Richard Kalman - ValueOfMultipleSolutions
Richard Kalman - ValueOfMultipleSolutions
Richard Kalman - ValueOfMultipleSolutions
B03 0610
Reprinted by permission from The New York State Mathematics Teachers’ Journal, Volume 53, Number 1 (March 2003).
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help but use equations because we were taught algebra bitrarily pick a second set hoping to get a sum nearer 105,
perhaps too well. But students, not having algebraic tools repeating the procedure as often as needed. With small
at their fingertips, must use creativity and ingenuity. In a numbers this works very well, but with big numbers it can
sense, they are smarter than we are (and smarter than they be terribly tedious.
will be in a few years) because they are not yet shackled
Method 4: The “Bracket” version of Guess-and-
to convenient routines of thought. Every new problem is
Check attempts to place and keep 105 between the results
an adventure for them. The following illustrates the vari-
of two consecutive trials. Artillery and mortar personnel in
ety of paths students chose to overcome the obstacles posed
the military use a similar method to hit an unseen target.
by one unexpected problem.
The concept is to start with two trials, placing one above
our “final answer” and the other below. Each subsequent
trial then uses the numbers
The sum of 5 consecutive numbers is midway between the trial just
concluded and the closest one Problem Solving
105. What are the numbers? is what we do
on the other side of our tar-
get set. In this case, the when we do not
There are two approaches that should be used by begin- student might try 10, 11, 12, know what to do.
ners and those who are momentarily stumped: 13, and 14 first. The sum of
Guess-and-Check and Make-A-List. Both have the advan- 60 is too low. He or she might then try 24, 25, 26, 27, and
tage of allowing people to try something instead of just 28. The sum of 130 is too high. Midway between 10 and
sitting frozen behind their pencil, and both have the ad- 24 is 17, so the next trial is 17, 18, 19, 20 and 21 whose
vantage of helping them to develop a strong feel for the sum is 95. Too low. Midway between 17 and 24 is 20.5;
true nature of the problem. Students should “get their hands Try perhaps 21, 22, 23, 24, and 25. The sum is 115. Too
dirty.” by trying different numbers to see what happens high. Midway between 17 and 21 is 19. The sum of 19, 20,
until that nature becomes clear. 21, 22, and 25 is 105. Just right. The Bracket Method has
Method 1: Some children will employ a true Guess- the same strengths and weaknesses as the Creep Up
and-Check approach, trying consecutive number sets Method.
completely at random. This approach could take a while.
Also, it might not yield any insights. The above four methods are mechanical. This allows
Method 2: For this problem, Make-A-List, a type of students to arrive at an answer without understanding much
organized search, has the advantage of making the correct about the nature of the problem. The important thing, of
values inevitable and the disadvantages of inefficiency and course, is that students know they are moving inexorably
slowness, as shown in the table below. To towards an answer, however slowly.
the smallest of the consecutive numbers stu- The following seven methods are much
dents would assign all the values from 1 to NUMBERS SUM
more efficient.
1, 2, 3, 4, 5 15
(as it turns out) 19. Then for each, they 2, 3, 4, 5, 6 20
would list the other four numbers and cal- 3, 4, 5, 6, 7 25 Method 5: The “Build Up Method”
culate the sum, looking to see which 4, 5, 6, 7, 8 30 adapts Guess-and-Check in an extremely
5, 6, 7, 8, 9 35
fivesome added up to 105. Eventually — efficient way. First, to minimize arithmetic,
6, 7, 8, 9, 10 40
after 19 separate lists and additions — the 7, 8, 9, 10, 11 45 assume that the five consecutive numbers
five consecutive numbers whose sum is 105 8, 9, 10, 11, 12 50 have the most basic values: 0, 1, 2, 3, and 4.
are discovered to be 19, 20, 21, 22, and 23. 9, 10, 11, 12, 13 55
In this form of the frequently used strategy,
10, 11, 12, 13, 14 60
Method 3: The “Creep Up” version of 11, 12, 13, 14, 15 65 “try a simpler related case”, think of 0, 1, 2,
Guess-and-Check relies on guesses that at- 12, 13, 14, 15, 16 70 3, and 4 as the basic numbers. Our five
13, 14, 15, 16, 17 75
tempt to move ever closer to 105, until 105 integers are consecutive, but we now need
14, 15, 16, 17, 18 80
is reached. This approach is less thorough 15, 16, 17, 18, 19 85 to build up their sum, 10, to 105 while main-
than Method 2, but it can be more efficient. 16, 17, 18, 19, 20 90 taining the common difference of 1. Split
17, 18, 19, 20, 21 95 the difference of the sums equally among
Students assume any set of 5 consecutive 18, 19, 20, 21, 22 100
integers and then add them. They then ar- 19, 20, 21, 22, 23 105
the five numbers. That is, (105 – 10) ÷ 5.
Reprinted by permission from The New York State Mathematics Teachers’ Journal, Volume 53, Number 1 (March 2003).
30
Reprinted by permission from The New York State Mathematics Teachers’ Journal, Volume 53, Number 1 (March 2003).
31
American education has been American education has been described by many
described by many people as “a people as “a mile wide and an inch deep”. Its shallowness
mile wide and an inch deep”. does not help young students prepare properly for deci-
sion-making in a future world we cannot yet envision, since
a good decision is based primarily on understanding many
I find it interesting to note the variety of topics that facets of a situation. Asking students to examine problem
come into play when solving a good single problem. As after problem from multiple perspectives can begin to cor-
posed, this question was a traditional algebra exercise, as rect this shortcoming.
ordinary as possible. Yet our various approaches journeyed
through a lot of arithmetic, as well as averages, pictographs, Who knows? Perhaps American education can even
transformation geometry, trapezoids, rectangles, and par- become two inches deep!
allelograms — not to mention several different strategies.
REFERENCES
Utilizing problem-solving as the main tool for teach- 1. Lenchner, George, Creative Problem Solving in School Mathemat-
ics, MOEMS, Bellmore NY 1983, 2005
ing mathematics takes more time in the beginning of the
year as students learn to think their way through the prob- 2. Lenchner, George, Math Olympiad Contest Problems for Elemen-
lems. But the Guessing-and-Checking that students often tary and Middle Schools, MOEMS, Bellmore NY 1997
do in order to understand the situation provides practice 3. Mathematical Olympiads for Elementary and Middle Schools, contest
with basic skills. Also, student discussions that follow ev- problems given between 1995 and 2002, Math Olympiads, Bellmore, NY
ery problem review many topics. Furthermore, because
Reprinted by permission from The New York State Mathematics Teachers’ Journal, Volume 53, Number 1 (March 2003).