| Inquiry Design Model (IDM) Blueprint™ |
| “Counting in Lakota” |
| NDNAEU 2 “Learning & Storytelling”, NDNAEU 6 “Native Contributions” |
| Compelling Question | Is counting important in all cultures? |
| Standards and Practices | K.CC.4 Understand the relationship between numbers and quantities up to 20; connect counting to cardinality. a. Use one to one correspondence when counting objects. b. Understand that the last number name said tells the number of objects counted, regardless of their arrangement or order in which they were counted. c. Understand that each successive number name refers to a quantity that is one more K.CC.5 Count to answer “how many?” questions. a. Tell how many objects up to 20 are in an arranged pattern (e.g., a line or an array) or up to 10 objects in a scattered configuration. b. Represent a number of objects up to 20 with a written numeral. c. Given a number from 1-20, count out that many objects. K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, using groups of up to 10 objects |
| Staging the Question | Sing the Lakota Counting Song. In what ways did Tribal people understand the system of counting? |
| Supporting Question 1 |
| Who knows what it means to count? Why is it important to be able to count? How many different ways can we count (claps, stomp, objects, writing, song). What is a number? |
| Formative Performance Task |
| Students listen to LLC Counting Song Students rote count to 10 in Lakota/Dakota as a group. Teacher asks students what are different ways we can count things: Students explore different ways to count using cultural items: – Marks on a stick – each student gets a stick with 10 marks/notches on it. Students count the markings on the stick in Native Language – Beads on a string – each student gets a string with 10 beads on it. Students count the beads on the string in Native Language – Fingers – Students count their fingers – Series of images (winter count) – students count the number of events on the winter count. |
| Featured Sources |
| Materials needed: Bugle beads String Sticks with notches Sample winter count or waniyetu wowapi Lakota Language Consortium Counting Song https://www.youtube.com/watch?v=802nlolyrfg&index=3&list=PLWebueRr1D00pFt-FHxjitGWB88xHFXas Lakota Spelling of numbers http://www.native-languages.org/numbers/lakota_numbers.htm |
| SUMMATIVE PERFORMANCE TASK: Supported Claim (written/spoken) or Demonstration of Process (project-based) | Students sing the Lakota Counting Song to a group at a parent event or for teachers. |
| SUMMATIVE PERFORMANCE TASK: Extension | Have student count as high as they can in Lakota without error. |
| Taking Informed Action / Real World Application | Students learn to use their knowledge outside of the classroom by counting the Windows in their house and report back to class in Lakota/Dakota/Native Language how many they have. Students pick a family member or person they know and teach them to count to 10. |
