MISSING IF YOU HAVE INFORMATION ABOUT Flaherty’s Red Stapler CALL 860.868.5399 Red Stapler Missing From: Planetarium Date Missing: 3/28/11 Date of Birth: 1/18/09 Age: 2 yrs old Sex: unknown Height: 2 inches Weight: 1 lb 2 oz Build: ergonomic design Eyes: none Hair: bald Race: Swingline Complexion: Red CIRCUMSTANCES The stapler was last seen on the orange desk in the planetarium.

CFI: footprint investigation

youtube…Hey where’s my stapler CBS   http://www.youtube.com/embed/qfSAcVq6s9c Office Space

ASSURED PERFORMANCE TASK (APT) MATHEMATICS Ratios 3/23/11 Curriculum: Pre Algebra Teacher: Tara Flaherty, Karen Hennessey, Jacob Butler Title : CFI: footprint investigation Essential Questions relevant to this task: What is a ratio? How do I use ratios and proportions to solve real world problems? Step 1 Of The Cycle Of Learning: Task, Audience and Purpose Your Role: Crime scene investigator The Task: From crime scene data, predict how tall the suspect is. Create a formula, using class data to support your hypothesis. Create the final product that informs the investigating team and prosecutors of your final data. Your final product must include the following: Sketch of crime scene with measurements Supporting data from classroom measurements Conclusion Written components (inform and persuade) Your Audience: Police department and prosecutor’s office How You Intend To Impact Your Audience: Teach / inform your audience. Persuade your audience to take the action you recommend.

Your Audience: Police department and prosecutor’s office How You Intend To Impact Your Audience: Teach / inform your audience. Persuade your audience to take the action you recommend. Background For This Project: As a member of the CSI team, you have collected data from a crime scene. You must use data to make a determination of the height of the suspect. You want your information to lead to an arrest and hold up to cross examination in a court of law. Assessment Of Your Work: Use the attached rubric to assess your own work.

Step 2 Of The Cycle Of Learning: Accessing and Acquiring Information Individual Work From the collection of crime scene data, choose viable data to solve your problem. (critical thinking) http://www.youtube.com/embed/MbmvpRYepMI  to 1:40 CSI crime scene   Group Work Share your decisions about what data are appropriate. (critical thinking) Explain your decisions. (critical thinking)

Crime scene analysis combines the human factor with scientific procedures and methods to interpret what has occurred. While the scientific evidence may speak for itself, it requires human understanding and voices to translate that evidence into a court of law in order to ensure that justice is always served.

Label your crime scene

Step 3 Of The Cycle Of Learning: Processing Information Individual Work List questions that need to be answered from the data chosen. (critical and creative thinking) Group Work Brainstorm options to process the data. (creative thinking) Select and carry out the mathematical process / processes that prepare the data to use in the final product. (critical thinking)

Foot print THE FEET CAN MEASURE THE HEIGHT The bones of the feet can tell a lot about a person. What do feet reveal about a person's height? Forensic anthropologists team up with law enforcers to help solve crimes. Bones of the feet can reveal an interesting fact about an individual. Let's combine math with forensics to see how. Create a spreadsheet. List the individuals name, height, and foot length. Have some adults remove their shoes and measure their height. Measure the length of the adult's left foot from the wall to the tip of the big toe. Examine the numbers. Do you see a pattern? Divide the length of each person's left foot by his/her height. Multiply the quotient by 100. What do you get? You may also want to use the calculator on a computer for this activity. The results of your calculations should be about 15, illustrating that the length of a person's foot is approximately 15 percent of his or her height. Find out the approximate height of each of your classmates by measuring their foot and charting it on a spreadsheet. Use this proportion for your calculations: 15/100 = Length of Foot/x (person's height) When a forensic scientist has the length of a foot, the forensic scientist will be able to approximate the height of the individual. This works best on a full grown individual for the ratio of body parts is slightly different in growing children.

Gathering Adult Data (group work) Name length of left foot (in) height (in) Divide (f/h) Multiply x 100  

CFI Name or Suspect Foot Length in Inches Multiply By Divide By Approximate Height in Inches Height in Feet (Decimal) Height in Feet and Inches Breanna 100 15 12 0.0 Scott Cornel Henry Mike Zach N. Cassidy Zach J. Evan Justin Mr. B Mrs. F Mrs. H Suspect X

Step 4 Of The Cycle Of Learning: Creating Product Individual Work Brainstorm strategies to present the information to the audience. (creative thinking) Select a strategy and plan / draft the final product. (critical thinking) Create the final product that informs and persuades your audience of your recommendation. (critical and creative thinking) Your final product must include the following: Sketch of crime scene with measurements Supporting data from classroom measurements Conclusion Written components (inform and persuade)

Step 5 Of The Cycle Of Learning: Disseminating Product Individual Work Present your final product (critical thinking)

Steps 6, 7, and 8 Of The Cycle Of Learning: Self-Assessment, Self-Evaluation and Self-Regulation (goal setting) Use the rubric to assess your own work. (critical thinking) Reflect on your work and describe one area where you excelled in your work and one area where you can improve your work as a problem solver. (critical and creative thinking) Based on your reflection, make an action plan to improve as a problem solver (critical and creative thinking) Explain your thinking. (critical thinking)