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Mathematics Problem Solving

The document discusses different types of problem solving strategies, including routine problems which apply direct formulas, and non-routine problems which require more creative thinking. It provides examples of different problem solving methods like drawing diagrams, making tables, or working backwards. Finally, it includes some sample word problems and their step-by-step solutions using various strategies.

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972 views

Mathematics Problem Solving

The document discusses different types of problem solving strategies, including routine problems which apply direct formulas, and non-routine problems which require more creative thinking. It provides examples of different problem solving methods like drawing diagrams, making tables, or working backwards. Finally, it includes some sample word problems and their step-by-step solutions using various strategies.

Uploaded by

hafizah_90
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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Select three non-routine problems and solve each of

this problem using two or more type of problem


solving strategies. Two elaborate on the difference
strategies. Select one strategies that is deemed to be
the most efficient and justify selection. To create a
similar problem and solve it using the suggested
strategies.
Problem involving a situation whereby an individual or a group is
required to carry out the working solution.

In doing so, they have to determined the strategy and method of


problem-solving first, before implementing the working solution.

The strategy of problem-solving needs a set of activities which will


lead to the problem-solving process.
Basically there are two types of problem-solving

routine problem

non-routine
problem.
Routine Problem

Routine problem is actually a type of mechanical


mathematics problem. It is aimed at training the
pupils so that they are able to master basic skills,
especially the arithmetic skills involving the four
mathematics operations or direct application of
using mathematics formulae, laws, theorems or
equations.
Non-Routine
Problem

Non-routine problem is a kind of unique problem-


solving which requires the application of skills,
concepts or principle which have been learned and
mastered. Thus, the method for solving non-routine
problem in mathematics cannot be memorized, and is
not the same as answering certain mechanical question.
The process of problem-solving needs a set of
systematic activities with logical planning, including
proper strategy and selection of suitable method for
implementation.
To identify
the
problem
To look for
clues /
information

To set up
hypothesis

To test the
hypothesis
To evaluate
and record
final
conclusion
 To ascertain the pattern of the solution
 To construct a problem-solving table
 To study all possible solutions
 To implement the strategies
 To plan a solution model
 To guess for the answer and checking
 To work backwards from the ending stage to the beginning
stage
 To draw pictures, diagrams or graph
 To select relevant mathematics notations
 To explain the problem by using individual’s own words
 To identify important information given
 To check assumptions which are not clearly stated
Analysis method

Analogy method
Mathematics
Solution
Problem Answer
Steps

Diagram method

Deduction method
Puan Salmah asked her son, Ali to buy 400 g of flour at the grocery.
The price for 1 kg of flour is RM 12.00. How much it cost for 400 g of flour?

1)To identify the important information given.

Prices for 1 kg of flour = RM 12.00


Prices for 400 g of flour = ?
1 kg = 1000 g
1000 g = RM 12.00
100 g = RM 12.00 / 1000
= RM 1.20
100 g x 4 = 400 g
Hence, RM 1.20 x 4 = RM 4.80
2) To construct a problem-solving table
En. Ahmad asked Hakim to take 9 balls from store. He asked Hakim to divide all
the balls equally to 3 classes. How many balls would each of class get?

1) To draw pictures, diagrams or graph?


9 balls

9 balls divided equally to 3 classes

3 balls for each classes


2) To select relevant mathematical notations

9 balls divided into 3 classes

9/3=3

9
__ = 3
3

Hence, 3 balls for each classes.


A millionaire had bought a pieces of land with width of 115 metre per square
near his rubber estate. After he sum up all his lands, he discovered that the
sum all his land is 180 metre per square. How much the size of his rubber
estate ?

1) To guess for the answer and checking

180 – 115 = 65

115 + 65 = 180

Hence, the size of the rubber estate is 65 metre per square


2) To check assumptions which are not clearly stated

Assume the size of rubber estate is 55 metre per square

180 – 55 = 125

Assume the size of rubber estate is 60 metre per square

180 – 60 = 120

Assume the size of rubber estate is 65 metre per square

180 – 65 = 115

Hence, the size of rubber estate is 65 metre per square.


Unfolding and folding a box. An unfolded box is shown below.

1 3 5 6

Which figure shows the box folded up?

1 3 3 6
3 2 5 4 4 6 5 1

A B C D
Answer: A
Difference Triangle Balls numbered 1 through 6 are arranged in a difference
triangle on the next page. Note that in any row, the difference between the
larger and the smaller of two successive balls is the number of the ball that
appears below them.

6 2 5
4 3
1

Arrange balls numbered 1 through 10 in a difference triangle.


Here is one solution

8 10 1 6

2 9 5

7 4

3
Missing Digits Puzzle. Fill in the blanks so that the multiplication problem
below uses all digits 0, 1, 2, 3, …….. , 9 exactly once, and is correctly worked.

_ 0 2
x 3 _
_________
_5,_ _ _
The correct problem is

402
x 39
______
15 678
Mok Soon Sang ( 1996) Pengajian Matematik Untuk Diploma Perguruan. Kuala
Lumpur : Kumpulan Budiman Sdn Bhd

http://io.uwinnipeg.ca/~jameis/New%20Pages/EYR25.html

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