Day 177: Skittles

Last night I went and bought 8 pounds of Skittles; I had a fun conversation with the cashier.

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Algebra looked at the color distribution of the different sized bags of skittles and made some conclusions on the data.

Here’s how things went.

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I threw up this picture and asked ’em how many Skittles thy thought were in the package, then their estimated percent breakdown of each color.

After, I put this up and asked if it changed any if their answers.

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They saw the number of each color and calculated the percentage of each.

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111 Skittles isn’t a great size to make any conclusions, they asked for a larger bag and then made the same estimations.

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389 Skittles isn’t really enough to make conclusions either… the data was everywhere.

Then, I pulled out a 2 pound bag of Skittles, broke students into groups of 2 and had them find the frequency of each color.

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I put together a quick Excel document and had running totals throughout the day.

The results of each 2 pound bag were different, but when we put them together and looked at a sample size of 4338 some interesting talking points emerge.

SkittlesI am excited to hear what students have to say/conclude from this data on Monday.

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Day 171: Graphs

The last week of algebra consists of an introduction to statistics. They start the whole process by reviewing (for most) how to interpret graphs. Normally, this isn’t a very exciting process but I found some fun graphs to spice things up.

First I put up a blank slate and them ’em guess what it could be:

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Turned out to be something like grams of fat for ingredients of a sandwich.

After we went through all the different types of graphs, here are my favorite examples of each:

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Gotta keep content interesting with the end of the year looming….