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so pringles chips is the one that have not too much air

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It's one of life's great annoyances. You're about to tuck into your favourite packet of crisps only to find that half of them are missing. Where are your crisps and why is there so much air inside?

Tired of being short-changed, now a group of researchers have been commissioned by appliance manufacturers CDA Appliances to calculate just how much air is really in your crisp packets, and the results are shocking.

Testing 15 different brands of crisp, the experts aimed to find out which fill their bags the most, and which leave the majority of their packets empty by using the water displacement method.

Shockingly, the test revealed that the worst offending packet of crisps - Popchips Barbecue - contained a whopping 72 per cent of air, while KP's McCoys came in a close second for the largest air content with 59 per cent.

However, if you're after more crisp for your cash then it looks like Wotsits should be your go-to as they contained just 18 per cent air - the lowest amount of any brand tested.

Alternatively, you could pick up a bag of Wheat Crunchies which are 39 per cent air, making them the second most filled packet.

But, the question still stands, why do brands pump so much air into their bags in the first place?

Well, it turns out they're not just trying to rip you off. According to crisp manufacturers, the packets are in fact filled with nitrogen gas in order to prevent them from going stale too quickly.

While most crips have a best before date of 55 days or less, Popchips - the packet containing the most air - can last up to 290 days, meaning the more air a packet has, the longer it will last.

"In addition to preventing staleness, the inserted gas also provides the added benefit of creating a cushioning effect to protect the fragile contents of a packet from damage," a spokesperson for the Snack, Nut and Crisp Manufacturers Association told the Daily Mail.

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This is how much air is in your favourite packet of crisps

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It's one of life's great annoyances. You're about to tuck into your favourite packet of crisps only to find that half of them are missing. Where are your crisps and why is there so much air inside?

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Ontario Alignment By Grade

Ontario Alignment By Overall Expectation

CCSS Alignment By Standard

No Expectations/Standards Selected

Real World Mathematics in Proportional Reasoning & Measurement

In The Orange Juice Judgement, students will have an opportunity to utilize skills related to proportional reasoning and measurement when Mr. Pearce intends to provide the class with some orange juice to help quench the thirst of his period 1 MPM1D Principles of Mathematics, Grade 9 class.

Math Topics Related To This Activity:

Proportional reasoning, specifically:

unit cost, and

setting up and solving proportions.

measurement and volume of a cylinder.

Minds On:

While Mr. Pearce was at the grocery store to purchase the orange juice for the class, there were many different selections of orange juice to select. Here are three of the options he could select:

Problem That Must Be Solved:

Which orange juice should Mr. Pearce buy?

Making Predictions:

Which orange juice option do you predict will be cheapest? Most expensive?

How many containers of orange juice will Mr. Pearce have to buy?

How much do you think Mr. Pearce is going to have to spend?

Some prompts for students:

What could we do to find the least costly orange juice?

What information will be necessary to help us decide?

Providing More Details
Students will likely realize that they need to know the volume of each orange juice option:

At this point, students will likely begin finding the unit cost of each orange juice option. Some may begin to realize that while they can find the unit cost of all three options, the true unit cost of option #3 must be calculated when the added water is taken into consideration:

Solution Exemplar Using Proportions:

Action:

Once students have determined that the concentrate orange juice option would provide the lowest unit price, we can then begin determining other important questions such as:

How much water will we need to create enough juice for the whole class?

How many juice containers will we need to hold it?

What would you classify as a typical "serving size" of orange juice?

How much juice will each plastic cup hold?

How Much Can Each Cup Hold?

If you have cups for your students to use, they can begin measuring to determine how much each will hold.

Asking students what information is important would be a good discussion to have in order to ensure they understand how to calculate the volume of a cylinder using the area of the base x height.

If you do not have cups on hand, you can use the following as a replacement:

Are Your Students Up For A Challenge?

If you purposely select a cup that holds more orange juice than what you would like each student to have, you could have students try to devise a strategy to determine at what point you should stop pouring.

For example, the cups we used today can hold approximately 473 ml, but I wanted each student to only receive one serving (250 ml). Your students may use a variety of strategies to try to make this calculation, or if you are in an advanced functions or calculus course, they may be able to narrow it down exactly.

Consolidation:

There are many consolidation options available for you to consider. However, if you are teaching in an intermediate classroom, you might want to consider the linear relationship between the amount of water and concentrate used to create the orange juice. I find that once students realize that proportional reasoning is connected directly with linear relationships, they develop a deeper understanding and feel more confident about the problem solving they engage in daily.

Download a PDF Worksheet to Help Guide Your Lesson:

Suitable for the Following Ontario Mathematics Curriculum Courses:

Grade 6

Grade 7

Grade 8

Grade 9

New to Using 3 Act Math Tasks?

Download the 2-page printable 3 Act Math Tip Sheet to ensure that you have the best start to your journey using 3 Act math Tasks to spark curiosity and fuel sense making in your math classroom!

Share With Your Tribe:

I'm Kyle Pearce and I am a former high school math teacher. I'm now the K-12 Mathematics Consultant with the Greater Essex County District School Board, where I uncover creative ways to spark curiosity and fuel sense making in mathematics. Read more.

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Grade 1 [ Number Sense and Numeration - NS1, Number Sense and Numeration - NS3]

Grade 2 [ Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3]

Grade 3 [ Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3]

Grade 4 [ Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3, Patterning and Algebra - PA2]

Grade 5 [ Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3, Patterning and Algebra - PA2]

Grade 6 [ Data Management and Probability - DP3, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

Grade 7 [ Data Management and Probability - DP3, Geometry and Spatial Sense - GS1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

Grade 8 [ Data Management and Probability - DP1, Data Management and Probability - DP3, Geometry and Spatial Sense - GS2, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

MAP4C [ Mathematical Models - MM1, Mathematical Models - MM2, Mathematical Models - MM3]

MAT1L MAT2L MBF3C [ Data Management - DM1, Data Management - DM2, Geometry and Trigonometry - GT1, Geometry and Trigonometry - GT2, Mathematical Models - MM1, Mathematical Models - MM2, Mathematical Models - MM3]

MCF3M [ Exponential Functions - EF2, Quadratic Functions - QF1, Quadratic Functions - QF2, Quadratic Functions - QF3, Trigonometric Functions - TF1, Trigonometric Functions - TF3]

MCR3U [ Characteristics of Functions - CF1, Characteristics of Functions - CF2, Exponential Functions - EF2, Exponential Functions - EF3, Trigonometric Functions - TF3]

MCT4C [ Exponential Functions - EF1, Trigonometric Functions - TF3]

MCV4U [ Derivatives and Their Applications - DA2]

MDM4U [ Counting and Probability - CP2, Organization of Data For Analysis - DA2, Probability Distributions - PD1, Statistical Analysis - SA1, Statistical Analysis - SA2]

MEL4E MFM1P [ Linear Relations - LR1, Linear Relations - LR2, Linear Relations - LR3, Linear Relations - LR4, Measurement and Geometry - MG1, Measurement and Geometry - MG2, Measurement and Geometry - MG3, Number Sense and Algebra - NA1, Number Sense and Algebra - NA2]

MFM2P [ Measurement and Trigonometry - MT1, Measurement and Trigonometry - MT2, Measurement and Trigonometry - MT3, Modelling Linear Relations - LR1, Modelling Linear Relations - LR2, Modelling Linear Relations - LR3, Quadratic Relations in y = ax^2 + bx + c Form - QR1, Quadratic Relations in y = ax^2 + bx + c Form - QR2, Quadratic Relations in y = ax^2 + bx + c Form - QR3]

MHF4U [ Characteristics of Functions - CF3, Exponential and Logarithmic Functions - EL2, Exponential and Logarithmic Functions - EL3]

MPM1D [ AG3, Analytic Geometry - AG1, Analytic Geometry - AG2, LR1, LR2, LR3, MG1, MG2, MG3, NA1, Number Sense and Algebra - NA2]

MPM2D [ AG1, AG2, AG3, QR2, Quadratic Relations - QR3, Quadratic Relations - QR4, T2, T3]

Algebra [ A-CED.1, A-CED.2, A-REI.6]

Functions [ F-BF.1, F-BF.3, F-IF.4, F-LE.1, F-LE.2, F-LE.3, F-TF.5]

Geometry [ G-C.5, G-C.8, G-C.9, G-GMD.3, G-GMD.4, G-GPE.4, G-GPE.5, G-GPE.7, G-MG.1, G-MG.2, G-SRT.11]

Grade 1 [ 1.NBT.4, 1.OA.1]

Grade 2 [ 2.NBT.5, 2.OA.2]

Grade 3 [ 3.NBT.2, 3.NF.1, 3.NF.3, 3.OA.1, 3.OA.5, 3.OA.9]

Grade 4 [ 4-MD.3, 4.MD.2, 4.NBT.6, 4.NF.3, 4.OA.1]

Grade 5 [ 5.MD.1, 5.MD.3, 5.MD.4, 5.MD.5, 5.NBT.6, 5.NF.1, 5.OA.1, 5.OA.2, 5.OA.3]

Grade 6 [ 6.EE.1, 6.EE.2, 6.G.1, 6.G.2, 6.NS.1, 6.RP.2, 6.RP.3]

Grade 7 [ 7.EE.4, 7.G.3, 7.G.4, 7.G.6, 7.RP.1, 7.RP.3, 7.SP.2, 7.SP.6]

Grade 8 [ 8.EE.1, 8.EE.5, 8.EE.6, 8.EE.7, 8.EE.8, 8.F.2, 8.F.3, 8.F.4, 8.F.5, 8.G.5, 8.G.7, 8.G.9, 8.SP.1]

Practice [ MP.1, MP.2, MP.3, MP.4, MP.6, MP.7]

Statistics & Probability [ S-ID.6, S-MD.4]

Download The Tip Sheet!

Using 3 Act Math Tasks in your classroom is an amazing way to transform your math class into a SENSE MAKING MACHINE.This guide will get you off on the right foot to maximize learning with each and every task.

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The Orange Juice Judgement: Unit Cost, Volume & Proportions

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Ontario Alignment By Grade Ontario Alignment By Overall Expectation CCSS Alignment By Standard No Expectations/Standards Selected In The Orange Juice Judgement, students will have an opportunity to utilize skills related to proportional reasoning and measurement when Mr. Pearce intends to provide the class with some orange juice to help quench the thirst of his period 1 MPM1D Principles of Mathematics, Grade 9 class.