Math is Natural: Hair Braiding & Patterns

Day 1

• Teacher will review Dr. Gilmore and Ethnomathematics
• Teacher will show the quote, “Nobody ever tells you math is natural.” -Dr. Gloria Gilmer
• Ask students, what do they think this means?
• Show slides about Dr. Gilmore teaching patterns and shapes
• Show students different pictures of braids. Ask them if they see any patterns or shapes.
• Introduce tessellations/ patterns
• Show another picture of a pattern, ask the students to predict the next pattern. Show example of the writing with the picture.
• Students will record the types of shapes they see in the braids (3-4 pictures).
• Ask students, how the use of braids helped them with the information?

Day 2

• Review previous lesson.
• Show the slide of the little girl with purple and black beads. Ask students what different math equations can you teach using beads?
• Using this picture have students to create a addition fact and a subtraction fact.
• Model for students a word problem the picture with the purple and black beads. “Alayah has 7 braids. Each braid has 3 beads does she have in all? Give students the opportunity to solve. Review the parts of the word problem that the students must have.
• Teacher will show 1 more slide and ask students to create a word problem.

Use the slides provided to guide the students in the lessons.

Differentiation: Pull small groups as necessary for remediation. If struggling with patterns, go back to shape identification. Create patterns with known shapes or symbols before progressing to identifying those provided.

Extension: Give students an expression. Have them illustrate or describe a scenario/hair style to match.

In journal form, students will respond to the question: How is math natural? Students must give one example to support their answer.