GRASP TASK – MYP4 Standard Math

Goal: Application of Golden Ratio in real-life.

Role: As an architect, need to design a park according to the given conditions.

Audience: Peer groups

Situation: Identifying the golden ratio between the geometric shapes in order to design a
park.

Product: A report on how the golden ratio applies or is used in nature, art architecture, anatomy.
Assessment Criteria: Criterions A, B, C and D

TASK
The golden ratio
If the length of the rectangle below is divided by its width, the answer 1.618 (or close to it) is
obtained. Measure the length and width and try this for yourself. This ratio is called the
golden ratio.

Rectangles similar to the one above (they need not be the same size—just the same shape for
which the length ÷width equals the golden ratio) are called golden rectangles. The
proportions of the golden rectangle are supposedly appealing to the eye, and many rectangles
in art and design are close to being golden rectangles for this reason. The Parthenon in
Greece has the proportions of a golden rectangle, as has the UN building in New York.
Part A

1. Draw a square of 1 cm. Calculate length ÷ width for this square.

2. Attach another square to one side and form a rectangle. Calculate length ÷ width for
the rectangle.

3. Now attach a square to the larger side of the rectangle to form a new rectangle as
shown. Calculate length ÷ width for this new rectangle.

Part B

1. Continue attaching larger squares to the longer side of the rectangles formed at the
previous stage until you run out of space. Calculate length ÷ width at each stage.

2. What do you notice about the length ÷ width answers?

3. The following sequence of numbers, called Fibonacci numbers, these numbers were
also involved in your calculations above. 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89. The
numbers in this sequence may be referred to as “terms”. For example the first term is
1, the second term is 1, the third term is 2, and so on.

4. Calculate: second term ÷ first term; third term ÷ second term; fourth term ÷ third term
and so on.

5. What do you notice about the answers?

6. Repeat the calculations in question 6, but for the different Fibonacci sequence: 3, 7,
10, 17, 27, 44….(continue the sequence yourself).

7. Does the same pattern emerge as for the standard Fibonacci sequence in question 6?
Try another Fibonacci type sequence.

8. (a) Construct a golden rectangle quickly and easily as follows:

(i) Draw a square of any size and mark the middle of the base—with a dot.
 (ii) Extend the base.

(iii) Place your compass point on M and draw an arc as shown.

(iv) Extend the square to just enclose the arc as shown. (Use a setsquare or
protractor to ensure the sides are perpendicular)

(b) Measure the length and width of your completed rectangle. Calculate length ÷
width. Do you get a value close to the golden ratio?

(c) Repeat parts (a) and (b) above for a different size starting square. Do you again
get a golden rectangle? Calculate length ÷ width to check.

9. (a) Check that the rectangle below is golden.

(b) Now imagine a square cut off the end of the rectangle.

Calculate length ÷ width for the remaining rectangle.

What do you find?

10. Find the ratio diagonal length ÷ side length for the pentagon below. What do you
notice? Do you think this will happen for all regular pentagons?

11. Which of the following are golden rectangles? (Take the golden ratio to be 1: 6: 1)

12. Investigate and report on how the golden ratio applies or is used in nature, art
architecture, anatomy.

Your report should include:

• An introduction outlining the purpose of the investigation.

• Neatly presented answers to the questions outlined above.

• An evaluation of the task. This will include written comments on how well you
worked on this project. If you learned any new skills, if you were surprised with
the results, how well you managed your time to complete the task, whether you
enjoyed the task and any other relevant comments.

• A conclusion summarizing your findings.

(Turn over)
Task specific clarifications:

Criterion A: Knowledge and understanding

Level Descriptor

The student does not reach a standard described by any of the descriptors given
0
below.

The student attempts to make deductions when solving simple problems in

1–2
familiar contexts.

The student sometimes makes appropriate deductions when solving simple and
3–4
more complex problems.

The student generally makes appropriate deductions when solving challenging

5–6
problems in a variety of familiar contexts.

The student consistently makes appropriate deductions when solving challenging

7–8
problems in a variety of contexts including unfamiliar situations.

Criterion B: Investigating patterns

Level Descriptor
The student does not reach a standard described by any of the descriptors given
0
below.

The student draws circles, counts the number of regions for some n and recognizes
1–2
simple patterns.

The student counts the number and suggests representation of data as a function or a
3–4
chart. The student makes an attempt to describe some patterns observed.

The student recognizes a pattern, describes the type of relationship in a general form
and draws conclusions. The student makes generalizations, selects and applies skills
5–6
to find the coefficients of the quadratic functions using data obtained, attempts to
check validity for the generalization for different n.

The student makes own plan for investigating ovals, finds and describes patterns with
7–8 the formula for the number of regions. Student provides justification of the formula
and draws conclusion about general applicability of the formula.
Criterion C: Communication in mathematics

Level Descriptor
The student does not reach a standard described by any of the descriptors given
0
below.

Shows basic use of mathematical language and/or forms of mathematical

1–2
representation. The lines of reasoning are difficult to follow.

Shows sufficient use of mathematical language and forms of mathematical

representation. The lines of reasoning are clear though not always logical or
3–4
complete. The student moves between different forms of representation with some
success.

Shows good use of mathematical language and forms of mathematical representation.

5–6
The lines of reasoning are concise, and logical.

Shows good use of mathematical language and forms of mathematical representation.

7-8 The lines of reasoning are concise, logical and complete. The student moves
effectively between different forms of representation.

Criterion D: Reflection in Mathematics

Level Descriptor
The student does not reach a standard described by any of the descriptors given
0
below.

The student attempts to explain whether his or her results make sense in the context
1–2 of the problem. The student attempts to describe the importance of his or her findings
in connection to real life. The student makes some drawings.

The student correctly but briefly explains whether his or her results make sense in the
3–4 context of the problem and describes the importance of his or her findings in
connection to real life.

The student critically explains whether his or her results make sense in the context of
5–6 the problem and provides a detailed explanation of the importance of his or her
findings in connection to real life.

The student critically explains whether his or her results make sense in the context of
the problem and provides a detailed explanation of the importance of his or her
7-8 findings in connection to real life. The student justifies the degree of accuracy of his
or her results where appropriate. The student suggests improvements to the method
when necessary.