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Skittles Activity Worksheets and Lesson Plan

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Skittles Activity Worksheets and Lesson Plan Powered By Docstoc
					Lesson Plans Inquiry Level 1

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Topic Area Gathering, Recording, and Analyzing Data Description of Activity In small groups, students will estimate the total number of skittles in a container, determine the numerical frequency of the different colors of skittles, and collect and analyze the recorded data. Science Skills a. Observing b. Classifying c. Estimating d. Recording Data

2.2 Convert from tables to graphs V. Materials Three large packages of skittles One measuring cup One bowl or container Student worksheet Key Questions What is the estimated number of skittles in the bowl? What percentage does each color represent compared to the total skittles in each group?

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III. Math Skills a. Whole Numbers b. Percents c. Fractions d. Decimals IV.

VII. Prerequisite Skills Knowledge about fractions, percentages, making predictions, collecting data, and making graphs VIII.Management Suggestions 1. Estimated time: 45 min. 2. Groups of two or three. 3. Groups should not converse with other groups until the end. 4. Express ratios according to the ability level. 5. Candies should not be eaten until after the activity. 6. Pocket calculators are great for computational work.

Standards NPO 1.3 Quantity as a fraction, decimal, and percent 2.1 Estimation 2.2 Compose quantities DSP 1.1 Collect, organize, and describe data 1.2 Construct and interpret tables, charts, and graphs 3.1 Evaluate statistical data 3.3 Model using probability PAF 2.1 Analyze, represent, interpret, and generalize functions

Lesson Plans Inquiry Level 1 IX. Procedure 1. Handout the worksheets to each group. 2. Have each group fill out the preexperiment questions. 3. Disperse an even amount of skittles to each group using a measuring cup. 4. Each group should then sort the skittles according to color. 5. Record the data on the worksheets. 6. Calculate the fraction and percentage of each color. 7. Graph the actual percentage of each color. 8. Answer the final questions and state a conclusion. What the Students Will Do 1. Predict the total number of candies in the container. 2. Predict the number of each color of the candies. 3. Calculate and record actual numbers, ratios, and percentages in the data table. 4. Design a pie chart. Discussion 1. What is the most common color? Least common? 2. Why do you think there are more of a certain color? 3. Why are there no grey skittles? 4. Is there a difference in the taste from one color to another? XII. Background Information 1. To find the percentage of each color, divide the amount of each color by the total amount of candies and multiply by 100. Example:
Total number given

0.44100  44.0% 50 22.00 Number of a - 20.00 color…. add a 2.00 decimal point, two
zeros, and divide

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2. To find the ratio (fractional part) of of each color, use the total number as the denominator and the number of each color as the numerator. Example: 22 11  : reduced 50Total number given 25

Number of a color

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3. To round to the nearest whole number greater, round up if the digit to the right of the ones place is five or greater and round down if the number is less than five. Example: 55.2 ≈ 55 or 33.5 ≈ 34

Worksheet 1 Group Members: What is your estimated total number of skittles in the container? Which color do you think is more common in the large container? Least common? Which color do you think is more common in your group? Least common? In your group record your results in the table below: Color Red Yellow Orange Green Purple After knowing how many skittles there are in your group, how many do you think there are total in the container (in all of the groups)? Finish the pie chart by filling in the percentages of each color: Number of each color Fraction Reduced Fraction Percent
(round to the nearest whole number)

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Worksheet 2 Group Members: Questions: 1. 2. 3. 4. 5. What was the most common color in your group? What was the least common color in your group? How close was your hypothesis to the most and least frequent colors that were recorded? What was the actual total of skittles? How close was your estimation with the total?

Conclusion:


				
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Description: Worksheets and handouts