In Classroom Resources, Location, Measurement and Geometry

The focus of this activity is to encourage students to use trial and error and persistence to solve the problem. Often problems have solutions – this problem has no solution. Students need to understand that sometimes “no solution” is a solution. Learning from this – how can students modify the layout of the bridges to make a route over 7 bridges possible?

 

Purpose
  • Identify the qualities of a good mathematician
  • Demonstrate the qualities of a good mathematician
  • Use trial and error to investigate the problem
  • Share ideas and approaches with other students
  • Use a grid to create a map of Konigsberg
  • Identify key features of a map, including labels
  • Include key features on grid maps of familiar locations
  • Apply knowledge of the Konigsberg Bridge problem to solve similar problems
  • Explain and record thinking using a systematic approach

 

Curriculum Connections: VICTORIAN CURRICULUM F-10
LOCATION & TRANSFORMATION – Level 3
  • Create and interpret simple grid maps to show position and pathways (VCMMG143)

 

LOCATION & TRANSFORMATION – Level 4
  • Use simple scales, legends and directions to interpret information contained in basic maps (VCMMG172)

 

At the end of this lesson students should be able to answer the following questions
  • What do you notice about this problem?
  • How many locations are there? How many bridges?
  • Do you think a route that travels on all 7 bridges is possible?
  • What method will you use to track your progress?
  • Did you take a systematic approach?
  • Can you represent the problem as a map?
  • What features of the map should be included?
  • Can you redraw the map so a route is possible?
  • How can this information be used to solve similar pathway problems?

 

For more information, please download the attached lesson plan.

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