Candy Bar Math
Content Area:
Math/Writing
Length of Lesson: 1 -2 hours
Standards:
Interpret a fraction as division of the numerator by the (5.NF.3)
Provide a concluding statement or section that follows from and supports the
argument presented. (W.7.1)
Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories. Solve one- and two-step “how many more” and “how many less”
problems using information presented in scaled bar graphs. (3.MD.3)
Objectives: At the end of the lesson the student will be able to: Compute a/b as a ÷ b and turn the
answer from a decimal to a percent. They will also be able to graph their results and write about which
candy bar is the healthiest and defend their answer in writing based on their finding.
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1) WARM—UP – Have the class stand up. Ask them, “How many total people are in the room?” Write
that on the board. Then ask questions such as, “If you have on glasses or wear contacts, go the left side of
the room.” Then ask them to count the number of people that went to the left side of the room. Put that
number on top of the total. Do this several times and explain the concept of Part/Whole (total).
2) INTRODUCTION – Say to the class, “There are 4 different kinds of candy bar at your table. Decide
among yourselves which one you think would be the healthiest.” Allow them to decide what “healthiest
means?” Discuss the difference between sugar, healthy fats (nuts), fat calories, fat grams, fiber, etc. Pull
articles from the internet if you want a reading lesson/standard involved at this point.
3) PRESENTATION – Part I-Using your favorite method, show students how to divide calories from fat
(part)/total calories. Have them do this for each candy bar. Then discuss the difference between fat
calories and fat grams. Each fat gram is 9 calories. Create a discussion using Webb’s Depth of Knowledge
questions regarding the difference. Part II-Have students list all the different types of graphs and charts
they can think of. (pie charts, bar graphs, line graphs, etc.) Spend time discussing each type of graph and
chart.
When differentiating for different levels, divide into three groups: 1) practicing part/whole, finding
decimals and percents, comparing fractions 2) Practice using the percent box and finding the part, whole
or percent. Be sure to incorporate story problems. 3) All of the previous two stations PLUS,
understanding and using charts and graph to formulate your answers.
4) PRACTICE –Have the students work in pairs to decide which type of graph or chart they will use to
show which candy bar they think is the healthiest by graphing each of the candy bars.
5) EVALUATION – Students will present their charts/graphs to the rest of the class and explain why they
chose that particular graph/chart as well as why they chose their candy bar as the healthiest.
6) APPLICATION –Which candy bar are you going to eat if you want to be the healthiest…sugar content,
fat content, fiber, etc. Why? Prove your answer. Extension activity…discuss if lower sugar is better than
lower fat?
© Sara Z. Gutting, LLC