Title – Tesselation Craze!

By – Jennifer Dalke

Subject – Math, Art

Grade Level – 5-6

Tessellation-Craze!

Learning Standards:

25.A.2d, 26.A.2f, 26.B.2d

Integrated Subjects:

Math

Instructional Goals:

* Students will understand the concept of and the process of making tessellations

* Students will use the skills they have learned to produce unique tessellations of their own

Materials:

*White Paper

* Large pieces of construction paper

* Pencils

* Markers

* GOOD erasers

* Rulers

Anticipatory Set:

1. The teacher will show the students an example of a tessellation and ask them if they know what it is called.

2. After some discussion, the teacher will explain what a tessellation is, and ask the children to look at the picture and determine what properties determine if something is a tessellation or not.

3. Students will be informed that they will have the chance to produce their own unique tessellations.

Activities:

1. The teacher will pass out pieces of white paper, pencils, erasers, and rulers.

2. The students will be instructed to use what they know about tessellation’s to make their own tessellation.

3. Students will be given about twenty minutes to sketch a picture of the shape they will use as a tessellation.

4. Next, the students will pick out a piece of large construction paper and use markers to draw out their tessellation.

5. After the students have finished, they may display their tessellations on their desks. The students should be allowed to walk around and admire their classmates’ work.

Teacher’s Role:

The teacher’s role is to introduce children to tessellations. The teacher needs to call the children’s attention to the qualities that tessellations must possess in order to be so. Other than that, the children are free to use their imaginations to create their masterpieces.

Creative Question Suggestions:

1. By looking at this tessellation, what do you think makes a tessellation? Are there specific qualities that a picture must possess?

2. How can math help you to design a tessellation?

Troubleshooting:

* If students are having trouble, explain that these do not have to be intricate designs. Something as simple as a triangle can make a beautiful tessellation.

Evaluation:

1. Students work will be evaluated in terms of the qualities of a tessellation. Do the students’ tessellations have the correct characteristics of tessellations?

E-Mail

Jennifer

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