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Segunda Jornada de Fortalecimiento de la Competencia de Razonamiento Cuantitativo — Transcript

by Universidad Nacional Abierta y a Distancia UNAD · 13,917 words · 2,075 segments · language en · Watch on YouTube

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0:14Hello everyone. Today we are going to
0:17hold the second session of quantitative
0:20reasoning, which we have called
0:22Strengthen your quantitative reasoning
0:25and prepare for the tests. Well, before
0:30continuing I want to emphasize that
0:37starting October 2, you will be able to
0:39check the citations on the Lipfex
0:42website. Remember that this change was
0:46made due to the earthquake disaster and
0:49that the presentation will be held on
0:51October 18. In other words, all the
0:54dates have changed. October 2,
0:58publication of citations, October 18,
1:01presentation of the tests and November
1:049, you will be able to check your
1:07digital attendance certificate.
1:11Everything is done on the TIFEX website
1:13. We no longer have to enter Prisma.
1:22Well, it is important to mention that
1:25we have training spaces, where we can
1:28find them on campus here, on campus and
1:31we can enter by the name of the program
1:34we are studying. We have other spaces
1:38that we can use to prepare. There is
1:42the virtual center for writing and
1:44language CBL, which is a gamified
1:46center, and we find the five generic
1:49skills to prepare ourselves, and elex
1:51also has a toolbox. Well, why is it
1:55important? Well, TIT refers to
1:59technical and technological programs.
2:03The test takes 4 hours and 20 minutes.
2:07For engineering programs, technological
2:10programs do not have specific modules;
2:13in other words, they have a single
2:15session of 4 hours and 20 minutes. The
2:20exams, for example, are for
2:22professional programs. Professional
2:26programs do have two sessions. The
2:29first, which are generic, last 4 hours
2:31and 20 minutes. And the second,
2:34depending on the module they are going
2:36to take, if they have a specific module
2:39, 1 hour and 15 minutes; for two
2:41specific modules, 2 hours and 30
2:43minutes; and for three modules, 3 hours
2:45and 45 minutes plus an additional
2:47session. They usually take them in the
2:51afternoon. Well, it turns out that the
2:56first component in the first session in
2:59quantitative reasoning, they will
3:02answer 35 questions, in critical
3:05reading 35 and just like in generic
3:08skills for English, they have 55
3:11questions and in written communication
3:15they give you a text and you have to do
3:18the respective analysis. On the screen
3:24we see that the skills, the industrial
3:26engineering program presents three
3:28modules, that is, 3 hours and 45
3:30minutes. Multimedia engineering, two
3:34modules, that is, 2 hours and 30
3:36minutes. Food engineering, three
3:38additional modules. Systems engineering
3:41, three additional modules.
3:43Telecommunications and electronics
3:45engineering, two additional modules.
3:49For students who accompany us from
3:51other schools, it is important that
3:54they ask or are guided by their school
3:59leader. Well, it is important that we
4:03prepare for the tests. As students,
4:07they will have better recognition in
4:09professional and generic skills. It is
4:13worth noting that if they enter an
4:15employment offer, they give them the
4:18best facilities and recognize the
4:20points. It facilitates the
4:23identification of opportunities and
4:25academic improvement, and they can
4:27access recognition, distinctions, and
4:29benefits for other institutions or
4:31programs. In the case of the academic
4:36program, the evidence of quality and
4:39relevance in training is emphasized and
4:41serves to improve decisions about the
4:44curriculum, pedagogical strategies, and
4:47support. It also helps us with the
4:51self-assessment process and to continue
4:53with continuous improvement for our
4:55students and for the university. Look,
4:59it contributes to academic reliability,
5:02institutional performance, programs are
5:05improved with national and
5:07international benchmarks, it allows us
5:10to improve the processes of qualified
5:13registration and establish good results
5:16and evidence based on the presentation
5:19of their tests. Well, I have a phrase
5:24that says, "A good result in Saber Pro
5:27and Saber Teite is not just a score, it
5:30is evidence of the skills developed and
5:33an opportunity to continue
5:35strengthening the quality of training."
5:40Well, there are some tips for the test.
5:44So, before the exam, it is advisable to
5:46prepare, learn the structure of the
5:48test, familiarize yourself with the
5:50modules and the types of questions. I
5:54recommend that you take advantage of
5:56these workshops. For those who have not
5:58been able to attend the previous ones,
6:01we are already doing the second
6:03sessions, everyone can check them out
6:05on TVUNAT virtual. Practice IF
6:08questions, which is to strengthen
6:11generic skills, I remember what they
6:13are, quantitative reasoning, critical
6:16reading, citizenship skills in English.
6:19Please read and analyze. It is not
6:23recommended to memorize, because this
6:26develops strategies to interpret
6:28information and solve problems,
6:30establish a study plan, short and
6:33frequent sessions that are more
6:35effective than studying everything at
6:37the end. And it is important to
6:41identify what weaknesses you have and
6:43spend more time where we feel that that
6:46we have to strengthen. During the exam.
6:51An important strategy is to first read
6:54each question and analyze it, identify
6:56keywords and what the problem really
6:59asks, discard incorrect options before
7:01choosing. And if a question blocks you
7:05by chance, it is recommended to
7:07continue. And if you have time, come
7:10back later. Controlling your time is
7:13very important, avoid spending too much
7:16time on a single question and do not
7:18answer based on intuition when you can
7:21justify your choice with the
7:23information provided, and stay focused
7:25until the end. Remember that attitude
7:30is the best tool. It is recommended to
7:33rest adequately the day before, arrive
7:36early, and learn about the test
7:38requirements beforehand. The
7:42appointment begins on the 2nd, and the
7:43presentation is on the 18th. We have 16
7:46days to look at how to calculate times,
7:52stay calm when faced with difficult
7:55questions, not get anxious, and trust
7:57in the knowledge and processes you have
7:59had during your training. It is
8:04important to remember that each
8:06question is an opportunity to
8:08demonstrate what skills you have,
8:10prepare, solve problems, and show how
8:12strong you are. On the screen, we see
8:17the Network members will test, let's
8:19see. I'm here with you from the CBTI
8:23school. My name is Alexandra Cubides
8:26and each school has a representative in
8:29case you have any concerns. Well,
8:33quantitative reasoning skills are very
8:36important because they are not only
8:38useful for professional training, but
8:41they also help us deal with situations
8:43in academic and everyday life. Through
8:48this workshop, tables, graphs, and
8:50types of quantitative information will
8:52be interpreted. Situations will be
8:55analyzed and relationships between data
8:58will be established. Strategies will be
9:01identified to solve problems
9:03efficiently. Answers will be argued and
9:06validated, and the most frequent errors
9:09will be recognized in order to address
9:11quantitative reasoning. We are joined
9:16by teachers who are involved in
9:19innovation and research in mathematics.
9:24It is part of the incubator called
9:26Matinova. Several lines of work are
9:30managed: educational technology,
9:31marchir learning, advanced mathematical
9:34thinking. The idea is also to promote
9:39research, the development of applied
9:41projects, and the innovation of
9:43teaching and learning processes and the
9:46integration of technology. and
9:49mathematics. Well, the speakers who
9:53will be with us today are teachers who
9:56are experts in mathematics and
9:58quantitative reasoning. We will be
10:01joined by engineer Yanira Pérez Bravo.
10:05She is an industrial engineer, with a
10:06master's degree in organizational
10:10administration, and is a graduate of
10:12our UNAT. We will also be joined by Dr.
10:15Andrés Felipe Ramírez. He is a
10:18mathematician with a master's and a
10:20doctorate in science. And Dr. Lile Ley
10:23Reyes Álvarez, who has a degree in
10:25basic education with an emphasis in
10:28mathematics and a master's degree in
10:30educational technology management and a
10:33doctorate in education. Thank you very
10:37much and I will now give the floor to
10:41our speakers. I hope this workshop will
10:44be very useful.
10:48>> Good afternoon. Let's continue with our
10:53presentation. Okay, let's begin. Good
11:04afternoon, good evening. Let us begin
11:07then with our reasoning, the tests, our
11:09quantitative reasoning test, which
11:12serves as a preparation guide for you,
11:14the students. Well, what are we going
11:18to cover in this short afternoon? In
11:20this short afternoon and evening, our
11:22agenda is: what is the Saber Pro test
11:24and what is it? What does the
11:26quantitative reasoning module measure?
11:30Let's look at the three competencies
11:32assessed. In a third point, we'll see
11:37what each competency consists of, plus
11:40a solved introductory example. In a
11:45fourth point, we'll see a live
11:47questionnaire with 12 questions. We'll
11:50see four questions per competency with
11:53increasing difficulty, and feedback on
11:56each question and a final
11:58self-assessment. So, that's my
12:01motivation for you to participate. It's
12:06worth clarifying that this was the same
12:07session, it's a repetition of the
12:09session that was done previously. What
12:14is the Saber Pro? The Saber Pro is a
12:17state exam that INFES applies to
12:19students who are about to complete an
12:21undergraduate university program.
12:24Basically, what does it assess? It
12:27assesses generic competencies such as
12:29critical reading, citizenship skills,
12:31written communication, English, and
12:33quantitative reasoning. It's worth
12:37clarifying that memorization content is
12:39not assessed. Basically, it presents
12:43situations in which students must
12:45interpret, formulate, and argue with
12:48quantitative information. The
12:51quantitative reasoning module is
12:53organized into three competencies, each
12:54of which one with a different type of
12:56requirement. What are the three
13:00competencies? Based on the source, the
13:03official bank of questions and mock
13:05exams for Saber Pro preparation. First,
13:08interpretation and representation.
13:11Basically, reading and translating
13:13quantitative information between text,
13:16tables, graphs, and symbols. A second
13:19point, or a second skill that will be
13:25assessed, is formulation and execution,
13:26which involves designing and executing
13:28a strategy or a specific procedure to
13:30solve a given problem. And finally,
13:33argumentation, which is justifying,
13:35validating, or refuting statements
13:38about a quantitative situation. Then,
13:41each competency is explained in detail
13:43with a solved example and then the live
13:46questionnaire opens. We remind you that
13:50there are 12 questions, four per
13:52competency of increasing difficulty,
13:54from easy to medium and from medium to
13:57difficult. Competency one is
14:01interpretation and representation. What
14:05is it? What does this competency
14:06consist of? It is the ability to
14:09understand and manipulate
14:11representations of quantitative
14:12information or mathematical objects in
14:15different formats, text, tables, graphs
14:17, diagrams, or symbols. Basically, the
14:21student must extract specific
14:23information, specific or global data, a
14:26trend or pattern of a representation.
14:30Then, you must translate the same
14:32information from one format to another,
14:34from a table to a graph, from a text, a
14:36formula or a graph to a verbal
14:38conclusion and recognize which
14:40representation is consistent with a
14:42given situation or set of data. It is
14:46recognized because the question asks:
14:48which graph matches the table? Which is
14:51it? On what day and month did it occur?
14:55The advice given is to first read the
14:58axes and headings of the graphic table
15:00and understand what each one represents
15:02before looking for the data. Let's see
15:11a solved example that is not part of
15:13the questionnaire. In a severe summer
15:16there were forest fires in six parks.
15:19The range of a group of data is the
15:21difference between the maximum value
15:22and the minimum value. Question, what
15:25is the range of hectares affected by
15:27fires in the parks? So we see this
15:31graph, right? First answer, 0 ha,
15:35second answer, 10 ha. Third answer, 20
15:39ha, fourth answer, 30 ha. How are they
15:42solved? First, you have to read the
15:44value of each park on the graph. We see
15:47the value on the graph. of each park.
15:49Then we identify the maximum and
15:51minimum. The maximum is P5, which is
15:55285 and the minimum is 255. When making
15:57the range, which was mentioned here
15:59previously, which is the difference
16:01between the maximum value and the
16:03minimum value, it gives us a difference
16:05of 30 haas. Therefore, the correct
16:09answer is D. This is basically an
16:11introductory example. Now I welcome our
16:15colleague who is going to develop the
16:17exercise for this type of competition,
16:20interpretation and representation.
16:24Welcome.
16:27>> Good evening to everyone. Well,
16:30Professor Yanira, thank you very much,
16:32Engineer Alexandra, for this
16:33introduction. This workshop corresponds
16:36to this replica of this workshop on
16:39quantitative reasoning. It is very
16:42important to highlight that we are
16:43doing a replica of a workshop that was
16:45already done and how great that the
16:47people who are participating today are
16:49also active participants in the chat by
16:51leaving us their comments. I am going
16:54to share my screen so that you can
16:56confirm it is visible, and in this way,
16:59we can proceed to start with our
17:01planned activity. I'm going to give you
17:04some very specific instructions
17:05regarding what you're going to do with
17:07the game. This game has 12 questions.
17:11It's a little game that has questions
17:14that assess the three quantitative
17:16reasoning skills. In this first phase,
17:20we're going to address four questions
17:22from our first interpretation
17:23competition. Ready? I'm going to ask
17:26you to do the following. Take out your
17:28phone, scan the game, the code that's
17:31going to be published, and you'll find
17:33the link to the game in the chat for
17:35those who don't have a phone handy and
17:38can't scan it, okay? So, in the YouTube
17:41chat, you're going to find the link to
17:45the game and we're going to do the
17:48following. You're not going to close
17:51the game, we're going to ask four
17:52questions. Ready? So, four questions,
17:55and of those four questions, you're not
17:57going to close it, listen to me very
17:59carefully, you're not going to close
18:01the game. Okay, we'll stop there. We're
18:05going to measure the ranking among the
18:07people who answer the fastest. So, look
18:10, this game is...Very interesting
18:11because here we are going to evaluate
18:13who answers the fastest and who gets
18:15the highest score. Ready? And at the
18:18end we are going to find out who is
18:19going to be the lucky winner. Don't be
18:21afraid. Don't be afraid to participate.
18:23Don't be embarrassed to participate. I
18:25want you to understand something very
18:27important today and that is that this
18:29is a space precisely for you to make
18:31mistakes, okay? In other words, you can
18:34make mistakes here because we are not
18:35going to evaluate you. What we are
18:38going to do is provide feedback on each
18:39of the answer options. Then, once the
18:43game has finished, Professor Andrés
18:44Felipe is going to collaborate with us
18:46by providing feedback on each one of
18:48the questions, is that okay? With the
18:52correct and incorrect options. Ready?
18:55So, we are going to share the link to
19:00the YouTube game in the chat, if you
19:02could please assist us, engineer. Ready
19:05? And I am going to share my screen
19:07with you. So I will go ahead and share
19:10my screen with you, so that you are all
19:13able to visualize what the little game
19:17consists of. Okay? Okay. So, please
19:21confirm once my screen is displayed.
19:31Engineer, could you please confirm,
19:33Engineer Yanira, if my screen is
19:35currently being displayed? Okay, I
19:41think it is displayed. Sir, yes, you
19:43can see it. It is perfect. You can see
19:45it. Okay. Now there are 12 questions. I
19:52will reiterate that you must not close
19:54the game until we have finished all of
19:56the 12 questions. First, we are going
20:00to address four questions from our
20:02first competition. This will last 90
20:06seconds. You are going to register with
20:10your name, code, I will send you the
20:13name and city. So, for example, those
20:16who are in Vélez, those who are in
20:18Pasto, those who are in Cali, those who
20:20are in Bogotá and we are going to see
20:22which city wins. Let's see who wins,
20:25please write your full name and surname
20:28, real, there is no problem. I will
20:31tell you again, you have the right to
20:32make mistakes. So, you can look at the
20:36code on the screen to see to scan it,
20:40uh, and register. Ready? So, uh, let's
20:43give it a few seconds. We have 59
20:47people connected, so we expect that
20:49these 59, well, these 60, uh, there
20:51will be 70 people in the game. Okay, so
20:55let's start. I don't see, well, I see
20:58Luna Gómez from Bogotá. Okay, Luna,
21:01welcome to the game. We have one person
21:04out of 61, we need 60 more. Let's see,
21:07let's move on to the others. Yair
21:11Fernando from Bogotá. Bogotá is
21:13making a strong impression. Very good.
21:16Ready. Let's go with Cali, Bucaramanga,
21:19Bogotá, Quebradas. Okay, come in,
21:21please. Don't be afraid. You have the
21:24right to make mistakes here. Okay,
21:31let's go with six people. We need many
21:34more. It tells us to send the code. I'm
21:41going to copy the code here in the chat
21:44, which is MV WJ, which is the code for
21:50the S. Ready. Or you can look at the QR
21:54code on the screen. Ready? Okay, we
22:00have 12 players. We need to have 60
22:04players. Let's see, where are those 60
22:07players, 13 players, 14? Okay, okay. Oh
22:18, don't be afraid. I feel like they're
22:21really nervous. We can't start until we
22:28have Corum, until we have 40 players.
22:33Be careful, we are missing 24 players,
22:36there are only 16; we'll give a prize
22:38at the end. Okay, very few players.
22:49Come on, let's go with those 40 players
22:51. Go ahead, go ahead. 18,
22:59>> 19 players.
23:06>> What about the others? What's up?
23:08What's up? Very few people, very few.
23:16Okay, let's start. We're going to start
23:18with the 20 players who have dared to
23:20participate without any fear. So, with
23:23these 20 we're going to start the game.
23:27The link is at the top. They're asking
23:31us for the link. Uh, you can see it
23:35here at the top of the chat. It's been
23:40shared several times, so there you have
23:48it. 25 players. 26. Let's go with 30.
23:55We're starting with 30 players, which
23:57would be half of the 60 who are
23:59connected. Okay, we're going to start
24:02with 30. Four more, guys. Don't be
24:04afraid. This is your chance to make
24:06mistakes. Well, here, all we're going
24:10to do is analyze, we're going to make
24:13known one of the very important things
24:15that engineer Alexandra mentioned, and
24:18that is that we have to learn to have a
24:21bit of control and not rush to answer
24:23questions, right? On the contrary, be
24:27very calm when answering. Ready? Well,
24:32then we're going to start with these 27
24:35players. They can join at any time. It
24:40turns out that we'll have the code here
24:41, so there's no problem. Now, those who
24:44haven't joined, well, go ahead and do
24:46it. Up here in this top section, we
24:49will keep the room code, the QR code,
24:51and the code listed in an alphabetical
24:53manner. So, let's start and start with
24:57the questions. Ready? Now you can start
25:01answering on your phone or on the
25:03device you are connected to. Okay, we
25:07have 27 people connected. So, a future
25:16is a contract in which one of the
25:18parties agrees to purchase from the
25:20other a product at a price and on a
25:22date that have been agreed upon. In a
25:26currency future, it was specified that
25:28the exchange price for the dollar would
25:31be 1795. The transaction was executed
25:33on the day that benefited the most,
25:35that lost the most profit, sorry, the
25:38one who gave the dollars. Between April
25:418 and 22, 2012, what day was the
25:43transaction made? There are four
25:46options. Three people have responded.
25:59Five people have responded. Seven
26:08people. Let's see, don't be afraid,
26:10don't be afraid. We have 13 seconds
26:13left. 15 answers, 17 and we are left
26:25with 17 answers. Perfect. The correct
26:31option is C. Well, it turns out that
26:35six people, representing 35%, answered
26:38the correct option. Eight people
26:44answered option B, zero people answered
26:47option A. and three people have option
26:49D. Now in first place we have Angi
26:52Paola Rojas from Medellín, in second
26:55Gisela Criollo from Bogotá and in
26:57third Luna, who was the first one to
27:00join us from Bogotá. Ready? And down
27:04there goes R. Ready, guys. Let's move
27:07on to the next question. A diver goes
27:15from 100 to 30 m and stays at the
27:17bottom for 90 minutes. The dive tables
27:21indicate mandatory decompression stops
27:24during the ascent, which is a constant
27:27ascent rate of 9 m per minute. And it
27:31asks us, which graph best represents
27:34the diver's depth as a function of time
27:37during the entire bottom survey and
27:39ascent? So here are the answer options:
27:44A, B, C, or D. We have a total of 45
27:55seconds to choose one. There are six
28:04out of 34 answers. 10. Remember for
28:21those who haven't joined that in the
28:23upper left we have the UR code and the
28:26alphabetical code for the so that you
28:28can join at 17 18 19, 20 out of 35, 22
28:40and 24. 13 people, representing 54%,
28:44answered option B correctly. Uh, five
28:49people answered option C, representing
28:5121%. Four people answered option A,
28:56which represents 17%, and two people
28:58answered option D, which represents 8%.
29:03Here we have a significant change
29:06because Gisela has risen to first place
29:09. Jiret, who did not appear on the
29:13podium, is now in second place, and
29:15Julia, whom we had not observed in the
29:18top three positions either, has also
29:20moved up and has now ascended in the
29:22rankings. And Julia, who is from
29:26Chihuana, that is to say, Angi Paola
29:28went down, Mia went down, and so on.
29:30Let's move on to the next question.
29:32Look how overwhelming it is. In 2013,
29:38the budget for investment in health was
29:413.65 billion pesos, of which 1.66
29:44billion had been executed by May, that
29:47is to say, 45.5%. The graph shows the
29:53cumulative execution percentage month
29:57by month in 2013. The graph correctly
30:00represents the average execution
30:03percentage between 2002 and 2012. Month
30:06by month, we have one out of 35 answers
30:10. Three answers. We have 35 seconds
30:29left. We have 20 seconds left at this
30:44time. We have six answers. Well, what
30:56about the people? There are 10. 10 more
30:59seconds. 10 seconds because I see very
31:02few answers. 20 out of 35. Okay, Gisela
31:17remained, Mia has moved up and Juliana
31:20has moved up. Let's go to the last
31:23question. Remember that you can't close
31:25the game with the last question of the
31:27competition. We have it. Well, we have
32:04three answers. We have 30 seconds and
32:27there are only 13 answers. Well, I'm
32:50going to give you 10 more seconds
32:52because we have very few answers. 25 38
33:04answers and let's look and in this case
33:0817 people answered option A correctly.
33:13Gisela, Mia have maintained their
33:15position. and Luna, uh, Luna in this
33:20case has been agreed to third place. So
33:26we're going to give way to Professor
33:28Andrés Felipe, please remember, you're
33:31not going to close the game and we'll
33:34give way to Professor Andrés Felipe.
33:37And now continue.
33:56>> Hello, can you confirm if you can hear
33:57me well?
33:59>> Yes, sir. Perfect.
34:00>> Yes, professor, you can be heard
34:01perfectly.
34:03>> Thank you. Can you confirm if you're
34:15seeing my screen here?
34:18>> Yes, you can. Yes, professor, you can
34:19see it perfectly.
34:21>> Okay. Well, let's take a look. The
34:26first thing I want to mention is that
34:29the first skill we're studying is
34:32interpretation and representation.
34:36Those are typical questions where, well
34:39, first a short text appears and next
34:42to it a graph is presented that is
34:44related to said text. The idea is that
34:49you can interpret and get the answer
34:53from that graph. Often, the statement
34:58contains certain distracting factors,
35:01so you must attempt to focus your
35:05attention precisely on what is being
35:06asked of you at that time. The
35:08statement may give you a lot of
35:10information, but the question is simply
35:12about a small detail. So, that's
35:15something we have to keep in mind.
35:16Let's see. So it says, "A future is a
35:19contract in which one of the parties
35:22agrees to buy a product from the other
35:24at an agreed price and on an agreed
35:26date." Yes. That means that if I sign a
35:32futures contract, I am committing
35:34myself to buy a certain product at a
35:36set price, is that correct? No matter
35:39what happens, it's already signed and
35:42must be fulfilled. So, in a currency
35:46future, it was specified that the
35:48exchange price of the dollar would be
35:501795, that is, in the future the dollar
35:53would be bought at 1795. The
35:57transaction was executed on the day
35:59that gave the most benefit to whoever
36:02delivered the dollars, between April 8
36:04and 22, 2012. What day was the
36:06transaction made? Well, if we look at
36:12the graph, right? This is the graph,
36:16where, let's say, the abscissa is time.
36:19The time is given in days, between
36:22April 8 and 22, and the value of the
36:25dollar fluctuates. It can increase or
36:29decrease, its price decreases, right?
36:31Depending on the day, but it says it
36:34was executed on the day that most
36:36benefited the one who delivered the
36:38dollars. Yes, the day that gave the
36:42most benefit because it was agreed upon
36:45, 1795, the day on which the dollar was
36:48cheapest was April 16, right? On April
36:5216 it was at 17, it was at 1761 pesos.
36:56That means that that is the day on
36:58which the transaction was made because
37:04it is the day that gave the most
37:06benefit to the person who delivered the
37:08dollars because it was agreed that it
37:11would be bought at 1795, in other words
37:13, it was the day that gave the most
37:15profit to the person who was interested
37:17in buying. Done. Here is a brief
37:21summary of what I have just told you.
37:23Yes. The person delivering the dollars
37:29benefits when the market price, which
37:31is the spot price of the day, is the
37:33lowest possible because they can get
37:35them cheaply and sell them at the fixed
37:38price agreed upon at 1795. It should be
37:40noted that if for some reason,
37:45inflation or whatever, the dollars were
37:48more expensive. Yes. And he had agreed
37:52to sell them at 1700. 95. And for
37:57example, look, for example, on April
38:0011th, it was at 1799, it was more
38:02expensive than he had agreed to sell it
38:06for. In this case, he was lucky, but
38:10there may be a case where he has to
38:12sell it at the lowest price. Okay. Well
38:15, all that can be interpreted from the
38:18graph. Let's see. Let's move on to the
38:20second question. It says: "A diver
38:28descends to 30 m and remains on the
38:31bottom for 90 minutes. The dive tables
38:34indicate mandatory decompression stops
38:36during the ascent. Uh, ascent rate of 9
38:41m per minute. And the question is,
38:45which graph best represents the diver's
38:47depth as a function of time during the
38:50entire journey that is descent, bottom
38:52and ascent? Okay? Well, which graph
38:56will best represent it? So it says like
38:59this. A, descent and ascent in a
39:01straight line without any stops. B,
39:03rapid descent, constant stay on the
39:06bottom and ascent with a flat section
39:08decompression stop before reaching the
39:11surface. Ascent is faster than descent
39:15at a constant depth throughout. Well,
39:18here basically what has been done is to
39:20put into words what each graph is
39:22showing, right? Clearly, according to
39:25the context, since there is a mandatory
39:28compression stop, it is clearly seen
39:30that the answer is B. I want us to look
39:32at this graph a little bit. Uh, here
39:40you can see the graph much better. So,
39:43that is showing is Ah, well, one
39:45important thing that we must also take
39:48into account is that sometimes the
39:50graph that it presents to you has a
39:52scheme that may seem a little strange
39:55for what we are used to. For example,
39:58the depth is given in meters and let's
40:00say that here zero is above 30, right?
40:03But it is supposed to be because it is
40:05going down, that is, it is as if they
40:07were negative values, let's say
40:080-10-20-30, but in this case it has
40:10been placed this way and we must know
40:12how to understand or interpret the
40:14graph, which is that what is meant is
40:16that it is descending from 0 to 30 m.
40:20Then it was at the bottom for a while
40:22and then it ascends, right? It has to
40:27ascend and then it has to reach a place
40:29that is 10 m deep, make a decompression
40:31stop, that is, there it remains still
40:33and then comes back and ascends. And
40:37for that reason the answer is B. Done.
40:40This one was also, in my opinion, one
40:43and two are quite Simple. Uh, just a
40:48moment. Let's go to question three. It
40:54says in and that question is very
40:56interesting because it seems to me that
40:59it has a factor that is trying to
41:01confuse us. Let's see why. It says," In
41:062013, the health investment budget was
41:093.65 billion pesos, of which 1.66
41:12billion had been executed by May, which
41:15corresponds to 45.5%of the total budget
41:18, right? "The graph shows the
41:21percentage of accumulated execution
41:24month by month in 2013 along with the
41:27average percentage and the historical
41:31maximum percentage from 2002 to 2012.
41:34Which graph correctly represents the
41:37average percentage of execution from
41:402002 to 2012? So, the first graph is a
41:46bar, it is a bar chart that grows from
41:480 to 100 from January to December. B is
41:51a bar with the axis from 0 to 27
41:53growing from January to December. C is
41:57the bar chart from 0 to 90, which is
42:00constant throughout the year, right?
42:03And the bars from 0 to 24 only grow
42:06until June. Here we are going to try to
42:10get the key to what you wanted to ask.
42:14Look, the first part of the question
42:17tells me, it gives me a context of what
42:20the graph represents, of what the
42:23percentage of execution is as such.
42:26Okay. What happens? That the execution
42:30here is on the X axis or on the Hapsisa
42:33axis is the time, which in this case is
42:36represented by the months. On the Y
42:39axis is the accumulated execution. What
42:42percentage of execution has been
42:46executed? And then, of course, what
42:49happens? That the percentage of
42:51execution increases as the months go by
42:53. That is natural, right? The natural
42:57thing is that, of course, in January we
42:59spent less money than in November,
43:02right? That is equivalent to when, for
43:05example, you receive your money and you
43:08have to make your payments, and
43:10obviously, as time goes by, you find
43:13yourself spending more and more. Yes,
43:16that is what happens here, the budget
43:18is executed until the end and that is
43:20why it has to be an increasing function
43:22, a bar chart that is increasing. Ready
43:26? Let's move on to question four, which
43:30in my opinion is a little bit harder.
43:34It says:" A school records the students
43:36enrolled in extracurricular activities
43:39according to the number of weekly
43:41sessions and limits each sports group
43:43to a maximum of 20 students per teacher
43:46. Which graph represents the number of
43:50teachers needed based on the number of
43:51students enrolled in sports? "Yes. It
43:58says:" Step function increases by one
43:59teacher for every 20 students enrolled.
44:04B, continuous straight line, exact
44:05proportion without rounding. C,
44:10decreasing curve. D, a single jump from
44:14zero to six teachers at 120 students
44:16enrolled. Well, what we are seeing here
44:21is that, for example, group A is
44:24interested in...Ah, well, here there
44:27are 60 students, let's say. Group B has
44:3040 and group C has 20 students. In
44:33total there are 120, right? So, what
44:36will be the function that best
44:38represents the number of teachers with
44:41respect to the number of students? Well
44:45, here it must be said that the best
44:47representation is a step function. Yes?
44:52What does a step function mean? It is a
44:53function that, for example, if we are
44:56between, let's see, in this case, the
44:58students enrolled are plotted on the
45:00X-axis and the teachers needed. So, if
45:03we have from zero to 20 students, we
45:06will mark from zero to 19 students. In
45:10reality, we won't have any teachers.
45:13When we go to 20, we jump to one. In
45:15reality, I can say that let's say from
45:18zero to 19 there are no teachers, but
45:20when we jump to 20 we already have one
45:23teacher. From 20 to 29 we have one
45:26teacher and then when we go to 40 we
45:29jump to two teachers and so on. So it's
45:33a step function. Yes. Note that it's
45:37not a linear function. Yes, it's not a
45:40linear function because it takes
45:42discrete values. In other words,
45:46discrete means that in the range it is
45:49a function that exclusively takes on
45:51values that are integers. It can't take
45:55, for example, we can't say that to
45:57serve, say, 30 students we use one and
46:00a half teachers. That doesn't make
46:03sense. It's no longer a function, it's
46:06a function that presents discontinuity.
46:09True, and it presents some jumps. Well,
46:15perhaps one can get confused here
46:16because one can think that the function
46:18is linear, but one must keep in mind
46:20that it doesn't make sense to say that,
46:22for example, as you can see I was
46:23saying before that you need one and a
46:25half teachers to serve 30 students.
46:27That doesn't make sense. What makes
46:29sense is that there's still one teacher
46:32for 30 students. Uh, okay, sorry, two
46:36teachers. Two teachers for 30 students
46:40because there's a maximum of 20. Okay.
46:45Well, that's the reason. Well, we can
46:52continue. Uh, Disley, okay, teacher
47:01Andrés Felipe. Perfect. Let's give the
47:04floor to Yanira's teacher and she's
47:06going to continue giving us the
47:09introduction to the second competency.
47:14Of course.
47:15>> Here I am. Here I am. Are you seeing my
47:20screen? Can you hear me? Yes. Well,
47:26let's continue with Thank you, teacher.
47:28Let's continue with competency two,
47:31formulation and execution. What does
47:35this competency consist of? It's the
47:38ability to design and execute
47:40strategies to solve problems that
47:42involve quantitative information or
47:45mathematical objects. Basically,
47:49designing a procedure or solution plan
47:51that's appropriate for a situation.
47:54It's not just calculating, but deciding
47:56what to calculate and in what order.
48:01Selecting or constructing the correct
48:03operation, formula or expression from
48:05several plausible alternatives and
48:08correctly executing the calculations
48:10following the designed procedure until
48:13reaching the desired solution. a
48:15numerical result. It is recognized
48:19because the question asks, what is the
48:21result of which expression allows you
48:23to calculate? What procedure is valid
48:27for? Tip: Write the procedure in words
48:31before calculating. That prevents you
48:34from skipping a step or applying the
48:37wrong operation. solved examples that
48:40are not part of the questionnaire. The
48:43situation is as follows. The audience
48:47rating of a television program is
48:48equivalent to a percentage of
48:49households that watched all 60 minutes
48:51of the program. The country has four
48:54channels. Question: What expression
48:57allows you to obtain the average
48:59audience rating of channel 8 between
49:027:00 p.m. and 10:00 p.m.? We then
49:05observe the graph of channel 8. The
49:08average audience rating, the program,
49:11and the time at which it is watched. So
49:15, the first option is 14 + 11.6 + 10.8/
49:196. The second is 15.3 + 11 + 8.4/6. The
49:27third is 15.3 11 + 8.4/3 and the
49:33correct one is 14 11.6 10.6 6/3. How do
49:39you solve it? Here, it is not enough to
49:42calculate, you have to formulate the
49:43correct expression before executing it.
49:46Channel 8 does not have exactly three
49:48programs in that slot, FGN, so the
49:50average is divided by three, not by six
49:53. And only the indexes of channel 8 are
49:58used, which are 11, 15.3 and 8.4, cu,
50:02not those of channel 3. Therefore, the
50:05correct one is C. And we give, uh, we
50:09then invite our teacher to help us with
50:12the workshop. Go ahead, teacher.
50:18>> Teacher Yanira, thank you very much.
50:21Well, please, in the chat, for those
50:24people who are listening to us, tell us
50:26, is it interesting? Is it not
50:29interesting? Write us something because
50:32you make us feel, I don't know, like in
50:33so much silence because you are
50:35starting a broadcast, so you make us
50:37feel like alone, we don't know if you
50:39are satisfied or not satisfied. So,
50:42Juliet says, "Yes, what happened,
50:43Juliet? Are you happy or not happy?" We
50:47need you to comment, let us know if you
50:49are satisfied, not satisfied, if they
50:52like the activity, they don't like it.
50:55So, here you tell us your like, "
50:57Excellent, it's great, thank you very
51:00much. Uh, the workshop is super.
51:04Excellent. Well, that's what we want,
51:06for you to participate. These spaces
51:08are created for you and solely and
51:10exclusively for you. If you have a
51:13friend, a girlfriend, invite them, tell
51:15them to learn math, that it's never too
51:16late and that we're going to play a
51:17quantitative reasoning game. Send them
51:20the link and that's it, they join. So,
51:22we had stopped at question number four.
51:25Let's go with question number five.
51:27Before going with question number five,
51:30I want those people who are in position
51:33three and below to realize that they
51:36have a lot of potential ahead. And here
51:40something surprises me and that is that
51:43today women are scoring up to fifth,
51:46sixth, seventh place. Women are giving
51:50us a hard time, so men, let's wake up.
51:53Okay, let's go to the next question. A
52:00courier company charges a fixed
52:02collection and handling fee for
52:04shipping a package plus a variable fee
52:06based on the weight in kilograms. 1 kg
52:10equals 7,500 pesos. 2 kg at 10,000, 4
52:16kg at 15,000, 6 kg at 20,000. If a
52:21customer sends an 8 kg package, with
52:24the same billing scheme, what is the
52:26total cost? That's a very easy question
52:29. There are already two responses from
52:3248 participants. That is, there are
52:35already 48 out of 68, and 48 out of 70
52:37have already decided to participate.
52:41Let's see. Let's see. We have four
52:48responses. We have 35 seconds left.
53:03Eight responses. 20 seconds. Let's see.
53:0910 responses, 11 seconds left, and we
53:15still have 8 seconds left. I'm being
53:20kind today. I'm going to give you 10
53:22more seconds because there are 30
53:24people who haven't responded. Okay,
53:26there you have it, only 23. Oh, that's
53:35a very small number for the total
53:38number of participants. Well, Gisela,
53:42congratulations. Are you fighting tooth
53:46and nail for that spot? The question
53:50gives us one correct answer for option
53:53C, meaning that there are nine people
53:56who answered that option correctly.
53:59Professor Andrés Felipe, and we have
54:01nine people who answered D. In other
54:04words, there's a 5050 here and this
54:06could cause some confusion that will be
54:08explained in advance and now. Three
54:12people answered option A, two people
54:14answered option B. Gisela,
54:15congratulations. Luna, come on, you're
54:18going, but it's scary to go up. Look,
54:21and Mia, you got off. What happened?
54:23What happened, Mia? Done. Let's move on
54:26to the next question, please, in the
54:28chat. Tell me if it's too easy or too
54:30difficult. I won't read to you; I'll
54:33leave you in total silence so I don't
54:35distract you. Three answers, 30 seconds
55:31. Okay, we're at 14. I'm going to give
55:56you 20 more seconds because I'm being
55:58kind today and it's probably because
56:01we're about to start a new month and
56:03we're getting closer to December, but
56:06be careful because 18 responses, 19, 51
56:09participants. We're very stuck. Stuck.
56:1520 responses. 3, 2, 1, 23 responses, 24
56:20responses. Gisela. Congratulations.
56:28You're still in the right position, but
56:30I don't know, it surprises me and it
56:32seems that you got this option wrong. I
56:35don't know, it makes me think of that
56:36over there. 14 people answered the
56:40right option, which is precisely the
56:42correct answer. Five people answered
56:47option A, that is, 21%, and that's
56:48starting to worry me. And four people
56:53answered option B. One person answered
56:57option D. Okay, let's see over here.
57:02Look, over here we have some who have
57:05just joined, so they're at zero, but be
57:07careful because several are going down.
57:12Next question. Question number seven,
57:16for four utility companies, the
57:18efficiency in handling complaints was
57:21measured. The proportion of complaints
57:26handled within 24 hours out of the
57:29total energy bills received: energy is
57:33equal to 2/3, water 5/6, telephone 9,
57:37and gas 35. And here they ask us, what
57:41is the average efficiency of the four
57:45utility companies? Let's see, I can
57:56give you a clue. There we add and
58:01divide by the number of dams. 10
58:10answers out of 64. Well, we started
58:13with 26 and called 65 participants. I'm
58:17happy about that. In other words,
58:19excellent. Very excellent. Well, 13
58:26answers. I need those 65 to respond. If
58:34those 65 respond, something historic
58:36will happen in this game today. Let's
58:39see, go ahead and upload that answer. I
58:42gave you 10 seconds a while ago. I'm
58:44going to give you the last 10 seconds
58:46because I think there are some who are
58:48still doing the calculation. Okay, now
58:50they should be giving you the answer.
58:55Don't you hear the whistle there? Well,
58:5825 is 65. We're staying, we're staying.
59:0228, 29. Look, I'm a good person. Quick,
59:06quick, because there at the ITF, over
59:09there at the ITFES it is different. 29
59:13answers, 15 people, which is equivalent
59:16to 52%of the people who responded, that
59:22is, of the 29, they answered option B
59:24as correct. A tie between option C and
59:28D with five people, that is, 17%each.
59:33And option A, four people, which
59:35corresponds to 14%. I want to tell you
59:42that Gisela is holding on and is doing
59:47well. This is Gisela's answer, correct.
59:50Luna moved up. Luna was our first
59:52contestant to enter the game. Mia Pía,
59:56Chin, Bogotá and Cali went down among
1:00:01the top three positions. What about the
1:00:04others? I want to see someone from
1:00:06Turbo, someone from Neiva up there.
1:00:08Soaja, people up there. Come on, let's
1:00:11go with the last question of this
1:00:13competition. A city with 893,944
1:00:21inhabitants employs various strategies
1:00:23for the effective management and
1:00:24utilization of the solid waste that is
1:00:26generated on a daily basis. For every
1:00:28100 inhabitants, the city generates
1:00:30between 55 and 75 kg of garbage per day
1:00:33. 60%of this garbage is organic and the
1:00:36aim is to reduce it. What is the value
1:00:39of this amount of organic waste
1:00:42produced daily in the city? What is the
1:00:45value of, excuse me, the amount of
1:00:47organic waste produced daily in the
1:00:49city? 3 out of 80. Mir says," What an
1:01:23excellent explanation. Juliana gives us
1:01:26a clue here. I don't know, I'm not
1:01:29going to say anything. It's 9 out of
1:01:3280. Very few, 10 out of 80. I'll give
1:01:35you 10 more seconds. Is it because
1:01:39December is approaching that I'm being
1:01:42so nice? If they heard me from home
1:01:47they would say, "But you're not like
1:01:49that." 12 out of 80, 13, 14, 15, 16, 17
1:01:55, 18, 19 and 20. 11 people answered
1:01:58option B. Three people answered option
1:02:02A, three C and three D. The correct
1:02:06option was B. Gisela remains in first
1:02:09place, she answered correctly. Luna
1:02:15remains in second and Bucaramanga just
1:02:18moved up to third place. Cali fourth
1:02:23and Mia dropped to fifth place.
1:02:27Professor Andrés Felipe, the stage is
1:02:30yours and remember, please don't close
1:02:33the game in the final round of the last
1:02:36four. Questions, I need there to be, or
1:02:39rather, a candle in that, in that
1:02:41learning. Ready, Professor Andrés
1:02:44Felipe.
1:02:47>> Okay, you are looking at my screen. Yes
1:02:53, sir. It looks good.
1:02:56>> Well, let's see. Here we have question
1:03:05number five. It says like this, uh,
1:03:10well, let's remember that we are in the
1:03:12formulation and execution competition.
1:03:15Ready? It says, "A courier company
1:03:19charges for shipping a package with a
1:03:21fixed charge, collection, management
1:03:23plus a variable charge according to the
1:03:25weight in kilograms." The company
1:03:28publishes this table. So, the table
1:03:32says like this: "For 1 kg, kilograms
1:03:35are 7,500, for 2 kg 10,000, for 4 kg
1:03:4115,000 and for 6 kg 20,000. If a
1:03:46customer sends a package of 80 kg and,
1:03:52sorry, 8 kg with the same charging
1:03:54scheme, what is the total cost? Well,
1:03:59here we are also presented with a graph
1:04:02that shows us the cost, the weight
1:04:04versus the cost, right? Uh, here it is
1:04:07marked. So, what we have to do here is
1:04:11formulate a linear function that allows
1:04:14us to establish that value, right? I'm
1:04:20going to show you here very quickly the
1:04:23formulation of what the cost would be,
1:04:26well, here it says like this, each
1:04:29additional kilogram shows the cost of
1:04:312,500 variable and there is a fixed
1:04:34charge of 5,000. The model would then
1:04:39be the cost as a function of x will be
1:04:415,000, which is the fixed charge plus
1:04:442,500*x, where x is, let's say, the
1:04:46amount of kilos, right? And there are
1:04:51some values that one can check in the
1:04:53table and what it does is simply
1:04:54replace x*8 and you get 25,000. Here
1:04:58perhaps we need to say something else,
1:05:00right? We need to explain a little bit
1:05:04where this expression comes from. Here
1:05:08I want to show you, uh, confirm if you
1:05:10are also seeing this, this that I have
1:05:12here.
1:05:16>> Yes, teacher.
1:05:18>> Yes, sir. Let's
1:05:21>> see. Here I have, for example, this
1:05:22little table, right? I'm going to try
1:05:27to figure out what the linear function
1:05:29is, right? So, in this case, what will
1:05:30the linear function be? One can do an
1:05:32experiment here, right? For example,
1:05:34you can say that there is a coordinate,
1:05:37there is a point that has a pair that
1:05:39has coordinates 1 at 7500, right? And
1:05:48there is another point that has
1:05:49coordinates 2 at 10,000. In this case,
1:05:55remember that a function is going to be
1:05:58of the form cx, right? Equal to a
1:06:04certain slope times x plus, in this
1:06:08case, the fixed value, right? Which
1:06:12will be in this case, who? When it is
1:06:16zero, right? It will be 5,000. It says
1:06:19that it is worth it, right? Here it
1:06:21says 5,000. Done. That will be the
1:06:24short with the y-axis. If you, for
1:06:26example, extend this graph, you will
1:06:28realize that here it intersects the
1:06:30y-axis at 5,000. That will be, let's
1:06:33say, the intersection with Claro, there
1:06:35is a fixed charge and that is when x
1:06:38equals 0, right? And that is the
1:06:40intersection with the Y axis. Here we
1:06:42can put that value of 5,000. What we
1:06:45would have to find is the slope. I can
1:06:47find the slope using the following
1:06:49formula. y2-y1 over x2-x1. In this case
1:06:59, let's say, for example, that this
1:07:02value here is x1, this is y1, this is
1:07:06x2 and this is y2, right? And then we
1:07:09make the respective substitutions. Here
1:07:11it will give us 10,000-7500 and below
1:07:21it will be 2-1, right? 10,000-7500 is
1:07:272500 over 2-1 is 1 and a slope gives us
1:07:342500. Ready? In this case, I have
1:07:38chosen only these first two points. I
1:07:40chose, let's say, this one and this one
1:07:42, but I can use others and it will give
1:07:43me the same. In this case, the cost
1:07:46function will be the slope, which is
1:07:482,500 times x + 5,000. Now, to get my
1:07:58answer, what I do is I simply evaluate
1:08:01the cost at 8, because we want to know
1:08:03what 8 kg is. It will be 2,500, uh, 8
1:08:12plus uh, 5,000. So what does this give
1:08:20us? 2,500*8 will be what is 2,500*8.
1:08:30Here it gives me, let me look at
1:08:32something. Uh, wait, I see 2,500*8 is
1:08:39uh, 20,000, right? 20,000 plus the
1:08:465,000 and that gives us a total of
1:08:5225,000. Hm. In this exercise, well,
1:09:00this is the technical way of doing it,
1:09:02let's say, one by setting up the linear
1:09:03function, finding its slope. That's the
1:09:06technical way. Often you might skip
1:09:09these technical steps, but since we are
1:09:11observing a formulation competition, it
1:09:13is frequently necessary for you to
1:09:14establish that specific formula, do you
1:09:16see? And that's how you get the answer,
1:09:19which is 25,000. Let's go back here.
1:09:25The answer is C. So let's go to
1:09:30question number six. And here I return
1:09:38to insist on something with question
1:09:39number six. There are times when the
1:09:44statement doesn't give us a lot of
1:09:46information, but many times the
1:09:48question isn't about the entire
1:09:51statement, but about part of it, and so
1:09:53you can't get confused. You have to
1:09:57focus specifically on what the question
1:10:00is asking you, what the question needs,
1:10:05let's say. So, in a marketing network,
1:10:08commissions are determined according to
1:10:10the level that each member occupies
1:10:11within the network. Each salesperson
1:10:15receives 5%of their own sales, and
1:10:17that's level one. 4%of the sales of the
1:10:22people he directly enrolled, that is,
1:10:25level 2, and 3%, 2%, and 1%of the sales
1:10:28corresponding to levels 3, 4, and 5,
1:10:31respectively. Yes. Pedro has David as
1:10:36his only direct enrollee. Yes. During
1:10:42this month, Pedro made sales of 6
1:10:44million and David made sales of 5,000.
1:10:48No sales were recorded from other
1:10:50members of Pedro's network. Yes, David
1:10:53possibly has some members in the
1:10:54network, but the only one who made
1:10:56sales apart from Pedro was David, and
1:10:58David is at level two. This figure
1:11:01shows us a directed graph, it can be
1:11:03interpreted as a directed graph where
1:11:06it shows us, let's say, level one and
1:11:09level two, and the sales that each of
1:11:11them made. It says," What is the total
1:11:15commission that Peter receives this
1:11:18month for the sales made by him and the
1:11:20interactions in his network? "Well,
1:11:25here, for example, there is an issue
1:11:27and that is that, for example, it says
1:11:30that Peter sold 6 million and David 5
1:11:32million. If you don't read it well, you
1:11:36might start to make calculations to
1:11:38know how much money Peter is going to
1:11:40earn in total, so to speak. But you
1:11:43don't have to do any calculations here,
1:11:45you simply have to interpret what the
1:11:47total commission is that he is going to
1:11:49earn, not how much, but how it is
1:11:51calculated, let's say, that's why it
1:11:53presents us with the answer options. So
1:11:56here it says 4%of his sales and 3%of
1:11:59David's, right? 9%of the sum of his
1:12:03sales and David's, right? 5%of his
1:12:06sales and 4%of David's. Well, that's
1:12:10exactly what the statement says here,
1:12:12this first part, 5%of his own sales and
1:12:144%of the sales of the people that the
1:12:16person he signed up. It is easy to see
1:12:21that the correct answer here is C.
1:12:23Alright, well, that one was certainly a
1:12:25rather straightforward and simple task.
1:12:30Let's go with question number seven. It
1:12:36says:" For four public service
1:12:38companies, the efficiency in handling
1:12:40complaints was measured. The proportion
1:12:43of complaints handled within 24 hours
1:12:45out of the total complaints received by
1:12:47each company. See data in the image.
1:12:50What is the average efficiency of the 4
1:12:52PSUs? Public service companies. So it
1:12:57says according to the table, it says
1:12:59complaints handled within 24 hours as a
1:13:02fraction of the total by PSU. So,
1:13:07energy says two out of three, aqueduct
1:13:145, telephone 9 out of 10, 9 tenths, and
1:13:19gas 3 out of 5. Here they are asking me
1:13:26what the average efficiency of the four
1:13:29public service companies is. What will
1:13:32the answer be here? Let me copy this
1:13:40here so that we can see it. Here I am
1:13:58going to make a small parenthesis to
1:14:00emphasize something that may be very
1:14:02important to know for your test, right?
1:14:05Well, one learns a lot of concepts in
1:14:08mathematics, but there is something
1:14:10that, in my opinion, is essential for
1:14:13you to have Sure. For example, when
1:14:15someone speaks, if you want, let's look
1:14:17here, for example, the little table,
1:14:25for example, the little table placed
1:14:29here. If we think about 2 tertiaries,
1:14:42right? It turns out that the fraction
1:14:452/3, if you divide 2/3, right? So, how
1:14:50many times does 13 go into 2? It won't
1:14:52fit. I add a zero here. And how many
1:14:56times does 13 go into 20? It goes into
1:14:586 times. 6*3, 18, right? I subtract 20
1:15:03and get 2. I add a zero, it gives me 6
1:15:06and then 6 again. It just continues
1:15:08like this. 6 6 6. Well, conclusion.
1:15:12That value 2/3 can be represented as a
1:15:15decimal number that is 0.6 repeating.
1:15:21Let's put it like this. Ready? So, it
1:15:26should be noted that in percentage
1:15:29terms this can be understood as 66.6%.
1:15:36So, uh, one of the interesting things
1:15:38is that A fraction represents a decimal
1:15:40and that decimal represents a
1:15:41percentage. Right? But then you can
1:15:46work with either the fraction or the
1:15:49decimal and it's going to be the same.
1:15:53So, they're asking me about the average
1:15:55efficiency. So, in this case, what do
1:15:57we have here? I'm going to show you
1:16:02something. For instance, you could say,
1:16:05look, the number 2 is equivalent to
1:16:0966.7%. Well, rounding to a significant
1:16:13figure here, 66.7%, for example, 5 83.3
1:16:17%9 tenths is 90%is 60%. One way to
1:16:26solve the exercise would be, for
1:16:28example, to add these percentages and
1:16:31divide by four and that gives me 75%.
1:16:37Now, this solution has a small problem
1:16:40in my opinion and that is that it
1:16:42forces you to do some divisions. For
1:16:44example, I don't know about you, but it
1:16:47really bothers me, for example, doing
1:16:49the division of 5/6, dividing 5/6 and
1:16:52in an exam where I'm against the clock
1:16:54and having to know that 5 equals 0.83,
1:16:57for example. Doing divisions is very
1:17:00tedious. You really have to try to
1:17:04avoid making those divisions in as many
1:17:06of those instances as you possibly can.
1:17:10Okay? That's why one way you can do an
1:17:13alternative to this is to add fractions
1:17:16. Do you understand me? Here, for
1:17:18example, what can you do? Let me remove
1:17:24this. Wait a moment. There's something
1:17:29that's bothering me. Well, let's see to
1:17:39see the average efficiency, what will
1:17:40it be? So, for example, you can say, I
1:17:45take 2/3, I add it with 5/6, I add it
1:17:49with 9/2, I add it with 3/5 and finally
1:17:56what I do is I divide by 1, okay? And
1:17:59that way I avoid having to do the
1:18:00division. So, you can add fractions,
1:18:02okay? You can add fractions more easily
1:18:06. Uh, how can you add fractions here?
1:18:18How will it be here? For example, how
1:18:22can we do this? Adding fractions easily
1:18:25? One way would be, let's say, by
1:18:28expanding the fractions or extracting
1:18:30the common denominator. Yes? How could
1:18:33we do that operation? In a very simple
1:18:36way. For example, here we could, let's
1:18:40say, extract the maximum common
1:18:42denominator between 3, 6, 10 and 5. How
1:18:46do we do that operation? What is the
1:18:51common denominator between 3, 10 and 5?
1:18:55Remember that you can do this common
1:18:58denominator by using the least common
1:19:00multiple of those values. What
1:19:04numerical value is the least common
1:19:05multiple that exists between those
1:19:07denominators? You can do the math here.
1:19:13Uh, just a moment here. Wait a moment,
1:19:19I got lost. There. Ready. 3 6 10 5.
1:19:24Well, here I'm going to try to do it on
1:19:27foot, let's say. For example, uh, half.
1:19:31Three doesn't have a half. Six has a
1:19:33half, which is three. Ten has a half,
1:19:35which is five. Five has no half. Now,
1:19:39third, third of three, 1. Third of
1:19:41three, 1. Five has no third and five
1:19:44has no third. Now, fifth. Uh, these are
1:19:48already in one, leave them alone and
1:19:50fifth of 5 and fifth of 5, right? It
1:19:52means that, uh, that least common
1:19:54multiple will be the least common
1:19:56multiple or the common denominator will
1:19:58be the multiplication of these three
1:20:00values. 2*3*5. In this case it gives me
1:20:046*5 30. The common denominator will be
1:20:1030. Ready. Here we put 30. And now,
1:20:15what do we do? Remember that that least
1:20:18with a multiple will always be
1:20:19divisible by all the denominators. So
1:20:2330/3 gives me 10*2 20 + 30/6 gives me 5
1:20:29*5. I repeat, 30 divided by 6 is 5*5 25
1:20:36+ 30/10 is 3*9 27 and finally it gives
1:20:43me 30/5, How much is it? 6*3 is 6,
1:20:47times 3 is 18. What does this operation
1:20:51give us? 30. How much does that
1:20:55numerator give us? Help me do the math.
1:20:58This is 90, right? 20 + 25 equals 45.
1:21:06Well, 27 + 18 is 45 + 45 equals 90. 90.
1:21:12We can cancel the zeros. And it gives
1:21:17us three, right? All the fractions
1:21:20added together gave us three. That
1:21:22means that in total this will give us,
1:21:27actually the numerator gives us three
1:21:29and the denominator gives us four, 3/4.
1:21:33And 3 cu is the same as 0.75 which
1:21:35corresponds to 75%. In my opinion, this
1:21:44procedure is shorter than you doing
1:21:46each of these divisions and adding
1:21:47decimals and having to add decimals and
1:21:49then divide a decimal by a whole number
1:21:52. I think it's better to work with
1:21:54whole numbers. I stopped here because I
1:21:57think this question has that
1:21:59interesting part. Ready? Okay, let's
1:22:03move on to question number eight. This
1:22:08question, as the level says, is
1:22:11difficult. Yes. Now let's look at why
1:22:14it's difficult, what's difficult about
1:22:16this question. It states the following:
1:22:19a city of 893,944 inhabitants has
1:22:25various strategies for the management
1:22:27and recovery of the solid waste that is
1:22:29generated on a daily basis. As part of
1:22:32its environmental programs, the
1:22:34municipal administration conducts waste
1:22:37separation campaigns and seeks to
1:22:39strengthen actions related to the use
1:22:41of recyclable materials and the
1:22:43reduction of organic waste. For every
1:22:46100 inhabitants, the city generates
1:22:49between 55 and 75 kg of garbage per day
1:22:57, right? Waste from homes, businesses,
1:22:59and other urban spaces. 60%of this
1:23:02garbage is organic and the aim is to
1:23:04reduce it through the environmental
1:23:07strategies implemented. What are the
1:23:10values for the amount of organic waste
1:23:12produced daily in the city? Well,
1:23:17there's a value in the statement that's
1:23:19very annoying, and it's this one, the
1:23:23value of 893,944. This one. Number is
1:23:27not a comfortable number to work with,
1:23:30especially when doing calculations. I'm
1:23:34going to explain to you, well, here's a
1:23:36kind of outline of what there is. This
1:23:38is the total population. 60%of the
1:23:40waste is organic. Yes. And what you're
1:23:43asking me is like a range, right?
1:23:45Between what values does the amount of
1:23:47organic waste produced per day in the
1:23:49city fall? What you have to do is scale
1:23:52this value to 100 inhabitants. How do
1:23:54you do that? Here's more or less how
1:23:56you should approach it. Scale the rate
1:23:59per 100 inhabitants to the entire
1:24:01population. In this case, it says,
1:24:04divide the total amount by 100
1:24:06inhabitants by 55. That 55 is because
1:24:09it's the minimum value. In this case,
1:24:12it's the minimum value, which is 55,
1:24:16right? Uh, here we definitely have to
1:24:18do this calculation. Here, you might
1:24:22make a mistake on the exam. If you
1:24:27don't know how to do this division and
1:24:28multiplication, there we're going to
1:24:30have difficulties. This is the hard
1:24:32part, let's say. And here it will give
1:24:34you 492,669 kg. That's the minimum and
1:24:39the maximum will be the same. We scale
1:24:42the rate by 100 inhabitants, that is,
1:24:45we divide by 100, multiply by 75 and
1:24:47the maximum will give us 670,458 kg.
1:24:52That's the maximum. Now what we have to
1:24:55do is apply 60%of the organic waste,
1:24:58right? Because 60%is organic. So, what
1:25:01we do is that we multiply each of these
1:25:03values, both the minimum and the
1:25:05maximum, by sixty percent. In this case
1:25:08it's by 0.6. Here we have to do another
1:25:11multiplication. And in this case, when
1:25:14doing this multiplication you can round
1:25:17to 200, well, it gives approximately
1:25:20295,001 kg. And when doing the second
1:25:23multiplication, which is 60%of the
1:25:26maximum, it gives us 402,275 kg. If we
1:25:32look at the answer options, the closest
1:25:36range is B, right? Because this value
1:25:41295,001 is close to 295,000 and the
1:25:44value 402,275 is close to 403,000 kg.
1:25:52Yeah, that would be one way to do the
1:25:55exercise. As I said, the annoying part
1:25:59and well, here, well, since we don't
1:26:00have time, we would have to do this
1:26:02division, right? And then this
1:26:04multiplication and get to this answer.
1:26:06This would probably be the part where
1:26:08one could suffer in this exercise. Yeah
1:26:11, but well, that would then be the
1:26:13solution to this problem. Well, let's
1:26:20continue then.
1:26:23>> Perfect, teacher Andrés Felipe. So,
1:26:26we'll give the floor to Yanira's
1:26:28teacher to close our last session, our
1:26:31last block. So, teacher, the stage is
1:26:34all yours.
1:26:35>> Thank you. I'm going to share and oh my
1:26:39God, I'm going, I'm going, I can't do
1:26:43it here. A little bit while teacher
1:26:54Yani presents it, please, it's
1:26:56important that you fill out the
1:26:58attendance form. Thank you.
1:27:01>> Please, everyone fill out the
1:27:02attendance form, if you're not here, Or
1:27:04rather, they didn't come today. Okay.
1:27:07The third skill that will be assessed
1:27:10is argumentation. What does this skill
1:27:14consist of? Argumentation is the
1:27:18ability to justify or give reasons for
1:27:21statements or judgments related to a
1:27:23situation involving quantitative
1:27:25information or mathematical objects.
1:27:30Evaluate whether a statement is true,
1:27:32false, or whether the available
1:27:34evidence is sufficient to support it.
1:27:37Identify the error in a reasoning or
1:27:39procedure already carried out by
1:27:41another person or determine what
1:27:44additional information would be needed
1:27:46to validate or refute a conclusion. It
1:27:50is recognized because the question says
1:27:52, this statement is, what is the error
1:27:55in what additional information is
1:27:58required? What is the advice? The pill
1:28:02for this type of skill. Always contrast
1:28:06the statement with exact data, never
1:28:08with a general impression that it
1:28:10sounds logical. A solved example that
1:28:15is not part of the questionnaire.
1:28:18Situation with the audience ratings of
1:28:21channels 3 and 8 from 7 to 10 p.m.,
1:28:27channel 3 states first P is the program
1:28:30with the highest rating in the time
1:28:33slot. two has a higher rating than
1:28:36channel 8 from 8 to 9 p.m. 8 to 9 at
1:28:40night. And three, programs from 19 to
1:28:4420 on both channels exceed 10 points.
1:28:48Question, in which statements is
1:28:50channel 3 correct? Answer then, in one
1:28:54and three, but not in two. One is true
1:28:59between P, which is 140, here we see it
1:29:02. H, which is 10.6 and E which is 11.6,
1:29:09the largest being P 14. In two false,
1:29:13from 20 to 21, 3 has an H of 10.6, but
1:29:208 has in G 15.3, which is the largest.
1:29:25The third is true. Between 19 and 20,
1:29:28the fourth values exceed 10. How is it
1:29:30solved? Arguing requires verifying each
1:29:35statement separately against the data,
1:29:38not accepting or rejecting the entire
1:29:41set at once. Let's continue then, my
1:29:43teacher.
1:29:46>> Teacher Yanira, thank you very much.
1:29:50Hey, we're going to continue with the
1:29:52game, thanking you that they haven't
1:29:54closed and the Those who haven't joined
1:29:56yet can do so. Remember that at the top
1:30:01we have the code here and the
1:30:03alphabetical code has been shared on
1:30:05different occasions in the chat so that
1:30:08you can enter. Well, I want to remind
1:30:13you who is in first, second and third
1:30:16place. Bogotá with Gisela Criollo,
1:30:19Bogotá with Luna Gómez and
1:30:20Bucaramanga with Juliana Jimena. The
1:30:23women continue to score and let's see
1:30:26men wake up. Let's go with question
1:30:29number nine. Please confirm if you are
1:30:32viewing my screen.
1:30:37>> Yes, teacher, it is looking
1:30:40>> perfect. I mean, you can see my screen
1:30:42there, you are watching the game, right
1:30:44? Ready. Perfect. Well, the next
1:30:52question asks us: remembering the
1:30:55efficiency of the four companies in
1:30:58handling complaints within 24 hours,
1:31:01that energy was 2/3, agreement 5,
1:31:03telephone 9/10, gas 35/5, users can
1:31:06identify which company is more
1:31:09efficient, which cannot be determined
1:31:12with the information provided. What do
1:31:16you think? You guys can't figure it out
1:31:18? We have 83 people who have joined and
1:31:22here's one answer. I have a question.
1:31:27Who will answer first? Did they get the
1:31:30answer right? Let's see. Four out of 83
1:31:37answers. Remember that once we finish
1:31:41the game, you're going to fill out the
1:31:44attendance form and we also have a very
1:31:46special invitation for you to join the
1:31:49English challenge. English is giving us
1:31:51a hard time. I'll tell you now, I'll
1:31:53tell you this at the end, if I don't
1:31:54get you excited and you don't answer
1:31:56correctly. Let's see, let's go. 7 out
1:32:00of 83, very few answers. Remember that
1:32:11you won't have a stopwatch like I did
1:32:13in the tests, but I'm going to give you
1:32:1510 more seconds. But you will have an
1:32:20average time that ranges between 90 and
1:32:24120 seconds. That's why I'm kindly
1:32:28giving you another 10, but watch out,
1:32:30just here, they won't give you any more
1:32:32there, really not. Done, 17 answers,
1:32:37very few. What happened? with people?
1:32:40They fell asleep on me. No, well,
1:32:42Gisela, will you be the one to answer
1:32:45first? I don't know, nine people have
1:32:50answered option A correctly. This
1:32:53represents 53%of the 17 people who
1:32:58responded. Option C, five people, which
1:33:02is not a correct option and three
1:33:04people option D, which is not a correct
1:33:06option. Mine goes up, Luna goes down
1:33:12and Bucaramanga. Bucaramanga, Juliana,
1:33:16you went down a lot. Okay, let's go to
1:33:20the next question. A future was signed
1:33:31at 10%. A future was signed at 10%in
1:33:35April 2012. The value of the dollar
1:33:38that day was 17,782 to exchange 500
1:33:40pounds of coffee at $ 1.5 each. The
1:33:43buyer calculated 1,782/1.5 which is
1:33:46equal to 1188 value per pound of coffee
1:33:50which would be in this case 1188 for
1:33:53500 pounds 594,000. Value of the
1:33:57purchase. The value of the purchase in
1:33:59pesos is not Right. Why? That's very
1:34:02easy, my friend. And he already
1:34:05answered. I'm wondering again. Who's
1:34:08going to answer first? Did I answer
1:34:12correctly or not? We have 30 seconds
1:34:30left and we only have one answer. Two.
1:34:36Three answers. I'm worried about the
1:34:38number of people who answered. I'm
1:34:40being very kind today. Seven, eight. If
1:34:48we get to 50 answers for this question,
1:34:50there's going to be a very special
1:34:52prize. 10 seconds. 16 answers. 17. 18.
1:35:04We didn't get to 50 answers. Eight
1:35:10answers for option D, which is the
1:35:12correct option. Gisela is holding on,
1:35:16Mia is holding on, Juliana is up again.
1:35:20Juliana was doing well, Juliana did
1:35:22very well. Macieli and Rascos from Cali
1:35:25. Well, this is between Bogotá, Cali,
1:35:28Bucaramanga and Sipaquirá. It came in
1:35:31fifth place, but it dropped with
1:35:33Nigirer. Well, we have four incorrect
1:35:36options, which would be for option B,
1:35:38four for option C and three for option
1:35:40A. Let's move on to the next question.
1:35:43I don't know what's going on here.
1:35:48Consumption. The average monthly
1:35:51electrical consumption of the
1:35:52refrigerator is 100 kW and that of the
1:35:54microwave oven is 25 kW. A student
1:35:58states that the microwave oven consumes
1:36:0025%of the refrigerator's electricity.
1:36:03This statement is...Well,
1:36:16>> excuse me, teacher, to interrupt. It is
1:36:17important that the students fill out
1:36:19the attendance form, okay? Yes, ladies
1:36:24and gentlemen, watch out for the
1:36:26attendance. Five out of 85 answers.
1:36:36Seven and we have 35 seconds left.
1:36:39Eight. This question is very easy. 12.
1:36:54If this question gets 50 answers, we
1:36:57are going to give a prize. Engineer
1:37:00Alexandra Cides from the national
1:37:04headquarters would send a prize to the
1:37:08person who comes in between number one
1:37:11and number 50. We beat them, but no, 20
1:37:16answers. Option D, excellent, out of 20
1:37:20answers. Look, I was telling you it was
1:37:24very easy. 16 answered option D, one
1:37:29answered option C and three answered
1:37:32option B. Done. Option B and option D
1:37:36were very similar, but be careful
1:37:37because option B was not the correct
1:37:39one. And Professor, now I'm going to
1:37:41explain. Gisela, congratulations. Mia,
1:37:44congratulations. Macieli,
1:37:46congratulations. You went up, Yiret,
1:37:48you went up. Juliana, what happened?
1:37:51Okay, we have Cali, Bogotá, Sipirá,
1:37:54and Bucaramanga among the top five
1:37:56positions. Let's go with the last
1:38:00question that doesn't have an image and
1:38:01is a text that requires a lot of
1:38:03analysis. A university offers
1:38:05successive discounts on tuition of 18%
1:38:08for belonging to a research group. Then
1:38:11on the remaining value, an additional
1:38:1412%for an average greater than or equal
1:38:17to 45. And finally on that new value, 5
1:38:20%for prompt payment. The tuition is
1:38:248,400,000 and a student meets the three
1:38:27conditions. An official states that the
1:38:31discounts are 18%, 12%, and 5%of the
1:38:34total discount is 35%off the initial
1:38:37value. Which statement is correct? That
1:38:42one is very easy. That one is easier
1:38:44than all. Three answers. 30 seconds.
1:39:04Six answers. We didn't reach 50.
1:39:07Answers. What's up? And you see that
1:39:10the prizes we give out are very good,
1:39:13and seriously, they're very good.
1:39:19There's a smartwatch, kids, speakers,
1:39:23nothing, no one didn't help each other
1:39:27as a team today. 17 answers. Option C,
1:39:32which is the correct one, has nine
1:39:34answers. Option A, one answer, one
1:39:37incorrect option, has four. Option B
1:39:40has three, and option D has one. Here
1:39:44it took a very surprising turn because
1:39:47Macieli Riascos from Cali moved up to
1:39:50second place, Mía in third. And now
1:39:53I'll give you the summary of the happy
1:39:54winners. So, Professor Andrés Felipe,
1:39:58we have 20 left, we have like 16
1:40:00minutes left. Go ahead. The stage is
1:40:02yours.
1:40:24>> Okay, are you seeing my screen? Do you
1:40:26confirm? Yes, it looks good.
1:40:30>> Okay, let's look at the third
1:40:34competition, which is argumentation.
1:40:36Yes. Uh, those are the types of
1:40:39questions where often two possible
1:40:47answers appear, but it is necessary to
1:40:50validate one of them much more than the
1:40:53other one. Sometimes there are two that
1:40:55are very similar. Sometimes there is
1:40:57one that says something true, but the
1:40:59argument for why it is true is not
1:41:01explained very well or is wrong. Here
1:41:04it is time to validate the argument as
1:41:06such. It says, "Remembering the
1:41:10efficiency of the four public service
1:41:12companies in handling complaints within
1:41:1524 hours, energy is two out of three,
1:41:17that is, 2/3, aqueducts 5/6, telephone
1:41:209 and gas 3/5. Users can identify which
1:41:25company is more efficient. What cannot
1:41:29be determined with the information
1:41:30provided? A, the number of complaints
1:41:34not answered within 24 hours. B, the
1:41:37percentage of complaints answered
1:41:39within 24 hours. C. the most efficient
1:41:43ESP according to what was answered,
1:41:45according to what was answered out of
1:41:47the total and the least efficient ESP
1:41:51according to what was not answered out
1:41:53of the total. Well, we have to
1:41:55understand. Here I return and emphasize
1:41:57what I told you before. Remember, a
1:42:00proper fraction, when I say proper, it
1:42:02means that the numerator is less than
1:42:04the denominator, it always represents a
1:42:07percentage. In this case, that 2 ter is
1:42:10equivalent to, let's say, 66%. This
1:42:14division gives us 066. Remember that it
1:42:16is 66%. This 5/6, uh, we would have to
1:42:20do the division to see how much it is.
1:42:23Uh, and 9/10 is good, it is 0.9, that
1:42:27is, 90%. 3/5 is 60%, right? Because it
1:42:32gives 0.6. Yeah. Note that these
1:42:36specific fractions are simply providing
1:42:38us with a percentage, do you see? Uh,
1:42:41so it says the percentage of claims
1:42:44attended to before 24 hours. That is
1:42:47correct. We can know what the
1:42:49percentage of claims is, because each
1:42:51fraction is a percentage; the most
1:42:53efficient and the least efficient,
1:42:55because well that depends on which
1:42:57fraction is greater and which is less.
1:43:00But what we cannot know is the number
1:43:02of claims, because here they are
1:43:04counting us in total how many claims
1:43:06there are. This is a percentage, and
1:43:09this is two out of three. For every
1:43:12three claims, two are attended to. For
1:43:15every six complaints, five are
1:43:16addressed, for every 10, nine are
1:43:18addressed, and for every five, three
1:43:20are addressed. Right? That would be the
1:43:22answer. The data is given as
1:43:24proportions, two out of three, not as
1:43:26absolute numbers of complaints. The
1:43:29correct answer then is A. Let's go to
1:43:33question number 10. It says," A future
1:43:36was signed on April 10, 2012. The value
1:43:39of the dollar on that day was 1782. to
1:43:45exchange 500 pounds of coffee at $ .5
1:43:50each. The buyer calculated like this,
1:43:53it says 1782/1.5 = 1188 the value of
1:43:58the pound of coffee. And now 1188 the
1:44:02value of the pound of coffee for 500
1:44:05pounds gives me 594,000 the value of
1:44:08the purchase. It says, "The value of
1:44:10the purchase in pesos is not correct."
1:44:12Why? It says 1782/1.5 does not equal
1:44:211188. B. 1188*500 does not equal
1:44:28594,000. Uh, C. The value of the pound
1:44:33of coffee is 1764/1.5 which is 2646 and
1:44:41the value of the pound of coffee is
1:44:441782*1.5 which equals 2673. Well, the
1:44:50error is actually that a division was
1:44:53performed and not a multiplication,
1:44:56right? The value of the dollar in 1782
1:45:01and each pound costs $ .5. So, it has
1:45:05to be multiplied. The reason is that
1:45:07here we have to multiply. The only
1:45:11option that refers to that is this one.
1:45:15Yes. The error that there is is that,
1:45:18right? This is this is the error
1:45:20precisely that the division is being
1:45:22performed and it is actually a
1:45:23multiplication. That is the answer.
1:45:30Note that there may be some of these
1:45:32answer options that say something that
1:45:35is true, but this is specifically what
1:45:37we are being asked, specifically why it
1:45:40is not correct. Well, let's go with
1:45:44question 11. It says: "The average
1:45:51monthly electricity consumption of the
1:45:53refrigerator is 100 kWh and that of the
1:45:56microwave oven is 25 kWh. A student
1:46:00states that the consumption of the
1:46:02microwave corresponds to 25%of the
1:46:04consumption of the refrigerator. This
1:46:07statement is false because dividing the
1:46:09oven's consumption by four does not
1:46:11give the refrigerator's consumption.
1:46:15Bernadera, since subtracting 25 from
1:46:17the fridge usage gives the oven's. C.
1:46:20False, as adding 75 to the oven's usage
1:46:23doesn't equal the fridge's. D. True
1:46:26because multiplying the oven's
1:46:28consumption by four gives the
1:46:29refrigerator's consumption. Well,
1:46:34notice that here in the answer options
1:46:36there are two that are false and two
1:46:38that are true. Okay. Uh, this statement
1:46:42is true, right? It is clearly true, but
1:46:45you have to argue why it is which one,
1:46:47why it is true. Yes, B and D are true,
1:46:51but which of the two options is
1:46:53actually correct? Well, actually the
1:46:57true statement or the correct answer is
1:46:59D. Uh, and here the important thing is
1:47:01to validate the argument. Yes. Uh, 25
1:47:08percent of 100 is 25. Sure, 25 percent
1:47:14of 100 is 25. Sure. Here the issue of
1:47:20what I was telling you about fractions
1:47:22comes into play again. For example,
1:47:24100/25 gives us 4. Or 25/100 is the
1:47:28same as 1/4. If we simplify it. Here it
1:47:33tells us, for example, that in effect
1:47:3625*4 gives us 100. So, option is the
1:47:39only one that supports the statement
1:47:41with an operation that truly proves the
1:47:4425%relationship. Multiplying 4*25 gives
1:47:49us 100. Well, that would be the correct
1:47:53option. Let's move on to question
1:47:57number 12, which in my opinion is the
1:47:59most difficult question of the entire
1:48:01test. Yes, it is the most difficult
1:48:03question. Here we can possibly fail if
1:48:08we don't have many strengths in these
1:48:12arithmetic topics. Let's see. It says,"
1:48:16A university offers successive
1:48:18discounts on tuition, 18%for belonging
1:48:21to the research group, then an
1:48:24additional 12%on the remaining value
1:48:27for an average greater than 4.5. And
1:48:31finally, 5%on this new value for prompt
1:48:34payment. The tuition is 8,400 and a
1:48:40student meets the three conditions. An
1:48:43official states, since the discounts
1:48:46are 18%, 12%and 5%, the total discount
1:48:49is 35%on the initial value. Which
1:48:53statement is correct? Ah, the statement
1:48:56is correct. The percentages are always
1:48:59added. B, the total discount is greater
1:49:02than 35%. C. The statement is incorrect
1:49:07. The successive discounts are applied
1:49:09to the different values and the
1:49:13effective discount is less than 35%.
1:49:17The total discount is exactly 30%. Well
1:49:23, notice that there is a distracting
1:49:29factor here in my opinion and it is
1:49:32this tuition, right? It says that the
1:49:35tuition is worth 8,400. It is possible
1:49:38that someone will try to give all those
1:49:41discounts to 8,400 and there you waste
1:49:44time. Note that they are not asking you
1:49:47how much the semester is going to cost,
1:49:49right? Or the tuition. They are not
1:49:52asking you how much it will cost, how
1:49:53much you have to pay, they are not
1:49:55asking you about the percentage of
1:49:57discount that you are going to have in
1:49:59the end. Right? In other words, if you
1:50:03start manipulating this 8,400, let's
1:50:05say, you give that value an 18%discount
1:50:08and then a 12%discount and then a 5%
1:50:10discount, there you are going to
1:50:12complicate the result. In any case, it
1:50:17is possible that you arrive at the
1:50:18answer, but you have to look at the
1:50:20statements, the ones that give us the
1:50:22answer options. Here is the way, let's
1:50:28say, in which one should understand,
1:50:34let's say, the result, right? It says,
1:50:39"Successive discounts are not added,
1:50:41each one is calculated on the value
1:50:43remaining after the previous one, so
1:50:45the base changes at each step." Since
1:50:48the question is the effective discount
1:50:51percentage, right? The most direct way
1:50:53is Working with the factors of each
1:50:55effective discount. Okay? What are we
1:50:59going to do? Let's calculate the total
1:51:03effective discount. This one here
1:51:06represents, let's say, 100%. Now, this
1:51:1182 out of 100, which is clearly 82%,
1:51:15comes from subtracting 100%from that 18
1:51:20%. Sure. Okay. In other words, if you
1:51:23are given a discount of 18%, what you
1:51:25are actually paying is 82%of the
1:51:27original cost. Okay. That's why you use
1:51:31the fraction 82/100. Now, what does it
1:51:36say? What does it say next? It says, "
1:51:38An additional 12%is added. That 12%
1:51:41comes from, uh, it can be written as
1:51:4488/100 because if you subtract it from
1:51:48112 it gives you 88. And that 5%can
1:51:51also be expressed as 95/100. What does
1:51:55a one-to-one do, which is 100%. I'm
1:51:58going to subtract this multiplication
1:51:59of these three? Here we have to do this
1:52:01little calculation, do this
1:52:02multiplication. If you do this
1:52:04multiplication of fractions and then do
1:52:07the division, it will give you
1:52:08approximately 0.68. 68. We do the
1:52:12subtraction and that gives us 0.31,
1:52:150.31448, which is approximately 31.45%.
1:52:22Yes? In this case, what we are seeing
1:52:25is that this value is less than 35%. In
1:52:30reality, the effective discount is
1:52:33approximately 31.45%. In this case, the
1:52:39correct answer will be C. Yes, C,
1:52:41because the discounted values are
1:52:46applied to different values and the
1:52:47effective discount is less than 35%. In
1:52:50this case, it is 31.45%. Okay. I know
1:52:58that this formula causes a little noise
1:53:00. We have to look and understand why it
1:53:03is presented this way, but I tell you,
1:53:05this is the correct way in which the
1:53:06effective discount should be presented.
1:53:09Okay. Well, I'm done. Professor.
1:53:17>> Professor Andrés Felipe, thank you
1:53:19very much. This is a space that was
1:53:22specifically designated and created to
1:53:25provide support for every single one of
1:53:27the students. I want to remind you that
1:53:30those who take the Saber Pro tests are
1:53:32those who have completed 75%of their
1:53:36study plan. Yes, some new students have
1:53:40enrolled, and they are now entirely new
1:53:42to these programs. It was done with the
1:53:45intention that they would continue
1:53:46training, that they would continue
1:53:48participating. Many congratulations,
1:53:51and much success. I want to share my
1:53:56screen here to finish with the ranking
1:53:58and not without first mentioning
1:54:00attendance. Attendance is important.
1:54:03And look, in the test that is currently
1:54:06being conducted, a digital badge is
1:54:09being awarded as well. Yes. Those who
1:54:13accept the challenge for the Saber T
1:54:15and Saber Pro English exams, how can
1:54:17they do it? They take the Saber Pro,
1:54:19Saber TIT test in October, right? They
1:54:23enter the training room, the training
1:54:25room. Those who are going to take those
1:54:29tests now that they are registered and
1:54:30go and accept the English challenge,
1:54:32enter the classroom. If you are
1:54:35registered for the test, you will find
1:54:36the English classroom enabled. Take the
1:54:38training route, practice, and complete
1:54:41the final simulation. And upon
1:54:43completing the simulation, you will
1:54:45obtain a digital badge for the Saber
1:54:46Pro and Saber English challenges. Ready
1:54:49? This is a special invitation. A
1:54:51special invitation to attend. Watch out
1:54:54, because without attendance, we'll
1:54:56assume you missed the class. And we are
1:54:58going to finish with this. The most
1:55:01important thing for those who want to
1:55:04know how our ranking turned out. Gisela
1:55:08from Bogotá, our capital.
1:55:11Congratulations, Gisela. In second
1:55:14place from Cali. Look, Professor
1:55:15Andrés, you have people from over
1:55:17there. Maeli, Riascos, and Mia Pía.
1:55:20Cali, Bogotá took everything. Miret,
1:55:23congratulations, you were in fourth
1:55:25place. Juliana, you were in fifth place
1:55:28, and from there on down, to everyone
1:55:30who participated, many, many
1:55:32congratulations. The idea of this
1:55:36meeting was for you to make mistakes,
1:55:37for you to participate. And anyway, I
1:55:40wish you the best of success, Engineer
1:55:43Alexandra. We have concluded this
1:55:47workshop. Remember that we are with you
1:55:50in three voices. Professor Yanira
1:55:53Pérez, Doctor Andrés Felipe Ramírez,
1:55:55and the one speaking to you, Lisley
1:55:57Reyes Álvarez. Engineer Alexandra, no
1:56:00one won a prize. There you have already
1:56:03won a prize. Well, we
1:56:05>> hope this workshop has been very useful
1:56:08. You will identify your weaknesses.
1:56:12You have a few days to prepare when you
1:56:15feel weakest. Remember the tips, read,
1:56:20prepare. We have the training spaces,
1:56:23you can watch the recordings of all the
1:56:26workshops, they are on TVUNAT virtual.
1:56:31What else? English badges and wish you
1:56:34the best. Remember that this is a test
1:56:38that is measuring your skills,
1:56:40challenging how you come out as
1:56:42professionals, representing yourselves
1:56:45and the university. And many thanks to
1:56:49our teachers for such a great activity.
1:56:53I hope they have taken advantage of it
1:56:57and that it is very useful for our
1:57:00university, that all these workshops
1:57:04bear fruit. A hug to everyone and good
1:57:07luck on your test. Thank you. May you
1:57:11>> all be very well. Bye. Bye.

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