Draw a Diagram

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For all your teaching needs visit www.blake.com.auTeaching Examples Drawing a DiagramEXAMPLE 3A frog fell down an abandoned well which was 21metres deep. He found it difficult to jump up themud coated walls. He started his long jump up thewell at six a.m. It took him 15 minutes to jumpthree metres because the walls were so slippery.At the end of every 15 minute period he restedfor five minutes while he sadly slipped down onemetre. He continued on at the same rate.At whattime did he finally reach the top of the well?Reflecting and generalisingIt is important that students realise that there ismore than one way to approach a problem.Thetime line or grid paper will assist them to visualisethe problem but an alternative way to solve theproblem could have been drawing a table.ExtensionWhat if it hailed for an hour and fifteen minutesand the frog was forced to retreat to the bottomof the well after covering eighteen metres.The frogwould have to start its jump once more. How longwould the trip take now?Understanding the problemWHAT DO WE KNOW?The well was 21 metres deep.The frog started jumping at six a.m.He jumped three metres in fifteen minutes.He slipped down one metre at the end of everyfifteen minute period.WHAT DO WE NEED TO FIND OUT?Questioning:What time did the frog finally reach the top ofthe well?Planning and communicatinga solutionThis problem can be approached in a number ofways. Students can use 25 squares of one centimetregrid paper or they can draw a time line with onecentimetre marks. One centimetre would representone metre the frog jumps or slips. Drawing the linewill help students to visualise the problem.It would take the frog 195 minutes to cover thedistance. He would reach the top of the well at9:15 a.m.© Blake Education—Problem Solving: Drawing a Diagram5
For all your teaching needs visit www.blake.com.auBLM Drawing a Diagram★ Understanding the problemList what you know from reading the problemWhat do you need to find out?What questions do you have?What are you uncertain about?Is there any unfamiliaror unclear language?★ Planning and communicating a solutionWhich solution will you try?Will you draw a line to symbolisethe objects? Draw a time line to showpassing time or distance covered?Draw a picture to stand for objects?Trace a journey on a map? Usedirections on a compass? Use a scaledrawing? Show the relationship betweenthings using a diagram or symbols?★ Reflecting and generalisingWhat did you find?How accurate is your answer? How can the strategy you used be appliedto other situations? Could another more effective method have beenused? Is there a shorter or different method?★ ExtensionHow can this problembe extended? What factorscan be added as part of a‘what if’ question?© Blake Education—Problem Solving: Drawing a DiagramThis page may be reproduced by the original purchaser for non-commercial classroom use.6
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