Victoria Coburn

LUSD Cohort
Curriculum Analysis: Shadows, Similar Triangles and Proportional Reasoning
In this mathematical project based learning unit, the students will be answering the main
question How long is a shadow? By researching the answer to this question, the
students will be working with patterns, functions, and algebra as well as exploring
important ideas in geometry and trigonometry.
Concepts, Skills, and Standards
Shadows focus areas align with many California Core Geometry Mathematics Standards.
Main Concepts and Skills
(Identified by Publisher)

California Common Core State

Standards Mathematics -- Geometry

Similarity and Congruence

Developing intuitive ideas about the
meaning of same shape and learning the
formal definitions of similar and
congruent
Discovering the special properties of
triangles in connection with similarity, as
well as other features of triangles as
special polygons
Understanding the role of similarity in
defining the trigonometric functions of
sine, cosine, and tangent

G-CO.1Know the precise definitions of angle,

circle, perpendicular line, parallel line, and line
segment, based on the undefined notions of point,
line, distance along a line, and distance around a
circular arc
G-SRT.3 Use the properties of similarity
transformations to establish the AA criterion for two
triangles to be similar
G-SRT.5 Use congruence and similarity criteria for
triangles to solve problems and to prove
relationships in geometric figures.
G-SRT.6Understand that by similarity, side ratios in
right triangles are properties of the angles in the
triangle, leading to definitions of trigonometric
ratios for acute angles.
G-CO.6Use geometric descriptions or rigid motions
to transform figures and to predict the effect of a
given rigid motion on a given figure; given two
figures, use the definition of congruence in terms of
rigid motions to decide if they are congruent.
G-SRT.2Given two figures, use the definition of
similarity in terms of similarity transformations to
decide if they are similar; explain using similarity
transformations the meaning of similarity for
triangles as the equality of all corresponding pairs
of angles and the proportionality of all
corresponding pars of sides
G-SRT.1aA dilation takes a line not passing
through the center of the dilation to a parallel line,
and leaves a line passing through the center
unchanged.
G-SRT.1bThe dilation of a line segment is longer
or shorter in the ratio given by the scale factor

Proportional Reasoning and the Algebra of

Proportions
Understanding the meaning of
proportionality in connection with
similarity
Developing equations of proportionality
from situations involving similar figures
Understanding the role of proportionality
in non-geometric situations
Developing techniques for solving
equations involving fractional expressions

Polygons and Angles

Developing angle sum formulas for
triangles and other polygons
Discovering the properties of angles
formed by a transversal across parallel
lines
Discovering the triangle inequality and
investigating its extension to polygons
Logical Reasoning and Proof
Working with the concept of
counterexample in understanding the
criteria for similarity
Proving conjectures about vertical angles
and polygon angle sums
Understanding the role of the parallel
postulate in proofs

G-CO.10Prove theorems about triangles

G-CO.11Prove theorems about parallelograms
G-SRT.5Use congruence and similarity criteria for
triangles to solve problems and to prove
relationships in geometric figures

Right Triangles and Trigonometry

Learning standard terminology for triangles,

including hypotenuse, leg, opposite side, and
adjacent side

Learning the right triangle definitions of sine,

cosine, and tangent

G-SRT.6Understand that by similarity, side ratios in right

triangles are properties of the angles in the triangle,
leading to definitions of trigonometric ratios for acute
angles
G-SRT.7Explain and use the relationship between the
sine and cosine of complementary angles
G-SRT.8Use trigonometric ratios and the Pythagorean
Theorem to solve right triangles in applied problems.

Using sine, cosine, and tangent to solve realworld problems

Experiments and Data Analysis

Planning and carrying out controlled
experiments
Collecting and analyzing data

Identifying key features in graphs of data

Mathematical Modeling

Using a geometric diagram to represent a

real-world situation
Using scale drawings to solve problems
Applying properties of similar triangles to
real-world situations
Exploring how models provide insight in a
variety of situations

G-CO.9Prove theorems about lines and angles

G-CO.C.10Prove theorems about triangles
G-CO.11Prove theorems about parallelograms

S-ID.A Summarize, represent, and interpret data on a

single count or measurement

G-SRT.1Verify experimentally the properties of

dilations given by a center and a scale factor
G-SRT.1bThe dilation of a line segment is longer
or shorter in the ratio given by a scale factor

Standards for Mathematical Practice

Shadows has opportunities for students to demonstrate evidence for all eight
Mathematical Practice Standards. [90 minute pacing guide based on 17 days]
MPS
Student Evidence
Teacher Support

Page
Student
book

1. Make sense
of problems
and persevere
in solving
them.

2. Reason
abstractly and
quantitatively.

3. Construct
viable
arguments and
critique the
reasoning of
others.
4. Model with
mathematics.

5. Use
appropriate
tools
strategically.
6. Attend to
precision.

The Shadows unit has four

POWs (problems of the
week). Given this is a 90
minutes a day pacing guide,
the students have more than
one to do each week). These
activities are mathematical
challenges that are clear and
explicit.
A N-by-N Window day 2 & 3.
Students are given the task of
finding a formula that will find
the amount of wood framing
used in a 3 x 3 window

The Statue of Libertys Nose on

day 4 has students using the
context of a human body to
explore the mathematical
concepts of similar, congruent,
and corresponding parts
The Tree and the Pendulum on
day 15 has students finding the
height of a tree using
trigonometry
Draw the Same Shape on day 3
has students working with
protractors

7. Look for
and make use
of structure.

8. Look for
and express
regularity in
repeated
reasoning.

Homemade Trig Tables on day

14 has students compiling a
table of ratios for common
angles
More Triangles for Shadows
on day 13 has students
developing an algebraic
expression for S in terms of L,
H, and D
More About Windows day 3.
Students look for a pattern and
an algebraic rule for two inputs
while working with a
rectangular M-by-M window
frame

Check in repeatedly with

students to help them clarify
their thinking and process
Go over instructions with
students. Give students some
examples and ideas to help
them when they are creating
their presentations
Have students share formulas in
groups before holding a class
discussion.. Teacher asks key
questions. Encourage groups to
graph formulas as functions on
the graphing calculator to see
whether they produce the same
graph
Partner work. Develop formal
definition of similar and
congruent. Remind students of
the key idea: the statue has the
same general shape as a person
Group work. Refer students to
the definitions of the ratios and
clarify again the meanings of
the terms opposite and adjacent
Teacher helps students recall
how to use a protractor.
Review of angels and of
measuring polygon angles
Teacher discusses the activity,
asks key questions. Has
students work in pairs initially
Questions to ask students such
as: Is there another triangle
you can find in this diagram
that would help?. Discuss the
activity with the students
Encourage students to examine
the geometry of the situation, as
it is less likely that an In-Out
table will provide enough
information for students to find
a rule to represent the situation

9. 10
23, 24,
25, 47,
48,
59, 60,
61

14

21

71

18-19

69

62

16

K-12 Learning Trajectory for Shadows

Focus Areas (This part is K 8)
Grade Levels

K-3

4-6

7-8

Similarity and
Congruence

K Analyze and compare

two- and threedimensional shapes , in
different sizes and
orientations, using
informal language to
describe their
similarities, differences,
parts and other attributes

4 Recognize a line of
symmetry for a twodimensional figure as a
line across the figure
such that the figure can
be folded along the line
into matching parts.
Identify line-symmetric
figures and draw lines of
symmetry.

7 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

5 Understand that
attributes belonging to a
category of twodimensional figures also
belong to all
subcategories of that
category

7 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 that one
triangle, or no triangle

1 Distinguish between
defining attributes
versus non-defining
attributes; build and
draw shapes to possess
defining attributes
2 Recognize and draw
shapes having specified
attributes, such as a
given number of angles
or a given number of
equal faces. Identify
triangles, quadrilaterals,
pentagons, hexagons,
and cubes.
3 Understand that
shapes in different
categories may share
attributes and that the
shared attributes can
define a larger category.
Recognize rhombuses,
rectangles, and squares
as examples of
quadrilaterals, and draw
examples of
quadrilaterals that do not
belong to any of these
subcategories.

5 Classify twodimensional figures in a

hierarchy based on
properties
6 N/A

8 Understand that a twodimensional 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 Understand that a twodimensional 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

Proportional

Reasoning and
the Algebra of
Proportions

K Count to tell the

number of objects
1 Understand the
meaning of the equal
sign, and determine if
equations involving
addition and subtraction
are true or false
1 Equal parts
2 Work with equal
groups of objects to gain
foundations for
multiplication

Polygons
and Angles

3 Explain equivalence of
fractions in special
cases, and compare
fractions by reasoning
about their size
K Correctly name
shapes regardless of
their orientations or
overall size.
K Identify shapes as two
dimensional (lying in a
plane, flat) or threedimensional (solid).
1 Distinguish between
defining attributes; build
and draw shapes to
possess defining
attributes
1 Compose twodimensional shapes to
create a composite
shape, and compose new
shapes from the
composite shape
1 Partition circles and
rectangles into two and
four equal shares.
2 Recognize and draw
shapes having specified
attributes

4 Explain why a fraction

is equivalent to another
fraction
4 Compare and convert
customary units of
length, width, volume,
length
5 Use equivalent
fractions as a strategy to
add and subtract
fractions
6 Understand ratio
concepts and use ratio
reasoning to solve
problems.

7 Analyze proportional
relationships and use
them to solve real-world
and mathematical
problems
8 Understand the
connections between
proportional
relationships, lines, and
linear equations

4 Draw points, lines,

line segments, rays,
angles (right, acute,
obtuse), and
perpendicular and
parallel lines. Identify
these two-dimensional
figures.

7 Describe the twodimensional figures that

result from slicing threedimensional figures, as
in plane sections of right
rectangular prisms and
right rectangular
pyramids

4 Classify twodimensional figures

based on the presence or
absence of parallel or
perpendicular lines, or
the presence or absence
of angles of a specified
size.

7 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

5 Understand that
attributes belonging to a
category of twodimensional figures also
belong to all
subcategories of that
category.
5 Classify twodimensional figures in a
hierarchy based on
properties

8 Angles are taken to

angles of the same
measure
8 Understand that a twodimensional figure is
congruent to another if
the second can be
obtained from the first
by a sequence of
rotations, reflections,
and translations; given

2 Partition a rectangle
into rows and columns
of same-size and count
to find the total number
of them

two congruent figures,

describe a sequence that
exhibits the congruence
between them.
8 Understand that a twodimensional 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.

2 Partition circles and

rectangles into two,
three, or four equal
shares
3 Understand that
shapes in different
categories may share
attributes
3 Partition shapes into
parts with equal areas.

Logical

Reasoning and
Proof

K Identify whether the

number of objects in one
group is greater than,
less than, or equal to the
number of objects in
another group
1 Given a two-digit
number, mentally find
10 more or 10 less than
the number
2 Use estimation
strategies to make
reasonable estimates in
problem solving.

4 Generate and analyze

patterns
5 Analyze patterns and
relationships
5 Represent and
interpret data
6 Understand ratio
concepts and use ratio
reasoning to solve
problems.

7 Use random sampling

to draw inferences about
a population
7 Draw informal
comparative inferences
about two populations
7 Investigate chance
processes and develop,
use, and evaluate
probability models
8 Analyze and solve
linear equations and
pairs of simultaneous
linear equations

2 Mentally add 10 or
100 to a given number
100 -900

8 Investigate patterns of
association in bivariate
data

2 Explain why addition

and subtraction
strategies work using
place value and the
properties of operations
3 Reason with shapes
and their attributes

Right Triangles
and
Trigonometry

K N/A

4 N/A

1N/A

5 Understand that
attributes belonging to a
category of two-

2 N/A

7 Draw
geometric shapes
with given
conditions. Focus on
constructing triangles

3 N/A

dimensional figures also

belong to all
subcategories of that
category.
6 Find the area of right
triangles

Experiments
and Data
Analysis

K Classify objects into

given categories; count
the numbers of objects
in each category and
sort the category by
count.
1Organize, 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 Represent and
Interpret data
3 Represent and
Interpret data

4 Make a line plot to

display a data set of
measurements in
fractions of a unit.
Solve problems
involving addition and
subtraction of fractions
by using information
presented in line plots.
5 Make a line plot to
display a data set of
measurements in
fractions of a unit. Use
operations on fractions
for this grade to solve
problems involving
information presented in
line plots.
6 Develop
understanding of
statistical variability
6 Summarize and
describe distribution

from three
measurements of
angles or sides,
noticing when the
conditions
determine a unique
triangle, more than one
triangle, or no
triangle.
8
Understand and apply
the Pythagorean
Theorem
6 Develop
understanding of
statistical variability
6 Summarize and
describe distributions
7 Use random sampling
to draw inferences about
a population
7 Draw informal
comparative inferences
about two populations.
7 Develop a probability
model and use it to find
probabilities of events.
Compare probabilities
from a model to
observed frequencies; if
the agreement is not
good, explain possible
sources of the
discrepancy
8 Find probabilities of
compound events using
organized lists, tables,
tree diagrams, and
simulation

K-12 Learning Trajectory for Shadows

Focus Areas (This part is 9 - 12)
Subject

Similarity and
Congruence

Proportional

Reasoning and
the Algebra of
Proportions
Polygons
and Angles

Logical

Reasoning and
Proof

Right Triangles
and
Trigonometry
Experiments
and Data
Analysis

9 - 12
Algebra I- Choose and produce an equivalent form of an expression to reveal
and explain properties of the quantity represented by the expression
Algebra I-Write expressions in equivalent form to solve problems
Algebra II- Write expressions in equivalent forms to solve problems

Algebra I- write expressions in equivalent forms to solve problems

Algebra II- Write expressions in equivalent forms to solve problems.
Algebra II-Make inferences and justify conclusions from sample surveys,
experiments, and observational studies

Algebra II-Expressing geometric properties with equations

Algebra I- Reason quantitatively and use units to solve problems

Algebra I- Interpret the structure of expressions
Algebra I Analyze functions using different representations
Algebra I- Interpret functions that arise in applications in terms of the context
Algebra- Understand solving equations as a process of reasoning and explain t
the reasoning
Algebra II-Interpreting Functions
Algebra II- Interpret the structure of expressions
Algebra II-Trigonometric Functions
Algebra II- Extend the domain of trigonometric functions using the unit circle
Algebra II- Model periodic phenomena with trigonometric functions
Algebra II- Prove and apply trigonometric identities

Algebra I-Summarize, represent, and interpret data on a single count or

measurement variable
Algebra I-Summarize, represent, and interpret data on two categorical and
quantitation variables
Algebra II- Make inferences and justify conclusions from sample surveys,
experiments, and observational studies
Algebra II- Use probability to evaluate outcomes of decisions

**Geometry See standards alignment at the beginning of this document

Examples of Discourse for Increasing Learning

Varied Levels of Cognitive Demand
Level One (Recall)
In the assignment The Statue of Libertys Nose, the students are asked to State
how this problem is similar to the problem of drawing a house that has the same
shape as another house
Level Two (Skill/Concept)
In the assignment Ins and Outs of Proportion, students are asked to Compare
the other rations 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?
In the assignment Working With Shadow Data, students compare and contrast
How is the shadow problem different from the pendulum problem?
Level Three (Strategic Thinking)
In the assignment POW 16, students are asked, What patterns did you notice
among your results? Justify your conclusions as fully as you can.
Level Four (Extended Thinking)
In the assignment Mirror Madness students are asked to apply a mathematical
model to illuminate a problem. They are applying concepts learned in the
Shadows unit to solve a problem. Basically some spiders are hanging upside
down looking at themselves in a mirror. The student needs to find out the height
of each spider using the data given on the worksheet.
Questions to Encourage Critical Thinking
There are many embedded critical thinking questions. Here are some examples:

If you were to reduce this diagram to its simplest form, what would it look like?
(pg. 6)
What assumptions are you making by using this diagram? (pg. 7)
Can both of these expressions be correct? What would that mean? (pg. 17)
Is the mirror image of something considered the same shape? (pg. 25)
How do you know these triangles are similar? (pg. 94)
Teachers should add in their own meaningful questions that bring about
mathematical discourse in the classroom. Here is an example of one I created:
I would add this question when introducing special right triangles and
trigonometry: Do you think there is a relationship between the ratio of the sides
of a right triangle and the measures of the acute angles? Why or why not?(pg.
43 Teachers Manual)
Opportunities for Varied Group Configuration and Collaboration
Individuals. Some activities, such as POW, are completed independently. The
intent is to bring the completed work back to class. Of course, it would be
beneficial for the teacher to have a discussion about the homework to clear up any

confusion the students may have.

Individuals -- followed by whole-class discussion. This allows personal think
time about a mathematical question. Students have the opportunity to participate
in a whole group conversation to gain a deeper understanding of the mathematical
concept.
Pairs followed by whole class discussion. Partners collaborate together and then
later share out whole group. This collaborative grouping allows students to think
about a question, or math problem and then refine their understanding through a
discussion with a partner. The students reflect on content, deepen their
understanding of math through clarification and rehearsal with a partner. They
learn to listen actively, disagree respectfully, and rephrase ideas for clarity.
Heterogeneous groups Groups work together. This grouping allows for
discourse that yields higher level thinking and questioning and therefor the
students have a greater opportunity to meet grade level standards. When they are
finished working on their own data, they can examine the posted data from other
groups posters to change and clarify their own groups thinking. The unit doesnt
give guide -lines as to how to group the students. The teacher may assign
groups based on readiness for the math concept being discussed or allow students
to choose their own groups for assignments that investigate mathematical
concepts.
Whole class. In Shadows there are many opportunities for the teacher and
students to work together as a class to discuss problems and new concepts.
Together they make new mathematical connections. The teacher can also use this
time to pose questions and challenge students to think about which answer makes
sense through whole class discussions.

Review of Assessment Opportunities

Assessment
Type
Homework Assignments
Formative

Portfolio Assessment

Summativ
e

End of Unit Assessments

Summativ
e

Students Written and

Oral Work
Supplemental Problems

Formative

Oral Presentations

Formative

Class activities with

embedded questions

Formative

Formative

Teachers should create homework along the

way in the Shadows unit based on material
that has been adequately covered in class.
Using this information the teacher will know
if the majority of the students have mastered
the knowledge of lesson and will be able to
progress on to build on further concepts.
Students have the opportunity to create a
portfolio that showcases their understanding
of the concepts of similarity. The students
select two to three activities from the unit
that they feel best demonstrates this concept.
The teacher evaluates the students
understanding. The teacher will be able to
assess if there are gaps in the students
understanding and thus would signal an
intervention.
Shadows concludes with two formal unit
assessments. One assessment is an in-class
assessment, the other is taken at home.
This is an opportunity for the teacher to
monitor the students progress.
The Shadows unit includes these extra
assignments. They are designed to extend
students thinking or differentiate for those
who need more challenging problems.
This is not a formal assignment. These are
embedded in the POWs and whole group
discussions.
This is an on-going daily assessment. It
allows the teacher to observe how the student
is progressing. These activities vary in the
depth of knowledge levels. The teacher
should create more extended thinking (Level
4) questions that exist in the Shadows unit.

Examples of Intervention and Differentiation for All Learners

Embedded Strategies to assist English Learners
Use charts and graphs. This allows the teacher to communicate concepts with
minimal use of spoken or written language. Keep the charts clear and uncluttered.
For example, from the first activity How Long is a Shadow students share out
and the teacher compiles and posts a class list of potential variables on chart
paper. This is one of several times this strategy is used in the Shadows unit.
Cooperative learning. Many activities in the Shadows unit employ group work
and cooperative learning. These activities provide opportunities for students to
exchange, write and present ideas. This helps the English language learners to
increase their understanding and retention of the materials covered. Consider
language and math skills when grouping students. In the Shadow Data
Gathering activity this strategy is used. Each group gathers data and looks for a
function that fits that data either looking at the light source, distance from the
object to the light source, or the height of the object.
Partner work. Partner English learners with strong English speakers who can
explain math terms and activity procedures. Some of the activities in the
Shadows
Unit suggest partner work, such as The Statue of Libertys Nose activity. By
partnering your English language learner with a strong English speaker it will
increase their participation in class and it is an effective way to encourage them to
express math concepts in English.
Design questions from the Shadows unit for different proficiency levels.
Questioning students lets them reveal what they have learned. Answering
questions lets them confirm or clarify their own understanding of math concepts.
This cant happen if they cant produce a response! Beginning level English
learners will need to have the answer built into the question. For example: In the
Activity Make It Similar (pg.22 student copy) instead of asking What can you
say about the lengths of the other sides of the large triangle? you could say, Are
the length of the sides of the large triangle proportional?
There is a big difference between everyday language and academic language.
This makes learning math more difficult for English language learners as they
face the challenge of learning and using content specific vocabulary. The unit
Shadows is filled with content specific language. One example is in the lesson
Why are triangles special?. An every day definition of angle might be: a
viewpoint or stand point where as in geometry is means the space within two
lines. Clarifying vocabulary words that have multi meanings is essential for the
English language learner.
Embedded Strategies for Special Education and/or Gifted Learners
The Shadows unit offers many supplemental activities that offer greater depth and
high levels of complexity for the gifted learners. One example of this occurs at
the end of the lesson titled The Shadow Model. The supplemental activity
Some Other Shadows investigates shadows that are cast along a surface that is

not horizontal.
In the activity titled Mirror Magic students work in pairs. This is especially
beneficial for special ed students to practice an academic task. This lesson also
has an added benefit for these types of learners. After reading the introductory
material as a class, the teachers manual suggests to have one or two students act
out the scenario. [Using a mirror and the principle of light reflection to measure
the heights of objects pg. 55] I found this to be VERY helpful in our MIAA
class!
The teachers guide for Shadows often states This activity requires little or no
introduction. For the special ed student, they may require just the opposite.
They need explicit instruction. Take for example the lesson titled In Proportion.
Revise this activity. Instead of having these students work independently, hold a
small group and talk out the problems with the students, giving them some extra
support.
Scale It! is an open-ended activity involving scale drawings. This type of
activity is beneficial to the gifted student to investigate situations. They should be
encouraged to explore and make more elaborate scale drawings that the average
student.
The teacher of gifted learners could add some extra depth and complexity to
assignments. For example, after completing the assignment on The Statue of
Libertys Nose, the gifted learners could add this extra step: