Republic of the Philippines

Commission on Higher Education

Region V (Bicol)
TIWI COMMUNITY COLLEGE
TIWI, ALBAY

Enhancement Problem Solving

Skills and Analysis

Julie C. Borral
Instructor

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COURSE TITLE: Enhancement Problem Solving Skills and Analysis

COURSE CODE: MATH 3

PRE - REQUISITE: Math 1 and 2

COURSE DESCRIPTION:

This is a three-unit course which introduces the different types and levels of
problem solving. It also discussed different techniques such as looking for patterns,
working backwards, solving a simpler problem, parity, mathematical induction and
symmetry. This course will focus on proving theorems and problem solving.

COURSE OBJECTIVES:

Upon successful completion of this course, students must be able to:

• Demonstrate knowledge of mathematical content and principles.
• Develop skills that enhance their ability to think critically about
mathematical topics.
• Analyse a problem, seeing when to apply the techniques of the course, and
which techniques, to obtain a solution.
• Present a written mathematical argument with precision and appropriate
rigor, and
• Orally present a mathematical argument with precision and appropriate
rigor.

COURSE REQUIREMENTS:

Class Standing 30%

Output-Based Activities 40%

Major Exam 30%

TOTAL 100%

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 Course Outline and Time Frame
Course Content/
Time Subject Matter
Frame
UNIT 1: PROBLEM SOLVING SKILLS AND
REASONING
Week 1-2 Lesson 1: 21ST Century Skills
Lesson 2: Reasoning, If-Then Statements, Converse and
Proofs

Week 3-4
Lesson 3: Polya’s 4 Step’s in Problem Solving
MIDTERM UNIT 2: PROBLEM SOLVING AND STRATEGIES

Week 5-6 Lesson 1: Searching for Patterns

Lesson 2: Working Backwards
Week 7-9 Lesson 3: Drawing Pictures and Diagrams

Lesson 4: Making Lists and Tables

Week 9-11 Lesson 5: Guess and Check

FINALS UNIT 3: SOLVING SIMPLER PROBLEMS

Week 12-14 Lesson 1: Simple Interest
Lesson 2: Compound Interest

Lesson 3: Age Word Problems

Week 15-18 Lesson 4: Ratio and Proportion

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 UNIT 1:
PROBLEM SOLVING SKILLS AND REASONING

Mathematics is not just about numbers. Much of it is problem solving and reasoning
– inductive and deductive. It also discusses intuition, proof and certainty. It utilizes Polya’s
4-steps in problem solving, varied problem solving strategies, mathematical problems
involving patterns and recreational problems using mathematics.

In this module, you are going to learn to use different types of reasoning to justify
statements and arguments made about mathematics and mathematical concepts; write
clear and logical proofs; solve problems involving patterns and recreational problems
following Polya’s Four Steps; and organize one’s methods and approaches for proving and
solving problems.

LESSON 1: 21ST CENTURY SKILLS

OBJECTIVES:

• Define problem solving skills and its related terms.

• Identify different problem-solving skills
• Explain the 21st century skills in Mathematics.

LESSON PROPER:

Problem Solving is an integral part of all branches of mathematics. Problem solving

exercises help develop critical thinking skills as well as expose you to different real-life
applications of the mathematical concepts. In this module, you will learn to solve various
types of problems using an appropriate strategy.

What is problem solving skills?

Problem solving skills refers to our ability to solve problems in an effective and timely
manner without any impediments. It involves being able to identify and define
the problem, generating alternative solutions, evaluating and selecting the best alternative,
and implementing the selected solution.

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According to Stephen Krulik and Jesse Rudnick a problem solving is:

- “It is a situation, quantitative or otherwise, that confronts an individual or group of

individuals, that requires resolution, and for which the individual sees no apparent
or obvious means or path to obtaining a solution”.

Further they said that

“Problem Solving 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 a new and different situation.”

Use these creative tips to improve problem-solving skills, develop more strategic
ways of thinking, and train your brain to do more.

1. Dance Your Heart Out

2. Work out Your Brain with Logic Puzzles or Games
3. Get a Good Night's Sleep
4. Work out to Some Tunes
5. Keep an “Idea Journal” with You
6. Participate in Yoga

Some key problem-solving skills include:

• Active listening.
• Analysis.
• Research
• Creativity.
• Communication.
• Dependability.
• Decision making.
• Team-building.

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What Is Critical Thinking?

Critical thinking is the ability to think in an organized and rational manner in order to
understand connections between ideas and/or facts. It helps you decide what to believe in.
In other words, it’s “thinking about thinking”—identifying, analyzing, and then fixing flaws
in the way we think.

To improve students' reading comprehension, teachers should introduce

the seven cognitive strategies of effective readers: activating, inferring, monitoring-
clarifying, questioning, searching-selecting, summarizing, and visualizing-organizing.

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How to improve critical thinking

1. Become more self-aware.

2. Understand your mental process.
3. Develop foresight.
4. Practice active listening.
5. Ask questions.
6. Evaluate existing evident.

The purpose of critical thinking is to ensure that people are able to think clearly and
rationally about what to do or what to believe. This is very important in any walk of life but
especially in the realm of formal education, where it's vital to be able to construct rational
arguments in support of one's ideas.

What are Communication Skills?

Communication skills are the

abilities you use when giving and receiving
different kinds of information. Some
examples include communicating new
ideas, feelings or even an update on your
project. Communication skills involve
listening, speaking, observing and
empathizing. It is also helpful to understand
the differences in how to communicate
through face-to-face interactions, phone
conversations and digital communications
like email and social media.

The main components of communication process.

The communication process is made up of four key components. Those components
include encoding, medium of transmission, decoding, and feedback. There are also two
other factors in the process, and those two factors are present in the form of the sender and
the receiver.

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These 5 skills are absolutely necessary for successful communication in the
workplace or private life.

• Listening is one of the most important aspects of communication

• Straight talking
• Non-verbal communication
• Stress management
• Emotion control

6 Ways to Improve Your Communication Skills at Work

1. Learn How to Listen. Most people under estimate the role of

nonverbal communication, or body language
2. Perk Up Your Presentations
3. Master Talking on the Telephone
4. Write More Effective Emails
5. Collaborate Well with Remote Teams
6. Don't Neglect Critical Software Skills

The Path to Improving Student Communication Skills

1. Watch Films That Model Conversation Skills

2. Use Technology
3. Reinforce Active Listening
4. Offer Group Presentations and Assignments
5. Ask Open-Ended Questions
6. Use Tasks and Activities That Foster Critical Thinking
7. Offer Reflective Learning Opportunities.

Communication skills are essential for the successful future career of a student. In
today’s competitive world, communication skills in business are the most sought-after
quality of an educated person. Reading, writing and listening carefully are the three most
important communication skills for students.

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 What are Collaboration Skills?

Collaboration skills, also called collaborative skills, are

the skills you use when working with others to produce
or create something or achieve a common goal.
Collaboration skills aren’t a skill set in themselves, but
rather a group of different soft skills and behaviors that
facilitate collaboration and teamwork.

Good collaboration goes well beyond working well

together. Some good collaborative skills aren’t about
working with others directly, but can be indirect like
productivity, adaptability, and organization. Others are focused on direct, face-to-face
contact with others like emotional intelligence, communication, and open-mindedness.

In order to work well together, teams must:

• Have a common purpose and goal.

• Trust each other.
• Clarify their roles from the start.
• Communicate openly and effectively.
• Appreciate a diversity of ideas.
• Balance the team focus.
• Leverage any heritage relationships.

Development of Employee Skills- Collaboration is mutually beneficial for the

employees as well as the organization because when they work together, interact and share
ideas, they see and understand how others work, think, negotiate and operate. Speed up
Solutions- Collaboration speeds things up.

Effective collaboration doesn't mean having more meetings in an effort

to collaborate more. Collaboration is woven into the daily fabric of the work environment
with frequent, daily communication about things that matter. With the right tools, standing
weekly meetings can even be reduced or replaced.

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6 Crucial collaboration skills (and how to foster them)

• Open-mindedness. One of the most important aspects of collaborating well is being

open to and accepting of new ideas.
• Communication. Clear and thoughtful communication is another must-have for
successful collaboration.
• Organization.
• Long-term thinking.
• Adaptability.
• Debate.

What is Creativity?

Creativity is the ability to think about a task or

a problem in a new or different way, or the ability to
use the imagination to generate new ideas. Creativity
enables you to solve complex problems or find
interesting ways to approach tasks. If you are
creative, you look at things from a unique perspective.
You can find patterns and make connections to find
opportunities. There is some risk involved with being
creative, but you can show you are self-motivated to
try things that have not been done before.

How to improve creativity skills

There are several activities and exercises you can try that can help improve your
creativity. These include:

1. Try the circle challenge

Draw twenty circles then set a stopwatch for thirty seconds. Make each circle into a unique
picture before the timer ends. This exercise forces you to think about the same thing in different
ways. Repeat it periodically to see how your thoughts change over time.
2. Use a sketchpad
As well as exercising creativity, drawing or writing down ideas can help you process
information. If you are listening to a presentation, you could sketch something relevant to what you
are hearing. This can help you remember the things being said.
3. Read regularly
Reading is just one way to mentally exercise. Exploring fiction novels, for example, can
introduce you to interesting creative concepts such as complex worlds, storylines, puzzles and

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characters. Another easy way to practice mentally challenging games and puzzles is by using an app
on your phone or another mobile device.
4. Write
Try recording your thoughts in a journal at the end of each day. Writing encourages you to
think critically about your daily experiences and ideas. Finding ways to apply critical and analytical
thinking is a great way to exercise your mental abilities.
5. Exercise
Taking care of your physical and mental health can help put you in an optimal position to
practice and apply creative thinking. Adding regular exercise, if even for 20-30 minutes two to three
times per week, is one way to be your best self at work.

Creativity skills in the workplace

Some workplaces are creative due to the nature of the industry. Even if your workplace is
not a naturally creative environment, there are things you can do to practice creativity:

Choose diversity - If you have the opportunity, choose to be on a team of people

who are not like you. Surrounding yourself with people who have different perspectives
can broaden your own point of view and inspire new ways for you to do your work.

Change your process - Make a change to the way you normally do things. Perhaps
there is a particular task you have always done a certain way. Ask yourself why you do it
that way. If there is no good reason why, try doing it differently.

Draw your work - Whatever it is you are working on, whether a project, idea or a
task, describe it in a picture or a series of pictures. You don’t have to be particularly artistic
for this to be a helpful practice.

Change your environment - Changing the space around you can stimulate you to
think in fresh ways about your work. This might involve reorganizing your office space or
even moving to a different office. If you are limited with how you can rearrange your office
space, consider decorating it and then periodically redecorating it. Not only is decorating a
creative exercise, but the change can help you think creatively in your work.

Listen to music - If your situation permits, play music while you work. Music helps
many people increase their creativity. Even if it doesn’t directly affect your creativity, it can
improve your mood, which may put you in a more creative frame of mind.

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 Process in Solving problem.

EXPLORE
• Read the problem carefully. • Know your goal
• Identify the information given • Realize what you are trying to do.
PLAN
• Look for strategies to answer the • Consider different approaches
problem
SOLVE
• Carry out the plan • Revise and modify your plan as
required.
REFLECT
• Examine your solution carefully • Find a different way of attacking the
problem.
• Make sure you have used all the • Study the results or the strategy you
used in solving the problem, and see
Important information. Check if you can apply it in different
whether all the given conditions in situation.
the problem are satisfied.

• Ensure that your solution answers

the specific questions.

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 ACTIVITY: AM I IMPORTANT?
Direction: Cite some scenarios that involves the 21st century skills then explain
why it is important to develop these skills. (Explain briefly)

EVALUATION:
Direction: Identify what skill is being describe in the statement given.

__________ 1. Students learn how to ask and answer question, and form opinions.

__________ 2. Enhance imagination and innovate something.

__________ 3. Learn how to solve problems and handle situations.

__________ 4. Engage in discussions while reading, learn how to listen and see the perspective
of others.

_________ 5. Viewing failure as a chance to learn.

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 LESSON 2: REASONING, IF-THEN STATEMENTS &
CONVERSES, AND PROOFS
OBJECTIVES:

• Understand the concept of ordinary annuity,

• Calculate the final amount and present value of an ordinary annuity, and
• Develop confidence and accuracy in solving periodic payment of an
ordinary annuity.

LESSON PROPER:

Mathematics is not just about numbers; much of it is problem solving and reasoning.
Problem solving and reasoning are basically inseparable. The art of reasoning is very
important in mathematics. This is the skill needed in exemplifying the critical thinking and
problem solving ability.

Logic and reasoning are very useful tools in decision making. People also do
deductive reasoning extensively to show that certain conjectures are true as these follow
the rules of logic. A conjecture is a conclusion made from observing data.

Reasoning is the practice of stating ideas clearly and precisely to arrive at a

conclusion. In our life, we often make judgment and conclusion based on facts and
observations. These are not always true. Thus, we have to know the different ways of
arriving at accurate conclusions.

Kinds of Reasoning (Zuela, et. al, 2009)

1. Intuition is similar to guessing. It is also called reasoning by guessing or reasoning
by common sense. It requires less mental activity. An intuition is the ability to
acquire knowledge without proof, evidence, or conscious reasoning, or without
understanding how the knowledge was acquired. Intuition is highly subjective.
Different people think about problems in different ways. It is something that is
known or understood without proof or evidence.

Examples:
• After the first meeting in her Statistics class, Mariah says, “I think I
will like Statistics.”

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2. Analogy is a form of reasoning in which other similarities are inferred from a
particular similarity between two things. It is reasoning by comparison.

Examples:

• Tree is to leaf as flower is to petal.

• hammer: nail :: comb: hair
• Finding a Good Man is Like Finding a Needle in a Haystack – Dusty
Springfield

3. Inductive Reasoning is the process of gathering specific information, usually

through observation and measurement and then making a conjecture based on the
gathered information.

Examples:
• Two older brothers of Sir Pio are hot and handsome. Sir Pio is also hot
and handsome.
• In the given, 1x1=2, 1x2=2, 1x3=3,… therefore, any number multiplied
by 1 is the number itself.

4. Deductive Reasoning is the process of showing that certain statements follow

logically from agreed upon assumptions and proven facts.

Examples:
• Given 4(3x-8) + 5 = x – 5. Solve the value for x. Give reason for each
step in the process.
Solution:
4(3x – 8) + 5 = x – 5
12x-32 + 5 = x – 5 Apply Distributive Property
12x – 27 = x – 5 Combine similar terms
11x – 27 = -5 Apply Addition Property of Equality
11x = 22 Use Multiplication Property of Equality
x=2 Simplification
• Every Filipino of age 18 and above can vote. Fenoyat D. Jinuwa is a
Filipino of age 24. Therefore, Fenoyat D. Jinuwa can vote.

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 If-then Statements and Converses
Conditional

- Is a statement in mathematics that consists of a hypothesis and conclusion.

These statements are usually written in if-then statements.

Hypothesis

- States that the given facts are assumed as true. This is found in the “if” part of the
conditional.

Conclusion

- States what needs to be proven or established true. This is found in the “then”
part of the conditional.

Converse

- Is formed when the “if” and “then” parts are reversed.

-

Biconditional

- Is a statement that combines a conditional and its converse with the phrase “if
and only if” (abbreviated as “iff”).
-
A. Instruction: Given the conditional statement, find the hypothesis and conclusion.

1. Conditional: If a segment is given, then it has only one midpoint.

Hypothesis: A segment is given.
Conclusion: A segment has only one midpoint.
2. Conditional: If two lines intersect, then they intersect at only one point.
Hypothesis: Two lines intersect.
Conclusion: Two lines intersect at only one point
3. Conditional: If two vertical angles are given, then they are congruent.
Hypothesis: Two vertical angles are given.
Conclusion: Two vertical angles are congruent.

B. Instruction: State the converse of the given conditionals.

1. Conditional: If the sum of the measures of two angles is 180°, then they are
supplementary.

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 Converse: If two angles are supplementary, then the sum of their measures is
180°.
2. Conditional: If two segments are congruent, then they have equal lengths.
Converse: If two segments have equal lengths, then they are congruent.

Mathematical Proofs
A proof is a sequence of true facts (statements) placed in a logical order. In proving,
the following may be used as reasons:

• The given information (the hypothesis)

• Definition and undefined terms
• Algebraic properties
• Postulates of geometry
• Previously proven geometric conjectures (theorems)

Algebraic and Geometric Proofs

In order for us to prove properly and correctly, it is wise to remember and

understand the necessary properties to be used in writing formal proofs:

Important Properties of Algebra

For real numbers w, x, y, and z;

Reflexive: x=x

Symmetric: If x=y, then y=x.

Transitive: If x=y and y=z, then x=z.

Substitution: If x + y = z and x = 3, then 3 + y = z

Distributive: x (y+z) = xy + xz

Commutative Properties:

a. Addition: x+y=y+x
b. Multiplication: yz = zy

Associative Properties:

a. Addition: x + (y+z) = (x+y) + z

b. Multiplication: x (yz) = (xy) z

Addition Property of Equality (APE)

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 a. If x = z then x ± y = z ± y
b. If x = w and y =z, w + y = w + z

Multiplication Property of Equality (MPE)

a. If x = z, then xy = zy or x/y = y/z

b. If w = x and y=z, then wy = xz or w/y = x/z

Example 1: Find the value of x in 2(x + 1) = 6x + 4

Proof:

Statements Reasons
1. 2(x+1) = 6x + 4 Given
2. 2x + 2 = 6x + 4 Distributive Property
3. 2x + 2 – 6x – 2 = 6x + 4 – 6x – 2 Addition Property of Equality (APE)
4. -4x (-1/4) = 2 (-1/4) Multiplication Property of Equality (MPE)
5. x = -1/2 Simplification

Geometric Properties
The following properties may be used to justify proof of some mathematical
statements.

Reflexive Property (REF)

Statement: AB ≅ AB

Symmetric Property (SYM)

Given: AB ≅ CD

Statement: CD ≅ AB

Transitive Property (TRANS)

Given: AB ≅ CD, CD ≅ EF

Statement: AB ≅ EF

Addition Property of Equality (APE)

Given: AB ≅ CD

Statement: AB ± EF = CD ± EF

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Definition of Congruent Segments (DOCS)

Given: AB ≅ CD

Statement: AB = CD

Definition of Betweenness (DOB)

Given:

Statement: AB + BC = AC

Definition of Betweenness (DOB)

Given:

C is the midpoint of AB

Statement: AC ≅ CB

How to write proof?

There are many ways on how to write proofs. We can have top-down or deductive
reasoning or bottom-up or inductive reasoning. It can be formal or informal procedure.

Example: Prove the following using formal proof.

A
Given: Y is the midpoint of XZ and YZ ≅ AB.
X

X Y Z

X B
Prove: XY ≅ AB
X
Statements Reasons
1. Y is a midpoint of XZ Given
2. XY ≅ YZ Definition of Midpoint (DOM)
3. YZ ≅ AB Given
4. XY ≅ AB Transitive Property

ACTIVITY: HOW VALID IS MY REASONING?

Instruction: Tell whether each of the following is an intuition, analogy, inductive or
deductive reasoning.

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1. By looking at the colour of the ripe mangoes, you can already tell the one is sweeter
than the other.
2. The four brothers of Juan love Geometry. The fifth brother, Juan must love Geometry
also.
3. Birds are noisy when they are hungry. The birds in the tree are noisy. These birds
must be hungry.
4. Hat is to head as slippers are to feet.
5. Juan drew five different triangles. He got the sum of the measures of the three angles
of each triangle. He discovered that the sum of the measures of the three angles of
any triangle is 180°.

EVALUATION: Write the formal and informal proof for the following:

1. If -2(3x+5) = -17 + x, then x = 1.

2. If a rectangle is named by ABCD where line segments AB and CD are parallel

with each other. Prove that the measure of the line segments BC and AD are
equal.

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 LESSON 3: POLYA’S 4-STEPS
IN PROBLEM SOLVING
OBJECTIVES:

• Identify the four steps in problem solving by Polya,

• Solve problems involving patterns following Polya’s Four Steps; and
• Develop honesty and accuracy in solving problems.

LESSON PROPER:

George Polya has had an important influence on problem

solving in mathematics education. He stated that good problem solvers
tend to forget the details and tend to focus on the structure of the
problem, while poor problem solvers focus on the opposite. He
designed the following:

4-Step Process:

1. Understand the problem. (See)

Read and understand the problem. Identify what is the given information, known
data or values and what is known and to be solved as required by the problem.

Consider the following questions:

a. Can you restate the problem in your own words?
b. Can you determine what is known about these types of problems?
c. Is there missing information that if known would allow you to solve the
problem?
d. Is there extraneous information that is not needed to solve the problem?
e. What is the goal?

2. Devise a plan. (Plan)

Think of a way to solve the problem by setting up an equation, drawing a diagram,

and making a chart that will help you find the unknown and the solutio. To start
devising a plan, try doing the following:

a. Make a list of the known information.

b. Make a list of information that is needed.
c. Draw a diagram.

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 d. Make an organized list that shows all the possibilities.
e. Make a table or a chart.
f. Work backwards.
g. Try to solve similar but simpler problem.
h. Write an equation, as possible define what each variable represents.
i. Perform an experiment.
j. Guess at a solution and then check the result.

3. Carry out the plan. (Do)

Solve the equation you have set up and observe analytical rules and procedures
until you arrive at the answer at the answer.

a. Work carefully.
b. Keep an accurate and neat record of all your attempts.
c. Realize that some of your initial plans will not work and that you will have to
devise another plan and modify your existing plan.

4. Look back. (Check)

In order to validate the obtained value, you need to verify and check if the answer
makes sense or correct based on the situation posed in the problem. Label your final
correct answer.

a. Ensure that the solution is consistent with the facts of the problem.
b. Interpret the solution the context of the problem.
c. Ask yourself whether are generalization of the solution that you could apply to
similar problems.

Example 1: A police station has 25 vehicles of motorcycles and cars. The total number of
wheels is 70. Find the number of motorcycles and cars the station has.

Solution:

Step 1: Understand the problem. (See)

Given: 25 vehicles
70 wheels
Required: The number of cars and the number of motorcycles.

Step 2: Devise a plan. (Plan)

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 Let x = the number of cars
y = the number of motorcyles
x + y = 25 vehicles

4 wheels(x=cars) + 2 wheels (y=motorcycles) = 70 wheels

4x + 2y = 70
So, x + y = 25 vehicles and 4x + 2y = 70 wheels are the two equations formed based
on the problem.

Step 3: Carry out the plan. (Do)

(1) x + y = 25
(2) 4x + 2y = 70

Solving two equations with two unknown using the process of elimination:

(1) -2(x + y = 25) -2x – 2y = -50

(2) 4x + 2y = 70 4x + 2y = 70
2x + 0 = 20

2x = 20
x = 10 (the number of cars)
Going back to the 1 equation,
st

x + y = 25 vehicles, by letting x=10 with substitution

10 + y = 25, subtract each part of the equation by 10

10 + y – 10 = 25 – 10, simplify then it will be,

y = 15 (number of motorcyles)

Step 4: Look back. (Check)

Therefore, there are 10 cars with 4 wheels and 15 motorcycles with 2 wheels. The
total number of wheels is 70 wheels.

Something to Remember:

1. Mathematics requires not only facility with numbers but also the ability to critically
think through situtations, to reason and argue logically and to creatively solve
problems.
2. Mathematics is an active human endeavour. We can create mathematics; we need to
solve problems.
3. Mathematics is for everyone and anyone who cares to learn it.

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 4. Mathematical problem solving takes time. Solutions are not always apparent to the
solver.
5. There may be more than one approach in solving mathematical problems.

ACTIVITY: HOW FAR AM I?

Robert rode his bicycle 6km east, 4 km west, and then 5 km east. How far is he from
the starting point?

EVALUATION: Solve the following problems using the 4-Steps of George Polya.

1. Two boats leave a river dock and travel in opposite directions. Boat X travels 8 km
east, where its cargo is unloaded. Boat Y travels 6 km west, where its passengers
disembark. At 2:00 pm, Boat X has travelled 4 km east of its first stop, and Boat Y has
travelled 3 km east from its first stop. How far apart are the boats at 2:00 pm?

2. Sam had $6 more than Ian. If Ian had $8, how much did they have altogether?

3. Diana found a piece of 8 inches rope. She cut the rope into equal length. She made 3
cuts. How long is each piece of the rope now?

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 References and Website Links Used

Asaad, Abubakar S (2004). Statistics Made Simple for Researchers. Rex Bookstore, Manila.

Daligdig, Romeo M. (2019). Mathematics in the Modern World. LORIMAR Publishing Inc.,
Metro Manila, Philippines.

Guerra, Eugenia, Puro, Lucy, et.al (2014). 21st Century Mathematics. Phoenix Publishing
House. Quezon City

Nivera, Gladys C. (2011). Mathematics Patterns and Practicalities. Salesiana Books. Makati
City

Romero, Karl Friedrich Jose D. (2003). Geometry in the Real World Expectations and
Applications. Salesiana Books, Makati City.

Zuela, Edna B. and Melosantos, Luiz Allan B. (2009) Geometry. Phoenix Publishing House.
Quezon City.

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 UNIT 2:
PROBLEM SOLVING AND STRATEGIES

Unlike exercises, there is never a simple recipe for solving a problem. You can get
better and better at solving problems, both by building up your background knowledge and
by simply practicing. As you solve more problems (and learn how other people solved
them), you learn strategies and techniques that can be useful. But no single strategy works
every time.
These are the common problem solving strategies:

1. Searching for Patterns

2. Working Backward
3. Drawing Pictures and Diagrams
4. Making Lists and Tables, and
5. Guess and Check

In this module, you are going to use Polya’s 4 Steps in Problem Solving and develop
honesty, confidence, and accuracy in solving word problems in every techniques and
strategies presented in every lesson. Have fun and enjoy!

LESSON 1: SEARCHING FOR PATTERNS

OBJECTIVES:

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

• Recall the Polya’s 4 Steps in Problem Solving,

• Solve the given word problems through searching for patterns, and
• Develop honesty, confidence, and accuracy in solving word problems.

LESSON PROPER:

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 Searching for Patterns

The ability to recognize patterns is one important problem solving skill. It enables a
person to see order or regularity in what takes place in our surroundings and so be able to
make sense of what is going on.

Example 1:

Find the next number in the sequence: 5, 9, 13, 17, 21, 25 …

Solution:

1. Understand the problem. (See)

Given: 5, 9, 13, 17, 21, 25 …

Required: The next number in the sequence.

2. Devise a plan. (Plan)

First term – 5 Fourth term – 17 = 13 +_
Second term – 9=5+4 Fifth term – 21= 17 + 4
Third term – 13 = 9 + 4 Sixth term – 25 = 21 + 4
3. Carry out the plan. (Do)
Sequence: 5 9 13 17 21 25

4 4 4 4 4
There is a common difference of 4.
Therefore, the next number in the sequence is 29.
4. Look back. (Check)

5, 9, 13, 17, 21, 25, 29

Example 2:

Find the next number in the sequence: 2, 6, 18, 54, 162, 486 …

27
Solution:

1. Understand the problem. (See)

Given: 2, 6, 18, 54, 162, 486 …

Required: The next number in the sequence.

2. Devise a plan. (Plan)

First term – 2 Fourth term – 54 = 18 x 3
Second term – 6=2x3 Fifth term – 162 = 54 x 3
Third term – 18 = 6 x 3 Sixth term – 486 = 162 x 3
3. Carry out the plan. (Do)
Sequence: 2 6 18 54 162 486

3 3 3 3 3
There is a common ratio of 3.
Therefore, the next number in the sequence is 1, 458.
4. Look back. (Check)

2, 6, 18, 54, 162, 486, 1, 458

ACTIVITY: WILL YOU COUNT ME?

Each hexagon below is surrounded by 12 dots.

a) Find the number of dots for a pattern with 6 hexagons in the first column.

b) Find the pattern of hexagons with 229 dots.

28
EVALUATION: Solve the following problems. Show your complete
solution:

1. Each member of a club shook hands with every other member who came for a
meeting. There were a total of 45 handshakes. How many members were
present at the meeting?

2. Find the next term in the sequence:

• 3, 6, 9, 12, ___ …
• 27, 23, 19, 15, 11, ___ …
• 2, 3, 5, 7, 11, 13, ___ …

29
 LESSON 2: WORKING BACKWARDS
OBJECTIVES:

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

• Recall the Polya’s 4 Steps in Problem Solving,

• Solve the given word problems through working backwards, and
• Develop honesty, confidence, and accuracy in solving word problems.

LESSON PROPER:

Working Backwards

- A strategy that starts at the end of the problem and works backward which
states that the opposite of addition is subtraction and the opposite of
multiplication is division.

Example 1:

Anne has a certain amount of money in her bank account on Friday morning. During
the day, she wrote a check for Php 25.50, made an ATM withdrawal of Php 80 and
deposited a check for Php 235. At the end of the day, she saw that her balance was Php
451.25. How much money did she have in the bank at the beginning of the day?

Solution:

1. Understand the problem. (See)

Given: Php 24.50 check, ATM withdrawal Php 80, check deposit Php 235

Balance Php 451.25

Required: The money she had in the bank at the beginning of the day

2. Devise a plan. (Plan)

Start with 451.25. Subtract 235, add 80, and then add 24.50

3. Carry out the plan. (Do)

30
 So, 451.25 – 235 + 80 + 24.50 = Php 320.75
4. Look back. (Check)

Therefore, Anne had Php 320.75 in the bank at the beginning of the day.

Example 2:

Julie is thinking of a number. If you double it, and subtract 7, you obtain 11. What is
Julie’s number?

Solution:

1. Understand the problem. (See)

Given: 11 is the result of doubling the number and subtract by 7.

Required: The original number of Kayropok

2. Devise a plan. (Plan)

We start with 11 and work backwards.
3. Carry out the plan. (Do)
The opposite of subtraction is addition.
We will add 7 to 11. (7 + 11)
We are now at 18.
The opposite of doubling something is dividing by 2.
18÷2 = 9
4. Look back. (Check)

9 x 2 = 18 -7 = 11

Therefore, Julie is thinking of the number, 9.

ACTIVITY: ARE YOU A MIND READER? LET’S SEE!

Christina is thinking of a number. If you multiply her number by 93, add 6, and
divide by 3, you obtain 436. What is her number? Solve this problem by working
backwards. (5 points)

31
 EVALUATION: Solve the following problems. Show your
complete solution.

1. Jack walked from Santa Clara to Palo Alto. It took 1 hour 25 minutes to walk from
Santa Clara to Los Altos. Then it took 25 minutes to walk from Los Altos to Palo Alto.
He arrived in Palo Alto at 2:45 P.M. At what time did he leave Santa Clara?

2. Diego went into a store and spent half of the money and then Php 20 more. He went
into a second store and spent half of his money and then Php 20 more. Then he had
no money left. How much money did he have when I went into the first score?

32
 LESSON 3: DRAWING PICTURES AND
DIAGRAMS
OBJECTIVES:

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

• Recall the Polya’s 4 Steps in Problem Solving,

• Solve the given word problems through drawing picture and diagrams,
and
• Develop honesty, confidence, and accuracy in solving word problems.

LESSON PROPER:

DRAWING A PICTURE/DIAGRAM/MODEL
- Is the most common problem-solving strategy. Very often, students need to draw
a picture/diagram/model just to understand the problem.

The picture/diagram/model represents the problem in a way students can “see”

it, understand it, and think about it while they look for the next step.

Example 1:

Diana found a piece of 8 inches rope. She cut the rope into equal length. She made 3
cuts. How long is each piece of the rope now?

Solution:

1. Understand the problem. (See)

Given: 8 inches rope; 3 equal cuts in the rope.

Required: The length of each piece of the rope

2. Devise a plan. (Plan)

Illustrate the given word problem.

33
 3. Carry out the plan. (Do)

By inspection, we can say that the rope is divided into 4 pieces of rope with equal
length.
Since the rope measures 8 inches, we divide 8 by 4 (8/4), and the result is 2.

4. Look back. (Check)

Therefore, each piece of the rope measures 2 inches.

I--------2----------I----------2-----------I-------- 2------------I --------2-----------I

Example 2:

Sam had $6 more than Ian. If Ian had $8, how much did they have altogether?

Solution:

1. Understand the problem. (See)

Given: Ian had $8; Sam had $6 more than Ian

Required: The total money of Sam and Ian

2. Devise a plan. (Plan)

By drawing a model, you can visualize the problem and solidify your concrete
thinking.

3. Carry out the plan. (Do)

34
 We can say that Sam’s money is $ 14 while Ian’s money is $ 8.
If we add their money ($14 + $8), the sum is $22.
4. Look back. (Check)

Therefore, the total money of Sam and Ian is $22.

ACTIVITY: CAN YOU HELP LUKE COUNT THE POSTS?

Luke wants to fence a lot for his dog, Charlie. The area to be fenced is a rectangle
with a measurement of 36 feet long and 24 feet wide. If the fence posts are to be placed 6
feet apart, how many posts are needed?

EVALUATION: Solve the following problem. Show your complete

solution.

1. A frog is at the bottom of a 10-meter well. Each day he climbs up 3 meters. Each
night, he slides down 1 meter. On what day will he reach the top of the well and
escape?

2. In a stock car race, the first five finishers in some order were a Ford, a Pontiac, a
Chevrolet, a Buick and a Dodge.

• The Ford finished seven seconds before the Chevrolet.

• The Pontiac finished six seconds after the Buick.
• The Dodge finished eight seconds after the Buick.
• The Chevrolet finished two seconds before the Pontiac.

In what order did the cars finish the race? What strategy did you use?

35
 LESSON 4: MAKING LISTS AND TABLES
OBJECTIVES:

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

• Recall the Polya’s 4 Steps in Problem Solving,

• Solve the given word problems through making lists and tables, and
• Develop honesty, confidence, and accuracy in solving word problems.

LESSON PROPER:

MAKING LISTS AND TABLES

- The method “Make a Table” is helpful when solving problems involving
numerical relationships.
- When data is organized in a table, it is easier to recognize patterns and
relationship between numbers.

Example 1:

You save $3 on Monday. Each day after that, you save twice as much as you saved
the day before. If this pattern continues, how much would you save on Friday?

Solution:

1. Understand the problem. (See)

Given: $3 on Monday; You save twice as much as you find the day before.

Required: The money you have on Friday

2. Devise a plan. (Plan)

You can make a table like the one below. List the amount of money you save each
day. Remember to double the number each day.

3. Carry out the plan. (Do)

36
 Day Amount of Money Saved
Monday $3
Tuesday $6
Wednesday $12
Thursday $24
Friday $48

4. Look back. (Check)

Therefore, you save $48 on Friday.

Example 2:

Judy is taking pictures of Jim, Karen and Mike. She asks them, "How many different
ways could you three children stand in a line?"

Solution:

1. Understand the problem. (See)

Given: Jim, Karen, and Mike (Any of the students can be first, second or third)

Required: The number of ways of the three children stand in the line

2. Devise a plan. (Plan)

You can make a list to help you find all the different ways. Choose one student to be
first, and another to be second. The last one will be third.

3. Carry out the plan. (Do)

When you make your list, you will notice that there are 2 ways for Jim to be first, 2
ways for Karen to be first and 2 ways for Mike to be first.

First Second Third

Jim Karen Mike
Jim Mike Karen
Karen Jim Mike

37
 Karen Mike Jim
Mike Karen Jim
Mike Jim Karen

4. Look back. (Check)

Therefore, there are 6 ways that the children could stand in line.

ACTIVITY: COUNT THE LIST!

How many ways can you arrange the letters A, B, C? Find all the possible ways.

EVALUATION: Solve the following problem. Show your complete

solution.

1. Maria has 3 poster-size pictures that she wants to put on her door, but only 2
pictures will fit. She has a picture of her dog, a picture of her hamster, and of a super
cool guitar. How many different ways can she arrange the posters?

2. Can perfect squares end in a 2 or a 3? Justify your answer.

38
 LESSON 5: GUESS AND CHECK
OBJECTIVES:

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

• Recall the Polya’s 4 Steps in Problem Solving,

• Solve the given word problems through guess and check, and
• Develop honesty, confidence, and accuracy in solving word problems.

LESSON PROPER:

GUESS AND CHECK

- Make a guess and test to see if it satisfies the demands of the problem.
- If it doesn't, alter the guess appropriately and check again.
- Keep doing this until you find a solution.
- This strategy encourages students to make a reasonable guess, check the guess,
and revise the guess if necessary.
- By repeating this process, a student can arrive at a correct answer that has been
checked.
- Using this strategy does not always yield a correct solution immediately, but it
provides information that can be used to better understand the problem and
may suggest the use of another strategy.

Example 1:

Mr. Jones has a total of 25 chickens and cows on his farm. How many of each does he
have if all together there are 76 feet?

Solution:

1. Understand the problem. (See)

Given: 25 chickens and cows.

Altogether, there are 76 feet.

Chickens have 2 feet and cows have 4 feet.

39
 Required: The number of cows and number of chickens

2. Devise a plan. (Plan)

Use guess and check.

Make a table and look for a pattern.

3. Carry out the plan. (Do)

Make a table reflecting the data in the problem. If done in an orderly way, such a
table will often reveal patterns and relationships that suggest how the problem
can be solved.

Number of Number of Total number

Chickens Cows chicken feet cow feet of feet
20 5 40 20 60
21 4 42 16 58
Notice we are going in the wrong direction! The total number of feet is decreasing!

Number of Number of Total number

Chickens Cows chicken feet cow feet of feet
19 6 38 24 62
Better! The total number of feet is increasing!

Number of Number of Total number

Chickens Cows chicken feet cow feet of feet
15 10 30 20 70
12 13 24 52 76

40
 4. Look back. (Check)

12 chickens + 13 cows = 25 heads

24 feet (chicken) + 52 feet (cows) = 76 feet.

Therefore, there are 12 chickens and 13 cows.

Example 2:

Amy and Judy sold 12 show tickets altogether. Amy sold 2 more tickets than Judy.
How many tickets did each girl sell?

Solution:

1. Understand the problem. (See)

Given: 12 tickets were sold; Amy sold 2 more tickets than Judy.

Required: The number of ways of the three children stand in the line.

2. Devise a plan. (Plan)

You can guess and check to find two numbers with a sum of 12 and a difference
of 2.

If your first guess does not work, try two different numbers.

3. Carry out the plan. (Do)

First Guess:
Amy = 8 tickets
Judy = 4 tickets

Check:
8 + 4 = 12
8 - 4 = 4 ( Amy sold 4 more tickets)
These numbers do not work!

Second Guess:
Amy = 7 tickets

41
 Judy = 5 tickets

Check:
7 + 5 = 12
7- 5 = 2 ( Amy sold 2 more tickets)
These numbers do work!

4. Look back. (Check)

Therefore, Amy sold 7 tickets and Judy sold 5 tickets.

ACTIVITY: THE MAGIC SUM!

Copy the figure below and place the digits 1, 2, 3, 4 and 5 in these circles so
that the sums across (horizontally) and down (vertically) are the same. Is there
more than one solution?

EVALUATION: Solve the following problem. Show your complete

solution.

1. Old McDonald has 250 chickens and goats in the barnyard. Altogether there are 760
feet . How many of each animal does he have? Make sure you use Polya’s 4 problem
solving steps.

42
 References and Website Links Used

Daligdig, Romeo M. (2019). Mathematics in the Modern World. LORIMAR Publishing Inc.,
Metro Manila, Philippines.

https://math.libretexts.org/Courses/Monroe_Community_College/MTH_155_Mathematics_
for_Elementary_Teachers_I_(placeholder)/Chapter_1%3A_Problem_Solving_Strategies/Mo
dule_1%3A_Problem_Solving_Strategies

https://www.onlinemathlearning.com/find-patterns.html

https://www.mathinaction.org/uploads/1/9/5/3/19539617/make_an_organized_list_or_
a_table_ed.pdf

http://www.mathstories.com/strategies_makealist.htm

https://www.mathinaction.org/uploads/1/9/5/3/19539617/draw_a_picture_ed.pdf

http://www.mathstories.com/strategies_working_backward.htm

https://www.onlinemathlearning.com/math-problem-solving-strategies.html

https://www.teachervision.com/mathematics/problem-solving-draw-picture

https://www.mathinaction.org/uploads/1/9/5/3/19539617/guess_and_check_ed.pdf

43
 UNIT 3:
SOLVING SIMPLER PROBLEMS

Solve a simpler problem is something that mathematicians do all the time. They get
good at identifying ways to make a problem simpler, and applying what they learned from
the simpler problem to give them insight into whatever they're trying to figure out.

In our experience, students often see what's making a problem hard for them (the
numbers are hard, there are too many possibilities, it takes a lot of calculations, etc.) but
don't know that they're allowed to (or that it would be worthwhile to) work on a simpler
version.

So we offer concrete ways for students to develop and work on simpler versions of a
problem, and then share what they learned from the simpler version that they might build
on.

In this module, you are going to solve simpler problems in simple interest,
compound interest, age word problems, ratio and proportion. Having basic skills in algebra
will be of great help and also enhance your critical and high-order thinking skills. Have fun
and enjoy!

LESSON 1: SIMPLE INTEREST

OBJECTIVES:

• Understand the basic concept of simple interest.

• Solve word problems regarding simple interest, and
• Develop honesty, confidence and accuracy in solving word problems.

LESSON PROPER:

SIMPLE INTEREST FORMULA

In calculating simple interest, we use the formula:

I=Prt

44
 In other words Interest (I) is calculated by multiplying Principal (P) times the Rate
(r) times the number of Time (t) periods.

This means, if we borrow money from someone, we usually pay a fee. This fee is
called “interest”. “Simple” interest, or “flat rate” interest. The amount of simple interest
paid each year is a fixed percentage of the amount borrowed or lent at the start.

For example, if I invest P10,000 (the principal) at a 5% annual rate for 1 year the
simple interest calculation is:

I=Prt

I= P10,000 x 5% x 1 yr

I= P10,000 x 0.05 x 1 yr

I= P500

Definitions

Interest is money paid for the use of money. I will be the symbol used to denote
interest

Principal is the amount of money borrowed or invested. P will be the symbol used
to denote principal.

Interest rate (simple) is the rate, or percent, stated on an annual (or yearly) basis.
r will be the symbol to denote the simple interest rate.

Maturity value or accumulated value or Final value, denoted by F, is the

increased amount resulting from the increase process. The maturity value F, is obviously
the sum of principal P plus the interest I.

Time Money borrowed or invested will always be for some period of time. Since the
interest rates are expressed on an annual basis, some appropriate multiple, or fractional
representation of time must be used. This is denoted by t.
Time T

n years N
n months n/12
n days n/365, exact interest

n/360, ordinary interest

45
 Derived Formulas from I = Prt and F = P + I

𝐼
1. 𝑃 = 𝑟𝑡

𝐼
2. 𝑟 = 𝑃𝑡

𝐼
3. 𝑡 = 𝑃𝑟

4. F = 𝑃(1 + 𝑟𝑡)

𝐹
5. 𝑃 = 1 + 𝑟𝑡

6. P = 𝐹 − 𝐼

Simple Interest problems can involve lending or borrowing. In both cases, the same
formulas are used.

Examples:

1. Find the interest and the amount on P8,700 at 9% for 2 months.

Solution:
Given:
P = P8,700
r = 9%
t = 2 mos.
Find: I and F
a) I = Prt
= P8700 (9/100) (2/12)
= P130.50
b) F = P + I
= P8,700 + P130.50
= P8,830.50

46
2. Accumulate P9,000 for 30 days at 16 2/3 %.
Solution:
Given:
P = P9,000
r = 16 2/3 %
t = 30 days
Find: I and F
a) I = Prt
2
16+
= P9,000 ( 100 ) (30/360)
3

= P9,000 (1/6) (1/12)

= P125
b) F = P + I
= P9,000 + P125
= P9,125
3. How many years will it take P20,000 to earn P6,650 at 9 ½ % simple interest?
Solution:
Given:
P = P20,000
r = 9 ½ % = 0.095
I = P6,650
Find: t
𝐼
𝑡 = 𝑃𝑟

𝑃6,650
= 𝑃20,000 𝑥 0.095

= 3.5 years or 3 years and 6 months

4. If P12,000 accumulates to P13,680 when invsted at simple interest for 2 years, find
the interest rate.

47
Solution:

Given:

F = P13, 680

P = P12,000

t = 2 years

Find: r

𝐼
𝑟=
𝑃𝑡

𝐹−𝑃
r=
𝑃𝑡

𝑃13,680−𝑃12,000
r=
𝑃12,000 (2)

1,680
r=
24,000

r = 0.07 or 7%

ACTIVITY: FILL ME OUT!

1. The amount of money borrowe or invested is ___________________.

2. The amount of the loan plus the interest is _______________________.
3. The price paid for using the money is called ______________________.
4-5. Interest rate is the percent of the ____________ paid as interest per _________.

EVALUATION: Solve the following problems by showing your

complete solution.

1. Accumulate P12,000 at 3 ½ simple interest for 9 months.

2. Lito borrowed P110,000 at 5% simple interest to pay as down payment for a
house and lot. If he was able to pay after 6 months, how much in all did he pay?

48
 LESSON 2: COMPOUND INTEREST FORMULA
OBJECTIVES:

• Understand the basic concept of compound interest.

• Solve word problems regarding compound interest, and
• Develop accuracy, honesty, and confidence in solving word problems.

LESSON PROPER:

Definition of Compound Interest

Albert Einstein considered compound interest as the “eighth wonder of the world.”
Compound Interest works wonder over time because it allows individuals to earn interest
not only on the original amount they invested, but also they earn interest on the interest
they earned from that original investment.

Thus compound interest is defined as interest paid on interest. The accumulated

amount at the end of the period, the original principal and the compound interest, is called
the final amount or maturity value.

For example, if you deposit P1,000 in the bank for 1 year at 10% interest, then at the
end of the year you would have P1,100 (the original P1,000 + P100 interest). Now, if you
left the P1,100 in the bank for another year, you would now have P1,210 (your P1,100 +
P110 in interest). You now have an additional P10, which is the interest on the interest.

In another year, you would have a total of P1,331 (P1,210 + P121 in interest). Now
you have P31 which is the interest on the interest. If this process were allowed to continue
for a length of time, the amount of interest on interest begins to grow exponentially.

In formula,

F = P (1 + i)n

Where: F = maturity value or final amount

P = principal

i = rate of interest per conversion period

n = frequency of interest conversion for the whole time

49
 The rate of interest per conversion period, i, is computed as j/m, where j is
the compound interest rate and m is the frequency of interest conversion period per
year. Interest may be compounded annually, m=1; semi-annually, m=2; quarterly,
m=4, and monthly, m=12. The frequency of conversion for the whole term is n=mt,
where t is the time or term of transaction.

Examples:

1. If P100,000 is deposited in a bank that pays interest at 12% compounded

quarterly, what is the maturity value after 3 years?

Solution:

Given:

P = P100,000 j = 4% m=4 t = 3 years

i = 0.04/4 = 0.01 n = 4(3) = 12

Find: F

F = P (1 + i)n

F = P100,000 (1 + 0.01)12

F = P112,682.50

2. Anthony invested P120,000 in a time deposit account at 7.5% compounded

semi-annually. How much is the value of the fund if it is withdrawn after 2 years
and 3 months?

Solution:

Given:

P = P120,000 j = 7.5% m=2 t = 2 3/12 or 2.25

i = 0.075/2 = 0.0375 n = 2.25(2) = 4.5

Find: F

F = P (1 + i)n

F = P120,000 (1 + 0.0375)4.5

F = P141, 621.02

50
 ACTIVITY: CAN YOU PAY?
Indicate how long you answer the activity. Show your complete solution by
illustrating with the use of table.

If interest is compounded quarterly, how much will P100,000 be at the end of one
year at 12% compound interest?

EVALUATION: Solve the following problems. Show your solution.

1. Find the maturity value of P21,000 deposited at 9.5% compounded semi-

annually for 3 years and 6 months.
2. If P3,000 is placed an account at 5% and is compounded quarterly for 5 years,
how much money will be in the account at the end of 5 years?

51
 LESSON 3: AGE WORD PROBLEMS
OBJECTIVES:

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

• Understand and analyse the given problem by making table,

• Solve the given age word problems, and
• Develop honesty, confidence, and accuracy in solving age problems.

LESSON PROPER:

MAKING LISTS AND TABLES

- The method “Make a Table” is helpful when solving problems involving
numerical relationships.
- When data is organized in a table, it is easier to recognize patterns and
relationship between numbers.

Example 1:

Phil is Tom's father. Phil is 35 years old. Three years ago, Phil was four times as old
as his son was then. How old is Tom now?

Solution:

Age now Age 3 years ago

Phil 35 32
Tom t t-3

52
 Therefore, Tom is now 11 years old.

Example 2:

Lisa is 16 years younger than Kathy. If the sum of their ages is 30, how old is Lisa?

Solution:

Let Lisa equal x.

Therefore, Kathy is x + 16.

(Note that since Lisa is 16 years younger than Kathy, you must add 16 years to Lisa
to denote Kathy's age.)

Now, use the problem to set up an equation.

Therefore, there are 6 ways that the children could stand in line.

ACTIVITY: TOO YOUNG TO BE OLD!

The present age of Jacob’s father is three times that of Jacob. After 5 years,
sum of their ages would be 70 years. Find their present ages.

53
 EVALUATION: Solve the following problem. Show your complete
solution.

1. After 15 years, Ariel’s age will become four times that of her present age. Find
her age

2. Leah is 6 years older than Henry. Six years ago, she was twice as old as him. How
old is each now?

54
 LESSON 4: RATIO & PROPORTION
OBJECTIVES:

• Illustrate the concept of ratio and proportion,

• Solve word problems using tables if necessary, and
• Develop honesty, confidence and accuracy in dealing different word
problems.

LESSON PROPER:

Ratios
A ratio compares values.

A ratio says how much of one thing there is compared to another thing.

There are 3 blue squares to 1 yellow square

Ratios can be shown in different ways:

Use the ":" to separate the values: 3:1

Or we can use the word "to": 3 to 1

Or write it like a fraction: 3/1

A ratio can be scaled up:

55
 Here the ratio is also 3 blue squares to 1 yellow square,
even though there are more squares.

Using Ratios
The trick with ratios is to always multiply or divide the numbers by the
same value.

Example:

4 : 5 is the same as 4×2 : 5×2 = 8 : 10

Example: A Recipe for pancakes uses 3 cups of flour and 2 cups of milk.

So the ratio of flour to milk is 3: 2

"Part-to-Part" and "Part-to-Whole" Ratios

The examples so far have been "part-to-part" (comparing one part to
another part).

But a ratio can also show a part compared to the whole lot.

Example: There are 5 pups, 2 are boys, and 3 are girls

Part-to-Part:

The ratio of boys to girls is 2:3 or 2/3

The ratio of girls to boys is 3:2 or 3/2

Part-to-Whole:

56
 The ratio of boys to all pups is 2:5 or 2/5

The ratio of girls to all pups is 3:5 or 3/5

SCALING
We can use ratios to scale drawings up or down (by multiplying or
dividing).

The height to width ratio of the Indian Flag is 2:3

So for every 2 (inches, meters, whatever) of height

there should be 3 of width.
If we made the flag 20 inches high, it should be 30 inches wide.

If we made the flag 40 cm high, it should be 60 cm wide (which is still in the ratio 2:3)

A "Concrete" Example

Ratios can have more than two numbers!

For example concrete is made by mixing cement, sand, stones and water.

A typical mix of cement, sand and stones is written as a ratio, such

as 1:2:6.

We can multiply all values by the same amount and still have the same
ratio.

10:20:60 is the same as 1:2:6

57
 So when we use 10 buckets of cement, we should use 20 of sand and 60
of stones.

Example:

Let us lay it out in a table to make it clearer:

Cement Sand Stones

Ratio Needed: 1 2 6

You Have: 12

You have 12 buckets of stones but the ratio says 6.

That is OK; you simply have twice as many stones as the number in the
ratio ... so you need twice as much of everything to keep the ratio.

Here is the solution:

Cement Sand Stones

Ratio Needed: 1 2 6

You Have: 2 4 12

And the ratio 2:4:12 is the same as 1:2:6 (because they show the
same relative sizes)

So the answer is: add 2 buckets of Cement and 4 buckets of Sand. (You
will also need water and a lot of stirring....)

Why are they the same ratio? Well, the 1:2:6 ratios say to have:

• twice as much Sand as Cement (1:2:6)

• 6 times as much Stones as Cement (1:2:6)

In our mix we have:

• twice as much Sand as Cement (2:4:12)

• 6 times as much Stones as Cement (2:4:12)

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 So it should be just right!

That is the good thing about ratios. You can make the amounts bigger or
smaller and so long as the relative sizes are the same then the ratio is the
same.

Proportion says that two ratios (or fractions) are equal.

Example:

So 1-out-of-3 is equal to 2-out-of-6

The ratios are the same, so they are in proportion.

Example: Rope

A rope's length and weight are in proportion.

When 20m of rope weighs 1kg, then:

• 40m of that rope weighs 2kg

• 200m of that rope weighs 10kg
• etc.

So:

201 = 402

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When shapes are "in proportion" their relative
sizes are the same. Here we see that the
ratios of head length to body length are the
same in both drawings.

So they are proportional.

Making the head too long or short would look

bad!

Example: International paper sizes (like A3, A4, A5, etc.) all
have the same proportions:

Working With Proportions

NOW, how do we use this?

Example: you want to draw the dog's head ... how long should
it be?

Let us write the proportion with the help of the 10/20 ratio from above:

?42 = 1020

Now we solve it using a special method:

Multiply across the known corners,

then divide by the third number

And we get this:

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 ? = (42 × 10) / 20
= 420 / 20
= 21

So you should draw the head 21 long.

Using Proportions to Solve Triangles

We can use proportions to solve similar triangles.

Example: How tall is the Tree?

Sam tried using a ladder, tape measure, ropes and various other things,
but still couldn't work out how tall the tree was.

But then Sam has a clever idea ... similar triangles!

Sam measures a stick and its shadow (in meters), and also the shadow of
the tree, and this is what he gets:

Now Sam makes a sketch of the triangles, and writes down the "Height to
Length" ratio for both triangles:

Height: Shadow Length: h2.9 m = 2.4 m1.3 m

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Multiply across the known corners, then divide by the third number:

h = (2.9 × 2.4) / 1.3

= 6.96 / 1.3
= 5.4 m (to nearest 0.1)

Therefore, the tree is 5.4 m tall.

ACTIVITY: COUNT ME IN!

1. There are 10 animals: 5 are chicken, 2 are dogs and the rest are cats.
a) What is the ratio of chicken to dogs?
b) What is the ratio of cats to chicken?
c) What is the ratio of total number of animals to cats?
d) What is the ratio of dogs to cats?

EVALUATION: Solve the following problems. Show your complete solution.

1. In a bag of red and green sweets, the ratio of red sweets to green sweets is 3:4. If
the bag contains 120 green sweets, how many red sweets are there?

2. David paints 3 rooms in 7 hours. At the same pace, how long would it take him
to paint 15 rooms?

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 References and Website Links Used
Altares, Arce, Aquino, et. al. “Mathematics of Investment, Rex Book Store, 2007 Edition.

Bluman, A.G. Business Math Procedures. McGraw Hill Irwin, Ninth Edition

Daligdig, Romeo M. (2019). Mathematics in the Modern World. LORIMAR Publishing Inc.,
Metro Manila, Philippines.

Guerra, Eugenia, Puro, Lucy, et.al (2014). 21st Century Mathematics. Phoenix Publishing
House. Quezon City

Mejia L. DP, Gabuyo, Y.A, Ignacio J.C, Sajise, J. Business Mathematics: A Complete Textbook
and Workbook. Books Atbp. Publishing Corp., 2008

Nelson M., Hoy C. M. Essentials of Math with Business Application. McGraw Hill Irwin,
Seventh Edition

Slater, J. Practical Business Math Procedures. McGraw Hill Irwin, Ninth Edition

https://www.cliffsnotes.com/study-guides/algebra/algebra-i/word-problems/age-
problems

https://www.ask-math.com/algebra-age-problems.html

https://www.lwtech.edu/campus-life/learning-lab/resources/docs/lwtech-learning-lab-
math-algebra-word-problems-2.pdf

https://www.mathsisfun.com/numbers/ratio.html

https://www.mathsisfun.com/algebra/proportions.html

https://www.onlinemathlearning.com/proportion-problems.html

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