Laurie Slatkin

MIAA 360
April 30, 2015
Curriculum Analysis: Shadows, Interactive Math Program
Summary: This unit opens with the question "How can you predict the length of a shadow?"
Students experiment with flashlights to isolate the important variables and try to predict the length of the
shadow in terms of one of those variables. In order to understand shadows and the data they have found,
students learn some geometry.
Students work with a variety of concrete objects to come to an understanding of similar
polygons, especially similar triangles. They then return to the problem of the shadow, applying their
knowledge of similar triangles and using informal methods for solving proportions to develop a general
formula.
In the last part of the unit, students learn about the three primary trigonometric functions (sine, cosine,
and tangent) as they are defined for acute angles, and apply these functions to problems of finding
heights and distances.

Concepts, Skills, and Standards

Main Concepts and Skills
(Identified by Publisher)
Similarity and Congruence
Develop intuitive ideas about the
meaning of same Shape and
learning the formal definitions of
similar and congruent
Discover the special properties of
triangles in connection with
similarity, as well as other features of
triangles as special polygons
Understand the role of similarity in
defining the trigonometric functions
of sine, cosine, and tangent

California Common Core State Standards

Mathematics
8.G2. Understand that a two-dimensional figure is
congruent to another if the second can be obtained from
the first by a sequence of rotations, reflections, and
translations; given two congruent figures, describe a
sequence that exhibits the congruence between them.
8.G4. Understand that a two-dimensional figure is
similar to another if the second can be obtained from
the first by a sequence of rotations, reflections,
translations, and dilations; given two similar figures,
describe a sequence that exhibits the similarity between
them.
8.G.5. Use informal arguments to establish facts about
the angle sum and exterior angle of triangles, about the
angles created when parallel lines are cut by a
transversal, and the angle-angle criterion for similarity
of triangles.

Proportional Reasoning and the Algebra of

Proportions
Understand the meaning of
proportionality in connection with
similarity
Develop equations of proportionality
from situations involving similar
figures
Develop techniques for solving
equations involving fractional
expressions
Polygons and Angles
Develop angle sum formulas for
triangles and other polygons
Discover the properties on angles
formed by a transversal across
parallel lines
Discover the triangle inequality and
investigating its extension to polygons
Logical Reasoning and Proof
Work with the concept of
counterexample in understanding the
criteria for similarity
Prove conjectures about vertical
angles and polygon angle sums
Understand the role of the parallel
postulate in proofs
Right Triangles and Trigonometry
Learn standard terminology for
triangles, including hypotenuse, leg,
opposite side, and adjacent side
Learn the right triangle definitions of
sine, cosine, and tangent
Use sine, cosine, and tangent to solve
real-world problems
Experiments and Data Analysis
Plan and carry out controlled
experiments
Collect and analyze data
Identify key features in graphs of data

8.EE.5. Graph proportional relationships, interpreting

the unit rate as the slope of the graph. Compare two
different proportional relationships represented in
different ways.
8.EE.6. Use similar triangles to explain why the slope
m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation
y = mx for a line through the origin and the equation y =
mx + b for a line intercepting the vertical axis at b.

8.G.5. Use informal arguments to establish facts about

the angle sum and exterior angle of triangles, about the
angles created when parallel lines are cut by a
transversal, and the angle-angle criterion for similarity
of triangles.

8.G.6. Explain a proof of the Pythagorean Theorem

and its converse.

8.G.7. Apply the Pythagorean Theorem to determine

unknown side lengths in right triangles in real-world
and mathematical problems in two and three
dimensions.

8.SP.3. use the equation of a linear model to solve

problems in the context of bivariate measurement data,
interpreting the slope and intercept.

More About
Windows

Grade
Levels
K-3

4-7

7. Look for and make use of

structure.

6. Attend to precision.

5. Use appropriate tools

strategically.

4. Model with mathematics.

reasoning.8. Look for and express

regularity in repeated

others.3. Construct viable arguments

and critique the reasoning of

An N-By-N
Window, SE
page 14
More About
Angles, SE 46

8.G.9. Know the formulas for the volumes of cones,

cylinders, and spheres and use them to solve real-world
and mathematical problems.

Math Practice Standards

2. Reason abstractly and
quantitatively.

Evidence

them.1. Make sense of problems

and persevere in solving

Mathematical Modeling
Use a geometric diagram to represent
a real-world situation
Use scale drawings to solve problems
Apply properties of similar triangles
to real-world situations
Explore how models provide insight
in a variety of situations

K-12 Learning Trajectory for Shadows

Focus Areas
Similarity &
Proportional Reasoning &
Polygons & Angles
Congruence
the Algebra of Proportions
K.G Analyze, compare,
K.G Describe and compare 1.G, 2.G, 3.G Reason with shapes
create, and compose
measurable attributes
and their attributes
shapes.
1.G, 2.G, 3.G Reason with
2.G Reason with shapes
shapes and their attributes
and their attributes
7.G Draw, construct, and 6.RP Understand ratio
4 MD Geometric measurement:
describe geometrical
concepts and use ratio
understand concepts of angle and
figures and describe the
reasoning to solve problems measure angles
relationships between
7.RP Analyze proportional
4.G Draw and identify lines and
them.
relationships and use them
angles, and classify shapes by
to solve real-world and
properties of their lines and angles.
mathematical problems
5.G Classify two-dimensional
figures into categories based on

8
9-12

G-SRT Understand
similarity in terms of
similarity
transformations; prove
theorems involving
similarity
G-CO Experiment with
transformation in the
plane

their properties.
6.G Solve real-world and
mathematical problems involving
area, surface area, and volume.
7.G Draw, construct, and describe
geometrical figures and describe
the relationships between them.
Solve real-life and mathematical
problems involving angle measure,
area, surface area, and volume.
See aligned standards above
F-IF Analyze functions using
F-TF Extend the domain of
different representations
trigonometric functions using
F-LE Construct and compare
the unit circle; prove and
linear, quadratic, and exponential apply trigonometric identities
models and solve problems
G-CO Understand
congruence in terms of rigid
motions; Prove geometric
theorems; Make geometric
constructions
G-C Understand and apply
theorems about circles

Grade
Levels
K-3

4-7

K-12 Learning Trajectory for Shadows

Focus Areas
Logical Reasoning
Right Triangles &
Experiments &
& Proof
Trigonometry
Data Analysis
K.G Analyze,
1.G, 2.G, 3.G Reason 1.MD, 2.MD, 3.MD
compare, create,
Represent and
withshapesandtheir
and compose
interpret data
attributes
shapes
4.OA Generate and
analyze patterns
5.OA Analyze
patterns and
relationships
6.EE Reason about
and solve onevariable equations
and inequalities

4.G Draw and identify

lines and angles, and
classify shapes by
properties of their lines
and angles
6.G Solve real-world
and mathematical
problems involving
area, surface area, and
volume
7.G. Draw, construct,
and describe
geometrical figures and
describe the
relationships between
them

4.MD, 5.MD
Represent and
interpret data
6.SP Develop
understanding of
statistical variability

Mathematical
Modeling
K.G Analyze,
compare, create, and
compose shapes
4.MD Solve
problems involving
measurement and
conversion of
measurements from
a larger unit to a
smaller unit

8
9-12

S-ID Make
inferences and
justify conclusions
from sample
surveys,
experiments, and
observational
studies

Task:
POW 13-Cutting
the Pie

POW 14 Pool
Pockets

POW 15 Trying
Triangles
Homework-Mirror
Madness

POW 16
Spiralaterals

See aligned standards above

G-SRT Define
S-ID Summarize,
trigonometric ratios
represent, and
and solve problems
interpret data on a
involving right
single count or
triangles; apply
measurement variable
trigonometry to general
triangles

N-G Reason
quantitatively and
use units to solve
problems
F-BF Build a
function that models
a relationship
between two
quantities
G-MG Apply
geometric concepts
in modeling
situations

Examples of Varied Cognitive Demand

Page #
Description:
SE 9-10
Students are assigned a task to extend and analyze an In-Out
table answering the question, What is the largest number of
pieces that can be produced from a given number of cuts? The
nature of the task goes against previous thinking by allowing
unequal pieces to be cut. There may be more than one result for
a specific number of cuts, thus challenging the student to explore
many possibilities. Students are then asked to write about their
process including extensions and a self-assessment. The nonlinear relationships between variables make this activity a
challenge.
SE 23-25
Students are tasked in this POW to investigate what happens to a
ball on a modified pool table that has only 4 corner pockets.
Based on the dimensions of the table and the fact that the ball
bounces off a hit at a 45 degree angle, students are to describe
what happens. Will the ball always strike a pocket at some
point? How many bounces does it take? Do the dimensions
change the number of bounces the ball takes before it strikes a
pocket? This is an open-ended challenge that connects with realworld activities as many students may have had experience with
pool tables.
SE 47-48
Students use their knowledge of triangle inequality to find the
portion of a segment that will produce a triangle then compare
that length to the entire segment. Students then include a written
explanation and self-evaluation.
SE 56
In this homework, students are tasked to find the height several
spiders dangling from the ceiling in a room using mirrors laid on
the floor of the room. Students must use previously gained
knowledge of measurement and similar triangles to solve the
problem.
SE 59-61
Students must look for patterns and make generalizations in this
open-ended problem. Students create questions related to

spiralaterals, a spiral-like shape formed by connected line

segments generated by number sequences. Students generate
their own questions and points of investigation. A written
portion includes the students results, patterns they notices, and
any additional questions that they may have encountered along
with extensions and a self-assessment.
Pre-Planned Critical Thinking Questions
Question:
Why do you think cross multiplying works?
What statements about polygons are true in every case? Are some true only about
triangles? Are some types of triangles more special than others?
(In regards to triangles)Were they all similar? Why or why not?
Can any three numbers be the lengths of the sides of a triangle?
How do you know that you have a counterexample?

Activity/Page #
TE-43
SE-33
SE-39
SE-42
TE-49

Opportunities for Varied Group Configurations/Collaborations

Many daily activities involve working in small heterogeneous groups. See pages 14, 18, 50, 54,
58, 63, 73, 85, 93, 105, and 109.
Many activities begin with individual work time and problem solving, then move toward their
group work. See pages 2, 6, 39, 41, 48, 71, 75, 83, 87, 98, and 103.
In lesson 1, the group develops the homework but is carried out individually. The group then
comes back together to summarize their work.
Some lessons group students in pairs or groups of 3 that can allow a more equal sharing of ideas.
See pages 28, 46, 77, 81, and 101.
Groups are best built heterogeneously. This allows the curriculum to be more accessible to all
learners.
Assessment opportunities
Many assessment opportunities are embedded within this unit.
Formative assessments include:
Student written assignments
Individual tasks based on student group work
Daily homework
Group Projects
Oral presentations
Portfolio (includes this unit and previous units) p 112
Class activities
These formative assessments can be used to evaluate student learning on a daily basis as well as
establishing a basis for daily grades. They allow the teacher to check ongoing learning and to quickly

address issues or misconceptions. They could be as quick as anecdotal notes or a more formal turned in
assignment.
Summative assessments include:
*End of Unit in-class assessment Blackline Master p 10
*End of Unit take-home assessment Blackline Master p 11
* Portfolio (includes this unit and previous units) p 112
The embedded summative assessment assess not only this unit through the End of Unit
assessments, but also student understanding of the curriculum from the year through the portfolio. The
end of unit assessment gives a way for students to highlight what they have learned through the unit.
Intervention and Differentiation for All Learners
English Language Learners: Task/Activity
Vocabulary/Real World
In the lesson, the Shadow Model on page 7, the term mathematical
Application embedded
model is defined and related to real-world situations. Also, familiar
terms and examples such as the sun and its relationship to shadows
gives a more concrete example for EL students.
The lesson, Shadow Data Gathering, page 14, allows a hands on
approach to gathering data among a collaborative group, giving ELs a
support system built into the lesson.
Draw the Same Shape, on page 24, gives the opportunity to create a
shared definition for the term same shape. Students work first as
individuals, then come together as a group to create their working
definition before developing the formal definition of similar and
congruent. This allows EL students to reinforce their thinking and also
offers peer support.
The Statue of Libertys Nose on page 28 offers the formal definitions
of necessary terms, but has been built on prior work done in class. This
scaffolding leads to a greater understanding of the formal terms.
Additional Support
Journals with academic vocabulary examples and pictures where
applicable, continued heterogeneous small groups to allow EL students
to discuss math terms with peers, and co-constructed print of new terms
and ideas.
GATE or Special Ed
Task/Activity examples
Supplemental Activities
Some Other Shadows is an open ended reinforcement assignment
(embedded) for both
that allow students to extend their knowledge of shadows from those
reinforcement and extension developed in the unit. (p 9)
Crates is a three-dimensional extension activity in which students
search for a function in three variables. (p 22)
From Top to Bottom can be used as either an extension activity or as
a reinforcement activity. In this activity, students scale a polygon first
in one direction then the other and find the ratios for both. (p 33)
Triangular Data gives students an opportunity to reinforce creating
standard congruence conditions and the angles within a triangle. (p 52)

What if They Kept Running? is an extension activity that allows

students to apply previous knowledge of rate of speed and distance to
proportionality. (p 57)
In closing, I feel this unit would be best utilized in an 8th grade classroom or high school algebra
class. Many of the standards align with those grade levels and the topic matter would be of interest to
students of that age. Weaknesses with this program include little direct support for English Language
Learners or scaffolding for those struggling to maintain learning at standard.