Savor the rainbow

Use skittles to help the students practice the concepts of sorting data, recording data, writing the data collected in fraction form (part/whole), changing the fractions into decimals and percents, and taking the data collected and making a spreadsheet, bar graph, and circle graph of the data.

A lesson plan for grade 7 Mathematics

By Beverly Revis

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Learning outcomes

The students will be able to:

• write and solve proportions.
• understand and compute with real numbers.
• use appropriate technology to create a spreadsheet of the data they collected.
• create formulas to be used within the spreadsheet.
• use appropriate technology to create circle graphs (and other types of graphs) using the data they collected.
• compare and contrast their data with that of another student in the classroom.
• write the data collected in fraction form (part/whole).
• correctly convert the data collected from fraction form into decimal form, percents, and degrees.
• construct circle graphs using ratios, proportions, and percents.
• construct bar graphs using data collected.

Teacher planning

Time required for lesson

1.5 Hours

Materials/resources

• Skittles (My suggestion is to buy (2 or 3) big bags and separate them in sets of 20 or 25 into snack size sandwich bags. I let my students eat the Skittles at the end of the activity if behavior during the entire class period has been acceptable. The numbers will be easier to deal with for fractions and conversions if you use either 20 or 25 Skittles per bag.)
• Snack size or sandwich bags (if separating big bags of Skittles).
• Fraction, Decimal, Percent Conversion Chart for each student.
• Notebook or blank paper per child. (Students should provide this to record original data and to have open workspace for use during the activity.)
• Pencils (A pencil should be brought by each student to class, but we know seventh graders. I suggest to have a few loaners.)
• Circle Graph sheet (one per student)
• Protractors (enough for two groups to use at the same time)
• Rulers (enough for two groups to use at the same time)
• Fraction, Decimal, and Percent conversion practice games (Make enough so that you have two games per group to be used in two centers simultaneously. Use Game 1, Game 2, and Game 3.)
• 8 packs of colored pencils, crayons, or markers
• Overhead projector or Marker Board (Wherever you want to demonstrate for the students what you are doing in each of the centers.)
• Overhead Pens or Markers for the White Board (choose appropriate writing utensil)

Technology resources

• 2 computers with spreadsheet and Claris works/Apple works capabilities.
• Claris works/Apple works or some other spreadsheet program to utilize in two centers.
• Overhead projector (if applicable)
• LCD panel (if you want to use it during the teacher presentation part)

Pre-activities

Before beginning the center activity, make sure the students have grasped the concepts of:

• collecting data.
• recording data.
• writing fractions (part/whole).
• converting fractions into decimals.
• converting fractions into percents.
• converting decimals into fractions.
• converting decimals into percents.
• converting percents into fractions.
• converting percents into decimals.
• writing and solving proportions.
• finding degrees in a circle using proportions.
• using a protractor.
• creating a circle graph (by hand).
• creating a bar graph (by hand).
• using spreadsheets on the computer.
• creating graphs using data within a spreadsheet.

Activities

Warm-up

• Pass out bags of Skittles to the students. Have the students count their Skittles to make sure that they have the correct amount (20 or 25 depending on what you chose to place in the bags). Each student should then record in his or her notebook/blank paper the data that was found when the Skittles were sorted and collected. Make sure that each includes the name of all five colors and an accurate account of the number of Skittles within the five different color groups. If there are bags which do not contain a certain color, the students simply put a zero beside the name of that color. (Do not allow the students to eat the skittles at this point in the activity.)
• You can choose one of two things to do here. The first is to have the students keep up with the bags during the activity. The second is to have the students write their name on their bags of Skittles and then place them in a teacher-specified location for distribution at the culmination of the activity. With option two you save yourself a lot of headache as far as trying to determine if people are sneaking a snack early and you can also more easily withhold the Skittles from individual students whose behavior was unacceptable for the day.

Teacher Demonstration

• Before you let the students get into the groups for the centers activity, you need to go over the ground rules and basic directions for each center. I always start by letting the students know that we are all allowed to talk to those within our groups but not in other groups unless no one in their group can answer the question. In that instance, the only group they can consult with is the other group who is working on the same center at that time. As far as noise level goes, my students and I have an understanding. If I have to close the door, the activities are over because the behavior was unacceptable. After you establish the rules you want to be observed during this activity, you are ready to begin going over a brief explanation of each center. Because there are only three centers which you are duplicating in order to keep group numbers down, this shouldn’t take long.
• For the computer center, you can draw a small example of how the screen will look for the students when they begin. Make sure that your drawing includes rows and columns so that you can demonstrate how they would enter their names and data into the correct places. If your school has the technology (an LCD panel or some other form of projector), you can use an actual demonstration on the computer projected onto the overhead for the students to follow along with you as you go. The LCD panel would be the best way to demonstrate this center but either way would work. Once you have demonstrated how they will enter the data into the cells, make sure you review how to create graphs using your data.
• To discuss the fraction, decimal, and percent review center, make a small fraction, decimal, percent conversion chart on the board. Choose some values to fill in on the chart for the students to practice converting from one category to another with your help. For instance, I would probably fill in the fraction of 1/2 on the first line, .35 in the decimal column in line two, and a value of 60% in the percent column of the third line. This way the students will help you to find the decimal and percent values for 1/2, the fraction and percent values for .35, and the fraction and decimal values for 60%. You also need to make sure that the students understand how to write the data they collected into fraction form (part/whole). Remind them that they simply place the number of a specific color in the numerators spot while placing the total number of Skittles (20 or 25 depending on amount in bags) in the denominators spot.
• The circle graph center will probably take the longest to go over before you begin. Make sure that the students remember how to set up proportions using the fraction of each color and x/360�. Do an example of this on the board. For instance lets say you were using 7/20 = x/360�, when the students solved this proportion they would find x = 126�. Once they understand how to find the degrees of each angle, you are ready to review using protractors to make circle graphs. I always tell my students to think about eating a Lettuce and Tomato sandwich while drinking Root Beer. I know that sounds disgusting but its really a catchy way for the students to remember which row of numbers they read on the protractor. If they are starting to draw an angle on a line that extends to the left, they read the top number (Lettuce and Tomato). If they are starting to draw an angle on a line that extends to the right, they read the bottom row of numbers (Root Beer). Also make sure that you review how they always start drawing the new angle on the last line that was drawn.
• Centers: 2 of each of the following three types
  1. Computer Center: creating spreadsheets and graphs using the data (CENTERS 1 & 2)
  2. Fraction, Decimal, and Percent Review Center: playing a fraction, decimal, and percent review game and then converting the actual data recorded into fraction, decimal, and percent forms (CENTERS 3 & 4)
  3. Circle Graphs: create circle graphs using protractors and proportions to find the degrees of each angle (CENTERS 5 & 6)

Computer Center

1. Take turns entering your data into the computer’s spreadsheet. As you are entering your data into the spreadsheet, read it out loud so that the others in your group can also record your data.
2. Once everyone has had an opportunity to enter their data, take turns creating a circle graph and a bar graph of your data using only the computer. (Remember to highlight only the cells which contain your information when creating your graphs.) While you are waiting for your turn, create your personal circle and bar graphs, create a bar graph depicting the group’s collected data. Make sure that you find the total number of each of the colors prior to making the bar graph so that the scale you choose to use for the graph is an appropriate one for the data collected.
3. Print out your graphs and write your name on it in the upper left hand corner.
4. After all group members have made their graphs, select one person to make a circle graph for the entire group’s collected data.
5. Clip the group’s printouts together and turn them in to the appropriate bin. Since the groups have four students in them, I should receive nine graphs printed off of the computer (an individual circle and bar graph per person as well as a team circle graph) as well as be able to view a hand drawn bar graph made based on the data collected for your entire group.
6. After completing everything listed above, compare and contrast your graphs with the other members in your group. Jot down at least two similarities and two differences between the graphs in your notebook.

Fraction, Decimal, and Percent Review Center

1. Pair up with another member in your group. (If you have an uneven number of members, a group of three would be allowed.)
2. Lay all of the cards face down on a flat surface so that you can not read the numbers on the cards.
3. Each member of the group should select one card and look at the number written on it. The student with the largest number goes first in the game.
4. The first player begins by flipping over two cards. Once the cards are turned over, the student needs to determine if they are equal to one another. If everyone playing your game agrees that they are equal then the player who turned them over takes the two cards out of play and gets a point. If the two cards are not equal, the player turns the cards back over so that the numbers can no longer be viewed. In order to give everyone equal opportunity to play, either situation described above would result in the end of that player’s turn.
5. Continue to play the game until no cards are left. When all cards are matched, total up the points each player received to determine the winner of the game.
6. Once you and your partner(s) have played the concentration game, you are ready to begin working on converting your fractions into decimals and percents. Use the data you collected during the warmup to fill in the fraction column of your fraction, decimal, and percent chart.
7. Convert all of your fractions into decimals and percents.
8. Exchange your paper with your partner(s) from the concentration review game. After exchanging papers, check the accuracy of the conversions and circle any mistakes so that they can be corrected before being turned in for a final grade.

Circle Graphs Center

1. Write down the fractions that you found when collecting your data on the left hand side of your paper. Remember to do one fraction per line.
2. Place an equal sign to the immediate right of your fraction and write x/360� on the right side of the equal sign.
3. Now your proportion is set up for you to find the angle measurements that you will need for your circle graphs. Remember to multiply the numbers diagonally across from one another and then divide by the number left. Your resulting answer will be your angle measurement.
4. Once the angle measurements have been determined, get together the materials you will need to create your circle graph by hand. These items include a blank circle graph paper, a protractor, your angle measurements, a ruler, a pencil, and colored pencils/markers/crayons (choose one for decorating your final graph).
5. Begin your circle graph by drawing a straight line from the center point of the circle to the outside edge (draw the radius of the circle).
6. Look at the line that you drew on the graph. If you drew the line to the left, when you use the protractor you will read the top numbers (Lettuce and Tomato sandwich). If you drew the line to the right, when you use the protractor you will read the bottom numbers (Root Beer). Once you have determined which set of numbers to read on the protractor begin drawing your circle graph. Remember to use your pencil while you are still creating just in case you make any mistakes.
7. Draw one angle at a time and make sure that each additional angle is begun on the last line that was drawn in the graph.
8. Once you have drawn your circle graph, go back and decorate it. By this I mean for you to color each region of the graph the appropriate color, give the percentage of each section within the sections, and provide your graph with a title.
9. Make sure that your name and block number are written on your graph before you turn it in to the appropriate bin.

Culminating Activity/Discussion

• Take time during the activity to spot some great examples of the work completed in the centers from students in the class. Pick at least one good example from each center so that you can use them to discuss each of the centers with the class.
• About five minutes before the class is over, pull all of the students out of the groups and back into their normal seats for class. Begin a discussion about the activities that were done today. Ask them for how they felt about the activity. Did they like it? Did they hate it? Were some centers too long for the time frame given for the activity? Was there a lot of extra time after they completed the activity before switching centers? Students will each have different ideas of how the centers went. Some will love it. Some will hate it. Some will be filled with ideas of how you can improve upon it. And some will have no suggestions or opinions orally so you could offer a chance to write a journal entry on the centers rather than an oral discussion for those who would rather express their thoughts and ideas that way.

Assessment

I grade the students based on a rubric that I give them before the activities begin. A copy of it is attached to this lesson. As you can see within the rubric, the students earn their grade based on the final products that they create, their participation in the centers, their attitude, peer evaluations, teacher observations and self evaluations.

Supplemental information

• Take a look at the amount of time that you can allot to this lesson. I suggested an hour and a half, but I have tried to squeeze it in a little less than that. Depending on how long your blocks are you may want to turn this into a two day activity. The warm-up will probably only take a few minutes (five tops and that is with very unruly students). After the warm-up and collecting the bags again, start the teacher demonstration and explanation of the centers. I would probably spend no more than four or five minutes explaining the expectations and rules and each of the three centers. So far you have used up about 20 to 25 minutes of your time. If you are using the hour and a half time frame, you have about 65 minutes left. The discussion at the end of the class period should be about five minutes long thus leaving you about an hour for the actual centers. If you have all three centers with 60 minutes to do them in, each group will have 20 minutes at each of the centers. If you choose to do this over two days, you can change the time parameters based on your students ability levels and time constraints.
• Make sure to select the groups for your students prior to beginning the activity. If you let the students choose on the day of the centers lesson, you will waste a great deal of time and present more of an obstacle for your day going well than you would had you predetermined those groups. Remember the low students like to be with other low ones and that can present for you having to stay with that group through each center. If you carefully place those students who demand extra attention with others who can provide it and the correct ways to teach them, a great burden will be lifted from your day.
• Make sure that you have all of your materials ready and centers set up before class begins.

Comments

If you have never worked with centers within your classroom, you may want to learn a little more about them before you begin this activity. I would suggest to try small centers in your room first to see how the students handle them after getting some tips from other teachers at your school that may already incorporate centers into their classes.

Remember: before you start the centers have an idea of the order you want the students to follow when rotating through the centers. I suggest to have them numbered 1-6. (SEE ABOVE) Make sure that you also assign numbers to each of the groups. If you have six or fewer groups have the students begin at the activity/center that has the matching number as their group. I would tell groups 1, 3, and 5 to move on ODD NUMBERS and groups 2, 4, and 6 to move on EVEN NUMBERS. (I make Group #1 go 1-3-5, Group #2 go 2-4-6, Group #3 go 3-5-1, Group #4 go 4-6-2, Group #5 go 5-1-3, and Group #6 go 6-2-4.)