MIAA 360

Shadows- Curriculum Analysis

By Amy Schmerer

CCCSSM Standards Alignment

The Shadows curriculum consists of twenty-seven days of lesson plans giving the
students the opportunity to apply mathematics skills to real-world scenarios in an
interesting and fun way. The curriculum includes many concepts and skills tied to 6th-9th
grade common core mathematics standards, as outlined in the table below. Throughout
the Shadows unit, students will build skills related to geometry such as dilation, similar
figures, Pythagorean theorem, along with ratio concepts and proportional relationships.
Theunitopenswiththequestion"Howcanyoupredictthelengthofashadow?"Students
conductexperiments,isolateimportantvariablesandmakepredictions.Inorderto
understandshadowsandthedatatheyhavefound,studentslearnsomegeometry.
Studentsworkwithavarietyofconcreteobjectstocometoanunderstandingofsimilar
polygons,especiallysimilartriangles.Theythenreturntotheproblemoftheshadow,
applyingtheirknowledgeofsimilartrianglesandusinginformalmethodsforsolving
proportionstodevelopageneralformula.
Inthelastpartoftheunit,studentslearnaboutthethreeprimarytrigonometricfunctions:
sine,cosine,andtangent,astheyaredefinedforacuteangles,andapplythesefunctions
toproblemsoffindingheightsanddistances.

Standards Standard Wording

6.RP.1
Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities.
Understand the concept of a unit rate a/b associated with a ratio
6.RP.2

7.RP.2

7.RP.3

7.G.1
7.G.2

7.G.5
8.G.2

8.G.3

a:b with b _0, and use rate language in the context of a ratio
relationship. For example, This recipe has a ratio of 3 cups of
flour to 4 cups of sugar, so there is cup of flour for each cup of
sugar. We paid $75 for 15 hamburgers, which is a rate of $5 per
hamburger.1
Recognize and represent proportional relationships between
quantities.
a. 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.
b. Identify the constant of proportionality (unit rate) in tables,
graphs, equations, diagrams, and verbal descriptions of
proportional relationships.
c. Represent proportional relationships by equations. For
example, if total cost t is proportional to the number n of items
purchased at a constant price p, the relationship between the
total cost and the number of items can be expressed as t = pn. D.
Explain what a point (x, y) on the graph of a proportional
relationship means in terms of the situation, with special attention
to the points (0, 0) and (1, r) where r is the unit rate.
Use proportional relationships to solve multistep ratio and percent
problems. Examples: simple interest, tax, markups and
markdowns, gratuities and commissions, fees, percent increase
and decrease, percent error.
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 construct-ing
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.

Understandthatatwodimensionalfigureiscongruenttoanotherifthe
secondcanbeobtainedfromthefirstbyasequenceofrotations,reflections,
andtranslations;giventwocongruentfigures,describeasequencethat
exhibitsthecongruencebetweenthem.
Describetheeffectofdilations,translations,rotations,andreflectionson
twodimensionalfiguresusingcoordinates.

8.G.4

8.G.5

8.G.6
8.G.7
8.EE.5

8.EE.6

8.EE.7

8.EE.8

G.SRT.1

Understandthatatwodimensionalfigureissimilartoanotherifthesecond
canbeobtainedfromthefirstbyasequenceofrotations,reflections,
translations,anddilations;giventwosimilartwodimensionalfigures,
describeasequencethatexhibitsthesimilaritybetweenthem.
Useinformalargumentstoestablishfactsabouttheanglesumandexterior
angleoftriangles,abouttheanglescreatedwhenparallellinesarecutbya
transversal,andtheangleanglecriterionforsimilarityoftriangles.For
example,arrangethreecopiesofthesametrianglesothatthesumofthe
threeanglesappearstoformaline,andgiveanargumentintermsof
transversalswhythisisso.
ExplainaproofofthePythagoreanTheoremanditsconverse.
ApplythePythagoreanTheoremtodetermineunknownsidelengthsinright
trianglesinrealworldandmathematicalproblemsintwoandthree
dimensions
Graphproportionalrelationships,interpretingtheunitrateastheslopeof
thegraph.Comparetwodifferentproportionalrelationshipsrepresentedin
differentways.Forexample,compareadistancetimegraphtoadistance
timeequationtodeterminewhichoftwomovingobjectshasgreaterspeed.
Usesimilartrianglestoexplainwhytheslopemisthesamebetweenany
twodistinctpointsonanonverticallineinthecoordinateplane;derivethe
equationy=mxforalinethroughtheoriginandtheequationy=mx+b
foralineinterceptingtheverticalaxisatb.
Solvelinearequationsinonevariable.
a.Giveexamplesoflinearequationsinonevariablewithonesolution,
infinitelymanysolutions,ornosolutions.Showwhichofthesepossibilities
isthecasebysuccessivelytransformingthegivenequationintosimpler
forms,untilanequivalentequationoftheformx=a,a=a,ora=bresults
(whereaandbaredifferentnumbers).
b.Solvelinearequationswithrationalnumbercoefficients,including
equationswhosesolutionsrequireexpandingexpressionsusingthe
distributivepropertyandcollectingliketerms.
Analyzeandsolvepairsofsimultaneouslinearequations.
a.Understandthatsolutionstoasystemoftwolinearequationsintwo
variablescorrespondtopointsofintersectionoftheirgraphs,becausepoints
ofintersectionsatisfybothequationssimultaneously.
b.Solvesystemsoftwolinearequationsintwovariablesalgebraically,and
estimatesolutionsbygraphingtheequations.Solvesimplecasesby
inspection.Forexample,3x+2y=5and3x+2y=6havenosolution
because3x+2ycannotsimultaneouslybe5and6.
c.Solverealworldandmathematicalproblemsleadingtotolinear
equationsintwovariables.Forexample,givencoordinatesfortwopairsof
points,determinewhetherthelinethroughthefirstpairofpointsintersects
thelinethroughthesecondpair.
Verifyexperimentallythepropertiesofdilationsgivenbyacenterandascale

factor:
a.Adilationtakesalinenotpassingthroughthecenterofthedilationtoaparallel
line,andleavesalinepassingthroughthecenterunchanged.

G.SRT.2

b. The dilation of a line segment is longer or shorter in the ratio

given by the scale factor.
Giventwofigures,usethedefinitionofsimilarityintermsofsimilarity
transformationstodecideiftheyaresimilar;explainusingsimilarity
transformationsthemeaningofsimilarityfortrianglesastheequalityofall
correspondingpairsofanglesandtheproportionalityofallcorrespondingpairsof
sides

G.SRT.3

UsethepropertiesofsimilaritytransformationstoestablishtheAngleAngle(AA)
criterionfortwotrianglestobesimilar.

G.SRT.4

Provetheoremsabouttriangles.Theoremsinclude:alineparalleltoonesideofa
triangledividestheothertwoproportionally,andconversely;thePythagorean
Theoremprovedusingtrianglesimilarity

G.SRT.5

Use congruence and similarity criteria for triangles to solve

problems and to prove relationships in geometric figures.
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.

G.SRT.6

Common Core Math Practice Standards are embedded in every lesson and homework
task throughout the curriculum. Below is and sample of where the practices are
addressed.
Standards for Mathematical Practice
The Shadows Unit has opportunities for students to demonstrate evidence of all eight
Mathematical Practice Standards. Below some examples are identified:
MPS
Evidence/Lesson/Task
1. Make sense of
There are four POWS (problems of the week). These are of
problems and
high cognitive demand and require independent perseverance.
persevere in solving
Most of the lessons in this curriculum.
them.
2. Reason abstractly Defining variables on page 5-6 student text, Shadow Data
and quantitatively.
gathering Task p. 13
3. Construct viable
Class discourse following: Draw the Same Shape p. 18-19, the
arguments and
Statue of Libertys Nose p. 21, Whats Possible p. 42
critique the reasoning

of others.
4. Model with
mathematics.
5. Use appropriate
tools strategically.
6. Attend to precision

Shadow Model p. 8 student text, Draw the same Shape p. 18,

Inventing Rules p. 31, A Shadow of a Doubt p. 57
Angle Observations p. 45, Bouncing Light p. 53

Throughout curriculum. Measuring variables p. 6, Draw the

same Shape p. 18, How to Shrink It p. 20
7. Look for and make More about Windows p. 16, To measure a Tree p. 58,
use of structure.
8. Looks for and
Make it Similar p. 22, Ins and Outs of Proportion p. 27
expresses regularity
in repeated reasoning.
Learning Trajectory:
Students K-3 and 4-7 will need the foundational mathematical knowledge listed below in
order to be successful in the Shadows curriculum. On completion of the Shadows
curriculum, students should have the foundational skills also noted below needed for
high-school geometry.
Grade K-3
Standards
K.MD.2

Standard Overview

K.G.4

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).
Organize, 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.

1.MD.4

Directlycomparetwoobjectswithameasurableattributeincommon,tosee
whichobjecthasmoreof/lessoftheattribute,anddescribethedifference.
Forexample,directlycomparetheheightsoftwochildrenanddescribeonechild
astaller/shorter.

1.G.1
Distinguishbetweendefiningattributes(e.g.,trianglesareclosedandthree
sided)versusnondefiningattributes(e.g.,color,orientation,overall
size);buildanddrawshapestopossessdefiningattributes.
2.NBT.4
Comparetwothreedigitnumbersbasedonmeaningsofthehundreds,tens,

andonesdigits,using>,=,and<symbolstorecordtheresultsof
comparisons.
2.MD.1
Measurethelengthofanobjectbyselectingandusingappropriatetools
suchasrulers,yardsticks,metersticks,andmeasuringtapes.
2.MD.4
Measuretodeterminehowmuchlongeroneobjectisthananother,
expressingthelengthdifferenceintermsofastandardlengthunit.
2.G.1
Recognizeanddrawshapeshavingspecifiedattributes,suchasagiven
numberofanglesoragivennumberofequalfaces.5Identifytriangles,
quadrilaterals,pentagons,hexagons,andcubes.
3.MD.4
Generatemeasurementdatabymeasuringlengthsusingrulersmarkedwith
halvesandfourthsofaninch.Showthedatabymakingalineplot,
wherethehorizontalscaleismarkedoffinappropriateunitswhole
numbers,halves,orquarters.
3.G.1
Understandthatshapesindifferentcategories(e.g.,rhombuses,rectangles,
andothers)mayshareattributes(e.g.,havingfoursides),andthatthe
sharedattributescandefinealargercategory(e.g.,quadrilaterals).
Recognizerhombuses,rectangles,andsquaresasexamplesof
quadrilaterals,anddrawexamplesofquadrilateralsthatdonotbelong
toanyofthesesubcategories.
Grade 4-7
Standards

StandardOverview

4.NBT.2
Readandwritemultidigitwholenumbersusingbasetennumerals,
numbernames,andexpandedform.Comparetwomultidigitnumbers
basedonmeaningsofthedigitsineachplace,using>,=,and<
symbolstorecordtheresultsofcomparisons.
4.MD.5
Recognizeanglesasgeometricshapesthatareformedwherevertworays
shareacommonendpoint,andunderstandconceptsofangle

measurement:
a.Anangleismeasuredwithreferencetoacirclewithitscenteratthe
commonendpointoftherays,byconsideringthefractionofthe
circulararcbetweenthepointswherethetworaysintersectthecircle.
Ananglethatturnsthrough1/360ofacircleiscalledaonedegree
angle,andcanbeusedtomeasureangles.
b.Ananglethatturnsthroughnonedegreeanglesissaidtohavean
anglemeasureofndegrees.
4.MD.6
Measureanglesinwholenumberdegreesusingaprotractor.Sketchangles
ofspecifiedmeasure.
4.MD.7
Recognizeanglemeasureasadditive.Whenanangleisdecomposedinto
nonoverlappingparts,theanglemeasureofthewholeisthesumofthe
anglemeasuresoftheparts.Solveadditionandsubtractionproblemsto
findunknownanglesonadiagraminrealworldandmathematical
problems,e.g.,byusinganequationwithasymbolfortheunknown
anglemeasure.
4.G.1
Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),and
perpendicularandparallellines.Identifytheseintwodimensional
figures.
4.G.2
Classifytwodimensionalfiguresbasedonthepresenceorabsenceof
parallelorperpendicularlines,orthepresenceorabsenceofanglesofa
specifiedsize.Recognizerighttrianglesasacategory,andidentify
righttriangles.(Twodimensionalshapesshouldincludespecial
triangles,e.g.,equilateral,isosceles,scalene,andspecialquadrilaterals,
e.g.,rhombus,square,rectangle,parallelogram,trapezoid.)
5.G.3
Understandthatattributesbelongingtoacategoryoftwodimensional
figuresalsobelongtoallsubcategoriesofthatcategory.Forexample,
allrectangleshavefourrightanglesandsquaresarerectangles,soall
squareshavefourrightangles.
5.G.4
Classifytwodimensionalfiguresinahierarchybasedonproperties.

6.G.1
Findtheareaofrighttriangles,othertriangles,specialquadrilaterals,and
polygonsbycomposingintorectanglesordecomposingintotriangles
andothershapes;applythesetechniquesinthecontextofsolvingreal
worldandmathematicalproblems.
7.G.1
Solveproblemsinvolvingscaledrawingsofgeometricfigures,including
computingactuallengthsandareasfromascaledrawingand
reproducingascaledrawingatadifferentscale.
7.G.2
Draw(freehand,withrulerandprotractor,andwithtechnology)geometric
shapeswithgivenconditions.Focusonconstructingtrianglesfrom
threemeasuresofanglesorsides,noticingwhentheconditions
determineauniquetriangle,morethanonetriangle,ornotriangle.
7.G.5
Usefactsaboutsupplementary,complementary,vertical,andadjacent
anglesinamultistepproblemtowriteandsolvesimpleequationsfor
anunknownangleinafigure.
8.G.1

Verifyexperimentallythepropertiesofrotations,reflections,and
translations:
a.Linesaretakentolines,andlinesegmentstolinesegmentsofthesame
length.
b.Anglesaretakentoanglesofthesamemeasure.
c.Parallellinesaretakentoparallellines.

Geometry
Standards
G.CO.1

StandardOverview
Knowprecisedefinitionsofangle,circle,perpendicularline,parallelline,andline
segment,basedontheundefinednotionsofpoint,line,distancealongaline,and

distancearoundacirculararc.

G.CO.2

Representtransformationsintheplaneusing,e.g.,transparenciesandgeometrysoftware;
describetransformationsasfunctionsthattakepointsintheplaneasinputsandgive

otherpointsasoutputs.Comparetransformationsthatpreservedistanceandangle

tothosethatdonot(e.g.,translationversushorizontalstretch).

G.CO.4

Developdefinitionsofrotations,reflections,andtranslationsintermsofangles,circles,
perpendicularlines,parallellines,andlinesegments.

G.CO.5

Givenageometricfigureandarotation,reflection,ortranslation,drawthetransformed
figureusing,e.g.,graphpaper,tracingpaper,orgeometrysoftware.Specifya

sequenceoftransformationsthatwillcarryagivenfigureontoanother.

G.CO.6

Usegeometricdescriptionsofrigidmotionstotransformfiguresandtopredicttheeffect
ofagivenrigidmotiononagivenfigure;giventwofigures,usethedefinitionof

congruenceintermsofrigidmotionstodecideiftheyarecongruent.

G.CO.7

Usethedefinitionofcongruenceintermsofrigidmotionstoshowthattwotrianglesare
congruentifandonlyifcorrespondingpairsofsidesandcorrespondingpairsof

anglesarecongruent.

G.CO.8

Explainhowthecriteriafortrianglecongruence(ASA,SAS,andSSS)followfromthe
definitionofcongruenceintermsofrigidmotions.

G.CO.9

Provetheoremsaboutlinesandangles.Theoremsinclude:verticalanglesarecongruent;
whenatransversalcrossesparallellines,alternateinterioranglesarecongruentand
correspondinganglesarecongruent;pointsonaperpendicularbisectorofalinesegment
areexactlythoseequidistantfromthesegmentsendpoints.

G.CO.10

Provetheoremsabouttriangles.Theoremsinclude:measuresofinterioranglesofa

G.CO.11

Provetheoremsaboutparallelograms.Theoremsinclude:oppositesidesare

G.CO.12

Makeformalgeometricconstructionswithavarietyoftoolsandmethods(compassand
straightedge,string,reflectivedevices,paperfolding,dynamicgeometricsoftware,

trianglesumto180;baseanglesofisoscelestrianglesarecongruent;the
segmentjoiningmidpointsoftwosidesofatriangleisparalleltothethirdside
andhalfthelength;themediansofatrianglemeetatapoint.

congruent,oppositeanglesarecongruent,thediagonalsofaparallelogram
bisecteachother,andconversely,rectanglesareparallelogramswithcongruent
diagonals.

etc.).Copyingasegment;copyinganangle;bisectingasegment;bisectingan
angle;constructingperpendicularlines,includingtheperpendicularbisectorofa
linesegment;andconstructingalineparalleltoagivenlinethroughapointnot
ontheline.

G.SRT.1

Verifyexperimentallythepropertiesofdilationsgivenbyacenterandascale
factor:
a.Adilationtakesalinenotpassingthroughthecenterofthedilationtoaparallel
line,andleavesalinepassingthroughthecenterunchanged.

b.Thedilationofalinesegmentislongerorshorterintheratiogivenbythescale
factor.

G.SRT.2

Giventwofigures,usethedefinitionofsimilarityintermsofsimilarity
transformationstodecideiftheyaresimilar;explainusingsimilarity
transformationsthemeaningofsimilarityfortrianglesastheequalityofall
correspondingpairsofanglesandtheproportionalityofallcorrespondingpairsof
sides

G.SRT.3

UsethepropertiesofsimilaritytransformationstoestablishtheAngleAngle
(AA)criterionfortwotrianglestobesimilar.

G.SRT.4

Provetheoremsabouttriangles.Theoremsinclude:alineparalleltoonesideofa
triangledividestheothertwoproportionally,andconversely;thePythagorean
Theoremprovedusingtrianglesimilarity.

G.SRT.5

Usecongruenceandsimilaritycriteriafortrianglestosolveproblemsandtoprove
relationshipsingeometricfigures.

G.SRT.6

Understandthatbysimilarity,sideratiosinrighttrianglesarepropertiesofthe
anglesinthetriangle,leadingtodefinitionsoftrigonometricratiosforacute
angles.

G.SRT.7

Explainandusetherelationshipbetweenthesineandcosineofcomplementary
angles.

G.SRT.8

UsetrigonometricratiosandthePythagoreanTheoremtosolverighttrianglesin
appliedproblems.Deriveandusethetrigonometricratiosforspecialright
triangles(30,60,90and45,45,90).CA

G.SRT.9

(+)DerivetheformulaA=1/2absin(C)fortheareaofatrianglebydrawingan
auxiliarylinefromavertexperpendiculartotheoppositeside.

G.SRT.10

(+)ProvetheLawsofSinesandCosinesandusethemtosolveproblems.

G.SRT.11

(+)UnderstandandapplytheLawofSinesandtheLawofCosinestofind
unknownmeasurementsinrightandnonrighttriangles(e.g.,surveyingproblems,
resultantforces).

Discourse:
The Shadows curriculum requires extensive oral and written communication. The
students work in a variety of groupings and the curriculum provides the teacher with
appropriate times to change the groupings. It is suggested to group and regroup on page

3 and page 103 in the Teachers Guide. The table below provides examples of lessons
and tasks that are of varied levels of cognitive demand as well as questions that
encourage students critical thinking. All levels of DOK and Blooms Taxonomy are
embedded in the curriculum.
Cognitive Demand
Task
The Sun Shadow Problem

Page # Varied Cognitive Demand Within Task:

64
What does the length of a sun shadow depend on?
What are the relevant variables? At what time of
day would a shadow be the longest, and when
would it be the shortest and why?
In and Outs of Proportion 27
Compare the ratios. Form another pair of similar
triangles. What do you conclude? Find as many
pairs of equal ratios as you can.
Inventing Rules
31
Solve for x when x/5=7. For each ratio, draw a pair
of similar triangles with side lengths that would
create ratios in the proportion. Use any method
you wish to solve for the unknown number in this
proportion and draw a pair of similar triangles the
would reflect this proportion.
A Shadow of a Doubt
57
What triangles do you see in the diagram? Which
of them are similar? Why must these triangles be
similar? Use you knowledge of similar triangles to
write an equation that expresses a relationship
among the four variables.
POW 16
61
Explain what a spiralateral is and how it is formed.
Show the results of some of the specific examples
you investigated. Include diagrams as appropriate.
What patterns did you notice? Summarize your
conclusions and justify as fully as you can.
Preplanned Questions to Encourage Critical Thinking
Task
Page # Questions:
What is a Shadow?
4 TE
What causes shadows?
Defining Variables
12 TE What variables did you consider?
Experimenting with
18 TE What conclusions did your group reach from its
Shadows
experiments?
Whats Possible
42
Can any three numbers be the lengths of the sides
of a triangle?
Draw the Same Shape
19
How can you create a diagram that has exactly the
same shape as a given one?
Ins and Outs of Proportion 27
What do you conclude?
Why are Triangles
37
Is this possible?

Special?
Are Angles Enough

39

In Proportion

41

Did the triangles all come out congruent? Were

they all similar? Why or Why not?
How might the numbers change? Explain your
thinking.
Why must they be similar?

Now You See It, Now You 54

Dont
Opportunities for Varied Group Configurations and Collaboration
P. 3 of teachers guide says to put students into heterogeneous/random groups to
complete daily tasks
P. 3 of teachers guide also recommends forming new such groups on Day 14
Homework is individual after the group work of the day
Whole class discussions ensure students have some sort of plan to complete their
individual homework assignments.
Students share homework findings in their groups to prepare for group work of
the day
Groups share their findings with the whole class and compare results
Groups work in partner teams to complete some tasks
Assessment:
Both formative and summative assessments are embedded in the Shadows curriculum. I
believe the assessment opportunities are both ample and appropriate. They provide the
teacher enough information in a timely manner to clearly identify which students need
further assistance/guidance or individual/small group remediation with a certain
concept/skill. These assessments also identify which students would benefit from
enrichment opportunities. Examples of the embedded assessments are shown in the
following table.
Formative assessments include:

In class work tasks

Daily Homework Assignments
Problems of the Week
Supplemental math problems in Appendix A
Suggested Questions in the Teachers Edition throughout entire unit of study
which check for understanding

Oral Presentations of daily activities or POWs

Student Portfolios p. 99-100 in student edition

Summative assessments include:

End of unit assessments

Final in class assessments found in Appendix B of TE
Take home assessments found in Appendix B of TE
Student Portfolios p. 99-100 in student edition

Differentiation:
The Shadows unit has ample tools and strategies embedded in the curriculum to provide
differentiated learning opportunities for all students. There are specific questions,
lessons, and/or activities to provide support for struggling learners as well as
opportunities for enrichment for gifted learners. In the Teachers Guide, both
reinforcements and extensions are available in Appendix A. The Teachers Guide also
includes asides on nearly every page of the curriculum. Teachers are shown how to
locate asides on p. xv of the Teachers Guide. Asides are ideas outside the main thrust
of the discussion. They include background information, refinements or subtle points
that may be useful or of interest to only particular students. They also include ways for
the teacher to fill in the gaps in understanding the main ideas and suggestions about when
to bring in a particular concept. Examples of differentiated tasks are shown in the
following table.
Examples of Intervention and Differentiation for All Learners
Embedded Strategies to assist English Learners
Ample collaboration engaging students in dialogue with others in daily tasks (e.g.
p. 27-29 Teachers Guide)
Ample productive language opportunities in oral presentations

Interpretive use of language in homework and POWs

Post This Teacher co-creates vocabulary/concept charts/models gained from
students collaboration and classroom discourse (e.g. p. 12-13, 20-21 of Teachers
Guide)
Groups preview and discuss homework and devise plans collaboratively and share
out in class (e.g. p. 34 of Teachers Guide)
Embedded Strategies for Special Education and/or Gifted Learners
Appendix A includes both reinforcement and enrichment opportunities (p. 203233 in Teachers Guide)
The Problems of the Week provide extension and enrichment (e.g. p.438-439
student edition)
The Aside teacher boxes provide support and background knowledge for guided
groups (e.g. p. 138 of Teachers Guide)
Tasks are naturally differentiated as students work through a progression of
difficulty of the tasks. (e.g. p. 444-445 student edition)
Students with greater understanding of concepts do more in depth work and
develop formulas and proofs. Others complete tasks by trial and error and further
experimentation. (e.g. p. 13 of Teachers Guide)