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Reviewer Mat 152 Lesson 4 7

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45 views5 pages

Reviewer Mat 152 Lesson 4 7

Uploaded by

Julie Yahn
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MAT 152 REVIEWER (LESSON 4-7)

Lesson 4:

The Polya Fours-Steps can be illustrated clearly when solving “word


problems” in algebraic approach to finding solution sets and it can also
develop your critical thinking skills. Problems involving number
relations, investment, age, geometry, work and coin counting are just
some of the possible real-life problems that can be solve logically
using the steps. The application of this process will enhance your
skills in problem solving. The process of (1) identifying the given, (2)
writing mathematical formula, (3) solving the unknown variable(s), and
(4) checking if the value defines the formula follow Polya’s idea.

Example: In a blueprint of a rectangular room, the length is 1 inch


more than 3 times the width. Find the dimensions if the perimeter is to
be 26 inches.

Step 1: Understand the problem.

Make sure that you read the question carefully several times.
We are looking for the length and width of the rectangle. Formula in
getting the perimeter of a rectangle is P = 2W+2L. Since length can be
written in terms of width, we will let
w = width
length is 1 inch more than 3 times the width:
1 + 3w = length
Step 2: Devise a plan (translate).

Step 3: Carry out the plan (solve).

Step 4: Look back (check and interpret).

If width is 3, then length, which is 1 inch more than 3 times the width
would have to be 10. The perimeter of a rectangle with width of 3
inches and length of 10 inches does come out to be 26.
FINAL ANSWER: Width is 3 inches. Length is 10 inches.

Lesson 5:

Make a table is a problem-solving strategy that can be used to solve


mathematical word problem by writing the information in a more
organized format. The created table can reveal patterns and
relationships that suggest answer to the given problem. The rows and
columns of a table represents the data categories and relationships in
the make a table approach. It is important as well to label the rows
and columns in the problem-solving table to clearly state the data
being presented.
Example:
Find the common factors of 24, 30 and 18.

Based on the table the common factors of 24, 30 and 18 are 6 and 3.

A pattern is a regular, systematic repetition which often occurs in


problems where there is a progression of data. Patterns may be
numerical, verbal, spatial/visual, patterns in time or patterns in sound.

Example:

Shannon’s Pizzeria made 5 pizzas on Sunday, 10 pizzas on Monday,


20 pizzas on Tuesday, and 40 pizzas on Wednesday. If this pattern
continues, how many pizzas will the pizzeria make on Saturday?

SUNDAY 5
MONDAY 10
TUESDAY 20
WEDNESDAY 40
THURSDAY 80
FRIDAY 160
SATURDAY 320

The pattern is multiplying the number by 2 to get the next number. The
pizzeria will make 320 pizzas on Saturday.
Lesson 6:
The guess and check is a problem solving strategy that can be used
to solve mathematical problems by guessing the answer and then
checking that the guess fits the conditions of the problems. This type
of strategy allows you to explore and enhance your creativity in
problem solving. If you apply this strategy in real life situations, you
are solely relying on your intuition or luck.

Example:
Find two numbers that have sum 11 and product 24.

*List down the potential two numbers that has a sum of 11 and make
sure that their product is 24.

Try/guess 5 and 6 the product is 30 too high


adjust to 4 and 7 with product 28 still high
adjust again 3 and 8 product 24

Answer: 3 and 8 check: (8+3 = 11, 8x3 = 24)

The “Work Backward” strategy is more straight-forward than the


Guess and Check method. When using the “work backwards”
strategy, each operation must be reversed to get back to the
beginning. Yes, there are problems in mathematics where your
guessing ability is more helpful than following standard steps. It is
important as well to remember that you need to be systematic in this
type of strategy to ensure you’re considering all the steps.

Example:
Mom bought a box of candy. Mary took 5 of them, Nick took 4 of them
and 31 were given out on Halloween night. The next morning they
found 8 pieces of candy in the box. How many candy pieces were in
the box when mom bought it.
For this problem, we know that the final number of candies was 8, so if
we work backward to “put back” the candy that was taken from the
box we can reach the number of candy pieces that were in the box, to
begin with.
The candy was taken away so we will normally subtract them.
However, to get back to the original number of candy we need to work
backward and do the opposite, which is to add them.
8 candy pieces were left + the 31 given out + plus the ones Mary took
+ the ones Nick took
8+31+5+4= 48 Answer: The box came with 48 pieces of candy.

Lesson 7:
Tree diagrams are another way to show the outcomes of simple
probability events where each outcome is represented as a branch on
a tree. The tree diagrams can be used to represent the set of all
possible outcomes involving one or more experiments/problems with
multiple possible outcomes.

Example: A travel agent plans trips for tourists from Chicago to Miami.
He gives them three ways to get from town to town: airplane, bus and
train. Once the tourists arrive, there are two ways to get to the hotel:
hotel van and taxi. List the possible choices the tourist can get from
town to another town.

The tourist has 6 choices to travel from town to town.

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