Deliverable

✅ How Might We Menu Brief

Content Expertise Effective Communication Collaboration Academic Mindset Critical Thinking & Problem Solving CCSS.Math.Content.4.NF.B.4 CCSS.Math.Content.4.NBT.B.6 CCSS.Math.Content.4.NBT.B.5 CCSS.Math.Content.4.NBT.B.4 Product Assessment Reflection Core Content Community Partners Essential Question Critique and Revision Submission Required Grading Required

Teams create a one-page design brief that names the cafeteria user need, key serving rules, target snack portions, and the math evidence they will need in the next phase. They validate the brief in a quick check-in with the teacher or cafeteria staff member, using sample calculations with arrays, equations, standard algorithm steps, or fraction models to show the brief is realistic before moving on.

Plan day

Day 5

Duration

45 min

Grouping

Small Group

Steps

5 steps

Lesson plan

5 steps · 45 min

#	What teachers do
1	Launch the task by revisiting the team empathy map and naming today's goal: create a one-page How Might We Menu Brief that states the cafeteria need, key serving rules, target portions, and math evidence. Model the brief template with one short example, define brief as a short planning document, and remind teams that their ideas must be clear enough for the teacher or cafeteria staff member to understand and approve. (7 min)
2	Teams sort their notes from prior research into four boxes on the brief template: user need, serving rules, target snack portions, and math evidence needed. Ask teams to assign roles such as reader, recorder, model builder, and speaker so each student contributes to the shared plan. (8 min)
3	Teams draft sample math evidence to prove their menu idea is realistic, including at least one fraction-by-whole-number example, one multiplication representation using an array, area model, equation, or standard algorithm, and one total check using addition or subtraction. Encourage students to use fraction strips, number lines, grid paper, or sketch boxes so their evidence includes both visuals and words. (12 min)
4	Hold a quick validation check-in with the teacher or cafeteria staff member while teams present their brief and explain one sample calculation. The partner gives short feedback on whether the need is realistic, the portions follow serving rules, and the math evidence is clear, while waiting teams rehearse their explanation or peer-check for accuracy with sentence starters. (10 min)
5	Teams revise the brief based on feedback and complete the final one-page version for submission. End with a quick exit circle in which each student shares one math strategy their team used and one way they collaborated respectfully to improve the brief. (8 min)

Preparation (7 items)

Create a one-page How Might We Menu Brief template with labeled sections for user need, serving rules, target snack portions, sample math evidence, and feedback revisions.
Prepare and organize student materials: empathy maps or research notes from the previous activity, chart paper or clipboards, pencils, colored pencils, fraction strips, number lines, grid paper, and scratch paper.
Post or print a brief word bank with grade-appropriate definitions and sentence starters such as 'Our user needs...', 'A serving rule is...', 'We know this works because...', and 'Our math model shows...'.
Select or create one short model example that shows how a team might connect a cafeteria need to a portion choice and support it with an equation, visual model, and total check.
Coordinate a short availability window for the cafeteria staff member, or prepare to serve as the validating partner if the staff member cannot attend.
Set up a check-in rotation so each team knows when and where to present, and prepare a simple feedback tool with prompts for clarity, accuracy, and realism.
Review team groupings and prepare light scaffolds for varying reading levels, such as partially completed templates, highlighted research notes, or pre-sorted evidence cards for students who need them.

Student-facing instructions

Your task is to create a one-page How Might We Menu Brief with your team. You will use your empathy map and research notes to name the cafeteria need, list the important serving rules, choose target snack portions, and show math evidence that proves your idea could work. You will need your team notes, the brief template, pencils, and math tools such as fraction strips, number lines, grid paper, or scratch paper. Include at least one fraction-by-whole-number example, one multiplication model using an array, area model, equation, or standard algorithm, and one addition or subtraction check for totals. Then you will meet with the teacher or cafeteria staff member, explain your brief, listen to feedback, and revise your work so it is ready for the next phase.

Success criteria

Your team is done when you have completed one clear, readable brief that includes: a specific cafeteria user need; at least two key serving rules; target snack portions; at least three pieces of math evidence, including one fraction-by-whole-number example, one multiplication representation, and one addition or subtraction total check; and a revision based on feedback from the validation check-in. You can explain how your math supports your menu idea using words, drawings, and equations. Each team member contributes during planning or presenting, and each student can name one math strategy used and one respectful collaboration move during the reflection.

Facilitator notes

Keep the pace brisk so students spend most of the time making decisions and testing ideas rather than decorating the brief. For 4th grade readers, chunk directions one section at a time and point students to the posted word bank and sentence starters. Common pitfalls include teams listing too many serving rules, choosing portions without proving them, or giving an answer without a visual model; redirect by asking, 'What is the most important need?' and 'Which math model will help another person believe this can work?' Support students who need more structure with a partially filled template, pre-highlighted notes, or a menu of math evidence choices. Extend students who are ready by asking them to compare two possible portion plans and justify which one better fits the rules. During check-ins, give fast feedback tied to clarity, accuracy, and realism so teams have enough time to revise. If the cafeteria staff member is unavailable, use their likely perspective by asking questions about portion size, ease of serving, and whether the explanation would make sense in a real cafeteria setting.

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