Math-Science Computer Camp

Math Activities

THE GREAT CANDY - COLOR EXPERIMENT
Grades 3rd - 4th

Candy
M&M's
Types: Plain and Peanut

Colors of the Candy
Plain:
Peanut:

Research Questions
1. Are the same colors represented in the two types of candy? What are the colors of the two types of candy?
2. Are the colors present in the same proportion in the two types of M & M candy?

Hypothesis
Possible Hypotheses:
A. M & M plains will have greater color variation
B. M & M peanuts will have greater color variation
C. There will be no difference in the colors of the two types of candy. (The Null hypothesis)

Students select there hypothesis before starting the study and record it on their worksheet.

Materials
a. Two- ounce (oz.) bags of M & M candy, one plain one peanut, for each group of students (see methods section)
b. Graph paper
c. Rulers
d. Crayons
e. Worksheet

Methods
a. Students will work in groups of twos (or threes, if an odd number)
b. Each group will have a bag of plain M & M candy and a bag of peanut M & M candy.
c. Each group will:
1.) Identify the colors of each type of candy and record them
2.) Count and record the number of pieces of candy by color for each type of candy
3.) Record this information on a worksheet
4.) Graph the frequencies of the different colors

Results
a.) Discuss the graphs and worksheet results
b.) Use the results to test the hypothesis established by the student
c.) Combine all the data of the different groups to determine the class results

Grades 5th - 8th

Objective
The learner will identify and utilize six different problem-solving strategies. 

Activity
Each student is responsible for solving math "word" problems using one or more of the following six strategies.

Strategies
Guess and Check is a strategy by which the learner analyzes the data/information and makes an educated guess as to the answer. After making the guess, the learner calculates to see if the guess was correct.

Draw a Picture incorporates the visual technique of drawing a sketch of the different variables within the problem so that an answer can be seen or identified.

Look for a Pattern is used because mathematics inherently involves patterns, both simple and complex. This strategy is an invaluable tool and requires the learner to analyze numbers to identify a specific repeating pattern so that they can determine a specific number in that pattern. is used because mathematics inherently involves patterns, both simple and complex. This strategy is an invaluable tool and requires the learner to analyze numbers to identify a specific repeating pattern so that they can determine a specific number in that pattern.

Act-it-out is a valuable tool by which an answer is obtained by having students physically manipulate the variables within the problem.

Work Backwards is a method that allows students to start at the end of a problem to work their way to the beginning to find the answer.

Make a Table or Chart is a strategy that requires students to keep track of data in a visual form.

Evaluation
The students demonstrated their problem solving knowledge by sharing the answer orally and visually. They also identified the strategy(ies) by which they arrived at their answer. This information was then placed on a class matrix so that we could see which strategies were most commonly used.

Each student was allowed freedom to choose the strategy(ies) she/he deemed appropriate for solving the problem. Guidance and assistance was offered to those students who inquired.