Lora Kelly Standards: CC.2.1.6.D.1 o Understand ratio concepts and use ratio reasoning to solve problems CC.2.1.7.D.

D.1 o Analyze proportional relationships and use them to solve real-world mathematical problems CC.2.2.7.B.3 o Model and solve real-world and mathematical problems by using and connecting numerical, algebraic and/or graphical representations

Math

Goals/Objectives: Students will be able to measure the length of their feet using a ruler Students will be able to measure the height of themselves and their partners Students will examine the numbers and notice a pattern and understand ratio concepts Students will be able to calculate a proportion of foot length to height using ratio reasoning Materials: Evidence/note folders (passed out at the beginning of class) Pen/pencil Calculator 12 in. ruler Yard stick Recording sheet (provided in folder) Lesson Plan: Hook (10 minutes): Present evidence that weve already studied: o Remember the lab we did yesterday? When we tested the different ink pens, whos pen did we find was used to write the note found in the wastebasket? Discuss the new evidence: o We are going to examine some of the footprints found at the crime scene to see whose footprint was left near the body at the scene of the crime. o Pull out each of the four footprints that were left at the crime scene Discuss the procedure and expectations: o The students will continue working in the groups they were in yesterday o Each group will get one footprint from the suspect o Each student will be asked to work with his/her group to measure the left foot Heel against the wall, use a ruler to measure the length of the foot from the wall to the end of the big toe Upon measuring their left feet, record the length (in.) on the worksheet provided

Lora Kelly

Math

Use a meter stick to measure the heights of the members of the group- record height on worksheet (in.) On the worksheet, the steps are outlined as per how the students should be dividing: Divide the number of inches found of the left foot by the height in inches Multiply by 100, record answer on worksheet Body (20minutes): Students will split up into their groups o Measure each others feet and height (in.) and record on worksheet provided Use 12 inch ruler to measure foot length Use yard stick to measure height Consider a possible pattern found when looking at a proportion of foot length over height of the individual o All four members should record each of their partners feet length as well as height Record on worksheet o Use calculators to calculate proportion of foot length to height Divide inches of foot by inches of height Multiply by 100 Were you able to find an average percentage of foot length to height? What was the average percentage? Use the average percentage to find how tall the suspect was who left the footprint found at the crime scene. o Work in group to measure footprint left at the crime scene Students will need to measure as best they can as the footprints will not be perfect o As the students do not have the height of the suspect who left the footprint, they will need to work together to develop the proportion calculation Students should come up with the proportion calculation of : 15/100 = Length of foot/x Conclusion (10minutes): Students will come together to discuss the evidence as examined o As each of these footprints have come from the same suspect, how tall did each of your groups find the suspect to be? o Now that we know this new information about the suspect, does this change our idea of who may have killed Mr. Monei? In each of the students folders, they have pieces of lined paper o Students will need to record new ideas as to who may have committed the crime o Be sure to tell students to explain why

Lora Kelly

Math

Accommodations: For students who may need extra support: o As there are 4-5 students in each group, there should be enough peer support o On each of the worksheets provided to the students, the process of finding the proportion is written out step-by-step o I will be available to walk around to each of the groups and give individual attention if needed For students who are finished early: o Each of the worksheets has extra spaces for students to measure the foot length and height of more students o Or, students can help others in their groups if they are a bit ahead of the group Anticipation of Student Responses: If a student becomes out-of-hand in the group, he/she will be asked to take a break o This is a school-wide management technique in which the students remove themselves from the group for roughly 15 seconds and return when calm Assessment: Formal: o Students will hand in their worksheets for evaluation Evaluation will be of the students work in terms of whether or not they were able to find and use a proportion calculation Informal: o Students will engage in discussion How will they use the new information to make inferences about who may have killed Mr. Monei? How will they decide what it means when there is conflicting evidence? Did each of the groups find a similar height of the suspect?