Step 9 Objective
Starting from given problems or contexts, progressively refine or extend the mathematics used to generate fuller solutions.
- 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.
- How would you work out the number of crossings if you have an extra line in your diagram (but you are not allowed to draw the lines)?