I got to spend some time with a group of kids and moms this past Sunday. They had asked me to plan a math/art project for them. Last time we did this we played with shapes scaled according to the golden ratio. This time I wanted to help them make images that are made by rotating a graphic around a circle. We used a circle that was divided into twelve equal sections, and we got to talk about how rich the number 12 is, in that it comes up often in measurement of time (hours, months), quantities (dozen), distance (Inches) and so much more.
Images were made in two ways. One was to connect the dots around the circle according to a rule, such as connect the first dot to the fifth, connect the fifth dot to the tenth, connect the tenth dot to the dot that is plus+5 further around the circle, then continue until you are back where you started from. A star emerges!
We started the afternoon by sitting in a circle of eight people, and doing the skip-counting activities that I described above. This was actually a thrill to me, as it’s something I’ve wanted to try out for a long time. As the star shape grew within the circle of people, who were the “points”, everyone was thrilled. They had no idea a star would emerged. I knew, but I was thrilled too.
I had PDF printout of circles and shapes.People cut out shapes that they wanted to rotate around the center, then colored them in if they wanted to.
The moms seemed to like this activity at least as much as the kids.
I never know how these projects will go. A couple of the boys didn’t want to be coloring any more after a while. One boy in particular really liked cutting paper, so I got him started with another kind of rotational symmetry: making snowflakes!
I hadn’t thought about snowflakes beforehand, but liked the way I was able to link to something that was already familiar to this group.
After awhile one of the girls was finished with coloring, I showed her how to make an origami pockets that were sized for the drawings to slip into.
She really liked making the pockets, and made them for everyone. This also let me segue into showing her how to make a square from a sheet of paper.
In the end, we had made lots of images, pockets, snowflakes and our work area was delightfully messy. Everyone helped with the cleanup, especially with the tiny pieces of paper on the floor.
At the end we put our tiles out on display.
A couple of hours later one of the mom’s texted me saying that, on the way home, her kids were asking to do more of these. YAY!
I’ve been working with 9 different grade levels, nine different projects, this month, which is kind of wild, and even more wild because of all the snow days and other unexpected shifts in schedules. Most of the projects we’re doing are things I’ve written about enough on these pages, but I have managed to slide in a couple of new things with the fourth graders.
I had some extra time with some of the students because they chose to stay after school for some extra time with me. Am still racing to finish prep for tomorrow, but want to quickly post about these two extra projects.
I brought in circles and sheets of regular shapes. Student cut up the shapes, and rotated them around a center point. The circles were marked with 12 evenly spaces dots around the circumference. We talked about other cyclic things that are divided up into 12 parts (clock, months) and talked about how 12 has so many divisors.
I printed the shapes on heavy paper. I hadn’t done this with kids before so I didn’t know if they’d have trouble with this. It was no problem for them at all. They were excited, worked creatively, asked questions and were totally engaged.
I casually mentioned that ANY shape can be rotated. Well, they didn’t have to hear me say that twice before they were making new shapes.
The trick is to retain points that can still line up with the center and with a point on the edge of the circle.
During class time, I worked with students on a fractions/ bookmaking project that I’ve written about previously on my Books Are Fractions post.
I knew some students would finish up early, so I showed them some images I had printed up some twitter posts. (If you want to see many more images like this, type in the words Fraction Museum in the twitter search bar and you will be well rewarded)
The kids were enthusiastic about creating fraction museum pieces, which I then photographed.
The idea is to collect items, see them as part of a whole, then write fractions that describe the collection.
There was some deeper thinking going on than I expected.
I’ve assembled all their images on to 2 large sheets of papers, and will present them to the kids tomorrow….but only if I stop this blogging and get back to work,
Addendum March 26 2018
During my fractions conversations with these kids (who, by the way, had a good grasp of fractions before I ever showed up) I talked about the confusion that can happen when trying to understand why, when the denominator is a bigger number, the unit fraction is smaller. I showed them a piece of paper folded into four sections, then said if I had to fold the same paper into eight sections (which we did) that the number of units had to be smaller to accommodate the larger number of sections. Then I asked “Imagine if we had to divide this paper into 100 sections, how small would those sections have to be?
Well, that was it. They begged to see a page divided into 100 sections. Each time they saw me, they reminded me. Finally, today, I brought in TWO papers, and asked which one of them had fraction units that were each 1/100. Led by an particularly independent thinker, they figured it out. And figured out why, even though the divisions looked different, that they were all 1/100s. It was a great conversation. Here’ the PDFs of you can ask kids this question yourself: hundreths