1. Teacher’s name : Pilar Batuecas Montero
LESSON PLAN
Title of the Lesson: Polygons and tessellations.
Date: 13/1/2014
Unit of Study: Tessellations.
Level and group 5th and 6th Primary.
Number of children: 16 (7 children of 5th and 9 of 6th).
Background Information:
Language:
The design of geometric shapes that cover a flat surface without gaps or
Pattern, shape, gap, overlaps.
overlappings has a long history. Roman buildings, floors, and pavements were
Regular, irregular, polygon.
decorated with tiles which the Romans called tessellae. The Roman word
Triangle, square, pentagon, hexagon,
tessellate is the root of our English word tessellation.
heptagon.
In mathematics, the word tessellation (or tiling) has come to mean the repeated
Translation (slide), rotation (turn),
use of polygons and other curved figures to completely fill an infinite plane region
reflection (mirror image flip).
without gaps or overlappings.
It’s regular because all sides and
angles are equal.
We can tessellate with ____
We can’t tessellate with ____
I choose a ___ tessellation with ___.
Learning objectives:
To know what a tessellations is.
To identify regular and irregular polygons, regular and irregular tessellations.
To recognize and use vocabulary related to polygons and tessellations
Competencies involved:
Competence in linguistic communication.
Mathematical competence.
Cultural and artistic competence.
Assessment:
Children identify regular and irregular polygons.
Children identify regular and irregular tessellations.
Children recognize and use vocabulary related to
polygons and tessellations.
Active participation.
Lesson development:
Activity title
Time
Description
Interaction
Skills
Materials
Introduction.
5’
Introduction of the unit.
T-Ss
L-R-S
Computer, digital
board, blackboard.
Classify regular and
irregulars polygons.
15’
Explain what a regular polygon is and T-Ss, Ss-Ss
give to students some shapes to
recognize regulars and irregulars ones.
L-S-I
Computer, digital
board, paper
shapes, rule,
semicircle.
Introduction of
regular and
semirregular
tessellations.
10’
Show
regular
and
semirregular T-SS, T-S
tessellations. Ask children to identify the
shapes.
L-S-I
Computer, digital
board.
Introduction and
identification of 3
types of tessellation:
Translation, rotation,
reflection.
10’
Show examples of the types of T-SS, T-S
tessellation.
Ask children to identify them in some
pictures.
L-S-I
Choice one or more
shapes to make a
tessellation.
10’
Children
express
which
tessellation they want to do.
L-S-
kind
of T-SS, T-S
Computer, digital
board.
Computer, digital
board, blackboard,
chalk, notebook,
pencil.

2. Bloom's Taxonomy:
Creating
Evaluating
Analising
Applying
Understanding
Remembering
ICT resources:
Powerpoint presentation.
http://www.mathsisfun.com/geometry/tessellati
on.html
http://www.softschools.com/math/geometry/po
lygons/regular_and_irregular_polygons/
Personal notes/reminders/homework/other considerations:
In the next session, children are going to create their own tessellation.
Reflection:
Students understood the most important: difference between regular and irregular polygons; regular and irregular
tessellations and they learnt the 3 types of tessellate: translation, rotation and reflection.
All of them wanted to participate in the activities and the time was correct, it was a one hour lesson.
If I would to do it again, I would add a written exercise activity because I think that the ten last minutes they were tired of too
much listening and speaking activities. We have to improve the pronunciation, too, but this was not one of the objectives of
the lesson.
I did the second session to create the tessellation on Friday afternoon because they had Art. I had one hour and a half, but
they didn’t finish the works so I will need a third lesson that I’ll implement next Tuesday. Friday was not a good day because
6 children didn’t come to school.
They use the worked structure and vocabulary to choose the tessellation although some students changed their choice
when they began to draw it. They liked it and some of them asked me for finishing at home.
The result was very positive, I think we all enjoyed and learnt.
Key:
Interaction: T-Ss (teacher-students) T- S (teacher-student) S-S (student-student) Ss-Ss (students-students)
Skills: L (listening) W (writing) S (speaking) R (reading) I (interacting)