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GEOMETRY
IN TRADITIONAL QUILT DESIGNS
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Lesson
Three - Pick A Square, Any Square!
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Cyrstal Cruise
piecing a Flower Garden quilt |
Crystal Cruise piecing
a Flower Garden quilt - September 6, 1978 |
Star
quilt Quiltmaker -Severt, Carrie - September, 1978 (Library of Congress Call Number AFC 1982/009: BR8-LE28-12 Digital ID afcqltbr br114) |
Math
Objectives:
North
Carolina Standard Course of Study-Mathematics-Grade 7
3.05 Students will be able to describe, extend, analyze and create a wide
variety of patterns to investigate relationships and solve problems; use appropriate
technology (Steps 4, 5 and 6).
4.01 Student will be able to construct histograms.
4.04 Students will be able to create and evaluate different graphic representations
of the same data.
Computer
Objectives:
North
Carolina Standard Course of Study - Computer Skills - Grade 7
3.1 Students will be able to select and use technology tools to collect, analyze
and display data.
3.3 Students will research, create, publish, and present projects related
to content areas using a variety of technological tools.
3.7 Students will choose charts, tables or graphs which best represent their
data.
Materials
List:
Cards containing quilt block designs (prepared in advance by teacher)
Geoboards and rubber bands
Graph paper or dot paper
Colored pencils or crayons
Construction paper
Rulers and protractors
Scissors (reminder of safe use)
Calculators
Time
Frame:
Three or four class periods of 45-50 minutes
1. Students will be placed in groups used on Lesson Two.
2. Each group will be given a small sketch of a quilt block.
3. Students will transfer the pattern to both a geoboard and dot or graph
paper. This activity forces students to study the basic design of the block
and to observe characteristics which are unique to that square.
4. They will identify each polygon found in the quilt blocks. Tally the number
of polygons (example: 12 triangles, 4 squares, etc.) and organize data in
a way which can be used to create a spreadsheet.
5. If the computer lab is available, groups will be directed to create a spreadsheet
in Microsoft Excel which organizes data collected in the previous activity.
(If the computer lab is not available, we will rotate the use of computers
in the classroom.) This data will also be used to create graphic representations
of data. Every member of the groups will be have to create a different graphic
display of the data contained in the spreadsheet. This will allow groups to
compare graphs and determine which best represents their data.
6. Groups will use graph paper or dot paper and colored pencils or crayons
to show several varieties of color combinations using
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A.
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Two colors |
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B.
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Three colors |
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C.
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Four colors |
7. View the color combinations created in Step 6 and have each group member select their personal favorite color design. Use construction paper to duplicate your color choice and glue it to a sheet of paper. (Everyone has to pick a different combination.) Your final product must be a larger version of the original and there can be no gaps and no over-laps. These will be displayed for all classes to see.
ASSESSMENT:
Part 1. Assessment
of the spreadsheet and graphic representations will be done by the teacher.
Each group will print a copy of their best graphic representation of data,
and place this with the graph or dot paper copy of the block. Points will
be awarded to groups based on the accuracy of the graph.
Part 2. Assessment of the color combinations will be in the form of student
comments. Students will be asked to write three positive comments about the
quilt block of each group and make one suggestion of change for an interesting
new look. Groups should be prepared to answer questions regarding geometric
shapes or relationships of angles contained in the design.
Julie Curtis - AAM