Classroom Interactions

Title of Lesson: Golden Ratio

UFTeach Students Names: Katelyn Adamson and Barry Congressi
Teaching Date and Time: November 12, 2013/ 11:55-12:45 and 12:50-1:40
Length of Lesson: 50 minutes
Course / Grade / Topic: 10th Grade Geometry, Golden Ratio
Source of the Lesson: http://www.cpalms.org
Embedding Strategies Based on Observations:
Based on the readings and what happened in class, I am including the following teaching strategies with these
students because
Recommended strategy

Reason for selecting this strategy

Letting students discover a pattern in order to

motivate them to learn more about it.

In the clinical interview, we found that the students

struggled with the idea that multiple objects ranging in
size could contain the same ratios. By structuring our
exploration worksheet in a way that introduces this
pattern of objects which all end up having a ratio of phi,
the students will be intrigued enough to wonder why and
learn more information. This is a motivational technique
which capitalizes on the students desire to learn and
will motivate them to fill the gaps in their knowledge.
Many of the recent readings really focus on equitable
lessons, which means we want to make sure everyone
has a chance to learn the information no matter where
they are starting from. The structure of a 5E lesson
already guarantees to appeal to different learning styles
because we have kinesthetic and visual within our
exploration, and visual and auditory within the
explanation. This is one way to at least begin to teach to
a broader group of students.
It is really important we learn the difference between a
student not knowing a specific mathematic topic and
them not being able to determine how to answer a
question. It plays into the language arts aspect of
mathematical instruction which is often underestimated
as a legitimate problem for students not on reading grade
level or the English Language Learner population. Listen
carefully to the student feedback during the lesson to
distinguish whether misconceptions are within the
content or in the reading of problems.

Appealing to diverse learning populations.

Listening for students clues on their

understanding of the content versus their
understanding of what a question is asking.

Common Core State Standards (CCSS) / Next Generation Sunshine State Standards (NGSSS):
(CCSS) / (NGSSS) with Cognitive Complexity:
Standards Number Benchmark Description

Cognitive
Complexity

Classroom Interactions
MACC.7.RP.1.2

Recognize and represent proportional relationships

between quantities.

Level 2: Basic
Application of Skills
and Concepts

MA.912.D.11.5

Explore and use other sequences found in nature such as

the Fibonacci sequence and the Golden Ratio.

Level 3: Strategic
Thinking and
Complex Reasoning

Concept Development:
This concept development was created through professional knowledge and experience in working with the
Golden Ratio in the past. No outside resources were used in its development.
The Golden Ratio is an irrational mathematical constant that represents the ratio of a larger quantity to a smaller
quantity that is the same as the ratio of the sum of two quantities to the larger. Considered with variables a and
b; a+b is to a, as a is to b. Commonly referred to as phi, the Golden Ratio takes the value of 1.6180339 and
continues on infinitely. Phi is denoted by the symbol, . The Golden Ratio has many real-world applications,
whether because of its occurrences in the natural world or because it is historically claimed to be aesthetically
pleasing and has thus been implemented into art and architecture. The Golden Ratio is a topic that is very
adaptable for different grade levels because of its various applications. For example, it can be used to introduce
the ideas patterns, but can also be utilized as a follow-up activity to a lesson based on sequences since it can be
derived by taking the ratio of two consecutive numbers within the Fibonacci sequence. It can also be
implemented in a lesson about proportions, especially one of proportions of a Golden Rectangle, from which
the Golden Ratio is derived by use of the quadratic formula. Taking into consideration the numerous concepts it
can be taught through and the number of its occurrences in nature, the Golden Ratio has become very versatile
in its uses in a mathematics classroom.

Classroom Interactions
Performance Objectives
Students will be able to identify and predict the next terms in the Fibonacci Sequence
Students will be able to explain what the Golden Ratio is and state its approximate value.
Students will be able to state whether an object possesses the Golden Ratio or not based on its
dimensions.
Materials List
Rulers (paper or regular) (1 per pair)
Calculators (1 per pair)
Exploration worksheets (1 per student)
Elaboration worksheet (1 per student)
Evaluation worksheet (1 per student)
Candy Prize for Engagement (possibly 2 per student)
Advance Preparations
Students will be in groups of 4-5 for the engagement activity.
Students will be grouped in pairs by splitting their engagement activity groups.
Depending on the technology available in the room, teacher may have to switch between projector and
PowerPoint presentation.
Create a PowerPoint Presentation with activity instructions and Explanation information.

Safety
There are no significant safety concerns for this lesson.

Classroom Interactions
ENGAGEMENT
What the Teacher Will Do

What the Teacher Will Say

(include Probing Questions)
Before the lesson begins have a
Good morning/afternoon
printed or written set of sequences
everyone. In case you dont
on the board or projector or in the
remember my name is Mr.
PowerPoint. Make sure they are
Congressi/Ms. Adamson. Before
covered so the students dont begin we get started I am going to have
early.
you push you desks together into
groups. Dont move into groups
Reintroduce yourself to the class.
until Ive said what group you will
Give the students instructions to get be in.
into pre made groups (4-5 people
per group). After students are in
(read out groups)
groups explain the activity.
Alright now you may go ahead and
get into your groups.
Now we are going to play a little
game to get everyone warmed up
for todays lesson. Im going to
show you a pattern or sequence on
the board. When I do you should
talk with your group to figure out
what the pattern is. Then raise your
hands to answer. The first group to
raise their hands and have one
member how to find the next term
will get a point. At the end the
group with the most points will win
a prize!
Remember not to yell out the
answer or you will lose a point!
Are there any questions?
Reveal the patterns and sequences
one at a time and let the groups
raise their hands and answer. Once
all the sequences are done give the
group(s) with the most points the
prize. Then move into the
Exploration.

Alright that is all the questions so

group(s) ___ are the winners!
Now we are going to continue with
our next activity.

Time:5-10 min.
Student Responses and
Potential Misconceptions

Classroom Interactions

EXPLORATION
What the Teacher Will Do
Give instructions to the class about
the activity.

What the Teacher Will Say

(include Probing Questions)
Now class, we will get ready to do
another activity. Ill tell you the
instructions and then pass out the
materials and the worksheets for
you to begin. You will be working
in pairs. So you and another person
from your group will be working
together. If your group has an odd
number of people then someone
will have 2 partners instead of one.

Time: 10-15 min.

Student Responses and
Misconceptions

We will be using rulers and

calculators for this activity. Work
on each of the problems and when
youre done you can compare your
findings with those of you partner.
If you have any questions or need
help then raise your hand.
Switch to the Exploration Slide in
the PowerPoint. Then pass out the
worksheets, rulers and calculators.

Im going to pass out the materials

now. Read the instructions for each
section before beginning. You
should round all of your
measurements to the nearest 10th of
a cm, and round your calculations
to the 4th decimal. You and your
partner(s) may start when you have
all the materials.

Ask probing questions.

[Ask after they solve the first

problem] So you found the ratio
and value of the Mona Lisa, do you
think that youll find a similar or
different ratio and value for the
Parthenon? Why?

[Yes, I think they will have the

same or close to the same value,
because when we divide the ratios
the will be the same
proportionally.]/ Yes because they
both have the same kind of
rectangles in the pictures./ No,
they are not the same kind of
pictures./ I dont know.

What do you think you would find

if you measured and divided the
dimensions for the smaller
rectangles that are in each of the

[They would have the same or

almost the same values as the larger
rectangles.]/ I dont know.

Classroom Interactions
pictures?
What is different about the way
we are taking the ratio of the pine
cone compared to the other
examples?

After the activity is done, begin

getting the students attention to
end the explore session. Have the
students move their desks back into
rows.

[The pine cone example has us

count the number of spirals that
come from the center of the pine
cone going each direction and then
make a ratio with the numbers,
instead of measuring distances.]/ I
dont know.

Alright everyone, lets stop

working on the worksheet now.
Lets go ahead and move the desks
back into rows and then we will go
over what you found.

EXPLANATION
Time: 15-25 min.
What the Teacher Will
Do

Teacher Directions and

Student Responses and
Probing/Eliciting
Misconceptions
Questions
Bring student attention back Alright everyone, lets go
[Approx. 7.2 cm and 4.4 cm]
to the front of the room when over the answers you got for
time is up by announcing
this last activity. Looking at
that we will begin to go over number 1, the picture of Mona
the Exploration questions.
Lisa, what was the length and
Teacher will call on students the width of the rectangle you
for the measurements in each measured (call on student)?
of the objects and ask for the
calculated ratios of those
measurements.
The answers to the
worksheet will vary based
on the students
measurement that is
responding.

Great, so how did you write

that as a ratio?

[7.2:4.4]

Good! How can we write that [7.2/4.4 or 72/44]

ratio in fraction form?
Okay, and what is that value
when it is rounded to the
fourth decimal place?

[1.6364 Approx 1.6180]

Perfect! Now, lets look at

[Approx 11.3 cm and 7.0 cm]

Classroom Interactions
number 2, which is the picture
of the Parthenon. What was
the length and width of the
rectangle for the Parthenon
(call on student)?
Good. How did you write
that as a ratio?

[11.3:7.0]

Okay, and how can that ratio

be written in fraction form?

[11.3/7.0 or 113/70]

Excellent. So what is the

value of the ratio when
rounded to the forth decimal
place?

[1.6143 Approx 1.6180]

Great. Now, lets look at

[Approx 9.2 cm and 5.6 cm]
number 3, which is the picture
of Hurricane Sandy. What was
the length and width of the
rectangle for the hurricane
(call on student)?
Great. So how can this be
written as a ratio?

[9.2:5.6]

Perfect, and how can you

write the ratio in fraction
form?

[9.2/5.6 or 92/56]

Awesome, so what is the

value for this ratio when
rounded to the fourth decimal
place?

[1.6429 Approx 1.6180]

Alright! Lets look at number [Approx 7.2 cm and 4.4 cm]

4. What was the length and
width of the rectangle for the
shell (call on student)?
Okay, and how did you write
this as a ratio?

[7.2:4.4]

Great! So what is this ratio in [7.2/4.4 or 72/44]

fraction form?

Classroom Interactions

Switch to PowerPoint
presentation. Begin to go
over key terms about the
Golden Ratio and discuss its
applications.

Good, and what is the ratios

value when rounded to the
fourth decimal place?

[1.6364 Approx 1.6180]

Awesome. Our last question

was a little bit different. For
the pinecone, what was the
number of green and red lines
drawn onto its spirals?

[There were 8 green lines and

13 red lines.]

Good, so how was this

written as a ratio?

[13:8]

Excellent. What is the ratio

in fraction form?

[13/8]

Good, and what is the value

when rounded to the fourth
decimal place?

[1.6250 Approx 1.6180]

Okay, what did you notice

about the ratios of each of
these objects?

[They are the same or are

close].

Now that we have noticed a

pattern in the ratios of each of
these objects, lets look into
how this is possible.
The Golden Ratio is a
constant which represents the
ratio of two quantities a and b
such that a+b is to a as a is to
b.
Who can remind me what a
constant is?
Excellent! So, what pattern
did we see as we calculated
the ratios within each of these
objects?
That is correct- We found
that each of the ratios equaled
about 1.6. The value of the
Golden Ratio is approximated

[a number value that is

always the same]/ I dont
know.

[They were all about the same

value (1.6)]/ I dont know.

Classroom Interactions
to be 1.6180. which
continues on infinitely.
Who can tell me what kind of
number they think this is?
Great, it is an irrational
number! Now what is an
irrational number?

[Irrational number]/a
decimal/ I dont know.

[It is a real number that

cannot be written as a simple
fraction because the decimal
goes on forever without
repeating.]/ I dont know.

Right! An irrational number

is a real number that cannot be
written as a simple fraction
and has a decimal that goes on
forever without repeating.
The golden ratio, or
1.6180. is a real number
that has a non-repeating
infinite decimal, which makes
it irrational.
Why is this value a little bit
different than the value we
found during our last
activity?
Refer to PowerPoint slide
with Golden Rectangle.

Great! Since each of you

were recording your own
measurements, there is a
possibility some of the
measurements may have been
off by a small amount.
Remember how we said that
the Golden Ratio is a constant
which represents the ratio of
two quantities a and b such
that a+b is to a as a is to b?
Well we can use what is
called Golden Rectangle to
show this. These rectangles
have special dimensions a for
the width and a+b for the
length. When we divide the

[Because we were measuring

independently and could be
slightly off, which means we
could have miscalculated by
some amount.]/ I dont
know.

Classroom Interactions

Refer to PowerPoint to look

at different examples of the
Golden Ratio in nature.

Refer to PowerPoint to look

at different examples of the
Golden Ratio in
art/architecture.

length by the width we will

get approximately the same
value that we would get if we
divided a by b! When this is
the case we call the rectangle
a Golden Rectangle!
So, now we have talked about
what the Golden Ratio is and
what its value is, but why is
this important?
The Golden Ratio is found
very often in nature. We can
see that it shows up in the
form of Golden Spirals and
Golden Rectangles, which we
worked with during the last
activity.

[It is a common ratio in many

objects (as measured in the
lesson)]/ I dont know.

We have seen the different

ways the Golden Ratio has
appeared in nature, so lets
look at some other ways the
Golden Ratio has been used.

What makes artists and

architectures want to use the
Golden Ratio in their work?
By raise of hand, how many
of you, whether you realized it
or not, look at objects which
possess the Golden Ratio at
least once a week?
It is said that people tend to
prefer to look at objects that
their eyes are familiar with
and even find these objects
more beautiful. Many of you
raised your hand that you see
these kinds of objects very
often. So, artists and architects
have been known to use the
Golden Ratio in their work
because they know its a

I dont know.

Classroom Interactions
proportion that almost
everyone has been exposed to
and they hope you will find
their art more beautiful for
this reason.
Discuss application of
Fibonacci.

Now, remember back to the

beginning of class when we
were working with different
patterns. What were the
numbers in the last pattern we
went over?

Write the Fibonacci

Sequence on the board going
up to 13.

Good. This is a famous

pattern thats called the
Fibonacci Sequence.

[0, 1, 1, 2, 3, 5, 8, 13]/ I
dont remember.

If we were to continue the

pattern, what would the next
number be? (call on student)

[21]/ I dont know.

And the following number?

(call on student)

[34]/ I dont know.

Great! Lets look at number

5 on the last worksheet. This
was the problem with the
pinecone.
[Some of them are the same
What similarities do you
(8 and 13)]/ I dont know/
notice between the numbers of No similarities.
spirals of the pinecones and
the numbers in the sequence?
Perfect. So, we notice that
ratio of two consecutive
numbers in the Fibonacci
Sequence give us a value
close to the Golden Ratio. Is
this just a coincidence?

[No]/ I dont know.

Well lets try the next terms

in the sequence.
If we use the consecutive
numbers 13 and 21, how can
we find their ratio? (Call on

[21:13, or 21/13]/ 13:21/

13/21

Classroom Interactions
student)
Good, remember we want to [1.6154]/ I dont know.
take the ratio of the larger
number to the smaller number.
Now that it is set up as a ratio,
what is this ratios value?
(Call on student).
Excellent. Is this value close
to our value for the Golden
Ratio?

[Yes]/ I dont know.

So, what will happen if we

take the ratio of the two
values of the Fibonacci
Sequence, 21 and 34?

[It will be close to the Golden

Ratio]/ I dont know.

Very good. So, the Fibonacci

numbers are one way to derive
the value of the Golden Ratio.
Remember we can also derive
the value of the Golden Ratio
by dividing the length by the
width of a Golden Rectangle.
What questions do you have?

ELABORATION (Optional)
What the Teacher Will Do
Pass out the Elaboration
Worksheet, and rulers again. Give
the students instructions on the
activity before letting them begin.

Go around the classroom and

answer any questions the students
have. Make sure they are taking the
measurements correctly.

Probing/Eliciting Questions
I will be handing out another
worksheet, and the rulers again for
one more activity. Be sure to read
the instructions before you begin
working so you dont make any
mistakes.

Time: 5-10 min.

Student Responses and
Misconceptions

Classroom Interactions
Regain the class attention to end
the activity. Have them pass in the
rulers they were given. Check and
see if any students have a Golden
Finger.

EVALUATION
What the Teacher Will Do
Have students clear their desks in
preparation for the final worksheet.
They may have calculators and
rulers for the worksheet. Pass out
the worksheet and change to
Evaluation Slide with the
instructions.

Alright class, lets stop working

[Students may or may not raise
now. Go ahead and pass the rulers
their hands.]
back the front so I can collect them.
Does anyone have a Golden
Finger?

Assessment
Alright class, if you will now put
everything away except for your
calculators, rulers and a pencil. I
will pass out your last worksheet
for today. Please put your name
and date, and answer the questions
on your own. If you have any
questions raise your hand. When
you finish turn your paper over and
I will come around to pick them
up.

Time: 5 min.
Student Responses

Have a great day!

Exploration Worksheet: Golden Rectangles, Spirals, and Ratio in the world.

Name: ___________________________________________________________ Date: ___________________________
Instructions:
Below you will find several pictures of things in the real world. Using the rulers you and your partner
were given, measure the length and widths (in cm) of each large rectange in the image. Record the
measurements you make in the spaces provided. Answer the questions that are given with each image. Round to
the nearest tenth when measuring and to the nearest 4th decimal place when dividing. When you finish compare
your measuresments and answers with those of your partner.

Classroom Interactions
1) Measurement of the largest rectangles:
Length: _________________________
Width: __________________________
Now using the measurements you found above, write the ratio of
the length to width using the form a:b _____________________
Now write the ratio of the length to width as a fraction:
____________________________________________________
Now divide the fraction and write the value: ________________

2) Measurement of the largest rectangles:

Length: ______________________________
Width: _______________________________
Now using the measurements you found above,
write the ratio of the length to width using the
form a:b ______________________________
Now write the ratio of the length to width as a
fraction, then divide and give the value:
________________ & ___________________

Classroom Interactions

3) Measurement of the largest rectangles:

4) Measurement of the largest rectangles:

Length: _________________________

Length: _________________________

Width: __________________________

Width: __________________________

Write the ratios of the length to width as fractions, then divide the fraction and write the value:
For the hurricane: _________ & ___________

For the shell: _________ & ___________

What do you notice about the values you found when you divided the fractions for each of the 4 examples
above? _________________________________________________________________________________.

5) For this example count the number of green and red lines that
spiral from the center of the pine cone.
How many green lines were there? _________________________.
How many red lines were there? ___________________________.
Now using the numbers of lines you found above, write the ratio of
the red lines to green lines using the form a:b _________________
Now write the ratio of as a fraction, then divide and give the value:
________________ & __________________
What do you notice about the value you found compared to the above
examples? ______________________________________________.

Classroom Interactions

Elaboration Activity: The Golden Finger

Name: ___________________________________________________________ Date: ___________________________
Instructions:
It is said that you can find the Golden ratio in your fingers! In order to do this you will need to
measure the lengths of your finger bones! First take the ruler you were given and measure from the tip of
your finger (not the tip of your nail) to your first knuckle as shown in the picture below (Section A). Next
measure section B and then lastly section C. Record the measurements you take on the lines below and
then answer the questions.

Measurements of:
Section A: ________________
Section B: ________________
Section C: ________________
What is the Ratio of B to A, and what is the value when you divide the ratio? ______________________________
What is the Ratio of C to B, and what is the value when you divide the ratio? ______________________________
Are the values the same? What does it mean if they are/arent? ______________________________________________
_______________________________________________________________________________________________________________________.

Classroom Interactions

Golden Ratio Evaluation

Name:_________________________

1. What are the next three terms in the sequence?

0, 1, 1, 2, 3, 5, 8, 13, ____, ____, ____
What is this sequence called?

2. Define the Golden Ratio in your own terms.

3. What is the approximate value of the Golden Ratio?

4. What is the length and width of this rectangle?

Length: _____________
Width:______________

5. What is the ratio of this rectangle? When you divide the length by the width what do you
get?
6. Does the spiral in the rectangle hint at the Golden Ratio based on number 5?

Classroom Interactions

Exploration Worksheet: Golden Rectangles, Spirals, and Ratio in the world. KEY
Name: ___________________________________________________________ Date: ___________________________
Instructions:
Below you will find several pictures of things in the real world. Using the rulers you and your partner
were given, measure the length and widths (in cm) of each large rectange in the image. Record the
measurements you make in the spaces provided. Answer the questions that are given with each image. Round to
the nearest tenth when measuring and to the nearest 4th decimal place when dividing. When you finish compare
your measuresments and answers with those of your partner.
1) Measurement of the largest rectangles:
Length: Approx 7.2 cm
Width: Approx 4.4 cm
Now using the measurements you found above, write the ratio of
the length to width using the form a:b 7.2:4.4
Now write the ratio of the length to width as a fraction:
7.2/4.4

72/44

Now divide the fraction and write the value:

1.6364 [Approx 1.6180]

2) Measurement of the largest rectangles:

Length: Approx 11.3 cm
Width: Approx 7.0 cm
Now using the measurements you found above,
write the ratio of the length to width using the
form a:b 11.3:7.0
Now write the ratio of the length to width as a
fraction, then divide and give the value: 11.3/7.0
113/70 & 1.6143 [Approx 1.6180]

Classroom Interactions

3)

Measurement of the largest rectangles:

4) Measurement of the largest rectangles:

Length: Approx 9.2 cm

Length: Approx 7.2 cm

Width: Approx 5.6 cm

Width: Approx 4.4 cm

Write the ratios of the length to width as fractions, then divide the fraction and write the value:
For the hurricane: 9.2/5.6

92/56 & 1.6429 [Approx 1.6180]

For the shell: 7.2/4.4 72/44 &

1.6364 [Approx 1.6180]

What do you notice about the values you found when you divided the fractions for each of the 4 examples
above? I noticed that the values are all really close or are the same.

5) For this example count the number of green and red lines
spiral from the center of the pine cone.
How many green lines were there? 8

that

How many red lines were there? 13

Now using the numbers of lines you found above, write the ratio of
the red lines to green lines using the form a:b 13:8
Now write the ratio of as a fraction, then divide and give the value:
13/8 & Approx 1.6180
What do you notice about the value you found compared to the above
examples? This value is also similar to the previous ones we found.

Classroom Interactions

Elaboration Activity: The Golden Finger KEY

Name: ___________________________________________________________ Date: ___________________________
Instructions:
It is said that you can find the Golden ratio in your fingers! In order to do this you will need to
measure the lengths of your finger bones! First take the ruler you were given and measure from the tip of
your finger (not the tip of your nail) to your first knuckle as shown in the picture below (Section A). Next
measure section B and then lastly section C. Record the measurements you take on the lines below and
then answer the questions.

Measurements of:
Section A: ________________
Section B: ________________
Section C: ________________
What is the Ratio of B to A, and what is the value when you divide the ratio? ______________________________
What is the Ratio of C to B, and what is the value when you divide the ratio? ______________________________
Are the values the same? What does it mean if they are/arent? If they are the same then it means that
the ratios between my finger bones make the golden ratio! If they are different then it means my
fingers dont make the golden ratio.

Classroom Interactions

Golden Ratio Evaluation KEY

Name:_________________________

1. What are the next three terms in the sequence?

0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55
What is this sequence called?
Fibonacci sequence
2. Define the Golden Ratio in your own terms.
Ratio of two quantities that is constant which represents the ratio of two quantities a
and b such that a+b is to a as a is to b. It appears in nature and in art and
architecture.
3. What is the approximate value of the Golden Ratio?
1.61803..
4. What is the length and width of this rectangle?

Length: Approx 10.3 cm

Width: Approx 6.4 cm

5.
6.
5. What is the ratio of this rectangle? When you divide the length by the width what do you
get? 10.3:6.4 Approx 1.6180
6. Does the spiral in the rectangle hint at the Golden Ratio based on number 5?
Yes.