Professional Documents
Culture Documents
Level Criteria
Own words problems The problems require you to discuss or rephrase main ideas or
procedures using your own words.
Level 1 Problems These are mechanical and drill problems, and are directly
related to examples in the book.
Level 2 Problems These problems required understanding of the concept and
closely related to the example in the book.
Level 3 Problems These problems are the extension of the examples, but
generally do not have corresponding examples in the book.
1
Problem Solving These problems require problem solving skills or original
thinking and generally do not have direct examples in the book.
Research Problems These problems required internet research or library work.
Most are intended for individual research but a few are group
research projects.
LITERATURE REVIEW
2
George Polba was born in Hungary in 1887. After receiving his PhD at
University of Budapest, where his dissertation involved questions in probability, he
taught at the Swiss Federal Institute of Technology in Zurich. In 1940, he came to
Brown University in the United States and then joined the faculty at Stanford
University in 1942.
Polya, who died in 1985 at the age of 97, left mathematics with an important
legacy of teaching for problem solving. In addition, he left the following “Ten
Commandments for Teachers.”
3
6) Let them learn guessing.
7) Let them learn proving.
8) Look out for such features of the problem at hand as may be useful in solving
the problems to come – try to disclose the general pattern that lies behind the
present concrete situation.
9) Do not give away your whole secret at once – let the students guess before
you tell it – let them find out by themselves as much as is feasible.
10)Suggest it; do not force it down their throats.
METHODOLOGY
4
A famous mathematician, George Polya, devoted much of his teaching to
helping students become better problem solvers. His major contribution is what has
been known as the four- steps process for solving problems.
5
18)Use dimensional analysis.
19)Use sub goals.
20)Use coordinates.
21)Use symmetry.
a) Implement the strategy or strategies that you have chosen until the
problem is solved or until the new course of action is suggested.
b) Give yourself a reasonable amount of time in which to solve the
problem. If you are not successful, seek hints from others or put the
problem aside for a while. (You may have a flash of insight when you
least expect it!)
c) Do not be afraid starting over. Often, a fresh start and a new strategy
will lead to success.
6
Routine and non-routine are one type of problems that we learn in this
semester in Basic Mathematics. As we all know, a problem is a task for which the
person confronting it want or need to find a solution and must make an attempt to
find a solution.
From our discussion and previous lesson that we already learn in classroom,
we conclude that routine problem problems are those that merely involved an
arithmetic operation with the characteristics can be solved by direct application of
previously learned algorithms and the basic task is to identify the operation
appropriate for solving problem, gives the facts or numbers to use and presents a
question to be answered.
In other word, routine problem solving involves using at least one of four
arithmetic operations and/or ratio to solve problems that are practical in nature.
Routine problem solving concerns to a large degree the kind of problem solving that
serves a socially useful function that has immediate and future payoff. The critical
matter knows what arithmetic to do in the first place. Actually doing the arithmetic is
secondary to the matter.
Non-routine problem are also those that call for the use of processes far more
than those of routine problems with the characteristics use of strategies involving
some non-algorithmic approaches and can be solved in many distinct in many ways
requiring different thinking process.
This problem solving also serves a different purpose than routine problem
solving. While routine problem solving concerns solving problems that are useful for
daily living (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 Endeavour. From the point of view of students, non-routine
problem solving can be challenging and interesting.
7
It is important that we share how to solve problems so that our friends are
exposed to a variety of strategies as well as the idea that there may be more than
one way to reach a solution. It is unwise to force other people to use one particular
strategy for two important reasons. First, often more than one strategy can be applied
to solving a problem. Second, the goal is for students to search for and apply useful
strategies, not to train students to make use of a particular strategy.
ANALYZING PROBLEM
PROBLEM 1
8
On Arianna’s way to visit her friend, she leave her house at 2:45 P.M. and travel 1 ¾
miles to the train, 12 ½ miles on the train, and ¾ mile to her friend's house from the
train station. If she get there at 4:45 P.M., how many miles per hour did she travel?
For this problem, it might be helpful for students to use simpler numbers to learn the
steps they need to follow to solve it. Have students change the problem to:
○ 1 ¾ + 12 ½ + ¾ = 15 miles
○ 2:45 P.M. to 4:45 P.M. is 2 hours.
9
○ 15 miles divided by 2 hours = 7.5 or 7 ½ miles per hour
PROBLEM 2
Alissa is wrapping presents for her friends. She has made 10 rings for 10 friends
using brightly colored polymer clay. She has bought 10 little jewelry boxes and now
she is shopping for wrapping paper and ribbon. She estimates that she needs a
rectangle of paper 20cm by 15cm to wrap each box. She finds lovely silver
wrapping paper that is sold in 60cm x 60cm sheets. Since the paper is expensive,
she does not want to buy too much. How many sheets should she buy?
10
○ She bought 10 jewellery box and she want to wrap the box with wrapping
papers and ribbon.
○ She estimates that she needs a rectangle of paper 20cm by 15cm to wrap
each box.
○ The wrapping paper sold is in 60cm x 60cm sheets.
○ How many sheet of wrapping papers should she buy?
○ For this problem, it might be helpful for students to use diagram to simplify the
information and the requirement of the students.
60 cm
20 cm 20 cm 20 cm
15 cm
15 cm
60 cm
11
15 cm
15 cm
12
60 cm
20 cm 20 cm 20 cm
15 cm
15 cm
60 cm
15 cm
13
15 cm
14
PROBLEM 3
In the farm of Pak Hassan, there are about 32 legs of animal, it consist of buffalo
and duck. How many animals is Pak Hassan having if at least the number of both
animals is 2?
15
7 28 2 4 32
8 32 0 0 32
0 0 16 32 32
The possibly number for Pak Hassan animal in his farm is,
Buffalo Duck
(4 legs) (2 legs)
5 6
2 12
3 10
6 4
7 2
1. 32 - (6×2) = 20
20 ÷4 = 5
16
2. 32 – (12 × 2) = 8
8÷4=2
3. 32 –(10×2) = 12
12 ÷ 4 = 3
1. 32 –(4 × 2) = 24
24 ÷ 4 = 6
2. 32 – ( 2 × 2) = 28
28 ÷ 4 = 7
CONCLUSION
We can conclude that there are many type of problem solving that can be
problem by using SIMPLIFY THE PROBLEM method. This method helps us discover
logical way and to look critically at the data to find patterns and develop a solution.
use the strategy of drawing a diagram again and again as we show in PROBLEM 2.
First we need to learn how to interpret a problem and draw a useful diagram. Very
often, we need to draw a diagram just to understand the meaning of the problem.
The diagram represents the problem in a way we can “see” it, understand it, and
Problem solving using tables might seem complicated, but it is easily mastered
with some instruction. Not all of the types of question need us to CONSTRUCT A
TABLE. It depends on the question. For PROBLEM 3, we use a table so that we can
17
In conclusion, we realize that there are many strategies that we can use in
solving a problem. All of these strategies can be stretched when combined with other
strategy with others, we can analyze the data that is given to find more complex
relationships.
18