Pentagrams and Spirals

Author(s): Lew Douglas

Source: The Mathematics Teacher, Vol. 89, No. 8 (NOVEMBER 1996), pp. 680-687
Published by: National Council of Teachers of Mathematics
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Activities
Lew Douglas

Pentagrams and Spirals

TEACHER'S GUIDE

still with us: a friend told me that she could not

The inspiration for this activity is the mathematics

use this activity in her school because the penta

gram was used as a symbol by a local gang.

videotape Donald in Mathmagic Land, originally

produced as a movie by the Walt Disney Company
in 1959. Anticipating current music videos and
some commercials, the images are tantalizing and
rapid, encouraging some teachers to show it to
students as early as third or fourth grade. The

mathematical presentation, however, is deep and

brilliant, so I had a natural desire to slow it down
and make it truly accessible to students. I general
ly show the videotape to students just after we
complete the exercises presented in this article,
and several have told me that it was the third or
fourth time they had seen it but the first time
they understood it.
The golden ratio, a topic prominently featured in
the videotape, first appears in Euclid's Elements as
Proposition 30 in Book VI: "to cut a given finite
straight line in extreme and mean ratio" (Heath
1959, 267). It may have even been known before
the time of the Greeks. Leonardo da Vinci referred

Kepler

called the
golden ratio

one of

geometry's
two "great

treasures"

to the sectio aurea, "golden section," and Kepler

referred to it as the sectio divina, "divine section."
"Geometry has two great treasures," said Kepler.
"One is the theorem of Pythagoras; the other, the
division of a line into extreme and mean ratio"
(Huntley 1970). Mathematics teachers may be more
familiar with the golden ratio in its more modern
incarnations, perhaps from reading Fascinating

Fibonaccis (Garland 1987). It appears as an

"excursion" or "extra" in many geometry textbooks,

its appeal being the relatively easy connection to

architecture and natural phenomena. Ironically,
however, the classic textbook introduction is often
algebraic and unnatural. I regretfully must add
that the power of the pentagram as a symbol is

Grade levels: 9-11

Objectives: To introduce students to a fascinating
application of basic geometric and algebraic ideas
Prerequisites: Success on these worksheets
depends on students' familiarity with regular poly
gons, similar triangles, finding missing angles in
triangles and intersecting lines, and the quadratic
formula. Teachers who use these worksheets with
classes that have not covered these topics will need
to modify the exercises. At our school, students
solve the key quadratic equation (sheet 2, question
6) several times for homework before tackling

these sheets because the "phantom" ? for the coef

ficients, a = 1,6 = -1, and c = -1, can be confusing.
Directions: The sheets should be done in order,
although not necessarily on consecutive days. They
were designed for students working in cooperative
groups, and the entire set should take one or two
forty-five- to fifty-five-minute class periods. Some
terms are left for the students to fill in to make the

reading more active; I tried to choose them so that

the task would not take too much time. Sheets 1

and 2 are prerequisites to sheet 3, so they should be

completed and checked before sheets 3 and 4 are
distributed. Moreover, having sheet 3 prematurely

Lew Douglas, ldouglas@[Link], teaches at the College

Preparatory School in Oakland, California, and is partic
ularly interested in applications, transformations, the
wise use of technology, and proof.

Edited by Henri Picciotto, hot@[Link], Hie Urban School, San Francisco, CA 94117
This section is designed to provide in reproducible formats mathematics activities appropriate for students in grades 7-12.
This material may be reproduced by classroom teachers for use in their own classes. Readers who have developed success
ful classroom activities are encouraged to submit manuscripts, in a format similar to the "Activities* already published, to
the senior journal editor for review. Of particular interest are activities focusing on the Council's curriculum standards, its
expanded concept of basic skills, problem solving and applications, and the uses of calculators and computers.

Write to NCTM, Department P, or send e-mail to infocentral@[Link], for the catalog of educational materials, which
lists compilations of "Activities* in bound form.?Ed.

680

THE MATHEMATICS TEACHER

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would allow students to look up some answers

to sheet 2.
Sheet 1: This sheet familiarizes students
with the pentagram and contains some inter
esting systematic counting exercises, but the
only results needed later are the answer to
question 1 and an awareness of the similar tri
angles that can be found in the figure. Some
students will assume?correctly, as it turns

out?that A E is trisected by Pf and Pff.

Although proving this assumption makes a
good exercise, an extended discussion is not
appropriate at this time. Instead, consider
doing a formal proof beforehand, coming back
to it later, or ignoring the issue entirely unless
the students bring it up.
If symmetry has previously been discussed,
using it will make the counting for questions
5-8 much easier and will supply a check on
the answers, all of which are multiples of 5. If
not, here is not the place to begin because of
time constraints. However, systematic count
ing should be encouraged.
Sheet 2: Questions 1-8 lead students to the
computation of the golden ratio both in radical form

(question 7) and as a decimal approximation (ques

tion 8). Students might need help to identify which
of the two solutions in radical form is the positive
one. Nothing more powerful than a scientific calcu

lator with a single memory location is required.

Ideally, each student will have a calculator, both to
practice correct use and to minimize errors, but one
calculator for each group is workable. Question 9 of
sheet 2 is pivotal; the teacher must either check
each group or go over the answers in a whole-class
discussion before proceeding. A suggestion is for
each group to write sequentially one result on the
chalkboard for the whole class, continuing in this
manner until all the relationships have been found.
The use of roman numerals makes it easier to keep
track of which segments are being discussed and
their relative sizes. The addition and division rela
tionships derived here are the heart of the matter
and are illustrated beautifully in Donald in Math
magic Land by a star that comes apart as it rolls.

Photograph by Lew Douglas; all rights reserved

press ^B> El* BB, DB in that order. Parts 2-4

of question 1 show that these relationships, sur
prising as they are, are mandated by the defining
equation. More observant students may notice that
the equation they solve in question 4 is exactly the
same one that they solved in question 7 of sheet 2.
If they do, be sure to have them share this insight
with the class; if not, ask, "How does the work you
are doing relate to the work on the previous sheet?"
The rest of sheet 3 relates these algebraic rela
tionships to the defining geometric property of a
golden rectangle: removing or adding an appropri
ate square gives yet another golden rectangle. This
property is illustrated nicely in Donald in Math
magic Land as the shorter side of the rectangle
rotates twice, around different points, to form the

square.

Sheets 4A and 4B: These sheets lead students

Sheet 3: Question 1 begins with a review of ques

tions 7 and 8 on sheet 2. Students delight in notic
ing that the decimal part of the golden ratio does
not change when they press the "square" or "recip
rocal" key on their calculators, so observe carefully
as students work on the end of sheet 2. Have a stu
dent who has discovered one of these facts share

through the straightedge-and-compass construction

of a golden spiral. If students do not know what a
spiral is, discuss this concept at the beginning.
Using the diagonals as an accuracy check is crucial;
in fact, using the diagonals instead of a compass is
quite satisfactory. If only a compass is used, howev
er, the construction errors become significant after
only two or three squares are removed. As before,
the blanks in questions 2-4 serve to make the read
ing more active.

this insight with the class, or give hints as needed.

A scientific calculator for the overhead projector is
useful here but is certainly not required. Here is a
good way to summarize: With in the display,

Extensions: Many follow-up assignments and

problems are available, for example, this particu
larly interesting connection with Platonic solids:

681

Vol. 89, No. 8 ? November 1996

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Take three mutually perpendicular, congruent

golden rectangles with a common center. Their
twelve vertices are the vertices of a regular dodeca
hedron! A simple model can be made from three
large index cards, which are approximate golden
rectangles. Make a slit equal in length to the short
side of two cards in the center of the cards parallel
to their long sides. Insert one card into another. On
the third card, extend the slit to one edge and slip it
over the long side of the exterior card and through
the center of the interior card. Punch holes near
each vertex and weave brightly colored yarn
through the holes to make the edges of the dodeca
hedron. See the photograph.
Connections with Fibonacci numbers, art, archi

to recall that A APR is isosceles. 3. APGR or

APRG; because corresponding angles are equal.

4. Answers will vary. 5. V(x -1). 6. 2 - -1 = 0.
7. = (1 + V5)/2. 8. = 1.618033989 ... ; some cal
culators may differ slightly. 9.1. 0.618033989 ....

II. 1. III. 1.618033989 .... IV. 2.618033989 ....

10. Six ratios should be found. The most important

observations follow: IV/III = III/II = II/I =

1.618033989... ; I + II = III; and II + III = IV.

11. Answers will vary.

Sheet 3:1. = 2.618033989 ... ; 1/< =

0.618033989 .... 2. = + 1; II = - 1. 3. Mul

tiply both sides of the second equation by . 4. =

(1 + V5)/2. [Link] = l;ED = (p- 1. 6. The rectangles

tecture, music, natural phenomena, regular

decagons, and Platonic solids can be explored, pos
sibly as part of a mandatory or optional research
project. Students find it interesting to see a seem
ingly unrelated problem, such as the consideration
of ratios of consecutive terms of Fibonacci-like

are similar. To prove it, show that corresponding

angles are equal and that corresponding sides are
proportional. Those students used to dealing only
with similar triangles may need some help.
7. Another golden rectangle.

sequences starting with any two terms, lead unex

pectedly to the now familiar golden ratio. A rich
history of appreciation is evident, with mathemati
cians from Plato to Kepler to da Vinci waxing elo
quent about this mathematical phenomenon. Stu
dents can be asked to research the origin of golden
or divine, terms they may find surprising in this
context. For further project ideas, see the resources

Sheet 4:1. Another golden rectangle. 2. Golden

rectangle; golden rectangle. 3. Similar; proportion

in the bibliography.
Assessment: This activity itself can serve as an
assessment of students' understanding of such con
cepts as regular polygons, facts about angles, and
compass-and-straightedge constructions, as well as
of such techniques as recognizing and using similar
triangles and solving quadratic equations.
To assess students' grasp of concepts related to
the golden ratio, request that they include the main
mathematical ideas from this activity as part of a
report, such as those suggested previously.
-.
Answers: Sheet 1: regular, diagonals. 1. The
smaller acute angles are 36 degrees, the larger
acute angles are 72 degrees, and the obtuse angle is
108 degrees. Students may use what they know
about regular polygons, vertical angles, isosceles
triangles, or even inscribed angles. 2. 36 degrees,
72 degrees, 108 degrees. 3. None. 4. 36?-72?-72?:

APGR, APBE, APTN; 36?-36?-108?: AMTN,

APAE. Other answers may be congruent copies of
these answers. 5. Two. 6. Five. 7. APGR: five
copies, APBE: ten copies, APTN: five copies,

AMTN: five copies, APAE: ten copies. 8. Thirty

five.

al; ED. 4. GD; PD; collinear.

BIBLIOGRAPHY
Donald in Mathmagic Land. Burbank, Calif.: Walt
Disney Co., 1959. Videotape. Distributed by
Buena Vista Home Video, Burbank, CA 91521,
(800) 723-4763.
Garland, Trudi Hammel. Fascinating Fibonaccis.
Palo Alto, Calif: Dale Seymour Publications, 1987.
Heath, Thomas. The Thirteen Books of Euclid's Ele
ments. Vol. 2. New York: Dover Publications, 1956.
Ghyka, Matila. The Geometry of Art and Life. New

York: Dover Publications, 1977.

Huntley, H. E. The Divine Proportion. New York:
Dover Publications, 1970.
Newman, Rochelle, and Martha Boles. The Golden
Relationship: Art, Math and Nature: Book 1: Univer
sal Patterns. Palo Alto, Calif.: Dale Seymour Publi
cations, 1992a.

The Golden Relationship: Art, Math and

Nature: Book 2: Universal Patterns. Palo Alto, Calif:

Dale Seymour Publications, 1992b.
Runion, Garth E. The Golden Section and Related
Curiosa. Glenview, III: Scott Foresman & Co., 1972.
Walt Disney's Donald in Mathmagic Land. Palo Alto,
Calif: Disney Schoolhouse, Dale Seymour Publica

tions, 1959. ?

(Worksheets begin on page 683)

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Sheet 2:1. Four. See question 9. 2. PG=AG = 1,

GR = -1. Students having trouble with GR need

1906 Association Drive

Reston, VA 20191-1593

682 THE MATHEMATICS TEACHER

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SHEET 1

TRIANGLES IN A PENTAGRAM

The figure to the right is called a pentagram. It was made by

drawing the large_pentagon PENTA and all its

_. The pentagram was chosen by the Pythag

oreans as the symbol of their brotherhood because of its many

interesting properties. It has also been used by many cultures
as a symbol of magic and the occult. This sheet will familiarize
you with the triangles in the pentagram.

1. Without measuring, determine the measures of

the angles in AAGP and APGR. Check your answers

with those of your neighbor. Write your reasons here.

2. Determine the measures of a few more angles in the figure. What angle measures occur in the

pentagram?

3. Of all triangles in the pentagram, how many are not isosceles? _

4. The shape of a triangle is determined by its angles. For example, some of the triangles in the
figure could be called 36?-72?-72? triangles. What other angle combinations are possible?
Name as many different-sized triangles as you can for each shape and compare your results
with those of your neighbor.

36?-72?-72? : One answer is APGR; others are

5. How many different-shaped, or dissimilar, triangles can you find in the pentagram?_
6. Look again at your answer to question 4. How many different, that is, noncongruent, triangles

can you find in the pentagram? _

7. In question 4, you listed one example of each different triangle. How many copies of each can
you find in the pentagram? _

APGR: One solution is five copies; others are _.

8. How many different triangles can you find altogether? Find a systematic way to count them.

Check with your neighbor to be sure._

From the Mathematics Teacher, November 1996

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SEGMENTS IN A PENTAGRAM

SHEET 2

This sheet will familiarize you with the segments in the

pentagram and their relationships.
1. How many different-length segments are in the

pentagram? List one example of each length.

2. In the diagram, PR = 1 unit and AP-x.

Label PG, AG, and GR in terms of and 1.
3. Consider only AAPR and the two triangles into which it
is split by PG. AAPR is similar to which other triangles?

Why? _
4. Sketch these two similar triangles so that they are both
in the same position. Label all side lengths and angles.
Check with your neighbor to be sure that you are right.
5. Complete this proportion:
_.

6. Put the equation from question 5 in standard quadratic form, that is, with zero on one side of the

equation. _

7. Use the quadratic formula to solve for x. Do not use a calculator yet; leave your answer in radi

cal form. Remember that is positive because x-AP._

8. Use your calculator to find a decimal approximation for Copy all decimal places shown on

your calculator:_. Store this value in your calculator's memory.

9. In question 1, you listed one example of each different-length segment in the pentagram.
Express each length in terms of x, then compute it using your stored value. Copy all decimal

places shown on your calculator.

I. GR =_ II. AG =_ III. AR =_ IV. AE = _

10. Compute all the ratios of larger lengths to smaller lengths in the list above. Wr
ing relationships that you notice in terms of the roman numerals.

11. Write any simple addition relationships that you notice in terms of the roman nu

These interlocking addition and division relationships are what make the pentag
From the Mathematics Teacher, November 1996

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SHEET 3

THE GOLDEN RATIO AND THE GOLDEN RECTANGLE

On this sheet you will explore ratios in the pentagram.

1. The most common ratio that you found in question 9 of sheet 2 is called the golden ratio. We
use the Greek letter phi, , to name it. On sheet 2, we called it x. Thus

= 1_?-^5 = 1.618033989....
You already stored in your calculator in question 8 of sheet 2. Compute its square and recip
rocal and record the results below.

2. Record what you notice by expressing (f and in terms of and 1.

3. Show that these equations are equivalent.

4. Solve the easiest equation in question 2 for exactly.

Recall from question 9 of sheet 2 that is the ratio of the length of

any segment in the pentagram to the length of the smaller segment.
If the ratio of length to width in a rectangle is , it is called a "golden"

rectangle. The diagram shows a golden rectangle with a square re

moved. The remaining rectangle has been turned 90 degrees and
redrawn below the original. Since we are only concerned with ratios,

we can let GL = and GN = 1. Label all lengths in both diagrams

accordingly.

6. Make and prove an interesting conjecture about rectangles

GLDN and EOLD._

7. This concept is quite remarkable. If you start with a golden rectangle and remove a square built
on the shorter side, what remains is another golden rectangle! What do you get if you start with

a golden rectangle and add a square built on the larger side?

The golden rectangle's ability to reproduce itself leads to another remarkable shape, as you will

see on sheets 4A and 4B.

From the Mathematics Teacher, November 1996

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CONSTRUCTING A GOLDEN SPIRAL

SHEET 4A

On this sheet you will learn how to construct a golden spiral, like
the one in the figure, using only a straightedge and compass.
1. As you saw in question 7 of sheet 3, if you start with a golden
rectangle and remove a square built on the shorter side, what
remains is another golden rectangle. What do you get if you
remove a square built on the shorter side of this new, smaller

golden rectangle?_
In theory you can then use a compass to construct an infinite spiral of smaller and smaller gold
en rectangles by performing this process over and over. But the construction errors mount up
and quickly ruin the picture. Why? We need an accuracy check, and fortunately, a simple one is

available.

2. Start with golden rectangle GLDN and remove square

GOEN. Then OLDE is a_.

Next remove square OLQP. Then PQDE is a

3. Since GLDN and PQDE are both golden rectangles, they

are_. Therefore,
their corresponding sides are
Complete this proportion:

GN = PE

ND

4. If we assume that the sides of GLDN are horizontal and

vertical, each side of this proportion is a slope. Since the

slopes of segments_and_are
equal, the points G, P, and D must be_. Put

another way, must lie on diagonal GD. This property can

be used to check the construction of point P, which will be

described in the next question.

From the Mathematics Teacher, November 1996

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SHEET 4B

CONSTRUCTING A GOLDEN SPIRAL?Continued

5. Start with this golden rectangle. Use your compass to locate the points needed to remove
squares in a spiral fashion: from left, then top, then right, then bottom. Lightly drawn diagonals
GD and EL will locate the subsequent horizontal and vertical lines as a check on your compass
work. Add quarter circles centered at E, P, and so on, to duplicate the diagram at the top of

sheet 4A.

From the Mathematics Teacher, November 1996

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