1. MISSING IF YOU HAVE INFORMATION ABOUT Flaherty’s Red Stapler
CALL
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.

2. CFI: footprint investigation

3. youtube…Hey where’s my stapler CBS
Office Space

4. 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.

5. 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.

6. 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)
 to 1:40 CSI crime scene
Group Work
Share your decisions about what data are
appropriate. (critical thinking)
Explain your decisions. (critical thinking)

7. 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.

9. Label your crime scene

10. 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)

11. 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.

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

13. 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

14. 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)

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

16. 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)