M & M Math

Rotating to each station using M & M's, this lesson will allow students to add, graph, sort, and estimate.

A lesson plan for grade K Mathematics

By Karen Walker

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Learning outcomes

Students will:

• sort their M & M’s by a given attribute (color)
• estimate how many M & M’s are in bag #1 and bag #2
• graph their M & M’s and conclude what color they have the most and least of
• students will combine sets (add) M & M’s together and describe results

Teacher planning

Time required for lesson

60 minutes

Materials/resources

• The M & M Counting Book by Barbara Babier McGrath
• 1lb bag of M & M’s
• Ziploc bags (one for each student)
• pencils
• crayons
• M & M graph (see attachments)- 1 copy for each student
• M & M adding sheet (see attachments)- 1 copy for each student
• M & M sorting sheet (see attachments)- 1 copy for each student
• Estimating sheet (see attachments)- 1 copy for each student
• 1 Ziploc bag labeled #1 with 30 or less M & M’s inside
• 1 Ziploc bag labeled #2 with 30 or less M & M’s inside (vary the number from bag #1)
• posterboard

Technology resources

None

Pre-activities

• Teacher needs to put 30 or less M & M’s in a Ziploc bag labeled #1 and in a bag labeled #2 (vary the number in each bag).
• Teacher needs to put 30 or less M & M’s in a Ziploc bag for each student.
• Teacher needs to have copied the M & M graph, M & M adding, M & M sorting, and estimating sheet - 1 sheet for each child.
• Teacher needs to read the M & M Counting Book to the students in a whole group setting.
• After reading the book discuss how the M & M’s were used in the book (counting, adding, making shapes, and sorting the M & M’s).
• Review graphing, estimating, adding, and sorting with the students- these are all math concepts that have been previously taught.
• Divide the students into 4 groups.

Activities

Introduction

1. After reading the M & M Counting Book explain the 4 stations to the students and explain what will be expected of them at each station.
2. Have the students divided into 4 groups- each group will rotate through the 4 math stations at 15 minutes intervals.
3. Give the students his/her Ziploc bag with M & M’s inside.

Station #1- Estimating

1. Each student will receive a sheet labeled bag #1.
2. Show the children bag #1 and ask them to estimate how many M & M’s are in bag # 1- have them write their estimate on the sheet that was given to them.
3. Each student will receive a sheet labeled bag #2 and do the same process as they did for bag #1.
4. At the end of the Math Stations in a whole group setting the teacher and student choral count the M & M’s in bag #1. Discuss student estimates, discuss whose estimates were closest and/or reasonable or not closest and/or unreasonable. On a piece of posterboard write the number in the middle of the posterboard that was counted in bag #1 and on the left side of the posterboard tape the student estimates that were closest and/or reasonable to the number that was counted in bag #1. On the right side of the posterboard tape the student esimates that were not close and/or unreasonable to the number that was counted in bag #1. Do the same process for bag #2).

Station #2- Sorting

1. Each student will recieve a M & M sorting sheet.
2. Students will be asked to sort their bag of M & M’s by color - they need to place the appropriate color of M & M’s on the color word circle on their sorting sheet.
3. After their M & M’s are sorted, have each student count how many M & M’s they have of each color and record that number on their sheet in the appropriate color word circle.
4. If time allows, have the students color the circles on their sorting sheet using the appropriate color

Station #3- Graphing

1. Each student will recieve a M & M graphing sheet.
2. The students are to graph his/her M & M’s by their color.
3. The student then colors in the appropriate squares on the graph to represent how many of each color he/she had in their bag.
4. Then the student needs to read his/her graph with the teacher assistant (this is where you can check their work - Assessment)- by answering these questions- Which color did you have the most of? How did you know this? Which color did you have the least of? How did you know this?

Station #4- Adding

Note: The teacher needs to be at this station at all times.

1. Each student will receive an adding sheet.
2. Have each student pull 3 green M & M’s out of his/her bag and place them in the first box (question #1) on their adding sheet. Have them record a #3 in the first box.
3. Next, have each student pull 2 red M & M’s of his/her bag and place them in the second box (question #1) on their adding sheet. Have them record a #2 in the second box.
4. Then have the students combine the 3 green and 2 red M & M’s in the third box (question #1) by counting how many M & M’s they have all together. Then have them record how many they have in all in the third box.
5. Repeat this process for the next three questions on the sheet, using different numbers (Teacher needs choose add ends that are appropriate for your students)

FOLLOW UP: In a whole group setting have the students share what they learned at each station and/or which station they liked best/worst and why?

After all stations are completed the students can enjoy his/her M & M’s.

Assessment

• Student’s ability to complete the activities conducted at each station.
• Teacher observation and questioning at each station.
• Teacher will take up each paper the students completed for a formal assessment.
• Student’s verbal feedback during class discussion.

Supplemental information

The M & M Counting Book by Barbara Babier McGrath

Attachments:

• Estimating sheet
• Sorting sheet
• Graphing sheet
• Adding sheet

Related websites

http://www.m-ms.com/
This is a good web site because it has additional games using M & M’s the students can play.

http://www.hersheys.com/tour/index.shtml
This is a good web site because it takes students on a tour of a candy plant

Comments

My students enjoy this activity as they explore many math concepts using edible manipulatives. You can vary this activity by using Skittles, Gummy Bears or according to the holiday or unit you are exploring at the time (for example: Jelly Beans at Easter, Conversation Hearts on Valentine’s Day). Also, you can have the students make patterns or make shapes using their edible manipulatives. I am aware that there are many math lessons using edible manipulatives, my lesson varies a little because I have my students add and estimate with their edible manipulatives.