MODULES

IN
MATHEMATICAL INVESTIGATIONS
AND MODELING

IRMA MIRASOL C. FERRER

 PREFACE

The lessons in these modules highlight a dynamic nature of learning

mathematics. The discussions are communicative in form and allow you

as a mathematics major student, to gain an understanding of the course

Mathematical Investigation and Modeling.

The modules are supplementary materials for the course and

include the following topics:

1. Problem Solving

2. Mathematical Investigation

3. Mathematical Modeling

4. Assessing Mathematical Investigation

You are required to study the lessons in advance before they are

discussed in the class. Follow the instructions at the end of each lesson’s

formative test.
 INSTRUCTIONS ON HOW TO USE THE MODULES

To the users:
The modules are designed especially for you! But, before you could
start, tips on how to use the modules are provided so that you can enjoy the
learning opportunity it could offer you.

Each module is divided into specific lessons which serve a variety of

purposes. Keep in mind the following pointers:
1. Work through the module following the sequence as presented. Do not
skip any lesson.
2. Read the introduction and the objectives carefully so that you know
what to expect and do.
3. Answer the required pre-tests to enable you to assess your ideas about
the topic under study.
4. Check your answer against the key answer to know whether you can
proceed with the module or skip the module.
5. Each lesson provides appropriate concepts for you to learn. They are
presented in a well-organized manner and significant points are
emphasized with simplicity. You need perseverance to go over each
lesson. At the end of each lesson is a formative test which is divided
into the objective type and the essay. Follow the scoring guide for you
to proceed or go over the lesson again and discover for yourself what
went wrong. For the essay part, answer the questions as you have
understood and submit it to your teacher. You can also discuss your
answers with your teacher.
6. After successfully accomplishing the lessons in each module, do the
post-test. Check your answers against the answer key. You must score
75% or better before proceeding to the next module. If on the other
hand, you score less than what is required, go over the module again
and discover for yourself what went wrong.
Alright! So, be ready for we are about to start!!! Goodluck!
 TABLE OF CONTENTS
PAGES
PREFACE i

INSTRUCTION ON HOW TO USE THE MODULE ii

MODULE 1 - PROBLEM SOLVING 1

Pre-Test for Unit 1 2
Lesson 1: The Meaning of Problem and Problem Solving 8
Lesson 2: Routine and non-routine problem solving 13
Lesson 3: Stages of problem solving 21
Lesson 4: Problem solving strategies 28
Lesson 5: Importance of the use of Problem Solving 33
Lesson 6: Examples illustrating the different
Problem Solving Strategies 38
Summary 54
Post-test for Unit 1 55

MODULE 2 - MATHEMATICAL INVESTIGATION 62

Pre-Test for Unit 2 63
Lesson 1: Difference between Problem Solving
and Mathematical Investigation 70
Lesson 2: Stages in Mathematical Investigation 74
Lesson 3: Writing/Reporting Mathematical Investigation 80
Lesson 4: Illustrative Example of
Mathematical Investigation 84
Summary 95
Post-Test for Unit 2 96
 PAGES

MODULE 3 - MATHEMATICAL MODELING 105

Pre-Test for Unit 3 106
Lesson 1: History of Modeling 111
Lesson 2: Purpose of Mathematical Modeling 119
Lesson 3: The Mathematical Modeling Process 124
Lesson 4: Mathematical Models and Word Problems 128
Summary 138
Post-Test for Unit 3 139

MODULE 4 - ASSESSING MATHEMATICAL INVESTIGATION 145

Pre-Test for Unit 4 147
Lesson 1: Basic Considerations in Assessing
Mathematical Investigation 151
Lesson 2: Analytic Rubric for Mathematical investigation
with Transmutation Table 158
Summary 164
Post-Test for Unit 4 165
 PROBLEM SOLVING

MODULE 1
PROBLEM SOLVING

Introduction

As mathematics major and a future secondary mathematics

teacher, you know that one of your important roles as teacher is to teach
word problem solving to your students. Problem solving is one of the most
difficult aspects of mathematics. On the part of the student, it is difficult
because it requires the application of the different concepts, principles
and algorithms which they learned from the different mathematics
subjects. It is equally difficult on the part of the teacher, because of the
need to develop in the students the skill to enhance logical reasoning as
a way of thinking rather than just an end of finding the correct answer.

This module will discuss the following topics:

Lesson 1 - The meaning of problem and problem solving
Lesson 2 - Routine and non-routine problems
Lesson 3 - Importance of the use of problem solving
Lesson 4 - Stages of problem solving
Lesson 5 - Problem solving strategies

General Objectives:

At the end of this unit, you should be able to:

1. define problem and problem solving,
2. differentiate routine from non-routine problems,
3. enumerate the importance of problem solving,
4. enumerate the different stages of problem solving,
5. enumerate and describe the different problem solving strategies.

6. solve word problems by using a variety of problem solving

strategies.

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THE MEANING OF PROBLEM AND PROBLEM SOLVING Lesson 1

LESSON 1

THE MEANING OF PROBLEM AND PROBLEM SOLVING

Objectives: At the end of this lesson, you should be able

to:
1. Define problem and problem solving.
2. Identify if a given situation is a problem or not.
3. Give examples of problem and justify why such are problems.
Discussion:
Consider this situation.
Mary has paper bills amounting to ₱140.00. She bought ₱82.00
worth of happy meal. How much change will she receive?
If your answer is ₱48.00, you are wrong. If Mary has a 100-peso bill
and two twenty-peso bills, she will only pay the cashier using the 100-peso
bill. So, if your answer is ₱18.00, you are correct. Are there other
possibilities? Explain.
This kind of problem requires you to realize that not all problems are
as simple as the ordinary fundamental operations. Sometimes, a little
common sense and logic is needed.
Below are situations:
1. What is the formula for the area of a triangle?
2. What is the area of a triangle whose base and height are 5 cm and
12 cm, respectively?
3. A triangle has an area of 40 cm2. What is its altitude if its base is 16
cm?
4. Draw a triangle whose area is the same as  XYZ.
Y

X Z

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 MODULE 1 PROBLEM SOLVING

 Which of the four situations do you consider a problem? Why?

 If you consider it a problem, what will you do as math major?
If you consider #1, #2 or#3 as problems, you are wrong. As math
major, the answer will come to you instantly as quickly as ABC. But for #4,
it will take a while before you can give the answer.
So, when is a situation considered a problem? According to
Canonigo (2014), in mathematics, a problem is an unfamiliar situation
which must be solved. In mathematics, a problem is a problem because it
has no easy answer or answers.
Let us go back to the four situations.
 To a grade 1 pupil, all of the above situations are problems. Why?
 To a grade 3 pupil who knows only the formula for area, only #3
and #4 are problems. Why?
 Why is #4 a problem to a math major like you? Can you readily
explain your answer or procedure?
 What then is problem solving?

Recall from the first situation that the answer requires a skill on logical
reasoning where it involved different ways of solving and have different
correct answers.

 Did you notice this in situation #4?

Problem solving is a mathematical approach where a problem is
given to students at the start of the lesson and is used as a context for
developing concepts, principles, and algorithms. Oftentimes, the
problems used are taken from real-life situations and involve different
ways of solving and/or may have different correct answers. Students need
to decide through a process of logical deduction what algorithm, if any, a
situation requires, and sometimes need to be able to develop their own
rules in a situation where an algorithm cannot be directly applied.

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THE MEANING OF PROBLEM AND PROBLEM SOLVING Lesson 1

Formative Test.
A. Direction: Write P if the given situation is a problem and NP if it
is not a problem.

_____ 1. You cannot decide whether you are going to wear formal attire
or casual attire in attending your cousin’s church wedding.
_____ 2. Mario has a 20 m of fencing material for his vegetable garden,
what are the dimensions of the rectangular lot that he can
enclose?
_____ 3. Our house is 1kilometer away from my uncle’s apartment. What
means of transportation can I use in going there?
_____ 4. Its brownout and Anna, unable to find a flashlight, needs to get
a pair of socks from her drawer. If her socks are of three different
colors, how many socks will she get so that she has a pair of
same color?
_____ 5. Into how many ways can you combine the digits 1,3,5,7 to form a
four-digit number when no repetition is allowed?
_____ 6. What will I do so that I can ask forgiveness for my sins?
_____ 7. Which pail will I buy, the plastic one or the stainless?
_____ 8. Miss Reyes wants to be promoted from her job as a clerk. What
will she do?
_____ 9. A man has a purebred black female cat and a purebred white
male cat. What is the chance that their kitten will be a white
one?
_____ 10.Mrs.Dayrit has 20 chocolate bars. Into how many ways can she
divide the chocolates to his three children?

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 MODULE 1 PROBLEM SOLVING

B. Direction: Write C if the given word is a characteristic of problem solving

and NC if not.
_____ 1. It may have different correct answer.
_____ 2. It has double-meaning.
_____ 3. It is based on real-life situations.
_____ 4. It requires readings.
_____ 5. It is mysterious like fiction.

C. Direction: Answer the following.

1. On your own words, define problem and problem solving.
2. Submit at least five problems and justify if they are problems or not
for you as a third-year math major.

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THE MEANING OF PROBLEM AND PROBLEM SOLVING Lesson 1

Answer Key

A. 1. NP 6.NP B. 1. C
2. P 7. NP 2. NC
Be
3. NP 8. NP 3. C honest!!!
4. P 9. P 4. NC
5. P 10. P 5. NC

Performance Check!

If your score is within 11 to 15, you are

Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is within 6 to 10, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 6, then your score is

Unsatisfactory. Go over the lesson.

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 MODULE 1 PROBLEM SOLVING

LESSON 2
ROUTINE AND NON-ROUTINE PROBLEMS

Objectives: At the end of this lesson, you should be

able to:
1. Differentiate routine from non-routine problems.
2. Identify if a given problem is routine or non-routine.
3. Identify if a given non-routine problem is static or active.

Discussion:

As a mathematics major, most of the time, you are exposed to

routine problems inside the classroom. When dealing with your classmates
during your vacant periods, you usually ask your classmates puzzles and
other sort of non-routine problems. Remember the problem regarding that
missing one-peso?
For a clearer distinction between routine and non-routine problems,
consider these six problems.
Problem 1.A sales promotion in a store advertises a jacket regularly
priced at ₱1,250.00 but now selling for 20% off the regular price. You have
₱1,000.00 in your pocket. Do you have enough money to buy the jacket?
Problem 2. Mr. Santos is earning ₱25,700.00 a month. If for the year
1
2013, he received an additional 2 -month salary bonus, how much did
2
he receive for that year?
Problem 3. Nikki can paint a room in three days while Sabrina can
do the same in five days. How long will it take them to paint a room
together?

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ROUTINE AND NON-ROUTINE PROBLEMS Lesson 2

Problem 4. A snail is climbing a 20-foot well. Starting from the

bottom, the snail can climb up 3 feet by day and slide 1 foot at night.
How long would it take for the snail to reach the surface?
Problem 5. A boatman was tasked to ferry a dog, goat and a
bundle of grass across a river such that the dog and the goat should not
be left alone for they will fight, and the goat and grass alone because the
goat will eat the grass. He can only carry one or two of the loads at a
time. How will he ferry the three?
Problem 6. Place the numbers 1 to 9, one in each circle so that the
sum of the four numbers along any of the three sides of the triangle is 20.
There are 9 circles and 9 numbers to place in the circles. Each circle must
have a different number in it.

You may have noticed that simple mathematical algorithms are

required to solve some of the problems. However, understanding
algorithms alone will not help you with the other problems. Being good at
arithmetic might help you, but the real concern is a search for strategies
to apply to the problem. Trial and error may be a useful strategy to begin
with.
Based on the six problems above, answer the following:
1. Which of the problems can you solve using methods that you are
familiar with such as addition, subtraction, division, or multiplication?

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 MODULE 1 PROBLEM SOLVING

2. Which of the problems can you solve by replicating previously

learned methods in a step-by-step fashion?
3. Which of the problems can you solve by making use of sets of
known or prescribed procedures or algorithms?
 Alright, what are your answers to Question 1? 2? 3?

If your answer are Problem 1, Problem 2 and Problem 3 in all these

questions then you are correct.
These are problems that stress the use of sets of known or prescribed
procedures or algorithms to solve problems. These are simple one-step
situations requiring a simple procedure to be performed. They can be
solved using methods you are familiar with. They are often solved by
replicating previously learned methods in a step-by-step fashion. These
are called routine problems. The goal of routine problems is to help
students understand the meaning of an operation or mathematical idea.
Here are other questions.
4. Which of the problems have no predictable, well-rehearsed
approach or pathway explicitly suggested by the task or task
instructions?
5. Which of the problems require extra reasoning?
6. Which of the problems require little to no use of algorithms?
7. Which of the problems make you search for strategies to apply to
the problem?
 What are your answers to Question 4? 5? 6? 7?

If your answers are Problem 4, Problem 5 and Problem 6, you are

correct.
These are problems that have no predictable, well-rehearsed
approach or pathway explicitly suggested by the task or task instructions.
It forces students to apply what have been learned in a new way like:

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ROUTINE AND NON-ROUTINE PROBLEMS Lesson 2

1. interpreting the problem,

2. determining what information is relevant,
3. determining how to use the relevant information, and
4. determining if information not presented in the problem is
relevant and how to find it.
Problems 4, 5 and 6 are examples of non-routine problems.
All of these increase the cognitive demand on the student and
require extra reasoning. It helps increase the depth of students’
understanding. Its goal is to develop students’ ability to think strategically.
Summarily, problems are classified as routine or non-routine.
Routine problems are problems that stress the use of sets of known
or prescribed procedures or algorithms to solve problems. These are
simple one-step situations requiring a simple procedure to be performed.
They can be solved using methods you are familiar with. They are often
solved by replicating previously learned methods in a step-by-step
fashion. Non-routine problems are problems that have no predictable,
well-rehearsed approach or pathway explicitly suggested by the task or
task instructions.
Non-routine problem solving stresses the use of heuristics and often
requires little to no use of algorithms. Heuristics are procedures or
strategies that do not guarantee a solution to a problem but provide a
more highly probable method for discovering the solution to a problem.
Building a model and drawing a picture of the problem are two basic
problem-solving heuristics.
Now, let us go back to Problems 4 to 6. Remember these are non-
routine problems. With them, you apply what you have previously learned,
but this time in a new way.

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 MODULE 1 PROBLEM SOLVING

Question 1: Which of the problems have a fix known goal with fixed
known elements?
Question 2: Which of the problems have a fixed goal with changing
elements?
If your answer to Question 1 is Problem 6, then you are correct.
If your answer to Question 2 are Problems 4 and 5, you are again
correct.
Problem 6 is an example of a static non-routine while problems 4
and 5 are examples of active non-routine problems.
Static non-routine problems have a fixed known goal and fixed
known elements which are used to resolve the problem. Solving a jigsaw
puzzle is an example of a static non-routine problem. Given all pieces to a
puzzle and a picture of the goal, learners are challenged to arrange the
pieces to complete the picture. Various heuristics such as classifying the
pieces by color, connecting the pieces which form the border, or
connecting the pieces which form a salient feature to the puzzle, such as
a flagpole, are typical ways in which people attempt to resolve such
problems.
On the other hand, active non-routine problem solving may have a
fixed goal with changing elements; a changing goal or alternative goals
with fixed elements; or changing or alternative goals with changing
elements. The heuristics used in this form of problem solving are known as
strategies. In Mathematics classes, the active non-routine problem solving
situations are commonly used.
These are two types of non-routine problem solving situations.
Now, you are ready to take the formative test.

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ROUTINE AND NON-ROUTINE PROBLEMS Lesson 2

Formative Test.
A. Direction: Write R if the given problem is a routine problem
and NR if it is non-routine problem. For non-routine problems,
write s for static and a for active.

_____ 1. Mario has a 20 m of fencing material for his vegetable garden,

what are the dimensions of the rectangular lot that he can
enclose?
_____ 2. A circle has an area of 5  cm2. What is its diameter?
_____ 3. A child is playing with his Tupperware shape-O-toy.
_____ 4. A student is asked to solve a five-by-five magic square.
_____ 5. Its brownout and Anna, unable to find a flashlight, needs to get
a pair of socks from her drawer. If her socks are of three different
colors, how many socks will she get so that she has a pair of
same color.
_____ 6. A bus and a car left a gasoline station at the same time. The bus
is due east with a speed of 120 km/hr while the car is due north
with a speed of 90 km/hr. After how many hours will they be 25
km apart?
_____ 7. Raymund is given a set of tangrams and is challenged to form at
least 10 of the given figures in 30 minutes.
_____ 8. A farmer wants to construct a rectangular enclosure for his sheep,
using his barn as one side and building a fence for the remaining
three sides. He has enough materials to construct 60 feet of
fence and his barn is a convenient 60 feet long. How long should
he make each side in order to maximize the size of this
enclosure?
_____ 9. Find two positive integers whose sum is 18 and whose product is
maximum.

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 MODULE 1 PROBLEM SOLVING

_____ 10.Mrs. Dayrit has 20 chocolate bars. Into how many ways can she
divide the chocolates to his three children?
_____ 11. A man has a purebred black female cat and a purebred white
male cat. What is the chance that their kitten will be a white
one?
_____ 12.My mother gave me ₱35, my father gave me ₱45 and my sister
gave me ₱85. How much money do I have now?
_____ 13. How many triangles are formed from a hexagon if all diagonals
from a vertex are drawn?
_____ 14. A duck in front of two ducks, a duck behind two ducks, and a
duck between two ducks. How many ducks are there?
_____ 15. Consider what happens when 35 is multiplied by 41. The result is
1435. Notice that all four digits of the two multipliers reappear in
the product of 1435 but they are rearranged. 35 and 41 are
pairs of stubborn numbers because their digits reappear in the
product when the two numbers are multiplied together. Find
another pair of 2-digit stubborn numbers.

B. Direction. Answer the following.

1. On your own words, differentiate the following
a. routine problems from non-routine problems, and
b. static non-routine problems from active non-routine problems.
2. Submit at least five problems each on the following and justify why
they belong to such type of problem.
a. routine problem,
b. static non-routine problem, and
c. active non-routine problem.

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ROUTINE AND NON-ROUTINE PROBLEMS Lesson 2

Answer Key

1. R 6. R 11. R Be honest
2. R 7. NR-s 12. R in

3. NR -s 8. R 13. R checking
your
4. NR -a 9. R 14. NR-a
paper!!
5. NR -a 10. R 15. NR-a

Performance Check!

If your score is within 11 to 15, you are

Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is within 6 to 10, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 6, then your score is

Unsatisfactory. Go over the lesson.

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 MODULE 1 PROBLEM SOLVING

LESSON 3
IMPORTANCE OF PROBLEM SOLVING

Objectives: At the end of this lesson, you should be

able to
1. Enumerate the different importance of problem solving.
2. Explain why problem solving is important in mathematics.
3. Discuss how problem solving contribute to a student’s academic
development.

Discussion:

The most obvious reason for teaching problem solving is that it is

part of the Mathematical Processes Strand and therefore is part of the
mathematics curriculum.

 Why is problem solving an important part of mathematics?

 How does it contribute to you academic development?

The following are some reasons as to why problem solving is an

essential part of the mathematics curriculum.
1. It reveals students’ mathematical development based from their
current knowledge. Presently much acceptance is being given to a
theory of learning called constructivism. This proposes that you construct
your knowledge through your experience rather than absorbing what you
are told. The constructivist views the student as an active learner. Since
most of the problems used in problem solving have more than one
solution, each of them can be approached in a variety of ways, some of
which are sophisticated and some less sophisticated. Hopefully, every
student in the class can find one approach that they can use to solve the
problems. Over time, and from seeing what other students have done,
you should be able to develop and extend the range of strategies that

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IMPORTANCE OF PROBLEM SOLVING Lesson 3

the students have at their disposal. So, starting with the members of your
own class in mind, problems can be found that can give every student in
the class the chance of making some progress toward a solution, either
on their own or with the assistance of others in their group. Hence, all
students can develop from their current knowledge.
2. It is an interesting and enjoyable way to learn mathematics.
Problem solving seems to employ problems that are implicitly interesting to
students. This is partly because problem solving does not involve a
sequence of very similar questions that are designed to practice the same
skill. The novelty of the problem adds to students’ interest.
Many teachers personalize word problems to include characters
that students in the class know. This also makes the problem more
interesting and relevant. The questions can be very interesting in
themselves. This is partly because students enjoy getting the answer after
having struggled with the problem.
3. It is a way to learn new mathematics with greater understanding. In
the process of struggling with a problem, students can often obtain a fairly
deep understanding of the mathematics surrounding the problem. This
understanding is often enhanced, when, in a whole class setting, teachers
draw together the various threads from all of the students in the class.
4. It produces positive attitudes towards mathematics. Because the
students enjoy solving the problems, and get quite involved with them as
we have seen students work through their breaks in order to settle a
problem, it makes them gain positive attitudes towards the subject.
5. It makes the student a junior research mathematician. The way that
students tackle problems is virtually the same as the way a researcher
tackles research problems. There is very little difference between a
student using the scientific approach to solve problem and a
mathematician using it to do research. Hence through problem solving,

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students get a much better feel for what mathematics is actually about
than they get in the more traditional type of teaching. They begin to see
that the subject is a live one, get some feeling for the way it is created,
and see why certain things are done in certain ways. This increases their
insight into the subject as a whole and gives them a better feeling for
what the subject is and what it is trying to do.
6. It teaches thinking, flexibility and creativity. Problem solving
provides an opportunity for students to explore ideas and gives them the
chance to extend their creativity. Students are continually coming up with
new ways of solving problems. Sometimes these students are not the ones
who we generally think of as being good at mathematics in the class.
Apparently, relatively weak students may have ideas that may turn out to
be fruitful. Sometimes though, it can take a little work on the part of the
teacher before the consequences of some ideas are seen.
7. It teaches general problem solving skills. It is important to point out
that though mathematics teachers are concentrating on mathematical
problem solving, many of the strategies and technique that are used in
mathematics are used in any type of problem. The four stages of problem
solving are quite general steps that can be applied to any problem
whether mathematical or not.
8. It encourages cooperative skills. Very little encouragement has
been given to cooperation in the traditional didactic approach to
teaching mathematics. But working in groups has advantages. Somehow,
talking mathematics out loud appears to help learning and
understanding, and it also help many students produce original ideas. So
emphasizing group work in problem solving increase enjoyment, learning
and social skills such as communication.
9. It is a useful way to practice mathematical skills learned by other
means. Some teachers use problems to reinforce technical skills that have

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IMPORTANCE OF PROBLEM SOLVING Lesson 3

been taught in other ways. Certain problems are chosen because they
will use certain algorithmic skills. Hopefully after doing lots of examples the
students will start to see some patterns. We have also mentioned the
practicing of skills under the strategy ‘guess and check’, ‘working
backwards’ and ‘logical reasoning’. By choosing problems of this type
the students have an opportunity to work on basic skills in an interesting
situation.
10. It is similar in approach to the way that other subjects are taught in
school. Approaching mathematics through a problem solving perspective
puts the subject much more at par with other subjects. The general
philosophy of the teacher as a facilitator helping the student to learn and
understand is much more akin to the philosophy adopted in other areas
of the curriculum than it is in the more traditional approach to
mathematics.

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Formative Test
A. Direction: Encircle the letter of the BEST answer.

1. Problem solving in the field of research makes the student

a. assistant data encoder
b. junior research adviser
c. junior research mathematician
d. senior statisticians
2. One importance of problem solving is that it is a
a. means to find job abroad.
b. pass to become exempted in major examinations.
c. useful way to practice mathematical skills learned by other means.
d. way of becoming popular in the classroom.
3. Emphasizing group work in problem solving develops
a. computational skills c. modeling skills
b. cooperative skills d. problem solving skills
4. Which of the following is NOT an advantage of working in groups in
problem solving
a. development of social skills such as communication
b. help students produce original ideas
c. increase enjoyment in learning
d. increase dependency on others work
5. A theory of learning which proposes that learners construct their
knowledge through their experience.
a. constructivism c. idealism
b. cognitivism d. pragmatism
6. Which of the following is NOT true about the learning theory in # 5 when
teaching through problem solving?
a. Problem solving can be approached in a variety of ways.
b. Problems can be found that can give every student the chance of
making some progress toward a solution.
c. Students can develop from their current knowledge.

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IMPORTANCE OF PROBLEM SOLVING Lesson 3

d. Teachers develop and extend range of strategies that they can have
at their disposal.
7. Which of the following is/are the reasons why problem solving in
mathematics teaches general problem solving skills?
a. Many of the strategies and techniques that are used in mathematics
are used in any type of problem.
b. The four stages of problem solving are quite general steps that can be
applied to any problem whether mathematical or not.
c. Both a and b.
d. None of the above.
8. When the students enjoy solving the problems and get quite involved with
them as they can be seen work through their breaks in order to settle a
problem, we say that they are
a. developing high order thinking skills.
b. having good study habits.
c. gaining positive attitudes towards the subject.
d. getting high scores in their assignments.
9. Personalizing word problems makes the
a. learning of mathematics interesting and enjoyable.
b. solution of problems a personal endeavour.
c. students develop positive attitudes towards mathematics.
d. teachers easy to deal with and one of their kind.
10. What is enhanced when teachers draw together the various threads from
all the students in the process of struggling with a problem?
a. Development of high order thinking skills.
b. Deep understanding of the mathematics surrounding the problem.
c. Learning mathematics through question and answer.
d. Gaining positive attitudes towards mathematics.

B. Direction: Answer the following.

1. Why is problem solving an important part of mathematics?

2. How do problem solving contribute to your academic development?

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 MODULE 1 PROBLEM SOLVING

Answer Key!
1. c
1. c
2. b
3. d
Be honest in
4. a checking your
5. d paper!!
6. c
7. c
8. a
9. b
10. b

Performance Check!

If your score is within 8 to 10, you are

Outstanding.You can proceed to the next lesson.
Good Luck!

If your score is within 5 to 7, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 5, then your score is

Unsatisfactory. Go over the lesson.

27 | P a g e
STAGES OF PROBLEM SOLVING Lesson 4

LESSON 4
STAGES OF PROBLEM SOLVING

Objectives: At the end of this lesson, you should be

able to:
1. Enumerate the different stages of problem solving.
2. Identify and explain the different indicators of progress in each
stage.

Discussion:

 What are the requirements before pursuing a problem?

 Are there clues/keywords that could help simplify the procedure?

For you to be able to solve problems, it is important that you

understand the four stages of problem solving and the different indicators
for each stage. Let us try to understand the stages one by one.
1. Understanding the problem
Read the problem carefully and deliberately. The way in
which you should read mathematics is quite different from the way
you read history book, magazine, or a pocketbook. In Mathematics,
you must read slowly, absorbing each word. It is sometimes
necessary to read the problem many times before it begins to
“make sense” to you. In some types of reading such as a
pocketbook, it is desirable to skip or read rapidly because there are
usually few thoughts said or written in many words. However, in
reading Mathematics problem, each word or symbol is important
because there are many ideas condensed in a few statements.
You understood the problem when you can answer the
following questions:
 What is the unknown?
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 MODULE 1 PROBLEM SOLVING

 What are the data given and needed?

 What is the condition?
 Is it possible to satisfy the condition?
 Is the condition sufficient or insufficient to determine the
unknown?
The following are the indicators at this stage:
a. Can state the problem in your own words.
b. Can identify what are given and asked for.
2. Devising a Plan
Think with paper and pencil. Draw a figure and introduce
suitable notation. Separate various parts of the condition and
reflect on the following questions:
 Have you met a similar problem before?
 Do you know a related problem?
 Do you know a theorem that can be useful?
Look at the problem, the figures formed and try to think of a
familiar problem having the same or a similar unknown. If the
problem cannot be solved immediately, try to solve first some
related problems. It is at this stage wherein you have to make use of
some problem solving strategies.
The following are the indicators at this stage:
a. Plans how to gather data necessary to solve the problem.
b. Arranges data systematically and presents them concisely using
tables, diagrams, graphs, or charts.
c. Formulates own procedures for answering questions.

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STAGES OF PROBLEM SOLVING Lesson 4

3. Carrying out the plan

Make use of the strategies of problem solving which are
appropriate for the given problem. Check each step in the solution.
Can you see clearly and prove that each step is correct?
The following are the indicators at this stage:
a. Explores as many different solutions as possible.
b. Interprets result.
c. Applies different problem solving strategies.
4. Looking back
Check and examine the solution obtained.
 Is it possible?
 Is it practical?
 Is it accurate enough?
The following are the indicators at this stage:
a. Explains/justifies solutions of problems.
b. Evaluate merits of different solutions.
c. Formulates related problems.
d. Explores other solutions to verify correctness of answers based on
one solution.
e. Verifies and interprets result in relation to the original problem.
f. Acquires confidence in using mathematics meaningfully.
g. Uses with confidence, problem solving approaches to
investigate and understand mathematical content.

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Formative Test
A. Direction: In numbers 1 to 15 are indicators of progress in the
different stages of problem solving. Identify the stage where
the indicator is included by writing the letter of the stage. Use
the following guide for your answer.
A - Understanding the problem
B - Devising a Plan
C - Carrying out the plan
D - Looking back
_____ 1. Explores as many different solutions as possible.
_____ 2. Explains/Justifies solutions of problems.
_____ 3. Arranges data systematically and presents them concisely using
tables, diagrams, graphs, or charts.
_____ 4. Uses with confidence, problem solving approaches to investigate
and understand mathematical content.
_____ 5. States the problem in your own words.
_____ 6. Verifies and interprets result in relation to the original problem.
_____ 7. Interprets result.
_____ 8. Evaluate merits of different solutions.
_____ 9. Explores other solutions to verify correctness of answers based on
one solution.
_____ 10. Plans how to gather data necessary to solve the problem.
_____ 11. Identifies what are given and asked for.
_____ 12. Formulates own procedures for answering questions.
_____ 13. Formulates related problems.
_____ 14. Acquires confidence in using mathematics meaningfully.
_____ 15. Applies different problem solving strategies.
B. Direction: Answer the question below.
Enumerate and explain the different stages of problem solving by
expounding on the indicators of progress in each stage.

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STAGES OF PROBLEM SOLVING Lesson 4

Answer Key
1. C 6. D 11.A
2. D 7. C 12. B Be honest in
3. B 8. D 13. D checking
4. D 9. D 14. D
5. A 10. B 15. C

Performance Check!

If your score is within 11 to 15, you are

Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is within 6 to 10, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 6, then your score is

Unsatisfactory. Go over the lesson.

32 | P a g e
 MODULE 1 PROBLEM SOLVING

LESSON 5
PROBLEM SOLVING STRATEGIES

Objective: At the end of this lesson, you should be able

to
1. Enumerate and describe the different problem solving strategies.
2. Explain if there is a best way or strategy in solving a particular word
problem.

Discussion:

 What is the most critical stage in problem solving?

 What is the best way of solving a problem?
 Is there a perfect procedure/strategy to all types of problems?

Of the four stages of problem solving, the most critical is the second
– devising a plan. In this stage, there are problem solving strategies that
you can employ to arrive at a satisfactory and acceptable solution.
Among them are the following.
1. Draw a diagram – refers to the drawing of freehand sketches or
figures useful in the visualization of situation given or needed in obtaining
a solution to the problem. Often, it is a starting point or a springboard to a
more efficient strategy.
2. Guess and check – involves guessing, checking, guessing again,
checking again, repeating until a reasonable answer is arrived at. The first
maybe a random one, but successive guess would become better based
on results from previous guesses. It is in the successive “educated” guesses
where careful thinking becomes a necessary requirement.
3. Make an organized listing – involves listing information in a
systematic and organized way. The key to successful list is organization. It

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PROBLEM SOLVING STRATEGIES Lesson 5

is necessary to try several ways or organizing data before finding a way

that leads to a solution.
4. Make a table – recording data in a table is one way of organizing
data. This will be useful in relation to other strategies such as guess and
check, and searching for patterns.
5. Search for patterns – refers to the search for consistent pattern of
numbers that will allow for a generalization to be made and listed. This
strategy helps students develop their inductive reasoning ability.
6. Simplify the problem – consists of breaking up a given problem into
a simpler problem then rearranging them to solve the original problem.
This strategy could be used together with the other strategies such as
draw a diagram, make an organized list, make a table, and search for
pattern.
7. Work backwards – for some problems, it is easier to start at an initial
result and work backward to an initial condition, taking note of the steps
on the working backward process. Problem that involves a series of events
can often be difficult to solve using an equation.
This strategy is used if a problem describes a sequence of events
involving numbers, gives the result and asks for the original number.
8. Logical reasoning – refers to a specific logical approach in which
some information are given, an “if-then” reasoning is used to derive a
conclusion, building up enough information to arrive at a desired result.
This strategy is usually used to solve problems that require little
computation but use reasoning mostly in their solutions. Some proofs in
geometry and many mathematical puzzles use this strategy.
9. Act it out – some problems are best solved when they are acted
out; by acting out the situation, the students will have an opportunity to
become active participants rather than passive spectators. It also helps
them see and understand the meaning of the problem.

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 MODULE 1 PROBLEM SOLVING

10. Solve a simpler and similar problem – a problem may seem difficult
because of the large number involved can be solved more easily using
this strategy. A problem can be solved by doing simpler and similar
problem using small numbers. This strategy can be used together with
other strategies such as searching for pattern, make a table, draw
diagram, and simplify the problem.
11. Setting up equations – refers to the process of reducing the
information given in a problem to an equation or a set of equations which
are then solved.
Setting an equation is one of the powerful tools to solve a problem.
Often, it is preceded by some other strategies like drawing a diagram and
simplifying the problem.
12. Simulation and experiment – there are times when there are no
available data in a problem, so to solve the problem; data must be
gathered through carrying out an experiment and making decision based
on the analysis of the data obtained. However, when working on
experiments will be costly and too unrealistic, simulation is an appropriate
and powerful problem solving strategy.
 As a problem solver, is there a prescribed strategy in solving a
particular word problem? Why or why not?
There are other problem solving strategies, aside from what were
discussed which you can use depending on the problem that you
encounter. There is no prescribed strategy for a particular problem.
Strategies in problem solving are used depending on what you think of as
the problem solver as appropriate.

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PROBLEM SOLVING STRATEGIES Lesson 5

Formative Test
A. Direction: On column A are the descriptions of the different
problem solving strategies. On column B are different problem
solving strategies. Match the items in column A with that of
column B by writing the letter of your choice.
A B
_____ 1. It involves listing information in a systematic and a. Act it out
organized way.
b. Guess and
_____ 2. It is easier to start at an initial result and work
check
backward to an initial condition for some problems, taking
note of the steps on the working backward process. c. Solve a
_____ 3. It refers to the drawing of freehand sketches or simpler and
figures useful in the visualization of situation given or similar
needed in obtaining a solution to the problem. problem
_____ 4. It refers to a specific logical approach in which some
d. Use of
information are given, an “if-then” reasoning is used to
estimate
derive a conclusion, building up enough information to
arrive at a desired result. e. Search for
_____ 5. Recording data in a table is one way of organizing patterns
data.
f. Setting up
_____ 6. Some problems are best solved when they are
equations
acted out because the students will have an opportunity
to become active participants rather than passive g. Draw a
spectators. diagram
_____ 7. It consists of breaking up a given problem into a
h. Work
simpler problem then rearranging them to solve the
backwards
original problem.
_____ 8. A problem may seem difficult because of the large i. Make a
number involved can be solved more easily using this table
strategy.
j. Simulation &
_____ 9. It refers to the process of reducing the information
experiment
given in a problem to an equation or a set of equations
which are then solved. k. Make an
_____ 10. It Involves guessing, checking, guessing again, organized
checking again, repeating until a reasonable answer is listing
arrived at.
l. Logical
_____ 11. When there are no available data in a problem,
reasoning
data must be gathered through carrying out an
experiment and making decision based on the analysis of m. Simplify the
the data obtained. problem
_____ 12. It refers to the search for consistent pattern of
numbers that will allow for a generalization to be made
and listed.

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 MODULE 1 PROBLEM SOLVING

B. Direction: Answer the following questions.

1. What is the most critical stage in problem solving? Explain why.
2. What is the best way of solving a problem? Explain your answer.
3. Is there a perfect procedure/strategy to all types of problems?
Justify your answer.
4. As a problem solver, is there a prescribed strategy in solving a
particular word problem? Why or why not?

Answer Key
1. k 5. i 9. f
2. h 6. a 10. b
Be honest in
3. g 7. m 11. j checking
4. l 8. c 12. e your paper!!

Performance Check!

If your score is within 9 to 12, you are

Outstanding.You can proceed to the next lesson.
Good Luck!

If your score is within 5 to 8, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 5, then your score is

Unsatisfactory. Go over the lesson.

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EXAMPLES ILLUSTRATING THE DIFFERENT PROBLEM SOLVING STRATEGIES Lesson 6

LESSON 6
EXAMPLES ILLUSTRATING THE DIFFERENT
PROBLEM SOLVING STRATEGIES
Objectives: At the end of this lesson, you should be able
to
1. Solve problems using the different problem solving strategies.
2. Search and discuss other problem solving strategies.

Discussion:

The following are examples illustrating the different problem solving

strategies. In the examples, the best possible strategy was used to solve
the given problem; but of course there is no one absolute strategy for all.
You may also try to employ other strategies and try to compare if you will
get the same result.

Strategy 1: Draw a Diagram

Problem 1
A rectangle measuring 9 units by 11 units is tiled with a unit-square
tile. How many tiles are crossed by the diagonal of the rectangle?

1 2 1 1 1 1 1 1 1 1 1
3 4
5 6
7 8
9 10 11

12 13

14 15

16 17

1 1 18 19

Solution:
From the figure drawn we draw a diagonal and count the number
of tiles crossed. Through actual counting we have 19 tiles.

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Analysis of Answer:
The number of tiles crossed is the sum of the horizontal and vertical
tiles minus the greatest common factor of these two numbers. In the given
problem, the diagonal crosses nine plus eleven minus one (the greatest
common factor of 9 and 11) tiles crossing the rectangle.

Problem 2
A man fills his jeep’s gasoline tank whenever he gets down to one-
quarter full. During a trip he starts with a full tank, fills it twice along the
way and has a half tank left on returning home. If the jeep’s gasoline tank
holds 80 liters, how many liters of gasoline did he use for the trip?

Solution:

40
60 60 Liters
80 liters liters
Liters
40
20 20 Liters
liters liters
Start 1st Fill 2nd Fill Home

60 liters + 60 liters + 40 liters = 160 liters

The man used 160 liters of gasoline for the trip.

Strategy 2: Guess and Check

Problem 1
A rectangular field is 8 meters longer than its width. If the area is 273
m , find the dimensions of the rectangular field.
2

Solution:
A = l(w)

First Guess:
W l=w+8 Area
11m 19m 209 m2
First guess gives an area less than the given.

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EXAMPLES ILLUSTRATING THE DIFFERENT PROBLEM SOLVING STRATEGIES Lesson 6

Second Guess:
W l=w+8 Area
14m 22m 308 m2
The computed area is greater than the given, so make another
guess. The next should be between the first guess and the second guess.
Third Guess:
W l=w+8 Area
13m 21m 273 m2
The third guess gives the given area, so the dimensions of the
rectangular field are w = 13m and l = 21m.

Problem 2
A retired septuagenarian Mathematics teacher found out that the
difference between the cubes of the digits of his own age equalled the
square if his teenage grandson’s age.

Solution:
Possible age is from 70 to 79 since the retiree is a septuagenarian.
From the possible age find the difference between the cubes of the digits
and find out which difference gives a perfect square number.

First Guess: 79
93 – 73 = 729 -343
= 386
386 is not a perfect square, so 79 is discarded.

Second Guess: 78
83 – 73 = 512 - 343
= 169
169 is a perfect square, the square root is 13. So we can make a
conjecture that the old man is 78 years old and the grandson is 13 years
old.
We can prove our conjecture by finding if other differences of
cubes give a perfect square. For example:
73 – 63 = 127
73 – 53 = 218
73 – 43 = 279
73 – 33 = 316
These numbers are not perfect squares so, they are also discarded.
We can now conclude that:
78 = age of the old man
13 = age of the grand son

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 MODULE 1 PROBLEM SOLVING

Strategy 3: Make an Organized Listing

Problem 1
The product of three numbers is 231. The sum of the three numbers is
a multiple of 7. The three numbers are different from each other. Find the
numbers.

Solution: List the factors of 231 and find the sum.

Factors Sums
1 x 11 x 21 33 not multiples
1 x 7 x 33 41 of 7, so they
1 x 3 x 77 81 are discarded
3 x 7 x 11 21

Problem 2
How much is the possible amount that you can draw from your
pocket, If you will draw three coins. You have one of its kind for the
following coins: P2.00, P1.00, 50¢, 25¢ and 10¢.

Solution:
Coins Sums
2.00, 1.00, .50 3.50
2.00, 1.00, .25 3.25
2.00, 1.00, .10 3.10
2.00, .50, .25 2.75
2.00, .50, .10 2.60
2.00, .25, .10 2.35
1.00, .50, .25 1.75
1.00, .50, .10 1.60
1.00, .25, .10 1.35
.50, .25, .10 0.85

Answer: There 10 possible sums.

Strategy 4: Make a table

Problem 1: A baker needs three teaspoons of yeast for every 8 cups of

flour to make pan de sal.
How many teaspoons of yeast is needed for 48 cups of flour?

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EXAMPLES ILLUSTRATING THE DIFFERENT PROBLEM SOLVING STRATEGIES Lesson 6

Solution:
Yeast
3 6 9 12 15 18
(teaspoons)
Flour (cups) 8 16 24 32 40 48
From the table:
The baker needs 18 teaspoons of yeast for 48 cups of flour.

Problem 2
The sum of the squares of 3 consecutive odd numbers is 515. Find the
numbers.

Solution:

3 consecutive odd numbers Squares Sum

5, 7, 9 25, 49, 81 155
7, 9, 11 49, 81, 121 251
9, 11, 13 81, 121, 169 371
11, 13, 15 121, 169, 225 515
From the table we found out that 11, 13, 15 are the three consecutive
odd numbers whose squares have a sum equal to 515.

Strategy 5: Search for Patterns

Problem 1

From the given table find the value of n if m = 50.

M 1 2 3 4 5 50
N 1 3 5 7

Solution:

1 = 2(1) – 1 From the table we can find the relation between m and n
3 = 2(2) – 1 n=2m–1
5 = 2(3) – 1 n = 2(50) – 1
7 = 2(4) – 1 n = 100 – 1
n = 99

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 MODULE 1 PROBLEM SOLVING

Problem 2

Find the sum of the first 20 odd numbers.

Solution:

No. of odd numbers Sum

1 1
2 1+3= 4
3 1+3+5=9
4 1 + 3 + 5 + 7 = 16
5 1 + 3 + 5 + 7 + 9 = 25
6 1 + 3 + 5 + 7 + 9 + 11 = 36
n n2
20 400

Strategy 6: Work Backwards

Problem 1.

A nylon rope is cut into half and one half is used. Then one third of
the other half is used. If the remaining piece of the nylon is 20 cm long,
how long was the original nylon rope?

Solution:

The key features to note in this problem are the series of conditions
given in which the final result is given. We are asked to determine the
original length of the rope. These are necessary conditions for working
backwards. Solving the problem:

Before the second cut, there were 30 cm of nylon rope (since 20 cm

is two thirds of 30 cm). This 30 cm length is half the original rope, so the
original was 60 cm long.

Problem 2

A fruit vendor sold a carton of mangoes in the following way. The

first costumer bought half of the mangoes in the carton plus another two
mangoes.

The second costumer bought half of those left, plus another two
mangoes.

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EXAMPLES ILLUSTRATING THE DIFFERENT PROBLEM SOLVING STRATEGIES Lesson 6

The third costumer bought half of those left, plus another two
mangoes.

The fourth costumer bought the remaining mango.

How many mangoes are in the carton originally?

Solution:

Work from the fourth costumer. Only 1 mango was there when the
fourth costumer arrived.

(1 + 2) mangoes are half of what was there when the third costumer
arrived (6 mangoes were there when the third costumer arrived)

(6 + 2) mangoes are half of what was there when the second

costumer arrived (16 mangoes were there when the second costumer
arrived).

(16 x 2) mangoes are half of what was there when the first costumer
arrived (26 mangoes were there when the first costumer arrived)

So there were 36 mangoes originally in the carton.

Strategy 7: Simplify the problem

Problem 1

A square with a side of 10 inches has its side reduced by 2 inches. What is
the ratio of the area of the smaller square to the original square?

Solution:
Solve for the area of the square:
Area of square with a side of 10 inches
A = S2
= (10 inches)2
= 100 square inches
Area of square whose side is (10-2) inches
A = C2
= (10 inches – 2 inches)2
= 64 square inches
Ratio of the areas:
64: 100 or 16: 25

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 MODULE 1 PROBLEM SOLVING

Problem 2
If the side of equilateral triangle is increased by 3 cm, by how many
centimetres would the perimeter be increased?

Solution:
P = 3e
If 1 = e; P = 3
If e is increased by 3; P = 3(1+3) = 12
If e = 2, P = 6
If e is increased by 3; P = 3(5) = 15
From the assigned values, we will note that the perimeter increased by 9 if
the side increased by 3.

Strategy 8: Logical Reasoning

Problem 1
If Pedro has eight coins and one is heavier than the others, how could
he find the heavier coins in just two weighings?

Solution:
Put three coins on each side of the scale. If it balances, then his
heavy coin is one of the remaining two. Put one of those two on each
side of the scale. The side with the heavier coin will fall.

If it doesn’t balance then the heavier coin is on the side that falls.
Use those three coins, choose any two coins and put one coin on each
side of the scale. If the scale balances, then the third coin is the heavier
one. If the scale doesn’t balance then the heavier coin is on the side that
falls.

Problem 2
Jose and Pedro have to catch the first trip bus to Manila at 4:00 AM.
Jose’s watch is 10 minutes fast, but he thinks that it is 5 minutes slow.
Pedro’s watch is 10 minutes slow but he thinks it is 10 minutes fast. Each
thinking that their watch does, leaves to catch the bus so that he will just
make it. Who misses the bus and by how many minutes?

Solution:
Because Jose thinks that his watch is five minutes slow, Jose aims to be
at the station at 3:55 by his watch. Since his watch is 10 minutes fast he will
really be there at 3:45, so he is 15 minutes earlier than the schedule.

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EXAMPLES ILLUSTRATING THE DIFFERENT PROBLEM SOLVING STRATEGIES Lesson 6

Because Pedro thinks that his watch is 10 minutes fast, Pedro aims to
be at the station at 4:10 by his watch. But since his watch is 10 minutes
slow, he will be really there at 4:20, so he misses the bus by 20 minutes.
Therefore, Pedro misses the bus by 20 minutes.

Strategy 9: Act it Out

Problem 1
A building has three doors. How many ways can a student enter
the building and leave by a different door?

Solution:
If a school building satisfies the given condition in the problem, the
student problem solver can act it out and come up with the following.

Entry Exit
B Enter at A and leave by B
A
C Enter at A and leave by C

A Enter at B and leave by A

B
C Enter at B and leave by C

A Enter at C and leave by A

C
B Enter at C and leave by B

There are 6 ways of entering the building and leaving using a different
door.

Problem 2
In how many ways can three students be seated in a row of three
chairs?

Solution:
The three students can act it out using 3 arm chairs.
First Arrangement A B C
Second Arrangement A C B
Third Arrangement B A C
Fourth Arrangement B C A
Fifth Arrangement C A B
Sixth Arrangement C B A
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 MODULE 1 PROBLEM SOLVING

So by acting it out, it will be found out that there are 6 ways that
three students can be seated in a row of three arm chairs.

Strategy 10: Solve a Simpler and Similar Problem

Problem 1
How many chess games will be played in a tournament of eight
players, if each one plays one and only one with each other?

Solution:
Start with a problem with lesser players. A diagram may help. Here A,
B, C, D . . . will represent the players and the connecting lines will indicate
the game.

A B A B C A B C D
two players three players four players
1 game 3 games 6 games

Make a table
Number of Players 2 3 4 5 6 7 8
Number of Games 1 3 6
First Difference 2 3
From the table we can find a pattern and the rule which we can use to
solve the problem:
Number of Players 2 3 4 5 6 7 8
Number of Games 1 3 6 10 15 21 28
First Difference 2 3 4 5 6 7

1+2=3
1+2+3=6
1 + 2 + 3 + 4 = 10
1 + 2 + 3 + 4 + 5 = 15
1 + 2 + 3 + 4 + 5 + 6 = 21
1 + 2 + 3 + 4 + 5 + 6 + 7 = 28

Therefore, for eight players, there will be a total of 28 games.

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EXAMPLES ILLUSTRATING THE DIFFERENT PROBLEM SOLVING STRATEGIES Lesson 6

Strategy 11: Setting an Equation

Problem 1
If 8 is subtracted from a certain number and the result is multiplied
by 4 the answer is 128. What is the number?

Solution:
Let N = the number
Make an equation from the given problem
(N – 8) x 4 = 128
4N – 8(4) = 128
4N = 128 + 32
4N = 160
N = 40

To check:
(40 – 8) x 4 = 128
32 x 4 = 128
128 = 128
Therefore, the number is 28.

Problem 2
Jose is twice as old as his younger brother Berto. Together their ages
add up to 27. How old is Berto?

Solution:
Let A = age of Berto
2A = age of Jose
2A + A = 27
3A = 27
A = 9
Therefore, Berto is 9 years old.

Strategy 12: Simulation and Experiment

Problem 1
What is the most frequent birth month of the second year students
in the school?

Solution:
To solve the problem, we should gather actual data from the
second year students and make a table which will show the most
frequent birth month.

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 MODULE 1 PROBLEM SOLVING

Example:
Month Tally Frequency
January III 3
February IIII 4
March II 2
April IIIII – II 7
… … …

Problem 2
In a kiddie chess competition, there are 20 entries. If the tournament
is a 7 round Swiss system, who will be the opponent of player number 1 in
the first round.

Solution:
In a Swiss System chess tournament, there is a prepared pairings of
participants. If the players are not seeded, they will draw their number
and follow the pairings below with their color of their piece.

White : Black White : Black

1 : 20 6 : 15
2 : 19 7 : 14
3 : 18 8 : 13
4 : 17 9 : 12
5 : 16 10 : 11
Succeeding pairings depends on the score of each player and also
the color of the piece handled.

49 | P a g e
EXAMPLES ILLUSTRATING THE DIFFERENT PROBLEM SOLVING STRATEGIES Lesson 6

Formative Test.
Directions: Do the following exercises using any of the strategies
in problem solving.

1. Place exactly one of the digits 4, 5, 6, 7, 8, 9, 10, 11, and 12 in each

square in the figure so that the sum or each row, column and
diagonals is 24.

2. A linear equation can be written in the form y = mx + b. find the

equation of the straight line passing through the points (2,3) and
(4,15).

3. A boy took a 20 item test in Mathematics. He is credited 2 point for

each correct answer and 1 point is subtracted for every wrong
answer. If he got 22 points in the test, how many questions did he
answer correctly?

4. A trapezoid has its parallel sides 12 cm and 15 cm in length and the

perpendicular distance between them is 10 cm. Find its area.

5. A housewife goes to the market once every two days and her
neighbor goes to the same market every five days. One Sunday the
two housewives met at the market. When will they meet again at
the market?

6. Alphametics are puzzles in which letters are substituted for the digits
in an arithmetic calculation. A given letter can only represent one
number. Try to work this out.
R A M A
M E T
A
+ T A M E
T I G E R

7. A postman drove to work at 20 kph and arrived one minute late. He

left at the same time next day at 24 kph and arrived one minute
early. How far does he travel to work?

50 | P a g e
 MODULE 1 PROBLEM SOLVING

8. In a survey concerning two leading radio stations, three hundred

eighty respondents said they listen to radio stations A. four hundred
sixty listen to radio station B while 180 of those surveyed said they
enjoyed listening alternately to both radio stations. What is the least
number of respondents interviewed?

9. A nylon rope ladder hangs over the side of a ship so that the ladder
just reaches the water. The rungs are 40 cm apart. How many rungs
will be under water when the tides had risen 1.2 meters?

10. A second year class has 51 students. The number of boys in the class
is three more than 3/5 of the number of girls. Find the number of girls
in the class.

B. Direction. Solve each of the following problems using at least 3

strategies in problem solving. Do the solutions step by step.
1. In a survey concerning two leading radio stations, three hundred
eighty respondents said they listen to radio stations A. four hundred
sixty listen to radio station B while 180 of those surveyed said they
enjoyed listening alternately to both radio stations. What is the least
number of respondents interviewed?
2. A nylon rope ladder hangs over the side of a ship so that the ladder
just reaches the water. The rungs are 40 cm apart. How many rungs
will be under water when the tides had risen 1.2 meters?
3. A second year class has 51 students. The number of boys in the class
is three more than 3/5 of the number of girls. Find the number of girls
in the class.

51 | P a g e
EXAMPLES ILLUSTRATING THE DIFFERENT PROBLEM SOLVING STRATEGIES Lesson 6

Answer Key

One solution is shown for each of the problems. If you got the same
answer using a different strategy you are correct.

1. One solutions is shown

Have you found other solutions?
5 10 9
12 8 4
7 6 11
m = y2 – y1 y = mx + b
x2 – x1 3 = 6(2) + b
m = 15 – 3 3 = 12 + b
4–2 b = -9
m = 12 / 2
m=6
y = 6x – 9 (equation of the straight line)

2. 2x – y = 22
x + y = 20 (+)
3x = 42
x = 14
The boy answered 14 questions correctly.

3. Area of trapezoid = (b1 + b2) h = (12 + 15) 10

2 2
= 270
2
= 135 sq. cm.

4. S M T W Th F S S M T W Th
A: I IIIII
B: I II

5.
R A M A 7 9 4 9
M E T 4 8 1
A 9
+ T A M E +1 9 4 8
T I G E R 10 3 8 7

A = 9, E = 8, I = 0, M = 4, R = 7, T = 1

52 | P a g e
 MODULE 1 PROBLEM SOLVING

6. Let M = number of minutes the postman have to drive to work to

arrive on time.
20 km/hr = 1/3 km/min d = rt
24 km/hr = 2/5 km/min = 1/3 (11 + 1)
2/5 (x - 1) = 1/3 (x + 1) = 1/3 (12)
6x – 6 = 5x + 5 = 4 km
6x – 5x = 5 + 6 The postman lives 4 km
x = 11 minutes from place of work

7. Prog A Prog B
200 180 280

The least number of respondents is 660.

8. The ship rises with the tide. No part of the nylon rope ladder is under
water.

3
9. Let B = number of boys G  3  G  51
5
G = number of girls
B + G = 51 3G + 15 + 5G = 51
B = 3G + 3 5
5 8G = 255 – 15
G = 30

There are 30 girls in the class.

53 | P a g e
EXAMPLES ILLUSTRATING THE DIFFERENT PROBLEM SOLVING STRATEGIES Lesson 6

Performance Check!

If your score is within 8 to 10, you are

Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is within 5 to 7, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 5, then your score is

Unsatisfactory. Go over the lesson.

54 | P a g e
 MODULE 1

POST-TEST

Direction: Select the letter that corresponds to the correct or best answer.
Write your answer before the blank provided before each item
number.

_____ 1. Itis an unfamiliar situation which has to be solved.

a. mathematics c. problem
b. maze d. puzzle
_____ 2. A mathematical approach where a problem is given to students
at the start of the lesson and is used as a context for developing
concepts, principles, and algorithms.
a. concept mapping c. hypothesis testing
b. problem solving d. verifying results
_____ 3. Problems with no predictable, well-rehearsed approach or
pathway explicitly suggested by the task or task instructions.
a. national issues and concerns c. routine problems
b. non-routine problems d. world problems
_____ 4. Problems that stress the use of sets of known or prescribed
procedures or algorithms to solve problems.
a. non-routine problems c. world problems
b. national issues and concerns d. routine problems
_____ 5. Procedures or strategies that do not guarantee a solution to a
problem but provide a more highly probable method for
discovering the solution to a problem.
a. heuristics c. research
b. mathematics d. statistics
_____ 6. The following describes an active non-routine problem solving
except
a. have a fixed goal with fixed elements
b. have a fixed goal with changing elements
c. have a changing goal with fixed elements
d. have a changing goals with changing elements
_____ 7. These problems have a fixed known goal and fixed known
elements which are used to resolve the problem.
a. active non-routine problem solving
b. active routine problem solving
c. static non-routine problem solving
d. static routine problem solving

55 | P a g e
 MODULE 1

_____ 8. In understanding the problem, you are expected to perform the

following except
a. identify the unknown
b. identify what are given
c. state the problem in your own words
d. use problem solving strategies
_____ 9. The following are the indicators in ‘devising a plan’ except
a. Formulate own procedures for answering questions.
b. Explore as many different solutions as possible.
c. Arrange data systematically using tables, diagrams, graphs
or charts.
d. Plan how to gather data necessary to solve the problem.
_____ 10. Under the strategy ‘carrying out the plan’, you are expected to
a. Acquire confidence in using mathematics meaningfully.
b. Explore other solutions to verify correctness of answers based
on one solution.
c. Evaluate merits of different solutions.
d. Apply different problem solving strategies.
_____ 11. What do you do under the strategy ‘looking back’?
a. Explore other solutions to verify correctness of answers based
on one solution.
b. Apply different problem solving strategies.
c. Interpret result.
d. Explore as many different solutions as possible.
_____ 12. There is no prescribed strategy for a particular problem.
Strategies in problem solving are used depending on what the
problem solver think of as appropriate. This statement is
a. inaccurate c. false
b. inconclusive d. true
_____ 13. This strategy helps develop inductive reasoning ability of students
by exploring consistent pattern of numbers allowing for a
generalization to be made.
a. logical reasoning c. search for patterns
b. guess and check d. simulation and experiment

_____ 14. This strategy is used if a problem describes a sequence of events

involving numbers, gives the result and asks for the original
number.
a. draw a diagram c. simulation and experiment
b. simplify the problem d. work backwards

56 | P a g e
 MODULE 1

_____ 15. This strategy can be used when a problem seems difficult
because large numbers are involved. The use of smaller numbers
in similar but simpler situations are considered.
a. simplify the problem c. solve a simpler & similar problem
b. simulation and experiment d. work backwards
_____16. This involves guessing, checking, guessing again, checking
again, repeating until a reasonable answer is arrived at. It is in
the successive “educated” guesses where careful thinking
becomes a necessary requirement.
a. draw a diagram c. make a table
b. guess and check d. logical reasoning
_____17. This strategy of recording data in a table is one way of organizing
data. This will be useful in relation to other strategies such as guess
and check, and searching for patterns.
a. draw a diagram c. make an organized listing
b. setting up equations d. make a table
_____18. This strategy consists of breaking up a given problem into a
simpler problem then rearranging them to solve the original
problem.
a. setting up equations c. simulation and experiment
b. simplify the problem d. solve a simpler & similar problem
_____ 19. It uses freehand sketches or figures useful in the visualization of
situation given or needed in obtaining a solution to the problem.
a. draw a diagram c. make an organized listing
b. make a table d. setting up equations
_____ 20. This strategy involves listing information in a systematic and
organized way.
a. make a table c. setting up equations
b. make an organized listing d. simplify the problem
_____ 21. In this problem solving strategy, the students will have an
opportunity to become active participants rather than passive
spectators. It also helps them see and understand the meaning
of the problem.
a. act it out c. logical reasoning
b. experiment and simulation d. work backwards
_____ 22. To solve the problem in this strategy, a scientific procedure is
carried out to gather data and making decision based on the
analysis of the data obtained.
a. act it out c. simplify the problem
b. experiment d. simulation

57 | P a g e
 MODULE 1

_____ 23. An “if-then” reasoning is used to derive a conclusion in this

problem solving strategy, building up enough information to
arrive at a desired result.
a. experiment and simulation c. simplify the problem
b. logical reasoning d. work backwards
_____ 24. It is the process of reducing the information given in a problem to
an equation or a set of equations which are then solved.
a. make a table c. setting up equations
b. logical reasoning d. simplify the problem
_____ 25. When working on experiments will be costly and too unrealistic,
this strategy is an appropriate and powerful problem solving
strategy.
a. act it out c. simplify the problem
b. experiment d. simulation
_____ 26. This strategy is usually used to solve problems that require little
computation but use reasoning mostly in their solutions. Some
proofs in geometry and many mathematical puzzles use this
strategy.
a. act it out c. simplify the problem
b. logical reasoning d. working backwards
_____ 27. This theory of learning proposes that learners construct their
knowledge through experience rather than absorbing what they
are told. It views the student as an active learner.
a. behaviorism c. cognitive theory
b. constructivism d. conditioning
_____ 28. This is manifested when students enjoy solving the problems and
get quite involved as they work through their breaks in order to
settle a problem.
a. general problem solving skills
b. junior research mathematician
c. mathematical development on current knowledge
d. positive attitudes towards mathematics
_____ 29. The following are advantages of group work in problem solving
except one. Which one is it?
a. It makes the problem more interesting and relevant.
b. It helps many students produce original ideas.
c. It helps learning and understanding.
d. It increases enjoyment, learning and social skills.

58 | P a g e
 MODULE 1

_____ 30. Through problem solving, students begin to see that mathematics
as a subject is a live one, get some feeling for the way it is
created, and see why certain things are done in certain ways.
This increases their insight into the subject as a whole and gives
them a better feeling for what the subject is and what it is trying
to do. This makes the students
a. general problem solvers
b. develop mathematics on current knowledge
c. junior research mathematicians
d. thinkers and creative

59 | P a g e
 MODULE 1

Answer Key
1. c 16. b
2. b 17. d
3. b 18. b
4. d 19. a
5. a 20. b
6. a 21. a
Be honest
7. c 22. b
in checking
8. d 23. b
your
9. b 24. c paper!!
10. d 25. d
11. a 26. b
12. d 27. b
13. c 28. d
14. d 29. a
15. c 30. c

Performance Check!

If your score is within 24 to 30, you are

Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is within 15 to 23, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 15, then your score is

Unsatisfactory. Go over Unit 1 of this module.
60 | P a g e
 MODULE 1

References:

Canonigo, Allan M. 2014. Teaching Mathematics through Problem Solving.

Guru Magazine. SLU, Baguio City.
Estolas, Alfonso S. 2000. Problem Solving and Mathematical Investigation.
Summa Elim Publishing, Inc., Baguio City, Philippines.
Gallos, Florenda,et.al. 1997. Sourcebook on Practical Work for Teachers.
UP-ISMED. Diliman, Quezon City.
Gordon, Asiedu-Agyem , 2014. Discuss why problem solving has been
identifed as a desirable feature in mathematics education.
University of Cape Caost

Mathematics Series. Problem Solving and Mathematical Investigation II.

Supplementary Material for 2nd Year High School. Educational
Concepts Unlimited, Inc. EDCON 1994

Mathematics Series. Problem Solving and Mathematical Investigation IV.

Supplementary Material for 4th Year High School. Educational
Concepts Unlimited, Inc. EDCON 1994

http://newzealand.govt.nz/
http://ok.gov/odmhsas/documents/Characteristics%20of%20Problem%20S
tatement.pdf
http://ion.uwinnipeg.ca/~jameis/EY%20course/Readings/R%20general/rnr
PS.pdf.
https://www.mathpentath.org/pdf/meba/routine.pdf

61 | P a g e
 MODULE 1

PRE-TEST

Direction: Select the letter that corresponds to the correct or best answer.
Write your answer in your answer sheet.

_____ 1. It is an unfamiliar situation which has to be solved.

a. mathematics c. problem
b. maze d. puzzle
_____ 2. A mathematical approach where a problem is given to students
at the start of the lesson and is used as a context for developing
concepts, principles, and algorithms.
a. concept mapping c. hypothesis testing
b. problem solving d. verifying results
_____ 3. Problems with no predictable, well-rehearsed approach or
pathway explicitly suggested by the task or task instructions.
a. national issues and concerns c. routine problems
b. non-routine problems d. world problems
_____ 4. Problems that stress the use of sets of known or prescribed
procedures or algorithms to solve problems.
a. non-routine problems c. world problems
b. national issues and concerns d. routine problems
_____ 5. Procedures or strategies that do not guarantee a solution to a
problem but provide a more highly probable method for
discovering the solution to a problem.
a. heuristics c. research
b. mathematics d. statistics
_____ 6. The following describe an active non-routine problem solving
except
a. have a fixed goal with fixed elements
b. have a fixed goal with changing elements
c. have a changing goal with fixed elements
d. have a changing goals with changing elements
_____ 7. These problems have a fixed known goal and fixed known
elements which are used to resolve the problem.
a. active non-routine problem solving
b. active routine problem solving
c. static non-routine problem solving
d. static routine problem solving

2|Page
 MODULE 1

_____ 8. In understanding the problem, you are expected to perform the

following except
a. identify the unknown
b. identify what are given
c. state the problem in your own words
d. use problem solving strategies
_____ 9. The following are the indicators in ‘devising a plan’ except
a. Formulate own procedures for answering questions.
b. Explore as many different solutions as possible.
c. Arrange data systematically using tables, diagrams, graphs or
charts.
d. Plan how to gather data necessary to solve the problem.
_____ 10. Under the strategy ‘carrying out the plan’, you are expected to
a. Acquire confidence in using mathematics meaningfully.
b. Explore other solutions to verify correctness of answers based
on one solution.
c. Evaluate merits of different solutions.
d. Apply different problem solving strategies.
_____ 11. What do you do under to strategy ‘looking back’?
a. Explore other solutions to verify correctness of answers based
on one solution.
b. Apply different problem solving strategies.
c. Interpret result.
d. Explore as many different solutions as possible.
_____ 12.There is no prescribed strategy for a particular problem. Strategies
in problem solving are used depending on what the problem
solver think of as appropriate. This statement is
a. inaccurate c. false
b. inconclusive d. true
_____ 13.This strategy helps develop inductive reasoning ability of students
by exploring for consistent pattern of numbers allowing for a
generalization to be made.
a. logical reasoning c. search for patterns
b. guess and check d. simulation and experiment

_____ 14.This strategy is used if a problem describes a sequence of events

involving numbers, gives the result and asks for the original
number.
a. draw a diagram c. simulation and experiment
b. simplify the problem d. work backwards

3|Page
 MODULE 1

_____ 15.This strategy can be used when a problem seems difficult

because large numbers are involved. The use of smaller numbers
in similar but simpler situations are considered.
a. simplify the problem c. solve a simpler & similar problem
b. simulation and experiment d. work backwards
_____16. This involves guessing, checking, guessing again, checking
again, repeating until a reasonable answer is arrived at. It is in
the successive “educated” guesses where careful thinking
becomes a necessary requirement.
a. draw a diagram c. make a table
b. guess and check d. logical reasoning
_____17. This strategy of recording data in a table is one way of organizing
data. This will be useful in relation to other strategies such as guess
and check, and searching for patterns.
a. draw a diagram c. make an organized listing
b. setting up equations d. make a table
_____18.This strategy consists of breaking up a given problem into a simpler
problem then rearranging them to solve the original problem.
a. setting up equations c. simulation and experiment
b. simplify the problem d. solve a simpler & similar problem
_____ 19. It uses freehand sketches or figures useful in the visualization of
situation given or needed in obtaining a solution to the problem.
a. draw a diagram c. make an organized listing
b. make a table d. setting up equations
_____ 20.This strategy involves listing information in a systematic and
organized way.
a. make a table c. setting up equations
b. make an organized listing d. simplify the problem
_____ 21. In this problem solving strategy, the students will have an
opportunity to become active participants rather than passive
spectators. It also helps them see and understand the meaning
of the problem.
a. act it out c. logical reasoning
b. experiment and simulation d. work backwards
_____ 22. To solve the problem in this strategy, a scientific procedure is
carried out to gather data and making decision based on the
analysis of the data obtained.
a. act it out c. simplify the problem
b. experiment d. simulation

4|Page
 MODULE 1

_____ 23.An “if-then” reasoning is used to derive a conclusion in this

problem solving strategy, building up enough information to
arrive at a desired result.
a. experiment and simulation c. simplify the problem
b. logical reasoning d. work backwards
_____ 24. It is the process of reducing the information given in a problem to
an equation or a set of equations which are then solved.
a. make a table c. setting up equations
b. logical reasoning d. simplify the problem
_____ 25. When working on experiments will be costly and too unrealistic,
this strategy is an appropriate and powerful problem solving
strategy.
a. act it out c. simplify the problem
b. experiment d. simulation
_____ 26.This strategy is usually used to solve problems that require little
computation but use reasoning mostly in their solutions. Some
proofs in geometry and many mathematical puzzles use this
strategy.
a. act it out c. simplify the problem
b. logical reasoning d. working backwards
_____ 27. This theory of learning proposes that learners construct their
knowledge through experience rather than absorbing what they
are told. It views the student as an active learner.
a. behaviorism c. cognitive theory
b. constructivism d. conditioning
_____ 28. This is manifested when students enjoy solving the problems and
get quite involved as they work through their breaks in order to
settle a problem.
a. general problem solving skills
b. junior research mathematician
c. mathematical development on current knowledge
d. positive attitudes towards mathematics
_____ 29. The following are advantages of group work in problem solving
except one. Which one is it?
a. It makes the problem more interesting and relevant.
b. It helps many students produce original ideas.
c. It helps learning and understanding.
d. It increases enjoyment, learning and social skills.

5|Page
 MODULE 1

_____ 30. Through problem solving, students begin to see that mathematics
as a subject is a live one, get some feeling for the way it is
created, and see why certain things are done in certain ways.
This increases their insight into the subject as a whole and gives
them a better feeling for what the subject is and what it is trying
to do. This makes the students
a. general problem solvers
b. develop mathematics on current knowledge
c. junior research mathematicians
d. thinkers and creative

6|Page
 MODULE 1

Answer Key.
1. c 16. b
2. b 17. d
3. b 18. b
Be honest in
4. d 19. a
checking
5. a 20. b
your paper!!
6. a 21. a
7. c 22. b
8. d 23. b
9. b 24. c
10. d 25. d
11. a 26. b
12. d 27. b
13. c 28. d
14. d 29. a
15. c 30. c

Performance Check!
If your score is within 24 to 30 or Outstanding,
proceed to Unit 2 of the module. Good Luck!

If your score is below 24 or Unsatisfactory, go

through this module!

7|Page
 MODULE 2

MODULE 2
MATHEMATICAL INVESTIGATION

Introduction
After gaining a better understanding of what problem solving is,
your next task is to go beyond the problems at hand. This time, a situation
is posed and further exploration is encouraged to arrive at some
conclusions. This means that you must perform some degree of trial and
error regarding some mathematical relationships and operations to arrive
at a more general statement. Remember that you need to develop your
skill to enhance logical reasoning as a way of thinking rather than just an
end of finding the correct answer.

This module will discuss the following topics:

Lesson 1 - Difference between problem solving and mathematical
investigation
Lesson 2 - Stages in mathematical investigation
Lesson 3 - Writing/Reporting mathematical investigation

General Objectives
At the end of this module, you should be able to:
1. differentiate between problem solving and mathematical
investigation,
2. enumerate and explain the stages in mathematical investigation,
and
3. prepare a draft of a report of a simple mathematical investigation
following a format.

62 | P a g e
DIFFERENCE BETWEEN PROBLEM SOLVING AND MATHEMATICAL INVESTIGATION Lesson 1

LESSON 1
DIFFERENCE BETWEEN PROBLEM SOLVING AND
MATHEMATICAL INVESTIGATION

Objectives: At the end of this lesson, you should be

able to:
1. Define mathematical investigation.
2. Differentiate between problem solving and mathematical
investigation.

Discussion:
What is Mathematical investigation?

Mathematical investigations are mathematical situations where

patterns and/or rules need to be found through sustained explorations.
They vary in degree of difficulty and duration.
Mathematical investigation is seen as one of the approaches to
increasing emphasis on problem solving processes. It is considered as a
tool for mathematical processes in the learner and an exercise of intellect
to unearth mathematical structure from a simple starting point. Activities
of this nature are described as “open-ended problem solving.”

How is mathematical investigation different from problem solving?

As an open-ended problem solving, what makes mathematical
investigation different is that one of its stages is on exploration. There is no
unknown. Based on the patterns discovered from the explorations made,
conjectures are formulated, tested and verified subject for modification or
rejection.

70 | P a g e
 MODULE 2 MATHEMATICAL INVESTIGATION

The following are examples of mathematical investigation

problems.

1. The sum of the measure of the interior angles of a three-sided

polygon is 180o. Investigate.
2. Mark a number of points on a circle and join them by chords.
Investigate.
3. Consider two consecutive numbers. Square them. Find the
difference of their squares. Investigate.

71 | P a g e
DIFFERENCE BETWEEN PROBLEM SOLVING AND MATHEMATICAL INVESTIGATION Lesson 1

Formative Test
A. Direction: Write PS if the statement describes a problem
solving and MI if it is a mathematical investigation.

_____ 1. Its solution usually starts with identifying what are given and asked
for.
_____ 2. A rectangular pentagon is inscribed in a circle of radius 10 inches.
Find the area of the pentagon.
_____ 3. Rules need to be found through sustained explorations.
_____ 4. Data are given and has an unknown.
_____ 5. A ladder 12 feet long leans against a wall. How far is the foot of
the ladder if it reaches 7.5 feet high up the wall?
_____ 6. The total number of triangles determined by drawing all the
diagonals from one vertex of a polygon with n sides.
_____ 7. Conjectures are verified.
_____ 8. Can be solved by setting up an equation or working backwards.
_____ 9. Merits of different solutions are evaluated.
_____ 10. It is open-ended.
_____ 11. An exercise of intellect to unearth mathematical structure from a
simple starting point.
_____ 12. A mathematical approach where a problem is given to students
at the start of the lesson and is used as a context for developing
concepts, principles, and algorithms.
_____ 13. They vary in degree of difficulty and duration.
_____ 14. The process of applying mathematics in unfamiliar situation.
_____ 15. Consider the square of two consecutive numbers. Find the
difference of their squares. Investigate.
B. Direction: Propose a problem/title of a mathematical investigation to
be conducted and presented for the duration of this course.

72 | P a g e
 MODULE 2 MATHEMATICAL INVESTIGATION

Answer Key
1. PS 6. MI 11. MI
2. PS 7. MI 12. PS Be
3. MI 8. PS 13. MI honest
in
4. PS 9. PS 14. PS
5. PS 10. MI 15. MI

Performance Check!

If your score is within 11 to 15, you are

Outstanding, you can proceed to the next
lesson. Good Luck!

If your score is within 6 to 10, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 6, then your score is

Unsatisfactory. Go over the lesson.

73 | P a g e
STAGES IN MATHEMATICAL INVESTIGATION Lesson 2

LESSON 2
STAGES IN MATHEMATICAL INVESTIGATION

Objectives: At the end of this lesson, you should be able

to
1. Identify the different stages in mathematical investigation.
2. Explain how mathematical investigation is carried based on the
different stages.

Discussion:

Do you have to go along all the stages of mathematical

investigation?
Are there clues/keywords that could help you simplify the
procedures under mathematical investigation?

It is not desirable to be precise about the stages or sequences of

stages you may work through in an investigation because of wide
variation among investigation and among people’s approaches to them.
The following stages may occur although not necessarily in the
order listed.

1. Preliminary Skirmishing (Getting Started)

It is at this stage where the individual comes to grips with the
mathematical situation to be investigated, often in an organized
way. Different ways of interpreting the investigation statement may
be explored, one or more problems or aspects inherent in the
investigation statement may be identified and one or more
productive lines of action may emerge.

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During this stage, questions like the following should be

answered in relation to the mathematical situation:
 What should be considered?
 How do I get started?
 What can I do to get started?
Attaching familiarity with the mathematical problem or
situation to be investigated is very important. Attempt to produce
instances and decide what is worth pursuing, maybe starting from
the simplest or whatever is interesting.
2. Taking a Break (Gestating)
This is an interval during which conscious attention may not
be directed at the investigation although subconscious thought
about it may occur. Following gestation return to conscious
consideration of the investigation, new ideas about it may have
emerged. There may of course be several such intervals during this
investigation.
At this stage, collection of data or information has started by
way of recording what has been observed.
3. Exploring Systematically
A line of action is followed in an organized fashion, the
degree of organization possibly being refined along the way. Data
maybe gathered and organized (tabulated) and patterns sought.
A useful form of organization may help with the recognition of
underlying patterns or other structural features.
4. Making Conjectures
Patterns in the data may suggest generalizations, which
appear to apply to other cases under consideration. Since the
validity of such generalization which has been obtained inductively
is not known to the student, it is in fact a conjecture, a mere guess.

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5. Testing Conjectures
This consist of checking the consistency of the conjecture
against existing cases for which data are available or predicting
results for untried cases and then obtaining the relevant data. This
data may support the conjecture or provide a counter-example
indicating the need to revise or reject the conjecture.
This stage is to support conjectures made, a way of checking
whatever relationships found.
6. Explaining or Justifying
Once a conjecture has been tested against and supported
by the data, you, the students should be encouraged to explain
why they expect that the conjecture will hold new cases. Such an
explanation should consist of more than the observation that the
conjecture has held for the cases examined so far. As students
become more sophisticated, more careful and complete
explanations or justifications may be expected; even when they are
not able to provide an adequate explanation, they will realize that
this is the case. It may be possible for some students to provide a
deductive justification, or a formal proof, for a generalization.
7. Reorganizing
As the investigation progresses, it may become clear that by
reorganizing the approach, the investigation may be simplified or
made more systematic or more general or otherwise improved. This
may result from the development of a deeper understanding of
what is being investigated or possibly from a period of gestation.
Although the reorganization may involve some effort, it usually will
be justified by the superior quality of the outcome. Often, the
search for an explanation for conjecture will provoke this kind of
change.

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8. Elaborating
Other aspects, problems or lines of attack may be followed.
Some possible extensions to the investigation being pursued may
emerge during the preceding stages. Stages 2 to 7 may again be
relevant.

9. Summarizing
This involves an account or summary, written or oral, of what
had been obtained I stages 3 to 8, with possibly disciplined effort of
pulling the investigation together into an organized statement is
valuable. It encourages a critical review of the investigation,
helping to clarify it for the student and possibly placing aspects of it
in perspective. It also encourages reflection on the investigation
process for other students.

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Formative Test
A. Direction: On column A are the descriptions of the different
stages in mathematical investigation. On column B are
different stages. Match the items in column A with that of
column B.
A B
1. The investigation may be simplified or made more a. summarizing
systematic or more general or improved.
2. Patterns in the data suggest generalizations which b. elaborating
appear to apply to other cases under consideration.
3. It encourages a critical review of the investigation and c. justifying
reflection on the investigation process for other conjectures
students.
4. A line of action is followed in an organized fashion and d. gestating
the degree of organization is being refined along the
way. e. identifying
5. The student comes to grips with the mathematical given data
situation to be investigated, often in an organized way.
6. Checking the consistency of the conjecture against f. making
existing cases for which data are available or conjectures
predicting results for untried cases and then obtaining
the relevant data.
g. getting
7. Some possible extensions to the investigation being
started
pursued may emerge.
8. An interval during which conscious attention may not
h. testing
be directed at the investigation although subconscious
conjectures
thought about it may occur.
9. The students are encouraged to explain why they
i. reorganizing
expect that the conjecture will hold true to new cases.
10. Collection of data or information has started by way of
recording what has been observed at this stage. j. exploring
systematically

B. Direction: On your own words, explain how mathematical investigation

is carried based on the different stages.

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Answer Key
1. i 6. h
2. f 7. b
Be honest in
3. a 8. d checking
4. j 9. c your paper!!
5. g 10. d

Performance Check!

If your score is within 8 to 10, you are

Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is within 5 to 7, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 5, then your score is

Unsatisfactory. Go over the lesson.

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WRITING/REPORTING MATHEMATICAL INVESTIGATION Lesson 3

LESSON 3
WRITING/REPORTING MATHEMATICAL INVESTIGATION

Objectives: At the end of this lesson, you should be able

to identify and explain the different considerations
when writing or reporting result/solution of a
mathematical investigation.

Discussion:
What is required of you after doing an investigation?
What are the different considerations you must include when writing
a mathematical investigation report?

In the final stage of mathematical investigation, an account or

summary of what has been obtained in the different stages of the
investigation into an organized report is necessary and valuable. It should
be long enough to highlight the major ideas and phases of the
investigation, yet short enough to be manageable in a limited time.
It is difficult to be definite about the way the summary of an
investigation should be organized because the investigations and the way
students tackle them vary so much. However, the following are worthy
considerations.
1. When thinking about an order of presentation, you may first list
all the aspects or problems you considered, including those for which you
may not have achieved a conclusive result or finding. Sometimes, it is just
informative to show what cannot be done as what can.
From this, an appropriate order for presentation of these aspects or
problems may be obtained and the list rearranged accordingly. A
suitable order may be from simple to complex of just the order in which

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you did things. One aspect or problem may be followed by others which
arose from it. Related aspects or problems may be grouped together.
Selecting an appropriate order should help the summary to hang
together and may help the readers or listeners to follow it more easily. It
may also help them to see more clearly your line of attack.
2. An introduction will usually be necessary. This may include an
outline of the structure of the summary and other information or
comments which may give perspective to it. It may be one of the last
parts to be prepared.
3. When dealing with aspects or problem considered you may
include information about:
 Its origin – how you arrived to it.
 Methods of attacks used.
 Data obtained – presented in well-organized form such as in tables
or diagrams.
 Patterns or relationships observed.
 Conjectures made.
 Testing of conjectures – methods used and results obtained.
 Explanations and justifications for conjectures.
4. A conclusion will usually be necessary also.
Extensions or associated investigations may be presented
separately but with some indication of how they are related to or arose
from the initial investigation.

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Formative Test
Direction: Fill in the blanks with the correct word or group of
words.

1. In the final stage of mathematical investigation, a __________ of

what has been obtained in the different stages of the investigation
into an organized report is necessary and valuable.
2. The report of an investigation should be long enough to highlight
__________ of the investigation.
3. When thinking about an order of presentation, list first all the
problems considered including those problems that do not have
___________ or finding.
4. A suitable order of presentation for a math investigation may be
__________ or just the order in which you did things.
5. An appropriate order of the summary helps the readers or listeners
to follow more easily and see more clearly the __________.
6. The __________ may be one of the last parts to be prepared and
may include an outline of the structure of the summary and other
information or comments.
7. Present in well-organized form data obtained in an investigation
such as in __________.
8. The summary of and investigation include information about
__________ observed.
9. Discuss in the presentation the testing of __________ or the methods
used and results obtained.
10. The report must include __________ for conjectures.

B. Direction: Discuss the different considerations when writing or reporting

result/solution of a mathematical investigation.

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Answer Key

1. summary
2. major ideas and phases
3. conclusive result
4. from simple to complex
5. line of attack
Be honest
6. introduction
in
7. tables / diagrams
8. patterns or relationships
9. conjectures
10. explanations / justifications

Performance Check!

If your score is within 8 to 10, you are

Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is within 5 to 7, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 5, then your score is

Unsatisfactory. Go over the lesson.

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ILLUSTRATIVE EXAMPLE OF MATHEMATICAL INVESTIGATION Lesson 4

LESSON 4
ILLUSTRATIVE EXAMPLE OF
MATHEMATICAL INVESTIGATION

Objectives: At the end of this lesson, you should be able

to
1. Gain an understanding on how a mathematical
investigation is conducted in the different stages.
2. Explain the possibility of a short cut in a
mathematical investigation.
Discussion:
To illustrate the different stages of investigation, details are invented
on what follows. What is present in the illustrative example may not be
typical of all mathematical investigations.

Chord
Mark a number of points on a circle and join them by chord.
Investigate.

1. Getting Started (Preliminary Skirmishing)

Getting started on an investigation is half the battle towards
successful progress with it. You need to become familiar with the
things (object, numbers, shapes, situations…) to be investigated. Try
to produce a variety of particular examples or instances. At this
stage don’t bother about being too systematic in your work but
keep a record of what you obtain.
Think about the examples or instances and try to come up
with something you would like to know about them. How are they
alike or different? Why are they like they are? How many of the
particular types are there?...
Sometimes you need to decide on what is mathematically
interesting or worth pursuing and what is too simple or too obvious
and not sufficiently mathematical to be worth spending time on.
You will get better at making these decisions as you get more
experiences.
Once you have a question or problem to answer, you are on
your way. If you think of more than one question or problem, start

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with the one which interest you most, but record the others for your
future references.
Getting started on the sample investigation would probably
involve producing some instances, neither too simple nor too
complicated. These instances could then be studies to see what
there is to observe.

Note: Placing the points regularly on the circle may produce special
instances which may not show the full range of data. For example, if six
points were placed regularly on the circle, then the chords intersect at the
center of the circle. This does not occur if the points are placed irregularly
on the circle. What happens for regularly placed points may be an
aspect of the investigation for consideration.
Some observations which could have been recorded from the
instances showing each point joined to every other are.

4 points: a quadrilateral 4 points: 6 chords 4 points: 1 intersection

5 points: a pentagon 5 points: 10 chords 5 points: 5 intersections

From the observations, some questions may have been recorded

for possible considerations are: For a given number of points,
What types of polygons and how many of each type are formed by
the chords?
What is the maximum number of chords?
How many points of intersection of chords are there inside the
circle?

2. Gestating (Taking a break)

After thinking hard about what you got, no progress was
made. No question or problem occurs to you, or you can’t see any
way to start answering a question or problem posed. Stop thinking
about the investigation and go into something quite different. (You
may have heard someone saying, “I’ll sleep on this problem”)
After sometimes – hours or even a day – come back to the
investigation. You may be surprised at how readily something
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productive comes to mind. It is as though your mind has been

subconsciously working and has come up with some line of action;
this process is sometimes called ‘gestation’.
The chance of the above happening may depend on how
hard you have thought about the investigation beforehand. The
harder you have thought the more your subconscious has to work.
Gestation may occur at any stage during an investigation.
Useful ideas may come to you at any time, even when you are not
consciously thinking about investigation. Or ideas may occur about
one aspect which you are working on another aspect of the
investigation. Record such ideas for later use only. If you don’t, you
may forget a good idea which might not be recalled later.
After a break, something like the following may have come to
mind for the sample investigation.
When the chords are drawn, they form regions inside the
circle.
For a given number of points, what is the maximum number of
regions formed?

3. Exploring Systematically
Once a question or problem is posed, try to find systematic
way to answer it.
One productive approach is to start with a simple possible
case and build up systematically to more complex cases.
Keep tracks of the cases in an organized way. Take note of
anything you observed about particular cases. Record your
observations systematically, for example in a table or make a list. If,
as you go along, you see a better way to organize the observations,
take the trouble of making necessary changes. It may make all the
differences with your progress. Start comparing cases, particularly
successful cases. Look for similarities, differences, or connections
between cases.
Be prepared for a lot of hard work early in the investigation.
You may need to produce a lot of examples and think hard about
them before any worthwhile questions occur to you. Or, a question
or problem may lead nowhere, requiring you to start again. Or
several unsuccessful searches for patterns may require
reorganization of the data before a productive pattern emerges.
Sometime pages of drafted work may amount only to a few
short statements when you extract the essence from them.
However, all this hard work is useful, perhaps even essential.
From it you become thoroughly familiar with the investigation (its
nature, its feature, its intricate …). This familiarity and expertise begin
to work for you. It may permit you to make observations or see
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patterns or relationships or become aware of other aspects or

problems which otherwise you may have missed.
A systematic exploration progresses, and you assemble the
data in an organized form, begin to look for patterns or
relationships.
For the example investigation, one question which can be
explored systematically is:
For a given number of points on the circle, what is the
maximum number of chords joining them?
Adhering to the advice that you will start with a simple case
and build up to more complex cases or instances, the instances
and the data for them may be organized and recorded as follows.

Number of points 1 2 3 4 5
Number of lines 0 1 3 6 10

Another question for systematic exploration is:

If a given number of points in a particular circle are joined what is
the maximum number of the regions?
Using the instance before, the data may have been organized and
recorded as follows:
Number of points 1 2 3 4 5
Maximum number of 1 2 4 8 16
regions

4. Making Conjectures
Exploring systematically should permit some patterns or
relationships to start to emerge.
The way you gather, organize, and record the data from your
observations or explorations may influence how clearly patterns or
relationships can be seen. Arranging the data in sequence from
each instance to the next more complex instances may help.
Arranging different sorts of data into separate categories may also
help.
It is not easy to describe what a pattern or relationship is
because there are so many different types of them. They may
involve some regularity in the data or some systematic change as
you go from one instance to the next or just some similarity among a
number of instances. This variety or type makes searching for

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patterns or relationships a challenging but interesting task. The more

of them you see, the better you become at seeing others.
You learn to find patterns and relationships mainly by
experience.
From observed patterns or relationships, you can make
conjectures.
In the sample investigation, the data for the maximum
number of chords and regions formed by joining 1, 2, 3, 4 and 5
points are:

Number of points 1 2 3 4 5
Maximum number of 0 1 3 6 10
chords
Maximum number of 1 2 4 8 16
regions

For the number of chords, one observable pattern is the following.

Number of points Maximum Number of Chords

1 0
2 1, When the second point is added it could be
joined to the other
3 3 = 1 + 2, The third point can be joined to the 2
points
4 6 = 1 + 2 + 3, The fourth point can be joined to
the 3 points already there.
5 10 = 1 + 2 + 3 + 4, …

To use this pattern to find the maximum number of chords for say 50
points would be necessary to add all the numbers from 1 to 49 – quite a
task. Unless some way of simplifying the addition can be found, this
pattern is not very practical, although it is interesting.
Another observable pattern for the number of chords this time
involves multiplication. It arises from trying to express each number of
chords in terms of its number of points. Quite a lot of hard work may have
been necessary before the pattern emerged.

Number of points Maximum Number of Chords

1 0
2 1=2x½
3 3 = 3 x 1 = 3 x 2/2 = 3 (3 – 1)/2
4 6 = 4 x 1 1/2 = 4 x 3/2 = 4 (4 – 1)/2
5 10 = 5 x 2 = 5 4/2 = 5 (5 – 1)/2
This suggest that for n n (n – 1)/2

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For the number of regions, an observable pattern is the following:

Number of points Maximum Number of Chords
1 1=2 =2
0 1-1

2 2 = 21 = 22-1
3 4 = 22 = 23-1
4 8 = 23 = 24-1
5 16 = 24 = 25-1
This suggest that for n 2n-1

Thus, for the particular instances in the tables, there seem to be

some patterns for the number of chords and the number of regions.
Patterns are usually based on the data from only a few particular
instances. In the same investigation they involve up to only five points. The
patterns may apply to all possible instances (to the instances in general).
In the same sample investigation ‘all instances’ means ‘instances for all
possible number of points on the circle’.
A statement about a pattern applying to all instances is called a
‘generalization’. For a generalization to be true, it must hold for all possible
instances and not just for those instances that have been observed.
At the time of making a generalization, it is not known whether it is
true for all possible instances. Such a generalization is called a
‘conjecture’. It remains a conjecture until it is proven to be true or not.
Effort may be wasted if a conjecture is based on data of very few
instances.
For example, in an investigation, the first three instances give the
following data:
Number of item A Number of item B
1 1
2 3
3 9

Basing from the data, the conjecture may be made that for n of A
there are 3n-1 of B.
However, had more instances been considered the data would
have become as follows
Number of item A Number of item B
1 1
2 3
3 9
4 19
5 33
6 51

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It is difficult to make a conjecture from this table, but at least by

producing the additional data, the above premature conjecture would
have been avoided.
(In fact, the relation between items A and B is that for n of A there
are 2n2 – 4n + 3 of B)

Going back to the sample investigation:

For the number of chords and the pattern involving multiplication
we can make a conjecture that:
A. For n points on a circle, the maximum number of chords joining
them is n(n-1)/2.
For the number of regions, we can make a conjecture that:
B. For n points on a circle, the maximum number of regions formed by
joining them is 2n-1.
These will remain a conjecture until shown either true or false.

5. Testing Conjectures
Initially, support for a conjecture is sought by checking
(testing) whether it holds for the instances for which data are
available.
If it holds for the available data, then the conjecture is used
to predict data for some instances not yet considered. These
predictions are then compared with the actual data obtained from
the new instances.
Additional instances providing support for a conjecture only
allow you to feel more confident that it is true. Such support is not a
justification or proof of the conjecture. Proof must be obtained by
some other means.
If, on the other hand, it turns out that the data for one or
more instances do not agree with the conjecture, then it is a false
conjecture. An instance which disproves a conjecture is called
‘counter example’. (It goes counter to the conjecture).
When a counter example to the conjecture is found, the
conjecture must either be rejected or revised so that it will hold for
all known instances.

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Consider conjecture A
Data from Diagram
Data from conjecture
Number of points Maximum number of
n(n-1)/2
chords
1 0 1(1-1)/2 = 0
2 1 2(2-1)/2 = 1
3 3 3(3-1)/2 = 3
4 6 4(4-1)/2 = 6
5 10 5(5-1)/2 =10

In each instance, the value obtained from the conjecture agrees

with those obtained from the diagrams, so the conjecture is supported.
For 6 point (n = 6) the conjecture predicts that the number of chords
will be 6(6-1)/2 = 15.

The diagram with 6 points produces exactly 15 chords, so again the

conjecture is supported.
At this stage, the conjecture has been tested and supported, but
not justified.

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Now consider conjecture B

Data from Diagram
Maximum number of
Number of points Data from conjecture
chords
2n-1
1 1 21-1 = 1
2 2 22-1 = 2
3 4 23-1 = 4
4 8 24-1 = 8
5 16 25-1 = 16
The conjecture supported so far.
For 6 points (n =6) the conjecture predicts that the number of
regions will be 26-1 = 32.

The diagram with 6 points produces only 31 regions. This does not
agree with the conjecture, so the conjecture is false.
The instance with 6 points is a counter example to the conjecture.

6. Explaining or Justifying
In an investigation, after overcoming the challenges of
finding a pattern and making a conjecture about it, that is
supported by the available data, there is still the challenge of trying
to explain why the conjecture holds.
An explanation is a way to convince yourself and others that
you understand why the conjecture holds.
Explain can take various forms. Sometimes it may be possible
to explain how the conjecture works for a particular case.
In the sample investigation, the way in which conjecture A
work for the instance of 4 points on the circle may be explained as
follows.

Each of the 4 points is joined to 3 other points giving 4(3) = 12 joints.

But each chord involves 2 points so there are [4(3)]/2 = 12/2 = 6 chords in
all.

I may be possible to go further and provide a complete justification

(a proof) for the conjecture. A proof deals with instances in general (that
is, will all possible instances) and does not depend on particular instances.
In the sample investigation, conjecture A may be justified (proved)
in the following way:
Each of the n points of the circle is joined to n-1 other points giving
n(n-1) joints. But each chords involves two points, so the number of chords
is half the number of joints, that is [n(n-1)]/2.

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It may be noted that in the above proof, one of n and n-2 must be
even so that n(n-1) is always divided by 2.
It may also be noted that the proof in a general way of stating the
earlier explanation for the instances with 4 points.
There may be more than one proof for a conjecture.
In the sample investigation, conjecture A can also be proven as
follows using the pattern involving addition.
For n on the circle, a point selected as the first point is connected as
chord to n-1 other points. The second point can be joined to n-2 other
points and so on. The (n-1)th point can be joined to just one other point. At
this stage the nth point has been joined to every other point.
So, the total number of chords is
(n-1) + (n-2) + (n-3) + … + 3 + 2 + 1
In this sum there are (n-1) terms.
This sum can also be written in reverse order 1 + 2 + 3 +… + (n-3) +
(n-2) + (n-1)
Adding the two sums given n+n+n…+n+n+ in which there are n-1
terms
This sum can be rewritten as (n-1)n. But it is twice the sum. So the
number of chords is
[(n-1)n]/2
Conjecture B has already been proven false by the counter
example.

7. Reorganizing
Sometimes you may become aware that the work you are
doing as part of an investigation can be done in simpler, or more
systematic, or more general or otherwise better way or, you may
get this feeling about some aspect of the investigation after you
have completed it. This situation may result from the deeper
understanding of the investigation that you get the longer you work
on it. Or some gestations may have occurred. Be prepared to
reorganize your work to take advantage of this deeper thinking
about the investigation.
Sometimes this may happen when you are reviewing an
investigation prior to preparing a summary of it. Be prepared to do
the necessary reorganization even though there may be some
effort involved. Your investigation will be better with it.
In the sample investigation, when considering the number of
regions formed by joining the points, one may consider only the
regions inside the polygons formed by joining the points in order
around the circle.

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Number of points 1 2 3 4 5 6
Maximum number of
regions inside the 0 0 1 4 11 25
polygon

Searching for pattern from the table may be unsuccessful. The idea
of including the regions outside the polygon occurred after some time.
Reorganization of the data led to the earlier pattern and
conjecture B, which the counter example proved to be false. In this
particular case, the reorganization led to a conjecture which needed to
be either rejected or revised.

8. Elaborating
For most investigation there are several aspects or problems
that can be tackled. Some may occur during the preliminary
skirmishing. Others may occur as the investigation progress. Record
them as they occur as these will provide opportunities for
elaboration of the investigation.
Sometimes, after only one or two aspects of an investigation
are considered, no others may readily occur. Ideas for elaboration
may come.
a. As a result of taking a break
b. From looking at the situation in a different way.
c. From looking at a different feature of the situation.
If you are still interested after a productive investigation, then
try the previous three suggestions.
Sometimes these suggestions may not prove fruitful or may
become interested in a particular investigation and wish to
continue with something similar.
You can vary some of the given directions, conditions, rules,
or the situation itself. You might consider how the new investigation
differs from the original whether there are systematic differences
and whether these can be explored.
If you wish to elaborate still further, try discussing the situation
with a classmate or with your teacher. Often just talking about your
efforts is enough to trigger new ideas.
In addition, your teacher may have some ideas for extension.

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Early in the sample investigation, several questions were

recorded for possible consideration. These provide elaboration for
the investigation.
The questions involved polygons, chords, and regions. A
different way of looking at the situation might be to consider points
instead, say points of intersections of the chords.
The investigation involved points on a circle. The situation
could be varied by considering points on a triangle or some other
figures.

9. Summarizing
Preparing and presenting a summary of an investigation is
valuable in several ways.

Values to you include:

a. The important parts of the investigation and the possible
connections.
b. Communicating the ideas and findings for others to understand
requires you to get them clear in your own mind.
c. The processes involved in conducting an investigation may
become clearer.
d. Practice in accurate, concise, and informative reporting in either
oral or written form is obtained.
e. Other aspects to be investigated may occur to you.

Values to other students include:

a. Seeing other ways in which investigation may be approached.
b. Observing processes used by other students.
c. Gaining insights into problem solving strategies that may be
used.
d. Seeing other ways in which summaries may be organized and
presented

From the given example, make revisions on your proposed

problem/title for a mathematical investigation that you will conduct and
present for the duration of this course.

Now, think about these.

(a) Is there a short cut when conducting a mathematical investigation?

(b) If there is, which stage in the investigation can you skip? Explain.

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 MODULE 2

POST-TEST

Direction: Select the letter that corresponds to the correct or best answer.
Write your answer before the blank provided before each item
number.

_____ 1.It is an unfamiliar situation which has to be solved.

a. mathematics c. problem
b. maze d. puzzle
_____ 2. A mathematical approach where a problem is given to students
at the start of the lesson and is used as a context for developing
concepts, principles, and algorithms.
a. concept mapping c. hypothesis testing
b. problem solving d. verifying results
_____ 3. Problems with no predictable, well-rehearsed approach or
pathway explicitly suggested by the task or task instructions.
a. national issues and concerns c. routine problems
b. non-routine problems d. world problems
_____ 4. Problems that stress the use of sets of known or prescribed
procedures or algorithms to solve problems.
a. non-routine problems c. world problems
b. national issues and concerns d. routine problems
_____ 5. Procedures or strategies that do not guarantee a solution to a
problem but provide a more highly probable method for
discovering the solution to a problem.
a. heuristics c. research
b. mathematics d. statistics

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 MODULE 2

_____ 6. The following describes an active non-routine problem solving

except;
a. have a fixed goal with fixed elements
b. have a fixed goal with changing elements
c. have a changing goal with fixed elements
d. have a changing goals with changing elements
_____ 7. These problems have a fixed known goal and fixed known
elements which are used to resolve the problem.
a. active non-routine problem solving
b. active routine problem solving
c. static non-routine problem solving
d. static routine problem solving
_____ 8. In understanding the problem, you are expected to perform the
following except
a. identify the unknown
b. identify what are given
c. state the problem in your own words
d. use problem solving strategies
_____ 9. The following are the indicators in ‘devising a plan except;
a. Formulate own procedures for answering questions.
a. Explore as many different solutions as possible.
b. Arrange data systematically using tables, diagrams, graphs or
charts.
c. Plan how to gather data necessary to solve the problem.

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 MODULE 2

_____ 10. Under the strategy ‘carrying out the plan’, you are expected to
a. Acquire confidence in using mathematics meaningfully.
b. Explore other solutions to verify correctness of answers based
on one solution.
a. Evaluate merits of different solutions.
b. Apply different problem solving strategies.
_____ 11. What do you do under the strategy ‘looking back’?
a. Explore other solutions to verify correctness of answers based
on one solution.
b. Apply different problem solving strategies.
c. Interpret result.
d. Explore as many different solutions as possible.
_____ 12.There is no prescribed strategy for a particular problem. Strategies
in problem solving are used depending on what the problem
solver think of as appropriate. This statement is
a. inaccurate c. false
b. inconclusive d. true
_____ 13.This strategy helps develop inductive reasoning ability of students
by exploring for consistent pattern of numbers allowing for a
generalization to be made.
a. logical reasoning c. search for patterns
b. guess and check d. simulation and experiment
_____ 14.This strategy is used if a problem describes a sequence of events
involving numbers, gives the result and asks for the original
number.
a. draw a diagram c. simulation and experiment
b. simplify the problem d. work backwards

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 MODULE 2

_____ 15.This strategy can be used when a problem seems difficult

because large numbers are involved. The use of smaller numbers
in similar but simpler situations are considered.
a. simplify the problem c. solve a simpler & similar problem
b. simulation and experiment d. work backwards
_____16.This involves guessing, checking, guessing again, checking again,
repeating until a reasonable answer is arrived at. It is in the
successive “educated” guesses where careful thinking becomes
a necessary requirement.
a. draw a diagram c. make a table
b. guess and check d. logical reasoning
_____17.This strategy of recording data in a table is one way of organizing
data. This will be useful in relation to other strategies such as guess
and check, and searching for patterns.
a. draw a diagram c. make an organized listing
b. setting up equations d. make a table
_____18.This strategy consists of breaking up a given problem into a simpler
problem then rearranging them to solve the original problem.
a. setting up equations c. simulation and experiment
b. simplify the problem d. solve a simpler & similar problem
_____ 19. It uses freehand sketches or figures useful in the visualization of
situation given or needed in obtaining a solution to the problem.
a. draw a diagram c. make an organized listing
b. make a table d. setting up equations
_____ 20. This strategy involves listing information in a systematic and
organized way.
a. make a table c. setting up equations
b. make an organized listing d. simplify the problem

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 MODULE 2

_____ 21. In this problem solving strategy, the students will have an
opportunity to become active participants rather than passive
spectators. It also helps them see and understand the meaning
of the problem.
a. act it out c. logical reasoning
b. experiment and simulation d. work backwards
_____ 22. To solve the problem in this strategy, a scientific procedure is
carried out to gather data and making decision based on the
analysis of the data obtained.
a. act it out c. simplify the problem
b. experiment d. simulation
_____ 23. An “if-then” reasoning is used to derive a conclusion in this
problem solving strategy, building up enough information to
arrive at a desired result.
a. experiment and simulation c. simplify the problem
b. logical reasoning d. work backwards
_____ 24. It is the process of reducing the information given in a problem to
an equation or a set of equations which are then solved.
a. make a table c. setting up equations
b. logical reasoning d. simplify the problem
_____ 25. When working on experiments will be costly and too unrealistic,
this strategy is an appropriate and powerful problem solving
strategy.
a. act it out c. simplify the problem
b. experiment d. simulation

100 | P a g e
 MODULE 2

_____ 26. This strategy is usually used to solve problems that require little
computation but use reasoning mostly in their solutions. Some
proofs in geometry and many mathematical puzzles use this
strategy.
a. act it out c. simplify the problem
b. logical reasoning d. working backwards
_____ 27. This theory of learning proposes that learners construct their
knowledge through experience rather than absorbing what they
are told. It views the student as an active learner.
a. behaviorism c. cognitive theory
b. constructivism d. conditioning
_____ 28. This is manifested when students enjoy solving the problems and
get quite involved as they work through their breaks in order to
settle a problem.
a. general problem solving skills
b. junior research mathematician
c. mathematical development on current knowledge
d. positive attitudes towards mathematics
_____ 29. Through problem solving, students begin to see that mathematics
as a subject is a live one, get some feeling for the way it is
created, and see why certain things are done in certain ways.
This increases their insight into the subject as a whole and gives
them a better feeling for what the subject is and what it is trying
to do. This makes the students
a. general problem solvers
b. develop mathematics on current knowledge
c. junior research mathematicians
d. thinkers and creative

101 | P a g e
 MODULE 2

_____ 30. The following are advantages of group work in problem solving
except one. Which one is it?
a. It makes the problem more interesting and relevant.
b. It helps many students produce original ideas.
c. It helps learning and understanding.
d. It increases enjoyment, learning and social skills.

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 MODULE 2

Answer Key
1. c 16. b
2. b 17. d
3. b 18. b
4. d 19. a
5. a 20. b
6. a 21. a
Be honest
7. c 22. b
in
8. d 23. b
checking
9. b 24. c your
10. d 25. d paper!!
11. a 26. b
12. d 27. b
13. c 28. d
14. d 29. c
15. c 30. a

Performance Check!
If your score is within 24 to 30, you are
Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is within 15 to 23, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 15, then your score is

Unsatisfactory. Go over Unit 2 of this module.

103 | P a g e
 MODULE 2

References:
Estolas, Alfonso S. 2000. Problem Solving and Mathematical Investigation.
Summa Elim Publishing, Inc., Baguio City, Philippines.
Gallos, Florenda,et.al. 1997. Sourcebook on Practical Work for Teachers.
UP-ISMED.Diliman, Quezon City.
Canonigo, Allan M. 2014. Teaching Mathematics Through Problem Solving.
Guru Magazine. SLU, Baguio City.
Mathematics Series. Problem Solving and Mathematical Investigation II.
Supplementary Material for 2nd Year High School. Educational
Concepts Unlimited, Inc. EDCON 1994

Mathematics Series. Problem Solving and Mathematical Investigation IV.

Supplementary Material for 4th Year High School. Educational
Concepts Unlimited, Inc. EDCON 1994

104 | P a g e
 MODULE 2

PRE-TEST

Direction: Select the letter that corresponds to the correct or best answer.
Write your answer in your answer sheet.

_____ 1. It is an unfamiliar situation which has to be solved.

a. mathematics c. problem
b. maze d. puzzle
_____ 2. A mathematical approach where a problem is given to students
at the start of the lesson and is used as a context for developing
concepts, principles, and algorithms.
a. concept mapping c. hypothesis testing
b. problem solving d. verifying results
_____ 3. Problems with no predictable, well-rehearsed approach or
pathway explicitly suggested by the task or task instructions.
a. national issues and concerns c. routine problems
b. non-routine problems d. world problems
_____ 4. Problems that stress the use of sets of known or prescribed
procedures or algorithms to solve problems.
a. non-routine problems c. world problems
b. national issues and concerns d. routine problems
_____ 5. Procedures or strategies that do not guarantee a solution to a
problem but provide a more highly probable method for
discovering the solution to a problem.
a. heuristics c. research
b. mathematics d. statistics
_____ 6. The following describes an active non-routine problem solving
except
a. have a fixed goal with fixed elements
b. have a fixed goal with changing elements
c. have a changing goal with fixed elements
d. have a changing goals with changing elements

63 | P a g e
 MODULE 2

_____ 7. These problems have a fixed known goal and fixed known
elements which are used to resolve the problem.
a. active non-routine problem solving
b. active routine problem solving
c. static non-routine problem solving
d. static routine problem solving
_____ 8. In understanding the problem, you are expected to perform the
following except
a. identify the unknown
b. identify what are given
c. state the problem in your own words
d. use problem solving strategies
_____ 9. The following are the indicators in ‘devising a plan’ except
a. Formulate own procedures for answering questions.
b. Explore as many different solutions as possible.
c. Arrange data systematically using tables, diagrams, graphs or
charts.
d. Plan how to gather data necessary to solve the problem.
_____ 10. Under the strategy ‘carrying out the plan’, you are expected to
a. Acquire confidence in using mathematics meaningfully.
b. Explore other solutions to verify correctness of answers based
on one solution.
c. Evaluate merits of different solutions.
d. Apply different problem solving strategies.
_____ 11. What do you do under the strategy ‘looking back’?
a. Explore other solutions to verify correctness of answers based
on one solution.
b. Apply different problem solving strategies.
c. Interpret result.
d. Explore as many different solutions as possible.

64 | P a g e
 MODULE 2

_____ 12. There is no prescribed strategy for a particular problem.

Strategies in problem solving are used depending on what the
problem solver think of as appropriate. This statement is
a. inaccurate c. false
b. inconclusive d. true
_____ 13. This strategy helps develop inductive reasoning ability of students
by exploring for consistent pattern of numbers allowing for a
generalization to be made.
a. logical reasoning c. search for patterns
b. guess and check d. simulation and experiment
_____ 14. This strategy is used if a problem describes a sequence of events
involving numbers, gives the result and asks for the original
number.
a. draw a diagram c. simulation and experiment
b. simplify the problem d. work backwards
_____ 15. This strategy can be used when a problem seems difficult
because large numbers are involved. The use of smaller numbers
in similar but simpler situations are considered.
a. simplify the problem c. solve a simpler & similar problem
b. simulation and experiment d. work bakwards
_____16. This involves guessing, checking, guessing again, checking again,
repeating until a reasonable answer is arrived at. It is in the
successive “educated” guesses where careful thinking becomes
a necessary requirement.
a. draw a diagram c. make a table
b. guess and check d. logical reasoning

65 | P a g e
 MODULE 2

_____17. This strategy of recording data in a table is one way of organizing

data. This will be useful in relation to other strategies such as guess
and check, and searching for patterns.
a. draw a diagram c. make an organized listing
b. setting up equations d. make a table
_____18. This strategy consists of breaking up a given problem into a
simpler problem then rearranging them to solve the original
problem.
a. setting up equations c. simulation and experiment
b. simplify the problem d. solve a simpler & similar problem
_____ 19. It uses freehand sketches or figures useful in the visualization of
situation given or needed in obtaining a solution to the problem.
a. draw a diagram c. make an organized listing
b. make a table d. setting up equations
_____ 20. This strategy involves listing information in a systematic and
organized way.
a. make a table c. setting up equations
b. make an organized listing d. simplify the problem
_____ 21. In this problem solving strategy, the students will have an
opportunity to become active participants rather than passive
spectators. It also helps them see and understand the meaning
of the problem.
a. act it out c. logical reasoning
b. experiment and simulation d. work bakwards
_____ 22. To solve the problem in this strategy, a scientific procedure is
carried out to gather data and making decision based on the
analysis of the data obtained.
a. act it out c. simplify the problem
b. experiment d. simulation

66 | P a g e
 MODULE 2

_____ 23. An “if-then” reasoning is used to derive a conclusion in this

problem solving strategy, building up enough information to
arrive at a desired result.
a. experiment and simulation c. simplify the problem
b. logical reasoning d. work backwards
_____ 24. It is the process of reducing the information given in a problem to
an equation or a set of equations which are then solved.
a. make a table c. setting up equations
b. logical reasoning d. simplify the problem
_____ 25. When working on experiments will be costly and too unrealistic,
this strategy is an appropriate and powerful problem solving
strategy.
a. act it out c. simplify the problem
b. experiment d. simulation
_____ 26. This strategy is usually used to solve problems that require little
computation but use reasoning mostly in their solutions. Some
proofs in geometry and many mathematical puzzles use this
strategy.
a. act it out c. simplify the problem
b. logical reasoning d. working backwards
_____ 27. This theory of learning proposes that learners construct their
knowledge through experience rather than absorbing what they
are told. It views the student as an active learner.
a. behaviorism c. cognitive theory
b. constructivism d. conditioning

67 | P a g e
 MODULE 2

_____ 28. This is manifested when students enjoy solving the problems and
get quite involved as they work through their breaks in order to
settle a problem.
a. general problem solving skills
b. junior research mathematician
c. mathematical development on current knowledge
d. positive attitudes towards mathematics
_____ 29. Through problem solving, students begin to see that mathematics
as a subject is a live one, get some feeling for the way it is
created, and see why certain things are done in certain ways.
This increases their insight into the subject as a whole and gives
them a better feeling for what the subject is and what it is trying
to do. This makes the students
a. general problem solvers
b. develop mathematics on current knowledge
c. junior research mathematicians
d. thinkers and creative
_____ 30. The following are advantages of group work in problem solving
except one. Which one is it?
a. It makes the problem more interesting and relevant.
b. It helps many students produce original ideas.
c. It helps learning and understanding.
d. It increases enjoyment, learning and social skills.

68 | P a g e
 MODULE 2

Answer Key
1. c 16. b
2. b 17. d
3. b 18. b
4. d 19. a
5. a 20. b
6. a 21. a
7. c 22. b Be honest in
8. d 23. b checking
your paper!!
9. b 24. c
10. d 25. d
11. a 26. b
12. d 27. b
13. c 28. d
14. d 29. c
15. c 30. a

Performance Check!
If your score is within 24 to 30 or Outstanding,
proceed to Unit 3 of the module. Good Luck!
If your score is below 24 or Unsatisfactory, go
through Unit 2 of this module!

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SUMMARY MATHEMATICAL INVESTIGATION

SUMMARY

Mathematical investigations are mathematical situations where

patterns and/or rules need to be found through sustained explorations.
They vary in degree of difficulty and duration.

What makes mathematical investigation different from an open-

ended problem solving is that one of its stages is on exploration. There is
no unknown. Based on the patterns discovered from the explorations
made, conjectures are formulated, tested and verified subject for
modification or rejection.

The following are the stages in mathematical investigation:

1. Preliminary Skirmishing - the individual comes to grips with the

mathematical situation to be investigated, often in an organized
way.
2. Taking a break - an interval during which conscious attention may
not be directed at the investigation although subconscious thought
about it may occur.

3. Exploring Systematically - A line of action is followed in an organized

fashion; the degree of organization possibly being refined along the
way.

4. Making Conjectures - Patterns in the data may suggest

generalizations, which appear to apply to other cases under
consideration.

5. Testing Conjectures - This consists of checking the consistency of the

conjecture against existing cases for which data are available or
predicting results for untried cases and then obtaining the relevant
data.

6. Explaining or Justifying - the students are encouraged to explain

why they expect that the conjecture will hold new cases.

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MATHEMATICAL INVESTIGATION SUMMARY

7. Reorganizing - As the investigation progresses, it may become clear

that by reorganizing the approach, the investigation may be
simplified or made more systematic or more general or otherwise
improved.

8. Elaborating - other aspects, problems or lines of attack may be

followed. Some possible extensions to the investigation being
pursued may emerge during the preceding stages.

9. Summarizing - involves an account or summary, written or oral, of

what had been obtained I stages 3 to 8, with possibly disciplined
effort of pulling the investigation together into an organized
statement is valuable. It encourages a critical review of the
investigation, helping to clarify it for the student and possibly
placing aspects of it in perspective. It also encourages reflection on
the investigation process for other students.
There is no definite way of writing a summary of an investigation
because of the way students tackle them vary so much. The following are
worthy considerations.

 When thinking about an order of presentation, you may first list all
the aspects or problems you considered, including those for which
you may not have achieved a conclusive result or finding.
 An introduction will usually be necessary.
 When dealing with aspects or problem considered you may include
information about: (a) its origin, (b) methods of attacks used, (c)
data obtained, (d) patterns or relationships observed, (e)
conjectures made, (f) testing of conjectures, and (g) explanations
and justifications for conjectures.
 A conclusion will usually be necessary also.

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 MATHEMATICAL MODELING

MODULE 3
MATHEMATICAL MODELING

Introduction
When engineers want to test a new idea, they build a model upon
which to experiment. A properly constructed model is expected to
behave in the same manner as the final product. In the same way, a
physicist may build a model that facilitates exploration of the behavior of
a natural phenomenon. Also, a biologist may build a model to explain the
interaction between body mechanisms.
Mathematicians also build models, but they do so on paper. A
mathematical model consists of mathematical expressions, equations,
functions, graphs, statistics, and probability modeling tools that are
abstract representations to the solutions of the problem.

This module will discuss the following topics:

Lesson 1 - History of modeling
Lesson 2 - Purpose of mathematical modeling
Lesson 3 - The mathematical modeling process
Lesson 4 - Mathematical models and word problems

General Objective:
At the end of this unit, you should be able to:
1. gain an understanding of what a mathematical model is including
its history,
2. understand the purpose of mathematical modeling,
3. understand the mathematical modeling process, and
4. understand how mathematical models are used in word problems.

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 MODULE 3 MATHEMATICAL MODELING

LESSON 1
HISTORY OF MODELING

Objectives: At the end of this lesson, you should be able

to:
1. gain an understanding on the history of modeling, and
2. identify some mathematicians who made contributions in
mathematical modeling.
Discussion:
 What is the origin of modeling?
 How did it bring changes in the study of mathematics?

The word “modeling” came from the Latin word modellus which
describes a typical human way of coping with the reality. Anthropologists
think that the ability to build abstract models is the most important feature
which gave homo sapiens a competitive edge over less developed
human race like homo neandertalensis.
Although abstract representations of real-world objects have been
in used since the Stone Age, a fact backed up by cavemen paintings, the
real breakthrough of modeling came with the cultures of the Ancient
Near East and with the Ancient Greek.
The first recognizable models were on writing numbers like marks on
bones, which were documented since about 30,000 B.C. Astronomy and
architecture were the next areas where models played a role in about
4,000 B.C.
It was known that by 2,000 B.C., at least three cultures - Babylon,
Egypt, and India; had a decent knowledge of mathematics and used
mathematical models to improve their everyday life. Most mathematics
was used in an algorithmic way designed for solving specific problems.

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HISTORY OF MODELING Lesson 1

The development of philosophy in the Hellenic Age and its

connection to mathematics led to the deductive method, which gave
rise to the first pieces of mathematical theory. Starting with Thales of
Miletus at about 600 B.C., geometry became a useful tool in analysing
reality, and analysing geometry itself sparked the development of
mathematics independent of its application. Thales brought his
knowledge from Egypt as he predicted the solar eclipse of 585 B.C. He
also devised a model for measuring heights by measuring the lengths of
shadows.
After Thales, Pythagoras of Samos, the first pure mathematician,
developed among other things the theory of numbers and initiated the
use of proofs to gain new results from already known theorems. Important
philosophers like Aristotle, Eudoxos, and many more added lots of pieces,
and in the 300 years following Thales, geometry and the rest of
mathematics were further developed.
At about 300 B.C., Euclid of Alexandria wrote the Elements, a
collection of books containing most of the mathematical knowledge
available at that time. It held among others the first concise axiomatic
description of geometry and a treatise on number theory. Euclid’s books
became the means of teaching mathematics for hundreds of years. At
around 250 B.C., Eratosthenes of Cyrene, one of the first applied
mathematicians, used this knowledge to calculate the Earth-Sun and
Earth-Moon distances. He also calculated the circumference of the Earth
by using mathematical and geometric models.
Another important step in the development of modern models was
by Diophantus of Alexandria about 250 A.D. in his books Arithmetica,
where he developed the beginnings of algebra based on symbolism and
the notion of a variable.

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In astronomy, Ptolemy, inspired by Pythagoras’ idea to describe the

celestial mechanics by circles, developed by 150 A.D., a mathematical
model of the solar system with circles and epicircles to predict the
movement of sun, moon, and the planets. This model was so accurate
that it was used until the time of Johannes Kepler in 1619, when he finally
found a superior and simpler model for planetary motions that with
refinements due to Newton and Einstein is still valid today.
Building models for real-world problems, especially mathematical
models, is so important for human development that similar methods were
developed independently in China, India, and the Islamic countries like
Persia. One of the most famous Arabian mathematicians is Abu Abd-Allah
ibnMusaAl-H¯w¯arizm¯ıin the late 8th century. His famous books “de
numero Indorum” (the Indian numbers – now called arabic numbers) and
“Al-kitab_al-arfih.is¯ab_al-muh¯tas.ˇgabrwa’lmuq¯abala”(a concise book
about the procedures of calculation by adding and balancing) contain
many mathematical models and problem solving algorithms for real-life
applications in the areas of commerce, legacy, surveying, and irrigation.
The term algebra was taken from the title of his second book.
It took until the 11th century In the Occident, to develop
mathematics and mathematical models with application for surveying.
The first great western mathematicians were Fibonacci and Leonardo da
Pisa (1170–1240). As a son of a merchant, Fibonacci undertook many
commercial trips to the Orient, and in that time he got familiar with the
Oriental knowledge about mathematics. He used the algebraic methods
recorded in Al-H¯w¯arizm¯ı’s books to improve his success as a merchant,
because he realized the gigantic practical advantage of the Indian
numbers over the Roman numbers which were still in use in western and
central Europe at that time. His highly influential book “Liber Abaci”, first
issued in 1202, began with a presentation of the ten "Indian figures" (0, 1,

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HISTORY OF MODELING Lesson 1

2,..., 9), as he called them. This date was especially important because it
finally brought the number zero to Europe, an abstract model of nothing.
The book itself was written to be the algebra manual for commercial use,
and explained in detail the arithmetical rules using numerical examples
which were derived like measure and currency conversion.
Artists like the painter Giotto (1267–1336) and the Renaissance
architect and sculptor Filippo Brunelleschi (1377–1446) started a new
development of geometric principles called perspective. In that time,
visual models in anatomy were used as well as mathematical ones.
In the later centuries, more and more mathematical principles were
detected, and the complexity of the models increased. It is important to
note that despite the achievements of Diophant and Al-H¯w¯arizm¯ı the
systematic use of variables was really invented by Viet´a (1540–1603). It
took another 300 years until Cantor and Russell, when the true role of
variables in the formulation of mathematical theory was fully understood.
Physics and the description of nature’s principles became the major
driving force in modeling and the development of the mathematical
theory. Economics joined in later, and now an ever increasing number of
applications demand models in their analysis.

 Can you imagine mathematics today without mathematical

models and use of variables?
 In your own opinion, what is the greatest invention as far as
mathematical models and modeling is concerned? Why?

The following are some historical notes in mathematical modeling:

1. Early mathematicians used the term “radix”, the Latin word for root,
when they wrote about the square root of numbers. The square root
symbol later evolved from rx, an abbreviation of the word radix. The
symbol “ ” used today first appeared in print in 1525 in the book “DIE

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 MODULE 3 MATHEMATICAL MODELING

CROSS” by Cristoff Rudolff. It is said to have come from the German form
of the letter r. It was in the 17th century that the “ ” became the

standard symbol for square root.

2. The idea of zero was invented in India. It was introduced to Europe
and took the form we know today. There are many opinions about what
zero originally stood for the sun. Others claim that it was the symbol of
demons. In any case, the invention of zero was very important in the
development of number.
3. The Englishman Robert Recorde is credited with the invention of the
equal sign. He wrote a mathematics book “Whetsome White” which was
published in 1577. He used the symbol “===” in the book to avoid
repeating “is equal to”. The reason why he chose a pair of line segments
of the same length is because he thought that no two things could be
more equal eventually, the segments shortened until it became “=” later.
4. Another English mathematician and astronomer Thomas Harriot
invented the “>” and “<” symbols. These symbols were found in his
algebra book published in 1631, published after his death. He also helped
popularized the equality sign.
5. The “x” for multiplication is said to have a Catholic origin. This
symbol is called the St. Andrew’s Cross. It symbolized the cross on the
patron saint of Scotland who was crucified and martyred. Saint Andrew
was one of Jesus’ twelve apostles and brother of Saint Peter. It was William
Oughtred (1574-1770), an English mathematician who used the St.
Andrew’s Cross as the symbol for multiplication. The symbol though was
not widely adopted. Gottfried Wilhelm Leibniz (1646-1716) advocated the
use of the raised dot (.) because he thought that the symbol “x” would be
confused with the letter x.
6. Rene Descartes (1596-1650) one of the greatest scientists of the 17 th
century, devised and used the perpendicular number lines to identify or

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HISTORY OF MODELING Lesson 1

locate points in a plane. This is the reason why it is called the Cartesian
coordinate system. He also founded Analytic Geometry and established
the length between algebra and geometry through graphing.

 What other mathematical symbols/models are in used today? Trace

their origins.

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Formatives Test
Direction: Identify what is being asked in each of the following
items.

____________________ 1. It is a term that describes a typical human way of

coping with reality.
____________________ 2. It is the Latin word for ‘root’.
____________________ 3. He is the author of the book “Die Cross” where the
symbol for square root first appeared.
____________________ 4. It is where the ‘abstract model of nothing’ is
invented.
____________________ 5. What is the ‘abstract model of nothing’?
____________________ 6. He invented the ‘equal sign’.
____________________ 7. This symbol is called the St. Andrew Cross.

____________________ 8. He advocated the use of the raised dot (.) for

multiplication.
____________________ 9. He invented the symbols for inequalities.
____________________ 10. He used ‘x’ as the symbol for multiplication.

B. Direction: Prepare a reflection paper considering the following

questions.
1. Can you imagine mathematics today without mathematical
models and use of variables?
2. In your own opinion, what is the greatest invention as far as
mathematical models and modeling is concerned? Why?

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Answer Key
1. modeling
2. radix
3. CristoffRudolff
4. India Be honest
5. ‘0’ in
6. Robert Recorde checking

7. ‘x’ for multiplication your

paper!!
8. Gotfried Wilhelm Leibniz
9. Thomas Harriot
10. William Oughtred

Performance Check!
If your score is within 8 to 10, you are
Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is within 5 to 7, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 4, then your score is

Unsatisfactory. Go over the lesson.

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 MODULE 3 MATHEMATICAL MODELING

LESSON 2
PURPOSE OF MATHEMATICAL MODELING

Objective: At the end of this lesson, you should be able

to identify and explain the purpose of mathematical
modeling.

Discussion:
 What is the purpose of mathematical modeling?
 How does it help solve mathematical problems?

A major reason why mathematics is the world’s second largest

educational subject is the fact that mathematics is applied in a multitude
of different ways in a huge variety of extra-mathematical subjects, fields
and practice areas. Every time mathematics is used to deal with issues,
problems, situations and contexts in domains outside of mathematics,
mathematical models and modeling are necessarily involved, implicitly or
explicitly.

 Identify a subject area outside mathematics where mathematics

and mathematical modeling is used.
 Do you think this subject area can stand alone without
mathematics and mathematical modeling? Why or why not?

In the fields of business and industry, agriculture, infrastructure,

engineering, science and technology, and many others, mathematics
and mathematical modeling is there.
Consider some extra-mathematical domain and imagine that, for
one reason or another, you want to come to grips with certain elements,
features, phenomena, relationships, properties, issues, problems or
questions pertaining to that domain, and that you intend to employ

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mathematics to do so. What you have to do is to select, from the domain,

those objects, relationships, phenomena and questions you consider are
significant for your purpose. Each of the entities you selected have to be
represented by mathematical entities within some realm of mathematics
which have relevance in the context. In other words, you translate
selected entities, including questions, from the extra-mathematical
domain under consideration into mathematical entities belonging and
referring to the mathematical realm which you have chosen.
The very point of involving mathematics is to seek mathematical
answers by mathematical means to the translated questions in the
mathematical realm and then translate the answers back into the extra-
mathematical domain and interpret and evaluate them as answers to the
extra-mathematical questions posed at the outset. This process is known
as the modeling cycle.
A mathematical model can be defined in terms of an extra-
mathematical domain, D, a mathematical realm, M, and a mapping or
translation, f, from D to M. A mathematical model is the triple (D,f,M),
indicating that each of D, f and M is an indispensable component of the
model. Sometimes f is called a “mathematisation” of D by means of M.
Consider this simple example as an illustration. If you want to decide
which of the two bus companies, T and U, with different fair rates to
choose for a bus ride from A to B, the extra-mathematical domain, D,
consists of bus rides taking place in a topographical and commercial
environment. Assume that you want to choose between T and U solely
based on the cost of the rides and that the cost turns out to be
determined by the zone location of A and B, the distance between them,
and distance and zone dependent rate schemes used by T and U,
respectively. Then a suitable mathematical realm, M, to represent the
context and situation could consist of real functions, specifically, non-

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negative linear functions defined on the non-negative reals where the

independent variable represents distance travelled and the dependent
variable represents cost. The mapping, f, then specifies the exact form of
two functions, one for each company, and translates the questions from D
into questions concerning M. Choosing between the two bus companies
would then amount to
(a) determining the intervals in which one cost function exceeds the
other and identifying the representation of the desired ride in one of these
intervals, which leads to a mathematical conclusion of which function or
functions have the lower value, and
(b) translating this answer back to an answer saying “company T (or
U) should be chosen for this ride” or “it doesn’t matter which company
you choose for this ride”.
When a mathematical model is introduced, selected, modified or
constructed to deal with aspects of an extra-mathematical context and
situation, mathematical modeling is taking place.
 Can you give other examples of mathematical modeling in the
context of the triple (D,f,M)?

Definitely, mathematical modeling is taking place every time a

choice is to be made by an individual in making decisions in order to save
time, money, effort, materials, and others. In business and industry, they
are used to determine better mode of investment or deals. For a mother in
the grocery store, it is helping her to make better choice regarding
products of same function but of varying price.

 As a student, cite situations where you are applying mathematical

modeling?
 Is it helping you make wise and better decision(s)? How?

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Formative Test
Direction: Write T if the statement is true and F if the statement is
false.
_____ 1. Mathematics is the world’s single largest educational subject.
_____ 2. Mathematical models and modeling are involved every time
mathematics is used to deal with issues, problems, situations and
contexts in domains outside of mathematics.
_____ 3. The fields of science and technology do not involve any
mathematical modeling.
_____ 4. Mathematical modeling is no longer needed by physicists and
engineers.
_____ 5. A teacher of Filipino does not need mathematics in his/her
subject.
_____ 6. Modelling cycle is the process of taking a point of departure in
some extra-mathematical domain, moving into some
mathematical realm to obtain mathematical conclusions, and
translating these back to the extra-mathematical domain.
_____ 7. Mathematical modeling is taking place when a mathematical
model is introduced or constructed to deal with aspects of an
extra-mathematical context and situation.
_____ 8. A person who investigates or assesses a model is called a model
analyst.
_____ 9. The College’s ICT Department does not need mathematical
modeling in realizing its goals.
_____ 10. Modeling implies substantial simplification, stylization and
reduction of complexity.
B. Direction: Prepare a reflection paper considering the following
questions.
As a student, cite situations where you are applying mathematical
modeling? Is it helping you make wise and better decision(s)? How?

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Answer Key
1. T 6. T
1. T 7. T
Be honest!
2. F 8. T
3. F 9. F
4. F 10. T

Performance Check!
If your score is within 8 to 10, you are
Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is within 5 to 7, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 4, then your score is

Unsatisfactory. Go over the lesson.

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THE MATHEMATICAL MODELING PROCESS Lesson 3

LESSON 3
THE MATHEMATICAL MODELING PROCESS

Objectives: At the end of this lesson, you should be able

to
1. Identify the different steps in the modeling process.
2. Explain how these steps differ from the steps in problem
solving.
Discussion:

 What are the steps in the modeling process?

 Is it similar with the procedure of problem solving?

Mathematical modeling is an opportunity for students inquiring

situations through mathematical procedures without previously
established procedures and with different routing possibilities. It
encourages students to investigate cases of other areas than
mathematics through mathematics. Therefore, a mathematical model
consists of mathematical expressions and equations that are an abstract
representation of the problem. However, some problems may be more
amenable to some mathematical concepts.
To effectively understand mathematical modeling, the classroom
must be an active learning environment of mathematical modeling. The
concept of learning environment according to Skovsmose (1994) refers to
conditions in which you are encouraged to develop certain activities.
The process of modeling consists of four steps. The different steps in
the process are as follows:
1. determining the variables,
2. creating the model,
3. using the model to find a solution or solutions, and
4. verifying that the solution satisfies the original problem.

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 What do you notice about the different steps?

Yes! The different steps in the process of mathematical modeling

are familiar. They are precisely the stages of problem solving we used in
Module 1.

 From Module 1, what were the different stages in problem solving?

 In what stage did you encounter most of the challenges or
difficulties?

You are correct! The challenge in solving word problems usually

happens in stage 2. It is in this stage where students translate from words
into mathematical equivalents. They represent those important factors in
the problem one by one and interplay them mathematically and write
the mathematical relations and analyze them in sequence, that is, in
building the mathematical model.

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Formative Test
Direction: Write T if the statement is true and F if the statement is
false.

_____ 1. Mathematical modeling is an opportunity for students inquiring

situations through scientific procedures without previously
established procedures and with different routing possibilities.
_____ 2.A mathematical model consists of mathematical expressions and
equations that are an abstract representation of the problem.
_____ 3. Mathematical modeling encourages students to investigate
cases of other subject areas through mathematics.
_____ 4. The classroom must be a passive learning environment of
mathematical modeling.
_____ 5. There are five steps in the mathematical modeling process.
_____ 6. The different steps in the process of mathematical modeling are
similar to the stages of problem solving.
_____ 7. The challenge in solving word problems happens in stage 3.
_____ 8. When building the mathematical model, students represent
those important factors in the problem one by one and interplay
them mathematically and write the mathematical relations and
analyze them in sequence.
_____ 9. Learning environment refers to conditions in which students are
encouraged to develop certain activities.
_____ 10. In mathematical modeling, students translate from words into
mathematical equivalents.
B. Direction: Answer the following questions:
Recall the different processes in problem solving and compare them to
the processes in mathematical investigation. What processes are the
same and different? Explain how the processes differ from each other.

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Answer Key

1. F 6. T
2. T 7. F
3. T 8. T Be honest

4. F 9. T in checking
your
5. F 10. T
paper!!

Performance Check!
If your score is within 8 to 10, you are
Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is within 5 to 7, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 4, then your score is

Unsatisfactory. Go over the lesson.

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MATHEMATICAL MODELS AND WORD PROBLEMS Lesson 4

LESSON 4
MATHEMATICAL MODELS AND WORD PROBLEMS

Objective: At the end of this lesson, you should be able

to
1. Explain how mathematical models are used to solve
word problems.

Discussion:
You have seen that the steps in the process of mathematical
modeling are similar to the steps we used in word problem solving. You
are also aware that the challenge in solving word problems lies in
translating from words into mathematical equivalents or in building the
mathematical model.
You are now going to explore a variety of word problems. In each
example, observe how a model is built in an organized manner that will
lead to the appropriate algebraic expressions and equations.
Recall that in order to solve a word problem, oftentimes you must
use a formula. These formula express a relationship that you use all of the
time but have never written down. Having successfully translated from
words into algebra, you must solve the equation that you have
formulated. That’s the easy part – straight forward algebraic steps will lead
you to a numerical solution. The final step – always check to insure that
the answer “makes sense” in the context of the problem.

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A. Coin Problems
In building a model for coin problems, you must distinguish between
the number of coins and the value of the coins. For example,
nnickels have a value of 5n cents
ndimes have a value of 10n cents
nquarters have a value of 25n cents
If you have 8 quarters, what is their value? You find the answer by
using this relationship.

For any denomination of coins,

Number of coins x number of cents in each coin =value in cents

Since each quarter has a value of 25 cents, the total value of the quarters
is
8 x 25 = 200 cents

A Coin Problem
A purse contains $3.20 in quarters and dimes. If there are 3 more
quarters than dimes, how many coins of each type are there?

Solution
In our model, we may let the unknown represent the number of
quarters or the number of dimes. We make a choice. Let
n5number of quarters
then
n – 2=5 numbers of dimes
since “there are 3 more quarters than dimes.”

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We can begin to build our model by gathering the data in the form
of a chart, using the relationship
value in cents = number of coins x number of cents in each coin
to guide us.
No. of coins X No. of cents in = Value in cents
each coin
Quarters N 25 25n
Dimes n–3 10 10 (n – 3)
Total 320
In our problem, we are told that
total value = (value of quarters) + (value of dimes)
Substituting from the chart and solving,
320 = 25n +10(n – 3)
320 = 25n + 10n – 30
350 = 35n
10 = n
Then
n = number of quarters = 10
n – 3 = number of dimes = 7
Now verify that the value is $3.20.

B. Investment Problems
The class of investment problems that we are going to solve involves
simple interest. As an example, assume that you invested P5000 (called
the principal, P) at an annual interest rate, r, of 6%. Then the
interest,I,available at year’s end is
I = (0.06)(5000) = 300

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In this example, you have earned P300 in interest. We can

generalize and develop a formulathat will form the basis for our modeling
of investment problems.
I = Prt where I = simple interest
P=principal
r = annual interest rate
t = time in years

This formula will be used in all investment problems.

Example:
Apart of P7000 is invested at 6% annual interest and the remainder
at 8%. If the total amount of annual interest after a year is P460, how much
was invested at each rate?
Solution:
Let
n = amount invested at 6%
then
7000 – n= amount invested at 8%
since the total amount is 7000. The model can then be built in the
form of a table.
Principal X Rate = Interest
5% investment N 0.05 0.05n
9% investment 12,000 – n 0.09 0.09(12,000 – n)

Since the sum of the interest from the two parts is the total interest,
0.06n + 0.08(7000 – n) = 460
0.06n + 560 – 0.08n = 460
-0.2n + 560 = 460
0.02n = 100
n = 5000 = portion invested at 6%
7000 – n= 2000 = portion invested at 8%
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MATHEMATICAL MODELS AND WORD PROBLEMS Lesson 4

C. Distance (Uniform Motion) Problems

Here is the basic formula for solving distance problems:
d = rt
where: d = distance
r=rate
t = time of travel

For instance, an automobile traveling at an average speed of 80

kilometers per hour for 3 hours will travel a distance of
d =rt
= (80 km/h)(3 h)
= 180 km
The relationships that permit you to write an equation are
sometimes obscured bythe words. Here are some questions to ask as you
set up a distance problem:
(a) Are there two distances that are equal? Will two objects have
travelled the samedistance? Is the distance on a return trip the
same as the distance going?
(b) Is the sum (or difference) of two distances equal to a constant?
When twoobjects are traveling toward each other, they meet
when the sum of the distances travelled by each equals the
original distance between them.

Example:
Two trains leave New York for Chicago. The first train travels at an
average speed of 60 km per hour, while the second train, which departs
an hour later, travels at an average speed of 80 km per hour. How long
will it take the second train to overtakethe first train?

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Solution:
Let t =number of hours second train travels
since we are interested in the time the second train travels
then t +1 =number of hours first train travels
since the first train departs one hour earlier.

In table form, the model now looks like this:

Rate X Time = Distance
First train 60 t+1 60(t + 1)
Second train 80 T 80t

At the moment the second train overtakes the first, they must both
have travelled thesame distance.
60(t +1) = 80t
60t +60 =80t
60 =20t
3 =t
It will take the second train 3 hours to catch up with the first train.

D. Mixture Problems
One type of mixture problem involves mixing commodities, say, two
or more types of nuts, to obtain a mixture with a desired value. To form a
suitable model, we will need to use a number of “common sense”
relationships. If the commodities are measured in pounds, these are

number of pounds x price per pound= value of commodity

pounds in mixture= sum of pounds of each commodity

value of mixture= sum of values of individual commodities

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MATHEMATICAL MODELS AND WORD PROBLEMS Lesson 4

A Coffee Mixture
How many pounds of Brazilian coffee worth P500 per pound must
be mixed with 20 pounds of Colombian coffee worth P400 per pound to
produce a mixture worth P420 per pound?
Solution
Let
n = number of pounds of Brazilian coffee
The model can then be built in the form of a chart.
Type of Number of X Price per = Value in pesos
coffee pounds pound
Brazilian n 500 500n
Columbian 20 400 8000
Mixture n + 20 420 420(n + 20)

(Note that the weight of the mixture equals the sum of the weights
of the Brazilian and Colombian coffees going into the mixture.)
Since the value of the mixture is the sum of the values of the two
types of coffee, we have
420(n + 20) = 500n+ 8000
420n+ 8400= 500n + 8000
400 = 80n
5=n
We must add 5 pounds of Brazilian coffee.

Liquid Mixtures
A second type of mixture problem involves solutions containing
different concentrationsof materials. For instance, a 40-gallon drum of a
solution that is 75% acid contains(40)(0.75) =30 gallons of acid. If the
solutions are measured in gallons, the relationshipwe need is:

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number of number of
gallons of X % of = gallons of
Solution component A component
A

The other relationships we need are really the same as in our first
type of mixtureproblem.
Sum of the
Number of
number of
gallons =
gallons in
In mixture
each solution
Sum of the
Number of number of
gallons of gallons of
=
component A component A
in mixture in each
solution

The other relationships we need are really the same as in our first
type of mixture problem.

A Liquid Mixture
A 40% acid solution is to be mixed with a 75% acid solution to
produce 140 gallons of a solution that is 50% acid. How many gallons of
each solution must be used?

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MATHEMATICAL MODELS AND WORD PROBLEMS Lesson 4

Solution
For our model, we let
n =number of gallons of the 40% acid solution
Then
140 –n =number of gallons of the 75% acid solution

Since the number of gallons in the mixture is the sum of the number
of gallons in each contributing solution. We can then model the
information in the form of a chart.
Number of X % acid = Number of
gallons gallons of acid
40% n 40 0.40n
solution
75% 140 – n 75 0.75(140 – n)
solution
Mixture 140 50 70
Since the number of gallons of acid in the mixture is the sum of the
number of gallonsof acid in each solution, we have

70 = 0.40n + 0.75(140 – n)
70 = 0.40n + 105 – 0.75n
-35= -0.35n
n = 100 gallons
140 – n= 40 gallons

Thus, we mix 100 gallons of the 40% solution with 40 gallons of the
75% solution to produce140 gallons of the 50% solution number of gallons

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E. Critical Thinking Problems

In previous sections of this chapter, we discussed how to solve

problems involvingcoins, interest, mixtures, and distance. We will now use
what we have learned to solve additional critical thinking problems. It is
best to utilize the following general steps in order to solve problems more
easily and consistently:
1. Understand the problem.
2. Translate the problem into an algebraic equation.
3. Solve the resulting equation.
4. Interpret the result.
Now let’s try some examples. The first example involves
percentages.
You may be surprised at how often we use percentages in our
everyday lives. For example, if items are on sale, we get certain amounts
of discount. It is easier to say that we get a 15% discount rather than give
the exact cost. You may also notice that realtors usually speak in terms of
percentages. For example, they say house prices increased by 10% last
year or house prices are dropping by 5% this year.
It is important to know how to calculate the percent of increase or
decrease.

Calculating Home Prices

The average price of a home in Santa Maria was $200,000 in 1999.
The average home price increased to $450,000 in 2005. Find the percent
increase.

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Solution
Step 1. Understand the Problem. First, let’s read the problem. The average
home price has increased from $200,000 to $450,000 in Santa Maria.
Now we need to find the percent increase. Since we don’t know by
what percent the average home price has increased, we let x 5 the
percent increase.
Step 2. Translate the Problem into an Equation. Let’s write the problem in
words first and then translate the words into an algebraic equation.

Increase 5 New average home price– Old average home price

Increase 5 $450,000– $200,000
Increase 5 $250,000

$250,000 is the amount of increase. To find the percent increase, we

write the problem in words first.
Increase = what percent Of old average
increase home price
$250,000 5 x •$200,000

Step 3. Solve the Equation.

250,000 = x • 200,000 Since “of” represents
“multiplication”
250,000/200,000 = x Dividing both sides by
200,000
x = 1.25
x = 125% Write as a percent

Step 4. Interpret the Results. Finally, check the proposed solution. The
percent increase in average home prices is 125%.

Now, answer this question: How are mathematical models used in

word problems. Explain.

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 MODULE 3

PRE-TEST

I. Direction: Select the letter that corresponds to the correct or best

answer. Write your answer in your answer sheet.

_____ 1. This symbol first appeared in 1525 in the book ‘Die Cross’ by
Cristoff Rudolff.

a. “ ” b. “x” c. “>,<” d. “0”

_____ 2. It is called as an ‘abstract model of nothing’.

a. “ ” b. “x” c. “>,<” d. “0”

_____ 3. This symbol is said to have a Catholic origin.

a. “+” b. “x” c. “rx” d. “

”

_____ 4. It was invented by Thomas Harriot and was published in his

algebra book in 1631.

a. “ ” b. “x” c. “>,<” d. “0”

_____ 5. The person to whom the invention of the ‘equal sign’ was
credited.

a. Rene Descartes
b. Robert Recorde
c. Gottfried Wilhelm Leibniz
d. Cristoff Rudolff

_____ 6. The person who advocated the used of raised dot (.) because the
symbol ‘x’ would confused with the variable/letter x.

a. Rene Descartes
b. Robert Recorde
c. Gottfried Wilhelm Leibniz
d. Cristoff Rudolff

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_____ 7. The person who devised and used the perpendicular number lines
to identify or locate points on a plane.

a. Rene Descartes
b. Robert Recorde
c. Gottfried Wilhelm Leibniz
d. Cristoff Rudolff

_____ 8. The person who used the symbol “ ” for square root.

a. Rene Descartes
b. Robert Recorde
c. Gottfried Wilhelm Leibniz
d. Cristoff Rudolff

_____ 9. The person who calculated the distances Earth-Sun and Earth-
Moon and the circumference of the Earth by a
mathematical/geometric model.

a. Giotto
b. Filippo Brunelleschi
c. Diophantus
d. Eratosthenes

_____ 10. The person who started the development of the geometric
principle called ‘perspective’.

a. Giotto
b. Filippo Brunelleschi
c. Diophantus
d. Eratosthenes

_____ 11. It is where the idea of ‘zero’ was invented.

a. China b. India c. Persia d. Europe

_____ 12. In what book did the symbol “ ” first appear?

a. Arithmetica, 150 A.D.

b. Elements, 300 B.C.
c. Die Cross, 1525
d. Algebra, 1631

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_____ 13. The book where symbols for inequalities first appeared.

a. Arithmetica, 150 A.D.

b. Elements, 300 B.C.
c. Die Cross, 1525
d. Algebra, 1631

_____ 14. The book where the development of Algebra based on

symbolism and variable notation was taken.

a. Arithmetica, 150 A.D.

b. Elements, 300 B.C.
c. Die Cross, 1525
d. Algebra, 1631

_____ 15. The book where the first concise axiomatic description of
geometry and a treatise on number theory can be found.

a. Arithmetica, 150 A.D.

b. Elements, 300 B.C.
c. Die Cross, 1525
d. Algebra, 1631

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 MODULE 3

II. Direction: Write T if the statement is true and F if the statement is

false.

_____ 1. Mathematical models and modeling are involved every time

mathematics is used to deal with issues, problems, situations and
contexts in domains outside of mathematics.
_____ 2. Mathematical modeling is no longer needed by physicists and
engineers.
_____ 3. Modelling cycle is the process of taking a point of departure in
some extra-mathematical domain, moving into some
mathematical realm so as to obtain mathematical conclusions and
translating these back to the extra-mathematical domain.
_____ 4. A person who investigates or assesses a model is called a model
analyst.
_____ 5. Modeling implies substantial simplification, stylization and
reduction of complexity.
_____ 6. Mathematics is the world’s single largest educational subject.
_____ 7. The fields of science and technology do not involve any
mathematical modeling.
_____ 8. A teacher of Filipino does not need mathematics in his/her
subject.
_____ 9. Mathematical modeling is taking place when a mathematical
model is introduced or constructed to deal with aspects of an extra-
mathematical context and situation.
_____ 10. The College’s ICT Department does not need mathematical
modeling in realizing its goals.

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 MODULE 3

Answer Key.

I. II.
1. A 1. T
2. D 2. F
3. B 3. T
4. C 4. T
5. B 5. T Be honest
6. C 6. T in checking
7. A 7. F your
8. D 8. F paper!!
9. D 9. T
10. A 10. F
11. B
12. C
13. D
14. A
15. B

Performance Check!
If your score is within 20 to 25 or Outstanding,
proceed to Unit 4 of the module. Good Luck!
If your score is below 19 or Unsatisfactory, go
through this module!

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SUMMARY MATHEMATICAL MODELING

SUMMARY

The word “modeling” came from the Latin word modellus which
describes a typical human way of coping with the reality. Anthropologists
think that the ability to build abstract models is the most important feature
which gave homo sapiens a competitive edge over less developed
human race like homo neandertalensis.

The first recognizable models were on writing numbers like marks on

bones, which were documented since about 30,000 B.C. Astronomy and
architecture were the next areas where models played a role in about
4,000 B.C. By 2,000 B.C., at least three cultures - Babylon, Egypt, and India;
had a decent knowledge of mathematics and used mathematical
models to improve their everyday life. Most mathematics was used in an
algorithmic way designed for solving specific problems.

The process of modeling consists of four steps. These are:

(1) determining the variables,
(2) creating the model,
(3) using the model to find a solution or solutions, and
(4) verifying that the solution satisfies the original problem.

These steps in the process of mathematical modeling are familiar

because these are also the stages of problem solving.

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 ASSESSING MATHEMATICAL INVESTIGATION

MODULE 4
ASSESSING MATHEMATICAL INVESTIGATION

Introduction
As defined earlier from Module 2, mathematical investigation is an
extended project where students pose and work on their own problems
from a given unstructured point of view, which focuses both on content
and processes. It involves both a written and an oral presentation.
Because of its open-ended nature, scoring of outputs becomes an issue or
problem for the teacher. The usual scoring procedures used to ordinary
problem solving activities may not be applicable anymore, hence, the
need to have a rubric that specifically assesses the students’ products
and processes in the mathematical investigation.

This module will discuss the following topics:

Lesson 1 - Basic considerations in assessing mathematical

investigation
Lesson 2 - Analytic rubric for mathematical investigation with
transmutation table

General Objectives:

At the end of this module, you should be able to

1. develop an understanding on how to assess mathematical
investigation, and
2. analyze a developed analytic rubric for mathematical
investigation.

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 MODULE 4 MATHEMATICAL INVESTIGATION ASSESSMENT

LESSON 1
BASIC CONSIDERATIONSIN ASSESSING
MATHEMATICAL INVESTIGATION

Objectives: At the end of this lesson, you should be able

to:
1. Identify the benefits of mathematical investigation.
2. Differentiate holistic rubrics from analytic rubric.
3. Explain the type of rubric that is more appropriate in assessing
students’ output in mathematical investigation.
4. Analyze a given scoring framework based on the aspect of the
constructs of mathematical investigation.

Discussion:
Suppose you were asked to investigate this situation:
“Lines are drawn on a plane.”

 Do you have a specific problem to pursue or a clear path to follow?

Not likely. Such is the challenge of a mathematical investigation.

It is a process-oriented mathematical activity that does not have a
specific and recognizable goal or problem. It provides the students the
opportunity to choose what aspects of the situation they would like to do
and what strategies to use to search for patterns, pose a problem, and
state, better yet prove their conjectures.
The purpose of mathematical investigation in mathematics
education is “to shift the learning of mathematics towards investigating,
formulating, representing, reasoning and applying a variety of strategies
to the solution of problems – then reflecting on these uses of mathematics
– and away from being shown or told, memorizing and repeating” (NCTM,
1995).

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BASIC CONSIDERATIONS IN ASSESSING MATHEMATICAL INVESTIGATION Lesson 1

The following are the benefits of using mathematical investigations

in the classroom.
1. Mathematical investigation develops students’ mathematical
thinking processes and good mental habits, deepens the
students’ understanding of the content of mathematics, and
challenges them to “produce” their own mathematics within
their universe of knowledge.
2. Integrating mathematical investigation in mathematics classes is
also one way of encouraging schools to focus on the learner’s
reasoning, communicating, and problem solving skills and
processes.
 But how does one assess the products and processes of
mathematical investigation, given its open ended and complex
nature?

Rubrics are rating scales that are used with performance

assessments. They are formally defined as scoring guides, consisting of
specific pre-established performance criteria, used in evaluating student
work on performance assessments. Rubrics are typically the specific form
of scoring instrument used when evaluating student performances or
products resulting from a performance task.
There are two types of rubrics – holistic and analytic. A holistic rubric
requires the teacher to score the overall process or product as a whole,
without judging the component parts separately. In contrast, in an
analytic rubric, the teacher scores separate, individual parts of the
product or performance first, then sums the individual scores to obtain a
total score. It is understood therefore, that in analytic rubric the
component parts of the process, product or output are scored separately.

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 MODULE 4 MATHEMATICAL INVESTIGATION ASSESSMENT

 Which type of rubric is more appropriate for assessing a

mathematical investigation – the holistic rubric or the analytic
rubric? Explain.

According to Nivera (2009), mathematical investigation seeks to

promote and assess students’ ability to analyze and reason
mathematically, to use mathematical language, to communicate ideas,
to apply mathematical knowledge to solve problems in a variety of
contexts and discipline, and to assess content knowledge, including
concepts, procedures, and skills. An abundance of these bits of
information will be lost by giving a single score to the mathematical
investigation using a holistic rubric. Thus, an analytic rubric that considers
the unique characteristics of mathematical investigation must be
prepared and used.
To provide construct-related evidence for the rubric, the first step to
be taken is to identify the facets of the constructs of reasoning, problem
solving and communicating that might be displayed in a mathematical
investigation and would provide convincing evidence of the students’
underlying processes. These includes the students’ ability to analyze the
situation, search for patterns, state the problems, explain/justify
conjectures, reorganize and extend ideas, and communicate these ideas
orally and in writing. The second step is to carefully consider these facets
in the development of the mathematical investigation scoring framework
which serves as the basis in the establishment of scoring criteria.

Analytic Mathematical Investigation Scoring Framework (Nivera, 2009):

I. Foundational Knowledge – Foundation of mathematical working
knowledge possessed by the students that is brought to bear on the
mathematical investigation.
A. Concepts, facts and definition

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BASIC CONSIDERATIONS IN ASSESSING MATHEMATICAL INVESTIGATION Lesson 1

B. Procedures and algorithms

C. Misconceptions
II. Investigation Process – The analytical skills and reasoning abilities
that the students demonstrate in doing the mathematical investigation.
A. Analysis – The mental operations and tendencies that students
employ in the process of doing the mathematical investigation.
1. Understanding
a. Attain familiarity with the situation.
b. Look for possible patterns.
c. State a problem.
d. Examine special cases.
2. Exploring
a. Do a more organized and systematic search for patterns.
b. Use tables, graphs or diagrams.
3. Making Conjectures
4.Testing/Verifying Conjectures
B. Reasoning – The modes of reasoning that the students exhibit
while approaching and solving the tasks which includes
tendencies associated with the student’s reasoning
capabilities.
1. Explaining/Justifying Conjectures
a. Explain why the conjectures made will work for new or all
cases.
b. Prove the conjectures by mathematical induction, visual
proof, or direct/indirect proof.
2. Reorganizing
a. Simplifying/generalizing the approach.
b. Justifying the connections among conjectures.
3. Extending

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 MODULE 4 MATHEMATICAL INVESTIGATION ASSESSMENT

III. Communication – students’ interpretation and understanding of

the assessment task, and the corresponding expression of the analysis,
reasoning and final conjectures which includes the summary of the report.
A. Language
B. Symbols/notation/diagrams/graphs
C. Argument (concise and logical)
 What do you notice about the components of the foundational
knowledge?
You are correct! The components of the foundational knowledge
address the concern on content and include concepts, facts, and
definitions, procedures and algorithms, and misconceptions.
 How about the investigation process?
Yes! The investigation process embraces the processes of analysis
and reasoning.
 How about the communication process?
Right! The communication process stresses the use of appropriate
language, symbols/notations, and arguments.

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BASIC CONSIDERATIONS IN ASSESSING MATHEMATICAL INVESTIGATION Lesson 1

Formative Test.
Direction: Identify the words or group of words
described/defined in each given statement.
_______________ 1.A process-oriented mathematical activity that does not
have a specific and recognizable goal or problem.
_______________ 2. Rating scales that are used with performance
assessments.
_______________ 3.The teacher scores separate, individual parts of the
performance task, then sums the individual scores to obtain a
total score.
_______________ 4. The teacher scores the overall process or product of a
performance task as a whole, without judging the
component parts separately.
_______________ 5. This serves as the basis in the establishment of scoring
criteria.
_______________ 6. Its components addresses the concern on content and
include concepts, facts, and definitions, procedures and
algorithms, and misconceptions.
_______________ 7. It embraces the processes of analysis and reasoning.
_______________ 8. It stresses the use of appropriate language, symbols or
notations, and arguments.
_______________ 9. The mental operations and tendencies that students
employ in the process of doing the mathematical
investigation.
_______________ 10. This includes the explaining or justifying of conjectures,
reorganizing and extending them.
B. Direction: Answer the following.
Give a critic on the Analytic Mathematical Investigation Scoring
Framework.

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Answer Key.
1. mathematical investigation
2. rubrics Be honest
3. analytic rubrics inchecking
4. holistic rubrics your paper!!
5. mathematical investigation scoring framework/
scoring framework
6. foundational knowledge
7. investigation process
8. communication process
9. analysis
10. reasoning

Performance Check!
If your score is within 8 to 10, you are
Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is within 5 to 7, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 5, then your score is

Unsatisfactory. Go over the lesson.

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BASIC CONSIDERATIONS IN ASSESSING MATHEMATICAL INVESTIGATION Lesson 2

LESSON 2
ANALYTIC RUBRIC FOR MATHEMATICAL INVESTIGATION
WITH TRANSMUTATION TABLE

Objectives: At the end of this lesson, you should be able

to:
1. Analyze a developed and validated analytic rubric based on
mathematical investigation scoring framework.
2. Comment on the transmutation table of scores obtained from
the rubric.

Discussion:
Nivera (2008) conducted a pilot study to develop and validate an
analytic rubric for mathematical investigation with transmutation table.
The rubric was based on the mathematical investigation scoring
framework, discussed in Lesson 1, to ensure a valid assessment of the
products and processes of mathematical investigation.
Guided by the framework, the researcher identified the observable
attributes that students needed to demonstrate in their mathematical
investigation output. The characteristics or success indicators for each
attribute or criterion were clearly defined to reduce the occurrences of
discrepancies between raters and to respond to the concern of intra-rater
reliability. To ensure that consistency was maintained, the raters were
instructed to revisit the established criteria throughout the scoring process.
Table 1 presents the developed and validated analytic scoring
rubric for mathematical investigation.

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 MODULE 4 MATHEMATICAL INVESTIGATION ASSESSMENT

Table 1. Analytic Scoring Rubric for Mathematical Investigation.

Scoring Excellent Very Good Fair Poor

Criteria (4) (3) (2) (1)
I. Foundational Knowledge
A. Concepts, facts and definitions
1. Use of Uses correct and Makes 1 or 2 Makes a major Extensive
correct appropriate minor errors in error or 3 or errors in
concepts, facts concepts, facts the use of more minor concepts, facts
and and definitions concepts, errors in the and definitions
definitions facts use of which make
and definitions concepts, the
facts and entire
definitions investigation
questionable or
irrelevant.
B. Procedures and algorithms
2. Selection Selects Selects Makes one Errors in
and appropriate appropriate major error or carrying out the
correct procedures and procedures; 3 or 4 minor procedures or
performance performs all of makes 1 or 2 errors in doing algorithms
of appropriate them correctly minor errors in the procedures make the
procedures computations or algorithms whole
and investigation
algorithms questionable or
irrelevant.
C. Misconceptions
3. Absence of Has no Has (1) Has (2) Has (3) or more
Misconceptions Misconception misconception Misconceptions Misconceptions
II. Investigation Process
A. Analysis
4. Range and Investigates at Investigates at Investigates at Investigates
depth least 3 problems least 2 least 1 problem one
of problem(s) with problems with Problem
investigated commendable with satisfactory
depth and rigor satisfactory depth and rigor
depth and
rigor
5. Originality At least 2 At least one Investigates Investigates
and problems are not problem is not only those only problems
complexity of typical; shows typical; shows problems that that are exactly
problems originality and originality and are simple and the same as
investigated complexity complexity typical. those of others
6. Systematic Explores the Explores the Explores the Explores the
study of situation or situation or situation or situation or
Problems problem problem in an problem with problem in a
systematically; organized some random and
Uses tables and manner ineffective disorganized
diagrams system manner

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BASIC CONSIDERATIONS IN ASSESSING MATHEMATICAL INVESTIGATION Lesson 2

Scoring Excellent Very Good Fair Poor

Criteria (4) (3) (2) (1)
7.Verification of Verifies the Verifies the Verifies the Makes no or
solution or solution or solution or solution or incorrect
conjecture conjecture by conjecture by conjecture by verification of
applying it to applying it to applying it to the solution or
several cases; several cases one case conjecture
includes unusual
cases
B. Reasoning
8. Validity and Uses correct and Uses correct Has some minor Has major
depth of valid reasoning and valid flaws in flaws in
reasoning and shows reasoning reasoning reasoning
depth
in mathematical
understanding
9. Quality of the Proves the Proves the Proves the Fails to prove
proof conjecture conjecture conjecture the conjecture
Presented convincingly satisfactorily using
using correct & using correct examples and
effective arguments diagrams or
analytic drawings
arguments
10. Ability to Makes significant Makes Makes minimal Makes no
see connections with satisfactory connections connections or
connections other problems connections with extensions to
or with other other problems the problem
conjectures problems or or conjectures
Extends the conjectures
Problems Extends the
problems
minimally
III. Communication
A. Language
11. Clarity of States the States the States the Does not state
statements of problem(s) and problem(s) problem(s) and the problems
problem(s) conjecture(s) and conjecture(s) nor the
and clearly, using conjecture(s) in a vague and conjecture(s)
conjecture(s) precise and clearly incomplete
concise manner
language
12. Clarity of Presents a Presents an Presents a not Presents a
written complete, well organized so well disorganized
output of the organized and written output organized and
investigation clearly written with an written output incomplete
output that incomplete that shows an written output
includes a work trail incomplete
complete work work trail
trail

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 MODULE 4 MATHEMATICAL INVESTIGATION ASSESSMENT

Scoring Excellent Very Good Fair Poor

Criteria (4) (3) (2) (1)
13. Clarity of Reports the Reports the Reports the Does not report
oral processes and processes and process and many of the
report of the results of the results of the results of the processes
investigation investigation investigation investigation in and/or results
clearly and clearly – for a disorganized
comprehensively the manner
most part
B. Symbols/notations
14. Correctness Uses correct and Makes minor Makes a major Makes
of symbols, appropriate errors in the error in the use extensive errors
notations and symbols, use of symbols, in the use of
labels notations and of symbols, notations and symbols,
labels notations and labels notations and
labels labels
C. Arguments
15. Use of Provides Provides valid Uses some Uses mostly
arguments in sufficient, arguments to illogical and illogical/
the written concise and support their irrelevant irrelevant
and oral report. valid reasoning and arguments arguments or
arguments to conclusions fails to provide
support their any argument
reasoning and to support their
conclusions reasoning and
conclusions
For the teacher: Other comments:
Source: www.unlock-pdf.com_mathematical_investigation_and_its_assessment

 Is the rubric user-friendly and appropriate for assessing

mathematical investigation outputs? Why or why not?
Definitely, yes! The rubric is user-friendly because it is based on the
mathematical investigation scoring framework and have the
characteristics that a mathematics teacher is looking for in the students’
mathematical investigation.
 In which part of the rubrics do you observe to have the most
weight? Is it reasonable? Why or why not?

The investigation process was given the most weight since it is the
focus of mathematical investigation.
Based on the rubric, a transmutation table was also developed.
Table 2 presents this transmutation table.

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BASIC CONSIDERATIONS IN ASSESSING MATHEMATICAL INVESTIGATION Lesson 2

Table 2. Transmutation table based on the analytic rubric.

Score Equivalent Score Equivalent Score Equivalent
Grade Grade Grade
60 100 45 87 30 75
59 99 44 86 29 74
58 98 43 85 28 74
57 97 42 85 27 73
56 96 41 84 26 72
55 95 40 83 25 72
54 95 39 82 24 71
53 94 38 81 23 70
52 93 37 80 22 70
51 92 36 80 21 69
50 91 36 79 20 68
49 90 34 78 19 68
48 90 33 77 18 67
47 89 32 76 17 66
46 88 31 75 16 66
15 65
Source: www.unlock-pdf.com_mathematical_investigation_and_its_assessment

 How many scores are there in the transmutation table? What is the
possible highest score? the lowest possible score?
 If 75, the lowest passing grade, is the lowest average grade, how
many of the possible scores falls on the average and above
average grades?
 How many of the scores fall below the average grade?
 Do you think the transmutation table is fair? Why?

There were forty six scores in the transmutation table where the
highest possible score is 60 and the lowest possible score is 15. Thirty one of
these scores are average or above average, two-thirds of the possible
scores from the top, as the lowest passing score. Fifteen scores or one-third
of the possible scores fall below average. This was based on a claim that
in a rubric scoring system, there are typically more scores at the average
and above average categories than below average categories making it
fair for both teachers and students (Mertler, 2001).
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Formative Test.
Direction: Write T if the statement is true and F if the statement is
false.
_____ 1. A rubric is tough when it is based on the mathematical
investigation scoring framework.
_____ 2. To ensure a valid assessment of the products and processes of a
mathematical investigation, the rubrics should be based on a
scoring framework.
_____ 3. In developing a rubric for mathematical investigation, there is a
need to identify the observable attributes that students need to
demonstrate in their output.
_____ 4. Majority of the scores in the mathematical investigation rubric
are found in the foundational knowledge.
_____ 5. User-friendly rubric have the characteristics that a mathematics
teacher is looking for in the students’ mathematical investigation.
_____ 6. Communication was given the most weight, since it is the focus of
mathematical investigation.
_____ 7. A fair rubric for mathematical investigation has 50% of the scores
below average or passing grades.
_____ 8. There are typically more scores at the average and above
average categories than below average categories in a rubric
scoring system.
_____ 9. An experienced mathematics teacher still needs a scoring rubric
when evaluating a mathematical investigation output.
_____ 10. If a rubric has a highest possible score of 75, the lowest passing
score should be 30 for it to be fair.

B. Direction: Answer the following question.

Why is it necessary to have a transmutable for an analytic rubric in

mathematical investigation? Explain.

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BASIC CONSIDERATIONS IN ASSESSING MATHEMATICAL INVESTIGATION Lesson 2

Answer Key
1. F
2. T
3. T
4. F
Be honest in
5. T checking your
6. F answers!!
7. F
8. T
9. T
10. F

Performance Check!
If your score is within 8 to 10, you are
Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is within 5 to 7, your score is

Satisfactory. Go over the items you missed then
answer the formative test again. Hope you can
make it!

If your score is below 5, then your score is

Unsatisfactory. Go over the lesson.

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 MODULE 4

POSTTEST
Direction: Write the letter of the correct answer.

_____ 1. Which of the following is NOT used in proving conjectures?

a. indirect or direct proof c. mathematical induction
b. interpolation & extrapolation d. visual proof
_____ 2. Which of the following is NOT included in the modes of reasoning
that a student exhibit while approaching and solving a task?
a. justifying conjectures c. reorganizing
b. extending d. summarizing
_____ 3. This part of the Analytic Mathematical Investigation Scoring
Framework includes the students’ interpretation and
understanding of the assessment task, the corresponding
expression of the analysis, reasoning and final conjectures, and
the summary of the report.
a. communication c. investigation process
b. foundational knowledge d. summary of findings
_____ 4. The researcher who developed and validated an analytic rubric
for mathematical investigation output.
a. Canonigo c. Nivera
b. Galo d. Reyes
_____ 5. This part of the rubrics has the most weight since it is the focus of
mathematical investigation.
a. communication c. investigation process
b. foundational knowledge d. justifying conjectures
_____ 6. The type of rubric preferred for a mathematical investigation
output.
a. analytic rubric c. individual rubric
b. holistic rubric d. investigation rubric

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 MODULE 4

_____ 7. Which of the following bits of information is NOT evaluated in

mathematical investigation?
a. application of mathematical knowledge to solve problems
in a variety of contexts and discipline
b. basic knowledge on the fundamental operations in
mathematics
c. content knowledge which includes concepts, procedures,
and skills
b. students’ ability to analyze and reason mathematically
_____ 8. The following are foundation of mathematical working
knowledge possessed by the students that is brought to bear on
the mathematical investigation EXCEPT ONE. Which is it?
a. concepts, facts and definition c. misconceptions
b. language d. procedures &
algorithms
_____ 9. This part of the Analytic Mathematical Investigation Scoring
Framework includes the analytical skills and reasoning abilities
that the students demonstrate in doing the mathematical
investigation.
a. communication c. investigation process
b. foundational knowledge d. summary of findings
_____ 10. This refers to the mental operations and tendencies that students
employ in the process of doing the mathematical investigation
which include understanding, exploring, and making, testing
and verifying conjectures.
a. analysis c. reasoning
b. communication d. summarizing

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 MODULE 4

_____ 11. An extended project where mathematics students pose and

work on their own problems from a given unstructured point of
view.
a. mathematical investigation c. problem solving
b. modeling d. word problem
_____ 12. The following are developed in a mathematical investigation
except one.
a. good mental habits
b. deepens the students’ understanding of mathematics
content
c. mathematical thinking processes
d. memorizing and repeating
_____ 13. These are rating scales that are used with performance
assessments.
a. key c. rubric
b. outline d. score guides
_____ 14. A type of rubric where the teacher scores separate, individual
parts of the product or performance first, then sums the
individual scores to obtain a total score.
a. analytic rubric c. performance criteria
b. holistic rubric d. scoring guide
_____ 15. This rubric requires the teacher to score the overall process or
product as a whole, without judging the component parts
separately.
a. scoring guide c. holistic rubric
b. performance criteria d. analytic rubric

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 MODULE 4

Answer Key

1. b
2. d
3. a
4. c
5. c
6. a
7. b Be honest
8. b in
9. c checking
10. a your
11. a paper!!
12. d
13. c
14. a
15. c

Performance Check!

If your score is within 11 to 15, you are

Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is below 11, then your score is

Unsatisfactory. Go over Unit 4 of this module.

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 MODULE 4

References:

Mertler, Craig A. (2001). Designing scoring rubrics for your classroom.

Practical Assessment, Research & Evaluation, 7(25). Retrieved
October 12, 2014 from http://PAREonline.net/getvn.asp?v=7&n=25

Moskal, Barbara M. & Jon A. Leydens (2000). Scoring rubric development:

validity and reliability. Practical Assessment, Research & Evaluation,
7(10). Retrieved October 12, 2014 from
http://PAREonline.net/getvn.asp?v=7&n=10

Nivera, Gladys. (2008). Design, integration and assessment of

mathematical investigations in secondary mathematics classes.
Unpublished doctoral dissertation. Manila: De la Salle University.

http://pareonline.net/

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 MODULE 4

PRE-TEST

Direction: Write the letter of the correct answer.

_____ 1. An extended project where mathematics students pose and

work on their own problems from a given unstructured point of
view.
a. mathematical investigation c. problem solving
b. modeling d. word problem
_____ 2. The following are developed in a mathematical investigation
except one.
a. good mental habits
b. deepens the students’ understanding of mathematics
content
c. mathematical thinking processes
d. memorizing and repeating
_____ 3. These are rating scales that are used with performance
assessments.
a. key c. rubric
b. outline d. score guides
_____ 4. A type of rubric where the teacher scores separate, individual
parts of the product or performance first, then sums the
individual scores to obtain a total score.
a. analytic rubric c. performance criteria
b. holistic rubric d. scoring guide
_____ 5. This rubric requires the teacher to score the overall process or
product as a whole, without judging the component parts
separately.
a. scoring guide c. holistic rubric
b. performance criteria d. analytic rubric
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 MODULE 4

_____ 6. The type of rubric preferred for a mathematical investigation

output.
a. analytic rubric c. individual rubric
b. holistic rubric d. investigation rubric
_____ 7. Which of the following bits of information is NOT evaluated in
mathematical investigation?
a. application of mathematical knowledge to solve
problems in a variety of contexts and discipline
b. basic knowledge on the fundamental operations in
mathematics
c. content knowledge which include concepts, procedures,
and skills
d. students’ ability to analyze and reason mathematically
_____ 8. The following are foundation of mathematical working
knowledge possessed by the students that is brought to bear on
the mathematical investigation EXCEPT ONE. Which is it?
a. concepts, facts and definition c. misconceptions
b. language d. procedures &
algorithms
_____ 9. This part of the Analytic Mathematical Investigation Scoring
Framework includes the analytical skills and reasoning abilities
that the students demonstrate in doing the mathematical
investigation.
a. communication c. investigation process
b. foundational knowledge d. summary of findings
_____ 10. This refers to the mental operations and tendencies that students
employ in the process of doing the mathematical investigation
which include understanding, exploring, and making, testing
and verifying conjectures.

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 MODULE 4

a. analysis c. reasoning
b. communication d. summarizing
_____ 11. Which of the following is NOT used in proving conjectures.
a. indirect or direct proof c. mathematical
induction
b. interpolation & extrapolation d. visual proof
_____ 12. Which of the following is NOT included in the modes of
reasoning that a student exhibit while approaching and solving
a task?
a. justifying conjectures c. reorganizing
b. extending d. summarizing
_____ 13. This part of the Analytic Mathematical Investigation Scoring
Framework includes the students’ interpretation and
understanding of the assessment task, the corresponding
expression of the analysis, reasoning and final conjectures, and
the summary of the report.
a. communication c. investigation process
b. foundational knowledge d. summary of findings
_____ 14. The researcher who developed and validated an analytic rubric
for mathematical investigation output.
a. Canonigo c. Nivera
b. Galo d. Reyes
_____ 15. This part of the rubrics have the most weight since it is the focus
of mathematical investigation.
a. communication c. investigation process
b. foundational knowledge d. justifying conjectures

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 MODULE 4

Answer Key

1. a
2. d
3. c
4. a
5. c
6. a Be
7. b honest in
8. b checking
9. c
your
10. a
11. b
12. d
13. a
14. c
15. c

Performance Check!

If your score is within 11 to 15, you are

Outstanding. You can proceed to the next
lesson. Good Luck!

If your score is below 11, then your score is

Unsatisfactory. Go over Unit 4 of this module.

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SUMMARY ASSESSING MATHEMATICAL INVESTIGATION

SUMMARY
The purpose of mathematical investigation in mathematics
education is “to shift the learning of mathematics towards investigating,
formulating, representing, reasoning and applying a variety of strategies
to the solution of problems – then reflecting on these uses of mathematics
– and away from being shown or told, memorizing and repeating” (NCTM,
1995).
There are two benefits of using mathematical investigations in the
classroom.
1. Mathematical investigation develops students’ mathematical
thinking processes and good mental habits, deepens the
students’ understanding of the content of mathematics, and
challenges them to “produce” their own mathematics within
their universe of knowledge.
2. Integrating mathematical investigation in mathematics classes is
also one way of encouraging schools to focus on the learner’s
reasoning, communicating, and problem solving skills and
processes.

Rubrics are rating scales that are used with performance

assessments. They are scoring guides, consisting of specific pre-established
performance criteria, used in evaluating student work on performance
assessments. Rubrics are used when evaluating student performances or
products resulting from a performance task.
There are two types of rubrics. A holistic rubric requires the teacher
to score the overall process or product, without judging the component
parts separately. An analytic rubric requires the teacher to score
separate, individual parts of the product or performance first, then sums
the individual scores to obtain a total score.

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THE MEANING OF PROBLEM AND PROBLEM SOLVING SUMMARY

The Analytic Mathematical Investigation Scoring Framework which

was developed by Nivera (2009) includes the following constructs/criteria:
I. Foundational Knowledge – Foundation of mathematical working
knowledge possessed by the students that is brought to bear on the
mathematical investigation.
A. Concepts, facts and definition
B. Procedures and algorithms
C. Misconceptions
II. Investigation Process – The analytical skills and reasoning abilities
that the students demonstrate in doing the mathematical investigation.
A. Analysis
B. Reasoning
III. Communication – students’ interpretation and understanding of
the assessment task, and the corresponding expression of the analysis,
reasoning and final conjectures which includes the summary of the report.
A. Language
B. Symbols/notation/diagrams/graphs
C. Argument (concise and logical)

164-B|
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