## Skittles Fractions

### Overview

#### Abstract

This is a review lesson after the students have already learned about representing fractions. The student will find the fraction of colors in a bite size bag of skittles. They will then predict and discover what color there is the most of in the whole class.

Keywords: smartboard, skittles, graph, fractions, technology, math, represent, predict, HOT

#### Objectives

The student will represent fractions from bite size skittles bags (individual).
The student will record their results on a worksheet (individual). (see attachment below)
The student will predict what color there will be the most of in the class (Individual).
The student will add their results to the class graph (whole group).

#### Standards

MA.3.A.2.1 Represent fractions, including fractions greater than one, using area, set, and linear models.
MA.3.S.7.1: Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations, surveys, and experiments.

### Lesson

The student needs to have a basic foundation of fractions and pictographs. Therefore, they should know the following definitions: numerator, denominator, fraction bar, fraction, pictograph.

#### Procedures

1. Review previous days lessons of fractions. What is a fraction? How do we show fractions? What is a numerator? What is a denominator? Fraction Bar?
2. "Today we will take our learning and apply it to candy!" Explain that everyone will receive a bite size bag of skittles. Their objective today is to record the fraction of each color on their worksheet. (see attachment below) "We are representing fractions using skittles. Talk to your shoulder partner about our objectives and directions for this activity."
3. Have students open their bag of skittles and fill out the worksheet. (see attachment below). Walk around to monitor student progress, extend higher order thinking questions, help low level learners.
Sample Higher Order Thinking questions (HOT): What colors represent the denominator? What represents the numerator? What fraction is NOT red? What fraction is both green and purple?
4. Bring everyone back together. "Now we will publish our class findings. Talk to your shoulder partner about which color you predict will be the most in our class."
5. Transition to your smartboard presentation. Individually I will call students up to graph their findings on the smartboard. Slide the amount of skittles up to create the pictograph. If the student is not at the smartboard, they are answering questions posed by the teacher.
Sample Questions: What fraction of Timmy's skittles were green? Which color was most frequent? Which color is the least? What type of graph is this? What does a pictograph show? What could a possible title for our pictograph be?
6. Find conclusions: Using the class pictograph, have the students write a conclusion based on the data. They may use the back of their worksheet.

#### Assessment

The students will turn in their worksheet for a grade. You can also informally assess them based on participation and observation.

0hr 45min