BULACAN STATE UNIVERSITY

COLLEGE OF SCIENCE

MMW 101
MATHEMATICS IN THE MODERN WORLD

Module 10
Problem Solving
“Problems, problems go away
Mathematics is on the way”
 Problem Solving

Polya's 4-steps in Problem Solving

Objectives of the Module

At the end of the module, you should be able to:

1. state Polya's 4-steps in problem-solving
2. demonstrate Polya's 4-steps in solving problems

Who is George Polya?

Before going further, let me

introduce Polya to you. The picture on the
right is George Polya, born in Hungary in
1887. He finished his Doctor of Philosophy
degree at the University of Budapest, but he
was a professor at Stanford University in the
United States.

He was a great champion in the field

of teaching effective problem-solving skills. Photo grabbed from https://www.e-alyss.com/blog/wp-
He wrote many mathematical papers along content/uploads/2016/01/GEORGE-POLYA-The-Father-of-problem-
Solving-Alyss.jpg
with three books, the most famous of which
is "How to Solve It." Because of these, he was known as the Father of Modern
Problem Solving. Polya died in 1985 at the age of 98.

Polya's Problem Solving Techniques

Now let us take a hard look at Polya's famous 4-step process for solving
problems. Here they are with a checklist of guide questions and pieces of advice for
each step.

Polya's Four-step Process for Solving Problems

STEP 1. UNDERSTAND THE PROBLEM

✓ Do you understand all the words?

✓ Can you restate the problem in your own words?
✓ Do you know what is given?
✓ Is there enough information?
✓ Is there extraneous information?
✓ Is this problem similar to another problem you have solved?

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 STEP 2. DEVISE A PLAN
✓ Find the connection between the data and the unknown.
✓ Choose the strategy that you can use to solve the problem.

STEP 3. CARRY OUT THE PLAN

✓ Implement the strategy or strategies that you have chosen until the problem is
solved.
✓ Give yourself a reasonable amount of time in which to solve the problem.
✓ Do not be afraid of starting over.

STEP 4. LOOK BACK

✓ Is your solution correct?

✓ Does your answer satisfy the statement of the problem?
✓ Can you see an easier solution?

Below is an example to show you how Polya's 4-step in solving problems is applied.
In a blueprint of a rectangular room, the length is 1 inch more than three times the
width. Find the dimensions of the room if its perimeter is 26 inches.
Step 1. Understand the problem.
✓ Read the problem carefully and understand all the words.
✓ Let the length be represented by l and the width by w.
✓ In the problem, the length is 1 inch more than three times the width.
Therefore, we can now let
𝑙 = 1 + 3𝑤 𝑎𝑛𝑑 𝑤 = 𝑤
Step 2. Devise a plan. (Translate into a workable equation.)
The perimeter of the room is 26 inches.
Recall that the formula in finding the perimeter of a rectangle is 𝑃 =
2𝑙 + 2𝑤 𝑜𝑟 𝑃 = 2(𝑙 + 𝑤). Now substituting 𝒍 and 𝒘 in the formula for perimeter, the
result is
2(1 + 3𝑤 + 𝑤) = 26.
Step 3. Carry out the plan. (Solve.)
Adding similar terms 2(1 + 4𝑤) = 26
DPMA 2 + 8𝑤 = 26
Additive Inverse −2 + 2 + 8𝑤 = 26 − 2
8𝑤 24
Multiplicative Inverse =
8 8

2
 𝑤 = 3 𝑖𝑛𝑐ℎ𝑒𝑠
𝑙 = 1 + 3(3)
=1+9
𝑙 = 10 𝑖𝑛𝑐ℎ𝑒𝑠

Step 4. Look back. (Check and interpret.)

2(10) + 2(3) = 26
20 + 6 = 26
26 = 26

Classification of Problems
1. Problems to find
Examples: a. Find the area of a square with a side length of 3 inches.
b. How much interest would Php 100,000 earn at a 1.5% simple interest
rate for 6 months?

c. What is 45% of 580?

2. Problems to prove
Example: Prove that n(n+1)(n+2)(n+3) cannot be the square of an integer.
A problem-solving strategy is a plan of action that is used to find a solution.
Different strategies call for different action plans.
Polya would like us to choose the strategies in his second step, which is to be
applied in his third step. He called them heuristics. There are many common problem-
solving strategies that you can use in finding solutions to problems that are tackled in
this lesson.

Problem Solving Strategies

1. Draw a Picture/Diagram/Act It Out

To make a diagram, you must

read the problem carefully for you to be
able to include the given information into
it. From this, you can now work out the
solution.

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This strategy is appropriate to use when
❖ A physical situation is involved,
❖ Geometric figures or measurements are involved, and
❖ A visual representation of the problem is possible.

Example

A worm is trying to escape from a well that is 10-ft deep. The worm climbs 2 feet per
day, but each night it slides back 1 foot. How many days will the worm take to climb
out of the well?

Solution:

Draw a diagram to allow you to track the worm's day to day position.

The worm reaches 10 ft. and climbs out of the well on the ninth day.

Try this!

Draw a square and its diagonals. How many triangles of all sizes can you see?

2. Guess and Check or Guess and Test

When you use this strategy, you will

make a reasonable guess based on the
given information and then check to see if
your guess is correct. The guesses should
get closer and closer to the answer until you
find the right answer.

The Guess and Test strategy may be

appropriate when:
❖ There is a limited number of possible answers to try.
❖ You have a good idea of what the answer is.
❖ You can systematically try possible answers.
❖ There is no obvious strategy to try

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 Example
The sum of 2 consecutive odd numbers is 44. What are the two numbers?
Solution: Guess and check
Before guessing, always make sure you understand the problem.
Sum: refer to adding numbers
Consecutive: In the context of this problem, it will mean that we are looking for
and odd number and the next odd number that immediately follows the
first one.
Guessing here means that you will arbitrarily pick two odd numbers, add
them, and see if it is equal to 44.

15 + 17 = 32. It does not work. Since 32 is smaller than 44, pick

higher numbers.

19 + 21 = 40. Getting closer

21 + 23 = 44. There we have it! We found the two numbers by guessing.

Try this!

Two numbers have a difference of five, and their product is 924. What is the
sum of the numbers?

3. Use a table or make a list

Using a table or making a list is a good

way to sort out and organize the information
given in the question. The information that
has been set out in the table will hopefully
lead you to the correct solution.

Once you can see all of the

possibilities for the solution, you can then
attempt to solve the problem more quickly.

This strategy is appropriate to use when:

❖ Information can easily be organized and presented,
❖ Data can easily be generated,
❖ Listing the results obtained by using Guess and Test, and
❖ Asked "in how many ways" something can be done.

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Example

Each triangle in the figure below has 3 dots. Study the pattern and find the
number of dots for 7 layers of triangles.

Solution:

The number of dots for 7 layers of triangles is 36.

Layers Pattern Total dots

1 3 3
2 3+3 6
3 3+3+4 10
4 3+3+4+5 15
5 3+3+4+5+6 21
6 3+3+4+5+6+7 28
7 3+3+4+5+6+7+8 36

Try this!
In how many ways can Albert, Tyrone, Cris, and Dave stand in a row? List
their positions.

4. Logical Reasoning

This strategy requires you to

use the information you have been
given in the question to find
relationships in them. From there,
you can form your answer.

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Example

Shuttle Worth sold 51 jars of her homemade jam in exactly three days. Each day she
sold 2 more jars than she sold on the previous day. How many jars did she sell on
each day?

Solution:

Applying the Logical Reasoning. Most students can approach the problem from an
algebraic point of view:
x denotes the number of jars sold on the first day.
x + 2 denotes the number of jars sold on the second day.
x + 4 denotes the number of jars sold on the third day.
x + (x + 2) + (x + 4) = 51
3x + 6 = 51
3x = 45
x = 15.
She sold 15 jars the first day, 17 jars the second day, and 19 jars the third day.
Now, let's look at this problem from logical reasoning. She sold 51 jars on three
days, an average of 17 jars per day. Because the difference between the numbers
sold on each day is a constant, the 17 represents the number sold on the "middle"
day. Thus on the day the previous day, she sold 17 - 2 or 15 jars, and on the day
following, she sold 17 + 2 or 19 jars.
Try this!
A farm owner has 28 pigs. All but 13 dies. How many pigs were left?

5. Find a Pattern

When you use this strategy,

look for a pattern from the given
information. Once you have identified
the pattern, you can predict what will
happen next and then continue the
pattern to find the correct solution.

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Example:

Each member of a club shook hands with every other member who came for a
meeting. There was a total of 45 handshakes. How many members were present at
the meeting?

A B C D E F G H I J
A
B ●
C ● ●
D ● ● ●
E ● ● ● ●
F ● ● ● ● ●
G ● ● ● ● ● ●
H ● ● ● ● ● ● ●
I ● ● ● ● ● ● ● ●
J ● ● ● ● ● ● ● ● ●
HS 9 8 7 6 5 4 3 2 1
Solution:

Total = 9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1 = 45 handshakes

There were 10 members.

Try this!

How many odd whole numbers will give a sum of 140?

6. Working Backwards

Working backwards is an excellent strategy

to use when the final outcome of the problem
has already been given. You just need to work
out what the events were that occurred
previously. This strategy is used when the
problem is presented in steps.

Example:

Sam's mom left a plate of cookies on the counter. Sam ate 2 of them, his dad
ate 3 of them, and they gave 12 to the neighbor. At the end of the day, only 4
cookies were left on the plate. How many cookies did she make altogether?
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Solution:

In this case, we know that the final cookie amount is 4. So if we work backward
to "put back" all the cookies that were taken or eaten, we can figure out what number
they started with.
Because cookies are being taken away, which denotes subtraction, thus, to get
back to the original number, we have to do the opposite: add. If you take the 4 that are
left and add the 12 given to the neighbors and add the 3 that Dad ate, and then add
the 2 that Sam ate, we find that Sam's mom made 21 cookies.
Equation:
4 - cookies left
2 - cookies eaten by Sam
3 - cookies eaten by Dad
12- cookies given to the neighbor

By working Backwards; 4 + 12 + 3 + 2 = 21 cookies

Try this!
Cristine received her allowance for the day. On her way to school, she spent
Php22 for the fare. When she reached her school, she bought a pancake worth Php12
before entering her class. She spent Php28 for snacks and Php55 for lunch. A
classmate who owed her Php200 paid on that day. She gave her group leader Php50
as a contribution to their school project. She went home after school and again paid
Php22 for the fare. She was left with Php273. How much was the allowance given to
her?