Transcript: Grade 5 - Intro and Geometric Patterns | Mar 31, 1999

The opening slate pops up with a countdown timer from 5 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 is in his early forties, with short wavy brown hair and a trimmed beard. He wears glasses, suspenders and a black T-shirt with print of Einstein’s face on the front.

Mister C says WELCOME TO THE
VIRTUAL CLASSROOM,
AND HERE WE ARE TO
START A SHORT SERIES
OF THREE PROGRAMS AND
IT'S ALL ABOUT PATTERNS.
AND IT'S ABOUT DOING A
PROJECT AND ONE OTHER
ASSIGNMENT, SO I'VE
GOT A LOT OF MATERIAL
TO COVER TODAY.
I'M MISTER CRAVEN.
ACTUALLY, I PREFER
TO BE CALLED MISTER C,
IT JUST MAKES THINGS
A LOT MORE SIMPLE,
AND I HOPE THAT YOU HAVE
A GOOD TIME WITH THIS
VERY SHORT LITTLE SERIES
THAT WE'RE DOING.
I'M GOING TO START OFF
RIGHT AWAY WITH SOMETHING
I START VIRTUALLY
EVERY MATH PROGRAM.
I HAVE SOME KIND OF PUZZLE
OR LITTLE PIECE TO TRY
TO DO RIGHT AT THE
BEGINNING OF THE PROGRAM.
WHAT I WILL INVITE YOU
TO DO IS TO PHONE IN.
THE WAY YOU DO THAT
IS BY PRESSING POUND 9.
IF YOU'VE GOT AN ANSWER,
NOT ONLY DO I WANT
THE ANSWER TO THE PROBLEM,
BUT I ALSO WOULD LIKE YOU
TO TELL ME HOW YOU
FIGURED IT OUT.
SO HERE IT IS.
IT'S CALLED THE WORLD'S
BEST CLOCK PUZZLE,
AND I'LL READ IT TO.

A worksheet with the title “The world’s best clock puzzle, by Charles Bany Townsend” appears on screen. It shows a clock with roman numbers to the right and a caption to the left that reads “Split the clockface into two equal halves so that the sum of the numbers in each half will be exactly the same. The pieces must be split along a straight line.”

Mister C says NOW, NOT ONLY THAT,
THE PIECES MUST BE
SPLIT ALONG A
STRAIGHT LINE.
SO WHAT WE'RE LOOKING
FOR IS A DIAGONAL -
THAT'S A STRAIGHT LINE THAT
GOES THROUGH THE CENTRE
OF THE CIRCLE - THAT WILL
DIVIDE THE CLOCKFACE
INTO TWO PARTS WHERE THE
UPPER OR THE LEFT AND RIGHT,
OR WHATEVER - THE TWO
PIECES HAVE NUMBERS IN IT
THAT ADD UP TO THE SAME.
I SEE WE HAVE
SOME PHONE CALLS.
I DON'T HAVE YOUR NAMES
ON MY COMPUTER SCREEN,
SO I'M GOING TO ASK
YOU THAT WHEN
WE CONNECT, PLEASE
TELL ME WHAT SCHOOL
YOU'RE FROM AND
WHAT YOUR NAME IS.
WE HAVE SOMEBODY ON
THE LINE RIGHT NOW.

A caller says THIS IS FROM
SAINT JEAN BREBEUF.

Mister C says HI, AND YOUR NAME IS?

The caller says ALLY AND STACY.

Mister C says FANTASTIC, AND HAVE YOU
GOT AN ANSWER FOR ME?

The caller says NO, WE DIDN'T
FIGURE IT OUT YET.

Mister C says OKAY.
YOU WORK ON IT A
LITTLE BIT LONGER
AND WE'LL TAKE
ANOTHER CALL.
AND AGAIN,
YOUR NAME.

The caller says HI, THIS
IS JOSH.

Mister C says JOSH, HAVE YOU GOT AN
ANSWER FOR ME ALREADY?

Josh says 5 AND 11.

Mister C says 5 AND 11.
OKAY, SO I'M GOING TO
PUT A LINE ON HERE.
IS THAT WHERE YOU'RE
SAYING I SHOULD PUT IT OR?

Josh says YES.

Mister C places a pen across the clock, joining number 5 and number 11.

Mister C says OKAY, LET'S
CHECK IT OUT.
4 PLUS 3 PLUS 2 PLUS 1 IS
10 PLUS 12 IS 22,
AND YOU HAVE 33, RIGHT?

Josh says YUP.

Mister C says LET'S DO THE BOTTOM.
5 PLUS 6 IS 11, 7 MORE IS
18, PLUS 8 IS 26 PLUS 9 IS 35.
NOW, I THINK THAT THIS
SIDE IS LOWER THAN THAT
SIDE, WOULDN'T
YOU THINK?

He points at the upper half of the clock.

Josh says YEAH.

Mister C says OKAY, THANK YOU VERY
MUCH FOR YOUR CALL AND
LET'S SEE IF WE CAN
TAKE ANOTHER CALL.
SO THAT ONE DIDN'T
QUITE WORK OUT,
IT'S CLOSE THOUGH.
SO THINK ABOUT IT A
LITTLE BIT LONGER.
WHEN YOU FIGURE OUT
WHERE I SHOULD PUT THIS.
I'M USING THE PEN AS MY LINE
AND YOU CAN FIGURE OUT -
OH, WAIT, WE DO
HAVE A CALL,
SO WONDER WHERE
IT SHOULD GO.
DON'T FORGET TO TELL ME
YOUR NAME FIRST THING.
WE ONLY HAVE
SAINT JEAN BREBEUF
THIS MORNING SO
YOU DON'T HAVE
TO TELL ME
YOUR SCHOOL.
YOU CAN CERTAINLY TELL
ME YOUR NAME, THOUGH.
SO WE'RE JUST
ABOUT TO CONNECT.
THERE WE ARE.
YES, AND WHO AM
I SPEAKING TO?

The caller says KEVIN.

Mister C says HI, KEVIN.

Kevin says HI.

Mister C says WHERE DO I
PUT MY PEN?

Kevin says 4 AND 10.

Mister C changes the direction of the pen to join 4 and 10.

Mister C says SO, I'M GOING
TO DO THIS.
IS THAT WHAT YOU'RE
SAYING, RIGHT ABOUT THERE?

Kevin says YUP.

Mister C says YEAH, OKAY, I MADE IT
A LITTLE BIT BETTER.
SO CHECK IT
OUT WITH ME.
3 PLUS 2 PLUS 1 IS
6 PLUS 12 IS?

Kevin says 18.

Mister C says PLUS ANOTHER 11.

Kevin says 29.

Mister C says PLUS 10?

Kevin says 39.
Mister C says
RIGHT ON.
OKAY, LET'S GO
THE BOTTOM WAY.
4 PLUS 5 IS 9, PLUS6?

Kevin says 15.

Mister C says PLUS 7?

Kevin says 22.

Mister C says PLUS 8?

Kevin says 30.

Mister C says PLUS 9?

Kevin says 39.

Mister C says RIGHT ON.
NOW, I ONLY HAVE ONE
QUESTION FOR YOU.
HOW DID YOU
FIGURE THAT OUT?
DID YOU HAVE
A METHOD?
DID YOU HAVE A STRATEGY
FOR FIGURING IT OUT?

Kevin says NO.

Mister C says NOT REALLY,
YOU JUST TRIED IT
AND IT CAME
OUT RIGHT.
IS THAT IT?

Kevin says YUP.

Mister C says FANTASTIC.
I HAVE NO PROBLEM
WITH THAT WHATSOEVER.
NOW ONE OF THE THINGS THAT
I AM GOING TO INDICATE HERE
IS THAT ONE OF THE
THINGS THAT YOU MIGHT DO
TO SOLVE THE PROBLEM IS
TO ADD UP THE NUMBERS
FOR THE ENTIRE
CLOCKFACE.
SO IF YOU WERE TO
ADD THEM ALL UP.
NOW, I HAVE A PRETTY
TRICKY WAY OF DOING IT.
IF I TAKE 12 AND 1 AND ADD
THEM TOGETHER, I GET 13.
IF I TAKE 2 AND 11 AND ADD
THEM TOGETHER, I GET 13.
3 AND 10 IS 13.
4 AND 9 IS 13.
SEE HOW I'M
QUICKLY DOING THIS.
AND I GET 13 FOR THIS
COMBINATION AND 13 FOR THAT.

He circles 5 and 8 together and then 7 and 6 together.

He says SO THE GRAND TOTAL IS 6
TIMES 13 WHICH IS 78,
AND OF COURSE TO
GET EQUAL AMOUNTS,
YOU NEED 39 IN
BOTH HALVES.
AND THAT WOULD ACTUALLY
HELP YOU PROBABLY FIND
THE CORRECT LOCATION.
SO THAT'S KIND OF A
NEAT WAY TO DO IT.
NOW, I'VE GOT TO GET INTO
PATTERNS BECAUSE THIS SHOW
IS ABOUT PATTERNS, AND THE
WAY I'M GOING TO START
IS THE WAY YOU SEE
PATTERNS MOST OF THE TIME,
AND THAT'S ESPECIALLY
IN A MATH CLASS ANYWAY.
YOU SEE MOST PATTERNS,
AT LEAST INITIALLY,
AS NUMBER PATTERNS, SO
I'M GOING TO TEST YOU
ON A COUPLE.
SEE WHAT YOU CAN
DO WITH THEM.
HERE THERE ARE.

He shows worksheet that reads “Sequences. 1, 4, 9, 16, blank space. 1, 3, 7, 15, 31, blank space.”

Mister C says THERE WE GO.
WE HAVE TWO SEQUENCES.
NOW, WHAT I WANT YOU TO DO
IS TO TELL ME WHAT NUMBER
COMES IN HERE AND WHY.
1, 4, 9, 16…
WHAT NUMBER COMES
HERE AND WHY?
WE DO HAVE A CALL
SO WE'LL - NOW,
REMEMBER IT'S PART
OF THE TECHNOLOGY,
WE SEE YOUR
CALL COMING IN.
IT TAKES A FEW SECONDS
TO MAKE THE CONNECTION,
AND IF YOU CAN
BEAR WITH US,
IT HAPPENS
PRETTY QUICKLY.
THERE WE ARE,
AND WHO IS IT?

The caller says IT'S ROBERT.

Mister C says HI, ROBERT.
WHAT NUMBER
GOES THERE?

Robert says 18.

Mister C says 18.
NOW, EXPLAIN
YOUR THINKING.

Robert says I ADDED 2 TO 16.

Mister C says WHY DID YOU DO THAT?

Robert says OR 19, IT WAS
SUPPOSED TO BE.

Mister C says 19.
OKAY, AGAIN, EXPLAIN WHY
DID YOU ADD 3 TO THE 16?

Robert says BECAUSE IF YOU ADD 3
TO 1 AND IT MAKES 4.

Mister C says OH, I SEE.
I UNDERSTAND
YOUR THINKING.
I WASN'T SURE
ABOUT THAT AT FIRST,
SO YOU HAD TO TELL ME
THAT BEFORE I COULD
CLICK INTO WHY
YOU DID THAT.
NOW, THE ONLY THING I'M
GOING TO SAY HERE -
NOW YOU'VE BROUGHT UP A
REALLY INTERESTING POINT
THAT DIDN'T HAPPEN
IN THE LAST SHOW.
WHEN I ESTABLISH PATTERN,
I'M GOING TO USE
THE SAME RULE
FOR EACH NUMBER.
WHAT YOU DID IT, YOU
WENT BACK TO THIS
AND RESTARTED THE
PATTERN AGAIN?

Robert says YEAH.

Mister C says AND THAT'S OKAY.
CAN I GET ANOTHER
ANSWER, THOUGH?
THANK YOU VERY
MUCH FOR YOUR CALL.
THAT WAS FINE.
LET'S SEE IF WE CAN GET
ANOTHER POSSIBILITY.
HELLO.

The caller says HELLO.

Mister C says AND YOUR NAME IS?

The caller says AUSTIN.

Mister C says HI, AUSTIN.
WHAT'S THE NUMBER
THAT YOU GOT?

Austin says 22.

Mister C says 22.
NOW, EXPLAIN
YOUR THINKING.

Austin says I DOUBLED
AND ADD 1.

Mister C says DOUBLED
AND ADD 1.
SO IF I TAKE 1 AND DOUBLE
IT AND ADD 1, DO I GET 4?

Austin says OH, YEAH.
NO.

Mister C says NO, IF YOU DOUBLE 4
AND ADD 1, YOU GET 9,
BUT IF YOU DOUBLE 9
AND ADD 1, YOU GET 19.
SO THAT DOESN'T
QUITE WORK, DOES IT?

Austin says NO.

Mister C says THANK YOU VERY
MUCH FOR THE CALL.
YOU KNOW, SOMETIMES
YOU TRY SOMETHING,
IT DOESN'T WORK.
THAT'S OKAY.
WE CAN LIVE
WITH THAT.
WE'VE GOT
ANOTHER CALL.
HELLO.

The caller says HI.

Mister C says YOUR NAME.

The caller says NICOLE.

Mister C says HI, NICOLE.
NOW, CAN YOU TELL ME WHAT
NUMBER GOES IN HERE?

Nicole says I THINK IT'S 22, TOO,
BECAUSE NUMBER 1,
YOU ADDED 4 TO GET 4.

Mister C says ADDED 4 TO GET 4?

Nicole says YEAH.

Mister C says DON'T YOU ADD
3 TO GET 4?

Nicole says YEAH.
THEN YOU ADDED 3 AND
THEN 4 AND THEN 5.

Mister C says OKAY, BE CAREFUL
HERE, BUT I THINK
YOU'RE GOING
ALONG OKAY.
YOU ADDED 3.
HOW MUCH DID YOU
ADD HERE?

Nicole says 4.

Mister C says SURE ABOUT THAT?

Nicole says YEAH, 5, SORRY.

Mister C says SO YOU ADD 3, THEN YOU
ADD 5, THEN YOU ADD?

Nicole says 7.

Mister C says WHAT ARE YOU
GOING TO ADD NOW?
3, 5, 7?

Nicole says 9.

Mister C says 9, OKAY.
YOU SEE YOU HAD
THE RIGHT IDEA,
IT'S JUST THE NUMBERS
GOT IN YOUR WAY.
SO WHAT'S 9 PLUS 16?

Nicole says 25.

Mister C says RIGHT ON.
THAT IS A VERY
STRONG PATTERN.
YOU DID SEE IT BUT
YOUR ADDING WAS JUST
A LITTLE BIT OFF.
CAN WE LIVE
WITH THAT?

Nicole says YEAH.

Mister C says WELL, DONE.
I SEE A COUPLE
OF OTHER CALLS.
IS THERE ANOTHER WAY
OF DOING THIS ONE?
SO WE'LL TAKE
ANOTHER CALL.
HI, AND YOUR NAME?

The caller says DILLON.

Mister C says HELLO, DILLON.
NOW, DO YOU AGREE
WITH 25 AS AN ANSWER?

Dillon says YES.

Mister C says OKAY.
CAN YOU SEE ANOTHER WAY
OF DESCRIBING THE RULE?

Dillon says OKAY, IT'S 1 AND
THEN 3 TO GET 4.

Mister C says RIGHT.

Dillon says AND YOU'RE BASICALLY
ADDING 2 TO GET
THE NEXT NUMBER.

Mister C says RIGHT.

Dillon says SO IT'S LIKE 3 TO
GET TO 4 AND THEN
3 PLUS 2 IS 5
TO GET TO 9.

Mister C says RIGHT.

Dillon says AND THEN IT'S 7 TO GET TO
16 AND IT'S 9 TO GET TO 25.

Mister C says OKAY.
NOW, STAY WITH ME.
STOP ME THE MOMENT
YOU SEE WHAT RULE
I'M USING TO DO THE
SAME THING AND
THEN YOU TELL ME,
YOU CARRY ON.
1 EQUALS 1 TIMES 1.
4 EQUALS 2 TIMES 2.
9 EQUALS ?

Dillon says 3 TIMES 3.

Mister C says 16?

Dillon says 4 TIMES 4.

Mister C says NEXT NUMBER?

Dillon says 5 TIMES 5.

Mister C says SEE, THAT'S ANOTHER WAY
OF DOING IT TOO, EH?

Dillon says YEAH.

Mister C says RIGHT ON.
THANK YOU
VERY MUCH.

Dillon says YOU'RE WELCOME.

Mister C says LET'S GO TO THIS SEQUENCE
DOWN HERE AND WE'LL
TAKE ANOTHER
CALL FOR IT.
SO, TELL ME WHAT THE
NEXT NUMBER IS
AND WHAT THE RULE IS.
AND YOUR NAME?

The caller says CHRIS.

Mister C says HI, CHRIS.

Chris says HI.

Mister C says WHAT DO YOU THINK GOES
IN HERE, WHAT NUMBER?

The caller says FOR THE 1, IT
WOULD BE 63.

Mister C says RIGHT ON.
I LIKE THAT BECAUSE I
FEEL GOOD ABOUT THAT.
NOW, WHAT'S
YOUR RULE?

Chris says YOU TIMES 1 TIMES 2 AND THEN
ADD 1, WHICH EQUALS 3,
AND THEN YOU ADD TIMES
3 TIMES 2 AND IT EQUALS 6,
PLUS YOU ADD ANOTHER 1
THAT EQUALS 7.
THEN YOU TIMES 7 TIMES 2
WHICH EQUALS 14,
ADD ANOTHER 1
AND IT EQUALS 15.
15 TIMES 15 IS
30, ADD 1.

Mister C says RIGHT ON.
NO PROBLEM.

Chris says YOU TIMES IT BY
TWO AND ADD 1.

Mister C says TIMES BY 2 AND ADD 1.
THANK YOU VERY MUCH.

Chris says BYE.

Mister C says HOW ABOUT THIS ONE?

He shows another worksheet with the sequence “O, T, T, F, F, S, S, blank space.”

Mister C says WHAT LETTER COMES
IN HERE?
AND YOUR NAME?

The caller says THIS IS GARRET.

Mister C says HELLO, GARRET.
WHAT LETTER DO YOU
THINK COMES IN HERE?

Garret says I THINK IT'S O.

Mister C says NOW, EXPLAIN
YOUR THINKING.

Garret says BECAUSE IT GOES AROUND
IN A CIRCLE LIKE 'CAUSE
THERE'S ONLY ONE O AND
THEN THERE'S TWO T'S,
TWO F'S AND TWO S'S.

Mister C says OKAY, SO THAT'S SOMETHING
LIKE THE FIRST PERSON'S
RULE WITH THE NUMBERS
WHERE THEY'RE JUST
STARTING THE
SEQUENCE AGAIN.
OKAY, AND I CAN ACCEPT
THAT AS A POSSIBILITY,
BUT I'M LOOKING FOR A
STRONGER RULE THAN THAT.
THANK YOU VERY
MUCH, GARRET.
I UNDERSTAND
YOUR THINKING
AND THAT'S
HALF THE KEY.
HELLO, AND YOUR NAME?
DON'T FORGET TO TELL
ME YOUR NAME FIRST

The caller says HELLO.

Mister C says AND YOUR NAME IS?

The caller says AUSTIN.

Mister C says HI, AUSTIN.
WHAT DO YOU THINK
THIS LETTER IS?

Austin says I WAS CALLING IN
FOR THE LAST ONE.

Mister C says OH, OKAY.
ANY OTHER COMMENT OTHER
THAN THE ONES THAT
WE MADE FOR
THE LAST ONE?

Austin says I WOULD SUGGEST, I
DID THE SAME AS CHRIS,
I DOUBLED AND ADD ONE.

Mister C says WELL, THAT'S THE EXACT
RIGHT WAY TO DO IT.
NO PROBLEMS THERE.
THANK YOU VERY
MUCH, AUSTIN.
NOW, WE'RE GOING TO
CONCENTRATE ON THIS ONE
FOR A LITTLE WEE BIT MORE
AND THEN I'LL GET INTO
SOME OTHER MATERIAL,
BECAUSE WE'VE GOT
A LOT TO GO THROUGH
IN THIS PROGRAM.
WE JUST CLEARED THE SLATES
AND IF YOU PRESS POUND 9
IF YOU HAVE AN
ANSWER TO THIS ONE,
NOW'S THE TIME
TO DO IT.
OKAY, AND WE
DO HAVE A CALL.
NOW, THIS ONE'S ONE
THAT - YOU KNOW,
I'M GOING TO SAY THIS
WHILE WE'RE CONNECTING.
THIS IS ONE YOU'VE
KNOWN FOR YEARS.
YOU JUST MAY
NOT BE SO SURE
THAT YOU SEE
IT RIGHT NOW.
AND YOUR NAME?

The caller says HI, THIS IS ROBERT.

Mister C says HI, ROBERT.
ANY IDEA
WHAT THIS ONE IS?

Robert says YOU SKIP 4 LETTERS
AND ADD A SECOND ONE.

Mister C says OKAY, SO WHAT LETTER
WOULD THAT WORK OUT TO
ACCORDING TO
YOUR SYSTEM?

Robert says FROM O, IT WOULD GO TO
T, AND YOU PUT ANOTHER T.

Mister C says YEAH.

Robert says AND THEN FROM T,
YOU WOULD TO F.

Mister C says YEAH.

Robert says AND THEN YOU PUT ANOTHER
F, AND FROM F WE GO TO S.

Mister C says AND WHAT'S THIS ONE?

Robert says THEN YOU'D GO FROM S
AND SKIP FOUR LETTERS,
AND THEN
PUT A DOUBLE.

Mister C says OKAY, SO S, T, U, V, W?

Robert says YEAH.

Mister C says OKAY.
NOW, I'M NOT SURE THAT
THAT FITS ALL THE WAY
ALONG BECAUSE THAT O BY
ITSELF CAUSES A PROBLEM
AND YOU KNOW, I LIKE THE
DOUBLE T'S, DOUBLE F'S,
DOUBLE S'S, AND
SO ON, AND I SEE WHERE
YOU'RE COMING
FROM THERE.
BUT I'M NOT 100 PER CENT
SURE IT FITS THE O DOWN HERE.

Robert says YEAH.

Mister C says OKAY.
WELL LET'S TRY
ONE MORE CALL.
I CAN SEE SOMEBODY ELSE
AND WE'LL SEE WHAT THEY THINK.
NOW, REMEMBER, I'M
TELLING YOU THAT THIS
IS SOMETHING YOU'VE
SEEN FOR A LONG TIME.
YOUR NAME?

The caller says HI, THIS IS
KATHLEEN.
HI, KATHLEEN.
WHAT DO YOU THINK
MIGHT GO THERE?

Kathleen says Q MAYBE.

Mister C says Q, AND WHY DO
YOU THINK THAT?

Kathleen says WELL, I COUNTED HOW MANY
LETTERS CAME IN BETWEEN
O AND T, IT WAS 13.
AND THEN I COUNTED
IN BETWEEN T AND F,
AND THERE
WAS - OH, NO.

Mister C says I THINK THE T AND F,
THERE MIGHT BE 13 LETTERS.

Kathleen says YEAH, BETWEEN O AND T
THERE WAS 3, I COUNTED,
AND THEN T AND F THERE
WAS 13, AND THEN F AND S,
THERE WAS LIKE
NO, I DON'T -

Mister C says YOU SEE WHAT'S
THE PROBLEM HERE
IS THAT THESE NUMBERS
ARE GOING BACK AND FORTH.
IT'S NOT A
STRONG PATTERN.
NOW, WATCH WHAT I'M GOING
TO DO AND MAYBE THIS WILL
CLICK IN FOR YOU.
ARE YOU FOLLOWING?

Kathleen says OKAY.

Mister C says ONE, TWO, THREE, FOUR,
FIVE, SIX, SEVEN...

Kathleen says E?

Mister C says YEAH.
WHAT'S THE RULE?

Kathleen says YOU JUST ADD -

Mister C says IT'S THE
FIRST LETTERS OF?

Kathleen says THE ALPHABET.

Mister C says OF THE NUMBERS.
OF THE NUMBERS, RIGHT?
PRETTY TRICKY
RULE THEN, EH?

Kathleen says YES.

Mister C says OH, SOMETIMES
I DO THAT.
BUT YOU KNOW, I LIKE TO
SHOW PEOPLE THAT THERE
ARE DIFFERENT WAYS
OF SEEING THINGS
AND THIS IS JUST A
GOOD EXAMPLE.
OKAY.
NOW, WHAT I'M GOING
TO DO RIGHT NOW IS,
I'M GOING TO SHOW YOU
SOME GEOMETRIC PATTERNS.
WHAT I WANT YOU TO DO,
WE'LL CLEAR THE SLATE
OF THE PHONE CALLS THAT
ARE ON THERE RIGHT NOW.

She shows a colourful square divided into eight smaller squares that, in turn, are divided into 4 triangles.

Mister C says THIS TIME WHEN
YOU PHONE IN,
WHAT I WANT YOU TO DO IS
TO DESCRIBE THE GEOMETRIC
PATTERN YOU SEE, AND WE'LL
DO ONLY ABOUT THREE OR FOUR
OF THEM, AND WE'LL
GET THEM SET UP HERE.
I'M GOING TO
ROTATE ALL OF THESE
SO THAT WE'LL GET
THEM IN MORE OR LESS
IN THE RIGHT SPOT, AND
THERE WE SHOULD GO.
SO, WE'RE GOING
TO - WHOOPS,
THERE'S A PATTERN.
IT'S A GEOMETRIC PATTERN
AND I'M NOT GOING TO DO
A WHOLE LOT OF EXAMPLES OF
REAL-LIFE PLACES WHERE
YOU USE PATTERNS
BECAUSE THAT'S ONE
OF YOUR ASSIGNMENTS.
BUT ONE PLACE THAT
I WILL SAY ON THERE
IS THAT THEY'RE
USED IN QUILTS.
THAT SHOULDN'T BE ONE
OF YOUR EXAMPLES WHEN
YOU DO YOUR PROJECT BECAUSE
I'VE TOLD YOU ALREADY.
ANYWAY, WHAT I'D LIKE YOU
TO DO IS TO PHONE IN
AND JUST DESCRIBE THE
PATTERN YOU CAN SEE.
YOU CAN TELL ME
ABOUT SHAPES,
ARRANGEMENT OF SHAPES,
PERHAPS COLOURS.
HOW THE COLOURS
MIGHT BE SET UP.
ANYTHING YOU CAN SEE.
YOUR BEST DESCRIPTION, AS
MUCH AS YOU CAN TELL ME,
AND WE HAVE A CALL, AND
I'M GOING TO DO THIS
WITH ABOUT THREE OR FOUR,
SO I WANT YOU TO THINK ABOUT
THIS AND GIVE ME
YOUR BEST ANSWER.
SO WE'LL TAKE ONE CALL FOR
THIS ONE AND I SEE WE
HAVE A WHOLE BUNCH OF
PEOPLE READY TO TALK TO ME,
AND YOUR NAME?

The caller says HI, THIS
IS STEPHANIE.

Mister C says HI, STEPHANIE.
WHAT DO
YOU SEE HERE?

Stephanie says I SEE A LOT OF
SQUARES AND DIAMONDS.

Mister C says RIGHT, OKAY,
SQUARES AND DIAMONDS.
IS THERE ANY PARTICULAR
PATTERN WITH THE COLOURS
OR DO YOU
SEE ONE OR NOT?
OR IS IT
KIND OF RANDOM?

Stephanie says IT'S KIND OF - WELL,
THERE'S A LOT OF -
THERE'S JUST BOXES
AND WITH SQUARES AND
THEN THERE'S SQUARES
PUT TOGETHER.

Mister C says RIGHT.
WELL, YOU KNOW, BASICALLY
IT'S AN ARRANGEMENT
OF TRIANGLES AND
SQUARES, AND THE TRIANGLES
ARE ALWAYS ARRANGED
THE SAME IN THE SQUARES,
AT LEAST IN THE CENTRE
HERE, BUT YOU'RE RIGHT,
THE COLOUR PATTERN IS A
LITTLE HARD TO PICK OUT,
ISN'T IT?

Stephanie says YEAH.

Mister C says THAT'S JUST FINE.
NOW, NEXT CALLER, WE'RE
GOING TO CONNECT - WE'RE
GOING TO ASK YOU TO
COMMENT ON THIS ONE.
SO A SLIGHTLY
DIFFERENT ONE.
SO YOUR NAME IS?
WE HAVE SOMEBODY
ON THE LINE.

He shows another colourful pattern made of squares and triangles. Some of them form star shapes.

The caller says HELLO.

Mister C says HI, AND
YOUR NAME IS?

The caller says JENNY.

Mister C says HI, JENNY.

Jenny says HI.

Mister C says HOW WOULD YOU
DESCRIBE THIS PATTERN?
WHAT DO
YOU SEE THERE?

Stephanie says LIKE ALL DIFFERENT
KIND OF STARS.

Mister C says STARS, YES.

Stephanie says AND THERE'S AN
TIMES IN THE MIDDLE.

Mister C says WHAT KINDS
OF SHAPES
MAKE UP ALL
THESE STARS?

Stephanie says TRIANGLES.

Mister C says TRIANGLES.

Stephanie says AND SQUARES.

Mister C says SQUARES, AND WHAT
ABOUT THIS ONE UP HERE?

Stephanie says RECTANGLES.

Mister C says RIGHT, SO WE'VE GOT A
STRONG PATTERN THAT
HAS SQUARES, RECTANGLES,
AND TRIANGLES.
I ALMOST
FORGOT TRIANGLES.
IS THERE A PATTERN
IN THE COLOURS?

Stephanie says NO, NOT REALLY.

Mister C says OKAY.
WE'LL TAKE
ONE MORE CALL.
THAT WAS GREAT,
THANK YOU VERY MUCH.
YOUR CALLS ARE REALLY
GOOD THIS MORNING.
YOU'RE DOING
A GREAT JOB.
YOUR NAME IS?

The caller says STACY.

Mister C says HI, STACY.
WHAT DO YOU SEE
IN THIS PATTERN?

Stacy says WELL, IF YOU LOOK IN
THE MIDDLE, THEN YELLOW,
AND THEN AT THE CORNERS,
THERE'S LITTLE ONES.

Mister C says YES.

Stacy says THERE'S LITTLE
SQUARE YELLOWS.

Mister C says OKAY.
SO IN OTHER WORDS, THERE
IS A REPLICATION HERE,
SO YOU'VE GOT YELLOW
HERE, BUT YOU HAVE IT
IN THE CORNERS AS WELL.

Stacy says MM-HMM.

OKAY, ANYTHING ELSE
YOU'D LIKE TO ADD?

Mister C says AROUND THE OUTSIDE.

Stacy says YEAH, AROUND
THE OUTSIDE -
THE SAME PATTERN.

Mister C says OKAY, A PATTERN THAT'S
FIXED WITH RECTANGLES BY
THE LOOKS OF IT, EH?

Stacy says MM-HMM.

Mister C says OKAY, THANK
YOU VERY MUCH.
NOW, NEXT CALLER, WE'RE
GOING TO GIVE YOU THIS ONE.
WE'LL STRAIGHTEN THAT
ONE UP JUST A BIT.
HOW WOULD YOU DESCRIBE
THIS PATTERN?

He shows a black and white pattern with butterflies and flowers-like shapes.

A caller says THERE'S A LOT OF
BLACK AND WHITE IN IT.

Mister C says LOT OF BLACK AND WHITE IN
IT AND WHO'S TALKING
BY THE WAY?

The caller says SANDRA.

Mister C says HI, SANDRA.
OKAY, LOTS OF BLACK
AND WHITE, YES.
WHAT ELSE
WOULD YOU SAY?

Sandra says IT LOOKS LIKE
BUTTERFLIES AND
FLOWERS KIND OF.

Mister C says YEAH, AND HOW ARE
THE BUTTERFLIES
AND FLOWERS
ARRANGED?
I LIKE THAT
DESCRIPTION.

Sandra says EVERY OTHER ONE.

Mister C says EVERY OTHER ONE,
EXACTLY, BOTH UP AND DOWN
AND LEFT AND RIGHT.
YOU SEE -

Sandra says IT'S
LIKE A CHECKERBOARD.

Mister C says WONDERFUL!
THAT'S THE KIND
OF THING I WANT.
IF YOU CAN COMPARE IT
TO SOMETHING THAT
EVERYBODY KNOWS EXACTLY
WHAT IT LOOKS LIKE,
THEN I CAN PICTURE
IT IN MY MIND WITHOUT
EVEN SEEING IT.
SO I SEE FLOWERS
WITH BUTTERFLIES
IN A CHECKERBOARD
PATTERN.
DOES THAT MAKE SENSE?

Sandra says YEAH.

Mister C says EXCELLENT.
THAT'S JUST THE KIND OF
DESCRIPTION I'M LOOKING FOR.
NEXT CALLER, HOW
ABOUT THIS ONE?

He shows another patter in red and blue in the shape of a big snowflake.

Mister C says AND WE'RE TALKING TO?

The caller says LINDEN.

Mister C says HELLO, HOW
ARE YOU DOING?

Linden says THERE'S A LOT OF
TRIANGLES AND
IT'S RED AND BLUE.

Mister C says EXACTLY.
CAN YOU TALK ABOUT THE
SIZE OF THE TRIANGLES.
WHAT DO YOU SEE HERE?

Linden says WELL IT LOOKS SORT OF
LIKE A SNOWFLAKE BUT
LIKE EVERY OTHER LITTLE EDGE
THING IS A DIFFERENT COLOUR.
LIKE IT'S A PATTERN,
BLUES AND REDS.

Mister C says RIGHT ON, AND IT'S A
COMBINATION OF BIG
AND SMALL
TRIANGLES, RIGHT?

Linden says YEAH.

Mister C says SO YOU CAN
TALK ABOUT THAT,
THE BASIC SIZE OF THE
TRIANGLES, AS WELL.
THIS IS VERY NICE.
YOU'VE DONE A GOOD
JOB WITH THAT.
WE'LL TAKE ONE
MORE CALL AND SEE
IF SOMEBODY ELSE WOULD
LIKE TO ADD TO IT.
YOU GUYS HAVE
BEEN JUST GREAT.
HI, AND YOUR NAME?

The caller says KATIE.

Mister C says HI, KATIE.
WHAT DO YOU THINK
ABOUT THIS ONE?

Katie says IT LOOKS LIKE A DIAMOND
IN THE MIDDLE AND THEN
TRIANGLES GOING OFF OF
IT AND THEN THE CORNERS
LOOK LIKE TRIANGLES
BROKEN IN HALF.

Mister C says THAT'S WONDERFUL.
SO AGAIN THE IDEA OF
DESCRIBING EVERY LITTLE BIT
IN PIECES; IT'S MADE
UP OF REDS AND BLUES,
BIG AND SMALL,
DIAMOND IN THE CENTRE,
SPLITTING OFF
LIKE A SNOWFLAKE.
ALL THOSE THINGS
HELP ME UNDERSTAND
WHAT THIS LOOKS LIKE.
YOU'VE DONE
A GREAT JOB.
NOW I'VE GOT TO GET INTO
SOME REALLY IMPORTANT
LITTLE FACTS BEFORE I TELL
YOU WHAT THE PROJECT IS.
ONE OF THE THINGS THAT
I'M GOING TO TALK ABOUT
IS THAT WHEN YOU
DESCRIBE PATTERNS FOR ME,
THE WAY I WANT
YOU TO DO IT,
WE'RE TALKING ABOUT
PATTERNS WITH A STRONG RULE,
AND I'M TALKING ABOUT
GEOMETRIC PATTERNS.
IN FACT, YOUR
PROJECT IS MOSTLY
ABOUT GEOMETRIC
PATTERNS.

He shows another sheet with 3 T-shaped figures made of black and white boxes. The first one consists of 3 squares down and 3 across. The caption “Stage number 1” appears next to it. The second one is made of 4 squares down and 5 across and the caption “Stage number 2” appears next to it. The third one consists of 5 squares down and 7 squares across.

Mister C says WHEN I WANT YOU TO
DESCRIBE A PATTERN
OR DRAW A
PATTERN FOR ME,
I WANT YOU TO DO EXACTLY
THE WAY I'M DOING IT HERE.
YOU DRAW STAGE 1,
THEN YOU DRAW STAGE 2,
WHATEVER I DID.
THEN YOU EVENTUALLY
DRAW STAGE 3.
SO IN OTHER WORDS, YOU DRAW
EACH STAGE INDIVIDUALLY.
NOW, WHAT I'D LIKE YOU TO
DO RIGHT NOW IS JUST LOOK
AT WHAT I'VE GOT HERE,
STAGE 1, STAGE 2,
AND STAGE 3, AND TELL
ME WHAT MY RULE IS.
WHAT DID I DO EACH TIME
I WENT TO ANOTHER STAGE?
WHAT'S MY RULE.
STAGE 1
STARTS THIS WAY.
STAGE 2 GOES TO THIS.
THEN EVENTUALLY IT GOES TO
THIS ONE UP HERE IN STAGE 3.
AND WE'VE GOT TONS OF
PEOPLE TO TELL ME EXACTLY
WHAT MY RULE IS.
HOW DID I DO IT?
AND WE'LL BE CONNECTED
IN - OH, HI.
YOU'RE NAME IS?

The caller says GABBY.

Mister C says YES, AND WHAT
IS MY RULE?

Gabby says YOU'RE ADDING ONE
SQUARE ON EACH ONE.

Mister C says OKAY, CAN YOU TELL
ME ABOUT WHETHER
IT'S SHADED
OR NOT SHADED?

Gabby says IT'S NOT SHADED.

Mister C says OKAY.

Gabby says IT'S ALWAYS THE
OPPOSITE COLOUR.

Mister C says ALWAYS THE
OPPOSITE COLOUR.
THAT'S WHAT I WAS
TRYING TO GET FROM YOU.
THAT'S PERFECT, SO
THANK YOU VERY MUCH.
NOW, THE QUESTION IS,
IF THAT'S STAGE 3,
WHAT'S STAGE 4
GOING TO LOOK LIKE?
AND I'M GOING TO USE SOME
TILES JUST TO SET THIS UP.
SO I'M GOING TO REPLICATE
STAGE 3 RIGHT NOW
WITH SOME TILES.
IT'LL ONLY TAKE ME A
MOMENT OR TWO TO DO THIS.
SO THIS IS STAGE 3, AND I
NEED TO GO DOWN WITH THIS.
ALL I WANT YOU TO DO IS TO
TELL ME WHAT TILES I ADD
TO THIS AND WHAT COLOUR
AND WHERE TO GET STAGE 4.
SO THAT'S STAGE 3.
WHAT DO I DO NOW?
HOW DO I FINISH
THIS PATTERN OUT?
STAGE 4 IS A LITTLE BIT
DIFFERENT FROM THIS.
HI, AND YOUR NAME?
OKAY, THERE.

He replicates stage 3 with red and blue tiles.

The caller says HELLO.

Mister C says HI, AND
YOUR NAME IS?

The caller says HELLO.

Mister C says HELLO, AND
YOUR NAME IS?

The caller says CHRIS.

Mister C says HI, CHRIS.
WHAT DO I DO TO
FINISH THIS OUT?
WHAT COLOUR OF TILES DO I
NEED AND WHERE DO I PUT THEM?

The caller says OKAY, AT THE TOP
RIGHT-HAND CORNER,
YOU HAVE TO
ADD A RED.

Mister C says GOTCHA.

Chris says AND AT THE TOP
LEFT CORNER,
YOU HAVE TO ADD
ANOTHER RED.

Mister C says OKAY.

Chris says AND AT THE BOTTOM, YOU
HAVE TO ADD A BLUE.

Mister C says RIGHT ON.
FANTASTIC, PRETTY
SIMPLE, EH?

Chris says YUP.

Mister C says OKAY, GREAT.
NOW, REMEMBER, I'M GOING
TO SAY THIS ONE MORE TIME,
THAT WHEN YOU PUT A
PATTERN ON A POSTER,
I'M ASKING FOR
TWO AND I'M ACTUALLY
ASKING YOU
FOR FIVE STAGES.
YOU DRAW STAGE
1 AND DRAW IT.
STAGE 2 AND DRAW
IT, AND SO ON.
WHO AM
I SPEAKING TO?

The caller says JESSIE.

Mister C says HI, JESSIE.
DO YOU UNDERSTAND WHAT
I'M GETTING AT TO DO
WITH DRAWING THE DIFFERENT
STAGES FOR YOUR PATTERN?

Jessie says YEAH.

Mister C says OKAY, THAT'S GOOD.
STAY WITH ME.
I'M GOING TO ASK YOU
ANOTHER QUESTION, OKAY?

Jessie says YUP.

Mister C says AND IT'S ABOUT
RELATIONSHIPS.
NOW, REMEMBER THAT WHAT
WE DID WAS WE STARTED
WITH THESE GUYS
RIGHT HERE, RIGHT?

He replicates stage 1 with the tiles.

Mister C says I'M JUST REPEATING
IT RIGHT HERE.
HOW MANY BLOCKS IN THIS
PARTICULAR STAGE 1 SITUATION?
HOW MANY
BLOCKS ARE THERE?

Jessie says THERE ARE FIVE BLOCKS.

Mister C says OKAY.
NOW, THIS IS STAGE 2.
REMEMBER I ADD
OPPOSITE ONES?

Jessie says YUP.

Mister C says HOW MANY BLOCKS
IN THAT ONE?

Jessie says 8.

Mister C says IN STAGE 3?

Jessie says 9.
NO, 11.

Mister C says 11.
AND IN STAGE 4?
I'LL SQUEEZE A
WAY OVER HERE.

Jessie says 14.

Mister C says 14.
NOW, WHAT'S THE RULE?

Jessie says ADD 3.

Mister C says OKAY.
NOW, HAVE YOU DONE
T-TABLES BEFORE?

Jessie says NO.

He shows a sheet with a T-table on. On the stage number side, he has numbers 1 to 5, and the “Value” side is empty.

Mister C says OKAY, A T-TABLE
IS SET UP THIS WAY.
JUST LISTEN TO ME AS I
TALK ABOUT IT BUT YOU'VE
GIVEN ME ALL THE
INFORMATION I NEED.
A T-TABLE SHOWS A
RELATIONSHIP BETWEEN TWO
NUMBERS, AND WHAT WE'RE
ALWAYS DOING HERE
IS SHOWING THE RELATIONSHIP
BETWEEN THE STAGE NUMBER
AND SOMETHING OF
VALUE, A NUMBER.
NOW, THIS PARTICULAR ONE
IS ABOUT THE NUMBER -
TOTAL NUMBER OF
BLOCKS IN EACH STAGE.
AND WHAT WE FOUND
OUT IS THAT IN
THE FIRST STAGE
THERE WERE 5.
IN THE SECOND
STAGE THERE WERE 8.
IN THE THIRD STAGE
THERE WERE 11.
AND IN THE FOURTH
STAGE THERE WERE 14.
AND IT WOULD HAVE
BEEN 17 HERE.
NOW, ONE OF THE THINGS
THAT THE CALLER DID
WAS THAT THEY TOLD
ME THE RULE.
IT'S ADD 3 EACH TIME.
BUT THAT, TO ME, IS
JUST PART OF THE RULE.
THERE ARE TWO THINGS I
WANT YOU TO STATE
EVERY TIME
YOU DO A RULE.
ALWAYS SAY WHAT
THE FIRST VALUE IS.
SAY, THE FIRST
TOTAL IS 5.
AND THEN, ADD - IN THIS
CASE 3 EACH TIME
OR FOR EACH STAGE.
SO YOU SEE, THERE'S TWO
PARTS TO GIVING ME
THE EXPLANATION.
ALWAYS WHERE YOU START AND
THEN WHAT YOU DO TO GET
TO THE NEXT AND
THE NEXT AND SO ON.
NOW, I'M GOING TO GO
BACK TO THE TILES
THAT WE SET UP BEFORE,
BECAUSE I DON'T WANT
JUST ONE RELATIONSHIP.
I WANT THREE RELATIONSHIPS
WITH EVERY PATTERN YOU DO.
SO LET'S GO RIGHT BACK TO
WHAT STAGE 1 LOOKED LIKE.
SO THERE'S
YOUR STAGE 1.
WHAT IF I SAID THIS TIME
I WANT TO KNOW HOW MANY
BLUE BLOCKS THERE
ARE IN EACH STAGE?
SO IF SOMEBODY WOULD
PHONE IN AND HELP ME
WITH THIS LITTLE PROJECT.
HOW MANY BLUE BLOCKS
IN EACH STAGE?
SOUNDS PRETTY EASY, BUT
THIS GETS AT A SLIGHTLY
DIFFERENT PATTERN AND
THAT'S IMPORTANT TO ME,
TO SHOW YOU THAT WITHIN
A PATTERN THERE ARE
OTHER PATTERNS AND
THAT'S KIND OF FUN.
SO WE GOT A WHOLE BUNCH
OF PEOPLE PHONING IN
TO HELP ME OUT AND IN
A MOMENT OR TWO, HI,
WHO AM I TALKING TO?

The caller says ALLY.

Mister C says HI, ALLY.
HOW MANY BLUE BLOCKS
IN THE FIRST STAGE?

Ally says IN THE FIRST STAGE, THE
TOTAL OF BLUE BLOCKS
IS THREE.

Mister C says SURE.
NOW, I'M GOING TO GO
TO THE SECOND STAGE.
HOW MANY BLUE BLOCKS?

Ally says YOU JUST ADD ONE
AND THAT'S 4.

Mister C says OKAY, WHAT DO YOU
THINK FOR STAGE NUMBER 3?

Ally says YOU ADD 2.

Mister C says RIGHT.
SO YOU GET A
TOTAL OF HOW MANY?

Ally says 6.

Mister C says RIGHT, AND
THEN IN STAGE 4?

Ally says 7 BLOCKS.
YOU JUST ADD ONE AND THE
NEXT TIME YOU ADD 2.

Mister C says SO WHAT'S THE RULE?
I THINK YOU'VE GOT
IT PRETTY WELL HERE,
SO I WANT YOU TO
TELL ME YOUR RULE.

Ally says THE FIRST TIME, WHEN THE
FIRST TOTAL IS YOU ADD 1,
AND THEN THE SECOND
TOTAL FOR - YOU ADD 2.

Mister C says NOW YOU'RE ONLY
MISSING ONE THING
THAT I WANT
YOU TO DO.
LET'S DO THE
T-TABLE.
WE STARTED WITH,
WHAT WAS IT, 3?

Ally says 3.

Mister C says THEN 4, THEN 6.

Ally says 6.

Mister C says THEN 7,
THEN 9, RIGHT?

Ally says MM-HMM.

Mister C says SO YOU DID THAT
PERFECTLY WELL.
YOU TOLD ME YOU ADD
1, THEN YOU ADD 2.
THEN YOU ADD 1,
THEN YOU ADD 2.
WHAT'S THE ONE THING I
WANT YOU TO ALWAYS
START YOUR
EXPLANATION WITH?

Ally says THE FIRST TOTAL?

Mister C says YES, THE FIRST
TOTAL IS 3.
ALWAYS TELL ME THAT AND
THEN YOU CAN TELL ME
THE RULE IS 3, AND
THEN YOU WOULD SAY...
THEN ADD 1,
THEN ADD 2.

Ally says ADD 2.
2 FOR EACH STAGE.

Mister C says AND REPEAT.
I'LL PUT IN REPEAT
FOR EACH STAGE.
DOES THAT MAKE SENSE?

Ally says YUP.

Mister C says THAT WAS EXCELLENT.
YOU'RE DOING
JUST A GREAT JOB.
YOU KNOW, I FEEL VERY
STRONGLY THAT YOU'RE
GOING TO GIVE ME SOME
REALLY GOOD RESULTS.
NOW, I DID THAT
RELATIONSHIP.
I'VE GOT SOME MORE CALLS
BUT I'LL TELL YA,
THERE ARE OTHER
RELATIONSHIPS TO GET AT HERE,
SO WE'RE GOING TO
TRY TO GET ONE MORE.
SO WE ARE CONNECTING AND
THIS TIME WE'RE GOING
TO GO AFTER A DIFFERENT
ONE, AND YOUR NAME?

The caller says HELLO.

Mister C says HI, AND YOUR
NAME IS?

The caller says JENNY.

Mister C says HI, JENNY.
THIS TIME I'M GOING TO
ASK YOU A QUESTION FIRST
DO YOU KNOW WHAT
PERIMETER IS?

Jenny says YES.

Mister C says HOW DO YOU FIGURE
OUT PERIMETER?

Jenny says IT'S AROUND THE

IT'S DISTANCE.

Mister C says DISTANCE AROUND,
THAT'S PERFECT.
SO WE KNOW THAT.
LET'S SAY THAT ONE EDGE ON
MY TILE HERE IS ONE UNIT.
CAN YOU FIGURE OUT FOR ME
WHAT THE DISTANCE AROUND
THIS SMALL ONE IS?
REMEMBER, ONE
UNIT FOR AN EDGE.

He points at a T-shape figure made out of 3 tiles across plus 2 more tiles down.

Jenny says 12.

Mister C says 12, RIGHT ON.
STAY WITH ME BECAUSE I
WANT TO SEE WHAT WE
CAN DO WHAT THIS.
WHEN I GO TO STAGE 2,
WHAT'S THE PERIMETER?
I'M JUST ADDING
THE TILES NOW.

Jenny says YOU ADD 9.

Mister C says
BE CAREFUL HERE.
THAT'S A PRETTY
ENTICING IDEA TO ADD 9,
BUT WHAT HAPPENS, YOU
COVER UP ONE HERE, HERE,
AND HERE, SO YOU
REALLY ONLY ADDING?

Jenny says 6.

Mister C says 6.
SO YOU ADD 6.
WHAT HAPPENS WHEN I
GO TO THE NEXT STAGE?

Jenny says YOU ADD 6 AGAIN.

Mister C says RIGHT, SO WE GOT A RULE
BY THE LOOKS OF IT,
DON'T WE?
SO LET'S DO THAT ONE
NEXT ON A T-TABLE.
HOW DID WE START?
WHAT WAS
THE FIRST VALUE?
DO YOU REMEMBER?

Jenny says 12.

Mister C says AND THEN WE ADDED?

Jenny says 6.

Mister C says 6.
AND THEN 6 AGAIN, THEN
6 AGAIN, THEN 6 AGAIN.

He writes numbers 12, 18, 24, 30 and 36 on the value side.

Mister C says NOW, THIS WAS
ABOUT PERIMETER.
THAT'S WHAT THE
T-TABLE'S ABOUT.
AND HOW DO WE STATE
THE RULE SO EVERYBODY
KNOWS WHAT WE'RE
TALKING ABOUT?
HOW DO WE STATE THE RULE?

Jenny says YOU START WITH 12.

Mister C says START WITH 12, RIGHT ON,
AND THEN WHAT DO YOU DO?

Jenny says THEN YOU GET TO ADD 6.

Mister C says ADD 6 EACH TIME.
WELL DONE.

Jenny says OKAY, BYE.

Mister C says THANK YOU VERY MUCH.
WE'RE GOING TO DO ONE
MORE JUST TO SHOW YOU
HOW MANY DIFFERENT
RELATIONSHIPS I CAN FIND
WITH A SINGLE PATTERN.
THERE ARE TONS OF THEM.
I COULD HAVE DONE RED
BLOCKS BUT I'M
NOT GOING TO DO THEM.
YOU COULD DO THAT
ONE YOURSELF.
BUT HOW ABOUT HOW MANY
CONNECTING EDGES?
THIS ONE HAS 1, 2,
3, 4 CONNECTING EDGES.
SOMEBODY LIKE TO HELP
ME FINISH THIS ONE OUT?
WE'VE GOT SOMEBODY
ON THE LINE.

The caller says KEVIN.

Mister C says HI, KEVIN.
SO YOU UNDERSTAND WHAT I
MEAN BY A CONNECTING EDGE?

Kevin says YEAH.

Mister C says OKAY.
SO HOW MANY HAVE WE
GOT IN THE FIRST ONE?

Kevin says 3.

Mister C says I THINK IT'S
4, ISN'T IT?

Kevin says IT'S 4.

Mister C says RIGHT.
HOW MANY CONNECTING
EDGES DO WE HAVE NOW?

He adds one tile to each end.

Kevin says 7.

Mister C says HOW MANY CONNECTING
EDGES DO WE HAVE NOW?

He adds one tile to each end.

Kevin says 10.

Mister C says HEY, THIS
IS PRETTY EASY.
SO WE'LL
DO THE T-TABLE.
HOW DID WE START?

Kevin says 4.

Mister C says THEN?

Kevin says 7, 10.

Mister C says NOT ALL PATTERNS
ARE AS EASY AS THESE,
BUT THIS IS CONNECTING
EDGES, RIGHT?

Kevin says YUP.

Mister C says AND HOW DO YOU STATE
THE RULE FOR ME?

Kevin says YOU START WITH 4.

Mister C says START WITH 4, RIGHT
ON, AND THEN WHAT?

Kevin says THEN ADD 3.

Mister C says ADD 3 EACH TIME
FOR EACH STAGE.
WELL DONE AGAIN.
WE'RE AT THE PART OF THE
SHOW WHERE I'VE GIVEN YOU
AN IDEA HOW TO
RECORD A T-TABLE.
I'VE GIVEN YOU
AN IDEA ABOUT
THE IDEA OF
STATING A RULE.
I'VE SHOWN YOU SOME
GEOMETRY POSSIBILITIES
IN TERMS OF
RICH PATTERNS.
AT THIS POINT I HAVE TO
TELL YOU WHAT YOUR
ASSIGNMENTS ARE SO THAT
YOU KNOW WHAT YOU HAVE
TO DO OVER THE COURSE
OF THE NEXT 10 DAYS.
SO HERE THEY ARE...
YOU HAVE TWO
ASSIGNMENTS ACTUALLY.

He shows an assignment sheet with the following tasks: 1- Patterns investigation due Monday, March 1st. 2- Student project due Wednesday, March 3rd.”

Mister C says THE FIRST ONE IS A
PATTERNS INVESTIGATION
WHICH IS DUE FOR
THE NEXT SHOW,
AND I'LL JUST SHOW YOU
WHAT IT LOOKS LIKE.
IT'S A
THREE-PAGE HANDOUT.
YOU DON'T HAVE TO READ
THIS IN ANY DETAIL
BUT YOUR TEACHER WILL
HAVE IT AND THEY'LL
HAND IT OUT TO YOU.
THE FIRST ONE
LOOKS LIKE THIS.
IT'S GOT A WHOLE BUNCH OF
PATTERNS ON IT WITH
BLANKS IN IT AND YOU
FILL IN THE BLANKS
TO THE BEST OF
YOUR KNOWLEDGE.
SOME OF THEM ARE PRETTY
TRICKY AND THE RULES
ARE VERY, VERY
DIFFERENT EACH TIME.
THEN I HAVE SOME GEOMETRIC
PATTERNS YOU CAN WORK WITH.
AND THEN I HAVE A STAGE 1,
2, 3, 4 SET OF DRAWINGS,
JUST SO YOU GET USED TO
THAT FOR YOUR OTHER BIG
PROJECT, WITH SOME
T-TABLES DOWN HERE.
SO YOU'VE GOT A COUPLE
OF POSSIBILITIES HERE.
NOW, THAT INVESTIGATION
IS DUE FOR NEXT WEEK,
SAME TIME FOR
THIS SHOW.
YOU MUST BRING YOUR
ANSWERS TO THE PROGRAM
BECAUSE WE WILL TAKE THEM
ALL UP HERE IN THE PROGRAM
WITH YOUR HELP AND
WE'LL GET THE ANSWERS
WE'LL MAKE SURE THAT EVERYBODY
HAS A PRETTY GOOD IDEA
HOW THOSE THINGS WORK
AND WHAT THE RULES ARE.
THE BIG THING THOUGH IS
THE STUDENT PROJECT
WHICH IS DUE ON
MARCH THE 3RD.
THE SHOW NEXT WEEK,
I WILL DO TWO THINGS.
I'LL TAKE UP YOUR HOMEWORK
AND I'LL ANSWER YOUR QUESTIONS
IF YOU'RE HAVING
ANY DIFFICULTIES
WITH YOUR PROJECTS
WHATSOEVER, IN DETAIL.
NOW, HERE'S WHAT THE
PROJECT'S ALL ABOUT.
STUDENT POSTER PROJECT.

He shows an assignment sheet with the caption “Student Poster Project: 1- Drawing of first 5 stages for 2 different geometric patterns, 2- A stated rule for each pattern, 3- Three T-tables representing 3 relationships for each of the 2 patterns chosen, 4- Three examples of patterns found outside, and 5- A border around the edge of the poster using a distinct pattern.”

Mister C says THERE ARE FIVE PARTS
THAT YOU HAVE TO DO
FOR YOUR POSTER.
REMEMBER, WE'RE TALKING
GEOMETRIC PATTERNS,
SO YOU'RE DOING BASICALLY
10 DRAWINGS TOTAL.
TWO DIFFERENT PATTERNS,
FIVE STAGES EACH.
JUST LIKE I WAS
TALKING BEFORE.
YOU'VE GOT TO DESCRIBE WHAT
THE PATTERN'S ALL ABOUT.
AND WHEN I'M TALKING ABOUT
THIS RULE, I'M SAYING,
WHAT IS THE RULE FOR HOW
YOUR PATTERN BUILDS?
AND WHEN WE WERE DOING
THAT ONE BEFORE,
IT WAS SORT OF ADD A
DIFFERENT COLOUR
TO THE END OF EACH
PART OF THE T.
NOW, THAT'S WHAT WE
WERE DOING NEAR THE END
OF THE PROGRAM.
WE HAD RELATIONSHIPS
TO DO WITH THE NUMBER
OF RED TILES, THE
NUMBER OF BLUE TILES,
THE NUMBER OF EDGES
OR CONNECTING EDGES,
THE PERIMETER.
ALL THOSE THINGS
ARE POSSIBILITIES.
THEY DON'T ALL HAVE TO USE
THE SAME RELATIONSHIPS.
YOU CAN USE AREA.
NOW, ONE OTHER THING
I CAN SAY ABOUT
THE PATTERNS IN GENERAL,
THEY'RE GEOMETRIC.
DO THEY HAVE
TO BE SQUARES?
NO.
THEY CAN BE
TRIANGLE PATTERNS.
THEY CAN BE
HEXAGON PATTERNS,
OR THERE COULD BE A
COMBINATION OF SHAPES,
SAY PENTAGONS COMBINED
WITH SQUARES.
WHATEVER YOU
WANT TO DO.
IF YOU'VE GOT PATTERN
BLOCKS, IT MIGHT BE A REALLY
GOOD WAY TO MAYBE SET
UP SOME PATTERNS BEFORE
YOU DRAW THEM ON
YOUR POSTER.
NOW, THE SECOND THING YOUR
POSTER HAS TO INCLUDE,
OTHER THAN THOSE
THREE PATTERNS,
ARE EXAMPLES OF
PATTERNS FOUND OUTSIDE
OF THE CLASSROOM.
NOW THE ONE PATTERN
THAT I WILL ELIMINATE
IS DO NOT USE QUILTS.
SO FIND OTHER EXAMPLES OF
WHERE PATTERNS ARE FOUND
OUTSIDE OF THE CLASSROOM,
AND THE WAY YOU CAN PUT
THIS ON YOUR POSTER IS
MAYBE YOU FIND SOMETHING
IN A MAGAZINE AND YOU
CAN CUT OUT A PICTURE
OF WHERE THERE'S A
REALLY STRONG PATTERN.
I'M NOT GOING TO GIVE YOU
ANY HINTS ABOUT WHAT
THEY MIGHT BE, BUT CERTAINLY
IF YOU LOOK THROUGH
MAGAZINES AND VARIOUS
OTHER SOURCES LIKE THAT,
YOU CAN FIND SOME
POSSIBILITIES.
YOU COULD DRAW WHAT
YOU FIND OUTSIDE
THE CLASSROOM, AS WELL.
AND LAST, BUT NOT LEAST,
THIS IS AN ARTISTIC REQUEST,
THAT WHEN
YOU DO YOUR POSTER,
THAT YOU MAKE A BORDER
ALL THE WAY AROUND
THE OUTSIDE, LIKE OUT -
IF THIS WAS MY POSTER,
IT'D BE OUT HERE.
YOU MAKE UP YOUR OWN
PATTERN AND BASICALLY
DRAW IT, COLOUR IT.
YOU DON'T HAVE TO TELL
ME WHAT THE RULE IS.
THE FACT IS KIND OF THE
FUN THING THAT I'LL DO
IS ONCE I SEE SOME OF THESE,
THAT WE MIGHT ACTUALLY -
I'LL TRY TO
GUESS YOUR RULE.
SO MAKE IT A RULE THAT
REALLY DOES WORK BUT
I'LL TRY TO
GUESS YOUR RULE.
NOW, ALL THIS WORK YOU
HAVE TO DO OVER
THE COURSE OF THE
NEXT 10 DAYS OR SO.
THE REASON THAT THE
TIMELINE IS SO SHORT
IS THAT I WANT PHOTOGRAPHS
OF YOU WITH YOUR POSTERS
AND WE HAVE TO FORWARD THEM
HERE TO TORONTO AS QUICKLY
AS POSSIBLE SO THAT I
COULD SHOW YOUR WORK
WITH YOU IN THE PICTURE,
AS WELL, ON AIR.
NOW, IF YOU'RE WORKING
WITH A PARTNER,
IT WOULD BE TWO
PEOPLE DOING
A SINGLE POSTER,
THAT'S OKAY.
I WILL SAY THAT YOUR
POSTER SHOULD BE DONE
WITH NO MORE THAN TWO
PEOPLE, BUT THEY COULD BE
DONE INDIVIDUALLY AS WELL.
SO, WE HAVE TO GET THOSE
PHOTOS IN TO TORONTO
SO I CAN SHOW OFF YOUR
WORK AND WE CAN HAVE A
LOT OF FUN WITH IT IN
OUR LAST PROGRAM JUST
BEFORE THE MARCH BREAK.
I THINK THAT
THAT'S ALL I HAVE.
SO WHAT I'M GOING TO DO
IS OPEN UP THE LINES ONE
MORE TIME AND IF YOU'VE
GOT ANY QUESTIONS ABOUT
WHAT I'VE DESCRIBED IN
TERMS OF THE PROJECT,
I'D BE MORE THAN HAPPY TO
ANSWER THEM RIGHT NOW.
LET'S SEE, WE DO
HAVE A CALLER.
IN A MOMENT OR TWO, WE'LL
TRY TO FILL YOU IN.
HI, AND YOUR
NAME IS?

The caller says CHRIS.

Mister C says HI, CHRIS.
WHAT'S YOUR
QUESTION?

Chris says THE LAST PAGE OF THE
HOMEWORK THAT'S DUE
FOR THE NEXT
TIME WE'RE ON?
GEOMETRIC ONE, WHAT
DO WE HAVE TO DO?

Mister C says THE LAST PAGE.
ACTUALLY, I BETTER
GET IT SO I KNOW
WHAT YOU'RE ASKING ME.
BEAR WITH ME
FOR A SECOND.
IS IT THE PAGE THAT
LOOKS LIKE THIS?
IS IT THE PAGE THAT
LOOKS LIKE THIS ONE?

He shows the assignment sheet with the T-table exercises.

Chris says NO, THE ONE
AFTER IT, I THINK.
YEAH, THE ONE
AFTER THAT.

Mister C says IS IT THIS ONE?

Chris says THE ONE WITH
ALL THE SHAPES.

He shows an assignment sheet with pattern sequences on it.

Mister C says THIS ONE?

Chris says YUP.

Mister C says OH, OKAY.
THIS ONE, THE TOP
QUESTION HERE IS JUST,
YOU DRAW ANOTHER
SHAPE IN HERE.
THERE SEEMS TO BE A
BIT OF A PATTERN
WITH THESE SHAPES.
YOU DRAW THE NEXT SHAPE.
LIKEWISE, THERE'S A
BIT OF A PATTERN HERE,
YOU DRAW THE
NEXT STAGE, OKAY?
IS THAT OKAY?

Chris says UMMM.

Mister C says YOU'VE GOT SOMETHING
HAPPENING HERE.

Chris says YUP.

Mister C says I WANT YOU TO ACTUALLY
MAKE DRAWINGS
IN THESE BLANKS.
IS THAT OKAY?

Chris says YUP.

Mister C says DOES THAT
EXPLAIN IT?

Chris says YUP.

THANK YOU VERY MUCH AND
I HOPE THAT MAKES THAT
A LITTLE BIT
EASIER FOR YOU.
AND HAVE WE GOT
NO MORE QUESTIONS?
I DON'T SEE ANY
MORE QUESTIONS,
SO I'M LOOKING FORWARD TO
SEEING YOU NEXT WEEK
SO THAT WE CAN MAKE
SURE YOUR HOMEWORK MAKES
SENSE AND - OH, WE'VE
GOT ANOTHER CALL
SO WE'LL TAKE THAT
RIGHT NOW.
CERTAINLY I WOULD PREFER
TO ANSWER YOUR QUESTIONS
RIGHT NOW BEFORE YOU
GET INTO THE PROJECT.
SO JUST A MOMENT OR TWO
WE'LL HAVE SOMEBODY CONNECTED.
HI, AND YOUR NAME?

The caller says THIS IS LUKE.

Mister C says HI, LUKE.
QUESTION?

Luke says YEAH, MY QUESTION IS
FOR THE FIRST - WELL,
THE FIRST PAGE, IT SAYS
PATTERNS AND STUFF?

Mister C says YES.
I KNOW THE ONE YOU'RE
TALKING ABOUT.

Luke says YEAH, FOR ALL THEM, THEY'RE
DUE ON MONDAY, RIGHT?

Mister C says THAT'S CORRECT, YES.

Luke says AND FOR THE RELATIONSHIPS
AND THE T-TABLES,
WE DO THEM FOR WHERE IT
SAYS ONE MORE GEOMETRIC
PATTERN AND IT SHOWS
STAGE 1, 2, 3, 4,
AND WE HAVE TO
DRAW 5 AND 6.
IS THAT WHAT WE DO
FOR THE T-TABLES?

Mister C says I'LL COME BACK
TO THIS - YEAH,
EXACTLY WHAT YOU'RE
SAYING MAKES SENSE.
IF YOU COME BACK
AND WE TAKE A LOOK,
THIS IS LIKE DRAWING
YOUR DIFFERENT STAGES,
SO WHEN YOU DO A
POSTER PROJECT,
YOU'RE GOING TO HAVE
SOMETHING THAT LOOKS LIKE
THIS, STAGE 1, 2, 3, 4.
YOU DON'T NEED A STAGE 6,
BUT YOU WOULD DRAW A STAGE 5.
THEN UNDERNEATH YOU
WOULD HAVE T-TABLES
THAT REPRESENT
RELATIONSHIPS.

Luke says YEAH, THAT'S
WHAT I MEANT.
FOR THE T-TABLES, WE USE
IT FROM THE SHAPES
LIKE ABOVE THEM?

Mister C says YES, THAT'S CORRECT.
YES, YOU'RE
RIGHT ABOUT THAT.

Luke says OKAY, THANK YOU.

Mister C says OKAY, ANY
MORE CALLS.
WE HAVE AT LEAST ONE MORE
SO WE'LL TAKE THAT CALL.
HI, AND YOUR NAME?
HI.

The caller says MY PARTNER WANTED TO
ASK A QUESTION BUT -

Mister C says DO YOU KNOW WHAT
THE QUESTION IS?

The caller says NO, I DON'T.
SHE LEFT.

Mister C says OKAY, FINE.
THANKS FOR
CALLING IN.
WE'LL TAKE ONE MORE
CALL AND THEN WE'RE
GOING TO CALL
IT A WRAP.
YES, HI.

The caller says HI, THIS IS
STEPHANIE.

Mister C says HI, STEPHANIE.

Stephanie says I WAS JUST WONDERING FOR
THE POSTER WHEN IT'S DUE.

Mister C says IT'S DUE A WEEK
FROM WEDNESDAY,
ON MARCH THE 3RD, I
THINK IS THE DATE.

Stephanie says OKAY, THANKS.

Mister C says OKAY?
HEY, YOU'VE BEEN A
GREAT AUDIENCE TODAY.
I'M LOOKING FORWARD TO
SEEING YOU NEXT WEEK,
SAME TIME, SAME PLACE.
SO LONG!

A slate pops up with the caption “Please remember to log off! Pick up handset. Press pound then 7. Press 1 to confirm. Hang up handset. See you next time!”

Watch: Grade 5 - Intro and Geometric Patterns