Grade two–Math- Metis Finger Weaving

eGrade 2 Math: Métis Finger Weaving (Métissage des doigts)

Hannah Taves
Rationale
Students will be exploring patterns further by incorporating aboriginal ways of knowing
Core Competencies
Communication: Acquire interpret, and present information
Thinking: Develop and design
Personal Social Responsibilities: Relationship and cultural contexts, and Self-determination

Curricular Connections
Big Ideas
Math: The regular change in increasing patterns can be identified and used to make
generalizations
Social Studies: Canada is made up of many diverse regions and communities
Historical Way of Thinking:
Learning Standards:
Curricular Competencies
-Incorporate First Peoples worldviews and perspectives to make connections to mathematical
concepts
-Model mathematics in contextualized experiences
Content
-Repeating and increasing patterns
-Identifying the core of repeating patterns
Aboriginal Connection
-Learning involves patience and time
-Learning is embedded in memory, history, and story
Historical Ways of Thinking
Historical Perspectives: Why is metis finger weaving and patterns important according to the
aboriginal perspective?
Learning Intention
-I can apply aboriginal ways of knowing to pattern making and display my work by using a pattern
sheet and creating a Métis sash.
Differentiated Instruction/Management
-Have all students start off with the 5 strands, if students are getting frustrated, let them do a simpler
pattern like a 3-strand braid
-Have students that finish early help other students

Assessment Procedure Pace

-Assess students pattern making on
whether they are on task or not
-Have students filling out pattern sheet as
they go along
-Review bracelet and sheet to ensure
comprehension
Assessment Criteria:
-Used 5 different colours
-Represented pattern on sheet
Introduction:
Show students examples of Metis finger
weaving. Introduce the purpose of sashes by
saying
« it’s important to realize that what you are
learning is not a craft. You are learning an art
with cultural significance to the Metis. Sashes
are a cultural symbol of Metis identity. They are
often worn at special events such as weddings,
festivals, and graduations. Sashes are given as
special gifts. »
“C’est important de réaliser que ce que vous
apprenez n’est pas un métier. Vous apprenez

by Janelle Ten Have

 Grade two–Math- Metis Finger Weaving
-Engaged during instruction
Materials
-Finger weaving colour chart
http://indspire.ca/wp-
content/uploads/2018/01/Weaving-
Math-with-IK.compressed.pdf
-5 different colours of yarn
-tape
-Pencil Crayons
-Pattern Sheet
un art ayant une signification culturelle pour les
Métis. Les écharpes sont un symbole culturel de
l'identité métisse. Ils sont souvent portés lors
d'événements spéciaux tels que mariages,
festivals et remises de diplômes. Les écharpes
sont données comme cadeaux spéciaux. »
Show student how to weave with the Elmo
before giving students material, (I have learned
from using this youtube video
https://www.youtube.com/watch?v=bxEijYIV_04
)
Go over the importance of colours and keep
sheet on screen (in English for more in depth
understanding)
Red - Is for the blood of the Métis that was shed
through the years while fighting for our rights.
Blue - Is for the depth of our spirits
Green - Is for the fertility of a great nation
White - Is for our connection to the earth and
our creator
Yellow - Is for the prospect of prosperity
Black - Is for the dark period of the suppression
and dispossession of Métis land
Each student will need 5 strands of yarn. They
can choose their colours based off of which
colours they would like to be correlated with
metis understanding.
Now go over together in the Tie 5 strands
together with a simple knot at the end. Tape the
knot to the student’s desk or table. Spread the
strands out on the table numbering from left
1,2,3,4,5. Start by picking up strands 2 and 4. To
begin: Select strand 5, travel under 2 and 4
(past 1 spot to become the new spot 1),
arrange them back in their new order, and
repeat. If loose, hold down new strands 2-5 and
gently tug the new strand 1 (former strand 5) up
towards the knots. Tie in a knot at the opposite
end. Finish for it to fit around a wrist to be a
bracelet.
« Disperser les brins sur la table numérotée à
partir de la gauche 1,2,3,4,5. Commencez par
choisir les volets 2 et 4. Pour commencer:
sélectionnez le brin 5, changer les positions 2 et
4 (passée à 1 pour devenir le nouveau point 1),
organisez-les dans leur nouvel ordre, puis
by Janelle Ten Have
Grade two–Math- Metis Finger Weaving
répétez l'opération. Si lâche, maintenez les
nouveaux brins 2-5 et tirez doucement le
nouveau brin 1 (c’était brin 5 en premier) vers
les nœuds. Faites un nœud à le bout opposé.
Vous-pouvez finir quand il est assez long pour
être comme un bracelet. »

Have students use the sheet provided to track

the pattern of the bracelet. It has 5 rows and
students will fill in each box with a colour
representing the colour order of strands after
each crossover.

Extending phrase: Have students write down the

pattern in a sentence.

by Janelle Ten Have

 Grade two–Math- Metis Finger Weaving
Reflection

Areas for Improvement

Areas of Strength

Métissage des doigts

Nom:_____________________________
Soulevez les brins 2 et 4. Déplacez le brin 5 sous 2 et 4, sur 1 et
3 pour devenir 1 brin.
by Janelle Ten Have
 Grade two–Math- Metis Finger Weaving

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by Janelle Ten Have