SHADOWS CURRICULUM ANALYSIS

Shadows Curriculum Analysis

Thaihoa Nguyen
Teachers College of San Joaquin
April 28, 2015

SHADOWS CURRICULUM ANALYSIS

CCCSSM Standards Alignment

Teaching students the concepts of similar triangles and proportional reasoning will tie
directly into the curriculum, The Shadows. This curriculum offers great hands-on activities
and group tasks that will promote and motivate students which will naturally result in learning
by doing. The curriculum is broken down with abundant class activities, group work,
homework, assessments, instructions and a pacing guide. Teachers have the option to complete
the Shadows curriculum within 27 days (50 minute block) or 17 days (90 minute block).
Throughout the curriculum, students will be developing skills and concepts such as:
patterns, similarity and congruence, proportional reasoning, polygons and angles, logical
reasoning and proof, data gathering, triangles and their sides, and functions that correspond
into understanding algebra and geometry.

Common Core Mathematics Standards

Grade 7
Standard
7.RP.A.2
7.RP.A.2.A

7.RP.A.2.B
7.RP.A.2.C
7.RP.A.3
7.EE.B.3

7.EE.B.4

Standard Wording

Recognize and represent proportional relationships between quantities.

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.
Identify the constant of proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions of proportional relationships.
Represent proportional relationships by equations.
Use proportional relationships to solve multistep ratio and percent
problems.
Solve multi-step real-life and mathematical problems posed with positive
and negative rational numbers in any form (whole numbers, fractions, and
decimals), using tools strategically. Apply properties of operations to
calculate with numbers in any form; convert between forms as
appropriate; and assess the reasonableness of answers using mental
computation and estimation strategies.
Use variables to represent quantities in a real-world or mathematical

SHADOWS CURRICULUM ANALYSIS

7.EE.B.4.A

7.G.A.1

7.G.A.2

7.G.B.5

7.G.B.6

problem, and construct simple equations and inequalities to solve

problems by reasoning about the quantities.
Solve word problems leading to equations of the
form px + q = r and p(x + q) = r, where p, q, and r are specific rational
numbers. Solve equations of these forms fluently. Compare an algebraic
solution to an arithmetic solution, identifying the sequence of the
operations used in each approach.
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.
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.
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.
Solve real-world and mathematical problems involving area, volume and
surface area of two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms

It is important that lessons, classwork, and homework are engrained into the eight
Mathematical Practice Standards (MPS). The table below lists three activities in the Shadows
curriculum that implement the Common Core Math Practice Standards.

Math Practice Standards

Lesson/Classwork/Homework
1
Example
Day 6, The Statue of Libertys X
Nose, page 21
Day 12, Are Angles Enough?
Page 39
Homework 19, To Measure a
X
Tree, page 58

2
X

Learning Trajectory
The learning trajectory is an outline showing what skills and concepts students need in
order to be successful in the Shadows curriculum. Students need to have the specific

SHADOWS CURRICULUM ANALYSIS

mathematic s skills and foundation to grasp and make connections with the assignments. The
skills and concepts students need and will need for this curriculum are listed in the table below.
In the Shadow curriculum, at the primary level, (K-3) students need to understand how
to measure objects. Even as young as Kindergarten, students are expected to know how to
measure and describe shapes they see. As students get into First grade, they are expected to
use tools in measuring their objects. At the intermediate level (4-7) students need to recognize
and distinguish between shapes and angles. At the Eighth grade level in Algebra, students will
learn other foundational skills which transition into ratio, proportion, similarity of triangles, and
gathering of data.
Grade K-3
Standards
K.MD.A.1
K.MD.A.2

K.G.A.1

K.G.A.2
K.G.B.4

K.G.B.5
K.G.B.6
1.MD.A.2

Standard Overview

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

Describe several measurable attributes of a single object.
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. For example, directly compare the heights of two children
and describe one child as taller/shorter.
Describe objects in the environment using names of shapes, and
describe the relative positions of these objects using terms such
as above, below, beside, in front of, behind, and next to.
Correctly name shapes regardless of their orientations or overall size.
Analyze and compare two- and three-dimensional 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).
Model shapes in the world by building shapes from components (e.g.,
sticks and clay balls) and drawing shapes.
Compose simple shapes to form larger shapes. For example, "Can you
join these two triangles with full sides touching to make a rectangle?"
Express the length of an object as a whole number of length units, by
laying multiple copies of a shorter object (the length unit) end to end;
understand that the length measurement of an object is the number of

SHADOWS CURRICULUM ANALYSIS

1.G.A.1

1.G.A.2

2.MD.A.1
2.G.A.1

3.MD.C.5
3.MD.D.8

Grade 4-7
Standards
4.MD.C.6
4.MD.C.7

4.G.A.2

5.G.B.3

same-size length units that span it with no gaps or overlaps. Limit to

contexts where the object being measured is spanned by a whole
number of length units with no gaps or overlaps.
Distinguish between defining attributes (e.g., triangles are closed and
three-sided) versus non-defining attributes (e.g., color, orientation,
overall size); build and draw shapes to possess defining attributes.
Compose two-dimensional shapes (rectangles, squares, trapezoids,
triangles, half-circles, and quarter-circles) or three-dimensional shapes
(cubes, right rectangular prisms, right circular cones, and right circular
cylinders) to create a composite shape, and compose new shapes from
the composite shape.1
Measure the length of an object by selecting and using appropriate tools
such as rulers, yardsticks, meter sticks, and measuring tapes.
Recognize and draw shapes having specified attributes, such as a given
number of angles or a given number of equal faces.1 Identify triangles,
quadrilaterals, pentagons, hexagons, and cubes.
Recognize area as an attribute of plane figures and understand concepts
of area measurement.
Solve real world and mathematical problems involving perimeters of
polygons, including finding the perimeter given the side lengths, finding
an unknown side length, and exhibiting rectangles with the same
perimeter and different areas or with the same area and different
perimeters.
Standard Overview
Measure angles in whole-number degrees using a protractor. Sketch
angles of specified measure.
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 real world and
mathematical problems, e.g., by using an equation with a symbol for the
unknown angle measure.
Classify two-dimensional figures based on the presence or absence of
parallel or perpendicular lines, or the presence or absence of angles of a
specified size. Recognize right triangles as a category, and identify right
triangles.
Understand that attributes belonging to a category of two-dimensional
figures also belong to all subcategories of that category. For example,
all rectangles have four right angles and squares are rectangles, so all

6.RP.A.3

squares have four right angles.

Use ratio and rate reasoning to solve real-world and mathematical
problems, e.g., by reasoning about tables of equivalent ratios, tape

SHADOWS CURRICULUM ANALYSIS

6.NS.B.3
7.RP.A.2
7.EE.B.4

7.G.B.5

8th-Algebra
Standards
8.G
8.EE.B.5

8.G.B.7

8.G.A.2

8.G.A.5

8.G.A.1.B
8.G.B.8
8.G.A.4

8.F.B.5

diagrams, double number line diagrams, or equations.

Fluently add, subtract, multiply, and divide multi-digit decimals using
the standard algorithm for each operation.
Recognize and represent proportional relationships between quantities.
Use variables to represent quantities in a real-world or mathematical
problem, and construct simple equations and inequalities to solve
problems by reasoning about the quantities.
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.
Standard Overview
Understand congruence and similarity using physical models,
transparencies, or geometry software.
Graph proportional relationships, interpreting the unit rate as the slope
of the graph. Compare two different proportional relationships
represented in different ways. For example, compare a distance-time
graph to a distance-time equation to determine which of two moving
objects has greater speed.
Apply the Pythagorean Theorem to determine unknown side lengths in
right triangles in real-world and mathematical problems in two and
three dimensions.
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.
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.
Angles are taken to angles of the same measure.
Apply the Pythagorean Theorem to find the distance between two points
in a coordinate system.
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 twodimensional figures, describe a sequence that exhibits the similarity
between them.
Describe qualitatively the functional relationship between two quantities
by analyzing a graph (e.g., where the function is increasing or
decreasing, linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.

SHADOWS CURRICULUM ANALYSIS

Discourse
The Shadows curriculum offers many intense lessons that will give students the
opportunities to do, discuss, and reflect on their learning. The lessons in Shadows give students
the chance to do a lot of critical thinking and collaboration with their classmates. This provides
students the chance to understand their own learning and benefit from their fellow classmates
through discussion. This will help increase the levels of cognitive demand. The table below
provides examples of the lessons and tasks where discourse is happening.

Cognitive Demand
Tasks
How Long Is a Shadow?
Class Discussion/Group
Activity

Student Textbook
Page #
4-6

Description of Varied Cognitive Demand

Cognitive demand shift from what caused
shadows to change shapes and why some
shadows change size as you move while
others do not.
Cognitive demand shift from using the
methods provided to see if it the problem
will work to explaining the reason why
each method would or would not work.

How to Shrink It?

Individual/Class
Discussion Activity

20

Polygon Equations
Homework

32

Cognitive demand shift from

understanding how to set up equations to
writing and solving proportions.

Now You See It, Now You

Dont
Homework/Group
Activity/Class Discussion

54

Cognitive demand shift from

understanding, angle of approach is equal
to the angle of departure and applying to
real world problem solving and explaining
the reasoning for the answer.

The Tree and the

Pendulum
Group Activity/Class
Discussion

71

Cognitive demand shift from

understanding trigonometry to applying
what is the best approach to finding the
missing sides.

SHADOWS CURRICULUM ANALYSIS

Pre-Planned Questions for Critical Thinking

Question
Draw the Same Shape: Is the mirror image of something considered
the same shape? Does changing the size of something change its
shape?
Statue of Libertys Nose: If the nose of the person and the nose of the
statue are corresponding parts, what would be corresponding parts in
the house problem?
Inventing Rules: Why do you think cross multiplying works? Where did
the 3x come from? Where did the 35 come from?
Inside Similarity: Why does a line parallel to one side of a triangle form
a similar, smaller triangle?
A Shadow of a Doubt: How did you use the shadow diagram to get an
equation relating S, L, D, and H? What similar triangles are involved?

Teacher
Edition/Page
Classwork /25

Homework/31

Classwork/43
Homework/49
Classwork/86

Opportunities for Varied Group Configurations

Grouping Description
Working: Individuals, then groups, followed by whole-class
discussion.
Students will summarize what they know about shadows.
They will discuss in groups and later form teams to carry out
the experiment. Class discussion is critical.
Working: Pairs, followed by whole-class discussion.
Students will examine a series of statements that are true for
triangles and not true for other polygons by drawing and
explaining their reasons. Students present to class.
Working: Groups, followed by whole-class discussion.
Students begin drawing triangles with given angle measures
and then compare their results within their group. Display
completed triangles around the room.
Working: Groups, followed by whole-class discussion.
Students have been assuming that the sum of angles in a
triangle is 180 degrees. Now working in groups, students need
to establish that this relationship is always true. Have
students present to class.
Working: Individual, then groups, followed by whole class
discussion.
Students work individually to develop what they know about
similar triangles and find the indirect measurement of heights
or distances that are impossible to measure. Students will
share their methods with their groups and explain their
reasoning. Students present their ideas to class.

TE Task /Page
Experimenting with Shadows
/ pg. 4-5

Triangles Versus Other

Polygons /pg.46-47

Are Angles Enough? / pg. 5455

A Parallel Proof / pg. 73-74

To Measure a Tree / pg.8790

SHADOWS CURRICULUM ANALYSIS

Assessments
The Shadows curriculum provides a variety of assessments to evaluate students
learning. Assessments embedded within the curriculum are:
Formative Assessments:

In class assessment tasks

Take-home assessments

POWs (Problem of the Week)

Presentations (Written and Oral)

Teacher questions

Supplemental Activities

Summative Assessments:

In class assessments (TE page 10)

Take home assessments (TE page 11)

Unit Reflection (have students reflect by writing about their learning, this is not explicit
in the curriculum).

Shadows Portfolio

Differentiation
The Shadows curriculum provides teachers with ample tools to help differentiate the
lessons to meet the needs of such diverse groups. Teachers have the opportunity to use the
tools provided in the supplemental activities or questions embedded in the lessons and make
any adjustments to reach all learners. The table below provides examples of differentiated
tasks.

SHADOWS CURRICULUM ANALYSIS

Lessons Benefitting English Learners

Some Other Shadows: This is an open-ended assignment where
students investigate other aspects of shadows. It is offer to
students after they have an understanding of what the lamp
and sun shadow problems involve.
How Can They Not Be Similar? : This activity continues students
investigation of criteria for similarity, encouraging them to look
very carefully at the corresponding parts of similarity.
Fit Them Together: This assignment prompt students to start
thinking about what would happen to the area of the polygon
when its dimension is doubled.
Similar Areas: This activity is a follow-up to the supplemental
activity, Fit Them Together.
Pole Cat: This activity is another standard Trigonometry
problem, with some ambiguities that make it fun.
Lesson Benefitting Special Education or GATE
Spiralaterals: This assignment will give students the extra
challenge to come up with their own spiralateral.
Cutting Through the Layers: This task requires students to
search for a function that depends on two variables.
The Golden Ratio: This assignment has students explore the
ratio that has been described as the most aesthetically pleasing
for the dimensions for a rectangle.
Rigidity Can Be Good: After doing the assignment, Why Are
Triangles Special? Students can do this activity to enrich their
learning.
What If They Kept Running? : Students apply concepts of
proportionality in a context involving distance and rate of
speed.

10

Students Textbook page #

Supplemental Activity
pg. 77

Supplemental Activity
pg. 89
Supplemental Activity
pg. 97
Supplemental Activity
pg. 98
Supplemental Activity
pg. 106
Students Textbook page #
POW (Problem of the
Week #16) pg. 59-61
Supplemental Activity
pg. 80
Supplemental Activity
pg. 85
Supplemental Activity
pg. 90
Supplemental Activity
pg. 95