Transcript: The Map | 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 colorful cartoon and patterned suspenders.

Mister C says GOOD MORNING.
IT'S MISTER C., AND TVO'S
VIRTUAL CLASSROOM.
WELCOME BACK.
JUST TO LET YOU KNOW RIGHT OFF
THE TOP, I'VE GOT A BIT OF A
COLD TODAY, SO BEAR WITH ME.
MY VOICE ISN'T 100 PERCENT,
BUT WITH A LITTLE BIT OF LUCK,
WE'LL ALL GET THROUGH THIS.
FIRST THING I'D LIKE TO
DO IS SHOW YOU A PUZZLE.
AND THIS PUZZLE IS A REALLY,
REALLY NEAT LITTLE PUZZLE.

A wooden diamond puzzle appears. Numbers from 1 to 8 sit outside the puzzle. Mister C appears in a small window on the right bottom of the screen.

He continues IT'S NOT YOUR ORDINARY TYPE
OF PUZZLE BECAUSE WE'RE
NOT TRYING TO ADD UP
CERTAIN NUMBERS TO GET
A CONSTANT NUMBER.
IN THIS PARTICULAR CASE, WHAT
WE'RE TRYING TO DO IS PLACE
ALL OF THESE NUMBERS INTO THE
PUZZLE IN SUCH A WAY THAT NO
TWO ADJACENT ONES CAN
BE NEXT TO EACH OTHER.
I'LL GIVE YOU AN EXAMPLE.
IF I PLACE THE NUMBER TWO
HERE, I CANNOT PLACE THE THREE
HERE BECAUSE IT'S RIGHT
BESIDE OR ADJACENT.
IT CAN'T BE HERE,
OR IT CAN'T BE HERE.
EVERYWHERE YOU SEE A LINE
CONNECTING, OR THERE'S ONLY
ONE LINE, IT'S ADJACENT.
SO AS YOU CAN SEE THERE ARE A
WHOLE BUNCH OF SPOTS IT CAN'T
GO, BUT IT COULD GO THERE.
THERE'S AT LEAST ONE
SPACE BETWEEN THEM.
SO WHAT I'D LIKE TO DO IS
INVITE YOU TO CALL IN AT POUND
NINE, AND MAYBE SUGGEST TO ME
WHAT NUMBER YOU WOULD PLACE
IN THE PUZZLE FIRST, AND
WHERE, AND WHY YOU WOULD
CHOOSE THAT NUMBER.
AND THEN MAYBE EVEN HELP ME
TRY TO SOLVE THE PROBLEM.
SO I'M LOOKING FOR A CALL.
I'LL TAKE ONE RIGHT NOW
IF WE'VE GOT ONE COMING.

He speaks with a spectator via a telephone conversation.

Chris says HELLO.

He says HELLO, WHO AM I SPEAKING TO?

Chris says CHRIS.

He says HI, CHRIS.
CAN YOU TELL ME WHICH NUMBER
YOU WOULD CHOOSE FIRST TO PUT
INTO THE PUZZLE?

Chris says I WOULD CHOOSE THE ONE.

He says YEAH.
NOW, WHY WOULD
YOU CHOOSE THE ONE?
ANY SPECIAL REASON?

Chris says BECAUSE IT'S THE FIRST
NUMBER IN THE NUMBERS.

He says OKAY, FAIR ENOUGH.
WHERE WOULD YOU PUT
IT IN THE PUZZLE?

Chris says IN THE LEFT CORNER.

He says OKAY, DONE.
WHAT'S THE NEXT NUMBER
YOU WOULD PLACE?

Chris says I'D TAKE THE 8.

He says OH, OKAY.

Chris says AND PLACE IT IN THE
LOWER RIGHT CORNER.

He says OKAY, THIS SPOT HERE?

Chris says YES.

He says OKAY, GOTCHA.
KEEP GOING.
I WANT YOU TO
TRY AND SOLVE IT.
GO ALL THE WAY.

Chris says THEN I WOULD TAKE THE 5 AND
PUT IT UP IN THE MIDDLE RIGHT.

He says MIDDLE RIGHT.
IS THAT IT?

Chris says YES.

He says OKAY.

Chris says THEN I WOULD TAKE THE 3 AND
PLACE IT IN THE MIDDLE LEFT.

He says GOTCHA.
I THINK I GOT YOUR
INSTRUCTIONS.
KEEP GOING.

Chris says THEN I WOULD TAKE THE 7 AND
PUT IT IN THE LEFT TOP CORNER.

He says LEFT TOP CORNER.
RIGHT THERE?

Chris says THEN I WOULD TAKE... THEN
I'D PUT THE 6 IN THE BOTTOM
LEFT CORNER.

Chris says OKAY, IS THERE A
PROBLEM WITH THAT ONE?

He says YEAH.

Chris says YEAH.
IS THERE ANY WAY OUT OF IT?

Chris says TAKE THE 3 OUT AND PUT IT
IN THE RIGHT CORNER.

He says YEAH.
THIS IS A VERY GOOD ATTEMPT.
SO WHAT I'M GOING TO DO, IF
YOU DON'T MIND, I'M GOING TO
LET AT LEAST ONE MORE STUDENT
FROM ANOTHER SCHOOL GIVE A
SHOT AT IT AS WELL.
IS THAT OKAY?

Thomas says HELLO?

He says HELLO, WHO AM I SPEAKING TO?

Thomas says THIS IS THOMAS.

He says FROM FLAMBOROUGH?

Thomas says YUP.

He says OKAY.
NOW, YOU KNOW WHAT
THE PROBLEM IS.

As he speaks, he takes the numbers out of the puzzle.

Thomas says YEAH, THE 5 WAS
CONNECTED TO ANY NUMBER.

He says RIGHT.
WHAT ONE DO YOU WANT
TO PUT IN FIRST?

Thomas says THE 1 ON THE
LEFT HAND SIDE.

He says GOTCHA.

Thomas says AND THE 8 ON
THE RIGHT HAND SIDE.

He says OKAY, SO ANOTHER
STRATEGY, GOOD.

Thomas says OKAY.
THE 7 IN THE
TOP LEFT CORNER.

He says GOTCHA.
GOOD INSTRUCTIONS.

Thomas says THE 3 IN THE
BOTTOM LEFT CORNER.

He says GOTCHA.

Thomas says OH, WAIT, ACTUALLY,
TAKE THAT OUT.

He says GOTCHA.

Thomas says MAKE THE 5 GO DOWN THERE.

He says THE 5 GO DOWN THERE.
OKAY, GOTCHA.

Thomas says THE 3 IN THE
CENTRE LEFT.

He says CENTRE LEFT.
THERE?

Thomas says YEAH.

He says YEAH, GOTCHA.

Thomas says I DON'T THINK THAT
WOULD WORK, ACTUALLY.

He says WHY?

Thomas says BECAUSE ITS'S CONNECTED TO
ALL THE REMAINING SPACES.

He says YEAH, IT IS, ISN'T IT?

Thomas says SO PUT IT IN
THE BOTTOM RIGHT.

He says BOTTOM RIGHT.
OKAY, WE'LL MAKE
A SWITCH ON THAT.

Thomas says 4 IN THE TOP RIGHT.

He says YES, AGREED.
UH-OH.

Thomas says YEAH, I JUST
SAW IT, TOO.

Mister C takes out the numbers he put into the puzzle.

Mister C says DO YOU MIND IF I GO THROUGH
A LITTLE LOGICAL ARGUMENT
WITH YOU?
Thomas says I'M GOING TO SHOW YOU
WHAT THE SOLUTION IS.

Thomas says I THINK I KNOW
WHAT WOULD WORK.

He says YOU WANT TO GIVE IT ONE
MORE REALLY QUICK TRY?

Thomas says YEAH.

He says OKAY, TELL ME REALLY FAST.

Thomas says OKAY, THE 5 AND 3, THEY
SHOULD BE SWITCHED AROUND.
BEFORE.

He says WHERE WERE WE?
WE HAD 1 HERE.
WE HAD 1 THERE.
WHERE WAS THE 5
AND THE 3?

Thomas says THE 3 SHOULD BE
IN THE BOTTOM RIGHT.

He says BOTTOM RIGHT.

Thomas says BOTTOM LEFT, SORRY.

He says YEAH.

Thomas says THE 5 SHOULD BE
IN THE BOTTOM RIGHT.

He says GOTCHA.

Thomas says 7 IN THE TOP LEFT.
THE 4 IN THE TOP LEFT.

He says YOU MEAN RIGHT?

Thomas says OH, YEAH.

He says OKAY, YEAH.
OH, WE'RE IN TROUBLE AGAIN.

Thomas says I'M STUCK AGAIN.

He says OKAY, I'M GOING TO GO THROUGH
A LITTLE LOGICAL ARGUMENT
WITH EVERYBODY.
BECAUSE ONE OF THE THINGS I'D
REALLY LIKE TO DO IS TO SHOW
YOU THAT SOMETIMES IT'S REALLY
A VERY STRICT -- WELL, NOT
STRICT, BUT THERE IS A LOGIC
TO THE PUZZLE, THAT IN FACT
IT'S NOT REALLY TRIAL AND
ERROR, ALTHOUGH YOU HAD A
PLAN, IT JUST
DIDN'T QUITE WORK.

He begins to place the numbers into the puzzle again.

He continues THE KEY NUMBERS ARE THESE TWO.
1 AND 8.
AND THE REASON THEY ARE KEY
IS THEY ONLY HAVE ONE SIDE
TO THEM, SO TO SPEAK.
IN OTHER WORDS, THERE'S NO
NUMBER THAT COMES BEFORE 1,
THERE IS ONLY THE 2
ON THE RIGHT HAND SIDE.
AND THE 8, THERE'S NO
NUMBER, IN THIS PUZZLE ANYWAY,
THAT COMES AFTER 8.
THERE IS ONLY THE NUMBER
ON THE LEFT HAND SIDE,
WHICH IS THE 7.
NOW, IF THERE ARE ONLY ONE
SIDED NUMBERS, AND THESE ARE
ALL TWO-SIDED NUMBERS, THEN
MAYBE THE BEST PLACE TO PUT
THE ONE SIDED NUMBERS IS RIGHT
SMACK IN THE MIDDLE BECAUSE
THE MIDDLES CONNECT TO MORE
PLACES THAN ANYWHERE ELSE.
SO THAT'S WHAT
I'M GOING TO DO.
THROW THEM IN THE MIDDLE.
MOST PEOPLE START BY
PUTTING THESE NUMBERS
OUT IN THE CORNERS.
TRY IN THE MIDDLE.
NOW, THAT DOES A LITTLE
BIT OF A FORCING JOB THOUGH.
TAKE A LOOK AT THE 2.
I CAN'T PUT IT HERE, HERE,
HERE, HERE, HERE, OR HERE.
THE ONLY PLACE I
CAN PUT IT IS THERE.

He puts the 2 to the right of number 8.

He continues LOOK AT THE NUMBER 7.
I CAN'T PUT IT HERE OR
HERE, OR HERE OR HERE.
THE ONLY PLACE I
CAN PUT IT IS THERE.

He puts the 7 to the left of number 1.

He continues WELL, AS YOU KNOW, 3 AND
4 ARE ADJACENT, SO THE
ONLY WAY WE CAN DO THIS IS TO
SPLIT THOSE PAIRS LIKE THAT
SO WE HAVE 3-5.
MAYBE THEY CAN GO IN THE TOP.
3 CAN'T GO THERE
BECAUSE OF THE 2,
BUT IT SURE CAN GO THERE.
AND THE 5'S CLEAN.

He places the 3 on top of number 1 and the 5 on top of number 8.

He continues GOING DOWN TO THE BOTTOM,
THE 6 CAN'T GO OVER THERE
SO IT'S GOT TO GO THERE.

He puts the 6 below number 8 and the 4 below number 1.

He continues LOOK AT THAT.
SO THERE IS A VERY STRONG
LOGIC THAT HELPS YOU
SOLVE THE PROBLEM.
I THOUGHT YOU'D GET
A KICK OUT OF THAT.
HELLO.
I'M MOVING THE PUZZLE
OUT OF THE WAY.
WHAT I'D LIKE TO DO AT THIS
POINT IS, YOU KNOW, I WAS
NOTICING THAT THIS MYSTERY
THIS WEEK HAS A TREMENDOUS
AMOUNT TO DO WITH CARTOGRAPHY.
IT JUST SO HAPPENS WE HAVE A
LITTLE BIT OF FILM FOOTAGE
OF SOME MAP MAKING.
SO LET'S FOLLOW ALONG.

A clip plays.

He continues WHAT YOU'RE LOOKING AT HERE
IS PROBABLY A TECHNICIAN THAT
WORKS WITH THE
GOVERNMENT OF ONTARIO.
IT'S VERY, VERY, VERY
PAINSTAKING WORK.
AS YOU CAN SEE, HE HAS
TO BE VERY CAREFUL.
THESE ARE PROBABLY
CONTOUR MAPS.
THIS IS AERIAL PHOTOGRAPHY,
PROBABLY STEREOSCOPIC VIEWS.
AND HE USES THE INFORMATION
FROM THE AERIAL PHOTOS TO
BASICALLY MAKE HIS MAPS.
IN A MOMENT OR TWO, YOU
ARE GOING TO SEE A LITTLE
MACHINE HERE.
THAT'S THE MACHINE.
I'M NOT A HUNDRED PERCENT
SURE WHAT HE'S DOING WITH IT.
SO IF ANY OF YOU HAVE PARENTS
THAT MIGHT BE INVOLVED IN
CARTOGRAPHY, THAT HAVE SOME
SENSE OF WHAT THAT MACHINE IS
DOING, HEY, YOU CAN GIVE
US A CALL MAYBE NEXT WEEK.

The clip ends.

Mister C continues HI.
YES.
YOU KNOW, JUST SO HAPPENS ON
THE LINE I HAVE A VERY GOOD
FRIEND OF MINE.
HER NAME IS SAMANTHA,
BETTER KNOWN AS SAM.
SHE'S BEEN PROSPECTING UP ON
MANITOULIN ISLAND FOR THE LAST
40 YEARS.

Samantha says THAT'S RIGHT.
I'VE BEEN YOUR FRIEND FOR A
REALLY, REALLY LONG TIME,
STEWART, AT LEAST 50 YEARS.
SO HOW OLD DOES THAT MAKE YOU?

He says HEY, HEY, HEY, LET'S
NOT GET INTO THAT.
I HEAR YOU NEED THE VERY,
VERY, VERY, VERY BEST MAPS
TO FIND YOUR WAY TO
THE MOTHER LODE.
ISN'T THAT TRUE?

Samantha says YOU'RE ABSOLUTELY RIGHT.
NOT ONLY DO I NEED A GOOD MAP
TO DETERMINE WHERE I'M GOING
TO SEARCH, I NEED A GOOD
MAP TO FIND MY WAY BACK
TO CIVILIZATION.

He says HOW DO YOU CHOOSE A
MAP TO LOOK FOR GOLD?

Samantha says WELL, USUALLY I USE A
GEOLOGICAL MAP AND STUDY THE
LOCATION OF VARIOUS MINERALS.
WITH MY VAST KNOWLEDGE, I THEN
APPLY A PATTERN ANALYSIS TO
DETERMINE THE MOST
LIKELY SPOTS FOR GOLD.

He says HAS THAT EVER WORKED?

Samantha says NOT REALLY.

He says YOU KNOW, I'M NOT
REALLY THAT SURPRISED.
SO HOW DO YOU REALLY
LOOK FOR GOLD?

Samantha says WELL, IF I TELL YOU, PROMISE
YOU WON'T TELL ANYBODY?

He says CROSS MY HEART
AND HOPE TO DIE.

Samantha says OKAY, WELL, I PUT THE MAP ON
THE WALL AND THROW DARTS AT IT.
I FOUND MORE GOLD THIS WAY
THAN DOING THE SCIENTIFIC
THING, YOU KNOW?

He says OH, I'M NOT REALLY SURPRISED.
THANKS FOR JOINING US ON
THE SHOW THIS MORNING.
GOOD-BYE.

Samantha says BYE.

He says GEE, IT WAS A PLEASURE
TALKING TO HER.
AND, YOU KNOW, MAPS ARE REALLY
IMPORTANT, AND LATER IN THE SHOW
I'M GOING TO COME BACK AND
TALK A LITTLE BIT ABOUT THEM.
BUT RIGHT NOW, I WANT YOU TO
GET YOUR HOMEWORK OUT BECAUSE
WHAT WE ARE GOING TO DO IS WE
ARE GOING TO SPEND A LITTLE
BIT OF TIME TAKING
UP THE HOMEWORK.
SO WE'RE GETTING SET UP HERE.
LET'S SEE IF WE CAN GET ALL
THE STUFF OUT HERE THAT I NEED.
OKAY, THERE WE ARE.
LET'S TAKE A LOOK.
THERE WE ARE.
NOW, WHAT I HAVE DOWN HERE IS
JUST A COPY OF, AND I MIGHT
EVEN PUT IT UP HERE, ACTUALLY,
IT'S A COPY OF WHAT YOU WERE
DOING FOR THE DANCERS.
WHAT I WOULD LIKE YOU
TO DO IS PHONE IN.
I'M GOING TO GO THROUGH THEM
IN ORDER, DANCER ONE, DANCER
TWO, DANCER THREE, DANCER
FOUR, RIGHT THROUGH TO DANCER
SIX, AND WHEN YOU GET ON THE
LINE, WHAT I'M GOING TO DO IS
I'M GOING TO ASK YOU TO TELL
ME WHAT THE TRANSFORMATIONS ARE.
I'LL RECORD THEM HERE, AND
THAT'S BASICALLY OUR ANSWERS.
I'LL KIND OF SIMULATE HERE ON
THE GRID WHAT THE MOVEMENTS ARE.

He grabs a blue piece of paper that shows a circle with two perpendicular lines. Numbers 1,2,3, and 4 mark different dots inside the circle. On top of a grid, he places the blue paper and a plastic object made of a yellow pentagon, a tiny blue triangle and a red square.

He continues SO WE'RE LOOKING FOR SOME
PHONE CALLS, AND WE'RE
STARTING WITH
DANCER NUMBER ONE.

Chris says HELLO?

He says HELLO.
WHO AM I SPEAKING TO?

Chris says CHRIS FROM TRILLIUM.

Pointing to the circle, he says OKAY, CHRIS,
DANCER NUMBER ONE.
WE'RE GOING FROM POSITION
NUMBER ONE TO POSITION TWO.
WHAT HAPPENS?

Chris says DANCER NUMBER ONE
SLID UP 11 SPACES.

He says SLIDE UP 11.
RIGHT ON.
THEN FROM TWO TO
THREE, WHAT HAPPENS?

Chris says FROM TWO TO THREE, HE
SLID RIGHT FIVE STEPS.

He says SLID RIGHT.
I LIKE YOUR INSTRUCTIONS.
THEY ARE VERY CLEAR AND EXACT.
He grabs the object and as he moves it he says SO WE WENT UP 11,
TO THE RIGHT FIVE.
AND WHAT'S THE LAST ONE?

Chris says AND YOU CAN SAY HE FLIPPED
VERTICALLY, OR HE SLID DOWN
FIVE STEPS.

He writes Chris’s answers on another sheet of paper.

He says WOW.
OKAY, YOU KNOW
SOMETHING, YOU ARE RIGHT.
SO WE'RE GOING TO PUT
HERE SLIDE DOWN FIVE.
BUT YOU'RE RIGHT.
WHEN I LOOK AT THE DIAGRAM,
I COULD HAVE CALLED IT A
FLIP VERTICALLY.
VERY NICE.
THANK YOU VERY MUCH.
LET'S GO TO ANOTHER CALLER.
AND WE'RE SETTING UP
FOR DANCER NUMBER TWO.

He shows another circle with two perpendicular lines. Numbers 1,2 and 3 mark different dots inside the circle.

He continues WHO AM I SPEAKING
TO, PHIL OR JOSH?

Josh says JOSH.

He says HI, JOSH.
NOW, THIS PARTICULAR ONE
WE'RE MOVING FROM ONE TO TWO.
SO IT'S FROM HERE TO HERE.
SO WE'RE WAY OVER
HERE SOMEWHERE.
WHAT'S GOING ON THERE?

Josh says IT'S LIKE A REFLECTION.

He says IT'S A REFLECTION, YES.
TELL ME MORE ABOUT
THE REFLECTION.
WHICH WAY DOES IT GO?

Josh says YOU HAVE TO GO
RIGHT NINE SPACES.

He says OKAY, NOW, YOU GO RIGHT NINE
SPACES, YOU ARE REFLECTING TO
THE RIGHT.
IS THAT WHAT YOU ARE SAYING?

Josh says YEAH.

He says OKAY.
WHEN YOU ARE GOING LEFT AND
RIGHT, IT'S HORIZONTAL.
SO I'M GOING TO
PUT HORIZONTAL.
AND YOU GAVE ME THE NUMBER
OF SPACES IT REFLECTS OVER.
SO IT'S A REFLECTION
TO THE RIGHT.
VERY GOOD.
NOW, WHAT HAPPENS ON THE
SECOND ONE, FROM POSITION TWO
TO POSITION THREE?
WE JUST DID THIS.

Josh says IT COULD BE A
REFLECTION OR A SLIDE.

He says WELL, IT'S A REFLECTION.
NOTICE THE LITTLE WEE WHITE
BOX DOWN IN THE CORNER,
IT MOVES UP TO THE TOP IN THE
OTHER ONE, THAT TELLS YOU
FOR SURE THE ORIENTATION
IS CHANGED.
SO IT IS A REFLECTION.
AND IS THAT -- WHAT DIRECTION
IS THAT REFLECTION?

Josh says SEVEN SPACES UP.

He says IT'S UP.
GOOD.
AND THAT'S COMMONLY
CALLED VERTICAL.
THANK YOU VERY MUCH.
WE'LL TAKE ANOTHER CALLER, AND
WE'LL DO DANCER NUMBER THREE.
HELLO, WHO AM I SPEAKING TO?

Jen says IT'S JEN.

He says HELLO, JEN.
NOW, WE'RE MOVING TO A LITTLE
BIT MORE DIFFICULT ONE.
DANCER NUMBER THREE.
AND IT SEEMS WE HAVE MOVED
FROM THIS SPOT TO THIS SPOT.
WHAT KIND OF A MOVEMENT
IS GOING ON THERE?

Jen says IT LOOKS LIKE A TRANSLATION
DOWN EIGHT SPACES, AND THEN
RIGHT TWO, AND THEN ROTATION
60 DEGREES CLOCKWISE.

He says OKAY, I'M GOING TO HELP YOU
A LITTLE BIT BECAUSE YOU'VE
COVERED A LOT OF TERRITORY.
THE ROTATION IS RIGHT.
THE ROTATION, REMEMBER,
I THINK I SAID IN THE
INSTRUCTIONS THAT THE ROTATION
SHOULD BE ABOUT THE CENTRE.

Jen says OH YEAH.

He says SO REALLY, YOU CAN DO
THIS WITH ONE INSTRUCTION.
YOU SAID DOWN EIGHT AND OVER
SIX, OR SOMETHING LIKE THAT.
WAS THAT CORRECT?

Jen says MM-HMM.

He says BUT WHAT YOU CAN DO, AND I'M
GOING TO GET THIS ORIENTED.
He grabs the plastic object and says SEE MY ARROW POINTS MORE
OF LESS THE SAME WAY?

Jen says YES.

He says YOU SAID 60 DEGREES.
Sliding the object down, he continues LIKE THAT.
RIGHT?

Jen says YEAH.

He continues NOTICE WHAT HAPPENS -- I'M
GOING TO USE THIS AS MY EXAMPLE.
EVERYTHING STAYS FIXED.
SEE WHAT HAPPENS THERE?
THAT ARROW CHANGES.
SO ALL YOU HAVE TO TELL
ME IS THE ROTATION PART.
THE REST YOU DON'T NEED.
SO IT'S ROTATION, WHICH
WAY, CLOCKWISE OR
COUNTER CLOCKWISE?

Jen says CLOCKWISE.

He says HOW MANY DEGREES?

Jen says 60.

He continues writing the answers and says SOUNDS GOOD.
NOW, POSITION TWO TO THREE,
GOING FROM HERE TO HERE,
WHAT'S THE TRANSFORMATION?

Jen says THE ROTATION IS 30
DEGREES COUNTER CLOCKWISE.

He says IT'S COUNTER CLOCKWISE.
I THINK IT'S MORE
THAN 30 DEGREES.
I THINK I KNOW WHAT
YOUR ANSWER IS.
MORE THAN 30?
I THINK IT'S 130.

Jen says OH, YEAH, 130.

He says RIGHT ON.
I KNEW WHEN YOU SAID THE 30
YOU KNEW WHAT WAS GOING ON.
SO WHAT'S HAPPENING HERE, IT
GOES FROM HERE ALL THE WAY
AROUND TO THERE.
AND THIS ANGLE IN
HERE IS 130 DEGREES.
THANK YOU VERY MUCH.
YOU DID A NICE JOB ON THAT.

Jen says OKAY, THANKS.

He says LET'S GO TO
DANCER NUMBER FOUR.
HELLO, WHO AM I SPEAKING TO?

Chris says CHRIS FROM TRILLIUM AGAIN.

He says HI, CHRIS.
Pointing to a new circle, he continues WHAT'S GOING ON IN THIS ONE?
LET'S SEE, DANCER ONE TO
DANCER -- POSITION ONE TO
POSITION TWO.
HERE TO HERE.
WHAT'S THAT TRANSFORMATION?

Chris says THE DANCER SLID TEN
STEPS TO THE LEFT.

He says TEN LEFT, RIGHT ON.
THAT'S GOOD.
GOOD START.
THEN WHAT HAPPENS?

Chris says THEN FROM POSITION
TWO TO POSITION THREE,
HE FLIPPED HORIZONTALLY.

He says RIGHT ON!
WE'RE NOT SAYING HOW MANY
SPACES, BUT THAT'S OKAY.
WHAT'S THE LAST ONE?
WE JUST DID THE FLIP.
GET MY DIAGRAM RIGHT.
I SLID AND THEN I FLIPPED.
WHAT'S THE LAST ONE?

Chris says THEN FROM POSITION
THREE TO POSITION FOUR,
HE SLID EIGHT SPACES.

He says YUP.
WHICH WAY?

Chris says DOWN.

He says DOWN IS RIGHT.
THANK YOU VERY MUCH, CHRIS.

Chris says THANK YOU.

He says LET'S GO ON TO
DANCER NUMBER FIVE.

Fletcher says HELLO?

He says HELLO.
WHO AM I TALKING TO.

Fletcher says FLETCHER.

He says OKAY, FLETCHER,
DANCER NUMBER FIVE.
LET'S SEE, POSITION ONE IS
HERE, AND THERE'S POSITION TWO.
SO THIS ONE IS MOVING FROM
SOMEWHERE IN HERE TO HERE.
WHAT IS THAT TRANSFORMATION?

Fletcher says 50 DEGREES AROUND THE FIRE.

He says OKAY.
SO THAT'S A ROTATION.
I LIKE THE 50 DEGREES.
THAT SOUNDS RIGHT
ON THE BUZZER.

Fletcher says AND IT'S CLOCKWISE.

He says THANK YOU.
OKAY, NOW THAT WE'VE GOT IT
HERE, WHAT HAPPENS NEXT?

Following Fletcher’s instructions, he changes the position of the object on the grid.

Fletcher says WE HAVE A TRANSLATION,
OR A SLIDE, SEVEN SPACES
TO THE LEFT.

He says I LIKE A TRANSLATION.
I LIKE THE BIG TERM.
SO IT'S SEVEN LEFT.
RIGHT ON.
SO WE JUST DID THIS.
BOOM.
WHAT'S THE LAST ONE?

Fletcher says TRANSLATION, OR
SLIDE, TEN SPACES UP.

He says VERY CLEAR.
RIGHT ON THE BUZZER.
SUPER.
OKAY.

Fletcher says THANKS, BYE.

He says WE'RE GOING ON TO THE LAST
ONE, DANCER NUMBER SIX.
HELLO, WHO'S ON?

Neil says NEIL ARMSTRONG.

He says HELLO, NEIL.

Neil says FOR DANCER NUMBER SIX A,
IT'S A ROTATION 40 DEGREES
TO THE RIGHT.

He says SO WE'VE GOT A ROTATION 40
DEGREES -- I WOULD PREFER
YOU USE CLOCKWISE AND
COUNTER CLOCKWISE.

Neil says OH, COUNTER CLOCKWISE.

He says LET'S SEE, WE'RE
GOING FROM ONE TO TWO.
YOU'RE RIGHT ON,
SO IT'S UP THERE.
He coughs and says EXCUSE ME.
WHAT'S THE NEXT
TRANSFORMATION?

Neil says TRANSLATION OR SLIDE
17 SPACES TO THE LEFT.

Mister C coughs and says
EXCUSE ME.
AND THE LAST ONE?

Neil says A REFLECTION TWO SPACES
UP, THEN A TRANSLATION
TWO SPACES UP.
OR UP.
OKAY, A REFLECTION TWO SPACES,
AND THEN A TRANSLATION
TWO SPACES UP.

He says I'LL HELP YOU A
LITTLE BIT ON THIS ONE.
IT'S A REFLECTION.
AND IF WE HAD A LINE IN
HERE, A LINE OF REFLECTION,
IT WOULD BE ABOUT HERE.
He places a yellow stick over the horizontal line of the circle and continues
SO THIS THING SORT OF LEAPT
OVER THE LINE LIKE THIS.
FAIR ENOUGH?

Neil says YEAH.

He says VERY GOOD.
WELL DONE, EVERYBODY.
SO I'M GOING TO GET MYSELF SET
UP HERE AGAIN IF YOU DON'T MIND.
MOVE THIS OUT OF THE WAY.
I'VE GOT AN AREL QUESTION
I THINK I'LL DO WITH YOU
AT THIS POINT.

A caption appears on screen under the title “Question Number 1.” It reads “Which of the following is not a transformation. 1: Prediction. 2: Translation. 3: Rotation. 4: Reflection.” A gray bar graph reads “0 per cent.”

He continues OH, WE'RE GETTING
THERE REALLY QUICKLY.
61, 67, I LOVE WATCHING
THOSE PERCENTAGES GO UP.

The bar graph changes to blue as numbers go up from “6 per cent” to “78 per cent.”

He continues MOST OF YOU HAVE ANSWERED NOW.
AND THE VAST MAJORITY HAVE
DEFINITELY CLUED IN THAT A
PREDICTION IS NOT ONE OF
THE TRANSFORMATIONS WE WERE
TALKING ABOUT.

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

He continues IN FACT, IT'S PART OF
MATHEMATICS, BUT IT'S NOT
SPECIFICALLY THAT.
THE NEXT THING I'D LIKE TO DO
IS ACTUALLY TALK A LITTLE BIT
ABOUT MAPS.
I'M GOING TO START WITH,
THIS IS PHOTOGRAPH FROM THE
AMERICAN SPACE SHUTTLE.
AND WHAT I'D LIKE YOU TO DO
RIGHT NOW IS PHONE IN AND LET
ME KNOW WHAT PART OF THE
WORLD THAT IS, AND IF YOU CAN
IDENTIFY ANY OF THE
LANDFORMS THERE.
WE'RE LOOKING FOR
SOMEBODY TO PHONE IN.
TAKE A LOOK AT
THE MAP CLOSELY.

The map shows a brown area with three blue strings.

He continues IF YOU KNOW WHERE THAT IS,
SOMEWHERE IN THE WORLD,
GIVE ME A CALL, AND LET
ME KNOW WHAT YOU THINK.
IT LOOKS LIKE WE'RE
CONNECTING TO SOMEBODY NOW.
A MOMENT OR TWO.
WON'T BE TOO LONG.

Corey says HELLO?

He says HELLO.
IS THIS CHRIS OR COREY?

Corey says IT'S COREY.

He says OKAY, COREY, WHERE IS THAT?

Corey says IT LOOKS LIKE IT'S IN EGYPT.

He says OKAY, GOOD.
ANY IDEA WHAT THAT LITTLE
CHUNK IS RIGHT THERE?

Corey says IT LOOKS LIKE A RIVER, BUT
I'M NOT SURE WHAT IT'S NAMED.

He says YOU'RE DEFINITELY RIGHT.
IT IS A RIVER.
Pointing to a large area from where one of the strings runs he continues ANY IDEA WHAT
THIS IS OVER HERE?
YOU'RE CLOSE, YOU KNOW?
YOU GOT THE RIGHT
PART OF THE WORLD.
WOULD YOU LIKE ME TO
ASK SOMEBODY ELSE?

Corey says YEAH.

He says OKAY, THANK YOU VERY MUCH.

Chris says HELLO?

He says HELLO, WHO AM I SPEAKING TO?

Chris says CHRIS FROM TRILLIUM.

He says HI, CHRIS.
ANY IDEA WHAT THAT RIVER IS?

Chris says THAT LOOKS LIKE THE NILE.

He says RIGHT.
WHAT'S THIS?

Chris says I BELIEVE THAT
IS THE RED SEA.

He says YES.
WHAT ABOUT THIS LITTLE
STRETCH UP HERE?

Chris says PARDON?

He says THIS IS THE RED
SEA DOWN HERE.
ANY IDEA WHAT THIS IS?

Chris says NO.

He says IT'S THE GULF OF SUEZ.
AND THERE'S THE SUEZ CANAL.
AND THAT'S THE GULF OF AQABA.
NOW, WOULDN'T IT BE WONDERFUL
IF MAP MAKERS HAD THOSE KIND
OF PHOTOGRAPHS TO WORK FROM?
UNFORTUNATELY, THEY DIDN'T.
BUT THEY WERE ABLE TO
CREATE MAPS LIKE THIS ONE.
THERE WE GO.
GET IT FRAMED HERE.

He grabs a large book that features a map of Northern Africa across two pages.

He continues THEY WERE ABLE TO MAKE MAPS
LIKE THIS ONE THAT LOOKED VERY
ACCURATE AND VERY REAL WITHOUT
ACTUALLY GETTING ALL THOSE
WONDERFUL AERIAL SHOTS
FROM THE SHUTTLE.
NOW, MAP MAKERS FROM MANY,
MANY YEARS AGO WERE VERY
ADEPT AT FIGURING OUT
WHAT THINGS LOOKED LIKE.
AND I'M REALLY, TO THIS
DAY, VERY AMAZED BY THAT.
BUT THERE'S SOMETHING ELSE I
REALLY WANT TO POINT OUT
ABOUT MAPS.
IT'S HOW YOU FIND
LOCATIONS ON MAPS.
YOU CAN'T SEE THEM VERY WELL
HERE BECAUSE THEY ARE SO FAINT.
YOU'VE GOT LINES THAT GO UP
AND DOWN, AND LEFT AND RIGHT.
TO GET AROUND THAT PROBLEM WITH
THE FAINT LINES, I'VE DRAWN,
USING THE HELP OF MY TRUSTY
COMPUTER, A MAP OF CANADA.
AND THESE LINES ARE LINES
OF LONGITUDE AND LATITUDE.
WHAT I'M GOING TO DO IS SHOW
YOU THERE IS A VERY NEAT
COMPARISON BETWEEN THESE
AND THE GRAPHS THAT YOU DO
ON A COORDINATE AXIS.
I COULD, IF I WANTED TO,
CALL THESE LINES BY NUMBERS.

He writes 1,2,3,4,5,6,7,8,9,10.

He continues AND THE HORIZONTAL ONES...
THERE'D EVENTUALLY BE A FIVE
UP HERE AS WELL AND SO ON.
WHAT I WANT TO ASK YOU IS
TORONTO'S RIGHT ABOUT THERE.
CAN YOU TELL ME WHAT THE
COORDINATES ARE FOR THE CITY
OF TORONTO IF IT'S
RIGHT ABOUT THERE?
He draws a dot and continues SO I'D LIKE TO TAKE A CALL.
PHONE IN AND LET ME KNOW WHAT
THE COORDINATES OF TORONTO
ARE ON MY MAP.
HELLO, WHO AM I SPEAKING TO?
IS THIS PHIL OR JOSH?

Phil says HELLO?

He says HELLO, IS IT PHIL OR JOSH?

Phil says IT'S PHIL.

He says OKAY, PHIL.
THERE'S TORONTO.
IF YOU WERE TO TELL ME THE
COORDINATES USING MY MAP,
WHAT IS IT?

Phil says IT WOULD BE 1.5 AND 7.

He says OKAY.
SO YOU SAY 1.5 AND 7.
SO YOU DID UP AND DOWN FIRST,
AND THEN LEFT AND RIGHT.
IS THAT CORRECT?

Phil says YES.

He writes “1.5,7” in between brackets.

He says OKAY.
I'M GOING TO TAKE ANOTHER
CALL, AND SEE IF WE GET
ANOTHER OPINION.

A boy says HELLO.

He says HELLO, CAN YOU TELL ME WHAT
YOU THINK THE COORDINATES FOR
TORONTO ARE?

The boy says I THINK IT'S ABOUT
1.4 AND 7.

He says OKAY, YOU STILL WANT TO
DO THE UP AND DOWN FIRST.
I'LL TAKE ONE MORE CALL.
THANK YOU VERY MUCH.

Shaun says HELLO?

He says HELLO, WHO AM I SPEAKING TO?
NEIL OR SHAUN?

Shaun says SHAUN.

He says SHAUN, WHAT DO YOU THINK
THE COORDINATES ARE?

Shaun says I THINK IT'S 1.5 LATITUDE
AND 7 LONGITUDE.

He says OKAY.
NOW, I'M GOING TO MAKE
A SMALL POINT HERE.
I'M GOING TO GO TO THIS.

A blue piece of paper reads “Ordered pairs coordinates (horizontal, vertical) e.g. (5,3) is a different location from (3,5).”

He continues ORDERED PAIRS OR
COORDINATIONS.
YOU ALWAYS READ, IN
MATHEMATICS, THE HORIZONTAL
FOLLOWED BY THE VERTICAL.
AND THAT'S REALLY IMPORTANT.
AND WHAT'S HAPPENED HERE, IN
ALL THREE CASES, YOU WERE
GUESSING AT THE 1.4 AND 5,
WHICH IS GOOD, BUT I WOULD
EXPECT THE COORDINATES
TO BE 7 AND 1.4.
IN OTHER WORDS, THE HORIZONTAL
COMES FIRST FOLLOWED
BY THE VERTICAL.
DOES IT MAKE A DIFFERENCE?
WELL, CERTAINLY IT DOES.
IF WE DIDN'T AGREE ON
HORIZONTAL VERTICAL, THEN
WE COULD MAKE MISTAKES
LIKE THIS ALL THE TIME.
Pointing to (5,3) and (3,5), he continues IF YOU DIDN'T KNOW WHICH ONE
CAME FIRST, THESE TWO WOULD
SEEM TO BE THE SAME.
BUT TAKE A LOOK AT MY MAP.
IF I PLOT THOSE TWO POINTS,
YOU'LL FIND THEY ARE IN
DIFFERENT LOCATIONS.
FIVE FOLLOWED BY
THREE WOULD BE HERE.
AND THREE FOLLOWED BY
FIVE WOULD BE UP HERE.

He draws two dots on the map, one near the middle and the other one on the top left side of the page.

He continues BIG DIFFERENCE BETWEEN BEING
IN MANITOBA, KIND OF NEAR THE
GREY CUP GAME, AND BEING UP
HERE AT THE ARCTIC CIRCLE.
THAT'S ONE OF THE REASONS
WHY I HAVE TO REALLY, REALLY
EMPHASIZE THAT THE PAIRS COME
IN THE ORDER HORIZONTAL
THEN VERTICAL.
THE SECOND THING THAT YOU NEED
TO KNOW FOR THE LESSON THAT'S
COMING UP TODAY IS
THE IDEA OF SYMMETRY.

A new sheet of paper under the title “Symmetry (mirror image) appears.” It features a circle, an oval, a diamond and two more abstract figures.

He continues AND I'VE GOT FIVE IMAGES HERE.
AND WHAT I'D LIKE YOU TO DO
IS PHONE IN, AND I'M GOING TO
ASK YOU ABOUT LINES OF
SYMMETRY ON MY DIAGRAMS HERE.
SO WE'RE LOOKING FOR SOME
RESPONSES AS TO THE NUMBER
OF LINES OF SYMMETRY IN
THESE DIFFERENT ONES.
SO WE'RE ABOUT TO TAKE A CALL.
HELLO, WHO AM I SPEAKING TO?
HAVE WE GOT SOMEBODY
ON THE LINE?
A STUDENT FROM TRILLIUM?
OKAY, WE'RE GOING TO TRY
TO TAKE ANOTHER CALL.
THAT ONE DIDN'T
QUITE WORK OUT.

Travis says HELLO.

He says HELLO, WHO AM I SPEAKING TO?

Travis says TRAVIS.

He says HI, TRAVIS.
TRAVIS, LET'S TAKE
THIS ONE RIGHT HERE.
He points to the diamond and says HOW MANY LINES OF SYMMETRY
IN THIS DRAWING RIGHT HERE?

Travis says SIX.

He says THIS ONE RIGHT HERE?

Travis says NO, WAIT.

He says I'LL COVER ALL THE REST.
HOW MANY LINES OF SYMMETRY
IN THAT DRAWING RIGHT THERE?
HOW MANY WAYS CAN I DO A
MIRROR IMAGE BY FOLDING THIS.

Travis says ONE.
WAIT, TWO.

He says YOU THINK ONE OR TWO?

Travis says TWO.

He says OKAY, TELL ME WHERE THEY ARE.

Travis says FROM LEFT TO RIGHT.

He places a pencil in a horizontal position on top of the diamond and says THIS WAY.
WHEN I FOLD OVER THIS WAY,
DO I HAVE THESE TWO LITTLE
PIECES UP HERE?

Travis says NO.

He says SO THAT'S NOT A
LINE OF SYMMETRY.
BUT I THINK YOU WERE
ABSOLUTELY RIGHT ABOUT
THIS ONE.
Now, he puts the pencil in a vertical position and continues
SO THERE'S ONE
LINE OF SYMMETRY.
CAN I TRY YOU ON ONE MORE?

Travis says PARDON?

He says CAN I TRY ONE MORE WITH YOU?

Travis says SURE.

He points to one of the abstract shapes and says THIS ONE OVER HERE,
WHAT DO YOU THINK?

Travis says NONE.

He says RIGHT ON.
I'D LIKE TO TAKE ANOTHER
CALL TO DO THE OTHER THREE.

Chris says HELLO?

He says OKAY, WHO AM I SPEAKING TO?

Chris says CHRIS FROM TRILLIUM.

He says HI, CHRIS.
Pointing to the other abstract shape he continues THIS ONE RIGHT HERE, HOW
MANY LINES OF SYMMETRY.

Chris says ONE.

He says OKAY, WHERE IS IT?

Chris says RIGHT IN THE MIDDLE.

He says UP AND DOWN OR
LEFT AND RIGHT?

Chris says UP AND DOWN.

He says OKAY, ARE YOU SURE
THAT'S THE ONLY ONE?

Chris says NO, THERE'S TWO.
ANOTHER ONE LEFT AND RIGHT.

He says YES.
SO IN OTHER WORDS THERE ARE
TWO LINES OF SYMMETRY THERE.
WANT TO TRY ONE MORE FOR ME?

He makes a pause and says YES.

Chris says THIS ONE RIGHT HERE.
THE OVAL.
HOW MANY LINES OF SYMMETRY?

Chris says TWO.

He says YEAH.
WHICH WAY DO THEY GO?

Chris says UP AND DOWN AND
LEFT AND RIGHT.

He says OKAY.
I'M GOING TO TAKE ONE MORE
CALL FOR THIS ONE HERE.
HELLO, WHO AM I SPEAKING TO?

Chris says THIS IS CHRIS.

He says OKAY, CHRIS, SEE THIS ONE
RIGHT HERE, IT'S A CIRCLE.
HOW MANY LINES OF SYMMETRY?

Chris says IT CAN HAVE ANY.

He says ANY.
THAT'S RIGHT.
IN OTHER WORDS, ANY LINE THAT
GOES THROUGH THE CENTRE,
WHICH IS A DIAMETER,
IS A LINE OF SYMMETRY.
WHAT WORD DO WE USE TO DESCRIBE
ANY OR MANY IN THIS CASE?

Chris says EVERYWHERE.

He says EVERYWHERE.
HOW ABOUT THE WORD INFINITE?
THERE ARE AN INFINITE NUMBER
OF LINES OF SYMMETRY.
YOU LIKE THAT WORD?

Chris says OKAY.

He says RIGHT ON.
AND THAT'S WHAT IT IS.
NOW, WHAT I'M GOING TO DO
RIGHT NOW IS I'M GOING TO DO
ONE MORE QUESTION ABOUT
LINES OF SYMMETRY.
AND WE'RE ABOUT TO POP IT UP.

A caption appears on screen under the title “Question Number 1.” It reads “How many lines of symmetry does this object have? 1: 1. 2: 2. 3: 4. 4: 8.” The gray bar graph reads “0 per cent.”

Mister C shows a heptagon.

The bar graph changes to blue as numbers go up from “6 per cent” to “89 per cent.”

He continues MOST OF YOU HAVE ANSWERED.
THERE'S YOUR RESPONSES.

The four-bar graph appears. The green bar reads “0,” the purple bar reads “0,” the blue bar reads “7” and the red bar reads “9.”

He continues IT'S EITHER FOUR OR EIGHT.
I WOULD INVITE YOU TO CALL IN
NOW AND LET ME KNOW HOW MANY
YOU THINK IT IS, AND I'LL GO
TO THE DRAWING AND SEE IF WE
CAN MATCH IT UP.
SO I'LL TAKE SOME PHONE CALLS.
AND WE'RE TRYING TO CONNECT
TO SOMEBODY, I THINK,
FROM FLAMBOROUGH,
AT THIS TIME.
IT'LL BE A MOMENT OR TWO.
TRYING TO CONSERVE MY BREATH
A LITTLE BIT WHILE I WAIT.
REMEMBER, THIS IS THE DRAWING
THAT WE'RE DEALING WITH.
AND WE'RE WONDERING ABOUT
HOW MANY LINES OF SYMMETRY.
I KNOW MANY OF YOU HAVE SOME
ANSWERS, SO PLEASE PHONE IN,
POUND NINE.
YOU'VE ALREADY COMMITTED.
ONE OF THOSE
ANSWERS IS CORRECT.
THERE WE ARE.
HELLO, WHO AM I SPEAKING TO?

Chris says CHRIS FROM TRILLIUM.

He says HI, CHRIS FROM TRILLIUM.
HOW MANY DID YOU
SAY THERE WERE?
HOW MANY LINES OF SYMMETRY?

Chris says FOUR.

He says OKAY, CAN YOU TELL
ME WHERE THEY ARE?
I'M GOING TO SKETCH THEM
ON HERE REALLY FAST.

Chris says ONE UP AND DOWN.
ONE LEFT AND RIGHT.

He says GOTCHA.

Chris says ONE CORNER AND CORNER.

He says LIKE THAT?

Chris says YES.

He says YUP.

Chris says SAME THING ON
THE OTHER SIDE.

He says OKAY.
IS THAT ALL THERE IS?

Chris says YES.

He says WHILE YOU ARE THINKING ABOUT
THAT, WE'LL ASK FLAMBOROUGH TO
PHONE THE HELP DESK, PLEASE.
I'M GOING BACK
TO YOU, CHRIS.
ARE YOU SURE THAT'S
ALL THERE IS?

Thomas says HELLO?

He says HELLO, WHO AM I
SPEAKING TO NOW?

Thomas says THIS IS THOMAS
FROM FLAMBOROUGH.

He says OKAY, TOM, DO YOU SEE ANY
MORE LINES OF SYMMETRY HERE?
[clicking]
YOU STILL THERE, TOM?
HI, TOM.
YOU STILL THERE?
PICK UP YOUR PHONE, TOM.
OKAY, WE'RE GOING TO TAKE ONE
MORE CALL HERE AND SEE IF WE
CAN COMPLETE THIS PUZZLE.
I THINK WE'RE LOOKING
TO ANOTHER STUDENT FROM
FLAMBOROUGH, BY
THE LOOKS OF IT.
HELLO.
ARE WE CONNECTED?
IS IT NEIL OR SHAUN?
After a moment, he continues OKAY, I'M GOING TO SHOW YOU
IN FACT THERE ARE FOUR MORE.
IF YOU TAKE THROUGH THESE
VERTICES, THESE LINES, THERE'S
ANOTHER ONE THERE, AND THERE'S
ONE THAT COMES THROUGH THIS WAY.
OOPS, KIND OF DID
THAT ONE BADLY.
ONE THAT COMES THROUGH THERE.
AND ONE THAT COMES
THROUGH THERE.
AND THAT'S BAD AS WELL.
BUT YOU GET THE IDEA.
THERE ARE ONE, TWO, THREE,
FOUR, FIVE, SIX, SEVEN,
EIGHT OF THEM.
SO THERE ARE EIGHT
LINES OF SYMMETRY.
THE LAST THING I WANT TO TAKE
CARE OF TODAY IS A MOMENT OR
TWO TO TALK ABOUT THE LESSON
NEXT WEEK AND MAKE A LITTLE
BIT OF A CHALLENGE
TO YOU, AS WELL.
SO, FIRST OF ALL, YOU
HAVE COORDINATES TO PLOT
ON THIS MAP.

He shows a map sketch on a graph that reads “Manitoulin Island”

He continues THAT'S NOT TOO HARD A TASK.
THE SECOND ONE IS PROBABLY
MORE IMPORTANT BECAUSE I MADE
A SMALL ADJUSTMENT
TO THE QUESTION.
IT SAYS, CREATE YOUR OWN GRID.
CREATE A LIST OF COORDINATES
WHICH WOULD DESCRIBE A SIX
POINT STAR WHICH HAS, AND I'VE
ADDED THE WORDS,
AT LEAST.
THREE DISTINCT LINES OF
SYMMETRY, AND PLOT THE POINTS
ON THE GRID AND SHOW
THE LINES OF SYMMETRY.
NOW, I'M GOING TO DO A
REALLY QUICK DEMO FOR YOU.
KIND OF THING I'M LOOKING FOR.
YOU'VE GOT A GRID...
AND LET'S SAY THIS WAS
A SIX-POINTED STAR.
IT ISN'T.
YOU WOULD DRAW THE STAR
ON THERE VERY CAREFULLY.
YOU WOULD ALSO DRAW ON
THERE LINES OF SYMMETRY.
WHAT I WANT TO KNOW ARE ALL
THE COORDINATES OF THESE
DIFFERENT SPOTS, INCLUDING THE
OUTSIDE VERTICES AND THE ONES
ON THE INSIDE, AS WELL.
SO YOUR JOB IS TO DRAW THE
STAR, AND LABEL ALL THE
POINTS, AND DRAW IN
THE LINES OF SYMMETRY.
IF THERE WAS A LINE OF
SYMMETRY, LIKE FOR INSTANCE
WITH THIS TRIANGLE, THEN I
WOULD DRAW IN THE LINE OF
SYMMETRY THIS WAY.
I WANT REALLY CAREFULLY
DRAWN DIAGRAMS.
MUCH MORE CAREFUL THAN I AM.
HOWEVER, I AM GOING TO PUT
A LITTLE CHALLENGE TO YOU,
AND THIS IS THIS.
FOR NEXT WEEK'S SHOW:

A sheet of paper reads “For Next Week’s Show: Any student who finishes the ‘six-pointed star’ problem by Thursday, ask your teacher to fax your solution to me at (416) 484-2609. I will display as many of them as possible on the Monday show!”

He continues MAKE SURE ON YOUR FAXES, IN
PARTICULAR, MAKE SURE THAT THE
NAME OF YOUR SCHOOL IS ON IT
SO I KNOW WHICH OF THE TWO
SHOWS I SHOW THEM ON.
ANYWAY, IF YOU DO THAT
SIX-POINTED STAR, YOU GET IT
ALL DONE BEFORE THURSDAY, FAX
IT TO ME, AND I'LL TRY TO
DISPLAY IT ON THE SHOW
NEXT WEEK ON MONDAY.
SO FOR THE LAST COUPLE OF
MOMENTS, I'D BE HAPPY
TO TAKE ANY QUESTIONS.
HELLO, AM I SPEAKING
TO PHIL OR JOSH?

Josh says YES, JOSH.

He says JOSH, HAVE YOU
GOT A QUESTION?

Josh says NO.

He says WE MADE A CONNECTION.
MAYBE THAT'S A GOOD THING.
THANKS A LOT, JOSH.
THE FAX NUMBER TO
SEND YOUR STARS TO IS:
(416) 484-2609.
IF I GET THEM BY LATE
THURSDAY, THEN CHANCES ARE
I'LL HAVE A CHANCE TO LOOK AT
IT AND TRY TO GET IT INTO
THE NEXT SHOW.
GOT ANY MORE QUESTIONS?
SEEMS WE HAVE ONE.
AND WE'RE TRYING TO
MAKE THE CONNECTION.
WITH A LITTLE BIT OF LUCK
WE'LL BE HERE IN A MOMENT.

A teenager says HELLO?

He says HELLO, HAVE YOU
GOT A QUESTION?

The teenager says YEAH.
FOR OUR HOMEWORK, FOR DANCER
TWO, FOR C, THERE WAS NO
THREE TO FOUR.

He says THAT'S CORRECT.
IF YOU NOTICE, I ONLY
TOOK UP TWO ANSWERS TODAY.
SO YES, YOU ARE
ABSOLUTELY RIGHT.
WHEN I SET IT UP, I DIDN'T
NECESSARILY PUT FOUR MOVES
ON IT.
THAT'S THE WAY IT
GOES SOMETIMES.
THANK YOU.
WELL, I SEE THAT WE DON'T
HAVE ANY FURTHER QUESTIONS,
SO I THINK THIS IS A GOOD
TIME TO BID YOU FAREWELL,
AND WE'LL SEE
YOU NEXT MONDAY.
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 Map