CHAPTER 3:
Problem Solving
Lesson 1:
Polya’s Problem
Solving
The term “problem solving”
refers to the mathematical tasks
that have the potential to
provide intellectual challenges
for enhancing student’s
mathematical understanding
and development.
The National Council of Teachers of
Mathematics (NCTM) pointed out that people
who can reason and think analytically tend to
(a) note patterns, structure, or regularities in both
real-world situations and symbolic objects
(b) ask if those patterns are accidental or if they
occur for a reason
(c) make conjecture and prove.
Problem-solving is an important skill
not only in dealing with Mathematics,
but also in making decisions in life.
Decision-making is a significant part
of problem-solving.
Students should be taught how to
solve problems logically and
accurately; and in the process, they
discover that there are various ways
to solve a problem.
George Polya, a Hungarian
mathematician, described the
methods of problem solving in his
book How to Solve It (1945).
The systematic process of solving problems is
now referred to as the Polya’s 4-Step
Problem-Solving Process.
This process is discussed in this lesson to
help students develop an action plan for
addressing problems.
Polya’s four steps in problem-solving
are as follows:
1. Understanding the problem.
2. Devise a plan.
3. Carry out the plan.
4. Look back.
1. Understanding the problem.
Before anything else, have a full grasp of what are
known and not known. To help you understand the
problem, consider the following.
a. restate the problem in your own words
b. determine exactly what is asked for
c. identify the given data, conditions, and information
d. identify the unknown
2. Devise a Plan
Strategized. The skill at choosing an
appropriate strategy is best learned by
solving various problems. Applying strategies
to devise a plan requires skill and own
judgment.
2. Devise a Plan
a. make an organized list, a table, a chart or a diagram
illustrating the given and the unknown parts
b. Formulate an equation or a model showing the
relationship between the given data and the unknown
c. look for pattern; guess and check
d. examine related problems and determine if the same
technique can be applied
e. work backwards
3. Carry out the Plan
a. Implement the strategy in step 2 and perform any
necessary actions or computations.
b. Check each step of the plan as you proceed; this may
be intuitive checking or a formal proof of each step.
c. Keep an accurate record of your steps as you
implement your devised plan.
d. Persist with the plan that you have chosen, and if
continues not to work, discard it choose another.
4. Look back
Polya mentions that much can be gained by
taking the time to reflect, examine, and look
back at what you have done – what worked and
what didn’t; doing this will enable you to predict
what strategy to use to solve future problems, if
these relate to the original problem.
4. Look back
a. Go back to the problem and see if you have
really answered the question.
b. If you missed something, check your plan
and try answering the problem again.
c. Can you check the result? the argument?
d. Can you derive the result differently?
PROBLEM 1
Twice the difference of a
number and 1 is 4 more than
that number. Find
the number.
PROBLEM 2
Five years ago, John’s
age was half of the age he
will be in 8 years. How old
is he now?
PROBLEM 3
Joey can mow the lawn in 40
minutes, and Jan can mow the
lawn in 60 minutes. How long
will it take for them to mow the
lawn together?
PROBLEM 4
Mona, Sisa and Josie are playing marbles. When a player
loses, she gives each of the players as many marbles as
they have. Mona loses the first game and gives Sisa and
Josie as many marbles as they each have. Sisa loses the
second game and gives Mona and Josie as many marbles
as they each have. Josie loses the third game and gives
Mona and Sisa as many marbles as they each have. They
decided to stop playing. Each has exactly 8 marbles. How
many marbles did each of them begin with?
PROBLEM 5
Jubell owns a company with manufacturing
tote bag. The company spend ₱1200.00
each day for overhead expenses plus
₱9.00 per tote bag for labor. The tote bag is
sold at ₱25.00 each. How many tote bag
must the company sell each day to equal its
daily cost?
PROBLEM 6
Carol has written a number
pattern that begins with 1, 3, 6,
10, 15. If she continues this
pattern, what are the next four
numbers in her pattern?
Problem Solving Strategies
• Look for a pattern • Draw a diagram
• Make an organized list • Solve a simpler problem
• Guess and check • Read the problem
• Make a table carefully
• Working backwards • Create problem solving
• Use logical reasoning journals
Lesson 2:
Recreational
Problems using
Mathematics
Sample Recreational Games
1. Sudoku
a popular Japanese puzzle
game based on the logical
placement of numbers.
Sample Recreational Games
2. KenKen Puzzles
an arithmetic-based logic puzzle that
was invented by the Japanese
mathematics teacher Tetsuya
Miyamoto in 2004.
Sample Recreational Games
2. KenKen Puzzles
The noun “ken” has “knowledge” and
“awareness” as synonyms. Hence
KenKen translates as knowledge
squared, or awareness squared.
Sample Recreational Games
2. KenKen Puzzles
are similar to sudoku puzzles, but they
also require you to perform arithmetic
to solve the puzzle.