In this lesson, students make and verify conjectures about tessellations as well as dilate triangles on the coordinate grid.
10th Grade Geometry (STAAR)
Texas Essential Knowledge and Skills
G.2.A, G.2.B, G.3.B, G.3.D, G.5.C, G.7.C
Direct Instruction – Lecture and Note-taking
Interactive Instruction – Debate and Laboratory Groups
Indirect Instruction – Concept Formation
Description of Strategy Implementation
First, the teacher will explain tessellations and ask students to give examples of tessellations in daily life. The teacher will also review the 3 types of isometric transformations and give an example of how translations, reflections, and rotations can be found in tessellations.
Next the teacher will dim the lights and pick a volunteer to use the Mimio stylus for a concept formation activity. The volunteer will ask the class to assist in categorizing shapes in a GeoGebra program on whether or not they will tessellate.
Then students are put in groups of 3 and one student is assigned as Secretary, who is in charge of documenting. The students are given bins of tiling blocks and asked to discover which pieces tessellate and which do not.
After all the findings have been collected by the teacher and the tiles are put away, the students go back to their desks and revisit the GeoGebra program. The teacher will then scroll down and reveal which shapes truly do tessellate. Five of the shapes in the program are not revealed and further investigation is needed.
Students are then given pieces of graph papers that have been prepared with corner dots. The teacher will sit at her desk with the projector and lecture the four square tessellation rules. As the students copy each rule and illustrate it, the teacher will show examples of the different square rules fully tiled.
After learning the four rules and the main one that “actions must match,” the teacher will direct the students back to the GeoGebra file and ask students to correctly categorize the 5 remaining shapes based on the rules learned.
Lastly, students will be given a foldable on dilations and the teacher will directly instruct how to fill in the blanks and draw a dilations with a scalar factor of 2.
For homework, the students are given a dilation worksheet that is designed to be simple and reinforce the steps involved in dilations.
Students will receive a participation grade for the paper that the Secretary writes during the group tiling phase. Students will be observed throughout the period for their ability to find patterns and make verbal conjectures. For a homework grade, the students will practice performing dilations on the coordinate grid.
The students were highly motivated to use the Mimio and debate which shapes tessellate. I got a lot of comments that the students enjoyed playing with the stylus and asked to do more like it. One male student is usually very antsy and gets in trouble behind my back, so I allowed him to use the stylus on the board with full instruction on how to use it. By letting him be at the head of the class, he got the attention he needed to behave for the rest of the period.
The constant transitions between activities minimized interruptions and helped keep the attention of the students. I felt thoroughly prepared.
Will it tessellate?