CONTENT

NO. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. CONTENT ACKNOWLEDGEMENT INTRODUCTION POLYAS MODEL PROBLEM SOLVING STRATEGIES PROBLEM 1 PROBLEM 2 PROBLEM 3 CREATED PROBLEM CONCLUSION REFLECTION COLABORATION FORM REFERENCES PAGE 2 3 6 8 11 16 22 26 30 32 37 39

ACKNOWLEDGEMENT

First of all, praise to Allah S.W.T. for giving us an opportunity to finish this short coursework in a time given. I would like to thank to our beloved lecturer, Puan Hajah Nor Asilah binti Haji Osman for her continuous guidance and advices in helping us to finish up the short coursework given. Thank you too, to our beloved parents for their helps in the forms of money and moral supports. Without them, our short coursework could not be fulfilled smoothly. Last but not least, thank you to our friends for their helps by sharing us some ideas and information. Not forget to those people who involved directly or indirectly in producing of the short coursework. Thank you.

INTRODUCTION TO PROBLEM SOLVING

Problem solving as a method of teaching may be used to accomplish the instructional goals of learning basic facts, concepts, and procedures, as well as goals for problem solving within problem contexts. Polyas Model is a way of problem solving. Polyas Model was introduced by George Polya who was was an excellent problem solver. He quickly became well known for his research and teachings on problem solving. He taught many classes to elementary and secondary classroom teachers on how to motivate and teach skills to their students in the area of problem solving. Polyas Model has four stages. They understand the problem, making a plan, carrying out the plan, and looking back. In Polyas Model, problem solving was a major theme of doing mathematics and "teaching students to think" was of primary importance. "How to think" is a theme that underlies much of genuine inquiry and problem solving in mathematics. However, care must be taken so that efforts to teach students "how to think" in mathematics problem solving do not get transformed into teaching "what to think" or "what to do. In stages one, this seems so obvious that it is often not even mentioned, yet students are often stymied in their efforts to solve problems simply because they dont understand it fully, or even in part. Polya taught teachers to ask students questions. In stages two, Polya mentions (1957) that it are many reasonable ways to solve problems. The skill at choosing an appropriate strategy is best learned by solving many problems.

A partial list of strategies is included:

Guess and check Make and orderly list Eliminate possibilities Use symmetry Consider special cases Use direct reasoning Solve an equation

Look for a pattern Draw a picture Solve a simpler problem Use a model Work backward Use a formula Be ingenious

In stage three, this step is usually easier than devising the plan. In general, we need is care and patience. Persistent with the plan that we have chosen. If it continues not to work discard it and choose another. In stages four, Polya mentions (1957) that much can be gained by taking the time to reflect and look back at what we have done, what worked and what didnt. Doing this will enable us to predict what strategy to use to solve future problems. We must develop a base of mathematics knowledge from doing this coursework. From this, we had use this way to solve the problem that we found in the book as it help us to understand easier.

POLYAS MODEL

PROBLEM SOLVING STRATEGIES

Looking for a Pattern
The strategy of looking for a pattern was examined in the previous section, where we concentrated on sequences of numbers.

Make a Table
A table can be used to summarize data or to help us see a pattern. It also helps us consider all possible cases in a given problem.

Examine a Simpler Case

Sometimes it is possible to devise a strategy for solving a complex problem by first solving a simpler case of the problem.

Identify a Subgoal
In an attempt to devise a plan for solving some problem, it may become apparent that the problem could be solved if the solution to a somewhat easier or more familiar problem could be found. In such a case, finding the solution to the easier problem may become a subgoal of the primary goal of solving the original problem.

Examine a Related Problem

Sometimes we find that the problem we are working on is similar to a previously encountered problem. If so, it is often possible to apply a similar approach to solve the new problem.

Work Backward
In some problems, it is easier to start with what might be considered the final result and to work backward.

Write an Equation
A problem solving strategy commonly used in algebra consists of writing an equation. We can use equation to solve the problem by write the equations and solve them. The strategy for this problem need to the corresponding equations require little or no algebra.
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Draw a Diagram
It has often been said that a picture is worth a thousand words. This is particularly true in problem solving. In geometry, drawing a picture often provides the insight necessary to solve a problem.

Guess and Check

In the strategy of the guess and check, we first guess at a solution using a reasonable a guess as possible. We then check to see if the guess is correct. If not, the next step is to learn as much as possible about the solution based on the guess before we make the next guess. This strategy can be regarded as a form of trial and error, where the information about the error helps us choose what trial to make next.

Use Indirect Reasoning

To show the statement is true, it is sometime to show that it is impossible for the statement to be false. This can be done by showing that if the statement were false, something contradictory or impossible to follow. This approach is useful when it is difficult to start a direct argument and when negating the given statement, given us something tangible with which to work.

Act Out a Situation

Students dramatise or stimulate a problem situation. This will help them understand the problem and devise a plan.

Experimentation and Simulation

Acting out the problem forces an understanding of the nature of the problem. Some manipulative objects can be used to represent things or people. Can stimulate the action by making drawing or a table

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1st Question
Judy is taking pictures of Jim, Karen and Mike. She asks them, "How many different ways could you three children stand in a line?" By using the Polyas Model, we choose the ORGANIZED LISTING OR MAKE A TABLE as our strategy to solve the Problem 1.

1st strategy: Making a Table

Step 1: Understand the question What do you need to know? You need to know that any of the students can be first, second or third.

Step 2: Devise a plan How can you solve the problem? Make a table to find all the different ways. Choose one student to be first, and another to be second. The last one will be third.

Step 3: Carry out the plan When making the list, you will notice that there are 2 ways for Jim to be first, 2 ways for Karen to be first and 2 ways for Mike to be first. FIRST JIM JIM KAREN KAREN MIKE MIKE SECOND KAREN MIKE JIM MIKE JIM KAREN THIRD MIKE KAREN MIKE JIM KAREN JIM

So, there are 6 ways that the children could stand in line.\

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Step 4: Looking back

There is another way to solve this problem which is use guess and check. Firstly, let say start with: Jim, follow by Karen and lastly is Mike Karen, follow by Jim and lastly is Mike Mike, follow by Karen and lastly is Jim

But, there have another ways that the children could stand in line. Jim, follow by Mike and lastly is Karen Karen, follow by Mike and lastly is Jim Mike, follow by Jim and lastly is Karen. Thats mean there are 6 ways that the children could stand in line.

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2nd strategy : By Listing

Step 1 : Understand the question What do you need to know? You need to know that any of the students can be first, second or third.

Step 2 : Devise a plan How can you solve the problem? Make a list of Jim, Karen and Mike in different ways. Listing the three person in the straight line with the different ways and position.

Step 3 : Carry out the plan When making the list, you will noticed that there are 2 ways for Jim to be a first person, 2 ways for Karen to be a first person and 2 ways for Mike to be a first person. 1st way : Jim , Karen , Mike 2nd way : Jim , Mike , Karen 3rd way : Karen , Jim , Mike 4th way : Karen , Mike , Jim 5th way : Mike , Jim , Karen 6th way : Mike , Karen , Jim Therefore, there are 6 ways that Jim, Karen and Mike could stand in line.

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Step 4 : Looking back

We also can use guess and check for looking back our answer that we get by using listing strategy.

Firstly, let say start with: Jim, follow by Karen and lastly is Mike Karen, follow by Jim and lastly is Mike Mike, follow by Karen and lastly is Jim

But, there have another ways that the children could stand in line. Jim, follow by Mike and lastly is Karen Karen, follow by Mike and lastly is Jim Mike, follow by Jim and lastly is Karen. Thats mean there are 6 ways that the children could stand in line.

Justification
We think make a list is more suitable to solve this problem. This is because it is easier to understand and carry out. We can also use making a table to solve this problem. But we might face on problems when use table, like unable to determine the answer accurately. Then, students will waste their time to arrange the table until get the right answer. Therefore, in our opinion make a list is more suitable for me because it is easier to understand, save time and easier to carry out.

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2nd Question
On your way to visit a friend, you leave your house at 2:45 P.M. and travel 1 3/4 miles to the train, 12 1/2 miles on the train, and 3/4 mile to your friend's house from the train station. If you get there at 4:15 P.M., how many miles per hour did you travel? By using the Polyas Model, we choose the SIMPLIFY THE PROBLEM as our strategy to solve the Problem 2.

1st strategy: Simplify The Problem

Step 1: Understand the problem

This involves identifying the key pieces of information needed to find the answer. Students may need to read the problem several times and/or put the problem into their own words. I know I left at a certain time, arrived at a certain time, and travelled a certain distance. I need to find how many miles per hour I travelled.

Step 2: Devise a plan

For this problem, it might be helpful for us to use simpler numbers to learn the steps we need to follow to solve it. Have students change the problem to: I left the house at 1.00, travelled 12 miles, and arrived at 4.00. How many miles per hour did I travelled?

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Step 3: Carry out the plan First, solve the problem using the simpler numbers. I left the house 1:00, travelled 12 miles, and arrived at 4:00. How many miles per hour did I travel? I travelled 12 miles. It took 3 hours. To find the miles per hour, I divide 12 by 3 to get 4 miles per hour. Next, write down the steps we used to solve the problem. 1. Find the distance travelled. 2. Find the time spent. 3. Divide to find the miles per hour. Then, we use the actual numbers from the problem and follow the same steps. o Find the distance travelled. 1 3/4 + 12 1/2 + 3/4 = 15 miles o Find the time spent. The time from 2:45 P.M. to 4:15 P.M. is 1 hour and 30 minutes, or 1 1/2 hours. o Divide to find the miles per hour. 15 divided by 1 1/2 = 10 miles per hour The answer is I travel 10 miles per hour.

Step 4: Looking back Then, we should check the operations to be sure it is correct. 1 + 12 + = 15 miles 2:45 P.M. to 4:15 P.M. is 1 1/2 hours 15 miles divided by 1 1/2 hours = 10 miles per hour

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2nd strategy : By Diagram

Train

Friends house

House

(2.45 pm)
1 miles

(on the train 12

(4.15 pm)
iles

Step 1: Understand the problem

This involves identifying the diagram of information needed to find the answer. Students may need to see the picture problem several times and/or put the problem into their own words. I know I left at a certain time, arrived at a certain time, and travelled a certain distance. I need to find how many miles per hour I travelled.

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Step 2: Devise a plan

For this problem, it might be helpful for us to use simpler numbers to learn the steps we need to follow to solve it. Have students change the problem to: I left the house at 1.00, travelled 12 miles, and arrived at 4.00. How many miles per hour did I travelled?

Step 3: Carry out the plan First, solve the problem using the simpler numbers. I left the house 1:00, travelled 12 miles, and arrived at 4:00. How many miles per hour did I travel? I travelled 12 miles. It took 3 hours. To find the miles per hour, I divide 12 by 3 to get 4 miles per hour. Next, write down the steps we used to solve the problem. 4. Find the distance travelled. 5. Find the time spent. 6. Divide to find the miles per hour.

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Then, we use the actual numbers from the problem and follow the same steps. o Find the distance travelled. 1 3/4 + 12 1/2 + 3/4 = 15 miles o Find the time spent. The time from 2:45 P.M. to 4:15 P.M. is 1 hour and 30 minutes, or 1 1/2 hours. o Divide to find the miles per hour. 15 divided by 1 1/2 = 10 miles per hour The answer is I travel 10 miles per hour.

Justification We think using the diagram is also suitable to solve problem 2. When using the diagram, students are more understand the problem. They can use the information clearly on the diagram. During solving this problem we create a simpler problem using simpler numbers. It is easy to understand also.

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3rd Question
In the farm of Pak Hassan, there are 32 legs of animal, it consists of buffaloes and ducks. How many animals Pak Hassan has if at least the number of both animals is 2? Step 1: Understand The Problem. 1) To calculate the number of buffaloes and ducks. 2) At least 2 number each of the animals. Step 2: Devise a Plan 1) Using table and list down possibilities. 2) Calculating the possibilities. Step 3: Using Table and List Down The Possibilities.

1ST Strategy : Table

Buffalo (4 legs)

Buffalo Legs

Duck (2 legs)

Duck Legs

Buffalo +Duck Legs

5 2 3 6 7

20 8 12 24 28

6 12 10 4 2

12 24 20 8 4

32 32 32 32 32

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2nd Strategy : Listing Down

The possibly number for Pak Hassan animal in his farm is,

Buffalo (4 legs) 5 2 3 6 7

Duck (2 legs) 6 12 10 4 2

Step 4: Look Back

Buffalo (4 legs)

Buffalo Legs

Duck (2 legs)

Duck Legs

Buffalo +Duck Legs

5 2 3 6 7

20 8 12 24 28

6 12 10 4 2

12 24 20 8 4

32 32 32 32 32

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Calculating The Possibilities

1. 32 - (62) = 20 (6 ducks) 20 4 = 5 (5 buffaloes)

2.

32 (12 2) = 8 (12 ducks) 8 4 = 2 (2 buffaloes)

3.

32 (102) = 12 (10 ducks) 12 4 = 3 (3 buffaloes)

4.

32 (4 2) = 24 (4 ducks) 24 4 = 6 (6 ducks)

5.

32 (2 2) = 28 (2 ducks) 28 4 = 7 (7 buffaloes)

Justification As the conclusion, from my team opinion, we choose using table and list down possibilities as the best strategies to solve this problem. It is because, if we construct a table, we can see the problem clearly, so that we can solve the problem easily and efficiently.
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In the farm of Pak Hamid, there are 34 legs of animal, it consists of cows and chickens. How many animals Pak Hamid has if at least the number of both animals is 2? Step 1: Understand The Problem. 1) To calculate the number of cows and chickens. 2) At least 2 number each of the animals. Step 2: Devise a Plan 1) Using table and list down possibilities. 2) Calculating the possibilities. Step 3: Using Table and List Down The Possibilities.

Cows (4 legs)

Cows Legs

Chickens (2 legs)

Chickens Legs

Cows +Chickens Legs

2 3 4 5 6 7

8 12 16 20 24 28

13 11 9 7 5 3

26 22 18 14 10 6

34 34 34 34 34 34

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The possibly number for Pak Hamid animal in his farm is,

Cows (4 legs) 4 5 2 3 6 7

Chickens (2 legs) 18 6 12 10 4 2

Step 4: Look Back

Cows (4 legs)

Cows Legs

Chickens (2 legs)

Chickens Legs

Cows + Chickens Legs

2 3 4 5 6 7

8 12 16 20 24 28

13 11 9 7 5 3

26 22 18 14 10 6

34 34 34 34 34 34

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Justification As the conclusion, from my team opinion, we choose this question as our own group problem because, this question make we to think more than one strategies to solve it. Besides that,this questions also help we to improve our knowledge about the Polyas Model. In the other hand,we choose table and list down possibilities as the best strategies to solve this problem. It is because, if we construct a table, we can see the problem clearly, so that we can solve the problem easily and efficiently. Besides that, from this table, we can more understand about the problem. So that, we can save our time to think about this problem.

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CONCLUSION
After we had finished this coursework, we got much knowledge from this coursework. From this coursework we know the person that introduced the Polyas Model, George Polya who had contribute his work in problem solving. Polya (Reimer, 1995) spent hours and developed a method of problem solving. 4 step : 1st - understans the question 2nd - devise a plan 3rd - carry out the plan 4th - looking back

Because of his contribution, we learn the easy way to solve the problem of mathematics. His research on problem solving helps taught many classes to elementary and secondary classroom teachers on how to motivate and teach skills to their students in the area of problem solving. His spirit makes us become excited to learn mathematics and inspired us to become like him. Besides that, we also learn how to apply Polyas Model in mathematics especially in problem solving. From the problem solving, we got the new skill in making a decision such as how to decide the best strategy for the problem that we have. All of these help us to think logically and systematic. Before this, we always do the solution in a simple way without thinking properly. After we had done this coursework, we become more confident to solve the problem as we will apply the Polyas Model that we had learned. Lastly, we want to apologize if we had done something wrong in this coursework or if any mistake that we do not realize it when we do this coursework.

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REFLECTION
NAME : MOHAMED ALAFIQ BIN ISMAIL NO. I.C. : 910418-08-5949

Alhamdulillah thanks to Allah, the most affectionate the merciful because finally I had finished this course work completely. Thanks to my beloved lecturer for Basic Mathematics, Mdm. Asilah because he never give up on me. Thank you as well for a very clear briefing and advises on how to do this course work. The aim of this course work is to clarify do I understand about problem solving in the learning and teaching of mathematics in the schools. Mathematics is defined as a problem solving. Problem solving in mathematics can encourage students to learn and develop their thinking skills. Routine and non-routine problems can be solved in many ways and require different strategies. By doing this course work, I can understand the problem solving in mathematic clearly. I also learn to understand more about routine and non- routine problem and how to differentiate between the two of them. I realized that problem solving is a very important part of teaching and learning mathematics. Problem solving can help me to be a good problem solver in my daily life as a student and future teacher. By doing this course work, I finally know that problem solving can help the students to generate their ideas towards the problem. Besides, it can help to improve students' abilities to select appropriate solution strategies and to implement solution strategies accurately. Problem solving can also help students to think wisely and it can make students to be more mature in their life.

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While doing this course work, I was very grateful because I can complete this course work successfully without any problem. I and my partner are very happy because we had cooperated to complete this task. I realized that cooperation between group members is really important. We have to discuss and share idea among us. I also learn how to communicate with my partner. Besides, our friendships become closer after completing this course work. In conclusion, this course work had taught me many lessons and moral values that I can practice in my life as a student and future teacher

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REFLECTION
NAME : MUHD KHAIRUL FAHMIE BIN ABDUL HAMID I.C. NO. : 910211-02-5965

This assignment was given by our beloved Pn Asilah on September 2010.. In group of three, we are required to solve the problem and find the best solution. First of all, our group went t the library to find the books and make a reference for all the information that got. Thanks to the library staff who lend us to use it as our source. Then we continue our discussion at Luar legar and exchange our information. My work is find one question and also tries to solve the problem that have same strategy. Through this process I learnt how to sove the problem using poliar model.. It was not an obstacle for me to do this assignment. Thanks to God always. Overall, I realized that the important of cooperation between the group members. Without their helping hands, I cannot finish my work. I felt very happy to do this assignment together with my friends. Sometimes we were laughing and talking at all. It also help us build up a strong relationship between my friends and I. I was really happy to have a chance to do the assignment with my friends. In conclusion, I enjoyed the whole process to do the assignment. we have learned to understand the theme about the basic problems mathematics in our daily life. Besides, we also learned the ways to find out and carry out the many problems . Apart from that we learned how to manage time wisely and draw up my own timetable. Lastly, we would like to thank my mathematics lecturer because he give the task, it as improve my basic mathematics

subject a lot. Thank you very much, madam.

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REFLECTION
NAME : MOHD AZHARI BIN ADNAN I.C.NO. : 910211-02-5463

First of all, I want to thanks to Madam Nor Asilah because she was briefing clearly about this project. This was a first project for me in this subject. The topics project is about Polyas Model. It was very difficult project. We must get the information about it. We are given a task to find a non-routine problem. The project was carried out in a group of three. My group member is Mohamed Alafiq bin Ismail and Mohamad Khairul Fahmie bin Abdul Hamid. They all always give support to me. In order to complete this project work, we always going to library and surfing internet. Based on this project, much information that I get about the Polyas Model. Polyas Model gives more advantages to us in order to solve the problem. There are lot of strategies such as, guess and check, look for a pattern, work backward, using a table and others. As the conclusion, this project gives me, more knowledge about the Polyas Model. Now I realize, we should thankful to our previous generation. Because of them, we can get a better and easy life.

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SHORT COURSEWORK COLABORATION FORM

STUDENTS NAMES: 1) MOHAMED ALAFIQ BIN ISMAIL (910418-08-5949) 2) MOHD AZHARI BIN ADNAN (910211-02-5463) 3) MUHD KHAIRUL FAHMIE BIN ABDULHAMID (910211-02-5965) GROUP SUBJECT LECTURER : : : F2J- MATHEMATICS [ SEMESTER 2 ]

BASIC MATHEMATICS (MT2310D) PUAN HAJAH NOR ASILAH BINTI HAJI OSMAN

DATE ACTIVITY 10/03/2010 Received the short coursework and a briefing was given by Puan Hajah Nor Asilah. 11/03/2010 16/03/2010 Understand the task given. Division of work Compiling the work

NOTE

SIGNATURE

20/03/2010 Making drafts for 3 nonroutine problems 23/03/2010 The drafts were submitted to Puan Hajah Nor Asilah to be checked. 30/03/2010 The corrected drafts were submitted to Puan Hajah Asilah for the final check. Some explanation was given by Puan Hajah Nor Asilah 31/03/2010 Finished up the short coursework 04/04/2010 Submission of the short coursework

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REFERENCES

BOOK
Andria P. Troutman, Betty K. Lichtenberg MATHEMATICS A GOOD BEGINNING . Sixth Edition

INTERNETS
http://mathforum.org/redirect-tutor.html http://www.thefreedictionary.com/ http://standards.nctm.org/ library.thinkquest.org/25459/learning/problem/psback.html

http://pslcdatashop.web.cmu.edu/help?page=terms#problem http://en.wikipedia.org/wiki/Problem_(mathematics) http://math.about.com/cs/testprep/a/ps.htm

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