Aboriginal Perspectives

 

Representing Numbers

Jessica Wesaquate

Subject Area:

Mathematics

Strand:

Number (Number Concepts)

Grade Level:

Five

WNCP:

Main Objective:

Students will collect, display and analyze data to make predictions about a population.

General Outcome:

Demonstrate a number sense for whole numbers 0 to 100 000 and explore proper fractions and decimals.

Specific Outcomes:

  1. Demonstrate, concretely and pictorial, an understanding of place value from hundredths.

  2. Use estimation strategies for quantities up to 100 000.

  3. Represent and describe proper fractions concretely, pictorially and symbolically.

Mateials:

Activity One:
Number cards (see appendix one)

Activity 2:
1L-dried berries

Activity 3:
Glen Anaquod Tipi Rising or Tim Haywahe Tipi Rising, paper, pencils

Activity/Lesson Ideas:

  1. Print off copies of the cards seen in appendix one. Have students use them for the following activity:

    Use all of the three cards to show the following:

    • The greatest possible number.

    • The least possible number.

    • Three other possible numbers.

    • Write two of these numbers in words.

    • Rewrite your numbers in order from least to greatest.

  2. One of the foods that First Nations people traditionally used was the berry. The berry was an integral part of pemmican – a mixture of berries, fat, and meat. Pemmican was used by both First Nations and the Métis especially on long journeys.

    After teaching this small tidbit to the students, pose the following to students:

    • Determine how many berries would fill a 1 L container.

  3. Watch the tipi raising videos from Glen Anaquod or Tim Haywahe tipi raising. Look at the canvas. Have students point out the shape of the canvas before it is placed around the poles. They will discover that it is in the shape of a semi-circle. Have students create a semi-circle using paper and split it up into equal fractions.

Appendix 1:

onetwothree