Module 3

Problem Solving
and
Reasoning
Topic 3 - 3

POLYA’S FOUR STEP

IN
PROBLEM SOLVING
 Specific Objectives:

At the end of the lesson, the student should be able to:

1. Tell all the Polya’s four steps in problem solving.

2. Select the appropriate strategy to solve the

problem.

3. Solve problems with the use of Polya’s four step.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
 One of the major problems of a student in
mathematics is on how to solve worded problems
correctly and accurately. Sometimes, they have
difficulty understanding in grasping the main idea
of a problem on how to deal with it and to solve it.
It is very important that there is always a clear
understanding on how to solve problems, especially
in Mathematics as a course.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
 When you were in your senior high school, your teacher in
mathematics especially in the course of Algebra taught you on
how to solve problems using scientific methods. Some of these
problems are number problem, age problem, coin problem, work
problem, mixture problem, etc. But not all problems in
mathematics could be solved based on what you have learned in
your senior high school.

Here, in this “Polya’s Four Steps in Solving Problem”, we

will be learning how to solve mathematical problems in a
different way.
Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
 Maybe you would ask yourself who is Polya? Why do
we need to use his four steps in solving a mathematical
problem? How are we going to use this to be able to solve
problems? The answer for these questions will be answered
in this lesson.
George Polya is one of the foremost recent
mathematicians to make a study of problem solving. He
was born in Hungary and moved to the United States in
1940. He is also known as “The Father of Problem
Solving”.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
 He made fundamental contributions to
combinatorics, number theory, numerical analysis and
probability theory. He is also noted for his work in
heuristics and mathematics education. Heuristic, a
Greek word means that "find" or "discover" refers to
experience-based techniques for problem solving,
learning, and discovery that gives a solution which is
not guaranteed to be optimal.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
 Polya’s Problem-Solving
Method

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
 Step 1. Understand the Problem.

This part of Polya’s four-step strategy is

often overlooked. You must have a clear
understanding of the problem. To help you focus
on understanding the problem, consider the
following questions. These are some questions
that you may be asked to yourself before you
solve the problem.
Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
Step 2. Devise a Plan
Sometimes, it is necessary for us that to be able
to solve a problem in mathematics, we need to devise a
plan. Just like a Civil Engineer that before he constructs a
building, he needs to do a floor plan for a building that he
wants to build. To be able to succeed in solving a
problem, you could use different techniques or ways in
order to get a positive result. Here are some techniques
that could be used. You could be one of these or a
combination to be able to solve the problem.
Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
 Step 3. Carry out the plan

After we devised a plan, the next

question is “How are we going to carry out the
plan?” Now, to be able to carry out the plan,
the following suggestions would help us in
order to solve a problem.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
 Step 4. Look back or Review the Solution

Just like what you do in solving worded

problems in Algebra, you should always check if
your answer is correct or not. You need to review
the solution that you have made. How will you
check your solution? The following could be your
guide.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
Illustrative examples will be solved with the use of Polya’s four step method.

1. The sum of three consecutive positive integers is 165. What are

these three numbers?

Step 1. Understand the problem

When we say consecutive numbers, these are like

succeeding numbers. Say, 4, 5, 6 are three consecutive numbers
for single-digit numbers. For the two-digit number, an example of
these three consecutive is 32, 33, and 34. Noticing that the second
number added by 1 from the first number and the third number is
increased by 2 from the first number.
Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
Step 2. Devise a plan

From the previous discussion of this lesson, devising a plan is very essential to
solve a problem. We could use an appropriate plan for this kind of problem and that is
formulating a working equation. Since we do not know what these three consecutive
positive integers are, we will be using a variable, say x to represent a particular number.
This variable x could be the first number. Now, since it is consecutive, the second
number will be increased by 1. So, the possible presentation would be x + 1. The third
number was increased by 2 from the first number so the possible presentation would be
x + 2. Since, based on the problem that the sum of these three consecutive positive
integers is 165, the working equation is:

(x) + (x + 1) + (x + 2) = 165

where x be the first positive integer, x + 1 be the second number and x + 2 be the third
number.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
Step 3. Carry out the plan

We already know the working formula. To be able to determine the

three positive consecutive integers, we will be using the concept of Algebra
here in order to solve the problem. Manipulating algebraically the given
equation; x + x + 1 + x + 2 = 165. Combining similar terms; 3x + 3 = 165.
Transposing 3 to the right side of the equation; 3x = 165 – 3. Simplifying; 3x
= 162. Dividing both side by 3 to determine the value of x; we have x = 54
and this would be the first number. Now, the second number is x + 1 and we
already know the value of x = 54. So, the next number is 55. Then the third
number would be x + 2 and again we know that x = 54 so the third number is
56. Hence, the three positive consecutive integers whose sum is 165 are 54,
55 and 56.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
Step 4. Look back and review the solution

We need to review our solution to check if

the answer is correct. How are we going to do that?
Just simply add the identified three consecutive
positive integers and the result should be 165. So,
adding these three numbers, 54 + 55 + 56 will give
us a sum of 165.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
2. There are ten students in a room. If they give a handshake for his classmate once and
only once, how many handshakes can be made?

Step 1. Understand the problem

Let us say that you are one of those ten students in a

room. To know how many handshakes could be made with those
ten students, we need to name those ten students as A, B, C. …, I,
and J. If you would be the A student you can give a handshake to
different nine students. Now, if you give your hand to B, i.e, A to
B, it can be said the giving handshake by B to A is just only one
count. Obviously, you cannot make a handshake to yourself as well
as B to himself and so on.
Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
Step 2. Devising a plan

To determine the total number of handshakes, it is very easy if we are going to create a table.
Say,
A B C D E F G H I J
A
B
C
D
E
F
G
H
I
J

We need to create legend, say x. The x symbol represents that you cannot make a handshake
to yourself and once you make a handshake with somebody else, then that handshake counts as one
only. Say, when A gives handshake to B, then when B gives handshake to A counts as one only. The √
symbol meaning that a handshake was made.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
Step 3. Carry out the plan

A B C D E F G H I J
A x         
B x x        
C x x x       
D x x x x      
E x x x x x     
F x x x x x x    
G x x x x x x x   
H x x x x x x x x  
I x x x x x x x x x 
J x x x x x x x x x x
Total 1 2 3 4 5 6 7 8 9

So, adding this 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 = 45. Hence, there are a total of

45 handshakes if these ten students give a handshake for their classmate once and only
once.
Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
Step 4. Look back and review the
solution
Trying to double check the diagram,
it is clearly seen that the total number
of handshakes that could be made
which is 45 is correct.
Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
3. Five different points, say A, B, C, D, and E are on a plane where no three points are
collinear. How many lines can be produced in these five points?

Step 1. Understand the problem

Based on the given problem, five points are on a

plane where no three points are collinear. If you want to
determine the number of lines from these five points,
remember that the minimum number of points to produce a
line is two. So, two points determine a line.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
Step 2. Device a plan

The best way in order to determine the number

of lines that can produce five different points where
no three points are collinear is to plot those five
points in a plane and label it as A, B, C, D, and E.
Then list down all the possible lines. Take note that
line AB is the same as line BA.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
Step 3. Carry out the plan

List:

AB BC CD DE
AC BD CE
AD BE
AE

So, counting the pair of points, we have a total of 10 lines.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
Step 4. Look back and review the solution

Counting all possible lines connected in

five different points where no three points are
collinear is still we could check that the total
number of lines produced of these five points
are ten lines.

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)
Self-Learning Activity
1. The sum of three consecutive odd integers is 27. Find the three
integers.
2. If the perimeter of a tennis court is 228 feet and the length is 6 feet
longer than twice the width, then what are the length and the width?
3. There are 364 first-grade students in Park Elementary School. If
there are 26 more girls than boys, how many girls are there?
4. If two ladders are placed end to end, their combined height is 31.5
feet. One ladder is 6.5 feet shorter than the other ladder. What are the
heights of the two ladders?
5. A shirt and a tie together cost $50. The shirt costs $30 more than the
tie. What is the cost of the shirt?

Module 3 | Topic 3-3 : Problem Solving and Reasoning (Polya’s Four Step in Problem Solving)