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
This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Copyright © 2017, Alabama Learning Exchange
Alabama State Department of Education
Alabama State Department of Education