20 Math1 In: Mathematics in the Modern World Lesson 2.1: Problem-solving Strategy or Heuristics Lesson Summary Most occupations require excellent problem-solving skills. Hence, this lesson provides us more understanding of the different ways of solving problems. This lesson will enable us to choose the appropriate strategy in solving a specific situation. Learning Outcomes At the end of this lesson, the students will be able to: 1. Define what a problem is. 2. Enumerate and discuss the families of the problem 3. Apply the different problem-solving strategies or heuristics. Motivation Question What will happen if an immovable object meets an invincible force? Will the unstoppable force move the immovable object? Discussion Introduction A problem is a condition that challenges the leamer to find a resolution, and for which the route to the answer is not instantly known. A question is a problem if the process or method of solution is not directly known but requires applying creativity and previous knowledge in new and unfamiliar situations. Problems can be of many types, but they require both intellectual and guide activity for answers. Solving a Jig-saw puzzle is manual but requires dynamic mental insight to place the fragments of puzzles in the correct place. Solving a math problem requires mental activity, but the solvers present the solution on paper using hands and fingers. Problems and Problem-solving Teachers often cluster problems by natures and establish to the class how to approach them. These might include problems dealing with uniform motion, age, mixture, percent, and so on. These are referred to as exercises Vision: Mission: ‘A globally compettive university for science, technology and environmental conservation, Development ofa highly competve human resource, cuting-edge scientific knowledge and innovative tecanologies for sustainable communities and environment, Page 20 of 60 ‘TP-1MD-02For instructional purposes only + 1% Semester SY 2020-2021 2 rather than problems because recognizing the type of problem provides the learner with the path (or method) for arriving at the correct answer. Definition 1. Problem A problem is a condition that challenges the learner to find a resolution, and for which the route to the answer is not instantly known. Det n 2. Exercise If the answer or even the process for solving the problem is evident, it is no longer a problem but just an exercise. Remarks: A question is a problem if the process of solution is not directly known but requires the student to apply imagination and prior knowledge in new and unfamiliar circumstances. To have a problem means to find actions appropriate to attain clearly conceived but not immediately attainable solutions. Families of Problem 1. Recreational Problems. This is also known as brain teasers; these problems usually complex to little formal mathematics but, instead, rely on the creative use of basic strategic principles. They are excellent to work on because no specialized knowledge is needed, and any time spent thinking about a recreation problem will help us later with more mathematically complex issues Examples’ a. Who makes it but has no need for it? Who buys it but has no use for it? Who uses it but can neither see nor feel it? What is it? Answer: A coffin. b. What has a head and a tail, but no body? Answer: A coin. ©. What has an eye but cannot see? Answer: A needle 2. Contest Problems. They are usually encountered during formal exams with limits. Often requiring specialized tools and, or ingenuity to solve. Numerous exams at the high school and undergraduate level involve sophisticated and exciting mathematics. Examples: quiz bee, term exams, and quizzes. 3. Open-Ended Problems. These are mathematical situations that are sometimes vaguely worded and possibly have many solutions. Example: Arrange all 12 numbers from 1-12 in the box below without being close to the numbers that follow or precede them Page 21 of 60 ‘TP-1MD-02 Vision: ‘A globally compettive university for science, technology and environmental conservation, Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and innovative tecanologies for sustainable communities and environment,Math1 In: Mathematics in the Modern World Answer: In this problem, we can have many ways to present the answer. As we can see, no numbers in the box are close (vertically, horizontally, diagonally) to the numbers that follow or precede them. 4 7 6/1 9 (2 3) 5 |" To [8 Common Types of Problem 1. Arrangement problems. These problems require recognition and transformation to solve. Examples are Jig-saw puzzles and word puzzles. Figure 11. Jigsaw Puzzle (Image retrieved from www estatecloud.co ke) RWAET- WATER KEROJ - JOKER Word Puzzle 2. Transformation problems. These problems require trial and error and sequential steps to solve. Examples are maze problems and the tower of Hanoi Figure 12, Maze puzzle and tower of Hanoi (Images retrieved from: wiv sharksicecream.com and www.commons.wikimedia.org) ‘Aglobally compettve university for sclence, technology and environmental conservation. Page 22 of 60 Development af highly competitive human resource, cutting-edge scientific knowledge Te-1mD-02 and innovative technologies for sustainable communities and environment voo7.s 2020 ‘ne ome2001For instructional purposes only + 1% Semester SY 2020-2021 23 3. Structure problems. These problems are with words, symbols, e.g. series problems in math, require sequence/transformation. These require recognition, mental and cognitive processes. Example: 2x+3=5, find the value of x. 4, Insight problems. These problems are seemed impossible to figure out, but then an alternative suddenly arise, and the problem is solved, These problems may have different solutions. Example: The product of two whole numbers is 96, and their sum is less than 30. What are the possibilities for the two numbers? Answer: 4 and 24, 6 and 16, 8, and 12. Check: 4(24) =96, 4+24=28 which is less than 30. 6(16) =96, 6+16=22 which is less than 30. 8(12) =96, 8412=20 which is less than 30. Problem-solving Strategies/Heuristics A. Finding a pattern. It is a strategy in which students look for patterns in the data to solve the problem. Examples: Try to find the next pattern in each problem. 1 vneanerensne? O04 00 A OO 2. Raymund wants to know the next two numbers of the following sequence: 4.00, 4.25, 4.50, 4.75, 5.00, 5.25, __,__. 3. What is the next number? 1,4,9,16,25,__ Answers to examples: 1 2, 5.50 and 5.75. Simply add .25 each 3. 36. Here, we have to square the counting numbers starting 1 (1? = 1, 22 = 4,3? = 9, and so on). B. Logical Reasoning. It is also known as, “If and “then” approach, a conditional statement in solving problems, using rational, systematic series of steps based on sound mathematical procedures and given statements to conclude. Examples: Try to answer the following logical problems, 1. Dan is Joshua’s son and Guy's brother. Margaret is Guy's mother and Judy’s daughter. Which of the statement below is correct? Judy is Dan's mother-in-law Margaret is Dan's mother Judy is Joshua’s grandmother None of the above peop Vision: Mission: ‘A globally compettive university for science, technology, and environmental conservation, Development ofa highly competve human resource, cuting-edge scientific knowledge and innovative tecanologies for sustainable communities and environment,24 Math1 In: Mathematics in the Modern World 2. Some of the months have 30 days. Some months have 31 days. How many months have 30 days? 3. Jason wears socks of two colors, blue and yellow. He has 20 blue socks and 20 yellow socks in a drawer altogether. Assuming he has to take out the socks in the dark, how many must he take out to be sure that he has a pair of socks? 4. If §x8=28, 3x7=12, 8 x 6 = 35 then find the value of 13 x 13? ‘Answers to examples: 1. b, Dan and Guy are siblings, and therefore Margaret, who is Guy's mother, is also Dan's mother. 2. 11. Except for February, all other 11 months have 30 days. 2, since you just need to have 2 socks to make it a pair. 4. 144 (51) (+1) = 28 (31) 7-1) =12 (81) (6-1) =35 (13-1) (13-1) = 144 C. Guess and Check. It is a problem-solving approach that students can use to resolve mathematical problems by predicting the answer and ‘then inspecting that the guess fits the conditions of the problem. It requires students to guess a solution, test its exactness, and improve ‘the guess using logical reasoning. Purposes of Using Guess and Check + Tounderstand a problem thoroughly + Tohome in on a goal + To learn efficient ways to jump to an answer by noticing patterns and related algebraic representations. How to solve problems with guess and check Read the problem carefully. Make notes or sketch a picture to organize the information in the problem. * Observe the question that is asked in the problem. Decide what to guess. Set up a table. Leave extra space for more columns if needed. Calculate the entry for a column and label the column © Continue the table until the check is correct. * Write the answer in a complete sentence. Example: Florence and Cris sold 12 show tickets altogether. Florence sold two more tickets than Cris. How many tickets did each girl sell? Solution: What do you need to find? You need to know that 12 tickets were sold in all. You also need to know that Florence sold two or more tickets than Cris. Page 24 of 60 ‘TP-IMD-02 Vision: ‘A globally compettive university for science, technology and environmental conservation, Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and innovative tecanologies for sustainable communities and environment,For instructional purposes only + 1% Semester SY 2020-2021 25 How can you solve the problem? You can guess and check to find two numbers with a sum of 12 anda difference of 2. If your first guess does not work, try two different numbers, First guess: 8 tickets Florenc Cris= 4 tickets Check: 2 8-4=4 (Florence sold 4 more tickets). These numbers do not work Bt Second guess: Florence= 7 tickets Cris= 5 tickets Check: 74+5= 12 7-5= 2 (Florence sold 2 more tickets). These numbers do work D. Divide and Conquer. It is dividing the significant concentrations into small ones and then rules them. If the problem is relaxed, answer it, directly. If the problem cannot be solved as is, divide it into smaller parts and solve one by one. Example: The furniture in a classroom consists of tables and chairs. The teacher is making a seating plan. If two students sit at each table, eight students will be left without a place. If three students sit at each table, four tables will be left empty. How many students are there in the room? (Source: http:/pred.boun.edu.tr/ps/ps4.html) Solution: Choose a variable: Let x be the number of tables. Write an expression for the number of students when they sit in 2s: 2x + 8 Write an expression for the number of students when they sit in 3s: 3(x-4). Write an equation: Expressions in (b) and (c) both give the number of students Thus, 3 (4) = 2x48 Solve the equation: 3x4) = 2x48 3x-12=2x+8 3x - 2x=8+12 x= 20 (number of tables) Vision: Mission: Page 25 of 60 ‘TP-IMD-02 ‘A globally compettive university for science, technology and environmental conservation, Development ofa highly competve human resource, cuting-edge scientific knowledge and innovative tecanologies for sustainable communities and environment,26 Math1 In: Mathematics in the Modern World Find the number of students: 2x +8 = 2(20) + 8 = 48 students 3(%-4) = 3(20-4) = 3(16) = 48 students There are 48 students in the classroom. E. Working-Backward. This strategy entails starting with the results and reversing the steps needed to get those results, to figure out the answer to the problem. This strategy is tremendously useful in dealing with a condition or a sequence of events. Students begin at the end with the final action and work through the process in the reverse order. Example: James walked from Baybay to VSU. It took 1 hour 25 minutes to walk from Baybay to Marcos. Then it took 25 minutes to walk from Marcos to \VSU. He arrived in VSU at 2:45 PM. At what time did he leave Baybay? Solution: What do you need to find? You need to find the specific time when James had left from Baybay. How can you solve the problem? You can work backward from the time James reached VSU. Subtract the time it took to walk from Marcos to VSU. Then subtract the time it took to walk from Baybay to Marcos. Start at 2:45. This is the time James reached VSU. Subtract 25 minutes. This is the time it took to get from Marcos to vsu. The time is 2:20 PM. Subtract 1 hour 25 minutes. This is the time it took to get from Baybay to Marcos. Answer: James left Baybay at 12:55 PM F. Organizing Data. Constructing an organized list, table, chart, or graph helps students establish thei ence about a problem. It is also an essential step in investigating any set of data Advantages to students: Students preserve, spot missing data, and identify essential steps. It offers a methodical way of recording calculations. Patterns often develop when data is organized. It can help students see trends in data, analyze results, and draw conclusions. When organizing information, there are several ways of approaching them + By drawing a picture or diagram. It will help you to see a way to solve the problem by drawing a picture or representation Page 26 of 60 ‘TP-1MD-02 Vision: ‘A globally compettive university for science, technology, and environmental conservation, Mission: Development of highly competitive human resource, cutting-edge scientific knowledge and innovative tecanologies for sustainable communities and environment,For instructional purposes only + 1% Semester SY 2020-2021 2 Example: Look at the star pattern. One star has five pattern pieces. If your pattern has three stars, how many pieces will it have in all? Solution: 1 star san OK Since there are five pieces in a star, three stars will have 15 pieces. Making a chart, table, list, or graph. It allows the student to examine the data. This includes a chart, graph, or table that helps in making comparisons and allows the reader to find numerical information, which may be needed to make decisions to solve the problem. Example: Tomorrow is the first day of school, and Joy is choosing her outfit to wear. She has black and green slacks; 3 blouses (red, flowers, plaid), and two sweaters (beige and cream). How many different outfits can she make consisting of one pair of slacks, one blouse, and one sweater? Solution: Make a list. Slacks: (B-black, G-green) Blouses: (R-red, F-flowers, P-plaid) ‘Sweaters: (B-beige, C-cream) BRB GRB BRC GRC BFB CFB BFC GFC BPB GPB BPC GPC Therefore, Joy can have 12 different outfits. G. Act It Out. Students solve the problem by acting and making themselves the character in the problem. It will give more understanding to solving the problem. Vision: Mission: ‘A globally competiive university for science, technology, and environmental conservation. Page 27 of 60 Development ofa highly competve human resource, cuting-edge scientific knowledge ‘TP-MD-02 and innovative technologies for sustainable communities and enironment races28 Math1 In: Mathematics in the Modern World Example: Three adventurers and three supports wish to cross a river. There is a boat that can carry up to three people, and either adventurers or supports can operate the boat. However, it is never permissible for supports to outnumber the adventurers either in a boat or on the shore. How are the adventurers and supports going to get to the other side? Solution; This can be solved by acting out the problem in class 9(or in-home). The three adventurers and three supports may be played by selected students (family members). The solution is left as an exercise. Learning Tasks/Activities |. Get data of the population from the barangay and present it using a table or a graph. Il Construct a problem and provide a solution to it using any of the strategies. Assessment |. Logical Reasoning. Answer the following questions. a. Five candles stand burning in a living room. A strong breeze blows in through an open window and extinguishes two of them. Assuming the wind does not smother any more candles, how many candles do have left in the end? b. A rooster leaves an egg at the topmost of a slanted building Which side is the egg going to roll-off? Il. Make/Construct a problem that can be solved using different problem- solving strategies. Choose two (2) heuristics Instructions on how to submit student output Refer to the course policies and course content plan. ‘A globally compettive university for science, technology, and environmental conservation, Development ofa highly competve human resource, cuting-edge scientific knowledge and innovative tecanologies for sustainable communities and environment, Page 28 of 60 ‘TP-IMD-02