Have that studentĭescribe the tessellation to other students and see if the other students can recreate the Instruct one student on the team to create a tessellation. Table to record the basic shape used to tile and the types of symmetry present in the basicĭiscuss how angle measure, area, and perimeter apply to tessellations.Īllow students time to practice their knowledge about tessellations. Have the students build tessellations and identify the types of symmetry present. Have themĮxpand this definition to describe a tessellation made from non-regular polygons.Īfter the students have determined which regular polygons tessellate,ĭiscuss the types of symmetry present in tessellations. Having the students write a concise definition for a regular polygon tessellation. Students to predict which regular polygons will and will not tessellate and why. Encourage students to determine a pattern among the polygons that they tessellate. Tessellations of regular polygons including number of sides and interior angle measurements byĭata table. Have the students explore which regular polygons tessellate and why. the results of the intersection of geometric shapes in a plane, and the
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