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# Sorting and Graphing Candy

PreK - 1st, Homeschool
Subjects
Standards
Resource Type
Formats Included
• PDF
Pages
32 pages

### Description

Sorting and Graphing Candy is so much fun! Included are materials for 4 different candy graphs:

• gummy bears (to be used with Haribo gummy bears)
• chocolate candy (to be used with M&M’s)
• hearts (to be used with Sweethearts or Brach’s conversation hearts)
• colorful candy (to be used with skittles)

Each candy graph has a sorting page, a graph and a counting page. There is a version with color words and without. We've even included Parental Directions for Homework, in case you want to send the activity home for a special project.

Total Pages
32 pages
N/A
Teaching Duration
N/A
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### Standards

to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
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.
Understand that each successive number name refers to a quantity that is one larger.