Patterns that repeat

How to spot and describe repeating patterns, including patterns found in real life (C1.1).

Lesson 1 of 2 4 of 7 in the course

Course map

Draft: this lesson was written with AI help and has not yet been read by a human editor.

What your class asks

This lesson asks you to identify and describe repeating and growing patterns, including patterns from real life. The museum offers one record on repeating geometric patterns in Islamic art; growing patterns, and the patterns of your own surroundings, are for your class to bring. 1

Curriculum expectations, with their official codes

  • C1.1 identify and describe repeating and growing patterns, including patterns found in real-life contexts

The lesson

What is the part that repeats?

Find the smallest group of shapes that, repeated again and again, makes the whole pattern. Say how many shapes it holds, and what changes from one repeat to the next, if anything.

Go deeper

Stucco is plaster mixed with cement or concrete 2. At Samarra much of it was dug out of the ruined palaces 2. Yeomans writes that Herzfeld and Creswell divided it into three styles 2. The third is open-ended symmetrical repeat patterns over large surfaces, cast from baked clay moulds so that it could be assembled and installed very quickly 3.

Think about it

The record says this stucco was cast in moulds so it could be put up fast. Why might a pattern that repeats be quicker to put up than one that never repeats, and how would you decide?

Into the museum

  • Samarran stucco styles: the three styles, and where each one was found.
  • The arabesque: the leaf pattern that Yeomans traces back to one of these styles.
  • Girih: geometric patterns of stars and polygons.

Try this

Look at the record Girih. Draw one repeating unit of a pattern you like and describe it in a sentence.

Check yourself

Nothing here is marked or sent anywhere. It is for you.

Which of these did you meet in this lesson?

Not in this lesson. Look again at the cards above.

Not in this lesson. Look again at the cards above.

Yes. That is the one from this lesson.

In your own words: what does Girih have to do with this lesson?

Compare with the card

Stars from interlacing lines. The record describes girih as Islamic geometric knot patterns that build stars and polygons from interlacing lines. They were common in Safavid and Seljuk architecture and rest on girih tiles. If a pattern is built from a few tile shapes, how could you describe what repeats in it?

I can now

Notes

  1. 1. Ontario Ministry of Education, The Ontario Curriculum: Mathematics
  2. 2. Richard Yeomans, The Art and Architecture of Islamic Cairo (2006), p.37
  3. 3. Richard Yeomans, The Art and Architecture of Islamic Cairo (2006), p.38
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