MODULE 3: PROBLEM SOLVING

Module Introduction:

Whether you are a mother, father, teacher, computer programmer, scientist,

researcher, business owner, coach, mathematician, manager, doctor, lawyer, and
banker or in any work, problem solving is everywhere and widely used in our daily
life. Some people think that you either can do problem solving or you can't.
Contrary to that belief, problem solving can be a learned trade. Even the best
athletes and musicians had some coaching along the way and lots of practice. That's
what it also takes to be good at problem solving.

Module Outcomes:

At the end of this chapter, the learners must have:

1. Applied the four-step process in problem solving
2. Applied the heuristics approach in solving real-life mathematical tasks
3. Explained the different methods in solving real-life problems
4. Developed critical thinking skills

Teaching Delivery: Outcomes-based Learning/Self-paced Learning

Activate:
Problem Solving
Problem solving is the process of working through details of a problem to
reach a solution. Problem solving may include mathematical or systematic
operations and can be a gauge of an individual's critical thinking skills
(businessdictionary.com).

Heuristic
The word heuristic originates from the Latin word heuristicus, which is
equivalent to Greek heur (ískein) + Latin –isticus –istic and means to find out or to
discover. To put it simply, heuristics are a set of rules or strategies that help us
discover the best and most practical ways to solve problems.
One of the primary reasons people have trouble with problem solving is that
there is no single procedure that works all the time — each problem is slightly
different. Also, problem solving requires practical knowledge about the specific
situation. If you misunderstand either the problem or the underlying situation you
may make mistakes or incorrect assumptions. One of our main goals in this lesson is
to become better problem solvers.
To begin this task, we now discuss a basic framework for thinking about
problem solving, that is Polya’s four-step approach to problem solving in his book “
How to Solve It “ (1945).
George Pólya (December 13, 1887 – September 7, 1985), a Hungarian
mathematician (the father of modern problem solving) describing four-step approach
in solving a mathematical problem.
Polya’s four-step approach
1. Understand the problem (clues/find out)
2. Devise or Make a Plan (Choose a strategy)
3. Carry out the plan (Solve)
4. Look back (Checking)

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Step 1: Understand the Problem (Clues/Find out)
Read the problem carefully, and list all the details and data that are involved.
Pólya taught teachers how to prompt each student with appropriate questions,
depending on the situation, such as:
1. What are you asked to find?
2. Can you restate the problem in your own words?
3. Can you think of a situation that might help you understand the problem?
4. Is there enough information to enable you to find a solution?
5. Do you understand all the words used in stating the problem?

Step 2: Devise or Make a Plan

When you devise a plan, you come up with a way or strategy to solve the
problem. Drawing or making a diagram or chart, setting up an equation, are some of
the methods that you can use in solving the problem.

Step 3: Carry Out the Plan or Solve

This is where you solve the equation using the method or strategy that you
have decided to use.

Step 4: Look Back or Reflect

Check to see if you used all the information and that the answer makes
sense.

Mathematics is more than the study of number and patterns. The learning outcome
is to develop one’s logical thinking and ability to solve complex problems. As such,
heuristics play a very important role in mathematical problem solving, which is
fundamental to mathematics learning.

Acquire and Apply:

The following are some of the methods that are used in solving real-life
problems.
1. Compute or simplify
2. Use a formula
3. Look for a pattern and inductive method
4. Use an equation
5. Guess, check and revise
6. Make a model
7. Draw a sketch or diagram
8. Make a table, chart or organized list
9. Act out and use a diagram
10. Work backwards
11. Divide into smaller problems
12. Elimination and Logical Thinking

1. Compute or simplify.

Many problems are straightforward and require nothing more than the
Application of arithmetic rules. When solving problems, simply apply the rules and
remember the order of operations.
ex. (63)(54) = (N)(900). Find N.

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 Solution:
Step 1: Understand the problem
What are we asked? The value of n that satisfies the equation.

Step 2: Devise or make a plan or choose a strategy:

Will any particular strategy help solve the problem?
Factor each term in the equation into primes.

Step 3: Solve it: Break down the equation into each term’s prime factors.
63 = 6.6.6 = 2.3.2.3.2.3
54 = 5.5.5.5
900 = 2.2.3.3.5.5

63⦁ 54 = 900N
N = 63 ⦁54 =2.2.2.3.3.3.5.5.5.5
900 2.2.3.3.5.5
N = 2.3.5.5
N = 150

Step 4: Looking back:

Did you answer the question asked?

63⦁ 54 = 900N
Does your answer make sense?

63⦁ 54 = 900(150)
135,000 = 135,000

2. Use a formula
Formulas are one of the most powerful mathematical tools at our disposal.
Often, the solution to a problem involves substituting values into a formula or
selecting the proper formula to use. When students encounter problems for which
they don’t know an appropriate formula, they should be encouraged to discover the
formula for themselves.

Example 1: The area of a rectangular lot is 1200 square meters. If the length
is 25 meters, what is its width?

Solution:
Step 1: Understand the problem (Clues/Find out)
What are we trying to find?The width of a rectangular lot.

Step 2: Devise a Plan (Choose a strategy)

Since the formula for area of a rectangle is A = LW, then we substitute in the
formula.

Step 3: Solve it:

A = LW 1200 square meters = 25 meters (W)
1200 square meters
W= =48 meters
25 meters

Step 4: Looking back:

Is your answer reasonable?

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 A = LW 1200 m2 = (25m)(48m) 1200m2 = 1200m2

Example 2: Annie has 3 skirts, color - brown (BS), white (WS), and red (RS). She
has 4 blouses, color - blue (BB), yellow (YB), white (WB), and checkered
blouse (CB), How many different ways can she match her outfits?
Solution:
Step 1: Understand the problem;
What are given?
What are you asked to find?

Step 2: Devise a Plan/Choose a Strategy

Using Fundamental Counting Principle/Multiplication Principle: If activity 1 can
be performed in n1 ways, activity 2 can be performed in n2 ways, then the two
operations can be performed together in n1n2 ways.
n1 = 3 different colors of skirts
n2 = 4 different colors of blouses

Step 3: Solve it:

Total outfits = (n1)(n2) = 3 (4) = 12

Step 4: Look Back or Reflect

Try to check by counting mentally if your answer is correct.

3. Look for a Pattern and Inductive Method

When mathletes use this problem-solving strategy, they are required to

analyze patterns in data and make predictions and generalizations based on their
analysis. Mathletes then must check the generalization against the information in the
problem and possibly make a prediction from, or extension of, the given information.

adjacent squares, 3 adjacent squares, 4 adjacent squares, 8 adjacent squares and 𝑛

Example 1.Find the number of match sticks needed to form a square, 2

adjacent squares.
Solution:
Step 1: Understand the Problem
What are given in the problem? What are you going to find? What is the
condition? Is it possible to satisfy the condition? Is the condition sufficient to
determine the unknown?

Step 2: Devise or Make a Plan (Choose a strategy)

The Heuristic strategy to be used is “Look for a Pattern”. When you look for a
pattern you observe cases systematically from particular examples to reach a
general conclusion hence you are employing an inductive method or mathematical or
logical induction. So, here you are using your reasoning or critical thinking to come
up with a pattern and then generalization.

Step 3: Carry Out the Plan or Solve

Let us organize your observation in a table and observe the pattern.

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 To form a square, what is the minimum matches needed? Refer to the above-
figure. Fill-in the table.

Number of squares 1 2 3 4 8 n
Number of matches 4 7 10 13

Guide Questions:
a. To make 2 adjacent squares, how many matches do you need?
b. How many matches did you add to the 1st square?
c. To make 3 adjacent squares, how many matches do you need?
d. How many matches did you add to the 2 adjacent squares?
e. In Figure 4, to make 4 adjacent squares, how many matches do you need?
f. How many matches did you add to the 3 adjacent squares to form Figure 4?
g. As the number of squares increases by 1 square, how many matches did
you add?
h. Can you guess the number of matches needed to form 8 adjacent squares
without counting the matches?
i. What is the difference of the number of squares from 1
j. What is the difference of the number of squares from 1 to 8 squares?
k. Every time the number of squares increases by 1, how many matches is
added for every square?
l. What mathematical operation you will use to get the answer for 8 adjacent
squares?

Let’s illustrate the data from the table in another way in order to come up to a
generalization, after you have observed the pattern.
1 square = 4 matches
2 squares = 4 +3(1) = 7 matches
3 squares = 4 +3(2) = 10 matches
4 squares = 4 +3(3) = 13 matches
8 squares = 4 +3(7) = 25 matches
n squares = 4 +3(n-1) = 4 + 3n− 3 matches
1 + 3n, matches, where n is the number of squares
Can you give a generalization or statement, on how to find the number of matches
needed to formn adjacent squares?
Step 4: Look Back or Reflect
Let us see if your generalization is correct. How many matches is needed to
form 5 adjacent squares? Can you sketch or draw? Or if you have match sticks,
show the figure and count the number of matches.

Example 2: What is the unit digit in the expansion of 31989?

Solution:
Step 1: Understand the Problem
What are given in the problem? What are you going to find?

Step 2: Devise or Make a Plan or Choose a Strategy

The Heuristic strategy to be used is again “Look for a Pattern”.
Observe cases systematically in order for you to make a general statement or
conclusion. Same as in Example 1 you are also employing an inductive method or

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mathematical/logical induction using your reasoning or critical thinking to come up
with a pattern and then generalization.

Step 3: Carry Out the Plan or Solve

We are to find the unit digit in the expansion of 31989. We will find the powers of
3 starting from the smallest exponent and write the unit digit on the 2nd column.

Powers of 3 Unit Digit of Powers of 3

30 = 1 1
31 = 3 3
32 = 9 9
33 = 27 7
34 = 81 1
35 = 243 3
36 = 729 9
37 = 2, 187 7
38 = 6, 561 1

What have you observed in the unit digit of the powers of 3? What is the
pattern? After how many steps (period) it repeats? Notice that it is cyclic which
means the pattern repeats after several steps.

Yes, every 4th steps, it repeats, so we can say that the period is 4.

a) In 38 = 6,561 the exponent is 8, and 30 =1, 34 =81, the remainder after

dividing the exponent by 4 is 0. Notice that unit digit of 6,561 and 81 is 1.

b) In 37 =2,187, the exponent is 7, the remainder after dividing the exponent

by 4 is 3. 33 = 27, has unit digit that is 7.

What conclusion can you make about your observations?

Step 4: Look Back or Reflect

What is the unit digit in the expansion of 3181?

4. Use an Equation

Example 1: Lindsey has a total of 82 dollars, consisting of an equal number of

pennies, nickels, dimes and quarters. How many coins does she have in all?
Solution:
Step 1: Understand the Problem (Find out)
We want to know how many coins Lindsey has.
How much money does she have in total? 82 dollars
How many of each coin does she have? She has an equal number of each
coin.

Step 2: Choose a strategy:

We know how much each coin is worth, and we know how much all of her
coins are worth total, so; we can write an equation that models the situation.

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Step 3: Solve it:
Let p be the number of pennies, n number of nickels, d the number of dimes
and q the number of quarters.
Then we have the equation p + 5n + 10 + 25q = 8200
But p = n = d = q
So p + 5p + 10p + 25p = 8200
41p = 8200
P = 200
Lindsey has 200 pennies, 200 nickels, 200 dimes and 200 quarters.
Therefore, she has 800 coins.

Step 4: Look back:

200 pennies = 200 (.01) = 2 dollars
200 nickels = 200 (.05) = 10 dollars
200 dimes = 200 (.10) = 20 dollars
200 quarters = 200 (.25) = 50 dollars
2 dollars + 10 dollars + 20 dollars + 50 dollars = 82 dollars
Did we answer the question asked? Yes
Does the answer seem reasonable? Yes

Example 2: A rectangular classroom has length that is 1 meter more than 2 times the
width. Find the dimensions if the perimeter is 32 meters.

Solution:
Step 1: Understand the Problem
What are given in the problem? What is asked or required? What is the
condition? Is it possible to satisfy the condition? Is the condition sufficient to
determine the unknown? How do you find the perimeter of a rectangle? Can you
express the length in terms of width?

(length, 𝑙 = 1+2w)
If we let w be the width, how will you represent the length?

Step 2: Devise or Make a Plan or choose a strategy

The Heuristic strategy to be used is “Use equation/formula”. In using an
equation or formula we simply apply the deductive method/reasoning wherein we
apply a general assumption or principle.

Since the length is 1 +2w then how do you express the perimeter? Can you
give an equation? P = 2l+2w

Step 3: Carry Out the Plan or Solve

P = 2l+2 Replace l = 1 + 2w
32 = 2(1+ 2𝑤) + 2𝑤
32 = 2 + 4𝑤 + 2𝑤
32 =2+6𝑤

𝑤= 5 meters
30 = 6𝑤

If the width is 5m, then the length which is 1 meter more than 2 times the

𝑙=1 +2𝑤
width would have to be 11m.

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 𝑙=1+2(5)
𝑙= 11 meters

Step 4: Look Back or Reflect

Final Answer: width = 5 meters, length = 11 meters
Do the dimensions coincide with the given data?
5. Guess, Check and Revise

The guess-check and revise strategy for problem solving can be helpful for
many types of problems. When using this strategy, mathletes are encouraged to
make a reasonable guess, check the guess, and revise the guess if necessary. By
repeating this process mathletes can arrive at a correct answer that has been
checked. Using this strategy does not always yield a correct solution immediately but
provides information that can be used to better understand the problem and may
suggest the use of another strategy. Students have a natural affinity for this strategy
and should be encouraged to use it when appropriate.
To use the guess-check-and- revise strategy, follow these steps:
1. Make a guess at the answer.
2. Check your guess. Does it satisfy the problem?
3. Use the information obtained in checking to help you make a new guess.
4. Continue the procedure until you get the correct answer.
Example 1: Leah has $4.05 in dimes and quarters. If she has 5 more quarters than
dimes, how many of each does she have?
Solution:
Step 1: Understand the problem (Find out)
What are we asked to determine?
*We need to find how many dimes and how many quarters Leah has.
*What is the total amount of money? $4.05
What else do we know?
*There are five more quarters than dimes.

Step 2: Devise a Plan or Choose a strategy:

Will listing combinations help?
*yes, but creating extended list of possible combinations of dimes and
quarters could be cumbersome to create.
What other strategy would work?
*Pick a number, try it and adjust the estimate.
Solve it:
Try again: Use 8 dimes
8 x .10 + 13 x .25 = $4.05
Leah has 8 dimes and 13 quarters.
Look back
Did we answer the question asked? Yes
Does our answer seem reasonable? Yes

Example 2:Trevor had 60 markers he could turn in at the end of the year for extra
credit points he had earned during the year. Some markers were worth one
point and others wereworth two points. If he was entitled to a total of 83 extra
credit points, how many one point markers did he have?
Solution:
Step 1: Understand the Problem (Find out)

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 What question are we trying to answer?
*How many one point markers did Trevor have?
How many one point markers did Trevor have/
*60
What were the possible values of the markers?
*one or two points
What was the total value of all the markers?
*83 points

Step 2: Devise a Plan/Choose a strategy

How can we approach this problem?
*Make a table of the possible number of markers and their total value.

Step 3: Solve it:

Make a guess as to the first value. We can adjust our guess as we get closer
to the desired answer.
Pick ten as the number of one-point markers. This means he has 50 two point
markers since we know he has a total of 60 markers. The value of this combination
is 110 points.
We can keep track of our guess in a table by listing the number of one point
markers, the number of two point markers, and the total number of points various
combinations would give.

No. of one point markers Number of 2-point markers Total value

10 50 110
50 10 70
40 20 80
38 22 82
37 23 83
Therefore: Trevor had 37 one-point markers.

Step 4: Look back:

Did we answer the question?
Does our answer seem reasonable?

Example 3: Mr. De la Cruz has 20 ducks and goats on his backyard. The animals
have 64 legs altogether, how many ducks and goats are there?
Solution:
Step 1: Understand the Problem
What are given in the problem? What is asked or required? What is the
condition? Is it possible to satisfy the condition? Is the condition sufficient to
determine the unknown? How many animals all in all?

Step 2: Devise or Make a Plan

The Heuristic strategy to be used is Guess, Check & Revise

Step 3: Carry Out the Plan or Solve

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 Number of Ducks Goats Total ̸ or x
Guesses No. of No. of No. of No. of No. of No. of
heads Legs heads legs heads legs
1 10 20 10 40 20 60 x
2 8 16 12 48 20 64 /

Hint: You need 2 guesses only if after checking the 1st guess you are
analyzingis wrong and then revise. After the 1st guess, you need to analyze before
the 2nd guess. The total number of heads or animals is correct but the total legs is 4
less than the given which is 64. This implies that you need to increase the number of
goats since the goat has 2 more legs than a duck. So how many goat(s) will you
add?

From the 2nd guess, the number of ducks is 8 and the number of goats is 12.

Step 4: Look Back or Reflect

From step 3, is your answer agrees with the given data?
8 + 12 = 20 animals
16 legs + 48 legs = 64 legs

6. Make a Model

Mathematics is a way of modelling the real world. A mathematical model has

traditionally been a form of an equation. The use of physical models is often useful in
solving problems. There may be several models appropriate for a given problem.
The choice of a particular model is often related to the mathlete’s previous
knowledge and problem solving experience. Objects and drawings can help to
visualize problem or situation. Acting out is also a way to visualize the problem.
Writing an equation is an abstract way of modelling a problem situation. The use of
modelling provides a method for organizing information that could lead to the
selection of another problem solving strategy.

Example 1: Four holes are drilled in a straight line in a rectangular steel plate. The
distance between hole 1 and hole 4 is 35 mm. The distance between hole 2
and hole 3 is twice the distance between hole 1 and hole 2. The distance
between hole 3 and hole 4 is the same as the distance between hole 2 and
hole 3. What is the distance in millimeters, between the center of
hole 1 and the center of hole 3?

Solution:
Step 1: Understand the Problem (Clues/Find out)
What are given and what is being asked in the problem?
We want to know the distance between hole 1 and hole 3
What is the distance from hole 1 to hole 4?
Answer: 35 mm
What is the distance from hole 1 to hole 2?
Answer: Half the distance from hole 2 to hole 3
What is the distance from hole 3 to hole 4?
Answer: The same as from hole 2 to hole 3
Step 2: Devise a Plan/Choose a strategy:
Make a model of the problem to determine the distances involved.

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Step 3: Solve it: Mark off a distance of 35 mm
Place a marker labelled #1 at the zero point and one labelled #4 at the 35 mm
point.Place markers #2 and #3 between #1 and #4Move #2 and #3 until the
distances between #2 and #3 and #3 and #4 are equal
1. Is the distance between #1 and #2 equal to half the distance between #2 and
#3?
Adjust the markers until both of these conditions are met.
Measure the distances to double check. The distance between #1 and #3 is
21 mm.

Step 4: Looking back: Does our answer seem reasonable?

Answer: Yes, the answer must be 35 mm.

Example 2: Mr. De la Cruz has 20 ducks and goats on his backyard. The animals
have 64 legs altogether, how many ducks and chickens are there?
Solution:
Using the same problem in the previous example, but will be solved using
another heuristic strategy by making a model.

Step 1: Understand the Problem

What are given in the problem? What is asked or required? How many
animals all in all?

Step 2: Devise or Make a Plan

We will use the heuristic “Use a model” to answer the problem. Let any figure
such as a circle to represent the head/body of the duck or goat.

Step 3: Carry Out the Plan or Solve

Since from the problem, it is given that there are 20 animals, so we have to
draw 20 circles to represent it.

vv vv

vv vv vv vv vv vv
vv vv vv vv

Next is to draw the legs, since each animal has at least 2 legs and count the
total legs that you have drawn. How many legs have you drawn?
Legs = 20 heads (2) = 40

What is the total legs given in the problem? Get the difference of the number
of legs given in the problem and the total legs you have drawn.
64−40 =24, so you need 24 more legs, what is the most number of legs of a
duck or goat? You need to draw 24 legs, an additional 2 legs for each diagram that
represent a duck or goat.

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 From the diagram you can see that there are a total of 20 heads or animals,
and the number of animals with 4 legs is 12, and 8 animals with 2 legs. So how
many ducks and how many goats are in the backyard?
Step 4: Look Back or Reflect Is you answer correct?
Total ducks = 8, total goats = 12, all in all 20 animals.
Total legs of ducks 8(2) =16, total legs of goats 12(4) = 48
All in all 16+48 =64 legs.

7. Use
drawings or sketches

Translating a problem visually by means of drawings and sketches will make

theproblem clearer and easier to solve.

Example 1: If an eight-inch square cake serves four people, how many twelve inch
square cakesare needed to provide equivalent servings to eighteen people?
Solution:
Step 1: Understand the problem (Find out).
We are to find how many 12 x 12 cakes are needed.
How big is the original cake? 8 x 8
How many people did it feed? 4
How big are the other cakes? 12 x 12
How many people must they feed? 18
How should we approach this problem?
Diagram the cakes to understand the size of the portions.

Step 2. Devise a Plan/Choose a strategy:

Use drawings or sketches

Step 3.Solve it:

Draw an 8 x 8 cake and cut it into 4 equal pieces. Since each piece is a
square with side length of 4, the area of each piece is 4 x 4 = 16 square inches.

4 4

So each person gets 16 square inches of cake. 18 people times 16 square

inches per person equals 288 total square inches of cake needed.
We know that 12 x 12 cake contains 144 square inches of cake. 288 divided
by 144 equals 2, so two 12 x 12 cakes are required to feed 18 people.

Step 4: Look Back:

Did we answer the question? Yes

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 Does our answer seem reasonable? Yes

Example 2: A snail is at the bottom of an 8 feet wall. Each hour he crawls 2 feet and
loses his grip and slides back down a foot. If he continues this maneuver, in
how many hours will he reached the top end of the wall?
Solution:
Step 1: Understand the Problem
What are given in the problem? What is asked or required? How depth is the
well? How fast the snail crawls upward? How fast the snail slides back?
Step 2: Devise or Make a Plan
We will use the heuristic “Use a diagram” to answer the problem.

Step 3: Carry Out the Plan or Solve

Since from the problem gives that the well is 8 feet, let us draw a vertical line
scaled by 1 foot.

Step 4: Look Back or Reflect

The answer is 7 hours.

8. Make a table, chart or organized list

Making a table, cart, graph, or list is a way to organize data presented in a
problem. This problem solving strategy allows the problem solvers to discover
relationships and patterns among data.

a. Use tree diagram or organized lists

Example 1: Customers at a particular yogurt shop may select one of three flavors of
yogurt. They may choose one of four toppings. How many one-flavor, one-
topping combinations are possible?
Solution:
Step 1: Understand the Problem (Find out).
What question do we have to answer?
*How many flavor-topping combinations are possible?
How many flavors are available? three
How many toppings are available? four
Are you allowed to have more than one flavor or topping?
*No, the combinations must have only one flavor and one topping.

Step 2: Devise a Plan/Choose a Strategy:

How could we organize the possible combinations?
*With letters and numbers in a list.

Step 3: Solve it:

Make an organized list. Use F and T to denote flavor and topping, the
numbers 1-4 mark the different flavors and toppings.
F1T1 F1T2 F1T3 F1T4
F2T1 F2T2 F2T3 F2T4
F3T1 F3T2 F3T3 F3T4
F4T1 F4T2 F4T3 F4T4
Now count the number of combinations. There are 12 combinations possible.

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Step 4: Look back;
Did we answer the question asked? Yes
Does our answer seem reasonable? Yes

Example 2: Annie has 3 skirts, color - brown (BS), white (WS), and red (RS). She
has 4 blouses, color - blue (BB), yellow (YB), white (WB), and checkered
blouse (CB), How many different ways can she match her outfits?
Solution:
Step 1: Understand the Problem
What is asked in the problem? What are given in the problem? How many
skirts Annie has? How many blouses Annie has? Are the colors the same?

Step 2: Devise or Make a Plan

We will use again the heuristic “make a systematic list and the use of tree
diagram”.

Step 3: Carry Out the Plan or Solve

Since it is given in the problem that we are to find the different ways Annie
can match her outfits, let us list down first the number of different colors of her skirts
and blouses.
a) Systematic/Organized Listing

Skirt Blouse Outfit Outfit Outfit

BS BB BS, BB WS, BB RS, BB
WS YB BS, YB WS, YB RS, YB
RS WB BS, WB WS, WB RS, WB
CB BS, CB WS, CB RS, CB
How many outfits Annie has?

b) Use of a Tree Diagram

BB

BS YB BS, BB BS, YB BS, WB BS, CB 4 outfits

WS WB WS, BB WS, YB WS, WB WS, CB 4 outfits

RS CB RS, BB RS, YB RS, WB RS, CB 4 outfits

Total number of outfits is 12.

b. Make a chart

Example 1: How many hours will a car travelling at 45 miles per hour take to catch
up with a car travelling at 30 miles per hour if the slower car starts one hour
before the faster car?
Solution:
Step 1: Understand the problem (Find out)
What is the question we have to answer?
*How long does it take for the faster car to catch the slower car?
*What is the speed of the slower car? 30 miles per hour
*What is the speed of the faster car? 45 miles per hour

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Step 2: Devise a Plan/Choose a Strategy:
What strategy will help here? We could model this on paper but accuracy will
suffer. We could also use equations. But let’s make a table with the time and
distance travelled since that will-explicitly show what’s happening here.

Step 3: Solve it:

Make a table with 2 rows and 4 columns.
The rows will identify the cars, and the columns will mark the hours. Where
the rows and the columns intersect will indicate distance travelled since distance
equals the speed times the amount of time travelled.
Car/hour 1 2 3 4
Slow car 30 60 90 120
Fast car 0 45 90 135
At the end of the first hour, the faster car was just starting. At the end of the
second hour, the faster car had gone 45 miles. At the end of the third hour, the faster
car had gone 90 miles. This equals the distance travelled by the slower car in three
hours. So, the faster car travelled far for two hours.

Step 4: Look Back:

Did we answer the question asked? Yes
Does our Answer seem reasonable? Yes

9. Act Out and Use a Diagram

There may be times when you experience difficulty in visualizing a problem or

theprocedure necessary for its solution. In such cases you may find it helpful to
physically act out the problem situation. You might use people or objects exactly as
described in the problem, or you might use items that represent people or objects.
Acting out the problem may itself lead you to the answer, or it may lead you to find
another strategy that will help you find the answer. Acting out the problem is a
strategy that is very effective for young children.

Example: There are five people in a room and each person shakes every
other person’s hand exactly one time. How many handshakes will there be?
Solution:
Step 1: Understand the problem (Find out)
What are given and what is being asked?
We are asked to determine the total number the total number of
handshakes.
How many people are there?
Answer: Five
How many times does each person shake another’s hand?
Answer: Only once

Step 2: Devise a Plan/Choose a strategy:

Would it be possible to model this situation in some way?
Answer: Yes, pick five friends and ask them to act out the problem.
Should we do anything else?
Answer: Keep track on the handshakes with a list.

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Step 3: Solve it:
Get five friends to help with this problem.
Make a list with each person’s name at the top of a column.Have the
first person shake everyone’s hand. How many handshakes were there?
Answer: Five
Repeat this four more times with the rest of the friends.

Write down who each person shake hands with. Our table should look
something like this:
Jag Rosario Kiran Margot Rhoda
Rosario Kiran Margot Rhoda Jag
Kiran Margot Rhoda Jag Rosario
Margot Rhoda Jag Rosario Kiran
There were a total of twenty handshakes. But notice that each person
actually shook everyone else’s hand twice. (For example, Rhoda shook Jag’s hand
and Jag Shook Rhoda’s Hand). The divide the total number of handshakes by two to
find out the total number if each person had shaken every other person’s hand only
once.
Answer: There were ten handshakes.

Step 4: Looking back:

Did we answer the question?
Answer: Yes.
Does our answer seem reasonable? Yes

10. Work Backwards

Example 1: A student needs at least a 95% average to receive a grade of A. on the

first three test the student averaged 92%. What is the minimum a student
must average on the last two tests to receive a grade of A?
Solution:
Step 1: Understand the problem (Find out)
We are asked to find what a student must average on her least two test to get
an A.
What average is required for an A? 95%
How many tests has she taken so far? Three
What is her average on the first three test? 92%

Step 2: Devise a plan/Choose a strategy:

What strategy would work well in this situation?
*Work backward from the minimum required average needed for an A
to find the score needed on the last two tests.

Step 3: Solve it:

Work backwards from the required average on all five tests. The average of
the tests must be 95%. There are five tests so the total number of points scored on
the five tests must be at least, 5 x 95 = 475. So far the student average 92% on the
three tests. While we don’t know all of the individual scores, the total number of
points scored on the three tests must be 3 x 92 = 276.
475 – 276 = 199 score required on the next two tests.

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 199
= 99.5
2
The student must get an average 99.5% on her next two tests if she is to get
an A.

Step 4: Look back:

Did we answer the question asked?
Does our answer seem reasonable?

1
Example2. Lenny has some kisses chocolates. She gave of the chocolates and 3
3
1
more to her brother Jim. She then gave of the remaining chocolates and 4
5
more to her younger sister Amy. In the end, she has 16 chocolates left. How
many chocolates did Lenny has at the beginning?

Step 1: Understand the Problem

What is asked in the problem? What are given in the problem? How many
chocolates Lenny has? What are the conditions?

Step 2: Devise or Make a Plan/Choose a strategy

To answer the problem we will use the heuristic “Work Backwards”.

Step 3: Carry Out the Plan or Solveit:

Since we are to find the chocolates Lenny has at the beginning, and we work
backward from the last given data.

In the end, she has 16 chocolates. So,

4
16 + 4 = 20, of the remaining chocolates and 4 more
5
4 1
If is 20, then is 5. 20+5 = 25 is the number of the remaining chocolates
5 5
3 +25 = 28, number of the remaining chocolates and 3 more
2
28 is of the remaining chocolates.
3
2 1
If is 28, then is 14 then 14(3) = 42 is the number of kisses chocolates
3 3
Lenny has at the beginning

Step 4: Look Back or Reflect

Try to check by counting mentally if your answer is correct.

Example 3: Kathy walked from ISAT U to St. Clements church. It took her 19
minutes to walk from ISAT U to corner Hechanova-Magdalo Street and rest
for 15 minutes to buy a bottled water in a nearby store and walk another 12
min until St. Clements church. She reached St. Clements church at 5:24
p.m., at what time did she left ISAT U?

Solution:

Step 1: Understand the problem (Find out)

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 What is asked in the problem? What are given in the problem? How many
stop-over Kathy had before she reach St. Clements church? What time she left
ISAT U? What time she arrived at St. Clements church?

Step 2: Devise or Make a Plan

To answer the problem we will use the heuristic “Work Backwards”.

Step 3: Carry Out the Plan or Solve

Since we are ask of the time Kathy left ISAT U, we work backward from the
last given data.

Activity Backwards Time spent Time

Kathy reached St.
Clements 5:24 PM
St. Clements Church to
the store 12 minutes 5:24 – 12 min = 5:12 PM
Rest 15 minutes 5:12 – 15 min = 4:57 PM
Corner Hechanova-
Magdalo Streets 19 minutes 4:57 – 19 min = 4:38 PM

Step 4: Look Back or Reflect

Check your answer by starting at your answer until the time Kathy reached
the St. Clements church.
4:38 P.M. --- time she left ISAT U. + 19 min ---- from ISAT U to corner
Hechanova-Magdalo Street + 15 min --- rest + 12 min --- from the store to St.
Clements church 4 hours & 84 min = 5:24 P.M., therefore the answer 4:38 P.M. is
correct.

11. Divide into smaller problems

Example: Three shapes, a circle, a rectangle and a square-have the same area.
Which shape has a smaller perimeter?
Solution:
Step 1: Understand the problem (Find out)
We want to know which of these three shapes has the smallest perimeter.

Step 2: Devise a Plan/Choose a Strategy:

*Compare the perimeter of the shapes pair wise. This will be easier than
calculating the area of each since numbers are not given.

Step 3: Solve it:

First compare the circumference of the circle to the perimeter of the square.
They have equal area, so the area of the circle, πr2 is equal to the area of the
square, s2. Consequently, the perimeter of the square will be slightly greater than the
circumference of the circle.
Next, compare the perimeter of the square to the perimeter of the rectangle. A
square is a quadrilateral which has minimum perimeter, so the perimeter of the
square must be less than the perimeter of the rectangle.
By the transitive property, the perimeter of the rectangle will be greater than
the circumference of the circle. Hence, the circle has the smallest perimeter.

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Step 4: Look back:
Did we answer the question? Yes
Does our answer make sense? Yes
If we choose 100 units square as the area of each shape, the circumference
of the circle is roughly 35.5 units, the perimeter of the square is 40 units, and the
perimeter of the rectangle could be any amount greater than 40 units and less than
100 units.

12. Elimination and Logical Thinking

The strategy of elimination is commonly used by people in everyday life. In

a problem solving context, mathletes must list and then eliminate possible
solutions based upon information presented in the problem. The act of selecting a
problem-solving strategy is an example of the elimination process. Logical
reasoning is a problem-solving strategy that is used in all problem-solving
situations. It can result in the elimination of incorrect answers, particularly in “if-
then” situations and in problems with a listable number of possible solutions.

Example 1: What is the largest two-digit number that is divisible by 3 whose digits
differ by 2?
Solution:
Step 1: Understand the problem (Find out)
What are we asked to find?
*A certain number
What do we know about the number?
*the number is less than 100. It is divisible by 3. The digit of the
number differ by 2.

Step 2: Devise a Plan/Choose a strategy:

What strategy will help here?
*Working backwards from 99, list the numbers and eliminate those that do not
satisfy the conditions given.

Step 3: Solve it
a. List 2 digit numbers
b. Eliminate those not divisible by 3.
99, 96, 93, 90, 87, 84, 81, 78, 75, 72. . . .
c. Eliminate all numbers whose digits do not differ by 2
*75 is the largest number that remains.
Step 4: Look back:
Did we answer the question asked?
Do we have a 2-digit number divisible by 3 whose digits differ by 2? Yes

Example 2: David, Mike, and Sam could be a dancer, a mechanic, or a singer. None
has a job that starts with the same letter as his name. David recently had his
car repaired by the mechanic. Who has which job?
Solution:
Step 1: Understand the Problem
What are given in the problem? How many persons are there? What are the
conditions?

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Step 2: Devise or Make a Plan
To answer the problem we will use the heuristic “Elimination and Logical
Thinking”.

Step 3: Carry Out the Plan or Solve

Let us use a chart or table as shown below in order for us to show
systematically the given condition.
a) None has a job that starts with the same letter as his name. We will place
x to indicate it is not the job of the given person. So from the 1st condition, David is
not the dancer, Mike is not the mechanic and Sam is not the singer.

b) David recently had his car repaired by the mechanic. Therefore, David is not the
mechanic.

Looking at the chart in the 2nd row, and thru elimination we can determine
that David is the Singer, put a check on the last column where David’s name appear.

Look at the last column, since David is the Singer and by logical reasoning we
conclude that Mike and Sam can no longer be the singer, so we put an x to the
remaining uncheck box on the last column.

In the 3rd row, thru elimination process, we can put a check on the column
dancer, and conclude that Mike is the Dancer and therefore Sam is not the dancer.
Lastly, the only box left, you can see that Sam is the mechanic.

Dancer Mechanic Singer

David x x /
Mike / x x
Sam x / x

Step 4: Look Back or Reflect

Try to check the answer if it met the given condition. David is the singer. Mike
is the dancer. Sam is the mechanic.

Example 3: Each of the four neighbors, Sean, Maria, Sara and Brian, has a different
occupation (editor, banker, chef, or dentist). From the following clues, determine the
occupation of each neighbor.
1. Maria gets home from work after the banker but before the dentist.
2. Sarah, who is the last to get home from work, is not the editor.
3. The dentist and Sara leave for work at the same time.
4. The banker lives next door to Brian.

Solution:
Step 1: Understand the problem (find out).
What are given in the problem? How many persons are there? What are the
conditions?

Step 2: Devise or Make a Plan

To answer the problem we will use the heuristic “Elimination and Logical
Thinking”.

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Step 3: Carry Out the Plan or Solve
Let us use a chart or table as shown below in order for us to show
systematically the given condition.
From statement 1 – Maria gets home from work after the banker but before
the dentist means that Maria is not the banker and not the dentist.
From statement 2 – Sarah, who is the last to get home from work, is not the
editor. From statement 3 – The dentist and Sara leave work at the same time means
that Sara is not also the dentist.

Editor Banker Chef Dentist

Sean X / x x
Maria / x x x
Sara X x / x
Brian X x x /

Step 4: Look back.

Try to check the answer if it met the given condition. Sean is the banker,
Maria is the editor, Sara is the chef and Brian is the dentist.

Assess:

Worksheet 3.

A. Direction: Solve the problems using different heuristic strategies if applicable.

Show your process. You may work in groups of 3 members and pass your output as
one for all the problems.

Figurate Numbers- are numbers that are represented by arrangements of dots

as geometric figures. In plane figures, the examples of figurate numbers are the
following:
1. Triangular numbers: Numbers which can be drawn as dots and arranged in
triangular shape. Given the number of dots, determine the missing.
Illustrate by placing the dots in a triangular form as shown below.
1, 3, 6, 10,…

⦁⦁ ⦁

⦁⦁ ⦁ ⦁

⦁ ⦁ ⦁

2. Square numbers: Numbers which can be drawn as dots and arranged in

square shape.
1, 4, 9, 25, ___, ___, ___

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 3. Gnomons: Numbers which can be drawn as dots on equally long legs of a
right angle. 1, 3, 5, 7, ___, ___, ___

4. Oblong numbers: Numbers which can be drawn as dots and arranged in a

rectangle shape. 2, 6, 12, 20, ___, ___, ___

5. Pentagonal numbers: 1, 5, 12, 22, ___, ___, ___.

B. Direction: Solve the problems using different heuristic strategies if applicable.

Show your process.
1. Lenny has a total of 7 cats and parrots. The animals have 20 legs
altogether. How many cats are there?
2. A student needs at least a 95% average to receive a grade of A. On the
first three tests the student averaged 92%. What is the minimum a student
must average on the last two tests to receive a grade of A?

3. Annie walked from ISAT U to Gaisano City. It took her 18 min to walk from
ISAT U to La Paz market and rested for 15 minutes to eat ice cream and
walk another 13 min from La Paz market to Gaisano City. She reached
Gaisano City at 5:22 pm, at what time she left ISAT U?

4. When a number is multiplied by 15, then the result is added by 15, the
answer is 240. What is the number?

5. Lorie’s Birthday party was attended by 25 persons. If each person shook

hands with each of the others exactly once, then how many handshakes
took place?

6. How many diagonals does a 13-gon have?

7. A man died and left the following instructions for his fortune, half to his
wife; 1/7 of what was left went to his son; 2/3 of what was left went to his
butler; the man’s pet pig got the remaining 2,000 dollars. How much
money did the man leave behind altogether?

8. In a store, it costs $2.49 for a half-pound of sliced roast beef. The person
behind the counter slices 0.53 pound. What should it cost?

9. A frog is at the bottom of a 10 ft well. Each hour, he jumps up 3 ft, but then
loses his grip and slides down 2 ft. If he continues this maneuver, in how
many hours will he be out of the well?

10. Kahlil arranged loaves of bread on 6 shelves in the bakery. He put one loaf
on the top shelf, 3 loaves on the second shelf, and 5 loaves on the third
shelf. If he continues this pattern, how many loaves did Daniel put on the
6th shelf?

11. Peter raises chickens for sale. He sold two chickens the first month, 5
chickens the second month, 8 chickens on the third month and so on. How
many chickens did he sell on the 6th month?

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12. Aljon walked from Alta Tierra to WVCST. It took one hour and 25 minutes
to walk from Alta Tierra to Jaro Plaza. Then it took 25 minutes to walk from
Jaro Plaza to WVCST. He arrived at 2:45 PM. At what time did he leave
Alta Tierra?

13. Artcel wanted to know the age of a black bear at the zoo. The zookeeper
told Artcel that if he added 10 years to the age of the bear and then double
it, the bear would be 90 years old. How old is the bear?

14. Jeza had some candies. Jannah had three times as many as Jeza but ate
four and now she has five. How many candies does Jeza have?

15. My father gave me some money for my birthday. I spent one-third of it on

my cellular phone accessories. I spent half the remainder to take my
friends to MO2. Then I bought CDs with half of what was left. When I went
home, I still had 500 pesos. How much did my father give me for my
birthday?

16. Michael paid 500 pesos for a box of chocolates. After giving his sister half
of the chocolates he ate nine pieces. His mother then ate one more than
half the remaining chocolates, leaving three pieces. How many chocolates
were originally in the box?

17. Alvin was given his allowance on Monday. On Tuesday he spent P150 at
the fruit stand. On Wed, Rex paid Alvin the P100 he owed him. If Alvin
now has P200, how much is his allowance?

18. There are two sizes of tables in the banquet hall. One size seats exactly 5
people and theother size seats exactly 8 people. At tonight’s banquet
exactly 79 people will be seatedat less than one dozen tables. How many
tables of each size will there be?

19. Three darts are thrown at a target consisting of three rings. A dart landing
in the innermost ring scores 9 points; a dart landing in the middle ring
scores 4 points; and a dart landing at the outer ring scores three points.
How many different point totals are possible assuming all three darts land?

20. Rianne, Ryan, Tyler and Ashley were recently elected as the new class
officers (president, vice president, secretary and treasurer) of the senior
class at ICHS. From the following clues, determine which position each
holds.
a. Ashley is younger than the president but older than the treasurer.
b. Rianne and the secretary are both the same age, and they are the
youngest members of the group.
c. Tyler and the secretary are next-door neighbors.

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