The Problem-Solving Process

Students can learn to become better problem solvers. Polya's ( 1957) "How to Solve It'' book presented
four phases or areas of problem-solving, which have become the framework often recommended for teaching
and ~sessing problem-solving skills. The four steps are:

1. understanding the problem, }}

& 2. devising a plan to solve the problem,

3. implementing the plan, and
4. reflecting on the problem.

Alternative: The E.P.S.E Model

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l!xplore - Fact Finding. Pian - How will I solve this problem?

- l)Read the whole problem carefully. !)Explain what strategy or strategies you -
Reread if necessary. will use to solve the problem without
2)What do you need to find out? (Write using numbers or number words.
the question.) 2)Estimate when appropriate using your
3)What facts do you !:?now? (List strategy. (Vou may use numben here.)
'-' them.)

r-- S olve - Fjnd the answer. l!xamjne - Show the problem is -

l)Use your plan to find the answer. reasonable.
2)Show all your worl:l. l)Did you answer the right question(s)?
3)Rewrite the question(s) using the 2)Does my answer mal:?e sense?
answer. (As a sentence.) · Compare the estimate to your
'"" 4)Circle the answer sentence. answer.
· Reverse the operation(s) / Solve
Bacbwards...
· Use common sense!

Problem Solving Stra tegies

Of the four stages of problem solving, the most crucial js the secgnd; devising a plan. In this stage,
there are problem solving strategies that we can employ to arrive a satisfactory and acceptable solution,
among them are the following:
/
1. Draw a diagram. It refers to ·the drawina fn:'!ehand sketches and figures that are useful in the
a
visualization of situations given or needed m obtaining solution to the problem. Often, it is the starting
point or a ...springboaa, to a more efficient strategy .

2. Guess and check. It involves (!Uessjnq. checking , guessing again, and checking again, repeating the
a
process until a reasonable answer is arrived at. The first may be random one, but successive guesses
would become better based on the result of the previous guesses. It is in the successive "educated"
guesses where careful thinking becomes a necessary requirement.

3. Make an organized listing. This strategy involves listing of information in a systematic and organized
wa~. The key to successful list 1s organization. It is necessary tot~ several wa! s of orgamzmg data before
finding a way that leads to a solution.
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4. Make a table. Recording data in a table is one way of organizing data. This will be useful in relation to
other strategies such «:s guess and check :nd searching for patterns.

5. Search for patterns. It refers to the search for consjstent pattern of numbers that will allow for a

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generalization to be made and listed. This strategy helps students develop their inductive reasoning abili~-

6. Simplify the problem. This strategy consists of breaking up a given problem into simpler problems,
=
then rearranging them to solve the original problem. This ·strategy could be used together with the other · :
strategies such as draw a diagram, make an organized list, make a table, search for pattern.

7. Work backwards. For some problem6 is easier to start at an end result and work backward to an
initial condition, taking notes on steps of the wor~ng backward process. Problem that involves aseries of
events can be often difficult to solve using an equation. This strategy is used if a problem describes a
s;guence of events involving numbers, giv==e=,s==r~e~su~l~
t. =a=n=
d =a=sk=s=f=o==
r =th=e=o=r=
ig=in=a=I :::
nu=m::::::::
ber.

8. Logjcal reasoning. This strategy refers to a s_eecific logical approach io which some informatjon is
given and 'if-then' reasoning is used to derive a conclusion, building up enough information to amve at a
described result. This strategy is usually used to solve problems that require little computation but uses
reasoning mostly in their solutions. Some proofs in geometry and many mathematical puzzles use this
strategy.

9. Act jt out. Some problems are best s.olved when they are acted out. By acting out the situation , the
student will h; ve an opportunity to bicome active participants rather that passive spectator. It also helps
them understand the meaning of the problem.

10. Solve a simpler problem and similar problem. A problem may be seemed difficult because of the
large numbers involved but can be solved more easily using this strategy. A problem can be solved by
doing simpler and similar problems ysjng small numbers. This strategy can be used together with other
strategies such as searching pattern, make a table, draw a diagram and simplify the problem.

11. Settin~ u~ Equations. It refers to the process of reducing the i n f o ~ given in a problem to a
working eg a
ati ;i" or se!:Ot eg11atigns, which are then solved. Setting an equation ls one of the powerful
tools to solve a problem. Often it is preceded by some other strategies like a drawing a diag@m and
simplifying the problem.

12. Sim_ulation and ex_Eerimfill.!. There are times when there are no available data in the problem, so to
s'olve the problem; data must be gathered through carrying out an experiment and making decision based
on the analysis of the data obtained. However, working on experiments w1lrbe costly, and too unrealistic
simulation is an appropriate and powerful problem solving strategy.

[REMEMBER f'
Th~re is n roblem. ~~:!fategie~ in problem solving are used
depending on w . appropriate. Students are encouraged to develop
and discover their own problem-solving strateg£S and become adept at using them for problem-solving.

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The key Is continuous practice, and develop and refine one's own repertoire of problem-solving strategies.
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f'roblem Solving Strategies

~ o. soL VE A SIMPLER AND SIMILAR PROBLEM I

1. If one square has a side measuring one unit, the other square will be two units since it is given that the
ratio is 1:2. Draw a sketch.

2. Simplify the complex fraction ./'

3. How many chess games will be played in a tournament of 8 players, if each one plays one and only
one game with each other?

4. The digits used to number the pages of a book were counted, and the total number of digits is 225. Fi'1
the number of pages in the book. . · · •- -' • 9'
5. What is the sum of the first 50 terms of the series:
------ -----....__
1 1 1 .
., ..... . 1
--+--+--+···+- -·,_- ___
2(3) 3(4) 4(5) (~Ar l)(ri + 2)

6. Find the quadratic equation whose roots are 2 - 3i and 2 + 3i.

J -=

7. For a circle with the equation x 2 + y 2 + 4x - 6y + 4 = 0. Find the radius length and the coordinates of
the center.
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Problem Solving Strategies

~ 11. SETTING UP EQUATIONS I

1. The area of a triangle is 714 square inches. If the height is 34 inches, what must be the length of the base?
e

2. An 8" by 11" sheet of paper is cut into half at its diagonal. What is the area of its half?

3. If 8 is subtracted from a certain number and the result is multiplied by 4 the answer is 128. What is the
number?

4. Jose is twice as old as his younger Berto. Together, their ages add up to 27. How old is Berto?

5. If a wooden beam 2 inches wide by 8 inches long and 4 inches thick safely supports a load of 300 kilograms,
what weight can be safely supported by a wooden beam 2 inches wide by 12 Inches long and 4 inches thick?

6. The sides of a cube are doubled in length. What is the percentage of increase in the volume of the new cube
from the original cube?

7. Find the value of x and yin the system of equations.

log xy = 3
log x/y = 1