"Talking Geometry" Through Quilts

This lesson plan is designed to use quilts as a visual prompt to review mathematics vocabulary associated with geometry in the third grade curriculum. A hands-on activity serves as a practice and review at the conclusion of this lesson.

A lesson plan for grade 3 Mathematics

By Rendy King

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Related topics

• Learn more about mathematics.

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Learning outcomes

• Identify geometric shapes seen on quilt square.
• Recall and define mathematics vocabulary related to geometric shapes of quilt square.
• Generate vocabulary list of appropriate mathematical terms.
• Discuss fractions as part of a whole.
• Use computers to provide additional examples of quilts and quilt design.
• Provide a hands-on experience to reinforce concepts presented in the lesson.

Teacher planning

Time required for lesson

1.00 hours

Materials/resources

• Chart paper
• Markers
• Teacher prepared example of quilt square (see attachment: quilt)
• Suggested vocabulary list (see attachment: list)
• Materials for each student

  From one color of constrution paper cut:

  • five 3X3 inch squares
  • cut three of these squares in half diagonally

  From another color of construction paper cut:

  • five 3X3 inch squares
  • cut three of these squares in half diagonally

  From any color construction paper cut:

  • one 9X9 inch square
  • Four containers (box top, cans, basket, etc.) — one for each color and each shape of construction paper pieces
  • Glue or glue sticks

Technology resources

Computer with Internet access

Pre-activities

• Discussion of various patterns in quilts
• Prior lessons in geometry where related vocabulary has been introduced
• Knowledge of fractions--whole and half

Activities

1. Teacher will direct students’ attention to the quilt square example. Identify this square as the cactus flower pattern. Ask students to think of “math words” or mathematical vocabulary that comes to mind when they see this square.
2. As students give vocabulary words aloud, the teacher records them on the chart paper.
3. After entire list is generated, (teacher may add additional words if list is incomplete--see attachment: “list”) students are called on to define words as they relate to the quilt square shown. Correct vocabulary should be used (”triangle” not “pyramid” for triangle shape, etc.).
4. Discuss the 3X3 array that this square forms. Ask students how many individual squares can be found in this square (14 squares).
5. Focus on the two colors used to make the square. Direct a student to show you a square that is one half of one color and one half of another.
   
   “How would we write that fraction?” “Is this entire quilt square exactly one half of one color and one half of another?” “Is that possible? How?”
6. Inform students that they will be making a duplicate of the quilt square that you have made. The only variation will be that they may reverse the colors and make the cactus flower out of the color that you used for the background and the background the same color as your cactus flower. Suggest that some squares be exactly like your example and others the opposite colors to make your class quilt more interesting.
7. Pass out 9X9 inch squares to be used for base of quilt square.
8. Direct students to arrange their quilt pieces on their 9X9 square completely and have it checked by you, before they begin to glue the pieces into place. They should start at one corner of the square and be sure that adjacent sides fit tightly together as they glue.
9. Students will complete their square at varied times. As they finish their work, they may visit relevant Web sites (suggested below) on the Internet to see examples of quilts from museum collections.
10. The quilt squares should be displayed together to form a class quilt. Vocabulary list may also be added to the display.

Assessment

• Oral questions throughout the lesson.
• Observations of students as they work.
• Listening to vocabulary used by students as they work on their square.
• Giving directions and suggestions using words from vocabulary list generated by the class.
• Questioning students as they work, and at the completion of their work.

Supplemental information

Attachments:

• List
• Quilt

Suggestions of books with quilt themes that may be useful in mathematics-related lessons are:

• The Patchwork Quilt by Valerie Flourney
• Sweet Clara and the Freedom Quilt by Deborah Hopkinson
• The Bedspread by Sylvia Fair
• The Keeping Quilt by Patricia Polacco
• The Quilt Story by Tony Johnson
• The Josephina Story Quilt by Eleanor Coerr
• Sam Johnson and the Blue Ribbon Quilt by Lisa Campbell Ernst
• Quilts in the Attic by Robin Fleisher
• Kate’s Quilt by John Burningham

Related websites

Quilt Images
http://memory.loc.gov/cgi-bin/query/p?ammem/qlt:br001:collection=

Comments

Quilts are a wonderful springboard for many lessons in mathematics and other subject areas of the curriculum. Allowing students to bring in their own quilts from home would naturally extend this lesson.