Step 7 Objective
Solve more complex problems by breaking them into smaller steps or tasks, choosing and using efficient techniques for calculation, algebraic manipulation and graphical representation, and resources, including ICT.
- 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.
Look at the number of crossings for three, four, five, six lines:
- Which results are the best ones to compare? (Greatest number of crossings)
- What is the best way to show this information, to compare the number of crossings?