Launch

🥨 Snack Split Studio Poster Launch

CCSS.Math.Content.6.NS.A.1 CCSS.Math.Content.6.EE.A.3 Product Assessment Exhibition Reflection Core Content Project Launch Community Partners Essential Question Critique and Revision Submission Required Grading Required

The class opens with one shared snack or lunch-item scenario and the question of how 4 students can split it fairly before lunch. In teams of 4, students use paper fraction strips or circles, markers, and a snack division poster template to test at least two possible split methods, represent each with a visual model and matching equations, and compare which method is fairest. Midway through, each student gives feedback to 2 peers on the clarity and fairness of the team’s model, receives feedback, and the team revises its poster; after each round, the team records a thumb rating for math understanding and collaboration plus one action for improvement before finalizing a first fair-share claim.

Plan day

Day 1

Duration

40 min

Grouping

Small Group

Steps

6 steps

Lesson plan

6 steps · 40 min

#	What teachers do
1	Launch the scenario and team roles by presenting one shared snack or lunch-item problem for 4 students, posting the essential question, and having teams of 4 assign quick roles such as materials manager, recorder, model builder, and speaker before collecting poster materials. (5 min)
2	Model and plan the first split by having teams use fraction strips or circles to represent the snack, discuss what fair means, and sketch Method 1 on the poster with a visual model and matching equations that show how each person would get an equal share. (10 min)
3	Test a second split method by asking teams to create Method 2 with a different visual model or equation pathway, including any needed addition, subtraction, comparison, or equivalent fraction rewriting to check whether the shares are equal. (10 min)
4	Pause for critique and revision by having each student give feedback to 2 peers about clarity and fairness, then complete a thumb rating for math understanding and collaboration, record one action to improve, and revise models or equations on the poster. (8 min)
5	Complete the live fair-share decision task by having teams choose their best method, write a clear final fair-share claim for the group of 4, and prepare a short explanation that names the evidence, visual model, and equation steps that prove the decision is fair. (7 min)
6	Close with a mini launch presentation by having teams briefly present their poster-in-progress to the class, share their thumb-rating reflection and next step, and hear one question or suggestion that will help them prepare for the Fraction Fixers Fair. (5 min)

Preparation (8 items)

Create or select one grade-appropriate snack or lunch-item fair-share scenario that requires dividing a whole or fractional amount among 4 students and allows more than one solution path.
Prepare one snack division poster template per team with labeled spaces for Method 1, Method 2, visual model, equations, revision notes, thumb ratings for math understanding and collaboration, action step, and final fair-share claim.
Gather and organize materials for each team: paper fraction strips or fraction circles, markers, pencils, sticky notes or feedback slips, and tape or glue if needed.
Post the essential question where all students can see it and display sentence stems for feedback such as 'This model is clear because...' and 'Check whether these shares are equal by...'.
Prepare a brief facilitator example that shows how to connect one visual fraction model to one equation without solving the full team task for students.
Arrange students into teams of 4 in advance and place materials at tables so transitions are quick within the 45-minute timeframe.
Prepare a visible timer and checkpoints for each round so teams know when to stop, do thumb ratings, revise, and move to the next step.
Plan look-fors aligned to the standards: equal shares for 4 students, accurate fraction models, use of equivalent fractions or common denominators when needed, and a justified final claim.

Student-facing instructions

You will work in a team of 4 to solve one real school-day problem: how to split a shared snack or lunch item fairly before lunch. Your team will use paper fraction strips or circles, markers, and a snack division poster template. First, you will build Method 1 by showing the split with a visual model and matching equations. Then you will create Method 2 in a different way and compare the two methods. As you work, your task is to check whether all 4 shares are equal, use equivalent fractions when needed, and show each step clearly enough that another team can follow your thinking. After each round, every person will give a thumb rating for math understanding and collaboration and your team will write one action to improve before continuing. Midway through, you will give feedback to 2 peers and use the feedback you receive to revise your poster. Your goal is to finish with a poster that shows both methods, revision notes, reflection check-ins, and one final fair-share claim your team can present to the class.

Success criteria

Your team is done when the poster includes all of the following: 1) two different split methods for the same snack scenario; 2) at least one accurate visual fraction model for each method; 3) matching equations that show how the snack is divided among 4 students; 4) correct use of fraction comparison, addition, subtraction, or equivalent fractions as needed to prove the shares are fair; 5) written revision notes based on peer feedback; 6) a thumb rating for math understanding and collaboration after each round plus one recorded action step for improvement; 7) a final fair-share claim that clearly states what each person gets; and 8) a brief oral explanation that every team member can support during the class share-out or gallery walk preparation.

Facilitator notes

Keep the pace tight and visible because this is a 45-minute launch. Start with one shared scenario so all teams can enter the task quickly, but allow different valid methods. Emphasize that fairness means equal value, not just equal number of pieces; this is a common pitfall. Listen for students who confuse dividing by 4 with subtracting 4 or who create unequal partitions in visual models. Prompt them to verify with the question, 'How do you know each share has the same amount?' Support CCSS.Math.Content.6.NS.A.1 by pressing teams to connect each visual model to an equation. Support CCSS.Math.Content.6.EE.A.3 by encouraging students to rename fractions with common denominators or equivalent expressions when comparing methods. For adolescent engagement, use clear roles, short checkpoints, and public timing cues. Encourage concise peer feedback with stems so critique stays focused and respectful. Differentiate by offering pre-labeled fraction strips, partially partitioned circles, or a sentence frame for the final claim to students who need more structure. Extend learning for students ready for more challenge by giving a mixed-number snack amount or asking them to justify why one representation communicates fairness more clearly than another. During presentations, prioritize reasoning over speed and make sure each team member contributes at least one sentence.

Resources

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