MODULE II

UNDERSTANDING THE PROBLEM, and THE

PROBLEM-SOLVING PROCESS
Lesson 1 Understanding the
Problem

Lesson 2 Heuristics: Working

backward, and Finding a
Pattern

Lesson 3 Heuristics: Solving a

simpler and analogous
problem, and Extreme
case reasoning

Heuristic: Visual
Lesson 4 Representation

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MODULE II

UNDERSTANDING THE PROBLEM, AND THE PROBLEM-

SOLVING PROCESS

 INTRODUCTION

This module presents the first stage of Polya’s principle –

understanding the problem, and the problem-solving process. Worked
examples have been presented for learning. This module will give you
inputs how to understand a problem. Also, this module shows the
stages in the problem-solving process by presenting five heuristics and
applying these heuristics through problem solving.

OBJECTIVES

After studying the module, you should be able to:

1. write statements of understanding after reading a problem-solving
task;
2. use appropriately and correctly a single, or combined heuristics, in
solving a problem.

 DIRECTIONS/ MODULE ORGANIZER

There are four lessons in the module. Read each lesson carefully
then answer the learning activities to find out how much you have
benefited from it. Work on these exercises carefully and submit your
output to your teacher.

In case you encounter difficulty, discuss this with your teacher

via email or private message. If not contact your tutor at the College
of Education office.

Good luck and happy reading!!!

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Lesson 1

 UNDERSTANDING
THE PROBLEM

UNDERSTANDING THE PROBLEM

The first stage in the problem-solving activity of the Polya’s

principle of problem-solving is the ‘understanding the problem’ stage.
This phase will start after receiving a task, then reading the problem –
which may take place a several times before capturing the entire
picture of the problem. This stage is very important, because as an
initial stage, a solver could not proceed, executing with correctness,
to the next stage without understanding the problem. Thus, a novice
problem solver should have taken up the basic mathematics course
with mastery. Also, a language factor could also be considered, and
thus, vocabulary should be enhanced. Aside on these preparations, a
solver has to take, the different understanding skills should also be
developed.

Understanding Skills

Understanding as an important skill I problem solving have also

specific subskills which needs to be learned: Some of these skills are
as follows:

1. Restating the problem statement

The solver can use its own word to rephrase the problem statement.
This technique might be very useful to understand the relationship
between the condition and the goal in the problem. However, a solver
should be precautionary such that the solver should make sure that the
restated problem has the same meaning as the original problem.

This also include representing the problem statement into another

form like a visual presentation and expressing the verbal statement in
symbols or algebraic form.

2. Identifying the conditions

A ‘Condition’ is an important part of the problem before or after the
‘goal’ is stated. Conditions, most of the instances, give the clues in the
problem. Identifying the conditions refers to the ability of the solver
to identify important information directly given or stated in the
problem. This includes listing the numerical data like ages, time-
distance-rate, measurements, and etc. It is also essential to take note
on the “if-then” in the problem.

3. Identifying the goal

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The ‘goal’ is what the problem is asking the solver to do. It can be ‘to
find’ or ‘to prove’. The goal is usually found at the last part of the
problem statement after the conditions were given. The goal could be
in a form of a question, or a direct command ‘find.’ Problem solvers
might finish answering a problem but given a wrong final answer
because of not understanding well the goal. In the last stage ‘going
back’ it is important to make sure that the final answer should satisfy
the goal in the problem.

4. Comprehending and generating additional information.

There are problems that have solutions which are difficult determine.
One of the reasons is that the solver might not have identified all the
need information in the problem. Because not all conditions and
information are not directly stated in the problem statement. This
information might be identified based from the existing condition.
Thus, reading between the lines, making meaning, and looking for
relationship is essential.

5. Searching for hidden questions

The goal in the problem might be answered by satisfying first the
subgoals in the problem. These subgoals, like the hidden information,
might not be directly stated in the problem. A very common example
is the goal of finding an arithmetic mean. The subgoals are to find the
sum, and then find the quotient. Satisfying subgoals are like unlocking
doors behind doors.

These are some of the common skills that a mathematical

problem solver should have. The next section will help you improve
your skills in executing the first stage – understanding the problem.

Problem-solving – Understanding the problem

Study the following worked-out examples in understanding a

problem. Understanding how the different ideas was elicited will give
you an idea in improving your skills in understanding a problem. You
are advised to answer the “Questions for understanding.”

Problem 1
“The sum of two numbers is 12, and the product of the same two
numbers is 4. Find the sum of the reciprocals of the two numbers.”

• What might be the ideas and skills you could use to solve the
problem? The following statements are products of
understanding the problem:

1. Find the two numbers whose sum is 12 and the product is 4.

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2. We can represent these two numbers by x and y.

3. The sum of the two numbers is x + y and the product is xy. The
reciprocal of x and y is 1/x and 1/y. Thus, the sum of reciprocal is
(1/x) + (1/y).

4. The final answer should not end with finding the two numbers but
finding the sum of the reciprocals of the two numbers.

Questions for understanding:

1. How did we come up with the ideas elicited from
the problem?
2. What did I learn from this activity?

Problem 2
“Determine the sum of the measure of the interior angles of an
icosagon (a 20-sided polygon).”

• What might be the ideas and skills you could use to solve the
problem? The following statements are products of
understanding the problem:

1. The problem statement could also be restated as:

“Find the sum of the measure of the interior angles of all 18 triangles
formed by connecting a fixed vertex to all other vertices of a 20-sided
polygon.”

2. The sum of the interior angles of one triangle is 180o.

3. Looking first on a triangle, and then considering each of the

polygons with successively increased numbers of sides, that is,
quadrilateral, pentagon, hexagon, and so forth. We find that we
can triangulate the polygons by drawing lines from one vertex to
each of the other vertices. When we do this, we notice that each
successive polygon includes one more triangle than its predecessor.

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Questions for understanding:

1. How did we come up with the restatement of the
problem?
2. What did I learn from this activity?

Problem 3

“Mike was racing in a bike marathon. He was 3/8 of the way across a
narrow bridge when he heard the whistle of the Wabash Cannonball
train approaching the bridge from behind him at 60 miles per hour.
Being an amateur mathematician as well as a marathon biker, Mike
calculated that he could just reach either end of the bridge at the
same time as the train. How fast was Mike pedaling his bike?”

• What might be the ideas and skills you could use to solve the
problem? The following statements are products of
understanding the problem:

1. The situation can be described as shown in the figure.

2. Mike will reach point A the same time as the train. Similarly, Mike
will reach point B the same time as the train.

3. Mike should travel 5/8 of the bridge to reach point B.

4. The question is: If the train is running 60 miles per hour, how about
Mike?

Questions for understanding:

1. How did we come up with the ideas elicited from
the problem?
2. What did I learn from this activity?

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Problem 4

“The divisors of 360 add up to 1,170. What is the sum of the reciprocal
of the divisors of 360?”

• What might be the ideas and skills you could use to solve the
problem? The following statements are products of
understanding the problem:

1. Find all the divisors of 360 and take the reciprocals.

2. Adding

is seemingly cumbersome.

3. Take note that 1 + 2 + 3 + …+ 120 + 180 + 360 = 1, 170.

Questions for understanding:

1. How did we come up with the ideas elicited from
the problem?
2. What did I learn from this activity?

 LEARNING ACTIVITY 2.1

After studying the different worked-out examples above, you

might have learned how the different statements of
understanding were produced. In this learning activity, after
reading the following problems, write down (3) of your own
statements of understanding:

1. In a drawer, there are 8 blue socks, 6 green socks, and

12 black socks. What is the smallest number of socks
that must be taken from the drawer without looking at
the socks to be certain of having 2 socks of the same
color?

2. A local pet shop owner just bought her holiday supply

of baby chicken and baby rabbits. She doesn’t really
remember how many of each she bought, but she has a
system. She knows that she bought a total of 22
animals, a number exactly equal to her age.
Furthermore, she also recalls that the animals had a
total of 56 legs, her mother’s age. How many chickens
and how many rabbits did she buy?

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Lesson 2

 HEURISTICS: WORKING BACKWARD,

AND FINDING A PATTERN

WORKING BACKWARD

The first heuristic-strategy that you would be learning in this

lesson is the ‘working backward’ strategy. This heuristic was often used
in a kind of problem that have two parts in its condition. The first part
is a ‘process’ and the second part is the ‘output.’ For example, a
condition might be:

“The sum of two numbers is 12.”

In this problem condition, ‘the sum of two numbers’ is the process, and
by doing the process, we will get ‘12’ as the output. Moreover, the goal
in is often asking the solver to find the initial value.

The name itself tells us that a solver might want to use first the
‘output’ which refers to the final information. And the work backward
using the ‘inverted process’ to find the initial information. To illustrate
this, let us take a look into the following problem:

Problem 5

“Evelyn, Henry, and Al play a certain game. The player who loses each
round must give each of the other players as much money as the player
has at that time. In round 1, Evelyn loses and gives Henry and Al as
much money as they each have. In round 2, Henry loses and gives
Evelyn and Al as much money as they each then have. Al loses in round
3 and gives Evelyn and Henry as much money as they each have. They
decide to quit at this point and discover that they each have 24 Pesos.
How much money did they each start with?”

• How would be the solution of this problem? Notice how the

problem was constructed and study very carefully the worked-
out solution given below:

You should understand that the problem stated the situation at the end of the story
(they each have P24) and asked for the starting situation (How much money did
they each start with?). This is almost a sure sign that the working backwards
strategy could be used. Understand how this makes your work easier. We start at
the end with each having P24. Look at the table.

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Evelyn started with P39, Henry with P21, and Al with P12 –
the same answers we arrived if you try to solve it algebraically.

You may have noticed that WORKING BACKWARD is more

efficient to use in this kind of task. Using this would suggest that you
have to consider starting at the end of the problem (output). To
illustrate, the best approach to determine the most efficient route
from one city to another depends upon whether the starting point or
the destination has more access roads. When there are fewer roads
leading from the starting point, the forward method is usually superior.
However, when there are many roads leading from the starting point
and only one or two from the destination, an efficient way to plan the
trip is to locate this final destination on a map, determine which roads
lead most directly back toward the starting position, and then
determine to which larger road that “last” access road leads.
Progressively by continuing in this way (that is working backward),
one reaches a familiar road that is easily reachable from the starting
point. At this step, you will have mapped out the trip in a very
systematic way.

Problem-solving – Working Backward

Study the following worked-out examples in using the Working

Backward strategy. Understanding how the problem was solved.

Problem 6

“The sum of two numbers is 12, and the product of the same two
numbers is 4. Find the sum of the reciprocals of the two numbers.”

• How would be the solution of this problem? Notice how the

problem was constructed and study very carefully the worked-
out solution given below:

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You might do the much simpler process by STARTING FROM THE END
of the problem namely we wish to find the sum of the reciprocal of x and y, that is
1 1
+ . Ask yourself, “What do you usually do when you see two fractions to be
x y
x+ y
added? How do I add them?” Getting the sum, you will get . Since x + y is
xy
x+ y 12
12 and xy was given 4. The fraction becomes = 3 . (Notice that you were
xy 4
never asked to find the specific values of x and y; rather you were asked for the sum
of their reciprocals.)

Problem 7

“Three people play a game in which one person loses and two people
win each game. The one who loses must double the amount of money
that each of the other two players has at that time. The three players
agree to play three games. At the end of the three games, each player
has lost one game and each person has $8. What was the original stake
of each player?”

• How would be the solution of this problem? Notice how the

problem was constructed and study very carefully the worked-
out solution given below:

Because the players all finish with the same amount of money, $8, it is
possible to compute their original stake by working backward. We will label the
first losing player P1, the second P2, and the third P3.
At the end of game 3, P1, P2, and P3, each had $8. Working backward
to the end of game 2, P1 must have had $4 and P2 $4, since both won in game 3
(P3 lost), and thus both had their stakes doubled by the results of game 3. Since
P1 and P2 each gained $4 in game 3, P3 must have lost $8 in game 3, so P3 had
$16 at the end of game 2.
Now work backward to determine the stakes of each player at the
beginning of game 1. The table below shows the changes.

Thus, the three people have $13, $7, and $4 at the beginning of game 1.

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FINDING A PATTERN

The next heuristic is the “Finding a Pattern” strategy. A pattern

is a repeated sequence of based on a well-defined rule. A rule is
sometimes not directly stated in the problem statement. If this is the
case, then the solver should discover the rule in the sequence.
Discovering the rule will get the solver closer to the pattern of the
sequence, or the rule is the pattern itself. To do this, a solver will
prefer more terms in a sequence and might want to add more terms
using the rule to ensure that a pattern is correctly identified. To
illustrate how a pattern could solve a problem, let us consider the next
task:

Problem 8

“Determine the sum of the measure of the interior angles of an

icosagon (a 20-sided polygon).”

• How would be the solution of this problem? Notice how the

problem was constructed and study very carefully the worked-
out solution given below:

Continuing the figure above in creating triangles yields a pattern that can
help us to our desired goal. These angle sums should be put into a tabular form so
as to make it easier to recognize a pattern.

An inspection of the first seven entries shows a pattern; namely, when the
number of sides increased by 1, the number of triangles increased by 1 and the
angle sum increased by 180o. Thus, for a nonagon, the number of triangles formed
would be 7 and the angle sum would be (7)(180o) = 1,260o. Using this pattern, we
could work our way up to a 20-sided polygon. Thus, for the icosagon, the angle
measure sum is (18)(180) = 3,240o.

You may have noticed that FINDING A PATTERN was used.

Identifying the pattern and then using it to discover the answer to the
question asked proves to be very efficient. Notice too, that solving the
problems involves more than a single strategy. In addition to
recognizing a pattern, we also used visual representation (making a
drawing), organizing the data, and solving a simpler version of the

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original problem. This should remind you that a single strategy is

usually not sufficient to solve a problem.

Problem-solving – Finding a Pattern

Study the following worked-out examples in using the Finding a

Pattern. Understanding how the problem was solved using this
strategy.

Problem 9
“How many digits are there in the expression (111,111,111) 2? What is
the middle digit?”

• How can you solve this problem? Observe how the problem was
constructed and study very carefully the worked-out solution
using ‘Finding a Pattern’:

Problem 10

“Find the units digit of 819”

• How can you solve this problem? Observe how the problem was
constructed and study very carefully the worked-out solution
using ‘Finding a Pattern’:

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 LEARNING ACTIVITY 2.2

After studying the different worked-out examples above, you

might have learned how and when the heuristics ‘Working
Backward and Finding a Pattern’ can help you solve a problem.
In this learning activity, you might want to apply these heuristics
in solving the following problem (If you have other solution, then
don’t hesitate to use it):

1. Jeanette and Ruth breed French poodles as a hobby. They

sold half of the puppies and half a puppy from the latest
litter to the local pet shop. They sold half of the puppies
that were left in the litter and half a puppy to the Poodle
Palace. They then decided to give the one remaining
puppy to their friend, Gladys. How many puppies were
originally in the litter?

2. The first 6 “terms” in a sequence are shown in the figure

below. If the sequence continues in this manner, how
many squares will there be in the 10th term and how
many of these squares will be shaded?

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Lesson 3

 HEURISTICS: SOLVING A SIMPLER

AND ANALOGOUS PROBLEM, AND
EXTREME CASE REASONING

SOLVING A SIMPLER AND ANALOGOUS PROBLEM

If a solver has already encountered a similar problem before,

then this experience could possibly give the solver an idea to the
solution of the problem. This condition is actually the idea behind using
a simpler and analogous problem. The idea goes this way: If the original
problem seems too difficult to solve, then (1) solve a simpler problem,
or (2) an analogous problem. Notice that in using this heuristic, the
solver will deal with two problems: the ‘original problem’ and the
‘simpler and analogous problem.’ For example,

“The divisors of 360 add up to 1,170. What is the sum of the reciprocal
of the divisors of 360?”

Identifying all the divisors of 360 might be time consuming. So, a solver
might think of a simpler and analogous problem. A new problem goes
this way,

“What is the sum of the reciprocal of the divisors of 12?”

Notice, that the original problem is similar and analogous to the new
problem. Expert problem solvers usually try to change bigger values to
smaller values. However, a common error in using this heuristic was a
solver often mistakenly used the answer of the new problem as the
answer of the original problem. A solver should remember that the new
problem will not give the answer in the original problem. However, the
new problem will give the solver the idea on how to solve the original
problem – which is actually the goal in using a heuristic. To illustrate
this heuristic, try to understand the subsequent example:

Problem 11

“The divisors of 360 add up to 1,170. What is the sum of the reciprocal
of the divisors of 360?”

• How can you solve this problem? Observe how the new problem
was constructed and study very carefully how this new problem
became very useful to solve the problem:

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Let’s examine a SIMPLER ANALOGOUS PROBLEM. Let’s find the

sum of the reciprocals of the divisors of 12 and see if this helps. The divisors of 12
are 1, 2, 3, 4, 6, and 12. Their sum is 28. Now let’s find the sum of the reciprocals
of these factors.

Aha! The numerator of the fraction is the sum of the divisors, while the
denominator is the number we’re working with. Now we can solve our original
problem.
The sum of the factors of 360 is 1,170. Thus, the sum of the reciprocals
1,170
of the factors must be .
360

You may have noticed that solving SIMPLER ANALOGOUS

PROBLEMS could facilitate working with the original problem. One
method that sometimes turns out to be most revealing is to change the
given problem into one that may be easier to solve and, by solving this
ancillary problem, gain the insight needed to solve the original
problem.

Problem-solving – Solving a Simpler and Analogous Problem

Study the following worked-out examples in using the ‘Solving a

Simpler and Analogous problem’ strategy. Understanding how a new
problem was posted and helped solve the original problem.

Problem 12

“Find the sum of the coefficients in the binomial expansion of (x +

y)8.”

• How can you solve this problem? Observe how the new problem
was constructed and study very carefully how this new problem
became very useful to solve the problem:

One obvious solution is to expand the binomial and then add the
coefficients.

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Problem 13

“The basketball squad is taking part in a free – throw contest. The 1st
player scored x free throws. The 2nd shooter scored y free throws.
The 3rd shooter made the same number of free throws as the
arithmetic mean of the number of free throws made by the first two
shooters. Each subsequent shooter in the contest scored the
arithmetic mean of the number of free throws made by all the
preceding shooter. How many free throws did the 12th player made?”

• How can you solve this problem? Observe how the new problem
was constructed and study very carefully how this new problem
became very useful to solve the problem:

EXTREME CASE REASONING

The next heuristic is nearly similar to the previously discussed

heuristic – solving a simple and analogous problem. In ‘extreme case
reasoning’ a solver will also deal with two problems, the original
problem and the new problem with extreme case. To do this, a solver
should determine the condition in the problem to be adjusted into an
extreme condition. ‘Extreme cases’ are adjustments of problem
conditions into its minimum or maximum case. If a solver is able to find
a relationship between the extreme case and the original case, then
this relationship could give an idea to the solution of the problem.

In the next section, we illustrate how an extreme case can help

a solver figure out the solution to a problem. Let us try to take a look
to the next task.

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Problem 14

“In a drawer, there are 8 blue socks, 6 green socks, and 12 black socks.
What is the smallest number of socks that must be taken from the
drawer without looking at the socks to be certain of having 2 socks of
the same color?”

• How can you use an extreme case to this problem? Observe how
the new problem was constructed and study very carefully how
an extreme case became very useful to solve the problem:

In this problem, we are looking for a matching pair of socks of any color.
We apply EXTREME CASE reasoning. The worst-case scenario has us picking 1
blue sock, 1 green sock, and 1 black sock in our first three picks. Thus, the fourth
sock must provide us with a matching pair, regardless of what color it is. The
smallest number of socks to guarantee a matching pair is 4.

The EXTREME CASE REASONING was applied to this problem.

Notice how the conditions 8 blue socks, 6 green socks and 12 black
socks were adjusted to their extreme cases down to 1 number of socks
per color. Holding some variables constant while others to extremes
sometimes yield useful insights into a given situation. By considering
extremes, we may be changing variables in the problem, but only those
that do not affect the actual problem situation. Here, we must be
careful to consider only extremes that do not change the nature of the
crucial variables of the problem. Often, we pose this situation in the
context of a “worst-case scenario.” That is, what is the worst case that
will happen if our argument goes awry? Then we proceed. This worst-
case scenario anticipation is a form of extreme-case consideration.

Problem-solving – Extreme Case Reasoning

Study the following worked-out examples in using the ‘Extreme

Cases’. Understand how a worst-case scenario can help a solver find
the solution to the problem.

Problem 15

“Two squares, each with side 8, are placed such that a vertex of one
lies at the center of the other. Find the area of quadrilateral ENCL.

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• How can you use an extreme case to this problem? Observe how
the new problem was constructed and study very carefully how
an extreme case became very useful to solve the problem:

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Problem 16

“There are more adults than boys, more boys than girls, more girls
than families. If no family has fewer than 3 children, then what is the
least number of families that there could be?”

• How can you use an extreme case to this problem? Observe how
the new problem was constructed and study very carefully how
an extreme case became very useful to solve the problem:

The problem asks the least number of families, and thus, we consider
the extreme cases where the smallest is just one family. If this is the case
then there would be at least two girls, at least three boys, and at least four
adults. But four adults make two families, and that is a contradiction.
If there were just two families, there would be at least three girls, at
least four boys, and at least five adults. But five adults mean that there cannot
be just two families, there are at least three. That is a contradiction.
If there were just three families, then there would be at least four
girls, at least five boys, and at least six adults. That is not a contradiction.
Thus, three families might satisfy the conditions.
To check the answer, suppose there are three married couples. The
first couple has two girls and a boy, the second has two girls and a boy, and
the third has three boys. Then there are six adults, five boys, four girls, and
three families. All conditions of the problem are met.
The answer is that three families are the smallest number that there
could be.

 LEARNING ACTIVITY 2.3

After studying the different worked-out examples above, you

might have learned how and when the heuristics ‘Solving a
simpler and analogous problem’, and ‘Extreme Case Reasoning’
can help you solve a problem. In this learning activity, you might
want to apply these heuristics in solving the following problem
(If you have other solution, then don’t hesitate to use it):

1. Given 19 consecutive integers that sum to 95, what is the

10th of these numbers?

2. Find the missing digits in the seven-digit number

so that the number itself is equal to the product of three

consecutive numbers. What are those three numbers?

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Lesson 4

 HEURISTIC: VISUAL
REPRESENTATION

VISUAL REPRESENTATION

It was previously discussed that a representation of the problem

into other forms could facilitate understanding. One of these forms is
by drawing a diagram. This refers to using a Visual Representation of
the problem. A diagram is a simplified drawing showing the
appearance, structure, or picture of something; a visual
representation. This heuristic was usually applied to problems involving
figures like geometric problems, and problems with integration of real-
life context like the word problems.

The danger in using a visual representation is when the diagram

does not correctly depict the meaning of the problem. If a solver draws
a diagram and continued the solution based on the flawed diagram,
then the final answer might not satisfy the goal of the problem. In this
case the solver might want to review the consistency of the ‘drawing,’
check the correctness of the ‘labels; and the accuracy of the ‘position’
of the labels. The figure below shows an example of the composition
of a basic diagram.
A

B C
Diagram

Drawing Labels Position of the Labels

A B C

A, B, and C

B CC A A B

The next problem will show you, how a visual representation will
help a solver to understand the problem and figure-out the solution to
the problem.

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Problem 17

“A local pet shop owner just bought her holiday supply of baby chicken
and baby rabbits. She doesn’t really remember how many of each she
bought, but she has a system. She knows that she bought a total of 22
animals, a number exactly equal to her age. Furthermore, she also
recalls that the animals had a total of 56 legs, her mother’s age. How
many chickens and how many rabbits did she buy?”

• Can you draw a diagram to this problem? Observe how a visual

representation was drawn, and study very carefully how can it
be a very useful tool to solve the problem:

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You may have noticed that using a VISUAL REPRESENTATION by

drawing a diagram would give a clearer picture of the problem which
would facilitate understanding. Visual Representation is not the usual
approach based on the nature of the problem. In real life, there are
many decisions that are based on the visual presentation of data and
relationships, wherein a visual representation acts more as a facilitator
than as an expected element on the situation.

Problem-solving – Visual Representation

Study the following worked examples in using a ‘visual

representation’. Understand how the diagram can help a solver find
the solution to the problem.

Problem 18

“Emily has her model trains set up on a circular track. There are six
telephone poles, evenly spaced around the track. It takes the engine
of the train 12 sec to go from the first to the third pole. At this same
rate, how long will it take the engine to go completely around the
track?”

• Can you draw a diagram to this problem? Observe how a visual

representation was drawn, and study very carefully how can it
be a very useful tool to solve the problem:

Many students attempt to solve this problem by setting up a proportion

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Problem 19

“There is a frog at the bottom of a well that is 100 ft deep. The frog
laboriously climbs upward 5 ft during the daytime. However, at night,
he falls asleep and slips back 4 ft. At this rate, how many days will it
take the frog to get out of the well?”

• Can you draw a diagram to this problem? Observe how a visual

representation was drawn, and study very carefully how can it
be a very useful tool to solve the problem:

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 LEARNING ACTIVITY 2.4

After studying the different worked-out examples above, you

might have learned how and when a ‘diagram’ can help you
understand and solve a problem. In this learning activity, you
might want to apply this heuristic in solving the following
problem (If you have other solution, then don’t hesitate to use
it):

1. Douglas and Seth are both part-time workers in the local

pizza shop. The shop is open seven days a week. Douglas
works one day and then has two days off before he works
again. Seth works one day and then has three days off
before he works again. Douglas and Seth both worked on
Tuesday, March 1st. On which other days in March do
Douglas and Seth work together?

 SUMMATIVE TEST

Solve the following problems. (You are requested to write your solution
completely – from the statements of understanding to the final
answer.)

1. What is the sum of the numbers in the 25 th row of the following

array?

2. P is any point on side ̅̅̅̅

𝐴𝐵 of ∆𝐴𝐵𝐶, where M is the midpoint of ̅̅̅̅ 𝐴𝐶
and N is the midpoint of 𝐵𝐶 ̅̅̅̅ . What is the ratio of the area of
quadrilateral MPNC to the area of ∆𝐴𝐵𝐶?

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3. For positive integer n, let f(n) denote the unit digit of 1 + 2 + 3 + …

+ n. Find the value of f(1) + f(2) + … + f(2011).
4. Barbara visited the games-of-chance at the Thunderbird Resort and
Casino on three consecutive days. On the first day, she doubled her
money and spent 3000 pesos. On the second day, she tripled her
money and spent 5400 pesos. On the third day, she quadrupled her
money and spent 7200 pesos. She found that she had 4800 pesos
when she left the casino. How much did Barbara start with?
5. A rectangular box has faces that measure 165, 176, and 540 in.2.
What is the volume of the box?

Module II Ryan L. Cerveza