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Math in a Cultural Context

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Math in a Cultural Context (MCC) is a long-term set of interrelated sponsored research, funded by the National Science Foundation and the US Department of Education and by support from the University of Alaska Fairbanks. Math in a Cultural Context is a rather extraordinary three decades-long collaboration of educators, Yup’ik elders and teachers, mathematicians and math educators, Alaskan school districts, and more recently includes Greenlandic Inuit, Sami, and Pacific Islander partners. We have had the privilege to learn together and understand how the underlying principles that support everyday practical knowledge can inform teaching and learning in a school context. Central to MCC is its long-term collaboration with Yup’ik elders, teachers, and academics that developed into a vibrant learning community. We are deeply inspired by the steadfast support of so many elders who shared their knowledge. Alaskan school districts and teachers opened their classrooms to MCC as we developed, tested, and revised our materials and pedagogical approach.

Material Type: Module

Authors: Math in Cultural Context, University of Alaska Fairbanks

Math: Catching Pacific Lamprey at Willamette Falls

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Lamprey were an important food source for many Native American tribes in Oregon, particularly those in coastal areas and along the Columbia River watershed, and they continue to be an important link to traditional cultural practices. Like salmon, lamprey are anadromous, meaning they are born in fresh water, spend most of their life in the ocean, and return to freshwater to spawn. Sustaining the population of lamprey has always been important to Native people, and one way to do that is by not overharvesting. In previous generations this was not a problem, but hydroelectric dams, pollution, and destruction of habitat have all led to a drastic reduction in the lamprey population over the past century. Today, tribal biologists use both traditional and Western scientific methods—such as fish tagging—to protect and preserve lamprey, salmon, and other aquatic species. Using this real-world context, this lesson engages students in a mathematical process to determine the weights of lamprey using a fraction with each fraction having the same denominator, organizing the lamprey on a number line from lowest to highest weight, and comparing the weights of lamprey in decimal format.

Material Type: Lesson, Lesson Plan

Authors: Renée House, April Campbell

Math: Getting to Know Native Americans in Oregon

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This lesson uses a dataset and simple mathematical operations to teach grade 4 students important facts about Native American people in Oregon. In the process, it begins to correct several common misperceptions and to build students’ awareness of the active role Native Americans play in contemporary Oregon culture. Students will learn about the nine federally recognized tribes in Oregon, including tribal membership, tribal lands, and the number of people employed by each tribe. This will give them a basic understanding of the presence of Native people in the state. Students will also be introduced to two key aspects of the complex relationship between Native American tribes and the U.S. government: termination and restoration. While the lesson does not cover these elements in depth, it lays the groundwork for future lessons and further understanding.

Material Type: Lesson, Lesson Plan

Authors: Susan Payne, April Campbell

Math: Philanthropy

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Philanthropy is a core value of Native American tribes in Oregon. Many tribes refer to this as the “spirit of potlatch,” which is a tradition that goes back hundreds and possibly thousands of years. In this spirit, many tribes have created charitable foundations or funds to support causes that benefit the local and surrounding communities. Collectively, tribal foundations are among the largest sources of philanthropy in Oregon.This lesson uses the mathematical practice of fractions to introduce students to Native philanthropy. Students are given a dataset and asked to perform fraction concepts and justify their choices as part of a philanthropic effort. Students will be addressing Critical Areas 1 and 2 while addressing mathematical practices.

Material Type: Lesson Plan

Authors: Aujalee Moore, April Campbell

Financial Algebra (Oregon Blueprint, Version 1)

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The Financial Algebra Course engages students with real-world financial applications while maintaining deep mathematical rigor. The 10 units include: Taxes, Checking, Savings, Budgeting, Intro to Investing, Investing Strategies, Types of Credit, Managing Credit, Paying for College and Insurance. This course will be heavily collaboration and project based. Students will be required to use google drive, docs and sheets on a regular basis. This course has a distinction of Algebra 1/Integrated 1 or higher. This is a good course for 11th and 12th grade students as an alternative to Integrated 3/Algebra 2.

Material Type: Full Course

Authors: Oregon Coast STEM Hub, Oregon Department of Education

Illustrative Mathematics Algebra 1, Geometry, Algebra 2

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IM Algebra 1, Geometry, and Algebra 2 are problem-based core curricula rooted in content and practice standards to foster learning and achievement for all. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language. Teachers can shift their instruction and facilitate student learning with high-leverage routines that guide them in understanding and making connections between concepts and procedures. IM 9-12 Math, authored by Illustrative Mathematics, is highly rated by EdReports for meeting all expectations across all three review gateways. Students who struggle in Algebra 1 are more likely to struggle in subsequent math courses and experience more adverse outcomes. The Algebra 1 Extra Support Materials are designed to help students who need additional support in their Algebra 1 course. Each Algebra 1 Extra Support Materials lesson is associated with a lesson in the Algebra 1 course. The intention is that students experience each Algebra 1 Extra Support Materials lesson before its associated Algebra 1 lesson. The Algebra 1 Extra Support Materials lesson helps students learn or remember a skill or concept that is needed to access and find success with the associated Algebra 1 lesson.

Material Type: Full Course

Author: Kendall Hunt

SFUSD Grade 3 Math Portal

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This resource is the grade 3 common math curriculum for the San Francisco Unified School District. In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.

Material Type: Activity/Lab

SFUSD Grade 4 Math Portal

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This resource is the grade 4 common math curriculum for the San Francisco Unified School District. In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition, and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

Material Type: Activity/Lab

SFUSD Grade 5 Math Portal

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This resource is the Grade 5 common math curriculum for the San Francisco Unified School District. In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.

Material Type: Activity/Lab

3.MD, 3.G, 3.NF Halves, thirds, and sixths

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This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: A small square is a square unit. What is the area of this rectangle? Explain. What fraction of the area of each rectangle is shaded blue? Name the frac...

Material Type: Activity/Lab

Author: Illustrative Mathematics

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