Melissa Reime

Professor Kraemer

Edu. 329

April 13, 2016

Grade: 1

Content area: Math

INSTRUCTIONAL OBJECTIVE (Lesson Objective*)

After guessing how many M&Ms are in the jar, students will be introduced to a graph.
Students will collect, represent, and construct the M&Ms on a bar graph and complete
worksheets with 90% accuracy.
STANDARDS AND INDICATORS
Mathematics: Measurement & Data (1.MD.4)
Students will organize, represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in each category, and
how many more or less are in one category than in another.
Indicator:

This will be evident when students organize, graph and explain the data they have.
MATERIALS

Smart board
Graphing paper worksheet
Pencil
Colored Pencils
Jar filled with assorted M&Ms
Packages of M&Ms
A bowl for each student for M&Ms
Journal
Work mat
STRATEGIES (Learning Strategies*)

Group Discussion: The teacher will lead a discussion about what a bar graph might look
like. Teacher will show a completed M&M graph. Teacher will demonstrate how to
spread the M&Ms out on the desk and begin to sort by color using the work mat.
Hands-on Whole Class Exploration: When guessing how many M&Ms there are in the
jar, student will be able to hold the jar and look, but without opening and/or touching the
jar.
Teacher Demonstration: The teacher will demonstrate on the smart board how to set up
and fill in a bar graph.
Cooperative Learning: The students will work in groups at their desks to help organize
the M&Ms according to color.
Independent Work: The students will complete a graphing worksheet
MOTIVATION (Engaging the learner(s)*) (Engagement) (Approx. 2 minutes)
Students will guess how many M&Ms are in the jar and write down his/her guess.
Teacher will ask questions: Raise your hand if you like to eat M&Ms? Which color
would you like to eat the most of?
DEVELOPMENTAL PROCEDURES (Exploration and Explanation)

Students will learn what a bar graph is and how to utilize it (Explanation)
(Approx. 15 minutes)

Students will work together to organize the M&Ms by color (Explanation)

(Approx. 10-12 minutes)

Students will complete his/her own graph and color it in according to color
(Approx. 20 minutes)

Key Questions:

1. What do you think a bar graph looks like?

2. Have you seen any other graphs before? Where?
3. Does anyone know of any other kind of graph? If so, which one?
4. Can you tell which color on the graph has the most M&Ms?
5. Can you tell which color on the graph has the least M&Ms?
ADAPTATIONS (Exceptionality*)

An ENL student will have a worksheet with both the English word and their
native language words of the colors of the M&Ms.
DIFFERENTATION OF INSTRUCTION

Struggling student- The students can place the M&Ms on the graph and then color the
boxes to create a concrete visual.
Average student- The students will compete an addition and subtraction problem
worksheet using the color of the M&Ms
Advanced student- The students will write observations based on the graph using words
like most, least, more than, less than, altogether.
ASSESSMENT (Artifacts* and assessment [formal & informal]*) (Evaluation)

Students will complete a worksheet to show an understanding of the graphing

process and the bar graph they created.

Students will be expected to graph the M&Ms on a bar graph

Students will be asked the key questions as an informal way of assessment

INDEPENDENT PRACTICE (Elaboration)

Following the lesson on bar graphs, students will conduct their own survey of choice at
home and create an original bar graph.

FOLLOW-UP: Direct Teacher Intervention and Academic Enrichment

(Elaboration)
Direct Teacher Intervention: The teacher will use a Velcro bar graph tool in her
classroom. This will allow the student to see the graph in a larger print. Student will be
able to Velcro the paper M&Ms to the corresponding bar in order to visual it better.
Academic Enrichment: Using a webtool online, Graphing Club Program, the students
will transfer their result onto the computer and create a computerized version of their
graph.

TEACHER REFERENCES
Eckenrode, S., Rogers, L. (200.). Munchie Math. New York: Scholastic
McGrath,B.B.(1994).TheM&M'sCountingBook.Watertown,MA:Charkesbridge.
Reesink, C. (2003). 40 easy-to-make math manipulatives. New York: Scholastic
The How To's of Planning Lessons Differentiated by Learning Profile. (n.d.). Retrieved
April 15, 2016, from
http://www.ascd.org/publications/books/101043/chapters/The-How-To's-ofPlanning-Lessons-Differentiated-by-Learning-Profile.aspx

Name: _____________

Date: ___________

Graphing M&Ms
(ESL worksheet)

1. Blue

1. Azul

2. Red

2. Rojo

3. Green

3. Verde

4. Brown

4. Marrn

5. Orange

5. Naranja

6. Yellow

6. Amarillo

Name:_____________

Date:_________
Graphing M&Ms

Directions: Please answer the following questions.

1. The _______ column had the most M&Ms

2. The _______ column had the least M&Ms
3. The _______ column had more than the _______ column.
4. The _______ column had less than the ________ column.
5. How many M&Ms were on your graph altogether?
_________
6. Do you like M&Ms? ________________.

Name: _____________

Date: ____________

Make an M&M Number Sentence!

Directions: Create an addition and subtract equation using the
M&Ms on your graph. Then write a sentence for your problem.

Name: _____________

Date: ____________

Directions: Look at your M&M bar graph

and answer the following questions

1. How many red M&Ms do you have?

________________________
2. How many orange M&Ms do you have you?
_______________
3. How many yellow M&Ms do you have you?
________________
4. How many blue M&Ms do you have?
______________________
5. How many green M&Ms do you have?
_____________________
6. How many brown M&Ms do you have?
_____________________
7. How man M&Ms in all? ____________________
8. Which color has the most M&Ms?
_____________________

9. Which color has the least M&Ms?

______________________