The Number Line in the Common Core

Classroom Activities

Process of a Navajo loom and weaving a rug with basic stripes

Constructing the loom and weaving begins after the students have been taught lessons of fractions concepts. Students will have prior knowledge of fraction modeling, practice, and creating and solving fraction problems. Students using the loom concept came from a former Navajo culture and language teacher name, Ms. Diane Williams.¹¹ I give credit and acknowledge to her idea. Students will need to know the parts of the loom and the tools for weaving. The warp is the string that stretches lengthwise on the loom. The weft is the different color yarns woven through the warps. The shed is the space created between cardboard and the string, which is lifted by the shed stick so the weft of yarn passes through this space. The selvage is the woven sides of the forming rug; students need to be cognizant of the selvage length in keeping an even width and length. The weaving comb is to push the weft close to the previously woven weft.

Students will begin the process of creating a loom to use for measuring fraction concepts. The loom will take one classroom session and the rest of the loom and weaving time will be conducted at home with parents assisting their child with the process. After the completion of their rug, students will return their rugs to the classroom. During math sessions students will create different fraction problems using their rug. They will begin with the rug as a whole 1, and next will begin distinguish the colored stripe and write the stripe as fraction strips. Measuring the stripes with common denominators is the simple part of addition.  We begin with adding and subtracting fractions with like terms and then unlike terms with the stripes. We also will count the warp strings that make up the individual strands within the rug. Each warp is ⅛ of an inch wide. Another activity using the rug is to compare fraction and demonstrate equivalent fractions. This activity is conducted during the second week of the unit because the first week is whole class teaching, modeling and demonstrating to gain background knowledge and learning the components and processes of fractions and the number line. The second week is guided teaching, team tasks, and practice.

Process of a Navajo loom and weaving a rug with geometric designs

The third week of the unit is when students create another loom and rug with geometric designs. The geometric designs is a bit difficult because they will learn to weave shapes using the Dove Tail Stitch, which is weave the thread around the warp when another color left off. It forms a pattern of a triangle, a square, or circle and may take a longer time. Students may need to work on the weave on a weekend to complete the rug.

After the completion of the rug, they will begin the fraction concepts from their previous learning. Students will keep a portfolio of their work to show progress of learning. Learning fractions is reviewed of all wall charts created from the previous weeks which are displayed within the classroom.