The way I chose to do that was by focusing on the planning and design framework so that I would develop tasks as apart of my lessons that were meaningful for all students, and incorporating equitable instruction. I collected baseline data which identified two struggling students; Aracely and Jessica. After planning and implementing meaningful math tasks I was able to see how it positively impacted student learning. Both of the identified struggling students, according to the common core rubric, met the level 4 score for proficiency as each student correctly answers the problem and supports their answer with substantial evidence of solid reasoning or application of mathematics to solve the problem. This meaningful math task was equitable for all students and was able to support Aracely’s and Jessica’s growth as they were able to access the 8th Grade Common Core Math Standard 8.EE.C.7.B and demonstrate meaningful engagement through their work, collaboration, and communication