Endless Accordion

October 4, 2015

pocketed-accordion-fives

I’m once again revisiting accordions and number lines, because they are both  infinity fun. What I’ve attempted to do here is to create a classroom friendly accordion book whose pages are pockets which can contain changing content, in this case a variety of number lines.

What makes this project classroom friendly is that it is designed to be used with a ubiquitous material: standard sized, standard weight copy paper. It requires a few simple folds, and very few materials. I’ve made templates that can be printed out, but lacking the resource of a copy machine, this can all be easily constructed without my templates.

Endless accordion with pockets.

Endless accordion with pockets.

The accordion is made from units of full-size sheets of paper, folded, then attached together. For the basic number line I recommend using 6 papers, which will result in 12 pockets. Since zero through 10 needs 11 pockets, the extra pocket at the end conveniently implies “dot dot dot …. on and on …to be continued. ”

The shows where the fold lines occur.

The shows where the fold lines occur.

A full sheet of 8.5″ x 11″ (or A4) is folded so it ends up looking like the picture below:

Two pockets from one sheet of paper

Two pockets from one sheet of paper

The tabs at the side are there to create an attachment surface for other the next pockets.

pocketed-accordion-paper-clips

Attaching pockets together

The tabs of adjoining papers can be attached with glue, tape, sewing, paper fasteners, staples or paper clips. I ch0ose paper clips.

One piece of paper, folded, has room for four numbers

One piece of paper, folded, has room for four numbers

The cards with the numbers are also made from sheets of uncut, folded paper. They are folded so that they are just a bit narrower than the pockets.  Once they’ve been folded they can be glued (or taped etc) shut but I don’t bother doing this, as they seem to stay together just fine without gluing.

Counting by 10's

Counting by 10’s

One set of numbers can make four different number lines.

Counting by ones

Counting by ones

I’m providing links to PDF’s. There’s a PDF for the pocket, which I recommend that you make 6 copies of. This template is in black and white only. I hand colored in the dividing lines.

As for the numbers, I have one full color PDF here, and one that has the black and white outlines of the numbers if you prefer to let have your students color in the numbers themselves. At the moment I only have files for paper measured in inches, but in the next day or two I will update with A4 versions as well.

template for pocket

template for pocket

PDF 8.5 x 11 for accordion pockets lines

numbers color accordion pocket screen shot

Numbers in color

PDF 8.5 x 11 accordion number line, colored numbers

Number to color in yourselves

Number to color in yourselves

PDF  8.5 x 1 blank numbers number line for accordion pockets

If you’re interested I’ve posted something about my interest in the number line on my Google+ page https://goo.gl/ScI0nZ

I would love to hear from anyone who constructs this project with a class!

Except for the last picture, all of the images in this post exist on one hexagon-flexagon. In my last post I showed hexagon-flexagons that were about making designs with pencil, paper, and gouache. When I was making the design for this post I was thinking more about math.

Hesxagon-Flexagon divided into three rhombuses

Okay, now here I go,showcasing my hexagon-flexagon as way to illustrate fractions, rather than to be a kaleidoscopic toy.
The hexagon-flexagon above has been illustrated to be understood as thirds,showing that three thirds create a whole.
Now, this concept might be better understood if the parts were actually labeled.

Flexing the structure to reveal another design

I worried that labeling the parts could cause a problem, because, after flexing the structure, the design changes. I did a mock up to see what would happen, and this is what I got:

Fractioned parts, labeled

Not bad. I like this way of working with the hexagon-flexagon.

Hexagon-Flexagon, two trapezoid showing dividing the structure in half

One thing is really clear to me, and that is that I would love to work with a graphic designer who would add words and numbers that looks snazzier than my handwriting. Oh, and another thing that is clear is that labeling the hexagon as two halves doesn’t work well after it’s been flexed. (I’m not providing a picture here of how the broken up halves looks).

Six equilateral triangles dividing the hexagon-flexagon into sixths

This side of the hexagon-flexagon shows that six parts equal a whole. Ideally, I would label each of the blue triangles with their own “1/6′ fraction, then write equations all around the outside edges (such as 1/6 + 1/6 = 2/6 =1/3)

Flexed version of the previous image

I think that this is going to be a long-term project, perfecting these images with better text graphics. I like how the geometric patterns work out here. It’s just the labeling that I can’t get right.

So, everyone has heard students question why they have to learn math, particularly algebra and trig, as they don’t foresee ever using it. I have at least one good answer to that age-old question. The reason to master math is that it keeps a person’s options open. I recently spoke to the someone who was helping her 30ish-year single parent daughter with Algebra because it is required for a nursing degree. Today I spoke a woman who has gone back to school to get a degree is Public Health. She is struggling with her required economics course. My son needs a to complete two semesters of Calculus towards his Biology degree, which will qualify him to go on to Chiropractic studies. So, there you have it: learning math a keeps options open for the future.

Now here’s another way of decorating a hexagon-flexagon, and hey, it’s even seasonally correct, as it can easily pass for a six-sided snowflake.

Hexagon-Flexagon by Michele Gannon

Math and art together: always a great idea.

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