## Planning and Making a Mini-Quilt

Students create a quilt using the three transformations and investigate the ways shapes can be colored to show one-half and one-fourth. They locate lines of symmetry and create a set of directions for making their quilt block.

At this point, you may wish to read another of the books listed in the Paper Quilts Bibliography.

Review with students a model square the transformations that they
studied in the previous three lessons. Then review the terms *half *and
*fourth*. Then assign the children to groups of 4 and give each group
four 3-inch by 3-inch paper squares, as well as copies of a quilt
pattern, such as the ones on the the overhead. (You may wish to project
the sample blocks for the students.)

Encourage students to work together to design a quilt square such that one half of the square is red, one fourth is blue and one fourth is green. Once they have decided on a pattern, each child in the group should color a square in that way. Then ask the students to explore ways to put the four individual squares together to make a Four Patch block. Ask the students to glue the Four Patch block design onto a piece of paper and write the directions for creating it to share with others.

When the children are ready, call them together to share how they created their Four Patch block designs. Then ask them to point which part of the large design is red, which part is blue, and which part is green. As you discuss with the students how the square was colored, you may wish to color model squares in the same way. Then have students reflect on how they can tell how parts are halves (or quarters) of the whole. You may want to collect these reflections to use as an assessment. As students reflect upon their designs, they should record the "directions" for creating their quilt blocks. Students should also locate lines of symmetry within the quilt designs, both their own and other classmates'.

- Paper Quilts Bibliography
- Sample Block Patterns Overhead
- Four 3-inch by 3-inch paper squares for each group
- Crayons or markers
- Glue
- Large sheets of white paper

**Assessment Options**

- At this stage of the unit, it is important for students to know:
- the names and effects of the moves
- how to determine equal parts of a whole
- the fractional names one-half and one-fourth and use them correctly
- how to find a line of symmetry

- The guiding questions help students focus on the mathematics and aid you in understanding the students’ level of knowledge and skill with the mathematical concepts of this lesson.

**Questions for Students**

- What type of moves (transformations) did you use? Could you have gotten the same design with other moves?
- How did you decide what moves to make when you designed the Four part block?
- When you colored one half of the design, what part was left?
- Are the halves in each of the squares the same shape? The quarters?
- What did you do to check that the parts were equal?
- Did you find a line of symmetry? Was there more than one?

**Teacher Reflection**

- Which students met all the objectives of this lesson? What extension activities are appropriate for those students?
- Which students are still having difficulty with the objectives of this less
- What additional instructional experiences do they need?
- Are students able to explain their reasoning? Are their reasons logical?
- What vocabulary did students use that might need to be reinforced in the next lesson?

### Parts of a Square

### Describing Designs

### Exploring Flips and Slides

*reflection*and

*translation*, the more informal terms

*slide*and

*flip*are used at this stage. The experience focuses students’ attention on the changes these geometric transformations make in a student-designed quilt square.

### Exploring Turns

### Analyzing Designs

### Learning Objectives

Students will:

- Explore ways to color a square to show two and four equal parts.
- Create a four-patch quilt square using flips, slides and turns.
- Use geometric and fractional terms to describe their quilt square.
- Locate lines of symmetry.

### NCTM Standards and Expectations

- Describe location and movement using common language and geometric vocabulary.

- Predict and describe the results of sliding, flipping, and turning two-dimensional shapes.

### Common Core State Standards – Mathematics

Grade 4, Geometry

- CCSS.Math.Content.4.G.A.3

Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.