Length:
1 hour
Materials
- samples of tessellations and those that are close but not tessellations
- photographs of tessellations used in art and architecture
- index cards
- scissors
- pencils, markers, crayons
- paper
Key Vocabulary
- tessellation
- regular tessellation
- semi-regular tessellation
- polygon
- equilateral
Curriculum Standards
- CCSS.Math.Content.8.G.A.2
Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
- CCSS.Math.Content.8.G.A.3
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
- CCSS.Math.Content.8.G.A.4
Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
Instructions
- Begin by showing students an art sample that uses tessellations, found using a simple internet search. Ask students to describe the sample. Record words such as 'pattern', 'shape', 'symmetry', etc.
- Tell students they are looking at an example of a tessellation. Define the word and ask students to record in their math notebooks.
- Distribute copies of the Study.com lesson Tessellation: Definition & Examples.
- Read the first section, 'What is a Tessellation?' with students. Discuss the two techniques used to create tessellations.
- Show students' pictures that are and are not tessellations. Ask them to identify which are and are not, and give reasons for their answers.
- Continue reading the section 'Classifying Tessellations'. Have students create a section for regular and semi-regular tessellations. Record information from each section as you read.
- Read the section titled 'Examples of Tessellations'. Ask:
- Why wouldn't the number system that was used to name the previous examples apply to those in this section?
- How can combinations of rotation, translation, and reflection be used to create tessellations?
- How do colors and patterns impact tessellations?
- Continuing reading the lesson. Give examples of tessellations used in art and architecture.
Activity
- Tell students they will be creating their own tessellations by creating repeating shapes.
- Hand out supplies and instruct students to create and cut out a shape. Follow rules given in the lesson to trace, slide, and reposition the shape onto the paper to create a tessellation design.
- Circulate the room to help students try rotating and reflecting the tessellations.
- Have them use colors to enhance. Share with class and display in classroom.
Extensions
- For homework, ask students to find examples of tessellation. Take or draw pictures. Share with class.
- Study how tessellations have been used in art and architecture in history. How has it changed or stayed the same?
