To set the stage for this lesson, you may wish to read Eight Hands Round, or
another of the books listed in the Paper Quilts Bibliography, calling attention to any quilt squares which show turns. Then display a quilt block such a "Square in a Square", one of the simpler designs which can be found in the template.
Give each child four black-and-white copies of the selected quilt square and crayons or
markers. Then ask them to color one square using any colors they wish. Then have them color the other four squares in the same way. To help focus discussion, you may wish to display a model on the chalkboard or overhead or bring in an actual quilt.
As in the previous lesson, provide each child with a 6" × 6" work mat which has been divided into four equal parts. Ask the students to place one of their squares in
position 1, next ask them to place an identical square face up on top of it. Caution students to place the top square so that the designs are in the same position (or orientation). When they are ready, have them turn the top square a half turn, then place it directly to the right of the first square, in position 2. Encourage students to find as many ways as they can of how the second square is like the first. Then ask them to discuss how the second square is different from the first.
Continue by asking the children to place a third square face up on top of the square in position 2, being careful that the designs are aligned, and then to turn this top square one half turn and place it in position 3. Ask them to compare the squares in positions 1 and 3. [They will be in the same orientation.] Encourage students to find as many ways in which the third square is like the first. Then ask if they see any differences. Finally, ask them to align the fourth square face up on top of the square in position 3, rotate it a half turn and place it directly under square 1 to complete a large square with four rotated sections. Ask students to share the likeness and differences they notice. [The squares in positions 2 and 4 will be identical.]
If the students have been successful, ask them to put the 4 squares into a pile, place one of the squares in position 1, then explore what happens when they turn the squares only one-fourth of the way to make a different four‑part design. You may direct students to record one of the four‑part designs they found by gluing the squares on a large sheet of paper. [Squares in positions 1 and 3 will be flips of each other, as will squares in positions 2 and 4.]
When the children are ready, call them together to share one of their designs and describe how each of the squares is related to the other three squares. You may wish to reinforce the vocabulary word "turn" they use by modeling it with demonstration squares. You may wish to ask the students to describe the results of the rotations in a written form.
