"Smartie" Pants
Overview and Key Understandings
The purpose of this activity is to expose and engage students in a "real life" problem
solving activity. In our lesson the Nestle Company has "hired" students to conduct
probability experiments using Smarties. They want to know which color will appear most
often in each students individual box of candies. Students will be able to distiguish
between likely, unlikely, equally likely.
Measureable Objectives
Students will understand the terms associated with probability: likely, unlikely, equally
likely and certain, impossible. They will also collect, display and analyze data to graph
the results using a spreadsheet and be able to explain to the class how they can use charts
and graphs to be able to predict probability and how it can improve their decision-making
skills.
Assessment
A final product of both a computer generated graph and spreadsheet will be presented to
the class along with an explanation of the findings. Both the spreadsheet and graphs will
need to be construced with accurate information.
Rubrics
No rubrics attached to this lesson yet.
Materials
- Microsoft Excel Software in order to create a spreadsheet (with capability of
constructing graphs from data entered into each cell) - Box of smarties candy for each
pair of students - Laptop and LCD projector - Document Camera - Various colored
marbles
Prerequisite Skills and Knowledge
First, write the following vocabulary words on the board: likely, unlikely, certain,
impossible, and equally probable. In order to determine what prior knowledge students
have I will display a jar of marbles and explain that we are going to define the probability
vocabulary using this jar.
Main Lesson Activities
Hook/Engagement
First, write the following vocabulary words on the board: likely, unlikely, certain,
impossible, and equally probable. In order to determine what prior knowledge students
have I will display a jar of different colored marbles and explain that we are going to
define the probability vocabulary using this jar. Next, I will assign each team of students
a different vocabulary word in which they are to collectively decide on a possible
definition. Students will then choose some of the marbles in the jar to demonstrate to the
rest of the class their idea of the vocabulary word they were assigned.
Focused Instruction
After students have demonstrated their presumed meanings I will demonstrate for the
students, using the document camera and marbles, the true meanings of each of the
vocabulary. Having each of the groups present will also serve as a form of pre-assesment.
Then explain to students the idea of being hired by the Nestle corporation with their task
being to determine which color of smarties candy will occur more in an individual box of
smarties.Explain that students will utilize spreadsheet, database, and graph software to
create and share their final products. Also notify students that their team will be making
presentations to the class.
Guided Practice
First Part of the Project: *Students will first hypothesize how many total smarties are in
their box along with how many of each color are in their box (blue, brown, green, orange,
green, pink, purple, yellow) I will demonstrate for students each step of the overall
process: 1. sort their box of smarties by color 2. record color data on computer generated
chart (created by teacher prior to the lesson) noting how many of each color occured in
their particular box 3. Using the laptop and LCD projector demonstrate how to input data
into a spreadsheet on the Microsoft Excel program. Second Part of the Project: (after
students have entered data into spreadsheet) 1. Using the laptop and LCD projector
demonstrate to students how to use the program to translate the data displayed in the
spreadsheet to a graph. Students will be required to display a line, bar, and pie graph. 2.
Print the spreadsheet and graphs upon completion.
Independent Practice
After each part of the project has been demonstrated students will be expected to follow
through with each task: 1. Seperate color data utilizing their particular box 2. Record data
in a pre-made chart 3. Input data into a spreadsheet and save 4. Translate data entered in
the spreadsheet to three different graphs (bar, line, and pie graphs) 5. Print the data in
both spreadsheet form as well as the graphs. 6. Present and explain their findings to the
class.
Reflection and Planning
Student Reflection
Students will write their reactions to the hypotheses made at the start of the project.
Students will also respond to the following questions: 1. What did you find
interesting/fun about this project? 2. What did you find challenging abouth this project?
3. If you could do the project over what would you change?
Teacher Reflection and Planning Next Steps
My reflection would include how to share our findings with the rest of the school as well
as our explanations.
Resources
Web Resources
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Describe resources for this unit ...
Standards:
118000456,11800
Selected Lesson Standards
North Carolina Standard Course of Study 2008
Grades
Mathematics
4.4.03 Solve problems by comparing two sets of related data.
4
4.4.04 Design experiments and list all possible outcomes and probabilities
for an event.
4
107000005,10700
Selected Technology Standards
ISTE National Technology Standards
Grades
Past Standards
1.1B Use keyboards and other common input and output devices (including
3,4,5
adaptive devices when necessary) efficiently and effectively.
2.1B Discuss common uses of technology in daily life and the advantages
and disadvantages those uses provide.
3,4,5
3.2B Use technology tools (e.g., multimedia authoring, presentation, Web
tools, digital cameras, scanners) for individual and collaborative writing,
communication, and publishing activities to create knowledge products for
audiences inside and outside the classroom.
3,4,5
4.1B Use technology tools (e.g., multimedia authoring, presentation, Web
tools, digital cameras, scanners) for individual and collaborative writing,
communication, and publishing activities to create knowledge products for
audiences inside and outside the classroom.
3,4,5
5.2A Use technology resources (e.g., calculators, data collection probes,
videos, educational software) for problem solving, self-directed learning,
and extended learning activities.
3,4,5
6.1B Use technology resources (e.g., calculators, data collection probes,
videos, educational software) for problem solving, self-directed learning,
and extended learning activities.