Hooi Weng TAN (Ying HW TAN)

4110174

Maths Lesson Plan (Week 1)

Lesson
(Maths)

Week 1: Monday (2 hours)

Cross
Curriculum
Student
Organisation

Classroom
Management

Learning Aims

AusVELS
Ying HW TAN

Introduction of Fibonacci Sequence and Golden Ratio

Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australias Engagement with Asia
Year 8 Maths.
24 students.
T makes some pre-instructional decision in forming students into 6 groups of 4s with mixed abilities.
This is to cater the support for both students requiring more challenging tasks and students needing assistance.
T encompasses the five essential elements that constitute to make cooperative group work successful:
o positive interdependence
o individual accountability
o social skills
o face-to-face promotive interaction
o group processing
The key purpose is for students to seek outcomes that are beneficial to all, and work together to maximise their own and
each others learning (Johnson & Johnson 1999).
All students have understood and committed to the classroom policy set in the beginning of the year.
Noise levels in the classroom inevitable could be loud during cooperative group work. When T needs to get the attention of
students, he/she raises his/her arm. The students will do so too and stop speaking, until the whole class quiets down.
Students review and extend the rules on number patterns through an ICT SuperTeacher Speed Match quiz game.
Students are formed into 6 groups of 4s for the duration of the inquiry project on the phenomenon of Fibonacci sequence
and Golden ratio.
Students generate Fibonacci sequence with Fibonacci Rabbit Puzzle.
Students develop Fibonacci sequences recursive rule.
Students explore the relationship between Fibonacci sequence and Golden ratio.
Students derive Golden ratio from Fibonacci sequence.
Students write up their observations.
Students establish the connections of Fibonacci numbers with Indigenous histories and cultures (differentiation).
Students establish the applications of Fibonacci numbers and Golden ratio in the architecture in Asia (differentiation).
Students create sequence and describe the rule used to create the sequence (ACMNA133).
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Hooi Weng TAN (Ying HW TAN)

Learning
Outcomes

Equipments &
Materials

Homework

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Students learn the concept of variables as a way of representing numbers using letters (ACMNA175).
Students create algebraic expressions and evaluate them by performing substitutions (ACMNA176).
Students apply the laws and properties of arithmetic to algebraic terms and expressions (ACMNA177).
At the end of this lesson, students are able to:
generate the next numbers in the Fibonacci sequence (Appendix 2).
uncover Fibonacci sequences recursive rule (Appendix 2).
understand the relationship between Fibonacci sequence and Golden ratio (Appendix 3).
derive Golden ratio from Fibonacci sequence (Appendix 3).
discover the connections of Fibonacci numbers with Indigenous histories and cultures, and deepen and embrace their
knowledge on Indigenous traditions and holistic world view (differentiation).
discover the applications of Fibonacci numbers and Golden ratio in the architecture in Asia, and deepen their understanding
of the Asian societies, cultures, beliefs, and the connections between people of Asia and Australia, as well as foster social
inclusion and cohesion (differentiation).
A computer in the classroom, with interactive whiteboard or projector to display the image of the computer screen.
Each student will also have his/her own computer.
Internet access.
T has access to the answer key for the ICT SuperTeacher Speed Match (Number Patterns) quiz game:
o https://www.superteachertools.net/jeopardyx/answerkey.php?game=1411697577
Each student receives one sheet of:
o Appendix 1: Rubric for the Presentation of Fibonacci Sequence and Golden Ratio.
o Appendix 2: Fibonacci Rabbit Puzzle.
o Appendix 3: Relationship between Fibonacci Sequence and Golden Ratio.
Students access their online classroom Edmodo accounts to:
o research the website links T posts.
o watch YouTube video clip on Donald in MathMagic Land on Pythagoras & Golden Ratio at
https://www.youtube.com/watch?v=badfYiinbCo#t=68

Hooi Weng TAN (Ying HW TAN)

Duration
Engage
(30 minutes)

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Activity
Teacher as facilitator
T asks thought-provoking questions to trigger students innate
curiosity with intriguing phenomenon on Fibonacci sequence
and Golden ratio:
What do you know about Fibonacci?
What is the special relationship between Fibonacci
sequence and Golden ratio?
What is Golden rectangle and Golden spiral? Can you
construct them?
How does Golden ratio relate to Golden rectangle?
Where can you find Fibonacci sequence and Golden ratio
in the world around us?

Material/Worksheet/Assessment
Students as active learners

T generates students curiosity with an interesting video clip

on Fibonacci sequence.

Present students with YouTube video clip on Doddling in

Math Class: Spirals, Fibonacci, and Being a Plant [1 of 3]:
https://www.youtube.com/watch?v=ahXIMUkSXX0

T engages students with an ICT quiz game to elicit students

prior knowledge on number patterns (Diagnostic Assessment):
T explains rules on the SuperTeacher Speed Match game
(Games for Individuals).
T sets a limit of 10 minutes to the game.
This is for T to determine students prior knowledge on
number patterns and to differentiate students various
abilities.

Students assess their individual computer (Diagnostic

Assessment):
go to https://www.superteachertools.net/speedmatch/
speedmatchfromj.php?gamefile=1411697577
record their individual score and pass on to the teacher.

From the Diagnostic Assessment, T forms students into 6

groups of 4 students with mixed abilities, and his/her
knowledge of students individual characteristics and
personalities. T explicates that students are to work
cooperatively in their formed groups, and explicitly explains
the five essential elements that constitute to make cooperative
group work successful.

Students form their inquiry project groups. Students

understand the five essential elements of cooperative learning.
More capable students will support and provide peer-tutoring
to their fellow group members needing assistance, to achieve
their groups shared goal.

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Each group is to inquire into the phenomenon of Fibonacci

sequence and Golden ratio. Students will need to:
take notes on every progressing steps
make observations and formulate their own questions
test and form conjectures and hypotheses
collect and analyse data
investigate and develop perspectives
clarify and justify results and findings
discuss and reach logical conclusions

Students ask and clarify any uncertainties about the

requirements of their inquiry projects.

T sets up the inquiry project groups using the online

classroom Edmodo, and inviting students to join their
respective groups for after school group communication and
collaboration.

Students join their respective groups in the online classroom

Edmodo, using it as their social learning platform, for after
school group communication and collaboration with their
group members.

Throughout the inquiry project, both at school and after

school (using online classroom Edmodo), T actively monitors
the dynamic and progress of students working in their formed
groups, to ensure all students are contributing and learning.

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In week 4, each group will make their presentations in any

desired innovative and creative formats. T suggests students to
include the three ICT dimensions in their presentations, as
well as to draw together all group members work
(Summative Assessment).

In week 4, students are to present their inquiry projects in any

formats that inspired them, such as text, images, audios,
videos, interactive elements, computer programs, etc. Students
gladly take note to strongly interact their presentations with
ICT, as well as to draw together collection of work from all
group members, such as artifacts and examples of evidence.

T provides students with the rubric for the presentations as

students Summative Assessments (Appendix 1). T will also
upload a copy of the rubric in the online classroom Edmodo.

Students receive handouts on Appendix 1 and clarify if

necessary. Students should have clear understanding on how
their inquiry project presentations will be assessed.

Hooi Weng TAN (Ying HW TAN)

Explore
(30 minutes)

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T draws out students innate curiosity by posing a problem that

was originated in 1202 by an Italian mathematician named
Fibonacci: How fast rabbits could breed in ideal
circumstances? (Appendix 2). Through Fibonacci Rabbit
Puzzle, students explore how to:
generate the next numbers in the Fibonacci sequence.
develop Fibonacci sequences recursive rule.

Students receive handouts on Appendix 2, and working with

their group members, each group represents the Fibonacci
Rabbit Puzzle by drawing, laying out counters, etc. to:
generate the next numbers in the Fibonacci sequence.
uncover Fibonacci sequences recursive rule.

T challenges students thinking by encouraging them to

examine the relationship between Fibonacci sequence and
Golden ratio (Appendix 3):
justify derivation of Golden ratio from Fibonacci sequence.

Students then examine the relationship between Fibonacci

sequence and Golden ratio (Appendix 3): They
calculate and compare the ratios of consecutive pairs of
Fibonacci numbers and plot the ratios.
test and form predictions and hypotheses.
predict and convince that the function has a limit of
1.618, i.e. the value of Golden ratio!
Challenge & Extension
The handout (Appendix 3) includes a section on plotting
graph to challenge more able students. It also provides
opportunity for peer-tutoring, whereby more able students
could give support and guidance to the students who need
assistance.

Explain
(10 minutes)

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Source from Goggle Image: A graph of approximations to

the Golden ratio calculated by dividing consecutive pairs of
Fibonacci numbers, 1, 1, 2, 3, 5, 8, 13, 21, 34, etc.
T challenges students thinking by encouraging them to
explain and justify concepts learned, using students prior
knowledge as basis for their explanations. T aims to improve
students mathematical concepts, understanding and language
skills during this process. T then collects Appendix 2 & 3 on
students observations and will provide them feedback during
their next lesson on Wednesday (Formative Assessment).

Each group could generate the next numbers in the Fibonacci

sequence, which lead them to uncover the Fibonacci
sequences recursive rule (Appendix 2).
Each group could also explain logically the derivation of
Golden ratio through their investigation into the relationship
between Fibonacci sequence and Golden ratio (Appendix 3).

Hooi Weng TAN (Ying HW TAN)

Elaborate
(40 minutes)

Differentiation
T offers differentiated curriculums for their inquiry projects.
Students have two options. They can choose either one, or
both, based on what is of relevance, their interests and needs.
Option 1: Indigenous Histories and Cultures
Option 2: Architecture in Asia

Differentiation
Using the new knowledge attained from earlier explorations,
each group discusses which option they will like to choose to
focus their inquiry on.

Option 1: T cultivates higher order thinking and probes

students to apply learned concepts to real life situations
(Formative Assessment):
What do you know about Fibonacci sequence?
Can you find Fibonacci numbers in connection with the
Indigenous histories and cultures?
What evidence do you have?

Option 1: Group members investigate the connections of

Fibonacci numbers with Indigenous histories and cultures.
They record their findings and elaborate on their syntheses
(Formative Assessment). They:
research and comprehend the connections between
representations of Fibonacci numbers and how they relate
to the aspects of Indigenous histories and cultures.
Examples:
o An artist who is usually classified as an Aboriginal artist
aimed to infuse the perfect form of Vitruvian Man
with Indigenous culture, country, creation and religion.
Source:
http://www.greenaway.com.au/Artists/
Darren-Siwes.html
o Website emphasizing on learning Maths in indigenous
contexts:
Rather to bring out the culture in Maths,
we bring out the Maths in cultures.
Source:
https://8ways.wikispaces.com/8way+maths
o Other websites that are of interests:
http://en.wikipedia.org/wiki/Fibonacci_number
http://www.maths.surrey.ac.uk/hosted-sites/
R.Knott/Fibonacci/fibnat.html#spiral
discover the connections of Fibonacci numbers with
Indigenous histories and cultures, and deepen and embrace
their knowledge on Indigenous traditions and holistic
world view.

Pinterest shows Golden spirals embedded in many

Aboriginal arts.
Source:
http://www.pinterest.com/pin/92886811036727797/
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Hooi Weng TAN (Ying HW TAN)

Option 2: T cultivates higher order thinking and probes
students to apply learned concepts to real life situations
(Formative Assessment):
What do you know about Golden ratio?
Can you find Fibonacci numbers and Golden ratio applied
in the architecture in Asia?
What evidence do you have?

A project to restore the history and architecture in Jakarta

Old Town. The building plan takes the pattern of Golden
spiral and applies the value of Golden ratio on some of its
main faade.
Source:
http://www.archiprix.org/2015/index.php?project=2959.

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Option 2: Group members investigate the applications of
Fibonacci numbers and Golden ratio in the architecture in
Asia. They record their findings and elaborate on their
syntheses (Formative Assessment). They:
research and attach evidence of the applications of
Fibonacci numbers and Golden ratio in the architecture in
Asia.
Examples:
o The Stuppa of Borobudur in Java, Indonesia (built
eighth to ninth century AD), the largest known Buddhist
stupa, has the dimension of the square base related to
the diameter of the largest circular terrace as 1.618:1,
i.e. the value of Golden ratio!
Source:
http://en.m.wikipedia.org/wiki/
List_of_works_designed_with_the_golden_ratio#
Buddhist_architecture
o In India, Golden ratio was used in the construction of
the Taj Mahal, which was completed in 1648.
Source:
http://www.goldennumber.net/architecture/
o Other websites that are of interests:
http://en.wikipedia.org/wiki/Golden_ratio
discover the applications of Fibonacci numbers and Golden
ratio in the architecture in Asia, and deepen their
understanding of the Asian societies, cultures, beliefs, and
the connections between people of Asia and Australia, as
well as foster social inclusion and cohesion.
Through their intensive research, students learn to engage
with diverse traditions and cultures in ways that recognize
commonalities and differences, and create connections with
others and cultivate mutual respects.

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Hooi Weng TAN (Ying HW TAN)

Evaluate
(10 minutes)

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T determines and looks for evidence that students have

attained understanding of the learned concepts and
knowledge.

Each group shows evidences and demonstrates their

understanding of learned concepts and knowledge through
classroom discussion. During classroom discussion, students:
ask related questions that encourage future investigations
and progressions.
answer questions asked using observations, researched
information, and evidence.

T encourages students to use the online classroom Edmodo as

their social learning platform, for after school group
communication and collaboration in regards to their inquiry
projects. T will:
post the relevant website links.
embed a YouTube video clip on Donald in MathMagic
Land on Pythagoras & Golden Ratio in the online
classroom Edmodo as homework for students.

After school, students check for useful links posted by T in

the online classroom Edmodo, as well as using it as their
social learning platform to communicate and collaborate with
their group members in regards to their inquiry projects.
Students are to watch the YouTube video clip on Donald in
MathMagic Land on Pythagoras & Golden Ratio:
https://www.youtube.com/watch?v=badfYiinbCo#t=68

T will use the online classroom Edmodo to monitor students

progress.
T then reassures students that they will have an hour of group
work on fully their inquiry project every Wednesday until the
week of their presentations.

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Students are enthusiastic to hear that they get to do more

research on this unit of inquiry!

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Appendix 1 Rubric for the Presentation of Fibonacci Sequence and Golden Ratio
You and your group members are given this rubric at the beginning stage of your inquiry project. You will be given three weeks to complete this
inquiry. As Summative Assessments, you and your group members will make your group presentation on the fourth week to the whole class,
based on the criteria set in this rubric. This inquiry project is worth 35% of your yearly assessments, so follow the criteria carefully. Your group
presentation could be of any formats, such as text, images, audios, videos, interactive elements, computer programs, etc. Your group presentation
should correlate your classroom learning with real life situations. It should also have strong interaction with ICT, as well as having collection of
work drawn together from all group members, such as artifacts and examples of evidence.
Category
Developing an understanding of
Fibonacci sequence and its origin.

Demonstrating the relationship

between Fibonacci sequence and
Golden ratio.

Low (0-1)
Students could generate Fibonacci
sequence with the aid of
Fibonacci Rabbit Puzzle.

Medium (2-3)
Students could generate Fibonacci
sequence with or without the use
of Fibonacci Rabbit Puzzle, but
demonstrate limited
understanding of number patterns.

High (4-5)
Students could generate Fibonacci
sequence with or without the use
of Fibonacci Rabbit Puzzle, and
demonstrate in depth
understanding of number patterns.

Students do not necessary

understand the recursive rule.

Students memorise Fibonacci

sequences recursive rule.

Students have limited

understanding of the relationship,
and memorise the value of Golden
ratio to be 1.618.

Students memorise the ratios of

two consecutive Fibonacci
numbers converge to the Golden
ratio. Students memorise Golden
Fib(i)
ratio is Fib(i1)
and are able to
derive its value only with the aid
of a calculator.

Students uncover Fibonacci

sequences recursive rule to be
, where each
number is the sum of the two
numbers before it.
Students understand the ratios of
two consecutive Fibonacci
numbers converge to the Golden
ratio. Students uncover Golden
Fib(i)
ratio is Fib(i1)
and are able to
derive its value without the aid of
a calculator.

Students are not able to plot the

graph showing the relationship.

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Students are able to plot the graph Students are able to plot the graph
showing the relationship, with
showing the relationship between
some assistance.
Fibonacci sequence and Golden
ratio, without any assistance.
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Gaining knowledge on the
construction of Golden rectangle
and Golden spiral.
Deriving Golden ratio from
Golden rectangle.

Students demonstrate their ability

to construct Golden rectangle and
Golden spiral using one strategy,
with a great deal assistance.
Students have limited
understanding of the relationship,
and memorise the value of Golden
ratio to be 1.618.

Students could not make the link

to compare its derivation with
Fib(i)
Fib(i1) .
Correlating classroom learning
with real life situations, by
demonstrating in-depth
the
knowledge in at least one of
cross curriculum priorities.
Interacting strongly with all three
ICT dimensions, i.e. ICT for
visualizing thinking, ICT for
creating, and ICT for
communicating.

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Students demonstrate weak

correlation of classroom learning
with real life situations, and have
the
gained minimum insights into
area of research.
Use of one of the three ICT
dimensions, but not clearly
demonstrated in the group
presentation.

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Students demonstrate their ability
to construct Golden rectangle and
Golden spiral using two strategies,
with some assistance.
Students memorise Golden ratio
can be derived from Golden
rectangle. Students memorise
Golden ratio is the ratio of the
longer side of the Golden
rectangle to its shorter side, i.e.

Students demonstrate their ability

to construct Golden rectangle and
Golden spiral using two or more
strategies, without any assistance.
Students understand Golden ratio
can be derived from Golden
rectangle. Students uncover
Golden ratio is the ratio of the
longer side of the Golden
rectangle to its shorter side, i.e.

, and are able

to derive its value only with the
aid of a calculator.

, and are able

to derive its value without the aid
of a calculator.

Students could slightly make the

link to compare its derivation with
Fib(i)
Fib(i1) .
Students demonstrate moderate
correlation of classroom learning
with real life situations, and have
the
gained moderate insights into
area of research.
Use of two of the three ICT
dimensions, and slightly
demonstrated in the group
presentation.

Students could clearly make the

link to compare its derivation with
Fib(i)
Fib(i1) .
Students demonstrate strong
correlations of classroom learning
with real life situations, and have
gained great insights into the area
of research.
Explicit use of all three ICT
dimensions, and clearly
demonstrated in the group
presentation.

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Demonstrating of group activities.

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Students demonstrating weak

group presentation, where only
minimum collection of work is
drawn together from all group
members.

Students demonstrating moderate

group presentation, where some
collection of work is drawn
together from all group members.

Students demonstrating strong

group presentation, where huge
collection of work is drawn
together from all group members.

Very few artifacts and examples

of evidence are included to show
how students have undertaken the
inquiry and how the project has
evolved.

Some artifacts and examples of

evidence are included to show
how students have undertaken the
inquiry and how the project has
evolved.

Many artifacts and examples of

evidence are included to show
how students have undertaken the
inquiry and how the project has
evolved.

Students only inherit minimum

Students inherit moderate
Students inherit significant
understandings and acquisitions of understandings and acquisitions of understandings and acquisitions of
learning.
learning.
learning.

Area

Understanding
of Fibonacci
sequence and
its origin

%
5%
Available

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Demonstration
of the
relationship
between
Fibonacci
sequence and
Golden ratio
5%

Construction
of Golden
rectangle and
Golden spiral

Derivation of
Golden ratio
from Golden
rectangle

Correlation of
classroom
learning with
real life
situations

Strong
interaction
with ICT

Demonstration
of group
activities

Total
Score

5%

5%

5%

5%

5%

35%

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Appendix 2 Fibonacci Rabbit Puzzle

1. An Italian mathematician, Fibonacci, posed a problem in 1202:
Suppose this is an ideal circumstance. A pair of rabbits cannot bear young until they are two months old. But once a pair reaches maturity, they
will produce one new pair of rabbits each month. In an ideal circumstance, these rabbits never die and every new pair of rabbits produced are
always one male and one female. If you start with one pair of new-born rabbits, how many pairs of rabbits will you have at the beginning of each
month thereafter?
Fibonacci worked on this problem and led him to this sequence: 1, 1, 2, 3, 5, 8, . We call this sequence Fibonacci sequence. Can you generate
the next numbers in the Fibonacci sequence? Complete the first 12 terms.
Month
1
2
3
4
5
6
7
8
9
10
11
12

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Pairs of Rabbits

Total Pairs
1

,
,

3
,

5
8

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2. Recursion is a process defining the next term in a sequence by using the term(s) that came before it. Discuss with your group members, and explain
your strategies:
a. Is Fibonacci sequence a recursive sequence?
b. Can you develop the rule for Fibonacci sequence?

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Appendix 3 Relationship between Fibonacci Sequence and Golden Ratio

1. Fibonacci sequence: 1, 1, 2, 3, 5, 8, . If we take the two consecutive numbers in the sequence and divide each by the number before it, we will
find the following values of the ratio (calculator allowed):
Fibonacci sequence
1
1
2
3
5
8
13
21
34
55
89
144
233
377
610
987
1597
2584
4181
6765

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Fib(i)
Fib(i"1)

NA
1
2
1.5
1.667

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2. Discuss with your group members, and explain your observations:

a. Do the ratio of two consecutive Fibonacci numbers converge to a value?
b. Approximate the limit of this value (round to 3 decimal digits).
c. What is the name of this ratio?

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Challenge & Extension

3. Working with your group members, plot the values of the ratio on the graph:
horizontal axis: Fibonacci sequence
vertical axis: F(n)/F(n-1)
Relationship between Fibonacci Sequence and Golden Ratio
Fib(i)
Fib(i"1)

Fibonacci sequence

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Maths Lesson Plan (Week 3)

Lesson
(Maths)

Week 3: Monday (2 hours)

Cross
Curriculum
Student
Organisation

Sustainability

Classroom
Management
Learning Aims

AusVELS

Learning
Outcomes

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Incursion:
Finding Evidence of Fibonacci Numbers in Nature

Year 8 Maths.
24 students.
During school incursion, students are to make individual observations.
In class, students sit back with their group members, and share individual findings and compile group data.
All students have understood and committed to the classroom policy set in the beginning of the year.
Noise levels in the classroom inevitable could be loud during cooperative group work. When T needs to get the attention of
students, he/she raises his/her arm. The students will do so too and stop speaking, until the whole class quiets down.
Incursion through the school ground to find and look for evidence of Fibonacci numbers in nature Fibonacci Hunt!
Students identify, collect, record and compile all evidence of Fibonacci numbers in nature.
Students establish the existence of Fibonacci numbers in nature.
Students write up their hypotheses.
Students create sequence and describe the rule used to create the sequence (ACMNA133).
Students learn the concept of variables as a way of representing numbers using letters (ACMNA175).
Students create algebraic expressions and evaluate them by performing substitutions (ACMNA176).
Students apply the laws and properties of arithmetic to algebraic terms and expressions (ACMNA177).
At the end of this lesson, students are able to:
find and identify Fibonacci numbers in nature (Appendix 1).
discover that Fibonacci numbers inherent in the nature world, and develop knowledge, skills, values and world views
necessary to contribute to more sustainable patterns of living, as well as gain an appreciation of the nature and its
surroundings.

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Equipments &
Materials

Homework
Duration
Engage
(20 minutes)

Explore
(30 minutes)

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A computer in the classroom, with interactive whiteboard or projector to display the image of the computer screen.
Each student will also have his/her own computer.
Internet access.
Each student receives one sheet of:
o Appendix 1: Fibonacci Nature Hunt.
Each student may have brought his/her own camera for collecting evidence during the incursion.
Students access their online classroom Edmodo accounts as social learning platform to:
o communicate and collaborate with their group members to finalise their group presentation on next Monday.

Activity
Teacher as facilitator
Before the school incursion, T expands students knowledge
of Fibonacci sequence with the follow-up video clips on
Doddling in Math Class: Spirals, Fibonacci, and Being a
Plant [2 of 3] and [3 of 3].
T distributes incursion supplementary worksheet Fibonacci
Nature Hunt (Appendix 1) to each student, providing them
guidance and ideas for their incursion. T instructs them to
bring their camera, the worksheet and a pen for the incursion.
Students are to make individual observations during the
incursion. Students are to form their hypotheses and write
them down as they explore. Students inevitably increase their
mathematical concepts and literacy skills during this process.
They are encouraged to justify and verify to clarify the
definitions of their interpretations when they are back in class.

Material/Worksheet/Assessment
Students as active learners
Present students with the follow-up video clips on Doddling
in Math Class: Spirals, Fibonacci, and Being a Plant [2 of 3]
& [3 of 3]:
https://www.youtube.com/watch?v=lOIP_Z_-0Hs
https://www.youtube.com/watch?v=14-NdQwKz9w
Students receive handouts on Appendix 1 and queue orderly
before T permits their departure to the school ground. In the
school ground, each student forms individual hypothesis, find
and look for evidence of Fibonacci numbers in nature.
Students activities include:
observing and counting the number of petals on flowers,
spiral patterns on seed heads and pinecones.
collecting and recording their evidence.
writing up their hypotheses of their findings.

Challenge & Extension

T encourages more able students to peer-tutor their group
members that need assistance.

Challenge & Extension

The handout (Appendix 1) includes a section on finding and
looking for evidence elsewhere in nature, and is catered to
challenge more able students. It also provides opportunity for
peer-tutoring, whereby more able students could give support
and guidance to the students who need assistance.

After 30 minutes, T gathers students back to the classroom.

Students queue orderly to go back to their classroom.

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Explain
(20 minutes)

Elaborate
(40 minutes)

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T informs students to work with their group members. T

listens in to each groups discussion. T asks for justifications
and clarifications from students. T redirects students group
discussions when necessary. This in turn, improves students
mathematical concepts, understanding and literacy skills.
T cultivates higher order thinking and probes students to apply
learned concepts to real life situations (Formative
Assessment):
Can you reason your groups findings?
How do nature preserve and sustain themselves in the
world?
Have you found Fibonacci numbers inherent in the nature
world?
What evidence do you have?
Can you find evidence of Fibonacci numbers in other
surroundings?

Back within their formed groups, each student relates

individual hypothesis and experience from the incursion, and:
listens and shares their individual findings.
makes and tests conjectures.
analyses, organises and compiles group data.
Group members consolidate group-combined data and
research into the issues of sustainability. They record their
findings and elaborate on their syntheses (Formative
Assessment). They:
research and investigate Fibonacci numbers in nature.
Examples:
o Fibonacci numbers appear in the arrangements of petals
on flowers, seeds on flower heads, pinecones, leaves
arrangements, and in everyday vegetables and fruits.
o Leaves arrangements: Many plants show the Fibonacci
numbers in the arrangements of the leaves around their
stems. If we look down on a plant, the leaves are often
arranged so that leaves above do not hide leaves below.
This means that each gets a good share of the sunlight
and catches the most rain to channel down to the roots
as it runs down the leaf to the stem.
o Vegetables and fruits: Florets in
broccoli/cauliflower/romanesco are organised in spirals
from its centre in both directions, with Fibonacci

numbers clearly shown in the counting of both spirals.

The florets of the cauliflower are organised in spirals
What about fruits? If we cut apple and banana
around the centre. The numbers in both directions are 5 and
horizontally, we see, not surprisingly, Fibonacci
8, and they are Fibonacci numbers.
numbers!
o Source:
http://www.maths.surrey.ac.uk/hosted-sites/
R.Knott/Fibonacci/fibnat.html#petals
o Other websites that are of interests:
http://www.mensaforkids.org/lessons/Fibonacci/
MFKLessons-Fibonacci-all.pdf
http://illuminations.nctm.org/uploadedFiles/Content/

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Evaluate
(10 minutes)

The florets of the romanesco are organised in spirals with

13 in one direction and 21 in the other. Again, these
numbers are Fibonacci numbers!
Source:
http://www.maths.surrey.ac.uk/hosted-sites/
R.Knott/Fibonacci/fibnat.html#ve

Lessons/Resources/6-8/Golden-OVH-Nature.pdf
discover that Fibonacci numbers inherent in the nature
world, and develop knowledge, skills, values and world
views necessary to contribute to more sustainable patterns
of living, as well as gain an appreciation of the nature and
its surroundings.

Challenge & Extension

T refers students to investigate Turn, then Grow through an
interactive ICT web-based app at:
http://www.mathsisfun.com/numbers/
nature-golden-ratio-fibonacci.html.

Challenge & Extension

Students who need more challenging task could investigate
Turn, then Grow through an interactive ICT web-based app
at:
http://www.mathsisfun.com/numbers/
nature-golden-ratio-fibonacci.html.
These students could also explain and elaborate the concepts
learned to the students who need assistance.
Students complete their final write-ups on Appendix 1.

T collects Appendix 1 on students hypotheses and will

provide feedback during their next lesson on Wednesday
(Formative Assessment).
T reminds that each group is to:
summarise group findings and draw all group members
work together, in preparation for their group presentations
next Monday (Summative Assessment).
use the online classroom Edmodo for project collaboration.
check through the rubric for the presentations (a copy has
been uploaded in the online classroom Edmodo).
T continues to monitor students process through Edmodo.

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Students:
organise, compile and consolidate data to draw together all
group members work.
use the online classroom Edmodo after school, as their
social learning platform to communicate and collaborate
with their group members to finalise their group
presentation on next Monday.
check through the rubric for the presentation to make sure
they have covered all criteria.

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Appendix 1 Fibonacci Nature Hunt

Petals on Flowers
1. Look at this picture, how many petals do you see in each flower?

(Source: Goggle image)

Are they Fibonacci numbers?
2. Now look at this Blizzard Bay Daylily.

(Source: http://www.mensaforkids.org/lessons/
Fibonacci/MFKLessons-Fibonacci-2.pdf).

How many petals does it have?

Do you see two sets of three petals?
The set of petals with the straight edges are not really petals, but they are called sepals.
So how many actual petals are there?

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3. The numbers on flower petals are often Fibonacci numbers.

(Source: http://illuminations.nctm.org/uploadedFiles/Content/
Lessons/Resources/6-8/Golden-OVH-Nature.pdf)
Petals on flowers:
o Lilies and iris have 3 petals.
o Buttercups and pinks have 5 petals.
o Delphiniums have 8.
o Corn marigolds have 13 petals.
o Asters have 21
o Plantains and pyrethrums have 34.
o Daisies can be found with 55 or even 89 petals.
Form your hypothesis:

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Seeds on Flower Heads

4. Look at the seeds of this sunflower head, how many spirals can you see curving right, and how many spirals curving left?

(Source: http://www.maths.surrey.ac.uk/hosted-sites/R.Knott/
Fibonacci/fibnat.html#seeds)

Are they Fibonacci numbers?

Do you see how packed the seeds are? But none of them get smashed!
The spiral pattern allows the sunflower to fit in the most seeds possible.
The picture here shows 34 right spirals and 55 left spirals form on the sunflower.
Seeds on flower heads:
o Fibonacci numbers can be seen in the spiral arrangements of seeds on many flower heads.
o The pair of spirals patterns curving left and right appears to be neighbouring numbers in the Fibonacci sequence.
o The reason seems to be that this arrangement forms an optimal packing of the seeds so that, no matter how small or large the flower heads,
they are uniformly packed at any stage. All the seeds being the same size, thus no crowding in the centre and not too sparse at the edges.

Form your hypothesis:

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Pinecones
5. Look at the spirals of this pinecone, how many spirals can you see curving clockwise, and how many spirals curving anti-clockwise?

(Source: http://www.mensaforkids.org/lessons/
Fibonacci/MFKLessons-Fibonacci-1.pdf)
What do you notice? Are the numbers Fibonacci numbers?
The picture here shows 8 spirals go in the clockwise direction and 13 spirals go in the anti-clockwise direction.
Pinecones:
o Pinecones present the Fibonacci spirals, with one set of spirals curving clockwise and another set curving anti-clockwise.
o The pair of spiral patterns showing neighbouring numbers in the Fibonacci sequence.
Form your hypothesis:

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Fibonacci Hunt
6. Can you find any during your incursion at the school ground?
Form your own hypothesis. For example:
o Observe and count the number of petals on flowers.
o Observe and count the spiral patterns on seed heads.
o Observe and count the spiral patterns on pinecones.
o Observe and count leaves arrangements.
Find, identify and collect any evidence.
Record your evidence and findings.
What have you notices and learned during this incursion.

Challenge & Extension

Elsewhere in Nature
7. Fibonacci numbers appear in lots of other things in nature, such as:
Leaves arrangements: Many plants show the Fibonacci numbers in the arrangements of the leaves around their stems. If we look down on a plant,
the leaves are often arranged so that leaves above do not hide leaves below. This means that each gets a good share of the sunlight and catches
the most rain to channel down to the roots as it runs down the leaf to the stem.
Vegetables: Florets in broccoli/cauliflower/romanesco are organised in spirals from its centre in both directions, with Fibonacci numbers clearly
shown in the counting of both spirals.
Fruits: If we cut apple and banana horizontally, we see, not surprisingly, Fibonacci numbers!
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