Teaching+Mathematics+through+Origami

=Resource=

http://faculty.purchase.edu/jeanine.meyer/origami/

= Summary =

===On this site, we offer general and specific strategies for using activities based on origami to invoke mathematical thinking. Next, we indicate how origami can relate to the current goals of K-12 mathematical education. The basic strategy is for students to do the teaching. ===

= CCSS Alignment for Grades 6 - 12 =


 * ===__6.G.4 __: //Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems//. The folded paper of origami is a real-world example of nets that can be used to find the surface area of a three-dimensional figure. ===


 * ===__**7.G.6 **__: //Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms//. Students create three dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms through different origami patterns. ===


 * ===__**8.G.1 **__: //Verify experimentally the properties of rotations, reflections, and translations: (a.) Lines are taken to lines, and line segments to line segments of the same length. (b.) Angles are taken to angles of the same measure. (c.) Parallel lines are taken to parallel line//). Students verify experimentally rotations, reflections, and translations through the folding of paper into congruent and incongruent shapes. ===


 * ===__**G-MG.3 **__: //Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios//). Students apply geometric methods to solve design problems in origami patterns. ===