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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.