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Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||Well if the string is long it swings less times but if it is short it swings more times. | correct |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||If the swinger is smaller it will swing faster if it was longer it will swing slower, If it is really really long it will only swing 5 times. | correct |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||It would make 30 swings in 15 seconds. | irrelevant |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||It can swing 30 seconds and not stop when you swing it. | irrelevant |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||If the string is made shorter it will swing more. If the string is made longer it will swing less. | correct |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||The bigger the length the slower it is the smaller the length is the faster. | correct |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||They each have to be ready to swing. | irrelevant |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||If they made a swinger for like 20 inches it can swing less or high. | partially_correct_incomplete |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||It changes the number of the swing. | irrelevant |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||Is because the longer the string the shorter of swings. | correct |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||The longer the less swings. | correct |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||In 15 seconds it will swing 12 times. | irrelevant |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||How long the string is how much it got less swings. How short the string is how much it got more swings. | correct |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||The shorter the string the more swings the longer the string the less the swings. | correct |
Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds. The longer the string is, the less the string swings in 15 seconds.||The longer the string the less swings The shorter the string the more swings. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Putting the bag of yeast, warm whatever the food sample you are tasting. | irrelevant |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Whichever food has the most carbohydrates has more sugar. And that is how she will know her results. | partially_correct_incomplete |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Finally Susan will have to get a volume tube put the bag in it and press down. Then you are done. | partially_correct_incomplete |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Susan will know which food contains the most sugar by how high the volume tube goes. Look at the one with the highest number or highest volume tube. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||If one puff up more that means that it has sugar in it. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||She will know because the bag that was highest in the volume tube when pressing down has the most sugar. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The number that is higher when you put the bags in them push until pressure has more sugar. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||By how much carbon dioxide. The fattest bag. | partially_correct_incomplete |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||When the volume tube shows that the food has more carbon dioxide in it, that means that food has the most sugar. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||By the volume tube how much carbon dioxide. The more carbon dioxide the more sugar. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Susan will know how much sugar is in the foods by putting each bag in a volume tube one at a time. When her finder stops after pushing the top, the bottom of the part she pushes down will be on a number. That number is the milliliters of sugar in the food. Whichever number is the highest, that means that food has the most sugar. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Whichever bag has the highest recording has the most sugar. | partially_correct_incomplete |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||She will know because one bag will be different. | partially_correct_incomplete |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||If how much carbon dioxide there is in the volume tube. | partially_correct_incomplete |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The food with most carbon dioxide has the most sugar. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Susan will know which food contains the most sugar seeing which one has the most carbon dioxide. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The bag with the most carbon dioxide has the most sugar in it. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The food that has the most, carbon dioxide, carbon dioxide has the most sugar. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||When the timer stop for 10 minutes put the baggie into the volume tube to see which food had the most sugar. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||She will know which one has the most sugar by measuring the volume and if the food has a lot of sugar. You will see it because it will have a lot of carbon dioxide in the bag. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||She will know how much sugar does one have by looking at the bags. If one has a lot of air then that one produces more sugar. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The yeast will react and the bag is going to fill up with and measure it with air and measure it with a volume measure. | partially_correct_incomplete |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The one that has the most sugar is inflated and fat. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||I will have big grease stain. | irrelevant |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The more sugar the more carbon dioxide and the more carbon dioxide the bigger the volume. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Maybe by using the value shared. | partially_correct_incomplete |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Compare the bags and see which one has the most gas in the bag. The one that has the most has the most carbohydrates or sugar. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The more air in the bag, the more sugar. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Compare the bags to see which bag has more carbon dioxide in it 50, the more carbon dioxide in the bag the more sugar the food has. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||She would know by the volume tube. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The more carbon dioxide the more sugar. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Whichever one has the most carbon dioxide in the baggy has the most carbohydrates. | correct |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Whatever has the most milliliters of poop will have the most sugar. | partially_correct_incomplete |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The one without the fat spot. | contradictory |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Whichever food item has the highest number. The highest one is the one with more sugar in it. | partially_correct_incomplete |
Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||There will be more, bubbles, gas than the other. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||The rug was 12. | irrelevant |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They can measure the rug with a meter tape. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Use a meter tape. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Use a meter tape. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a measuring tape and that is how they will get the same answer. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Next time they can use a measuring tape to be more accurate. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a meter tape. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They should use a standard measurement. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||The size of the rug was 18 grams. | irrelevant |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a meter tape. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Have Mary come over and measure her room too. | irrelevant |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a meter tape, a centimeter ruler, or a inch ruler. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They should use a standard metric unit to measure the rug like a meter tape. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Use a ruler. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||She can measure with a centimeters. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a standard unit to measure the rug. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a standard measurement. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They should return it and get another rug and measure with a meter tape. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Use a standard measurement like a meter. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They can use a metric tape. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They have to get a measure tape. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a meter stick. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could have used a meter tape. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could buy a new rug and see if it fits. | irrelevant |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could get a meter tape and see how long it is. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||By using a measuring tape. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||She could use measuring tape and see how much is it. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Sharice could have the rug and her wall before buying the rug. | irrelevant |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Use a meter. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Take the rug and if it fits buy it. | irrelevant |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||With a centimeters tape. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||To use a centimeters tape. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Cut it. | irrelevant |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They should use a standard unit of measure like a meter stick. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a ruler to measure the rug better then they got the right answer. | correct |
Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They can use meters or a tape measure. | correct |
The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The motors will not run because it goes from the positive side to the positive side it has to go from positive to negative to work. | correct |
The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It will not work because the positive is going to the positive end, the positive need to run into the negative side for it to run. | correct |
The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It is not put to series. | irrelevant |
The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Because it is hooked up negative to negative and positive to positive. | partially_correct_incomplete |
The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It needs to be negative to positive. | correct |
The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It will not work because it is negative to negative, it has to positive to negative. | correct |
The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The batteries are negative to negative. | partially_correct_incomplete |
The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It will not run because negative and negative and positive and positive are facing the same way. | correct |
The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Because the wires in between the D-cells are connected to the same end. | partially_correct_incomplete |
The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It is go out the wrong way. | irrelevant |
The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The 2 negative ends of the D-cells are facing each other and the electricity cannot get out. | correct |
The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Both of the motors are hooked up to the positive wire, in order for it to work one has to be hooked to a positive and the other has to be hooked up to a negative. | correct |
The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||They will not run because the electricity is going in a circle. And the electricity would be run in and out. | contradictory |
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