Penyelesaian Masalah

Matematik
MATHEMATICAL
PROBLEM SOLVING
MTES3023
Dr. Koay Chen Yong

INSTITUT PENDIDIKAN GURU KAMPUS PULAU PINANG

What do you see?

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And how about this?

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One or two faces?

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Seven or eight cubes?

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What is Problem Solving?
Problem solving in mathematics can be
referred as an organised process to
achieve the goal of a problem. The
aim of problem-solving is to overcome
obstacles set in the problem. In order
to overcome these obstacles, pupils
need to analyze the information given,
decide and implement strategies and
methods to solve the problem.

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Types of Problem Solving
Routine Problem (Masalah Rutin)
- mechanical math problem aimed
at training the pupils so that
they are able to master basic
skills (involving 4 math
operations)
- Eg: Find 1120 x 5 + 3

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 Non-routine Problem
(Masalah Tak Rutin)
- requires the application of skills,
concepts or principle which have been
learned and mastered. The process of
problem solving needs a set of
systematic activities with logical
planning, including proper strategy and
selection of suitable method for
implementation.
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POLYA’s Problem Solving Model
1. Understanding the problem
(Memahami masalah)
2. Plan the problem solving strategy
(Merancang strategi)
3. Solve the problem
(Melaksanakan strategi)
4. Check the solutions
(Semak semula jawapan)
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 Problem Solving Strategies
• 1. Guess and check (Cuba Jaya)
• Involves rational thinking and acquired
experiences related to the problem to
be solve.
• Using trial and error to solve problem.
• Relies on certain forms of checking or
testing to confirm the suggested
solution.

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Use only digits 1, 2, 3, …….9 without
repetition to fill in the magic square
such that the sum of the digits in
each row, column and diagonal is
always equal to 15

Guna hanya digit 1, 2,

3 …. 9 tanpa ulangan
untuk mengisi petak
ajaib supaya hasil
tambah nombor-
nombor di sepanjang
baris, lajur dan
pepenjuru ialah 15.
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 Using guess and check
List all possible sets of 3 digits
that add up to 15
1 2 3
1+5+9; 2+5+8; 3+5+7; 4 5 6
4+5+6
7 8 9
1+6+8; 2+4+9; 3+4+8;
9 2 7
4+3+8
4 5 6
3 8 1

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4 9 2

3 5 7

8 1 6

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 2. Working Backward
Kaedah Songsangan

• Refers to the application of the

inverse method of solving mathematics
problems.
• Focuses on the goal and considers it
as the starting point for the problem
solving process.

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 The cost of a shirt is RM7.50 and a
bag is RM25. Mariam buys 4 shirts, 2
bags and a pair of shoes. She pays a
total of RM166.50, what is the cost of
the shoes?
Harga sehelai kemeja ialah RM7.50 and
sebuah beg ialah RM25. Mariam beli 4
helai kemeja, 2 buah beg dan sepasang
kasut. Dia membayar sejumlah
RM166.50, berapakah harga sepasang
kasut?

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 Using working backwards

1 kemeja berharga RM7.50

4 kemeja: 4 X RM7.50 = RM30
1 beg berharga RM25
2 beg: 2 X RM25 = RM50
1 pasang kasut = ?________
Jumlah = RM116.50
1 pasang kasut berharga = RM116.50 – RM80
= RM86.50
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3. Simplify the problem
Permudahkan masalah
• Transformation of the word
sentences into simpler and concise
mathematical language (eg.
Mathematical expression or
equation)
• To break-up a complex problem
into several parts.

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What must be added to the
product of 3 and 5 in order
to get the sum of 36 ?

Apa perlu ditambahkan kepada

hasil darab 3 dan 5 untuk
mendapat hasil tambah 36 ?

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Using simplifying the problem

3 X 5 + ? = 36

15 + X = 36
X = 36 – 15
= 21

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 4. The Unitary Method
Kaedah Unitari
Read and understand the objective of
the question.
Use the identified information and
suitable method to explain the solution
steps.

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Salmah buys 80 eggs. 4/5 of the
eggs are used to bake 8 cakes.
How many number of eggs are
needed to bake 12 similar cakes?
Salmah membeli 80 biji telur. 4/5
daripadanya digunakan untuk
membuat 5 biji kek. Berapa bilangan
telur diperlukan untuk membuat 12
biji kek yang sama ?

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 Using Unitary Method
4 X 80 = 64 telur untuk 8 kek
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8 kek perlu 64 telur
1 kek perlu = 64 ÷ 8 = 8 telur
(kaedah unitari)
12 kek perlu = 12 X 8
= 96 telur

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 5. Construct table,
chart or graph
Bina jadual, carta dan
graf
• Certain problem requires putting the
information into tables.

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 The table below shows the Mathematics marks
of 5 pupils.

Pupil Marks
Amin 83
Danny 6 marks less than Amin
Ravi 12 marks more than Danny
Ismail Same as Ravi
Chow 77
Find the average mathematics mark of the
pupil.

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Jadual di bawah menunjukkan markah matematik
bagi 5 orang murid.

Murid Markah
Amin 83
Danny 6 markah kurang daripada Amin
Ravi 12 markah lebih daripada Danny
Ismail Sama markah dengan Ravi
Chow 77

Cari markah purata bagi seorang murid.

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Guna maklumat untuk bina jadual

Murid Markah Markah purata = 415 ÷ 5

Amin 83
= 83
Danny 77
Ravi 89
Ismail 89
Chow 77
Total 415

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 6. Look for a pattern
Mencari Pola

• Certain math problems contain

specific patterns which need
correct identification and inference
to solve them.

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Cari nilai X + Y.

6.8 7.2 7.6 X 8.4 8.8 Y

6.8 7.2 7.6 X 8.4 8.8 Y

+0.4 +0.4 +0.4
X = 7.6 + 0.4 = 8.0 Y = 8.8 + 0.4 = 9.2
X + Y = 8.0 + 9.2 = 17.2

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 7. Identify Subgoals
Mengenal pasti subgol

• Understand the problem

• Break up the goal into small
parts

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Using subgoals

Diagram consist of
a square and a
rectangle . Given
9 cm that the area of
rectangle is 180 cm2.
W hat is the area of
the whole diagram?

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 Gambarajah terdiri daripada
segiempat sama dan segiempat
tepat. Diberi luas segiempat
tepat ialah 180 cm2. Cari luas
bagi seluruh gambarajah.

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 Luas A = 180 cm2
9 X y = 180
B y = 180 ÷ 9
= 20 cm
A 9 cm Luas B = 20 X 20
= 400 cm2
y Luas keseluruhan
= (180 + 400) cm2
= 580 cm2

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6.2 Difficulties in Problem
Solving
• Unable to read the meaning of the
math question due to lack of
understanding, inadequate past
experience or incorrect math concepts
learned.
• Confused with the problem design.
• Lack of prior knowledge and skill in
solving problem.
• Confused with the items or objective
of the question. 33
• Read or calculate wrongly due to
carelessness.
• Lack of motivation in problem solving.
• Emphasize only on using algorithm to
solve routine problems.
• One track mind and do not ‘think out
of the box’.
• Using the wrong strategy can make a
simple problem appears complex.

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 Principles of Effective
Problem Solving
• The most basic step is to understand
the information given
• To represent in symbols we may use
words, letters, numbers,
mathematical symbols
• To represent in using diagrams.

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• Writing down the information of the
problem in terms of mathematical
symbols or diagrams.
• Think of various possible methods to
solve the problem.

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 PUZZLE

JOM shopping
Sehelai seluar dan sehelai
baju berharga RM60. Jika
seluar berharga RM8 lebih
daripada baju. Berapa harga
sehelai baju dan sehelai
seluar?
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 HEXA FOOD COURT
Setiap meja di Hexa Food
Court ada 4 sisi. 4 orang
boleh duduk di setiap meja .
Jika 80 orang pelanggan
makan tenghari di food
court itu. Berapa meja
diperlukan ?
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 MENCARI TELUR
PENYU
Diana dapat 23 telur. Dia senyum
sebab berjaya cari 9 biji telur
lebih daripada Chris. Senyuman
Jennie lagi manis sebab dia dapat
bilangan telur yang sama banyak
dengan bilangan telur Chris dan
Diana. Berapa bilangan telur yang
dicari oleh Jennie?

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Terima Kasih

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