Name: ______________________ Date: __________ Station: ______ Idea path: ______________________
Lesson 5.16, one day. Nothing gets cut until the teacher initials this sheet.
The rule: measure twice, cut once.
Word bank: cut, fold, sew, measure, inch
Turkish: kesmek, katlamak, dikmek, ölçmek, inç
Portuguese: cortar, dobrar, costurar, medir, polegada
Spanish: cortar, doblar, coser, medir, pulgada
Part 1. The plan sketch
Draw your piece flat, the way it will look on the table before you fold it. Use these three line types:
- Cut line: a solid line
- Fold line: a dashed line
- Stitch line: a dotted line
[ Draw here. Use the whole box. Label at least four measurements in inches. ]
The measurements
| Inches | |
|---|---|
| Finished size, length | ______ in |
| Finished size, width | ______ in |
| Seam allowance (how far from the edge you stitch) | ______ in |
| Cut size, length (finished plus seam allowance on each edge you sew) | ______ in |
| Cut size, width | ______ in |
| One more measurement that matters on my item (say what it is: ______________________) | ______ in |
Check: is your cut size bigger than your finished size? ☐ yes ☐ no
If you answered no, fix it now. That is the number one reason an item comes out too small.
Part 2. The order of work
Number every step. You cannot pin after you stitch, and you cannot cut after you sew.
- ________________________________________________
- ________________________________________________
- ________________________________________________
- ________________________________________________
- ________________________________________________
- ________________________________________________
Which step can you not undo? Step ______
Part 3. The mock-up
Build the one hard part at full size, out of paper. Not the whole item. Just the part you wrote on your brief as most likely to go wrong.
The part I built: ______________________________________
What the mock-up showed me: ________________________________________________
The one change I am making because of it: ________________________________________________
New measurement, if the change is a measurement: ______ in (was ______ in)
Common tricky parts by path
| Path | The tricky part to mock up |
|---|---|
| T-shirt tote | Where the handle meets the body, because that is what tears |
| Headband | The length, measured around an actual head, plus the overlap for the join |
| Sweater sleeve phone sleeve | The closed end, and whether the phone still fits after the seam takes an inch |
| Pillowcase drawstring bag | The drawstring channel: how wide it has to be for the cord to pull |
| Patchwork square | The corner where three pieces meet |
| Jeans-leg pencil case | The flap: how long it has to be and where the button lands |
| Shirt pillow cover | The corner where two seams meet, and whether the placket opening is big enough |
| Towel produce bag | The top channel, and whether the towel is too thick to fold twice |
| Sock hand warmer | The opening: how much you can fill and still close it |
| Sweatshirt cuff wristlet | The inside pocket, and whether your hand still fits through |
Part 4. Teacher approval
Bring this sheet, the mock-up, and your material to the approval table. The teacher will ask five questions.
| # | Question | Yes |
|---|---|---|
| 1 | Is the material a used textile? | ☐ |
| 2 | Are the two named stitches two of the four taught (running, back, whip, button)? | ☐ |
| 3 | Does the cut size include the seam allowance? | ☐ |
| 4 | Is the order of work in an order that is actually possible? | ☐ |
| 5 | Is the reduced-scope version written on the brief? | ☐ |
Teacher initials and date: ______________________
Nothing is cut before those initials are on this line.
Path change, if any (the teacher notes a simpler path here): ______________________________________
Part 5. Peer review
Trade sheets with your station partner. Fill this in on their sheet. Say it out loud to them too.
Reviewer's name: ______________________
| # | Check | Yes | No |
|---|---|---|---|
| 1 | The material is used, and the size is written in inches | ☐ | ☐ |
| 2 | The cut size is bigger than the finished size | ☐ | ☐ |
| 3 | Two of the four taught hand stitches and the machine seam are named, and each one suits the job it is doing | ☐ | ☐ |
| 4 | The order of work could actually be done in that order | ☐ | ☐ |
| 5 | I can tell who will use this and what for | ☐ | ☐ |
Two things that will work (be specific; say the part, not "it's good"):
- This will work because ________________________________________________
- This will work because ________________________________________________
One change to try:
One change: ________________________________ because ________________________________
What I am doing with my partner's review (on your own sheet)
The change I am taking: ________________________________________________
The change I am not taking, and why: ________________________________________________
Part 6. Closure
Tomorrow I start by ________________________________.
The part I am worried about is ________________________________.
Grade 8 stretch (optional, on the back)
- Draw your plan to scale on quarter-inch graph paper at 1 square = 1 inch, the same way you drew a floor plan in Unit 4.
- Compute the total area of fabric you are using, in square inches, and the area you are wasting.
- Write one sentence on how you could cut differently to waste less.
- Rewrite your order of work as a flowchart with one decision point: "if ______________________ , then ______________________ ."
- * *