# Counting bracelets CONTENTS CURRICULUM INFORMATION ✓

```Counting bracelets
CONTENTS
CURRICULUM INFORMATION
TOPIC INFORMATION
PHASE OF DEVELOPMENT
Purpose....................................................................................2
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Early childhood
Student outcomes...................................................................2
Middle childhood
Key background points...........................................................2
Cultural and protocol considerations.....................................2
Resources................................................................................2
TEACHING AND LEARNING STRATEGIES
Lesson outline ........................................................................3
MAJOR LEARNING AREAS
The Arts
English
Health & Physical Education
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Languages
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Mathematics
Science
Society & Environment
Technology & Enterprise
VALUES
Pursuit of knowledge … achievement of potential
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Self acceptance and respect of self
Respect and concern for others and their rights
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Social and civic responsibility
✓
Environmental responsibility
Produced by DUIT Multimedia for the Aboriginal Perspectives across the Curriculum program.
APAC252 | Counting bracelets
© Department of Education WA 2010
Revised September 2011
1
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TOPIC INFORMATION
PURPOSE
•
To introduce principles of counting – one to one
correspondence for numbers.
•
To introduce language related to counting in both
English and the local Aboriginal language.
Students can also explore variations to this counting as
well, for example 10 could be 3 + 3 + 3 + 1. Students may
explore counting principles of 10.
It is best to take this lesson in spring when gum nuts, and
other nuts and seeds, are readily available.
Please note there are many different spellings of Aboriginal
names, due to the oral nature of their languages. The one
used in this lesson is ‘Wangkatha’.
STUDENT OUTCOMES
•
Working Mathematically Level 1:
CULTURAL & PROTOCOL CONSIDERATIONS
1. Counting objects
Refer to AIEOs regarding breaking down terms, and using
and pronouncing the terminology of the local language
group. (eg Instead of ‘more/less’, use ‘big mob/nini bit’.)
2. Numbers in order
•
Number – Comparison of groups of objects and use of
appropriate terminology to describe them.
•
(Curriculum Framework, Mathematics learning area
outcomes: Number, 6.)
KEY BACKGROUND POINTS
When introducing principles of counting – one to one
correspondence for numbers 1–10, both in the western
system and for Wangkatha people, draw attention to
similarities and differences. For instance Wangkatha
people’s system for counting is: 1, 2, 3, 2 x 2, 2 + 3, 2 x 3, 2
x 3 + 1, 2 x 3 + 2, 3 x 3, 3 x 3 + 1 as there are no words for
four to ten in Wangkatha, so, for 4 the number 2 is repeated
2 times: 2 x 2; and for 5: 2 + 3 and so on … is how you
count in Wangkatha to 10.
We suggest that you introduce language related to
counting in both English and the local Aboriginal language.
Wangkatha words are:
1. kutju
2. kutjarra
3. marnkurrpa
4. kutjarra, kutjarra (2 + 2)
5. kutjarra, marnkurrpa (2 + 3)
6. marnkurrpa, marnkurrpa (2 x 3)
7. marnkurrpa, marnkurrpa, kutju (2 x 3 + 1)
8. marnkurrpa, marnkurrpa, kutjarra (2 x 3 + 2)
9. marnkurrpa, marnkurrpa, marnkurrpa (3 x 3)
10. kutjarra, marnkurrpa, kutjarra, marnkurrpa (3 x 3 + 1)
RESOURCES
Medium
book
CD-ROM
Author, producer,
developer etc
Title
Wangkanyi Ngurra Tjurta
Aboriginal corporation
1,2,3, … many:
DUIT Multimedia, The
University of Western
Australia
Moorditj
APAC252 | Counting bracelets
© Department of Education WA 2010
Revised September 2011
Source
Language centre library
a Wangkatha
counting book
distributed to all schools; http://moorditj.net.au
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TEACHING AND LEARNING STRATEGIES
TEACHING RESOURCES
•
seed collecting licence
•
local seeds and nuts
•
fishing line or fine elastic to make bracelet
•
traditional Aboriginal jewellery (pictures will do if no
jewellery is available)
•
•
Direct students to continue threading and to collect
their own materials from the surroundings.
•
Reinforce counting words/principles as teacher, AIEO,
and/or community members move around groups.
•
Assist students to tie their fishing line/elastic as
they finish their bracelets (Some may make them big
enough to be a necklace!).
•
Ask children to count seeds and nuts on their
bracelets and to compare with others. Who has the
most seeds? Least? Same number? Who has used
different seeds? How many of each seed have you
used? If you add the amounts of different seeds
together, is it the same as when you counted all the
seeds? AIEO and/or community members introduce
and use Indigenous terms/principles.
Preparation
•
Contact DEC to purchase a seed collecting licence at
a low cost.
•
Collect seeds and nuts from local area and prepare
materials.
•
in the community, and if none is available pictures and
photos will do.
Extension activities
•
Making patterns using different nuts.
•
Cut lengths of fishing line to make bracelets.
•
Counting collage charts using nuts.
•
Decide whether you will make holes in the seeds and
nuts prior to the lesson, or whether you have enough
assistants to make them for the children during the
lesson.
•
Graph to show number of nuts on children’s bracelets.
•
Combining and separating – eg how many more does
John need to make his as many as Gina?
•
Make or collect contemporary jewellery made from a
range of materials.
ASSESSMENT
•
Invite AEIO and members of the local community to
join in the lesson. They are wonderful sources of words
and pronunciation of the local language.
Implementation
This lesson is planned for outside in the local/school
environment.
•
Use First Steps diagnostic tasks for counting
principles.
•
Draw up a checklist to identify those children who
can/cannot count with one-to-one correspondence,
touching each object once as they count?
•
Use your checklist to also show if children understand
Whole class
•
seasons, trees to get nuts from, and background
Aboriginal communities.
•
Discuss traditional jewellery making and its uses
(eg ceremonial) and show and discuss any jewellery
collected and/or pictures of it, see Moorditj CD ROM).
•
Show and discuss examples of contemporary
jewellery from different materials.
•
Explain that students are going to make jewellery out
of local nuts and seeds – like traditional Aboriginal
people.
•
Give students a handful of nuts to start threading.
Teacher models counting 1 to 1 correspondance as
•
Ask AIEO, and/or community members, to introduce
Wangkatha words for counting.
APAC252 | Counting bracelets
© Department of Education WA 2010
Revised September 2011
3
NEALS
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