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4.Modelwithmathematics.
5.Useappropriatetoolsstrategically.
6.Attendtoprecision.
7.Lookforandmakeuseofstructure.
8. Look for and express regularity in
repeated reasoning.
Activity
Problem of the Week
-Open ended problems that
require more than 1 period to
solve
-Students learn to persevere in
their thinking in solving a
problem.
An NbyNWindow
- Students write formulas for n
by n number of windows based
on certain number of window
framings presented in the
problem.
Experimenting With Shadows page 7
Problem of the Week 13 page 10
Shadow Gathering page 13
Are Angles Enough? Page 39
Angle Observations page 45
More About Angles page 46
Working for Shadow Data page 15
Whats Possible? Page 42
An NbyNWindow; page 14
- Students work with
different sized windows to
determine the amount of
wood needed to frame the
window.
- Generalize a formula for n
window size.
Lang Patt
Content Standards addressed in Shadows unit
Standard
8.G.1
Descriptions
Verifyexperimentallythepropertiesofdilations:
Adilationtakesalinenotpassingthroughthecenterofthedilationtoaparallel
line,andleavesalinepassingthroughthecenterunchanged.DrawtheSameShape
HowtoShrinkIt?
1b.Thedilationofalinesegmentislongerorshorterintheratiogivenbythescale
factor.
DrawtheSameShapeHowtoShrinkIt?MakeItSimilar
HowtoShrinkIt?TheStatueofLibertysNose
8.G.4
Understandthatatwodimensionalfigureiscongruentto
anotherifthesecondcanbeobtainedfromthefirstbyasequence
ofrotations,reflections,translations,anddilations;giventwo
similartwodimensionalfigure
TrianglesVersusOtherPolygons
8.G.5
Useinformalargumentstoestablishfactsabouttheanglesumandexterior
angleoftriangles,aboutanglescreatedwhenparallellinesarecutbya
transversal,andtheangleanglecriterionforsimilarityoftriangles.
Triangular Data
8.G.7
ApplythePythagoreanTheoremtodetermineunknownsidelengthsinright
trianglesinrealworldandmathematicalproblemsintwoandthree
dimensions.
VerySpecialTriangles
MoreTrianglesforShadows
8.F.1
Understandthatafunctionisarulethatassignstoeachinputexactlyone
output.
ExperimentingWithShadows
8.F.4
Constructafunctiontomodelalinearrelationshipbetweentwoquantities.
ShadowDataGathering
Learning Trajectory
Students will need their knowledge of patterns, functions, and algebra
to help answer the unit question. They will also explore geometry and
trigonometry in their pursuit to answer the driving question about
Lang Patt
shadows. In primary grades, students will need to learn the concept of
shape attributes, which they will continue through the intermediate
grades. Students will progress to understanding line elements in
geometric shapes and learn about angle relationships by sixth and
seventh grade.
Based on their understanding of ratios, students will explore
proportional relationships starting in the sixth grade. In the seventh
grade, students will learn about scale drawings and begin to explore
functions. By eighth grade, they connect the relationships between
lines and angles in polygons to similarity and congruency.
Understanding the attributes of angles and lines relationships will help
prepare students for geometry in high school. Eighth graders further
their understanding of finding patterns in an in/out table and write
function rules. The table below shows a progression of Common Core
mathematics standards related to the Shadows unit.
Grades/
Standards
K.G.4
1.G.1
2.G.1
3.G.1
4.G.1
4.G.2
4.MD.5
4.MD.7
Descriptions
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 nondefining 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.
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.
Draw points, lines, line segments, rays, angles,
perpendicular, and parallel lines. Identify these in twodimensional figures.
Classify two-dimensional figures based on the presence
or absence of parallel or perpendicular lines, or the
presence or absence of angles of specified size.
Recognize right triangles as a category, and identify
right triangles.
Recognize angles as geometric shapes that are formed
wherever two rays share a common endpoint, and
understand the concepts of angle measurement.
Recognize angle measure as additive. When an angle
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5.G.3
5.G.4
5.NF.5
6.RP.1
6.G.3
7.RP.1
7.RP.2
7.G.1
7.G.5
A.F.IF
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A.F.BF
SRT.B.4
notation.
Build a function that models a relationship between
two quantities.
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.
SRT.B.5
SRT.C.6
SRT.C.7
Discourse
Most activities in the unit provide students with opportunities to work
and discuss with their peers the concept under study. The lesson
format suggests to teachers to debrief after lessons and offer guiding
questions. The following tables show the typical grouping suggestions
and guiding questions to facilitate discussions and critical thinking in
the unit lessons. Students explore activities to determine relationships
in a certain setting and learn to generalize their findings to other
similar situations.
Grouping and Teacher Questions to Facilitate Discourse
Grouping Configuration
Activity
Groups; Whole class for debriefing
Individual; groups; whole class
Individual; whole class
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Pairs; Whole class
Individual; group assigned
discussion question; share out
whole class
Pre-planned Questions
How did you use the shadow
diagram to get an equation
relating s, l, d, and h? What similar
triangles are involved?
How might you use shadows to
work on this problem?
Why might sequences of length 4
be different from sequences of
other lengths? Are other lengths
for which spiralateral sequences
do not always return to the start?
Why did you all get approximately
the same ratios? Is there anything
special about having an angle of
55 degrees, or do our results
illustrate a more general
principle?
What do you notice about the
behavior of any of the
trigonometric functions? Whats
the smallest value that the sine or
an angle can have? The largest
value? What about cosine? What
about the tangent?
p.15
Cognitive Progression
Students identify
possible variables that
affect the length of a
lamp shadow. They
determine how
different variables
affect the length of a
shadow.
Using the in-and-out
table students
analyze the
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The Shape of It
p.17-29
Triangles Galore
p. 33-51
Inside Similarity
Now You See it, Now
You Dont
Page47
Page 54
Guiding Questions
Task
How Long is a Shadow?
Experimenting With
Shadows
TE page 4
Shadow Data
Gathering
TE page 14
Questions
What causes
shadows? What
variables did you
list?
What conclusions
did your group
reach in the
experiments? What
difficulties did you
have in carrying out
the experiments?
What relationships
did your group find?
How do those
relationships show
up in the graphs?
What in the
situation might lead
to that relationship?
How is the shadow
problem different
from the pendulum
problem?
relationships between
variables and write a
function to describe
the relationships.
Cognitive shift to
learning geometric
ideas about plane
figures and similarity.
After learning about
attributes of triangles,
students evaluate the
relationships between
sides and angles of
polygons.
From analyzing to
applying in a real
world situation
Cognitive Demand
Gather and refine
information.
Analyzing and adapting
to challenges in order
to solve the problem.
Analyzing and
synthesizing
information
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Analyzing to
evaluating the classs
results
Your Opposite is My
Adjacent
Page 103-104
Assessments
The Shadows unit offers ongoing formative and summative
assessments to evaluate student progress. Suggestions for ongoing
informal assessments are discussed in the assessments section of the
teacher guide. Teachers can collect student work and gather
information from student presentations of ideas. A student portfolio is
also described at the end of the teachers guide, where students select
works that they want to include in their portfolio. Information about
the components of the Shadows portfolio is located towards the end of
the unit on pages 80-81. Problems of the Week may also be used as
assessments. An overview of concepts to evaluate is provided in the
teachers guide. Teachers may administer a short summative test or
take home test at the end of the unit.
Sample List of Activities to Monitor
Activity
Shadow Gathering & Working With
Shadow Data
TE Page 14 and 18
Similar Problems
TE page 39
Angles, Angles, Angles
TE page 75
Concept to Evaluate
Evidence to show understanding
of the unit problem
Demonstrate ability to write and
solve proportions of similar figures
Understand of angles created by
intersecting lines and interior
angles of polygons
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Intervention
Reteach/reinforcement and extension activities are provided in the
supplemental section. Some lessons contain extension activities at the
end in both the student and teacher edition. Ideas for intervention are
described within each lesson of the unit. Suggestions are also stated in
lessons where the developer anticipated challenges.
Sample Suggestions in Lessons
Suggestions
Tell students that there is another
triangle that can be created within
their diagram by drawing a line in
order to write a function with
shadows diagram. Show students
where to draw the line if students
can not figure out where to draw
the additional line.
Hint to students that at noon the
sun shadows are at the shortest
length, and sun shadows are
longest in the morning or at dusk
to determine a new variable to
this problem.
Ask students to share methods for
measuring the height of a tree and
choose one method to present.
There are several approaches to
the problem based on similar
trianglesIf this method is
presented, ask What are the
triangles in this diagram? Are they
similar How do you know?
Activity
More Triangles for Shadows
Page 93-94 TE
To Measure a Tree
Page 87-90
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To Measure a Tree
Page 87-90