This is a lesson plan for a
teaching tessellations to my peers. I have included this lesson as
evidence of my ability to facilitate learning with understanding
while teaching,
OUTCOMES: SWBAT explore
shapes to create tessellations.
SWBAT create new figures to
tile a plane.
RATIONALE: Students will
apply their knowledge of geometry to create different shapes and
determine whether or not they will tessellate. They will strengthen
their problem solving skills through the examination and creation of
tessellations.
MATERIALS:
Teacher: overheads of p. 36,
56 in (Intro to Tessellations) scissors, shape templates, tape
markers, Escher book plain paper (to trace tessellation), overhead
projector index cards (to make tessellation shape). rulers
PROCEDURES: Beginning
(Motivation)
- Show Escher book and
discuss what is a tessellation. (*a tiling made up of the repeated
use of a shape that completely fills a plane without gaps or
overlaps. *extends infinitely in every direction and can be made
from many different shapes. *comes from Latin tessella -
the small square tile used in ancient Roman mosaics.)
Body
- Use overhead to
demonstrate simple tessellations of squares, triangles, hexagons.
(p. 36 OH)
- Ask if they can think of
any figures that do not tessellate. Why/why not?
- Use overhead to show
tessellations of irregular tessellations. (2 different shapes)
(p. 56 OH)
- Demonstrate tessellations
of irregular figures. (use rectangle,cut, glide) (Use blank OH
to draw shape) use rectangle/ glide = arrow use hexagon/modify
and rotate = dog bone use triangle/modify and rotate = wavy shape
measure halfway point
- After you have made one
pattern, trace others to fill the plane.
- Invite students to try
own tessellations pre-made patterns as guide.
- Share ideas with
class.
Ending
- Ask for sharing of group
members about what they learned from activity.
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