I.
OVERVIEW
OF THE LESSON

A.
October 26, 2010

B.
Two 45-minute periods

C.
Ms. Laura Applegate

D.
Third Grade, Mathematics,
Statistics and
Data Analysis

II.
PENNSYLVANIA
STATE STANDARDS

A.
**Pennsylvania
State Standard 2.6.3.B: **Organize
and display data using pictures, tallies, charts, bar graphs, and
pictographs.

III.
GENERAL
OBJECTIVES

A.
Students will learn about bar
graphs and
will understand how bar graphs are useful in organizing and displaying
data.

IV.
BEHAVIORAL
OBJECTIVES

A.
After listening to the teacher
read the
book, *Skittles Riddles Math*, about
fractions and graphs, students will collect their own data and create
their own
bar graphs about the composition of a Skittles bag. The bar graph must
clearly
and accurately represent the makeup of a Skittles bag and demonstrate students ability to collect and display data.

V.
INSTRUCTIONAL
MATERIALS

A.
Pencils

B.
Crayons

C.
Markers

D.
Rulers

E.
Paper Towels

F.
5 bags of Skittles (1 per
group)

G.
5 Pieces of Graphing Poster
Board

H.
Graphing Worksheet (Attached)

I.
Essay Rubric (Attached)

VI.
ACTIVITY
AND PROCEDURE

A.
Motivation and Introduction

1.
The teacher will introduce the
lesson by
providing the following context: ŌHave you ever wondered if a bag of
Skittles
contains more red, or more yellow pieces? Or do you think each color is
equally
represented? Your job is to figure out which color has the most pieces,
and
which color has the least pieces in a typical Skittles bag. We will be
finding
out the answers to these questions by creating bar graphs to represent
the
composition of each color in a bag of Skittles. When
we are finished with this activity, we will be able to
answer these questions and others about the composition of a Skittles
bag.Ķ

B.
Development

1.
First Class Session

a.
Students will listen to the
teacher read *Skittles Riddle Math* by Barbara
Babieri McGrath.

b.
Teacher will review with
students how to
create a bar graph using data collected. Teacher will show students a
previously made bar graph about the composition of a skittles bag. The
teacher
will also demonstrate for students the progression of steps in order to
complete the activity and project correctly.

c.
Students will be placed into
groups of
five and will be required to create one bar graph collectively as a
group, but
will also complete a worksheet corresponding to the assignment that
will be
turned in individually.

d.
Divide students into their
respective
groups and distribute worksheets and one bag of skittles, and paper
towels to
each group. Have students wash their hands before handling the candy

e.
Students will first be asked
to estimate
how many pieces of each color they believe are in the bag. Students
will record
their estimates on the worksheet, individually.

f.
Instruct students to open the
bag,
emptying its contents onto the paper towel and count the total number
of
skittles in bag, recording the information on their sheet.

g.
Students will be asked to
finally count
each individual color skittle and to record these numbers on their
worksheet.

h.
Students will stop after this
step, place
all materials in the proper place and will finish the project in the
next class
session. Students will be allowed to enjoy their skittles once they
have
recorded all of the necessary information.

2.
Second Class Session

a.
Instruct students to bring out
their
worksheets, completed during the first class session. Assemble students
into
the same work groups.

b.
Students will gather the
necessary
materials they will need to complete the project from the supply table
in the
classroom, one group at a time.

c.
For each color of skittles,
students will
need to draw a bar representing the correct number of pieces in the bag
as well
as color the bar in.

d.
Instruct students to use a
ruler to
ensure that their lines are straight. Ask students to create a key for
the
graph to provide information for the reader to understand what each bar
represents.

e.
Check in on groups
periodically to make
certain that they are completing the assignment correctly.

f.
Students will submit their
group bar
graph and their individual worksheets at the end of the second
class session to be assessed and displayed.

C.
Strategies for Diverse Learners

1.
Students who are diagnosed
with ADHD will
placed in a group located close to the
teacherÕs desk
to avoid distractions from the other groups. This student will also be
placed
in a group with conscientious students to ensure that the student stays
on task
and these students will make sure the student is completing what needs
to be
done. He/She will also be watched closely by the
teacher
in case a problem arises.

D.
Summary and Closure

1.
Once all groups are finished,
have each
group present their graph to the rest of the class, explaining what the
results
they found with the rest of the class, during the second session

E.
Assignment

1.
No homework assignment will be
given for
this lesson.

F.
Evaluation

1.
StudentÕs worksheet will be
assessed for
completeness and accuracy.

2.
Students will also be assessed
through
observation of cooperative group work, i.e. fair sharing of materials,
working
together, contributing equally to project.

3.
Each groupÕs bar graph poster
will also
be assessed using the attached rubric.

*
This lesson
plan, distributed materials, and information in the development section
were
modified from two lesson plans, one developed by Julie Adams, from the
website:
http://teachers.net/lessons/posts/2024.html, and the other from Lindsay
Shaw, from
the website:
http://www.learningcentral.org/plp/nec/plpportfolios.nsf/workslidesbyfolder/86256d0d0059a21487256e7a00738dcb?opendocument

**Cognitive Complexity of the
Lesson: **This
lesson is concerned with collecting
data and creating a bar graph based on the data collected. I believe
that this
lesson falls in the procedural knowledge-create cell of the Anderson-Krathwohl taxonomy.

__Graphing
Skittles Worksheet__

1.
Before opening your groupÕs bag
of
skittles, estimate how many pieces areÉ

Red _______________________

Green ______________________

Yellow _____________________

Orange _____________________

Purple _____________________

2.
What was the total number of
skittles in
your groupÕs bag?

_______________________________________________

3.
Count each individual skittle.
Write the
total number of pieces for each color below.

Red
_______________________

Green ______________________

Yellow
_____________________

Orange
_____________________

Purple
_____________________

4.
Which color skittle had the most
pieces in
your groupÕs bag?

________________________________________________

5.
Which color skittle had the
least pieces in
your groupÕs bag?

________________________________________________

6.
Were your estimates correct?
Explain.

____________________________________________________________________________________________________