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Geometric Quilt Patterns

Grade Levels
PreK - 3rd
Formats Included
  • PDF
  • Compatible with 
95 pages
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We were playing with pattern blocks when I had the idea to try making quilt designs.

Quilts are a great way to study math, history, and art all at the same time.

I had trouble finding a book with square and triangle designs that would be easy for us to replicate. All of the books I found at the library were aimed at sewing. I only needed some good diagrams. So I researched historical quilt patterns and made my own book of diagrams!

It includes 40 different designs in color and the same 40 designs as black and white outlines, plus some plain grids to color your own patterns.

We have found several ways to use these:

* Set up the .pdf book on a tablet and page through as you make designs with your own pattern blocks or print out color copies and cut apart to make your own paper set.

* Print out the black and white outlines to color using the color diagrams as inspiration or create your own designs.

* Buy some 1 inch square colored label stickers and recreate the patterns using stickers. See photos of this idea in action on my website. With advanced students, you can start talking about area and fractions related to how many stickers are used in a design.

However you choose to make the quilt designs, they can be displayed as individual blocks or joined together as a larger project with many people contributing.

It's just like the old days but no sewing required!

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Total Pages
95 pages
Answer Key
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to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.


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