Shadows:

Similar Triangles and Proportional Reasoning

A Curriculum Analysis

Donna Robertson
MIAA 360
April 30, 2015

The Shadows curriculum is a twenty-seven day unit of lessons and activities that
give students many opportunities to use mathematical reasoning in every day situations.
The over-arching question in the unit is, How long is a shadow? The unit is structured
into five parts entitled What Is a Shadow, The Shape of It, Triangles Galore, The Lamp
Shadow, and The Sun Shadow. Students are exposed to standards mainly in algebra and
geometry as they explore the concept of similarity.
Concepts, Skills, and Standards
Many of the activities and lessons in this unit are from the Geometry and Algebra
California Common Core Mathematics Standards.
Main Concepts and Skills
California Common Core State
(As identified by the publisher)
Standards Mathematics High School
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

HSG.CO.A.1 Know precise definitions of

angle, circle, perpendicular line, parallel
line, and line segment.
HSG.SRT.A.2 Given 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 pairs
of sides.
HSG.CO.B.6 Use geometric descriptions
of 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.

HSG.CO.B.7 Use the definition of

congruence in terms of rigid motions to
show that two triangles are congruent if
and only if corresponding pairs of sides and
corresponding pairs of angles are
congruent.
HSG.CO.B.8 Explain how the criteria for
triangle congruence (ASA, SAS, and SSS)
follow from the definition of congruence in
terms of rigid motions.

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 nongeometric situations
-Developing techniques for solving
equations involving fractional expressions

HSG.SRT.A.1 Verify experimentally the

properties of dilations given by a center
and a scale factor.
HSG.SRT.A.1.A A 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.
HSG.SRT.A.1.B The dilation of a line
segment is longer or shorter in the ratio
given by the scale factor.
HSG.GPE.B.6 Find the point on a
directed line segment between two given
points that partitions the segment in a given
ratio.

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

HSG.SRT.A.3 Use the properties of

similarity transformations to establish the
AA criterion for two triangles to be similar.
HSA.CED.A.4 Rearrange formulas to
highlight a quantity of interest, using the
same reasoning as in solving equations.
For example, rearrange Ohms law V=IR
to highlight resistance R.

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

HSG.CO.C.9 Prove theorems about lines

and angles. Theorems include: vertical
angles are congruent; when a transversal
crosses parallel lines, alternate interior
angles are congruent and corresponding
angles are congruent; points on a
perpendicular bisector of a line segment
are exactly those equidistant from the
segments endpoints.
HSG.SRT.B.4 Prove theorems about
triangles. Theorems include: a line
parallel to one side of a triangle divides
the other two proportionally, and
conversely; the Pythagorean Theorem
proved using triangle similarity.
HSG.CO.C.10 Prove theorems about
triangles. Theorems include: measures of
interior angles of a triangle sum to 180;
base angles of isosceles triangles are
congruent; the segment joining midpoints
of two sides of a triangle is parallel to the
third side and half the length; the medians
of a triangle meet at a point.

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
-Using sine, cosine, and tangent to solve
real-world problems

HSG.SRT.C.6 Understand 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.
HSG.SRT.C.7 Explain and use the
relationship between the sine and cosine of
complementary angles.
HSG.SRT.C.8 Use trigonometric ratios
and the Pythagorean Theorem to solve right
triangles in applied problems.

Experiments and Data Analysis

-Planning and carrying out controlled
experiments
-Collecting and analyzing data

HSG.SRT.D.11 Understand and apply the

Law of Sines and Law of Cosines to find
unknown measurement in right and nonright triangles.

-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

HSG.CO.A.5 Given a geometric figure

and a rotation, reflection, or translation,
draw the transformed figure using, e.g.,
graph paper, tracing paper, or geometry
software. Specify a sequence of
transformations that will carry a given
figure onto another.

real-world situations
-Exploring how models provide insight in a
variety of situations

HSG.SRT.B.5 Use congruence and

similarity criteria for triangles to solve
problems and to prove relationships in
geometric figures.

Standards for Mathematical Practice

The Shadows curriculum, subtitled Similar Triangles and Proportional Reasoning,
provides ongoing opportunities for the eight mathematical practices. I found these
examples:
Standards
Make sense of problems and persevere in
solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the

reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Student Involvement
All of the POW activities in the unit are
designed to have the students make sense
of the given problems and be able to restate
them, as well as giving them a week to
solve them and show their perseverance
over time.
In Experimenting with Shadows, students
not only have previously created a
definition for a shadow but continue on to
formulate a summary of their findings after
changing one variable at a time.
In A Shadow of a Doubt, students construct
and use an equation involving variables for
the length of the shadow, distance of the
light source to the ground, distance to the
light source from the object, and height of
the object. IF the instructor provides the
opportunity for discourse during the
debrief, then students could also critique
the reasoning of the other student groups.
In The Statue of Libertys Nose, students
develop sense of scale through finding
ratios that use their own body
measurements as compared to the statues
measurements.
In many of the activities, students use
rulers, protractors, calculators, etc.
In Triangles Versus Other Polygons,
students create definitions and descriptions
of polygons and use counterexamples to
prove or disprove their definitions.
In the POW Pool Pockets, students are lead
to looking at relationships between
variables in order to create generalizations.

Look for and express regularity in repeated

reasoning.

Grades K-3
Standards
K.G.B.4

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

3.G.A.1

Grades 4-7
Standards
4.G.A.2

5.G.B.3

6.G.A.3

7.G.A.1

In An N-by-N Window and More About

Windows, students work to develop a
formula for window frames for rectangular
and square shapes.

Learning Trajectory for Shadows

Standard Overview
Analyze and compare two- and three-dimensional shapes, in different
sizes and orientations, using informal language to describe their
similarities, differences, parts, and other attributes.
Distinguish between defining attributes versus non-defining
attributes; build and draw shapes to possess defining attributes.
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.
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.
Standard Overview
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 twodimensional figures also belong to all subcategories of that category.
For example, all rectangles have four right angles and squares are
rectangles, so all squares have four right angles.
Draw polygons in the coordinate plane given coordinates for the
vertices; use coordinates to find the length of a side joining points
with the same first coordinate or the same second coordinate. Apply
these techniques in the context of solving real-world and
mathematical problems.
Solve problems involving scale drawings of geometric figures,

7.G.A.2

7.G.B.5

8.G.A.1
8.G.A.2

8.G.A.3
8.G.A.4

8.G.A.5

8.G.B.7

6.RP.A.1
7.RP.A.2

including computing actual lengths and areas from a scale drawing

and reproducing a scale drawing at a different scale.
Draw 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.
Verify experimentally the properties of rotations, reflections, and
translations.
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.
Describe the effect of dilations, translations, rotations, and reflections
on two-dimensional figures using coordinates.
Understand that a two-dimensional figure is similar to another if the
second can be obtained from the first by a sequence rotations,
reflections, translations, and dilations; given two similar twodimensional figures, describe a sequence that exhibits the similarity
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.
Apply the Pythagorean Theorem to determine unknown side lengths
in right triangles in real-world and mathematical problems in two and
three dimensions.
Understand the concept of a ratio and use ratio language to describe a
ratio relationship between two quantities.
Recognize and represent proportional relationships between
quantities.

Discourse for Increasing Learning

Varied Levels of Cognitive Demand
The Statue of Libertys Nose: Students are asked to make connections between the
current problem posed and an earlier shadow problem. (DOK level four)
Ins and Outs of Proportion: Students are asked to draw a conclusion based on their
examination of ratios of triangle side lengths. (DOK level three)
Angles and Counterexamples: Students are asked to draw counterexamples and explain

why there would not be any possible counterexamples. (DOK levels two and three)
In Proportion: Students are asked to look at real life examples and determine when
proportionality is appropriate and to explain their thinking. (DOK level three)
Angle Observations: Students are asked to generalize their work from earlier problems
and justify their answers. (DOK level four)
Questions to Encourage Critical Thinking
Bouncing Light: Does the relationship that you observed between the angles always
seem to hold true? Write down what youve noticed about the relationship.
Right Triangle Ratios: Do you think your classmates will get the same results for
Questions 1 and 2 that you got? Explain in detail why or why not.
Triangular Data: What type of information determines a triangle?
Fit Them Together: (supplemental activity) Can you do this fitting together starting
with any triangle? Try to find a triangle for which you cant put four copies together this
way. Or explain why this diagram work for any initial triangle.
The Parallel Postulate: (supplemental activity) What does Euclids fifth postulate
mean? Draw a diagram to explain what he was talking about.
Opportunities for Varied Group Configurations
Many of the in-class activities involve pairs and/or small groups. There are also ample
opportunities for sharing out information with the large group.
POWs are meant for individual work, but results could be shared with the whole group in
a variety of ways.
Working with Shadow Data includes a gallery walk style of collaboration during the
whole group portion of the lesson.
Many activities could be easily modified to encourage discourse during the whole group
debrief portion of the lessons.

Assessments
The POWs make excellent formative assessments and will give specific feedback on
particular skills. A skilled instructor would also be able to use the discussion and debrief
parts of the lesson to gather helpful information to gauge the understanding of the class
members.
Both an in-class and a take home summative assessment are provided. They are written
expressly to gather information on knowledge gained from this unit. They are clearly
written and congruent to the skills taught. A portfolio of the students work is another
excellent source of summative information.

EL Strategies
Many successful EL strategies benefit EO students as well as EL students. This program
includes many opportunities for discourse, modeling, sharing, and debriefing. Its
emphasis on real world situations is a definite plus for many students. A skilled
instructor would also be sure to provide concrete examples, visuals, concise definitions,
appropriate level pairing of students, sentence starters for discourse, and other strategies
as needed for the particular group of students.

Special Ed/GATE Strategies

The Extension Activities lend themselves to individualizing the curriculum for GATE
students, as they allow for more exploration and include opportunities for creating
generalizations and making abstractions on the topics involved.
The Reinforcement Activities could be used to help cement the learning for Special Ed
students who need more practice. The concrete examples and real world situations
should also be helpful for Special Ed students. Lots of modeling by the instructor,
posting of vocabulary with examples/definitions, work time with a partner or small
group, and discourse with others in the class are all beneficial strategies with many
students.