I would use the 3D printer in a lesson about fractions and the “part of a whole” concept.

2.3 The student will
a) identify the parts of a set and/or region that represent fractions for halves, thirds, fourths, sixths, eighths, and tenths;
b) write the fractions; and
c) compare the unit fractions for halves, thirds, fourths, sixths, eighths, and tenths.

Creation: Students will be placed into groups where they will each be responsible for a part of the whole. Students in the group will be able to decide on their whole. (pizza, cake, pie, candy bar, etc) They will be given a worksheet where the whole is provided, and they must mark the piece with their given fraction. For example, if I was assigned to break the whole into fourths, I would section the whole off into fourths. Students will have to get their fractions approved before moving into the Tinkercad software to construct their fraction.

Iteration: Error in this assignment will be common. Students will have to make sure they are separating their parts of the whole EQUALLY so that each piece can fit inside of the whole and can be removed. Students will have to return to the “drawing board” if their pieces are not equally sized. Proper measurements will be required.

Sharing: Students will be required to share their design with the people in the group to make sure the whole will be complete. Students often have their own portfolios on Google Drive where the teacher will make their files accessible to everyone in the class. Google Drive also provides a place to store this creation for student led/parent teacher conferences.

Autonomy: Student choice comes into play when they decide on their whole. Ideas for wholes will be brainstormed, but it is ultimately up to the group to choose a whole that interests them. Students will decide on the colors they wish to use, how they wish to arrange their pieces, and a reasonable size of the whole.