Monday Tuesday Wednesday Thursday Friday

1. Students will
discuss and add their
thoughts to the unit
outline and a rubric for
the final assessment.
2. Students will
explore the author of the
quote without
mathematics, there is no
art
3. Students will
journal: If you were
going to commission a
painting of yourself,
what would you insist be
depicted?
1 4. Arthur
Benjamins TEDtalk
on the magic of
Fibonacci Numbers,
aptly titled The
Magic of Fibonacci
Numbers (2013).
5. Students will
calculate and write
about the Fibonacci
sequence What are
the first 10 numbers
in the Fibonacci
sequence. Explain
how you generated
this number
sequence.
2 6. Students read
chapter 6 from The
Number Devil
(Enzensberger).
7. Students
draw an example of
the Fibonacci
numbers either in
nature or in a
student-imagined
scene.
3 8. Students
will do the
tumbling block
design activity and
reflect on it.
4 9. Students
will search for
and Pin an
example of the
Fibonacci
sequence found in
nature.
10. Journaling
: What is phi and
where is it found
in nature?
5

w, h,
e
w, h,
e
w, e w, h,
e, r
w, h,
e
11. Students will
discuss: What is artistic
composition?
12. Teacher will
introduce works of art
and architecture that
illustrate the golden
ratio.
13. Students will
take measurements of
various limbs and digits
and see if their anatomy
conforms to the golden
ratio.
14. Discussion: Are
all ratios golden? Are
some ratios better than
others?
6 15. Students will
create the golden
rectangle using
dynamic modeling
software, they will
print their work on
transparencies to use
later in the unit.
16. Journaling:
How is the golden
rectangle related to
the Fibonacci
numbers?
7 17. Teachers
will guide their
classes through
Islamic art
activities.
18. Journaling:
Where have you
seen the golden
ratio in nature?
Have you ever
noticed the golden
ratio in art or
architecture?
8 19. Museum
Field trip
20. Students
will research
assigned artists
and art and use
their
transparencies of
the golden
rectangle to
evaluate and
compare art and
architecture they
research.
21. Journaling:
Why do you think
artists use the
golden ratio as a
design element?
9 22. Art
Critique (paper or
presentation)
Students may
choose to focus
on one artist and
work of
art/architectures
use of the golden
ratio or on an
example of the
golden ration in
nature.
23. Pin
Fibonacci
sequence found in
art.
10

w, e
1


e
1
e
1
h,
e
1&2
,
r
e
2
,r

Monday Tuesday Wednesday Thursday Friday
24. Students will
construct the golden
rectangle by hand.
11 25. Students will
execute the square
root spiral activity
from Exploring
Geometry with
Geometers
Sketchpad.
26. They will
compare and
contrast the square
root spiral and the
Fibonacci spiral they
created by hand in
small groups.
12 27. Students
will be split into
groups and
assigned a piece of
art to investigate.
Students will
examine either
aesthetic or
mathematical
composition of the
same pieces, then
share and discuss
what they find.
13 28. Students
will create an
artwork in the
medium of their
choice based on an
assigned
mathematical or
aesthetic
term/idea.
29. Journaling:
What Ive learned
about the golden
rectangle is.
14 30. Students
will use the free
App on their
smart phones or
tablets to take
photographs that
use the golden
rectangle as a
framing tool.
31. I think art
should start
with
Pin Fibonacci
sequence found in
architecture
15

e
1
e
1
, r e
1
,
r, e
2
r, e
2
r, e
2
32. Students will
create works of art using
mathematical design
elements produced in
modeling software and
by hand.
16 33. Students will
create works of art
using mathematical
design elements
produced in
modeling software
and by hand.
17 34. Class will
curate an exhibit of
student art,
deciding a title for
the show,
sequencing,
presentation, etc.

18 35. Each
student will
describe their
artistic and
mathematical
process in a short
reflection paper
incorporating
research discussed
in class. Papers
will also reflect on
a classmates
exhibited work

19 36. Journaling
: What I find
interesting about
the golden ratio
is
37. Pin a
work of
mathematical art
you created!
20

r, e
2
r, e
2
e
2
e
2
e
2

Template adapted from (Wiggins & McTighe, 2004)
W: where, why, what H: hook and hold E
1
: explore, experience, equip R: rethink, rehearse, revise, refine E
2
: evaluate T: tailored
O: organized