DAY 1 Procedures Using time intervals for the lesson, make a chronological list of your procedures including: Whole

Group Lesson: (20 minutes) The teacher enters the room dressed as a special agent Teacher: Good afternoon. I am Special Agent Angel with the Special Mathematic Unit and I am hoping you can help us out. There has been a series of crimes committed and we are incredibly short handed. I have been told that all of you are math experts and have recently been doing some work with angles. It just so happens that we have a whole stack of cases that involve angles. The criminal at the center of these crimes has left us a code to help figure out who they are but we havent been able to figure it out thus far. Therefore I am hoping that all of you will join our special math task force and bring this criminal to justice. Teacher: Any time we begin an investigation the first thing we do is make sure that the entire team has the same background information. Being the math geniuses that you are, I think you probably know most of the information. But just to make sure we are all on the same page I am going to ask you a few questions. First, can anyone tell me how an angle is formed? Listen For: The space between two connecting lines. Teacher: Excellent! Do any of you know if angles are related to circles? Listen for: An angle is a fraction of a 360 degree circle Teacher: That makes perfect sense. We believe that the mastermind behind these crimes has been leaving clues as to whom he, she or they are! Now in order to work on these cases you will have to know how to measure an angle. I have been informed that you have done some work on this, so I will be brief. I have brought CSI kits for each team, to make your investigations easier. One of the main tools you will have is a protractor. Have any of you used one of these before? Most of the students should raise their hands. Using the smart board, demonstrate how to measure an angle using the protractor. Teacher: Now, I have seven evidence boxes that we need to look at. I have asked my people to write up a brief description of what you are looking at, to give you some background. After you have read through the information, I am hoping you can tell me what angle was used in each crime. Group Project (15 minutes)

Divide the class into partnerships. Hand out Evidence Boxes and CSI kits. The students will read through the information and then measure the angles for each piece of art. They will record what the angle is based on the number. Each student will need to measure two angles Whole Group Wrap-up (10 minutes) Teacher: Thank you all for measuring the angles. I know how tricky it can be when they are facing different directions. Based on the work we have done here today, it is clear to me that I picked the right group of people. And as much as I would like to stay and solve this case today, I was only given forty-five minutes to work on this today. I would like to come back and finish this up tomorrow. Because we will need your work for tomorrow, I need all of you to very carefully pack up everything up. Make sure you put your notebooks in with everything so you will have it tomorrow. The work you did today will be critical to solving this case!! Thank you for all of you hard work today!!

DAY 2 Procedures Using time intervals for the lesson, make a chronological list of your procedures including: Whole Group Lesson: (10 minutes) The teacher enters the room dressed as a special agent Teacher: Thank you for agreeing to help me once again. Last night we had a break in the case! We have finally created a cypher to break the code the criminal has been at all of the crime scenes. We now know that it relates to the angles you guys calculated yesterday. The only problem is we cant use the angles the criminal cut out. So we are going to need to recreate them by sketching them. I am going to pass out the Forensic kits and your notebooks, that way you can begin sketching the angles. So go ahead and find your partners and get ready to get started! Teacher: If you will open up your notebooks, you will see all of the information you took down yesterday. In addition to your forensic kits, you will also need three strips of paper and some poster board. You will be using these materials to draw the angle that you measured yesterday and then place it in one of the three categories: acute, obtuse or right. Group Project (20 minutes)

The students will look at the ten measurements they wrote down and begin sketching them on 2x2 notecards. As the finish their angles, they will bring them up front, where there will be three posters (acute, obtuse and right) for them to add their angles to) Teacher: It looks like you have done an excellent job. Now, as you can see, our team has found two separate cyphers to break the criminals code. So the first thing I am going to need you to do is to divide you angles into obtuse or acute. Now I know those terms can be confusing, so I am going to help you out. Acute, means that the angles is LESS then 90. The way I remember this is to think about acute kittens ear. You see, kitten ears come to a point and are less than 90! Thats why they are cute I mean acute. Obtuse, are over 90. So if you will sort your angles as acute or obtuse it will make things easier.

Whole Group Lesson (10 minutes): Teacher will walk around making sure the students have them in the right piles. When the team has correctly sorted their angles, they will be given the two different cyphers to use, one labeled obtuse, the other one acute. Teacher: Now that you have your cypher, you can help us crack the code. You are going to lay the cypher over the angles you drew. When I call out your number, you will tell me what letter your angle reveals on the cypher. I know cyphers can be very tricky, so if you need some help, just let me know. It takes cryptologists years and years of school to get to this point! Listen and write: Make sure the students are reading off the correct letters. The letters will spell out P-L-E-A-S-E T-A-K-E A L-O-O-K U-N-D-E-R-NE-A-T-H Y-O-U-R D-E-S-K-S N-O-W (this can be adjusted depending on the number of students) When they look under the desk, there

will be a portion of a QR code. The codes will be numbered and the students will bring them up when the number is called and have them place it on a grid. When it all comes together, it will be a QR. Teacher: Clearly the criminal has sent us a clue. With any luck, this will tell us where we need to go next! (scan the QR)

Whole Group Wrap-up (10 minutes) After scanning the QR a video will pop up. The video is the angle dance. It will help solidify what they have already learned about angles. http://www.schooltube.com/video/6d54b76e3cccb3f9e837/ Teacher: Clearly the mastermind has outsmarted us once again! On behalf of the Special Math department, I want to thank you for all of your help on this case. I assure you that we will stay on the criminals trail and if you dont mind, we may need to call on you again. Would you be willing to help us again if should the Angle Avenger show his face again??