1. By: Melissa Humphreys March 1, 2011 Educ 310

2. Grade Level: Middle School (5-6) Subject: Mathematics  Overview:  This lesson involves probability and using ratios to decide the outcome of events.  It also shows students how to effectively collect, analyze and graph data as they investigate color distribution in bags of M&M’s. Students will be using Microsoft Excel and PowerPoint to collect, summarize and present their work to the class and to the teacher.

3. Content & Standards  2.7.6.A: Collect data and estimate the likelihood of outcomes of an event.  2.6.7.B: Organize and display data using an appropriate data display, such as circle graphs, histograms, line graphs, double bar graphs, and stem-and-leaf plots, Venn diagrams, tables and charts.  2.6.6.C: Select and use, as appropriate, the mean, median, mode and/or range to describe sets of data  In grades 6–8 all students should select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatter-plots.  In grades 6–8 all students should work flexibly with fractions, decimals, and percents to solve problems. Pennsylvania State Mathematics Standards National Mathematics Standards ISTE Standards Creativity & Innovation  Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:  Apply existing knowledge to generate new ideas, products, or processes

4. Prerequisites:  Students can count, sort, and compare data.  Students are familiar with different types of graphs.  Students have a general knowledge of probability.  Students know how to convert fractions, decimals and percents.  Students know how to calculate the mean, mode, median and range of data.  Students should be familiar with how to use Microsoft and PowerPoint.

5. The learner will demonstrate application of probability by collecting and analyzing data of M&M’s and by creating charts and graphs in Microsoft Excel. The student will demonstrate comprehension of central tendency by classifying the mean, mode, median, and range of data collected and comparing data with their classmates Instructional Objective

6. Before, During & After

7. Before:  Show YouTube video on ProbabilityProbability  Using SMART Notebook, use the dice and coin application to show probability of flipping a coin and rolling dice Ask class what the ratio of getting tails is in 20 flips? What about the ratio of landing on 3 when rolling dice?  Hand out one bag of M&M’s per student  What can the student tell me or predict about what is inside the bags and what do we know about them? How many colors are in a bag of plain M&M’s? How many M&M’s are in each bag?

9. During:  Introduction to the M&M’s activity  Students will open Microsoft Excel and as a class we will set up the first chart Write colors in M&M bags across Row 1 Write “Prediction” in A2. Go across the row and guess how many of each color there is in the bag  Now gather “raw data” Open up the bag of M&M’s and count how many M&M’s there are total and how many of each color. Create a new Row in A3 labeled as “Actual” and enter the data. Calculate the ratio and percentage of each color

10. During:  Next, students will create bar graphs with their data  Then, the students will get into groups of 4-5 Students will gather data from other team members and combine the data and to make new data charts The groups will then create a pie chart and compare it to the their individual bar graph. Are the ratios the same? RedYellowGreenOrangeBrownBlueTotal Prediction Actual Percentage

11. During:  Mean, Mode, Median and Range  Students will be working individually on finding the central tendency of their individual M&M bag  Next, the will still work individually at analyzing mean, mode, median and range of the groups data. And then come together as a group to compare their results and check for errors. RedYellowGreenOrangeBrownBlueTotal Student 1 Student 2 Student 3 Student 4 Student 5 Totals Mean Median Mode Range

12. After:  If time allows, groups will work together to put a PowerPoint Slideshow, showing their groups results and the charts they made. If not, students will have time to work on it the next day  I will leave them with the thought: “What other data can be collected and analyzed using this product?”

13. Materials & Equipment  YouTube Video (used for introduction on probability)  Projector/Projection Screen or Smart Board (used for presenting material)  SMART Notebook (used to show probability and ratio examples)  Computers (used for individual and group activity)  Software: Microsoft Excel, PowerPoint (used for creating graphs and group presentations)  M&M Project Rubric (used for assessing individual and group work)  One 1.69 oz pack of plain M&M’s for every student (used for main activity)

14. Assessment / Evaluation  Each student will be responsible for emailing the teacher his or her individual charts and graphs AND the group charts and graphs.  Students will be graded by a rubric for their individual work and group presentation  Homework: Answering several questions and relating to how they can apply this to life scenarios.

15. Grading Rubric 3210 Prediction & Original Count Both are labeled and answered. Both are answered, but are not labeled. Only one labeled and answered.Neither labeled or answered. Individual Data Charts & Graphs Clearly designed charts with all data included. Graphs are correctly labeled and colored. Clearly designed charts with most data included. Graphs have mostly correct labels and color. Charts are decent in design with minimal data included. Charts have some correct labels. Charts are a mess and barely any data. Graphs are not labeled or colored. Group Data Charts & Graphs Clearly designed charts with all group data included. Graphs are correctly labeled and colored. Clearly designed charts with most group data included. Graphs have mostly correct labels and color. Charts are decent in design with minimal group data included. Charts have some correct labels. Charts are a mess and barely any group data. Graphs are not labeled or colored. Math Operations Numbers and operations in Excel are correct. All calculations are accurate. Numbers and operations in Excel are mostly correct. Most calculations are accurate. Numbers and operations in Excel are attempted. Some calculations are accurate. Numbers and operations in Excel are not clear or correct. Few or no calculations are accurate. Mean, Mode, Median & Range Spreadsheet Numbers and operations in Excel are correct. All calculations are accurate. Numbers and operations in Excel are mostly correct. Most calculations are accurate. Group PowerPoint Presentation PowerPoint is creative and easy to read. Presentation included all the main points. Each student contributed to the presentation. PowerPoint is creative and readable. Presentation included most of the main points. Mostly all the students contributed to the presentation. PowerPoint attempted creativity. Presentation included a couple main points. Only two or three students contributed to the presentation. PowerPoint is unorganized and messy. Presentation did not include the main points. Only one student contributed to the presentation.

16. Accommodations & Modifications  A computer buddy to assist learner by operating the computer  Have a teacher’s aide available to give step- by-step directions and assist in collecting the data  Give less complex assignments, such as: having a worksheet with charts already made and the student, so they will only have to fill in the data  Use different types of M&M’s so it can provide more opportunities for analysis when making comparisons with the data collected  Using small and large bags of M&Ms to see if the color distribution is similar by percentage  Students can devise their own project in which they choose some form of data to collect, organize, and analyze For Students with Disabilities: Enhancements: For Students with Allergies:  If students are allergic to chocolate, have the students complete a similar activity in a different area or classroom (depending on severity)  Instead of M&M’s, use jelly beans, froot loops or skittles

17. Technology  Students will use Excel spreadsheets to organize their individual and group data  Students will create their own charts and graphs in Excel to represent the data collected and use appropriate labels, headings, etc.  Students will correctly use formulas within their charts

18. Self-Assessment  I will be walking around the classroom and seeing if the students are actually enjoying and understanding the lesson. I know some students can be computer-illiterate, so I will provide individual help for these students.  Through the presentations, I will see if students helped one another in collecting data and if they all contributed to the project.  Using Excel, will be an easier way to collect the assignment and see if students understood how to find percentages, means, modes, etc.

19.  http://homepages.ius.edu/dschwei2/handouts/excel/mmplan.ht m http://homepages.ius.edu/dschwei2/handouts/excel/mmplan.ht m  http://www.teacherlink.org/content/math/activities/ex- mmnumerical/home.html http://www.teacherlink.org/content/math/activities/ex- mmnumerical/home.html  http://edtech.boisestate.edu/elearn/newbridges/cds/M&M's/Fil es/M&MLessonPlan.htm http://edtech.boisestate.edu/elearn/newbridges/cds/M&M's/Fil es/M&MLessonPlan.htm  ftp://ftp.microsoft.com/Services/Education/Curric/Activity/cand y_qx.pdf References: