Objectives:

• Students will experiment with arrangements of geometric shapes and patterns by using TexTiles to re-create pattern designs on graph paper and record their pattern on the graph paper in their math logs.
• Students will analyze what happens when shapes (specifically the pinwheel design) are rotated by predicting, observing, and drawing conclusions as to what happens when they rotate their pattern.
• Students will relate the historical background and the knowledge they already have regarding quilt patterns to math content by explaining how (or why) the pattern was given its name.

Materials:

• TexTiles (square and triangle, colored tiles- commercially produced math manipulative)
• 1 inch grid paper
• graph paper for student recording
• colored pencils
• Historical background information on patterns
• Scissors
• Pattern sheets

Procedure:

1. At meeting time introduce the pattern and give historical background information. Have students first predict name, and then when name is given have them predict how the name came to be.
2. Model how to recreate the patterns by having students come up and tape tiles to the grid paper that you have taped to the board. Only show a few examples of how to check for placement. A major part of the lesson is for the students to re-create the exact pattern by using a method that works for them. Some students look at it as a grid and place tiles right to left - box by box, others will start on a color, others will even start from the center or the outer edge. There is no "right" way to construct is as long as you complete the pattern. The rotations will be very challenging for some students because they only view a triangle "one way."
3. When they have completed the tile pattern, they record in their math log using colored pencils. Under each pattern they answer the questions that are on the pattern sheet.
4. Give students an opportunity to share their patterns and their discoveries, either in small groups or to the whole class.

Evaluation:

1. The first objective will be evaluated primarily through observation and checking of math logs. I will be looking for students to experiment and take risks in trying the arrangements. (Often students ask for help instantly and I will give them support to experiment and try it several ways before they ask someone to show them how.)
2. I will be evaluating their predictions and observations by reading their logs. I will be looking for the use of logic and something that makes sense, rather than only the "right answer". If I am unsure of a response, I will ask a student to clarify. If they can explain, it will be acceptable, if not they will have to add to what they have done.
3. I am looking for a synthesis of information in the third objective and will be evaluating the last question/answer in the math logs.

Re-teaching/ Extension:

1. Students will have the opportunity to work with variety of patterns that are at different skill levels and come from a wide range of cultures.
2. Have students put their patterns together to make a large quilt as a representation of their math work. They make beautiful bulletin boards and backgrounds for other student work.
3. Have students create their own patters and then exchange with a partner to re-create. Name the patterns as well and write background information.