§ Day #3-4 – Dedicated to student exploration and production. Direct students to the website & provide a brief tour. § Day #2 – Discussion regarding math & art (e.g. Discussion re: considerations when building a group/team. Work on Grade 8 curriculum expectation E2. § Day #1 – A brief review of Grade 7 geometry concepts. Each student will be expected to contribute to the final project while maintaining a reflective journal (blog) during the research and development stages of the project. The grouping will assist in developing the 21st century learning skills of communication and problem-solving. Interaction/Grouping: Students will work in groups of four. § other – dependent on student project design material requirements which may be unique to this assignment. § isometric drawing paper and/or computer paper § access to internet-enabled computers – website § An overview of the project website ( ) indicating resources and weblinks to appropriate sites would be required. § The Nova Scotia Grade 8 curriculum outcome E2 requires some instruction and class time for students to work with cubalink blocks and isometric grid paper to model and draw simple 3D figures. § The teacher should review the Nova Scotia Grade 7 curriculum expectations indicated above. § A discussion should be held with students regarding group formations and the expectations of the unit of study. § Engage with the educator in the development of the project rubric. § Maintain a reflective journal (utilizing the blog found on the website) throughout the entire process.
#TESSELLATION ROTATION REFLECTRION PDF SUPER TEACHER SOFTWARE#
§ Utilize a software program or other method to research, design and create a minimum of one 2D and one 3D art form that demonstrates the mathematical principles of tessellation, rotation, reflection, and translation. Students will choose the design solution that works best for them. § Review the websites that may be utilized to produce their own 2D and 3D art forms. Escher searching for examples of tessellation, rotations, reflections, and translations in 2D and 3D art forms. § Work together in a cooperative environment that allows for the sharing of information and ideas in a constructive manner. § PTS 9.2 (relates to PTS 6.1, 6.2, 6.4, 6.5) explore curriculum concepts under study using specialized software measuring, sampling and recording equipment and computer-based simulations, with teacher assistance This unit of study addresses the following Nova Scotia Technology Outcome: § E3 draw, describe, and apply transformations of 3-D shapes § E2 examine and draw representations of 3-D shapes to determine what is necessary to produce unique shapes This unit of study addresses the following Nova Scotia Grade 8 mathematics outcomes: § E10 - create and describe designs using translation, rotation, and reflection § E9 - draw, describe, and apply translations, reflections, and rotations, and their combinations, and identify and use the properties associated with these transformations
This unit of study reviews the following Nova Scotia Grade 7 mathematics outcomes: Escher’s methods as well as explore other methods of creating three-dimensional art.
Students will create their own three-dimensional art utilizing M.C. Students will explore how two-dimensional mathematical constructs are used to create Escher’s 2-D and 3-D art forms. Grade 8 math students will use the concepts of “tessellation” and “transformation” (rotation, reflection, translation) to explore the mathematics of M.C. EscherĪuthors: Byron Butt, Pam Eurig, Tracy Power Akron Art Museum - Teacher Lesson Plans on the Art of M.C.
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