Tessellations – ASSURE model lesson plan



Tessellations – ASSURE model lesson plan

A: Analyze Learners

This lesson is designed for a seventh grade class. Most of the students are either 12 or 13 years old. Since it is a general math class, there is a wide range of abilities.

Before the lesson, a large majority of the students should be able to demonstrate how to slide (translation), turn (rotation), and flip (reflection) an object with 100% accuracy.

In the area of learning styles, this lesson uses logical/mathematical and visual/spatial.

S: State Objectives

After watching the video, students will describe the characteristics of a tessellation with 100% accuracy.

Given a geometric object, students will create a simple tessellation pattern noting the different types of transformations that take place with 100% accuracy.

Given two objects on paper, the student will explain what type of transformation took place: translation, rotation, or reflection with 100% accuracy.

The objectives above would be classified in the cognitive domain.

S: Select Methods, Media, and Materials

The selection of this video is to allow students to see professionally developed tessellations, characteristics of them, and how to create them. Using the video and the idea of tessellations, students can then create their own tessellations using the concepts of translation, reflection, and rotation. I created the worksheet with the idea of further practicing the three transformations. These two activities (making the tessellation and the worksheet) accommodate different learning styles.

The media utilized in this lesson is video and printed materials.

The materials needed for this lesson are VCR, video “Tessellations: the art & the magic”, (Publisher: Teacher’s Video Company, 2001) geometric shapes, plain copy paper, and worksheet on transformations.

U: Utilize Media and Materials

The video needs to be previewed, noting how much of the video to watch and the length of the segment.

Geometric shapes need to be located. Simple shapes such as triangles and squares would work well for this project. An adequate amount of plain copy paper needs to be acquired. Be sure to have enough so that when a student makes a mistake in their tessellation they can easily get another piece of paper. The worksheet on the transformations needs to be complete and copied for every student.

After students watch the video, they are to get a geometric shape along with paper and create a simple tessellation. Emphasis should be placed on what type of transformation is taking place as they create their tessellation. Students should begin their tessellation in the middle of the paper and work toward the edges. The goal is to fill the entire paper with their tessellation. Crayons and colored pencils can be made available to make the work more interesting. After this activity is completed, the worksheet is handing to each student.

R: Require Learner Participation

After the video, questions need to be asked to find out how much information was gained from the experience.

Examples of questions:

What was one thing that you learned from this video?

What are the characteristics of a tessellation?

What do translation, rotation, and reflection have to do with tessellations?

The creation of the tessellation by the student and the completion of the worksheet are both learner-centered with the students involved in the lesson.

E: Evaluate and Revise

The students will be evaluated on their tessellations and the worksheets. On the tessellations they will need to identify transformations that takes place with the geometric shape. On the worksheet, they will be given a simple tessellation and asked to find an example of a reflection, rotation, and translation.

As the students complete the tessellation and worksheet, the teacher should find out how individual students are completing the activities. Feedback from the students should be used to revise both the materials and the methods for the completion of the objectives in the future.

Standard:

Academic Content Standards, K-12 Mathematics

Grade 7 – Geometry and Spatial Sense Standard #8

Perform translations, reflections, rotations, and dilations of two-dimensional figures using a variety of methods (paper folding, tracing, graph paper).

(The following is the print media that was used in the lesson)

Name___________________________

Math - __________________________

Date ___________________________

Transformation Worksheet

Directions: Below is a simple tessellation. Determine what kind of transformation (translation, rotation, or reflection) is taking place. There may be more than one transformation in each problem.

1 2 3 4 5 6 7 8 9 10 11 12

13 14 15 16 17 18 19 20 21 22 23 24

What transformation(s) is taking place from triangle 1 to 5?

_________________________________________

What transformation(s) is taking place from triangle 8 to 9?

_________________________________________

What transformation(s) is taking place from triangle 11 to 13?

_________________________________________

What transformation(s) is taking place from triangle 5 to 16?

_________________________________________

What transformation(s) is taking place from triangle 10 to 22?

_________________________________________

What transformation(s) is taking place from triangle 16 to 21?

_________________________________________

What transformation(s) is taking place from triangle 1 to 20?

__________________________________________

What transformation(s) is taking place from triangle 10 to 23?

____________________________________________

What transformation(s) is taking place from triangle 12 to 8?

_____________________________________________

What transformation(s) is taking place from triangle 6 to 19?

______________________________________________

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