#### Jessica Wesaquate

Subject Area:

Mathematics/Social Studies

Strand:

Number

Five

WNCP:

 Outcome(N5.1): Represent, compare and describe whole numbers to 1 000 000 within the contexts of place value and the base ten system, and quantity. [C, CN, R, T, V] Indicators: Describe the meaning of quantities to 1 000 000 by relating them to self, family, or community and explain the contribution each successive numeral position makes to the actual quantity. Pose and solve problems that explore the quantity of whole numbers to 1 000 000.

Materials:

Activity/Lesson Ideas:

The first part of this activity will require students to work in small groups. Each small group is going to be given the name of an Aboriginal community. It will be their responsibility to find out the following about the community:

• Where it is located

• How many registered members they have on reserve

• A brief history about the reserve

• An interesting fact about the reserve

After students have collected information about Aboriginal communities, they are going to collect information on their own community:

• Where it is located

• How many people live in the community

• A brief history about the community

• An interesting fact about the community

Have students create pose a problem to a peer, using the information they researched about an Aboriginal community and their own community.

Ask students to compare their community to the Aboriginal communities researched. They can display this numerically or pictorially in their math journals.

Many of the people in the videos on the website have a connection to their Aboriginal community:

• Glen Anaquod – Muscowpetung First Nation

• Tim Haywahe – Carry the Kettle First Nation

• Cassandra Opikokew - Canoe Lake First Nation

• Kelly Quewezance - Keeseekoose First Nation

• Tara Littlechief – White Bear First Nation

Watch the introduction videos to find out more about these individuals.