### Lesson plan

# Food Fractions: What are the Odds?

#### Learning Objectives

Students will use fractions to state probability from known quantities and make predictions from a random sample.

#### Introduction

*(5 minutes)*

- Gather students and hold up the bag with colored items inside.
- Tell students what is in the bag and what colors the items come in. Write these colors on the board.
- Ask students what color they predict will be pulled out first.
- Have a volunteer to pull out one of the items. Put a tally mark by that color on the board. Repeat this process until all of the items are pulled out.

#### Explicit Instruction/Teacher modeling

*(10 minutes)*

- Empty the bag of items to demonstrate probability and fraction data charting.
- Ask students what the
**probability**, or likelihood, is of pulling out a certain colored item from this set. Explain that the**set**is the known quantity of all items. Explain that by pouring all the items out, you are able to count the whole set. - Say that the best way to display probability is by using a
**fraction**, or the likelihood of a certain outcome happening over the total number of possible outcomes. - Refer to the tally marks on the board to create probability fractions for all of your items.

#### Guided Practice

*(10 minutes)*

- Distribute the Bag O’ Stuff: Fruit worksheet and give directions.
- Explain that this is a set like we investigated with the bag and we will write answers to what is in the fruit bag by counting each fruit and writing it as a fraction.
- Do the worksheet as a whole group.

#### Independent working time

*(15 minutes)*

- Distribute the Food Fractions: What are the Odds? activity sheet and small cups of M&Ms to each student.
- Read the directions and ask if there are any questions.
- Rotate around the room to monitor understanding.
- When students complete the activity, allow them to eat the candy.

#### Differentiation

**Enrichment:**If time allows, early finishers can conduct more M&M pouring trials.**Support:**Assign peer mentors to assist with the independent practice activity page.

#### Assessment

*(10 minutes)*

- Collect the activity sheets after closing session and assign percentage grade for completion, participation, and accuracy of fraction amount answers.

#### Review and closing

*(10 minutes)*

- Gather students to share results of activity sheet.
- Ask students how sharing our results as a whole group can help us to make better predictions about the distribution of colors in M&Ms if the experiment was repeated. Example answer:
*More sampling results can give a better idea of what colors occur more or less often in bags of M&Ms.*