Estimated duration of lesson: 155-210 minutes
Targeted Standards:
Academic Expectations
Program of Studies
Core Content for Assessment
Other:
Students understand number concepts and use numbers appropriately and accurately.
Students understand various mathematical procedures and use them appropriately and accurately.
Students understand space and dimensionality concepts and use them appropriately and accurately.
A.E. 2.10 Students understand measurement concepts and use measurements appropriately and accurately.
M-H-A-5
Students will collect, organize, and display two-variable data, and use a line of best fit as a model to predict.
M-H-A-9
Students will collect, organize, and display two-variable data, and use a curve of best fit as a model to make predictions.
M-H-A-12
Students will use proportional reasoning (ratios and proportions) to solve real-world problems.
M-H-A-14
Students will see the patterns in arithmetic sequences and geometric sequences using recursion (formulas expressing each term as a function of one or more of the previous terms).
M-H-G-4
Students will connect geometric diagrams with algebraic representations.
M-H-G-6
Students will describe, draw, and construct two-dimensional and three-dimensional figures.
MA-H-1.1.1
Students will describe properties of, define, give examples of, and apply real numbers to both real-world and mathematical situations, and understand that irrational numbers cannot be represented by terminating or repeating decimals.
MA-H-1.1.2
5.Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)
8.Select and apply technology tools for research, information analysis, problem solving, and decision-making in content learning. (4, 5)
10.Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative
AH-H-1.1.22
AH-H-1.3.33
AH-M-4.1.42
AH-M-2.1.12
AH-H-2.1.13
RD-M-2.0.11
RD-H-2.0.8
WR-H-1
SS-M2.1.1.1.
SS-H 4.2.1
Targeted Essential Question(s):
If you were going to design a rectangular TV screen or swimming pool, would one shape be more pleasing to the eye than others?
Lesson Summary:
Students will explore and work with the concept of the Golden Ratio, the "Divine Proportion," the Golden Rectangle, the Fibonacci Sequence, and the application of these concepts to the arts and nature. A PowerPoint introduction, which includes video clips from United Streaming, is used to introduce the concepts. A collaborative learning activity follows, in which students explore their classroom to find objects that elate to the Golden Ratio. Students are then divided into different groups, based on multiple intelligences preferences. These groups complete activities designed to enhance their learning by directing their learning along the lines of their strongest MI area. The groups then rotate to a different MI activity so that each student may experience a learning activity that is not in their area of strength. Finally, students complete assessment activities that are designed around the MI areas.
Instructional Activities/Assessment: Plan strategies and activities that are equitable and reflect best practices
Strategies (check all that apply)
x
Summarizing and note taking
Reinforcing effort and providing recognition
x
Cooperative learning
Generating and testing hypotheses
x
Questions, cues and advanced organizers
x
Identifying similarities and differences
x
Homework and practice
Setting objectives and providing feedback
x
Non-linguistic representations
x
Other
Procedure Have students complete introductory activity. (5-10 minutes) Work through and discuss slides in the PowerPoint presentation, viewing the videos to provide background information for he connection of the Golden Ratio and the Fibonacci Sequence to the arts and nature. (30 minutes) Complete the Cooperative Learning measurement/calculation activity. (30-45 minutes) Discuss the results of the activity, with each group reporting its rankings, identifying what object they found that was closer to the Golden Ratio than the items they measured, and how they cut the paper, if they did that. (20-25 minutes) Divide the class into their MI strength groups, as previously determined in the year through student inventories, and complete the appropriate activities. (30-45 minutes) MI groups report out on their results and share what they did and their outcomes with the rest of the class. (20-25 minutes) Student groups rotate to a different activity so that they are working outside of their MI strength, in order to experience the concept through another means. It is not absolutely necessary that each activity be finished to completion in this round. (20-30 minutes) Complete the project/assessment activities. (These could be worked on either in class or outside of class.) Students select one activity from levels 1, 2,or 3 to complete, and two activities from levels 4, 5, or 6.
Evaluation/Assessment (Formative, Summative, CATS-like)
x
Pre-Assessment
Open Response
x
Anecdotal Records
On-Demand
Checklist
Writing Portfolio Tasks
Multiple Choice
Quiz/Test
x
Open-Ended
x
Self-Assessment/Reflection
Questioning Techniques
x
Other
Resources/Technology: Think about practical issues and materials needs for lesson implementation.
Computer and inline projector for PowerPoint and videos
Handouts
Meter sticks
Graphing calculators
Computer for Jeopardy template
Digital camera
Inline projector to display digital pictures