ALEX Lesson Plan


Lucky Charms Graphs

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  This lesson provided by:  
Author:Tammie Evans
System: Covington County
School: Straughn Elementary School
  General Lesson Information  
Lesson Plan ID: 12940


Lucky Charms Graphs


This culminating lesson will use Lucky Charms cereal for review of sorting, counting, tally marks, and graphing. This is a fun and tasty way for students to learn about math.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (K-2)
1. Identify basic parts of various technology systems.
  • Naming input and output devices
  • Examples: input—keyboard, stylus
    TC2 (K-2)
    2. Identify applications and operations of various technology systems.
    Examples: applications—word processing, multimedia presentation software
    operations—opening, closing, and saving files
  • Using accurate terminology related to technology
  • Example: "press," not "hit," keys
  • Using input devices to enter letters, numbers, and symbols
  • Using special functions of input devices
  • Example: keyboard shortcuts
  • Labeling storage media
  • Removing storage media safely
  • TC2 (K-2)
    3. Demonstrate correct posture and finger placement while using a technology system.
    TC2 (K-2)
    5. Practice responsible use of technology systems and applications.
    Example: maintaining proper settings
  • Demonstrating care of digital equipment and media
  • Examples: washing hands before use, cleaning work area before and after use
  • Distinguishing between ethical and unethical use of others' work
  • Examples: avoiding plagiarism, avoiding manipulation of others' work without permission
    TC2 (K-2)
    10. Design original works using digital tools.
    Examples: tools—digital drawing tools, music software, word processing software, digital cameras
    MA2015 (K)
    4. Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]
    a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. [K-CC4a]
    b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. [K-CC4b]
    c. Understand that each successive number name refers to a quantity that is one larger. [K-CC4c]
    MA2015 (K)
    5. Count to answer "how many'" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. [K-CC5]
    MA2015 (1)
    19. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1-G1]
    MA2015 (1)
    20. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1-G2]
    MA2015 (1)
    21. Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1-G3]
    MA2015 (2)
    23. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10]
    MA2015 (2)
    24. Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2-G1]
    MA2015 (2)
    25. Partition a rectangle into rows and columns of same-size squares, and count to find the total number of them. [2-G2]
    MA2015 (2)
    26. Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2-G3]

    Local/National Standards:


    Primary Learning Objective(s):

    Students will count, sort, make a tally chart, and create a graph.
    Students will use spreadsheet software to create a graph. Students will compare sets of objects using the symbols >, <, and =.

    Additional Learning Objective(s):

     Preparation Information 

    Total Duration:

    61 to 90 Minutes

    Materials and Resources:

    Box of Lucky Charms cereal, small Ziploc plastic bags

    Technology Resources Needed:

    Computer with spreadsheet software, Lucky Charms Tally sheet (see attached), Lucky Charms Graph sheet (see attached)


    Since this is a culminating lesson, students should have a knowledge of counting, sorting, making tally marks, and graphing. Students should have basic computer skills. Teacher will need to prepare for the lesson by placing equal amounts of Lucky Charms cereal into plastic bags (one bag for each student) and copying the attached Lucky Charms graph file to the computers students will use.

    1.)Distribute individual bags of Lucky Charms cereal to each student.

    2.)Distribute the tally sheet to each student.

    3.)Students should then sort and count the cereal pieces in their individual bags and complete the tally sheet.

    4.)After completing the tally sheet, students must answer the questions at the bottom of the tally sheet.

    5.)Students will then use the tally sheet to complete the graph using a spreadsheet program. Demonstrate how to open the program and the lucky charm graph file (see attached). Show students how to highlight each section of the graph and use the font to fill in the graph with the appropriate colors.

    6.)Have the students print their lucky charms graph. Once all of the students have completed their tally sheets, questions, and graphs, compare the graphs and have students formulate more than/less than/equal statements using the graph data. Let several students write statements on the board using the symbols >, <, or =. After discussion, students may eat the cereal.

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    Assessment Strategies

    The teacher will check the graphs and tally sheets for accuracy.





    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.