Problems, problems go away

Mathematics is on the way.

Duration: 2 Hours

Overview of the Unit

Why do you think most people have trouble finding a solution to problems? One
primary reason is that there is no single procedure that works all the time. Each problem
is slightly different. Another is that to solve a problem, you need to have practical
knowledge about a specific situation. Misunderstanding the problem or its underlying
conditions, you can make mistakes or incorrect assumptions.

Even if there is no single recipe for solving a problem, it does not mean that you
cannot do it. All you need is to build up your background knowledge and to practice. As
you solve more problems (and learn how other people solve them), you can get better
and better at it.

Go through this unit for you to learn useful strategies and techniques from the
following lessons:

3.1 Polya's 4-steps in Problem Solving

3.2 Problem Solving Strategies
3.3 Mathematical Problems Involving Patterns
3.4 Recreational Problems Using Mathematics

Objectives of the Unit

At the end of the unit, you are expected to:
1. Solve problems following Polya's four steps.
2. Organize your methods and approaches for solving problems.
Let's Start!

Lesson 3.1 Polya's 4-steps in Problem Solving

Objectives of the Lesson

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

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

3.1.1 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. He Photo grabbed from
wrote many mathematical papers along https://www.e-alyss.com/blog/wp-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.

3.1.2 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?

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.
Illustration 1.
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.

Step 2. Devise a plan. (Translate into a workable equation.)

In the problem, the length is 1 inch more than three times the width.
Therefore, we can now let
l=1+3 w∧w=w
The perimeter of the room is 26 inches.

Recall that the formula in finding the perimeter of a rectangle is

P=2 l+2 w∨P=2(l+ w). Now substituting l and w in the formula for perimeter, the result
is
2 ( 1+ 3 w+w )=26 .
Step 3. Carry out the plan. (Solve.)
Adding similar terms 2 ( 1+ 4 w )=26
DPMA 2+8 w=26
Additive Inverse −2+2+8 w=26−2
8 w 24
Multiplicative Inverse =
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

Lesson 3.2 Problem Solving Strategies

Lesson Objectives

At the end of the lesson, you are expected to:

1. Identify the different strategies used in solving problems
2. Solve problems using the common problem-solving strategies

You, I, and other people encounter different problems almost every day. These
problems vary from the simplest to the more complex ones. If the latter is to be faced,
you need to identify the problem and then apply a strategy for solving the problem.
Note: There are two kinds of problems that we solve in mathematics.
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

3.2.1 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.

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.
3.2.2 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

3.2.3 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.
3.2.4 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.

3.2.5 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.

3.2.6 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.
3.2.7 Solve an Easier Version

Sometimes the problem is too difficult to solve in one step. When this happens,
you will be able to make the problem simpler by dividing it into smaller and most
manageable steps, such as rewording the question using smaller numbers.

3.2.8 Use a Variable

The strategy use a variable Is often used when solving algebraic problems. We
can use this when we solve number problems, consecutive integer problems, age
problems, digit problems, and many other problems. This strategy is appropriate to use
when

 A phrase similar to "for any number" is present or implied

 A problem suggests an equation
 A problem contains phrases such as "consecutive," "even," or "odd" whole
numbers
 There is an unknown quantity related to known quantities.

Here are some examples.

Example 1. Three times the difference of a number and two is the same as
the number increased by 8. Find the number.
Step 1. Understand the problem.
Read the problem carefully and analyze what is given and what is being
asked in the problem. Since we are looking for a number, we can represent that number
by x .
Step 2. Devise a plan. (Translate.)
Three times the difference of a number and two is the same as the number increased by 8.

3(x−2) = x +8
Step 3. Carry out the plan. (Solve.)

3( x−2)=x +8
3 x−6=x+ 8
3 x−x=8+ 6
2 x=14
x=7 (the number)
Step 4. Check.
3(x - 2) = x + 8
3(7 - 2) = 7 + 8
3(5) = 15
15 = 15

Example 2. Find three consecutive integers if five times the third is equal to eighteen
more than the sum of the first and the second.
Step 1. Understand the problem.
There are three consecutive integers. We can represent them by
x , x +1∧x +2. Understand the relationship given among the three integers to formulate
the equation.
x – first integer
x +1 – second integer
x +2 – third integer
Step 2. Devise a plan. (Translate.)
five times the third is equal to eighteen more than the sum of the first and the second

5 ( x+ 2 )=x+ x+1+18
Step 3. Carry out the plan. (Solve.)
5(x +2)=x + x+1+18
5 x +10=2 x+ 19
5 x−2 x=19−10
3 x=9
x=3 (the first integer)
x +1=4 (the second integer)
x +2=5 (the third integer)
Step 4. Check.
5( x +2)=x + x+1+18
5 ( 5 )=3+ 4+ 18
25 = 25
Therefore, the three consecutive integers are 3, 4, and 5.

Example 3. A certain number is between 30 and 40. If the number is divided by the
sum of its digits, the quotient is four. Find the number.
Note: This is an example of a digit problem. If the number is between 30 and 40,
then the tens digit must be 3. So, we can represent the unit digit as x .

Solution: Let x be the unit digit and 3 be the tens digit.

Since the tens digit is 3 and the unit digit is x , then the number must be
30+ x .
If the number is divided by the sum of its digits , the quotient is four.
30+ x
=4
3+ x
Solving the equation,
30+ x
=4
3+ x
30+ x=4(3+ x)
30+ x=12+ 4 x or12+4 x=30+ x
3 x=18
x=6 (the unit digit)
Therefore the number is 36.
4u - u = 30 - 12
3u = 18

u=6
Answer: The number is 36.

*** Additional Digit Problem:

The sum of the digits of a two-digit number is 11. The units digit is one
less than three times the tens digit. Find the number.
Representation the unknown: Let u = units digit
t = tens digit

Equations: t + u = 11 (equation 1)
u = 3t - 1 (equation 2)
- 1
Solve.
Substitute equation 2 to equation 1.

t + u = 11
t + (3t - 1) = 11
4t - 1 = 11
4t = 11 + 1
4t = 12
t=3

Using equation 2, solve for u.

u = 3t - 1
= 3(3) - 1
=9-1
u=8
Answer: The number is 38.
Note: The following are examples of age problems. Let us remember that a person
has three ages: the past age, the present age, and the future age. To get
the age of a person in the past, we need to subtract from his present age. To
get his age in the future, we need to add to his present age.

Example 4. A lawyer's age is now seven-ninths of what his age will be 18 years from
now. How old is he now?
Let us tabulate the data in the given problem.
Person Present Age Future Age (18 years from now)
Lawyer x x + 18

Representation of the unknown: Let x = lawyer’s age

7
Equation: x= ( x+ 18)
9
Solve:
7
x= ( x+ 18)
9
9 x=7 (x+18)
9 x=7 x +126
9 x−7 x=126
2 x=126
2 126
x=
2 2
x=63 years (the age of the lawyer)

Example 5. One-fifth of a doctor's age eight years ago equals one-ninth of his age
24 years hence. How old is he now?

Let us tabulate the given data in the problem.

Present age Past age (8 years ago) Future age (24 years from now)
Doctor x x−8 x +24

Representation of the unknown: Let x = doctor’s age

1 1
Equation: ( x−8 )= ( x+24 )
5 9
Solve:
1 1
( x−8 )= ( x+24 )
5 9
1 1
45 [ ( x−8 )= ( x+24 )¿45
5 9
9 ( x−8 )=5(x +24)
9 x−72=5 x +120
9 x−5 x=120+72
4 x=192
4 192
x=
4 4
x=48 years (the age of the doctor)

Example 6. Rico is three times as old as his brother. Six years ago, the sum of their
ages was equal to Rico's present age. How old are they now?

Let us tabulate the given data in the problem.

Illustration 1. In “x “
Present age Past age (6 years ago)

brother x x−6
Rico 3x 3 x−6

Representation of the unknown: Let x = brother’s age

3x = Rico’s age

Equation: ( x−6 )+ ( 3 x−6 )=3 x

Solve: ( x−6 )+ ( 3 x−6 )=3 x

4 x−12=3 x
4 x−3 x=12
x=12 (the brother’s age)
3 x=36 (Rico’s age)
Rico is three times as old as his brother. Six years ago, the sum of their ages was equal
to Rico's present age. How old are they now?

Illustration 2 In “x and y”
Present Age Past Age (6 years ago)
brother x x-6
Rico y y-6

Representation of the unknown: Let x = brother’s age

y = Rico’s age

Equations: y = 3x equation 1
(x - 6) + (y - 6) = y equation 2

Solve: Simplify equation 2.

(x - 6) + (y - 6) = y

x + y - 12 = y

x + y - y = 12

x = 12 (the brother’s age)

Solve for y using equation 1.

y = 3x
y = 3(12)
y = 36 (Rico’s age)
SOLUTIONS TO PROBLEMS ON PRE-ASSESSMENT TEST 3 (NUMBERS 4 - 7)

_____4. A string is cut into two pieces such that one piece is four times as long as
the other. How long is the shorter piece if the string is 25 inches long?
A. 7 inches C. 5 inches
B. 6 inches D. 4 inches

Representation of the unknown: Let x = shorter string

4x = longer string

Equation: x + 4x = 25

Solution: x + 4x = 25

5x = 25

x = 5 inches (length of the shorter string)

_____5. Gerald is distributing flyers about their organization. He goes around the
campus and meets groups of students. He gives twice as many flyers to the
next group as to the previous group that he met. How many flyers has he
distributed if he gave four flyers to the first group, and he was able to meet
six groups?
A. 252 flyers C. 280 flyers
B. 300 flyers D. 240 flyers

Group 1 2 3 4 5 6
Flyers 4 2x 4x 8x 16x 32x

Let x = 4

Equation: x + 2x + 4x + 8x + 16x + 32x = 63x

Solution: if x = 4, then 63 (x) = 63(4) = 252 flyers

_____6. Three numbers a, b, and c are added in pairs. If the sum of a and b is 13,
the sum of b and c is 21, and the sum of a and c is 26, what is the smallest
number?
A. 8 C. 5
B. 3 D. 4

Representation of the unknown: Let a = the 1st number

b = the 2nd number
c = the 3rd number

Equations:
a + b = 13 (equation 1) or a = 13 – b
b + c = 21 (equation 2) or c = 21 – b
a + c = 26 (equation 3)

Solve.
Substitute equation 1 and 2 to equation 3.

a + c = 26
( 13 – b ) + ( 21 – b ) = 26
-2b + 34 = 26
34 - 26 = 2b
8 = 2b
4=b

Solve for a, using equaton 1.

a = 13 - b
= 13 - 4
a=9

Solve for c, using equation 2.

c = 21 - b
= 21 - 4
c = 17

Answer: The smallest number is 4.

_____7. Daniel has one-peso coins in the left and right pockets of his pants. If he
transfers one coin from his left pocket to his right pocket, the number of coins
in his right pocket would be twice of what he has on the left. However, if he
transfers one coin from his right pocket to his left, the number of coins in his
pockets will be equal. How many coins does he have in his right pocket?
A. 7 C. 5
B. 9 D. 6

Representation of the unknown:

Let x = the number of one-peso coins in the left pocket

y = the number of one-peso coins in the right pocket

Equations:

1st condition : 2 (x - 1 ) = y + 1 or 2x – 2 = y +1 or 2x - y = 3 eq’n 1

2nd condition : x +1= y -1 or x–y = -2 or x = y - 2 eq’n 2

Solve:

Substitute equation 2 to equation 1.

2x - y = 3
2(y - 2) - y = 3
2y - 4 - y = 3
y=3+4
y = 7 (the number of peso coin in the right pocket)