Driving Question:

How are Math and Science concepts interrelated when it comes to creating a quilt?

Background Information:  

Students will explore how Math and Science are found everywhere, even in the world of quilting.  The brilliant colors of the fabrics that the quilts have come from chemicals and there reactions that they may have when coming into contact with other variables.  A quilter needs great geometry and measurement skills to piece together the intricate geometrical patterns. Students will discover how people of different cultures and time periods have used quilts to pass down traditions and history.  

TEKS

Math

(3.8)Geometry and spatial reasoning. The student uses formal geometric vocabulary.  The student is expected to name, describe, and compare

shapes and solids using formal geometric vocabulary.

(3.9)Geometry and spatial reasoning. The student recognizes congruence and symmetry. The student is expected to:

        (A)  identify congruent shapes;

        (B)  create shapes with lines of symmetry using

             concrete models and technology; and

        (C)  identify lines of symmetry in shapes.

(3.11)  Measurement. The student selects and uses appropriate units and procedures to measure length and area. The student is expected to:

         (A)  estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter, and meter;

         (B)  use linear measure to find the perimeter of a shape; and

         (C)  use concrete models of square units to determine the area of shapes.

 (3.15)  Underlying processes and mathematical tools. The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:

        (A)  identify the mathematics in everyday situations;

        (D)  use tools such as real objects, manipulatives, and technology to solve problems.

Reading

(3.1) Listening/speaking/purposes. The student listens attentively and engages actively in various oral language experiences. The student is expected to:

         (D) listen critically to interpret and evaluate (K-3);

(3.2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

         (A) connect experiences and ideas with those of others through speaking and listening (K-3); and

         (B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(3.8) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to:

         (A) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3);

         (B) develop vocabulary through reading (2-3);

(3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to:

          (E) draw and discuss visual images based on text descriptions (1-3);

          (F) make and explain inferences from texts such as determining important ideas, cause and effects, making predictions, and drawing                   conclusions (1-3);

          (G) identify similarities and differences across texts such as in topics, characters, and themes (3);

          (H) produce summaries of text selections (2-3);

Social Studies

(3.12)  Culture.  The student understands ethnic and/or cultural celebrations of the United States and other nations.  The student is expected to:

          (A)  explain the significance of selected ethnic and/or cultural celebrations in Texas, the United States, and other nations such as St.                      Patrick's Day, Cinco de Mayo, and Kwanzaa;and

          (B)  compare ethnic and/or cultural celebrations in Texas, the United States, and other nations.

(3.14)  Culture.  The student understands the importance of writers and artists to the cultural heritage of communities.  The student is expected to:

          (A)  identify selected individual writers and artists and their stories, poems, statues, paintings, and other examples of cultural                                heritage from communities around the world; and of cultural heritage to communities around the world.

(3.15)  Science, technology, and society.  The student understands how individuals have created or invented new technology and affected life in communities around the world, past and present.  The student is expected to:

          (A)  identify scientists and inventors such as Louis Daguerre, Cyrus McCormick, Louis Pasteur, and Jonas Salk who have created or                        invented new technology; and 

          (B)  identify the impact of new technology in photography, farm equipment, pasteurization, and medical vaccines on communities                          around the world.