Regional Mass Training Of Teachers

on Critical Content in
Mathematics 8

July 1–12, 2018

Big 8 Corporate Hotel, Tagum City

FELINITA II R. VILLACURA
Sto. Tomas National High School
Division of Davao Del Norte
 DEPARTMENT OF EDUCATION

ROUTINE AND NON-ROUTINE

PROBLEMS IN MATHEMATICS

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 DEPARTMENT OF EDUCATION

What is Problem Solving?

A problem is a situation that confronts the learner, that

requires resolution, and for which the path to the answer is not
immediately known.

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Problem

There is an obstacle that prevents one from seeing a clear

path to the answer.

A question or task might be a drill or exercise for one

student but a problem for another student.
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Drill/Exercise

The method is clear, the way to the answer is easily seen.

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Drill/Exercise vs. Problem

An unlearned concept is not necessary to transform a task
from an exercise to a problem.

Drill/Exercise: What is the value of (7 × 11 − 5) ÷ 18?

Problem: Use the numbers 3, 4, 36, 36 and any of the

four operations to get 20.

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Mathematical ProblemDEVELOPMENT
Solving
 DEPARTMENT OF EDUCATION

Two Types of Problem

Routine Problem

Non - RoutineProblem

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Mathematical ProblemDEVELOPMENT
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 DEPARTMENT OF EDUCATION

What is a routine problem in Math?

Routine means a regular way of doing things in a particular order.

• These are problems that are not new to the learners.

• These are problems that are common to the learners.
• These are problems that have a regular course of procedures.

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DEPARTMENT OF EDUCATION

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 DEPARTMENT OF EDUCATION

Routine Problem
a. (2 + 6) × 3
b. What is the area of a rectangle with a
length of 12 cm and a width of 9 cm?b)
c) 134 ÷ 14
d) Determine the value of x if 2x + 3 = 9
e) ¹∕₄ + ²⁄₃

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What is a non-routine problem in Math

A non-routine problem is any complex problem that requires

some degree of creativity or originality to solve. Non-routine
problems typically do not have an immediate apparent strategy
for solving them. Oftentimes, these problems can be solved in
multiple ways.

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 DEPARTMENT OF EDUCATION

from one student to the next

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Four (4) steps of problem-solving:

1. UNDERSTAND

• Does the problem give me enough information (or too

much information)?
• What question is being asked of me?
• What do I know and what do I need to find out?
• What should my solution look like?
• What type of mathematics might be required?
• Can I state the problem in my own words?
• Are there any terms or words that I am unfamiliar with?
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.
2 PLAN
• draw a picture of diagram
• make an organized list
• make a table
• solve a simpler related problem
• find a pattern
• guess and check
• act out of a problem
• work backward
• write an equation
• use manipulative
• break it into parts
• use logical reasoning
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3. EXECUTE
• Am I checking each step of my plan as I work?
• Am I keeping an accurate record of my work?
• Am I keeping my work organized so that I
could explain my thinking to others?
• Am I going in the right direction? Is my plan
working?
• Do I need to go back to step 2 and find a new
plan?
• Do I think I have the correct solution? If so,
it’s time to move on to the next step!
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 DEPARTMENT OF EDUCATION

4. REVIEW
• Is my answer reasonable?
• Can I use estimation to check if my answer is
reasonable?
• Is there another way to solve this problem?
• Can this problem be extended? Can I make a
change to this problem to create a new one?
• I didn’t get the correct answer. What went
wrong? Where did I make mistake?

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Example 1
Sam is 6 years older than Don. If the product of their
ages is 391, how old is Don?

An algebraic solution: Let x represent Sam’s age.

x(x + 6) = 391
x2 + 6x − 391 = 0
The solution can be obtained by factoring or by the
quadratic formula.

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Mathematical ProblemDEVELOPMENT
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 DEPARTMENT OF EDUCATION

Sam is 6 years older than Don. If the product of their

ages is 391, how old is Don?

A student who has not done any algebra might to a

Guess-and-Check method.
391 ≈ 400 and 20 × 20 = 400.
So we try numbers less than20.

Also, the product 391 is odd, so both ages must be odd.

11 × 17 = 187, 13 × 19 = 247, and so on.

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Mathematical ProblemDEVELOPMENT
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 DEPARTMENT OF EDUCATION

Sam is 6 years older than Don. If the product of their

ages is 391, how old is Don?
A more creative student may use geometry and logic.

Sam
391 + 36 + a multiple of 6 =
6
a perfect square
427 + a multiple of 6 =
Don a perfect square
17
The square must be odd and
more than 20.
36 212 = 441, 441 – 427 = 14
232 = 529, 529 – 427 = 102
23
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Example 2
There are 37 chickens and pigs in a farm. The number of
feet belonging to these animals total 104. How many
chickens and how many pigs are there?

High school students will usually solve this using a linear

equation.

Let
x = number of chickens
37 − x = number of pigs

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 DEPARTMENT OF EDUCATION

There are 37 chickens and pigs in a farm. The number of

feet belonging to these animals total 104. How many
chickens and how many pigs are there?

Add 2 legs to
each of thefirst
few animals.

After 30 legs
have been
added, count
the numberof
animals with4
legs.

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 DEPARTMENT OF EDUCATION

There are 37 chickens and pigs in a farm. The number of

feet belonging to these animals total 104. How many
chickens and how many pigs are there?
A bright student may even do a mental solution.
Suppose each animal has 2 legs. That makes 37 × 2 = 78
legs.

I have 30 legs to distribute. These extra legs will belong

to the pigs. Since each pig will need two more legs, there
are 15 pigs. Therefore, 22 chickens.

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24 Game

Mathematical Problem Solving

 DEPARTMENT OF EDUCATION

Four 4’s
Here is another good puzzle: Using only four 4’s and the arithmetic
operations, obtain the numbers from 1 to 10.
(Grouping symbols may be used.)

4÷ 4+ 4− 4= 1 (4 × 4) ÷ (4 + 4) =2

(4 × 4 − 4) ÷ 4 =3 (4 − 4) × 4 + 4 =4

(4 × 4 + 4) ÷ 4 =5 (4+ 4) ÷4 + 4 = 6

4 + 4 − 4 ÷ 4 =7

4 + 4 × 4 ÷ 4 =8 (44 − 4) ÷ 4 = 10

4 + 4 + 4 ÷ 4 =9

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Rectangular Areas

Textbook Exercise: Find the area of the figure:

Mathematical Problem Solving

Rectangular Areas

Find the missing length:

Mathematical Problem Solving

Rectangular Areas

Find the missing area:

Mathematical Problem Solving

Telephone Number Magic

Take your telephone number. Do not include the Area

Code.
Example: 3141592
Multiply the number formed by the first three digits
by 80.
314 × 80 = 25120
Add 1.
Multiply by 250.
Add the number formed by the last four digits.
Add the last four-digit number again.
Subtract 250.
Divide by 2. What do you get?
Mathematical Problem Solving
 DEPARTMENT OF EDUCATION

Why does it work?

If the first 3 digits form the number x
and the last 4 digits form the number y,
then the phone number as a 7-digit number is 10000x+ y
Multiply the number formed by the first three digits by 80. 80x
Add 1. 80x + 1
Multiply by 250. 250(80x+ 1) = 20000x+ 250
Add the number formed by the last four digits. 20000x+ 250 + y
Add the last four-digit number again. 20000x+ 250 + 2y
Subtract 250. 20000x+ 2y
Divide by 2. 10000x+ y

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 Clock Angles
Clock Angles
Exercise: Find the angle formed by the hands of the clock at 9:20.

Mathematical Problem Solving

 DEPARTMENT OF EDUCATION

Clock Angles
Modified Exercise: The clock below is not in its usual position. It has
been rotated through an unknown angle. What time is shown on the
clock?

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 DEPARTMENT OF EDUCATION
Problem 5
Find x if

x x x x x x  ...  5

Solution
2

2
x x x x x x  ...  5

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Continuation of the DEPARTMENT
solution… OF EDUCATION

x x x x x x  ...  25

x  5  25
x  20
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Problem 1
The vertices of triangle ABC are
A(-1,1), B(6,2) and C(2,5).
 1) Find the equation
of the line through B
(x, y) parallel to AC
C(2,5)
2) Find the equation of
the line through C
B(6,2)
parallel to AB
A(-1,1)

3) Find the point of

intersection of the lines
1 and 2
 1. Find the equation
of the line through B
(x, y)
parallel to AC
C(2,5)
a. What is the slope
of segment AC?
B(6,2)
b. How will you
A(-1,1) obtain the equation
of the line using the
value of the slope?
 DEPARTMENT OF EDUCATION

2. Find the equation of

the line through C
(x, y)
parallel to AB
C(2,5)
a. What is the slope
of segment AB?
B(6,2)
b. How will you obtain
A(-1,1) the equation of the line
using the value of the
slope?

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Polya’s Steps in
Understand the Problem
Problem Solving
What is being asked?

What are the given information or data?

Can you state the problem in your ownwords?

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Polya’s Steps in Problem Solving

Devise a Plan

What strategies can be used to solve the problem?

Mathematical Problem Solving

 DEPARTMENT OF EDUCATION

Organize the information given (list, table, chart).

Problem
Draw adiagram.
Solving
Work backwards.
Strategies: Look for a pattern.
Heuristics Try to solve a similar but simpler problem.

Write an equation, defining the variable used.

Guess at a solution and then check the result.

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Polya’s Steps in Carry Out

the Plan
Problem Solving
Implement the strategy or strategies until
the problem is solved or until a new course
of action is suggested.

Give yourself time, get ideas from others.

Do not be afraid of starting over.

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Polya’s Steps in Look Back

Problem Solving
Check your work.

Interpret results: Is your answer

reasonable?

Is there an easier or more efficient

way of getting the answer?

Can you solve other related

or more general problem?

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Mathematical ProblemDEVELOPMENT
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 DEPARTMENT OF EDUCATION

Where is Problem Solving in the

Mathematics Classroom?
Problem solving can be thought of in several different
ways:
 Problem solving as a topic of
instruction.
 Problem solving as a mode of
instruction.
 Problem solving as a way of thinking.

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Mathematical ProblemDEVELOPMENT
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 DEPARTMENT OF EDUCATION

Good Problem Solver

Famous mathematician, author and teacher Paul Zeitz gives
three important traits of a good problem solver. He calls it the
three Cs:
 Confidence
 Concentration
 Creativity

We should give our students the opportunity to develop

these three C’s.
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Creativity and the Subconscious

From The Puzzle Universe by Ivan Moscovich:

The real power of creativity lies in the subconscious. Our unconscious

mind feeds our insight, creativity and intuition.

Problems and puzzles can be divided into ones that require insight (a mental
leap) and ones that are solved through a more systematic analysis.

Ability to switch between the two brain states is important.

Many puzzles require both deep analysis as well as out-of-the-box insight.

The brain seems to need many different types of stimulating input – a great
diversity is needed.

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Equations
24H = 1D 2.2P = 1K
26L ⊂A 1000Y = 1M
7D = 1W 60M = 1H
12S ⊂ Z 212DF = 100DC
52C ⊂ 1D 7W ⊂W
5T ⊂ 1F 7C ⊂ W
90D = RA 64S ⊂ 1CB
100C = 1P 8S ⊂ SS
12I = 1F 23 × 2C ⊂HB
52W ⊂1Y 1P = 1000W
Mathematical Problem Solving
 DEPARTMENT OF EDUCATION

Some Best Practices

• Some Best Practices that Promote Mathematical
Thinking:
1. Give non-routine or open-ended problems
(investigations, puzzles, games, magic tricks)
2. Begin a lesson with a problem
3. Use activities that encourage and develop observation,
creativity, questioning
4. Ask students to explain or justify solutions
5. Use cooperative learning
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•“The good life is one that

is inspired by love and
guided by knowledge.”

Bertrand Russel

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EDUCATION

THANK YOU
AND
GOD BLESS US ALL!
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