This study examines how experienced teachers’ engagement in the Family Pizza Sharing Challenge (culturally situated mathematical modeling task) supports development of culturally relevant pedagogy (CRP) awareness. Grounded in CRP and equity‑oriented teacher noticing, the analysis focuses on how teachers activate personal and cultural resources, critique task contexts, and connect mathematical reasoning with ethical considerations of fairness and representation. Thirty‑five elementary teachers completed the task and produced written artifacts and reflections, which were analyzed using ethnographic thematic content analysis. We examined how teachers redesigned a familiar ‘Family Pizza Sharing’ problem to make students’ cultural and community knowledge consequential to the mathematics while sustaining cognitive demand and rigor. Data included original and revised task artifacts and teacher annotations. Analytically, we iterated open coding with a framework for culturally relevant design (e.g., purposeful contexts, opportunities for student authority/voice, language supports, and attention to power/identity), corroborated through artifact tracing and peer debriefing. Findings show that the activity surfaced cultural assumptions, prompted redesigns for inclusivity, and supported shifts from equal to equitable interpretations of fairness demonstrating growth in CRP awareness and illustrate how task design serves as a productive context for equity‑focused teacher learning. We argue that task redesign functioned as a lever for teacher learning about equity: when the task changed, so did teachers’ noticing, talk, and enactment. The use of culturally situated mathematical modeling task artifact-anchored PD may make teachers’ equity work more observable and improvable.