Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3:GEMATH-1S-2020-2021

College : Engineering
Campus: Bambang

DEGREE PROGRAM BScPE COURSE NO. GEMATH

SPECIALIZATION Computer COURSE TITLE Mathematics in the Modern World
YEAR LEVEL 1st Year TIME FRAME 11 Hrs WK NO. 7-8 IM NO. 3

I. UNIT TITLE/CHAPTER TITLE

Problem Solving and Reasoning

II. LESSON OVERVIEW

This lesson provides the students an Introduction to Mathematics in the Modern World. This module
deals with the nature of mathematics, appreciation of its practical, intellectual and aesthetic
dimensions and application of mathematical tools in daily life.

Mathematics is the study of the relationships among numbers, quantities and shapes. It includes
arithmetic, algebra, trigonometry, geometry, statistics and calculus. It helps organize patterns and
regularities in the world. The geometry of most patterns in nature can be associated either directly
or indirectly, to mathematical numbers.

Mathematics, being a science of patterns, helps students to utilize, recognize and generalize
patterns that exist in numbers, in shapes and in the world around them.

III. DESIRED LEARNING OUTCOMES

At the end of the lesson, the students should be able to:

1. Use different types of reasoning to justify statements and arguments made about mathematics and
mathematical concepts;
2. Write clear and logical proofs;
3. Solve problems involving patterns and recreational problems following Polya’s four steps; and
4. Organize one’s method and approaches for proving and solving problems.

IV. LESSON CONTENT

Mathematics in our World

A. Inductive and Deductive Reasoning

B. Intuition, Proof and Certainty
C. Polya’s Four Steps to Problem Solving
D. Problem Solving Strategies
E. Mathematical Problems Involving Patterns
F. Recreational Problems Using Mathematics

DEFINITION OF TERMS USED IN MATHEMATICS IN OUR WORLD

1. INDUCTIVE REASONING
-refers to the process of making generalized decisions after observing, and/or witnessing,
repeated specific instances of something.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3:GEMATH-1S-2020-2021

2. DEDUCTIVE REASONING
-is the process of reaching conclusions based on previously known facts. It is correct and valid.
3. INTUITION
- is the ability to understand something instinctively, without the need for conscious reasoning.
4. MATHEMATICAL PROOF
- is an argument which convinces other people that something is true.
5. PROOF
- is an inferential argument for mathematical statement. It is a conclusive evidence or an argument
that serves to establish a fact or the truth of something.
6. CERTAINTY
- is total continuity and validity of inquiries to the highest degree of precision.

A. INDUCTIVE AND DEDUCTIVE REASONING

Inductive and Deductive reasoning are two fundamental types of reasoning for mathematicians. Today’s
formal theorems and proofs originated with these two forms of reasoning.
Inductive reasoning refers to the process of making generalized decisions after observing, and/or
witnessing, repeated specific instances of something. Conversely, Deductive reasoning refers to the
process of taking the information gathered from general observations and making specific decisions
based on that information.
Inductive reasoning is a process of reaching conclusions based on a series of observations while
deductive reasoning is a process of reaching conclusions based on previously known facts. Inductive
reasoning usually leads to deductive reasoning.
Ex. INDUCTIVE REASONING
1. It's dangerous to drive on icy streets. The streets are icy now, so it would be dangerous to drive on
the streets.
2. All cats have a keen sense of smell. Fluffy is a cat, so Fluffy has a keen sense of smell.
3. Cacti are plants, and all plants perform photosynthesis. Therefore, cacti perform photosynthesis.
4. Red meat has iron in it, and beef is red meat. Therefore, beef has iron in it.
5. Acute angles are less than 90 degrees. This angle is 40 degrees, so it must be an acute angle.
6. All noble gases are stable. Helium is a noble gas, so helium is stable.
7. Elephants have cells in their bodies, and all cells have DNA. Therefore, elephants have DNA.
8. All horses have manes. The Arabian is a horse; therefore, Arabians have manes.

Ex. DEDUCTIVE REASONING

1. All swans are white. Jane is white. Therefore, Jane is a swan.

2. All farmers like burgers. Jethro likes chicken wings. Therefore, Jethro is not a farmer.
3. All actors are handsome. Tom Cruise is handsome. Therefore, Tom Cruise is an actor.

B. INTUITION, PROOF AND CERTAINTY

Intuition is the ability to understand something instinctively, without the need for conscious reasoning. It
is instinctive knowledge, meaning the state of being aware of or knowing something without having to
discover or perceive it, or the ability to do this. It is the instinctive belief, meaning that something is known
or believed instinctively, without actual evidence for it.
A mathematical proof is an argument which convinces other people that something is true. Proof is an
inferential argument for mathematical statement. It is a conclusive evidence or an argument that serves
to establish a fact or the truth of something. Proof consists of a test or trial of something to establish that
it is true.
Certainty is total continuity and validity of inquiries to the highest degree of precision. Certainty is a
conclusion or outcome that is beyond doubt. A mathematical certainty is something that is certain most
likely to happen.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3:GEMATH-1S-2020-2021

In direct proof , the conclusion is established by logically combining the axioms, definitions and earlier
theorems.
For example, direct proof can be used to establish that the sum of two integers is always even: consider
two even integers x and y. Since they are even, they can be written as x = 2a and y = 2b, respectively for
integers a and b. Then the x + y = 2a + 2b = 2(a+b). Therefore x + y has 2 as a factor and, by definitions,
is even. Hence the sum of any two integers is even. This proof uses the definition of even integers, the
integer properties of closure under addition and multiplication and distributivity.

C. POLYA’S FOUR STEPS TO PROBLEM SOLVING

Problem solving is an artistic science! There is no single approach in problem solving that works all the
time. Each problem is slightly different. George Poly (1887 -1985), known as the father of modern problem
solving who did extensive studies and wrote papers and books about problem solving, formulated the
four-step approach to problem solving. Polya’s four-step approach to problem solving aims to make
individuals as better problem solvers.
STEP 1: UNDERSTAND THE PROBLEM ( prepare )
Sometimes the problem lies in understanding the problem. If you are unclear as to what needs
to be solved, then you are probably going to get the wrong results. In order to show an understanding
of the problem, you, of course, need to read the problem carefully. Sound simple enough, but some
people jump the gun and try to start solving the problem before they have read the whole problem.
Once the problem is read, you need to list all the components and data that are involved. This is where
you will be assigning your variable.
STEP 2: DEVICE A PLAN (translate)
When you devise a plan (translate), you come up with a way to solve the problem. Setting up an
equation, drawing a diagram, and making a chart are all ways that you can go about solving your
problem.
STEP 3: CARRY OUT THE PLAN (solve)
The next step, carry out the plan (solve), is big. This is where you solve the equation you came
up with your devise a plan step.
STEP 4: LOOK BACK (check and interpret)
You may be familiar with the expression “don’t look back”. In problem solving it is too good to
look back (check and interpret). Basically, check to see if you used all your information and that the
final answer makes sense. If your answer does check out, make sure that you write your final answer
with correct labeling.

Example 1: Twice the difference of a number and 1 is 4 more than that number. Find the number.
Step 1: Understand the problem.
Make sure that you read the question carefully several times.

Since we are looking for a number, we will let

x = a number
Step 2: Devise a plan (translate).

Step 3: Carry out the plan (solve)

*Remove ( ) by using dist. prop.

*Get all the x terms on one side

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3:GEMATH-1S-2020-2021

*Inv.of sub. 2 is add 2

Step 4: Look back (check and interpret)

If you take twice the difference of 6 and 1, that is the same as 4 more than 6, so this does check.

FINAL ANSWER: The number is 6.

D. PROBLEM SOLVING STRATEGIES

Problem solving strategies maybe developed in many ways. First, the ability to use strategies develops with
experience and practice. Second, Strategies themselves can become more abstract and complex.
There are simple and common problem solving strategies, to mention a few:
1. Guess (This includes guess-and-check and guess-and -improve)
2. Act it Out (Act it out and use equipment)
3. Draw (This includes drawing pictures and diagrams)
4. List/ Tabulate (This includes making a table)

E. MATHEMATICAL PROBLEMS INVOLVING PATTERNS

Finding patterns is an important problem-solving strategy because many problems are similar and fall
into predictable patterns. A pattern is a regular, systematic repetition and may be numerical, visual, or
sequential. Patterns show how things are connected, how things works and how a group of objects acts
in the same way.
EXAMPLE 1
Suppose you decided to sign up for a half marathon (13.1 miles) race. After a long and grueling three
months of training with a coach, race day is here! The gun goes off, and you embark on attempting a
really impressive feat. Your coach records your elapsed time, in minutes, for the first five miles of the
race, and the results are as follows:

Mile Elapsed Time

1 10
2 20
3 30
4 40
5 50
Do you notice any patterns in this chart? A pattern can be defined as a repeated occurrence, or as
something that follows a specific rule. Well there are quite a few in there! For example, here are a few
that you may have observed.

1. Every time the miles go up by 1, the elapsed time goes up by 10.

2. The elapsed time can be found by multiplying the mile number by 10.
3. There is a difference of 1 between each mile in the chart, and there is a difference of 10
between each elapsed time in the chart.

That's just to name a few. We can observe patterns visually, numerically, or algebraically within this
chart. Patterns, in general, show up all around us in the real world, and as it turns out, they're quite
useful!

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3:GEMATH-1S-2020-2021

Using Patterns to Solve Math Problems

Let's get back to your race. After all, you're huffing and puffing away, and your coach is quite proud of
you! Before the race, you made a goal of finishing the race in under 2.5 hours, or 150 minutes. Your
coach is trying to figure out if you are on track to do that or if you need to speed up. I've got great news!
Your coach can use the patterns in the chart to solve this problem.
There are a number of ways that your coach can use patterns to figure this out. He could extend the
pattern out until the end of the race and see if your time is under 150 minutes at that point. He could
also use the second pattern we named; that the elapsed time can be found by multiplying the mile
number by 10 to set up the equation
T = 10m
where T is the elapsed time and m is the number of miles you've run.
Since he wants to know what your elapsed time would be at 13.1 miles, if you continue at the pace you
are at, he can simply plug m = 13.1 into the equation and solve for T.

We see that if you continue at the pace you are at, then by extending the pattern, we find that at
13.1 miles, you will be a little over 130 minutes. To be more exact, the equation shows that you would
finish in 131 minutes, or 2 hours and 11 minutes. Wow, speedy! You're going to crush your goal! Way
to go!
This is a great example of using patterns to solve math problems. Just like we saw in this example,
there are a number of ways to use patterns to solve problems such as extending the pattern or setting
up an equation. Regardless of the exact method you choose, solving math problems using patterns
involves these two steps:

1. Identify patterns that your data seems to take on.

2. Extend these patterns visually, algebraically, numerically, etc. to solve your problem.

Therefore, a very important part of using patterns to solve problems involves identifying and extending
the patterns.

EXAMPLE 2
Can you find the sum of the first 100 even positive numbers? Find the pattern.
The sum of first 1 even positive no. is 2 or 1(1+1) = 1(2)
The sum of first 2 even positive no. is 2+4=6 or 2(2+1) = 2(3)
The sum of first 3 even positive no. is 2+4+6 = 12 or 3(3+1) = 3(4)
The sum of first 4 even positive no. is 2+4+6+8=20 or 4(4+1) = 4(5)
Pattern: The sum of the first 100 even positive numbers is 2+4+6+…..=?
Or 100(100+1) = 100(101) or 10 100

F. RECREATIONAL PROBLEMS USING MATHEMATICS

When it comes to math, games could provide the key to generating interest and unlocking a
student’s true abilities. Recreational math has become a popular topic with teachers who want to
maximize young student’s chances of succeeding in math. Recreational math uses games to
help students understand many of the concepts in mathematics at a very young age. For
teachers who are searching for ways to get students engaged in math, it provides another
strategy.

It’s one that has proven successful for many.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3:GEMATH-1S-2020-2021

Recreational mathematics involves problems, riddles, puzzles, brain- teasers and games carried out for
recreation or leisure rather than as a research or application-based professional activity. Recreational
mathematics employs creative problem-solving, logical reasoning approaches, reflective thinking and
algebra techniques.
Some of the more well-known topics in recreational mathematics are Rubik's Cubes, magic
squares, fractals, logic puzzles and mathematical chess problems, but this area of mathematics includes
the aesthetics and culture of mathematics, peculiar or amusing stories and coincidences about
mathematics, and the personal lives of mathematicians.
Mathematical games
Mathematical games are multiplayer games whose rules, strategies, and outcomes can be studied and
explained using mathematics. The players of the game may not need to use explicit mathematics in order
to play mathematical games. For example, Mancala is studied in the mathematical field of combinatorial
game theory, but no mathematics is necessary in order to play it.
Mathematical puzzles
Mathematical puzzles require mathematics in order to solve them. They have specific rules, as
do multiplayer games, but mathematical puzzles don't usually involve competition between two or more
players. Instead, in order to solve such a puzzle, the solver must find a solution that satisfies the given
conditions.
Logic puzzles and classical ciphers are common examples of mathematical puzzles. Cellular
automata and fractals are also considered mathematical puzzles, even though the solver only interacts
with them by providing a set of initial conditions.
As they often include or require game-like features or thinking, mathematical puzzles are sometimes also
called mathematical games.
MatheMagics
Many world-famous magicians use tricks that rely on mathematics. In fact, there is a whole area of
recreational mathematics that involves magic tricks that can be explained via mathematics. For instance,
some mathematical tricks use Hamming Code to identify when a volunteer is lying, see Mathemagics: A
Magical Journey through Advanced Mathematics [3].
Other activities
Other curiosities and pastimes of non-trivial mathematical interest include:

• patterns in juggling
• the sometimes profound algorithmic and geometrical characteristics of origami
• patterns and process in creating string figures such as Cat's cradles, etc.
• fractal-generating software

V. LEARNING ACTIVITIES

1. Definition of Terms
a) Deductive Reasoning
b) Inductive Reasoning
c) Intuition
d) Mathematical Proof
e) Proof
f) Certainty
2. Enumerate Polya’s steps to problem solving
3. Give an examples of recreational mathematics ( at least 10 )

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3:GEMATH-1S-2020-2021

Poor Fair Good

1 pts 3 pts 5 pts

The definition of the A definition of the The correct definition is

Vocabulary Definition vocabulary word is not vocabulary word is used, and is complete.
included on the page or incomplete.
the wrong definition is
written.

VI. ASSIGNMENTS

a. Give 10 examples of deductive reasoning.

b. Give 10 examples of inductive reasoning.
c. Submit 2 examples of recreational mathematics and write the mechanics on how to play it.
d. Differentiate intuition and mathematical proof.

ESSAY Poor Fair Good

2 pts 3 pts 5 pts

Limited content with Sufficiently developed Substantial specific

CONTENT inadequate elaboration content with adequate and/or illustrative
or explanation elaboration or content demonstrating
explanation. strong development
and sophisticated
ideas.

Gives some new Somewhat informative Very informative and

ORGANIZATION information but poorly and organized. organized
organized.

A number of wrong Few spelling and Virtually, no wrong

GRAMMAR AND spelling, punctuations punctuations errors, spelling, punctuation or
MECHANICS or grammatical errors. minor grammatical grammatical errors.
errors.

VII. REFERENCES
A) Book/Printed Resources
Marie-Franie J. Frany et al. Fundamentals of Probability and Statistics for Engineering
Ronald H. Howell et al., (2013).Principles of Heating Ventilating and Air Conditioning 7th Edition
David V. Chadderton, (2014).Air conditioning a Practical Introduction 3rd Edition
Adam, John A. Mathematics in Nature: Modelling Patterns in the Natural World
Adam, John A. Mathematical Nature Walk
Aufman, R. et al. mathematical Excursions ( Chaps 1,2,3,4,5,8,11, and 13) 3 rd Ed (International Edition)
COMAO Inc. For all Practical Purposes, Introduction to Contemporary Mathematics, 2 nd Ed.
Fisher, Carol Burns, The Language of Mathematics
Fisher, Carol Burns, The Language and Grammar of Mathematics
Hersh, R., What is Mathematics Really? (Chaps. 4 & 5)
Johnson and Mowry. Mathematics a Practical Odyssey ( Chap 12)
Moser and Chen. A Student Guide to Coding and Information Theory
Stewart, Ian. Nature’sw Numbers
Vistro-Yu, C. Geometry: Shapes, Patterns and Designs
B) e-Resources
https://nptel.ac.in/courses/112105128/

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