In addition to incorporating a cultural element to a mathematics classroom, Seminole Patchwork designs contain much mathematics to explore. Students can use patchwork designs to identify symmetries and can then classify the design using a classification scheme (we haved identified the patterns using the system first developed by crystallographers, see Schattschneider (1978)). Determining the most basic unit necessary to generate the design is a excellent analytical activity. The shapes found in the designs can be precisely identified and, as an algebraic or computational exercise, the areas of each shape can be determined. Describing the areas algebraically is quite a challenge if students are instructed to use the fewest possible number of variables.
| Milky Way
click here to read the legend |
click on the design to see a larger copy |
| Symmetries | Classification |
| translation
parallel reflection perpendicular reflection (2 distinct) rotation (2 centers) |
pmm2 |
| Basic Unit | |
| Shapes | Areas |
| red squares
yellow squares small blue rectangles small right isosceles triangles large right isosceles triangles yellow rectangles large blue rectangles |
a^2
b^2 ab (1/4)(a+2b)^2 (1/2)(a+2b)^2 4c*2(a+2b) 8c*2(a+2b) |
In addition to incorporating a cultural element to a mathematics classroom, Seminole Patchwork designs contain much mathematics to explore. Students can use patchwork designs to identify symmetries and can then classify the design using a classification scheme (we haved identified the patterns using the system first developed by crystallographers, see Schattschneider (1978)). Determining the most basic unit necessary to generate the design is a excellent analytical activity. The shapes found in the designs can be precisely identified and, as an algebraic or computational exercise, the areas of each shape can be determined. Describing the areas algebraically is quite a challenge if students are instructed to use the fewest possible number of variables.
| Milky Way
(variation) click here to read the legend |
click on the design to see a larger copy |
| Symmetries | Classification |
| translation
parallel reflection perpendicular reflection (2 distinct) rotation (2 centers) |
pmm2 |
| Basic Unit | |
| Shapes | Areas |
| red squares
yellow squares small blue rectangles small right isosceles triangles large right isosceles triangles yellow rectangles large blue rectangles |
: |
In addition to incorporating a cultural element to a mathematics classroom, Seminole Patchwork designs contain much mathematics to explore. Students can use patchwork designs to identify symmetries and can then classify the design using a classification scheme (we haved identified the patterns using the system first developed by crystallographers, see Schattschneider (1978)). Determining the most basic unit necessary to generate the design is a excellent analytical activity. The shapes found in the designs can be precisely identified and, as an algebraic or computational exercise, the areas of each shape can be determined. Describing the areas algebraically is quite a challenge if students are instructed to use the fewest possible number of variables.
| Everlasting Fire
click here to read the legend |
click on the design to see a larger copy |
| Symmetries
with respect to color |
Classification |
| translation | p111 |
| Symmetries
without respect to color |
Classification |
| translation
rotation (2 centers) |
p112 |
| Basic Unit
with respect to color |
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| Basic Unit
without respect to color |
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| Shapes | Areas |
| parallelograms
right trapezoids rectangles |
a^2
(3/2)a^2 25a^2 |
In addition to incorporating a cultural element to a mathematics classroom, Seminole Patchwork designs contain much mathematics to explore. Students can use patchwork designs to identify symmetries and can then classify the design using a classification scheme (we haved identified the patterns using the system first developed by crystallographers, see Schattschneider (1978)). Determining the most basic unit necessary to generate the design is a excellent analytical activity. The shapes found in the designs can be precisely identified and, as an algebraic or computational exercise, the areas of each shape can be determined. Describing the areas algebraically is quite a challenge if students are instructed to use the fewest possible number of variables.
| Four Crossed Logs
click here to read the legend |
click on the design to see a larger copy |
| Symmetries | Classification |
| translation
parallel reflection perpendicular reflection (2 distinct) rotation (2 centers) |
pmm2 |
| Basic Unit | |
| Shapes | Areas |
| red squares
orange squares pale yellow squares brown rectangles> pale yellow pentagons pale yellow rectangles blue rectangles tan rectangles |
In addition to incorporating a cultural element to a mathematics classroom, Seminole Patchwork designs contain much mathematics to explore. Students can use patchwork designs to identify symmetries and can then classify the design using a classification scheme (we haved identified the patterns using the system first developed by crystallographers, see Schattschneider (1978)). Determining the most basic unit necessary to generate the design is a excellent analytical activity. The shapes found in the designs can be precisely identified and, as an algebraic or computational exercise, the areas of each shape can be determined. Describing the areas algebraically is quite a challenge if students are instructed to use the fewest possible number of variables.
| Four Crossed Logs
(variation) click here to read the legend |
click on the design to see a larger copy |
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In addition to incorporating a cultural element to a mathematics classroom, Seminole Patchwork designs contain much mathematics to explore. Students can use patchwork designs to identify symmetries and can then classify the design using a classification scheme (we haved identified the patterns using the system first developed by crystallographers, see Schattschneider (1978)). Determining the most basic unit necessary to generate the design is a excellent analytical activity. The shapes found in the designs can be precisely identified and, as an algebraic or computational exercise, the areas of each shape can be determined. Describing the areas algebraically is quite a challenge if students are instructed to use the fewest possible number of variables.
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In addition to incorporating a cultural element to a mathematics classroom, Seminole Patchwork designs contain much mathematics to explore. Students can use patchwork designs to identify symmetries and can then classify the design using a classification scheme (we haved identified the patterns using the system first developed by crystallographers, see Schattschneider (1978)). Determining the most basic unit necessary to generate the design is a excellent analytical activity. The shapes found in the designs can be precisely identified and, as an algebraic or computational exercise, the areas of each shape can be determined. Describing the areas algebraically is quite a challenge if students are instructed to use the fewest possible number of variables.
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