LESSON PLAN: BEE-EAUTIFUL PATTERNS

Sara Burrus/Kris Hightshoe

To explore Fibonacci numbers as natural patterns as well as mathematical patterns
To use a chart or table to organize data
To use a sequence of steps to solve a problem

Students will have been introduced to the Fibonacci number sequence in the lesson from the previous day. We will review the information discovered in that lesson.

Elicit from students patterns observed in the Rabbit Problem from yesterday's lesson. They may have a number of patterns, but should also have discovered the pattern of the Fibonacci sequence--the sum of the two preceding numbers will give the next number in the sequence.
If students do not ask, then ask them what this could be used for. Ask if it could be used to solve problems, or if it could help solve a crime!
After accepting possible answers, begin video from "Math Net" segment of the Square One video.

Review assignment from previous day.
Discuss problem-solving possibilities of sequence.
Show video--orally review how Fibonacci sequence helped solve the crime.
Pass out the Bee-eautiful Patterns worksheet (Point out "Fred", the lost bee.)
Have students do worksheet independently--encourage them to try the challenge portion of the last question.

Compare the Chinese Triangle and Pascal's Triangle for similarities and differences.
Find Fibonacci's sequence in the Chinese Triangle and in Pascal's Triangle.
Continue the next line in the pattern of each triangle.

8: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results.
10.A.3a: Construct, read and interpret tables, graphs and charts as a means to organize and represent data.
10.B.3: Formulate questions, devise and conduct experiments or simulations, gather data, draw conclusions and communicate results to an audience, using traditional methods and contemporary technologies.
10.C.3b: Analyze problem situations and make predictions about results.