Assessment

✅ Investigation Plan Conference

Content Expertise Effective Communication Critical Thinking & Problem Solving Academic Mindset Collaboration 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 Community Partners Essential Question Critique and Revision Submission Required Grading Required

Teams present their revised question and method in a brief conference with the teacher, using notebook evidence and the method card. They must show a sample ratio table, open array, or division notation setup; explain how they will estimate first; and identify how they will check reasonableness. Approved teams submit an investigation plan that serves as the gate for data collection in the next phase.

Plan day

Day 8

Duration

45 min

Grouping

Small Group

Steps

5 steps

Lesson plan

5 steps · 45 min

#	What teachers do
1	Launch the conference routine by naming the goal: each team must earn approval for data collection by showing a clear pantry investigation question, a matching method, and a sample math setup. Briefly review the conference checklist and model key words such as estimate (a close answer before solving), reasonableness (whether an answer makes sense), and quotient (the answer to a division problem). (5 min)
2	Teams do a fast huddle to prepare materials from the peer review: notebook page with caption, revised method card, sample ratio table/open array/division notation, and investigation plan draft. Have teams assign speaking roles such as question presenter, model explainer, and checker so each student is ready to contribute during the conference. (7 min)
3	Run teacher conferences with teams while other teams rehearse quietly and make final revisions using the checklist. In each conference, teams present their revised question, explain why it matters for pantry sharing, show one sample setup, tell how they will estimate first, and explain how they will check whether an answer is reasonable, including when a fraction, mixed number, or decimal answer could appear. (20 min)
4	Teams use teacher feedback to revise and complete the final investigation plan for approval. They add or fix captions, clarify which model they will use, and state what pantry data they need next from inventory, package sizes, or distribution numbers connected to the community partner task. (8 min)
5	Close with a quick approval check and reflection. Teams submit the investigation plan and complete a brief self-check on whether their plan answers the essential question, uses a fitting model, and is ready for the next phase of data collection. (5 min)

Preparation (8 items)

Prepare a one-page conference checklist with these look-fors: revised question, why the question matters, sample ratio table/open array/division notation, estimate first, reasonableness check, notebook caption, and next data needed.
Create or copy an investigation plan form with space for the team question, hypothesis or prediction, selected model, sample setup, estimation strategy, reasonableness check, needed pantry data, and revision notes.
Gather and organize student materials from the previous activity so each team can access its method card, notebook work, peer feedback, pencils, and colored markers quickly.
Set up a conference rotation system with visible team order and a waiting task so non-conferencing teams know to rehearse, revise, and complete checklist items without interruption.
Prepare sentence starters for discussion and revision, such as: 'Our question matters because…,' 'We chose this model because…,' 'First we will estimate by…,' and 'We will check reasonableness by…'.
Post or project an anchor chart with simple examples of a ratio table, open array, and division notation, including one example that results in a fraction or mixed number and one that uses decimal quantities.
Preselect 2–3 likely teacher prompts for each conference, such as asking how the team knows a ratio is useful, what unit is being compared, or how they will know if a quotient is too large or too small.
Prepare an approval system such as a stamp, sticker, or signed box on the plan form so teams have a clear gate for moving into the next data collection phase.

Student-facing instructions

You will meet with your team to present your revised pantry investigation plan. Bring your notebook with a labeled model and caption, your revised method card, and your draft investigation plan. Your task is to explain your question, why it matters for fair pantry sharing, which model you will use (ratio table, open array, or division notation), how you will estimate before solving, and how you will check that your answer makes sense. During the teacher conference, each team member should speak. While you wait, you will rehearse, revise, and use the checklist. After the conference, you will make any needed changes and submit one approved investigation plan that is ready for the next phase of data collection.

Success criteria

Your team is successful when you submit one investigation plan that is approved and complete. The plan must include: a clear pantry-sharing question; a sample ratio table, open array, or division notation setup; an explanation of why that model fits the problem; an estimation strategy before solving; a reasonableness check; notebook evidence with a caption naming the model and strategy; and a list of the pantry data your team needs next. During the conference, every team member contributes at least once, and your team can explain whether your answer might be a whole number, decimal, fraction, or mixed number. You can also say in one or two sentences how division, fractions, decimals, or rates help make a fair decision.

Facilitator notes

Keep the pace tight so all teams conference within the period; aim for about 3–4 minutes per team and use a visible timer. Listen for whether students are matching the representation to the problem type, not just showing any model. Common pitfalls include choosing a model without explaining why, skipping the estimate, confusing ratio with division, and giving units unclearly; prompt students to name what is being shared, what the quotient means, and how they know the answer is reasonable. For varying reading levels, read the checklist aloud, keep sentence starters visible, and allow students to point to notebook evidence while speaking. Offer a graphic organizer with boxes for question, model, estimate, solve, and check for teams that need structure. For learners needing support, provide a partially completed sample setup or ask focused either/or prompts such as 'Is this comparing packages or sharing equally?' For learners ready for extension, ask how their plan would change if the pantry data included decimal package weights or a mixed-number amount. Prioritize equitable participation by assigning roles and inviting quieter students to explain a caption, unit, or estimate step.

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