## M&M Activity Group Work.jpg - Section 2: M&M Activity

*M&M Activity Group Work.jpg*

# M&M Activity and Equivalent Ratios

Lesson 3 of 3

## Objective: SWBAT find equivalent ratios.

*45 minutes*

#### Do Now

*10 min*

Students have previously worked on using tape diagrams to find equivalent ratios. This Do Now problem is a review of this concept. Students will have 5 - 10 minutes to work on the problem independently.

**Do Now**

**In a bag of mixed walnuts and cashews, the ratio of number of walnuts to number of cashews is 5:6. Determine the amount of walnuts that are in the bag if there are 54 cashews. Use a tape diagram to support your work. **

After 10 minutes I will randomly call students up to explain their work. Each student will explain and complete one step of the solution. For example,

1st step - Draw the tape diagram

2nd step - Label the diagram

3rd step - Determine the value of each box

4th step - Determine the amount of walnuts

If students have difficulty with a step, I will ask a classmate to help them.

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#### M&M Activity

*30 min*

I will start off the activity by assessing students knowledge of M&Ms. This will also create some excitement because students may anticipate what is to come.

*In your standard bag of M&Ms, how many colors are there? What are the colors?*

Each group will receive a bag of 100 M&Ms of assorted colors. I will lead students through how they will fill out the activity sheet, Writing Ratios M&M Activity.

- Complete the first table
- Begin by tallying each color
- Write each color as a ratio of part to total
- Simplify each ratio
- Eat
**some**of the M&Ms - Repeat the process until you have complete all three tables

It is important to emphasize that if students begin by eating all of the M&Ms, then they will not be able to complete the activity. They should cooperatively work with their group for this activity. See M&M Activity Group Work.

**Note**: A common mistake that students make is they do not recalculate the total after each round. It is important to circulate throughout the groups to look for this mistake. If I see a group has made this mistake, I may ask: *Did you eat any M&Ms? So, why is the total the same?* See M&M Activity Counting.

When groups have completed the activity, I will allow them to eat the remaining M&Ms and then complete the problem at the bottom of the worksheet

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#### Lesson Summary

*5 min*

This portion of the lesson is for students to share out their work and experiences.

*What was challenging about the activity? *

*What was a mistake that your group made during the activity?*

Students may focus on the fact that they had different amounts of each color m&m, but it's important to refocus them on the concepts of equivalent ratios and comparing ratios.

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*I also need to come up with a rubric for grading this. I would be interested to see how others graded this activity. | 7 months ago | Reply*

*My students really enjoyed this activity. I think that I should have used fewer M & Ms to start with because many of my students are lower performers and ratios of 23:100, 17:100 were a bit challenging for them. As an after thought I realized I could have adjusted the number that I gave those children to make the activity more manageable for them: next year. Thank you!! Will surely repeat. | 7 months ago | Reply*

##### Similar Lessons

Environment: Urban

###### Review 3: Who's faster? Comparing Ratios & Rates

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Environment: Urban

Environment: Urban

- UNIT 1: First Week of School
- UNIT 2: Properties of Math
- UNIT 3: Divisibility Rules
- UNIT 4: Factors and Multiples
- UNIT 5: Introduction to Fractions
- UNIT 6: Adding and Subtracting Fractions
- UNIT 7: Multiplying and Dividing Fractions
- UNIT 8: Algorithms and Decimal Operations
- UNIT 9: Multi-Unit Summative Assessments
- UNIT 10: Rational Numbers
- UNIT 11: Equivalent Ratios
- UNIT 12: Unit Rate
- UNIT 13: Fractions, Decimals, and Percents
- UNIT 14: Algebra
- UNIT 15: Geometry