Art and Math:

Tessellations and
Symmetry
A Lesson Plan for Grades
5 and 6
Edited by Dani
Peters
Original by Melissa
Martin

For me it remains an open question whether

[this work]
pertains to the realm of mathematics or to that
of art.
M.C. Escher

Introduction and Rationale

This unit plan is focused on integrating grades 5 and 6 art with
mathematics. It is important to try and integrate subjects together to
help make students learning more meaningful. They will understand
how these different subjects apply to each other in the real world. Art
also makes learning math much more interesting and fun for a class. It
is a creative way to show students different mathematical theories and
principles. It is beneficial for visual and hands-on learners who are not
able to understand elements of mathematics written down on paper.
Once they are able to create artistic examples of mathematical
properties, then they will achieve a better understanding of what they
are expected to know in their math class.
This unit is focused on tessellations and symmetry. It is related
to the Shape and Space strand of mathematics. It is also categorized
under Component 4 of the art curriculum that concentrates on Main
Forms and Proportions. Tessellations can easily be used in lower
grades as well as junior and senior high classes. Tessellations are
excellent examples of how to illustrate mathematical properties of
symmetry and geometric shapes. In grades 5 and 6, students are
beginning to look at symmetrical objects and trying to understand their
properties. This topic in math requires a lot of hands-on activities to
show the students how symmetry is applied to objects. Tessellations
allow the students to study the symmetry of these objects and create
beautiful designs and patterns.
In order to integrate art history into this unit, the students will
observe works by M.C. Escher. His drawings show how he was able to
visualize different theories of mathematics by using his creativity to
produce magnificent works of art. His drawings of tessellations will
show students that the possibilities of applying symmetry and pattern
to objects are endless. This can inspire students to try creating their
own tessellations and experiment with different methods of symmetry.
By giving students visual demonstrations and examples of a theme in
art, this will help them to better understand what that theme is and
how they can go about creating it.
This unit plan also integrates math and art with computer
technology. The computer program Tessellation creator
(http://illuminations.nctm.org/Activity.aspx?id=3533) allows
students to manipulate a geometric shape and then copy it into a
tessellation pattern on the computer screen. This is an excellent
method of teaching students how to use computers to create works
of art. It also reinforces the students memory of what they learned
about symmetry and geometric shapes.
Once the students have created a graphic design of a tessellation
on the computer, they will have a chance to extend this project by
using a 3D medium. Clay tiles allow the students to imprint designs
using a variety of tools. They can take the design they created on the

computer and imprint it onto their clay tile. The students can also
glaze their tile in different colours to enhance the effect of the
tessellation pattern in the clay. Once the clay tiles are fired, the
students can look at the tessellations they created on paper, using the
computer, and on a 3D medium. This will show students how art
projects can be studied through the use of different methods and
materials. They can study similarities and differences between the
projects and determine

which ones are better or worse for this type of activity.

My goal with this unit plan is to show how math can be creative
and artistic. I also want this unit to encourage students to be more
optimistic about learning math by incorporating hands-on art activities.
This unit plan is meant to show students how symmetry is incorporated
into artwork. It will also teach them how to create symmetrical shapes
and develop them into a tessellating pattern that can be carried on into
different types of media.
Scope and Sequence: Program of Studies
The following are the strands and learner outcomes that this unit
applies to for art and math in grades 5 and 6. It was obtained from the
program of studies for elementary art and math.
Mathematics Grade 5
Strand: Shape and Space (Transformations)
General Outcome: Describe motion in terms of a slide, a turn or a flip.
Specific Outcomes:
21. Recognize tessellations created with regular and irregular shapes in
the environment.
22. Cover a surface, using one or more tessellating shapes.
23. Create tessellations, using regular polygons.
24. Identify planes of symmetry by cutting solids.
Art Grade 5
Component 4: MAIN FORMS AND PROPORTIONS: Students will
modify forms by abstraction, distortion and other transformations.
Mathematics Grade 6
Strand: Shape and Space (Transformations)
General Outcome: Create patterns and designs that incorporate
symmetry, tessellations, translations, and reflections.
Specific Outcome:
19. Create, analyze and describe designs, using translations (slides) and
reflections
(flips).

Art Grade 6
Component 4: MAIN FORMS AND PROPORTIONS: Students will
modify forms by abstraction, distortion and other transformations
Unit Overview
Lesson 1: Exploring Symmetrical Shapes
In this lesson the students will use the Mira Math Kit to look
at symmetrical
shapes in their symmetry booklets from math class. They will see how
the Mira reflects a
mirror image of different objects. This lesson is meant to introduce the
students to the concept of symmetry and allow them to experiment
with it by using Miras to draw the reflected images and shapes. With
these tools they can begin to create geometric patterns (i.e. mosaics)
and understand how symmetry is used to create artistic patterns.
Lesson 2: Tessellation Techniques
This lesson introduces the topic of tessellations. Students will
learn the definition and different characteristics of tessellations by
observing different examples. They will learn the four techniques for
tessellating shapes: translating (sliding), nibbling (cutting), rotating
(turning), and reflecting (flipping). The students will be able to
associate the technique of reflecting with what they learned about
symmetry. The class will experiment with these four techniques and
illustrate them in their symmetry booklets to be used as a reference
for subsequent lessons.
Lesson 3: Tessellations of Polygons
This lesson reviews the introduction of tessellations.
Students will observe examples of tessellations of geometric
shapes (polygons). Using geometric grid handouts, the students
will learn how these shapes can be manipulated to create
tessellating patterns. They will achieve this by incorporating the
four techniques of tessellations that they learned in the previous
lesson. Once the students have enough practice using the grids,
they can draw geometric tessellations by freehand.
Lesson 4: Tessellations of Curved Shapes (Escher Style
Tessellations)
This lesson will apply the art history component by looking at
tessellation works by M.C. Escher. Eschers works began with basic
geometric shapes. Then he transformed these shapes by using the
four tessellation techniques to create curved shapes and objects.
These objects would then be tessellated into different orientations
(positions) to create interlocking shapes with no spaces or overlapping
objects. The

students will recognize these patterns as works of art as well as

illustrations of mathematical principles (i.e. symmetry). The
students will follow these same steps to create their own
tessellating objects on a piece of paper.

Lesson 5: Creating Tessellation Shapes on Computer

This lesson will consist of a tutorial of the computer program
Tessellation Creator. The class will incorporate what they learned
about tessellations and symmetry onto the computer. Students will
learn the basic steps of the four tessellation techniques in the
program. The students will follow the Tessellation Creator tutorial
that is included in the program to help guide them in creating their
own tessellation shape.
Lesson 6: Creating Tessellation Patterns on Computer
The class will review what they learned about Tessellation
Creator in the previous lesson by briefly going over the programs
tutorial again. They will be able to look at other students examples of
tessellations online to help them visualize what they will be creating.
The students can make more objects and learn how to create a
tessellation of these shapes. They will also learn how to apply colour
to their design. Once the students have finished their tessellations
they can print out their designs.
Lesson 7: Creating a Tessellation Pattern with Clay
This lesson will transfer the design of tessellations onto a 3
Dimensional medium. The students will make a clay tile and imprint
the tessellation pattern they printed off the computer onto the clay.
This lesson will allow students to become more creative with their
tessellations as well as introduce them to the techniques of clay.
Lesson 8: Glazing and Firing Clay Tessellation Patterns
This lesson extends the use of clay by allowing students to glaze
and fire their tiles. The students will learn the technique of glazing.
This will allow the students to incorporate the use of colour in their
tessellation pattern to create interesting and original works of art.
Once the clay tiles have been fired, the students can look at their
tessellations created on paper, computer, and clay. This will show the
students the different effects each medium has on the patterns of
tessellations.

LESSON 1: EXPLORING SYMMETRICAL SHAPES

Subject: Art and Mathematics
Grade: grades 5-6
Focus: Symmetry and Patterns
Unit: Tessellations and
Symmetry Topic: Exploring
Symmetrical Shapes Time: 50
minutes
Teaching Strategies Used: demonstration, hands-on learning,
discussion
Learning Objectives:
Students will use Miras to explore symmetrical shapes and
patterns.
Students will use Miras to help draw their own symmetrical
shapes.
Materials/Resources:
- pencil, markers, pencil crayons, paper, eraser, rulers, Mira
Math Kit (pass out before class starts), Symmetry Booklet (pass
out before class starts)
Introduction (Opening) (5 minutes)
Introducing the Concept of Symmetry
- Introduce the lesson by asking the class if they know what symmetry
means.
Definition: Symmetry is an exact correspondence in position or form
about a given point, line, or plane.
*To put it more simply, symmetry is when a shape shows a mirrored
reflection along a line that splits the shape.
- Explain the definition of symmetry to the class and illustrate on the
board a shape that is symmetrical along a line (i.e. an equilateral
triangle with a vertical line cutting through
the center).
- Explain to the students about the line of symmetry (the line that splits
the shape into 2
mirrored reflections).
- Show some other shapes on the board that may or may not have
symmetry. Ask the
students if these shapes are symmetrical. If so, where? Have the
students come up and draw the line(s) of symmetry
Using the Miras and Symmetry Booklets
-Demonstrate to the students how to use the Mira to show reflections
of shapes. Have the students experiment with their Miras using the
booklets.

-The students can begin to draw symmetrical shapes using their Miras.
-Ask the students about the shapes in their booklets (i.e.: are they
symmetrical?)

Skill Development/Concept (Body) (35 minutes)

Drawing Designs of Geometric Shapes
-Using rulers and pencils, have the students draw geometric shapes.
Then with their
Miras, have them draw the reflected shape.
-Students can create patterns with these shapes.
Drawing a Symmetrical Pattern
-Pass out a piece of white paper to the students
-Have the students fold the paper twice into 4 sections
-In the top left square, the students can draw their own, original pattern
using a pencil.
-Once they have completed their pattern, they can use their Mira to
draw the reflected patterns in the other three sections of their paper.
They will use the paper folds as their line of symmetry.
-Once the students have completed their drawing, they can colour their
pattern using
contrasting colours that will heighten the effect of their symmetrical
designs.
Closure and Evaluation (10 minutes)
-Ask the students if they found this exercise too easy or too difficult.
-Allow students to come up to the front of the class and show their
picture and allow the
rest of the class to critique the work.
-Ask the students what they can see in the picture, how well do the
colours go together,
etc.
Evaluation Criteria for Lesson 1:
-Student demonstrated use of Miras to create a symmetrical pattern
5 marks

-Student used an original colour scheme that helped to further

demonstrate
5 marks
the symmetrical pattern
-Student experimented with the Mira and booklet as well as drawing
shapes
3 marks

-Student participated in discussions and critique

2 marks
LESSON 2: TESSELLATION
TECHNIQUES

TOTAL: 15 marks

Subject: Art and Mathematics

Grade: grades 5-6
Focus: Learning How to Manipulate Shapes for Tessellations
Unit: Tessellations and
Symmetry Topic:
Tessellation Techniques
Time: 50 minutes
Teaching Strategies Used: demonstration, hands-on learning,
discussion
Learning Objectives:
Students will learn the definition and characteristics of
tessellations
Students will learn the different techniques for tessellating
shapes (translation slides, nibbling, rotating, and reflecting)
Materials/Resources:
- pencil
- paper
- eraser
- rulers
demonstration)
- pencil crayons
Booklets
- overhead and slides

markers
tessellation grids
examples of tessellations
overhead projector (for

Miras and Symmetry

scissors and glue

Introduction (Opening) (5 minutes)

Review of Symmetry Concepts
- Reintroduce the concepts of symmetry to the class by having them
quickly go over the
Miras and Symmetry (definition of symmetry, lines of symmetry, etc.)
- Have the students take out their symmetry drawings from yesterday
and have them use
the Miras to show how they reflected the pattern to cover the whole
page.
- Review the different types of geometric shapes (polygons) and ask the
students which
ones are symmetrical (i.e. triangle, rhombus, rectangle, square,
parallelogram, etc.)
-Have the students sketch some symmetrical shapes and use their Miras
to see if they are
symmetrical or not.

Introduce the Concept of Tessellations

- Explain to the students what a tessellation is:
Definition: A tessellation is a pattern of interlocking shapes with
no space and no overlaps.
-Show examples of geometric tessellations so that the students will
visually understand how to tessellate shapes:

Skill Development/Concept (Body) (40 minutes)

Introduce the Techniques for Tessellations
*pass out geometric grids to the students for each of these steps
1. Translation Slides
Definition:
SLIDE TRANSLATION: Tessellating a shape across a surface, without
flipping it or
changing the position of the corners.
-Using the overhead projector, demonstrate to the students how a
geometric shape can
slide to another position on the paper.

*the numbers in the corners of the shape are to indicate the orientation
of the shape
-Ask the students to cut out a shape on their tessellation grid
handout and slide it to another location on their paper
-Have the students glue this grid on a blank page in their symmetry
booklets and label the page Translation Slides (it may be helpful if
they write down the definition as well)
-allow the students to slide more shapes and glue them into their
booklets
2. Nibbling
-This is the process where an ordinary geometric shape is transformed
into an irregular
shape
Definition:
NIBBLING: One side of a geometric shape (from corner to corner) is
cut into a pattern and that new shape slides to the opposite side.
-Demonstrate on the overhead projector how to nibble (cut) one side of
a geometric shape and then translate (slide) that piece over to the
opposite side of that shape (example on the following page).
-Allow the students to experiment with nibbling and sliding geometric
shapes with their
geometric grids.

-Have the students glue an example of nibbling on a blank page

in their symmetry booklets and label the page Nibbling
-The students should show each step of nibbling in their
symmetry booklet as demonstrated

3. Rotating
Definition:
ROTATING: A geometric shape can be turned around at a specific
point to change the orientation of that shape.
-Demonstrate on the overhead projector how to rotate an object 90,
180, 270, and 360
-Show students how to rotate a geometric shape at different points
(i.e. in the center of the shape, at the corners, etc.)

These triangles have been rotated around the center to create a

tessellation.
1

1
2

4
3

2
1

These squares have been rotated around the corner to create a

tessellation.
-Allow the students to cut out geometric shapes and rotate them from
their grids.
Have the students glue an example of rotating on a blank page in their
symmetry booklets
and label the page Rotating.
-The students should show each step of rotating in their symmetry
booklet as
demonstrated

4. Reflecting
Definition:
REFLECTING: Flipping an object on one side (or point) so that it will
show a mirrored reflection of that shape
*This tessellation technique demonstrates how these geometric
shapes are symmetrical about a line of symmetry
-Demonstrate on an overhead projector how to reflect an object on
different sides and points
line of symmetry

line of symmetry

-Allow the students to cut out geometric shapes from their grids and
reflect them.
-Have the students glue an example of reflecting shapes on a
blank page in their symmetry booklets and label the page
Reflecting.
-The students should show each step of reflecting in their
symmetry booklet as demonstrated.
-It may be helpful for the students to use the Miras to reflect the
shapes.
*If there is extra time left over the students can experiment with these
four techniques in their symmetry booklets and can begin to create
tessellation patterns.
Closure and Evaluation (5 minutes)
-Review with the students what the four techniques for creating
tessellations are:
translating (sliding), nibbling (cutting), rotating (turning), and reflecting
(flipping)
-Ask the students if they found this exercise too easy or too difficult.
-Allow students to come up to the front of the class and show their
examples from their symmetry booklets to ensure that they
understood how to record them in their booklets.
-Students must hand in their booklets at the end of class to receive
marks for this lesson.
Evaluation Criteria for Lesson 2 (examples of Tesellation
Techniques in symmetry booklets):
-Student provided a good example of translating a geometric object
3 marks
-Student provided a good example of nibbling a geometric object
3 marks

-Student provided a good example of rotating a geometric object

3 marks
-Student provided a good example of reflecting a geometric object
3 marks
-Students examples are a good reference for tessellating shapes
3 marks
TOTAL:
15
marks

LESSON 3: TESSELLATIONS OF POLYGONS

Subject: Art and Mathematics
Grade: grades 5-6
Focus: Patterns of Geometric Shapes (Polygons) and Tessellations
Unit: Tessellations and Symmetry
Topic: Tessellations of Polygons
Time: 50 minutes
Teaching Strategies Used: demonstration, hands-on learning,
discussion
Learning Objectives:
Students will create geometric patterns with grids of polygon
shapes.
Students will use the four tessellation techniques (translating,
nibbling, rotating, and reflecting) to create elaborate,
symmetrical patterns.
Materials/Resources:
- pencil
- paper
- eraser
- rulers
demonstration)
- pencil crayons
Booklets

markers
tessellation grids
examples of tessellations
overhead projector (for

Miras and Symmetry

Introduction (Opening) (5 minutes)

Review of Symmetry Concepts
- Reintroduce the concepts of symmetry to the class by having them
quickly go over the
Miras and Symmetry (definition of symmetry, lines of symmetry, etc.).
- Review the definition of tessellation: A tessellation is a pattern of
interlocking shapes with no space and no overlaps.
-Review the four techniques for tessellating geometric shapes:
translating (sliding), nibbling (cutting), rotating (turning), and
reflecting (flipping).
-Demonstrate on the board how different types of geometric shapes
(polygons) can be transformed by using these techniques
Skill Development/Concept (Body) (35 minutes)
Review of Tessellations
-Show the class more examples of tessellations of geometric shapes
(polygons). Ask the students what shapes they can see:

-Using rulers and pencils, have the students draw geometric shapes.
-Instruct the students to practice each of the four tessellation
techniques with their shapes. They can use the Miras for reflecting
these shapes.
-Students can create patterns with these shapes.
Demonstration of a Tessellation
-Using an overhead projector and a transparency of a tessellation grid,
demonstrate how
to create a tessellation pattern of polygon shapes (divide these
shapes into halves, quarters, etc. and colour them in to create a
geometric pattern):
-Pass out a tessellation grid to the students
-Have the students create their own tessellation patterns using these
grids (as seen in the
demonstration).

-Pass out a tessellation grid to the students

-Have the students create their own tessellation patterns by coloring
these grids (as seen
in the demonstration):

Drawing Tessellations
-Pass out a white sheet of paper to the students
-Instruct the students to place the tessellation grid underneath the
piece of paper.
-Show by demonstration how to create a tessellation of polygons by
using the tessellation
grid as a reference.
-The students can draw their own patterns in pencil and then colour
them in after the
pattern in finished.
*The use of the tessellation grid is optional. If students feel comfortable
enough to draw
without the grid, they may do so.
*The students may use their Miras in this exercise.
Closure and Evaluation (10 minutes)
-Ask the students if they found this exercise too easy or too difficult.
-Allow students to come up to the front of the class and show their
picture and allow the rest of the class to critique the work.
-Ask the students what they can see in the picture, how well do the
colours go together, etc.
-Ask the students what polygons they see in each of the pictures.
Evaluation Criteria for Lesson 3:
-Student used creativity (original pattern and good use of geometric
shapes)
5 marks in creating his/her polygon tessellation
-Student used an original colour scheme that helped to further
demonstrate
5 marks the symmetrical pattern
-Student experimented and participated in the drawing exercises
3 marks
-Student participated in discussions and critiques
2 marks
TOTAL: 15 marks

LESSON 4: TESSELLATIONS OF CURVED

SHAPES (ESCHER STYLE
TESSELLATIONS)
Subject: Art and Mathematics
Grade: grades 5-6
Focus: Tessellations of Curved Shapes and Objects (Escher Style)
Unit: Tessellations and Symmetry
Topic: Tessellations of Curved Shapes (Escher Style Tessellations)
Time: 50 minutes
Teaching Strategies Used: demonstration, hands-on learning,
discussion
Learning Objectives:
Students will study the tessellation artwork of M.C. Escher
Students will create patterns of curved shapes from polygon
grids.
Students will create objects from these curved shapes (i.e.
animals such as M.C.
Eschers horseman and reptiles)
Materials/Resources:
- pencil
- paper
- eraser
- rulers
demonstration)
- pencil crayons
Booklets
- Escher books

markers
tessellation grids
examples of tessellations
overhead projector (for

Miras and Symmetry

scissors and glue

Introduction (Opening) (5 minutes)

Review of Tessellations
-Ask the students for the definition of a tessellation
-Have students take out their tessellation pictures from last class
and review how they were created (use the overhead projector
again to illustrate the steps)
M.C. Escher
- Introduce the topic of Escher-style tessellations by giving a brief
history of Escher:
-Maurits Cornelis Escher was born in Holland in 1898
-He was a famous graphic artist who created unique works of
art that exhibited a wide range of mathematical theories
-While he was still in school his family planned for him to
follow his father's career of architecture, but poor grades and
an aptitude for drawing and design
eventually led him to a career in the graphic arts.
-He did not become known as an accomplished artist until the
1950s, but by 1956

he had given his first important exhibition, was written up in

Time magazine, and acquired a worldwide reputation.
-Among his greatest admirers were mathematicians, who
recognized in his work an extraordinary visualization of
mathematical principles.

- *Escher had no mathematical training beyond the secondary

level! As his work developed, he drew great inspiration from the
mathematical ideas he read about, often working directly from
structures in plane and projective geometry, and eventually
exploring the fundamentals of non-Euclidean geometries. He
was also fascinated with paradox and "impossible" figures.
-In mathematics, Eschers work encompasses two broad areas:
the geometry of
space, and the logic of space.
-Show the class examples of Eschers tessellation drawings. Show how
he was able to
start with basic, geometric patterns and then create curved
shapes and recognizable objects.
-Show how he was able to tessellate these objects by changing
their orientation and interlocking them together to create no
negative space.
-Illustrate on the board how to he used the four tessellation
techniques to manipulate geometric shapes to create a curved
shape to use in a tessellation:

Skill Development/Concept (Body) (35 minutes)

Manipulating Polygons
-Pass out a sheet of white paper to the students. Instruct the students
to draw a polygon
(i.e.: triangle, square, rhombus, etc.) on the piece of paper and cut it
out.
-Then ask the students to cut out a shape (nibble) from one side of the
polygon. *Make
sure the students are not copying each other or the shape
demonstrated on the board!
-Have the students slide that shape over to the other side of the
polygon. Then ask them
to flip the shape and see how it changes the original polygon.
-Instruct the students to glue this new shape into their Symmetry
Booklets. This will help
them to remember the steps for manipulating a polygon.
Creating an Escher-Style Tessellation
-Pass out another sheet of white paper to the class.
-With the help of a Mira and tessellation grid, have the students
repeat the curved shape they created in the exercise. They can use
the appropriate tessellation grid to make sure they are creating a
straight pattern.
*Demonstrate the steps on the board or on
overhead
-Have the students create rows of these objects.
-There will be negative space between these rows. By definition a
tessellation cannot have negative space or overlapping objects. Have
the students create a new object to fill in these negative spaces (i.e.
Eschers Sky and Water I uses fish and birds).
-Once the students have created their Escher-style tessellations they
can colour the
shapes.

Closure and Evaluation (10 minutes)

-Ask the students if they found this exercise too easy or too difficult.
-Allow students to come up to the front of the class and show their
picture and allow the rest of the class to critique the work.
-Ask the students what objects they can see in the picture, what
basic polygons did the student start off with?
-Do the colours work well with the drawing?
Evaluation Criteria for Lesson 4:
-Student used creativity in designing his/her tessellation (original
pattern,
5 marks transforming geometric shapes using the four
tessellation techniques to
create original objects from these shapes)
-Student used an original colour scheme that helped to further
demonstrate
5 marks
their tessellation pattern
-Student experimented and participated in the drawing exercises
3 marks
-Student participated in discussions and critique
2 marks
TOTAL: 15 marks