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TargetStrategies Aligned Mathematics Strategies Arkansas Student Learning Expectations Geometry ASLE Expectation: AR04MGE040403 R.4.G.

3 Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships: Identify and explain why figures tessellate The student will identify and explain why figures tessellate. Analysis Relationships between two- and three-dimensions

Focus Objective: Level: Strand: Prerequisite Skills:

describe relationships among types of two- and three-dimensional objects using their defining properties (MG.11) describe sizes, positions, and orientations of shapes under transformations: translations, rotations, reflections, and dilations (MG.12) identify the line or rotational symmetry of objects using transformations (MG.15) (Coding refers to an applicable TargetFundamentals lesson.)

Related Expectations: AR04MGE010103 LG.1.G.3 AR04MGE040402 R.4.G.2 Develop the language of geometry including specialized vocabulary, reasoning, and application of theorems, properties, and postulates: Describe relationships derived from geometric figures or figural patterns Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships: Solve problems using properties of polygons: Sum of the measures of the interior angles of a polygon; interior and exterior angle measure of a regular polygon or irregular polygon; number of sides or angles of a polygon Specify locations, apply transformations and describe relationships using coordinate geometry: Draw and interpret the results of transformations and successive transformations on figures in the coordinate plane: Translations; reflections; rotations (90, 180, clockwise and counterclockwise about the origin); dilations (scale factor)

AR04MGE050507 CGT.5.G.7

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-1
Last printed 10/31/08

INSTRUCTIONAL PREPARATION Materials: bag of geometric tiles of various shapes (one per pair of students) construction paper (2 sheets per student, optional) scissors (one pair per student, optional) Duplicate the following (one per student unless otherwise indicated): Vocabulary reference sheet Tessellations reference sheet Creating a Tessellation worksheet Tessellate the Figure worksheet Tessellating Figures worksheet Prepare a transparency of the following: Vocabulary reference sheet Tessellations reference sheet Creating a Tessellation worksheet Tessellate the Figure worksheet Display the Focus Questions: What are the characteristics indicating a figure that tessellates? Why would a figure not tessellate? INSTRUCTION 1. To begin the lesson, ask the students to name any geometric figure they can recall, and draw the figure on the classroom board. After they name a few shapes, draw any common figures they forgot to mention on the classroom board, including various regular polygons. Then ask the students the following question: What properties lead you to identify one figure differently from another? (Answers may vary but might include that the number of sides can be used to classify figures, e.g., a triangle has three sides, a rectangle/square has four sides.) Discuss students responses. Explain that, while all the figures appear different, there are properties about each that help identify them, such as the number of sides or interior angles. Explain to the students that some geometric shapes can be placed and connected together in a very symmetrical pattern that covers a plane without any gaps or overlapping regions, similar to the tile on a kitchen floor. Discuss with the class which shapes on the classroom board might produce this type of pattern, and have volunteers come to the classroom board to sketch the patterns to test their predictions. Explain to the class that with regular polygons, whether or not a figure tessellates, or produces this type of pattern, is actually related to the interior angle measures of the figure. Tell the class that in todays lesson they will be investigating shapes that tessellate and how to determine if a figure will tessellate.
TargetStrategies 2008 Evans Newton Incorporated AR04MGE040403-2
Last printed 10/31/08

2.

Distribute copies of the Vocabulary reference sheet and display the transparency. Review the term polygon, which refers to any closed plane figure that includes three or more line segments that meet at their endpoints. Tell the students that there are many other polygons besides the shapes included on the reference sheet and those that were drawn on the classroom board during the introduction. Refer the students to the definitions of hexagon, octagon, and pentagon. Ask the following question: What other figures can you think of besides these that represent polygons? (Answers may vary but should include triangle, square, rectangle, trapezoid, parallelogram, pentagon, and decagon.) Discuss students answers. Instruct the students to list those figures not included on the Vocabulary reference sheet on the reverse side of the reference sheet. Examples include the following: Square: Trapezoid: Parallelogram: Review the term rotation on the reference sheet. Rotation is when a figure is turned in a certain direction (clockwise or counterclockwise) around a given point. Explain to the class that one type of tessellation involves rotations. Read over the definition of translation, explaining that tessellations can also be produced by translating a figure vertically and horizontally. Allow time for the students to review the remaining terms on the reference sheet, and answer any questions they may have. Rectangle: Decagon: 10 sided figure

3.

Distribute copies of the Tessellations reference sheet and display the transparency. Read the introduction box aloud while the class follows along. Explain to the students that a tessellation is best referred to as tiling, similar to the tile on a kitchen floor. Ask the students the following question: What is a common characteristic of tile? (It is commonly placed in a pattern where no tiles overlap and there are no gaps between tiles.) Remind the students that, just like tile, tessellations can be formed from a variety of different shapes. Continue reading the information on the reference sheet, defining translation tessellation and reviewing examples 1 and 2. Point out to the students that example 1 is a parallelogram, and figure 2 is an irregular dodecagon. Both shapes were translated, or moved horizontally and vertically. Explain to the students that example 1 did not contain any gaps or overlaps in the tiles after the figure was tessellated. Refer to example 2 and identify both the horizontal and vertical translation of the figure. Show the students the three gaps that were created between the tiles. Explain that this example is not considered a tessellation because of the gaps that were created in the tiles

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-3
Last printed 10/31/08

after the figure was translated. Answer any questions the students may have about identifying translation tessellations. Ask the following question: On the bottom of page 1, list any other regular geometric shapes that could form a tessellation? (Answers will vary but may include square, rectangle, triangle, hexagon.) Discuss students responses, making sure to explain why one figure could tessellate and one could not. Use all student examples given, and draw each figure in a tessellating pattern on the classroom board if this shape was not used in step 1 of the Instruction component. Use the drawing to verify or refute whether a shape can produce a translation tessellation. After reviewing translation tessellation, ask the students to turn over their reference sheet and draw a translation tessellation using the following two figures:

After allowing enough time for the students to finish, go over the answers below. Students answers may vary slightly, but should show that a rhombus can tessellate and a heart cannot.

4.

Display the transparency of the second page of the Tessellations reference sheet. Read over the definition of rotation tessellation, and review examples 3 through 5. Refer to all three examples and make sure the students can identify the original figure, identified by the shaded gray. Point out to the students that example 3 is a hexagon, figure 4 is not a common shape, and figure 5 is a pentagon. Point out how all three shapes were rotated around the original figure. Explain to the students that examples 3 and 4 did not contain any gaps or overlaps in the tiles after the figure was tessellated. Identify on the figure that every tile is connected on all sides, which identifies this as a tessellation. Refer to example 5, identify the rotation around the original figure, and make note of the gaps that were created. Point out to the students that every side is not connected to the next tile, and for this reason example 5 is not tessellation. Answer any questions students may have. Ask the following question: On the bottom of page 2, list any other regular geometric shapes that could form rotation tessellation. (Answers will vary but may include square, rectangle, triangle, hexagon.) Discuss students responses, making sure to explain why one figure could tessellate and one could not. Use all student examples given, and draw each figure in a rotating tessellating

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-4
Last printed 10/31/08

pattern. Use the drawing to test whether the suggested figures tessellate when they are rotated. Answer any questions students may have. After reviewing rotation tessellation, ask the students to turn over their reference sheet and draw a rotation tessellation using the following two figures:

After allowing enough time for the students to finish, go over the answers below. Students answers may vary, but should show that the arrow cannot tessellate and a triangle can.

Continue reading the box on the bottom of the page. Explain to the students that in order for a regular polygon to tessellate, the measures of the interior angles must be a factor of 360 degrees. Remind the students that to calculate the value of one interior angle, you divide the sum of the interior angles by the number of interior angles. The sum of the interior angles for any polygon is s = (n 2)180 where n is the number of sides of the figure. Using this equation we can find: square/rectangle has interior angles of 90, a factor of 360 equilateral triangle has interior angles of 60, a factor of 360 a regular hexagon has interior angles of 120, a factor of 360 a regular pentagon has interior angles of 108, not a factor of 360 a regular octagon has interior angles of 135, not a factor of 360 a regular decagon has interior angles of 144, not a factor of 360 Have the students get with a partner, and distribute a bag of geometric tiles to each student pair. Have the students use the tiles to verify that, for regular polygons, figures tessellate only when the measures of the interior angles are factors of 360. Then ask the following question: Is it possible for a regular nonagon (9 sided figure) to tessellate? (No it cannot tessellate because the interior angles are 140 degrees, not a factor of 360.) Answer any questions the students may have about determining whether a regular polygon will tessellate. Make sure the students can calculate the interior angle measure of a regular polygon.

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-5
Last printed 10/31/08

5. 6.

If there is sufficient time, distribute copies of the Creating a Tessellation worksheet. Have the students do the activity using a pair of scissors and two sheets of construction paper. Display the focus questions. Give the students time to think about them. Facilitate a discussion that includes the following points: Polygons come in many forms, identified by the number of sides on the figure. Translation tessellations occur when a figure forms a pattern by translating either horizontally or vertically. Rotation tessellations occur when a figure rotates about its vertices. A figure can only tessellate when there are no gaps or overlaps between tiles. For a regular polygon figure to tessellate, the measure of its interior angles must be a factor of 360 degrees.

7.

Distribute copies of the Tessellate the Figure worksheet and display the transparency. Read the directions aloud and answer any questions students have about the worksheet. Assign the worksheet to be completed individually. When enough time has been allowed to complete the assignment, review the answers with the class, using the Teachers Answer Key. To conclude the lesson, instruct the students to put away their worksheet and reference sheets. Have them answer the focus questions in their math journal or on a separate sheet of paper. They should include examples of translational and rotational tessellations, as well as how to calculate the interior angle measures of a regular polygon.

8.

ASSESSMENT Distribute copies of the Tessellating Figures worksheet to be completed individually. ALTERNATIVE INSTRUCTION Review with the students several different geometric shapes. Draw each of the following shapes on the classroom board: square, rectangle, parallelogram, isosceles triangle, trapezoid, pentagon, hexagon, heptagon, octagon, and decagon. Make sure the students can identify the properties of each shape. Briefly review with the students the definition of tessellation and the difference between translational and rotational tessellation. Place the students into groups of three or four, and hand each group a bag of different tiles. Using the tiles, the students will find the matching tiles and try to create a pattern that tessellates. The students will do this with many different shapes in the bag and make notes of which shapes can tessellate and which cannot. Ask the students to identify whether it is translational or rotational tessellation as they work through the activity. Give the students enough time to get through the entire bag of tiles, as you answer any questions students may have. Once finished, discuss as a class which shapes tessellate and which cannot. Make sure to explain why each shape is considered tessellation or not.
TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-6
Last printed 10/31/08

After discussing the various shapes graphically, explain how to mathematically calculate whether a regular polygon will tessellate using the interior angle measure. Have the students practice calculating interior angles, and using that answer, determine if various different regular polygons could tessellate. ALTERNATIVE ASSESSMENT Prepare additional assessment questions in the same format as the Tessellating Figures worksheet.

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-7
Last printed 10/31/08

Vocabulary
Geometry The study of the properties and relationships of points, lines, angles, surfaces, and solids in space Hexagon A polygon with six sides Octagon A polygon with eight sides Pentagon A polygon with five sides Plane figure Any two-dimensional figure Polygon A closed plane figure formed from three or more line segments that meet only at their endpoints Rotation A transformation in which a figure is turned a given angle and direction around a point called the point of rotation Translation A transformation in which a figure is vertically and/or horizontally shifted

A A

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-8
Last printed 10/31/08

Tessellations
Tessellations are patterns of identical shapes that can completely cover a plane with no gaps and no overlaps. These patterns can be used to create artwork, and they are used in designs for tile, wallpaper, and clothing.

Types of Tessellations:
Translation tessellation: A pattern formed by horizontal and/or vertical transformations. Example 1: The original figure transformed both horizontally (left and right) and vertically (up and down). There are no gaps or overlaps between tiles, which make this figure tessellate. Original figure

Example 2:

Original figure

The original figure transformed both horizontally (left and right) and vertically (up and down). There are gaps in between tiles, which does not make this figure tessellate. Gaps

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-9
Last printed 10/31/08

Tessellations
(continued) Rotation tessellation: A tessellation that is created by rotating a figure about its vertices. Example 3:

Original figure

Example 4:

Example 5:

Original figure

Original figure Examples 3, 4, and 5 rotationally transformed around the original figure. There are no gaps or overlaps between tiles in figures 3 and 4, making the figures tessellate. Example 5 has gaps between tiles, which is not a tessellating figure.

Gaps

Since tessellations meet at a corner with no gaps, for a regular polygon to tessellate, its interior angle measures must be a factor of 360 degrees. Examples of regular polygons that tessellate: equilateral triangle, square, parallelogram, rectangle, hexagon Examples of regular polygons that do not tessellate: pentagon, octagon, decagon
TargetStrategies 2008 Evans Newton Incorporated AR04MGE040403-10
Last printed 10/31/08

Name ________________________________________________________________________

Creating a Tessellation
Directions: Follow the directions below to create a translation tessellation. 1) Trace a design on one of the sides of the rectangle.

2)

Cut out the rectangle. Then cut along the dashed-line segments, and attach the cut-out piece to the opposite side of the rectangle.

3)

Tape the pieces together, and trace several of these shapes onto a blank sheet of paper.

4)

Cut out the traced pieces, and put them together to form a translation tessellation.

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-11
Last printed 10/31/08

Creating a Tessellation
(continued) Directions: Follow the directions below to create a rotation tessellation. 1) Create a design along the top of the square.

2)

Rotate the design about point B so the endpoint at A is moved to point C.

3)

Rotate the design about point C so the endpoint for B is at point D.

4)

Rotate the design about point D so the endpoint for C is at point A.

5)

Cut out and tape the design in its appropriate locations.

6)

Trace several of the figures. Cut them out and place them to create a rotation tessellation.

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-12
Last printed 10/31/08

Name ________________________________________________________________________

Tessellate the Figure


Directions: Read each problem carefully and solve. Explain your answer fully. 1. Which of the following polygons could tessellate?

A 2.

Johnny wants to tile his patio using only one polygonal shape. Which regular polygon shape couldnt he use to tile the patio?

3.

In order for a figure to tessellate, the sum of the interior angles must be a factor of what number?

4.

Sara is making a quilt using one of the regular polygon shapes, and she wants to make a tessellating pattern. Her choices are a pentagon, parallelogram, circle, or octagon. Which one of these shapes would work for Sara?

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-13
Last printed 10/31/08

Name ________________________________________________________________________

Tessellating Figures
Directions: Read each question. Circle the letter that contains the correct answer to the question or complete the problem in the space provided. 1. Which is not an example of tessellation? A. B. C. D.

2.

Jeans shirt has a pattern that was created using a single repeated shape with no holes or gaps between shapes. All the following could have been used to create Jeans shirt pattern except A. B. C. D.

3.

Melinda wants to tile her bathroom floor using only one polygonal shape. Which of the following shapes could she use to tile the floor? A. B. C. D.

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-14
Last printed 10/31/08

4. Mark is putting new tile in the shower in his bathroom. He wants to use colored tiles that are regular-shaped polygons. He will tessellate the polygons for the pattern on the tile as they form the walls of the shower. Draw and explain two shapes that will not be able to tessellate for his bathroom design, and two shapes that will be able to tessellate.

5.

Ron is tiling his kitchen; however, he doesnt know which shape of tile to use. Help him identify which shape would tessellate to fit perfectly on his floor without having to cut the tile.

A.

B.

C.

D.

6. Which of the following is a requirement for a regular polygon to tessellate? A. B. C. D. The sum of its interior angles must be 360. The sum of its exterior angles must be 360. Each interior angle measure must be a factor of 360. Each interior angle measure must be 360.

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-15
Last printed 10/31/08

7.

Which of the following is an example of tessellation? A. B. C. D.

8.

If the following shapes were drawn in a connecting pattern, which one would not tessellate? A. B. C. D.

9.

Danny is building a new home. He is laying shingles on the roof and wants to find a new shape to use. The new shape must tessellate in order to fit the entire area of the roof, and he cannot cut the shingles. Identify a shape that would tessellate and fill the area of the roof below. Sketch in the figure to demonstrate how it could tessellate to cover the roof.

10. Which of the following is not an example of a tessellation? A. B. C. D.

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-16
Last printed 10/31/08

TEACHERS ANSWER KEY

Tessellate the Figure


1. 2. 3. 4. B B 360 Parallelogram

Tessellating Figures
1. 2. 3. 4. D C C 0-4 points: 4 points for correctly stating the figures that would not work include regular pentagon, octagon, and decagon explaining that any figure with interior angles that are not factors of 360 would not tessellate stating that figures that would work include triangle, square, parallelogram, rectangle, and hexagon and explaining that any figure with angles that are factors of 360 would tessellate; 3 points for three of the above components; 2 points for two of the above components; 1 point for one of the above components; or 0 points for no correct components or for no response. 5. C 6. C 7. A 8. D 9. 0-2 points: 2 points for correctly answering hexagon and sketching hexagons in the diagram; 1 point for stating the correct answer with no drawing; or 0 points for an incorrect answer or for no answer. 10. D

TargetStrategies

2008 Evans Newton Incorporated

AR04MGE040403-17
Last printed 10/31/08

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