JOURNAL 4 - A TECHNOLOGY UPDATE LEONARDO DA VINCI AND THE SEARCH FOR THE PERFECT BODY .

A Technology Update Leonardo da Vinci and the Search for the Perfect Body By Morgan, B., Jernigan, J.
Learning & Leading with Technology. Volume 26, Number 4, 1999, Pgs. 22-25.

This article explains to the students that Leonardo da Vinci made many studies of the human body to try and come up with the perfect measurements of the human body. It explains to the students that what he came up with were two ratios that compared three measurements. It tells the students how they will be using their knowledge of ratios and proportions to make a spreadsheet that will give them the dimensions of the perfect body. This article explains daily practical examples to the students that they can take a survey of measurements of their classmates and use that information to make a database in the classroom. The example given to the students was that they can take measurements of their height without shoes then the height from the floor to their belly button and write them on the worksheet. It also explained to the students that they can take a measurement from finger tip to finger tip with their arms extended to the side and write it on the worksheet. It explained to the students that each of them can easily enter their own measurements onto the computer spreadsheet called the “Body Proportions Spreadsheet” with formulas to determine the accuracy of da Vinci’s work. It talked about how a teacher can explain the use of ratios on the chalkboard. This can be demonstrated by the teacher how to calculate the two ratios: first, by dividing the total height by the belly button height, second, by dividing the arm span by the total height. The teacher can then ask the students to round their result to three decimal places. The students can compare their results with the ratios that da Vinci developed in 1492 and determine if any student has the perfect ratios. Finally the teacher can ask the students to determine the average ratio for the entire class, for girls only and for boys only.

QUESTIONS:

1. Why do you see the need for students to know how ratio and proportion works?

It is very important for all of us to know ratio and proportion work. Mathematical measurement is based on ratio and proportion. Building industry, engineering and architectural drawings are all based on ratio and proportion. The great pyramids and the Parthenon were built on the great principle of ratio and proportion. Ratio and proportion are very important in our daily life for example in paintings, in sculpturing, cooking, dieting, sewing gardening and simple balance. We must teach this concept as early as kindergarten. More information can be found on the following websites.

http://www.mcps.k12.md.us/departments/isa/ninvest/Measure/measureup.htm
http://mathforum.org/mathtools/activity/51/
http://www.cde.ca.gov/ta/tg/hs/documents/appropriateness.pdf

2. Is there a simple ratio and proportion related math activity we can use in our classrooms?

I found this simple activity on the internet which can be used in our classrooms.
There are many more activities and lesson plans available on the internet.

http://t4.jordan.k12.ut.us/teacher_resources/MathSite/curriculum/Prealgebra/Pre%204%20ratio/Pre4.3R%20and%20P%20in%20KIDS.pdf

Lesson Title: Ratio and Proportion in KIDS Pre 4.3
Utah State Core Standard and Indicators Pre-Algebra Standards 2-5 Process Standards 1-5
Summary
In this activity, students measure and then figure out proportions using height/head circumference, thumb/wrist, etc. They change the ratios to decimals, organize the data into tables and plots to find patterns and make predictions.
Enduring Understanding
We can use proportion equations to make predictions about sizes and heights in kids. Essential Questions
How can we use ratio to help us make predictions and solve problems?
Skill Focus

• Measuring size

• Ratios

• Proportion equations

• Statistics plots and central tendencies
Vocabulary Focus
Assessment ideas:

• Use the Credit Card and Ratio and Proportion Assessments later in the module.

• Have students respond in writing to the essential questions.

• Have students write about their learning. What was interesting? What did they learn the most from? What connections did they make? What did they think while they were working?

Materials: Calculators, measurement tools, worksheets, Da Vinci picture copies
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