**Tessellations**

By

Leticia Rodriguez

**The following activities were created with the intention of measuring up to
the First Grade Level Chicago Academic Standards & Frameworks.
In addition, my instructional plans also compliment our terrific Math
Program: Everyday Mathematics from the University of Chicago, Chicago Lab
Program. It is not a modern, contemporary,
non-traditional Program. Today, in the year 2002, the traditional (pencil
& paper, memorizing and drilling) is now considered to be a part of the
homework routine. Teachers please communicate with your parents about the
changes math has gone through. Otherwise they will be trapped in the traditional
way of doing math , and math is constantly changing. The six examples below
are from Tessellation Teaching Masters by Dale Seymour. **

**Tessellations are scientific, my First Graders became scientists using the
scientific method. In doing so we did some:**

**(Please note that the #s listed refer to the actual Tessellation
patterns below)**

**Observing
What do you see in #1, #2, #3, #4, #5, #6 below? (Chicago Academic
Standards & Frameworks: 11B2)**

**Estimating How many shapes do you think there are in #1,
#2, #3, #4, #5, #6? (Chicago Academic Standards & Frameworks:
11B6) **

**Collecting Data Discover what fractions are through
coloring patterns. (Chicago Academic Standards & Frameworks:
11B4) **

**Predicting By choosing your own colors you can
create your own design. (Chicago Academic Standards &
Frameworks: 11B1) **

**Classifying What kinds of shapes are present in #1, #2,
#3, #4, #5, #6? (Chicago Academic Standards & Frameworks: 11B3) **

**Investigating #1: Color 1 part out of 12 one
color. Color 11 parts out of 12 another color. Color 2 parts out of
6 one color. Color 4 parts out of 6 another color. #2: Color 1
part out of 3 one color. Color 2 parts out of 3 another color.
#3: Color 6 parts out of 12 one color. Color 6 parts out of 12
another color. Color the rest of the blank shapes one color.
#4: Color squares one color. Color triangles another color.
Color hexagon another color. #5: Color squares one color.
Color triangles another. #6: Color hexagon one color. Color
squares another color. Color triangles another
color. (Chicago Academic Standards & Frameworks: 11A1) **

**Comparing and Contrasting what is the difference between
#1, #2, #3, #4, #5, #6? (Chicago Academic Standards & Frameworks:
11A2, 11B7) **

**Problem -Solving Be sure to color in the correct parts
as designated above. (Chicago Academic Standards & Frameworks:
11A2) **

**Inferring Create your own design as you color in the
above designated parts. (Chicago Academic Standards &
Frameworks: 11B1, 11B6) **

**Drawing Conclusions What kind of design do you end up
creating? What parts did you color in; explain. (Chicago Academic
Standards & Frameworks: 11B6)**** as we colored in our tessellations**

**Tessellations are mathematical, my First Graders became
mathematicians. In doing so we:**

**(Please note that the #s listed refer to the actual Tessellation
patterns below)**

**Counted shapes within #1; #2; #3; #4; #5; #6 (Chicago Academic Standards & Frameworks:
(6A1)**

**Found patterns within #1; #2; #3; #4; #5; #6 (Chicago Academic Standards & Frameworks:
(8A1,2)**

**Sorted shapes within #1; #2; #3; #4; #5; #6 (Chicago Academic Standards & Frameworks:
(9B1-4) **

**Graphed colors within #1; #2; #3; #4; #5; #6 (Chicago Academic Standards & Frameworks:
(10A2)**

**Sequenced patterns within #1; #2; #3; #4; #5; #6 (Chicago Academic Standards &
Frameworks: (8A1,2)**

**Colored parts of a whole within #1; #2; #3; #4; #5; #6 (Chicago Academic Standards &
Frameworks: (6D1-3)**

**Discovered fractions within #1; #2; #3; #4; #5; #6 (Chicago Academic Standards &
Frameworks: (6B5)**

**Explored geometric shapes
within #1; #2; #3; #4; #5; #6 (Chicago Academic Standards & Frameworks: (9B4) **

**as we colored in our tessellations.**

1 |
2 |
3 |

4 |
5 |
6 |

** For a selection of other examples of tessellation patterns use the
following book: Tessellation Teaching Masters by Dale Seymour. Then
repeat the same instructions as above with the other patterns and as your
reviewing the above mathematical and scientific concepts your students are
creating different designs. Its educational coloring that's fun ! I
have also found that it is a great project to help hyperactive students begin to
focus on mathematical concepts and scientific concepts. My project helps
make the abstract concepts First Graders need to cover more concrete.
First Graders need a lot of concrete experiences with concepts so that they can
have a foundation from which to build on in other grade levels.
**

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