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Number of Students: 36
Lesson Objective:
I Can- Define tessellation and identify examples of tessellations.
I Can- Explain what regular polygons create tessellations and create my own tessellation.
Standards:
CCSS.MATH.CONTENT.HSG.CO.A.2
Represent transformations in the plane using, e.g., transparencies and geometry software;
describe transformations as functions that take points in the plane as inputs and give other
points as outputs. Compare transformations that preserve distance and angle to those that do
not (e.g., translation versus horizontal stretch).
CCSS.MATH.CONTENT.HSG.CO.A.5
Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure
using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of
transformations that will carry a given figure onto another.
Anticipatory Set:
To begin class I will ask the students to get out a sheet of paper, I will then show them a series of four
photos and ask them to write down what these pictures have in common. I also want them to write down
any differences between the photos.
After showing the four photos we will have a short discussion on the thoughts the students wrote down.
We will create a running list of ideas they came up with and see if we can get a consensus on what all the
pictures have in common and see if we can define them in any way.
Teaching/Instructional Process:
around the room checking for understanding. When they are finished we will come back as a class and discuss
which images are true tessellations and the reasons why.
Independent Practice:
For practice at home students will be given the following assignment:
Find an example of a tessellation and bring it to school tomorrow. You can look in magazines or take a picture of
something at your house or neighborhood (DO NOT just Google search an image!)
Needed Resources
Warm up sheet, student notebooks, smart board, magazines or camera