Curriculum Analysis: Shadows, Interactive Mathematics Program

The major focus of this unit is similar triangles and proportional reasoning. Students will learn about triangles
and proportion while looking at shadows created from a light source shining on an object. Height of the light
source, height of the object, and distance of the object from the light source are all variables used to determine
the length of the shadow.
CCCSSM Standards
Grade 7 Standard

Standard

Draw, construct, and describe geometrical figures and describe the

relationships between them. Solve problems involving scale drawings of
7.G.1

geometric figures, including computing actual lengths and areas from a scale
drawing and reproducing a scale drawing at a different scale.
Draw, construct, and describe geometrical figures and describe the

relationships between them. Draw (freehand, with ruler and protractor,

7.G.2

and with technology) geometric shapes with given conditions. Focus on

constructing triangles from three measures of angles or sides, noticing when
the conditions determine a unique triangle, more than one triangle, or no
triangle.
Analyze proportional relationships and use them to solve real-world

7.RP.1

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.
Analyze proportional relationships and use them to solve real-world

7.RP.2a

and mathematical problems. Recognize and represent proportional

relationships between quantities. a. Decide whether two quantities are in a
proportional relationship, e.g., by testing for equivalent ratios in a table or
graphing on a coordinate plane and observing whether the graph is a straight
line through the origin.
Analyze proportional relationships and use them to solve real-world

7.RP.2b

and mathematical problems. Recognize and represent proportional

relationships between quantities. b. Identify the constant of proportionality
(unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of
proportional relationships.
Analyze proportional relationships and use them to solve real-world

7.RP.2c

and mathematical problems. Recognize and represent proportional

relationships between quantities. c. Represent proportional relationships by
equations.

Analyze proportional relationships and use them to solve real-world

7.RP.2d

and mathematical problems. Recognize and represent proportional

relationships between quantities. d. Explain what a point (x, y) on the graph
of a proportional relationship means in terms of the situation, with special
attention to the points (0, 0) and (1, r) where r is the unit rate.
Analyze proportional relationships and use them to solve real-world

7.RP.3

and mathematical problems. Use proportional relationships to solve

multistep ratio and percent problems.
Draw informal comparative inferences about two populations.

7.SP.3

Informally assess the degree of visual overlap of two numerical data

distributions with similar variabilities, measuring the difference between the
centers by expressing it as a multiple of a measure of variability.
Investigate chance processes and develop, use, and evaluate

7.SP.6

probability models. Approximate the probability of a chance event by

collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given

7.SP.8b

the probability.
Investigate chance processes and develop, use, and
evaluate

probability models. Find probabilities of compound

events using
organized lists, tables, tree diagrams, and simulation. b.
Represent sample
spaces for compound events using methods such as
organized lists, tables
and tree diagrams. For an event described in everyday
language (e.g.,
rolling double sixes), identify the outcomes in the sample
space which
compose the event.

Math Practice Standards

Common core math practice standards are embedded throughout the Shadows unit. Below is a sampling of
math tasks within the unit and the math practice standards that are addressed in the task.
Math Practice Standards
Lesson/Classwork/Homework
Example

POW 13 Cutting the Pie

Ins and Outs of Proportion
Are Angles Enough?

X
X

X
X

X
X
X

X
X
X

X
X
X

Learning Trajectory
There are many standards in K-6 grades that will prepare students for the Shadows unit. The ability to measure,
interpret data, and identify shapes and their attributes will all be crucial in order to perform and understand the
work involved in Shadows.
The skills learned in Shadows will also prepare students for higher math. It will help them to understand and
build functions as well as create equations and reason quantitatively.
Grade K-3 Standard

Standard Overview

Describe measurable attributes of objects, such as length or weight. Describe

several measurable attributes of a single object.
K.MD

Directly compare two objects with a measurable attribute in common to see

which object has more of/less of the attribute and describe the difference.
Identify and describe shapes (squares, circles, triangles, rectangles,

K.G

hexagons, cubes, cones, cylinders, and spheres).

Analyze, compare, create, and compose shapes.
Understand and apply properties of operations and the relationship between

1.OA

addition and subtraction.

Measure lengths indirectly and by iterating length units.

1.MD

Represent and interpret data.

Reason with shapes and their attributes.

1.G

Measure and estimate lengths in standard units.

2.MD

Relate addition and subtraction to length.

Represent and interpret data.

2.G

Reason with shapes and their attributes.

Develop understanding of fractions as numbers.

3.NF

Represent and interpret data.

Geometric measurement: understand concepts of area and relate area to
3.MD

multiplication and to addition.

Geometric measurement: recognize perimeter as an attribute of plane figures

and distinguish between linear and area measures.
Reason with shapes and their attributes.
3.G
Grade 4-8 Standard

Standard Overview

Represent and interpret data.

4.MD

Geometric measurement: understand concepts of angle and measure angles

Draw and identify lines and angles, and classify shapes by properties of their

4.G

lines and angles.

Represent and interpret data

5.MD

Classify two-dimensional figures into categories based on their properties

5.G

Understand ratio concepts and use ratio reasoning to solve problems.

6.RP

Represent and analyze quantitative relationships between dependent and

6.EE

independent variables.
Solve real-world and mathematical problems involving area, surface area,

6.G

and volume.
Understand the connections between proportional relationships, lines, and

8.EE

linear equations.
Analyze and solve linear equations and pairs of simultaneous linear
equations
Use functions to model relationships between quantities.

8.F

Understand congruence and similarity using physical models, transparencies,

8.G
Algebra Standards

or geometry software.
Standard Overview

Reason quantitatively and use units to solve problems. [Foundation for work
A-NQ

with expressions, equations and functions]

Create equations that describe numbers or relationships. [Linear, quadratic,

A-CED

and exponential (integer inputs only);

Understand solving equations as a process of reasoning and explain the

A-REI

reasoning.
Build a function that models a relationship between two quantities. [For

A-F-BF

F.BF.1, 2, linear, exponential, and quadratic]

Construct and compare linear, quadratic, and exponential models and solve
A-F-LE

problems.

Mathematical Discourse
The Shadows curriculum lends itself nicely to mathematical discourse. It allows for all levels of cognitive
demand as well as individual and collaborative work.
Cognitive Demand
Task
Statue of

Page #
21

Libertys Nose

Cognitive Demand
Question 1 and 2 gives students exactly what they need to do.
Demand changes with questions 4 and 5 as the students are then
asked to relate back to previous activities and the connections
between the two.
This activity is of higher cognitive demand as it requires the student to

Make It Similar

22

think about the different ways to solve this. There are also multiple
answers so it allows students to figure it out the way that makes sense
to them.
Because the students have to give counterexamples, this causes the

Angles and

35

Counterexample

cognitive demand to go way up. Its not enough that they know what it
is, but they also have to know what it is not.

s
Students must explore and then test their observations. This allows
Angle
Observations

them to use whatever method makes the most sense to them.

45

Questions 1 and 2 require the students to document their data, while

questions 3 and 4 require them to give justifications for their
conclusions.
Students use all of what they have learned about triangles to measure

To Measure a
Tree

58

the height of a tree. Because it requires them to do math, the

cognitive demand is extremely high. Its taking the concept of triangles
and applying it to real life.

Pre-Planned Questions for Critical Thinking

Question
If you were to reduce this diagram to its simplest form, what would it
look like?

Task/Page
The Shadow Model, pg. 8

Can both of these expressions be correct? What would that mean?

An N-by-N Window, pg. 14

Is the mirror image of something considered the same shape? Does

changing the size of something change its shape?

Draw the Same Shape, pg. 18

How can you check that your solution is correct?

Similar Problems, pg. 29

How do you know that you have a counterexample?

Angles and Counterexamples,

pg. 35

Opportunities for Varied Group Configurations

Grouping Description
Not explicit, but does say

Task Example/Page

"as a group." Probably as

Experimenting with Shadows pg. 7

How Long is a Shadow? pgs. 4-6

table groups.
Not explicit, but does say

Shadow Data Gathering pg. 13

as a group. Probably

Working with Shadow Data pg. 15

table groups.
Not explicit, but does say

Are Angles Enough? pg. 39

as a group. Probably
table groups.
Not explicit, but does say

Bouncing Light pg. 53

as a group. Probably
table groups.
Pairs

Mirror Magic pg. 55

Assessment
Both formative and summative assessments are embedded throughout the Shadows curriculum. Here are a
few examples of each.
Formative assessments:

In-class activities, including controlled experiments

POWs
Homework assignments
Class discussions with each activity

Summative assessments:

Portfolio
In-class assessment tower of cubes with a light source
Take-home assessment The Ladder, Building Measurement

Differentiation
There are many opportunities for differentiation within the Shadows curriculum. Almost every
assignment/activity can be tailored for any group or individual to fit their needs. Below are a few examples for
both English Language Learners and GATE students.
English Language Learners
Working in groups to discuss and complete

Task Example/Page
How Long Is A Shadow? pg. 4

tasks

Shadow Data Gathering pg. 13

Conducting hands-on experiments to actually

Experimenting with Shadows pg. 7

see the shadows working instead of just

talking about them.
Although the directions say to work

POW 13, Cutting the Pie pg. 9

individually, POWs can be done in pairs or in

An N-by-N Window pg. 14

groups to support EL students

Students are able to relate to their own

Poetical Science - pg. 11

experiences which helps EL students to

understand concepts better.
Progressive questioning, easier to harder

Draw the Same Shape - pg. 18

extension activity also allows for extra practice

How to Shrink It? pg. 20

as needed succeeding activity also allows

for extra practice

GATE
Extension activity from lamp shadows to sun

Task Example/Page
The Shadow Model TE pg. 8

shadows will allow higher-level students the

opportunity to apply their knowledge
Students are able to think freely on this one
which gives these students no boundaries to
use their imaginations

Poetical Science - pg. 11

Students have an opportunity to do further

Working with Shadow Data - TE pg. 20

experimental work with data with the

extension activity
Extension activity allows for cross-curricular

The Statue of Libertys Nose TE pg. 31

examination of the topic

Students are allowed to solve equations on
their own before sharing with the class. This
allows them to explore multiple ways to
complete this task.

Inventing Rules pg. 31