1. WHAT’S IN A BAG OF M&M’S? Mrs. G’s Math Class

2. CHALLENGE  What is in a bag of M&M’s?  Are all bags identical?  How are they the same?  How are they different?  What are the different colors?  Are there more of one color than another?  What is the probability that the first M&M is GREEN?

3. BEFORE YOU OPEN YOUR BAG  MAKING A PREDICTION  Using your prior knowledge about M&M’s describe the contents of one bag of M&M’s.  How many pieces is in your bag?  What are the different colors?  Are there more of one color than another? Why do think there are more of these colors?

4. COLLECT YOUR DATA  Do Not eat your Data  Make a candy histogram  Use this histogram to record your data  YOU MAY EAT YOUR DATA NOW!!  What is the probability of getting each color?

5. COLLECT GROUP DATA  Use your individual data sheet to record your group data  Were the different colors the same for all bags? What were they?  Will everyone in the class have the same total number of candies in a bag of M&M’s Why or why not?  Will the number of red candies be the same in all bags? Why or why not? What about the other colors?

6. COLLECT GROUP DATA  How do you think the M&M’s company fills the bags of M&M’s? Does the company purposely try to have a certain number of each color in the bag?  If you were to combine all your groups M&M’s in a bowl, what is the probability of getting each color? Is it the same as the individual probability? Why or why not?

7. COLLECT CLASS DATA  Use group data sheet to record class data  Do all the groups have the same average for the TOTAL M&M’s? Why or why not?  Do all groups have the same average for the RED M&M’s? Why or Why not?  Based on the averages that you found for each color, what number of each color of M&M’s would you expect to find in a new bag of M&M’s?

8. COLLECT CLASS DATA  Even though you might expect to find this number, why might you find a different number when you open a new bag?  What percent of each color of M&M’s do you think the M&M’s company uses when bagging its candies?  If you were to combine all the groups M&M’s in a bowl, what is the probability of getting each color? Is it the same as the individual probability? Why or why not?

9. COLLECT MIDDLE SCHOOL DATA  Use class data sheet to record class data  Do all the classes have the same average for the TOTAL M&M’s? Why or why not?  Do all classes have the same average for the RED M&M’s? Why or Why not?  Based on the averages that you found for each color, what number of each color of M&M’s would you expect to find in a new bag of M&M’s?

10. COLLECT MIDDLE SCHOOL DATA  Even though you might expect to find this number, why might you find a different number when you open a new bag?  What percent of each color of M&M’s do you think the M&M’s company uses when bagging its candies?  If you were to combine all the classes M&M’s in a bowl, what is the probability of getting each color? Is it the same as the individual probability? Why or why not?

11. ORGANIZE YOUR DATA  Create a M&M spreadsheet on the computer  Create a group spreadsheet  Create a class spreadsheet  Create a middle school spreadsheet

12. Results  How does your results compare to the group, class, middle school, and the M&M companies?

13. REPORT  Create a Report  Making a Prediction  Your Data  Group Data  Class Data  Middle School Data  Conclusion