Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Calabanga | Pasacao | Pili | Sipocot

PROBLEM SOLVING

a. Phases in Problem Solving

b. Problem Solving Strategies
c. Translation from Verbal to Algebraic
Expressions
d. Application
Objectives:
At the end of this unit, the students should be able to:
1. Solve problems involving patterns and recreational
problems following the four steps of George Polya; and
2. Organize one’s method and approaches for proving and
solving problems.
PHASES IN PROBLEM SOLVING

George Polya had an important influence on problem

solving in mathematics education. He stated that good
problem solvers tend to forget the details and tend to focus
on the structure of the problem, while poor problem solver
focus on the opposite. The following four phases designed
by George Polya can be identified in the process of solving
problems:
1. Understanding the Problem
Understand the problem and get the general idea.
Each time you read you must ask:
What is the problem about?
What information is given?
What is being asked?
Represent what is given and what is asked with a
mathematical symbol.
2. Devising a Plan
This is the key part in the four phases for solving problems. There is
a lot of problem-solving strategies have to be applied and every problem
solver has his own special technique.
3. Carrying Out the Plan
If phase two has been successfully completed in detail, it would be
easy to execute or carry out the plan. It will involve organizing and doing
the necessary computations.
4. Looking Back
This is an important but most often neglected part of problem
solving. One must ask whether the answer is reasonable and if we use
another plan or solution to the problem, do we arrive at the same answer.
PROBLEM SOLVING STRATEGIES
The following are the strategies that can be used in solving problems:
❖ Draw a Picture ❖ Work Backwards

❖ Write a Number Sentence ❖ Use a Model or Objects

❖ Use a Formula ❖ Look for a Pattern

❖ Make a Chart ❖ Act it Out

❖ Make a Table ❖ Guess and Check

❖ Make a Graph ❖ Eliminate Possibilities

❖ Make a List ❖ Classify Information

1. Draw a Picture
2. Write a Number Sentence
3. Use a Formula
4. Make a Chart or Table
5. Make a Graph
6. Make a List
7. Work Backwards
8. Use a Model or Objects
9. Look for a Pattern
10. Act it Out
11. Guess and Check
12. Eliminate Possibilities
TRANSLATION FROM VERBAL TO ALGEBRAIC EXPRESSIONS

Problems told in a story form are called verbal or word problems.

Knowledge of equations can be used to solve problems. To be able to
write correct equations, one must know how to translate words or group
of words into algebraic expressions.

This are the basic words or key words that can help us solve
mathematical word problems:
 ADDITION
add both more
add to combined more than
added to extra plus
addition of in all sum
all together increase by total
altogether increased by total of
and join together
SUBTRACTION
decrease, decreased how much less minus
deduct how many left subtract
difference how much left subtracted by
difference between how many more subtracted from
dropped, fell less, less than remaining
fewer, fewer than reduce, reduced by take away
 MULTIPLICATION
area of rows of
of
product of sets of
multiplied by
at each had
product
by times
multiple
rate twice
per
double, doubled triple
DIVISION
divide evenly half
percent, percentage
divided by quarter
share, share of
equal parts out of
shared between
equal pieces per
shared equally
fraction ratio, ratio of
split
for each quotient
EQUALS
product is same amount
answer
equals is
makes
results in is equal to
are
result is same as
produces
equates to same value
corresponds to
gives yields
Expressions in Addition
Algebraic
Key Words Verbal Expression
Expression

plus 6 plus a number 6+n

added to a number added to 6 6+n

increased by a number increased by 6 n+6

more than 6 more than a number n+6

sum the sum of 6 and a number 6+n

total the total of 6 and a number 6+n

Expressions in Subtraction
Algebraic
Key Words Verbal Expression
Expression
5 minus a number 5-n
minus
a number minus 5 n- 5

a number diminished by 5 n-5

diminished by
5 diminished by a number 5-n
a number decreased by 5 n-5
decreased by
5 decreased by a number 5-n
5 subtracted from a number n-5
subtracted from
a number subtracted from 5 5-n
5 less than a number n-5
less than
a number less than 5 5-n
Expressions in Multiplication
Algebraic
Key Words Verbal Expression
Expression
times 4 times a number 4x

multiplied by a number multiplied by 4 4x

product the product of 4 and a number 4x

twice twice a number 2x

double double a number 2x

triple triple a number 3x

𝟐
of ⅔ of a number 𝐱
𝟑
Expressions in Division

Algebraic
Key Words Verbal Expression
Expression

𝟕
the quotient of 7 and a number
𝒂
quotient
𝒂
the quotient of a number and 7
𝟕

𝒂
a number divided by 7
𝟕
divided by
𝟕
7 divided by a number
𝒂
Additional Expressions
Verbal Expression Algebraic Expression
1. 17 more than a number. m + 17
2. A number decreased by 12. m – 12
𝟏𝟏
3. The quotient of eleven and a number e.
𝐞
4. A number c times eleven. 11c
5. Twice as much as x is six more than 2x = x3 + 6
the cube of x.
6. The sum of the squares of x and y is six less than twice
x2 + y2 = 2xy - 6
the product of x and y.
7. The quotient of four more than twice 𝟐𝒂 + 𝟒
a and one less than half of b. 𝟏
𝐛−𝟏
𝟐
8. Twice of b is decreased by one-quarter. 2b –
𝟏
𝟒
9. Twice the sum of x, y, and z. 2( x + y + z )

10. P is twice the sum of l and w. P=2(l+w)

APPLICATION OF THE STAGES IN
PROBLEM SOLVING
Problem 1
One number is 17 less than another; their sum is 125. What are the numbers?
Understand the Problem:

✓ One number is 17 less than another.

✓ What do I know?
✓ The sum is 125
✓ What do I need to find out?
✓ The value of the 2 numbers.

Devise a Plan:

✓ Write a number sentence

✓ Select a strategy! Let:

x be the number
x – 17 be the other number
Carry Out the Plan:
x + ( x – 17 ) = 125
2x – 17 = 125
2x = 125 + 17
2x = 142
✓ Do the calculation! x = 71
Then:
x – 17 = 54
Therefore:
The two numbers are 54 and 71.
Looking Back:
x + ( x – 17 ) = 125
✓ Does my answer make 71 + ( 71 – 17 ) = 125
sense? 71 + 54 = 125
125 = 125
Problem 2
Find two consecutive odd numbers such that the sum of the larger number and twice the
smaller number is 23.

Understand the Problem:

✓ What do I know? ✓ Two consecutive odd numbers.

✓ The sum is 23.
✓ What do I need to find out? ✓ The value of the 2 numbers.
Devise a Plan:
✓ Write a number sentence
Let:
✓ Select a strategy!
x be the smaller odd number
x + 2 be the larger odd number
Carry Out the Plan:
2x + (x + 2) = 23
3x + 2 = 23
3x = 23 – 2
3x = 21
✓ Do the calculation! x=7
Then:
x+2=9
Therefore:
The two numbers are 7 and 9.
Looking Back:
2(7) + 9 = 23
✓ Does my answer make sense? 14 + 9 = 23
23 = 23
Problem 3
Andrew is three times as old as his son. Four years ago, he was four times as old as
his son was at that time. How old is the son?

Understand the Problem:

✓ What do I know? ✓ The ratio of the age of Andrew and the son at
present and four years ago.
✓ What do I need to find out? ✓ The age of the son.

Devise a Plan:
✓ Make a table
✓ Write a number sentence

✓ Select a strategy!
Carry Out the Plan:
3x – 4 = 4(x – 4)
3x – 4 = 4x – 16
4x – 3x = – 4 + 16
✓ Do the calculation! x = 12
Therefore:
The son is 12 yrs. old.
Looking Back:
3x – 4 = 4(x – 4)
✓ Does my answer make 3(12) – 4 = 4(12 – 4)
sense? 36 – 4 = 4(8)
32 = 32
Problem 4
Ten years ago, Anton was three times as old as his son. In six more years, he will be
twice as old as his son. How old are they?

Understand the Problem:

✓ What do I know? ✓ The ratio of the age of Anton and the son ten years
ago and six years hence.
✓ What do I need to find out? ✓ Their age at present.
Devise a Plan:
✓ Make a table
✓ Write a number sentence
10 yrs. 6 yrs.
✓ Select a strategy! Now
ago hence
Anton 3x 3x + 10 3x + 16
Son x x + 10 x + 16
 Carry Out the Plan:
3x + 16 = 2(x + 16)
3x + 16 = 2x + 32
3x – 2x = 32 – 16
x = 16
Then:
✓ Do the calculation!
x + 10 = 26
3x + 10 = 58
Therefore:
The son is 26 yrs. old and Anton is 58 yrs. old.

Looking Back:
3x + 16 = 2(x + 16)
3(16) + 16 = 2(16 + 16)
✓ Does my answer make sense? 48 + 16 = 2(32)
64 = 64
Problem 5
How soon after noon will the hands of a clock extend in opposite directions?
Understand the Problem:

✓ What do I know? ✓ The two hands will be in opposite direction.

✓ The number of minutes the hands after noon be in
✓ What do I need to find out? opposite direction.
Devise a Plan:
✓ Draw a picture
✓ Use a model or object
✓ Write a number sentence
Let x be the minute spaces the minute hand travels
x/12 be the minute spaces the hour hand travels

✓ Select a strategy!
 Carry Out the Plan:
x
(x = 30 + ቁ 12
12
12x = 360 + x
11x = 360
8
✓ Do the calculation! x = 32
11
Therefore:
After 32’43.64” the hands will be opposite
direction

Looking Back:

12x = 360 + x
12(360/11) = 3960 + 360/11
✓ Does my answer make sense?
4320 = 3960 + 360
4320 = 4320
Problem 6
How soon after 6’oclock will the hands of a clock be together?
Understand the Problem:

✓ What do I know? ✓ The two hands will be together.

✓ The number of minutes the hands after 6’oclock be
✓ What do I need to find out? together.
Devise a Plan:
✓ Draw a picture
✓ Use a model or object
✓ Write a number sentence
Let x be the minute spaces the minute hand travels
x/12 be the minute spaces the hour hand travels

✓ Select a strategy!
 Carry Out the Plan:

(x = 30 + x/12) 12
12x = 360 + x
11x = 360
✓ Do the calculation!
x = 32 8/12
Therefore:
After 32’43.64” the hands will be together.

Looking Back:

12x = 360 + x
12(360/11) = 360 + 360/11
✓ Does my answer make sense?
4320 = 3960 + 360
4320 = 4320
Maricris dlP. Tapar
Instructor
Maricris dlP. Tapar
Instructor