# Patterning in Lakota Star Quilts

## Curriculum Goal

#### Primary: Patterning and Algebra

• Identify and describe repeating elements and operations in a variety of patterns, including patterns found in real-life contexts
• Create and translate patterns that have repeating elements, movements, or operations using various representations, including shapes, numbers, and tables of values
• Determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in patterns that have repeating elements, movements, or operations

#### Primary: Geometry and Spatial Sense

• Sort and identify two dimensional shapes by comparing number of sides, side lengths, angles, and number of lines of symmetry

#### Junior: Patterning and Algebra

• Identify and describe repeating, growing, and shrinking patterns, including patterns found in real-life contexts
• Determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in repeating and growing patterns

## Context

• Students listen to the story Shota and the Star Quilt. Afterward, students work individually and as a class
• Students should be familiar with spatial language
• Students should have a basic understanding of patterning

## Materials

• Book: Shota and the Star Quilt by Margaret Bateson-Hill and Philomine Lakota
• Read Aloud Available: Shota and the Star Quilt: Approaching Math Through Story
• Patterning in Lakota Star Quilts Slides (Appendix A)
• Quilting Branch Templates (Appendix B)
• Quilting Star Template (Appendix C)
• Colouring Tools

## Lesson

Introduction:

• Introduce students to Shota and the Star Quilt, a story about a young, Indigenous woman who must save her apartment block from being redeveloped.
• Read or play the read aloud of Shota and the Star Quilt.

Lesson:

• Project Appendix A to the class.
• Highlight the importance of Star Quilts and Lakota history
• Lakota people are Indigenous to what is Midwest United States. They are from Sioux Nation, which includes three dialects: Nakota, Dakota, and Lakota – three different ways of speaking within this community. Their homes and lands were taken and reduced by settlers and colonizers, similar to the crisis in the book.
• Ensure students understand this culture is very present today.
• If needed, spend time discussing the impact these events had on these communities.
• For Lakota people, star quilts are very important and made for several occasions, such as celebrations, pow-wows, and honouring different people. Quilt making is a skill adapted from settlers, as they were already skilled at sewing.
• Unlike European quilters, Lakota quilters tend to work individually on quilts unless there is a great need to come together, again as in the book.
• Inform students they will be working individually to create a star quilt by patterning.
• Follow the instructions in the footnotes of the slides to generate a pre-discussion on patterning, quilts, and symmetry.
• Highlight the similarities between the quilts (e.g. symmetry, patterning. etc.). On slide 14, consider guiding student thinking with the following questions and challenges:
• How is the pattern different? How is it similar?
• Let’s count inside one diamond, starting from the tip then move towards the inside.
• Now let’s count all the diamonds, beginning with the tip, then one row in, then the next.
• What do you notice? Are the units symmetrical? How do you know?
• How much does the pattern increase by each row? Why is that?
• How many units do we have total?
• We multiply the pattern within the unit, by the number of units we have and then we have the pattern for the entire shape.
• When the discussion has concluded, distribute the star branch templates (Appendix B)
• Students use the patterning rule they just discussed to create their own colour pattern.
• When students complete the branch, distribute the quilting star template (Appendix C). They can extend their pattern to create an entire star.

Conclusion:

• Display the stars somewhere in the class.

## Look Fors

• Do students understand the pattern rule as more tiles are added?
• Do students understand the pattern rule when more units are added?
• Are students able to create their own pattern using colours?
• Are students able to recognize when a quilt does not show a pattern?
• Do students recognize lines of symmetry?
• Are students able to create the symmetrical half without error?