Transcript: Straws on the Rocks | 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 black T-shirt with Einstein’s face and patterned suspenders.

Mister C says GOOD MORNING,
IT'S MISTER C.
BACK IN THE
VIRTUAL CLASSROOM.
HOPE YOU HAD A
GREAT WEEKEND.
I'M GOING TO
START, AS USUAL,
WITH A LITTLE PROBLEM.
THIS PROBLEM INVOLVES
THE IDEA OF INSIDE
AND OUTSIDE, AND SEE IF
YOU CAN FIGURE IT OUT,
AND FIGURE OUT WHAT
THE TECHNIQUE IS.
WE'LL START RIGHT AWAY
WITH THIS DIAGRAM.
AS YOU CAN WELL SEE, I'VE
GOT THREE FIGURES HERE.

A blue sheet of paper shows three shapes. Each shape has letters A and B. He appears in a small window on the right bottom of the screen.

He continues THIS ONE A SIMPLE
CIRCLE, OVAL.
A IS OBVIOUSLY INSIDE
THE CLOSED FIGURE,
AND B IS OUTSIDE.
THEN I MAKE IT A LITTLE
BIT MORE SQUIGGLY.
A IS CLEARLY INSIDE,
AND B IS OUTSIDE.
AND I MAKE IT A LITTLE
BIT MORE SQUIGGLY.
IN THIS CASE, BOTH
A AND B ARE OUTSIDE.
IT'S REASONABLY
OBVIOUSLY.
LET'S SEE WHAT
HAPPENS NOW.

He grabs another piece of paper that features a winding line forming an abstract drawing.

He continues ONE OF THESE LETTERS,
A, B, C, AND D,
IS INSIDE THE CURVE.
IF YOU'D LIKE TO PHONE
IN AND LET ME KNOW
WHICH ONE YOU
THINK IS INSIDE,
WE'LL CHECK IT OUT.
SO I'D BE HAPPY TO
TAKE A PHONE CALL.
LET'S SEE WHAT
WE'VE GOT HERE.
MAKING A CONNECTION
TO, I THINK...
NOT SURE WHO IT
IS FROM TRILLIUM,
BUT SOMEBODY
FROM TRILLIUM.
AND IN A MOMENT OR TWO
WE SHOULD BE CONNECTED.
HELLO.
HELLO, IS
THIS ALEX?

He speaks with a spectator via a telephone conversation.

Alex says THIS IS ALEX.

He says HI, ALEX.
YOU CAN SEE MY
FOUR LETTERS HERE.
A, B, C, AND D.
WHICH ONE IS
INSIDE THE CURVE?

Alex says C.

He says THE A IS INSIDE,
YOU THINK?

Alex says NO, THE C.

He says OH, YOU THINK
THE C IS?
HOW DO YOU KNOW?

Alex says I JUST FOLLOWED
THE INSIDE.

He says YOU FOLLOWED
THE INSIDE.
IN THIS CASE IT WASN'T
TOO HARD, WAS IT?
BECAUSE IF YOU TAKE
A LOOK AT THIS A,
THAT'S SUPPOSED TO
BE A GAP DOWN THERE,
BUT IF YOU SORT OF
COME FROM THE OUTSIDE,
A IS KIND OF ON THE
OUTSIDE, ISN'T IT?

Alex says YES.

He says AND IF YOU WERE
TO SHADE ALL THIS,
YOU WILL FIND THAT THE
C IS ON THE INSIDE.
SO GOOD JOB.
THANK YOU, ALEX.
YOU FIGURED THAT OUT.
I WANT TO SHOW YOU
SOMETHING THAT'S A LITTLE
MORE MATHEMATICAL HERE,
THAT WILL ALSO GIVE YOU
A CLUE AS TO WHETHER
SOMETHING IS INSIDE
OR OUTSIDE A CURVE.
NOW, I'M GOING TO
GO BACK TO THIS ONE,
AND WE'LL TAKE THE B.
Pointing to the oval, he continues WE'LL TAKE B
BEING OUTSIDE.
IF I START OUTSIDE, AND I
PASS THROUGH THAT LINE,
I'M INSIDE.
SO ONCE I PASS THROUGH
A LINE, I'M INSIDE.
IF I KEEP GOING WITH
A STRAIGHT LINE,
I'VE PASSED THROUGH
THE LINE AGAIN,
I'M OUTSIDE AGAIN.
SO IN OTHER WORDS, IF I
PASS THROUGH EXACTLY
TWO LINES, AS I GO
THROUGH, THEN I GO
FROM OUTSIDE TO INSIDE
TO OUTSIDE AGAIN.
IF I ONLY PASS THROUGH
ONE LINE, AS YOU CAN SEE,
I GO FROM OUTSIDE
TO INSIDE.
NO BIG DEAL.
NOW, LET'S LOOK AT
THIS ONE OVER HERE.
IF I'M OUTSIDE, AND I PASS
IN, THEN OUT, THEN IN,
THEN OUT, IN OTHER
WORDS, I GO THROUGH
FOUR DIFFERENT LINES, I
END UP OUTSIDE AGAIN.
HOWEVER, IF I HAD A LETTER
IN HERE, SAY THERE,
AND I GO THROUGH WITH
A STRAIGHT LINE HERE,
I GO IN OUT IN.
SO IF I GO THROUGH AN
ODD NUMBER OF LINES,
THEN I'M INSIDE
THE CURVE.
LET'S GO TO THIS ONE.

He goes back to the abstract drawing.

He continues AS YOU CAN SEE
WITH THE D,
IF I DRAW A
STRAIGHT LINE
LIKE THAT, IT'S
ONE, TWO, LINES,
SO I GO FROM OUTSIDE
BACK TO OUTSIDE AGAIN.
LET'S TAKE A
LOOK AT THE A.
I'M GOING TO DRAW
A STRAIGHT LINE
RIGHT THROUGH THERE.
ONE, TWO, THREE,
FOUR, FIVE, SIX.
THAT'S AN EVEN NUMBER.
INSIDE OUTSIDE, INSIDE
OUTSIDE, INSIDE OUTSIDE.
LET'S TAKE A
LOOK AT THE C.
WE'RE GOING TO DRAW
A STRAIGHT LINE.
GO THROUGH A
WHOLE BUNCH.
ONE, TWO, THREE, FOUR,
FIVE, SIX, SEVEN.
AN ODD NUMBER.
SO THIS TIME, YOU
END UP ON THE INSIDE.
SO THERE IS A WAY
OF DOING THIS.
I'M GOING TO TEST YOUR
ABILITIES, THOUGH,
WITH ONE MORE DIAGRAM,
AND AN ORAL QUESTION
IN A MOMENT OR TWO.
SO WHAT I WANT YOU TO DO
IS LOOK AT THE DIAGRAM.
WE'LL TAKE MY PIP OUT OF
THERE SO YOU CAN SEE
THE WHOLE DIAGRAM.

He now shows a new squiggly line.

He continues NOW, YOU CAN SEE
AN A AND A B.
AND THE QUESTION IS ABOUT
WHETHER THOSE LETTERS
ARE INSIDE THE
CURVE OR OUTSIDE.
AND HERE'S THE ORAL
QUESTION TO HELP YOU OUT.
THERE'S THE QUESTION.

A caption appears on screen under the title “Question Number 1.” It reads “Which of the following is inside the closed figure? 1: A. 2: B. 3: Both A and B. 4: Neither A or B.” A gray bar graph reads “0 per cent.”

He continues NOW, I'M GOING TO GO
BACK TO THE DIAGRAM
SO YOU CAN LOOK
AT IT AGAIN.
SO REMEMBER ONE IF YOU PUSH 1
ON THE PHONE IS JUST A,
NUMBER 2 IS JUST B,
NUMBER 3 IS A AND B,
AND NUMBER 4 IS
NEITHER A OR B
ARE INSIDE THE CURVE.
AND I SEE WE ARE GETTING
LOTS OF RESPONSES HERE.
YOU CAN KEEP LOOKING
FOR A MOMENT OR TWO,
AND I'LL WAIT UNTIL WE
GET A LITTLE BIT MORE.
WE'RE UP TO 52
PERCENT RESPONSE.
I WOULDN'T MIND SEEING
ABOUT ANOTHER 10,
15 PERCENT BEFORE I GO
BACK TO THE QUESTION.
WE'RE ALMOST THERE.
A COUPLE MORE PEOPLE
WOULD BE GREAT.
OH, THERE WE ARE.

The bar graph changes to blue as numbers go up from “2per cent” to “60 per cent.”

He continues I'LL GO BACK TO
THE QUESTION.
AND THERE'S THE GRAPH.
THAT'S WHAT YOU SAID.
THE MAJORITY OF YOU FELT
THAT B WAS THE LETTER
THAT WAS INSIDE
THE CURVE.
ALTHOUGH WE'VE GOT
A CERTAIN NUMBER
OF THE OTHERS.

A four-bar graph appears. A green bar reads “3,” a purple bar reads “15,” a blue bar reads “6” and a red bar reads “4.”

He continues NOW, I WOULD INVITE
YOU TO PHONE IN.
IF YOU ANSWERED, LET'S
SAY YOU ANSWERED B,
I WANT YOU TO PHONE
IN AND LET ME KNOW
HOW YOU CAME TO
YOUR CONCLUSION.
I'M LOOKING FOR
PHONE CALLS.
REMEMBER #9
IS HOW YOU DO IT.
THERE'S SOMEBODY THAT CAN
PHONE IN RIGHT THERE.
SO WE'LL TAKE
THAT CALL.
AND IN A MOMENT I THINK
WE'LL BE SPEAKING TO
SOMEBODY FROM TRILLIUM.
IT'S GREAT HAVING
THE DIAGRAM UP HERE
SO I CAN USE IT ONCE WE
GET CONNECTED TO TRILLIUM.

Dan says HELLO?

He says HELLO, IS IT DAN?

Dan says YUP.

He says OKAY, WHICH ONE DID YOU
SAY WAS INSIDE THE CURVE?

Dan says B.

He says OKAY.
HOW DID YOU KNOW THAT?

Dan says I GUESSED.

He says YOU GUESSED.
DO YOU REMEMBER WHAT I
TOLD YOU JUST BEFORE
TO DO WITH THE
NUMBER OF LINES?

Dan says YEAH.

He says OKAY, IF IT'S INSIDE, DO
I CROSS AN EVEN NUMBER
OF LINES OR AN ODD
NUMBER OF LINES?

Dan says ODD.

He says OKAY, LET'S
CHECK IT OUT.
I'M GOING TO DRAW A
STRAIGHT LINE OUT HERE.
ONE, TWO, THREE, FOUR,
FIVE, SIX, SEVEN.
SO YOU WERE RIGHT.
IT WAS BETTER THAN
A GUESS, I THINK.
DON'T YOU?

Dan says YEAH.

He says NOW, I'M GOING TO SHOW
YOU WHEN YOU SHADE IN
THE FIGURE, THE B DISAPPEARS,
AND THAT TELLS YOU
FOR SURE THAT IN FACT THE
B WAS THE ONE THAT
WAS COVERED UP, OR
INSIDE THE CURVE.

A new sheet of paper shows the figure shaded in.

He continues THAT'S GREAT, FOLKS.
SO YOU'VE DONE A VERY
NICE JOB ON THAT PROBLEM.
YOU KNOW, IT SEEMS TO
ME THAT OUR MYSTERY,
A LOT OF IT HAS TO DO
WITH THE OUTDOORS.
IN FACT, OUR FOUR
PROTAGONISTS ARE GOING
TO BE HIKING ACROSS
MANITOULIN ISLAND
OVER THE COURSE OF
THIS TREK.
SO I THOUGHT IT WOULD
BE REALLY WORTHWHILE
TO TALK TO AN EXPERT.
MAYBE THE KING
OF BACKPACKERS,
GEORGE FROM SWEDEN.
ARE YOU THERE?

Jorge says YES.
MISTER C.

He says YES, YOU'RE THERE.
HI, GEORGE.

Jorge says HELLO?

He says HELLO, GEORGE,
ARE YOU THERE?

Jorge says YES, I'M HERE.
HELLO, MISTER C?

He says YEAH, IT'S MISTER C HERE.
ARE WE NOW CONNECTED?
BOY, THIS IS A TOUGH
CONNECTION THIS MORNING.

Jorge says THAT'S JORGE, NOT
GEORGE BY THE WAY.

He says SORRY ABOUT THAT, GORGE,
WHOOPS, I MEANT JORGE.
I UNDERSTAND THAT
YOU'VE TREKKED ACROSS
MANITOULIN ISLAND
MANY, MANY TIMES.

Jorge says OH, YOU BET YOUR SWEDISH
MEATBALLS I HAVE.

He says TELL ME A LITTLE BIT
ABOUT THE ISLAND.
IS IT RUGGED?

Jorge says YOU BET YOUR SWEDISH
MEATBALLS IT'S RUGGED.

He says YOU MUST LIKE
SWEDISH MEATBALLS.
BUT PLEASE, TELL ME
MORE ABOUT THE HIKING.

Jorge says WELL, IT'S TOUGH
ESPECIALLY AROUND LA CLOCHE
MOUNTAIN; THE ROCKS ARE
HUGE AND VERY SLIPPERY
WHEN THEY ARE WET.
I JUST HAPPEN TO HAVE A
LITTLE BIT OF FOOTAGE
TO SHOW YOU WHAT I MEAN.
WOULD YOU LIKE TO SEE IT?

He says YOU BET YOUR SWEDISH
MEATBALLS I WOULD.
BOY, THAT'S A CATCHY
PHRASE, ISN'T IT?
GO AHEAD AND
ROLL THE TAPE.

A clip shows an aerial view of mountains, woods and huge white rocks.

He continues OH, THAT'S MAGNIFICENT.
THAT IS RUGGED TERRITORY.
LOOK AT THOSE ROCKS.
THIS IS REMINISCENT
OF TIMES WHEN I'VE
ACTUALLY WALKED THROUGH
THIS PARTICULAR PARK.

The clip ends.

He continues OH, THAT'S GREAT.
THAT WAS A FABULOUS
PIECE OF FILM, JORGE.

Jorge says I TELL YOU
SOMETHING, MISTER C,
NO MATTER HOW THE
TOUGH GOING IS,
I WOULDN'T TRADE
MY EXPERIENCES
IN THE MANITOULIN BACK
COUNTRY WITH ANYTHING.

He says WELL, THANKS FOR
JOINING US TODAY.
SO LONG, WE'LL
SEE YOU LATER.

Jorge says OKAY.
AND YOU BET YOUR
SWEDISH MEATBALLS
I'VE HAD A GOOD TIME.
YOU BETTER BELIEVE IT.
HAVE A GREAT DAY.

He chuckles and says THANK YOU.
SO LONG.
WELL, THERE YOU ARE.
WE KNOW OUR PROTAGONISTS
ARE GOING TO HAVE TO DO
SOME HEAVY-DUTY
BACKPACKING TO HOPEFULLY
SOLVE THIS MYSTERY.
AND I THINK WE'LL TALK A
LITTLE BIT MORE ABOUT
THE MYSTERY IN
WEEKS TO COME.
BUT TODAY, I'D LIKE TO
GET BACK TO TAKING CARE
OF THE MATERIAL THAT
YOU'VE SENT IN TO ME.
I'VE ACTUALLY GOT
A NUMBER OF FAXES.
I'M REALLY, REALLY
PLEASED ABOUT THAT.
THE FIRST QUESTION HAD TO
DO WITH PLOTTING POINTS
ON THE MAP OF
MANITOULIN ISLAND,
OR THE LITTLE SECTION
OF MANITOULIN ISLAND.
AND THESE WERE THE POINTS
THAT WE HAD TO PLOT.

A piece of paper reads “A (10.8,10.6). B (8.2,10.9). C (6.7,10.2). D (5.1,8.3) E (9.0,5.4). F (7.8,0.8). G (2.3,1.0). H (5.1,8.3).”

He continues NOW, I'VE GIVEN
THEM LETTERS,
AND AS YOU CAN SEE,
THESE ARE THE SAME.
I'VE ACTUALLY PUT
BRACKETS ON THEM,
WHICH I PROBABLY SHOULD
HAVE DONE IN THE EXERCISE,
BUT I THINK YOU
UNDERSTAND.
SO WE HAVE
PAIRS OF POINTS.
AND REMEMBER THAT
THIS IS HORIZONTAL,
AND THAT'S VERTICAL.
SO WHAT I'M
GOING TO DO IS,
YOU CAN SEE THAT WE
HAVE THE DIAGRAM HERE.

A grid shows a map sketch with a few scattered dots. The x-axis reads “0,2,4,6,8,10.”

He continues AND WHAT I'M GOING TO DO
IS I'M GOING TO GET YOU
TO PHONE IN, AND I'M
GOING TO POINT TO A DOT,
AND ACTUALLY WHAT
I'D LIKE YOU TO DO,
I'M GOING TO FIRST OF ALL
ASK IF WE CAN PULL BACK
ON THE GRAPHICS CAMERA
HERE, SO WE CAN GET BOTH
THE POINTS AND THE
MAP INTO THE PICTURE.
SO THESE POINTS
OVER HERE.
NOW, WHAT I'M GOING
TO ASK YOU TO DO
IS I'M GOING TO POINT
TO A LOCATION ON HERE,
AND WHAT I WOULD LIKE YOU
TO DO IS TO TELL ME
WHICH OF THE POINTS - I'M
TRYING TO GET ORGANIZED HERE,
THERE WE ARE.
THAT'S IT.
THAT'LL DO THE TRICK.

He places the paper with the numbers on top of the paper showing the grid.

He continues I'M GOING TO POINT TO ONE
OF THOSE POINTS ON THERE,
AND I'M GOING TO
ASK YOU WHETHER
IT'S A, B, C, D,
E, F, G OR H.
AND I WOULD LIKE
YOU TO PHONE IN ONCE
YOU ARE SURE YOU KNOW
WHAT THE POINT IS.
SO THIS ONE DOWN HERE.
SEE THIS ONE
WAY DOWN HERE?
I'D LIKE TO KNOW
WHICH OF THE POINTS,
A, B, C, D, E, F, G, OR H
THIS POINT IS DOWN HERE.
SO GO AHEAD AND PHONE IN.
AND WE'RE ABOUT TO
MAKE A CONNECTION HERE
WITH TRILLIUM.
IF WE HANG ON A BIT,
THERE'S A CALLER
FROM USBORNE EVENTUALLY.
SO WE'RE LOOKING
FOR THE CONNECTION.
IT'LL BE A
MOMENT OR TWO.
HELLO, IS IT
ALEX AGAIN?

Alex says YUP.

He says OKAY, THIS
POINT DOWN HERE,
IS THAT A, B, C,
D, E, F, G, H?

Alex says I THINK IT'S F.

He says F, 7.8 ACROSS
AND .8 UP,
YOU'RE
ABSOLUTELY RIGHT.
THANK YOU VERY
MUCH, ALEX.

Alex says OKAY.

He says WE'RE GOING TO GO
TO ANOTHER CALLER.
WE'RE GOING TO GO TO, I
THINK, BEN FROM USBORNE.

Ben says I THOUGHT THAT
WAS F, TOO.

He says BUT I'M GOING TO GIVE YOU
ANOTHER ONE, OKAY, BEN?
I WANT YOU TO TELL ME
WHAT ONE YOU THINK
THIS ONE IS UP HERE.
YOU SEE THE ONE
I'M POINTING TO?

Ben says YUP.

He says OKAY, WHICH ONE OF
THEM, A, B, C, D, E, G, H?
IT'S NOT F, OBVIOUSLY.

Ben says C.

He says YOU THINK IT'S C?
I THINK YOU'RE RIGHT.
THANK YOU VERY MUCH.
OKAY, SEE IF WE CAN TAKE
ANOTHER CALLER HERE.
HAVE WE GOT ANYBODY
ELSE ON THE LINE?
LET'S TRY THIS
ONE RIGHT HERE.
OKAY, LOOKING FOR ANOTHER
CALLER FROM USBORNE.
AND WE ARE GOING TO TRY
MAYBE TWO POINTS THIS TIME,
AND SEE IF WE CAN
GET THIS FILLED IN.

Ian says HELLO?

He says WHO AM I SPEAKING TO?

Ian says IAN.

He says IAN, I'M GOING TO
PICK TWO POINTS,
AND I'D LIKE YOU TO TELL
ME WHICH LETTERS THEY ARE.
FIRST OF ALL, THIS ONE WAY
OVER HERE IN THE CORNER.
SEE THAT DOWN THERE?

Ian says MM-HMM.

He says OKAY, WHAT LETTER
IS THAT ONE?

Ian says G.

He says VERY GOOD.
AND LET'S TAKE THE ONE
WAY UP IN THE FAR CORNER?

Ian says A.

He says EXCELLENT.
THANK YOU VERY MUCH.
GOING TO CONNECT TO
SOMEBODY ELSE HERE.
OKAY, LOOKS LIKE WE'VE GOT
A CONNECTION IN PROCESS.

Sarah says HELLO?

He says HELLO, IS IT SARAH?

Sarah says YEAH.

He says OKAY, SARAH, WE'VE GOT A
COUPLE MORE TO DO HERE.
HOW ABOUT THIS
ONE RIGHT HERE?

Sarah says UM...
B.
E.

He says YOU THINK IT'S E?
OKAY, NINE OVER,
FIVE UP.
I DIDN'T ACTUALLY PUT
THE FIGURES OVER HERE,
THESE ARE TWO, FOUR,
SIX, EIGHT, AND TEN,
AND I THINK YOU WERE
ABSOLUTELY RIGHT
WHEN YOU SAID E.

He adds those numbers on the y-axis of the grid.

He continues HOW ABOUT ONE MORE?
WOULD YOU LIKE TO
GIVE ME ONE MORE?
THIS ONE RIGHT HERE?

Sarah says THAT ONE RIGHT THERE?

He says THAT ONE RIGHT THERE.

Sarah says H.

He says H IS RIGHT.
AND ACTUALLY NOTICE THEY
GO TO THAT SPOT TWICE.
SO BOTH HERE AND HERE.
SO WE'VE GOT THAT TWICE.
OKAY, THANK YOU
VERY MUCH.
WE'RE GOING TO CONNECT
TO ONE MORE PERSON.
SEE IF WE'VE GOT ANYBODY
ELSE ON THE LINE.
LET'S SEE.
ELGIN.
IS THERE ANYBODY FROM
ELGIN HERE CALLING IN?
I CAN GO FOR
ANY OF THEM.
WE'RE MAKING A CALL
TO ELGIN RIGHT NOW.
AND SEE IF WE CAN GET
A CONNECTION HERE.
AND JUST A
MOMENT OR TWO.
THERE WE ARE.
ARE WE SPEAKING
TO KATIE?

Katie says YES, HELLO.

He says HI, KATIE.
HOW'S THE WEATHER
DOWN IN SIMCOE TODAY?

Katie says OKAY.

He says PRETTY WARM, EH?

Katie says YES.

He says OKAY, THIS SPOT
UP HERE.

Katie says B.

He says B.
NOW I WANT YOU TO
TELL ME SOMETHING.
WE'VE GOT ALL THE
LETTERS ON HERE.
HAVE YOU SEEN ANY KIND
OF PATTERN WHATSOEVER?

Katie says UM, NOT REALLY.

He says NOT REALLY.
I WANT YOU TO
KEEP THAT IN MIND.
THERE MIGHT BE SOME
PATTERN THAT'S BUILT
INTO THIS MAP, BUT I'M
NOT SURE WHAT IT IS.
IT HAS TO DO
WITH THE MYSTERY.
FAIR ENOUGH?

Katie says OKAY.

He says THANK YOU VERY MUCH.
HEY, EVERYBODY
WAS GREAT TODAY.
AND WHILE I'M
SETTING UP HERE,
WE'RE EVENTUALLY
GOING TO ZOOM BACK
ON THE GRAPHICS CAMERA
DOWN TO THE NORMAL FRAME.
AND WHAT I WOULD LIKE TO
DO FOR THE NEXT COUPLE
OF MOMENTS IS TO SHOW YOU
SOME OF THE MATERIALS
THAT WERE SENT IN BY
DIFFERENT STUDENTS.
IT MAY NOT BE YOUR SCHOOL,
BUT AT LEAST WE'LL GIVE YOU
SOME INDICATION OF WHAT
SOME OTHER STUDENTS TRY.
AND THIS IS FOR THE
SECOND QUESTION,
WHICH WAS TO CREATE,
ACTUALLY A STAR,
WITH AT LEAST THREE
LINES OF SYMMETRY.
AND I THINK WHAT YOU ARE
GOING TO SEE IN SOME OF THESE
IS THAT THE STUDENTS
HAVE NOT QUITE GOTTEN
ALL THE WAY TO A STAR.
BUT WHAT THEY HAVE DONE
IS MADE A GOOD START.
SO LET'S JUST TAKE A LOOK
AT SOME OF THE WORK
THAT WAS SENT IN.
MOST OF IT IS IN THE
VERTICAL FORMAT,
SO I'M JUST GOING TO HAVE
TO CENTRE IT AS WELL AS I CAN.
THIS ONE, THIS CAME IN FROM
THOMAS AT FLAMBOROUGH.
ACTUALLY, FLAMBOROUGH SENT
IN MOST OF THE ANSWERS.
AND WHAT HE HAS DONE IS
HE HAS DRAWN A PERFECT
EQUILATERAL TRIANGLE
WITH THE COORDINATES,
AND HE'S GOT TWO
OF THEM, ACTUALLY,
ONE INSIDE THE OTHER.
AND HE'S LISTED THE
COORDINATES DOWN BELOW.
NOW, IN TERMS OF LINES
OF SYMMETRY, YES,
AN EQUILATERAL TRIANGLE
HAS EXACTLY THREE LINES
OF SYMMETRY, SO HE'S
DONE A NICE JOB
IN TERMS OF LINES
OF SYMMETRY.
THIS IS FROM JOSH.
HE BASICALLY HAS JUST
SET UP AN OCTAGON,
AND DONE A VERY NICE
JOB OF SETTING UP
THE COORDINATES.
BUT IT IS NOT QUITE
A SIX-SIDED STAR.
SARAH HAS SET UP THE
BEGINNING OF A SIX-SIDED STAR.
A HEXAGON.
A HEXAGON WOULD ALSO
HAVE AT LEAST, ACTUALLY,
IF IT WAS DRAWN
CAREFULLY,
WOULD HAVE SIX
LINES OF SYMMETRY
IF IT WAS EXACTLY
REGULAR.
NOW, IT'S STRETCHED
OUT A LITTLE BIT,
SO I THINK THERE
WILL ONLY BE TWO
IN THIS
PARTICULAR CASE.
BUT THAT'S THE BEGINNING
OF A SIX-POINTED STAR.
HERE'S A THREE-POINTED
STAR WITH THE COORDINATES,
VERY NICELY DONE IN
TERMS OF ITS SYMMETRY.
BUT WHAT IT HAS, AND I'M
GOING TO MAKE A NOTE ON HERE.
THIS HAS NOT GOT
LINES OF SYMMETRY,
IT HAS ROTATIONAL
SYMMETRY.
ROTATIONAL SYMMETRY IS
WHERE I TAKE THE MIDDLE
OF THIS AND I ROTATE IT.
IF I ROTATE 120 DEGREES,
EITHER CLOCKWISE OR
COUNTER CLOCKWISE, IT WILL
LOOK EXACTLY THE SAME.
SO THAT IS A VERY
SPECIAL KIND OF SYMMETRY
THAT MANY OBJECTS HAVE,
BUT IT'S A LITTLE BIT
DIFFERENT FROM YOUR
STANDARD SYMMETRY.
JEFF HAS ALSO
DONE A HEXAGON.
AND THEN THERE IS
ALEX FROM TRILLIUM,
AND THIS PARTICULAR PIECE
RIGHT HERE IS PERFECT
SIX-POINTED STAR WITH
SIX LINES OF SYMMETRY,
AND ALL THE COORDINATES
DONE DOWN AT THE BOTTOM.
AND THIS IS EXACTLY
RIGHT ON THE BUZZER.
SO VERY GOOD, ALEX.

After showing the students’ works, he grabs a new piece of paper that reads “Coordinates.” The paper displays a six-pointed star on a grid. The x-axis reads “1,2,3,4,5,6,7,8” and the y-axis reads “1,2,3,4,5,6.”

He continues NOW, WHAT I'M GOING TO DO
IS I'M GOING TO GO TO
THE ONES THAT I DREW.
AND WHAT I'M GOING TO DO
IS GET A LITTLE BIT OF HELP.
I'M NOT GOING TO DO
EVERY SINGLE POINT,
BUT WHAT I'D LIKE TO DO IS
TO GET SOMEBODY TO PHONE IN
AND WHAT WE'RE GOING TO
DO IS WE'RE GOING TO GET
SOME OF THESE
POINTS LABELLED.
WE'LL START WITH
SOMEBODY FROM ELGIN,
THAT'S
A GOOD IDEA.
SO WE'RE CONNECTING TO
A STUDENT FROM ELGIN.

Hilary says HELLO?

He says HELLO.
AND THIS IS?
YOUR NAME IS?

Hilary says HILARY.

He says HI, HILARY.
CAN YOU HELP ME OUT
WITH A FEW COORDINATES,
LIKE THIS ONE
UP AT THE TOP?

Hilary says OKAY, THAT ONE IS 4, 6.

He says RIGHT.
THIS ONE'S A LITTLE
BIT TRICKIER.

He writes “4,6” in between brackets.

Hilary says THAT ONE IS 7, 2.

He says IT'S NOT QUITE
TO 7, THOUGH.
IT'S SOMEWHERE
BETWEEN 6 AND 7,
SO WHAT WOULD YOU SAY?
HOW FAR ALONG IS IT?
6.5 OR 6.3?

Hilary says 6.3.

He says EXCELLENT.
AND IT'S 2.SOMETHING
OR OTHER.
2.?

Hilary says.1

He says EXCELLENT.
ONE MORE.
ARE YOU WILLING TO
GO FOR ONE MORE?

Hilary says OKAY.

He says HOW ABOUT THIS
ONE RIGHT HERE?

Hilary says THAT ONE IS 5.5.

He says EXCELLENT.

Hilary says AND 3.5.

He says EXCELLENT.
NICE JOB.
THANK YOU VERY MUCH.
NOW, LET'S SEE IF WE CAN
CONNECT TO SOMEBODY ELSE.
LET'S SEE.
OKAY, IS IT JENNIFER?

Jennifer says YES.

He says OKAY, JENNIFER, HOW ABOUT
THIS POINT OVER HERE?
WHICH DO YOU GIVE
ME FIRST?
HORIZONTAL OR VERTICAL?

Jennifer says VERTICAL.

He says NOPE.
HORIZONTAL.

Jennifer says HORIZONTAL.

He says SO COME ACROSS FIRST
BEFORE YOU GO UP AND DOWN.

Jennifer says 2.

He says IT'S CLOSE TO 2,
BUT IT'S SORT OF
A LITTLE BIT
LESS THAN 2.
IT'S 1. SAY, 6?
7, 8?

Jennifer says YEAH.

He says OKAY, I'LL PUT 8.
NOW, GOING UP AND DOWN,
HOW FAR UP DO I GO?

Jennifer says 5.

He says ALMOST 5.
HOW ABOUT 4.9?

Jennifer says OKAY.

He says OKAY, WOULD YOU BE
WILLING TO DO ONE MORE?

Jennifer says SURE.

He says HOW ABOUT THIS
ONE DOWN HERE?

Jennifer says 4.

He says YUP.

Jennifer says AND 1.

He says YUP.
THAT'S RIGHT
ON THE BUZZER.
VERY GOOD.
THANK YOU VERY MUCH.
LET'S GO TO
SOMEBODY ELSE HERE.
AND WE'RE MAKING ANOTHER
CONNECTION TO ELGIN.

Joanne says HELLO?

He says IS IT NICK?

Joanne says NO.

He says NO?
WHO IS IT?

Joanne says JOANNE.

He says OKAY, I GUESSED
WRONG.
TWO NAMES ON THERE.
LET'S GET ONE OR
TWO MORE POINTS.
HOW ABOUT THIS
ONE UP HERE?

Joanne says I CAN'T SEE IT BECAUSE OF
THE LITTLE SCREEN OF YOU.

He says OH, THERE WE GO.
GOT RID OF ME.

He laughs.

Joanne says THANKS.
6.3.

He says YUP.

Joanne says 4.9.

He says NOW, SOMETHING MUST
HAVE HELPED YOU HERE.
WHAT HELPED YOU
GET THIS POINT?
DID YOU LOOK
DOWN AT THIS ONE?

Joanne says NO.

He says IT WAS PRETTY OBVIOUS.
BUT TAKE A LOOK.
THIS POINT AND THIS
POINT SHOULD BE
THE SAME DISTANCE OVER.
6.3, ISN'T?
AND WHEN YOU SAID 4.9,
IT SHOULD BE THE SAME
LEVEL AS THIS ONE
OVER HERE, RIGHT?

Joanne says YEAH, I GUESS.
I NEVER LOOKED
AT THAT.

He says BUT THAT'S PART
OF THE SYMMETRY
THAT'S COMING
INTO THIS.
WHEN YOU BEGIN TO
LOOK AT THE POINTS,
THAT THERE ARE SAMENESSES
DEPENDING ON WHERE YOU ARE.
HOW ABOUT THIS
POINT HERE?

Joanne says 4.9.

He says 4.9.
AND?

Joanne says 4.8?

He says BUT AGAIN, NOTICE
IT'S PRETTY MUCH
ON THE SAME LINE AS
THESE OTHER GUYS?

Joanne says OH, 4.9 AGAIN.

He says EXACTLY.
SO IN OTHER WORDS,
THERE'S ONE WAY
OF SORT OF
FINDING THESE.
NOW, IF YOU WENT
DOWN TO THIS ONE,
YOU ALREADY KNOW THE
ANSWER ALMOST BECAUSE?

Joanne says 4.9.

He says RIGHT.
AND GOING UP AND DOWN,
YOU LOOK OVER HERE?

Joanne says 2.1.

He says YOU SEE WHAT
I'M GETTING AT?
IF IT'S REALLY SYMMETRY,
THEN YOU BEGIN
TO GET THESE THINGS.
THANK YOU VERY MUCH.
I'M GOING TO DO ONE MORE
STAR SO I'M GOING TO TAKE
A FEW MORE CALLS YET.
HERE'S THE OTHER STAR.
YOU DID NOT HAVE
TO PUT YOUR STAR
WHERE I PUT THAT ONE.
YOU COULD HAVE PUT
THE STAR LIKE THIS.
AND MAYBE IT WOULD HAVE
BEEN EASIER TO LABEL.
SO I'D SORT OF LIKE
TO TAKE ANOTHER CALL.
THERE WE ARE.
OR ARE WE CONNECTING?
SO AGAIN, YOU CAN
PUT THE STAR
IN ALL KINDS OF PLACES.
AND ACTUALLY, IF WE REALLY
WANTED TO WORK AT IT,
WE COULD FIND A
RELATIONSHIP HERE.
HELLO.
WHO AM I SPEAKING TO?

Gillian says GILLIAN.

He says HI, GILLIAN.
NOW, I'M GOING TO GET YOU
TO DO THREE POINTS FOR ME.
I'M GOING TO START
WITH THIS ONE.
WHAT'S THAT?

Gillian says 2.4.

He says YEAH, THAT'S GOOD.

Gillian says AND 5.1.

He says THAT'S GOOD.
I LIKE THAT.
IT'S JUST A
LITTLE BIT MORE.
WHAT ABOUT ONE THAT'S
RIGHT OVER HERE ON THE SIDE.

Gillian says 0.

He says 0, RIGHT.

Gillian says AND 1.1.

He says SOUNDS FINE.
LET'S TAKE ONE MORE.
LET'S SAY THIS
ONE OVER HERE.

He continues to write down the coordinates and draw the dots.

Gillian says 4.9.

He says OKAY.

Gillian says AND 4.

He says RIGHT ON.
THIS ONE SEEMS TO BE
A LITTLE BIT EASIER
THAN THE OTHER ONE.
LET'S SEE IF WE CAN
GET, WHERE ARE WE...
HERE, WE'LL TRY
THIS CALL.
WE'LL GET ANOTHER
CALLER HERE.
HELLO, WHO AM
I SPEAKING TO?

Craig says HELLO?

He says HI, WHO AM I
SPEAKING TO?

Craig says HELLO?

He says HELLO.
DO YOU HEAR ME?

Craig says SUPPOSED TO BE
TALKING TO SHAUN.

He says OKAY, IS SHAUN THERE?

Craig says NO.
HE HAD TO LEAVE
THE CLASSROOM.

He says CAN YOU HELP ME?
YOU'RE THERE.
IT'S NOT A HARD
QUESTION.
COME ON, HELP ME.
IS IT CRAIG,
BY ANY CHANCE?

Craig says YEAH.

He says OKAY, CRAIG.
WHAT'S THIS
POINT HERE?

Craig says 3, 4.

He says 3 IS RIGHT ON,
AND 4 IS RIGHT ON,
EXCELLENT.
HOW ABOUT THIS ONE?
ONE MORE.

Craig says 3.1, AND 1.1.

He says I'LL TAKE IT.

Craig says 1.2.

He says YEAH, I THINK IT
MIGHT BE CLOSER TO 1.2.
IF WE WERE TRYING TO
EVEN ALL THESE UP,
THIS 1.2 WOULD
PROBABLY BE THE SAME
AS THAT ONE THERE.
AND SO ON.
VERY NICE.
YOU DID FINE ON THAT.
SO AS YOU CAN WELL SEE,
IT DOESN'T MATTER EXACTLY
WHERE I PUT MY STAR,
I CAN STILL GET
A SET OF POINTS AND IT
WILL WORK OUT FINE.
THIS STAR HAS BEEN VERY
CAREFULLY CONSTRUCTED
SO IT HAS AT LEAST THREE
LINES OF SYMMETRY.
IN FACT, IT HAS SIX
LINES OF SYMMETRY.

A sheet of paper that reads “Lines of Symmetry” shows a six-pointed star with six intersecting lines.

He continues EACH ONE OF THESE LINES
REPRESENTS A SPOT WHERE
YOU CAN FOLD THE STAR
OVER EXACTLY ON THAT LINE,
AND IT WILL BE EXACTLY
DUPLICATED ON THE OTHER SIDE.
SO EVEN WHEN I DO THIS
ONE RIGHT THROUGH THERE,
SAME STORY.
WHEN I FOLD IT OVER
AND UP TO THE RIGHT,
IT WILL EXACTLY
DUPLICATE ITSELF.
SO LINES OF SYMMETRY ARE
REALLY IMPORTANT CONCEPT.
I'M GOING TO ASK ONE
MORE ORAL QUESTION.
SO I WANT YOU TO LOOK
AT THIS FIGURE FIRST.
I'LL JUST DO A
LITTLE ROTATION.
THERE'S THE FIGURE.

Now, he shows a heptagon with a smaller heptagon inside and intersecting lines.

He continues I WANT YOU TO LOOK
AT IT REALLY CLOSELY.
AND I'M AFTER A QUESTION
TO DO WITH LINES
OF SYMMETRY YET
ONE MORE TIME.
HERE'S THE QUESTION.

A caption appears on screen under the title “Question Number 2.” It reads “How many lines of symmetry does this object have? 1: 1. 2: 2. 3: 4. 4:7.” A gray bar graph reads “0 per cent.”

He continues LET'S GO BACK AND
TAKE A LOOK AT IT.
HOW MANY LINES OF
SYMMETRY DOES THIS HAVE?
ONE, TWO, FOUR OR SEVEN?
AND WE SEEM TO BE
GETTING A GOOD NUMBER
OF RESPONSES.
WE'RE UP TO 50 PERCENT.
I'D LIKE TO SEE AT
LEAST 70 PERCENT
BEFORE I GO TO
THE GRAPH.
WE'RE ALMOST THERE.
WE'RE OVER 60.
A COUPLE MORE PEOPLE.
I'D SAY WE'RE
JUST ABOUT THERE.
THERE'S THE
QUESTION AGAIN.
AND HERE'S THE ANSWER.

The four-bar graph appears. The green bar reads “4,” the purple bar reads “0,” the blue bar reads “5” and the red bar reads “31.”

He continues THE VAST MAJORITY
OF YOU SAID SEVEN.
A FEW SAID ONE,
A FEW SAID FOUR.
NOW, SOMEBODY COULD PHONE
IN AND LET ME KNOW WHY
THEY THINK IT'S SEVEN,
THAT WOULD BE GREAT.
LET'S TRY
SOMEBODY HERE.
SO WE'RE MAKING A
CONNECTION WITH ANOTHER
STUDENT FROM ELGIN
AVENUE THIS MORNING.
IT'LL BE A MOMENT OR TWO
BEFORE IT'S CONNECTED.
THERE WE'RE.
AM I SPEAKING TO
JODIE OR SARAH?

Jodie says JODIE.

He says HI, JODIE.
HOW DID YOU KNOW IT WAS
SEVEN LINES OF SYMMETRY?
WHAT TOLD YOU?
OR DID YOU KNOW IT WAS
SEVEN LINES OF SYMMETRY?
I MADE AN ASSUMPTION BECAUSE
MOST PEOPLE SAID THAT.

Jodie says I KNEW.

He says WHY DID YOU KNOW?

Jodie says BECAUSE THERE
WERE SEVEN LINES.

He says WHERE ARE THOSE LINES?
WHERE WOULD THEY GO?

Jodie says ON THE OUTSIDE.

He says THAT'S NOT SUCH AN
EASY QUESTION, IS IT?
EXACTLY WHERE ARE THE
SEVEN LINES OF SYMMETRY?
I'M GOING TO CHECK
OUT SOMEBODY ELSE,
IF YOU DON'T MIND.
THANK YOU VERY
MUCH FOR YOUR CALL.
WE'RE CONNECTING TO
SOMEBODY FROM USBORNE.

Jodie says HELLO?

He says HELLO.
WHO AM I SPEAKING
TO, ZACH OR JODIE?

Jodie says JODIE.

He says OKAY, JODIE, WHAT
WAS YOUR ANSWER?
HOW MANY LINES
OF SYMMETRY?

Jodie says SEVEN.

He says OKAY, WHERE DO THESE
LINES OF SYMMETRY GO?

Jodie says AT THE CORNERS.

He says AND WHERE DO
THEY COME OUT?
ON THE ONE SIDE
IT'S AT THE CORNER?

Jodie says THEY COME OUT IN BETWEEN
THE TWO TOP CORNERS
ON THE LEFT.

He says THAT'S RIGHT.
AND OF COURSE HOW MANY
CORNERS ARE THERE ON THIS?

Jodie says SEVEN.

He says EXACTLY RIGHT.
NOW, HERE'S A REAL
ASSIGNMENT FOR,
NOT ONLY YOU,
BUT ANY STUDENT.
I CONSTRUCTED THIS
PARTICULAR DIAGRAM
USING A PROGRAM
CALLED LOGO.
AND IF YOU HAVE
ACCESS TO LOGO,
A WONDERFUL ASSIGNMENT
WOULD BE TO CREATE,
THIS IS A HEPTAGON,
IT'S GOT SEVEN SIDES.
A STANDARD HEPTAGON.
IT'S NOT SUCH
AN EASY TASK,
BUT IT'S KIND
OF A NEAT ONE.
BUT VERY GOOD,
THANK YOU VERY MUCH.
OKAY, SO I THINK,
AT THIS POINT,
WHAT I'VE DONE IS I HAVE
COVERED THE WORK THAT
YOU'VE DONE UP TO THIS
POINT FROM LAST WEEK.
AND I WANTED TO TAKE A
LITTLE BIT OF A CHANCE
TO PREVIEW WHAT YOU ARE
DOING THIS WEEK.
THIS WEEK IS A LITTLE
WEE BIT DIFFERENT
IN THE SENSE WHAT I'M
ASKING YOU TO DO
IS A SERIES OF PUZZLES.
THE PUZZLES ARE NOT
STANDARD CURRICULUM,
BY ANY CHANCE, BUT YOU DO HAVE
TO UNDERSTAND GEOMETRY,
SHAPE BECAUSE A
VARIETY OF THE QUESTIONS
WILL ASK YOU ABOUT
DIFFERENT SHAPES
LIKE SAY A RHOMBUS.
NOW, WHAT I'M GOING TO
DO IS I'LL START TO GO
THROUGH A SERIES OF STRAW
PROBLEMS THAT ARE NOT
THE SAME AS THE ONES
YOU ACTUALLY HAD,
BUT ARE SIMILAR.

A paper reads “Straw problem number 1. Move 4 straws to make 5 triangles (not all the same size).” Dotted lines form a shape similar to the letter “A.”

He continues SO I'M GOING TO SET
THIS ONE UP SORT OF
LIKE MY DIAGRAM HERE.
NOW, NOTICE WHAT THE
INSTRUCTION IS HERE.
MOVE FOUR STRAWS.
GET THE STRAWS ON HERE.
I WANT YOU TO MOVE FOUR
STRAWS TO MAKE FIVE TRIANGLES.
AND I'D LIKE YOU TO
PHONE IN TO LET ME KNOW
WHAT FOUR STRAWS
YOU WOULD MOVE,
AND WHERE YOU WOULD
MOVE THEM TO MAKE
FOUR TRIANGLES.
OR EXCUSE ME,
FIVE TRIANGLES.

He places yellow straws on top of the paper.

He continues THERE, I THINK I'VE
PRETTY MUCH REPLICATED
WHAT THE LITTLE DRAWING
IS SUPPOSED TO BE.
THERE'S A LITTLE BIT
OF A BREEZE IN HERE,
THE STRAWS ARE
MOVING AROUND.
SO I'LL TAKE A CALL.
ONCE WE GET SOMEBODY
ON THE LINE,
I THINK WE'RE ABOUT
TO GET SOMEBODY.

Savanna says HELLO?

He says HELLO, WHO AM
I SPEAKING TO?

Savanna says SAVANNA.

He says HI, SAVANNA.
NOW, WHICH ONES OF
THESE STRAWS DO I MOVE?
NOW, REMEMBER, I
GOT TO MOVE FOUR,
AND I NEED TO CREATE
FIVE TRIANGLES.
GO AHEAD, SAVANNA.

Savanna says MOVE THE TWO
TOP ONES DOWN.

He says DOWN WHERE?

Savanna says ON THE SIDE.
NO, UP ON THE TOP.
YES.

He says HERE?

Savanna says NO.

He says HERE?

Savanna says NO.
YEAH.

They laugh.

He says WHERE DO I PUT THE
OTHER ONE, HERE?

Savanna says YEAH?

He says HOW MANY TRIANGLES
DID I MAKE?

Savanna says THREE.

He says I DON'T HAVE
QUITE ENOUGH YET.

Savanna says MOVE THE MIDDLE ONE
DOWN TO THE BOTTOM.

He says MOVE THE MIDDLE ONE
DOWN TO THE BOTTOM.
HOW MANY HAVE
I GOT NOW?

Savanna laughs and says THREE.

He says STILL THREE.
OKAY, I'M GOING TO
TRY SOMEBODY ELSE.
YOU'VE MADE A REALLY GOOD
ATTEMPT AT THAT ONE.
LET'S TRY, LET'S GO
BACK TO TRILLIUM.
I THINK THAT
STAYS THERE.
THAT STAYS THERE.
HELLO, ALEX,
YOU BACK?

Alex says YEAH.

He says OKAY, ALEX,
WHAT DO I DO?

Alex says MOVE THE TWO TOP
ONES DOWN -
NO, NOT ALL THE WAY
DOWN, BUT DOWN ONE.

He says LIKE WHERE?

Alex says UP.
RIGHT.

He says OH, HERE?

Alex says YEAH.

He says AND WHAT ABOUT
THE OTHER ONE?
SORT OF LIKE THIS?

Alex says NO, ON THE OTHER SIDE.

He says ON THE OTHER SIDE.

Alex says AND TAKE THE
TWO BOTTOM ONES,
PUT IT TO THE
TOP TO THE RIGHT.

He says LIKE THIS?

Alex says YEAH.

He says HOW MANY TRIANGLES
DID I GET?

Alex says YOU GET THREE.

He says ONE, TWO, THREE.
THESE AREN'T COMPLETE
ON THIS SIDE.
THANKS, ALEX.
THAT WAS A GOOD SHOT.
I'M GOING TO TRY
SOMEBODY ELSE.
LET'S SEE.
WE'LL GO BACK HERE.
NOW, REMEMBER, WE
STARTED LIKE THIS.
I'VE GOT TO KEEP PUTTING
THIS BACK TO WHERE WE WERE.

Sarah says HELLO?

He says HI.
WHO AM I SPEAKING TO?

Sarah says IT'S SARAH.

He says HI, SARAH.
WHAT SHOULD I DO?

Sarah says YOU MOVE THE TWO TOP ONES
DOWN, TO THE VERY BOTTOM.
NOT, NOT LIKE
THAT, LIKE THAT.
AND ON THE OTHER SIDE.

He says LIKE THAT?

Sarah says YEAH.
AND THEN YOU MOVE
THE OTHER TWO DOWN
AND MAKE THE BOTTOM.

He says RIGHT ON.
OKAY, LET'S SEE.
I SEE ONE TWO
THREE FOUR.
IS THERE FIVE THERE?

Sarah says THE BIG ONE.

He says OF COURSE.

Sarah says OKAY, THANK YOU.

He says RIGHT ON, WELL DONE.
SO LET'S GO TO
PROBLEM NUMBER TWO.
HERE WE'RE, WE'VE GOT A
WHOLE BUNCH OF STRAWS.
WE'RE GOING TO MOVE TWO
STRAWS TO FORM SEVEN
IDENTICAL SQUARES.
SO I'M GOING TO
SET THIS UP
WHILE YOU'RE
THINKING ABOUT.

He grabs a new sheet of paper that shows one column with two dotted boxes next to two columns with three dotted boxes.

He continues YOU CAN SEE IT THERE.
HOPEFULLY THIS DOESN'T
TAKE ME TOO LONG TO SET UP.
SO REMEMBER, WHAT WE'RE
DOING IS WE'RE MOVING
TWO STRAWS TO CREATE SEVEN
IDENTICAL SQUARES.
AND IF WE'RE CONNECTING
WHILE I'M DOING THIS,
THAT'LL BE GREAT.
HELLO, IS IT SARAH?

Sarah says HELLO.

He says HI, IS IT SARAH?

Sarah says YEAH.

He says OKAY, I'VE ALMOST GOT
ALL THESE STRAWS ON HERE.
ONE MORE TO GO.
OOPS, MAYBE MORE
THAN ONE.
THERE WE GO.
SO THAT'S WHAT
WE'RE LOOKING AT.
AND THE IDEA IS TO MOVE
EXACTLY TWO OF THEM
TO MAKE SEVEN IDENTICAL
SQUARES, OKAY?
WHAT SHOULD I DO?
I'M GETTING THIS ORGANIZED
A LITTLE BIT BETTER NOW.
THERE WE'RE.
BEGINNING TO LOOK LIKE THE
DIAGRAM SHOULD LOOK LIKE.
GOT TO MOVE TWO
OF THEM TO MAKE
SEVEN IDENTICAL SQUARES.
WHAT DO YOU THINK?

Sarah says I CAN'T DO IT.

He chuckles and says YOU CAN'T DO IT.
WELL, THANKS
FOR CALLING IN.
WE'LL TRY
SOMEBODY ELSE.
LET'S TRY THIS ONE.

Alyssa says HELLO?

He says HELLO, WHO AM
I SPEAKING TO?

Alyssa says ALYSSA.

He says HELLO, ALYSSA.
YOU'VE GOT TO MOVE
TWO OF THESE STRAWS
TO MAKE SEVEN
IDENTICAL SQUARES.
WHICH ONES?

Alyssa says MOVE THE TWO TOP ONES.
MOVE THE TWO
RIGHT TOP ONES.

He says TWO RIGHT TOPS ONES.
THESE UP HERE?

Alyssa says NO, THE BOTTOM.

He says AT THE BOTTOM.

Alyssa says THE TWO BOTTOM ONES.

He says THOSE TWO.
LET'S SEE WHAT
HAVE WE GOT.
ONE, TWO, THREE, FOUR,
FIVE, SIX, SEVEN.
YOU KNOW, I FEEL
COMFORTABLE,
BUT I FEEL UNCOMFORTABLE
BECAUSE I CAN SEE
TWO BIG SQUARES
IN THERE, TOO.
YOU KNOW SOMETHING,
I THINK THAT'S
A PARTIALLY
RIGHT ANSWER.
I LIKE THAT.
BUT THERE IS
ANOTHER ANSWER.
SO WHAT YOU'VE GOT
WAS SEVEN DOWN HERE.
ONE, TWO, THREE, FOUR,
FIVE, SIX, SEVEN.
WHICH DOES ACCOMPLISH
THE PROBLEM.
BUT YOU ALSO ENDED UP WITH
TWO BIG ONES IN HERE, TOO.
SEE WHAT I MEAN?

Alyssa says YEAH.

He says NICE TRY.
I'M GOING TO TRY
SOMEBODY ELSE.
THAT'S A VERY NICE TRY.
LET'S SEE.
LET'S TRY A NEW
PERSON FROM TRILLIUM.
OKAY, WE'RE JUST
CONNECTING NOW.
WHO AM I SPEAKING TO?

Now, he appears on the top left corner of the screen.

Christopher says CHRISTOPHER.

He says HI, CHRISTOPHER.
WHAT TWO STRAWS
WOULD YOU MOVE?

Christopher says THE TWO ONES AT THE TOP.

He says WHERE?
THESE TWO?
THESE TWO?

Christopher says LEFT TO RIGHT, UP, DOWN.

He says LEFT, THIS ONE?

Christopher says YEAH.

He says AND THIS ONE?

Christopher says YEAH.

He says OKAY.
I THINK IS THE SAME STORY
AS THE OTHER PERSON
THAT DID THAT.
YOU'VE GOT SEVEN
LITTLE ONES,
BUT YOU ALSO GET
SOME BIG ONES.
YOU SEE THOSE BIG ONES?

Christopher says YEAH.

He says SO YOU'VE GOT A
PARTIALLY RIGHT ANSWER.
ANOTHER WAY TO DO IT.
BUT BELIEVE IT OR NOT,
THERE IS A WAY OF DOING IT
SO YOU DON'T GET
THE BIG ONES, TOO.
I'M GOING TO TRY
ONE MORE PERSON.
LET'S GO BACK TO ELGIN.
MAYBE THE NEXT TIME WE
CAN GET SOMEBODY FROM USBORNE.

Nick says HI.

He says HI.
WHO AM I SPEAKING
TO THIS TIME?

Nick says NICK.

He says HI, NICK.
WHAT TWO SHOULD I MOVE?

Nick says THE TWO RED
ONES AT THE TOP.

He says TWO RED ONES.

Nick says YEAH, THOSE.

He says YOU STILL GOT
THE BIG SQUARES.
YOU'RE DOING THE SAME.
ACTUALLY, I'M GOING
TO GIVE YOU A HINT.
THAT'S ONE OF THE
ONES YOU MOVE.

Nick says THE ONE BESIDE IT.

He says YEAH.
AND WHERE DO I PUT THEM?

Nick says YEAH, THERE.

SO NOTICE WHAT YOU HAVE.
ONE, TWO, THREE, FOUR,
FIVE, SIX, SEVEN.
WELL DONE.
BUT YOU DON'T GET THE BIG
ONES BECAUSE YOU'VE GOT
THE GAP IN HERE.
VERY, VERY NICE.
I'M GOING TO DO ONE
MORE PROBLEM
BEFORE THE SHOW CLOSES.
AND HERE IT IS.
MOVE FOUR STRAWS TO
CREATE TWO SQUARES,
BUT THEY DON'T HAVE
TO BE THE SAME SIZE.

A paper that reads “Straw problem number 3” features a dotted line that forms a shape similar to the letter “C.”

He continues SO THIS TIME, THEY DON'T
HAVE TO BE THE SAME SIZE.
THIS ONE IS SORT OF
REMINISCENT OF THE ONE BEFORE.
SO WHILE I'M
SETTING THIS UP,
I CAN CERTAINLY PREPARE
TO TAKE SOME CALLS.
I'LL BE JUST
A MOMENT HERE.
AND ONE, TWO AND THREE.
THERE WE GO.
THERE, WE'VE
GOT THE SET UP.

He puts yellow and orange straws on the paper to simulate the figure.

He continues SO WE HAVE TO MOVE FOUR
STRAWS TO CREATE TWO SQUARES.
BOY, I'M BEING A LITTLE
BIT TESTED ON THIS ONE.
I'M TRYING TO REMEMBER
HOW THIS ONE WORKS.
OKAY, WHO AM
I SPEAKING TO?

Sarah says SARAH.

He says HI, SARAH.
WHAT DO YOU WE
DO WITH THIS ONE?
FOUR STRAWS TO
CREATE TWO SQUARES.

Sarah says YOU REMOVE THE
TWO RED ONES.

He says MOVE THE TWO RED ONES.
WHAT DO I DO WITH THEM?

Sarah says YOU PUT ONE WHERE
THE MIDDLE IS.

He says KIND OF THERE?

Sarah says YEAH.

He says OKAY.

Sarah says NO, YOU PUT ONE
AT THE BOTTOM.

He says DOWN HERE?

Sarah says NO, UP.
YEAH, VERTICAL.
AND ONE RIGHT
BESIDE IT.

He says AND ONE RIGHT
BESIDE IT.
SO WHAT YOU DID, YOU'VE
GOT TWO SQUARES.
WE'VE GOT ALL KINDS
OF OTHER THINGS HAPPENING
UP HERE, BUT WE'VE GOT
TWO SQUARES, RIGHT?

Sarah says YEAH.

He says I THINK IT IS A SOLUTION,
BUT I THINK WE CAN
GET A BETTER ONE.
FAIR ENOUGH?
WE'LL TRY SOMEBODY
ELSE FROM USBORNE.
HAVEN'T TALKED TO USBORNE
QUITE AS MUCH THIS MORNING.

A girl says HELLO?

He says HI.
SO WHAT DO YOU
THINK WE SHOULD DO?
REMEMBER, YOU CAN MOVE
FOUR STRAWS THIS TIME.

The girl says HOW MANY STRAWS
CAN I MOVE?

He says FOUR.

The girl says OKAY.
I'M GOING TO MOVE THE ONE
THAT'S GOING VERTICAL
ON THE END, ON
THE RIGHT SIDE.

He says YEAH.

The girl says AND PUT THAT DOWN ON THE
MIDDLE LIKE SIDE THING.

He says RIGHT THERE?

The girl says YEAH.

He says YEAH.

The girl says AND THEN MOVE THE
RED STRAW RIGHT
IN THE MIDDLE OF THAT.
LIKE IN THE MIDDLE.

He says LIKE IN HERE?

The girl says YEAH.

He says OKAY.
I LIKE YOUR SOLUTION.
IT'S AN INTERESTING
ONE SO FAR.

The girl says OKAY.

He says I THINK WE'VE GOT TO
MOVE THESE TWO, RIGHT?

The girl says YEAH.

The girl says IN THE MIDDLE.
LIKE RIGHT DOWN THERE.
THEN PUT ONE ON THE END.

He says OKAY.
WELL, WHAT WE HAVE HERE
ARE SOME RECTANGLES.
I THINK WE'VE GOT
MOSTLY RECTANGLES.
WE'RE ACTUALLY DRAWING
CLOSE TO THE END OF THE
SHOW, SO WHAT I'M GOING
TO DO IS VERY QUICKLY
SHOW YOU THE SOLUTION.
SO I BETTER MAKE SURE I
SET IT UP THE SAME WAY.
IT'S ACTUALLY A NEAT ONE.
FIRST OF ALL, YOU
SWING THIS ONE OUT,
AND YOU SWING THAT
ONE OUT THERE.
I MADE A MISTAKE.
SHOULDN'T HAVE
SWUNG THOSE TWO.
TAKE THESE TWO
OUT OF THE CENTRE.
WE'LL SWING THIS
ONE DOWN HERE.
WE'LL PUT THIS ONE HERE.
AND WE'LL PUT THIS ONE
HERE AND THIS ONE HERE.
AND WHAT YOU END UP WITH
IS A REALLY BIG SQUARE
AND A LITTLE
ONE RIGHT THERE.
SO WHAT I'LL DO
IS VERY BRIEFLY,
IF YOU'VE GOT ANY
QUESTIONS ABOUT
THE UPCOMING EXERCISE,
I'LL TAKE THEM RIGHT NOW.
OTHERWISE, AS I SAY, WE'RE
RIGHT AT THE END OF THE SHOW.
SO IF YOU'VE
GOT A QUESTION,
I ONLY WANT TO FIELD
QUESTIONS TO DO WITH
THE EXERCISES COMING
UP THIS WEEK.
SO I'LL TRY THIS
CALL, AND SEE
IF WE'VE GOT A QUESTION,
AND WE'LL GO FROM THERE.

A schoolgirl says HELLO?

He says HAVE YOU GOT A QUESTION
ABOUT THIS WEEK'S
EXERCISES COMING UP?

The schoolgirl says NO.

He says NO.

The schoolgirl says I DON'T KNOW
WHAT IT IS.

He says WELL, IT HAS TO DO WITH
WHAT WE'VE JUST BEEN DOING.
SOME STRAW PROBLEMS.
YOU THINK YOU'LL HAVE
SOME FUN WITH THAT?

The schoolgirl says YES.

He says OKAY, RIGHT ON.
SO I'M LOOKING FORWARD TO
YOUR ANSWERS FOR NEXT WEEK.
SO BE PREPARED.
I'M GOING TO WRAP
UP AT THIS POINT.
BE PREPARED TO GIVE ME ALL
KINDS OF GOOD ANSWERS
TO THE SOLUTIONS TO THE
STRAW PROBLEMS NEXT WEEK.
THERE ARE A COUPLE OF
PRETTY TRICKY ONES,
SO I'M LOOKING FORWARD
TO YOUR ANSWERS.
SO UNTIL NEXT WEEK,
WE'LL SEE YOU.
SO LONG.

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: Straws on the Rocks