```Using Symmetry to Create A Community QuiltBeverly Brown                  Hedges West                               4951 South Seeley Street                               Chicago IL 60609                               (312) 535-7360Objectives:This mini-teach is designed for 4th grade through 12th grade with appropriate modification for the upper grades.  Students will learn about line symmetry and reflectional symmetry.  Students will also utilize this knowledge by working cooperatively to make a community quilt.  Students will make a quilt with four lines of symmetry.Materials Needed:Give one set to each group 1.  Quilt patch (3 x 3 - nine 2" squares plus a one-half inch border)    Activity Sheet 222.  Hole puncher3.  Yarn4.  Crayons5.  Scissors6.  Quilt-Pattern Shapes (Activity Sheet 25)    (This sheet includes several different size of triangles, squares,     rectangles, and other shapes that students can cut out and trace     onto their quilt patch)Strategy:

Symmetry can be seen all around you.  Symmetry exists when an object or figure
can be divided along a line (line of symmetry) and each resulting image (on each
side of the line of symmetry) coincides or is reflective.

1.  Give each student a sheet of paper.  Student should fold paper in half
and cut out a valentine.  Open the valentine and draw a line on the
fold.  This is your line of symmetry.

2.  Use different figures to practice vertical, horizontal, and diagonal
symmetry.

3.  The quilt your class will make will have 16 patches.  Each patch is
composed of 9 squares (3 by 3 square).  The entire quilt will have four
lines of symmetry.  (You may decide to have one or two lines of

4.  Students will work in groups to color the patches.  When each group has
finished, holes should be punched on each side of the quilt patch.
Yarn should be used to weave in and out of the holes to connect the
patches in a 4 by 4 design.

5.  Use strips of crepe paper to create a ruffle around your quilt.  Pleat
the paper and glue or staple it around the border.

Performance Assessment:     The expected results is that the quilt will be symmetrical according to your directions.  For younger students, you may want them to have one or two lines of symmetry.  Students should be able to show the line(s) of symmetry and explain why their patch is symmetrical. Reference:                           Everyday Mathematics Journal II, Everyday Learning Corporation, 1995, Activity
Sheet 22 and Activity Sheet 25.

This is a rough sample for the 16 patch quilt.  Remember that each quilt patch
has 9 squares.

------------------------------------
|       |        |        |        |
|   1   |    2   |   3    |   4    |
|_______|________|________|________|
|       |        |        |        |
|   5   |    6   |   7    |   8    |
|_______|________|________|________|
|       |        |        |        |
|   9   |   10   |  11    |  12    |
|_______|________|________|________|
|       |        |        |        |
|  13   |   14   |  15    |  16    |
|_______|________|________|________|

In order for this quilt to be symmetric about a vertical axis, the following
quilt pairs must be reflective: (1,4), (5,8), (9,12), (13,16), (2,3), (6,7),
(10,11), (14,15)

In order for this quilt to be symmetric about a horizontal axis the following
quilt pairs must be reflective: (1,13), (2,14), (3,15), (4,16), (5,9), (6,10),
(7,11), (8,12)

In order for this quilt to have 4 lines of symmetry, the following quilt sets must be reflective:  (1,4,13,16), (2,3,5,8,9,12,14,15), (6,7,10,11). ```