The next scenario is very similar. In this one, Ms. Hernandez passed a different gumball machine the next day with three different colors Once again her twins each want a gumball of the same color, and each gumball is still one cent. What is the most amount of money that Ms. Hernandez would have to spend in order to get each of her daughters the same color gumball?

In the last scenario, Mr. Hodges and his triplets pass the same gumball machine that Ms. Hernandez and her twins passed in scenario two. This time, each of Mr. Hodges children wants the same color gumball out of the three-color gumball machine. What is the most amount of money that Mr. Hodges would have to spend on his triplets in order to get them each the same color gumballs?

Process:
In the process of solving the first question I drew up different color gumballs.

These are both the different colored gumballs. If this was the outcome after spending two pennies on two gumballs, then the next gumball would have to be one of the previous color gumballs that already came out of the machine.

For the next scenario it was a little trickier that the first problem. Since there were still only two children involved and there were three colored gumballs it wasn’t too hard. Once again, I drew up the three different colored gumballs in the gumball machine. The gumballs were red, white, and blue.

These colors can be the color of the gumballs that come out of the gumball machine. The last gumball that would come out of the machine would make a set of two of the same color gumballs which would make the overall total of money spent 4 cents.

For the last scenario, there were still only three different color gumballs in the gumball machine. But this time there were three kids. So I drew up another set of possible gumballs that could roll out of...

...1. To find my conclusions I had to think about each part of the problem. When you know that one thing means you go on to the next part. When you figure out what that means you have to see how the two statements are related. If they are related then you can deduce a conclusion that makes sense.
2. Here are my conclusions for the 6 problems on page 7.
1. a. No medicine is nice
b. Senna is a medicine
Here I deduced that Senna is not a nice medicine. I think this because the first statement says that “no medicine is nice.” That tells me that all medicines are not nice. The second statement says “Senna is a medicine”. That statement is straight forward. When you put them together you can decide that Senna is a medicine and medicines are not nice. So Senna is not nice.
2. a. All shillings are round
b. These coins are round
Here I decided that no now conclusions can be drawn. The first statement says “All shillings are round.” That statement is clear. The second statement says “These coins are round.” This tells you the coin they have are round. When you put these statements together you can see some flaws. They say these coins but you don’t know if any of these coins are shillings. They can be other coins that are round. So you cannot deduce anything.
These coins are
3. a. Some pigs are wild
b. All pigs are fat
Here I decided that there are no conclusions that can be made. The first...

...Mega POW
A very wealthy king has 8 bags of gold, which he trusts to some of his caretakers. All the bags have equal weight and contain the same amount of gold, all the gold in the kingdom. Although, the king heard a story that a woman received a gold coin. The king knew it had to be his gold so he wanted to find the lightest bag in the 3 weighing, but the mathematician thought it could be done in less, so I need to find out the least amount of weighing it takes to find the lightest bag. Also, the king used a pan balance for all of his weighing.
I started by weighing 4 bags on each side of the scale to see which side was lighter. Then from those results I thought to weigh the 4 bags that were on the lighter side by 2 and 2. After this you would find one side weighing less than another. Then you would take those results and weigh the 2 remaining bags and the lightest bag would be the bag that was taken from. However, the mathematician said it could be done in less than three steps. So throwing the answer I had just gotten to the side, I started new. This time I started with 3 bags on each side knowing that if two sides were equal than the bag with the missing gold would be one of the bags not weighed the first time. Then you would have to weigh the two remaining bags and whichever one was lighter than the other would be the bag with less gold. But, if the 3 bags from the beginning weighed different then you would weigh 2 bags of...

...probability of success or the one most likely to help me win.
Strategy # 1
a. Always choose the same thing the card says. So if it is an O choose O, if it is an X choose X.
b. 30 trials
1. yes 6.no 11.no 16.yes 21.yes 26. yes
2. yes 7.yes 12.yes 17.yes 22.no 27. yes
3. yes 8.no 13.yes 18.no 23.yes 28. yes
4. no 9.no 14.yes 19.yes 24.no 29. yes
5.no 10.yes 15.yes 20.no 25.no 30. Yes
P (right) – 18/30 or 6/10 or .6
Success rate = .6
c. (XX)-works-1/6
(XX)-works-1/6
(OO)-works-1/6
(OO)-works-1/6
(OX)-doesn’t work
(XO)-doesn’t work total successful – 4/6 or 2/3 or .66
Success rate = .66
Strategy #2
a. Always choose O no matter what.
b. 30 trials
1. yes 6.no 11.yes 16.yes 21.no 26.yes
2. yes 7.no 12.yes 17.yes 22.no 27.no
3. no 8.yes 13.no 18.yes 23.no 28.yes
4. no 9.no 14.yes 19.yes 24.yes 29.yes
5.no 10.yes 15.yes 20.yes 25.no 30.no
P (right) – 17/30 or .56
Success rate = .56
c. (XX)-doesn’t work
(XX)-doesn’t work
(OX)-doesn’t work
(XO)-works-1/6
(OO)-works-1/6
(OO)-works-1/6 total successful – 3/6 or .5
Success rate = .5
Strategy # 3...

...POW Problem Statement
A. A farmer is going to sell her eggs at the market when along the way she hits a pot hole causing all of her eggs to spill and break. She meets an insurance agent to talk about the incident, and during the conversation he asks, how many eggs did you have? The farmer did not know any exact number, but proceeded to explain to the insurance agent that when she was packing the eggs, she remembered that when she put the eggs in groups of 2-6 she had even groups with 1 left over, but when she put them in groups of 7 she had even groups of 7 with none left over.
B. Why does groups of 2,3,4,5 or 6 results in 1 left over egg, but groups of 7 has an equal amount of eggs with none left over. What # of eggs has equal groups of 2,3,4,5, or 6 with one left over and 7 goes into the number evenly.
C. They think the answer is 49 eggs because 7 goes into 49 eggs evenly with none left over.
D. It cannot be 49 eggs because if it were 49 then 2-6 would need to go into 48 evenly to have a left over egg, but 5 does not go into 48 evenly which is why 49 wouldn’t work
POW Process
A. My initial ideas concerning the task is we need to find a number that has 2,3,4,5 and 6 go into that number evenly with 1 left over and have 7 go into it evenly with none left over. Making a chart with multiples of all those numbers out on paper will help us track a number down and...

... = Cost of Goods Sold
Average Inventory
Days to Sell Inventory = 365
Inventory Turnover
c. There’s a tendency of business risk in Pinnacle company, because from the ratios that we have calculated, we found that:
1. The current ratio decreases from year to year. It means the increase in liabilities is more than the increase total assets. So, since the liabilities are increasing more, it means that we have to cover more liabilities with our assets.
2. From the debt and equity ratio, we found that there is increasing in that ratio from year to year. This indicates that our long term debt is getting higher but our equity only increase in small amount compare to the increase in long term debt. It means there are risks that Pinnacle cannot pay its debt in the future.
3. Profit Margin is constant from 2011-2013, so increase of net sales is not compatible compared to increase in expenses and liabilities. The net income from year 2011 to year 2013 decreases significantly, even though there’s slightly increase in sales from 2011 to 2013.
4. The inventory turnover from 2012 to 2013 decrease for 10% in this ratio. It means the inventory turnover is slower and there is risk that our inventory will be obsolete.
5. There is an increase in days to sell inventory, it means that in 2013 we cannot sell our inventory faster and cannot...

...
Stacey Shaw
M/503/1232
Roles and Responsibilities and relationships in lifelong learning
Level 4
The following paper aims to review to key roles and responsibilities and relationships in lifelong learning. The review will look in detail at the following areas:
1. I will aim to examine my own roles and responsibilities in lifelong learning
2. Understand the relationship between teachers and other professionals in lifelong learning
3. Identify my own responsibilities for maintaining a safe and learning environment.
It is my view that for any teacher to be truly successful in the learning environment that a full understanding should be established of the group dynamics, such as personal characteristics, previous educational background and varying learning styles that suite each individual learner. It is widely recognised by many management theorists such as Honey and Mumford, 1982 and Kolb, 1984 that people have different learning styles some of which are influenced by personality type, others are influenced by previous experiences in life. “Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38). Therefore, research recommends that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style.
My role when delivering training sessions within the work environment will begin by identifying the learners’ needs at...

...
Episode 1
LOOK DEEPER INTO THE CONCEPTS , NATURE AND PURPOSES OF THE CURRICULUM
Name of FS Student _________________________________________________________
Course ________________________________________ Year & Section _____________
Resource Teacher ___________________________ Signature _____________________Date __
Cooperating School ____________________________________________________________
My Target
At the end of this activity, I should be able to explain the concepts, nature and purposes of the curriculum and how these are translated into the school community.
My Performance (How I will be Rated)
Field Study 4, Episode 1 – Look Deeper into the concepts, nature and purposes of the curriculum and focused on: The concepts, nature and purposes of the curriculum and how these are
translated into the school community
Tasks Exemplary
4 Superior
3 Satisfactory
2 Unsatisfactory
1
Observation/Documentation All tasks were done with outstanding quality; works exceeds expectations All or nearly all tasks were done with high quality Nearly all tasks were done with acceptable quality Fewer than half of tasks were done; or most objectives met but with poor quality
My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories
Exemplary grammar and spelling Analysis questions were answered completely
Clear...

...IMPPOW1: The Broken Eggs
Problem Statement:
A farmer’s cart hits a pothole, causing all her eggs to fall out and break. Luckily, she is unhurt. To cover the cost of the eggs, her insurance agent needs to know how many she had. She can’t remember the number, but can remember some problems she had when packing the eggs. When she put the eggs in groups of two to six eggs, there was always one left over. However, in groups of seven, there were none left over. From what she knows, how can she figure out how many eggs she had?
Process:
First, I thought the answer would be forty-nine. Then, I realized my mistake and tried to think of different ways to do it. I decided to make a chart showing the remainders of the numbers two to six into multiples of seven. I then started to find a pattern. I noticed that the number two has a remainder of one every other multiple of seven, the number three has a remainder of one every two multiples, the number four has a remainder of one every three multiples, and so on. I marked a dot every time there was a remainder of one. I knew that when I had dots marked from two through seven, that would be the answer. So I set out on the long journey of calculating when there was a remainder of one until I reached a number that was all filled up.
Solution:
Using my process, I found that the number of eggs the farmer had was three-hundred one. I know this because it was the first number to fit my...