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# Step 8

Solve substantial problems by breaking them into simpler tasks, using a range of efficient techniques, methods and resources, including ICT

### 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.