Tessellation Lesson Plan

Learning Objectives

After this lesson, students will be able to:

• define and identify tessellations
• discriminate between a pattern and tessellation
• find tessellations in the real world

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?

Related Lessons

• Using Symmetry to Describe Tessellations
• How to Identify Similar Triangles
• Angles and Triangles: Practice Problems