MATHEMATICS GOVERNOR’S INSTITUTE 2003

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MATHEMATICS GOVERNOR’S INSTITUTE 2003

PROBLEM-IN-A-BAG TEMPLATE

(Download as Microsoft Word documents: M&M, Worksheet.doc)

TITLE OF PROJECT: M & M – MONEY MUNCHERS

TEAM MEMBERS: Agnes Bryne, Colleen Dooley, Carolyn Johnson, Joquina Mitchell-Somerville

GRADE LEVEL AND/OR COURSE: 3

CONCEPT(S) USED: Comparison, Adding, Subtracting, Money, Weight

PA STANDARD(S) ADDRESSED: FOR GRADE 3:

Numbers, Number Systems and Number Relations
	2.1B Use whole numbers and fractions to represent quantities. 2.1E Count, compare, and make change using a collection of coins and one-dollar bills. 2.1G Use concrete objects to count, order and group. 2.1J Estimate, approximate, round or use exact numbers as appropriate.
Computation and Estimation
	2.2A Apply addition and subtraction in everyday situations using concrete objects. 2.2F Determine the reasonableness of calculated answers. 2.2G Explain addition and subtraction algorithms with regrouping.
Measurement and Estimation
	2.3E Determine the appropriate unit of measure. 2.3G Estimate and verify measurements.
Mathematical Reasoning and Connections
	2.4A Make, check and verify predictions about the quantity, size, and shape of objects and groups of objects. 2.4B Use measurements in everyday situations.
Mathematical Problem Solving and Communication
	2.5A Use appropriate problem-solving strategies. 2.5C Select and use an appropriate method, material and strategy to solve problems, including mental mathematics, paper and pencil and concrete objects.
Statistics and Data Analysis
	2.6A Gather, organize and display data using pictures, tallies, charts, bar graphs, and pictographs. 2.6D Form and justify an opinion on whether a given statement is reasonable based on a comparison to data.
Algebra and Functions
	2.8F Explain the meaning of solutions and symbols. 2.8G Use a table or chart to display information. 2.8H Describe and interpret the data shown in tables and charts
Concepts of Calculus
	2.11A Identify whole number quantities and measurements from least to most and greatest value.
NCTM STANDARD(S) ADDRESSED:
Number and Operations	Compute fluently and make reasonable estimates.
Algebra	Use mathematical models to represent and understand quantitative relationships.
Measurement	Understand measurable attributes of objects and the units, systems and processes of measurements. Apply appropriate techniques, tools, and formulas to determine measurements.
Data Analysis and Probability	Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.
Problem Solving	Build new mathematical knowledge through problem solving. Solve problems that arise in mathematics and in other contexts. Apply and adapt a variety of appropriate strategies to solve problems. Monitor and reflect on the process of mathematical problem solving.
Reasoning and Proof	Make and investigate mathematical conjectures
Communication	Organize and consolidate their mathematical thinking through communication. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Analyze and evaluate the mathematical thinking and strategies of others. Use the language of mathematics to express mathematical ideas precisely.
Connections	Recognize and use connections among mathematical ideas. Recognize and apply mathematics in contexts outside of mathematics.
Representation	Create and use representations to organize, record, and communicate mathematical ideas. Select, apply, and translate among mathematical representations to solve problems. Use representations to model and interpret physical, social, and mathematical phenomena.

INTRODUCTION/APPLICATIONS:

What melts in your mouth and not in your hand?

QUESTION:

The Governor’s school is having a Halloween party. The Home and School has donated $100 to purchase candy and decorations for the 200 children in the school. Your goal is to spend no more than ½ the money on candy. Which is cheapest to buy? How much will you have left to spend on decorations?

Figure out how much it will cost to purchase:

an individual bag of M&Ms per child

2 fun size bags per child

party bags of M&Ms to divide among the children

MODEL:

M&Ms, chart, store circular, worksheet

RESOURCES AND MATERIALS:

M&Ms, baggies, chart, circular, scale, markers

PROCEDURES & ACTIVITIES:
1.	Students will work in groups of four.
2.	Students will predict which size of M&Ms will be cheapest to purchase for all the students at the Governor’s School for Halloween.
3.	Find and circle advertisement of M&Ms in store circular.
4.	Compare prices of M&Ms. Decide on the best buy.
5.	Determine how much it would cost to provide M&Ms for the Halloween party.
6.	Chart information on worksheet.
7.	Figure out how much you will spend on candy? How many bags of M& Ms will be bought?
8.	Determine how much would be left for decorations.
9.	Did you meet the goal set?
RUBRIC:
1 –	Student is able to find and circle advertisement for M& Ms in circular.
2 –	Student is able to find and circle advertisement for M&Ms in circular. Student is able to list the cost of M&Ms on worksheet for each size.
3 –	Student is able to find and circle advertisement for M&Ms in circular. Student is able to list the cost of M&Ms on worksheet for each size. Student is able to figure out the price per serving and identify the best buy.
4 –	Student is able to find and circle advertisement for M&Ms in circular. Student is able to list the cost of M&Ms on worksheet for each size. Student is able to figure out the price per serving and identify the best buy. Student is able to determine how much is left over for decorations.
ACCOMMODATIONS/ADAPTATIONS:
ESL & SPECIAL EDUCATION:		Paired with a buddy, students will use a scale to compare serving sizes of M&Ms.
ENRICHMENT:		Figure out? How many bags of fun size equals an 1lb bags of M&M? How many individual bags could you get out of the 1lb bag of M&Ms?

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Algebra and Functions