No Series: Fibonacci Numbers: Identifying Patterns

Fibonacci Numbers: Identifying Patterns

Lesson Objective: Students rotate through a series of tasks identifying patterns
Grades 6-8 / Math / Sequences
5 MIN

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Discussion and Supporting Materials

Thought starters

  1. Although not formally taught until high school functions, how do Fibonacci sequences engage students in understanding number patterns?
  2. How does this lesson provide for natural differentiation?
  3. What preparation is key to implement this activity in your classroom?

17 Comments

  • Private message to Candi Miranda

Love this as a fun group activitity, it is definitely a great student discourse activitly. I can use this to evaluate student collaboration since i would loove to incorperate more group work in my math class. 

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  • Private message to Marina Drndarski
Do you have available materials for this wonderful lesson? I would try as biology teacher. Can you send me to marinasova@gmail.com. Thank you!
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  • Private message to Michelle Ciarloni
It would be nice if the answers were provided too. Thank you so much for sharing.
Recommended (1)
  • Private message to Michelle Ciarloni
Love it!
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  • Private message to Lora Perkins
I LOVE this lesson. It's so student oriented and they seem to be having a great time. The only thing I'm struggling with is to find a 6-8 CCSSM. any ideas on which ones this lesson would fit into?
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External Resource Materials

Transcripts

  • Summary

    This planning resource for lessons explaining and investigating Fibonacci numbers for Key Stage 3 mathematics students in Year 7, shows

    Summary

    This planning resource for lessons explaining and investigating Fibonacci numbers for Key Stage 3 mathematics students in Year 7, shows how to make the math lesson fun and engaging.
    Maths teacher Asnat Doza, at Comberton Village College, explains how her Year 7 class works through a series of envelopes, each containing a prepared activity about Fibonacci numbers and sequences.
    Each group moves from one activity to the next at their own pace and the pupils do most of the work, while Asnat works the room to check progress and understanding.
    She finds her pupils enjoy working together to solve the problems set, which gives her time to observe the learning that is taking place and to witness the mathematical curiosity that this lesson encourages.

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