The Arizona STEM Acceleration Project

STEM in Knitting Part 4: Creating A Design

STEM in Knitting

Creating A Design

A 6th-12th Grade STEM Lesson

Anna Boyd

03/27/2023

Notes for Teachers

This is the final lesson of 4 lessons. In this lesson, students will construct their design from lesson 3. This lesson can be completed without yarn. If using yarn and real knitting, plan for at least 3 weeks to complete this part. Depending on your students needs and the number of machines you have, you may need longer. If hand knitting I recommend a semester or year long project for an after school program.

List of Materials

• Either
• Knitting Machines (circular or flat bed), at least one per 4 students recommended..
• Knitting needles for the students to use, one pair per student
• 4x4 inch squares in either a limited or unlimited supply per student.
• Yarn, worsted weight (size 4) recommended if hand knitting, DK weight, or size 3 recommended if machine knitting depending on your machine.
• If not using yarn I also recommend tape or glue (tape preferably).
• Student’s model.

Standards

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7.RP.A.2.c- Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

A1.N-Q.A.2 & G.N-Q.A.2-Define appropriate quantities for the purpose of descriptive modeling. Include problem-solving opportunities utilizing real-world context.

G.G-MG.A.3-Apply geometric methods to solve design problems utilizing real-world context.

Standards for Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

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Science & Engineering Practices

● develop and use models

● use mathematics and computational thinking

● construct explanations and design solutions

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Ed Technology

6-8.6.c. Students create artifacts using digital tools to communicate complex ideas textually, visually, graphically, and auditorily.

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Objective(s):

Students will use engineering, technology, and mathematics to create a knitting design for a model.

Students will make sense of problems and persevere in solving them.

Students will analyze and critique their design and the final application.

Students will use tools appropriately.

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Agenda (variable)

• Using the rough draft from lesson 3, students will construct their design from teacher directed materials.
• After construction students will analyze, compare and contrast their rough draft to their final draft including the mathematical accuracy, changes, misconceptions, strengths and difficulties.

• Students will present their final project to their peers for evaluation.

Intro/Driving Question/Opening

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My Big Idea.

Students often create bigger ideas on paper then they can complete in person. More than half of my students did not create exactly what they had in mind, and the ones who did found they had a lot more work cut out for them then they thought. It looked really easy in their mind’s eye, but it isn’t always so easy when they get started.

How well will they persevere? The design and engineering process is not always as easy as the math, which many students who struggle in math might think.

Prep students for the reflection. This is a great time to set up metacognitive strategies. Ask them to think about what they were thinking while they are constructing and even while others are constructing and they see the struggles and successes of others. Make the image on the right larger, as big as you can, and reference it often during the process.

Hands-on Activity Instructions

• If working on a knitting machine - have students work in groups of two so that there is always a partner to help keep yarn free. There should be at least one machine per 4 students. They all should be involved in order to help the process move along and to learn as they watch and participate.
• If working on hand knitting groups can be as large as you are comfortable. I recommend groups of at least three with 1 strong knitter.
• If working with paper designs, students are creating their design from the paper in 4x4 inch squares, similar to a duct tape dress or outfit. Students may cut squares, but they must measure each time to ensure they have all accurate numbers on how much was used.
• Students will put their final designs in the format of your choice. HERE is the final draft I had my students use.
• This was our first year doing this, so we made a bit of a mess, but it was way fun.

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Assessment

Our final assessment was a project display similar to a Science Fair. We actually did it on a STEMTASTIC day in partnership with the science department. The students had to include everything from the final draft and a reflection that demonstrated the metacognition used throughout the process.

Differentiation

Students who may struggle with the yarn aspect may create their design with the paper squares, or if already using the squares, allow them to create more basic designs or use an already written pattern.

Remediation

Extension/Enrichment

Students can enrich the lesson by documenting their project process with a “How To” video.