Transcript: The Trip | Mar 26, 1999

(music plays)

The opening slate pops up with a countdown timer from 15 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.

Mister C sits in the studio. He’s in his mid-forties, with a dark beard and wavy black hair. He’s wearing glasses, a cap, a white T-shirt with Einstein’s face and patterned suspenders.

Looking at his desk, Mister C moves around red straws and says OH, GEE, MAYBE
THIS, MAYBE THIS.
NO, NO, NO, THAT DOESN'T WORK.
NO, NO, NO, MAYBE THIS.
NO, NO, NO, NO,
THAT -- NO, GEE!
OH!
I CAN'T FIGURE THIS OUT.
MAYBE IF I DO THIS OVER HERE.
NO, THAT DOESN'T
DO ME ANY GOOD.
UM, GEE...
WHAT A TOUGH PROBLEM THIS IS.
OH, GEE.
I WONDER IF I
CAN GET ANY HELP?
MAYBE THAT WILL DO IT,
THAT'LL DO IT.
NO, NO.
UM...
OH!
MY GOODNESS.
WHAT TIME IS IT?
I'VE LOST TRACK OF TIME.
IT'S AFTER 9 O'CLOCK.
AH, WELL, OH, GEE, I'M
GONNA HAVE TO GET BACK
IN THE GROOVE HERE.
I WAS DOING THIS LITTLE
PROBLEM, AND I'D LIKE TO GET
YOU TO HELP OUT IN
A MOMENT OR TWO.
WELCOME TO TVO'S
VIRTUAL CLASSROOM.
I'M MISTER C., AND I'M GOING
TO HOST YOU FOR THE NEXT
12 WEEKS OR SO.
I'M LOOKING FORWARD TO HEARING
FROM YOU, TALKING TO YOU,
DOING A LITTLE BIT OF MATH WITH
YOU, AND ACTUALLY TALKING ABOUT
A WHOLE LONG STORY.
I'VE GOT THIS LITTLE PROBLEM,
AND I NEED A LITTLE BIT OF
HELP FROM YOU.
SO I'M GOING TO DO THIS.
I'M GOING TO SET THE
PROBLEM UP OVER HERE...
LIKE SO.
AND YOU SEE WHAT THE PROBLEM
IS, I'VE GOT A WHOLE BUNCH OF
STRAWS HERE.
THE ONLY REASON I'M PUTTING IT
ON THIS GRID IS ACTUALLY THE
FACT THE NUMBERS ARE THERE SO
WE CAN TALK ABOUT THE STRAWS
ACCORDING TO THEIR NUMBERS.
LET'S SEE.

A blue sheet of paper reads “Move exactly 2 straws to make 2 squares.” The paper shows four squares joined all of their sides numbered from 1 to 12. Mister C places the straws on the squares. The, he appears on the right bottom of the screen.

Mister C continues SO HERE'S THE PROBLEM.
IT SAYS, MOVE EXACTLY TWO
STRAWS SO I END UP WITH
EXACTLY TWO SQUARES.
AND I JUST COULDN'T
FIGURE IT OUT.
I KIND OF INVITE YOU TO
HELP ME OUT A LITTLE BIT.
SO WHAT YOU CAN DO RIGHT NOW,
IF YOU THINK YOU KNOW THE
ANSWER TO THIS PROBLEM, PRESS
POUND NINE AND GIVE ME A CALL.
IT LOOKS LIKE WE MIGHT
EVEN HAVE A CALL.
OOPS.
OKAY.
HI, IS THIS NEIL?

Mister C speaks with a spectator via a telephone conversation.

Neil says YES.

Mister C says HI, NEIL.
DO YOU SEE A SOLUTION
TO MY PROBLEM?

Neil says I DON'T KNOW.
YOU COULD TAKE OUT TWO OF THE
BOTTOM STRAWS, THEN IF ALL
THE STRAWS AREN'T THERE,
THEN IT PROBABLY WOULDN'T
MAKE A COMPLETE SQUARE.

Mister C says ARE YOU THINKING ABOUT
THESE TWO AT THE BOTTOM?

Neil says YEAH.

Mister C says YOU KNOW SOMETHING, I THINK
THAT'S A GOOD IDEA, BUT YOU
KNOW, I JUST HAVE A FEELING
THERE MIGHT BE A BETTER ANSWER.
WHAT SCHOOL ARE YOU
FROM BY THE WAY?

Neil says FLAMBOROUGH CENTRE SCHOOL.

Mister C says OH YEAH, WELL, I'M LOOKING
FORWARD TO TALKING TO YOU AGAIN.
MAYBE WE'LL SEE IF WE'VE GOT
SOMEBODY ELSE THAT HAS
AN ANSWER.
THANKS FOR CALLING.
OKAY, LET'S SEE IF SOMEBODY
ELSE HAS AN ANSWER.
IT'S STILL A VERY DIFFICULT
PROBLEM, ISN'T IT?
THERE WE GO.
THAT ONE WAS A GOOD SOLUTION,
BUT I DON'T THINK IT'S QUITE
RIGHT YET.

Christopher says HELLO.

Mister C says WHO HAVE WE GOT ON
THE LINE RIGHT NOW?

Christopher says CHRISTOPHER.

Mister C says WHAT SCHOOL ARE YOU FROM?

Christopher says TRILLIUM.

Mister C says FANTASTIC.
DO YOU SEE AN ANSWER
TO MY PROBLEM?
WHAT STRAWS SHOULD I MOVE?

Christopher says THE MIDDLE ONE AND
THE OTHER MIDDLE ONE.

Mister C says THIS MIDDLE ONE?

Christopher says YEAH.

Mister C says CAN YOU TELL ME NUMBER SIX,
SEVEN OR NINE, WHAT OTHER ONE?

Christopher says THE OTHER ONE UNDER THE
ONE YOU JUST TOOK AWAY.

Mister C says THIS ONE?

Christopher says NO.
NINE.
THAT ONE, YEAH.

Mister C says I SEE TWO RECTANGLES
AND A SQUARE.
DO YOU?
IT'S NOT TWO SQUARES ALONE,
IT'S TWO RECTANGLES.
SO I DON'T THINK
THAT'S QUITE IT.
WELL, THANKS FOR CALLING.
LET'S SEE IF WE'VE GOT
ANOTHER ANSWER HERE.
LET'S SEE.
WE'RE HOPEFULLY GETTING
SOMEBODY ON THE LINE THERE.
I'VE GOT THIS RESET AGAIN.
JUST WAITING FOR
ANOTHER ANSWER.
OH, HELLO.
AH, WHO HAVE WE GOT
ON THE LINE NOW?
NOBODY YET.
STILL NEED A LITTLE
BIT OF HELP HERE.
AS I SAY, I HAVEN'T QUITE
SEEN THE ANSWER TO IT YET.
THAT LAST STUDENT, I THINK,
WAS EXCEPTIONALLY CLOSE.
OH, FANTASTIC.
IS THIS SARAH?

Sarah says YEAH.

Mister C says HI, SARAH.
DO YOU SEE AN ANSWER HERE?

Sarah says YOU REMOVE THE
TWO MIDDLE ONES.

Mister C says WHICH NUMBERS?

Sarah says NUMBER SIX AND NUMBER SEVEN.

Mister C says SIX AND SEVEN.
I THINK WE'VE GOT TWO
RECTANGLES AGAIN, RIGHT?
YOU KNOW, SARAH, I THINK
YOU'RE REALLY CLOSE.

Sarah says OKAY.

Mister C says YOU SAID NUMBER SIX.
I THINK THAT'S ONE OF THEM.
NOW RECONSIDER NUMBER SEVEN.
LEAVE THAT ONE ALONE, AND
MAYBE ONE OTHER STRAW THAT
MIGHT MAKE TWO SQUARES.

Sarah says I DON'T KNOW.

Mister C says TAKE A GUESS.
TAKE A GUESS.

Sarah says FOUR.

Mister C says LOOK AT THAT.
THERE YOU ARE.
YOU SEE YOU'VE GOT A BIG
SQUARE ON THE OUTSIDE
AND A LITTLE ONE THERE.
AND LOOK AT WHAT
YOU JUST MADE.
THANKS A LOT, SARAH.
YOU JUST DID FINE.

Sarah says YOU'RE WELCOME.

Mister C says OH, GREAT.
WE'LL TALK TO YOU AGAIN.
OKAY.
NOW, I HAD A SPECIAL GUEST
THAT WAS SUPPOSED TO PHONE IN,
AND I'M HOPING HE'S PHONING IN
RIGHT NOW BECAUSE WE HAVE A
COUPLE OF THINGS TO
CHAT WITH HIM ABOUT.
ONE OF THE THINGS I WAS SORT
OF HOPING BEFORE WE GOT
STARTED IS THAT YOU WOULD
HAVE A COPY OF THE SHORT
ASSIGNMENT WE HAVE
FOR THE FIRST LESSON.
IN THAT ASSIGNMENT, IT TALKS
ABOUT THE BEGINNING OF A STORY.
NOW, LATER ON, I'LL TALK A
LITTLE BIT ABOUT THE MATH.
I'LL TALK A LITTLE BIT ABOUT
THE MATH, BUT RIGHT NOW,
WE NEED A LITTLE BIT OF
BACKGROUND INFORMATION TO
HELP YOU WITH THE STORY.
AND I'M HOPING THAT CAPTAIN
MIKE IS GOING TO PHONE IN
SHORTLY, AND WE
CAN TALK TO HIM.
HELLO, IS THIS CAPTAIN MIKE?

Captain Mike says YES, STEWART.
WELL, SHIVER ME TIMBERS.
IT'S GOOD TO HEAR
FROM YOU, STEWART.

Mister C says I'VE MADE THAT TRIP FROM --
BY THE WAY, FOLKS, I'VE GOT TO
TELL THE FOLKS OUT
THERE WHO YOU ARE.
CAPTAIN MIKE IS THE CAPTAIN OF
THE
CHI-CHEEMAUN, WHICH IS A
FERRY BOAT THAT RUNS ACROSS
GEORGIAN BAY FROM TOBERMORY TO
SOUTH BAY MOUTH ON
MANITOULIN ISLAND.
YOU KNOW, MANY, MANY, MANY,
MANY TIMES, CAPTAIN, I'VE BEEN
ON THAT FERRY BOAT, AND I'VE
BEEN SO PLEASED YOU'VE BEEN
THE CAPTAIN AND ON THE BRIDGE
WHEN I'VE BEEN IN THE BOAT.
YOU MAKE ME FEEL SAFE.

Captain Mike asks WHAT CAN I DO FOR YOU TODAY?

Mister C replies WELL, YOU KNOW, I'VE GOT KIDS
FROM ALL OVER ONTARIO WHO
HAVE TUNED IN TO FIND OUT A
LITTLE BIT ABOUT THIS STORY
WE'RE DOING.
AND IT HAPPENS TO START
ON THE
CHI-CHEEMAUN.
YOU WOULDN'T, BY ANY CHANCE,
HAPPEN TO HAVE ANY PICTURES
OR ANYTHING THAT WE
COULD LOOK AT SO WE KNOW
WHAT THE BOAT
LOOKS LIKE.

Captain Mike says I'LL TRY TO HELP YOU
ANY WAY I CAN, MISTER C.
IN FACT, IT MUST
BE YOUR LUCKY DAY.
WE'VE GOT THE SATELLITE FIRED
UP, AND I HAVE A SHORT TAPE
OF THE CHI-CHEEMAUN SAILING
ACROSS GEORGIAN BAY.
WOULD YOU LIKE ME
TO RUN IT FOR YOU?

Mister C says OH, FANTASTIC.
GO FOR IT!

A clip plays.

Mister C says HEY, THAT'S QUITE THE BOAT.
THAT'S NO SMALL BOAT, WOW.

[helicopter blades whirring]

A 360-degree aerial shot shows a huge white ship sailing the sea.

The clip ends.

Mister C says THOSE ARE SOME
BEAUTIFUL PICTURES.
GEORGIAN BAY IS JUST A
BEAUTIFUL, BEAUTIFUL BAY
IN NORTHERN ONTARIO.
I'LL TELL YOU.
YOU KNOW, IT'S QUITE
A GOOD SIZED BOAT.
HOW BIG IS IT,
CAPTAIN MIKE?

Captain Mike says WELL, LET'S SEE, MISTER C.
SHE'S ABOUT 111.3 METRES LONG.
18.6 METRES WIDE, AND LAST
TIME I CHECKED, SHE WAS
11.5 METRES DEEP.

Mister C says THAT'S A LOT OF
METRES, I'LL TELL YA.
SEEMED TO BE MOVING ALONG
AT QUITE A CLIP, TOO.
HOW FAST DOES SHE TRAVEL?

Captain Mike says SHE'S A BEAUTY, MISTER C.
SHE TRAVELS AT AROUND
31 KILOMETRES AN HOUR.
SHE MAKES A 50-K TRIP IN
A LITTLE UNDER TWO HOURS.

Mister C says HEY, THAT'S QUITE
THE MOVING, ALL RIGHT.
YOU KNOW, I THINK IF I RECALL
CORRECTLY, MY FAVOURITE NIECE
AND NEPHEW, SOLANGE AND SIMON,
WERE TAKING THAT TRIP ACROSS
TO MANITOULIN ISLAND.
IF I'M NOT MISTAKEN, THEY
EVEN SAID THEY MET YOU,
AND YOU INVITED THEM
INTO THE WHEEL HOUSE.
IS THAT SO?

Captain Mike says OH, THAT I DID, MISTER STEWART.
AND A COUPLE OF FINE
YOUNG PEOPLE THEY WERE.
THEY SAID THEY WERE MOVING
TO MANITOULIN ISLAND.

Mister C says THAT'S RIGHT.
I'M GOING TO KEEP IN TOUCH
WITH THEM TO FIND OUT WHAT
THEIR ADVENTURES ARE LIKE
UP ON MANITOULIN ISLAND.
THANKS A LOT, CAPTAIN MIKE,
FOR JOINING US THIS MORNING
AND GIVING US ALL THAT
GREAT INFORMATION.

Captain Mike concludes KEEP SAILING, STEWART.

Mister C says INDEED I WILL.
WELL, I HOPE YOU GOT A
LITTLE BIT OF A SENSE AT THE
BEGINNING OF OUR STORY, MY
NEPHEW AND NIECE, SOLANGE AND
SIMON ARE ON THEIR WAY
TO MANITOULIN ISLAND.
AND I UNDERSTAND THEY ARE
GOING TO STAY THERE FOR A WHILE.
SO LET'S SEE WHAT
HAPPENS DOWN THE PIPE.
NOW, A COUPLE OF THINGS.
I NEED TO TELL YOU WHAT WE'RE
GOING TO DO ON A WEEKLY BASIS.
I THINK WHAT YOU'LL FIND IS
WE'LL BEGIN THE SHOW WITH A
LITTLE BIT OF A CONVERSATION
LIKE THAT TO KEEP US
UP-TO-DATE ON THE
STORY AND WHERE WE ARE.
AND THEN THE SECOND THING I'LL
BE DOING, WHICH I CAN'T DO
TODAY, IS TO TAKE UP THE WORK
THAT YOU DO OVER THE COURSE
OF THE NEXT WEEK.
EVERY WEEK YOU'LL HAVE A SMALL
MATH ASSIGNMENT THAT YOU
EITHER DO INDIVIDUALLY, MAYBE
IN A SMALL GROUP, PERHAPS
EVEN AS A WHOLE CLASS.
THAT ASSIGNMENT, YOU
FINISH FOR NEXT WEEK.
YOU HAVE TO HAVE ALL YOUR
RESULTS WITH YOU EACH AND
EVERY MONDAY MORNING.
AND ON MONDAY MORNING WE WILL
TAKE UP THAT ASSIGNMENT.
REMEMBER, THIS WILL BE THE
INTERACTIVE PART OF THE PROGRAM.
ONE OF THE INTERACTIVE PARTS,
BUT MAYBE
THE
MOST IMPORTANT
INTERACTIVE PART.
THAT IS TO SAY I WANT
TO HEAR YOUR ANSWERS.
I WON'T GIVE YOU THE ANSWERS.
I WANT TO HEAR
YOUR
ANSWERS.
AND ACTUALLY WE HAD TWO OR
THREE PEOPLE PHONING IN THIS
MORNING, AND YOU CERTAINLY
HAVE FIGURED OUT HOW TO USE
THE PHONE LINES, SO I'M
LOOKING FORWARD TO
THOSE INTERACTIONS.
THE LAST PART OF THE PROGRAM
ON A WEEKLY BASIS, WHICH I WILL
BE DOING TODAY, IS A SMALL MATH
LESSON, TO HELP YOU DO THE
ASSIGNMENT THAT I'VE
GIVEN YOU FOR THE WEEK.
SO I WANT YOU TO MAKE SURE
THAT YOU HAVE A SENSE OF WHAT
TO DO, AND WHAT I'M
ASKING YOU TO DO.
AND HOPEFULLY IT'LL MAKE THE
ASSIGNMENT EASIER AND A LITTLE
BIT FASTER.
NOW, JUST A QUICK NOTE TO YOUR
TEACHERS IF THEY ARE IN THE
ROOM THERE, THAT IN FACT, FOR
THE MORNING SESSION, THAT'S
THE 9 O'CLOCK PROGRAM, WE HAVE
PROBABLY AN OVERSUBSCRIPTION
OF CLASSES.
IF THERE'S ANY CLASS THAT
WOULD FIND IT MORE COMFORTABLE
TO MOVE TO THE 10 O'CLOCK SLOT,
IT'LL BE KIND OF FIRST COME
FIRST SERVE, BUT YOU CAN GIVE
US A CALL HERE AT TVO, AND
LET US KNOW YOU WOULDN'T MIND
SWITCHING TO THE OTHER SLOT.
WE'RE LOOKING FORWARD TO
HEARING FROM SOMEBODY, I HOPE,
ANYWAY BECAUSE WE'LL BE QUITE
BUSY IN THE FIRST SLOT, AND
IF WE WANT TO GIVE KIDS
THE MAXIMUM NUMBER OF
OPPORTUNITIES TO PHONE IN,
THE MORE EVENLY WE SPLIT
THE BETTER.
NOW, I WANT TO TALK ABOUT THE
MATHEMATICS THAT YOU WILL
FIND ON THIS PARTICULAR
EXERCISE FOR THIS WEEK.
THE FIRST THING I'M GOING TO
START WITH HERE IS TAKING A
LOOK AT THIS CHART RIGHT HERE.

He grabs a blue piece of paper with three columns. Under the first column, a list reads “Compact Sedan. Mid-sized Sedan. Full-sized Station Wagon. Utility Sport Vehicle. Full-sized Van. The Average-sized Car i.e. median length and width.” The second column reads “Length” and the third one reads “Width.”

Mister C continues THIS IS A CHART, I'LL ASK YOU,
OR INVITE YOU TO DO SOME
DATA GATHERING.
NOW, THIS IS ONE OF THOSE
ITEMS WHERE, IN FACT, MY
FEELING IS THAT YOU'D DIVIDE
THE WORK IN THE CLASS.
IF YOU NOTICED THERE WAS
A WHOLE BUNCH OF NAMES OF
DIFFERENT KINDS OF CARS.
THERE WAS A MID-SIZE SEDAN,
THE FULL SIZE STATION WAGON,
THE UTILITY SPORT VEHICLE,
THE FULL-SIZE VAN AND SO ON.
AND ACTUALLY, ON YOUR LIST
YOU HAVE A FEW MORE ITEMS.
WHAT YOU NEED TO DO IS MAYBE
ONE OR TWO PEOPLE IN THE
CLASS WOULD BE CONCERNED ABOUT
FINDING A COMPACT SEDAN.

On the paper, he writes a tick next to “Compact Sedan.”

Mister C continues WELL, I GUESS, PART OF
THE PROBLEM IS WHAT IS A
COMPACT SEDAN?
I'M GOING TO LEAVE IT TO YOUR
CLASS TO ACTUALLY DISCUSS
WHAT THESE
DIFFERENT CARS ARE.
LIKE WHAT MAKE AND MODEL
MIGHT BE APPROPRIATE.
FOR INSTANCE, A SPORT UTILITY
VEHICLE MIGHT BE A FORD BRONCO,
FOR INSTANCE.
OR IT COULD BE
A JEEP CHEROKEE.
THOSE ARE BOTH SPORT
UTILITY VEHICLES.
A FULL-SIZE STATION WAGON
COULD BE A FORD TAURUS, PERHAPS.
JUST SO HAPPENS I HAVE A FORD
RIGHT NOW, SO THAT'S WHAT I
HAVE ON MY MIND, BUT OBVIOUSLY
THERE ARE MANY, MANY
IMPORTED CARS, AND A VARIETY
OF OTHER CARS THAT WOULD DO
JUST FINE.
WHAT YOU NEED IS A METRE STICK
OR TAPE MEASURE TO FIND THE
LENGTH AND WIDTH
OF THOSE CARS.
THAT'S ALL YOU NEED.
NOW, IF YOUR CLASS CAN GET A
FIGURE FOR EACH OF THESE, FOR
ALL THOSE DIFFERENT KINDS OF
CARS, THEN YOU'VE GOT ENOUGH
INFORMATION TO GO
TO THE NEXT STEP.
FOR INSTANCE, I MIGHT FIND THE
LENGTH OF THE COMPACT SEDAN IS
4.2 METRES, AND ITS
WIDTH IS 2.3 METRES.
THOSE NUMBERS MAY BE WAY OFF.
I'M JUST MAKING THEM UP.
ONE OF THE THINGS THAT I WANT
TO HIGHLIGHT IS I THINK WHAT
YOU WANT TO DO HERE IS TO
MEASURE IN METRES, AND ROUND
OFF TO ONE DECIMAL SO YOU WOULD
DO THAT FOR ALL THESE CARS.
SO PERHAPS THE MID-SIZE SEDAN
IS A LITTLE BIT LONGER.
IT MIGHT BE 5.1 METRES, AND
IT MIGHT BE ALSO 2.3 METRES.

He adds those figures.

He continues THE WIDTHS MAY NOT VARY
AS MUCH AS THE LENGTHS.
I THINK YOU'LL FIND THE
LENGTHS WILL VARY SOMEWHAT MORE.
NOW, WHAT I GET DOWN TO
IS THIS PART RIGHT HERE.
WHAT IS THE AVERAGE-SIZED CAR.
AND I'VE MORE EXACTLY SAID,
I'M GOING TO CIRCLE THAT
LITTLE CHUNK RIGHT THERE,
I'VE SAID THE MEDIAN.
NOW I WANT TO DO A VERY QUICK
LITTLE LESSON ABOUT AVERAGE.
THERE ARE TWO KINDS OF AVERAGES
THAT I'M CONCERNED ABOUT.
THE FIRST ONE IS CALLED THE
ARITHMETIC MEAN, OR WHAT YOU
COMMONLY REFER
TO AS THE AVERAGE.
AND THE OTHER IS THE MEDIAN.
NOW, I'LL GIVE YOU A
COUPLE OF EXAMPLES.
I'LL COME BACK HERE.
THERE WE ARE.
LET'S SAY WE HAVE SOME DATA.
LET'S SAY THESE ARE THE
LENGTHS OF SOME CARS.

A new blue sheet of paper appears. It reads “Data: 12.2, 13.0, 13.4, 15.6, 18.2. Mean: (12.2+13.0+13.4+15.6+18.2)/5=14.5. Median (the middle): 13.4.”

He continues IF I WANT THE ARITHMETIC MEAN,
WHICH IS THIS ONE HERE,
WHAT I DO IS I ADD UP ALL THE
NUMBERS, ALL THESE, AND THERE
ARE FIVE NUMBERS -- ONE,
TWO, THREE, FOUR, FIVE.
SO I ADD THEM ALL UP, AND
I DIVIDE BY FIVE, AND I
ROUND THE ANSWER OFF TO
WHATEVER THE VALUE IS.
14.5 IN THIS CASE.
NOW, IF WE WERE DEALING WITH
METRES, I SHOULD DEFINITELY
SHOW THE UNIT OF MEASUREMENT.
THE DEFINITION OF MEDIAN IS
SIMPLY THE MIDDLE VALUE.
NOW, NOTICE THAT I CAREFULLY
PUT THESE IN ORDER FROM THE
SMALLEST TO THE BIGGEST.
THEY GET BIGGER EACH TIME.
AND THEY ARE FIVE OF THESE.
WELL, IN A SET OF FIVE, ONE,
TWO, THREE, FOUR, WHICH
ELEMENT IS THE MIDDLE ELEMENT?
WELL, INDEED, IT'S
THE THIRD ELEMENT.
THEREFORE, THE MEDIAN
IS 13.4 METRES.
NOW, THERE ARE ADVANTAGES AND
DISADVANTAGES OF USING THE
ARITHMETIC MEAN AND
USING THE MEDIAN.
THE BEST EXAMPLE I CAN GIVE
YOU, AND EVEN THIS VERY
EXAMPLE IS A REALLY GOOD ONE.
YOU HAVE CARS WHICH ALL RANGE
FROM A CERTAIN LENGTH, MAYBE
4 OR 5 METRES IN LENGTH UP TO
ABOUT 7 OR 8 METRES IN LENGTH.
BUT YOU OCCASIONALLY GET A
LARGE TRUCK, WHICH IS 15,
16 METRES IN LENGTH.
WE'RE REALLY ONLY CONCERNED
ABOUT AVERAGE SIZE CARS.
IF WE WERE TO DO AN AVERAGE
WITH THAT BIG VALUE IN IT, THE
AVERAGE WOULD BE ARTIFICIALLY,
OR A LITTLE BIT TOO LARGE.
THAT'S ONE THAT MAYBE YOUR
TEACHERS MIGHT WANT TO SHOW YOU.
BUT IT'S A GOOD EXAMPLE.
THERE, THE MEDIAN MAKES MORE
SENSE BECAUSE THAT MIDDLE
VALUE WILL BE RIGHT SMACK IN
THE MIDDLE OF WHAT YOU MOST
LIKELY EXPECT.
I WANT TO SHOW YOU
ONE MORE EXAMPLE.
AND I'M GOING TO DO
A LITTLE FLIP HERE.
LET'S SEE.
GET SOME CLEAN PAPER.

He puts a piece of paper covering the previous one and the data line only shows.

He continues THAT'LL PROBABLY MAKE SENSE.
OKAY, THERE WE ARE.
IF YOU NOTICE THIS DATA IS
VERY MUCH THE SAME AS THE
LAST DATA.
I'M GOING TO GET YOU TO
HELP ME OUT A LITTLE BIT.
I DON'T KNOW IF YOU'VE GOT
ANY CALCULATORS WITH YOU THIS
MORNING, BUT WHAT I'D REALLY,
REALLY LIKE TO ASK YOU TO DO
RIGHT NOW IS TO PHONE
IN AND LET ME KNOW
WHAT THE AVERAGE IS.
NOT THE MEDIAN,
BUT THE AVERAGE.
SO REMEMBER WHAT WE
SAID THE AVERAGE WAS?
NOW, I'M LOOKING FOR ANYBODY
THAT HAS A CALCULATOR OUT
THERE THAT IS HANDY.
BECAUSE ADDING THESE UP,
ESPECIALLY ON AIR, IS
SOMETHING YOU WANT TO DO
FAIRLY QUICKLY AND ACCURATELY.
LOOKS LIKE WE HAVE
SOMEBODY CALLING IN.
YES, I'LL REMIND YOU, THE
WAY YOU PHONE IN IS TO PRESS
POUND NINE AND CALL IN.
AND I THINK WE ACTUALLY HAVE
SOMEBODY CALLING IN FROM
USBORNE RIGHT NOW.
IS THIS GREG?

Sarah says NO.

Mister C says IS IT SARAH?

Sarah says YES.

Mister C says I'VE GOT TWO NAMES
SO I WASN'T SURE.
HOW ARE YOU DOING, SARAH?

Sarah says PRETTY GOOD.

Mister C says CAN YOU TELL ME AGAIN
HOW YOU FIND THE AVERAGE?

Sarah says YOU PLUS ALL THE DATA.

Mister C says RIGHT.

Sarah says AND THEN YOU PUT
IT IN THE MIDDLE.

Mister C says YOU ADD ALL THE DATA.
DID YOU ADD IT UP ALREADY?

Sarah says YEAH.

Mister C says WHAT'S THE TOTAL?

Sarah says 90.2.

Mister C says 90.2.
NOW, WHAT DO I DO
WITH THAT NUMBER?

Sarah says YOU DIVIDE IT BY --

Mister C says HOW MANY?

Sarah says SIX.

Mister C says YES.
AND WHEN YOU DO THAT,
WHAT WAS YOUR ANSWER?

Sarah says IT WAS --

After a few moments, Mister C says 90.2 DIVIDED BY SIX.
CAN I HELP YOU A BIT?

Sarah says YES.

Mister C says WELL, WHEN YOU DIVIDE,
I'M GOING TO DO IT LONG.
AND ACTUALLY I MADE A
MISTAKE, BUT I KNOW WHY.
I DID IT WHEN I WAS TIRED LAST
NIGHT, AND I HAVE A FEELING
I MADE -- IF I WERE TO DO
THIS BY LONG, IT WOULD LOOK
SOMETHING LIKE THIS.

He writes a division.

He continues THEN I'M GOING TO HAVE POINT,
I'M BRINGING THE TWO DOWN.
WHAT YOU'LL FIND HERE, I'VE GOT
TO BRING DOWN A ZERO AS WELL.
I'M GOING TO GET TO THE POINT
WHERE I HAVE ZERO SOMETHING
OR OTHER.
SO THE ANSWER IS
ACTUALLY 15.0.
IT'S CLOSE ENOUGH.

Mister C says IS THAT WHAT YOU
WOULD HAVE GOTTEN?

Sarah says YES, LIKELY.

Mister C moves the clean paper to see the rest of the other and says SEE, I MADE A LITTLE
MISTAKE LAST NIGHT.
I SAID 14.9, BUT REALLY, I
THINK YOU'RE QUITE RIGHT.
WELL, THANK YOU VERY MUCH,
SARAH, FOR HELPING ME OUT
ON THAT.

Sarah says ALL RIGHT.

Mister C says OKAY.
NOW, THIS ONE
ALSO HAS A MEDIAN.
GO BACK TO THESE NUMBERS
AGAIN AT THE TOP.
AND IF YOU THINK YOU KNOW HOW
TO FIND THE MEDIAN FOR THIS
ONE, I'D LIKE YOU TO PHONE IN.
REMEMBER, POUND
NINE, AND CALL IN.
SO WE'RE LOOKING FOR
THE MEDIAN THIS TIME.
SEE IF WE'VE GOT
ANYBODY CALLING.
OH, INDEED WE DO.
THERE WE GO.
I THINK WE HAVE SOMEBODY
FROM FLAMBOROUGH PHONING IN.
OOPS.
DID WE GET THAT?
OKAY, WITH A
LITTLE BIT OF LUCK...
AH, PHIL OR JOSH,
I SHOULD SAY.
WHO IS IT?

Josh says HELLO?

Mister C says HELLO, WHO IS CALLING IN?

Josh says JOSH TAYLOR.

Mister C says HI, JOSH.
HOW YOU DOING?

Josh says I'M GREAT.

Mister C says THAT'S GOOD.
CAN YOU TELL ME HOW YOU FIND
THE MEDIAN FOR THIS DATA?

Josh says WELL, YOU -- HANG ON.
HERE.
YOU GO TO THE MIDDLE NUMBERS,
AND YOU ADD THEM TOGETHER,
AND THEN DIVIDE BY TWO.

Mister C says OKAY.
WHY DID YOU DO THAT?
BECAUSE THE OTHER ONE, I JUST
PICKED OUT A MIDDLE NUMBER
AND IT WAS FINE.
BUT WHY DID YOU
DO IT THIS TIME?

Josh says BECAUSE THERE
ARE SIX NUMBERS.

Mister C says THAT'S RIGHT.
THERE'S AN EVEN
NUMBER OF NUMBERS.
SO WHAT YOU DO IS YOU
FIND THE TWO MIDDLE ONES.
He circles “13.4” and “15.6.” and continues
NOW, TELL ME IF I'M
SAYING THIS RIGHT.
YOU FIND THE TWO MIDDLE ONES.
YOU ADD THEM TOGETHER,
AND YOU DIVIDE BY TWO.

Josh says YEAH.

Mister C says DID YOU ACTUALLY
WORK THIS ONE OUT?

Josh says NO.

Mister C says WELL, THERE'S YOUR ANSWER.

Mister C chuckles and continues ANYWAY, WELL, THANK
YOU VERY MUCH.
I MUCH APPRECIATE IT.
YOUR ANSWER IS
RIGHT ON THE BUZZER.
OKAY.
NOW, I'M GOING TO TALK FOR ONE
MORE SECOND TO DO WITH THE
LESSON, THEN I'M GOING TO OPEN
UP THE LINES FOR A COUPLE
MORE QUICK QUESTIONS AND LOOK
FOR SOME QUESTIONS FROM YOU
AS WELL.
I'M GOING TO GO BACK
AGAIN TO THIS DIAGRAM.
YOU'RE GOING TO SEE
SOMETHING LIKE THIS.
YOU'RE GOING TO FIND IT
IN YOUR PACKAGE AS WELL.
THIS IS THE OUTLINE OF ONE
OF THE PARKING BAYS ON
THE
CHI-CHEEMAUN.

A piece of paper shows a rectangle with a smaller rectangle in the middle and three arrows. Another tiny rectangle sits at the left bottom of the page.

He continues AND, IN FACT, THERE
ARE TWO OF THEM.
SO WHATEVER YOU DO FOR THIS
ONE, YOU DO FOR THE OTHER ONE.
I HAVEN'T ACTUALLY PUT THE
MEASUREMENTS ON HERE, BUT
YOU'LL FIND THAT
IN YOUR ASSIGNMENT.
ONCE YOU GET THE AVERAGE AND
MEDIAN WIDTH OF A CAR AND
LENGTH OF A CAR, THERE ARE
A COUPLE OF WAYS YOU CAN
APPROACH THIS.
ONE OF THEM IS TO PHYSICALLY
TAKE SOMETHING LIKE THAT
AND CUT IT OUT.
SO I'LL GET MY SCISSORS OUT
HERE AND DO A QUICK JOB.
AND YOU COULD CUT OUT A WHOLE
BUNCH OF THESE LITTLE GUYS.
OKAY, GO BACK HERE AGAIN.
AND ACTUALLY, YOU COULD DO AN
ARRANGEMENT BY PLACING THEM,
A WHOLE BUNCH OF THEM,
AND SIMPLY COUNTING THEM.

He cuts out the smallest rectangle and places it at the top right bottom of the larger rectangle.

He continues NOW, REMEMBER, YOU HAVE TO
TAKE INTO ACCOUNT, YOU'VE
GOTTA, BOY, IT'S
MONDAY MORNING.
YOU HAVE TO TAKE INTO ACCOUNT
THERE HAS TO BE SOME ROOM ON
OTHER SIDE OF THE CAR
FOR THE CAR TO FIT IN.
YOU MUST TAKE INTO ACCOUNT
THERE SHOULD BE A LITTLE BIT
OF ROOM BETWEEN THE
CARS FRONT AND BACK.
SO WHATEVER YOU DO, YOU HAVE
TO SET UP YOUR ARRANGEMENT SO
YOU CAN MAXIMIZE THE NUMBER OF
CARS, BUT THEY'RE NOT CRUSHED
IN THERE SO MUCH THAT YOU
CAN'T ACTUALLY GET IN AND OUT
OF YOUR CAR.
THAT IS A REAL PROBLEM.
SO WHEN YOU GO ABOUT THE
BUSINESS OF DOING THIS,
ONE WAY OF DOING IT IS BY DOING
LITTLE CUTOUTS AND ACTUALLY
ARRANGING THEM.
ANOTHER WAY IS TO ACTUALLY DO
THE CALCULATIONS ACCORDING TO
THE DIMENSIONS AND THE
DIMENSIONS GOING ACROSS.
AND I WON'T HELP YOU
TOO MUCH MORE ON THAT.
I'LL LEAVE THAT ONE TO YOU.
BUT REMEMBER, THIS CAR IS
BASED ON THAT AVERAGE SIZE
CAR, OR THAT MEDIAN CAR YOU
CALCULATED USING REAL DATA.
NOW, WHEN YOU COME BACK NEXT
WEEK, IT'LL BE VERY, VERY
INTERESTING TO SEE HOW CLOSE
YOU GET TO THE TOTAL NUMBER OF
AVERAGE-SIZED CARS THAT
GO ON THE
CHI-CHEEMAUN.
AND I'LL BE PLEASED IF
YOU'RE REALLY CLOSE.
NOW, AT THIS POINT, I'D LIKE
TO DO A QUESTION WITH YOU.
SO WE'RE GOING TO DO SOMETHING
A LITTLE BIT DIFFERENT.
LET'S SEE IF WE CAN
GET THAT UP THERE.
GOOD.
I'D LIKE YOU TO
ANSWER THIS QUESTION.
THE WAY YOU DO THIS, THIS IS
A MULTIPLE CHOICE QUESTION.
YOU PICK UP YOUR HANDSET, AND
IF YOU TRAVELLED IN ONTARIO
LAST SUMMER:

A caption appears on screen under the title “Question Number 1.” It reads “Last summer I travelled 1: In Ontario. 2: Across Canada. 3: In the United States. 4: Overseas. 5. Other.” A gray bar graph reads “0 per cent.”

He continues WHAT WE'RE GOING TO DO RIGHT
NOW IS WE'RE GOING TO TAKE A
LOOK AT -- OH, THERE WE ARE.
AH, GREAT.

The bar graph changes to blue as numbers read “2,5,10,12,17,20,22,24,27,29,34,39,44,49,51,61,63,66 per cent.”

He continues NOW, WHAT WE'RE SEEING RIGHT
NOW IS YOUR RESPONSES.
WE HAVE, OH, YES, ACTUALLY,
LET'S SEE IF WE CAN GET THAT
QUESTION BACK AGAIN.
THERE WE GO.
OOPS.
THERE'S THE QUESTION.

A five-bar graph appears. A green bar reads “18,” a purple bar reads “7,” a blue bar reads “6,” a red bar reads “1” and a turquoise bar reads “3.”

He continues AND 83 PERCENT OF
YOU HAVE RESPONDED.
NOW, REMEMBER -- THAT'S IT.
THAT'S WHAT I WANTED TO SEE.
18 OF YOU TRAVELLED IN
ONTARIO OUT OF THE
83 PERCENT RESPONDING.
TWO OF YOU DID AN
ACROSS CANADA TREK.
ABOUT THE SAME NUMBER,
SEVEN OF YOU WENT INTO THE
UNITED STATES LAST YEAR.
ONLY ONE PERSON
WENT OVERSEAS,
AND THREE PEOPLE
HAVE SAID OTHER.
NOW, I INVITE ANYBODY THAT
ANSWERED, SAY, THE QUESTION IN
ONTARIO, I INVITE YOU TO PHONE
IN AND LET ME KNOW WHAT YOU DID.
ACTUALLY, WE HAVE
SOMEBODY HERE.
WE'LL CONNECT.
MAYBE YOU CAN TELL ME A
LITTLE BIT ABOUT YOUR TRAVEL
THIS SUMMER.

A schoolgirl says UM, I WENT TO MY COTTAGE.

Mister C says WHERE'S YOUR COTTAGE?

The schoolgirl says MUSKOKA.

Mister C says IN MUSKOKA.
SO DID YOU SPEND A COUPLE OF
WEEKS THERE, OR EVEN MORE TIME?

The schoolgirl says I SPENT TWO WEEKS THERE.

Mister C says DO YOU LIKE THE COTTAGE?

The schoolgirl says YEAH.

Mister C says OH, FANTASTIC.
WELL, THANKS FOR CALLING IN.
NOW, LET'S SEE IF WE CAN
GET SOMEBODY ELSE ON HERE.
OKAY.
AND WE'RE LOOKING FOR SOMEBODY
FROM USBORNE, I BELIEVE.

Nathan says HELLO.

Mister C says HELLO, WHO IS
CALLING IN TODAY?

Nathan says NATHAN.

Mister C says HI, NATHAN.
WHAT DID YOU DO LAST SUMMER?

Nathan says I WENT UP TO THUNDER BAY.

Mister C says THUNDER BAY.
WHAT DID YOU DO
IN THUNDER BAY?

Nathan says I WENT CAMPING.

Mister C says YOU LIKE CAMPING?

Nathan says YEAH.

Mister C says YEAH, SO DO I, ACTUALLY.
I'VE BEEN TO THUNDER
BAY A COUPLE OF TIMES.
IN FACT, I WAS INVITED TO
FLY UP THERE NEXT WEEKEND,
BUT I CAN'T QUITE MAKE IT.
ANYWAY, THANKS FOR CALLING IN.
LET'S SEE IF WE CAN GET
SOMEBODY ELSE HERE.
AND I THINK WE'RE CONNECTING
TO A STUDENT FROM FLAMBOROUGH.
ARE YOU FROM FLAMBOROUGH?

Fletcher says YEAH.

Mister C says AND WHO HAVE I GOT, TOM?

Fletcher says NO, FLETCHER.

Mister C says FLETCHER, OKAY.
IT'S A 50-50 CHANCE.
I'VE GOT TWO NAMES.
OKAY, WHAT DID YOU
DO LAST SUMMER?

Fletcher says I WENT ON THE CHI-CHEEMAUN TO
MANITOULIN, AND I WENT TO A
CAMPGROUND CALLED BEARSKIN
LODGE, AND I SPENT
TWO WEEKS THERE.

Mister C says FANTASTIC.
WHAT DID YOU THINK
OF THAT BOAT?
DID YOU LIKE THAT BOAT?

Fletcher says YEAH, IT'S AMAZING.

Mister C says IT'S AN AMAZING
BOAT, YOU WANNA BET.
YOU KNOW, IN MY YOUTH, WHICH
IS NOT THAT LONG AGO,
THE
CHI-CHEEMAUN
DIDN'T RUN.
IT WAS THE
NORISLE
AND THE
NORGOMA.
AND I REMEMBER MAKING THAT
TRIP QUITE A FEW TIMES.
AND IT WAS JUST RECENTLY I
WENT ON THE
CHI-CHEEMAUN.
WELL, THAT SOUNDS
LIKE A GREAT TRIP.
LET'S SEE, LET'S SEE IF WE
CAN TALK TO SOMEBODY ELSE.
LET'S SEE...
WE'LL TRY...
LET'S SEE WHO WE'VE GOT.
WHO AM I SPEAKING TO?

Eric says ERIC.

Mister C says HI, ERIC.
WHAT DID YOU DO LAST SUMMER?

Eric says I WENT TO THE STATES.

Mister C says WHERE IN THE STATES?

Eric says I DON'T KNOW.

Mister C laughs and says YOU DON'T KNOW.
WHAT DID YOU SEE?
DO YOU REMEMBER
ANYTHING IN PARTICULAR?

Eric says WELL, I WENT THERE
FOR OUR FAMILY REUNION.

Mister C says THAT'S ALWAYS FUN.
DID YOU ENJOY THE REUNION?

Eric says YEAH.

Mister C says WELL, THANKS FOR CALLING IN.
LET'S SEE IF WE CAN
PICK UP SOMEBODY ELSE.
LET'S SEE.
LET'S SEE...
TRY THIS.
OKAY, WHO'S ON THE LINE?
MIKE OR JOHN?

Mike says MIKE.

Mister C says HI, MIKE.
WHAT DID YOU DO LAST SUMMER?

Mike says I WENT TO OTTAWA WITH MY
DAD, AND I WENT TO CAMP.

Mister C says FANTASTIC.
WHAT DID YOU SEE IN
OTTAWA THAT YOU LIKED?

Mike says UM, WE WENT UP NEAR THESE
COTTAGES, AND WE WENT FISHING.

Mister C says FANTASTIC.
I'M GOING TO TAKE ONE MORE
CALL, THEN I'M GOING TO...
LET'S SEE, THERE WE HAVE
ONE MORE CALL COMING IN.
ONCE I'VE TAKEN THE ONE MORE
CALL, I THINK WHAT WE'LL DO IS
WE'LL LOOK FOR SOME --
OH, WE'VE GOT SOMEBODY
CONNECTED ALREADY.
WHO'S ON THE LINE?

Percy says PERCY.

Mister C says HI, PERCY.
WHAT DID YOU DO LAST SUMMER?

Percy says I WENT TO ONTARIO,
WHATEVER THAT'S CALLED.

Mister C says WHATEVER THAT'S CALLED.
WHAT DID YOU SEE?

Percy says NOTHING REALLY.
WE JUST WENT TO THE DONUT
SHOP AND ATE SOMETHING THERE.

Mister C says OKAY, WELL, THANK
YOU FOR CALLING IN.
AT THIS POINT, I WILL SIMPLY
ASK IF THE STUDENTS HAVE ANY
QUESTIONS TO DO WITH THE MATH
ASSIGNMENT, I'LL TAKE ONE
OR TWO QUESTIONS NOW.
BUT AT THIS POINT, THE ONLY
QUESTIONS I WANT TO FIELD ARE
THE ONES TO DO WITH THE MATH
ASSIGNMENT IF YOU'VE SEEN
THEM ALREADY.
IF NOT, WELL, YOU KNOW, IT
SEEMS TO ME WE'RE CLOSE TO
OUR TIME LIMIT.
I WOULD LIKE TO THANK YOU
ALL FOR JOINING US TODAY.
TEACHERS, DON'T FORGET WE'RE
DOING A QUICK LITTLE CHAT AT
12:15 TO SEE HOW THINGS WENT,
AND WE'LL SEE YOU THEN.
AND I'M LOOKING FORWARD TO --
OH, WE DO HAVE A QUESTION?
NO.

Josh says HELLO?

Mister C says OH, WE DO.
OKAY.
DO WE HAVE SOMEBODY
ON THE LINE?

Josh says YES.

Mister C says OKAY.
YOUR NAME IS?

Josh says JOSH.

Mister C says JOSH.
WHAT'S YOUR QUESTION?

Josh says MY QUESTION IS HOW
BIG IS A REGULAR CAR?

Mister C says WELL, YOU SEE, THE KEY TO
THIS EXERCISE IS THAT YOUR
CLASS GOES OUT AND MEASURES
THOSE DIFFERENT KINDS OF CARS
AND FIGURES OUT AN
AVERAGE SIZE YOURSELF.
SO THAT'S PART OF YOUR BIG
ASSIGNMENT FOR THIS WEEK.
YOU TELL ME WHAT THE AVERAGE
SIZE CAR IS BY DOING
SOME MEASUREMENTS.
NOW, YOU DON'T HAVE TO DO ALL
THE MEASUREMENTS, HOPEFULLY,
EVERYBODY IN YOUR CLASS
WILL GET TO DO AT LEAST ONE
MEASUREMENT AND YOU BRING
THE INFORMATION TOGETHER.
DOES THAT ANSWER
YOUR QUESTION?

Josh says YES.

Mister C says OKAY, GREAT.
THANKS, JOSH.
WE'RE GOING TO TAKE
A COUPLE MORE ANYWAY.
LET'S TRY.
OKAY.
SO WE'RE CONNECTING TO
SOMEBODY FROM USBORNE
RIGHT NOW.
LET'S SEE.
THERE WE ARE.
WHO AM I SPEAKING TO?
IAN OR RANDY?

Ian says IAN.

Mister C says HI, IAN.
WHAT'S YOUR QUESTION?

Ian says SOMEBODY ALREADY SAID MINE.

Mister C says OKAY.
SO WE'VE TAKEN CARE OF YOU.
THANKS A LOT, IAN.
WE'RE GOING TO TRY ONE MORE.
LET'S SEE, WE'LL GO DOWN HERE.

Neil says HELLO?

Mister C says HELLO.
IS IT NEIL OR SHAUN?

Neil says IT'S NEIL.

Mister C says OKAY, HI, NEIL.
WHAT'S YOUR QUESTION?

Neil says WELL, IF WE ARE GOING TO FIND
AND MEASURE THE AVERAGE OF
CARS, ARE WE JUST SUPPOSED TO
LIKE GO INTO A PARKING LOT
AND MEASURE CARS?
HOW ARE WE SUPPOSED TO GET A
BIG VARIETY OF DIFFERENT CARS?

Mister C says WELL, THE FIRST THING I WOULD
DO IS MAYBE YOUR TEACHER IN
YOUR CLASS CAN DO A POLL IN
YOUR CLASS AND FIND OUT WHAT
KINDS OF CARS YOUR
PARENTS DRIVE.
AND THAT MIGHT COVER MOST
OF THE DIFFERENT KINDS.
NOW, IF THAT DOESN'T QUITE
DO THE TRICK, THEN YOUR
TEACHERS' PARKING LOT MIGHT
HELP OUT A LITTLE BIT.
SO I THINK THERE ARE SOME
SOLUTIONS WITHOUT ACTUALLY
GOING OUT TO JUST A
REGULAR OLD PARKING LOT.
I BET YOU CAN GET
MOST OF WHAT YOU WANT.

Neil says OKAY.

Mister C says OKAY.
I'LL TAKE ONE MORE QUESTION.
LET'S SEE, WE'LL GO TO
THIS ONE RIGHT HERE.
AND WE'RE ALMOST CONNECTED.

Greg says HELLO.

Mister C says HELLO, IS THIS SARAH?

Greg says GREG.

Mister C says GREG, SORRY.
DIDN'T HEAR YOU LONG ENOUGH.
ANYWAY, GREG, WHAT'S
YOUR QUESTION?

Greg says FOR SOME PEOPLE, THEY HAVE
TO WORK IN PARTNERS BECAUSE
THERE AREN'T PHONES.
WOULD THEY WORK
ON IT TOGETHER?

Mister C says WELL, I THINK THAT'S UP TO
YOUR TEACHER WHEN SHE OR HE
GOES BACK TO YOUR
ROOM WITH YOU.
YOU COULD WORK WITH YOUR
PARTNER, THAT'S OKAY.
THAT'S UP TO YOUR TEACHER,
NOT UP TO ME, OKAY?

Greg says OKAY, BYE.

Mister C says WELL, I THINK IF THERE ARE
ANY OTHER CALLS, WE'LL LEAVE
THE PHONE LINES OPEN AFTER
THE SHOW, BUT I THINK AT THIS
POINT, I'D LIKE TO THANK
YOU FOR JOINING US.
IT'S BEEN A GREAT SHOW.
AND WE'RE LOOKING FORWARD, OR
I'M CERTAINLY LOOKING FORWARD
TO SEEING YOU NEXT MONDAY.
GOOD-BYE.

The caption changes to “Please remember to log off! Pick up handset. Press number sign 7. Press 1 to confirm. Hang up handset. See you next time!”

Watch: The Trip