#### Jessica Wesaquate

Subject Area:

Mathematics

Strand:

Shape and Space (Transformations)

Three

WNCP:

 Main Objective: Students will perform, analyze, and create transformations. General Outcome: Use numbers and direction words to describe the relative positions of objects in one dimension, using everyday contexts. Specific Outcomes: Communication and apply terms of direction, such as north or south and east or west, and relate to maps. Graph whole number points on a horizontal number line or a vertical number line.

Materials:

Activity One:
clipboards, paper, pencils, and compasses

Activity Two:
old strips of newspaper, scissors, and black markers

Related Videos:

Tipi raising videos from Tim Haywahe or Glen Anaquod tipi rising

Activities/Lesson Ideas:

1. Using a search engine, look up examples of bentwood boxes. Print off different examples for students. If you wanted to re-use this activity, you can print the pictures off and laminate them. Place students into small groups and have them create different examples of nets to represent the picture of the bentwood box example they have.

2. Put up a still image of a raised tipi from the Glen Anaquod or Tim Haywahe section on a SMART board or projector. You can also print off the images on paper. This can be developed into a “PWIM” lesson – Google search for more details. Have students use as many words and ideas they can think of to describe the tipi.

Show students a picture of a wigwam. Have students compare and contrast the wigwam with the tipi. Students can display results in a Venn diagram.

3. Look at samples of bentwood boxes online. Print off samples for students to see. Have students create two congruent boxes to replica the bentwood box picture. They can use paper or construction paper. In their math journals, have students explain why their two boxes are congruent.

Can students find two objects in the classroom our outdoors that are almost, but not exactly congruent?

4. Show students pictures of parfleche bags. Can students find any of the following?
• Parallel faces/lines
• Perpendicular faces/lines
• Intersecting faces/lines