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Tessellations
Designed
by:
Tammy B. Hester
1)
Core Curriculum Objective:
Create tessellation patterns using one or
more geometric figures. (7PF1-3)
[IV.E.2]
Restatement:
Determine which regular figures can be
used to form a tessellation.
Subject:
Math
Grade
Level:
7th
2)
Overview:
Students will practice using different
regular polygons to determine which will
tessellate.
3)
Focus
Question:
Show a picture of Mosaic art.
How do you think this was made?
4)
Time
Frame:
two 50 minute periods
5)
Assessment:
Students will create a design using
regular polygons to tessellate a designated
region. Students
will display these in the hallway.
|
Rubric
for Tessellations |
Name_________________________________
Score___________
|
| Criteria |
5
points |
3
points |
0
points |
| #
of tessellations |
2
or more completed |
1
completed |
Not
completed |
| Regular
polygon used |
2
or more different polygons |
Same
polygon used |
Not
completed |
| Display
appearance |
Neat
and colorful , on time |
Messy,
late 1 day |
Not
completed |
| Examples
of polygons that do not tessellate |
2
or more using different polygons |
1
example given |
No
examples |
6)
Resources:
Glencoe
course 2 pages 321- 323
Light
colored construction paper , or white paper
Markers
and rulers
Tracing
Paper and graph paper
Picture
showing a piece of Mosaic art
Day
One
Activity
One
Provide
the students with graph paper.
Ask them to choose a shape and to try to
completely cover the paper by drawing the shape
repeatedly.
Monitor the students.
Introduce
the words:
Mosaic
- the art of covering a surface with small
sguares, triangles, or other regular shapes.
This is called a Tesserae.
Tiling-
a surface with regular figures
The result is called a Tessellation.
Activity
two
Work
with a partner of choice.
Draw and then trace an equilateral
triangle. ( all three side are the same length
in this triangle.)
Turn
you paper and trace the triangle again so that
the two triangles share a common side.
Continue
the process until you notice a pattern.
Talk
about the activity.
Ask
:
1.
Would you be able to completely cover a large
surface with equilateral triangles?
Explain your answers.
2.
Find a place where the vertex of several
triangles meet. What is the sum of the measures of the angles whose vertices
are at this point?
The
teacher should be available to help students as
she monitors their participation in the
activities.
Activity
Three
Have
students create a design using regular polygons
to tessellate a designated region.
Give each student a copy of the rubric
before they begin.
Display their work.
The teacher may want to laminate and keep
some of the students work to show
examples to students next year when
teaching this objective.
Students will probably start this
activity on day one and finish on day two.
Day
Two
Activity
one
Finish
Activity Three from previous day.
Activity
Two
Have
students explain in the journal writing how to
determine whether a regular polygon can be used
by itself or in combination with another to
tessellate a surface.
( Make sure students understand the sum
of the angle measures at the vertex must be 360
degrees)
This information should have been
discovered in Day one, Activity Two
Also,
have students list some occupations that would
use the art of tessellating.
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