Across the United States, there are many elementary aged students whose parents or themselves are from Mexico, Guatemala, and Central America having Mayan heritage. In alignment with instructional concepts that build a positive classroom culture encouraging higher level learning for all students, the authors designed and implemented a curriculum that supported students who need multi-leveled and authentic instruction promoting collaboration and social interaction. Positive relationships were built between students who have varying abilities, including those with physical, cognitive, and language challenges, in order to scaffold learning through cultural awareness connected to mathematics concepts. In the 2015-2016 school year, this school's student population included 74% Hispanic students, most of whom identified with the Mayan culture. The study of ancient civilizations, such as the Maya, can employ historical contexts to introduce elementary level students to the evolution and logic of today's mathematics. As a practitioner focused article, the purpose is to describe an educational experience that was designed to connect students to their culture through interdisciplinary learning with mathematics, visual art, and technology. The goal of the featured lesson is to provide elementary educators with effective teaching strategies that support all students;' learning in mathematics and to engage students to demonstrate their understanding through multiple avenues of expression, including visual arts and through technology. The authors' impressions of how students responded to this interdisciplinary lesson are discussed along with future directions for integrating curriculum that assist teachers in designing culturally connected curriculum.