HONEY I BLEW UPSHRUNK THE CANDY BAR! FEBRUARY 2010

1ST DRAFT PREFESIBILITY STUDY (ESTABLISHING HONEY FARM FOR MEDIUM
3 CUESTIONARIO HONEYALONSO DE ESTILOS DE APRENDIZAJE (CHAEA) C
79TH NSA PRESIDENT SHERIFF DAVID J MAHONEY DANE COUNTY

A HONEYBEEMATING APPROACH FOR CLUSTER ANALYSIS MOHAMMAD FATHIAN &
AFRICANIZED HONEY BEES IN OKLAHOMA HISTORY OF THE AFRICANIZED
ALLIED SIGNAL IS NOW KNOWN AS HONEYWELL TECHNOLOGY

HONEY, I BLEW UP/SHRUNK THE CANDY BAR!

HONEY, I BLEW UP/SHRUNK THE CANDY BAR!

February 2010 MLSN

Objective: Find the scale factor between a regular candy bar and an enlarged/shrunk candy bar.

Materials:

Regular size Hershey candy bar (measure the top of the bar with the wrapper pulled tight)
Additional size Hershey candy bars
Rulers
Calculators

HONEY I BLEW UPSHRUNK THE CANDY BAR! FEBRUARY 2010

Directions:

1. Find the dimensions of the “original” (we’ll call it the traditional size) size candy bar (length, width, and height). (Do not unwrap.)

2. Record your results in the table below.

3. Choose one of the other Hershey bars and find its measurements.

4. Record the new candy bar’s dimensions in the “Different Sized Bar” column.

5. Are the two candy bars proportional?

If so, calculate the scale factor between the two candy bars.
If not, create measurements for a candy bar that would be proportional, and find the scale factor.

Candy-Bar Dimensions

	Original Size Bar	Different Sized Bar	Created Candy Bar Sizes (if necessary)	Scale Factor

Length
Width
Height

HONEY I BLEW UPSHRUNK THE CANDY BAR! FEBRUARY 2010

D irections:

1. Calculate the Volume of the “original” (we’ll call it the traditional size) size candy bar.

2. Choose one of the other Hershey bars and find its Volume.

3. Record the new candy bar’s Volume in the “Different Sized” column.

4. Are the two candy bars proportional based on Perimeter?

If so, calculate the scale factor between the two candy bars.
If not, create a Perimeter for a candy bar that would be proportional, and find the scale factor.
Determine the Area of the Candy bar.
Predict how the Area’s are related to the scale factor.

C andy-Bar Perimeter & Area

	Original Size	Different Sized Bar	Created Candy Bar (if necessary)	Scale Factor
Volume
Perimeter
Area

HONEY I BLEW UPSHRUNK THE CANDY BAR! FEBRUARY 2010

(Part 2)

Objective: Find the scale factor of the nutritional values between a regular candy bar and

a proportional candy bar you found or created.

Materials:

Regular size Hershey candy bar (measure the top of the bar with the wrapper pulled tight)
Graph paper or isometric dot paper
Calculators
Protractor
Rulers

HONEY I BLEW UPSHRUNK THE CANDY BAR! FEBRUARY 2010

Directions:

1. Copy the nutritional information from your original candy bar to the table below in the

“Original Size” column.

2. Calculate the nutritional values of your enlarged candy bar in direct proportion to the

original candy bar and record below.

3. Draw a three dimensional diagram of your candy bar on graph paper. Remember to

label the dimensions.

Candy Bar Information	Original Size	Scale Factor	Enlarged Size

Calories
Total Fat
Cholesterol
Sodium
Total Carbohydrates
Protein

Extension: Create a three dimensional model of the enlarged candy bar using only the

building materials given and write the proportional nutritional values on it. If you have to

convert the size to “fit” the building material, remember to keep it proportional to the original

candy bar.

Activity Scoring Guide

A 4-point response represents an effective solution that meets all relevant criteria:

+shows complete understanding of scale factor

+consistently and correctly uses measurement skills

+shows logical reasoning and valid conversions

+communicates effectively and clearly using words, numbers, and pictures

+includes correct computations

A 3-point response shows a mostly effective solution/approach and meets most relevant

criteria.

+shows general understanding of scale factor

+correctly uses measurement skills, but not necessarily consistently

+communicates adequately through writing and diagrams

+reaches reasonable conclusions

+may have missing, incorrect or incomplete computation

+may neglect some aspect of the task

A 2-point response meets some relevant criteria but shows gaps in understanding and

execution:

+shows partial understanding of the concept or task

+shows partial understanding of relevant mathematical procedures

+uses some applicable information and procedures

+uses unclear communication in writing and diagrams

A 1-point response meets few relevant criteria but shows some effort beyond restating

the task or copying the given data:

+shows little understanding of the concept or task

+shows little understanding of relevant mathematical procedures

+fails to use applicable information or most aspects of the task

+lacks communication or is difficult to follow

A 0-point response means no attempt beyond restating or copying given data.

-from http://www.okea.org/otimms/lessonplans/weatherford/8gradeWeatherfordHONEYIblewupthecandybar.pdf

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