What Color Occurs Most?
Resource Overview Quantile® Measure:
420Q
Skill or Concept:
Create, compare, and evaluate different graphic representations of the same data. (QT‐P‐216)
Excerpted from:
Gourmet Learning 1937 IH 35 North Suite 105 New Braunfels, TX 78130 www.gourmetlearning.com © Gourmet Learning
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Unit 1 – Lesson 1
Probability and Statistics
Student Expectation: Students will organize, record, and display data using real-life objects and present graphs on a mobile
Cooperative Learning—Part I Organize, Record, and Display Data “What Color Occurs Most?”
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Teacher note: Students will use fun-size bags of color-coated candies (such as M&M’s candies or Skittles) to collect, record, and display data on a tally table, frequency table, bar graph, line graph, and pictograph. Using these items, they will make a mobile to hang in the classroom. (This same activity can be done without candy using small bags of colored cereal rings, multi-colored goldfish crackers, or multi-colored counters if you do not want to use food. Adjust as necessary.) If the activity asks the students to create a bar graph, either a vertical or horizontal orientation can be used. Texas teacher note: Although line graphs are included in this activity, it is easy to modify the project and exclude them. Line graphs are not part of the third grade TEKS. Group size: two to three students Materials: Directions, page 38; individual packages of unopened candies (one per group); different colors of cardstock and/or construction paper; plain white paper; glue sticks; string; markers; rulers; scissors; individual hole punch; wire hangers (two per group) Before class: Create the frame part of the mobile for each group using two wire hangers set perpendicularly inside each other. If you are not using prepackaged individual servings of candies, you will have to create sets of items for students using plastic bags and the optional items previously mentioned. Gather other materials.
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Unit 1 – Lesson 1
Probability and Statistics
Student Expectation: Students will organize, record, and display data using real-life objects and present graphs on a mobile
Cooperative Learning—Part I Organize, Record, and Display Data “What Color Occurs Most?” Directions: • Distribute 4 sheets of plain white paper, 4 sheets of colored paper, a package of candy, glue stick, markers, ruler, and scissors to each group. Tell the students not to eat the edible materials until you tell them they may do so. There will be plenty of time for that at the end, and they need the food for the data. • Assign a number to each group. Have each group guess which color of candy will occur the most in its bag before opening it. Each group will write its group number and guess on a piece of paper and place it on the teacher’s desk face-down. (This will be used in Part II of the Cooperative Learning.) • Students will then create a tally table on plain white paper (similar to the one at the bottom of page 41). Next, they will open their package and count and tally the colors. When they are done, they will cut out the table (in any shape), glue it to a piece of colored paper, and cut that out just a little bigger than the table, creating a frame around their work. • Direct the students to use the tally table to create a frequency table, a line graph, a pictograph, and a bar graph from the data, each on a separate half piece of plain white paper. One rule: they must use a picture that represents more than one piece of data. When they have completed their tables and graphs, they are to cut them out (in different shapes) and glue them to pieces of colored paper for frames. The frames will then be cut around the graphs/tables. • Punch holes in the tops of each of the parts the students created, and have them attach the parts to a mobile with different lengths of string (or fishing line). Direct the students to tie the strings at different places on the mobile so that they hang freely. • Students will decorate the cards and/or mobile. • Once you have verified the tally table and frequency table, students may eat their candy, and their mobiles may be displayed around the classroom.
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Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 1
Probability and Statistics
Student Expectation: Students will record and combine data; students will display combined data on a graph/table
Cooperative Learning—Part II Organize, Record, and Display Data “What Color Occurs Most?” Teacher note: This is a continuation of the first Cooperative Learning in which the students will combine their data and analyze the overall most-recurring color. Group size: two to three students (same groups as Part I) Materials: Instructional Strategy, pages 39-40; class data sheet, transparency page 41; butcher paper or large sheets of graph paper Before class: Complete the first column of the class color tally on transparency page 41 by filling in the different colors that the students had in their bags. (This list was intentionally left blank, as colors in candies and snacks vary.) Directions: Use the Instructional Strategy below to guide students in this activity.
Questioning Technique Instructional Strategy Say: In Part I, you completed mobiles with tables and graphs showing the color data from a single bag of candy. In this activity, we will combine this information and create tables and graphs to show the entire class’s data. Ask: Do you think a bag containing the entire class’s candies would have the same color occur the most as your individual bag did? Why or why not? (Engage the students in a discussion around this topic. Some may have already seen other group’s data. Allow the students to share their ideas.) Place transparency page 41 on the overhead. Say: Starting with group 1, I’d like each group, one at a time, to send one member to my desk and retrieve the original guess you made at the start of this activity. Once you do, go to the overhead, record your group’s number and guess on the top chart. Once this is done, please return to your seat. After all the groups are finished, continue: Say: Next, I’d like another student from each group to record the color that occurred most often in your bag of candy (the actual highest color). Again, return to your seat when you are through. Ask: From looking at our information on this chart, how many groups guessed the same color as what was actually in the bag? Ask: Were the actual highest colors all the same? Why do you think that is? (Each bag might be different, although some colors will occur more than others. Accept all reasonable responses as to why. These colors might be more pleasing to the eye or more popular with children. The website for M&M’s candies (http://us.mms.com/us/about/products/ milkchocolate/) tells us that the color blue occurs most often. Learn more interesting facts about the candies they produce on this site as well.) Gourmet Curriculum Press, Inc.©
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Unit 1 – Lesson 1
Probability and Statistics
Student Expectation: Students will record and combine data; students will display combined data on a graph/table
Cooperative Learning—Part II Organize, Record, and Display Data “What Color Occurs Most?” Questioning Technique Instructional Strategy Ask: Is the information on this class data sheet enough to know what color occurs most often in the entire class? (No. There are many reasons. We do not know if all the bags had the same number of pieces of candy. We do not know how the colors were spread out. We do not know if one bag (although unlikely) might have been entirely red, which would skew the data. Accept all reasonable responses, but get the children to see that there needs to be more data collected.) Say: Let’s collect the class’s data and make a graph of this combined information. Say: Send another student from each group to record tally marks next to the colors on the transparency that equal the number of each color found in your group’s bag. After all the groups have recorded their information, have the students count off by 4’s (assigning a “1,” “2,” “3,” or “4” to each student). This will divide the class into the 4 groups we will need to finish this activity. Plus, it will mix them up so that the same students do not stay together the entire time. Assign each group a different task: create a frequency table, create a bar graph, create a line graph, and create a pictograph of the combined class data. This should be done on butcher paper or large sheets of graph paper, so they can be easily displayed at the front of the class. Ask: What color occurred the most often in our class? Ask: Is it the same as any of the individual groups? (Although not at a level that they must understand yet, students may begin to see that there is a difference between predicted data and actual data. Just because the M&M’s candies company says that 24% of their M&M’s candies made each day are blue does not mean that there will be that percentage of blue in every package.) • Have each group write 2 questions that can be solved using the information on the graph that it created. • Allow groups to share their questions with the entire class and show how they can solve them using their representation. • Ask the other groups to show how the same problems could be solved on other representations. Ask: Are there some graphs/tables that are easier to use than others? Which do you prefer? Why?
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Gourmet Curriculum Press, Inc.©
Unit 1 – Lesson 1
Probability and Statistics
Student Expectation: Students will record and combine data; students will display combined data on a graph/table
Cooperative Learning—Part II—Class Data Sheet Organize, Record, and Display Data “What Color Occurs Most?” Guess vs. Actual Group Number
Initial Guess
Actual Highest Color
Class Color Tally Color
Tally Count
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