Free Printable Sewing Pattern for Face Masks in 3 Sizes (Distance Learning)
693 Downloads
Chelly Wood
49 Followers
Grade Levels
2nd - 12th, Adult Education, Homeschool, Staff
Resource Type
Standards
CCSS3.MD.C.6
CCSS4.MD.A.3
CCSS5.MD.A.1
CCSS7.NS.A.1d
CCSSMP4
Formats Included
- PDF
Pages
5 pages
Chelly Wood
49 Followers
Description
This product includes three different easy-to-sew masks. One fits adults and large children; one is for small children; the third mask is for dolls (so young children can learn to sew by sewing a mask for their 14" to 18" dolls).
You will need to provide for your students: fabric, elastic, needles and thread. Felt for lettering or added designs is optional as well.
The free patterns come with the URL to free tutorial videos showing how to make a simple single-sided mask with a casing and (for more advanced sewing projects) a double-sided, reversible mask with casing.
Total Pages
5 pages
Answer Key
N/A
Teaching Duration
2 hours
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Standards
to see state-specific standards (only available in the US).
CCSS3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
CCSS4.MD.A.3
Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
CCSS5.MD.A.1
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
CCSS7.NS.A.1d
Apply properties of operations as strategies to add and subtract rational numbers.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.