How can I celebrate National Poetry Month?
Write the numbers 1 2 4 7 11 on the board. Ask for the next number. It may take a few guesses for the students to come up with the correct answer of 16. Ask for the next number (22). Ask the students to explain the pattern. It may take several minutes for the students to figure out this pattern. Often they will say, "You're skipping two numbers." I respond by referring to the sequence and asking whether I am skipping two numbers between 1 and 2. I then ask what is happening between 2 and 4. As we proceed along the sequence a few students will guess the rule. They usually express it as "skipping one, then you skip two, then you skip three."
Now it's time for the challenge. Write the numbers 1 1 2 3 5 on the board. Ask the students what comes next. There are usually only one or two kids who figure it out: To get the next number in the sequence, you add the previous two numbers, i.e. 1+nothing=1, 1+1=2, 1+2=3, 2+3=5, and so on. This is called the Fibonacci sequence.
AASL: I.B.3 - Generate products that illustrate learning; I.C.3 - Act on feedback to improve; III.A.2 - Develop new understandings through engagement in a learning group; V.A.1 - ... write and create for a variety of purposes; V.B.1 - Problem solve through cycles of design, implementation, and reflection
Rhode Island Core: ELA W.3.4 - Produce writing in which the development and organization are appropriate to task, purpose, and audience; W.3.5 - Develop and strengthen writing as needed by planning, revising, and editing; Math OA.D.3.9 - Identify arithmetic patterns and explain them using properties of operations.
Rhode Island Cross-Curricular Proficiencies: Communication - Use appropriate style ... to address intended ... purpose; Problem Solving and Critical Thinking - Show flexibility and persist through frustrations; continue to revise.
Rhode Island School Library Curriculum: Anchor Standard II - We are readers, writers, and creators in multiple formats.