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Edith Kaphuka - Ngwale Village, Malawi - Nyanja (Global Lives Project, 2007) ~08:01:03 - 08:16:04

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9 So, the total distance covered in 4 days was 96 kilometers, 992 meters, and 81 centimeters. -Do we agree? -Yes. -Is it clear? -Yes. -I shouldn't see anything that doesn't match the example I have just given you? -Yes. Take out your books please. Page 80. Exercise 14D. You are too naughty. It's not his best day. It's Stanford's, right? So yours was stolen, right? Exercise 14D. Example number 1. Who can read the example? Yes, Mercy Thabwa. -A cyclisti... -A cyclist. A cyclist traveled to three villages. She covered 10 kilometers... 10 kilometers and 8 meter... to one village. 7 kilometer, 175 meter, to the second village. And 3 kilometer, 25 meter to the third village. What distance did she cover altogether? What distance did she cover all together? Ok, very good. Let's clap our hands for her for reading. Now, as in the other example, the difference is that this one has only kilometers and meters. But the one that we just finished had centimeters too. -We all agree, right? -Yes. So, right now, what we are going to do is look at the rest. They have written it the same way. Kilometers there and on the other side meters. Therefore, they have put them together. That number, 10 kilometers, they have written it over here. Then 98 meters, 7 kilometers, 175 meters... -Then 3 kilometers and 25 meters, right? -Yes. So, they added them up. After adding the meters, it didn't add up to a thousand. -Did it add up to 1,000? -No, it didn't add up to a thousand. That's the reason we've just written the whole 298 centimeters. I mean, 298 meters. Then, when we add 20 here, we find that there are 20 kilometers. And then, total distance covered in 3 days in the village that they were walking. -I mean, in 3 villages, it was 20 kilometers and 298 kilometers. Are we agreeing? -Yes. Now, I've got a very simple exercise that is right there, 14D. Let's write number 1, number 2, and number 3. Exercise... Exercise 14d, that's page 80. 80, 81. Numbers 1, 2 and 3. Let's do it quickly. Who's finished? Innocent, no. If anyone wants to cry, stand by the window. If anyone else wants to cry, stand here. How much did it come up to? -3+1. -Is what? -4. -Plus 7. -Yes, 4+7... -18. -What? -18. -18? 4+7 Is that true? Don't do things just because someone else is doing them. 4+7. Is it true that we will find that that's the answer? Count seven fingers. Count. So add on four fingers. Count. Don't be ashamed. Count. Hurry! -11. -Huh? -11. -11...+2! -13. -So how are you finding 20 there? And you, where is your intelligence coming from? How many centimeters make one decimeter? Ten centimeters. Then how many tens are in 13? How many tens do we have in 13? I have given you an example there. As I've said, we're really causing problems for ourselves. How many tens do we have in 13? How many tens? -How many tens in 13? -One. -One. What is remaining? -3. -And so? -How many centimeters make one decimeter? -10. You are playing around. I'm surprised to see this from you. I don't know if you are doing it on purpose. Here 3+1 is what? 4+7? 4+7? Count your fingers. 11+2? 13, then why are you getting 15? Robert, you haven't started yet? Now how many tens do we have in 13? How many tens are in 13 centimeters? One. We've shared the 10 here and here. Are we putting 13 because you're copying? 10 divided into 13 goes in once. 1 times 10 equals 10, 13 minus 10 equals 3. So why are you putting 13? So you wind up with the wrong answer. You see, you are messing up over here when you write it. Why are you putting 1 here? This 1 should have been here. It seems like 13. The 3 that is left here is the one that you should write over here. I thought we are writing the number that is left. Because the 1 has been passed on to reach here. It should be left at decimeter. Didn't we find this 1? 1 is not the decimeter to go in here. What is the remainder here? That must mean 3. We should have written this 3 here and not written the 1 here. So do you want to...? -I have finished that number? -How many have you finished, 3? No, we are writing three math problems. So do you see the time? The bell has rung. Here, no. One at a time, and this one. How are you finding this huge number? How are you finding 20? So, number... oh sorry. This math problem... Which one is it? How did you come up with that answer? What did you divide it by? Where did you divide it? Hey, hey, hey... Who solved number 1? Who finished number 1? Who finished number 1? These tens here and here plus; you forgot to add the 1. 29. You didn't add the 1 that you've taken there. You're supposed to have 30 here. That means 30. If there was a zero, that number would have gone over there. What are these numbers? Only this 26? No. I messed up over here. No. Here... Here, not that number. You made a mistake.

Video Details

Duration: 15 minutes and 2 seconds
Country: Malawi
Producer: www.globallives.org
Director: Jason Price
Views: 190
Posted by: glm_administrator on Jun 24, 2008

Mercy Thabwa reads aloud a maths problem regarding the distance covered by a cyclist who travels through three villages. The exercise is difficult for much of the class. Despite the close supervision of her teacher, Edith struggles - so much so, in fact, that he wonders if she is doing so on purpose. The bell rings, and the students continue to work.

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