Have the students trace their new shapes several times onto blank sheets of paper to see if the altered shape tessellates.Will your new shape tessellate? Try it and see. Attach the cut out piece to the opposite side of the square with cellotape. Ask them to cut a piece out of one side of the square. Give each student a square cardboard tile.Look at the tessellating shape and predict how it was altered.Which of the regular tessellations does it look like it has been made from?Ĭan you see how this tessellation has been made? Show us. What can you tell me about this tessellation? Show the students the altered square tessellation ( Copymaster 1).We begin our exploration of tessellating art by altering squares and parallelograms. Te reo Māori vocabulary terms such as rōpinepine (tessellate, tessellation), neke (translate, translation), huri (rotate, rotation), whakaata (reflect, reflection), and hangarite (symmetry, symmetrical) could be introduced in this unit and used throughout other mathematical learning. Once they are fired or dried they can be painted in traditional Maori patterns that reflect transformation. Mosaic tiles can be created from fired clay, or cobblestones created from concrete or mud bricks. Tessellation might fit well with efforts to beautify the school environment. For example, tessellations are prominent in Islamic art traditions, in tapa cloth designs from Pacific nations, and in Māori tukutuku panel designs. The contexts for this unit can be adapted to suit the interests, experiences, and cultural backgrounds of your students. Motivate students to add new, undiscovered tessellations to the class display. displaying the work of students as models for others, especially students who provide explanations about why particular tessellations work. ![]() Rectangles altered by translation are much easier than alteration by rotation with triangles and hexagons
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