through play, inquiry, and problem BIG IDEA What do we want students to Content (& Elaborations) solving (Understand…) DO? (Know) Visualize to explore mathematical (Activities, lessons…) concepts Circumference (constructing circles The constant ratio Questions to support inquiry with Engage in problem-solving given radius, diameter, area, or between the students: experiences that are connected (in circumference; finding relationships circumference and daily activities, local and traditional What is unique about the between radius, diameter, diameter of circles can be practices, the environment, popular properties of circles? circumference, and area to develop C used to describe, media and news events, What is the relationship = x d formula; applying A = x r x r measure, and compare integration; Patterns are between diameter and π π formula to find the area given radius spatial relationships. important in First Peoples circumference? or diameter; drummaking, technology, architecture, and What are the similarities and dreamcatcher making, stories of artwork.; Have students pose and differences between the area SpiderWoman (Dene, Cree, Hopi, solve problems or ask questions and circumference of circles? Tsimshian), basket making, quill box connected to place, stories, and making (Note: Local protocols should cultural practices.) to place, story, be considered when choosing an and cultural practices relevant to activity.) and area of circles the local First Peoples communities, Volume ( volume = area of base x height bentwood boxes, wiigwaasabak and mide-wiigwaas (birch bark scrolls); Exploring Math through Haida Legends: Culturally Responsive Mathematics of rectangular prisms and cylinders Cartesian coordinates and graphing (origin, four quadrants, integral coordinates, connections to linear relations, and transformations; overlaying coordinate plane on medicine wheel, beading on
through play, inquiry, and problem solving Visualize to explore mathematical concepts Engage in problem-solving experiences that are connected (in daily activities, local and traditional practices, the environment, popular media and news events, integration; Patterns are important in First Peoples technology, architecture, and artwork.; Have students pose and solve problems or ask questions connected to place, stories, and cultural practices.) to place, story, and cultural practices relevant to the local First Peoples communities, BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) The constant ratio between the circumference and diameter of circles can be used to describe, measure, and compare spatial relationships. Questions to support inquiry with students: What is unique about the properties of circles? What is the relationship between diameter and circumference? What are the similarities and differences between the area and circumference of circles? Circumference (constructing circles given radius, diameter, area, or circumference; finding relationships between radius, diameter, circumference, and area to develop C = π x d formula; applying A = π x r x r formula to find the area given radius or diameter; drummaking, dreamcatcher making, stories of SpiderWoman (Dene, Cree, Hopi, Tsimshian), basket making, quill box making (Note: Local protocols should be considered when choosing an activity.) and area of circles Volume ( volume = area of base x height bentwood boxes, wiigwaasabak and mide-wiigwaas (birch bark scrolls); Exploring Math through Haida Legends: Culturally Responsive Mathematics of rectangular prisms and cylinders Cartesian coordinates and graphing (origin, four quadrants, integral coordinates, connections to linear relations, and transformations; overlaying coordinate plane on medicine wheel, beading on