SUMMARY OF REPORT

LESSON 4: PROBLEM SOLVING STRATEGIES

1. SEARCH FOR A PATTERN AND FORMULATE CONJECTURES

Search for a Pattern

➢ Is a problem-solving strategy that involves identifying recurring patterns, trends,
or sequences in a set of data or a problem. By observing patterns, you can often
predict future elements or make generalizations.

Formulating Conjectures
➢ Follows the identification of patterns. A conjecture is an educated guess or
hypothesis that describes the pattern you've observed. This conjecture can then
be tested and either proven or disproven.

Example 1:
Given: 1, 4, 9, 16,… Find the next 2 numbers.

Solution:
It looks like each number is a perfect square
1² = 1, 2² = 4, 3² = 9, 4² = 16

So the next number would be;

5² = 25
6² = 36

Example 2:
Solve the case: A man got killed in his office. The suspects are Edison, Maxis, Jason,
Janna, and Sofia. A calendar near a man has 6, 4, 9, 10, 11 written in blood. Who is the
killer?

Let us analyze the numbers in blood: 6, 4, 9, 10, 11. These numbers could
corresponds to the months of the year based on their numerical values.
6 = June
4 = April
9 = September
10 = October
11 = November

If we get the first letter of the month, we get: J, A, S, O, N Based

on the pattern, the killer could be Jason.
2. MAKE A DIAGRAM
➢ Is a visual problem-solving strategy where you represent a problem using a
drawing, chart, graph, or other visual tools. Diagrams help clarify relationships
between elements of the problem and make abstract concepts more concrete.

Example 1:

The smaller of two numbers is 1217. The greater number is 859 more than the smaller
number. (a) What is the greater number? (b) What is the sum of the numbers?

a. The greater number is 1217 + 859 = 2076.

b. The sum of the numbers is 2076 + 1217 = 3293

Example 2:

The chairs in the Multi-purpose Hall were arranged in rows. Each row had the same
numbers of chairs. Clyde sat on one of the chairs. There were 4 chairs on his left and
there were 5 on his right. There were 5 rows of chairs in front of him and there were 7
rows of chairs behind him. How many chairs were there in the Multi-purpose Hall?

Make a diagram to answer the problem:

First:
❖ Draw X to represent the chair where Clyde sat.

Second:
❖ Draw 4 (✓) from his left to represent the chairs on
his left and 5 (✓) from his right to represent the
chairs on his right.

Next:
❖ Draw 5 lines above the checks to represent the
rows in front of him and 7 lines below the checks
to represent the rows behind him.

Then:
 ❖ 10 the no. of chairs in each row x 13 the no. of rows
130 total no. of chairs in the Multi-purpose Hall

3. ORGANIZE DATA AND USE LOGIC

➢ Involves systematically arranging information to identify patterns or relationships.
This could include creating tables, lists, or charts.

Example 1:

A shop sells apples in bags of 3. It sells lemons in bags of 4. Patrick buys some bags of
apples and lemons. He buys the same number of each fruit. He buys more than 20 and
fewer than 30 pieces of each fruit. How many apples does Patrick buy?

Therefore, Patrick buy 24 apples

Example 2:

Shiela, Monica, and Joeven join a fun run and were declared as 1st, 2nd, and 3rd
placers but their places were not clearly specified. Identify their respective position
using the following clues; a). Sheila got the smallest cash price among the three. b).
Monica get mad at Joeven because he got a bigger trophy than her.

Organize the data using a table and logically examine the statements to identify the
results

First: Create a table. Second: Take the first clue

 Next: Take the other clue.

Then: Write the conclusion

Therefore, Joeven was the 1st placer, Monica was the 2nd placer, and Shiela was
the 3rd placers during the fun run.

4. MODIFY THE PROBLEM

➢ Involves altering the conditions of a problem to make it easier to solve. Once you
solve the simpler version, you can apply the insights gained to the original, more
complex problem.

Steps:
1. Identify the Complexities:
❖ Analyze the original problem and pinpoint the aspects that make it difficult to
solve directly. These could be:
2. Simplify the Problem:
❖ Create a modified version of the problem by making changes that reduce the
complexity.
3. Solve the Simplified Problem:
❖ Use the techniques you are familiar with to solve the modified problem.
Since it's simpler, you should be able to find a solution more easily.
 4. Apply Insights to the Original Problem:
❖ Analyze the solution to the simplified problem and identify the key insights or
patterns you've discovered. Use these insights to guide your approach to
solving the original, more complex problem.
5. Iterate and Refine:
❖ If the original problem remains too difficult, you can repeat the process,
further simplifying the problem or modifying your approach based on the
insights you gain.

Example 1:

Miss Sarah helping her friend design a triangular-shaped flower bed in their garden.
They want the base of the flower bed to be 10 feet long and the height to be 6 feet.
They need to know the area of the flower bed to figure out how much topsoil to buy.
1. Identify the Problem:
“What is the area of the triangular flower bed?”

2. Modified the Problem:

(Imagine a rectangular flower bed with the same base and height)
base (b)- 10 ft. height (h)- 6 ft.

3. Solve the Simplified Problem:

Solution:
Formula: Area =(1/2) Base × Height
= (1/2) 10 ft x 6 ft
= (1/2) 60 sq.ft.
= 30 sq.ft.

4. Apply Insights to the Original Problem:

❖ The area is 60 sq. ft. / 2 = 30 sq.ft.
❖ Therefore, the area of the triangular flower bed is 30 square feet.

Example 2:
Rachelle designing a triangular sail for your sailboat. The base of the sail needs to be 8
ft wide, and the height needs to be 5 ft. How much fabric will you need to make the sail?
(Remember, the area of a triangle is what determines how much fabric you need.)

1. Identify the Problem:

“How much fabric will you need to make the sail?”/2)

2. Modified Problem:
(Imagine you're designing a sail with a base of 10 ft and a height of 5 ft. How
much fabric would you need for this sail?
 Base = 10 ft
Height = 5 ft

3. Solve the Simplified Problem:

Formula:
Area = (1/2) × Base × Height
= (1/2) 10 ft x 5 ft
Area = 25 sq. ft

4. Apply Insights to the Original Problem:

❖ The original sail with an 8-foot base will require slightly less fabric than 25 square
feet because the base is smaller. You can use this insight to estimate the amount
of fabric needed for your actual sail.
❖ Therefore, you would need 25 square feet of fabric for the sail with a 10-foot
base.

5. DIVIDE INTO CASES

➢ Is a strategy where you break a complex problem into smaller, simpler cases.
Each case is solved individually, and the results are combined to answer the
original question.

Steps
1. Identify the Cases:
❖ Determine the different possible scenarios or cases that might arise within
the problem. This is the heart of the strategy, as it helps you break down the
complexity.
2. Solve Each Case:
❖ Address each case individually. Use the appropriate methods, formulas, or
reasoning to solve the problem within the context of that specific case.
3. Combine the Solutions:
❖ Once you've solved each case, combine the results to obtain a complete
solution to the original problem. This might involve summarizing the solutions
for each case, or requiring further analysis to integrate them.

Example 1:

A bookstore offers discounts on books based on their prices. Books priced below
₱1,500 get a 10% discount, books priced between ₱ 1,500 - ₱ 2,000 get a 15%
discount, and books priced above ₱ 2,000 get a 20% discount. If Danica wants to buy a
book within her budget of ₱ 2,500, how much will she pay for a book originally priced at:
a) ₱ 1,399
b) ₱ 1,959
c) ₱ 2,449

Divide the situation into cases

Case 1: Discount: 10%
: Book priced below ₱ 1,500 (e.g., ₱ 1,399)
❖ Price after discount: ₱ 1,399 - (10% of ₱ 1,399 ) = ₱ 1,259.1
Case 2: Discount: 15%
: Book priced between ₱ 1,500 - ₱ 2,000 (e.g., ₱ 1,959)
❖ Price after discount: ₱ 1,959 - (15% of ₱ 1,959 ) = ₱ 1,665.15
Case 3: Discount: 20%
: Book priced above $20 (e.g., $25)
❖ Price after discount: ₱ 2,449 - (20% of ₱ 2,449) = ₱ 1,959.2

By dividing the situation into cases, we can calculate the price Sara will pay:
a) ₱ 1,259.1
b) ₱ 1,665.15
c) ₱ 1,959.2

Example 2:
How many words are less than four letters long and contain only the letters A, B, C, D,
and E? Here, 'word' refers to any string of letters.

We divide the problem into cases, based on how long the word is.
Case 1: The word is one letter long Clearly, there are 5 of
these words.
Case 2: The word is two letters long
Constructing the set of these words, there are 5 options for the first letter and 5 options
for the second letter, so there are 5² = 25 of these words.
Case 3: The word is three letters long
By similar logic as above, we have 5 options for the first letter, 5 options for the
second, and 5 options for the third. Then there are 5³ = 125 of these letters.

Adding all our cases up, there are 5 + 25 + 125 = 155 words that are less than four
letters long and contain only the letters A, B, C, D, and E.

6. CONSIDER EXTREME CASES

➢ Involves analyzing the most extreme possible values or situations in a problem to
gain insights into its behavior. This strategy helps in understanding the
boundaries of a problem or testing the validity of a conjecture.
1. Identify the Extremes
❖ Determine and/or define the variables in the problem and their possible ranges
and also its best and worst possible outcomes

2. Analyze the Behavior/Impact

Explore how the problem behaves at these extreme points.

3. Draw Conclusion
❖ Analyze the results from the extreme cases to gain insights into the general
solution.

Example 1:
Scenario: You’re looking at the average test scores of students in a class. The scores
are: 85, 90, 92, 95, 98, 100 and 20. The score of 20 is an outlier

1. Identify the Extremes

❖ Including the outlier: The extreme values are 20 (minimum) and 100
(maximum)
❖ Excluding the outlier: The extreme values are 85 (minimum) and 100
(maximum)

2. Analyze the Extremes

❖ Including the outlier: The average is (85 + 90 + 92 + 95 + 98 + 100 + 20) /
7 = 83. This average doesn't accurately represent the typical score.
❖ Excluding the outlier: The average is (85 + 90 + 92 + 95 + 98 + 100) / 6 =
91.67. This is a more accurate representation of the majority of the students'
scores.
3. Draw Conclusion
❖ The outlier significantly affects the average. By considering the extreme case
of the outlier, we understand its impact and can make a more accurate
analysis.

Example 2:
Scenario
A farmer has 100 meters of fencing to enclose a rectangular field. What dimensions
maximize the area?

Extreme Cases:
Case 1: Very long and thin rectangle:
➢ If the length is almost 50 meters (half the fencing), the width approaches zero,
resulting in an area close to zero.
Case 2: Square:
 ➢ If the rectangle is a square (25 meters x 25 meters), the area is 625 square
meters.
Case 3: Very short and wide rectangle:
➢ Similar to Case 1, the area approaches zero.

Conclusion:
The maximum area is achieved when the rectangle is a square.
7.
LOOK FOR SYMMETRY

➢ Involves identifying symmetric properties in a problem, such as reflective or

rotational symmetry. Symmetry can simplify calculations or provide insights into
the structure of a problem.

Example 1:

You have a standard checkerboard with 64 squares. You want to paint half the
squares black and half the squares white. What is the easiest way to do this so that
no two squares of the same color touch along an edge?

1. Understand the Problem:

- Goal: Paint half the squares black, half white, with no adjacent squares of the
same color.
2. Identify Symmetry:
- Checkerboard Symmetry: The inherent symmetry of a checkerboard means the
pattern repeats consistently across the board.
3. Apply Symmetry to the Solution:
- Alternating Pattern: Since the checkerboard is symmetrical, the easiest solution is
to paint the squares in an alternating black and white pattern, mimicking the existing
checkerboard structure.
4. Verify the Solution:
- No Adjacent Same Colors: The alternating pattern ensures that no two squares of
the same color touch along an edge.
- Equal Number of Colors: The alternating pattern results in half the squares being
black and half being white.

Example 2:

You have a seesaw with two children sitting on it. The first child weighs 50 pounds
and sits 5 feet from the center. The second child weighs 40 pounds. How far from
the center should the second child sit to make the seesaw balance perfectly?

1. Understand the Problem:

- Goal: Find the distance the second child needs to sit to balance the seesaw.
- Moment: Moment = Weight * Distance from Fulcrum
2. Identify Symmetry:
- Seesaw Symmetry: A seesaw is symmetrical about its center (the fulcrum).
3. Apply Symmetry to the Solution:
- Equal Moments: To balance, the moment created by the first child must be equal to
the moment created by the second child.
8.
4. Use Equations:
- Child 1 Moment: 50 pounds * 5 feet = 250 pound-feet
- Child 2 Moment: 250 pound-feet (to balance)
- Child 2 Distance: 250 pound-feet / 40 pounds = 6.25 feet
5. Verify the Solution:
- Balanced Seesaw: The second child sitting 6.25 feet from the center creates a
moment of 250 pound-feet, balancing the seesaw.

CHOOSE EFFECTIVE NOTATION

➢ Refers to using symbols and variables to represent elements of a problem in a
clear and concise way. Effective notation can simplify complex problems and
make relationships easier to track.

Example 1:

Problem: A mother is currently three times as old as her daughter. In 6 years, the
mother will be twice as old as her daughter. How old is each now?
Solution Using Effective Notation:
Let m - represent the mother’s age now
d - represent the daughter’s age now

Set up equations: Checking;

m = 3d M=3d
m + 6 = 2 (d+6) M= 3(6)
M= 18
Solution through
substitution: m+6 = 2 (d+6) M+6 = 2(d+6)
3d+6 = 2d+12 18+6 = 2(6+6)
3d-2d = 12-6 24= 2(12)
D=6 24=24

Example 2:

Problem: A rectangle has a length that is twice its width. If the perimeter is 36 cm, what
are the rectangle’s dimensions?
Solution Using Effective Notation:
Let; w = width l = length l =2w

Solution; Checking; 2l + 2w = 36 cm
2l + 2w = 36 cm l = 2w l = 2 (12 cm) + 2(6cm) = 36
9.
2 (2w) + 2w = 36 cm 2(6 cm) cm
4w + 2w = 36 cm l = 12 cm 24 cm + 12 cm = 36 cm
6w/6 = 36/6 cm w 36 cm = 36 cm
= 6 cm

WORK BACKWARD
➢ Is a strategy where you start with the desired outcome and reverse the steps to
determine the initial conditions. This can be particularly useful in problems that
involve sequences or decision-making.

What are the various stages of the working backwards process?

❖ The first step in working backwards is to start with the final number.
❖ The next step is to undo the problem step-by-step in chronological order. ❖ The
end is when the beginning is determined.

Example 1:
Given:
Suppose Shiela is handing out candy. She give Kein 8 pieces, but she says she doesn't
need that many, so she gives him 3 pieces back. She gives Honey 7 pieces, and lastly,
he gives Marian 5 pieces. After doing this, Shiela has 4 pieces left for herself. Based on
all the information, can you tell me how many pieces of candy Shiela started out with?

Solving Our Candy Example

❖ We want to know how many pieces of candy Shiela started out with. Like we
said, to work backwards to solve, we start at the end of the problem and undo it
one step at a time. At the end of the problem, Shiela had 4 pieces of candy left
for herself, so this is where we'll start.
❖ Right before Shiela had 4 pieces left, he gave Marian 5 pieces. To undo this, we
add 5 pieces to the 4 Shiela has left, and 4 + 5 = 9, so now Shiela has 9 pieces
of candy. The next thing to undo is giving Honey 7 pieces. To do this, we add
those 7 pieces to my Shiela's 9 pieces, and 7 + 9 = 16, so Shiela has 16 pieces
of candy. Before this, She gave Kein 8 pieces of candy, but she gave her 3
pieces back. Since 8 - 3 = 5, this means Shiela gave Susan 5 pieces of candy in
all. Thus, to undo this step, we add 5 pieces of candy to Shiela's running total,
giving him 16 + 5 = 21. This tells us that Shiela had 21 pieces of candy to start
with.
10.
Example 2:
Step-by-step solution:

1. Start with the final weight:

❖ The scale showed 55 kg after two girls stepped off.
2. Add the weight of the second girl:
❖ The scale showed 104 kg when one girl stepped off. So, the second girl weighed 104
kg - 55 kg = 49 kg.
3. Add the weight of the first girl:
❖ The scale showed 164 kg when all three girls were on it. So, the first girl
weighed 164 kg - 104 kg = 60 kg.
 4. Calculate the weight of the third girl:
❖ The total weight of all three girls was 164 kg. So, the third girl weighed 164
kg - 60 kg - 49 kg = 45 kg.
5. Answer:
❖ Girl 1: 60 kg
❖ Girl 2: 59 kg
❖ Girl 3: 45 kg

10. PURSUE PARITY

➢ Involves analyzing the evenness or oddness of numbers. Parity can reveal
constraints in problems involving integers, such as in number theory or game
strategy.

Basic Rules Of Parity

❖ Even ± Even = Even
❖ Odd ± Odd = Even
❖ Even ± Odd = Odd
❖ Even x Even = Even
❖ Even x Odd = Even
❖ Odd x Odd = Odd

To pursue parity, examine the parity of:

❖ Individual numbers
❖ Sets of numbers
❖ Arithmetic operations (e.g., addition, multiplication)
❖

Example 1:
You start with 10 sheets of paper. Cut a few of them into 7 pieces, and a few of them
into 5 pieces. Then you cut some of the obtained sheets into 7 or 5 pieces again, and so
on. Can you get 2017 pieces this way?

Solution:
❖ No, you cannot get 2017 pieces
❖ Initial sheets: 10 (even)
❖ Cutting into 5 or 7 pieces (both odd) preserves parity
❖ Even number of sheets → Even number of pieces
❖ Odd number of sheets → Odd number of pieces
Example 2:
Find three odd numbers which sum to 30.

Solution:
❖ Odd +odd + Odd= Odd
❖ But 30 is even, so it’s not possible to find 3 odd numbers that the sum is 30.

Can be used in:

1. Number Theory: divisibility, congruences, prime numbers
2. Algebra: equations, inequalities, modular arithmetic
3. Combinatorics: counting, graph theory, combinatorial designs
4. Geometry: tessellations, symmetry, geometric transformations
5. Cryptography: encryption, decryption, coding theory
6. Computer Science: algorithms, data structures, complexity theory
7. Discrete Mathematics: set theory, logic, combinatorics

11. COLOR AND PROVE

➢ Is a strategy often used in combinatorics or geometry, where you assign colors to
different objects or regions of a problem to highlight patterns, relationships, or
properties. This visual method helps to simplify complex problems and provide
clarity for proof.

 Assign Colors: Begin by assigning different colors to various elements of the

problem. The choice of colors and the elements to be colored depend on the
problem's context.
 Analyze Patterns: Look for patterns or properties that emerge from the coloring.
 Formulate Proof: Use the observed patterns to construct a logical argument or
proof. This often involves demonstrating that certain configurations must exist or
cannot exist based on the coloring.

Can be used as Strategy by the following;

❖ Graph theory
❖ Map coloring
❖ Geometry
❖ Scheduling
❖ Number theory
❖ Combinatorics
Example 1:
An 8×8 chessboard with the northeast and southwest corner unit squares removed is
given. Is it possible to partition such a board into thirty-one dominoes (where a domino
is a 1×2 rectangle)?

❖ Each domino will cover two adjacent squares,

one with color 1 and the other with color 2. If 31
dominoes can cover the board, there should be
31 squares with color 1 and 31 squares with
color 2.
❖ However, in the board above there are 32
squares of color 1 and 30 squares of color 2.
So the task is impossible.

Example 2:

Can an 8×8 board be covered by fifteen 1×4 rectangles and one 2×2 square without
overlapping?

Consider the following coloring of the 8×8 board.

In the coloring of the board, there are 32 white

and 32 black squares respectively. By simple
checking, we can see every 1×4 rectangle will
cover 2 white and 2 black squares. The 2×2
square will cover either 1 black and 3 white
squares or 3 black and 1 white squares.

Assume the task is possible.

Then the 16 pieces together should cover
either 31 black and 33 white squares or 33
black and 31 white squares, which is a
contradiction to the
underlined statement above
Example 3:
Is a graph with 5 vertices and 6 edges can be colored by 3 colors such that no
two adjacent vertices have the same color?

Answer:

No two adjacent vertices have the same color. Thus, the graph can be colored
using 3 colors.