Why do this problem?
This problem provides the opportunity to develop visualisation skills. It requires children to solve the conundrum of what happens in between, when they are given a picture of a crease pattern and the finally-folded shape.
Just share/project/show the picture of the crease pattern first and allow children to talk about what shape they think it might make when re-folded.
Then share the picture of the ready folded shape (or a real one you made earlier!) and ask children to talk about what they think now.
Give each pair of children a piece of A-sized paper (A4 is easier for smaller hands or beginner folders, but any A size will work) and ask them to try and recreate the shape. They can of course un-do their folds at any point in order to check whether their crease pattern matches the one in the picture.
Here are some examples of patterns stimulated by challenge 1, which you may or may not wish to share with your class:
What do you notice about the different types of fold on the crease pattern?
What order do you think the folds were made in?
How could we check what we’ve done so far?
Pairs given one piece of A-sized paper could take it in turns to give an instruction whilst their partner carries out the fold. The instructor must do this with their hands on their hand, (no handling of the paper or pointing is allowed) in order to develop the accuracy of their descriptive and positional language. Children might be given larger A-sized paper (A3 for example) to act
as a model for the rest of the class, as folding with larger paper is more difficult and requires more accuracy.
Some learners might like to have a go at Regular Rings 2
Give children a piece of paper each to work with in order to allow them to practise their motor skills more independently. Then ask them to compare what they’re doing with their partner and to compare shapes for accuracy when they have completed the shape.