Exploring Diversity Through Math: A High School Lesson with Diversity Beans (9-12)

Exploring Diversity Through Math: A High School Lesson with Diversity Beans

Objective:
Use probability, statistics, and critical thinking to explore the concepts of diversity, assumptions, and how appearance doesn’t always predict reality.

Materials:

• About 6 Diversity Beans per student (enough for sampling + sorting)

• Paper, pencils, and calculators

• Whiteboard or smartboard for group results

Vocabulary to Preview (optional):

• Probability

• Statistics

• Theoretical vs. Experimental Outcomes

• Bias

• Assumption

• Classification

Teacher Tip:
This lesson pairs well with probability or statistics units and offers a natural integration point for social-emotional learning (SEL) or DEI discussions.

Procedure:

A. Kick Things Off
Start by introducing Diversity Beans. Explain that they come in 6 colors (black, white, orange, green, yellow, red) and 11 flavors: Blackberry, Cinnamon, Coconut, Lemon, Licorice, Lime, Pineapple, Root Beer, Strawberry, Tangerine, and Watermelon.
Color and flavor might not match in any predictable way, which makes them a great tool for exploring assumptions and expectations.

B. Form Small Groups
Split the class into six groups. Ask students to determine how many beans should go to each group for a fair distribution.

C. Distribute & Count
Divide the beans into six roughly equal piles. Give one to each group. Have them count their beans and determine what fraction of the original total they received.

D. Predict & Discuss
Ask students to calculate the theoretical probability of pulling any specific color (e.g., 1/6). Then discuss what they would expect the flavor distribution to be. Compare this with their predictions.

E. Record & Reduce
Have each group express their color counts as a fraction of their group’s total and the class’s total. Reduce fractions when possible. Combine all data to find overall class totals.

F. The Flavor Reveal
Let each student choose one bean based on color and predict the flavor. Then taste it—and record the actual flavor. Capture the number of each flavor tasted as a fraction of the total.

G. Matrix It
Create a 6x11 matrix (colors x flavors) on the board. Fill in each cell with the observed fraction of combinations from the class.

H. Dive Into the Math
Talk about the difference between theoretical probability (what you’d expect) and experimental results (what actually happened). Why are they different? (Sample size, randomness, etc.)

I. Big Picture Thinking
Ask students: Where else do we rely on probability or assumptions in life? (Dice, cards, hiring, college admissions, healthcare?) Connect the math to real-world contexts.

J. Connect to People
Now shift to people. Have students brainstorm all the ways people can be classified—gender, culture, age, personality, etc. Build a class-wide “people matrix.”
Then discuss: Do those labels or appearances tell us everything? What do they miss?

K. Reflect on Bias & Diversity
Explain how the Diversity Beans model helps us see that assumptions based on appearance can be misleading—just like with the jellybeans. True understanding takes curiosity, not quick judgments.

L. Wrap Up with Reflection
End with a group discussion or short written reflection:

• What did this activity reveal about assumptions?

• How can we approach people with more openness and less bias?

• How can math help us understand complex human issues?

Optional Extensions:

• Repeat the experiment with a different group size and compare class results.

• Chart flavor predictions vs. actual flavors and display it visually.

• Create a reflection poster wall: “What I expected vs. what I learned.”

• Introduce the terms a priori (predicted outcomes) and posterior (observed outcomes) for advanced learners or honors students.

• Use a real-world case study prompt: “Have you ever made an assumption about someone that turned out to be wrong? What helped you realize it?”