Maths! Cameras! Tessellations!

I love it when I get tip-offs from teachers about something they have seen or heard from another class, as this shows our staff are increasingly sharing what is happening inside their classrooms which is excellent.

Recently I was told to check out what Mr Hayden Shaw, Year 7 teacher and Head of Preparatory Sport, was doing with his Maths class. It was suggested there were enthusiastic students hunting around the College for examples of tessellations and then taking photos of them. I have to admit that I didn’t remember my own primary school maths, and the nature of what exactly a tessellation was eluded me.

A quick catch up with Mr Shaw reminded me of exactly what a tessellation is:

an arrangement of shapes closely fitted together, especially of polygons in a repeated pattern without gaps or overlapping.

It transpires that towards the end of a unit on Geometry, Mr Shaw grouped his class based on who had a smartphone with a camera in it. There were eight students with one, and so in groups of three they set out to explore the campus hunting for tessellations. These are just some of the examples they came across:

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The idea behind this fantastic kinaesthetic learning activity came after Mr Shaw read a report on one of his students from Socially Speaking (an organisation that provides services for children with social, sensory or communication difficulties). The report suggested that some students would benefit from taking photos of their homework and then talking about it, rather than physically writing it down every time.

From this came the “tessellation hunt” activity, with students required to snap a photograph of a tessellation they located on the St Andrew’s College grounds and text it to Mr Shaw back in the classroom. When the students returned, he then displayed them all to the students via the classroom interactive projector.

I asked how comfortable he was having students take out their cellphones and use them for learning activities and he related a story that reinforces the College’s approach to Digital Citizenship. There had been an issue with some students taking photos of others in the playground without permission and so discussions took place in the classes reinforcing that phones were:

  • Only for ringing / texting a parent.
  • Permission was required from the teacher before they could do this.
  • If a student took it out twice without permission it was confiscated.

This eliminated the inappropriate use straight away. Once students understood the boundaries, teachers were then able to get them using their phones to support their learning such as this example, knowing that the students would be responsible.

The students in the class loved the opportunity to get out of the classroom and see the practical examples of tessellation in their school environment.

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