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Polya's 4-Steps in Problem Solving

George Polya has had an important influence on problem

solving in mathematics education. He stated that good
problem solvers tend to forget the details and tend to focus
on the structure of the problem, while poor problem solvers
focus on the opposite. He designed the following:

4-Step Process:

1. Understand the problem. (See)

Read and understand the problem. Identify what is the given information, known
data or values and what is the unknown and to be solved as required by the
problem. Consider the following questions:

a. Can you restate the problem in your own words?

b. Can you determine what is known about these types of problems?
c. Is there missing information that if known would allow you to solve the
problem?
d. Is there extraneous information that is not needed to solve the problem?
e. What is the goal?

2. Devise a plan. (Plan)

Think of a way to solve the problem by setting up an equation, drawing a diagram,

and making a chart that will help you find the unknown and the solution. To start
devising a plan, try doing the following:

a. Make a list of the known information.

b. Make a list of information that is needed.
c. Draw a diagram.
d. Make an organized list that shows all the possibilities.
e. Make a table or a chart.
f. Work backwards.
g. Try to solve similar but simpler problem
h. Write an equation, as possible define what each variable represents
i. Perform an experiment.
j. Guess at a solution and then check the result.
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3. Carry out the plan. (Do)

Solve the equation you have set up and observe analytical rules and procedures
until you arrive at the answer.

a. Work carefully.
b. Keep an accurate and neat record of all your attempts.
c. Realize that some of your initial plans will not work and that you will have to
devise another plan and modify your existing plan.

4. Look back. (Check)

In order to validate the obtained value, you need to verily and check if the answer
makes sense or correct based on the situation posed in the problem, Label your
final correct answer.

a. Ensure that the solution is consistent with the facts of the problem.
b. Interpret the solution within the context of the problem
c. Ask yourself whether there are generalizations of the solution that you could
apply to similar problems.

Example 1. A police station has 25 vehicles of motorcycles and cars. The total
number of wheels is 70. Find the number of motorcycles and cars the station has.
Solution:

Step 1. Understand the problem.

Given: 25 vehicles

70 wheels

Required: The number of cars and the number of motorcycles.

Step 2. Devise a plan.

Let x = the number of cars

y= the number of motorcycles
and x + y = 25 vehicles
4 wheels (x = cars) + 2 wheels (y = motorcycles) = 70 wheels

So, x + y 25 vehicles and 4x + 2y 70 wheels are the two equations formed based
on the problem.

Step 3. Carry out the plan.

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(1) x +y 25

(2) 4x + 2y= 70, solving two equations with two unknown using the process of
elimination:

(1) -2 (x+ y = 25) → 2x -2y = -50

(2) 4x + 2y 70 → 4xt 2y = 70

−2𝑥 − 2𝑦 = −50
+ 4𝑥 + 2𝑦 = 70

2𝑥 + 0 = 20
2𝑥 = 20

2𝑥
= 20
2

𝑥 = 10

since x denotes the number of cars so, there are 10 cars. However, solving for y as
the number of motorcycles is as follows:

since x + y = 25, then 10 + y = 25, y = 25 10, finally y = 15, so there are 15 vehicles in
the police station

Step 4. Look back.

Therefore, there are 10 cars with 4 wheels and 15 motorcycles with 2 wheels. The
total number of wheels is 70 wheels.

In this example, the use of Polya's 4-Step Strategy is very helpful in solving problem
because one must read and understand properly the problem. Specify the given
information and values and what to solve. Always think of drawing a pattern,
setting up the table, working backward, or making lists and tables and designing
right away the needed equation and use other techniques in order to arrive at
realistic and correct answer. Though, logical shortcuts can be employed in any
problem.

Learning to solve problems is not a difficult task. It can be a huge fun and
ultimately challenging. However, it requires you to think analytically, critically and
creatively. Practice doing and solving is the tough secret why most students and
professionals succeed in getting the problem solved and done to make the
moment of solving more enjoyable, interesting and fulfilling.
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The following problem solving strategies can be used:

1. Searching for Patterns

The ability to recognize patterns is one important problem solving skill. It enables a
person to see order or regularity in what takes place in our surroundings and so be
able to make sense of what is going on.

Example 1. Find the next number in the sequence.

a. 5, 9, 13, 17, 21, 25, ...

b. 2, 6, 18, 54, 162, 486, …

Solution a:

1. Understand the problem

Given: a. 5, 9, 13, 17, 21, 25, …

Required: The next number in the sequence.

2. Devise a plan.

a. First term → 5

Second term →9 = 5 + 4

Third term → 13 = 9 +4

Fourth → 17 = 13 + 4

Fifth term → 21 = 17 + 4

Sixth term → 25 = 21 + 4

3. Carry out the plan.

Sequence: 5 9 13 17 21 25.

4 4 4 4 4

There is a common difference of 4 (see difference table above). Therefore, the

next number in the sequence is 29.

4. Look back.

Answer. 5, 9, 13, 17, 21, 25, 29

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Solution b:

1. Understand the problem.

Given: b. 2, 6, 18, 54, 162, 486, …

Required: The next number in the sequence.

2. Devise a plan.

2, 6, 18, 54, 162, 486

First term → 2

Second term → 6 2 x 3

Third term → 18 = 6 x 3

Fourth term → 54 18 x 3

Fifth term → 162 = 54 x 3

Sixth term → 486 = 162 x 3

3. Carry out the plan.

2 6 18 54 162 486

3 3 3 3 3

The common multiplier 3 is called the common ratio. The answer is 1,458.

4. Look Back.

2, 6, 18, 54, 162, 486, 1,458.

2. Working Backward

A strategy that starts at the end of the problem and works backward.

Example 1. Anne has a certain amount of money in her bank account on Friday
morning. During the day she wrote a check for Php24.50, made an ATM
withdrawal of Php80 and deposited a check for Php235. At the end of the day,
she saw that her balance was Php451.25. How much money did she have in the
bank at the beginning of the day?
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Solution:

1. Understand the problem

Given: Php 24.50 check, ATM withdrawal Php 80, check deposit Php 235.
Required: Money she had in the bank at the beginning of the day.

2. Devise a plan

Start with 451.25. Subtract 235, add 80, and then add 24.50.

3. Carry out the plan

So, 451.25 – 235 + 80 + 24.50 = Php 320.75

4. Look back.

Php 320.75 she had in the bank at the beginning of the day.

3. Drawing Pictures and Diagrams

A problem can be solved by means of a figure, a diagram, or a graph helps you

visualize a problem, makes it easier for you to determine the relevant data and
observe important connections and relationships.

Example 1. Two cars left, at 8:00 AM, from the same point, one traveng east at 50
mph and the other travelling south at 60 mph. At what time will they be 300 miles
apart?

East

South

Solution:

1. Understand the problem.

Given: 8:00 AM, Car 1 with 50 mph east, Car 2 with 60 mph south, 300 miles apart
Required: The time when they will be 300 miles apart.
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2. Devise a plan.

x = 50 t and y = 60 t

Since the two directions are at right angle, Pythagorean theorem can be used to
find distance D between the two cars as follows : 𝐷 = 𝑥 +𝑦

3. Carry out the plan.

We now find the time at which D = 300 miles by solving 𝑥 + 𝑦 = 300.

Square both sides and substitute x and y by 50t and 60t respectively to obtain the
equation (50𝑡) + (60 𝑡) = 300 . Solve the above equations to obtain t = 3.84
hours (rounded to two decimal places) or 3 hours and 51 minutes (to the nearest
minute)

4. Look back.

The two cars will be 300 miles apart at 8:00 AM + 3 h 51' = 11:51 AM.

4. Making Lists and Tables

The method "Make a Table" is helpful when solving problems involving numerical
relationships. When data is organized in a table, it is easier to recognize patterns
and relationships between numbers.

Example: An Algebra test consists of ten multiple choice questions. Ten points are
given for each correct answer and three points are deducted fo each incorrect
answer. If Joshua did all questions and scored 48, ho many incorrect answers did
he have?

Solution:

1. Understand the problem.

Given: 10 questions answered, score = 48, 10 points for each correct answer, 3
points deducted for each incorrect answer.

Required: The number of correct answers

2. Devise a plan.

The number of correct answers (x) + number of incorrect answers (y) = 10. Score
10(x) - 3(y)
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3. Carry out the plan.

From the table you can see that Joshua, who scored 48, must have had 6
correct answers and 4 incorrect ones. So, Joshua had 4 incorrect answers.

Number of correct(x) Number of incorrect(y) Score = 10x - 3y

10 0 100

9 1 87

8 2 74

7 3 61

6 4 48

5 5 35

4 6 22

3 7 9

4. Look back.

For Joshua, x = 6 and y=4, so, 6+4 -10 items. Therefore, (10 x 6)- (3 x 4) = 60 -12 = 48.

Mathematical Problems Involving Patterns

Life is always confronted by problems. Some of these are no big deal because
solutions can be easily seen like when the information and data provided show
already a pattern where the solution shall start and proceed. This pattern serves
as a guide in arriving at the correct and realistic value. Mathematics is an active
human endeavor. To create mathematics, we need to solve problems. Pattern
active in many ways helps us solve problems fast and verifies the answers right
away. However, some other patterns need ample time to be read and
understood. Focus more on the differences between the numbers and discover
the common value that rationalizes the sequence and denotes the logical order.

Remember sequence. A sequence is a set of numbers in a specific order.

Example 1: Find the next term of the sequence 7/2, 19/2, 31/2, 43/2, 55/2, …
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1. Understand the problem.

Given: 7/2, 19/2, 31/2, 43/2, 55/2, ...

Required: The next number in the sequence.

2. Devise a plan.

First term → 7/2

Second term → 19/2 = 7/2 + 6

Third term → 31/2 = 19/2 + 6

Fourth term → 43/2 = 31/2 + 6

Fifth term → 55/2 = 43/2 + 6.

3. Carry out the plan.

Sequence: 7/2 19/2 31/2 43/2 55/2

6 6 6 6

There is a common difference of 6. Therefore, 6 = 12/2 so, the next number in the
sequence is 55/2 + 12/2 = 67/2.

4. Look back.

Answer. 7/2, 19/2, 31/2, 43/2, 55/2, 67/2.

Example 2. Find the next term for 1, 5, 12, 22, 35.

Solution:

1. Understand the problem.

Given: 1, 5, 12, 22, 35

Required: The next number in the sequence.

2. Devise a plan.

There is a common second difference.

Therefore, 3+ 13- 16+ 35 -51. The answer is 51.

4. Look back.

Answer. 1, 5, 12, 22, 35, 51

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Recreational Problems Using Mathematics

Recreational mathematics is mathematics done for recreation or as a hobby

which is intended to be fun. Typically, it involves games or puzzles that relate to
mathematics, although the term can cover other material. Typically, recreational
mathematics involves general logical and lateral thinking skills, as opposed to
advanced mathematical concepts, so that the average person is at least able to
understand and appreciate a recreational problem and its solution. Recreational
puzzles can also increase people's appreciation of mathematics as a whole
(Source: https://mathlair. allfunandgames.ca/pegsolitaire.php)

Example 1: The Four 4's Puzzle.

Using exactly four of the digit "4" and any mathematical symbols you
choose, for which natural numbers can you create a mathematical expression
equal to that number? For example, 1 = 4 ÷ 4 + 4 - 4; 44 + 44 = 88; 4 ÷ .4 + 4 + 4=
18. In these examples 4 is used in 4 times to get a number. Most probably,
arithmetic symbols are used to signify the meaning and operations to be done.

Example 2: The Magic Square

A magic square is an arrangement of numbers in a square such that all rows,

al columns, and both main diagonals sum to the same number, a number referred
to as the magic constant. The square on the right is perhaps the best-known
example of a magic square, Magic squares are a very well-known mathematical
recreation, like:

6 1 8

7 5 3

2 9 4

Example 3:

An elimination boxing tournament was organized. There were 114

participants and so there were 57 matches in the first round of the tournament. In
the second round, 57 winners as qualifiers remaining were paired resulting in 2
matches; one qualifier-fighter received a bye (that is, did not have to fight in that
round). The 29 qualifier-fighters remaining were then paired, and so on.

(Source: https://www.amazon.com/Problem-Solving-Through-Recreational-
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a. How many matches in all were required to determine a winner of the

tournament?

b. How many matches would be required if n people participated in the

tournament to declare a winner? (where n represents a fixed unspecified whole
number)

Solution:

To add all the matches from the first round to the last round, 57 + 28 + 14 +7 + 4 +
2 + 1 = 113, 113 matches to be held all in all to declare 1 winner in the tournament.
Or to eliminate 113 qualifiers, we need to have 113 matches where 113 = 114 -1.

b. Using this information, we can deduce that we need 𝑛 − 1 fighters to be

eliminated, 𝑛 − 1 matches will be required.