From the looks of it, there are two complete figures above:
Figure 1: Yellow Hexagon
Red Trapezoids
Orange Squares
Figure 2: Yellow Hexagon
Blue Parallelograms
Green Equal-lateral Triangles
Tan Elongated Parallelograms
Note: Though the figures can be determined in multiple different ways because of connecting pieces, to make things easier I have divided things as such.
Reasons for the tessellation being incomplete is because of time constraints and limited material. If I had enough time and pieces, however, I would construct three more of Figure 1 and attach them to the bottom of Figure 2. This would complete the circle of Figure 1's around Figure 2. From there, I would construct multiple Figure 2's and fill in such spaces around the six Figure 1's. This process could continue on and on without spaces between Figures.
I researched other tessellations and included them below:
Credit Credit Credit
I really like the design that you created on your own. It is clear how the design repeats it self and how it fits together perfectly without any odd spaces or gaps. It is nice that you have provided other pictures of tessellations for the reader to get a more defined understanding of what a tessellation really is.
ReplyDeleteI love the tessellation you created! And how you used your empty space is great and I took a few pointers from your design because when making tessellations I always seem to have empty space left. The use of different colors is also really nice.
ReplyDeleteI liked this pattern a lot. This post has me messing around again with it... http://mathhombre.tumblr.com/post/87403199049/archimedean-tiling-my-students-tiling-has-me When I tweeted it, someone suggested this theorem for you: http://www.theoremoftheday.org/GeometryAndTrigonometry/SRTiling/TotDSRtilings.pdf
ReplyDeleteIf you want to make it digitally, there are some online patternblocks (also with an app): http://mathtoybox.com/patblocks3/patblocks3.html#.U4oF1S8Wexo
To make this an exemplar, it could use a bit more content. Two ways to think about it, at least. One way - more about the math, either the mathematical things you notice in the pattern, or more about the mathematical properties of the tiles that make your pattern possible. Two, think about this as a teacher. What would students get out of an activity like this, how might you use it, etc.