![]() ![]() Escher, Penrose, and other "Recreational mathematicians. Look at American folk art that uses tessellations (such as quilts).Enter your class in one of several online tessellation contests.Use Web resources to extend the lesson:.There are examples from medieval European art as well (e.g., stained glass patterns). The earliest tessellations we can find come from Islamic art circa 3000 BC. Tessellations have been used all around the world for many years. If you can have students point out the three features of tessellations, it will help to make their understanding more concrete and it will also review the definition. Teach students about the history of tessellations and show examples.Encourage students to experiment to see if they can discover other ways to make shapes tessellate.They will notice that only some, not all, can make a pattern that would fit all three of the criteria. Younger students can discover for themselves what shapes tessellate using pattern blocks and lots of space.Have your students teach another class how to tessellate.(For example, ask them to tell you who is adjacent to them or ask them to label the top right vertex of a shape you provide.) To assess an understanding of the vocabulary, create a quiz, or ask them to perform another project that requires an understanding of the terms.Note how the students follow multi-step directions as well as how they cut and trace (manual dexterity). ![]() (These were chosen because each tessellates.) Using the Student Directions worksheet, demonstrate how to transform a shape into something that will also tessellate. Provide students with the Shapes worksheet within the Tessellations packet, which has a copy of a square, a rectangle,a rhombus, and a hexagon on it. Repeating geometric patterns are often tessellated (tiled) on flat surfaces such as walls and floors in interior design. Define plane (use a concrete example in the room) and show students how the pattern could continue on that plane if it were to go on beyond the confines of the building (e.g., it could continue as a pattern on the ceiling without any gaps or overlaps even if the ceiling were to continue forever, far beyond the walls of your school).Ģ.
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