Origami Geometry

Students apply their knowledge of geometric terms to follow directions while folding an origami sculpture. Students then solve math problems which relate to the project with follow-up discussions about the project relating to geometric terms such as symmetry, faces, edges, square, triangle, plane, etc.

A lesson plan for grades 3–5 Mathematics

By Cherl Hollada, Libby Morrison, Michelle Kaczynski, and Susan Pope

About the authors

Libby Morrison teaches mathematics to exceptional children in grades three through five at Monticello Elementary School. She has taught for 20 years and holds a master’s degree in learning disabilities with a bachelor’s degree in elementary education. She also specializes in technology for the EC Department in the Iredell-Statesville School System. Susan Pope is the Media Coordinator at Monticello Elementary School. Cherl Hollada teaches third grade and Michelle Kaczynski teaches fifth grade.

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Related topics

• Learn more about mathematics.

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Learning outcomes

Students will:

• produce an origami sculpture.
• use the appropriate vocabulary to describe the origami sculpture and explain the sequence followed in its development.
• solve related math problems upon completion of the sculpture.

Teacher planning

Time required for lesson

50 minutes

Materials/resources

Physical Resources

• Paper precut to the appropriate size for the origami sculpture
• A copy of the directions for the chosen origami sculpture (one for each student, pair, or group)
• Paper, pencil, calculator for solving follow-up mathematics problems

Classroom Environment

• Table space large enough for all students to fold individual sculptures
• Computer with access to the Internet for all students

Set-up of lesson

• Computer ready for group presentation of selected websites
• Review vocabulary including simple fractions 1/2, 1/3, 1/4, and the geometric terms symmetry, faces, edges, triangle, rectangle
• Paper should be arranged on a central table for easy access by all students or ready for teacher distribution.

Technology resources

Computer with Internet access

Optional: computer projector, SmartBoard, or any available mode of group Internet presentation, computer lab for individual Internet site exploration, digital camera for recording process

Pre-activities

• The teacher should have previous experience of folding the selected origami sculpture.
• Teacher should pre-select related websites, either bookmarking or creating a desktop folder containing these sites.
• Optional: Read Sadako and the Thousand Paper Cranes by Eleanor Coerr prior to this math lesson.
• Lead-in depends upon student background information; such as a discussion of the book Sadako and the Thousand Paper Cranes.
• Students should already be familiar with simple fractions 1/2, 1/3, 1/4, and the geometric terms symmetry, faces, edges, triangle, rectangle, square, rhombus.
• Introduce origami (an ancient Japanese art form)

Activities

Introduce Origami via Internet. (On a preceding day, I did this as a 50 minute pre-activity using a projector to provide a teacher directed overview and site exploration. Then in the same lab setting, students accessed the site on individual computers for self-exploration.)

1. Orally review fractional parts 1/2, 1/3, 1/4, and geometric terms: symmetry, faces, edges, triangle, rectangle, square, rhombus.
2. Distribute Origami paper and instructions (swan and shirt attached). Students may work as individuals, pairs or in small groups as best fits your class. Visit the websites: Swan page one, Swan page two, Hawaiian Shirt Origami or see Attached RTF instructions for swan or Attached RTF instructions for Hawaiian shirt(NOTE: The swan page may retire soon; therefore, saving the RTF download for future use, which takes a little time, may be the best.)
3. Optional: Record folding process via digital camera, still shots or video. These can be published on class/school webpage or newsletter.
4. Forum - Have students describe the folding process using geometric terms, e.g., faces, symmetry, edges, rectangle, triangle, etc. as they apply to your chosen Origami.
5. Solve math problems related to the projects; e.g., elapsed time, geometric shapes, lines of symmetry, cost of project, etc. These questions depend on the abilities of the students in the class and may be posted on an overhead, chalkboard, handout, or HyperStudio teacher created test stack. Sample math questions.
6. Open discussion follow-up - Have students discuss pros and cons of verbal, oral, pictorial directions, self-evaluate procedure and resulting sculpture.
7. Teacher scores using rubric and math problems.

Assessment

• Creation of an origami sculpture scored by the attached rubric.
• Students explain the sequence of folding the sculpture (orally for my group)
• Correct solution(s) of the follow-up math questions

Supplemental information

Math in Motion: Origami in the Classroom K-8 by Barbara Pearl (ISBN: 0964792435) is available from a variety of sites such as Amazon.com or Barnes & Noble.

Books, tapes, kits, and videos for further study of Sadako are available at http://www.sadako.org/booklist.htm.

Sadako and the Thousand Paper Cranes by: Eleanor Coeer (ISBN: 0698118022) available for order online from Amazon.com or Barnes and Noble.

Comments

- Permission for the RTF Swan and Hawaiian Shirt Origami instructions granted for educational, non-profit purposes by creator Emma Craib, Manchester Public Schools, Manchester CT. She is an elementary art teacher.