Category Archives: history

triangle with angle and line measurements

Geometry and Ledger Art

by Avis Prentice and AnnMaria De Mars

Standards

CCSS.MATH.CONTENT.7.G.A.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

Time

90-120 minutes, including time students spend on creating shapes, measurement and creating winter count artwork

Technology Required

A computer with project/ smart board for viewing as a class or computer or mobile device for viewing videos at home is required. Art project can be done on Google Slides or PowerPoint or with markers and paper or construction paper, glue and scissors. Paper bags (optionally) can be used to simulate a hide background.

Summary

Students begin by watching two videos that appear to be unrelated – on Native American ledger art and using a protractor to measure angles. These are explained in the presentation, that art can take many forms. Vocabulary and basic facts regarding angles are introduced. Students use an online app to create angles with different lengths of lines. After measuring lengths and angles of their shapes, students create artwork for their own event and a classroom ‘winter count’. Use of angles in computer animated art is explained. The session ends with assessment of students’ knowledge of measurement of angles.

Lesson

Watch video on Native American Ledger Art

Watch to 5:07

Students will watch the video to the point of 5:07 , where the curator says to think of an event you really want to remember.

Watch video on using a protractor

Explain basic concepts and vocabulary of measuring angles

This 31-slide deck explains degrees as a measure of rotation, defines acute, obtuse and right angles and obtuse, acute and right triangles. Instructions are given for students creating their own ledger art. Available as Google slides here or as a PowerPoint Presentation here.

Students use an online app to create triangles from different lengths of lines.

Example from the GeoGebra app

In this exploratory activity, students should learn that a triangle cannot be created from any three lines. They will also get practice creating different angles and seeing the shapes of triangles with different angles. This activity is recommended but can be skipped if students do not have access to devices. Alternatively, the teacher or a student can create angles with result shown on a smart board/ projector.

Students create and measure shapes

As instructed in the presentation, students create lines, triangle and circles. They measure the diameter or radius of circles, length of lines and angles of triangles. Students write a description of their shapes using mathematical terms.

Students create their own artwork to commemorate an event

Students will use the shapes created in the previous activity to create original work. They will present their artwork to the class and explain its meaning.

Students watch a video on winter count

Emil Her Many Horses explains the creation and meaning of the winter count

Students combine their events to form a classroom record

Individual student events can be combined on poster board, included in a single Slides or PowerPoint document. Dr. Vivian Young recommends using large brown paper bags to simulate hides, crumpling and tearing around the edges to give more of a hide appearance.

End with presentation

Finish the slide presentation by informing students that their measurements are the first step a software developer would take in turning their artwork into computer animation for a game or website. They have been programming and did not even know it!

Assessment

An assessment of students’ knowledge of measurement of angles and types of triangles is included here as :

Google doc file for assessment

PDF version of assessment

ANSWER KEY FOR ASSESSMENT

map of upper midwest

Reflections on Ojibwe Migration

by Janna Jensen and AnnMaria De Mars

Standard

5.NF.B.4   Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

D2.His.13.3-5  Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.

Time

60 minutes

Technology Required

Students need access to a computer with web browser.

Summary

This lesson begins with a storyboard on the route and major events of the Ojibwe migration. Students then play the Forgotten Trail game, followed by watching a video on map reading. As a group, students reflect on the challenges of the Ojibwe migration, compute the distance for just one segment and convert the distance from miles to kilometers.

Lesson

Storyboard on the Ojibwe Migration

Begin with this story board on the route and major events of the Ojibwe migration. We recommend having students read each section of the story as it advances. Alternatively, the teacher may read it to the class or students can read it to themselves either on devices in the classroom or at home.

Watch a video on how to find the mean

Warning: bad singing ahead. This short video tells how to find the mean – in song.

Play the Forgotten Trail Game

Map from Forgotten Trail

Students should play the game at least through the first level. The game begins with a middle school class learning about the Ojibwe migration. Students will solve math problems related to the average number of miles walked per day and fraction of distance covered.

Watch a video on using scales in maps

This video is 7 minutes and covers what is a scale, how to use one and that different maps have different scales. If you feel your students are already familiar with this information, you may skip this video. In the days of Google maps and GPS we have found students often are not as familiar with this information as you might assume.

Presentation on Reflections on the Ojibwe Migration

In this Google slides presentation, students are asked to reflect on the Ojibwe migration. What would it have taken to survive such a journey? They use their map skills to estimate the distance of one leg of the journey, in both kilometers and miles.

Presentation is also available as a PowerPoint.

Synonyms Video

Now that students have seen synonyms as words for the same thing and miles and kilometers as measures for the same distance, finish up with this short (less than 2 minutes) video on synonyms.

Assessment

Slides 14, 18 and 21 can be printed out for students to answer individually, or can be answered as a group in class. Data are available on activities completed and math problems answered in the Forgotten Trail reports. For more information, check out our reports page.

Red River cart with baskets

Multiplication Review and Red River Carts

Standards

CCSS.MATH.CONTENT.3.OA.A.4 – Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

NCSS theme – The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. 

Minnesota State Standard – History Sub-strand 4, Standard 15 “North America was populated by indigenous nations that had developed a wide range of social structures, political systems, and economic activities, and whose expansive trade networks extended across the continent.”

Time

20 minutes

Technology required

Internet connection on a PC or Chromebook laptop, tablet, or phone.

Summary

Students watch a video on the importance of the Red River cart in expanding trade. The teacher presents (or students may read) a presentation discussing Red River carts followed by two related word problems. The lesson concludes with students playing Making Camp Premium, reinforcing multiplication facts and the Ojibwe history lesson learned.

Lesson

Watch Red River Cart history video

Presentation on Red River Carts and multiplication

Use this Google slides presentation in-class or assigned online to review a little on the Red River cart and then solve two math problems involving carts and horses. In the first activity, the students drag the correct number of wheels to show 5 groups of 3 and then 3 groups of 5, both correct answers to the question. In the second problem, students drag 4 groups of 6 horses to solve the word problem.

Play a game

Students play Making Camp Premium (instructions on which activities are included in the slides presentation).

Wigwam from Making Camp Premium with items purchased with points

Assessment

Making Camp Premium offers Data and Reports for teachers to access to view students playing time and the number of items answered correctly addressing each standard taught in the game.

Making Camp Premium words choices

Visiting Grandma: ELA Lesson 1

This Common Core-aligned English/ Language Arts unit, combines ELA and indigenous history as your students follow in the footsteps of the grandchild on their visit to grandmother’s house.

In this first lesson, students receive a letter from grandmother.

Standard

CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator’s or speaker’s point of view influences how events are described.

CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.

LESSON TIME

45 minutes

TECHNOLOGY REQUIRED

A device with a web-browser – PC, Mac or Chromebook – or phone or tablet

Summary

Students will be introduced to a 10-unit English/ Language Arts unit centered around a visit to their grandmother. In this first lesson, students receive and correct the grammar and spelling in their grandmother’s letter. The lesson ends with playing misspelled words and grammar sections of Making Camp Premium.

Lesson Plan

1. Introduce the Unit

This Google slides presentation introduces the unit. Students are given a letter to read and correct. The link to the letter is in the slides presentation, so you can open the presentation, read it to your students and then assign it on Google classroom. The presentation includes links to sound files to read the slides and letter to students to accommodate individual students. This presentation can be used in the classroom, in a web meeting or done individually by students at home.

1a. Assign reading letter and correcting errors

The letter is linked in the Google slide presentation. You can also find the link here.

The teacher answer key for the letter can be found here.

2. Play Making Camp Premium

Go to Making Camp Premium. Select WORDS and then go to the third screen.

Bottom left is misspelled words. Top right is grammar.

Play the game on the bottom left to practice spelling. The box on the top right will practice grammar. An example is shown below of a response after the student has answered correctly.

RELATED LESSON

The next lesson in this unit, letter to grandmother, focuses on organization in writing.

ASSESSMENT: Making Camp Premium Teacher Reports

You can view your students’ progress on mastering this standard by viewing your Making Camp Premium Teacher Reports. You can view the Making Camp Premium reports here. 

State Standards

Missouri Learning Standards (MLS)

Writing 1C (5.W.1.C.a-b) – Apply a writing process to develop a text for audience and purpose.

-Revise/Edit – Reread, revise, and edit drafts with assistance to do a variety of tasks as stated in a-b.

Language 1A (5.L.1.A.a-e) – Communicate using conventions of the English language.

-Grammar – In speech and written form, apply standard English grammar for a variety of reasons as stated in L.1.A. a-e.

Speaking/Listening 1A (5.SL.1.A.a-d) – Listen for a purpose.

-Purpose – Develop and apply effective listening skills and strategies in formal and informal settings by following SL.1.A. a-d.

4 Choices - Numbers Life Random Words

Making Camp – 10 minute history

Standards

Minnesota History Substrand 2, Standard 3. Historical events have multiple causes and can lead to varied and unintended outcomes.

CCSS.MATH.CONTENT.3.OA.A.4-Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

CCSS.MATH.CONTENT.3.OA.C.7– Fluently multiply and divide within 100

Time

10 Minutes
These 10-minute lessons can be done as stand-alone activities at the beginning or end of a class to raise student engagement, or the three in this unit can be combined for a single 30-45 minute lesson.

Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet

Summary

Ojibwe History Integrated with Math + History = Making Camp

That’s Making Camp in a nutshell, um, equation. If your students are like most people, you’re having a hard time getting them to focus. That’s why we’ve created short lessons for you. Each of these only takes about 10 minutes, teaches Ojibwe (Native American) history , multiplication or division. You can do these at the beginning or end of class as a warm-up, as an assignment for those students who finish early.

As the game introduction says …. let’s get started on Making Camp.

Lesson Plan

1. Download or follow the link to get started on Making Camp!

The game can be downloaded for any Apple or Android phone or tablet. It can also be played online. The links you need will be in the game pages for your device. You will have received the password to access this page in the training you attended. To access the games for your device, click the appropriate link below. These pages are password protected, but the password you received will work on all three pages. 

If you have forgotten your password, email growingmath@7generationgames.com, let us know the name of your school and mention in the email you forgot your password.

2. Students will need a username and password

We strongly recommend you assign the username and password rather than having students assign their own.

Watch the two introductory videos that explain about the Ojibwe migration and how to play the game. This will bring you to the choice screen.

4 Choices - Numbers Life Random Words

Click on the NUMBERS option which will bring up the screen below.

MATCHING MULTIPLICATION

  • Click on the top left box (with cards) to play a memory game, matching multiplication problems with their answers.

The Multiplication Dog

  • This lesson opens with a paragraph explaining that some tribes used dogs to haul heavy loads, using a type of sled called a travois. The player then has the opportunity to earn a dog and items for their dog by answering multiplication problems.

Assessment

Remember that you can always see your students’ performance on the problems in Making Camp Premium by accessing the reports page. You will need to enter the password you received during training.

That’s it. That’s your ten minutes of learning social studies and multiplication. Next post in this series: Trade for a wigwam

State Standards

Minnesota Math Standard 3.2.2.2 – Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.

Minnesota Math Standard 4.1.1.1 – Demonstrate fluency with multiplication and division facts.

Trade for a Wigwam

Standard

Minnesota State Standard – History Sub-strand 4, Standard 15 “North America was populated by indigenous nations that had developed a wide range of social structures, political systems, and economic activities, and whose expansive trade networks extended across the continent.”

Time

10 Minutes

These 10-minute lessons can be done as stand-alone activities at the beginning or end of a class to raise student engagement, or the three in this unit can be combined for a single 30-45 minute lesson.

Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet

Summary

Today we are focused on the Ojibwe history part of Making Camp. As one of our very favorite middle school history teachers said,

History is more than names and dates. It’s how people lived, the things they used.

– Jose Gonzalez, Social Studies Teacher, Gompers Middle School, Los Angeles

Students will watch two brief videos, one on building a wigwam and one on trading between tribes. They then trade in the points they have earned for items for their wigwam. Clicking on each item gives information on how that item was used by the Ojibwe. If you did the previous ten-minute lesson, your students already have points. If not, they’ll need to earn some by playing Making Camp mini-games (just click on anyone of the choices on the main screen).

Lesson Plan

1. Click on the wigwam icon to watch two videos

Table of items to trade in wigwam with Making Camp Ojibwe

If you have been following along in order, the player now has enough points to get a wigwam and at least two items to supply their wigwam. 

NOTE: If the player does not have at least 1 point to trade, the wigwam video will not play and instead, he/she will be told that at least one point is needed to trade for a wigwam.

If the player does not have at least 3 points to trade (1 for the wigwam, plus two more) after the wigwam building video, h/she will be told that at least two points are needed for trading.

The first time a player clicks on the wigwam icon the on the bottom left of the screen it will play a video on how a wigwam was built. This will be followed by a second video that briefly discusses that trading existed between and within tribes long before the settlers came. The player then has an option to trade points for items for the wigwam.

2. Click on the inside of the wigwam image in the bottom right corner to bring the player to the wigwam where items purchased can be moved to decorate or interact. 

Clicking on an item will bring up a text box with information on how that item was used or obtained by the Ojibwe people.

Some items also perform actions when clicked. For example, the parfleche opens to show pemmican inside, the dog walks across the wigwam.

Go to the next lesson in this series, Rabbit Stew & Multiplication

Rabbit Stew & Multiplication

Why 10-minute math and history lessons?

Student on bed with pillow over her head

Why bite-size lessons?

  1. Well, if your children are like ours, they can get tired of learning on line, tired of being at home and difficult to motivate. When they get in those moods, we’ve found it helpful to break learning down into a series of smaller bites.
  2. Sometimes your lesson plan ends sooner than expected and you have a few minutes to fill.

Standards

Minnesota History Substrand 2, Standard 3. Historical events have multiple causes and can lead to varied and unintended outcomes.

CCSS.MATH.CONTENT.3.OA.A.4-Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

CCSS.MATH.CONTENT.3.OA.C.7– Fluently multiply and divide within 100

Time

10 Minutes

Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet

Summary

Students learn about what foods the Ojibwe people ate and how their diet changed when they were forced on to the reservation. They play a multiplication tic-tac-toe to snare rabbits and spend the points earned in the game to outfit their wigwam.

Lesson Plan

1. Watch a one-minute video on rabbit stew

Narrated by Deb Gourneau, of Turtle Mountain, this video explains the importance of rabbit stew in helping people survive when food was scarce.

2. Play Rabbit Tic-Tac-Toe in Making Camp Premium

Remember, clicking on the link with the boxes in the bottom left corner will always take you to the choices page.

  • Click on the box with the rabbit to play a tic-tac-toe game in Making Camp. Each correct multiplication problem snares a rabbit. Incorrect problems leave an empty snare.  
  • When you win this game, there will be an arrow to go back to the numbers page.

3. Play a Matching Game to earn more points

Click on the box with the buffalo to match multiplication problems with their answers.

4. Learn what else was part of the Ojibwe diet

Now that you have 4 more points, go back to the wigwam and if you have not already traded for these, select the fish, deer hide or parfleche to see what else the Ojibwe would eat. Click on each of these items in your wigwam to learn more about it.

Making Camp Premium

Assessment

Remember that you can always see your students’ performance on the problems in Making Camp Premium by accessing the reports page. You will need to enter the password you received during training.

State Standards

Minnesota Math Standard 3.2.2.2 – Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.

Minnesota Math Standard 4.1.1.1 – Demonstrate fluency with multiplication and division facts.