Assessment
Rubric - 1Rubric - 2
Learning Context/ Introduction
This unit introduces the students
to estimation, measurement (linear
and mass), and experimental and
theoretical probability using a bag of M&M
candies. The students conduct surveys in each
class to determine the team’s favorite color
and compare their results to the company’s
research using various charts and graphs on
the computer. They are also informally introduced
to ratio, proportion, and percentage.
The concluding activities focus on statistics and their experiences during the activity. In social
studies, their research skills will be augmented by studying the history of chocolate, the production
of chocolate, and the Hershey Company. Students will be encouraged to design their own
magazine advertisement or create a script for a commercial. Using their imagination, they will be
given the opportunity to create a candy super hero, report on being a “presidential M&M”, or
describe their feelings on being the new blue M&M in “the bag.”
It is expected that the students have some knowledge of measurement, statistics, and simple
probability in order to
succeed with this learning
experience.
In all the activities, the
teacher is primarily a
facilitator. The activities
are set up so that the students
can work independently
or question a
member of their cooperative
group.
For this project, the
accelerated and self-contained
students were
integrated with the
Regents math students.
Each group had a minimum
of one accelerated
math student and one
exceptionally bright
Regents student. The
self-contained students
were placed with students
who had demonstrated
to the teacher
their ability to explain
themselves well and had
patience. Both of these
skills are vital for the
group to be successful.
English as a second language
(ESL) students are
also part of our team.
They also were integrated
into the mainstream.
Assessment
Many group discussions are held as the project evolves. All of the questions are designed to further
their critical thinking skills. Since the students sit in cooperative learning groups they are
able to further clarify any discussions that take place.
The worksheets themselves are graded by the student, another student, and the teacher according
to a scoring rubric. These scores are averaged and a grade is assigned. The grade is counted
as a project.
Students are also encouraged to do an extra credit task from bonus activities, which are suggested.
However, student-generated ideas are readily accepted. New additions this year were
designing an M&M pillow and a wood candy dispenser as well as other ideas for surveys.
Rubric - 1Rubric - 2
Student Work
Selected Examples:
Estimations and PredictionsSurvey, Tally, and FrequencyMeasuring CandiesExperimental ProbabilityStatistical ProbabilityConclusions
Student Work
Estimations and PredictionsSurvey, Tally, and FrequencyMeasuring CandiesExperimental ProbabilityStatistical ProbabilityConclusions
Activity 1: Estimation and Predictions
The students had the opportunity to observe for several days a 1-pound bag of plain M&M’s
displayed in a clear container and a 1-pound bag of peanut candies in a solid container. After a
brief discussion about how many candies are in the clear container, a discussion of how many
candies are in the solid container ensues.
Each student is expected to complete the worksheets. The candies in the containers are used as
rewards in class and each student is required to place tally marks on charts set up in the classroom
to record the results. When all the candies are given out, the frequency of each color is tallied
and recorded.
Estimation and Prediction Worksheet
Activity 2: Survey, Tally and Frequency
A quick discussion, led by the teacher, is held about which color(s) appeared to be the most frequent
in the clear container.
A survey of the students,
and any
adults, regarding
their favorite M&M
color is then conducted
by the
teacher. The teacher
can have a transparency
of the chart,
modeling for the
class how to deal
with the tally marks.
These results are
then compared to
their observation of
the clear container.
Questions that can
be addressed:
- Are the results
similar? How?
- Who was
included in the
sample surveyed?
- How would this
compare to a survey
of adults?
- What would be
the favorite color
of the entire
team? Why?
As an extension, the class can compare their findings to company statistics. This webpage has information about the percentage of each color that is typically found in a bag of M&Ms: What Colors Come in Your Bag?
Each student is
expected to complete
the worksheets.
Note: Activities 3 and
4 can be done independently
in science and
mathematics or combined
in a double science /
mathematics
period.
Survey, Tally and Frequency Worksheet
Activity 3: Measuring M&M Candies
In science class (or during a double period) each student will work with a partner to measure
the diameter of one M&M candy using a metric ruler or Vernier calibrator. The students repeat
the process using 20 candies laid in a straight line. They compute the average and compare it to
their first measurement.
The second part of the activity deals with mass measurement and the students use a triple beam
balance to compute the mass of one candy and then 20 candies. The students receive 20 candies
in a sandwich bag. An average mass is then calculated.
Using this information,
the student is
expected to calculate
how many candies
are in a 1-pound
bag. Each student
will then review
their observation
estimate and their
measurement estimate
and write their
conclusions.
Measurement Worksheet
Activity 4: Statistical Probability of M&M Candies
In mathematics class (or as part of a double period) each student is given a small bag of M&M
candies. Each student records how many of each color is in the bag. The students
are now informally introduced to writing a ratio. A discussion is led by the teacher to see how
many of each color the students had. Since each student’s bag is different, the need for percent
is introduced and the students are instructed on how to do the conversion on a calculator.
The second part of the activity is the experiment. Each student places the candy back in the bag
or some other container, retrieves one candy, records its color, returns it to the bag and repeats
this procedure 20 times.
The final activity requires students to compare their two results and draw conclusions.
Experimental Probability WorksheetTheoretical Probability Worksheet
Activity 5: M&M Conclusions
The concluding worksheets was designed to allow the students to summarize some of the data and to draw some conclusions from this data. The concepts of range, median, mode, and mean are also reinforced in this activity.
Conclusion Worksheet
Materials
- rulers and/or Vernier calibrators (one
for each pair of students)
- triple beam balance (one for each group
of four)
- three 1-pound bags on M & M candies -
two plain and one peanut
- (Note: One bag
of the plain candies is used in estimating
and then as simple rewards. The
second bag is used in calculating the
mass.)
- a small package of M & M candies (one
for each individual student)
Reflection
I have found that almost all learners are able to successfully complete these activities to some
degree. With the lowest functioning students, a lesson in simple probability might prove useful.
These students also require more involvement from the teacher whereas the other students work
independently.
Author
Maureen Gipp
Candlewood Middle School
Commack School District
Dix Hills, NY 11746
Source
Gipp, Maureen "Statistics of The M&M Candy." Mathematics Resource Guide with Core Curriculum. New York State Education Department, 177-185.
