Tessellation art project3/29/2023 Key ideas to reinforce in this include the conservation of area, perimeter and orientation. Students can then practice and have a go at making their own using Copymaster 2. Have a selection of pictures of Escher’s work to leave on your board. Ideas around creativity can be mentioned here by the teacher. Other ideas include altering a side and translating the alteration across the square, both ideas are explored in the student activities given later.ĭemonstrate this using an example or two, for example: These instructions use the idea of taking a nibble and translating that across the square. Use the Escher type tessellations instructions card above to show how a tessellating tile can be made using translation. Making a base template with translation only. If a more in-depth look at translation was wanted teachers could explore Session 2, Activity 1 “teacher and student activity using translations” in the Transforming Shapes unit of work. Translation allows us to repeat patterns. The properties of size, shape and orientation remain invariant (unchanged) under the operation of translation. ![]() We would say quadrilateral ABCD maps to quadrilateral A’B’C’D’ under translation to the right of 6.5cm. Note that lines AA’, BB’, CC’ and DD’ are all parallel. In the figure above, quadrilateral ABCD has been translated to a new position in the plane (A’B’C’D’). Translations involve a linear shift or slide of a figure in a plane. ![]() In this activity students are learning about translations. Using translation to create a tessellation.This session explores learning to create a base pattern for a tessellation that has translation only. Shapes are equilateral triangle, square, rectangle, rhombus, parallelogram, kite and hexagon. You may wish to add additional activities while they are doing the beginning tessellations activities so you can teach shape recognition and the properties of the shapes used in this unit. While students are working on the tessellation activities, there is a great opportunity to circulate around your classroom and discuss the shapes the students are going to meet during this unit. Use the activities to draw out the ideas around invariant properties of tessellations – specifically area and length remain the same. Students complete the activities Stingrays, Hexastars, and Butterflies ( Copymaster 1). Discussions can include examples of other places students see tessellations in the real world, for example, paving patterns, ceramic tiles, beehives, wallpaper. Students are introduced to the idea of tessellations, referring to the examples given in the introduction. An outline of the unit of work is given, explaining what is required of students in each subject. Introduction to Escher’s work, both his wider art and his art based on tessellations through a PowerPoint. ![]() Recognising that area and length are invariant in tessellations.Setting the scene for the unit and making the connection between the mathematics and how it will be used in art.Outline of unit of work by teachers explaining what is required of students in each subject. This unit of work has most of the mathematics front-loaded to support students’ ideas for their piece of art. The teacher supports this work with examples of art that are based on the ideas of the mathematics being explored. It is also expected that any session may extend beyond one teaching period. This unit of work is presented as a series of six sessions, however, more sessions than this may be required.
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