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Millicent (Brown) Powell **KEY CONCEPTS ED 331 Content Specific Lesson Plan Investigation 5.

1 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. Behavioral/Objective a. Students will be able to use shadows and previous knowledge about similar triangles to estimate the height of a real-world object within 5% of the actual height. Anticipatory Set a. Day 1: Missing Part Problems to get the students thinking about similar triangles. i. Students can refer to their Key Concepts Key Chain for guidance on what to do. b. Day 2: Show Spiderman video clip where Peter Parker is trying out his new web powers and hits the side of the building. i. http://www.youtube.com/watch?v=Mk9_340xqeU ii. He hits the building because he didnt think about how tall the building was. c. Create a situation in which the students need to estimate their height of a building i. They are unable to directly measure the height of the building. ii. Ask them how they think they could estimate the height of the building without actually measuring it. Objective/Purpose a. You will use what you know about similar triangles to solve for heights of landmarks. b. You will find unknown heights using shadows casted by the sun. c. You will create drawings to show how you used similar triangles to solve for the height of the landmarks. Input a. Task Analysis (Day 1) i. Anticipatory set ii. Today we are going to learn one way of estimating the height of a building/flag pole/tree using the sun. Today is a sunny day. What do we see on the ground when the sun is shining? **shadows** iii. From your own experiences, what can you say about the shadows that the sun casts? 1. **Length/movement of the shadow as sun moves 2. **Bigger shadow further away from light and vise versa iv. Investigate the relationship between the length of a shadow and the height of an object 1. If it is the same time of day, how will the shadows of two objects compare? 2. **Taller object has longer shadow v. What can you tell then about the relationship between the height of an object and the length of its shadow?

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1. **The length of the shadow depends on the height of the object 2. Assessment of Learning: Create an index card for the Key Concepts Key Chain that describes the relationship between an objects height and its shadow. vi. Imagine we are looking at a flag pole that is casting a shadow. In your mind, make it so that you are standing so that you see the pole and the shadow from the side. Please sketch what you think this would look like on your paper/whiteboard. 1. **Want pole and shadow to be 2 legs of a right triangle vii. Have students share their sketches 1. Select ones that are incorrect first and create discussion why it is or is not correct 2. End with a correct image viii. Create the desired sketch on the board and label the shadow and the pole ix. Lets say I take my meter stick outside and hold it vertical (like this) to the ground. When I do this, what will the sun cause on the ground? 1. **A shadow x. Lets imagine that there is a line connecting the top of our meter stick and the end of the shadow. (Model on the board and with string attached to the meter stick) Do you recognize the shape that is being formed by the stick, the shadow, and the string? xi. Show on the board: I am standing next to our flag pole in front of the school. What do you think will be true about that object, its shadow, and the ray of the sun? 1. **Form a triangle 2. **Similar triangles are formed xii. How could we use the meter stick to find how tall the flag pole is? Could we use similar triangles? xiii. Show the How Tall? video 1. Discuss wit the students how the shadow method in the video works 2. Assessment of Learning: Create an index card for the Key Concepts Key Chain that describes Shadow Technique how to use shadows of a building and a meter stick to find their height of a building. xiv. Assessment of Learning: An idea spinner with the categories: 1. Predict a. What are some other ways we could find the heights on unknown objects? Can we use similar triangles in other ways? 2. Explain a. Why is the shadow method useful? 3. Summarize a. What are the key steps in the shadow method? 4. Connection a. How could you use similar triangles or the shadow method in your life or in another class? b. Task Analysis (Day 2) i. Anticipatory set Spiderman video clip ii. Discuss what Peter Parker forgot to take into account before he jumped off of the building. 1. If he had stayed awake in his 7th grade math class, what would he have done before he jumped? iii. Today we are going to practice finding the height of an actual landmark. iv. Give class directions for going outside to find the height of the school building, a tree, lamppost, or the flagpole. 1. Assign groups of 3 or 4 and assign each of them to which landmark they will investigate. 2. Stay in a certain area

3. One person meter stick 4. One person record measurements 5. One person draw picture on the tablet v. Pass out tablets, computers, or smart phones with drawing software or Geogebra vi. Assessment of Learning: After the students have completed their activity we will return to the classroom to compile their drawings onto my computer and complete a Math Learning Log about the days lesson. c. Thinking Levels i. Knowledge: Recognize relationships between similar triangles ii. Comprehension: Explain the shadow method use to find the height of an unknown object iii. Application: Apply knowledge of similar triangles and characteristics of shadows to find the unknown height of a large object. Also, construct scale drawings of their situation. iv. Analysis: Distinguish between each step of the shadow method and why they each work in that order v. Synthesis: Predict how the shadow method could be used in their lives or in another classroom. Predict other ways to use similar triangles to find unknown heights or distances

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