Lang Patt

Curriculum Analysis: Shadows

I. Alignment to CCCSSM Standards
In this last unit of the Interactive Mathematics Program Year 1,
students are posed with the driving question, how long is a shadow.
Various activities in the unit build student understanding of similarity in
mathematics. Students begin to learn about trigonometric functions,
which has a part in the shadow length function for the unit. The
activities in this unit are expected to last approximately 27 days.
The program addresses the following mathematical practices
standards:
Mathematical Practice Standard
1. Make sense of problems and persevere in
solving them.

2. Reason abstractly and quantitatively.

4.Modelwithmathematics.
5.Useappropriatetoolsstrategically.
6.Attendtoprecision.
7.Lookforandmakeuseofstructure.
8. Look for and express regularity in
repeated reasoning.

Activity
Problem of the Week
-Open ended problems that
require more than 1 period to
solve
-Students learn to persevere in
their thinking in solving a
problem.
An NbyNWindow
- Students write formulas for n
by n number of windows based
on certain number of window
framings presented in the
problem.
Experimenting With Shadows page 7
Problem of the Week 13 page 10
Shadow Gathering page 13
Are Angles Enough? Page 39
Angle Observations page 45
More About Angles page 46
Working for Shadow Data page 15
Whats Possible? Page 42
An NbyNWindow; page 14
- Students work with
different sized windows to
determine the amount of
wood needed to frame the
window.
- Generalize a formula for n
window size.

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Content Standards addressed in Shadows unit
Standard
8.G.1

Descriptions
Verifyexperimentallythepropertiesofdilations:
Adilationtakesalinenotpassingthroughthecenterofthedilationtoaparallel
line,andleavesalinepassingthroughthecenterunchanged.DrawtheSameShape
HowtoShrinkIt?
1b.Thedilationofalinesegmentislongerorshorterintheratiogivenbythescale
factor.
DrawtheSameShapeHowtoShrinkIt?MakeItSimilar
HowtoShrinkIt?TheStatueofLibertysNose

8.G.4

Understandthatatwodimensionalfigureiscongruentto
anotherifthesecondcanbeobtainedfromthefirstbyasequence
ofrotations,reflections,translations,anddilations;giventwo
similartwodimensionalfigure
TrianglesVersusOtherPolygons

8.G.5

Useinformalargumentstoestablishfactsabouttheanglesumandexterior
angleoftriangles,aboutanglescreatedwhenparallellinesarecutbya
transversal,andtheangleanglecriterionforsimilarityoftriangles.

Shadow of a Doubt activity

Angles,Angles,Angles
FitThemTogether

Triangular Data
8.G.7

ApplythePythagoreanTheoremtodetermineunknownsidelengthsinright
trianglesinrealworldandmathematicalproblemsintwoandthree
dimensions.
VerySpecialTriangles
MoreTrianglesforShadows

8.F.1

Understandthatafunctionisarulethatassignstoeachinputexactlyone
output.
ExperimentingWithShadows

8.F.4

Constructafunctiontomodelalinearrelationshipbetweentwoquantities.
ShadowDataGathering

Learning Trajectory
Students will need their knowledge of patterns, functions, and algebra
to help answer the unit question. They will also explore geometry and
trigonometry in their pursuit to answer the driving question about

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shadows. In primary grades, students will need to learn the concept of
shape attributes, which they will continue through the intermediate
grades. Students will progress to understanding line elements in
geometric shapes and learn about angle relationships by sixth and
seventh grade.
Based on their understanding of ratios, students will explore
proportional relationships starting in the sixth grade. In the seventh
grade, students will learn about scale drawings and begin to explore
functions. By eighth grade, they connect the relationships between
lines and angles in polygons to similarity and congruency.
Understanding the attributes of angles and lines relationships will help
prepare students for geometry in high school. Eighth graders further
their understanding of finding patterns in an in/out table and write
function rules. The table below shows a progression of Common Core
mathematics standards related to the Shadows unit.
Grades/
Standards
K.G.4

1.G.1
2.G.1
3.G.1

4.G.1
4.G.2

4.MD.5
4.MD.7

Descriptions
Analyze and compare two and three dimensional
shapes, in different sizes and orientations, using
informal language to describe their similarities,
differences, parts, and other attributes.
Distinguish between defining attributes versus nondefining attributes; build and draw shapes to possess
defining attributes.
Recognize and draw shapes having specified attributes,
such as a given number of angles or a given number of
equal faces.
Understand that shapes in different categories may
share attributes and that the shared attributes can
define a larger category. Recognize rhombuses,
rectangles, and squares as examples of quadrilaterals.
Draw points, lines, line segments, rays, angles,
perpendicular, and parallel lines. Identify these in twodimensional figures.
Classify two-dimensional figures based on the presence
or absence of parallel or perpendicular lines, or the
presence or absence of angles of specified size.
Recognize right triangles as a category, and identify
right triangles.
Recognize angles as geometric shapes that are formed
wherever two rays share a common endpoint, and
understand the concepts of angle measurement.
Recognize angle measure as additive. When an angle

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5.G.3
5.G.4
5.NF.5

6.RP.1
6.G.3

7.RP.1
7.RP.2

7.G.1

7.G.5

A.F.IF

is decomposed into non-overlapping parts, the angle

measure of the whole is the sum of the angle measures
of the parts. Solve addition and subtraction problems
to find unknown angles on a diagram in real world and
mathematical problems.
Understand that attributes belonging to a category of
two-dimensional figures also belong to all
subcategories of that category.
Classify two-dimensional figures in hierarchy based on
properties.
Interpret multiplication as scaling (resizing) by:
a. Comparing the size of a product to the size of
one factor on the basis of the size of the other
factor.
b. Explaining why multiplying a given number by a
faction greater than 1 results in a product greater
than the given number.
Understand the concept of a ratio and use ratio
language to describe a ratio relationship between two
quantities.
Draw polygons in the coordinate plane given
coordinates for the vertices; use coordinates to find the
length of a side joining points with the same first
coordinates or the same second coordinate. Apply
these techniques in the context of solving real-world
and mathematical problems.
Compute unit rates associated with ratios of fractions,
including ratios of lengths, areas and other quantities
measured in like or different units.
Recognize and represent proportional relationships
between quantities.
a. Decide whether two quantities are in a
proportional relationship.
b. Identify the constant of proportionality in tables,
graphs, equations, diagrams, and verbal
descriptions of proportional relationships.
Solve problems involving scale drawings of geometric
figures, including computing actual lengths and areas
from a scale drawing and reproducing a scale drawing
at a different scale.
Use facts about supplementary, complementary,
vertical, and adjacent angles in a multi-step problem to
write and solve simple equations for an unknown angle
in a figure.
Understand the concept of a function and use function

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A.F.BF
SRT.B.4

notation.
Build a function that models a relationship between
two quantities.
Prove theorems about triangles. Theorems include: a
line parallel to one side of a triangle divides the other
two proportionally, and conversely; the Pythagorean
Theorem proved using triangle similarity.

SRT.B.5

Use congruence and similarity criteria for triangles to

solve problems and to prove relationships in geometric
figures.

SRT.C.6

Understand that by similarity, side ratios in right

triangles are properties of the angles in the triangle,
leading to definitions of trigonometric ratios for acute
angles.

SRT.C.7

Explain and use the relationship between the sine and

cosine of complementary angles.

Discourse
Most activities in the unit provide students with opportunities to work
and discuss with their peers the concept under study. The lesson
format suggests to teachers to debrief after lessons and offer guiding
questions. The following tables show the typical grouping suggestions
and guiding questions to facilitate discussions and critical thinking in
the unit lessons. Students explore activities to determine relationships
in a certain setting and learn to generalize their findings to other
similar situations.
Grouping and Teacher Questions to Facilitate Discourse
Grouping Configuration
Activity
Groups; Whole class for debriefing
Individual; groups; whole class
Individual; whole class

How Long is a Shadow

Page 4-6; page 2-3TE
Experimenting With Shadows
Page 7; page 4-5TE
The Shadow Model
Page 8; page 6-9TE

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Pairs; Whole class
Individual; group assigned
discussion question; share out
whole class
Pre-planned Questions
How did you use the shadow
diagram to get an equation
relating s, l, d, and h? What similar
triangles are involved?
How might you use shadows to
work on this problem?
Why might sequences of length 4
be different from sequences of
other lengths? Are other lengths
for which spiralateral sequences
do not always return to the start?
Why did you all get approximately
the same ratios? Is there anything
special about having an angle of
55 degrees, or do our results
illustrate a more general
principle?
What do you notice about the
behavior of any of the
trigonometric functions? Whats
the smallest value that the sine or
an angle can have? The largest
value? What about cosine? What
about the tangent?

The Statue of Libertys Nose

Page 21
Angles, Angles, Angles
Page 75 TE
Activity
A Shadow of a Doubt
Page 85-86 TE
To Measure a Tree
Page 87-90 TE
POW 15
Page 91-92 TE

Right Triangle Ratios page 98-99

Homemade Trig Tables

Page 101-102

Sample Progression of Cognitive Demand

Task
Page Number
What is a Shadow?
p. 3 -7
How long is a
Shadow?
Experimenting With
Shadows

Working With Shadow

Data

p.15

Cognitive Progression
Students identify
possible variables that
affect the length of a
lamp shadow. They
determine how
different variables
affect the length of a
shadow.
Using the in-and-out
table students
analyze the

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The Shape of It

p.17-29

Triangles Galore

p. 33-51

Inside Similarity
Now You See it, Now
You Dont

Page47
Page 54

Guiding Questions
Task
How Long is a Shadow?

Experimenting With
Shadows
TE page 4

Shadow Data
Gathering
TE page 14

Questions
What causes
shadows? What
variables did you
list?
What conclusions
did your group
reach in the
experiments? What
difficulties did you
have in carrying out
the experiments?
What relationships
did your group find?
How do those
relationships show
up in the graphs?
What in the
situation might lead
to that relationship?
How is the shadow
problem different
from the pendulum
problem?

relationships between
variables and write a
function to describe
the relationships.
Cognitive shift to
learning geometric
ideas about plane
figures and similarity.
After learning about
attributes of triangles,
students evaluate the
relationships between
sides and angles of
polygons.
From analyzing to
applying in a real
world situation

Cognitive Demand
Gather and refine
information.
Analyzing and adapting
to challenges in order
to solve the problem.

Analyzing and
synthesizing
information

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Right Triangle Ratios

Page 98-99

Why did you all get

approximately the
same ratios? Is
there anything
special about
having an angle of
55 degrees, or do
our results illustrate
a more general
principle?

Analyzing to
evaluating the classs
results

Your Opposite is My
Adjacent
Page 103-104

How could you get

one angle if you
knew the other?

Apply and predict using

the known relationship
about sides and angles.

Assessments
The Shadows unit offers ongoing formative and summative
assessments to evaluate student progress. Suggestions for ongoing
informal assessments are discussed in the assessments section of the
teacher guide. Teachers can collect student work and gather
information from student presentations of ideas. A student portfolio is
also described at the end of the teachers guide, where students select
works that they want to include in their portfolio. Information about
the components of the Shadows portfolio is located towards the end of
the unit on pages 80-81. Problems of the Week may also be used as
assessments. An overview of concepts to evaluate is provided in the
teachers guide. Teachers may administer a short summative test or
take home test at the end of the unit.
Sample List of Activities to Monitor
Activity
Shadow Gathering & Working With
Shadow Data
TE Page 14 and 18
Similar Problems
TE page 39
Angles, Angles, Angles
TE page 75

Concept to Evaluate
Evidence to show understanding
of the unit problem
Demonstrate ability to write and
solve proportions of similar figures
Understand of angles created by
intersecting lines and interior
angles of polygons

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Intervention
Reteach/reinforcement and extension activities are provided in the
supplemental section. Some lessons contain extension activities at the
end in both the student and teacher edition. Ideas for intervention are
described within each lesson of the unit. Suggestions are also stated in
lessons where the developer anticipated challenges.
Sample Suggestions in Lessons
Suggestions
Tell students that there is another
triangle that can be created within
their diagram by drawing a line in
order to write a function with
shadows diagram. Show students
where to draw the line if students
can not figure out where to draw
the additional line.
Hint to students that at noon the
sun shadows are at the shortest
length, and sun shadows are
longest in the morning or at dusk
to determine a new variable to
this problem.
Ask students to share methods for
measuring the height of a tree and
choose one method to present.
There are several approaches to
the problem based on similar
trianglesIf this method is
presented, ask What are the
triangles in this diagram? Are they
similar How do you know?

Activity
More Triangles for Shadows
Page 93-94 TE

The Sun Shadow Problem

Page 96-97

To Measure a Tree
Page 87-90

Sample Differentiation Ideas for Diverse Learners

Activity
Differentiation
English Language Learners/Special Ed.
Sin, Cos, and Tan Revealed
Students read aloud reference
Page 100
page and pause to check for
understanding.
Mirror Madness
Draw a diagram of the spiders
Page 56
using similar triangles to help
students write and solve a
proportion problem.

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To Measure a Tree
Page 87-90

Brainstorm how to approach the

assigned problem whole class.
Students explain their method to
the class after group discussion.
POW:16 Spiralaterals
Teacher draw/show examples of
Page 91-92
spiralaterals.
Bouncing Light page 53
Hands-on activity using a
flashlight, ruler, protractor, and
mirror to investigate the
relationship between the angle of
incidence and reflection of light.
Extension Activities/GATE
POW 15: Trying Triangles
Investigate With Pipe Cleaners:
Page 53
Suppose three lengths, a, b, and
c are given. What condition must
these lengths satisfy for it to be
possible to make a triangle with
sides of these three lengths?
Page 47-48
POW 16: Spiralaterals
Further exploration questions:
Page 65
What happens if 0 is used in the
sequence?
Can negative numbers be used?
What about fractions? How does
the analysis change if the angle
of turn is 60 degrees? 120
degrees?
The Tree and the Pendulum
Ask students to prove that sin 30
Supplemental Activity
degrees is exactly 0.5.
Page 71-72
Supplemental Activity: Cutting
Exploring the number of pieces of
Through the Layers
a layered string could be created
Page 80
based on the number of cuts.
Supplemental Activity: Scale It
Create a scale drawing or model
Page 85
of an object around them and
write a report to connect the
investigation to the unit ideas.