![]() Third, tessellations can continue on a plane forever.If students have pointed to a pattern in the room that has a gap or an overlap in it, point out that it does not fit the definition of a tessellation. Second, tessellations do not have gaps or overlaps.Tell students that while those are repeated patterns, only some are tessellations because tessellations are a very specific kind of pattern. Generate a list of the words one could use to describe these patterns. Ask students to find examples of repeated patterns in the room. Discuss the three basic attributes of tessellations: Ask students to tell you what they know about the word tessellation. Introduce key vocabulary words: tessellation, polygon, angle, plane, vertex and adjacent. Scissors, tape, 11" x 14" paper, crayons, black fine-tip penġ.create a concrete model of a tessellation.be able to understand and define the following terms: tessellation, polygon, angle, plane, vertex, and adjacent. ![]() Escher, his art, or the contributions he made to mathematics. ![]()
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