Project Work

❓ Fair Share Question Drafts

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

Students choose from a short menu of investigable pantry questions or adapt one of their own using a teacher template: what is being shared, among whom, and what needs to be compared. In small groups, they draft a question, a hypothesis, and a first-choice method for solving it using ratio table, open array, or division notation. Groups list what data they would need and what they are not testing yet.

Plan day

Day 6

Duration

45 min

Grouping

Small Group

Steps

6 steps

Lesson plan

6 steps · 45 min

#	What teachers do
1	Launch the task by revisiting one sample pantry mystery from the prior activity and naming the parts of an investigable fair-share question: what is being shared, who it is shared among, what needs to be compared, and what kind of answer might make sense such as a whole number, decimal, fraction, or mixed number. Model brief think-aloud language for choosing a first method by asking whether a ratio table, open array, or division notation best matches the quantities. (7 min)
2	Present the question-drafting template and short menu of pantry scenarios, then define key words students may need: investigable (can be tested with data), hypothesis (your best prediction), and limit (something your question is not testing yet). Read the menu aloud, highlight realistic pantry details from community partner contexts, and give sentence starters for students who need language support. (6 min)
3	Have small groups choose one menu question to adapt or create their own pantry-sharing question using the template. Ask groups to discuss which quantities matter, whether the situation involves whole numbers, fractions, or decimals, and whether the question is really about fair sharing or comparing rates. (10 min)
4	Guide groups to draft a hypothesis and select a first-choice model: ratio table, open array, or division notation. Require each group to add one sentence explaining why that model fits their question and to estimate what kind of quotient they expect before solving. (8 min)
5	Ask groups to complete the evidence section of the template by listing the data they would need from the pantry, what information they already know, and what they are not testing yet. Circulate to coach groups away from questions that are too broad, not measurable, or missing who/what is being compared. (7 min)
6	Run a quick share-out where each group reads its draft question, hypothesis, and chosen method to another group for feedback on clarity and usefulness. Students then revise and add a notebook caption naming their question, selected model, and why the strategy seems helpful for making a fair decision. (7 min)

Preparation (8 items)

Prepare a one-page question-drafting template with sections for: what is being shared, among whom, what needs to be compared, hypothesis, first-choice model, needed data, and not testing yet.
Create a short menu of 4-6 pantry-based question starters that include whole-number, fraction, and decimal sharing situations drawn from realistic package sizes, inventory counts, and family distribution contexts.
Prepare visible anchor cards for ratio table, open array, and division notation with one simple example and a short prompt for when each model may be useful.
Select one brief sample mystery problem from the previous activity to use as a warm-up model for identifying the parts of an investigable question.
Provide sentence starters such as 'We are sharing ___ among ___,' 'We think ___ because ___,' 'A ratio table/open array/division notation fits because ___,' and 'We still need data about ___.'
Plan mixed-readiness groups of 3-4 students and pre-place materials so each group has the template, pencils, math notebooks, and access to model anchor cards.
Prepare a facilitator checklist for formative assessment that tracks whether each group includes a clear question, a hypothesis, a model choice, realistic needed data, and a stated limit.
Support varying reading levels by printing the menu in student-friendly language, adding small icons for share/compare/data, and preparing to read all options aloud.

Student-facing instructions

You will work with your group to draft one strong pantry-sharing question that could be investigated with real data. Use the question template, the pantry scenario menu, your notebook, and the model cards for ratio table, open array, and division notation. Your task is to decide what is being shared, who it is shared among, what needs to be compared, and what kind of answer might make sense. Then you will write a hypothesis, choose the method you think would be the best first way to solve it, list the data you would need, and name one thing your question is not testing yet. At the end, you will explain your draft to another group and revise it if needed, then write a short notebook caption naming your question, your model, and why it helps you compare quantities fairly.

Success criteria

Your group is successful when you have completed one draft that includes: a clear pantry-sharing question; what is being shared and among whom; a hypothesis; a first-choice method of ratio table, open array, or division notation; a sentence explaining why that method fits; a list of at least two pieces of data you would need; and one limit describing what you are not testing yet. You also share your draft with another group, make at least one revision for clarity or usefulness, and write a notebook caption that names your strategy and how it could help make a fair decision. You can say, 'We are done' when every group member can explain the question and the chosen method in their own words.

Facilitator notes

Keep the focus on question quality rather than solving. Common pitfalls include questions that are too broad, missing a comparison, not connected to pantry data, or choosing a model without a reason. Prompt with questions such as 'What exactly is being shared?' 'What would the quotient mean here?' and 'Would the answer likely be a whole number, fraction, mixed number, or decimal?' For differentiation, offer pre-filled templates with some categories already named, allow students to choose from two narrowed menu options, and pair model cards with visuals and oral rehearsal. For students ready for more challenge, invite them to include both a fair-share interpretation and a rate comparison or to draft a question that could result in a decimal quotient. Read the menu and template aloud for students with reading support needs, and encourage one recorder plus shared talk roles so all students participate. Keep timing tight by giving a 1-minute warning before each transition and using the checklist during circulation to identify groups that need immediate coaching.

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