Katlin Moran

February 21st, 2018

Skittles Fractions Lesson Plan

Learner and Environmental Factors
Grade Level: 3rd Grade
Content Area: Mathematics
Duration: 50 minutes

Standards (KCCRS):
 3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
 3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their
size.
o 3.NF.A.3.A
Understand two fractions as equivalent (equal) if they are the same size, or the same
point on a number line.
o 3.NF.A.3.D
Compare two fractions with the same numerator or the same denominator by reasoning
about their size. Recognize that comparisons are valid only when the two fractions refer
to the same whole. Record the results of comparisons with the symbols >, =, or <, and
justify the conclusions, e.g., by using a visual fraction model.
 3.MD.4.
Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. Solve one- and two-step “how many more” and “how many less” problems using
information presented in scaled bar graphs.

Lesson Performance Objective:

The students will sort skittles according to their color as parts of a set, record the correct fraction of
colored skittles, compare two colored skittle fractions and graph their results with at least 80% accuracy.

The students will be able to interpret information using a bar graph.

The students will be able to relate fractions to everyday use in the world.

Materials:

Individual box of Skittles- for demonstration

15 individual baggies filled with ¼ cup Skittles

Paper towel- 16

Colored pencils

Skittles Rainbow worksheet- 16 copies

Skittles compare/graph worksheet- 16 copies

Katlin Moran
February 21st, 2018

Create your own online bar graph website- IF WE HAVE TIME https://www.mathsisfun.com/data/bar-
graph.html

Hovercam to model an example

Smart TV

Background Knowledge required

What a numerator is.

What a denominator is.

What it means to partition something.

Ability to state where fractions are used in the real world.

Ability to use greater than, less than or equal to signs.

Comparing two fractions using fraction strips.

Student Grouping(s)

o Students will be working individually since this is rehearsal of a skill.

o Shoulder partner for introduction discussion.

THE PLAN

Anticipatory Set: (The HOOK)

Have bags of Skittles set up on the back counter for students to observe. (Skittles or any type of
candy/food is an automatic HOOK for students) St. Patrick’s Day is coming up, and what do you usually
think of when I say St. Patrick’s day? Students: Leprechaun’s, pot of gold, shamrocks. I usually think of a
pot of gold, and where is a pot of gold located? Students: At the end of a rainbow! That’s right! I was
thinking what fun candy I could use for a math lesson this week that related to St. Patrick’s day and
Skittles- Taste the Rainbow popped into my mind!

Introduce the Lesson:

The last few weeks during Math Target we have been reviewing fractions, comparing fractions, showing
them on a number line and showing them using parts of a set. Today we are going to be working with
fractions and particularly working with parts of a set , comparing parts of a set and putting the
information we gain from parts of a set into a bar graph. The best part of the lesson is that we get to use
Skittles as a manipulative. At the end of our lesson, you will be able to eat your skittles, or take them
home.

Instruction

Teaching the Lesson

Review previous days lessons of fractions.
o Discuss with the students-
o What is a fraction?
Katlin Moran
February 21st, 2018

o How do we show fractions?

o What is a numerator?
o What is a denominator?
o What do we use fraction strips for?
"Today we will take our learning and apply it to candy!" Explain that everyone will receive an individual
bag of skittles and a paper towel to sort them on. Our objective today is to record the fraction of each
colored skittle on the rainbow worksheet. (see attachment below) “After we sort our skittles, we are
going to be putting the results onto a bar graph so that we can see which colored skittle we have the
most and least of.” “Next, you will use the Skittle fractions you discovered to compare them to one
another.” "We are representing fractions using Skittles. Talk to your shoulder partner about our
objectives and directions for this activity."
o Gradual Release of Responsibility – I DO IT
 I am going to model an example of how to sort out our Skittles.
 First I am going to open up my bag of skittles and pour them onto my paper towel. Then, I will
group them by color. For example red, orange, yellow, green, purple.
 After your Skittles are sorted, you can then fill in your rainbow.
o “How can we find out our total number of skittles?”
 Students- We can count them all!
 “Yes, we could do that, but do you think we could also add up all of the total
number of Skittles by color and get our total?”
 Students- That will work too!
 Now we can decide what fraction of red, orange, yellow, green and purple Skittles we have.
o “What does the bottom number of our fraction tell us?”
 Students- The total number
o “What does the top number on the fraction tell us?”
 Students- The part of our set.
 Teacher- Or in this case how many Skittles of that color we have.
o Fill in fractions. Pull a stick to have students participate and tell me the fraction of red,
orange, yellow, green and purple Skittles.
 “Now we will move onto the next worksheet where we will be comparing our fractions of
colored Skittles.”
o “The first example wants you to compare your fraction of red skittles to the fraction of
yellow skittles in your bag.”
 The first step in these questions will be to write the fractions on the line given.
 Inside the circle we must put a greater than, less than or equal to sign.
 The trick to comparing fractions is that when you are working with the fractions
that have the same denominator, or the bottom part of the fraction, the
fraction with the larger numerator is the greatest fraction!
 “So if our fraction of red skittles is 7/12 and our fraction of yellow skittles is
2/12, they have the same denominator of 12 and 7 is greater than 2 so our
fraction of red skittles is greater than yellow skittles!”
 Continue to do 3 more comparison problems together.
 “Flip over to the back of that worksheet now. You will see a bar graph.” This is when you will
need your colored pencils.
o “As you can see, the bar graph is wanting us to compare the color of our skittles. Our
label on the y-axis are numbers 1-10, so that stands for the number of skittles we have
in our bag. “
Katlin Moran
February 21st, 2018

o “The x-axis is labeled with colors.”

o “Let’s graph our number of skittles. If we have 5 red skittles, we must color in boxes
until we reach the number 5 on the y-axis.” “You may use your red colored pencil.”
o “It asks for us to graph the number of blue skittles. Do we have blue skittles in our bag?”
 Students- No!
 Teacher- then do we need to shade in any boxes?
 Students- No!
o “After we have graphed all of our colored skittles, there are a few questions below to
help us think about what we can see from our graph.”
o “What colored skittles do we have the most of?” “What colored skittles do we have the
least of? “How can we find the answer to this just by looking at our graph?”
 Students- Because that bar will be the highest or the lowest.
o Fill in the answers according to our classroom results and graph.
 Check for understanding with sample problems, situations, questions.
o Ask the students- “Are there are any questions about what I modeled?” Now it will be
your turn. Answer any questions.
o Ask the students- “Do you think everyone is going to have the same number of Skittles,
or same number of each color of Skittles?”
 Students- No!
 Teacher- Correct, I just measured out ¼ cup of skittles in each bag, but that does
not guarantee a specific amount of skittles. Once everyone is finished, we will
compare the totals we had in our bag.
o “Raise your hand if any questions pop up in your head during your individual practice. I
will be walking around and looking at our wide variety of fractions and making sure we
are sorting correctly, comparing our fractions properly and graphing according to the
information we are given. “
 Independent Practice:
o Independent Practice
 Gradual Release of Responsibility – YOU DO IT
o Pass out individual bags of skittles to the students. Once they get their bag of skittles,
instruct them to pick up a paper towel and their colored pencils according to their
classroom number.
o Instruct students that once they receive their bag of skittles and paper towel, they may
begin sorting their skittles.
o Remind students to keep their skittles on their plate and not get them mixed up with
their neighbor.
o “Make sure to fill out your rainbow first, then tell me what fraction of your Skittles are
red, orange, yellow, green, and purple”
o “Once you are finished, you may move onto the next worksheet where you will compare
specific fractions. In the circle you should put the greater than, less than or equal to
symbol. “
o “Then you may flip to the back and graph what fraction of your Skittles are red, orange,
yellow, green or purple. And answer the following questions.”
o “If you finish all of this work before others are finished, you may use your colored
pencils to color your rainbow.
Closure:
Katlin Moran
February 21st, 2018

Give me a thumbs up if you think working with our bags of skittles was a fun way practice parts of a set
with fractions? I am glad you all liked it! Let’s talk about the results we can see on our bar graphs. Take a
look at your own graph, and raise your hand if you had the highest number of red skittles? Continue
with all colors. What is one thing that all of our graphs should have in common? “No one in this
classroom had a blue skittle in their bag, so we all should have 0 recorded for blue skittles. Let’s talk
about how many skittles we all had in total. Who had 20 skittles total? Keep prompting to see the
highest total classmates had in their bag, to discuss how we all had different totals. “Thank you all for
being responsible third graders and not attempting to eat your skittles before I instructed. Now you may
eat your skittles, or if you do not want to eat them right now, you may put them in your back pack to
take home. “

Assessment/Evaluation:

I will be informally assessing my students during their independent worktime as they sort their skittles
by color, write the fraction of each colored skittles and compare their skittles based on color.
Participation will also be part of my informal observations. At the end of the lesson I will collect their
worksheets and grade them.
Katlin Moran
February 21st, 2018

Name: __________________

How many skittles do you have?

How many?

Fr act ion: Skitt le Color

Tot al Skit t les

What f r action of your skit tles ar e...

Red Or ange

Gr een Yellow

Pur p le Blue
© The Leap Ladyz
Katlin Moran
February 21st, 2018
Katlin Moran
February 21st, 2018