Millicent (Brown) Powell ED 331 Content Specific Lesson Plan Investigation 5.2 Using Shadows to Find Heights I.

Benchmark a. CCSS.Math.Content.7.G.A.1 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. b. CCSS.Math.Content.7.G.A.2 Draw (freehand, with ruler and protractor, 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. c. CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities. d. CCSS.Math.Content.7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. II. III. Behavioral/Objective a. Students will be able use mirrors and previous knowledge about similar triangles to estimate the height of an object within 5% of the actual height. Anticipatory Set i. Review important previously learned material and from Key concepts chain 1. Scale factor 2. Similar triangles 3. Similar angles are equal 4. Similar side lengths are proportional ii. Turn the lights off and use a mirror on the floor in class with lasers to show how the light reflects off of the mirror to form an angle from the floor to the wall. 1. Have them draw what they are seeing a. Check to see how accurate the students drawings are b. Specify that they need to include the floor, the mirror, the laser beam, and the wall 2. Ask the students about what types of shapes that they see in their drawings 3. Both angles at the mirror have the same angle with the floor/mirror 4. Show laser reflection video http://youtu.be/zNTP_x0bEBQ Objective/Purpose a. You will learn how to find unknown heights by using a mirror (to create similar triangles and then solving for the unknown height of one triangle). Input a. Task Analysis DAY 1 i. Since the sun is not always shining we must find other ways to find the unknown height of objects (relates to previous investigation) ii. Place the mirror on the floor and have one of the students participate 1. Measure the distance to be a whole number (3 meters) 2. Have them stand behind the mirror facing the white board 3. Have them stand so that the top of the board is in the middle of the mirror 4. Ask if students see any triangles being formed iii. Draw what is happening with his line of sight on the computer or tablet that is being projected so that the students can see the similar triangles being formed 1. Vocabulary/drawing placed onto cards for the Key concepts chain

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vii. DAY 2 viii. Review yesterdays lesson and homework 1. Look to identify and clarify confusions that the students have (use the reflection slips from the previous day) 2. Also have some students share what they created for the reflection slip to help show different types of thinking about the mirror method ix. Review vocabulary by having students hold up the term I am describing on their Key concepts chain 1. Students must hold up the card if they know it (help me see who remembers yesterdays definitions and ideas without leaving students out) x. Review step by step directions on how to use the mirror method 1. Write them on the board (leave up for later) xi. Explain to the students that they will be finding the height of an object in the classroom or nearby hallway xii. Split into groups and have the students do the experiment in groups of 3 or 4 (assign groups based on mastery shown from reflection slip and observed participation) 1. Groups should be differentiated based on skill level so that a. struggling students are together and I can give them more attention/explanation without feeling like I am insulting their intelligence b. average readiness students are together and will most likely need some assistance, but can do most of the activity on their own c. higher readiness level students are together to allow for extension activities and for me to encourage deeper thinking about why this process works (extension activity could be for them to make up a method for finding an unknown height without shadows or mirrors)

a. Line of reflection b. Height of board c. Angle of reflection d. Mirror e. Angle of incidence f. Height of students eyes 2. Ask students to see that the two triangles are similar a. Can draw them side by side Redo the experiment and have the distance of the mirror be 5 meters from the wall 1. Have the students write about how the change in distance effected the triangles 2. Is the student closer or further from the mirror (student will be further away) The process 1. Without measuring how high the top of the board is, what measurements do we need to make to find the height of the board? a. Distance from the person to the mirror b. Distance from the wall to the mirror c. Height to the students eyes 2. Find the scale factor by using those measurements a. Label them on the board 3. Finish the calculations as an example Reflection slip about the mirror method (5 minutes) 1. Have the students describe the mirror method of finding an unknown height 2. They can draw a picture, write it in words, show an example, compare it to their own experiences, discuss differences and similarities between the shadow method and the mirror method, or use another way of representing it that makes sense to them Homework: pg.84 3, 4

2. Prepare the tablets, computers and smartphones ahead of time 3. Have the students place their mirrors at a nice distance from the wall (whole numbers 1,2,3,4,5, or 6 meters) 4. Determine role of each student or if they are going to collaborate a. Who will take pictures of their experiment and draw the picture on the tablet b. Who will write about what they did c. Who will stand d. Who will measure xiii. If there is extra time, then they can have another student stand and see if they get different results or I can give them the extension of finding a new way to find unknown heights xiv. Collect the class data and organize it on a line plot 1. Discuss the typical/average height of the board that the students found 2. Discuss errors xv. Have students write reflection about the activity 1. What they liked 2. What they didnt like 3. What they struggled with b. Thinking Levels i. Knowledge: Know how to scale with a mirror & how to similar triangles relate ii. Comprehension: Recognize the differences between the shadow method and the mirror method. iii. Application: Use the mirror method to solve for the height of the whiteboard and other objects around the classroom or hallway iv. Analysis: reflection activity and the different roles that the students have within the groups v. Synthesis: create a new way to find and unknown height