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This document discusses the concepts of repetition and design in mathematics and architecture. It provides examples of tessellating patterns from different cultures around the world used in weaving, architecture, and art. These include Tongan tapa cloth designs, half triangle patterns from China, woven mats from England, paisley designs using circles, and Islamic and Arabic geometric art. The document also defines tessellations as shapes that join together without gaps or overlaps to cover a surface. Certain regular polygons and some irregular shapes can tessellate. Learning activities are provided to have readers experience different tessellations through cut-out shapes and patterns.
This document discusses the concepts of repetition and design in mathematics and architecture. It provides examples of tessellating patterns from different cultures around the world used in weaving, architecture, and art. These include Tongan tapa cloth designs, half triangle patterns from China, woven mats from England, paisley designs using circles, and Islamic and Arabic geometric art. The document also defines tessellations as shapes that join together without gaps or overlaps to cover a surface. Certain regular polygons and some irregular shapes can tessellate. Learning activities are provided to have readers experience different tessellations through cut-out shapes and patterns.
This document discusses the concepts of repetition and design in mathematics and architecture. It provides examples of tessellating patterns from different cultures around the world used in weaving, architecture, and art. These include Tongan tapa cloth designs, half triangle patterns from China, woven mats from England, paisley designs using circles, and Islamic and Arabic geometric art. The document also defines tessellations as shapes that join together without gaps or overlaps to cover a surface. Certain regular polygons and some irregular shapes can tessellate. Learning activities are provided to have readers experience different tessellations through cut-out shapes and patterns.
Repetition and Design Repetition is a key concept in mathematics. For example, when we measure we repeat the unit joining them together. When we cover areas we repeat the unit. The unit is joined without gaps and without change of sie. Repetition is also a key concept in design. Repetition is used for effect in art for aesthetic reasons and to strengthen some aspect or mood which is !eing portrayed. For example, the repetition of rectangular grey !uildings and !are trees can give a dra!, dull look to a painting of a city. Repetition is used in architecture !ecause of the ease of repeating features such as rectangular windows !ut also to make a !uilding cohesive. Traditional cultures use repetition for several reasons. "ymmetrical and repeated designs are easy to repeat when weaving. Designs from Tongan tapa These designs are first made with flexi!le palm fronds as a kupesi on !oards and then marked onto the tapa. #n Tonga the tapa is laid on top and the design ru!!ed on. This is then strengthened !y painting. $eople work as a group to make large tapa cloths. The s%uares are varied to give different effects. &ariations can !e o!tained !y using colour in different places. Creating Space: Professional Knowledge and Spatial Activities for Teaching athematics Ka! "wens Tessellations Ch 4, page ' #igure $% Tongan tapa designs. Design #rom China The following design is made !y halving and halving an isosceles right(angled triangle found in the tangram set. #igure &% Repeating half triangles. 'oven Patterns Weaving is common in many cultures. The following designs come from $)*. Creating Space: Professional Knowledge and Spatial Activities for Teaching athematics Ka! "wens Tessellations Ch 4, page + Weaving patterns from ,ngland #igure (% Woven mats from $)* and ,nglish weave patterns. Patterns from Circles -ther repeated designs can !e seen in the making of $aisley variations. #igure 4. $aisley designs using circles. )slamic and Ara*ic Designs While most #slamic and .ra!ic designs are developed from circular patterns, they fre%uently have one or more shapes tessellating. Creating Space: Professional Knowledge and Spatial Activities for Teaching athematics Ka! "wens Tessellations Ch 4, page / #igure +% #slamic and .ra!ic art. Tessellations Tessellations are tilings of the same shape. The tiles join together without gaps or overlaps and with a pattern that allows the tessellation to continue in !oth directions infinitely. #f two shapes are used, it is called a semi(tessellation. Tessellations work !ecause angles at a point add up to +012. 3ertain regular polygons will tessellate and other special polygons will also tessellate. Triangles and %uadrilaterals can tessellate as well as other shapes. -ften the special shapes that tessellate are actually !ased on transferring a section of a tessellating shape from one side to another so that the area is conserved. These are often called ni!!le tessellations and they were used as starting points in ,scher4s art. When two regular shapes are used together to cover space, they are called semi( regular tessellations. Tessellations are important as they form the !asis of area measurements, they are needed to make walls and floors of !uildings, they are found in nature, and they can !e used effectively in artistic creations. 5any cultures have developed interesting tessellating and other patterns. Tiles with certain designs can !e tessellated to produce a myriad of interesting patterns and continuous curve designs. For example, see Figure 0 !elow. Tessellations of '6 shapes are a way of considering area. Tessellations of +6 shapes are a way of considering volume. #igure ,% . tile that will provide interesting tessellations. Creating Space: Professional Knowledge and Spatial Activities for Teaching athematics Ka! "wens Tessellations Ch 4, page 7 Learning Tasks for the Reader Tessellation Activities experiencing From using pattern !lock tiles, what shapes do you know tessellate8 .re they all regular8 9se small right(angled isosceles triangles to make one of the Tongan designs and then make up your own. 6iscuss the angles in shapes that tessellate. $articularly develop a range of patterns for rectangles and then discuss some of the others. #nvestigate whether all triangles will tessellate and why. 3ut out at least 11 scalene triangles that are all congruent. Try tessellating these triangles !y carefully following a pattern of placing them !y slides and rotations and !y matching the side lengths. What do the angles at any point add up to8 Take one of the triangles, tear of the corners and place them together to form a straight line. "ee chapter ' for the movements needed to try and tessellate shapes. #nvestigate whether all %uadrilaterals will tessellate. What are semi(tessellations8 #llustrate. 9se the pentomino shapes. 6o they tessellate8 6o regular pentagons tessellate8 6o any pentagons tessellate :try the house shape and look for the special ones on the we!; Take a s%uare card and cut out a section. Tape this onto the opposite side. Trace around your new template and make your ni!!led s%uare tessellation. Try a few ni!!les and make something artistic. Try working with e%uilateral triangles and rectangles. <ook at the page of designs from different cultures and find out how they are developed. Which of the pentomino tiles tessellate8 =ow do you know8 <ook at ,scher4s work . Creating Space: Professional Knowledge and Spatial Activities for Teaching athematics Ka! "wens Tessellations Ch 4, page 0 connecting ideas Why do triangles and %uadrilaterals tessellate8 Why don4t regular pentagons tessellate8 6efine a tessellation. 6efine a semi(regular tessellation. #llustrate some. summarise and record *ive some of the lessons at the end of the chapter. Why is it important to teach a!out tessellations8 Where are they mentioned in the sylla!us8 Creating Space: Professional Knowledge and Spatial Activities for Teaching athematics Ka! "wens