First Nations, Métis, and Inuit communities have rich, sophisticated mathematical traditions. This page paraphrases well-documented practices from across Turtle Island, with classroom-appropriate examples to bring authentically into FSL and math instruction. Always check with local community knowledge keepers when teaching this content.
Aligned with Ontario Math 2020 expectations to incorporate Indigenous perspectives and Truth and Reconciliation Commission Call to Action 62 (curriculum integration).
Note on usage: This is starter content. Authentic engagement means inviting local Indigenous educators, Elders, and Knowledge Keepers to share their community's specific traditions. Avoid pan-Indigenous treatment; Nations have distinct languages, knowledge systems, and practices.
Counting in Indigenous languages
Strand BGrade 1-3
Many Indigenous languages structure counting around concepts of place, body, and groups. Counting words often reveal mathematical structure.
The word for 10 is "midaaswi" (a complete count, suggesting a base-10 structure paralleling English).
Classroom activity: Invite a local language speaker to teach the first 10 numbers in their language. Have students chant the count and create a hundreds chart in that language.
Beadwork and geometric patterns
Strand EGrade 2-7
Indigenous beadwork (Métis flowers, Plains Cree designs, Haudenosaunee belts, Mi'kmaq quill work) uses mathematical pattern, symmetry, and reflection. The Mathematics of beadwork includes:
Repeating patterns with a clear core.
Lines of symmetry in floral and geometric motifs (often vertical for Métis flowers).
Tessellations in larger pieces.
Counting and arithmetic when planning bead numbers per row.
Classroom activity: Students design a beadwork pattern on grid paper with at least one line of symmetry and a repeating border. Discuss why beadwork practices were sometimes banned and how families preserved them.
Source: Public scholarship by Cree, Métis, and Haudenosaunee mathematicians and educators. Sherri Snow (Cree) and the Centre for the Mathematics of Beadwork at the University of Saskatchewan are accessible places to start.
Inuit string games and topology
Strand EGrade 4-8
Inuit string games ("ajaraaq") are intricate finger puzzles with thousands of named figures across the Arctic. Mathematically they touch on topology (how loops connect), sequence (the order of moves matters), and pattern (some figures cycle through related stages).
Classroom activity: Learn a beginning ajaraaq figure such as "two coyotes." Discuss why the order of moves matters and what happens if you reverse one move.
Source: ethnomathematical research by Marcia Ascher, Thomas Storer, and Inuit elders. The book "Inuit String Games" by Sigrun Kapustka is one starting point.
The Métis Star Blanket and tessellation
Strand EGrade 5-8
The Métis star blanket uses 8 large rhombuses arranged around a centre point to form an 8-pointed star. The shape demonstrates:
Rotational symmetry of order 8 (the star looks the same every 45 degrees).
Rhombus geometry with specific interior angles.
Repeated tiling when full blankets are designed.
Classroom activity: Students design a small star pattern on isometric paper with one chosen rotational symmetry order. Reflect on Métis identity and the role of textiles in cultural transmission.
The Haudenosaunee Lacrosse stick: ratios and proportion
Strand BGrade 6-8
Lacrosse, originating from the Haudenosaunee (Six Nations) game of Tewaarathon, requires sticks built with specific ratios of length, head size, and net mesh. Designing a stick uses:
Ratios of head length to total length.
Proportion of mesh count to head area.
Measurement using both traditional body-based units (hand-spans) and modern centimetres.
Classroom activity: Compare a regulation lacrosse stick to a hockey stick or a baseball bat. Calculate ratios of grip to playing surface. Discuss why each shape suits its sport.
The Medicine Wheel: division into four equal parts
Strand BStrand EGrade 1-8
The Medicine Wheel is a sacred symbol in many First Nations traditions, divided into four equal quadrants. Mathematically it demonstrates:
Quarters / fractions (1/4 of a whole).
Right angles (each quadrant is 90 degrees).
Symmetry (rotational order 4 and four lines of symmetry).
Cardinal directions with associated meanings (mind, body, spirit, emotion or other teachings depending on community).
Classroom activity: Students create their own circle divided into 4 equal parts and label each with something balanced in their lives. Discuss why the Medicine Wheel is sacred and ask local Knowledge Keepers about teaching protocols.
Time-keeping and the moon (Anishinaabe and other nations)
Strand BStrand EGrade 3-6
Many Indigenous calendars track time by the moon, with named moons (lunar months) varying by region. Mathematically this involves:
Counting moons in a cycle (13 in many traditions).
Division of 365 days into ~28-day lunar months.
Patterns of named months matching ecological events (e.g., "sugar moon" in maple season).
Classroom activity: Learn the 13 moons in Anishinaabemowin (or a Nation local to your community). Create a calendar wheel with 13 segments and assign one to each month. Compare to the Gregorian calendar.
Notable Indigenous mathematicians and scientists
Strand AAll grades
Highlight contemporary Indigenous mathematicians in lessons so students see themselves represented:
Edward Doolittle (Mohawk, professor at First Nations University of Canada). Works on the mathematics of beadwork.
Henry Fowler (Diné/Navajo, longtime educator). Co-founded the Native Math Circle, designing math experiences rooted in Indigenous knowledge.
Robin Wall Kimmerer (Citizen Potawatomi, botanist and author of Braiding Sweetgrass). Her work bridges Indigenous knowledge and scientific measurement.
Lillian Pitawanakwat (Anishinaabe Elder and educator). Has shared the math of Anishinaabe teachings, including the Seven Grandfather Teachings as a structure for learning.