Transcript: NFA - Math Projects, Part 1 | May 31, 1999

The opening slate pops up with a countdown timer in 00 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.
On an abstract purple and pink background, the title changes to “Grade 3 Math Project with Stewart Craver.”

Mister C sits in the studio. He’s in his fifties, with a dark beard and wavy black hair. He’s wearing glasses, a black T-shirt with Einstein’s face and dark red suspenders.

Mister C says WELCOME TO THE
VIRTUAL CLASSROOM.
THIS IS MISTER C, AND I WELCOME
YOU TO OUR GRADE THREE MATH
TREK THROUGH THE SCHOOLYARD.
I HOPE YOU GET AN OPPORTUNITY
TO GO OUTSIDE AND DO ALL
KINDS OF LITTLE PROJECTS
IN THE SCHOOLYARD.
BUT BEFORE I TALK ABOUT THE
PROJECT, I HAVE A LITTLE
PUZZLE, A LITTLE QUESTION
THAT I'D LIKE TO TRY WITH YOU
FIRST, AND HERE IT IS.
WHY ARE THESE
LETTERS THE SAME?

A blue paper appears. It reads “A, M, T, V, W.”

He continues NOW TAKE A LOOK AT THEM.
I'M LEAVE THEM ON THE SCREEN
FOR A FEW MINUTES, OR A FEW
SECONDS, ACTUALLY, AND AT THE
END OF THE PROGRAM I WILL
COME BACK TO THEM AND SHOW
YOU WHAT'S THE SAME ABOUT THEM.
SO YOU THINK ABOUT
IT RIGHT NOW.
OKAY, WE'LL COME BACK TO THAT
AT THE END OF THE PROGRAM.
WHAT I'M GOING TO DO RIGHT
NOW IS DESCRIBE A PROJECT.
AND THE NICE THING ABOUT WHAT
WE ARE DOING THIS MORNING IS
NOT ONLY WILL I DESCRIBE THE
PROJECT, BUT WE HAVE SOME
VIDEO CLIPS OF A CLASS THAT
DID THIS, HERE IN TORONTO,
AND WE'LL SHOW YOU THOSE
VIDEO CLIPS, WELL, SORT OF
INTERSPERSED IN BETWEEN.
WHAT WE'VE CALLED THIS
PARTICULAR PROGRAM, OR SERIES,
OR WHAT I'VE CALLED IT IS A
MATH TREK IN YOUR SCHOOLYARD.

A new piece of paper reads “You are in groups of four to: a) Collect data in the school yard. b) Complete the question sheets in class and c) Create a poster.”

He appears in a small window at the right bottom of the screen.

He continues THAT SIMPLY MEANS YOU GO
OUTSIDE AND YOU MEASURE SOME
THINGS, YOU LOOK FOR SOME
SHAPES, YOU COUNT SOME TREES,
YOU LOOK AT THE GARDENS,
AND YOU COLLECT ALL KINDS
OF INFORMATION.
THE NEXT THING YOU DO
IS YOU COME INSIDE
AND YOU COMPLETE A QUESTION
SHEET OR A SERIES OF
QUESTION SHEETS BASED
ON THE DATA YOU COMPLETED.
AND LAST BUT NOT LEAST,
YOU CREATE A POSTER
WITH ALL THAT INFORMATION.
NOW, NEXT WEEK, WHAT I'LL DO
IS I'LL BRING IN SOME SAMPLES
OF WORK.
AND IT WILL SHOW YOU WHAT THE
POSTER SHOULD LOOK LIKE, AND
WHAT SHOULD BE ON THE POSTER.
IN THE GROUP THERE
ARE FOUR DISTINCT ROLES.
THE FIRST PERSON WE
WILL CALL THE RECORDER.
AND THEY RECORD FOR THE
FIRST FOUR INVESTIGATIONS.
YOU'LL UNDERSTAND IN A
MOMENT OR TWO THAT, IN FACT,
THERE ARE FIVE INVESTIGATIONS
INVOLVED IN THIS.
FOUR SMALLER ONES
AND ONE BIG ONE.
THEN THE SECOND PERSON
IN THE GROUP WE COULD CALL
THE MAP PERSON.
ESPECIALLY IN CHARGE OF
THE FIFTH INVESTIGATION
CALLED THE 1 KILOMETRE TRAIL.
THE THIRD PERSON IN THE
GROUP IS THE MEASURER.
THAT PERSON EITHER HANDLES
THE TRUNDLE WHEEL
OR IS THE PACER.
I'LL EXPLAIN WHAT THE
PACER IS AT THE VERY END.
AND LAST BUT NOT LEAST
YOU HAVE THE OBSERVER.
THAT PERSON IS THE PERSON THAT
COUNTS THE WINDOWS PERHAPS.
OR LOOKS AT THE SHAPES
THEY FIND IN THE
ADVENTURE PLAYGROUND.
NOW, CERTAINLY THE TEACHER
HAS THE OPTION TO CHANGE THE
ROLES AS YOU GO ABOUT DOING
THE WORK, AND THAT'S FINE.
THERE'S NO PROBLEM WITH THAT.

He shows two pieces of paper with that information.

He continues SO THERE ARE FOUR
DIFFERENT ROLES.
I WILL QUICKLY REVIEW THAT.
THE FIRST FOUR
TASKS INCLUDE:

A blue sheet of paper reads “a) Estimating the length of a segment of fence. b) Calculating the number of windows in the school. c) Recording the shapes found in the ‘adventure playground’, d) Investigating the garden(s) and different trees around the school.”

He continues NOW I PRESUME ALL
SCHOOLS HAVE ONE.
YOU'VE GOT THE TUBES
AND THE BARS AND
ALL THAT KIND OF STUFF.
WHAT YOU DO IS YOU
LOOK FOR SHAPES.
AND HOPEFULLY EVERY
SCHOOL HAS A GARDEN
OR MORE THAN ONE.
AND YOU'RE LOOKING AT
THE GARDENS BUT ALSO
THE TREES YOU FIND
IN YOUR SCHOOLYARD.
BUT THE BEST WAY TO GET A
SENSE OF WHAT THESE FOUR TASKS
ARE IS TO LOOK AT A VIDEO.
AND WE HAVE SOME SHOTS TAKEN
AT GEORGE WEBSTER PUBLIC
SCHOOL HERE IN TORONTO,
AND THEIR TEACHER IS
JANICE TISCHENER.
SO LET'S HAVE A LOOK.

A clip plays.

(drum music plays)
A caption appears on screen. It reads “Outdoor Investigation.”

Mister C and Janice distribute sticks and elements to a group of children. Janice is in her thirties with short brown hair. She’s wearing a white coat with blue motifs and dark trousers.

Janice says NOW, LET'S SEE
WHAT WE HAVE TO DO.
THIS IS ONE METRE.
AND IN BETWEEN THAT POST
THERE AND THAT POST THERE,
HOW MANY METRES?
THIS IS ONE.

A boy says THREE METRES.

Janice says OKAY, GREAT.
WRITE IT DOWN
BESIDE YOUR NAME.
THERE'S WHERE YOU PUT THE
METRES AND THE CENTIMETRES.
YOU'RE AT THE BOTTOM.
YOUR NAME IS HERE.
OKAY, GOOD.
X MARKED THE SPOT.
GREAT, HOW MANY
METRES SO FAR?
ONE.

The boy says TWO.

Janice says ROMAN HAS
THE SPOT MOVING.
EXCELLENT, ALL RIGHT.
NOW WE ARE GOING TO
HAVE SOME CENTIMETRES.
HOW DO WE FIND OUT HOW MANY
CENTIMETRES THERE ARE?
OH, KEEP YOUR FINGER
THERE, DAMIAN.
THAT'S IT.
YOU CAN MOVE THE
METRE STICK NOW.
THAT'S IT.
GREAT.
HOW MANY CENTIMETRES IS IT,
ROMAN, LET'S SAY TO THE MIDDLE
OF THE POST?

The boy says 18.

Janice says GREAT.
SO WHAT WAS THE
ACTUALLY DISTANCE THEN?

The boy says 318.

Janice says 318 CENTIMETRES.
SO HOW MANY METRES, AND
HOW MANY CENTIMETRES?

The boy says THREE METRES, AND
18 CENTIMETRES.

A kid says ROMAN WAS CLOSEST,
I WAS SECOND CLOSEST.

Janice says GREAT.
ALL RIGHT, SO YOU
HAVE TO RECORD.
DAMIAN, YOU'RE OUR RECORDER.
THREE METRES AND
18 CENTIMETRES.

Boys say 185, AND WE GUESSED 200.

Janice says OKAY, WRITE THAT
DOWN, RECORDER.

The boy says THAT'S ANOTHER ONE.

Mister C says FIRST OF ALL, YOUR JOB IS TO
DRAW ONE CLASSROOM WITH ALL
THE WINDOWS, AND YOU MAKE SURE
IT'S ACCURATE, AND MAKE SURE
YOU GET HOW MANY WINDOWS
IN THE CLASSROOM?

A girl says 27.

Mister C says SO THAT'S YOUR JOB.
AT THE SAME TIME, THE TWO OF
US ARE GOING TO WALK AROUND
THE SCHOOL.
YOUR JOB IS TO COUNT --
WHICH ONE WAS I GOING TO DO?
I THINK YOU WERE GOING TO DO
THE NUMBER OF CLASSROOMS, AND
I WANT YOU TO COUNT EVERY
CLASSROOM AS WE GO AROUND SO
WE HAVE A NUMBER
OF CLASSROOMS.
AND YOUR JOB IS TO COUNT
EVERY WINDOW THAT'S NOT
IN A CLASSROOM.
AND WE HAVE TO BE
REALLY ACCURATE.
SO DOES EVERYBODY KNOW
WHAT THEY ARE DOING?

The kids say YUP.

Mister C says YOU GUYS WAIT 'TIL WE GET BACK
HERE, THEN WE'LL GO TO THE
NEXT ONE, OKAY?

A boy with dark hair says 40, 41, 42, 43, 44, 45.

Mister C asks AND WAY UP AT THE TOP?

The boy with dark hair says 46, 47, 48, 49, 50, 51.

Mister C asks GOOD.
51.
I LIKE THAT.

Janice says ONE, TWO, THREE, FOUR, FIVE,
SIX, SEVEN, EIGHT, NINE...
FORTY.

A blond female teacher says ASHLEY?

Ashley says YES.

The blond female teacher says A TWO DIMENSIONAL SHAPE
IN THE PLAYGROUND,
CAN YOU FIND SOME?

The clip ends.

Back in the studio, Mister C says THAT WAS REALLY EXCITING.
AND I THINK THAT YOU WOULD
HAVE A GREAT TIME GOING OUT
AND COLLECTING ALL THAT DATA.
I'VE RECOMMENDED EVERY GROUP
SHOULD PROBABLY HAVE A SENIOR
STUDENT, PERHAPS, OR AN ADULT
TO WORK WITH, SO YOU KEEP
ORGANIZED, AND YOU KEEP YOUR
COUNT AS CLOSE AS POSSIBLE.
I SAID, HOWEVER, THERE
WAS A FIFTH TASK.
AND THIS IS ONE THAT
ALMOST STANDS ALONE.
AND I'LL SHOW YOU WHAT
IS INVOLVED THERE.
SO LET'S JUST
TAKE A LOOK HERE.
FIRST OF ALL, YOU HAVE TO DRAW
A SKETCH OF A TRAIL ON A MAP.

He shows a piece of paper that reads “e) Draw a sketch of a ‘trail’ on the ma which is one kilometre in length.” The paper also features a drawing of geometrical shapes.

He continues NOW, YOUR TEACHER HAS TO
PROVIDE FOR YOU A MAP THAT
MIGHT LOOK LIKE THIS, WHICH
HAS THE SCHOOL BUILDING ON IT,
AND SHOWS WHERE THE FENCE IS,
MAYBE SHOWS WHERE A SIDEWALK
IS, MAYBE SOME OTHER BUILDING.
THESE DOTS COULD EASILY
REPRESENT, SAY, THAT'S THE
GARDEN SPOT, THAT'S THE
ADVENTURE PLAYGROUND, THAT'S
WHERE YOU MEASURE THE FENCE,
AND THIS ONE OVER HERE IS
MAYBE WHERE YOU START
LOOKING AT THE WINDOWS.
SO THAT'S THE KIND OF
INFORMATION THAT WOULD BE
ON THIS MAP.
LET'S TAKE A CLOSER
LOOK AT THE MAP.
THIS IS A SLIGHT BLOW-UP
OF THE SAME THING.
AND THE OTHER TASK HAS TO
DO WITH FINDING OUT WHAT
A KILOMETRE LOOKS LIKE.
NOW, YOU'VE ALREADY
TAKEN SOME MEASURES.
LIKE FOR INSTANCE, MAYBE ALONG
THIS FENCE IS 150 METRES.
LET'S SAY YOU MEASURED THE
PERIMETER, WHICH IS THE
DISTANCE AROUND THE SCHOOL, AND
FOUND THAT IT WAS 200 METRES.
THIS IS INFORMATION YOU KNOW.
NOW THE IDEA IS TO DRAW A
TRAIL ON HERE THAT IS
1 KILOMETRES LONG WITH
NO DOUBLING BACK.
NOW, HOW MANY METRES
IN A KILOMETRES?
LET'S SEE.
IF I RECALL CORRECTLY, IT'S
1000 METRES IN ONE KILOMETRE.
SO I'M TRYING TO WORK OUT WHAT
A THOUSAND METRE TRAIL MIGHT
LOOK LIKE.
SO I MIGHT START HERE AND DO
THIS, GO DOWN HERE, ALONG HERE.
I WOULD STAY CLOSE TO THE
LANDMARKS YOU KNOW AND FOLLOW
THEM BECAUSE THAT GIVES YOU
SOME SENSE OF THE DISTANCE.
MAYBE ALL THE WAY ALONG HERE.
MAYBE HERE.
MAYBE HERE.
I DON'T THINK I'VE
GOT ENOUGH YET.
SO MAYBE I'M GOING TO GO
AROUND THE SCHOOL ONCE.
AND MAYBE UP TO HERE AND
THAT MIGHT BE MY TRAIL.

As he speaks, he draws a line around the drawing and then it finishes inside of it.

He continues SO IT COULD LOOK
EXACTLY LIKE THAT.
NOW, WHAT YOU DO THEN IS YOU
GO OUT WITH YOUR TEAM, AND YOU
USE A TRUNDLE WHEEL TO MEASURE
HOW LONG THAT TRAIL IS.
IF YOU DON'T HAVE A TRUNDLE
WHEEL IN YOUR SCHOOL, I WILL
EXPLAIN HOW TO DO IT WITH A
PACER, BUT I'LL EXPLAIN THAT
AFTER THE FILM CUT.
IF YOUR TRAIL, WHEN YOU
MEASURE IT, YOU GET TO THIS
SPOT AND YOU'VE ONLY GONE 900
METRES, YOU MARK THAT ON.
AND WHAT YOU DO AFTER THAT
IS CONTINUE WITH THE TRUNDLE
WHEEL IN ANY DIRECTION, AS
LONG AS YOU MARK IT ON THE
MAP, UNTIL YOU ADD ON ANOTHER
100 METRES OR SO UNTIL YOU
GET TO A KILOMETRE.
BUT WHAT IF YOUR ESTIMATE WAS
TOO LONG, AND YOU GOT TO A
KILOMETRE RIGHT THERE, AND
YOU MARK IT ON THE MAP?
WELL, YOU CAN DO THAT.
MARK WHERE A KILOMETRE ENDS,
AND THEN MEASURE THE REST OF
THE DISTANCE FROM
HERE TO HERE.
MAYBE THAT'S 120 METRES.
SO THE IDEA IS TO BE REALLY
CLOSE ON YOUR ESTIMATE.
BUT AGAIN, SHOWING YOU ON A
PIECE OF PAPER LIKE THIS IS
NOT THE BEST WAY TO SHOW YOU.
SO LET'S TAKE A LOOK AT
ANOTHER VIDEO CLIP FROM
GEORGE WEBSTER.

A video plays.

The caption changes to “Finding a kilometre.”

Mister C stands in a classroom with a group of children.

He says NOW, WHEN ROW GET TO A
KILOMETRE, IF THIS TRAIL IS
TOO LONG, I WANT YOU TO MARK
ON WHERE IT IS, AND MEASURE
THE REMAINDER OF
THE TRAIL, OKAY?
IF YOU GET HERE AND IT'S NOT A
KILOMETRE, PUT DOWN HOW MANY
METRES IT IS TO THAT SPOT
THERE, AND CONTINUE GOING WITH
YOUR TRUNDLE WHEEL AND SHOW
WHERE YOU'LL GO 'TIL YOU
GET TO A KILOMETRE.
UNDERSTAND THAT?

Kids say YEAH.

Mister C says HEY, GREAT.
YOU GUYS ARE ON YOUR WAY.

Kids walk outdoors holding a trundle wheel.

They say 94, 95, 96, 97...
75, 76, 77, 78...
38, 39, 40...
74, 75, 76, 77,
78, 79, 80...

Looking at the map, a boy says WE GOTTA DOUBLE BACK.

A girl says WHAT IS THAT?

The boy says WE WERE RIGHT HERE.
WE WENT BACK.

The girl says WE'VE GOT TO GO BACK.

The boy says OKAY.
'TIL THERE.
'TIL OVER THERE.

(music plays)

The boy says WHERE'S THE SCREW?
WHERE'S THE SCREW?

96, 97, 98, 99, 100...

A boy wearing a gray sweater says THEN WE GOT TO
GO TO THE SHED.

A girl with long hair says SO WE'RE SUPPOSED TO START.

The girl with long hair runs down the street and stops next to a tree.

The girl says RIGHT THERE.

Kids say 17, 18, 19, 20...

The boy says THAT'S A LONG WALK.

The girl says OKAY, NOW I THINK WE'VE GOT
TO GO INSIDE AND TELL HIM
WHAT WE GOT.

The boy says YEAH.
EVERYBODY IS DONE.

The clip ends.

Mister C says I HOPE THAT YOU GET A FEEL
FOR A KILOMETRE BY GOING OUT
ON A ONE-KILOMETRE TREK.
AND THAT WAS WHAT
THAT WAS ALL ABOUT.
BUT WHAT IF YOU DON'T HAVE A
TRUNDLE WHEEL IN YOUR SCHOOL?
SO WHAT YOU NEED TO DO IS
SELECT ONE PERSON FROM THE
GROUP TO BE THE PACER.

A blue sheet of paper appears. It reads “If no trundle wheels are available one student becomes the ‘pacer’ Use the metre stick to measure out a straight line 10 metres long. The pacer walks, using normal step length, the 10-metre line and counts her number of steps. Repeat two more times and use the middle value.”

He continues AND I'LL GIVE YOU A LITTLE
BIT OF INFORMATION ABOUT
BEING A PACER.
WE'LL CALL THAT
PERSON THE PACER.
THE MEASURING PERSON IN
THE GROUP COULD MEASURE
A LENGTH OF 10 METRES.
SHOWING A START
AND A FINISH.
USE THE METRE STICK TO
MEASURE OUT A STRAIGHT LINE
10 METRES LONG.
THE PERSON WHO IS SELECTED
TO BE THE PACER WALKS
USING A NORMAL STEP
THE 10-METRE LINE
AND COUNTS HER OR
HIS NUMBER OF STEPS.
THAT PERSON REPEATS
IT TWO MORE TIMES,
AND YOU USE THE
MIDDLE VALUE.
HERE'S AN EXAMPLE.
THE FIRST TIME THE PACER GOES,
LET'S SAY THEY DO 14 STEPS.
THE NEXT TIME, IT'S ONLY 13,
SO THE PACE HAS CHANGED
A WEE BIT.
AND THE NEXT TIME IT'S 15.
WHAT YOU SHOULD DO IS PUT
THE NUMBERS IN ORDER
AND CHOOSE THE MIDDLE AMOUNT.
FOR THIS PERSON, 14 STEPS
EQUALS, THE SAME AS, 10 METRES.
SO IF I HAVE 100 METRES,
YOU HAVE TO GO 140 STEPS.

He writes down the data on a new piece of paper.

He continues ON YOUR MAP, IT WOULD BE WISE
TO CHUNK YOUR KILOMETRE IN
SECTIONS OF 100 METRES.
SO IF THIS IS YOUR TRAIL,
EVERY TIME YOU GO 100 METRES,
YOU MARK THE SPOT, AND START
ALL OVER AGAIN WITH YOUR COUNT.
SO ANOTHER 100
METRES, AND SO ON.
BUT REMEMBER, FOR THIS PERSON,
IT'S 140 STEPS EACH TIME.
SO THE IDEA HERE IS FOR
THE TEAM TO COUNT REALLY
CAREFULLY, AND FOR THE PERSON
THAT'S HOLDING THE MAP TO
RECORD CAREFULLY
EACH 100 METRES.
OF COURSE, WHEN DO
YOU QUIT DOING THAT?
WHEN YOU GET TO 10 CHUNKS OF
100 BECAUSE THAT'S A KILOMETRE.
NOW I HAVE A COUPLE OF REVIEW
QUESTIONS THAT I'D LIKE TO
PUT UP FOR YOU TO SEE IF
YOU REMEMBER SOME OF THE
IMPORTANT POINTS
IN OUR TREK TODAY
IN THE VIRTUAL CLASSROOM.
SO LET'S PUT THE
FIRST QUESTION UP.

A caption appears on screen under the title “Question Number 1.” It reads “The pacer finds the number of steps in 1: 1 metre. 2: 10 metres.” A gray bar graph reads “0 per cent.”

He continues THINK ABOUT THAT.
OKAY, I THINK YOU KNOW
THE ANSWER TO THAT.
LET'S TAKE A LOOK AT OUR
SECOND REVIEW QUESTION.
OUR SECOND REVIEW
QUESTION IS:

The caption changes to “Question Number 2. You draw a 1 kilometre trail on your map 1: True. 2: False.”

He continues NOW, REMEMBER, THIS
IS YOUR TEAM.
DO YOU ESTIMATE WHAT
THE KILOMETRE TRAIL
LOOKS LIKE BEFORE YOU START
THE TASK, TRUE OR FALSE?
YOU SHOULD KNOW
THE ANSWER TO THAT.
YOU ACTUALLY SAW THE KIDS IN
THE CLASSROOM DOING THAT.
SO THIS GIVES YOU A PRETTY
GOOD SENSE OF ALL THE
DIFFERENT PARTS
OF THE PROJECT.
NEXT WEEK, I WILL SHOW YOU
EXAMPLES OF POSTER WORK WHICH
WILL SHOW YOU HOW
TO DO THE POSTER.
NOW, IF YOUR TEACHERS HAVE ANY
QUESTIONS ABOUT THIS, AT THE
END OF THE PROGRAM, WE WILL
PUT UP AN IMAGE WHICH SHOWS
YOU MY PHONE NUMBERS
AND HOW TO REACH ME.
AND I WILL PROBABLY TAKE
MY MESSAGES NEAR THE END
OF THE WEEK.
SO IF YOU REALLY NEED
TO KNOW SOMETHING,
PLEASE GIVE ME A CALL.
NOW, I DID SAY AT THE VERY
BEGINNING OF THE PROGRAM
THAT I HAD A LITTLE PUZZLE.
I SAID WHAT'S THE SAME
ABOUT THESE LETTERS?
WELL, LET'S JUST TAKE A LOOK.
IF YOU DRAW A VERTICAL LINE
HERE OR HERE OR HERE OR HERE,
WHAT SEEMS TO BE TRUE?
WELL, NOTICE IF YOU FOLDED
THE LETTER A OVER IT WOULD
EXACTLY MATCH THE OTHER SIDE.
THE SAME WITH THE M,
THE T, THE V, AND THE W.
THIS IS CALLED VERTICAL --
BECAUSE THIS LINE IS UP AND
DOWN -- SYMMETRY.
AND YOU ARE BEGINNING TO LEARN
LOTS ABOUT SYMMETRY, I'M SURE.
AND WHAT I WILL DO OVER THE
COURSE OF THE NEXT WEEK, WELL,
CERTAINLY NEXT WEEK, IS I'LL
HAVE ANOTHER PUZZLE LIKE THAT,
AND ASK YOU THE
SAME QUESTIONS.
WHAT IS THE SAME ABOUT THESE
LETTERS, AND SEE IF YOU CAN
FIND IF THERE IS A SYMMETRY OR
NOT A SYMMETRY OR WHATEVER.
SO I'M REALLY LOOKING FORWARD
TO HAVING YOU BACK NEXT WEEK
ON MONDAY, SAME
TIME, SAME PLACE.
SEE YOU THEN.

The caption changes to “Contact info Phone 1-800-613-0513, ext. 2161. (416) 484-260, ext. 2161. Fax 1-888-522-7141.”

Watch: NFA - Math Projects, Part 1