Transcript: The Pow Wow | Mar 26, 1999

(music plays)

The opening slate pops up with a countdown timer from 10 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 a cartoon and patterned suspenders.

Mister C says GOOD MORNING.
IT'S MISTER C. AND WE'RE BACK
TO THE VIRTUAL CLASSROOM
HERE AT TVO.
I'VE GOT A LITTLE PROBLEM
TO START YOU OFF WITH
THIS MORNING.
WHAT I WANT YOU TO DO WHEN
YOU SEE THE PROBLEM
IS TAKE A LOOK AT IT FOR
A FEW SECONDS AND DECIDE
WHAT MOVES ARE NECESSARY
TO GET THE ORDER BACK.
NOW, I'M GOING TO GO TO
THAT IN JUST A MOMENT.
WHEN YOU PHONE IN
WITH YOUR ANSWERS,
WHAT I'M REALLY LOOKING
FOR IS A VERY CAREFUL
DESCRIPTION ABOUT HOW I
SHOULD MAKE THE MOVES
TO SOLVE THE PUZZLE.
SO LET'S JUST TAKE A
LOOK AT THE PUZZLE.
THERE IT IS.

A number puzzle appears.

He continues THIS IS A CLASSIC PUZZLE
AND MANY OF YOU
HAVE PROBABLY SEEN ONE
LIKE THIS BEFORE.
WHAT WE WANT TO END UP
WITH IS 1, 2, 3, 4,
GOING ACROSS, 5, 6, 7, 8,
THE BOTTOM, 9, 10, 11, 12,
ETCETERA.
NOW, WHAT I WANT YOU
TO DO IS TO PHONE IN
AND TELL ME WHAT MOVE
I SHOULD MAKE NEXT,
AND PHONE IN IN SUCH
A WAY THAT I KNOW
EXACTLY WHAT TO DO.
WE'VE GOT A CALLER RIGHT
AWAY AND LETS'S SEE,
WHO ARE WE GOING
TO CONNECT TO?
TO SOMEBODY FROM
TRILLIUM SCHOOL.

Mister C speaks with a spectator via a telephone conversation.

Alex says HELLO.

Mister C says HELLO, IS THIS ALEX?

Alex says YES.

Mister C says HI, ALEX.
CAN YOU TELL ME WHAT MY
FIRST MOVE SHOULD BE
IN THIS PARTICULAR
PUZZLE?

Alex says MOVE THE 5 OVER.

Mister C says MOVE JUST
THE 5 OVER.
AND WHEN YOU SAY OVER, TO
THE RIGHT OR TO THE LEFT?

Alex says TO THE LEFT.

Mister C says OKAY, FAIR ENOUGH.
LET'S SEE.
GOT ANY OTHER CALLERS?
ARE YOU STILL
THERE, ALEX?

Alex says YUP.

Mister C says HOW WOULD YOU LIKE TO
GIVE ME A SECOND MOVE
WHILE YOU'RE ON
THE LINE?

Alex says MOVE THE 1.

Mister C says YES.
WHICH WAY?

Alex says TO THE LEFT.

Mister C says OKAY.
SEE WHAT I WANT YOU TO
DO IS BE VERY EXPLICIT
ABOUT YOUR INSTRUCTIONS.
SO FAR, SO GOOD.
WOULD YOU LIKE
TO CARRY ON?

Mister C appears in a small window on the right bottom of the screen.

Alex says YUP.

Mister C says OKAY, WHAT'S NEXT?

Alex says MOVE THE 2 UP.

Mister C says BEAUTIFUL, EXCELLENT
INSTRUCTION.
CARRY ON.

Alex says MOVE THE 7 OVER
TO THE RIGHT.

Mister C says TO THE RIGHT,
THANK YOU.
NOW WHAT?

Alex says MOVE THE 6 OVER -

Mister C says WHAT?
WHICH WAY DO I
MOVE THE 6?
TO THE RIGHT.
YOU'RE DOING JUST FINE.

Alex says MOVE THE 5 DOWN.

Mister C says EXCELLENT.
NOW, CAN YOU DO A MOVEMENT
THAT MIGHT TAKE CARE
OF A WHOLE BUNCH OF
NUMBERS ALL AT ONCE?

Alex says YES.

Mister C says HOW DO YOU DO THAT?
PUT MY FINGER ON WHAT
NUMBER AND DO WHAT?

Alex says MOVE 1 OVER TO THE
LEFT AND THEN THE 2.

Mister C says RIGHT ON.

Alex says AND THEN THE 3.

Mister C says YUP.

Alex says AND THEN MOVE
THE 4 UP.

Mister C says EXCELLENT.

Alex says MOVE THE 8 UP
FROM UNDERNEATH.

Mister C says YES.

Alex says MOVE THE 11 RIGHT.

Mister C says DO YOU WANT
TO MOVE THE 11?

Alex says NO, THE 12 UP.

Mister C says I THINK THAT WILL
DO IT, WON'T IT.

Alex says YES.

Mister C says WELL, THANK YOU
VERY MUCH, ALEX,
FOR ALL YOUR HELP
THIS MORNING.
YOU'VE JUST DONE
A GREAT JOB.
THANK YOU VERY MUCH.

After Alex’s instructions, the number puzzle looks resolved.

Alex says THANK YOU.

Mister C says HEY, YOU KNOW, THIS
WEEKEND I WAS READING
THE NEWSPAPER AND THERE'S
A LARGE NATIVE POW WOW
THAT'S HAPPENING
DOWN AT THE SKYDOME.
AND YOU KNOW, A NATIVE
POW WOW JUST SEEMS TO FIT
PERFECTLY INTO OUR
MATH MYSTERY STORY.
YOU KNOW, I
KNOW A REPORTER.
I THINK HIS NAME -
OH, I KNOW HIS NAME,
IT'S SCOOP POWELL AND
SCOOP POWELL WAS UP
ON MANITOULIN ISLAND THIS
SUMMER TO ACTUALLY DO
A BROADCAST LIVE FROM THE
POW WOW ON MANITOULIN ISLAND.
BETTER YET, I THINK I HAVE
SCOOP POWELL ON THE LINE.
SO, HOW'RE YOU
DOING, SCOOP?

Scoop says I'M DOING JUST
FINE, MISTER C.
WHAT CAN I HELP
YOU WITH TODAY?

A picture shows a young man with an intriguing smile. A caption reads “Scoop Powell.”

Mister C says WELL, I WAS
JUST WONDERING,
I KNOW THAT YOU ATTENDED
A LARGE POW WOW ON
MANITOULIN ISLAND AND I'M
GOING TO TAKE A LITTLE
BREAK HERE, IF YOU DON'T
MIND, FOR THE KIDS.
I BELIEVE WE HAVE A LITTLE
BIT OF VIDEO FOOTAGE
OF MANITOULIN ISLAND.
DO YOU MIND IF
WE RUN THAT?

Scoop says NO, PLEASE,
GO AHEAD.

Mister C says OKAY.

A clip plays. It shows a bridge over a river, a harbor, sunny waters and a waterfall.

Mister C continues OH, THAT'S BEAUTIFUL.
I THINK THIS IS THE PLACE
CALLED LITTLE CURRENT,
IF I'M NOT MISTAKEN.
AH, THAT'S CLASSIC
MANITOULIN ISLAND.

The clip ends.

Mister C says IT'S A BEAUTIFUL PLACE,
ISN'T IT, SCOOP?

Scoop says OH, THAT'S
RIGHT, MISTER C.
AND I'LL TELL YOU SOMETHING,
NOT ONLY DID I ATTEND,
BUT I DID A DANCE
BY DANCE BROADCAST
OF THE FESTIVITIES
FOR TVO.

Mister C says OH, NO KIDDING.
WOW.
CAN YOU SHOW US A CLIP?

Scoop says OH, SURE THING.
THIS DANCE FEATURES
THE FANCY DANCERS
AND IT'S FULL OF DYNAMIC
TRANSLATIONS AND REFLECTIONS.
LET'S TAKE A LOOK AT IT.

A clip plays.

[drumming and singing]

Men wearing traditional colourful feather clothing and headdresses dance in circles stomping their feet while people watch them outdoors.

The clip ends.

Mister C says THAT WAS GREAT, SCOOP.
GO AHEAD.

Scoop says NOW, I SHOULD
TELL YOU, MISTER C,
THE DANCE YOU'VE
JUST SEEN IS VERY
TECHNICAL IN NATURE.
THE TERM TRANSLATION
REFERS TO THOSE MOVEMENTS
WHERE THE DANCER MOVES
FORWARD OR BACKWARD,
BUT THE ORIENTATION OF THE
DANCER REMAINS THE SAME.
WHEN DANCERS FACE EACH
OTHER AND MOVE BACK FROM
OR TOWARDS AN IMAGINARY
LINE BETWEEN THEM,
YOU'RE OBSERVING A
BEAUTIFUL EXAMPLE
OF WHAT WE CALL A
DYNAMIC REFLECTION.
DO YOU WANT TO
SEE IT AGAIN?

Mister C says HEY, I SURE WOULD.
I'M GOING TO KEEP MY EYE
OUT FOR THOSE THINGS, TOO.

Scoop says OKAY.

The clip plays again.
[singing and drumming]

Mister C says THAT WAS AMAZING.

Scoop says YEAH, YEAH, YOU
GOT IT RIGHT, MISTER C.,
AND WHENEVER A DANCER
EXECUTES A CLOCKWISE
OR COUNTER-CLOCKWISE SPIN,
HE OR SHE IS PERFORMING
A ROTATION.
NOW, YOU'LL SEE DANCERS
ROTATING 90, 180,
OR EVEN SOMETIMES
360 DEGREES.
AND I'LL TELL YOU
SOMETHING, MISTER C.,
THERE'S NOTHING LIKE
A WELL-EXECUTED
ROTATION TO
THRILL A CROWD.

Mister C says OH, YOU BET,
I WOULD THINK.

Scoop says THAT'S ALL I GOT, MISTER C.,
SO I HOPE YOU ENJOYED IT.

Mister C says AH, I CERTAINLY
DID ENJOY IT.
THAT WAS FANTASTIC.
THANKS, SCOOP, WE'LL
TALK TO YOU AGAIN.
WELL, YOU KNOW, THAT WAS
REALLY QUITE AMAZING AND
THAT'S GOING TO FIT IN TO
THE MATHEMATICS ASSIGNMENT
THAT YOU'RE GOING
TO DO THIS WEEK.
SO I'LL TALK ABOUT THAT
JUST A LITTLE BIT LATER.
WHAT I'D LIKE TO DO NOW IS
TO TAKE UP THE HOMEWORK
FROM LAST WEEK AND FIND
OUT WHAT YOU FOUND OUT.
BOY, THAT'S
REDUNDANT, ISN'T IT?
NONETHELESS, I HAVE
A QUESTION FOR YOU
THAT I'M GOING
TO BRING UP.
LET'S SEE,
THERE WE GO.
AND THERE WE GO.

A caption appears on screen under the title “Question Number 1.” It reads “I found ___ cars will fill the Chi-Cheemaun.” 1: Less than 100. 2: 100-180. 3: 181-250. 4: More than 250.” A gray bar graph reads “0 per cent.”

Mister C continues WHAT I'D LIKE YOU TO DO
RIGHT NOW IS LET ME KNOW
HOW YOU DID WITH THAT
QUESTION TO DO WITH
THE NUMBER OF CARES ON
THE CHI-CHEEMAUN.
WE'VE GOT ABOUT A QUARTER
OF THE PEOPLE DIALING IN,
SO WE'RE GOING TO WAIT
UNTIL THAT STACK GOES UP
A LITTLE BIT MORE AND WE'LL
SEE WHAT YOUR ANSWERS ARE LIKE.
OH, THIS IS INTERESTING.
I GET TO WATCH YOUR
RESULTS AS THEY COME IN.
EXCELLENT.
LITTLE BIT MORE.
WE NEED A FEW
MORE PEOPLE.
COMMIT TO
YOUR ANSWER.
WE'LL WAIT UNTIL WE'RE UP
TO AT LEAST 60 PERCENT
AND THEN I'LL LOOK
AT THE GRAPH.
DOING JUST FINE.
COUPLE MORE PEOPLE
SHOULD PHONE IN.
OKAY, WELL, WE'LL GO
WITH WHAT WE'VE GOT.

The bar graph changes to blue as numbers go up from “3per cent” to “53 per cent.”

He continues AND THERE'S THE GRAPH.

A four-bar graph appears. A green bar reads “1,” a purple bar reads “13,” a blue bar reads “2” and a red bar reads “3.”

He continues IT LOOKS LIKE ONLY ONE
PERSON THOUGHT THAT
THERE WAS LESS
THAN 100 CARS.
THE MAJORITY,
BY FAR AND AWAY,
FEEL THAT THE ANSWER
IS SOMEWHERE BETWEEN
100 AND 180.
TWO PEOPLE THOUGHT IT
WAS BETWEEN 180 AND 250,
AND THREE PEOPLE THOUGHT
IT WAS GREATER THAN 250.
I THINK THOSE ARE
PRETTY GOOD ANSWERS,
TO BE QUITE HONEST, BUT
NOW I WOULD LIKE YOU
TO PHONE IN AND LET ME
KNOW HOW YOU WENT ABOUT
DOING THAT.
SO, LET'S SEE WHAT
WE CAN DO HERE.
OKAY, I CAN SEE ONE
PERSON CALLING IN.
LET'S DO THIS.
THERE WE GO.
IN A MOMENT OR TWO WE'RE
GOING TO TALK TO SOMEBODY
FROM USBORNE AND WE'LL
FIND OUT HOW THEY WENT
ABOUT THE BUSINESS OF TRYING
TO SOLVE THAT PROBLEM.
LET'S SEE.

Jennifer says HELLO.

Mister C says THERE WE ARE.

Mister C says HELLO, IS IT
JENNIFER?

Jennifer says YES.

Mister C says CAN YOU SPEAK UP
REALLY NICE AND LOUDLY.
OH, I THINK I KNOW
WHAT THE PROBLEM IS.
ANYWAY, GO
AHEAD, JENNIFER,
TELL ME A LITTLE
BIT ABOUT
HOW YOU SOLVED
THE PROBLEM?

Jennifer says WELL, I USED A METRE
STICK TO MEASURE
THE CARS AT MY HOUSE.

Mister C says RIGHT, WHAT KIND OF
CAR DID YOU HAVE
OR DO YOU HAVE
MORE THAN ONE CAR?

Jennifer says WE HAVE FOUR BECAUSE MY
OLDER BROTHERS HAVE CARS.

Mister C says OH, WOW.
WHAT KIND OF
CARS ARE THEY?

Jennifer says MY BROTHER DAVE HAS
A SHORT-BOX TRUCK.
AND MY BROTHER STEVE
HAS A LITTLE CAR.

Mister C says OKAY.
WHAT I'M GOING TO DO
IS, I'M GOING TO PUT
THIS CHART RIGHT HERE
AND THERE WE ARE.

A blue sheet of paper reads “Car Size Chart. Compact Sedan. Mid-sixed Sedan. Full-sized Sedan. Compact Station Wagon. Full-sized Station Wagon. Utility Sport Vehicle. Mini-van. Full-sized van. The average-sized car i.e. median length and width.” A column reads “L” and another one reads “W.”

He continues NOW, YOU SAID THAT THAT
WAS A SHORT-BOX TRUCK.
WHAT CATEGORY WOULD
THAT COME UNDER?
WHAT DID YOU
PUT IT UNDER?

Jennifer says I PUT IT ON A FULL-SIZE
STATION WAGON.

Mister C says THAT SOUNDS FINE.
LET'S GO WITH THAT.
HOW LONG WAS
THAT TRUCK?

Jennifer says IT WAS 180.

Mister C says 180?

Jennifer says IT WAS LIKE A METRE
STICK FIVE TIMES.

Mister C says OKAY, SO IT
WAS 5 METRES?

Jennifer says YEAH.

Mister C says OKAY.
SO THE LENGTH
WAS FIVE METRES.
SUPER.
WHAT WAS THE
WIDTH OF THAT CAR?

Jennifer says IT WAS 72.

Mister C says HOW MANY METRES?

Jennifer says TWO METRES.

Mister C says PARDON?

Jennifer says IT WAS TWO METRES.

Mister C says TWO METRES.

Jennifer says YES.

Next to “Compact Station Wagon,” he writes “5” in the “L” column and “2” in the “W” column.

Mister C says EXCELLENT.
YOU SAID YOU HAD
ONE OTHER CAR.
I'LL TAKE ONE MORE
ANSWER FROM YOU.
THAT WAS A DIFFERENT
SIZE CAR, WAS IT?

Jennifer says YES.

Mister C says WHAT KIND OF
CAR WAS IT?

Jennifer says IT WAS A
HONDA CIVIC.

Mister C says THAT'S A PRETTY
SMALL CAR.
IS THAT A
COMPACT SEDAN?

Jennifer says YES.

Mister C says OKAY.
HOW LONG WAS IT?

Jennifer says IT WAS, I THINK IT
WAS BETWEEN 100 -
IT WASN'T VERY LONG.

Mister C says SO HOW MUCH IN METRES?

Jennifer says I THINK THREE.

Mister C says IT WAS ABOUT 3, SO
IT'S A SHORT CAR.
HOW WIDE WAS IT?

Jennifer says IT WAS ABOUT
1 METRE WIDE.
IT WASN'T VERY WIDE.

Mister C says I THINK IT WAS PROBABLY A
LITTLE BIT WIDER THAN THAT.
IT MUST BE BETWEEN 1
AND 2, I WOULD THINK.
I ACTUALLY WENT OUT
AND MEASURED MY CAR
LAST NIGHT AND
IT'S A COMPACT.
CAN I SAY 1 AND A HALF?

Jennifer says OKAY.

Mister C says OKAY, SO I'M GOING TO
PUT 1 AND A HALF THERE BECAUSE I
THINK THAT THAT'S PROBABLY
VERY CLOSE TO THE TRUTH.
WELL, WHEN YOU
GOT ALL THIS DATA,
WHAT DID YOU DO
AT THAT POINT?

Jennifer says WELL, I JUST RECORDED
IT AND BASICALLY
I JUST PUT DOWN
THE ANSWER.

Mister C says OKAY.
WELL, THANK
YOU VERY MUCH.
I'M GOING TO GO TO
ANOTHER CALLER NOW
AND TRY TO GET A LITTLE
BIT MORE INFORMATION.
THANK YOU SO
MUCH, JENNIFER.

Jennifer says OKAY, BYE.

Mister C says WE'RE CONNECTING TO
SOMEBODY ELSE NOW
AND SEE HOW
WE'RE GOING.
AM I SPEAKING
TO DAVID?
HELLO?

David says HELLO.

Mister C says HELLO, IS
THIS DAVID?

David says YEAH.

Mister C says OKAY, DID YOU GET
SOME INFORMATION
THAT I COULD FILL
INTO MY CHART HERE?

David says OKAY.

Mister C says OKAY, DID YOU
MEASURE A CAR?

David says FULL-SIZE SEDAN.

Mister C says FULL-SIZE SEDAN, AND
WHAT MEASUREMENTS
DID YOU GET FOR THAT?

David says 5.

Mister C says 5?

David says METRES.

Mister C says YUP, AND HOW
WIDE WAS IT?

David says JUST SAY 2 METRES.

Mister C says 2 METRES.
WAS IT JUST A
LITTLE BIT MORE?

David says YEAH.

Mister C says THAT'S OKAY.
WELL, THANK
YOU VERY MUCH.

David says BYE.

Mister C says OKAY.
LET'S SEE, WHO ELSE
WE CAN GO TO HERE.
WE'RE CONNECTING TO
SOMEBODY ELSE FROM
TRILLIUM AND LET'S
SEE, WHO IS IT?

Christopher says HELLO.

Mister C says HELLO, IS IT
CHRISTOPHER?

Christopher says YES.

Mister C says AND DID YOU ALSO DO
SOME MEASUREMENTS?

Christopher says FULL-SIZED
STATION WAGON.

Mister C says FULL-SIZED
STATION WAGON.
NOW I KNOW WE'VE
GOT THAT ALREADY,
BUT WHAT WERE YOUR
MEASUREMENTS?
OH, FULL-SIZED STATION
WAGON, UP HERE.
GOT IT.

Christopher says THE LENGTH WAS 5.25.

Mister C says 5 AND A QUARTER, OKAY.

Christopher says METRES.

Mister C says 5 AND A QUARTER METRES,
SAME THING, RIGHT?
AND WHAT ABOUT
THE WIDTH?

Christopher says THE WIDTH WAS
1.45 METRES.

Mister C says OKAY, I'M GOING
TO ROUND TO 1.5.
IS THAT OKAY?

Christopher says OKAY.

Mister C says EXCELLENT.
NOW, WHAT I'M GOING TO
DO AT THIS POINT IS,
I'M GOING TO
SUMMARIZE THIS.
I'M NOT GOING TO GO
THROUGH EVERY SINGLE BOX
BECAUSE WHAT
I CAN SEE YOU'RE
GETTING REALLY
GOOD INFORMATION.
IN FACT, WHEN I DID
IT, I HAD A CAR
THAT WAS ACTUALLY
4 METRES AND 1.6.
AND IF I WERE TO
PUT IT IN SOMEWHERE,
I MIGHT PUT IT HERE.

Next to “Mid-sized Sedan,” he writes “4” in the “L” column and “1.6” in the “W” column.

He continues IT'S A LITTLE
BIT SMALLER.
NOW, WHAT I ASKED FOR
WAS THE MEDIAN SIZE.
THE NEXT PERSON
I CONNECT TO,
I'M GOING TO ASK THEM TO
TELL ME WHAT THE MEDIAN IS.
SO WE'RE GOING TO GO THERE
AND SEE WHAT HAPPENS.
MOVING TO SOME
STUDENTS FROM USBORNE.

A schoolboy says HELLO.

Mister C says HELLO, AND DID YOU WORK
OUT A MEDIAN-SIZED CAR?

The schoolboy says I GOT THE MINI-VAN.

Mister C says OH, YOU'RE GOING TO
GIVE ME ANOTHER ONE.
THAT'S FINE.
GO AHEAD.

The schoolboy says 5 METRES, 12
INCHES, LENGTH.

Mister C says IS THAT 5 METRES,
12 CENTIMETRES?

The schoolboy says YES.

Mister C says OKAY, SO 5.1, I'LL PUT,
AND WHAT'S THE WIDTH?

The schoolboy says THE WIDTH IS 1 METRE
AND 33 CENTIMETRES.

Mister C says OKAY, SO I'M
GOING TO PUT 1.3.
NOW, CAN YOU
STAY WITH ME.
SEE THE TWO BOXES
DOWN AT THE BOTTOM.
DID YOU WORK OUT AN AVERAGE
FOR YOUR ASSIGNMENT?

The schoolboy says IT WAS A YARDSTICK.

Mister C says YOU WERE USING
A YARDSTICK.

The schoolboy says YES.

Mister C says OKAY, I'M GOING TO
LEAVE THESE FIGURES HERE
BECAUSE ACTUALLY A YARD
IS RELATIVELY CLOSE
TO A METRE AND I'M
GOING TO TAKE IT AS IS.
IS THAT OKAY?

The schoolboy says OKAY.

Mister C says OKAY, I'M GOING TO
CONNECT TO SOMEBODY ELSE
AND SEE IF WE CAN NAIL
DOWN THIS AVERAGE.
LET'S SEE.

Ian says HELLO.

Mister C says HELLO, AND WHO AM I
TALKING TO RIGHT NOW?

Ian says IAN.

Mister C says IAN.
DO YOU HAVE AN
AVERAGE-SIZED CAR?
WHAT DID YOU END UP WITH
HERE AT THE BOTTOM?

Ian says I DON'T HAVE THAT.

Mister C says OKAY, DO YOU HAVE
ANOTHER ONE OF THE BLANKS
THAT I CAN FILL IN?

Ian says WHAT?

Mister C says HAVE YOU GOT MEASUREMENTS
ON A UTILITY SPORTS CAR
OR A FULL-SIZED VAN?

Ian says UMM, NO.

Mister C says OKAY.
I'M GOING TO CHECK
WITH SOMEBODY ELSE
AND THANK YOU VERY
MUCH FOR YOUR CALL.
OKAY, I'M GOING
TO COME BACK HERE.

Alex says HELLO.

Mister C says HI, IS IT
ALEX AGAIN?

Alex says YUP.

Mister C says DO YOU HAVE AN
AVERAGE THAT YOU USED
FOR YOUR ASSIGNMENT?

Alex says WHAT?

Mister C says DID YOU WORK OUT
AN AVERAGE FOR
THE AVERAGED-SIZE CAR?

Alex says YES.
THE LENGTH WAS
5 METRES.

Mister C says THAT SOUNDS
REALLY GOOD.

Alex says AND THE WIDTH
WAS 1.6.

Mister C continues adding numbers to the chart.

Mister C says 1.6.
THANK YOU VERY MUCH,
ALEX, THAT'S JUST GREAT.
NOW, WE'VE GONE THROUGH
A WHOLE PROCESS
OF TRYING TO DETERMINE WHAT
THE AVERAGE SIZED CAR IS.
NOW I'VE GOT TWO
POSSIBLE ANSWERS HERE.
I'M GOING TO
PUT ONE HERE.
OKAY, THERE WE GO.
WHAT I DID LAST NIGHT IS,
I GOT MY LEGO SET
AND I KIND OF DETERMINED
APPROXIMATELY
WHAT THE SIZE OF
A CAR WOULD BE
AND I CAME TO
THE REALIZATION
IT WAS FAIRLY CLOSE TO
A RATIO OF 1:2,
BUT, IN FACT, GIVEN
THE FIGURES
THAT YOU GAVE ME,
IT'S CLOSER TO 1:3.

Mister C shows four rows of white Lego bricks with a blue one in the middle and a yellow rectangle in the outside.

He continues IN WHICH CASE, THIS MODEL
WOULD HAVE BEEN A BIT OFF.
BUT NONETHELESS, I
CREATED HALF A BOAT.
THIS IS ONLY THE FRONT
HALF FOR THE BOAT,
AND I FIGURED ACCORDING
TO THIS MODEL AND USING
WHAT I THOUGHT WAS A
REASONABLE RATIO
THAT I WOULD HAVE ENDED UP WITH
Counting the white Lego rows, he continues 2, 4, 6, 8, 10, 12, 14, 16,
18 TIMES 2 IS 36,
TIMES 2 AGAIN, IS 72.
BUT YOU KNOW I WENT BACK
TO PAPER AND PENCIL AND
I THOUGHT THAT REALLY THIS
WAS KIND OF INACCURATE.
IT CERTAINLY SHOWED
ME THE ARRANGEMENT.
Pointing first to the blue row and then to the yellow rectangle, he continues REMEMBER THAT THIS IS THE
STAIRCASES IN THE MIDDLE,
AND THIS IS THE
OUTSIDE OF THE BOAT.
SO I ENDED UP
DOING THIS.

He takes out the Lego model and grabs a piece of paper that shows 4 columns of gray rectangles. Each column has 6 figures and in between the third and fourth figure a long and thin rectangle sits.

He continues AND WE'RE JUST ZOOMING
DOWN ONTO THAT.
THAT'S GREAT.
AND I CAME TO THE
CONCLUSION THAT
THIS WAS PROBABLY
CLOSER TO THE TRUTH.
NOTICE THAT MY RATIO HAS
GONE TO SOMETHING
THAT'S CLOSER TO 1:3?
IT'S NOT EXACTLY
BUT IT'S CLOSER.
AND I FOUND THAT ACTUALLY
YOU CAN GET THREE CARS
ON EITHER SIDE AND A CERTAIN
NUMBER OF CARS DOWN THE BOAT.
NOW WHAT I'M GOING
TO DO RIGHT NOW IS,
I'M GOING TO GO BACK TO
THE ORAL FOR A MOMENT
AND SHOW YOU
YOUR ANSWERS.

The four-bar graph appears.

He continues YOU SAID THAT SOMEWHERE
BETWEEN 100 AND 180.
THAT'S JUST GREAT.
IF ANYBODY HAD AN ANSWER
BETWEEN 100 AND 180,
IF THEY'D BE WILLING TO
PHONE IN AND TELL ME WHAT
THEIR FINAL ANSWER WAS, I
WOULD BE QUITE CURIOUS.
I'M GOING TO TELL YOU
EXACTLY WHAT THEY SAY
THE CHI-CHEEMAUN
WILL HOLD.
WE DO HAVE SOME CALLS,
SO LET'S GO HERE.
HELLO?
WHOOPS, A LITTLE
BIT EARLY.
HELLO, DAN?
ARE YOU THERE?

Dan says HELLO.

Mister C says HI, DAN.

Dan says HI.

Mister C says WHAT WAS YOUR
FINAL ANSWER?

Dan says 133.

Mister C says THAT'S SUPER.
THAT'S VERY, VERY CLOSE
TO THE ACTUAL ANSWER.
DO YOU WANT TO KNOW
WHAT THE ANSWER IS?

Dan says SURE.

Mister C says ACCORDING TO THE
CHI-CHEEMAUN IN THEIR
INFORMATION, IT'S 140.
SO YOU WERE VERY,
VERY, VERY CLOSE.
VERY GOOD, DAN.

Dan says GREAT, BYE.

Mister C says THANKS A LOT.
OKAY, SO THAT'S BASICALLY
THE HOMEWORK TAKE UP,
AND THAT'S ALL I'M GOING
TO WORRY ABOUT THERE.
BUT WHAT I'M GOING TO DO
FOR THE NEXT FEW MINUTES
IS JUST SORT OF GIVE YOU
A LITTLE BIT OF A LESSON
TO DO WITH THE ASSIGNMENT
YOU HAVE FOR THIS WEEK.
IT HAS EVERYTHING IN THE
WORLD TO DO WITH
NATIVE DANCING, AND IT
HAS EVERYTHING TO DO
WITH THE IDEA OF
TRANSFORMATIONS.
SO I'M GOING TO DO
A QUICK REVIEW HERE.

A blue piece of paper reads “Transformations. Translation-slide. Reflection-Flip. Rotarion-Turn.”

He continues TRANSFORMATIONS
ARE MOVEMENTS.
AND THERE ARE THREE THAT
YOU'RE PROBABLY FAMILIAR WITH.
THE FIRST IS THE
TRANSLATION WHICH
YOU MOSTLY COMMONLY
CALL A SLIDE.
THE SECOND IS
CALLED A REFLECTION,
WHICH YOU MOST
COMMONLY CALL A FLIP.
AND LAST, BUT NOT
LEAST, A ROTATION,
QUITE OFTEN IS
CALLED A TURN.
WHAT I WANT TO DO IS,
I'M GOING TO PUT -
I'M GOING TO PULL MY
APPARATUS OVER HERE
AND I'M GOING TO
ASK FOR A ZOOM OUT.
THERE IT IS.
I CAN SEE IT.
THAT'S GREAT.
WHAT I'M GOING TO DO
IS, I'VE GOT A COUPLE
OF OBJECTS HERE.
IN FACT, THERE'S
A NUMBER OF THEM,
AND I PURPOSELY MADE
THEM KIND OF WEIRD
SO THAT THEY LOOK
SOMETHING LIKE THAT.

On a sheet of paper displaying a grid with a dot in the middle, he places a plastic object made of a red square, a yellow pentagon and a tiny blue triangle.

He continues SO YOU CAN TELL THE LEFT
FROM THE RIGHT AND YOU CAN
TELL - WELL, BASICALLY
THE LEFT FROM THE RIGHT
OR THE UP FROM THE
DOWN IF YOU WANT
TO LOOK AT
IT THAT WAY.
WHAT I'D LIKE YOU TO DO IS
PHONE IN - AND I'VE PUT
TWO OF THESE ON AND
THEY'RE IDENTICAL.

He places the other object to the left of the first one.

He continues SUPPOSED TO BE.
I WANT YOU TO TELL
ME WHICH OF THOSE
TRANSFORMATIONS I
USED AND DESCRIBE
THE TRANSFORMATION.
WE'LL CALL THIS ONE OUR
STARTING ONE AND
THIS IS THE
FINISHING ONE.
SO IF YOU CAN CALL IN
AND TELL ME WHAT
THE TRANSFORMATION IS, I
WOULD REALLY APPRECIATE THAT.
WHO HAVE WE GOT
ON THE LINE NOW?

Sara says HELLO.

Mister C says HELLO, IS IT SARA?

Sara says YEAH.

Mister C says WHAT WAS THAT TRANSFORMATION
I JUST DID THERE?

Sara says IT'S THE SAME -

Mister C says IS IT A SLIDE?
IS IT A FLIP?
OR IS A TURN?

Sara says IT'S A TURN.

Mister C says IS IT A TURN?
TAKE A LOOK AT IT.
HOW DID I GET THIS
OBJECT TO HERE?

Sara says FLIP.

Mister C says IT'S NOT A FLIP.
IF IT WAS A FLIP,
WHAT WOULD HAPPEN.
I WOULD ACTUALLY
FLIP IT, WOULDN'T I?

Sara says IT'S A SLIDE.

Mister C says YES, IT IS.
HOW MANY SPACES
DID I SLIDE?

Sara says THREE.

Mister C says I THINK FOUR BECAUSE
YOU'VE GOT TO INCLUDE
THE FINAL SPOT.
ONE, TWO, THREE, FOUR.
SO, THAT IS AN
EXAMPLE OF A SLIDE.
THANK YOU VERY
MUCH, SARA.

Sara says YOU'RE WELCOME.

Mister C says I'M GOING TO GO
TO SOMEBODY ELSE
AND I'M GOING TO DO A
SLIGHTLY DIFFERENT ONE.
SO LET'S SEE.
LET'S DO THIS.
LET'S DO THAT.
TOO FAR OFF.
GOT TO GET IT THE
WAY I WANT IT.
THERE WE GO.

He places the second object above the first one.

He continues NOW, I'M SPEAKING
TO JENNIFER.

Jennifer says YES.

Mister C says WHAT KIND OF A
TRANSFORMATION
IS THAT ONE AND WHY?

Jennifer says IT'S A FLIP.

Mister C says IT'S A FLIP.
WHY DO YOU KNOW IT'S A
FLIP AND NOT A SLIDE?

Jennifer says BECAUSE IT LOOKS LIKE
IT'S ON THE BACK NOW
'CAUSE THE FRONT,
THE FIRST ONE,
IT'S ON ITS FRONT AND
THEN THE SECOND ONE,
IT'S ON ITS BACK.

Mister C says THAT'S RIGHT.
SO IN OTHER WORDS,
LITERALLY A FLIP
IS SOMETHING THAT DOES
THIS, ISN'T IT, RIGHT?

Jennifer says YES.

Mister C says BECAUSE IT IS
FLIPPING.
NOW, WHEN YOU DO A FLIP,
THIS IS A LINE IN BETWEEN.

He puts a pen in between the two objects.

He continues I'M GOING TO COME BACK.
THERE'S A LINE.
WHAT DO YOU CALL
THIS LINE IN BETWEEN?
DO YOU KNOW?

Jennifer says A SYMMETRY LINE.

Mister C says IT'S A SYMMETRY LINE
IN A SENSE BECAUSE
THIS IS IDENTICAL TO
THAT, BUT IT'S CALLED
A LINE OF REFLECTION.

Jennifer says MM-HMM.

Mister C says SO IN OTHER WORDS,
IF I'M FLIPPING OVER
A CERTAIN LINE,
THAT'S WHERE IT IS.
BOOM, OKAY?

Jennifer says OKAY.

Mister C says THANK YOU VERY MUCH.
THAT'S GOOD.
NOW, I'M GOING TO
GO TO SOMEBODY ELSE.
LET'S SEE, WE'LL
TRY SOMEBODY HERE.
AND I'M GOING TO TRY A
SLIGHTLY DIFFERENT ONE.
LET'S SEE.

Now, he puts the second object on the left diagonal to the first one.

He continues AH, WHO HAVE WE GOT
ON THE LINE NOW?

Ben says BEN.

Mister C says HI, BEN.
WHAT DID I DO TO MOVE
THIS OBJECT TO THAT SPOT?

Ben says IT'S A TURN.

Mister C says IS IT A TURN?

Ben says NO, A SLIDE.
SLIDE.

Mister C says OKAY, BUT IT'S NOT
JUST ONE SLIDE, IS IT,
OR HOW WOULD YOU
DESCRIBE THE SLIDE?

Ben says YOU SLIDE IT
ON THE DIAGONAL.

Mister C says THAT'S ONE WAY OF
DOING IT, YOU'RE RIGHT.
SO IN OTHER WORDS,
YOU'RE SAYING,
SLIDE IT ALONG
THAT WAY.
WHAT'S ANOTHER
WAY OF DOING IT?
WHAT'S ANOTHER WAY OF
DESCRIBING THE SLIDE?

Ben says YOU COULD GO FROM ONE
POINT TO THE OTHER POINT.

Mister C says WELL, ONE WAY
OF DOING IT -
I'LL HELP YOU A
LITTLE BIT.
IT'S A TWO-PARTER,
RIGHT?
I COULD GO ONE, TWO, THREE
SPACES TO THE RIGHT,
AND THEN ONE, TWO TO
THE TOP OR UP.
IS THAT OKAY?

Ben says YUP.

Mister C says SO THERE'S TWO WAYS.
YOU WERE RIGHT
ABOUT THE DIAGONAL.
BUT YOU HAVE TO BE
ABLE TO DESCRIBE THAT,
WHICH IS NOT AN
EASY THING TO DO.
IT'S EASIER TO DESCRIBE
THREE OVER AND TWO UP.
RIGHT?

Ben says YUP.

Mister C says OKAY.
I'M GOING TO
DO ONE MORE.
LET'S SEE WHAT
HAPPENS ON THIS ONE.
I'VE GOT MORE STUFF.
ONE THING I DO HAVE.
NOW, I'VE PURPOSELY
SET UP THIS OBJECT
A LITTLE BIT
DIFFERENTLY.
THIS IS THE OBJECT.
THIS IS MY
HELPING MACHINE.
ASSUMING I GET IT
BACK TOGETHER AGAIN.
NOW, I WANT YOU TO WATCH
THIS ONE REALLY, REALLY
CLOSELY, AND I'M
GOING TO ROTATE THIS
A LITTLE BIT LIKE THAT.
WHEN I DO THIS ONE,
WHAT'S THIS CALLED.
THIS IS THE OBJECT.
WHAT'S THIS CALLED?

On the grid, he places a plastic yellow pentagon attached to another one by a thin stick. The second pentagon has a small blue triangle fixed to one of its axes.

He continues OKAY, I'M GOING TO
CONNECT TO SOMEBODY.
LET'S SEE WHO.
LET'S TRY HERE.

Chris says HELLO.

Mister C says HELLO AND I'M SPEAKING
TO CHRIS, IS IT?

Chris says YES.

Mister C says WHAT IS THIS KIND
OF TRANSFORMATION?
WHAT'S IT CALLED.

Chris says TURN?

Mister C says IT'S A CALLED A TURN,
ALSO CALLED A ROTATION.
EXCELLENT.
NOW, I WANT YOU
TO TELL ME
A LITTLE BIT
ABOUT THE OBJECT.
HOW DOES THE OBJECT
CHANGE WHEN I TURN?
CAN YOU
DESCRIBE THAT?

Chris says NO.

Mister C says IS THE OBJECT FACING
IN THE SAME DIRECTION?
LIKE IF I TURN FROM HERE
AND REMEMBER I PUT THIS
ON HERE PURPOSELY SO YOU'VE
GOT A WAY OF LOOKING AT IT.
IS IT FACING THE SAME
WAY WHEN I TURN IT?

Chris says NO.

Mister C says WHEN I WAS DOING THOSE
OTHER TRANSFORMATIONS,
LIKE FOR INSTANCE
THIS ONE.
NOTICE IF I DO
IT PROPERLY,
IT'S FACING EXACTLY
THE SAME WAY?

Mister C places the other two identical objects below the one with the stick.

Chris says MM-HMM.

Mister C says SO WHEN YOU SLIDE, IT
FACES THE SAME WAY.
BUT WHEN YOU TURN,
IT ACTUALLY CHANGES,
DOESN'T IT?

Chris says YES.

Mister C says OKAY.
THERE'S ONE OTHER
THING THAT I WANT
TO POINT OUT HERE.
WHEN I TURN, NOTICE
THAT - SEE MY FINGER?
THAT'S THE CENTRE
OF ROTATION.
RIGHT THERE.
AND SO THE WHOLE ROTATION
IS HAPPENING AROUND THAT.
WHAT ABOUT THE DISTANCE
FROM THE OBJECT
TO MY FINGER?
WHAT DOES IT TO?

Chris says IT CHANGES, TOO.

Mister C says DOES IT?
TAKE A LOOK.
IS THE DISTANCE FROM
HERE TO HERE THE SAME
OR DIFFERENT FROM
THE DISTANCE -
IT'S THE SAME,
ISN'T IT?

Chris says YES.

Mister C says SO WHEN YOU'RE
DOING A TURN,
THE ORIENTATION OR THE
DIRECTION THE OBJECT FACES,
BUT THE DISTANCE
DOES NOT.
ONE OTHER SMALL THING.
I'M NOT GOING TO DO A REALLY
PROFESSIONAL JOB HERE,
BUT THIS OBJECT
HERE THAT I'M HOLDING,
WHAT DOES IT LOOK LIKE?
WHAT KIND OF MEASURING
OBJECT IS THAT?

He grabs a paper object.

He continues WHAT'S THAT CALLED?

Chris says PROTRACTOR.

Mister C says IT'S A PROTRACTOR
AND WHAT DO YOU
MEASURE WITH
PROTRACTORS?

Chris says ANGLES.

Mister C says EXACTLY.
SO IF I START HERE AND
I ROTATE MY OBJECT
TO SAY HERE, I HAVE AN
ANGLE OF ROTATION.
IN OTHER WORDS, I MOVED
ABOUT 45 DEGREES.
NOW, THAT'S JUST A
REALLY ROUGH IDEA.
BUT THE IDEA IS, A
PROTRACTOR CAN MEASURE
THE ANGLE OF ROTATION.
IS THAT HELPFUL?

Chris says YES.

Mister C says OKAY, GREAT.
NOW, THE LAST THING
I'M GOING TO DO HERE,
AND I'LL TAKE A CALL
ON THIS ONE, AS WELL.
I'M GOING TO SET UP ONE
MORE TRANSFORMATION,
AND I WANT YOU TO
DESCRIBE HOW I GOT
FROM THE ONE SPOT
TO THE OTHER SPOT.
SO WE'RE GOING
TO DO THAT.
WHAT WE'RE GOING
TO DO IS THAT.

Now, he goes back to the two identical objects. He places one in the middle of the gird and the other on the left diagonal.

He continues SO THIS IS A MORE
THAN ONE-PARTER.
SO WHO HAVE WE GOT ON
THE LINE THIS TIME?
LET'S TRY RIGHT HERE.
AND WHO AM I
CONNECTED TO NOW?

Ian says HELLO.

Mister C says HELLO, WHO AM I
TALKING TO NOW?

Ian says IAN.

Mister C says IAN, WHAT DO I DO TO GET
THIS OBJECT TO HERE?
WHAT TRANSFORMATIONS
DO I USE?

Ian says YOU SLIDE IT UP
AND THEN FLIP IT.

Mister C says YOU SLIDE IT UP AND
FLIP IT THAT WAY?

Ian says NO, YOU GO RIGHT
UP UNDERNEATH IT
AND THEN FLIP IT.

Mister C says YOU MEAN, HERE?

Ian says YEAH.
NO, GO UP A
LITTLE MORE.

Mister C says AND THEN FLIP IT OVER?

Ian says NOW FLIP IT.

Mister C says OKAY, YOU'RE FINE.
WHAT YOU WERE
BASICALLY TELLING ME
IS THAT YOU USE A SLIDE,
MAYBE ANOTHER SLIDE,
AND THEN A FLIP;
IS THAT RIGHT?

Ian says YEAH.

Mister C says THAT'S JUST FINE.
THAT'S A GOOD ANSWER.
THANK YOU VERY MUCH.
NOW, I'M JUST GOING
TO DO A LITTLE BIT
OF A REVIEW AND I'M
GOING TO HAVE TO
GET THIS OUT
OF THE WAY.
AND WE'LL ZOOM
BACK INTO THIS.
OKAY, REMEMBER, THERE
ARE THREE KINDS
OF TRANSFORMATIONS.
ONE'S CALLED A
TRANSLATION,
WHICH IS A SLIDE.
THE SECOND IS
CALLED A REFLECTION,
WHICH IS A FLIP.
AND THE THIRD'S
CALLED A ROTATION,
WHICH IS A TURN.
NOW, THERE ARE A
COUPLE OF THINGS
THAT I WANT YOU
TO REMEMBER.

A new blue piece of paper reads “Attributes. Orientation: direction of object. Line of reflection: mirror image. Congruence: same size and shape. Fixed distance from the centre of rotation.”

He continues ONE IS ABOUT
THE ATTRIBUTES.
ATTRIBUTES ARE THE
THINGS THAT HAPPEN
WHEN YOU DO
THESE THINGS.
ONE THING YOU LOOK FOR
IS THE ORIENTATION,
THE DIRECTION
OF THE OBJECT.
IF IT'S A SLIDE, THE
ORIENTATION DOESN'T CHANGE.
BUT WE'VE DISCOVERED,
AS A ROTATION, IT DOES.
WHEN YOU'RE DOING
A REFLECTION,
YOU HAVE WHAT IS CALLED
A LINE OF REFLECTION
OR YOU CREATE A MIRROR
IMAGE, AND WHERE THE MIRROR
APPEARS IS WHERE THE
LINE OF REFLECTION IS.
CONGRUENCE.
IN ALL THREE OF THESE
TRANSFORMATIONS,
THE OBJECT REMAINS
THE SAME SIZE
AND THE SAME SHAPE.
IT DOES NOT CHANGE.
AND LAST BUT NOT LEAST,
WHEN YOU'RE DOING A ROTATION,
IT HAPPENS AT A -
NOW, I'M GOING TO DO
ONE MORE QUESTION
ON THE ORAL FOR YOU.
LET'S SEE IF I CAN
GET IT UP HERE.
THERE'S THE QUESTION.
I'D LIKE YOU
TO ANSWER THAT.

A caption appears on screen under the title “Question Number 2.” It reads “Which statements is true when an object is rotated? “1The orientation is the same. 2: The line of reflection is in the middle. 3: Distance to the centre is constant. “ A gray bar graph reads “0 per cent.”

He continues SO WHICH OF THOSE
THREE ANSWERS
IS CORRECT FOR A
ROTATION?
After a few moments, he continues AND WE'VE GOT
ALMOST 50 PERCENT.
IT WOULD BE NICE TO
SEE US GET OVER 60.
AH, WE'RE GOING.
WE'RE GOING.
EVEN BETTER THAN THAT.
68 PERCENT.
MOST OF YOU
HAVE ANSWERED.
LET'S GO FOR 75 PERCENT
AND I'LL BE HAPPY.
LET'S GO, COME ON, A
COUPLE MORE PEOPLE.
ONE MORE PERSON
SHOULD DO IT.
EXCELLENT.

The bar graph changes to blue as numbers go up from “3per cent” to “74 per cent.”

He continues AND THERE'S YOUR
RESPONSE.

A three-bar graph appears. A green bar reads “7,” a purple bar reads “7” and a blue bar reads “9.”

He continues NOW, THIS IS REALLY
A SPLIT RESPONSE.
WHAT YOU HAD THERE WERE
BASICALLY EVERYBODY -
MOST PEOPLE SPLIT,
AND AS IT TURNS OUT,
AND I'M GOING TO GO BACK
TO THAT QUESTION AGAIN,
THE ORIENTATION
IS THE SAME.
REMEMBER THAT WHEN I
WAS DISCUSSING THAT
WITH A STUDENT FROM
TRILLIUM, I BELIEVE,
WE QUITE CLEARLY SAID
THAT IN A ROTATION,
THE ORIENTATION OR
THE DIRECTION
THE OBJECT
FACES CHANGES.
WHEN YOU'RE
DOING A ROTATION,
IS THERE A LINE
OF REFLECTION?
NO.
SO THE CORRECT ANSWER
IS THE DISTANCE
TO THE CENTRE IS
A CONSTANT.
THESE ARE THINGS THAT
YOU MUST LEARN
ABOUT TRANSFORMATIONS.
THE ASSIGNMENT THAT YOU
HAVE THIS WEEK INVOLVES
EXACTLY THAT, AND THE KIND
OF THING I WAS DOING ON
THAT GRID WHERE I WAS
MOVING THE OBJECTS AND
ASKING YOU TO DESCRIBE THE
MOVEMENTS IS EXACTLY
WHAT I'M LOOKING FOR.
PLEASE WORK AT BEING
REALLY EXPLICIT, MEANING,
IF YOU SAY IS A SLIDE,
SAY HOW FAR AND
IN WHAT DIRECTION.
THREE TO THE RIGHT,
FOUR UP, THREE DOWN.
IF IT'S A REFLECTION, TRY
TO DESCRIBE THE LINE
OF REFLECTION AND
WHERE IT IS.
AND LAST BUT NOT LEAST
IF IT'S A ROTATION,
USE A PROTRACTOR AND
FIND OUT WHAT ANGLE
THE ROTATION HAS
BEEN DONE THROUGH.
IT'S QUITE A
CHALLENGING EXERCISE.
DO YOU HAVE ANY QUESTIONS
BEFORE I GET AWAY
AND I TALK TO YOU
AGAIN NEXT WEEK?
SEE, WE DO HAVE
SOMEBODY CALLING IN.
WE'RE JUST CONNECTING TO
SOMEBODY FROM TRILLIUM.
HELLO, HAVE YOU
GOT A QUESTION?

A young man says NO.

Mister C smiles and says OKAY, HAVE A
GOOD DAY.
I'LL TRY
SOMEBODY ELSE.

Jennifer says HELLO.

He says HELLO, IS IT
JENNIFER?

Jennifer says YUP.

He says HAVE YOU GOT
A QUESTION.

Jennifer says YES, SO WHEN WE'RE DOING
THIS, WE DO ALL SIX PAGES?

He says YES, ALTHOUGH IT'S
UP TO YOUR TEACHER
WHETHER THEY WANT TO
OR WILL LET YOU
WORK WITH A
PARTNER OR NOT.
THAT'S SORT OF YOUR
TEACHER'S CHOICE.
SO YOU TALK TO YOUR
TEACHER AND I THINK
MAYBE YOU CAN COME TO
A GOOD AGREEMENT.
IS THAT FAIR ENOUGH?

Jennifer says YUP.

He says OKAY.

Jennifer says THANKS, BYE.

He says NO PROBLEM.
AND I'LL TAKE AT LEAST
ONE MORE QUESTION.
CONNECTING TO SOMEBODY
ELSE FROM USBORNE.

Alicia says HELLO.

He says HELLO, IS IT ALICIA?

Alicia says YEAH.

He says AND YOUR QUESTION?
SOMEBODY ALREADY
ASKED IT?
OKAY, FINE, NO PROBLEM.
AND WE'RE GOING
TO GO TO HERE.

Nathan says HELLO.

He says HELLO, AND I'M
SPEAKING TO?

Nathan says NATHAN.

He says YES, AND YOUR
QUESTION?

Nathan says SOMEBODY TOOK
IT ALREADY.

He says OKAY.
I THINK WE'RE GETTING
PRETTY MUCH
THE SAME
QUESTIONS NOW.
I'M LOOKING FORWARD TO
SEEING YOU NEXT MONDAY,
ON NOVEMBER 23RD, SAME
TIME, SAME PLACE.
HAVE A GOOD WEEK.
BYE, 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 Pow Wow