Sorting, Graphing, Patterning, Counting, Measuring and Addition with Jelly Beans
Created by TACMyers
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This packet belongs to:
_______________________
Sort and Tally
How many of each color do you have?
Red
Orange
Yellow
Green
Purple
Pink
How many…?
______red _______ orange
_____yellow _______ green
______purple _______ pink
’
Red
Orange
Yellow
Green
Purple
Pink
Patterns
What patterns can you make with you jelly beans?
AB pattern
ABB Pattern
AAB Pattern
AABB Pattern
ABC Pattern
My own patterns
Ten Frames
How many jelly beans do you have altogether?
Record your beans one color at a time.
______ 10 frames + _________extras is _________
Color in the beans to show which colors you are adding.
Write your numbers in the boxes.
+
=
+
=
+
=
Name _______________________
Compare your graph to a friend’s.
I compared my graph to _____________’s .
I have more
jelly beans.
___________ has more
I have less
jelly beans .
jelly beans .
_________ has less
jelly beans .
We have the same number of
beans .
jelly
Who has the most red ? ___________________
Who has the least
yellow ? ________________
1
11
21
31
2
12
22
32
3
13
23
33
4
14
24
34
5
15
25
35
6
16
26
36
7
17
27
37
8
18
28
38
9
19
29
39
10
20
30
40
1
11
21
31
2
12
22
32
3
13
23
33
4
14
24
34
5
15
25
35
6
16
26
36
7
17
27
37
8
18
28
38
9
19
29
39
10
20
30
40
Jelly Bean Guess My Order
Jelly Bean Guess My Order
Jelly Bean Guess My Order Directions
Give each student 5 or 6 jelly beans- 1 of each color, as well as the Guess My Order mat. You
can laminate the mats for permanent use, or run them off on paper for one time use.
Give the students clues, so that they can guess the color order of the jelly bean sequence. At
first you may need to do it in a small group, in a pocket chart, or with a projector until students
can do it independently.
Below are some problems- you can also make your own. Feel free to modify the clues to match
your students’ abilities. To make the activity easier- use less colors and positions. To make
more difficult, add in the 6th color or add multiples of each. You will need to modify the mat or
make your own.
SEQUENCE ONE --- Red- Yellow- Purple- Pink- Green
Clue 1Clue 2Clue 3Clue 4Clue 5Clue 6-
We do NOT need the ORANGE jelly bean.
The 1st bean is RED.
The 5th bean is GREEN.
The 3rd bean is PURPLE.
The YELLOW bean does NOT touch the GREEN.
The PINK bean is between the PURPLE and GREEN.
SEQUENCE TWO—Orange, Green, Yellow, Pink, Red
Clue 1- We will NOT use the PURPLE bean.
Clue 2- The LAST bean is RED.
Clue 3- The YELLOW bean is the 3rd/Middle bean.
Clue 4- The ORANGE bean is not touching the YELLOW bean.
Clue 5- The PINK bean is BETWEEN the YELLOW and the RED.
Clue 6- The GREEN bean is 2nd.
SEQUENCE THREE-- Purple, orange, red, yellow, pink
Clue 1- We will NOT use the GREEN bean.
Clue 2- The PURPLE bean comes 1st.
Clue 3- The PINK bean is LAST.
Clue 4- The RED bean is NOT touching the PURPLE or PINK bean.
Clue 5- The PURPLE bean is NOT touching the YELLOW bean.
Clue 6- The YELLOW bean is BETWEEN the PINK and the RED bean.
Jelly Bean Measurement
Find the following items in the room. Estimate
how many jelly beans long they will be, then measure them.
Item
pencil
My estimate
___
s
Measurement
___
s
scissors
___
s
___
s
___
s
___
s
___
s
___
s
___
s
___
s
___
s
___
s
___
s
___
s
glue stick
book
crayon
What was the longest?
_______________
What was the shortest?
_______________
Guess how many jelly beans it will take to cover the
pictures, then cover them and record your answers.
My guess:
_________
s
It took ________
s.
My guess:
_________
s
It took ________
s.
Jelly Bean Race Instructions
Preparation
 Copy and cut (laminate for a more permanent game)
copies of Jelly Bean Race Mat
 Provide each student with a die
 Give each student 40 jelly beans- or spray-paint lima
beans to look like jelly beans
Playing the Game
 Students can play alone or in pairs.
 Student rolls the die.
 (S)he covers that many numbers on the race board,
saying the name of each number.
 If students are in pairs they take turns and listen to
one another count.
 On the next turn the student counts UP from the last
square they were in.
 The game ends when the student reaches 40.
Differentiation
 Have students use 2 dice and add them together
before counting on (more challenging)
 Use game board cut down to 20 (less challenging)