MODULE 5:

PROBLEM SOLVING STRATEGIES

LEARNING OUTCOMES :
 Explain Polya’s four-step problem-solving strategy;

 Apply Polya’s four-step problem-solving strategy in solving certain

problems; and
 Use Polya’s four-step problem-solving strategy to design model
solutions to practical problems that arise in nature
 “A great discovery solves a great problem but
there is a grain of discovery in the solution
of any problem. Your problem may be modes; but
if it challenges your own means, you may
experience the tension and enjoy the triumph of
discovery.”
– George Polya
REVIEW:

Who is George Polya and

what are his contributions
to mathematics?
DIAGNOSTICS
Instructions: If you think the statement is correct, write AGREE. Otherwise, write DISAGREE.
________ 1. Mathematical problems always involve dependent and independent variables.

________ 2. Polya’s four-step problem-solving strategy applies only to standard textbook

problems but no to real-life problems.

________ 3. Scaled diagrams are essential part of the problem-solving process.

________ 4. Certain types of problems are unique that they cannot be solved by a definite

process.

________ 5. Computations are essential part of the problem-solving process.

POLYA’S FOUR-STEP PROBLEM-SOLVING
STRATEGY
In the previous lesson ( module ), the process of finding
a solution to a specified problem starts with
experimentation where patterns are identified. Next, a
conjecture is formed about the observed patterns.
Depending on the nature and demand of the problem,
the conjecture can already provide answer to the
problem at hand. This conjecture can be disproved by a
counterexample or can be affirmed through a deductive
process.
 In 1945, George Polya published the book How to Solve it: A
New Aspect of Mathematical Method which later became a widely
accepted design of how students should proceed with problem-
solving processes. Although the book generally revolves around
mathematical problems, Polya emphasized that the same strategy
can be applied when students encounter real-life problems. He
encouraged teachers to promote a more liberal approach to solving
problems by giving more emphasis on students’ independence and
less on routine computation processes.
Polya’s approach advocated the inductive process rather than
deductive as what most of his predecessors have promoted. He
argued that students can be more engaged with mathematics if
they do experimentations themselves.
In summary, Polya’s strategy consisted of four phases:
1. understand the problem;
2. devise a plan;
3. carry out the plan; and
4. look back.
STEP 1. UNDERSTAND THE
PROBLEM
In the age of digital technology, the immediate resort to
problem-solving is through automation, that is, students
have unlimited access to computing systems and gadgets.
The problem is that these so-called problem-solver
software and gadgets are designed for limited class of
problems. Polya’s first phase is then very crucial. One has
to have a clear grasp of the problem at hand, especially
the relationship that exist between the given and the
unknown quantities.
Polya suggest the following guide questions to help a person understand
the problem being solved:

i. What is the unknown?

ii. What are the data?

iii. What is the condition?

iv. Is it possible to satisfy the condition?

v. Is the condition sufficient to determine the unknown?

vi. Draw a figure and introduce suitable notation.

vii. Separate the various parts of the condition. Can you write them down?
STEP 2. DEVISE A PLAN

This stage highlights one’s independence and ingenuity in coming

up with a self-designed course of actions towards arriving at a
reasonable solution to the problem at hand. At this stage, you
may need to refresh your memory with the concepts involved in
the problem, you may need to refresh your definitions and
properties of the terms involved. If the problem “even numbers,”
make sure that you know its formal definition, its properties, and
mathematical for including specific examples.
 Polya suggests the following guide question to help you design your
plan of actions:

i. Have you seen it before? Or have you seen the same problem in
a slightly different form?
ii. Do you know a related problem? Do you know a theorem that
could be useful?
iii.If a related problem is available, could you use it? Could you use
its result? Could you use its method? Should you introduce some
auxiliary elements in order to make its use possible?
STEP 3. CARRY OUT THE PLAN

Perform each step of the plan with care and

precision. Keep a record of every result that you
obtain. If you get affirmative results. Just keep
going; there is a next stage of the process. If things
do not turn out to be as what you expected, then
keep your alternatives open as you may need to
revisit your plan.
STEP 3. LOOK BACK

Finally, review your solution. Go back to the

original problem and check if the obtained solution
is sufficient and consistent with what is asked.
Check the soundness of your argument. Also, assess
if your obtained solution still applies at a larger
scale.
 EXAMPLE 1.
During a family gathering last Christmas, angel was able to collect 12 monetary bills consisti ng of ₱20
bills and ₱50 bills from her ti tos and ti tas. she received a total of ₱390 from them. how many of each
bill did angel receive?

Solution:
i. Understand the problem

Distribute 12 bills into two portions.

ii. Devise a plan

Perform trial and error. There are only 11 ways of splitting 12 into two portions: 11 + 1, 10 + 2, 9 + 3,
and so on. If there are 11 ₱20 bills, then there must be one ₱50 bills, in which case the total amount is
11(20) + 1(50) = 270 pesos. Reversing the amounts, you have 11(50) + 1(20) = 570 pesos. Determine
which distribution of bills yields the amount ₱390.
iii. Carry out the plan

Number of ₱20 bills Number of ₱50 bills Total Amount

11 1 11(20) + 1(50) = 270
10 2 10(20) + 2(50) = 300
9 3 9(20) + 3(50) = 330
8 4 8(20) + 4(50) = 360
7 5 7(20) + 5(50) = 390

The answer is seven ₱20 bills and five ₱50 bills.

iv. Look back

The answer is reasonable as it generates the desired amount of ₱390. To check if this is only solution,
complete the table.
Number of ₱20 bills Number of ₱50 bills Total Amount

11 1 11(20) + 1(50) = 270

10 2 10(20) + 2(50) = 300
9 3 9(20) + 3(50) = 330
8 4 8(20) + 4(50) = 360
7 5 7(20) + 5(50) = 390
6 6 6(20) + 6(50) = 420
5 7 5(20) + 7(50) = 450
Number of ₱20 bills Number of ₱50 bills Total Amount

4 8 480
3 9 510
2 10 540
1 11 570
 EXAMPLE 2.
Ed is planning to put up a rectangular garden with a fi xed area of 120 . if the dimensions of the garden have
to be whole numbers, determine the dimensions that will require the least amount of fencing materials to
enclose the garden.

Solution:
i. Devise the plan

List all possible dimensions and identify which combination yields a

minimum perimeter. This is possible since the dimensions are whole
numbers. For example, if the length is 120 meters, then the width has
to be 1 meter so that the area is 120 m2. The corresponding perimeter
is

P= 2(120) + 2(1)= 242 meters

Likewise, if the length is 40 meters and the width is 30 meters,

P= 2(240) + 2(30)= 140 meters.

i. Carry out the plan

Summarize the values in the table below.

The table suggest that Ed should consider setting up his garden with dimensions 12 meters
by 10 meters, that is, length= 12 meters and width=10 meters. The corresponding minimum
length of fencing material is 44 meters.
iv. Look back

The dimension of the garden is 12 meters by 10 meters, and

its perimeter is 44 meters.