Ratios and Rates in Beading: Lesson 1: Cedar's Beads
WISELearn Grant Lesson Plan (Please delete all red italics directions before you submit)
Title: Cedar’s Beads
Author:Sara Mattson-Blume
Subject(s): Mathematics
Grade Level(s): 6
Total Time: 1 class periods
Overview / Description:
This lesson is part of a series of lessons that indigenize math education by including an art of the Native American tribes of Wisconsin-Menominee, Oneida, Ojibway, Ho Chunk and Stockbridge-Munsee. Beading has become ubiquitous in indigenous culture and is a modern art form. This context may be familiar to indigenous students as well as others. The unit starts with ratio identification and writing and moves to solving ratio reasoning problems, rate reasoning problems, and ends with graphing relationships. These are meant to supplement or replace current lessons.
Learning goals/objectives:
After completing this activity, students should be able to . . .
- Understand the concept of a ratio as a comparison.
- Use ratio language to describe a ratio relationship between two quantities.
Workplace Readiness Skill: (place an X in front of all which apply)
| × | × | × | × | ||
| × | Social Skills | x | Communication | ||
| × | Teamwork | x | Critical Thinking | ||
| × | x | Attitude and Initiative | Planning and Organization | ||
| × | Professionalism | Media Etiquette |
Content Standards :
M.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
Materials: (include and link all necessary handouts, videos, additional resources so any teacher can use this lesson/unit with minimal prep )
Learning Activities:
Describe each step of the learning activity including strategies that will be used to meet the learning objective.
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
| × | Learning Activity Task | WHO is responsiblefor this step? | Approximate timefor task | |
| × | Warm-Up Slide 3: Turn and Talk Show picture. Have students think about this question: Cedar is making a piece of beadwork for her regalia. How could you describe the relationship between the number beads in each color? Have students turn and talk to share ideas. Collect group ideas on slide 4. Have pairs report their thinking. Students will sometimes think of total quantities, percents, fractions, and relationships like doubling or tripling. These are all valid. The main goal is get students thinking about the concept of relationships and how to describe them using math words. | WG | 10 minutes | |
| × | Problem 2: Comparing Using Math Use slides 5-6 to teach the “official mathematical way” to identify these relationships. Connect their ideas from slide 3 to the three ways to write ratios, highlighting word order.For slide 7, have students apply this way of representing comparisons using ratio language. | SM/WG | 15 minutes | |
| × | Problem 3: Independent Practice Use slide 9 as a worksheet or online practice. | SM/WG | 15 min | |
| × | Closure: Exit Card Ask students to write one thing about ratios they learned today on an exit card. | I | 5 min |
Assessment : What evidence will you collect of student learning? Link assessment tools here.
Wrap-Up: See Closure Exit Card Question
Extension Activity (for intervention or enrichment):
To view traditonal beadwork images, visit the Science Museum of Minnesota at https://www.smm.org/collections/moccasins.
Visit an the BEAD exhibit online at https://morrisoncountyhistory.org/?page_id=8256.
For modern beadwork examples go to :https://youtu.be/mTweH3SLOdo for a Twin Cities PBS video comparing Dakota and Ojibwe beading techniques.
ATTACHMENTS Add additional resources (handouts, assessments, rubrics) not previously linked above. Go back and create bookmarks from the Materials section to these resources.