MATHEMATICS
STAGE 2
TEACHING AND LEARNING OVERVIEW
TERM:
WEEK: 6.1
OUTCOMES: MA2-15MG
STRAND: Measurement & Geometry
WORKING MATHEMATICALLY:
MA2-1WM & MA2-2WM
Manipulates, identifies and sketches two-dimensional shapes including special quadrilaterals and describes their features
CONTENT:
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SUB-STRAND: 2D Space 2
Create symmetrical patterns, pictures and shapes, with and without the use of digital technologies
Create and record tessellating designs by reflecting, translating and rotating common shapes
Use digital technologies to create tessellating designs
Determine which of the special quadrilaterals can be used to create tessellating designs
Explain why tessellating shapes are best for measuring area
Identify shapes that do not tessellate
Explain why a shape does or does not tessellate
ASSESSMENT FOR
LEARNING
(PRE-ASSESSMENT)
WARM UP / DRILL
Pre-Assessment
Complete the pre-assessment question attached in the resources section of this lesson plan.
TENS ACTIVITY
NEWMAN’S PROBLEM
INVESTIGATION
Joe has made a tessellating pattern using trapeziums of the same size. What did his pattern look like and which
transformations were used in the process?
QUALITY TEACHING
ELEMENTS
RESOURCES
Students view short clip on different designs that tessellate including, rotational, reflective and transforming tessellations.
https://www.youtube.com/watch?v=5-3tOa9CPb0
INTELLECTUAL QUALITY
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Deep knowledge
Deep understanding
Problematic knowledge
Higher-order thinking
Metalanguage
Substantive communication
QUALITY LEARNING ENVIRONMENT
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Explicit quality criteria
Engagement
High expectations
Social support
Students’ self-regulation
Student direction
Pattern blocks, paper, pencils, crayons and computers
tessellation
pre-test.docx
SIGNIFICANCE
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Background knowledge
Cultural knowledge
Knowledge integration
Inclusivity
Connectedness
Narrative
TEACHING AND LEARNING EXPERIENCES
WHOLE CLASS INSTRUCTION
MODELLED ACTIVITIES
 Explicitly communicate lesson
outcomes and expectations of work
quality.
 Define and reinforce metalanguage
used in the unit: tessellation,
polygon, angle, plane, vertex and
adjacent.
 Revise the terms translate, rotate,
and reflect by watching the clip at:
https://www.youtube.com/watch?v=
0Z1aUhGCZs0
Students recall what they know about
tessellations.
 Discuss the three basic attributes of
tessellations:
 First, they are repeated patterns. Ask
students to find examples of repeated
patterns in the room. Generate a list
of the words one could use to
describe these patterns. Tell students
that while those are repeated
patterns, only some are tessellations
because tessellations are a very
specific kind of pattern.
 Second, tessellations do not have
gaps or overlaps. If students have
pointed to a pattern in the room that
has a gap or an overlap in it, point out
that it does not fit the definition of a
tessellation. Also discuss.
 Using pattern blocks and irregular
non-tessellating shapes, demonstrate
that tessellating shapes have no gaps
and are best for calculating area
because the whole shape is covered.
GUIDED & INDEPENDENT ACTIVITIES
LEARNING
SEQUENCE
Remediation
S1 or Early S2
LEARNING
SEQUENCE
S2
LEARNING
SEQUENCE
Extension
Late S2 or Early S3
 Digital Tessellations: Students use the digital program to tessellate basic shapes.
http://illuminations.nctm.org/Activity.aspx?id=3533
 Patterns and Tessellations: Students examine and choose a more complex pattern and the
computer tessellates the shape at:
http://www.pbs.org/parents/education/math/games/first-second-grade/tessellation/
Tessellating Patterns: Students decorate a house using tessellating patterns.
http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/L7788/object/index.html
 Pattern Blocks: Students use sets of pattern blocks to create tessellations covering their desk.
They then draw and explain to a partner what shapes they have used to create their
tessellating pattern.
 Digital Tessellations: Students use Microsoft Word to tessellate shapes using rotations,
translations and reflections to create a computer generated art work. Students fill each shape
with different colours to enhance their artwork.
 Art Lesson: Students create artworks with tessellating patterns.
https://www.pinterest.com/pin/143481938100015914/
 Investigation: Part A: Students walk around classroom and identify patterns of tessellation.
Make a class list of patterns observed and noted. Part B: Students identify shapes in the
classroom that do not tessellate.
 Assessment: Students use the attached site to demonstrate their understandings of
tessellation. http://illuminations.nctm.org/Activity.aspx?id=3533
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 Art Lesson: Hexagons Students view video and complete more complex tessellation based on
a hexagon. It will require some pre-planning.
https://www.youtube.com/watch?v=zuMVo0JWO6Y
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Third, tessellations can continue on a
plane forever. Define plane (use a
concrete example in the room) and
show students how the pattern could
continue on that plane if it were to go
on beyond the confines of the
building (e.g., it could continue as a
pattern on the ceiling without any
gaps or overlaps even if the ceiling
were to continue forever, far beyond
the walls of your school).
 Activity 1:.Use the site below to discuss
the fact that there are no gaps. Pose the
question: Can all shapes tessellate?
Students list what shapes (including
special quadrilaterals) can and cannot
tessellate. Students justify their
conclusions.
http://www.shodor.org/interactivate/acti
vities/Tessellate/
EVALUATION &
REFLECTION
Student Engagement:
Achievement of Outcomes:
Resources:
Follow Up: