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# Kimberley Bricker

## Escher Tessellations- Our Style

Concept: Math Lesson Objective: Students will be able to create their own tessellation and identify the transformations (reflection, translation, and rotations) that take place. Standard(s): 4th and 5th grade Standard 3 Students will understand attributes and properties of plane geometric objects and spatial relationships. Objective 3 Visualize and identify geometric shapes after applying transformations. Identify a translation, rotation, or a reflection of a geometric shape. Materials: Cardstock squares (any quadrilateral will do) Larger squares on cardstock Big red square Scissors Pencil Tape Colored pencils, crayons, markers White paper Website for Escher tessellation examples http://www.mcescher.com/ Website for instruction ideas for making tessellations http://www.tessellations.org/

Preparation: Pre-cut squares on cardstock and larger squares. Have objective written on the board. Have big square cut out.

Anticipatory Set: Have them think of the many unusual transformations that are in the room. Have write in journal. Then share. *Example: Use chess board. Show to students. Show first shape/figure and next one. Ask what kind of transformation took place. Have write in journal. Talk as a table then share as a class. Introduce Objective: Introduce objective to students. Read to students. Instructional Procedures: Ask students if they know what a transformation is (Transformation is a reflection aka flip, rotation aka turn, and translation aka slide). Tell students that I am introducing an artist to the class. The name of the artist is M.C. Escher. Show students slide show. Show art pieces. Ask what they have in common. What ends up happening? Tell students that what they are is called tessellations. A tessellation is a repeating pattern that covers a plane without gaps or overlaps. Tell students that we are going to create our own tessellations. Show the following steps.

## This shape will tessellate like this...

Have student look at shape. Ask them what they see in the shapes? What could they be? This is what one artist envisioned.

Have students create their tessellations. First have them take their square and draw a squiggle line from one corner to the other. Cut along that line. Then attach to the other side. Tape together. Trace shape on paper. Move shape and keep tracing. Look at shape and find creation. Illustrate tessellation. Pass out a small cardstock square and a piece of computer paper. Summary/ Closure: Have students answer questions about the lesson. What a tessellation is and the types of transformations. For two dollars who

can tell me the name of the artist? Who tell what it is called when an object is flipped? Etc Extension: Have students find out what other shapes can tessellate. Triangles? Hexagons? Septagon? Octagon? Does the shape need to be a regular or irregular polygon? Have students think of tessellations can be found in nature. Assessments: During lesson observe to see if students are on task. Watch where their eyes are and what they are doing. Are they listening while instructions are being given? Are they able to create a tessellation? Reflection: (Questions that I will ask myself) How did the students do? What could I do to improve? What would I do differently next time? What did I do well? What did the students do well with? What could I use more practice with? What questions could I have used to guide them? Did I use a variety of vocabulary or say ok a ton?