Mathematical+Quilting+(Magical+&+Sacred+Math),+Tyna+Hunnicutt

****Learning and Exploring Mathematics: ** Elaine Krajenke Ellison--Ms. Ellison is a former math teacher and renowned speaker who shares her mathematical quilts--mainly with pre-service teachers since her retirement. Ideally we will have her come and present and share her quilts with the 5th and 9th grade with the following lesson extensions. http://www.mathematicalquilts.com/
 * Multi-grade collaboration with Guest Speaker

Questioning is at the heart of inquiry and the focus of the two levels of lesson plans below. Inquiry begins with questioning and revolves around it. As Callison notes (Blue Book, 6-7) it interacts most closely with exploration - questioning sets the stage - and plays the crucial role in information inquiry and perhaps the most crucial role in lifelong learning. As students mature in their inquiry their questions grow in complexity abnd specificty. Students recognize the need to ask the right questions. The development of good questions requires some coaching, modeling and thinking about the process. One would expect 5th grade students to be close to the proficient level of questioning described in Information Power and would need provide appropriate scaffolding to assist in increasing their ability to develop specific and broad questions pushing them to add and revise to get closer to the exemplary level. By the 9th grade one expects students to have mastered the proficient level for the most part. Students will then need support to get to the exemplary level where they revise, add and delete questions as their information needs change throughout their inquiry process. (Information Power, 10)


 * Unit Overview:** The unit that this presentation will work into will be focusing on Geometry and tessellations. Prior to the presentation students will be given a lesson on questioning (described below). After the presentation students will continue their information inquiry by doing a brief exploration on a given website about tessellations followed by developing and sharing their own tessellations with the 9th graders they attended the presentation with.

Indiana Academic Standards Standard 4: Geometry 5.4.6 Identify shapes that have reflectional and rotational symmetry. Information Inquiry Skill--AASL Standards for the 21st Century Learner: 1.1.3 Develop and refine a range of questions to frame the search for new understanding.
 * Grade 5 Standards Addressed:**

· Students prepare meaningful questions for the mathematical quilt presentation · Students study and develop their own tessellations to share with each other and the 9th graders
 * Objectives:**


 * Unit/Lesson/Level Comparison:** At the 5th grade level students will be expected to do a brief inquiry that is very controlled to find out more about tessellations. Students will be building their confidence level in understanding mathematics and their art skills. At this age students are often unsure of themselves and a project such as this can be a wonderful cross-curricular project allowing students to increase in their confidence in using multiple sources, producing art work and producing quality projects.


 * Questioning Lesson Preparing for the Guest Presentation**

Read the book Math Curse by Jon Sciezska and discuss how the students think and feel about math class. Share excitement about the fact that math is a big part of our world -- in ways we sometimes don't even think about.
 * Introduction:** Explain to students that we are embarking on an exciting learning journey with the freshman math class. We have the opportunity to have a wonderful guest speaker who is going to share her magical and mathematical quilts with us. Math is such a big part of our world--sometimes we think of that as wonderful like our guest speaker and sometimes we don't like the girl in the Math Curse.

Let’s list examples of math in the world. List examples: money, shapes, engineering, etc...

Who can tell me why asking good questions about the topic (to yourself and the speaker)is so important when listening to a guest speaker?

Discuss the 5Ws and H questions and why they are good starting points for developing good questions. What is the problem with Do questions? Pass out handout and have students work in pairs to develop questions they might want to ask Mrs. Ellison.

[|Planning_Good_Questions.jpg]

After presentation students will use the website tessellations.org to learn more about tessellations and create their own multi-color tessellations to share with the class. Focus will be on symmetry and students will be required to use the Do-It-Yourself link and reflect on their process after completing their own tessellations.

The following rubric will be used to assess students tessellation and reflection work: Category Excellent Good Needs Improvement  **Unit Overview:** The unit for 9th graders will begin with a pre-presentation discussion of the inquiry process with a focus on self-questioning and watching to develop a topic for inquiry from the presenter's information she shares about her quilts, the history and mathematical applications. After the presentation students will work through the inquiry process to develop a product to share with each other and the 5th graders regarding an aspect of the mathematical quilts that they explored further (i.e. the labryrinth--mathematically & historically, tessellations--see example below).  Indiana Academic Standards Standard 2: Polygons Students identify and describe polygons and measure interior and exterior angles. They use congruence, similarity, symmetry, tessellations, and transformations. They find measures of sides, perimeters, and areas. G.2.4 Apply transformations (slides, flips, turns, expansions, and contractions) to polygons to determine congruence, similarity, symmetry, and tessellations. question development lesson will be very brief—just a quick reaffirmation of the skill and time to develop a list of potential questions. Information Inquiry Skill--AASL Standards for the 21st Century Learner: 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. Inquiry lesson will be more in-depth—review stages of inquiry determine focus of watching during the quilt presentation and give a guided inquiry project as a follow up to the guest speaker
 * Quality of Construction || Tessellation created is neat, complete and tessellates without gaps || Tessellation created is neat, complete and tessellates with minimal gaps || Tessellation lacks neatness, completeness or contains gaps/overlaps ||
 * Creativity || Tessellation contains shapes that are creative in color, creation and tiling the plane || Tessellation contains a shape that is creative in color, creation or tiling the plane || Tessellation lacks color, creation or tiling the plane ||
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Cambria','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: 'Times New Roman'">Mathematical Understanding || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Cambria','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: 'Times New Roman'">Explanation reflects the student read and fully understood the ideas regarding symmetry, reflection, rotation and tiling || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Cambria','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: 'Times New Roman'">Explanation reflects the student read and partially understood the ideas regarding symmetry, rotation and tiling || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Cambria','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: 'Times New Roman'">Explanation lacks evidence that the student read or understood the ideas ||
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Cambria','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: 'Times New Roman'">Explanation/Reflection || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Cambria','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: 'Times New Roman'">The student clearly explains the steps he/she took in developing the tessellation as well as how it related to the mathematical quilts presentation || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Cambria','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: 'Times New Roman'">The student explains the steps he/she took and includes information on how it related to mathematical quilts || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Cambria','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: 'Times New Roman'">The student does not explain the steps or relate the tessellation to the presentation ||
 * Grade 9 Standards Addressed:**

<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Cambria','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial">**Objectives:** · Students attend the mathematical quilting presentation. · Students identify a quilt concept they want to explore in depth during the presentation—watching. · Students use the inquiry process to research their quilt topic, how it relates to a content area—math, social studies, etc... and prepare a product (powerpoint, quilt sample, poster) to share their findings with their class and 5th graders. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Cambria','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial">
 * Unit/Lesson/Level Comparison:** At the 9th grade level students will be expected to do an in-depth inquiry and final project regarding the mathematical quilts. It will be a guided inquiry, however, it will allow for students to choose their own topic to further explore, their own process for sharing the information, a specific rubric, peer evaluation/feedback, teacher evaluations


 * Questioning Lesson Preparing for the Guest Presentation**

Resources: Set of Cards with Mrs. Ellison's quilts and descriptions for the class to use as they develop their focus for watching and wondering during the presentation. High Speed Internet connection that allows video connection Projector


 * Introduction:** Explain to students that we are partnering with the fifth grade math class. We have the opportunity to have a wonderful guest speaker who is going to share her magical and mathematical quilts with us. Math is such a big part of our world--sometimes we think of that as wonderful like our guest speaker and sometimes we don't like the girl in the Math Curse show the book. Ask students how many of them liked to be read to when they were in elementary school and how many like it still? Share that the teacher enjoys going to book readings, because there is something about being read to that nothing compares to...so without further ado...

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Cambria','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial">Read the book Math Curse by Jon Sciezska and discuss how the students think and feel about math class. Share excitement about the fact that math is a big part of our world -- in ways we sometimes don't even think about and as the high school class sharing this experience with the fifth graders I want you to think of ways you can help them think positively about math. How many of you like to watch television? Have you seen the show Numb3rs? Watch a clip of the TV series Numb3rs from YouTube Everything is Numbers, Math is Everywhere: http://www.youtube.com/watch?v=vFRTgr7MfWw&feature=related

Discuss the clip and how mathematical theory comes into play in the show and move on to asking how/where do you see math in everyday life.

Brainstorm list together: i.e. Buying stuff Paying bills architecture engineering shapes quilting

Discuss mathematical quilting presentation further. Share website from Mrs. Ellison.

Talk about the fact that we will be attending the presentation on Thursday and you need to be thinking about -- watching and wondering -- to determine something you would like to learn more about from her presentation, because following that we will be working further on this project to do independent or group inquiry on one or more aspects of mathematics involved in her quilts and presenting our findings to Ms. Julie's 5th graders who are joining us for the presentation.

Break into pairs to brainstorm essential questions to ask ourselves and the presenter given a set of notecards containing her quilt pictures and descriptions. Give these examples: What is the fibonacci sequence and why is it important? What is the religious significance of the labyrinth? How is it math? Are tessellations art or mathematics?

Students should record their questions (using front and back of the Asking the BIG Questions plan sheet)and review the note guide for the presentation.

Specific questions I want to focus on and will ask if the presenter does not answer them in her presentation:

Collect question notes and note cards put in folder to review together as a class (revise at a later date) & save for the day of the presentation.

Note taking cards for during presentation: [|Note card.txt.pub]

Asking the BIG Questions planning sheet: [|Asking_the_Big_Questions.jpg]

Assessment: At the end of the lesson students will write in their journal in response to the following writing prompt: //We could use up two Eternities in learning all that is to be learned about our own world and the thousands of nations that have arisen and flourished and vanished from it. Mathematics alone would occupy me eight million years. ~Mark Twain// The presentation by Mrs. Ellison will be a look at mathematics in our world in a way many of us have not really thought about. What do you hope to learn? What are you looking forward to in the presentation? What were the questions you found most interesting? Does it have to do with the mathematics or the quilting or the art of the projects, why? What do you think you will be researching further after the presentation? Teacher/media specialist will read and respond to the students journaling--checking for understanding and depth of questioning.

Example of an Exemplary Project that could be used as the first introduction to the fifth grade class (this student identified tessellations as the area to further explore in his/her inquiry and as such would act as a great transition since the fifth graders are focused on tessellations and will be sharing back with the 9th grade class their tessellations): Tessellations http://www.youtube.com/watch?v=BC2GW27i-9s Introduction to Guest Speaker & each other: Hello everyone, thank you for coming to this special guest presentation! We are so excited to have Mrs. Ellison and her magical mathematical quilts with us today. Before she begins, I want to briefly introduce the two classes we have here today Mrs. Jones' 5th grade math class and Mr. Wisly's 9th grade math class are here together as you both are beginning a new exploration of mathematics in the world. After this presentation Mrs. Jones' class will be exploring and preparing tessellations to share and we'll be displaying them here in the media center and Mr. Wisly's class will be doing further investigations about math & quilts to share with all of us back here in the media center at the end of the month. I look forward to all of the fun mathematical exploration we have to do together. Now please join me in welcoming Mrs. Elaine Ellison.

Mini-Evaluation after the presentation: The quilt I'm most interested in is:

Some of the concepts I want to learn more about are:

What I liked best about the presentation was:

What I liked least about the presentation was:

<span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial">**Sources** <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial">Callison, Daniel & Preddy, Leslie. (2006). **//<span style="FONT-WEIGHT: normal; FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">The Blue Book on Information Age Inquiry, Instruction, & Literacy //****//.//** Conneticut: Libraries Unlimited. <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial"> //<span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">Information Power: Building Partnerships for Learning. //<span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">(1998). Chicago: American Association for School Libraries & Association for Educational Communications and Technology. <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial"> <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial">Scieszka, Jon. (1995). //Math Curse.// (L. Smith, Illus.) New York: Viking. <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial"> <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin"> //<span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">Indiana Academic Standards, Math 5, 8. //<span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">(2006). Indiana: Department of Education. <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin"> <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin"> //<span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">One of A Kind. //<span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">Elaine Krajenke Ellison. Accessed 10/1/2008. <span style="COLOR: blue; FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial">http://www.mathematicalquilts.com/
 * //<span style="FONT-WEIGHT: normal; FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold">Standards for the 21st Century Learner //**<span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial"> <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial">(2007). Chicago: American Library Association.

<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Cambria','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-bidi-font-family: Arial; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">**Extending Resources:** <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">http://www.mathcats.com/explore/tessellations/tessgallery.html http://www.ims.k12.nj.us/Webquests/tesselation/tesselation.htm http://www.delbusto.com/ET670/transtessellations.htm http://mathforum.org/briston/briston.tessel.html