PROGRAM PERSEDIAAN IJAZAH SARJANA MUDA SEKOLAH RENDAH

KERJA KURSUS BERASASKAN ILMU

PPISMP AMBILAN JULAI

KERJA KURSUS PENDEK

SEMESTER 2 2008

Punch a hole in a piece of the paper with a pencil. Fold the paper once; then punch
another hole. Fold the paper again and punch another hole. How many holes would you
get after folding the paper ten times, each time punching a hole?

EXAMPLE 1

A. Example 1 is an example of a mathematics problem

I. Do you agree with the above statement?

Give you reason

II. What is the meaning of problem solving?

III. What are the major types of problem?

IV. With the help of a table compare and contrast the major types of problem

B. In Mathematics there are many models that can be used to help us solve
problems. Polya’s Model is one such model that is often used in solving Mathematics
problems.

i. Describe Polya’s model for problem solving.

ii. Solve the problem in Example 1 according to Polya’s model

C. Many strategies have been devised to help us solve various types of problems

i. Select five different problem strategis and give an example of non-routine

problems that uses these strategies in finding their solutions.

ii. Solve these problems using the problem strategies that you have identified

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D. Reflect on the coursework that you have done. Write a report on how this
coursework have helped you to acquire the skills and knowledge to solve Mathematics
problem and also problem in general.

QUESTION A

i. Do you agree with the above statement?

Give you reason

Yes,i agree with the above statement.because it fullfill the condition two condition

to make it as a question.The two condition is firstly we dont know how to solve

the question without trying to solve it and the second condition is we accept the

challenge and try to solve the problem.

ii . What is the meaning of problem solving?

Problem solving is the process in solving a problem.Where it make our brain to

solve a problem that where we does not know how to proceed from a given state

to a desired goal state.Where it need three step that is finding problem,problem

shaping and problem solving. Problem solving forms part of thinking. Considered
the most complex of all intellectual functions, problem solving has been defined
as higher-order cognitive process that requires the modulation and control of
more routine or fundamental skills (Goldstein & Levin, 1987). It occurs if an
organism or an artificial intelligence system does not know how to proceed from
a given state to a desired goal state. It is part of the larger problem process that
includes problem finding and problem shaping. We can categorize problem
solving into two basic types: routine and non-routine. The purposes and the
strategies used for solving problems are different for each type.

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iii. What are the major types of problems?

There are two type of major problems that is routine problem and non-

routine problem. The purposes and the strategies used for solving problems are
different for each type.

iv. With the help of a table compare and contrast the major types of problem?
Non-routine Problem

Routine Problem
� One that cannot be solved by applying
well practiced produces
1234x1234+1234-1234= how many
1234 that we have in the question the
• One that can be solved by applying
well practiced procedures answer are being multiply 20 times?

Example 1+1=2
• Solving only indirectly
• Involves using at least one of the Exam ple:A zoo have 20 heads of
four arithmetic operation and / or animal. Thera 56 legs. The animal that
ratio to solve the problem have there is tiger and flamingo. How
many tiger and how many flamingo?
Example 2x+2= -1
2x=-1-2

2x=-3 • Concerned with developing student’s

mathematical reasoning power and
X=-3/2 fostering the understanding that
mathematics is a creative endeavour
e.g- A farmer had some cows and ostrich.
One day he counted 20 heads and 74 legs.
• Concern to a large degree the kind How many cows and how many ostrich did
of problem solving he have?
-2 devide 1 equal 2
Encourage the move from specific to
general thinking; in other words,
encourage the ability to think in more
• Identifying what is going on in the abstract ways.
problem Example: when using the fourth polya’s
Example: 2+?=3 step our left brain working moe
How much when add to 2 efiscient. 3
equal 3?
B. in mathematics, there are many models that can be used to help us solve problems.
Polya’s model is one such model that is often used in solving mathematic problems.

i) Describe polya’s model for problem solving

ii) Solve the problem in Example 1 according to polya’s model.

Problem solving steps.

Problem solving is a way that we should do when we were facing problems. Either routine
problems or non-routine problems. In mathematics there are many models that can be used to
help us solve problems. Polya’s model is one such model that is often used in mathematics
problems. When we need to solve a problem, we should look on polya’s four step problem
solving model.

POLYA’S FIRST PRINCIPLE:

UNDERSTAND THE PROBLEM

Firstly, we need to understand the problem. In this case, we have to

state the problem in our own words. This means we have to
understand the problems. Then we should know on what are we try to
find out. We also have to know what the unknown is and the
information that we can get from the problem. We should know all the
information, are they needed? Or missing? Or there is no information in
the problem. As a teacher, we should follow polya’s advice when dealing with pupils who did not
understand the problem or even a part of the question. He said that a teacher need to ask the
student some question whether they understand or not the question. The polya’s questions are:

• Do you understand all the words used in stating the problem?

• What are you asked to find or show?

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 • Can you restate the problem in your own words?
• Can you think of a picture or a diagram that might help you understand the problem?
• Is there enough information to enable you to find a solution?

POLYA’S SECOND PRINCIPLE:

DEVISING THE PLAN

Devising a plan is the second step in polya’s problem solving model. When devising a plan, we
have to look for a pattern and then examine the related problems and determine if the same
technique can be applied. After that, we have to examine a simpler or special case of the
problem to gain insight into the solution of the original problem. Make a table or diagram to
analyzes the problem. After that used the skill guess and check. If we not confident with your
answer, we can use work backward, identify a sub goal and act it out. We also can try visual
thinking way. Polya mention in 1957 that there are many logic way to solve problems. The
solving ways called:

• Guess and check

- Make and orderly list

- Eliminate possibilities

- Use symmetry

- Consider special cases

- Use direct reasoning

- Solve an equation

- Look for a pattern

- Draw a picture

- Solve a simpler problem

- Use a model

- Work backward

- Use a formula

- Be ingenious
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POLYA’S THIRD PRINCIPLE:

CARRYING OUT THE PLAN

Carrying out the plan with implement the strategy or strategies in step 2, and perform any
necessary actions or communications. After that check each step of the plan as you proceed.
This may be intuitive checking or a formal proof of each step. Then keep an accurate record of
your work. Now we see that this step is much easier then devising plan steps. You have to be
patience and carefully follow the question. Consistent on what are you try to do, and don’t be
confused. Mathematic is very fun!

POLYA’S FOURTH PRINCIPLE;

LOOKING BACK

Polya 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. It is looked back to check the result in the
original problem. It is important because some case will require a proof. After that interpret the
solution in terms of the original problem to know does the answer make sense or not. We can
determine whether there is another method of finding the solution. Lastly if the answer possible,
determine other related or more general problems for which the techniques will work. Doing this
will enable us to predict what strategy are need when dealing with problems in the future. Polya
went to publish a two-volume set, there are Mathematics and Plausible reasoning which one
publish in 1954. Other is Mathematics Discovery in 1962. Polya’s books are the basis for the
thinking in mathematic education today. Those books are still being used until today. Polya is
known as the father of problem solving.

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ii) Solve these problems using the problems strategies that you have identified.

Punch a hole in a piece of paper with a pencil. Fold the paper once; then punch
another hole. Fold the paper again and punch another hole. How many holes
would you get after folding the paper ten times, each time punching a hole?

Step 1: understand the problem:

Read the question carefully and determine the in formation. From the

question we need to punch a hole in a plain paper. Then fold the

paper once and punch another hole. Carry the step till folding the paper

ten times.

Step 2: Devise a plan

Do an experiment about the question. Look the pattern of the number

Increasing.

Step 3:Carry out a plan

First, punch a hole in a plain paper. Than fold the paper once and punch

another hole. We get 2 hole when fold the paper once. That means,

the number increase 2 times when the paper folded once. Carry this step

until the paper folded ten times.

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 1--2--4--8--16--32-64--128--256--512--1024

Step 4: look back

Add all the numbers in the line. And the answer equal to 2047

Non routine problem

Problem 1

Malaysia is known for its beautiful animals. A group of birds called hornbill and leopard roam on
the plains of Hutan Mulu. Nine animals are roaming in one area. There is a total of 26 legs. How
many 2 legged birds are there? How many leopard?

Step 1 : Understand the problem.

- there are 26 legs in all, birds have 2 legs, lions have 4, there are 9 animals total.

Step 2 : Devise a plan

- Guess the number of birds and leopard. Try numbers out.

Step 3 : Carry out a plan

Guess: 6 birds ; 3 leopard

6 × 2 = 12

3 × 4 = 12

12 + 12 = 24

Check: 24 < 26

Guess: 5 birds ; 4 leopard

5 × 2 = 10

4 × 4 = 16

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 10 + 16 = 26

Step 4 : Look back

There are 5 birds and 4 leopard. The total number of animals is 9.

Problem 2

A farmer had some cows and ostrich. One day he counted 20 heads and 74 legs. How
many cows and how many ostrich did he have?

Step 1 : Understanding the problem

40 heads = 40 animals

40 ostrich = 80 legs

30 cows = 120 legs

Step 2 : Devise a plan

Make a chart/table

Step 3 : Carry Out the plan

Number of cows Number of ostrich Number of legs

9 11 78
13 7 66
7 13 74

Step 4 :Look back

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Cows = 7 Ducks = 13

Problem 3

The Frost School Chorus line up in 7 rows. There are 5 students in the first row,10 students in
second row,15 students in the third row, and 20 students in the fourth row. If the number of
student in each row keeps increasing by the same amount, how many students will be in the
seventh row?

Step 1 : Understand the problem

5 students in the 1’st row,10 students in the 2nd row,15 students in the 3rd row. How many
students in the last row.

Step 2 : Devise a plan

Find the pattern to solve the problem.

Step 3 : Carry out the problem

5 +5 10 +5 15 +5 20 +5 25 +5 30 +5 35

Step 4 : Look back

5 x 7 = 35

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Problem 4

Find a pattern

Read the problem carefully

The Seremban High School lines up in 7 rows. There are 5 students in the first row, 10 in the
second row, 15 in the third row and 20 in the fourth row. If the number of the students in each
row keeps increasing by the same amount, how many students will be in the seven rows?

1 2 3 4 5 6 7

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 Solution of this problem

Step 1 : Understand the problem

• Student line up in 7 row
• What do you know? The number of row, the number in each row
• What do you need to find? The number in the last row

Step 2 : Devise a plan

• Only one way to solve this problem is to find a pattern.
• Use the pattern to solve the problem

Step 3 : Carry out the plan

• Look at how the number change

+5 +5 +5

Step 4 : Look Back

• No other way to solve this problem.
• The pattern shows that the students increase with 5.
• Check the question back to confirm the answer

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Problem 5

The numbers 1 to 100 were written on a piece of paper. They were arranged in four rows: A, B,
C and D. The piece of paper was torn and only one portion of it remained.

A 1 5 9 13 17
B 2 6 10 14
C 3 7 11 15
D 4 8

Can you tell which row the number 90 was in?

Step 1 : Understand the problem

- Number 1-100 were written on a piece of paper
- The number been arrenged in rows of A,B,C,D
- Which ro were the number90 was in?

Step 2 : Devise a plan

- Look for a pattern

Step 3 : Carry out the plan

I choose this strategy because when I look at each rows (A, B, C and D), we can see a pattern
that can help me to get the answer. First of all, I look at row A. The sequence number is 1, 5, 9,
13 and 17. When I look between number 1 and 5, I get the different between them is +4. I
continue to look between number 5 and 9 and the different is same. Then, I look for another
rows, the different between them is same (+4). So, I can mention that if I want to get the next
number, I should plus the number before with 4. To get the answer, I should plus the sequence
number in each row with 4 until I know which row that number 90 in. The answer is in row B

+4 +4

A 1 , 5 , 9 , 13 , 17
13
 +4

B 2 , 6 , 10 , 14

+4

C 3 , 7 , 11 , 15

+4

D 4 , 8

Step 4 : Look back

For the second strategy, I choose draw a table. The question asked which row was the
number 90 in. So, this strategy can help me to get the answer. I build a table with 25 column x 4
rows. I will get 100 empty boxes. The reason why I must get 100 empty boxes because I have
100 numbers. When I already have the table, I just put the numbers 1-100 into the box. At the
end, I can easy get the answer. Using this strategy, I got the answer is row B.

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Question 6
Liyun was given 16 cards with four numbers 1, 2, 3 and 4. She was required to place them in a
4-by-4 grid such that each number occurred only once in each row, column and diagonal. How
should she arrange the numbers?

Step 1 : Understand the problem

- Liyun been given 16 cards

- The number of each card is 1,2,3 and 4

- Must place the number ia a 4-by-4 grid

- Where it only can occured once in each row

Step 2 : Devise a plan

- Make a list

Step 3 : Carry out a plan

Make a list also one of the strategies to solve mathematics problem. Using this strategy, I can
get possibility for the correct answer. I make a list for each row. For the first list, I start the list
with number 1. Then, starting the list with number 2, 3 and 4. Below are the lists:

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 Starting with number 1 Starting with number 2
1 2 3 4 2 1 3 4
1 2 4 3 2 1 4 3
1 3 2 4 2 3 1 4
1 3 4 2 2 3 4 1
1 4 2 3 2 4 1 3
1 4 3 2 2 4 3 1

Starting with number 3 Starting with number 4

3 1 2 4 4 1 2 3
3 1 4 2 4 1 3 2
3 2 1 4 4 2 3 4
3 2 4 1 4 2 4 3
3 4 1 2 4 3 1 2
3 4 2 1 4 3 2 1

After I get the list, I choose any list starting with 1 for the first column. For the
second row, choose any list starting with 2 and etc. I should combine this
strategy with strategy guess and check. At the end, I get the suitable answers
that answer the question.

Step 4 : Look back

I choose this strategy because it is easy for me. I have 16 cards with four numbers 1, 2, 3 and 4.
That mean I have 4 cards with number 1, 4 cards with number 2, 4 cards with number 3 and 4
cards with number 4. Using this strategy, I just put number 1, 2, 3 and 4 in each rows. But I
must make sure the number is not repeated in each row, column and diagonal. I try, try and try
until get the suitable answer.

PROBLEM 7

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There are five houses along one side of a street. Use the clues to work out who lives in the

middle house.

* The Smith live beside the Wilson but not beside the McDonalds.

* The Jones live in the second house on the left.

* The Wilson live somewhere between the Taylor and the McDonalds.

* The Jones live beside the Taylor.

Step 1 : Understand the Problem

- There are 5 side of house on the street

- Decide who live in the middle of the house

Step 2 : Devise a plan

- Look for a pattern

- T= Taylor W=Wilson J=Jones

S= Smith M=McDonalds

Step 3 : Carry out a plan

Suggested Strategy 1

From Clue 2nd, the Jones live in the second house on the left

X J X X X

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From Clue 4th, the Jones live beside the Taylor

T J X X X

Or

X J T X X

From clue 1st, the Smith live beside the Wilson but not beside the McDonalds

T J T S W

Or

T J S W X

From clue 3rd, the Wilson live somewhere between the Taylors and the McDonalds

T J S W M
Or

X J T W M

It cannot be because Wilson must live beside Smith, so the final answer is,

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 T J S W M

Therefore, the people who are lives in the middle house is Smith.

Step 4 : Look Back

For this problem, I just have to find out only 1 method. The method that I used to solve this
question is by using the diagram method. This method is easy and simple. Students can solve
the question by using the house diagram and put the name at the house depends on the clues
given.

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PROBLEM 8

Four famous sports people entered a TV studio. One was a tennis player, one was a swimmer,

one was a golfer, and the other was a chess player. Use clues to find out who played what

sport.

* Mr. Bowler is not good at chess.

* Both Mr. Big and Ms. Ace’s sports involve a ball.

* Ms. Fish can’t swim at all.

* Neither Ms. Ace nor Ms. Fish play tennis.

Step 1 : Understand the problem

- 4 Person entered tv studio

- There are 4 diffrent sport that they play

- Decide each sport that they play follow the information

Step 2 : Devise a plan

- Look for a pattern

Step 3 : Carry out a plan

C = CHESS G = GOLFER S = SWIMMER T = TENNIS

= NOT PLAY = PROBABILITY TO PLAY

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From the clues given,

Mr. Bowler
C G S T

Mr. Big and Ms. Ace C G S T

Ms. Fish
C G S T
Ms. Ace and Ms. Fish
C G S T

Therefore,

Mr. Ace = G

Ms. Fish = C

Ms. Big = T

Mr. Bowler = S

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Step 4 : Look back

CHESS GOLFER SWIMMER TENNIS

Mr. Ace

CHESS GOLFER SWIMMER TENNIS

Ms. Fish

CHESS GOLFER SWIMMER TENNIS

Ms. Big

CHESS GOLFER SWIMMER TENNIS

Mr. Bowler

Using this method, eliminate the unneeded type of sport which the four famous sports people do
not entered.

It also use the clues given.

Therefore, the answer is Ms. Big is tennis player, Mr. Bowler is swimmer, Ms. Fish is chess
player and Mr. Ace is a golfer.

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PROBLEM 9

Long John Pewter was marooned on an island with his lame parrot Molly, his pet cat Dolly, and

a large crate of crackers. Long John ran out of water. They had to cross the bay to another

island on raft that Long John built. The raft will only hold him and one other. The cat can’t be left

with the parrot and the parrot can’t be left with the crackers. How many crossings will Long John

have to move to get them all cross?

Step 1 : Understand the problem

- There are Long john,Molly(parrot),Dolly(cat),Large crate of

crackers.

- All of it must cross to another island

- How many time will Long John cross to another island

Step 2 : Devise a plan

- Draw a picture

Step 3 : Carry out a plan

Let,

Long John Pewter be L Parrot Molly be M

Cat Dolly be D Large crate of crackers be C

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( L, M, D, C )

ISLAND A ISLAND B

The journey begin here,

( D, C ) (M)

Long John go with Molly ( 1 crossing) ))

Long John back alone ( 2 crossing )

ISLAND A ISLAND B

(C) (D)

Long John go with Dolly ( 3 crossing )

Long John back with Molly ( 4 crossing )

ISLAND A ISLAND B

(M) ( D, C )

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 Long John go with Cracker (5crossing)

Long John back alone ( 6 crossing )

ISLAND A ISLAND B

( L, M, D, C )

Long John go with Molly ( 7 crossing )

ISLAND A ISLAND B

And they had done their journey to cross the bay to another island on raft with 7 crossing.

Step 4 : Look back

For this question, I have to find the answer by using only one method. The method that I
used is diagram method. This method is easier to find out the answer for this question. It also
can attract the students.

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PROBLEM 10

John and Sue are going to make greeting cards. They have Yellow paper, Blue paper and Pink

paper. They can use silver decorations, gold decorations or orange decorations. They can use

shiny ink or plain ink. How many different cards can they makes?

Step 1 : Understand the problem

* John and Sue

* Yellow paper, Blue paper and Pink paper

* Silver decorations, gold decorations or orange decorations

* Shiny ink or plain ink

How many different cards can they makes?

Let,

Yellow paper be Y

Blue paper be B

Pink paper be P

Silver decorations be S

Gold decorations G

Orange decorations O

Shiny ink be SH

Plain ink be PL

Step 2 : Devise a plan

- Use a formula

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Step 3 : Carry out a plan

USING COMBINATION FORMULA

The formula nCr

* Yellow paper, Blue paper and Pink paper

* Silver decorations, gold decorations or orange decorations

* Shiny ink or plain ink

Yellow paper, Blue paper and Pink paper

n=3,r=1

3C1

=3

Silver decorations, gold decorations or orange decorations

n=3,r=1

3C1

=3

Shiny ink or plain ink

n=2,r=1

2C1

=2

Therefore multiply all the results

3 x 3 x 2 = 18 greeting cards

Step 4 : Look back

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Using tree diagram
S
H
S
PL

S
Y G H
PL

S
O H

PL

We get 6 different cards

S
H

S S
H
PL
B G
PL

S
H
O
PL

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We get 6 different cards

S
H

S
PL

S
H

P G
PL

S
H
O
PL

We get 6 different cards

Therefore, 6 different cards each x 3 = 18 different cards

Problem 11

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Place the numbers 1 to 9, one in each circle so that the sum of the four numbers along any of
the three sides of the triangle is 20. There are 9 circles and 9 numbers to place in the circles.
Each circle must have a different number in it.

Step 1 : Understand the problem

- There are 9 circle in a triangle

- Put 1-9 number into the circle

- Make sure it will become 20 at the three side

- And each circle must have different number

Step 2 : Device a problem

- Guess and check

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Step 3 : Carry out the plan

- Try to put number that been plus that will become 15 at the
side of the triangle.

- So we put number 3,5 and 7

8 1

4 9

5 2 6 7

Step 4 : Look back

- Guess and check is the best solution that we have for

this question

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Problem 12

Referring to the above diagram, there are all 16 unit squares. How many matches do you have
to remove to leave not one square of any size?

Step 1 : Understand the problem

- There are 16 unit squares

- How many matches do we need to remove to leave not

one square of any size?

Step 2 : Devise a plan

- Act it out

Step 3 : Carry out a plan

Answer = 20 matches have we need to remove

Step 4 : Look back

The other way to solve this question is by using guest and check.Where we can firstly pick one
by one any of those match stick out from the bigger square.

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Problem 13

Rina have a money that is in 3 digit number. It is less than RM 500 it also greater than
RM200. All of it digits are odd. If you take each of Rina money and add them together,
they equal 5. What number am I?

Step 1 : Understanding the problem

- 3 digits number of money

- Less than RM500
- Greater than RM200
- All the digits is odd number
- Sum of the digits is equal 5

Step 2 : Devise a plan

Guess and check

Step 3 : Carry Out the plan

- 113 = 1 + 1 + 3 = 5
- 311 = 3 + 1 + 1 = 5
- 131 = 1 + 3 + 1 = 5

The number of money is RM311

Step 4 : Look back

• RM311 is greater than RM200 and less than RM 500

• All of the digits is odd number ( 3 and 1 is odd number )
• Sum of the digits is equal 5

PROBLEM 14
33
Every time young Misha sees a stray kitten he picks up the animal and brings it home. He is
always raising several kittens, but he won’t tell you how many because he is afraid you may
laugh at him.
Someone will ask : “How many kittens do you have now?”
“Not many,” he answers. “One-quarter of their number is three-quarters of a kitten.” His pals
think he is joking. But he is really posing a problem-an easy one.

Step 1 : Understand the problem

- One-quarter of their number is three-quarters of a kitten

- How many kitten is young Misha has

Step 2 : Devise a plan

- Solve an equation

Step 3 : Carry out a plan

¾ x ( a kitten ) = ¼ x ( numbers of Misha’s kitten )

¾ x1=¼ k

¾=¼k

k=¾x4

k=3

k refers to the numbers of Misha’s kitten

Step 4 : Look back

- We got the solution for this question through our critical thinking in

which a statement “Three-quarters of their number plus three-quarters

of a kitten” was really help. After we consider all the words in the

sentence carefully, we finally capture the idea to solve this question.

Problem 15

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The theme of this problem goes back many centuries. Three girls, each with her father, go for a
stroll. They come to a small river. One boat, able to carry two persons at a time, is at their
disposal. Crossing would be simple, except for the girls’ whim: none is willing to be in the boat
or ashore with one or two strange fathers unless her own father is present too. The girls, of
course, can row. How do they all get across?

Step 1 : Understand the problem

- Three girl each with their father
- One boat able to carry two person at a time
- None of the girl willing to be int the boat with one or two
stranger father unless her own father present too.
- How do they all get across?

Step 2 : Devise a plan

- Make a diagram

Answer : First shore Second shore

F1 F2 F3 . . .

G1 G2 G3 . . .

Step 3 : Carry out a plan

1 ) Firstly 2 girls go

F1 F2 F3 . . .

G1 . . . G2 G3

2 ) A girl return and rows the 3rd girl across

F1 F2 F3 . . .

. . . G1 G2 G3

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3 ) One of the 3 girls returns and remains ashore with her father. The other 2

father row across.

F1 . . . F2 F3

G1 . . . G2 G3

4 ) A father returns to the 1st shore with his daughter. The girl remains there and

2 fathers go.

. . . F1 F2 F3

G1 G2 . . . G3

5 ) The last girl returns to the 1st share and crosses with the 2nd girl.

. . . F1 F2 F3

G1 . . . G2 G3

6 ) the girls on the 1st shore is fetched by her father ( on one of the other 2 girls )

. . . F1 F2 F3

. . . G1 G2 G3

Step 4 : Look back

For this question, I have to find the answer by using only one method. The method that I used is
diagram method. This method is easier to find out the answer for this question. It also can
attract the students.

Problem 16
36
If Abu has three times as many people as maria and maria has one-fourth as many as bakar
,who has four,hoe many does mary have if she has two more than Abu?

Step 1 : Understand the problem

- Mary= Abu + 2

- Abu = 3 Maria

- Maria = Bakar/4

- Bakar = 4

Step 3 : Devise a plan

- Use a formula

Step 4 : Carry out a plan

Mary = 3 4/4 + 2
Mary = 5

Step 4 : Look back

This kind a problem is a simple non routine problem so we also can use draw a picture
to have the best answer for it.

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Problem 17

Determine the number of seven digit numbers divisible by 11 and whose digit sums are 61.
There are six, and they are: 9999979, 9997999, 9799999, 9898999, 9899989, and 9998989.

Step 1: understand the problem

A seven-digit number can have its digits sum to at most 63 (if they're all nines). So a
seven-digit number whose digits sum to 61 consists of either:

-Five nines and two eights (in some order), or

-Six nines and a seven (in some order).

Step 2: Device a plan

Try an error

We can see that 8899999 is not divisible by 11, because:

9 + 9 + 9 + 8 = 35 (sum of 1st, 3rd, 5th, 7th digits from the right)
9 + 9 + 8 = 26 (sum of 2nd, 4th, 6th digits from the right),
and 35 - 26 = 9, which is not divisible by 11.

Consider each possible type of 7-digit number separately.

Step 3: carry out a plan

The divisibility test for 11 states that a number is divisible by 11 if and only if when you add the
digits that are an odd number of places from the right, and then you add the digits which are an
even number of places from the right, the difference of these is divisible by 11.

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Let's consider each possible type of 7-digit number separately.

Suppose first we have six nines and one seven. Then the only possibilities are:

9999997, 9999799, 9979999, 7999999;

9999979, 9997999, 9799999.

For the first four, we have

9 + 9 + 9 + 7 = 34 (sum of 1st, 3rd, 5th, and 7th digits from the right)
9 + 9 + 9 = 27 (sum of 2nd, 4th, and 6th digits from the right).
34 - 27 = 7, which is not a multiple of 11, so none of these numbers is divisible by 11.

For the next three, we have

9 + 9 + 9 + 9 = 36 (sum of 1st, 3rd, 5th, and 7th digits from the right)
9 + 9 + 7 = 25 (sum of 2nd, 4th, and 6th digits from the right).
36 - 25 = 11, so these numbers *are* divisible by 11.

So, so far, we have three: 9999979, 9997999, 9799999.

Now let's take a look at the other case (when we have five 9's and two 8's). Here, we have more
possibilities:

8989999; 8999899; 8999998; 9989899; 9989998; 9999898;

9898999; 9899989; 9998989;
8899999; 8998999; 8999989; 9889999; 9988999; 9989989; 9899899; 9998899; 9999889;
9899998; 9998998; 9999988.

For the first six, we have

8 + 8 + 9 + 9 = 34 (sum of 1st, 3rd, 5th, 7th digits from right)
9 + 9 + 9 = 27 (sum of 2nd, 4th, 6th digits from right)
34 - 27 = 7, so none of these are divisible by 11.

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For the next three, we have
9 + 9 + 9 + 9 = 36 (sum of 1st, 3rd, 5th, 7th digits from right)
9 + 8 + 8 = 25 (sum of 2nd, 4th, 6th digits from right)
36 - 25 = 11, so these are all divisible by 11. So we get 9898999, 9899989, and 9998989 as
other possibilities.

For the last twelve, we have

9 + 9 + 9 + 8 = 35 (sum of 1st, 3rd, 5th, 7th digits from right)
9 + 9 + 8 = 26 (sum of 2nd, 4th, 6th digits from right).
35 - 26 = 9, so these aren't divisible by 11.

Step 4: look back

So there are six numbers are 9999979, 9997999, 9799999, 9898999, 9899989, and 9998989.

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Problem 18
Hafez is running for president of the Student Council. Ammar is his campaign

manager. Last week Amma gave half of Hafez’s badges away. This week she

gave 6 badges away for Hafez. There are 15 badges remaining. How many

buttons did Hafez have to begin with.

Step 1 : Understanding The Problem.

a) What do you know?

- there are 15 badges left, Hafez gave out half of the badges last

week and Ammar gave out 6 badges.

b) What do you need to find?

- number of badges Hafez had to start with.

Step 2 : Device A Plan.

To solve this problem, is by the strategy of work backward.

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Step 3: Carry out the plan.
Ammar gave out 6 badges. Add 6 to the 15 remaining buttons.

15 + 6 = 21

So there were 21 badges before Ammar handed out.

Ammar gave out half of the original number of campaign badges

If 21 are left over, they are the other half. Add on the half he gave out

to the other half.

21 + 21 = 42

Therefore, Hafez had 42 campaign badges to begin with.

Step 4 : Look Back.

We can check it by working forwardly.

Hafez had 42 buttons to begin with.

Last week Ammar gave half of Hafez’s buttons away.

42 ÷ 2 = 21.

This week Ammar gave 6 badges away for Hafez.

21 – 6 = 15

The remaining of 15 is the same as the remaining of badges Hafez mentioned at the
question.

Therefore the answer is correct.

Problem 19
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 A worker at Berjaya snooker has a basket of 30 snooker balls for a

snooker party. There are more than 5 people in the party. The snooker ball

are passed equally to people in the party. After the snooker balls are passed

around , 6 are left.

Step 1 :Understanding The Problem.

c) What do you know?

- 30 snooker balls altogether.

- more than 5 people in the party.

- 6 are left over.

d) What do you need to find?

- number of people in the party.

- number of snooker balls each person gets.

Step 2 : Devise a Plan.

One way to solve the problem is to make a guess, check it, revise

your guess until you find the correct answer.

Step 3 : Carry out the plan.

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 Guess = 6 people in the party.

Check = 30 ÷ 6 = 5 there are no balls left. Try a

different number.

Guess = 7 people in the party.

Check = 30 ÷ 7 = 4 and remainder 2 there are two balls left.

Try a different number.

Guess = 8 people in the party.

Check = 30 ÷ 8 = 3 and remainder 6 one possible answer is

that there are 8 people

in the party. Each person

gets 3 snooker ball and 6

balls are left.

Step 4 : Look Back.

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 We check the answer back by work forwardly,

Given,

total of the ball = 30

# remainder of the ball after been pass equally to the

people in the party = 6

30 – 6 = 24.

24 ball have been pass equally to the people in the party,

24 ÷ 8 = 3 there are 8 people in the party, and there are

3 snooker ball each person get.

Problem 20

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In the Padang Luas, Terengganu , Arman, a sheepherder’s son, is helping his father
build a rectangular pen to keep their sheep from getting lost. The pen will be 24 meters
long, 20 meters wide, and have fence posts 4 meters apart. How many fence posts do
they need?

Step 1 : Understanding The Problem.

e) What do you know?

- the enclosure is rectangular

- the two long sides are 24 m long and the two short sides are 20 m

long.

- the posts are to be 4 m apart.

f) What do you need to find?

- the number of fence posts needed.

Step 2 : Device a Plan.

To solve this problem, is to draw a plan of the enclosure, including the points at which
the fence posts will be replaced. It is a good idea to place the corner posts first.

Step 3 : Carry out the plan.

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 Draw a diagram.

Show that the length of the rectangle is 24 meters and the width is 20 meters.

Show that the fence posts are 4 meters apart in your diagram.

Count the fence posts.

Arman needs 22 fence posts.

Step 4 : Look Back.

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 The posts are to be 4m apart.

a) there are two long side, 24 m.

24 ÷ 4 = 6 posts need to covered for 24 m.

2 x 6 = 12 posts need to covered for 48 m.

b) there are two short sides, 20 m long.

20 ÷ 4 = 5 posts need to covered for 20 m.

2 x 5 = 10 posts need to covered for 40 m.

The total number of posts needed is = 12 + 10 = 22 posts.

Question 21
Problem Solving : Strategy – Act It Out.
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 boat

Start

Please help the three werewolves and the three travelers to move to other side of the lake.
When there is on one side more werewolves than travelers, the werewolves will eat the
travelers.

Step 1:Understanding The Problem.

a) What do you know?

- all of travelers and werewolves must cross the lake.

- the werewolves will eat the travelers when they more than the travelers.

b) What do you need to find?

The way how to move them all to the other side of lake.

Question 22

Step 2:Device A Plan.

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The way to solve this problem is by act it out. We take 7 student, 3 be the werewolves
and 3 more be the travelers, and the other 1 be the person who wanted to help them
cross the lake.

Step 3:Carry Out The Plan.

Symbol  = travelers = werewolves

1 = put one werewolves and one traveler into the boat.

And then, bring it to other side. And take the werewolf from the boat and

leave it at the other side . The one traveler , he will bring back the

boat to the started point. Then leave he out.

Last view =

1 1 2 3 2 3

Started point

2 = take the two werewolves and bring it to the other side and the, leave

one of the werewolves there. The one werewolves in the boat,

bring back the boat to the started point.

Last view =

1 2 1 2 3 3
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Started point
3 = take two of the travelers and put them into the boat. Bring

the two travelers to the other side of lake and leave one of

them there. then take one of werewolf from there and bring back

to started point.

Last view =

1 1 2 3 2 3

Started point

4 = then take the two travelers and put them into the boat. Bring

the two travelers to the other side of lake. After that leave

the two travelers at the other side of the lake. Then, take the

werewolf and bring back it to the started point.

Last view =

3 2 1 1 2 3

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 Started point

5 = take two of werewolf and put it into the boat. Then bring both

to the other side of lake, and then leave one of werewolf there.

the other one of werewolves, bring back the boat to the started

point.

Last view =

1 3 2 1 2 3

Started point

6 = take the two werewolves and put it to the boat. Then bring

the two werewolves to the other side of lake. Leave the

two werewolves there.

last view =

3 2 1 3 2 1

Started point
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All the werewolves and travelers success to cross the lake.

Step 4: Look Back.

Every step, that h e take success to avoid the werewolves from eat the Travelers

All of the werewolves and traveler success cross the river to the

other side of lake. Mission complete.

Question 23

At the end of a school oratory competition, each student shook hands with every other student.
The winner, Mariam, shook hands with 3 times as many girls and boys. The runner-up, Jusoh,
shook hands with 4 times as many girls as boys. How many student were there altogether?

Step 1: Understand the problem

Mariam shook hands with 3 times as many girls and boys.

Jusoh shook hands with 4 times as many girls as boys.

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Let say boys is (m) and girls is (f).

Mariam = 3m = f

Jusoh = 4 (m-1) = f

Step 2: Devise a plan

One obvious strategy to use is making a table.

Step 3: Carry out the plan

Number of boys Numbers of girls Ratio

Mariam excluded m f m/f = ⅓

Jusoh excluded m-1 f+1 m-1/f+1 = ¼

From the table, we have

3m = f…………….. (1)

4(m-1) = f……………... (2)

(2) – (1) : 4(m-1) – 3m = 1

m=5

f = 15

: Total number of contestants = 5 + 15 + 1

= 21

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Step 4: Looking back / reflecting

m m m

Mariam excluded

Jusoh included

f f f f

Jusoh excluded

Jusoh excluded

From the model, we have

m= f + 1 ………. (1)

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 4m = 5f ………….. (2)

Solving (1) and (2), we have:

f=4

: total number of contestants = 5f + 1

= 5 (4) + 1

= 21

QUESTION 24

In a zoo, there are some buffaloes and orang utan. One day the zoo keeper counted 20 heads
and 56 legs. How many buffaloes and how many orang utan did he have?

Step 1: Understand the problem

After reading the problem, we know that buffaloes have four legs and orang utan have two. We
see that there must be 20 animals in all. We might think that, if the zoo had only orang utan,
there would be 40 legs. If, on the other hand, he had only buffaloes, there would be 80 legs.

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Step 2: Devise a plan

strategy to use is guess and check.

Step 3: Carry out the plan

Numbers of buffaloes numbers of orang utan numbers of legs
If we have 10 buffaloes (that's 40 legs) and 10 orang utan (that's 20 legs), then we have 60 legs
- that's too many legs. Let's try 9 buffaloes and 11 orang utan - still too many. How about 8
10 utan? That's just right.
buffaloes and 12 orang 10
40 + 20 = 60

9 11
36 + 22= 58

8 12
32 + 24= 56

40 + 20 = 60
9 11 36
+22 =58

8 12 32
+24 = 56

Step 4: Looking back / reflecting

It's a little bit like some of the algebra problems involving the value of coins. Another strategy
that we can use write the number of leg . A number represent the animals' heads. Each animal
gets 2 legs. Additional pairs of legs are drawn on animals, starting at the left, until there are 56
legs.

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4, 4, 4, 4, 4, 4, 4, 4, 4, 2, 2

2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2

Question 25

A group of motorcycles and jeeps are inspecting mountain roads for rock slides. There are 7
vehicles in all. They need new tires to makes the trip. They need 22 tires in all. How many
motorcycles in there? How many jeeps?

Step 1:Understand the problem :

motorcycles and jeeps

7 vehicles in all

They need 22 tires in all

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Step 2:Devising a plan :

To solve this problem, we must use guess and check strategy.

Step 3:Carry out the plan :

Guess: 2 tires × 3 = 6 tires

4 tires × 4 = 12 tires

6 + 16 = 22 tires

Check: 22 tires are correct. There are 3 motorcycles and 4 jeeps. The total

number of vehicles is 7

step 4:Looking back :

There are 7 vehicles. They need 22 tires. The total number of 3 motorcycles and 4 jeeps are
correct.

Suhaila was asked by her teacher to prepare a schedule for a netball competition. The
competition is to be played using the league system. Suhaila wants to know what is the total
number of games that is 15 teams are taking part.

Step 1: First: Understand the problem.

Number of games that is required to 15 teams using a league system?

Step 2: Devising a plan.

We use a table and list. We try to look if are there any pattern in this question because
this question ask to use a league system.
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Step 3: Carry out the plan.
Have 15 teams, draw a table by using a number 1-15.

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Team 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

10

11

12

13

14

15

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Each team will have 14 matches. Overall, there are 105 matches will be held on.

step 4: Looking back

Check back the the answer. We add all matches and find the total.

14 + 13 + 12 + 11 + 10 + 9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1= 105 matches.

Reflection
SALAHUDIN BIN AB RHAMAN

2 PPISMP RBT2

My reflection for this coursework is important to me as a future teacher. From this coursework,
and my studies base on routine and non routine problems, I can know a little bit about the father
of problems solving George Polya. His story of life tells me that it is not easy to become an
excellent person. Polya grown as a person who has a frustrated with the practice of having to
regularly memorize information. . Then he becomes an excellent problems solver. Based on the
polya’s solving model, I can use the steps in my studies. When dealing with non routine
problems, polya’s steps tell me not to panic. Be patience and try to understand the problem.
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This coursework also teach me how to handle students when I become a teacher someday. As
a teacher, I will ask my some question to my students to confirm whether they understand with
the problems. I will ask my student to proof whether the question is a problem or not. Then I will
ask them to understand the problem in their own words. After that, I will ask them is the
information enough to solve the problems? Beside that, this coursework also help me and my
partner Muhd Hafiz bin Zainal Abidin know the public well. Together we went to the library to
find some source to do this project. I promise that I will use this experience in my future career
as a teacher. Thank you.

Reflection
Muhammad Hafiz bin Zainal abidin

2 PPISMP RBT2

Alhamdulillah,Thanks to my god,my lecterure my parent,my sibling and all of my

fellow friend that had help me finished this assignment.This assignment is quite hard for
me because i and my partner need to find 25 diffrent kind of non routine problem.After
make a few research about George Polya now i know who is him where he learn

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law,physic and mathematic where he found his talent is more to mathematic and using
his strategy i know that lot of way in his problem solving solution and it is quite intrested
where other didnt know this way of solution it is because other just solve problem by
their own opinion but using polya problem solving it seem more easier to performn a
good way of solution.Based on the Polya problem’s solving i think that i will perform well
during my teaching at the school.In the making of this assignment both of us have make
few research at the national library near the titiwangsa and we find few of book that can
help us during we make this assignment.We also had practised polya problem solving in
our 25 question where we find that it is suitable and efficient in solving any calculation
work such as mathematic,pyhsic and in any condition of real life problem. This
assignment is quite challenging for me but as long as i and my partner can work
together there is no problem with it.i hope this kind of assignment will continue because
i think that this assignment is very suitable to a person that will be a teacher.

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