tessellations

MATH R                  T A WebQuest for 8th Grade Mathematics

Designed by

Elisa R. Smith elisagwen@yahoo.com

Introduction | Task | Process | Evaluation | Conclusion | Credits |

Introduction

Mathematics is often thought of as boring and bland. It is associated with number crunching and long calculations. However, mathematics is not limited to such things. It can be seen in nature, in art, and in architechture. This project will give you the chance to experience how math and art are connected.

The Task

It is the beginning of the school year, and the yearbook committee is looking for designs for the yearbook cover. The committee has asked Ms. Smith's math class to come up with a design. Fortunately, Ms. Smith's class is working on a geometry chapter, and have just begun a section on symmetry, patterns, and tessellations. You, along with a group of your peers will be in charge of coming up with a design. Each group with present their designs to a panel of judges, and the winning design will be used for the yearbook cover.

The Process

DAY 1 You will be assigned to a team of 4 students In the library, each group will be given a computer to use for researching tessellations; however, only 2 students will be working on the computer at a time. The other 2 students will be given a handout to read over and discuss. All team members will have a worksheet to fill out and turn in at the end of the class period COMPUTER MEMBERS Below are a list of websites that you will be using to research tessellations. Please visit each site in the order given, and answer the questions on the the provided worksheet. After learning about what tessellations are and how to create them, you will work as a group to design a piece of work that is made up of tessellations.

http://www.coolmath.com/tesspag1.htm (questions 1 and 2 and 3) http://www2.spsu.edu/math/tile/grammar/index.htm (questions 4 and 5) http://www.geohangout.com/Project%202/project2.html (question 6) http://www.horizon.ab.ca/barnwell/grade91/index.html http://www.farraguttn.com/fhs/math/nctm/tessellations.htm (question 7) http://www.howe-two.com/nctm/tessellations/paperscissors.html http://www.iproject.com/escher/teaching/maketessel.html

HANDOUT MEMBERS Read through the handout and fill out the worksheet provided.

DAY 2 All teams will return to the library to continue researching tessellations The 2 members of each group that had handouts the previous day, will work on the computer today. The members that worked on the computer previously, will now work with handouts. COMPUTER MEMBERS Below are a list of websites that you will be using to research tessellations. Please visit each site in the order given, and answer the questions on the the provided worksheet. After learning about what tessellations are and how to create them, you will work as a group to design a piece of work that is made up of tessellations.


 * the websites and step-by-step instruction will be on the handout given to each member; however, I have listed those which were included in the "website resources" section

HANDOUT MEMBERS Read through the handout and fill out the worksheet provided.

DAY 3 As a class, we will discuss tessellations, and what we have learned about them. I will provide step-by-step instructions on how to create a tessellation by hand, and show a variety of examples. You will have a chance to get any questions answered and a chance to brainstorm your design. Each individual will have to design a tessellation, and will be given an index card. The index card design will be used to create the tessellation. The tessellation must include: -at least one reflection -color(s) -a complex design OR a design made up of two or more polygons

The individual designs will be due the next class period

DAY 4

Group members will have the first 10-15 minutes to finish up their tessellation design and get questions answered and any problems solved Groups will then meet in the library, where they will choose which design they will be submitting to the panel of judges (7-10 min) Groups will spend the remainder of the class period putting together their presentation. Each group member will have one of the following jobs: - showing the step-by-step process used to create the tessellation - identifying and explaining the transformations - explaining why the design was chosen - and a pitch selling the design to the panel/committee

DAY 5 Groups will have one last chance to prepare for their presentation (5-10 min) A panel of judges (teachers and students) will follow a rubric for scoring each presentation, based on the four jobs given to each group member as well as a creativity score Each group will be given a maximum of 7 minutes to present. An additional 2 minutes will be given for any questions that the panel or class may have

Websites Resources history connection http://www.geohangout.com/Project%202/project2.html http://www2.spsu.edu/math/tile/grammar/index.htm

types of symmetry http://mathforum.org/geometry/rugs/symmetry/basic.html

what is a tessellation? http://mathforum.org/sum95/suzanne/whattess.html http://www.coolmath.com/tesspag1.htm

interactive http://www.shodor.org/interactivate/activities/tessellate/index.html http://gwydir.demon.co.uk/jo/tess/tri.htm

tessellation examples http://gwydir.demon.co.uk/jo/tess/ http://www.farraguttn.com/fhs/math/nctm/tessellations.htm http://www.horizon.ab.ca/barnwell/grade91/index.html

how to make a tessellation http://www.howe-two.com/nctm/tessellations/paperscissors.html

Conclusion Over the last week you have been able to explore the beauty that is mathematics. I hope this project has opened your eyes to how fun math can be; however, the fun does not stop here. There are many other mathematical topics that involve complexity, excitement, and beauty. So open your mind and explore!!!

Credits &amp; References all the websites that are referenced in the "website resources" section "World of Escher" book (more details to follow) Last updated on August 15, 1999. Based on a template from The WebQuest Page