INSTITUT PENDIDIKAN GURU KAMPUS DATO’ RAZALI ISMAIL

21030 KUALA TERENGGANU, TERENGGANU DARUL IMAN

WAJ 3105
NUMERICAL LITERACY

SHORT COURSEWORK
TASK 1 - PROBLEM SOLVING

BI NO. NO.KAD
NAMA
L MATRIK PENGENALAN
1 NOR HALIZA BINTI MD THAIB 123370 890321-06-5874

UNIT:
PISMP SEM 2 PENGAJIAN MELAYU / PJ / PSK

PENSYARAH :
EN. NIK MOHAMAD BIN NIK JUSOH

TARIKH SERAHAN :
27 SEPTEMBER 2010
 Table of Content

Question

Acknowledgement ............................................................................................. i

1.0 INTRODUCTION ......................................................................................1

1.1 Definition Of Problem Solving

1.2 Strategies For Problem Solving

1.3 Polya’s Four Principles

2.0 STRATEGIES OF POLYA MODEL ..........................................................6

2.1 Guess and check

2.2 Look for a pattern

2.3 Draw a diagram

2.4 Draw a table

2.5 Working backwards

3.0 EXAMPLES OF PROBLEM SOLVING ACTIVITY .................................7

3.1 Example of question: Draw A Digram

3.2 Example of question: Look For A Pattern

3.3 Example of question: Guess And Check

3.4 Example of question: Draw A Table

3.5 Example of question: Working Backwards

4.0 TO WHAT EXTENDS CAN PROBLEM SOLVING ACTIVITY

ENHANCE THE MATHEMATICAL UNDERSTANDING? ......................15

5.0 CONCLUSION ......................................................................................17

Collaboration form

Bibliography

Appendix
 Acknowledgement

Alhamdulillah
Thank to Allah S.W.T because give us an effort to do and finish our assignment on our
Mathematic (Numerical Literacy – WAJ 3105) . The task given for the Short Coursework is
about “TO WHAT EXTENDS CAN PROBLEM SOLVING ACTIVITY ENHANCE THE
MATHEMATICAL UNDERSTANDING?”

All I have to do is searching the information and using the information that is given by my
lecture, Mr. Nik Mohammad Nik Jusoh ,thank a lot to him because he already give me many
information and advice that is very useful. He help me and my classmate a lot in order to
finish the assignment.

I also want to thank to my entire friend who help me in the process of making and finishing
my assignment. Thank to their information and advice in order to help out to make my
assignment better.

Last but not least, special thanks to my parent for their moral support.

1.0 INTRODUCTION
Problem solving has long been recognized as one of the hallmarks of mathematics.
The greatest goal of learning mathematics is to have people become good problem
solvers.

1.1 Definition Of Problem Solving

Problem solving is a process. It is the means by which an individual uses previously

acquired knowledge, skills, and understanding to satisfy the demands of an
unfamiliar situation. The student must synthesize what he or she has learned and
apply it to the new situation.

There are two kinds of problems in our life. There are routine problem and non-
routine problem.

1.1.1 Routine and Non-Routine Problem

Routine and non-routine are one type of problems that we learn in this semester in
Numerical Literacy. As we all know, a problem is a task for which the person
confronting it want or need to find a solution and must make an attempt to find a
solution.

From our discussion and previous lesson that we already learn in classroom,
we can conclude that routine problem problems are those that merely involved an
arithmetic operation with the characteristics can be solved by direct application of
previously learned algorithms and the basic task is to identify the operation
appropriate for solving problem, gives the facts or numbers to use and presents a
question to be answered.

In other word, routine problem solving involves using at least one of four
arithmetic operations and/or ratio to solve problems that are practical in nature.
Routine problem solving concerns to a large degree the kind of problem solving that
serves a socially useful function that has immediate and future payoff. The critical
matter knows what arithmetic to do in the first place. Actually doing the arithmetic is
secondary to the matter.
 For non-routine problem, it occurs when an individual is confronted with an
unusual problem situation, and is not aware of a standard procedure for solving it.
The individual has to create a procedure. To do so, we must become familiar with the
problem situation, collect appropriate information, identify an efficient strategy, and
use the strategy to solve the problem.

Non-routine problem are also those that call for the use of processes far more
than those of routine problems with the characteristics use of strategies involving
some non-algorithmic approaches and can be solved in many distinct in many ways
requiring different thinking process.

This problem solving also serves a different purpose than routine problem
solving. While routine problem solving concerns solving problems that are useful for
daily living (in the present or in the future), non-routine problem solving concerns that
only indirectly. Non-routine problem solving is mostly concerned with developing
students’ mathematical reasoning power and fostering the understanding that
mathematics is a creative Endeavour. From the point of view of students, non-routine
problem solving can be challenging and interesting.

It is important that we share how to solve problems so that our friends are
exposed to a variety of strategies as well as the idea that there may be more than
one way to reach a solution. It is unwise to force other people to use one particular
strategy for two important reasons. First, often more than one strategy can be applied
to solving a problem. Second, the goal is for students to search for and apply useful
strategies, not to train students to make use of a particular strategy.

Finally, non-routine problem solving should not be reserved for special

students such as those who finish the regular work early. All of us should participate
in and be encouraged to succeed at non-routine problem solving. All students can
benefit from the kinds of thinking that is involved in non-routine problem solving.

There is comparing of routine and non-routine problems:

ROUTINE NON-ROUTINE
Real life problem
Involve one mathematical operation
Basic skills and sequence steps
Need understanding, retrieve
information, choose the operation and
algorithms
Solving through story telling and relate
it to real situation
Complex problem
Require more than one mathematical
operation
Using critical and creative thinking
skills
Need understanding, retrieve
information, choose the operation and
algorithms
Various strategies and methods to
solve it

1.2 Strategies For Problem Solving

There are many ways to solve word problems. Several word problems will be given
and students can choose the method they feel most comfortable with.

Some methods are:

a. Choose the operation
b. Guess, check and improve
c. Look for a pattern
d. Draw a diagram
e. Draw a table
f. Logical reasoning
g. Make an analogy
h. Act a situation
i. Working backwards
j. Make a graph

1.3 Polya’s Four Principles

First principle: Understand the problem

This seems so obvious that it is often not even mentioned, yet students are often
stymied in their efforts to solve problems simply because they don't understand it
fully, or even in part. Pólya taught teachers to ask students questions such as:

 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 unknown?
 What information , if any is missing or not needed?
 Do you need to ask a question to get the answer?

Second principle: Devise a plan

Pólya mentions (1957) that there are many reasonable ways to solve problems. The
skill at choosing an appropriate strategy is best learned by solving many problems.
You will find choosing a strategy increasingly easy. A partial list of strategies is
included:

 Guess and check

 Make an orderly list
 Eliminate possibilities
 Use symmetry
 Consider special cases
 Use direct reasoning
 Solve an equation

Also suggested:
 Look for a pattern
 Draw a picture
 Solve a simpler problem
  Use a model
 Work backward
 Use a formula
 Be creative
 Use your head/noggen

Third principle: Carry out the plan

This step is usually easier than devising the plan. In general (1957), all you need is
care and patience, given that you have the necessary skills. Persist with the plan that
you have chosen. If it continues not to work discard it and choose another. Don't be
misled, this is how mathematics is done, even by professionals.

 Use the strategy you selected and work the problem

 Check each step of the plan as you proceed
 Ensure that the steps are correct

Fourth principle: Review/extend

Pólya mentions (1957) that much can be gained by taking the time to reflect and look
back at what you have done, what worked and what didn't. Doing this will enable you
to predict what strategy to use to solve future problems, if these relate to the original
problem.

 Reread the question

 Did you answer the question asked?
 Is your answer correct?
 Does your answer seems reasonable

2.0 STRATEGIES OF POLYA MODEL

There are few strategies introduce by Polya such as :

a. Guess and check
 b. Look for a pattern
c. Draw a digram
d. Draw a table
e. Working backwards

2.1 Guess and check

In the strategy guess and check, we first guess at a solution using as reasonable
a guess as possible. Then we check to see whether the guess is correct. If not,
the step is to learn as much as possible about the solution based of the guess
before making the next guess. This strategy can be regarded as a form of trial
and error, where the information about the error helps us choose what trial to
make next.

2.2 Look for a pattern

When using the look for a pattern strategy, on usually lists several specific
instances of a problem and then look to see if a pattern emerges that suggest a
solution to entire problem.

2.3 Draw a diagram

In geometry, drawing a picture often provides the insight necessary to solve a

problem. The following problem is a non-geometric problem that can be solved
by drawing a diagram or could be done using a piece of paper.

2.4 Draw a table

A table can be used to summarize data or to help us see a pattern. It also helps
us to consider all possible cases in a given problem.
2.5 Working backwards

The strategy of working backwards entails starting with the end results and
reversing the steps you need to get those results, in order to figure out the
answer to the problem.

3.0 EXAMPLES OF PROBLEM SOLVING ACTIVITY

In order to solve problem by using methods state by Polya, we must follow the four
principle. The first principle of Polya is understand the problem. Then we must
devising the plan to solve the problem. After that, we try to solve the problem and
carry out the plan. Lastly, we must look back the answer we get and make a review.

3.1 Example of question: Draw A Digram

Tiara has 4 shirts. One is red, one yellow, one white, and one blue. She has 2 pairs
of pants that are black and khaki and one skirt that is dark blue. She can wear all
these with all 4 shirts. How many different outfits do she has?

Step 1: Understanding the problem

1.To find many different outfit from 4 different shirt and 2 trousers 1 skirt

Step 2: Devising the Plan

1.Using a diagram in order to solve the problem.

Step 3: Carry Out The Plan

Results
• 3 outfits with the red shirt
• 3 outfits with the yellow shirt
• 3 outfits with the blue shirt
• 3 outfits with the white shirt
• Tiara have 12 outfits with the clothes that she have in her closet.

Step 4: Look Back

1.The 12 outfit can be calculated

3.2 Example of question: Look For A Pattern

Find the next three terms of each sequence by using constant differences.
1, 3, 5, 7, 9, …

Step 1: Understanding the problem

1.To find next three terms using constant different

Step 2: Devising the Plan

1.Determine the constant different
2.Determine the pattern of the common different

Step 3: Carry Out The Plan

A. 1, 3, 5, 7, 9, …
1 3 5 7 9 11 13 15
+2 +2 +2 +2 +2 +2 +2

Answer:11,13,15
The common different is +2

Step 4: Look Back

1. 15 -13 = 2
2. 13 - 11= 2
3. 13 – 9 = 2

All of the remaining is 2, therefore the pattern and the common different is 2.

3.3 Example of question: Guess And Check

 A farmer had some cows and ducks. One day he counted 20 heads and 56
legs. How many cows and ducks did he have?

Step 1: Understanding The Problem

1. How many the cows and the ducks that the farmer’s have?
 Cows have four legs
 Ducks have two legs

Step 2: Devising A Plan

1. Make a plan to shows various combination of 20 ducks and cows and how
many legs they have altogether.
2. Use guess and checks strategy.

Step 3: Carrying Out The Plan

Numbers of cows Numbers of ducks Numbers of legs

12 12 80 + 24 = 104
11 9 44 + 18 = 62
10 10 40 + 20 = 60
9 11 36 + 22 = 58
8 12 32 + 24 = 56

Step 4: Looking back

Checks for the answers by using a variable
Lets a = duck, b = cow

2a + 4b = 56 --------------------------------(i)
a + b = 20 -----------------------------------(ii)
From (ii),
a = 20 – b ----------------------------------(iii)
Replace (iii) into (i),
2(20-b) + 4b = 56
40 - 2b + 4b = 56
2b = 16
b=8

Replace b = 8 into (iii),

a = 20 - 8
=12

Therefore, the answer 8 cows and 12 ducks are correct.

3.4 Example of question: Draw A Table

Mrs. Janet class voted on the type of fish they would to buy to go into the new
aquarium. They will buy the fish chosen by the greatest number of student.
Which type of fish is most popular?

Jake ~ angelfish Lita ~ clownfish

Brian ~ puffer Kelsey ~ clownfish
Cristal ~ clownfish Jacky ~ angelfish
Mellisa ~ clownfish
Abbey ~ clownfish Danny ~ clownfish
Matthew ~ angelfish
Demetrios ~ puffer
Aaron ~ clownfish
Nina ~ clownfish
Lee ~ puffer
Messy ~ angelfish
Mei ~ clownfish
Sabrina ~ angelfish
Kibbe ~ angelfish
Kim ~ puffer
Carlos ~ angelfish

Yuneng ~ puffer
Edwina ~ clownfish
Ryan ~ clownfish
Shani ~ angelfish
Step 1: Understanding The Problem
1. which type of fish is most popular?

Step 2: Devising A Plan

1. determine the strategy.
2. use draw a table strategy.

Step 3: Carrying Out The Plan

1. Find which type of fish received the most votes.
2. Organize the votes in a table.

Type of fish Tally Number

Angelfish IIII III 8
Clownfish IIII IIII I 11
Puffer IIII 5

Step 4: Looking back

Checks for the answers.
Angelfish ~ 8
Clownfish ~ 11
Puffer ~ 5

Total number of fish : 8+11+5 = 24

Total number of student = 24

3.5 Example of question: Working Backwards

 Faiz and his friend are going to the Athletic Club to play in a basketball
tournament. The game starts at 7:30 p.m. It takes those about 35 minutes to
walk to the Market Street bus stop. Which bus should they leave home?

Bus Route p.m. Schedule

Bus Stop Time Time Time
Market Street 3:00 6:30 7:00
Mini Mall 3:10 6:40 7:10
Athletic Club 3:32 7:02 7:32

Step 1: Understanding The Problem

1. Which bus should they leave home?

Step 2: Devising A Plan

1. Use the bus schedule given.
2. can work backward to solve this problem.

Step 3: Carrying Out The Plan

1. Start by finding the last bus that can arrive at the Athletic Club before 7:30
p.m.

Think: A bus arrives at the Athletic Club at 7:02 p.m. It leaves Market Street at
6:30 p.m.

Then find the time Faiz and his friend need to leave home.

Think: End time : 6:30 p.m.

Elapsed time : 35 minutes ------ Time to walk to bus stop
6:30 p.m – 35 min = 5:55 p.m

Start time : 5:55 p.m.

They should take the 6:30 p.m. bus and leave home by 5:55 p.m.

Step 4: Looking back

1. Leave home at 5:55 p.m
2. Walk to Market Street bus stop for 35 minutes.
3. Arrived there at 6.30 p.m.
4. Take the 6.30 p.m bus to go to Athletic Club and arrived at 7.02 p.m.

4.0 TO WHAT EXTENDS CAN PROBLEM SOLVING ACTIVITY ENHANCE THE

MATHEMATICAL UNDERSTANDING?
Problem solving is a process how an individu use their own knowledge, skill and
understanding in order to know the familiar or unfamiliar situation. One of the goal in
mathematical education is to solve problem. Therefore, teacher should ensure their
student able to solve problem by using the right strategies. An excellent
Mathematical Education Programme not only contain mathematical concept lerning
and numerical literacy but also involved the ability on how student can enhance their
mathematical understanding.

Problem is the situation where an individu have no solution to solve it. The
person should generate the knowledge and syntezise it to solve the problem. By
using strategies of problem solving, student able to generate their creative and critis
thinking skill because they should think carefully when aswering the pblem solving
question. They also need to select the best strategy of problem solving to solve the
problem. For example, one question given : Amy and Judy sold 12 show tickets
altogether. Amy sold 2 more tickets than Judy. How many tickets did each girl sell?
Student must syntesize the question and choose the best strategies to solve the
question. For this question, the best strategy and appropriate to use is ‘working
backward’.

By using the methods of problems solving, students can solve a problem more
easily. They do not just focus on one method or strategy, but can choose several
strategies to solve the problem. For example : Laura has 3 green chips, 4 blue chips
and 1 red chip in her bag. What fractional part of the bag of chips is green?
Students may choose several methods deemed appropriate to answer the question
such as ‘make a table’ or ‘draw a diagram’. With this, students that not able to use
the method ‘make a table’ can use ‘draw a diagram’ method.

Problem solving stratregies also can make the mathematical learning become
more exciting and fun. This is because they can choose the strategies that suite to
the problem and comfortable with.

Whatever problem solving is used, as long as the students can find the answer
in the simplest form, it is a relieve.
5.0 CONCLUSION
For every problem, there is indeed a solution for it. An attempt to get the problem
done is called problem solving. It uses a lot part in thinking. As a human, we always
figuring a solution for any problems so the problems can be vanished away and not
stopping our daily life. And the solution are in many ways that the human itself has to
figure out which solution is the best to use.

However, not all problem can be solve totally. But, we can make the problem
easier and less harmful for someone to overcome it. In other words, problem solving
can be said as the management of a problem in a way that successfully meet the
goal created to solve it. A limit is created to make sure the problem cannot develop
back. This also creates an environment that is same as the problem is solved.

By preventing a problem from occurring (or recurring) we have perhaps the

ideal solution. The prevention approach is often a difficult one to apply because it
requires predictive foresight and it is often costly. Eliminating a problem once and for
all is also an excellent way of attacking a problem.

As a teacher, we need to teach our students how to overcome problems on

their life.

Bibliography
(a) Reference Book

C. Alan Riedesei, (1990). Teaching Elementary School Mathematic, New Jersey,

Prentice Hall Inc.

Diane Thiesen et.al, (1989), Elementary Mathematical Methods Third Edition :

Macmillan Publishing Company.

(b) Internet

Problem Solving , en.wikipedia.org/wiki/Problem_solving

accesed on 22nd august 2010

Polya Model – Strategic Problem Solving,

http://www.scribd.com/doc/17099989/Polya-Model-strategic-problem-solving
Accesed on 22nd August 2010

(c) Individual

Mr. Nik Mohamad bin Nik Jusoh. Lecturer of Mathematic Department.