Table of Contents

1) Opening Activity - Andre..2

2) Lessons

a) Paying your admission fees - Amusement Park (SLO: 7.N.2) - Melanie......4

b) Number Crime at the Amusement Park (SLO: 7.N.7) - Andre....6

c) Kidnapping at the Amusement Park (SLO: 7.SS.1) - Steven.11

d) Plotting Points on a Cartesian Plane (SLO: 7.SS.4) - Jenn...15

e) Murderous Mean (SLO: 7.SP.1) - Courtney..18

f) Who Killed Mr. Mort Tality? (SLO: 7.SP.3) - Pasc....22

g) Using Tables and Graphs to Investigate (SLO: 7.PR.2) - Jenn..31

h) Decipher the Clues! (SLO: 7.PR.7) - Josh...35

3) Closing Activity - Steven....40

4) Connections - Pasc.41

5) Evaluation and Assessment - Courtney..43

6) Resources.45

1
 Opening Activity

Opening Activity
The day before we begin our CSI thematic unit, the teacher will inform the students that it is to
their benefit to watch an episode of the hit TV show CSI and report back on the following:
1.What did you notice or learn about crime scene investigators while watching an episode of
CSI?
2.What discipline (subjects) do you think are vital to crime scene investigators?
3.Do they use math to solve a crime? Why or why not?
When the students return the next day we will have a short class discussion about the 3
previous questions to get all the students excited and engaged in todays lesson.
After the class discussion the teacher will read out loud parts of the following article: CSI
Careers How Real is TV. This will help to clarify the differences between fact & fiction.
After the article has been read out loud each student will be presented with the following
materials in order to solve a multitude of crime scenes prepared by the teacher.
Students CSI material:
1ID Badge
2.Gloves
3.CSI Kit: ruler, pencil, graph paper, tweezers, plastic bags, tape, and investigator files
(worksheets)

After solving each crime, the students must present their investigator files to the teacher,
allowing the teacher to ensure that they understand the material.

2
 Student Badge

Crime Scene Investigator

Name:

Grade:

Badge #:
Birthday:
Student ID

3
 Paying Admission at the Gates - Amusement Park

Outcomes Addressed
GLO: Develop Number Sense

SLO: Grade 7 - 7.N.2

Demonstrate an understanding of the addition, subtraction, multiplication and division of
decimals to solve problems.
Mental Mathematics and Estimation (ME)
Problem Solving (PS)
Using Technology (T)

Lesson Purpose:
In this lesson students will practice their skills using money(Decimal Numbers). They will solve
their own admission problems as they pay into the amusement park. They will not be paying into
the amusement park individually but in groups. They will have to problem solve together how
much money they need to pay in as a group depending on the number of people in their group
and their personal characteristics and likes.

Materials Needed:
Students will need their mental math skills, pen and paper to show their work, and the teacher
will provide play money for the groups.

Activating: (5-7mins)
Students can work in groups of three(3) or four(4), each group will be given $40.00 in play
money. The money will be in different amounts of bills and coins. The students will be asked to
get into groups of three or four. The teacher will ask them to estimate about how much money
they may need to pay into the amusement park. They will not know the prices yet of the gate
admission. Together the students must make an educated guess of how much each person will
have to pay and multiply it by the number of students in their group. They can write down their
answers and we will compare the actual price and their estimated price afterwards.

Acquiring: (10mins)
Students can now problem-solve together how much money is needed for them to get into the
amusement park. The price of gate admission varies by students personal characteristics.
For each attribute the price goes up for each individual student. Each student will have a
different amount to pay as everyone is different. They then must combine their individual gate
admission and add them all together. There will be different ways of figuring out their gate
admission. They could count how many people have blue eyes and multiply the two numbers.
Students will be asked to write down their strategy of how they solved their gate admission
problem.

Color of Hair: Color of Eyes:

Blonde Hair $0.25 * Blue eyes $1.00
Brown Hair $0.35 * Black eyes $2.00
Red Hair $0.45 * Brown eyes $3.00
Black Hair $0.50 * Green eyes $4.00
Grey Hair $0.75 * Grey eyes $5.00
4
 * Hazel eyes $6.00
Hobbies:
Hockey $0.28 *Dance $0.36
Baseball $0.30 *Art/Painting/Drawing $0.38
Football $0.32 *Reading $0.40
Golf $0.32 *Writing $0.42
Soccer $0.34 *Technology $0.44

For each characteristic the students can add, subtract, multiply or divide the numbers within
their group to figure out how much money they need to pay in. The students can hand in their
work for the teacher to assess.

Applying: (10mins)
The students can now work together on their word problems the teacher provides for them.
They will be given play money with different items to purchase while inside the amusement
park. Students will stay in groups throughout the activity and work collaboratively. Items will vary
in price and the amounts will vary for each group. For example: one group may have to buy 5
stuffed teddy bears at $2.65 and also buy 8 balloons at $1.85. The task cards will be different
for each group so each group will have different items to buy and all groups will have different
answers. They must show their work on how they solved their problem.

Differentiation of Learning:
In this lesson students will learn to work together as a team. Each student will have something
personal to contribute to the gate admission prices, this will keep them actively engaged.
Collaboration will be helpful in this task.

Adaptations:
For the students who have not yet mastered the skill of basic addition and subtraction of
decimal numbers this group can use the prices for hair color and eye color only, omitting the
hobbies category.

Opportunity of Assessment:
The students will work together to work through their gate admission problem. The teacher can
observe and listen to the students as they work through their problem. Listening for cues of
where students may be struggling. The students will also be handing in their papers after the
lesson so the teacher can assess who understands the concepts of addition, subtraction,
multiplication and division of decimal numbers or working with money.

Connection/Real World Application:

Students will learn how to use, handle and manage money through this lesson. Managing
money is part of everyday life and by teaching students at a young age how to do the basics
with money will help them as adults. Money and decimal numbers up to two places are two
concepts that work well together and by using a plan such as this students do not realize they
are learning and gaining skills for adult life.

Source: Manitoba Education Curriculum Guide - Grade 7 Math - Number Strand

5
 Number Crime at the Amusement Park

CSI at the Amusement Park

Outcomes addressed
GLO
Develop number sense
SLO
7. N.7: Compare and order fractions by using equivalent fractions

Lesson purpose
During this lesson students will work on their problem solving, mental math and
visualization skills.

Materials Required
The materials required for this lesson are the following: a mock crime scene,
investigator files (worksheets), suspect list, individual whiteboards and dry eraser
markers.

Teaching & Learning Activities (60 minutes)

Activating (5-10 minutes)

The teacher will read out loud the crime that occurred at the amusement park, the mock
crime scene should already be set up prior to the students arriving to class. This will
help to set the mood and promote student excitement and engagement during class.

Acquiring (10-20 minutes)

After the students settle down, the following lesson about comparing and ordering
fractions using equivalent fractions will be taught: The teacher will use the whiteboard to
deliver this lesson to the student and demonstrate with an example. After the teacher
has gone through the example on the whiteboard, the students will each grab a
whiteboard and completed examples on their own to ensure that all of the students
understand the concept of equivalent fractions.

Applying (30-45 minutes)

Once the lesson is completed the students will apply their newly acquired knowledge,
mental math and previously learned math knowledge to solve the Number Crime at the
Amusement Park. Before students leave the class they will be required to hand in their
investigator files (worksheets).

6
Differentiation of Learning
During this lesson students will expand their mathematical vocabulary. They will work
on and improve their logical problem solving skills and work on inter and intrapersonal
skills.

Adaptations
For those students who are struggling or weaker in math than the rest of the class, the
teacher or EA will provide them with support throughout the whole lesson or for parts of
it. Another option is if the teacher is aware beforehand that some students may struggle
with this concept or lesson, the teacher may then change the numbers in the problems
to ensure that they are more at that students level.

Opportunity for Assessment

Formative Assessment: At the end of the lesson, students will hand in their investigator
files. This will allow the teacher to evaluate individual students work to determine who
understands the concept.
Summative Assessment: While the students are engaged in the applying part of the
lesson the teacher will circulate around the classroom and observe individual students
working on their worksheets and will listen for proper usage of vocabulary.

Connection/Real World Application

See connection/real world application section

Source
https://sharemylesson.com/teaching-resource/number-csi-solve-crime-177424
Adapted by Andre Huberdeau

7
 Number Crime at the Amusement Park
Investigator Files
A crime has been committed by one of 6 suspects below. You have been brought in as
a crime scene investigator. You should analyse the evidence provided to eliminate 5 of
the 6 suspects. You will need to be ready to present your findings to the chief inspector
in 30-45 minutes. Good Luck!

Suspect List

Evidence Suspect Suspect Suspect Suspect Suspect# Suspect#

#1 #2 #3 #4 5 6

Deadly
Poison

Strange
Fibres

Time
Window

o Place an X on the suspect if the evidence clears him of the crime.

8
Evidence #1: Deadly Poison
During your primary investigations at the Amusement Park you found that a deadly
poison was found in the victims popcorn. You determine that the poison was made up
of Calculum, Numberon and Patatorion in the ratio of 2:3:5. All 6 suspects had
concentration of the 3 poisons in their home. Eliminate any suspects who do not have
enough of the deadly quantity.
Suspect Calculum Numberon Patatorion

1 4 4 8

2 1 2 10

3 2.5 4 7

4 2 2 2

5 3 6 9

6 12 15 5

Evidence #2: Strange Fibre

While you were examining the body you notice some strange fibres attached to the
victim's clothing. Upon further analysis the crime scene laboratory determine that the
fibres were made up of cotton, polyester and angora. The lab analysed all of the
suspects clothing and found the following results. Eliminate any suspects that do not
have the correct fibre proportions: cotton polyester angora.
Fibres Suspect Suspect Suspect Suspect Suspect Suspect
#1 #2 #3 #4 #5 #6

1 1 1 2 1 1
5 2 2 3 5 2
Cotton

2 3 3 2 1 1
5 11 4 9 7 3
Polyester

1 2 2 3 2 2
7 5 5 7 15 7
Angora

9
Evidence #3: Time Window

Upon further analysis of the crime scene you determined that the suspect only had 36
minutes during lunchtime to poison the victims popcorn. After the police interviewed
each of the suspects they came up with the following data:

Suspect 1 left at 12:45pm and return at 1:00pm.

Suspect 2 left at 14:00pm and return at 15:02pm.

Suspect 3 left at 12:25pm and return at 13:01pm.

Suspect 4 left at 13:06pm and return at 14:01pm.

Suspect 5 left at 12:15pm and return at 12:30pm.

Suspect 6 left at 13:31pm and return at 14:11pm.

Eliminate any suspects who didnt have enough time to commit the crime.

Who is the suspect? Justify your answer using the evidence.

10
 Kidnapping at the Amusement Park

UNIT: CSI at the Amusement Park

DATE AND CLASS: TBD
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Outcomes Addressed:
GLO: Use direct or indirect measurement to solve problems.
SLO: Demonstrate an understanding of circles by: describing the relationships among radius,
diameter, and circumference of circles; relating circumference to pi; determining the sum of the
central angles; constructing circles with a given radius or diameter; and solving problems
involving the radii, diameters, and circumferences of circles
SKILLS: Communication, Connections, Reasoning, and Visualization
*The purpose of this lesson is to build students knowledge on circles and their attributes.
*The student will be able to describe the relationship between the attributes of the circle in
reference to Pi. They will also be able

Materials Required:
SmartBoard, large protractor, one copy of the assignment for each student, a compass for
students to draw with.

Teaching and Learning Activities ( minute lesson):

Activating (10 min): Read through mystery sheet and clues then have students brainstorm
what they need to find out about circles to solve the mystery. (How to find circumference;
Relations between radius, diameter, and circumference;
Acquiring (35 min): Pull up a diagram of a circle on the SmartBoard for the students to look at.
Describe each term (Circumference, diameter, and radius) one at a time and have student
volunteers come up to the board to label the circle with each of the terms. Discuss and
pictorially represent the relationship between radius and diameter on the board. Discuss the
relationship between radius and circumference introducing the concepts of pi and the formula
C=2R. Finish by showing students that central angles of a circle add to 360 degrees. Provide
some examples of central angles on the board for student volunteers to come up and measure.
Applying (15 min): Have the students work in groups to solve the mystery while you walk
around and help students. Once the groups have found the trailer number, reveal the final step
to solving the mystery; the kidnappers trailer is locked and requires a key in the shape of a
circle that has a diameter 16 centimeters. Have students draw and cut out the key to find the
kidnapped child.

Differentiation of Instruction:
This lesson considers different types of learners: Oral (Teacher instruction), Visual
(SmartBoard, Assignment), Kinesthetic (Student volunteers on SMARTboard), Verbal (giving
directions for labeling and measuring), Logical (mathematical content), Social (group work
section), Solitary (independent note taking).

11
Adaptations: Below level or struggling students will be encouraged to work with their groups to
solve the mystery. The teacher or EA should also be available to help the groups.

Opportunity for Assessment:

Formative: Teacher will assess students participation while teaching and terminology used
while working on the mystery sheet.
Summative: Teacher will assess students ability to complete the assignment and ability to
construct a circle of the correct size.

Cross-Curricular/Real World Connections:

This lesson is part of the CSI at the Amusement Park Unit Plan. For in-depth description of
connections, please refer to outline in the Unit plan.

Sources:
Adapted from 21st Century Math Projects
Manitoba Curriculum Document:
http://www.edu.gov.mb.ca/k12/cur/math/support_gr7/full_doc.pdf

12
 Kidnapping at the Amusement Park

Ms. Browns child has been kidnapped at the amusement park The only clue left at the scene

was this piece of paper:

The investigators headed straight to the mailbox and brought you the following clues (always

round to the nearest unit):

Clue One:

I have ridden this ride three times, what distance have I traveled?

C= 377 Meters R=1130 Meters L=754 Meters

Clue Two:

We stopped at the top of the ride and looked down, I wonder how high we were?

C= 130 Meters I= 120 Meters L= 60 Meters

13
Clue Three:

The ride broke down three quarters of the way around, how much more distance to the bottom

was there to travel?

C= 72 Meters I= 30 Meters E= 94 Meters

Clue Four:

The piece of rope I used to tie up the child is 4 diameters long, if I cut a piece as long enough to

wrap around the circumference of the ride, how much will I have left?

R= 3.14 Diameters L= Diameters E= 0.85 Diameters

Clue Five:

If the angle measure of the arc between seats 1 and 3 is 60 degrees and the angle measure of

the arc between seats 7 and 1 is 180 degrees, what is the angle measure of the arc between

seats 3 and 7?

I= 120 Degrees R= 150 Degrees E=90 Degrees

Which trailer can the missing child be found in?

14
 Plotting Points on a Cartesian Plane

UNIT: CSI at the Amusement Park

DATE AND CLASS: TBD
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Outcomes Addressed:
GLO: Describe and analyze position and motion of objects and shapes.
SLO: 7.SS.4 - Identify and plot points in the four quadrants of a Cartesian plane using ordered
pairs.
SKILLS: Communication, Connections, and Visualization
*The purpose of this lesson is to reinforce and expand students knowledge of ordered pairs and
four quadrant grids.
*The student will be able to identify the x-value and y-value in an ordered pair, determine where
points should be placed on a Cartesian plane when graphing an ordered pair, follow directions
on how to connect points and shade shapes.

Materials Required:
For this lesson materials required are pencils, erasers, graph paper and a copy of the instruction
page for each student, SMARTboard graph paper with x and y axis, and internet access.

Teaching and Learning Activities (60 minute lesson):

Activating (10 min): Watch youtube video https://www.youtube.com/watch?v=latkcJp18As.
Discuss previous schema and build on previous knowledge.
Acquiring (15 min): I DO - Bring graph paper up on SMARTboard. Ask student to tell me an
E DO ask for some volunteers to come
ordered pair and I graph it, teaching as we go along. W
up to the SMARTboard. I give them ordered pairs and they plot them. I will make sure to give
them ordered pairs from every coordinate and include some decimals as well. During this time,
the teacher will be actively aware of teachable moments to instruct students in the context for
deeper understanding and greater retention.
Applying (30 min): YOU DO - Student proceed with completing the activity outlined on the
following student direction page.
Closing (5 min): Class discussion and comparing pictures.

Differentiation of Instruction:
This lesson considers different types of learners: visual (SMARTboard, worksheet), aural
(youtube video, teacher speaking), kinesthetic (plotting on SMARTboard), verbal (giving ordered
pairs in the I DO section), logical (mathematical content), social (group I DO/WE DO sections),
solitary (independent plotting of applying section).
Adaptations: Below level or struggling students will be encouraged to work collaboratively on
the plotting assignment. The teacher or EA should also be available to help this group. If
needed, the lesson could be adapted so that the teacher works together with the entire class to
plot the points with decimals and/or other points the student may be struggling with.

15
Opportunity for Assessment:
To assess previous knowledge, there will be a class discussion after the youtube video. Having
this discussion will help to identify what students already know, gaps in knowledge, and possible
misconceptions. Assessment for learning will be provided during the WE DO phase for those
students who volunteer to work on the SMARTboard, and those who participate in discussions.
After the youtube video, during the acquiring phase, and as the students are working during the
applying phase I will be verbally checking for understanding and walking around and visually
examining how the work is progressing during the applying phase. Assessment of learning
would be based on the accuracy of the points plotted on the Mystery Picture Graph paper.

Cross-Curricular/Real World Connections:

This lesson is part of the CSI at the Amusement Park Unit Plan. For in-depth description of
connections, please refer to outline in the Unit plan.

Sources:
Adapted from a lesson by A.Denbow, Brandon University 2014
Manitoba Curriculum Document:
http://www.edu.gov.mb.ca/k12/cur/math/support_gr7/full_doc.pdf
Youtube https://www.youtube.com/watch?v=latkcJp18As
SMARTboard Exchange gallery: Graph Paper, Medium, with x and y axis.

16
 Mystery Picture Student Directions
- Plot the coordinates below on graph paper and label with the
corresponding number.
- Connect the points in numerical order (also 52 to 1).
- Shade to reveal something often found at a crime scene.
1 (-2,6) 2 (-2,9) 3 (-5,10) 4 (-7,10)
5 (-7,9) 6 (-5,8) 7 (-4,7) 8 (-5,5)
9 (-7,4) 10 (-7.5,4,5) 11 (-7.5,5.5) 12 (-9,6)
13 (-10,6.5) 14 (-12,5) 15 (-12,3) 16 (-11,2)
17 (-10,2) 18 (-9.5,2.5) 19 (-8.5,2) 20 (-9,1)
21 (-9,-3) 22 (-7,-5) 23 (-5,-6) 24 (-3,-4)
25 (-4,-3.5) 26 (-5,-4) 27 (-7,-2) 28 (-7,0)
29 (-5,0) 30 (-1,-2) 31 (0,-3) 32 (0,-8)
33 (1,-9) 34 (4,-9) 35 (6,-7) 36 (4,-6)
37 (3,-7) 38 (3,-1) 39 (2,0) 40 (0,0)
41 (3,2) 42 (8,1) 43 (9,1) 44 (11,4)
45 (10,6) 46 (8,4) 47 (7,4) 48 (5,4.5)
49 (3,5) 50 (1,3) 51 (0,3) 52 (-4,4)

- Plot the coordinates A to F below and label with corresponding letter.

- Connect these alphabetical points to each other (but not to the
numerical points) in order (also connect F to A).
- Shade in the polygon CDEF.
- This could be key evidence in solving a crime!
A (10,13) B (9,12) C (7,11.5)
D (4,10) E (3.5,11) F (7,12)

17
LESSON TITLE: Murderous Mean UNIT: CSI at the Amusement Park
DATE AND CLASS: TBD
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Outcomes Addressed:
SLO:
7.SP.1 Demonstrate an understanding of central tendency and range by:
determining the measures of central tendency (mean, median, mode) and range
determining the most appropriate measures of central tendency to report findings
GLO:
C, PS, R, T

Materials Required:
Playing Cards
Workbooks
Teaching and Learning Activities (60 minute lesson):
Activating (10 min): Students get into groups of 5, and try and build houses of cards using as
many cards as they can in 2 minutes. Following this they can go around the class and collect
the data from their building seeing which group has the most, then we can calculate the mean
median mode off the class data.
Acquiring (15 min): The murderer has stuck in the Big Top. But when did this happen? This
must have been when no one was in there lets looks at the the attendance data from the big
top to see when was empty. This is when we have to narrow down our data to see how many
people came and went from the big top and the average amount of people at anyone time.
Review mean, median and mode and range and what does this mean with our murder case.
Applying (30 min): We will go over a worksheet of problems, and take up the answers as a
class. They can work in groups and compare answers before we take it up. They should make
inferences on when they think something might have occurred.
Closing (5 min): Review new information on the murder and have an exit sheet as they guess
no who they think the murderer is.

Differentiation of Instruction:
This lesson considers different types of learners:
Tactile: Actually getting to do the hands on on the activating activity, as they will build
their houses of cards in their groups
Interpersonal: They can work on this with a friend, or discuss their answers.
Logical/Mathematical: It makes them think about the times and when was the Big Top
empty, and what time the murder could have taken place.
Adaptations: This lesson can be adapted for more struggling learners with allowing them to
small group with the teacher and discuss how to solve the questions in the small group. Also
modified learners can use calculators for this, but the class should be able to use long division,
or such to solve without a calculator.

Opportunity for Assessment: They can be assessed on the worksheet as it shows their work
and reasoning.
Sources: Courtney Rozsa (Original)

Murderous Mean Worksheet

18
 Activities Times Amount of Visitors Amount of Workers
Happening

Set-up for show 8:00AM-9:00AM 0 15

Morning Feeding 9:01AM-10AM 60 30

Show

Clean-up/ Setup 10:01AM-11AM 0 30

Morning Meeting 11:01AM-12:00 PM 0 75

Afternoon Show 12:00PM-2PM 200 60

Clean-up/ Setup 2PM- 3PM 0 5

Supper break 3PM-4PM 0 3

Evening show 4PM-6PM 500 75

Cleanup/ Teardown 6PM-7PM 0 15

Body is found 7:05PM 0 5

The Big Top was a busy place on the day of the Murder, however how do we narrow down what
time this murder happened? Show your work.

How many people average attended the shows?

What is the average amount of workers during the day?

What was the median of workers?

19
What was the median of attendees?

What was the mode of attendees?

What was the mode of workers?

What was the range of attendees?

What was the range of workers?

When was there the most workers?

When was there the most attendees?

20
When was there the least?

The room the body was found in is only used during Setup and Teardown. So how many people
were around during those times?

When do you think the murder took place?

21
 Who Killed Mr. Mort Tality

UNIT: CSI at the Amusement Park

DATE AND CLASS: TBD
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Outcomes Addressed:
GLO: Create and label a circle graph, with or without technology, to display a set of data.
Translate percentages displayed in a circle graph into quantities to solve a problem. Interpret a
circle graph to answer questions.
SLO: Construct, label and interpret circle graphs to solve problems.
SKILLS: Reasoning and Visualisation
Materials Required: One copy of the assignment per student.

Teaching and Learning Activities (60 minute lesson):

Activating (10 min): Read through the storyline and have students come up with ideas on what
different kinds of organizers could be used to classify the type of data we have. Pictures of the
Princesss Army will be on the Smartboard for students to engage and get excited about the
mystery.
Acquiring (15 min): Pull up the Circle Graph lesson activity from Smart Exchance:
http://exchange.smarttech.com/details.html?id=065ebf8e-785e-4b3b-9e13-586a687497e2 to
teach students about drawing and interpreting circle graphs. We will provide examples and
students will use whiteboards to draw their circle graph. We will also invite students to interpret
their results on the Smartboard.
Applying (30 min): Once the lesson is completed the students will apply their newly acquired
knowledge to solve the Who Killed Mr. Mort Tality mystery. Before students leave the class they
will be required to hand in their worksheets.

Differentiation of Instruction:
This lesson considers different types of learners: Aural (Instructions from the teacher),
Visual (Smartboard, Worksheets for assignment), Kinesthetic, Verbal (teacher and students give
graphing directions), Logical, Solitary (working alone for final assignment).
Adaptations: Students that are struggling will be encouraged to work with a partner to solve the
mystery. The teacher is also expected to be circulating to provide extra help.

Opportunity for Assessment:

Formative: Students will be assessed while the teacher is explaining the new material and by
demonstrating understanding with whiteboards and on the Smartboard.
Summative: Students understanding will be assessed by having them complete the
assignment and by confirming that they are able to draw a circle graph with appropriate legend
and title.

Cross-Curricular/Real World Connections:

22
This lesson is part of the CSI at the Amusement Park Unit Plan. For in-depth description of
connections, please refer to outline in the Unit plan.

Sources:
Adapted from Statistics & Probability
University of California, Mathematics Curriculum:
http://kern.org/kcclc/wp-content/uploads/sites/51/2013/04/CAHSEE-Statistics-Probability-
Answer-Key.pdf

23
 Who Killed Mr. Mort Tality?

The Princesss Army is a daily show

playing in the afternoon at the
amusement park. The Princess is a
little girl who engages in fairy tale-like
adventures with her stuffed animals
army. There are a few people acting
as puppeteer during this
representation. The main puppeteer,
Mr. Mort Tality, handles the princesss
main acolyte: Mr. Whiffle, a teddy
bear.

Yesterday, during the representation

of the show, Mr. Whiffle failed to
appear when he was supposed to.
The show crew found the puppet but there was no sign of the puppeteer, Mr. Tality. After
stopping the show, and evacuating everyone, Mr. Tality was found dead, backstage, in a small
and dark hallway.

The police was called and now they need your help to solve this terrible crime.

1. The circle graph below represents

the food sales at the theatre before the
show started. In total, 120 food items
were sold.

Which food item accounted for about

25% of the sales?

Which food items sold more than

30 times?

A cotton candy paper stick was found beside the victim. The police have
decided they want to interrogate everyone who bought cotton candy. Taking
into consideration that each person only bought one item, approximately how
many people bought cotton candy?

24
2. Upon further investigation, a police agent found, in a trash can near the body, two plastic
bags used to wrap cotton candy with. The bags are the same color as the cotton candy that was
sold. One of the bags was pink and the other was yellow.

If __________________people bought cotton candy before the show, and each of these people
( insert number from previous question)

bought only one item, how many people bought pink or yellow cotton candy?

According to the above graph, which of the of the following statement(s) is true?
a) Twice as many purple cotton candy were sold than blue and green combined.
b) Three times as many purple cotton candy were sold than blue and green combined.
c) The number of purple cotton candy sold was equal to the combined number of yellow, blue,
green and pink sold.
d) Half as many pink cotton candy were sold as green.

3. Upon further investigation, the pathologist revealed in his report that a piece of hot dog was
stuck is Mr. Talitys throat. Considering that he was allergic to hot dogs, the focus of the
investigation has now transitioned from the cotton candy consumers to the hot dog consumers.
According to the food sales circle graph, which of the following corresponds to the number of
people who bought a hot dog, considering each person only bought one item?
a) 10
b) 20
c) 25
d) 22

25
4. Now that the police has 20 potential suspects, they want to proceed to a blood analysis. The
pathologist has revealed that A+ blood type was found on Mr. Talitys body but our victim
actually has O+ blood type. Within all our 20 suspects:
- 55% have O+ blood type
- 10% have O- blood type
- 20% have A+ blood type
- 10% have B+ blood type
- 5 % have AB- blood type
Create a circle graph using the above data. Dont forget to include a title and a legend.

Considering the above data, how are our suspects divided? Complete the following table with
the number of suspects in each blood type category.
Blood Type How many people?

O+

O-

A+

B+

AB-

26
Because of all your help, the police now has four suspects in custody!

Obbie Quiet Mia Culpa Phil D. Basket Lois Steem

Suspect #1 Suspect #2 Suspect #3 Suspect #4

5. Lastly, the pathologist found a bite mark on Mr. Talitys arm. Upon investigation, it was
revealed that the bite mark didnt match the victims teeth. Here is a picture of the bite mark:

Now, here is a description of the teeth samples from each of our four suspects:

Suspect #1 Considerably straight teeth but unfortunately broke one of his front teeth
while playing squash last week.

Suspect #2 Stunning teeth. Recently has a wisdom tooth removed as it was growing
in a way that it was bothering the other tooth in front of it.

Suspect #3 Always neglected his teeth. Yellow, crooked and some eve rotten.

Suspect #4 Beautiful straight teeth, her dentist always compliments her.

27
With all the data collected, you should now be able to identify who the primary suspect is.
Create a circle graph using the above data. Dont forget to include a title and a legend.

Conclusion: I believe ________________________________ killed Mr. Mort Tality.

28
 nswer Key
Who Killed Mr. Mort Tality - A

1. The circle graph below represents the food sales at the theatre before the show started.
In total, 120 food items were sold.

Which food item accounted for about 25% of the sales?

Popcorn

Which food items sold more than 30 times?

Nachos & Cheese

A cotton candy paper stick was found beside the victim. The police have decided they want to
interrogate everyone who bought cotton candy. Taking into consideration that each person only
bought one item, approximately how many people bought cotton candy?
10

2. Upon further investigation, a police agent found, in a trash can near the body, two plastic
bags used to wrap cotton candy with. The bags are the same color as the cotton candy that was
sold. One of the bags was pink and the other was yellow.

If 10 people bought cotton candy before the show, and each of these people bought only one
item, how many people bought pink or yellow cotton candy?
3

According to the above graph, which of the of the following statement(s) is true?
a) Twice as many purple cotton candy were sold than blue and green combined.
b) Three times as many purple cotton candy were sold than blue and green combined.
c) The number of purple cotton candy sold was equal to the combined number of yellow, blue,
green and pink sold.
d) Half as many pink cotton candy were sold as green.

3. Upon further investigation, the pathologist revealed in his report that a piece of hot dog was
stuck is Mr. Talitys throat. Considering that he was allergic to hot dogs, the focus of the
investigation has now transitioned from the cotton candy consumers to the hot dog consumers.
According to the food sales circle graph, which of the following corresponds to the number of
people who bought a hot dog, considering each person only bought one item?
a) 10
b) 20
c) 25
d) 22

29
4. Considering the above data, how are our suspects divided? Complete the following table with
the number of suspects in each blood type category.

Blood Type How many

people?

O+ 11

O- 2

A+ 4

B+ 2

AB- 1

5. Multiple answers. The goal is for the student to be able to properly illustrate a circle graph
and to explain his/her reasoning behind it.

Conclusion: I believe Mia Culpa killed Mr. Mort Tality.

30
 Using Tables and Graphs to Investigate

UNIT: CSI AT THE AMUSEMENT PARK

DATE AND CLASS: TBD
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Outcomes Addressed:
GLO: Use patterns to describe the world and solve problems.
SLO: 7.PR.2 Construct a table of values from a relation, graph the table of values, and analyze
the graph to draw conclusions and solve problems. [Communication, Connections, Reasoning,
Visualization]
Lesson Purpose: Students must use logical and algebraic thinking to create a table of values,
identify the linear equation in the problem, then use the table of values to create a graph.
Students will then be asked to find information based on the graph and use the graph to make
predictions. By the conclusion of this lesson, students should be able to recognize that in this
problem, x and y have a relation which in this case creates a straight line on a graph.

Materials Required:
Computer with internet access, SmartBoard with Table of Values picture and Grid picture,
iPads, Scrap paper for calculations, 0.5cm graph paper, sharp pencil, eraser, and ruler.

Teaching and Learning Activities (time allotments noted):

Activating (15 min): Teacher writes a linear equation on the board (ex. 2x+1) and as a class
have students help fill out the table of values on the SmartBoard for this equation. Begin with x
0.
Acquiring (15 min): Get students to pair up and use graphing app on ipads to graph the data
from table of values on the SmartBoard. Compare graphs and discuss if there are
discrepancies. As a class, draw the same graph on the SmartBoard grid. Teacher then says
some increasing x values and gets students to say the corresponding y based on the graph. To
reinforce connection between the graph and the equation, say an x and have them find y on
chart them have them put the same x into the linear equation and show that it matches.
Applying (15 min): Students complete the attached worksheet independently. Be sure to stress
expectations of neat printing skills, labelling, and accuracy in graphing.
Closing (15 min): To reinforce learning and introduce more complex terminology and thoughts
graphing, show this video: https://www.youtube.com/watch?v=xR9r38mZjK4

Differentiation of Instruction:
This lesson considers different types of learners: Verbal-Linguistic (whole class activities,
YouTube video), Visual-Spatial (chart and grid on SmartBoard), Bodily-kinesthetic (getting up to
write on SmartBoard, pairing up for iPad activity), Interpersonal (working in pairs on iPad, whole
class activities), Intrapersonal (worksheet activity) Linguistic (class participation in whole class
activities), Logical/Mathematical (content of lesson).

31
Adaptations: This lesson assumes that students have some prior knowledge about simple
linear equations and graphing with x and y axis. If students are struggling with this lesson, it
may be due to lack of prior knowledge. In this case, these students will be paired with students
who are knowledgeable on the topics. This lesson could also be adapted by giving the students
the linear equation or giving them a graph that is already labeled.

Opportunity for Assessment:

Informal pre-Assessment will take place verbally throughout the initial whole class creation of
the table of values. This lesson is not designed to be an introduction to graphing so the teacher
should be aware of prior knowledge based on previous graphing lessons of the current school
year. Assessment for learning in the form of verbal feedback, will be provided throughout the
whole class portions of this lesson (activating and acquiring sections). As this content can be
often confused by students, the teacher should check for understanding frequently throughout
all phases to correct misconceptions or ease confusion. If the lesson is effective in the
classroom, the completed worksheet would be a good tool for summative assessment of this
particular math outcome.

Cross-Curricular/Real World Connections:

The content taught in this lesson may be useful in studying science and social studies graphs
and charts and is meant to teach students that relations and graphs can be very useful in real
life situations, especially where predictions are necessary or desired.
This lesson is part of a CSI themed Grade 7 Mathematics Unit. Please see following pages for
greater detail of connections.

Sources:
Manitoba Curriculum Document http://www.edu.gov.mb.ca/k12/cur/math/framework_k-8/gr7.pdf

YouTube: https://www.youtube.com/watch?v=xR9r38mZjK4

SmartGallery: http://exchange.smarttech.com/search.html?q=%22gallery%22

32
 Student Worksheet: Witnesses Everywhere
A hideous crime has occurred at the amusement park. The police have come to
investigate and want to begin by interviewing witnesses. They need your help determining how
many officers they will need for this task.
When the crime was discovered, security cameras show there were 6 people at the ticket
booth. The cameras also show there were fifteen more at the next location. In fact, each
subsequent location had 15 more than the previous location. The police will start with working
the 5 locations after the ticket booth.

1. W
hat is the linear equation for this relation? ___________________________

2. Complete the table of values below to show how many people there will be to interview at each
location after the ticket booth.
Location # of people Linear # of people
at prior Equation at location
location (x) ___________ (y)

3. If they stopped investigating after only this many locations, how many people would they have to
interview all together?

4. If each officer can interview 8 people per hour and they want to be done in 2 hours how many
officers would they need?

5. Graph your data on graph paper. (Hint - Use scale of 5 on x and y axis). Be sure to include: your
name, axis labels, data title, the linear equation the graph represents, and arrows where
appropriate.

6. The police want to know how many people they will have to interview at the location after the
location with 96 people. Can you tell them this number based on the equation, table, graph or a
combination of these? Explain your thinking.

33
 ANSWER KEY: Student Worksheet: Witnesses Everywhere
A hideous crime has occurred at the amusement park. The police have come to
investigate and want to begin by interviewing witnesses. They need your help determining how
many officers they will need for this task.
When the crime was discovered, security cameras show there were 6 people at the ticket
booth. The cameras also show there were fifteen more at the next location. In fact, each
subsequent location had 15 more than the previous location. The police will start with working
the 5 locations after the ticket booth.

hat is the linear equation for this relation? y = x + 15

1. W

2. Complete the table of values below to show how many people there will be to interview at each
location after the ticket booth.
Location # of people Linear # of people
at prior Equation at location
location (x) y = x +15 (y)

1 6 6+15 21

2 21 21+15 36

3 36 36+15 51

4 51 51+15 66

5 66 66+15

3. If they stopped investigating after only this many locations, how many people would they have to
interview all together? 261

4. If each officer can interview 8 people per hour and they want to be done in 2 hours how many
officers would they need? 17 officers

5. Graph your data on graph paper. (Hint - Use scale of 5 on x and y axis). Be sure to include: your
name, axis labels, data title, the linear equation the graph represents, and arrows where
appropriate. See attached paper

6. The police want to know how many people they will have to interview at the location after the
location with 96 people. Can you tell them this number based on the equation, table, graph or a
combination of these? Explain your thinking. N ext number is 111 - answers for how they
determined this number will vary.

34
 Decipher the Clues!

UNIT: CSI at the Amusement Park

DATE AND CLASS: TBD
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Outcomes Addressed:
GLO: Solve problems using linear equations and record the process.
SLO: 7.PR.7. Model and solve problems that can be represented by linear equations of the form:
ax+b=c, ax=b and xa=b where a,b, and c, are whole numbers.
Materials Required:
-Smart Board
-Students whiteboards
-Decipher the Clues sheet
-Number Substitution Cypher
Teaching and Learning Activities (60 minute lesson):
Activating (10 min): Activate students background knowledge by presenting a single-variable
one-step linear equation, such as d + 9 = 15, and asking students to solve it. Point out that here a
variable is being used to represent an unknown quantity. Ask students to describe how they
arrived at the answer. Then share the background scenario of the lesson. There is a crime that has
been committed and the criminal has left behind 16 clues. Its up to the class, as detectives, to
solve the clues and figure out who the criminal is.
Acquiring (15 min): Practice your detective skills with the class by doing questions off of the
Solving Single-Variable One-Step Equations sheet on the SmartBoard. After a few on the
Smart Board, ask the students to try and solve some of them on their personal Whiteboards and
show you once they have completed the question. Do as many as needed.
Applying (30 min): Hand each student a Decipher the Clues page to work on. They must solve
the equations, and decipher their answers to find out the name of the criminal.
Closing (5 min): Come back together as a class and as detectives and see if they have discovered
who the criminal is that committed the crime.

Differentiation of Instruction:
This lesson considers different types of learners: Verbal-Linguistic (whiteboard work, and Clues
worksheet. Visual-Spatial (SmartBoard questions) Bodily-kinesthetic (writing on the
SmartBoard, moving to find partners). Interpersonal (They can work with a detective buddy on
the case). Intrapersonal (whiteboard activities) Linguistic (participation in the lesson and
detective work). Logical/Mathematical (lesson content).

35
Adaptations: Students could write contextual problems to match each expression. Or, they could
use the equations as models to write additional equations. The problems/equations could be
added to a classroom problem/question bank for games, Entry Slips or Exit Slips, and so on.

Opportunity for Assessment:

Formative Assessment: During the introductory questions that are worked on as a class, students
will answer on their whiteboards and hold it up for the teacher to see.
Summative Assessment: Students will hand in their clue sheet with the answer to the clues and
the deciphered code written down on it.

Cross-Curricular/Real World Connections: See connection section at the end of the unit plan

Sources:

Manitoba Curriculum Document: http://www.edu.gov.mb.ca/k12/cur/math/framework_k-8/gr7.pdf

Manitoba Math Support Documents:

http://www.edu.gov.mb.ca/k12/cur/math/support_gr7/patterns.pdf

Number Substitution Cypher:

http://inspirationlaboratories.com/secret-codes-for-kids-3-number-cyphers/

36
Solving Single-Variable One-Step Equations

1. Solve the following equations. Explain what you thought or did to obtain each solution.

a) 36b=9

b) x 3 = 17

c) 83 + 12 = t

d) 3z = 60

e) k9=2

f) n 16 = 11

g) y + 22 = 34

h) 4p = 100

i) 25 j = 19

37
 Decipher the Clues
The criminal left behind clues! As the top decoder in our C.S.I unit, it is up to you to
decipher the message that they left behind. It could be crucial to solving the crime!

Use the answers to the clues they left behind and decipher them using the code on the next
page to find out the message the criminal left behind. Hopefully we can find out who he is!

1. Clues

a) 2x+2=14 i) 25 y = 20

b) x 3 = 2 j) 10x = 50

c) 2 + 18 = a k) 12 t = 0

d) 3z = 6 l) 7 - 2b = 1

e) 81b=9 m) x36=2

f) n 7 = 12 n) 3b + 27 = 42

g) y + 19 = 42 o) 2 + x = 7

h) 4p = 32 p) 39 y = 27

38
2. What does the clues reveal? What is the criminals name?

39
 Now Its Your Turn!

1) Get into groups of three to five people.

2) In these groups, come up with a mystery for the class to solve using

math.

3) Feel free to use any math that we have learned up to this point.

4) Once the mysteries are created, we will set up Crime Scenes for the

class to cycle through and solve in groups.

40
 Connections - Pasc

Art: Students can create their own police badge, make a drawing of the crime scene according

to some specifics or create a Corpse Shadow by using large pieces of paper and tracing the

body outline of another student.

Basic French (or other second language): For a great oral communication opportunity, set up

a Murder Mystery activity. Give each student a role and some time to prepare. They will have a

few days to find a costume or accessories and to learn about their character. When the time

comes everyone will be playing their role and will have to ask each other questions in order to

find out who committed the specific crime.

Drama: Similar to the basic French connection, students would be handed a card with a role

and short description. Then they would have to create a monologue and present it to the class.

The goal would be to convince the rest of the class that your character is innocent.

English Language Art: There are numerous ELA connections that can be done with this

thematic. One example would be to have students write an essay. They would have to come up

with WHAT happened, WHY it happened and HOW it happened. There would be a minimum

and maximum number of words as well as a specific rubric outlining the specific criteria students

need to pay attention to like content, grammar and language.

Physical Education: A great connection to this theme would be to create a manhunt in physical

education. Students would be given clues and would have to go through different obstacles, as

a team, in order to get the next clue and solve the mystery.

Music: Students could be given partitions of soundtracks from movies like Mission Impossible or

the intro music to CSI. They could also be asked to create their own mystery themed music.

Science: This is a great opportunity to get students involved with Forensics science. You can

also experiment with having kids make their own invisible ink.

41
Social Studies:Try a spin off of CSI by doing a lesson/unit on HSI: Historical Scene

Investigation. Like a CSI, kids solve crimes using evidence (historical documents). The

following site has great activities you can use:

http://www.makeuseof.com/tag/teaching-history-csi-style/

One lesson, for example, asks students to create a timeline, build a personality profile of him,

and then generate a hypothesis for his cause of death. This is the only case that is not

historical, but it teaches students the tools historians use to crack cases. All of the historical

cases offer accurate documentation and prompt students to rely on their analytical abilities in

determining an outcome.

42
Assessment

Fill Each box with Met or Not Met outcomes for each SLO. The corresponding lessons are

listed on the bottom.

Student (SLO: (SLO: (SLO: SLO: (SLO: (SLO: (SLO:

Name
7.N.7) 7.SS.1) 7.SS.4) 7.SP.1) 7.SP.3) 7.PR.2) 7.PR.7)

a) (SLO) - Mel (Paying your admission fees - Amusement Park)

b) Number (SLO: 7.N.7) - Andre (Number Crime at the Amusement Park)

c) Shape and Space (SLO: 7.SS.1) - Steven (Kidnapping at the Amusement Park)

d) Shape and Space (SLO: 7.SS.4) - Jenn (Plotting Points on a Cartesian Plane)

e) Statistics and Probability (SLO: 7.SP.1) - Courtney (Murderous Mean)

f) Statistics and Probability (SLO: 7.SP.3. - Pasc (Who Killed Mr. Mort Tality? )

43
g) Patterns and Relations (SLO: 7.PR.2) - Jenn (Using Tables and Graphs to

Investigate)

h) Patterns and Relations (SLO: 7.PR.7) -

44
 Resources

Title Image:

https://s-media-cache-ak0.pinimg.com/originals/32/b4/76/32b4765e45f53d3340abed1cc

6af5584.jpg

Opening Activity - Andre

http://www.ccu.edu/blogs/cags/2012/10/csi-careers-how-real-is-tv/

Paying your admission fees - Amusement Park - Mel

Manitoba Curriculum Document:

http://www.edu.gov.mb.ca/k12/cur/math/support_gr7/full_doc.pdf

Number Crime at the Amusement Park - Andre

http://www.ccu.edu/blogs/cags/2012/10/csi-careers-how-real-is-tv/

https://sharemylesson.com/teaching-resource/number-csi-solve-crime-177424

Adapted by Andre Huberdeau

Kidnapping at the Amusement Park - Steven

Adapted from 21st Century Math Projects

Manitoba Curriculum Document:

http://www.edu.gov.mb.ca/k12/cur/math/support_gr7/full_doc.pdf

Plotting Points on a Cartesian Plane

Adapted from a lesson by A.Denbow, Brandon University 2014

Manitoba Curriculum Document:

http://www.edu.gov.mb.ca/k12/cur/math/support_gr7/full_doc.pdf

Youtube https://www.youtube.com/watch?v=latkcJp18As

Murderous Mean - Courtney

Courtney Rozsa (Original)

45
 Manitoba Curriculum Document:

http://www.edu.gov.mb.ca/k12/cur/math/support_gr7/full_doc.pdf

Who Killed Mr. Mort Tality? - Pasc

Adapted from a lesson from the University of California

Mathematics Curriculum

http://kern.org/kcclc/wp-content/uploads/sites/51/2013/04/CAHSEE-Statistics-Probability-

Answer-Key.pdf

Using Tables and Graphs to Investigate - Jen

Manitoba Curriculum Document

http://www.edu.gov.mb.ca/k12/cur/math/framework_k-8/gr7.pdf

YouTube: https://www.youtube.com/watch?v=xR9r38mZjK4

SmartGallery: http://exchange.smarttech.com/search.html?q=%22gallery%22

Decipher the Clues! - Josh

Manitoba Curriculum Document:

http://www.edu.gov.mb.ca/k12/cur/math/framework_k-8/gr7.pdf

Manitoba Math Support Documents:

http://www.edu.gov.mb.ca/k12/cur/math/support_gr7/patterns.pdf

Number Substitution Cypher:

http://inspirationlaboratories.com/secret-codes-for-kids-3-number-cyphers/

46