Categorizing M&Ms

Lesson Essential Questions(s):

How can we represent a number of objects?
How can we show and compare objects that we count?
How do observations help us draw conclusions?
Standards:
CCSS.MATH.CONTENT.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the
total number of data points, how many in each category, and how many more or less are in one category
than in another.
CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking
from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects,
drawings, and equations with a symbol for the unknown number to represent the problem.
Learning Objectives

Assessments

Students will be able to categorize objects

based on color.

In their groups, students will organize their

objects (from their group bag) by color.

Students will be able to identify the amount in

each category using multiple ways of
representation.
Students will be able to compare the amount
greater than or less than values based off
color.
Students will be able to add up to twenty
objects.

Each table will count their objects, label with a

number, tally the amount and then graph by
category.
Students will complete the written prompts in
their groups and share with the class.
Students will share with the class the total
amount of m&ms that are in their own bags.

Materials:
M&Ms; five baggies (4-1 bag for each table, one bag for overhead demonstration); on worksheet for
graphing (see attached); overhead projector.
Preparation: Place a variety of M&Ms in each of the four baggies; direct students to sit together at four
tables. Make sure there are enough worksheets for each student (20).

Pre-lesson assignments and/or prior knowledge:

Prior knowledge- Review guessing and tally marks (how to make them and read them).

Common preconceptions: Students may think that tallying does not have to be grouped by five, and may
simply draw lines.
Lesson Beginning:
Students are in their seats, and teachers pose the question: Today we have a big bag of m&ms,
and we want to figure out how many of each color is in the bag.
Teachers will give their guess-I think most of the m&ms will be bluehere is my guess. I
guessed this because..Teacher will write her guess in tallies, and students will have to tell
her the equivalent number.
o This will activate prior knowledge on guessing and the correct format of tallying.
Teachers will ask for volunteers to come up and organize the m&ms by color ( 1 student)
Student will then pick one color, and count the amount; student will tally the amount on the board,
and then write the equivalent number for the class to see.
o **If in an actual classroom, teachers would have a new student tally each color categorybut for the sake of time, this will only be done once today**
Then, teachers will direct students to open their bags and as a group, categorize the groups
m&ms by color.
o Worksheets will then be distributed, and students will begin to fill out their worksheets.
Instructional Plan
Once all groups have counted and tallied their m&ms, teachers will call for attention to the board.
Using the first volunteers number of m&ms, teachers will demonstrate how to graph on the
board: we will restate the number of m&ms in the respective category, count up and mark each
block, and then outline all the blocks together so students are clear on what to color in.
o After doing this, we will call on two students to come up and try to graph the numbers
from the first bag of candy.
Teachers will have colored in one category of color that was not previously tallied on the board;
from this bar on the graph, we will ask students How many ________ m&ms are in the bag?
o Students should be able to tell us from the graph how many were in the bag
o Teachers will verbally converse with the student on how they got that answer, and will
point out that we can get information from graphs.
Students will then graph the amount of each m&m category on their own graph.

Differentiation:
The beginning of the lesson will provide instruction and a visual on how to tally and categorize
objects. Following that, students will have the opportunity to tally and write numerically how many
objects in each category that they have. After counting, we will have a verbal discussion along with a
visual to introduce the concept of bar graphs. Group work and instructional lessons will provide both
visual and auditory learners with support and hopefully confidence in their ability to demonstrate their
mathematical learning.
Also, considering allergies, we will bring multi-colored lifesavers for students who may have allergies. If
any allergies are severe, there can be a separate table for students who are allergic.

Questions:
Could we organize our m & ms any other way? Is color is the easiest way?
Does organizing it make it easier to count? How could we make it easier to count the candy?
If I organize the candy in rows, is that easier than groups?
When I graph, do you know what one square is representing?
Can you read the graph and tell me how many chocolates we have?
How did you do that?
How do you know how many m & ms you have all together?
How can we write the total out? Can you show me what you did?
Classroom Management:
Teachers will instruct students to form four groups at the tables. All of the lesson will be done within a
group setting yet controlled because the students will remain seated. Three teachers will also be beneficial
in controlling the classroom, and supporting the students in the lesson. We will remind students to talk
quietly and work together in completing their worksheets. Students will be constantly reminded to not eat
the m&ms yetwe will give them the incentive that if they do not eat the m&ms during the lesson, they
can each have a few at the end of the lesson (assuming that there are no allergies).
Transitions:
Because there are three teachers, we will be able to gauge when students are almost finished with their
tallies, and will ask students Who needs more time? Then, we will issue a two minute warning to wrap
up and direct their attention to the board.
Closure:
Students will be asked to consider their data and complete the prompts on the second worksheet. Each
group has the same amount of m&ms, and if there are any discrepancies, we will go over each categorys
number of objects and the addition behind it. Once this is done, each group will be asked to share their
findings, and they can finally eat their m&ms!