Statistics has been a content domain in the mathematics curriculum for decades. However, statistics is a distinct discipline from mathematics and there are important differences in how one should teach the two disciplines. In this article, the authors consider how these differences can inform an adaptation to the 5 Practices for Orchestrating Productive Mathematics Discussions framework to engage students and teachers in meaningful statistical investigations and the ensuing class discussions. In this article, the authors aim to show how the 5 Practices for orchestrating mathematical discussions can be translated to teaching statistical investigations.