Elementary Fibonacci PDF

Elementary (4th grade)
THE FIBONACCI
SEQUENCE IN
NATURE
Are patterns consistent in nature and what is the connection
between patterns in nature and the Fibonacci sequence?
by Joyce Manangan
Standard Benchmarks and Values:

Mathematics Common Core State Standards
(CCSS):
• Operations and algebraic thinking 4.OA - Generate
and analyze patterns.
• Generate a number or shape pattern that follows a
given rule. Identify apparent features of the pattern
that were not explicit in the rule itself.
• Standard 9: Patterns, Functions, and Algebra:
Patterns and Functional Relationships: Understand
various types of patterns and functional relationships.
• Benchmark MA.4.9.1 Extend, create, and generalize
growing and shrinking numeric and geometric
patterns (including multiplication patterns).
Enduring Understandings: two numbers in the Fibonacci sequence are 0
and 1, and each succeeding number equates
1. Be able to recognize and identify the
to the sum of the previous two numbers. There
occurrence of the Fibonacci sequence
are infinitely many Fibonacci numbers that exist
in nature.
and these numbers can be found everywhere in
2. Be able to recognize reoccurring the world around us.
patterns in plant growth and nature.
Nature is all about math. If you were to
3. Be able to observe and recognize other observe the way a plant grows new leaves,
areas where the Fibonacci sequence stems, and petals, you would notice that it
may occur. grows in a pattern following the Fibonacci
Background/Historical Context: sequence. Plants do not realize that their growth
follows this sequence. Rather, plants grow in
The Fibonacci sequence is named after
the most efficient way possible – new leaves
its discoverer Leonardo Pisano Bogollo, who
and petals naturally grow in spaces between old
was a famous Italian mathematician otherwise
leaves, but there is always enough room left for
known as Fibonacci. The Fibonacci numbers
one more leaf or petal to grow.
were first discussed in a book Bogollo published
in 1202 titled Liber Abaci, where he described Hawai‘i is filled with various tropical plants
the growth of a population of rabbits under and vibrant fruits that naturally grow following
specific conditions. The conditions stated that the Fibonacci sequence, such as the infamous
a pair of rabbits were needed to breed and pineapples from Dole Plantation and our state
each pair of rabbits must mature two months flower the Hawaiian hibiscus. If you were to
before breeding more rabbits, where they were count the number of scales a pineapple has on
then expected to produce a litter of one male each of its spiral, or count the number of petals
and female rabbit. Under these conditions it Hawai‘i’s state flower has, you would discover
was observed that to find the total number of that it is a number in the Fibonacci sequence.
rabbit pairs you have for each month, you add The prevalent occurrence of the Fibonacci
together the number of pairs that were alive sequence in nature allows students to see
in the preceding two months – this pattern and discover for themselves the presence of
followed the series of numbers in the Fibonacci mathematics in the environment they live in.
sequence (Fractal Foundation, 2013). The first
The Fibonacci Sequence in Nature

Authentic Performance Task:
As a class, students will complete their own Fibonacci table to complete the following
assignments individually:
• Classify flowers that can be found in Hawai‘i into a Fibonacci table according to the amount
of petals the flower has.
• Create their own flower that exemplifies a number in the Fibonacci sequence.
• Students will complete a pre and post assessment about questions regarding the Fibonacci
sequence to measure their learning.
As a class, students will complete their own Fibonacci table to complete the following
assignments in small groups of 4 to 5 people:
• Recognize and identify the Fibonacci sequence’s occurrence with pineapples.
Authentic Audience:
The described activities are designed for elementary students in the fourth grade.
Learning Plan:
1. Students will first complete a pre- b. “Fibonacci Flower” – Individually,
assessment by answering questions regarding students will create their own flower that
the Fibonacci sequence: exhibits the Fibonacci sequence using
crafting supplies (scissors, glue, tissue
a. What are the first 10 numbers in the
paper, felt paper, pipe cleaners, etc.). Note:
Fibonacci sequence?
This activity could also be done around
b. How do you find out the next number in the Mother’s day for students to create a
sequence? Fibonacci flower bouquet for their mom.
c. Name a plant or fruit that exhibits the 5. Reflect with students about the activities
Fibonacci sequence. Explain how or why as a class, and have them share the flower
it does. they created with the class (optional).
2. Present a mini lecture about the Fibonacci 6. In groups of 4 to 5, students will complete
sequence along with identifying the difference the activity: “Fibonacci Pineapple”
between flower petals and sepals (optional).
a. Count the amount of spirals of a
Physically show students examples of flowers
pineapple by marking each spiral in every
that exhibit the Fibonacci sequence.
direction with colored tape.
3. As a class, students will then complete their
7. Reflect with students about the activity and
own Fibonacci table to help them complete the
the lesson as a whole.
other activities, which will be done individually
and in small groups. 8. Students will complete a post-assessment
by answering questions regarding the
4. After the table is complete, students will
Fibonacci sequence (same questions as
complete the worksheets: “Fibonacci Flowers in
pre- assessment).
Hawai‘i” and “Fibonacci Flower”:
a. While students are completing their post-
a. “Fibonacci Flowers in Hawai‘i” – In groups
assessment, cut the pineapple chunks up
of 4 to 5, classify pictures of flowers that may
for them to eat after completing their post-
be found in Hawai‘i according to the number
assessment (optional).
of petals.
Joyce Manangan
Standard Benchmarks,
GLOs, or Nā Honua
Mauli Ola Skills Concepts Assessment
Operations and algebraic - Make observations -Generating and analyzing - Completing an art activity
thinking 4.oa - Recognize patterns patterns. where students create
Generate and analyze - Classifying objects a visual representation
- Classify objects (flower) of a number in the
patterns. knowing similar properties
or given a rule. Fibonacci sequence.
Generate a number or
shape pattern that follows a - Working with a pineapple
given rule. Identify apparent to observe the Fibonacci
features of the pattern that sequence’s occurrence with
were not explicit in the rule the fruit.
itself. - Identifying and organizing
flowers that exhibit the
Fibonacci sequence based
on the number of petals the
flower has.
Standard 9: Patterns, -- Make observations to - Generating and analyzing - Completing a Fibonacci
Functions, and Algebra: recognize patterns in a patterns. table up to the first 6
Patterns and Functional sequence. - Extending the sequence numbers in the sequence.
Relationships: Understand - Describe patterns. following the recognized
various types of patterns and
functional relationships. - Perform basic computations pattern.
such as addition.
Benchmark MA.4.9.1
Extend, create, and
generalize growing and
shrinking numeric and
geometric patterns
(including multiplication
patterns)
Conclusion
Hawai‘i is filled with a wide collection of tropical fruits and plants that enhance the beauty of
our environment while also supplying food for its inhabitants. By completing this lesson, students
become more aware of the natural beauty that surrounds them and are motivated to learn about the
importance of taking care of our ‘aina to preserve our island’s beauty.
Appendix
Golden ratio for upper grade levels: Individually, students will complete an activity about the
golden ratio. In the activity students will be measuring the angle between one flower petal to another
using a protractor, and perform calculations to determine if the flower exhibits the golden ratio. After
completing this portion of the activity, students will then calculate for the golden ration by computing
the ratio of successive Fibonacci numbers.
The Fibonacci Sequence in Nature

Fibonacci Spiral
References:
Fractal Foundation. (2013). Fibonacci Fractals. Retrieved from http://fractalfoundation.org/OFC/OFC-11-1.html
10 search terms:
1. Fibonacci sequence 6. Leonardo Pisano Bogollo
2. Number pattern 7. Analyzing patterns
3. Number of flower petals 8. Classification
4. Pineapples fruit scales 9. Number sequence
5. Golden ratio 10. Geometric patterns
Joyce Manangan

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Elementary (4th grade)

Standard Benchmarks and Values:

The Fibonacci Sequence in Nature

The Fibonacci Sequence in Nature

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