Grade Level – 6-8
Time – 2 class periods
Readiness – Students will know how to find percentages from fractions and display information correctly on the appropriate graph.
Concepts –
E.8.1 Work with data in the context of real-world situations by
- formulating questions that lead to data collection and analysis
- designing and conducting a statistical investigation
- using technology to generate displays, summary statistics*, and presentations
Objectives – M&M math will reinforce the knowledge of fractions and percentages by using bags of M&Ms and answering these questions:
- What is the percentage of each color?
- Are the percentages class wide?
Materials – Calculators, Data Tables/Graphs, Computer access*
Procedure – This activity can be varied to fit your purposes and class level. The students will be working in pairs, recording their own data, and posting their information.
- Have the class divide into partners or small groups
- Once the students are ready, have them predict:
(a) the total number of M&Ms in each bag and
(b) the most and least common colors. - The groups should determine their actual number of each color.
- They should then determine their group percentages.
- The class should come back together and share their information with each other.
- As a class, we would find the class average percentage for each color. (round to the nearest whole number)
- We would then analyze the results and determine our class questions: What is the percentage of each color? Are the percentages class wide?
- After these questions have been solved, we would graph the class data.
- We would then enter class data on a spreadsheet. (depending on Computer situation)*
Assessment – The teacher will assess the students by their engagement in their own groups and participation when their graphs are presented. The student’s own work will be assessed individually for accuracy and proof of understanding.
Extra Practice – The class may repeat this activity by using different size bags, or peanut M&Ms to strengthen or weaken their predictions and findings from the original lesson.
*A computer lab would work best, for each student would be able to have his/her own computer, but if this is not available, one computer would suffice. The teacher can have each group come up and type their information in. (This will take longer)