Examples of what pupils should know and be able to do
Probing questions
How do you go about finding a locus?
Give me an example of a given rule that you find easy to visualise.
Give me an example that you find more difficult to visualise. What makes it harder?
How does this work relate to your earlier work on construction using compasses?
What if pupils find this a barrier?
Use 'people maths' activities. What locus and what shape are we representing if we all:
- stand 5 m from a point?
- stand the same distance from each of two points?
- stand the same distance from one wall as from another?
- stand 2 m from a wall?
- stand within 5 m of each of two cones 5 m apart?
- etc.
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