Acknowledgement Alhamdulillah… Thank to Allah S.W.T because give us an effort to do and finish our assignment on our Mathematic. We have been given a task from our lecture that is, write an essay about George Polya and The solving strategy.. All we have to do is searching the information and using the information that is given by my lecture, Mr. Ahmad Rizal Bin Che Rahim ,thank a lot to him because he already give us many information and advice that is very useful. He help us a lot in order to finish the assignment. We also want to thank to our entire friend who help us in the process of making and finishing our assignment. Thank to their information and advice in order to help out to make my assignment better. By doing this assignment we have learned many thing about the George Polya and Problem Solving Strategy. Including, the step and the skill that need to be apply. Any kind of question can be solved and resolve by applying the concept and method that is suitable. 1
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PPISEM SEM 3 Assignment Mathematic:History of Polya Model
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Acknowledgement
Alhamdulillah…
Thank to Allah S.W.T because give us an effort to do and finish our
assignment on our Mathematic. We have been given a task from our lecture that is,
write an essay about George Polya and The solving strategy..
All we have to do is searching the information and using the information that
is given by my lecture, Mr. Ahmad Rizal Bin Che Rahim ,thank a lot to him because
he already give us many information and advice that is very useful. He help us a lot
in order to finish the assignment.
We also want to thank to our entire friend who help us in the process of
making and finishing our assignment. Thank to their information and advice in order
to help out to make my assignment better.
By doing this assignment we have learned many thing about the George
Polya and Problem Solving Strategy. Including, the step and the skill that need to be
apply. Any kind of question can be solved and resolve by applying the concept and
method that is suitable.
1
Task 1
Write a simple article with your own word about
1. The concept of POLYA’S MODEL
2. Routine and Non-Routine Problem
3. Multiples strategies used for solving various types of problems and give an
example for each strategies.
You are advice to include in your articles at least 3 varieties of references.
Task 2
Elaborate the questions given using two types of problems solving strategies. Select
one strategy that is deemed to be the most efficient and justify their selection.
a) Suppose a pair rabbits will produce a new pair of rabbits in their second
month, and thereafter will produce a new pair every month. The new rabbits
will do exactly the same. Start with one pair. How many pairs will there be in
10 months?
b) Johana has RM 90.00 and Mariam has RM 36.00. They each bought a toy at
the same price. Johana subsequently has 7 times as much as Mariam. How
much does the toy cost?
2
History of Polya Model
He was born as Pólya György in Budapest, Hungary, and died in Palo Alto,
California, USA. He was an excellent problem solver. Early on his uncle tried to
suggest him to go into the mathematics field but he wanted to study law like his late
father had. However, he became bored with all the study about law. He tired of that
and switched to Biology. Then he getting bored again and switched to Latin and
Literature, finally graduating with a degree. Yet, he tired of that quickly and went
back to school and took math and physics. He found that he loved math.
He was invited to teach in Zurich, Switzerland. There he worked with a Dr.
Weber. One day he met the doctor’s daughter Stella he began to court her and
eventually married her. They spent 67 years together. While in Switzerland he loved
to take afternoon walks in the local garden. One day he met a young couple also
walking and chose another path. He continued to do this yet he met the same couple
six more times as he strolled in the garden. He mentioned to his wife “how could it be
possible to meet them so many times when he randomly chose different paths
through the garden”.
He later did experiment according to the situation in the garden that he called
the random walk problem. Several years later he published a paper proving that if
the walk continued long enough that one was sure to return to the starting point.
In 1940 he and his wife migrate to the United States because of their concern
for Nazism in Germany. He taught briefly at Brown University and then, for the
remainder of his life, at Stanford University. He quickly became well known for his
research and teachings on problem solving. He taught many classes to elementary
and secondary classroom teachers on how to motivate and teach skills to their
students in the area of problem solving.
In 1945 he published the book how to Solve It which quickly became his most
prized publication. It sold over one million copies and has been translated into 17
languages. In this text he identifies four basic principles.
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George Pólya-
Born in 13 disember 1887 and died in 7
September 1985
Polya’s Four Principles
First principle: Understand the problem
This seems so obvious that it is often not even mentioned, yet students are often
stymied in their efforts to solve problems simply because they don't understand it
fully, or even in part. Pólya taught teachers to ask students questions such as:
Can you state the problem in your own words?
What are you trying to find or do?
What information do you obtain from the problem
What are the unknown?
What information , if any is missing or not needed?
Do you need to ask a question to get the answer?
Second principle: Devise a plan
Pólya mentions (1957) that there are many reasonable ways to solve problems. The
skill at choosing an appropriate strategy is best learned by solving many problems.
You will find choosing a strategy increasingly easy. A partial list of strategies is
included:
Guess and check
Make an orderly list
Eliminate possibilities
Use symmetry
Consider special cases
Use direct reasoning
Solve an equation
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Also suggested:
Look for a pattern
Draw a picture
Solve a simpler problem
Use a model
Work backward
Use a formula
Be creative
Use your head/noggen
Third principle: Carry out the plan
This step is usually easier than devising the plan. In general (1957), all you need is
care and patience, given that you have the necessary skills. Persist with the plan that
you have chosen. If it continues not to work discard it and choose another. Don't be
misled, this is how mathematics is done, even by professionals.
Use the strategy you selected and work the problem
Check each step of the plan as you proceed
Ensure that the steps are correct
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Fourth principle: Review/extend
Pólya mentions (1957) that much can be gained by taking the time to reflect and look
back at what you have done, what worked and what didn't. Doing this will enable you
to predict what strategy to use to solve future problems, if these relate to the original
problem.
Reread the question
Did you answer the question asked?
Is your answer correct?
Does your answer seems reasonable
7
Routine and Non-Routine Problem
Routine and non-routine are one type of problems that we learn in this semester in
Basic Mathematics. As we all know, a problem is a task for which the person
confronting it want or need to find a solution and must make an attempt to find a
solution.
From our discussion and previous lesson that we already learn in classroom, we
conclude that routine problem problems are those that merely involved an arithmetic
operation with the characteristics can be solved by direct application of previously
learned algorithms and the basic task is to identify the operation appropriate for
solving problem, gives the facts or numbers to use and presents a question to be
answered.
In other word, routine problem solving involves using at least one of four arithmetic
operations and/or ratio to solve problems that are practical in nature. Routine
problem solving concerns to a large degree the kind of problem solving that serves a
socially useful function that has immediate and future payoff. The critical matter
knows what arithmetic to do in the first place. Actually doing the arithmetic is
secondary to the matter.
For non-routine problem, it occurs when an individual is confronted with an unusual
problem situation, and is not aware of a standard procedure for solving it. The
individual has to create a procedure. To do so, we must become familiar with the
problem situation, collect appropriate information, identify an efficient strategy, and
use the strategy to solve the problem.
Non-routine problem are also those that call for the use of processes far more than
those of routine problems with the characteristics use of strategies involving some
non-algorithmic approaches and can be solved in many distinct in many ways
requiring different thinking process.
This problem solving also serves a different purpose than routine problem solving.
While routine problem solving concerns solving problems that are useful for daily
living (in the present or in the future), non-routine problem solving concerns that only
indirectly. Non-routine problem solving is mostly concerned with developing students’
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mathematical reasoning power and fostering the understanding that mathematics is
a creative Endeavour. From the point of view of students, non-routine problem
solving can be challenging and interesting.
It is important that we share how to solve problems so that our friends are exposed
to a variety of strategies as well as the idea that there may be more than one way to
reach a solution. It is unwise to force other people to use one particular strategy for
two important reasons. First, often more than one strategy can be applied to solving
a problem. Second, the goal is for students to search for and apply useful strategies,
not to train students to make use of a particular strategy.
Finally, non-routine problem solving should not be reserved for special students such
as those who finish the regular work early. All of us should participate in and be
encouraged to succeed at non-routine problem solving. All students can benefit from
the kinds of thinking that is involved in non-routine problem solving.
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3. Multiply strategy used for solving various types of problem and give an
example for each strategy.
Making a list
First, in order to solve the problem by using a method that is making a list.
Making a list is a systematic method of organizing information in rows or columns. By
putting given information in an ordered list, you can clearly analyze this information
and then solve the problem by completing the list. Example, when looking for a
pattern or rule in a problem, when we listing the problem, the data can be easily
generated and organized the information. We can also do a listing result from a
guess and test method.
Example of question.
Ali and his entire friend are will be going to the school camping in Hutan Simpan.His
teacher ask Ali to list out the thing that are need to bring when they go to the
camping. List out possible things that Ali and his friend need to bring during the
camping.
Step 1 Understanding the problem.
1. Ali and his want to go to the camping.
2. Their teacher asks Ali to list out things to bring.
Step 2 Plan the answer
1. Find out the things that is need for camping
2. List the basic and personal things.
3. List the things according to the type
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Step 3 Acting out
List the things that is need for camping
No Personal things Basic things
1 Shirt /Trousers
/Track suit
Food
2 Bags Water
3 Water Bottle Fuel
4 Medicine Matches
5 Shoes Cooking Utensil
6 Gloves Wood/Gas stove
7 Knife Plate
8 Watch Glass
9 Compass
10 Tent
11 Cap
12 Matches
13 Map
14 Torchlight
15 Candle
16 Rope
17 Mat
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Step 4 Look Back
1. Determine whether the list is relevant.
2.The things is suitable for the purpose
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Using Diagram
The other method that may be using to solve a problem, making a drawing is an
excellent strategy by which you can visualize the problem you are asked to solve by
making a drawing of the given information. This strategy is especially exceptional if
you are unable to visualize the problem in your mind. Example, we draw the situation
of an event, we can see the situation clearly, such a mapped problem we need to
show the route to go to a placed, so to solve it we need to draw the route to see it
crearly.
Example of question:
I have 4 shirts one is red, one yellow, one white, and one blue. I have 2 pairs of
pants that are black and khaki and one skirt that is dark blue. I can wear all these
with all 4 shirts. How many different outfits do I have?
Step 1 Understanding the problem
1.To find many different outfit from 4 different shirt and 2 trousers 1 skirt
Step 2 Devising the Plan
1.Using a diagram in order to solve the problem.
Step 3 Acting out
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Results
• 3 outfits with the red shirt
• 3 outfits with the yellow shirt
• 3 outfits with the blue shirt
• 3 outfits with the white shirt
• I have 12 outfits with the clothes that I have in my closet.
Step 4 Look back
1.The 12 outfit can be calculated
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Finding A Pattern
Finding a pattern is a strategy whereby you can observe given information such as
pictures, numbers, letters, words, colours, or sounds. By observing each given
element, one at a time in consecutive sequence, you can solve the problem by
deciding what the next element and elements will be in the pattern. By using this
method also, we can estimate the answer and using it as information so solve the
problem.
Example:
• Find the next three terms of each sequence by using constant differences.
A. 1, 3, 5, 7, 9, …
Step 1 Understanding the problem
1.To find next three terms using constant different
Step 2 Devising the Plan
1.Determine the constant different
2.Determine the pattern of the common different
Step 3 Acting out
A. 1, 3, 5, 7, 9, …
1 3 5 7 9 11 13 15
+2 +2 +2 +2 +2 +2 +2
Answer:11,13,15
The common different is +2
15
Step 4 Look Back
1. 15 -13 = 2
2. 13 - 11= 2
3. 13 – 9 = 2
All of the remaining is 2,therefore the pattern and the common different is 2.
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Using Table
In the other hand, making a chart or table is a very good strategy whereby
information is organized in a clear, readable format; we can see the result clearly
and see it more reliable. By analyzing information in a clear, concise chart, you can
interpret information and see what the problem is and how it can be solved.
Oftentimes, after placing given information in a chart or table, a guide can be
detected this makes the problem easy to solve.For example rather than you listing a
very long information that is same and keep repeating is better to using a table or
chart to make it easier to interpret.
Example:
In the farm of Pak Hassan, there are about 32 legs of animal, it consist of buffalo
and duck.How many animal are Pak Hassan have if at least the number of both
animal is 2.
Step 1 Understanding the problem
1.To calculate the number of cow and duck.
2.At least 2 number each of the animal.
Step 2 Devising the plan
1. Using the table to solve the problem
2. Applying multiply and addition.
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Step 3 acting out.
Buffalo
(4 legs) Buffalo
Legs
Duck
(2 legs) Duck Legs Buffalo
+Duck
Legs
5 20 6 12 32
2 8 12 24 32
3 12 10 20 32
6 24 4 8 32
7 28 2 4 32
8 32 0 0 32
0 0 16 32 32
The possibly number for Pak Hassan animal in his farm is,
Buffalo
(4 legs)
Duck
(2 legs)
5 6
2 12
3 10
6 4
7 2
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Step 4 Look Back
Buffalo
(4 legs) Buffalo
Legs
Duck
(2 legs) Duck Legs Buffalo
+Duck
Legs
5 20 6 12 32
2 8 12 24 32
3 12 10 20 32
6 24 4 8 32
7 28 2 4 32
1. 32 - (6×2) = 20
20 ÷4 = 5
2. 32 – (12 × 2) = 8
8 ÷ 4 = 2
3. 32 –(10×2) = 12
12 ÷ 4 = 3
4. 32 –(4 × 2) = 24
24 ÷ 4 = 6
5. 32 – ( 2 × 2) = 28
28 ÷ 4 = 7
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Task 2
Elaborate the questions given using two types of problems solving strategies. Select
one strategy that is deemed to be the most efficient and justify their selection.
c) Suppose a pair rabbits will produce a new pair of rabbits in their second
month, and thereafter will produce a new pair every month. The new rabbits
will do exactly the same. Start with one pair. How many pairs will there be in
10 months?
Method 1
Step 1 Understanding the problem.
1. To find the number of rabbit between 10 month
2. To find the total number of rabbit
Step 2 Plan the answer
4. Each pair of rabbit has to wait for second month to give born.
5. Calculate the rabbit according to the condition that is given.