PRIMALS

JHS

Pedagogical Retooling in Mathematics, Languages, and

Science for JUNIOR HIGH SCHOOL
 Interpreting and Solving
Word Problems
(Adapted from Say What Again? Interpreting and Solving Word Problems,
a trainer’s training resource package by MARJORIE SALCEDO JAVIER.)

SALBINO P. FONTANILLA, JR.

Head Teacher III
David M. Puzon Memorial National High School
Curva, Pamplona, Cagayan
 Session Objectives
1. Determine whether students’ errors are due to a lack of
proficiency in English, a lack of competency in Math, or both.
2. Identify and understand the nuances and true meanings of
mathematical language, symbolism, and visual representation.
3. Redefine what a problem is in a mathematics curriculum.
4. Use problem solving strategies that are typically used in math
classrooms.
5. Use teaching strategies that would make language processing
easier to increase capacity and amount of time for
mathematical processing.
 Questions to be answered:

1. What helped you solve the problem?

2. What are the challenges that you encountered during the
activity?
3. What problem-solving strategies did you apply to solve the
problem?
PixCount
Mind Challenge
 Mind Challenge

There are 3 switches in front of a seminar

hall and the door is closed. These switches
are connected to 3 ceiling fans inside the
hall. Find out which switch operates which
fun before you open the door.
 What is Problem Solving?
Polya’s (1945 & 1962) definition:

finding a way around a difficulty, around an obstacle, and

finding a solution to a problem that is unknown.
 Skills Needed in Problem
Solving

PROBLEM SOLVING

NUMERACY LITERACY
 Problem-Solving Strategies

Look for a pattern Guess and check

Construct a table Work backwards
Make an organized list Write an equation
Act it out Draw a picture
Use objects Make a diagram
Make a model Make representations
 Basic Steps in Solving Word
Problems

1. Name what x is.

2. Define everything else in the problem in terms of x.
3. Write the corresponding equation.
4. Solve the equation.
5. Answer the question.
6. Check the answer.
 Sample Problem
Triangle ABC is isosceles, with base AC. If the measure of angle B
is 20 degrees more than twice the measure of angle A, find the
measures of all three angles in the triangle.

1. Name what x is
2. Define everything in terms of x
3. Write the equation
4. Solve the equation
5. Answer the question
 Sample Problem
Triangle ABC is isosceles, with base AC. If the measure of angle B
is 20 degrees more than twice the measure of angle A, find the
measures of all three angles in the triangle.

1. Name what x is x = measure of angle A

2. Define everything in terms of x
3. Write the equation
4. Solve the equation
5. Answer the question
x = measure of angle C
2x+20 = measure of angle B
x + x + (2x+20) = 180
x = 40
40deg = measure of angle A
40deg = measure of angle C
100deg = measure of angle B
 Number Digit Related Problem
The sum of the digits of a two-digit number is 8. If 18 is added to the
number, the digits of the number get interchanged. Find the original
number.

1. Name what x is
2. Define everything in terms of x
3. Write the equation
4. Solve the equation
5. Answer the question
 Number Digit Related Problem
The sum of the digits of a two-digit number is 8. If 18 is added to the
number, the digits of the number get interchanged. Find the original
number.

1. Name what x is x = hundreds digit

2. Define everything in terms of x 8-x = ones digit
3. Write the equation 10x + (8-x) + 18 = 10(8-x) + x
4. Solve the equation x=3
5. Answer the question 3 = the hundreds digit
5 = the ones digit
therefore: 35 = the original number
 Geometry Related Problem
Half the measure of an angle is twice its supplement. Find the
angle.

1. Name what x is
2. Define everything in terms of x
3. Write the equation
4. Solve the equation
5. Answer the question
 Geometry Related Problem
Half the measure of an angle is twice its supplement. Find the
angle.

1. Name what x is x = the angle

2. Define everything in terms of x 180-x = the supplement
3. Write the equation (½)x = 2(180-x)
4. Solve the equation x = 144
5. Answer the question 144 = the degree measure of
the angle
 Age Related Problem
The ages of Gina and Gino are in the ratio 2:3. Five years later, the
sum of their ages will be 40. What are their present ages?

1. Name what x is
2. Define everything in terms of x
3. Write the equation
4. Solve the equation
5. Answer the question
 Age Related Problem
The ages of Gina and Gino are in the ratio 2:3. Five years later, the
sum of their ages will be 40. What are their present ages?

1. Name what x is x = the common factor of 2:3

2. Define everything in terms of x
3. Write the equation
4. Solve the equation
5. Answer the question
2x = Gina’s age, 3x = Gino’s
2x+5 = Gina’s age in 5 years
3x+5 = Gino’s age in 5 years
(2x+5) + (3x+5) = 40
x=6
2x = 12, Gina’s age
3x = 18, Gino’s age
 Distance Related Problem
Two cars leave Manila and travel in opposite directions. One of the
cars averages 12 km per hour less than the other. After 3 hours,
they are 396 km apart. What is the average speed of each car?

1. Name what x is
2. Define everything in terms of x
3. Write the equation
4. Solve the equation
5. Answer the question
 Distance Related Problem
Two cars leave Manila and travel in opposite directions. One of the
cars averages 12 km per hour less than the other. After 3 hours,
they are 396 km apart. What is the average speed of each car?

1. Name what x is x = rate/speed of car A

2. Define everything in terms of x x-12 = rate/speed of car B
3x = distance travelled after 3h (d=rt), car A
3(x-12) = distance travelled after 3h (d=rt), car B
3. Write the equation 3x + 3(x-12) = 396
4. Solve the equation x = 72
5. Answer the question 72 km/h, car A
60 km/h, car B
 Coin Related Problem
Bong has a total of one hundred thirty two (132) 5-peso coins and
10-peso coins in his piggy bank. If the total amount of his savings is
945Php, how many 5-peso coins and 10-peso coins are there?

1. Name what x is
2. Define everything in terms of x
3. Write the equation
4. Solve the equation
5. Answer the question
 Coin Related Problem
Bong has a total of one hundred thirty two (132) 5-peso coins and
10-peso coins in his piggy bank. If the total amount of his savings is
945Php, how many 5-peso coins and 10-peso coins are there?

1. Name what x is x = no. of 5-peso coins

2. Define everything in terms of x 132-x = no. of 10-peso coins
3. Write the equation 5x + 10(132-x) = 945
4. Solve the equation x = 75
5. Answer the question 75 = no. of 5-peso coins
57 = no. of 10-peso coins
 Business Related Problem
Myrna works as a sales person in a department store. One of her
benefits is a 20% discount on all items she buys for herself. If she
paid P120 for a new blouse, what was the price of the blouse before
the discount?

1. Name what x is
2. Define everything in terms of x
3. Write the equation
4. Solve the equation
5. Answer the question
 Business Related Problem
Myrna works as a sales person in a department store. One of her
benefits is a 20% discount on all items she buys for herself. If she
paid P120 for a new blouse, what was the price of the blouse before
the discount?

1. Name what x is x = price of the blouse

2. Define everything in terms of x .20x = amount of discount
3. Write the equation x - .20x = 120
4. Solve the equation x = 150
5. Answer the question P150 = price of the blouse
before the discount
 Other Kind of Problem
A certain farmer only raises chicken and pigs. Altogether, the
animals have 57 heads and 158 legs. How many chickens does he
have?

1. Name what x is
2. Define everything in terms of x
3. Write the equation
4. Solve the equation
5. Answer the question
 Other Kind of Problem
A certain farmer only raises chickens and pigs. Altogether, the
animals have 57 heads and 158 legs. How many chickens does he
have?

1. Name what x is x = number of chickens

2. Define everything in terms of x 57-x = number of pigs
3. Write the equation 2x + 4(57-x) = 158
4. Solve the equation x = 35
5. Answer the question 35 chickens
 Key Understandings
1. Mathematics and language are inextricably intertwined.
Students’ understanding is dependent on their comprehension of
both the academic language of mathematics as well as the
instructional language used to teach it.
2. To understand mathematics at a deeper conceptual level,
students need to develop a strong foundation by learning to
define basic concepts, make connections, and unearth
relationships; an understanding of the language, symbolism, and
visual representation of mathematics.
3. Problems and difficulties in solving word problems may arise
from not understanding math jargon, cultural reference
situations, and mathematical strategy problems.
 Key Understandings
4. Students benefit from learning about problem-solving procedures
or strategies that are useful for analyzing and solving problems.
Strategies are not specific to particular problems or to particular
areas of the mathematics curriculum but can be applied alone or in
combination with other strategies.
5. In the context of the mathematics curriculum, a problem is one
requiring that mathematical skills, concepts, or processes be used
to arrive at the goal. Problems are defined if:
a. There is perplexing situation that the student understands.
b. The student is interested in finding a solution.
c. The student is unable to proceed directly toward a solution.
d. The solution requires use of mathematical ideas.
 Something to Reflect
As a teacher, what can you do to make problem solving more
meaningful to your students?

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There is no use talking about the problem
unless you talk about the solution.
BETTY WILLIAMS

THANK YOU
AND GOOD DAY…