Math Objectives:
North Carolina Standard Course of Study-Mathematics-Grade 7
2.01 Students will understand the construction of perpendicular and parallel lines in order to enlarge the quilt block assigned in the activity (Step 3).
2.02 Students will explore the concept of angle congruency and identify supplementary and complementary relationships of angles formed when parallel lines are cut with a transversal (Steps 3 and 4).

Computer Objectives:
North Carolina Standard Course of Study - Computer Skills - Grade 7
1.1 Students will exhibit ethical behavior in the use of computer and other technologies. (Steps 4, 5 and 6)
3.5 Students will be able to create, modify and use a database relevant to a classroom assignment (Steps 4, 5 and 6).

Materials List:
Cards containing quilt block designs (prepared in advance by teacher)
Geoboards and rubber bands
Graph paper or dot paper
Rulers
Protractors
Calculators

Time Frame:
Two 90 minute block or four class periods of 45-50 minutes each

1. Students will be assigned to groups of two, three, or four.

2. Each group will be given a "Research Packet" which will contain the following:

	A.	Two or more quilt design cards
	B.	Graph paper and dot paper for design transfer
	C.	Copy of "References and Resources List" for research
	D.	Copy of "Quilt Block Information Sheet" for identification of block design

 

 

 

3. Students will take the quilt block design cards found in their "Research Packet" and study the pattern on the card. The lines and angles formed by connecting the pieces of this puzzle will be observed and discussed. Once the dynamics of the block design are understood by everyone in the group, they will enlarge the pattern using a geoboard and rubber bands.

4. Upon completion of the geoboard activity, several members of the group will transfer the design to a full sheet of graph paper or dot paper while one member reads the questions from the "Quilt Block Information Sheet". When group answers have been recorded, students will repeat the process until all blocks in the packet have been processed. It is important to record as many identifying characteristics about the block as possible, because this information will be used to search for the name of the quilt block pattern. It will also be recorded in a quilt block database which we will create once the blocks have been identified. Group members should share the jobs of geoboard, transfer to graph or dot paper, and record answers on the "Quilt Block Information Sheet".

5. This part of the activity will take place in the computer lab. Group members will take turns on the computers and using research books. The computer users will search for the name of the quilt block design and possibly the country, region or community of origin (a list of quilting web sites will be provided). Remaining group members will search through a selection of quilting resource books. Students are encouraged to bring quilting books from home (if available) and borrow from local or regional libraries or quilting guild members. IN ORDER FOR ALL STUDENTS TO HAVE EQUAL ACCESS TO ALL MATERIALS - COMPUTER TIME IS LIMITED TO 15 MINUTES PER PERSON ON A ROTATING BASIS.

5. Once all blocks have been named, the teacher will direct groups to exchange "Research Packets" including quilt block card, information sheet and the book or name of the web site where identification was found. Incorrect information packets will be returned to the owners for a continued search until correct identification is made. Once a card identification has been verified by another group, we will begin entering information into a database which as been set up on a single computer.

6. Each student will have a chance to add an entry to the quilt block database with names for each field of data provided by the class. Completed Research Packets should be placed in a designated folder.

NOTE FROM THE AUTHOR:
It is my sincere hope that students will grasp the historical, cultural and mathematical significance of these works of art. I would like for the identification process to become a continuous, year-long activity. Students will be encouraged to search for new designs and patterns which differ from those found in my collection. There will be rewards for their endeavors and some students might even be inspired to create original new designs that reflect milestones or benchmarks in their lives.

ASSESSMENT:

Accuracy of quilt block name and characteristics will be assessed by peers in a group exchange of materials. If the packet contains incorrect information, it will be returned until correct responses can be verified.

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Julie Curtis - AAM