__Topic:__

Skittles Lab

__Objective:__

Students will conduct an experiment using Skittles? to
construct tables and graphs on graphing calculators and then interpret
the results.

__Materials needed:__

Skittles, container for skittles (dixie cups), paper
plates

__Procedure:__

1. Take one skittle and place between 2 paper plates.
Shake the plates and then open them. Record whether or not there
is an “S” facing upwards. If an “S” is facing up, add one skittle;
if not, keep shaking until an “S” appears (Be sure to record every time
you shake and record the number of “S’s”, then add that many Skittles for
the next shake until the Skittles are gone from the container.

2. Once you have all the Skittles between the paper plates, make a table on a graphing calculator (shake number, total number of Skittles) from the data collected in #1. Then graph the results and note the general shape of the graph.

3. Continue with all the Skittles in the plate, but now every time you shake, remove the skittles with “S’s” (being sure to record the data) and EAT THEM!! Do this until all of the Skittles are gone.

4. Once you are finished eating the Skittles, make a table or graphing calculator (shake number, total number of Skittles) from data in #3. Graph the results and note the shape of the graph.

5. Compare the 2 graphs. What do you notice?

__Illinois Learning Goals:__

8.C.4a Analyze and report the effects of changing coefficients,
exponents and other parameters on functions and their graphs.

8.C.5 Use polynomial, exponential, logarithmic and trigonometric functions to model situations.

10.A.4a Represent and organize data by creating lists, charts, tables, frequency distributions, graphs, scatterplots and box-plots.

Reflection:

Example:

Skittles Lab (con’t)

Example:

Shake number 1 2 3 4 5 6 7 8 9 10 11

# of S’s 1 1 2 2 2 5 8 4 12 21 28

Total # of Skittles 1 2 3 5 7 9 14 22 26 38 59

Graph:

Skittles Lab (con’t)

Shake number 1 2 3 4 5 6 7 8 9 10 11

# of “S’s” 24 19 9 1 3 0 0 0 1 0 0

Total # of Skittles 59 35 16 7 6 3 3 3 3 2 2

Graph: