E3T UDL Lesson

Lesson Title: Tessellation Insights Grade Level: 8th Subject: Mathematics Developed By: Caitlin Lynch Unit: Geometry/Angles Abstract: The following lesson is part of a larger unit on using the basic rules of Geometry to discover the importance of angles. This allows the students to explore angles by utilizing Visual, Auditory, and Kinesthetic learning throughout the lesson. Students will use history, previous learned knowledge, and fun activates to expand their knowledge on angles. At the end of this lesson students will be able to be able demonstrate how tessellations are created as well as explain how they are used in today s world. Length of lesson: 67.5 minutes (1 full class period and of a class period)

Pre Planning
Big Idea (s) Students will be able to create their own tessellation and have an understanding of its importance in Geometry and where they are used in today s world outside of the classroom. Students should also be able to recognize, define, and understand the principles of Area, Angles, Congruency, and Transformation. Essential Questions: - What is a tessellation? - What geometric properties and theorems are shown in this tessellation? - What are the two properties must your structure must have in order to be considered a tessellation? - What is the importance of angles in a tessellation? - After learning and observing the different types of tessellations, can you name places tessellations are used outside the classroom?

Adapted from: Planning Effective Instruction (Price, Nelson 2007)

Macomb ISD E3T Team Universal Design for Learning S. Hardin, P.Jankowski, M. Klein, M. Staskowski, C. Wozniak 2007/08 -1-

E3T UDL Lesson

New York Content Expectations: Geometry

8.G

Understand congruence and similarity using physical models, transparencies, or geometry software. 1. Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines. 2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. 3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. 5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. Objectives: - Students should have a full understanding of what a tessellation is and how to construct one. - Students should have a full understanding of different geometric theorems and how they are found in tessellations. - Students should be aware of where tessellations are used in today s world outside of the classroom. Brief Description of Summative Assessment After a full day s lesson of learning about tessellations and their properties, as well as having practice with their fellow classmates the students will be assigned two tasks for homework. The first task the students will be asked to hand in a written assignment, which they can email or hand in a printed/handwritten copy, of an explanation of 2-3 places/objects they discovered in their neighborhood/household that are tessellations, and the shapes that create them. The second task, the students will be asked to create a tessellation of their own. At the beginning of the next class period, the students will be asked to present their tessellation in front of the class. During their presentation they will be expected to answer several questions; the shapes they
Adapted from: Planning Effective Instruction (Price, Nelson 2007)

Macomb ISD E3T Team Universal Design for Learning S. Hardin, P.Jankowski, M. Klein, M. Staskowski, C. Wozniak 2007/08 -2-

E3T UDL Lesson

choose and why? The pattern they choose and why? And an explanation of how the figure they created is considered to be a tessellation. The students will be encouraged to present their tessellation, however, if they feel extremely uncomfortable they will be given the option to hand in a written assignment answering the same questions stated above. The students will be provided several choices of ways they want to create their tessellations: 1. They can use the following website, in which if a student does not feel comfortable drawing their tessellation they can create it on the computer and print it out to show the class: http://ejad.best.vwh.net/java/patterns/patterns_j.shtml 2. I will have provided extra pattern blocks, graph paper, and crayons that the students will be allowed to borrow for the night. Therefore, they will be able to trace the pattern they designed by rearranging the pattern blocks to a design they like and fits the criteria of being a tessellation. 3. For those students who are creative and artistic, I will provide crayons, graphing paper, and printouts of Escher s work for them to reference to. They can create a tessellation design of their own, which might obtain more detail compared to those who use pattern blocks. For those students who need extra help, I will have an open lunch period and study time after school for them to come in and work with me one-on-one. Both tasks will reflect on the students grade as a graded homework assignment (which the students will be aware of). They will be graded based on how well they completed the assignments, the effort they put into the assignments, correctness, and understanding. Based on the students reaction and performance it will be clear to see their opinions of this lesson. If students take the time to create new and interesting tessellations as well as have the knowledge and understanding of how they work, it would demonstrate to the teacher that the lesson was not only successful but it also caught the students interest. However, if the majority of the class did not complete the assignment, and were unclear during their presentation, this would entail that the teacher should make major improvements to their lesson because the students have not comprehended. If the second assignment was successful the students tessellations will be collected and represented on a bulletin board inside the classroom to demonstrate their good work and understanding. Lesson Opening: I will begin the class with a PowerPoint presentation on Tessellations. It will be an introduction for the students to discover what a tessellation is and its definition. It will provide many examples so the students can have a visual understanding of what a tessellation is. It will also present to the students a brief story and the artwork of the famous artist M.C. Escher, who is known as the King of Tessellations . The presentation will finish up with several questions, which the students will discover the answers throughout the remaining parts of the lesson.
Adapted from: Planning Effective Instruction (Price, Nelson 2007)

Macomb ISD E3T Team Universal Design for Learning S. Hardin, P.Jankowski, M. Klein, M. Staskowski, C. Wozniak 2007/08 -3-

E3T UDL Lesson

Exploration: After the introductory power point, students will individually begin making the Tessellation Insight project that is presented on pages 66-68 in the Key Concepts in Mathematics book written by Timothy J. McNamara. This project entails every student to create the same exact tessellation pattern. The teacher will provide the materials for every student. After the students have completed the tessellation, an organized class discussion will be held. In which we will discuss and review the different geometric theorems found in this particular tessellation. Students should be able to recognize: Area: - The area of a triangle = half the area of a parallelogram. Angles: - An exterior angle of a triangle = the sum of its two remote interior angles. - A straight line = 180r. - The sum of the three angles of a triangle = 180r. - The measure of a circle = 360r (six angles at any one vertex). - The sum of the exterior angles of any polygon = 360r. Congruency: - Vertical angles are congruent. - Opposite angles of a parallelogram are congruent. - The diagonal of a parallelogram divides it into two congruent triangles (by angle-sideangle ?ASAA). Transformations: - Rotation preserves orientation. Once this step has been completed, in order to make sure every student understands the material they will be broken up into equally sized diverse groups assigned by the teacher. Each member will be expected to participate. Each group will be given an equal amount of pattern blocks consisting of squares, triangles, and hexagons that all have the same size base. By utilizing each other and the strengths each member brings to the group they will be assigned the task of creating their own tessellation. Check for Understanding: During the class discussion every student will be encouraged to be active in the conversation. The teacher will ask the questions in order to lead a good discussion, however, the answers are expected from the students. If there is a question form the students, the teacher will open it to the class first, if no one seems to have an answer it will be discussed by the teacher to make sure the students have an understanding. As the students are working in groups, the teacher will walk around the room to make sure each group is diligently working. If the teacher notices a group is having trouble, he or she will work with them and help lead them on a path to be successful. If at anytime the assignment seems too
Adapted from: Planning Effective Instruction (Price, Nelson 2007)

Macomb ISD E3T Team Universal Design for Learning S. Hardin, P.Jankowski, M. Klein, M. Staskowski, C. Wozniak 2007/08 -4-

E3T UDL Lesson

difficult or to easy for the class accommodations will be made to assure the students are working at their level of ability. Before the class is dismissed, the assessment questions from the PowerPoint will be presented to the class once again. The students will work together in their assigned groups to achieve the answers. Finally, before leaving the class both the groups answers and tessellations will be collected. Based on the outcomes of the in-class group work and the two homework assignments, the teacher will have to determine if the students have the knowledge to move on to the next section or continue with the same lesson until the class has a full understanding. Explanation: Describe how you plan to deliver the content to help students develop a mastery of the objectives. Be sure to provide: explicit learning strategies, multiple representations of information provided, direct instruction to address new vocabulary, frequent opportunities for response and practice, content summary, variety of student centered learning activities. - The students will use the PowerPoint to see examples of many different types of tessellations. - The students will participate in an active discussion in which they will review the different geometric theorems found in tessellations. - After the discussion, the teacher will provide a handout that will consist of all the key words and principles needed for the lesson. - Before splitting students up into groups, the teacher will have the students take out their textbooks. The teacher will show the students the pages in the text they can reference to if they are having trouble. - The students will have an in-class and homework assignment that will allow them to have an hands on experience of creating their own tessellation. - They will also have a homework assignment that demonstrates the importance of tessellations in today s world outside the classroom. Extended Practice: - The teacher must be sure that the students are aware of their time of availability. Therefore, if a student is having trouble he or she can come in for extra help or guidance. - The teacher will provide optional practice problems from the textbook. This would allow the students to practice working with the new geometric principles that were discovered during the lesson, enabling them to become stronger with the material. - The teacher will provide the computer lab with the pattern block website (http://ejad.best.vwh.net/java/patterns/patterns_j.shtml) enabling the students to work with tessellations when they have free time. Closing: In summary, based on the response of the students and achievements in their assessments will
Adapted from: Planning Effective Instruction (Price, Nelson 2007)

Macomb ISD E3T Team Universal Design for Learning S. Hardin, P.Jankowski, M. Klein, M. Staskowski, C. Wozniak 2007/08 -5-

E3T UDL Lesson

determine if the students will be ready to transition into the next lesson. Which would consist of the students exploring the geometric theorems and principles demonstrated in this lesson, but into much greater depth.

Adapted from: Planning Effective Instruction (Price, Nelson 2007)

Macomb ISD E3T Team Universal Design for Learning S. Hardin, P.Jankowski, M. Klein, M. Staskowski, C. Wozniak 2007/08 -6-