Lesson Plan College of Saint Benedict/Saint Johns University

Title of Lesson: M & Ms and Charts

Grade Level: 5th grade
Process Standard(s): Probability
NCTM or Minnesota Academic
Standards:
5.4.1.2. -Create and analyze doublebar graphs and line graphs by
applying understanding of whole
numbers, fractions and decimals.
Know how to create spreadsheet
tables and graphs to display data.
(Students will be using the
information from this lesson to do
this)

Objectives:
What will the students know or
be able to do?
1. Students will be able to use 2
dice to create probability
fractions and use their adding,
subtracting and probability
skills to determine a certain
number of M & M and their
colors that are left.

Rationale:
Students will use probability in their every day lives and throughout learning
math. By using M & Ms, but also a chart, students will be able to explore
probability two different ways.
Materials/Preparation Needed:
20-25 M & Ms for each table group
Paper towels to set the M & Ms on
One cup for each table
Sheet with the chart on it
List and define:
1. discipline specific language:
Probability: the likelihood of something happening or being the case.
2. academic language:
Chart: a graphic with borders and lines that keeps the students work in
order.
Anticipatory Set:
5 minutes
Start with students at their table groups. Each group will have 5 of each color
(red, blue, yellow, green, brown) with 25 total. Students will lay the M & Ms
out on a paper towel. Students will take turns asking each other, What is the
probability of grabbing 1 (can be any number) green (can be any color)? I
will give an example of this prior to letting them explore on as groups.
After 5 minutes, students will put the M & Ms back in a cup at their table.

Procedure:
20 minutes
1. Tell your students that theyre going to learn all about probability using
nothing but 2 dice. They will also work on this in their table groups.
2. Ask them how many different outcomes are possible if they were to roll
2 dice. Remind them that there are 6 options on both sides. Together,
you can determine that there are 6 x 6 = 36 possible rolls.
Transition students will get up out of their seats and roll on the
ground like dice for 10 seconds.
3. Ask them how many ways there are to roll a total of 2 using two dice.
After thinking, they should conclude that theres only one way: 1 + 1.
4. Ask them how many ways there are to roll a total of 7. They should
come up with 6 combinations: 1 + 6, 6 + 1, 2 + 5, 5 + 2, 3 + 4, 4 + 3.
5. Time to figure out all of the rolls. Have them fill out the last two
columns of the following chart. They have already figured out 2 and
7, and they can figure out the rest the same way.
Total to Roll

Ways to Get the Total

Probability of that Roll

1 /36

/ 36

/ 36

/ 36

/ 36

6 /36 = 1/6

/ 36

/ 36

10

/ 36

11

/ 36

12

/ 36

When theyre done, the chart should look like this:

Total to Roll

Ways to Get the Total

Probability of that Roll

1 / 36

2 / 36 = 1/18

3 / 36 = 1/12

4 / 36 = 1/9

5 / 36

6 / 36 = 1/6

5 / 36

4 / 36 = 1/9

10

3 / 36 = 1/12

11

2 / 36 = 1/18

12

1 / 36

Assessment of Learning:
I will assess students on their table groups chart. This assessment is
explained on the rubric.
Closure:
5 minutes
As a closure, students will get the M & Ms back out (not putting them on
their paper towels). After reminding students there are 25 M & Ms with 5
colors of each, they will be allowed to eat 1 M & M at a time after saying the
probability of them getting a certain color.
Assignment:
N/A

Accommodations:
Students who struggle academically will be able to work with their
classmates. I will also be walking around helping students the whole time.
Advanced students will be able to challenge themselves during the closure.
They can choose to pick colors they know are harder to find the probability,
while the less advanced students can choose the colors that are easiest to
find the probability. Students will be able to work in groups, figure out
answers on their own and also use manipulatives (M & Ms) to help them
explore probability further.
Reflection
Rubric
1: Developing
Students will be
able to use their
adding and
subtracting skills to
count how many M
& Ms are left after
they take one.

2: Beginning
3: Proficient
Students will be
Students will be
able to use their
able to use 2 dice to
adding, subtracting
create probability
and probability skills
fractions and use
to determine a
their adding,
certain number of M
subtracting and
& M and their colors probability skills to
that are left.
determine a certain
Students will be
number of M & M
able to get help
and their colors that
from their class
are left.
mates to somewhat

4: Exceeds
Students will be
able to use 2 dice to
create probability
fractions and use
their adding,
subtracting and
probability skills to
determine a certain
number of M & M
and their colors that
are left. Students at
this level will

understand the dice

game, but cannot
fully understand
probability
themselves yet.
1. A student is
participating
in the closure
but cannot
give the
probability of
what colors
they could
choose yet
but can count
how many
are left. They
also cannot
understand
the dice
game
because their
probability is
not up to the
proficient
level yet.
2. Chart
students left
the chart
blank.

1. A student
understands
and
participates
in the closure
fully, but
needs help
from
classmates to
understand
the dice
game
because their
probability is
not up to the
proficient
level yet.
2. Chart
students
attempted to
fill in some of
the
probability,
but left some
blank
because they
are still
developing.
They got at
least of the
answers
attempted
correct.

1. A student can
participate in
the dice
game and the
closure while
also helping
their
classmates
who are
struggling.
2. Chart
students
completed
almost all of
the chart
correctly.
Some
mistakes are
expected, but
they at least
attempted
the entire
chart.

challenge
themselves with
this last task by
choosing harder
combinations of
colors and numbers
left.
1. A student can
participate in
the dice
game and the
closure while
also helping
their
classmates
who are
struggling. A
student also
challenges
themselves
during the
times they
can choose
what level of
probability to
do (closure).
2. Chart
students
completed all
of the chart
correctly.