Mathematical Problem Solving

Flordeliza F. Francisco

[email protected]

26 April 2018

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What is Problem Solving?

A problem is a situation that confronts the learner, that

requires resolution, and for which the path to the answer
is not immediately known.

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Drill/Exercise

The method is clear, the way to the answer is easily seen.

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Problem

There is an obstacle that prevents one from seeing a clear

path to the answer.

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Problem

There is an obstacle that prevents one from seeing a clear

path to the answer.

A question or task might be a drill or exercise for one

student but a problem for another student.
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Example 1

Sam is 6 years older than Don. If the product of their

ages is 391, how old is Don?

An algebraic solution: Let x represent Sam’s age.

x(x + 6) = 391
x2 + 6x − 391 = 0
The solution can be obtained by factoring or by the
quadratic formula.

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Example 1

Sam is 6 years older than Don. If the product of their

ages is 391, how old is Don?

A student who has not done any algebra might to a

Guess-and-Check method.
391 ≈ 400 and 20 × 20 = 400.
So we try numbers less than 20.
Also, the product 391 is odd, so both ages must be odd.
11 × 17 = 187, 13 × 19 = 247, and so on.

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Example 1

Sam is 6 years older than Don. If the product of their

ages is 391, how old is Don?
A more creative student may use geometry and logic.
Sam
391 + 36 + a multiple of 6 =
6
a perfect square
427 + a multiple of 6 =
Don 17 a perfect square
The square must be odd and
more than 20.
36 212 = 441, 441 – 427 = 14
232 = 529, 529 – 427 = 102
23
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Example 2

There are 37 chickens and pigs in a farm. The number of

feet belonging to these animals total 104. How many
chickens and how many pigs are there?

High school students will usually solve this using a linear

equation.

x = number of chickens
37 − x = number of pigs

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Example 2

There are 37 chickens and pigs in a farm. The number of

feet belonging to these animals total 104. How many
chickens and how many pigs are there?

Add 2 legs to
each of the first
few animals.

After 30 legs
have been
added, count
the number of
animals with 4
legs.

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Example 2

There are 37 chickens and pigs in a farm. The number of

feet belonging to these animals total 104. How many
chickens and how many pigs are there?

A bright student may even do a mental solution.

Suppose each animal has 2 legs. That makes 37 × 2 = 78
legs.
I have 30 legs to distribute. These extra legs will belong
to the pigs. Since each pig will need two more legs, there
are 15 pigs. Therefore, 22 chickens.

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Drill/Exercise vs. Problem

An unlearned concept is not necessary to transform a task

from an exercise to a problem.

Drill/Exercise: What is the value of (7 × 11 − 5) ÷ 18?

Problem: Use the numbers 3, 4, 36, 36 and any of the

four operations to get 20.

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24 Game

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Four 4’s

Here is another good puzzle: Using only four 4’s and the arithmetic
operations, obtain the numbers from 1 to 10. (Grouping symbols may be
used.)

4÷4+4−4=1
(4 × 4) ÷ (4 + 4) = 2
(4 × 4 − 4) ÷ 4 = 3
(4 − 4) × 4 + 4 = 4
(4 × 4 + 4) ÷ 4 = 5
(4 + 4) ÷ 4 + 4 = 6
4+4−4÷4=7
4+4×4÷4=8
4+4+4÷4=9
(44 − 4) ÷ 4 = 10

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Rectangular Areas

Textbook Exercise: Find the area of the figure:

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Rectangular Areas

Find the missing length:

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Rectangular Areas

Find the missing area:

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Telephone Number Magic

1 Take your telephone number. Do not include the Area

Code.
Example: 3141592
2 Multiply the number formed by the first three digits
by 80.
314 × 80 = 25120
3 Add 1.
4 Multiply by 250.
5 Add the number formed by the last four digits.
6 Add the last four-digit number again.
7 Subtract 250.
8 Divide by 2. What do you get?
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Why does it work?

1 If the first 3 digits form the number x

and the last 4 digits form the number y,
then the phone number as a 7-digit number is 10000x + y
2 Multiply the number formed by the first three digits by 80. 80x
3 Add 1. 80x + 1
4 Multiply by 250. 250(80x + 1) = 20000x + 250
5 Add the number formed by the last four digits. 20000x + 250 + y
6 Add the last four-digit number again. 20000x + 250 + 2y
7 Subtract 250. 20000x + 2y
8 Divide by 2. 10000x + y

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Clock Angles
Exercise: Find the angle formed by the hands of the clock at 9:20.

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Clock Angles
Modified Exercise: The clock below is not in its usual position. It has
been rotated through an unknown angle. What time is shown on the
clock?

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Polya’s Steps in Problem Solving

Understand the Problem

What is being asked?

What are the given information or data?

Can you state the problem in your own words?

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Polya’s Steps in Problem Solving

Devise a Plan

What strategies can be used to solve the problem?

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Problem Solving Strategies/Heuristics

1 Organize the information given (list, table, chart).

2 Draw a diagram.
3 Work backwards.
4 Look for a pattern.
5 Try to solve a similar but simpler problem.
6 Write an equation, defining the variable used.
7 Guess at a solution and then check the result.

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Polya’s Steps in Problem Solving

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.

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Polya’s Steps in Problem Solving

Look Back

Check your work.

Interpret results: Is your answer reasonable?
Is there an easier or more efficient way of getting the answer?
Can you solve other related or more general problem?

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Where is Problem Solving in the Mathematics Classroom?

Problem solving can be thought of in several different

ways:
1 Problem solving as a topic of instruction.
2 Problem solving as a mode of instruction.
3 Problem solving as a way of thinking.

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Good Problem Solver

Famous mathematician, author and teacher Paul Zeitz

gives three important traits of a good problem solver. He
calls it the three Cs:
1 Confidence
2 Concentration
3 Creativity

We should give our students the opportunity to develop

these three C’s.

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Creativity and the Subconscious

From The Puzzle Universe by Ivan Moscovich:

The real power of creativity lies in the subconscious. Our unconscious

mind feeds our insight, creativity and intuition.

Problems and puzzles can be divided into ones that require insight (a
mental leap) and ones that are solved through a more systematic analysis.

Ability to switch between the two brain states is important.

Many puzzles require both deep analysis as well as out-of-the-box insight.

The brain seems to need many different types of stimulating input – a
great diversity is needed.

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Equations

1 24H = 1D 11 2.2P = 1K
2 26L ⊂ A 12 1000Y = 1M
3 7D = 1W 13 60M = 1H
4 12S ⊂ Z 14 212DF = 100DC
5 52C ⊂ 1D 15 7W ⊂ W
6 5T ⊂ 1F 16 7C ⊂ W
7 90D = RA 17 64S ⊂ 1CB
8 100C = 1P 18 8S ⊂ SS
9 12I = 1F 19 23 × 2C ⊂ HB
10 52W ⊂ 1Y 20 1P = 1000W
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Some Best Practices

Some Best Practices that Promote Mathematical

Thinking:
1 Give non-routine or open-ended problems
(investigations, puzzles, games, magic tricks)
2 Begin a lesson with a problem
3 Use activities that encourage and develop observation,
creativity, questioning
4 Ask students to explain or justify solutions
5 Use cooperative learning

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