Transcript for the Math Jam "MOEMS Teachers Math Jam" on Oct 18.

Math Jam hosted by JimMath-MOEMS (Jim Matthews ).

JimMath-MOEMS (19:28:26)
Hello everyone. I've sat in on a math jam but have not moderated one. I hope I can type fast enough for you.

DPatrick (19:28:47)
Let me just say something quickly before you all get started.

DPatrick (19:28:54)
Most of the AoPS Math Jams deal with high level math, so those of you who have showed up to see what AoPS classes are like, please view transcripts of other Math Jams from the past:

eobrien19 (19:29:01)
Hello James, we're looking forward to this.

DPatrick (19:29:01)
http://www.artofproblemsolving.com/Community/AoPS_Y_MJ_Transcripts.php

DPatrick (19:29:10)
Now, on with the show!

DPatrick (19:29:18)
I'll now turn things over to your moderator for today, Jim Matthews.

JimMath-MOEMS (19:29:55)
Let's start with a couple of olympiad questions on averages. The average of five numbers is 16. Suppose 10 is added to the five numbers. What is the average of the six numbers?

Tricia-MOEMS (19:31:32)
Is 10 added to the sum of the 5 numbers?

JimMath-MOEMS (19:32:32)
Tricia does what good mathematicians do when first looking at a problem. She makes sure she understands the statement.

JimMath-MOEMS (19:33:14)
A sixth number, 10, is added to the list. So what is the average of the six numbers?

Julie Farr (19:31:36)
are we supposed to answer?

JimMath-MOEMS (19:34:38)
julie, answer away

Julie Farr (19:34:00)
Well, if 5 numbers added average to 16. then the total of the numbers is 80 (5 * 16). 80 + 10 = 90/5 = 18, right?

pamgoselin (19:35:24)
okay...16+16+16+16+16+10 = 90/6=15

Julie Farr (19:38:08)
ahha! yes, you now have to divide by 6 so 15 is right!

Julie Farr (19:34:54)
ok. I did but I think this is slow

Pam Scheer_2 (19:36:14)
Would the answer be 15?

JimMath-MOEMS (19:41:14)
folks, bear with me as i experiment. i'm going to try and pass some messages onto all of you

Nair (19:37:25)
the average is 15.
since the average of 5 numbers are 16, we can assume that all of them are 16. if we add ten into the mix, the numbers will be 16,16,16,16,16,10. the average of those numbers is 15.

pamgoselin (19:37:54)
the average is of 6 numbers rather than 5

Nair (19:37:55)
julie, there are 6 numbers total therefore you should divide by 6

agnesc (19:41:33)
i got 15 too!!

Julie Farr (19:36:51)
Did you get my answer?

agnesc (19:36:57)
is it 15?

pamgoselin (19:42:16)
JimMath...things are moving faster now...thanks!

agnesc (19:42:16)
how many minutes is this math jam?

JimMath-MOEMS (19:44:09)
folks, i'm not sure if you saw everything but it looks like you had no problem with this one. let's try a second aveage problem

RichKal-MOEMS (19:44:19)
The Jam is set for about an hour, agnesc

JimMath-MOEMS (19:45:03)
In 3 bowling games, Alice scores 139, 143 and 144. What score will Alice need in a fourth game in order to have an average score of 145 for all 4 games?

Tricia-MOEMS (19:46:35)
I like to look at how far each of the 3 original numbers are from the desired average. In this case, how far is each number from 145?

eobrien19 (19:47:24)
There seem to be a few ways to solve this problem.

Tricia-MOEMS (19:47:35)
How can I send a message just to Jim for him to send it to the room?

JSlupek (19:45:31)
RichKal - where are the transcripts for the last two MathJams? I couldn't find them listed.

Mary Ella Verdes (19:46:32)
She would need to bowl a 154 to get a 145 average.

RichKal-MOEMS (19:48:16)
Is that correct? How do we know whether yes or no?

Julie Farr (19:47:25)
(139+143+144+x)/4 =145

agnesc (19:46:55)
i think the answer is 154

JimMath-MOEMS (19:49:08)
this is a quick group did you all see pamgoselin's meth0od?

RichKal-MOEMS (19:49:11)
Julie- What if the kids don't know algebra?

Pam Scheer_2 (19:47:50)
I multiplied 5 x 16 to get 80. Then I added 10 to get 90 and divided by 6 to get 15.

RichKal-MOEMS (19:49:50)
Oops... wrong quote.

Sorceress (19:48:22)
He needs to bowl a 154. The score of 144 is 1 from the average, 143 is 2 from the average, and 139 is 6 from the average. Therefore, he needs 9 more points than 145 to get the average. 145 +9 = 154.

pamgoselin (19:46:36)
154...139 (-6), 143 (-2), 144 (-1)...6+2+1=9... 145 +9 = 154

agnesc (19:48:28)
can anyone see me IM because i cannot see it on my screen?

pamgoselin (19:50:21)
guess and check using a table is good for non-algebra studnets

Tricia-MOEMS (19:51:24)
We can see you, agnesc.

RichKal-MOEMS (19:52:24)
Agnesc - These sessions are moderated, which means that only the moderators select which of your statements are "made public".

pamgoselin (19:51:16)
when guess and check is being used, I always like to ask my students if their guess is "reasonable." Sometime they want to guess 130 for the next roll and that isn't reasonable

JimMath-MOEMS (19:53:15)
this is one of the reason's i think the olympiad questions are great. there is a little twist to these questions that make kids think and you don't always find this with textbook questions

eobrien19 (19:53:20)
Pam, how do you respond to a comment like that?

Julie Farr (19:53:34)
yes, I like the logic presented that to average 145 on all, with the 3 prior scores LESS than the average desired, you know the new score has to be HIGHER than the other ones

pamgoselin (19:54:12)
I agree...textbook questions are really boring (mostly)

eobrien19 (19:54:50)
Julie, you bring up a point that helps students.

eobrien19 (19:55:35)
When we use the scores, kids can see, really see, the logic of the problem

RichKal-MOEMS (19:55:40)
pamgoselin's method is how I learned to find my report card average 100 years ago

JimMath-MOEMS (19:55:48)
these types of questions really get to students to understand concepts. otherwise they seem to just memorize one step procedures

RichKal-MOEMS (19:56:26)
Pamgoselin, Can you explain that +6 and -5 method?

JimMath-MOEMS (19:56:33)
Suppose today is Tuesday (which it is). What day of the week will it be 100 days from now?

JimMath-MOEMS (19:57:02)
With this new question, not only give your answer but describe how you did it.

Tricia-MOEMS (19:57:51)
My students would probably try several different strategies.

pamgoselin (19:54:43)
HIGHER is definitely reasonable!

pamgoselin (19:57:35)
well the negatives are how "far away" from the desired average we are. we have to go that same amount in the opposite direction to find our answer. with these problems, I like to do easier problems first if the kids are stumped on the harder ones and then apply new knowledge to old problem

Julie Farr (19:57:56)
It will be Thursday. Tuesday comes every 7 days so 100/7 = 98 remainder 2. Tuesday + 2 days will be Thursday

JimMath-MOEMS (19:58:39)
julie, and all - what do you think 4th graders would do with this one?

Sorceress (19:58:13)
Thursday. 100/7 = 14 R 2. Therefore I added 2 days to Tuesday.

eobrien19 (19:58:52)
Julie, do you think all your kids will see it this way?

Tricia-MOEMS (19:59:01)
Somebody would probably use some tallying or calendar counting method and actually crunch out an answer.

pamgoselin (19:58:56)
4th graders would make a table and start filling it in

agnesc (19:59:12)
2 is added to remainder of 100/7 days. so thursday is the answer

RichKal-MOEMS (19:59:34)
Why divide by 7?

JimMath-MOEMS (19:59:36)
pam, can you elaborate a bit more on that?

pamgoselin (19:59:36)
I started the table too because I couldn't decide whether or not to include today. Once I had a week filled, then I divided

Sorceress (19:59:44)
I think they would make a calendar and start counting.

Tricia-MOEMS (20:00:03)
The less sophisticated methods are nice to prove to all that the more sophisticated methods make sense.

agnesc (19:59:49)
because there are seven days a week...

pamgoselin (20:00:30)
4th graders would create a calendar and put 1 in Wed, 2 in Thurs, etc. I would ask them if they started to see a pattern develop and if they could solve it without filling in the rest of the calendar

JimMath-MOEMS (20:00:53)
most of my 4th graders used something like -- T W T F S S M and then counted around

Pam Scheer_2 (20:00:46)
Mine would use a calendar to verify the answer

Tricia-MOEMS (20:01:33)
Maybe some would see a pattern emerge that is based on multiples of 7.

JimMath-MOEMS (20:02:00)
i had one boy say that in 98 days it would be a tuesday so in 100 days it would be thursday but he couldn't explain how he knew that 98 days owuld be a tuesday

Julie Farr (20:02:20)
Yes, I think 4th graders would what Pam suggests - or make a list TWTFSSTWTFSS with numbers below

JimMath-MOEMS (20:02:44)
i had a girl say that she knew in 49 days it would be a tuesday so every 50 days you move up 1 and since there are 2 50s in a hundred you move up 2

pamgoselin (20:03:03)
maybe it was his birthday in 98 days and his birthday was on a tues...or some special holiday :-)

agnesc (20:03:23)
any more problems?

JimMath-MOEMS (20:03:55)
the boy, ben, knew something about 14x7 but couldn't explain it

Julie Farr (20:03:47)
I have a couple of boys who are like that. They get an answer but don't know why and can't explain it. So what do you do?

JimMath-MOEMS (20:04:34)
so what follow up question would you give them after they finished this one?

Tricia-MOEMS (20:05:01)
You could ask them what other days would also be a tuesday and see if they can explain why they chose those. (to answer julie)

eobrien19 (20:05:07)
This month is October. What month will it be in 100 months from now?

Julie Farr (20:05:10)
Also, I would like to know what you recommend if your students finish the problems at various times - do you let them go to another (I don't mean during a contest) or make them wait - I worry that they will get bored

Tricia-MOEMS (20:06:09)
What day of the week will it be next year on October 18th?

pamgoselin (20:04:32)
I ask students what they did first, the very first thing they thought inside their head...that can get them rolling sometimes

pamgoselin (20:06:41)
I give my students time to respond and then time to discuss and select one student to give me the answer. That student knows who they are ahead of time

JimMath-MOEMS (20:07:36)
julie, i try to ask them another question, similar to the one they solved, but one that might lead them to a more general solution or method or one that might them see the strenghts and weaknesses of their method

pamgoselin (20:05:11)
give them columns labeled ABCD and ask them to find out what number would be in column C on row 30

Tricia-MOEMS (20:07:40)
for the boredom problem, you can do what Jim is suggesting - give them extensions of the same problem to work on.

Julie Farr (20:07:12)
That is good. 100 / 12 = 96 remainder 4 so it would be February. I too forget whether to count today so then I "make a simpler problem" eg what day would it be in 16 days and figure it out and then apply that knowledge

RichKal-MOEMS (20:07:48)
After they get that extend the number 100 to 1000. It forces them to look for more efficient approaches

Sorceress (20:07:35)
I challenge the fast finishers to find a different strategy to check their work. Most of the mistakes I see are from haste.

Julie Farr (20:07:42)
eobrien19 - that is a great idea!

agnesc (20:06:14)
February?

eobrien19 (20:09:09)
How did you get February?

JimMath-MOEMS (20:09:11)
so imagine you're a 4th grader and rich asks you what day is it 1000 days from now? how will you figure it out?

agnesc (20:07:23)
what i did was that is divided 100 by 12. the remainder is 4 and 4 months after october is feb.

Julie Farr (20:08:27)
These are all great ideas. Thank you!

Pam Scheer_2 (20:08:48)
I like the last two ideas!

agnesc (20:09:09)
did i get i right soceress?

pamgoselin (20:06:02)
eobrien19...February

lbadler (20:08:01)
I just became the leader of a team made up of 4th, 5th, and 6th graders. We have about 40 minutes a week to prepare. Any suggestions about the best way to structure this team?

RichKal-MOEMS (20:11:07)
Give them homework, Let them practice in groups, ask for multiple solutions

JimMath-MOEMS (20:11:15)
so how about 1000? the calendar or wrapping around approach doesnt work too well

eobrien19 (20:11:20)
I like asking kids what day it is in 1000 days. Any ideas other than dividing 1000 by 7?

pamgoselin (20:11:09)
I do a math olympiad problem every morning with my 6th, 7th, and 8th graders. If they work together and get the problem right, then they roll my pig dice to earn points for their team (by grade). This is one option

pamgoselin (20:11:46)
you can divide by any multiple of 7

eobrien19 (20:12:19)
Pam, that is a great suggestion.

Tricia-MOEMS (20:12:34)
I know that 700 for example is a multiple of 7. SO I can subtract that as it represents 100 weeks.

eobrien19 (20:12:57)
By working with multiples of 7, I can peel away at the 1000.

RichKal-MOEMS (20:13:16)
Peel away?

Tricia-MOEMS (20:13:38)
Also, 280 can be subtracted from my 300 days left as I know that 28 days is 4 weeks and so 280 days is 40 weeks.

JimMath-MOEMS (20:13:38)
my student ben, the one who knew that it would be a tuesday in 98 days said that he knew it would be a tuesday in 980 days. isn't that cool?

RichKal-MOEMS (20:13:57)
Sharp!

Tricia-MOEMS (20:14:05)
Very cool

RichKal-MOEMS (20:14:17)
He's thinking, not guessing.

Pam Scheer_2 (20:14:46)
I wonder if it's my nephew Ben you're talking about.

JimMath-MOEMS (20:15:22)
my student, susan, who knew that it would be a tuesday in 49 days so you move up one every 50 days said that siince there are 2 50s in 100 and 10 100s in a thousand there are 20 50s in a thousand so you have to move up 20 days - what do you think ??

JimMath-MOEMS (20:15:53)
pam, does he go to school in chatham,ny?

Julie Farr (20:16:14)
Well, that's right but I wonder how she knew that it would be a tuesday in 49 days?

pamgoselin (20:16:52)
7 x 7 = 49

RichKal-MOEMS (20:17:21)
She saw the weekly cycle

RichKal-MOEMS (20:17:33)
Every 7th day is Tuesday.

eobrien19 (20:17:41)
Pam, so we have to point out to some students that the cycle is 7 days.

pamgoselin (20:04:02)
I don't know what your schedule is like, but could we please do a average speed problem?

agnesc (20:17:38)
any more problems? class is ending in like 15 minuntes...

JimMath-MOEMS (20:18:15)
rich knows this kid too - so susan combined the methods and said but going forward 20 on TWTFS is the same as going back 1

JimMath-MOEMS (20:18:40)
this is why i love doing these problems with kids - i hope you all do too.

JimMath-MOEMS (20:19:03)
pam asked for a rate problem

RichKal-MOEMS (20:19:12)
Often if you can build up from 0, you can whittle down from a top number.

Julie Farr (20:17:32)
ok. so she really did the math but didn't say it

pamgoselin (20:19:14)
yes please!

JimMath-MOEMS (20:19:37)
i don't remember this one exactly but here goes

JimMath-MOEMS (20:20:13)
suppose you drive to grandma's house at 60mph and return home at 40 mph. what speed do you average for your journey?

RichKal-MOEMS (20:20:35)
Hint: NOT 50!

JimMath-MOEMS (20:20:53)
rich is being too kind

JSlupek (20:21:04)
How long does the trip take each way? Do we have enough info to answer this question?

RichKal-MOEMS (20:21:24)
Good question. Do we?

JimMath-MOEMS (20:21:29)
one of my kids told me that since this was question 5 on a contest it couldn't be 50 because that was too easy

pamgoselin (20:21:42)
total time is 2.5 hours assuming grandma is 60 miles away. distance doesn't really matter

JSlupek (20:21:58)
How far does Grandma live from us?

JimMath-MOEMS (20:22:17)
for jslupek - it doesn't matter but if you want assume it's 120 miles to grandmas

eobrien19 (20:22:21)
Perhaps we could suggest to kids that they set a fixed distance to think about the problem.

RichKal-MOEMS (20:23:00)
Why would you choose 120 miles?

Julie Farr (20:23:45)
because it's divisible by 60 and 40

pamgoselin (20:23:26)
definitely, 60 is easiest because at 60 mph you go the distance in 1 hour...return at 40 mph takes 1.5 hours

eobrien19 (20:24:09)
I like 120 miles. Does anyone else think this is a good number to pick?

RichKal-MOEMS (20:24:42)
Doesn't 1.5 hours make the arithmetic a little harder?

pamgoselin (20:24:50)
120 miles/2.5 hours = 48 (120 = 60 x 2 and 2.5 = 1 hr + 1.5 hr from 6/4)

eobrien19 (20:25:49)
Would 4th graders answer this way?

RichKal-MOEMS (20:25:57)
Pam is the 120 the round trip or one way?

Julie Farr (20:25:56)
if the miles are 120, it takes 2 hours to get there and 3 to get back

pamgoselin (20:25:28)
120/2.5 = 1200/25 = 240/5 = 48/1

RichKal-MOEMS (20:26:38)
Ah! All whole numbers ... in a division!

JimMath-MOEMS (20:26:45)
so julie, what's your answer

eobrien19 (20:26:56)
So which is a better distance to choose for kids, 60 miles to grandma's or 120?

pamgoselin (20:27:05)
4th grade...draw a picture to illustrate problem

pamgoselin (20:27:32)
why not 80...80 would work too, that's why the distance doesn't matter

JimMath-MOEMS (20:28:20)
pam - what do you mean - why not 80?

Julie Farr (20:28:51)
I agree with 48 average. you have 3 hours at 40mph + 2 hours at 60 mph so you go a total of 240 miles in 5 hours and 240/5 = 48

RichKal-MOEMS (20:29:32)
Total mileage is twice the one way.

RichKal-MOEMS (20:29:45)
That'll surprise many kids.

JimMath-MOEMS (20:30:04)
you guys are getting it. the key is that they are driving longer at the slower speed than they are at the faster one

JimMath-MOEMS (20:30:29)
this is a cool thing to for kids to grapple with

pamgoselin (20:30:32)
thanks for doing that problem! It is a stumper for many students!

JimMath-MOEMS (20:31:07)
do we have time for one more?

agnesc (20:31:45)
is that right? im confused.. where are we?

JimMath-MOEMS (20:32:36)
When Paul crossed the finish line of a 60 meter race, he was ahead of Robert by 10 meters and ahead of Sam by 20 meters.

Pam Scheer_2 (20:31:56)
I do. I have really enjoyed this. I do want you to know, I probably won't do it again as it is 8 miles to come back here. I copied the transcript of the math jam last month and felt that helped a great deal. If I have trouble, I'll be back. I really did enjoy it.

JimMath-MOEMS (20:33:28)
Suppose Robert and Sam continue to race to the finish line without changing their rates of speed. By how many meters will Robert beat Sam?

RichKal-MOEMS (20:34:33)
The answer to the Grandma problem was 48 mph.

JimMath-MOEMS (20:34:53)
agnes, you asked for more problems - so here is a new one. - do you still need help on the trip to grandmas?

agnesc (20:35:09)
no

JimMath-MOEMS (20:35:50)
whoops - sorry the reply to agnes was suppose to be a whisper

agnesc (20:34:35)
ok thanks...

Pam Scheer_2 (20:36:51)
Would it be 16 and 32?

JimMath-MOEMS (20:40:09)
pam - i don't think its 16 and 32. by how many meters will robert beat sam should be just one number

pamgoselin (20:29:10)
if you take the 40 mph hour first, it could be 40 miles one way and 40 miles return

agnesc (20:32:16)
hello? i need an answer...please

Pam Scheer_2 (20:41:13)
Right, I didn't read that correctly! Ha!

RichKal-MOEMS (20:42:34)
Agnes, scroll back until you find it. How far can it be?

agnesc (20:39:55)
what is the problem again?i cant find it...

JimMath-MOEMS (20:42:56)
i'm sure the reading for these problems is great practice for our kids on our NYS exams

RichKal-MOEMS (20:43:29)
And later on their SATs and High School Maths

Julie Farr (20:37:18)
you can whisper this - I would like to know on the Grandma problem how to set it up if the distance is unknown.

Pam Scheer_2 (20:43:33)
Is it 16?

JimMath-MOEMS (20:45:02)
pam - why 16?

Pam Scheer_2 (20:45:53)
I was stuck on 100 meters. Now I see I have to figure for the 60.

RichKal-MOEMS (20:46:36)
Would it help to focus on how far each ran rather than on their differences?

cwoodwell (20:44:27)
I feel a liitle lost, a first response would be to say 10 meters, but I know that it is probably more

JimMath-MOEMS (20:48:00)
cwoodwell - dont worry about being a little lost ive been pretty lost at times during this hour and i'm suppose to be moderating

lbadler (20:48:01)
is the distance sam covers 4/6 of Paul?

JimMath-MOEMS (20:49:10)
for cwoodwell - robert is ahead of sam by 10 meters and they still have race to go -

RichKal-MOEMS (20:49:34)
When Paul runs 60, how far have the others gone?

JimMath-MOEMS (20:49:40)
for lbadler - yes

Julie Farr (20:48:24)
Well. I am confused. I know I have to do a d = r*t and I know Robert has 1/6 left to go and Sam has 2/6 but

Julie Farr (20:50:12)
Robert has gone 50 and Sam has gone 40

JimMath-MOEMS (20:50:44)
julie - good

Pam Scheer_2 (20:50:37)
Now I say 10 because Sam is 10 meters befind Robert.

cwoodwell (20:50:39)
Sam has gone 40 and Robert has gone 50, right?

RichKal-MOEMS (20:51:17)
So when Robert has gone 60 how far has Sam gone? (not far enough...)

JimMath-MOEMS (20:52:08)
or when robert runs 5 meters how far does sam run?

Julie Farr (20:50:52)
maynot maybe that is my problem!!!

lbadler (20:51:29)
so sam covers 4/6 of 20?

lbadler (20:52:09)
is the question how far behind Robert will Sam be when Robert finishes?

JimMath-MOEMS (20:53:02)
yes to lbadler's second question

RichKal-MOEMS (20:53:03)
But Rob is running faster. Won't he increase his lead?

JimMath-MOEMS (20:53:49)
when paul finishes how many more meters must robert run?

JimMath-MOEMS (20:54:17)
you got it --- he must run 10 more meters

cwoodwell (20:54:07)
10

Pam Scheer_2 (20:54:14)
10 meters

Julie Farr (20:54:26)
I think when robert runs 10 miles, Sam only runs 8 miles.

JimMath-MOEMS (20:55:06)
correct julie (although for this problem it's only meters)

RichKal-MOEMS (20:55:31)
Good, Julie. Why 8 M?

lbadler (20:55:28)
Sam is 4/5 of 10 meters, correct

cwoodwell (20:55:56)
10 times 4/5

JimMath-MOEMS (20:56:13)
so following up on julie, robert runs 10 and sam runs 8 so how far behind is sam when robert finishes his 60 meters

Julie Farr (20:56:31)
I don't think it is 10 meters because it would be 10 meters if their speed were the same. But there speed is not the same since Robert is ahead

Julie Farr (20:56:58)
Well Sam was 20 behind and with 8 run he would be 12 behind

JimMath-MOEMS (20:57:24)
CORRECT

JimMath-MOEMS (20:58:12)
Hey everyone who is left. Thanks for a great, lively session. I'm sorry I wasn't a little faster as a moderator. Please join the jam next Tuesday night.

lbadler (20:58:21)
thanks.

RichKal-MOEMS (20:59:04)
Don't forget to log out when you leave so we can turn out the lights

Pam Scheer_2 (20:58:52)
Thanks again!

Julie Farr (20:58:54)
thanks. It was very fun

cwoodwell (20:59:56)
Good Night guys - I need to read this all another day when I can focus better (you missed me didn't you!)

pamgoselin (19:32:25)
10 is added as an integer, the number 10 makes the 6th number

agnesc (19:34:18)
is it 15?

agnesc (19:43:09)
any more problems?

agnesc (19:43:25)
ok thanks

agnesc (20:16:17)
is everyone here a 4th grader?

pamgoselin (20:22:26)
48 mph

agnesc (20:23:48)
what is the answer?

pamgoselin (20:26:08)
120 is roundtrip

agnesc (20:29:05)
is the answer to the grandma problem 40?

agnesc (20:31:20)
what i know is average speed equals total distance divided by total time... so (60+40)/2.5 = 40... so 40 is the average time...

pamgoselin (20:31:23)
it's getting dark here in OR and I'm biking home so thanks anyways!

cwoodwell (20:33:05)
Hello All - Got home late - just signed in, I think I missed a few things!

Julie Farr (20:46:25)
Yes. I have the grandma thing with table and algebra. it ends up that time is 40/x + 60/x and you have to average. Thank you. Now on to the race

Pam Scheer_2 (20:53:23)
2.5?

Pam Scheer_2 (21:00:02)
How do I log out?

cwoodwell (21:00:03)
:-)

cwoodwell (21:01:52)
ok- I won't wait for a yes and log out!