Cube Puzzle - Lesson Plan


Short overview

  • Topic: 3D tessellation, dissecting cubes
  • Grade, subject: 7th/8th grade (12 years old)
  • Duration:
  • Material for students: Link to GeoGebra app, other ressources eg. worksheets
  • Additional materials: (add this only if additional material is needed eg. 3D printed materials, laptops, 3D printer...)
In this lesson physical and digital resources should be used to develop some constructions of tessellations, especially tessellations of the 3D space. 3D tessellations are connected with the task of dissecting a cube into equal parts. Therefore Dynamic Geometry Environment (DGE) and 3D printing is combined. This is an opportunity to promote open-ended tasks into classrooms and hence enhance students’ creativity.

Prior knowledge of the students

The students already know/learned...
  • How to use a GeoGebra application...
  • ...
  • ...
You should also describe, which previous knowledge a teacher should have and describe it briefly. Eg. The teacher has a slicing software of a 3D printer installed on her computer and knows how to slice an object...

Gained competencies and skills by the activity or lesson

Please describe which educational and learning achievements could be achieved. Which competencies could students learn by the activity or lesson? Example: The students train/now can...
  • ...
  • ...
  • ...

Activity/lesson/workshop sequence

Describe the sequence of steps and contents of the activity/lesson/workshop. Provide a brief overview about all parts and their contents. The steps in more detail follow below. They should contain...
  • average duration of each step.
  • ...needed material and how to use it.
  • ...add applets and describe their functionality. Please consider a proper sizing.
  • ...add link to PDFs for downloading if additional information is needed.
Please use the following structure:

Step 1 (time in minutes): 2D tessellation

Every student gets three square sheet of paper (post-it) an should cut each into 2/3/4 equal pieces. (find GeoGebra Applet)

Step 2 (time in minutes)

Short description

Follow up information

What should be done after the activites/lesson/workshop? Should additional information be sent? How much will packing and transport take? ...

Collecting data

How can you measure whether the activity/lesson/workshop reached their goals? Take pictures, if possible make videos, does a questionnaire make sense prior and after the activity/lesson/workshop?

Links to additional materials/literature

Add links to possible follow up activities on GeoGebra or elsewhere here. Also cite used literature which is connected to the activity.