Aira Bado BSED MATH III-D MCMATH17 (10:30-11:30am) October 21, 2020

1. Obtain answers by trial and error

It requires the student to make a series of calculation. In each calculation, an estimate of some
unknown quantity is used to compute the value of known quantity.
Answer:
I'll discuss to them the strategy on how to get the answers and solution in problem solving. One of
the most effective problem-solving strategy is the famous four-step process of George Polya in
solving word problems wherein you need a series of calculation in finding the unknown value by
using the known value.
Here are the four steps:
1. Understand the Problem- We need to read the problem carefully in order to show understanding of
the problem. We need to list the components and data that are involved in the problem and there will
be assigning of variables.
2. Devise a plan- come up with a way to solve a problem. Setting up an equation, drawing a diagram
and making a chart.
3. Carry out a plan- Solving Equations came up in “devise a plan” step
4. Look Back- Check and interpret all data, information and equation. If the answer is check out,
make sure you write the final answer with the correct labelling.
Example of word problem-solving that involves calculation in finding the unknown value by using
the known value:
On a farm there are cows and chickens. The caretaker counted that there are 53 heads and 150 legs.
How many cows are there?
I. Understand the problem
 Let x be the number of cows
 Let y be the number of chickens
 x+y= 53 heads
 each cow has 4 legs 4x
 Each chicken has 2 legs 2y
 4x+2y=150 legs

II. Devise a Plan

x+y= 53 heads note that cows and chickens (2 heads, 1 each)
2(x+y= 53 heads) 2nd equation
4x+2y= 150 legs 1st equation
Add 2nd equation and 1st equation in order to get the value of x
4x+2y-150= 2(x+y-53)
III. Carry Out a Plan
Solve the equation.
4 x+2 y−150=2( x + y−53)
4 x+2 y−150=2 x+2 y−106
2 x=44
2 x 44
=
2 2
x= 22 Number of cows

IV. Look Back

If x= 22, the equation’s m=answer must be true
x+y= 53 heads
22+y= 53
y= 53-22
y= 31 Number of chickens
1st equation: 4x+2y= 150 legs

4(22)+ 2(31)= 150 Number of legs

2nd Equation: x+y= 53

22+31= 53 Number of heads

2. Use an aid, model or sketch

A problem could be understood by drawing a sketch, folding a piece of paper, cutting piece of
string, or making use of some simple aid. Using an aid could make a situation real to them.
Answer:
In problem solving, your topic is all about adding fractions.
Sample question: Maria has a box of pizza. She gave the half slice of pizza to Elsa and the other half
slice to Ramon. Maria have a 5-remaining box of pizza. How many boxes of pizza does Maria have?
By the use of visual aids, make use of real-life pictures or drawing of pizza. Introduced first
what is a whole number and fraction. It is a whole number if the pizza doesn't have a slice. One box
of pizza without a slice is 1. It is a fraction if the pizza is sliced. The pizza is 1/2 if the pizza is slice
into two. The pizza is 1/3 if the pizza is slice into three and so on. Ask your students to add 1/2 pizza
(for Elsa) plus 1/2 pizza (for Mario). and 5 pizza (remaining pizza of Maria). If 1/2 is slice into two.
Then two 1/2 is forming 1 whole pizza. They understand and realized that 1/2 added to 1/2 is 1 whole
pizza. Then add 1 to 5 remaining pizza. They'll get the answer which is the total of pizza that Maria
have is 6 pizza.
In general:
Visual aids are one of the most effective instructional materials used in teaching. When we are
teaching students, specifically preschool or elementary students, visual aids are really helpful in
discussing your lessons because visual aids are associated with pictures, audio, video and texts that
helps students to visualize, analyze, interpret and understand the lesson. For example, in preschool or
elementary students, the topic I’m discussing is all about shapes in geometry. My students should
understand and learned what are shapes and what are the different kinds of shapes in geometry. So, I
will use visual aids with pictures seen in real-life or in our environment. I'll use the picture of Mayon
volcano as an example pf triangular shape, for them to understand and remember that mayon volcano
is a triangle because it has 3 sides. Then discuss that all things similar to the shape of mayon volcano
is a triangle. To see if the students learned or understand what you're discussing, ask them if they see
any objects inside the classroom that looks like a shape of volcano. And later on, they'll realize that
some things or objects that looks like a shape of mayon volcano is a triangle like a slice of pizza.