Inquiry Lesson. Task What the students will be saying/doing?

Transcription

1 Name Inquiry Lesson Topic: Time Frame: Grade Level: Date: Quilt Pattern Goals/focus: Using a quilt pattern from the Underground Railroad quilt, students will determine fractional amounts of different parts of the pattern State Core/standard: 3 rd : 1.2: Use fractions to communicate and compare parts of the whole. 4 th 1.2: Analyze relationships among whole numbers, commonly used fractions, and decimals to hundredths. 5 th 1.2: Explain relationships and equivalencies among fractions Cycle 1 Task What the students will be saying/doing? Launch Materials: Video of Underground Railroad Quilts Monkey Wrench quilt pattern *Prior to this lesson, have some discussion regarding the Underground Railroad *Show Students first 2.22 minutes of Underground Railroad Quilts from You- Tube *Introduce Monkey Wrench Pattern and ask what they notice about this quilt square *Students will be discussing what they already know about the underground railroad *Students will watch the video shown about the quilts. *Students will say that they see triangles, squares, and rectangles Explore Materials: Recording sheet Small squares students can manipulate. *Advise students that they are going to create this square and to do so, they need to know how much of each color/pattern they will need. *Each partnership will have a recording sheet with a picture of the pattern drawn to support students. Questions: What is the whole? Are you able to break the whole into parts? *Students will be working in partnerships. They will notice that the rectangles are half of a square and that two triangles equal one square. They will notice that they will need 4 full squares of color A and 5 full squares of color B. Color A is 4/9 of the entire square and Color B is 5/9 of the entire square. Summarize/ Discuss Materials *Students will discuss/share strategies for determining fraction of each amount. Ask students if one square of pattern is the whole, how much is (one color) and how much is (another color). Compare the triangle section versus the rectangular section. Why are they both!? Does that always work? Is there something we can generalize about the relationship between squares and triangles? Students will discuss that since two triangles is one square and two of the rectangles are a square, they are two different ways to create a half They generalize that half a square can make a triangle (older students will take this further to creating a formula of l * w / 2 for a triangle teacher will refine vocabulary to base and height)

2 Cycle 2 Task What the students will be saying/doing? Launch Materials: pattern blocks / power polygons or cut outs of polygons *Students will create own quilt pattern. Have students discuss in small groups what event they can describe and how they want to represent it using simple polygons (triangles, squares, rectangles or others depending on age). *Talking in small groups about what they want to represent how to represent it. Explore Materials *Students will design pattern/shape using desired polygons. Students are instructed to identify how much of the entire figure is represented by each shape. Students have to explain their thinking using pictures, numbers and words. *Students will be working together to design their event. They are building and drawing their figure. They are trying to figure out how much each shape is compared to the whole. Summarize Materials *Some partnerships share out designs and how they determined how much each shape represents. Discussion might center around what is the whole and how they compared one shape with another. Students are sharing their designs and discussing how they determined the amounts. They are asking their peers clarifying questions. Launch for Assessment Homework / Journal Prompt (If Appropriate) Meeting the needs of diverse learners

3

4 Quilt Code The Monkey Wrench turns the wagon wheel toward Canada on the Bear Paw trail to the crossroads. Once they got to the crossroads, they dug a log cabin on the ground. Shoofly told them to dress up, put on cotton and satin bow ties. Go to the Cathedral Church and get married and exchange double wedding rings. Flying geese that stay on the drunkards path and follow the stars. From:

5 Name Inquiry Lesson Topic: Time Frame: Grade Level: Date: Quilt Pattern Goals/focus: Using a quilt pattern created from pattern blocks, students will determine fractional amounts of different parts of the pattern State Core/standard: 3 rd : 1.2: Use fractions to communicate and compare parts of the whole. 4 th 1.2: Analyze relationships among whole numbers, commonly used fractions, and decimals to hundredths. 5 th 1.2: Explain relationships and equivalencies among fractions Cycle 1 Task What the students will be saying/doing? Launch Materials: Quilt pattern *Teacher will display on the overhead a color copy of this quilt pattern with a pattern block design. Students will also be provided with a scale copy of the pattern. *Teacher will ask students what they notice about the design *Students will be telling what shapes that they see. They may even discuss what picture they think the shapes make. Explore Materials: Recording sheet Pattern blocks students can use to manipulate Summarize/ Discuss Materials *Advise students that they are going to create this pattern and to do so, they need to know how much fabric of each color/pattern they will need to buy *Students will have access to pattern blocks to support their thinking. *Students will discuss/share strategies for determining fraction of each amount. What was the whole Why was the green triangle chosen? What color was the easiest to compare? Depending on age, teacher may introduce the term common denominator. *Students will be working in partnerships. They will be talking about what is the whole and then what each part is compared to that whole. Some students may combine all pieces to create 2 hexagons and from there do their calculations. Students will probably be choosing the green triangle by which to compare all pieces. Students will be discussing that since the green triangle fits into all the other shapes, it was the easiest way to compare all the fractions. They will be showing their work on the overhead.

6 Launch for Assessment Homework / Journal Prompt (If Appropriate) Meeting the needs of diverse learners

7

8 Name Show your answers in pictures, numbers and words: What part of the quilting pattern is green? What part of the quilting pattern is blue?

9 What part of the quilting pattern is yellow? What part of the quilting pattern is red? What part of the quilting pattern is green and blue?

10 What part of the quilting pattern is green and yellow? What part of the quilting pattern is blue and red?