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Assessment 1 part 2

Problem Solving Activities


STUDENT ID : 211076913

E 700/ESM 704

Activity 2.4

1. Calculating the monthly electricity fee (How to save on electricity costs)

This investigation characterized by being able to operate a mathematical operation, such as multiplying
fractions, changing watt to kilo watt, and adding numbers. Cost per KWh given by the teacher, such as
for 5pm – 10 pm is a peak time and during this time the cost is little bit expensive, Rp350/KWh, on the
other hand, outside this hours, the price is Rp200/KWh. The purpose is to generalize the result, that
obtained by students.

Type of investigations that might be carried out in this activity is definition of the problem, observation,
comparing the result with others, measurement, discussion, making decision, analyze the problem, take
notes or data, search out the facts and communication of findings to others.

2. How many tiles are on the family room?

This investigation encourages students to be able to use mathematics operation, such as adding and
multiplying numbers and changing from centimeters to meters and vice versa. The area of family room
depends on the students’ house, but the area of the tiles provided, with the aims to generalize the
students’ answers.

Type of investigations that might be happened in this activity are, measurement (measure the length
and the width of the family room in the students house), analyze the problems, discussion, take notes or
data and communication of finding to others.

3. Come to school on time

This investigation aims to minimize the number of students who come to school not at the time
specified by the school. Moreover, this activity is the relationship between the distance from students’
home to school and the time that they have to start from their house to reach school. Furthermore,
students should have the prior knowledge about time, distance and mathematics operations such as,
multiply, subtract and add.

Type of investigation that might be occurred in this activity is, analyze the problems, measurement,
make a decision, take notes or data and communicate of finding to others.

Activity 2.5

Three more question that I consider worth investigating for the “diamonds” are:

1. How many squares are there at any step?

2. Can you predict the numbers of squares are in the 5th step? Share you strategies!
3. How many steps can we make based on the “diamonds” patterns?

Activity 2.6

1. Topic: Geometry
a. Traditional Question:

There is one rectangle with 20 cm length and 10 cm width. What is the area of the rectangle?

From this question, students are not challenging to find other solutions. There will be fixed one
solution answer. Moreover, this question is not encouraging students’ higher order thinking because
the students can find the formula of area of rectangle easily. It means that, students cannot find the
variety of answers.

b. Open-ended question:

Draw the possibilities of rectangles which have the area 200 cm2. How many possibilities are there?
Give your reason!


This question addresses essential mathematical aspect of problem solving. It requires the development
strategies of students, promotes higher order thinking of the students and emphasizes making

2. Topic: Percents
a. Traditional question:

Find the result of 15% of Rp100,000.

From this question, students directly come to the formula, . As mentioned

above, this question is not engage students to develop their thinking and strategy in solving the
mathematical problems.

b. Open-ended question:

Inside a box, there are several images that labeled with three numbers, namely 100, 10 and 5. Based
on the information from the teacher, there are 55 percents of numbers 5, 30 percents numbers 10
and 5 percents number 100.

According to Andi, the value of number 5 will be more than other numbers. However, Ega has
different perception. She told that, the value of number 100 will be the greatest value in the box.
Meanwhile, Tono states that, this case is depending on how many images are in the box. Who told
the correct answer? Explain your answer!


This question requires students’ understanding about concept of percents deeply. This kind of question
can encourage the students’ ability to develop their understanding about real mathematical problems.
To answer this kind of question, students must have deep understanding about the problem at first. It
means that, they cannot just go to the formulas and then find the result by using calculator or other

3. Topic: Fraction
a. Traditional question:

b. Open ended question:

Jonathan tells to me, “I shared 30 candies to my friends that consist of 3 people. I gave of candies
to Lukman, to Kim and to Margaret. Give your reason that actually, Jonathan has made the
wrong explanation, based on sharing his candies.


This kind of question might benefits for students because:

1. Students participate more effectively in the lesson and express their ideas more widely
2. Students are encourage and interested to give the proofs of the questions
3. Students have more opportunities to make a comprehensive used of mathematical concepts and
4. Even low-achieving students could participate to express their explanation through their own ways.