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Problem Solving T2

The document describes George Polya's model for problem solving, which consists of 4 steps: 1) understanding the problem, 2) devising a plan, 3) carrying out the plan, and 4) looking back. It then provides examples of word problems and exercises for students to work through using Polya's model.

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23 views11 pages

Problem Solving T2

The document describes George Polya's model for problem solving, which consists of 4 steps: 1) understanding the problem, 2) devising a plan, 3) carrying out the plan, and 4) looking back. It then provides examples of word problems and exercises for students to work through using Polya's model.

Uploaded by

ynna9085
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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Polya’s Model

Basic Mathematics Semester 2


John Dewey
• Identify the problem
• To look for clues/ information
• To set up hypothesis
• To test the hypothesis
• To evaluate and record final
conclusion
George Polya (1957)
• Understanding the problem
• Devising a plan
• Carrying out the plan
• Looking back
Understanding the problem

• Can you state the problem in your own


words?
• What are you trying to find or do?
• What information do you obtain from the
problem?
• What are the unknowns?
• What information, if any, is missing or not
needed?
Devising a plan

• Find the connection between the data and


the unknown.
• Consider auxiliary problem if an immediate
connection can be found
• What strategies do you know?
• Try a strategy that seems as if it will work.
Carrying out the plan

• Use the strategy you selected and work


the problem.
• Check each step of the plan as you
proceed
• Ensure that the steps are correct
Looking back

• Reread the question


• Did you answer the question asked?
• Is your answer correct?
• Does your answer seems reasonable?
Exercise
• A sales promotion in a store advertises a
jacket regularly priced at RM125.98 but now
selling for 20% off the regular price. The store
also waives the tax. You have RM100 in your
pocket (or RM100 left in your charge
account).
• Do you have enough money to buy the
jacket?
Exercise
• Eight children are standing in a circle. They play a
game called 'DROP OUT'. It involves chanting the
numbers 1 through 8 over and over again. They chant
in clockwise order. The child who says the number
'eight' must drop out of the circle, leaving one less
child in it. The next child (clockwise order) begins the
chanting cycle again, starting with 'one'. Children
chant to 8 again with the child saying 'eight‘ dropping
out of the circle. This cycle of chanting to 8 and
leaving the circle when saying 'eight' continues until
there is one child remaining.
• Suppose George begins the chanting. Where
should you sit so that you are the last one
remaining in the circle?
Exercise
• Imagine cutting a cylindrical block of cheese using
only one cut (the pieces do not have to be the
same size). You would end up with two pieces of
cheese. Suppose you make two cuts. Now there
is more than one way to cut the cheese. You
could make two horizontal cuts, two vertical cuts,
or a combination of those. How should you do it
so that you obtain the most pieces? The above
diagram shows one way to cut the cheese twice
to obtain four pieces.
• Suppose that you make 3 cuts and then 4
cuts. Figure out the maximum number of
pieces of cheese possible in each case.
Exercise
• Consider what happens when 35 is multiplied
by 41. The result is 1435. Notice that all four
digits of the two multipliers reappear in the
product of 1435 (but they are rearranged).
One could call numbers such as 35 and 41 as
pairs of stubborn numbers because their
digits reappear in the product when the two
numbers are multiplied together.
• Find as many pairs of 2-digit stubborn
numbers as you can. There are 6 pairs in
all (not including 35 & 41).

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