Learning Activity

Fruit Loop Sorting, Graphing, and Problem-Solving

Subject Area

Mathematics

Grade(s)

1

Overview

This learning activity is a great way to add high interest over multiple grade 1 standards. It can be used after the study of addition and subtraction within 20, organizing data, classifying, sorting, and basic computer skills. This activity can be completed as a partner activity/assessment or an independent activity/assessment.   

This learning activity was created as a result of the Girls Engaged in Math and Science (GEMS) Resource Development Project, in partnership with Dothan City Schools.

Mathematics (2019) Grade(s): 1

MA19.1.1

Use addition and subtraction to solve word problems within 20 by using concrete objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Unpacked Content

UP:MA19.1.1

Vocabulary

  • Change unknown
  • Put together
  • Take apart
  • Compare

Knowledge

Students know:
  • addition and subtraction strategies and models.
  • how to form an equation.

Skills

Students are able to:
  • represent quantities and operations (addition & subtraction) with concrete objects, pictorially, or symbolically.
  • Use informal and mathematical language to communicate the representations.
  • Accurately compute sums and differences.

Understanding

Students understand that:
  • addition is both putting together and adding to. subtraction is taking apart, taking from, and comparisons.
  • Mathematical problems can be solved using a variety of strategies. models, and representations.
  • variables in the form of blanks, boxes, or letters, represent unknown quantities when representing mathematical situations algebraically.
Mathematics (2019) Grade(s): 1

MA19.1.2

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using concrete objects, drawings, or equations with a symbol for the unknown number to represent the problem.

Unpacked Content

UP:MA19.1.4

Vocabulary

  • Addend

Knowledge

Students know:
  • The relationship between addition and subtraction.
  • how to explain subtraction as an unknown addend.

Skills

Students are able to:
  • use symbols such as blanks, boxes, or letters to represent unknown quantities in equations.
  • Communicate the connections between subtraction and addition.
  • Use the inverse relationship between addition and subtraction to find differences.
  • Choose and apply addition and subtraction strategies to accurately determine sums and differences within 20.

Understanding

Students understand that:
  • addition and subtraction have an inverse relationship that can be used to solve problems.
Mathematics (2019) Grade(s): 1

MA19.1.6

Add and subtract within 20.

Unpacked Content

UP:MA19.1.6

Vocabulary

  • Fluency

Knowledge

Students know:
  • Strategies for finding sums and differences within 20.

Skills

Students are able to:
  • Use addition and subtraction strategies.

Understanding

Students understand that:
  • Addition and subtraction strategies can be used to compute sums and differences, and how.
Mathematics (2019) Grade(s): 1

MA19.1.16

Organize, represent, and interpret data with up to three categories.

Unpacked Content

UP:MA19.1.16

Vocabulary

  • Tally mark graphs
  • Pictographs
  • Venn diagrams
  • Yes/no charts
  • Bar graphs

Knowledge

Students know:
  • objects can be grouped into categories based on like characteristics.
  • They can gain information from graphs.

Skills

Students are able to:
  • Create, analyze, and interpret data.

Understanding

Students understand that:
  • questions concerning mathematical contexts can be answered by collecting and organizing data.
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.1

Classify and sort information into logical order with and without a computer.

Unpacked Content

UP:DLCS18.1.1

Vocabulary

  • attribute

Knowledge

Students know:
  • how to identify attributes of items.
  • that attributes are used for sorting.

Skills

Students are able to:
  • identify various attributes of items.
  • sort items based on an identified attribute.

Understanding

Students understand that:
  • items can have attributes of varying types.
  • attributes can be used to group items.
  • attributes can be used to sort items and put into a specific order.
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.14

Discuss the purpose of collecting and organizing data.

Unpacked Content

UP:DLCS18.1.14

Vocabulary

  • data
  • collection
  • information
  • graph

Knowledge

Students know:
  • data can be collected to give information.
  • data can be organized in various ways.

Skills

Students are able to:
  • determine appropriate situations to collect data.
  • determine a way to organize data they collect.

Understanding

Students understand that:
  • data collection gives information.
  • the method chosen for organizing data is important.
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.15

Interpret data displayed in a chart.

Unpacked Content

UP:DLCS18.1.15

Knowledge

Students know:
  • how to look at simple graphs and interpret them collaboratively and indepently.
  • information can be depicted in various ways such as numbers, pictures, blocks.

Skills

Students are able to:
  • answer questions based on information shown in a graph or chart.
  • determine certain results based on information in a graph or chart.

Understanding

Students understand that:
  • we gain information by collecting data and depicting that data in a chart or graph.
  • we can look at charts and graphs and discover information.

Phase

During/Explore/Explain
Learning Objectives

Learning Objectives

Students will:

  • use addition and subtraction to solve word problems within 20 by using concrete objects.
  • solve problems that call for the addition of three whole numbers whose sum is less than or equal to 20 by using concrete objects. 
  • add and subtract within 20.
  • organize, represent, and interpret data with up to three categories.

Activity Details

Teacher Directions for Fruit Loop Sorting and Graphing:

This lesson could take 45 minutes to two 60-minute sessions depending on student levels and pacing. This will be marked as Part 1 and Part 2. Every step can be assessed by the rubric.

Part 1

  1. Start the lesson by asking students if they eat or like Fruit Loops and if they have a certain way of eating them (by color order, dry, with a certain type of milk, etc.)
  2. Tell them that they will have the opportunity to sort the Fruit Loops by color and create a tally chart or picture graph, manual bar graph, and digital bar graph. They will also answer questions related to their specific Fruit Loop data.
  3. Pair the students or have them work individually.
  4. Pass out student paper towels, manual data worksheet, and Fruit Loops Ziploc Bags.
  5. Hand out or have students gather a pencil and coloring supplies.
  6. Review student instructions:
  • Color the circle with the color listed on the left side of the page.
  • Count your Fruit Loops and create a tally chart or picture graph using the color listed.
  • Create a bar graph using the data from the tally chart or picture graph.

Part 2

Teacher directions:

  1. Share the digital template using the Learning Management System platform you utilize.
  2. Review the steps used to create the graph on an interactive whiteboard/computer and projector. (A video explanation and text explanation are provided.)
  3. Pass out manual data and graph sheets from Part 1.
  4. If students are unfamiliar with data input, demonstrate where to place each color and number correctly and monitor input on each student’s computer.
  5. When complete, use the student computers to share the document with the teacher through the teacher’s preferred method.
  6. Print color copies of data.
  7. Display alongside the manual data and/or questions created and/or answered by the students.
  8. Assess the completed tally chart/picture graph, bar graph, and questions using the rubric.

Student directions:

  1. Use your manual data to place the information in the spreadsheet. 
  2. Watch the graph change based on your personal data.
  3. Check your work.
  4. Share your work with your teacher.
  5. After completing the graph, answer the graph analysis questions.
Assessment Strategies

Assessment Strategies

The teacher will assess each student’s mastery of the standards and stated learning objectives by evaluating each student’s manual graph, digital graph, and completed analysis questions using this rubric.

Acceleration

  • Have students create a certain number of questions for their classmates to answer, and then answer one peer’s or peer group’s set of questions.
  • Post all graphs on the wall and have the students answer certain questions from certain graphs. Ex. Which project had the most red Fruit Loops, red and yellow, least amount, etc?

Intervention

Variation Tips

Learning Targets in Student-Friendly Language:

–I can understand data.

  • I can record data on a tally chart.
  • I can use a tally chart.
  • I can compare data.
  • I can interpret data.

–I can make a tally chart to organize and understand data.
–I can understand the data shown by a picture graph.
–I can understand the data shown by a bar graph.
–I can make a picture graph and a bar graph.
–I can fluently add and subtract within 20.
–I can accurately organize, represent, and interpret data with up to three categories.
–I can use addition and subtraction to solve word problems within 20 by using concrete objects and drawings. 
–I can solve word problems that call for the addition of three whole numbers whose sum is within 20 by using concrete objects and drawings.
–I can classify and sort information into logical order with and without a computer
–I can discuss the purpose of collecting and organizing data.
interpret data displayed in a chart.

Approximate Duration

Total Duration

46 to 60 Minutes

Background and Preparation

Background / Preparation

Student Prerequisite Skills:

  • Identify more and less when given two groups of objects.
  • Identify object attributes (Examples: color, shape, size, texture, use).
  • Count objects up to 10.
  • Count to 10 by ones.
  • Understand different types of graphs (ex. Venn diagrams, bar graphs, and pictographs).
  • Identify more and less when given two groups of objects of 10 or fewer.
  • Understand categories.
  • Count to 1-20.
  • Mimic counting by ones.
  • Recognize numerals from 0-20.
  • Understand the concept of amount.
  • Pair the number of objects counted with "how many?"
  • Understand that the last number name tells the number of objects counted.
  • Pair a group of objects with a number representing the total number of objects in the group (up to ten objects).
  • Access instructional digital platform
  • Use keyboard, mouse, and touchpad

Teacher Preparation:

  • Prepare Ziploc bags of 20 Fruit Loops for the students to sort.
  • Determine if the activity will be completed individually or in partner groups.

Materials and Resources

Materials and Resources

  • 1 box of Fruit Loops
  • Crayons/Markers/Colored Pencils
  • Ziploc Bags (for separating the cereal for individual or group use prior to the lesson)
  • Paper Towels (for students to place Fruit Loops on while counting)
  • Pencil
  • 1- Fruit Loops Sort & Graph Paper-Manual Handout for each student/group to create a tally chart or picture graph
  • 1 Fruit Loops Sorting and Graphing Questions (can be copied or shared digitally)
  • Computer/Laptop with spreadsheet software, such as Google Sheets or Microsoft Excel
  • Learning Management System, such as Google Classroom or Schoology
  • 1- Fruit Loops Sort & Graph Google Sheets Template for each student/group
  • Color Printer (optional)

Digital Tools / Resources

Fruit Loop Sort & Graph Sheet (Manual Handout)
https://drive.google.com/file/d/1ne4x5oJ_hfvMcAqxhvbEmrT7QeFK3sDI/view?usp=shar…
Fruit Loops Sorting and Graphing Digital Template
https://docs.google.com/spreadsheets/d/15vdTzqmJAX7V-6QSi3sUa1mtkRybhxeGBueH0OC…
Fruit Loops Sorting and Graphing Project Rubric
https://drive.google.com/file/d/16uy3jxS8rltCNuIxBKNE7pJM8TxFkoaj/view?usp=shar…
Fruit Loops Sorting and Graphing Questions
https://docs.google.com/document/d/1ajDs8Pt1Pr5j4BGtZlvK2cJV_8YiZzjok24HSqMApEc…
Create a Bar Graph with Google Sheets
https://www.youtube.com/watch?v=xNrXscxwq3E
How to Create a Bar Graph in Google Sheets | Databox Blog
https://databox.com/how-to-create-a-bar-graph-in-google-sheets

Approved Date

Owner (Author)

methornton
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