The following material has been developed by state and provincial organizations
together with the Education Television Agency.
Together, at the service of education.
Solve it.
Andrea, Felicia and Toby.
Andrea, Felicia and you are three.
You went to a computer shop where you bought a large offer of diskettes.
Ten for only eight dollars.
If you divide them into equal parts, how many diskettes do each one of them correspond to?
10 diskettes, 10 people, 10 and 13 equal to 3.
Is Toby's answer correct or not?
Andrea, Felicia and Toby, three people who are trying to divide 10 diskettes into 10.
How many will each one correspond to?
It sounds like a simple division problem, dividing 10 by 3.
But is there anything else to consider in this problem?
Toby?
Three and 13.
3.3.
Samir?
Each person has three.
Each one can do whatever they want with the last diskette, but they can't divide.
Correct. Another real case involved with the numbers.
And Toby, thank you for being the Indian connective of the class.
But I follow all the rules.
Breaking the rules is a problem, it's not efficient.
It's important to think about the situation before you start solving the problem.
At least make sure it's in the right place.
In the right place, a reasonable answer.
If that answer is a problem, numerous conjectures can arise.
Just think of one thing.
Reality.
I would call it common sense.
Yes, that too.
Look, the offer of half the price was that of the sectors that bring pre-armed wood and high-end wood.
The post is the same as the pre-armed wood.
But we hope the price is the same.
Perfect. Six meters.
Six meters divided by two for each sector of the circle equals three.
Post, close, post, close, post, close.
What do you think of the new story, Lisa?
Okay, let's...
Are you sure we only need three posts?
Six and two should be three, right?
But there's an extra termination.
How lucky that I call the locksmith and they gave me an extra post for dad.
You know, you're not as dumb as you seem.
Did you know it was you?
One of the most important steps, Guilte, is to have to think before continuing.
Take the time to think about what the problem is, actually.
Make sure you have an idea that fits the situation.
All the sectors will go on a tour to a factory in Urujic.
One of the machines gets out of control and emits a strip of 15 meters long.
You can't pack it because it doesn't fit in any of the containers.
So they sell it to you for the amount of 75 cents.
They cut the piece of Urujic into pieces of two tenths of a meter long.
Cutting it off is a big deal.
How many people could have a portion?
The answer seems to be much bigger than I thought.
I thought it would be smaller here.
Tobi, your second chance.
7.5.
Ebony?
75.
Correct.
75 to the sixth degree.
They'll get a piece of Urujic that will definitely ruin their teeth.
But isn't division something smaller?
If each piece of Urujic is 20 centimeters long,
each meter would be cut into five portions.
So 15 meters is five times 15.
75 portions.
So my problem was that I was wrong in the concept of the
Urujic in CA.
I gave them the exact answer by the Trad extremely well.
You see that?
We are on television.
All of the students in the sixth grade went on a trip to a factory in Uruzú.
One of the machines got out of control and threw a 15-meter-long Uruzú strip.
15 meters long is a Uruzú strip.
It didn't fit in any of the envelopes, so it was sold as an offer for only 75 cents.
75 cents? Wow, that's cheap.
If we cut this Uruzú strip into 20-centimeter pieces...
...it's 0.2 meters long, okay.
I'm sure it's almost the same size as the normal one.
How many people will get a portion?
What we're interested in is the people, not the price.
15 divided by 0... 20 centimeters, that's it.
75 cents.
Tobi, your second chance.
7.5.
Ebony?
75.
Correct.
So she made it like a movie in her head.
Well, something like that. She thought of Uruzú and real measures.
That was what Lisa did with my dog.
Do you want to come and reason with her?
Are you sure this is television?
Perfect. 6 meters.
6 meters and 72 meters for each section.
The circle is equal to 3.
We need 3 fractions of the circle and 3 portions.
Are you sure?
6 divided by 2, 3.
I'll tell Dad Juan to buy it.
6 divided by 2, 3.
There's something wrong.
10, close, 10.
10, close, 10, close.
Uh-huh.
So the secret is to make a movie in your head?
It's not a secret once you know it.
And it's not always necessary to do it.
How did Lisa and Ebony get it?
The important thing is the real situation behind the problem.
Use common sense.
And think of a reasonable answer.
If you think you're wrong, you're wrong.
Like the error in the decimal point 7.5 instead of 75.
The visual image will help you to reason the answer.
This is Dr. Joy Phyllis,
doctor of the hospital of West Valley, Utah.
Dr. Phyllis, could you tell us how to find out
when something goes wrong in a patient?
In medicine we use a practical approximation
to solve the problem.
We have a battery of clues to find out what the problem is.
How do you feed?
Not very well.
He has to eat constantly,
becomes insatiable and pushes the mom.
Okay.
How much does he eat normally?
He's an 85 to 100 gram adult.
Well, the clinical history is probably the most important
because with it the first amount of information is gathered.
It helps to know in which areas the physical exam
and laboratory analysis.
Has he been sleeping well lately?
No, no.
None of us have been sleeping well.
In medicine we use a acronym called SOAT
to help us organize, think about the problem and diagnosis.
IC means the subjective.
It means what the patient tells me or, as in this case,
what the parents tell me.
The O is the objective,
what I observe and what I think is when I do the physical examination.
Now we listen to you.
Would you stay a moment, please?
When a child is born,
it usually starts with the chest and abdomen.
Then his little arms and legs,
then the head to see if there is a clue
to the affection that the patient has.
When you consider what can go wrong in the patient,
you should always think about the possibilities
to expand the range of these.
And with the information obtained,
try to see what could be some of the possible afflictions.
We must always keep that in mind.
Another part of the objective
are the data from the laboratory exams
and chest radiography.
The A of the acronym means evaluation,
what I think is the problem
after considering the S and the O.
The P is the plan,
what I am going to do with that problem,
what kind of therapy I will recommend to treat it
and to improve.
Dr. Filipe did the admission and clinical history
of the little Don Mitchell.
The main problem of the patient
is his respiratory failure.
I think the little one has pneumonia.
I need you to bring me the hemogram
and the chest radiography.
According to all studies,
it seems that the baby has pneumonia.
I think we will need to start a fourth immunological analysis
and administer some antibiotics.
It is important to have a correct diagnosis
to be able to start an appropriate treatment.
So if the patient improves,
it is known that his diagnosis was correct.
If things do not improve,
then we have to start over.
Maybe we have to do other analyses,
to better review the history.
Look at what the analyses suggest to us
and what we get from others more complex,
which maybe we have to do if we believe
that the diagnosis is different.
So when you are solving a problem,
do not only take care of numbers and rules.
Give me a minute to think about the problem.
Think about what that means.
And the best way to address it.
If you do this first,
it can help you save a lot of time.
If you have an answer, ask if it makes sense.
Excuse me.
Could you help me with another problem?
We are already doing our programs.
We almost do not have time.
This is the editing.
How about a short problem, but not very easy.
We could tell you to help me.
Sure, it's in a mess.
Oh, Tom, thank God I made it.
Do you have time to help me?
Sure, but just a little.
Okay.
That will be useful.
We are going to pack everything
because we are going on vacation,
but we cannot go until the inventory is finished
and for safety.
What can I help you with?
Well, you could start by adding the prices
of all these bicycles.
Do you want the exact total?
Yes. Okay, ready.
The four bicycles and that vending machine
are at $349.49 pesos.
The three bicycles are at $399.79 pesos.
And the three bicycles are at $449.89 pesos each.
Do you understand?
Yes, I understand. Thank you.
Excuse me.
Wait a minute.
Excuse us, but we are running out of time.
There was something to think about, right?
Before we continue with the numbers and rules?
Oh yes, to reason about the situation.
Correct.
Take a minute to check the problem.
You don't have to multiply the amount
of each bicycle class by its cost
and then add the total.
It's fine, Atayi, but if you make a mistake
with the calculations, how would you know?
We'll go back and check again.
But we are in a hurry.
There is no way to go back.
We are in a hurry.
There is no way to calculate the total.
It would be to have a reference
and then compare.
Oh yes.
$349.49 pesos.
Rounding it would be
$350.4 pesos.
And here...
$40.
Do you know?
I think I got the idea.
I think so.
I'm going to go back and check.
I'm going to go back and check.
I think so.