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Never Will. Best New Age Album. More Guitar Stories. Songs From The Bardo. Best Improvised Jazz Solo. All Blues. Moe Honk. Best Jazz Vocal Album.

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World On The Ground. Old Flowers. Terms Of Surrender. El Dorado. Good Souls Better Angels. Best Bluegrass Album. Man On Fire. North Carolina Songbook. Various Artists. Best Traditional Blues Album. Rawer Than Raw. All My Dues Are Paid.

You Make Me Feel. That's What I Heard. Cypress Grove. Best Contemporary Blues Album. Live At The Paramount. The Juice. Up And Rolling. Best Folk Album. All The Good Times. Thanks For The Dance. Song For Our Daughter. Saturn Return. Best Regional Roots Music Album. My Relatives "Nikso Kowaiks".

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More From the Los Angeles Times. Music Moody Blues drummer and co-founder Graeme Edge dies at If it makes sense to you, it sure will save us some writing energy. He came up and used the notation for whole number division to record. He wrote:.

I then returned to the discussion of other ways to see if a fraction were equivalent to one-half. I called on Gena, who now seemed more confident. George had another idea. I started around the room having students tell me fractions, and I recorded their suggestions on the board. Ali took another direction when it was her turn. I wrote on the board:. Representing your ideas algebraically as I did on the chart is a handy way to refer to many, many fractions.

I then gave the class an assignment. On your paper, explain your reasoning for each. See Figures 1 and 2 on the following pages for examples of how students worked on this assignment. Brett used a chart to present the answers. Their new book helps students calculate with multidigit divisors and dividends using a method that makes sense to them! The lesson presented below teaches students a game that reinforces all of these goals.

Be sure to write both your names on your recording sheet. What divisor would be a good choice? Five times twenty is one hundred. He has to cross off nineteen from the list of divisors. We only get to use each number listed once in a game.

I wrote 95 under the Start Number column. Skylar looked overwhelmed, so I called on Kenzie for advice. He reminded me to circle the remainder of 15, to put his initial beside the problem, and to cross off I did. Joanna suggested I use eighteen. Eight times four is thirty-two. So forty and thirty-two make seventy-two. Eighty minus eight is seventy-two.

Skylar decided to use eleven as his divisor. So seventy-two divided by eleven is six with a remainder of six. I get a score of six. After a few minutes, I noticed Sean and Lucas were involved in an intense discussion. What can be a remainder depends on the divisor. I noticed as I continued to circulate that Skylar and Sasha showed how they did the dividing and, after two rounds, changed their way of recording their work.

Skylar and Sasha changed how they recorded the game but showed their thinking clearly. Lupe made an error when she divided 40 by At the end, you can get a lot of leftovers once the starting number gets below twenty. We got to thirteen as the starting number, and fourteen was left as a divisor, so I took fourteen and got all thirteen because thirteen divided by fourteen is zero with a remainder of thirteen. Everett and Derek added up all their leftovers together and it came out to one hundred.

When Kenzie and I added ours up, it was only eighty-eight. I suggested to Beth and Kenzie that it was possible they had made an error somewhere and perhaps they needed to go back and check their work. They reported on the subtraction and division errors they had made and commented on what they had discovered. There would be a remainder of seven for that problem. Look where it says eighty divided by eighteen equals four remainder eight. Four times eighteen is seventy-two, which is the next start number.

There were no other comments. Over the next several days, children continued to play when they had free time. It was wonderful to see them so happily engaged while getting practice with division. Before class began, I drew on the board six 4-by-4 square grids like the ones on the worksheet the students would be using. Talk at your tables and see what you can come up with. The noise level in the class rose as students began to talk. Some got out pencils and paper to sketch. After a few moments, I called the class back to attention.

Lots of hands were raised. I called on Andrew. Can I come up and draw it? I turned to the class. She came up with her paper and drew on the last grid. Everyone had a thumb up. I then asked the class to look again at the brownies cut with diagonal lines, as Katia and Sophia had suggested. I wanted the students to think about counting and combining halves of squares. A buzz broke out in the class and I waited a moment before asking the students for their attention.

Then I called on Claudia. Carolyn was satisfied and there were no other questions. I then told the students what they were to do next. Look for ways to divide each brownie on the worksheet in half in a different way.

For each brownie you divide, be sure that you can explain how you know that the two pieces really are halves. The students got to work. As I circulated, I noticed that some students relied on counting squares before drawing while others drew, then counted, and made corrections if necessary.

As they worked, I erased the brownies we had divided on the board and drew six blank grids for a class discussion. When about ten minutes remained in the period, I called the class to attention. No one had completed the entire page, but they had done enough to make me feel confident that they understood the assignment. In the last few minutes of class, I had six students come to the board, divide one of the blank grids in half, and explain to the class how they had divided the grid into two equal pieces.

But when I asked my sixth graders to solve this problem for homework, I also asked them to take notes about how they solved it. Since I want thirty percent, I just multiply point six by thirty, and I get eighteen. The answer is eighteen. That number is eighteen. Then I wrote n over sixty is the same as thirty over one hundred to see what thirty percent of the whole number would be.

I got eighteen also. I drew a big rectangle and divided it into ten long thin rectangles. John got excited. Finding thirty percent of sixty is eighteen. Oh yeah, that means eighteen is thirty percent. I agree with Mike. I used to worry about spending so much class time discussing a homework assignment.

Playing the Factor Game provides an engaging format in which students can become familiar with the factors of numbers from two to thirty by playing a two-person board game. To play Factor Game, each player chooses a number while the other player finds the sum of the available factors of that number. My method of introducing the Factor Game to my class is not standard.

Many texts suggest that you discuss the term factor and how it relates to this game. The title of the game board was available to the children, but they paid no attention to it.

I told the children that I would go first. I told them that I was choosing 29 and earned those 29 points. I crossed 29 off on the game board. The, I told them that they would receive 1 point as the result of my choice and crossed off 1.

Now it was their turn to choose. The class worked together to choose a number—and invariably chose After all, it was the largest number on the board! I crossed off 30 and posted it on their side of the T-chart while keeping a running total. The class now had 31 points. I deliberately thought out loud as I calculated my points.

That gives me a total of forty-one points! As I was thinking out loud, the children were buzzing about how I was earning my points—and how they were losing theirs!

Animated mathematical conversation erupted. Some children were aware of some of the rules of the game at this point. They realized that when one player chose a number, the other player earned points related to the numbers multiplied together to get that particular number.

The language of factors, multiples, and products was not yet being used, but that was fine at this point in the game. When I first began to play the game in this manner, I was astounded at the inefficiency of the discussion accompanying the game without the availability of this terminology. What a great lesson to learn about the power of mathematical language! As we played one or two more rounds, I began to share a few of the rules—the first being that when you choose a number, the other player must be able to earn points.

If the other player can earn no points from your choice, you lose your turn. The language of prime and composite had not yet been introduced, but the children quickly learned that they needed to stay away from prime numbers after that first move because they could not earn any points on the resulting move.

After several rounds, I introduced language that would be helpful as the children discussed potential moves. As words were discussed, I wrote them on the board for accessibility. The class was familiar with the term product, but not at ease with its application in their casual mathematical conversations.

Walk-by interventions, as I call them, are crucial early in the school year. The game title identified the new term factor and its meaning in reference to the game being played. You can also introduce multiple, but be prepared for its misuse. Because of the newness of the language, many fifth graders will interchange factor and multiple. They will often use factor correctly in isolation, but run into difficulty when asked to construct a sentence with both factor and multiple.

An entire class period was devoted to this introduction of the Factor Game. I was delighted with the mathematical observations, insights, and discussions that occurred within this format. The language of factors, multiples, and products was immediately meaningful because it supported the children as they discussed and analyzed their number choices.

They also learned an important lesson about the importance of implementing appropriate mathematical language. Once the initial games are played, the children can set off with partners to play a game or two on their own. As the children play the game, circulate through the room, making note of interesting strategies.

You may also want to note who continues to struggle with the recall of their basic multiplication facts. A lack of fluency with the multiplication tables can make playing this game difficult and tedious. As you move around the room, you may wish to visit some of the pairs and ask them the following questions:.

Pulling the class together for a processing session is important and necessary after the children have had the opportunity to play several rounds of the game. Processing the game gives mathematical meaning to the activity. The children need to realize that although games can be great fun, as this one certainly is, good mathematical games also have purpose. Crafting, asking, and answering good questions can further the mathematical understanding of just about any activity.

Good questions can set the stage for meaningful classroom discussion and learning. Students are no longer passive receivers of information when they asked questions that deepen and challenge their mathematical understandings and convictions. Good questions. Questions such as those that follow can help to scaffold and articulate new understandings that have come about as a result of playing the Factor Game. Processing questions in a whole-class format also gives you the opportunity to implement talk moves.

You can help to establish respectful discourse by asking for agreement or disagreement. Revoicing can emphasize important mathematics, insights, or strategies.

You can have follow-up lessons that draw upon the understandings constructed from the Factor Game. My class explores perfect, abundant, and deficient numbers as well because of the connections they can make to number choices on the Factor Game game board. Exploring and applying divisibility rules also now have a place and purpose in the curriculum. Being mathematically proficient goes far beyond being able to compute accurately and proficiently.

It involves understanding and applying various relationships, properties, and procedures associated with number concepts Math Matters, Chapin and Johnson The Factor Game and the lessons that it subsequently supports can do just that.

The Factor Game Game Board for For this lesson, I planned to have the students work individually to solve a measurement problem involving fractions.

Two students snapped the cubes together. They matched the train to the line segment and found that the train was about 2 inches longer than the line segment. Then I asked them to make a different estimate. I held the train up to the line segment and removed three cubes so that their lengths matched. Then I split the train into tens. There were thirty cubes in all. There were no more questions. When you record your answer, be sure to explain why it makes sense.

The room became quiet with the kind of quiet that test taking often produces. Some students started to write about their ideas; some did calculations on their papers; others gazed into the distance, apparently thinking.

I think this is a good way of doing this because all you have to do is multiply the numbers and you have your answer. Karine came up with an interesting beginning. She wrote: I know its less than 30 inches because the cubes are smaller than 1 inch. Its more than 15 because that would be half and is more. She was then stumped and had no place to turn. Mark made a good start but then took a false turn.

He wrote: Two cubes make 1 inch. So 8 x 3 makes 24 inches. I multiplied and then I reduced to get my answer. What I had done was put the students in a testing situation, not a learning situation. Cathy Humphreys presented the same problem to seventh graders. She introduced it as I had. However, rather than have the students solve the problem and write individually, she had them work in groups of four. That way, the students could talk with one another and draw from their collective thinking.

To promote further communication in the class, Cathy gave each group an overhead transparency and marker. Group 6 wrote:. Then we multiply 30, because there is 30 cubes by 1, which equals to We drew ten sticks.

See Figure 1. Group 6 figured the length of the train if the cubes were 1 inch long and then adjusted. Grade 7. Group 3 used a combination of fractions and decimals. Group 1 wrote: The total inches are We think its And you get And then divide 90 by 4.

They showed how they did the calculation. Group 7 had a different approach. Group 5 gave two solutions, first figuring the length of six cubes and then figuring the length of two cubes. In order to introduce my students to problems that involve division with fractions, I use problem situations that draw on familiar contexts.

I keep the focus of their work on making sense of the situation and explaining their strategies and solutions. Will there be enough for each person in the class? If not, how much more will I need to buy? After students shared their answers and the methods they used, I gave them other problems to solve, using other amounts for the sizes of the large and small bags. This helped students connect the original situation to the correct mathematical representation.

As before, the students were asked to explain the methods they used. The problems they wrote helped me assess their ability to connect an equation involving division with fractions to a real-world context. Tom was buying wood for his woodshop class. How much wood is left over? Each candy bar has five equal parts. Betty went to the local fabric store for fabric to make curtains. How much fabric is left over? The students shared their word problems, resulting in some very interesting discussions.

After hearing the problem about Betty buying fabric for curtains, for example, I pointed out that if I went to buy fabric to make curtains, I would measure and know ahead of time how much fabric to buy and how many curtains I would be making.

Charles makes Pinewood Derby kits from 8-foot stock. How many 8-foot pieces of stock are required to fill an order for kits? After that, no one knew what to do next. I encouraged them to make a model. Then we measured and marked with masking tape 8 feet or 96 inches on the classroom floor. At this point, the students were off and running. Here is how one student expressed her thinking in writing. All of the considerations, from storing to rolling them, were an interesting challenge.

In seven weeks, we collected , pennies, and we plan to continue at least until the end of the year to see how close we get to 1,, When students bring in the pennies, they toss them into a tub that is about the size of a file drawer.

That must be a million pennies. Then we figured out that we needed more than thirty tubs of pennies to make 1,, That shocked them — and me, too! I created an open-ended activity to do with my class:.

If one million fifth graders each bought a Big Grab Bag of Hot Cheetohs, the Cheetohs would completely fill three of our very high ceiling classrooms that are about 10m-bym-by If one million fifth graders lined up fifteen feet apart and passed a football from one end of the line to the other, the ball could travel from Merced, California, to Antarctica!

If one million fifth graders each ate a paper plate of lasagna and threw the plates away, the garbage would weigh as much as three blue whales and would fill a hole that is seventy-three cubic feet. Before I began this lesson, I checked with a local hamburger restaurant and learned that there are about forty french fries in a single serving. So you could take a zero away from the forty to make four and a zero away from the one thousand and make it one hundred and then figure out how many fours in one hundred.

I knew that by removing a zero from both the 40 and the 1,, Mia made a more manageable problem that was proportional to the original problem and, therefore, would produce the same answer. But this is a difficult concept for students to grasp. I recorded on the board:. Abdul raised his hand. There are five two hundreds in one thousand. So I think you could multiply five by five and that would make twenty-five servings.

Mark did. I get it now! This proves my answer is right. They just thought about it a little differently. How many fries would be needed if everyone in our class ordered one bag of fries? I explained to the students what they were to do. You may use any of the ideas on the board or that you have heard before that you think would help you solve this problem.

You may also use your own ideas. Please be sure to show me your thinking clearly using words, pictures, and numbers. I circulated and gave help as needed. Later we had a discussion about the answer and the methods they used. Some children used the standard algorithm and I asked them to show me a second way they could solve the problem. Many made use of finding partial products in a nonstandard way. Carol used partial products to solve 52 x Josh also made use of finding partial products to solve the problem.

Materials A collection of coins dated before , placed in a clear plastic bag Overview of Lesson Marilyn is always on the lookout for ways to provide students experience with computing mentally.

Her colleague Jane Crawford gave her the idea of presenting older students with the problem of figuring out the ages of coins.

To prepare for the lesson, Marilyn collected loose change for several days, choosing coins that were made before Marilyn planned to ask the students to figure in their heads rather than use paper and pencil.

Her goal was for them to focus on making sense of the numbers and to discuss the different strategies they used for figuring. Show the class the plastic bag of coins. List on the board how many of each coin are in the bag. For example, my bag contained the following:. An expression referring to someone who gets so distraught and reacts without thinking.

Pass muster. Patch things up. An expression meaning to make amends or remedy a situation, similar to "smooth things over". Payback is a bitch. An expression meaning when a person wrongs someone, they get a taste of their own medicine when that person seeks revenge.

Pay the piper. An expression meaning to face the consequences of self-indulgent behavior, similar to "face the music". Pay the price. An expression meaning to suffer the consequences of doing or saying something. Peachy keen.

Pecking order. An expression meaning a hierarchy of status seen among members of a group of people or animals, originally as observed among hens. Peeping Tom. Peer pressure. An expression meaning to fit in by following along with the same behavior or attitude because your friends or people similar to you are doing it. Penny-wise, pound-foolish.

Being careful about unimportant decisions and careless about important ones, often referring to wasting money on unimportant items, rather than saving for important ones.

An expression meaning something that is particularly annoying to a particular person. Picture is worth a thousand words. A proverb that implies it's easier to understand something by seeing it, rather than talking or reading a description of it.

A picture is worth a thousand words. An expression meaning to eat or consume too much or well beyond a "normal" helping. Pins and needles. An expression meaning the tingling sensation experienced in recovering from numbness, or an anxious feeling waiting for something to arrive or happen. Piss and Moan. Piss and wind. Plate is full. An expression meaning fully engaged, having no room to take on new responsibilities or activities.

Playing without a full deck. Play it by ear. Originally describing a musician playing being about to play a tune after hearing it, rather than reading the music, expanded to mean making this up as you go along. Pleased as punch.

An expression derived from an Italian puppet character meaning feeling great delight or pride. An expression meaning keeping an expression on one's face that doesn't reveal one's intentions.

Poor as a church mouse. Port in a storm. An expression meaning that any solution is better than doing nothing at all. Pot calling the kettle black. Practice what one preaches. Preaching to the choir. Pressing someone's buttons. Pulling someone's chain or yanking someone's chain. An expression meaning to tease someone into believing something that isn't true.

Pulling strings. An expression meaning to make use of one's influence to gain advantage unfairly or unofficially. Pull oneself up by one's bootstraps. Pull someone's leg. An expression meaning to tell someone something that is not true as a way of joking with them.

Putting the cart before the horse. An expression meaning to jump ahead, to do one thing before taking care of what should be done first. Quid pro quo. An exchange of gifts or services, you do something for me, I'll do something for you. Rain on one's parade. An expression meaning to dampen someone's mood or bring up something sad or upsetting in reaction to their happiness. Raising Cane. A reference to the character in the Bible who committed the first murder, commonly used to react in a rowdy or disruptive way.

Rally the troops. An expression originating during war time, it means to have a meeting with friends, family or co-workers and get them united to help out with something. Razor's edge. An expression meaning a risky or complicated move that could land you in trouble, either going very well or very badly. Reach the boiling point or boiling over. An expression which means the time at which action is required or anger erupts, similar to "the last straw".

Read someone the riot act. An expression meaning a strong warning to stop behaving badly, derived from Britain, The Riot Act of was invoked to prevent "tumults and riotous assemblies". Reap what one's sows. Right-hand man. A reference to someone who is essential, helpful, or a partner in ensuring another person's success. Ring a bell. An expression meaning to recognize something as familiar.

Similar to "clear as a bell. Rob Peter to pay Paul. Biblical reference, taking something from someone to give to another, without any real gain. Rock and roll. Roller coaster ride. An expression meaning traveling up and down without a clear direction, also a scary or unpredictable situation.

An expression meaning to overturn, an extension or transfer of a debt or other financial arrangement, or to shift one's position by turning from one side to the other. Roll with the punches. Running against the clock. An expression meaning to run out of time or struggling to get something done in the shortest period of time possible. Run out of gas. Runt of the litter. Salt of the earth. A decent, dependable, unpretentious person, with origins from the Bible, Book of Matthew.

Saving something for a rainy day. Saving something for a later time when you might need it, similar to "having a nest egg". Scramble or hustle. Second-hand information.

An expression meaning to gain information from others or from books, rather than discovering information directly. See the forest for the trees. An expression describing someone who is too involved in the details of a problem to look at the situation as a whole.

See you later alligator, in a while crocodile. Self-fulfilling prophecy. An expression meaning a prediction that directly or indirectly causes itself to be true because of positive behavior or a belief. Separate the wheat from the chaff.

An expression meaning to distinguish valuable things or people from worthless ones. Set your sails with the wind. An expression used as an adjective to describe something or someone underhanded or not to be trusted. What a shady character! A war reference meaning someone suffering from a trauma, too overwhelmed to act appropriately or rationally.

She's got a bun in the oven. Ship has sailed. An expression meaning it is too late to correct or change what's already been done. All you can do now is get a good night's sleep. Shit from Shinola. Shit hits the fan. An expression referring to when something bad happens, the consequences reveal themselves.

Shit or get off the pot. An expression meaning to take action rather than remain inactive, similar to "fish or cut bait". An expression meaning a small amount of money that is inadequate for its intended purpose. Shoot fish in a barrel. Shoot oneself in the foot. Shut your trp. Sick as a dog. Sight for sore eyes. Silver spoon in one's mouth. An expression symbolic of wealth, especially inherited wealth, describing someone born into a wealthy family. Silver tongue.

Sing one's praises. Sink or swim. Sink your sails. Six ways from Sunday. An expression meaning thoroughly, every possible way, exhausted all alternatives. An expression meaning to carefully look at the person or think about the situation, in order to decide how to act.

Skin of one's teeth. An expression meaning to narrowly escape disaster. Origin from the Bible, Book of Job, in which Job is subjected to horrible trials by Satan, to be relieved finally by God. Sleeps with the fishes. Slip of the tongue. Slippery slope. An idea or course of action which will lead to something unacceptable or disasterous.

Slow and steady wins the race. An expression meaning sometimes persevering is enough to finish ahead of others who may be faster at the beginning. Someone who used devious, dishonest or misleading means to ensure a favorable outcome. Small potatoes.

Smooth something over. An expression meaning to make amends or remedy a situation, similar to "patch things up". Snooping around. An expression meaning to search for or find out something that's not that person's business.

An expression meaning to make something sound less important or bad than it really is, similar to "white wash". So hungry I could eat a horse. Song and dance. An expression meaning to say things or act for the purpose of impressing others, perhaps in an exaggerated manner.

Sour grapes. Spaz short for spastic. A expression for someone who is hyperactive or acting in an overly-energetic manner inappropriate for the situation. Speak of the devil. An expression meaning that the person about whom one was just speaking arrives or makes their presence known.

Speak softly and carry a big stick. An expression encouraging someone to behave by using a tangible threat for non-compliance; no yelling is required.

Spick and span. Spill the beans. Spit and polish. An expression meaning exaggerated cleaning or polishing, often referring to a soldier. Square peg in a round hole. Squeaky wheel gets the grease. Stage fright. Star-crossed lovers. Staying on track.

An expression meaning to remain focuses on pursuing your goal, without distraction. Step in shit. An expression meaning getting in trouble, or finding oneself in a bad situation, in addition to the literal meaning of accidentally stepping on dog or animal feces.

Stick in the mud. An expression referring to someone who is unwilling to take chances, boring, or not interesting. Stitch in time saves nine. A proverbial expression meaning it's better to spend a little time and effort to deal with a problem right now than to wait until later, a sewing reference. A Stitch in time saves nine. Straw that broke the camel's back. An expression meaning the last and final time something occurred to ruin or destroy a situation.

Strike while the iron is hot. An expression meaning to do something while one has the chance, during a window of opportunity. Strong stomach. An expression describing someone who can tolerate gruesome or nauseating conditions without vomiting.

Stubborn as a mule. An expression meaning refusing to change one's mind or course of action despite pressure to do so, unyielding or resolute.

Stuck-up or snotty. Describing someone who acts superior, thinks they are more important than others. An expression of encouragement meaning to persevere and endure the discomfort or pain. Sugar daddy.

A description of a rich older man who lavishes gifts on a young woman in return for her company or sexual favors. Sweep something under the rug or carpet. An expression meaning to hide or ignore something damaging or unpleasant so it won't be seen. Tag along or tail along. Tail waging the dog. The less dominant or minor factor controls the situation, the roles are reversed. Take a page from someone's book or take a leaf out of someone's book. Take care of the little things. An expression suggesting to take care of little things before they turn into big things.

Take it easy. Take it with a grain of salt. An expression meaning to treat the information as exaggerated, believe only part of something. You've got to take that with a grain of salt, they lost eight before that. Take one for the team. An expression meaning to sacrifice one's personal position for the benefit of others.

Take the plunge. Take what one can get. An expression meaning to be content with a sure-thing, rather than a promise of something that may never come to fruition. Talk is cheap. Talk the talk, walk the walk. Tap-dance around.

An expression meaning to improvise to avoid confronting an uncomfortable issue or person. Teach a man to fish, feed him for a lifetime.

A Chinese proverb and referenced in The Bible meaning to teach self-sufficiency, rather than rely on charity. Teacher's pet. Tell-tale or telltale. Test the waters. Thank your lucky stars. An expression meaning to be grateful for one's circumstances, based on a superstition that by wishing on the first or a falling star, one will receive good luck. That's all she wrote. An expression used to convey that there is or was nothing more to be said about a matter. That's the way the cookie crumbles.

Think twice. An expression meaning to consider a course of action carefully before embarking upon it. Third time's a charm. A superstitious observation about the number three, sometimes it takes three times to complete something successfully. Opposite of "three strikes, you're out! Thorn in one's side. An expression meaning something or someone that continually causes problems and won't go away. Three strikes, you're out!

A baseball reference, if you don't get something done in three attempts, it is time to stop. Opposite of "third time's a charm". Three strikes, you're out. Time to hire a plumber. Through the roof. Throw down the gauntlet. Throw one's hat in the ring. Ticking crocodile.

A Peter Pan reference from the Captain Hook character symbolizing time, alternatively, "the croc is ticking". Time is chasing after all of us. Tiger by the tail. Time flies when you are having fun! An expression meaning that time seems to pass more quickly than normal while engaging a particularly busy or fun activity. My shift was six hours but we were so busy it felt like only an hour.