Infinity and Beyond: Hands-On Lessons - Mobius Strip 2D and 3D (FLEX)

By the end of this class, the learner will be about to say:
1 - "I can describe the shapes called Mobius strips and Klein bottles and explain what makes these shapes unique from most shapes."
2 - "I know how to make a Mobius strip."  
3 - "I can explain what infinity means and why its symbol looks like a Mobius strip."  
4 - "I know what topology means and how it applies to manipulating shapes and seeing the results."  
5 - "I know what happens when I cut a Mobius strip in different ways, and I can articulate some ideas about the results."
6 - "I can use the concept of a mathematical Mobius strip to create art." 
7 - "I am familiar with works of art which use the Mobius strip." 
8 - "I can think of possibilities for future uses of the Mobius strip in the art world."
9 - "I can tell you what a Klein bottle is and how many sides it has."  
10 - "I can identify what a Klein bottle looks like."  
11 - "I can make the shape of a Klein bottle using a sock, some scissors, and duct tape."
12 - "I can name products that use the shape of a Mobius strip or Klein bottle."  
13 - "I can suggest new ideas for products that use the Mobius strip or the Klein bottle."  
14 - "I can describe what it takes to have a brainstorming meeting."

I taught math for sixteen years at levels from pre K to high school.  I've been certified in the public schools for teaching math in middle and high schools. I received additional certified training for gifted and talented learners.

As a chemical engineer and project management professional in the world of business consulting and information technology consulting, I've completed over five levels of college calculus and applied mathematics and used these math and computing skills throughout my career.  Worked as an engineer for 7 years at The Goodyear Tire & Rubber company before moving into 

The students I have taught had varying learning abilities that ranged from one with pronounced learning disabilities to gifted and talented. 

I use a focused, methodical approach. We honed in on trouble areas, really understood the underlying math concept, and drilled for mastery.

All work can and should be completed in the 25 minutes time that each recorded lesson has.  Some additional time of approximately 20 minutes per week will be spent by the student to fill out their worksheets, take photos of their in-class activities, and upload these onto the class page.

As the learner progresses through the lessons each week, a checklist of "I can..." items listed in the Learning Goals will be given to the student to ask how confident are they in these items.  The teacher will circle back to the parents with her estimation of how well the student understood and the student will be given a chance to ask more questions to improve their understanding.

No live meetings, and an estimated 0 - 1 hours per week outside of class.

Learners will not need to use any apps or websites beyond the standard Outschool tools.