The third day of class began with Jon Phillips teaching the students to draw their own tessalations using pencil and paper. They proceeded to establish elaborte pieces with their own shapes that were guaranteed to work. As they continued to work, Jon began a question and answer session about the area of the original sheet of paper compared to the area of the tessalation. Since any piece that was removed was subsequently added to the other side, the area always remained the same!

After trying their hands at paper tesselations, the young mathematicians explored a computer program that allowed them to create tessellations. They enjoyed seeing how great they could make the perimeter while maintaining a small area. It was difficult to get the students away from the computers this time!

After break the students were given a package of M&M's and were instructed not to consume their "data." Each student divided the M&M's into piles by color and then counted the number of each color. A pie chart was made for each person representing the percentage, by color, of the M&M's. Students then compiled the data in groups of 3-4 students, in order to compare the group pie chart with the individual one. Lastly, a pie chart was made using the data from the entire class. Using the actual percentages, as given by the M&M company, students discussed the advantage of collecting a great deal of data in order to improve the accuracy of an experiment.