Teacher Advance Preparation:
Have EDP WS 4.1.01c. printed, CBL Presentation 4.1.01b on smartboard, and post Golden Ratio investigation 4.1.02e. on classroom management site or print it out.
Activity Procedures:
Day 3:
 Introduce Official Challenge to Students and give them a copy to put in their design folders – 10 minutes
 Golden Ratio Investigation Jigsaw – 45 minutes
 Students will be given their specific roles for the investigation and then they will have 20 minutes to gather information.
 Students will come back to their design team member and explain their findings
 Students will fill out their EDP WS – Gather Information to document what they learned and how they will used it for their design.
Formative Assessments
Golden Ratio Investigation: Students will have to verbally discuss their findings with the teacher and write about them in their EDP WS.
Differentiation:
 The Technology video and lesson is at a higher cognitive level than the Creative managers’ videos. If students are at different levels, make sure to give them the Creative Managers tasks for this investigation only.
 Facilitate student’s discovery by asking them questions based on the videos.
 Add questions/quiz items via Playpaus it.
Reflection:
Students tended to like to watch the videos instead of read the articles but they were very interested in measuring things that had the golden ratio. One might consider adding a “measurement” part to the research webquest in order for students to SEE and TRUST that the golden ratio is really there.
Unit Academic Standards
8.EE.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distancetime graph to a distancetime equation to determine which of two moving objects has greater speed.
8.EE.6: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
8.F.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
Common Core State Standards  Mathematics (CCSS)

Standards for Mathematical Practice

Make sense of problems and persevere in solving them

Model with mathematics 
Construct viable arguments and critique the reasoning of others


Use appropriate tools strategically


Look for and make use of structure

