Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Ria Beekman

Tessellations Art and Math Unit

Created by Ria Beekman
Ed 3700 OL Summer 2015

Filling two-dimensional planes has become a real mania to which I have

become addicted and from which I sometimes find it hard to tear myself
away. M C Escher

ART Tessellations and Transformations: Stage 1 Desired Results

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Established
Goals

TRANSFER GOAL
-

Students
will:
Describe
transformati
ons
(translations
, rotations
and
reflections)
using the
images that
they create
throughout
this unit.

Ria Beekman

Describe what a tessellation is and whether the tessellation was created

by using rotation, translation or reflection
Identify which transformation that an object has undergone. Also,
students will be able to identify how many times a certain object has
been rotated, translated or reflected.
MEANING

Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 to translate an image means to

move it as a whole. (left, right, up, down
or diagonally)

Q 1 How a certain transformation

affects an object?

U2 to rotate an image means to rotate

(circular motion) an object around a
certain point (point of rotation)

Q2 How does the choice of color

within a tessellation affect the
meaning and outcome of the final
piece of art?

U3 to reflect an image means to flip the

image completely across a certain line

Q3 How tessellations are used in

our everyday life.

U4 a tessellation is a pattern of shapes

that fit together perfectly no
overlapping and no gaps.
ACQUISITION OF KNOWLEDGE & SKILLS
Students will know
-

Students will be skilled at

What transformations objects have

undergone by looking at them.

Creating tessellations with

certain transformations.

STAGE 2 Evidence
Evaluative
Criteria
Performance is
judged in terms of

Assessment Evidence
Students will need to show their learning by:

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Ria Beekman

- Critique
-

Students will
use
manipulatives
to create a
tessellation
Students will
participate in
group/whole
class critique

Transfer Task:
-

Students will create several tessellations using specific

transformations. Students will then be expected for provide an
explanation of their tessellation to show that they understand
how this tessellation was made (by rotating, reflecting or
translating the objects).
Observing the students throughout the lessons and asking
focused questions to individual students will be a way to
formally assess students. (Eg. How do you know that is a
translation? What kind of transformation did the object have to
undergo to get to this particular spot? Etc.)
Students will compile all of their tessellations and worksheets in
a booklet to hand in at the end of lesson 3 (or a future lesson if
more time is needed).

Summary:
This mini unit is an interdisciplinary unit that will cover some of the grade 6 art
curriculum as well as some of the grade 6 math curriculum. This unit may be
rearranged or adapted to the grade 5 or 7 curriculum as well but it depends on the
students level of skill in the area of math and art. Tessellations are a form of art
that will definitely interest students but they do have an aspect of difficulty that will
likely challenge the students thinking. The nice thing about tessellations is that fact
that they can be created on various levels of difficulty. Gifted students and students
who enjoy thinking outside the box will likely want to create a tessellations that is
more complex while others students might only be able to create a tessellation with
regular polygons. In relationship to students psychomotor skills, this unit requires a
strong connection between students cognitive functions and their physical
movement as they have to create a shape that will ultimately be used to produce a
tessellation. Students will need to imagine how each of the shapes fit together
before creating the final product. Once the final tessellation is completed they will
have to be able to explain how they created it and what transformations the pieces
had to undergo.
This unit covers the sixth, seventh and ninth specific outcome under the Shape and
Space (Transformations) strand for Grade 6. It also covers the several learning
outcomes in the Art curriculum. This unit is likely to be taught after transformations
has been introduced to the class and some examples have been completed so that
they are not introduced with two completely new concepts.

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Ria Beekman

Throughout this unit, students will be shown examples and non-examples of

tessellations and will be expected to understand and explain (using the appropriate
terminology) why certain pieces are (or are not) tessellations. Students will be asked
to provide examples of tessellations that we see in everyday life (such as the
rectangles in a brick wall, tiles on the floor, painted patterns, etc). We can discuss
tessellations that we see in the city compared to tessellations we see in the country
to arouse each students interest as they will all have to think about a tessellation in
their own life. We can also talk about tessellations at school collectively.
Students will also learn about Escher as he was the man who made tessellations
more famous by including people and animals in his tessellations. This unit will
incorporate art history as we will look into some of the beginnings of tessellations
and what inspired this amazing artwork.
By incorporating art into the math curriculum I hope that I can engage more
students and provide them with yet another way to learn and remember the
material. Students who learn best from hands on experiences and visual
representations may benefit immensely through the creation of these tessellations. I
also realize that it is important for students to receive positive feedback (especially
in an art setting) since not all students are naturally great at art. They need to be
motivated, willing to try and not afraid to make a mistake!
Several different teaching styles will be used. There will be some direct instruction
to go over the history of tessellations with the assistance of visual representations.
Students will also be engaged in a whole class discussion where they can share
their ideas and examples of everyday tessellations. Hands on activities and group
work will also be incorporated to motivate students and to excite them for their final
project. Students will be required to memorize and use the words listed in the
vocabulary so that they become familiar with the right terminology.
Extension into more disciplines or learning outcomes:
-

Add math 6 angles into the mix!

Incorporate Language Arts into this by having students write a persuasive
letter as to why their tessellation should make it onto the legislature building
Science: Where do we see tessellations in nature? (Turtles, armadillos, bee
hives etc)

Vocabulary (http://dictionary.reference.com/):
-

Tessellations: a pattern of shapes that fit together perfectly no

gaps/overlaps
Transformations: movements applied to shapes translations, rotations,
reflections
Translations: moving without rotating
Reflections: a flip; over a line is a transformation in which each point of the
original figure has an image that is the same distance from the line of

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Ria Beekman

reflection as the original point but is on the opposite side of the line
(http://www.regentsprep.org/regents/math/geometry/gt1/reflect.htm)

Rotations: turning an image around on a certain point (either somewhere in

the center of the image or on the edge)
2-D shape: shapes with 2 dimensions length and width
Escher: an artist who has produced many tessellations throughout his artwork

Lesson Summaries:
Lesson 1: Intro to tessellations through a storybook! Students will then be
familiarized with Escher and his work. Well then look at different types of
tessellations and observe examples and non-examples of tessellations. Ask: where
do we see tessellations in everyday life? This lesson will be concluded with an exit
slip for me to see how much the students have learned about tessellations and what
might need to be reviewed in the next class.
Lesson 2: Review tessellations. The second lesson will mainly involve hands on
activities. We start by looking at several different images of tessellations and
discussing the transformations that are seen within each. Then students will receive
a Cartesian plane (in a sheet protector) to experiment with transformations. Then
students will be divided into groups each group receiving a handful of shape
manipulatives (same shapes and sizes) and try to create a tessellation. Discussion
to follow. Finally groups will receive a set of varying shapes and try to create a
tessellation. Once completed there will be a gallery walk and a discussion about
transformations.
Lesson 3: This lesson incorporates several videos on how to create a tessellation. As
a class, students will then create a tessellation using difficult/hard-to-remember
multiplication facts. Once these are completed students will receive the opportunity
to create their own (irregular shaped) tessellation using a guide for directions. (*This
will likely take up another lesson as well!) It will be interesting to see what students
come up with. Students who love animals might try to create an animal tessellation,
for example.
Detailed Lesson Plans:

Lesson #
1

Intro to Tessellations (Math and

History)
M C Escher

Teach
er
Date
Time

Unit/Stra
nd

Shape and Space (Transformations)

Grade

Ria Beekman
2015
50 minutes
6

CURRICULUM OUTCOMES
Math 6:
General Outcome: Describe and analyze position and motion of objects and
shapes.
Specific Outcomes:
6. Perform a combination of translations, rotations and/or reflections on a

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Ria Beekman

single 2-D shape, with and without technology, and draw and describe the
image. [C, CN, PS, T, V]
7. Perform a combination of successive transformations of 2-D shapes to
create a design, and identify and describe the transformations. [C, CN, T, V]
9. Perform and describe single transformations of a 2-D shape in the first
quadrant of a Cartesian plane (limited to whole number vertices). [C, CN,
PS, T, V] [ICT: C62.1]
Art 6 (Level 3):
DEPICTION: Component 4: MAIN FORMS AND PROPORTIONS: Students will modify
forms by abstraction, distortion and other transformations

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
1. Describe what a tessellation consists of (rules of a tessellation).
2. Identify whether something is a tessellation (and find real life examples of
tessellations).
3. Identify which of the three transformations are present within tessellations.

ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:

Observe students throughout the lesson. Are they participating

in discussions and group work?
What is a tessellation? Who was famous for his tessellations?
How do tessellations relate to math? Is this a tessellation?
Worksheet; whole class discussions

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Program of Studies Math 6/Art 6

Smart board slides
http://www.tessellations.org/eschergallery1th Chromebooks
umbs.shtml
Booklet/Duo Tang
http://www.mcescher.com/

PROCEDURE
Attention Grabber

Introduction
Have an image of a tessellation up on the
board when students enter the classroom.
Ask students whether they have seen
anything like this before.
- Ask: What do you notice about this
image? (Similar objects, objects fit into
each other perfectly, any patterns - color
etc)
- What does this image remind you of?
-

(http://www.podcastgarden.com/podcast/tessellationradio)

READ: Toads and Tessellations

Time
10 min

Tessellations Art & Math (Shape and Space Transformations)

Grade 6
-

Ria Beekman

Book Summary: Enzo, the magicians son,

helps Tessel the shoemaker make twelve
identical pairs of shoes from just one piece of
leather. They form a pattern without gaps or
overlaps, introducing the concept of
tessellations.

Assessment of
Prior Knowledge

Advance
Organizer/Agenda
Transition to Body

Learning Activity
#1

Ask students what they know about

tessellations many students might have
seen tessellations before but are not
familiar with the term tessellation.
- Briefly review the possible
transformations (Reflection, Rotation and
Translation) Students should already be
somewhat familiar with these terms.
Prepare smart board slides (if necessary) or go
to the website provided.
In the next few lessons well be learning about
transformations by using and creating
tessellations. Today well learn about the history
of tessellations and analyze some examples.
Body
Direct Instruction/Whole class discussion
(students will fill in the first page of their
booklet):
- Do an example of each of the three
transformations:
o Translation sliding the image
o Rotation rotating the original
image
o Reflection reflecting the image on
one edge/point
o Note: Remind students to look for
these shifts when looking at more
tessellations.

Time
10 min

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Ria Beekman

Tessellations are created by applying

various transformations to the reoccurring
shape.
o No overlapping shapes
o No gaps
o Shapes fit into each other perfectly,
etc

Assessments/
Differentiation:

A: Through observation. Ask specific students to come

up to the board and show how to apply a certain
transformation.
D: Using visuals will benefit the visual learners. Some
learners enjoy direct instruction and discussions. Also,
by asking students up to the board they will be more
engaged and willing to learn.

Learning Activity
#2

History of Tessellations:
- Now that we know what tessellations are
lets find out who started it all.
- Students in groups of 2 or 3 will get a
Chromebook and go onto the website
(Tessellations.org). Students will be
expected to find answers to the 10
questions about Escher and Tessellations
in general. (Each student fills out their own
page in their Duo Tang.)
- After +-10 minutes regroup and share
answers.
o Since all students should have most
of the answers Popsicle sticks with
names may be pulled to choose
students to share their answer.

13 min

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Assessments/
Differentiation

Learning Activity
#3

Ria Beekman

A: Ask questions throughout this activity.

Circulate through the class to check for
understanding.
D: Ask different leveled questions where
appropriate. Group work may benefit some
students in different ways. Assist students.
Relating to our lives (Think-Pair-Share):
- Ask: Are tessellations just something that
is abstract and out of this world? OR Do
we ever see tessellations in our everyday
life?
o (2 minutes): Take out a paper and
write/draw your thoughts in
response to this question. (Provide a
hint if necessary eg. brick wall,
tiles in the classroom.)
- Finished? Share with a partner.
- Pull popsicle sticks. Ask students to
provide an example that their partner
gave them. (This requires students to have
listened to what they have been told!)

13 min

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Assessments/
Differentiation

CLOSURE:

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students

Transition To Next
Lesson

Ria Beekman

A: Do students understand what a tessellation is?

And what makes a it a tessellation? Collect their
Duo Tangs to check for their progress.
D: Ask different levelled questions. Provide
appropriate hints but allow time for students to
think.
Exit slip!
- In your own words: What is a tessellation?
- Provide one example of a tessellation.
- Why can we relate transformations to
tessellations?
- One fact about Escher.
- Etc.
Closure
Collect Duo Tang to review students work.
Exit slip - formative.
Ask students what they enjoyed about this
lesson. Any questions? Do you think that you
could make a tessellation?
Provide students with positive feedback
throughout the lesson (when they provide
answers or work well in groups). Give students
help at the appropriate time challenge them
while not allowing them to become too
confused.
Next class well use shapes to create some
tessellations!
Reflections

What went well?

What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?
RESOURCES (Lesson 1):
Book summary: https://www.rainbowresource.com/proddtl.php?
id=000978&subject=Mathematics&category=Informational%20Books
%20/%20Stories

4 min

Time

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Ria Beekman

https://www.blendspace.com/lessons/yWjPjJHf2BWXgQ/geometry-transformations
http://learntessellations.weebly.com/tessellations-in-life.html
http://www.gscdn.org/library/cms/35/4335.jpg
http://pixshark.com/tessellations-in-the-real-world.htm

Lesson #
2

Group Work Tessellating with

regular polygons

Teach
er
Date
Time

Unit/Stra
nd

Shape and Space (Transformations)

Grade

Ria Beekman
2015
50 minutes
6

CURRICULUM OUTCOMES
Math 6:
General Outcome: Describe and analyze position and motion of objects and
shapes.
Specific Outcomes:
6. Perform a combination of translations, rotations and/or reflections on a
single 2-D shape, with and without technology, and draw and describe the
image. [C, CN, PS, T, V]
7. Perform a combination of successive transformations of 2-D shapes to
create a design, and identify and describe the transformations. [C, CN, T, V]
9. Perform and describe single transformations of a 2-D shape in the first
quadrant of a Cartesian plane (limited to whole number vertices). [C, CN,
PS, T, V] [ICT: C62.1]
Art 6 (Level 3):
DEPICTION: Component 4: MAIN FORMS AND PROPORTIONS: Students will
modify forms by abstraction, distortion and other transformations

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
4. Identify which of the three transformations are present within tessellations. (Cont)
5. Describe single transformations of 2-D shapes on a Cartesian plane.

ASSESSMENTS
Observations:
Key Questions:

Are students participating/engaged?

Review: Who remembers what a tessellation is?
How can we use these shapes to create a tessellation?
Which transformations would our shapes have to
undergo?
Products/Performance Work in Duo Tang
Group work with regular polygons to create a tessellation
s:
and describe the transformations within

LEARNING RESOURCES CONSULTED

MATERIALS AND

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Ria Beekman

EQUIPMENT
Alberta Program of Studies Math 6/Art 6
Smart board slides
https://www.superteacherworksheets.com/tessellatio Regular shapes (manipulatives
ns/tessellate-graph-paper_GRAPH.pdf
or paper)
Worksheet
Popsicle sticks with names.
Sheet protectors w/ Cartesian
plane

PROCEDURE
Introduction
Attention Grabber

Assessment of Prior
Knowledge
Advance
Organizer/Agenda
Transition to Body

Learning Activity #1

Lets be ready to start in 3!

Have a tessellation on the smart board
that contains more than one shape/object.
(Discuss what transformations we see.
Focus on one shape at a time.)
- What is a Cartesian plane?
- What is the first quadrant?
Create smart board slides. Get shape
manipulatives.
Today we are going to create tessellations first
with one type of shape and then with two or
three.
Body

Ti
me

Quick Review of Previous Class:

- Tessellations
- Transformations
Cartesian plane (Smart board slides):
- Have an image of a simple/one-object
tessellation on the board. Choose one
shape as the starting point. Ask students
how we could move this shape to the one
beside it What transformation must the
shape undergo?
- Translation:

Rotation (grey diamonds):

Reflection (Yellow side to green

side):

3
min

Ti
me
15
mi
n

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Ria Beekman

Sheet Protectors/Cartesian plane:

o This activity is to help students
understand the idea of
transformation. One object will be
drawn in the first quadrant and
student will use an erasable marker
to translate, rotate and reflect it to
another place on the plane.
Students will then show the
transformation that the shape has
undergone using specified arrows.
o Teacher: Go around checking that
students understand each
transformation.

Finished: Students can help each

other OR they can draw another
shape and do the transformations
for that shape.
A: Observe which students understand what
transformations the shapes undergo. Help those
who dont during the group work later.
D: Ask different leveled questions. Simpler
images may be used depending on the students
level.
Group work! (Meant to be brief since it
involves only one shape.)
- Students will be separated into groups of
2. (More if larger class size.)
- Each group of students will receive a bag
containing only one type of shape.
(Triangle, square, rectangle, pentagon,
hexagon, etc)
o

Assessments/
Differentiation:

Learning Activity #2

10
mi
n

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Ria Beekman

Assessments/
Differentiation

Learning Activity #3

Students will receive ~4 minutes to try

and create a tessellation. Once theyre
created the tessellation they will receive a
notecard to write down the
transformation(s) that their shapes have
undergone. (Note: Some shapes wont
work!)
o Done? Do a quick gallery walk (One
group per tessellation). **Remind
students to keep their hands on
their back () and not to touch any
of the tessellations find a job for
those who touch! Rotate every 30
seconds or when it seems
appropriate.
o Tell student to take note of the
shapes that cant produce a
tessellation by itself and read the
note card about the type of
transformation involved. Do you
agree with what the notecard says?
o Briefly DISCUSS afterwards.
A: Observe what students are saying about the
tessellations. Encourage them to use the correct
terminology. Ask specific students: Why was that
not a tessellation? What transformation the
shapes undergo?
D: Vary the level of questions asked. Visuals aid
the visual learners. Go around helping those who
need it. Group students according to their level
of understanding help the groups that are
weaker and challenge those who seem to grasp
the concept.
Assign new groups If there were students
who didnt work well with their partner.
- Groups will receive more shapes (amount
depending on their level of understanding)
and again try to create a tessellation.
- Remind students of the tessellation rules
(No gaps, color pattern etc).
- Students will receive one notecard per
shape:
o Explain what transformation each
shape underwent and leave the
cards on the desk.
o Group exchange:

20
mi
n

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Assessments/
Differentiation

CLOSURE:

Assessment of
Learning:
Feedback From
Students:
Feedback To Students

Transition To Next
Lesson

Ria Beekman

One group goes over to

another group. The group
that created that tessellation
is required to explain to their
visiting group how they
created it and the
transformations involved in it.
Switch groups.

Sponge Activity (while other students finish their

tessellating):
- Students will receive the chance to do the
worksheet (listed under the resources for
this lesson).
- Remind students that color is important in
tessellations pattern.
A: Walk around and ask questions concerning
transformations.
D: The fact that students have to explain their
thinking brings it to another level providing
them with a deeper understanding of the
process.
Please write your names on the note cards and
leave the shapes on your desks.
Place a large paper rectangle (cardstock paper)
on the board and draw a Cartesian plane around
it.
- Ask specific students (or pull popsicle
sticks) to translate, rotate or reflect the
object around an certain line/point.
Closure
Check note cards (review these with the class in
the next lesson if necessary).
Ask students what they liked. Ask then to
provide simple examples of rotations,
translations, and reflections.
Provide positive feedback to students
throughout the lesson. Give students help when
necessary but try to have them come to their
own answers through your guidance.
See you next class.
Reflections

2
mi
n

Ti
me

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Ria Beekman

What went well?

What changes would
you make in your
planning? What have
you learned to
improve upon future
instruction?
RESOURCES (Lesson 2):
http://www.questgarden.com/07/99/3/051106150343/index.htm
http://galleryhip.com/regular-polygons-in-real-life.html
http://www.shodor.org/interactivate/discussions/SymmetryInTessellati/

Lesson #
3

Tessellations and Transformations:

..with Irregular Polygons

Teach
er
Date
Time

Unit/Stra
nd

Shape and Space (Transformations)

Grade

Ria Beekman
2015
50 minutes +
6

CURRICULUM OUTCOMES
Math 6:
General Outcome: Describe and analyze position and motion of objects and
shapes.
Specific Outcomes:
6. Perform a combination of translations, rotations and/or reflections on a
single 2-D shape, with and without technology, and draw and describe the
image. [C, CN, PS, T, V]
7. Perform a combination of successive transformations of 2-D shapes to
create a design, and identify and describe the transformations. [C, CN, T, V]
9. Perform and describe single transformations of a 2-D shape in the first
quadrant of a Cartesian plane (limited to whole number vertices). [C, CN,
PS, T, V] [ICT: C62.1]
Art 6 (Level 3):
DEPICTION: Component 4: MAIN FORMS AND PROPORTIONS: Students will
modify forms by abstraction, distortion and other transformations

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
6.

Create their own tessellations and explain what transformations their tessellations
undergo.

ASSESSMENTS
Observations:

Observe students throughout the class. Can they see the

transformations that each object in their tessellation undergoes?

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Ria Beekman

Key Questions: What transformations does your tessellation undergo? Are there
more than one transformation?

Products/Perfo Creating their own tessellation (using the tessellation guide).

Hand in their final finished Duo Tang (after this lesson or later if more
rmances:
lessons are needed to cover this).

LEARNING RESOURCES
CONSULTED

MATERIALS AND EQUIPMENT

Alberta Program of Studies Math Smart board slides

and Art 6
Tessellation guide:
http://www.exploratorium.edu/geometryplaygrou
nd/Activities/GP_Activities_68/ExploringTessellations_%206-8_v4.pdf
Youtube Video: https://www.youtube.com/watch?
v=Lc4LGZwlcvs
1-inch grid paper

PROCEDURE
Attention
Grabber

Assessment of
Prior
Knowledge
Advance
Organizer/Age
nda
Transition to
Body

Learning
Activity #1

Introduction
Review! (Pull popsicle sticks).
- What is a tessellation?
- Give me 5 examples of tessellations?
- Why are we learning about tessellations in
math?
- Are there tessellations in our classroom?
-

Time

Attention grabber review

Print 1-inch square paper.

Get square pieces of paper for when students
create their own tessellation.
Now its your turn to create your own tessellation.
Well start by creating a tessellation as a class (so
each of you will contribute one part of it) and
then your off to create your very own
tessellation!
Body
Intro activity (Directions and example on the
board):
- Pick up a 1-inch grid paper.
- Write down a difficult multiplication fact (1
digit by 1 digit equaling a two digit number)
five times (down one and right one three
times and then down and left the remaining
two times arrow shape).
- THINK-PAIR-SHARE: Share multiplication fact
with a buddy to check if you have the correct
answer!
- *Make sure that your numbers fit the whole
box.

4 min

Time
20 min

Tessellations Art & Math (Shape and Space Transformations)

Grade 6
-

Ria Beekman

Then color in each multiplication fact the

same way.
Finished: Cut out the arrow and trace the
outline with black marker. Name on back and
tape to the board as a tessellation.

Assessments/
Differentiation:

Learning
Activity #2

- Early finisher? Create a title for the board.

A: Students learn their multiplication fact while
thinking about how this will become a tessellation.
Ask individual students different types of questions
about transformations throughout this activity.
Check whether the students answered their
multiplication fact correctly.
D: Different level of questions. Assist students who
need help.
Final Activity: Create Own Tessellation
- Take a quick look at Eschers irregular
tessellations for motivation and ideas!
- Each student will receive a square piece of
paper, scissors, tape and a how to
tessellation guide.
- Before starting:
o Review guide before starting and do a
demo on the board or with a large
square piece of paper.
o Once the example of a tessellation is
finished discuss what transformation
the shapes undergo.
Reflect? Along which line?
Does it all reflect or just certain
parts of a shape?
Rotate? Which point does it

23 min

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Ria Beekman

rotate around?
Translate? To the right? To the
left? Does it move up or down
at all?
Students work on their own.
o Remind them to start simple to get the
hang of it before add more complex
items to their object.
o Remind students that color plays an
important role in tessellations all
random colors does not add to the
effect of a tessellation.
While students are creating their
tessellations have images on the smart
board of Eschers tessellations so that they
can look at them if they need new ideas.

Assessments/
Differentiation

CLOSURE:

Once students have finished (likely in another

lesson!):
- Guide student through a critiquing session
how do you critique someones work? etc
- Students will then pair up and critique each
others work verbally. Switch partners and do
this again. Discussion in between. Then
switch partners once more. (*Remind
students that critiquing is not all about
providing negative feedback!)
- Whole class discussion.
o How did you feel critiquing other
peoples work?
o What did others say about your work?
o Did you feel good about your art?
A: Observe students throughout the lesson. Ask
questions about transformations to specific
students.
D: Assist students according to their needs. Have
students who are quick learners help some other
students for a few minutes to get them started (or
have these students work along with another
student).
Next class:
- Finish our tessellations that we started today.
Critique other students work.
- Possibly do this activity whether students can
create more complex shapes and add marks etc:
http://www.questgarden.com/07/99/3/051106150
343/task.htm

Closure:
- Final review of tessellations and

3 min

Tessellations Art & Math (Shape and Space Transformations)

Grade 6

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students

Transition To
Next Lesson

What went
well? What
changes would
you make in
your planning?
What have you
learned to
improve upon
future
instruction?

transformation. Have students make sure

that all their assignments are included in
their Duo Tang thus far. Hand these in once
the tessellations are completed.
Exit slip: Provide students with an image of a
tessellation and have them critique it using
the things that weve learned in previous
classes transformations? How does color
play a role?
Closure

Through observations and collecting the exit slip.

Ask students what theyve enjoyed doing thus far.
Ask them what they found difficult to do in this
class.
Provide students with constructive criticism
throughout the lessons. Students also need
positive feedback to boost their willingness to
participate and their joy in art (since it doesnt
come natural for all students).
Have a great weekend! Come back bright and
early to share some of the tessellations youve
seen around town or at home!
Reflections

Ria Beekman

Time