Ball and Triangle Game – SCOPES Digital Fabrication
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Lesson Details

Subjects
Arts, Engineering, History, Mathematics, Multi-Cultural Learning, Technology
Age Ranges
8-11, 11-14
Fab Tools
2D design software, Laser cutter, Wood Lathe
Topic Tags
Museum/Science Center, Intro to Fab Lab, World Culture, Games, ethnicity, toys, 2D vector design software, Cultural Competence, Indigenous Epistemologies
Standards
Common Core State
Author
CITC Fab Lab

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Author

CITC Fab Lab
CITC Fab Lab
Informal educator
We are Cook Inlet Tribal Council’s Fabrication Lab. We are based out of Anchorage Alaska serving Alaska Native and American Indian students based in the Anchorage school district. We teach design, building, and fabrication with a cultural emphasis. Our different… Read More

Summary

This is a Traditional native Game played by North East Woodland Indigenous People. The Game was originally made withe birch bark, sinew and a carved wood ball. We are changing the materials to use 1/8 inch plywood, parachute cord and a lathed ball.

What You'll Need

  • Laser Engraver
  • Lathe
  • Lathe chisels
  • Sand Paper
  • Finishing product like Tung Oil
  • Drill or drill press and drill bit
  • Computer – Corel or Adobe Illustrator
  • 1/8 inch Plywood
  • a 2x2x3 piece of wood
  • 12 to 18 inches of parachute or other cord.

 

The Instructions

Ball and Triangle

Designing and cutting the board for the game.

Making the Ball for the game.

Using a lathe to create the ball for the game.

Standards

  • (HSG.MG.A1): Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).*
  • (4.G.A2): Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
  • (6.G.A1): Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
  • (7.G.A2): Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
  • (8.G.A5): Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
  • (8.G.B7): Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
  • (HSG.CO.D13): Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
  • (HSG.C.A3): Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.

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