time to introduce mathteacher
#1
I have read the quilting board forum for quite a while now and guess I should tell you a little about myself. I teach high school math, so look forward to time during the summer for quilting. I have only about 2 years of experience with piecing, and finally finished a t-shirt quilt that I actually quilted by machine - by myself! I have learned so much from reading all the wonderful posts. And the pictures are inspiration deluxe! Thanks for the massive information on my new hobby and now I need to ask a question. I ordered some tumbler blocks precut online thinking a tumbler quilt would be easy for a beginner - especially already cut out. Well, they are much larger than I thought, so wondered if anyone has any patterns for using tumbler blocks other than in rows?
#2
Welocme from Oklahoma!!! Nothing for you on the blocks but wanted to say my youngest daughter just graduated college this spring and is going to be a high school math teacher also, ( if she can find a job) :wink:
#6
These are not sewn together, just laid out to see the typical arrangement. Each tumbler is 6 1/2 in. at the widest part both ways. I am looking for something outside the box, I guess. Any ideas?
tumblers
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#8
OK, I see what you mean. With smaller sides all facing down, you should be able to come up with some fan or arc patterns. Slight trimming and a Dresden Plate could form. .
If you wanted to make a sewing line template and mark them, you could do the same with a seam that narrows instead of trimming them. If you wanted to applique, I have seen that shape used to make Russian nesting dolls. And in rows, you can always use it for borders, too, if you did not want to do a whole quilt like that.
If you wanted to make a sewing line template and mark them, you could do the same with a seam that narrows instead of trimming them. If you wanted to applique, I have seen that shape used to make Russian nesting dolls. And in rows, you can always use it for borders, too, if you did not want to do a whole quilt like that.
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