Transcript: Finale | Mar 26, 1999

A title reads “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.

(Lively music plays)

In front of a world Atlas spread on the wall, Mister C., curly-haired and bearded in his forties, with glasses, wearing a burgundy sweatshirt over a white T-shirt, says
HI AND WELCOME TO THE
LAST CLASS OF THE GRADE 9
MATH MYSTERY SERIES.
THE WEATHER'S GOT TO
BE GETTING ALL OF US.
IT'S REALLY, REALLY A
MESS HERE IN TORONTO
AND I WOULDN'T BE
SURPRISED IF YOU'RE HAVING
THE SAME KIND OF
DIFFICULTIES OUT THERE
IN THE REST
OF ONTARIO.
WHAT I'M GOING
TO DO TODAY IS,
I AM GOING TO GO THROUGH
THE PROBLEMS AND MAKE SURE
THAT YOU HAVE A SENSE
OF THE CORRECT ANSWERS,
AND AT THE END
OF THE PROGRAM,
WE WILL DO A WRAP ON THE
MYSTERY JUST SO YOU KNOW
WHAT SHOULD HAVE
HAPPENED AND DID HAPPEN
WITH THE KIDNAPPING
OF DONNY GROVER.
I'M GOING TO START OFF
RIGHT AWAY WITH A PROBLEM
THAT I INTRODUCED
LAST WEEK CALLED
THE COIN PROBLEM,
AND THIS IS IT.

A sheet of paper appears with two loonies and two nickels on it. It also features an S-shaped, six-square grid with two circled letters “P” and two letters “N” inside the four central squares of the grid. The text reads “The Fewest Moves - Horizontal, Vertical or Diagonal to reverse the positions of the pennies and the nickels.”

Mister C. continues THE FEWEST MOVES, AND THE
IDEA WAS TO MOVE SOME COINS
AND I'M GOING TO USE THESE
TWO LOONIES TO SIMULATE
PENNIES AND THESE TWO
NICKELS TO SIMULATE NICKELS.

He moves the loonies to the top squares and the nickels to the bottom ones.

Mister C. continues AND THE IDEA IS TO
REVERSE THE POSITION
OF THE LOONIES AND THE
NICKELS WITH THE FEWEST
NUMBER OF MOVES.
NOW, YOU'RE ALLOWED
TO MAKE DIAGONAL
MOVES LIKE THIS ONE.
THAT ONLY
COUNTS AS ONE.
AND YOU'RE ALLOWED TO MAKE
VERTICAL MOVES LIKE THAT ONE.
AND A HORIZONTAL
MOVE LIKE THAT ONE.
NOW, SOME STUDENTS THOUGHT
THAT THE BEST SOLUTION
WAS SIX, AND THAT'S
RELATIVELY EASY TO DO.
LET'S SEE IF I CAN DO IT
RIGHT BECAUSE WHEN YOU
DO SIX SOMETIMES I GET
THE BETTER ANSWER
BUT LET'S SEE WHAT
HAPPENS HERE.
THAT'S ONE MOVE.
TWO MOVES.
THREE MOVES.
FOUR MOVES.
FIVE MOVES.
SIX MOVES.
YUP, DEFINITELY
YOU CAN DO SIX.
NOT TOO MUCH
DOUBT ABOUT IT.
HOWEVER, IT ACTUALLY CAN
BE DONE WITH FIVE MOVES
IF YOU PLAN A LITTLE
BIT MORE CAREFULLY.
IT'S NOT TOO MUCH DOUBT
THE DIAGONAL MOVE IS
A VERY EFFECTIVE MOVE, SO IF
YOU PUT THAT ONE THERE,
THAT'S ONE MOVE.

He moves the left loonie diagonally to the bottom left square.

BUT INSTEAD OF DASHING
THIS ONE OUT OF THE WAY,
ONE THING YOU
CAN DO HERE IS,
YOU WANT TO LEAVE THAT
SPACE OPEN EVENTUALLY,
SO I'M GOING TO
MOVE THIS NICKEL
INTO THAT
POSITION THERE.

He moves the right nickel diagonally upward to the vacated space.

Mister C. continues SO THAT'S THE
SECOND MOVE.
THE THIRD MOVE WOULD
PULL THIS LOONIE
DOWN INTO THAT SPOT.

He moves the right loonie down to the spot vacated by the nickel.

Mister C. continues FOURTH MOVE, AH, WE GOT
THE NICKELS IN PLACE AND
LAST, BUT NOT LEAST, THE
FIFTH MOVE AND WE HAVE
THE NICKELS AND THE
LOONIES IN PLACE.

He moves the left nickel up, and the loonie on the left into the vacated space, effectively reversing the initial position of the coins.

Mister C. continues BUT YOU KNOW, I DID GET AN
ANSWER FROM A STUDENT
THAT SENT ME A FAX JUST
A LITTLE WHILE BACK
THAT I THOUGHT WAS
ABSOLUTELY BRILLIANT.
HE SAID YOU CAN DO
THIS IN ONE MOVE.
THINK ABOUT IT FOR
A MOMENT OR TWO.
ONE MOVE.
HOW COULD YOU DO
IT IN ONE MOVE?
HOW ABOUT THIS WAY?

He turns the sheet of paper upside down.

Mister C. continues THERE IT IS,
ONE MOVE.
I HAVE A SECOND
PUZZLE TODAY.
THIS IS THE LAST
ONE OF THE SEASON
IN TERMS OF
LITTLE PUZZLES.
IT'S CALLED EQUAL SHARES
AND HERE'S HOW IT READS.

He reads off the text and says “a farmer and a friend bought an 8-litre container of apple cider. They wanted to share the cider equally. Four litres apiece, obviously, but only had a 3-litre and a 5-litre container. How did they do it?”

A sheet of paper shows three rectangular container shapes of different heights marked 8, 5 and 3 litres, and has some mobile rectangles representing one litre attached to it with a paper clip.

Mister C. continues NOW, YOU GOT TO REMEMBER
THAT IN MY CONTAINERS HERE
THAT THEY HAD NO WAY OF
KNOWING WHAT 2 LITRES WAS
OR ANYTHING LIKE THAT
BECAUSE THERE REALLY
WERE NO MARKS.
BUT TO SIMULATE
THE PROBLEM,
WHAT I'VE DONE IS I'VE CUT
A SERIES OF RECTANGLES
WHICH EACH REPRESENT
A SINGLE LITRE.
THE FARMER AND THE
FRIEND WOULDN'T
HAVE BEEN ABLE TO SEE THIS,
PER SE, BUT THEY HAD
TO COME UP WITH AN
INGENIOUS WAY OF MOVING
THE LIQUID AROUND
USING FULL CONTAINERS,
AND THAT'S THE KEY.

He stacks the mobile litre shapes inside the 8-litre container.

Mister C. continues FIRST MOVE HERE,
I WONDER WHAT
IT MIGHT BE.
YOU ONLY HAVE
TWO OPTIONS.
THAT IS TO MOVE THREE
INTO THE THREE
OR FIVE INTO THE FIVE.
LET'S TRY FIVE
INTO THE FIVE.

He moves the five litre shapes into the next container.

Mister C. continues HELLO, STRATFORD, I HEAR
YOU'RE WITH US TODAY.
AH, THAT'S GREAT.
YOU KNOW, I'D LOVE TO
TAKE A CALL RIGHT NOW.
CAN YOU LET ME KNOW WHAT
THE WEATHER'S LIKE
IN STRATFORD?
GIVE ME A CALL.
I WOULD LOVE
TO KNOW.
AH, WE'VE GOT
SOMEBODY CALLING.
THAT'S GREAT.
NOW, OH, WE'VE GOT A
WHOLE BUNCH OF CALLS.
WELL WE MIGHT AS WELL
HAVE A QUICK CHAT HERE
JUST TO GET THE
WHOLE DAY ROLLING.

A voice says HELLO.

Mister C. continues HELLO, IS IT JORDAN?

Jordan says YEAH.

Mister C. continues OKAY, WHAT'S THE WEATHER
LIKE IN STRATFORD?

Jordan says IT'S LIKE A
BLIZZARD HERE.
IT'S REALLY SNOWY.
IT'S BEEN LIKE SNOWING
FOR THREE DAYS STRAIGHT.

Mister C. continues THREE DAYS STRAIGHT.

Jordan says SNOW BANKS ARE LIKE
UP TO THE TOP OF ME.
THEY'RE TALLER THAN ME.

Mister C. continues WOW.
CAN YOU TELL ME, DO YOU
HAVE TO COME IN BY BUS
OR DO YOU LIVE
RIGHT IN TOWN?

Jordan says I WALK TO SCHOOL.

Mister C. continues IS IT VERY FAR?

Jordan says I DON'T KNOW, LIKE
HALF AN HOUR WALK.

Mister C. continues WAS IT REALLY
COLD THIS MORNING?

Jordan says YEAH, I WAS FREEZING.

Mister C. continues WOW.
IT SOUNDS LIKE
HERE IN TORONTO.
INTERESTINGLY ENOUGH, I
THINK A BIG CITY REALLY
GET HITS HARDER IN THE
SENSE THAT THERE'S SO MANY
PEOPLE TRYING TO MOVE
AROUND THAT THEY JUST
CAN'T DO IT AND IT'S
REALLY AWFUL HERE
IN TORONTO RIGHT NOW.
THANK YOU VERY
MUCH, JORDAN.
MAYBE WE CAN TALK TO
SOMEBODY ELSE THAT'S
PHONED IN AND FIND OUT
WHAT THEIR EXPERIENCE
IS LIKE RIGHT NOW.

A voice says HELLO.

Mister C. continues HI, IS IT JENNIFER?

Jennifer says YUP.

Mister C. continues OKAY, SO WHAT'S
IT LIKE FOR YOU?

Jennifer says IT'S COLD.

Mister C. continues IT'S COLD.
BY ANY CHANCE, ARE YOU
BUSING IN OR WALKING IN?

Jennifer says I WALKED.

Mister C. continues OKAY.
ABOUT HOW MUCH
TIME IN THE SNOW?

Jennifer says IT CAN - IT DOES
NOT TAKE AN HOUR.
[laughing]

Mister C. continues WOW.

Jennifer says IT CAN TAKE ABOUT
HALF AN HOUR.

Mister C. continues HALF AN HOUR STILL ON
TIME OUT IN THIS COLD.
DO YOU LIKE SKIING
BY ANY CHANCE?

Jennifer says NO.

Mister C. continues AH, THAT'S TOO BAD.
I THINK THE SKIERS ARE
JUST LOVING
WHAT THEY'RE SEEING, EH?

She says YEAH.

Mister C. continues OKAY.
I'LL TAKE ONE
MORE CALL ANYWAY.
AND THEN I WANT YOU PEOPLE
TO CALL IN ABOUT
THE MATH
AFTERWARDS, SO.
LET'S SEE, IS
IT JOEL?

Joel says HELLO.

Mister C. continues HI, JOEL.

Joel says YEAH.

Mister C. continues SO WHAT'S YOUR
EXPERIENCE LIKE?

Joel says IT'S COLD.
[laughing]

Mister C. continues NO KIDDING, WALKING
OR BUSING AGAIN?

Joel says I WALKED.

Mister C. continues PRETTY TOUGH DOWN
THERE IN STRATFORD,
ALL YOU GUYS,
I GUESS, EH?

Joel says YEAH.

Mister C. continues WELL, THANK YOU VERY
MUCH FOR CALLING, JOEL.

Joel says OKAY.

Mister C. continues AND I'M GOING TO GO
BACK TO THE PROBLEM NOW.
YOU CAN SEE IT, EH?
I'VE STARTED THE
PROBLEM AND LET'S
SEE IF THE FOUR OF YOU
AND ANYBODY ELSE
THAT'S IN THE CLASSROOM
RIGHT NOW CAN GIVE ME
A HAND WITH THIS.
WHAT I'D LIKE TO DO IS
TALK TO ONE OF YOU
AND YOU SUGGEST TO ME
WHAT I SHOULD DO NEXT.
I'VE GOT 3 LITRES LEFT
OVER IN THIS 8-LITRE
BARREL AND I'VE GOT
5 SITTING THERE.
NOW, I'LL GO BACK TO
SQUARE ONE AND WHAT
I'LL DO IS I'LL
RE-EXPLAIN THE PROBLEM.
HERE IT IS.

He produces the first sheet of paper again and reads off it.

Mister C. continues THE PROBLEM IS
CALLED EQUAL SHARES.
THE FARMER AND HIS FRIEND WANT TO
SHARE THE CIDER EQUALLY, WHICH
OBVIOUSLY MEANS
4 LITRES APIECE.
WITH ONLY A 5-LITRE AND A 3-LITRE
CONTAINER HOW DID THEY DO IT?
AND I STARTED OUT WITH 8
LITRES IN THE BIG BARREL
HERE SO TO SPEAK.
NOW, REMEMBER THAT THE
FARMER AND HIS FRIEND
CAN'T SEE THESE
LITTLE DIVISIONS.
I'M JUST DOING THIS SO
THAT WE CAN ACTUALLY
SEE AND UNDERSTAND THE
SOLUTION TO THE PROBLEM.
OH, GOOD, I THINK JORDAN'S
PHONING IN AND WE'LL
SEE IF WE CAN'T FINISH
THIS PROBLEM OUT.
AND JUST A SECOND OR TWO
WE WILL BE CONNECTED.
I WONDER WHAT WE
SHOULD DO NEXT.

Jordan says HELLO.

Mister C. continues HI, JORDAN.

Jordan says HI.

Mister C. continues WHAT DO YOU THINK WE
SHOULD DO NEXT, JORDAN?

Jordan says WELL, IF THEY WANTED,
THEY COULD PUT 4 LITRES IN
THE 5 LITRES AND 4 LITRES
IN THE 8 LITRES AND ONE
PERSON COULD DRINK FROM
8 LITRES AND FORGET
THE 3 LITRES.

Mister C. continues HANG ON, SLOW
DOWN A BIT, JORDAN.
EXACTLY WHAT DO I DO?
HOW DO I DO THIS?

Jordan says OKAY, PUT ONE OF THE
5 LITRES BACK
IN THE 8 LITRES.

Mister C. continues AH, OKAY, IT SOUNDS GOOD.
THE PROBLEM,
JORDAN, IS THIS.
NOW, STAY WITH ME.
IS THAT THE FARMERS
CAN'T ACTUALLY
SEE THESE DIVISIONS.
I DID IT SO THAT WE COULD
SORT OF SEE HOW THE
PROBLEM LOOKS IF YOU
KNEW BUT THEY WERE -

Jordan says BUT THEY COULD GET
A MEASURING CUP.

Mister C. continues THAT WOULD BE NICE
BUT WE DON'T HAVE ONE.

Jordan says AH, COME ON.

Mister C. continues WE DON'T NEED ONE,
THOUGH, YOU SEE, JORDAN.
THAT'S THE TRICK.

Jordan says ALL RIGHT.

Mister C. continues REMEMBER WHAT WE NEED
ARE FULL CANISTERS.
IF I WAS TO FILL THIS
3-LITRE CANISTER,
WHERE WOULD I STEAL MY
3 FROM, HERE OR HERE?

He points to the large canister with three litres in it and the medium one which is full with 5 litres in it.

Mister C. continues WHAT DO YOU THINK?

Jordan says THE 8 LITRE.

Mister C. continues -NOW, IF I DO THAT, IS
IT GOING TO HELP ME?

Jordan says NO.

Mister C. continues SO LET'S TRY THE
OTHER ONE, EH?

Jordan says THE 5, YEAH.

Mister C. continues OKAY.
NOW IS THERE SOMEBODY
ELSE CALLING IN?
I'LL TELL YOU
WHAT, JORDAN,
I'M GOING TO LET
YOU OFF THE HOOK.

Jordan says YEAH, CALL
SOMEBODY ELSE.

Mister C. continues JUST THIS ONCE AND WE'LL
TALK TO JENNIFER, I THINK.
I ALWAYS HAVE TROUBLE
READING THE SCREEN SOMETIMES.
JENNIFER?

Jennifer says YEAH?

Mister C. continues OKAY.
THIS IS A GOOD SITUATION.
SO FAR WE'RE
PROCEEDING ALONG.
ANY IDEA WHAT YOU
SHOULD DO NEXT?
TRICKY LITTLE
PROBLEM, ISN'T IT?

She says WELL, I HAD IT FIGURED
OUT AND NOW I JUST FORGOT.
OH, OKAY, IF YOU PUT --
OH, WAIT, NEVER MIND.

Mister C. continues I'M GOING TO GIVE
YOU A BIT OF A HINT.
STAY WITH ME, JENNIFER.

She says OKAY.

Mister C. continues SEE THIS 3 LITRES RIGHT
HERE THAT YOU NOW
KNOW IS 3 LITRES
BECAUSE IT'S FULL?

She says MM-HMM.

Mister C. continues I WON'T PUT IT BACK HERE.
OBVIOUSLY WHERE I AM
GOING TO PUT IT BACK.

She says PUT IN THE
8 LITRES.

Mister C. continues OKAY.
NOW, WHAT WE'VE
ACCOMPLISHED DOING HERE IS
WE NOW HAVE A
DIFFERENT SPLIT.
WE ACTUALLY HAVE 6 SITTING
IN HERE IF WE'VE DONE THE
MATH AS WE WENT
ALONG, RIGHT?
AND WE GOT TWO IN HERE.
NOW, CAN YOU SUGGEST WHAT
THE NEXT MOVE MIGHT BE?

She says PUT 2 LITRES
FROM THE 8 LITRE --

Mister C. continues REMEMBER YOU CAN'T SEE
THAT BUT THESE 2 LITRES
DOWN HERE, WHERE
MIGHT I PUT THEM.

She says 2 LITRES FROM THE 5
LITRE INTO THE 3 LITRE.

Mister C. continues BINGO.
NOW, TELL ME MY
NEXT MOVE.

PUT 1 LITRE OR
FILL UP THE 3 LITRE.

Mister C. continues NOT YET.
YOU'RE ONE MOVE
EARLY ON THAT.

She says FILL UP THE 5.

Mister C. continues FILL UP THE 5 AND YOU
SEE WHY THAT WORKS OUT?
TAKE A LOOK AT WHAT I
ENDED UP WITH
HERE AT THE BOTTOM.

He points to one litre in the 8-litre canister.

She says I SEE.

Mister C. continues SO WHAT I DO IS, I FILL
UP THE 5 AND THEN I
POUR OFF FROM HERE.
REMEMBER, I'VE GOT 5 IN
HERE BUT I GOT 1 EXTRA HERE.

She says YEAH, I SEE NOW.

Mister C. continues I POUR OFF 1 IN HERE.

He takes one litre off the top of the 5-litre canister and puts it in the now full 3-litre one, leaving 4 litres in the 5-litre canister.

She says YEAH, AND THEN
PUT THEM IN -

Mister C. continues PUT THE 3 BACK HERE
AND YOU GOT THE
SOLUTION.
YOU SEE THAT?
AND YOU'VE GOT THE SOLUTION.

He adds the contents of the 3-litre canister to the litre remaining in the 8-litre one.

She says YEAH.

Mister C. continues ALL IT TAKES IS A LITTLE
BIT OF TRIAL AND ERROR.
THANK YOU VERY
MUCH, JENNIFER,
YOU WERE A GREAT
HELP ON THAT.
IT'S NOT SIMPLE AND
WHEN I POSE THE PROBLEMS
OBVIOUSLY IN THIS FORMAT
IT'S SOMETHING WHERE
YOU'RE UNDER A LITTLE BIT
OF PRESSURE AND SOMETIMES
IT'S NOT SO EASY TO DO IT
AS QUICKLY AS I WOULD LIKE
YOU TO DO IT ON AIR.
NOW, WHAT I'M GOING TO DO
AND I'M NOT QUITE SURE,
I WOULDN'T MIND YOU
TELLING WHEN YOU FIRST
PHONE IN, I'M TAKING
UP THE PROBLEMS
FROM LESSONS 10 AND 11.
NOW, I WILL ONLY DO A
SELECTED SET OF PROBLEMS.
I'M GOING TO TRY TO PICK
OUT THE ONES THAT
ARE RATHER INTERESTING OR
HAVE SOME IMPORTANT THINGS
TO SAY ABOUT THEM.
IN AS MANY CASES
AS POSSIBLE,
I'M GOING TO INVITE
YOU TO HELP ME OUT.
AND THE MORE YOU
HELP ME, THE MORE
YOU'LL GET OUT OF THIS.
SO I'M GOING TO START
WITH EXERCISE NUMBER 10.
AND THAT PARTICULAR
EXERCISE STARTS
WITH A PROBLEM THAT
SOUNDS LIKE THIS.

A sheet of paper appears and he reads off it and says “How many different outfits can you wear to school if you have - a) 12 tops, b) 4 different pairs of pants and c) 11 different pairs of socks. Explain your reasoning.”

Mister C. continues NOW, FIRST OF ALL,
HAS ANYBODY GOT
THE ANSWER TO
THE PROBLEM?
BUT EVEN IF YOU DON'T,
HAVE YOU GOT SOME SENSE
OF HOW YOU MIGHT FIND THE
ANSWER, EVEN IF YOU DON'T
HAVE AN ACTUAL NUMBER DOWN
ON THE PIECE OF PAPER?
LET'S THINK ABOUT THIS
FOR A MOMENT OR TWO.
ONE OF THE WAYS TO BEGIN
TO UNDERSTAND THE PROBLEM
IS TO TAKE A
SMALLER PROBLEM.
WHAT IF, FOR INSTANCE,
INSTEAD OF 12 TOPS,
I ONLY HAD 2.
INSTEAD OF 4 DISTINCT
PAIRS OF PANTS, I HAD 3.
AND LET'S SAY
WITH THE SOCKS,
I HAVE 2 PAIRS
OF SOCKS.
NOW HOW MANY DIFFERENT
WAYS CAN I CREATE
AN OUTFIT WHICH INCLUDES,
OBVIOUSLY, A TOP,
A PAIR OF PANTS,
AND A PAIR OF SOCKS?
I'M GOING TO GO
THE OTHER WAY.
I DON'T WANT TO
EMBARRASS YOU AT ALL,
BUT I'M GOING TO GET
SOMEBODY TO HELP ME OUT
AND LET'S SEE, I'M
GOING TO TRY TO WORK
WITH JOEL THIS TIME.
SO WE'LL CALL
OUT TO JOEL.
AND JUST WORK
WITH ME.
AS I SAY, WE'RE JUST
WRAPPING THIS UP AND
THE MORE INFORMATION I CAN
GET TO YOU, THE BETTER.
WE'LL BE CONNECTED TO JOEL
IN JUST A MOMENT OR TWO.
THE REST OF YOU, THINK
ABOUT THIS, AS WELL.
I MEAN, YOU CAN
SUPPORT JOEL IF YOU -

A voice says HELLO.

Mister C. continues HI, JOEL.

Joel says HELLO.

Mister C. continues HAVE YOU GOT ANY IDEA
HOW TO SOLVE THE SIMPLE
PROBLEM, WHEN THERE'S 2
TOPS, 3 PAIRS OF PANTS,
AND 2 PAIRS OF SOCKS?

Joel says I'LL MAKE A CHART.

Mister C. continues OKAY, YOU COULD DO THAT.
SO LET'S SAY YOU HAD
A BLUE AND A RED TOP.
YOU HAD, OH, HOW
SHALL WE DO THIS.
BEIGE, WELL, BROWN, WE
COULD PUT B-R AND MAYBE
BLACK, AND THEN WE HAD,
OH, TERRIBLE SELECTION,
WHITE SOCKS OR
YELLOW SOCKS. OKAY?
SO WHAT WOULD YOU
DO TO START IT?
WHAT COMBINATION
WOULD YOU START WITH?

Joel says BLUE TOP.
BLACK PANTS.

Mister C. continues BLACK PANTS, YUP.

Joel says AND WHITE SOCKS.

Mister C. continues AND SO ON.
OKAY, GIVE ME ONE
MORE SELECTION.

Joel says BLACK TOP, BEIGE.

Mister C. continues BEIGE, THAT WAS THE
FIRST ONE I USED, YUP.

Joel says AND YELLOW SOCKS.

Mister C. continues AND SO ON.
AND IF YOU GOT
EVERY ONE OF THOSE,
YOU'D GET THE
ANSWER, WOULD YOU?

Joel says YES.

Mister C. continues OKAY.
CAN YOU TELL ME OR GIVE
ME SOME SENSE OF WHERE
YOU MIGHT
CALCULATE THAT?
HOW MANY WAYS CAN
YOU PICK A TOP?

Joel says FIVE?

Mister C. continues NO, JUST TWO.

Joel says OH, TWO.
OH, OKAY.

Mister C. continues HOW MANY WAYS OF
PICKING THE PANTS?

Joel says THREE.

Mister C. continues OKAY.
HOW MANY COMBINATIONS
WOULD YOU GET WITH
JUST THE TOP
AND THE PANTS?

Joel says I DON'T KNOW.

Mister C. continues WELL, THERE'S ONLY TWO
OPTIONS YOU CAN DO HERE.

Joel says SIX.

Mister C. continues THAT'S RIGHT.
SO YOU MULTIPLIED,
DIDN'T YOU?

Joel says YEAH.

Mister C. continues SO FOR EACH WAY
YOU CAN PICK A TOP,
THERE ARE THREE WAYS
OF PICKING THE PANTS.
NOW WHAT DO YOU DO WITH
THE LAST NUMBER HERE
IF I WANTED A COMBINATION
OF ALL THREE?
THERE'S SIX WAYS
OF DOING THIS.

Joel says YOU TIMES IT BY 2?

Mister C. continues RIGHT.
SO YOU GET A
TOTAL OF 12.
SO 2 TIMES 3
TIMES 2 EQUALS 12.
WELL, WHAT DO YOU THINK
YOU DO WITH THESE NUMBERS?

Joel says TIMES THEM
ALL TOGETHER?

Mister C. continues YOU WANT TO BET.
NOW, THE ONLY TRICK
HERE DOING THAT,
I CAN DO IT WITHOUT
A CALCULATOR.
4 TIMES 12 IS 48
TIMES 11, WELL,
THAT'S 480 PLUS ANOTHER
48, AND THE ANSWER IS 528.
NOW, I GET USED TO DOING
THINGS WITHOUT CALCULATORS
IF I CAN HELP IT.
AND ACTUALLY THAT'S
A GOOD POINT.
THE MORE YOU
CAN DO MENTALLY,
THE BETTER OFF YOU ARE.
OK, WHAT WE'RE GOING TO
DO AT THIS POINT
IS GO TO THE
NEXT QUESTION.

A sheet of paper reads “2. How many ways can you move from point “A” to point “B” on these grids, if you can only travel up or forward?”
The three grids are one, two and three squares, laid out in horizontal lines, with the bottom left corner marked “A” and the top right corner of each grid marked “B.” He appears in a small frame at the bottom right.

Mister C. continues THIS IS A SIMILAR TYPE
OF PROBLEM AND I'VE SORT
OF SET IT UP AS A
SMALL INVESTIGATION.
I'LL INVITE SOMEBODY
TO PHONE IN, IF NOT,
I WILL ASK - I'LL
ACTUALLY CALL OUT
AND I'LL JUST COACH YOU
THROUGH THIS ONE, AS WELL.
IT'S NOT A
TERRIBLY HARD ONE.
OKAY, IT LOOKS LIKE
JORDAN'S CALLING IN.
THAT'S GREAT.
SO THIS IS HOW MANY WAYS
YOU CAN GO FROM A TO B
BUT YOU CANNOT GO BACKWARDS
AND YOU CAN'T GO DOWN.
SO IT'S FAIRLY
STRAIGHTFORWARD AND
WE'LL BE CONNECTED TO
JORDAN IN JUST A SECOND.
THERE YOU ARE.
HI, JORDAN.

Jordan says I'M HERE.

Mister C. continues OKAY.
HOW MANY WAYS OF GOING
FROM A TO B IN THE
VERY FIRST ONE?

Jordan says THREE?

Mister C. continues OKAY, DESCRIBE
THEM FOR ME.

Jordan says OKAY, YOU CAN GO STRAIGHT
UP AND THEN RIGHT.

Mister C. continues YUP, THAT'S ONE.

Jordan says AND THEN YOU CAN
GO LIKE DIAGONALLY.

Mister C. continues OH.
IF THERE'S NO LINE THERE,
WE DON'T COUNT IT.

Jordan says OH, MAN.

Mister C. continues BUT THAT'S COOL.
SO YOU'VE GOT THE
OTHER ONE, AS WELL.

Jordan says YEAH, THAT ONE.

Mister C. continues SO THAT'S TWO.
OKAY, HOW MANY WAYS
OF DOING THIS ONE? (showing the two-box grid)

Jordan says WELL, YOU COULD
DO FOUR?
NO, FIVE?

Mister C. continues LET'S WALK.
YOU TELL ME WHICH
ONES TO SORT OF MARK.

Jordan says STRAIGHT UP.

Mister C. continues STRAIGHT UP?

Jordan says YEAH, AND THEN GO ALL
THE WAY TO THE RIGHT.

Mister C. continues THAT'S ONE.

Jordan says OKAY, AND THEN GO
ALL THE WAY TO RIGHT
ON THE BOTTOM
AND GO UP.

Mister C. continues THAT'S TWO.

Jordan says AND THEN GO
BOTTOM ONE SQUARE,
UP THROUGH THE MIDDLE,
AND THEN OVER TO B.

Mister C. continues HOW MANY IS THAT?

Jordan says THREE.

Mister C. continues NOW, IF YOU WERE TO GUESS
IF I ADD A BOX HERE,
WHAT DO YOU THINK THE
ANSWER TO THIS NEXT ONE
WILL BE? (points to the three-box grid)

Jordan says FOUR.

Mister C. continues AND WE COULD CHECK
THAT OUT REALLY FAST.
UP AND OVER.
UP AND THROUGH THERE.
UP AND THROUGH THERE.
AND OVER THERE.
WELL, WHAT DO YOU KNOW?
SO YOU SEE, IF YOU HAVE
JUST A LONGER AND LONGER BOX,
WE GOT A PATTERN,
DON'T WE?
IS THAT OKAY, JORDAN?

Jordan asks IS THERE ANY OTHER
SCHOOLS INVOLVED TODAY?

Mister C. continues NO, ACTUALLY NOT.
THAT'S WHY I'M TALKING
TO YOU GUYS EXCLUSIVELY.
IS THAT OKAY?

Jordan says OH, OKAY.

Mister C. continues SO YOU GOING TO JUST HAVE
TO GO WITH THE FLOW WITH ME.
NOW, WE'VE GOT TWO MORE.
DO YOU WANT TO HELP ME
ON THIS ONE, JORDAN?

Jordan says YEAH.

Mister C. continues OKAY.
HOW ABOUT THIS ONE?

A new sheet of paper shows two box grids. The top one has four boxes in a square, and the bottom one has six boxes in a horizontal rectangle. As in the previous case the bottom left and top right corners of each grid are marked A and B respectively. Mister C. points to the top one.

Jordan says AH, MAYBE FIVE.

Mister C. continues YOU'RE GOING
TO SAY MAYBE FIVE.
LET'S SEE IF WE
CAN CHECK IT OUT.
WE GOT THE ONE THAT
GOES LIKE THIS, RIGHT?

Jordan says YUP, AND THEN
THE BOTTOM.

Mister C. continues THEN WE CAN DO
THAT ONE, RIGHT?
NOW, TELL ME SOME
OTHER ROUTE I CAN USE.

Jordan says OKAY, GO ONE OVER
ON THE BOTTOM.

Mister C. continues YUP.

Jordan says UP AND THEN TO THE
B, ALL THE WAY UP.

Mister C. continues ALL THE WAY UP,
SO NOW WE'RE AT THREE.

Jordan says YEAH.

Mister C. continues OKAY, SEE IF YOU CAN
GIVE ME ANOTHER ONE.

Jordan says SAME THING BUT GO
RIGHT IN THE MIDDLE.

Mister C. continues THAT'S FOUR.
ANY OTHERS?

Jordan says AND GO UP FROM A AND THEN
GO RIGHT ACROSS ALL THE WAY.

Mister C. continues YUP, SO THAT'S
ANOTHER ONE.

Jordan says AND THEN GO SAME THING,
BUT GO UP IN THE MIDDLE.

Mister C. continues THANK YOU VERY
MUCH, JORDAN,
BUT I THINK OUR
ANSWER IS 6.
THAT'S COOL.

Jordan says YUP, THAT'S COOL.

Mister C. points to the lower grid and continues
WHAT DO YOU THINK THE
ANSWER MIGHT BE HERE.
I HAVEN'T GOT A
PATTERN ESTABLISHED,
BUT IF YOU'RE
WILLING TO GUESS.

Jordan says EIGHT.

Mister C. continues OKAY, SO THAT'S A
GOOD GUESS ACTUALLY.
LET'S REALLY QUICKLY
CHECK IT OUT.
YOUR TECHNIQUE IS TO
DO THE OUTSIDES FIRST.

Jordan says YEAH, I LIKE TO
DO THEM FIRST.
GET THEM OUT
OF THE WAY.

Mister C. continues GET THEM OUT OF THE
WAY, SOUNDS GOOD.
NOW, HOW ABOUT
THIS NEXT?
WE WANT TO GO ACROSS MAYBE
TO HERE AND DO THESE TWO?

Jordan says YUP.

Mister C. continues SO IF YOU DO THAT,
YOU GET TWO MORE.

Jordan says OH, YEAH, DOUBLE.

Mister C. continues OKAY.
THEN WE GO UP -

Jordan says SAME THING - ONE.

Mister C. continues THIS IS GETTING MORE AN
MORE MESSY, ISN'T IT,
BECAUSE THERE'S ONE.
THERE'S TWO, AND
THERE'S THREE MORE.
SO ONE, TWO, THREE.
LET'S SEE WHAT
I HAVEN'T DONE.
I GUESS I HAVEN'T
DONE THIS.
THERE'S ONE, TWO,
THREE MORE THERE.

Jordan says YUP.

Mister C. continues SO I GET A
TOTAL OF TEN.

Jordan says YEAH, I WAS WRONG,
BUT THAT'S COOL.

Mister C. continues BUT YOU KNOW SOMETHING,
YOUR FIRST GUESS THERE,
YOUR FIRST EIGHT IS
NOT A BAD GUESS.
IT'S A REALLY GOOD
GUESS, ACTUALLY.
THANK YOU VERY
MUCH, JORDAN,
AND I'LL GO ONTO SOME
NEW PROBLEMS AND SEE
WHAT WE CAN DO
WITH THESE.

A new sheet reads “1. the following product is missing two digits A. and B. Find A. - B. A multiplication appears. 2. The average of five numbers is 17. if one number is removed, the new average is 14. What number was removed?”

Mister C. continues I CAN SEE THAT I MADE THE
FONT A LITTLE BIT SMALL
BUT WE'LL HAVE TO SORT
OF LIVE WITH THAT
A LITTLE BIT, I GUESS.
THESE PROBLEMS COME
FROM EXERCISE NUMBER 11.
AND WHAT I'LL DO IS,
I'M GOING TO DO A NUMBER
OF THEM WITH YOU AND
ACTUALLY I'LL DO A COUPLE
OF ORAL QUESTIONS IN
A FEW MOMENTS OR TWO
AND JUST SEE WHAT YOU
CAN DO WITH THEM.
NOW, AND IT SAYS WHAT
WE'RE MISSING IS THE a.
HERE, WHICH IS ALSO
THERE, AND THIS b. HERE. OKAY?
SO THEY'RE THE ONES
THAT ARE MISSING.
THAT'S GOOD.
COME IN A LITTLE BIT,
IT'S EASIER TO SEE.
NOW, WHAT NUMBER WOULD
WORK IN BOTH OF THESE
SPOTS HERE? (points to the calculation)
WHAT DIGIT? LET'S SEE.
PHONE IN ANYBODY.
I PREFER NOT TO BE
ARBITRARY AND PICK
ANYBODY AT RANDOM.
HOW ABOUT JENNIFER
GRISWOOD, PHONE IN.
I'LL TELL YOU, THERE
YOU GO, THANKS A LOT.
THIS IS A NICE
LITTLE PROBLEM.
IT'S NOT TERRIBLY
DIFFICULT AGAIN AND
THERE AREN'T A
LOT OF OPTIONS.
SO WHAT WE'RE TRYING TO
DO IS GET A NUMBER
THAT'LL FIT IN BOTH
OF THOSE SPOTS.

Jennifer says HELLO.

Mister C. continues HI, JENNIFER,
THANKS FOR CALLING.

Jennifer says YOU'RE WELCOME.

Mister C. continues OKAY.
WHAT DO YOU THINK MIGHT GO
IN THAT a SLOT RIGHT
THERE SO THAT THE
MULTIPLICATION WOULD WORK?

Jennifer says UMM, 5.

Mister C. continues 5 MIGHT WORK, SO LET'S
JUST TAKE A LOOK AT
WHAT HAPPENS THERE
IF IT'S A 5.
SO THAT'S A
15, RIGHT?

Jennifer says MM-HMM.

Mister C. continues FIVE 5s IS 25, SO
THAT FITS.
10 PLUS 2 AND YOU
GOT A 2 THERE.
THESE ARE NOT
THE SAME, RIGHT?

Jennifer says RIGHT.

Mister C. continues OKAY, SO MAYBE 5
ISN'T THE ANSWER.
CAN YOU SUGGEST ONE
MORE ALTERNATIVE?

Jennifer says JUST A SECOND. 7.

Mister C. continues 7, OKAY, LET'S
CHECK IT OUT.
SO WE ADD 25 ON THE TOP
AND WE HAVE 17 HERE.
WE GOT THE 5 THERE.
AH, 175, RIGHT
ON THE BUZZER.
SO YOU HAVE
OBVIOUSLY 25.
WHAT'S THE b GOING
TO END UP BEING?

Jennifer says 4.

Mister C. continues IT'S A 4.
NOW, THE TRICK WITH THE
QUESTION PARTLY WAS
IN THE QUESTION ITSELF.
MANY STUDENTS THAT HAVE
A QUESTION LIKE THIS
ACTUALLY FIGURE OUT THAT a.
EQUALS 7 AND b. EQUALS 4,
BUT THEY DON'T
ANSWER THE QUESTION.
IT SAYS FIND
a. MINUS b.
SO THE REASON THAT I
INCLUDED THIS QUESTION
WAS JUST TO REINFORCE THE
FACT THAT YOU READ
THE QUESTION
REALLY CLOSELY.

Jennifer says UH-HUH.

Mister C. continues SO THE ANSWER
WOULD HAVE BEEN 3.
OKAY?

Jennifer says YUP.

Mister C. continues THANK YOU VERY MUCH.
NOW LET'S GO ONTO THIS
NEXT QUESTION BELOW IT.

He reads the text of Question 2.

He says “The average of five numbers is 17. if one number is removed, the new average is 14. What number was removed?”

Mister C. continues WHAT IS THE NUMBER
THAT WAS REMOVED?
WE JUST GRAP A PIECE OF PAPER HERE.
OKAY, SO WE RID OF
MOST OF THAT GARBAGE.
SO, JENNIFER, YOU
STILL WITH ME?

Jennifer says YUP.

Mister C. continues OKAY.
HOW DO YOU GO ABOUT
SOLVING THIS ONE?

Jennifer says I DON'T KNOW.

Mister C. continues OKAY.
WHAT'S THE DEFINITION
OF AN AVERAGE?
JUST SO I KNOW.
WHEN YOU AVERAGE YOUR
MARKS, WHAT DO YOU DO?

Jennifer says ADD THEM TOGETHER AND
THEN DIVIDE THEM BY
HOWEVER MANY THERE WAS.

Mister C. continues OKAY.
IF YOU KNOW THAT THERE
WERE FIVE NUMBERS
AND THAT THE AVERAGE IS
17, CAN YOU FIGURE OUT
WHAT THE TOTAL
NUMBER IS?

Jennifer says THE TOTAL NUMBER?

Mister C. continues YEAH.
LIKE IN OTHER WORDS,
WHENEVER YOU HAVE A PROBLEM
AND THERE ARE THREE
FACTS INVOLVED IN IT,
IF YOU KNOW TWO OF THEM, CAN
YOU FIND OUT THE THIRD ONE?

Jennifer says YEAH?

Mister C. continues THAT'S RIGHT.
NOW, WHAT YOU NORMALLY
GET WHEN YOU'RE ASKED
AN AVERAGE QUESTION IS,
YOU'RE GIVEN THE NUMBERS
AND OF COURSE YOU KNOW
THE NUMBER OF NUMBERS,
SO WHAT YOU DO IS,
YOU JUST NATURALLY ADD
THEM UP AND DIVIDE
BY THAT NUMBER
AND YOU GET IT.
WHAT YOU HAVE THIS
TIME IS THE ANSWER AND
THE NUMBER OF NUMBERS.
IS THERE ANY WAY TO GO BACK
TO WHAT THE TOTAL IS?
THE AVERAGE IS 17 AND
THERE ARE 5 NUMBERS.
WHAT DO YOU THINK
THE TOTAL MIGHT BE?
DO YOU WANT TO CONFER WITH
ONE OF YOUR COLLEAGUES?

She says THAT'S WHAT
I'M DOING.

Mister C. continues GOOD. GOOD.

She says FIVE 17s.

Mister C. continues FIVE 17s, I THINK
THAT'S WHAT YOU SAID.
YOU'RE ABSOLUTELY RIGHT.
SO THE GRAND
TOTAL IS 85.
NOW, I'M GOING TO SHOW
YOU WHAT YOU'RE TRYING
TO SET UP HERE.
YOU TAKE ONE OF
THE NUMBERS AWAY,
HOW MANY NUMBERS
HAVE YOU GOT LEFT?

She says FOUR.

Mister C. continues OKAY, SO YOU HAVE A NEW
AVERAGE, WHICH IS 14.
WHAT'S THE TOTAL OF
NUMBERS WHEN YOU HAVE
FOUR OF THEM AND THE
AVERAGE IS 14?
SAME IDEA AS THIS ONE.

She says FOUR 14s.

Mister C. continues RIGHT.
SO THAT'S 4
TIMES 14 IS 56.
SO WHAT NUMBER
WAS TAKEN AWAY?

She says WHAT WAS IT?

Mister C. continues THE DIFFERENCE BETWEEN -

She says 29.

Mister C. continues RIGHT ON.
IT'S AN INTERESTING
QUESTION AND IT'S A VERY
IMPORTANT ONE IN TERMS OF
AVERAGE AND I'M GLAD
THAT I WORKED THAT WITH
YOU ALL THE WAY THROUGH.
THANK YOU VERY MUCH.
THIS ONE IS A
NASTY QUESTION.

The new question reads “The symbol (rectangle) represents one or more arithmetic operations. If 5 rectangle 3 equals 6, and 7 rectangle 4 equals 12, and 8 rectangle 7 equals 7, find 6 rectangle 2.”

Mister C. continues DID ANYBODY EVER GET A
CHANCE TO WORK ON THIS ONE?
IT'S ABOUT PATTERNING.
ANYBODY WANT TO HELP
ME WITH THIS ONE?
I'LL TELL YOU WHAT.
I'M GOING TO LET YOU OFF
THE HOOK A LITTLE BIT
BECAUSE YOU GUYS HAVE
BEEN WORKING REALLY HARD.
I KNOW THAT IT'S ONLY
A SMALL GROUP OF YOU.
WHENEVER YOU GET A
QUESTION LIKE THIS,
IT SAYS, WHAT'S GOING ON
WITH THESE TWO NUMBERS
THAT GENERATE A 6 AND
WHATEVER THAT RULE
IS THERE HAS TO BE THE
SAME AS THIS RULE HERE,
HAS TO BE THE SAME AS THIS
RULE HERE, AND SO ON.
NOW, IT'S NOT AN EASY
QUESTION BECAUSE I THINK
WHEN I SAW THIS QUESTION
THE FIRST TIME I HAD
A PRETTY GOOD ANSWER
REALLY QUICKLY,
BUT BELIEVE IT OR NOT,
THE SECOND TIME I SAW
THE QUESTION, I DIDN'T
SEE THE ANSWER.
I COULDN'T REMEMBER
WHAT THE TRICK WAS,
SO TO SPEAK.
IT'S NOT REALLY
EVEN A TRICK.
ONE OF THE THINGS THAT
YOU CAN DO THOUGH IS,
YOU CAN TAKE A LOOK
AT THE RELATIONSHIP
OF CERTAIN NUMBERS,
LIKE THE 3 AND THE 6 (he circles them).
THE INTERESTING SIDE ABOUT
THAT IS THAT 3 DIVIDES
EVENLY INTO 6.
I ALSO NOTE THAT 4
DIVIDES EVENLY INTO 12,
AND 7 DIVIDES
EVENLY INTO 7 (he circles the other numbers).
AND THAT WAS THE
CLUE, ACTUALLY.
WELL, 3 GOES INTO
6 HOW MANY TIMES?
IT GOES IN 2 TIMES.
4 GOES INTO 12
3 TIMES.
7 GOES INTO 7
1 TIME.

He writes the figures 2,3 and 1 on the margin of the calculation linking them to it with little arrows.

Mister C. continues YOU COULD SAY,
SO WHAT?
BUT TAKE A LOOK AT
THE DIFFERENCE
BETWEEN THE 5
AND THE 3.
WELL, IT HAPPENS
TO BE 2.
THE DIFFERENCE BETWEEN THE
7 AND 4 HAPPENS TO BE 3.
THE DIFFERENCE BETWEEN THE
8 AND THE 7 HAPPENS TO BE 1.
IS THIS COINCIDENCE?
AND THE ANSWER IS NO.
SO, IF YOU KNOW THAT
BASICALLY THIS BOX MEANS
SUBTRACT THESE 2 NUMBERS
AND MULTIPLY BY THE LAST ONE,
THEN THE ANSWER WILL
BE 6 MINUS 2 IS 4
TIMES 2 IS 8.
IT'S A NEAT
LITTLE QUESTION.
NOW THIS IS ONE YOU CAN
HELP ME ON BECAUSE
IT'S BASED ON A
DEFINITION.
THERE'S AN AWFUL LOT OF
WORDS UP THERE BUT
I'LL READ IT QUITE
QUICKLY TO YOU.
I THINK YOU MIGHT BE ABLE
TO HELP ME OUT ON THIS ONE.

He reads the text of the question on the new sheet of paper.

He says “5. The number 6 has a very special property. If you list all the factors of 6 except the number 6 itself, you will find that the sum of the factors is 6., i.e., 1,2 and 3 divide 6 evenly, and 1 + 2 + 3 equals 6. and is called a “perfect number.” Which one of the following numbers is also “perfect”? 4, 12, 23, 28, 36.”

Mister C. continues NOW FACTORS ARE NUMBERS
WHICH DIVIDE EVENLY INTO 6.
SO THAT'S CALLED
A PERFECT NUMBER.
YOU'RE LOOKING FOR A
NUMBER WHERE IF YOU ADD
THE FACTORS UP, IT WILL BE
EXACTLY THE NUMBER ITSELF.
LET'S SEE I TALKED TO
JENNIFER THE LAST TIME.
THAT WAS GREAT.
HOW ABOUT THE
OTHER JENNIFER.
JENNIFER GRIFFIN.
OH, WE'VE GOT A
SELECTION OF FIVE HERE,
SO IT'S NOT AN
IMPOSSIBLE TASK.
SO WE'RE LOOKING
FOR ANOTHER NUMBER
WHICH IS CALLED A
PERFECT NUMBER.
WE COULD DO IT BY
TRIAL AND ERROR.

Jennifer says HELLO.

Mister C. continues -HI, JENNIFER.

Jennifer says HI.

Mister C. continues THINK YOU CAN HELP
ME ON THIS ONE?

Jennifer says I CAN TRY.

Mister C. continues THAT'S ALL I WANT.
OKAY, SO DO YOU UNDERSTAND
WHAT A PERFECT NUMBER IS?

Jennifer says YEAH.

Mister C. continues OKAY.
DO YOU KNOW WHICH ONE
IT IS WITHOUT ME EVEN
STARTING TO COACH YOU.
WHAT DO YOU THINK?

Jennifer says 36?

Mister C. continues OKAY, YOU
THINK IT'S 36.

Jennifer says I DON'T KNOW.

Mister C. continues THAT'S NOT
A BAD GUESS.
I HAVE A SUSPICION WHY YOU
MIGHT HAVE GUESSED IT.
TELL ME WHY YOU
THINK IT MIGHT BE 36.

Jennifer says I JUST GUESSED.

Mister C. continues IT MIGHT HAVE HAD
SOMETHING TO DO WITH
THE NUMBER 6,
I THOUGHT.

Jennifer says I DON'T KNOW,
I JUST GUESSED.

Mister C. continues OKAY, FAIR ENOUGH.
WELL, LET'S
CHECK IT OUT.
YOU HELP ME BY TELLING ME
WHAT DIVIDES EVENLY INTO 36.

Jennifer says 1 AND 2 AND 3
AND 4 AND 6 AND 9.

Mister C. continues YEAH.

Jennifer says AND 13.

Mister C. continues NO - THE ONE BEFORE.
NO, 12.

Jennifer says 12.

Mister C. continues THERE'S ONE
MORE ANYWAY.

Jennifer says 18.

Mister C. continues YEAH.
NOW, TAKE A LOOK
AT THAT TOTAL.
YOU GOT 39
THERE ALREADY.
IT'S MUCH BIGGER
THAN 36.
SO IT'S NOT THE
PERFECT NUMBER.
SECOND GUESS.
GO FOR A
SECOND GUESS.
LOOK AT THOSE
NUMBERS.

Jennifer says UMM, 4.

Mister C. continues OKAY, LET'S
CHECK OUT 4.
WHAT DIVIDES
EVENLY INTO 4?

Jennifer says 1 AND 2.

Mister C. continues THAT'S IT,
ISN'T IT?

Jennifer says MM-HMM.

Mister C. continues THAT'S 3.
IT'S NOT THE
SAME AS THAT.
OKAY, WE'RE
NARROWING IT DOWN.
IT'S LIKE DOOR NUMBER
1, 2, OR 3
IN LET'S MAKE A DEAL.

Jennifer says 23.

Mister C. continues WELL, WE'VE GOT
THREE MORE.
WHAT DO YOU THINK?

Jennifer says 12.

Mister C. continues OKAY, 12.
WRONG.
[laughing]
DO YOU WANT TO TRY
A DIFFERENT ONE?
IT'S NOT THIS ONE, I'M
GOING TO GET RID OF THAT
ONE BECAUSE THAT'S
A PRIME NUMBER. (He crosses out 23)
LET'S TRY THIS ONE.

Jennifer says UMM, 28.

Mister C. continues OKAY, LET'S SEE, WHAT
DIVIDES EVENLY INTO 28?

Jennifer says 1, 2, 4, 7,

Mister C. continues YEAH, ONE MORE.

Jennifer says 14.

Mister C. continues RIGHT.
LET'S ADD THEM UP.

Jennifer says 28.

Mister C. continues BINGO.
THANKS A LOT, JENNIFER,
YOU'RE A REAL GOOD SPORT.

Jennifer says I TAKE A BUS.

Mister C. continues OH, HEY, I TALKED
TO EVERYBODY AND
I DIDN'T TALK TO YOU.
WHAT WAS THE BUS RIDE
LIKE THIS MORNING?

Jennifer says PARDON?

Mister C. continues WHAT WAS THE BUS
RIDE LIKE TODAY?

Jennifer says THE BUS WAS
REALLY COLD.
OUR BUS DRIVER DOESN'T
KNOW WHAT THE
WORD HEAT MEANS.
[laughing]

Mister C. continues OH, THAT'S A BIT OF
A PROBLEM, ISN'T IT?

Jennifer says YEAH.

Mister C. continues OKAY.
I'M GOING TO DO ONE
PROBLEM ON THE ORAL.
NOW, I KNOW THERE
ARE FOUR OF YOU.
ACTUALLY, I'M GOING
TO DO PROBLEM NUMBER 2.
I WANT YOU TO READ THE
PROBLEM CAREFULLY.
THINK ABOUT THE ANSWER.
IT'S NOT ONE THAT YOU HAVE
TO DO ANY REAL CALCULATION ON.
IT'S ONE THAT YOU SORT OF
EITHER HAVE A SENSE OF IT
OR NOT, SO WE'RE GOING TO
TRY THIS QUESTION HERE.
THERE IT IS.

A sheet of paper reads “Question number 2 - If a baseball's diameter is exactly double the diameter of a golf ball, how much greater is the volume of the baseball that the volume of the golf ball? 1. 2 times - 2. 4 times.”

Mister C. continues OH, MY GOODNESS, I'VE
TYPED SUCH A LONG
QUESTION, I'VE LOST
SOME OF THE SELECTIONS - ANYWAY.

He reads the text.

Mister C. continues NOW, REMEMBER, THIS SAYS
THAT YOU HAVE TWO SPHERES,
ONE'S DOUBLE THE
DIAMETER OF THE OTHER.
NOW, YOU'RE MISSING
SOME ANSWERS THERE
AND I'M GOING TO GO TO
THE GRAPHICS CAMERA
TO SHOW YOU YOUR
SELECTIONS.
OKAY, SO THERE, I'LL GET
THAT STRAIGHTENED OUT.

On a sheet of paper he writes “1. 2 - 2. 4 - 3. 8 - 4. None of above.”

Mister C. continues SO THERE ARE
THE SELECTIONS.
SO DO YOU THINK THAT THE
VOLUME OF THE BALL
IS TWICE AS BIG,
PRESS 1.
FOUR TIMES AS
BIG, PRESS 2.
EIGHT TIMES AS
BIG, PRESS 3,
AND IF YOU DON'T THINK
ANY OF THOSE ANSWERS
IS CORRECT, PRESS - WELL,
YOU'VE ALL ANSWERED NOW,
SO LET'S TAKE A
LOOK AT YOUR GRAPH. INTERESTING.

The bar graph shows one answer in position 1, two in position 2 and one in position 4.

Mister C. continues ONE PERSON THINKS THAT
THE VOLUME WILL DOUBLE
IF YOU DOUBLE THE DIAMETER.
I'M GOING TO DEMONSTRATE
BACK AGAIN HERE.
THE VOLUME OF THE SPHERE
IS GIVEN BY THE FORMULA - “VOLUME EQUALS FOUR-THIRDS PI R. CUBED,”
NOW LET'S SAY THAT
THIS IS THE VOLUME
OF THE GOLF BALL.
IF THE DIAMETER
IS DOUBLED,
WHAT HAPPENS
TO THE RADIUS?
I'M GOING TO MAKE THAT
A BIT OF A RHETORICAL QUESTION.
IT'S DOUBLED.
SO THIS NEW RADIUS IS
GOING TO BE PLACED THIS WAY.
THE VOLUME OF THE
BASEBALL, STILL 4/3 PI,
THAT DOES NOT CHANGE.
INSTEAD OF 1 RADIUS, YOU
HAVE TWO RADIUSES CUBED.
IF WE DO THE CUBING, YOU
HAVE TO CUBE THE 2 AS WELL,
AND THAT HAPPENS TO
BE THE NUMBER 8, (r CUBED).
NOW, TAKE A LOOK AT THIS
FORMULA AND THIS FORMULA.
THIS IS THE SAME AS THAT.
THAT'S THE SAME AS THAT
AND THAT'S THE SAME AS THAT.
WHAT THIS SAYS IS THAT THE
VOLUME OF THE BASEBALL
IS 8 TIMES BIGGER THAN THE
VOLUME OF A GOLF BALL.
REMEMBER THAT WHEN YOU'RE
COMPARING VOLUMES,
THAT WHAT YOU'RE DOING IS
CUBING THE DIFFERENCE.
NOW, YOU GUYS HAVE BEEN
TREMENDOUS SPORTS.
I'VE GOT TONS MORE
QUESTIONS HERE
THAT I COULD TAKE YOU RIGHT
TO THE END, BUT I DON'T
REALLY WANT TO DO THAT.
I DO WANT TO WRAP UP
THE MYSTERY WITH YOU
JUST SO THAT IF YOU'VE
READ THE ENTIRE STORY,
YOU'LL KNOW THAT THERE'S A
LITTLE BIT OF AN ANSWER.
I WON'T GIVE YOU THE
COMPLETE DETAILED ANSWER,
BUT AT LEAST GIVE YOU A
SENSE OF WHAT'S GOING ON,
AND TO TAKE CARE OF THAT
PROBLEM I'VE INVITED
MY INTREPID PAL BACK
INTO THE STUDIO,
GOOD OLD MARC HERE,
AND THERE HE IS.

A life-sized red-haired and moustachioed rag doll wearing a gray pinstriped coat and a white cap appears beside him, looking at some papers on the desk.

Mister C. continues HI, MARC.
GEE, OUR LITTLE CHAT LAST
WEEK WAS A LITTLE BIT PREMATURE.
I MEAN, WE WERE TALKING
ABOUT IT BEING COLD.
IT'S AWFULLY
COLD OUT THERE.

Inside a white outlined frame on a blackboard, a caption reads “Marc Replies - There is no doubt that it is global “colding”! At least in Toronto.”

Mister C. continues HAVE YOU AND YOUR
PROFESSOR FRIEND FIGURED
OUT THE SOLUTION TO THE
DONNY GROVER KIDNAPPING CASE?

Inside a white outlined frame on a blackboard, a caption reads “Marc Replies - Pretty much.”

Mister C. continues WELL, TELL ME
WHAT THEY FOUND.

Inside a white outlined frame on a blackboard, a caption reads “Marc Replies - As you can see on the map, the kidnappers have been travelling around the world. Some of the places they have visited were intended to throw the authorities off the trail.”

Mister C. turns his chair toward the atlas, pointing to a list of cities.

Mister C. continues OH, I SEE.
THEY'VE BEEN ALL AROUND
THE WORLD, TO TOKYO, MELBOURNE, SHANGHAI SHI, AGRA,
NAIROBI, CANNES, RIO DE JANEIRO, MEXICO CITY.
NEW YORK AND MONTREAL.
BOY WHAT A
TRIP THIS IS. GEE.
I'M BEGINNING TO SEE
WHAT YOU MEAN HERE.
THEY STARTED UP HERE
IN TOKYO AND THEN
DOWN TO MELBOURNE AND
SO ON AND SO FORTH.
I WONDER WHAT
THESE STARS MEAN?

Inside a white outlined frame on a blackboard, a caption reads “Marc Replies - The places with the stars beside them are the ones to note, because they are the locations of the world's major film festivals.”

Mister C. continues EXPLAIN FURTHER, PLEASE.

Inside a white outlined frame on a blackboard, a caption reads “Marc Replies - You see, the motive for the kidnapping was to ensure that Donny Grover's epic edu-documentary would never appear!”

Mister C. continues WHY?

Inside a white outlined frame on a blackboard, a caption reads “Marc Replies - the producers knew that it would be so much better than their films that they had to cheat to win.”

Mister C. continues I SEE.
NO DONNY, NO FILM,
THEY WIN THE PRIZES.
THEY GET THE
CONTRACTS.
HMM, AND THEY MAKE
THE BIG BUCKS.
IS THERE ANY CHANCE OF
CATCHING THESE GUYS?

Inside a white outlined frame on a blackboard, a caption reads “Marc Replies - According to our calculations, the “bad guys” are headed towards Montreal - the site of the last major film festival of the year!!”

Mister C. continues I WONDER IF WE GOT
A SHOT OF MONTREAL.

A clip shows the downtown area, full of skyscrapers.

Mister C. continues AH, THERE IT IS.
WHAT A BEAUTIFUL
TOWN THAT IS.
SO THAT'S HOW IT'S
GOING TO END UP.
THE CULPRITS ARE
HEADING TO MONTREAL
RIGHT AS WE SPEAK.
I'LL TELL YOU WHAT, MARC,
I'M GOING TO INFORM THE RCMP
AND LET THEM KNOW
AND MAYBE
THEY CAN NAB THEM
RIGHT IN MONTREAL.
THANKS FOR
EVERYTHING, MARC.
IT'S BEEN GREAT
TALKING TO YOU.
NOW, BACK TO THE
FOLKS IN STRATFORD.
I CERTAINLY APPRECIATE
YOU'RE WORKING WITH ME TODAY.
HAVE YOU GOT A QUESTION
JUST BEFORE I LEAVE
AND SIGN OFF FOR
THE LAST TIME?
I'LL GIVE YOU ONE MORE
CHANCE TO CALL ME.
IF NOT, I AM CERTAINLY
GOING TO THANK YOU.
HEY, YOU'VE DONE A LOT
OF TALKING TODAY SO
WE'LL JUST TAKE
IT AS SO.
YOU GUYS HAVE
BEEN FABULOUS.
THANK YOU FOR STICKING
WITH ME THROUGHOUT
THE PROGRAM AND I HOPE YOU'VE
LEARNED SOME MATHEMATICS.
THANKS TO YOUR TEACHERS FOR
LETTING YOU PARTICIPATE
AND HELPING YOU IN WHATEVER
WAYS THAT THEY HAVE.
THANK YOU TO THE
FACILITATORS AS WELL.
I KNOW THAT WITHOUT
FACILITATORS THAT WE DON'T
PULL THESE THINGS OFF, AND
ALL THE GUYS THAT WORK
BEHIND THE SCENES HERE,
YOU'D BE AMAZED AT HOW
MANY PEOPLE ACTUALLY PULL
TOGETHER TO PUT THESE
SHOWS ON THE AIR.
I HOPE THAT SOME DAY WE
CROSS PATHS AGAIN AND
WE'LL SEE YOU - OH,
WE'VE GOT A CALL.
I'LL TAKE A CALL.
AND I THINK JENNIFER IS
WHO WE'RE CONNECTING
TO RIGHT NOW.
HI, JENNIFER.

Jennifer says HI.
WE JUST WANT TO SAY THANK
YOU BECAUSE IT WAS LOTS OF FUN.

Mister C. continues I APPRECIATE THAT.
THESE SHOWS ARE
REALLY TRICKY TO DO.
I GUESS AS A TEACHER, THE
TOUGHEST THING FOR ME
IS NOT ACTUALLY
SEEING YOU GUYS.

Jennifer says MM-HMM.

Mister C. continues SO, THANK YOU VERY MUCH
FOR LETTING ME KNOW THAT.
I APPRECIATE
THAT SO MUCH.

Jennifer says YOU'RE WELCOME.

Mister C. continues AND WE'LL TAKE
ANOTHER CALL AS WELL.
JENNIFER, THE OTHER,
JENNIFER GRIFFIN, THAT IS.

Jennifer says HELLO.
I JUST WANTED TO
SAY THANK YOU AGAIN.

Mister C. continues AH, THANK YOU,
ONCE AGAIN,
I REALLY DO
APPRECIATE IT.
I HOPE YOU GET A CHANCE TO
DO SOME MORE THIS WAY
AND MAYBE THE PROGRAM
WILL EXPAND HERE AT TVO.

Jennifer says YEAH, THAT WAS
FUN AND MY BUS,
I HAD TO WAIT OUTSIDE
BECAUSE IT WAS LATE TODAY.
[laughing]
AND THEN I WAS
LATE FOR SCHOOL.

Mister C. continues SO IT'S BEEN A
LONG DAY, HASN'T IT?

Jennifer says YEAH.

Mister C. continues WELL, THANK
YOU, EVERYBODY.
HAVE A SAFE TRIP
HOME TONIGHT.

Jennifer says ALL RIGHT, BYE.

Mister C. continues BYE BYE.

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Watch: Finale