- Solve substantial problems by breaking them into simpler tasks, using a range of efficient techniques, methods and resources, including ICT
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Examples of what pupils should know and be able to do
Final score investigation
The final score in a football game was 2–1.
- List possible half-time scores.
- How many are there?
- Investigate other final score.
Examples drawn from 'Final score'
Look at a set of related scores - e.g. 0-1, 1-1, 2-1, 3-1, 4-1, 5-1 and consider pattern in results.
Probing questions
- What do you think makes this a substantial problem to solve/task to explore? When did you realise the potential of this problem/task?
- What did you see as the main steps in solving this problem/working on this task?
- How did you go about organising your approach? Did you need to make any changes to your planned approach?
- What resources, including ICT, helped you to explore this problem/task? How?
What if pupils find this a barrier?
Use 'Line crossings investigation'
How did you draw your line patterns to make sure that you had the maximum number of crossings?
Look at the table of results.
- Is there a good pattern or not?
- How would the result table help to show if you had made any mistakes?
- How would you check if your predictions are correct?
Line crossings investigation
- 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.
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10/08/2011
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