![]() You will make connections between mathematical concepts and their application to art, introduce tessellations, and support students to develop their understanding of area and length in relation to tessellations. Introduction: This session introduces the artwork of Escher and the concept of tessellation. This unit of work has most of the mathematics front-loaded to best support students in developing 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. Te reo Māori kupu such as rōpinepine (tesselate, tessellation, tiling, mosaic), neke (translate), huri (rotate), and whakaata (reflect) could be introduced in this unit and used throughout other mathematical learning. 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. 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 the work of students as models for others.altering the complexity of shapes students are asked to use in their tessellations.The difficulty of tasks can be varied in many ways including: providing opportunities for students to work collaboratively in partnerships, and to share and justify their ideas in small groups, and with the whole class.providing teacher support with the drawing of tessellations.directly modelling examples of tessellations and transformations.asking students to justify why they believe tessellating patterns occur. ![]() providing physical manipulatives, regular polygons, or online tools (many are available), so that students can experiments with the tessellation and transformation of different shapes. ![]() The learning opportunities in this unit can be differentiated by providing or removing support to students and by varying the task requirements. Ways to differentiate include:
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