Name: Raquel Ryan

Lesson: Translation Tessellation

Lesson title: Translation Tessellation

Content Link: Math and Art
Grade level: Fourth Grade
Time needed: 2 Class Periods
Prerequisite to this Assignment: Students will have experience with naming the different
polygons and will have the ability to differentiate between shapes and state their differences.
Focus:
During this lesson, we will discover the artist M.C. Escher and his many tessellations. Students
will observe Escher’s art and discuss what they see. Additionally, we will talk about different
polygons and which types of polygons tessellate. Students will also be introduced to the terms:
tessellations, translation, and regular polygon. They will then be using this knowledge to create
their very own tessellation art just like Escher.

Standards and Benchmarks:

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

CCSS.MATH.PRACTICE.MP6 Attend to precision.

CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.

VA: Cr2.1.4a Explore and invent art-making techniques and approaches

VA: Cr2.3.4a Document, describe, and represent regional constructed environments

Objectives:
Students will observe various works of art by M.C. Escher and verbally explain what they see
and how the art may have been created.
Students will verbally explain why Escher’s tessellations are considered art.
Students will define the terms tessellation, regular polygon and translation and can explain which
polygons tessellate.
Students will create their very own Escher inspired tessellation by translating a polygon of their
own design.
Art Vocabulary:
Color
Shape
Line
References/Bibliography:
Art with Mrs. Nguyen. (2012, October). Tessellation Monsters! (4th) [Blog post]. Retrieved from:
http://www.artwithmrsnguyen.com/2012/10/tessellations-4th.html

Materials:
Escher Tessellation PowerPoint
Index Cards
White Paper
Colored Pencils
Scissors
Big Beach Ball

Introduction (DAY 1):

Day 1:
1) To begin, I will ask students what they think a tessellation is. Even if students have never
even heard of the term before, I want them to make a guess about what this type of art
might be.
2) I will write their responses on the whiteboard.
3) Next, I will introduce our artist of the day by saying, “Since most of us have not yet seen
a tessellation before, I am very excited to introduce our artist, M.C. Escher, who is
famous for his tessellations. Let’s take a look at his art”.
4) I will pull up the PowerPoint I created that contains Escher’s various tessellations.
5) After the PowerPoint is up on the screen, I will pull out the beach ball which has art
criticism and art aesthetic questions already written on it.
6) I will then reveal the first slide of the presentation which would have Escher’s, “Study of
Regular Division with Reptiles” tessellation. I’ll say, “Now, I am going to pass around
the beach ball and, when you catch it, you can pick the question that is touching either
your right thumb or your left thumb. The red questions are our aesthetic questions which
will be about the meaning of the art or what it might be representing. The blue questions
are our art criticism questions which are about the different aspects or parts of the
artwork. Are there any questions?”
7) After answering any questions students may have, I will begin tossing around the ball.
8) Some examples of the aesthetic questions include: what do you think this artwork
represents? What about this piece makes it art? What about this artwork makes it
valuable? What is one word to describe the meaning of this art?
9) Some examples of the art criticism questions include: Using our art vocabulary (color,
line, value, shape, etc.) what do you see? Describe any patterns you see. How do you
think this art was created? What mood is expressed?
10) We will pass the ball around 5 or 6 times and then move on to our next tessellation in the
PowerPoint. After we have gone through 4 or 5 tessellations, we will move on.
11) “Now that we have observed what tessellations are, what can we add to our idea list we
created on the whiteboard earlier?” I will take a few responses and record them on the
board.

All areas will be evaluated on quality writing, research, clarity and originality as well as
following the directions for a DBAE lesson.
 12) “Let’s talk about some parts of the tessellation that are necessary to making it work. First,
we need to go over the different types of polygons”. I will create a new list that is titled,
Polygons, and record a few defining features for each. For example, a triangle has 3
closed sides.
13) Next, I will go over a quick mini-lesson regarding the difference between regular
polygons and irregular polygons. We will write our own 4th grade definition for a
regular polygon as a, “a regular polygon has angles with all the same measure and side
lengths that are the same as well”.
14) Finally, I will explain that the regular triangle, hexagon, and quadrilateral are the only
types of polygons that will tessellate.
15) Now, we can begin the art-making portion of the lesson.
16) I will ask students to join me at one of the large tables and they will observe how to cut
out their shape to tessellate.
17) First, I will hold up the index card we will be using and say, “We will start with one
index card to begin cutting our shape. I am going to draw one random shape, also called a
freeform shape, on only ONE side of my index card. Once my little shape is cut out, I am
not going to spin it or move it around because I want it to stay facing the same direction.
All I am going to do is translate or move my shape to the other side without flipping it.”
I will demonstrate how to translate the shape from the right side of the card to the left
side, “Now I am going to tape this piece on this new side and I am ready to draw”. I will
hold up the index card for everyone to see and quickly re-explain what I did.
18) “Now I am going to grab some practice paper and trace my newly created shape. I might
flip it around to see which side I like tracing best and see what kind of creature I am
making.” I will trace the shape a few times, rotating it each time, and then hold up the
paper with the traced shapes, “What do you see looking at these sides? Do you see a
creature? Do you see some type of tree?” Once students have said a few suggestions, I
will select one and grab a new piece of paper, “Now, I am going to use this piece of paper
to trace my shape. I am not going to rotate it any more, I am simply going to translate it
like I did with creating the index card”.
19) I will demonstrate how to trace and translate a few times. Then, I will explain that
students will select one color and use a repeating pattern with various shades of the color.
For my example piece, I will use light blue for the first one and dark blue for the second
one.
20) I will ask if there are any questions and then ask students to return to their seats, grab a
notecard, and begin creating their object to be tessellated.
21) At the end of the period, students should have completed their object and maybe chosen a
direction of rotation for their tessellation.
Day 2
1) Students will enter the room, and I will usher them over to one large art table.
2) We will quickly review the terms: tessellation, translation, and regular polygon.
3) Then, I will instruct students, before they move back to their seats, to grab their newly
created object and select a direction of rotation.
4) Once they have decided on the direction, they can begin tessellating their object.
5) After the object has been tessellated across the entire page, they can select their color
pattern. After it has been colored, they can add eyes, fins, feet, or other objects to define
what their object is.
 6) Students will spend the period completing their tessellation.
7) At the end of the period, students can choose to present their artwork to the class and
explain their artistic process in how they created their piece.
8) Students will then hand in their tessellation to be graded.
Possible Adaptations:
1) One such adaptation could be for students to utilize some type of computer software to
create their own tessellation with greater accuracy.
2) Another adaptation could be looking at the history of tessellations and how the art form
differed throughout various time periods.
Teacher Evaluation:
Art Assessment Rubric
1 2 3
Completion Student was not able Student was able to Student was able to
to complete their complete their complete their
tessellation in the tessellation tessellation and
designated time present their piece to
frame the teacher or whole
class.
Art Vocabulary When asked, the When asked, the When asked, the
student is unable to student can provide student can define
explain what the definitions for the the new terms and
new terms mean new terms used in utilize them when
the lesson describing their
creative process
Creativity Student did not use Student used the Student used the
color in their project required color required color
patterning in their patterning and drew
art additional features
on their tessellation
(eyes, legs, etc.)
Personal Student does not Student Student
Responsibility communicate kindly communicates communicates
with others kindly with others kindly, cleans their
and cleans their work station and is
workstation at the helpful to others
end of the period

All areas will be evaluated on quality writing, research, clarity and originality as well as
following the directions for a DBAE lesson.