Bar graphs

Date December 2005
Class Pre-Algebra and Math 8
Teacher Cassandra Joseph
Notes

What Color Are Your M’s?
My students are coming up to the chapter on Probability and Statistics, so before break, to get them ready, I had them work on the “What Color Are Your M’s?” worksheet.
I got the students into groups of 4-5, gave them each a worksheet and a small bag of M&M’s.  I walked them through the worksheet step-by-step.  I had them count each of their colors, showed them how to convert that to a percentage, then we compared the results to the information I got off the M&M’s website.  We discussed why our results were not he same as what was on the website (they make big batches and divide them up into smaller bags, we have a small sampling, etc.). 
I then had them combine their group’s data and repeat the steps above.  We then discussed whether or not the percentages were getting closer to what the website said they should be, why or why not, and if combining the entire class’s data would help any.
I then showed them how to change the percentages into degrees of a circle.  I lost my Math 8 classes here and ended up skipping this part with them, but my Pre-Algebra classes did ok with it.  We then graphed it into a circle graph.  I also had them do a bar graph of the percentages.
I would like to do the calculator step with them, but I need a refresher course on running the calculator (I played with it and couldn’t remember how to put in the lists!!)  I also need to be more on the ball and borrow the calculators from NECC or TI Website.
My students like the activity I will definitely do it again, but leave the circle graph part off of Math 8’s worksheet.  I may also do a totally different worksheet for their information and the group’s information since I didn’t have time for them to graph their own individual data.

Date December Activity
Class 8th grade
Teacher Becky Bruening
Notes

I used the M&M’s with my class to create bar graphs.  I was planning on having them create a bar graph using their snack size bag, but then as the lesson progressed we ended up talking about “double bar graphs”.  They seemed very comfortable with the topic so I decided to challenge them to share their data with the other two people in their row and create a “triple bar graph”.  Even though this went beyond the lesson, no one seemed to struggle or mind since it involved candy! I would definitely use the M&M’s for this lesson again and was pleased with  how the triple bar graphs turned out.  I will probably bring the M&M’s back again when we work on pie charts, much like we did in class this summer.  For future reference too – the week after Halloween is a great time to stock up on all the individual size candies – half price!

Date October
Class  
Teacher Lanette VonSeggern
Notes

As teachers we must always think on our feet.  The day of this activity our copy machine was still not fixed so I projected the worksheet on the wall (rather than each student receiving a copy at their desk).  This procedure introduced me to the projector for the computer.  I have been using it a lot now with my seniors – however, some students still need a copy of information at their desk.  This will reduce the amount of paper I use in my classroom.
            The activity went well.  My students were discussing line plots so I used the MM’s to create interest.  The students were intrigued by the information on the website for the MARS Company.  I later used the date for MM’s to create other types of graphs.  Kids being kids, the students asked for more MM’s every time we discussed this data. I will use this activity again.  I also think I will project the activity again.  A few dollars for MM’s went a long way in sparking interest in graphing.

Date Sept. 30, 2005
Class 8th grade pre-algebra
Teacher Joyce Cook
Notes  In 8th grade pre-algebra, we did the M&M’s exercise.  I gave each student a 1 serving size package of M&M’s.  We were studying bar graphs at the time.  I asked how we might classify the candies into groups, and almost everyone suggested by color.  I told them to make a bar graph of the data for their bag of M&M’s.  Most everyone got busy right away and started counting how many of each color there were.  (One of my slower students had to have guidance almost every step of the way.)   After they had made their graphs, we talked about the contents of each bag, and if everyone’s was the same. 
Date Nov. 5, 2005
Class 8th grade pre-algebra
Teacher Joyce Cook
Notes I gave each student a 1 serving size package of M&M’s.  We were studying bar graphs at the time.  I asked how we might classify the candies into groups, and almost everyone suggested by color.  I told them to make a bar graph of the data for their bag of M&M’s.  Most everyone got busy right away and started counting how many of each color there were.  (One student had to have guidance most of the way.)   After they had made their graphs, we talked about the contents of each bag, and if everyone’s was the same.