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Hungry for Change: Food Deserts in CT


In this lesson, we are tasked with determining a location for a new supermarket to address a possible “food desert” problem in Glastonbury. You will use these diagram to guide your analysis along with tools in Desmos and Geogebra. To qualify as “low access” in urban areas, at least 500 people or 33% of the population must live more than 1 mile from the nearest large grocery store. In rural areas, at least 500 people or 33% of the population must live more than 10 miles from the nearest large grocery store.

Intergenerational Wealth


Students will gather data on median household incomes from three towns across Connecticut (including their own town) and will calculate potential future wealth using exponential modeling. Students will compare outcomes of these models and discover factors that impact a household’s ability to accumulate and transfer wealth. Students will understand the complexity and interconnectivity of social issues. Note that this lesson is closer to a 1-week mini-unit, but that teachers may choose certain sections to focus on for a smaller 1-2 day exploration.

Racial Profiling


To investigate situations in the real world, we sometimes create a mathematical model. A mathematical model is a simplified version of the real world that allows us to understand the real world a little better. Over time we can change this model so that it gets closer and closer to the real world. Today we are going to create a mathematical model that represents a police officer pulling over a car randomly to try and gain an understanding of a police officer conducting a traffic stop. Our essential question is “Do police officers disproportionately pull over Black, Hispanic, or minority...