Description

Students apply knowledge of symmetry to design and create individual squares of a patchwork quilt. Students' squares are compiled to form a classroom quilt which can be used to explore area in a follow-up Beacon lesson titled Math on Your Lap Quilt.

Materials

-Construction paper (9in. x 12in. pieces cut in half to 9in. x 6in. - use various colors)
-Scissors
-Rulers
-Copies of Six-Inch Block Templates and Planning Guide (see Attached File)
-Pencils
-Crayons, colored pencils, or markers
-Glue
-Chart paper titled Symmetry How-Tos
Books:
-The Patchwork Quilt by Valerie Flournoy, E.P. Dutton, 1985.
-The Keeping Quilt by Patricia Polacco, Simon & Schuster, 1998.
Optional:
-Student Web Lesson, Learn Symmetry (see Web Links)
-Internet accessible computers

Procedures

NOTE: Several days before reading the book(s) ask students to bring in homemade quilts they might have (with parental permission, of course). Encourage students to ask their parents about the background of the quilt : Who made the quilt? What was special about it? When was it made?, etc. (This lesson will stretch over a couple of days, possibly allowing time to share both books.)

DAY ONE

1. Read, or select students to read, one of the stories about quilts.

2. After reading, lead the class in a discussion about the book(s) and quilts. Allow students to share homemade quilts with the class, telling the background - who made it, what was special about it, when it was made, etc. (Be sure to share your special quilts and stories, too!)

3. Tell the students they will spend the next few days applying what they have learned about symmetry to design and create their own small quilt squares. The class will then attach all of the individual quilt squares to make one large class quilt. (If students need to review symmetry, have them complete the Student Web Lesson Learn Symmetry.)

4. Hand out 9in. x 6in. pieces of construction paper to each student, and ask the question, How can we make a square out of this piece of paper?

5. Give students time to brainstorm ideas and experiment with the paper.

6. Students should be able to tell or show that a square can be made by folding the top left hand corner over to the right-hand side until the top of the paper and the right side of the paper are even, thus forming a triangle. Then, the leftover piece below the triangle can be cut off. When the triangle is opened, the students should see a perfect square.

7. Students follow the above procedures to cut out 6in. x 6in. squares. (See Preparations to determine the number of squares needed.) Encourage them to fold and cut carefully because a good quilt depends on accurate measurement and cutting. (Have students put their names on the 6in. x 6in. squares and collect the leftover 3in. x 6in. pieces to use on day two.)

8. Explain that each quilt square will be built on some type of symmetry: horizontal, vertical, or diagonal. Ask students, What line of symmetry is currently showing on your square? (Possible answer: diagonal) How do you know it is a line of symmetry? (Possible Answer: It divides the square into two equal halves.)

9. Ask students to fold their squares in half so that two opposite corners touch in order to show a horizontal line of symmetry. (Have the students hold up their squares as they finish for a quick visual assessment.) Ask them to refold their squares in half so that the two opposite sides touch in order to show a vertical line of symmetry. (Do a quick visual assessment again.)

10. Give each student one copy of Six-Inch Block Templates. Direct students to work in pairs to identify the lines of symmetry occuring in each design. If needed, the student pairs may cut out each of the four templates and fold them in order to find the lines of symmetry. (Answers: Weathervane -horizontal, vertical, diagonal; Aunt Sulsey's Choice -diagonal; Fifty-four Forty or Fight--diagonal; Jacob's Ladder--diagonal.)

*While students are working, collect their 6in. x 6in. squares to keep them neat and clean for use on day two.*

11. Discuss answers and observations. Have students use the bottom two templates to practice designing a quilt square. Instruct them to use crayons, colored pencils, or markers to create a design on ONE half of each block (their partner will complete the other half).

12. When finished with their halves, students swap papers and recreate their partner's designs to complete the symmetrical square blocks.

13. Students share design ideas in small group settings to gather further ideas for their individual quilt square.


DAY TWO

1. Pass back the 6in. x 6in. squares you kept from day one. Explain that they will be using one-inch construction paper squares to cover their quilt block. Ask them to predict how many one-inch squares they need to cover the square block.

2. Pass out the remaining 3in. x 6in. pieces from day one, and discuss how to make one-inch squares using a ruler. Students use rulers and scissors to cut out eighteen one-inch squares from the remaining pieces.

3. Have the students place the one-inch squares on their 6in. x 6in. squares to test their previously made predictions.

4. Ask the students again, How many one-inch squares will we need to cover the square? (Answer: 36)

5. Explain that these squares will be the building blocks of the quilt design. The squares may be used as is or may be symmetrically folded to create triangles and rectangles. Demonstrate these folds, and allow time for students to practice.

6. Give each student one copy of the Planning Guide, and have them place one square (or half of one square) on the grid. Encourage them to use the guide to plan the arrangement of their unit squares. Remind them that the overall design must contain at least one line of symmetry-horizontal, vertical, or diagonal. (Refer students to the templates and practice designs from day one as needed.)

7. Designate a spot in the classroom where additional construction paper may be obtained or where one-inch squares may be swapped to help students gather the squares and colors they need for their designs.

8. Once the students have finished arranging their one-inch squares on the 6in. x 6in. planning guide, they should write an explanation (on the bottom of the guide) explaining which line(s) of symmetry were used to create their design. When the teacher has read the explanation and approved the pattern as being symmetrical, the students may glue the one-inch squares onto the 6in. x 6in. construction paper square.

9. As students begin completing their 6in. x 6in. quilt squares, designate an area in the classroom to begin laying out the quilt.

10. Have students list (on the back of their planning guide) the steps they took to design their symmetrical square. (Compile their techniques onto a classroom chart titled Symmetry How-Tos to remind students that there is often a variety of ways to solve the same problem correctly.)

Extensions

This lesson builds on students' previous knowledge of symmetry and lays a concrete foundation for discussing area. See the Beacon lesson plan Math on Your Lap Quilt (see Web Links) for a further exploration of area using student-generated quilt squares.

Attached Files

Six-Inch Block Templates and Planning Guide     File Extension: pdf