2/23/1987

121

 
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Sketches in (hopefully) order:
15950 121-01 SHOW OPEN 0:46 BUMPER
-0-
14135 121-02 HUNDRED SQUARE: COMMON MULTIPLE 15 - 18 0:11 ANIMATION
This animation takes a number chart, highlights the multiples of 15, then highlights the multiples of 18, and finally highlights the multiples that they have in common.
11831 121-03 (CLOWN SCHOOL) LEAD IN 0:10 BUMPER
-0-
11830 121-04 CLOWN SCHOOL INVESTIGATION 5:00 STUDIO
Bozo proves the seriousness of his clown school by showing that if one clown enters every 15 seconds and the other enters every 18 seconds, the two clowns will enter simultaneously at 90 seconds.
17810 121-05 (BUT WHO'S COUNTING INTRO) LOGO 0:07 BUMPER
-0-
12114 121-06 BUT WHO'S COUNTING: 4 5:32 GAME SHOW
Contestants arrange five randomly selected digits in an attempt to form a 2-digit and a 3-digit number with the largest possible sum. The players must apply some knowledge of place value & probability
11890 121-07 COMMON MULTIPLE MAN 4:21 STUDIO
When a couple has to figure out how many hors d'oeuvres to buy to serve either 12, 16, or 24 guest equally , they call Common Multiple Man, a super hero with a very strange super power.
14150 121-08 LESS THAN ZERO 2:05 SONG
This song presents a diving, dance, skating, and hammer-throw competition to show arithmetic realizations of negative numbers.
15294 121-09 POS VS. NEG JOUSTS: PARATROOPERS +5 PLUS -3 0:26 ANIMATION
When five "positive" clay-mation creatures parachute onto three "negative" creatures, two "positive" creatures remain.
17711 121-10 SHOW REMAINDER 4 (____GONE ____TO COME) 0:10 BUMPER
-0-
14870 121-11 RATINGS WAR 2:25 STUDIO
Larry uses a double bar graph to contrast the number of people who eat rutabagas with the number of people who watch Square One TV.
11051 121-12 MATHNET:PROBLEM OF THE DIRTY MONEY-1 6:35 MATHNET
The Mathnetters investigate three reports of dump trucks mysteriously disappearing and reappearing before they realize that what is being stolen is the dirt!
Sketch Count:12
Episode Length(may exclude credits): 27:48

Notes: Emphasis: Common Multiples