K.CC.4.b

California Native Peoples - ABCs

California Native Peoples Counting 1-10

WL.CL2.N: Cultural Products, Practices, and Perspectives, WL.CL4.A: Intercultural Influences, K.CC.1, K.CC.2, K.CC.4.a, K.CC.4.b, K.CC.4.c, K.CC.5

In this engaging K–1 lesson, students are introduced to Coyote at the Big Time, A California Indian 123, a counting book written and illustrated by Karuk/Yurok/Hupa artist, Lyn Risling. The lesson begins with a video read-aloud of the book, featuring Lyn Risling herself, who introduces her cultural background and reads the story aloud to the class. Through vibrant illustrations and simple counting, the book highlights cultural elements and traditional activities associated with Big Time gatherings, such as dancing, drumming, singing, and community celebration. After the read-aloud, the teacher guides students through a set of interactive slides that reinforce number recognition from 1 to 10. Each slide features a number alongside images from the book and includes a short video clip, image or description of Native people participating in Big Time activities. These visual and auditory elements help bring the story to life and provide students with a deeper understanding of California Native cultures and community life. To conclude the lesson, students engage in a hands-on sequencing activity, putting numbers 1 through 10 in order. This fun and developmentally appropriate activity supports number recognition and introduces students to the significance of Native cultural traditions in a way that is both meaningful and memorable.

Math and Value, Hoopa Math

Math and Value, Hoopa Math

K.CC.4.b, 1.NBT.2.a, 1.NBT.2.b, 1.NBT.2.c, 2.NBT.1.a, 2.NBT.1.b, 3.NBT.1, 4.NBT.1, 5.NBT.1

This math unit relates to standards of place value and counting. Teaching students other number systems and concepts of value helps them to better understand base 10 and their own counting/ number systems. This lesson opens math up beyond the typical addition/ subtraction/ multiplication/ division and relates closer to the Common Core based Standards for Mathematical Practice (K-12). By introducing students to multicultural math and the Hupa people, you may find students connecting to math in a deeper, more complex way after this lesson. They may also share with you personal connections as they begin to see their own cultural values as a part of math for the first time. This lesson is simple but presents Math from many different cultures as a way students can better understand concepts of math in general. By exploring counting with the Hupa people of Northwest California, students will also gain a deeper understanding of how math and culture are connected. They will learn about the culture of the Hupa people by understanding how and why they traditionally would count and use math. Students can compare this to their own lives to better understand why they, themselves, need to count and use math. This lesson also connects to the 2023 Mathematics Framework adopted July 12, 2023 by the State Board of Education. Specifically, this lesson does work to expand equity and engagement in the field of math to students who may not traditionally feel a cultural connection to math. Please visit https://www.cde.ca.gov/ci/ma/cf/ for more details on the Math Framework. Essential Questions: What is math? How have different groups of people used concepts of math to represent and understand the world? How do digits and counting help us to understand value? What do different cultures value? How do they measure value?

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