MATHEMATICS IN THE MODERN WORLD

MODULE

Problem Solving
Overview
Welcome to Problem Solving!
In this module, we will discuss how to help you, students in applying problem solving
strategies in working with mathematical problems, through student friendly activities and
lessons that encourage you to engage by performing application activities from every
lesson packet. At the end of the module, you will submit your original math problem with
solutions, applying Polya’s strategy, as well as to answer non-routine problems.

Learning Outcomes:
By the end of the module, students will be able to:
1. apply inductive and deductive reasoning to solve problems;
2. solve problems involving patterns and recreational problems following Polya’s
strategy;
3. organize one’s methods and approaches for proving and solving problems.

Content:
● Inductive and Deductive reasoning
● Polya’s Steps in Problem Solving
● Problem Solving Strategies
● Problem solving: Routine and Non-Routine Problems

References:
[1] Baltazar, E., Ragasa, C. and Evangelista, J.(2018).Mathematics in the
Modern World.Quezon city: C&E Publishing, inc.
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Introduction to Problem Solving

The lesson below also contains the topics to learn. Learners have the option to
simply watch the lecture video or read the notes in the module. Either option can
help the learner answer the self-assessment activities and the quiz that wraps up
the discussion Problem Solving with the following subtopics:
a) Inductive and Deductive reasoning ,
b) Polya’s Steps in Problem Solving,
c) Problem Solving Strategies
d) Problem solving: Routine and Non-Routine.

picture taken from the slides of C&E by Bautista et.al.

Watch this video for additional learning:

Polya's 4-step problem solving process

Problem Solving has been defined as a higher-order cognitive process that

requires the modulation and control of more routine or fundamental skills" (Goldstein &
Levin, 1987).
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Problem Solving Vs. Drills

Are classroom drills problem-solving?

Problem Drill/Exercise

A situation that confronts the learner, that A situation that requires resolution but
requires resolution, and for which the path the method is clear and the way to the
to the answer is not immediately known answer is easily seen

Activity 5.1 Differentiate Problem solving from Drills

Instructions
Write P for Problem Solving and D for Drills.

The quiz is not timed, so you can pause it and resume at any time.
If you cancel the quiz, your answers are discarded and they are not counted as a submission.

Inductive Reasoning
What kind of thinking is used when solving problems?
Inductive or deductive?
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Using Inductive reasoning to Predict a Number:

Use the Inductive reasoning to predict the next number in the list:
a. 3, 6, 9, 12, 15, ?
b. 1, 4, 9, 16, 25, ?

Solution:
a. Each successive number is 3 larger than the preceding number, thus we predict
the number next to 15 is 18.
b. Each of the numbers is a perfect square, the next perfect square number
following 25 is 36.

Using Inductive reasoning to Make a Conjecture:

The conclusion formed by using inductive reasoning is called a conjecture.
11 X (1 ) (101) = 1111
11 X ( 2 ) (101) = 2222
11 X ( 3 ) (101) = 3333
11 X ( 4 ) (101) = 4444
11 X ( 5 ) (101) = 5555
11 X ( 6 ) (101) = ?
Example: Use inductive reasoning to make a conjecture out of the process above.
Solution: The product of a one-digit number , 11 and 101 is a four-digit number formed
by repeating the one-digit number 4 times.

Deductive Reasoning
Deductive reasoning is the process of reaching a general conclusion by applying
general assumptions, procedures, or principles.

Consider the following procedure:

Pick a number. Multiply the number by 10, add 8 to the product, divide
the sum by 2, and subtract 4.
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Solution:
Let n represent the original number.
Multiply n by 10 : 10n
Add 8 to the product : 8+10n
Divide the sum by 2: (8 + 10n)/2
Subtract the quotient by 4: 4 + 5n – 4 = 5n
After we started with n , we ended with 5n after following the given procedure.
This means that the given procedure produces a number that is five times the
original number.

Activity on Reasoning
Instructions
The quiz is not timed, so you can pause it and resume at any time.
If you cancel the quiz, your answers are discarded and they are not counted as a submission.

Activity 5.2 Polya’s Steps in Problem Solving

Refer to the video below:
Polya's 4-step problem solving process

One of the recent mathematicians who outlined a strategy for solving

problems from virtually any discipline is Goerge Polya( 1887-1985). In his book ,
How to solve It, he writes, “ A great discovery solves a great problem but there is a
great discovery in the solution of any problem. Your problem may be modest; but if it
challenges your curiosity and brings into play your inventive faculties, and if you
solve it by your own means, you may experience the tension and enjoy the triumph
of discovery.”
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Polya’s Steps in Problem Solving

Understand the Problem
Devise a Plan
Carry out the Plan
Review the Solution

Understand the Problem

What is being asked?
What is the given information or data?
Can you state the problem in your own words?

Devise a Plan

Organize the information given (list, table, chart)

Draw a diagram
Work backwards
Look for a pattern
Try to solve a similar but simpler problem
Write an equation, defining the variable used
Guess at a solution and then check the result
What strategies can be used to solve the problem?

Carry out the Plan

Implement the strategy or strategies until the problem is solved or until a new
course of action is suggested. Give yourself time, get ideas from others.
Do not be afraid of starting over.

Look Back
Check your work. Interpret results. Is your answer reasonable?
Is there an easier or more effective way of getting the answer?
Can you solve other related or more general problems?
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Example of how to use Polya's Steps in Problem Solving

Example problem presented for the Polya’s Steps in problem Solving: the Use of
Diagram

A gardener is asked to plant eight tomato plants that are 18 inches tall in a straight
line with 2 feet between each plant.
1. How much space is needed between the first plant and the last one?
2. Can you devise a formula to find the length needed for ANY number of plants?

Solution:
Step 1: Understand the problem.
In this case, the key information given is that there will be eight plants in a
line, with 2 feet between each. We’re asked to find the total distance from the first
to the last.

Step 2: Devise a plan to solve the problem.

From this situation ,drawing a diagram would help, so we’ll start there.

Step 3: Carry out the plan to solve the problem.

The diagram would look like this

It shows us that for 8 plants, there were 7 two-foot gaps in between.

We can deduce that for n plants, there would be n - 1 gaps, so the total length
would be 2(n - 1) feet.
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Activity 5.3 Routine and Non Routine Problems

Visit this site for additional learning:

The Difference of Routine and Non-routine Problems in Mathem…

Problem Solving may be categorized into routine and non- routine. We need to
know how to identify these types as purposes and strategies used are different for these
problems.

Routine Problems
This involves using at least one of the four arithmetic operations to solve
problems that are practical in nature. This stresses algorithms to solve the problem. The
strength of this type can be assessed easily with paper-and-pencil tests typically
focusing on the algorithms being used. However, these problems do not promote
divergent thinking, for each problem usually leads to one correct solution.

Example:
Cyril jogs four times around a rectangular plaza. If the length of the plaza is 60m
and its width is 45m, how far does Cyril jogs every morning?

Solution:
Distance jogs = 4 ( perimeter of the plaza)
= 4 ( 2l + 2w)
= 4 ( 2 x 60 + 2 x 45 ) = 840 m

Non-Routine problems
A non-traditional problem where one does not readily have an idea how to go
about solving the given problem. The problem may be solved in many different ways or
strategies, others may have more than one answer or solution. Students have the
tendency to exercise divergent thinking to come up with the solution, for a particular
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problem may have multiple solutions. According to Gilfeather and del Regalo(1999),
non-routine stresses the use of heuristics and often requires little to no use of
algorithms.

Example:
How are you going to put exactly 4 gallons of water on a scale? How would
you do it if you only have a 5-gallon and a 3-gallon jug? ( the water source is
unlimited)

Solution:
Fill the 5 gallon jug with water
Pour water into the 3 gallon jug
Empty the 3 gallon jug
Pour the 2 gallon water into the 3 gallon jug
Fill the 5 gallon jug with water
Pour water into the 3 gallon jug with 2 gallons of water in it
Which means exactly 1 gallon fills the 3 gallon jug, Thus remains exactly 4
gallons of water inside the 5 gallon jug.

Activity 5.4 Problem Solving Strategies: Using Trial and Error

Visit this site for an example of a strategy:
Problem Solving Strategy : Look for a Pattern
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Solving a Problem Using Trial and Error Example

As part of your duties as the new hire at a job, you’re put in charge of buying 12
door prizes for an end-of-year staff meeting. You’ve got Php1,100 to spend, and the
boss is thinking that insulated drink cups and smartphone stands would make nice gifts.
If a mug costs Php 110 and a stand costs Php 80, how many of each should you buy?

Step 1: Understand the problem.

The key information: total of 12 items purchased, Php1,100 to spend, Php 110 for
each cup, and Php 80 for each stand. We’re asked to find how many cups and how
many stands will result in a cost of Php 1,100

Step 2: Devise a plan to solve the problem.

I can easily figure out the total cost if I have a specific number of each item, so
let’s try a combination at random and see if that helps. If you buy one cup and 11
stands, the cost is 1 × 110 + 11 × 80= 990

Step 3: Carry out the plan.

Let’s just keep trying combinations until we find the right one.

At this
point we can
stop. Since the
cups cost more,
as we keep
adding more of them the cost will keep going up, and we’re already past our 1,100
target. The last row is out because that costs more than what we budgeted, so the best
we can do is to buy 4 insulated cups and 8 smartphone stands at a cost of Php1,080.

Step 4 Check your answer.

One of the nice things about using trial and error is that the strategy basically IS
checking your answer. We already know we found the best choice.
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Problem Solving Strategies: Using Working Backwards

Example
What number is multiplied by 15, then the result is added by 15, the answer is
240. What is the number?

Step 1: Understand the problem.

The key information: the answer after multiplying a number by 15 and adding 15
to the result gives 240
We’re asked to find what is the starting number

Step 2: Devise a plan to solve the problem.

Since we know the resulting number, we can work it out backwards

Step 3: Carry out the plan.

? x 15 + 15 = 240
(240 – 15 ) ÷ 15 = ?
225 ÷ 15 = 15

Step 4 Check your answer.

? x 15 + 15 = 240
15 x 15 + 15 = 240
225 + 15 = 240.

Problem Solving Strategies : Using Table or Organized List

Example
Each of four neighbors, Kevin, Mary, Feona, and Rico, has a different
occupation (editor, banker, chef, or dentist).
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From the following clues, determine the occupation of each neighbor.

1. Mary gets home from work after the banker but before the dentist.
2. Feona, who is the last to get home from work, is not the editor.
3. The dentist and Feona leave for work at the same time.
4. The banker lives next door to Rico.

Solution:

● From clue 1: Mary is not

the banker or the dentist.
● From clue 2, Feona is
not the editor
● We know from clue 1 that
the banker is not the last
to get home, and we know from clue 2 that Feona is the last to get home;
therefore, Feona is not the banker.
● From clue 3, Feona is not the dentist
● As a result, Feona is the Chef.
● Mary is the Editor.
● From clue 4, Rico is not the banker.
● Rico is the Dentist.
● Kevin is the Banker

Things to Remember!
● Problem Solving has been defined as higher-order cognitive process that
requires the modulation and control of more routine or fundamental skills"
(Goldstein & Levin, 1987).
● Problem solving is different from classroom drills and exercises.
● Problem is a situation that confronts the learner, that requires resolution, and for
which the path to the answer is not immediately known, while exercise or drill is a
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situation that requires resolution but the method is clear and the way to the
answer is easily seen
● Inductive reasoning is the process of reaching a general conclusion by examining
specific examples.
● The conclusion formed by using inductive reasoning is called a conjecture.
● Deductive reasoning is the process of reaching a general conclusion by applying
general assumptions, procedures, or principles.
● Polya’s Steps in Problem Solving includes: Understand the Problem; Devise a
Plan; Carry out the Plan; and Review the Solution
● Here are some of the strategies used to solve a problem: Organize the
information given (list, table, chart); Draw a diagram
● Work backwards; Look for a pattern; Try to solve a similar bur simpler problem;
Write an equation, defining the variable used; and Guess at a solution and then
check the result
● Problem Solving may be categorized into routine and non- routine. We need to
know how to identify these types as purposes and strategies used are different
for these problems.
● Routine Problems involve using at least one of the four arithmetic operations to
solve problems that are practical in nature, these problems do not promote
divergent thinking, for each problem usually leads to one correct solution.
● Non-Routine Problems is a non-traditional problem where one does not readily
have an idea how to go about solving the given problem. The problem may be
solved in many different ways or strategies, others may have more than one
answer or solution.
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Activity 5.5 Applications of Problem Solving

Create a group of at most 5 members.
Inform your teacher who your group mates are through the comments section.
Only one member of the group should submit the groups' answer, and the rest should
comment who submitted the output as their submission.

Answer the following problems.

Attach or add an image or document in PDF format for your answers.
1. (10 pts) Use the deductive reasoning to show that this procedure always
produces a number that is equal to the original number:
Pick a number. Add 3 to the number and multiply the sum by 2. Subtract 6 from
the product, then divide the result by 2.

2. (20 pts) Solve this Riddle:

Five friends have their gardens next to one another, where they grow three kinds
of crops: fruits (apple, pear, nut, cherry), vegetables (carrot, parsley, gourd,
onion) and flowers (aster, rose, tulip, lily).
Clues:
1. They grow 12 different varieties.
2. Everybody grows exactly 4 different varieties
3. Each variety is at least in one garden.
4. Only one variety is in 4 gardens.
5. Only in one garden are all 3 kinds of crops.
6. Only in one garden are all 4 varieties of one kind of crops.
7. Pears are only in the two border gardens.
8. Paul's garden is in the middle with no lily.
9. Aster grower doesn't grow vegetables.
10. Rose growers don't grow parsley.
11. Nuts growers also gourd and parsley.
12. In the first garden are apples and cherries.
13. Only in two gardens are cherries.
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14. Sam has onions and cherries.

15. Luke grows exactly two kinds of fruit.
16. Tulips are only in two gardens.
17. Apples are in a single garden.
18. Only in one garden next to the Zick's is parsley.
19. Sam's garden is not on the border.
20. Hank grows neither vegetables nor asters.
21. Paul has exactly three kinds of vegetables.

Who has which garden and what is grown where?

3. (10 pts) Apply the Polya’s strategy to solve this problem:

An agency charged Php 20,000 for a 3-day and 2-night tour in Macau, and Php
25,000 for the same tour with a side trip to Hong Kong. Ten persons joined the
trip, which enabled them to collect Php 230,000. How many tourists made a side
trip to Hong Kong?

4. (10 pts) A student teacher wants to divide a class into groups to work on a
project. He'd like to have somewhere between 4 and 6 students in each group,
and wants every group to have the same number of students. Find the group size
that will accommodate a class of 27 students.