1 Polyas Problem-Solving Process

Problem-solving is the cornerstone of school mathematics. The main reason

of learning mathematics is to be able to solve problems. Mathematics is a
powerful tool that can be used to solve a vast variety of problems in technol-
ogy, science, business and nance, medecine, and daily life.
It is strongly believed that the most ecient way for learning mathemati-
cal concepts is through problem solving. This is why the National Council
of Teachers of Mathematics NCTM advocates in Principles and Standards
for School Mathematics, published in 2000, that mathematics instruction
in American schools should emphasize on problem solving and quantitative
reasoning. So, the conviction is that children need to learn to think about
quantitative situations in insightful and imaginative ways, and that mere
memorization of rules for computation is largely unproductive.
Of course, if children are to learn problem solving, their teachers must them-
selves be competent problem solvers and teachers of problem solving. The
techniques discussed in this and the coming sections should help you to be-
come a better problem solver and should show you how to help others develop
their problem-solving skills.
Polyas Four-Step Process
In his book How to Solve It, George Polya identies a four-step process that
forms the basis of any serious attempt at problem solving. These steps are:
Step 1. Understand the Problem
Obviously if you dont understand a problem, you wont be able to solve it.
So it is important to understand what the problem is asking. This requires
that you read slowly the problem and carefully understand the information
given in the problem. In some cases, drawing a picture or a diagram can help
you understand the problem.
Step 2. Devise a Plan
There are many dierent types of plans for solving problems. In devising
a plan, think about what information you know, what information you are
looking for, and how to relate these pieces of information. The following are
few common types of plans:
Guess and test: make a guess and try it out. Use the results of your guess
to guide you.
1
Use a variable, such as x.
Draw a diagram or a picture.
Look for a pattern.
Solve a simpler problem or problems rst- this may help you see a pattern
you can use.
make a list or a table.
Step 3. Carry Out the Plan
This step is considered to be the hardest step. If you get stuck, modify your
plan or try a new plan. Monitor your own progress: if you are stuck, is it
because you havent tried hard enough to make your plan work, or is it time
to try a new plan? Dont give up too soon. Students sometimes think that
they can only solve a problem if theyve seen one just like it before, but this
is not true. Your common sense and natural thinking abilities are powerful
tools that will serve you well if you use them. So dont underestimate them!
Step 4. Look Back
This step helps in identifying mistakes, if any. Check see if your answer is
plausible. For example, if the problem was to nd the height of a telephone
pole, then answers such as 2.3 feet or 513 yards are unlikely-it would be wise
to look for a mistake somewhere. Looking back also gives you an opportunity
to make connections: Have you seen this type of answer before? What did
you learn from this problem? Could you use these ideas in some other way?
Is there another way to solve the problem? Thus, when you look back, you
have an opportunity to learn from your own work.
Solving Applied Problems
The term word problem has only negative connotations. Its better to
think of them as applied problems. These problems should be the most in-
teresting ones to solve. Sometimes the applied problems dont appear very
realistic, but thats usually because the corresponding real applied problems
are too hard or complicated to solve at your current level. But at least you
get an idea of how the math you are learning can help solve actual real-world
problems.
Many problems in this book will be word problems. To solve such problems,
one translates the words into an equivalent problem using mathematical sym-
bols, solves this equivalent problem, and then interprets the answer. This
process is summarized in Figure 1.1
2
Figure 11
Example 1.1
In each of the following situations write the equation that describes the sit-
uation. Do not solve the equation:
(a) Hermans selling house is x dollars. The real estate agent received 7% of
the selling price, and Hermans received $84,532. What is the selling price
of the house?
(b) The sum of three consecutive integers is 48. Find the integers.
Solution.
(a) The equation describing this situation is
x 0.07x = 84, 532.
(b) If x is the rst integer then x + 1 and x + 2 are the remaining integers.
Thus,
x + (x + 1) + (x + 2) = 48.
Practice Problems
In each of the following problems write the equation that describes each
situation. Do not solve the equation.
Problem 1.1
Two numbers dier by 5 and have a product of 8. What are the two numbers?
3
Problem 1.2
Jeremy paid for his breakfest with 36 coins consisting of nickels and dimes.
If the bill was $3.50, then how many of each type of coin did he use?
Problem 1.3
The sum of three consecutive odd integers is 27. Find the three integers.
Problem 1.4
At an 8% sales tax rate, the sales tax Peters new Ford Taurus was $1,200.
What was the price of the car?
Problem 1.5
After getting a 20% discount, Robert paid $320 for a Pioneer CD player for
his car. What was the original price of the CD?
Problem 1.6
The length of a rectangular piece of property is 1 foot less than twice the
width. The perimeter of the property is 748 feet. Find the length and the
width.
Problem 1.7
Sarah is selling her house through a real estate agent whose commission rate
is 7%. What should the selling price be so that Sarah can get the $83,700
she needs to pay o the mortgage?
Problem 1.8
Ralph got a 12% discount when he bought his new 1999 Corvette Coupe. If
the amount of his discount was $4,584, then what was the original price?
Problem 1.9
Julia framed an oil painting that her uncle gave her. The painting was 4
inches longer than it was wide, and it took 176 inches of frame molding.
What were the dimensions of the picture?
Problem 1.10
If the perimeter of a tennis court is 228 feet and the length is 6 feet longer
than twice the width, then what are the length and the width?
4