Which bus?
The purpose of this activity is to engage students in using positional language and a simple scale to describe a path that will solve a problem.
In readiness for this problem, the students should have familiarity with each of the following components of mathematics. The problem may be solved with different combinations of these components.
- Follow instructions to arrive at a specified position
- Give instructions to describe a specified position
- Use positional language
- Follow instructions to trace a specified path
- Give instructions to trace a specified path
This activity may be carried out with guidance, or by allowing the student to follow their own chain of reasoning. The approach should be chosen in sympathy with students’ skills and depth of understanding. The most likely form of feedback/evidence from the student in this activity is via discussion.
Charlie catches the bus home from school. He takes the blue route.
It takes a long time because he counts nine stops before he gets off.
Charlie wonders if he could get home faster if he takes two buses.
Look at the map showing the bus routes and roads and describe how Charlie could have a shorter trip home.
The visual approach (show more)
- The student is able to give instructions for a path that will move an object between specified positions.
The conceptual approach (show more)
- The student is able to give accurate instructions for a path that will move an object between specified positions.
