## Skittlesô Count

### Carole Mason

#### Description

Students will count Skittlesô then use the numbers to find the relationships among fractions, decimals, and percent.

#### Objectives

The student understands that numbers can be represented in a variety of equivalent forms, including integers, fractions, decimals, percents, scientific notation, exponents, radicals, and absolute value.

#### Materials

- Individual packages of Skittlesô
- Skittlesô chart (see attached file)
- Pencil or pen

#### Preparations

1. Obtain individual packages of Skittlesô Make sure bags are of original or sour Skittlesô.
2. Create own or print out worksheet from associated file. (one per student).

#### Procedures

1. Ask students what colors are used for both M&Mísô and Skittlesô? (list on board)

2. Put students into groups of fours.

3. Distribute packages of Skittles to each student.

4. Distribute chart to each individual. (see associated file).

5. Tell students not to open the bag of Skittles until they are told to.

6. Tell individual students to open bags of candy, and use the chart to record the number of each color, and add the numbers together to find out the total number of Skittles in their bags. (worksheet ëPart Oneí) *Remember, no eating yet!*

7. Ask one student from each group to tell the total number of Skittles and number of red Skittles in their bag. List on board.

8. Explain and model to students how they will find the fraction of the red Skittles.

9. Explain and model to students how they will change the fraction to a decimal.

10. Explain and model changing the decimal to a percentage.

11. Tell students to complete all of the computations for their red pieces of candy after you have completed your model.

12. Tell students to complete the rest of ëPart Oneí on the chart. (group members can help each other if necessary)

13. Tell students to work individually to complete ëPart Twoí by recording the comparisons of the highest and lowest percentages of each color recorded in their group.

14. Tell students to discuss whether they were surprised by the differences.

15. Tell students to complete ëPart Threeí on their worksheet.

16. Select one student from each group to present their final numbers for ëPart Threeí and to explain how they calculated the numbers.

17. Tell each student selected to make his presentation.

18. Tell students to turn in worksheets.

19. Tell students to enjoy the Skittlesô!

20. Assess the worksheets.

#### Assessments

Assess each student's worksheet for correct computations. Note those that have difficulty changing percents into fractions or decimals. This lesson doesn't address scientific notation, exponents, radicals and absolute values.

#### Extensions

Extend this lesson by using the Skittlesô information for a graphing lesson.