One is one ... or is it?

1,574,312 views ใƒป 2012-05-21

TED-Ed


ืื ื ืœื—ืฅ ืคืขืžื™ื™ื ืขืœ ื”ื›ืชื•ื‘ื™ื•ืช ื‘ืื ื’ืœื™ืช ืœืžื˜ื” ื›ื“ื™ ืœื”ืคืขื™ืœ ืืช ื”ืกืจื˜ื•ืŸ.

ืชืจื’ื•ื: Ido Dekkers ืขืจื™ื›ื”: Orr Schlesinger
(ืžื•ื–ื™ืงื”)
ืžื” ื ื›ื•ืŸ -- ืชืจื™ืกืจ ื‘ื™ืฆื™ื ื”ื•ื? ืื• ืชืจื™ืกืจ ื‘ื™ืฆื™ื ื”ื?
00:14
Which is correct: "A dozen eggs is?" Or "A dozen eggs are?"
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ืื ื™ ื–ื•ื›ืจ ืฉื”ื™ื™ืชื™ ื‘ื‘ื™ืช ื”ืกืคืจ ื”ื™ืกื•ื“ื™,
00:18
I remember being in elementary school,
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00:19
and my teachers making a big deal about the unit.
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ื•ื”ืžื•ืจื™ื ืฉืœื™ ืขืฉื• ืขื ื™ื™ืŸ ื’ื“ื•ืœ ืžื”ื™ื—ื™ื“ื”.
ื•ืžืขื•ืœื ืœื ื”ื‘ื ืชื™ ืืช ื–ื”, ืขื“ ืฉื™ื•ื ืื—ื“ ื”ื™ื™ืชื™ ื‘ื—ื ื•ืช ื”ืžื›ื•ืœืช,
00:22
And I never really got that,
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00:23
until one day, I was in the grocery store,
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ื•ืจืฆื™ืชื™ ืœืงื ื•ืช ืชืคื•ื—, ืื‘ืœ ืœื ื™ื›ื•ืœืชื™ ืœืงื ื•ืช ืชืคื•ื— ืื—ื“.
00:26
and I wanted to buy an apple, but I couldn't buy one apple.
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00:28
I had to buy a whole bag of apples.
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ื”ื™ื™ืชื™ ื—ื™ื™ื‘ ืœืงื ื•ืช ืฉืงื™ืช ืฉืœ ืชืคื•ื—ื™ื.
00:30
So I did. I bought one bag of apples,
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ืื– ืงื ื™ืชื™. ืงื ื™ืชื™ ืฉืงื™ืช ืื—ืช ืฉืœ ืชืคื•ื—ื™ื,
00:32
I took it home, I took one apple out of the bag, and I cut it up.
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ื•ืœืงื—ืชื™ ืื•ืชื” ื”ื‘ื™ืชื”, ืœืงื—ืชื™ ืชืคื•ื— ืื—ื“ ืžื”ืฉืงื™ืช, ื•ื—ืชื›ืชื™ ืื•ืชื•.
ื•ืื– ืื›ืœืชื™ ื—ืชื™ื›ื” ืื—ืช.
00:36
And then I ate one slice.
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ืฉืงื™ืช ืื—ืช, ืชืคื•ื— ืื—ื“, ื—ืชื™ื›ื” ืื—ืช.
00:38
One bag, one apple, one slice.
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00:41
Which of these is the real "one"?
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ืื–ื” ืžื”ื ืืžื™ืชื™?
ื•ื‘ื›ืŸ, ื›ื•ืœื ื ื›ื•ื ื™ื, ื›ืžื•ื‘ืŸ, ื•ื–ื” ืžื” ืฉื”ืžื•ืจื™ื ืฉืœื™ ื‘ื™ืกื•ื“ื™ ื ื™ืกื• ืœื”ื’ื™ื“ ืœื™.
00:43
Well, they all are of course,
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00:44
and that's what my elementary teachers were trying to tell me.
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ืžืคื ื™ ืฉื–ื” ื”ืจืขื™ื•ืŸ ื”ื—ืฉื•ื‘ ืžืื—ื•ืจื™
00:47
Because this is the important idea behind whole number place value,
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ื›ืœ ืขืจืš ืžื™ืงื•ื ื”ืžืกืคืจื™ื, ืžื™ืงื•ื ืขืฉืจื•ื ื™ ื•ืฉื‘ืจื™ื.
00:51
decimal place value and fractions.
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00:52
Our whole number system depends
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ื›ืœ ืžืขืจื›ืช ื”ืžืกืคื•ืจ ืฉืœื ื• ืชืœื•ื™ื™ื” ืขืœ ืœื”ื™ื•ืช ืžืกื•ื’ืœืช ืœืฉื ื•ืช ืžื” ืื ื—ื ื• ืกื•ืคืจื™ื ื›ื™ื—ื™ื“ื”.
00:54
on being able to change what we count as "one".
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00:56
Our whole number system depends on being able to change units.
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ื›ืœ ืฉื™ื˜ืช ื”ืžืกืคื•ืจ ืฉืœื ื• ืชืœื•ื™ื” ื‘ื™ื›ื•ืœืช ืฉืœื ื• ืœืฉื ื•ืช ื™ื—ื™ื“ื•ืช.
ื™ืฉ ืฉืชื™ ื“ืจื›ื™ื ืœืฉื ื•ืช ื™ื—ื™ื“ื•ืช.
01:00
There are two ways to change units.
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01:01
We can compose, and we can partition.
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ืื ื—ื ื• ื™ื›ื•ืœื™ื ืœื”ืจื›ื™ื‘, ื•ืื ื—ื ื• ื™ื›ื•ืœื™ื ืœื—ืœืง.
ื›ืฉืื ื—ื ื• ืžืจื›ื™ื‘ื™ื ื™ื—ื™ื“ื•ืช,
01:04
When we compose units,
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01:05
we take a bunch of things, we put them together to make a bigger thing,
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ืื ื—ื ื• ืœื•ืงื—ื™ื ื›ืžื” ื“ื‘ืจื™ื ื•ืื ื—ื ื• ืฉืžื™ื ืื•ืชื ื™ื—ื“ ื›ื“ื™ ืœื™ืฆื•ืจ ื“ื‘ืจ ื’ื“ื•ืœ ื™ื•ืชืจ,
01:08
like a dozen eggs.
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ื›ืžื• ืชืจื™ื™ืกืจ ื‘ื™ืฆื™ื.
ืื ื—ื ื• ืœื•ืงื—ื™ื 12 ื‘ื™ืฆื™ื, ืฉืžื™ื ืื•ืชืŸ ื™ื—ื“ ื›ื“ื™ ืœื™ืฆื•ืจ ืงื‘ื•ืฆื”,
01:10
We take 12 eggs, put them together to make a group,
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01:12
and we call that group a dozen.
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ื•ืื ื—ื ื• ืงื•ืจืื™ื ืœืงื‘ื•ืฆื” ื”ื–ื• ืชืจื™ื™ืกืจ.
ืชืจื™ื™ืกืจ ื‘ื™ืฆื™ื ื”ื™ื ื™ื—ื™ื“ื” ืžื•ืจื›ื‘ืช.
01:15
A dozen eggs is a composed unit.
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ื“ื•ื’ืžืื•ืช ืื—ืจื•ืช ืฉืœ ื™ื—ื™ื“ื•ืช ืžื•ืจื›ื‘ื•ืช ื›ื•ืœืœื•ืช
01:18
Other examples of composed units
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01:20
include a deck of cards, a pair of shoes, a jazz quartet
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ื—ืคื™ืกืช ืงืœืคื™ื, ื–ื•ื’ ื ืขืœื™ื™ื, ืจื‘ื™ืขื™ืช ื’'ื–
ื•ื›ืžื•ื‘ืŸ, ื‘ืจื‘ื™ ื•ืงืŸ ื”ื ื–ื•ื’.
01:24
and of course, Barbie and Ken make a couple.
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ืื‘ืœ ื—ื™ืฉื‘ื• ืขืœ ื›ื™ื›ืจ ืœื—ื.
01:27
But think about a loaf of bread.
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01:28
That's not a composed unit,
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ื–ื• ืœื ื™ื—ื™ื“ื” ืžื•ืจื›ื‘ืช,
01:30
because we don't get a bunch of slices from a bunch of different bakeries
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ืžืคื ื™ ืฉืื ื—ื ื• ืœื ืžืงื‘ืœื™ื ืงื‘ื•ืฆื” ืฉืœ ืคืจื•ืกื•ืช ืžื›ืžื” ืžืืคื™ื•ืช
01:33
and put them together to make a loaf.
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ื•ืื– ืžืจื›ื™ื‘ื™ื ืื•ืชืŸ ื™ื—ื“ ื›ื“ื™ ืœื™ืฆื•ืจ ื›ื™ื›ืจ.
01:35
No, we start with a loaf of bread
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ืœื, ืื ื—ื ื• ืžืชื—ื™ืœื™ื ืขื ื›ื™ื›ืจ ืœื—ื ื•ืื ื—ื ื• ื—ื•ืชื›ื™ื ืื•ืชื” ืœื—ืœืงื™ื ืงื˜ื ื™ื ื™ื•ืชืจ
01:37
and we cut it into smaller pieces called slices,
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ืฉื ืงืจืื™ื ืคืจื•ืกื•ืช, ื›ืš ืฉื›ืœ ืคืจื•ืกื” ื”ื™ื ื™ื—ื™ื“ืช ื—ืœื•ืงื”.
01:40
so each slice of bread is a partitioned unit.
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ื“ื•ื’ืžืื•ืช ืื—ืจื•ืช ืฉืœ ื—ืœื•ืงืช ื™ื—ื™ื“ื•ืช ื›ื•ืœืœื•ืช
01:43
Other examples of partitioned units
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01:45
include a square of a chocolate bar, a section of an orange
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ืงื•ื‘ื™ื” ืฉืœ ื˜ื‘ืœืช ืฉื•ืงื•ืœื“, ืคืœื— ืฉืœ ืชืคื•ื–
ื•ืžืฉื•ืœืฉ ืฉืœ ืคื™ืฆื”.
01:48
and a slice of pizza.
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ื”ื“ื‘ืจ ื”ื—ืฉื•ื‘ ื‘ื™ื—ื™ื“ื•ืช ื”ื•ื ืฉื‘ืจื’ืข ืฉื™ืฆืจื ื• ื™ื—ื™ื“ื” ื—ื“ืฉื”,
01:50
The important thing about units is that once we've made a new unit,
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01:53
we can treat it just like we did the old unit.
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ืื ื—ื ื• ื™ื›ื•ืœื™ื ืœื”ืชื™ื™ื—ืก ืืœื™ื” ื›ืžื• ื”ื™ื—ื™ื“ื” ื”ืงื•ื“ืžืช.
01:55
We can compose composed units,
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ืื ื—ื ื• ื™ื›ื•ืœื™ื ืœื”ืจื›ื™ื‘ ื™ื—ื™ื“ื•ืช ืžื•ืจื›ื‘ื•ืช, ื•ืื ื—ื ื• ื™ื›ื•ืœื™ื ืœื—ืœืง ื™ื—ื™ื“ื•ืช ืžื—ื•ืœืงื•ืช.
01:57
and we can partition partitioned units.
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01:59
Think about toaster pastries.
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ื—ื™ืฉื‘ื• ืขืœ ืžืืคื™ ื˜ื•ืกื˜ืจ.
ื”ืŸ ื‘ืื•ืช ื‘ื—ื‘ื™ืœื•ืช ืฉืœ ืฉืชื™ื™ื,
02:02
They come in packs of two,
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ื•ืื– ื”ื—ื‘ื™ืœื•ืช ื”ืืœื• ื ืืจื–ื•ืช ื‘ื—ื‘ื™ืœื•ืช ืฉืœ ืืจื‘ืข
02:04
and then those packs get put together in sets of four
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02:06
to make a box.
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ื›ื“ื™ ืœื™ืฆื•ืจ ืงื•ืคืกื”.
02:08
So when I buy one box of toaster pastries,
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ืื– ื›ืฉืื ื™ ืงื•ื ื” ืงื•ืคืกื” ืฉืœ ืžืืคื™ ื˜ื•ืกื˜ืจ,
ืื ื™ ืงื•ื ื” ื“ื‘ืจ ืื—ื“,
02:11
am I buying one thing,
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ืืจื‘ืขื” ื“ื‘ืจื™ื ืื• ืฉืžื•ื ื” ื“ื‘ืจื™ื?
02:13
four things, or eight things?
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ื–ื” ืชืœื•ื™ ื‘ื™ื—ื™ื“ื”.
02:16
It depends on the unit.
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02:17
One box, four packs, eight pastries.
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ืงื•ืคืกื” ืื—ืช, ืืจื‘ืข ื—ื‘ื™ืœื•ืช, ืฉืžื•ื ื” ืžืืคื™ื.
02:20
And when I share a slice of pizza with a friend,
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ื•ื›ืฉืื ื—ื ื• ื—ื•ืœืงื™ื ืžืฉื•ืœืฉ ืคื™ืฆื” ืขื ื—ื‘ืจ,
ืื ื—ื ื• ืฆืจื™ื›ื™ื ืœื—ืชื•ืš ืื•ืชื• ืœืฉืชื™ ืคื™ืกื•ืช ืงื˜ื ื•ืช ื™ื•ืชืจ.
02:23
we have to cut "it" into two smaller pieces.
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ืื– ืงื•ืคืกื” ืฉืœ ืžืืคื™ ื˜ื•ืกื˜ืจ
02:27
So a box of toaster pastries is composed of composed units,
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ืžื•ืจื›ื‘ืช ืžื™ื—ื™ื“ื•ืช ืžื•ืจื›ื‘ื•ืช,
ื•ื›ืฉืื ื™ ืžื—ืœืง ืžืฉื•ืœืฉ ืคื™ืฆื”,
02:32
and when I split a slice of pizza,
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02:34
I'm partitioning a partitioned unit.
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ืื ื™ ืžื—ืœืง ื™ื—ื™ื“ื” ืžื—ื•ืœืงืช.
02:36
But what does that have to do with math?
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ืื‘ืœ ืžื” ืœื–ื” ื•ืœืžืชืžื˜ื™ืงื”?
ื‘ืžืชืžื˜ื™ืงื”, ื”ื›ืœ ื•ื•ื“ืื™.
02:40
In math, everything is certain.
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02:41
Two plus two equals four,
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ืฉืชื™ื ื•ืขื•ื“ ืฉืชื™ื ืฉื•ื•ื” ืœืืจื‘ืข, ื•ืื—ื“ ื”ื•ื ืจืง ืื—ื“.
02:43
and one is just one.
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ืื‘ืœ ื–ื” ืœื ืžืžืฉ ื ื›ื•ืŸ.
02:45
But that's not really right.
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02:47
One isn't always one.
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ืื—ื“ ื”ื•ื ืœื ืชืžื™ื“ ืื—ื“.
02:49
Here's why: we start counting at one,
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ื”ื ื” ื”ืกื™ื‘ื”: ืื ื—ื ื• ืžืชื—ื™ืœื™ื ืœืกืคื•ืจ ื‘ืื—ื“,
02:51
and we count up to nine: 1, 2, 3, 4, 5, 6, 7, 8, 9,
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ื•ืื ื—ื ื• ืกื•ืคืจื™ื ืขื“ ืชืฉืข -- ืื—ื“, ืฉืชื™ื™ื, ืฉืœื•ืฉ, ืืจื‘ืข, ื—ืžืฉ, ืฉืฉ, ืฉื‘ืข, ืฉืžื•ื ื”, ืชืฉืข.
02:55
and then we get to 10, and in order to write 10,
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ื•ืื– ืื ื—ื ื• ืžื’ื™ืขื™ื ืœ 10, ื•ื›ื“ื™ ืœื›ืชื•ื‘ 10,
02:57
we write a one
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ืื ื—ื ื• ื›ื•ืชื‘ื™ื ืื—ื“ ื•ืืคืก.
02:59
and a zero.
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ื”ืื—ื“ ื”ื–ื” ืื•ืžืจ ืฉื™ืฉ ืœื ื• ืงื‘ื•ืฆื” ืื—ืช,
03:01
That one means that we have one group,
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03:04
and the zero helps us remember
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ื•ื”ืืคืก ืขื•ื–ืจ ืœื ื• ืœื–ื›ื•ืจ ืฉื–ื” ืื•ืžืจ ืงื‘ื•ืฆื” ืื—ืช, ืœื ื“ื‘ืจ ืื—ื“.
03:05
that it means one group, not one thing.
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ืื‘ืœ 10, ื‘ื“ื™ื•ืง ื›ืžื• ืื—ื“,
03:08
But 10, just like one,
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03:10
just like a dozen eggs,
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ื‘ื“ื™ื•ืง ื›ืžื• ืชืจื™ื™ืกืจ ื‘ื™ืฆื™ื, ื‘ื“ื™ื•ืง ื›ืžื• ื‘ื™ืฆื”,
03:12
just like an egg,
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03:13
10 is a unit.
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10 ื”ื•ื ื™ื—ื™ื“ื”.
ื• 10 ืขืฉื™ืจื™ื•ืช ื ื•ืชื ื•ืช 100.
03:16
And 10 tens make 100.
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03:17
So when I think about 100,
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ืื– ื›ืฉืื ื™ ื—ื•ืฉื‘ ืขืœ 100, ื–ื” ื›ืžื• ืงื•ืคืกื” ืฉืœ ืžืืคื™ ื˜ื•ืกื˜ืจ.
03:19
it's like the box of toaster pastries.
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03:21
Is 100 one thing,
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ื”ืื 100 ื“ื‘ืจ ืื—ื“,
10 ื“ื‘ืจื™ื
03:24
10 things
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03:25
or 100 things?
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ืื• 100 ื“ื‘ืจื™ื?
03:26
And that depends on what "one" is,
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ื•ื–ื” ืชืœื•ื™ ื‘ืžื” ื”ื•ื ื“ื‘ืจ ืื—ื“,
03:28
it depends on what the unit is.
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ื–ื” ืชืœื•ื™ ื‘ืžื” ื”ื™ื—ื™ื“ื”.
ืื– ื—ื™ืฉื‘ื• ืขืœ ื›ืœ ื”ืคืขืžื™ื ื‘ืžืชืžื˜ื™ืงื” ืฉืืชื ื›ื•ืชื‘ื™ื ืืช ื”ืžืกืคืจ ืื—ื“.
03:31
So think about all the times in math when you write the number one.
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ืœื ืžืฉื ื” ื‘ืื™ื–ื” ืžื™ืงื•ื ื”ืื—ื“,
03:35
No matter what place that one is in,
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03:37
no matter how many things that one represents,
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ืœื ืžืฉื ื” ื›ืžื” ื“ื‘ืจื™ื ื”ืื—ื“ ืžื™ื™ืฆื’,
ืื—ื“ ื”ื•ื.
03:40
one is.
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Original video on YouTube.com
ืขืœ ืืชืจ ื–ื”

ืืชืจ ื–ื” ื™ืฆื™ื’ ื‘ืคื ื™ื›ื ืกืจื˜ื•ื ื™ YouTube ื”ืžื•ืขื™ืœื™ื ืœืœื™ืžื•ื“ ืื ื’ืœื™ืช. ืชื•ื›ืœื• ืœืจืื•ืช ืฉื™ืขื•ืจื™ ืื ื’ืœื™ืช ื”ืžื•ืขื‘ืจื™ื ืขืœ ื™ื“ื™ ืžื•ืจื™ื ืžื”ืฉื•ืจื” ื”ืจืืฉื•ื ื” ืžืจื—ื‘ื™ ื”ืขื•ืœื. ืœื—ืฅ ืคืขืžื™ื™ื ืขืœ ื”ื›ืชื•ื‘ื™ื•ืช ื‘ืื ื’ืœื™ืช ื”ืžื•ืฆื’ื•ืช ื‘ื›ืœ ื“ืฃ ื•ื™ื“ืื• ื›ื“ื™ ืœื”ืคืขื™ืœ ืืช ื”ืกืจื˜ื•ืŸ ืžืฉื. ื”ื›ืชื•ื‘ื™ื•ืช ื’ื•ืœืœื•ืช ื‘ืกื ื›ืจื•ืŸ ืขื ื”ืคืขืœืช ื”ื•ื•ื™ื“ืื•. ืื ื™ืฉ ืœืš ื”ืขืจื•ืช ืื• ื‘ืงืฉื•ืช, ืื ื ืฆื•ืจ ืื™ืชื ื• ืงืฉืจ ื‘ืืžืฆืขื•ืช ื˜ื•ืคืก ื™ืฆื™ืจืช ืงืฉืจ ื–ื”.

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