Introduction: Everyone loves "M&M's"® Candies! A fun activity where the kids can eat their math! Activities include estimating, sorting, counting, graphing, plotting, fractions, percentage, and calculating mean, median, mode.
Objective: Using small individual bags of "M&M's"® Candies, students will do activities to review their understanding of estimating, sorting, graphing, mean, median, mode, fractions, percentage, and averaging.
Prior Knowledge: Students need prior knowledge of the terms mean median and mode. Students also need prior experience in calculating averages.
Grade Level: 4-7
Resources: MATERIALS (All supplies are per student):
*one small bag of "M&M's"® Candies
*1 copy of Worksheet 1 (html) or Worksheet 1 (pdf)
*3 copies of Worksheet 2 (html) or Worksheet 2 (pdf)
*1 copy of Worksheet 3 (html) or Worksheet 3 (pdf)
*pencils
*colored pencils or crayons
*Post-It Notes
*calculators
*overhead projector(optional)
*overhead transparency of worksheets(optional).
*overhead calculator(optional)
Process:
Worksheet 1: Hand out worksheet 1 to each student. Distribute small bags of "M&M's"® Candies to each student in class. Do not allow they students to touch or open the bags! (Some students will try to feel how many "M&M's"® Candies are inside.) Have the students estimate how many "M&M's"® Candies are in their bags and write their estimate on the top of their paper.
Next, have the students predict how many of each color they will get in their bag and write their prediction down. Make sure their total prediction for all colors matches their estimate count of "M&M's"® Candies in their bag. (For example, a student predicts there are 10 "M&M's"® Candies in their bag. They predict there are 3 red, 1 orange, 2 yellow, 1 green, and 3 brown. When these are added together they should total 10.)
Finally, let the students open their bags (They are not allowed to eat any until this part of the activity is over!) Have the students record their actual total and actual total of colors on worksheet 1.
Have each student write their total of "M&M's"® Candies in their bag on a sticky note and post it on a line plot on the chalk board. As a whole class, find the mean, median, and mode. (This should be review.) Find the average of "M&M's"® Candies in each bag. Compare this with the mean.
Worksheet 2: Have the students plot class results for each color on Worksheet 2. (Three copies are needed- one for red and orange, one for yellow and green, and the third for blue and brown.) As a whole class begin with one color, using sticky notes, the students record how many they had of each color on the chalkboard line plot. Plot how many red each person had on the chalkboard. As a class, find the mean, median, and mode for red. Ask each person for total number of each remaining color (orange, yellow, green, blue, and brown) and write amounts on their sticky note to post on chalkboard. (Do one color at a time). Individually or in small groups, using the information on the chalkboard, students will make line plots for each individual color. Find the mean, median, and mode for each color. Compare class results of mean, median, and mode for each color.
Worksheet 3: Using the information gathered from Worksheet 1, have the students color in the bar graph using the same color for the "M&M's"® Candies they are graphing. Turn this information into fractions and percentages. Calculators may be needed for the percentage part for some.
Learning Advice:
On worksheet 1, make sure top total and bottom total agree for estimate and actual amounts.
On worksheet 2, it is better to let the students eat the colors one at a time as you plot the data on the chalkboard.
Worksheet 3 is good to use as a filler for advanced or quicker students while waiting for the class to complete Worksheet 1 and 2.
Evaluation: Students will be evaluated by their group work produced. The class is using the same data, therefore the results should be the same or very similar.
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California Mathematics Academic Standards:
Grade 4:
Statistics, Data Analysis and Probability
1.0 Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings.1.1 formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts
1.2 identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets
1.3 interpret one- and two-variable data graphs to answer questions about a situation2.0 Students make predictions for simple probability situations.
2.1 represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams)
2.2 express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; 3/4)Grade 5:
Statistics, Data Analysis and Probability
1.0 Students display, analyze, compare, and interpret different data sets, including data sets of different sizes.1.1 know the concepts of mean, median, and mode; compute and compare simple examples to show that they may differ
1.2 organize and display single-variable data in appropriate graphs and representations (e.g., histogram, circle graphs) and explain which types of graphs are appropriate for different kinds of data sets
1.3 use fractions and percentages to compare data sets of different size
1.4 identify ordered pairs of data from a graph and interpret the meaning of the data in terms of the situation depicted by the graphGrade 6:
Statistics, Data analysis and Probability
1.0 Students compute and analyze statistical measurement for data sets.1.1 compute the range, mean, median, and mode of data sets
1.4 know why a specific measure of central tendency (mean, median, mode) provides the most useful information in a given context2.0 Students use data samples of a population and describe the characteristics and limitations of the samples.
2.1 compare different samples of a population with the data from the entire population and identify a situation in which it makes sense to use a sample3.0 Students determine theoretical and experimental probabilities and use these to make predictions about events.
3.2 use data to estimate the probability for future events (e.g., batting averages or number of accidents per mile driven)Grade 7:
Statistics, Data Analysis and Probability
1.0 Students collect, organize, and represent data sets that have one or more variables and identify relationships among variables within a data set by hand and through the use of an electronic spreadsheet software program.1.1 know various forms of display for data sets, including a stem-and-leaf plot or box-and-whisker plot; use the forms to display a single set of data or compare two sets of data
1.3 understand the meaning of, and be able to compute, the minimum, the lower quartile, the median, the upper quartile, and the maximum of a data set
NCTM K-4:
STANDARD 1: MATHEMATICS AS PROBLEM SOLVING
STANDARD 2: MATHEMATICS AS COMMUNICATION
STANDARD 4: MATHEMATICAL CONNECTIONS
STANDARD 5: ESTIMATION
STANDARD 6: NUMBER SENSE AND NUMERATION
STANDARD 7: CONCEPTS OF WHOLE NUMBER OPERATIONS
STANDARD 8: WHOLE NUMBER COMPUTATION
STANDARD 11: STATISTICS AND PROBABILITY
STANDARD 12: FRACTIONS AND DECIMALS
STANDARD 13: PATTERNS AND RELATIONSHIPS
NCTM 5-8:
STANDARD 1: MATHEMATICS AS PROBLEM SOLVING
STANDARD 2: MATHEMATICS AS COMMUNICATION
STANDARD 4: MATHEMATICAL CONNECTIONS
STANDARD 7: COMPUTATION AND ESTIMATION
STANDARD 8: PATTERNS AND FUNCTIONS
STANDARD 10: STATISTICS
STANDARD 11: PROBABILITY
Last updated 06/00
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