## Eight Eighths Make a Roll

### MAdele CarsonSanta Rosa District Schools

#### Description

Using a bag of individual rolls of Sprees, the students learn about fractions making up a whole. They also make a bar and a circle graph using the results of their Spree rolls.

#### Objectives

The student reads, writes, and identifies fractions and mixed numbers with denominators including 2, 3, 4, 5, 6, 8, 10, 12, 20, 25, 100, and 1000.

The student compares and orders commonly used fractions and decimals to hundredths using concrete materials, drawings, and numerals.

The student generates questions, collects responses, and displays data on a pictograph, circle graph, bar, double bar, or line graph.

The student interprets and completes circle graphs using common fractions.

The student creates an appropriate graph to display data (for example, pictographs, bar graphs, line graphs, circle graphs).

#### Materials

-Bag of individual rolls of Sprees.
-Graph paper
-Red, orange, yellow, green, and purple crayons or colored pencils
-Compasses (to draw circles) or circles already cut with Ellison dies
-Ruler or straight edge
-Pencil for drawing lines and for writing explanations
-Large roll of Sprees for whole class activity

#### Preparations

1. Have the candy, graph paper, colors and circles ready.
2. Review fractions before the lesson.
3. SweeTarts can work in place of the Sprees which may be harder to find. Sprees are much more brightly colored than the SweeTarts.

#### Procedures

1. Review common fractions at the start of this lesson.

2. The children may be in groups or they can work individually.

3. Each child will need a roll of Sprees, a sheet of graph paper, colored pencils or crayons and a circle.

4. Remind the students that the number of candies in the roll is 8 which will be the denominator and each color will be a numerator.

5. Before unwrapping the candy, have the students color vertical 2-square bars to represent each color on their graph paper exactly like the roll.

6. Have the students unwrap the rolls and separate by color.

7. The students will make a bar graph of each color (ROYGP).

8. Below the color bar graph, have the children label each color in a fraction. For example: three red candies would be 3/8.

9. Using a child who has two out of eight or four out of eight of one color, ask the students what other names could be given to these fractions. (1/4 and 1/2)

10. Have the students draw the example of 1/2 and write to explain why the fractions have different names but mean the same thing.

Example: I have four red candies in my roll. The fraction for my red is 4/8. Four is half of eight so I can also call this 1/2.

11. Using either a die-cut circle, or one made with a compass, have the students divide their circles into fourths. Divide each of these circles in half to make eighths. The students will then color each of their circle graphs to correspond with their roll of Sprees.

12. Demonstrate that the fractions added together will equal 8/8 which is a whole.

13. If the teacher wishes, use a full roll of Sprees for the assessment. Each roll has 27 pieces of candy in it. Open it with the whole class, divide by color, and have the students name the fraction represented by each color. If you remove three of the candies, a group of 24 would have lots of possibilities for fractions.

#### Assessments

Use observations of the students creating their graphs as a formative assessment. As a summative assessment, assess the students' responses to whole-group activity with the large roll of candy.

#### Extensions

Since there are five possible colors and only 8 pieces of candy in a roll, you could not have the same number of all five colors in any roll. Ask the students what is the most number of colors you can get if you have no more than two of any color (4); three of any color (2); four of any color (2); five, six, seven, eight of any color (1).