Marshmallow Madness

Resource ID#: 128912 Primary Type: Lesson Plan

This document was generated on CPALMS - www.cpalms.org

This lesson allows for students to have a hands on experience collecting real-world data, creating graphical representations, and analyzing their own
data. Students will make predictions as to the outcome of the data and compare their predictions to the actual outcome.

Subject(s): Mathematics Grade Level(s): 9

Intended Audience: Educators Suggested Technology: Computer for Presenter,

Internet Connection, LCD Projector, GeoGebra Free
Software (Download the Free GeoGebra Software)
Instructional Time: 1 Hour(s)

Keywords: dot plot, , histogram, box plot, visual representation Instructional Component Type(s): Lesson Plan

Resource Collection: FCR-STEMLearn Algebra

ATTACHMENTS
Marshmallow Madness Lab Guided Practice.docx
Updated Prezi pdf.pdf
Homework KEY.pdf
Homework.docx
Independent practice rubric.docx
Independent practice.docx
Lesson Warm up Key.docx
Lesson Warm up.docx

LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. Students will identify and compare the key components of different data sets using dot plots, histograms, and box plots.
2. Students will make inferences as to which graphical representation of the cereal data will be most useful in answering the guiding questions.
3. Students will use graphs and their shape to make decisions in the context of real world data.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have prior knowledge of how to calculate the measures of central tendency (mean, median, range).
Students should have prior knowledge of plotting points on a number line.
Students should have prior knowledge of calculating range values.
Students should be capable of determining key values of a box plot (min, max, Q1, Q3, median).
Students should be able to construct a dot plot and histogram from a data set.
Students should have prior knowledge of standard deviation.
Guiding Questions: What are the guiding questions for this lesson?
1. How do you convince consumers that your brand of cereal is as good, if not better, than the popular name brand?
2. Will the name brand cereal have more marshmallows than the store brand?
3. When we compare different graphical representations of data sets, what are the advantages or disadvantages of each type of graphical representation?

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 4. Will combining the data from each small group's samples provide a more useful representation of the data? Will the results of the combined data change the
answer to our original question?
Teaching Phase: How will the teacher present the concept or skill to students?
Warm up:

The teacher will have warm-up questions posted on the white board. Warm up questions should show that students can calculate the mean and median of the data
and construct a dot plot, histogram, and box plot of given data sets. The teacher should walk around the room to help students and to observe answers that students
are getting. (Should take 10min). The suggested warm-up and answer key are included as attachments.

Prezi:

The teacher will bring up Prezi on the projector. Students should take notes. A pdf version of the Prezi is included as an attachment.

http://prezi.com/fz1indq51f2n/?utm_campaign=share&utm_medium=copy

Guided Practice: What activities or exercises will the students complete with teacher guidance?
Students will be grouped in pairs to complete the guided practice packet. They will make a prediction as to which cereal has more marshmallows, the name brand or
store brand. The students will take ten 1/2 cup samples of each type of cereal and record their data (# of marshmallows) in the packet. They will then create different
graphical representations of their data and analyze it. They will answer several questions in the packet about their data and how it can be interpreted. The group data
will then be combined into a "class data set." You can have one student from each group input their data onto a class spreadsheet. For a quick visual representation of
the class data, try Geogebra. The class will then analyze the data and students will make inferences comparing their group data to the class data. They will then
compare their results to their predictions.

**This practice does use quite a bit of cereal. You may want to explore the option of donations of cereal from the school or from students.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
You are a marketing consultant for the store brand cereal. How do you convince consumers that your brand of cereal is as good, if not better, than the popular
name brand? (What information from your data collection shows positive information about your brand OR negative information about the name brand) Is there a
graphical representation of the data that will work towards your advantage? Why does it work to your advantage? Is there a certain measure of central tendency
that better represents your data? What information does it provide? Explain and give as many specifics as possible in a presentation. The presentation may be a
PowerPoint,Prezi, Poster.4teachers web-site (ask teacher for code). If the student has another idea for the presentation, have them approve it with the teacher
first. The students should work with their team or pair on this activity.
(Hand out the independent practice sheet about 10 minutes prior to the end of class. Give the students this time to brainstorm with their team on the
presentation).
Homework sheet and key included as attachments
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher should summarize the lesson and what was learned by gathering the data. Discuss with the students which graphical representation they felt better
represented the data. Were there data points that affected the shape of the data? When the data from all groups was combined into a "class" data set, did students
predictions change? Bring back the real world interpretation and ask students:

Which do you think has more marshmallows, the name brand or store brand?
Does that mean that the quality is any different?
Which cereal would you buy?
Summative Assessment
Teachers may use the homework assignment as the summative assessment. The homework assignment should be collected the day after the lesson and graded
according to the homework key that is attached.

Formative Assessment
The teacher will circulate throughout the classroom as students are working in groups collecting and recording their data.
The teacher will observe and listen for student's conversations as they work through their experiment packets (lab).
The teacher will assist and monitor students as they work while also asking probing questions in order to check for their understanding of the concepts.
Are the outcomes for your data consistent? Are any of the samples standing out (extreme data points or outliers)? If so, keep those data points in mind when
graphing your data. How do they affect the data are your graph(s)?
Are you already drawing conclusions about your sample data before graphing? Are your conclusions different that what you first thought?
How do the measures of central tendency help us interpret the data? Is one more representative of the data then another?
Feedback to Students
Feedback will be given by teacher throughout the lesson. The teacher will observe students as they collect data and work through their group packets. The teacher will
listen for comments and discoveries and provide feedback. The teacher will ask leading questions to guide students to the core of the lesson. When students are
getting unusual results, the teacher will probe as to why and what is the meaning of the outliers.

ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
Students will be provided with a paper copy of the Prezi during the lesson.
Pair students together (1 weak and 1 stronger student).
The warm up is a review of previous knowledge. The teacher will have answers and can compare to students while circulating throughout the classroom.

Extensions:
The lesson could be extended by counting the cereal/oat pieces in both name brand and store brand cereal. The students could discuss the ratio of marshmallows to
cereal to explore bivariate data applications using the activity.

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 Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, GeoGebra Free Software

Special Materials Needed:

Student:

Pencil
Ruler
4 function calculator
Teacher:

Computer
Projector (to show Prezi)
1 guiding practice packet per pair of students
Lucky Charms-enough for each pair to take 10-1/2 cup samples
Comparable Store Brand cereal-enough for each pair to take 10-1/2 cup samples
1/2 cup (dry measure) for each group

SOURCE AND ACCESS INFORMATION

Contributed by: Heather Rozar-Bergmann
Name of Author/Source: Heather Rozar-Bergmann
District/Organization of Contributor(s): Volusia
Access Privileges: Public
License: CPALMS License - no distribution - non commercial

Related Standards
Name
MAFS.912.S-ID.1.2:
MAFS.912.S-ID.1.3:
Description
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread
(interquartile range, standard deviation) of two or more different data sets.
Remarks/Examples:
Ingrades68,studentsdescribecenterandspreadinadatadistribution.Heretheychooseasummarystatistic
appropriate to the characteristics of the data distribution, such as the shape of the distribution or the existence of
extreme data points.
Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of
extreme data points (outliers).
Remarks/Examples:
Ingrades68,studentsdescribecenterandspreadinadatadistribution.Heretheychooseasummarystatistic
appropriate to the characteristics of the data distribution, such as the shape of the distribution or the existence of
extreme data points.

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