LESSON PLAN
Class: Form 2 (levels 7.1 – 8.3)
Maths Topics: Angles, Polygons and Area
Art Topics: The Magic of Line, Kaleidoscope of Colour and Patterns Galore
Number of periods: 5 periods of 45 minutes each
Mathematics Learning Outcomes
Students will be able to:
1. Distinguish between acute, right, obtuse and reflex angles.
2. Understand the term polygon and regular/irregular polygon.
3. Classify triangles (scalene, isosceles, equilateral and right-angled); classify
quadrilaterals (square, rectangle, parallelogram, trapezium, rhombus, kite)
using their geometric properties.
4. Find the area of a rectangle by counting unit squares.
Art Learning Outcomes
Students will be able to:
1. Carry out activities with enjoyment and comment about their own work.
2. Produce images which show further understanding of the expression of
the visual elements.
3. Show they are able to apply a technique that they are acquainted with.
4. Apply techniques of drawing, painting, sketching, modelling, constructing.
Other learning outcomes
Students will be able to:
1.
2.
3.
4.
5.
6.
Work in collaboration with others.
Use technology as an appropriate educational tool.
Use various web tools to assist in collaboration work.
Transfer their skills from one discipline to another.
Become conscious about sustainable development related issues.
Be creative and innovative.
Teacher’s Resources:
1. Computer tablet
2. Origami instruction sheets (Pelican, Triangle Box, 16 point modular star,
Peace Dove, Frisbee, Horse, crane) (source: www.origami-fun.com)
3. Tea coaster instructions (source: (Sastray, 2007))
4. A4 plain papers
5. Magazines
6. Scissors
7. Origami Worksheet pack
Student’s Resources:
1.
2.
3.
4.
Computer tablet
Colour pencils
Pencils of different Graphite grading scales
UHU stick
Mathematical/Origami Vocabulary:
-
Polygon – Triangle – Equilateral – Scalene – Isosceles – Right-Angled
triangle – Quadrilateral – Rectangle – Square – Parallelogram – Rhombus –
Trapezium – Kite – Parallel lines – Angle – Rotational symmetry – Line
Symmetry – Vertex – Area – Square unit – Origami - Crease – Fold – Fold
back – Turn over – Mountain fold – Valley fold.
Introduction: (20min)
1. Ask students whether they know what Origami is.
2. For those who know, encourage them to share what they know with the
other students.
3. Set students in pairs and tell them to use their computer tablets to do a
quick research on what Origami is. Tell students that they must take note
of the various interesting facts about Origami. Students can also find
various online videos and pictures.
4. Ask a representative from each group to briefly share what they have
found on Origami. They can share videos, pictures and other interesting
information. Students will need to use the web tool Padlet to display what
they have found. This web tool will be especially useful for students to
share the Origami videos and pictures that they have chosen from their
brief research. (Here, it is assumed that the students already know how to
use this web tool)
5. Briefly summarize that Origami is the art of paper folding, and that in
today’s lesson we will be learning Art and Maths related competencies
through Origami.
6. Show the video ‘’History of Origami’’. In this video a brief history of Origami
is given and some Origami constructions are shown.
7. Outline what will be covered during the following Maths-Art lessons.
 Using paper folding to construct a Square, Equilateral, Isosceles,
Rhombus and Kite.
 Using paper folding to construct a Tea Coaster and finding its area.
 Constructing different Origami forms and Identifying Mathematics in
Origami.
 Constructing other Origami models and decorating them.
 Origami group project.
Development:
Activity 1 (45min)
1. Distribute the following to each students:
 5 magazine pages
 Scissors
2. Tell students that now, through paper folding, we will learn how to
construct a Square, Equilateral, Isosceles, Rhombus and Kite. (One at a
time and the teacher will use the instructions uploaded)
With regards to the first instruction (constructing a square from a nonsquare paper), display the following questions on the interactive white
board:
 What are the properties of a square?
 How can one. Through paper folding, obtain a square from a
rectangle?
 How many different symmetries does a square have? (point the
distinction between line and rotational symmetry)
3. Give a few minutes so that students individually brain storm and think
about these answers.
4. Ask the students (who are all paired) to further look up these questions
online.
(Encourage students to appreciate what a useful resource technology
and the internet can be)
5. Encourage the knowledge student (the one able to construct a square) to
guide the other students (through a set of instructions) into forming a
square. Assist the students were need.
6. Ask the following:
 What is a quadrilateral? (A 2D shape which has 4 sides, 4 vertices,
and 4 angles)
 What examples of quadrilaterals can you mention? (Ex. Square,
rectangle, rhombus, kite, parallelogram)
7. With regards to the other 2-D shapes (Equilateral, Isosceles, Rhombus and
Kite) ask the following:
 What are the properties of this shape? (Encourage students to
discuss the different properties of the shape discussed)
 How can one use a paper folding technique to obtain this shape?
(ask one of the students who knows to demonstrate this)
 How many different symmetries does this shape have?
8. Encourage the knowledge student (the one able to construct the shape)
to guide the other students (through a set of instructions) into forming the
shape. Assist the students were need.
9. For each shape constructed, there is always an opportunity to ask further
questions. Hence, the teacher should ask further questions at particular
instances in order to further extend students’ understanding.
Activity 2 (25 min)
1. Give the Origami instructions - Tea coaster-1 (Appendix 2) (Sastry, 2007, p.
47)
2. Tell students to sit in pairs.
3. Tell students to follow the teacher’s instructions and to do the folds as
accurately as possible.
4. After completing a fold, tell students to check their work with that of the
teacher and with that of the other student.
5. After completing the Tea coaster, give students the work sheet ‘Finding
the area of the Tea Coaster’ (Instruct them to mark fold marks with a pen)
6. Tell students to spend some time to think on how they could find the area
of the Tea Coaster. Encourage students to discuss this as a pair.
7. After some time, encourage students to share their conclusion and
reasoning. Encourage a class discussion.
8. Ask additional questions and assist students to arrive at the correct answer.
(Appendix 3)
Activity 3 (45 min)
1. Distribute the following to each:
 Origami pack
 7 A4 paper
 Origami instructions (Pelican, Triangle box, 16 point modular star,
Peace Dove, Frisbee, Horse and Crane) (One at a time) (Appendix 3).
2. Tell students to sit in pairs
3. Show a completed construction of the Origami model that the students
are about to construct.
4. Students are asked to colour one side of the paper with a design of their
choice.
5. Tell students to start with the coloured side face down and to follow
carefully the teacher’s instructions.
6. After completing a fold, tell students to check their work with that of the
teacher and with that of the other student.
7. After completing all the folds, tell students to undo certain amount of
folds.
Ex. Undo 2 folds
8. Tell students to observe the 2-D shape obtained and to link as many
mathematical concepts as they can think of. Guide the students further
by giving them an example. In the circled diagram above, one can
observe a number of triangles (Scalene), angles (obtuse and acute),
quadrilaterals (Irregular) and shapes (Irregular hexagon).
9. Tell students that this will take the form of a game. The pair/s of students
who win are those who get the most points. The points will be given as
following.
3 points – words not taken from the Maths vocabulary sheet given.
2 points – words taken from the Maths vocabulary sheet given.
1 point – words that have already been used.
10. The sequence of steps 6-8 can be followed a number of times with a
different number of unfoldings.
Activity 4 (35 min)
1. In this activity students will construct and decorate Origami models in
groups of threes (Art students should stay with students who do not have
art).
2. For this activity the students are asked to use the tablet to search for
Origami models and their respective instructions.
3. Students are also asked to look up for different ways on how they can
decorate the chosen Origami model.
4. Before starting their construction. Tell students to briefly outline what model
has been chosen and what techniques and methods they will use to
decorate their model.
5. At this stage the Art teacher will give further ideas on how the students
can decorate their models and offer them a number of supplies. The Art
teacher and the Maths teacher will then go around each group to give
feedback on the model chosen and the techniques considered.
6. Students are instructed to start their construction. The maths and Arts
teacher will go around the class and assist the groups.
7. For homework the students are asked to conclude their model and that
they will be required to present it on a later date.
Activity 5 (20 min)
1. Tell students, that after this Art/Maths lesson, they will need to prepare an
Origami project in groups of 4. (at least one art student with each group)
(Student will present their project at a later date. In the presentation they
would need to display their project and share with the other students the
process, the art techniques used, mathematics applicable and any other
important information. Together with the project, they also need to submit
a short creative essay which complements their project)
(Tell students that as much as possible, their material should come from
recycled sources)
2. In order to inspire students, ask the following:
 How do you think origami can be used?
3. At the end of the lesson, display different pictures and videos to inspire
students and encourage them to be creative and innovative with their
project design. At this stage it is also very important to highlight the many
possible advantages of working within a group.
4. After showing the ‘Origami in space video’, if this application was not
mentioned by students, point out that what one thinks and knows is limited
and that is why it is very important to keep an open mind and to enquire
further.
Note:
For the project, since the students are relatively young and inexperienced
with project work, it would be wise if the students are further guided.
Perhaps, one way of doing so, is by meeting in a few breaks and by giving
students more structure which they can follow.
Activity 6 (45 min)
1. Class presentations.
2. This can be followed by a school exhibition, were the different classes
combine and exhibit their work. (For this reason a particular theme can be
chosen)
3. Finally, the students are required to upload photos and comments about
their work on a website that the teacher has previously set up. A page for
each group will be set. Encourage the students to share the website with
their friends on social media.