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The Rabbit Problem Lesson

This lesson plan teaches students about the Fibonacci sequence by having them model rabbit populations over one year. Students will: 1) Estimate rabbit pairs after one year and create a diagram showing the expanding population over months. 2) Present their diagrams and discuss similarities and differences in representing sequential patterns clearly. 3) Be able to describe how their diagrams relate to the mathematics generating the Fibonacci sequence, with 80-100% accuracy on representing the sequence.

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96 views2 pages

The Rabbit Problem Lesson

This lesson plan teaches students about the Fibonacci sequence by having them model rabbit populations over one year. Students will: 1) Estimate rabbit pairs after one year and create a diagram showing the expanding population over months. 2) Present their diagrams and discuss similarities and differences in representing sequential patterns clearly. 3) Be able to describe how their diagrams relate to the mathematics generating the Fibonacci sequence, with 80-100% accuracy on representing the sequence.

Uploaded by

api-661655932
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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The Rabbit Problem Lesson Plan

Lesson Objective:

This is a representation of the classic Fibonacci problem of reproducing rabbits. The problem of how many
pairs of rabbits will you have after 1 year if you start with 1 pair and they each take 1 month to mature and
produce 1 other pair each month afterwards is illustrated through a calendar. Students will be able to
represent the Fibonacci sequence in a diagram which models how the sequence is generated. Students will be
able to describe how their diagrams relate to the mathematics that generated the sequence. Students will
need to be able to attain 80%-100% accuracy.
Procedures:

1. Prior to reading, present the rabbit problem. (It is on the inside cover)
If a pair of baby rabbits are put into a field, how many pairs will there be: a) at the end of each month,
and b) at the end of one year? Criteria: Rabbits are fully-grown at 1 month and have another pair of
bunnies at 2 months. Each pair is comprised of 1 male and 1 female and no rabbits die or leave the
field.
This is the classic rabbit problem Fibonacci used to generate the sequence: 1, 1, 2, 3, 5, 8, 13, 21, 34,
55, 89, 144…
2. Ask students to work together in pairs and estimate the number of pairs they would have at the end of
one year.
3. You could further set the context for the book by having students explore the sequence and see if they
can discover a rule for generating the next number (each number is the sum of the previous two
numbers) or you could discuss some biographical or mathematical ideas related to Fibonacci the
mathematician.
4. After a first reading, quickly flip through a second time demonstrating how the pairs of rabbits are
illustrated as unorganized sets. Ask students to work together to create an illustration of how the
population has expanded over a year. Their diagram needs to be organized so that the set for each
month is easily found. Try not to give too many directions about this assignment, as it will be a valuable
assessment opportunity to see how students think about organizing a pattern.
a. What do they know about using a tree diagram or a flow chart?
b. Do they see it as a “branching” scheme or a layering scheme or a more linear scheme?
c. There are many ways to create a schematic representation and encouraging creative responses to
this may provide you with surprises. 
5. Ask students to present their diagrams to each other and locate the common elements and the
differences between them. Generate some agreed criteria for representing sequential patterns: what
makes for a clear and easily understood diagram?
6. As a follow up you may want to explore the sequence as it is found in nature or as the spiral generated
by a series of squares working out from a center. 
Assessment Plan:

Lesson Objective Exceeding Meet Approaching Far Below


Expectations Expectations Expectations Expectations
This is a representation of the Students will be Students will be Students will be Students will be
classic Fibonacci problem of able to represent able to able to able to
reproducing rabbits. The the Fibonacci represent the represent the represent the
problem of how many pairs of sequence in a Fibonacci Fibonacci Fibonacci
rabbits will you have after 1 diagram which sequence in a sequence in a sequence in a
year if you start with 1 pair models how the diagram which diagram which diagram which
and they each take 1 month to sequence is models how the models how the models how the
mature and produce 1 other generated with sequence is sequence is sequence is
pair each month afterwards is 90%-100% generated with generated with generated with
illustrated through a accuracy. 75-89% 60%-74% 0%- 59%
calendar. Students will be able Students will be accuracy. accuracy. accuracy.
to represent the Fibonacci able to describe Students will be Students will be Students will be
sequence in a diagram which how their diagrams able to describe able to describe able to describe
models how the sequence is relate to the how their how their how their
generated. Students will be mathematics that diagrams relate diagrams relate diagrams relate
able to describe how their generated the to the to the to the
diagrams relate to the sequence with mathematics mathematics mathematics
mathematics that generated 90%-100%. that generated that generated that generated
the sequence. Students will the sequence the sequence the sequence
need to be able to attain 80%- with 75%-89%. with 60%-74%. with 0%-59%.
100% accuracy.

M.5.1
Use parentheses, brackets or braces in numerical expressions and evaluate expressions with these symbols.

M.5.2
Write simple expressions that record calculations with numbers and interpret numerical expressions without
evaluating them. (e.g., Express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3
× (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or
product.)

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