M&M Math

M&M Math

Jan Wise and Esther Sherizen

Lesson found at www.macomb.k12.mi.us/eastdet/Plans/EL-math.htm

Used and revised by Allison Kearns-section 24000

4^th grade

This lesson will take two class periods. Math is generally an hour long. Therefore, I will originally allow two hours for this activity. I will possibly leave the following math period open if the class needs extra time.

Students will be given M&M candies to sort, count and tally. They will be creating multiple charts using a computer program called “The Graph Club”. The students will have the opportunity to compare graphs and write statements about how they are alike and different. Students will be able to work with a partner or alone.

Math

4.6.1 Represent data on a number line and in tables, including frequency tables. 4.6.2 Interpret data graphs to answer questions about a situation.

Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information

Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

Formative assessment:

The teacher will circulate around the room and observe students working with the Graph Club software. She will assess this observation by using a checklist for each student. She will check that students can identify the components of a graph. (i.e. labels, titles, color codes) The teacher will also observe students using higher level thinking skills while making comparisons and decisions about their graphs. Lastly, the teacher will observe the students in discussion with each other and during class discussions.

Summative Assessment

The teacher will collect student’s completed graphs that match their data.

The teacher will assess the graphs on using the following rubric:

1. Titles graph and includes own name
2. Labels data horizontally and vertically
3. Selects a maximum scale
4. Chooses the correct representation with symbols
5. Writes a description of the graphing results

f. Selects a graph type to match the data (i.e. circle, bar, pictograph, line)

Curricular Knowledge or Skills: Students can count, sort, and compare data. Students can identify colors. Students can work with other students in small groups Technology Knowledge: Students possess basic computer skills Students are familiar with seeing a computer screen projected and using laptops. In order to scaffold off of the students prior knowledge the teacher will begin with one bag of M&M’s and announce to the students, “Today we are going to sort and graph M&M candies.” Then the teacher will pose the following questions: “How many M&M’s do you predict are in the bag?” “What color of M&M’s do you see the most?” The teacher will then create a prediction chart using the questions above.

In order to pre-asses the students the teacher will collect the tally chart that students create on paper prior to starting the activity. The tally chart will be based on the different numbers of colors in each set. This will allow her to see where students are in their color knowledge, sorting knowledge, etc.

Internet Resources: (please list URLs)

None

Hardware:

COWs (Computer on Wheel’s)-so each student can have access to a computer

One computer equipped with audio/video projection

Projector

Software:

The Graph Club

Kurzweil Educational Systems

Day One:

• Students will be at their desks in small groups where they will be given their small bags of M&M’s
• The teacher will pass out all materials and remind the students to refrain from eating the M&M’s. She will then tell them to take out two green M&M’s and eat them. This will allow the students to resist the urge to eat the M&M’s during the activity.
• Next, the teacher will ask the questions stated in the “Prior Knowledge” section of this lesson plan. She will create a predictions chart, and ask the students to create a tally chart, on paper, of their data.
• The teacher will then demonstrate using The Graph Club software
• The students will be able to work with a partner and create one graph based on their data. If they do not finish this chart in the allotted time, they may continue it the next day.

Day Two:

• The teacher will remind students what they worked on the day before.
• The students will then be allotted time to finish their chart. When they finish their first chart they will be asked to create two more types of charts. They could choose from a: pie chart, line graph, pictograph, or bar graph.
• The students will then choose two graphs that they created and compare and contrast them.
• The students will write a statement about their graphs.
• Lastly, with a partner, the students will display their graphs to the class using The Graph Club.

Differentiated Instruction

Install Kurzweil software that offers a roll over text-to-audio option. If this software was set in the student’s language, the student could hear the word in a language that makes sense to them. This way they could effectively complete the activity.

In order to extend this lesson, the teacher could create a new set of data that is much larger. The students could analyze this information, and compare it to the data from the previous activity. This would allow students to create a different set of data, and find the differences and similarities between the data, such as ratios.

Allow this student to use Kurzweil Software. Offer the student the option to have the text-to-audio option or any adaptation with the software that would best meet their need. It would also be possible to allot extra time for students who are struggling or have time adjustment in their IEPs.