providing teacher support with the drawing of tessellations.directly modelling examples of tessellations and transformations.asking students to justify why they believe tessellating patterns occur.providing physical manipulatives, regular polygons, or online tools (many are available), so that students can experiments with the tessellation and transformation of different shapes. The learning opportunities in this unit can be differentiated by providing or removing support to students and by varying the task requirements. Ways to differentiate include:
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