TUGASAN KERJA KURSUS PENDEK

Basic Mathematics

Unit

: PPISMP SEM 2 PT/PJ/KS AMBILAN JULAI 2009

Group member s name : SASIKALA A/P ELANGOVAN (911222-05-5048) DIVYA A/P LOGANADAN (901224-08- 5962) J. PUNNIA MURRTY A/L JAYARAMAN (910523-01 -6187) Course/Code Lecturers Name Date of Submission : Basic Mathematics- Semester 2 : Puan Rafidah Binti Wahab : 16 Mac 2010

CONTENT
No. 1. 2. 3. 4. 5. 6. 7. 8. Subject Acknowledgement Introduction Non-routine problems Strategies in problem solving summary Problems with solution Reflection References Pages

Acknowledgement
We would like to send a special thanks to Madam, lecturer of Mathematic class for Basic Mathematics subject as she has help us a lot in completing this assignment. When facing with problems, she guide me through it. She teach us a lot about problem solving during class and asked question about how to solve a question by using all those problem solving strategies. This help us to understand more and know how to apply those strategies to answer a nonroutine problems. Some mistake that we had make, she will correct us and teach us the right way to do it.

Next, a special thanks to my classmates who have helped me to made this assignment better than it otherwise could be. They give us some information that we left out about problem solving from website and some books too. We also share information that we got from either books or website. Some question that we do not understand, we will discuss with each other.

Last but not least, a special gratitude towards the best parents in the world, who continue to encourage and support us in every way. We are who we are because of both of them. They also gave me some idea on how to start this assignment.

Introduction
Problem is something that is difficult to deal with or to understand. It can also defined as question that can be answer by logical or mathematics. So people have to make an attempt to find a solution. There are some problem solving strategies to solve problems. Problem solving is an important approach in teaching and learning of mathematics in primary schools. To select the best an appropriate strategy of solving a problem especially a non-routine is one of the main aim of a good problem solver. In complete this task we are required to solve 3 non-routine problems by using two or more types of problem solving strategies. From this, we can know which type of problem solving strategies is the most efficient.

There are 9 common problem solving strategies that is I. II. III. IV. V. VI. VII. VIII. IX. Guess and check Draw a diagram Construct a table, chart and graph Do a simulation or experiment Look for a pattern Simplify a problem Identify subgoal Analog Work backwards

Guess and check means have to try an error and guess the answer. After that check it to difference whether it is right or wrong. Guessing is done systematically and in a certain order. From the diagram, we clearly know that what is happening from the question. We can solve the problem easier. Simplify the problem can let us understand the problem easier. We can solve the problem in a short time.

Do a simulation we can carry out an experiment to identify the following number. We can arrange it in an order. Identifying sub-goal can make problem become clearer that

finding the answer might be made less difficult by finding the solution to an easier problem embedded within the problem. Analogy is create a similar question . So from all this problem solving strategies can help us to solve any problem. We can used it at anytime or for non-routine problem.

Non routine problems

The non-routine problem is a kind of unique problem solving which requires the application of skills, concept or principle which have been learned and mastered. It is also meant that whenever we are facing an unusual problem or situation which we dont know the procedures to solve it, we are facing the non-routine problem. Non-routine problem solving serves a different purpose than routine problem solving. While routine problem solving concerns solving problems that are useful for daily life (in the present or in the future), non-routine problem solving concerns that only indirectly. Non-routine problem solving is mostly concerned with developing students mathematical reasoning power and fostering the understanding that mathematics is a creative endeavor. Non-routine problem solving can be seen as evoking an I tried this and I tried that, and eureka, I finally figured it out. reaction. That involves a search for heuristics (strategies seeking to discover). There is no convenient model or solution path that is readily available to apply to solving a problem. That is in sharp contrast to routine problem solving where there are readily identifiable models (the meanings of the arithmetic operations and the associated templates) to apply to problem situations.

Strategies in problem solving

EIGHT PROBLEM SOLVING STRATEGIES. 1. USING SYMMETRY It helps us to reduce the difficulty level of a problem. Playing Noughts and crosses, for instance, you will have realized that there are three and not nine ways to put the first symbol down. This immediately reduces the number of possibilities for the game and makes it easier to analyze. This sort of argument comes up all the time and should be grabbed with glee when you see it. 2.ACT IT OUT Meaning that two strategies combine together because they are closely related.Young children especially, enjoy using Act it Out. Children themselves take the role of things in the problem. In the FARMYARD problem, the children might take the role of the animals though it is unlikely that you would have 87 children in your class. But if there are not enough children you might be able to press gang the odd teddy or two.

There are pros and cons for this strategy. It is an effective strategy for demonstration purposes in front of the whole class. On the other hand, it can also be cumbersome when used by groups, especially if a largish number of students are involved. We have, however, found it a useful strategy when students have had trouble coming to grips with a problem.

The on-looking children may be more interested in acting it out because other children are involved. Sometimes, though, the children acting out the problem

may get less out of the exercise than the children watching. This is because the participants are so engrossed in the mechanics of what they are doing that they dont see through to the underlying mathematics. However, because these children are concentrating on what they are doing, they may in fact get more out of it and remember it longer than the others, so there are pros and cons here

2. WORK BACKWARDS To solve some problems, you may need to undo the key actions in the problem. This strategy is called Work Backward.Working backwards is a standard strategy that only seems to have restricted use. However, its a powerful tool when it can be used. In the kind of problems we will be using in this web-site, it will be most often of value when we are looking at games. It frequently turns out to be worth looking at what happens at the end of a game and then work backward to the beginning, in order to see what moves are best.

3. LOOK FOR A PATTERN In many ways looking for patterns is what mathematics is all about. We want to know how things are connected and how things work and this is made easier if we can find patterns. Patterns make things easier because they tell us how a group of objects acts in the same way. Once we see a pattern we have much more control over what we are doing. 5. MAKE A TABLE There are a number of ways of using Make a Table. These range from tables of numbers to help solve problems like the Farmyard, to the sort of tables with ticks and crosses that are often used in logic problems. Tables can also be an efficient way of finding number patterns.

6. DRAW A PICTURE It is fairly clear that a picture has to be used in the strategy Draw a Picture. But the picture need not be too elaborate. It should only contain enough detail to solve the problem. Hence a rough circle with two marks is quite sufficient for chickens and a blob plus four marks will do for pigs. There is no need for elaborate drawings showing beak, feathers, curly tails, etc., in full colour. Children should be encouraged to use this strategy at some point because it helps children see the problem and it can develop into quite a sophisticated strategy later.

7. MAKE A LIST Making Organised Lists and Tables are two aspects of working systematically. Most children start off recording their problem solving efforts in a very haphazard way. Often there is a little calculation or whatever in this corner, and another one over there, and another one just here. It helps children to bring a logical and systematic development to their mathematics if they begin to organize things systematically as they go. This even applies to their explorations. When an Organised List is being used, it should be arranged in such a way that there is some natural order implicit in its construction. For example, shopping lists are generally not organised. They usually grow haphazardly as you think of each item. A little thought might make them organised. Putting all the meat together, all the vegetables together, and all the drinks together, could do this for you. Even more organisation could be forced by putting all the meat items in alphabetical order, and so on.

8.GUESS AND CHECK Some problems cannot be solved directly. You need to use a strategy called Guess and Check.Guess and check is one of the simplest strategies. Anyone can guess an answer. If they can also check that the guess fits the conditions of the problem, then they have mastered guess and check. This is a strategy that would certainly work on the Farmyard problem but it could take a lot of time and a lot of computation. Guess and improve is slightly more sophisticated than guess and check. The idea is that you use your first incorrect guess to make an improved next guess. You can see it in action in the Farmyard problem. In relatively straightforward problems like that, it is often fairly easy to see how to improve the last guess. In some problems though, where there are more variables, it may not be clear at first which way to change the guessing.

Summary
Require application of skill or principle that we have mastered before Non- routine problem are problem that unusual or we cant recognise the way to solve it

Non- routine problem

Non routine problems need us to think and use our critical thinking skill optimally in order to solve the questions.

Routine problems are problem useful for daily life whereas non-routine problem solving concerns that only indirectly

Consider Special Cases -Find out the main point make the best choice, solve it.

Work Backwork Do the work from beginning in order to get the most accuracy

Solve an Equation -Determine the variables and simplify.

Strategies in Problem Solving

Use Direct Reasoning -Select the points and elaborate it.

Be Ingenious Change the example with another objects,

Use a Formula -By using formula that is given , recognise the variable and solve it

Draw a Picture Draw pictures to easily understand the questions. Pictures do not need any further explanations because we can see it

Solve a Simpler Problem Make a question similar to the problem but an easier one

Eliminate Possibilities Remove all the possibility that repeated.

Look for a pattern Draw the pattern and look for the similarities and how it connected. Then we can predict the possible outcome

Strategies in Problem Solving

Make and Orderly list Arranged the objects by its characteristics

Use a Model Make an example by using another situation

Use Symmetry Make the question easier by recognise the possibilities of ways to solve the question

Guess and Check Guess the answer of the question and check the answer whether it is possible or not. If not redo the guess.

Problem and solution

Attachment 1 Problem 1 Three darts hit this dart board and each scores a 1 , 5 , or 10 . The total score is the sum of the scores for the three darts . There could be 1s , two 1s and 5 and one 5 and two 10s , and so on . How many different possible total scores could a person get with three darts ?

1 5 10

Answer: Using the four basic principles for problem solving or heuristic polyas model, firstly we must understanding the problem. 1.Understanding the problem: i. ii. iii. Three darts hits this dart board and each scores a 1,5 or 10. There could be three 1s, two 1s and 5, one 5 and two 10s and so on. we have to find the different possible total scores could a person get with darts.

2. Devising a plan : i. we devising a plan to solve this problem by using a correct strategies, and we choose to make a table to solve this question.

ii.

Then, we list out the possible total scores could a person get with darts by using multiplying and addition.

3. Carrying out the problem: i. Transfer the informations into the table. Scores 1 3 2 1 1 0 0 0 0 1 2 5 0 1 1 2 3 2 0 1 0 0 10 0 0 1 0 0 1 3 2 2 1 Total scores 3 7 16 11 15 20 30 25 21 12

The different possible total score could be a person get with darts is 3 , 7 , 11 , 12 , 15 , 16 , 20 , 25 ,21 and 30. . So, the total different possible total scores could a person get with three darts is 10. 4. Examine and check back. i. The possible outcome scores tables is checked several times to avoid repeatation of possible outcome scores or miss to write the possible outcome scores. ii. the total scores is calculate several times to avoid miscalculation. iii. So, All the possible outcome scores is write without repeatation or left behind and the total scores is count correctly. Therefore, the answer is verify. For example : (0x1)+(2x5)+(1x10)=20 (2x1)+(1x5)+(0x10)=7 (3x1)+(0x5)+(0x10)=3 (1x1)+(1x5)+(1x10)=16

(0x1)+(0x5)+(3x10)=30 (0x1)+(3x5)+(0x10)=15 (0x1)+(1x5)+(2x10)=25

Problem 2 List the 4-digit numbers that can be written using each of 1 , 3 , 5 and 7 once and only once . Which strategy did you use ? Answer: 1.Understanding the problem i. List the 4-digit numbers that can be written using each of 1 ,3 ,5 and 7 once and only once. 2.Devising a plan i. ii. iii. Find out the best strategies to get the answer. List down the 4-digit numbers List down each of 1, 3 , 5 and 7 once and only once.

3.Carrying out the problem i. List down all the 4-digit numbers 1 , 3 , 5 and 7 once and only once. 3 , 1 , 5 ,7 3 , 5 ,7 ,1 3 ,5 ,1 ,7 3 ,7 ,1 ,5 5 ,1 ,3 ,7 5 ,3 ,1 ,7 5 ,7 ,3 ,1 7 ,1 ,3 ,5 7 ,3 ,1 ,5 7 ,5 ,3, 1 7 ,3 , 5 ,1 7 ,5 ,1 ,3 3 , 5 ,7 ,1 3 ,7 ,5 ,1 5 , 1 ,7 ,3 5 ,3 ,7 ,1 5 ,7 ,1 ,3 7 ,1 ,5 ,3

1 , 3 , 5 ,7 1,5,7,3 1,7,5,3 1,5,3,7 1,3,7,5 1 , 7 ,3 , 5 4.Looking back i. ii. iii.

Determine whether the list is relevant. The list number of 1 , 3 ,5 ,7 above are used once and only one. We can also used another strategies to solve and get the answer such as guess and check.

Problem 3 Pedar Soint has a special package for large groups to attend their amusement park : a flat fee of $20 and $6 per person. If a club has $100 to spend on admission. What is the most number of people who can attend? a). Understand the problem. Students may need to discuss this a little before attempting to tackle the problem. b). Devise a plan. Make a table. But develop what should be in the table with the students. Let them assist how you make this table. c). Carry out the plan. # of people 10 15 13 14 Cost X $6 60 90 78 84 +$20 20 20 20 20 Total free 80 110 98 104 Result Too low Too high Too low Too high

Answer : At most, 13 people can attend for $100 and they will have $2 left over.

d). Look back. Is there another way this could be done? Yes, guess and check (which is part of What we did). The difference is that we tried to do this in an orderly fashion not just guess randomly. We tried to surround the solution.

Problem 4 The houses o Main Street are numbered consecutively from 1 to 150. How many house numbers contain at least one digit 7? Heuristics of Polyas Model 1.Explore and understand the question. The problem want we to count the number of houses that contain at least one digit 7. It means, whether the digit 7 is in hundred places, tens places or in digit places it still be count. But the number of houses cannot be excced 150. So, we must find how many houses on Main Street that the house number contain at least one digit 7.

2. Plan out strategy to solve the problem. Strategy used : Make and orderly list by using a table and Look for a pattern. Since the problem involve a series of numbers, the easier way to solve this problem is by make and orderly list of number by using a table and look for a pattern which is numbers that contain digit 7. List carefully to avoid missing number.

3. Solve and carry out the strategy.

1 10 20 30 40 50 60 70 80 90 100 110 11 21 31 41 51 61 71 81 91 101 111

2 12 22 32 42 52 62 72 82 92 102 112

3 13 23 33 43 53 63 73 83 93 103 113

4 14 24 34 44 54 64 74 84 94 104 114

5 15 25 35 45 55 65 75 85 95 105 115

6 16 26 36 46 56 66 76 86 96 106 116

7 17 27 37 47 57 67 77 87 97 107 117

8 18 28 38 48 58 68 78 88 98 108 118

9 19 29 39 49 59 69 79 89 99 109 119

120 130 140

121 131 141

122 132 142

123 133 143

124 134 144

125 135 145

126 136 146

127 137 147

128 138 148

129 139 149

We colour all the numbers which contain digit 7 in red in colour. Try look at the 8th column. The digit 7 in red in colour is appears 15 times. So, there will be 15 number ended with digit 7 for 7th column.

(pattern : number ended with digit 7) Now,take a look at 8th row. The digit 7 in red in colour is appears 10 times. So, there will be 7 number started with digit 7 for 8th row.

(pattern : number started with digit 7) Hence,we add the number of appears times of digit 7 for the column and the row to get the total number of houses on Main Street that the house number contain at least one digit 7. 15 + 10 = 25 Since the number 77 is already count in the first pattern (number ended with digit 7), we deduct the answer by one. 25 1 = 24 Hence, the total number of houses on Main Street that the house number contain at least one digit 7 is 24.

4. Examine and check back. i. The consecutive numbers is write carefully and checked several times to avoid missing number. ii. iii. The number with digit 7 is seek saveral times to avoid wrong calculation. Llist back all the number contain digit 7 without repeatation and calculate the numbers. .7,17,27,37,47,57,67,70,71,72,73,74,75,76,77,78,79,87,97,107,127,137,147.

iv.

The total number of houses that the house number contain at least one digit 7 is 24.

v.

So, All the numbers is write without repeatation or left behind and the numbers of digit 7 is calculate correctly. Therefore, the answer is verify.

Problem 5 The figure below shows twelve toothpicks arranged to form three squares. How can you form five squares by moving only three toothpicks ?

Answer: 1.Understanding the problem i. Form five squares by moving only three toothpicks from the twelve toothpicks that arranged to form three squares. 2.Devising a plan. i. ii. Find out the best strategies to get the answer. Draw a diagram to form the square by removing the three toothpicks..

3.Carrying out a plan.

= 5 squares

4.Looking back Determine the 5 squares that formed after moving the three of the toothpic

Reflection
We have to be sure that you are clear about what the problem really is before you are ready to take any steps to solve the problem. Problem is something that is difficult to deal with or to understand. It can also defined as question that can be answer by logical or mathematics. So people have to make an attempt to solve it. At times, however, situations arise which we cannot solve automatically. In those situations the use of problem-solving skills becomes an invaluable asset that allows we to make the best choices and decisions available This is a problem-solving strategy that can be used with difficult concepts such as manipulating ratios or fractions. If a problem is confusing, the numbers can be rounded, or simpler numbers can be used to help make a plan to solve it. This is why there are some problem solving strategies to solve problems that we learnt during class lesson. Problem-solving is a tool, a skill, and a process. As a tool is helps you solve a problem or achieve a goal. As a skill you can use it repeatedly throughout your life. The main objective of problem solving strategies is to make our life easier by solving those difficult problem that we are facing whether is non-routine problem or routine problem. There are nine common problem solving strategies that is guess and check, draw a diagram, construct a table, chart and graph, do a simulation or experiment, look for a pattern, simplify a problem, identify subgoal, analogy and lastly work backwards. Before solve the problems we need to follow some steps to understand more on the problems. First, we have to understand the definition of the problems and then analysis it. Once you have looked at the problem from different perspectives, you can decide what you want to achieve and establish your goals. You need to answer the very specific question. After that generate he possible solutions. Before the last steps, have to eanalyse the solution. The last step is to implement the solution you have chosen.

It is not unusual for problems to arise when you are working towards a goal and encounter obstacles along the way. Students usually have many and varied goals, both related to school and to other areas of their lives, and it is likely that you will encounter barriers to your success at times. As these barriers are encountered, problem-solving strategies can be utilized to help you overcome the obstacle and achieve your goal. With each use of problem-solving strategies, these skills become more refined and integrated so that eventually their use becomes second nature. It can be very helpful to write down the answers to these questions so that you are forced to clarify that the problem you are defining is the actual one you want to solve. Just thinking about things in your head can cause confusion and end up distracting you from the actual problem at hand. If you are dealing with more than one problem at a time, it may be helpful to prioritize them. That way you can focus on each one individually, and give them all the attention they require. It can be very helpful to ask yourself what you have done in the past when faced with similar problems, and how other people you know have dealt with similar situations. In addition, you can also approach friends, family, a counselor, teachers, books, or the internet to obtain ideas for solutions. Be sure to write down all the possibilities you generate so that you can approach this task systematically. If the problem is successfully solved, then we will feel very satisfied with our efforts to solve it. As a conclusion all those problem solving strategies are very helpful in our life to solve any problem no matter is routine or non-routine problem.

Reference
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(1987).

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teaching and learning: A problem solving focus. Reston, VA: NCTM. http://www.math.wichita.edu/history/men/polya.html http://www.mathstories.com http://math.tntech.edu/techreports/TR_1999_5.pdf