Pupils need a counter, something to act like a knight. The rules are on the sheet though this is the simplest way to approach this activity…again pairing pupils work well. One of the key points of this is how representing a problem visually it can become simpler to understand and thus solve.
hand out sheets and counters, explain tasks. Allow plenty of time to solve. Pupils who finish earlier can be activity gurus and assist others.
next, on a blank piece of paper, pupils should draw a graph (computing graph!) of ALL possible moves from each and every square. They draw each square on the board as a circle then draw a line to another number circle that can be moved to.
At this point, the graph may look messy, so ask them to redraw as clear as they can
pose the question, Is there more than one solution, more than one route. Their hand-drawn graph should enable them to answer this.
Japanese ice cream vending robot. Pupils should first watch the video (the teacher could show many times to the whole class) . Pupils should then describe the actions of the robot as a series of numbered sentences. Don’t rush these steps as pupils are decomposing. Again pairing pupils work well. The final step is to create a flowchart. This should describe the actions seen in the video as a series of steps with decision points, where a loop is formed until conditions are met to move in to the next step.
This task can be teacher led on the big screen or pupil led should a computer mobile or desktop be available. Pairing works well. Pupils play the first level of any game, for example super ninja run and complete the following four steps outlined here:https://prezi.com/view/btSm7VLqwylKIbFc7kW8/
pupils are given a copy of the following recipe(method) for making fairy cakes as well as a cheat sheet for the flowchart symbols. If this is the first time for pupils with flowcharts the teacher may wish to lead a similar example first.