MIAA 360: Designing Mathematics Instruction

Debbie Hernandez
April 2015
Curriculum Analysis: Shadows
Unit Overview
Students will continue the work they have done in previous units with patterns, functions, and
algebra to explore ideas in geometry and trigonometry to answer the question, How long is a
shadow? The concept of similarity is the main idea of the unit. The curriculum aligns with many
of the 8th grade California Common Core Standards as outlined below.
1. CCCSSM and MPS Alignment
Main Concepts and Skills
(Identified by Publisher)
Similarity and Congruence
Develop intuitive ideas about the meaning of
same shape
Learn the formal definitions of similar and
congruent
Discover properties of similar triangles 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

Proportional Reasoning and the Algebra of

Proportions
Understand the meaning of proportionality in
connection with similarity
Develop equations of proportionality for
similar figures
Understand the role of proportionality in nongeometric situations
Develop techniques for solving equations

CCCSSM: 8th Grade

8.G.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.
8.G.2 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.
8.G.4 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, translation and dilations.
8.EE Understand the connections between
proportional relationships, lines, and linear
equations.
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 is the same between any two distinct

involving fractional expressions

Polygons and Angles
Develop angle sum formulas for triangles and
other polygons
Discover the properties of angles formed by a
transversal across parallel lines
Discover the triangle inequality and
investigate 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: hypotenuse, leg,
opposite side, and adjacent side
Learn the right triangle definitions of sine,
cosine, and tangent
Use sine, cosine, and tangent to solve realworld problems
Experiments and Data Analysis
Plan and carry out controlled experiments
Collect and analyze the data
Identify key features in graphs of data

Mathematical Modeling
Use a geometric diagram to represent a realworld situation
Use scale drawings to solve problems
Apply properties of similar triangles to real-

points on a non-vertical line in the coordinate

plane: derive the equation y = mx + b.
8.G.5 Use informal arguments to establish
facts about the angle sum and exterior angles
of triangles, about the angles created when
parallel lines are cut by a transversal, and the
angle-angle criterion for similarity of triangles.
8.F Use functions to model relationships
between quantities.
8.G.1 Verify experimentally the properties of
rotations, reflections, and translations
8.G.4 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 two-dimensional
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.
(Aligned with High School Geometry
Standards, see below.)

8.SP.4 Understand that patterns of association

can also be seen in bivariate categorical data
by displaying frequencies and relative
frequencies in a two-way table. Construct and
interpret a two-way table summarizing data on
two categorical variables collected from the
same subjects. Use relative frequencies
calculated for rows or columns to describe
possible association between the two variables.
8.G Understand congruence and similarity
using physical models, transparencies, or
geometry software.

world situations
Explore how models provide insight in a
variety of situations
Mathematical Practices Multiple mathematical practice standards are embedded in every
lesson and homework task. Below are several activities that include examples of each practice.
1. Making sense of
Problem of the Week
Problem of the Week
Problem of the Week
problems and
13: Cutting the Pie
14: Pool Pockets
15: Trying Triangles
persevere in solving
them.
2. Reason abstractly Make It Similar
A Few Special
Triangles Vs. Other
and quantitatively.
Activity
Bounces Activity
Polygons Activity
3. Construct viable
Poetical Science
More About Windows Are Angles Enough
arguments and
Activity
Activity
Activity
critique the
reasoning of others.
4. Model with
The Shadow Model
In Proportion Activity A Parallel Proof
mathematics.
Activity
Activity
5. Use appropriate
Working With
Experimenting With
Bouncing Light
tools strategically.
Shadow Data Group
Shadows Activity
Group Activity
Activity
6. Attend to
Draw the Same Shape More Similar
Angles, Angles,
precision.
Activity
Triangles Activity
Angles Activity
7. Look for and
POW 13: Cutting the
Whats Possible?
Mirror Magic Activity
make use of
Pie
Group Activity
structure.
8. Look for and
Shadow Data
An N-by-N Window
More About Windows
express regularity in Gathering Activity
Activity
Activity
repeated reasoning.

2. Development of a Learning Trajectory

Grade
Levels

Similarity and
Congruence

K-3

K.G, 1.G, 2.G, and 3.G

Reason with shapes and
their attributes.

4-6

4.G Draw and identify

lines and angles, and

Proportional Reasoning
and the Algebra of
Proportions
K.MD Describe and
compare measurable
attributes.
3.NO Develop understanding
of fractions as numbers.
4.NO Extend understanding
of fraction equivalence and

Polygons and Angles

and Right Triangles and
Trigonometry
K.G Identify and
describe shapes.
1.G, 2.G, 3G Reason
with shapes and their
attributes.
4.G Draw and identify
lines and angles, and

classify shapes by
properties of their lines
and angles.
5.G Graph points on the
coordinate plane to
solve real-world and
mathematical problems.
5.G
Classify twodimensional figures into
categories based on their
properties.
7.G Draw, construct and
describe geometrical
figures and describe
the relationships
between them.

8
9-12

Grade
Levels
K-3

ordering.
5.NO Apply and extend
previous understandings of
multiplication and division to
multiply and divide
fractions.
6.RP Understand ratio
concepts and use ratio
reasoning to solve problems.

classify shapes by
properties of their lines
and angles.
5.G Classify twodimensional figures into
categories based on their
properties.

7.RP Analyze proportional

relationships and use them to
solve real-world and
mathematical problems.
7.G Draw, construct, and
describe geometrical figures
and describe the
relationships between them.
See standards alignment above
G.CO - Understand
A.FIF Calculate and
congruence in terms of
interpret the average rate
rigid motions.
of change of a function.
G.SRT -Understand
similarity in terms of
similarity transformations.

7.G Draw, construct, and

describe geometrical
figures and describe the
relationships between
them.
7.G Solve real-life and
mathematical problems
involving angle measure.
G.CO Congruence and
make geometric
constructions.
G.SRT Similarity, Right
Triangles, and
Trigonometry
G.MG Modeling with
Geometry

Logical Reasoning and

Proof

Experiments and Data

Analysis

Mathematical Modeling

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.
1.G, 2. G, and 3.G
Reason with shapes and
their attributes.

1.MD, 2.MD, and 3.MD

Represent and
interpret data.

K.G Model shapes in the

world by building shapes
from components and
drawing shapes.
1.G Compose twodimensional shapes or
three-dimensional shapes
to create a composite
shape, and compose new
shapes from the composite
shape.
2.G Recognize and draw

4-6

8
9-12

4.G Classify two4.MD and 5.MD

dimensional figures based Represent and interpret
on the presence or
data.
absence of parallel or
6.SP Summarize and
perpendicular lines, or the describe distributions.
presence or absence of
angles of a specified size.
Recognize right triangles
as a category, and identify
right triangles.
5.G Classify twodimensional figures in a
hierarchy based on
properties.
7.G 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.
See standards alignment above
A.REI Understand
solving equations as a
process of reasoning and
explain the reasoning.
A.NQ Reason
quantitatively and use
units to solve problems.
G.SRT Prove theorems
involving similarity.
G.CO Prove geometric
theorems.

shapes having specified

attributes, such as a given
number of angles or a
given number of equal
faces.
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 (includes scale).

G.MG Apply geometric

concepts in modeling
situations.
G.GMD Know the effect
of a scale factor.
G.CO Make geometric
constructions.

3. Examples of Discourse for Increasing Learning

Task
Draw the Same Shape
Activity
Statue of Libertys
Nose Activity
Very Special Triangles
Activity
Angles and
Counterexamples
Activity
Now You See It, Now
You Dont Activity
Task
Introduce unit

POW 13
Draw the Same Shape
Activity
Working with Shadow
Data
Your Opposite is My
Adjacent Activity
Task
Introducing and
debriefing class work
Shadow experiments
Homework
Poetical Science
Activity
Activities

Varied Levels of Cognitive Demand

Students shift from enlarging a drawing to deciding whether shape are
the same to summarizing how to create a diagram that has exactly the
same shape as a given one.
Students shift from working with the proportions of their body to
applying them to the Statue of Liberty. Then they look for a
connection to the shadow problem.
Students shift from drawing various right triangles to making
generalizations about characteristics of right triangles.
Students use a formula they have developed about angles and then
move into working with counterexamples.
Students use the principle of light reflection they learned in the
previous activity and apply it to new problems.
Pre-planned Questions for Critical Thinking
(The entire curriculum is based on answering critical thinking
questions.)
What exactly is a shadow?
What are some different situations in which shadows are formed?
Why might some shadows change size as you move while others do
not?
What variables affect the length of a shadow?
What is the largest number of pieces that can be produced from a
given number of cuts?
How can you create a diagram that has exactly the same shape as a
given one?
What relationships did your group find? How do those relationships
show up in graphs?
How could you get one angle if you knew the other?
Opportunities for Varied Group Configuration
Whole class discussions
Heterogeneous groups are assigned and work on experiments together
Individual
Individual reflection about self
Sometimes these are to be done as a group, other times as an
individual. I probably would encourage a partner for students who
were struggling.

4. Assessments: The opportunities for formative assessment are plentiful and are built into the
curriculum without the need for separate assessment assignments. The end of unit assessments
serve well for summative purposes.
Formative
In class work tasks
Homework assignments
POWs
Supplemental problems some are designed
for reinforcement, others are extensions
Specific written assignments and oral
presentations are listed on xiv, which are
specifically recommended to monitor student
progress

Summative
End of unit assessment: in class
End of unit assessment: take-home
Student portfolios

5. Examples of Intervention and Differentiation for All Learners

Task
Classroom Activities
Presenting work
Vocabulary

Model
Language based

Task
Instruct the Pro
Supplemental Activity
Investigation
Supplemental Activity
Presenting Work

Embedded EL Strategies
Students are able to work with their group to complete most of the
activities.
Students have multiple opportunities to present work. Generally they
discuss their findings in their group and then have the support of one
another as they present to the class.
Vocabulary is developed in context with the activities. For example, in
The Statues of Libertys Nose, the language for of ratio and
proportion emerges from the discussions about the students work.
Therefore, students have a context to help them connect the new
vocabulary with the work they have.
The unit begins with a concrete model of shadows in which the
concepts of similarity will be developed. Everything learned will lead
back to understanding how shadows work.
IMP is dependent of discussion and the use of written and oral
language to develop ideas and explain solutions. It is not just rows of
practice problems. Most activities are embedded in some sort of real
context.
Special Ed or GATE Strategies
A reinforcement activity designed to support students with angle
measurement and the use of protractors.
Provides an opportunity for students to do further experimental work
with relationships and data. Appropriate for GATE students.
Explaining ideas and work to others is central to the whole unit. For
resource students having to connect their work to more general ideas
helps them make more sense out of their thinking. For GATE students

How to Shrink it?

Activity
Problems of the Week

this forces them to articulate or explain their thinking in such a way

that others can understand it. It also helps them develop the skill of
logical thinking.
The teachers guide provides an extra challenge for students to find
the activity too easy.
After POWs are introduced they are followed by smaller activities that
provide the building blocks that will help them solve the POW. This is
helpful for everyone.