Why Problem-Solving Is A Skill (Not A Trick)
- In mathematics, a problem is any task where the solution method is not immediately obvious.
- That is why some questions feel easy to one student and challenging to another.
- Often the difference is not "being good at math", it is having reliable strategies and knowing when to use them.
- In IB (and especially MYP) mathematics, you are assessed not only on answers but also on your reasoning and whether your solution makes sense in context.
- A strong problem solver has a repeatable process for unfamiliar tasks.
Problem Solving
A process of understanding a task, choosing and applying strategies to reach a solution, and checking that the result makes sense.
A useful view of problem solving is: knowing what to do when you do not immediately know what to do.
Pólya's Four-Step Framework Organizes Almost Any Problem
The mathematician George Pólya described a four-step approach that works in mathematics and many other subjects:
- Understand the problem
- Devise a plan
- Carry out your plan
- Look back
Many incorrect solutions come from two habits:
- Rushing into step 3 and doing calculations without a clear plan.
- Skipping step 4, so errors or unrealistic answers are not caught.
Step 1: Understand The Problem Before You Calculate
Understanding is active. Before you solve, you should be able to state:
- What do I need to find (the unknown)?
- What do I already know (the givens) and what are their units?
- Are there conditions (whole number, positive, maximum, minimum)?
- Can I draw a diagram, make a table, or label a sketch?
- Can I restate the question in my own words?
- Underline the exact command words, such as "find the value of $x$", "how long", or "how many".
- A common exam mistake is answering a different question than the one asked.
Step 2: Devise A Plan Using A Strategy That Fits
- A plan is a decision about which method to try first.
- Common strategies include:
- Guess and check
- Look for a pattern
- Eliminate possibilities
- Use a formula
- Solve an equation
Try a different strategy if you get stuck.
- Choosing a plan is often the hardest part.
- You can make it easier by asking: "What structure do I see?" For example:
- If an unknown is inside an expression, you may want to form an equation.
- If something changes repeatedly over time, look for a pattern.
- If a diagram is involved, draw and label it, then look for relationships.
- If you cannot decide on a plan, ask: "What topic does this remind me of?"
- Then check whether that topic's tools actually match the information given.
Step 3: Carry Out The Plan Clearly And Monitor Your Work
When you execute the plan:
- Show each step so someone else can follow.
- Check intermediate results (for example, negative time or negative length signals an error).
- If you get stuck, do not keep repeating the same move. Go back to Step 2 and choose another strategy.
- Lots of correct calculations can still produce a wrong final answer if the plan is wrong.
- Planning is the main thinking step.
Step 4: Look Back To Confirm Meaning (Not Just Arithmetic)
Looking back includes:
- Does the answer make sense in the context?
- Are the units correct?
- Does the answer meet any conditions (for example, whole number, positive)?
- Could there be another solution you missed?
- Do a quick estimate first.
- If your exact answer is far from your estimate, recheck your work.
Core Problem-Solving Strategies And When To Use Them
- A good strategy toolbox helps you move forward when you feel stuck.
- The goal is not to memorize a long list, but to recognize when each tool is useful.
Strategy 1: Represent And Simplify The Information
- Many real-life problems are difficult because the information is messy.
- Simplification means keeping the important structure while reducing clutter.
- Useful representations include:
- a labeled diagram
- a table (for patterns or trials)
- a timeline (start and finish times)
- defining variables with meanings and units
"A cylindrical tank has height 1.5 m and radius 30 cm. Water flows in at 1 litre per minute. How long to fill?"
A strong representation step is to convert to consistent units, then use the cylinder volume formula $V=\pi r^2h$ and compare to the inflow rate.
Strategy 2: Take 1 (Solve A Simpler Version)
This is a powerful method for linear situations (constant rate or constant price).
Take 1 Strategy
A method where you first find the value for 1 unit (one item, one person, one hour, one trip) and then scale up to the required amount.
- If 5 notebooks cost \$12.50, then 1 notebook costs $12.50 \div 5 = 2.50$ \$
- You can then find the cost of any number by multiplying.
- "Take 1" does not work for non-linear relationships.
- For example, area does not scale the same way as length, and doubling processes are not linear.
Strategy 3: Guess And Check (Systematically)
Guess-and-check is valid if it is organized:
- start with a reasonable guess
- record results in a table
- adjust the next guess based on what the previous result tells you
- If two unknown quantities add to a fixed total, guess one and compute the other.
- This avoids random guessing.
Strategy 4: Look For A Pattern (Especially In Growth Problems)
Pattern recognition is common in:
- doubling and halving
- repeated operations
- sequences
- counting shapes in diagrams
Algae doubles in area every day and covers the entire pond in 1 month and 2 days.
- If the pond is completely covered on the final day, then it must have been half covered the day before (because it doubles each day).
- So half coverage occurs exactly 1 day earlier than full coverage.
Strategy 5: Eliminate Possibilities Using Constraints
- When there are multiple conditions, write them clearly and rule out options that violate them.
- Typical constraints include:
- must be positive (lengths, time)
- must be an integer (number of items)
- must be between 0% and 100% (percentages)
In "count the triangles" problems, you can eliminate impossible triangles by checking whether each side actually exists in the diagram, then count systematically by size (small, medium, large).
Strategy 6: Use A Formula After You Identify Quantities
Formulas are shortcuts, but only after you know what each quantity represents. Common examples:
- $v=\frac{d}{t}$ for average speed
- percentage relationships (part, whole, percent)
- area and volume formulas
- Write the formula first, then substitute with units.
- Unit tracking catches many mistakes early.
Strategy 7: Solve An Equation By Defining Variables Clearly
Many word problems become straightforward when you translate relationships into algebra.
- Jewelry is sold at \$9.50 each, then later at \$7.50 each
- Total pieces: 90
- Total money: \$721
- Let $x$ be the number sold at \$9.50
- Then $90-x$ were sold at \$7.50
- Revenue equation: $9.5x + 7.5(90-x)=721$
Even if you do not finish the algebra, setting up a correct equation is a major step because it captures the structure of the problem.
Common Causes Of Incorrect Solutions And How To Prevent Them
Two frequent causes of incorrect solutions are:
- Starting calculations without a plan
- Not checking whether the answer makes sense
A small routine helps prevent both.
A Mini-Checklist For Multi-Step Problems
- Write what you must find (one sentence).
- List the given information (with units).
- Choose a strategy and name it (equation, pattern, formula, etc.).
- Do the mathematics carefully.
- Look back: units, size, and conditions.
- Think of a recent math error you made.
- Which step would have prevented it: understand, plan, carry out, or look back?
Rowing With And Against A Current (Planning Matters)
A team can row 40 km in 2 hours when rowing with the current, but only 16 km in 2 hours against the current. Determine the team's rowing speed when there is no current.
Solution
Step 1: Understand
- With current speed: $\frac{40}{2}=20$ km/h
- Against current speed: $\frac{16}{2}=8$ km/h
- Let $r$ be rowing speed in still water (km/h)
- Let $c$ be current speed (km/h)
Step 2: Devise A Plan
Use equations: current adds to speed in one direction and subtracts in the other.
Step 3: Carry Out
- With current: $r+c=20$
- Against current: $r-c=8$
- Add the equations: $2r=28 \Rightarrow r=14$ km/h
Step 4: Look Back
Then $c=6$ km/h, giving $14+6=20$ km/h and $14-6=8$ km/h, which matches the problem, so the solution is consistent.
This example shows why defining variables and writing equations can be faster and safer than trial-and-error.
Building Independence: What To Do When You Are Stuck
When you feel stuck, use a structured reset rather than guessing randomly:
- Return to Step 1 and restate the problem.
- Identify unknowns, knowns, and constraints.
- Try a new representation (diagram, table, timeline).
- Switch strategy (for example, from guessing to forming equations).
- Problem solving is like navigating a city.
- Random walking might eventually work, but a plan gives direction and makes it easier to correct course.