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  • - And today, we are going to be guessing

  • some serving sizes of some snizes.

  • I said snizes. - Serving snizes--

  • - Serving snizes.

  • - (gasps) Snerving snizes. - Snizes, snizin'.

  • - [Producer] That's noice.

  • - I refuse to do it again, so you have to use it!

  • (energetic guitar music)

  • Hi, I'm Connie.

  • - I'm Andrew.

  • - Hi, I'm Swasti.

  • - And I'm Delon.

  • - And today, we're guessing the serving sizes of snacks.

  • - Snack time!

  • - (gasps) Snack time!

  • Guess who's back, guess who's back?

  • Andrew and Connie. (grunting)

  • - We out here, get snacks, get snacks.

  • - I eat a lot of junk food.

  • Especially here at the office,

  • it's become a really bad habit.

  • - Wait, that's literally my also same exact story.

  • - How dare they give us free snacks.

  • (laughing)

  • - We're pretty big on snacks.

  • We actually are desk mates.

  • Yeah, we've shared a snack or two in our day.

  • - I log most of what I eat,

  • so like, I do use like a weighing scale and stuff

  • (laughs) to kinda like try

  • and figure out what these serving sizes are.

  • - I personally pride myself

  • at looking at the back of packaging, you know?

  • Like, I like to see the ingredients.

  • It doesn't stop me from eating it,

  • I just like to tell people that I do it.

  • - [Connie] Okay, so, first up,

  • we have the Lay's potato chips.

  • - How do you feel about Lay's potato chips?

  • - I feel like they're the poor man's potato chips.

  • (laughing) When you got nothing else,

  • but you need a potato chip, Lay's is always there for ya.

  • - What's the rich man's potato chip?

  • - Ruffles. (laughs)

  • - So how much is in this, like a normal snack size?

  • Like 20, just 20?

  • - 20, they say 28 chips-- - Okay.

  • - Sometimes is one serving size.

  • - Now comes the math portion,

  • my least favorite portion of the event.

  • - I got this, hold on.

  • - Okay, I wanna say, this is why we brought

  • my friend, the mathematician. - Okay, okay.

  • - I like to look at the weight,

  • 'cause when you count, you could have a bigger chip

  • or you could have a smaller chip.

  • - Oh yeah.

  • - That's where this gets tricky.

  • - Okay.

  • - How many ounces are in a cup?

  • - Mm-mm, don't ask me that.

  • There's a chart. - If two bags of chips

  • go into a train and one leaves a hour ahead,

  • which serving size-- - Which one do we save?

  • Which one do we let live? (laughing)

  • - I'm gonna guess like "23."

  • - I think it's fine too.

  • - I feel like we should, it's a feel--

  • - Oh yeah, let's put like a few more.

  • - It's a feel, let's-- - Okay, let's like,

  • put a few more. - Let's, let's just.

  • - Yeah, like 20. - Yeah.

  • - This might be a little more,

  • but like, you know, it is what it is.

  • (drumming)

  • - And boom! - Oh!

  • - Oh, we did it, it's perfect,

  • you don't even have to count it.

  • That looks much smaller than the number that we put in.

  • - What?

  • - Oh! - Oh yeah.

  • - We got pretty close. - Yeah.

  • (clink)

  • - Ooh. (laughs)

  • - [Producer] 15 is the recommended serving size.

  • - Not bad.

  • - We split the, that was good.

  • - So we weren't bad, we said like 23.

  • - Okay, but now I mean, know how to like--

  • For whatever comes up next,

  • we can kind of figure out from there.

  • - 15, I feel like that's not enough.

  • (laughing)

  • I feel like I need a good 25.

  • - 15, I feel like no.

  • - Hard pass, hard pass on 15. - Hard pass.

  • - [Swasti] Do you eat a lot of Pop Tarts?

  • - I used to, I think that's when I really realized like,

  • yeah, I should probably stop eating 10 a day,

  • that's probably (laughs)

  • not good.

  • - Okay, I already feel like this is entrapment, though.

  • Because these come two to a package, right?

  • - It's already figured out for you, like--

  • - Two!

  • They give me two, I eat two.

  • What am I supposed to do?

  • Like, save the other one?

  • - From logging this (bleep) before,

  • that a serving is usually one of the Pop Tarts.

  • - Okay.

  • - So I feel like it's one.

  • - I love Pop Tarts.

  • Probably not a great breakfast food,

  • but for me, like, were the breakfast food growing up.

  • And I'm not kidding you,

  • my Pop Tart serving was four.

  • Four per meal. (laughs)

  • - Five grams of fat, 38 carbs, two grams of protein.

  • That sounds like one Pop Tart to me.

  • - I think it's a safe bet.

  • - Yeah?

  • - Yeah.

  • - I think they're wanting us to say two.

  • - I know.

  • - I'm leaning toward one, though.

  • - I feel good about that.

  • - All right. - That's one Pop Tart.

  • - That's one Pop Tart.

  • That's what we think.

  • - 'Cause it's like, you pop it and you share it.

  • - I love that.

  • - And also, I think that's why it's two to a pack.

  • - These are our perfect desk treat.

  • - Those are--

  • - There's one for you and one for me!

  • - We need way more Pop Tarts.

  • We need to talk about--

  • Hold on, we have a desk meeting real quick.

  • - Wait, one second, one second.

  • - So we need to edit a concept, so--

  • - One Pop Tart!

  • - Oh yay! (claps)

  • - And! (drumming)

  • - Oh! - Yeah!

  • We did it, yes! (claps) (grunting)

  • Guess who's back, is it Connie and Andrew again?

  • (grunting)

  • - Oh, what they're tryin' to do is make it seem better

  • than it is, so that you eat the two

  • and you think you just had one serving.

  • - I always did two.

  • - Yeah, right?

  • Who's gonna just eat one? - I never not eat the two.

  • - All right, you're gonna have to lead the team on this one

  • 'cause these are the flaming hot crunchy Cheetos,

  • and I don't even like Cheetos.

  • - You don't like Cheetos? - I know, this is not good!

  • - How do you not like Cheetos?

  • - Here it is, the cause of all my pain and misery.

  • - But also love. - Love.

  • It's a love-hate relationship, it's complicated.

  • - No, I'm not a huge spicy food person, either.

  • - Ahh, I like it hot.

  • - I'm gonna say 13.

  • - 13?

  • I'll say like 15, 16,

  • I'm gonna go a little bit higher.

  • - You're gon a little higher than me.

  • - A little bit higher, I'm being ambitious, you know?

  • - I'm being conservative. - I'm changing it up.

  • - Going back to the Lay's,

  • because they gave us their number,

  • and this one's a little bit bit bigger

  • so it was eight and a half as opposed to eight before.

  • - Ooh, you are a scientist!

  • (laughs)

  • (rustling) - Ahh, oh.

  • - I think that's a little ambitious.

  • (laughing)

  • - Yeah, 22 and a half. - 25.

  • 22 and a half, 22 and a half is our final number,

  • we feel great about it.

  • Some of us feel great about it.

  • - I'm sorry, I have to veto those two.

  • - That's fine. - Okay, ready?

  • Ready? - Yeah, okay.

  • - Okay, all right.

  • Ooh! (thunk)

  • (clink) - Mm!

  • - Mm, oh! - Ooh!

  • - Wait, wait, this is debatable.

  • Wait, this is, you can't even tell which one is which.

  • This is debatable.

  • - [Producer] 21!

  • - Ooh, you were right!

  • (gasps)

  • - 22 and a half was ours, yes!

  • - He was right, he said 16.

  • - Yeah, obviously I'm right.

  • - Let it be known that he is a true snackaholic.

  • - Put it in the books.

  • - One and a half off.

  • - I feel like, don't, it's like a curve, when you like--

  • - Margin for error. - Yeah.

  • We're two and one right now,

  • it's like we're winning.

  • - So far, I would just three for three.

  • - Three for three.

  • - Oh boy. (laughing)

  • - These are also my Kryptonite.

  • - Yeah, I was gonna say!

  • - I don't like double stuff, it has too much cream!

  • - (gasps) Andrew, no!

  • - It's too much cream in the Oreo!

  • - I definitely like a sleeve, at least, right?

  • - Yeah, oh my God, whenever I buy it from the grocery store,

  • I open it up, oh, I'll just have some.

  • And a whole row is gone, I'm like, ah, I hate myself.

  • - Take this as a formal request

  • to switch seats in the office.

  • This has broken our friendship.

  • It's broken our lives.

  • - I'm gonna guess two because they're so bad.

  • - I think it's two.

  • - But I wish it wasn't, I wish it was like, two.

  • - It's two rows! (laughing)

  • - This is what I would like to do for the serving size.

  • Gun it. - Gun it.

  • - I mean, like, I think I'm at three still, like too much.

  • - I know, right?

  • - Four feels good, right?

  • - Four feels good.

  • - 'Cause two is too little.

  • - Seven!

  • No. (laughing)

  • - That would be fire!

  • But we were right.

  • - All right, yeah, okay, cool.

  • - Oh no!

  • No.

  • - Where are the rest of Ore--

  • You forget some Oreos under here,

  • excuse me, producer.

  • - I'm happy to know that we were right,

  • I'm sad to know that we can't eat more.

  • - Who eats these two at a time, what?

  • - What, this is such a horrible reality to live in.

  • - Think like all the Oreos I've eaten in my life,

  • it's not good.

  • - This one, I think I'm passin' you the ball.

  • 'Cause the only thing I like about Goldfish

  • is the theme song.

  • - I feel the serving is 55 because they're small.

  • - 55?

  • Yeah. - I might be crazy,

  • but because they're smaller, right?

  • - Yeah, no, that makes sense.

  • - Six point six ounces.

  • - Okay, so that's less than the last two.

  • - What does 50 look like?

  • So I'm trying to picture how it looks like in here.

  • - I know.

  • - Just pretend to count like, one, two, three, four--

  • (laughing) All right, there are 55!