Solving Equations is Like Solving Crimes

After reading the article of how to create a CSMI atmosphere in a classroom,
It got me to thinking of how I could incorporate these ideas into my Solving Equations unit.

I introduced the various units that are needed to solve crimes:  Yellow Tape, Detectives, & Forensics.  We reviewed the roles of each of these.

•     Yellow Tape - On the scene, hands-on
•     Detectives - In the office, working on more complex pieces of the crime
•     Forensics - Bringing in other specialties and details to solve the crime

As I continued to put my unit together, I was amazed at how the analogy of solving crimes really does relate to that of solving equations in an 8th grade algebra unit.

Students took an initial investigator's quiz to find out which unit they were best suited to start their crime fighting career in.  This pre-test included one-, two-, and multi-step problems (including the distributive property, combining like terms, and solving with variables on both sides of the equation). 

After going over the answers, students analyzed their results to determine the level they needed to start their learning at.

• Yellow Tape - solving one-step equations
• Detectives - solving two-step equations
• Forensics - solving multi-step equations

The next day we had our first training session with all yellow tape, detectives, and forensic experts working together.  Our training included how to show our work, the rules of solving algebra problems, and a whole host of resources (check out the CSMI subtab in the Algebraic Representations tab).

Our training tied together how solving crimes and equations can go hand in hand. 

• Just as there are a lot of pieces to the puzzle of a crime that detectives have to sort through, an algebraic equation offers the same pieces of the puzzle.
• Just as the goal of solving a crime is to identify the criminal, the goal in solving an algebraic equation is to identify the value of the variable.
• In algebra we want to isolate the variable, when solving a crime, we want to sift through the leads to identify the perpetrator.
• When working through a crime scene, investigators can work through it backwards to piece together the situation...just like when solving an algebraic equation you end up doing the opposite operations than those listed in the equation.
• Sometimes we can solve an equation in our head, but this would never stand up in court.  We need proof.  By showing our work, it's just like providing all the evidence to support our case.

So, as students were set free to start solving their crimes..err I mean equations, they had plenty of resources, training, and practice problems to help them work towards their goal...promotion to the next level.  To be promoted in the real world, skills and a job well done are looked for before an offer is made to move to the next level.  It's just the same in our CSMI unit...students practiced their problems with on the job training trying to perfect their solving skills.  Once they felt like they could be successful, they could request a promotion quiz to highlight their skills.  If mastery was achieved, promotion to the next level was granted.