Step 5 Objective
Present and interpret solutions/findings in the context of the problem/task. Begin to develop correct and consistent use of notation, symbols and diagrams.
- Examples of what pupils should
know and be able to do - Probing questions
- What if pupils find
this a barrier?
What if pupils find this a barrier?
Line Crossings
- Draw three straight lines (line segments) so that some cross over each other.
- How many crossings are there?
- Try different arrangements of the lines. What is the maximum number of possible crossings?
- Try using more lines.
- Is there a rule for the maximum for any number of lines? If so, write it down.
Use the problem Line Crossings.
You have drawn really good diagrams.
- What can you say (see) from the diagrams with four (five) lines?
- What do you call the lines that don't cross each other?
- How would you explain what happens when there are a lot of crossings?