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SECTION 7: PROBLEM-SOLVING AND PROGRAM DESIGN (cont’d)

2. Illustrate using everyday problems, such as finding the exit within a hotel or preparing a three-
course meal.

(a) divide the problem into a number of sub-problems;

(b) solve the sub-problems individually; and,

(c) combine the solutions to the sub-problems to generate the solution for the original
problem.

3. Present simple scenarios to help students appreciate the difference between variables and
constants by using everyday values such as the percentage of road tax, amount of school fees,
cost of bus tickets, cost of today’s lunch, or time taken to walk from one class to another.

4. Present students with visuals to encourage them to identify flowchart symbols (for example,
rectangular symbol to represent a process). Teachers can also use exercises to match
pseudocode statements with select symbols (for example, start of algorithm (start/stop
symbol), input (read/write symbol), and a condition (decision symbol).

5. Engage students in an activity to help them identify relational, logical and arithmetic operators
and how a decision is transformed into a flowchart symbol or a pseudocode statement using
suitable operators.

6. Encourage students to practise drawing flowcharts and producing accompanying pseudocode.
They should then use pseudocode to draw the flowchart as practice towards their SBA
assignment.

CXC 30/G/SYLL 17 28