DEFINITION OF PROBLEM

A problem is decided by purposes. If someone wants money and when he or she has little money, he or she has a problem. But if someone does not want money, little money is not a problem. Problem can be defined in many things. There are many problems that we face in our daily life. Other example is, if your computer is damaged, you do not have a computer to do assignment. The problem here is you do not have a computer to do your ob. These are the example of a problem. In mathematics, problem also defined as a preposition that re!uires solution by mathematical operation and construction. There are many types of solution we can found when we are solving a mathematic problem. "or example, what is the number that should be added so that it gets a total of #$ The way to solve this !uestion is ust divide the number so that we get %. That&s mean % plus % is #. That&s the answer. The next solution is we can try the solution of trying an error. 'e can add a number that below six until we get the answer. This is ust a simple type of example. There are many more examples that can be defined. Problem also defined as a !uestion that was raised for consideration or solution. Problem can be solver in many type of solution depend on the problem. Problem also defined as a !uestion, matter, situation or person that is perplexing or difficult.

HISTORY OF POLYA (eorge Polya )*++, - *.+/0 (eorge Polya was a 1ungarian who immigrated to the 2nited 3tates in *.45. 1is ma or contribution is for his wor6 in problem solving. (rowing up he was very frustrated with the practice of having to regularly memori7e information. 1e was an excellent problem solver. 8arly on his uncle tried to convince him to go into the mathematics field but he wanted to study law li6e his late father had. After a time at law school he became bored with all the legal technicalities he had to memori7e. 1e tired of that and switched to Biology and the again switched to 9atin and 9iterature, finally graduating with a degree. :et, he tired of that !uic6ly and went bac6 to school and too6 math and physics. 1e found he loved math. 1is first ob was to tutor (regor the young son of a baron. (regor struggled due to his lac6 of problem solving s6ills. Polya );eimer, *../0 spent hours and developed a method of problem solving that would wor6 for (regor as well as others in the same situation. Polya )9ong, *..#0 maintained that the s6ill of problem was not an inborn !uality but, something that could be taught. 1e was invited to teach in <urich, 3wit7erland. There he wor6ed with a =r. 'eber. One day he met the doctors daughter 3tella he began to court her and eventually married her. They spent #, years together. 'hile in 3wit7erland he loved to ta6e afternoon wal6s in the local garden. One day he met a young couple also wal6ing and chose another path. 1e continued to do this yet he met the same couple six more times as he strolled in the garden. 1e mentioned to his wife how could it be possible to meet them so many times when he randomly chose different paths through the garden..

1e later did experiment that he called the random wal6 problem. 3everal years later he published a paper proving that if the wal6 continued long enough that one was sure to return to the starting point. In *.45 he and his wife moved to the 2nited 3tates because of their concern for >a7ism in (ermany )9ong, *..#0. 1e taught briefly at Brown 2niversity and then, for the remainder of his life, at 3tanford 2niversity. 1e !uic6ly became well 6nown for his research and teachings on problem solving. 1e taught many classes to elementary and secondary classroom teachers on how to motivate and teach s6ills to their students in the area of problem solving. In *.4/ he published the boo6 ?1ow to 3olve It& which !uic6ly became his most pri7ed publication. It sold over one million copies and has been translated into *, languages. In this text he identifies four basic principles .

Polyas four steps of Problem Sol !"#

$% &"'ersta"' t(e Problem ;ead the problem carefully. @a6e sure you understand the situation that is given. @a6e sure you understand what information is provided, and what the !uestion is as6ing. "or many problems, drawing a clearly labeled picture is very helpful.

)% De !se a Pla" "irstly, focus on the ob ective. 'hat do you need to 6now in order to answer the !uestion$ Then loo6 at the given information. 1ow can you use that information to get what you need to 6now to answer the !uestion$ If you do not see a clear logical path leading from the given information to the solution, ust try something. 9oo6 at the given information and thin6 about what you can find from it, even if it is not what the !uestion is as6ing for. Often you will find another piece of information that you can then use to answer the !uestion.

*% +arry out t(e Pla" >ow you ust have to solve the e!uation)s0 for the un6nown)s0. ;emember to answer the !uestion that the problem as6s. Try to express mathematically the logical connections between the given information and the answer you are see6ing Assign variable names to the un6nown !uantities. Translate the sentences and words into @athematics.

,% Loo- Ba.Thin6 about your answer. =oes your answer come out in the correct units$ Is it reasonable$ If you made a mista6e somewhere, chances are your answer will not ust be a little bit off, but will be completely ridiculous

$$ /ays of Polyas Mo'el Problem Sol !"#

$0 1&ESS AND +HE+2 'hen using this strategy, you are encouraged to ma6e a reasonable guess and chec6 the guess. ;epeating this process can allow you to arrive at a correct answer that has been chec6ed. 2sing this strategy does not always yield a correct solution immediately but provides information that can be used to better understand the problem and may suggest the use of another strategy. To use the guess and chec6 strategy, follow these stepsA a0 @a6e a guess at the answer. b0 Bhec6 your guess. =oes it satisfy the problem$ c0 2se the information obtained in chec6ing to help you ma6e a new guess. d0 Bontinue the procedure until you get the correct answer. )0 MA2E AN ORDERLY LIST @a6ing an orderly list is a way to organi7e data presented in a problem. This problemCsolving strategy allows the problem solver to discover relationships and patterns among data. *0 MA2E A DRA/IN1 @a6ing a diagram to solve problems can help you understand and manipulate data. @a6e a diagram strategy is especially useful with problems that involve mapping, geometry and graphing.

,0 FIND A PATTERN A pattern may be in various forms such as numerical, visual or aural. se!uence. 30 MA2E A TABLE @a6ing a table is another way to organi7e the data. This allows the problem solver to discover relationships and patterns among data. 40 &SE A 5ARIABLE This problemCsolving strategy is similar to developing a formula or an algebraic e!uation. In each of these cases the solution re!uires finding values that meet the conditions of the problem. By

identifying a pattern in a problem, you can predict what will happen later in the

60 +ONSIDER A SPE+IAL +ASE 'hen considering a special case one will choose for example the first few values in a se!uence or a specific value in a formula and then try to ma6e a generali7ation about the problem

70 SOL5E AN EASIER SIMILAR PROBLEM This strategy involves changing the given problem into one that can be easier to solve and, by solving this secondary problem, you can gain insight needed to solve the original problem.

80 /OR2IN1 BA+2/ARDS The strategy of wor6ing bac6wards involves starting with the end results and reversing the steps you need to get those results, in order to figure out the answer to the problem. $90 ELIMINATE POSSIBILITIES :ou can use the problemCsolving strategy of eliminating possibilities to solve problems that may have several possible answers from which to choose. :ou are not loo6ing for the correct answers, rather you are loo6ing for several incorrect answers. As each incorrect answer is eliminated, you get closer to the correct answer. The problemCsolving strategy of eliminating possibilities is also useful when you solve logic problems. **0 PI1EONHOLE PRIN+IPLE If >D* pigeons are put into > holes, then at least one hole would have more than one pigeon. The pigeonhole principle relies on filling existing spaces )pigeonholes, boxes, and the li6e0 with items )pigeons, coins, and so on0 to the point where all spaces are ust one item short of being full. At this point, no matter where the next items are placed, all spaces are full, and one space has more than one item.

PROBLEM AND PROBLEM SOL5IN1

Problem *. a !uestion proposed for solution or consideration E. a !uestion, matter, situation, or person that is perplexing or difficult %. A proposition re!uiring solution by mathematical operations, constructions. 4. presenting a problem of human conduct or social relationships a problem novel Problem sol !"# 1. "orms part of thin6ing. E. Bonsidered the most complex of all intellectual functions, problem solving has been defined as higherCorder cognitive process that re!uires the modulation and control of more routine or fundamental s6ills.

RO&TINE PROBLEM

;outine problem solving involves using at least one of the four arithmetic operations andFor ratio to solve problems that are practical in nature. ;outine problem solving concerns to a large degree the 6ind of problem solving that serves a socially useful function that has immediate and future payoff. Bhildren typically do routine problem solving as early as age / or #. They combine and separate things such as toys in the course of their normal activities. Adults are regularly called upon to do simple and complex routine problem solving. 1ere is an example. 8xample of routine problemA A sales promotion in a store advertises a jacket regularly priced at $125.98 but now selling for 2 ! off t"e regular price. #"e store also waives t"e ta$. %ou "ave $1 in your pocket &or $1 left in your c"arge account'. (o you "ave enoug" money to buy t"e jacket)

NON:RO&TINE

>onCroutine problem solving serves a different purpose than routine problem solving. >onCroutine problem solving concerns that only indirectly. >onCroutine problem solving is mostly concerned with developing students& mathematical reasoning power and fostering the understanding that mathematics is a creative 8ndeavour. "rom the point of view of students, nonCroutine problem solving can be challenging and interesting.

3tatic 3tatic nonCroutine problems have a fixed 6nown goal and fixed 6nown elements which are used to resolve the problem. 3olving a igsaw pu77le is an example of a static A nonCroutine problem.

A Active Active nonCroutine problem solving may have a fixed goal with changing elementsG a changing goal or alternative goals with fixed elementsG or changing or elements alternative goals with changing

The following is an example of a problem that nonCroutine problemA *onsider w"at "appens w"en +5 is multiplied by ,1. #"e result is 1,+5. -otice t"at all four digits of t"e two multipliers reappear in t"e product of 1,+5 &but t"ey are rearranged'. .ne could call numbers suc" as +5 and ,1 as pairs of stubborn numbers because t"eir digits reappear in t"e product w"en t"e two numbers are multiplied toget"er. /ind as many pairs of 20digit stubborn numbers as you can. #"ere are 1 pairs in all &not including +5 2 ,1'.

;&ESTION $ 1&ESS AND +HE+2

$0 Four .olours

'rite the numbers from * to 4 on four sets of different coloured chips. @a6e a 4 by 4 board and colour it, using the pattern above, with the same colours as the chips. Put the chips on the board so that each row and column contains all four numbers. :ou have to put each chip on a s!uare of the same colour. The first four chips have to be placed as shown. 3tep *A 2nderstand the !uestion The !uestion want we put the chips on the board. 8ach chips must be put on the same colour of it. 8ach rows and column on the board must have contains all four numbers starting from * until 4. 3tep EA =evising a plan. 'e can use ma6e guess and chec6,so we can see which number will suitable to put on the board. If our first guess does not wor6, try put different numbers on the board.

3tep %A Barry the plan.

F!rst .(e., $ ) $ ) $ , * * $ ) , $ , * )

Bhec6 this guessA It can&t accept because in line two there are one number that are same.

Se.o"' .(e.) $ * , $ ) , * * , ) $ , $ * )

Bhec6 this guessA It can accept because all the row have different numbers and satisfy the !uestion. 3tep 4A 9oo6ing bac6. If we loo6 the pattern from the diagram we can see the numbers are in the up row is same li6e at the down row on the board. But on at the down row it is inversed from up row. ;&ESTION )

Hohn as6s his father for the homewor6 that teacher given. Hohn does not 6now how to solve this problem. Teacher as6 to place the number of *,E,%,4, and / in these pattern so that the sum across )hori7ontally0 and down )vertically0 are the same.

Place the number in the box and ma6e sure the sum across and down are the same. 3tep *A understanding the problem Place number *, E, %, 4, and / in the box but the sum across and down number should be same. 3tep EA ma6e a plan The strategy that we selected is by (uess and Bhec6. 3tep %A devising a plan

'e start with number * at the middle.

*5

# Put number E at the middle

**

*5

Put number % at the middle

*E

*5

Put number 4 at the middle

*E

*5

*E

Put number / at the middle

*E

*5

**

*5

If we put number * at the middle we got combination

If we put number % at the middle we got combination

If we put number / at the middle we got combination

>umber E and 4 cannot be at the middle because it is even number. Odd number such as *,% and / it flexible being at the middle. 3tep 4A loo6ing bac6 C Actually to chec6 possible solutions, you don&t have to add the number in the middle you ust need to chec6 the sum of the two IoutsideJ numbers. C E cannot be in the middle, neither can 4.

;&ESTION *

*0T(e <!=ar'>s (ats

A lady wi7ard has sixteen different hats. "our hats are yellow, four are red, four are blue, and four are green. "our hats have a plus sign on them, four have a minus sign, four have a multiplication sign, and four have a division sign )sheKs a math wi7ard0. >o two hats of the same colour have the same sign on them. 3he has a special pac6ing crate with sixteen compartments to store the hats. The compartments form four rows and four columns. 'hen she pac6s the crate she puts one hat in each compartment in such a way that every row and column has four different coloured hats and four different arithmetic signs. 3he has started to put the hats in the crate. The picture shows where she has put four of the hats. Ban you finish pac6ing the crate for her$ 3tep *A 2nderstand the !uestion The !uestion want we put the hats in the compartment. 8ach hats must be put in different colour and different arithmetic sign. 3o in the row and column have no same colour and same signs. 3tep EA =evising a plan.

'e can use ma6e guess and chec6,so we can see which hats will suitable to put in the compartment that all row and column have different colur and signs. If our first guess does not wor6, try put different hats in the compartment. 3tep %A Barry out the plan. F!rst .(e.? : @ A @ @ A B C ? : @ A A ? :

Bhec6 guessA It can&t accept because there have same colour and signs hats in a rows and in a columns Se.o"' .(e.? : @ A A @ : ? C ? A @ @ A ? :

Bhec6 this guessA This guess we can accept because all the column and row have different colour and signs of hats. It also satisfy the !uestion.

3tep 4A 9oo6ing bac6. Bhec6 the answer and ma6e sure in each rows and columns have no same colour and arimethic signs of hats.

;&ESTION $ C NON RO&TINE PROBLEM 0 3how how to draw four line segments through the nine dots shown below without lifting your pencil from the paper.

3tep *A understand the problem 'e need to connect all the nine dots without lifting your paper. 'e cannot ma6e a double line in a same place. 3tep EA devising a plan The strategy we selected by trial and error. >early everyone who attempts this problem becomes frustrated by assuming that the line segments must lie within the confines of the % by % array. But by removing this unnecessary restriction, it opens the door to the solution shown below.

3tep %A carry out the plan First trial Second trial

sucessed

Failed

3tep 4A loo6ing bac6 3ometime we have to change our point of view. This is very hard for most people. But we want the students to consider other possibilities. >ot ust for this problem, but for any problem in which they get stuc6

;&ESTION ) )0+atsD .o<sD a"' p!#s

A farmer has nine animal pens arranged in three rows of three. 8ach pen must contain a cat, a pig, or a cow. There is already a pig and a cat in two of the pens. The farmer wants you to fill the remaining pens so that no row or column contains two of the same animals. 3tep *A 2nderstand the !uestionA The !uestion want we arranged the three cats, tgree pig and three cows in a pen. 8ach rows and in the pen must have different animals 3tep EA =evising a plan. 'e can use ma6e guess and chec6,so we can see which animal will suitable to put in the pen that all row and column have different animals. If our first guess does not wor6, try put different animals in the pen.

3tep %A Barry the plan. F!rst .(e.+AT PI1 +AT +O/ +O/ +AT PI1 +O/ PI1

Bhec6 this guessA It can&t accept because there have two same animals in a row and in a column Se.o"' .(e.+O/ PI1 +AT +AT +O/ PI1 PI1 +AT +O/

Bhec6 this guessA This guess we can accept because all the column and row have different animals. It also satisfy the !uestion. 3tep 4A 9oo6ing bac6. If we can see the pattern in this !uestion all the animal will moves form one pen to the beside pen. 3o no animal will in same in row or column.

REFLECTION
Alhamdulillah, finally i managed to finish this basic math coursewor6 very well on time as i have been given ust two wee6s to finished it. =uring the process to finish the course wor6, i have learnt many new things that i can use when i are teaching. I have learnt on how to solve problem using four step of Polya&s model. By using Polya model&s step, it is easier to solve and chec6 the answer again. I also 6now how to solve problem using many strategy in Polya, model such as wor6ing bac6wards, find a pattern, using the table , using variables and so on. There are many 6ind of way to solve mathematics problem in Polya&s model especially for nonC routine !uestion. I find the suitable and different strategy to solve the problem for each !uestion. I also leart that >onCroutine problem is which the person have a problems but we don&t have a procedure or don&t have a s6ills to solve the problems. 'e must try to solving with multi s6ills. >ow, I also 6now that it have a lot of comparison between routine and nonCroutine problems such as routine problems most basic simple type of problemCsolving in mathematics however nonCroutine problems needs a set of systematic activities with logical planning and some else. At first, i thought it is difficult to do this tas6 but after i had been explained by my @athematic&s lecturer, I had found that it is easy. I can finish this tas6 at the time because all of us give a good cooperation each other. Besides that, i also find the addition information in reference boo6 in library and internet. Actually, i have learnt about Polya&s model before I am giving this tas6. 3o i can understand and i hope that i will get good feedbac6 from the lecturer.

PREPARED BY E NORLYANA BINTI SA2AR&DI C 899$)7:9*:33)) 0

BIBLIOGRAPHY

3at"ematics #e$tbook %ear ,. 'an :usof 'an >gah, 9ee (i6 9ean dan ;abiyah "a6ir @ohd. =ewan Bahasa dan Pusta6a. 3at"ematics #e$tbook %ear 5 . @ohammad Lhairuddin bin :ahya, @ai7ita binti Puteh dan 3anthi Periasamy. =ewan Bahasa dan Pusta6a. 3at"ematics %ear 1 #eac"er4s 5uidebook . 9ai Lim 9eong, ;a7ali bin @ohd Ali, @ohammad Lhairudin bin :ahya, @ai7ita binti Puteh dan 3anthi Periasamy. =ewan Bahasa dan Pusta6a. httpAFFwww.math.wichita.eduFhistoryFmenFpolya.html E, februari E55. httpAFFwww.math.utah.eduFMalfeldFmathFpolya.html E, februari E55. httpAFFfaculty.salisbury.eduFMdccathcartF@AT1E%5FPolya.html

RECOGNITION PAGE

I 'e recogni7e this wor6 is the result of our own except for !uotation and a summary of each of them we describe the source.J 3ignature A NNNNNNNNNNN. NNNNNNNNNNN. >ame A @uhammad 1afi7ie Bin <ul6efle >orlyana Binti 3a6arudi 3iti >ur Amalina Binti @ohamed >or =ate A 20th September E5*5

TITLE PAGE

P;OB98@ 3O9OI>( 3T;AT8(I83 ) BA3IB @AT18@ATIB3 0

MATHEMATI+S DEPARTMENT INSTIT&TE OF ED&+ATION TEA+HERS +AMP&S ED&+ATIONAL TE+HNI;&E

REFLECTION
=uring doing the assignment, the source that I are obtained to get the information about this topic are li6es from the library, boo6s, and also by searching from the internet that we are already 6now IBT is give us a fast and brief explanation about the some topics. Besides that, I also learned to be a more wiser girl in time management aspects in my daily life. I can manage my time to do many wor6 if I 6now in the step in an effective time management. "urthermore, during doing the assignment I also found the difficulties. 8ven though I had faced a some trouble during doing the assignment , but I could finish all the wor6 successfully. 3ome of the trouble that I got during doing the assignment were internet interruption during searching the information about the social ills among the youth nowadays. But the error of the internet was not too often during searching the information. Then , the problem that I had faced during the period of tas6 wor6ing was the difficulties to find the information by using the boo6s, ournal, encyclopedia and article were too6 a lot of time and there are too much of time we used during searching the information&s. But I ta6e all that things as an advantages in the step to produce the !uality product. I had tried to overcome all the trouble during do the wor6 efficiently and try to do all the all the best for the tas6 gave. Besides that, I can learn many things about the shape that are very important in our everyday life because in our daily things, mostly all the things that we are using involved the shapes and that&s why we have to study and 6now about the concept of problem solving that we can applied them in our daily routine. 9ast but not least, I really want to stressed again that all of us should try to learn and try to find a solution to solve this serious matter in our daily life especially in order to save our next generation, the youth. PREPARED BY E SITI N&R AMALINA BINTI MOHAMED NOR C 8994$7:9*:3**9 0

+OMPARISON BET/EEN RO&TINE AND NON RO&TINE PROBEM

RO&TINE 1ave many ways to solve it ;outine problem solving involves using at least one of the four arithmetic operations

NON:RO&TINE Try and error >onC routine problem solving

stresses the use of heuristics and often re!uires little

to no use of algorithms ;outine problem solve problems >on C routine problem solving concerns that only indirectly.

that are practical in nature and solving concerns to a large degree the 6ind of problem solving There are no types of routine problem

There are two types of nonCroutine problem solving situations, static and active