Final+Project

** Summary of the Lesson: Tessellations: **Students will investigate the infinite number of designs formed by various polygons, the mathematical reason some polygons will tessellate a plane and others will not. Students will investigate the application of the concept of Tessellations through carpet design, wallpaper design, tile design, material design, and quilt design. Students will apply knowledge of Area formulas for calculating costs for their final project presentation. (See the GASC) Lesson Plan for details ** My audience is: **Middle School Math ** The subject/content is: **Math/Tessellating Polygons ** Learning Objectives or Essential Questions are: **To recognize polygons and understand the mathematical relationship that allows polygons to tessellate on a plane, how these tessellations are designed, apply Area formulas for calculations, and the recognition of real-life application. ** ELL/ESL students will be successful in this activity due to group work, easy reading/instructions  ** ** and both oral and visual instructions with use of manipulatives as well as examples of completed projects  **  ** State Standard Addressed: ** MA.6.A.3.1 - Write and evaluate mathematical expressions that correspond to given situations. MA.6.A.3.4 - Solve problems given a formula. MA.6.G.4.1 - Understand the concept of Pi, know common estimates of Pi (3.14; 22/7) and use these values to estimate and calculate the circumference and the area of circles. MA.6.G.4.2 - Find the perimeters and areas of composite two-dimensional figures, including non-rectangular figures (such as semicircles) using various strategies. MA.7.G.4.1 - Determine how changes in dimensions affect the perimeter, area, and volume of common geometric figures, and apply these relationships to solve problems. MA.8.G.2.2 - Classify and determine the measure of angles, including angles created when parallel lines are cut by transversals. MA.8.G.2.3 - Demonstrate that the sum of the angles in a triangle is 180-degrees and apply this fact to find unknown measure of angles and the sum of angles in polygons.   Working in groups, designing tessellations, field trip  || __  Compare & Contrast  __ Comparison & contrast of numerous Tessellations through known shapes and how through tessellation create new patterns  || __ Kinesthetic __ Manipulation of shapes, creating designs, drawing, coloring, freedom of movement  || __ Concrete __ Manipulatives, photos, patterns, examples of actual applications of designs  || __ Intuitive Feeling __ Opportunity to lead/guide the group, make all feel accepted & proud of their work, use imagination in project  || Working in groups, choice of activities/final project  || __  Conceptualize   __ Recognizing the relationship of the angles/sides and mathematical principle  || __ Tactual __ Manipulation and creation of materials, “warm & fuzzies” in the classroom  || __ Abstract __ Terms: tessellations, triangle, square, quadrilateral, pentagon, polygon  || __ Intuitive Thinking __ Use logical thinking to create tessellations, analyze creation & presentation  || Choice of activities/final project  || __  Comprehend   __ Recognizing this mathematical principle is evident in many designs they see every day  || __ Auditory __ Teacher instructions/guidance, class/group discussions  || __ Sequential __ Step-by-step instructions, manipulating the parts to make the whole to determine the reason some polygons tessellate  || __ Sensing Judging __ Complete the project steps from the ideas/guidance of others, keep the group on track  || Working in groups
 * Tessellating Polygons  **
 * **  Compelling Whys   **  ||  **   5Cs   **  ||  **   KTAV   **  ||  **   GASC   **  ||  **   Temperament Styles   **  ||
 * __ Fun __
 * __ Freedom __
 * __ Power __
 * __ Belonging __

|| __ Combine  __ Creating real-life applicable designs and making a real-life proposal for their designs for marketing to hotel and/or museum. || __ Visual __ Patterns, pictures, website presentations, quilts, tile/wallpaper patterns  || __ Global __ Trial & error, examination of relationships, seeing the patterns to put the parts together for the whole   || __ Sensing Perceiving __ Can take the initiative in getting the project created, lead in the problem-solving, & provide creativity  || Classroom climate conducive to feeling of safety free from ridicule and harm  || ||     ||        ||     ||
 * __ Survival __