III.
Problem
Solving
Heuristics
F. Work Backward
G. Pursue Parity
By: Nyce Lyne M. Sumile
F. The Working Backwards Heuristic
The Working Backwards heuristic is a problem-solving strategy usually
used to solve Mathematics questions that involve a series of related events.
To apply this heuristic, one needs to use the number given at the end state of
the problem situation and follow the sequence of events from the last event to
the first event to arrive at the initial state.
How do we identify questions that need working backwards?
1) In the question, the number of people or objects at first is unknown
2) A series of events takes place.
3) The final number is given at the end of the question situation.
4) The question required to find the beginning number.
The working backward heuristic is a mental trick that can be used for
problem solving scenarios. A heuristic is a mental shortcut that speeds up
learning and problem solving methods. Heuristics often use an individual's
personal experiences in order to aid problem solving and learning processes.
The working backward heuristic is a method of problem solving in
which an individual imagines they have already solved the problem they are
trying to solve. By imagining the problem is solved they can then work
backwards in their mind and eventually visualize a solution to the problem. By
trying to find the multiple connections from a problem to a solution one can
use the connections to discover a suitable solution. The working backward
heuristic is commonly used in mathematics and logic problems.
Let’s start with a simple question situation:
There were some passengers on a bus. At bus stop A, 5 passengers alighted
and 8 passengers boarded. At bus stop B, 6 passengers alighted. Then there
were 70 passengers. How many passengers were there on the bus at first?
Using the 4-step POLYA processes to solve the problem:
Step 1 - Understand the problem situation and organize the information in a
table:
Step 2 –Action plan - Work backwards
Use the end number and work backwards to arrive at the number of
passengers at
first.
Step 3 – Solve the problem
Start with 70 passengers.
Answer: There were 73 passengers on the bus at first.
Step 4 – Check the solution. Start from the beginning:
There were 70 passengers then.
Try this similar type question scenario:
A train was two stops away from Sunli interchange. At train stop X, 21
passengers boarded and 12 passengers alighted. At train stop Y, 35
passengers alighted. At Sunli interchange, all 90 passengers alighted. How
many passengers were there in the train before it arrived at train stop X?
Using the 4-step POLYA processes to solve the problem:
Step 1 - Understand the problem situation and organize the information in a
table:
Step 2 –Action plan - Work backwards Use the end number and work
backwards to arrive at the number of passengers at first.
Step 3 – Solve the problem.
Start with 90 passengers.
Answer: There were 116 passengers in the train before it arrived at train stop
X.
Step 4 – Check the solution.
Start from the beginning:
90 passengers alighted at Sunli interchange.
In summary, to apply the Working Backwards strategy:
‘Start the solution process with the number given at the end state of the
problem situation and follow the sequence of events from the last event to the
first event to arrive at the initial state.’ Through constant usage of the Working
Backwards strategy, solving problems can become simple, precise and fast.
G. Pursue Parity
If two integers are either both even or both odd, they are said to have
the same parity; otherwise they have different parity. Determining the parity of
two quantities is often a simple and useful way to prove that the quantities can
never be equal. That result, in turn, can be used to demonstrate that a
particular situation is impossible.
Parity is just a special case of divisibility. Although we do not have
special words for “divisible by 5” or “leaves a remainder when divided by 7,”
issues of divisibility arise frequently.
For example, a fourth grader was investigating which n by m
rectangular regions could be tiled by the pentomino below. The 4 by 10
rectangle shown is once such possibility.
The student conjectured that at least one of the dimensions of the
rectangle had to be divisible by 5 for a tiling to be possible. She explained that
the area of the pentomino had to divide evenly into the area of the rectangle.
Since 5 is prime, the only way the rectangle’s area, mn, could be divisible by 5
was for either m or n to be so. (You can prove an additional condition if you
color the rectangle with a checkerboard pattern and think about the parity of
the colors covered by each tile).
In the context of mathematics, the quality of being equally odd or
equally even and if two numbers are both odd in value, or both are even in
value, parity exists. If one number is odd and the other is even, no parity
exists
