This lesson investigates shortest path using Geogebra and worksheets, and applies similar techniques to identify the cheapest and the quickest route. Critical reflection on differences between minimum spanning tree and shortest path is also conducted.
Sequence of Lessons & Prior Learning
In Lesson Four and Five, the students were introduced to concepts and methodologies of identifying minimum spanning tree. This lesson challenges students with a new concept in regard to network application, while also link it to previous lessons in order to give students a holistic view on network topic.
Students learn to:
applies network techniques to solve network problems MS1-12-8
chooses and uses appropriate technology effectively and recognises appropriate times for such use MS1-12-9
uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others MS1-12-10
Students find a shortest path from one place to another in a network with no more than 10 vertices
– identify a shortest path on a network diagram
– recognise a circumstance in which a shortest path is not necessarily the best path or contained in any minimum spanning tree
Working Mathematically indicators
Communicating, Problem solving, Understanding