST SO HAPPENS.

He says AND WE'RE GOING
TO HAVE TO -
OH, THAT'S GOOD.
OKAY, NOW ACCORDING
TO MY CALCULATIONS,
OR MY READING OF THE MAP,

He points to the page where Japan is and continues
138 IS THIS LINE RIGHT HERE.
AND YOU KNOW WHAT,
SEE UP HERE, 42?
THIS IS IN THE
MIDDLE OF THE OCEAN.

He points to the joining coordinates in the ocean above the coast of Japan.

He continues BUT I HAVE KIND OF A
FEELING, YOU KNOW THAT,
THAT THE 138 IS RIGHT BECAUSE
IT WAS AN EVEN NUMBER.
BUT THE OTHER ONE WAS
A MISTAKE BECAUSE
IT ENDED UP BEING 42.4.
SO I LOOKED AT THIS
ATLAS PRETTY CLOSELY,
AND I WENT NORTH, AND
ALL YOU FIND IS SIBERIA,
AND THERE ARE NO
CITIES UP THERE.

Lorraine says WE CAN MAYBE ASK THE
STUDENT ON THE LINE
IF THEY WANT TO.

Stewart says HELP US OUT A BIT?

She says THAT'S RIGHT.
MAYBE IF WE GO A
LITTLE BIT CLOSER.
DO YOU NOTICE ANYWHERE, IF
WE GO STRAIGHT DOWN THE LINE.

He points to a line on the map that runs across Japan and says THAT'S THE LINE WE'RE ON.
THE ONE I'VE GOT
MY FINGER ON.
HAVE WE GOT
SOME HELP THERE?
WHO IS THAT?

Lorraine says SOMEONE FROM USBORNE.
DG?
IT LOOKS LIKE
DG OR SOMETHING.

Stewart points to a label on the map that reads “nagano” and says WHAT ABOUT
THIS PLACE HERE?

The boy says NAGANO.

Lorraine says YES.

Stewart says THAT HAS A FAMILIAR RING
TO IT SOMEHOW OR OTHER,
SO I WOULDN'T BE
SURPRISED IF WHAT WE
REALLY WERE LOOKING FOR
HERE IS NAGANO, JAPAN.
SO THAT'S WHERE WE'RE
GOING NEXT, I THINK.
GREAT WORK, STUDENTS.
YOU JUST KEEP DOING IT.
WE'RE GOING TO GET
RID OF THE ATLAS.
I'VE GOT ONE LITTLE
CHALLENGE FOR YOU
THAT I WANT TO LEAVE WITH
YOU FOR THE WEEKEND.
IT'S KIND OF INTERESTING.
WE'VE BEEN DOING A LOT
WITH QUIPU KNOTS

He hands Lorraine some strands and says I'LL GIVE YOU A
COUPLE RIGHT AWAY.

She says GREAT.

Stewart explains WHAT I'D LIKE YOU TO
DO ON THE WEEKEND IS
A LITTLE
EXPERIMENT FOR ME.
TAKE A PIECE OF STRING,
AND CUT IT INTO
SIX PIECES ABOUT, WHAT, 30
CENTIMETRES LONG OR SO.

Lorraine looks at them and says I'D SAY.

Stewart says YEAH, 30 CENTIMETRES
IS PRETTY GOOD.
HERE'S WHAT YOU DO
FOR THE EXPERIMENT.
YOU TAKE A PAIR OF THEM,
AND YOU TIE THEM
TOGETHER AT THE TOP.
THE FACT IS, YOU'RE GOING
TO CREATE THREE PAIRS OF THEM.
THIS IS A PRETTY
STIFF KNOT.

Lorraine says I'LL HELP YOU
OUT, STEWART.

He shows 2 strings tied and says OH, THAT'S GONNA WORK.
SO WHAT YOU DO IS YOU TIE
TWO OF THEM TOGETHER LIKE THAT.
THEN YOU TIE ANOTHER TWO
OF THEM TOGETHER LIKE THAT.
SO WE'VE GOT
TWO OF THEM NOW.
AND WE'VE GOT A THIRD
ONE COMING ALONG.
SO WE'VE GOT
THREE OF THEM.
NOW, WHAT I WANT TO DO,
I'M GOING TO GET LORRAINE
TO HELP ME.
HERE'S WHERE YOU
MIGHT GET A FRIEND,
A PARENT, A BROTHER
OR SISTER, WHATEVER,
TO HOLD IT IN A FIST,

Lorraine holds the 3 pairs of strings.

He continues SO
YOU DON'T KNOW WHERE -
YOU'VE GOT THE
KNOTS AT THE TOP,
AND YOU'VE GOT THESE
STRINGS COMING DOWN THE BOTTOM.
AND WHAT YOU DO, IS
YOU JUST, AT RANDOM,
TAKE TWO OF THEM
TO START WITH,
AND TIE THEM TOGETHER.
SO I'M GOING TO MAYBE,
I'LL TELL YOU WHAT,

He takes the strings and holds them as he says YOU'RE BETTER AT
TYING, SO I'M GOING
TO HOLD AND YOU TIE.

She says ALL RIGHT, I'LL
TAKE THESE TWO.

He says REMEMBER IT'S
AT RANDOM.
THAT'S THE POINT.

Lorraine smiles and says YOU WERE DOING
WELL, BY THE WAY.
I'LL TAKE THESE TWO.

He says TOTALLY AT RANDOM, YOU
TAKE ANOTHER PAIR
AND TIE THEM TOGETHER.

She says AND FINALLY, I
HAVE TWO LEFT.

He adds WHATEVER IS LEFT,
YOU TIE THEM TOGETHER.
NOW, WE'RE GOING TO GO
TO THE PHONES RIGHT NOW,
AND ASK YOU,
FIRST OF ALL,
WHAT DO YOU THINK
YOU WILL GET?
WHEN I LET GO OF MY
HAND, WHAT MIGHT I SEE?

She says AND WE'RE CALLING
FLAMBOROUGH SCHOOL.

He says OKAY.

Stewart says HI.
WHO ARE WE
SPEAKING TO?

A boy answers WHAT WAS THE
QUESTION AGAIN?

He explains THE QUESTION IS,
WHEN I LET GO,
WE'VE GOT KNOTS AT THE
TOP, KNOTS AT THE BOTTOM,
WHAT MIGHT
THIS LOOK LIKE?
WHAT MIGHT RESULT?

He says A NET.

Stewart says A NET?
HOW DO YOU
MEAN A NET?

He says IT WILL LOOK
LIKE A NET.

Stewart says OKAY, THAT'S
A POSSIBILITY.
I'M GOING TO ASK FOR
ONE OR TWO MORE IDEAS.

Lorraine says OKAY, THANKS
VERY MUCH.
LET'S TRY
USBORNE CENTRE.
I HAVE SOME IDEAS.

Stewart says OKAY.
YOU THINK YOU
KNOW ALREADY?

She says HI.

A boy says HI.

Stewart asks OKAY, WHAT DO YOU THINK
YOU MIGHT SEE WHEN
I LET GO OF
THESE KNOTS?

He answers A QUIPU, OR
WHATEVER?

Stewart says IT'S A QUIPU, PERHAPS,
BUT I'M THINKING
MORE ABOUT THE
STRUCTURE OF THE KNOTS.
WHEN I LET GO, ARE THEY
GOING TO BE ALL TIED
TOGETHER, OR
SOMETHING ELSE?

He says FAR APART.

Stewart says LET'S TRY ONE MORE.

Lorraine says OKAY, SOMEONE FROM
COLLEGE AVENUE.
DAVID.
HI, DAVID.

David says I THINK THEY'LL JUST
ALL FALL IN PAIRS.

Stewart says OKAY, SO IN OTHER WORDS,
YOU MIGHT GET THREE RINGS.

David says HELLO?

Lorraine says THANKS.

Stewart says YOU MIGHT GET
THREE THINGS.
WHAT ELSE MIGHT
BE A POSSIBILITY?

Lorraine says OKAY, LET'S TRY SOMEONE
FROM JACK MINER.

Stewart continues YOU MIGHT GET
THREE RINGS.
WHAT ELSE MIGHT
YOU GET?

A voice answers I THINK THEY WILL BE
ALL CONNECTED TOGETHER.

He says ONE BIG RING.
THAT'S RIGHT.
AND YOU WANT TO GIVE ME
THE THIRD POSSIBILITY?
I HEARD IT.

He answers TWO RINGS.

Stewart says THAT'S RIGHT.
TWO RINGS.
WELL, YOU KNOW, I'M GOING
TO JUST PUT THESE DOWN
HERE ON THE TABLET AND
SEE WHAT WE'VE GOT.
AND YOU KNOW
WHAT WE'VE GOT?

He shows the string and it forms a large circle.

He says WE'VE GOT ONE BIG RING.
NOW, THE QUESTION FOR
YOU AT HOME IS THIS?
WHEN YOU DO THIS AT HOME,
WHAT I WANT YOU TO FIND OUT
IS WHAT IS THE MOST
LIKELY POSSIBILITY,
THAT IS, ONE RING, TWO
RINGS, THREE RINGS?
WHAT IS THE LEAST
LIKELY POSSIBILITY?
ONE RING, TWO RINGS,
THREE RINGS, AND WHY?

Lorraine says SO WE'LL HAVE TO TRY
IT A FEW TIMES, CORRECT?

Stewart says YOU WANT TO BET.
TRY THE EXPERIMENT,
AND THEN LET US KNOW
ON MONDAY WHAT
YOUR RESULTS ARE.
AND WE'LL TALK TO YOU AND
SEE IF WE CAN SORT THAT OUT.
IT'S A NEAT EXPERIMENT.

Lorraine picks up a phone and asks YES?
YES, I KNOW THAT,
AND I UNDERSTAND
YOU HAVE TO
HAVE RULES.

She covers the speaker and says to Stewart IT'S THE NATIONAL
LOTTERY.
I'M STILL TRYING
TO GET MY MONEY.

He says GOOD LUCK.

She continues BUT THESE ARE SPECIAL
CIRCUMSTANCES, REALLY.
IT WAS MY QUIPU.
I COULDN'T -
QUIPU, YES.
IT WAS A BELT THE
ANCIENT INCANS USED
TO HELP THEM
RECORD NUMBERS.
YOU SEE, YOU HAVE TO HAVE
THESE PIECES OF ROPE
WELL, REALLY!
I DON'T THINK THERE'S
ANY NEED TO ADOPT
THAT ATTITUDE.
I WAS ONLY TRYING
TO - HELLO?
HELLO?

She hangs up and holds her head.

Stewart asks Lorraine NO GO, THEN?
WELL, YOU KNOW, YOU CAN'T
MISS WHAT YOU NEVER HAD.

She says I'VE HEARD THAT, TOO,
MISTER C., AND YOU KNOW WHAT,
IT'S BALONEY.

He raises his hands and says BALONEY OR NOT, I
THINK WE STILL HAVE
A MYSTERY TO SOLVE.
AND I BET YOU A LOT OF THE
STUDENTS OUT THERE
ARE KIND OF WONDERING WHAT
THIS MAP AND ALL THESE
PLACES HAVE TO DO WITH
SOLVING THE MYSTERY.
AND I BEGAN TO THINK
ABOUT THAT, TOO.

Lorraine says YEAH, I WAS KIND OF
WONDERING ABOUT THAT.

Stewart says SO LET'S DO A QUICK
REVIEW OF THE SUSPECTS,
AND TAKE A LOOK AT SOME
OF THESE LOCATIONS.
MAYBE WE'LL BEGIN
TO SEE A PATTERN.

She says WELL, WE HAVE SPIKE WHO
IS THE OLDER BROTHER
OF ISAAC, RENE
AND SOPHIA.

Stewart sticks a paper on the map and says RIGHT, HE'S
STILL IN THE GAME.
YES.

Lorraine hands him another photo and name tag and says WE ALSO HAVE BEATRICE,
AND SHE'S THE 13-YEAR-OLD
WHO IS SOME COMPUTER
NERD, I BELIEVE.

He sticks the picture next to a world map.

She continues VERY GOOD AT
THE COMPUTER.
GRAPHICS, RIGHT.

He says ESPECIALLY THE GRAPHICS
WITH THE QUIPUS AND SO ON.

Lorraine says NOW CERTAIN LOCATIONS
WE HAVE BEEN TO SO FAR,
WELL, JUMBOTRON, WHICH
IS IN TORONTO, CANADA.

He takes a name tag and places it on Canada as he says SO I'LL PUT THAT
SIGN UP THERE.

She says I'VE GOT A LITTLE
FLAG WE CAN PUT THERE
TO SHOW WHERE
TORONTO IS.

He sticks the flag on the map and says THE END OF THE
FLAG, RIGHT THERE,
IS ABOUT WHERE
TORONTO IS.

She continues PERFECT.

He asks WHERE DID WE
GO NEXT?

She hands him a new name tag and says WE WENT TO
ATHENS, GREECE.
AND I WILL GET
SOME MORE TAPE.

He sticks it on Greece and says I'LL PUT THAT
ABOUT THERE.

She gives him the flag and says HERE'S ANOTHER FLAG.

He says GREAT.
ATHENS IS JUST
ABOUT THERE.
THAT'S PRETTY CLOSE.
GREAT.

She continues THEN WE WENT TO
MACHU PICCHU IN PERU.

He says I'LL PUT THAT DOWN
BELOW, THIS TIME.

She gives him the flag and says HERE'S A FLAG.

He sticks it and says OKAY, AND MACHU PICCHU
IS JUST ABOVE CUSCO,
SO IT'S ABOUT THERE.
AND NAGANO, JAPAN,
WHICH WE DISCOVERED
TODAY THANKS TO
OUR STUDENTS.

Stewart sticks the name on Japan and says STUDENTS, THEIR
GEOGRAPHY ASTOUNDS ME.
THAT'S GREAT.
AND THAT'S JUST OVER
HERE ON THE WEST SIDE
OF JAPAN, SO I'LL
PUT THAT ABOUT THERE
AND MAYBE MOVE
THIS UP A BIT.

She says AND I BELIEVE THERE IS A
SCHOOL THAT IS GOING
TO HELP US THIS WEEKEND
FOR JAPAN, CORRECT?

He asks THAT'S RIGHT.
WHICH SCHOOL IS IT?

She says JACK MINER.

Stewart says WHAT WOULD BE ABSOLUTELY
GREAT IS IF THE STUDENTS
AT JACK MINER ALL HAD ONE
OR TWO FACTS JUST LIKE,
WHAT GROUP OF STUDENTS?

She answers THE PINES.
MONDAY.
YOU WERE VERY HELPFUL.
SO JACK MINER
WILL BE THE ONES
HELPING US OUT
THIS MONDAY.

He says YEAH.

She comments AND JAPAN, WASN'T THAT
THE HOME OF THE WINTER
OLYMPICS THIS YEAR?

He smiles and says AS A MATTER OF
FACT, IT WAS.
AND I HONESTLY DIDN'T
MISS A SINGLE DAY
OF THE OLYMPICS.
WHAT A BEAUTIFUL
TOWN NAGANO IS.

She says AND IT'S THE
HOME, OF COURSE,
OF THE GEISHA GIRLS.

He says THEY DON'T HAVE SO MANY
GEISHA GIRLS ANYMORE.
IT'S KIND OF SAD.

She says NOT TO MENTION SOMETHING
DECIDEDLY JAPANESE
AS WELL AS THE
SAMURAI SWORD.

He says THAT'S A MAGNIFICENT
PIECE OF ENGINEERING.

She asks ENGINEERING?
A SWORD?

He exclaims ABSOLUTELY!
IT'S A PRECISION
INSTRUMENT THAT'S BEEN
MOULDED, AND IT'S MADE
UP OF MANY LAYERS.

She says EXCUSE ME, EXCUSE ME,
MISTER C., I HAVE A FEELING
I'M GOING TO BE SITTING
HERE A WHILE LISTENING
TO YOU, SO IT'S PROBABLY
A GOOD TIME TO SAY
GOOD-BYE TO OUR FRIENDS.
HAVE A GREAT WEEKEND AND
WE'LL SEE YOU ON MONDAY.

He says WELL, YOU TAKE
A SLAB OF METAL,
AND YOU HAMMER IT OUT,
AND YOU FOLD IT OVER.
AND YOU HAMMER IT OUT,
AND YOU FOLD IT OVER.

The image fades to black.

A blue slate appears. It reads “Please remember to log off!” as a title. Then it reads “Pick up handset. Press number sign 7. Press 1 to confirm. Hang up handset. See you next time!”

Watch: Student Session 9