Launch
🥨 Snack Shop Challenge Sort
Effective Communication
Critical Thinking & Problem Solving
Collaboration
CCSS.Math.Content.6.NS.A.1
CCSS.Math.Content.6.NS.B.3
CCSS.Math.Content.6.NS.B.2
Reflection
Submission Required
Grading Required
Students work in small groups with paper snack cards, measuring-cup visuals, fraction strips, number lines, and a few decimal-price tags to solve quick customer orders such as combining portions, finding leftovers, scaling a mix, and sharing portions equally. Each group records at least one example of addition, subtraction, multiplication, and division of proper fractions in the Snack Shop Fraction Investigation Notebook, simplifies each final answer, and matches one problem to a visual model. Groups then do a fast peer feedback round by sharing their strongest solution card with 2 peers, receiving one question or correction from each, and revising before posting their updated card. At the end, each student places a sticky note on the class confidence chart and writes one sentence about what helped them.
Plan day
Day 1
Duration
85 min
Grouping
Small Group
Steps
8 steps
Lesson plan
8 steps · 85 min| # | What teachers do |
|---|---|
| 1 | Launch the challenge by showing 2-3 sample snack order cards and asking groups to identify whether each card involves combining portions, finding leftovers, scaling a mix, or sharing equally; briefly model how one division situation can be represented with a visual model and an equation with a simplified answer. (10 min) |
| 2 | Form small groups, assign materials, and have students sort the snack cards into operation types while discussing which tools would help for each type of problem; groups set roles such as reader, recorder, model builder, and checker. (10 min) |
| 3 | Have groups solve a first round of snack shop orders using fraction strips, number lines, measuring-cup visuals, and equations; require at least one addition and one subtraction example to be recorded in the Snack Shop Fraction Investigation Notebook with simplified final answers. (15 min) |
| 4 | Have groups solve a second round of orders focused on scaling and sharing situations; require at least one multiplication and one division of proper fractions example, including a visual model match for one problem and a written explanation of how the quotient makes sense in context. (20 min) |
| 5 | Ask groups to review all four recorded examples, check simplification, compare strategies, and choose their strongest solution card to prepare for peer feedback; students revise unclear labels, units, and visual representations before sharing. (10 min) |
| 6 | Run a fast peer feedback round in which each group shares its strongest solution card with 2 peers, listens to one question or correction from each peer, and records needed revisions to improve clarity and accuracy. (10 min) |
| 7 | Give groups time to revise and post the updated solution card, then lead a brief gallery look where students notice different strategies for representing and solving fraction problems in everyday snack shop contexts. (10 min) |
| 8 | Close with individual reflection: each student places a sticky note on the class confidence chart to show their comfort level with fraction operations and writes one sentence about what helped them during the investigation; invite 2-3 volunteers to share. (5 min) |
Preparation (10 items)
- Create and print paper snack order cards that include combining portions, leftovers, scaling, and sharing situations with proper fractions.
- Prepare a balanced set of cards so each group can complete at least one addition, one subtraction, one multiplication, and one division task.
- Gather and organize fraction strips, number lines, measuring-cup visuals, pencils, sticky notes, and group recording sheets or Snack Shop Fraction Investigation Notebooks.
- Add a small set of decimal price tags to the materials so students can connect snack quantities to real-world shop contexts during discussion.
- Prepare one brief modeled example that shows a fraction division situation represented with both a visual model and an equation.
- Create a class confidence chart with clear labels for confidence levels so students can place sticky notes quickly during reflection.
- Designate spaces for group work, peer feedback exchanges, and posting revised solution cards for the gallery look.
- Pre-sort materials into group kits so transitions are quick and each team has equal access to tools.
- Plan groupings in advance to support discussion, shared decision-making, and participation from all students.
- Prepare sentence stems for explanation and feedback such as 'We represented this by...', 'Our answer is simplified because...', and 'One question I have is...'.
Student-facing instructions
You will work with your group to solve snack shop customer orders using snack cards, fraction strips, number lines, measuring-cup visuals, and your investigation notebook. First, sort the cards by the kind of situation they show: combining portions, finding leftovers, scaling a mix, or sharing equally. Then solve enough cards to record at least one example of addition, subtraction, multiplication, and division of proper fractions. For each example, write an equation, show your thinking, and simplify the final answer. At least one problem must be matched to a visual model. Your group will choose its strongest solution card, share it with 2 peers, listen to one question or correction from each, and revise the card before posting it. At the end, you will place a sticky note on the class confidence chart and write one sentence about what helped you most today.