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Prob Sol. Module 1&2

This document contains information about a mathematics module on problem solving and mathematical investigation and modelling from the University of Eastern Philippines Laoang Campus. It includes [1] learning tasks with questions to contrast and explain problem solving and mathematical investigation, [2] the components of a mathematical investigation, and [3] examples of open-ended problems and conjectures. The purpose is for students to develop skills in problem formulation, exploration of mathematical situations, and independent mathematical thinking.

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Annie May
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68 views

Prob Sol. Module 1&2

This document contains information about a mathematics module on problem solving and mathematical investigation and modelling from the University of Eastern Philippines Laoang Campus. It includes [1] learning tasks with questions to contrast and explain problem solving and mathematical investigation, [2] the components of a mathematical investigation, and [3] examples of open-ended problems and conjectures. The purpose is for students to develop skills in problem formulation, exploration of mathematical situations, and independent mathematical thinking.

Uploaded by

Annie May
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES Laoang


Campus
Laoang, Northern Samar

Prepared by:

Lawrence Azanza (Bsed Math 3-C)


Approved by:

Inst. Cherry I. Balanquit


Module 1: PROBLEM SOLVING

Activity: Can you guess the answer in the given


problem?

7 + 9 = 16
+ +
19 - 7 = 12
|| ||
26 16

Q1: What is your answer from the previous activity?

7, 9,19 and 7

Q2: How did you find the answer?

The method I have used was trial and error method.


ABSTRACTION

Define
problem
solving by
making a
meme.

Differentiate
routine and
non-routine
problems in
one paragraph only.

While routine problem solving issues that are useful for everyday life (in the
present or in the future), non-routine problem solving issues that are only indirectly
solved. In addition, Routine problem solving. From the curricular point of view,
routine problem solving involves using at least one of the four arithmetic operations
and/or ratio to solve problems that are practical in nature whereas, non routine
problems also referred to as creative problem solving, non-routine problem solving
requires some degree of creativity or originality. Non-routine problems typically do
not have an immediately apparent strategy for solving them. Often times, these
problems can be solved in multiple ways and with a variety of strategies.
Make a summary of step by step process of problem solving.

First is define, second is measure, third is analyze, and lastly improve and control.
The first two steps are for defining and measuring the problem. The third step is the
analysis. And the fourth and fifth steps are improve and control, and address
solutions

For you what is the significance of problem solving that it is offered under your
curriculum? Justify your answer.

Problem solving helps a lot, for us, students and as a future teqcher. Problem
solving develops mathematical power. It gives students the tools to apply their
mathematical knowledge to solve hypothetical and real world problems. Problem
solving is enjoyable. It allows students to work at their own pace and make decisions
about the way they explore the problem.

Enumerate factors that affect problem solving process and describe in one
sentence each.

First is understanding the problem. The most important factor in solving a


problem is to first fully understand it. This includes understanding the bigger picture
it sits within, the factors and stakeholders involved, the causes of the problem and
any potential solutions. And lastly skills. Individual’s skills will also affect the problem
solving process. Skill levels are most commonly determined by experience and
training and for this reason it is important to expose newer team members to a wide
variety of problems, as well as providing training.

APPLICATION
Read the following and identify what is being describe.

Problem solving 1. The process of finding solutions to difficult or complex issues.

Non-routine problem solving 2. It is mostly concerned with developing students’


mathematical reasoning power and fostering the understanding that mathematics
is a creative endeavour.

Routine Problem Solving 3. It concerns solving problems that are useful for daily
living (in the present or in the future).

2, 3, 4 and 5 4. Which one is in correct sequence?


2. Understand the problem

3. Devise a plan (translate).

4. Carry out the plan (solve).

5. Look back (check and interpret).

Module 2: Mathematical
Investigation and Modelling

LEARNING TASK

Answer the following questions.

1. In one paragraph contrast and compare problem solving and mathematical


investigation and modelling.

The term "problem solving" refers to mathematical tasks that have the potential
to provide intellectual challenges for enhancing students' mathematical
understanding and development. Yet problem solving contributes to mathematics
itself, too. It is part of an entire field of the subject that has largely gone unnoticed in
schools around the world until very recently. Mathematics is composed of abilities
and procedures. The talents are things that are new to us. This involve the processes
of simple arithmetic and the algorithms that go with them. On the other hand, a
mathematical model is a description of a system using mathematical concepts and
language. The process of developing a mathematical model is termed mathematical
modeling. A model may help to explain a system and to study the effects of different
components, and to make predictions about behavior. Thus, mathematical modeling
and investigation are various method of problem solving.

2. Explain what constitutes a mathematical investigation.

Mathematical investigation refers to the sustained exploration of a


mathematical situation. It distinguishes itself from problem solving because it is
open-ended.Problem solving is a convergent activity. It has definite goal – the
solution of the problem. Mathematical investigation on the other hand is more of a
divergent activity. In mathematical investigations, students are expected to pose
their own problems after initial exploration of the mathematical situation. The
exploration of the situation, the formulation of problems and its solution give
opportunity for the development of independent mathematical thinking and in
engaging in mathematical processes such as organizing and recording data, pattern
searching, conjecturing, inferring, justifying and explaining conjectures and
generalizations. It is these thinking processes which enable an individual to learn
more mathematics, apply mathematics in other discipline and in everyday situation
and to solve mathematical (and non-mathematical) problems.

3. Formulate at least one open-ended mathematical questions or problems at the


start of open investigative tasks.

Father is four times the age of his daughter. If after 5 years, he would be threee
times of daughter's age, then further after 5 years, how many times he would be of
his daughter's age? How did you arrive with the answer? Explain.

4.Write a conjecture of the given problem:

a) Appointment times: 10:15 a.m., 11:00 a.m., 11:45 a.m., . .

Solution:

11:00 a.m. = 10:15 a.m. + 0:45 
11:45 a.m. =11:00 a.m. + 0:45  
Each time is 45 minutes later than the previous time. 
Then, 11:45 a.m. + 0:45 = 12:30 p.m.

The next item in the sequence is 12:30 p.m.

b)

Solution:
In each figure, the shading moves to the next point clockwise.The next figure in the
sequence is:

c. The relationship between the set of points in a plane equidistant from point A

Solution:

The set of points in a plane equidistant from point A is a circle.

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