Overview

The students use M&M candies to make a variety of graphs using the same data. The lesson focuses on the need and value of graphing techniques.

Objective

Students will be able to make a variety of graphs using the same data. They will gain an understanding of how organizing the data makes it easier to analyze.

Standards Addressed

Mathematics — Data Analysis

Grade 5

Data Collection, Benchmark E

02. Select and use a graph that is appropriate for the type of data to be displayed.

04. Determine appropriate data to be collected to answer questions posed by students or teachers, collect and display data, and clearly communicate findings.

 

Grade 6

Data Collection, Benchmark D

03. Compare representations of the same data in different types of graphs such as bar graph and circle graph.

Data Collection, Benchmark E

02. Select, create and use graphical representations that are appropriate for the type of data collected.

Statistical Methods, Benchmark G

06. Make logical inferences from statistical data.

 

Materials

• Six 3-1⁄4 oz bags of M&Ms

• Each bag should be emptied into six clear containers, i.e. 8-oz plastic cups, sandwich bags, snack bags, plastic bowls, etc.

• Poster-size paper

• Rulers

• Colored markers

Procedure

1. Fill six containers with one bag of M&Ms each.

2. Have the students divide into six groups, and distribute one container of M&Ms to each group. Students should not empty or touch the M&Ms in their container.

3. Students should be given one minute to examine the contents.

4. Ask the following questions in a rapid-fire format:

What color appears most often?

How many M&Ms are in your container?

How many of each color do you have?

Is there an equal number of each color?

5. Discuss why these questions were hard to answer and what is needed to make the information easier to interpret. Answer: Organize data using a graph.

6. The following graphing advantages should be included in this discussion and listed on the board: organization of data, ease of readability, speed of response, ability for quick comparisons, ability to rank responses.

7. Review vocabulary associated with graphs, such as x-axis or horizontal axis, y-axis or vertical axis and consistent intervals.

8. Assign each group one of these graph types to make on large poster paper: bar graph, line graph, picture graph and circle graph.

9. Display the graphs on the board. Discuss their correctness. Are the axes labeled? Are consistent intervals used? Is there a title? Ask the students to write one paragraph explaining why it was important to make a graph to find the answer to the questions, and which graph was easiest to read and understand.

Evaluation

Rubric for Paragraph Evaluation

Category	4	3	2	1
Use of Terms / Examples	Every major point was well-supported with several relevant facts and/or examples.	Most major point were well-supported with relevant facts and/or examples.	Some major points were well-supported with facts and/or examples, but some of the relevance was questionable.	None of the major points were supported.
Understanding of Graphs	Information was clearly presented using appropriate vocabulary.	Most information was well-presented using appropriate vocabulary.	Some information was well-presented but with flaws in vocabulary usage.	Information was not adequately presented.