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Guide and features
Guide and features
Science, Technology, Engineering and Mathematics
Featured Early Years Foundation Stage; US Kindergarten
Featured UK Key Stage 1&2; US Grades 1-4
Featured UK Key Stage 3-5; US Grades 5-12
Featured UK Key Stage 1, US Grade 1 & 2
Featured UK Key Stage 2; US Grade 3 & 4
Featured UK Key Stages 3 & 4; US Grade 5-10
Featured UK Key Stage 4 & 5; US Grade 11 & 12
This is a really good activity to engage all children - those who are less motivated and find mathematics difficult will be able to have a go (and may well surprise you) but there isalso enjoyment and intrigue here for the enthusiastic and mature mathematician!
The problem is good for developing pupils' ability to visualise and, depending on their experience, you may also want to use this as an opportunity to encourage them to use correct mathematical vocabulary relating to transformations. The following questions might be useful in coaxing children to think more deeply, and perhaps differently, about what they are doing:
Could this tessellation be continued for ever? Why or why not?
What is the single repeating unit in the tessellation?
How would you describethe tessellation to someone else?
Other simple C's I found were;
Just to carry on here is an H tessellation.
It's also good to look at what seem like very simple [maybe too simple, we think!] letters and find many ways of tessellating them. To show you the sort of thing I mean look at these variations on tessellating the simple letter L. I used four different orientations and coloured them to help.
Meet the team
The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice. More information on many of our other activities can be found here.
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NRICH is part of the family of activities in the
Millennium Mathematics Project