Jim Crawford April 30, 2014

WVSU 4th Grade/Math

Count and Crunch

INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES
Students will determine the numerical frequency of the six colors of M&Ms plain candies utilizing
techniques of prediction, counting, recording and calculating percentages.
WV CSO
M.4.MD.2-Students will use the four operations to solve problems involving simple fractions or decimals
and represent measurement quantities using diagrams that feature a measurement scale.
NATIONAL STANDARDS
ACEI Standard 1.0, 2.3, 3.1 and 3.4

MANAGEMENT FRAMEWORK
Overall Time: 38 minute lesson
Time Frame: 5 minute introduction and review of prior knowledge
30 minute activity
3 minute closing

STRATEGY
Teacher/student led discussion
Guided Instruction
Cooperative Groups
Project/inquiry learning
DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS
Allow students with special needs additional time to complete the activity. For additional information,
see the attached Adaptation sheet for Students Specials Needs.
PROCEDURES
Introduction/Lesson Set
I will hold-up a bag of M&Ms. This will definitely get the students attention. I will ask the students
how many M&Ms do they think are in the bag. I will choose three students from the class to give me an
estimate. I will then review the definition of the word predict and ask the students if they remember
how to figure ratios and percentages. Whatever their answer, I will do an example for them on the
board. I will also do a sketch of a bar graph to remind them of a technique to illustrate data.

Body & Transitions
Students will be divided equally between six tables or stations.
Each student will be given a data sheet (attached).
Students will predict the number of M&Ms in the package, most common color, least common
color, the weight of the package, the weight of one M&M, and the cost of the package.
Students will then complete the M&M data table to predict the number, ratio and percentage of
each color. I will review their answers to confirm that the totals are correct.
Students will be given a package of M&Ms and they will open it.
Students will observe and sort the candies according to color (see attached sorting sheet).
The color and ratio data will be recorded on the M&M table.
Students will calculate the percentage of each color of candy.
Students will graph the actual number of each color utilizing a bar graph.

Closure
Verbally review with the students the data obtained from the activity. Some of the questions I will ask
are:
How well did they predict?
How many M&Ms should they find in a bag?
What colors would they expect to find?
What is the most frequent color?
What is the least frequent color?
ASSESSMENT
Diagnostic
I will ask the students the meaning of the word prediction as well as the meaning of the terms ratio
and percentage in order to assess their prior knowledge. We will also discuss ways to present data and
focus on bar graphs as an informal diagnostic of understanding.
Formative
The students will discuss their predictions as a class for the questions at the top of the data sheet. Each
student will then fill out the data table with their predictions for each color. I will move about the room
to assist and ensure they understand how to complete the table. When students have finished their
predictions, they will open a bag of M&Ms and do the same procedure with the actual M&Ms.
Summative
At the end of the class, I will review the content by asking questions of the group. I will collect the
papers and put several on display in the classroom. Students will share with the class the number of
M&Ms in their bag along with their most common color as well as their least common color. I will also
ask, based upon the results of the six groups, how many M&Ms they would expect to find in another
bag and what would be the most predominant color.
MATERIALS
Small Bag of M&M candies
Pencils
Crayons
Student data sheet (attached)
M&M sorting sheet (attached)
Calculator

EXTENDED ACTIVITIES
If Student Finishes Early
I do not anticipate that any student will finish early. However, I will have color pencils or crayons
available to color the M&Ms on the data sheet for those students that finish early. If any student(s)
finish that task, I will direct them to utilize one of the balances to determine the weight of the candies in
their package. They will compare their finding with the weight listed on the package.
If Lesson Finishes Early
Students will make a class chart or bar graph to show the results of the entire class. Class averages
would be utilized for this chart.
POST-TEACHING
I will do a reflection of the lesson to determine ways that it can be improved for the next time it is
taught. I will also look for changes that can be made to future lessons to make them more appealing to
my students.









Adaptation to Students Special Needs for
Differentiating Instruction
Please describe all that apply:
Needs-Based Planning
Learning Differences
Students that learn better by doing will enjoy this
assignment. The M&M activity will reinforce the oral
review of the material.
Sensory Differences
There is a student that is hard of hearing. I have
moved her to a front table to enable her to hear
instructions and participate in learning activities with
her classmates. In addition, I will stand near her to
enable her to see my words being spoken.
Attention Differences


Behavioral Differences
I will walk around the classroom and interact with each
group to encourage students to stay on task.
Motivational Differences
Students are motivated to learn if the activity is fun
and most children love M&M candies.
Ability Differences
I will provide more detailed instruction on how to
complete the M&M data sheet activity and/or modify
the number of items that the student has to complete.
Physical Differences


Cultural Differences
One student is from Japan. She will not look at me
when I am speaking to her. I need to learn more about
her culture and develop a positive relationship with
her, as with all my students.
Communication Differences

Enrichment
Multiple intelligence addressed (check all that apply):
X Verbal/linguistic Naturalist
X Spatial X Interpersonal
Logical/mathematical X Intrapersonal
X Bodily-kinesthetic Existential
Musical Others (explain):