MAT 152: Mathematics in the Modern World

Lesson #4

Name: Class number:

Section: Schedule: Date:

Lesson Title: Illustrating Polya’s Four Steps in Problem Solving Materials:

Student Activity Sheets, Calculator

Lesson Objectives: At the end of this module, you should be References:

able to: www.wolframalpha.com
1. Apply Polya’s four steps in problem solving. Modern College Algebra
2. Enhance problem solving skills (real-life applications). by Elridge Vance

A.Productivity Tip: Today is the start of problem-solving techniques, make sure you are ready. Don’t overwork your
LESSON PREVIEW/REVIEW
Introduction
brain. (2 mins)
This is a long module, so find time to relax and breathe fresh air in between activities.
There many ways to solve problems in mathematics and even in real life. Mathematics is full of symbols and
notations precisely, so language of mathematics depends so much on them. Several problems which we will meet
in everyday life will be expressed in words and not in algebraic expressions or symbols. These problems stated in
words can be translated into mathematical symbols to solve for the required answer.

In this module, you will apply the Polya’s four steps in problem solving to solve word problems in algebraic
procedure. Problems involving number relations, investment, age, geometry, work and coin counting are just
some of the possible real-life problems that can be solve logically using the steps. The application of this process
will enhance your skills in problem solving.

Activity 1: What I Know Chart, part 1 (3 mins)

Instructions: Write in the first column what you know about the given questions. The third column is left blank at
this time.

What I Know Questions: What I Learned (Activity 4)

1) Are you good with solving
problems?

2) What are the different

strategies you tried effective?

3) How do you solve word

problems in mathematics?

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 MAT 152: Mathematics in the Modern World
Lesson #4

Name: Class number:

Section: Schedule: Date:
B. MAIN LESSON
Activity 2: Content Notes (13 mins)

George Polya (1887-1985), a Hungarian mathematician who immigrated to the United States in 1940. He published
the book “How to Solve It” in 1945 which quickly became his most prized publication translated into 17
languages.

Note that Polya’s work describes the steps to solve the problem, so when you get confused on Step 2
(device a plan), there are many strategies you can choose and we will discuss some of them in the next
three modules.

The Polya Fours-Steps can be illustrated clearly when solving “word problems” in algebraic approach to
finding solution sets. The process of (1) identifying the given, (2) writing mathematical formula, (3) solving
the unknown variable(s), and (4) checking if the value defines the formula follow Polya’s idea.

Example: (Number Relation Problem)

Twice the difference of a number and 1 is 4 more than that number. Find the number.

Solution: Step 1: Understand the problem. (Read the problem several times)
“Find the number.” means we are looking for a number  let x = the number.

Step 2: Devise a plan (translate phrases to mathematical formula)

“Twice the difference of a number and 1 is 4 more than that number” means 2(x –
1) = x + 4

Step 3: Carry out the Plan (solve the algebraic equation)

2(x – 1) = x + 4
2x – 2 = x + 4 (Distributive property)
2x – x = 4 + 2 (Combine like terms, all the x terms on one side)
x=6

Step 4: Look back (check and interpret)

“Twice the difference of 6 and 1” = 2(6 – 1) and “4 more than 6” = 6 + 4 ,
2(6 – 1) = 6 + 4 , (so this does check!)

Answer: The number is 6

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 MAT 152: Mathematics in the Modern World
Lesson #4

Name: Class number:

Section: Schedule: Date:

Try this “Age Problem” using the four steps!!! Always double check your mathematical symbols.

Christine is 41 years old and her daughter is 9. In how many years will Christine will be three
times as old as her daughter?

“Check your answers against the Key to Corrections found at the end of this SAS.
Solution:
Write your score on your paper.”

Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)
Practice Exercises: Solve the following problems and show complete solutions. The first problem about
geometry figure is done for you.

1) In a blueprint of a rectangular room, the length is 1 inch more than 3 times the width. Find the
dimensions if the perimeter is to be 26 inches.

Solution:

Step 1: Understand the problem. Step 2: Devise a plan (translate)

Perimeter of a Rectangle = 2(length) + 2(width) Let
w = width Perimeter of a Rectangle = 2(length) + 2(width)
The length is “1 inch more than 3 times the width” 1 + 26 = 2(1 + 3w) + 2w
3w = length

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 MAT 152: Mathematics in the Modern World
Lesson #4

Name: Class number:

Section: Schedule: Date:

Step 3: Carry out the plan (solve). Step 4: Look back (check and interpret).
26 = 2(1 + 3w) + 2(w) If width is 3, then length, which is “1 inch more
26 = 2 + 6w + 2w than 3 times the width” would have to be 10.
26 – 2 = 8w
24 = 8w The perimeter of a rectangle with width of 3
24 inches and length of 10 inches does come out to
=w
8 be 26.
3=w Answer: Width = 3 inches.
Length = 10 inches.

From this point, you try to solve the investment, coins, and work problems independently.

Investment Problem
2) Ms. Arena purchased a new TV at a local electronics store for $ 541.25, which included tax. If
the tax rate is 8.25%, find the price of the TV before they added the tax.

Solution:
Coin Problem
3) A coin purse contains 5 cents, 10 cents and 25 cents coins. The number of 10 cents-coins is
three times as many as 5 cents-coin, and the 25 cents-coin is two more than the 10 cent-coin. If
the total value of its contents isP4.90, how many of each kind of coins are in the purse?

Solution:

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 MAT 152: Mathematics in the Modern World
Lesson #4

Name: Class number:

Section: Schedule: Date:
Work Problem
4) Andrew can paint the house in 8 days and his brother can paint the same house in 6 days.
How long will it take for them to do painting together?

“Check your answers against the Key to Corrections found at the end of this SAS.
Solution: Write your score on your paper.”

Activity 4: What I Know Chart, part 2 (2 mins)

Instructions: Review the questions in the What I Know Chart from Activity 1 and write your answers to the
questions based on what you now know in the third column of the chart.

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 MAT 152: Mathematics in the Modern World
Lesson #4

Name: Class number:

Section: Schedule: Date:
Activity 5: Check for Understanding (5 mins)

QUIZ
Part A. Problem solving: Answer the following problems using Polya’s 4 Steps.
1. The sum of 3 consecutive integers is 273. Find the integers.
2. A rectangular garden has a width that is 8 feet less than twice the length. Find the dimensions if the perimeter
is 20 feet.
3. The longest side of a triangle is 3 ft longer than the shortest side. The medium side is 1 ft longer than the
shortest side. If the perimeter of the triangle is 16 ft, what are the lengths of the three sides?
7
4. A man is as old as his wife. Twenty years ago, He was twice as old as his wife. Find their age now.
6
Part B. Multiple Choice. Write the letter of the correct answer in the space provided.
1. This is a type of logic in which goes from a general statement to a specific instance.
a. Deductive reasoning b. Inductive reasoning
c. Mathematical induction d. Proving identities

2. It involves going from a series of specific cases to a general statement.

a. Deductive reasoning b. Inductive reasoning
c. Mathematical syllogism d. Proving identities

3. A number increased by one-sixth of itself equals 14. What is its algebraic symbol?
a. 1 – x = 14 b. x + 1 x = 14 c. 1 + x = 14 d. 𝑥 + x = 14x
6 6 6 6

4. A marine biologist is researching the structure of a nautilus. The shell’s pattern follows a sequence
discovered by the mathematician Fibonacci. Insert the next three numbers: 0 1 1 2 3 5 8 13 .
a. 22, 35, 55 b. 21, 34, 55 c. 23, 36, 56 d. 20, 33, 54

_ 5. It is the science that deals with the logic of shape, quantity and arrangement.
a. Technology b. Social Sciences c. Mathematics d. Engineering

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 MAT 152: Mathematics in the Modern World
Lesson #4

Name: Class number:

Section: Schedule: Date:
C. LESSON WRAP-UP
Activity 6: Thinking about Learning (5 mins)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

Great Job! Let’s discuss your learning experience about the different activities in this module.

1. What is one strategy that you’ve never tried before that you think will help you better understand the lesson?
Describe it.

2. What hiccups did you encounter while working in your lesson today? Describe the trigger and how it affected
your work. What did you do when it happened?

FAQs

1) When I'm given a 'word problem', where do I start?

Start by understanding what the problem is asking. What is the exact question you need to answer? Next, figure
out what information you already know, and what you need to know in order to answer the question.

2) What are the problem-solving skills in mathematics?

Students learn to problem solve in mathematics primarily through 'doing, talking, reflecting, discussing, observing,
investigating, listening, and reasoning., as learners investigate together.

3) What are the 10 problem-solving strategies?

a) Guess and check f) Make a table or chart
b) Draw a picture or diagram g) Act out the problem
c) Find a pattern or use a rule h) Check for relevant or irrelevant information
d) Find smaller parts of a large problem i) Make an organized list
e) Solve a simpler problem j) Work backwards.

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 MAT 152: Mathematics in the Modern World
Lesson #4

Name: Class number:

Section: Schedule: Date:

KEY TO CORRECTIONS: (2 points per step for each problem)

Activity 2: Christine is 41 years old and her daughter is 9. In how many years will Christine will be three times as old as
her daughter?
Step 1: Understand the problem Step 2. Devise a plan
Let x = required number of years Christine’s age in x years = 3 (daugther’s age in x years)
9 + x = daughter’s age after x years 41 41 + x = 3(9 + x)
+ x = Christine’s age in x years

Step 3. Carry out the plan Step 4. Look back

41 + x = 3(9 + x) 41 + 7 = 48, Christine’s age in 7 years
41 + x = 27 + 3x 9 + 7 = 16, daughter’s age in 7 years.
41 – 27 = 3x – x
14 = 2x Answer: In 7 years, Christine will be 48 which is “3
7=x times as old her daughter” that will be 16 years old.

Activity 3. Solutions to problem #2 - #4

2) Ms. Arena purchased a new TV at a local electronics store for $ 541.25, which included tax. If the tax rate is 8.25%,
find the price of the TV before they added the tax.
Step 1: Understand the problem. Step 2. Devise a plan
“Original price plus 8.25% tax” = x + 0.0825x
Let x = price of the TV before tax added will give you the purchasing cost of $ 541.25

x + 0.0825x = 541.25

Step 3. Carry out the plan Step 4. Look back

x + 0.0825x = 541.25 8.25% tax to 500 = (500) (0.0825) = 41.25
1.0825x = 541.25
1.0825X 541.25 If you add: 41.25 + 500 you would get 541.25 .
1.0825 = 1.0825
x = 500 Answer: The original price is $500.

3) A coin purse contains 5 cents, 10 cents and 25 cents coins. The number of 10 cents-coins is three times as many as 5
cents-coin, and the 25 cents-coin is two more than the 10 cent-coin. If the total value of its contents isP4.90, how many
of each kind of coins are in the purse?
Step 1: Understand the problem
x = the numbers of 5 cent-coin 3x = Step 2. Devise a plan
the number of 10 cents-coin
3x + 2 = the number of 25 cents-coin 0.05x + (0.10)(3x) + (0.25)(3x + 2) = 4.90

Step 3. Carry out the plan Step 4. Look back

Going back to the assumptions of Step 1,
0.05x + (0.10)(3x) + (0.25)(3x+2) = 4.90 *the number of 5 cents-coin  x=4

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 MAT 152: Mathematics in the Modern World
Lesson #4

Name: Class number:

Section: Schedule: Date:

0.05x + 0.3 + 0.75x + 0.5 = 4.90 *the number of 10 cents-coin  3(4) = 12

1.1 x = 4.90 – 0.5 ,*the number of 25 cents-coin  3(4) + 2 = 14
1.1 x = 4.4
x=4 Answer: 4 pieces of 5cents-coin
12 pieces of 10cents-coin 14
pieces of 25cents-coin.

4) Andrew can paint the house in 8 days and his brother can paint the same house in 6 days. How long will it
take for them to do painting together?
Step 1: Understand the problem.
Let x = the number of days required
for them to paint the house together Step 2. Devise a plan
1
= the part of the house they can paint in one day 1 1 1
𝑥 8 +6 =𝑥
1
= the part of the house Andrew can paint in one day
8
1
= the part of the house Andrew’s brother can paint in one day
6

Step 3. Carry out the plan Step 4. Look back

1
+1=1  6+8
=1  14
= 1
 14x = 48 (substitute the value of x to the equation in
8 6 𝑥 48 𝑥 48 𝑥 Step 2)
x = 48 or 3 3 days
14 7 Answer: They can paint the house
together in 3 3 days.
7

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