LEARNING OBJECTIVES: 1. Examine tessellating patterns around the palace. 2. Consider which shapes tessellate. 3. Design a tessellating pattern to decorate the floor of Henry’s new palace. RESOURCES: 1. PowerPoint “Find the tessellating pattern” 2. Worksheet “Do they tessellate?” 3. Worksheets “Shapes with marks for the lines of symmetry” 4. PowerPoint “Shapes with marks for the lines of symmetry” VOCABULARY: Hexagon, kite, pattern, tessellating ACTIVITY: Explain the concept of tessellating shapes. Look together at slides 1-4 of the PowerPoint. How many tessellating patterns can the children spot? Give groups of children one shape from the worksheet “Do they tessellate?” Children hypothesise as to whether the shape will tessellate. Record their hypotheses. Now give sufficient shapes for them to test out their hypothesis. Were they correct? (See examples to illustrate this activity.) Each group of children teaches the other groups what they have learnt about their shape. They discuss their hypothesis - why they thought they would/would not tessellate and whether they were correct. Children are going to design a tessellating pattern to decorate the floor of Henry VIII’s palace. Explain how every tile has to have the same pattern and, in order for the pattern to fit together, we need to mark where the lines of symmetry meet the edges. Look together at the PowerPoint “Shapes with marks for the lines of symmetry” to explain. Explain that the simpler designs are probably going to be more effective. Try not to have too many lines crossing each other. Children choose a shape for their tile, (hexagon, triangle or square) and experiment with different designs – just in pencil lines at this stage. Once the children are happy with their design, they should duplicate that design and colour in one of their tiles. QUESTIONS TO DEVELOP THINKING: What colours would have been used to decorate tiles in Henry VIII’s palace? Lesson 4: Exploring tesselation Maths through Hampton Court Palace Hampton Court Palace and St John the Baptist Church of England Junior School

Maths through Hampton Court Palace Lesson 4: Exploring

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Page 1: Maths through Hampton Court Palace Lesson 4: Exploring

LEARNING OBJECTIVES: 1. Examinetessellatingpatternsaround

thepalace.2. Considerwhichshapestessellate.3. Designatessellatingpatternto

decoratethefloorofHenry’snewpalace.

RESOURCES: 1. PowerPoint“Findthetessellatingpattern”2. Worksheet“Dotheytessellate?”3. Worksheets“Shapeswithmarksforthe

linesofsymmetry”4. PowerPoint“Shapeswithmarksforthe

linesofsymmetry”

VOCABULARY:Hexagon,kite,pattern,tessellating

ACTIVITY:Explaintheconceptoftessellatingshapes.Looktogetheratslides1-4ofthePowerPoint.Howmanytessellatingpatternscanthechildrenspot?

Givegroupsofchildrenoneshapefromtheworksheet“Dotheytessellate?”Childrenhypothesiseastowhethertheshapewilltessellate.Recordtheirhypotheses.Nowgivesufficientshapesforthemtotestouttheirhypothesis.Weretheycorrect?(Seeexamplestoillustratethisactivity.)

Eachgroupofchildrenteachestheothergroupswhattheyhavelearntabouttheirshape.Theydiscusstheirhypothesis-whytheythoughttheywould/wouldnottessellateandwhethertheywerecorrect.

ChildrenaregoingtodesignatessellatingpatterntodecoratethefloorofHenryVIII’spalace.Explainhoweverytilehastohavethesamepatternand,inorderforthepatterntofittogether,weneedtomarkwherethelinesofsymmetrymeettheedges.LooktogetheratthePowerPoint“Shapeswithmarksforthelinesofsymmetry”toexplain.Explainthatthesimplerdesignsareprobablygoingtobemoreeffective.Trynottohavetoomanylinescrossingeachother.

Childrenchooseashapefortheirtile,(hexagon,triangleorsquare)andexperimentwithdifferentdesigns–justinpencillinesatthisstage.

Oncethechildrenarehappywiththeirdesign,theyshouldduplicatethatdesignandcolourinoneoftheirtiles.

QUESTIONS TO DEVELOP THINKING:WhatcolourswouldhavebeenusedtodecoratetilesinHenryVIII’spalace?

Lesson 4: Exploring tesselationMaths through Hampton Court Palace

Hampton Court Palace and St John the Baptist Church of England Junior School