1. Exploring the Mathematics of a Small Food Truck Business – the goal was to create a learning experience that combines business, mathematics, and community dynamics, and could be fun as well. This unit not only teaches students business concepts and mathematical skills but also aims to foster an appreciation for the diverse cultural backgrounds found within the community of the school. This unit serves two primary purposes; first to inspire students by showcasing how mathematics applies to real-world business scenarios. The second is to address issues of inequality within the local community. Through planned learning objectives, activities, and assessments this curriculum aims to immerse students in an exploration of what it takes to run a small food truck business while celebrating the ethnic diversity presented amongst the student body. By Ethan Yerkes
  2. Solving Linear Equations from Word Problems – This unit guides eighth-grade students through the techniques necessary to understand how to create and solve a linear equation from a given word problem, an important skill that is necessary in later math. By using current, relatable, and realistic scenarios and context to create problems that the students can engage in and understand on a personal level, it should be more apparent to the students how the information presented could be applied in real, everyday life. By Marie Naka
  3. Addition and Subtraction Word Problems – For my curriculum project, I have decided to create a second-grade math thematic unit that focuses on solving word problems within 100. Many schools continue to perpetuate certain ideologies and fail to incorporate cultural ideologies to make learning an equitable and accepting learning institution. This thematic unit teaches math word problems while simultaneously including culturally relevant pedagogy rhetoric as a way to increase diversity within mathematics courses. By Lily McGuirk
  4. Math in Action – In our project, we wanted to show how a normal math class can become a more inclusive environment. Rather than choosing a topic surrounding social justice movements, we wanted to display how we can create a space where all students feel welcome to express themselves and feel as though they can interact with the material in a relatable way. Our math class has a fundamental aspect of learning multiplication, division, fractions, and area, as well as how to use these new skills in a real-world environment. With our final project, we will give our National Geographic magazines so that the students can understand how these skills apply to their day to day lives. By Ava Lynch, Tatum Stickney, Nina Falkson