Shadows- Curriculum Analysis

Elane McCarty
MIAA 360
Teachers College of San Joaquin

Overview and CCCSSM Standards Alignment

The Shadows curriculum is a 27day or approximately five to six
weeks long unit of study. During the unit, students work with a variety
of concrete objects to arrive at the understanding of similar polygons,
especially similar triangles. The students use real world scenarios and
apply their knowledge of similar triangles to solve proportions using
informal methods to develop a general formula.
The unit begins with a question, How can you predict the length of
a shadow? Then students are lead into an experiment using
flashlights to isolate the variables needed to predict the length of the
shadow in terms of a particular variable. In order for students to
understand this concept, they are lead into the world of geometry
using the data they uncover.
Shadows continues their journey into geometry leading them to
some trigonomic functions; cosine, sine, and tangents.
The curriculum encompasses many eighth grade common core
mathematical standards and geometry as outlined in the table below.
Throughout the unit, students build on algebraic standards and
concepts.
Grade 8
Standar
ds
8.F.1

Standard Wording
Understand that a function is a rule that assign to each input
exactly one output.

8.G.1

Understand congruence and similarity using physical

models, transparencies, or geometry software.

8.G.1.a.

Lines are taken to lines, and line segment segments to line

segments of the same length.

8.G.1.b.

Angles are taken to angles of the same measure.

8.G.1.c.

Parallel lines are taken to parallel lines.

8.G.4.

Understand that a two dimensional figure is similar 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.
Use informal arguments to establish facts about the angle
sum and the exterior angles of a triangle, about the angles
created when parallel lines are cut by a transversal, and the
angle-angle criterion for similarity of triangles.

8.G.5.

Grade 8
Standar
ds
8.G.7.

Standard Wording

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; given
two congruent figures, describe a sequence that exhibits
the congruence between them.
Graph proportional relationships, interpreting the unit rate
as the slope of the graph. Compare relationships
represented in two ways.

8.EE.5.

8.EE.7.b.

Apply the Pythagorean Theorem to determine the unknown

side lengths in a right triangle in real world and
mathematical problems in two and three dimensions.

Solve linear equations with rational number coefficients,

including equations whose solutions require expanding
expressions using the distributive property and collecting
like terms.

There are many Common Core Standards that are represented in

the Shadows Unit. The curriculum successfully embedded the
standards throughout the lessons. It also addressed the math practice
standards for which Common Core is based around. Here is three
examples of activities the exhibit the math practices.
Math Practice Standards
Lessons Examples

Ins and Outs of Proportions,

page 24
Angle Observations, page 45

Your Opposite Is My Adjacent,

page 70

X
X

X
X

Learning Trajectory
In Kindergarten, students begin working with numbers. They use
written numerals, count objects, compare sets, model joining and
eventually work with equations. In the primary years, students
understand addition and subtraction, then developing an
understanding of multiplication and division. They also develop an
understanding of measurement and fractions. All of these basic math
skills are needed to be successful in Shadows and in math in general.
Students need to have the understanding of these basic skills. The
learning trajectory will continue through the intermediate years using
the skills they gain in K-3. In the intermediate years, students will

develop an understanding of fractions (adding, subtracting,

multiplying, and dividing) and their equivalence. They learn ratios and
proportions and how to write and solve problems. Students begin their
understanding of right triangles and other triangles. They also begin to
analyze proportional relationships. As they move through the years,
students will construct and draw geometric figures and understand the
relationships between them. In Algebra, students will interpret
functions and translate relationships of terms. They understand and
manipulate algebraic expressions and equations by collecting like
terms, factoring, rearranging and canceling common factors. They
graph data, interpret it, and understand the meaning of the data.
The table below shows the learning trajectory for K-3, 4-7, and
Algebra.
Grade
K-3
Standar
ds
K.MD.1.
K.G.2.
K.G.3.
K.G.4.
K.G.5.
K.G.6.
1.OA.7.
1.MD.4.
1.G.1.
1.G.2.
2.MD.1.
2.MD.9.
2.MD.10.
2.G.1.
2.NBT.7.

Standard Overview

Describe measureable attributes

Correctly name shapes
Identify shapes as two-dimensional or three-dimensional.
Analyze and compare two- and three-dimensional shapes
Model shapes
Compose simple shapes
Understand the meaning of the equal sign
Organize, represent, and interpret data
Distinguish between defining attributes
Compose two-dimensional shapes
Measure the length of an object
Generate measurement data by measuring lengths
Draw a picture graph
Recognize and draw shapes having specific attributes
Add and subtract within 1000

3.OA.1.
3.OA.5.

Interpret products of whole numbers

Apply properties of operations as strategies to multiply and

3.OA.8.
3.NF.1.
3.G.1.

divide
Solve two-step word problems
Understand a fraction 1/b
Understand that shapes in different categories may share

Grade
4-7
Standar
ds
4.OA.3.
4.NBT.4.
4.NBT.5.
4.NBT.6.
4.MD.4.
4MD.5.
4.MD.6.
4.MD.7.
4.G.1.
4.G.2.
5.OA.1.
5.MD.2.
5.G.3.
6.RP.1.
6.NS.3.
6.EE.2.
6.EE.6.
6.EE.7.

attributes
Standard Overview

Solve multi-step problems

Fluently add and subtract multi digit whole numbers
Multiply a whole number of up to four digits by a one-digit
Find whole number quotients and remainders
Represent and interpret data
Recognize angles as geometric shapes that are formed
wherever two
Measure angles in whole number degrees using a
protractor.
Recognize angle measure as additive.
Draw points, lines, line segments, rays, angles, and parallel
and perpendicular lines.
Classify two-dimensional figures based on the presence or
absence of parallel or perpendicular lines
Use parentheses, brackets, or braces in numerical
expressions
Represent and interpret data.
Understand that attributes belonging to a category of twodimensional
Understand the concept of a ratio and use ratio language
Fluently add, subtract, multiply, and divide multi-digit
decimals
Write, read, and evaluate expressions in which letters stand
for numbers.
Use variables to represent numbers and write expressions
Solve real world and mathematical problems by writing and
solving equations of the form x + p = q and px = q.

6.SP.5.
7.RP.2.

7.NS.3.
7.EE.3.
7.G.1.
7.G.2.
7.G.5.

Summarize numerical data sets in relation to their

context
Recognize and represent proportional relationships between
quantities
a. Decide whether two quantities are in a proportional
relationship
c.
Represent proportional relationship by equations.
Solve real world problems involving the four operations with
rational numbers.
Solve multi-step real life and mathematical problems pose
with positive and negative rational numbers
Solve problems involving scale drawings of geometric
figure
Draw (freehand, with a ruler and protractor, and with
technology) geometric shapes with given conditions
Use facts about supplementary, complementary, vertical,
and adjacent angles in a multi step problem to write and
solve equations

7.G.6.
Algebra
Standar
ds
N-Q
A-REI
F-IF

Solve real world and mathematical problems involving

area
Standards Overview
Use units to as a way to understand problems and to guide
the solution of multi-step problems
Rearrange formulas to highlight a quantity of interest
Use function notation, evaluate functions for inputs in their
domain

Discourse
In Shadows, there are many opportunities for students to
collaborate in pairs and groups. Even when they have to work
individually on a project, there is still a whole class discussion. This
allows students to use discourse throughout the entire unit which will

aid in their mathematical learning. There were only a couple of times

that students worked individually without any type of discussion
whether in groups or whole class was that stated in the Teachers
Manuel. However, discourse could be built into the lessons, if needed
which would allow collaboration amongst the students.
Cognitive Demand
Task

Page Number

Activity, The Shadow

Model

Activity, Inventing

31

Rules

Homework, To Measure 58
a Tree

Description of Varied
Cognitive Demand
The cognitive demand shifts
from listing key variables
(Q1) to state assumption
being made representing the
shadow problem (Q2). In
question 2, students are
formulating a formula for the
length of lamp shadow.
The cognitive demand shifts
from basic proportional
problems (Q1-Q8). Then in
Q9, students are asked to
draw similar triangles using
Q4 and Q8. This moves into
Q10 that asks students solve
for the unknown number for
(X + 3)/7 = X/3 using any
method they wish and to
draw similar triangles. This
allows students to
investigate proportions and
similar triangles.
The cognitive demand shifts
from inventing methods to
measure a tree (Q1) to using
similar triangles to create
three ways to find the height
of a tree (Q3). Then
identifying the similar
triangles in each method
(Q2). Lastly, students need

Activity, The Tree and

71

the Pendulum

Activity, Very Special

Triangles

43

to list what they need to

know and how to use the
information given to find the
height of the tree (Q4). This
activity allows students to
apply their knowledge of
similar triangles in the real
world.
The cognitive demand shifts
from students finding the
height of the tree in the
picture using trigonometry
(Q1) to questions regarding
a pendulum and right
triangles (Q2). Students
investigate and build on
trigonometry and right
triangles.
The cognitive demand shifts
from a basic right triangle
question in (Q1) to more in
depth in Q2 and Q3, which
asks students to draw,
compare and write about
their triangles. This leads
students to make
generalizations about right
triangles and explaining
their answers (Q4 and Q5).

Pre-Planned Questions for Critical Thinking

Question

Task/Page

Compare the ratios within each triangle. Find a different

ratio of two sides of Triangle 1, and then compare that
with the corresponding ratio in Triangle 2. Do this for all
possible pairs of sides. What do you conclude?
The article talks about the use of imagination in
understanding mathematics. Think about two situations
this year when your imagination helped you in class.
Write about those experiences. Do you agree or
disagree with what Plato said about poetry? Write what
you think about poetry and truth.

Activity, Ins
and Outs of
Proportion/2728
Homework,
Poetical
Science/12

You have two triangles. Assume that they are similar.

The ratios r/x, s/y, and t/z are equal. Based on your
results in Questions 1 through 3, identify pair of ratiosone using Triangle 3 and one using Triangle 4-that you
think are equal. Find as many pairs of equal ratios as
you can?
Attempt to draw counterexamples for each statement.
Be sure to show all your work, including appropriate
diagrams. If you dont think a counterexample exists,
then explain why you think there isnt one.
a. If two triangles are isosceles, then the triangles
are similar.
b. If two triangles have two pairs of corresponding
sides proportional, then the triangles are similar.
c. Every triangle with two equal angles also has two
equal sides.
Draw a right triangle in which the acute angles are
different sizes. Is the longer leg opposite or adjacent to
the larger of the acute angles? Do you think this is true
for all right triangles?

Activity, Ins
and Outs of
Proportion/2728
Homework,
Angles and
Counterexamp
les /35-36

Homework,
Very Special
Triangles/4344

Opportunities for Varied Group Configurations

Grouping Description
In each group, there are three
people who have tasks while
testing one variable at a time to
see the effects of each variable o
the length of the shadow.
Each group works with their data
that they collected in Shadow
Gathering.
Students work in pairs to build an
understanding of the formal
definition of what it means for two
figures to be the same shape.
Students estimate lengths of the
Statue of Liberty
Students work in pairs to examine
a series of statements that are
true for similar triangles but not
true for other polygons.
Groups work together drawing
triangles with given
measurements and then compare

Task Example/Page
Shadow Gathering/13

Shadow Data/15
The Statue of Libertys Nose/21

Triangles Versus Other Polygons/34

Are Angles Enough/39

their results. They repeat this for

angle measurements of their
choosing. Lastly, draw triangles
with a given angle measurement
and one given side.
Assessments
The curriculum has many ways to assess student learning. Each of the
assessments are embedded into the Shadows curriculum.
Formative Assessments (on-going)
Daily Work-In class tasks
Homework Assignments
POW Assignments
Key Questions in the Teachers Manuel can be used to assess
students (ticket out the door, journal writes, or quick check for
understanding)
Supplemental activities
Presentations (formative or summative)
Summative Assessments
In Class assignment from T.E.
Take Home assessment from T.E.
Student Portfolios (can be used as formative when creating it
and the final could be summative)
Second Semester Assessment from the website
Unit Reflection
Assessment Discussion

Intervention and differentiation for all learners

In Shadows, there are many tasks that can be used to
reinforcement skills that would benefit ELL learners and ones that need
more support. Also, included in the curriculum are activities and tasks
that would engage and support more advanced learners.
Curriculum Features that will
benefit English Learners

Task Example/ Page

Group activity allows ELL students

support and understanding
through discourse. It will also
support students visually by
creating and measuring shadows.
Reading the biography to the
students and having a whole class
discussion regarding it will aid ELL
students in understanding and will
create discourse.
Working in pairs allows for
discourse and understanding of
the problem. Using their own
body measurements allows for a
visual that will aid their learning.
Discussing the vocabulary needed
for the unit will allow ELL learners
to understand and comprehend
the upcoming activities. They will
explore the similarities in triangles
and polygons and their
differences. They will build an
understanding through discussion,
notes, and visual aides.
Patterns can aid ELL learners to
understand concepts. Also,
organizing ways to lead to insight
about the trajectory of the ball.
Class discussion before the actual
activity will allow students to get
a feel for the problem. Students
will present their finding which will
allow more discourse amongst ELL
learners.

Group activity, How Long is a

Curriculum that will Benefit

Students in Special Education
and/or GATE
Supplemental activities can offer
more support when needed.
(Special Education) Also they can
offer an extension to previous
activities. This allows students to
extend their learning and
complement the content they

Task Example/Page

Shadow/3-4
Homework, Poetical Science/11-12

Activity, The Statue of Libertys

Nose/21
Unit Opener, Triangles Galore/33

POW 14/23-25

Supplemental Activities/77-107

have worked on. (GATE)

Homework assignments and/or
class work are chunked or
shortened based on students
needs. (Special Education)
POWs can extend learning as well
as offer more support to those
students that are in need of it.
Teacher can shorten assignments
when needed. (Both)
Small group work or more teacher
support for students that are
struggling, frustrated, or need
extra support. (Special Education)
Along with the Unit Reflection, a
project that reflects a real life
situation using what they learned
in this unit. Example: Create a
city (buildings) or a skateboard
park using what you have learned
in this unit (angles, triangles, and
polygons). Modify or extend for
students when needed. (Both)

Not noted in the Teachers Manuel

but teachers discretion.
POW
POW
POW
POW

13/9-10
14/23-25
15/47-48
16/59-61

Not noted in the Teachers Manuel

but teachers discretion.
Not noted in the Teachers Manuel.
Teacher can create and assign to
students and modified to her
discretion.