![]() ![]() § 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. § 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 Can you guess how many times a tile would rotate, if each turn were 60 degrees? 45 degrees? 30 degrees? 20 degrees? 15 degrees? Hint: 360 is an important number in geometry.Akron Art Museum - Teacher Lesson Plans on the Art of M.C. ![]() In other rotational tessellations the tile- the basic repeating shape- might rotate 90 degrees four times, and so on. In other rotational tessellations, like the second example at left, a tile might turn 180 degrees, and do it only once.Those pairs of goldfish are turning around their tummies. In the first example at right, the golfish turns 120 degrees, then does it again, to make three fish in each cluster. We make this tessellation by copying the fish shape and then turning it a little around a point.in this case, where three fishies' back-fins meet. This is the basic "tile" shape of the first goldfish tessellation on this page: it's a goldfish. Rotation (Turning / Spinning) 1 2 3 4 5 6 7 How to Make an Asian Chop (stone stamp). ![]()
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