Grade 7 Treaties in Mathematics

Treaty Ed. Outcome | Math 7 Outcome | Connections | Activity |

TR71 Analyze to what extent each of the signatories to treaty meets their respective obligations INDICATORS: Compare the meaning of “commitments” and “obligations” from the different worldviews. Examine how the obligations of First Nations have been met. |
SP7.2 Demonstrate an understanding of circle graphs. INDICATORS: A) Identify common attributes of circle graphs, such as: title, label, or legend, the sum of the central angles is 360°, the data is reported as a percent of the total and the sum of the percents is equal to 100%. B) Create and label a circle graph, with and without technology, to display a set of data. C) Find, describe, and compare circle graphs in a variety of print and electronic media such as newspapers, magazines, and the Internet. |
These outcomes may not seem to be directly related but they work well together because the math outcome is a way of sorting information so that it is easy to read and understand and the treaty outcome is the information that needs to be sorted in an orderly way. Both the treaty outcome and math outcome share similar indicators that want students to use a comparison strategy. | Students could research the commitments and obligations and how they have been met. They could then construct a circle graph for commitments and one for obligations and show how many have been met and how many haven’t. Students could then compare the two and come up with a written summary of their research. |

SI7: Examine Oral Tradition as a valid way of preserving accounts of what transpired and what was intended by entering into treaty. INDICATORS: Explain how written and oral accounts may differ from one another. |
P7.1 Demonstrate an understanding of the relationships between oral and written patterns, graphs and linear relations. INDICATORS: A) Represent a relationship found within an oral or written pattern using a linear relation |
These two outcomes connect because of their importance of oral language and patterns. Students might not understand why they have to give oral answers in math, but by using treaties we can explain the importance of oral tradition in the First Nation culture and get them excited about learning math in a new way. Answering questions and going through equations orally is a great way to get students to remember math terms and equations, I still remember the quadratic formula because my teacher had a song for it. | Have a no pencil or paper day in math. Discuss what the oral tradition in First Nations culture was and why it is so important to them. Then have students try it out, put them into groups of four and have stations with math problems set out. Have the students go through the questions orally with their groups and come up with answers. They will then put their experience into a story and share it with the class, just like how elders would pass on important stories to the next generations. At the end we will discuss how helpful storytelling is because it helps you remember and preserve a thought just like how it preserves the First Nation culture. |

HC7: Examine the Indian Act, including its amendments, and explore the effects it has on the lives of First Nations.INDICATORS: Identify elements/big ideas of the Indian Act, including its amendments. Examine the effects of the Indian Act on the lives of First Nations. |
N7.6 Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially, and symbolically. INDICATORS: D) Add two integers using concrete materials or pictorial representations and record the process symbolically. E) Subtract two integers using concrete materials or pictorial representations and record the process symbolically. G) Solve problems involving the addition and subtraction of integers. |
These outcomes can be connected by searching for the positives and negatives within the Indian Act. The Indian Act was supposed to be a positive thing, but had many negative outcomes for First Nations people. Integers can be used to show the good and the bad or positives and negatives of the Indian Act. | For this activity students would need some background information about the Indian Act such as why it was made, the outcome of it and what some of the main big ideas were. Once these points were established with the students we would go through the big ideas and amendments, if it had a bad outcome we would rate it from -1 to -5 and write it down in a chart, if it had a positive outcome we will rate it from a 1 to a 5 and add it to the chart. At the end of the class once we have gone through everything we will tally up the results and determine the effects on the lives of First Nations people. |

TPP7: Investigate the impact of Bill C31 on the equality of genders under the Indian Act.INDICATOR: Research the concept of “Status Indian” and determine the implications of this concept on the government’s fulfillment of treaty. |
SP7.3 Demonstrate an understanding of theoretical and experimental probabilities for two independent events where the combined sample space has 36 or fewer elements. INDICATORS: B) Provide an example of two independent events, such as: spinning a four section spinner and an eight-sided die, tossing a coin and rolling a twelve-sided die, tossing two coins, rolling two dice C) Identify the sample space (all possible outcomes) for each of two independent events using a tree diagram, table, or another graphic organizer. E) Conduct a probability experiment for an outcome involving two independent events, with and without technology, to compare the experimental probability to the theoretical probability. |
Government made it very hard for First Nations women to keep their “Indian Status” and therefore we can relate this problem with probability having students see how hard it was for women to maintain their “Status”. | Discuss the concept “Status Indian” and have students research how to maintain “status” and how it is taken away. Then have a dice game for students to play which works on their probability skills and also shows them the hardships many people went through losing their entitlement to their culture. The game requires two dice and a chart that students have to record what they rolled. It is a game played between pairs. If they roll two 6’s that means they married someone from the same band and they get to keep their status so they get 10 points. If they roll two 5’s that means they married outside of their band and they are no longer apart of the band they are from and lose ties with their family, but still have their status so they would get 1 point. If they roll any other combination it meant they married a non-status or non-aboriginal person, lost their status and ties with their family and it is -10 points. The person with the most points wins, but both should feel angered at the system because it is almost impossible to get a high score. Each player gets ten rolls each and each roll must be recorded to determine theoretical probability. They point of the game is for students to see that it was very hard to maintain status and see how frustrating it would be. At the end have a class discussion about how they felt playing this game always losing points and how do you think First Nations people felt losing their status. |