M & M Math Project
197 Words1 Pages
Next, I put one pack of M&Ms into four bowls, then, separated the M&Ms into six colors and counted them by color and did the same for the Pretzel M&Ms. The results were fairly close to what I had hypothesized. I had hypothesized for the regular M&Ms for green to be the most recurring and yellow to be the least recurring. My results for the regular M&Ms was green as the most recurring and red as the most uncommon, and if that would change if the M&Ms product was changed
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166 Words | 1 Pages
If they had eaten it they would not get a second marshmallow. The test showed that a large percentage of the kids who ate the marshmallow did not succeed in their hero’s journey. Also a large percentage of the kids who did not eat the marshmallow succeeded in their hero’s journey. My personal opinion on this is that
974 Words | 4 Pages
Timmatha Gagner, McKenna Townsend, Rebecca Hamilton Math 302- Habits of Mind 1 For Habits of Mind Problem 1, we were given the ratios of carnations to daisies, roses to peonies, and peonies to carnations. We were asked to find the remaining ratios of flowers, which would be peonies to daisies, carnations to roses, and roses to daisies. Madison also wants to give her teacher a bouquet using appropriate ratios and whole flowers. So, for this question we were asked how many of each type of flower should be put in the bouquet. The ratios we were already given are represented in tables 1.1, 1.2 and 1.3 Table 1.1 Carnations 14 28 42 56 70 Daisies 7 14 21 28 35 Note that 14:7 simplifies to 2:1
256 Words | 2 Pages
Date: 04.03.15 Practicing Out Math Analysis of Learning: Amelia, Erin, and Taz are gaining skill in one to one counting as we count the number of scoops it takes to fill the tube. They are also being exposed to simple math words like, full, half full, and empty as we measure where the sand is up to in the container. Lastly, they are given the opportunity to make comparisons between the tubes and ascertain which tube make the sand come out faster – the broken tube.
1049 Words | 5 Pages
The Plaintiff essentially has two claims under blurring, it may assert that Pets, Inc. has diluted Chapel and Chapel No. 13 as Defendant uses the syllable, ‘pel’ and ‘No. 13’ in its product. The statute sets forth six non-exhaustive factors that will be considered by the court; (1) the “degree of similarity” of the marks, (2) distinctiveness of the famous mark, (3) exclusivity of use of the famous mark, (4) degree of recognition of the famous mark, (5) whether the defendant intended to create an association with the famous mark, and (6) any actual association between the marks 115 U.S.C §1125(c)(2)(B) (i)-(vi). In considering these factors the court will determine if the defendants use of the mark will create an association with the plaintiffs
376 Words | 2 Pages
Mus Musculus belongs to the Mammalian class of vertebrates. A common and advantageous characteristic of the house mouse is its relatively small size. At birth, mice have an average weight of 1 gram. Peak weight ranges from 25-40 grams in adulthood. The reproductive biology of mice is especially conducive for laboratory breeding.
206 Words | 1 Pages
The marshmallow test video defines everyone’s life in regard to obedience and listening. For example, when your mother baked a fresh batch of chocolate chip cookies. She tells you that you are not allowed to eat them until after dinner. However, through previous memory and experience you are aware that they are delicious and sweet. You cannot wait to eat it so you take one and run back to your room.
463 Words | 2 Pages
Imagine that you're at a restaurant, you order a meal and the total comes up as $74.37. Easy enough to pay right. Wrong after you get the meal you then have to find the amount of tip, which can sometimes be hard. First you have to figure out the percent of tip by rating your service, normally okay service is fifteen percent. Then you have to do the math.
458 Words | 2 Pages
On the 18th and 25th of May, the class did a marshmallow challenge. The class was divided into group of 4 and I had Zhang, Yoshiki and Kenta in my group. The task was to construct a freestanding object consisted of spaghetti that has marshmallow on top of it. In our first challenge, we struggled quite a lot and as a result we failed.
841 Words | 4 Pages
The bags were labeled male and female, which were the ‘parents’ in the experiment. With my partner we each took one bag and then together drew one chip out of each of our bags at once and looked to see the combination of the two chips. Blue chips represented the dominant allele (B) for blue fur and
415 Words | 2 Pages
The subject I have excelled was Algebra 1 during my freshman year in high school. When I first got into the class I knew what the teacher was teaching and I did not struggle in the class while some of my class mates were. Algebra was the easiest class I ever had because I knew all of the topics back from middle school. My middle school teacher helped me understand what Algebra was and how to solve equations and many other things that deals with the subject.
418 Words | 2 Pages
second grade teachers went along with it, she did most of the work and scheduling. That summer her room was turned into a computer lab. My brother went to the same elementary school as I did and the community project was something nobody talked about anymore. His class took trips down to the riverfront and to the museum a few times but not as many times as I have. The initiation of common core has killed the program that I loved.
7828 Words | 32 Pages
Unit Metadata Unit Name Extend Understanding of Multiplication to Multiply Fractions Unit Summary In this unit, your student will learn to multiply a whole number by a fraction, a fraction by a fraction, a whole number by a mixed number, a fraction by a mixed number, and a mixed number by a mixed number. She will use different models, such as fraction strips, area models, and number lines, and different methods, such as repeated addition and the Distributive Property, to find products. Later, she will develop and use algorithms for multiplying fractions and mixed numbers. She will interpret multiplication of fractions as scaling or resizing by comparing the sizes of factors and products.
410 Words | 2 Pages
Fourth through sixth grade, I really didn’t pay attention during math, specifically sixth grade. It started around the time we were learning multiplication. I never could remember the simple multiplication facts. I never asked questions, I didn’t do much but doodle on my page. Either I did badly on the test or just barely got by.
626 Words | 3 Pages
A person was given 20 seconds for each individual utensil to move as many beans as possible from the full cup to the empty one. Holding the cup in place was acceptable, as long as it was not lifted from the table. Any beans that fell on the table were considered null, and could not be counted in the number moved. The number of beans successfully moved to the second time within the time limit was recorded, and any utensils that did not meet the 10 bean minimum were discarded and replaced by the most efficient one of the previous round. This was repeated for 3 rounds, using the utensils that survived from the first round in the second, and likewise for the third
298 Words | 2 Pages
Also this is not about that kids should not have so much sugar. Try not to eat the marshmallow because if you do you will not get really good grades in school. In the video that we watched the kids were left in a room with nobody except the marshmallow and only ⅓ did not eat the marshmallow and the other ⅔ just straight
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