BASIC MATHEMATICS

CONTENTS..

ACKNOWLEDGEMENT
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In the name of Allah, the most gracious and most merciful.
A special Thanks to:
Mrs. Afza Binti Abdollah, our mathematic lecturer who teach and give us a lot of
information in this project, to our group member, Amera Suriyati Binti Saad, Nur Aina
Sofia Binti Mohmad Soffi , Nur Zaihayu Binti Zainoddin and Nurunnajwa Binti Ani for their
co-operation and dedication, and all of our friends and classmates for their guidance and
support to make sure our coursework finish with fully success.

A token of appreciation and thanks to our family, and everyone who is involved in our
coursework.
Thank you

DECLARATION FORM

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We hereby declare that all our assignment coursework for Basic Mathematics is an original place of
work prepared by ourself in our own words and we did not copy or plagiarise any part of the paper
that we have submitted.We hereby acknowledge, that we:
Please
check
i.

Have acknowledged all work and ideas in our assignment taken from
printed and electronically published resources;

ii.

Did not copy from any other resources or another student;

iii.

Did not allow another student copy our assignment; and

iv.

Have faithfully represented the views of authors cited in our paper

Therefore, we Amera Suriyati Bt Saad,Nor Aina Sofia Bt Mohmad Soffi,Nur Zaihayu Bt Zainoddin, and
Nurunnajwa Bt Ani (students name) understand that if any the above is found to be untrue, Institut
Pendidikan Guru Malaysia, Kampus Perlis has the full right to take any disciplinary action that the Institut
deems fit as denoted under the Coursework For Basic Mathemathic.
..

(signature)

(signature)

Name : AMERA SURIYATI BT SAAD

Name :NOR AINA SOFIA BT MOHMAD SOFFI

I / C. No:901114-02-5766

I/C No. :900713-02-5448

Date

Date

(signature)

(signature)

Name : NUR ZAIHAYU BT ZAINODDIN

Name :NURUNNAJWA BT ANI

I/C No. :890905-02-5788

I/C No :900706-09-5018

Date

Date :

1.0 INTRODUCTION OF PROBLEM SOLVING

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Problem solving is an integral part of all mathematics learning. In everyday life and in the
workplace, being able to solve problems can lead to great advantages. However, solving
problems is not only a goal of learning mathematics but also a major means of doing so.
Problem solving should not be an isolated part of the curriculum but should involve all Content
Standards.
Problem solving means engaging in a task for which the solution is not known in advance. Good
problem solvers have a "mathematical disposition"--they analyze situations carefully in
mathematical terms and naturally come to pose problems based on situations they see.
Good problems give students the chance to solidify and extend their knowledge and to stimulate
new learning. Most mathematical concepts can be introduced through problems based on
familiar experiences coming from students' lives or from mathematical contexts. For example,
middle-grades students might investigate which of several recipes for punch giving various
amounts of water and juice is "fruitier." As students try different ideas, the teacher can help them
to converge on using proportions, thus providing a meaningful introduction to a difficult concept.
Students need to develop a range of strategies for solving problems, such as using diagrams,
looking for patterns, or trying special values or cases. These strategies need instructional
attention if students are to learn them. However, exposure to problem-solving strategies should
be applied across the curriculum. Students also need to learn to monitor and adjust the
strategies they are using as they solve a problem.
Teachers play an important role in developing students' problem-solving dispositions. They must
choose problems that engage students. They need to create an environment that encourages
students to explore, take risks, share failures and successes, and question one another. In such
supportive environments, students develop the confidence they need to explore problems and
the ability to make adjustments in their problem-solving strategies.

1.1 TIPS ON PROBLEM SOLVING

Apply Plyas four-step process such as:
1. The first and most important step in solving a problem is to understand
the problem, that is, identity exactly which quantity the problem is asking
you to find or solve for (make sure you read the whole problem.
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2. Then devise a plan, that is, identify which skills and techniques you have
learned can be applied to solve the problem at hand.
3. Carry out the plan. By using the chosen strategy, the problem is solved
step by step in this stage. If this solution cannot be found, the strategies
are change. All you need is care and patience, given that you have the
necessary skills.
4. Look back to check whether reasonable or not and whether there still
have another way for the solution..
PLYAS FOUR PRINCIPLES
Understand the Problem
This seems so obvious that it is often not even mentioned, yet students are often stymied in
their efforts to solve problems simply because they dont understand it fully, or even in part.
Plya taught teachers to ask students questions such as:

Do you understand all the words used in stating the problem?

What are you asked to find or show?
Can you think of a picture or a diagram that might help you understand the problem?
Is there enough information to enable you to find a solution?

Devise a plan
Plya mentions (1957) that there are many reasonable ways to solve problems. The skill at
choosing an appropriate strategy is best learned by solving many problems. You will find
choosing a strategy increasingly easy. A partial list of strategies is included:
Guess and check
Make an orderly list
Eliminate possibilities
Use symmetry
Consider special cases
Use direct reasoning
Solve an equation
Also suggested:

Look for a pattern

Draw a picture
Solve a simpler problem

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Use a model
Work backward
Use a formula

Carry out the plan

This step is usually easier than devising the plan. In general (1957), all you need is care and
patience, given that you have the necessary skills. Persist with the plan that you have chosen. If
it continues not to work discard it and choose another. Dont be misled; this is how mathematics
is done, even by professionals.
Review or Extend
Plya mentions (1957) that much can be gained by taking the time to reflect and look back at
what you have done, what worked and what didnt doing this will enable you to predict what
strategy to use to solve future problems, if these relate to the original problem.

1.2 PROBLEM SOLVING STRATEGIES

There are many strategies and lots of practice with these strategies can improve your chances
for finding correct solutions to some of the most difficult problems. Problem solving strategies
include:
Making a table, chart or graph
Making a list
Guess and check
Finding a pattern
Drawing pictures or diagrams
Making and using models
Choosing an operation
Writing a number sentence or equation
Using estimation
Acting out the problem
Working backward
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Solving multi-step problems
Interpreting remainders
Using formulas
Solving a simpler problem
Try and error
Eliminate all possibility
Solve a simpler but related to problems.
Logical deduction
Find a general rules
Simulation or experimental
Explain why
Try some simpler cases
Divide and conquer
Pattern reconnection

1.3

What do good problem solvers do?

Good problem solvers use a variety of processes and strategies as they read and represent the
problem before they make a plan to solve it.

READ THE PROBLEM FOR UNDERSTANDING

As they read, they use comprehension strategies to translate the linguistic and numerical
information in the problem into mathematical notations. For example, good problem solvers may
read the problem more than once and may reread parts of the problem as they progress and
think through the problem. They use self-regulation strategies by asking themselves if they
understood the problem.

PARAPHRASE THE PROBLEM BY PUTTING IT

INTO THEIR OWN WORDS
Identify the important information and may even underline parts of the problem. Good problem
solvers ask themselves what the question is and what they are looking for.

VISUALIZING OR DRAWING A PICTURE OR

DIAGRAM
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Developing a schematic representation of the problem so that the picture or image reflects the
relationships among all the important problem parts. Using both verbal translation and visual
representation, good problem solvers not only are guided toward understanding the problem,
but are also guided toward developing a plan to solve the problem. This is the point at which
students decide what to do to solve the problem. They have represented the problem and they
are now ready to develop a solution path.
HYPOTHESIZE
Think logical solutions and the types of operations and number of steps needed to solve the
problem. They may write the operations symbols as they decide on the most appropriate
solution path and the algorithms they need to carry out the plan. They ask themselves if the plan
makes sense given the information they have.

ESTIMATE OR PREDICT THE ANSWER

Using mental calculations or may even quickly use paper and pencil as they round the numbers
up and down to get a ballpark idea.
COMPUTE
Do the arithmetic and then compare their answer with their estimate. They also ask themselves
if the answer makes sense and if they have used all the necessary symbols and labels such as
dollar signs and decimals.

CHECK
To make sure they used the correct procedures and that their answer is correct.

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NON-ROUTINE PROBLEM
What is non-routine problem?
Non-routine problem solving serves a different purpose than routine problem solving. While
routine problem solving concerns solving problems that are useful for daily living (in the present
or in the future), non-routine problem solving concerns that only indirectly. Non-routine problem
solving is mostly concerned with developing students mathematical reasoning power and
fostering the understanding that mathematics is a creative endeavour.
From the point of view of students, non-routine problem solving can be challenging and
interesting. From the point of view of planning classroom instruction, teachers can use nonroutine problem solving to introduce ideas (EXPLORATORY stage of teaching); to deepen and
extend understandings of algorithms, skills, and concepts (MAINTENANCE stage of teaching);
and to motivate and challenge students (EXPLORATORY and MAINTENANCE stages of
teaching).
There are other uses as well. Having students do non-routine problem solving can encourage
the move from specific to general thinking; in other words, encourage the ability to think in more
abstract ways. From the point of view of students growing to adulthood, that ability is becoming
more important in todays technological, complex, and demanding world.
Non-routine problem solving can be seen as evoking an I tried this and I tried that, and
eureka, I finally figured it out. reaction. That involves a search for heuristics (strategies seeking
to discover). There is no convenient model or solution path that is readily available to apply to
solving a problem. That is in sharp contrast to routine problem solving where there are readily
identifiable models (the meanings of the arithmetic operations and the associated templates) to
apply to problem situations.
The following is an example of a problem that concerns non-routine problem solving.
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
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rearranged). One could call numbers such as 35 and 41 as pairs of stubborn numbers
because their digits reappear in the product when the two numbers are multiplied
together. Find as many pairs of 2-digit stubborn numbers as you can. There are 6 pairs
in all (not including 35 & 41).
Solving problems like the one above normally requires a search for a strategy that seeks to
discover a solution (a heuristic). There are many strategies that can be used for solving
unfamiliar or unusual problems. The strategies suggested below are teachable to the extent that
teachers can encourage and help students to identify, to understand, and to use them. However,
non-routine problem solving cannot be approached in an automatized way as can routine
problem solving. To say that another way, we cannot find nice, tidy methods of solution for all
problems. Inevitably, we will be confronted with a situation that evokes the response; I haven't
got much of a clue how to do this; let me see what I can try.
The list below does not contain strategies like: read the question carefully, draw a diagram,
or make a table. Those kinds of strategies are not the essence of what it takes to be successful
at non-routine problem solving. They are only preliminary steps that help in getting organized.
The hard part still remains - to actually solve the problem - and that takes more powerful
strategies than drawing a diagram, reading the question carefully, or making a table. The
following list of strategies is appropriate for Early and Middle Years students in that the
strategies involve ways of thinking that are likely to be comfortable for these students.

Look for a pattern

Guess and check

Make and solve a simpler problem.

Work backwards.

Act it out/make a model.

Break up the problem into smaller ones and try to solve these first.

It is important that students share how they solved problems so that their classmates are
exposed to a variety of strategies as well as the idea that there may be more than one way to
reach a solution. It is unwise to force students to use one particular strategy for two important
reasons. First, often more than one strategy can be applied to solving a problem. Second, the
goal is for students to search for and apply useful strategies, not to train students to make use
of a particular strategy.
Finally, non-routine problem solving should not be reserved for special students such as those
who finish the regular work early. All students should participate in and be encouraged to
succeed at non-routine problem solving. All students can benefit from the kinds of thinking that
is involved in non-routine problem solving.

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Examples of non-routine problems and its solutions

Problem 1:Which car was fastest?

CAR

LAP 01

Saga

02:3.50

Waja

02:1.41

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SOLUTIONS
2.0 NON-ROUTINE PROBLEMS
2.1 QUESTION 1
PROBLEM 1
MKB Project Kelvin Grove Primary school + Huron Street Public School.

Spaceship Shuffle Problem

Understand the problem

What are the facts?

Car Saga: 2 min 3.50 s

What do you need to know?

Car Waja: 2 min 1.41 s

Which car was faster?

Make a plan

What do you do to solve the

problems?

Compare the times.

Do the work

Show the work.

2 min 3.50 s > 2 min 1.41

s

Interpret the answer

Is the answer reasonable?

Car Waja is faster.

Does it answer the question?

Yes, it answers
question
and
reasonable.

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the
is

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The big spaceships and small spacepods are lined up touching each other as shown.
Your mission is to move the spacecraft so that all the big spaceships are at one end of the line
and all the small pods at the other end of the line.
BUT you can only move two touching spacecraft in each move (so they must move
together in pairs).
The minimum number of moves you can make for this problem is 3. Find as many ways of
solving this problem in three moves as you can.
Now try the same problem with 4 big spaceships and 3 small spacepods. When you
have worked out the minimum number of moves for this problem, record it in the table.
Now try the same problem with 5 big spaceships and 4 small spacepods. When you
have worked out the minimum number of moves for this problem, record it in the table.
Look at the table. Can you see a pattern that can help you predict the minimum number
of moves for 6 big spaceships and 5 small spacepods and the following problems? Test your
pattern.

Table
Number of big spaceships

Number of small spacepods

Minimum number of moves

10

15

21

28

36

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10

45

STRATEGIES

Draw a table

Drawing sample

SOLUTION
STRATEGY 1

Draw a table

From the table I found a pattern that the minimum number of moves for any number of big
spaceships and any number of small spacepods. I found a new formula to count the minimum
number of moves for the spaceships and spacepods. I use the formula and list out in the table
below.
Number of big spaceships

Number of small spacepods

Minimum number of moves

(x)

(y)

(xy / 2)

3x2/2=3

4x3/2=6

5 x 4 / 2 = 10

6 x 5 / 2 = 15

7 x 6 / 2 = 21

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8 x 7 / 2 = 28

9 x 8 / 2 = 36

10

10 x 9 / 2 = 45

The formula that I make is xy / 2. x is to be the number of big spaceships and y is to be the
number of small spacepods. We must multiply x and y and then divide it by 2. After that we can
get the minimum number of moves. We can use this formula for all numbers of spaceships and
spacepods. For example,

Number of big spaceships

= 100

Number of small spacepods = 99

Minimum number of moves

= xy / 2

= 100(99) / 2
= 4950
So, we must not list out all the numbers of big spaceships and the numbers of small spacepods
more. We only put it into the formula.
STRATEGY 2

Drawing sample

When we use 3 big spaceships and 2 small spacepods we worked it out with two type of
movement. First type is move, twist and moves and moves again the spaceships and the small
spacepods. The second type is twist, twist and twist.

First type

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Move to

1 movement

Twist and move to

Move to

2 movement

3 movement

Second type

Twist

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Twist

Twist

Try with 4 big spaceships and 3 small spacepods use the second type.

Twist

Twist
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Twist

Twist

Twist

Twist

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Try with 5 big spaceships and 4 small spacepods use second type.

Twist

Twist

Twist

Twist

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Twist

Twist

Twist

Twist

Twist

Twist

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Number of big spaceships

Number of small spacepods

Minimum number of moves

(x)

(y)

3+3

=6

6+4

= 10

10 + 5

= 15

15 + 6

= 21

21 + 7

= 28

28 + 8

= 36

10

36 + 9

= 45

The conclusion that I can make to predict the minimum number of moves for 6 big
spaceships and 5 small spacepods is 15 moves. My pattern is shown at the bottom that is
twisting the spacecraft. So that my mission to move the spacecraft with the minimum number of
moves until all the big spaceships are at one end of the line and all the small pods at the other
end of the line.
JUSTIFICATION
I have two strategies to solve this question. I think the best pattern that most suitable in
this problem is the second type of movement. That is twist, twist and twist. We can use this type
of movement for any number of big spaceships and any number of small spacepods. It is
interesting and makes us be creative thinking. It also makes us easy to understand the
movement. We can use a coin for the sample.

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2.3 QUESTION 3

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I was exploring a puzzle in which matchsticks had to be moved to make a different number of
triangles.

I made 1 triangle with 3 matchsticks.

I made it into 4 triangles by a row of two triangles (i.e. 6 matches)

I added another row and counted the triangles and counted the matches.

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I made a table of my result and continue adding rows. I found many patterns.
Have a go and see what patterns you find.
See if you can find a rule to predict the total number of triangles if you have 5, 6, 7, 8, 9, 10
rows.
What if you had 100 rows? What would the total number of triangles be?
See if you can find a rule to predict the number of matchsticks needed if you have 5, 6, 7, 8, 9,
and 10 rows.

Number of rows

Number of triangles

Total number of matchsticks

18

16

30

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25

45

36

63

49

84

64

108

81

135

10

100

165

STRATEGIES

Arithmetic progression

Drawing

Use a formula

SOLUTION

STRATEGY 1

Arithmetic progression

The formula
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Tn = a + (n 1) d

Sn = n / 2 2a (n 1)d

T1 = 1 + (1 1) 3

S1 = 1 / 2 2(3) (1 1)3

=1
T2 = 1 + (2 1) 3

=3
S2 = 2 / 2 2(3) ( 2 1)3

=4
T3 = 1 + (3 1) 3

=9
S3 = 3 / 2 2(3) (3 1)3

= 18
T4 = 1 + (4 1) 3
= 10
T5 = 1 + (5 1) 3
= 13
T6 = 1 + (6 1) 3
= 16
T7 = 1 + (7 1) 3
= 19
T8 = 1 + (8 1) 3
= 22
T9 = 1 + (9 1) 3
= 25
T10= 1 + (10 1) 3
= 28
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S10=10 / 2 2(3) (10 1)3

= 165
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Therefore,
T100= 1 + (100 1)3
= 298

S100=100/2 2(3) (100 3)3

= 15150 Matchsticks

STRATEGY 2

Drawing

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I had drawn until 10 number or rows. I get 100 number of triangles when I drawn 10
number of rows. After that I count the number of matchsticks for 10 rows are 165. So, the
number of matchsticks for each row is we must plus 3 for all rows. From that I will get a patterns
and shown in the table above.

Number of rows

Number of triangles

Number of matchsticks for

each row

1x1

2x2

3+3=6

3x3

6+3=9

4x4

16

9 + 3 = 12

5x5

25

12 + 3 = 15

6x6

36

15 + 3 = 18

7x7

49

18 + 3 = 21

8x8

64

21 + 3 = 24

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9x9

81

24 + 3 = 27

10 x 10

100

27 + 3 = 30

100 x 100

10000

270 + 30 = 300

STRATEGY 3

Use a formula

m=t+2
m = t + 2 +3
m=t+2+3+4
m=t+2+3+4+5
m=t+2+3+4+5+6
m=t+2+3+4+5+6+7
m=t+2+3+4+5+6+7+8
m=t+2+3+4+5+6+7+8+9
m = t + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10
m = t + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10 + 11
So the formula is:
m = t + r [(r + 3) / 2]

To prove,
E.g. for the third row
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m = t + r [(r + 3) / 2]
m = t + 2 [(2 + 3) / 2]
m=t+5

If we want to get the number of triangles we need to square the number of rows. That mean we
must multiply the number of each row by itself. So, the formula is
t = r.
Number of triangles for 100 rows.
t = r
t = (100)
t = 10000
So, by using the formula m = t + r [(r + 3) / 2] we can get the number matchsticks for 100 rows.
Let m be the matchsticks
Let r be the rows
Let t be the triangles

m = t + r [(r + 3) / 2]
m = 10000 + 100 [(100 + 3) / 2]
m = 10000 + 50 (103)
m = 10000 + 5150
m = 15150 matchsticks
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JUSTIFICATION

I have three strategies to solve this problem. I get many patterns in this problem. I have
made a new formula that shown in the third strategy. So that I think the third strategy is most
suitable to solve this problem. It is because:

i.

I will more understand the steps of solution in this strategy.

ii.

It also makes me be more creative thinking to solve it.

iii.

This strategy shows us step by step until we get the answer.

iv.

It gives us clear and easy to solve this problem.

v.

To make the formula true I have proof it.

The other strategies are not too suitable than the third strategy. But it can be use for primary
students.

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JUSTIFICATION OF ALL STRATEGIES

After doing all the strategies.I think the best strategy is constructing a table because:

i.

When we had construct a table it can make us clear and more understand about this
problem.

ii.

Besides that it also will save our time because we just tick at the table when we choose
all the player sports.

iii.

This strategy also make students more interesting to solve the question

iv.

It also suitable for all level.

PROBLEM WITH SELECTED STRATEGIES

MAKE A TABLE
Question: You save $3 on Monday. Each day after that you save twice as much as you saved
the day before. If this pattern continues, how much would you save on Friday?
Strategy:
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1) UNDERSTAND:
You need to know that you save $3 on Monday. Then you need to know that you always save
twice as much as you find the day before.
2) PLAN:
How can you solve the problem?
You can make a table like the one below. List the amount of money you save each day.
Remember to double the number each day.
Day

Amount of Money
Saved

Monday

$3

Tuesday

$6

Wednesda
y

$12

Thursday

$24

Friday

$48

You save $48 on Friday

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REFLECTION
Problem solving has two method, problem representation and problem execution. In this task,
we have to search for non-routine mathematical problem. To solve the problem, we need to
understand the problem based on Polya four principles.
Before this, we never know what the meaning of non-routine problem is. After doing some
research from others resources, we finally understood.
In this task, we also had been asked to build a same problem with selected strategy. We
decided to use draw a table or diagram strategy for the solution of the problem. We choose that
kind of strategy because we find it was the easiest method to solve the problem. It was also the
most simple and easier solution. We think that it was the most efficiently strategy for the children
to do and understand.
Discussion:
We decided to use a table method in solving the problem. Based on the Polyas (1957) four
phrases of problem solving have become the framework often recommended for teaching
problem solving; understanding the problem, devising the plan to solve the problem, implement
a solution plan and reflecting on problem, we successfully got the reasonable answer.

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3.0 REFERENCES
5.1 Website
1. http://facmathforum.org/library/topics/problem_solving
2. ulty.goucher.edu/jcampf/webquest_resources.htm
3. http://mathforum.org/library/topics/problem_solving/
4. www.rhlschool.com/math.htm
5. standards.nctm.org/document/chapter3/prob.htm

5.2 Book
1.

Vickie K. Doris, 1996. Problem Solving Experiences In Mathematics. New Jersey. Dale

Seymour Publications.
2.Billstein.(2003).A Problem Solving Approach to Mathematics for Elementary School Teachers,
United States of America, Pearson Addison Wesley
3.Ernest R. Duncan.(1985).Mathematics, United States of America, Houghton Mifflin Co.
4.Sybilla Beckmann.(2005).Mathematics for Elementary School Teacher, United States of
America, Pearson Addison Wesley
5.W.George Cathcart.(2003).Learning Mathematics in Elementary and Middle Schools, Canada
Inc., Pearson Education
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