ALEX Classroom Resource

  

The Origami Revolution | Math and Science Modernize an Ancient Tradition

  Classroom Resource Information  

Title:

The Origami Revolution | Math and Science Modernize an Ancient Tradition

URL:

https://aptv.pbslearningmedia.org/resource/nvtor-sci-moderntrad/wgbh-nova-the-origami-revolution-math-and-science-modernize-an-ancient-tradition/

Content Source:

PBS
Type: Audio/Video

Overview:

Discover parallels between the natural world and origami—the Japanese art of paper folding—and witness how artists, mathematicians, and scientists are pioneering complex new designs, in this video from NOVA: The Origami Revolution. While origami is steeped in tradition, computer programs are being used today to develop new, more complex designs so that almost any three-dimensional object can be translated into a two-dimensional pattern that can be folded to model the object. This resource is part of the NOVA Collection.

Content Standard(s):
Mathematics
MA2015 (2016)
Grade: 9-12
Geometry
12 ) Make formal geometric constructions with a variety of tools and methods such as compass and straightedge, string, reflective devices, paper folding, and dynamic geometric software. Constructions include copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. [G-CO12]


Alabama Alternate Achievement Standards
AAS Standard:
M.G.AAS.HS.12- Given a drawing with angles and a protractor overlay, determine which angles are congruent. Sample image below.
Image


Mathematics
MA2019 (2019)
Grade: 9-12
Geometry with Data Analysis
36. Use geometric shapes, their measures, and their properties to model objects and use those models to solve problems.
Unpacked Content
Evidence Of Student Attainment:
Students:
Given a real-world object,
  • Select an appropriate geometric shape to model the object.
  • Provide a description of the object through the measures and properties of the geometric shape which is modeling the object.
  • Explain and justify the model which was selected.
Teacher Vocabulary:
  • Model
Knowledge:
Students know:
  • Techniques to find measures of geometric shapes.
  • Properties of geometric shapes.
Skills:
Students are able to:
  • Model a real-world object through the use of a geometric shape.
  • Justify the model by connecting its measures and properties to the object.
Understanding:
Students understand that:
  • Geometric shapes may be used to model real-world objects.
  • Attributes of geometric figures help us identify the figures and find their measures. therefore, matching these figures to real-world objects allows the application of geometric techniques to real-world problems.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
GEO.36.1: Estimate the dimensions of a given object.
GEO.36.2: Discuss the properties of a given object.
GEO.36.3: Identify the relationship of geometric representations to real-life objects.

Prior Knowledge Skills:
  • Recognize attributes of geometric shapes.

Alabama Alternate Achievement Standards
AAS Standard:
M.G.AAS.10.36 Use geometric shapes to describe real-world objects.


Mathematics
MA2019 (2019)
Grade: 9-12
Geometry with Data Analysis
38. Use the mathematical modeling cycle involving geometric methods to solve design problems.

Examples: Design an object or structure to satisfy physical constraints or minimize cost; work with typographic grid systems based on ratios; apply concepts of density based on area and volume.
Unpacked Content
Evidence Of Student Attainment:
Students:
Given a contextual situation involving design problems,
  • Create a geometric method to model the situation and solve the problem.
  • Explain and justify the model which was created to solve the problem.i

Note: Mathematical Modeling Cycle can be found in the Appendix of the COS document
Teacher Vocabulary:
  • Geometric methods
  • Design problems
  • Typographic grid system
  • Density
Knowledge:
Students know:
  • Properties of geometric shapes.
  • Characteristics of a mathematical model.
  • How to apply the Mathematical Modeling Cycle to solve design problems.
Skills:
Students are able to:
  • Accurately model and solve a design problem.
  • Justify how their model is an accurate representation of the given situation.
Understanding:
Students understand that:
  • Design problems may be modeled with geometric methods.
  • Geometric models may have physical constraints.
  • Models represent the mathematical core of a situation without extraneous information, for the benefit in a problem solving situation.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
GEO.38.1: Define density, area, and volume.
GEO.38.2: Illustrate a design conflict (e.g., draw a chair and a desk where the chair will not fit under the desk).
GEO.38.3: Discuss the relationship between units in each modeling situation.
GEO.38.4: Calculate density (D), mass (m) or volume (V) using the formula, D = m/V.
GEO.38.5: Recognize appropriate units for various situations.

Prior Knowledge Skills:
  • Define volume.
  • Derive the formulas for the volume of a cone, cylinder, and sphere.
  • Calculate the volume of three-dimensional figures.
  • Solve real-world problems using the volume formulas for three-dimensional figures.

Alabama Alternate Achievement Standards
AAS Standard:
M.G.AAS.10.36 Use geometric shapes to describe real-world objects.


Tags: constructions, design, geometric shapes, geometry, measures, origami
License Type: Custom Permission Type
See Terms: https://aptv.pbslearningmedia.org/help/terms-of-use/#.YD-bCNhKiUk
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityVideo resources: includes closed captioning or subtitles
Comments
  This resource provided by:  
Author: Hannah Bradley