Curriculum Analysis

Curriculum Analysis: Shadows Interactive Mathematics Program
Tiffany Fuhrmeister
This units major focus is students development of patterns, functions, algebra, geometry, and trigonometry
through the exploration of activities and the knowledge gained about what they know about shadows. Students
will explore their knowledge of what they know about shadows and variables that affect the length of shadows.
Students will conduct experiments in a controlled way. Students will develop ideas and understanding of the
units central theme of similarity through geometric activities with the use of triangles another polygons.
This unit can be taught in 27 days in a 50 minute periods or 17 days in 90-minute periods.
Concepts, Skills, Standards
Shadows Interactive Mathematics Program has many of the CCCSS for 7th grade, but there is some 6th
through 12 standards that are addressed in the learning trajectory portion of this analysis.
Main Concepts and Skills
(From the unit)
Similarity and Congruence
Develop a meaning of same shape
and learning formal definition of
similar and congruent
Discovering the properties of
triangles and special polygons and
connect it with similarity
Proportional Reasoning and Algebra of

Proportions
Understand the meaning of
proportionality in relationship to
similarity
Develop proportions from
situations involving similar figures
Understanding the role of
proportions in non-geometic
situations
Develop techniques for solving
equations with fractional
expressions
Polygons and Angles

Develop angle sum formulas for
triangles and other polygons
Discover the properties of angles
formed across parallel lines
1
California Common Core State Standards

7th grade
7G.1.Draw,construct,anddescribegeometricalfiguresanddescribethe
relationshipsbetweenthem.1.Solveproblemsinvolvingscaledrawingsof
geometricfigures,includingcomputingactuallengthsandareasfromascale
drawingandreproducingascaledrawingatadifferentscale.
7G.2.Draw(freehand,withrulerandprotractor,andwithtechnology)
geometricshapeswithgivenconditions.Focusonconstructingtriangles
fromthreemeasuresofanglesorsides,noticingwhentheconditions
determineauniquetriangle,morethanonetriangle,ornotriangle.
7RP. 1.Computeunitratesassociatedwithratiosoffractions,including
ratiosoflengths,areasandotherquantitiesmeasuredinlikeordifferent
units.Forexample,ifapersonwalks1/2mileineach1/4hour,computethe
unitrateasthecomplexfraction/milesperhour,equivalently2miles
perhour.
7RP.2.Recognizeandrepresentproportionalrelationshipsbetween
quantities.a.Decidewhethertwoquantitiesareinaproportional
relationship,e.g.,bytestingforequivalentratiosinatableorgraphingona
coordinateplaneandobservingwhetherthegraphisastraightlinethrough
theorigin.b.Identifytheconstantofproportionality(unitrate)intables,
graphs,equations,diagrams,andverbaldescriptionsofproportional
relationships.c.Representproportionalrelationshipsbyequations.For
example,iftotalcosttisproportionaltothenumbernofitemspurchasedat
aconstantpricep,therelationshipbetweenthetotalcostandthenumberof
itemscanbeexpressedast=pn.d.Explainwhatapoint(x,y)onthegraph
ofaproportionalrelationshipmeansintermsofthesituation,withspecial
attentiontothepoints(0,0)and(1,r)whereristheunitrate.
7RP3.Useproportionalrelationshipstosolvemultistepratioandpercent
problems.Examples:simpleinterest,tax,markupsandmarkdowns,
gratuitiesandcommissions,fees,percentincreaseanddecrease,percent
error.TheNumberSystem7
perhour.
Discovering triangle inequality and

investigating ists extension to
polygons.
Right Triangles
Learning Standard terminology for
triangles, including hypotenuse, leg,
opposite side, and adjacent side.
Experiments and Data Analysis

Planning and carrying out
controlled experiments
Collecting and analyzing
Identifying key features in graphs
of data
7SP.3.Informallyassessthedegreeofvisualoverlapoftwonumerical
perhour.
datadistributionswithsimilarvariability,measuringthedifferencebetween
thecentersbyexpressingitasamultipleofameasureofvariability.For
example,themeanheightofplayersonthebasketballteamis10cmgreater
thanthemeanheightofplayersonthesoccerteam,abouttwicethe
variability(meanabsolutedeviation)oneitherteam;onadotplot,the
separationbetweenthetwodistributionsofheightsisnoticeable.
8.Findprobabilitiesofcompoundeventsusingorganizedlists,tables,tree
diagrams,andsimulation.b.Representsamplespacesforcompoundevents
usingmethodssuchasorganizedlists,tablesandtreediagrams.Foranevent
describedineverydaylanguage(e.g.,rollingdoublesixes),identifythe
outcomesinthesamplespace,whichcomposetheevent.
Tiffany Fuhrmeister
Standards for Mathematical Practice

MPS
1. Make
sense of
problems and
preserve in
solving them
Student Evidence
There are four POWs (problem of the week)
Each of the problems are a more extensive look
and understanding of the concepts learned in the
activities before and during the given POW.
Students are to apply what they have learned to
solve these real life and somewhat difficult
problems. They have a week to complete.
2. Reason
abstractly
and
quantitativel
y
3. Construct
viable
arguments
and critique
the reasoning
of others.
In the activity N-by N Window, students practice

using patterns and in-out tables to find the
relationships between variables.
Student will look for a rule and if the rule works
in all the cases.
In the activity Draw the Same Shape,
Students will help in come up with ideas of what
constitutes same shape when looking at two
shapes. Students will work on individually and
then bring ideas to class discussion.
4. Model
with
mathematics
In the activity The Shadow Model, students will

make a picture or diagram of the shadow
experiment. The model helps students
understanding of the mathematical
representation. Students develop clear language
of each measurement in model. Ex. L= distance
from light to ground, D= distance along the
ground from light source H= Height.
In the activity Angle Observations
Students will look at the relationship of
complementary, supplementary, straight, and
vertical angles.
Students will measure angles and make
conjectures that vertical angles are equal in
measure.
In POW 16, students are to create a sequence of
5. Use
appropriate
tools
strategically.
6.Attend to
3
Teacher Support
Instructions for the activity,
along with suggestions on
how to guide the students
with their thinking. Possible
opportunities to start some of
the components in class to
help students with the
process. Presentations by
students at the end of the
week.
Check the tables prior to a
class discussion.
Questions to ask students
about in-out tables, rules and
a variety of formulas.
Questions about the two
shapes.
Teacher facilitates a definition
of what the class agrees and
disagrees about. Using these
disagreements to formulate
questions to guide further
study on ideas of ratio, scale
and formal definition of
similar.
The teacher guides the class
in development of a class
diagram. Helps with the
development of more efficient
models and representations.
Necessary Materials.
Questions to ask.
Page
S.E
pages11,
23, 47, and
59
Teacher will provide

protractors and necessary
materials.
Questions to ask.
S.E
Page 45
Teacher is encouraged to
S.E.
T.E. pages
10, 34, 69,
and 91T
S.E
Page. 14
T.E.
16-17
S.E
18-19
T.E.
24-25
S.E.
Page. 8
T.E.
6-7
T.E.
Pages
63-65
precision
line segments that forms a spiral-like shape that

correspond with a set of number sequences.
begin this POW in class to

illustrate how a spiralateral is
made
Questions to ask for further
exploration
Materials prepared.
Questions to ask
7. Look for
In the activity, Mirror Madness students are find
and make use the height of a family of spiders who are hanging
of structure
from above mirrors positioned on the floor.
Using what they have learned from the previous
lesson Mirror Magic. Students will find the
height of each spider and demonstrate their
mathematical thinking with equations and how
they solved them.
8. Look for
On day 1 students gather data and use In-Out
Materials prepared
and express
tables to find functions and graph data.
Questions to ask.
regularity in On day 5 students gather data on what makes a
repeated
shape similar and continues to reinforce this
reasoning.
through out the entire unit.
Pages
59-61
T.E.
Pages
91-92
S.E.
Page 56
T.E
Pages
83-84
S.E.
Page 8&
18-22
T.E
6-9
24-31
Tiffany Fuhrmeister
K-12 Learning Trajectory for Shadows Interactive Mathematics Program

Grade Similarity &
Level Congruence
Proportiona
l Reasoning
and Algebra
Polygons and
Angles
Right
Triangles
Experiments and Data

Analysis
K-3
K-Describe and
compare measurable
attributes.
1.Reason with shapes

and their
attributes.
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.
Distinguish between
defining attributes
(e.g., triangles are
closed and threesided) versus nondefining attributes
(e.g., color,
orientation, overall
size); build and
draw shapes to
possess defining
attributes.
K-Analyze, compares,
creates, and composes
shapes.
4. Analyze and compare
two- and threedimensional shapes, in
different sizes and
orientations, using
informal language to
describe their
similarities, differences,
parts (e.g., number of
sides and
vertices/corners) and
other attributes (e.g.,
having sides of equal
length).
2. Reason with shapes

and their attributes.
Recognize and draw
shapes having specified
attributes, such as a
given number of angles
or a given number of
equal faces.5 Identify
triangles,
quadrilaterals,
pentagons, hexagons,
and cubes.
3 Understand that
shapes in different
categories (e.g.,
rhombuses, rectangles,
and others) may share
attributes (e.g., having
four sides), and that the
shared attributes can
define a larger category
(e.g., quadrilaterals).
1.Measurement and
Data
Represent and interpret
data. Organize,
represent, and interpret
data with up to three
categories; ask and
answer questions about
the total number of data
points, how many in
each category, and how
many more or less are in
one category than in
another.
2.Measure and
estimate lengths in
standard units.
Measure the length of
an object by
selecting and using
appropriate tools
such as rulers,
yardsticks, meter
sticks, and
measuring tapes.
Measure to determine
how much longer
one object is than
another, expressing
the length difference
in terms of a
standard length unit.
3.Measurement and
Data
Represent and interpret
Recognize rhombuses,
rectangles, and squares
as examples of
quadrilaterals, and
draw examples of
quadrilaterals that do
not belong to any of
these subcategories.
data.
4. Generate
measurement data by
measuring lengths using
rulers marked with
halves and fourths of an
inch. Show the data by
making a line plot,
where the horizontal
scale is marked off in
appropriate units
whole numbers, halves,
or quarters.
4-6
4. Number
and
Operations
in Base Ten
Read and
write multidigit whole
numbers
using baseten numerals,
number
names, and
expanded
form.
Compare two
multi-digit
numbers
based on
meanings of
the digits in
each place,
using >, =,
and <
symbols to
record the
results of
comparisons.
6.
Understand
ratio
concepts and
4. Recognize angles as
geometric shapes
that are formed
wherever two rays
share a common
endpoint, and
understand
concepts of angle
measurement:
a. An angle is
measured with
reference to a circle
with its center at
the common
endpoint of the
rays, by
considering the
fraction of the
circular arc
between the points
where the two rays
intersect the circle.
An angle that turns
through 1/360 of a
circle is called a
one-degree
angle, and can be
used to measure
angles.
b. An angle that
turns
through n onedegree angles is
5.Draw and
identify lines
and angles,
and classify
shapes by
properties of
their lines and
angles.
1. Draw points,
lines, line
segments,
rays, angles
(right,
acute,
obtuse),
and
perpendicul
ar and
parallel
lines.
Identify
these in
twodimensiona
l figures.
5.Classify twodimensional
figures into
categories
based on their
properties.
Understand
4.Measurement and
Data
Geometric
Measurement:
understand concepts
of angle and
measure angles.
Recognize angles as
geometric shapes
that are formed
wherever two rays
share a common
endpoint, and
understand concepts
of angle
measurement:
An angle is measured
with reference to a
circle with its center
at the common
endpoint of the rays,
by considering the
fraction of the
circular arc between
the points where the
two rays intersect
the circle. An angle
that turns through
1/360 of a circle is
called a one-degree
angle, and can be
used to measure
angles.
use ratio
reasoning to
solve
problems
said to have an
angle measure
of n degrees.
6 Measure angles in
whole-number
degrees using a
protractor. Sketch
angles of specified
measure.
Understand
the concepts
of ratio and
ratio
language to
describe
between to
quantities.
Understand
the concepts
of unit rate.
Use ratio and
rate to solve
real-world
and
mathematical
problems
using
diagrams and
equations.
Recognize angle
measure as additive.
When an angle is
decomposed into nonoverlapping 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, e.g., by
using an equation with
a symbol for the
unknown angle
measure.
4. Draw and identify
lines and angles, and
classify shapes by
properties of their
lines and angles.
Draw points, lines, line
segments, rays,
angles (right, acute,
obtuse), and
perpendicular and
parallel lines.
Identify these in
two-dimensional
figures.
Tiffany Fuhrmeister
that attributes
belonging to a
category of
twodimensional
figures also
belong to all
subcategories
of that
category.
For example,
all rectangles
have four right
angles and
squares are
rectangles, so
all squares
have four right
angles.
Classify twodimensiona
l figures in
a hierarchy
based on
properties.
6-Solve realworld and

mathematical
problems
involving area,
surface area,
and volume.
1. Find the area
of right
triangles, other
triangles,
special
quadrilaterals,
and polygons
by composing
into rectangles
. An angle that turns

through n onedegree angles is said
to have an angle
measure
of n degrees.
6 Measure angles in
whole-number degrees
using a protractor.
Sketch angles of
specified measure.
7. Recognize angle
measure as additive.
When an angle 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 realworld and
mathematical
problems, e.g., by
using an equation
with a symbol for
the unknown angle
measure.
or decomposing
into triangles
and other
shapes; apply
these
techniques in
the context of
solving realworld and
mathematical
problems.
See the CCSS for

Seventh above
Understand
congruence and
similarity using
physical models,
transparencies, or
geometry software.
1. Verify experimentally
the properties of
rotations, reflections,
and translations:
a. Lines are taken to
lines, and line segments
to line segments of the
same length.
b. Angles are taken to
angles of the same
measure.
c. Parallel lines are
taken to parallel lines.
2. Understand that a
two-dimensional figure
is congruent to another
if the second can be
obtained from the first
by a sequence of
Solve real-life and

mathematical
problems involving
angle measure, area,
surface area, and
volume.
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
and apply the
Pythagorean
Theorem.
Explain a proof
of the
Pythagorean
Theorem and its
converse.
Apply the
Pythagorean
Theorem to
determine
unknown side
lengths in right
triangles in
real-world and
mathematical
problems in two
and three
dimensions.
Apply the
Pythagorean
Theorem to find
the distance
between two
and translations; given

two congruent figures,
describe a sequence that
exhibits the congruence
between them.
3. Describe the effect of
dilations, translations,
rotations, and reflections
on two-dimensional
figures using
coordinates.
4. Understand that a
two-dimensional figure
is similar to another if
the second can be
obtained from the first
by a sequence of
translations, and
dilations; given two
similar two-dimensional
figures, describe a
sequence that exhibits
the similarity between
them.
9-12
Geometry
CongruenceExperiment
withtransformationsinthe
plane.Understand
congruenceintermsof
rigidmotions.Prove
geometrictheorems.
Makegeometric
constructions.
Tiffany Fuhrmeister
points in a
coordinate
system.
Geometry
Expressing
Geometric
Properties
with
Equations
Translate
betweenthe
geometric
description
andthe
equationfora
conicsection.
Use
coordinatesto
provesimple
geometric
theorems
algebraically.
Geometry
Similarity,
Right Triangles,
and
Trigonometry
Understand
similarity in
terms of
similarity
transformations
.
Prove
theorems
involving
similarity.
Define
trigonometric
ratios and solve
problems
involving
right triangles.
Apply
trigonometry to
general
triangles.
Examples of Discourse for Increased Learning

Varied Levels of Cognitive Demand
In POW 13 Cutting the Pie, students analyze the numeric pattern in a geometric problem and use
geometry to explain the pattern. Their focus is to understand the pattern as oppose to finding a formula
to solve. They must be able to prove their answer and present ways of how they came to see the pattern?
(Page 11)
In the group activity Whats Possible students use their knowledge of what the measure of a triangles
angles must equal, now they must see if the sides must follow this condition also. They will conduct an
experiment and draw conclusions about the side of a triangle. To push the thinking farther they are to
formulate thought about the quadrilateral.
In The Sun Shadow Problem students are to think about the variables in a suns shadow as opposed to a
lamps shadows, there is not a change in length as the shadow moves. They need to take in to
consideration of time of day, position of the globe and how that affects the length of shadow.
This activity A few special Bounces, is a lead up to their POW 14 Pool Pockets they will learn how gain
insight of how to approach and organize their work for the open ended POW. (Page 36)
Questions to Encourage Critical Thinking
The following questions are embedded critical thinking questions throughout the unit.
Can both of these expressions be correct? What would that mean? Pg. 17
Does changing the size of something change its shape? Pg. 25
How many solutions did you find? Pg. 33
How can you check that your solution is correct? Pg. 40
Opportunities for Varied Group Configurations and Collaborations
Throughout the unit it appears as if group work is highly valued. Sometimes it is group work and
discussion and other times it a specific grouping like pairs or 3 to a group. There are times when
students work individually and brought together to have discussion. There is no suggestion of a type of
grouping,
In the lesson Angle Observations students measure angles in a given diagram and make conjectures
about what angles are equal, they also look at relationships and generalize their results. Pg. 63
10
11
The POW are completed in a week and done individually and then some student presents in class.
I would recommend a variety of ways of grouping students, such as random grouping, group seats, or a
partner page.
Throughout the unit, the lesson tells you how the classroom organization such as, individual, or group
works.
Assessment Opportunities.
Assessment
Homework Assignments
Type
Formative
Portfolio Assessment
Summativ
e
End of Unit Assessments

Supplemental Problems
Summativ
e
Formative
Oral Presentations
Formative
11
Tiffany Fuhrmeister
Many of the homework assignments are an extension of

what has been practiced and with in-group activities that
day. The POW is a more in depth study of what is being
resented and learned for that week and applied to real life
situations.
All assignments and activities done in this unit is kept and
put together in a portfolio to demonstrate understanding of
the concepts presented. Students will create a cover letter
that explains the units main mathematical ideas. Students
cover letters should give an overview of key ideas presented
and how they used the activities to solve those problems
presented. They will also select key activities that are
important to explaining those key ideas learned.
These assessments conclude the unit with an in-class
assessment that is fairly short and a take home assessment.
These problems can be used through out the unit for either
reinforcement of ideas and concepts or as an extension for
those who students who need more to explore ideas
presented in the unit.
Oral Presentations are seen throughout this unit, but are a
big part of the POW and could be divided up among the
students who will present their POW over the course of the
unit.
Class Activities
Formative
Many of the activities in this unit provide opportunities for

demonstration of student understanding through class
discussion, presentations, and pair sharing. Almost all
activities come with great open-ended questions to stimulate
discourse to check for student understanding.
Examples of Intervention and Differentiation for All Learners

Strategies Embedded for English Learners
The first activity in the unit has students ask what causes a shadow and there is a recommendation for
the teacher to have one student to shine a flashlight on a wall and have another student interpose and
object so that they can demonstrate the outline of the objects shadow. Pg.2
In the lesson Poetical Science Student are to read a brief biography that focuses on the nature of
scientific personality and then write about their own mathematic experiences this can help a teacher get
better insight on their EL and all students mathematic experiences so that there is not a expectation that
students may just know something. It could help with future math instruction.
In the beginning of the Shape of it, there is a series of lessons that leads up to a mathematical definition
for the work similar, but starts out with an informal language of same size and this explored through
solving of proportions. This way of having student discover mathematical terminology is a less
intimidating task for an EL student.
The experiment with mirrors and lights also provide EL students to discover the principle of light
reflection. Pg. 77
Strategies Embedded for Special Education and or Gifted Learners.
12
The POW 16: Spiralaterals is geometric investigation in which students look at patterns in the figures
formed by line segments with sets of number sequences. This particular POW is recommended that the
teacher take some time to use examples and demonstration in class and give class time for students to
begin this part of the assignment for more accuracy. The T.E recommends showing instead of just
giving written directions, this serves as a great strategy for those students who need visual
demonstration.
In the student edition beginning on page 77 there are supplemental activities that are meant to be used as
Tiffany Fuhrmeister
13
either reinforcement or extensions activities.

Some reinforcement activities to remediate or reinforce skill learned and that may need more practice
are Some Other Shadows and open ended assignment, Instruct the Pro, an reinforcement using rulers
and protractors and angle measurement, Scale It, creating more scale models and drawings, How can
they not be similar? More investigation in mathematical criteria of the definition of similar.
Some of the extension activities for your students who might need more of a challenge, there is
Investigation- further work into collecting data and looking for relationships Cutting Through the Layers
students will search for a function with two variables and look for patterns and relationships, and
Rigidity can be Good, this is an investigation into geometric rigidity in the field of architecture and
construction.
There are 10 reinforcement activities and two additional ones that can be used as reinforcement for your
students with special needs. These can be found at the back of the student edition
There are 11 extension activities that can be used as well as two additional ones that could be used as
extension for your gifted students. These can be found at the back of the student edition
Overall, this unit is clearly is for the CCCSS Seventh grade student. It is projects oriented and requires a lot of
critical thinking for a student. There is a lot of geometry in this unit and ratio and proportion work too, that
requires the student to come with prior knowledge from the year before. The hands- on activity provide for a
more inviting way of learning math, through investigation and with this grade level, student have the
experiences necessary to persevere through some of the more challenging activities. Some of the activities that
may need to be added by the teacher is some computational practice and needed reinforcement with concepts
for students to become proficient and have exposure to some daily practice. This would need to supplement by
the teacher for students who may need added practice with the mathematical fluency.
13

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Curriculum Analysis: Shadows Interactive Mathematics Program

Proportional Reasoning and Algebra of

Polygons and Angles

California Common Core State Standards

Discovering triangle inequality and

Experiments and Data Analysis