Knowledge/Skill Building

📓 Pantry Models and Question Board

Critical Thinking & Problem Solving Effective Communication Content Expertise Collaboration Academic Mindset CCSS.Math.Content.5.NBT.B.6 CCSS.Math.Content.5.NBT.B.7 CCSS.Math.Content.5.NF.B.3 CCSS.Math.Content.5.NF.B.7 CCSS.Math.Content.5.NF.B.6 Product Assessment Reflection Core Content Project Launch Essential Question Critique and Revision Submission Required Grading Required

Using examples from the launch, the teacher leads a short mini-lesson on when to use a ratio table, open array, or division notation and highlights place-value patterns with powers of 10 seen in pantry quantities. Students add a notebook caption that names the model they used, tells why it fit the problem, and describes how it helped compare quantities. In pairs, students give feedback to 2 peers using a clear/question/suggestion routine, receive feedback on their own caption, and revise before posting one investigable question option for Phase 2.

Plan day

Day 2

Duration

45 min

Grouping

Pair

Steps

6 steps

Lesson plan

6 steps · 45 min

#	What teachers do
1	Reconnect to the mystery station work by displaying 2-3 launch examples from yesterday and asking students which tool fits each one best: ratio table, open array, or division notation. Briefly name the goal for today: choose a model, explain why it fits, notice powers-of-10 patterns in pantry numbers, and post one investigable question for the next phase. (5 min)
2	Teach a short mini-lesson using pantry contexts to compare when a ratio table helps compare related quantities, when an open array helps show partial quotients, and when division notation helps record an efficient strategy. Include one decimal example that highlights a place-value pattern with powers of 10 and one fraction-sharing example to connect fraction-as-division to fair sharing. (10 min)
3	Model how to write a strong notebook caption under a math model by naming the strategy, telling why the model fits the problem, and explaining how it helped compare quantities or make a fair-sharing decision. Provide sentence starters such as 'I chose ___ because ___' and 'This model helped me compare ___ and ___ by ___." (5 min)
4	Have students choose one launch example or teacher-provided pantry problem and create or revise their own model in notebooks using a ratio table, open array, or division notation. Students label the quantities, solve the problem, and add a short caption that explains their strategy, includes any decimal place-value pattern or fraction interpretation they used, and connects the math to the pantry situation. (10 min)
5	Pair students for critique and revision rounds using the clear/question/suggestion routine with two peers. Each student reads their caption aloud, listens to feedback, and records one revision idea before making changes that improve clarity, accuracy, or the explanation of why the model fits. (8 min)
6	Invite students to write one investigable question for Phase 2 on a sticky note or card, based on what they now wonder about fair sharing, package sizes, rates, decimals, or fractions in pantry contexts. Students post the question on the shared board and complete a quick self-check on whether their model, caption, and question are ready to help launch the next phase. (7 min)

Preparation (9 items)

Select 2-3 student-friendly launch examples from Day 1 that show different uses for ratio tables, open arrays, division notation, decimals, and fraction-sharing situations.
Prepare a brief mini-lesson chart or slides with side-by-side examples of a ratio table, open array, and division notation connected to pantry contexts.
Choose one decimal example that highlights multiplying or dividing by powers of 10 using place-value patterns and one fraction example that shows fraction as division.
Create an anchor chart with simple model-choice prompts such as 'Use a ratio table to compare related amounts,' 'Use an open array to break apart division,' and 'Use division notation to record a strategy clearly.'
Prepare notebook caption sentence starters and a visible word bank with grade-appropriate terms such as ratio, quotient, partial quotients, decimal, place value, and fair share, each with a brief definition.
Copy or display the clear/question/suggestion feedback routine with one example comment for each category.
Prepare sticky notes or question cards and label a classroom question board for Phase 2 investigable questions.
Plan partner pairings that support varied reading levels and language needs, and identify which students may benefit from pre-drawn model templates or oral rehearsal before writing.
Gather notebooks, pencils, math tools, and optional graphic organizers with boxes for model, labels, caption, feedback received, and revision made.

Student-facing instructions

Today you will look back at pantry problems from the launch and decide which math model fits best: a ratio table, an open array, or division notation. You will use your notebook, pencil, and the sentence starters or graphic organizer if you need them. First, you will study the examples in the mini-lesson and notice how decimals, fractions, and place-value patterns can help you make sense of pantry quantities. Then you will choose one pantry problem, draw or revise your model, solve it, and write a short caption that names your strategy, tells why the model fits the problem, and explains how it helped you compare quantities or make a fair-sharing decision. After that, you will share your work with peers using the clear/question/suggestion routine, revise your caption, and post one investigable question for Phase 2 on the question board. Your goal is to create a clear model and explanation that show your thinking and help the class decide what to investigate next.

Success criteria

You are successful when you: create one accurate model for a pantry problem using a ratio table, open array, or division notation; label the quantities and show a correct or reasonable solution; write a caption that names the strategy, explains why the model fits, and tells how it helped compare quantities or make a fair-sharing decision; use at least one piece of peer feedback to revise your work; and post one investigable question connected to sharing, rates, decimals, fractions, or package comparisons. You can self-check by asking: Did I choose a model that matches the problem? Did I explain my thinking clearly? Did I revise after feedback? Did I add a question that could guide our next investigation?

Facilitator notes

Keep the pacing brisk so the mini-lesson stays focused on choice of model rather than reteaching every division method. Use familiar launch examples so students can spend more time explaining why a model fits instead of decoding a new context. For students needing support, provide pre-drawn ratio table or open array templates, a reduced set of number choices, partner talk before writing, and sentence frames for captions. For varying reading levels, read problems aloud, highlight key quantities, and use visuals or color-coding to connect numbers in the problem to numbers in the model. Watch for common pitfalls such as students picking a model but not explaining why, confusing ratio tables with open arrays, ignoring units, or writing captions that only restate the answer. Prompt with questions like 'What quantities are you comparing?' 'How does your model show sharing?' and 'What pattern do you notice when the amount is multiplied or divided by 10?' Encourage concise captions rather than long paragraphs. During feedback, model kind and specific comments so students stay focused on clarity, accuracy, and usefulness. Collect notebooks or take photos of revised pages as formative evidence for later poster and partner performance tasks.

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