Marshmallow Toss Probability

Name: Courtney Eisenmann Time Allotted: 50-60 min

Grade Level: 6
th
Subject: Math
Materials Required:
Large Marshmallows
Small Marshmallows
Marshmallow Toss Worksheet
Marshmallow Toss Rubric
Coins
Laptops

Michigan Content Expectations

D.PR.06.01 Express probabilities as fractions, decimals or percentages between 0 and 1; know
that 0 probability means an event will not occur and that probability 1 means an event will occur.

Objective:

1. The student will solve for the experimental probability of tossing a marshmallow by completing
the marshmallow toss so they can gather data to be further analyzed. (Application)

2. The student will write the experimental probability as a fraction, decimal and percent by using
the gathered data in order to create a graph on their laptop. (Knowledge)

Student Objective:
1. I will find the experimental probability of tossing a marshmallow.
2. I will write probability as a fraction, decimal and percent.

Assessment:

Objective 1 will be assessed as follows:
Summative Formal: The students will be completing the marshmallow toss experiment. The
students will be recording whether the marshmallow lands on its side or end. After the
experiment the students will calculate the experimental probability on their worksheet.
Summative Informal: Each individual student will create a graph on their laptop that will show
the experimental probability that occurred within their experiment. This can either be a bar graph
or a pie graph.
Summative Formal: The student will complete the Tweet Sheet as a ticket out the door exercise
where they will have the opportunity to share what they have learned and also ask any last
questions as well as give the teacher feedback.

Objective 2 will be assessed as follows:
Summative Informal: After the experiment the students will be verbally asked questions about
the experimental probability. A representative from each group will share the probability for
each marshmallow for the class. The students will be questioned about the variety of answers.
Summative Formal: The students will be asked on their worksheet to write the experimental
probability in the form of a fraction, decimal and a percent.
Summative Formal: The student will use their calculated values to create a graph on their laptops
which should be an accurate representation of their experimental data.
Summative Formal: The student will complete the Tweet Sheet as a ticket out the door exercise
where they will have the opportunity to share what they have learned and also ask any last
questions as well as give the teacher feedback.

Instructional Procedure:

1. Anticipatory Set:
a. Ask the students about sports and inquire about the tossing of the coin at the beginning of
the game. Wouldnt it be cool to know which side of the coin appears up more often so
you could win the coin toss?
b. The students have previously been learning about general probability for events.
c. Today the students will be doing an experiment similar to a coin toss but with
marshmallows instead in order to calculate experimental probability.
d. The students will use no more than a 6 inch voice for the duration of the lesson and will
wait for instructions before conducting the experiment. Students that lack maturity to
appropriately gather data by tossing marshmallows will be asked to hand in their
marshmallows and watch others perform the experiment and use their data.

2. State Purpose and Objective of Lesson:
a. TSW learn how to calculate experiment probability.
b. Its important to learn how to calculate experimental probability because it helps us
create data for events that actually happens verses what should happen.

3. Instructional Input/Direct Instruction:
TTW review probability and introduce experimental probability.
Probability: the likelihood that something will happen.
Experimental Probability: Experimental probability of an event is the ratio of the
number of times the event occurs to the total number of trials.
TTW explain that more accurate results occur with more trials.
TTW follow examples seen on PowerPoint.

TSW be quiet and listening.
4. Modeling: Embedded
If more examples are needed, see below.
TTW demonstrate experimental probability while using a coin.
TTW toss a coin 10 times and show the experimental probability for the coin landing on
heads/tails.
TTW model how to write the experimental probability as a fraction, decimal and percent.
5. Guided Practice:
a. TSW be completing an experiment in groups of 4-5. The students will toss a large and
small marshmallow at their desk50 times each and record their results on their
Marshmallow Toss worksheet. The students will complete the experiment in their groups
and then will work on their calculation on their own. The students should find a way to
toss their marshmallows consistently and without bias.
b. TTW be walking around to each group to monitor their progress and to make sure the
students are gathering accurate data.

6. Independent Practice:
TSW begin calculating the experimental probability for the 2 sides of the 2 marshmallows that
were tested. The student will complete the worksheet which will require the students to write
the probability as a fraction, decimal and percent. After the student has completed the
responses on the worksheet they will begin making a graph to represent their data on their
laptop. After the students have had opportunities to complete their graph and worksheet a
representative from every group will be asked to print and post the graph around the room.
The students will then each choose 2 graphs to compare and contrast using the Compare and
Contrast Graphic Organizer. The purpose of this is for the students to examine the graphs and
draw conclusions about experimental probability based on the graphs that they are viewing
(Identifying Similarities and Differences Strategy #1). The students will receive 3 minutes to
observe and write similarities, 3 minutes to observe and write differences, and 2 minutes to
determine a general conclusion. After, the teacher will then lead a discussion while addressing
the following questions.

Why do you think the experimental probability was different for each group?
Was there a difference between the marshmallows? Why do you think this is?
If you were using a large marshmallow in a coin flip what side would you choose? Why? What
about a small marshmallow?

Experimental probability can be different each time it is performed but the probability becomes
more accurate when more trials occur.

7. Differentiated Consideration
Students who finish early can toss the marshmallows 25 more times to determine if
this affects their experimental probability.
Students who are struggling can refer to the text, Mathematics: Applications and
Concepts Course 2 Chapter 9 to read about more examples of Experimental
Probability.
This lesson is a hands-on experiment that includes a marshmallow toss in order to
accommodate the bodily kinesthetic learners.
The lesson includes a visual PowerPoint with examples to accommodate the needs of
visual learners in the classroom.

8. Closure:
TTW restate the objectives and restate the importance of experimental probability within
the world.
The student will complete the Tweet Sheet to communicate what they have learned and to
provide feedback for the teacher.

9. References:

Lesson Plan - Tossing Marshmallows." Electronic Flip. N.p., n.d. Web. 21 Apr. 2013.
http://mrflip.com/teach/uteach-examples/full/Classroom/Tossing%20Marshmallows.html
Explanation of Identified Instructional Strategies: Identifying Similarities and Differences,
Compare and Contrast Graphic Organizer.
This strategy is being incorporated into a math lesson in order to assist student discovery.
I chose this graphic organizer for this lesson because it is important for students to draw
conclusions from sets of data, and the graphic organizer helps students do this. I
considered doing a Venn Diagram but I liked the layout of this organizer better because it
seemed appropriate for older students and it also has the ability to be adapted. I added the
What conclusions can you make? box at the bottom of the organizer because it helps
inform the student of the purpose of the organizer.
The Compare and Contrast is the best strategy to use during this lesson because it allows
students to make conjectures from the data. This isnt an organizer that teachers tell the
students what to fill in. Rather it is a way students can organize their thoughts and
observations from which they will then write about and discuss.
I think a possible problem that could arise with the use of this strategy is that because it is
so students drive, many students may finish in different time increments. A way to
combat this would be to have the teacher be the facilitator of this and give the students
allotted time to make observations about each section. Perhaps giving 2 or 3 minutes for
similarities and then for differences would help keep the group together and ready for
discussion.

Name: _______________________________________ Date: _____________

Use tallies to record your results after 50 tosses for each size marshmallow.
Experimental probability =





Lands on End Lands on Side
Large
Marshmallow






Experimental
Probability (Fraction)


Experimental
Probability (Decimal)

Experimental
Probability (Percent)


Small
Marshmallow






Experimental
Probability (Fraction)


Experimental
Probability (Decimal)

Experimental
Probability (Percent)



Graphing Activity:
Using your laptops, create a graph (either pie or bar graph) that shows the data from your
marshmallow tosses. Make it colorful and personal!



What conclusion can you come to about experimental probability based
on the similarities and differences you found?

Rubric
The student calculated the
experimental probability
(fraction) correctly for the
large and small marshmallow
based on the experimental
data.
5
The student calculated the
experimental probability
(fraction) correctly for either
the large or small
marshmallow based on the
experimental data.
3
The student did not calculate
the experimental probability
(fraction) correctly for the
large and small marshmallow
based on the experimental
data.
1
The student calculated the
experimental probability
(decimal) correctly for the
large and small marshmallow
based on the experimental
data.
5
The student calculated the
experimental probability
(decimal) correctly for either
the large or small
marshmallow based on the
experimental data.
3
The student did not calculate
the experimental probability
(decimal) correctly for the
large and small marshmallow
based on the experimental
data.
1
The student calculated the
experimental probability
(percent) correctly for the
large and small marshmallow
based on the experimental
data.
5
The student calculated the
experimental probability
(percent) correctly for either
the large or small
marshmallow based on the
experimental data.
3
The student did not calculate
the experimental probability
(percent) correctly for the
large and small marshmallow
based on the experimental
data.
1
The student created a graph on
their laptop that accurately
represented the data.
5
The student created a graph on
their laptop that did not
accurately represent the data.
3
The student did not create a
graph.

1

Total: _____/20
Proficiency: 16/20 (80%)



@MissCourtney:
I learned
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I still have questions about
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@MissCourtney:
I learned
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I still have questions about
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One Thing you did well was
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One Thing You Could Improve On
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One Thing you did well was
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One Thing You Could Improve On
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