I don’t think you CAN gain more than the food weighs. But if you put on the weight of a bag of potato chips every time you eat one, you’d blow up like a balloon.
1 lb.=3500 calories. If you take in 3500 calories and burn none, you gain a pound. But a pound is actually a fair amount of weight. Remember, 10 pounds is quite noticeable, and can be incredibly hard to get rid of.
I’ve listened to some teachers complaining that in Creative Writing, spelling doesn’t matter. They were told to ignore poor spelling and grammar because it was the expression that mattered. /headdesk
@rushstrong: For problems in basic math, only one answer was the correct answer and ‘partially correct’ answers received no credit.
After all, the relationship between numbers in basic math is immutable. Expressing the relationship the same way each time, as in multiplication or long division tables, gives the same answer. Anything else is incorrect and can lead to greater errors. It is only in the higher math disciplines that partially correct answers get credit.
If you body is only functioning at 70% there is a good chance you aren’t long to live. Depending on which organs we are talking about, of course.
Some people think that in a democracy everyone’s point is the same regardless of it being real and true or totally false. It just isn’t that way and should never be measured like that.
“You can have your own opinion, but not your own facts.”J. Patrick Moynahan.
@rushstrong Not in my opinion. Better to take the points, but also to demonstrate where the error occurred. An error in subtraction within a long division problem is an error in simple subtraction math. And it will produce greater errors. Taking full credit off helps remind the student to be more careful while working and to carefully check the computations.
But, I also believe the student who intuited the answer needs greater attention in the early stages, because, as math problems become more complex, intuition is not as dependable and the numbers of wrong answers and frustration will increase. That’s where having him/her practice the rules from the beginning will provide confidence later on. Taking the full credit off helps develop focus.
The student often overlooked is the one whose brain is tuned off planet and who seems hopelessly lost, even in basic math. That student often turns out to have much higher cognitive abilities than many peers, but has not learned to focus those considerable energies on day-to-day tasks.
As a final note: I believe the much reviled ‘multiplication tables,’ if practiced up to 15×15, can produce more certain outcomes in all levels of math. 1. Students instinctively learn that the relationship between numbers is immutable and therefore reliable. 2, Students learn precision in stating the relationship. 3. Fluency achieved, they find they can sense when a column of figures or certain calculations do not seem _ quite right_ and check the process. 4. They learn to estimate a range into which the answer will fall, before they start the process. In other words, they are much more comfortable with the math and more assured of their abilities for a successful completion. So I believe.
Cannot overemphasize point 4 – the ability to estimate. My nephew was looking at a potential savings of $125 per year. He punched it into his smart phone and dismissed it as only saving 0.03 cents per day. Off by a factor of a thousand. Sigh.
@rushstrong: Thank you. Had he rechecked it he would have found a happier result.
Will add that the ‘rote learning’ of the math tables in my youth has worked for me for decades. When completing minor construction and woodworking projects, fluency encouraged me to try to estimate dimensions and amounts of material and probable costs for the job before ever putting pencil to paper (NEVER finger to calculator). At times the estimate resulted in my deciding that a project would be beyond my ability or budget. Saved me from busted knuckles and wasting a lot of blue language that could be used on other jobs.
jerak about 7 years ago
Well then, is it a matter of whom it makes sense to?
mddshubby2005 about 7 years ago
“In no sense” is not equal to “innocence”.
Bilan about 7 years ago
If she was correct in panel 3, why does a quarter-pounder make you put on two pounds?
Ignatz Premium Member about 7 years ago
I don’t think you CAN gain more than the food weighs. But if you put on the weight of a bag of potato chips every time you eat one, you’d blow up like a balloon.
1 lb.=3500 calories. If you take in 3500 calories and burn none, you gain a pound. But a pound is actually a fair amount of weight. Remember, 10 pounds is quite noticeable, and can be incredibly hard to get rid of.
Schrodinger's Dog about 7 years ago
people forget that the body fat is formed with the building blocks combining with water, which increases the weight.
car2ner about 7 years ago
I’ve listened to some teachers complaining that in Creative Writing, spelling doesn’t matter. They were told to ignore poor spelling and grammar because it was the expression that mattered. /headdesk
micromos about 7 years ago
Her food in vs poop out doesn’t equal zero.
wellis1947 Premium Member about 7 years ago
Actually, her logic stream is correct – insofar as it goes. However NO ONE counts (and weighs) EVERYTHING they consume.
sandpiper about 7 years ago
Question on a quiz: Correctly spell the name of the author of this work.
Answer: author’s name misspelled
Student: you took off full credit. I had it mostly right.
Teacher: In math class, if your answer is only partially correct do you get partial credit?
Student: Heck, no! But this is English class.
I rest my case.
danketaz Premium Member about 7 years ago
My alternative facts can beat up your alternative facts.
Daeder about 7 years ago
Live by the trump, die by the trump…
sandpiper about 7 years ago
@rushstrong: For problems in basic math, only one answer was the correct answer and ‘partially correct’ answers received no credit.
After all, the relationship between numbers in basic math is immutable. Expressing the relationship the same way each time, as in multiplication or long division tables, gives the same answer. Anything else is incorrect and can lead to greater errors. It is only in the higher math disciplines that partially correct answers get credit.
Night-Gaunt49[Bozo is Boffo] about 7 years ago
If you body is only functioning at 70% there is a good chance you aren’t long to live. Depending on which organs we are talking about, of course.
Some people think that in a democracy everyone’s point is the same regardless of it being real and true or totally false. It just isn’t that way and should never be measured like that.
“You can have your own opinion, but not your own facts.” J. Patrick Moynahan.
sandpiper about 7 years ago
@rushstrong Not in my opinion. Better to take the points, but also to demonstrate where the error occurred. An error in subtraction within a long division problem is an error in simple subtraction math. And it will produce greater errors. Taking full credit off helps remind the student to be more careful while working and to carefully check the computations.
But, I also believe the student who intuited the answer needs greater attention in the early stages, because, as math problems become more complex, intuition is not as dependable and the numbers of wrong answers and frustration will increase. That’s where having him/her practice the rules from the beginning will provide confidence later on. Taking the full credit off helps develop focus.
The student often overlooked is the one whose brain is tuned off planet and who seems hopelessly lost, even in basic math. That student often turns out to have much higher cognitive abilities than many peers, but has not learned to focus those considerable energies on day-to-day tasks.
As a final note: I believe the much reviled ‘multiplication tables,’ if practiced up to 15×15, can produce more certain outcomes in all levels of math. 1. Students instinctively learn that the relationship between numbers is immutable and therefore reliable. 2, Students learn precision in stating the relationship. 3. Fluency achieved, they find they can sense when a column of figures or certain calculations do not seem _ quite right_ and check the process. 4. They learn to estimate a range into which the answer will fall, before they start the process. In other words, they are much more comfortable with the math and more assured of their abilities for a successful completion. So I believe.
Rush Strong Premium Member about 7 years ago
Cannot overemphasize point 4 – the ability to estimate. My nephew was looking at a potential savings of $125 per year. He punched it into his smart phone and dismissed it as only saving 0.03 cents per day. Off by a factor of a thousand. Sigh.
sandpiper about 7 years ago
@rushstrong: Thank you. Had he rechecked it he would have found a happier result.
Will add that the ‘rote learning’ of the math tables in my youth has worked for me for decades. When completing minor construction and woodworking projects, fluency encouraged me to try to estimate dimensions and amounts of material and probable costs for the job before ever putting pencil to paper (NEVER finger to calculator). At times the estimate resulted in my deciding that a project would be beyond my ability or budget. Saved me from busted knuckles and wasting a lot of blue language that could be used on other jobs.