Quilting Transformation

							Student Activity Plan
Title: Quilting Transformations
Audience: Elementary
Duration: two class periods (100 minutes)
Subject Area(s):
  Mathematics - Geometry

Grade Level(s): 5

Teacher Directions


Background Information

This activity reviews the concept of transformations including translations, reflections, and
rotations of geometric figures. It requires students to extend their understanding of these terms
by creating a mini-quilt using a student-designed quilting block. By viewing a PowerPoint
presentation on transformations, completing an accompanying worksheet, viewing samples of
geometric transformations in quilting, and using an interactive quilting block, students will refine
their understanding of transformations of geometric figures and apply this mathematical concept
to quilting. Although this activity is designed as a companion to using the Pathways to Freedom
Virtual Field Trip, it can be used separately from that experience. Teachers should modify the
expectations of the symbolism of the quilting block accordingly.

The activity is designed for fifth grade math students. It is designed as a culminating activity in
a geometry unit as it integrates students' understanding of many geometry concepts. Students
should have background knowledge in geometry including basic shape names, lines of
symmetry, and fraction vocabulary in order to be able to communicate mathematically about
their quilting project.

The activity is designed to be used in a computer lab setting; however, the first day's activities
can be completed using a variety of technology configurations. The two instructional
PowerPoint presentations can be teacher-led using a classroom computer and projection device
or student-accessed via the Thinkport Web site individually. There are various online
manipulatives in this activity, including the interactive QuiltMaker and quilt block. It is
suggested that these activities be completed in partner groups or individually in a computer lab
setting. If such facilities are not available, it is suggested that teachers facilitate the use of a
classroom computer for students to interact with the tools and complete the activity in partners.

Motivation

Introduce students to the Underground Railroad quilting project by discussing what quilts are
and how they are made. Ask students, "Have you ever seen a quilt or seen how one is
made?" Discuss that quilts are actually repeated blocks of a design that are arranged in various
ways. Some quilts use geometric patterns to create interesting designs. Ask students, "What
patterns have you seen in quilting? How do you think quilters make those interesting designs
with their quilting blocks?" Share examples from the BlockCentral Web site. Click on a few
design blocks and scroll to the bottom of each page to see how the completed quilt appears when
repeating the blocks. "You will have a chance to experiment with creating a quilt using your
understanding of geometry."

Instruction

      Day One - Reviewing Transformations (Part 1)

Explain to students that they will use a brief PowerPoint presentation to review what they know
about transformations in geometry. For students that have been successful with transformations,
this is a review presentation. Those students that have struggled with transformations will find
that this presentations offers them a review and reteaching of the terms of this geometry
concept. Students will complete the Transformations worksheet after they view the
presentation. If technology configurations allow, this presentation can be accessed by students in
partners or small groups. If a computer lab is not available, this presentation should be used on a
classroom computer with a projection device as a whole group lesson. The discussion and
practice items that follow the introduction could be discussed among smaller table groups.
Focus for Media Interaction
The focus for viewing this PowerPoint presentation is for the students to record their own
definitions and examples of translation, reflection, and rotation on a worksheet.
Say to students, "You will view a PowerPoint presentation entitled Learning about
Transformations about the three types of transformations that we are studying. While you view
it, follow along on your worksheet, Transformations, to record the definitions of the three types
of transformations. You will also need to identify the transformations used on nine geometric
figures on the worksheet."
Viewing Activity
If the students are working in a computer lab setting, they should access the Learning about
Transformations PowerPoint presentation. The teacher should distribute the Transformations
worksheet to each student (or if students are capable, they may record worksheet responses
digitally onto the worksheet by toggling between the PowerPoint and the worksheet). The
teacher should encourage students to record their definitions at the top of their worksheets at the
end of each example in the presentation. (The PowerPoint is designed for students to manually
advance the slides for this purpose. The animations of the transformations will automatically
advance.)
After the definitions and overview portion of the presentation, there are a series of geometric
figures that demonstrate each of the transformations described. Students should discuss which
transformation was made on the figure. This is designed for students to discuss
their observations and is not designed to assess whether they are correct or not. The answers are
not provided within the PowerPoint, as there is more than one correct answer for some of the
figures. The purpose is to have students use their understanding of geometry to explain why they
think the transformation is used. Teachers should circulate the lab during this period to observe
student progress and assist if necessary.
Post Viewing Activity
The students will use their definitions and demonstrations from the PowerPoint presentation to
practice identifying transformations on their own. Have students complete the bottom half of the
Transformations worksheet.
If additional practice is necessary for students, time should be provided for students to interact
with the Virtual Manipulatives lab online.

      Day One - Transformations in Quilting (Part 2)

Next, the students will view a short PowerPoint entitled Transformations in Quilting to look at
examples of the transformations they have just reviewed in quilting blocks. This presentation
will provide them with the application of geometry to quilting so that they are able to design
their own quilt block and subsequent mini-quilt.
Focus for Media Interaction
The focus for viewing is for students to understand how individual quilt blocks are used to create
a larger quilt. Students will also identify transformations that are made on the quarters of a quilt
block and on a larger (four panel) quilt block to create amazing geometric designs when pieced
together into a completed quilt.
Say to students, "You will view another PowerPoint presentation entitled Transformations in
Quilting to learn more about the process of quilting as well as to apply what you know about
transformations to the art of quilting. See if you can identify translations, reflections, and
rotations in the quilts displayed.
Viewing Activity
Students should either view the Transformations in Quilting PowerPoint in small groups or as a
whole group activity. Their discussion should reflect an understanding of the three geometry
terms.
Post Viewing Activity
Students should complete the Applying Transformations worksheet (this is best done on paper so
that students can manipulate the shapes on paper). Students may wish to use a mirror to help
them with the reflection in this activity. A full-color copy of this worksheet should be provided
per group of students so that they are able to replicate the color pattern as well.
Wrap Up
Say, "Today you have reviewed the geometric transformations that we have studied in our unit
thus far. You can see how complicated quilters can make their quilt designs by applying
translations, reflections, and rotations in their planning and piecing together of quilt
blocks. Tomorrow you will plan your own quilt block and apply a geometric transformation to
create a mini-quilt to show a symbol from the Underground Railroad."

Day Two - It is suggested that both Day Two activities be completed in a computer lab setting
for optimal opportunities to assess individual student learning.

      Day Two - Virtual Quilt Maker (Part 1)

Students will visit the online Virtual Quilt Maker at the Long Island Children's Museum to
practice creating geometric designs and applying transformations to their patterns. Students will
review their transformation terms and experiment with geometric design.
Focus for Media Interaction
Say to students, "Later today you will be creating your own quilt block for an Underground
Railroad quilt. First, you will review the transformations that we practiced yesterday using
interactive quilt blocks. This will prepare you for designing your own quilt block." Students
should access the QuiltMaker Web site individually (or in small groups) to use the interactive
tool. Say to students, "The focus for this Web site is for the purpose of reviewing the effects of
each transformation while helping you to design a quilt block."
Viewing Activity
This is a hands-on exploration of transformations and quilt blocks using a virtual quilt
maker. Once students have accessed the QuiltMaker, say to students, "To begin using this tool,
you must first click on Info to read the directions for its use. If you are working with a partner or
in a small group, please collaborate on your designs."
Post Viewing Activity
Once students have had an opportunity to experiment with transformations in sample
quilt blocks, they are ready to begin creating their Underground Railroad quilt.

       Day Two - Creating a Quilt Block and Mini-Quilt (Part 2)

Students will now visit the Create a Quilt Block interactive Web site to learn more about the
Secret Language of Quilts and learn how to make their own Secret Quilt Message using the
interactive quilt maker. They will review how quilts were used on the Underground Railroad
and apply their understanding of geometry to create an individual quilt block.
Focus for Media Interaction
The focus for visiting the Pathways to Freedom: Maryland and the Underground Railroad Web
site and exploring the Language of Quilts and Create a Quilt block portions of the Web site is to
design their own quilt block that symbolizes an experience or symbol from the Underground
Railroad.
Say to students, "Today you will design your own quilt block to symbolize an experience or
something that you have learned about the Underground Railroad. You will first read
background information about the Language of Quilts and their role in the times of slavery in our
state. You will then learn how to use an interactive planner to create your quilt block."
Viewing Activity
Students should visit the Create a Quilt Block link within Pathways to Freedom: Maryland and
the Underground Railroad, accessible through Thinkport, to gain background knowledge of the
language of quilts and then proceed through the interactive tutorial for Create a Quilt
Block. Students should understand that quilts are an artform that facilitate communication and
can use symbols to share secret messages.
Students will read and proceed through the interactive Create a Quilt introduction. Suggest to
students that they view as many examples as they can. Students should then use the interactive
tool to create their quilt block that symbolizes something from the Underground
Railroad. Students should click the "Done" button when they have completed their quilt block.
They should give their quilt block a name and record at least three sentences to describe how
their quilt block symbol represents their learning about the Underground Railroad. The
completed block should then be printed out by students.
Post Viewing Activity
Students will be using their understanding of geometric transformations in order to communicate
mathematically about how they designed their quilts. Say to students, "You will now have to
record directions of how you designed and created your quilts. Using what you know about
geometry and transformations, write a description of how to create your quilt block and
quilt. What transformations were used and where were they applied? Make sure that you use
appropriate math terms as you write your explanation. You may choose to include illustrations
and step by step directions." Students will use math journals or writing paper to record responses
to transformations.
Wrap Up
After students have completed their quilt blocks, mini-quilts, and explanations, have students
share their plans with classmates and discuss how geometry has played a role in the creating of
quilts.

Student Directions

During the time of the Underground Railroad, many slaves did not have an opportunity to learn to read or write. They relied on
sharing stories, songs, and symbols to communicate their messages and memories of their escape and experiences along the way.
Slaves often shared their secret messages to one another through the "language of quilts." They recorded their stories through
pictures and symbols. Quilts tell history. Today we are going to venture into the world of quilting to learn more about geometry.


The Students will:

analyze transformations including translations, reflections, and rotations of geometric figures

explain how transformations are used to create a four patch design using a quilt block

Directions: viewing this presentation, you are responsible for recording the definitions of each type of transformation on
your Transformations worksheet. The PowerPoint is set to advance manually so that you are able to take your time and
record necessary information. Each of the Web sites within the presentation are linked directly so that you can simply
click on the linked text.


Learning about Transformations PowerPoint

Directions: the information from the Transformations PowerPoint to complete the top portion of this worksheet while you
are viewing the presentation. Once you have completed the presentation, complete the bottom portion independently.


Transformations worksheet

Directions: at least three different quilt blocks to study from the following Web site. Look at the completed quilt pattern
at the bottom of each page.

                             Block Central
                             Select a few of these quilt blocks to study. Once you select a quilt block, scroll to the bottom of the screen to
                             see how it looks as a repeated pattern in a completed quilt.
                              http://blockcentral.com/coloringbook.shtml
                              How do quilters use geometry in their quilting?


Directions: are a few award winning quilt blocks. Observe how transformations are used in some of the quilt blocks.

                             Four Patch Quilt Blocks
                             Click on an example of a quilt block. See if you can identify how translations, reflections, or rotations were
                             used to create the design. Not all quilt blocks use transformations.
                              http://www.quilt.com/Blocks/FourPatchBlocks.html
                            How are transformations used to create each of these quilt blocks?


Directions: time allows, or if you need more help with transformations, this website allows you to interact with each type
of transformation.

                           Virtual Manipulatives Lab
                           Select one of the virtual manipulatives at the bottom of this Web site and follow the directions to practice
                           online.
                            http://matti.usu.edu/nlvm/nav/category_g_2_t_3.html
                            Do you need more practice using translations, reflections, and rotations?


Directions: the Transformations in Quilting PowerPoint to learn more about how the geometry of transformations can be
seen in quilt blocks and patterns. You will learn how a quilt block is created and then how an entire quilt is created from
duplicating a single block and applying transformations of various kinds.


Transformations in Quilting PowerPoint

mirrors, crayons, and scissors

Directions: what you have learned about quilt blocks and geometric transformations to apply the specified
transformations to each quilt block. You may use the mirrors and scissors if they will help you to complete this worksheet.
Refer to a full color version of the Applying Transformations worksheet in order to replicate the color patterns on your
own.


Applying Tranformations worksheet

Directions: the virtual QuiltMaker to practice creating quilt blocks and applying the various transformations to your
blocks.

                           Long Island Children's Museum QuiltMaker
                           Read the directions of how to use the QuiltMaker by clicking on the Info button.
                            http://www.licm.org/noFr.f/quiltNF.html
                            How can transformations be applied to create unique quilt designs.


Directions: ready to create your own Underground Railroad quilt. Before you create your quilt block, read more about
the role of quilts.

                           Pathways to Freedom: Maryland and the Underground Railroad
                           Click on the Language of Quilts to read more about the purpose of quilts in the days of slavery and how
                           messages could be shared without written language.
                            http://pathways.thinkport.org/flash_home.cfm
                            How did slaves communicate messages through the use of quilts?


Directions: the link below, you will create your quilt block and print out your completed mini-quilt. Your quilt block
should represent your understanding of both the Underground Railroad as well as your ability to apply transformations
to your design. If you prefer to design on paper first, copy your design onto the computer using the provided tools.

                           Create a Quilt Block
                           Read the background and directions of how to use the interactive quilt block tool and create a quilt block that
                           represents your understanding of the Underground Railroad.
                            http://pathways.thinkport.org/secrets/secret_quilt.cfm
                            Can you apply your understanding of transformations to create a secret message quilt block?
Directions: what you know about geometry and transformations, write a description of how you created your quilt block
and quilt. What transformations were used and how were they applied? Make sure that you use appropriate math terms
as you write your explanation. You may choose to include illustrations and step by step directions.


Math journal or writing paper>

Applying Transformations answer key

Transformations worksheet key


Activity Signature


Author: Kelly K. Hammond
Program: Maryland Digital Schools
Author's School System: Carroll County Public Schools