Request the learners to share their knowledge on what they understand by a radius and how to create symmetrical shapes by the use of a compass. Inform the students that they will be creating patterns of circles, which will have shapes within them. Read to the learners literature on geometric concepts of Islamic art-a piece by Ayse Parman and Issam El-Said. Offer a greater description of the concepts in more detail through the use of example artwork and visual aids. Ask students to identify any shapes and patterns in the piece of art. Offer an explanation to students which will show that the use of a compass for the creation of similar patterns will result in more geometric shapes. Thereafter let the students to practice drawing circle patterns.
Start by the use of a single circle and applying the radius as the point of reference for other circles within the pattern. Make connections between the centres and one of the points where circles intersect and so as to make an equilateral triangle. After this activity discuss why the triangles’ sides have similar length.
Let the learners start drawing new circles with the use of new intersection points. After each move discusses what each pattern looks like as the learners continue to make the drawings.
Checking for understanding in the manipulative task:
In order to check for understanding request the students to explain what they understood and what they found difficult to understand. Also, ask them to define any patterns that they visualized in their activity.
As part of the closure ask the learners to offer a brief explanation of the most favorite part of their learning and why it was interesting.
According to the National Council of Teacher of Mathematics (NCTM) Standards, the learners should be able to use coordinate geometry to examine and represent the geometric shapes’ properties (ntcm.org, 2012). The learners should also develop the ability to classify, describe and comprehend relationships in various two-dimensional shapes such as circles and triangles.