[list][*]Topic: 3D tessellation, dissecting cubes[br][/*][*]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...)[/*][/list][br]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.

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

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

Describe the sequence of steps and contents of the activity/lesson/workshop. Provide a brief overview about all parts and their contents.[br][br]The steps in more detail follow below. They should contain...[br][list][*]...an 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.[/*][/list]Please use the following structure:

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

Short description

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

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

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