

The next jellybean is yellow. As students describe or draw other patterns
using two different colored jellybeans, some common patterns you may see include:
same color, same color, different color, different color. Or, same color, same
color, different color, same color, same color, different color. Anything is
acceptable as long as a pattern is apparent.
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 Answers may vary.
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 The answer is yes. To help students come
to this conclusion, supply them with 10 real jellybeans or other manipulative. Then
have them count the jellybeans by 2's, 3's, and 5's. Counting by 3's will
be the most difficult, but you can help them realize that three groups of three plus
one more jellybean equals 10.
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 Correct responses to this problem can be
either three candy corns and two chocolate kisses or four candy corns and one chocolate
kiss. Students do not need to know formal probability theory — they simply need to be
able to tell which candy there's more of and be able to write a sentence reflecting
that understanding. To help students with this problem, they can experiment by putting
two types of five candies in a bag. Working in pairs, have one student pull candies out
and the other mark down what type it is and put it back in the bag. Have them do this
a minimum of twenty times. Students who respond that there are more kisses than
candy corns will need more experiences of this kind to help develop their intuitive
feel for probability.
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