HIGHTLIGHT POD 30 MINS: The Woody Show September 17th 2025

Sebas goes to College, Gina Math and Words, News Healines & More! 

Episode Transcript

Speaker 1 (00:00):
This is.

Speaker 2 (00:04):
Like and we are underway with another new hour insensitivity
training for a politically correct world. My name is Woody.
That's great, Gory Hyde, Woody. There's minute.

Speaker 1 (00:16):
What is up?

Speaker 2 (00:17):
We got Sea Bass the college speaker. We got Sammy Morning.
Morgan's here. Phones are open eight seven seven forty four Wooding.
You can text us check in over to two two
nine eight seven. A lot to talk about AI and
the world of education, which I'm gonna get to here
in just a moment. My wife and I always having
a conversation about it. I want to get your your

(00:38):
take on it. I was reading about how Rolling Stone
and The Hollywood Reporter they're suing Google over AI summaries.
Oh all right, so, like, uh, you know, the lawsuit
says that their AI generated search overviews and summarizes the
use of the company's work without the mission and ultimately

(01:01):
reduced traffic to their publications.

Speaker 3 (01:03):
Yeah.

Speaker 4 (01:03):
I always thought about that too, because, yeah, I don't
go to the website and read the summary.

Speaker 1 (01:08):
It's right there. Yeah.

Speaker 2 (01:09):
In defense of Google, the reps argue that the AI
overviews make the search more helpful and people use it more,
creating new opportunities for content to be discovered.

Speaker 1 (01:19):
Okay, wait, so let's say they're not going to win
that one music related thing I want to read about.
Instead of going to Rolling Stone, just go to AI
and say tell me about X. What do you do that?

Speaker 4 (01:31):
Sometimes I'll just make you like a quick summary like
a park.

Speaker 2 (01:35):
At the top it says AI version right, and then
you yeah, of course people like it. But if you
went to like I say, a chat chepeute just typed
it in, you know. But the thing is like it'll
say on Google, it'll cite the source right, and then
it just kind of gives you like a summary of it,
as opposed to having a click through to actulling Stone

(01:57):
or Hollywood reporter.

Speaker 1 (01:58):
See.

Speaker 4 (01:58):
What Google needs to do is just forure out how
they can give somebody that, you know, web traffic, because
that's all they care about, right, yeah, exactly, by yeah,
the summary.

Speaker 2 (02:08):
But it'll be interesting. Man, all this stuff, all this
stuff is interesting.

Speaker 1 (02:12):
And it's all unprecedented legally.

Speaker 2 (02:15):
So there was a story I was reading about this woman,
her name is Jonie, and she's been using its concert
to it's something that to treat her Adhda. And she
went to go refill a prescription earlier the year, and
she learned that her health insurance would no longer cover
this medication, and I mean her doctors had her back,

(02:36):
her appeals denied twice. She was told the drug was
classified as experimental, and so Joni explained that this medication
just helps her focus and the generic version left her
you know, these side effects, not feeling well and just
yeah right anyway, so just totally exhausted by the appeals process,

(02:57):
she hit up this AI platform that's trained on successful
appeal cases, and it just creates these customized appeal letters
for free. And the system developed with support from you know,
a couple different places, the University of Pennsylvania being one
of them. It just automatically generated this eleven page letter
that she submitted to the Pennsylvania Insurance Commission and she

(03:22):
got her medication approved.

Speaker 3 (03:23):
I'm god, oh yeah, nice level the playing field.

Speaker 2 (03:26):
Yeah, if you're if you're wondering what it is you're
going through because a lot of people man dealing with
these health insurance companies and stuff blows. Counterforce Health if
you look at up counter Force Health, that's the that's
the AI platform that works that will generate the appeal
letter for free.

Speaker 3 (03:43):
Cool dude, this is going to be huge with billing,
Like why do I get a forty thousand dollars bill
from the hospital.

Speaker 2 (03:49):
You're trying to like decipher your electric bill. It's like
this kind of time this window. Yeah, dude, that they
can because they can just put whatever they want there
because we do. We don't speak electric company. We don't
speak health.

Speaker 1 (04:04):
Insurance no way.

Speaker 2 (04:06):
What was the story that we had recently where the guy, yeah,
didn't we have something? There was a guy he was
trying to do something and they said, he goes, well,
what if I don't have can I still get the
cash price?

Speaker 3 (04:19):
Oh?

Speaker 5 (04:19):
Yeah, insurance where his bill was more expensive when he
had insurance.

Speaker 3 (04:25):
Just don't insurance then, and they're like, well no, and
he already told us, Yeah, he tipped your hand.

Speaker 1 (04:31):
That's familiar.

Speaker 2 (04:32):
Yeah, I think we I think we had a clip.
I'll see if I can uh, I'll see if I
can find it.

Speaker 1 (04:37):
Anything in the medical world is complicated. When they said
do you have an HMO or a PPO, well, I
don't know.

Speaker 2 (04:43):
I mean that part you should know.

Speaker 1 (04:47):
We do.

Speaker 4 (04:47):
Yeah, okay, right, my doctors they figured that out for me. Okay,
but it also says it right on your car. Yeah,
at the very least, you should know.

Speaker 1 (05:00):
Don't talk to us about our car about a card.

Speaker 4 (05:02):
Yeah, and we show up to a death somewhere at hospital,
like it looks like it's from a foreign country.

Speaker 1 (05:07):
Does And this is.

Speaker 4 (05:08):
Something where you know, people deal with this every single day.
It's like their job. It's their career.

Speaker 2 (05:13):
Which is weird. Which is weird because when I look
at it, it goes, Okay, well.

Speaker 1 (05:16):
We've established that you have a magical life.

Speaker 2 (05:19):
That don't have a story or.

Speaker 1 (05:22):
Everything.

Speaker 3 (05:23):
They can find the group number and member number. That's
all they want.

Speaker 2 (05:25):
Yeah, and no, I'm saying when I and when I
look at the card it says for medical for prescription.
I know it says those words on it, but like
its people that weren't there.

Speaker 3 (05:35):
They can just they look like they've never seen a
card before.

Speaker 1 (05:39):
Say what health insurance do you have?

Speaker 4 (05:40):
You?

Speaker 5 (05:43):
No, there's something so confusing about ours I had. I
went to an allergist and they kept like everyone was
telling me that I was covered for it, and then
it was getting denied. No one can figure out. I
had to call our HR department to handle it and
deal with it and get it paid because it was
covered and somehow nothing was going.

Speaker 4 (06:00):
Can't figure it out. But that's why I switch again,
not a sponsor, but one Medical.

Speaker 2 (06:04):
They they're great. They just figure out that. The Amazon one. Yeah,
I just let them handle everything and it's so easy.
So we have all those stats and stuff about students
now are slipping math and words are really hard. Reading
your insurance card apparently very hard. But my wife and

(06:24):
I were talking about this thing's article and uh, you
know with kids in school and you know, doing homework,
and now schools a lot of schools are starting to
accept AI for certain things. You have to because it's like,
what's your choice? They know because the teachers say directly
like oh well, I just know when I assign this

(06:46):
type of assignment it's going to be done in AI.

Speaker 3 (06:49):
Exactly.

Speaker 2 (06:49):
They just know. And so what they're stopping now a
lot of places more and more, no more book reports,
no more essays, are writing a paper on something really yeah,
because what's the point they know it's going to be
done in AI. Yeah, And there's no way to tea
there's no way to stop it. And so my wife
is kind of like Greg's reaction I just saw. She's like, oh, well,

(07:11):
that's ridiculous. I'm like, well, okay, well you're in control. Now,
how do you how do you fix it? What do
you do? You still make people do the book like
you know it's going to be AI, So what's the answer?

Speaker 1 (07:21):
Throw your arms up and so I guess we're not
doing anything.

Speaker 3 (07:23):
You know, there is a teacher that I saw online
that this was such a great answer. She goes the
homework assignment is go home, do the essay and AI.
Then when you come back, reread the essay and see
how you would have made it different or catch, you know,
any mistakes they would have made, because you have to
incorporate it into the homework because, like you said, they're
doing it anyway.

Speaker 2 (07:42):
Yeah, I thought, I thought, I bookmarked, I can't find it.
But basically the conversation with my wife and I were
having and I said, well, look, I said, it's already changed.
Every generation as technology evolves, things change. When we were
in you know, middle school and even early high school,
there was no internet, right, yeah, and so technology you

(08:05):
went to the library, you look through encyclopedias, you checked
out books, and had to know the Dewey decimal system
at the library, microfiche all these different things to find,
to find the information, and to note the information so
you can then put it into a report. Now that's
not that's not even the thing that the teachers expect. Now,
it's fine to do research on the internet. You can

(08:27):
find I'm saying, but you can find your sources and
you have to note them. But you can find your
sources of information online and use the internet to write
the paper. But now we have the technology that writes
the paper, does all the stuff, and so now it's
just trying to find the next the next thing. So
what it really comes down to teaching kids how to

(08:48):
use these tools because you know that's how you're going
to function in life. Yes, it's it's needing to know
how to find and access the information. It's not necessarily
memorize whatever it is or going through like why the
long way, like they could have said to us, or
they are the generation right after us, the classes right
after us. Oh no no, no, I know you have

(09:09):
the internet. Note you still have to use encyclopedias and
library sources and microfiche. No no, no, no, no no no, you're
not doing even though that's where everything was and that's
where everything was clearly going, and so people have the
skill set to go and they know to look for
it there having the wherewithal. And now if you get
to the point where you're like, all right, uh, I
need to know of mice and men, give me an

(09:32):
analysis on that, and what's what what's what's the moral
of the story, what's this story about? Blah blah blah
blah blah. And someone sits there and goes, oh, that's
the problem. But for them to go, okay, well I
could how to find out how to get that information
and how to deliver that information however they get it,
Like whether it's that's the skill set that's going to
be necessary. People people get mad because well even in radio,

(09:57):
oh well you know, my first job is never in
a city like this or am the air in a
city this is big. I had to go and work
in these small I had. I had an internship where
I worked for free for two years. Well guess what
I like that it's not like that anymore. And like,
if you're just gonna be bitter about people having to
do things the way that you did them the long way,

(10:17):
like long division, do you really need to know how
to do long division? No?

Speaker 3 (10:21):
No, no, you need to know.

Speaker 2 (10:23):
If you need to you know what I need to do.
I need to divide, you know, I need to you know,
separate four hundred. I need to divide it into four.
How to do that?

Speaker 4 (10:33):
Now?

Speaker 2 (10:33):
Do you need to know how to do long division
or you know, forty divided by like? No, Like, you
just need to know that you can go on your
phone and type in blah blah blah divided by what
equals and then that's your answer because in life, that's
what you're gonna need. Yeah, we just skill of doing
the long division or the skill of having how to
look something up in a card catalog.

Speaker 1 (10:51):
I don't think I could do long division? Right? No, right? Forgot?

Speaker 2 (10:55):
How super bitter about this stuff? People that you know,
like the Lord over everybody saying how smart they are.
This is my argument when it comes to the people
who hate all the weight loss medication stuff, it's the
people who've been working out of the gym forever and
who are you know, like the diet Nazis, the Tony
Horton's of.

Speaker 3 (11:13):
The world, the long divisions.

Speaker 2 (11:15):
When we said to Tony Horton when he's in here, hey, man,
do you ever have like a cheat millings of what
I had salmon once birthday. Yeah, because he did things
the hard way. And just because you did the things
the hard way, now you expect everybody else to do
things quote the harder way. And you're mad because you
spent all this time in the gym and you spend
all this time diet and exercising. Like, what do you
care if somebody uses an injectable medication and they end

(11:37):
up losing weight?

Speaker 6 (11:38):
What does it?

Speaker 2 (11:39):
What do you care? How does that? How does that
affect you at all? Like, how does that take away
from what you accomplished the way that you accomplished. That
doesn't Well, I just think that people get really mad
about you.

Speaker 3 (11:49):
I think you're right, and boy, I hate defending Sea Bass.
But he, you know, he has he had a good
point when he said, you know, but that that part
of your brain that can access critical things think it's
kind of withering away and dying. It's like Tony Horton
would probably say, well, it doesn't mean your heart stronger
because you're not exercising, but there's a part of it
that you're missing.

Speaker 2 (12:08):
That that's the answer right there. It's how to teach
critical thinking without the rigamarole to use an old timey
term of the book report or the essay. It's just
you can do other things to learn critical thinking that
don't involve that's old school a questions. Just because you've
always done it a certain way does not mean it
needs to be done that.

Speaker 1 (12:28):
It was always the argument for algebra when I said,
we're not going to need algebra, it's to teach you logic.

Speaker 4 (12:34):
And here we did say like, hey, you can take
these weight loss drugs, but you should still be working out.
But working out making it your main priority on to
lose weight like that has changed.

Speaker 2 (12:47):
Yeah, you know, and.

Speaker 3 (12:48):
People say working out's a horrible way to lose weight.
You gotta it's eating and if you.

Speaker 4 (12:52):
Should, yeah, use working out to stay strong. Just because
you did something a certain way. Then to expect everybody
because you're just mad because you had to do it.

Speaker 7 (13:00):
That totally.

Speaker 3 (13:01):
Yeah, And there's a funny meme that's that just like
you said, comparing how we used to cheat to the
way they cheat now, the way we used to cheat,
we accidentally learned stuff, you know, like if you're reading
the cliff notes.

Speaker 2 (13:12):
That that was the problem. Man, I don't I don't
want to do this the long way? How can I
how can I shorten the process here? Yeah, So it's
its Look, it's it's here to stay. The genies out
of the bottle, guys. Yeah, AI is not going anywhere.
It's just going to get crazier.

Speaker 4 (13:30):
It's going to make a lot of things that were
you adapt or you die, like talk to taxi driver.

Speaker 2 (13:36):
I mean just so many things. Look look at just
how technology has made your life more convenient, has opened
up so much other time that you otherwise would have
spent doing.

Speaker 1 (13:45):
X y Z.

Speaker 3 (13:46):
You can't cherry pick it.

Speaker 2 (13:46):
It's it's it's just it's just going to continue and
it's gonna it's going to be more and more. And
so you know, Greg doesn't like I'm not learning these computers.

Speaker 1 (13:54):
I'm going to have my.

Speaker 2 (13:55):
Secretary type out this memo and this year typewriter.

Speaker 1 (13:57):
I use chat GBT almost every day.

Speaker 3 (14:00):
Yeah wow, I mean my greatest.

Speaker 1 (14:02):
Thing is I ask it for dinner? Ideas that yeah?
Or what can I make with these four things?

Speaker 3 (14:08):
Yeah?

Speaker 1 (14:09):
Yeah, it's awesome.

Speaker 2 (14:11):
Eight seven four Wooding text over to two two ninety seven.
Let's see just how dumb we are. It's not a
question are we dumb. We're pretty dumb, we know it.
But Gina has something for us. Because math and words
are becoming more and more difficult in general, and there
are all these stats on students. It's really after the pandemic. Yeah,
it's really what because that's where everybody took a major hit,

(14:32):
like all those kids that were just barely starting to
learn the basics of math and.

Speaker 3 (14:37):
You know, reading coasting downward.

Speaker 2 (14:40):
But the pandemic because the assignment in that time became
draw picture. Because I know this because my kids had
this assignment, draw a picture of a house on your
street that is not yours. No math, no reading. Today,
you're going to draw a picture of a house on
the street that's not yours. Okay, and that count is
a full dance according to the government anyway. So that's

(15:00):
where a lot of people messed up those stats. And
then we'll see how good we are of these math
and words that are supposed to be for high schoolers, right, yeap,
all right, And then you can play along as well
and just see how dumb you are too. Next on
the Woody Show, everybody else gotta take a quick break.
I'm gonna take a permanent one. I'm gonna fill myself show.

Speaker 6 (15:21):
Show.

Speaker 2 (15:23):
So here's the report is from the National Assessment of
Educational Progress, also called the Nation's report Card. It shows
that high school seniors are performing at historic lows in
both reading and math. So about forty eight percent of
twelfth graders tested below the basic level in reading, with

(15:44):
only about thirty five percent achieving proficiency, and in math
only twenty two percent of seniors met or exceeded proficiency standards.

Speaker 3 (15:54):
Damn.

Speaker 2 (15:55):
So the numbers are you know more concerning. You know,
this they call the achievement gap because on top of that,
more kids are missing school in general, thirty one percent
of twelfth graders reporting missing at least three days of
school in the previous month. The are they in one month?
It's like the people around here at work, like, when's

(16:16):
the last time somebody worked a five day work week?

Speaker 1 (16:20):
Fridays around here?

Speaker 2 (16:21):
Fridays Mondays are yeah, And it's not like the working
from home. It's just, you know, there's not like yeah, yeah.
The Department of Education is calling it a devastating trend.
Experts are saying that the reasoning for the gap is
because only a portion of students are getting the education
they truly deserve because there's always cuts and you know,

(16:41):
just things are not available, right exactly, and then you know,
if kids don't show up, what are they supposed to do?
And then uh, the article pointed a lot to the
pandemic and how much was missed their huge job off there.

Speaker 1 (16:52):
Yeah yeah, but three days in one month that kids
are missing, Like, I don't think I missed three days
in four years of high school.

Speaker 2 (16:58):
Yeah, I me unless I was dying, if you were,
if you were sick, But it wasn't every month, No,
it was maybe once a year, right at most. And
then you watch the prices, right, yeah exactly. But yeah,
so Gina has something that you put together. This is
for the rest of us here in the room. Yeah,
and Morgan, you're included in this because we want to
see what you know too. Yeah. So yeah, it's all

(17:19):
about like the numbers and the maths and the words
and yeah, eight, come eleven.

Speaker 6 (17:29):
That's how you count bitch.

Speaker 2 (17:30):
Yeah, that's how you count bitch. Okay.

Speaker 3 (17:35):
So I have a list of vocabulary words for high
school seniors, and I'd like for you to define the
word and dispel it because these are words that we
learned in high school and a lot of us use
you know, in conversation at some point in our lives
normal life. Yeah, so high school seniors who can no
longer spell. I don't know these words, but I have

(17:56):
faith in everyone in this room. That's silly, everyone, you
want every one?

Speaker 1 (18:02):
All right?

Speaker 3 (18:03):
So let's start out easy. I would say, Uh, the
word is evaluate.

Speaker 2 (18:08):
Evaluate.

Speaker 3 (18:09):
What does evaluate mean? And how do you spell it?

Speaker 2 (18:11):
I think, well, does everybody in here know what evaluate means?

Speaker 1 (18:15):
Yes?

Speaker 3 (18:15):
I think so.

Speaker 1 (18:16):
It's kind of hard to define, but yeah, we know
every idea.

Speaker 3 (18:19):
Yeah, go ahead and spell it?

Speaker 1 (18:21):
Okay?

Speaker 3 (18:22):
Evaluate? All right? So who would like to who'd like
to go first? Break the seal?

Speaker 2 (18:28):
Morgan? Evaluate? How would you? How would you define it?
A way of a.

Speaker 7 (18:35):
Way of talking about a quantity of something, A quantity,
not a quantity equality or now we're hot, I would.

Speaker 2 (18:44):
Say evaluating, right, Yeah, that's what I would say in
my test value Evaluate.

Speaker 1 (18:51):
Yeah.

Speaker 2 (18:51):
Evaluate, you're it's evaluation.

Speaker 3 (18:53):
And you're evaluating.

Speaker 2 (18:54):
You know, it's like it's an analyz you're analyzing your
you know, yeah, judging, judging writing exactly.

Speaker 1 (19:01):
I had along the lines of what Morgan had, like
measuring the quality of something based on something else.

Speaker 2 (19:08):
Yes, Yeah, Now, how would you spell evaluate? Uh, I'm
gonna say E V A U L E T E
got it, dude, nailed We're good.

Speaker 1 (19:17):
You're good.

Speaker 2 (19:18):
We're good.

Speaker 1 (19:18):
We nailed it.

Speaker 2 (19:19):
That's that's perfect, perfect perfect, Yeah, value, ye got it?

Speaker 3 (19:25):
Okay, next word, next word synthesize, synthesize, you synthesize. Say
two things, you're synthesizing them. One's writing feverishly.

Speaker 2 (19:37):
I don't think I spelled it right neither, Damn.

Speaker 1 (19:43):
I hate it when spelling.

Speaker 2 (19:44):
Yeah, this doesn't look right.

Speaker 1 (19:46):
It doesn't.

Speaker 3 (19:47):
That might mean it is right. I feel like I
know what letter you all are getting stuck.

Speaker 2 (19:51):
I don't know how it defined. Synthesize.

Speaker 4 (19:53):
I mean like you know, yeah, you got a synthesizer, right, right,
that's what they mean of a keyboard like sink.

Speaker 3 (20:02):
Yeah, I want me to give you.

Speaker 2 (20:03):
The I would say, like to combine Greg Chef's kiss, well,
Greg's smart.

Speaker 3 (20:10):
Yeah, to combine different ideas or information.

Speaker 4 (20:12):
That's what you had, right, Sammy, totally Yes, synthesize symthesized
to spell it.

Speaker 2 (20:18):
Greg, Let's let's try to let's try to spell it s.

Speaker 1 (20:22):
Y N T H E S.

Speaker 2 (20:26):
I Z I did it right.

Speaker 3 (20:29):
You guys are genius. You guys are genius.

Speaker 2 (20:34):
Because I wasn't the S I S E or s
I Z E. I went back and forth. Y, no,
but I stuck with the Z. I was hung up
on the E synth. I wasn't sure if it was
size or size right, got it? Got it.

Speaker 3 (20:51):
This conversation is getting a little ambiguous. Ambigus ambiguous. What
does it mean? And how do you spell it? Ambiguous?

Speaker 1 (21:04):
These are great words because there you know exactly what,
but they are difficult to define.

Speaker 2 (21:09):
I can't define it. If I heard it in a sentence,
I could, but in the context of it, you know,
the sentence itself, and you gave me if you gave
me a like multiple choice, No, no, no, I'm saying like,
if you used it in a sense, I understand the
sentence and what you were saying. But to define it individually,
I'm having heart so ambiguous.

Speaker 3 (21:28):
You're right, you guys, the definition was pretty ambibiguous.

Speaker 2 (21:31):
Yeah, okay, so yeah, yeah, I know it doesn't make
any sense.

Speaker 3 (21:35):
Well, it's it's open to you want me to tell you?

Speaker 1 (21:37):
No, I want to okay, Greag wants to do I
just want to see. Yeah, I put unclear slash vague yeah,
gray area.

Speaker 3 (21:45):
You're so right? More than one interpretation I'm clear on
certain absolutely, But how do you spell it?

Speaker 2 (21:54):
Let's give the shots. Sammy hasn't given us a definition
or spelling it it?

Speaker 5 (22:00):
Okay, I will spell it a M B I g
U O U S.

Speaker 2 (22:06):
Nailed it? Oh, I get that one right? So far
do you see on the spelling so far? I consider
myself not to be a great speller.

Speaker 3 (22:13):
I'm okay, yeah, and you've gotten them all right.

Speaker 2 (22:16):
I'm impressing myself so far if.

Speaker 1 (22:18):
I'm being honest.

Speaker 2 (22:19):
Well, I think that this is I can't believe I
got all three.

Speaker 1 (22:21):
I really can't.

Speaker 2 (22:22):
Let's do I really can't.

Speaker 3 (22:23):
Let's do one more. And I think everyone's going to
nail word.

Speaker 2 (22:25):
Yeah, okay.

Speaker 3 (22:27):
Significance significant significance. I'm sure we can all define it,
but how do we spell it? Writing?

Speaker 1 (22:36):
All right?

Speaker 2 (22:36):
I think I know. I think I just butchered this.

Speaker 3 (22:39):
Well, come on, no, you got save it?

Speaker 1 (22:43):
Okayificance?

Speaker 7 (22:45):
Also, is this like ninth grade level or talking.

Speaker 2 (22:47):
Twelfth talking thirteenth? Yeah?

Speaker 1 (22:52):
High school?

Speaker 3 (22:52):
Still high school?

Speaker 2 (22:55):
Significant?

Speaker 3 (22:55):
Wants to take a crack at it?

Speaker 2 (22:58):
I will okay, Well, no, how about Morgan.

Speaker 7 (23:01):
Okay, to spell it or define it, to define it significance,
to explain the important importance of something.

Speaker 3 (23:08):
Nailed it.

Speaker 4 (23:09):
Yeah, that's exactly right, all right, spell it like gravitas, right, exactly.

Speaker 7 (23:13):
I think someone else should spell it because I know
I got it right. You know you got it right, well,
I think, but I want to hear someone answer.

Speaker 2 (23:21):
All right, for I G N I F A N
A C e. He starts off strong for the most partner,
he really does it crashes and burns. Yeah, so I
have does the rest? I have s I G N
I F I C A N c E.

Speaker 3 (23:41):
Boom. That's it.

Speaker 2 (23:42):
That's it.

Speaker 3 (23:43):
That's It's right how you spell it.

Speaker 2 (23:47):
I was convinced that was wrong. Okay, it looks like
there are so many times I'll write a word, type
of word, I'll look at I go, that is no
way right, and i'm because I think it's probably so bad.
You know how, sometimes you'll misspell something so bad that
the spell check can't even figure out. I've had that
happen to me.

Speaker 1 (24:07):
I go, oh my.

Speaker 3 (24:08):
God, it doesn't even offer suggests.

Speaker 2 (24:10):
Or sometimes when you're just writing a word, you'll go,
there's no way that that looks wrong. It looks wrong.
I'll say to my wife and gets, Hey, how do
you spell significance?

Speaker 5 (24:18):
Oh?

Speaker 2 (24:18):
I guess it is right. Really, are you sure there's
one word wrong?

Speaker 1 (24:21):
For some reason at work, I have to spell a
lot and I always google it. I can never memorize it.

Speaker 3 (24:26):
Diarrhea, there's a there.

Speaker 1 (24:30):
Yeah, And I don't know if a diarrhea?

Speaker 2 (24:33):
All right, all right, so yeah we're talking. We're talking
words in math because we just have this whole thing,
the Nation's report Card, and you know these kids that
are really slipping on this. So we did the words part.
We're going to do the math part coming up for
you next all right, So we'll give our brain a
little bit of a break.

Speaker 3 (24:49):
You need it.

Speaker 2 (24:49):
Yeah, we'll take a brain break. Yeah, we'll get a
sip of water whatever. Then we'll come back. We'll see
how we do on the math portion of Genus Quiz
coming up next year on The Woody Show.

Speaker 1 (24:57):
Hang on.

Speaker 6 (25:01):
House Show three, four, five, six, seven, eight, non ten
f to ten, come eleven. That's how you count bitch, right, Yeah,
that's how you count bitch.

Speaker 3 (25:16):
Yeah.

Speaker 1 (25:17):
Yeah.

Speaker 2 (25:17):
The Nation's report Card not so hot for high school
seniors when it comes to math and words. We already
covered the word person person, the word portion, the word
person count, the word portion before the break, and now
Gina's got some of the some of the math stuff
for you.

Speaker 3 (25:33):
Yeah on this a big one in high school math apparently,
because I don't remember our word problems and nobody likes them,
but you are expected to be able to do them.
So I have one for.

Speaker 2 (25:44):
You, dude. That's the one in our house. Like when
the kids have math homework, my wife and I are
not much help you.

Speaker 3 (25:49):
Ping punk go ask your dad.

Speaker 2 (25:51):
The biggest thing with the math has been because the
way that we learned it, my wife and I'm being
in our late forties, we learned it a certain way.
The kids I've learned a completely different way. It's what
they got common common core, but I can't even begin
to understand what the hell they're trying to abandoned that.

Speaker 3 (26:08):
And the teachers even send notes home saying, don't help
your kids with the homework. You learned it's the wrong way.

Speaker 2 (26:14):
I go, well, you know, I love to help your kids,
but you're told me not to do it, and you
got to listen to your teachers exactly. Math still math.

Speaker 3 (26:22):
Way you get to the answer is totally different.

Speaker 2 (26:24):
That's the whole point of the common core is to
show that there's more than one way to get to
an answer.

Speaker 3 (26:29):
You used numbers, use shapes.

Speaker 2 (26:31):
So it's not just memorizing multiplication tables or a certain way, right,
just how do you get to the answer in a
bunch of different ways anyway.

Speaker 3 (26:38):
So here's the problem, the word problem, and it's all
about Bonnie Bonnie. Bonny has twice as many cousins as Robert. Well,
George has five cousins, which is nine fewer than Bonnie.

Speaker 2 (26:54):
Lost because you have to be able to see it,
I think, because like.

Speaker 3 (26:56):
You can't just write down the numbers Bonnie, just write
Bonnie twice as twice. Bonnie has twice as many cousins
as Robert. Okay, George has five cousins, that's nine fewer
than Bonnie has. How many How many cousins has five?
George has five? How many cousins does Robert have? Bonnie has? Okay,

(27:20):
Bonnie has twice as many cousins as Robert. George has
five cousins, which is nine fewer than Bonnie has. How
many cousins does Robert?

Speaker 1 (27:29):
Okay?

Speaker 3 (27:30):
Now, I'm gonna give you a big hand.

Speaker 2 (27:31):
I got to be able to see it work.

Speaker 3 (27:34):
Backwards to find the solution, right, Okay, hang on, Okay,
Greg's working on it. Sammy's working on it. Okay, I
would I will love this. I'll be so impressed. Greg,
do you think you have an answer?

Speaker 2 (27:47):
I think what do you think?

Speaker 3 (27:48):
The hand hold on?

Speaker 5 (27:49):
Hold?

Speaker 3 (27:49):
Okay? I want to know how many cousins Robert has? Okay,
and Bonnie has twice his money as Robert. Yeah, I
think Sammy is gonna do this too, don't.

Speaker 1 (27:59):
I George nine more or nine fewer?

Speaker 3 (28:01):
George has five cousins, which is nine fewer than.

Speaker 1 (28:04):
Okay, got it?

Speaker 3 (28:04):
Okay, I think menace and what he tapped out I
wrote down, you guys, okay, five? Five, Okay, that is incorrect.

Speaker 2 (28:15):
Okay.

Speaker 1 (28:15):
Seven.

Speaker 3 (28:17):
Where does Robert come into play? We're just solving for Bonnie.
Solve you're solving for Robert.

Speaker 2 (28:21):
Oh oh okay, so that's wrong. Whatever you put down eight, I.

Speaker 3 (28:25):
Put three three, That is incorrect.

Speaker 2 (28:28):
Greg said seven? Is that right or wrong?

Speaker 3 (28:30):
That is correct? Okay, Sammy, you had that too.

Speaker 5 (28:35):
Well, because I got to fourteen and then you divide
by two.

Speaker 3 (28:38):
That's exactly right. George has five cousins, which is nine
fewer than Bonnie has. Therefore Bonnie has fourteen cousins. Bonnie
has twice as many as Robert, so half of fourteen
is seven. Greg and Sam, I am very impressed you
would pass.

Speaker 2 (28:51):
Nice job math. Alright, what are the other ones? All right?

Speaker 3 (28:57):
I'm not going to give you another word problem?

Speaker 2 (28:59):
No, no, no, no, no, no, all right.

Speaker 3 (29:01):
I think everyone can do this. What is eleven times eleven?

Speaker 1 (29:05):
Eleven? Okay?

Speaker 3 (29:07):
No calculator and great, I mean even better if you
can do it in your head. Everybody's thinking, I think,
what's the only one writing it down?

Speaker 2 (29:15):
Yeah, I'm trying to go old school now.

Speaker 3 (29:17):
Greg's writing it down, says, writting it down? Manas just
got it locked in the head. All right, everybody ready, okay, menus,
what's your answer?

Speaker 2 (29:27):
One hundred and eleven?

Speaker 3 (29:28):
Okay?

Speaker 2 (29:29):
Twenty one?

Speaker 3 (29:30):
Uh huhrc genius. And finally, just for funsies, do this
in your head. It's subtraction? How hard can it be?
What is sixty one minus twenty six?

Speaker 1 (29:46):
Okay?

Speaker 3 (29:48):
This is the kind of stuff they do want you
to start doing in your head?

Speaker 2 (29:52):
All right, Okay, what you got it? Thirty four five,
ye thirty five?

Speaker 3 (29:56):
Everybody got thirty five.

Speaker 2 (29:57):
Yeah, I'm not doing my head, but I had to
do the whole thing where you borrow from six that
becomes the five, the one becomes the eleven. The eleven
minus six equals the five, five minus the two equals
the three. See that, Like, that's how I would have
showed my kids how to do it, But that's not
how they learned.

Speaker 3 (30:14):
Differently, if we do it the same way, I divide it.
Oh never mind, ill no, I divide it.

Speaker 4 (30:21):
And so like in the thirties, I go, Okay, what's
what's twenty six? Take away twenty six from thirty and
then they'll give me the number, so they'll they'll leave
me with war.

Speaker 2 (30:32):
Where'd you get the thirty from?

Speaker 3 (30:33):
Because it was sixty one, sixty one twenty six, Yeah,
so that will leave I'll divide it in half, so
that will leave me thirty and they'll leave me thirty one.

Speaker 4 (30:42):
So what's the what's divided? Uh, what's twenty six? You
take away twenty six from thirty leaves you four, so
then you have then you add the what you had
left over. That seems complex, way more sixty one, but
you got having a four?

Speaker 2 (30:58):
Got you thirty five? Yeah, because you add the four
that you have left over to the thirty one series.

Speaker 1 (31:03):
Yeah, how many bodies minus twenty which is forty one
and then minus an additional five.

Speaker 2 (31:10):
All do this.

Speaker 3 (31:10):
Difference round to the to the lowest or highest five.
So instead of sixty one minus twenty six, which sounds sorry,
I'd rather do sixty minus twenty five and I just
do that take away answer.

Speaker 2 (31:23):
Yeah, God, all right, the old genius is not in
one of the world's dumbest industries radio the Guess Who's
Gas show? Yep, that's what we are responsible for. As
long as we can figure that out and have a calculatly.
All right, we're gonna take a quick break. I'm not
sure how you did. You can let us know in
the text.

Speaker 3 (31:43):
Some people are nailing it.

Speaker 2 (31:44):
Yeah, Yeah, the common core is wasted time. I mean,
it depends on how you know it. I mean, I
guess if you know it and that's what you learned
when you were a kid, and that's how you can
figured it out. But I just can't imagine sitting there, well,
not that anybody's sitting there doing long form, because I'm
imagining an adult who learned in common core trying to
figure something out and drawing a bunch of bubbles, yeah,

(32:04):
like a bunch of circles, and then drawing a box
around a certain number of them, and then to moro,
that goes over to you.

Speaker 1 (32:11):
Like you're not doing that, you're just getting your calculator out,
or you're just asking, uh, take an hour to do
one problem?

Speaker 6 (32:17):
Right?

Speaker 1 (32:17):
Yeah?

Speaker 2 (32:17):
Actually, uh, here, give me the give me the words
for the word problem. Okay, here handed to Oh it's
on your computer computer.

Speaker 1 (32:25):
Oh here, I wrote them down here.

Speaker 3 (32:28):
I want to read it right here.

Speaker 1 (32:30):
See what it says?

Speaker 2 (32:32):
All right, all right, all right, so where is it? Okay,
Bonnie has twice as many cousins as Robert. George has
five cousins, which is nine fewer than Bonnie has. How
many cousins does Robert have? See if it comes? See

(32:54):
if it comes? Is asking if I want to use
chat GPT for that.

Speaker 1 (32:58):
Sure.

Speaker 2 (32:58):
I thought I thought Siri was gonna give me the
was gonna give me the answer.

Speaker 3 (33:02):
Oh she's not smart enough.

Speaker 2 (33:04):
Even that's useless.

Speaker 1 (33:06):
So you're screwed.

Speaker 2 (33:07):
Yeah, well, I guarantee if you put that in the
chat GPT, you get the answer absolutely. I don't know
why they do that, Like, would you like me to
look the super chatch? No, bitch, I came to you first.
Tell me numbers. Bitch, you're useless.

Speaker 1 (33:21):
You're a middleman now, one, two

Speaker 6 (33:22):
Three numbers, bitch, A ten to ten, come a liv
That's how you count, bitch, Yeah, that's how you count, bitch,