Teacher Support for
Quilting Squares

quilting square

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In the Quilting Squares problem students are asked questions about the amount of fabric needed to make a quilt given a pattern requiring three colors of fabric.

This PoW could be used to introduce and/or reinforce algebraic expressions in:

  • factored form [for example, (x + 2)(x + 2)]
  • expanded form [for example, x^2 + 4x + 4]

If you have something to share with us as you use any of the links or suggestions on this page (something you tried and changed or a new idea), we would love to hear from you. Please email us.

Stars indicate particularly interesting or good places to begin browsing.

Problems Library:

  - Algebra: Factoring Quadratic Equations
  - Pre-Algebra: Number Theory: Factors

Ask Dr. Math Archives:

FAQ: Learning to Factor
  - What is Factoring?
  - Factors and Rectangles

  - Area and Perimeter
  - 2 Square Feet vs. 2 Feet Square


Math Tools:

  - Math 7: Factor
Algebra: Factor


Teacher2Teacher Archives:

  - Algebra Help FAQ


Other Resources

Understanding Algebraic Factoring
  - Understanding Factoring through Geometry

  - Buying Tile
  - What is Area?

Other Resources - Quilting

  - Quilts and Quilting - Newsletter issue with many links to sites on quilting. In addition, this Newsletter by Walter McKenzie, suggests the following children's literature:
Eight Hands Round by Ann Paul
The Keeping Quilt by Patricia Polacco
The Log Cabin Quilt by Ellen Howard


Alignment to the NCTM Standards - Grades 6-8

- represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules
- develop an initial conceptual understanding of different uses of variables

- recognize and apply geometric ideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life.

- understand measurable attributes of objects and the units, systems, and processes of measurement

Problem Solving
- solve problems that arise in mathematics and in other contexts

- communicate mathematical thinking coherently and clearly to peers, teachers, and others
- use the language of mathematics to express mathematical ideas precisely

- recognize and apply mathematics in contexts outside of mathematics

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