# 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:

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:ModelKnowledge: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 documentTeacher Vocabulary:Geometric methods Design problems Typographic grid system DensityKnowledge: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