Look for: students calculating the carbon savings from…

15.A Apply mathematical concepts to calculate the class’s average carbon impact and possible carbon reductions and scale those reductions if more people change their behaviors.

students calculating the carbon savings from their behavior changes,

students multiplying the savings by different population sizes and understand why they are multiplying,

students recognizing that their calculations are based on getting 100% of people to make changes and to recalculate a more realistic percentage, and

students understanding that the numbers reflect an average carbon savings based on different actions people may be willing to take.

To support students in calculating percentages, particularly for students who struggle with math, talk about the numbers in a concrete example together. Start with class level, talk and show the calculation on the front whiteboard, and what each number and each operation means. It’s important for students to recognize that changing the percent is a reflection of how many people can be convinced to change their behaviors. Having students model the percentages using multiple modalities (slide G) can support students too.

If time permits and students can engage in these calculations in partners, use this opportunity to differentiate for math abilities. Allow more advanced math learners to engage in calculations with trickier percentages and/or calculate for different scenarios. With students who need more support, consider going through another calculation together and/or having them take example scenarios with more even numbers (e.g., 50% as opposed to 35%). Allow them to check their numbers with each other and/or you before sharing aloud.