M&M Graphing and Probability

Author(s):  Emily Nielsen and Heather Yarborough

Time Frame:

2 class periods

 NE Standards:

Mathematic Standards:

8.5.2—By the end of eighth grade, students will read and interpret tables, charts, and graphs to make comparisons and predictions.

8.5.4—By the end of eighth grade, students will identify statistical methods and probability for making decisions.

8.6.3—By the end of eighth grade, students will describe and represent relations, using tables, graphs, and rules.

 Objectives:

Students will be able to:

-Count, sort and classify M&M’s by color.

-Record data on a chart.

-Use data from a chart to create a pictograph.

-Use data from the chart to create a bar graph.

-Use data from the chart to create a circle graph.

-Analyze and interpret data.

-Use data to figure ratios.

-Use data to determine probability.

-Use the data collected to make a graph on the computer.

 Assessment:

 Collect the graph the students make by hand and the graph the students make on the computer to determine if the graphs match.

 Provision for special needs:

Teacher will sit by or help any student that needs assistance counting, sorting or graphing.  Teacher will assist anyone who needs help with computer.

 Materials:

-small bags of M&M’s

-pencils

-paper

-graph paper

-rulers

-crayons or markers

-computer

-create a graph website

http://nces.ed.gov/nceskids/Graphing

 Vocabulary:

-Probability

-Graph

 Procedures:

Springboard (Anticipatory Set):

Ask students to identify what a graph is, and what graphs are used for.

Activities:

1. Give each student one small bag of M&M’s.
2. Ask students to open the bag, sort and classify the M&M’s according to color.
3. Ask students to record the information.
4. After teacher illustrates various pictographs, ask students to use their data to create their own pictograph.
5. Compare graphs.  Have students discuss the differences and similarities of the graphs.
6. Have class form small groups.  Ask the groups to combine their data and make a new chart illustrating the results.
7. After teacher discusses bar graphs, ask the students to create and color a bar graph using the new figures.  Compare this graph to the individual pictographs.  Are the ratios the same?
8. Ask the groups combine all of the data to include in a class chart.  Round the numbers to the nearest tens for ease in creating a graph.  Do this as a class.
9. Ask the students to determine the ratio of each color of M&M’s to the entire bag.  With this information, the students can predict the probability of selecting one color at random from a large bag.  How many of each color would be likely to be found in a handful of 10 or 20?  Try it.  Discuss the results.  Then enjoy the M&M’s!!
10.  With the information the students have collected have them make a graph using the internet on the computer.

 Closure:

Have students share their graphs with the class. 

 References: 

Karen Stewart, Harmony Elementary, Cushing, OK 1994

 Reflection:

            The students were all excited to get to use M & M’s for a project.  The students spread out in the classroom, and seemed to take pride in their work.  At first the students told us that they did M & M graphing a long time ago.  Then, we explained we were going to use the information to do further graphing.  The students really enjoyed sharing their results with the rest of the class.  They all seemed pretty surprised that their results were not all the same.  The students loved to go to the computer lab.  They had never used the computer to graph before.  They seemed to enjoy doing it.  This lesson went well. 

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