Return to Mathematics IndexUsing Symmetry to Create A Community Quilt

Beverly Brown Hedges West

4951 South Seeley Street

Chicago IL 60609

(312) 535-7360Objectives:

This mini-teach is designed for4th grade through 12th gradewith 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 22

2. Hole puncher

3. Yarn

4. Crayons

5. Scissors

6. 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 symmetry depending on your class.) 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, ActivitySheet 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 have4 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).