Art in Mathematics

Overview and Benefits

Project Design

Unit Plan Index

Instructional Strategies

Art in Mathematics

At a Glance

Grade Level: 9

Subjects: Mathematics.

Topics: Tessellation

Time Needed: 3 weeks
Module 1: 1 double lesson
Module 2: 1 week
Module 3: 1 double lesson
Module 4: 1 double lesson + homework
Module 5: 2 lessons
Module 6: 1 lesson

Key Learnings: Rotation, reflection, translation, enlargement, tessellations and how Escher and Ndebele Art use tessellation tools.

Things You Need

Assessments standards ›

Resources ›

Unit Summary
This unit allows learners in Grade 9 to explore the relationship of art to mathematics through the use of tessellation and the work of the artist, Escher and Ndebele designs.

Curriculum Framing Questions

	Critical Question: Is Maths Beautiful?
	Unit Questions: Do artists and craftspeople employ mathematical principles in their designs?

Instructional Procedures
Module 1: Individual and Group Work. Introduction, brainstorming and learning the basic concepts.
(1 double lesson) See overview of the project and implementation planning.

Module 2: Group Work. The groups will consist of three members chosen by the teacher. Each member of the group will work on one of the following: A web site design, power point presentation and a brochure.

Module 3: Group Work. Presenting the final product of Module 2. There is a student support document about creating folders for the project.

Module 4: Individual Work. Creating own work of Mathematical Art.

Module 5: Pairs. Completing an interactive worksheet, consolidating the theory behind the concepts. See an interactive worksheet on Transformation.

Module 6: Individually and in groups. Evaluating and assessing the project against criteria for every module. See the rubric for assessing the brochure.

Prerequisite Skills

Use of the Cartesian plane and co-ordinates.
Concepts of angles - [0º;360º]

Instructions for learners with special educational needs:
The Transformation exercise can be extended, especially in the rotation exercises. The centre of rotation can be shifted from (0;0)

Assessment
By whom:
Teacher, Peer and Self-Assessment.

How:
Module One: Teacher Assessment by observation.
Module Two: Teacher and Peer Assessment by filling in task specific rubrics.
Module Three: Peer Assessment by filling in rubrics after observation.
Module Four: Teacher Assessment by rubric.
Module Five: Teacher Assessment by memo.
Module Six : Self Assessment of entire project.

Credits
This unit was designed by Suzanne Steyn as part of the Intel Teach to the Future programme conducted at St Stithians Girls College in Johannesburg, South Africa.

Assessments standards
The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.

The learner can:
1) Recognise, visualise and name transformations in geometric, natural and cultural settings.
2) Describe interrelationships of properties of geometric figures in terms of transformations.
3) Use transformations to investigate and describe properties of tessellations and cultural art works.

Resources
Text Books:
Classroom Mathematics Std 7 - Laridon et al, and
On Track With Maths Gr 9 - Fitton et al

Supplies:
Cardboard and coloured Paper for Module 4

Internet resources:
1) aleph0.clarku.edu/~djoyce/poincare/poincare.html* (Great Website - tessellations)
2) members.aol.com/tessellations* (Intriguing Tessellations)
3) www.mcescher.com* (Great Official Website)
4) www-history.mcs.st-andrews.ac.uk/history/Mathematicians/Escher.html* (Good Biography)

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