<< Chapter < Page Chapter >> Page >

Mathematics

Space and shape

Educator section

Memorandum

24.2 No, pentagons do not tesselate

26

(a) 50

(b) 105

(c) 993

(d) 995

(e) 12

(f) 12

(g) 12

(h) 7

(i) 100

(j) 100 000

(k) 5 r. 3

(l) 9 r. 5

(m) 8 r. 6

(n) 9 r. 5

(o) 7 r. 4

Leaner section

Content

Activity: tesselations [lo 1.8]

24. TESSELLATIONS

24.1 Did you know?

When a surface is covered by tiles so that there are no gaps left between the tiles, and no tiles overlap, the pattern that is made is called a tessellation, e.g.

We say the form tessellates.

24.2 Do you think ALL polygons will tessellate? __________ Motivate your answer.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

24.3 Use a combination of polygons, e.g. a triangle and a square and design a floor covering for a kitchen or bathroom. It must tessellate! Colour it in neatly.

25. Time for self-assessment

  • Colour in the face that shows your ability:
I was able to group different triangles according to their characteristics.
I can explain the following concepts:
  • acute-angled triangle
  • equilateral triangle
  • obtuse-angled triangle
  • isosceles triangle
  • right-angles triangle
  • scalene triangle
  • symmetry
  • tessellations
I can indicate the axes of symmetry of figures.
I can draw a pattern with shapes that tessellate.

26. Can you improve the mark you got in the previous mental test? Try to complete this one in 2 minutes.

a) 16 + 19 + 15 = ____________

b) 28 + 36 + 41 = ____________

c) 1 009 – 16 = ____________

d) 1 012 – 17 = ____________

e) ____________ x 8 = 96

f) 9 x ____________ = 108

g) 84 ÷ 7 = ____________

h) 63 ÷ ____________= 9

i) 10 5 ÷ 103 = ____________

j) 10³ x 102 = ____________

k) 43 ÷ 8 = ____________

l) 59 ÷ 6 = ____________

m) 78 ÷ 9 = ____________

n) 86 ÷ 9 = ____________

o) 53 ÷ 7 = ____________

27. CHALLENGE!

  • See if you can get the following correct

27.1 Arrange 20 toothpicks to form seven squares (see sketch). Move three toothpicks so that only five squares of the same size are left.

27.2 Arrange your toothpicks as shown in the example below. Move only two so that you form a parallelogram and three rhombuses.

27.3 Trace the following pieces of a tangram onto a folio sheet and cut them out neatly. (You may use a tangram if you have one in the class.)

Use all the pieces and build a cat in as many different ways as possible!

Assessment

Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.8: We know this when the learner performs mental calculations involving squares of natural numbers to at least 10 2 and cubes of natural numbers to at least 5 3 .

Get Jobilize Job Search Mobile App in your pocket Now!

Get it on Google Play Download on the App Store Now




Source:  OpenStax, Mathematics grade 7. OpenStax CNX. Sep 16, 2009 Download for free at http://cnx.org/content/col11075/1.1
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'Mathematics grade 7' conversation and receive update notifications?

Ask