Demi-Regular

Tessellations 1

Module 4 Application Assignment

Demi-Regular Tessellations

Samantha DiMatteo

Marygrove College
Demi-Regular Tessellations 2

Demi-regular tessellations:

In a tessellation, if the arrangement of the regular polygons at each vertex

is not the same, then it is called demi-regular. One example is
3.4.3.12/3.12.12. The slash separates descriptions of the shapes that meet
at different types of vertices. The following tessellation describes the
3.4.3.12/3.12.12 pattern:

Twenty demi-regular tessellations have two types of vertices. The following

are two examples of demi-regular tessellation with two types of
vertices. The first tessellation can be described as 4.3.4/4.6.12 while the
second tessellation can be described as 3.6.3.6/3.4.4.6.
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Some demi-regular tessellations have three or more different types of

vertices. The following is an example of a demi-regular tessellation with
three types of vertices. This tessellation can be described as
3.3.3.3.3.3/3.3.4.12/3.3.4.3.4
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Describe how you named each tessellation.

To appropriately name each tessellation I considered the number of sides of
each polygon at each vertex point.

What thinking skills would students use when solving each problem?
When solving each problem, students must consider the definition of a demi-
regular tessellation. From here they must arrange the tiles so that each
regular polygon fits together seamlessly with its neighbor. They must also
be cognizant of the number of polygons that meet at each vertex so that
they can appropriately identify how many types of vertices exist within their
design.

What are some problems students might have in drawing the shapes?
How could you guide students?
Students may find it challenging to draw regular polygons in which all of the
sides and angles of each shape are the same. In order to guide students I
could provide each student with an envelope of various regular polygons that
are constructed from card stock. As the article by Peterson (2000)
suggests, students would work with card-stock copies of triangles, squares,
pentagons, hexagons, heptagons, octagons, nonagons, decagons, and
docedecagons (p. 349). Students could use these shapes as stencils to help
them develop their own designs.

What transformation skills would students use to solve the problems?

A variety of transformational skills would help students solve these
problems including reflections, translations, and rotations. By applying
different types of transformations to each shape they will be able to
arrange each polygon to fit seamlessly with its neighbor.

What vocabulary do students need to develop to facilitate a greater

understanding of these complex tessellations?
In order to facilitate a greater understanding of these complex
tessellations students must be proficient with the following vocabulary
terms: regular polygon, tessellation, regular tessellation, semi-regular
tessellation, demi-regular tessellation, and vertex.
Demi-Regular Tessellations 5

The instructional and professional development of the applications of

tessellations can best be highlighted in my ability to use tessellation

activities with various degrees of difficulty to differentiate instruction and

to continuously help develop the skills of each student. This is best done by

considering van Hieles model for geometric thought.

These tessellation activities support my students learning because they tap

into various levels of van Hieles model for geometric thought. First, its

important to address the fact that students will move through these levels

at various paces. Breyfogle and Lynch (2010) explain, Students progress

through levels on the basis of their experiences rather than age, and it is

imperative that teachers provide experiences and tasks so that students can

develop along this continuum (p. 234). For this reason it is important to tier

my instruction for tessellations so that students who are excelling can try to

design more complex tessellations such as a demi-regular tessellation with

three types of vertices; while students who need more practice can spend

their time mastering the simpler tessellations such as a regular or semi-

regular tessellation.

When discussing level 0 of the van Heile model, Van De Walle, Karp, and Bay-

Williams (2013) note, The general goal is to explore how shapes are alike

and different and to use these ideas to create classes of shapes (p. 403). I

feel that this level of thought is an essential component of any tessellation

activity. However, before students begin to construct semi-regular or demi-

regular tessellations I feel that it is important to focus on level 1 of van

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Heiles model. Van De Walle, Karp, and Bay-Williams (2013) explain that

during level 1 student understanding of the properties of shapesuch as

symmetry, perpendicular and parallel lines, and so oncontinues to be

refined (p. 405). Students must have a strong sense of each shapes

properties along with and knowledge of their similarities and differences so

that they can arrange them into appropriate configurations without

overlapping shapes or leaving spaces between tiles. Students will be able to

construct many tessellations with a solid grasp of the skills highlighted for

level 0 and level 1, however, in order to take their designs to a more

intricate level they must tap into level 2 of van Heiles model for geometric

thought. Van De Walle, Karp, and Bay-Williams (2013) note that in level 2,

students can classify shapes using only a minimum set of defining

characteristics (p. 405). Knowing the most important characteristics of

each polygon will help students to arrange these shapes into intricate

designs.

Each tessellation activity can vary in complexity, making them a fun way to

get all students involved in the learning process.

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References

Breyfogle, M. L., & Lynch, C. M. (2010). Van Hiele revisited. Teaching

Mathematics in the Middle School, 16(4), 232-238.

Glass, B. (2004). Transformations and technology: What path to

follow? Mathematics Teaching in the Middle School, 9(7), 392-397.

Peterson, B. (2000). From tessellations to polyhedra: Big polyhedra.

Mathematics Teaching in the Middle School, 5(6), 348-357.

Rubenstein, R. N., Beckmann, C. E., & Thompson, D. R. (2004). Teaching

and learning middle grades mathematics. Key Press Curriculum.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013).

Elementary and middle school mathematics methods: Teaching
developmentally (8 th ed.). Pearson: Boston.