unfolding mathematics with unit origami oetc integrated february 27, 2014 joseph georgeson uwm...
TRANSCRIPT
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Unfolding Mathematics withUnit Origami
OETC integratEDFebruary 27, 2014Joseph Georgeson
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Assumptions:
mathematics is the search for patterns-patterns come from problems-
therefore, mathematics is problem solving.
Problems don’t just come from a textbook.
Knowing and describing change is important.
Math should be fun.
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Example-The Ripple Effect
How do the number of connections change as the number of people
grows?
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Two people.One connection.
Three people.Three connections.
Four people.? connections.
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people connections
2 1
3 3
4 6
5 10
6 15
7 21
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Graph
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Verbal explanation:
In a group of 10 people, each of the 10 would be connected to 9 others.
But, those connections are all counted twice.
Therefore the number of connections for 10 people is
(10)(9)
2
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in general :
connections=people(people−1)
2
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This cube was made from 6 squares of paper that were 8 inches on each
side.
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The volume or size of each cube changes as the size of the square that was folded
changes.
Here are some other cubes, using the same unit, but starting with square paper of other
sizes.
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First, we are going to build a cube.
This process is called multidimensional transformation because we transform square paper into a three dimensional
cube.
Another more common name is
UNIT ORIGAMI
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two very useful books-highly recommended.
Unit Origami, Tomoko FuseUnfolding Mathematics with
Unit Origami, Key Curriculum Press
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Start with a square.
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Fold it in half, then unfold.
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Fold the two vertical edges to the middle to construct these lines
which divide the paper into fourths. Then unfold
as shown here.
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Fold the lower right and upper left corners to the
line as shown. Stay behind the vertical line a
little. You will see why later.
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Now, double fold the two corners. Again, stay behind the line.
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Refold the two sides back to the midline.
Now you see why you needed to stay behind the line a little. If you didn’t, things bunch up along the folds.
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Fold the upper right and lower
left up and down as shown. Your
accuracy in folding is shown by how
close the two edges in the middle come
together. Close is good-not close
could be problematic.
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The two corners you just folded, tuck them under the
double fold. It should look like this.
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Turn the unit over so you
don’t see the double folds.
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Lastly, fold the two
vertices of the
parallelogram up to form this
square. You should see the double
folds on top.
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This is one UNIT.
We need 5 more UNITS to construct a cube.
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Change-
The volume of the cube will change when different size squares are folded.
The cubes you just made were made from 5.5” squares.
What if the square was twice as long?
How about half as long?What about any size square?
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Volume:
How could we answer the question?How does volume change as the size of paper used to make the cube changes?
We are going to measure volume using non-standard units
spoonfuls of popcorn
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What happened?
Do you notice a pattern?Compare your results with those of other groups. Are they the same, close, very
different?
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original square
number of spoonfuls
1
2
3
4
5
5.5
6
7
8
9
10
Gathering Data
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Reporting Data
Graph-GeoGebraTable-Geogebra
Generalizing-GeoGebra
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Another Method
Uncovering the Mathematics
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What is “under” the unit that we just folded?
Unfolding one unit reveals these lines. The center square is the face of the cube.
If the square is 8” by 8”, what is the area of the square in the middle?
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This design might be helpful
as well as suggest a use of fold lines as an
activity for students
learning to partition a square and
apply understanding of fractions in
this area model.
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What functional relation would relate the edge of the square (x) and the resulting length,
surface area, and volume of the resulting
cube?
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length of original square
resulting length of
cube
resulting area of
one face of cube
resulting volume of
cube
2 0.707 0.5 0.354
4 1.414 2 2.828
6 2.121 4.5 9.546
8 2.828 8 22.627
10 3.535 12.5 44.194
x2
8
x2
8x2
8
⎛
⎝⎜
⎞
⎠⎟
3
x
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other uses for this unit:
model of volume, surface area, and length
Sierpinski’s Carpet in 3 dimensions
model the Painted Cube problem
construct stellated icosahedron with 30 units, stellated octahedron with 12 units or ........
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here is a stellated
icosahedron-
30 units are required
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this is a Buckyball,
270 units
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a science fair
project-determinin
g how many
structures the unit
can make
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entertaining grandchildren
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Sierpinski’s carpet in 3 dimensions-
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a model
for volume
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a wall of cubes!
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Have you ever wanted an equilateral triangle?
or
How about a regular hexagon?
or
A tetrahedron?
or
What about a truncated tetrahedron?
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start with any
rectangular sheet of paper-
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fold to find the midline-
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fold the lower right corner
up as shown-
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fold the upper right corner as shown-
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fold over the
little triangle
-
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sources that would be helpful:
handout: this keynote is available in pdf form at http://piman1.wikispaces.com
Unit Origami, Tomoko Fuse
Unfolding Mathematics using Unit Origami, Key Curriculum Press
geogebra.org
Fold In Origami, Unfold Math, http://www.nctm.org/publications/
article.aspx?id=28158