Mean Math
by Beth  Verret, beth.verret@cpsb.org

Content Area(s)
English/Language Arts
Math
Science

Grade Level(s)
5, 6, 7, 

Overview
In this activity students practice using previously learned math concepts and skills when collect data, calculate the mean, graph and analyze information.

Software
calculator,sheets to go,(excel)stopwatch

Technology
desktop computer and Excel

Objectives
TLW: collect data, find the mean, construct and analyze a graph.

Procedures
*Previous Knowledge-Student should know how to find the mean, graph parts, and use the handheld.
*Put students in groups of four. Each should have their handheld.
*Pass out 21 M&M candies to each student. Remind them not to eat them yet.
*Explain to students that they will need the calculator, spreadsheet, (will have spreadsheet already on handheld) and the stopwatch on their handhelds.
*Have students time themselves eating one M & M candy and record it on the spreadsheet. Each student gives their time to everyone in the group, so that there are four recorded times for each set of M & M’s eaten.
*Have students predict how long they think it will take them to eat each set.
*Repeat this step increasing the number of M & M’s each time until 6 M & M’s candies are eaten together.
*After all times are recorded, students are to use the calculator to calculate the mean of set of M & M’s eaten. Each mean is to record on the spreadsheet. (Do not program the spreadsheet to average. You want the students to demonstrate that skill)
*Students are to sync their handhelds with the teacher who will sync it with the desktop computer. (Have a folder for each group)
*Have each group gather at the desktop to construct a graph with their own personal information. Allow them to pick the colors, title, scale, and labels.
*Print out each student a graph. Allow them time to discuss the results.
*Have each group write four facts about their graph.
*The teacher should guide a discussion with questions asking why did the time increase as the amount of M & M’s increased or why didn’t time increase? What could cause the times to be different? How does this relate to them eating lunch in the cafeteria? (Thursday is chicken day) Have student explain their thoughts about whether or not finding the mean was an appropriate way of determining the amount of time for lunch. What does this mean for students that took more time to eat or ones that took less time to eat? Was it easier to see the differences between the data on a graph? Why is it harder to see the difference with just numbers and not bars or lines? What other problems that could be solved by finding the mean?
Extension: Have students average their grades in each subject and graph them.

Other Supporting Material
Mean%20Math%20Rubric

Submitted on: 8/26/2006 10:28:01 PM