ST.

LOUIS COLLEGE OF BULANAO

Bulanao, Tabuk City Kalinga

 PROBLEM SOLVING STRATEGIES

Unlike exercises, there is never a simple recipe for solving a problem. You can get better
and better at solving problems, both by building up your background knowledge and by simply
practicing. As you solve more problems (and learn how other people solved them), you learn
strategies and techniques that can be useful. But no single strategy works every time.

How to Solve It

teaching effective problem solving

skills. He was born in Hungary in 1887, received his Ph.D. at the University of Budapest, and
was a professor at Stanford University (among other universities). He wrote many mathematical
papers along with three books, most famous
1985.

How to Solve It, which gave a four-step method for

solving mathematical problems:

1. First, you have to understand the problem.

2. After understanding, then make a plan.
3. Carry out the plan.
4. Look back on your work. How could it be better?

This is all well and good, but how do you actually do these steps?!?! Steps 1. and 2. are
! ? T ur
toolbox, and some experience to draw upon.

Much has been written since 1945 to explain these steps in more detail, but the truth is that
they are more art than science. This is where math becomes a creative endeavor (and where it
becomes so much fun). We will articulate some useful problem solving strategies, but no such
list will ever be complete. This is really just a start to help you on your way. The best way to
become a skilled problem solver is to learn the background material well, and then to solve a lot
of problems!

Problem Solving Strategy 1 (Guess and Test)

Make a guess and test to see if it satisfies the demands of the problem. If it doesn't, alter the
guess appropriately and check again. Keep doing this until you find a solution.

Example 1:

Mr. Jones has a total of 25 chickens and cows on his farm. How many of each does he
have if all together there are 76 feet?

Step 1: Understanding the problem

We are given in the problem that there are 25 chickens and cows.
All together there are 76 feet.
Chickens have 2 feet and cows have 4 feet.
We are trying to determine how many cows and how many chickens Mr. Jones has on his
farm.
Step 2: Devise a plan
Going to use Guess and test along with making a table
Many times the strategy below is used with guess and test.
Make a table and look for a pattern:

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

Procedure: Make a table reflecting the data in the problem. If done in an orderly way, such a
table will often reveal patterns and relationships that suggest how the problem can be solved.
Step 3: Carry out the plan:
Chickens Cows Number of chicken feet Number of cow feet Total number of feet
20 5 40 20 60
21 4 42 16 58
Notice we are going in the wrong direction! The total number of feet is decreasing!
19 6 38 24 62

Better! The total number of feet are increasing!

15 10 30 40 70
12 13 24 52 76

Step 4: Looking back:

Check: 12 + 13 = 25 heads 24 + 52 = 76 feet.

We have found the solution to this problem. I could use this strategy when there are a
limited number of possible answers and when two items are the same but they have one
characteristic that is different.

Example 2:
1. Zenadine takes a lace that is 36 inches long and cuts it in two pieces. One piece is two times as
long as the other. How long is each piece?

Solution:

Step 1: Understanding the Problem

*What we know in the problem are the following:
One number is two times the other number. And their sum is 36.
*What we need to find are two numbers that sum up to 36.

Step 2: Devising a Plan

We will guess two random numbers, one two times bigger than the other and find the sum. If the sum is
too small, we guess larger numbers and if the sum is too large we guess smaller numbers. Then, we see if
any patterns develop from our guesses.

Step 3: Carrying Out the Plan

Guess 1: 10 and 20 inches

10+ 20 = 30 inches too small
Guess 2: 11 and 22 inches
11+22=33 inches still too small
Guess 3: 13 and 26 inches
13+26 = 39 inches too big
Guess 4: 12 and 24 inches
12+24= 36 inches √
Therefore, the pieces are 12 inches and 24 inches long.
Step 4: Looking Back
To verify our answer, this we see if the conditions in the problem are satisfied.
12+24 36 The pieces of lace add up to 36 inches:
24 2(12) One piece is two times the length of the other piece
This only shows that our answer is correct.

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

Problem Solving Strategy 2 (Identifying a Subgoal Strategy).

Identifying a subgoal strategy is used when solving math problems that need to be solved in more
than a single step and each step can be solved separately. Many large and complex problems can be
solved by using this strategy. https://schooltutoring.com/help/more-problem-solving-strategies-/dentifysubgoals/

EXAMPLE 1 :
Magic Square Problem (Magic Squares are square grids with a special arrangement of numbers in
them. These numbers are special because every row, column and diagonal adds up to the same number.)
Arrange the numbers from 1 to 9 in a 3x3 magic square so that the sum of every row, column and
diagonal adds up to the same number.
Solution:
Step 1: Understanding the problem
Remember that we have the numbers 1 to 9 which are to be arranged in a square subdivided into
nine smaller squares, where each small square contains a different number. Then we have to make sure
that the sum of every row, column and diagonal adds up to the same number.
Step 2: Devising a Plan

Take note that for the square to be a magic square, we must first know what the common sum is.
Thus, our subgoal is to find that common sum. (Therefore, the strategy that we will use here is identifying
a subgoal strategy.)

Step 3: Carrying Out the Plan

First, we find the common sum. Note that the sum of the nine numbers is 45.
1+2+3+4+ 5 + 6+7+ 8+9 = 45
Notice also that 45 is 3 times the sum of one row or column. (Why do you think so?)
Next, we find the common sum by dividing the sum of the nine numbers, 45, by S, So, we got 15
as the common sum.

Then we decide as to what number is to be placed in each square. Try dividing the common sum
by 3 (Oops, this is not true for all magic squares.). The quotient is 6, Now place this at the center most
square (figure a). Next, place the other numbers in the remaining squares such that the even numbers will
occupy the corner squares (figure b) and the odd numbers, the middle squares (figure c). You can do trial
and error on this,

So our magic square would look like this (figure d);

2 6 7 2 7 6
5 or 5 or 9 5 1 9 5 1
4 8 3 4 3 8
Fig. a Fig. b Fig. c Fig. d
(Note: There are other possible answers here. Try finding the others.
Step 4: Looking Back
Now, we have to check if our answer is reasonable. To do this, we have to examine if the sum of
the numbers in each row, column and diagonal adds up to 15. Hence we have,
ROW COLUMN DIAGONAL
2+7+6= 15 2+9+4 = 15 2+5+8 = 15
9+5+1= 15 7+5+3 = 15 6+5 + 4 = 15
4 +3 +8 = 15 6+1+8 = 15
Since all rows, columns, and diagonals sum up to 15, then this means that our answer is correct
and reasonable.

3 Prepared by: Cindy D. Dayag

 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

Example 2:

During one semester, Rica Mae was given P25 for each math test that she passed and was fined
P50 for each math test that she failed. By the end of the semester, Rica Mae passed seven times as many
tests as she failed and she had a total of P375. How many tests did she fail?

Solution:

Step 1: Understanding the Problem

The problem tells us that if Rica Mae will pass the exam, she will receive P25 but if she will fail,
she has to pay P50. It is also indicated in the problem that she passed seven times as many tests as she
failed her total money at the end of the semester is P375.

So here, we need to determine the number of tests that Rica Mae failed in the entire semester

Step 2: Devising a Plan

For us to be able to solve the problem, we will make use of the identifying a subgoal strategy.
This means that we have to know what our subgoal is. In this case, our subgoal is to know first how much
Rica Mae makes if she passed 7 tests and failed one test.

Step 3: Carrying Out the Plan

To start, we have to know how much Rica will get if she will pass 7 tests, how much she will
have to pay if she will fail one test, and her total money after combining the two amounts. Then, we
continue until we get the desired amount. So we have,

Tests Amount of money Test Failed Amount of money Total Amount

Earned paid Earned
7 7 x P25 =P175 1 1 x P50 = P50 P125
14 14 x P25 = P350 2 2 x P50 = P100 P250
21 21 x P25 = P525 3 3 x P50 = P150 P375

Looking at the table, we can see that if Rica passed 7 tests and failed 1 test, she will have a total
amount of P125. Since in the problem, Rica earned P375, this means that she took three groups of tests
where she passed 21 tests and failed 3 tests.

Therefore, during that semester Rica Mae failed 3 tests.

Step 4: Looking Back

To verify if our answer is correct, we do this:

(21 tests passed x P25) - (3 tests failed x P50) = P375
P525- P150 = P375
P375 = P375
This means that our answer is correct.

Problem Solving Strategy 3 (Using a variable to find the sum of a sequence.)

Gauss's strategy for sequences.
last term = fixed number (n-1) + first term
The fix number is the amount each term is increasing or decreasing by. "n" is the number
of terms you have. You can use this formula to find the last term in the sequence or the number
of terms you have in a sequence.

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

Example 1:
2, 5, 8, ... Find the 200th term.
Last term = 3(200-1) +2
Last term is 599.
To find the sum of a sequence:
sum = [(first term + last term) (number of terms)]/ 2
Sum = (2 + 599) (200) then divide by 2
Sum = 60,100
Problem Solving Strategy 4 (Looking for a Pattern)
Looking for a Pattern is a strategy in which students look for patterns in the data in order to solve
the problem. Students look for items or numbers that are repeated, or a series of events that repeat.
Discovering patterns can help students learn multiplication facts. The Looking for a Pattern strategy can
be used to solve many math problems and can be used in combination with many other strategies,
including make a table, make a list, or simplify the problem.(htpswww.toachervision.com/problem-
solving/problem-solving-find-pattem)

EXAMPLES:

1. Find the next three terms in the given sequences:

a. 2, 5, 8, 11,
b. 1, 5, 9, 13, 17,
Solution:
Step 1: Understanding the Problem
In the given sequences, we need to find a pattern based on the given terms and then we will use it
to the find the next three terms

Step 2: Devising a Plan

The strategy that is appropriate for the problems is Looking for a Pattern Strategy. What we will
do here is to see whether the terms are increasing or decreasing and by how many units.

Step 3: Carrying Out the Plan

a. If we are to examine the terms in the given sequence, we'll notice that each term increases by 3.
So, it this pattern continues, the next three terms in the sequence would be 14, 17, and 20. Hence,
the next three terms in the sequence are 14, 17, and 20.
b. Looking at the terms of the sequence, it seems that the second term is 4 greater than the first term.
Same is true for the third term, the fourth term, and so on. f his pattern continues, then the next
three terms in the sequence would be 21, 25, and 29. Therefore, our answers are 21, 25, and 29.

Step 4: Looking Back

To check it our answers are reasonably correct, then we determine the difference between each of
the given terms then we add this difference to the last given term until we produce the next three terms.
So we have,

a. 2 5 8 11 14 17 20

-3 -3 -3 +3 +3 +3
b. 1 5 9 13 17 21 25 29

-4 -4 -4 -4 +4 +4 +4

Thus, this shows that our answers are correct.

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

1. What is the nth term of the sequence 4, 10, 16, 22, 28,.?

Solution:
Step 1: Understanding the Problem
We know that the nth term of a sequence can be found by finding the common difference (if it is
an arithmetic sequence) and using the formula an = a1 + (n - 1)d where d is the common difference, n is
the number of terms, a1 is the first term, and an is the nth term.

Step 2: Devising a Plan

We will use Looking for a Pattern Strategy to know the common difference.

Step 3: Carrying Out the Plan

First, we solve for the common difference. So we have

4 10 16 22 28

6 6 6 6
Since we now know that the common difference 6, we can already substitute it in the formula
an = a+ (n-1)d. Hence we have,

 an = a+ (n-1)d
 an =4+(n-1)6 substitute d = 6 in the formula
 an = 4+ 6n -6 simplify using Distributive property
 an = 6n -2 simplify further by combining like terms

Therefore, the nth term of the sequence Is 6n - 2.

Step 4: Looking Back

To check if our answer is correct, we use the formula for the nth term that we got, an = 6n -2 to get
the terms of the given sequence

 If n= 1, then a,= 6n-2 = 6 (1)-2 = 6-2=4

 If n= 2, then a, = 6n-2 = 6 (2) -2= 12-2= 10.
 If n= 3, then a, 6n-2 = 6 (3)-2 = 18-2=16.
 If n=4, then an = 6n-2= 6 (4)-2 = 24-2 =22.

We can see that when we used the formula a, = 6n-2, we were able to produce the terms of the given
sequence. Thus, our answer is correct.

The Fibonacci Sequence

The Fibonacci sequence is the series of numbers such that the next number is found by adding up
the two numbers before it.

Here is a list of some terms of the Fibonacci sequence:

0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, 987, 1597, 2584, 4181, 6765, 10946, 17711,
28657, 46368, 75025, 121393, 196418, 317811. . .

The 2 is found by adding the two numbers before it (1+1)

The 3 is found by adding the two numbers before it (1+2),
And the 5 is (2+3),
and so on!

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

The Fibonacci Sequence can be written as a "Rule" First, the terms are numbered from 0 onwards
like this:

n= 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 . . .
Xn = 0 1 1 2 3 5 8 13 21 34 55 89 144 233 377 . . .

So term number 6 which is 8, is called x6.

Hence, the "Rule" is Fn = Fn-1 + Fn-2

where:
Fn iS term number "'n
Fn-1 is the previous term (n -1)
Fn-2 is the term before that (n -2)

Example

1. Find the 10th term in the Fibonacci sequence.

Solution:

F10 = F10-1 + F10-2 = F9 + F8 = 34 +2 = 55

Therefore the 10th term in the sequence is 55 or F10 = 55.

2. Find the 13th term in the Fibonacci sequence.

Solution:

F13 = F13- 1 + F13- 2

= F12 + F11
= 144+89
= 233
Therefore the 13 term in the sequence is 233 or F13 233.

Problem Solving Strategy 4 (Making a table Strategy)

Making a Table is a problem-solving strategy that students can use to solve mathematical word
problems by writing the information in a more organized format. This problem-solving strategy allows
students to discover relationships and patterns among data. It encourages students to organize information
in a logical way and to look critically at the data to find patterns and develop a solution.
(htps//www.tepcne .comn/mathematicv/probilem-solving9-make-tabie)

The following are the steps in making a table.

a. Set up the table with the correct label.

b. Enter known data into the table.
c. Look for a pattern and extend the table.
d. Find the answer in the table.

EXAMPLE 1:

Joy takes up jogging as her form of exercise. She jogs daily in their barangay auditorium. On the first
week, she jogs for 15 minutes per day, on the second week she jogs for 20 minutes per day. Each week,
she wants to increase her jogging time by 5 minutes per day. If she jogs six days each week, what will be
her total jogging time on the sixth week?

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

Solution:

Step 1: Understanding the Problem

We know that in the first week Joy jogs 15 minutes per day for six days and on the second week she jogs
20 minutes per day for six days.

We also know that in each week, she increases her jogging time by 5 minutes per day and she
jogs 6 days per week.

So our aim here is to find Joy's total jogging time in the sixth week.

Step 2: Devising a Plan

An appropriate strategy to use here is making a Table Strategy. What we will do here is to list the
given data in a table and use the given information to find new information.

Step 3: Carrying Out the Plan

We know that Joy jogs 15 minutes per day for six days in the first week and 15 minutes per day
Tor SX days in the second week. We can enter this information in a table:

WEEK MINUTES/ DAY MINUTES/ WEEK

1 15 90
2 20 120

We know that each week Joy increases her jogging time by 5 minutes per day and jogs 6 times
per week. We can use this information to continue filling in the table until we get to week six.

WEEK MINUTES/ DAY MINUTES/ WEEK

1 15 90
2 20 120
3 25 150
4 30 180
5 35 210
6 40 240

Based on the data in the table, we can see that on the Sixth week, Joy was able to jog for 40
minutes per day and so her total jogging time at the end of the sixth week is 240 minutes.

Step 4: Looking Back

Joy increases her jogging time by 5 minutes per day. She jogs six days per week. This means that
she increases her jogging time by 30 minutes per week.

So, Joy starts at 90 minutes per week and she increases by 30 minutes per week for five weeks.

This shows then that the total jogging time is of Joy is 90+ (30 x 5)= 240 minutes.

Hence, our answer is correct.

EXAMPLE 2:

There are eight runners on each relay-race team. The first team member runs 360 meters. Each team
member runs 45 meters less than the runner before. How many meters did the last team member run in the
relay race?

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

Solution:

Step 1: Understanding the Problem

We know that the first member of the relay race team runs 360 meters.

We also know that the other members of the team run 45 meters less than the runner before them.
So our objective here is to determine the distance that the last team member runs in the relay.

Step 2: Devising a Plan

An appropriate strategy to use here is Making a Table Strategy. What we will do here is to list the
given data in a table and use the given information to find new information.

Step 3: Carrying Out the Plan

We know that the first member of the relay -race team runs 360 meters. Also, we know that the
other members of the team run 45 meters less than the runner before them. We use this information to
construct our table

RUNNER DISTANCE
1 360
2 315
3 270
4 225
5 180
6 135
7 90
8 45

As we can see from the table, the eighth runner was able to cover a distance of 45 meters.
Therefore, our answer is 45 meters.

Step 4: Looking Back

To check if our answer is correct, we can divide the total distance by the number of runners. So
we have,
360+ 8= 45
This shows that each of the runners was able to cover a distance of 45 meters this is why the last
runner has a distance of 45 meters.

Thus, our answer is correct.

Problem Solving Strategy 5 (Working Backwards)

This is considered a strategy in many schools. If you are given an answer, and the steps that were
taken to arrive at that answer, you should be able to determine the starting point.

The strategy of working backwards is used to solve problems that include a number of linked
factors or events, where some of the information has not been provided, usually at the beginning of the
problem. To solve these problems it is usually necessary to start with the answer and work methodically
backwards to fill in the missing information. This strategy is extremely useful in dealing with situation or
a sequence of events. The events occur one after the other and each stage, or piece of information, is
affected by what comes next. Students begin at the end, with the final action, and work through the
process in reverse order to establish what happened in the original situation. In order to use the strategy of
working backwards effectively, students will need to develop the following skills and understanding:
using the opposite operation when working backwards and starting with the answer and working
backwards. https/www.blake.com.auvvspfiles/downloadables/blako-topio-bank-wonng-backwarosper

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

EXAMPLE 1:

Juliana walked from Balaoan to San Juan. It took her 1 hour 45 minutes to walk from Balaoan to
Bacnotan. Then it took her 1 hour 15 minutes to walk from Bacnotan to San Juan. She arrived in San Juan
at 5:45 P.M. At what time did she leave Balaoan?

Solution:

Step 1: Understanding the Problem

 What we know in the problem are the following:

It took Juliana 1 hour 45 minutes to walk from Balaoan to Bacnotan, 1 hour 15 minutes
from Bacnotan to San Juan, and her arrival time in San Juan is 5:45 P.M.

 What we need to find is the time when Juliana left Balaoan.

Step 2: Devising a Plan

We will use Working Backwards Strategy. We can work backwards from the time Juliana
reached San Juan then we will subtract the time it her took to walk from Bacnotan to San Juan. Then we
will also subtract the time it took her to walk from Balaoan to Bacnotan.

Step 3: Carrying Out the Plan

To solve the problem, we start at 545. This is the time Juliana reached San Juan. Next, we
subtract 1 hour 15 minutes. This is the time it took her to get from Bacnotan to San Juan. So we'll have;

5:45 1:15 = 4:30

So the time Juliana started Trom Bacnotan going to San Juan is 4:30 P.M.

Next, we subtract 1 hour 45 minutes (the time it took her to get from Balaoan to Bacnotan) from 4.30 (the
time it took her to reach Bacnotan) to get the time she started from Balaoan. Hence we have:

4:30 1:45 = 2:45

Thus, Juliana left Balaoan and started to take a walk from Balaoan to San Juan at 2:45 P.M.

Step 4: Looking Back

To verify our answer, this time we work forward.

 2:45 +1:45 = 4:30

 4:30+1:15 5:45

This only shows that our answer is correct.

EXAMPLE 2:

Wally is four years younger than Phillip but Errol is 24 years older than Phillip. If Errol is 35,
how old is Wally?

Solution:

Step 1: Understanding the Problem

 What we know in the problem are the following
 Wally is four years younger than Phillip.
 Errol is 24 years older than Phillip.
 Errol is 35 years old.
 What we need to find is the age of Wally

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

Step 2: Devising a Plan

We will begin with the information that we know, Erol's age, and we work backwards to calculate Wally's
age

Step 3: Carrying Out the Plan

To solve the problem, we start from Errol's age.

 Errol is 35 years old.

 He is 24 years older than Phillip
 So, 35-24 years = 11.
 Therefore, Phillip is 11 years old.
 Wally is four years younger than Phillip.
 So, 11-4 =7

Therefore, Wally is seven years old.

Step 4: Looking Back

To verify our answer, this time we work forward.

 7+4 11
 11 +24 = 35

Hence, our answer is valid.

Problem Solving Strategy 6 (Make a List)

Making an organized list strategy is used to solve problems that have multiple solutions and this
is done by writing down all the combinations or possibilities in an organized list. This would help one see
clearly the answer and be sure not to forget any parts. This strategy also helps problem solvers organize
their thinking about a problem. Recording work in an organized list makes it easy to review what has
been done and to identity important steps that must yet be completed. It also provides an easy way of
recording calculations.

EXAMPLE:

Jay forgot the combination of numbers of his locker. Though he remembers some clues:
a. it is a three digit number.
b. the digit in the tens place is less than 5.
c. the digit in the ones place is an odd number less than 7.
d. the digit in the hundreds digit is greater than 4.
e. the number can be evenly divided by 3.

What could be the locker number of Jay?

Solution:

Step 1: Understanding the Problem

The problem says that Jay forgot his locker number. However, he has some clues that he can use
to remember the numbers. So what we need to do here is to determine the locker number of Jay using
those clues.

Step 2: Devising a Plan

To answer the problem easily, the Making an Organized List Strategy will be employed. We will
make an organized list of all the possible answers using a table. Writing all the probable number

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

combinations for a lock in a table will aid us in choosing the correct locker number based on the given
conditions

Step 3: Carrying Out the Plan

For us to list all the possible combinations, we now make a table. Using clues a- d, the possible
combinations are the following:

811 813 815 911 913 915

821 823 825 921 923 925
831 833 835 931 933 935
841 843 845 941 943 945

Since all possible locker numbers are already listed, we now use clue e to trim down our choices.
So we'll have

813 915
825 921
831 933
843 945

The numbers left are only the numbers 831, 813, 843, 825, 921, 933, 915, and 945. This
means that Jay's locker number must be one of those remaining numbers.

Step 4: Looking Back

By examining the numbers left, we can say that all of them satisfy all the five given conditions.
This means that our answer is correct.

Problem Solving Strategy 7 (Solve a Similar but Simpler Problem)

Solve a simpler problem is something that mathematicians do all the time. They get good at
identifying ways to make a problem simpler, and applying what they learned from the simpler problem to
give them insight into whatever they're trying to figure out. http://mathforum.org/pow'supportactivitysenes/simplerproblem.htm

EXAMPLE 1:

One of the 16 iconic architectural structures in the Philippines is the National Theater Cultural Center of
the Philippines Complex. In front of it is a pond that is shaped like a regular octagon. What is the sum of
the measures of the angles of an octagon?

Solution:

Step 1: Understanding the Problem

 What we know in the problem is the following:

The shape of the pond is like a regular octagon. Hence, each angle of formed is of the
same measure.
 What we need to find is the sum of the measures of the octagon.
Step 2: Devising a Plan

We will use the Solving a Similar but Simpler Problem strategy and we will also apply
some concepts in geometry.

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

Step 3: Carrying Out the Plan

First, we will draw a regular octagon (figure 1) which will serve as our simple illustration of the
problem.

Figure 1 Figure 2

Next, we will divide the octagon into triangles (figure 2).

Now, from our lustration, we can see that we have formed 8 congruent triangles. From Geometry,
we know that the sum of the angles of a triangle is 180. Hence we will have,

180°+180°+ 180 + 180+ 180°+ 180°+180°+ 180° = 1440

Therefore, the sum of the angles of an octagon is 1440.

Step 4: Looking Back

We now ask ourselves if our answer is correct. We say that yes it is correct because in geometry,
the angle sum of a triangle is 180. If an Octagon is divided such that we will get 8 triangles, then we will
have 8 (180) = 1440

EXAMPLE 2:

Jodie walks from her house 3 blocks west and 4 blocks north to the bakeshop. She then walked 4
blocks west and 6 blocks north to the mall. How far away is Jodie's house from the mall?

Solution:

Step 1: Understanding the Problem

 What we know in the problem are the following:

 Jodie walks from her house 3 blocks west and 4 blocks north to the bakeshop.
 She then walked 4 blocks west and 6 blocks north to the mall
 What we need to find is the distance of Jodie's house from the mall.

Step 2: Devising a Plan

To solve the problem, we will break it down to simpler problems.

Step 3: Carrying Out the Plan

First, we have to determine the distance from Jodie s house to the bakeshop.
3blocks (west)+ 4blocks (north) = 7 blocks
(from Jodie's house to the bakeshop)

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

Next, we determine the distance from the bakeshop to the mall.

4blocks (west)+ 6blocks (north) = 10 blocks
(from the bakeshop to the mall)

Lastly, we determine the distance from Jodie's house to the mall. We now consider the first two
distances that we have determined

7blocks+ 10blocks = 17 blocks

Therefore, Jodie's house is 17 blocks away from the mall.

Step 4: Looking Back

Drawing a number can help us in verifying if our answer is correct.

The zero point will be representing Jodie's house. The grids on the number line represent the number of
blocks. -2 0 20

3 4 4 6
17
This only shows that our answer is correct.

Problem Solving Strategy 8 (Eliminating Possibilities)

Eliminating possibilities is a strategy in which students remove possible answers until the
correct answer remains. This strategy can be used to solve basic or simple math problems or
logic problems This can also aid students in organizing information and think about which
among the given information can be utilized to remove those information that do not satisfy the
given conditions in the problem.
EXAMPLE:

Wally asked Joy how old she was. Joy said to him that she would give him three clues and see if he could
guess her age. Joy wrote down the clues and let Wally make a guess.

a. My age is between 18 and 35.

b. My age is a multiple of 3.
c. My age is an odd number.
d. The digits of my age are repeated.

How old is Joy?

Solution:

Step 1: Understanding the Problem

The problem is telling us that Wally has to guess Joy's age and to be able to guess her age he
needs to use the different conditions given.

Step 2: Devising a Plan

The strategy "Eliminating possibilities" will be used because it is the most suitable strategy and it
can be used together with the making a table or making an organized list strategy.

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

Step 3: Carrying Out the Plan

We need to use the four different clues to solve the problem

Clue 1: Joy's age is between 18 and 35, so we can list all the numbers between 18 and 35. (When we say
between in math, we mean the numbers excluding the boundaries.)

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Clue 2: This clue says that Joy's age is a multiple of 3. Hence we need to remove from the list all those
that are not multiples of 3. So we have,

21 24
27 30 33
Looking at the table above, we can see that there are only five numbers left to ch00se from.

Clue 3: Joy's age is an odd number

Among the five numbers left in the list, the only odd numbers are 21, 27, and 33.

Clue 4: The digits of my age are repeated.

The only number in the list with repeating digits is 33.

Hence, the age of Joy is 33.

Step 4: Looking Back

Our answer is correct because 33 satisfy all the given conditions in the problem.

 Clue 1: 33 is between 18 and 35.

 Clue 2: 33 is a multiple of 3.
 Clue 3: 33 is an odd number.
 Clue 4: The digits of 33 are repeating

Problem Solving Strategy 9 (Writing an Equation and Using a Variable)

Writing an equation is a strategy that is done by translating word problems to mathematical
statements using any letter that would represent the unknown in the problem.

EXAMPLE 1:

Find two numbers whose sum is 28 and whose product is 192.

Solution:

Step 1: Understanding the Problem

We need to find the two numbers whose sum is 28 and whose product is 192

Step 2: Devising a Plan

To solve the problem we make use of the strategies using a variable and writing an equation.

So we let x be the first number

y be the second number.

 The working equation now is

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

x + y= 28 and xy = 192

Step 3: Carrying Out the Plan

We will now solve the problem using the given equations.

x + y= 28 and xy = 192

 First, we express x in terms of y in equation 1.

 So, we will have, x = 28 - y.
 Next, we substitute x = 28- y in equation 2.
 Then, we have (28-y)y = 192
 Simplify the resulting equation. Hence we have
28y-y = 192
y-28y+ 192 = 0

 Use factoring to find the value(s) of y in the equation.

(y-12)(y-16) = 0

 Then we let y -12 E0 and y - 16 = 0 and we solve for y.

y= 12 and y = 16

 If y= 12, x = 16 and if y = 16, x= 12.

Thus, the two numbers are 12 and 16.

Step 4: Looking Back

Our answer is correct because if we will add 12 and l6, the sum is 28 and if we will multiply them, their
product is 192.

EXAMPLE 2:

Rachel is six years older than Irene. Six years ago, she was twice as old as Irene. How old are they at
present?

Solution:

Step 1: Understanding the Problem

We know that Rachel is six years older than Irene and that 6 years ago, she was twice as old as Irene. So
we need to determine their present ages.

Step 2: Devising a Plan

To solve the problem we make use of the strategies using a variable and writing an equation.

So we let x be the age of Irene. We can make use also of a table to help us in formulating the
working equation,

PAST PRESENT
Rachel (X+6)-6 X+6
Irene X-6 X
 The working equation now is

(x + 6) -6 = 2(x - 6)

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

Step 3: Carrying Out the Plan

We will now solve the problem using the working equation.

(x + 6) -6 = 2(x - 6)

 First, simplify the equation (X + 6)-6 = 2 (X--6).

 x + (6-6) = (2 x)- (2 6))
 x + 0 = 2X- 12
 x= 2x- 12
 12= 2x - x
 x = 12

Substitute x = 12 in the expression x *6. Thus, we will get x = 18.

Thus, the age of Irene is 12 and the age of Rachel is 18.

Step 4: Looking Back

To check if our answer is Correct, we substitute our answer in the working equation

So we have,

(X+6)-6 = 2 (X-6)
(12+6)-6-2 (12-6)
18-6= 2(6)
12= 12
Since the two sides of the equation are equal, this means therefore that our answer is correct

RECREATIONAL PROBLEMS USING MATHEMATICS

Recreational mathematics is mathematics done for recreation or as a hobby and intended to be

fun. Typically it involves games or puzzles that relate mathematics, although the term can cover other
material. Typically, recreational mathematics involves general logical and lateral thinking skills, as
opposed to advanced mathematical concepts, so that the average person is at least able to understand and
appreciate a recreational problem and its solution. Recreational puzzles can also increase people's
appreciation of mathematics as a whole. https:/mathlair.alifunandgames.carecreational.php

Examples

1. The balls below have been rearranged. Can you work out the new sequence of the balls from the clues
given below?

8 ?

5 10 ? ?

6 4 2 ? ? ?

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 ST. LOUIS COLLEGE OF BULANAO
Bulanao, Tabuk City Kalinga

Solution:

 The top three balls total 22.

 The 5 ball is immediately to the right of the 6, and is not in contact with the 4 ball.
 The 10 ball touches four others, but not the 6.

2. Suppose that Anne has 25 stones that look identical. The stones are all the same except one stone that is
fake and heavier than the others. How can Anne find out which among the stones is fake by weighing
only the stones three times?

Solution:

 First, Anne should divide the stones into 3 groups.

 Next, she should label the groups as GROUP I, GROUP II, and GROUP II
 Then Anne must put 8 stones in Groups I and II but only 7 stones in Group I.
 Then, Anne has to put Group I stones on the left side of the weighing scale and Group II stones
on the right.
 If Group I is heavier than Group 1, then Group I Contains the fake stone. But if the two groups
are of the same weight, then Group III contains the fake stone.
 This shows that the group that contains the take stone contains either 7 or 8 stones.
 For Anne to find the fake stone, she must take 1(for the group containing 8 stones) or 2 (for the
group containing 7 stones) stones from the group containing all authentic stones.
 After doing this, she will have 9 stones which she can divide again into 3 groups. Then she can
repeat the process that she has done in the first round until she is only left with three stones.
 Anne should repeat the process of weighing until the fake stone is revealed.

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