Course Guide - USAID Teacher Education Project

To finish this activity, distribute the colour copies made fromhttp://budurl.com/ColorTessell to each group. Have each student in the group choosea different colour pattern and quickly colour in one of their handouts. As they begin tocomplete this colouring activity, ask how the tessellation takes on a "look" that wasdifferent from when it was simply black lines on white paper.Remind students that when working with children, using colour to highlight is animportant instructional practice.h) Using the Creating Tesselations handout have each student create his or her ownunique tessellating tile. This involves a student's drawing a square, drawing a jaggedor undulating line between the two vertices at the top of the square, cutting out theshape defined by the line between it and the "top" of the square, and finally taping thecutout to the "bottom" side of the square. This tile then can be replicated, by tracing,to form a tessellation.i) Dedicate time at the end of this session to engage in a student-led summary of whatthey learned about polygons and angles during the past two weeks. Compare theircurrent responses to those that were recorded during the pre-assessment on the firstday of Week 1.What new things have they learned? Which of their personal misconceptions wereaddressed? How was the manner in which they learned about polygons and anglesdifferent from the way they were taught about these topics in high school?j) Distribute the Regular and Semi-regular homework assignment from:http://tinyurl.com/Tessell-Assign and http://tinyurl.com/Tessell-Cutouts5. Assignments and Resourcesa) Note that the questions on the homework sheet begin with angle sums for n-gons,with the additional stipulation that these are regular (equilateral, equiangular)polygons.How can students use what they know about the triangle dissection of polygons tofind the number of degrees for each of the angles in a regular polygon?After they complete the chart, have them use this interactive applet (TessellationCreator) http://tinyurl.com/Angle-Sum-Applet to answer the remaining questions.b) Have students read through the following websites to review concepts discussed inclass. Make sure they know to click on the images at the bottom of these pages to seereal life examples.1) Regular tessellations: http://tinyurl.com/Tessel-Regular2) Regular and semi-regular tessellations: http://tinyurl.com/Tessel-SemiRegular3) Tessellations of quadrilaterals: http://tinyurl.com/Tessel-Quadrilatc) Have students use this interactive applet to create their own personal tessellationsfrom triangles, squares, and hexagons: http://tinyurl.com/Tessel-Applet