Problem Solving

in
Mathematics
 Cognitive Reasoning
1.1 Finding Patterns
1.2 Reading for Understanding and
Analysis
Many discoveries in Mathematics are
based on patterns. A mathematician
often uses the strategy of generalizing
to form a rule based on a few
examples. Then an attempt is made to
show that the rule discovered will
always work.
Reasoning based on pattern is
sometimes called cognitive reasoning.
We can also form conjectures from a
given pattern.

A conjecture is a statement thought to

be true but not yet proven as true or
Example:
Consider the following words from an alien
creature.
Prem = he loves
Prem el aki = she loves math
Sug aki = she hugs
What is the word for math in this weird
language?
Solution: (Reasoning)
The word loves appears twice in the
expressions as does the word she.
Then we can say that loves in the given
language is prem and she is aki.
Therefore, it leads us to the conclusion
that the word for math is el.
A sequence is a set of
numbers in a particular
order. The numbers in a
sequence are called terms
of the sequence.
 Order of Terms of
term sequence
First 1

Second 3
The table shows the
sequence Third 5

1,3,5,7,9,… The Fourth 7

numbers in the left Fifth 9
column shows the
Sixth 11
order of the terms.
…. ….
Example:
Given the following sequence of
letters;
A, C, D, F, G, I
What are the next two letters?
Solution:
To discover the pattern for this
problem, let us look at the first nine
letters of the English alphabet
ABCDEFGHI
Cross out the letters that are not
included in the sequence
Solution:
Following this pattern, J should come after I.
Then we should skip K and write L.

Hence, the two succeeding letters are J and L.

Forming conjectures and generalizing
results are all seen in the study of
patterns and number sequences.

A collection of numbers arranged in order

from left to right, such that there is first
term, second,etc.,and are separated by
commas, is called number sequence.
Example:
What are the next three terms of this
sequence?
1,1,2,4,8,16,32,64,…
Solution:
To describe a sequence, we often try to
find a pattern that relates the number of
a term to the term itself.

First, look at the relationship between

the terms.
Solution:
The first term is 1 and the second term
is 1, are equal but the third term is 2,
which may be treated as the sum of the
first two terms.
Solution:
Considering the sum of the terms,
A1= 1
A2 = 1
A3 = 1+1 = 2
A4 = 1 + 1+2 = 4
A4 = 1+1+2+4 = 8 and so on
Hence, for the next three terms
A9 = 64 + 64 = 128
A10 = 128 + 128 = 256
A11 = 256 + 256 = 512
Example:
Construct a sequence using the pattern
2n + 3, given n = 1,2,3,4,5
Solution:
2n + 3, n = 1
2(1) + 3 = 5 2n + 3, n = 4
2n + 3, n = 2 2(4) + 3 = 11
2(2) + 3 = 7
2n + 3, n = 5 2(5)
2n + 3, n = 3 + 3 = 13
2(3) + 3 = 9
Thus, our sequence is 5, 7, 9, 11, 13
To sum up, the type of
reasoning we have considered
in this section in the prediction
of the unknown and in the
generalization of the nth term
is called inductive reasoning.
Inductive reasoning
- is the process of generalizing from
particular observations or previous
outcomes.
- is the process of reaching a general
conclusion by examining specific
examples.
 Reading for
understanding and analysis
 Guidelines for
Comprehension
1. Jot down the keywords or
phrases
2. Write down what is being asked
for
Introduction to Problem
Solving
Problem Solving is a process. It is
the means by which an individual
uses previously acquired
knowledge, skills and
understanding to satisfy the
demands of an unfamiliar situation.
Good problem solvers
► Have desire to solve problems
► Problems interest them; they offer a challenge
► They are perseverant
► They are not easily discouraged when incorrect,
or when a particular approach lead to a dead
end.
► They go back and try new approaches again and
“Experience is solving problems
and experience in watching other
people solve their problems must
be in the basis on which heuristic is
built.”
-George Polya
George Polya (1887 – 1985)
“Father of Modern Problem Solving”
- Published the book “How To Solve It”,
translated in 18 languages and sold over one
million copies. In this book, he outlines the
four-step strategy for problem solving
problems.
George Polya’s four-step in problem
solving
1. Understand the Problem
2. Devise a plan
3. Carry out the plan
4. Look back/ Review the solution
Problem
Solving
Framework
(Polya)
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?
► Do you know what the goal is?
► Is there enough information?
► Is there extraneous information?
► Is there problem similar to another problem you
have solved?
 Step 2: Devise a Plan
1. Guess and test 11. Solve an equivalent problems
2. Use a variable 12. Work backward
3. Draw a picture 13. Use cases
4. Look for a pattern 14. Solve an equation
15. Look for a formula
5. Make a list
16. Do a simulations
6. Solve a simple problem
17. Use a model
7. Draw a diagram 18. Use a dimensional analysis
8. Use direct reasoning 19. Identify subgoals
9. Use indirect reasoning 20. Use coordinates
10. Use properties of numbers 21. Use symmetry
Step 3: Carry out the Plan
► Implement the strategy or strategies that
you have chosen until the problem is solved
or until a new course of action is suggested.
► Give yourself a reasonable amount of time
to solve the problem. If you are not
successful, seek hints from others or put the
problem aside for a while.
Step 3: Carry out the Plan
► Do not be afraid of starting over. Often, a
fresh start and a new strategy will lead to
success.
Step 4: Look back/Review the solution
► Isyour solution correct?
► Does your answer satisfy the statement of
the problem?
► Can you see an easier solution?
► Can you see how can extend your solution to
a more general case?
Summary of the process in problem solving
translat
Original e Mathematical
problem version
of the problem
Check Solve

Answer to the Solution to the

original mathematical
problem interpre
version
t
Example:
Twelve couples have been invited to
a party. The couple will be seated at
a series of square card tables, placed
end to end forming one long table.
How many of these tables are
needed to seat all 24 people?
 Solution:
A. Understand the problem
The key words in the problem are
square tables, placed end to end, and 24
people.
Draw a picture of what the situation
looks like for one table, for two tables,
for three tables, etc.,
Solution:
x x x

x x x x

x x x
Solution:
B. Develop a plan
Make a chart, record the data and then look for
patterns.
Number of tables 1 2 3 4…n

Number of guests 4 6 8 10…24

Solution:
c. Carry out the plan
Continuing the pattern, we can add 1 for every
two additional guests until we reach our
required number of 24 guests.

Therefore, 11 tables are needed to

accommodate 24 guests.
Solution:
d. Looking back
We can check the answer by continuing the
table, placing 11 small squares in a row, end to
end and count the places to be certain that the
tables can actually seat the 24 guests.
Example: An ant is at the bottom of an
iron pole whose top is 6 meters from the
ground. Each day, the ant climbs up 1
meter, and each night it slides back half
meter. How long will it take the ant to
climb to the top of the pole?
Solution:
A. Understand the problem
Question: How long will it take the ant
to climb to the top of the pole?

Data: Each day the ant climbs up 1

meter, each night it slides back half
Solution:
B. Devise a plan
A diagram can be drawn to show the
condition in the problem.
Solution:
C. Carry out the plan
The pattern is that every two days it
climbs 1 meter. On the tenth day, the
ant will have reached the 5 meter mark.
The ant will climb the remaining meter
mark and reach the top on the eleventh
day.
Solution:
D. Looking back
The diagram shows that the ant will
reach the top on the eleventh day. This
answer seems reasonable, since each
day the progress is half meter.
Exercises:
1. Workers built a 100 meter tunnel.
During the day they tunneled 30
meters. Each night, 10 meters dirt
caved in. How many days did it take
to finish the tunnel?
Exercises:
2. Use the problem solving guidelines to answer the
following questions.
a. What was the total length of the tunnel?
b. How far did they tunnel during the day?
c. What happened to the tunnel at night?
d. What is ask in the problem?
e. At the end of the first day, how far did they tunnel?
f. At the end of the second day, how far did they tunnel?
 Strategies in
problem solving
Strategy 1:
Guess and test
Guess and Test

This strategy involves guessing a

solution, checking the guess and, if
necessary, using information gained
from the checking process to revise
the guess.
Remember!
The Guess and Test strategy may be appropriate
when:
• There is a limited number of possible answers to
test
• You want to gain a better understanding of the
problem
• You have a good idea of what the answer is
• You can systematically try possible answers
• Your choices have been narrowed down by the use
Strategy 2:
Use a variable
 Letters are used in place of numbers in
this way are called variables or
unknowns.

The Use a Variable strategy, which is

one of the most useful problem-solving
strategies, is used extensively in algebra
and in mathematics that involves algebra.
The used of a Variable Strategy may be appropriate when :
• A phrased similar to “ for any number” is present or
implied;
• A problem suggests an equation;
• A proof or a general solution is required
• A problems contains phrases such as “consecutive”,
“even”, or “odd” whole number
• There is a large number of cases
• There is an unknown quantity related to known quantities
• There is an infinite number of numbers involved
• You are trying to develop a general formula
Strategy 3:
Draw a picture
There are problems that
involves physical situation, in
this case drawing a picture can
help to better understand the
problem.
The Draw a Picture strategy may be appropriate
when:
• A physical situation is involved
• Geometric figures or measurements are
involved
• You want to gain a better understanding of
the problem
• A visual representation of the problem is
possible
Strategy 4 and 5 :
Look for a pattern
and make a list
The Look for a Pattern strategy may be appropriate
when:
• A list of data is given
• A sequence of number is involved
• Listing special cases helps you deal with
complex problems
• You are ask to make prediction or
generalization
• Information can be expressed and viewed in
an organized manner, such as in a table.
The Make a List strategy may be appropriate when:
• Information can easily be organized and
presented
• Data can easily be generated
• Listing the results obtained by using the Guess
and Test
• Asked “in how many ways” something can be
done
• Trying to learn about a collection of numbers
generated by a rule or formula
Strategy 6:
Solve a simpler
problem
The Solve a Simpler Problem strategy may be
appropriate when:
• The problem involves complicated computations
• The problem involves very large or very small
numbers
• A direct solution is too complex
• You want to gain a better understanding of the
problem
• The problem involves a large array of diagram.
Strategy 7:
Draw a diagram
Problem:
A survey was taken from 150 college freshmen. Forty of
them were majoring in Mathematics, 30 were majoring in
English, 20 were majoring in Science, 7 had a double
major of Mathematics and English, and none had a
double or triple major with Science. How many students
had majors other than Mathematics, English, or Science?
Strategy 8:
Use direct
reasoning/ logical
reasoning
Strategy 9:
Work backward
 Sometimes a problem
describes a sequence of actions
involving numbers, gives the
results, and asks for the original
number.