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Module 1

Problem Solving
in Mathematics

Introduction
Problem Solving involves the application
of mathematical skills and reasoning to
problems encountered in everyday life. Real
world problems are not presented in a neat
and orderly manner so it is important for us
to understand the mathematical operations
and procedures so that in a problem- solving
situation we know which operations and
procedures will solve the problem. It is
essential that we develop our mathematical
reasoning so we will have confidence in our
ability to use different approaches to solve
unfamiliar problems in everyday situations.
Problem solving activities provide the bridge
between the mathematics class and the real
world, allowing us to develop an
understanding of the value and importance
of mathematics in our lives.
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The ability to solve problems is crucial for

the development of productive citizenship.
Young learners’ love of problems and
puzzles can be nurtured through developing
a problem solving approach to the teaching
of mathematics. Problem solving provides
an opportunity for presenting challenging,
creative and enjoyable mathematical
experiences.

As you journey through this lesson, you are

expected to:

Apply the systematic approach in Learning

problem solving
Outcome
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Learning
Objectives

1. Identify the different clue/buzz words that

signifies a mathematical operation
2. Enumerate and explain the key questions in
approaching a math problem
3. Explain how a math problem is considered
sequential math challenge
4. Enumerate and explain Polya’s 4 principles of
problem solving

Content Discussion
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The main reason for learning mathematics is to become a better

problem solver in all aspects of life. Many problems are multistep and
require some type of systematic approach. There are a couple of
things we need to do when solving problems. We need to ask ourselves
exactly what type of information is being asked: Is it one of addition,
subtraction, multiplication, or division? Then, we need to determine all
the information that is being asked.

Procedure in Math Problem Solving

Learning how to solve problems in mathematics is knowing what to

look for. Math problems often require established procedures and
knowing what procedure to apply. To create procedures, we have to be
familiar with the problem situation and be able to collect the
appropriate information, identify a strategy or strategies, and use the
strategy appropriately.

Problem-solving requires practice. When deciding on methods or

procedures to use in solving problems, the first thing we will do is look
for clues, which is one of the most important skills in solving problems
in mathematics. If we begin to solve problems by looking for clue
words, we will find that these words often indicate an operation.

1. Look for Clue Words

A problem solver should think of himself as a math detective. The first

thing to do when we encounter a math problem is to look for clue
words. This is one of the most important skills we can develop. If we
begin to solve problems by looking for clue words, we will find that
those words often indicate an operation.

Common clue words for addition problems:

 Sum
 Total
 In all
 Perimeter

Common clue words for subtraction problems:

 Difference
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 How much more

 Exceed

Common clue words for multiplication problems:

 Product
 Total
 Area
 Times

Common clue words for division problems:

 Share
 Distribute
 Quotient
 Average

Although clue words will vary a bit from problem to problem, we will
soon learn to recognize which words mean what in order to perform
the correct operation.

2. Read the Problem Carefully

This, of course, means looking for clue words as outlined in the

previous section. Once we’ve identified our clue words, we highlight or
underline them. This will let us know what kind of problem we’re
dealing with. Then we do the following:

 Ask ourselves if we encountered a similar problem. If so, what

makes them similar?
 What do we need to do in that instance?
 What facts are we given in this problem?
 What facts do we still need to find out about this problem?

3. Develop a Plan and Review Your Work

Based on what we discovered by reading the problem carefully and

identifying similar problems we’ve encountered before, we can then:

 Define our problem-solving strategy or strategies. This might

mean identifying patterns, using known formulas, using
sketches, and even guessing and checking.
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 If our strategy doesn't work, it may lead us to an ah-ha moment

and to a strategy that does work.

If it seems like we’ve solved the problem, then we ask ourselves the
following:

 Does our solution seem probable?

 Does it answer the initial question?
 Did we answer using the language in the question?
 Did we answer using the same units?

If we feel confident that the answer is “yes” to all questions, we

consider the problem solved.

Tips and Hints

Some key questions to consider as we approach the problem may be:

1. What are the keywords in the problem?

2. Do we need a data visual, such as a diagram, list, table, chart, or
graph?
3. Is there a formula or equation that we'll need? If so, which one?
4. Will we need to use a calculator? Is there a pattern we can use or
follow?

Read the problem carefully, and decide on a method to solve the

problem. Once we’re done working the problem, we need to check our
work and ensure that our answer makes sense and that we've used the
same terms and or units in our answer.

The Horse Problem: A Math Challenge

The highly prized skills that employers look for today are problem-
solving, reasoning and decision making, and logical approaches to
challenges. Fortunately, mathematics challenges are the perfect way
to hone our skills in these areas, especially when we challenge
ourselves to a new problem like this classic listed below, "The Horse
Problem." Careful reasoning and a good process for solving the
equation will help ensure we answer questions like these correctly.

Teachers should guide students toward a solution to problems like

"The Horse Problem" by encouraging them to devise methods for
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solving the puzzle, which might include drawing graphs or charts or

using a variety of formulas to determine missing number values.

The Horse Problem: A Sequential Math Challenge

The following math challenge is a classic example of one of these

problems of the week. In this case, the question poses a sequential
math challenge in which the mathematician is expected to calculate
the final net result of a series of transactions.

 The situation: A man buys a horse for 50 dollars. He decides he

wants to sell his horse later and gets 60 dollars. He then decides
to buy it back again and paid 70 dollars. However, he could no
longer keep it and he sold it for 80 dollars.
 The questions: Did he make money, lose money, or break-
even? Why?
 The answer: The man ultimately saw a net profit of 20 dollars;
whether we use a number line or a debit and credit approach,
the answer should always amount to the same.

Guiding Students to the Solution

When presenting problems like this one to students or individuals, we

let them devise a plan for solving it, because some students will need
to act out the problem while others will need to draw charts or graphs;
additionally, thinking skills are needed for a lifetime, and by letting
students devise their own plans and strategies in problem-solving,
teachers are allowing them to improve these critical skills.

Good problems like "The Horse Problem" are tasks that allow students
to devise their own methods to solve them. They should not be
presented with the strategy to solve them nor should they be told that
there is a specific strategy to solve the problem, however, students
should be required to explain their reasoning and logic once they
believe they have solved the problem.

Teachers should want their students to stretch their thinking and move
toward understanding as math should be problematic as its nature
suggests. After all, the single most important principle for improving
the teaching of math is to allow math to be pragmatic for students.
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Effective teachers model good problem-solving habits for their

students. Their questions are designed to help children use a variety of
strategies and materials to solve problems. Students often want to
begin without a plan in mind. Through appropriate questions, the
teacher gives students some structure for beginning the problem
without telling them exactly what to do.

In 1945 Pólya published the following four principles of problem-

solving to support teachers with helping their students. Problem-
solving is not linear but rather a complex, interactive process. Students
move backward and forward between and across Pólya’s phases. The
Common Core State Standards describe the process as follows:

“Mathematically proficient students start by explaining to themselves

the meaning of a problem and looking for entry points to its solution.
They analyze givens, constraints, relationships, and goals. They make
conjectures about the form and meaning of the solution and plan a
solution pathway rather than simply jumping into a solution attempt.
They consider analogous problems, and try special cases and simpler
forms of the original problem in order to gain insight into its solution.
They monitor and evaluate their progress and change course if
necessary”. (New York State Next Generation Mathematics Learning
Standards 2017).

Pólya’s Principles of Problem Solving

1. Understand and explore the problem

2. Find a strategy
3. Use the strategy to solve the problem
4. Look back and reflect on the solution
Students move forward and backward as they move through
the problem-solving process.
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The goal is for students to have a range of strategies they could use to
solve problems and understand that there may be more than one
solution. It is important to realize that the process is just as important,
if not more important, than arriving at a solution, for it is in the solution
process that students uncover the mathematics. Arriving at an answer
isn’t the end of the process. Reflecting on the strategies used to solve
the problem provides additional learning experiences. Studying the
approach used for one problem helps students become more
comfortable with using that strategy in a variety of other situations.

When making sense of ideas, students need opportunities to work both

independently and collaboratively. There will be times when students
need to be able to work independently and other times when they will
need to be able to work in small groups so that they can share ideas
and learn with and from others.

How to Solve Math Problems Faster: 15 Techniques

“Test time. No calculators.”

Teachers intimidate many students by saying this, but teaching
techniques to solve math problems with ease and speed can make it
less daunting.
This can also make math more rewarding. Instead of relying on
calculators, students learn strategies that can improve their
concentration and estimation skills while building number sense. And,
while there are educators who oppose math “tricks” for valid
reasons, proponents point to benefits such as increased confidence to
handle difficult problems.
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Here are 15 techniques that will help students solve math problems
faster:

Addition and Subtraction

1. Two-Step Addition
Many students struggle when learning to add integers of three digits or
higher together, but changing the process’ steps can make it easier.
The first step is to add what’s easy. The second step is to add the
rest.
Let’s say students must find the sum of 393 and 89. They should
quickly see that adding 7 onto 393 will equal 400 — an easier number
to work with. To balance the equation, they can then subtract 7 from
89.
Broken down, the process is:

 393 + 89
 (393 + 7) + (89 – 7)
 400 + 82
 482

With this fast technique, big numbers won’t look as scary now.

2. Two-Step Subtraction
There’s a similar method for subtraction.
Remove what’s easy. Then remove what’s left.
Suppose students must find the difference of 567 and 153. Most will
feel that 500 is a simpler number than 567. So, they just have to take
away 67 from the minuend — 567 — and the subtrahend — 153 —
before solving the equation.
Here’s the process:

 567 – 153
 (567 – 67) – (153 – 67)
 500 – 86
 414
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Instead of two complex numbers, students will only have to tackle one.

3. Subtracting from 1,000

The teacher can help develop students’ confidence to handle four-digit
integers with this fast technique.
To subtract a number from 1,000, subtract that number’s first two
digits from 9. Then, subtract the final digit from 10.
Let’s say students must solve 1,000 – 438. Here are the steps:

 9–4=5
 9–3=6
 10 – 8 = 2
 562

This also applies to 10,000, 100,000 and other integers that follow this
pattern.

Multiplication and Division

4. Doubling and Halving

When students have to multiply two integers, they can speed up the
process when one is an even number. They just need to halve the
even number and double the other number.
Students can stop the process when they can no longer halve the even
integer, or when the equation becomes manageable.
Using 33 x 48 as an example, here’s the process:

 66 x 24
 132 x 12
 264 x 6
 528 x 3
 1,584

The only prerequisite is proficiency in halving and doubling numbers.

5. Multiplying by Powers of 2
This tactic is a speedy variation of doubling and halving.
It simplifies multiplication if a number in the equation is a power of 2,
meaning it works for 2, 4, 8, 16 and so on.
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Here’s what to do: For each power of 2 that makes up that number,
double the other number.
For example, 9 x 16 is the same thing as 9 x (2 x 2 x 2 x 2) or 9 x 2 4.
Students can therefore double 9 four times to reach the answer:

 9 x 24
 18 x 23
 36 x 22
 72 x 2
 144

Unlike doubling and halving, this technique demands an understanding

of exponents along with a strong command of the 2 times table.

6. Multiplying by 9
For most students, multiplying by 9 — or 99, 999 and any number that
follows this pattern — is difficult compared with multiplying by a power
of 10.
But there’s an easy tactic to solve this issue, and it has two parts.
First, students round up the 9 to 10. Second, after solving the new
equation, they subtract the number they just multiplied by 10 from the
answer.
For example, 67 x 9 will lead to the same answer as 67 x 10 – 67.
Following the order of operations will give a result of 603. Similarly, 67
x 99 is the same as 67 x 100 – 67.
Despite more steps, altering the equation this way is usually faster.

7. Multiplying by 11
There’s an easier way for multiplying two-digit integers by 11.
Let’s say students must find the product of 11 x 34.
The idea is to put a space between the digits, making it 3_4. Then, add
the two digits together and put the sum in the space.
The answer is 374.
What happens if the sum is two digits? Students would put the second
digit in the space and add 1 to the digit to the left of the space. For
example:

 11 x 77
 7_(7+7)_7
 7_(14)_7
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 (7+1)_4_7
 847

It’s multiplication without having to multiply.

8. Multiplying Even Numbers by 5

This technique only requires basic division skills.
There are two steps, and 5 x 6 serves as an example. First, divide
the number being multiplied by 5 — which is 6 — in half. Second, add 0
to the right of number.
The result is 30, which is the correct answer.
It’s an ideal, easy technique for students mastering the 5 times table.

9. Multiplying Odd Numbers by 5

This is another time-saving tactic that works well when teaching
students the 5 times table.
This one has three steps, which 5 x 7 exemplifies.
First, subtract 1 from the number being multiplied by 5, making it an
even number. Second, cut that number in half — from 6 to 3 in this
instance. Third, add 5 to the right of the number.
The answer is 35.
Who needs a calculator?

10. Squaring a Two-Digit Number that Ends with 1

Squaring a high two-digit number can be tedious, but there’s a
shortcut if 1 is the second digit.
There are four steps to this shortcut, which 812 exemplifies:

 Subtract 1 from the integer: 81 – 1 = 80

 Square the integer, which is now an easier number: 80 x 80 =
6,400
 Add the integer with the resulting square twice: 6,400 + 80 + 80
= 6,560
 Add 1: 6,560 + 1 = 6,561

This work-around eliminates the difficulty surrounding the second digit,

allowing students to work with multiples of 10.

11. Squaring a Two-Digit Numbers that Ends with 5

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Squaring numbers ending in 5 is easier, as there are only two parts

of the process.
First, students will always make 25 the product’s last digits.
Second, to determine the product’s first digits, students must multiply
the number’s first digit — 9, for example — by the integer that’s one
higher — 10, in this case.

So, students would solve 952 by designating 25 as the last two digits.
They would then multiply 9 x 10 to receive 90. Putting these numbers
together, the result is 9,025.
Hence, a difficult problem becomes easy for many students.

12. Calculating Percentages

Cross-multiplication is an important skill to develop, but there’s an
easier way to calculate percentages.
For example, if students want to know what 65% of 175 is, they can
multiply the numbers together and move the decimal place two digits
to the left.
The result is 113.75, which is indeed the correct answer.
This shortcut is a useful timesaver on tests and quizzes.

13. Balancing Averages

To determine the average among a set of numbers, students can
balance them instead of using a complex formula.
Suppose a student wants to volunteer for an average of 10 hours a
week over a period of four weeks. In the first three weeks, the student
worked for 10, 12 and 14 hours.
To determine the number of hours required in the fourth week, the
student must add how much he or she surpassed or missed the
target average in the other weeks:

 14 hours – 10 hours = 4 hours

 12 – 10 = 2
 10 – 10 = 0
 4 hours + 2 hours + 0 hours = 6 hours

To learn the number of hours for the final week, the student
must subtract the sum from the target average:
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 10 hours – 6 hours = 4 hours

With practice, this method may not even require pencil and paper.
That’s how easy it is.

14. Identifying Buzzwords

Students who struggle to translate word problems into equations will
benefit from learning how to spot buzzwords — phrases that indicate
specific actions.
This isn’t a trick. It’s a tactic.
Teach students to look for these buzzwords, and what skill they
align with in most contexts:

Addition Increased by; more than; combined; total of; sum

Subtraction Less than; fewer than; reduced by; difference of

Multiplicatio Times; the product of

n

Division Per; out of; ratio of; quotient of

There is a need to include buzzwords that typically appear in the

textbooks (or other classroom math books), as well as ones used on
tests and assignments.
As a result, students should have an easier time processing word
problems.

15. Creating Sub-Questions

For complex word problems, students should be taught how to dissect
the question by answering three specific sub-questions.

Each student should ask himself or herself:

 What am I looking for? — Students should read the question

over and over, looking for buzzwords and identifying important
details.
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 What information do I need? — Students should determine

which facts, figures and variables they need to solve the
question. For example, if they determine the question is rooted
in subtraction, they need the minuend and subtrahend.

 What information do I have? — Students should be able to

create the core equation using the information in the word
problem, after determining which details are important.

These sub-questions help students avoid overload.

Instead of writing and analyzing each detail of the question, they’ll be
able to identify key information. Peer learning is useful with students
who are struggling with these.
Students can be treated to a range of fun math activities for more
fresh approaches to teaching math in the classroom.

Assessment Tasks 1

Each of the problems below poses a sequential math

challenge. Write down the situation, the question, clue/buzz
words and the answer for each problem.

1. The head of a fish is 1/3 as long as its body. The tail of the fish is as
long as its head and its body combined. The total length of the fish is
48 cm. How long is each part of the fish?

2. Caleb got into an elevator. He went down 5 floors, up 6 floors, and

down 7 floors. He was then on the second floor. On what floor did
Caleb get into the elevator?

3. A road is built to connect each pair of cities. How many roads for 12
cities if each road can connect only two cities?

4. Louise is starting a youth group. She is the only member now, but
her plan is to have every member find 2 new members each week. If
her plan works, how many members will the group have had at the end
of one month.

5. Every white car in the Ela Motors car yard was a Toyota Twin Cab.
Half of all the red cars were Toyota Twin Cab. Half of all Toyota Twin
Cabs were white. There are 40 red cars and 30 white cars. How many
Toyota Twin Cabs are not white or red?
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References
y
1. [Link]
generation-mathematics-learning-standards
2. [Link]

3. [Link]
problem-solving-activity/

Prepared by:

Sharon M. Galicha, LPT, MS Math Ed

Asst. Professor 2