To set the stage for this lesson, Jazmin showed students two videos in English and Spanish explaining the concept of finding rules for functions. Through these videos, students had the opportunity to see function machines used in both English and Spanish. After viewing each video, students engaged in a discussion about how function machines relate to their prior knowledge of finding rules in tables, and were encouraged to do so in any language(s) they wished. Students then practiced creating and interpreting function machines on DESMOS.

Once students conducted their investigation into their given jobs, they worked together to create a poster demonstrating what they learned about their job and whether or not it makes a livable wage. They worked together to complete the Project Planning handout, which included numerous sentence frames in English and Spanish for students to reference as they explained their mathematical process and reasoning. 

Each poster was created to educate other students about their job. On this poster, students had to include things such as their daily take home rate, how many days a month they needed to work, and the number of these jobs available in Orange County. All projects were evaluated according to the accompanying rubric, which was written in both English and Spanish.

After students designed their posters, they participated in a Career Day activity, where everyone dressed up like their job and presented their information to others. This activity served to build students' confianza, as well as deepening the classroom comunidad.  

After completing their projects, Jazmin asked students to critically respond to questions about what they learned through this activity. Questions surrounded students' reactions to whether or not their career makes a liveable wage, what needs to be done to ensure one makes a liveable wage (i.e. the role of education), and what can be done to educate Anaheim residents about this issue.