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Problem Solving (Guna)

The document discusses problem solving in mathematics education. It begins by defining problems and describing different types of problems, such as routine and non-routine problems. It then discusses the systematic process of problem solving, listing thinking and math skills involved. Various problem solving strategies for primary schools are presented, including representation of objects, guessing and checking, looking for patterns, drawing diagrams, making tables, trying simpler cases, making analogies, and working backwards. The document emphasizes practicing these strategies to master problem solving as an important lifelong skill.

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Ling Lii Lik
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© Attribution Non-Commercial (BY-NC)
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Download as PPT, PDF, TXT or read online on Scribd
181 views

Problem Solving (Guna)

The document discusses problem solving in mathematics education. It begins by defining problems and describing different types of problems, such as routine and non-routine problems. It then discusses the systematic process of problem solving, listing thinking and math skills involved. Various problem solving strategies for primary schools are presented, including representation of objects, guessing and checking, looking for patterns, drawing diagrams, making tables, trying simpler cases, making analogies, and working backwards. The document emphasizes practicing these strategies to master problem solving as an important lifelong skill.

Uploaded by

Ling Lii Lik
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Learning to solve problems is the principle reason for studying mathematics

WHAT IS THE PROBLEM?


MONEY $$$$$$
FAMILY

LANGUAGE
STUDENTS

PROGRAMME 60 : 40

PROBLEMS ??????????? A statement or daily life situation that requires solutions.

Routine Problem

Non Routine Problem

Kinds of Problems

Application @ Modelling problem

Exploring Problem

Routine Problems
Normally confront.

Involve one mathematical operation.


Basic skills and sequencial steps. Need understanding, gather information, choose operation and algorithms. Solve through story telling and relate it to real situation.

Non-routine Problems
Complex problem. Require complex solving process. Use different strategies Use various methods. Use critical and creative thinking skills.

PROBLEM SOLVING
A SYSTEMATIC PROCESS THAT REQUIRES THINKING SKILLS TO ACHIEVE THE REQUIRED AIM IN A CERTAIN PROBLEM USING VARIOUS STRATEGIES, KNOWLEDGE AND EXPERIENCE.

MATHS CONCEPT SKILLS

COMMUNICATION
THINKING

SKILLS DECISION
MAKING

WHY PROBLEM SOLVING ?

SELF-ACCESS LEARNING

SELF-ESTEEM
PLANNING

VALUE

A Strategy Can Be Mastered By Practise


If you give a man a loaf of bread, you feed him for a day; but if you teach the man to bake, you feed him for a lifetime. If you give a boy a fish, he will have fish for a meal;

but if you teach him how to fish, he will have fish for a lifetime.
9

4 STEP PLAN TO SOLVE PROBLEMS

Based on Polya model Explore. Plan. Solve. Examine.

4 - STEP PLAN TO SOLVE PROBLEMS


START

i. ii.

Determine the information What you need to find

EXPLORE

Planning and identify the strategy

PLAN
SOLVE

Solving
No

Does your plan work ?


Yes

Examine your answer carefully.

EXAMINE
No

Does it fits the facts given?


Yes

END

PROBLEM SOLVING STRATEGIES


Suggested strategies for primary schools are:
Representation of Objects Make a table Try a simpler case Make an analogy Act a situation Work backwards

Guess, check and improve


Look for a pattern Draw a diagram

1. Representation of objects
Representing numbers with objects.

There are 5 marbles in a box. Mum add in 2 more. How many marbles are there in the box?

2. Guess, check and improve


Make a guess Check the answers Work out systematically

Guess the answers according to certain sequence

Complete the given circles with numbers 1 to 6 so that the sums of all the sides of the triangle is 12.

4 3 2 1

The sum of 3 successive numbers is 243. Make an estimation and work out the numbers.

80

81

82

= 243

Make an estimation 243 3 = 81

Make a guess a) 81 + 82 + 83 = 246

b) 79 + 80 + 81 = 240
c) 80 + 81 + 82 = 243

3. Look for a pattern


Introduces the idea that many sequences can be constructed Studies specific pattern

Making generalisation for a solution Carry out the generalisation

10

15

4. Draw a diagram

Use to clarify a problem

Guide the students to solve the problems

The membership fee of a club for men and women is in the ratio of 4:3. A group of 2 men and 5 women paid RM4600 as the total membership fee. How much is the membership fee for a men?

TRY TO SOLVE IT..

1 2 of it and keeps 3 4 of the remainder as monthly savings. How much is her monthly
Yati earns RM1 200 monthly. She spends savings?

RM400 RM1200 RM400 RM400

2 3

Spent left

1 3

RM100 RM100 RM100 RM100


1 4

Savings

5. Make a table
List out the possibilities systematically

Overcomes the disability to interpret problems

Rosnah decided to hold a party. She bought 2 kg of chicken at RM5.50 per kg and 800 g of lettuce costing RM2 a kg. How much did she spend?

1 kg 800 g

RM2.00 RM2 x 800 g 1000 =

=
Item Quantity 2 kg 800 g Total Price per unit RM5.50 RM2.00

1600 1000 RM 1.60

Total RM11.00 RM 1.60 RM12.60

Chicken
Lettuce

6. Try a simpler case

Some complicated problems can be solve by trying out a simpler case which has a or some similarities.

How many more is needed to 362 to make it 795?

362

795

=
1

3 4 5 6 7
4
+ 3

4
1 1

362 462

100

562
662

100
100 100

400

762
72 82 92 93

10
10 10 1 1 1

30

433

94
95

433

362

795

7. Make an analogy
Problem A compared with problem B. Procedures to solution already known.

A problem similar to B problem


and continue using it. If only part of problem B is the same, do some minor changes.

Find the total surface of a pyramid.

Feel the surface of a cube Relate it to the surface of a pyramid

8. Act a situation

Acting activity is being carried out

Clearer and easier to understand the problems

Suitable objects can be used

Puan Siti has RM100. She bought two blouses at RM18 each. How much money left?

RM18 RM18

RM100

_ RM18 _ RM18

= RM64

9. Working Backwards
The end information is given.

Figure out what happened before.

Use this strategy to solve the problem.

A bus from Taiping reached Kuala Lumpur at 4.30 p.m. It stopped at Tapah for 30 minutes. If the journey took 4 hours and 30 minutes, what times does the bus leave from Taiping ?

Determine the informations: a) Arrived KL at 4.30 p.m b) Break for 30 minutes c) Duration time 4 hours 30 minutes

30 mins 30 mins Break

1 hr

1 hr

1 hr

1 hr

11.30 12.00 12.30

1.30

2.30

3.30

4.30 Arrivals

Departure time at 11.30 a.m

CONCLUSION
For effective T&L use non routine questions with routine questions use questions which have one answer/more answers use a diverge question and more challenging use creative and critical thinking (KBKK) use different solving strategies carry out problem solving in T&L and assessment

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