![]() Give them images of buildings to inspire them and for them to discuss. Talk to the students about buildings and how they are constructed.Look online for examples of tessellation in the natural and human-made world. Look for examples of tessellations in students’ environment such as lino, or tile patterns, facades of buildings, or honeycombs in beehives. Mosaic tiles can be created from fired clay, or cobblestones created from concrete. Tessellation might fit well with efforts to beautify the school environment. Students might be fascinated by the work of Dutch artist Escher, who built his work on distorting regular polygons to create ‘life-like’ tessellation patterns, or by the work of New Zealand artist Glen Jones or Australian artist Bruce Bilney. For example, tessellations are prominent in Islamic art traditions and in tapa cloth designs from Pacific nations. The contexts for this unit can be adapted to suit the interests and cultural backgrounds of your students. Motivate students to add a new, undiscovered tessellation to the class display. displaying students' work as a model for others, especially from students who provide explanations about why particular tessellations work.Then open the investigation to more complex regular polygons triangles, squares, pentagons, and hexagons, until generalisations about angles around a vertex have been developed. restricting the set of shapes at first, e.g.around 180s and 360s in skateboarding or surfing) using students’ knowledge of everyday contexts to teach angles as a measure of turn (e.g.allowing access to calculators and digital tools, so the investigations are more about spatial reasoning than calculation.The difficulty of tasks can be varied in many ways including: ![]() Regular sharing of ideas will encourage students to extend their thinking and will allow them to learn from each other.
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