Transcript: Opening Night | Mar 26, 1999

(music plays)

The opening slate pops up with a countdown timer from 7 seconds and the title “TVO’s Virtual Classroom. Get connected.”
The “V” in “Virtual” is a tick, the “A” in “classroom” is an at sign with an extended loop that turns into a power cord with a plug at the end, and the first “O” in “classroom” is a spinning globe.

When the countdown finishes a man in his thirties appears. He has curly short hair, a full beard and wears a white t-shirt with a multicolored spiral on it and suspenders. He also wears glasses.

He works on a pattern of straws on the desk in front of him and says AH, GEE, NO, NO, NO,
NO, THAT'S NOT IT.

He picks up one and comments IF I.
NO, IF I DO THIS ONE,

A female voice asks WHAT ARE YOU DOING?

He looks up and says OH MY GOODNESS, I DIDN'T,
OH, I'VE LOST TRACK OF TIME.
I'M ON AIR.
WELL, HELLO, FOLKS.
I'M MISTER C AND I'M YOUR HOST
FOR THE VIRTUAL CLASSROOM,
AND WE'RE GOING TO BE WORKING
TOGETHER FOR THE NEXT SEVEN
WEEKS, INCLUDING A LITTLE
CHUNK AFTER THE CHRISTMAS
HOLIDAYS AS WELL, AND YOU
KNOW, I JUST GOT SO CAUGHT UP
IN THIS LITTLE PROBLEM HERE THAT
I ENTIRELY FORGOT ABOUT YOU.
BUT YOU KNOW, MAYBE YOU CAN
HELP ME OUT ON THIS PROBLEM.
WHAT I'M GOING TO DO RIGHT NOW
IS I'M GOING TO MOVE ALL MY
STRAWS OVER HERE, AND I'M
GOING TO GET YOU TO TAKE A
LOOK AT THE PROBLEM.

He lays the straws on a piece of paper with a large square divided in four smaller ones. Each side is labelled with a number from 1 to 12 in order. The instructions read “Move exactly 2 straws to make 2 squares.”

He continues AND I WOULD LIKE YOU
TO PHONE IN IF YOU
KNOW THE ANSWER.
BOY, THAT ONE'S
ROLLING AROUND.
AND THE WAY YOU CAN HELP ME
OUT IS TO TELL ME WHAT TWO
STRAWS I NEED TO MOVE TO
CHANGE THIS DRAWING, WHICH HAS
A WHOLE BUNCH OF SQUARES, INTO
ONE, WHICH HAS EXACTLY TWO
SQUARES, EXACTLY TWO SQUARES.
YOU KNOW, I CERTAINLY
DIDN'T SEE THE ANSWER
TO THIS YET AND MAYBE
YOU CAN HELP ME.
LET'S SEE.
OKAY, WE'RE LOOKING FOR
SOMEBODY TO CALL IN.
I THINK SOMEBODY JUST MIGHT
BE BEING CONNECTED RIGHT NOW.
LET'S SEE, I STILL
DON'T SEE IT.
HMM.
AH, HELLO.
IS THIS RAYMOND,
BY ANY CHANCE?

Raymond says YES, IT IS.

Stewart says WELL, CAN YOU HELP ME
WITH THIS LITTLE PROBLEM?

He answers YEAH, MOVE THE
SEVEN AND FOUR.

Stewart picks up number 7 and 4 and says THE SEVEN AND THE FOUR.
AH, HEY, I NEVER DID SEE THAT.
NOW, WHAT DID I END UP WITH?
TWO SQUARES.
INDEED I DID.
A BIG ONE AND A SMALL ONE.
THANKS, RAYMOND.

Raymond says YOU'RE WELCOME.

Stewart says GOOD TO TALK TO YOU
RIGHT OFF THE TOP.
OH, YOU KNOW SOMETHING?
I CAN'T,
BOY, I'M GETTING
FORGETFUL IN MY OLD AGE.
I FORGOT THAT I WAS TALKING
TO NARISSA ON THE PHONE.
NOW YOU SEE, NARISSA
AND MARTIN,
WE WON'T MEET MARTIN TODAY, I
DON'T THINK, BUT NARISSA WAS A
FORMER STUDENT OF MINE AND
SO WAS MARTIN, AND THEY'RE
INVOLVED IN THIS LITTLE
MYSTERY AND I JUST HAPPEN
TO HAVE NARISSA ON THE LINE.
HEY, NARISSA, HOW
ARE YOU DOING?

She says JUST FINE.
LET ME REPHRASE THAT.
REALLY, I'M QUITE FABULOUS.

He says HOW SO?

She explains WELL, LAST WEEK, MARTIN
AND I, WE WENT TO THE FILM
FESTIVAL, THE GALA OPENING OF
“NUMBERS ARE FOR THE LIVING.”

Stewart asks THAT'S THE MATHEMATICS
EDU-DOCUMENTARY, ISN'T IT?
YOU KNOW, THIS IS REALLY
WEIRD, BUT I JUST HAPPEN TO
HAVE SOME FILM FOOTAGE
OF THAT OPENING.
HEY, LET'S JUST TAKE A
LOOK AT IT RIGHT NOW.

A clip shows a limousine driving up to an entrance on a side street. Many people stand around the door as paparazzi take pictures of the attendees.

Back in the studio Stewart says WOW, THAT WAS SOMETHING.

Narissa says YOU KNOW DONNY GROVER STARS
IN IT, AND THAT'S ALL
THAT MATTERS.

He asks BUT DID YOU ENJOY THE MOVIE?

She comments I CAN'T BELIEVE I'M SAYING
THIS, BUT THE MOVIE WAS GREAT
AND WE EVEN GOT
TO SIT WITH DONNY.

He says WELL, THAT'S IMPRESSIVE.

She continues HE'S SO NEAT.
HE INSISTED THAT WE
STAY FOR THE PARTY.
HE EVEN CONVINCED US
IT'D BE FUN TO SOLVE
SOME MATH PROBLEMS.
HE SAID THAT HE'D EMAIL US
SOME PROBLEMS ABOUT ONCE A
WEEK FOR US TO SOLVE, AND
MARTIN AND I ACTUALLY AGREED
TO DO OUR BEST TO SOLVE THEM.
WILL YOU HELP US IF WE
RUN INTO DIFFICULTIES?

He says I'LL TELL YOU WHAT.
THE STUDENTS AND I HERE IN THE
V CLASS WILL DO JUST THAT.
WE'D BE GLAD TO.

She says GREAT, THANKS.
BYE FOR NOW.

Stewart says SAY HELLO TO MARTIN FOR ME.
SO LONG.

She says BYE.

He continues BYE-BYE.
AH, GEE, THAT'S GREAT.
NOW, I'VE GOT TO TELL YOU A
LITTLE BIT ABOUT HOW THIS
PROGRAM IS GOING TO WORK.
WHAT YOU'LL FIND IS THAT
I WILL START THE PROGRAMS
GENERALLY IN A VERY
MUCH, A SIMILAR WAY.
I'LL START ACTUALLY WITH A
PROBLEM OF SOME SORT.
AND I'M JUST
REMOVING THIS ONE.
WE'LL TAKE A LOOK AT
THE NORMAL SETUP HERE.

He shows a slate that reads “The programme, Mystery chat; take up; lesson.”

He says AT THE BEGINNING, I WILL
REMIND YOU A LITTLE BIT ABOUT
HOW THE MYSTERY IS AT THAT
POINT BY DOING SOME
KIND OF CONVERSATION.
AFTER THAT, WHAT I'M GOING TO
DO IS DO THE TAKE-UP OF THE
PREVIOUS WEEK'S WORK.
NOW OBVIOUSLY TODAY, I HAVE
NOTHING TO TAKE UP BECAUSE
YOU HAVEN'T GOTTEN YOUR
FIRST ASSIGNMENT YET.
AND THEN THE LAST THING I'LL
DO EACH AND EVERY WEEK IS I'LL
DO A SHORT LESSON, HOPEFULLY
TO HELP YOU DO THE ASSIGNMENT
YOU'RE DOING FOR
THE FOLLOWING WEEK.
I DO WANT TO MENTION ONE OTHER
THING WHILE I'M AT IT HERE.
THE TAKE-UP PORTION, WHICH
IS, TO ME, ONE OF THE MORE
IMPORTANT PARTS,

He shows a second slate that reads “Take up; only selected problems must be interactive.”

He says THERE WE
ARE, I'M NOT DOING EVERY
SINGLE QUESTION, BUT I WILL DO
SELECTED QUESTIONS, AND I WILL
TRY TO GET THE MAIN
ONES AND DEAL WITH THEM.
BUT THIS PART MUST BE
INTERACTIVE, AND WHAT I MEAN
BY INTERACTIVE IS OUR FRIEND
RAYMOND FROM STRATFORD, IF I
RECALL CORRECTLY, PHONED IN
AND HAD AN ANSWER FOR MY
PUZZLE, BUT HERE'S WHERE I
WANT TO HEAR YOUR ANSWERS.
I'M NOT GOING TO JUST GIVE
YOU SOLUTIONS, BUT I WANT TO
INTERACT WITH YOU AND FIND
OUT EXACTLY WHAT YOU KNOW,
WHAT YOU FOUND OUT.
DON'T BE WORRIED IF YOU'RE NOT
QUITE SURE WHAT THE ABSOLUTE
RIGHT ANSWER IS, BUT THROUGH
THE CONSENSUS OF THE PROGRAM
AND SO ON, WITH A LITTLE BIT
OF LUCK, WE'LL ACTUALLY FIGURE
THAT ALL OUT.
NOW, YOU KNOW, THIS WEEK, AS I
SAID, WE DON'T HAVE A TAKE-UP
PORTION, BUT I HAVE A LESSON
THAT I THINK IS REALLY
IMPORTANT, AND IT'S GENERALLY
ABOUT PROBLEM SOLVING.
NOW, LET'S SEE.
I THINK WE NEED A PROBLEM, AND
WE GOT TO SIMULATE A PROBLEM
BEFORE YOU GET AT THE ONE THAT
YOU'LL BE DOING FOR THIS WEEK.
AND I JUST SO HAPPEN TO HAVE A
REALLY, REALLY GOOD FRIEND OF
MINE HERE IN THE STUDIO AND
HIS NAME IS MARC LEE YORK.
OH, THERE HE IS.

He looks to his left and touches a human-size puppet wearing a cap and a tweed suit.

He says MARC LEE YORK.
NOW MY FRIEND, MARC LEE, HE
WAS A STAR MANY, MANY YEARS AGO.
YEAH, YOU CAN SEE HE'S THE
SILENT AND STURDY TYPE, BUT HE
WAS A STAR MANY, MANY YEARS
AGO IN THE SILENT MOVIES.
NOW, THAT'S NOT MUCH,
TOO MUCH OF A SURPRISE HERE.
YOU KNOW, MARC AND I HAD A
CONVERSATION LAST NIGHT THAT
WAS MOST INTERESTING THAT HAD
QUITE A PROBLEM BUILT INTO IT,
AND MARC HAS AGREED TO COME IN
AND HAVE A LITTLE CHAT WITH
ME, BUT YOU HAVE TO UNDERSTAND
THAT MARC, WHENEVER HE SEES A
CAMERA, HE CAN ONLY THINK LIKE
HE'S IN THE SILENT MOVIES
SO WE'RE GOING TO HAVE TO
USE SOME SUBTITLES HERE.
SO I HOPE YOU CAN FOLLOW
ALONG HERE, SO LET'S SEE
WHAT HAPPENS.
MARC, LET'S START OUT, THERE.

He moves the puppet and a slate appears on screen. It reads “I have three daughters and the product of their ages is 72!

Stewart comments YEAH, YEAH?
OH.

He shows another slate that reads “Maybe I can guess their ages can you tell me more?” and says OOPS.

He covers the paper.

He comments TOO EARLY ON THAT ONE.
OH, MAYBE I CAN TELL YOU ABOUT
THEIR AGE, AND YOU CAN TELL ME
A LITTLE BIT MORE.

He moves Marc again and shows a slate that reads “Yes, the sum of their ages is the same as my house number.”

Stewart says YEAH?
I KNOW THEIR AGE.
I KNOW THAT.
PERFECT.

A slate appears on screen. It reads “I know your address but I need just one more detail.”
He then moves Marc again and a slate that reads “Ok. My oldest loves banana cream pie!”
Stewart puts his thumb up and shows a slate that reads “Perfect! Their ages are,”

Stewart says WELL, THANK YOU VERY MUCH,
MARC, FOR ALL THE HELP ON THAT
AND DELIVERING THAT PROBLEM,
BUT I JUST HAVE A FEELING THAT
YOU MAY NOT HAVE GOTTEN ALL
THAT, SO I'M GOING TO GO BACK
THROUGH THE CONVERSATION WITH
YOU AND MAKE SURE THAT YOU GET
ALL THE LITTLE BITS AND PIECES
THAT ARE INVOLVED IN THIS
LITTLE PROBLEM.
HERE'S HOW THE
CONVERSATION WENT.
I STARTED.
OR, EXCUSE ME, MARC STARTED
AND HE SAID, “I HAVE THREE
DAUGHTERS AND THE PRODUCT
OF THEIR AGES IS 72.”
THEN I REPLIED, “MAYBE
I CAN GUESS THEIR AGES.
CAN YOU TELL ME MORE?”
HE SAID, “YES, THE SUM OF
THEIR AGES IS THE SAME
AS MY HOUSE NUMBER.”
HMM.
I REPLIED, “I KNOW YOUR
ADDRESS, BUT I NEED TO KNOW
ONE MORE DETAIL.”
HE THOUGHT FOR A MOMENT
OR TWO AND THEN SAID,
“OKAY. MY OLDEST LOVES
BANANA CREAM PIE.”
HMM.
“AH YES, PERFECT.
I KNOW THEIR AGES.”
SO, THE PROBLEM IS
THERE BEFORE YOU.
I'VE GONE THROUGH ALL THE
DIFFERENT PARTS OF THE
INFORMATION, I REPEATED EVERY
ONE OF THEM, AND AT THE END OF
IT I SAID I COULD TELL
YOU EACH ONE OF THE THREE
DAUGHTER'S AGES.
NOW, WHAT I'M GOING TO DO AT
THIS POINT IS I'M GOING TO ASK
YOU TO HELP ME
OUT A LITTLE BIT.
I THINK WHAT WE GENERALLY
HAVE TO DO AT THIS POINT IS
CONSIDER WHAT ONE HAS TO DO TO
SOLVE THE PROBLEM, AND THIS IS
WHERE I NEED YOUR FEEDBACK.
AND I THINK I'M GOING
TO DO THIS SLIGHTLY AS A
BRAINSTORMING KIND OF THING.
WHAT DO YOU NEED TO DO TO
SOLVE ANY PROBLEM, LET ALONE
THIS ONE, AND THEN I'LL COME
BACK TO THIS ONE A LITTLE BIT
MORE SPECIFICALLY?
SO I'M ASKING YOU TO
PHONE IN AT THIS POINT.
THE WAY YOU DO THAT IS POUND
NINE AND CALL IN, AND I WILL
CONNECT YOU AT THIS END AND
WE WILL DISCUSS THE VARIOUS
ASPECTS OF SOLVING A PROBLEM.
LET'S SEE, WHAT
HAVE WE GOT HERE?
WE'RE LOOKING SHORTLY TO
TALK TO SOMEBODY FROM CAYUGA
AND WE'LL START,
AND WHAT I WILL DO IS I'LL
RECORD YOUR THOUGHTS AS I GO
ALONG AND THAT WAY WE'LL SORT
OF KEEP TRACK OF WHAT WE FOUND
OUT AND THEN TRY TO
SUMMARIZE AT SOME POINT.
HELLO, IS THIS JUSTIN?

A male voice answers HELLO?

HELLO, IS THIS JUSTIN?

Justin says WHAT?

He answers OH, I'VE GOT A NAME
ON THE SLATE HERE.
WHAT'S YOUR NAME?

He responds JUSTIN.

Stewart asks JUSTIN, CAN YOU TELL
ME WHAT'S ONE THING YOU DO
WHEN YOU START TO SOLVE ANY
MATH PROBLEM, ANY PROBLEM,
FOR THAT MATTER?

Justin says WHAT?

A voice in the background says 24.

Justin laughs.

Stewart says OKAY, JUSTIN, IF YOU'VE GOT
AN ANSWER, BY ALL MEANS,
GO AHEAD AND SUGGEST.

Justin asks WHAT?

Stewart says IF NOT, I WILL GO
TO THE NEXT CALLER.

Justin says OH, EACH PERSON'S 24.
WHAT?

Justin laughs again.

Stewart says OKAY, JUSTIN, I'LL LET YOU
LOOK AT THE PROBLEM A LITTLE
BIT LATER.
THANK YOU VERY MUCH
FOR CALLING IN.
OKAY, WE'RE LOOKING TO
ANOTHER STUDENT NOW.

Jordan answers HELLO?

Stewart says HELLO, IS THIS JORDAN?

He answers YEAH.

Stewart asks CAN YOU TELL ME ONE THING I
SHOULD BE LOOKING FOR WHEN I
GO ABOUT THE BUSINESS
OF SOLVING A PROBLEM?

He answers NO.
He laughs.

Stewart says OH, YOU'VE SOLVED
PROBLEMS BEFORE.
GIVE ME SOME IDEAS.

He says I KNOW THE ANSWER.

Stewart asks YOU KNOW THE ANSWER?

He says I KNOW ONE OF THE ANSWERS.

Stewart says I'M GOING TO COME BACK TO
THAT LATER, AND I WILL INVITE
YOU TO PHONE BACK MAYBE JUST A
LITTLE LATER IN THE PROGRAM,
BUT PLEASE, WHAT DID YOU
DO TO GET THAT ANSWER?
THAT'S WHAT I'M
AFTER RIGHT NOW.

He says I GUESSED AND
THEN CHECKED IT.

Stewart says OKAY, SO THIS,
THAT'S A GUESS AND
CHECK IDEA, OKAY.
GUESS AND CHECK.

He writes down “guess and check” on a slate.

Jordan laughs.

Stewart says THANK YOU VERY MUCH, JORDAN.

Jordan says ALL RIGHT.

Stewart says OKAY, LET'S GO TO,
SO WE'RE CHECKING WITH
SOMEBODY AT ANOTHER SCHOOL NOW.
I THINK CHRISTINA.
IS THAT CORRECT?

She says YEAH.

Stewart says HI, CHRISTINA.
WHAT'S SOMETHING YOU DO WHEN
YOU GO ABOUT THE BUSINESS
OF SOLVING A PROBLEM?

She says SORRY, I CAN'T HEAR YOU.

Stewart says WHAT DO YOU DO WHEN YOU GO
ABOUT THE BUSINESS OF TRYING
TO SOLVE A PROBLEM?
WHAT DO YOU NEED TO DO?

She explains YOU NEED TO LOOK AT
ALL THE INFORMATION.

He says AH, THAT IS DEFINITELY
SOMETHING I WAS LOOKING FOR.

He writes down and says LOOK FOR ALL THE INFORMATION.
HAVE YOU GOT ANYTHING ELSE?
I'LL ACTUALLY TAKE ANOTHER
ANSWER FROM YOU AS WELL.
IS THERE SOMETHING
ELSE YOU DO?

He says ONCE YOU GET THE INFORMATION,
WHAT DO YOU DO AFTER THAT?

She explains AFTER I LOOKED ALL FOR THE
INFORMATION, I LOOKED FOR
THE NUMBERS AND THEN I,
LIKE, WORKED IT OUT.
I DON'T KNOW.

He says YOU WORKED IT,
OKAY, FINE.
YOU'RE TELLING ME SOMETHING
THAT'S PART OF THE PROCESS.

She says MM-HMM.

He says YOU WORKED IT OUT, SO

He writes and says YOU DID THE CALCULATIONS.
SO I'M GOING TO PUT THAT
DOWN AS AN IDEA AS WELL.
THANK YOU VERY
MUCH, CHRISTINA.

She says YOU'RE WELCOME.
BYE.

He says BYE-BYE.
WE'RE GOING TO TRY SOMEBODY
ELSE HERE AND SEE WHAT ELSE
WE CAN GET.

Melissa answers HELLO?

Stewart says HELLO, IS THIS MELISSA?

She responds YES, IT IS.

He asks WHAT ELSE DO YOU DO
WHEN YOU SOLVE A PROBLEM?

She says WELL, YOU HAVE TO FIGURE OUT
ALL YOUR NUMBERS, AND YOU HAVE
TO EITHER MULTIPLY,
DIVIDE, SUBTRACT OR ADD.

He says OKAY.
NOW, HOW DO YOU DECIDE WHETHER
YOU MULTIPLY, DIVIDE, ADD,
SUBTRACT, WHATEVER?
WHAT ARE YOU REALLY DOING?

She answers YOU HAVE TO FIND THE PRODUCT.

He asks OKAY, YOU'RE GOING TO THE
SPECIFIC PROBLEM THAT
I'M DEALING WITH, AND THAT
INVOLVES MULTIPLYING, RIGHT?

She says YES, IT DOES.

He says NOW, I'M GETTING,
I THINK THAT WHAT
I'M GOING TO DO,
AND YOU'RE RIGHT.
YOU, INDEED, HAVE TO CONSIDER
THE NUMBERS, AND YOU ARE
MULTIPLYING FOR THAT PROBLEM.
I WAS SORT OF
SAYING
ANY
PROBLEM.
YOU MAY NOT MULTIPLY, RIGHT?
SO WHAT YOU'RE
LOOKING AT IS,
AND I THINK AT THIS POINT, I'M
GOING TO GO THROUGH WHAT I
THINK THESE STRATEGIES SHOULD
BE, OR WHAT YOU SHOULD BE
LOOKING AT.
THE FIRST THING YOU SHOULD BE
CONCERNED ABOUT IS, BASICALLY,
WHAT IS THE INFORMATION GIVEN,
SO THE GIVEN INFORMATION.

He writes down “1; given information.”

He continues SOMEBODY MENTIONED THAT
ALREADY, SO LOOK FOR THE
GIVEN INFORMATION.
THE SECOND THING THAT YOU'RE
PROBABLY CONCERNED ABOUT,
AND IT'S,
I WOULD SAY THIS IS MORE OR
LESS AT THE SAME TIME, IS TO
DETERMINE EXACTLY WHAT THE
QUESTION ASKS YOU FOR.

He writes down “2, What do you want to know?”

He continues SO WHAT DO YOU WANT TO KNOW?
WHOOPS.
THIS IS WHAT I WAS TRYING
TO GET AT AT THE THIRD STAGE.
AND SOMEBODY ACTUALLY
MENTIONED THIS IDEA.
HE SAID GUESS AND CHECK.
NOW, HE DIDN'T THINK THAT THAT
WAS A GOOD ANSWER, BUT IN
FACT, IT WAS BECAUSE WHAT HE
WAS DOING IS SUGGESTING A
STRATEGY FOR FINDING
THE SOLUTION.

He writes down “3; strategy.”

He says THIS PART IS REALLY,
REALLY IMPORTANT.
THE FOURTH PART IS DOING THE
STRATEGY, SO IN OTHER WORDS,
CARRYING IT OUT, SO I WILL
SAY CALCULATIONS HERE.

He writes down “4; calculations.”

He says ALTHOUGH I SOMETIMES
BUNCH THESE TWO TOGETHER.
ARE YOU STILL THERE, MELISSA?

Melissa says YES, I AM.

He says OH, GOOD.
WHAT DO YOU THINK IS THE VERY
LAST THING YOU DO. WHAT DO YOU THINK IS THE VERY LAST THING YOU DO?

She answers YOU CHECK YOUR ANSWER.

He says YOU'VE DONE ALL OF THAT.
WHAT DO YOU DO AT THIS POINT?

She repeats YOU CHECK YOUR ANSWER.

He says BINGO.
THANK YOU VERY MUCH, MELISSA.

She responds THANK YOU.
BYE.

A sound of cheering and applause is heard in the background.

He writes down and says YOU CHECK YOUR ANSWER.
YOU'VE GOT TO FIND OUT OR YOU
GOT TO DECIDE IN YOUR OWN
MIND, AM I RIGHT, AND THAT'S
A CRITICAL, CRITICAL THOUGHT.
NOW, AT THIS POINT, WHAT I
WOULD LIKE TO DO IS GO BACK
TO THE SPECIFIC QUESTION.
I'M GOING TO ASK YOU TO PHONE
IN THIS TIME AND MY QUESTION
THIS TIME IS, WHAT
WERE THE FACTS?
JUST TELL ME WHAT THE FACTS
WERE SO THAT I CAN LIST THEM.
WHAT DID I GIVE AS FACTS?
LET'S SEE.
IS ANYBODY,
NOBODY'S CALLING IN.
ONE THING I CAN DO IF I DON'T
GET ANY CALLS IS TO ACTUALLY
GO BACK AND REVIEW
THE QUESTION ITSELF.
DOES ANYBODY KNOW ONE OF THE
FACTS THAT IS INVOLVED IN THIS
PARTICULAR PROBLEM WITH
THE THREE DAUGHTERS?
PRESS POUND NINE.
LET'S SEE,
OH, THERE'S
SOMEBODY CALLING IN.
I'M GOING TO ASK,
AH, THERE WE ARE.
THAT'S WHAT I
WAS HOPING FOR.
LET'S SEE,
WE'RE GETTING SOMEBODY,
I THINK FROM CAYUGA, AND
HOPEFULLY IN A MOMENT OR
TWO, THEY'LL BE CONNECTED,
AND WE'LL BE ABLE
TO ASK A QUESTION.

A male voice answers HELLO?

Stewart says HELLO.
WHO AM I SPEAKING TO?
I GOT TWO NAMES HERE.

He answers RYAN.

Stewart says HI, RYAN.

Ryan says HELLO.

Stewart says CAN YOU GIVE ME ONE FACT FROM
THIS PARTICULAR QUESTION?

He answers THE SUM WAS 72.

He says THE SUM.
ARE YOU SURE IT WAS THE
SUM OR SOMETHING ELSE?

Ryan says THE PRODUCT.

Stewart says THE PRODUCT, THANK YOU.

He writes down “product, 72” on a slate titled “Facts.”

Ryan says YEAH.

He answers THANK YOU VERY MUCH.

Ryan says YEAH.

Stewart says PRODUCT'S 72.
THE PRODUCT OF
THEIR AGES IS 72.
I'M GOING TO TRY
SOMEBODY ELSE HERE.
OKAY.
AND WE'RE LOOKING FOR
SOMEBODY FROM MADONNA.

Dina says HELLO?

Stewart says HELLO, IS THIS DINA?

She says THIS IS, YEAH.

He asks HOW DO YOU SAY YOUR NAME
PROPERLY, IF I SAID IT WRONG?

She says HELLO?

He asks HELLO?
YOUR NAME IS?

Caroline says CAROLINE.

He says SORRY.
OKAY, I HAVE A DIFFERENT NAME
UP HERE, BUT THAT'S OKAY.
WHAT'S ANOTHER FACT THAT
WAS GIVEN IN THE PROBLEM?

She says THAT THE AGES ADD UP
TO HIS HOUSE NUMBER.

He writes “ages add to a house number.”

He says OH, YEAH, RIGHT, RIGHT.
THE AGES ADD,
WHAT HOUSE NUMBER?

She says MARC'S HOUSE NUMBER.

He says YES, THAT'S RIGHT,
MARC'S HOUSE NUMBER.
BUT WE DON'T KNOW
WHAT IT IS, RIGHT?
OKAY.
HEY, THAT WAS VERY GOOD.
THANK YOU VERY MUCH.

She says OKAY, BYE.

He says AND LET'S SEE, WE'LL
TRY SOMEBODY ELSE HERE.
IS THERE ANOTHER FACT, OR ARE
THERE OTHER FACTS IN HERE
THAT ARE IMPORTANT?

Jamie says HELLO?

Stewart says HELLO, IS THIS IS JAMIE?

He answers YEAH.

He asks JAMIE, WHAT ELSE IS AN
IMPORTANT FACT IN THIS QUESTION?

He responds THE DAUGHTER LIKES
ICE CREAM PIE.

He says OKAY.
MORE SPECIFIC, BE REALLY
CAREFUL WITH THAT FACT.
NOT ONLY IS IT DAUGHTER, IS
THERE SOMETHING SPECIAL
ABOUT THE DAUGHTER?

Jamie says NO.
IT'S THE OLDEST DAUGHTER.

Stewart says RIGHT.
THANK YOU.

He writes down “oldest daughter” as he says IT'S THE OLDEST DAUGHTER.
DOES THAT MAKE A DIFFERENCE?

Jamie asks PARDON ME?

Stewart asks DO YOU THINK THAT
MIGHT MAKE A DIFFERENCE?

Jamie says POSSIBLY.

Stewart says POSSIBLY.
EXACTLY.
NOW, INTERESTINGLY ENOUGH,
THERE MAY BE ONE OTHER FACT
IN THERE.
LIKES.

He writes down the fact as he says I'LL JUST PUT “LIKES PIE.”

Jamie says OKAY.

Stewart continues I'M GOING TO TRY SOMEBODY
ELSE AND SEE IF THEY'VE PICKED
UP ONE MORE FACT.
LET'S TRY HERE.
OKAY.

Kelly says HELLO?

Stewart asks AND IS IT KELLY?

She answers YEAH.

He says HI, KELLY.

She answers HI.

He asks CAN YOU TELL ME ONE OTHER
FACT THAT MIGHT HAVE BEEN IN
THERE THAT I
HAVEN'T LISTED YET?

She responds THERE ARE THREE DAUGHTERS.

He writes down “3 daughters” as he says THERE ARE THREE DAUGHTERS,
HEY, THERE MAY EVEN BE AN,
THREE DAUGHTERS.
I'M PUTTING THAT IN FOR SURE
BECAUSE THAT'S IMPORTANT.

She says OH, AND YOU,
OKAY, NEVER MIND.

He says NO, NO, TELL
ME, PLEASE.
AND WHAT?

She laughs and says NEVER MIND.

He says OKAY.
WELL, THANK YOU VERY MUCH.
I'M STILL LOOKING
FOR ONE MORE FACT.
IT MAY BE ONE OF THOSE
ONES WHERE WE MIGHT SAY
IT'S A BIT BURIED.
AND LET'S SEE,
WE'LL BE CONNECTED SOON.
WHO AM I SPEAKING TO?
HELLO?
OKAY, EITHER DAN OR PAUL?

Paul says HELLO?

Stewart asks HI, WHO AM I SPEAKING TO?

He answers PAUL.

Stewart says HI, PAUL.

Paul answers HI.

He asks DO YOU KNOW OF ANOTHER
FACT THAT I GAVE YOU?

Paul states THEY'RE ALL GIRLS.

He says THAT'S THREE DAUGHTERS.

Paul continues THEY'RE ALL DAUGHTERS.

Stewart says YUP, I'VE GOT THAT.
ANYTHING ELSE?

A sound of talking in the background is heard.

Stewart says I MUST ADMIT, THIS FACT
IS SOMEWHAT BURIED.
HMM?

Paul says YEAH, DIVIDE BY THREE.

He says YOU THINK ABOUT THAT.
THAT WILL BE IN YOUR
STRATEGY CATEGORY.
DO YOU DIVIDE BY THREE?
WHAT DO YOU DO?
OKAY.
WE'RE GOING TO ACCEPT RIGHT
NOW THAT THE FACTS THAT WE
JUST TOOK DOWN, I'M GOING TO
GO BACK TO THE CAMERA HERE,
AND WE'RE GOING TO REVIEW
WHAT YOU HAVE SEEN.

He points to the fact sheet and reviews ONE, THREE DAUGHTERS.
TWO, PRODUCT OF
THEIR AGE IS 72.
NUMBER THREE, THEIR AGES
ADD TO A HOUSE NUMBER.
NUMBER FOUR, THE OLDEST
DAUGHTER LIKES PIE.
OKAY.
SECOND THING I WANT TO DO AT
THIS POINT IS WE GOT TO ASK
THE QUESTION, WHAT
DO WE WANT TO KNOW?
NOW, THIS IS A SIMPLE QUESTION
SO WE SHOULD BE ABLE TO GET AN
ANSWER FAIRLY QUICKLY.

He writes down “What do we want to know?” on a clean paper.

He says WHAT DO WE WANT TO KNOW?
LET'S TRY THIS ONE.

A male voice says HELLO?

Stewart asks HELLO.
WHAT IS IT WE'RE
TRYING TO FIND OUT?

He answers WHAT THEIR AGES ARE.

He says YEAH, EACH INDIVIDUAL AGE.

The boy says YUP.

Stewart says THANK YOU VERY MUCH.
SO WHAT DO WE WANT TO KNOW?
WE WANT TO KNOW EACH AGE.

He writes down “each age.”

He continues NOW, THE NEXT QUESTION I'M
GOING TO ASK EVERYBODY IS
WHAT STRATEGY SHOULD
WE EMPLOY TO FIND OUT?
WE DID HAVE ONE ANSWER ALREADY,
AND I MAY WELL USE THAT.
WHAT CAN WE DO TO DO IT,
AND OTHER STRATEGIES?

He writes down “strategies.”

He says NOW, THIS IS A
TOUGHER QUESTION.
IS THIS CHRISTINA?

She answers YEAH.
IT'S CHRIS.

Stewart asks WHAT'S A STRATEGY I COULD USE
TO ACTUALLY SOLVE THE PROBLEM
NOW THAT I'VE GOT
ALL THESE FACTS?

She answers WHAT STRATEGY?
MULTIPLICATION.
YOU CAN USE THAT.

Stewart says WE CAN USE
MULTIPLICATION BUT HOW?
WHAT AM I GOING TO DO?

She says YOU X TIMES Y TIMES Z.

He adds SO YOU'RE THINKING OF
AN ALGEBRA APPROACH.

She says YEAH.

He continues THAT'S A STRATEGY.
OKAY.

He writes down “algebra” as he says I'M GOING TO PUT THAT DOWN.
THAT'S DEFINITELY.
THANK YOU VERY MUCH.
THAT IS A LEGITIMATE ANSWER.
NOW WE'RE GOING
TO TRY DOWN HERE.
I'M GOING TO ASK SOMEBODY
FOR ANOTHER POSSIBILITY.
WHAT'S SOMETHING
ELSE WE COULD DO?
HELLO.
WHO AM I SPEAKING TO?

Nelly says HELLO?

Stewart says HELLO.
WHO AM I SPEAKING TO?

She says NELLY.

Stewart asks YES.
WHAT'S ANOTHER WAY I CAN
TACKLE THIS PROBLEM?
WHAT DO YOU THINK?

She laughs and says ADD.

Stewart says OKAY.
WHEN YOU ADD,

She says ADD UP TO THE HOUSE NUMBER.

He says ADD UP TO THE HOUSE NUMBER.
NOW, WHAT AM I GOING TO ADD,
OR HOW ARE YOU GOING TO DO IT?

A sound of talking and laughing in the background is heard.

He asks HAVE YOU GOT ANY IDEA WHAT
YOU'RE GOING TO DO WITH THIS?

She says YOU'RE GOING TO ADD.

He asks ADD WHAT?
WHAT NUMBERS?
WHERE DO YOU GET
THE NUMBERS?

She answers THE THREE NUMBERS.

He asks WHICH THREE NUMBERS?

A sound of laughing is heard.

Stewart says SEE, I'M MAKING IT
REALLY TOUGH ON YOU.
I THINK THAT THIS IS NOT
AS SIMPLE AS IT SEEMS.
I'M GOING TO COME BACK TO THE
MAIN CAMERA HERE AND JUST TALK
FOR A LITTLE BIT
ABOUT STRATEGIES.
SOME OF THE STRATEGIES.
ALGEBRA'S DEFINITELY A STRATEGY,
BUT HERE'S ANOTHER ONE.

He writes down as he says GUESS AND CHECK.
SOMEBODY MENTIONED
THAT EARLIER.
GUESS SOME NUMBERS
AND CHECK THEM.
THAT'S ANOTHER STRATEGY.
SOMETIMES A STRATEGY
MIGHT BE MAKE A DIAGRAM.

He writes down “make a diagram.”

He continues THAT MAY APPLY HERE;
MAYBE IT DOESN'T.
ANOTHER ONE IS

He writes down as he says CONSTRUCT A TABLE.
THAT MIGHT APPLY HERE;
MAYBE IT DOESN'T.
THERE'S ANOTHER ONE, AND I
THINK THAT THIS IS THE ONE
THAT I WANT TO HIGHLIGHT JUST
A LITTLE WEE BIT, AND THAT IS
IF I WAS MAKING A LIST OF
EVERY SINGLE STRATEGY I COULD
THINK OF, THE LIST WOULD BE
PROBABLY LONGER THAN THIS, AND
IF I REALLY THOUGHT ABOUT IT,
IT MIGHT EVEN BE QUITE A BIT
LONGER THAN THIS.
THAT'S MAKING A LIST, BUT ONE
OF THE STRATEGIES HERE IS
SOMETHING CALLED AN EXHAUSTIVE
LIST, AND I'M GOING TO PUT
THAT DOWN AS MUCH LAST ONE.

He writes down “exhaustive list.”

He asks CAN YOU TELL ME WHAT
AN EXHAUSTIVE LIST IS?
SO MY QUESTION THIS TIME
AROUND IS WHAT IS AN
EXHAUSTIVE LIST?

Jennifer says HELLO?

Stewart asks HI, JENNIFER?

She says HELLO?

He says HI.
WHAT DO I MEAN BY
AN EXHAUSTIVE LIST?

She responds A LIST OF POSSIBILITIES?

Stewart says AND YOU'RE ABSOLUTELY RIGHT,
BUT ONE MORE ADJECTIVE IN
THERE, AND A LIST OF
HOW MANY POSSIBILITIES?

She adds ALL OF THEM.

He says RIGHT.
RIGHT, EXACTLY.
SO WHAT YOU MIGHT HAVE TO
DO TO SOLVE THIS PARTICULAR
PROBLEM IS TO DO WHAT IS
CALLED AN EXHAUSTIVE LIST.
NOW I'M GOING TO
PROPOSE TO YOU RIGHT NOW.
I'M GOING TO GIVE YOU A
LITTLE BIT OF A START.
NOW, I FEEL THAT IT'S
IMPORTANT THAT YOU CONSIDER
THIS PROBLEM AND DO THIS ALONG
WITH THE LOCKER ROOM PROBLEM
WHICH I'LL TALK ABOUT IN JUST
A MOMENT, BECAUSE I THINK THAT
THIS IS ONE OF THE FINEST
PROBLEMS AROUND WHERE YOU
LEARN ABOUT THE IDEA
OF AN EXHAUSTIVE LIST.
ONE OF THE THINGS I'D LIKE
TO DO BEFORE I DO THAT IS
I WANT TO JUST CHECK
TO SEE IF YOU'VE,
WHAT YOU'VE REMEMBERED
IN TERMS OF A QUESTION.
I'M GOING TO ASK YOU TO ANSWER
THIS QUESTION THAT I'VE JUST
PUT UP ON THE BOARD,

He shows a light blue slate that reads “Question 1; which one of the following is not given?
1 The product of their ages is 72.
2 The house number is 22.
3 The oldest love banana cream pie.
4 I know what the address is.”
A bar next to the question represents the percentage of student answers.

He continue AND THE
WAY YOU DO THAT IS YOU PUSH
ONE OF THE FOLLOWING NUMBERS.
AND HERE'S THE QUESTION;
REMEMBER, WE'RE TRYING TO PICK
THE ONE THAT'S NOT A FACT,
AND THE FOURTH ONE IS I
KNOW WHAT THE ADDRESS IS.
THERE'S A STATEMENT IN THERE
PERHAPS THAT SAYS I KNOW WHAT
THE ADDRESS IS.
SO WHAT I WOULD LIKE YOU TO DO
IS PRESS ONE FOR THE FIRST,
PRESS TWO FOR THE SECOND
ANSWER, PRESS THREE FOR
THE THIRD, PRESS
FOUR FOR THE FOURTH.
AND WHAT I'M DOING RIGHT NOW,
AND I THINK YOU CAN SEE THAT
BAR GRAPH GOING UP RIGHT NOW,
EVERY TIME SOMEBODY COMES IN
WITH AN ANSWER, WE ADD A
COUPLE OF PERCENT OR SO, AND
WHEN WE GET OVER 60 PERCENT,
WE'RE GOING TO TAKE A LOOK AT
THE GRAPH OF YOUR ANSWERS.
FACT IS, WE'RE REALLY CLOSE TO
IT NOW AND IT'S STILL GROWING
SO I MIGHT LET IT GROW A
LITTLE BIT HIGHER EVEN.
THAT'S NEAT.
OKAY.

He shows a bar graph representing the four possible answers. The first column is labelled 0; the second is labelled 38; the third is labelled 2 and the fourth is labelled 3.”

He says SO WHAT YOU HAVE SHOWED ME
HERE IS THAT THE VAST MAJORITY
OF YOU BELIEVE THAT THAT
SECOND POINT, THE HOUSE NUMBER
IS 22, IS NOT A GIVEN
FACT, AND YOU KNOW WHAT?
YOU'RE ABSOLUTELY RIGHT.
NOW, THERE ARE A COUPLE OF
PEOPLE THAT THOUGHT THOSE
OTHER POINTS WERE NOT GIVEN,
BUT IN FACT, THEY WERE.
SO KEEP IN MIND THAT YOU DO
NOT KNOW EXACTLY WHAT THE
HOUSE NUMBER IS AND YOU
CERTAINLY WERE AWARE OF THAT
IN TERMS OF THAT QUESTION.
WHAT I'D LIKE TO DO RIGHT NOW
IS TO TAKE A QUICK LOOK AND
REVIEW PROBLEM SOLVING STEPS
IN A VERY GENERAL SENSE.
SO WHAT WE'RE GOING TO DO IS
GO HERE,

He shows a green slate that reads “Problem solving steps” as a title.

He says AND THESE ARE THE
PROBLEM SOLVING STEPS THAT I
THINK YOU SHOULD BE MAKING
A NOTE OF.

He reads the steps from the slate.

He says FIRST OF ALL, YOU SHOULD
BE CONCERNED ABOUT WHAT
THE FACTS ARE.
WE'VE ALREADY TALKED ABOUT
THAT IN SOME DETAIL.
MORE OR LESS AT THE SAME TIME,
YOU'RE ASKING THE QUESTION,
WHAT DO WE WANT TO FIND OUT?
SO IN OTHER WORDS, WHAT'S THE
QUESTION ASKING YOU TO DO?
SO YOU CERTAINLY
HAVE TO DO THAT.
WHICH STRATEGY CAN I USE?
YOU HAVE TO MAKE DECISIONS
WHEN YOU'RE PROBLEM SOLVING,
AND THERE ARE ALL KINDS
OF DIFFERENT STRATEGIES.
I'VE SUGGESTED FOR THIS
PARTICULAR PROBLEM THE
STRATEGY THAT YOU MIGHT
USE IS AN EXHAUSTIVE LIST.
AND THE LAST PART, ONCE YOU'VE
DONE ALL THE CALCULATIONS IS,
SOMEHOW OR OTHER, CHECKING
WHAT YOU'VE DONE AND SAYING
TO YOURSELF, HOW DO
I KNOW I'M RIGHT?
WHAT IS IT THAT CONVINCES
ME THAT I'M RIGHT?
MY FEELING IS THAT YOU
HAVEN'T HAD ENOUGH TIME TO
ACTUALLY DO AN EXHAUSTIVE LIST
FOR THIS PARTICULAR QUESTION,
AND I WOULD ACTUALLY PREFER TO
LEAVE THE ANSWER TO THIS AND
THE ANSWERING TO THIS TO THE
NEXT PROGRAM NEXT THURSDAY, AS
ONE OF THE THINGS I'LL DO VERY
EARLY IN THE SHOW, IS I WILL
TAKE UP THIS QUESTION.
WHAT I'D LIKE TO TAKE A COUPLE
OF MINUTES TO DO RIGHT NOW IS
TO JUST TELL YOU, A
LITTLE WEE BIT ABOUT,
AND I KNOW YOU WON'T BE ABLE
TO READ THIS, BUT I'M JUST
PUTTING IT UNDER THERE TO SHOW
YOU WHAT YOUR QUESTION IS
GOING TO LOOK LIKE.
IF WE COULD GET YOU TO ZOOM
IN ON THAT A LITTLE BIT,
YEAH, THAT'S GREAT.
YOU'LL BE DOING AS YOUR
CHALLENGE NUMBER ONE, AND I'M
NOT GOING TO READ IT OUT, BUT
IT'S CALLED THE LOCKER ROOM
PROBLEM, WHICH
IS ONE OF THE,
OH, IT'S A VERY WELL-USED
PROBLEM AND IT'S ONE THAT YOU
MAY HAVE SEEN, BUT
IT'S NOT TOO LIKELY.

He shows a slate that reads “Challenge number 1; the locker room problem. At a New school, there are exactly 1 thousand students and 1 thousand lockers. The lockers are numbered in order from 1 to 1 thousand. On April fool’s day the students played the following prank; the first student to enter the building opened every locker. The second student closed every locker that had an even number. The third student goes to every third locker, closing those that were open and opening those that were closed. The fourth student changed every fourth locker, and so on. After all the 1 thousand students passed through the locker room, which lockers were open?
1 How many lockers would be open after 1 thousand students changed 1 thousand lockers? Why?
2 If 1 thousand students changed 1 thousand lockers, how many times will each of the following lockers be changed?

He says IT'S ABOUT A THOUSAND
STUDENTS THAT HAVE A
THOUSAND LOCKERS IN A HIGH
SCHOOL, AND WHAT HAPPENS IS
THAT THE FIRST STUDENT
GOES THROUGH THE SCHOOL
AND OPENS EVERY
SINGLE LOCKER.
WE'RE ASSUMING THAT THERE
ARE NO LOCKS ON THEM.
THE SECOND STUDENT GOES
THROUGH THE SCHOOL AND GOES TO
EVERY SECOND LOCKER AND CLOSES
THEM, BUT THEN IT GETS TRICKY.
THE THIRD STUDENT GOES
TO EVERY THIRD LOCKER.
IF THE LOCKER IS OPEN, THEN
THEY CLOSE IT, BUT IF THE
LOCKER IS CLOSED,
THEN THEY OPEN IT.
THE QUESTION IS AFTER A
THOUSAND STUDENTS HAVE GONE
THROUGH THIS ROUTINE, HOW MANY
LOCKERS END UP BEING OPEN AND,
MORE IMPORTANTLY, THE
64 thousand dollar QUESTION IS WHY?
WHY IS IT JUST THOSE ARE
OPENED, THOSE LOCKERS AND NOT
THE OTHER ONES?
WHAT I'D LIKE TO DO IS INVITE
YOU AT THIS POINT, IF YOU HAVE
ANY QUESTIONS ABOUT THE
ASSIGNMENT, I'D BE CERTAINLY
WILLING TO ANSWER A
FEW INITIAL QUESTIONS.
REMEMBER, ONE OF THE THINGS
THAT I'M CONCERNED ABOUT IS
THAT YOU NEED A STRATEGY
FOR SOLVING THIS PROBLEM.
IF YOU WANT TO MAKE A
PROPOSAL AS TO HOW YOU
MIGHT GO ABOUT SOLVING IT,
I'D BE WILLING TO LISTEN
TO THAT AS WELL.
SO IF YOU'VE GOT ANY
QUESTIONS, I WOULD INVITE YOU
TO PHONE IN NOW, IF YOU WISH.
IT LOOKS LIKE WE'RE
GOING TO GET A COUPLE OF
PHONE CALLS ANYWAY.
LET'S SEE.
OH, DOWN HERE.
WE'RE CONNECTING WITH
SOMEBODY AT CAYUGA,
AND WE'LL BE
CONNECTED SHORTLY.
JUST ABOUT THERE.
HELLO?
HELLO, IS THIS JAMIE?

Jamie says YEAH.

Stewart says HELLO, JAMIE.

He answers HELLO.

Stewart asks HAVE YOU GOT A QUESTION
ABOUT THIS ASSIGNMENT?

He says YEAH.

Jamie asks WHAT'S THAT?

Stewart asks HOW DO YOU FIND THE ANSWER?

He says THAT'S WHAT
YOU
HAVE TO FIGURE OUT.

A sound of people talking in the background is heard.

Jamie asks WHAT'S THE HOUSE NUMBER?

Stewart says THE HOUSE NUMBER HAS TO
DO WITH THE OTHER PROBLEM,
BUT YOU DO NOT NEED TO KNOW
THE HOUSE NUMBER FROM ME.
IN FACT, YOU CAN SOLVE
THE PROBLEM OF THAT,
THE THREE DAUGHTER PROBLEM,
WITHOUT KNOWING THE HOUSE
NUMBER IN ADVANCE.
OKAY?

Jamie says YUP.

Stewart says THANK YOU VERY
MUCH, JAMIE.
HELLO.
IS THIS KEN?

Ken answers HI.
I WAS WONDERING WHAT DO WE
USE, LIKE, MULTIPLICATION,
DIVIDING OR ADDING TO FIND
THE HOUSE NUMBER, OR?

Stewart says THE HOUSE NUMBER HAS
TO DO WITH ADDING.
I'VE BASICALLY CAUGHT YOU ON
THE THREE DAUGHTERS PROBLEM,
AND THAT'S FINE.
THE THREE DAUGHTERS
PROBLEM, THERE ARE TWO
OPERATIONS INVOLVED.
ONE IS MULTIPLYING TO GET 72
AND THE OTHER ONE'S TO ADD TO
GET A HOUSE NUMBER,
WHICH I CAN,
I DO NOT, I DO NOT HAVE TO
TELL YOU WHAT THE HOUSE NUMBER
IS TO SOLVE THE PROBLEM.
BUT REMEMBER, WHAT I DID SAY
IS THAT YOU HAVE TO DO AN
EXHAUSTIVE LIST, SOMETHING
THAT I THINK PERHAPS YOU CAN
DISCUSS IN YOUR CLASS
AFTERWARDS AND MAYBE YOUR
TEACHER CAN GIVE
YOU A HINT OR TWO.
AND BY THE WAY, TEACHERS, I'M
GOING TO TALK TO YOU LATER ON
THIS AFTERNOON AND IF YOU
HAVE ANY QUESTIONS ABOUT THAT
PROBLEM AS WELL, I'D BE MORE
THAN HAPPY TO ANSWER THEM
AT THAT POINT.
SO YOU NEED A
STRATEGY OF SOME SORT.
IS THAT KIND OF,
I KNOW I'M SKIRTING AROUND THE
ISSUE, BUT DOES THAT SORT OF
ANSWER YOUR QUESTION?

A sound of hanging up is heard.

Stewart says OKAY.
THANK YOU VERY MUCH.
AND WE'LL GO TO
ANOTHER PERSON.
AND WE'RE CONNECTING TO
SOMEBODY FROM STRATFORD.
IS THIS,

Jordan says HELLO?

Stewart says HI, IS IT JORDAN?

He answers YEAH.

Stewart asks WHAT'S YOUR QUESTION?

Jordan asks WHAT WOULD BE THE STEPS TO
DO THIS, LIKE?

Stewart asks WHICH ONE?
THE DAUGHTERS PROBLEM
OR THE LOCKER ROOM?

Jordan says THE LOCKER ROOM.

Stewart says THE LOCKER ROOM PROBLEM,
AND I'M GOING TO GIVE YOU
A LITTLE BIT OF A HINT
JUST TO HELP OUT.

He says ALL RIGHT.

Stewart explains IT'S A TOUGH PROBLEM IF
YOU'RE DOING A THOUSAND KIDS,
ISN'T IT?

Jordan says YEAH.
YOU COULD DO 10
KIDS, COULDN'T YOU?

Stewart says YOU HAVE HIT RIGHT
ON THE STRATEGY.
THAT IS TO USE A SMALLER
SAMPLE TO LOOK AT,
THE BIGGER POSSIBILITY.
I WILL GIVE YOU A LITTLE
BIT OF GUIDANCE THERE.
I WOULD DO SLIGHTLY
MORE THAN 10 KIDS.

Jordan says HUNDRED?

Stewart suggests YOU PERHAPS MIGHT DO 20.

Jordan says ALL RIGHT.

Stewart says AND THEN YOU MIGHT
BE QUITE SAFE.
THAT'S A VERY
HELPFUL SUGGESTION.
THANK YOU VERY MUCH.

He says ALL RIGHT.

Stewart says OKAY.
WE'VE GOTTEN SOMEBODY
ELSE DOWN HERE.
AND WE'RE CONNECTING
TO CHRISTINA.
YES.

She says HELLO?

Stewart says HELLO.
HAVE YOU GOT A QUESTION?

She asks PARDON ME?

He says HAVE YOU GOT A
QUESTION FOR ME?

She says YEAH.
IT WAS SORT OF RELATED TO
THE OTHER GIRL'S QUESTION.

Stewart says SURE, OKAY.

She continues I WAS THINKING ABOUT, LIKE,
DRAWING 10 LOCKERS AND,

He says YES.

She goes on LIKE, DOING, LIKE, THE
OPEN/CLOSE, OPEN/CLOSING.

Stewart says EXCELLENT.

She continues AND THEN, LIKE, MULTIPLYING
BY A HUNDRED AFTERWARDS.
YEAH, A HUNDRED.

Stewart says YOU'RE GOING TO HAVE TO
FIND OUT IF THAT WORKS.
I AGREE WITH THIS, BY THE WAY,
THAT YOU DO A SMALLER SET OF
LOCKERS, LIKE I JUST SUGGESTED
TO THE PREVIOUS CALLER.
MAYBE 20 WOULD BE A
LITTLE BIT WISER.

She comments MM-HMM.

Stewart explains BUT DOING A SMALL SUBSET OF
THE BIG SET IS EXACTLY WHAT
YOU WANT TO DO, SO
THAT IS A STRATEGY.
I WANT YOU TO TRY IT AND THEN
TRY TO CONVINCE YOURSELF
YOU'RE RIGHT AFTERWARDS.
OKAY?

She says OKAY, THANK YOU.

He comments BUT THAT'S A SUPER
WAY TO GO AT IT.

She says OKAY, THANKS.

He says NOW, I'M JUST GOING TO
TAKE A COUPLE OF MOMENTS.
I THINK AT THIS POINT, I THINK
IT'S IMPORTANT FOR ME TO
REVIEW REALLY QUICKLY WHAT
I EXPECT OF YOU AS PART
OF THE VIRTUAL CLASSROOM.
THERE ARE ONLY REALLY TWO
THINGS THAT I EXPECT YOU TO DO.
NUMBER ONE IS WHATEVER
ASSIGNMENTS I DO GIVE YOU,
WHICH WILL BE HANDED TO YOU BY
YOUR TEACHER, YOU NEED TO DO
THEM OVER THE COURSE OF THE
WEEK BEFORE THE NEXT PROGRAM,
SO THAT WHEN YOU COME TO THE
PROGRAM, YOU ARE ACTUALLY
PREPARED FOR IT.
IF YOU DON'T DO THAT, THEN
MUCH OF THE PROGRAM WILL NOT
BE MEANINGFUL TO YOU AND THE
IDEA IS THAT YOU'RE SUPPOSED
TO BE LEARNING SOME
MATHEMATICS BUILT INTO THIS.
NOW REMEMBER, I'VE TRIED TO
BUILD AROUND IT A MYSTERY,
WHICH IS A BIGGER PROBLEM
THAT'S SOMETHING WE WILL
DISCUSS AS WE GO ALONG WHICH IS
KIND OF ASSOCIATED TO THE MATH.
I WANT YOU TO GET
INTO THAT AS WELL,
BUT I REALLY AM MOST CONCERNED
THAT YOU DO THE ASSIGNMENTS.
NOW, TEACHERS HAVE
AN OPTION HERE, TOO.
YOU CAN DO THE ASSIGNMENTS, IN
SOME CASES, INDIVIDUALLY, SOME
CASES, YOU CAN WORK WITH A
PARTNER AND MAYBE EVEN SOME
CASES, YOU CAN WORK IN A SMALL
GROUP OR EVEN THE WHOLE CLASS.
THAT'S UP TO YOUR TEACHER.
THE SECOND THING I EXPECT IS
THAT YOU PHONE IN WITH ANSWERS.
I REALLY WANT YOU TO LISTEN
CAREFULLY TO WHAT I'M ASKING
AND ANSWER AS DIRECTLY AS
POSSIBLE TO THE QUESTION
THAT I ASK.
THE MORE GOOD INFORMATION,
AND I'VE JUST GOTTEN SOME
WONDERFUL INFORMATION FROM THE
LAST TWO CALLERS TO DO WITH
WAYS OF SOLVING THE LOCKER
ROOM PROBLEM, HEY, THAT'S
WHAT IT'S ALL ABOUT, GETTING
INFORMATION AND PASSING IT
ALONG TO EVERYBODY ELSE.
SO I'M LOOKING FORWARD TO SOME
REALLY GOOD ANSWERS FROM YOU,
AND I THINK TODAY'S BEEN
AN INTERESTING DAY AND I'M
LOOKING FORWARD, I REALLY AM
LOOKING FORWARD TO SEEING YOU
NEXT THURSDAY.
HOPE YOU'RE BACK.
I HOPE YOU GOT YOUR
MATH PROBLEMS WITH YOU.
AND UNTIL THEN,
WE'LL SEE YOU.
BYE-BYE.

A green slate appears. It reads “please remember to log off! Pick up handset. Press number sign 7. Press 1 to confirm. Hang up handset. See you next time!

Watch: Opening Night