@Loc: Curtis/quilt/quilt3.cha
@PID: 11312/t-00001871-1
@Begin
@Languages: eng
@Participants: TEA Carmen_Curtis Teacher, STU Student
@ID: eng|Curtis|TEA|||||Teacher|||
@ID: eng|Curtis|STU|||||Student|||
@Media: quilt3, video
@Situation: The following is a documentation of five weeks of geometry
explorations by 2nd graders at Country View Elementary
School in Verona, Wisconsin
@Comment: Kids in this second grade classroom have learned to quilt
in just twenty one days. Looking at your work you would
probably agree that quilting makes an excellent project for
an art class but notice the geometric shapes the children
are using.
*TEA: xxx she's been waiting so patiently. ▶
*TEA: let her say her idea Teddy and then you say yours. ▶
*STU: I think it looks like a diamond tilted on it's side. ▶
@Comment: you might be surprised to learn this is a mathematics
class. Quilting is part of a geometry unit that uses design
as a tool to getchildren thinking and talking about complex
mathematical ideas.
*TEA: xxx and get a diamond in the middle of our design. ▶
*TEA: and here's [/] here's another one. ▶
*TEA: there's different diamonds? ▶
*TEA: did anyone today have an asymmetric core square that couldn't make
a symmetrical two by two design? ▶
*STU: no. ▶
*TEA: so is it alway true that you can start with an asymmetric core
square? ▶
*TEA: and build a symmetric two by two design. ▶
*STU: yes. ▶
*STU: yes. ▶
*STU: that's true. ▶
*TEA: can you always start with a core squrare that's not symmetrical but
always find a way to make a two by two that's symmetrical. ▶
*STU: no. ▶
*TEA: none of you showed me that. ▶
*TEA: eveyone of you was able to. ▶
*TEA: everyone of you took every core square you had that was not
symmetrical and you made a symmetrical two by two design. ▶
*TEA: everyone of you. ▶
*TEA: how many more do you think we have to test before we can say you
can always do it. ▶
*STU: one hundred million thousand. ▶
*STU: we would probably have to test all the core squares in the world. ▶
@End