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Central Idea:
Structures may act as essential components in societies

Key Concepts: Function, Causation, Connection

Lines of Inquiry:
the materials used for the purpose of construction
the design, strength and stability of structures
the reasoning for the construction of structures

This is a great unit that covers many science, language art, and math outcomes. Students test and build structures and  there are lots of connections to math concepts.

Through the lens of math:
Students apply their understanding of measurement, forms of measurement, perimeter
Shape and space (2D and 3D objects)
Estimate (length, width)
Math concepts are tied into the building projects.

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Kelsey Lewis, Where we are in place and time, Grade 2

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Kelsey Lewis, Where we are in place and time, Grade 2

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Central idea: Technology has evolved over time and shapes our future

Key concepts: change, perspective, reflection

Related concepts: innovation, evolution, progress

Through the lens of mathematics: Students apply their understanding of measurement (estimate and actual) to quantify how technology has changed in terms of size (smaller hand held devices, thinner but larger TV screen)

Students compare the mass/weight of various pieces of technology to determine how they have changed over times (lightness, weight, mass)

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Christina Augustine, How We Organize Ourselves, Grade 4

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Christina Augustine, How We Organize Ourselves, Grade 4

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Central Idea: Access to resources differentiates economic opportunities.

Key concepts: Connection, Causation, Change, Function

Related Concepts: economy, environment, equity

Students participate in an in depth inquiry into defining economy as it relates to countries, the world, and them as individuals.  Through the lens of mathematics they compare the GDP of countries, states etc. and look for the reasons for variations.  Ex: California has a larger GDP than most countries.  Why?
MATH: Initiaties understanding of concepts of large sums (millions, billions, trillions etc.) and comparing numbers.

Students participate in an activity to create a personal budget based on a given job/salary.  They need to account for needs (housing, utilities, food) and luxuries (streaming subscriptions, luxury car, expensive clothing).  Students come to conclusions about how and why we need to make choices and think about equity when it comes to resources (occupation/salary).  This leads to a discussion of larger concepts about how things can be made more equitable for all.
MATH: Add/subtract/multiply/divide/decimals.

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Central idea
The creation of economies is essential to human life.
Key Concepts-- Causation: Why does the economy work the way it does?
Change: How has the economy changed over time? How does economic development affect communities?
Related Concepts--Science: Growth
Social Studies: Network, Employment, Ingenuity

Through the Lens of Mathematics
"Class Cash" is used through this unit; students are "paid" for various activities and also have to "pay" for others. Then they are asked to start a business with their group.

Students apply their understanding of finance and mathematical calculation to record their personal and business transactions.

Students compare cost/risk and cost/benefit while learning value and supply and demand. The mathematical calculations include decimals, fractions, and percentages (splitting earnings among the group), and they rely on adding, subtracting, multiplying, and dividing.