Tessellations Ch 4, page 1

Tessellations, Repetition and Design

Repetition and Design
Repetition is a key concept in mathematics. For example, when we measure we
repeat the unit joining them together. When we cover areas we repeat the unit. The unit
is joined without gaps and without change of sie.
Repetition is also a key concept in design. Repetition is used for effect in art for
aesthetic reasons and to strengthen some aspect or mood which is !eing portrayed. For
example, the repetition of rectangular grey !uildings and !are trees can give a dra!, dull
look to a painting of a city. Repetition is used in architecture !ecause of the ease of
repeating features such as rectangular windows !ut also to make a !uilding cohesive.
Traditional cultures use repetition for several reasons. "ymmetrical and repeated
designs are easy to repeat when weaving.
Designs from Tongan tapa
These designs are first made with flexi!le palm fronds as a kupesi on !oards and
then marked onto the tapa. #n Tonga the tapa is laid on top and the design ru!!ed on.
This is then strengthened !y painting. $eople work as a group to make large tapa cloths.
The s%uares are varied to give different effects. &ariations can !e o!tained !y using
colour in different places.
Creating Space: Professional Knowledge and Spatial Activities for Teaching athematics Ka! "wens
Tessellations Ch 4, page '
#igure $% Tongan tapa designs.
Design #rom China
The following design is made !y halving and halving an isosceles right(angled
triangle found in the tangram set.
#igure &% Repeating half triangles.
'oven Patterns
Weaving is common in many cultures. The following designs come from $)*.
Creating Space: Professional Knowledge and Spatial Activities for Teaching athematics Ka! "wens
Tessellations Ch 4, page +
Weaving patterns from ,ngland
#igure (% Woven mats from $)* and ,nglish weave patterns.
Patterns from Circles
-ther repeated designs can !e seen in the making of $aisley variations.
#igure 4. $aisley designs using circles.
)slamic and Ara*ic Designs
While most #slamic and .ra!ic designs are developed from circular patterns, they
fre%uently have one or more shapes tessellating.
Creating Space: Professional Knowledge and Spatial Activities for Teaching athematics Ka! "wens
Tessellations Ch 4, page /
#igure +% #slamic and .ra!ic art.
Tessellations
Tessellations are tilings of the same shape. The tiles join together without gaps or
overlaps and with a pattern that allows the tessellation to continue in !oth directions
infinitely. #f two shapes are used, it is called a semi(tessellation. Tessellations work
!ecause angles at a point add up to +012. 3ertain regular polygons will tessellate and
other special polygons will also tessellate. Triangles and %uadrilaterals can tessellate as
well as other shapes.
-ften the special shapes that tessellate are actually !ased on transferring a section of
a tessellating shape from one side to another so that the area is conserved. These are
often called ni!!le tessellations and they were used as starting points in ,scher4s art.
When two regular shapes are used together to cover space, they are called semi(
regular tessellations. Tessellations are important as they form the !asis of area
measurements, they are needed to make walls and floors of !uildings, they are found in
nature, and they can !e used effectively in artistic creations. 5any cultures have
developed interesting tessellating and other patterns.
Tiles with certain designs can !e tessellated to produce a myriad of interesting
patterns and continuous curve designs. For example, see Figure 0 !elow.
Tessellations of '6 shapes are a way of considering area. Tessellations of +6 shapes
are a way of considering volume.
#igure ,% . tile that will provide interesting tessellations.
Creating Space: Professional Knowledge and Spatial Activities for Teaching athematics Ka! "wens
Tessellations Ch 4, page 7
Learning Tasks for the Reader
Tessellation Activities
experiencing
From using pattern !lock tiles, what shapes do you know
tessellate8 .re they all regular8
9se small right(angled isosceles triangles to make one of the
Tongan designs and then make up your own.
6iscuss the angles in shapes that tessellate. $articularly
develop a range of patterns for rectangles and then discuss
some of the others.
#nvestigate whether all triangles will tessellate and why. 3ut
out at least 11 scalene triangles that are all congruent. Try
tessellating these triangles !y carefully following a pattern of
placing them !y slides and rotations and !y matching the side
lengths. What do the angles at any point add up to8 Take one
of the triangles, tear of the corners and place them together to
form a straight line. "ee chapter ' for the movements needed
to try and tessellate shapes.
#nvestigate whether all %uadrilaterals will tessellate.
What are semi(tessellations8 #llustrate.
9se the pentomino shapes. 6o they tessellate8
6o regular pentagons tessellate8 6o any pentagons tessellate
:try the house shape and look for the special ones on the we!;
Take a s%uare card and cut out a section. Tape this onto the
opposite side. Trace around your new template and make your
ni!!led s%uare tessellation. Try a few ni!!les and make
something artistic. Try working with e%uilateral triangles and
rectangles.
<ook at the page of designs from different cultures and find
out how they are developed.
Which of the pentomino tiles tessellate8 =ow do you know8
<ook at ,scher4s work .
Creating Space: Professional Knowledge and Spatial Activities for Teaching athematics Ka! "wens
Tessellations Ch 4, page 0
connecting ideas
Why do triangles and %uadrilaterals tessellate8
Why don4t regular pentagons tessellate8
6efine a tessellation.
6efine a semi(regular tessellation. #llustrate some.
summarise
and record
*ive some of the lessons at the end of the chapter.
Why is it important to teach a!out tessellations8
Where are they mentioned in the sylla!us8
Creating Space: Professional Knowledge and Spatial Activities for Teaching athematics Ka! "wens