Using colorful cereal, students learn about different parts of a whole.

Students will discover how to write a fraction as a part of a set.

 

• The students will sort cereal pieces according to their colors.

• The students will graph the quantities of each color using a line plot.

• The students will write fractions as part of a set.

Mathematics
Data Analysis and Probability Standard

Benchmark A:
Gather and organize data from surveys and classroom experiments, including data collected over a period of time.

Benchmark B:
Read and interpret tables, charts, graphs (bar, picture, line, line plot) and timelines as sources of information, identify main idea, draw conclusions and make predictions.

Benchmark G:
Identify and represent possible outcomes, such as arrangements of a set of up to four members and possible combinations from several sets, each containing two or three members.

Benchmark H:
Use the set of possible outcomes to describe and predict events.
Indicators

Data Collection
Grade 3
4. Support a conclusion or prediction orally and in writing, using information in a table or graph.

6. Translate information freely among charts, tables, line plots, picture graphs and bar graphs; e.g., create a bar graph from the information in a chart.

Grade 4
2. Represent and interpret data using tables, bar graphs, line plots and line graphs.

Mathematics
Number, Number Sense and Operations

Benchmark B:
Recognize and generate equivalent representations for whole numbers, fractions and decimals.

Indicators
Number and Number Systems
Grade 3
7. Recognize and use decimal and fraction concepts and notations as related ways of representing parts of a whole or a set; e.g., 3 of 10 marbles are red can also be described as 3/10 and 3 tenths are red.

Meaning of Operations
8. Model, represent and explain multiplication; e.g., repeated addition, skip counting, rectangular arrays and area model. For example:

a. Use conventional mathematical symbols to write equations for word problems involving multiplication.

b. Understand that, unlike addition and subtraction, the factors in multiplication and division may have different units; e.g., 3 boxes of 5 cookies each.

Grade 4
Number and Number Systems
5. Use models and points of reference to compare commonly used fractions.

Computation and Estimation
10. Use physical models, visual representations and paper and pencil to add and subtract decimals and commonly used fractions with like denominators.

• Colorful circle-shaped cereal, such as Froot Loops
• Graph paper
• Paper
• Pencil

1. Give each student 1/2 cup of the cereal. Have the students count their cereal pieces and then write down that number. The total number is the denominator — the bottom number of a fraction. Therefore, each fraction that they write will have the same denominator.

2. The students then sort the cereal pieces according to color. Ask them to graph how many pieces are red, green, etc. These numbers will be the numerators of the fractions.

3. After graphing the colors, they can make a line plot using the information. Remind them to show a title and to label the axes.

4. Above each bar, write the fraction showing the parts (colors) of each set.

Information written in the graph and on the line plot should match the fraction. This should be done with accuracy.

Use the included rubric to assist with evaluation.