J. Trionglau brithwaith
| Introduction |
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| An activity to explore the properties of shapes that tessellate (cover space without gaps). Children learn that tessellation patterns are formed by repeating familiar simple shapes that are constructed from regularly drawn lines. They later describe, in mathematical terms, what makes the tessellation of shapes possible, as well as the intermediate structures created, and the reasons for this relationship between shape and space. |
| This activity has two episodes. Each episode consists of an introduction, paired or group work and whole class sharing. The session must finish with a whole class reflection phase, regardless of how far the class has got. |
| Episode 1: Tiling patterns |
| Children initially look at tiling patterns in their environment, then at patterns produced by 2D shapes. They attempt to describe the differences between them. They are presented with either infinitely straight or regularly crooked lines, intersecting to produce regular shapes; and repeated shapes tiled with no gaps or overlaps (tessellating shapes. Groups of children work with right-angled, equilateral or isosceles triangle cut-outs (or plastic shapes) producing new shapes and tessellations. In the sharing phase, they discuss how each type of triangle produces various quadrilaterals, strips and lines. |
| Episode 2: Using scalene triangles |
| Children explore these general ideas in detail using scalene triangles, which represent ‘any triangle’. They learn about the formation of composite shapes such as parallelograms and rhombi and about tessellating those shapes into infinite patterns. Children discover why the lines occur, in terms of how the angles involved produce straight lines. Children look back at what they have done, saying that they started by analysing patterns, looking at them from two different perspectives: lines and new shapes. |
| Reflection: Recognising the move towards a mathematical system |
| Children look back at what they have done, saying that they started by analysing patterns, looking at them from two different perspectives: lines and new shapes. |
| BEFORE YOU TEACH |
| It is not necessary for the children to know the names of the different types of triangles and quadrilaterals, but they should be aware of the properties of different triangles. Spending time on the vocabulary should be done outside the lesson. |