In Slide 2 the concept of tessellation is introduced and some of the related terminology is mentioned (overlap, space, area, plane, polygon). The same slide then asks students to examine four patterns in order to decipher which ones tessellate, giving justifications using appropriate terminology for their reasons. In this activity, they will reach an understanding that both squares and some irregular shapes can tessellate, while circles and pentagons do not form tessellating patterns.
The activity on Slide 5 asks students to consider pictures of four polygons including two equilaterals, a hexagon and a pentagon, and identify which ones will tessellate. The students are required to draw on the information they know about tessellation and use their own logic and reasoning to decide why or why not.
Slides 3, 4 and 6 have been put in place to describe to students why tessellation is meaningful to everyday life, by describing places that tessellating patterns can be seen and why tessellation can be used to measure area. This ensures that students have an understanding about the relevance of the lesson.