## Classroom Video: Student-Led Inquiry - Section 3: Independent Work

*Classroom Video: Student-Led Inquiry*

*Classroom Video: Student-Led Inquiry*

# Graphing with M&M's

Lesson 5 of 13

## Objective: SWBAT draw a pictograph to represent a unique data set

*55 minutes*

#### Introduction

*5 min*

*One of the really cool things about math is that I can represent what I have as a data set, and I can show people what I have with cool things like graphs. A pictograph is a great way that I can represent my data, and today my data is going to be M&M’s! I have a bag on M&M’s here and I need to figure out how many of each color I have! I have my pictograph set up with a few important pieces already written down, but I’m going to need you guys to help me figure out what I’ve got! *

#### Resources

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#### Guided Practice

*10 min*

I call on a student to help me sort them, another student count them and another student to record on a white board. I do this to draw more students into the learning instead of allowing only 1 student to participate.

*I’m going to tally up what I have so that I know how many total things I’ve got in my data set before I start my graphing work. There are many ways that I can choose to show what I have with a pictograph, and what I choose might be different from what you choose!*

*Ok now that I have all of my data, I am going to set up my pictograph. I am going to have it go from side to side, but you can also choose to have it go up and down. And I’m going to use a smiley face to represent my amounts. I think I’ll make each smiley face worth 2 M&M’s. It’s important for me to put that here so that anyone reading my graph knows what I mean by a smiley face! What would have of a smiley face equal? (*student responses).* That’s right. *

*I want all of you to use a white board to write down how many smiley faces I need for each color, like this ***(white board example). ***Great, I’ll set that up now. *

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#### Independent Work

*35 min*

*You will be working with a partner to count your data, tally up what you have and then each of you will create your own pictograph using your data. I want each partner to choose a different way to represent what they have so that we can see our data graphed in as many ways as possible! *

Here I emphasize MP4 and for students to model their unique data set of M&M’s and to encourage each student that even with the same bag of candy they can each find their own unique way to graph it.

#### Resources

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#### Close

*5 min*

*Now who would like to share their pictograph with us? Why did you choose to represent your data in that way?*

Here I choose a few students to share out their work and we celebrate each students work.

#### Resources

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- UNIT 1: Crazy About Fractions
- UNIT 2: Sharing Equally with Division
- UNIT 3: The Relationship Between Multiplication and Division
- UNIT 4: Number Lines
- UNIT 5: Multiply or Divide with Word Problems
- UNIT 6: Telling Time
- UNIT 7: Problem Solving
- UNIT 8: 2-Digit by 1-Digit Multiplication
- UNIT 9: Measurement and Data
- UNIT 10: Math in the Real World
- UNIT 11: More Problem Solving Practice
- UNIT 12: Addition & Subtraction
- UNIT 13: 3rd Grade Expectations
- UNIT 14: Geometry
- UNIT 15: Surveys and Graphing
- UNIT 16: Fun with Multiplying and Dividing

- LESSON 1: Standard and Non-Standard Units of Measurement
- LESSON 2: What is the Perimeter?
- LESSON 3: Perimeter is All Around Us!
- LESSON 4: My Unique Perimeter Performance Task
- LESSON 5: Graphing with M&M's
- LESSON 6: Design Your Dream House
- LESSON 7: Comparing Lengths
- LESSON 8: What is Area?
- LESSON 9: Length x Width
- LESSON 10: Design Your Dream House- Day 2
- LESSON 11: Area With Halves
- LESSON 12: Area Assessment
- LESSON 13: The Difference Between Mass and Customary Weight