Build a Skittles Graph Lesson Plan Information | Lesson Plan Activities | Printable version (including handouts) (PDF)

Standard: Use Math to Solve Problems and Communicate Outcomes The student will be able to construct a bar graph with a given set of data. The student will also be able to find the ratio and percent of the data.

Classroom Information

GED Descriptors:      Math Roles:      Family, Worker Program Type(s)      ABE, GED, Family Literacy, Urban, Rural, Corrections NRS Learner levels (ABE/GED)       3, 4, 5 Time frame:      1.0 to 2.0 hours

Keywords

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Standard: Use Math to Solve Problems and Communicate

Component of Performance How activity addresses component Understand, interpret, and work with pictures, numbers, and symbolic information. The students will create and interpret a bar graph using candy as data. Apply knowledge of mathematical concepts and procedures to figure out how to answer a question, solve a problem, make a prediction, or carry out a task that has a mathematical dimension After building the graph, the students will find percent and proportion for each candy color. Define and select data to be used in solving the problem The data will be limited to the number of candies in a packet of skittles. Determine the degree of precision required by the situation Rounding will be used while finding percents so the total of all colors equals approximately 100%. Solve problem using appropriate quantitative procedures and verify the results are reasonable The students will discuss alternate ways of graphing the data as well as multiple strategies to approach the task. Communicate results using a variety of mathematical representations, including graphs, charts, tables, and algebraic models The students will create a multicolored bar graph representing the colors of candies in their packet.

Purposeful, Transparent, Building Expertise

Purposeful and Transparent The students should find the task of making the graph easy. This should transfer to the GED in that the hands on and ease of this lesson makes reading and interpreting other graphs less challenging. The skill is also useful in science and social studies. Teacher models the learning process, making instruction very explicit. Contextual The student could use these skills to graph personal data about others in the class. How many children do they have, eye color, hair color, etc. Building Expertise The students can use the basic act of sorting and now extend it to creating a graph. They needed basic calculator skills to find percent. The lesson added the ability to use the calculator to begin finding percents.

Lesson Designer Melinda Radabaugh West Central Community Correctional Facility (937) 6442838 mradabaugh@wcccf.org

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